Sky levels starter 1 DVD teacher notes life in britain

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
The English Language
Houses
Animals

•
•
•
•

My favourite café
My school
Free time
London

Teacher’s Notes

Hilary Rees-Parnall

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:
Director:
Producer:
Senior Producer:
Produced by:

Mellie Buse
Larry Walford
Nick Heyworth
John Newton
Chatsworth Television

Duration:

30 minutes

www.longman.com
www.longman.com


Life in Britain
Lifestyles Video
Teacher’s Notes
Hilary Rees-Parnall

Contents
Episode 1
Family and friends

0:00 – 03:30

Episode 2
The English language

03:34 – 07:06

Episode 3
Houses

07:13 – 11:04

Episode 4
Animals

11:11 – 14:48

Episode 5
My favourite café

14:00 – 18:00

Episode 6
My school

18:10 – 22:16

Episode 7
Free time

22:27 – 25:41

Episode 8
London

25:52 – 29:51


INTRODUCTION
Contents
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.
6

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 more
observant.

Background information
Brief cultural background information and interesting facts
are contained in these boxes.

Videoscripts
Videoscripts are included at the end of each episode and
contain the text of all the scenes for that episode. For
suggestions on how to exploit the videoscripts, see below.

Video viewing techniques
Watch and listen (sound on)
Students watch and listen at the same time to gain an
overall idea of what is happening.

Watch without sound (sound off)
Students focus on gestures, movements, surrounding
environment and other visual information. Using this and
their knowledge of the world, they can guess what is
happening.

Listen without watching (eyes shut or TV screen
covered)
Students close their eyes and listen to the conversation and
sound effects. They then try to guess what is happening
and 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 that

questions asked beforehand give students a focus for their
viewing, whilst those asked afterwards test students’
memory of what they have seen.

7


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

EPISODE 1
Family and friends

0:00 – 03:30

Key Language
Grammar

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.

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
Possessive ’s

Jigsaw activity

Vocabulary

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.

Titles: Mr (Walker)
Greetings: Hi! Hello. Bye! See you later! Nice to meet
you.
Family: mum, mother, dad, gran, sister
Numbers: 1 – 50

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.

Expressions
Wow!
Cool!
Thanks!
Look!
Here’s (my mum).
Here she is!
Oh no!
Look at (this)!
Come on!
Say cheese!
Cheese!

Opening credits

00:00 – 00:36

Before watching
Before beginning Episode 1, discuss the title, Life in Britain.
Ask students what they know about life in Britain. Elicit
8

9

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

00:36 – 01:23

Background information
In the UK about 4.5 million people come from different
ethnic groups. The largest ethnic groups are from India,
Pakistan, the West Indies, Africa, Bangladesh and China.
Mum and Dad are the colloquial names often used by
young people when they talk about their mother and
father. Mummy and Daddy are names usually used by
younger children.

SCENE 2

01:23 – 01:55

While watching
Play Scene 2 and ask a question for gist:
Who is on the website?

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.

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

01:55 – 02:36

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?

Ask students to introduce themselves in the same way.
10

11


SCENE 4

02:36 – 03:07

Students work in groups of three and take it in turns to

introduce each other.

While watching

Family vocabulary

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?

Ask students to provide the male equivalents of the following
words:
Mother
Mum
Grandmother
Sister

SCENE 5

03:07 – 03:30

While watching
Play Scene 5 with the sound off and ask:
1 What is William’s father doing?
2 What does William do?

Draw a family tree and ask students to fill in the names of
the characters.

Background information
In Britain when we take photographs of people, we often
say ‘Say cheese’. When we say ‘cheese’ our mouth
stretches into a smile. Try it!

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?

SCRIPT

Test your memory

The opening title sequence

Opening credits

00:00 – 00:36

What colour is William’s dad’s shirt?

Scene 1

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.
12

00:36 – 01:23

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, my
friends and my family. It’s for schools in other
countries.
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.

13


Scene 2
WILLIAM:

COMPUTER
ANNE:
WILLIAM:
COMPUTER
SUSAN:

Scene 3

EPISODE 2

01:23 – 01:55

This is my Dad’s video camera. I film people for
the website. Look. Here’s my mum.
Hi! My name’s Anne. I’m William’s mother. I’m
from the USA.
And this is my gran …She’s my dad’s mum.
I’m Susan Walker, William’s grandmother. I’m
from Bristol. It’s a city in the west of England. Is
this for the website?
01:55 – 02:36

JASMINE:
WILLIAM:

And this is your sister.
Yes. Ah! Here she is! Hey Caroline! This is my
friend, Jasmine!
JASMINE: Hi, Caroline!
CAROLINE: Hi!

Oh no! That’s a bad photo of me!
JASMINE: No it isn’t.
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:
WILLIAM:
CAROLINE:
WILLIAM:
CAROLINE:
JASMINE:
WILLIAM:

Scene 5
WILLIAM:
DAD:
JASMINE:
WILLIAM:
DAD:

02:36 – 03:07

Oh no! Look at me!
It’s good!
It isn’t funny! Is my camera here?
Hmmm … I don’t know. Is it in the kitchen?
Bye, Jasmine. See you later!

Is your dad on the website?
No! But we can get a photo of him now.
Ah! Here’s Caroline’s camera. Come on! Dad’s
in the garden.

The English language
Key Language
Grammar

to be singular and plural: am/is/are
Subject pronouns: you/we/they
Preposition: from
to be questions: Where is/are …?/Is he/she…?/Are
you/they …?
Demonstrative pronouns: this/that/these/those
Articles: a/an
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).

Click on (a picture).
It’s really cool.
I don’t know.
It’s for (the website).

SCENE 1

03:07 – 03:30

Hi Dad! This is Jasmine!
Hello, Jasmine. Nice to meet you.
Hello, Mr Walker.
Smile, Dad! Look at me! Say cheese!
Cheese!
14

03:34 – 07:06

03:34 – 04:29

Before watching
Before beginning Episode 2, discuss what students
remember from Episode 1. Ask: Who are the characters?
(William, his sister Caroline, his mother, his father, his
15


grandmother and his friend, Jasmine.)

While watching

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

04:30 – 05:08

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?

Background information
People speak English in the UK, the USA, Canada,
Australia, New Zealand, South Africa and the Caribbean.

SCENE 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

05:54 – 06:23

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.

After watching

SCENE 5

William says that people speak English in lots of countries.
Ask students where people speak English. Elicit as many
countries as you can.

Before watching

16

05:08 – 05:54

06:23 – 07:06

Before playing Scene 5, ask students prediction questions:
17


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?

COMPUTER And here are my cousins.
WILLIAM
& JASMINE: It’s a good web page.

While watching

Scene 3

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?

WILLIAM:

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?

Thanks. Look! Here’s Canada. My aunt lives
there.
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 and
English here. And this is a Canadian policeman
called 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

SCRIPT

WILLIAM:

Scene 1

COMPUTER
WILLIAM:

JASMINE:
WILLIAM:
JASMINE:
WILLIAM:
JASMINE:
WILLIAM:

Scene 2

03:34 – 04:29

My homework isn’t very good.
Yes it is! Look at my homework! Where do your
aunts and uncles live?
They live here in India.
Do they speak English?

No, they speak Hindi.
My cousins live here in Sydney in Australia.
They’re on the website!
Look!
04:30 – 05:08

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.
18

05:08 – 05:54

Scene 5

05:54 – 06:23

People speak English in South Africa too. Look
at this …
This is South Africa. There are lots of wild
animals – giraffes, elephants, lions … And there
are big cities too. Here’s Cape Town. It’s very
beautiful.
06:23 – 07:06

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 York
because 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.

19


remember from Episode 2. Ask: What is on William’s
website? (Other countries where people speak English –
India, Australia, Canada, South Africa and the USA.)

EPISODE 3
Houses

07:13 – 11:04

While watching

Key Language
Grammar
Article: the
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

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?
4 What happens?
Play Scene 1 with vision and sound and check the students’
answers.

Vocabulary

Background information

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

In the UK tea is a popular drink usually taken with milk or
sometimes with lemon. Tea is also a meal, eaten at five
or six o’clock in the afternoon. It may include

sandwiches, scones, cake and biscuits. ‘High tea’ is a
more substantial meal, which usually includes a simple
hot dish like baked beans on toast as well. People used
to eat tea more often in the past than they do today.

Expressions

08:00 – 08:44

Before watching

It’s got (a garage).
Cool, isn’t it?
Oops!
Great!
I’m hungry!
This is really funny.
Go away!
Get out of (my bedroom)!

SCENE 1

SCENE 2

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

07:13– 08:00

Before 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 and
downstairs), photocopy them and give them to students (or
students copy them from the board). Play Scene 2 again
several times and get students to label their plans.

Before beginning Episode 3, discuss what students
20

21


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?

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.

3 Where does William’s gran live?
4 Which room can you see next?
5 What is there in the room?

SCENE 5

09:39 – 10:05

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.

SCENE 3

08:44 – 09:11

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?

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

10:05 – 10:37

While watching
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

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?

1 How many cushions are there on the sofa?
2 What colour are the curtains?

Play Scene 6 with the sound on and check students’
answers.

SCENE 4

After watching

09:12 – 09:39

While watching
Play Scene 4 and ask questions:
1 Which room can you see?
2 How many chairs are there?
22

Ask students if the things in William’s kitchen are the same
as the things in their kitchen. What are the differences?

23


SCENE 7

10:37 – 11:04

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.

WILLIAM:
MUM:
MUM/DAD:
MUM:
WILLIAM:
DAD:

Scene 2

08:44 – 09:11

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! And
there’s Dad in his favourite chair!
Is it for the website?
DAD:

Scene 4

09:12 – 09:39

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 a
bathroom? Hmm … a wash basin …, a toilet …
and a bath.

Scene 5

09:39 – 10:05

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.

SCRIPT
Scene 1

Scene 3

07:13 – 08:00

Mum! Dad! Where are you?
We’re here. In the kitchen. It’s time for tea!
Aaargh!/Oh!
William!
It’s for the website.
Oh no, William. Not this!
Ow!
08:00 – 08:44

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.

24

Scene 6

10:05 – 10:37

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

10:37 – 11:04

JASMINE:
WILLIAM:

Your dad’s so cool!
Yes he is! Here’s my siser’s bedroom! This is
really funny!
CAROLINE: William! Go away! GET OUT OF MY
BEDROOM!
WILLIAM
& JASMINE: Yes!

25


EPISODE 4
Animals

11:11 – 14:48

Key Language
Grammar
Have got affirmative, negative and questions
Pronouns: some/any

Vocabulary
Animals: rabbit, guinea pig, cat, dog, horse, duck(s),
chicken(s), goose (geese), goat(s), sheep (sheep), cow(s)

Expressions
Come and meet (my family).
He’s cute!
Smile!
There!

She’s beautiful.
He’s funny.
I like him.
He’s so nice.
Come and say ‘Hello’!

SCENE 1

Play Scene 1 with the sound on and ask more detailed
questions:
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 each
other questions about their pets. Tell them that if they
haven’t got a pet, they can invent one if they wish.

Background information
Many people in the UK keep pets. Some people have

dogs and cats. Children often have smaller pets such as
rabbits and guinea pigs. A few people even keep snakes
and spiders as pets!

11:11 – 11:56

SCENE 2

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?
26

11:57 – 12:26

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?

27


SCENE 3

12:27 – 13:05

While watching

2 What is he carrying?
3 What colour is his dog?
4 What colour are the cows?

Play Scene 3 with the sound off and ask:
Which animals can you see?

After watching

Play Scene 3 with the sound on and ask more detailed
questions:
1 What is William’s cat’s name?
2 How old is she?
3 What does Jasmine say about her?
4 Who is on the web page?
5 What has he got?
6 What does William say about him?
7 What does Caroline say about him?

Write the following words on the board and ask students to
divide them into two columns according to their
pronunciation: /ae/ and /e/:
animal cat family hello pet rabbit rest ten website yes

Pronunciation

Animal vocabulary
Ask students to draw and label pictures of the animals they
saw on the video.

SCRIPT
SCENE 4

13:05 – 13:48

Before watching
Ask students which animals they think are on the farm.
Elicit or teach: horse(s), duck(s), chicken(s), goose (geese),
goat(s), sheep (sheep) and cow(s).

Scene 1
WILLIAM:
JASMINE:
WILLIAM:
JASMINE:

While watching
Play Scene 4 with the sound off and ask:
1 Which animals can you see?

2 What happens to the farmer?

WILLIAM:
JASMINE:

Play Scene 4 with the sound on and ask more detailed
questions.
1 What is the farmer’s name?
2 What is the dog’s name?
3 Who is Gus?
4 Which animals has he got on the farm?
5 Which animals hasn’t he got?
6 Which is his favourite animal?

Test your memory

Scene 2
WILLIAM:
JASMINE:
WILLIAM:
JASMINE:
WILLIAM:

11:11 – 11:56

Come and meet the rest of my family, Jasmine!
Have you got a brother?
No, I haven’t. But I’ve got a rabbit. He’s called
Jimmy.
He’s got very long ears! He’s cute. How many

pets have you got, William?
Three. I’ve got a rabbit, a guinea pig and a cat.
My teacher says that they are three of the top
pets in Britain.
Oh! I haven’t got any pets.
11:57 – 12:26

Look at me, Jimmy! It’s for the website.
What colour’s your guinea pig?
Brown and white. He’s in here. Smile! Say
cheese!
Where’s your cat?
I don’t know. In the house, I think. I’ve got a
picture of her on the website. There’s a web
page all about animals in the UK.

1 What is Uncle John wearing?
28

29


Scene 3

EPISODE 5

12:27 – 13:05

WILLIAM:
JASMINE:

WILLIAM:
JASMINE:
WILLIAM:
JASMINE:
WILLIAM:

There! My rabbit and my guinea pig.
Is that your cat?
Yes. Her name’s Tibby.
Ah! She’s beautiful. How old is she?
Erm … about ten.
Who’s that? It isn’t an animal!
No. It’s my Uncle John. He’s got a farm. He’s
funny.
CAROLINE: Oh! Here’s my camera! Oh! It’s Uncle John. I
like him. He’s so nice.

Scene 4

13:05 – 13:48

COMPUTER Hello! I’m John Clarke and this is my farm.
Here’s my dog, Binny. And this is my horse,
JOHN:
Gus. I’ve got some ducks on my farm … and a
lot of chickens. And I’ve got geese … I haven’t
got any goats but I’ve got lots of sheep. I’ve
also got some cows … This is my favourite
animal. Gus! Come and say hello! Is this for
the website?

JASMINE:
WILLIAM: Yes!
CAROLINE:

}

My favourite café

14:00 – 18:00

Key Language
Grammar
Questions: How much is/are …?
can: (request)

Vocabulary
Types of food: Chinese, Indian, Italian, Greek, Turkish
Food and drink: spaghetti, ice cream, pizza, milkshake,
lemonade
British money

Expressions
Go on!
It’s my favourite.
Is (my camera) here?
Hey!
I know!
Can I come, too?
Can I help you?
I’m really hungry.

What?

SCENE 1

14:00 – 14:29

Before watching
Before beginning Episode 5 ask students what they
remember about Episode 4 (about pets and farm animals).
Then discuss the title of Episode 5, My favourite café. Ask
students whether they have a favourite café or restaurant, or
another favourite place which they go to.

While watching
Play Scene 1 and ask:
1 What is the web page about?
2 Which types of restaurants are there in Britain?
30

31


SCENE 2

14:29 – 15:11

While watching
Play Scene 2 with the sound off and ask:
1 Which is the first restaurant you can see?
2 What can you see in the restaurant?

Play Scene 2 with the sound on and check students’
answers. Then ask more detailed questions:
1 When do William’s family go to the restaurant?
2 What is Jasmine’s favourite food?
3 What is Caroline looking for?

Test your memory
1
2
3
4

1 Which is the next restaurant you can see?
2 What can you see in the restaurant?
3 Is there a video of William’s favourite café?
Play Scene 3 with the sound on and check students’
answers. Then ask more detailed questions:
1 What do William’s family eat at home?
2 Where does William want to go?
3 What does he want to do?
4 What does Caroline say?

SCENE 4
While watching

What is the name of the restaurant?
What does the green sign on the door say?
What can you see hanging from the ceiling?
How many cooks can you see?

After watching
Remind students of what Jasmine says about Chinese food.
Jasmine: I like Chinese food. It’s my favourite.
Ask students if they eat food from other countries.

Background information
Cafés and restaurants in Britain offer many different types
of food. Cafés usually offer hot and cold drinks and a
limited range of food. They are often closed in the
evening. Restaurants serve different types of food from
all around the world including France, Italy, Spain,
Greece, Turkey, India, Thailand, China, Japan and
Mexico. They are usually open for lunch and dinner.

Play Scene 4 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?
Play Scene 4 with vision and sound and check the students’
answers. Then ask more detailed questions:
1 How much are the ice creams?
2 How much are the milkshakes?
3 What flavour are the milkshakes?
Play Scene 4 again. Students note what William, Jasmine
and Caroline order.

Test your memory
1 What is the name of the café?
2 What colour is the waitress’s hair?

SCENE 5
SCENE 3

15:50 – 16:44

15:11 – 15:49

While watching
Play Scene 3 with the sound off and ask:
32

16:45 – 17:22

While watching
Play Scene 5 and ask detailed questions:
1 How much is the food?
2 How much money has Caroline got?
33


3 Who has got forty pence?
4 What does William say?
5 What does Caroline say about William?

After watching
Roleplay
Remind students of Scenes 4 and 5.
Practise the questions and answers.
WAITRESS: Hello. Can I help you?

CUSTOMER: How much are …?
WAITRESS: They’re … .
CUSTOMER: What flavours have you got?
WAITRESS: Chocolate, banana, strawberry and vanilla.
CUSTOMER: Can I have a …, please?
WAITRESS: That’s … please.
Ask students to work in groups and roleplay scenes in the café.

SCENE 6

17:22 – 18:00

While watching
Play Scene 6 with the sound off and ask:
1 What food can you see?
2 What has Jasmine got on her nose?
3 What does Caroline do?
Play Scene 6 with the sound on and ask more detailed
questions:
1 What does William say about the pizza?
2 What does Caroline say about the café?
3 What does William say to Jasmine?
4 What does Caroline say about the photograph?

After watching

Pronunciation
Write the following words on the board and ask students to
divide them into three columns according to their
pronunciation: /tS/, /S/ and /dZ/:

cheese Chinese chocolate Jasmine juice milkshake
much orange page Turkish

SCRIPT
Scene 1

COMPUTER This page is all about restaurants and cafés
WILLIAM: near my home. There are lots of different
restaurants in Britain – Chinese, Indian, Italian,
Greek, Turkish … Click on one!

Scene 2
WILLIAM:
COMPUTER
WILLIAM:
JASMINE:
CAROLINE:
JASMINE:

Scene 3

Ask the students to draw pictures of their favourite food and
to label it. Ask them to talk about their pictures.

34

14:29 – 15:11

Go on!
This is a Chinese restaurant near my house. We

like to come here for birthdays.
I like Chinese food. It’s my favourite.
William! Is my camera here? It is here! You’ve
got it again! What’s that?
It’s about restaurants. Look!
15:11 – 15:49

COMPUTER This is an Italian restaurant. We eat lots of
WILLIAM: spaghetti at home.
JASMINE: Hey! This is our favourite café. Oh no! There’s
no video on this webpage.
WILLIAM: I know! We can go to the café and make a video
now! Here’s my dad’s camera.
CAROLINE: I’m hungry. Can I come too? I’ve got some
money!

Scene 4

Favourite food

14:00 – 14:29

15:50 – 16:44

WAITRESS: Hello. Can I help you?
CAROLINE: Can I have a strawberry and vanilla ice cream,
please?
JASMINE: How much are the ice creams?
WAITRESS: They’re one pound fifty.
35

JASMINE:

Oh! OK. Can I have a chocolate ice cream,
please?
WILLIAM: And can I have a cheese and tomato pizza? I’m
really hungry. How much is a milkshake?
WAITRESS: One pound seventy-five.
WILLIAM: What flavours have you got?
WAITRESS: Chocolate, banana, strawberry and vanilla.
WILLIAM: Can I have a banana milkshake, please?
CAROLINE: And can I have an orange juice, please?
JASMINE: And can I have a lemonade?

Scene 5

16:45 – 17:22

WAITRESS: A cheese and tomato pizza, two ice creams, one
banana milkshake, one orange juice and one
lemonade.
CAROLINE: And how much is that?
WAITRESS: That’s eight pounds forty, please.
CAROLINE: I’ve got eight pounds but I haven’t got forty
pence.
JASMINE: I have!
WILLIAM: I haven’t got any money.
CAROLINE: William has never got any money!

Scene 6
WILLIAM:
CAROLINE:
JASMINE:
WILLIAM:
CAROLINE:

17:22 – 18:00

This pizza’s really good.
It’s a great café! Is the ice cream good, Jasmine?
What?
You’ve got ice cream on your nose!
It’s for the website.

EPISODE 6
My school

18:10 – 22:16

Key Language
Grammar
Present simple: affirmative, negative and questions
Object pronouns: me/you/him/her/it/us/you/them
Prepositions of time: at/on

Vocabulary
School subjects: Geography, Maths, English, History,
Science, French, Spanish, ICT, Art, Religious Education,
P.E. (Physical Education)

Days of the week

Expressions
It’s great.
It’s really good.
It’s (very) noisy/quiet (in) here!
In a minute.
I like (Art).
I hate it.
(Click on) another one.
Wait.
He’s really nice.
Yeah.
He’s wicked.
I don’t like (Geography homework).
Neither do I.

SCENE 1

18:10 – 18:44

Before watching
Before beginning Episode 6 ask students what they
remember about Episode 5 (cafés and restaurants in Britain).
Then discuss the title of Episode 6, My school. Ask students
what they know about schools in the UK. Get them to guess
36

37

which subjects British students study and how many lessons
they have in one day.

Scene 3

While watching

While watching

Play Scene 1 with the sound off and ask:
1 Where are William and Jasmine?
2 What are they wearing?
3 What are they going to do?

Play Scene 3 with the sound off. Ask students what they can
see.

Play Scene 1 again with the sound on and check students’
answers. Ask more detailed questions:
1 What must William and Jasmine do?
2 What does William want to do first?

SCENE 2

18:44 – 19:13

While watching
Play Scene 2 and ask:
1 What is the web page about?

2 What is the name of William’s school?
3 What year is he in?
4 Is it a small school?
5 What does he say about the other students?

Background information
In Britain, children usually go to secondary school from
the age of 11 to 16 or 18. The academic years at
secondary school are numbered from 7 to 13. Year 7 is
the first year of secondary school, when pupils are 11 or
12 years old. School is compulsory until students are 16.
Many schools require their students to wear a school
uniform. This means that they have to wear special
clothes, usually a blazer (jacket) and trousers for boys
and a blazer and skirt for girls. Both boys and girls often
wear a tie in the school colours.

19:14 – 19:50

Play Scene 3 with the sound on and check students’
answers. Then ask more detailed questions:
1 How many students are in a class?
2 What time is lunch?
3 Which place is noisy?
4 Which place is quiet?
5 Where do people go to do their homework after school?

Test your memory
1 What colour are the chairs in the classroom?
2 How many boys are sitting round the big table in the

classroom?
3 What colour are the buckets on the tables in the
cafeteria?
4 Do the students pay for the food in the cafeteria?
5 What colour are the chairs in the library?

Background information
Cafeteria
Most children have lunch at school. They may bring their
own packed lunches or buy food in the school cafeteria.
This usually serves hot and cold meals.
Homework
Students are expected to do homework every day. Some
schools give students the option of doing their homework
in school after lessons have finished.

SCENE 4

19:50 – 20:33

While watching
Play Scene 4 and ask:
What can you see?
38

39


Play Scene 4 again and ask more detailed questions:
1 What time does school start?

2 What time does it finish?
3 How many lessons do they have in the morning?
4 How many do they have in the afternoon?
5 Which subjects do they study?
6 What does P.E. stand for?

Background information
Students at secondary school study a wide range of
subjects from the age of 11 until 14. After that they begin
to specialise. For their GCSE (General Certificate of
Secondary Education) exams at the age of 16, pupils may
study up to 10 or 12 subjects. If they continue at school
for the final two years, they will choose three or four main
subjects to study for their ‘A’ level (Advanced level)
exams. Students who wish to go to university need to
pass their ‘A’ level exams.

SCENE 5

20:33 – 21:06

While watching
Play Scene 5 with the sound off and ask:
Which classes can you see?
Play Scene 5 with the sound on and ask more detailed
questions:
1 Which class can you see first?
2 Which day is it on?
3 Who likes this subject?
4 Which class can you see next?

5 Which day is it on?
6 Who likes this subject?

SCENE 6

21:07 – 21:26

While watching

True and which are False.
1 They have P.E. on Wednesdays.
2 William plays football before school on Fridays.
3 He loves football.
4 Jasmine likes the web page.
5 William says they must do their homework.

SCENE 7

21:26 – 22:16

Before watching
Play Scene 7 with the sound off and ask:
1 What can you see?
2 What does the teacher do?
3 What does Jasmine do?
4 What does William do?
Play Scene 7 with the sound on and ask more detailed
questions:
1 Which day is it?
2 Which class can you see?

3 What time does the class start?
4 Who is Mr Newton?
5 Do William and Jasmine like him?
6 What word does William use to describe him?
7 Does William like the class?
8 Do William and Jasmine like the homework?

Test your memory
1 What is Mr Newton wearing?
2 What is the name of the book Jasmine picks up?

After watching
Pronunciation
Write the following words on the board and ask students to
divide them into two columns according to their
pronunciation: /a:/ and /O;/:
afternoon art can’t draw four morning quarter start

Write these sentences on the board or photocopy them.
Then play Scene 6 and ask students which sentences are
40

41


Timetable

Science, French, Spanish, ICT, Art and Religious
Education. We also have P.E. – Physical
Education. Click on a lesson.

Ask students to write their timetable in English. Ask them to
talk about their lessons.

Scene 5

SCRIPT
Scene 1
JASMINE:
WILLIAM:
JASMINE:
WILLIAM:

Scene 2

18:10 – 18:44

Oh no! We’ve got Geography homework.
I know! But we can look at my web page first.
It’s all about our school.
But William … homework!
Come on! It’s great.
18:44 – 19:13

COMPUTER This is my school. It’s called Highfield
Secondary
WILLIAM: School. I’m in Year 7. Click on the picture and
you can see more …
WILLIAM: Go on! Click. It’s really good …
COMPUTER It’s a big school and there are people from lots of

WILLIAM: different cultures here.

Scene 3

19:14 – 19:50

COMPUTER Here’s one of the classrooms. There are about
WILLIAM: twenty-five students in the class. This is the
cafeteria. We have our lunch here. Lunch is at
12.30. It’s very noisy in here! But it’s quiet in
here! This is the Library. People can come here
after school to do their homework in Homework
Club.
JASMINE: We must do our Geography homework NOW!
WILLIAM: In a minute. Look!

Scene 4

20:33 – 21:06

COMPUTER On Monday morning we have Science. This is
WILLIAM: our Science lab. Science is my favourite
subject.
This is our art class. It’s on Thursday
afternoons. That’s our art teacher, Mrs Denison.
JASMINE: I like Art. It’s my favourite subject.
WILLIAM: I hate it. I can’t draw.

Scene 6

21:06 – 21:26

WILLIAM: Click on another one.
COMPUTER On Wednesdays we have P.E.– Physical
WILLIAM: Education. And on Friday after school I play
football. I’m mad about football.
JASMINE: It’s a good web page. But we must do our
homework.
WILLIAM: Wait. Look at this …

Scene 7

21:26 – 22:16

COMPUTER On Thursdays at ten to three we have
WILLIAM: Geography. This is our Geography teacher.
His name’s Mr Newton. It’s for the website Mr
Newton.
JASMINE: He’s really nice.
WILLIAM: Yeah. He’s wicked. I like Geography. But I
don’t like Geography homework.
JASMINE: Neither do I.
WILLIAM: It’s for the website!

19:50 – 20:33

COMPUTER This is our Year 7 timetable. We start school at
WILLIAM: nine o’clock in the morning. School finishes at
quarter to four. We have four lessons in the
morning and two lessons in the afternoon. We

have Maths, English, History, Geography,
42

43


2 What is Jasmine doing?

EPISODE 7
Free time

22:27 – 25:41

Key Language
Grammar
Adverbs of frequency: always/usually/often/sometimes/
never
Present continuous: affirmative, negative and questions

Vocabulary
Free time activities: listen to music, watch TV, play
computer games, read, play the guitar, ride a bike, go
shopping, buy clothes, go to the cinema, meet friends

Expressions
Again!
Have a look at (these photos).
Watch!
Turn (the camera) off!
Let’s (go out).

OK.
Good idea.
It’s (Caroline)!
Maybe!

SCENE 1

22:27 – 23:00

Before watching
Before beginning Episode 7 ask students what they
remember about Episode 6 (William’s school). Then discuss
the title of Episode 7, Free time. Ask students what they do
in their free time. Ask them what they think children in
Britain do in their free time and if they do the same things.

While watching
Play Scene 1 once with the sound off and ask:
1 What is William doing?
44

Play Scene 1 with the sound on and check students’
answers. Ask more detailed questions:
1 What does Jasmine like?
2 What does William like?
3 What is his new web page about?

Test your memory
1 What is Jasmine reading?
2 What is William wearing?

SCENE 2

23:00 – 23:50

While watching
Play Scene 2 with the sound off and ask:
What are the people doing?
Play Scene 2 with the sound on and check students’
answers. Then ask more detailed questions:
1 What word does William use to mean ‘children’?
2 Who is on the website?
3 What does Jasmine never do?
4 What time does she go to bed?

Background information
Young teenagers in the UK do a variety of things in their
free time. Some play sport such as football. Some go to
a gym or do exercise classes or dance classes. Others
have indoor interests such as reading, watching TV or
playing computer games. Some go to the cinema at the
weekend.

SCENE 3

23:51 – 24:33

While watching
Play Scene 3 with the sound off and ask:
1 What does William’s dad do in his free time?

45


2 What does his mum do?
3 What does Caroline do?

2 Who do they see?
3 What does William do?
4 Is Caroline happy?

Play Scene 3 with the sound on and check students’
answers. Then ask more detailed questions:
1 When does William’s dad play the guitar?
2 How long does he play for?
3 When does his mum ride her bike?
4 Where does she go to?
5 What does Caroline always buy?
6 What does she tell William to do?
7 Is she happy with him?

Test your memory
1 What colour is William’s dad’s shirt?
2 What colour is his mother’s helmet?
3 What colour is Caroline’s top?

After watching
Ask students if they do the same things in their free time as
William’s family and friends.

SCENE 4

24:33 – 25:06

While watching

Play Scene 5 with the sound on and check students’
answers.
1 Does William know the boy?
2 Why does he take a photograph?

Test your memory
1
2
3
4

What is the name of the cinema?
What is Caroline wearing?
What is the boy wearing?
What is Jasmine wearing?

After watching
Pronunciation
Write the following words on the board and ask students to
divide them into three columns according to their
pronunciation: /´√/, /Å/ and /ø/:
clothes does go know lots mum no off often photo
shopping some

Class survey – free time activities

Write these sentences on the board or photocopy them.
Then play Scene 4 and ask students which sentences are
True and which are False.
1 Caroline is very happy.
2 She is going shopping.
3 Jasmine wants to stay in the house.
4 William wants to go to the cinema.
5 He wants to take a picture of Caroline.

Ask students what their favourite free time activities are and
write a list on the board. Give each student, or pair of
students, one activity to survey and get them to write it in a
grid on the left, with the adverbs of frequency along the top
of the grid. Students walk around the class, asking each
other how often they do this activity and putting a tick in the
correct box on the grid. Finally, get each student or pair of
students to feedback to the class. Collate the results on the
board to see how popular each activity is.

SCENE 5

SCRIPT

25:07 – 25:41

While watching

Scene 1

Play Scene 5 with the sound off and ask:
1 Where are William and Jasmine?

WILLIAM:
JASMINE:

46

22:27 – 23:00

You are reading a book. Again!
Yes, I like books.
47


WILLIAM:

Scene 2

Well I like computers. Look! I’ve got a new web
page. It’s all about free time.
23:00 – 23:50

COMPUTER Welcome to my web page about free time. Kids
WILLIAM: in the UK do different things in their free time.
Have a look at these photos. You can see my
friends and family in their free time. Some of my
friends listen to music. And they usually watch
TV before they go to bed. We often play
computer games. My friends are good at

computer games. My friend Jasmine often reads
in her free time. She never goes to bed early.
She reads … and reads … and reads. She goes
to bed at about 10 o’clock.

Scene 3

Scene 5
WILLIAM:
JASMINE:
WILLIAM:

25:07 – 25:41

It’s Caroline!
Is that her boyfriend?
I don’t know. Maybe!
It’s for the website!

23:51 – 24:33

JASMINE: What do your mum and dad do in their free time?
COMPUTER My dad sometimes plays the guitar after work.
WILLIAM: He often plays for about three hours! Mum
usually rides her bike at the weekend. She goes
to the park near our house.
JASMINE: What does your sister do?
WILLIAM: Watch!
COMPUTER My sister Caroline goes shopping. She always
WILLIAM: buys lots of new clothes.

COMPUTER William! Turn the camera off!
CAROLINE:

Scene 4

24:33 – 25:06

CAROLINE: I’m going out.
WILLIAM: Oh! You’re very happy. Where are you going?
Are you going shopping again?
CAROLINE: No. I’m not going shopping. I’m meeting a
friend. Bye!
JASMINE: Hey! Let’s go out too!
WILLIAM: OK. Good idea. Let’s go to the cinema. Here’s
Caroline’s camera. I can take a picture of you
outside the cinema for the website. Cool!

48

49