TVENGL_C pages 1-05 3/29/04 4:54 PM Page 24
Book 2
Contents
How to use this book
A long and healthy life [People] 6
characteristics of a healthy life; bored
/ boring, annoyed / annoying
A learning experience (Part 1)
[People] 14
learning English; verb collocations
(make, have, take etc); adjectives
for describing mood; present
continuous
Getting started [Work]
starting a business; talking about
the past; applying for jobs and
courses
Dream destinations [Travel]
phrases to describe places and
things; relative clauses;
geographical words
© BBC Worldwide Ltd 2004
TV clips © BBC 1991–2003
BBC logos © British Broadcasting Corporation 1996
ISBN 0 563 47298 7
Published by BBC ELT, a division of
BBC Worldwide Ltd, Woodlands,
80 Wood Lane, London W12 OTT
4 A high flyer [Work] 38
A niche in the market [Work] 70 A learning experience (Part 2)
success; business phrases and
dream jobs; skills for jobs; opening [People] 102
words; adjectives to describe
a restaurant; present perfect feelings; verb collocations; driving
personality; talking about decisions
continuous a car; instruction, permission,
requests
The brain [People] 46
A dream job [Work] 78
facts about the brain; comparative
verb collocations (apply, accept, Culture shock [Travel] 110
adjectives; describing the chemical
earn, etc); parking crime; talking adjectives to describe countries;
effects of alcohol; time phrases
about necessity talking about Egypt; adjectives
describing attitudes; obligation
Language lessons [People] 54
Fearful of fat [People] 86
facts about English; parts of the
ways of cooking; can’t stand, can’t A trip to the dentist
body; learning to speak; perfect
stop, don’t mind; shopping words; [Modern world] 118
tenses;
22 giving advice time phrases; dental words; using
the passive
The magic of Ireland [Travel] 62
The internet [Modern world] 94
places to stay on holiday; forms of
internet words; disabilities; Key to the exercises 126
transport; reasons for travelling;
hospital treatment; prepositions;
verb collocations (take, book, hire,
30 possibility (may, might, etc)
etc); holiday words; comparatives
First published 2004
This translation © BBC Worldwide Ltd and
Publisher 2004
Project management: Belinda Fenn
Editorial team: Kathryn Whitby,
Jeanette Payne and Jane Sparkes
Design: Ben Cracknell Studios
Illustrations: Carol Seatory

How to use this book
The aim of this book is to help you to
understand TV programmes in English, and to
develop your English language skills. The book is
divided into fifteen units with accompanying
video and CD. Each unit in the book, video and
CD focuses on two clips from a variety of
authentic interviews and clips from up-to-date
BBC TV programmes. They include clips from
programmes covering a wide variety of everyday
subjects such as work, holiday and health.
Each clip is accompanied by ‘Think’ activities
which teach you useful vocabulary and help you
to approach watching a TV programme in
English, for example, by using clues in the
pictures to help you. ‘Listen’ activities help you
to develop your listening comprehension and
skills such as, understanding the main point of a
clip, as well as more of the language in the clip.
Finally, the ‘Speak’ activities focus on useful
authentic language and grammar in the clips,
which you can use in your everyday formal and
informal speech.
The units can be done in any order, so choose
which ever you find most interesting or useful
first.
Here are some important tips to help you use
the book, video and CD as easily and as
effectively as possible.
Getting started
■ Look at the title of the unit, the language
covered and the pictures in the book. Spend a
couple of minutes thinking about what you
already know about the topic and write down
4 TV English
any English vocabulary that you already know
that might be useful.
■ Do the ‘Think’ activities before you switch on
the TV. They will help you with important
vocabulary and ideas.
■ Try not to read the English transcripts at the
end of each section before you watch the clip,
as this will make you focus on the words you
don’t know, rather than trying to follow the
‘story’ of the clip, as you would if you were
watching in a real situation.
■ Before you watch and listen to each clip,
read and make sure you understand the
questions for that clip. Use the glossary to help
you, and look up any other words you don’t
know in a dictionary, and make a note of them.
Answering the questions
■ Try not to read the transcript when you do
the exercises, if it is on the same page, then
cover the transcript before you start.
■ Play the clip, on the video or the CD, as
many times as you like when you do each
exercise.
■ When you do the ‘Speak’ exercises, use the
transcript to help you find interesting or useful
language. Then listen to the people speaking on
the video or CD to help you with pronunciation
problems.
■ When you have finished the exercises, it is a
good idea to listen to the clip, either on the CD
or the video, at least once, as this is what you
would do in a real situation.
■ After you have answered all the questions for sic = this word may seem to be ungrammatical or
an individual clip, listen to the clip again and spelt incorrectly but it is in fact what the
read the English transcript. speaker said.
■ When you have tried all of the exercises and Think
listened to the clip all the way through, then
This section contains exercises to start you
check your answers, on pages 00
thinking about the language and concept of the
clip. This section may also contain an activity
Using the CD where you watch the clip on video with no
sound.
■ The CD contains the soundtrack of all the
clips on the video. You can use it to support Listen
your work with the video when you are not able
In this section you will find activities to help
to watch your TV. All the activities in the ‘Listen’
you understand TV programmes in English, for
and ‘Speak’ sections are possible (though more
example, watching and listening to find out the
challenging) to do with the CD alone.
main point of a clip, listening for specific
information, following the order of information
(Optional) TV clip activities in a clip, and comprehension.
■ Before you watch and listen, write down Speak
what you think the clip will be about. Will the
This section focuses on the useful language in
people be happy, excited, upset, angry?
the transcript and clip. The activities help you
■ Watch the clip, and pause it at regular practise the structures and encourage you to
intervals. Try and imagine what might happen listen and repeat the phrases in the clip.
next. How do the people feel? What would you
What about you?
do if you were in their situation?
These activities encourage you to use the
■ You can also set yourself your own questions
language in the clip to talk about yourself.
after you have watched, then watch again and
see if you can answer these questions, checking Language reference boxes
back to the transcript.
These blue boxes provide a useful quick
reference to the grammar of the language in the
Glossary ‘Speak’ sections.
Enjoy the book!
Each unit comes with glossaries of the key words
in the exercises and the transcript. The
abbreviations used are:
abbrv = abbreviation exp = expression
adj = adjective n = noun
adv = adverb phr v = phrasal verb
colloq = colloquial v = verb
TV English 5
 A niche in the market A niche in the market

A niche in the market

What would your dream job be?

t Think l Listen
#1 Match the descriptions (a–f) to the #3 Play clip 1 and match the speakers (1–6)
pictures of jobs (1–6). to their ideal jobs (a–f) in Exercise 1.
a teaching skiing 1 ■
b buying clothes for a fashion store
c working on a yacht
d travelling round the world
e managing a football team
f racing cars
3 ■
1 ■ 2 ■
#2 What skills and qualities would you need 2 ■
for each job in Exercise 1? Choose from
the words in the box.

physically fit good with people

confident competitive good
negotiation skills
4 ■
Glossary 3 ■ 4 ■

competitive (adj) = competitive

confident (adj) = confident

negotiation (n) = negotiation

physically fit (adj) = physically fit 5 ■

skills (n) = skills

6 ■ 5 ■ 6 ■
70 Your dream job Your dream job 71
 A niche in the market A niche in the market

s Speak Transcript Opening a restaurant in #9 Play clip 3 about the Metropolitan

Brasserie and choose the correct
#4 Play clip 1 again and repeat the phrases CLIP 1
Newcastle, UK alternatives.
the speakers use to talk about their
dream job. What would your dream job be? t Think 1 How many restaurants are there in
Newcastle?
My dream job would be … #6 Imagine you are going to open a
English speaker 1 My dream job would be a over 115 ■
restaurant. Put the events in order
working on a yacht in the Bahamas.
(1–5). Check any words you don’t know b over 150 ■
What about you?
English speaker 2 My dream job would be in a dictionary or the glossary.
c over 160 ■
to be a racing driver like Ayrton Senna.
#5 Tick (✓) and say the sentences which a train staff ■
are true for you. English speaker 3 My dream job would be 2 How is the Metropolitan Brasserie
b buy building and decorate ■
something where I could travel the world. different from other restaurants?
My dream job would be something that
c recruit staff ■
involves … English speaker 4 My dream job would be a it’s more fashionable ■
something that involves skiing, canoeing d launch restaurant ■
■ speaking a foreign language. b it’s more competitive ■
and sailing.
e finalise menu ■
■ working by myself. c it’s busier ■
English speaker 5 My dream job would be,
■ working with different people. a buyer for a fashion retail outlet. #7 Match the words (1–5) to their 3 How does Sean feel about the
meanings (a–e).
■ travelling to different countries. English speaker 6 My dream job would be restaurant?
to be a football team manager. 1 upmarket ■
■ entertaining people. a nervous ■
2 niche in the market ■
■ working outside. b excited ■
3 revenue ■
■ doing lots of physical exercise. c confident ■
4 trading ■
■ working in an office.
4 How long have they worked on the
5 business is booming ■
■ working at home. restaurant?
a making a lot of money a two years ■

Glossary b expensive b more than a year ■

c doing business c less than a year ■
decorate (v) = decorate
d opening for a new business
launch (v) = launch 5 What does the interviewee say
e money from a business about his pastry skills?
recruit (v) = recruit
a they’re great ■
staff (n) = staff

train (v) = train

l Listen b they’re not that good ■
#8 Play clip 2 and check your answers. c they’re pretty bad ■
72 Your dream job Opening a restaurant 73
 A niche in the market
10 The restaurant has now opened. Play
clip 4 and circle the correct answers.
1 Nick and Sean are (pleased /
disappointed) with the money the
restaurant has made.
2 The restaurant has been open for
(3 weeks / 3 months).
3 They’re (sure / not sure) they have a
niche in the market.
4 The diners say the food is (boring /
interesting).
5 Sean says he’s (satisfied with /
angry with) his staff’s performance.
12 Match the different uses (a or b) to the
6 He says the staff were mostly
(experienced / inexperienced).
7 The restaurant is doing (better /
worse) than they predicted.
s Speak
11 Underline examples of the present
perfect continuous in these sentences.
They’ve been spending money for
almost a year.
We’ve just been trading over three
weeks now.
Play clips 3 and 4 again.
74 Opening a restaurant
Talking about the past in
relation to the present
We use the present perfect continuous to talk
about:
a an activity that starts in the past
and continues in the present.
b an activity that has a result in
the present.
sentences below.
1 He’s been working in the ■
restaurant for six months.
2 I’ve been keeping the
champagne in the fridge.
So it’s very cold.
3 ‘You look tired.’ ‘I’ve been
cooking all day.’
4 We’ve been waiting for a
table since six o’clock!
A niche in the market
13 Complete the sentences with a verb
from the box in the present perfect
Glossary
continuous.
disappointed (adj) = disappointed
run live learn fashionable (adj) = fashionable
work watch argue fridge (n) = fridge
inexperienced (adj) = inexperienced
1 ‘Sean looks angry.’ ‘He _____ with
Nick.’ interviewee (n) = interviewee
2 They _____ in Newcastle for two pastry (n) = pastry
years.
satisfied (adj)= satisfied
3 She _____ French since she started
tired (adj) = tired
school.
4 He _____ in a bank all his life.
5 ‘You look tired.’ ‘I _____.’
6 We _____ the film for two hours.
■
What about you?
■ 14 Expand these sentences so that they are 1 (It / rain / outside)
true for you. Use the present prefect
2 (I / learn / English since I was
continuous.
■ a child)
Example
3 (I / live / here for three years)
(I / work / all morning) 4 (I / listen to / radio today)
I haven’t been working all morning. 5 (I / watch / this video for
ten minutes)
I’ve been working all morning.
Opening a restaurant 75
 A niche in the market
Transcript
CLIP 2
Opening a restaurant in
Newcastle, UK
Narrator Sean Parkinson and Nick Gardner
are opening the Metropolitan Brasserie, an
expensive or upmarket restaurant in
Newcastle, in the north of England. Newcastle
already has many places to eat, but they think
that they have found a corner of the
restaurant business or a niche in the market.
They find and employ people as chefs and
waiters, they recruit their staff, locally. About
three weeks after the opening or the launch
of the restaurant, they are happy with how
much money they are making, the revenue.
After six months of running the restaurant or
trading, the amount of money going through
the restaurant, is very high. Business is
booming.
CLIP 3
Narrator Newcastle’s thriving. It’s a busy
city packed with places to eat. There are over
150 in the city centre alone. But Sean
Parkinson and Nick Gardner think they’ve
found a new recipe. They plan to beat the
competition and transform an old bank into
Newcastle’s most fashionable restaurant: the
Metropolitan Brasserie.
Sean Parkinson Obviously there’s a certain
risk element to it, but then we’re creating
76 Opening a restaurant
A niche in the market
Glossary
something and just initial interest so far. I am early to know whether or not we have recipe (n) = recipe
feeling quite confident about it. established a niche in the market that’s going
risk (n) = risk
to result in a reasonably robust business.
Narrator They’ve been spending money for
satisfying (adj) = satisfying
almost a year now on research and planning Female diner 1 The menu’s different, lots of
and are keen to open fast. Now choosing the nice ingredients and very well put together. target (n) = target
chef’s uniforms is the least of their problems.
Female diner 2 Very upmarket, very different turnover (n) = turnover
They need to recruit their staff and finalise
to what the people in Newcastle have been
their menu. With the building work underway underway (adv) = underway
used to.
the hunt for staff begins.
Male diner 1 Food is good, service is very
Nick Gardner How would you say your pastry
very slow. I get the distinct impression that
skills are?
the staff are feeling their way rather than have
Interviewee My pastry skills are not all that been trained and brought up to speed.
great.
Sean Parkinson Bearing in mind that the
Nick Gardner No. staff we took on largely did not have restaurant
experience before, we’re very pleased with their
Interviewee I did do the pastry school at
progress. It is a little bit frustrating that
college, the chef from the Darber Hall was the
perhaps the service levels that we were aiming
tutor for that.
for are still not being achieved.
Sean Parkinson We could find that people
Narrator 2 Service has improved and business
we’re very happy with as a result of this part
is booming. By the end of the year 50,000
of the selection process turn out to be
people have eaten here and turnover is almost
hopeless and we won’t really have any way of
£800,000, way ahead of target.
knowing that until it’s too late.
CLIP 4
Sean Parkinson Both Nick and I are very
pleased with the way revenue’s going, not
relaxed about the business yet because it’s
very, very early days, as I say this is. We’ve
just been trading over three weeks now, this
is our fourth Saturday and it’s really much too
Opening a restaurant 77