Evolve Digital Level 2

Unit 12 Audio script

Lesson 1............................................................................................................................2

Lesson 2..........................................................................................................................12

Time to watch: Documentary...........................................................................................21

Lesson 3..........................................................................................................................21

Lesson 4..........................................................................................................................28

Unit Review......................................................................................................................32

Time to watch: Drama......................................................................................................34

Cambridge University Press and Assessment © 2022 1

Lesson 1

Lesson 1; Unit introduction; screen 5

We’re having a great time. The Falls are really amazing. We took the kids on a boat ride
to get a different view of them. I felt a little sick on the boat, but the kids loved it,
especially when we got really close. Of course, we all got very wet from the spray, but
that was part of the fun. It’s summer and really hot out, so the spray actually felt pretty
good. And they gave us these little rain jackets to protect our clothes, so we dried off
pretty quickly.

Lesson 1; Lesson introduction; screen 4

Haru: Everybody thinks it’s really cold here in the winter, but that’s only in the north. In
Okinawa, where I live, it never gets cold. Okinawa is an island a long way south of
Tokyo. It’s around 20 degrees and sunny in January. You can even go to the beach in
the winter here, but you might need a sweater at night. I love warm weather, so
Okinawa is perfect for me.

Lesson 1; Vocabulary presentation 1: Describing weather; screen 2,

position 1
cloudy

Lesson 1; Vocabulary presentation 1: Describing weather; screen 2,

position 2
It was very cloudy today. The sky was gray because of all the clouds in the sky.

Lesson 1; Vocabulary presentation 1: Describing weather; screen 3,

position 1
foggy

Cambridge University Press and Assessment © 2022 2

Lesson 1; Vocabulary presentation 1: Describing weather; screen 3,
position 2
It's really foggy, so it's difficult to see where I'm going.

Lesson 1; Vocabulary presentation 1: Describing weather; screen 4,

position 1
humid

Lesson 1; Vocabulary presentation 1: Describing weather; screen 4,

position 2
The weather here is so humid! It's always hot and wet.

Lesson 1; Vocabulary presentation 1: Describing weather; screen 5,

position 1
rainy

Lesson 1; Vocabulary presentation 1: Describing weather; screen 5,

position 2
Take your umbrella. It's going to be a rainy day.

Lesson 1; Vocabulary presentation 1: Describing weather; screen 6,

position 1
sunny

Lesson 1; Vocabulary presentation 1: Describing weather; screen 6,

position 2
I love the weather here. It's so sunny. The sun is always shining.

Cambridge University Press and Assessment © 2022 3

Lesson 1; Vocabulary presentation 1: Describing weather; screen 7
Here in Iceland the weather is very changeable. I live on the coast and the mornings
can be very foggy and still, but then it’s rainy at lunchtime. And then suddenly it gets
really windy and that blows the rain away!

Lesson 1; Vocabulary presentation 1: Describing weather; screen 8,

position 1
snowy

Lesson 1; Vocabulary presentation 1: Describing weather; screen 8,

position 2
It is very snowy here in winter. The snow can make it difficult to drive.

Lesson 1; Vocabulary presentation 1: Describing weather; screen 9,

position 1
windy

Lesson 1; Vocabulary presentation 1: Describing weather; screen 9,

position 2
It was so windy that I nearly lost my umbrella.

Lesson 1; Vocabulary presentation 1: Describing weather; screen 10,

position 1
boiling

Lesson 1; Vocabulary presentation 1: Describing weather; screen 10,

position 1
Where I live, it gets really hot in the summer. It is sometimes boiling hot.

Cambridge University Press and Assessment © 2022 4

Lesson 1; Vocabulary presentation 1: Describing weather; screen 11,
position 1
freezing

Lesson 1; Vocabulary presentation 1: Describing weather; screen 11,

position 2
It was snowing yesterday, and it was freezing when I went out this morning.

Lesson 1; Vocabulary presentation 1: Describing weather; screen 14

cloudy
foggy
humid
rainy
freezing
snowy
boiling
sunny
windy

Lesson 1; Vocabulary presentation 2: Describing weather; screen 3,

position 1
blizzard
snowstorm

Lesson 1; Vocabulary presentation 2: Describing weather; screen 3,

position 2
There was a blizzard last week. We got over two feet of snow. It was a really bad
snowstorm.

Cambridge University Press and Assessment © 2022 5

Lesson 1; Vocabulary presentation 2: Describing weather; screen 4,
position 1
drought

Lesson 1; Vocabulary presentation 2: Describing weather; screen 4,

position 2
There was a drought. There was no rain for two months.

Lesson 1; Vocabulary presentation 2: Describing weather; screen 5,

position 1
flood

Lesson 1; Vocabulary presentation 2: Describing weather; screen 5,

position 2
There was a flood here last month. It rained a lot, and everything was covered in water.

Lesson 1; Vocabulary presentation 2: Describing weather; screen 6,

position 1
hurricane

Lesson 1; Vocabulary presentation 2: Describing weather; screen 6,

position 2
The hurricane came quickly, and it was so windy some people lost their houses.

Lesson 1; Vocabulary presentation 2: Describing weather; screen 7,

position 1
lightning

Cambridge University Press and Assessment © 2022 6

Lesson 1; Vocabulary presentation 2: Describing weather; screen 7,
position 2
There was a storm last night. There were many bolts of lightning that lit up the sky.

Lesson 1; Vocabulary presentation 2: Describing weather; screen 8,

position 1
thunder

Lesson 1; Vocabulary presentation 2: Describing weather; screen 8,

position 2
There was a storm last night. The thunder was very loud.

Lesson 1; Vocabulary presentation 2: Describing weather; screen 9

Abderezak: I live in the city of Oran in Algeria. Drought can be a problem in the
summer because it doesn’t rain for months. And then, around November, the weather
changes and we get rainstorms with lots of thunder and lightning. There are even floods
in some parts of the city.

Lesson 1; Vocabulary presentation 2: Describing weather; screen 12

blizzard
snowstorm
drought
flood
hurricane
lightning
thunder

Lesson 1; Vocabulary practice 1: Describing weather; screen 5

We can’t go for a walk now.

Cambridge University Press and Assessment © 2022 7

Lesson 1; Vocabulary practice 1: Describing weather; screen 7
Children will be very happy. They love snowy days.

Lesson 1; Vocabulary practice 1: Describing weather; screen 9

A: I can’t find my sunglasses.
B: Do you need them?

Lesson 1; Vocabulary practice 1: Describing weather; screen 13

I’m taking an umbrella.

Lesson 1; Vocabulary practice 1: Describing weather; screen 15

Is it hot today?

Lesson 1; Vocabulary practice 2: Describing weather; screen 10

Why aren’t you flying to New York today?

Lesson 1; Vocabulary practice 2: Describing weather; screen 13

We didn’t have any rain in June and July.

Lesson 1; Vocabulary practice 2: Describing weather; screen 14

It rained all of last week. Now there is a lot of water in the river.

Lesson 1; Grammar presentation: Questions with "be like"; screen 12

What's the hotel like?

Lesson 1; Grammar presentation: Questions with "be like"; screen 13

What was your flight like?

Cambridge University Press and Assessment © 2022 8

Lesson 1; Grammar presentation: Questions with "be like"; screen 14
What will the weather be like?

Lesson 1; Grammar practice 1: Questions with ''be like''; screen 6

What is your new boss like?

Lesson 1; Grammar practice 1: Questions with ''be like''; screen 9

What is your sandwich like?

Lesson 1; Grammar practice 2: Questions with ''be like''; screen 6

What was your day like?

Lesson 1; Grammar practice 2: Questions with ''be like''; screen 9

What will the festival be like?

Lesson 1; Lesson review: Prepare to speak; screen 4

Jonathan Brookner and two friends spent nine months walking through eight different
countries, from Tierra del Fuego in Argentina to the Pacific coast of Ecuador. They
wanted to experience the people, places, and cultures and to make a film about their
trip. Jonathan is with us today to talk about his trip.

Lesson 1; Lesson review: Prepare to speak; screen 5

Host: Jonathan, tell us some more about your adventures. What was the weather like in
all these places?
Jonathan: We experienced every kind of weather possible! In Patagonia, we were in a
snowstorm that lasted for three days. It was freezing and so windy!
Host: That’s a long time to be in the middle of a snowstorm!
Jonathan: In Ecuador it was worse! There was a huge tropical storm, with really heavy
rain and thunder and lightning. There were floods, and the roads were closed. We
stayed there for a few days to help the local people clean up the mess.
Cambridge University Press and Assessment © 2022 9
Host: Did you get any good weather?
Jonathan: Uruguay had good weather. It was perfect: warm and sunny.
Host: Thanks Jonathan, let’s take another short break, we’ll be back in two minutes…

Lesson 1; Lesson review: Prepare to speak; screen 7

Uruguay had good weather. It was perfect: warm and sunny.

Lesson 1; Lesson review: Prepare to speak; screen 8

We were in a snowstorm that lasted for three days. It was freezing and so windy!

Lesson 1; Lesson review: Prepare to speak; screen 9

What was the weather like in all these places?

Lesson 1; Lesson review: Prepare to speak; screen 10, screen 12, screen
13
Janez: What’s the weather like where I live? Well, here in Ljubljana – the weather
varies a lot. Winters are freezing, and it can be snowy quite often. Temperatures are
often below zero degrees at night in the winter. But that changes fast. Spring is very
pleasant, but it’s often boiling in July and August. This is a pretty wet area, so it’s often
rainy, and occasionally we have floods, but that means we never have problems with
droughts! We don’t really have extreme weather – the occasional snowstorm in winter
and that’s about it.
Spring and fall are probably the nicest times to visit, but Ljubljana is really beautiful in
every season.

Lesson 1; Lesson review: Prepare to speak; screen 11

Winters are freezing, and it can be snowy quite often. Temperatures are often below
zero degrees at night in the winter. But that changes fast. Spring is very pleasant, but

Cambridge University Press and Assessment © 2022 10

it’s often boiling in July and August. This is a pretty wet area, so it’s often rainy, and
occasionally we have floods, but that means we never have problems with droughts.

Lesson 2

Lesson 2; Lesson introduction; screen 2 and screen 3

I love this square! I think it’s the combination of the old and the new – you know, the tall,
modern buildings on one side and then the classic old buildings on the other. And
there’s a lot of space. I really like that. Open spaces are really important in a city. I come
here on weekends to meet my friends. There are lots of cafés. Sometimes there are
people playing music or street artists painting pictures. It’s a fun place to be.

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 2,

position 1
cave

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 2,

position 1
There is a cave in the side of a mountain. It looks very dark and a bit scary.

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 3,

position 1
cliff

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 3,

position 1
I like to walk along the top of the cliffs and look down at the ocean.

Cambridge University Press and Assessment © 2022 11

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 4,
position 1
coast

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 4,

position 2
I live near the coast, so I go for a walk along the beach every day.

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 5,

position 1
glacier

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 5,

position 2
The glacier is getting bigger because the ice is slowly moving down the mountain.

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 6,

position 1
rainforest

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 6,

position 2
There are so many different types of trees in the rainforest.

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 8,

position 1
rock

Cambridge University Press and Assessment © 2022 12

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 8,
position 2
Some rocks can be very big and heavy, and difficult to move.

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 9,

position 1
valley

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 9,

position 2
I live in a valley. There are hills all around us.

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 10,

position 1
stream

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 10,

position 2
There is a small stream in the forest near my home.

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 11,

position 1
waterfall

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 11,

position 2
We saw a beautiful waterfall in the forest. We went swimming in the pool below it.

Lesson 2; Vocabulary presentation 1: Describing landscapes; screen 14

cave
Cambridge University Press and Assessment © 2022 13
cliff
coast
glacier
rainforest
rock
valley
stream
waterfall

Lesson 2; Vocabulary presentation 2: Describing cityscapes; screen 2,

position 1
fountain

Lesson 2; Vocabulary presentation 2: Describing cityscapes; screen 2,

position 2
There is a fountain in the park. It is very beautiful. Water comes out of the top and the
sides.

Lesson 2; Vocabulary presentation 2: Describing cityscapes; screen 3,

position 1
skyscraper

Lesson 2; Vocabulary presentation 2: Describing cityscapes; screen 3,

position 2
You can see lots of skyscrapers in big cities. They are very tall. Many big companies
have offices inside.

Lesson 2; Vocabulary presentation 2: Describing cityscapes; screen 4,

position 1
stadium

Cambridge University Press and Assessment © 2022 14

Lesson 2; Vocabulary presentation 2: Describing cityscapes; screen 4,
position 2
We went to the stadium to watch the rugby game on Saturday.

Lesson 2; Vocabulary presentation 2: Describing cityscapes; screen 5,

position 1
statue

Lesson 2; Vocabulary presentation 2: Describing cityscapes; screen 5,

position 2
In big cities, you can often see statues of famous people from a long time ago.

Lesson 2; Vocabulary presentation 2: Describing cityscapes; screen 6,

position 1
tower

Lesson 2; Vocabulary presentation 2: Describing cityscapes; screen 6,

position 2
From the top of the tower, you can see the whole of the city.

Lesson 2; Vocabulary presentation 2: Describing cityscapes; screen 9

It’s a big city, but it doesn’t have any skyscrapers or big modern towers. It’s very green
with lots of open spaces. The squares are beautiful, with lots of fountains and statues. I
think you’ll like it here.

Lesson 2; Vocabulary presentation 2: Describing cityscapes; screen 10

It's a big city, but it doesn't have any skyscrapers or big modern towers.

Lesson 2; Vocabulary presentation 2: Describing cityscapes; screen 11

The squares are beautiful, with lots of fountains and statues.
Cambridge University Press and Assessment © 2022 15
Lesson 2; Vocabulary presentation 2: Describing cityscapes; screen 13
fountain
skyscraper
stadium
statue
tower

Lesson 2; Vocabulary practice 1: Describing landscapes and cityscapes;

screen 4
We’re going to visit a few cities on the coast of Uruguay. We’d like to start with Punta
del Este.

Lesson 2; Vocabulary practice 1: Describing landscapes and cityscapes;

screen 8, option 1
We are going skiing on a glacier in Colorado.

Lesson 2; Vocabulary practice 1: Describing landscapes and cityscapes;

screen 8, option 2
You can’t climb on this cliff – it’s very high.

Lesson 2; Vocabulary practice 1: Describing landscapes and cityscapes;

screen 8, option 3
You can’t lift these rocks – they’re too big and heavy.

Lesson 2; Vocabulary practice 1: Describing landscapes and cityscapes;

screen 9
Where are you going in January?

Cambridge University Press and Assessment © 2022 16

Lesson 2; Vocabulary practice 2: Describing landscapes and cityscapes;
screen 3
Where is the soccer game?

Lesson 2; Vocabulary practice 2: Describing landscapes and cityscapes;

screen 6
What time is it?

Lesson 2; Vocabulary practice 1: Describing landscapes and cityscapes;

screen 7, option 1
Don’t drink the water from this stream.

Lesson 2; Vocabulary practice 1: Describing landscapes and cityscapes;

screen 7, option 2
The valley is beautiful.

Lesson 2; Vocabulary practice 1: Describing landscapes and cityscapes;

screen 7, option 3
How tall is this waterfall?

Lesson 2; Grammar presentation: Relative pronouns "who," "which,"

"that"; screen 7
The player who finds the first clue is the leader.

Lesson 2; Grammar presentation: Relative pronouns "who," "which,"

"that"; screen 8
It might be a piece of furniture which has a secret drawer.

Cambridge University Press and Assessment © 2022 17

Lesson 2; Grammar presentation: Relative pronouns "who," "which,"
"that"; screen 9
Is this the key that we're looking for?

Lesson 2; Grammar practice 1: Relative pronouns "who," "which,"

"that"; screen 6
Who’s Cathy?

Lesson 2; Grammar practice 1: Relative pronouns "who," "which,"

"that"; screen 8
Who are all these people?

Lesson 2; Grammar practice 2: Relative pronouns "who," "which,"

"that"; screen 8
What’s the movie that you watch all the time?

Lesson 2; Grammar practice 2: Relative pronouns "who," "which,"

"that"; screen 8
How can I get to the beach?

Lesson 2; Lesson review: Prepare to write; screen 5 and screen 6

Jack: I loved my trip to the Galápagos Islands. It was definitely the best thing that I did
on my vacation. It was amazing to see the giant tortoises that live on the islands. I
mean, they’re famous, right? But the most interesting thing for me was talking to the
people who live there. Their lives are so different from mine!

Lesson 2; Lesson review: Prepare to write; screen 8

Kaia: Hmm, that’s an interesting question. Let’s see. Well, I love going to the coast. My
family has gone there for vacation my whole life. There’s one beach I’ve been to a few
times and which I really love. It has high cliffs all around it, and big rocks that go out into
Cambridge University Press and Assessment © 2022 18
the water. There are caves on the other side of the rocks, which you can swim to if you
know where they are. It’s very quiet in the caves. Only people who are strong swimmers
get to see them, so they’re like a secret magical place. I’d like to go there again. Maybe
one day I can take my own kids there.

Lesson 2; Lesson review: Prepare to write; screen 10

Jack: I loved my trip to the Galápagos Islands. It was definitely the best thing that I did
on my vacation. It was amazing to see the giant tortoises that live on the islands. I
mean, they're famous, right? But the most interesting thing for me was talking to the
people who live there. Their lives are so different from mine!
Kaia: There's one beach I've been to a few times and which I really love. It has high
cliffs all around it, and big rocks that go out into the water. There are caves on the other
side, which you can swim to if you know where they are. It's very quiet in the caves.
Only people who are strong swimmers get to see them, so they're like a secret magical
place. I'd like to go there again. Maybe one day I can take my own kids there.

Time to watch: Documentary

Time to watch: Documentary; After you watch; screen 2 and screen 3

Li Mei: I live in Shenzhen in southern China. What’s the weather like here? Well, we
have nice, mild winters but very hot summers with lots of heavy rain. We often have
floods in the summer because the land here is very low. Also, there are too many
people in the city – over 12 million! There are so many streets and sidewalks. The water
can’t go into the ground, so it fills the streets.
But it’s getting better. The people who live here are trying to use natural ways to solve
the problem. Instead of building things that try to push water away, we’re planting trees
along the rivers, which hold the water there. Also, we’re making our city greener. There
are more gardens and parks everywhere. This helps reduce the flooding a lot.

Cambridge University Press and Assessment © 2022 19

Lesson 3

Lesson 3; Functional language presentation; screen 2, screen 3, screen 4,

screen 5, screen 13
A: Hello, excuse me, we’re looking for the waterfall. Are we going in the right direction?
B: The waterfall? No, you need to go back the way you came.
A: Oh. That’s a long way.
B: See that hill there?
A: The one with the tall tree on top?
B: Yes, turn right after that hill. Walk for a couple of miles, and you’ll see the waterfall
on the left.
A: Thanks. I hope this is a really beautiful waterfall

Lesson 3; Functional language presentation; screen 6, screen 7, screen 8,

screen 14
A: Excuse me, can you help us, please? We’re lost, and my phone just died.
B: Yeah, sure. Where do you want to go?
A: Well, we need to get to the nearest subway station.
B: OK, let me look at my phone…Yeah, at the next intersection turn right. Walk three
blocks to King Street and then turn left. You’ll see the park ahead of you. The subway
station’s right there.
A: That’s great. Thanks!
B: Keep walking toward the park and you can’t miss it!

Lesson 3; Functional language presentation; screen 10

Are we going in the right direction?

Lesson 3; Functional language presentation; screen 11

Can you help us, please? We're lost.

Cambridge University Press and Assessment © 2022 20

Lesson 3; Functional language presentation; screen 12
Keep walking toward the park, and you can't miss it.

Lesson 3; Real-world strategy; screen 2, screen 3, screen 4, screen 5

A: Excuse me, I need to get to the train station, but I’m lost. Can you help me?
B: Sure! So, on the map, we’re here. And you want to get to the train station, which is
there. What you need to do is, at the next intersection, turn left, and then walk a block.
A: Turn left and walk one block.
B: Well, actually, I think it’s two blocks. Then turn left, walk two blocks … No, wait, it’s
two, three, four blocks.
A: Four blocks?
B: Walk four blocks, and the station’s right there on the left.
A: On the left.
B: No, wait. From this direction, it’s on the right.
A: On the right. Definitely on the right?
B: Yes. On the right. You can’t miss it.
A: We’ll see! Thank you very much.

Lesson 3; Real-world strategy; screen 7

A: Turn left, and walk one block.
B: Well, actually, I think it's two blocks.

Lesson 3; Real-world strategy; screen 8

A: ... on the left.
B: No, wait. From this direction it's on the right.

Lesson 3; Functional language practice; screen 1

Woman: Excuse me, we’re looking for the bus station. Can you help us?
Man: Sure, uh, let’s see… OK, turn right at the next intersection. Walk four blocks, then
turn right. No, wait, sorry, then turn left.
Cambridge University Press and Assessment © 2022 21
Woman: Right at the intersection, four blocks, then turn left. Got it. Thank you!

Lesson 3; Functional language practice; screen 4

Caio: Excuse me, I'm looking for the bookstore. Am I going in the right direction?
Leah: Yes, walk three blocks and you can't miss it.
Caio: Thank you.

Lesson 3; Functional language practice; screen 6

Woman: Excuse me, we’re looking for the bus station. Can you help us?
Man: Sure, uh, let’s see… OK, turn right at the next intersection. Walk four blocks, then
turn right. No, wait, sorry, then turn left.
Woman: Right at the intersection, four blocks, then turn left. Got it. Thank you!

Lesson 3; Pronunciation: Saying /w/ at the beginning of a word; screen 1

and screen 2
Excuse me, we’re looking for the waterfall.

Lesson 3; Pronunciation: Saying /w/ at the beginning of a word; screen

3
A: Where are you and your wife walking to?
B: We’re walking to the waterfall.

Lesson 3; Pronunciation: Saying /w/ at the beginning of a word; screen 4

Where are you and your wife walking to?

Lesson 3; Pronunciation: Saying /w/ at the beginning of a word; screen 5

We're walking to the waterfall.

Lesson 3; Pronunciation: Saying /w/ at the beginning of a word; screen 6

A: Wait, this isn’t the way to the waterfall!
B: Well, actually, we’re walking through the woods first because the weather’s so windy.
Cambridge University Press and Assessment © 2022 22
Lesson 3; Pronunciation: Saying /w/ at the beginning of a word; screen 7
Wait, this isn’t the way to the waterfall!

Lesson 3; Pronunciation: Saying /w/ at the beginning of a word; screen 8

We're walking through the woods first because the weather's so windy.

Lesson 3; Lesson review: Prepare for the role-play; screen 2

A: Hello, excuse me. We’re looking for Luigi’s Restaurant. Are we going in the right
direction?
B: Luigi’s? Yeah, I think it’s just down this street. No, wait, it’s a few streets up. 25th
Street, I’m pretty sure. You could go this way, but… uh, let me think,… no. It’s easier to
go back the way you came. OK, see that electronics store there?
A: Electronics store?... Oh, on the corner?
B: That’s right. So, turn right at that corner.
A: OK, we turn right at the corner.
B: Oh! Sorry, no, actually, turn left at the corner. I’m facing the wrong way. It’s left at the
corner.
A: OK, turn left…
B: Yes, turn left, and then just walk up four blocks to 25th Street and turn right. Luigi’s is
near the corner. It has a big red door with little lights around it. You can’t miss it.

Lesson 3; Lesson review: Prepare for the role-play; screen 5

Go back the way you came.

Lesson 3; Lesson review: Prepare for the role-play; screen 6

Turn left and walk up four blocks to 25th Street.

Lesson 3; Lesson review: Prepare for the role-play; screen 7

It's near the corner. You can't miss it.

Cambridge University Press and Assessment © 2022 23

Lesson 3; Lesson review: Prepare for the role-play; screen 9
Man: Excuse me, can you help me, please? I think I’m lost.
Woman: Sure, how can I help you?
Man: Is there a school near here?
Woman: A school? Yes, there is. It's really close. Do you see the intersection over
there? Just past the bank?
Man: Yes…
Woman: OK, so you cross the intersection – don’t turn right or left, just keep going
straight.
Man: OK.
Woman: Then just walk for three or four minutes. You’ll see the school on the left… oh,
no, wait, sorry, the park is on the left, the school is on the right – on the other side of the
street. You can’t miss it!
Man: That sounds easy! Thank you so much.

Lesson 3; Lesson review: Prepare for the role-play; screen 11, screen 12,
screen 13
Visitor: Excuse me, I’m trying to find the zoo. Am I going in the right direction?
Carey: No, the zoo’s a few blocks away.
Visitor: Oh, can you tell me how to get there?
Carey: Sure. Um,... so, first, go back the way you came. Do you see the bank?
Visitor: On the corner?
Carey: Yes. At that corner, turn left and walk about three minutes. You’ll see a gym and
a hotel on your right – no, wait, sorry, on your left. Cross the street there.
Visitor: So… cross the street at the gym?
Carey: Well, actually, I think you have to cross at the hotel.
Visitor: OK, cross the street at the hotel.
Carey: Yeah, and then the zoo is straight ahead, in the park.
Visitor: Great. Thank you!

Cambridge University Press and Assessment © 2022 24

Lesson 3; Role-play; turn 1
Excuse me, I’m trying to find the zoo. Am I going in the right direction?

Lesson 3; Role-play; turn 2

No, the zoo’s a few blocks away.

Lesson 3; Role-play; turn 3

Oh, can you tell me how to get there?

Lesson 3; Role-play; turn 4

Sure. Um.... so, first, go back the way you came. Do you see the bank?

Lesson 3; Role-play; turn 5

On the corner?

Lesson 3; Role-play; turn 6

Yes. At that corner, turn left and walk about three minutes. You'll see a gym and a hotel
on your right... No, wait, sorry, on your left. Cross the street there.

Lesson 3; Role-play; turn 7

So… cross the street at the gym?

Lesson 3; Role-play; turn 8

Well, actually, I think you have to cross at the hotel.

Lesson 3; Role-play; turn 9

OK, cross the street at the hotel.

Cambridge University Press and Assessment © 2022 25

Lesson 3; Role-play; turn 10
Yeah, and then the zoo is straight ahead, in the park.

Lesson 3; Role-play; turn 11

Great. Thank you!

Lesson 4

Lesson 4; Introduction and listening; screen 3 and screen 4

Host: In today’s show we ask the question: What is guerrilla gardening? We invited
guerrilla gardener Bruna Andreotti to help us answer that question. Hi, Bruna. Can you
tell us what a guerrilla gardener is?
Bruna: Yeah, sure. A guerrilla gardener is a person who grows plants in the middle of a
city. We use public land that nobody else is using. It can be the ground along a
sidewalk, the space between divided roads, or some land in the corner of a parking lot.
Anywhere that the land is public, not private.
Host: Why do you do it?
Bruna: Oh, we’re just ordinary people who love our neighborhoods, and we want to
make them nicer to live in. And it has a really positive effect. When places have nice
plants and flowers, people don’t throw their trash there. There’s much less litter than
before. And people feel better about their neighborhood. They sit outside on the street
more and chat with their neighbors. It’s a good thing!
Host: So, are there organized groups who do this? How does it work?
Bruna: Yes, there are groups. I’m a member of a group here in Toronto. We plant
along sidewalks, and we also have a community garden in a local park. We grow fruit
and vegetables, which means we spend less money at the grocery store. But it’s not
just about that. It’s about working together to do something good for our city and our
community.

Cambridge University Press and Assessment © 2022 26

Lesson 4; Introduction and listening; screen 6
Gisele: It's new for me, but I really like the idea of guerrilla gardening projects. I think
it's very important to make cities greener, and if the government won't do it, then it's
great that other people will! The most important thing is that they only work on public
land and don't cause any damage. One alternative is to work to change the law and
allow people to do these gardening projects openly and in the daytime.

Lesson 4; Introduction and listening; screen 8

Gisele: I live in Manaus, Brazil. There are a lot of places in my city for people to do
gardening projects. For example, on the main roads into the city and out of the city,
there is land between the two directions of traffic. Those places really need nice bushes
and trees. Now, people leave trash there, but if there are flowers and plants, I don't think
they will do that. Traffic might be less stressful, and the plants might help reduce
pollution. I would love to help on a project like this. Anything to make the city greener
and less polluted.

Lesson 4; Pronunciation: Listening for "t" and "d" sounds; screen 2

In the middle of the city
People throw less litter.
They sit outside on the street.

Lesson 4; Pronunciation: Listening for "t" and "d" sounds; screen 3,

screen 6, screen 7
a really positive effect

Lesson 4; Pronunciation: Listening for "t" and "d" sounds; screen 4 and
screen 8
We also have a community garden.

Cambridge University Press and Assessment © 2022 27

Lesson 4; Pronunciation: Listening for "t" and "d" sounds; screen 5 and
screen 9
It's about working together to do something good for our city and our community.

Lesson 4; Reading skills: Simple instructions; screen 1

Host: In today’s show we ask the question: What is guerrilla gardening? We invited
guerrilla gardener Bruna Andreotti to help us answer that question. Hi, Bruna. Can you
tell us what a guerrilla gardener is?
Bruna: Yeah, sure. A guerrilla gardener is a person who grows plants in the middle of a
city. We use public land that nobody else is using. It can be the ground along a
sidewalk, the space between divided roads, or some land in the corner of a parking lot.
Anywhere that the land is public, not private.
Host: Why do you do it?
Bruna: Oh, we’re just ordinary people who love our neighborhoods, and we want to
make them nicer to live in. And it has a really positive effect. When places have nice
plants and flowers, people don’t throw their trash there. There’s much less litter than
before. And people feel better about their neighborhood. They sit outside on the street
more and chat with their neighbors. It’s a good thing!
Host: So, are there organized groups who do this? How does it work?
Bruna: Yes, there are groups. I’m a member of a group here in Toronto. We plant
along sidewalks, and we also have a community garden in a local park. We grow fruit
and vegetables, which means we spend less money at the grocery store. But it’s not
just about that. It’s about working together to do something good for our city and our
community.

Lesson 4; Lesson review: Prepare to write; screen 2 and screen 3

Here are five simple steps to make the perfect hummus.
You need these ingredients: chickpeas, tahini, lemon juice, garlic, olive oil, and salt and
pepper to taste. The instructions are very easy. Anyone can do it!

Cambridge University Press and Assessment © 2022 28

First, put the chickpeas and tahini into a blender. Mix them until you have a smooth
paste. Then, add the juice of half a lemon to the paste. Next, cut up some garlic and
add that to the paste. Now taste the hummus. Add salt and pepper to taste. You can
also add other spices to make it your own recipe! Finally, put the hummus in a nice bowl
and add some olive oil on top.
To serve your hummus, warm up some pita bread and cut it into triangles. Put them
around the hummus. Enjoy!

Unit Review

Unit 12 Review; Vocabulary review; screen 6

So, we can see that extreme weather is once again in the southwest. We had a lot of
rain again last night on top of all the rain last week. Now, we’re seeing floods along the
coast which have damaged thousands of homes and businesses.

Unit 12 Review; Vocabulary review; screen 7

A: How was your weekend?
B: It was great! I went to see Bob. He just moved to Seattle for a new job.
A: So, you went to Seattle?! What was the weather like? I heard it always rains in
Seattle.
B: Well, that’s what I thought, too. I guess I was lucky! It was really warm and sunny all
weekend – we even went to the beach!

Unit 12 Review; Vocabulary review; screen 11

Yes, we arrived about three o’clock. It’s beautiful here. The view from our hotel window
is amazing! We can see the whole city, with skyscrapers in front and the rainforest in
the distance. And if we look down, we can see a lovely open area with a fountain and
lots of cafés. The kids are really excited to start exploring the city!

Cambridge University Press and Assessment © 2022 29

Unit 12 Review; Grammar review; screen 8
This is the guide who showed us around the gardens.

Unit 12 Review; Grammar review; screen 9

What were the gardens like?

Unit 12 Review; Grammar review; screen 10

There were all kinds of tropical flowers that were really beautiful.

Unit 12 Review; Functional language review; screen 3 and screen 4

A: Excuse me, I’m looking for the stadium. Am I going in the right direction?
B: Yes, you are. Ah, no, wait, sorry. You need to go back the way you came.
A: Go back?
B: Yes, go back to the intersection and turn left. It’s three or four blocks down that
street.
A: Three or four blocks?
B: Well, actually, I guess it’s more like five or six blocks. But you can’t miss it.
A: OK, thanks!

Unit 12 Review; Functional language review; screen 5

Ah, no, wait, sorry. You need to go back the way you came.

Unit 12 Review; Functional language review; screen 6

Well, actually, I guess it's more like five or six blocks.

Unit 12 Review; Listening and writing skills review; screen 2, screen 3,

screen 4
On today's show, I'm going to tell you how to grow a tomato plant.
First, you need to find something to grow it in. I'm using a small plastic cup.

Cambridge University Press and Assessment © 2022 30

Next, make some holes in the bottom of the plastic cup and put it on a little plate. You
can use some scissors to do this. We need holes so that water can come out.
Now put some soil in the pot. Don't use soil from your garden. It's better to buy some
special soil for growing vegetables.
Then use your finger to make a small hole in the soil and put the tomato seeds in. You
only need to use two or three seeds. Then cover the seeds with soil.
Finally, add a little water, and put the cup next to a window inside your house to start
growing. You can usually see the plant after five days.

Unit 12 Review; Listen and watch; screen 11, screen 12, screen 13
So, let’s see, what are the most popular places in my country? Well, I’m from Greece,
so that’s really easy to answer! Athens, which is our capital city, is very famous for its
history, architecture, statues, and monuments. And Greece is also famous for its
islands, of course, which are so beautiful – beaches and cliffs and caves and blue, blue
water. The weather is perfect for summer vacations. It’s always sunny and hot. But the
islands are full of tourists in the summer. I tell people to visit when it’s cooler and
quieter, like the fall.
Greece isn’t only Athens and the islands. I think more people should visit mainland
Greece – it has amazing history, too. If you like nature, there are mountains which are
covered in snow in winter, and green valleys, spectacular lakes, waterfalls, everything!
People who go inland always fall in love with the beautiful landscapes that they find.

Time to watch: Drama

Time to watch: Drama; After you watch; screen 4 and screen 5

Aziz: The weather doesn't have a big effect on me. Maybe I'm a little happier on some
days because of the weather, but it doesn't change my mood completely. I could
definitely live in a place which is cloudy most of the time because I'm not a big fan of hot
weather. A sunny day doesn't make me feel better or more energetic. On hot summer

Cambridge University Press and Assessment © 2022 31

days, I just feel lazy and tired. I don't want to do anything! On cool rainy days, I like to
go for a run along the beach and look at the waves.

Cambridge University Press and Assessment © 2022 32