ae TOUCHSHON E MARCIA FISK ONG Ae OL Dye TN ence OL aui hg JEANNE MCCARTEN HELEN SANDIFORD ss - > a y é te ee i i‘CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, So Paulo, Delhi Cambridge University Press 32 Avenue of the Americas, New York, NY 10013-2473, USA www.cambridge.org Information on this ttle: www.cambridge.org/9780521712019 © Cambridge University Press 2008 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written, permission of Cambridge University Press. It is normally necessary for written permission for copying to be obtained in advance from a publisher. The character descriptions, worksheets, video scripts, quizzes, and. quizzes answer key in this book are designed to be copied and distributed in class. The normal requirements are waived here and it is not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom. Only those pages which carry the wording ‘© Camb University Press’ may be copied. First published 2008 Printed in the United States of America ‘catalog record for this publication is available from the British Library ISBN 978-0-521-71201-9 paperback ‘Cambridge University Press has no responsibility forthe persistence or accuracy of URLs for external or third-party Internet Web sites referred to in this publication, and does not guarantee that any content on such Web sites is, ‘or will remain, accurate or appropriate. Cover and book design: Adventure House, NYC ‘Text composition: TSI Graphics Video production: a/t media service, ine.CHISTCY TOUCH year a MARCIA FISK ONG SERIES AUTHORS: MICHAEL MCCARTHY. JEANNE MCCARTEN HELEN SANDIFORD. VIDEO RESOURGE BOOK CAMBRID: UNIVERSITY Ss(ais Introduction: To the Teacher. Character descriptions er Introduction: To the Student. ee Worksheets Episode 1, Act 1 1 Episode 1, Act2 . 5 Episode 1, Act 3. 9 Episode 2, Act | .2B Episode 2, Act2.....c.seeseeees piu Episode 2, Act 3. 2 Episode 3, Act 1. 25 Episode3, Act2.. = 29 Episode 3, Act3 . cesses 33 Episode, Act 1. Episode, Act2. Episode 4, Act3. Teaching notes Episode 1, Act ...sssesecessees 50 Episode 1, Act 2 . 4 Episode 1, Aet3 . 58 Episode 2, Act 1... o seve 66 70 Episode 3, Act 1. 4 Episode 3, Act 2. seeaesnseeeseaeeees 78 £ de 3, Act 3. . . 82 Episode 4, Act 1 ocemeene seeee . we 86 Episode 4, Act2. : cesses seveceeee 90 Episode 4, ACt3.......ssssssscsevescessereceesere . 94 Video scripts Episode 1 . Episode 2 . seveeeteeneeeesees Episode3...... Episode 4... ae awe atone 107 Quizzes <0 12 oy oo M6 18 Episode 1 Quiz. Episode 2 Quiz. Episode 3 Quiz Episode 4 Quiz. .......... Quizzes answer key......iv Touchstone Touchstone is an innovative new series for adult and young adult learners of English. Itoffers a fresh approach to teaching and learning North American English using a syllabus based on how people actually speak and write English. The four levels of Touchstone take learners from the beginning through the intermediate levels of proficiency. Drawing on the Cambridge International Corpus a large database of conversations and written texts - the series introduces unique “conversation management" strategies, places special emphasis on teaching vocabulary and vocabulary-related strategies, and offers exciting ideas for personalized, learner- centered interaction. Touchstone is supported by the Touchstone Video and the Touchstone Video Resource Book. Touchstone Video ‘The Touchstone Video is a refreshing way to learn English. It provides contextualized exposure to the language presented in the Student's Book in lively, natural contexts students can easily relate to. It is not only entertaining, but it also makes language real for students. In particular, the Touchstone Video: «+ brings to life the grammar, vocabulary, and conversation strategies taught in the ‘Student’s Book. «+ relates a story involving six characters who interact in real-life, everyday situations of inherent interest to students. + depicts body language, facial expressions, and gestures that naturally accompany spoken language. * presents language use in a series of Episodes broken down into short Acts, giving students the chance to better retain the language. * promotes learning through a familiar medium, giving students a sense of, accomplishment. Bach of the four levels of the Touchstone Video exploits and reinforces the language taught in the corresponding Touchstone Student's Book. The Video is set in the context of a fun-filled, compelling situational drama featuring a group of six young people - David, Liz, Yoko, Alex, David's friend Gio, and Kim - who are friends. Through the daily encounters and tasks of these characters, students have the opportunity to see and hear the language in the Student's Book come vividly to life in both familiar and entertaining circumstances. IntroductionEach of the four levels of the Video breaks down as follows: Act 1 Act 1 Episode 1 | Act 2_| Student's Book units 1-3 Episode 2. {Act 2_| Student’s Book units 4~6 Act 3 Act 3 Act 1 Act 1 Episode 3. | Act 2_| Student's Book units 7-9 Episode 4 | Act 2_| Student's Book units 10-12 Act 3 Act 3 Each Episode incorporates language taught in a set of three units of the Student's Book and thus corresponds with each Touchstone checkpoint (review unit). The topical and grammatical content of each set of three units is presented in the Video in a unique way that is related to, but different from, the Student's Book presentation, ‘This ensures that there is never a direct overlap between the situations in the Video and the ones in the Student's Book. It also provides students with an even broader exposure to the target language in context. ‘The Video provides powerful motivation to master the Student's Book lessons Episodes can be shown in advance to preview the Student's Book language in context so as to capture students’ interest and help them master unknown language. They can also be shown to review the language used in each set of three units when a checkpoint (review unit) is reached in the Student's Book. Each level of the Video includes a closed-captioning feature that shows the script ofthe conversations taking place on screen. This allows students to listen and read simultaneously. Touchstone Video Resource Book Each of the four levels of the Video comes with a Touchstone Video Resource Book, intended for use by teachers only. The Video Resource Book combines teaching notes (step-by-step lesson plans) with photocopiable student worksheets for each of the twelve Acts in the four Episodes of each Video. It also contains photocopiable character introductions, video scripts, and quizzes with answer keys. Each Touchstone Video Resource Book contains several key elements: Introduction ‘This section provides an overview of the Touchstone Video and suggestions on how to fully exploit it in class. It provides both general and specific ideas of how to use video in class and how to make the best use of each Act of the Video, Character descriptions ‘These photocopiable profiles of the main characters, David, Liz, Yoko, Alex, Kim, and David's friend Gio, allow teachers and students to become acquainted with each of the characters. Teachers can use this page to introduce the characters to students before they watch the Video or to review something about a particular character after students have watched the Video. Worksheets These photocopiable worksheets offer students a variety of ways to reinforce and review the language they encounter in the Video. There are four worksheets per Act: Before you watch (one page), While you watch (two pages), and After you watch (one page). Introduction vvi Before you watch is designed to be used for previewing and reviewing the language in the Video. It highlights the language items in the Act that are crucial for understanding. While you watch consists of tasks that focus on the situations in the Video and the language featured. Students must watch the Video to complete these exercises. Some exercises require students to view an entire Act. Other exercises focus on shorter sections of an Act in order to target specific language. Next to each exercise is a number (DVD(0)) and a timecode (VHS 000-0020). DVDC2) This is for classrooms using the DVD version of the Video. When you input this number, the DVD plays only the section of the Video that students will need to complete a particular exercise. (In some cases, this will be the entire Act.) These numbers are sequential. You can access these numbers through the Video Resource Book (VRB) Task Menu on the DVD. VHS oo ae-to This is for classrooms using the video cassette version of the Video. These numbers indicate the timecodes to start and stop the Video in order to complete an exercise. In this section, the following icons indicate how the task is to be done: ‘This indicates that students watch the Video and listen to the sound track to complete the task. fea This indicates that students watch the Video without sound to complete the task. After you watch features productive tasks that help students exploit the language from the Video in the classroom, often by way of a personalized activity. Teaching notes ‘These step-by-step lesson plans are intended for use by teachers with little experience using video in the classroom as well as by those who have previously taught with video. Specific video teaching techniques, optional additional tasks, and tips for viewing the Touchstone Video are included. Video scripts ‘The Video scripts can be used by both teachers and students in a variety of ways. As the teacher, you can use the scripts as a reference to plan your lesson and to familiarize yourself with the overall story line. The photocopiable scripts can also be distributed to students who can use them to act out what they've seen on the video as a closing exercise. Some exercises require students to view an entire Act. For exercises that require students to view only part of an Act, the starting point for the viewing is indicated in the scripts with a DVD), Quizzes and Answer keys ‘These two-page, photocopiable quizzes can be used either for self-assessment or for assessment by the teacher. There is a quiz and answer key for each Episode. IntroductionGuidelines for teaching an Act from the Touchstone Video Before class * Read the Teaching notes and look over the Worksheets. * Watch the Video and read through the Video scripts. + Review the Language summary, the Language notes, and Culture notes for information you would like to emphasize in class. + Read the Before you begin section and choose any tasks that are appropriate for your students. + Photocopy one set of worksheets for each student in the class. During class Get started + Go through any Before you begin task you may have selected. + Give each student the worksheets for the Act you will cover. Go through the Before you watch section with students. + Read the instructions for each task. + Have students complete the tasks. + Check their answers. Preview the Act + Introduce the Act the students will watch by asking questions that elicit answers related to the Act. + Explain what they will see by setting the scene. Go through the While you watch section with students, + Play the Video through once. Ask students to turn their papers facedown so that they will not be distracted and will focus on the language and story. + Play the Video again. This time have students watch for the specific information they will need to complete a given task. Ask students to read through a worksheet exercise before you show the video. + Repeat the Video until students have completed all the tasks. * Check their answers, Go through the After you watch section with students. + Read the instructions for each task. + Have students complete the tasks.Specific techniques and tasks for extending use of the Video ‘Teachers have a number of techniques at their disposal to exploit the rich medium, of video in the classroom. Most of these techniques involve focusing on a single aspect of the Video to complete a task — playing only the sound track, only the picture, or only a short segment of the Video. This creates an information gap that ‘encourages students to use their language knowledge, their logic, their senses, and their imaginations to complete the task. Recommendations of specific task types that make use of these various techniques are presented below. 1. Picture-only viewing Playing a video with the sound off makes students pay close attention to the visual information in the video and use their imaginations or prior knowledge to complete the task. This technique is especially appropriate for segments that have a rich background, a lot of action, ora lot of facial expressions and body language that give clues to specific emotions or feelings. Task: What's going on? Choose a short dramatic scene that shows the setting and involves some action. Write a4-Wh-chart on the board, like this: Who Where When (time of day) What Play the scene and have students complete the chart. Task: Guess the conversation Choose a short dramatic scene in which two or more characters are having a conversation. There should be many nonverbal clues in the scene, such as facial expressions and gestures, Play the scene and have students work in pairs to write what the characters might be saying, Task: Guess the words Choose a short scene in which a number of vocabulary items are featured. Play the scene and have students work in pairs to write what items they see. To make this task more challenging, play the scene on fast-forward. Task: Guess what happens next Choose a scene that has several possible outcomes at one or more points in the action. Play the scene and stop at the first point where there could be two or more outcomes. Have students guess what will happen next. Write their ideas on the board. Play the scene again and check how many correct ideas there were. Task: Practice the tenses Choose a scene with a lot of activity. Play the scene and have students describe what is happening (present continuous) or what happened (past continuous).2. Sound-only viewing Playing a video with the sound on but the picture covered makes students pay close attention to the spoken information in the video. This is especially appropriate for scenes in which the character's tone of voice is expressive or in which a specific language function or grammar point is being used. For all these tasks students should not have watched the chosen scene before. Task: Describe the scene Choose a scene that is rich in dialog and background noises. Write some questions on the board. For example: How many people are in the scene? How many men? How many women? Where are they? What are they doing? How are they feeling? Play the scene and have students listen and answer the questions, Task: Describe the person Choose a scene in which a character(s) speaks for at least 10-15 seconds. Play the scene, then elicit and write on the board some words to describe the people, both physically and in terms of their personalities. For example: young, old, shy, friendly, smart, happy, nervous, good-looking, pretty, beautiful, 3. Normal viewing Playing a video with the sound and picture on allows students to pay attention to both the visual and the spoken information in the video. Many of the tasks involve stop and (re) play, meaning that the video is stopped at a critical point, information is elicited, and then the scene is played or replayed. Task: Repeat the lines Choose a scene that includes key words, expressions, or intonation patterns. Play the scene up to the appropriate point, stop the video, have students repeat, mimicking the speakers as closely as they can, then replay the line again or play the next one. Give students several opportunities to listen to and repeat lines. Task: Identity the information Choose a scene that has specific information you would like to focus on, such as a character's name or a specific response someone gives in a conversation. Play the scene and have students raise their hands when they hear the information. Stop the Video, rewind it, and replay it to check answers. Task: Freeze frame Choose a scene with one or more important actions or language points on which you want to focus. Play the scene, pause it at the appropriate frame, and then ask students to complete the task. For example, students could describe what is happening or has happened in a scene, talk about the characters - who they are, how they look, or how they are behaving - or they could note details about the setting or predict what will happen next. This is an excellent tool for checking comprehension. Introduction ixTask: Closed-captioning answer check Choose a scene that has a particular conversation that students need to listen to in order to complete a task. Play the conversation once or twice as students fill in the blanks. Turn on the closed-captioning feature and play the conversation again, this time having students check their answers. Task: Predict what's next Choose a short segment of a scene (no longer than 30 seconds) that involves some dramatic development, such as the arrival of a character, a meeting between characters, ora character making a strong or surprising statement. Play the scene at that point, pause the Video, and have students say or write what they think will happen next. Play the remainder of the scene and check how many students’ predictions were correct. Task: Guess the middle Choose a scene that involves some dramatic development, as above. Play the first and last parts of the scene and have students guess what happened in the middle. Then play the entire scene so that students can confirm and correct their guesses. Task: Role-play Choose a short scene in which two or more characters speak. Tell students that they will watch the scene and then role-play the conversation. Play the scene at least twice. Have them role-play the conversation in pairs or small groups, and then have several pairs or groups role-play it for the class. The script of the conversation can be copied and given to students for support, if necessary. x IntroductionCharacter descriptions Touchstone Video is a fun-filled, compelling situational comedy featuring a group of young people who are friends. David Parker isa reporter. His roommate is Alex Santos, a personal trainer. David's friend Gio Ferrari is a student visiting from Italy Liz Martin is a singer and Web designer. She lives with Yoko Suzuki, a chef. Kim Davis is David's co-worker. She works in an office, Through the daily encounters and activities of these characters, Touchstone students have the opportunity to see and hear the language of the Student's Book vividly come to life in circumstances both familiar and entertaining. This is David Parker. This is Yoko Suzuki, This is Alex Santos. He's a reporter, She's a chef. He's a personal trainer, This is Gio Ferrari. This is Liz Martin Thisis Kim Davis. He's a student. She's a Web designer She's David's co-worker. He's from Italy. and singer. i g 3 é Introduction xiintroduction: To the Student The Video Welcome to the Touchstone Video. In this video you will get to know six people who 7 are friends: David, Liz, Yoko, Alex, Kim, and Gio. You can read about them on page xi You will also hear them use the English that you are studying in the Touchstone Student's Books. Each of the four levels of the Video breaks down as follows: Acti Act 1 - Episode 1 [Act 2_| Student's Book units 1-3 Episode 2 [Act 2_| Student's Book units 4-6 Act 3 Act 3 : Act 1 Act 1 : Episode 3 | Act 2_| Student's Book units 7-9 Episode 4 | Act 2_| Student's Book units 10-12 - Act 3 Act 3 - Explanation of the DVD Menu To play one Episode of the Video: + On the Main Menu, select Episode Menu. + On the Episode Menu, select the appropriate Play Episode. To play one Act of the Video: + On the Main Menu, select Episode Menu. + On the Episode Menu, select Act Menu. + On the Act Menu, select the appropriate Play Act. p To play the Video with subtitles: 7 + On the Main Menu, Episode Menu, or Act Menu, select Subtitles. 7 + On the Subtitles Menu, select Subtitles on. The DVD will then automatically take you back to the menu you were on before. To cancel the subtitles: + On the Main Menu, Episode Menu, or Act Menu, select Subtitles. + On the Subtitles Menu, select Subtitles off. The DVD will then automatically take you back to the menu you were on before. e The Worksheets - For each Act there are Before you watch, While you watch, and After you watch worksheets. For While you watch worksheets. + Find OVD() on your worksheet - + Input this number on the Video menu using your remote control. The DVD will - then play only the segment of the Video you need to watch to complete the task. We hope you enjoy the Touchstone Video! xii IntroductionEpisode 7 A Day in the Park eaccrsie Act ____ Before you watch A Complete the crossword puzzle with the words in the box. Across 3, Danny is an incredible artist. He always comes up with new ideas. He’s 4. Anna never likes to wait for anything, She's 6, Tim always gives good advice because he’s honest and 7. Carrie likes to give her friends things. She's very challenging Y creative down-to-earth generous genius impatient practical talented Down 1. Albert Einstein was extremely intelligent. People call him a 2. Lisa dances, sings, and plays the guitar very well. She's 3. [have to work really hard and learn alot of new things at school. It's 5, Sean is sensible and good at dealing with problems. He's really B Read the horoscopes. Find and circle the personality and behavior words from Exercise A. fear ee feet ote Gemini Your itis very GEaTSnEMByight now. Don't be impatient with friends, and don’t take things too seriously. Try to relax and everything will be OK soon! If a friend asks to borrow something, be generous and give it to him or her. + Os Weekly Prorsscope, 0° You're so talented - you're always doing many different things. You'll feel very creative today, so it's a good day to start a new project. Friends come to you for help because you're so practical and down-to- earth. They think you're a genius when you help. Touchstone Level 3 Video worksheets Episode 1 A Day in the Park + Act 1 1 © Cambridge University Press 2008 Photocopiale_______While you watch he, * ovo) VAS 00:05, ~0421 1 A Whose horoscope talks about these things? Check (/) the correct answers. (You will check one of the items more than once.) Yoko Gio eed enjoying life | a future CEE eee CRT a | 1. Yoko’ 2. David & Liz's 3. Alex's 4.Gio's B Circle the correct answers. on 1. Alex has been to the park iS 0005 a.once b. many times “08212, The park is to getto. achard beasy 3. Yoko reads horoscopes for a.advice b.fun 4, Yoko reads__horoscope. a.afake b. the wrong 5. David says that Yoko is always a. doing many different things _b. helping other people 6. Liz read her horoscope. a. has already b. hasn't 7. Alex is always borrowing David's a. laptop b. MP3 player 8. Liz thinks her horoscope sounds a. wrong b. right 9. Alex's horoscope says he's always a, having a lot of fun b. working hard 10. Giois to hear his horoscope. a. afraid b. excited 11. Gio's horoscope says he’s part of his personali a. developing b. ignoring 2. Episode 1 A Day in the Park + Act 1 Touchstone Level 3 Video worksheets_____While you watch C Listen for these sentences. What do the people say exactly? Circle the ©) correct answers. vols) vas 0013 1 “146 3, 4, 5, 6 Alex It’s an ineredibly / a really nice park. David And it's totally / pretty easy to get here. Alex Yeah, that was pretty / very lucky. I get so / pretty impatient when I have to drive in heavy traffic. Yoko Well, this one’s for me. I’s surprisingly / amazingly true. “You're extremely / really talented, practical, down-to-earth, a wonderful chef David And you do them all very / really well. Liz already read it. It's not good at all / very good. nal D Listen for what the horoscopes say about these things. Complete the ©) sentences with the correct adverbs and adjectives. eeeene Work is___ a. big . Your boss is _ to keep up with. b. challenging . Success is_ to you. c. creative . Everything is___ in your li d. very important . But you have a(n) ___decision to make soon. _e. impossible You're a(n) _ genius. . absolutely wonderful Fag E Putthe conversation in the correct order. Then watch the video and Kc) check your answers. WHS 00:05, ~0037 Alex Have you been to this park before? ‘Alex Yeah, many times. It’s a really nice park. It has the most incredible view. Gio It sure is. It feels good to be outdoors. Alex Yeah, that was pretty lucky. I get pretty impatient when I have to drive in heavy traffic. Gio No, I haven't. Have you been here before? Alex Ah! It’s a perfect day for a picnic! David And it’s pretty easy to get here. I mean, we got here fast. There wasn't much traffic. Touchstone Level 3 Video worksheets Episode 1 A Day in the Park Act 1 3 ‘© Cambridge University Press 2008 Photocopiable______ After you watch versity Press 2008 Pholocopable 4 Episode 1 A Day in the Park» Act 1 A What can you remember? Write one thing the horoscopes said about each person. 1. Yoko She always works hava, 2. David 3. Alex 4, Gio B Match the questions to the answers. Then practice with a partner. a. He's great, but he’s always borrowing my things. b. Yes, she is. She's an artist and a musician. She's extremely talented ¢. She's nice, but she's very demanding. She's always working late 4. It’s alittle challenging. I'm working pretty hard. C Write two or three sentences to describe the habits and qualities of two people you know well. Then compare sentences in small groups. Name |Name “My brother James is a musician. He's really talented. He's always performing at local events and parties.” Touchstone Level 3 Video worksheetsEpisode 7 A Day in the Park Ate _____ Before you watch - : A Complete the sentences with the words in the box. balanced demanding v high-powered — lucky rewarding workaholic 1. Bill is an executive with a large company. He has a lot of power and makes important decisions. He has a high-powered. job. 2. Cindy loves her job at the anima! hospital. She doesn't make a lot of money, but she helps people and their pets. Her job is 3. Teachers work long hours and have a lot of extra work to do outside of school hours. Their work is very __ 4, James works all the ime and finds ithard to stop working, He never takes vacations. He'sa : n has a lot of money, so she only works when she wants to! im stressed because I have too much work, and sometimes there isn’t any work at all. My life isn’t very B Complete the sentences with the present perfect. Use contractions. rsity Press 2008 Photocopiable 1 Ive been _ (be) to Thailand, but I (not be) to Bali, H (hear) it’s beautiful. 2. We're going to New Zealand for three weeks. I (want) to go there for a long time 3. I'd like to go somewhere unusual, like Laos. 1 (take) some trips, bu (not go) anywhere like that. 4. My cousin _ (do) a lot of amazing things. He (travel) all over South America, and he (try) hang gliding, Touchstone Level 3 Video worksheets Episode 1 A Day in the Park + Act2 5______ While you watch © Cambridge ovo(s) VHS 0825 ~083 vs 0426, 0833, ovo 8) vis 05:3 ~0553 A What topics do David and Gio talk about? Check (V) the correct topics. 1.O hobbies O work 2.00 David's boss C. David's co-worker O travel O entertainment 4.0 South Africa O South America 5.0 a family member OC actose friend 6.0 ablog © amagazine article CO goals O regrets 2 B Check (V) true or false. 1. David's boss is easy to work for. Ome OC False 2. David doesn't like his job. Otre CO False 3. David has traveled to a few places. Otme CO False 4. David has visited Machu Picchu, Otrue Oi False 5. David recently became interested in ancient cities. O true O False 6. Gio’s sister Monica is a world traveler. Ore OD False 7. Monica works for a computer company. Otme O False 8. Gio is finishing school in about a year. Otme OC False 9. Gio wants to earn a lot of money when he graduates. (] True L False 10. David feels worse after talking to Gio. Otre OC False C Listen for these sentences. Complete the sentences with the correct form of the verbs in the box. (You will use one verb more than once.) be 90 hear take —travel_—want 1. Gio Really? But you've been toa lot of places. David Uh, I've a few trips with friends, I guess. But I've never anywhere, you know, exciting. 2. David Well, I've always to go backpacking in South America. 3. Gio Wow. I've it's the most amazing place. 4. David Well, I've always interested in ancient cities. 5. Gio You know, my sister Monica's there. 6. Gio Actually, she’s all over the world. She’s scuba diving in Costa Rica, hiking in the Himalayas ... 6 Episode 1 A Day in the Park + Act 2 Touchstone Level 3 Video worksheetsD Who says these things? Check (/) the correct name. ovo Ca) vas 077 “0833 1. Lalso want time to enjoy lie. 2. I've learned a lot about myself. 3. What do you want to do? 4. think it's important to do something useful with your life. 5. You have to keep your life balanced. 6. / also want to help people. 7. You're the best 8, That's what friends are for E Listen for these parts of Gio and David’s conversation. Match the sentences with the responses. ovo (a) VHS 05:05, “0733 1. Well, I've tried that, but he doesn't really listen. It’s so unfaii a. Do you? 2, Well, I don’t know. I've always wanted to travel more. _ b. Itsureis. 3, [really want to see Machu Picchu, ___ c. Really? 4, Cool. You know, my sister Monica's been there. ___ d. You're kidding, 5. She's been scuba diving in Costa Rica, hiking in the Himalayas...__e. She has? 6. She works for herself, She’s a computer specialist. __ f. You do? 7. [know what you mean, § I think that’s great. Touchstone Level 3 Video worksheets Episode 1 A Day in the Park» Act2 7 © Cambridge University Press 2008 Photocopiable___ After you watch A What can you remember? Answer the questions. 1, What would David like to do? Davia wants to travel move. 2. What would Gio like to do? 3. What advice would you give David and Gio about their plans? B Complete the conversations with a response from the box. Then add a follow-up question. Practice with a partner. Try to keep the conversation going. Do you? Hehas? ~Shedoes? Theyhave? — You have? 1. A Alison wants to go to Hawaii. B Aves? Why does she want to go there? I really want to have my own business. I've always wanted to try hang gliding. My parents have lived in a lot of A B A B 4. A My brother has been to Peru five times B A B A Alison wants to go to Hawaii. B She does? Why does she want to go there? A She's always wanted to learn how to surf. C Complete the sentences. Then compare your answers with a partner. 1. I've always wanted to —_ 2. I've never gone 3. I've never been to 4, My dream is to © Cambridge University Press 2008, Photocopiable “Tve always wanted to learn to play the piano.” 8 Episode 1 A Day in the Park + Act 2 Touchstone Level 3 Video worksheetsEpisode 7 A Day in the Park _____ Before you watch A Write the adverb form of these adjectives. 1. careful . correct easy |. fast good quick _auickly serious NYE B Complete the sentences with adverbs from Exercise A. 1. When the bell rang, Meg finished her work quickly and ran to the door. 2. Frances got upset when I made that joke. She takes everything so ! 3. If you answer all the questions __ + you'll win $2,000! 4. You play the piano ___. Where did you learn how to play? 5, Please don't drive so ! You're making me nervous. 6. Lalways listen to people very 7. Your password should be a word that you can remember C Match each trivia question with the correct category. Can you answer any of the questions? The Nile River The busiest international airport Question Category 1, What movie has won the most Academy Awards? ___ transportation 2. When did World War I begin? __ . sports 3, How long is the Nile River? ___ c. entertainment 4, How many players are on a volleyball team? _ d. history 5. What is the busiest international airport in the world?___—_e._ geography omeay uous mS'y SERUOBLY WASHOE HBL ZINE L Touchstone Level 3 Video worksheets Episode 1 A Day in the Park» Act3 9_______ While you watch : : A Circle the correct answers. (You can guess.) Then watch the video and ©) check your answers. ovo) vs 0638 1347 1. Where is the fastest passenger train in the world? a. France b. Japan c. the U.S. 2. How fast can the train go? a. 50 miles an hour b. 500 miles an hour cc, 500 kilometers an hour 3. What is Tiger Woods's real name? a. Eldon b. Eldrick c. Derrick 4, Who won the Academy Award for best actress in 2004? a. Halle Berry b. Nicole Kidman c. Hilary Swank 5. What's the highest mountain in the world? a. K2 b. Mount Everest c. Mount Kilimanjaro 6. What is Into Thin Air? a. abook b. aTV show c. amovie 7. How long is a tennis court? a, 22 meters b. 24 meters c, 26 meters B watch the video. Check () the correct people. won ma ee eed a 8 thar | 1- really kes “Brain Pow v 2. likes to eat slowly 3. has ridden the TGV train | 4. plays a lot of sports really well | 5. is pretty competitive 6. can remember names preity easily | 7. isa fast reader 8. takes the game pretty seriously 9. can do math in his or her head pretty quickly [ 10. has the lowest score 8 q 3 2 2 10 Episode 1 A Day in the Park + Act 3 Touchstone Level 3 Video worksheets_____ While you watch C Why does each person say the following? Watch the video and match the sentences to the reasons. ovo G3) aS 08:38 “1316 1 10, “Oh, excellent!” Gio says this because _A_ “L, uh, like to eat slowly.” iz says this because ___ “Darn it!” David says this because __ “That was fun!” Yoko says this because _ “Be careful.” Alex says this because __ . “Ah, ha! Try this one.” David says this because __ “You're pretty good at this game after all.” Gio says this because ___ “Wow, that was quick. Alex says this because _ “I'm sorry. Yoko says this because _ “Wow! I'm impressed!” Yoko says this because _ i he doesn't answer a question fast enough. she's impressed by Alex’s math skills. he thinks Yoko is competitive. he likes to play games. Yoko answered a question fast. she doesn’t want to play the game. she enjoyed playing the game. he's surprised at Liz's ability. David gave the wrong answer. he thinks the question is hard. D Watch the video and listen for these sentences. Match the underlined expressions with the things they refer to. (One answer is not used. Another answer is used twice.) 1. David Hold on. I think I know this one. _a_ Liz I've never heard of it. Yoko That was fun. __ Liz actually know this! __ Liz But I've heard it's pretty good. _ Yoko I just read a book about it last weekend. ___ 2, 3 4, 5, 6. Touchstone Level 3 Video worksheets the answer the badminton game Mount Everest “Brain Power” the movie the TGV train re ae ose Episode 1 A Day in the Park + Act 3 n yy Press 2008 Photocopable © Cambridge Univer_____ After you watch — A What can you remember? Write one thing that you learned about each person. Do you have any similar qualities or interests? TeGlo “Hellvettwilay gamete eee 2. David - 3. Alex — 4. Liz 5. Yoko B Answer the questions and add a comment. Then compare with a partner. How are you the same? How are you different? 1. Do you walk quickly or slowly? 2. Do you read quickly or slowly? Do you play any sport well? 4, Do you remember names easily, or do you have difficulty remembering them? Do you take things seriously, or do you ike to make a lot of jokes 6. Do you think carefully before you make a decision? A Do you walk quickly or slowly? B Actually, I walk extremely quickly - especially after work. I like to get home fast. A [walk pretty fast, t00. 12 Episode 1 A Day in the Park + Act 3 Touchstone Level 3 Video worksheetsEpisode Food and Family ____ Before you watch : A Complete the sentences with the correct expressions. [choice aliving alotof thinking /amess someresearch up my mind 1. Please don't make a wess I just cleaned the house. 2. You have a lot of good possibilities. You just need tomake 3.1 to find out about good vacation spots. 4. [can’t make I want to see a movie or stay home tonight. 5. 6 I'd like to take a class or something, but I'm too busy trying to make = . I've done and I've decided to move back to Tokyo. B Match the statements with the responses. Then practice with a partner. 1, Itseems like people are too busy to cook. _ a. You're right. I don’t want to be tired today. 2. [don’t eat enough healthy foods. I'm going _b. Absolutely! Look at how many people want to have to make changes in what | eat.__ to learn about healthy food. 3. You shouldn't eat so much fastfood. _____¢._ I know, but it’s so convenient! 4. [think most people want to eat better.___d. That's for sure. I know I don't have time 5. You'd better eat a good breakfast, or you'llbe to cook. tired all day. ___ e. That's true, But you do eat some healthy stuff. C Number the lines of the conversation in the correct order. Um, I don't know. Whatever you're having, I guess. __ I'm having a ham sandwich —L_ rm going to get something to eat. Do you want anything? The deli across the street. What would you like? No. You can pay me when I get back. Yeah, sure. I'm a little hungry. Where are you going? That sounds fine. Thanks. Should I pay you now? | Touchstone Level 3 Video worksheets Episode 2 Food and Family + Act 1 13____ While you watch A Circle the correct answers. Circle c. don’t know if the answer isn’t mentioned. ovo (5) vas 13821. David is having a and coffee for breakfast. aL a. donut b. roll ¢. don't know 2. David gets stir-fried noodles with a. chicken b. shrimp c. don’t know 3. David is writing a story about life a. city b. modern c. don’t know 4. David has to decide on his story today because a. he's goingon vacation. it’sdueat5:00 c. don't know 5. The first idea is about a. eating habits, b. making aliving c. don't know 6. The second idea is about a. marriage b. families c. don’t know 7. Kim likes the a. first b. second c. don’t know 8. David decides to interview a. a junk food addict b. achef c. don’t know aa B Listen for these parts of David and Kim's conversation. Complete : the sentences. vise Kim Hey, David. I'm going out to get lunch. Do you want anything? ~1610 David Um, I'm_oK for _now _. But thanks. Kim Are you sure? It’s no problem. David Y'm - Besides, I'm still finishing my breakfast. Kim What would you like? David Um, I don't know. I'll whatever you're , Tguess. Kim Stir-fried noodles? They're pretty good. David Yeah, that good Kim With chicken or shrimp? David is fine. Um, should I pay you now? Kim Oh, you can pay now or when I get back. Whichever is for bri 14 Episode 2 Food and Family + Act 1 Touchstone Level 3 Video worksheets_____While you watch re C Listen for these sentences. Circle the ones you hear. 2) ovo Gy vis 15:9 “1639 1, a. You made a mess in here. b. You're making a mess in here. 2. a, [did a lot of thinking. b. I've done a lot of thinking. 3. a, [can't make up my mind what to write about b. I couldn't make up my mind what to write about. 4, a, Everyone is too busy just making a living. b, Everyone is too busy just trying to make a living. 5. a. So people make bad food choices. b. So people are making bad food choices. 6. a, [could do some research. b, Idid some research. the box. Then match the sentence with the responses. ovo (is) Se ‘drather — goingtohave to —- might wantto —_—‘ve got to a get it done before Thursday. __ 2. And I'm decide today. _ 3. Imean, you talk to someone about your ideas to brainstorm. __ 41 not cook unless I have to. just don’t have the time. D Listen for the sentences and complete them with one of the expressions in That's a great idea! Exactly. What are you working on? aogce E Listen for these sentences. Match the two parts to complete the opinions. eat orm I seems like _c a, interview a nutrition expert, or vis 16a 2. Ifyou askme, b. interview Yoko. ~1838 3, Itseemstomethat____c. people are getting married much later these days. 4. could _ d. talk to her about your food choices, too. 5. But don't think __ e. that will help people improve their diets. 6. ean___ f£. everyone wants to know how to eat better. 7. Maybe you'd better___—_g._the first idea is better. Touchstone Level 3 Video worksheets Episode 2 Food and Family + Act 1 |. Well, can you get some help? 5 ‘© Cambridge University Press 2008. Photocopiable___ After you watch : A What can you remember? What were David's two story ideas? Which idea does Kim like? Why? Story ideas 1 2, Kim likes the first / second idea because B Read the problems. Write advice using the expressions in the box. Then compare your answers with a partner. You might want to You should / shouldn't You're going to have to Maybe you'd better 1. A Myboss wants me to work late most days. B A My roommate always borrows my CDs, but she never returns them. 3. A. My parents want me to be a lawyer so I can earn a lot of money. 4, A My roommate never washes the dishes after he cooks dinner. C Think of two things you want advice about. Work in pairs, share your problems, and offer your advice and opinions. Use expressions from Exercise B and the boxes below. iia Cr Disagreeing 2 I you ask me Absolutely. know, but | It seems like Definitely. That's true, but It seems to me that That's for sure. That's interesting, but | think | don't think | You're right : think 5 A My roommate never helps around the house. I have to do all the cleaning. B Ifyou ask me, you should talk to him. A Tknow, but Idon't want to start a fight 16 Episode 2 Food and Family + Act 1 Touchstone Level 3 Video worksheetsEpisode 2 Food and Family — Act2 ____ Before you watch —e ss _ A Complete the two paragraphs with the correct expressions. Y deadline decision disappointed expert proud sense _stressed _—_> 1. Thad a big_deadling ___for work today. The project didn't make any__ so last night I had to work until 10:00 to figure it out. I was pretty !When I handed it in today, the boss congratulated me. I was pretty of my work 2, Last month I spoke to a to get some professional advice. After that, I quit my job and got a new one. I hope I made the right I mean, I don’t want to be with my new job! B Match the two parts of the sentences. 1. We asked the teacher _¢ 2. Then a. carry these boxes to my car? ceptionist told us _ b. work late last week. My boss made us to explain the assignment. 4, Have the students d. to wait in the waiting room. 5. Ican't get my parents €. borrow her car all the time. 6. My friend lets me__ f£, wait in the classroom until the bell rings. g 7. My dad wants me___ g. to understand how I feel. $ 8. Could you please help me h. to study medicine, but I don’t want to. i C write three more sentences like the ones in Exercise B. Use the patterns in the chart. CTT eee) | get / want / ask / tell + object + to + verb i [1 We asked him to give us a day ef fl Touchstone Level 3 Video worksheets Episode 2 Food and Family + Act 2 17_______ While you watch A Circle all the correct answers. (One, two, or three answers are possible.) 2) ovo) HS 18:23, 2321 1. Gio tells Yoko about a. aproblem b. aphone call . an interview 2. Gio talks about his parents a, business b. house ¢. dream 3. Gio says his parents don't him. a. talk to b. visit c. understand 4, Yoko thinks is important. a. honesty b. pressure . money 5. David plans to a. write anarticle — b. interview Yoko _c. learn some recipes 6. David and Yoko agree to meet a, tomorrow b. inthe morning —_¢. on Thursday B Check (/) true or false. Then try to correct the false sentences. 0) 1. Yoko's boss asks her to stay late. O true ovo) : wis.ig23 | -%28 2. Gio isa little upset. O true 3. Gio's parents own a toy company. O true 4, Gio wants to work in the U.S. for a few months. O True 5. Yoko's parents hoped she would become a doctor. O true 6. Gio’s parents are going to be proud. O True 7. David's article is about how to cook simply and eat better. O true 8. David has a meeting at noon. O true 18 Episode 2 Food and Family + Act 2 Touchstone Level 3 Video worksheets O False O False O False O False O False O False O False O False_____While you watch C Listen for these sentences. Complete each one with the correct form of a verb in the box and the object that follows it. (Some verbs will not be used. ovo 2) 202) Others will be used more than once.) 2059 a ask get have ~—let_ = make ~—tell_~—want Gio They _wamt we to move back to Italy after I graduate. 1 2. Gio Myparents____ to work in the family business. 3. Gio They've always to bea part of it 4. Gio Ican't to understand. 5. Yoko They did not to be a chef. 6. Yoko After that, they ___ make my own decision. 7. Yoko to give you some time to think, And + Teally nicely, not to pressure you. D Listen for these sentences. Circle the ones you hear. ovo 3) HS 21640 “2055 1. a, It'll be fun! b. It’s going to be really fun! 2. a. I'm going to talk to my boss... b. I'll have to talk to my boss 3. a. Well, uh, what are you doing tonight? b. Well, uh, what do you want to do tonight? 4, a. I'm working, but I'll have some free time tomorrow morning, b. I'm working, but I have some free time tomorrow morning. a. Uh, [have a meeting at 8:00, but it should only take an hour. b. Uh, [have a meeting at 8:00, but it will only take an hour. a, So I'll just meet you at the restaurant around 9:30 tomorrow, OK? b. So let’s just meet at the restaurant around 9:30 tomorrow, OK? 7. a, Actually, I think this will be fun! b. a b. 6. 2 g . Actually, I think this is going to be fun! Pl talk to you later I'll see you later. cambridge Touchstone Level 3 Video worksheets Episode 2 Food and Family » Act2 19___ After you watch iersity Press 2008 Pholocoplable @ A What can you remember? Answer the questions. 1. What was Gio's problem, and what was Yoko's advice? 2. Do you agree with her advice? What do you think Gio will do? B Make plans to do something with your partner. Decide on a date and a time. Write your conversation using the ideas below. Try to add at least three more lines. A What are you doing on ? Would you like to go to 2 B I'd love to, But I can't go on I'm - How about A That sounds great. What time should we meet? Is OK? B Actually, 1 + so can't meet that early. Can we make it 2 A Sure... I'd love to. But I can't go on ‘Tuesday. I'm taking a photography class. How about Thursday? C Talk about things your parents made you do. Complete the sentences for yourself. Then compare your answers with a partner. 1, When I was younger, my parents didn’t let me : 2. They made me 3. They wanted me to 4, My is always telling me to 5. didn't want me to : 20 Episode 2 Food and Family + Act 2 Touchstone Level 3 Video worksheetsEpisode 2 Food and Family Act 3 ____ Before you watch A Match each food on the grocery list to a picture. WI list are not in the picture? h two things on the Shopping List 1. frozen dinner_h_ 2. fresh fruit__ 3. fresh vegetables apes 5. acarton of eggs 6. acarton of milk ___ 7. a few onions ___ 8. rice 9. a loaf of bread_— 10.a bottle of soy sauce B Match the questions and answers. Then practice with a partner. 1, How did you learn to cook? ___ a. Yes, there's a bottle in the fridge. 2. Dowe have any eggs? __ b. Yes, my relatives used to come over for 3. Did you have big holiday dinners when you ‘Thanksgiving every year. were a child? ___ c. No, I just use a litte. 4. [need some soy sauce for this recipe. Do wed. Yes, I think there are a few in the fridge. have any? ___ e. Tused to work in my family’s restaurant 5. Do you cook the vegetables with a lot of when I was a child. olive oil? ___ Touchstone Level 3 Video worksheets Episode 2 Food and Family + Act3 21_______While you watch ity Press 2008 Photocopieble © Cambridge Univer ae) ovo (a) Hs 23:26, ~2803 nal oy ovo Gs) vis 2448 "2738 A Listen for these topics. Cross out the word or expression that isn’t mentioned. 1. interview topics Yoko's experiences, how to diet safely, how to cook simply 2. Yoko's childhood helped in the kitchen, stirred things, didn’t like cooking the Japanese diet tofu, fish, rice 4, Yoko's advice prepare meals on the weekend, buy frozen dinners, make simple dishes 5. vegetables delicious, roasted, raw 6. in David's refrigerator milk, eggs, soy sauce 7. today’s menu baked chicken, grilled vegetables, wild rice B Circle the correct answers. 1 2 3 4 5 6 7. C what do David and Yoko say about these things? Match the objects to the sentences that describe them. (One item matches to two sentences.) 1 2 3 4 |. Yoko is excited / nervous. David is doing a feature / human-interest story. Yoko, her mother, and her aunts used to cook for a few / a lot of relatives. Yoko's mother learned to cook from her aunt / mother. Yoko says people don't eat out / cook at home a Ict. David eats out / cooks a lot. ~. Yoko says busy people can order takeout / plan ahead, Japanese food _ frozen meals made on the weekend _ frozen dinners from the store __ vegetables tamago donburi___ David's never tried them. David doesn't like them. Yoko says it has fewer calories. David loves them. Yoko thinks it’s quick and easy. Yoko thinks they're expensive. meaoge 22. Episode 2 Food and Family + Act 3 Touchstone Level 3 Video worksheets_____While you watch fad, D Circle the correct answers. ovogm + Japanese food is healthy because it ws2i9 a. usesverylittle salt b. has very little fat #1 2. Yoko thinks people too much nowadays. a. eat b. eat out 3. David doesn’t have enough to cook. a. time b. energy 4, Yoko likes to make simple dishes and freeze them, a. afew b. alotof 5. Yoko thinks people eat too much __ food. a. fast b. junk 6. Yoko likes roasted vegetables with a little oil. a. olive b. vegetable 7. David has a carton of eggs and onions. a. some b. afew 8. Healso has rice. a, some b. alotof = fagl E Watch the video. Circle the correct words to complete Yoko's memories. oom When I was a little kid, I used to (1) cook with / help my mother in the kitchen. vis 2059 She would (2) let / have me open packages and measure and stir things. | always -2436 had a lot of fun When I got older, we used to (3) eat / have big family meals. All my aunts and uncles used to (4) come over / visit. My cousins would all (5) tease me / be playing, but I wouldn't (6) leave / help in the kitchen. I would (7) work / stay with my aunts and my mother. We would (8) serve / cook for everyone. 0382008 Photocopable ‘© Cambridge Univer Touchstone Level 3 Video worksheets Episode 2 Food and Family + Act3 23A What can you remember? Write three or four sentences about how Yoko learned to cook. jako used to help her mother in the ki B write questions to ask a partner about their food and cooking experiences when they were younger. Then work with a partner. Take turns asking and answering your questions. Who used te cock in your house wh we growing up? 1 2, 3, 4, A Who used to cook in your house when you were growing up? B My mother used to do most of the cooking, but once ina while my dad would cook. C Think of a favorite memory of something that you did regularly asa child and write a paragraph about it. Use used to and would where possible. Then share your stories in groups. i “My parents used to take me to my grandfather's house every Saturday. My grandfather would always make cookies for me. 24 Episode 2 Food and Family + Act 3 Touchstone Level 3 Video worksheetsEpisode 3 I'm Having a Problem! the box. A Label the picture with the words i cable /hard drive keyboard manual monitor mouse screen software 1. haw Avive _ ener B Cross out the expression that does not go with each phrasal verb. 1. hook up computer somemusie a phone 2. look up a book an answer aword 3. open up a book abox alight 4. plugin a button akeyboard — amonitor 5. throwaway a box an answer abook 6, turn on abox some music alight C Match the problems on the left with the advice on the right. Then practice with a partner. 1. There's no picture on the TV._ a. Why don't you call tech support? They'll 2. I keep getting this error message on tell you what it means. my computer, b. You know what you should do? Just find 3. My computer is too slow. _ an Internet café. That's what I'd do. 4, Ineed to check my e-mail when I'm out _c, If I were you, I'd get a laptop. It's a lot of town, __ more convenient. 5. Do you think I should get adesktop or —_—_d. I would check that it’s plugged in. a laptop computer? _ e. You might want to think about getting a faster one. Touchstone Level 3 Video worksheets Episode 3 !'m Having a Problem! + Act 1 25_____ While you watch g i i a 3 ovo (23) vas 28:08 8207 ovo (3) HS 28:08, ~ 2836 A Circle the correct answers. 1. Alex buys a new a. computer b. printer 2. The machine a. keeps freezing b. doesn’t work properly 3. David tells Alex to turn it off and _ a. turn it back on again. wait a few minutes 4, David says the problem might be the a. cable b. hard drive 5. Alex calls first. a, tech support b. Liz 6. Alex has to a. holdforsomeone _b. call back later 7. The phone call Alex. a. helps b. doesn't help 8. Lizhas helped before. a. David b. Alex 9. Alex reads an aloud. a. error message b, instruction manual 10. Liz thinks it’s a problem. a. keyboard b. software B watch the video. Then check (/) the things you saw Alex do. Alex... O put the boxes down O threw the boxes away O put the keyboard on the desk CO put the monitor on the desk looked something up in the manual Ci plugged in the computer C hooked the cables up CO turned the computer off 26 Episode 31'm Having a Problem! + Act 1 Touchstone Leve! 3 Video worksheets_____ While you watch C Listen for these sentences. Match the two parts to complete the suggestions EEK) and advice. ovo (31) vis 28:36 3154 Have you Just turn it off and then If were you, I'd 1 call tech support. 2 3. 4, You know, you might want to___ 5 6 7 checked the instruction manual? give her a call anyway. take the computer back to the store. turn it back on again. think it’s probably a software problem, call Liz? Well, why don’t you Oh, Vd ameeaoge Based on what you're saying, I hal D Listen for these parts of the conversation. What do David and Alex say RS) exactly? Complete the sentences. OSD 1. Alex tt turns on, but the screen is blank except for this. See? Do you have any 20H idea _what ? David No, Ihave no idea. Have you checked the instruction manual? It might say the problem Alex Yeah, I checked the manual - but nothing David You know you should ? 2, Alex Here goes. Cross your fingers! David twonder______ something wrong with the hard drive. Alex. Oh, no! Don't say that. That be terrible. David Well, I'm sorry. I really don’t know. If L were you, I'd call tech support. Do you know their phone number 2 hal E Listen to the recorded message. Complete it with the correct form of the verbs in the box. (You will use one verb more than once.) ovo 33) wsz00 [be help hold reach A = J You have (1) the tech support line. Currently, all operators (2) other customers. Your call (3) _ very important to us. Please (4) and someone (5) with you in a minute. Touchstone Level 3 Video worksheets Episode 3 !'m Having a Problem! « Act 1 27| After you watch ‘A What can you remember? What different kinds of advice does David give Alex? What else could Alex do? B Read about the problems. Complete suggestions and advice with your own ideas. 1. My computer is very slow. You might want to_get a new one, 2. Lcan't get a good connection on my cell phone. I would 3. My car is making a strange noise. If were you, I'd 4, My DVD player isn’t working, You might want to Ineed a new camera. Why don't you ? o C write down two problems like the ones in Exercise B. Then take turns sharing your problems with a partner. Give advice and suggestions for your partner’s problems. D Work in small groups. Discuss these questions. Find out how tech savvy your classmates are. How many electronic gadgets do you own? How often do you use them? How often do you go online? What do you go online for? Do you know how to buy something online? What do you do when you have a tech problem? Can you remember when you first learned to use a computer? 28 Episode 3'm Having a Problem! + Act 1 Touchstone Level 3 Video worksheetsEpisode 3 I'm Having a Problem! _____ Before you watch . A Read the course description. Then complete the chart. NEW THIS SEMESTER Design Basics (online) ‘This beginning-level course is for designers who would like to se software and computer graphics and to help them become ‘more creative. Design Basics is an online course: participants download the lectures and material to work when itis convenient. Students can ‘also communicate with the instructor and other participants in a chat room specally-designed forthe course. if your schedule is unpredictable, this is the class for you! ‘couse Catalog RR ue 1. designs or drawings 2. able to make art or to think about things in a new way 3. to move data from the Internet to a computer | 4. something fits easily with your needs and schedule 5. a place on the Internet where people can talk with other people [6 something iregular or changing i : z B Match the two parts of the sentences. IfThad time and money, but I've never studied a foreign language. 1 a 2. Iwish I could speak Spanish, __ b. but I wish I did. 3. [don’t have a computer at home,___—_c._but | wish it was Friday. 4. You'd probably make more money__d._if I didn’t have to work this weekend 5, I'd. come to the party . if we took the car. 6. We'd get there faster__ f. if you got a better job. 7. It's Monday today, ___ g. what would you ask for? 8 If you could have three wis h. I'd travel around the world, Touchstone Level 3 Video worksheets Episode 31'm Having a Problem! + Act2 29______ While you watch A What topics are mentioned? Use the word: mK) the topics. ovo (at) weet at city class + ¥ computer home Internet job ‘Web page 1. Alex's _ computer problem 2. anonline course 3. downloa lectures 4. going to to study the box to complete Europe Web site 6. working at 7. a(n) 8. Liz's territ 9. David's 10. a(n) connection news Web site B Circle the correct answers. 1, Alex got a new computer because his old one a. was broken Alex can___ in his online art course. a, go into achat room vo (35) HS 32:12 ~36.4 a, more convenient Alex picked up a brochure to learn about proj a. Rome a. she’s changing jobs . Alex wants a Web site to a. show his art David is____his current job. a. worried about . David likes Liz’s job because __ a. she’s always learning something new 30 Episode 31'm Having a Problem! + Act 2 b. wasn’t fast enough b. paint on the computer . Alex chose an online course because it's b. cheaper grams in b. Florence Liz can't spend time on her music because__. b. her job is too demanding b, find new clients b. bored with b. she can decide her own hours Touchstone Level 3 Video worksheets_____While you watch by ovo 5) vis 33:30, 26.4 ovo vas 3408, ~35:19 ovo (8) HS 3448 364 C Listen for these sentences. Match the two parts to complete the sentences. Who says each sentence? Write A (Alex), L (Liz), or D (David) next to each sentence. _A_ 1. Sometimes I wish I could just quit my job and _C_ 2. If [had enough time and money, 'd_ 3. You'd probably __ 4, If worked for myself, 'd___ . Iwish I had a Web site - you know, to__ Itseems like 'm__ 7. If were you, I'd definitely ___ show my art. go to grad school. paint all the time. check this out. Jearn a lot that way. not doing anything new. worry about that. emseaose D Listen for these parts of the conversation. What do they say exactly’ Circle the correct answers. 1. Liz Lwish | wasn't / weren't so busy with my work. Web page design is interesting, but I want / I'd love to spend more time on my music. Liz. it’s easy to work too much if / when you're not careful. You know what I mean / I'm saying? Alex Uh-huh, But on the other hand / then again, you can choose when and where to work Liz Well, I could / I'd be happy to help you design one. Just let me know when you're ready. Alex That sounds / would be great! David You know, you're both so artist I wish I was / were more creative. E Listen for these sentences. Match the sentences and the responses. 1. My Web site!__ a. I'm not sure, 2. What's more creative than that?_ b. Cool! 3. Well, maybe you could talk to your boss. _ c. Well, maybe. 4, Ifyou could have any job, what would you do?___—d. Hmm, Maybe I will! 5. You're always learning something new. __ €. Orstart looking around... 6. I've seen sites like this. ___ f Huh, 7. If were you, I'd definitely check this out. __ g. That looks terrific. Wow! Touchstone Level 3 Video worksheets Episode 3 'm Having a Problem! + Act2 31 i i i