Снимок экрана 2022-04-13 в 2.03.25 PM

Listening: B1
A phone call from a customer

Listen to the phone call from a customer to practise and improve your listening skills.
Before listening
Do the preparation task first. Then listen to the audio and do the exercises.
Preparation task
Match the definitions (a–h) with the vocabulary (1–8).
Vocabulary Definition
1. …… an exception a. proof that a delivery has been made
2. …… payment terms b. the conditions of when a customer should make
3. …… an invoice payment
4. …… an extension c. when more time is allowed for something
5. …… delivery confirmation d. an official or organisational rule
6. …… cash flow e. a document which shows how much a customer has to
7. …… a regulation pay, for what and by when
8. …… to appreciate f. when something doesn’t follow the usual rule
g. to show someone you are grateful for something they
have done
h. the timing and amount of money coming in and going
out of a company
Tasks
Task 1
Are the sentences true or false?
Answer
1. The delivery hasn’t arrived yet. True False
2. Andrea is having cash flow issues and needs a payment extension. True False
3. Andrea usually asks for an extension of the payment terms. True False
4. Andrea has a new order to place, even bigger than the last one. True False
5. Junko can extend the payment terms on the last order to 60 days. True False
6. Junko will send Andrea an email confirmation. True False
© 2019 British Council www.britishcouncil.org/learnenglish

Task 2
Write the sentences in the correct group.
Let me see what I can do. I promise this won’t become the norm.
I’m happy to help you. I’m not sure if I can do that.
You’ll really be helping us. I appreciate your help.
I need a favour. I think we can make an exception this time.
The customer says: The supplier says:
Discussion
Do you ever do favours or make exceptions for important clients?

Transcript
Junko: Hello, Junko Mori speaking. How can I help you?
Andrea: Hi, Junko, it’s Andrea here from Red Band. I’m calling about our latest order.
Junko: Everything arrived OK, right? We got the delivery confirmation at our end.
Andrea: Yes, everything’s fine with the order. I’m calling about the invoice and the payment
terms. I need a favour.
Junko: A favour? What do you need?
Andrea: This is a little, er ... difficult, but I need an extension on the payment terms. I know
they’re usually 30 days, but we’re having some cash flow problems. You’d really be helping us
out if you could extend it to 60 days.
Junko: I’m not sure if I can do that, Andrea. We’ve got regulations at our end, and also have to
manage our own cash flow.
Andrea: I promise this won’t become the norm, Junko. Actually, I also want to place another
new order. The same size order as last time. It’s for an important customer and they pay on
delivery.
Junko: I see. So your cash flow problem will be solved after this new order is delivered.
Andrea: Exactly.
Junko: That sounds good. Hold on, Andrea. Let me see what I can do. Yes, I think we can make
an exception this time.
Andrea: That’s great, Junko. I appreciate your help.
Junko: And we appreciate your business, Andrea. It works both ways.
Andrea: Thanks again, Junko. Can you send me a quick email confirmation of the payment
terms extension?
Junko: Sure, no problem. We’re happy to help you.
Andrea: Great. And I’ll email you the new order.
Junko: Thanks. I’ll keep an eye out for it. Talk to you soon.
Andrea: You too. Goodbye.

Answers
Preparation task
1. f
2. b
3. e
4. c
5. a
6. h
7. d
8. g
Task 1
1. False
2. True
3. False
4. False
5. True
6. True
Task 2
The customer says:
1. You’ll really be helping us.

2. I need a favour.
3. I promise this won’t become the norm.
4. I appreciate your help.
The supplier says:
1. Let me see what I can do.

2. I’m happy to help you.
3. I’m not sure if I can do that.
4. I think we can make an exception this time.

Listening: B1
A student discussion
Listen to two students comparing Mars and Earth to practise and improve your listening skills.
Before listening
Preparation task
Write the words and phrases in the correct group.
to have in common but similar whereas
both to share while
Words and phrases for talking about Words and phrases for talking about
difference things that are the same
Tasks
Task 1
Write the characteristics in the correct group.
Has more air Is closer to the Sun Is colder Has stronger gravity
Has more nitrogen

Is 50 per cent smaller and oxygen than Used to have water Has a longer day
carbon dioxide
Earth Mars

Task 2
Complete the sentences with words from the box.
astronomical nitrogen frozen
support Gravity same
1. Most people think Mars can ……………………………… human life.

2. We measure distances in space using ……………………………… units.
3. The two planets aren’t the ……………………………… colour.
4. Most of the water on Mars is probably ……………………………… .
5. The air on Earth is mostly made up of ……………………………… .
6. ……………………………… on Mars is just over one third as strong as on Earth.
Discussion
Do you think people will live on Mars one day?

Transcript
Teacher: So you’ve got a few minutes to discuss with your partner.
Student 1: So, as far as I know, the main similarity between Mars and Earth is that they can
both support human life.
Student 2: Yeah, but do we know that’s actually true? I mean, Mars is much colder than Earth,
isn’t it? It says here it’s about minus 55 degrees most of the time, whereas on Earth only
places like Antarctica get that cold.
Student 1: True. Well then, I suppose you could say both planets are a similar distance from
the Sun?
Student 2: No way! Mars is much further away! It says here it’s about 228 million kilometres,
while Earth is about 150 million.
Student 1: Yes, but in space that’s not that far. Jupiter is, like, almost 780 million kilometres.
That’s why we use astronomical units when we talk about distances in space. Earth is 1
astronomical unit from the Sun and Mars is 1.3. The difference doesn’t sound so big when you
look at it that way.
Student 2: I see what you mean. Jupiter is 5.2 astronomical units so I guess you’re right. What
other similarities are there between the two planets?
Student 1: Let’s see … not the colour, obviously!
Student 2: Yeah! Earth is called the blue planet and Mars is called the red planet for pretty
obvious reasons!
Student 1: Their sizes are pretty different. Mars is about half the size of Earth.
Student 2: What about this? It looks like the days on both planets are almost the same length.
Earth’s day is 24 hours but Mars’s is about half an hour longer.
Student 1: You’re right. OK, any other things they both share?
Student 2: I suppose you could say they have water in common.
Student 1: Could you? How?
Student 2: Well, Earth is 70 per cent water and Mars probably had huge oceans in the past.
It’s just that most of the water there now is probably frozen.
Student 1: Ah, I see. I don’t think we can say the air is the same, though. Most of Earth’s air is
nitrogen and oxygen, but Mars …?
Student 2: Mars doesn’t really have air, not compared with Earth. It’s got about one per
cent as much air as Earth.
Student 1: Right, and it’s mostly carbon dioxide.
Student 2: Gravity is another difference. I didn’t know this, but Mars has higher gravity than
the Moon. But it’s much less than on Earth, of course.
Student 1: Oh, yes. It says Mars has about 38 per cent of Earth’s gravity.
Teacher: OK, let’s see what you’ve found …

Answers
Preparation task
Words and phrases for talking about Words and phrases for talking about
difference things that are the same
but to have in common
whereas similar
while both
to share
Task 1
Earth Mars
Has more air Is colder
Is closer to the Sun Is 50 per cent smaller
Has stronger gravity Used to have water
Has more oxygen and nitrogen than carbon Has a longer day
dioxide
Task 2
1. support
2. astronomical
3. same
4. frozen
5. nitrogen
6. Gravity

Listening: B1
A team meeting about diversity
Listen to a team meeting about diversity to practise and improve your listening skills.
Before listening
Preparation task
1. …… a charter a. when different people, things or ideas are included
2. …… to promote b. when you feel separate from others
3. …… isolation c. a document that describes the beliefs of a group
4. …… diversity d. to help something to happen
5. …… to pay attention to e. when everyone has the same rights and advantages
6. …… equality f. when people feel part of a group
7. …… a venue g. to think carefully about
8. …… inclusion h. a place where an event happens
Tasks
Task 1
Answer
1. The team has grown and become more diverse in the past year. True False
2. Everyone in the team respects and values everyone else. True False
3. They’re going to create a workplace charter to encourage diversity, True False
equality and inclusion.
4. They’re going to involve the whole team when creating the charter. True False
5. They have already run some successful workshops this year. True False
6. Nina has already shared some positive research. True False

Task 2
Circle the best answer.
1. Stefano is going to …
a. talk to colleagues who feel isolated.
b. look for a trainer who specialises in running diversity workshops.
c. look for an unusual venue for the workshop and team-building event.
2. Brenda is going to …
a. talk to people about their different opinions.
b. look for a trainer who specialises in running diversity workshops.
c. look for an unusual venue to run the workshop and team-building event.
3. Nina is going to …
a. write the workplace charter before the workshop.
b. also look for an unusual venue for the event.
c. research other organisations and their diversity.
Discussion
How diverse is your workplace? How can diversity benefit your team?

Transcript
Nina: As you know, our team has grown a lot in the past year and we feel we need to address
the diversity in the team.
Brenda: How do you mean, ‘address the diversity’?
Nina: Well, we all know that diversity in teams is a good thing, but it can also be a challenge
for some people to respect and value people’s differences. We’ve got a really diverse team
here – people of different nationalities, backgrounds, religions, ages … and sometimes I don’t
feel we make the most of this.
Stefano: Yes, and even if it isn’t specifically challenging, many people are simply unaware of
the isolation that some team members may feel because they are different.
Brenda: So, what does this mean? What are we going to do?
Nina: Well, we need to create a workplace charter. You know, one that promotes equality,
diversity and inclusion.
Brenda: That sounds like a good idea. But will people just see it as something the
management team has created? Maybe they won’t even pay attention to it.
Nina: I know. That’s why we’re going to involve everyone in creating it.
Stefano: That’s a good idea. We could run some workshops and get ideas from the employees
about how we can create a more inclusive workplace.
Nina: Exactly. I was thinking that before that we could run some team-building sessions so
they can experience the value of diversity for themselves.
Brenda: Yes, I like that. Many people see diversity as something negative, often because
there are different opinions or ways of doing things.
Nina: Yes, I know, but if there’s no diversity, then the risk is that we all work in the same way,
think the same and see the world the same. This makes it hard to be creative and to innovate.
Stefano: I completely agree, Nina. OK. So, what do you want us to do?
Nina: Stefano, can you look for a successful trainer who specialises in running workshops and
team-building sessions on diversity and inclusion?
Stefano: Sure. I’ll be happy to.
Nina: And Brenda, can you find a fun venue? Somewhere that is quite diverse itself. Something
that’s not the usual seminar-style environment?
Brenda: Sure. That’ll be fun.
Nina: And I’m going to do some further research into how other organisations are benefiting
from their diversity. I can share this with the whole team.

Answers
Preparation task
1. c
2. d
3. b
4. a
5. g
6. e
7. h
8. f
Task 1
1. True
2. False
3. True
4. True
5. False
6. False
Task 2
1. b
2. c
3. c

Listening: B1
A weather forecast
Listen to a weather forecast and answer the questions to practise and improve your listening
skills.
Before listening
Preparation task
1. …… throughout a. a small area
2. …… isolated b. to disappear
3. …… a patch c. on its own, without other similar things around it
4. …… drizzle d. during all of a period of time
5. …… to clear up e. in other places
6. …… elsewhere f. to move so that there is space for something to enter
7. …… a heatwave g. very light rain
8. …… to make way for h. a period of weather that is much hotter than normal
Tasks
Task 1
Write the words in the correct group.
thunderstorms dry showers a heatwave
wet weather drizzle bright
Rainy weather Sunny weather

Task 2
Answer
1. It will start raining at lunchtime today in the east. True False
2. The weather in the north-west will be worse than in the south. True False
3. There will be thunder in Leeds tonight. True False
4. Most of England will be hot this week. True False
5. Wet weather will move from the north to the south at the weekend. True False
6. It will stay hot when the rain comes. True False
Discussion
What kind of weather do you like best?

Transcript
Hello and good morning! Well, we’re off to a good start in the south this week, as most of
the rain from the weekend has disappeared – just a few patches of cloud and maybe some
showers here on the east coast. They’ll all clear up by lunchtime, though. Over the next day or
so, London and the area around Kent can expect a couple of isolated showers, but mostly dry
through until Thursday.
It’s not such good news for the north-west this week, I’m afraid: more wet weather, and not a
lot of sunshine. Some of today’s showers will be heavy – and even thundery in Manchester and
across the Pennines. Leeds will escape the thunderstorms, with drizzle and light rain only
throughout the rest of the day and tonight.
Elsewhere it becomes dry today, but with some foggy patches towards Wales. In England,
tomorrow morning will see a dry, bright start in most places, with high temperatures
throughout the week. We might see one or two thunderstorms appearing as the week goes
on, with temperatures everywhere at 29 to 30 degrees.
By the weekend, unfortunately, the dry weather will make way for mostly cloudy skies and
rain. The rain will move from Scotland, down towards the north and reach the south coast by
Saturday afternoon. Temperatures, at least, will stay mostly warm at around 21 degrees for
the weekend. It might feel like a nice change from the high twenties and early thirties we’ll see
in the week. That’s all from me until tomorrow. Enjoy the mini-heatwave while you can!

Answers
Preparation task
1. d
2. c
3. a
4. g
5. b
6. e
7. h
8. f
Task 1
Rainy weather Sunny weather
thunderstorms bright
showers a heatwave
drizzle dry
wet weather
Task 2
1. False
2. True
3. False
4. True
5. True
6. False

Listening: B1
An interview about listening skills
Listen to the English teacher talk about listening to practise and improve your listening skills.
Before listening
Preparation task
Match the vocabulary (1–8) with the definitions (a–h).
Vocabulary Definitions
1. …… high stakes a. to admit
2. …… to break something down b. an action to achieve a result
3. …… a strategy c. to behave as if something is true
4. …… to pretend d. a situation where the result is very important
5. …… sweat e. the water that comes from your skin when you’re
6. …… to confess very hot
7. …… to summarise f. to give the main points
8. …… paperwork g. forms and documents
h. to make something into smaller parts
Tasks
Task 1
Answer
1. The interviewer finds speaking the most difficult. True False
2. Gabriella thinks, in some situations, people can find speaking easier True False
than listening.
3. According to the interviewer, asking for someone to say the same thing True False
again is one way to solve the problem.
4. Gabriella recommends pretending to understand if a conversation is True False
too difficult.
5. Gabriella’s strategy for managing important conversations sounds True False
strange to the interviewer at first.
6. Gabriella’s idea involves asking a lot of questions. True False

Task 2
Match the expressions (1–6) with the meanings (a–f).
Expressions Meanings
1. …… I came out in a cold sweat. a. I can’t think.
2. …… I’m still lost. b. I won’t be upset.
3. …… I can take it. c. I wanted to escape.
4. …… My brain shuts down. d. I was really nervous or afraid.
5. …… I get you! e. I still don’t understand.
6. …… I wanted to get out of it. f. I understand what you’re saying!
Discussion
What do you do to help with listening?

Transcript
Presenter: So, today’s expert teacher is Gabriella, a university English teacher from Leeds.
Gabriella, hi and thanks for joining us today.
Gabriella: Thanks for having me!
Presenter: So, I have to confess today’s topic is something I am really bad at: listening. Most
people say speaking is the most stressful part of learning a new language but, for me, with my
B1 German, speaking isn’t so bad. At least I’m in control of it. But listening … woah … people
speak so fast and it’s like my brain just shuts down. Am I just really strange and bad at
listening? Tell me, honestly, I can take it.
Gabriella: No, you’re not strange. In fact, it’s really common. You know, in exams most people
do pretty well in speaking compared with listening. Of course, exams are a different situation
from real life because in an exam you can’t ask for something to be repeated or explained.
You usually have just one or maybe two opportunities to listen to the dialogue and then it’s
gone.
Presenter: Right, but in real life I feel stupid always saying, ‘Sorry, can you repeat that,
please?’, especially if I still don’t understand even when they repeat it. And people out there
listening, I hope you don’t do this – quite often the person just repeats what they said equally
as fast and I’m still lost!
Gabriella: They do, don’t they? In real life, you’ve got two strategies. One is to pretend to
understand and get out of the conversation as fast as you can.
Presenter: Yep, sounds familiar!
Gabriella: But, obviously that’s not going to help if it’s a conversation with high stakes. It
might have important consequences. I mean, if you’re just chatting with a stranger at the bus
stop, it doesn’t matter. But imagine you’re at a government office or a bank, trying to find out
what paperwork you need to get your ID or open a bank account. What can you do then?
Presenter: I hope you’ve got the answer, Gabriella, because I’m coming out in a cold sweat
just thinking about either of those situations!
Gabriella: The other strategy is to summarise what they said.
Presenter: But how can you do that if you didn’t understand what they said?
Gabriella: Ah, well, you only start the summary, so you might say, in German in your case, ‘OK,
so the first thing I have to do is …?’ and make it a question. Or, for example, ‘And which office
is that again?’ Break it down into smaller questions and the other person will naturally start
answering them. That way you’re controlling the conversation a bit more.
Presenter: I get you ...

Answers
Preparation task
1. d
2. h
3. b
4. c
5. e
6. a
7. f
8. g
Task 1
1. False
2. True
3. False
4. False
5. True
6. True
Task 2
1. d
2. e
3. b
4. a
5. f
6. c

Listening: B1
An introduction to a lecture
Listen to the introduction of a psychology lecture to practise and improve your listening skills.
Before listening
Preparation task
Match the vocabulary (1–6) with the definitions (a–f).
Vocabulary Definitions
1. …… perception a. so interested in something that you do not notice
2. …… to lose track of anything else
3. …… a psychologist b. the way you understand or think about something
4. …… a state c. to forget about
5. …… concentration d. the process of giving all of your attention to something
6. …… absorbed e. someone who studies the human mind
f. the physical or mental condition of a person at a
specific time
Tasks
Task 1
Write a number (1–6) to put the topics in the order they are mentioned.
What makes a happy life?
Csikszentmihalyi and his work
An outline of the rest of the lecture
The difference between psychology and positive psychology
Examples of flow
One definition of a happy life

Task 2
Answer
1. Positive psychology focuses on people’s problems. True False
2. The teacher asks the students to define a happy life. True False
3. Mihaly Csikszentmihalyi believes that external events are the main True False
things that make us happy or sad.
4. Csikszentmihalyi believes that a happy life means being very focused True False
on what you do.
5. Csikszentmihalyi studied depression, and from there learned about True False
happiness.
6. Flow means being completely absorbed in what you are doing. True False
7. Csikszentmihalyi was influenced by watching creative people. True False
8. The rest of the lecture will look at what other psychologists think of this True False
theory.
Discussion
Have you ever been in a ‘state of flow’ while doing an activity?

Transcript
Good afternoon, everyone. Welcome to the first lecture of our new course in Positive
Psychology. While some people may associate psychology with looking at what’s wrong with
us, and at what problems we have, there is much more to psychology than that. Positive
psychology, for example, looks at how to help people become happier.
This lecture begins with a question: what makes a happy life?
Now, I’m going to give you one possible answer. A happy life is a life in which you are
completely absorbed in what you do. Now, how does this compare with what you and your
partner said?
This answer comes from the work of Mihaly Csikszentmihalyi and the theory of flow.
Csikszentmihalyi is a psychologist who has spent much of his professional life on the study of
what makes people happy and how we can find happiness.
Csikszentmihalyi suggests the theory that happiness is not caused by external events or
things that happen to us. Our perception of these things and how we see these events either
makes us happy or sad. In other words, if we want happiness, we have to actively look for it.
However, this does not mean that we should always look for happiness! Csikszentmihalyi
believed that our happiest moments happen when we are in a state of flow.
The theory of flow can be summarised like this: when we are totally involved in, or focused on,
what we are doing, we are in a state of flow.
Csikszentmihalyi got the inspiration for this theory when he noticed how artists worked in a
studio. They completely lost track of time, they didn’t notice they were hungry or tired, and
they could work for hours, even days, without stopping. Anyone I have spoken to who has
experienced this state of concentration has said it’s difficult to explain. The best way to
explain it is that it is like being in a river and the flow of the water carries you away.
For the rest of this lecture, I will explore this theory of flow in more detail. First we will look at
Csikszentmihalyi’s life, and how it influenced his ideas. Then we will look at the conditions that
go with a state of flow. What creates flow, exactly? Finally, we will look at activities that can
help us achieve flow in our everyday lives. Will this course make you happy for life? Well,
maybe. Maybe.
Right, let’s get started. If you look at the next slide …

Answers
Preparation task
1. b
2. c
3. e
4. f
5. d
6. a
Task 1
1. The difference between psychology and positive psychology
2. What makes a happy life?
3. One definition of a happy life
4. Csikszentmihalyi and his work
5. Examples of flow
6. An outline of the rest of the lecture
Task 2
1. False
2. True
3. False
4. True
5. False
6. True
7. True
8. False

Listening: B1
Arriving late to class
Listen to the conversation between two students to practise and improve your listening skills.
Before listening
Preparation task
Match the definitions (a–f) with the vocabulary (1–6).
1. …… to hand something in a. to hear
2. …… to get something b. to give something to a teacher or person in
3. …… to have to do with authority
4. …… to catch (what someone said) c. to understand something
5. …… to make sense d. to return something to someone who had it
6. …… to give something back before
e. to be easy to understand
f. to be related or connected to
Tasks
Task 1
Answer
1. The class started five minutes ago. True False
2. The teacher will hand back the tests next Thursday. True False
3. The boy shares his textbook with the girl. True False
4. The teacher is going on about search engines. True False
5. The boy thought this class was about the French Revolution. True False
6. The boy is in the wrong class. True False

Task 2
Put the words in order to make sentences.
1. I missed? What have
2. Did the mid-term? he say anything about
3. catch I didn’t that.
4. meant to be we on? are What page
5. mean? SEO What does
6. with the American Revolution? this What have to do does
7. get don’t I it.
8. makes Now sense. all it
Discussion
When you don’t understand something in class, what do you do?

Transcript
Student 1: Sorry. Sorry, excuse me. I’m just … just coming to sit over here. Phew. Hey. How’s it
going? So, what have I missed?
Student 2: Nothing. He just started around five minutes ago.
Student 1: Did he say anything about the mid-term?
Student 2: What?
Student 1: About the mid-term tests. Did he say anything about when he was going to hand
them back?
Student 2: He’s almost finished marking them, he said. We get them next Tuesday.
Student 1: I’m sorry, I didn’t catch that. When do we get them?
Student 2: Tuesday. Next Tuesday.
Student 1: OK. Got it. Sorry. What page are we meant to be on?
Student 2: Page 34.
Student 1: Page … 34. Oh, wait. I don’t have my textbook. Can I … share with you? Wow. This is
hard stuff.
Student 2: Mmm.
Student 1: What does SEO mean?
Student 2: What?
Student 1: SEO. This is all about SEO but he hasn’t said what it means.
Student 2: Search engine optimisation. How to appear on internet searches.
Student 1: Internet searches. Right. Right. OK.
Student 2: He said what it meant.
Student 1: What?
Student 2: He explained it before you got here.
Student 1: Oh. Right. OK.
Student 2: Can you be quiet? I’m trying to listen to the lecture.
Student 1: So am I. Sorry. Sorry, one more question. What does this have to do with the
American Revolution?
Student 2: What?
Student 1: I don’t get it. Why is he talking about search engines in a course on the American
Revolution?
Student 2: What are you talking about? This is a class on software engineering.
Student 1: You mean, it’s not Early American History?
Student 2: You’re in the wrong class.

Student 1: Oh, wow. Now it all makes sense. I’m so sorry.
Student 2: It’s fine.
Student 1: Here, I’ll just … excuse me. I’m in the wrong class. Excuse me. Thanks. Sorry.

Answers
Preparation task
1. b
2. c
3. f
4. a
5. e
6. d
Task 1
1. True
2. False
3. False
4. True
5. False
6. True
Task 2
1. What have I missed?
2. Did he say anything about the mid-term?
3. I didn’t catch that.
4. What page are we meant to be on?
5. What does SEO mean?
6. What does this have to do with the American Revolution?
7. I don’t get it.
8. Now it all makes sense.

Listening: B1
At the chemist
Listen to a conversation at a chemist’s to practise and improve your listening skills.
Before listening
Preparation task
Write the words in the correct group.
it hurts a prescription an ache lozenges a sore throat
dizzy plasters tablets a cough syrup
Describing illness Medicines and treatment
Tasks
Task 1
Circle the best option.
1. The man needs something …

a. for his throat.
b. for his head.
c. for his wife.
2. The man …
a. is coughing and has a headache.
b. is coughing but doesn’t have a headache.
c. isn’t coughing, but has a headache.

3. The lozenges are …
a. cheaper than the syrup.
b. not as cheap as the syrup.
c. more expensive than the syrup.
4. He should have the lozenge …

a. every four to six hours, after he eats a meal.
b. every four to six hours, with food.
c. every four to six hours, before he eats a meal.
5. The pharmacist can’t give him antibiotics because …

a. his prescription is only for tablets.
b. he doesn’t have enough money.
c. he doesn’t have a prescription.
6. The man has to pay …

a. £7.49.
b. £17.49.
c. £7.99.
Task 2
Put the words in order to make sentences.
1. throat. need for I something sore a
2. really hurts. It
3. have Do you a too? headache
4. do take? I How many
5. take How should I often it?
6. any medicine? Are allergic to you
7. prescription for I’m need a afraid that. you
8. a should You really see doctor.
Discussion
How often do you get a cough or a cold? What do you recommend?

Transcript
Chemist: Hello, can I help?
Customer: Yes, my wife sent me here. I, erm, need something for a sore throat … and I can’t
stop coughing. It really hurts.
Chemist: Do you have a headache too?
Customer: Not really, no.
Chemist: Well, we have this syrup. And these lozenges.
Customer: Which is better?
Chemist: They’re both good. The syrup is more expensive.
Customer: Oh, well … I’ll take the lozenges, then. How many do I take?
Chemist: Just one.
Customer: Sorry, I’m sorry. Er, how often should I take it?
Chemist: Just one every four to six hours. Take it before mealtimes. Are you allergic to any
medicine?
Customer: No.
Chemist: Then you’ll be fine with this.
Customer: Can I get some antibiotics too?
Chemist: I’m afraid you need a prescription for that.
Customer: Ah.
Chemist: You know, you should really see a doctor if that cough continues.
Customer: Thanks. I know.
Chemist: Anything else?
Customer: No, thanks.
Chemist: That’ll be £7.49 then, please.

Answers
Preparation task
Describing illness Medicines and treatment
it hurts a prescription
an ache lozenges
dizzy plasters
a cough tablets
a sore throat syrup
Task 1
1. a
2. b
3. a
4. c
5. c
6. a
Task 2
1. I need something for a sore throat.
2. It really hurts.
3. Do you have a headache too?
4. How many do I take?
5. How often should I take it?
6. Are you allergic to any medicine?
7. I’m afraid you need a prescription for that.
8. You should really see a doctor.

Listening: B1
Chatting about a series
Listen to two friends chatting about a television series to practise and improve your listening
skills.
Before listening
Preparation task
Match the explanations (a–h) with the vocabulary (1–8).
Vocabulary Explanations
1. …… predictable a. like a chapter in a book, but for a television series
2. …… an episode b. easy to guess what will happen
3. …… key c. things that will happen in life and you can’t change them
4. …… to reckon d. very important
5. …… special effects e. to survive
6. …… revenge f. to think; to have an opinion about
7. …… destiny g. hurting someone because they hurt you
8. …… to make it h. computer graphics or other ways of making amazing scenes
for film and television
Tasks
Task 1
Match the characters (1–5) with what the speakers say about them (a–e).
Characters What the speakers say about them

1. …… The dragon a. did something that wasn’t very surprising.
2. …… Jaime b. looked impressive.
3. …… Bronn c. is not the woman’s favourite character any more.
4. …… Tyrion d. never does anything we expect.
5. …… Cersei e. almost died.

Task 2
1. How often does the woman watch the show?

a. always
b. sometimes
c. We don’t know.
2. How has the woman’s opinion of the show changed over time?
a. It’s become more positive.
b. It’s become less positive.
c. It hasn’t changed.
3. What does the man think of the story?

a. It’s very well written.
b. Too many characters died.
c. He can’t remember much about it.
4. What is the one negative thing about the show for the man?
a. They spent too much money on the special effects.
b. The episodes were too short.
c. There weren’t enough episodes.
5. Why does the man think the writers have fewer ideas for stories now?
a. Because they’re saving their ideas to make a Hollywood film.
b. Because they aren’t copying the books.
c. Because they’re copying the books.
6. Why does the woman like Cersei?

a. The character does unpredictable things.
b. The character learns from her mistakes.
c. She’s a very intelligent character.
Discussion
What series do you think this chat is about? What’s your favourite TV show and why?

Transcript
Man: So, did you see the final episode last night?
Woman: Of course! As if I would miss that!
Man: And?
Woman: It was by far the best episode, definitely.
Man: Yeah, totally. The dragon at the end and all the special effects in that final scene were
amazing.
Woman: I loved that part! But I still don’t think this series was as good as the others.
Man: Really? But you said you wouldn’t want to miss it?
Woman: I know, but still … it’s a lot more predictable than it used to be.
Man: But that’s because the story has been told so well that all the characters are reaching
their destiny now.
Woman: I don’t know … before, anyone could die at any time so it was exciting! But, this
series, no key characters died and we all knew they wouldn’t. When Jaime fell in the water
after the dragon attacked him, we knew he would make it somehow. And … oh, surprise, Bronn
jumps in and saves him.
Man: They did kill some characters in this series, though. What was that one’s name …?
Woman: Exactly, see! You can’t even remember who died!
Man: Hmm. The only thing I didn’t like about this series was that it was shorter than the others.
Seven episodes instead of ten. Maybe they spent all their money on that dragon!
Woman: Right! I don’t understand why they did it, as all the fans would happily watch ten
episodes.
Man: I reckon that now they’re not using the story in the books any more, they don’t have as
many ideas.
Woman: That would explain why they’re not being as brave with the story too. It’s more like a
Hollywood film than a TV show now.
Man: So, is Tyrion still your favourite character?
Woman: You know … surprisingly, I think my favourite might be Cersei.
Man: What?!
Woman: She’s so interesting! All the awful things she’s done and the way she’s just aiming for
revenge, even though it won’t make her happy. She still surprises us because we’re expecting
her to have a happy ending where she sees her mistakes and becomes a good person. But
she never does, no matter what it costs her. She’s unpredictable because we just can’t believe
anyone would be like her.
Man: I guess. You don’t have to like a character for them to be your favourite!

Answers
Preparation task
1. b
2. a
3. d
4. f
5. h
6. g
7. c
8. e
Task 1
1. b
2. e
3. a
4. c
5. d
Task 2
1. a
2. b
3. a
4. c
5. b
6. a

Listening: B1
Making a decision
Listen to a meeting in which colleagues make a decision to practise and improve your
listening skills.
Before listening
Preparation task
Match the definitions (a–f) with the vocabulary (1–6).
1. …… agile a. a plan for when things will happen and how long they will take
2. …… a timeline b. one of the stages of a process
3. …… additional c. able to move quickly and easily
4. …… a phase d. most of the people in a group
5. …… to adapt e. something that is extra or more than planned
6. …… the majority f. to change something to make it better or more successful
Tasks
Task 1
Circle the best option to complete the sentence.
1. The objective of the meeting is to …

a. decide on the role of each team member.
b. agree when each phase of the project will happen.
c. improve team communication.
2. Emiko wants …
a. to be told what to do.
b. everyone to make a decision together.
c. to check the decision with the head office.
3. David …
a. prefers a structured approach.
b. is happy to take a flexible and agile approach.
c. agrees with the decision they make in the end.

4. Carolina doesn’t say much at first because …
a. she doesn’t have a specific opinion on the topic.
b. she is worrying about something else.
c. she is considering people’s suggestions.
5. The decision they take is based on …

a. a vote.
b. a recommendation from Jani’s boss.
c. a majority decision to follow the team leader.
6. David suggests they should …

a. allow some extra time later in the project.
b. get help from another team.
c. use an online project management tool.
Task 2
Write the expressions in the correct group.
How do you feel? That’s right.
I don’t think I agree with you. I agree with you on that point.
I’m sorry, I don’t think so. What do you think?
It would be best to … I think we should …
Asking for opinion Giving opinion Agreeing Disagreeing
Discussion
How are decisions usually made where you work?

Transcript
Jani: Thanks for coming, everyone. So, we’re here today to define the timeline for our new
project.
Emiko: Yes, Jani, that’s a great idea.
Carolina: OK. What do you need from us?
Emiko: Hold on a moment. I think we need to decide between us what to do, to make sure it
works for all departments.
Jani: Yes, exactly, don’t worry. We’re going to discuss this and make a decision together. Let’s
first think about the scheduling of each project phase. What do you think, Emiko?
David: Can I interrupt? I think we should first be clear about the process we’ll use to make the
decision. How are we going to do it?
Jani: Ah, yes. Good point. Well, I think the best way is for each of you to give your opinion and
then we can discuss and make a decision.
David: OK. That sounds good.
Emiko: Yes, that works for me too. I know we’re still planning the structure of the later phases
of the project, but I think we should begin phase one as soon as possible. We can work out the
rest later, as we go along.
David: I’m sorry, I don’t think so. How can we start phase one if we’re not fully clear on where
the rest of the project will take us? We might make a wrong decision and waste time.
Jani: I agree with you on that point, David. However, we’ll waste too much time if we wait until
everything is planned before we actually start working on the project. I think we should take
an agile approach.
David: Agile approach?
Jani: Well, it means that we start quickly and then adapt as we go along.
Emiko: That’s right.
Jani: Carolina, you’ve been very quiet.
Carolina: Um … I’m sorry. I didn’t want to interrupt. I’m listening … and thinking.
David: Do you agree we should get the plan right first, and then start with phase one?
Carolina: I’m sorry, David. I don’t think I agree with you. It’s important to have a good plan. But
plans can change, even the good ones – and business changes often. We need to be flexible,
and we also need to move quickly.
Jani: OK. So should we take a vote?
Emiko: Well, you’re the project leader. Let’s go with your decision.
Carolina: Yes, I’ll follow your lead, Jani.
David: Well, I guess that’s decided then. We’ll follow your agile approach, Jani. Start quickly
and keep planning the later stages of the project.

Jani: Yes, that’s right.
David: I still don’t think this is the right decision, but I’m happy to go with the majority. We
should add some space into the schedule later for additional work this ‘flexibility’ will need.
Jani: Don’t worry, David, we will. OK, so it’s decided then. We’ll start phase one as soon as
possible, and in the background we’ll continue planning the later phases and adapt them as
we go along.

Answers
Preparation task
1. c
2. a
3. e
4. b
5. f
6. d
Task 1
1. b
2. b
3. a
4. c
5. c
6. a
Task 2
Asking for opinion Giving opinion Agreeing Disagreeing
How do you feel? It would be best to … That’s right. I don’t think I agree
with you.
What do you think? I think we should … I agree with you on
that point. I’m sorry, I don’t think
so.

Listening: B1
Meeting an old friend
Listen to the conversation between two old friends to practise and improve your listening
skills.
Before listening
Preparation task
Circle the correct explanation for the words in CAPITAL letters.
1. It’s been AGES.
a. a long time b. a short time
2. It DIDN’T WORK OUT.
a. was successful b. was not successful
3. The dream job wasn’t really A DREAM.
a. perfect b. boring
4. It’s CRAZY expensive.
a. a little b. very
5. Time FLIES.
a. goes quickly b. goes slowly
6. You should COME ROUND to the house.
a. go outside b. visit
Tasks
Task 1
Answer
1. Patrick and Selina have never met each other before. True False
2. Selina still lives in London. True False

3. Selina didn’t like her job in London. True False
4. Selina is living with her parents. True False
5. Patrick also went to London. True False
6. Selina is surprised that Patrick is married. True False
7. Patrick has a daughter named Marigold. True False
8. Patrick invites Selina to his house. True False
Task 2
Write the correct number to fill the gaps.
1. They have not seen each other for over ……………………………… years.
2. Selina was in London for ……………………………… years.
3. Selina has been back for ……………………………… months.
4. Patrick has been married for ……………………………… years.
5. Patrick’s children are ……………………………… and ……………………………… years old.
Discussion
Do you keep in touch with old friends?

Transcript
Selina: Patrick? Is that you?
Patrick: Selina! Hello!
Selina: Well, well. Patrick Eastwood. How have you been?
Patrick: Good. Great, actually. How are you? I haven’t seen you for ... how long?
Selina: It’s been ages. At least fifteen years. Wow.
Patrick: Yeah. Wow.
Patrick and Selina: So, what are you doing here?
Selina: Sorry, you go first.
Patrick: OK. What are you doing here? I thought you’d moved to London.
Selina: I was in London for a couple of years. But it didn’t work out.
Patrick: Oh, I’m sorry to hear that. Are you ... OK?
Selina: I’m fine! The dream job wasn’t really a dream, you know? Um ... and London is great
but it’s so expensive. I mean, just the rent on a flat is ... uh … crazy expensive.
Patrick: I see.
Selina: So, I came back. I’ve been back now for almost five months. Living back home with
Mum and Dad. Which is err ... interesting. Um ... but anyway, what about you?
Patrick: Me? Oh, nothing new. You know me – ‘Patrick the predictable’. I never left here.
Selina: Oh. And is that ...?
Patrick: Oh, I’m very happy. I’m married now. We’ve just celebrated our tenth anniversary.
Selina: No way! You? Married? To …?
Patrick: I don’t think you know her. Her name’s Marigold. And we’ve got two kids. They’re five
and eight years old.
Selina: Married and with two kids? Wow!
Patrick: Don’t look so surprised!
Selina: No, no … I’m just amazed how time flies! I’m happy for you. I really am.
Patrick: Thanks. You should really come round to the house one day.
Selina: That would be great. Let’s swap numbers and ...

Answers
Preparation task
1. a
2. b
3. a
4. b
5. a
6. b
Task 1
1. False
2. False
3. True
4. True
5. False
6. True
7. False
8. True
Task 2
1. 15 | fifteen
2. 2 | two | a couple of
3. 5 | five
4. 10 | ten
5. 5 | five, 8 | eight

Listening: B1
Work–life balance
Listen to a radio interview about maintaining a good work–life balance to practise and
improve your listening skills.
Before listening
Preparation task
1. …… work–life balance a. a successful book
2. …… overtime b. giving the right amount of time to work and to the rest of
3. …… a best-selling book your life
4. …… an advantage c. an idea
5. …… a concept d. working more than your normal work hours
6. …… to fade e. the ability to work from different places
7. …… freedom f. a positive thing about something
8. …… mobility g. to become less clear or visible
h. being free to do what you want
Tasks
Task 1
1. How popular is Chris Svensson’s book?

a. Not very popular
b. Very popular
c. It’s new. People don’t know it yet.
2. What is the work–life balance like in traditional workplaces?

a. Work lives and private lives are clearly divided.
b. People work too much overtime and so they have no private life.
c. People are free to manage the balance themselves.

3. How often do people do overtime?
a. Often
b. Sometimes
c. They don’t.
4. In traditional workplaces, do people work at weekends or when on holiday?

a. Yes, it’s normal.
b. No, never.
c. Usually, they don’t.
5. How has technology helped people work with more flexibility?

a. They can send and receive emails from their phones from home.
b. Their working hours can be easily tracked.
c. Robots can do their work for them.
6. Traditional divisions between work and life are fading. What does this mean for employees?
a. Everyone has to do overtime, all the time.
b. People have to work while they’re on holiday.
c. They can be flexible to work when and where it suits them.
Task 2
Write the ideas in the correct group.
Possible to work weekends or Hobbies and sports only in

Flexible working hours
while on holiday the evening or at weekends
Hobbies and sports can be

No working at weekends or
Fixed working hours done at other times, also
on holiday
during the day
Traditional workplaces Modern workplaces
Discussion
How do you manage your work–life balance?

Transcript
Presenter: Good morning, everyone. On today’s show, we’ve got Chris Svensson with us, the
author of No more nine to five, the new best-selling book about work–life balance in the
current working world. Good morning, Chris. Thanks for coming.
Chris: Thanks for having me, Anna.
Presenter: So, Chris, tell us about your book and how the concept of a work–life balance has
been changing?
Chris: Well, in the more traditional workplaces, people’s working lives and their private lives
are, or were, clearly divided. People often work from nine in the morning until five or six in the
evening. People sometimes stay late in the office and work in the evenings. This is called
working overtime.
Presenter: OK, and what else?
Chris: Well, in these environments it isn’t common for people to work at the weekend or while
they’re on holiday. They can clearly separate their working lives and their private lives. And
the evenings, weekends and holidays are free to focus on non-work areas of life, such as
hobbies, interests, sports, spending time with the family and friends, and so on. It’s important
and healthy not to spend all your time just working, right?
Presenter: Right! So what has changed? How are things different now?
Chris: Well, for a start, most people can now access their work emails from their mobile
phones. So they are more likely to quickly reply to an important mail in the evening or at the
weekend. The same goes for laptops. It’s easier to access your work in the evenings from
home or even from your hotel when you’re on holiday.
Presenter: That doesn’t sound like much of a work–life balance. It sounds like all work.
Chris: Exactly, but this new mobility brings a lot of advantages with it. More people are now
able to work flexibly, so if they need to leave the office early one afternoon to be with their
family, they can catch up on work that evening from home or somewhere else.
Presenter: That sounds good. So, what you’re saying is that although traditional divisions
between work and life are fading, many employees now have more freedom to do their work
from different locations and at different times.
Chris: Yes, that’s it.

Answers
Preparation task
1. b
2. d
3. a
4. f
5. c
6. g
7. h
8. e
Task 1
1. b
2. a
3. b
4. c
5. a
6. c
Task 2
Traditional workplaces Modern workplaces
Hobbies and sports only in the evening or at Possible to work weekends or while on
weekends holiday
Fixed working hours Flexible working hours
No working at weekends or on holiday Hobbies and sports can be done at other

times, also during the day

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Listening: B1

A phone call from a customer

© 2019 British Council www.britishcouncil.org/learnenglish

I’m happy to help you. I’m not sure if I can do that.

You’ll really be helping us. I appreciate your help.

I need a favour. I think we can make an exception this time.

The customer says: The supplier says:

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

1. You’ll really be helping us.

The supplier says:

1. Let me see what I can do.

© 2019 British Council www.britishcouncil.org/learnenglish

to have in common but similar whereas

both to share while

Has more nitrogen

© 2019 British Council www.britishcouncil.org/learnenglish

astronomical nitrogen frozen

support Gravity same

1. Most people think Mars can ……………………………… human life.

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

but to have in common

Has more air Is colder

Is closer to the Sun Is 50 per cent smaller

Has stronger gravity Used to have water

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

thunderstorms dry showers a heatwave

wet weather drizzle bright

Rainy weather Sunny weather

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

What makes a happy life?

Csikszentmihalyi and his work

An outline of the rest of the lecture

The difference between psychology and positive psychology

One definition of a happy life

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

1. I missed? What have

2. Did the mid-term? he say anything about

3. catch I didn’t that.

4. meant to be we on? are What page

5. mean? SEO What does

6. with the American Revolution? this What have to do does

7. get don’t I it.

8. makes Now sense. all it

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish

© 2019 British Council www.britishcouncil.org/learnenglish