Page 1 of 2

Student’s Book Audioscript

UNIT 1 Speaker 2 [Russian]

F: Definitely, my daughter. When she was born,
Page 6. Exercise C. everything changed. I had to stay home to take e care

.ir
Conversation 1 [M = Korean] of her full-time, so I had to leave my job. My whole
M*: Hey, I just met that new student, Shelly. perspective on life changed. It hit me thatt I was
F: Really? So, what’d you think? responsible for her—for this other person,rson, andd that
M: Well, she seems really serious—and smart! she needed me for everything. Having ving a child
hild is

tre
F: Smart? She’s one of the most intelligent people definitely a life-altering experience.
e. It’s not just that
nce.
I know! you don’t have as much time for yourself,
ourself, or that you
don’t have as much freedom; om; you’ree simply nevnever the
Conversation 2 [F = Spanish] same. It’s not always easy,
sy, but being a parent has
M: Adrianna, how’s the project going? been the most enrichinghing andd rewarding exper
experience
F: Don’t ask. I’ll never finish all this work! Peter of my life.

en
never lets up!
M: Yeah, he’s not exactly an easygoing boss! Speaker 3
F: You can say that again. He always asks me to M: I’ll never forget coming home and seeing
se those
th
work faster! I’m going as fast as I can! flames.… .… No one was hurt, but a number
numbe of
apartments
rtments were destroyed.
ere completely destroye
d Ours was
Conversation 3 one of them. Our life totally
tota changed.
change Everything

guy.
M: That’s not the impression I got!
F: What do you mean?
ec
M: Hey, have you met Val’s new boyfriend, Paul?
F: Yeah, I have. Very outgoing. Seems like a good
we’d worked for was gone.
ngs in perspective.
things perspect
in and day out, you
gon You can be sure, that put
You know,
kn you go to work day
yo worry about things that seem so
important. And aall of a sudden, all that seems so
insignificant when you y think about your life, your
ag
M: Well, he jokes around a lot. family’s safety. You start to see the big picture, and
safet Yo
F: What’s wrong with that? Sounds like a real what had see seemed so important before doesn’t really
seem
people person. after that kind of experience.
matter afte
M: Well … his jokes just aren’t that funny. He seems
to want people to think he’s smarter
marter than they
the
Page 13.
13 Exercise A.
gu

are. It’s really annoying.

Spea
Speaker 1 [J = John, British English]
Page 10. Exercises A and
d B. J: Last night I turned on the news … I wish I hadn’t. I
can’t get over everything that’s happening in the
Speaker 1 [U.S. regional]
onal] world right now. Seems like every time you turn
M: What’s changed ged myy perspective on life? Hmm around you hear about another war, natural disaster,
lan

… getting married sure changed things.… thin But

B poverty, terrorism … it’s really depressing, and it’s
the moststt significant
gnificant experience o of my life
life? just getting worse. In fact, it makes me want to just
Without
hout a doubt,
ubt, I’d have to sasay going abroad. give up watching the news altogether—I mean, who
Well, one e of my most memorable
memo trips
tr was my needs more reasons to get depressed?
first—itt was the summer
summ I worked
worke in Brussels, in
Belgium.
lgium. It was amazing!
amazin So many m people from Speaker 2 [S = Susan]
w.

all over the world lliving an and working together in S: On my way into work this morning, I heard this
this one city! There’s
T so much diversity there, report on the radio. They said the economy is not
you know! People
Pe come
co to Brussels from all doing very well. And you can’t help noticing that
these different
diffe countries, and they bring all their
co everything just keeps getting more expensive—food,
own
ow cultures. Seems
S like everyone has his own gas, housing. Of course, all this bad news makes me a
ww

unique
uniq perspective
pers on life. I was really able to little nervous. I’ve cut down on a lot on my
see other
othe people’s points of view. Getting to spending—I’ve stopped buying lunch every day at
know people who’ve had such different the office, and I’ve put off buying a new car until next
experiences
exp from mine—it was a real eye- year. But, to be honest, I’m not stressing out over it.
opener for me. Travel has really broadened my I mean, things may get better, and if not, well, I’ll
horizons. get by.

*M refers to a male speaker, and F refers to a female speaker.

Summit 1D, Second Edition Unit 1
Copyright © 2012 by Pearson Education. Permission granted to reproduce for classroom use.
 Page 2 of 2

Speaker 3 [M = Matt, U.S. regional]

M: I read in the paper today that the
unemployment rate is rising. A lot of people I
know have lost their jobs over the last couple of
years. In fact, both of my sons lost their jobs in
the same week. But I think it’ll work out in the
end. My younger son will have time to go back
to school and finish his degree—something he’s

.ir
always wanted to do. And my older son—well,
I’m sure opportunity will come his way. When
one door closes, another one always opens.

tre
en
ec
ag
gu
lan
w.
ww

Summit 1D, Second Edition Unit 1

Copyright © 2012 by Pearson Education. Permission granted to reproduce for classroom use.
 Page 1 of 2

Student’s Book Audioscript

UNIT 2 all the do’s and taboos—

of people there.
Page 16. Exercise C. You were just a stranger in a sea of new faces.
Song 1 Now we’re making small talk on a first-name basis.
It’s a great day for love, isn’t it?

.ir
Day after day,
all my thoughts drift away Aren’t you the one I was hoping to find?
before they’ve begun. It’s a great day for love, isn’t it?
I sit in my room By the time you said hello,
I had already made up my mind . . .

tre
in the darkness and gloom
just waiting for someone
to take me to a tourist town, Page 22. Exercise A.
with parties in the street and people dancing to a
joyful sound. Part 1 [A = Andre; B = Dr. Bettinaa Schmidt, German]
It’s a song that people sing. A: Welcome to tonight’s ht’s talk. Wee have with us tonight
to

en
It’s the laughter that you bring Dr. Bettina Schmidt
midt fromom the Schubert Institute.
Ins Dr.
D
on an endless holiday. Schmidt is going
oing to tellll us about … w unusual
well, an un
It’s the happiness inside. use of music.
sic. Dr.. Schmidt, welcome. WhyW don’t
do you
It’s a roller coaster ride tell us what you u do?
on an endless holiday . . . B: Goodod evening, Andre. Well, I’m a musi music therapist. I’ve
been doing
oing that for, oh, I’d about twelve years
I’ say abo
Song 2
Thank you for helping me to survive.
I’m really lucky to be alive.
When I was caught in a freezing snowstorm,
you taught me how to stay warm.
ec now.
A: And

by using music.
A: And who ex
does a music therapist
d just what doe

exactly wo
t do?
B: Essentially, we try to help people with their problems

would benefit from music therapy?

ag
When I was running from a landslide B: We work with all sorts of people—children,
with no place to hide, adults. These are people who have a wide
teenagers, ad
adu
you protected me from injury. problems—sometimes physical, sometimes
range of pr
pro
Even the world’s biggest tsunami emotional.
e
emotion
has got nothing on me, A: And h how does music help?
gu

because you can go faster. Well, often just listening to music can be beneficial.
B: We
You keep me safe from disaster. ter. So, in a typical music therapy session, I’ll play, maybe,
You’re like some kind of hero—
ero— some gentle classical music. This helps my client to
you’re the best friend that
hat I know.
now. relax and feel more comfortable.
Thank you for helpingng me to survive.
surv A: That’s it? Basically it’s about using music to relax
lan

I’m really lucky to

o be alive
ve . . . people?
Song 3 B: Um, not exactly. Music therapy is much more than
You’ve gotot your digi camera with the Powershot,
Power that. Music therapists design music sessions for
four mega
ega pixels and d a memory slot.
sl individuals and for groups based on their specific
You’ve
’ve got your e-mail and your Internet.
you Intern needs.
You sendnd me pictures of yo your digi ppet. A: So, what kinds of activities do you do?
w.

I got the
e digi dog and th cat,
the digi ca B: Well, we often do structured activities—like singing,
the
he digi this and th that.
the digi that or listening, playing instruments, composing music,
I hate to be the one
on to bre break the news, moving to music.
but you’re givi
giving me th the digi blues, A: And this is in a doctor’s office?
And you don
don’t know B: Not necessarily. We work in all kinds of settings—
ww

feel.
the way I really fe hospitals, schools, senior centers—all around the
have to go and
Why’d yyou hav community.
reinvent
einv the wheel? . . . A: So, how exactly does music help your clients?
Song 4 B: Well, there are four main benefits of music therapy:
Wherever you go,
Whe emotional, social, physical, and intellectual.
there are things you should know,
th A: Can you give us some examples?
so be aware B: Of course.
of the customs and views—

Summit 1D, Second Edition Unit 2

Copyright © 2012 by Pearson Education. Permission granted to reproduce for classroom use.
 Page 2 of 2

Page 22. Exercise B. Page 25. Exercise A.

Part 2 Conversation 1 [M = Chinese (Mandarin)]
B: Let’s start with the emotional benefits. People F: So what have you been listening to?
who are depressed, for example, have difficulty M: Well, lately I’ve been listening to a lot of opera.
expressing their feelings. Music creates a safe F: Really? I can’t get into opera. It’s too intense.
setting where we can express the feelings inside M: What about Andrea Bocelli? He’s got more of a pop
of us. sound. I think he’s an amazing singer.
A: I see. F: You know, I’m not really into him either—he’ss just

.ir
B: In a typical session, I’ll begin by asking my client too loud and overpowering for me.
to talk about how the music makes him feel.
That opens him up. The idea is to help my client Conversation 2
feel comfortable sharing his emotions. M: Have you heard this Gato Barbieri piece before?

tre
A: And what about the other benefits? n … wow! I love
F: No, I haven’t. Let’s give it a listen e the
B: Well, another benefit of music therapy is tied to arrangement!
the social context music provides. Listening to M: Yeah, me too. He’s a greatt composer.
poser.
music in groups—with other people—builds an F: You can say that again.
environment for communication—both verbal Conversation 3 [F = U.S. regional]
ional]

en
and non-verbal. F: What do you thinkhink of Ladysmith Black Mambazo?
Ma
A: But isn’t listening to music basically a solitary M: I don’t think I’ve heard d of her.
activity? F: It’s not a herr—it’s
t’s a group. They’re
They’r a vocal group
g from
B: It can be, but it can also be a social activity— South Africa.
involving sharing. That means that my clients M: Well,
ell, I’m not very big on world
w music.
music

ec
can develop their social skills and will have more
confidence in their ability to form relationships.
A: Now you also mentioned physical benefits.
B: Yes. Music can be stimulating and encourage
physical movement. Some of my clients are in
F: Well, you ou should definitely

instruments.
nstruments. They’re
definitel check these
Theyy sing a cappellaa—without
w
They one of a kind.
M: I don’t know. I’m just
j

Conversation 4 [F = French]
Fre
t guys out.
any musical

not into that kind of music.

ag
hospitals, and many are in serious pain because use
of an illness or an accident. Moving around nd is F: Wasn’t that a great
grea party last night?
often difficult for them. Listening to musicusic helps
lps M: Yeah, it was really
rre cool—especially that fantastic
them forget their pain for a little while,
hile, and at dance music.
musi
the same time it stimulates them to move. e. F: Yeah,
Y Beyoncé’s
Be music is fabulous. I could have
A: OK. That’s three benefits. Didn’t n’t you say there danced
dance to it all night.
gu

were four? M: Well,

We actually you almost did.
B: That’s right. The fourth benefit is intellectual.
ntellectual. F: Yeah, well, once I started dancing, I couldn’t stop!
Some parents come to me because their kids
Conversation 5
aren’t doing well in school.ol. Research has shown
M: I can’t believe you like Antonio Carlos Jobim so much.
that listening to musicc can help young children
lan

Isn’t he kind of old-fashioned?

improve in math. Other research suggests tha that
F: Are you kidding? I think his songs are just as beautiful
among university
versity students, listening
listeni to mu music
now as they were forty years ago.
while studying g can improve readreading
M: Well, many of his songs do have beautiful words.
comprehension.
mprehension. n. We don’t kn exactly how
know exac
F: Absolutely. There aren’t many people who can put
music improves
mproves learning, but
b perhaps
perh it helps
words to music like Jobim can. I never get tired of
dents concentrate, sso they ccan think better.
students
listening to his songs.
w.

We just know that music

m improves our ability to
im
learn.
A: Simply amazin Thank you so much, Dr.
amazing! Than
Schmidt.
ww

Summit 1D, Second Edition Unit 2

Copyright © 2012 by Pearson Education. Permission granted to reproduce for classroom use.
 Page 1 of 2

Student’s Book Audioscript

UNIT 3 Page 32. Exercises A and B.

Page 30. Exercise C. [L = Lara Savino, U.S. regional; S = Steve]
L: Welcome back to Money Talks. I’m still your host, Lara
Conversation 1 Savino. We’ve got some listeners on the line with ith

.ir
F: Wow, what a great juicer! That’s even big financial questions. Let’s go to our first callerr …
enough for my family! Steve, you’re on the air. Talk to me.
M: Actually, I hardly ever use it. It’s way too big. I S: Hi, Lara. I’m afraid I’m really having problems
oblems making
have such a small kitchen. ends meet.

tre
F: So, why’d you buy it? L: Tell me about it.
M: I got it on sale—at a great price. S: I earn a good living, but it seemsems likee no matter how
Conversation 2 much money I make, I can’t n’t seemm to catch up.
M: I see you bought a digital camera. How do you L: Believe me, you’re not alone, Steve.teve.
like it? S: Sometimes it feels that hat way.
L: Let me ask you something.
omething. anything
ing. Do you put any

en
F: Well, I might like it if I could figure out how to
use it. Truth is, it’s a pain in the neck. away for a rainy
ny day?
M: What do you mean? S: You mean savings? No o way. There’s never
n enough
eno for
F: It has way too many features. Believe me, if I had that.
known you couldn’t just point and shoot, I never L: Well, here’s a tip p for you, Steve. From
F now
no on when
would have gotten it. you
ou spend
nd money throughout
throug the day
d …?

Conversation 3

ec
F1: Hey, I love your new exercise bike! It must be
great having one of those.
F2: Well, yes and no.
S: Uh-hmm.
L: Don’t
m.
n’t spend any of your change.

surprised how much

few weeks.
mu you’ll
chang When you get home
every evening, put your loose
loos change in a jar. You’ll be
you have saved up in even a
ag
F1: What does that mean? S: Wow! I never thought
thoug of doing that.
F2: I like it, but I guess I’m just a couch potato.
ato. I just L: And put that change
ch you’ve saved up in the bank—
don’t use it enough. say, once a month,
m OK?
S: OK.
O I’ll try that.
Conversation 4 L:
L Steve, what about debt? Are you maxing out on your
M1: What a cool sound system! You just st get it?
gu

credit
cred cards?
M2: Yeah. S: Well,
W yes, I do use credit cards, if that’s what you
M1: Look at all those pieces.
es. When aree you going to mean.
put it all together? L: Do you pay your bills on time?
M2: Well … that’s a problem actually. There are so S: I try to.
many components.
nents. And the instructions don’t L: Do you pay the minimum, or do you pay off the
lan

help at all. Look.

Lo whole thing each time?
M1: Whoa! Thatt looks pretty complica
complicated. S: Well, it kind of depends on how much it is.
M2: Had I known how complicated it was g going to L: Well, are you drowning in credit card bills, or have
be,
e, I would haveve gotten a different
di model.
m they been fairly reasonable so far?
Conversation
onversation
ation 5 S: Well … I guess I’d have to say I’ve been drowning in
M: Love ve your new car! You must be on cloud nine debt.
w.

driving that thing! L: OK, Steve. Here’s what I want you to do. How many
F:: Oh, it’s fun to drive,
d but
bu I’m not so sure it’s worth credit cards do you have?
it.
it S: Maybe ten or twelve.
M: Really? Why?
W L: Steve, that’s a lot of cards. Decide which two you
want to use regularly, OK?
ww

F: You wouldn’t believe it. Between the premium

gas visits to the mechanic … it’s costing me
as and vis S: OK.
an arm aand a leg! L: Take all the other cards and cut them up.
M: Ouch!
Ouch S: Cut them up?
F: I can’t
c afford to drive it! I probably wouldn’t have L: You heard me. Cut them up. You can get along just
bought it had I given it more thought. fine with two credit cards. If you’re using ten or
twelve credit cards, Steve, that tells me there’s
something wrong with this picture. You see what I
mean?

Summit 1D, Second Edition Unit 3

Copyright © 2012 by Pearson Education. Permission granted to reproduce for classroom use.
 Page 2 of 2

S: Well, I’m not sure. Page 37. Exercise A.

L: Steve, if you want to keep your head above
Conversation 1
water, you’ve got to live within your means. That
F: Didn’t you tell me you bought a new computer table?
means spending less than you’re making, not
M: Uh … yeah, I did.
more.
F: So, where is it?
S: Oh.
M: Well, I hate to admit it, but I just can’t figure out how
w
L: OK, Steve. Here’s one other thing I’d like you to
to assemble it. You wouldn’t believe how many
do.
pieces there are!

.ir
S: Yeah?
F: So you’re just going to let it sit around in a box
L: Sit down and plan a budget for yourself.
collecting dust?
S: A budget?
M: No, no. I’m going to take it back to thehe storee and get
L: That’s right. If you feel like your finances are out
my money back. I shouldn’t have bought it in the firs first

tre
of control, then you need to take the bull by the
place.
horns and take control of your finances. You
follow me? Conversation 2
S: I think so. M: Hey, you want to go out ut to dinner?
nner?
L: Sit down and make a list of all your regular F: Uh, I don’t think so. I’m trying g to save money.
expenses. Keep track of how much you’re M: I just got a big raise!
ise! C’mon!
mon! Let’s celebrate!
celebrate

en
spending on everything—and I mean F: I’m sorry, but I just don’t cash right now.
n’t have the cas now
everything, OK? Try that for three months and M: Don’t worryy aboutt it—it’s on me.
see if it doesn’t help you out. F: No, I couldn’t
uldn’t let
et you pay for dinner.
dinn
S: OK, I’ll give it a try. M: Forgetet about it!
t! It’s my pleasure.
L: And Steve. F: Thanks!
hanks! That’s really nice of you.
S: Yeah?
L: When you plan that budget, make sure you treat
yourself to something nice once in a while, OK?
S: Really?
L: You bet. If your budget is nothing but don’t
ec Conversation
onversation
ion 3
M: Hey! A new flat-screen
flat-sc
F: Thanks. I’m really happy w
M: That must’ve
must’ been pre
It’s fabulous!
TV! It’
with it.
pretty expensive. How’d you
ag
spend, don’t spend, it isn’t going to work. Know manage?
what I mean? F: Well, I saved up ffor it. I put away a little bit every
S: I hear you. month.
L: Good luck, Steve. Next caller. You’re re on the
he air! M Wish I could
M: cou do that. Everything’s gone by the end of
Talk to me! month. I never can seem to save any money.
tthe mo
gu

Yeah, it can be tough.

F: Yeah
lan
w.
ww

Summit 1D, Second Edition Unit 3

Copyright © 2012 by Pearson Education. Permission granted to reproduce for classroom use.
 Page 1 of 3

Student’s Book Audioscript

UNIT 4 F1: Do you mind?

F2: Not at all.
Page 41. Exercise F. F1: These purses are fantastic!
Conversation 1 [M = French] F2: se
Which ones? Oh yeah. Everybody’s getting those
now.

.ir
M: Are you going to the end-of-year party this
weekend? F1: I’ve got to have one.
F: Yeah, I was planning on it. Why? F2: Better hurry before they go out of style!
e!
M: Do you know if you’re supposed to wear a suit?
Conversation 2

tre
F: Oh, I really don’t think it matters. A lot of people
M1: Hey, Jim.
will probably dress casually, but if you want to
M2: Hey, Carl. Whoa! That’s some
me jacket
et you’ve got on.
wear a suit …
M1: Oh, yeah. It’s my “Look at me” jacket.
M: Actually, I’d rather not.
M2: It’s very … yellow.
F: Well, I’m sure that’ll be fine. As long as you aren’t
M1: Hey, yellow gets attention.
ttention.
too casual.
M2: OK, if you say so.
o.

en
Conversation 2
Conversation 3
F: Honey, I’m ready to go.
F1: Oh, lookk at that.
t. I don’t believe it
it.
M: You’re not going to wear that, are you?
F2: Where? e?
F: Uh. What do you mean?
F1: Thatat kid over there. What on earth has
here. Wha h she done to
M: Well, look what I’m wearing.

want to be overdressed.

ec
F: We’re just going to your parents’ house. I don’t

M: Yeah, but it’s a special occasion. We should look

nice.
F2:
her hair?
2: Sounds
ir? What is she, thirteen?
unds about right. Oh,
F1: I just can’t believe it.
F2: Me neither.
Conversation 4 [M2 = U
thir
Oh that hair!
h

U.S. regional]
ag
Conversation 3
M1: Mr. Spano! H How can I help you today?
M: I wish I didn’t have to wear a tie tonight.. I’ve
M2: I want to ge
get my wife something nice, you know, for
been wearing it all day at work.
her birthday.
birthd
F: Who says you have to wear a tie?
M1: Of course!
cour What did you have in mind?
M: The head of the company is goingoing to be there.
there
M2: Well,
Wel actually I was thinking about—I don’t know—
gu

F: I thought you said it was a casual

asual event.
a nice dress.
M: They say casual, but you know what at that means.
M1:
M1 Oh, I see! Are you thinking about a party dress?
ressed to the nines.
Everyone shows up dressed nin
M2:
M Sounds good.
F: Now you tell me. OK, I’m going to have to go
M1: May I suggest this simple black silk dress?
change. Just giveve me a few
ew minutes.
M2: Hmm, nice. Very tasteful.
lan

Conversation 4 M1: Very nice. I think your wife will find it very attractive.
F: What time’s
me’ss the party again? M2: Yeah, I like it very much. But I want to look around
M: I’m pretty
retty suree Jackie said to come
co after nine. and see what else you’ve got.
F: Well, slacks and a
ell, I’m going to put on my new sla
Conversation 5 [F2 = U.S. regional]
eater. What are you going to wear?
nice sweater.
F1: Stacy, thanks so much for coming over to help.
M: Well,
ll, I’m not sure.… Aren’t
Ar you going to wear a
You’re a real friend.
w.

dress? I thought we were supposed

su to get
F2: Hey, I understand. It’s hard to clean out your closet
dressed up.
alone.
F: I never said that. me I could wear a dress. But
tha I mean
F1: OK. Let’s start with this blouse.
I don’t thin and Jackie would ever expect
think Sid an
F2: All righty then. Hold it up so I can see it.… Whoa!
people to dress formally.
peo
When did you get that?
ww

M: Oh. OK.
O I’ll go put on something casual.
F1: Must have been about … oh, maybe eight years ago.
F2: Uh, I think that one can go.
Page
ag 42.
42 Exercise C. F1: Toss it?
Conve
Conversation 1 F2: Yup. No one’s wearing that anymore.
F1: What magazine are you reading?
F2: Metropolitan. Want to have a look?

Summit 1D, Second Edition Unit 4

Copyright © 2012 by Pearson Education. Permission granted to reproduce for classroom use.
 Page 2 of 3

Page 44. Exercise A. Page 44. Exercises B and C.

Part 1 [C = Chuck Sims, host; S = Susan Yigal, Part 2
Australian English] S: By the 1960s, in Europe and throughout the
C: Chuck Sims here, and you’re listening to In Style. Americas, men began to wear their hair long, and
Today we welcome Susan Yigal, a hairstylist who they grew beards and mustaches—pretty much as a
does a lot of work for the film industry. Susan protest against decades of what they saw as a very
has won numerous awards for her beautiful conservative culture.
work. C: I remember that.

.ir
S: Oh, thanks. S: At that time there had been an unwritten fashion ashion
C: Susan, I love your work. So many movies. So code that said any man who didn’t wearr his hair air very
many gorgeous actors. short—or who had a beard—was a radical. adical.
S: Thank you, Chuck. Great to be here. C: That’s hard to believe today.

tre
C: Susan is an expert on the history of hairstyles, S: But that’s how it was. In the UK K andd the U.S. rock
and today we’re going to focus on men’s musicians led the way with hair, beards, ards, and
hairstyles. Susan, tell us something about how mustaches seeming to get et longer
ger each year.
yea
men’s hairstyles changed in the twentieth C: Men today don’t always ays realize
ze what an incredible
incredib
century. change that was. Isn’tsn’t that true?
ue?

en
S: Absolutely. But before I do, let’s not forget some S: Absolutely. How w a man n wore his hair was a social aand
of the styles that were in fashion before the political statement.
ement. Butut today, men’s hair
h fashions
fashio are
twentieth century. Remember that back in the all over the
he place—which certainly not true
e—which was certain t back
seventeenth and eighteenth centuries, among then. Men can wear their hair eith either long or short.
the European upper classes, the wig was a Anything
ything goes.
fashion must. Everyone wore one.
C: Think wigs will ever come back?

ec
S: These days, you never know. Do you know why
they became so fashionable?
C: Not really.
C: Ponytails.

C: The
ls. Braids.
S: Yup. A short beard or mo
e goatee has been
number of years n
S: And,
A
moustache.
moustach
be the beard

of course, the
now.
bea of choice for a

t bald look has become very

ag
S: Well, you see, in the seventeenth century, King ng popular now.
now Who wouldw have thought twenty years
Louis XIV of France was going bald—so he had a ago that men wo would actually choose to shave off all
staff of about forty wig makers working g on long
ng their hair! No way!
w
curly wigs for him to wear. C:
C Any other ttrends worth looking at?
C: Forty wig makers! S: Well,
W we haven’t said anything yet about men dyeing
S: Yes. And of course it then became came the
he rage for their hair. Over the last decade some men have
gu

all men to wear long curly wigs—until until the chosen

ch to dye their hair bright blond, red, yellow—
nineteenth century. At that time, the style even green or purple.
changed, and men stopped d wearing wigs by the
th C:
C Yeah, as a matter of fact, I saw that last time I was in
beginning of the nineteenth enth century. After that, Tokyo.
they generallyy wore their own hair fairly long, S: That’s right. I’ve heard that in Japan this is a kind of
lan

and most men wore very long beards or social statement in response to strict school dress
sideburns.s. codes.
C: Which h we seee in some of the veryve early photos C: Well, thank you, Susan, for … ahem … letting your
fromm that time. hair down about a very interesting subject.
S: Right. Butut by the early twentieth
twe century,
c that S: Good one, Chuck. Thanks for having me.
hadd changed. The norm for me men was to wear
w.

their hair cut very, vvery shor

short. And beards were Page 49. Exercise A.
something only grandfathers wore. If a man
on grandfat
Conversation 1 [F and M = U.S. regional]
wore a mustac
mustache at alall, it was cut very short.
F: What do you think of that suit?
C: Until the 1960s
1 and ‘70s, of course.
M: Whoa! You’ve got to be kidding.
S: Of course.
c
F: What do you mean? You think it’s tacky?
ww

M: It’s not that it’s tacky. It’s just … who wears anything
like that anymore?
F: Well, I guess that’s true.

Summit 1D, Second Edition Unit 4

Copyright © 2012 by Pearson Education. Permission granted to reproduce for classroom use.
 Page 3 of 3

Conversation 2 [M = Italian] Conversation 4

M: Wow! Look at that dress! F: Whoa! Check out those shoes!
F: Don’t you find it a little strange? M: Yeah. So?
M: Strange? Not at all. I think it’s fantastic! F: They’re incredible.
F: You’ve got to be kidding. The colors are way too M: Yeah?
bright. F: Yeah. You know everyone’s wearing them now.
M: I think it’s beautiful. M: Hmm.
F: I guess it’s just not my style. F: I don’t care what you think. I’m getting them.

.ir
Conversation 3
M: Hey, what do you think of this tie?
F: It’s kind of wild.

tre
M: Really? Actually I think it’s pretty nice.
F: Well, to each his own.
M: I think I’m going to get it.

en
ec
ag
gu
lan
w.
ww

Summit 1D, Second Edition Unit 4

Copyright © 2012 by Pearson Education. Permission granted to reproduce for classroom use.
 Page 1 of 2

Studen t’s Bo ok Audio sc rip t

UNIT 5
Page 56. Exercise C.
Part 1
M: Reg and Maggie Green were on vacation with their children on the island of Sicily in southern Italy. It wass a long

.ir
way from their home in California in the United States. They had just spent the day sightseeing and were
driving on a highway back to their hotel. It was evening, and their seven-year-old son, Nicholas, and
d four-year-
-year-
old daughter, Eleanor, were fast asleep in the back seat.
Suddenly, another car with two men pulled up beside them. The man on the passenger side e had a gun, and he

tre
was screaming at them through the window. As Reg Green stepped on the accelerator and nd drove
rove away quickly,
he could hear gunshots. He drove as fast as he could to the nearest town. Maggie was relievedd to see that the
children were still sleeping. But when they stopped, they both realized that Nicholas
as had been shot, and they
th
rushed him to a hospital. Sadly, after two days in the hospital, Nicholas died.
One can only imagine the grief and sadness Reg and Maggie Green must have ve felt at that
at moment. But they

en
made a decision that touched the lives of many people and the hearts of millionss around the world. They
decided to donate Nicholas’s organs to Italians who were very sick andd needed them. By giving them Nicholas’s
Nic
organs, Reg and Maggie felt that they could help others. Nicholas’s future had been taken away, the Greens
awa so th
wanted to give a future to someone else.
Their gift turned a senseless tragedy into a lesson in giving. Italians moved They could
talians were very moved. cou not believe

moment.

Page 56. Exercise D.

Part 2
ec
that visitors from another country—who had suffered such ch a terrible
ible loss—could be so givin
giving at such a terrible
ag
M: Within days the Green family’s personal experience worldwide story. In Italy, strangers walked up
ce erupted into a worldwid
worl
to them on the street, with tears in their started naming streets, schools, and
eir eyes,, to say thank you. People st
hospitals for Nicholas Green.
When the Greens returned home, thousands of people around the world. The letters
me, theyy received letters from thou
told how the Greens’ decision
n changed
nged their attitudes about d donating organs. In Italy, the number of people
gu

who were willing to become

me organ n donors increased three to four hundred percent—they called it “The
increase by thre
Nicholas Effect.”
The Green family returned
eturned dozen ttimes after Nicholas’s death. And they met all of the people
d to Italy more than a do
who received Nicholas’s
cholas’s organs—seven people in aall.
lan

A fifteen-year-old
ar-old boy got Nicholas’s heart. Du During his illness, he had weighed only 27 kilograms and had spent
half his life ssurgery,
fe in hospitals. After the surg he was healthy and full of energy.
ery, h
One girl was two death—the doctors had given up on her. But with one of Nicholas’s organs, she got
wo days from dea
better. married and she gave birth to two babies—one a boy, whom she named Nicholas.
etter. She laterr got married,
A woman never seen her
an who had nev he own child’s face now can see—thanks to the corneas from Nicholas’s eyes.
arriving at the hospital for his surgery to get one of Nicholas’s organs. He was asked
An eight-year-old boy was ar
w.

to think about something

som nice. He said, “I’m thinking of Nicholas.”
The Greens say that the
th love of life these people have shown—and the looks on their families’ faces—is a
wonderful reward. They
T often talk about how comforting it has been to know that people who would have
now are leading normal lives, and that another who would have been blind can now see.
died by n
ww

Mag
Maggie and Reg Green have become very busy doing work to support organ donation. While it doesn’t take
away the pain of Nicholas’s senseless death, it helps the Greens to believe that something good has come out
of the ttragedy.

6XPPLW D 6HFRQG (GLWLRQ Unit 5

Copyright © 2012 by Pearson Education. Permission granted to reproduce for classroom use.
 Page 2 of 2

Page 61. Exercise A.

Conversation 1 [M = Chinese (Mandarin)]
M: Have I ever told you that when I was growing up in China I was sent to live in the countryside?
F: No, you never have. How was that?
M: Oh, it was terrible. Not only was the poverty hard to take, but it was also really boring. There was nothing to do but
work.
F: Didn’t you have a choice?

.ir
M: Actually, no. Everybody pretty much had to go.
F: It must have been very hard.
M: For this city boy? You have no idea.

tre
Conversation 2 [F = Spanish]
M: So by the time we got back, we were pretty tired.
F: Wow. Your telling me about your trip reminds me of the time I lived in Los Angeles.
M: Really? You never told me about that.
F: Didn’t I? I guess I didn’t really have many positive things to say.

en
M: You didn’t like it?
F: Well, I couldn’t get used to either the pollution or the crime. Maybe it was
as just the
he neighborhood
neighborhoo I lived in.
in I’ve
heard it’s pretty nice in other places.
M: Too bad you didn’t have a good experience.

Conversation 3
F: Hey! You never told me you were in Singapore!
M: Yeah, I was. I lived there for about a year.
F: Was it great?
ec
M: Yeah, it was fascinating. It’s unbelievably clean. Not only iss there no graffiti, but at that
banned chewing gum. It was against the law!
t time they actually
ag
F: They banned chewing gum? Sounds a little e extreme.
me.
M: Well, I guess it’s a trade-off.

Conversation 4 [F = Australian English]]

M: Didn’t you live in Paris for a few years?
F: That’s right. That was back in ‘03. I mean, I came back that t year.
gu

M: What was it like?

F: Paris is a wonderful city—so
y—so much h to do and see. BuButt I’ll tell
B te you, the people were neither friendly nor
considerate. But I guessess I just
st got used to it.
M: Hmm. I’ve heard thathat about ut a number of big cities, actually.
citie ac
F: It’s true. They’re
re all thee same.
lan
w.
ww

6XPPLW D 6HFRQG (GLWLRQ Unit 5

Copyright © 2012 by Pearson Education. Permission granted to reproduce for classroom use.