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• Andrea Pereira

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WORKSHEET

Files 1&2  Hollywood, Los Angeles

VIDEO

BEFORE WATCHING

Level 1

a

b

c

d

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

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

4

VIDEO

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

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

BEFORE WATCHING 

I5 MINSI

Level 1 ANSWER KEY 

Warm-up Write California on the board. Ask students to name any cities in California. (Examples: Los Angeles, San Francisco, San Diego, Fresno, San Jose, Sacramento, Pasadena, Berkeley)

1 b  2 d  3 c  4 a

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 have visited Los Angeles and if so, find out about their experiences.

1 c  2 a  3 b  4 e  5 d

2 Ask students to read the words and match them with the definitions. Check they know the word company before they start. Mime how to match by drawing a line from one of 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 company and area correctly.  KEY 2   You could ask students for real information about districts or areas of a big city they know. Also elicit names of states in their own country/ countries. If there are any large manufacturing companies in the students’ cities or country, you could elicit the names of these industries and where the headquarters is. (Note that headquarters is a noun which is used with the plural in American English (The headquarters are in …) but either singular or plural in British English (The headquarters is in … or The headquarters are in …).

WHILE WATCHING 

I25 MINSI

3 Point to the list of topics and ask students to read them. Help students understand any difficult vocabulary including eating out, movie studios, employ, the movie industry. Make 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  

KEY 1

KEY 2

KEY 3

All are mentioned except Famous people from Hollywood and Eating out in Los Angeles. KEY 4

1  FALSE  (It is on the west coast.) 2  TRUE 3  TRUE 4  FALSE  (nearly 4 million people) 5  TRUE KEY 5

1  movies, good 2 expensive 3  people, directors 4 television

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 the correct places, A-F.

VIDEO

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

BEFORE WATCHING 

I5 MINSI

Warm-up Write police officer, policeman, and policewoman on the board. Ask students what other related words they know, such as badge, patrol car, siren, radio, etc. 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 talk about which words they think describe a police officer’s job. Review as a class. With a strong class, you could ask them to give reasons for their word choices, too.  KEY 1 2 Ask students to look at the photos carefully. In pairs, have them talk about what is the 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 needed.  KEY 2

WHILE WATCHING  3

VIDEO

I25 MINSI

  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 (T) or false (F). Remind them to correct the false sentences. If necessary, play this section again.  KEY 3 4

VIDEO

  Have students read the numbers in the box out loud. Assist with the larger quantities

as needed. Play the first part of the video (to 01:35) and ask students to check their answers to match the numbers with the phrases. Elicit answers from the whole class.  KEY 4 5

VIDEO

  Give students time to read the uniform and equipment items in the list. Answer any

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 twice. Students can then compare their answers in pairs before you check answers with the class.  KEY 5

AFTER WATCHING 

ANSWER KEY  KEY 1

Answers will vary. KEY 2

Answers will vary KEY 3

1  T 2  F: He works ten hours a day. 3  T 4  F: All police officers carry guns in the United States. 5  His job has a lot of variety. 6  F: Scott does a lot of work in his car. KEY 4

A 40 B 700,00 C 5 D 7 E 34,000 F 4,500 KEY 5

safety vest, black pants, radio, black boots, black shirt, jacket, gas spray, handcuffs, gun

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

Level 1

WORKSHEET VIDEO

Files 5&6  Williamsburg, New York

BEFORE WATCHING 1

Level 1

a

b

c

d

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.

WHILE WATCHING 3

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

VIDEO

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

BEFORE WATCHING 

ANSWER KEY

I5 MINSI

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 come to mind when they think about New York. When they each have a list of 10 things, put students in pairs to compare their lists and then elicit ideas from the class.   KEY 1 2 Ask students to look at the photos carefully. In pairs, they talk about what they can see in each picture. Monitor closely and assist students by giving them new vocabulary they need.  KEY 2

Level 1

Answers will vary. (famous places may include Times Square, Statue of Liberty, Central Park, Empire State Building, Grand Central Station, One World Trade Center/Freedom Tower) KEY 2

Answers will vary.

WHILE WATCHING 

I25 MINSI

3 Ask students to read the sentences. Help students with the meaning and pronunciation of borough. Check they know the adjectives fashionable and popular. Answer any additional questions about vocabulary. Check students understand the task. Play the video clip all the way through for students to underline the correct option in each sentence. Elicit answers from the whole class.  KEY 3 4 Ask students to read the words in the box. Go through the meanings and pronunciation 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 first part of the video clip [to 0:02:35]. If necessary, do the first one as an example, pausing to elicit the answer. You may need to play this part of the recording a second time. Check answers with the class.  KEY 4 5 Give students time to read the questions and answers. Answer any vocabulary questions 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 can then compare their answers in pairs before you check answers with the class.  KEY 5

AFTER WATCHING 

KEY 3

1 five 2 East 3 artists 4 Avenue 5  clothing store KEY 4

1  great, communities 2  fashionable, apartments 3  popular, visitors 4  interesting, mural KEY 5

1 B  2 E  3 A  4 D  5 C

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, secondhand 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

BEFORE WATCHING

Level 1 a

b

c

d

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. 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

BEFORE WATCHING 

I5 MINSI

Warm-up Write Scotland on the board. Ask students to name any cities in Scotland. (Examples: Edinburgh, Glasgow, Aberdeen, Dundee, Stirling, St Andrews, Paisley, Inverness, Dunfermline.) 1 You could ask students if they know anything about Scotland or Edinburgh in particular. Ask students to work in pairs and match the pictures with the places 1–4. Elicit answers from the whole class and go through the new vocabulary for meaning and pronunciation (castle, chapel, hall).  KEY 1 2 Ask students to read the words in the box and check the meanings, eliciting from the students whenever possible. Ask them to read the paragraph and choose the correct 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 paragraph.  KEY 2

WHILE WATCHING 

Level 1 ANSWER KEY  KEY 1

1 b  2 d  3 c  4 a KEY 2

1 capital 2 king 3 rock 4 views 5 wars KEY 3

All are mentioned except Other cities in Scotland and The names of kings of England.

I25 MINSI KEY 4

3 Point to the list of topics and ask students to read them. Help students understand any difficult vocabulary including population, tourists, festival, history. Explain that The Royal Mile is the name of a place. Make it clear that most of these topics are mentioned in the 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 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, though they should be fairly confident with these words. Model underlining if necessary 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

1 400,000 2 August 3 street 4 1.6 5 finishes KEY 5

4, 2, 5, 3, 1

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

Files 9&10  The history of the sandwich

VIDEO

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

Level 1

TEACHER’S NOTES VIDEO

Files 9&10  The history of the sandwich

BEFORE WATCHING 

I5 MINSI

Warm-up  Teach the students the noun filling in the context of something you put inside a sandwich. 1 Put students in pairs to list 10 different sandwich fillings. Monitor and help students 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 them to compare and find out which list is healthiest.  KEY 1 2 Ask students to look at the words in the box. Elicit that many are adjectives and a few are noun phrases. Go through all the words for meaning and pronunciation, eliciting from the class whenever possible. Be careful with the adjective filling which has a similar meaning to satisfying. Filling is used as an adjective and a noun in the video, you can point this out. Ask students to each choose 3 words or phrases from the box that they associate with sandwiches. When they have chosen 3, put them in pairs to compare and discuss the words they chose. If they didn’t choose any noun phrases, elicit from the class which of these are most appropriate.  KEY 2

WHILE WATCHING 

I25 MINSI

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 but they should be confident with the words in these sentences. Check they understand that this is a true/false exercise. With a lower level group, explain that there are three false sentences. Play the video clip all the way through and ask students to check the true sentences and correct the false ones. If necessary, play the video a second time so students can change the false sentences. Elicit answers from the whole class.  KEY 3 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 could ask them to remember the information to complete the sentences and then listen to check whether they were right. Play the first part of the video clip [to 0:01:59]. Put students in pairs to check their answers, then go over the answers as a class.  KEY 4 5 Give students time to read and understand the questions. With a lower level group, make sure students understand what kind of information they need to catch by looking at the question words (e.g. How many = number, How much = amount of money). Play the second part of the video clip from [0:01:59 to the end] and ask students to write answers. You may need to pause at relevant points to give them time to write the answers. Check answers with the class. With a higher level group, elicit more information about the speaker’s favorite sandwich (e.g. Why is this sandwich his favorite?)  KEY 5

AFTER WATCHING 

ANSWER KEY  KEY 1

Answers will vary. KEY 2

Answers will vary. KEY 3

1  TRUE  (from the title of John Montagu – the Earl of Sandwich. Sandwich is a historic town in South East England) 2  FALSE  (You can put anything on a sandwich.) 3  TRUE 4  FALSE  (Sandwiches were popular in England first.) 5  FALSE  (Sandwiches are popular because they’re simple.) KEY 4

1 18th 2 cards 3  at the same time 4 19th 5 practical 6 193 KEY 5

1  The shop is in Brooklyn, New York. 2  They sell the most sandwiches at lunch. 3  The new sandwich is going to have salmon, goat cheese and onion. 4  They sell about 50 sandwiches a day. 5  The most popular sandwich is ham and cheddar with mustard. 6  On average people spend about ten dollars on lunch.

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

Level 1

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

2 cinema

b not modern; no longer fashionable

3 old-fashioned

c

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

a building where movies are shown; movie theater high quality and of good quality

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

5

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 ________.

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

BEFORE WATCHING 

Level 1 ANSWER KEY

I5 MINSI

Warm-up Write movie theater on the board. Elicit words on this topic from the students (for example, ticket, box office, screen, seat, popcorn). It is a good time to point out that in US English, movie theater and movie are usually used; in British English cinema and film are used.

Answers will vary.

1 Ask students to discuss the questions. Elicit answers from various pairs. 

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. 

WHILE WATCHING  3

4

KEY 1

KEY 2

I25 MINSI

  Ask students to read the sentences. Help students understand any difficult vocabulary. Check they understand that this is a true/false task. With a lower level group, state that half of the sentences are true and half are false. Play the video all the way through. Put students in pairs to check their answers if you wish. Check answers with the class. Remind them to correct the false sentences. If necessary, play this section again.  KEY 3

VIDEO

VIDEO

  Ask the students to review the words in the box and read the sentences. Explain any

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 5

VIDEO

  Give students time to read the list and make sure they understand all the items. Ask

them to watch the second part of the video clip and check the things which are mentioned. With a lower level group, tell them that only three things aren’t mentioned. Play the second part of the video [from 0:01:13 to the end]. You may need to play this part more than once. Check answers together.  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. With a higher level group, you could extend discussion to movie theaters in the students own experience. If 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.

KEY 1

KEY 2

KEY 3

1  T  There are almost 6,000 movie theaters in the United States. 2 T 3 F  The theater still looks old-fashioned. 4 T 5 F  The theater shows several movies at one time. 6 F  The movie theater equipment is from other movie theaters. KEY 4

1 home 2 produced 3 make 4 century 5 shows 6 experience KEY 5

modern cinema, classic cinema, lobby, ticket booth, old movies, new movies, 35 mm film, digital films, DVD, gourmet food, drinks

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