DVD Worksheet Worksheet 1 Video Unit 41 - Macmillan …€¦ · DVD Worksheet 1 Unit 4 Before you...

DVD Worksheet 1 Unit 4

Before you watch1 Find ten clothes words in the wordsearch.

2 Circle the odd-one-out.a baggy comfortable crest casual

b inside out suction machine right way out upside down

c T-shirt skirt nice fleece

3 Put the words below under the correct heading.

acrylic uniform natural fibres fashionable garment hardwearing

materials clothes adjectives

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Worksheet 1 Video 1

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ComprehensionFirst watch

1 What was Rachel’s favourite piece ofclothing?

a pink T-shirt

b tracksuit bottoms

c grey sweatshirt

d blue fleece

2 How are jumpers made?

a back to front

b inside out

c upside down

d right way round

Second watch

3 Watch section 1 of the film. Completethe words.a S in

Britain often wear a school uniform.

b Some uniforms are c .Students wear jumpers and shirts.

c Some uniforms are smart. Students wear j , shirts and ties.

d In many schools o students areallowed to wear their own clothes.

4 Watch section 2 of the film. Find andcorrect the wrong words.a Alexandra’s favourite piece of clothing is

a pink tracksuit.

b Rachel thinks that her tracksuit bottomsare very hardwearing.

c Tom doesn’t wear T-shirts very often.

d Marisa likes wearing jeans and jumpers.

5 Watch section 3 of the film. Match thesentence halves to make true sentences.

a Manufacturers try to make schooluniforms

b Students want school uniforms

c Acrylic fibres are stronger

d Acrylic material is cut up and

e Schools put the school name

f Many people believe a school uniform

1 made into jumpers.

2 to be fashionable.

3 is a good idea.

4 hardwearing.

5 than natural fibres.

6 on their uniform.

Final watch

6 Watch the film all the way through andcheck your answers to 3, 4 and 5.

7 Quiz

1 Who can wear their own clothes toschool?

2 Which fibres are stronger – acrylic ornatural?

3 What do schools use to make uniformsunique?

4 What doesn’t Tom wear?

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DVD Worksheet 2 Unit 4Worksheet 2 Video 1

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After you watch1 What can you remember? Look at the

pictures. Match the sentences with thepictures. One sentence is not needed.a Many schoolchildren wear school

uniforms.

b Some older children are allowed to weartheir own clothes to school.

c Acrylic fibre is stronger than natural fibres.

d These jumpers are made inside out.

e Schools put the school name or crest ontheir uniform.

2 Complete the sentences with the correctcomparative adjectives.a Those jeans are

(cheap) than these ones.

b Dark colours are(good) than light colours.

c Our uniform is(casual) than your uniform.

d Fruit is (health)than chocolate.

e Acrylic is (strong)than natural fibres.

f My trainers are(comfortable) than my shoes.

3 Choose the correct superlative form.a strong

the strongest/the most strong

b healthythe healthiest/the most healthy

c interestingthe interestingest/the most interesting

d goodthe best/the most good

e thinthe most thin/the thinnest

4 Write complete sentences using thesuperlative.a jeans / expensive

__________________________

b shirts / nice

c jacket / comfortable

d tracksuit bottoms / baggy

e T-shirts / cheap

5 Write sentences using too or not enough.a These jeans are too small. (big)

__________________

b This jacket isn’t comfortable enough. (small)

c Designer clothes are too expensive.(cheap)

d My school uniform isn’t fashionableenough. (old-fashioned)

e Jon isn’t in the football team. He isn’t fitenough. (slow)


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The jeans are the most expensive.

They aren’t big enough.

Worksheet 3 Video 1

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HomeworkWhat can you remember?

1 Complete the sentences with the words in the box.

a Jeans, shirts, dresses and ties are all .

b Teenagers would like to have uniforms.

c Many schools put a or the name on their uniform.

d are good because you wear the same thing every day.

Think and create

2 Design a boys’ and girls’ uniform for your school. Make notes about these things:Would it be made of natural fibres or synthetic fibres?

What colour would it be?

Would you have a choice of styles?

Would you have different styles for summer and winter?

What about designs for sportswear, school bags and shoes?

3 Use your ideas to draw your design below.

uniforms clothes crest fashionable

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Warm-upBring in some photos of different examples of schooluniform. Use the Internet to get some extreme examples,e.g. public schools such as Eton, Harrow, and CheltenhamLadies College, traditional grammar schools with blazersand ties, and more contemporary comprehensives withsweatshirts and polo shirts. See if students can guess thatthey are all examples of school uniforms. Divide the classinto small groups and give students five minutes to debatethe positive and negative things about wearing a schooluniform. Draw a table on the board with two columnslabelled positive and negative, and write the students’ideas in the appropriate column. See which columngenerates the most supporting ideas. At the end, take a class vote on whether uniforms are a positive or negativething.

Before you watch1 Hand out Worksheet 1 and ask students to look at

activity 1. Give them a few minutes to find and circlethe words and then check answers with the wholeclass. Check comprehension by asking students toidentify which of the clothes in the wordsearch theyare wearing.

2 The odd-one-out activity presents some of themiscellaneous items of vocabulary within appropriateor inappropriate lexical groups. Students check theiranswers in pairs before checking the answers as anopen class activity.

3 Go through the words in the box and make surestudents understand them. Write the columnheadings on the board and ask students to come upand write the words under the correct heading.


1 Play the DVD once all the way through until itstops automatically after the first question. Hand outWorksheet 2 and tell students to tick the correctanswer on their worksheet. Select Replay if studentsneed to hear the question again. Ask a student fortheir answer and select it on the DVD. If it isincorrect, select Try again, otherwise select Continue.

2 Play the second question, then when it stops,ask students to tick the correct answer on theirworksheet. Ask a student for the answer and selectit on the DVD. If it is incorrect, select Try again,otherwise return to the Main menu.

Second watch3 Let students read the gapped sentences before

playing the DVD. Stop the DVD after What are theirfavourite clothes?

4 Explain that there is an incorrect word in eachsentence and that students must listen carefully inorder to distinguish it. Stop the DVD after … but itdepends where I’m going.

5 This activity focuses on school uniforms and theprocess by which they are made. Stop the DVD afterDo you agree?

Final watch6 Go back to the Main menu, then play the DVD all

the way through to the second question. Do notselect Continue after this question. Give studentsseveral minutes to check their answers to activities 3-5, then do a class check.

7 Select Continue to watch the Quiz section.Either watch all the questions at once, or pause aftereach question and give students time to write theanswers on their worksheets. Select See answers tocheck answers with the whole class.

After you watch1 Hand out Worksheet 3. The pictures provide a visual

summary of the main contents of the DVD. Studentswork in their pairs or small groups.

Ask students to complete activities 2-5 in pairs and thenswap worksheets with another pair and check eachother’s answers.

HomeworkShow students the pictures of different school uniformsthat you used in the warm-up. Suggest other ideas thatthey can include in their school uniform, e.g. school bags,sportswear, shoes, swimming costumes. Encouragestudents to be imaginative but practical as well.

Teacher’s notes Unit 4

Vocabulary: clothes: uniform, jumper, shirt, jacket, tie, T-shirt, tracksuit bottoms, skirt, dress,jeans, fleece, trainers, garmentadjectives: casual, baggy, comfortable, hardwearing, fashionablemiscellaneous: inside out, right way out, suction machine, garment, crest, acrylic,natural fibres

Grammar: comparative and superlative adjectives, too and not enoughExtra materials: a selection of pictures of different school uniforms sourced from magazines and

the InternetContent: Students learn about school uniforms in British schools and how they are made.

They also listen to some British teenagers talking about their favourite clothes.

Teacher’s notes Video 1

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Before you watch1 Match the places with the objects.

a fast-food chain 1 a pair of jeans

b clothes shop 2 a hamburger and chips

c supermarket 3 a stable

d DIY store 4 a tin of tomatoes

e bar 5 a tin of paint

f riding school 6 a glass of beer

2 Write the correct company name.

a bar

b shop

c DIY store

d supermarket

e fast-food chain

3 Find four words and write them next to the correct definition.

a you use this to buy things

b the name of something you do to earn money, e.g. a waiter, a doctor

c to get money by working

Gap Tesco McDonald’s Carling Academy Homebase

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somuneyjobernmoneysumearnjoeber

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Carling Academy

Before you watch1 Match the places with the objects.

a fast-food chain 1 a pair of jeans

b clothes shop 2 a hamburger and chips

c supermarket 3 a stable

d DIY store 4 a tin of tomatoes

e bar 5 a tin of paint

f riding school 6 a glass of beer

2 Write the correct company name.

a bar

b shop

c DIY store

d supermarket

e fast-food chain

3 Find four words and write them next to the correct definition.

a you use this to buy things

b the name of something you do to earn money, e.g. a waiter, a doctor

c to get money by working

Gap Tesco McDonald’s Carling Academy Homebase

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somuneyjobernmoneysumearnjoeber

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Carling Academy

Worksheet 1 Video 2

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1 Why do teenagers work at theweekend?

a to finish their homework

b to spend money

c to earn money

d to make friends

2 Why did Clarissa like her job so much?

a She earned money.

b She loved horses.

c It was near her home.

d It was easy.

Second watch

3 Watch section 1 of the film. Are thesentences true or false?

a Not many teenagers work at theweekends.

b Teenagers work to earn money.

c In most countries teenagers can’t workuntil they are 16 years old.

d Sixteen-year-olds can’t work on Sunday.

e Fifteen-year-olds can work up to eighthours on Saturday.

4 Watch section 2 of the film. Answer thequestions.a Where does Doug work?

b Does Leo work in a supermarket?

c Does Doug have enough money tosocialize?

d What is Cheryl’s job?

e Where does she work?

f Does Cheryl enjoy her job?

5 Watch section 3 of the film. Choose thecorrect alternative in each sentence.a Clarissa found her job a week/year ago.

b She works in a local ridingschool/supermarket.

c She enjoys/doesn’t enjoy her job.

d She started work at 8.00/8.30 in themorning.

e The first riding lesson of the day began at9.00/9.15.

f She finished work at 4.00/4.15.

Final watch


7 Quiz1 How many hours can teenagers work on

Sunday?

2 Where does Clarissa work?

3 How long did Clarissa work on Saturday?

4 How many different animals did you see?


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pictures. Match the sentences with thepictures. One sentence is not needed.a In most countries you can’t work until you

are 14.

b Some teenagers work in fast-food chains.

c Cheryl works in a clothes shop.

d Clarissa works at a riding school.

e Teenagers work to earn money to spendon things they want.

2 Find and correct the mistakes.a John were working in a fast-food

restaurant. ____

b We was selling hamburgers.

c She was serve customers.

d They did earning a lot of money.

e I were doing a really interesting job.

3 Complete the sentences with the pastcontinuous form of the verbs in brackets.a Will and Sally

(clean) the stables.

b They (prepare)the horses for the riders.

c Mike (feed) theanimals.

d We (help) outwith different jobs.

e I (earn) somemoney.

f Clarissa (work) atthe riding school.

4 Choose the correct alternative in eachsentence.a She earns a lot of/many money.

b How much/many jobs have you got?

c I don’t have much/many time.

d I’ve got some/any money.

e She doesn’t spend many/any money atthe weekend.

5 Complete the sentences with the correctforms of the verbs in brackets.a We saw her as she __________ (leave)

work.

b Cheryl was helping a customer when she(see) her mum.

c I (clean) the stableswhen the horse ran away.

d Dave was working behind the bar whenhis friends (come) in.

e We (have) coffee whenour friends arrived.

f Carol (wash) the disheswhen she dropped the glass.

g I was watching TV when my friend(arrive).

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Worksheet 3 Video 2

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1 Write the names of four places where teenagers can work.a

b

c

d

Think and create

2 Do a survey amongst your friends and classmates about part-time work. Find out howmany of your friends have part-time jobs and what kind of jobs they do. Make notes inthe chart below.

3 Write a short report about your survey. Think about these things:the most popular job

the average age of the worker

the average hours

the average wage


Name Age Job Place of Hours Wageswork per week

Worksheet 4 Video 2

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Warm-upWrite the following words on the board: waiter, waitress,kitchen assistant, sales assistant, cashier, cleaner, officeassistant, gardener. Check that the students understandwhat they mean and then ask them where you mightfind these people working. Make notes on the board. Askstudents to put up their hand if they have a part-timejob. If anyone has a job that hasn’t been written on theboard, ask them to come to the front of the class andadd their name to the list.

Before you watch1 Hand out Worksheet 1. Give students a few minutes

to do the first activity and then check the answers asan open class activity. Go around the class checkingthat students understand the vocabulary and theword stable in particular, and help where necessary.

2 Before doing the activity, brainstorm the names ofsome famous fast-food chains and chainstores onthe board. Ask students if they know of anycorresponding ones in Britain. Students should knowMcDonald’s but you will probably have to help themwith the others. Students do the activity individuallyor in pairs, then check the answers in open class.

3 Before doing the activity, explain that one of thewords is a verb and two are nouns and that they areall connected with the topic of work. Students dothe activity in pairs, then check the answers in openclass.


1 Play the DVD once all the way through until itstops automatically after the first question. Hand outWorksheet 2 and tell students to tick the correctanswer on their worksheet. Select Replay if studentsneed to hear the question again. Ask a student fortheir answer and select it on the DVD. If it isincorrect, select Try again, otherwise select Continue.

2 Play the second question, then when it stops,ask students to tick the correct answer on theirworksheet. Ask a student for the answer and selectit on the DVD. If it is incorrect, select Try again,otherwise return to the Main menu.

Second watch3 Ask students if they can remember any of the laws

determining the age and the hours that teenagerscan work while still at school. See if you can elicitany of the correct information before playing theDVD. Stop the DVD after … and up to eight hourson Saturday.

4 Ask the students if they can remember any of theplaces that teenagers work before playing the DVD.Stop the DVD after Cheryl says I am a sales assistantin Gap which is rather boring but … it’s money!

5 Give students a minute to read the sentences beforeplaying the DVD. Stop the DVD after She finishedwork at four o’clock.






Divide the class into two teams for activities 2-5. Studentsanswer the questions individually, then compare theiranswers with other members of their team. Once all thestudents in the team have agreed on the correct answers,ask one student from each team to come up to the boardand write the answers. The team with the most correctanswers wins.

HomeworkEncourage students to include friends and cousinsoutside their class and school in the survey so that theyachieve a wide variety of results. You could circulate thereports in class at a later date for discussion.

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Vocabulary: businesses: supermarket, store, shop, fast-food chain, restaurant, bar, DIY store,riding schoolmiscellaneous: money, earn, job, clean, spend, stable, riding lesson, sales assistant, Saturday, Sunday, weekend

Grammar: some, any, a lot of, much, many, past continuous and past simpleContent: Students learn about the different kinds of part-time jobs that teenagers in

Britain do, and listen to some teenagers talking about their jobs.


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Before you watch1 Match the pictures with the galleries.

1 Tate Britain

2 Tate Modern

3 Tate Liverpool

4 Tate St Ives

2 Complete the puzzle and find the mystery word.

1 This work of art is painted by an artist.

2 A place where you have lots of works of art.

3 A work of art which is usually made of stone.

4 There is a permanent of work by Picasso at the Picasso Museum.

5 To ‘show’ works of art.

6 More than one piece of art.

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!Switch 4 DVD AB.indd 30 22.10.2009 18:46:24

Worksheet 1 Video 3

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1 Which of these specializes in British art?

a National Gallery

b Tate Britain

c British Museum

d Tate Modern

2 What was this building originally used for?

a storing goods

b making electricity

c as an art gallery

d as a sports hall

Second watch

3 Watch section 1 of the film. Choose the correct alternative in each sentence.a Most countries have got a national

exhibition/collection of art.

b London is one of the cultural capitals of the world/Europe.

c In 1824, the British people/government decided there should be a national collection of works of art.

d The collection spent several years in a private gallery/house.

e Finally, it was moved/sold to the National Gallery in Trafalgar Square.

4 Watch section 2 of the film. Answer the questions.a Who offered to fund a new gallery for

British art in 1890?

b Where is Tate Britain?

c Is Tate Britain still a gallery today?

d What is the name of the largest gallery of modern art outside London?

e When was Tate St Ives opened?

f Where in Britain is Tate St Ives?

5 Watch section 3 of the film. Are the sentences true or false?a Tate Modern was built in 2002.

b It’s in a very big building.

c It contains collections of sixteenth-century art.

d There are several cafés in the building.

e There aren’t many other art galleries in London.

Final watch

6 Watch the film all the way through and check your answers to 3, 4 and 5.

7 Quiz1 When was the National Gallery first

opened?

2 When was Tate Liverpool opened?

3 Which is the world’s oldest public museum?

4 What percentage of tourists said museums and galleries were their main reason for coming to London?

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Worksheet 2 Video 3

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pictures. Match the sentences with the pictures. One sentence is not needed.a Henry Tate funded the Tate Britain gallery

in 1890.

b The National Gallery is in Trafalgar Square.

c Tate Modern contains collections of modern and contemporary art.

d The British Museum is the world’s oldest public museum.

e St Ives has been a favourite place for artists for over a century.

2 Put the words in the correct order to make sentences.a displayed sculptures are ancient

museums in

b by paintings are painted artists

c British the by public visited is Museum the

d galleries sold is art in

e collection owned is that museum the by

3 Find and correct the mistakes.a Tate Liverpool were opened in 1988.

b A lot of exhibitions were organize by the British Museum last year.

c Tate Modern was maked from an old power station.

d Many modern works of art was destroyed in a fire last year.

e The statue David were created by Michelangelo.

4 Write negative sentences.a Guernica / paint / by Salvador Dalí

b some museums / visit / by many people last year

c the Mona Lisa / buy / by the British Museum

d Tate Liverpool / build / in London

e Computers and mobile phones / invent / by Leonardo Da Vinci

5 Complete the questions and short answers.a the painting Sunflowers

(paint) by El Greco?

No, .

b many of Da Vinci’s inventions (leave) unfinished?

Yes, .

c acrylic paints (invent) in the nineteenth century?

No, .

d The Kiss (sculpt) by Rodin?

Yes, .

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Worksheet 3 Video 3

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1 Match the sentences with the correct dates.a The year Tate Modern was opened. 1 1890

b The year the British Government started collecting works of art. 2 2000

c The year Tate St Ives was opened. 3 1824

d The year Henry Tate funded the Tate Gallery. 4 1991

a , b , c , d .

Think and create

2 Put the types of art in order of preference starting with your favourite.

1 5

2 6

3 7

4

3 Choose an example of your favourite type of art from 2. It must be different from the example in your Student’s Book. Find out some information about it and write a short description. Think of these things:When was it painted/made?

Who was it painted/made by?

Where was the artist from?

Were they famous/poor/successful/unknown?

How valuable is it today?

Where is it?

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sculpture painting still life self-portrait landscape abstract sketch


Worksheet 4 Video 3

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Warm−upBring in between six to ten pictures of some famous works of art, e.g. Mona Lisa, David, Botticelli’s Birth of Venus, The Kiss etc. Make sure you have examples of sculptures as well as paintings. Tell the class you are going to show them some pictures of famous works of art and that they have to say what each piece is called and who painted or made it. Divide the class into small groups and set the activity as a timed race.

Before you watch1 Hand out Worksheet 1. The first activity will provide

visual prompts for the presentation of the four Tate galleries. You may need to do this as a class discussion, rather than individually. Ask students if they recognize any of the places, and if anybody has visited any of them.

2 Give students a minute to work out the clues and complete the mystery puzzle. Students check their answers in pairs before a whole class check.


1 Play the DVD once all the way through until it stops automatically after the first question. Hand out Worksheet 2 and tell students to tick the correct answer on their worksheet. Select Replay if students need to hear the question again. Ask a student for their answer and select it on the DVD. If it is incorrect, select Try again, otherwise select Continue.

2 Play the second question, then, ask students to tick the correct answer on their worksheet. Ask a student for the answer and select it on the DVD. If it is incorrect, select Try again, otherwise return to the Main menu.

Second watch3 Give students a minute to read through the

sentences before you play the DVD. Tell students to focus on listening for the specific information required. This activity tests comprehension of some of the key vocabulary introduced in the previous section. Stop the DVD after … it was moved to this building in Trafalgar Square.

4 Give students a minute to read through the questions before you play the DVD. Stop the DVD after … for artists to work for over a century.

5 The questions in this activity focus on information about Tate Modern. Give students a minute to read through the questions before you play the DVD. It is unlikely that they will be able to work out which ones are true or false prior to watching the DVD, but it will give them the chance to familiarize themselves with the questions. Stop the DVD after … It isn’t really surprising, is it?


the way through to the second question. Do not select Continue after this question. Give students several minutes to check their answers to activities 3–5, then do a class check.

7 Select Continue to watch the Quiz section. Either watch all the questions at once, or pause after each question and give students time to write the answers on their worksheets. Select See answers to check answers with the whole class.


summary of the main contents of the DVD. Students work in their pairs or small groups.

2 Divide the class into two teams for activities 2–5. Students answer the questions individually, then compare their answers with other members of their team. Once all the students in the team have agreed on the correct answers, ask one student from each team to come up to the board and write the answers. The team with the most correct answers wins.

HomeworkRemind students of the vocabulary they have learnt in this unit and encourage them to use it in the activity, e.g. collection, display, exhibition, works of art, etc. You may want to brainstorm some works of art or artists’ names in class before the students do the activity.

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Vocabulary: art: culture, cultural, gallery, display, paintings, works of art, contemporary art, modern art, sculpture, exhibition, collection, modern artist

miscellaneous: experiment, converted warehouse, specialize, electricity power station

Grammar: present and past simple passiveExtra materials: pictures of some famous works of artContent: Students learn about some of the most famous museums and galleries in Britain,

with particular reference to Tate Britain and its counterparts.



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Before you watch1 Name these animals.

a This is a bird. It is black. It has got a very long neck. It lives near water. b s

b This animal is about 1.80m tall. It is brown and it has got strong back legs. It has got a long, strong tail. It doesn’t walk, it jumps. k

c This animal lives in eucalyptus trees. It eats the leaves. It climbs very slowly and is very quiet. It doesn’t like walking on the ground. It is grey. k

2 Choose the correct alternatives.

a a natural feature made up of rock

beach/rock formation/desert

b an area of land which has usually got a capital city

country/capital/state

c a long line of coast

continent/coastline/landmark

d the number of people who live somewhere

inhabitants/indigenous/population

e a large area of land, such as Russia, Asia, India, Europe

country/continent/coast

f the original inhabitants of Australia

Indigenous/Uluru/Aborigine

g a period of one hundred years

century/state/quarter


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1 What is the capital city of Australia?

a Perth

b Melbourne

c Canberra

d Sydney

2 What are the original inhabitants ofAustralia called?

a Australians

b Uluru

c Kangaroos

d Aborigines

Second watch

3 Watch section 1 of the film. Answer thequestions.a Where does the first speaker want to go?

b Why can’t the second speaker go?

c What does she ask him to bring back?

4 Watch section 2 of the film. Are thesentences true or false?a Australia is the largest island in the world.

b Australia has got over 27 hundredkilometres of coastline.

c It’s the largest country in the world.

d Its population is 20 million.

e Perth is a city on the east coast.

f There are Aboriginal rock paintings atUluru.

5 Watch section 3 of the film. Write thewords for:a the state where you’ll find sun, sea and

sand.

Q

b two famous landmarks.

T O H ,

S H B

c four Australian cities.

C , M , S , P

Final watch


7 Quiz1 What’s the population of Australia?

2 What percentage of people live in thebiggest city?

3 Which two animals did you see?

4 What’s the name of the world’s largestnatural feature and how long is it?

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a Perth

b Melbourne

c Canberra

d Sydney


a Australians

b Uluru

c Kangaroos

d Aborigines

Second watch











sand.

Q


T O H ,

S H B


C , M , S , P

Final watch






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a Perth

b Melbourne

c Canberra

d Sydney


a Australians

b Uluru

c Kangaroos

d Aborigines

Second watch











sand.

Q


T O H ,

S H B


C , M , S , P

Final watch






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pictures. Match the sentences with thepictures. One sentence is not needed.a Uluru or Ayers Rock is in the traditional

lands of the Aborigines.

b Sydney Harbour Bridge is a famousAustralian landmark.

c The Great Barrier Reef is on theQueensland coast.

d Sydney is the biggest city in Australia.

e Australia is the world’s smallest continent.

2 Complete the conversation with will orwon’t.Joe Hey, I’m going to Australia this summer!

Kim That (a) be really exciting!

Joe I know! First, I’m going to visit mycousins in Sydney, but I (b)stay there all the time. I’d like to travel around a bit. MaybeI (c) go to Melbourneafter that.

Kim (d) you go to the OperaHouse while you’re in Sydney?

Joe I don’t think so, but we (e) definitely go to BondiBeach. I’ve heard it’s great for surfing.

Kim (f) you have time to go toQueensland with your cousins?

Joe No, we (g) . It’s too faraway. But we (h)definitely visit Uluru. Then it (i) be time to come home!

3 Write short answers for these questionsabout Joe’s trip in 2.

a Will Joe stay with his cousins? �

b Will they collect him from the airport? �

c Will he visit the Opera House? �

d Will he and his cousins go surfing at BondiBeach? �

e Will they travel to Queensland? �

4 Match the sentence halves to make truesentences.

a If you want to see a famous rockformation,

b If you like surfing,

c If you want to see black swans,

d If you want to visit the capital,

e If you want to see a koala,

1 you’ll have to go to Canberra.

2 you’ll have to visit Uluru.

3 you’ll have to go to a national park.

4 you’ll have to go to Bondi Beach.

5 you’ll have to visit Perth.

5 Complete the first conditional sentenceswith the correct forms of the verbs inbrackets.

a If you (go) to Sydney, you(see) Sydney Harbour Bridge.

b You (be) tired if you(spend) all day sailing.

c If we (travel) to Queensland,we (go) surfing.

d My friends (meet) you at theairport if you (arrive) late.

e If he (drive) in the outback,he (love) it.


1 2

3 4

Yes, he will.

1

3

2

4

Worksheet 3 Video 4

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1 Match the sentence halves to make true sentences.a Sydney 1 is on the west coast.

b Canberra 2 is in the south east.

c Perth 3 is the capital city.

d Melbourne 4 is the largest city.

Think and create

2 Make an illustrated map of Australia. Draw the outline of the continent and put on themain cities and geographical features. Stick photos of landmarks and features in therelevant places. Do some research so that you can include more places than you’ve seen onthe DVD, e.g. Alice Springs, Darwin Point, etc.

3 Write a short advertising text to go with your illustrated map. Point out the main touristdestinations and what you will be able to do there. Remember to use the first conditionalto explain what people will be able to see if they go to certain places.

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Warm-upDivide the class into two teams. Bring in some picturesand make copies so that you have two identical sets. Givethem to the two groups and ask them if they can identifyany of the places or objects. The aim is to guess thecountry they all come from. The pictures shouldn’t be tooeasy and shouldn’t duplicate anything in the video. Theycould include some of the following: scenes from theoutback, e.g. an Australian sheep farmer, an Australiansportsman, e.g. the cricketer Shane Warne, an exampleof some Aboriginal art or ancient rock paintings, a blackwidow spider, a surfer riding a tunnel wave, a rainforestscene, underwater diving scene, mountain skiing scene.Keep back a few pictures of some more obvious icons touse in case the students find it too difficult, e.g.kangaroo, koala, Sydney Opera House.

Before you watch1 Hand out Worksheet 1. Students do the activity

individually or in pairs.2 You could use this activity to practise dictionary

skills. Students can work in pairs or small groupsdepending on how many dictionaries you haveavailable. Students then check answers with othergroups or pairs before checking the answers as anopen class activity.


1 Play the DVD once all the way through until itstops automatically after the first question. Hand outWorksheet 2 and tell students to tick the correctanswer on their worksheet. Select Replay if studentsneed to hear the question again. Ask a student fortheir answer and select it on the DVD. If it isincorrect, select Try again, otherwise select Continue.Many students are likely to think that Sydney is thecapital of Australia. Explain that this is a commonmistake as it is the Australian city that most peopleknow or have heard about.

2 Play the second question, then when it stops,ask students to tick the correct answer on their

worksheet. Ask a student for the answer and selectit on the DVD. If it is incorrect, select Try again,otherwise return to the Main menu.

Second watch3 This activity focuses on the short dialogue between

the two narrators. Stop the DVD after I’d love to seethem.

4 Give students a minute to read through the sentencesbefore playing the DVD. Stop the DVD after Their rockpaintings have been preserved here for centuries.

5 You could make this activity more challenging byasking students to cover the worksheet so that theycan’t see the prompts, while you read out the tasksto the class. Stop the DVD after … Are these OK?






Ask students to complete activities 2-5 in small groups asa timed race. Allow three minutes to complete eachactivity. At the end, ask groups to exchange worksheetsand check each other’s answers.

HomeworkEncourage students to do some additional research inorder to broaden their knowledge of Australia, usingencyclopedias, the Internet, holiday magazines andbrochures.


Vocabulary: animals: kangaroo, koala, black swangeographical features: coastline, continent, country, rock formationmiscellaneous: landmark, population, state, capital, Aborigine, rock painting,centuries

Grammar: will, first conditionalExtra materials: pictures from magazines or the Internet of various subjects identifiable with

AustraliaContent: Students learn about Australia, its geographical features such as the

Great Barrier Reef and some of its major cities.


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Before you watch1 Choose the correct alternatives.

a stick something with glue/water

b deliver to a piece of paper/warehouse

c fold paper/ink

d print a printing press/newspapers or books

e press a warehouse/two things together

2 Do the crossword.Across

4 The original version of a book that comes from the author.

6 To prepare and print a book.

Down

1 The … of a book includes the colour, the photos, the pictures.

2 To prepare a book by checking for mistakes.

3 A type of book. It is usually small and cheap. It is often a novel.

5 The name of a book, e.g. Harry Potter or Dracula.

6 A company that prints books.

3 Complete the definitions with the words in the box.

printing plate factory ink warehouse sheets aluminium

a A fits onto a printing machine.

b We put in pens so that we can write with them.

c A is where companies store things.

d is a kind of metal. It can be very thin and light.

e Paper and metal usually come in .

f A is a place where companies make things.

1 2

6

3

5

4

1 2


Worksheet 1 Video 5

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1 Why are printing plates flexible?

a So you can print on both sides.

b So they fit on the machine.

c So the machines can print very fast.

d So they can be cut and folded.

2 How are paperback pages put together?

a folded c cut

b glued d packaged

Second watch

3 Watch section 1 of the film. Choose the correct alternative in each sentence.a The most popular books are hardbacks/

paperbacks.

b Authors send a novel/a manuscript to the publisher to read and edit.

c Authors used to write by hand/computer.

d Most authors send their material to the publisher by post/e-mail.

e The publishers design and edit/copy the book.

f The book is put onto a disc and sent to the factory/printer.

4 Watch section 2 of the film. Choose the correct answers.a How are the files converted?

1 mechanically 2 electronically 3 manually

b What are printing plates made from?

1 paper 2 metal 3 aluminium

c What are the printing plates covered with?

1 paper 2 ink 3 water

d How fast do the printing machines operate?

1 slow 2 fast 3 very fast

e How many books did the factory produce last year?

1 four million 2 five million 3 45 million

5 Watch section 3 of the film. Put the sentences in the correct order.a The sections are glued together.

b The covers are stuck on.

c The books are taken to the bookshops.

d The paper is cut into sheets.

e They are taken to the warehouse for distribution.

f The sheets are folded.

g They are cut to the correct size.

Final watch

6 Watch the film all the way through and check your answers to 3, 4 and 5.

7 Quiz1 How many new titles are published each

year in Britain?

2 How do most authors send their books to the publishers?

3 How many paperbacks did the factory print last year?

4 How long does it take to print eighteen thousand books?

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Worksheet 2 Video 5

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pictures. Match the sentences with the pictures. One sentence is not needed.a The majority of books bought each year

are paperbacks.

b The printing machines operate at high speed.

c The book is sent to the printer on a disc.

d The paper is glued together and the covers are stuck on.

e The books are taken to a warehouse for distribution.

2 Make the sentences positive.a My favourite author didn’t write a new

novel last year.

b The manuscript didn’t arrive by post.

c The printing machine didn’t print 18,000 copies.

d The printer didn’t deliver the books to the warehouse.

e The public didn’t buy the paperbacks from the bookshops.

3 Match the questions and answers.a How many books did they print last year?

b Where did the printer take the books?

c Did you buy it from a bookshop?

d When did the editor edit the manuscript?

e Why did he send it by e-mail?

1 To the warehouse.

2 Last week.

3 Because it was faster.

4 About 45 million.

5 No, I didn’t.

4 Complete the sentences. Use the past continuous form of the verbs in the box.

deliver not play live not print shop

a Those machines slowly.

b We in the new shopping centre.

c Terry football at 5.00.

d My parents in London in 1988.

e The printers the books to the warehouse.

5 Find and correct the mistakes.a My parents use to go on

lots of holidays.

b We didn’t used to walk to school.

c Phil use to live in New York.

d I’m used to read two novels a week.

e They used buy lots of paperbacks every year.

3 2

1

2

3

4

used


Worksheet 3 Video 5

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1 Choose the correct answers.a What are the majority of books published each year?

1 softback 2 hardback 3 paperback

b How do publishers send books to the printers?

1 by post 2 on a disc 3 by e-mail

c How many books does a factory usually produce every year?

1 hundreds 2 thousands 3 millions

Think and create

2 Think of questions you could ask a classmate about his or her reading habits and then design a reading questionnaire. Then write ten questions and interview one of your classmates. Find out the following information:

3 Write a short paragraph describing the results of your questionnaire.

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when they read

why

how often

what kind of books

where they buy them (from bookshops or online).


Worksheet 4 Video 5

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14

Warm−upDivide the class into four groups. Write these words on the board and ask students to write a definition of each one: trilogy, fiction, non-fiction, paperback, novel, hardback, notebook. Set it as a timed race. The team with the most correct answers is the winner.

Before you watch1 Hand out Worksheet 1. This activity is simpler than

the following ones and will act as a further warm-up for the activities to come. It can be set as a timed activity. Check the answers as a whole class.

2 Students do the activity individually or in pairs. Explain that the words in the crossword are all to do with books and the book industry. Give students a couple of minutes to work out the clues and complete the crossword. Be prepared to go around the class and offer help where appropriate. Check the answers with the whole class.

3 Students do the activity individually or in pairs. Give students a minute to check their answers in new pairs before a whole class check.


1 Play the DVD once all the way through until it stops automatically after the first question. Hand out Worksheet 2 and tell students to tick the correct answer on their worksheet. Select Replay if students need to hear the question again. Ask a student for their answer and select it on the DVD. If it is incorrect, select Try again, otherwise select Continue.

2 Play the second question, then ask students to tick the correct answer on their worksheet. Ask a student for the answer and select it on the DVD. If it is incorrect, select Try again, otherwise return to the Main menu.

Second watch3 Give students a minute to read through the

sentences before you play the DVD. In all cases both choices offer plausible answers, so tell the students to focus on listening for the specific information required. Stop the DVD after … the book then goes to the printers on a disc.

4 Give students a minute to read through the questions before you play the DVD. Stop the DVD after … Last year this factory produced 45 million paperbacks.

5 Give students a minute to read through the sentences and see if they can work out the correct order before you play the DVD. Stop the DVD after … but also to the paperback printer.


the way through to the second question. Do not select Continue after this question. Give students several minutes to check their answers to activities 3–5, then do a class check.

7 Select Continue to watch the Quiz section. Either watch all the questions at once, or pause after each question and give students time to write the answers on their worksheets. Select See answers to check answers with the whole class.


summary of the main contents of the DVD. Students work in their pairs or small groups.

2 Ask students to complete activities 2–5 in small groups as a timed race. Allow three minutes to complete each activity. At the end, ask groups to exchange worksheets and check each other’s answers.

HomeworkEncourage students to use the prompts as a guide only and to include other questions in their questionnaire if they prefer. In the next lesson, compare and discuss the results.

2

Vocabulary: publishing: author, paperback, manuscript, title, publish, editing, design, printer, layout, copy (n), cover (n)

publishing process: printing, printing machine, printing plate, ink, disc, warehouse, factory, distribution

miscellaneous: flexible, fit, aluminium, glue, fold, sheets, stickGrammar: past simple, past continuous, used toContent: Students learn about the publishing process of paperback novels from manuscript

to production.



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Video 2Worksheet 11a 2 b 1 c 4 d 5 e 6 f 3

2b Gap c Homebase d Tesco e McDonald’s

3a money b job c earn

Worksheet 21c to earn money

2b She loved horses.

3a false b true c false d false e true

4a He works behind the bar at the Carling Academy. b No, he doesn’t. c Yes, he does. d She’s a sales assistant. e Gap. f No, she doesn’t.

5 a year b riding school c enjoys d 8.00 e 9.15 f 4.00

71 2 hours 2 at a local riding school 3 8 hours 4 5 – horse, sheep, pig, dog, cockerel

Worksheet 311 e 2 d 3 b 4 c

2b was were c serve serving d did were e were was

3a were cleaning b were preparing c was feeding d were helping e was earning f was working

4a a lot of b many c much d some e any

5 b saw c was cleaning d came e were having f was washing g arrived

Homework1possible answerssupermarket, restaurant, riding stables, shop, store

Video 1Worksheet 11jumper, shirt, tracksuit, dress, fleece, skirt, tie, jeans,jacket, trainers

2a crest b suction machine c nice

3materials: natural fibres, acrylicclothes: uniform, garmentadjectives: fashionable, hardwearing

Worksheet 21b tracksuit bottoms

2b inside out

3a schoolchildren b casual c jackets d older

4a tracksuit T-shirt b hardwearing comfortablec T-shirts shirts d jumpers trainers

5 a 4 b 2 c 5 d 1 e 6 f 3

71 older students 2 acrylic 3 names and crests 4 shirts

Worksheet 311 b 2 d 3 e 4 c

2a cheaper b better c more casual d healthier e stronger f more comfortable

3a the strongest b the healthiest (most healthy is also possible) c the most interesting d the best e the thinnest

4b The shirts are the nicest. c The jacket is the most comfortable. d The tracksuit bottoms are the baggiest. e The T-shirts are the cheapest.

5b It is too small. c They aren’t cheap enough. d It is too old-fashioned. e He’s too slow.

Homework1a clothes b fashionable c crest d Uniforms

51

DVD Worksheets Answer key Worksheets Answer key

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Video 2Worksheet 11a 2 b 1 c 4 d 5 e 6 f 3

2b Gap c Homebase d Tesco e McDonald’s

3a money b job c earn

Worksheet 21c to earn money

2b She loved horses.

3a false b true c false d false e true

4a He works behind the bar at the Carling Academy. b No, he doesn’t. c Yes, he does. d She’s a sales assistant. e Gap. f No, she doesn’t.

5 a year b riding school c enjoys d 8.00 e 9.15 f 4.00

71 2 hours 2 at a local riding school 3 8 hours 4 5 – horse, sheep, pig, dog, cockerel

Worksheet 311 e 2 d 3 b 4 c

2b was were c serve serving d did were e were was

3a were cleaning b were preparing c was feeding d were helping e was earning f was working

4a a lot of b many c much d some e any

5 b saw c was cleaning d came e were having f was washing g arrived

Homework1possible answerssupermarket, restaurant, riding stables, shop, store

Video 1Worksheet 11jumper, shirt, tracksuit, dress, fleece, skirt, tie, jeans,jacket, trainers

2a crest b suction machine c nice

3materials: natural fibres, acrylicclothes: uniform, garmentadjectives: fashionable, hardwearing

Worksheet 21b tracksuit bottoms

2b inside out

3a schoolchildren b casual c jackets d older

4a tracksuit T-shirt b hardwearing comfortablec T-shirts shirts d jumpers trainers

5 a 4 b 2 c 5 d 1 e 6 f 3

71 older students 2 acrylic 3 names and crests 4 shirts

Worksheet 311 b 2 d 3 e 4 c

2a cheaper b better c more casual d healthier e stronger f more comfortable

3a the strongest b the healthiest (most healthy is also possible) c the most interesting d the best e the thinnest

4b The shirts are the nicest. c The jacket is the most comfortable. d The tracksuit bottoms are the baggiest. e The T-shirts are the cheapest.

5b It is too small. c They aren’t cheap enough. d It is too old-fashioned. e He’s too slow.

Homework1a clothes b fashionable c crest d Uniforms

51


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Video 3Worksheet 11a 2 b 3 c 1

2a send b give c key

3a Texting b texts c invention d campaign e discount voucher

Worksheet 21b short message service

2a promotional campaign

3a false b true c true d false e false

4 a Every day.b Because it’s easy and quick.c Yes, she does.d For three years.e Yes, she does (but not much).

5 a advertising b text c Wednesday d attendance e voting

71 19922 20 billion text messages3 10–15 messages4 2 cinema tickets for the price of 1

Worksheet 31a 2 b 3 d 1 e 4

2a for b since c for d since e since

3a have / been b has / had c have / been able to d has / used e has / known

4a have been popular for b has had a phone since c have been able to send texts since d has used a mobile phone for e has known how to text for

5a bought b has had c sent d phoned e has just texted

Homework1 a 1 160b 3 billionsc 2 votingd 3 two tickets for the price of one

Video 3Worksheet 11a 2 b 4 c 1 d 3

21 painting 2 gallery 3 sculpture 4 exhibition 5 display 6 collection Mystery word: artist

Worksheet 2 1b Tate Britain

2 b making electricity

3a collection b the world c government d house e moved

4 a Henry Tate b by the River Thames c Yes, it is. d Tate Liverpool e 1991 f the south-west

5 a false b true c false d true e false

71 1824 2 1988 3 the British Museum 4 52%

Worksheet 31a 4 b 1 c 3 d 2

2a Ancient sculptures are displayed in museums.b Paintings are painted by artists.c The British Museum is visited by the public. d Art is sold in galleries.e That collection is owned by the museum. / The

collection is owned by that museum.

3b organize organized c maked made d was were e were was

4a Guernica wasn’t painted by Salvador Dalí.b Some museums weren’t visited by many people last

year.c The Mona Lisa wasn’t bought by the British

Museum.d Tate Liverpool wasn’t built in London.e Computers and mobile phones weren’t invented by

Leonardo Da Vinci.

5a Was / painted / it wasn’tb Were / left / they werec Were / invented / they weren’td Was / sculpted / it was

Homework1

a 2 b 3 c 4 d 1


Worksheets Answer key

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Unit 7Worksheet 11flood, shelter, medicine, refugee, disaster, camp, war

2In any order: a second-hand books b Fair Trade products c furniture d household goodse clothes

3a 1 b 1 c 2

Worksheet 21a flood protection

2c war

3a 2 b 2 c 3

4a refugees b shelter b tents c rivers

5a Haiti b a milling plant c one third d second-hand books, furniture, household goods andclothes e Fair Trade products

71 Britain 2 80 3 33% 4 Fair Trade

Worksheet 311 d 2 e 3 b 4 a

2a have to live b have to build c has to teach d have to keep e has to sell

3a have to b don’t have to c don’t have to d have to e have to

4a Jane isn’t going to work for Oxfam in Chad. b We aren’t going to do a sponsored run for charity. c My doctor isn’t going to work in Africa. d They aren’t going to do voluntary work in the

summer. e I’m not going to give £10 to charity.

5a are going to raise b is going to start c is/are going to travel d is going to build e I’m going to give

Homework1a true b true c false d true e false

Video 4Worksheet 11a black swan b kangaroo c koala

2 a rock formation b country c coastline d population e continent f Aborigine g century

Worksheet 21c Canberra

2d Aborigines

3a Australia b She’s too busy. c photos of kangaroos and koalas

4a true b false c false d true e false f true

5a Queensland b The Opera House, Sydney Harbour Bridge c Canberra, Melbourne, Sydney, Perth

71 20 million 2 25% 3 koala, kangaroo 4 Great Barrier Reef; 2,300 km

Worksheet 311 d 2 c 3 b 4 a

2a will b won’t c will d Will e will f Will g won’th will i will

3b Yes, they will. c No, he won’t. d Yes, they will. e No, they won’t

4a 2 b 4 c 5 d 1 e 3

5a go, will see b will be, spend c travel, will go d will meet, arrive e drives, will love

Homework1a 4 b 3 c 1 d 2

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Unit 1Worksheet 111 relief 2 donate 3 badge 4 funds Mystery word: wristband

21 Domestic violence 2 training 3 projects 4 HIV/AIDS

3Noun: donation, education, trainingVerb: promote, collect

4a 4 b 5 c 1 d 2 e 3

Worksheet 21c comedy TV shows

2d television personalities

3a Charities b raise c donate d collect e funds

4a false b false c true d false e true

5a Africab trainingc urband disadvantagee domestic violence

71 19852 every two years3 Africa and Britain4 more than £337 million

Worksheet 31a 4 c 1 d 2 e 3

2a Do b doesn’t c donate d raises e don’t f Does

3a Do / watch b do c miss d go e watch f Does / watch g loves h don’t give i give

4 b collecting is collectingc don’t aren’td Is Aree not isn’tf They’s They’re

5a 4 b 1 c 3 d 2

Homework1a comedians charities b pop song TV programme c every year every two years

Video 5Worksheet 11a glue b warehouse c paper d newspapers or books e two things together

2Across: 4 manuscript 6 publishDown: 1 design 2 edit 3 paperback 5 title

6 printer

3a printing plate b ink c warehouse d Aluminium e sheets f factory

Worksheet 21b So they fit on the machine.

2b glued

3a paperbacks b a manuscript c hand d e-mail e edit f printer

4a 2 electronically b 3 aluminiumc 2 ink d 3 very fast e 3 45 million

5d The paper is cut into sheets.f The sheets are folded.a The sections are glued together.b The covers are stuck on.g They are cut to the correct size.e They are taken to the warehouse for distribution.c The books are taken to the bookshops.

71 100,000 new titles 2 by e-mail 3 45 million paperbacks 4 one hour

Worksheet 31 a 4 b 3 c 2 e 1

2a My favourite author wrote a new novel last year.b The manuscript arrived by post.c The printing machine printed 18,000 copies.d The printer delivered the books to the warehouse. e The public bought the paperbacks from the

bookshops.

3a 4 b 1 c 5 d 2 e 3

4a weren’t printing b were shopping c wasn’t playing d were living e were delivering

5b didn’t used didn’t use c use used d I’m I e buy to buy

Homework1 a 3 paperback b 2 on a disc c 3 millions


Worksheets Answer key

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Section 1Many schools in Britain have a uniform. Some schoolchildren wear jumpers andshirts. Others wear jackets, shirts and ties. In many schools older students areallowed to wear their own clothes, but they can’t be too casual. What are theirfavourite clothes?

Section 2Alexandra I’ve got a nice pink T-shirt at home, that’s my favourite piece of

clothing.Rachel Probably my tracksuit bottoms. They’re very comfortable, blue,

baggy, more comfortable than skirts and dresses.Tom Black jeans – I like dark colours like black and dark blue, sort of

fleeces, blue fleeces. That’s basically it really. I wear T-shirts,I don’t really wear shirts.

Marisa Outside school probably just casual – jeans and trainers but itdepends where I’m going.

Section 3But everybody else has to wear a uniform – and that’s a lot of uniforms! Let’s lookat how they’re made.

Manufacturers use strong material for uniforms. They are always trying to makeschool uniforms hardwearing but the students want it to be fashionable as well.

This school jumper is made of acrylic. Acrylic fibre is created in these machines. It isstronger than natural fibres. When it is ready, the acrylic is cut up and made intojumpers.

The jumpers are made inside out and then turned the right way out on this suctionmachine.

In case it isn’t clear enough which school you go to, the schools choose a colourand put the school name or crest on the garment to make it unique to the school.

Many people believe a uniform is a good idea because it means that everybodywears the same clothes and you don’t have to worry about what to wear every day.Do you agree?

QuestionsSo what did you learn about the clothes young people like to wear?

What was Rachel’s favourite piece of clothing?

How are jumpers made?

1 Who can wear their own clothes to school?

2 Which fibres are stronger, acrylic or natural?

3 What do schools use to make uniforms unique?

4 What doesn’t Tom wear?

DVD Script Unit 4Script Video 1

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Section 1Most teenagers work hard at school and with their homework. But many teenagerswork at the weekend as well.

They want to earn money to spend on things they want.

In most countries no one can work until they are 14. In Britain, 15 and 16-year-oldsare allowed to work for up to two hours a day on Sunday and school days, and upto eight hours on Saturday.

Section 2So what kind of jobs do teenagers do? Most teenagers work in supermarkets, bigstores, local shops, fast-food chains or restaurants.

Doug I work behind the bar at the Carling Academy, Brixton.

Leo I work at Homebase – a major DIY store.

Doug While we’ve got the time to go out and socialize – having the moneyto do so is really helpful.

Cheryl I am a sales assistant in Gap which is rather boring but … it’s money!

Section 3Some teenagers do really interesting jobs. Clarissa loves horses and found her idealweekend job about a year ago. She works at her local riding school. She enjoysworking there and has made lots of friends. On the day we visited, we saw her justas she was arriving with her mother at eight o’clock.

She started by preparing the horses for the first riding lessons of the day at 9.15.Later we saw her cleaning out the stables. She spent the day helping out with lotsof different jobs – and different animals too. She finished work at four o’clock.

QuestionsSo what did you learn about working at the weekend?

Why do teenagers work at the weekend?

Why did Clarissa like her job so much?

1 How many hours can teenagers work on Sunday?

2 Where does Clarissa work?

3 How long did Clarissa work on Saturday?

4 How many different animals did you see?

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Section 1Most countries have got a national gallery of art and sculpture where works of art are displayed. London has got several, which makes it one of the cultural capitals of the world.In 1824, the British government decided that there should be a national collection of works of art. The collection spent several years in a private house before it was moved to this building in Trafalgar Square.

Section 2During the nineteenth century, the number of paintings and sculptures in the collection grew very quickly and in 1890 Henry Tate offered to fund a new gallery specially for British Art. So Tate Britain was opened two kilometres away by the River Thames. It continues to specialize in British art from 1500 to the present day.The Tate has developed in a number of different places since. Tate Liverpool was opened in 1988 in a converted warehouse. It’s the largest gallery of modern art outside London and there’s a permanent collection and special exhibitions.Tate St Ives was opened in 1991 in the south-west of England. The town of St Ives has been a favourite place for artists to work for over a century.

Section 3The collection in London continued to grow, however, and so as a millennium project in 2000 Tate Modern was made from an old electricity power station.It’s a massive building which lets modern artists experiment with huge works of art in special exhibitions. It also contains collections of contemporary art. It’s a very popular meeting place with several cafés with spectacular views across the Thames to St Paul’s cathedral. There are many other great museums and art galleries in London including the world’s oldest public museum, the British Museum. In a recent survey 52% of tourists said museums and galleries were their number one reason for visiting London. It isn’t really surprising, is it?

QuestionsSo what do you know about Britain’s galleries and museums?

Which of these specializes in British art?

What was this building originally used for?

1 When was the National Gallery first opened?

2 When was Tate Liverpool opened?

3 Which is the world’s oldest public museum?

4 What percentage of tourists said museums and galleries were their main reason for coming to London?

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Script Video 3

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Section 1A Let’s take a trip to Australia.B That sounds like fun. But I won’t be able to come. I’m too busy. You can go

if you promise to tell me all about it.A OK.B And get me some photos of kangaroos and koalas. I’d love to see them.

Section 2So here I am in Australia. How about a few facts to start with? Australia is thelargest island in the world. There are over 27,000 kilometres of coastline. It’s theworld’s smallest continent but the sixth largest country. Its population is only 20million so there’s a lot of space.

This is Perth on the west coast. It’s famous for its black swans. If you come here,you’ll definitely want to go sailing!

This is Uluru, or Ayers Rock. This amazing rock formation is in the traditional landsof the original inhabitants of Australia – the Aborigines. Their rock paintings havebeen preserved here for centuries.

Section 3If you want sun, sea and sand, Queensland is the place to be. This is where you canfind the famous Great Barrier Reef. It’s the world’s largest natural feature and is2,300 kilometres long.

Sydney is Australia’s biggest city with over four million people – nearly a quarter ofthe entire population. The Opera House and the Sydney Harbour Bridge are famouslandmarks. If you like surfing, you’ll have to visit the world-famous Bondi Beach.

The smallest state is the Australian Capital Territory around the city of Canberrawhich is the capital of Australia.

And finally, this is Melbourne – a lively city in the south east.

I did promise pictures of koalas and kangaroos. Are these OK?

QuestionsSo what do you know about Australia?

What is the capital city of Australia?

What are the original inhabitants of Australia called?

1 What’s the population of Australia?

2 What percentage of people live in the biggest city?


4 What’s the name of the word’s largest natural feature and how long is it?


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Section 1The Beatles had a number one hit in 1966 with the song Paperback Writer. Millions of people around the world read books and the majority of books bought each year are paperbacks. More than 100,000 new titles are published each year in Britain. We visited a printers to see how these books get printed.The original version of the book that comes from the author is called a manuscript because the authors used to write their books by hand. Nowadays, hardly any authors write by hand. Most of them send their books to the publishers by e-mail. After editing and design, the book then goes to the printers on a disc.

Section 2This is where the books are prepared for printing. The files are converted electronically into a special page layout for printing. Printing plates are made from thin aluminium. They have to be flexible to fit onto the printing machine. The plates are then taken to the printing machines.The plates are covered with ink and pressed onto both sides of the paper. The first part of the process is quite slow. Once this first stage is complete, the machines operate at very high speeds. This machine was printing eighteen thousand copies of a book every hour. Last year, this factory produced 45 million paperbacks.

Section 3As it comes out of the printing machine the paper is cut into sheets and folded.On this machine the several sections that make up a book are arranged in the correct order, glued together and have their covers stuck on. Then they are cut to the correct size.Finally, the books are packaged and taken to the publisher’s warehouse for distribution to bookshops. There, you and I can buy them and enjoy them – all thanks to the paperback writer but also to the paperback printer.

QuestionsSo what do you know about paperbacks?

Why are printing plates flexible?

How are paperback pages put together?

1 How many new titles are published each year in Britain?

2 How do most authors send their books to the publishers?

3 How many paperbacks did the factory print last year?

4 How long does it take to print eighteen thousand books?

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Script Video 5

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DVD Worksheet Worksheet 1 Video Unit 41 - Macmillan …€¦ · DVD Worksheet 1 Unit 4 Before you...

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