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Trang 1Teacher’s Notes Hilary Rees-Parnall
Life in Britain is a documentary culture video
for young teenage students of English from
false-beginner level upwards.
Engaging and fun, the video provides an up-to-date
insight into the lives and interests of young teenagers in
today’s Britain Over the course of eight episodes,
William and his friend Jasmine introduce us to their
world Through the website which William is creating
for schools in other countries, Life in Britain explores
eight key cultural topics:
• Family and friends • My favourite café
• The English Language • My school
• Houses • Free time
• Animals • London
providing students with the opportunity to compare their
own lives with those of young British teenagers
Life in Britain can be used alongside Sky or any
equivalent course at a similar level
Writer: Mellie Buse
Director: Larry Walford
Producer: Nick Heyworth
Senior Producer: John Newton
Produced by: Chatsworth Television
Duration: 30 minutes
www.longman.com
Trang 2Life in Britain
Lifestyles Video Teacher’s Notes
Hilary Rees-Parnall
Trang 4Contents
This video pack consists of Life in Britain, a thirty-minute
teenage lifestyle video, and these Teacher’s Notes Life in
Britain can be used by students of English from false
beginner/elementary level upwards It may be used
alongside Sky or any equivalent ELT course at the
appropriate level The Teacher’s Notes provide videoscripts
and suggested activities for each of the eight episodes in
the video
Teacher’s Notes
The Teacher’s Notes contain the following activity types:
Before watching
The questions or activities in this section prepare students
for the scene they are about to watch They might be asked
to review certain elements of the story so far, or to imagine
what is going to happen, or there may be a few questions to
focus their subsequent viewing The aim is to get the
students thinking about the next scene and to elicit some
key vocabulary
While watching
This section, which usually consists of questions, provides
activities for students to do while they are watching the
video The suggested tasks are based upon the assumption
that the students will watch the video several times: the first
time for gist, a second and perhaps a third time for more
detailed comprehension Depending on the level of the
class, teachers may wish to ask some of the comprehension
questions in the students’ first language (L1) rather than in
English
After watching
After the students have watched a scene or episode, they
will often be invited to make comments In this section there
are also ideas for further exploitation and consolidation of
language
Test your memory
This is a light-hearted activity which focuses on the students’ability to remember detail As they work through the video,they will find that they gradually become more and moreobservant
Video viewing techniques
Watch and listen (sound on)
Students watch and listen at the same time to gain anoverall idea of what is happening
Watch without sound (sound off)
Students focus on gestures, movements, surroundingenvironment and other visual information Using this andtheir knowledge of the world, they can guess what ishappening
Listen without watching (eyes shut or TV screen covered)
Students close their eyes and listen to the conversation andsound effects They then try to guess what is happeningand what the visual setting might be like
Timing of questions
Teachers may want to ask comprehension questions before
or after showing students a scene Remember thatquestions asked beforehand give students a focus for theirviewing, whilst those asked afterwards test students’memory of what they have seen
Trang 5EPISODE 1
Family and friends
Opening credits
Before watching
Before beginning Episode 1, discuss the title, Life in Britain.
Ask students what they know about life in Britain Elicit
00:00 – 00:36
Key Language Grammar
to be singular: am/is/are
Subject pronoun: I/you/he/she
Possessive adjectives: my/your/his/her
to be questions: What’s? Who’s? Are you …? Is (this) ?
Demonstrative pronoun: this
Here’s (my mum)
Here she is!
Using the videoscripts
Reference for teachers
In these Teacher’s Notes, a videoscript follows each episode
and its related activities The script can be used to prepare
students for the key vocabulary and structures in the coming
episode, or to help review the language after viewing
Cloze texts
To check if the students have remembered the new
vocabulary, enlarge the relevant part of the videoscript and
copy it onto a page with some words in the conversation
gapped or blanked out The students then work together or
individually to complete the text
Jigsaw activity
With a small class this can be done as whole class activity
using one scene from the videoscript With a large class it
can be done as a group activity using several scenes
Enlarge and copy the relevant scene (or scenes), then cut up
the conversation, removing the names of the speakers Give
each student (in the class or group) a piece of paper with a
sentence on it As a class or in groups, the students must
reconstruct the conversation and put the name of the
speaker beside each sentence
Start/End the dialogue
Once the students have finished watching a scene, give
them either the first or the second half of the conversation
They must then try to reconstruct the missing half
Roleplay
Ask the students to act out part or all of one scene from
memory This gives them an extra opportunity to work with
the language and gain extra pronunciation practice too
Trang 6SCENE 2
While watching
Play Scene 2 and ask a question for gist:
Who is on the website?
Play Scene 2 again and ask more detailed questions:
1 Whose video camera is it?
2 What does William do with it?
3 What is his mother’s name?
4 Where is she from?
5 Who is Susan Walker?
6 Where is she from?
SCENE 3
While watching
Play Scene 3 and ask questions:
1 Who is Caroline?
2 Is the photograph good?
3 How old is she?
4 Who is Marie?
5 What nationality is Marie’s mother?
6 What nationality is her father?
Mum and Dad are the colloquial names often used by
young people when they talk about their mother andfather Mummy and Daddy are names usually used by
younger children
examples of things they know about it: families, homes, food,
education and so on.
While watching
Play the opening credits several times and ask prediction
questions:
1 What do you think the video is going to be about?
2 Who do you think these people are?
The sequence is very fast but students will be able to see
some of the characters and guess what their relationship
might be
SCENE 1
While watching
Write these questions for gist on the board:
1 Who is the boy?
2 How old is he?
3 Where is he from?
Ask students to think about the questions whilst they watch
Play Scene 1 and check students’ answers
Play Scene 1 again and ask more detailed questions:
1 What is his website about?
2 Who is it for?
3 Who is Jasmine?
4 Who is Lee?
Test your memory
1 What colour is William’s T-shirt on the website?
2 What colour is Jasmine’s hair?
3 Who is in the photo with Lee?
After watching
Remind students of the first part of Scene 1
Hi! I’m William My surname’s Walker So – I’m William
Walker! I’m twelve and from London.
Ask students to introduce themselves in the same way
00:36 – 01:23
Trang 7SCENE 4
While watching
Play Scene 4 and ask questions:
1 Does Caroline think she is good on the website?
2 What is Caroline looking for?
3 Is William’s father on the website?
4 Where is William’s father?
SCENE 5
While watching
Play Scene 5 with the sound off and ask:
1 What is William’s father doing?
2 What does William do?
Play Scene 5 again with the sound on and ask:
1 Do William’s father and Jasmine know each other?
2 What do they say to each other?
3 What does William say to his father when he takes his
photograph?
Test your memory
What colour is William’s dad’s shirt?
After watching
Pronunciation
Write the following words on the board and ask students to
divide them into two columns according to their
pronunciation: /I/ and /i:/
Bristol cheese city it Jasmine kitchen Lee live Marie me
meet see she sister
Roleplay
Remind students of the first part of Scene 5 again
WILLIAM: This is Jasmine!
DAD: Hello Jasmine Nice to meet you.
JASMINE: Hello Mr Walker.
03:07 – 03:30
02:36 – 03:07 Students work in groups of three and take it in turns to
introduce each other
Family vocabulary
Ask students to provide the male equivalents of the followingwords:
Mother Mum Grandmother Sister
Draw a family tree and ask students to fill in the names ofthe characters
SCRIPT
Opening credits
The opening title sequence
Scene 1
COMPUTER Hi! I’m William My surname’s Walker So – I’m
WILLIAM: William Walker! I’m twelve and from London
And THIS is my website It’s about my home, myfriends and my family It’s for schools in othercountries
JASMINE: Wow! Cool!
WILLIAM: Thanks! Look! It’s a photo of you
COMPUTER This is my friend Jasmine
WILLIAM: And this is my friend, Lee with his Mum and Dad
Lots of different people live in Britain
Trang 8Scene 2
WILLIAM: This is my Dad’s video camera I film people for
the website Look Here’s my mum
COMPUTER Hi! My name’s Anne I’m William’s mother I’m
ANNE: from the USA
WILLIAM: And this is my gran …She’s my dad’s mum
COMPUTER I’m Susan Walker, William’s grandmother I’m
SUSAN: from Bristol It’s a city in the west of England Is
this for the website?
Scene 3
JASMINE: And this is your sister
WILLIAM: Yes Ah! Here she is! Hey Caroline! This is my
WILLIAM: Look at this! You’re great!
COMPUTER Hello I’m Caroline I’m fifteen
CAROLINE: This is my best friend, Marie Her mother’s West
Indian and her father’s English She’s very nice
Scene 4
CAROLINE: Oh no! Look at me!
WILLIAM: It’s good!
CAROLINE: It isn’t funny! Is my camera here?
WILLIAM: Hmmm … I don’t know Is it in the kitchen?
CAROLINE: Bye, Jasmine See you later!
JASMINE: Is your dad on the website?
WILLIAM: No! But we can get a photo of him now
Ah! Here’s Caroline’s camera Come on! Dad’s
in the garden
Scene 5
WILLIAM: Hi Dad! This is Jasmine!
DAD: Hello, Jasmine Nice to meet you
JASMINE: Hello, Mr Walker
WILLIAM: Smile, Dad! Look at me! Say cheese!
to be singular and plural: am/is/are
Subject pronouns: you/we/they
Prepositions of place: in/on/under/behind
Singular and plural nouns
Vocabulary
Family: aunt(s), uncle(s), cousin(s)
Countries: India, Australia, Canada, South Africa, the USA
Animals: giraffes, elephants, lions
Expressions
Where do they live?
They live in (India)
Do they speak (English)?
No, they speak (Hindi)
Welcome to (my web page)
Trang 9SCENE 3
Before watching
Write the following words on the board: mountains, rivers, a beach, a policeman, a dog, a horse, a lion, a baby, a woman, a city
Check students’ understanding of the words Ask students
to note down which things they see in Scene 3 Play Scene
3 with the sound off
Play Scene 3 again with the sound on and check students’answers Then ask more detailed questions:
1 Which languages do people speak in Montreal?
2 What is the name for a Canadian policeman?
3 Where does William’s aunt live?
4 What is her name?
5 What is Caroline looking for?
SCENE 4
While watching
Write these questions for gist on the board:
1 Which country does William talk about?
2 Which animals can you see?
3 Which city can you see?
Ask students to think about the questions whilst they watch.Play Scene 4 and check students’ answers
SCENE 5
Before watching
Before playing Scene 5, ask students prediction questions:
06:23 – 07:06 05:54 – 06:23
Play Scene 1 with the sound off and ask:
1 What are William and Jasmine doing?
2 Which countries can you see?
Play Scene 1 with the sound on and ask:
1 Does Jasmine think her homework is good?
2 Does William think it is good?
3 Where do Jasmine’s aunts and uncles live?
4 What language do they speak?
5 Where do William’s cousins live?
Test your memory
1 What can you see behind William and Jasmine?
2 What colour is Jasmine’s top?
3 What colour is Australia on the website?
After watching
Ask students to talk about Jasmine’s and William’s families
If appropriate, ask students to talk about their own families or
friends in the same way
SCENE 2
While watching
Play Scene 2 and ask a question for gist:
What is the web page about?
Play Scene 2 again and ask more detailed questions:
1 Is Australia a small country?
2 Where are William’s cousins?
3 What can you see in Sydney?
4 Who can you see in the picture?
After watching
William says that people speak English in lots of countries
Ask students where people speak English Elicit as many
countries as you can
04:30 – 05:08
Trang 10COMPUTER And here are my cousins.
COMPUTER Welcome to Canada There are big mountains
WILLIAM: and rivers in Canada This is Montreal It’s a
big city in Canada They speak French andEnglish here And this is a Canadian policemancalled a Mountie My aunt lives here, in Toronto.This is her
CAROLINE: Hi! Ah! It’s Aunt Mary Is my camera here?
WILLIAM: Um … I don’t know
Scene 4
WILLIAM: People speak English in South Africa too Look
at this …
COMPUTER This is South Africa There are lots of wild
WILLIAM: animals – giraffes, elephants, lions … And there
are big cities too Here’s Cape Town It’s verybeautiful
Scene 5
WILLIAM: And people speak English in the USA
COMPUTER This is the USA – the United States of America
WILLIAM: This is New York Here’s the Statue of Liberty
and this is Times Square This is Broadway.There are lots of theatres We go to New Yorkbecause my mum’s family is there
JASMINE: Here’s Caroline’s camera
WILLIAM: Ah, yes!
JASMINE: Oh no! William!
WILLIAM: Oh yes, Jasmine! It’s for the website
06:23 – 07:06 05:54 – 06:23
05:08 – 05:54
1 Which country is next on the website? (Elicit USA)
2 Which city is on the website? (Elicit New York)
3 Which sights are on the website?
While watching
Play Scene 5 and check students’ predictions Then ask
more detailed questions:
1 Why do William’s family go to New York?
2 What does Jasmine find?
3 What does William do with it?
4 What does he say it is for?
After watching
Ask students to imagine that they are going to make a web
page about their city/country Which pictures do they want to
show? What do they want to say?
SCRIPT
Scene 1
JASMINE: My homework isn’t very good
WILLIAM: Yes it is! Look at my homework! Where do your
aunts and uncles live?
JASMINE: They live here in India
WILLIAM: Do they speak English?
JASMINE: No, they speak Hindi
WILLIAM: My cousins live here in Sydney in Australia
They’re on the website!
Look!
Scene 2
COMPUTER Welcome to my page about the English
WILLIAM: Language People speak English in lots of
countries Click on a picture to see one
WILLIAM: This is about Australia
COMPUTER This is Australia It’s a very big country This is
WILLIAM: Sydney My cousins are here It’s a city with a
very big harbour and this is the Sydney Opera
House It’s really cool
04:30 – 05:08
03:34 – 04:29
Trang 11remember from Episode 2 Ask: What is on William’s website? (Other countries where people speak English –
India, Australia, Canada, South Africa and the USA.)
While watching
Play Scene 1 with the TV screen covered and ask students
to listen and predict:
1 Who is in the scene?
2 Where are they?
3 What are they doing?
Ask students what they know about houses in Britain Elicit
or teach words for different places to live: a flat, a detached house, a semi-detached house, a terraced house, a cottage.
While watching
Get students to write in their notebooks the names William, William’s aunt and Jasmine Play Scene 2 Students note
the places that these people live in
Draw unlabelled plans of William’s house (upstairs anddownstairs), photocopy them and give them to students (orstudents copy them from the board) Play Scene 2 againseveral times and get students to label their plans
to eat tea more often in the past than they do today
Possessive adjective: our
Possessive ‘s (singular and plural)
Pronoun: there + verb to be: there is/there are
Questions: Is there …?/Are there …?
Pronouns: some/any
Vocabulary
Types of house: detached, semi-detached, terraced, flat,
cottage
Rooms in a house: sitting room, dining room, kitchen, hall,
bedroom, bathroom, conservatory, garage, (garden)
Furniture: TV, stereo, computer, sofa, chair, table,
washbasin, toilet, bath, wardrobe, sink, cooker, fridge
Common possessions: posters, cricket bat, skateboard,
(kettle)
Food: sandwiches, eggs, apples, grapes, cherries
Expressions
It’s got (a garage)
Cool, isn’t it?
Trang 123 Where does William’s gran live?
4 Which room can you see next?
5 What is there in the room?
SCENE 5
While watching
Play Scene 5 with the sound off and ask:
1 Which room is this?
2 What furniture can you see?
3 What sports equipment can you see?
Play Scene 5 with sound on and check students’ answers
Test your memory
1 What is on the posters?
2 What is next to the cricket bat?
3 What happens to the skateboard?
SCENE 6
While watching
Play Scene 6 with the sound off and ask:
1 Which room can you see?
2 What food can you see?
3 What fruit can you see?
4 Who can you see?
5 What else can you see?
Play Scene 6 with the sound on and check students’answers
After watching
Ask students if the things in William’s kitchen are the same
as the things in their kitchen What are the differences?
10:05 – 10:37
09:39 – 10:05
Play Scene 2 again and ask questions:
1 How many bedrooms are there in William’s house?
2 What other room is upstairs?
3 Which rooms are downstairs?
4 What else is there?
SCENE 3
While watching
Play Scene 3 with the sound off and ask:
1 Which room can you see?
2 What things can you see?
3 Who is in the room?
4 What is he doing?
Play Scene 3 with the sound on and check students’
answers, then ask more questions:
1 Who do the books belong to?
2 Where is William’s father sitting?
3 What does he ask?
Test your memory
1 How many cushions are there on the sofa?
2 What colour are the curtains?
SCENE 4
While watching
Play Scene 4 and ask questions:
1 Which room can you see?
2 How many chairs are there?
09:12 – 09:39
08:44 – 09:11
Background information
People in the UK usually live in houses, though they
sometimes live in flats Houses may be detached (not
joined to another house), semi-detached (joined to one
other house) or terraced (in a row of houses) Small
houses in the country are often called cottages Most
British houses have a garden
Trang 13Scene 3
WILLIAM: Go on! Click on a room
COMPUTER This is our sitting room There’s the TV and
WILLIAM: stereo and … that’s our computer … These are
Mum’s books And there’s a sofa Oh! Andthere’s Dad in his favourite chair!
DAD: Is it for the website?
Scene 4
COMPUTER This is the dining room There’s a table and six
WILLIAM: chairs This is my gran outside her cottage
This is the bathroom OK What is there in abathroom? Hmm … a wash basin …, a toilet …and a bath
Scene 5
COMPUTER And here’s my bedroom There’s my bed … and
WILLIAM: a wardrobe and there are posters on the wall
There's my cricket bat Cool, isn't it? And Oops! That's my skateboard
Scene 6
COMPUTER We’re in the kitchen There’s the sink, the
cooker
WILLIAM: and the kettle There are some eggs and a big
bowl of fruit Apples, grapes and cherries.There’s mum Mmmmmm … sandwiches! Great!I’m hungry! And there’s Dad by the fridge …
MUM/DAD: Aaargh/Oh!
Scene 7
JASMINE: Your dad’s so cool!
WILLIAM: Yes he is! Here’s my siser’s bedroom! This is
08:44 – 09:11
SCENE 7
While watching
Play Scene 7 with the sound off and ask:
1 Who can you see?
2 How does she feel?
Play Scene 7 with the sound on and check students’
answers Ask more detailed questions:
1 What does Caroline shout?
2 Do William and Jasmine think it’s funny?
After watching
Ask students to draw a plan of their flat or house, and label it
like William’s plan of his house Ask them to talk about their
plans like William does
SCRIPT
Scene 1
WILLIAM: Mum! Dad! Where are you?
MUM: We’re here In the kitchen It’s time for tea!
MUM/DAD: Aaargh!/Oh!
MUM: William!
WILLIAM: It’s for the website
DAD: Oh no, William Not this!
Ow!
Scene 2
WILLIAM: Look at this page!
COMPUTER This page is about houses in Britain! There are
WILLIAM: lots of different houses Click on a picture This
is a block of flats My friend Jasmine lives here
My aunt lives here, in a terraced house This is
my house It’s a detached house And it’s got a
garage Upstairs, there are three bedrooms and a
bathroom Downstairs, there’s a sitting room, a
dining room, a hall, a conservatory and a kitchen
08:00 – 08:44
07:13 – 08:00
10:37 – 11:04
Trang 14Play Scene 1 with the sound on and ask more detailedquestions:
1 Has William got a brother?
2 What animal has he got?
3 What’s his name?
4 What does Jasmine say about him?
5 How many pets has William got?
6 What are they?
7 What does William’s teacher say about them?
8 Has Jasmine got any pets?
After watching
Remind students of the following dialogue in Scene 1:
JASMINE: How many pets have you got, William?
WILLIAM: Three I’ve got a rabbit, a guinea pig and a cat.
JASMINE: Oh! I haven’t got any pets.
Ask students to work in pairs and take it in turns to ask eachother questions about their pets Tell them that if theyhaven’t got a pet, they can invent one if they wish
SCENE 2
While watching
Play Scene 2 and ask questions:
1 What photographs does William take?
2 What does William say to the rabbit?
3 What colour is the guinea pig?
4 What does William say to the guinea pig?
5 Is William’s cat in the garden?
6 What is the web page about?
11:57 – 12:26
Background information
Many people in the UK keep pets Some people havedogs and cats Children often have smaller pets such asrabbits and guinea pigs A few people even keep snakesand spiders as pets!
EPISODE 4
Animals
SCENE 1
Before watching
Before beginning Episode 4 ask students what they
remember about Episode 3 What can they remember about
William’s house? Then discuss the title of Episode 4,
Animals Ask students if they have any pets and which
animals they think will appear in the video Elicit or teach:
cat, dog, rabbit and guinea pig.
While watching
Play Scene 1 with the sound off and ask:
Which animal can you see?
Animals: rabbit, guinea pig, cat, dog, horse, duck(s),
chicken(s), goose (geese), goat(s), sheep (sheep), cow(s)