Viewpoint Video Activity Worksheets Michael McCarthy Jeanne McCarten Helen Sandiford cambridge university press Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Mexico City Cambridge University Press 32 Avenue of the Americas, New York, NY 10013-2473, USA www.org Information on this title: www.org/9781139880978 © Cambridge University Press 2013 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. First published 2013 A catalog record for this publication is available from the British Library. isbn 987-0-521-13186-5 Student’s Book 1 isbn 978-1-107-60151-2 Student’s Book 1A isbn 978-1-107-60152-9 Student’s Book 1B isbn 978-1-107-60277-9 Workbook 1 isbn 978-1-107-60278-6 Workbook 1A isbn 978-1-107-60279-3 Workbook 1B isbn 978-1-107-60153-6 Teacher’s Edition 1 isbn 978-1-107-63988-1 Classroom Audio 1 isbn 978-1-107-62978-3 Presentation Plus 1 isbn 978-1-107-64924-7 DVD 1 isbn 978-1-139-88097-8 Video Activity Worksheets 1 Additional resources for this publication at www.org/viewpoint It is normally necessary for written permission for copying to be obtained in advance from a publisher.
The activity worksheets and video scripts 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 “© Cambridge University Press photocopiable” may be copied. Design and layout services: Nesbitt Graphics Video production: Steadman Productions Contents Teaching notes.
iv 1 Social networks. 17 6 Into the future. 29 9 Success and happiness. 55 Teaching Notes The Viewpoint videos bring to life conversations and interviews from the Student’s Book.
They combine audio and visual stimuli to introduce new language and provide further context for the way students can expect to encounter conversational English outside the classroom. These worksheets accompany the Viewpoint videos to enable teachers to provide scaffolding exercises specific to video viewing. The versatile worksheets allow teachers to integrate the video lessons based on their own needs and resources. They can be used as in-class replacements for listening activities or as completely independent homework or quiet-study assignments.
Guidelines for using the video worksheets Before you watch activates background knowledge about the topic engages students’ interest in the topic prepares students for vocabulary and language encountered in the video General notes about this section o When in class, call out difficult vocabulary before students encounter it. Outside of class, remind students to check their dictionaries if they are having trouble with a word. o The writing activities in this section get students thinking about the topic. These don’t have to include complete paragraphs, but just a few sentences to express ideas about the topic.
o All writing activities can be done as pair work or as class-wide work. Have students compare their answers or ask about each other’s answers. While you watch activities check students’ general and detailed understanding of the content General notes about this section o Gist questions check that students understood the main idea of the video. o Detail questions prompt students to watch and listen for specific information.
After you watch further engages students in the topic and provides opportunities for students to personalize draws attention to language points, enabling a smooth transition to exercises in the Student’s Book General notes about this section o In Lessons A and B, questions give students the opportunity to comment on the video and to express their opinions about various topics from the videos or about the video characters. o In Lesson C, questions give students an opportunity to express their opinions and practice the conversation strategy that is presented in the Student’s Book. o These activities can be used for pair work, group work, or having students share their essays with the class. Viewpoint 1 © Cambridge University Press 2013 iv Unit 1: Social networks, Lesson B Before you watch A What methods of communication do you use every day to stay in touch with people? Circle the ones you use and underline your favorite.
Then, write a few sentences about why it’s your favorite. send e-mail talk on a cell phone use instant messaging send text messages talk on a home phone or landline use social networks While you watch A What methods of communication do these people use? Watch the video and circle the one that is mentioned. David social networking sites Internet calls cell phone social networking sites 2. Sarah instant messaging instant messaging e-mail text messages Viewpoint 1 © Cambridge University Press 2013 photocopiable Unit 1: Social networks 1 Unit 1: Social networks, Lesson B B Watch the video again.
Check (✔) true or false. Jeff goes on his social networking site eight to ten times a day. Jeff likes to check his friends’ pages to see what they’re doing. Victoria is the only person in her house that uses e-mail.
Victoria’s kids text all the time. David is never on the phone at work. David uses his laptop to make calls over the Internet when he travels. Sarah instant messages all of her friends.
Sarah often calls her friends to catch up. True False After you watch A What do you think are the best forms of communication to keep in touch with these people? Why? 1. Your co-workers 4. Your teachers Viewpoint 1 © Cambridge University Press 2013 photocopiable Unit 1: Social networks 2 Unit 1: Social networks, Lesson C Before you watch A Complete the sentences with the correct expressions.
There is one extra expression. lost touch that’s awkward updated my profile nothing personal “unfriend” 1. I with my best friend from high school. She moved away and we just stopped talking.
I had to an old high school classmate on my social networking home page. She was posting too many silly ads. I last week when I got a new job. I’m so excited about it that I want everyone to know.
People are always asking to be my friend on social networking sites and I always say no. I just don’t have any social networking accounts. While you watch A Read the sentences that describe the story. Then, watch the video and put the sentences in the correct order (1–5).
There is one sentence that is incorrect. Cross it out. Stan doesn’t think it is a big deal to “ unfriend” people. Alexa asks Stan why he “ unfriended” Tammy and how Tammy found out.
Stan “ unfriended” Tammy. Stan also “ unfriended” Alexa. Alexa asks if Stan let Tammy know about being “ unfriended.” Stan explains why he “ unfriended” Tammy. Viewpoint 1 © Cambridge University Press 2013 photocopiable Unit 1: Social networks 3 Unit 1: Social networks, Lesson C B Circle the correct answers.
was really upset when Stan talked to her. How did Tammy find out that Stan “ unfriended” her? a. Alexa told her. We don’t know.
Why did Stan unfriend Tammy? a. They hadn’t communicated in a while. He decided that he doesn’t really like Tammy. Alexa asks if Stan Tammy to let her know about being “ unfriended.
Stan why Tammy is upset about being “ unfriended. doesn’t seem to understand b. How does Alexa feel about Stan “ unfriending” Tammy? a. Alexa doesn’t really care at all.
Alexa thinks that Stan should have let Tammy know. C Listen for these sentences and questions. Circle the ones you hear. Oh, yeah? And why’s that? Oh, yeah? Why’s that? 2.
Oh, that’s awkward. How did she find out? Oh, that’s awkward. And did she find out? 3. I’ll remove people – if we haven’t been in touch for some time.
I remove people – if we haven’t been in touch for some time. I mean, you let her know. I mean, you let her know? After you watch A Do you think Stan was right to “unfriend” Tammy? Do you think he should have handled the situation differently, or do you think he never should have “unfriended” Tammy? Why? Write a paragraph stating your opinion and how you would have handled the situation. Viewpoint 1 © Cambridge University Press 2013 photocopiable Unit 1: Social networks 4 Unit 2: The media, Lesson A Before you watch A Complete the sentences with the words in the box.
avidly instant obsession podcast gossip invent ordinary people reassuring 1. My sister has a(n) with celebrities. She talks about them all the time. are so much more interesting than celebrities.
I mean, my best friend has lived in three countries in the past year, and my cousin works as a translator for a diplomat. That’s much more interesting than what a celebrity is wearing. My favorite comedian has a(n) that I download every week. I love listening to it while I’m at the gym.
I find it really to know that I am not the only person who is so interested in celebrities. I mean, it makes me feel better to know I’m not alone. I follow the news about my favorite celebrities. I check all of my Web sites every day for articles about them and I buy all of the magazines with my favorite celebrities in them.
I think it's crazy that you can become a(n) celebrity just by being on a talent reality TV show. Some people have become famous literally overnight. I think it’s really sad that the media feels that they need to stories about celebrities. I mean, there are plenty of stories to report without having to make things up.
The first thing I do when I get into work is about my favorite celebrities with my co-workers. Sometimes our boss gets annoyed that we spend so much time talking about the lives of the rich and famous. While you watch A Watch the video. Then, cross out the topics that aren’t mentioned.
celebrity magazines people that celebrities date food celebrities eat 2. talent shows racing shows reality shows 3. medical problems ordinary people plastic surgery 4. kings and leaders actors and musicians doctors and lawyers Viewpoint 1 © Cambridge University Press 2013 photocopiable Unit 2: The media 5 Unit 2: The media, Lesson A B Watch the video.
Check (✔) true or false. News magazines outnumber celebrity magazines. The media often invents celebrity problems. Reality TV makes ordinary people into instant celebrities.
There are shows that pay for plastic surgery so that celebrities can look True False like ordinary people. Psychologists say that it is natural for people to talk about celebrities. Celebrities are like part of the family because we watch them on TV True False and the Internet. Being obsessed with celebrities is not normal at all.
True False After you watch A Answer the questions below about celebrities. Who is your favorite celebrity? 2. What do you like about celebrities? 3. What methods do you use to follow news about celebrities? 4.
What do you think is good about being obsessed with celebrities? 5. What do you think is bad about being obsessed with celebrities? B Do you think that it’s normal to be obsessed with celebrities? Why or why not? Do you find it reassuring that some psychologists think that it’s normal, or should people be trying harder to avoid their celebrity obsessions? Why or why not? Write a paragraph. Viewpoint 1 © Cambridge University Press 2013 photocopiable Unit 2: The media 6 Unit 2: The media, Lesson C Before you watch A Underline the things you watch online. Then, write a few sentences describing what types of things you watch and why you watch them online.
movies music videos television shows video clips While you watch A Watch the video. Check (✔) the topics that Pedro and Anna talk about. boring videos music videos cute baby videos talking dogs dangerous videos watching movies online funny videos watching video clips B Circle the correct answers. Pedro watch the video clip that Anna sent him.