Evolve Digital Level 1

Unit 8 Video scripts

Lesson 1...................................................................................................................................... 2
Lesson 2.................................................................................................................................... 10
Unit Review............................................................................................................................... 15
Time to watch: Drama................................................................................................................ 16

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Lesson 1

Unit 8; Lesson 1; Unit introduction; Screen 1

Teacher welcome
[Teacher Ana facing the camera]
Teacher Ana: Hello – so nice to see you! Let’s start Unit 8 – “You’re good!” What are you good
at? Are you a good dancer, or singer maybe?
In Lesson 1, you talk about skills and abilities – things you can learn, like playing the piano. You
also learn to use can and can’t for ability, and the adverb well.
In Lesson 2, you say what you can and can’t do at work or school. Does your work or school
have a lot of rules? You learn some vocabulary about work, and you learn to use can and can’t
for possibility.
In Lesson 3, you say why you’re the right person for a job. This is great for job interviews! You
learn to ask for and give opinions, and you learn to explain an idea.
In Lesson 4, you talk about computers and jobs. Do you think computers can do all jobs? You
also write an online comment with your opinion.
Then, to finish, you review everything.

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Lesson 1

Unit 8; Lesson 1; Unit introduction; Screen 4

Real English student
[English student Anderson facing the camera]
Anderson: Hi. I am Anderson. I play guitar in my rock band.

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Unit 8; Lesson 1; Grammar presentation: "can" and "can't" for ability; "well"; Screens 2,
5, 6, 8, 9, 10
Grammar story: Can cats fly?
[An animated video with animal characters]
Narrator: [video title] can and can't for ability – “Can cats fly?”
[A little black-and-white cat and a bird are sitting on a wall. They are talking and arguing about
their skills.]
Bird: Look at me! [flies up into the air] I can fly very well! I'm amazing! [flies in a loop to show
how good he is]
Cat: [not impressed] You can fly. So what? I can climb trees. [Cat quickly climbs up a tall tree.
He sits on a branch.]
Bird: Hahaha. [The bird flies up and sits next to the cat on the branch.] I can't climb trees, but I
can fly! Can cats fly? [answering his own question:] No, cats can't fly.
Cat: Can you run? We can run very well. You can't run well. [Cat jumps out of tree and runs
along the ground. The bird flies next to him.]
Bird: [Cat and bird are sitting on the wall again.] You're right about that. I can't run well.
[Another bird appears in the air next to him.] We can sing. [The two birds sing a pretty song
together.] Can you sing?
Cat: Yes, we can! [Another cat appears on screen. The two cats “sing” together. It sounds
terrible.]
Bird: [strongly] No, you can't!
Cat: OK, OK, we can't sing. But cats can jump! Look at my friend. [Cut to an orange-and-white
cat, jumping into a tree.] She can jump high!
Bird: [The black-and-white cat and bird are now back on the wall. It's getting dark – the moon
and stars are in the sky.] Hmm. Fine, but cats can't fly! [The bird flies off proudly. However, now
it's dark he can't see well, and he crashes into a window.]
Cat: [Laughs.] [Cut to bird on the ground, rubbing his head.] Yeah, but cats can see in the dark.

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Unit 8; Lesson 1; Grammar presentation: "can" and "can't" for ability; "well"; Screens 3, 4, 5, 10 /
Unit 8 Review: Grammar review; Screen 1
Grammar presentation: "can" and "can't" for ability; "well"
[An animated video with animal characters]
Narrator: [video title] can and can't for ability – “Can cats fly?”
[A little black-and-white cat and a bird are sitting on a wall. They are talking and arguing about
their skills.]
Bird: Look at me! [flies up into the air] I can fly very well! I'm amazing! [flies in a loop to show
how good he is]
Cat: [not impressed] You can fly. So what? I can climb trees. [Cat quickly climbs up a tall tree.
He sits on a branch.]
Bird: Hahaha. [The bird flies up and sits next to the cat on the branch.] I can't climb trees, but I
can fly! Can cats fly? [answering his own question:] No, cats can't fly.
Cat: Can you run? We can run very well. You can't run well. [Cat jumps out of tree and runs
along the ground. The bird flies next to him.]
Bird: [Cat and bird are sitting on the wall again.] You're right about that. I can't run well.
[Another bird appears in the air next to him.] We can sing. [The two birds sing a pretty song
together.] Can you sing?
Cat: Yes, we can! [Another cat appears on screen. The two cats “sing” together. It sounds
terrible.]
Bird: [strongly] No, you can't!
Cat: OK, OK, we can't sing. But cats can jump! Look at my friend. [Cut to an orange-and-white
cat, jumping into a tree.] She can jump high!
Bird: [The black-and-white cat and bird are now back on the wall. It's getting dark – the moon
and stars are in the sky.] Hmm. Fine, but cats can't fly! [The bird flies off proudly. However, now
it's dark he can't see well, and he crashes into a window.]
Cat: [Laughs.] [Cut to bird on the ground, rubbing his head.] Yeah, but cats can see in the dark.
[The story ends. The grammar presentation begins.]
[Header: can]
Narrator: Use can to talk about things you do well or know how to do.
[Text on screen in speech bubble: I can fly very well! The bird appears.]
Bird: I can fly very well!
[Text on screen in speech bubble: You can fly. The cat appears.]
Cat: You can fly.
[Text on screen in speech bubble: We can sing. The bird appears.]

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Bird: We can sing.
[Header: can't, cannot]
Narrator: Use can’t to talk about things you don’t do well or don’t know how to do.
[Text on screen in speech bubble: I can't climb trees. The bird appears.]
Bird: I can't climb trees.
[Text on screen in speech bubble: I can't climb trees. The cat appears.]
Cat: You can't run well.
[Text on screen in speech bubble: Cats can't fly. The bird appears.]
Bird: Cats can't fly.
[Header: can/can't plus verb. Text on screen in speech bubble: She can jump high. Letter “s” in
red appears after jump, with a cross through it to show it is incorrect.]
Narrator: With he, she, and it, do not add -s to the verb after can or can’t.
[Header: Questions and short answers. Text on screen in speech bubble: you can sing. “Can” is
highlighted and switches places to come at the beginning of the sentence, followed by a
question mark.]
Narrator: To ask questions, use can at the beginning of the sentence.
Bird: Can you sing?
Narrator: To answer questions, use Yes plus can, or No plus can’t. [Yes, we can. And No, you
can't. appear under question in speech bubble.]
Cat: Yes, we can!
Bird: No, you can’t.

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Lesson 2

Unit 8, Lesson 2, Grammar presentation: "can" and "can't" for possibility; Screens 2, 3, 4,
5
Grammar story: “Can you come?”
[An animated video with human characters]
Narrator: [video title] can and can't for possibilities – “Can you come?”
[Three short conversations. Conversation 1: Two women meet on the street. Lily waves at Su-
lin.]
Su-Lin: Hi, Lily. Can you come to our dinner party? [Thought bubble appears by Su-Lin. Five
people are sitting at a dinner table, chatting and eating spaghetti and meatballs.] It's on Friday
night.
Lily: Friday? Yes, I can! Thanks, Su-Lin! Can I help?
Su-Lin: [in a thought bubble, a man appears wearing an apron and oven gloves, holding a
lasagna.] Well, Tom's making lasagne, so can you bring some bread?
Lily: Sure. [in a thought bubble, a basket of bread appears next to sign that reads “Fresh
bread.”] I can buy it at the supermarket on the way.
[Cut to Conversation 1: two college students, a man and a woman, at a sports game.]
Man 1: A new sports center just opened near the university. You can do a lot of different
activities there. [A thought bubble appears above the woman with a tennis racket and tennis
ball.] We can play tennis ...
Woman: But I don't like to play tennis. Can we take an exercise class or something?
Man 1: Well, there are salsa dancing lessons on Wednesday afternoons. [The thought bubble
now shows people dancing.] Can you leave work early?
Woman: No, I can't, not for a dance class.
Man 1: Oh, right. Well, there's a swimming pool, too. [The thought bubble now shows an empty
swimming pool.]
Woman: Great! We can swim in the evening or on weekends. That sounds perfect. [The man
nods.]
[Conversation 3: Cut to two men chatting in the street.]
Man 2: James, can I play hockey with your group on Saturday? [A thought bubble appears
above him, showing him playing ice hockey in front of a Canadian flag.]
Man 3: Yeah, sure.
Man 2: Great! What do I need to bring?

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Man 3: Well, you can't play hockey without a stick. [The thought bubble now shows an ice
hockey stick.] And bring a bottle of water, [The thought bubble now also shows a water bottle.]
because it can get really hot.
Man 2: Oh, right. [He nods.] OK, see you Saturday.

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Unit 8, Lesson 2, Grammar presentation: "can" and "can't" for possibility; Screens 6, 7,
13 / Grammar practice; Screen 1 / / Unit 8 Review: Grammar review; Screen 1
Grammar presentation: "can" and "can't" for possibility
[An animated video with human characters]
Narrator: [video title] can and can't for possibilities – “Can you come?”
[Three short conversations. Conversation 1: Two women meet on the street. Lily waves at Su-
lin.]
Su-Lin: Hi, Lily. Can you come to our dinner party? [Thought bubble appears by Su-Lin. Five
people are sitting at a dinner table, chatting and eating spaghetti and meatballs.] It's on Friday
night.
Lily: Friday? Yes, I can! Thanks, Su-Lin! Can I help?
Su-Lin: [in a thought bubble, a man appears wearing an apron and oven gloves, holding a
lasagna.] Well, Tom's making lasagne, so can you bring some bread?
Lily: Sure. [in a thought bubble, a basket of bread appears next to sign that reads “Fresh
bread.”] I can buy it at the supermarket on the way.
[Cut to Conversation 1: two college students, a man and a woman, at a sports game.]
Man 1: A new sports center just opened near the university. You can do a lot of different
activities there. [A thought bubble appears above the woman with a tennis racket and tennis
ball.] We can play tennis ...
Woman: But I don't like to play tennis. Can we take an exercise class or something?
Man 1: Well, there are salsa dancing lessons on Wednesday afternoons. [The thought bubble
now shows people dancing.] Can you leave work early?
Woman: No, I can't, not for a dance class.
Man 1: Oh, right. Well, there's a swimming pool, too. [The thought bubble now shows an empty
swimming pool.]
Woman: Great! We can swim in the evening or on weekends. That sounds perfect. [The man
nods.]
[Conversation 3: Cut to two men chatting in the street.]
Man 2: James, can I play hockey with your group on Saturday? [A thought bubble appears
above him, showing him playing ice hockey in front of a Canadian flag.]
Man 3: Yeah, sure.
Man 2: Great! What do I need to bring?
Man 3: Well, you can't play hockey without a stick. [The thought bubble now shows an ice
hockey stick.] And bring a bottle of water, [The thought bubble now also shows a water bottle.]
because it can get really hot.

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Man 2: Oh, right. [He nods.] OK, see you Saturday.
[The story ends. The grammar presentation begins.]
[Header: can. Text in speech bubble: We can swim in the evening. The woman from
Conversation 2 is on screen.]
Narrator: We use the modal can to show that something is possible.
Woman: We can swim in the evening.
[Header: can't, cannot. Text in speech bubble: You can't play hockey without a stick. Man 3
from Conversation 3 is on screen.]
Narrator: We use the negative can't or cannot to show that something is impossible.
Man 3: You can't play hockey without a stick.
[Header: Questions. Text in speech bubble: You can come to our dinner party. Su-Lin and Tom
from Conversation 1 are on screen. “can” is highlighted and switches places to come at the
beginning of the sentence, followed by a question mark.]
Narrator: For questions, use can before the subject.
Su-Lin: Can you come to our dinner party?
[Header: Short answers. Text in speech bubble: Can you come to our dinner party? Su-Lin and
Lily appear on screen.]
Su-Lin: Can you come to our dinner party? It’s on Friday night.
Lily: Yes, I can! [Text in speech bubble: Yes, I can. Man and woman from Conversation 2
appear on screen. Text in speech bubble: Can you leave work early?]
Man 1: Can you leave work early?
Woman: No, I can't. [Text in speech bubble: No, I can't.]

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Unit 8; Time to watch: Documentary – “A great person”; While you watch; Screens 2, 3, 4,
5, 6, 7 / Language focus; Screens 2, 3, 4 / After you watch; Screen 1
Documentary – “A great person”
[Title appears: “Evolve Level 1 – Unit 8 – 5 Steps to learn a new skill”]
Narrator: Unit 8. Five Steps to learn a new skill.
[The video opens on a snowboarder, jumping into air and then falling as he lands on the snow.]
Skills are things we can or can't do, like snowboard, [Cut to little girl on a bike, mom running and
holding on to back of the bike. Mom lets go of the bike and the little girl rides off alone.] and ride
a bike, [Cut to teacher at front of a classroom, speaking to students.] or speak another
language.
[Cut to girl ice skating. She falls down and gets back up again.] Some people say it takes
10,000 hours to learn a new skill. [Cut to feet of professional female ice skater, spinning
perfectly on ice.] That's practicing for an hour a day for 27 years!
[Cut to salsa dancers practicing in a dance studio.] But there's good news. Other people say
you can learn a new skill in just 20 hours!
[Cut to baby learning to walk in a field of grass.] Here are five steps to learn any new skill.
[Cut to soccer ball in front of an open goal.] One. What do you want to learn? [A foot appears
and kicks the ball into the goal.] Choose a small goal.
[Cut to woman in overalls, fixing a bike tire.] For example, don't say, "Learn to fix things." Say,
"Learn to fix a bike tire."
[Cut to two designers, putting together a drone in a workshop.] Two. Think about what parts of
the skill are important to learn. [Cut to close up of a painting, then pan out to show paint brush
making changes to picture.] For example, to learn how to paint, you need to learn about colors.
[Cut to a camera operator, director and actor filming a scene.] Or to learn how to make cool
movies, you need to learn about cameras.
[Cut to woman playing a small flute.] Three. Find time to practice. [Cut to a woman setting her
smartwatch before a run.] It's important to practice every day! Choose the same time so you
don't forget. [Cut to man kite surfing in the daytime.] In fact, it's good to practice in the morning
[Cut to man landing a kite surfing jump at sunset.] and again at night.
[Cut to slow-motion of a man jumping backwards on to a bed in a hotel room.] Sleep helps your
brain remember. It's almost like practicing again!
[Cut to woman and man teaching two children how to body board on a beach.] Four. Think
about how to practice. [Cut to man playing a drum in a garden.] Practice in different ways. Do
the same thing, but in a different way every day.
[Cut to university tutor working with a student in a library.] For example, if you are learning a
language, speak slowly one day... [Cut to image of six different-colored mouths speaking
against a black background.], and more quickly the next.

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[Cut to professional soccer playing kicking a ball.] The more ways you learn the skill, the more
your brain remembers.
[Cut to woman running up a mountain.] And finally, practice for 20 hours or more. [Cut to
snowboarder on a ramp. He flies through the air and successfully lands his jump.] Maybe you
can't do something now, but with practice, one day, you can.

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Unit Review

Unit 8; Unit 8 Review; Vocabulary review; Screen 1

Teacher goodbye
[Teacher Ana facing the camera]
Teacher Ana: Hey! It’s the end of Unit 8! Well done.
Now, you can talk about your skills and abilities. You can say what you can and can’t do at work
or at school. You can say why you’re right for a job. You also know how to write an online
comment with your opinion.
Amazing!
See you next time for another English lesson!

Unit 8; Unit 8 Review; Listen and watch; Screens 2, 3, 4

Interview: What skills or activities can you do well?
[Ashley, Isabel, and Dawn talk directly to the interviewer.]
Narrator: What skills or activities can you do well?
Ashley: Some of the skills and activities that I do well are I paint, I draw, and I dance.
Isabel: I can speak English and Spanish, and I can paint.
Dawn: I can play guitar a little, and I can write songs.

Unit 8; Unit 8 Review; Listen and watch; Screen 5

Interview: What's your city famous for?
[Ashley, Isabel, and Dawn talk directly to the interviewer.]
Narrator: What's your city famous for?
Ashley: My city is Baltimore, Maryland, and it is famous for sports. For example, baseball and
football.
Isabel: I am from Atlanta, Georgia and it is famous for Coca-Cola.
Dawn: My city is famous for great food, good music, and the outdoors. Chattanooga has
mountains, lakes, a river, and friendly people.

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Unit 8; Unit 8 Review; Listen and watch; Screens 6, 8
Interview: What's your city famous for?
[Ashley talks directly to the interviewer.]
Narrator: What's your city famous for?
Ashley: My city is Baltimore, Maryland, and it is famous for sports. For example, baseball and
football.

Unit 8; Unit 8 Review; Listen and watch; Screens 7, 9

Interview: What's your city famous for?
[Isabel talks directly to the interviewer.]
Narrator: What's your city famous for?
Isabel: I am from Atlanta, Georgia and it is famous for Coca-Cola.

Unit 8; Unit 8 Review; Listen and watch; Screen 10

Interview: What's your city famous for?
[Dawn talks directly to the interviewer.]
Narrator: What's your city famous for?
Dawn: My city is famous for great food, good music, and the outdoors. Chattanooga has
mountains, lakes, a river, and friendly people.

Unit 8; Unit 8 Review; Listen and watch; Screen 11

Interview: What's your city famous for?
[Dawn talks directly to the interviewer.]
Dawn: What's your city famous for?

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Time to watch: Drama

Unit 8; Time to watch: Drama; Screens 2, 3, 4, 5, 6, 7, / Language focus; Screens 2, 3, 4, 5

Drama – Episode 8: “You're good”

[The introduction shows short scenes with four friends – Eduardo, Rick, Christina, and Noemi –
doing different activities together. Cheerful music plays.]
[Title appears: “Episode 8 – You're good”]
[Christina's office. She's standing next to a whiteboard, thinking and making notes. Noemi
knocks on the door.]
Noemi: Christina?
Christina: [surprised but pleased] Hi, Noemi! Why are you here?
Noemi: [steps into the office] My doctor's appointment this morning. It's near here.
Christina: No way! Are you OK now?
Noemi: [She puts one hand on her back.] Yeah, my back is a problem sometimes.
Christina: Oh no, I'm sorry. [She moves a box off a chair and motions for Noemi to sit down.]
Here, please.
Noemi: [walks over and sits on the chair] So, what are you working on?
Christina: Well, I'm looking for help, you know, [Gestures around the office. There's too much
work, and she needs an assistant.] for all of this. There's a lot of work.
Noemi: [looks around] Yeah!
Christina: What do you think? [She points to the whiteboard. On it is a list of names – possible
assistants who applied for the job. Next to each name are checks and crosses to show their
skills and abilities.]
Noemi: Hmm. [She looks at the whiteboard. She reads the headings aloud.] Can communicate,
can write well, can work in a team, can think of new ideas, can speak other languages. Good
start!
Christina: I think so. [Christina looks pleased. She nods at her laptop, on the desk to Noemi. It
has more information about the people who applied for the job.] What do you think about Hank?
Noemi: [looks at the laptop] Well, Hank can't write well.
Christina: [laughs] OK, you're right. [She makes a mark next to Hank's name on the
whiteboard.]
Noemi: But he can speak three languages!
Christina: [checks the language header next to Hank's name] OK, who's next?

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Noemi: [looking at laptop screen again] Teresa writes well, but she can't work in a team. She
doesn't like teamwork. [looks up at Christina, surprised] Wow, who says that?
Christina: Uh-huh. See, it's not easy!
Noemi: [Looks at the screen again. Maybe she found a good candidate.] But wait, what about
this person?
Christina: Name?
Noemi: Robert.
Christina: OK, Robert. [She looks at the whiteboard. His name is already there.] Can he
communicate and write well?
Noemi: [looks at screen again and nods] Yes, he can.
Christina: [puts checks in the first two columns next to Robert's name] OK, Robert, what else
can you do?
Noemi: Look. He's good with numbers.
Christina: OK, yes!
Noemi: And he plays the guitar.
Christina: Great! Not for this job, but it's a fun skill!
Noemi: I agree. So… [We hear a message alert on Noemi's cell phone. She picks up her phone
from her bag and looks at the time.] Oh, Christina, it's late.
Christina: Oh no, I'm sorry.
Noemi: No, this is fun, but work is calling. Well, Rick is calling. [looks closely at her screen] I
have 10 text messages from him. Oh no. [sighs] I work all the time.
Christina: You can do a lot of things, Noemi, but you can't do everything!
Noemi: I know, but we have a lot of work right now. [She prepares to leave. As she stands up,
her back hurts.] Oh!!
Christina: You OK?
Noemi: Yeah, my back... [She tries to smile, but she's in pain.] I need a break.
Christina: [nods] Yes, you do. Hey, tomorrow's Saturday. Let's meet for coffee in the morning
and talk about it!
Noemi: Great! [She starts walking towards the door.]
Christina: Bye! [Christina goes back to her whiteboard as Noemi leaves the office.]
Noemi: Bye!

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