Jack C. Richards ndsPlan of Intro Video Activity Book 8 What are you having CU for treakt? nota un ta about what they are eating and drinking for breakfast Font aes ry es Sonar Knead fey Yeh Sri What sports do you play? TINY resect yas at te Lo ‘the Chelsea Pier Sports and Enterlairrnent Center ‘ale York Cy. Functional Frus, Ting aut ates and interests Grammer in Vocabulary Spas A weekend in New Yor Ci CETL torts wrt orbs au ‘vit to “the Big Apple’ Funetinal Focus Tang aout pls Grammar Fite nt dv ny) Vocbulay”Saitsesin aces The doctor and the patient ui ters, whois sik ‘pesto see he di and ends up slg the tor eal olan, Fanetional Feus. Tan abu heath pales: gig atice Srammar Inpeabies Weozbulay Acton vers;heth pelens A visit to Mount Rushmore young cout wes to eto one of te Unite Ser’ most farms marumens- bef the ‘an gots dun Fantinal Fsus. ska and oag dracon, Brammar Ohms fetes, ads, nd proosons abulary Dato works GE} Home alone toinghuas, rckiis Senge shout hs asus ween Faelianl Focus Taking abut tes nthe rece past Grammar Pat ese of reir and nega tis Wocabulary Weskond ates Hollywood then and now TEATS itetees dott nee ron uh ope ak abt hes rau fue in Halse. FutonalFoeus hig poral iat ‘Grammar Pos tese of Wh-aesims wth 5 and wr oeablary Words etd ns The perfect date visits ty oats ‘than she can handle, she leams that honesty is the best poy. FenluaFet yy ney vars rb Ganmib e Moeahlay Og actsIntroduction Interchange Third Edition is a revision of New Interchange, the world’s mast successful and popular English course. Inéerehange Third Edition is a multi-level course in English as a second or foreign language for young adults and adults, The course covers the four skills of listening, spealsing, reading, and writing, as well ‘as pronunciation and vocabulary. Particular emphasis is placed on listening and speaking, The primary goal of the course is to teach communicative competence, that is, the ability to communieate in English according to the situation, purpose, and roles of the participants, ‘The language used in Interchange Third dition. is American English; however, the course reflects the fact that English is the world’s major language of international communication and is not limited to any one country, region, or culture. ‘The Intro level is designed for students at the beginner level and for learners needing a thorough presentation of basic funetions, grammar, and vocabulary. It prepares students to enter Level One of the course. | THE VIDEO Course Interchange Third Bdition Intro Video ean be used with either Interchange Third Edition or New Interchange. The Video is designed to complement the Student's Book or to be used independently as the basis for a short listening and speaking course As a complement to the Student's Book, the Video provides a variety of entertaining and instructive live-aetion sequences. Each video sequence provides further practice related to the topies, language, and vocabulary introduced in, the corresponding unit of the Student’s Book. As the basis for a short, free-standing course, the Video serves as an exciting vehicle for introducing and practicing useful conversational language used in everyday situations ‘The Video Activity Book contains a wealth of activities that reinforce and extend the content of the Video, whether it is used to supplement the Student's Book or as the basis for an independent course. The Video Teacher's Guide provides ‘thorough support for both situations, COURSE LENGTH ‘The Video contains a mix of entertaining, Aramatized sequences and authentic documentaries for a total of sixteen sequenees. ‘These vary slightly in length, but in general, the sequenees are approximately three to four minutes each. ‘The accompanying units in the Video Activity Book are designed for maximum flexibility and provide anywhere from 45 to 90 minutes of classroom activity. Optional activities described in the Video Teacher's Guide may be used to extend the lesson as needed. COURSE COMPONENTS Video The sixteen video sequences complement, Units through 16 of the Intro level Student’s Book. ‘There are eight dramatized sequences and eight documentary sequences. Although linked to the topic of the corresponding Student's Book. unit, each dramatized sequence presents a new situation and introduces characters who do not appear in the text, Each documentary sequence is based on authentie, but easy-to-follow, unscripted interviews with people in various situations, and serves to illustrate how language is used by real people in real situations. This, element of diversity helps keep students’ interest high and also allows the Video to be used effectively as a free-standing course. At the same time, the language used in the video sequences, reflects the structures and vorabulary of the Student's Book, which is based on an integrated syllabus that links grammar and eommunieative functions.Video Activity Book ‘The Video Activity Book contains sixteen units that correspond to the video sequences, and is designed to facilitate the effective use of the Video in the classroom. Each unit includes previewing, viewing, and postviewing activities that provide learners with step-by-step support and guidance in understanding and working with the events and language of the sequence. Learners expand their cultural awareness, develop skills and strategies for communicating effectively, and use language creatively. Video Teacher's Guide ‘The Video Teacher's Guide contains detailed suggestions for how to use the Video and the Video Activity Book in the elassroom, and includes an overview of video teaching techniques, unit-by-unit notes, and a range of optional extension activities. The Video Teacher's Guide also includes answers to the activities in the Video Activity Book and photocopiable transcripts of the video sequenees. VIDEO IN THE CLASSROOM ‘The use of video in the classroom can be an exciting and effective way to teach and learn. As a medium, video both motivates and entertains students. The Interchange Third Edition Video is a unique resource that does the following: ® Depicts dynamic, natural contexts for language use. © Presents authentic language as welll as cultural information about speakers of English through engaging story lines. = Enables learners to use visual information to enhance comprehension, Focuses on the important cultural dimension of learning a language by actually showing how speakers of the language live and behave. ® Allows learners to observe the gestures, facial expressions, and other aspects of body language that accompany speech, WHAT THE VIDEO ACTIVITY BOOK CONTAINS Each unit of the Video Activity Book is divided into four sections: Preview, Watch the Video, Follow-up, and Language Close-up. In general, these four sections include, but are not limited to, the following types of activities: Preview Vocabulary The vocabulary activities introduce and practice the essential vocabulary of the video sequences through a variety of interesting tasks, ‘They are designed to make the sequences as, aceessible as possible to beginning students. What Do You See? The What Do You See? activities allow students to familiarize themselves with the characters and their actions by watching the video sequences without the sound. These schema-building activities help to improve students’ comprehension when they watch the sequences with the sound. Watch the Video Get the Picture These initial viewing activities help students to gain global understanding of the sequences by focusing on gist or important facts, Activity types vary from unit to unit, but typically involve watching for key information needed to complete a chart, answer questions, or put events in order. Watch for Details In these activities, students focus on more detailed meaning by watching and listening for specific information to complete taska based on the story line and the characters or on the information in the documentaries. What's Your Opinion? In these activities, students respond to the sequences by giving their own opinions on the characters and their activities Follow-up Role Play, Interviews, and Other Expansion Activities This section includes communicative activities based on the sequences in which students extend and personalize what they have learned, Language Close-up What Did They Say? These cloze activities focus on the specific language in the sequences by having students wateh and listen in order ta fill in missing words in conversations. Grammar and Functional Activities In these activities, which are titled to reflect the structural and funetional foens of a particular unit, students practice, in a meaningful way, the grammatical structures and functions presented in the video sequences.Fa are you having for breakfast? ©) VOCABULARY Breakfast A Find these things in the picture. Match. Then compare with a partner. B Group work What do your classmates have for breakfast? Ask them. A: What do you usually have for breakfast? B: [usually have scrambled eggs and toast. C: Lalways have coffee and fruit. D: I never eat breakfast. 34WHAT DO YOU SEE? Watch the video with the sound off. Which of these breakfasts do you see? Cheek (7) your answers, Z a bagel with cream cheese and tea 1 a donut and coffee O cereal with juice and hot chocolate 1 a bow! of fruit 1D pancakes with sausages O yogurt and an English muffin 1 French toast, bacon, and coffee [1 fried eggs with toast 1 an omelette Watch the video GET THE PICTURE ‘Match the people with their breakfasts, Check (Y) all correct answers, a bagel w - a a cereal a 6 a Q | gus a a a o | an English muffin a g a d | French toast a o a a | pancakes q o a a | ‘yogurt a a Qo q WATCH FOR DETAILS What exactly are these people having for breakfast? Check (¥) all correct answers. Then compare with a partner. ee iw oj ed] What are you having for breakfast? 35©) wnar's your opinion? Pair work Which of these breakfasts do you like? Tell your partner why. A: Llike this breakfast. I love bananas, B: Really? I hate bananas. © PLAN A MENU Pair work You work at the Happy Egg Restaurant, Plan ten breakfast dishes for the menu. List drinks, too. Then compare menus around the class. A: Let's serve a cheose omelette with toast. B: That sounds good. And let’s serve 36nguage close-up ©) War pip THEY say? Watch the video and complete the conversations. Then practice them. Neil Murray is asking people what they're having for breakfast. 1. Neik: Good ...merning .. What are you for breakfast? Woman 1: T'm having a with eream and hot tea with Neil: Do you have tea for breakfast? Woman 1: Yes, [have hot tea with all long. 2. Neil: Good morning. Woman 2: Well, good morning, Neil: are you having for breakfast? Woman 2: Tm out with a bowl of 1 to begin my with a breakfast: Neil: What do you have in your bowl? Woman 2: This morning, I have watermelon, and honeydew melon, Neil: Do you have for breakfast? Woman 2: Yes. Neil: What are you having? Woman 2: This I will have and and toast: ©) ADVERBS OF FREQUENCY Talking about eating habits A Complete the sentences. Choose adverbs that are true for you. Then compare with a partner, Talways have a big breakfast, LI have a big breakfast. 2. People in my country eat eggs and bacon for breakfast, a1 drink orange juice with my breakfast. 41 drink coffee in the morning. 51 have time for breakfast. 6. On weekends, T have a big breakfast. B Class activity Do you and your partner have the same or different breakfast habits? Tell the class. “I seldom have a big breakfast, but Laura always has a big breakfast.” What are you having for breakfast? © 370 What sports do you play? ©) vocaBuLARY sports A Match. Then compare with a partner. i dcerskating B Pair work What sports can your partner Hay Ask him or her. A: Can you play baseball? B: Yes, I can, but not very well n you Rollerblade? A: No, I can’t WHAT DO YOU SEE? Watch the first minute of the video with the sound off. Which of these sports do you see? Check (7) your answers. O football CO ice-skating O volleyball = golf, Ci basketball Cl] Rollerblading 0 gymnasties tennisWatch the video GET THE PICTURE What sports do these people play? Check (7) all correct answers. ‘Then compare with a partner. golf - a i q c ice-skating oF c o J rock climbing c a a Rollerblading a 1 o oi WATCH FOR DETAILS What does the reporter ask these people? Check (/) the correet. questions. ‘Then cirele the people's answers. Compare with a partner 1. BH Can you ice-skate? 2, 11 Do you go Rollerblading —3. [Is this a fun sport? 1 Do you like to skate? often? Is this your favorite sport? Yes. Wa) C7 Is this your first time Yes. No. Rollerblading? Yes. No. 4, 11 How often do you 5. O Do you skate well? 6. 11 How do you like this come here? 1 Are you a good skater? place? [1 When do you come here? Yes, No. C0 Do you like this place? Buery day. Every Friday Hes fantastic! Its great! What sports do you play? © 39@ ROLE PLAY A day at the sports center Pair work Choose a partner. Your partner is a reporter. Answer his or her questions, Can you...? How often do you come here? | What's your favorite sport? What other sports do you play? Nene Start like this: A: Hi, What are you doing here today? BIm. ©) FIND SOMEONE WHO Class activity Go around the class. Ask questions and complete the chart with classmates’ names. Name Find someone who... : Ce 1. plays a sport every week. : 5. can play tennis. 2. doesn’t like sports. ee 6, likes to ice-skate. 8. can play volleyball. os 1, can't swim. : 4. likes to Rollerblade. cos 8, can do gymnastics.anguage close-up WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. Mary Purdy is interviewing people at a sports and entertainment center Mary: Hil This is Mary Purdy, and ...teay... I'm in New York City at the Chelsea Piers Sports and Entertainment Center. There are a lot of kinds of to do here, You can play soccer or - You can ico skating Rollerblading. You can practice your swing, You can do - You ean or lift weights. ‘You can even go climbing. Let’s go to some of the people who are here today, Come on! Woman: Hi, Mary: Hi. So what are you here 2 Woman: I'm with my -in-law. Mary: And now you're Rollerblading? Woman: Yes, I : ‘Mary you ice- ? Woman: ‘Mary: But can Rollerblade. Woman: Yes, I TALKING ABOUT ABILITIES AND INTERESTS A Answer these questions with your own information. Choose from the sentences in the box. Reet ee No, Idon't. No, Ican’t. 1. A: Can you play tennis? as B 2 }0 you like basketball? ye ~ 2 A: Deve like basketball! Cen youn) 3. A: Can you ice-skate? B: 4, A: Do you play soccer? B 5. A: Do you like golf? B 6. A: Can you ski? B: B Write five more questions about sports. ‘Then ask and answer the questions with a partner. What sports do you play?* 41/ A weekend in New York City @ VOCABULARY Sight-seeing activities A Here are some things you can do in New York City. Match. Then compare with a partner. 1. ..€. take a walkin Central Park 5. visit the Empire State Building 2... see a musical 6... take a carriage ride 8 g0 to the 200 a visit the Statue of Liberty 4 8 see a Broadway show take a bus tour B Group work What is the most interesting activity? Compare ideas, A: What are you going to do in New York City? B: I'm going to see a musical C: Tm going to. WHAT DO YOU SEE? Watch the video with the sound off. Which of these activities can you see? Check (7) your answers, 1 take a walk in Central Park CD go Rollerblading go to the 200 T take a bus tour CD take a carriage ride go dancing C visit the Empire State Building see a Broadway show © eat in a restaurant 42.Watch the video GET THE PICTURE Where are these people from? Check (/) the correct answers. Then compare with a partner, Georgia O a Oo Oo a a Ireland a a oO o a ci New Jersey o oO 0 oO a a New York: Oo Oo Q a a oa Pnerto Rico w Oo o o a ia Texas 0 Oo 0 o a oa WATCH FOR DETAILS What are these people going to do in New York City? Check (7) alll correct answers. Then compare with a partner He, 1. Ol take a boat ride 2. Cl take @ carriage ride 3. O visit Central Park © visit different places Cl see a show O go skating see a musical Ci shop DD go to the zoo © go out for dinner CO go to the zoo CD meet friends 4. Ol visit the zoo 5. Ol shop 6. take a bus tour © go to Central Park Oi take a walk Di see the Statue of Liberty © shop O take a bus tour D see a show O goto the Statue of Liberty 1 run Di visit the Empire State C see a show Building A weekend in New York City © 43©) WHAT THE PEOPLE SAY ‘What do these people say? Complete the sentences. Then compare with a partner 3. I'm going to have a hot dog 2. We're here for our and go by. ©) A DAY IN NEW YoRK A. Group work Plan a day in New York City. Decide on two things to do in the morning, two things to do in the afternoon, and something to do in the evening. (Go skating in General B Class activity Share your plans with the class, “In the morning, we're going to...” “Then we're going to...” 4anguage close-up @) WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it, Chuck Santoro is interviewing people on the streets of New York City. Chuck: New York City! People . come here from all over the ~ and all over the Let's to some of them. ... Man: Yes? Chuck: Where are you from? Man: Puerto Rico. Chuek: Puerto Rico! And are you going to while you're in New York? Man: Visit... uh... visit places. Chuck: Uh, are you going to 2 Woman: Go to Beauty and the Beast, Chuck: Beauty and the Beast... the Woman: Yes Chuck: Well, are you going to anything Man: Chuck: Are you your trip? Man: much $0, yeah ©) FUTURE WITH BE GOING TO Talking about plans A Complete these conversations. Use the correct future with be going to forms of the verbs in parentheses. 1A: Ave you .geing.t0. do... @o) anything on Friday night? B: Yes, 1 (see) a movie 2. A: What time you Geave) school today? Bil (go) home at 7:00 PM. 3. A: What you (have) for dinner tonight? B: I think I (have) fish. 4a you (study) English tonight? B:NoI (wvateh) TY. B Pair work Practice the conversations in part A. Use your own information, Aweekend in New York City ° 45y ’ The doctor and the patient VOCABULARY Actions A Write the actions under the pictures. ‘Then compare with a partner Sit down. Lie down. Bend your knees. ¥ Bring your right knee up. Bring your left knee up, B Pair work Face your partner. Take turns calling out and doing the actions in part A. WHAT DO YOU SEE? Watch the video with the sound off. Check (/) all correct answers. 1. Who has an earache? a a 2. Who has a backache? o a 3. Who feels better at the end? o 46EURO) © GET THE PICTURE A Check your answers to Exereise 2, Were they correct? B Complete the doctor’s notes about the patient. Then compare with a partner. Patient's name: [Ma Lewe S | | Comments: | He surima sutry . and he has an in hie ean | | pett am e* © warcu For DETAILS Check (V) the correct answers. Then compare with a partner, 1. Why does the patient know how to fix backaches? CO His father is a doctor, \ His father often has a backache. 2, What does the patient want the doctor to do first? O Lie down. O Sit down, 8. Which knee does the doctor lift first? CO The left knee. The right knee. 4, Who calls the doctor in his office? The receptionist. Gi The next patient. Who answers the phone? DD The doctor 1D The patient. 6. How does the doctor feel at the end? Ol Fine. O Terrible. The doctor and the patient ° 47HEALTH PROBLEMS A Write the sentences under the pictures, Bend your knees, Bring your right knee up. Lie down on the table. Bring your left knee up. B Pair work What advice does the patient give the doctor? Act out their conversation. Use the sentences in part A. Start like this: Mr. Lewis: Dr. North? Are you OK? Dr: North: No. It’s my back. Mr. Lewis: Don’t worry. I can help. Fi C Pair work Talk about your health, a fever an earache ‘a stamachache ‘A; Do you ever have a fever? B: seldom have a fever. What about you? A: T sometimes do.Language close-up © WHAT pip THEY say? Watch the video and complete the conversation. Then practice it. Mr, Lewis is at the doctor's office because he doesn't feel well. Receptionist: Mr. Lewis? Mr. Lewis: Yes. Receptionist: The .......da¢tor...... will you now. Doctor in, Mr. Lewis are you? Mr. Lewis: , thanks. Doctor: What's the today? Mr. Lewis: It's my Thave an Doctor: Well, let’s have a Please down over Isit the ear or the 2 Mr. Lewis: It’s the one. Doctor: now: Let’s see. Mmm. Yes... Yep. Do you » Mr. Lewis? Mr. Lewis: Yes, I do. I every : Doctor: Well, I'm going to you these ear drops . .. and some ‘Mr. Lewis: Thanks, ©) IMPERATIVES Giving advice A Complete the conversations. Choose from the advice in the box. Then compare with a partner. Druk Git oromace nice "Stay in bed for two days. Don't try new foods. Take two aspirin and close your eyes. Dont lift heavy things. Drink hot tea with lemon, Thave a sore throat. Thave a headache. Thave a backache. Thave the fu. Thave a stomachache. Thave a cold. DPUP EP OP EP E> B Now complete the conversations in part A with your own ideas, Then compare your advice in groups. The doctor and the patient * 494 A visit to Mount Rushmore (ane ee ©) VOCABULARY Directions Match. Then compare with a partner. 1... Go to the light, turn right, and go west for three blocks, 2... Take Highway 55. Then turn left onto 66. 3....... Drive north to 385. Then turn left. 4... Go south for two blocks. Then go east for three more blocks. WHAT DO YOU SEE? A\ Watch the first minute of the video with the sound off Mount Rushmore is a famous tourist place in the United States, Who do you think the four US. presidents in the photo are? Write the names. ‘Then compare with a partner. (The correct answers are on page 66.) Jefferson + Lincoln 2 Roosevelt 3 Washington B Where is Mount Rushmore? Check (V) the eorreet. answer ‘Then compare with a partner. OTdaho Oi California 0 South Dakota = 1 Oregon 50Watch the video © GET THE PICTURE Put the pictures in order (1 to 5). Then write the correct sentence under each picture. Compare with a partner. Jim buys some film. They drive east on Highway 44 and get lost. Susan and Jim ask for directions at a gas station. They see a sign for Mount Rushmore, They stop for a snack, Susan and Jim ask for directions ata. gas. station. ©) WATCH FoR DETAILS Check (¥) the correct answers. Then compare with a partner. 1. Susan wants to leave soon because 4, dim buys film at C1 she's hungry. Oi it’s late. Di the gas station D astore, 2. Jim and Susan stop at a gas station 5. dim and Susan eat at 1 to get a map. 1 to buy gas. 1 MeDonald’s CO Wendy's, 3. The man at the gas station gives these directions: 0 Emap al CO [map b] A visit to Mount Rushmore ° 81DIRECTIONS A Pair work Give directions from the gas station to Mount Rushmore. Start like this: A: Excuse me. How do I get to Mount Rushmore? B; Take Highway .. Be al SI is | Highway 180 north Highway 5 south Follow signs to Grand Canyon Village Right on Ball Road Left on West Street to Disneyland fe ( Excuse me... ‘Take Highway... “es oe C Group work Write directions to two places near your school. Use the expressions in the box. Then share the directions with another group. Go right/left . . It’s on the corner of... and Hs next to... Walk one block... Tt’s between... and. It’s behind . Turn rightleft . Te’s across from... It’s in front of Place 1 Place 2: Start like this: A: How dol get to... ? B: Walk out the door and. C: Then 52Language close-up ©) wnat Dip THEY say? Watch the video and complete the conversation, Then practice it. Jim and Susan are going to visit Mount Rushmore. Susan: All ...right....T think that’s Are you to go? Jim: [think so, Um ‘Susan: What? Jim: the map? Susan: What 2 Jim: ‘The map to Mount Rushmore. Susan: I don’t a map. Jim: Well, neither. Susan: Well, we can one aba station. go! dim: we need film. Susan: Not We can get some later. Let's OK? It’s already o'clock. I want to Mount Rushmore, Jim: let's go. OPPOSITES Giving directions These people need to go the other way, Complete the answers. Then practice the conversations. 1. A: Do I drive north on Highway 95? No, not north, Drive ....59uth. Is the movie theater around the corner on the left? It’s around the corner, but it's on the Do I walk up the next street for two blocks? No, you walk the street for two blocks. Is the hotel three blocks east from here? No, it’s three blocks we OP oe OP > Is the bookstore in front of the supermarket? B: No, it’s the supermarket. 6. A: Is Mount Rushmore far from here? B: No, it’s really| | df Home alone VOCABULARY Weekend activities A Match. Then compare with a partner. 5 es 4 6. 1...4.. worked at my part-time job. cleaned up my apartment. I talked to my friends on the phone. I went for a drive. T cooked dinner. Istayed home and read. B Did you do any of these things last weekend? Circle Yes or No. 1, seeamovie Yes. No 4. cook a meal Yes. No 2. goshopping Yes No 5. eat out Yes No 3. exercise Yes No 6, work Yes No © Pair work Now ask and answer questions about your weekend, A: Did you see a movie last weekend? B: Yes, I did. or No, I didn’t ©) wnar po You SEE? Watch the first minute of the video with the sound on. Guess what Riek did next. Check (/) your answer. CO He ate the pizzs Cl He went out for pizza. OO He burned the pizza 54Watch the video ©) GET THE PICTURE A Check your answer to Exercise 2. Was it correct? B Put the pictures in order (1 to 6), Then write the correct sentence under each picture. Compare with a partner, Rick cleaned up the kitchen. Rick called for help, Rick talked to his friend Julia, Riek watched TV. Rick drove his father’s car. A fire started in the kitchen Rick watched TV, WATCH FOR DETAILS Check (¥) the correct answers. Then compare with a partner. 1. Why did Rick forget the pizza? 3, Where did Rick go in his father’s ear? CA friend came to visit. C To the store, Oo He called a friend, 1 visit Julia, CO He took a walk. CO Ta restaurant. 2. Who did Rick call for help? 4, Why did Rick get a part-time job? CD A friend. CO He's going to buy a new oven, CD The fire department. CO He's going to buy a new car. CO His parents Co He's going to buy a new garage door. Home alone * 55©) ROLE PLay Pair work Take turns playing the roles of Rick and George Act out their conversation. Use the expressions below. Do you really want to know? —_ Really? So what did you do? What happened? Did you...? Start like this: A: So how was your weekend? B: My weekend? It was terrible! Was is the past | tense of is. 3. [ran back upstairs / iT 6. My parents camo home . 4 There was water... “St we ©) GEORGE'S WEEKEND A Pair work George had a terrific weekend. What do you think he did? Write five things. Then act out his conversation with Riek, 1 2; 3 4, B Class activity Share your conversations with the class, 56Language close-up Watch the video and complete the conversation, ‘Then practice it Rick’s parents left him alone for the day. George: Hi, Rick. How was your weekend. ? Rick: My 2 Tt was ! George: Really? What 2 Rick: Do you really want to 2 George: Of course! Rick: Well, on say mom and dad George: Yeah? ... Mom: There's a in the Rick: Uh-huh. Dad: And here's the at Aunt Helen's. Rick: , Dad. Mom: the pizza for minutes Dad: See you at tonight. Mom: And don’t it, Rick: Allright, See you Bye. O A Complete these conversations with the past tense of the verbs in parentheses. Then practice the conversations. L B Pair work Practice the conversations again. Use your own information, A B. A B. WHAT DID THEY SAY? away for the day. PAST TENSE Talking about the weekend Did. you ...do.. (do) anything on Saturday afternoon? Yes. 1 (go) to the gym and (exercise). you (go) out on Saturday night? Yes. 1 (go) to a party. We (have) a great time. And I (meet) some new friends there. you (do) something on Sunday? In the morning, I (stay) in and (clean) my apartment. In the afternoon, I (see) a movie. you ome on Sunday night? Yes, 1 (do). 1 (write) some letters and (read) the newspaper. Home alone * 57| 5 Hollywood then and now @ VOCABULARY Making movies Do you know these phrases? Match them to the pictures. Then compare with a partner. black and white in color a silent film a movie with sound Ya classic film STARS THEN AND NOW A Match. Then compare with a partner. (The correct. answers are on page 66.) 1. Humphrey Bogart 3, Arnold Schwarzenegger 5. Eddie Murphy 2, Charlie Chaplin 4, Julia Roberts 6. Elizabeth Taylor A Ba B Pair work Talk about these questions, Fy Who are three popular movie stars in your country? Who is your favorite male movie star? Your favorite female movie star? Do you like old movies? Why or why not? What's your favorite movie? 58MOVIE QUIZ Pair work How much do you know about movies? Check (7) your answers, 1. They make most American movies in 8. They made the first movie with sound in CO Hellywood, San Francisco. New York, C1920. C1927. 0 1940. 2. They made the first movie with a story in 4. They made the first movie in color in CD isso. 2 19 WHAT DO YOU SEE? A Watch the first two minutes of the video with the sound on. Check your answers to Exercise 3. How many were correct? 0 1920. CO igz9. 0 1939, 2 i949. B Check (7) True or False. Then compare with a partner, True False 1. The first movie with a story was The Great Bank Robbery. oo 2. The first movie with sound was The Music Man. Do 8, The first movie in color was Gone With the Wind. oo Watch the video GET THE PICTURE Match the people with their hometowns. Then compare with a partner. Hollywood then and now * 59WATCH FOR DETAILS A Check (7) all correct answers. 1 2 Cl Rocky arrived in 1990. C Brian Rupert arrived Cl Brian Holdman eame to H She came to go to school. six years ago. get a job in entertainment. OF She majored in music. CO He wants to be an actor. OF He works at a bank. C0 He works as a waiter. 4 6. 6. OF Rebecea came to be a O Gina arrived a month ago. D0 Roberto arrived less singer. 1 She wants to get than a year ago. CO She isn’t doing very well. into acting. DD He's studying dancing. B Pair work Compare answers, Correct the false statements, CO Rocky arrived in 1996. Z She came to go to school C She majored in music. communications Pair work Now ask and answer questions about the people in part A. A: Did Rocky arrive in 1990? B: No, she didn’t, She arrived in 1987. Did she come to go to school? A: Yes, she did. Did she major in music? B: No, she didn’t. She majored in communications, INTERVIEW A You're interviewing a young actor. First, match the questions with the answers. Then practice the interview with a partner. i le 5 5 a. Attack of the Tomatoes. 1. ..P.. When did you first arrive in Hollywood! b. Tame here about five years ago Bi noon W eb did YOU ERE BB? ¢. Ina small town in Colorado. : ee ry sud acting fetes youcame here? 4 No, Tm studying acting now. ‘ erie ieieroeneierecee fe. Lworked ina restaurant. ‘What was the name of your first movie? B Pair work Now interview each other. Use the questions in part A. Answer with your own ideas, 60anguage close-up WHAT DID THEY SAY? Watch the video and complete the conversation. Then practice it. dim Hodson is interviewing people in Hollywood. Jim: Today Hollywood is still the home of... American... movies, and each year people come to Hollywood all ever the and the world. of them come as tourists, but some have dreams. They want to be 1 and they come to Hollywood to find a in the Let's with some of them, Well, what’s your 2 Rocky: Hi Rocky. dim: Rocky. fare you from? Rocky: Northern California .. . Monterey. Jim: When did you come to southern Rocky: I came here in '87 to go to Jim: And what was your 2 Rocky: Communications. 6 PAST TENSE Giving personal information A Complete this interview with a Hollywood musician. Use was, were, or did. Then practice the interview with a partner, ‘A: Where... did... you grow up? B: In Australia. A: you study musie when you a child? B: Yes, I . I studied the piano for five years, A: your parents musicians, too? B: Yes, they. hen you come to the U.S? B: In 1993. AS ‘you get a job as a musician right away? B: Yes, I 1 lucky. T got a job with a rock band and made my first record the first year. B Class activity Find out about your classmates. Write five more questions, Then go around the class and ask them. 1, Where were you born? 4. 2 5 a 6 Hollywood then and now ° 61© The perfect date Tn @ VOCABULARY Dating activities A Pair work What's the perfect date? Can you add two more activities to the list? Then number the aetivities from 1 (you like it a lot) to 7 (you don't like it very much). I like to a, eat in nice b. gotoconcerts. ©. go to parties restaurants, Your suggestions: i O « a B Group work Talk about your dating suggestions in part A. A: [like to. . . on dates. B: [like to C: Tdon’t like to... on dates. I like to GOOD EXCUSES A Sometimes people invite us to do something, but we don't want to do it. Look at these excuses. Number them from 1 to 6 (1 = the best). I'm reading a new book, Ihave a bad cold. I need to write some letters. Ihave an appointment. Thave to study. I want to go to bed early tonight. B Pair work Take turns choosing an activity from Exercise 1 and an excuse from part A. A; Do you want to go to a concert tonight? B; Tm really sorry, but I can't, Thave a bad cold. 62© wnar po vou see? Watch the video with the sound off. Which of the excuses in Exercise 2 do you think Kate gives her friends? Write a check (7) next to them. Watch the video GET THE PICTURE A Match. Then compare with a partner 1.6. Maggie 2, Greg 8, Dan fe coon Kate 5... Tony 6 Ben B What excuses does Kate give her friends? Check (7) the correct answers. Then compare with a partner. 1. Kate tolls Maggie CI she isn’t feeling well C1 it's too cold outside 2. She tells Greg OF she has to work. I she has to study. 8. She tells Tony CO she's writing a letter. 1 she’s reading a book. WATCH FOR DETAILS These statements are false. Correct them. Then compare with a partner. concert 1. Kate wants to go to a mevie this weekend, 2, Kate and Dan are in the same dance class. 8. Kate thinks Greg is fun 4. Maggie’s party is tomorrow night. 5. Kate is reading a book when Tony calls. 6. Dan wants to meet Kate at the concert, The perfect date « 63ROLE PLAY invitations and excuses Group work Work in groups of four. Play the roles of Kate, Maggie Greg, and Tony. Act out the conversations twice. 1. The first time, use the information in the video. 2. ‘The second time, use your own information. Start like this: Maggie: Hi, Kate. This is Maggie. Kate: (picks up phone) Hi, Maggie. How are you? Maggie: Oh, Kate! Hi, Fine, thanks. Listen, PLAN YOUR WEEKEND A Complete the chart with your own ideas. Then compare with a partner. B Class activity Go around the class and invite people to do something with you this weekend. They say they can’t and give an excuse. A: Hi, Betty. Would you like to go to a dance club with me this weekend? B: Oh, sorry. I can’t. Thave a date with a friend. A: OK, Maybe some other time, then. B: Sure, 64Language close-up ©) Wnar pip THEY say? Watch the video and complete the conversation. ‘Then practice it Kate and her brother are talking in the living room. Ben: So, Kate, it’s the .... weekend, are you going to ? Kate: I don't Treally to go to the Spiders but Ineed a ‘And Maggie's having a But — Ben: But? Kate: But I don't want to go. I Dan's going to Ben: Dan? Kate: Yeah. He's this guy in my art Ben: But what happened to Greg? And Tony? Kate: Oh, Greg? He's And Tony? I don't He's kind of Ben: that’s Dan. Kate: Don't it. 1 Answering machine: We can't to the phone right So please leave your and phone after the beep. We'll call you back ©) WANT TO, NEED TO, HAVE TO Making excuses Reply to these invitations, giving your own excuses ‘Then practice the conversations with a partner. ~ Tean't go out tonight, I have 1. A: Let's see a movie tonight. B: T can't, I have to 2, A: Do you want to go dowatown after class? B: Sorry, I can’t. I need to 3. A: Do you want to go to a party on Friday night? B: Friday night? Oh, T'm not free. I have to 4. A: Let's go dancing on Saturday night. B: Gee, Ican't. I have to «Sorry. 5. A: Do you want to go to a concert on Sunday afternoon? B: Sorry, I can't, I need to The pertect date ° 65Appendix Answer keys Unit 13, Exercise 2, page 50 1. Washington 2, Jefferson 3. Roosevelt 4. Lineoln Unit 15, Exercise 2, page 58 {from let to right) 1,5,4,5, 8,2Acknowledgments Author's Acknowledgments A great number of people assisted in the development of the Video Program. Particular thanks go to the following: ‘The reviewers for their helpful suggestions: Lisa Baker, Susan Neumeier, Chuck Sandy, and Mareel ‘Yan Amelsvoort (Intro level) Valorie A. Benson, Julie Dyson, Dorien Grunbaum, Cynthia Hall Kouré, Mark Kunce, Peter Mallett, Pamela Rogersan-Revell, Chuck Sandy, and Jody Simmons (Level One) Steve Copley, Fergus MacKinnon, Jay Melton, and Chuck ‘Sandy (Level Two) ‘The students and teachers in the following schools and institutes who pilot-tested the Video ar Video Activity ‘Book; their valuable comments and suggestions helped shape the content of the entire program: Athenée Frangais, Tokyo, Japan; Centro Cultural Brasil-Estados Unidos, Belém, Brazil; Eurecentres, Virginia, U.S.A; Fairmont State College, West Virginia, US.A, Hakodate Daigaku, Hokkaido, Japan; Hirosalat Gakuin Daigalcu, Aomori, Japan; Hiroshima Shudo Daigaku, Hiroshima, Japan; Hokkaide Daigaku, Institute of Language and Cultural Studies, Hokkaido, Japan; The Institute Meguro, Tokyo, Japan; Instituto Brasil-Estados Unidos, Rio de Janeiro, Brazil; Institute Cultural de Idiomas, Caxias do Sul, Brazil; Musashino Joshi Daigake, ‘Tokyo, Japan; Nagasaki Gaigo Tanki Daigaku, Mlustrators Adventure House 36, 40, 44, 50, 52 Keith Bendis 37,11, 45,48, 57, 61, 65 Daisy de Puthod 34 Photo Cre Photo researcher: Sylvia P. Bloch 42 (top, left to right) © Tony Stone Images; © Will & Deni Metntyre/Tony Stone Images; © Ken Rass/FPG International; © Paul Edmondson/Tony Stone Images; (ottorn, loft to right) ©A & L SinibaldTony Stone Images, © David Faleoner/Tony Stone Images; © Richard Lair@/FPG International; © Joan Mureus’Photofest 44 (1p, left to right) © Patrick Donchue’Tony Stone Images; © Eriea Lansner/Tony Stone Images; © Jon Nagasaki, Japan; New Cida, Tokyo, Japan; Pareo-ILC English School, Chiba, Japan; Pegasus Language Services, Tokyo, Japan; Poole Gakuin Tanki Daigaku, Hyogo, Japan; Seinan Gakuin Daigaku, Fukuoka, Japan; Shukugawa Joshi Tanki Daigaku, Hyogo, Japan; Tokai Daigaku, Kanagawa, Japan; YMCA Business School, Kanagawa, Japan; and Yokohama YMCA, Kanagawa, Japan, ‘The editorial and produetion team: Sylvia P, Bloch, David Bohlke, Karen Brock, Jeff Chen, Karen Davy, Yuri Hara, Pam Harris, Paul Heacock, Louisa Hellegers, Pauline Ieland, Lise R. Minovite, Pat Nelson, Kathy Niemezyk, Danielle Power, Carrie Ryan, Mary Sandro, Tami Savir, Karen Sullivan, Kayo Taguchi ‘Louisa van Houten, Mary Vaughn, Jennifer Wilkin, and Dorothy Zemach, And Cambridge University Press staff and advisors ‘Jim Anderson, Angela Andrade, Mury Louise Baez, Carlos Barbisan, Kathloon Corley, Kate Cory Wright, Elizabeth Enzikava, Steve Golden, Cecilia Gomer, Heather Gray, Bob Hands, Ken Kingery, Garoth Knight, Nigel MeQuitty;, Joao Madureira, Andy Martin, Alejandro Martinez, Carine Mitchell, Mark O'Neil, Tom Price, Dan Schulte, Catherine Shih, Howard Siegelman, Ivan Sorrentino, ‘Aleione Tavares, Koen Van Landeghem, and Ellen Blotnick. And a special thanks to the video producer, Master Communications Group. Wally Neihart 38, 54, 62 Andrew Toos 46, 49, 58, 58 Riley/Tony Stone Images; (bottom, left to right) © Bruce Stoddard/FPG International; © Walter Bibikow/FPG International; © Steve Elmore/Tony Stone Images 52 left} © Bob Thomason/Tony Stone Images; (right) © Steve Vidler/SuperStock £58 (left to right) The Kobal Collection; © Paramount/The Kobal Collection; (all otkers) Photofast 59 (both) Photos