UE Ge Sanu! ele iceca ena ie possible future plans or shuations nt aspects of education ‘ond say diferent words from t SPEAKING 1 Work in groups. Look at the photo of an old Canadian schoolroom and discuss the questions. + Why do you think these things are there? the painting above the teacher the piano the pointed hat by the desk = the bell on the teacher's desk the books on the teacher's desk + Are there any similares between this classroom ‘and classrooms you've studied in? + How has education changed over recent years? + Do you think these changes have been for the better of for the worse? Why?HOW'S YOUR COURSE GOING? VOCABULARY Describing courses 1 Match the questions (1-8) with the answers (ach). Check you understand the words and phrases in bold. Why are you doing it? 2 How's it going? 3 How was ittaught? 4 Did you enjoy i? 5 What were the tutors like? 6 7 8 Did you have much coursework? Did you find it useful? How is t assessed? 25% of the overall mark is on the coursework and the rest is on the final exam bb They/ve introduced a new system at work so we're all getting training in how to use it 1m struggling a bit, to be honest | failed my last ‘module 50 I car'tatford to fall another. Yes and no. | quess twas good for my GV, but it wasn't relevant to my current work as I never use Excel © They were very encouraging and gave us @ lot of feedback twas all done through werkshops, so it was all very practical 9 Well, started out quite keen, but | lost a bit of ‘motivation as wasn't making much progress. Yeoh, it was quite demanding. We had regular assignments and the seminars involved a lot of reading beforehand too. 2 Work in pairs and answer the questions. Use a dictionary to help you if you need to. 1 What might you do for an assignment? Apar from have, what other verbs can go with assignment? 2 Why might you struggle on a course? What's the ‘opposite of struggling on a course? 3 Htutors are encouraging, what do they say to you? Think of two more adjectives to describe a tutor 4 When do you get feedback? Why do tutors give you feedback? 5 Think of three ways you can be assessed. 6 Think of four things you might get training in at work. 7 What things might help you maintain or increase your ‘motivation on a course? With your partner, look at these different types of courses and training. Tell your partner about any that you have done. Ask each other questions like those in Exercise 1. ‘a degree course ‘a postgraduate course gn evening couse TT traning fistaid taining leadership waining training in sing a machine LISTENING 4 ERE Listen to two colleagues on a break at ‘work. They talk about a course the woman is. doing, Take notes about the following: 1 type of course 2 how they learn 3 tutors and students 4 length of course 5 assessment & qualification Do you think the course will be good for her career or not? Why? / Why not? Listen again and complete the sentences with three words in each space. 41 Well, you tearn ‘You know, how to isten ‘and guide people through problems. 2 ts very practical. | mean, we have some which are about theory 3 Great. They're all very things ina very clear way. but they present 4 Well, tere are one or two guys that aren't as supportive 5 I can imagine. You want ! 6 I think there are eleven weeks left. i's fan evening a week. 7». you could do more, but don't have time my workload here.1 7 Work in pairs, Discuss the questions. + Is encouragement always better than criticism? + Do you think you would be good at counselling? + Do you know anyone who has studied something that they don't use anymore? + When do you think is a good time to stop studying? GRAMMAR Future time clauses When we want to specify the time at which 2 future ection will happen, we often use a clause stating with atime ‘expression such as when, after, once, etc. 2 as 8 Look at these sentences from the conversation. Answer the questions below. 1m going bock after ve had this cof. ‘So what are you going to do when it ends? | might do another course once Ive finished this one. {As soon as J find a proper jab, Il probably stop doing ony studying, ‘What are the time expressions in each sentence? 2 Doyou know any ather time words lke when and ‘offer that can join two parts of @ sentence? 3 What tenses follow the time expressions? Do the time clauses refer to now or the future? Can the sentences start with the time clause? your ess ® Complete the questions with your own ideas. 14 ‘Then work in groups and take turns asking and answering your questions. 1 What are you going to do after .? 2 Where are you going to stay when ..? 3 While you're on holiday ..? 4 What happen once ..2 5 How long isit before .? C= DEVELOPING CONVERSATIONS D8 ee Ican imagine, | bet, etc. When someane makes saterent about how they tet ft heave Milonic pa car oe yur batoey trem cr Smpatise wih ther by seying Fn sure sours Ban imagine oF Det P: They cam be a it more crea than the others wien is bh amo ©: Fean imagine. Look at Track 34 on page 201 and find examples of the phrases in the box. What feelings or ituations does Daniel show he believes? ‘Complete the sentences about courses with your ‘own ideas. Then work in pairs. Take turns reading your sentences and responding with I bet, etc. ‘A: We have to de @ huge amount of reading at home every week so I'm struggling, B: [bet t must be hore. so 'm struggling, which was annoying. so I'm realy pleased. Which is really helpful so it's quite demanding. Which is a pain CONVERSATION PRACTICE ‘Work in pairs. You are going to roleplay a conversation between two people who are doing degrees. Either use your own ideas or choose a roleplay card (Student A: File 5, page 188; Student B: File 10, page 190). Spend a few ‘minutes deciding what you will say. Think about how to answer the questions below. + What are you studying? + And what does that involve? + Why are you doing that? + How’sit going? Are you enjoying it? + What are your tutors ike? + And what about the other people on the course? + Do you have much coursework? + Howit assessed? + How long does the course last? When does it finish? + And what are you going to do.once It ends? Now roleplay the conversation. Ask and answer the questions above. Use as much language from this lesson as you can. 14 CET Unit 7 Education 69PAY ATTENTION SPEAKING 1 Work in pairs. Look at the photo of a teacher and student and discuss the questions. + Do you like the photo? Why? / Why not? What do you think it says about teachers and students? + Look at these qualities connected to teachers, Are there any you would add? Are any of them not necessary to be @ good teacher? Whats the most important? patient well-prepared friendly sitict encouraging knows thelr subject well + Look at these qualities connected to students. Are there any you would add? Are any of them not necessary to be 2 good student? What's the most Important? bright ys attention in cass entnusiastic amotious does homework _a keen reader VOCABULARY Education 2 Complete the sentences below with these words. ‘Then work in pairs and decide if each sentence refers to a school or a university. ‘academic reputation research facities entry requirements bilingual schoo! stretaiscptine school fees ‘ltemative approaches social problems Master's programme 1 Wtsa___, so some subjects ike PE and science are taught in English. 2 It's very traditional. Puplis wear uniforms end there's very 3 Ithasabig __ that attracts a lot of Imernational students 4 Ithas a very good pupils to achlave high marks. 5 It's lifcult to get into because the __are very high, especialy for Medicine, They realy push 6 It’s in quite a rough area, so they have to deal with quite a few 7 Lectures are very crowded, and___ are abit limited 8 Thay have some to teaching and learning, which the headteacher introduced. 9 The __are so high that only weslthy families, can afford to Send thelr kids there 3. With your partner, think of a word or phrase connected to each of the words in the box in Exercise 2. Use a dictionary to help you. ‘ecademic reputation ~ top university / hard to get into (GRE Work in pairs and answer the que: 4 Work in groups. Discuss the questions. + How many ofthe sentences in Exercise 2 can you tse to describe schools and universities you know or have heard of? + What places have you studied at? What were they tke? LISTENING 5 GREE Listen to four conversations about different aspects of education. Who is the main speaker in each conversation (1-4)? There is one person you do not need, a a parent a school teacher © a.university lecturer dan overseas student © a postgraduate student ns. ‘Then listen again and check your answers. 1 Why isthe teacher annoyed? What advice Is she given? 2 Why isthe overseas student unhappy? Whet Is she going to da? 3 What rule does the lecturer expiain? Are there any exceptions to the rule? 4 Why isthe parent happy?7 With your partner, try to remember which verbs ‘went with these nouns in the four conversations. ‘Then look at Track 35 on page 201 and compare your ideas. 1 ___attention, to each other, = their respect 2 ___one of tne questions, my score, —— thetest 3 ______a deadline, __an exception, any excuses 4 __tnekias, classes, __a ‘900d reputation & Work in pairs. Discuss the questions. + What do you think the teacher in the rst conversation should do? Why? + How were lffcult students dealt with in your school? Do you think twas a good approach? + Have you ever made a stupid mistake in an exam / 2a test? Ifyes, what did you do? + Do you know anyone who has changed schools? Why? GRAMMAR Zero and first conditionals “We use conditional sentences to tak about situations anc thelr results n zero and fist conditionals, we use present In the FFclause to talk about general, present and possible future stustions, © Look at these sentences from the conversations. ‘Then work in pairs and answer the questions below. 2 If try to explain something, they sit whispering to ‘each other. If they talk, send them to the headteacher € Ifthey don’t accept me, I'l ether retake the test or | might look for another Master's. ¢ Ifyou have any problems which are affecting ‘your coursework, you should contaet the student counselling service, 1 Which sentence is about a stuation that has already happened before and may happen again? 2 Which sentences show possible future situations? What tense is used in the ifclause? 3 What's the difference in meaning between will and might? 4 Which two clauses give advice about possible future: stations? Oo ‘in conversations, we often ask What happens) if..? When "we answer these questions, we don’t usually repeat the ‘We generally only say the result clause. Ityou miss a deadline that your tutor has set, you wll be ven a zero. += but what if you have @ family crisis or something? ‘Weil obviously we'll make an exception for certain cases. 10 Complete the sentences with the correct form of the verbs. ‘A: What are you going to do when you graduate? Br It depends on my marks. If good degree, 1? a Masters in Business ‘Administration. (get, probably / do) ‘And what ifyou don't? Bm not sure. 1 travelling for 9 while It “ in too much debt. (go, not / be) (C: What happens if lose the key for my room? D:*___the security guard to open it: (ask) C:And wnat ithe: atthe front desk? (not / be) Bb: around, Just the emergency number. Someone from the main office * : (not / wait, call, come) 11. Write answers to these questions. 41 What are you going to do in the summer holidays? 2 What heppens ifm struggling in class? | 3 How do you think your ife wil change in the next | few years? | 12 Work in pairs. Take turns asking the questions | in Exercise 11. Say the reply you wrote. Your | partner should continue the conversation by asking And what if ...? How long can you continue each conversation? C= xx==I=ZI_DD SPEAKING 13 Work in groups. Look at the rules below connected to education from round the world. Discuss the questions. + Do you have any of these rules —or similar ones — in your country? + Which rules do you think are good and which do you think are bad? Why? + Why do you think these rules were introduced? + What results might these rules cause? + Do you think any of these rules should be introduced (or reversed) in your country? Why? LRT aerated Ei eee EY UT 1) eeabe eee Unit 7 Education 65MAKING A DIFFERENCE READING 1 Work in groups. What do you think the following people worry or complain about when discussing schools and the education system? parents politicians teachers students business people | 2 Compare your ideas as a class. What do you think is the biggest education issue in your country at the moment? What solutions have been suggested? Do you agree with them? 3. Read a short article about the academic John Hattie, author of Visible Learning, and his research into achievement in schools. Find out: 1 fany of the worries or issues you thought of were Investigated. 2 why the following figures are mentioned: 15, 60,000, 250 milion, 3 what Hattie belleves are the most important factors. 4 why his work is called Vistble Learning. 4 Work in groups of three. Below are nine factors Hattie studied that the article goes on to discuss. What do you think are the top two most effective factors and what are the bottom two? ‘Teachers having high levels of subject knowledge b Programmes to extend students’ vocabulary Setting up schools outside of government control Reducing class sizes by 50% Providing information on how stucents will be ‘assessed and feedback on what they did Talking about students’ expectations Practising what you have leat over time Doing homework 1 Summer holidays 5 Work with the same group. You are going to read about how effective the nine factors in Exercise 4 are. 9 h Student A: read File 6 on page 188. ‘Student B: read File 12 on page 190 Student C: read File 13 on page 191 ‘Then work together and rank the factors from 10st effective) to 9 (= least effective). 6 With your group, discuss the questions. + What do you think ofthe results ofthe research? Did you find anything surprising or obvious? Why? + How many ofthese factors were present in schools you have been to? + Do you think the resuits would be the same in all countries in the world? Why? / Why not? WHAT WORKS IN EDUCATION Few things cause more worry and debate than education. Wherever you go in the world, you will rarely find a place where everyone is happy with the education system they have. Parents worry about their kids’ grades; businesses complain that ‘students don't have the right skills: politicians look at other countries’ education systems and see only failure in their own. All want to see higher achievement, but the debate is how to do it. Should it be smaller classes or more homework, wearing, ‘school uniform or better pay for teachers? Not only are there a huge number of things that people say will make education beter, bur people alse disagree about whether each factor actually improves learning ‘oF not. So whos right? Thisis the question thatthe ‘New Zealand academic John Hattie ried to answer over fiteen years of work when he analysed 60,000 studies into student achievement carried out with around 250 milion students: mainly from English-speaking ‘countries around the world Icéan amazing piece of ‘work and has produce! some surprising results Hiattie discovered tha, with only-very few exceptions, ‘every factor which people think will Improve students) achievement does work some degree, when compared with doing nothing! He therefore quickly realised thar rather than asking what policies anc! aclions are positive, he needed to compare the size of ‘the improvements, This resulted ina league table of coverone hundred factors showing what realy helps and what is less effective Hattie’ interpretation of this table i that it s passionate teachers that make the big difference: These teaches dont have to be specialists in thei field with MAs and PhDs, but they need to-understand what level their students are at and show them how to exceed their ‘expectations. In contrast. the things that often cause the loudest arguments or cost the most maney ~ such asuniforms or reducing class sizes or investing IT ‘havea reltvely'smal impact: Hattie suggests they ‘continue to-get more attention because these are the things thar parents and politicians cansee, whereas We ‘ont see teachers and studenis at work. This is why ‘he call his analysis Visible Learning: he wants to show those factors that can make a big difference. So what are the specific factors that score best in improving perlormance and which ones are less effective?UNDERSTANDING VOCABULARY Forming words ‘One way to build your vocabulary isto learn the noun and the verb form of words, eg, achieve end achievement. Common noun endings are: «ment, tion, cation, ance, ance, -ist. Many words, such a5 W077, fre both nouns and verbs. Make sure you learn the pronunciation and collocations that go with the different forms to help you use them correctly Complete the phrases (1-8) with nouns from the article that are based on the verbs in bold, 1 need further 2 gota good _ (improve standards) in the exam teachers grade ihe essays) 3a in data analysis (specialise in marketing) 4 abig_____ between them tthe effects afer widely) 5 measure students (perform well in the test) 6 meet my __(expeet great things of you) 7 the project was (fall an exarr) 8 improve your ___of the subject (know a bit of French) aa PRONUNCIATION = Listen to ten verbs and nouns with the ‘same root and underline the main stress Notice how the position of the main stress can change. know — knowledge 6 interpret — interpretation 2 analyse ~ analysis 7 worry — worry 3 assess—assessment 8 increase ~ increase 4 define — definition jon 10 protest — protest 9 refund ~ refund 5 Inform infor Practice saying the pairs of words. Choose three pairs of words from Exercise 8 and write short phrases like those in Exercise 7. ‘Then work in pairs and read out your examples. Work in groups. Discuss the questions. + What improvements could be made in your education system? Explain why and how. + Do you use the knowledge you gained at school in your Ife much? In what ways? Is there anything you think should be taught that isn't? + What expectations do you have of your future life? Do you think they are high or low? Why? + What protests have you heard about in education? What were the people protesting about? Unit7 Education 67Propositional phrases We can adi information after nouns using phrases beginning with different prepositions. We use with to show a feature of the main noun, © tie with c picture / a shirt with horrible buttons /@ guy with black hai We use of to explain the specific thing you see on the main oun or what it contains. 0 postcard of the Niogara Falls / a model ofthe Eiffel Tower / 0 ote of water ‘We use from to show where the main noun was made or where you meta person, ‘some cheese from Norway 0 shirt from Bolivia! a fiend from university ‘We use for + ng to show the purpose of the main noun. ‘@pan for cooking poelia / 0 machine fer making coffee ‘We use a variety of aiferent prepositions to show the position of an object the photos on the shelf 0 box under the stars / the drawer In ‘my bedroom Exercise 1 ‘Choose the correct option. 1 Ho said they were made from genuine cow leather /leather ‘cows, but they were so cheap, m not sure | belleve him, 2 I wanted to buy this Beautiful Turkish rug Turkish beautiful ‘ug, but | couldn't afford it. 3 They bought us some wine from / with their region as a present I didn't tel them we don't drink 4 My second wife's son / son's wile is pregnant, 0 Im going to become a grandfather. 5 bought Real Madrid's shirt! 0 Real Madi shirt for my son, 6 bought this huge pan for / with cooking this rice dish they ‘make called plov. twas a nightmare to bring t home on the plane! 7. They sella lot of plastic tacky toys / tacky plastic toys in the ‘market street / street market inthe main square. 8 He was wearing atop with / of picture from / of Mickey Mouse. Exercise 2 Decide which six sentences are incorrect then correct them, 1 Iwant to get one of those fridge magnets to take home for my flat 2 I need to buy presents for both my sister's weddlngs this summer! 3 found this amazing stuf for to keep leather shoes in good condition, 4 My son bought me an italian beautiful sik tle for my birthday. 5 mooking after the house of my parents this week. They're ‘away on holiday. 66 You should buy some cheese of this area to take home with you. 7. My itfiend bought me this awful comedy tie with a cartoon ‘of Superman in it 8 need to buy a couple of woo! scarves forthe winter 1% EEE FUTURE TIME CLAUSES To specly the time at which a future action will happen, we often use a clause stating with atime expression such as the Following: (tight) after the moment assoonas until, berore when once while Present tenses, future meaning “The verbs in the clauses after the time expressions always Use a present tense to refer toa future situation or action. This can be the present simple or the present perfect. The present perfect emphasises that the action / situation happened before the point inthe future. Don't use wil or going to. "tefl im the news when he wil-get gets home. Weil stort cooking a8 soon as the kids ere going to get back ‘have got back from school. ‘We can also begin sentences withthe time clauses. It depends ‘whether we want to emphasise the action or the time the action will happen at The moment he comes through the doo, tell him to call you. ‘Once I've finished this bit, come and help you with that, OK? Exercise 1 Rewrite each pair of sentences as one sentence. 1 1m going to leave school next month, Then I might go away fora few weeks. Aer 1 2 The course finishes soon. Then Ihave to start paying back all my debts. Once. 1 3 You're going to move to Germany soon. Are you going to look fora job there? Ae when 2 4 Thave my inal exams soon. m not going to go out ‘unt 5 min a lecture at the moment It finishes at three, Then I call you back ' lant after 6 He's going to graduate next year. He said he's immediately {going to burn all his notes. He said he the moment 7. fm weiting to hear from my boss. | promise afer he cals me, OK? 1_____you as s00n as : 8 | start university In September. il need to work part-time to help pay for everything | start university in September. need to ‘0 help pay for everything. 8 | graduate next spring, but | think Il need to start looking for {job before then 1__a)ob before Future possibilities and certainties ‘Where the future situation is only a possibilty and nota certainty, we use i 11m not sure Il have time, but wien If do, do the shopping loter 1f/ When | pass. my dad's going to buy me a car (Both are possible it depends how confident you are!) Give this letter to your mum # when you get home from ‘school's urgent When Idle, my children wil get everything l own. Instead off, we sometimes use as long as. help you study for your exams as fang as you help me Jimprove my English, call you right wile | inthe spring.Exercise 2 ‘Choose the correct option. 1 Mphone you wien /ifl can't come to the meeting, 2 After wil fish /fnish my Master's, m going to do a PhD. 3 lphone you when Jf get home. 4 Tmgoing to have a holiday once /ifmy final exams have finished. | deserve it 5 'mgoing to take a nice, long holiday once the course Inished | has finished. 6 fyou're swt wth them, you'l gan their respect ~ os soon {95 a5 long as you're far as wel, 7. tm probably going to Canada to study English before | wil stort / stort university, I'm going to bed as soon as / If get tothe hotel ZERO AND FIRST CONDITIONALS Regular situations ‘We can use the zer0 conditional to talk about situations that regularly happen or rules. The clause and the result clause fare both ina present tense. We can replace ifwith when in these sentences. There's no diference in meaning. Fegularsituation _—result clause (i-clause) regular If try10 explain they sit whispering to situation something, each other ule facil skips school the parents can be fined. Possible future situations To aiscuss possible future situations we use if+ a present tense. To discuss the results ofthat situation you can use will ot ‘90ing o for results you think are definite and might for results You think are possible. This is called a first conditional possible future result clause situation (ifclause) will going to tf they don't accept il retake /'m = definitely me, going to retake the test might less ifthey don’t accept | might look for certain me, ‘nother Masters. won't= ityou don't we won't accept definitely not produce 0 doctor's ony excuses to do certificate, vith iiness. ‘Advice Wie can also use a conditional to offer advice about @ possible future situation, possiblefuture result clause ‘situation (ifclause) Imperative If they talk, send them tothe headteacher should youhave any you should contact the problems, student counselling service unless We use unless to mean ‘not! We wont accept any excuses to do with iliness unless you produce a doctor's certificate. Heil probably fal, unless he stort studying a bt harder Don't speak unless | tll you t. DID You KNOW? ‘We only use a comma when the -lause comes fist. You won't gain the students’ respect you're not strict. you're not strict, you won't goin the students’ respect. Exercise 1 ‘Choose the correct option. 1 Next time, Just ask ifyou need wil need to borrow my notes. 2 I might should skip the lecture tomorrow ifm stil feeling tires 3 Ima bit stressed because I fal / wil fil this module, | fail the whole course, 4 usually find if don't revise my notes straight after cass, Lrget wal forget most oft. 5 Ifyou're finding the course difficult, tel / you will tll your teacher. 6 My tutors quite strict f you are not working J might not work hard enough, 7. He's so annoying fell him to be quiet he always vil Ignore | ignores me. 8 -got good marks on my coursework so Unless I mess up the exam really badly. definitely pass if/ Exercise 2 Decide which six sentences are incorrect then correct them, 1 fyouwant to get a good grade, you'll have to work a lot harder! 2 Ithe'llfind a job, he might move out 3. They told us that fhe skips any more classes, they're going t0.ask him to leave the course. 4 Your students don't behave better Ifyou don't set some clear rules. 5 What you wil do ifyou don't get offered a place ona Master's? 6 Lwon't can finish this essay by tomorrow unless you give me some peace and quiet! 7_You'l fal the exam ifyou revise property. you won't have your passport or some other kind of 1, ‘they/l refuse to register you on the course. PM GENERALISATIONS AND TEND TO ‘We can show that something s generally true by using tend to, adverbial phrases or adverbs. tend to Tend to + Infinite (without to} can be used in different tenses as with normal verbs. I tend to avoid red meat if can. I tend to mainly eat vegetables, rice and fish We generally icn’t go out much ot night. We tended to eatin the hotel Since l saw that documentary about foctory farming, "ve tended to avoid eating chicken. ‘The negative form fs normally tend not fo. However, don't tend {01s also possible, ‘tend not to eat after seven at night | don't tend to eat after seven at night We tended not to eat much meat when | wos younger because it was so expensive. Grammar reference 175G A= Adam, B= Bill ‘A Bl, sory to interrupt, but can | have a quick word? B: Yes, of course. What's up? ‘A: Listen, I'd keto take the day off on Friday. My son's performing in a schoo! concert. 1: Friday? !m attaie that's impossible, Are you sure? B: Sony, Adam. wouldn't be @ problem normally, but we've gota bitofa crisis this week. Vicky’s of sick and we realy, have to complete this order by Saturday. ‘A: Can't someone else help? My son will be so disappointed if | clon't watch him play. And Ido have some holiday left for this year B: Im sure. Butif we're late with this order, we might lose the whole contract A Isee, B: You're supposed to arrange time off with me a month in ‘advance, you know. A: I know, know I's just Ive asked you at short notice before ‘and ithasn't been a problem, B: Well as I say, normally it isnt. ‘A: Well | quess thats al | don't know what Il tell my Son, 8B: I'm sony, You'll be really helping me and the company. EXTRACK 28 oit get used tot have to get used tot "Rave to get used to it | guess It have to get used to It UNIT 6 EXTRACK 29 ‘= Sales assistant, C = Customer 'S: Hello there. Can |help you? CC: Yeah, fm thinking of changing phone companies. S: Alright. Well, you've come tothe right place! Who are you with at the moment? Blue. But Im looking to see ifthere are any better deals around. S: ['m sure we can find you something, What phone do you hhave at the moment? CC: This one, but they've offered to upgrade it to the $620. S: OK, that’s anice phone, And what are the monthly payments fon that? ¢:£20 a mort, ': OK, Well, | hink we could offer you something better. For ‘example, this one ~ the N570. : OK. Whats the dlfference? They look prety similar to me, ‘Well, with this one, the NS70, you get a much better user ‘experience. I's abit easier to navigate and, as you can 828, the screen folds out so i's about twice the size of your current phone's ©: Wow! Thats nie, SS: Hknow: Is impressive, isn't I ts gota great battery Ife ‘as walt uses a thium-on battery, wile the other phone ses a polymer battery which isn't as good. Itusuelly needs recharging after ten hours, whereas the lithium-ion one lasts Up to twelve hours longer. €:0h, 0K, S: And then the camera is much more powerful. Sa this one is ‘32 megaphels and has an excellent cgital zoom, wnereas. the one on the $620 is Just fifteen. CC Right, And how many pictures can the NS70 store? ': It holds up to 6,000 ~ thats three times the capacity ofthe ‘3620 ~ though obviously it depends on what else you're Storing on there. And, of course, you can always just store all your mages in the Cloud ifyou'd prefer. C: OK. And what about sound quality? ‘Well the N570 has a fi large speaker bult in on the back here, See? Its about tice as big 2s the speaker you currently have, so no worries there. C: OK. Wel, I must admit, tsa nice phone. m tempted. What about cals and text messages? How many can you offer ‘5S: Well, for £45 a month we could give you 700 free minutes and 400 texts. ‘C: 400! That's quite a ot less than Biue are offering me. 'S: Well, 'm not sure we can glve much more for that phone, What do you get with them? ‘C: 800 free minutes and 600 texts. ‘8. OK. Well, we could probably match that and stil give you the. better phone, EATRACK 30 1 | don’ lke souvenirs like magnets or key rings. They're a waste of money. Better to have something you can consume, My neighbours Italian and he gave us this delicious frut cake. Apparently, i's very typical. Oh, what do you calli. um ‘comes in a box... oh, Pannetone ~ that’s tt Anyway, yeah, | also went to Malta recently and we bought a bottle of drink made from prickly pears. Lovely. We finshed the drink in about two dys, but kept tne bottle as it was actually perfect for keeping alin. 2 My wife's an English teacher and she gets all kinds of presents fiom her students ~ and I know tm going to sound ungrateful = bt I don't want them! One student gave her a present for me. Iwas 2 horrible bright silk tie with a picture ofthe Great Wall (of China printed on it! Another time we had this plastic mode! ofthe Eifel Tower with alight int. mean, 'm a designer! Why {0 I need these things? My wife refuses to throw them away, though, so we keep them in a box under the stars and | agree {0 dsplay one item each month in the kitchen 3 ‘One of my tends spent last summer traveling round Europe by train and she brought me back an apron from Lithuania, | think t was, ta wear while 'm cooking, Is the best souvenir Ive ever had, Its made from this beautiful hand-woven material and it has a lovely stripy pattern which she said is typical from there. She's clever, because she knows| love cooking and she's also seen the mess I make when | cook. Maybe Il look less scruffy now 4 I vised Greece last year and we went to Athens. As @ souvenir, my daughter bought a glass paperweight with an image of the Parthenon inside. She was really happy with it. Then on the \way home, the alfine lost our luggage. The paperweight was Inher bag 50 she was upset, bt then they found the bags and when they arrived the paperweight was there and it was fine Big relief But then, she was putting it on her shelf and she It's a counseling course for speech therapist, (Oh. right. What does that involve? P: Well you lean basic counseling skis. You know, how to isten {and guide people through probiems, but it’s focused on the kinds of psychological problems people have when they have adficuty with speaking, D: And how come you're doing that? Well aid speech therapy at colege and, you know, tha’ tl what | want odo, Oh right So it be good for my CV. Yeah. Im sure. So, how's it golng? Are you enjoying i? Yeah, i's good. I's very practical. mean, we have some lectures and seminars which are about theory, but Most of the time we just practise with each other and a tutor observes us and gives feedback 1: So, what about the tutors? What are they ike? P: Groat. They're all very experienced and knowledgeable, but they present things in a very clear way, you know, they/re ke fon our level. They're really ood, actualy D: Itsoundi it. And what are the other students ke? Do you get ‘on with them OX? Ps Yeah, most D: Mostly? . Well, there are one or two guys that aren't as supportive ‘as everyone else Like when we do the feedback ata the practice sessions they can be abit more citical than the ‘others, whichis abit annoying, |can imagine. You want encouragement, not eri! Exactly, ‘So how long does the course last? When do you finish? think there ae eleven weeks let. I's asixmonth course ~ an evening a week. Do you have any coursework on top ofthat? mean isit assessed? : Not exactly You ust get a certificate for completing the D: And to getthar? : You have to attend 80% of the classes and do an assignment, “which s basicaly a kind of diary of our counseling sessions — othing too demanding. D: OK. So you don't have to do much reading? P. There's abit connected tothe seminars and you could do ‘more, but | don’ have time on top of my workload here, D:Ibet. So what are you going todo when it ends? . Well | might actually do anther course once Ive finished this D: Wow You're keen! P: Maybe, butas soon as finda proper job, il probably stop doing any studying. D: Sure, P: a better get back D:0K. EATRACK 35, 1 ‘: How's the class? B: Anfull They ust don't pay attention. fry to explain something, they sit whispering to each other I's so rude! And then there's one boy who always walks in twenty minutes late, He doesn't apologise. He just puts his mobile on the table, takes offhis iPod and his Arman’ sunglasses, and then he sits there looking bored because he thinks he knows ial He's got no pen. no paper nothin. I's really annoying! ‘A think you need to set some rules. If they tall, send them to the headteacher or give them a detention B: Maybe. don't want to be too strict ‘A: But you have to be! If you're strc from the start, you'll gain their respect. Obviously, you need to be fair as wel. 2 Audio scripts 201