WORKSHEET

VIDEO Files 1&2  Hollywood, Los Angeles Level 1

BEFORE WATCHING a b
1 Work with a partner. Match places 1–4 with pictures a–d.
1 Los Angeles
2 Hollywood
3 Rodeo Drive
4 California

2 Match the words 1–5 on the left with the correct

definition a–e on the right.
1 headquarters a all the companies that make or do the same thing c d
2 industry b part of a country. There are 50 of these in the U.S.
3 state c the main office or building of a company
4 coast d one area of a large city
5 district e part of a country next to the sea or ocean

WHILE WATCHING

3 VIDEO Look at the list below. Watch the video. Check (✓) the things in the list that are mentioned.
  Big cities in California   Different districts in Los Angeles
  Famous people from Hollywood   The weather in Los Angeles
  Eating out in Los Angeles   Los Angeles movie studios
  People employed in the movie industry   TV programs

4 VIDEO Watch the first part of the video. Are these sentences true (✓) or false (✗)? Correct the false sentences.
1 California is on the east coast of the United States. 4 Nearly 5 million people live in Los Angeles.
2 Oregon is north of California. 5 Santa Monica and Pasadena are districts of LA.
3 LA is between San Francisco and San Diego.

5 VIDEO Watch the second part of the video. Complete the sentences with words from the box.

expensive people television movies directors good

1 LA, especially the Hollywood area, is the home of the ____________________ . One of the reasons for this is the _______________________
weather.
2 This is the headquarters of Sony Pictures. Sony make the Spiderman and Men in Black movies. They do not make many movies in Hollywood
today, because it is too _____________________________ .
3 But the movie industry employs lots of _______________________ in Los Angeles – about two hundred and fifty thousand in total. Many
actors, writers and ___________________ live in the city.
4 Hollywood does not make many movies any more but it makes a lot of _______________________ programs.

AFTER WATCHING

Work with a partner. Discuss the questions.

1 Choose your favorite area of Los Angeles: a) Beverly Hills  b) Hollywood. Tell your partner why you like it.
2 Would you like to visit Los Angeles? Why/why not?

RESEARCH
Find information on the internet about a TV or film/movie studio. Write sentences about the studio and bring them to share with the class. Include
information about: the name of the studio; the movies or TV programs that are made by the studio; the location of the headquarters; the number and kind
of people employed by the studio; the locations where they make movies or TV programs.

American English File  Second Edition Photocopiable Worksheet   © Oxford University Press 2018
 TEACHER’S NOTES

VIDEO Files 1&2  Hollywood, Los Angeles Level 1

BEFORE WATCHING  I5 MINSI ANSWER KEY 
Warm-up Write California on the board. Ask students to name any cities in KEY 1

California. (Examples: Los Angeles, San Francisco, San Diego, Fresno, San Jose, 1 b  2 d  3 c  4 a
Sacramento, Pasadena, Berkeley)
KEY 2
1 Ask students to work in pairs and match the pictures with the places 1– 4. Elicit answers
from the whole class.  KEY 1   As an extra activity you could find out whether any students 1 c  2 a  3 b  4 e  5 d
have visited Los Angeles and if so, find out about their experiences.
KEY 3
2 Ask students to read the words and match them with the definitions. Check they know
All are mentioned except Famous people from
the word company before they start. Mime how to match by drawing a line from one of
Hollywood and Eating out in Los Angeles.
the words 1-5 to a definition a– e. Students could do this activity in pairs. Elicit answers
from the class. Practice the new words and make sure students also pronounce the words KEY 4

company and area correctly.  KEY 2   You could ask students for real information about 1  FALSE  (It is on the west coast.)
districts or areas of a big city they know. Also elicit names of states in their own country/ 2  TRUE
countries. If there are any large manufacturing companies in the students’ cities or country,
3  TRUE
you could elicit the names of these industries and where the headquarters is.
4  FALSE  (nearly 4 million people)
(Note that headquarters is a noun which is used with the plural in American English
5  TRUE
(The headquarters are in …) but either singular or plural in British English (The headquarters
is in … or The headquarters are in …). KEY 5

1  movies, good
WHILE WATCHING  I25 MINSI
2 expensive
3 Point to the list of topics and ask students to read them. Help students understand any 3  people, directors
difficult vocabulary including eating out, movie studios, employ, the movie industry. Make 4 television
it clear that most of these topics are mentioned in the video. With a below level group,
you could tell them that there are only two topics which are not mentioned. Check they
understand the task. Play the video all the way through. Put students in pairs to check their
answers if you wish. Check answers with the class.  KEY 3  
4 Ask students to read the sentences. Be prepared to help them with meaning if necessary.
Check they understand that this is a true/false exercise. Play the first part of the video
clip [to 0:01:34] and ask students to check the true sentences and X the false ones. Elicit
answers from the whole class. Encourage them to give correct information for the false
sentences.  KEY 4  
5 Ask students to read the words in the box. Help them with meaning if necessary. They may
not know directors or expensive. Give them time to read the sentences. Explain that these
are the same as in the video clip. Ask them to try to complete the sentences using words
from the box before they see the video clip again. Then when you play it, they will be able
to check their answers or complete any remaining gaps. Play the second part of the video
clip from [0:01:34 to the end]. You will probably need to play this section twice. Students
can then compare their answers in pairs before you check answers with the class.  KEY 5  

AFTER WATCHING  I15 MINSI

Students discuss the questions in pairs. Monitor and make note of any errors and also of
any good examples of language. Elicit some responses to the questions. Write good example
sentences on the board. Do any necessary error correction with the whole class.

RESEARCH
Students can find information on the internet to write sentences about a movie or TV studio.
Go through the instructions for the task with the students. You may need to explain the word
location, Ask students to bring their sentences to the next class. They can read their sentences
aloud to the class or you could display them in the room so that they can read their classmates’
work.

Conduct whole class feedback. You could ask them if any other student wrote about the same
movie/TV studio as they did. You could ask them to find one piece of information they did not
know before.

American English File  Second Edition Photocopiable Worksheet   © Oxford University Press 2018
 WORKSHEET

VIDEO Files 3&4  An American Police Officer Level 1

BEFORE WATCHING

1 Look at the words in the box. Which words describe the job of a police officer? Discuss with a partner.

difficult easy fun dangerous interesting important

2 Think about police officers in your country. Look at the pictures of American police officers. What is the same? What is different?

WHILE WATCHING

3 VIDEO Watch the video. Are these sentences true (✓) or false (✗)? Correct the false sentences.
1 Police officers can work for a state, city, or county.
2 Officer Scott Kuenzel works eight hours a day.
3 Officer Scott Kuenzel works day and night shifts.
4 Only special officers carry guns in the United States.
5 Officer Scott Kuenzel job is the same every day.
6 Officer Scott Kuenzel works at his desk most of the time.

4 Read the numbers in the box. Watch the first part of the video. What does each number represent? Write the numbers in
VIDEO

the correct places, A-F.

5 7 40 4,500 34,000 700,000

A _____________________________ The number of hours Officer Scott Kuenzel works each week.
B _____________________________ The number of police officers in the United States.
C _____________________________ The time when Officer Scott Kuenzel ends the day shift.
D _____________________________ The time when Officer Scott Kuenzel ends the night shift.
E _____________________________ The number of police officers in New York.
F _____________________________ The number of police officers in Allendale, New Jersey.

5 VIDEO Look at the list of items in the box. Watch the second part of the video and check (✓) the ones you hear.
  safety vest  radio  jacket  handcuffs
  black pants   black boots   gas spray  gun
 helmet   black shirt  badge

AFTER WATCHING

Work with a partner. Discuss the questions.

1 Do you think being a police officer is a good job? Why/why not?
2 Think of two new things you learned about police officers in the United States from watching the video.

EXTENSION
Search on the internet for information about the job of a police officer and write a job advertisement for it. Include information about the salary; hours of
work; qualifications needed; duties and responsibilities. Bring your advertisement to the next lesson to share with the class.

American English File  Second Edition Photocopiable Worksheet   © Oxford University Press 2018
 TEACHER’S NOTES

VIDEO Files 3&4  An American Police Officer Level 1

BEFORE WATCHING  I5 MINSI ANSWER KEY 
Warm-up Write police officer, policeman, and policewoman on the board. Ask KEY 1

students what other related words they know, such as badge, patrol car, siren, Answers will vary.
radio, etc.
KEY 2
1 Ask students to read the adjectives in the box. Review the meaning and pronunciation of
all the words, eliciting from the class whenever possible. Ask students to work in pairs to Answers will vary
talk about which words they think describe a police officer’s job. Review as a class. With a
KEY 3
strong class, you could ask them to give reasons for their word choices, too.  KEY 1
1  T
2 Ask students to look at the photos carefully. In pairs, have them talk about what is the
2  F: He works ten hours a day.
same and different about police officers in their own country/countries in comparison
to American police officers. Monitor closely and assist students with vocabulary when 3  T
needed.  KEY 2 4  F: All police officers carry guns in the United
States.
WHILE WATCHING  I25 MINSI 5  His job has a lot of variety.
6  F: Scott does a lot of work in his car.
3 VIDEO   Have students read the sentences. Explain any unknown vocabulary (shift may not
be familiar to students). Play the video and ask students decide if the sentences are true KEY 4

(T) or false (F). Remind them to correct the false sentences. If necessary, play this section A 40
again.  KEY 3 B 700,00
4 VIDEO   Have students read the numbers in the box out loud. Assist with the larger quantities C 5
as needed. Play the first part of the video (to 01:35) and ask students to check their answers
D 7
to match the numbers with the phrases. Elicit answers from the whole class.  KEY 4
E 34,000
5 VIDEO   Give students time to read the uniform and equipment items in the list. Answer any
F 4,500
questions about the vocabulary. Play the second part of the video clip from (0:01:35 to
the end) and ask students to check the items they hear. You may need to play this section KEY 5

twice. Students can then compare their answers in pairs before you check answers with safety vest, black pants, radio, black boots, black
the class.  KEY 5 shirt, jacket, gas spray, handcuffs, gun

AFTER WATCHING  I15 MINSI

Students discuss the questions in pairs. Have a class discussion and elicit ideas from various
pairs, then focus on any language issues. As an extension, you could also ask students to think
of two or three new words they learned from watching the video and elicit ideas for what they
can do to try to memorize the new words (e.g. translate, write their own sentences to help
them remember, plan when they will review the vocabulary, test each other, etc.

EXTENSION
Students can find specific information on the internet about the job, salary and hours of a
police officer. Ask them to use the information they find to create a job advertisement for a
police officer. This can be in the UK, the US or another country of their choice.

When they bring their advertisements into the class, put them in pairs or small groups to read
and compare. This can lead to discussion about salary, hours and role of police officers in
different countries or in comparison to other jobs.

American English File  Second Edition Photocopiable Worksheet   © Oxford University Press 2018
 WORKSHEET

VIDEO Files 5&6  Williamsburg, New York Level 1

BEFORE WATCHING a b
1 What do you know about New York City? Write a
list of 10 things that make you think of New York.
It can include the names of famous places, famous
people, or words that describe the city.

2 Look at the four pictures of Williamsburg, New York.

Work with a partner. Talk about what you can see
in each picture.
c d

WHILE WATCHING

3 Read the sentences about Williamsburg, New York. Watch the video and underline the correct option to complete
VIDEO

each sentence.
1 There are nine / five different boroughs in New York. 4 The main street is Bedford Road / Avenue.
2 Williamsburg is across the East / West River in Brooklyn. 5 Beacon’s Closet is a popular clothing store / restaurant.
3 Williamsburg is very fashionable and a lot of artists / lawyers live
there.

4 VIDEO Watch the first part of the video. Complete the extracts with words from the box.

mural fashionable communities great visitors apartments interesting popular

1 Williamsburg is a ________________ place to live. It is home to many different ________________ from all over the world.
2 Because it is so ________________ and people like living here, houses and ________________ are now very expensive.
3 Williamsburg is now also very ________________ with tourists. And many of these ________________ come to Bedford Avenue to visit the
shops, restaurants, and street stores.
4 You can see other ________________ things on Bedford Avenue. These street artists are painting a ________________ on the wall.

5 VIDEO Read the questions and answers. Watch the second part of the video. Match each answer A–E to the correct question.
1 What is the name of the number one store to visit in Williamsburg? A Because vintage clothes are very fashionable.
2 Why do people bring their old clothes to Beacon’s Closet? B It is called Beacon’s Closet.
3 Why do young people buy vintage clothes? C Because Williamsburg is very expensive.
4 Why are new buildings going up all the time in Williamsburg? D Because Williamsburg is so popular.
5 Why are people moving back across the East River to Manhattan? E Because the store sells second-hand clothes.

AFTER WATCHING

Work with a partner. Discuss the questions.

1 Would you like to live in Williamsburg? Why/why not? 3 What do you think of Beacon’s Closet?
2 Would you like to visit Williamsburg as a tourist? Why/why not?

RESEARCH
Do some internet research about one fashionable borough or area of a city that you know. Write a short paragraph for a guide to the city. Include
information about the name of the area; how many people live there; what visitors can see and do; why it is a good place to live. Bring your paragraph to
class and read it out loud.

American English File  Second Edition Photocopiable Worksheet   © Oxford University Press 2018
 TEACHER’S NOTES

VIDEO Files 5&6  Williamsburg, New York Level 1

BEFORE WATCHING  I5 MINSI ANSWER KEY
Warm-up  Write New York City on the board. KEY 1

1 Ask students to read the instructions and give them a few minutes to think of things which Answers will vary. (famous places may include
come to mind when they think about New York. When they each have a list of 10 things, Times Square, Statue of Liberty, Central Park,
put students in pairs to compare their lists and then elicit ideas from the class.   KEY 1 Empire State Building, Grand Central Station,
2 Ask students to look at the photos carefully. In pairs, they talk about what they can see in One World Trade Center/Freedom Tower)
each picture. Monitor closely and assist students by giving them new vocabulary they need. 
KEY 2
KEY 2
Answers will vary.

WHILE WATCHING  I25 MINSI

KEY 3

3 Ask students to read the sentences. Help students with the meaning and pronunciation of 1 five
borough. Check they know the adjectives fashionable and popular. Answer any additional 2 East
questions about vocabulary. Check students understand the task. Play the video clip all the 3 artists
way through for students to underline the correct option in each sentence. Elicit answers 4 Avenue
from the whole class.  KEY 3 5  clothing store
4 Ask students to read the words in the box. Go through the meanings and pronunciation
KEY 4
of the words, eliciting from the students whenever possible. You could also ask them for
the part of speech (noun, verb or adjective) as this will help them use the words. Play the 1  great, communities
first part of the video clip [to 0:02:35]. If necessary, do the first one as an example, pausing 2  fashionable, apartments
to elicit the answer. You may need to play this part of the recording a second time. Check 3  popular, visitors
answers with the class.  KEY 4 4  interesting, mural
5 Give students time to read the questions and answers. Answer any vocabulary questions
KEY 5
before they listen. Mime how to match by drawing a line from one of the questions 1–5 to
an answer A– E. Play the second part of the video clip [from 0:02:35 to the end]. Students 1 B  2 E  3 A  4 D  5 C
can then compare their answers in pairs before you check answers with the class.  KEY 5

AFTER WATCHING  I15 MINSI

Students discuss the questions in pairs. Monitor and make a note of any errors and also of any
good examples of language. Elicit some responses to the questions. In some cultures, second-
hand or vintage clothing stores are not common. You can conduct discussion about this topic
in general after reviewing the activity answers.

RESEARCH
Students can find specific information on the internet about one area of a city they know.
Make sure they understand that they should not research the whole city. Point out the different
aspects they should research and tell them to prepare their paragraphs as if they were writing
for a guide to the city. Elicit that this means the writing should be positive and make people
want to visit or move there.

When they bring their paragraphs to class, ask them to read their work out loud if possible.
Encourage students to ask each presenter questions. Assist where necessary and make any
corrections when all students have had a chance to speak.

American English File  Second Edition Photocopiable Worksheet   © Oxford University Press 2018
 WORKSHEET

VIDEO Files 7&8  Edinburgh Castle Level 1

BEFORE WATCHING a b
1 Work with a partner. Match places 1–4 with pictures a–d.
1 Edinburgh’s Old Town
2 Edinburgh Castle
3 St Mary’s chapel
4 The Great Hall

2 Complete the paragraph below with words from the box.

c d
views rock capital wars king

A castle is a historic building. Many 1 ______________ cities have a castle or

a palace. It was a place where the 2 ______________ and other members of
the royal family lived. Many castles were built high up on a 3 _____________ .
This is because a castle needs good 4 _________________ of the area around
it. When there were 5 _______________ between different towns or countries,
the castle was a strong, safe place.

WHILE WATCHING

3 VIDEO Look at the list below. Watch the video. Check (✓) the things in the list which are mentioned.
  The population of Edinburgh   The Royal Mile   The names of kings of Scotland
  The number of tourists who visit Edinburgh   Other cities in Scotland   The names of kings of England
  Edinburgh festival   The history of Edinburgh Castle

4 VIDEO Watch the first part of the video. Underline the correct option to complete each sentence.
1 About 400,000 / 40,000 people live in the city.
2 Every year in October / August there is a festival with a lot of theatre, music, dance and comedy.
3 The Royal Mile is a square / street in Edinburgh’s Old Town.
4 It is about 1.6 / 10.6 kilometres long.
5 The Royal Mile starts / finishes at Edinburgh Castle.

5 VIDEO Watch the second part of the video. Write the number of each event 1–5 below the time reference on the timeline.
_____________ in 1130 ______________ in 1511 ______________ in the 16th century ______________ in the 18th century ______________ in 1745

_______ _______ _______ _______ _______

1 Bonnie Prince Charlie tried to capture the castle. 4 King David built the first castle on the rock.
2 James the Fourth built the Great Hall. 5 James the Sixth added extra defenses to the castle entrance.
3 Scotland became part of the United Kingdom.

AFTER WATCHING

Work with a partner. Discuss the questions.

1 What do you like about Edinburgh?
2 Would you like to visit Edinburgh Castle? Why/why not?

RESEARCH
Find information on the internet about a castle or historic building. Write 10 sentences about the building and bring them to share with the class. Include
images of the building if you wish. Don’t forget to include information about events in the history of the building.

American English File  Second Edition Photocopiable Worksheet   © Oxford University Press 2018
 TEACHER’S NOTES

VIDEO Files 7&8  Edinburgh Castle Level 1

BEFORE WATCHING  I5 MINSI ANSWER KEY 
Warm-up Write Scotland on the board. Ask students to name any cities KEY 1

in Scotland. (Examples: Edinburgh, Glasgow, Aberdeen, Dundee, Stirling, 1 b  2 d  3 c  4 a
St Andrews, Paisley, Inverness, Dunfermline.)
1 You could ask students if they know anything about Scotland or Edinburgh in particular. KEY 2

Ask students to work in pairs and match the pictures with the places 1–4. Elicit answers 1 capital
from the whole class and go through the new vocabulary for meaning and pronunciation 2 king
(castle, chapel, hall).  KEY 1 3 rock
2 Ask students to read the words in the box and check the meanings, eliciting from the 4 views
students whenever possible. Ask them to read the paragraph and choose the correct
5 wars
words to complete the blanks. Allow them to check answers in pairs. Elicit answers
from the class. Address any pronunciation errors and answer any questions about this KEY 3

paragraph.  KEY 2 All are mentioned except Other cities in Scotland

and The names of kings of England.
WHILE WATCHING  I25 MINSI
KEY 4

3 Point to the list of topics and ask students to read them. Help students understand any 1 400,000
difficult vocabulary including population, tourists, festival, history. Explain that The Royal
2 August
Mile is the name of a place. Make it clear that most of these topics are mentioned in the
3 street
video. With a lower level group, you could tell them that there are only two topics which
are not mentioned. Check they understand the task. Play the video. Put students in pairs to 4 1.6
check their answers if you wish. Check answers with the class.  KEY 3 5 finishes
4 Ask students to read the sentences. Be prepared to help them with meaning if necessary, KEY 5
though they should be fairly confident with these words. Model underlining if necessary
4, 2, 5, 3, 1
and check they understand the task. Play the first part of the video clip [to 0:01:17]. Elicit
answers from the class.  KEY 4
5 Ask students to look at the timeline. Remind them that the second part of the video clip
has lots of information about the history of Edinburgh Castle and the events 1–5 are all
mentioned. Make sure they understand that the time references on the timeline are in order
from the earliest to the latest, but the events 1–5 are not in the correct order. Tell them
to watch the clip and match the events with the time when they happened, and write the
number of the event below the time reference on the time line. Play the second part of the
video clip from [0:01:17 to the end] for students to do the matching task. You may need to
play this section twice. Students can then compare their answers in pairs before you check
answers with the class.  KEY 5

AFTER WATCHING  I15 MINSI

Students discuss the questions in pairs. Monitor and make a note of any errors and also of
any good examples of language. Elicit some responses to the questions. Write good example
sentences on the board. Do any necessary error correction with the whole class.

RESEARCH
Students can find information on the internet to write sentences about a castle or historic
building. Go through the instructions for the task with the students. Ask students to bring
their sentences to the next class. They can read their sentences aloud to the class or you can
display them in the room so that they can read their classmates’ work. Conduct whole class
feedback. You could ask them which historic building they would like to visit and why.

American English File  Second Edition Photocopiable Worksheet   © Oxford University Press 2018
 WORKSHEET

VIDEO Files 9&10  The history of the sandwich Level 1

BEFORE WATCHING

1 With a partner, think of ten different sandwich fillings. Make a list.

2 Choose three words or phrases from the box which you would use to
describe sandwiches. Discuss with a partner.

healthy   tasty   popular   practical   quick   a full meal 

filling   easy   interesting   national favorite   a light meal 
a snack   delicious

WHILE WATCHING

3 VIDEO Watch the video. Are these sentences true (✓) or false (✗) ? Correct the false sentences.
1 The word sandwich comes from the name of a person.
2 All sandwiches have meat and cheese on them.
3 The sandwich is the most popular snack in the world.
4 Sandwiches became popular in the United States before they become popular in England.
5 Sandwiches are popular because they’re low calorie.

4 VIDEO Watch the first part of the video. Choose the correct options from the words in italics.
John Montagu was an Englishman who lived in the 1 20th / 18th century. He loved playing 2 cards / golf and didn’t want to stop playing to eat. With a
sandwich, he could play and eat 3 with one hand / at the same time.
The sandwich became popular in the 4 19th / 18th century when people began to work longer hours and needed something 5 filling / practical to take
to work.
The average American eats (6) 193 / 930 sandwiches a year.

5 VIDEO Watch the second part of the video. Answer the questions.
1 Where is the sandwich shop located? ______________________________________________________________________________
2 When do they sell the most sandwiches? ______________________________________________________________________________
3 What will be in their new sandwich? ______________________________________________________________________________
4 How many sandwiches do they sell a day? ______________________________________________________________________________
5 Which sandwich is most popular? ______________________________________________________________________________
6 How much do people spend at lunch? ______________________________________________________________________________

AFTER WATCHING

Work with a partner. Discuss the questions.

1 How often do you buy sandwiches? Do you prefer popular sandwiches such as ham and cheese or more unusual ones? What is your favorite filling?
2 Do you know more about the history of sandwiches now? What information is new to you from this video?

RESEARCH
Do some internet research about a popular lunchtime dish or snack in your country or another country. Write about how to make it, how much it costs,
and where you can buy it. You can also write about the history of the snack, about whether it is easy to cook at home, and whether you like it personally.

American English File  Second Edition Photocopiable Worksheet   © Oxford University Press 2018
 TEACHER’S NOTES

VIDEO Files 9&10  The history of the sandwich Level 1

BEFORE WATCHING  I5 MINSI ANSWER KEY 
Warm-up  Teach the students the noun filling in the context of something you KEY 1

put inside a sandwich. Answers will vary.

1 Put students in pairs to list 10 different sandwich fillings. Monitor and help students
KEY 2
with any vocabulary they need. Put groups of two pairs together to compare their lists.
Encourage peer teaching of any new vocabulary, but clarify if necessary. If time allows, ask Answers will vary.
them to compare and find out which list is healthiest.  KEY 1 KEY 3

2 Ask students to look at the words in the box. Elicit that many are adjectives and a few are 1  TRUE  (from the title of John Montagu – the
noun phrases. Go through all the words for meaning and pronunciation, eliciting from the Earl of Sandwich. Sandwich is a historic town in
class whenever possible. Be careful with the adjective filling which has a similar meaning South East England)
to satisfying. Filling is used as an adjective and a noun in the video, you can point this out.
2  FALSE  (You can put anything on a sandwich.)
Ask students to each choose 3 words or phrases from the box that they associate with
3  TRUE
sandwiches. When they have chosen 3, put them in pairs to compare and discuss the words
4  FALSE  (Sandwiches were popular in England
they chose. If they didn’t choose any noun phrases, elicit from the class which of these are
first.)
most appropriate.  KEY 2
5  FALSE  (Sandwiches are popular because
WHILE WATCHING  I25 MINSI they’re simple.)

KEY 4
3 Tell students that the words in the warm up are used in this video about the sandwich.
Ask them to read the sentences 1–5. Be prepared to help them with meaning if necessary 1 18th
but they should be confident with the words in these sentences. Check they understand 2 cards
that this is a true/false exercise. With a lower level group, explain that there are three 3  at the same time
false sentences. Play the video clip all the way through and ask students to check the true 4 19th
sentences and correct the false ones. If necessary, play the video a second time so students
5 practical
can change the false sentences. Elicit answers from the whole class.  KEY 3
6 193
4 Ask students to read the extracts and review them for any unknown vocabulary; with one
hand, at the same time and work longer hours may be new. With a higher level group, you KEY 5

could ask them to remember the information to complete the sentences and then listen to 1  The shop is in Brooklyn, New York.
check whether they were right. Play the first part of the video clip [to 0:01:59]. Put students 2  They sell the most sandwiches at lunch.
in pairs to check their answers, then go over the answers as a class.  KEY 4
3  The new sandwich is going to have salmon, goat
5 Give students time to read and understand the questions. With a lower level group, make cheese and onion.
sure students understand what kind of information they need to catch by looking at the
4  They sell about 50 sandwiches a day.
question words (e.g. How many = number, How much = amount of money). Play the
5  The most popular sandwich is ham and cheddar
second part of the video clip from [0:01:59 to the end] and ask students to write answers.
with mustard.
You may need to pause at relevant points to give them time to write the answers. Check
6  On average people spend about ten dollars on
answers with the class. With a higher level group, elicit more information about the
lunch.
speaker’s favorite sandwich (e.g. Why is this sandwich his favorite?)  KEY 5

AFTER WATCHING  I15 MINSI

Review the questions to make sure students know all the vocabulary – popular and unusual
may need explaining, though they have heard them in the video. Students discuss the
questions in pairs. Monitor and make a note of any errors and also of any good examples of
language. Elicit some responses to the questions. You could also include what information was
new to you in this video clip. Do any necessary error correction with the whole class.

RESEARCH
Students can find specific information on the internet about a popular light meal or snack in
their own country or a country of their choice.
When they bring their descriptions into the class, put them in pairs or small groups to read
and compare. You could ask which snacks they would like to eat and why.

American English File  Second Edition Photocopiable Worksheet   © Oxford University Press 2018
 WORKSHEET

VIDEO Files 11&12  Historic theater Level 1

BEFORE WATCHING

1 Work with a partner. Look at the pictures and say what you can see.
What else do you usually see at a movie theater?

2 Match the words 1-6 on the left with the definitions a-f on the right.
1 film-maker a a building where movies are shown; movie theater
2 cinema b not modern; no longer fashionable
3 old-fashioned c high quality and of good quality
4 gourmet d accepted as the best of its kind
5 classic e a person who makes movies
6 dramatically f very suddenly and to a very great and often surprising degree

WHILE WATCHING

3 VIDEO Watch the video. Are these sentences true (✓) or false (✗)? Correct the false sentences.
1 There are almost 6,000 movie theaters in the United States.
2 Movie theaters have changed dramatically over the last 100 years.
3 The Nitehawk Cinema has changed dramatically since the 1920s.
4 The theater has an old-fashioned ticket booth and lobby.
5 The theater shows one movie at a time.
6 The movie equipment in the theater is new.

4 VIDEO Watch the video again. Complete the sentences with words from the box.

produced shows century experience home make

1 The United States is the ________ of movies. 4 Over the last ________ movie theaters have changed dramatically.
2 Many movies are ________ in Hollywood. 5 The Nitehawk Cinema ________ all kinds of movies.
3 Americans ________ and watch movies. 6 The theater offers a whole movie-going ________.

5 VIDEO Look at the list of adjectives in the box. Watch the second part of the video and check (✓) the ones you hear.
  modern cinema  reservations   35 mm film  drinks
  classic cinema   old movies   digital films   popcorn
 lobby   new movies  DVD   soda
  ticket booth   action movies   gourmet food

AFTER WATCHING

Work with a partner. Discuss the questions.

1 What types of movies do you prefer to see at the movie theater?
2 Which things are important in a movie theater? Good seats? Good popcorn?
3 Do you prefer movies or TV? Why?

EXTENSION
Find information on the internet about an independent movie theater or a movie theater chain in an English speaking country. Make a fact file for the
theater and include information about how many screens there are; how much tickets cost; the types of movies they show; what times they show the
movies and any other useful information which customers need to know. Bring your fact files to the next class.

American English File  Second Edition Photocopiable Worksheet   © Oxford University Press 2018
 TEACHER’S NOTES

VIDEO Files 11&12  Historic theater Level 1

BEFORE WATCHING  I5 MINSI ANSWER KEY
Warm-up Write movie theater on the board. Elicit words on this topic from the KEY 1

students (for example, ticket, box office, screen, seat, popcorn). It is a good Answers will vary.
time to point out that in US English, movie theater and movie are usually used;
in British English cinema and film are used. KEY 2

1 Ask students to discuss the questions. Elicit answers from various pairs.  KEY 1 1 e  2 a  3 b  4 c  5 d  6 f
2 Ask students to read the words and match them with the definitions.  KEY 2
KEY 3

1  T  There are almost 6,000 movie theaters in the

WHILE WATCHING  I25 MINSI
United States.
3   Ask students to read the sentences. Help students understand any difficult vocabulary.
VIDEO 2 T
Check they understand that this is a true/false task. With a lower level group, state that half 3 F  The theater still looks old-fashioned.
of the sentences are true and half are false. Play the video all the way through. Put students
4 T
in pairs to check their answers if you wish. Check answers with the class. Remind them to
5 F  The theater shows several movies at one time.
correct the false sentences. If necessary, play this section again.  KEY 3
6 F  The movie theater equipment is from other
4 VIDEO   Ask the students to review the words in the box and read the sentences. Explain any
movie theaters.
difficult vocabulary. Then play the video. Ask the students to complete the sentences with
the correct words. Elicit answers from the whole class.  KEY 4 KEY 4

5 VIDEO   Give students time to read the list and make sure they understand all the items. Ask 1 home
them to watch the second part of the video clip and check the things which are mentioned. 2 produced
With a lower level group, tell them that only three things aren’t mentioned. Play the second
3 make
part of the video [from 0:01:13 to the end]. You may need to play this part more than once.
4 century
Check answers together.  KEY 5
5 shows
6 experience
AFTER WATCHING  I15 MINSI

KEY 5
Students discuss the questions in pairs. Monitor and make a note of any errors and also of
any good examples of language. Elicit some responses to the questions. Write good example modern cinema, classic cinema, lobby, ticket booth,
sentences on the board. Do any necessary error correction with the whole class. With a higher old movies, new movies, 35 mm film, digital films,
level group, you could extend discussion to movie theaters in the students own experience. If DVD, gourmet food, drinks
they all come from the same country or city, they can express preferences about small theaters
or movie theater chains, compare prices and experiences. If they are from different countries,
they can give information about the most well-known theaters/chains and the types of movies
which are popular.

EXTENSION
Students can find information on the internet about movie theaters in an English speaking
country, (e.g. AMC, Cineplex, Empire, Regal in the US; Cineworld, Odeon, Vue, Empire in
the UK). Students should write a fact file using the information they find and bring it to class.
They can include images in their work if they wish. They can read their fact files aloud to the
class or you could display them so that they can read their classmates’ work. Conduct whole
class feedback. Ask which movie theater they would like to go to and why or, alternatively, ask
them for their opinions about different aspects of the fact files.

American English File  Second Edition Photocopiable Worksheet   © Oxford University Press 2018