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Second Edition
Second Edition
TEACHER’S GUIDE
TEACHER’S GUIDE
Developing English Fluency
Developing English Fluency
Video Course
Video Course
1
1
Cengage Learning Asia Pte Ltd
Cengage Learning Asia Pte Ltd
www.cengage.com/globalwww.cengage.com/global www.cengageasia.comwww.cengageasia.com Cengage Learning Asia Customer
Cengage Learning Asia Customer Support, 65-6410-1200Support, 65-6410-1200 www.cengageasia.com/permissionswww.cengageasia.com/permissions [email protected] [email protected] Printed in Singapore Printed in Singapore 1 2 3 4 5 6 15 14 13 12 1 2 3 4 5 6 15 14 13 12 Credits Credits Acknowledgments Acknowledgments
World Link Video Course Teacher’s Guide 1,
World Link Video Course Teacher’s Guide 1,
Second Edition Second Edition Susan Stempleski Susan Stempleski Series Consultant: Series Consultant:
Regional Director ELT/School:
Regional Director ELT/School:
Publisher Asia ELT:
Publisher Asia ELT:
Development Editor: Development Editor: Production Manager: Production Manager: Production Executive: Production Executive:
Cover & Layout:
An
An
Introduction
Introduction
to
to
Using
Using
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Vide
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Classroom
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Unit 1
Unit 1
New
New
Friends,
Friends,
New
New
Faces
Faces
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Unit 2
Unit 2
Express
Express
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Y
ourself
ourself
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Unit 3
Unit 3
What
What
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Do
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Need?
Need?
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Unit 4
Unit 4
Vacation
Vacation
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Unit 5
Unit 5
Heroes
Heroes
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Unit 6
Unit 6
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Unit 7
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Unit 8
Unit 8
All
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About
About
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Unit 9
Unit 9
Change
Change
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Unit 10
Unit 10
Y
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Health
Health
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Unit 11
Unit 11
That’s
That’s
Amazing!
Amazing!
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Unit 12
Unit 12
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Movies
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Video
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orksheet
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Contents
An Introduction to Using Video in the Classroom
An Introduction to Using Video in the Classroom
Welcome to the second edition of the World Link Video Course. The video course is part of the World Link textbook series, a four-level core series for young adult and adult learners of English from the beginning to intermediate level. With a completely new video segment in each unit and revised activities, this new edition creates more interesting and fun opportunities for learners to become fluent in everyday English.
The World Link Videos
Each of the World Link videos contains twelve video units. Each video unit consists of three segments—Good Morning World, City Living, and Global Viewpoints.
show program featuring interviews, discussions, and demonstrations in the style of talk shows. The hosts, Jay Jones and Kim Kimal, welcome many guests and discuss various topics associated with the themes and language presented in the World Link Student Books.
episodes, filmed in engaging sitcom-like style. They focus on the lives of six young people from a variety of international backgrounds living in New York City. Each episode reinforces and expands upon the language presented in the corresponding unit of the student books.
interviews in which a wide range of students and professional people from around the world present their personal views on issues related to unit topics.
The World Link Video Course Workbooks
Each video workbook has twelve eight-page units that correspond to the video units. Each unit is divided into three main parts. The first part focuses on the Good Morning World episode, the second on City Living, and the final part on the Global Viewpoints interviews. Each part contains a variety of task-based activities based on the video segment. In the back of the video course workbook are complete transcripts of the dialog from the video segments.
Good Morning World and City Living
Both the Good Morning World and City Living parts of the unit are made up of three sections: Before You Watch
Uses a variety of exercises to present and preview key vocabulary used in the video. The exercises are designed to make the language used in the video more readily accessible to students.
While You Watch
Features a variety of viewing activities designed to increase students’ understanding of the language and story line of the episode.
After You Watch
Consists of follow-up language exercises focusing on grammar and useful expressions from the video.
Global Viewpoints
The Global Viewpoints part of the unit is made up of a Before You Watch section focusing on necessary vocabulary, and a While You Watch section focusing on video comprehension. The final section, Your View, asks for personal responses to questions about issues related to the theme of the entire unit.
Real English boxes appear throughout each unit and explain cultural points or colloquial language that appear in the City Living and Global Viewpoints video segments.
The World Link Video Course Teacher’s Guide The World Link Video Course Teacher’s Guide contains unit-by-unit teaching notes, including a Lesson Planner and Lesson Summary for each unit as well as step-by-step instructions for using the Video and the Video Course Workbook in the classroom. Each unit also contains suggestions for a variety of communicative activities called “Communication Links”, which are designed to stimulate conversation in pairs, groups, or the whole class. In addition, the Video Course Teacher’s Guide includes the answers for the Video Course Workbook activities along with photocopiable video worksheets.
An Introduction to Using Video in the Classroom
Using Video in the Classroom
Video is one of the most useful aids available for language teaching. It is motivating. It shows how people speak to each other. It is excellent for teaching both behavior and body language. It shows the culture of the people using the language. It is one of the best ways of communicating meaning and stimulating students to talk. But how can you exploit these advantages most effectively in the classroom? In addition to having students do the activities described in the Video Course Workbook and implementing the ideas in the teaching notes in this Video Course Teacher’s Guide, there are several useful techniques you can use to add variety to your classroom lessons and to make more effective use of video in the classroom. The following is a description of five basic techniques for using video in the classroom: silent viewing, pause / freeze frame, sound only, split viewing, and normal viewing. I’ve also included suggestions for specific teaching activities based on each technique.
1. Silent Viewing
This technique, which involves playing the video with the sound off and showing only the pictures, can be used to stimulate student interest and language use about what is being shown on the screen (rather than what can be heard on the soundtrack), or to get students to focus on what is being said, through the use of a variety of guessing and prediction tasks. Playing a short video sequence with the sound turned off not only helps students concentrate on the situation, but it also stimulates their imagination. Some classroom activities based on the Silent Viewing technique are:
What are they saying?
Show a dramatic scene with short exchanges of dialog, where the action, emotions, setting, and situation give clues to what is being said by the characters. Students watch the scene with the sound off and guess or predict what the characters are saying. Then they watch the scene with the sound on and compare their guesses and predictions with what the characters actually say.
Write the following three questions on the board, or dictate them to students:
Where are the people? Who are they?
What’s happening?
Students watch a dramatic scene and use the questions as a guide to help them guess the gist of the situation rather than the exact words used by the characters.
What’s the conversation?
Students watch a dramatic scene, preferably one involving a conversation between two people. Then they work in pairs and try to write an appropriate dialog to accompany the pictures. Students practice their dialog in pairs and then take turns performing the dialog in front of the class. Finally, students watch the scene again, this time with the sound on, and compare their dialog with the dialog that is actually used in the video.
What did you see?
Students watch a video sequence and then write a descriptive commentary on what they see.
2. Pause / Freeze Frame
This technique, which involves using the pause button to stop the video while keeping a still picture frozen on the screen, can be used with either sound on or sound off. The Pause / Freeze Frame technique is useful for concentrating on a single image or sentence in a video sequence. It is ideal for studying language in detail. For additional language reinforcement, it can be used in conjunction with displaying the subtitles that accompany each World Link video sequence. Some classroom activities based on the Pause / Freeze Frame technique are:
Listen and say
Students watch a video sequence twice with the sound on. During the first viewing they simply follow the story. During the second viewing, use the pause function to stop the
An Introduction to Using Video in the Classroom
An Introduction to Using Video in the Classroom
video from time to time so that students can repeat the line just spoken. Encourage students to use the same intonation and stress patterns as the speakers. Offer opportunities for individual students to repeat the lines, as well as for the whole class to repeat the lines in chorus.
Tell me what you see
Play a video sequence with the sound off and pause at a convenient point to show a still picture. Students work in pairs and take turns describing what they see in the picture. As a variation, instead of using a single picture, you can pause at several different points where specific items come into prominence.
Guess the next line
Students watch a dramatic sequence, preferably one involving a dialog between two characters, with the sound on. During the viewing, pause the video at several different points, always just after one character has asked a question or said a sentence to which the second character is expected to respond. Students guess what the second character will say in response to what the first character has said. After eliciting suggested responses from the students, play the video and allow students to hear the actual response used in the video. After going through a sequence in this manner, play the entire sequence again, straight through without pausing, so that students have a chance to follow the dialog spoken at its natural pace. 3. Sound Only
This technique involves playing the video with the sound on and no picture. (Cover the screen with a cloth, a coat, or a large piece of paper.) With Sound Only, students listen and concentrate on what they hear, rather than on what they see. As with Silent Viewing, the creation of an information gap stimulates the imagination and student language use. Some classroom activities based on the Sound Only technique are:
Describe the person
Choose a video sequence in which one
character speaks continuously for at least 10 or 15 seconds. On the board, write a list of words that students are likely to need to describe the character, for example, old, young, tall, short, dark, fair, nice, nasty. Play the video sequence with sound only. Students listen and write down the words they feel describe the character. Students then work in pairs or small groups, comparing and giving reasons for their answers. Elicit some answers (and reasons for them) from the class. Then replay the sequence with sound and picture so that students can modify or confirm their original answers.
Describe the scene
Select a video sequence with a soundtrack in which some clues are given as to the location, number of characters, and general situation of the scene. Write the following questions on the board, or dictate them to the students:
Where does the scene take place? How many characters are in it? How are they dressed?
What are their ages? What is their relationship? What are they doing?
Play the sequence with sound only. Students listen and then work in pairs or small groups asking and answering the questions and giving reasons for their answers. Finally, play the scene again, this time with sound and picture. Students discuss the questions again, taking into consideration the new information they now have from the pictures.
4. Split Viewing
The technique of Split Viewing involves having some students see a video sequence and hear the soundtrack, while other students only hear the sound track. Some activities based on the Split Viewing technique are:
This activity is a lot like a game. Divide the class into pairs. One student in each pair is a listener who faces away from the screen. The other
An Introduction to Using Video in the Classroom
student is a watcher who faces the screen. Play the video episode. Listeners listen only. When the sequence ends, the watchers have three minutes to tell the listeners what they saw. At the end, encourage one or two listeners to sum up the story. Then replay the episode for all students to watch. At the end, the listeners and the watchers compare their earlier versions with what actually happens in the video.
This activity follows a procedure similar to that described above, but instead of watchers telling listeners what happened, the listeners have to ask the watchers questions to find out what happened. After listeners have interviewed watchers, call on listeners to report the information they found out. This is all useful practice in asking questions and reporting information.
5. Normal Viewing
As you would expect, the technique of Normal Viewing involves watching the video with sound
and picture, the way most people normally watch TV or a video. There are numerous activities based on this technique, and only a few of them are listed here. The most common and popular techniques that involve Normal Viewing are:
Role play
Select a video sequence with a dialog involving two or three characters. Divide the class into groups composed of the same number of students as there are characters in the video sequence. Play the sequence twice. The students’ task is to study the situation in the video and then role-play the same situation using whatever words or other means they wish. After students have viewed the sequence twice, allow the groups five minutes or so to practice role-playing the situation in the video. Finally, groups take turns performing their role plays for the class, using their own words, actions, and gestures. Role play is an excellent way of having students use the language they have learned. With role play
students concentrate not just on the language people use, but also on how they behave.
This is a variation of role play (above). In large classes, each group prepares the role of one character. It then nominates one of its members to play that character. During the role play, members can be substituted by the teacher calling “Change!” or by another group member tapping the role player on the shoulder and replacing him or her.
Behavior study
In this activity, students watch a dramatic sequence, imagine a similar situation in their own country, and examine the differences in behavior. Select a video sequence that illustrates two or three incidents of behavior that are culturally different from the students’ own culture. Ask the students to observe the video carefully. Play the video sequence and pause after each incident. Elicit information about what the people in the video said and did and how this differs from the students’ culture. For example: Watch how the people greet each other. Play the relevant part of the sequence and elicit from the class:
a . where the people are b. what they say
c . what they do
d. what their relationship is
e. how they would act differently in the students’ own language and culture
Comparing situations
Two or three incidents or sequences can be contrasted to allow the students to compare behavior in two different situations (e.g. people greeting each other at a party, and people greeting each other at a business meeting). Prediction
Before having students watch a scene, tell the class where the scene takes place and ask them to predict eight to ten things they might see in the video. For example, for a scene that takes places in a kitchen, students might predict the
An Introduction to Using Video in the Classroom
An Introduction to Using Video in the Classroom
following: an apple, a cake, a cook, a stove, a table, a spoon, a sink, a chair, a refrigerator. Play the video. Students watch and call out the names of the predicted items as they see them on the video.
As much as the words we use, our body language—such as posture, gestures, and facial expressions—conveys what we really think and feel. An interesting and valuable activity involves describing what characters in a video are thinking and feeling, using clues from the dialog and the body language they use. To carry out this activity, start by pre-teaching a number of words students can use to describe feelings exhibited by a character or characters in the video, for example, angry, irritated, furious, curious, surprised, disappointed, unhappy, worried. The students’ task is to watch the video and name the feelings being expressed. Play the video, stopping at crucial points to focus on a character. Ask students which word describes the character’s emotions or feelings at that point, and have them give reasons for their answers.
Students can watch a video episode and then produce an oral or written summary of the story. Alternatively, they can watch a video episode and make up a story about the events leading up to the episode they saw on the video or about what may happen next. Using video to get students to make up a story is an excellent way of getting students to recycle language they have learned and use it in original ways for their own purposes
General Suggestions for Using the World Link Videos
Before showing a segment to the class, view it yourself and try doing the activities. In this way, you will be able to anticipate questions students may have about the segment.
Allow students to view the videos more than once.
In order to carry out the viewing activities,
students may need to view an individual segment several times. Play the segment as often as
the students feel is necessary to complete the activity.
Focus students’ attention more effectively on the task at hand by making sure they understand the directions before you play the video segment.
Practice with the DVD player you will be using in class, so that you can easily locate and play the appropriate segment.
In this introduction, I have described five well-established techniques for exploiting video
sequences in the EFL/ESL classroom, along with a variety of activities based on these techniques. You should treat the techniques and activities I have outlined as suggestions, not instructions, and vary them to meet your classroom situation and the needs and abilities of your students, and, of course, to suit the particular video segments you are using.
I have really enjoyed working on the World Link Video Course, and I hope you and your students have as much fun using it. My greatest hope is that the World Link Video Course helps many, many learners around the world become confident and fluent speakers of English.
Sincerely,
An Introduction to Using Video in the Classroom An Introduction to Using Video in the Classroom
City Living is the story of the day-to-day lives of six friends living, studying, and working in New York City. Takeshi Mifune is a film student from Osaka, Japan. He lives with his best friend Mike Johnson, a struggling actor from Minneapolis, Minnesota. Tara Greene is a student and waitress from Nottingham, England. Her roommates are Sun-hee Park, a computer instructor from Seoul, Korea, and Claudia Oliveira, a software sales manager from Rio de Janeiro, Brazil. Claudia’s boyfriend, Roberto Chavez, is a financial analyst from Mexico City, Mexico. Interesting, exciting, and always fun—that’s “City Living”!
Good Morning World is an exciting and entertaining morning show hosted by Jay Jones and Kim Kimal. On Good Morning World, Jay and Kim reveal much about their unique personalities as they discuss numerous topics every morning. The co-hosts welcome a variety of guests to the show, including a chef, a doctor, a fashion expert, a movie star, a politician, and many others. They are joined by Rashid, the show’s quiet but
hard-working assistant. Start every morning
off right with Good Morning World! Jay Jones
Mike Johnson Sun-hee Park
Takeshi Mifune
Claudia Oliveira Tara Greene Roberto Chavez
The World Link Video Characters
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Unit 1
New Friends, New Faces
LESSON SUMMARY
Topic
:
Describing people; talking about oneselfLanguage Link :
Review of the simple present: He wears really big glasses.Video Summary :
In Good Morning World, Jay and Kim talk about a new intern at the studio but Jay mistakenly describes his hairstylist. In City Living, Sun-hee plans to meet her visiting cousin, but then her plans change. Her roommate Tara agrees to go instead. When Sun-hee comes home and sees her cousin, she is surprised because he looks very different. In Global Viewpoints, people introduce themselves, give some personal information, and describe themselves, family members, and friends.Good Morning World – Have we met?
Before You Watch
Read the words in the box aloud as students listen and repeat. Have students use the words to complete the phrases under the pictures. Check answers by calling out a number and having a student read his or her answer. AN SW ER K EY : 1) tall 2) short 3) blond 4) black 5) blue 6) brown
Communication Link – Have students describe another student in the class. The first person to guess the correct student gives the next description. Example: A: She’s tall. She has black hair and brown eyes. She’s wearing a blue skirt. B: Is it Mari? A: Yes, it is!
While You Watch
A Before viewing, read the words in the box aloud as you check comprehension. Give students time
to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K EY : 1) new 2) nice
3) name 4) always 5) looks 6) average
B Have students read the activity items and answer options. Play the video as many times as needed for students to circle the correct answers. AN S WE R KE Y: 1) b. 2) c. 3) a. 4) c. 5) a.
After You Watch
A Review the words in the box and check comprehension. Have students think back to the video as they
complete the blanks with the words. AN S WE R KE Y: 1) black 2) blond 3) brown 4) blue 5) tall 6) short
7) hairstylist 8) intern
B Work as a group to circle the correct words to complete the sentences. Make suggestions for answers
as needed. AN SW ER K E Y: 1) are 2) is 3) speaks 4)isn’t 5) is
Communication Link – Make true or false statements about the people in this episode of Good Morning World (Jay, Kim, Adrian, Natalie). Students must vote whether the statements are true or false. Have volunteers correct the false statements.
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City Living – Sun-hee’s favorite cousin
Before You Watch
A Read the vocabulary words aloud as students repeat for pronunciation practice. Then have students
complete the word sets with words from the box. AN S WE R KE Y: 1) in his thirties 2) brown 3) long
black 4) tall 5) thin 6) glasses
B Read the vocabulary words aloud as students repeat for pronunciation practice. Point out that some
words are more polite than others. For example, “elderly” is more polite than “old.” Then have
students complete the sentences with words from the box. AN SW E R K EY: 1) elderly 2) glasses 3) long
black 4) brown. 5) short
Communication Link – Students work in pairs, taking turns describing the people in the pictures. The listening partner points to the person being described.
While You Watch
A Before viewing, read the words in the box aloud as
you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to
write. AN S WE R KE Y: 1) bus station 2) great 3) look
like 4) thirties 5) average 6) heavyset 7) long 8) brown 9) speak 10) glasses
B Give students time to read the sentences. Remind students that they are to mark “True” only if the statement is completely correct. Play the video as students mark their answers. Review answers as a class and have students correct false answers orally as a group if you wish. AN SW ER K E Y: 1) True 2) False
3) True 4) False 5) True
After You Watch
A Have students act out the dialogs in the Useful Expressions box. Then read the underlined
expressions aloud as students listen and repeat for pronunciation practice. Encourage students to think of how the phrases were used in the video before matching the expressions to the definitions.
AN SW ER K EY : 1) b. 2) e. 3) a. 4) d. 5) c.
B Have students match the sentences and responses. Check answers by asking students to read the
sentences and responses in pairs as dialogs. AN SW ER K E Y: 1) c. 2.) e. 3) a. 4) d. 5) b.
C Have students study the Language Link box about the simple present tense. Answer any questions
they might have. Remind the class that “Yes/No” questions start with the verb, but that “Wh-“ questions start with question words (taking the opportunity to review them). Point out that some examples use “be” while others use “work” and ask for additional examples with other words. Then have students circle the answers to complete the sentences and check answers with partners.
AN SW ER K EY : 1) teaches 2) wants 3) does 4) is 5) are 6) is 7) isn’t 8) has
D Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. AN SW ER K EY : 1) calls 2) asks 3) agrees
4) looks 5) thirties 6) height 7) wears 8) shows
Communication Link – Students work in pairs. Student A describes a character from City Living to B, making one mistake in the description. Student B must notice the error and correct the description. Example: A: Sun-hee is heavyset with long black hair. She doesn’t wear glasses. B: That’s not true! Sun-hee is thin!
Show the video clip that uses the expression. Explain that “So” is used to start a turn in a conversation when you want to change the subject or ask a question. Students may work in groups to think of a short dialog where one person gives part of a description and the other person uses “So” to ask a question or change the subject. Example: A: He’s in his late twenties. B: So, is he married?
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Global Viewpoints – Describing yourself and others
Before You Watch
Read the vocabulary words aloud as students repeat for pronunciation practice. Ask students to look at the words and pictures, then complete the sentences under the pictures. AN SW ER K EY : 1) hospital 2) muscular
3) reporter 4) hazel-colored 5) station 6) athletic 7) tan
While You Watch
A Before playing the video, explain to students that they are to
write the letter of each statement next to the name of the person it matches. Give students time to read the statements. Then play the video. You may wish to pause after each person speaks to allow students time to complete the activity. Answer Key: 1) b. 2) c. 3) f. 4) d. 5) a. 6) e.
B Before viewing, have students read the sentences and answer
options. Then play the video as students listen and circle the correct answers. AN S WE R KE Y: 1) 23, the United States.
2) Seoul, 20 3) 25, the United States 4) Brazil 5) the United States, 28
Your View on . . . New Friends, New Faces
Have students complete the form with their own information. Review the answers as a class. Answers will vary.
Communication Link – Students play the “Identity Game”. One person thinks about a person in the class and the others take turns asking questions. Students can ask either “Yes/No” or “Wh-” questions, but the answers must be no longer than three words. The class must guess the identity of the person within ten questions, and no one can be described more than once. Example: Is it a woman? Yes. Does she wear glasses? No, she doesn’t. What color is her hair? It’s brown. Is it long or short? Short. Where’s she from? Brazil. I think it’s...
Show the video clip where Woo Sung says “Ido look like my sister.” Explain that he could have said “I look like my sister,” but he wanted to emphasize the point. Go around the class and have each person give one sentence usingdoordoes for emphasis.
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Unit 2
Express Yourself
LESSON SUMMARY
Topic
:
Body language and gestures; feelingsLanguage Link :
Review of the present continuous: Takeshi is teaching me traditional Japanese greetings .Video Summary :
In Good Morning World, Jay and Kim play a game where people act out their feelings to express themselves. In City Living, Takeshi teaches Claudia about Japanese traditions. After Tara arrives, she and Takeshi play a joke on Claudia. In Global Viewpoints, people talk about their feelings and how they cope with them. Other people discuss ways of greeting in countries around the world.Good Morning World – More than words
Before You Watch
Read the vocabulary words aloud as students repeat for pronunciation practice. You may mime the motions or show examples to aid understanding. Then ask students to match the words from the box with the
pictures. AN S WE R KE Y: 1) excited 2) singing 3) hitting 4) pointing 5) relaxed 6) shrugging 7) angry
8) stressed
Communication Link – Mime one of the new vocabulary words. The first student to guess which word it is mimes the next word.
While You Watch
A Before viewing, read the words in the box aloud as you check comprehension. Give students time
to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K EY : 1) happy 2) pointing
3) shrugging 4) confused 5) feeling 6) relaxed 7) angry
B Have students read the activity items and answer options. Play the video as many times as needed for students to circle the correct answers. AN S WE R KE Y: 1) c. 2) a. 3) b. 4) a. 5) c.
After You Watch
A Ask students to think back to the video to match the sentence halves. Check answers by watching the
video again and pausing after each answer becomes known. AN SW E R K EY: 1) e. 2) b. 3) d. 4) a. 5) c.
B Review the words in the box and check comprehension. Have students complete the blanks with the
words. AN SW ER K E Y: 1) excited 2) champion 3) feeling 4) shows 5) doing 6) stressed
Communication Link – Have students take turns miming how they are feeling today.
City Living – An important rule for traveling
Before You Watch
A Read the vocabulary words aloud as students repeat for pronunciation practice. You may mime the motions or show examples of some of the new words to aid understanding. Then ask students to use the words from the box to complete the sentences under the pictures. AN SW ER K E Y: 1) jump 2) bow
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B Have students use the words in the box to complete the sentences. AN S WE R KE Y: 1) rude 2) joking
3) traditional 4) rules 5) nod
Communication Link – Explain the concepts of having rules and being rude to the class. Then make two lists on the board: rules and rude. Go around the class and ask for examples of cultural rules or rude things in their culture. Write them on the board.
While You Watch
A Before viewing, read the words in the box aloud as you check comprehension. Give students time
to read the dialog. Answer questions as needed. Note that Claudia’s “I don’t know anything” has the same meaning as “to know nothing.” Play the video as students watch and complete the dialog. You may need to pause or replay to allow time to write.
AN SW ER K EY : 1) meeting 2) trip 3) nervous 4) worried
5) fine 6) hands 7) natural. 8) point
B Have students read the activity items and answer
options. Play the video as many times as needed for students to match the sentence halves to make correct statements. AN SW ER K EY : 1) e. 2) a. 3) d. 4) f.
5) b. 6) c.
After You Watch
A Read the sentences in the Useful Expressions box aloud, emphasizing the underlined words. Encourage
students to think of how the phrases were used in the video before matching the expressions to the definitions. AN S WE R KE Y: 1) d. 2) c. 3) b. 4) e. 5) a.
B Have students circle the correct words to complete the sentences. After checking answers, see if
students can come up with other examples using the new expressions from Part A. AN S WE R KE Y: 1) like
this 2) though 3) let’s see 4) a natural 5) come on
C Have students study the Language Link box to review the present continuous. Answer any questions
they might have. Remind the class that the present continuous is used for something that is happening right now or at this time. Have students fill the gaps in the conversations using the appropriate forms of the words in parentheses. Have students check answers by acting out the conversations. AN SW E R K EY:
1) is your sister doing, is going, is she studying, is learning 2) are waiting, am coming 3) Is Bill studying, isn’t studying, is watching
D Students use words from the box to complete the story summary. Encourage students to look closely at
the words surrounding the blanks before making a choice. AN S WE R KE Y: 1) teaching 2) doing
3) learning 4) nervous 5) business card 6) jumping 7) nodding 8) joking
Communication Link – Small groups of students work together to mime a short scene for the rest of the class. The others try to guess what is happening. They only get three guesses. Example: Are you buying something? Yes. Are you buying food? No. Are you buying coffee or tea? Yes.
Global Viewpoints – Feelings and emotions
Before You Watch
A Read the vocabulary words aloud as students repeat for pronunciation practice. Ask students to match
the feelings with the pictures. AN S WE R KE Y: 1) stressed 2) frustrated 3) sad 4) happy
B Have students match the sentence halves to make sentences using the words from Part A and other
feelings. AN SW ER K EY : 1) c. 2) b. 3) f. 4) e. 5) a. 6) d.
Show the video clip that uses the expression. Explain that people use you guys informally to refer to several people. Although guys often refers to men (e.g., It’s a guy thing ), in this expression it can refer to men, women, or both. Have students work in groups to think of an example in which they might use “you guys” and role-play it for the class.
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While You Watch
Before playing the video, have students read the activity items and answer options. Play the video as many times as needed for students to circle the correct answers. AN SW ER K EY :
1) b. 2) a. 3) b. 4) c. 5) b. 6) a.
Communication Link – Go around the class and ask students what makes them get stressed or frustrated.
Global Viewpoints – Greetings around the world
Before You Watch
Read the vocabulary words aloud as students repeat for pronunciation practice. Ask students to match the words with the pictures. AN SW ER K EY: 1) kiss 2) shake hands 3) hug
While You Watch
Before viewing, have students read the statements. Remind them to check “True” only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose “True” or “False”. Then play the video again and allow time for students to correct the false sentences. AN SW E R K EY: 1) True 2) True 3) False; Shaking hands is uncommon in Japan. 4) False;
People in Senegal often greet people by shaking hands.
Your View on . . . Express Yourself
Have students complete the form with their own information. Review the answers as a class. Answers will vary.
Communication Link
– Divide the class into four groups. Each group makes up a way to greet people in their imaginary “culture”. Then everyone mingles, greeting people in their way and trying to figure out the other ways of greeting. After a few minutes, see if they can say what the greeting rules are for each group.Show the video clip that mentions get stressed . Get is an informal way of saying become . Other examples are I get nervous before exams or I get bored at baseball games. Have students work in pairs to think of examples of when they might use get and then share their sentences with the class.
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Unit 3
What Do We Need?
LESSON SUMMARY
Topic
:
Foods; shoppingLanguage Link :
Count/Noncount nouns with some, any , a lot of , and much: We don’t need any eggs. We already have some.Video Summary :
In Good Morning World, Chef Tony visits the show to teach Kim and Jay how to save money by making delicious meals with the foods they have at home. In City Living, Mike calls Takeshi from the supermarket to see what groceries they need. After deciding what they need, Takeshi asks Mike if he made a list. Both men claim they have good memories, but events suggest otherwise. In Global Viewpoints, people discuss their food shopping habits and talk about the shopping available in their neighborhoods.Good Morning World – Food for naught
Before You Watch
Read the vocabulary words aloud as students repeat for pronunciation practice. Then have students complete the phrases under the pictures. AN SW E R K EY: 1) grocery 2) money 3) grapes 4) lettuce
5) organic 6) junk 7) tofu 8) cart
Communication Link – Have students share their shopping habits by asking questions like: When they shop for groceries, do they use a list or rely on memory? Do they impulsively buy things they see? Do they have a favorite grocery store or do they go wherever is the cheapest, easiest, or most popular? Have them tell the class. Example: I never use a list. I just buy what’s available and what looks good.
While You Watch
A Before viewing, read the words in the box aloud as you check comprehension. Give students time
to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW ER K EY : 1) carrots 2) aren’t
3) salad 4) list 5) healthy 6) flavor 7) any 8) onions
B Have students read the activity items and answer options. Play the video as many times as needed for
students to match the sentence halves to make correct statements. AN SW ER K EY : 1) d. 2) a. 3) e. 4) f.
5) b. 6) c.
After You Watch
A Review the words in the box as a group as you check comprehension. Then work as a group to
complete the word categories with words from the box. AN SW E R K EY : 1) junk food 2) grapes 3) carrots
4) tofu
B Have students think back to the video and work as a group to circle the best words to complete the
sentences. Check answers by playing the video and pausing after each phrase is said. AN S WE R KE Y:
1) are 2) any 3) some 4) any 5) things 6) some
Communication Link – Have students work in pairs to write about dishes they can make. Ask them to list the ingredients they know and use a dictionary to look up any unknown words. Pairs then read the ingredient list to the class as the class guesses what the dish is.
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City Living – Do we need anything?
Before You Watch
A Read the vocabulary words aloud as students repeat for pronunciation practice. Then have students
label the pictures with the words from the box. AN SW ER K E Y: 1) eggs 2) hamburger 3) bread 4) rice
5) oranges 6) tomatoes 7) carrots 8) milk
Communication Link – Students work in groups. Go around the group, each student naming a food they need to buy in alphabetical order. Each person has to remember and say all the foods that have been said before. Example: A: I need apples. B: I need apples and bananas. C: I need apples, bananas, and chocolate. F: I need apples, bananas,
chocolate, dessert, eggs, and fish.
B Read the words in the box as students listen and repeat for pronounciation practice. Explain that in the
American measurement system, a “pound” is a basic weight. There are 2.2 pounds in one kilogram. Make certain that the class understands “wallet”, a small pocket container for money. Then ask students to use the new words to complete the sentences and check answers with a partner. AN S WE R K EY:
1) wallet 2) bag 3) memory 4) hungry 5) pound 6) salads
Communication Link – Students work in pairs, talking about foods they like and dislike. Example: I love salads of lettuce and tomatoes, but I don’t like cooked vegetables.
While You Watch
A Before viewing, read the words in the box aloud as you
check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN SW E R KEY: 1) supermarket 2) vegetables 3) pound 4) lettuce
5) heads 6) bread 7) eggs 8) any 9) some
B Give students time to study the sentences. They need
to choose the letter of the correct ending for each sentence. Play the video again and allow time for students to answer. AN SW ER K E Y: 1) c. 2) a. 3) f. 4) e.
5) d. 6) b.
After You Watch
A Read the Useful Expressions aloud for pronunciation practice. Then have students use the expressions
to complete the dialog. Ask pairs of students to act out the dialog to check answers. AN S WE R KE Y:
1) any 2) some 3) much 4) milk 5) tomatoes
B Have students study the Language Link box about count and noncount nouns. Answer any questions
they might have. Point out that the articles “a” and “an” are only used with single things you can count. Noncount nouns are always singular, although many of them have measure words such as “heads of lettuce”, “cups of coffee”, and “bags of rice”. We use “any” in questions and in negative statements for both kinds of nouns. Have students circle the correct words to complete the sentences. Then have them check answers with a partner and explain why they chose their answer. AN S WE R KE Y: 1) some 2)
some 3) any 4) many 5) much
C Students use words from the box to complete the story summary. Encourage students to look closely at
the words surrounding the blanks before making a choice. AN S WE R KE Y: 1) calls 2) some 3) bread
4) any 5) write 6) wallet 7) find 8) takes
Show the video clip that uses the expression. People say this when something they expect to happen actually does happen. It’s often said as an aside, not directly to the person who is doing something. Example: Oh, you lost your homework? That figures. (I expected that to happen.) Have students work in pairs to think of an example in which they might use that/it figures and role-play it for the class.
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Communication Link – Go back to the food pictures in “Before You Watch” Part A. Have students work as a group to circle the noncount foods. Then go around the class with people asking and answering questions about the foods. Example: A: Do you have any yogurt? B: Sorry, I don’t have any. [asking person C] Do you have any apples? C: Sure, I have six in this bag. [asking D] Is there any milk? D: Yes, there’s a lot of milk.
Global Viewpoints – Grocery shopping
Before You Watch
Read the vocabulary words aloud as students repeat for pronunciation practice. Ask students to look at the words and pictures, then label the pictures. AN SW ER K E Y: 1) ice cubes 2) deli meats 3) shoe store
4) market 5) bookstore
While You Watch
Before viewing, allow students time to read the activity items and answer options. Play the video as many times as needed for students to watch and circle the correct answers. AN SW ER K E Y: 1) a. 2) b. 3) c.
4) c. 5) a.
Communication Link – Have students describe what is in their refrigerator right now.
Global Viewpoints – At the mall
Before You Watch
Go over the vocabulary words and check comprehension. Then read the words aloud as students repeat for pronunciation practice. Have students complete the sentences with the words in the box. AN SW ER K EY :
1) shopping mall 2) groceries 3) stationery store
While You Watch
Before you play the video, allow students time to read the statements. Remind them to circle “True” only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose “True” or “False”. Then play the video again and allow time for students to correct the false sentences. AN SW ER K E Y: 1) False; There’s a big mall in Dennis’s neighborhood. 2) True
3) False; Agnes says they don’t have big shopping malls in Senegal.
Communication Link – Ask students what stores they have near their homes, schools, or work. Have them tell the class. Example: I have a grocery store, a shopping mall and book store near my home.
Your View on . . . What Do We Need?
Have students complete the form with their own information. Review the answers as a class. Answers will vary.
Communication Link – Students discuss what’s good and bad about shopping malls. Divide the class in half and assign each group an opinion. The groups should brainstorm and then present their views to the whole group. Example: Group A: We think malls are great for one-stop shopping. There’s lots to do there with restaurants and movies, and it’s all inside so the weather doesn’t matter. Group B: We don’t like shopping malls. You need a car to get there and then they’re so crowded. They’re big and all the same. Also, they hurt the little stores in town. Sometimes the little stores go out of business.
Real English: deli or delicatessen
Show the video clip where Kevin says he buys deli meats. In many American supermarkets, there is a deli counter where you can order sliced meats and cheeses and buy salads. Ask students what meats they buy in the supermarket and what they use them for.
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Unit 4
Vacation
LESSON SUMMARY
Topic
:
Vacation and travel; weatherLanguage Link :
Whose; possessive adjectives and pronouns; belong to: Hey, whose is this? It’s mine.Video Summary :
In Good Morning World, Jay quizzes Kim to make sure she has everything for her upcoming vacation. We also find out that Kim is afraid to fly. In City Living, Mike asks questions as Roberto packs for a combination business trip and vacation in Mexico City. Mike is surprised by something Roberto packs. In Global Viewpoints, people talk about the weather and things to do when visitors vacation where they live.Good Morning World – Kim in flight
Before You Watch
Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to use the words from the box to complete the picture labels. AN S WE R KE Y: 1) suitcase 2) cash 3) sightseeing
4) sweater 5) clear 6) chilly 7) foggy 8) windy
Communication Link – Write the letters of one of the vocabulary words on the board in scrambled order. Students compete to be the first to figure out which word it is. Repeat with the other new words.
While You Watch
A Before viewing, read the words in the box aloud as you check comprehension. Give students time
to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN S WE R KE Y: 1) suitcase 2) Whose
3) belongs 4) sightseeing 5) weather 6) warm 7) sweater 8) idea
B Have students read the activity items and answer options. Play the video as many times as needed for
students to circle the correct answers. AN SW ER K EY : 1) b. 2) a. 3) b. 4) c. 5) c.
After You Watch
A Have students think back to the video as they match the sentence halves to make correct sentences.
AN S WE R K EY: 1) a. 2) e. 3) d. 4) h. 5) b. 6) g. 7) c. 8) f.
B Work with the students as a group to choose the correct words to complete the sentences. AN SW ER KEY: 1) my 2) mine 3) Whose 4) belongs to 5) but. 6) or
Communication Link – Ask students what country they want to visit someday. Have them make lists of the things they plan to bring with them and what they want to do there.
City Living – Another souvenir?
Before You Watch
A Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to
match the words from the box with the pictures. AN S WE R KE Y: 1) airport 2) souvenirs 3) hotel
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B Ask students to use words in the box to complete the sentences, then check answers with a partner.
AN SW ER K E Y: 1) car rental 2) ticket 3) hotel 4) briefcase 5) passport 6) airport 7) souvenirs
Communication Link – Have students talk about their favorite souvenir. Why do they like it? Example: I have a fan from Spain. It’s beautiful and it’s nice in the summer.
While You Watch
A Before viewing, read the words in the box aloud as you check comprehension. Give students time to
read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. AN S WE R KE Y: 1) gifts
2) souvenirs 3) niece 4) video game 5) smart 6) hers 7) belongs to 8) present 9) maybe 10) airport
B Have students read the activity items and answer options. Play
the video as many times as needed for students to match the sentence halves. AN S WE R KE Y: 1) c. 2) a. 3) f. 4) b. 5) g. 6) d.
7) h. 8) e.
After You Watch
A Have students act out the dialogs in the Useful Expressions box. Repeat the underlined expressions
for pronunciation practice. Encourage students to look at the words and the conversation around the expressions before matching the expressions to the definitions. Explain that Americans use “vacation” the same way British speakers use “holiday” to describe a time away from work, often spent traveling. Note that Roberto uses “yes” and “no” to indicate there will be some work as well as a vacation.
AN SW ER K E Y: 1) d. 2) c. 3) a. 4) b.
B Draw students’ attention to the ways the Useful Expressions are used with other phrases. Then have
them work in pairs to circle the best words to complete the dialogs using the new expressions. Students may act out the dialogs to check their answers. AN SW ER K E Y: 1) Yes and no 2) You should 3) Good idea
4) That’s it
C Have students study the Language Link box about possessive adjectives and pronouns. Review the
fact that adjectives go with nouns, so possessive adjectives are also used with nouns while possessive pronouns stand alone. Note that “Whose” is another “Wh-” question word. Teach the phrase “belongs to” as one unit. Note that an object form comes after it because “to” is a preposition. Have students complete the sentences and check answers with a partner. AN S WE R K EY: 1) your 2) them 3) hers 4) you
5) My 6) Whose 7) mine
D Students use words from the box to complete the story summary. Encourage students to look closely at
the words surrounding the blanks before making a choice. AN SW ER K EY : 1) trip 2) souvenirs 3) his
4) niece 5) belongs 6) teddy bear 7) him 8) travel
Communication Link – Everyone contributes one small item (pencil, lipstick, key . . .) to a pile in the middle of the room. They then ask questions about who the things belong to. The only rule is that a person who owns the item can’t ask “Whose is this?” He or she can say “It’s mine.” or “It’s my pen.”
Global Viewpoints – The weather
Before You Watch
Before going over the vocabulary, review the idea of seasons, the four main parts of the year. Recall that they are more important in some places than others and that seasons in the Southern hemisphere are reversed from the Northern hemisphere. Then say the vocabulary words aloud as students repeat for
pronunciation practice. Ask students to look at the words and pictures, then complete the sentences under the pictures. AN SW ER K EY : 1) warm 2) rainy 3) hot, sunny 4) cold 5) rainstorms
Show the video clip where Mike uses the expression. Explain that people use “right?” to check whether information is correct. Example: You said to meet you at six, right?
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While You Watch
Before you play the video, have students read the sentences. Remind them to circle “True” only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose “True” or “False”. Then play the video again and allow time for students to correct the false sentences.
AN SW ER K E Y: 1) True 2) True 3) True 4) False;
Alyssa says she doesn’t like winter. 5) False; Daniel’s favorite season is winter.
Global Viewpoints – What should I do?
Before You Watch
Read the place names aloud as students repeat for pronunciation practice. Ask if students understand what these places are. “The Everglades” is a wet swamp in Florida, USA. “Falls” are waterfalls, and “glaciers” are ice fields. Then ask students to work in pairs to match the place names with the pictures. Can they explain their choices? AN SW ER K EY : 1) a. 2) b. 3) d. 4) c.
Communication Link – Give three hints to famous places around the world as students guess which location it is. Example: It’s in France. It’s a big city. There is a famous tower there. Student A: It’s Paris!
While You Watch
Before viewing, give students time to read all the answer options. Explain to students that they are to write the letter of each activity next to the name of the person who said it. Play the video. You may wish to pause after each person speaks to allow students time to complete the activity. AN SW E R K EY: 1) c. 2) b.
3) c. (implied), and d. 4) a., e., and f.
Your View on . . . Vacation
Have students complete the form with their own information. Review the answers as a class. Answers will vary.
Communication Link – Students work in groups of three to plan a vacation trip. They should decide what to see, when to go, what the weather may be like, what to pack (based on weather and activities) and what souvenirs to buy. The groups take turns presenting their vacation to the rest of the class. At the end, people vote for the best vacation plans.
Show the video clip where Dan says “in the wintertime . . .” He is emphasizing the length of the season, several months. Note that we don’t use –time with fall or autumn, just the other three seasons. Ask students how cold or hot it is in the wintertime and summertime in their hometown.
Real English: wintertime, springtime, summertime
