Worksheets Episode 1 11 Episode 2 15 Episode 3 19 Episode 4 23 Episode 5 27 Episode Answer Key 35 DVD Script 37

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1 Contents Page Language Summary 4 Introduction 5 Story Overview 5 Plot Summary 5 Why use the Five Days DVD 6 in the class? How are the DVD worksheets 7 arranged? Typical activities 7 Basic video techniques in the class 9 Worksheets Episode 1 11 Episode 2 15 Episode 3 19 Episode 4 23 Episode 5 27 Episode 6 31 Answer Key 35 DVD Script 37

2 Language Summary Episode Page Grammar Vocabulary Functions 1 11 Verb to be There is / There are Present continuous Present simple for routines 2 15 must and mustn t / have got to going to future imperatives 3 19 can for favours past simple 4 23 going to future present continuous for future past continuous 5 27 present perfect questions first conditional with if 6 31 present perfect for recent events would/will for offers will for predictions verb + ing would rather and would prefer have to Daily routines Leisure activities Family members Jobs Parts of a house Work places and activities Types of film Cities Clothes Adjectives describing clothes Food Types of music Computer language Household jobs Illness Talk about family Talk about daily routines Talk about hobbies and interests Make suggestions (What about? / Why don t you?) Talk about rules and obligations Ask for permission with can Congratulating people Buy tickets at the cinema Describe places Talk about films Ask for favours Arrive at a restaurant Describe people Describe clothes Express anger Apologise Make offers Express likes and dislikes Express preferences 4

3 Introduction Five Days is a drama in six episodes, each of approximately ten minutes. Each episode is divided into three, four or five scenes. The story is designed to appeal to teenage viewers by using contemporary characters, up-to-date situations and an interesting storyline. Story Overview Five Days is the story of four teenage school students, Nina, Simon, Harry and Rachel, who have five days to make a film about London for a competition. Nina is the director of the film Simon is the cameraman Harry is the presenter Rachel is the production assistant The friends plan the activities of each day well, but there are always problems. These problems are usually the result of Rachel s forgetfulness or carelessness. Nina, Simon and Harry begin to wonder if Rachel is deliberately making mistakes. They only discover the truth on the last day; Rachel has been looking after her disabled mother and sick brother, so she hasn t been able to concentrate on the film. Fortunately, there s still time to finish the film. A week later, the four friends hear that they have won the competition. Plot Summary Episode 1 (Day 1) Monday Nina and Simon have advertised for a presenter for the film. Two boys and six girls have applied. Nina and Simon hold auditions and film each of the applicants talking about themselves. None of them are suitable. The last person, Rachel, arrives late. She seems good at first, but her mobile phone rings in the middle of the audition; she has to leave and she doesn t give an explanation. Nina and Simon have almost given up hope when Harry walks in and asks what they are doing. They explain and ask Harry if he s interested. When they film him, Nina and Simon realise Harry s perfect for the presenter s job. Nina, Simon and Harry are leaving the school when Rachel comes back. She wants another chance to do the audition, but Nina and Simon explain that they have already chosen Harry as the presenter. Rachel is very disappointed. Episode 2 (Day 2) Tuesday Simon s father is going to show the friends around the television company where he works. Harry is surprised when Rachel arrives with Nina. Simon explains to Harry that Rachel is going to be the production assistant. Simon s father shows the friends around the television company. They see the production office, the gallery, the television studio and the editing suite. After this, the friends go to a café to plan what to include in their film. While they are discussing their ideas, Rachel looks at her watch and says that she has to go. Again, she leaves in a hurry, without an explanation. Nina, Simon and Harry are beginning to find her behaviour rather strange. Episode 3 (Day 3) Wednesday The friends meet at the office where they are going to film their introduction. Rachel phoned the office the day before to make an appointment, but she made it for the wrong day. It looks as though they won t be able to film the introduction. Fortunately Harry is able to sort out the situation and they go up to the office to start filming. After this, they go to Leicester Square to do a section about cinemas and films in London. They watch the film which is currently the most popular in London, and then Harry films a review about it outside the cinema. Unfortunately Rachel s phone rings in the middle of filming and they have to stop. As before, Rachel leaves in a hurry, without an explanation. Nina, Simon and Harry have to film the section again. Nina, Simon and Harry are having serious doubts about Rachel now. Episode 4 (Day 4) Thursday It s the last day of filming. The friends meet at Nina s house to plan the day. First, they are going to film fashion on the streets of London, and then they are going to film a sequence in an Indian restaurant. The fashion section goes well, but when they get to the Indian restaurant, they find that their table was booked for an hour earlier. Rachel tries to tell them that she made the booking for the correct time, but the friends aren t convinced. 5

4 They have to make a quick change of plan. They decide to film short sections in different parts of London. They start outside the Houses of Parliament. Simon asks Rachel to carry his laptop bag while he films Harry. They film this section, and then go on to film at different London landmarks. At the final location, in Hyde Park, Simon asks for his laptop bag. When he opens the bag, he sees that Rachel has put her water bottle next to the laptop: the bottle has leaked and the laptop is ruined. Simon has lost all the film that he has edited on the laptop. Simon is too upset to speak and walks off. Rachel tries to apologise, but Nina and Harry don t want to listen to her. Episode 5 (Day 5 part 1) Friday It s the final day: the edited film has to be handed in by six o clock. Simon is trying to fix his laptop. His father tries to help him, but it s beyond repair. In the meantime, Nina and Harry are choosing music for the film. When they go round to Simon s house, he shows them the new laptop which his father has lent him. He can use it to make a new edited version of the film. Unfortunately, there s still a problem: Rachel has the original tapes of the film. They phone her and explain that they need the tapes: she checks that she has them in one of her bags and offers to take them to Simon s house. She s just about to leave when her mother calls her; she grabs a bag and rushes out to speak to her mother. Nina, Simon and Harry wait for Rachel at Simon s house. She arrives an hour late and she s got the wrong bag: the tapes aren t in it. The friends finally lose patience with her and accuse her of deliberately trying to cause problems. She tries to explain, but they don t want to listen and they tell her to go. After Rachel has left, they realise that they still have a problem. Rachel still has the tapes, and the friends need them to make a new edited version of the film. Episode 6 (Day 5 part 2) Friday Nina, Simon and Harry go to Rachel s house to get the tapes. Rachel s mother answers the door, and they re surprised to see that she s in a wheelchair. Rachel has gone to the shops so they wait for her. Rachel s mother tells Nina, Simon and Harry how difficult things are for Rachel at the moment: she has to do the housework for her mother, as well as looking after her sick brother because her father is away on business. They realise that this is why Rachel has been making so many mistakes. When Rachel gets back, she gives them the tapes. They stay at Rachel s house while Simon edits a new version of the film on his laptop. By the time he has finished, it s almost the deadline for handing in the film. Rachel takes it to the office on her bike and arrives there just in time. A week later the friends are at Rachel s house again. They re waiting to see which film has won the competition. The winning film will be shown on television. The programme starts, and they hear Harry s voice doing the introduction. Their film has won! The complete scripts for the episodes can be found on pages at the back of the book. Why use the Five Days DVD in the class? Five Days gives students the opportunity to: hear real English used by their own age group hear the English they have learnt in class in real situations develop their listening skills, in particular, listening for gist, listening for inference and intensive listening get used to hearing and understanding a variety of accents develop a feel for using English in conversational situations In addition, Five Days provides a break from the standard book-based activities of the class. 6

5 How are the DVD worksheets arranged? There are four pages of worksheets for each of the six episodes. Each group of worksheets provides enough material for at least one forty-minute lesson. The Language Summary contains lists of the language used in each episode, divided into grammar, vocabulary and functions. The worksheet activities for each episode are divided into three sections: Before watching, While watching and After watching. The first section, Before watching, can be done in the class before watching the DVD, or for homework before watching. The final sections, After watching, can be done in the following class or for homework. While watching First, students watch the whole episode and do one or two activities about it. This part is designed to familiarise the students with the general content of the episode. Then students watch each scene in detail and do one or two activities about it. This part is designed to help students with detailed understanding of each scene. After watching These activities focus on specific language points in the episode (useful expressions), and on writing a summary of the episode. The final activity is a roleplay based on a scene similar to the one in the episode. Before watching Students do these activities before they watch the episode. The activities are designed to help students recall the story so far, and to set the scene for the episode they are about to watch. Typical activities Before watching Aim What happens Typical activities Typical rubrics To recall the story so far Students recall the previous episode. Answer questions about the previous episode. Answer the questions about episode (X). Match the beginnings and endings of sentences about the episode. Complete sentences. Match. Complete what Harry says about the incident in Leicester Square. To set the scene for the episode which the students are about to watch Interpretation of events in the previous episode and prediction of events in the current episode. Students discuss issues in the previous episode. In pairs, decide a suitable place to do the introduction to a film about your city. Discuss the best way to solve the problem. 7

6 While watching Aim What happens Typical activities Typical rubrics Familiarisation with the Students watch the Identify sentences as true True or false? complete episode whole episode and do one or two activities about it. or false. Number events in order. Number the events in the visit in the order they happen. Intensive watching, scene by scene After watching Students watch each scene and do one or two activities about it. Identify where events happened. Choose the correct word / answer. Answer open-ended questions. Identify sentences as true or false. Identify who said what. Complete sentences. Note: there is usually a listen without sound activity for one scene in each episode. Students will have seen the scene with sound before, when they viewed the whole episode. Match the events with the places where they happen. Circle two correct answers for each question. Answer the questions about episode (X). True or false? Watch the rest of the scene. Complete the names. Watch the scene again. Complete the dialogue. Watch the scene in the lift without the sound. Choose what you think they are saying. Aim What happens Typical activities Typical rubrics To focus on the language in the episode To summarise the events of the episode Personalisation In worksheets 1, 3 and 5, students work with a variety of useful expression used by people in the episode. In worksheets 2 and 4, students recall the events with a memory quiz. In all worksheets, students complete a summary of the episode. Students do a roleplay which takes a situation from the episode and adapts it to students own situation. Identify who said each expression. Decide if there is an equivalent expression in the students own language. Answer questions about the episode from memory. Complete a gap-fill exercise. Students do their own auditions, plan a tour round their town, etc. Name the people who use these expressions. How do you say each of these expressions in your language? Do the memory challenge. Complete this summary of episode (X). Use the words in the box. In small groups, do a video report about a film. Work in groups of four. Do a talk about local food. 8

7 Basic video techniques in the class Prediction Before students watch the DVD, give them some information about it and encourage them to predict what they are going to see. For example, you could say; This is the story of four students. They re making a film, then encourage students to speculate what the film is about, why the characters in the DVD are making it, what problems they will have, etc. You can guide students answers a little so that their predictions are more or less along the right lines. Prediction activities involve students in the video right from the start. Prediction also encourages more active participation: students have a reason to watch, to see if their predictions were correct. This gives better results than if students just sit back and watch the story. Silent listening Watching a section of the video without sound involves another type of prediction. Students can see what is happening, but they don t know exactly what is being said. By asking them to guess what is being said, students use all the visual cues, and the English they have learnt in class so far. Listening without subtitles Most of the video should be watched in this way: with sound, but without subtitles. In this way students are encouraged to develop their listening skills. This type of listening can be exploited in many ways; the DVD worksheets contain a wide range of activities based on viewing individual scenes in each episode with sound. Listening with subtitles The subtitles should only be turned on during the last viewing of the video. If they are turned on earlier, students focus on reading the subtitles, not listening. However, once students have done all the listening work they can do, it s a good idea to let them watch the video with subtitles. This allows students to check they have understood the episode and gives them a chance to review parts which they haven t understood. Listening for gist Students should be allowed to watch each episode of the story from start to finish before they watch the individual scenes in the episode. This allows students to get a general idea of the episode, which will help them to later understand in detail what happens in each scene. Intensive listening After watching the complete episode, students should watch the individual scenes of the episode. Now students are practising intensive listening; they are listening for detailed information such as times, places and particular expressions. Listening for inference DVD is the ideal means of practising listening for inference. Students are not simply listening to what is said, but also getting information about how it is said, and how the characters are acting and reacting. In this way, students learn to read between the lines, speculating about how the characters feel about the events and each other. Follow-up activities The learning process doesn t stop when the DVD has finished. There should always be time for follow-up activities, such as summarising what happened in the episode, and doing roleplays based on the situations in the episode. These activities encourage students to use the language they have seen and heard in the episode for their own communication. Tips for using Five Days in the class Use a variety of techniques When students are watching an episode for the first time, encourage listening for gist. It s important for students to get a general idea of what is happening in the episode. This helps students to see that they can understand the episode without understanding everything the characters say. When students are watching individual scenes in each episode, make sure that they understand what has happened in each scene. This means understanding the implications of each event as much as the simple details. 9

8 Encourage active participation Encourage students to interpret what they see and predict what they think is going to happen. Encourage the use of visual information Ask students questions focusing on how the people in the video look, what they think the people are feeling, etc. Encourage the use of audio information Ask students to focus on the way the people say things, for example, the way they express excitement, interest, disappointment, anger, etc. Point out that meaning is often carried by the way in which words are spoken, rather than in the words themselves. Limit the use of subtitles In the worksheets, teachers are only asked to turn the subtitles on in the last section. If students are allowed to see the subtitles earlier, their attention will be focused on the subtitles, and they will miss visual cues and listening practice. Encourage personalisation Involve students by asking what they would do in a certain situation what they would feel how they would react, etc. It s important for students to see the story as real people in real situations. The final activity of the worksheet for each episode includes a roleplay activity designed to relate what happens in the story to students own experience. Make it enjoyable Above all, remember that watching a DVD story like Five Days should be an enjoyable activity. Encourage students to identify with the characters, to sympathise with them and even to criticise them, just as they do with the people of their own age whom they meet in their everyday lives. In this way, they can see that English is a living, real language, used by people like them, in real situations. As a result, Five Days will show learning English to be a relevant, useful and enjoyable experience. 10