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Viewpoints Essentials Booklet Final.indd 1 20/2/09 11:12:56

1 Sound offThis activity helps to activate simple language the students may already know (e.g. hello, good-bye). Use the mute control to show a short part of one segment with the sound off (for example, the scene in Segment 1 where Terence registers at the college). Play the recording at least twice. Then, ask the students to work in pairs and decide where the characters are and what they are saying. Ask them to write at least four lines of dialogue. Then, play the recording with the sound on and ask students to compare their version with the original. This activity works best as an introduction (when they haven’t heard the dialogue before) and will only work where the type of interaction and the topic is clear from the video.

Techniques for teaching with video

4 Correct the errorThis exercise helps students to listen for specific words. Select five or six lines from the video script and write them on the board or copy them onto a sheet of paper. Change two or three words in the extract (as in column B). Ask students to work individually or in pairs to find and correct the mistakes. Then, play the video and let them check their answers.

A (correct dialogue) B (incorrect dialogue)

T: How old are you? T: How old are you?

A: I’m in my senior year. I’m twenty-one.

A: I’m in my senior year. I’m twenty-four.

T: Wow. That is old! T: Wow. That is young!

A: And how old are you?

A: And how old are you?

T: I’m eighteen. T: I’m sixteen.

2 Work on pronunciationThis activity gives the students practice in stress and intonation. Choose a short section of dialogue and pause the recording after each line. Ask the students to repeat chorally and individually. Repeat several times until they can say each line well.

Rising intonation:Is this your street? And is this your house? Falling intonation:How about your weekend? What about school?

From Segment 2: intonation of questions

3 Focus on a short section of dialogueThis gives the students practice in the skill of listening for detail. In the video script, find a section of dialogue that you think will be particularly useful for your students. Select five to six lines and put them on the board or copy them onto a sheet of paper, but in a different (jumbled) order. Ask your students to work in pairs or small groups to put the sentences in the correct order. Then, play the video extract and let them check their answers.

A (correct order) B (jumbled)

S: Come in. S: Yeah.

C: Hi. Everything OK?

C: Do you need anything?

S: Yeah. S: Come in.

C: Do you need anything?

C: Hi. Everything OK?

S: No, I’m fine. S: No, I’m fine.

From Segment 2:

From Segment 1:


5 What’s the response?This activity aims to activate simple language the students may already know and then to give practice in listening for detail. In a short section of the video script, find several examples of basic questions. Write the questions on a sheet of paper or on the board. Ask the students what the responses could be. Write their answers on the board (e.g. No, it’s not. – I love it. – Yes, please. / No, thanks. / Sure.). Then, play the video segment and ask the students to write down the answers they hear.

From Segment 2:

6 Shadow readingThis gives the students practice in rhythm and intonation. After the students have watched the video, give them a copy of a short section of the script. Give them a few minutes to read it through silently. Get them to practice reading the text aloud in small groups. Then, play the recording again and ask the students to read the script aloud in time with the recording. This can be very difficult for learners at first, but with practice, it can really help with stress, weak forms, and rhythm. Start by doing this with short sections and gradually increase their length.

7 Video dictoglossThis gives the students practice in grammar and vocabulary, with emphasis on sentence building. Use a short part of a video. Tell the students to watch and listen carefully as you play the extract. Play it once and ask them to write down in any order any words they can remember from the dialogue. Then, ask them to work first in pairs and then in small groups and to use the words they have written to recreate as much of the dialogue as possible. This activity works better with practice!

8 Role-playThis activity gives the students the opportunity to practice some of the language in the unit. Show the students a short part of one segment two or three times (for example, the scene in Segment 7 where Sunny Day and her manager, Bill Masters, meet and talk to Amanda, the radio producer). Elicit from the class some key phrases from the dialogue (e.g. you look terrific, nervous, friendly, 50,000 listeners, etc.) and write them in random order on the board. Then, ask the students to work in pairs and role-play the dialogue. They will probably need to practice doing this several times. Ask them to change roles and/or change partners.

Is this your street? __________ Do you like it? __________And is this your house? __________ Coffee? __________


1 Hello, How Are You?Terence, a new student, registers on his first day at State College. The registrar, Margaret, asks him to spell his last name and then asks where he is from. Next, Angela registers. She is not a new student and is returning to college after the vacation. At first, Margaret doesn’t recognize Angela because she looks different. Later, Terence and Angela meet. They introduce themselves and talk about how old they are. Then, Angela asks Terence if he would like to go have coffee. They meet a friend of Angela’s called Elizabeth. Angela introduces Terence to Elizabeth.

2 My New HomeSonia comes to stay with her friend, Cathy, who has been in college for three months. They walk down Cathy’s street to her apartment building, and then Cathy shows Sonia around her new apartment. Later, Cathy comes to Sonia’s room to ask if she has everything she needs. Sonia shows the things she brought with her, including a picture of her boyfriend, Terry. Next, Sonia asks Cathy about her life and school. Cathy talks about her daily life, but she has a problem. She doesn’t have any friends yet. Sonia wants to help, so she decides they will go out – to downtown – to meet some people.

3 My FamilySam and his friend, Peter, make a home movie called “Me and my family” for a college project. At his home, Sam introduces Peter to his dad, Chuck. Sam’s mom is at the market and his sister, Amy, is at her Spanish class, so they interview Chuck for the movie first. Chuck talks about his job as an architect and the different countries his clients come from. When Sam’s mom and sister return, they are interviewed, too. His mom, Barbara, talks about her part-time job as a high-school teacher and which days she works. Amy talks about being an architecture student. It all ends with the preparations for a family lunch.

Synopses of the video segments


4 What Would You Like?Lucinda meets her friends, Jenny and Brad, in a pizza restaurant. They talk about what they would like to eat and drink. The server arrives to take their order. Brad is very hungry. First, they order drinks and then they talk about the different types of pizzas. Lucinda is on a diet. After talking about the different sizes and prices of the pizzas, Jenny orders for herself and Brad. Lucinda decides not to eat anything. When they finish the pizzas, they order coffee and dessert. Then, Lucinda changes her mind and makes one final order.

6 Who are You Rooting for?If you are “rooting for” a team or a person, it means that you are supporting them and want them to win. Ronnie and Marisa prepare to watch a soccer game on TV. Marisa is excited, but Ronnie doesn’t understand sports and isn’t interested in watching the game. Then, Victor and his sister, Adriana, arrive. They want to watch the game and talk about which team they are “rooting for.” As they eat Chinese food and watch the game, Ronnie starts to enjoy it, and by half-time, he seems to have changed his mind about soccer.

5 The New SeasonMembers of the Miami City College soccer team are interviewed at the start of the season. During an early morning session in the gym, Joe, the captain of the team, talks about their training routine. The coach talks to the team members about their next game against Orlando College. Then, he tells the interviewer about the problems with his team’s fitness after the vacation. Later, on the running track, Joe talks about the afternoon training session. Finally, Joe’s teammate, Charlie, describes how he feels at the end of a hard day’s training.


7 An Interview with a StarA singer called Sunny Day is interviewed for a radio show. She arrives at the studio with her manager, Bill. They talk to the producer of the radio show, Amanda, before meeting the presenter, Mark. He recognizes Sunny as a friend of his sister, although she has changed her name. Before the interview begins, Mark tells Sunny the four questions he is going to ask her. During the interview, Sunny talks about her songs, the dates of her concerts, the musicians she is working with, and the types of music she likes. She talks about how she has no time in her busy life to relax and go out with friends.

8 Shopping with a FriendTwo friends, Emma and Michael, are on their way to watch a movie. They walk past a clothing store and Emma wants to go in. Michael is worried about the time, as the movie starts soon. The sales assistant asks Emma what she is looking for and shows her some dresses and skirts in different colors. As Emma tries on more and more clothes, Michael becomes more and more impatient. Finally, she buys a dress and a purse that she is happy with and is ready to go to the movie, but now Michael has noticed the men’s clothes and just wants to take a look...

9 Visiting Fort WorthSharon and Jimmy are staying with their friend, Lisa, in Fort Worth, Texas. At breakfast, they make plans for the day. Lisa recommends they visit a local art museum, the Kimbell. She tells them where it is and describes how to use the trains (the “T”) and buses. Sharon and Jimmy decide to have lunch at the museum restaurant. Then, they agree to go to the zoo in the afternoon, and Lisa suggests a visit to an amusement park for the next day. Jimmy also wants to see a baseball game. Lisa takes them to the station and shows them where to get their tickets before they get their train.


10 My Greek VacationElena shows her friends, Josie and Tom, photos and describes her vacation in Greece. She talks about the two weeks she spent on the Greek island of Rhodes where she swam, fished, and took boat trips to different islands. She also tells them that her mom was born on Rhodes. Then, she describes her visit to Athens and shows them pictures of the Parthenon (an ancient temple on a hill called the Acropolis) and of Greek soldiers (called evzones) in traditional uniforms. She talks about her plans to go back next summer, and now, her friends would like to go with her.

Viewpoints Essentials Booklet

Text, design and illustration D.R. © Macmillan Publishers S.A. de C.V. 2009Techniques for teaching with video written by Tim BowenSynopses of the video segments written by Helen Corbett Concept design: Macmillan Publishers S.A. de C.V.Page make-up: Macmillan Publishers S.A. de C.V.Cover concept and design: Wild Apple Design Ltd.Cover photo: PhotolibraryBackground photo: Photolibrary

Viewp ints


Gram

mar and V

ocabulary Map

#Video segm

ent titleG

ramm

arIncidental G

ramm

arVocabulary

1H

ello, How

Are You?

Verb beP

ossessive adjectives: my, your

wh-question w

ith bethe alphabet, num

bers H

ow old are you?

2M

y New

Hom

eVerb be S

imple P

resent with I and you

Possessive adjectives: m

y, your, his

Is this? Is that? nouns

personal possessions, rooms

in a house, general adjectives, daily routines

3M

y Family

Sim

ple Present

Adverb of frequency:

usuallyoccupations, fam

ily words,

days of the week

4W

hat Would You Like?

Sim

ple Present

What w

ould you like? I’d like a…adjective + noun It’s + adjective

food, drinks, prices

5The N

ew Season

Sim

ple Present

Adverbs of frequency

can for ability

Imperatives

It’s + adjective love + -ing

the time,

parts of the body, sports term

s

6W

ho are You Rooting for?

Present P

rogressivecan for requests

sports, countries, nationalities

7A

n Interview w

ith a StarP

resent Progressive vs. S

imple

Present

Present P

rogressive for future like + noun, like + -ing

the time,

dates, ordinal numbers,

music

8Shopping w

ith a FriendS

imple P

resent & P

resent P

rogressivecan for requests

clothing, colours

9Visiting Fort W

orththere is / there are

really + adjectivedirections

10M

y Greek Vacation

Sim

ple Past

so + adjective w

ant to + inf.leisure activities, m

onths


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