JANET GOKAY MARCIA FISK ONG : al petanter ST Aya LCL.) PV el amen enh NDT enU ei » HELEN SANDIFORD. Ej. No.004459 alll VIDEO RESOURCE BOOK‘CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, So Paulo, Delhi Cambridge University Press ‘32 Avenue of the Americas, New York, NY 10013-2473, USA www.cambridge.org Information on this ttle: www.cambridge.org/9780521712002 ‘© Cambridge University Press 2008 ‘This publication is in copyright. Subject to statutory exception nd to the provisions of relevant collective licensing agreements, ‘no reproduction of any part may take place without the written, permission of Cambridge University Press. Itis normally necessary for written permission for copying to be obtained in advance froma publisher. The character descriptions, worksheets, video scripts, quizzes, and ‘quizzes answer key in this book 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’ may be copied. First published 2008 Printed in the United States of America A catalog record for this publication is available from the British Library ISBN 978-0-521-71200-2 paperback Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party Internet Web sites referred to in this publication, and does not guarantee that any content on such Web sites is, or will remain, accurate or appropriate. Cover and book design: Adventure House, NYC Text composition: TSI Graphics, Video production: alt media service, inc.TOK WAT ICTONNAIT et EYES N TE, JANET GOKAY MARCIA FISK ONG SERIES AUTHORS MICHAEL MCCARTHY JEANNE MCCARTEN HELEN SANDIFORD VIDEO RESOURGE BOOK | aeIK Introduction: To the Teacher... Character descriptions xi Introduction: To the Student . 2 xii Worksheets Episode 1, Act. iu Episode 1, Act2 5 Episode 1, Act3 9 Episode 2, Act 1... 13 Episode 2, Act2 v de 2, Act3.... a Episode3, Act... 25 Episode 3, Act2...... 29 Episode 3, Act3 . 33 Episode 4, Act 1... 37 Episode 4, Act2... . at Episode 4, Act’3 45 Teaching notes Episode 1, Act ..... - 30 Episode 1, Act2... . 54 isode 1, Act... . 38 Episode 2, Act. . 62 Episode 2, Act2 66 Episode 2, Act3.. Cre erveorenesyse 0) Episode3, Act 1. 74 Episode3, Act2... ‘ . 78 Episode3, Act3.. : Peo rare . 82 Episode 4, Act 1. 86 Episode 4, Act2. . 90 Episode 4, Act3. 4 Video scripts Episode 1 . Bplaodedd.sscarssestsssssvsessicsscons fivestisasessitenroressccea Episode 3 . Episode 4 . 107 Quizzes Episode 1 Quiz . Boon a : fe rreerall Episode 2 Quiz .. .u2 Episode 3 Quiz cece Id Episode 4 Quiz 116 Quizzes answer key. -118Introduction: To the Teacher. Touchstone Touchstoneis an innovative new series for adult and young adult learners of English. It offers a fresh approach to teaching and learning North American English using asyllabus based on how people actually speak and write English. The four levels of Touchstone take learners from the beginning through the intermediate levels of - proficiency. Drawing on the Cambridge International Corpus ~ a large database of conversations and written texts ~ the series introduces unique “conversation management” strategies, places special emphasis on teaching vocabulary and vocabulary-related strategies, and offers exciting ideas for personalized, learner- centered interaction. ‘Touchstone is supported by the Touchstone Video and the Touchstone Video Resource Book. Touchstone Video ‘The Touchstone Video is a refreshing way to learn English. It provides contextualized exposure to the language presented in the Student's Book in lively, natural contexts students can easily relate to. It is not only entertaining, but it also makes language - real for students. In particular, the Touchstone Video: * brings to life the grammar, vocabulary, and conversation strategies taught in the Student's Book. + relates a story involving six characters who interact in real-life, everyday situations of inherent interest to students. - + depicts body language, facial expressions, and gestures that naturally accompany spoken language. * presents language use in a series of Episodes broken down into short Acts, giving students the chance to better retain the language. + promotes learning through a familiar medium, giving students a sense of accomplishment. Each of the four levels of the Touchstone Video exploits and reinforces the language taught in the corresponding Touchstone Student's Book. The Video is set in the context of a fun-filled, compelling situational drama featuring a group of six young people - David, Liz, Yoko, Alex, David's friend Gio, and Kim —who are friends, ‘Through the daily encounters and tasks of these characters, students have the opportunity to see and hear the language in the Student's Book come vividly to life in both familiar and entertaining circumstances. IntroductionEach of the four levels of the Video breaks down as follows: Act 1 Act Episode 1. [Act 2_| Student's Book units 1-3 Episode 2 [Act 2_| Student's Book units 4-6 [Act 3 Act 3 Act 1 Act 1 Episode 3 [Act 2_| Student's Book units 7-9 Episode 4 [Act 2_| Student’s Book units 10-12 Act 3 Act 3 Each Episode incorporates language taught in a set of three units of the Student's Book and thus corresponds with each Touchstone checkpoint (review unit). The topical and grammatical content of each set of three units is presented in the Video ina unique way that related to, but different from, the Student's Book presentation. This ensures that there is never a direct overlap between the situations in the leo and the ones in the Student's Book. It also provides students with an even broader exposure to the target language in context. The Video provides powerful motivation to master the Student's Book lessons. Episodes can be shown i advance to preview the Student’s Book language in context so as to capture students’ interest and help them master unknown language. They can also be shown to review the language used in each set of three units when a checkpoint (review unit) is reached in the Student's Book. Each level of the Video includes a closed-captioning feature that shows the script of the conversations taking place on screen. This allows students to listen and read simultaneously. Touchstone Video Resource Book Each of the four levels of the Video comes with a Touchstone Video Resource Book, intended for use by teachers only. The Video Resource Book combines teaching. notes (step-by-step lesson plans) with photocopiable student worksheets for each of the twelve Acts in the four Episodes of each Video. It also contains photocopiable character introductions, video scripts, and quizzes with answer keys. Each Touchstone Video Resource Book contains several key elements: Introduction This section provides an overview of the Touchstone Video and suggestions on how to fully exploit it in class. It provides both general and specific ideas of how to use video in class and how to make the best use of each Act of the Video, Character descriptions ‘These photocopiable profiles of the main characters, David, Liz, Yoko, Alex, Kim, and David's friend Gio, allow teachers and students to become acquainted each of the characters. Teachers can use this page to introduce the characters to students before they watch the Video or to review something about a particular character after students have watched the Video. Worksheets These photocopiable worksheets offer students a variety of ways to reinforce and review the language they encounter in the Video. There are four worksheets per Act: Before you watch (one page), While you watch (two pages), and After you watch (one page). Introduction vvi Before you watch is designed to be used for previewing and reviewing the language in the Video. It highlights the language items in the Act that are crucial for understanding. While you watch consists of tasks that focus on the situations in the Video and the language featured. Students must watch the Video to complete these exercises. Some exercises require students to view an entire Act. Other exercises focus on shorter sections of an Act in order to target specific language. Next (0 each exercise is a number (DVD(0)) and a timecode (VHS aoe-aoan). DVDCB) This is for classrooms using the DVD version of the Video. When you input this number, the DVD plays only the section of the Video that students will need to complete a particular exercise. (In some cases, this will be the entire Act.) These numbers are sequential. You can access these numbers through the Video Resource Book (VRB) Task Menu on the DVD. VHS 0000-0000 This is for classrooms using the video cassette version of the Video. ‘These numbers indicate the timecodes to start and stop the Video in order to complete an exer In this section, the following icons indicate how the task is to be done: fag, ‘This indicates that students watch the Video and listen to the sound track to complete the task, GRA) ois instzates arses watch hei without sound complete the task. After you watch features productive tasks that help students exploit the language from the Video in the classroom, often by way of a personalized activity. Teaching notes ‘These step-by-step lesson plans are intended for use by teachers with little experience using video in the classroom as well as by those who have previously taught with video. Specific video teaching techniques, optional additional tasks, and tips for viewing the Touchstone Video are included. Video scripts The Video scripts can be used by both teachers and students ina variety of ways. As the teacher, you can use the scripts as a reference to plan your lesson and to familiarize yourself with the overall story line. The photocopiable scripts can also be distributed to students who can use them to act out what they've seen on the video as a closing exercise. Some exercises require students to view an entire Act. For exercises that require students to view only part of an Act, the starting point for the viewing is indicated in the scripts with a DVDLO). Quizzes and Answer keys: These two-page, photocopiable quizzes can be used either for self-assessment or for assessment by the teacher. There is a quiz and answer key for each Episode.Guidelines for teaching an Act from the Touchstone Video Before class Read the Teaching notes and look over the Worksheets. Watch the Video and read through the Video scripts. + Review the Language summary, the Language notes, and Culture notes for information you would like to emphasize in class, Read the Before you begin section and choose any tasks that are appropriate for your students. + Photocopy one set of worksheets for each student in the class. During class Get started * Go through any Before you begin task you may have selected. cover. * Give each student the worksheets for the Act you Go through the Before you watch section with students. * Read the instructions for each task. + Have students complete the tasks. + Check their answers. Preview the Act * Introduce the Act the students will watch by asking questions that elicit answers related to the Act. + Explain what they will see by setting the scene. Go through the While you watch section with students. * Play the Video through once. Ask students to turn their papers facedown so that they will not be distracted and will focus on the language and story. * Play the Video again. This time have students watch for the specific information they will need to complete a given task. Ask students to read through a worksheet exercise before you show the video. + Repeat the Video until students have completed all the tasks. + Check their answers. Go through the After you watch section with students. + Read the instructions for each task + Have students complete the tasks. Introductionviii Specific techniques and tasks for extending use of the Video Teachers have a number of techniques at their disposal to exploit the rich medium of video in the classroom. Most of these techniques involve focusing on a single aspect of the Video to complete a task - playing only the sound track, only the picture, or only a short segment of the Video. This creates an information gap that encourages students to use their language knowledge, their logic, their senses, and their imaginations to complete the task. Recommendations of specific task types that make use of these various techniques are presented below. 1. Picture-only viewing Playing a video with the sound off makes students pay close attention to the visual information in the video and use their imaginations or prior knowledge to complete the task. This technique is especially appropriate for segments that have a rich background, a lot of action, ora lot of facial expressions and body language that give clues to specific emotions or feelings. Task: What's going on? Choose a short dramatic scene that shows the setting and involves some action. Write a4-Wh-chart on the board, like this Who Where When (time of day) What Play the scene and have students complete the chart. Task: Guess the conversation Choose a short dramatic scene in which two or more characters are having a conversation. There should be many nonverbal clues in the scene, such as facial expressions and gestures. Play the scene and have students work in pairs to write what the characters might be saying. Task: Guess the words Choose a short scene in which a number of vocabulary items are featured. Play the scene and have students work in pairs to write what items they see. To make this task more challenging, play the scene on fast-forward. Task: Guess what happens next Choose a scene that has several possible outcomes at one or more points in the action. Play the scene and stop at the first point where there could be two or more ‘outcomes. Have students guess what will happen next. Write their ideas on the board. Play the scene again and check how many correct ideas there were. Task: Practice the lenses Choose a scene with a lot of activity. Play the scene and have students describe what is happening (present continuous) or what happened (past continuous). Introduction2. Sound-only viewing Playing a video with the sound on but the picture covered makes students pay close attention to the spoken information in the video. ‘This is especially appropriate for scenes in which the character's tone of voice is expressive or in which a specific language function or grammar point is being used. For all these tasks students should not have watched the chosen scene before. Task: Describe the scene Choose a scene that is rich in dialog and background noises. Write some questions on the board. For example: How many people are in the scene? How many men? How many women? Where are they? What are they doing? How are they feeling? Play the scene and have students listen and answer the questions. Task: Describe the person Choose a scene in which a character(s) speaks for at least 10-15 seconds. Play the scene, then elicit and write on the board some words to describe the people, both physically and in terms of their personalities. For example: young, old, shy, friendly, smart, happy, nervous, good-looking, pretty, beautiful. 3. Normal viewing Playing a video with the sound and picture on allows students to pay attention to both the visual and the spoken information in the video. Many of the tasks involve stop and (re)play, meaning that the video is stopped ata critical point, information is elicited, and then the scene is played or replayed. Task: Repeat the lines Choose a scene that includes key words, expressions, or intonation patterns, Play the scene up to the appropriate point, stop the video, have students repeat, mimicking the speakers as closely as they can, then replay the line again or play the next one. Give students several opportunities to listen to and repeat lines. Task: Identity the information Choose a scene that has specific information you would like to focus on, such as a character's name or a specific response someone gives in a conversation. Play the scene and have students raise their hands when they hear the information. Stop the Video, rewind it, and replay it to check answers. Task: Freeze frame Choose a scene with one or more important actions or language points on which you want to focus. Play the scene, pause it at the appropriate frame, and then ask students to complete the task. For example, students could describe what is happening or has happened in a scene, talk about the characters - who they are, how they look, or how they are behaving - of they could note details about the setting or predict what will happen next. This is an excellent tool for checking comprehension. Introduction ixTask: Closed-captioning answer check Choose a scene that has a particular conversation that students need to listen to in order to complete a task. Play the conversation once or twice as students fill in the blanks. Turn on the closed-captioning feature and play the conversation again, this, time having students check their answers. Task: Predict what's next Choose a short segment of a scene (no longer than 30 seconds) that involves some dramatic development, such as the arrival of a character, a meeting between characters, ora character making a strong or surprising statement. Play the scene at that point, pause the Video, and have students say or write what they think will happen next. Play the remainder of the scene and check how many students’ predictions were correct. Task: Guess the middle Choose a scene that involves some dramatic development, as above. Play the first and last parts of the scene and have students guess what happened in the middle. Then play the entire scene so that students can confirm and correct their guesses. Task: Role-play Choose a short scene in which two or more characters speak. Tell students that they will watch the scene and then role-play the conversation. Play the scene at least twice. Have them role-play the conversation in pairs or small groups, and then have several pairs or groups role-play it for the class. The script of the conversation can be copied and given to students for support, ifnecessary. x IntroductionCharacter descriptions Touchstone Video is a fun-filled, compelling situational comedy featuring a group of young people who are friends. David Parker is a reporter. His roommate is Alex Santos, a personal trainer. David's friend Gio Ferrari is a student visiting from Italy Liz Martin is a singer and Web designer. She lives with Yoko Suzuki, a chef. Kim Davis is David's co-worker. She works in an office. Through the daily encounters and activities of these characters, Touchstone students have the opportunity to see and hear the language of the Student's Book vividly come tolife in circumstances both familiar and entertaining. This is David Parker. This is Yoko This is Alex Santos, He's a reporter. She's a chef, He's a personal trainer. ea This is Gio Ferrari. This is Liz Martin Thisis Kim Davis. He's a student She's a Web designer She's David's co-worker. He's from Italy. and nger. Press 2008 Photocopiable Introduction xiiiie iene ores lai The Video Welcome to the Touchstone Video. In this video you will get to know six people who are friends: David, Liz, Yoko, Alex, Kim, and Gio. You can read about them on page xi. You will also hear them use the English that you are studying in the Touchstone Student's Books. Each of the four levels of the Video breaks down as follows: Act 1 ‘Act 1 Episode 1 [Act 2_| Student's Book units 1-3 Episode 2 | Act 2_| Student's Book units 4-6 Act 3 Act 3 Act Act 1 Episode 3 [Act 2_| Student's Book units 7-9 Episode 4 | Act 2_| Student's Book units 10-12 Act 3 Act 3 Explanation of the DVD Menu ‘To play one Episode of the Video: + On the Main Menu, select Episode Menu. + On the Episode Menu, select the appropriate Play Episode. To play one Act of the Vide + On the Main Menu, select Episode Menu. + On the Episode Menu, select Act Menu. + On the Act Menu, select the appropriate Play Act. To play the Video with subtitles: + On the Main Menu, Episode Menu, or Act Menu, select Subtitles. + On the Subtitles Menu, select Subtitles on. The DVD will then automatically take you back to the menu you were on before. To cancel the subtitles: + On the Main Menu, Episode Menu, or Act Menu, select Subtitles. + On the Subtitles Menu, select Subtitles off. The DVD will then automatically take you back to the menu you were on before. The Worksheets For each Act there are Before you watch, While you watch, and After you watch worksheets, For While you watch worksheets. + Find 0VD() on your worksheet. + Input this number on the Video menu using your remote control. The DVD will then play only the segment of the Video you need to watch to complete the task. We hope you enjoy the Touchstone Video! IntroductionA Write the words in the box under the correct hobby. aboard game acookbook golf clubs in-line skates a painting pots and pans weights 4. 5. 6. 3 : B Match the questions with the answers. Then practice with a partner. z 1. What's your favorite kind of music? __ a. No, I can't. But I'd like to learn. I love art. 3 2. Can you paint? __ b. No, sports aren't really my thing. 3 3. Do you like cooking? __ c. Tove jazz and country music! & 4, Do you play any sports?____ d. Yes, lam. I don’t use them anymore. 5. Are you getting rid of these skates?____e._Yes, | do, but I'm not cooking a lot these days. I'm too busy. Touchstone Level 2 Video worksheets Episode 1 The Stoop Sale + Act 1 1faa A Circle the correct answers. ) © Cambridge University Press 2008 Photocopiable ovo) VHS 00:05 “ont ovo (2) vas of: 0626 1. The friends are having a stoop sale weekend. a. this b. next 2. Astoop is the stairs a building. a. infront of b. behind 3. Ata stoop sale, you sell stuff. a. old b. new 4. David says it’s a great way to make a. friends b. money 5. David isa a. salesman b. reporter B what does everyone bring to the sale? Match the items to the people. (Some people bring two or three items.) ‘a. board games d. in-line skates. a painting b. Web design books —_—e. weights h. cookbooks c. golf clubs f. pots and pans i. CDs David Yoko Liz Now look at the items that the friends are selling. Complete the sentences with the correct names. 1: is a singer and Web page designer. 2. is a chef. is a personal trainer and likes to paint. 2 Episode 1 The Stoop Sale + Act 1 Touchstone Level 2 Video worksheets_____While you watch 7 = C Circle the correct answers. wont Liz and Yoko live across / down the hall from Davi vis0005 2. David is excited about the sale because he wants to meet the neighbors / — he's writing an article. David is selling his board games because he has a lot / doesn't like them. Yoko is selling pots and pans because they're old / she has enough. Lizis selling the books about Web page design because they're old / she has enough. is selling a lot of jazz / country CDs. Alex is selling weights because he’s buying new ones / not using them. Alex is / isn't painting a lot these days. Gio wants to keep / get rid of a lot of things. 10. Gio is studying math / business, so he can help with advertising and pri D Circle the correct answers. 1. Gio loves board games. How does David feel about board games? ovo) vis ont a. He loves them, too. b. He doesn’t like them ~0429 2. David can't skate. What about Gio? a. He can skate well. b. He can't skate, either. 3. What does Yoko think of golf? a. She likes it. b. She doesn’t like it. 4, How does David feel about golf? a. He likes it, too. b. He doesn't like it, either 5, How does Alex feel about golf? a. He loves it. b. He doesn't like it very much. 6, What do Yoko and Liz think of Alex's painting? a. They like it. b. They don't like it. 7. What does Gio think of the painting? a. He likes it, too. b, He doesn’t like it very much. Touchstone Leve! 2 Video worksheets Episode 1 The Stoop Sale + Act 1 3 ‘© Cambridge University Press 2008 Photocopiable___ After you watch z z A What can you remember? Who wants to sell each item? Who says they like each item? 1. the in-line skates David wants to sell the skate 2. the golf clubs 3. Alex's painting 4, the board games B Complete questions 6 and 7 with your own ideas. Answer the questions in the You column. Then ask a partner the questions. You + TTg Peg 1. Can you paint? Yes /No | Yes | No [2 Can you play goit? Yes/No |Yes /No [3.00 you tke to play board games? Yes/No | Yes /No [4 Do you like in-line skating? Yes /No | Yes /No [5 Do you like to listen to music? — Yes/No | Yes/No 6. Can you ? | Yes //No | Yes / No 7. Do you like (to) ? [Yes/No [Yes/No Compare your answers. What do you have in common? “can't paint, and Bernard can't, either. We both like board games.” C Complete the sentences with your own information. Then compare answers with a partner. 1. Tcan't , but I want to learn. 2. 'm not really into It’s not really my thing. 3. Love to _ —__ 4. I'm not very good at , but Lam good at 5. I don’t really enjoy these days. I prefer to A Ican't dance, but I want to learn. B Me too! 4 Episode 1 The Stoop Sale + Act 1 Touchstone Level 2 Video worksheetsEpisode 7 The Stoop Sale Act? _____ Before you watch A Match the words in the two columns. Write the words. country. sale L ac diet —~ clubs 2. golf music 3. junk racket 4. stoop drink 5. ten food 6. B Circle the correct verb form. 1.ike/ 2. [don’t feel very well. I think I get / I'm getting the flu. 3. Hi, Do you live / Are you living around here, or do you visit / are you visiting? 4 5. 'm liking country music. What about you? I don’t want any French fries. I try / I'm trying to lose weight. . Iusually go / am going to the gym every day. What about you? Do you go / Are you going to a gym? .. Right now, I study / I'm studying for my final exams next month. C Complete the chart with the expressions in the box. ‘Are you into music? This is a great party. Nice meeting you. Y Are you kidding? Have a great day. No way! Do you live around here? I'm sorry, | think | need to go. Wow! Are you serious? Bm een Expressing surprise Are you Kidding? Ed | ‘© Cambridge Univers Touchstone Level 2 Video worksheets Episode 1 The Stoop Sale + Acl2 5A Check (V) true or false. Then try to correct the false sentences. ovo) Hs 05:24 “0826 Matt Fred 1. David has a cold. Otte / False Davia has a feve 2. Matt likes Liz’s CD. Otrue C1 False 3. Matt lives far away. Otrue O False 4. Fred exercises twice a week ~~ Cte False 5. Matt is a good singer. Otrue CO False 6, Fred drinks a lot of coffee. ~ Otrue 0 False 7. Liz thinks Fred is an interesting guy. Otrue CO False B Who does these things? Check (7) Liz or Fred. Then watch the video and )) check your answers. vos) 1. is a good listener 2. keeps looking at the other person 3. talks about himself or herself a lot 4. asks about a salary 5. smiles a lot | | 6.is negative (© Cambridge Univers 6 Episode 1 The Stoop Sale * Act 2 Touchstone Level 2 Video worksheets_____ While you watch : C what do they talk about? Check (/) the correct topics. n®) Cee ed CO personal appearance CO the weather © where they live staying healthy iS 05:9 08:40 O exercise O music C. personal problems C salaries [Cie ored C. personal appearance C the weather CO where they tive O exercise C personal problems & salaries © staying healthy O music re D Listen for these sentences. an a, Idrink these diet drinks. visoss3 —_b. I'm drinking these diet drinks. 0820 2. a. Idon't do anything right now. b. I'm not doing anything right now. 3. a, Do you make a lot of money doing that? b. Are you making a lot of money doing that? ircle the ones you hear. 4, a. [play the piano, b. I'm playing the piano. a. [go to the gym every other day. I'm going to the gym every other day. b, 6. a. Leat a lot of junk food. b. I'm eating a lot of junk food. E watch the video. Complete the conversations with expressions from the box. ovotsy [actually cool noway really wow | VHS 0708 $I “0752 Alex Well, (1) actually ___, I'ma personal trainer. Fred (2)__ 7 Do you make a lot of money doing that? Alex Uh Matt (3) , 'ma musician, too. Liz () ___! What do you play? Or... . are you a singer? Matt No. I can't sing at all. | play the piano. Liz (5) What kind of mu ‘Matt Well, I play jazz. ic do you play? Liz (6) ! And you live nearby. Maybe we can practice together sometime Matt Sure. That sounds great Touchstone Level 2 Video worksheets Episode 1 The Stoop Sale + Act2 7 ‘© Cambridge University Press 2008 Photocopiable_____ After you watch Cambridge University Press 2008 Photocopiable cy A What did you learn about Matt and Fred? Make notes. Then compare your answers with a partner. Did you remember the same things? Matt Fred wants to lose weight B Choose one of the conversation ideas in the box or use your own ideas. Have a short conversation with a partner. your home or workplace a hobby or interest A Do you work near here? B Yes, Ido. I work in an office on Second Street. A Really? I work near Second Street! C Imagine you are at a party. Write a conversation with a partner. Follow the steps below. A (Say something about the party.) B (Respond and ask a question.) A (Respond and introduce yourself.) B (Introduce yourself and ask another question.) A (Respond and give more information.) A This isa great party. B Yeah. David's parties are always fun. 8 Episode 1 The Stoop Sale + Act 2 Touchstone Level 2 Video worksheetscold cough drugstore headache medicine sore throat stressed tissues . can’t eat or drink! I have a really bad Oh, no! I think I'm getting a again. Ihave a bad . We need some aspirin. Could you go to the____and get some? We need some . I'm taking some for my cough. Thavea ). Sam has exams, and he’s working very hard. He feels very \d two responses for each sentence. Write the letters, A How are you? a. I'm feeling better. Bia £ b. No problem. 2. A I think Ihave a cold. c. No, I don’t think so, thanks. B oe d. Oh, no! 3. A Do you need anything? . Oh, yes. Could you get some milk, please? B SS £. I'm OK, I guess. 4. A Could you go to the drugstore? g. OK. Thanks! ae h. Sounds good. 5. A [can make you some tea, if you want. i. Sure. B a j. That's too bad. Touchstone Level 2 Video worksheets Episode 1 The Stoop Sale + Act 9 ‘© Cambridge University Press 2008 Photocopiable______While you watch Taal, A Check (v) all the correct answers. ©) vs 08:31 “13:36 1. At the beginning of the act, David and Alex talk about @ David's health CO David's daily schedule the stoop sale C Alex's health C Alex's daily schedule CO David's newspaper article 2, On the telephone, Alex and Yoko talk about O David’sheatth = C1 Yoko's health O medicine O Alex's health O Liz's health O exercise 3. After the telephone call, David and Alex talk about CO in-line skates O atennis racket CO skatinglessons [1 tennis lessons fag], Match the two parts to make true sentences. (One item matches to two people.) ovo (it) VHS 09:31 “127 | 1. David_e_ is coughing a lot. 8 2) Ales ee has allergies. 5 3. Yoko___ missed the stoop sale. £ ee has a cold. feels better. has a terrible headache. is stressed. Rome ange © Cambridge Universi 10 Episode 1 The Stoop Sale +» Act 3 Touchstone Level 2 Video worksheetsC Listen for these parts of the conversation. Circle the correct answers. 1. Alex Hey, David, how are you? David {feel better. | 'm feeling better. 2. David Oh, no. That's too bad. Alex Yeah. You know, I get up / I'm getting up at 5:30 every day to go to work these days. 3. Alex What about your article for the newspaper, “A Stoop Sale: Step-by-Step"? David want to write / I'm still writing it, but I'm stressed about my deadline. 4. Yoko Hi, Alex. I's Yoko. How are you? ‘Alex OK, guess. Actually, I think I have a cold. How do you feel / are you feeling? 5. Alex Really? You're kidding. Yoko No, I'm not. | have cold. And Liz coughs all the time / is coughing a lot. D Who says these things? Check (/) Alex, David, or Yoko. Then watch the Ko) video and check your answers. ovo (a) vis 09331 Alex David Yoko “13:96 1. guess it was a 24-hour bug. 2. We got really wet! ‘3. can go to the drugstore. 4. You sound sick 5. Do you guys have any? 6. He can buy some. 7. Now I just have to find my tennis racket. 8. Sorry! You never used it! ©) _E watch the video. Complete the conversation with verbs from the box. ovo) a i (WOE) (Some of the verbs are used twice.) “1228 = drink get have rest —take Alex No problem. Do you need anything? Yoko No, I never take medicine when | (1) have a cold. Alex That's funny. I don't either. If (2) allergies, I usually (3) ____ something, But when I have a cold, I don't @) __ medicine. | just stay home and (5) Yoko Yeah, me too. But if | (6) a really bad cold, 1) hot water and vinegar with honey. Alex Really? Does it help? Yoko Yeah, it helps a lot. Touchstone Level 2 Video worksheets Episode 1 The Stoop Sale + Act3 11______ After you watch A What can you remember? What does Yoko do when she has a cold? What do you do when you have a cold? B Answer the questions. Then compare your answers with a partner. How are you the same? How are you different? 1. How often do you get the flu? 2. How often do you get headaches? 3. What do you do when you feel sick? 4.Do you feel stressed a lot? 5.Do you feel tred very often? A How often do you get the flu? B hardly ever get the flu A Really? You're lucky. I get the flu once a year. C Work with a partner. Complete the conversations using your own ideas. ‘Then practice with your partner. 1, A How are you feeling? Do you still have z B Oh, I'm feeling much better, thanks. 1 and now I'm feeling A That's good. I always when I have a cold. 2. A I'mso these days. B Really? =) A Well, I'm these days. And i'm _ B That's too bad. ‘© Cambridge University Press 2008 Photocopiable 12 Episode 1 The Stoop Sale + Act 3 Touchstone Level 2 Video worksheetsEpisode 2 The Birthday Party _____ Before you watch A Match the pictures a, He's baking a cake. b. They're playing soccer. c, They're making pasta. d. It’s arriving at 5:45. the sentences. e £ 8 h. FUGHT 101 JFK She's leaving work. She's mailing some letters. He's talking on the phone. They're planning a party. ARRIVALS B Are the actions in the conversations happening now, or will they happen in the future? Check (V) the correct column. What are you doing? T'm writing a letter. whe he hae Touchstone Level 2 Video worksheets What are you doing tomorrow? I'm playing basketball with a friend. What are you making for dinner tonight? I'm probably making pasta with chicken. Who are you talking to? Ym talking to my father. Now oodo In the future a oO a Qo Episode 2 The Birthday Party + Act 1 3 z i 3______While you watch A what topics do David, Liz, Yoko, and Alex talk about? Check () one answer for each item. ovo GS) wear 1.0) “i782 American stuff Italian stuff flowers pictures a special present a special guest, the decorations for the party a traditional cake a popular dessert a 20 oO 30 ( 4.0] the menu for the party al 50 o 6. C1 the guest list for the night of the party CO the plan for the night of the party 7. O amistake about the date of the party © achange in the date of the party B When are these things going to happen? Write the number for each event under the correct day. ovo is) vs is) | 1. pictures arrive 3. Yoko prepares food —_5. Alex picks up cake 2. special guest arrives 4. Alex talked to Gio __6. party happens Tuesday Wednesday Thursday _filday Saturday —_ Sunday 1 Mon ‘cle the correct answers. 1. Gio isn’t home / homesick. 6. Gio knows / doesn’t know about the party. 2. Gio's mother / sister is sending the pictures. 7. Alex ean / can’t bake cakes, 3. Liz is picking up the special guest at the 8, Alex can / can’t keep Gio busy on the airport / train station. night of the party. 4. Yoko is / isn’t busy and can / can’t talklong, 9. The party is on the 25th / 26th. 5. Yoko is making pasta, grilled vegetables, 10. Liz / David is going to call everyone back and pizza / hamburgers for the party. 14. Episode 2 The Birthday Party + Act 1 Touchstone Leve! 2 Video worksheets_____While you watch D Listen for these sentences. Complete the sentences with the correct form of >) the verbs in the box. (You will use one of the verbs twice.) weiss [he love make — meet —_try 1542 1. David He's not going to be back for another hour. 2. David Gio is pretty homesick, so I think he’s all the Italian stuff. 3. Liz And our special guest arrives on Friday morning, I'm her at the airport 4. Yoko I'm pasta, grilled vegetables, pizza, and stuff like that. I'm excited because I'm ___ z some new recipes! 5. David Yoko is pasta and stuff like that. E Listen for the sentences and complete them with can or could. Then watch >) again and match the sentences with the ones that follow them. Weis: 1. It’s about the food for the party. Cam you tell a. Sure. OK. What else? “1650 me what you're going to make? ___ b. Um, I'm not sure. 2. I'm preparing a lot of the food on Saturday morning. c. You know, I make great cakes. I talk to Liz about it later. d. Uh, I have to go, OK? Bye, David. 3. So... how Thelp? ___ e. Sure. I'm making pasta, grilled 4, Are you going to bake a cake for him? vegetables, pizza, and stuff 1 help with that. like that. 5. It's going to be ready on Friday you f. You know what? Gio wants me pick it up? to train him at the gym. 6. On the night of the party, we need someone to keep Gio busy._____youhelp? _ ress 2008 Photocopisble © Cambridge Universi Touchstone Level 2 Video worksheets Episode 2 The Birthday Party + Act 1 15____After you watch ‘© Cambridge University Press 2008 Photocopiable A Think about the plans that were made in the video. What do you think is going to happen on the night of the party? Write your ideas. Then discuss the question. cing to take Gio to Hn the ot! ave the pay Who do you think the mystery guest is going to be? B Match the statements with the responses. Then practice the conversations with a partner. Use your own ideas to keep the conversation going. 1. I'm going to a wedding in August. _A_ a. Really? Does she have 2. We're going out for dinner this evening. __ any plans? 3. We're having a birthday party for my father in July.___b. Oh, yeah? How old is he? 4. Some friends are coming to visit this weekend. ___ ¢. Lam too! Who are you going 5. I'm going to a concert on Saturday night. __ to see? 6. My sister is graduating this summer. _ d. Really? Who's getting married? e. What are you going to do with them? f. That sounds nice. Are you celebrating something? C Look at the activities in the box and add two of your own. Then circle three to five activities that you are planning to do sometime in the future. gotoaconcert have a birthday party go to a wedding 90 out for dinner buy a present see old friends go away for the weekend Work with a partner. Take turns describing your plans. Give details. A_ I'm going away for the weekend. B Really? Where are you going? A Well, 16 Episode 2 The Birthday Party + Act 1 Touchstone Level 2 Video worksheetsA Put the words in the box into the correct categories. ¥ algebra basketball classes costumes graduation parade soccer subject fireworks float football uniform volleyball Teed B Complete the sentences with the verbs in the box. came got grew shad ~=—smet moved took was / were wore 1. We__weve _ on the same volleyball team. 21 up in France, but my family to California whenI__sixteen. 3. My brother and I along well. 4, He to visit me last year. We a great time. 51 history and geography in high school. 6. Everybody a uniform at my school, 7. My parents in high school. C Match the questions with the answers. Then practice the conversations. 1, Where were you born?__ 2. Did you play sports when you were a kid?__ 3. Did you get along with your brothers and sisters?_ 4, What was your favorite subject at school? __ 5. Did you study any languages? _ Touchstone Level 2 Video worksheets Probably math. I was good at math. Yes, we got along well In California, but I grew up in New York, Yes, I did. | studied German and Italian. Yes. Volleyball and basketball Episode 2 The Birthday Party + Act 2 17 © Cambridge University Press 2008 PhotoeopiableA Match the sentences with the correct pictures. 7 ovoGe) | a. We did everything together. vrs 7'57 | bs that really you? c. What are you doing here? d. Who's that with you? e. Happy Birthday! 1. | was a good student. wo eld ae costumes baseball | algebra dancing basketball | business i fireworks soccer English g Moat volleyball German . parades 18 Episode 2 The Birthday Party » Act 2 Touchstone Level 2 Video worksheets______While you watch re C Circle all the correct answers. (One, two, or three answers are possible for each question.) ovo Wise! 1. Gioand Monica 3. Gio and his cousin “2198 a, had fights when they were kids a. were in the same classes b. went to college together b. played on the same soccer team c. get along well now c. grew up in the same house 2. Monica came to the party because 4. Most students in Gio’s school a. she wanted to surprise Gio a. spoke English fluently b. Liz and David invited her b. didn’t study hard c. she had vacation time c. studied two languages D Complete the conversation. ovo (23) VHS 1834 19°08 Gio Oh my gosh! Where did you get these pictures? Liz Your mother (1) _sent _ them to us. Alex_Is that really you? You (2)__so little! Gio. Yeah. | guess I'm three or four months old in that picture. Uh, that (3) family moved to Italy. Kim Really? You weren't born in Italy? probably right before my My mother speaks it very well. g Gio No,1 (4) here. My mother's a New Yorker. 3 She (5) my father when he (6) 2 to the US. to work a Kim So (7) you (8) bilingual? z Gio Not really. We usually (9) Italian at home. 2 z ge Touchstone Level 2 Video worksheets Episode 2 The Birthday Party + Act2 19___After you watch versity Press 2008 Photocopable © Cambridge ‘A What can you remember? Read the summary of Gio's life. Find and correct the mistakes. Gio was born i Ray His mothers American and his father is Italian, so the family spoke dq English at home, He moved to Italy when he was about four years old Gio's sister's name is Maria. They didn't get along when they were kids, and they're not really close now. They loved Camevale When they were children. Camevale is a Popular festival with parades and fireworks. Gio and his brother were in the same class at school and on the same baseball team. Gio played a lot of sports as a child. Gio loved schoo! but he wasn't a very good student. He hated algebra! B Use the prompts to write questions about your childhood. Where / born where were you born? Where / grow up get along / family Where / go / school What / favorite subject play / any sports What kind / music / listen to What / best memory C Work with a partner. Choose some of the questions in Exercise B. Take turns asking and answering the questions. A Where did you grow up? B Well, I grew up in... , but we moved to... when I was a teenager. A Really? Did you like... ? B 20 Episode 2 The Birthday Party » Act 2 Touchstone Level 2 Video worksheets___—Before you watch A Match the picture with the correct location expressions. a.attheend — b. between —_c. on the corner. It's at the end of Elm Street. It’s on Oak Street, between Fi It’s on the corner of Elm Street and First Avenue. It’s on Elm Street, between Second and Third Avenues. C Number the lines of the conversations in the correct order. 1. ____Itsounds terrific! 2 Like what? ___ Welt, there are a lot of nice shops and great restaurants. __ Yes, it’s great. There's so much to do. —L_ Do you like living in your neighborhood? Touchstone Level 2 Video worksheets ae OK. Thanks! I'm sorry? What? Excuse me. I'm looking for Luca's. ‘Oh. That's on Elm Street. It’s not far. Go straight ahead for a block. Make a right, and it’s at the end of the street. Luca's Restaurant. Episode 2 The Birthday Party » Act3 21 ‘© Cambridge University Press 2008 Pholocopiale______While you watch : (© Cambridge University Press 2008 Photocopiable Taal, A Number the scenes in the correct order. ae) ovo Ga) vis 221 2635 d e. B what does Gio say is in the neighborhood? Check (V) yes or no to answer EaK)) the questions. ovo 5) wea Are there any... ? 7. an aquarium Dyes Oo | 65. dance clubs Oves ONo 2.a garden Dives CINo | 6. department stores Oyes Oo 3. a museum Ces Oo |7 gift shops Ces ONo 4. arunning path Ores Oo | 8. music festivals Oves Ono aah, © Check (V) Gio or Monica. o} , wm LE Gio | Monica vis 2211 “2635 | 7. likes art [2 has a map 3. doesn't want to go to the garden 4. has the idea to go shopping 5. has to move soon 6. finds some great stuff 7, forgets the map 8. sees a sign for an apartment 22 Episode 2 The Birthday Party » Act 3 Touchstone Leve! 2 Video worksheets_____ While you watch D Write the names of the places in the correct locations. (You will not label two of the squares.) ovo Gz) wis 2243 2359 eal, E Circle the correct words to complete the directions. pore _ lS notfar / pretty far. The best way to go is: Go straight ahead for vis2545_ one block / two blocks. You're going to see a garden / movie theater. 26:13 Make a left / right and go down the street for about a block. Take a left / right and it’s at the end of the street. You can’t miss it. Look at the map above. Gio and Monica are at the **. Draw the directions. Touchstone Level 2 Video worksheets Episode 2 The Birthday Party + Act3 23 ‘© Cambridge University Press 2008 Photocopiable______After you watch © Cambridge University Press 2008 Photocopiable A What can you remember? What's in Gio’s neighborhood? What does he like about the neighborhood? 3 5 < E gi 1. Where's the Rose Garden? Ws om 0. Fivst ana Secor 2. Where's the movie theater? 3. Where's the dance club? 4, Where's Lisa's apartment? 5. Where's Oak Park? 6. Where's the New Café? C Work with a partner. Look at the map above and at the map on page 21. ‘These show different parts of the same neighborhood. Choose a place on one of the maps. Tell your partner where you are. Then ask your partner for directions to a different place. A. Excuse me. I'm looking for the Rose Garden. B Oh, that's on. 24 Episode 2 The Birthday Party + Act 3 Touchstone Level 2 Video worksheetsEpisode 3 What Do You Need? _____ Before you watch A Look at the picture. Check (V) the items you see. Qan armehair Da desk Can oven Dabed Cisome dishes Cla refrigerator Oa clock Ca dresser Clastove Da coftee table Oatamp Ci some towels Cla coffeemaker Ola microwave Oaw B Match the expressions to the pictures. a. gets dressed b.getsup c. has coffee d. makes dinner. makes the bed _f. watches TV fo ® @ Touchstone Level 2 Video worksheets Episode 3 What Do You Need? * Act? 25A Circle the correct answers. ©) ovo Gs) a a vis 2640 3130 Gio and David are packing / unpacking Gio's things. . Gio has / doesn’t have a lot of stuff for his new apartment. David asks Gio to describe his typical day / new apartment. There is / isn't a lot of closet space in Gio's new apartment. Gio spends a lot of his day at home / school The kitchen has / doesn’t have a refrigerator. Gio has / doesn't have a lot of time to cook. Gio likes to watch TV / read while he’s eating dinner. Gio can / can’t afford to buy everything. 10. David doesn't like to watch TV / clean. 1 2, 3 4, 5. 6 7 8. 9. fagl, 8 Check (v) the items Gio needs to buy. Put an Xx next to the items >) he doesn’t need to buy. Then answer the question. vo (0) VHS 26:40, 3130 (Xan armchair Ci sheets and pillows Cla coffeemaker Cla microwave Qa desk Citowels Opots andpans Catv Da bed Cia dresser Odishes What three things does Gio decide not to buy right away? y Press 2008 Photocoplable (© Cambridge Univer 26 Episode 3 What Do You Need? + Act 1 Touchstone Level 2 Video worksheets_____While you watch ql, © What do Gio and David say about these things? Match the >) adjectives to the things. (One adjective is used twice.) views 1. a(n) a armchair a. big 3019-2. a(n) ____ routine b. convenient 3. a(n) ___ cup of coffee c. daily 4, a(n) ____ coffeemaker d. terrible 5. thekitchenis ____and_____e. modern 6. a microwave is really _ £ old 7. a(n) ___ habit g. extra h. quick D Number Gio’s daily routine in the correct order. 9) pom) —— drinks coffee wis27ss gets dressed 30:19 __ gets home from school _____ leaves for school makes dinner makes his bed takes a shower watches TV AA E Listen for these ways of making and responding to suggestions. ©) Complete the sentences. ovo - : veo 1. David Is there a microwave? ae Gio No, there isn't. David Oh, you get one. A microwave is really convenient. I mean, you're pretty busy. You don't have a lot of time to cook. Gio Well, | don’t know. . 2. David Anyway, you have an armchair for the living room, but you buy a TV, right? Gio Yeah, | do. Wow. . David. . 3. David Just start with the basics - you know, the things you really need. Gio Well, that’s just the bed, the pillows and sheets, and the towels David ... and the dishes. Yeah, you don't buy a dresser right away. You leave your clothes in your suitcase for now. ige University Press 2008 Photocopiable Touchstone Level 2 Video worksheets Episode 3 What Do You Need?» Act? 27A What can you remember? What is Gio's daily routine? Make notes. Then compare your answers with a partner. Did you remember the same things? Fivst, he gets up and makes his bea, B write down four or five things you do in the morning and the time you do them. Then compare your lists in small groups. Are your routines similar? i Activity “Iget up at 7:00. First, I have a cup of coffee and read the newspaper. Then I take a shower at about 7:30...” C Write three rooms in your house in the chart. Write two things you have in each of these rooms and one or two adjectives to describe each thing. Pes or re Work with a partner. Describe your items using the adjectives. (Don’t say what s!) Your partner guesses what it is. A. It's big and comfortable. It's in my living room. B Isit your sofa? © Cambridge University Press 2008 Photocopiable 28 Episode 3 What Do You Need? + Act 1 Touchstone Level 2 Video worksheets