Listen in English | American English File

Directions 목표 Direcciones Instruções

READ the VOCABULARY + BACKGROUND
It is important to read the vocabulary and background before you watch the video. This will improve your ability to understand the video. It will also help you understand how the new vocabulary is used naturally.
WATCH the VIDEO
The first time you watch the video, just try to understand the overall situation.
ANSWER the QUESTIONS
First, try to answer all the questions from memory. Then rewatch the video and try to answer the questions that you missed.
WATCH and READ the SCRIPT
Watch the video again while you read the script. Reading and listening at the same time will help you hear each individual word and improve your listening accuracy.
DO the ACTIVITIES
There are several different activities that focus on listening accuracy, pronunciation, vocabulary, grammar, and sentence structure.

LEA el VOCABULARIO y ANTECEDENTES.
Es importante leer el vocabulario y los antecedentes antes de ver el video. Esto mejorará su capacidad para comprender el video. También le ayudará a comprender cómo se usa el nuevo vocabulario de forma natural.
VER el VIDEO
La primera vez que vea el video, intente comprender la situación general.
RESPONDE a las PREGUNTAS
Primero intente responder todas las preguntas de memoria. Luego, vuelva a ver el video e intente responder las preguntas que se perdió.
MIRAR Y LEER
Mire el video nuevamente mientras lee el guión. Leer y escuchar al mismo tiempo lo ayudará a escuchar cada palabra individual y mejorará su precisión auditiva.
HACER LAS ACTIVIDADES
Hay una serie de actividades diferentes que se centran en la precisión auditiva, la pronunciación, el vocabulario, la gramática y la estructura de las oraciones.

어휘와 배경 읽기
비디오를 보기 전에 어휘와 배경을 읽는 것이 중요합니다. 이렇게 하면 비디오를 이해하는 능력이 향상됩니다. 또한 새로운 어휘가 어떻게 자연스럽게 사용되는지 이해하는데 도움이됩니다.
비디오 보기
비디오를 처음 볼 때 전체 상황을 이해하려고 노력하세요.
문제에 답하기
먼저 모든 질문에 답을 해보세요. 그런 다음 비디오를 다시보고 놓친 질문에 답해보세요.
비디오 보면서 대본 읽기
대본을 읽는 동안 비디오를 다시 보세요. 읽기와 듣기를 동시에 하면 각각의 단어를 듣고, 듣기 정확도를 향상시킬 수 있습니다.
액티비티 하기
듣기 정확도, 발음, 어휘, 문법 및 문장 구조에 초점을 맞춘 다양한 액티비티가 있습니다.

LER o VOCABULÁRIO + FUNDO
É importante ler o vocabulário e o histórico antes de assistir ao vídeo. Isso melhorará sua capacidade de entender o vídeo. Também ajudará você a entender como o novo vocabulário é usado naturalmente.
ASSISTA ao VÍDEO
Na primeira vez que assistir ao vídeo, tente entender a situação geral.
RESPONDA às PERGUNTAS
Primeiro, tente responder todas as perguntas de memória. Em seguida, assista novamente ao vídeo e tente responder às perguntas que você errou.
ASSISTA e LEIA o SCRIPT
Assista ao vídeo novamente enquanto lê o roteiro. Ler e ouvir ao mesmo tempo ajudará você a ouvir cada palavra individualmente e a melhorar sua precisão auditiva.
FAÇA as ATIVIDADES
Existem várias atividades diferentes que se concentram na precisão auditiva, pronúncia, vocabulário, gramática e estrutura da frase.

Background 배경 O fundo Antecedentes


Rob	Jenny

Rob lives in London. He is a writer for a magazine called London 24-7.
Jenny is from New York. She works for a magazine called New York 24-7.
Jenny is a on a business trip to London.

Questions 문제 Questões Preguntas

Jenny brings some coffee for Rob.
True
False
Jenny's coffee is a double espresso.
True
False
Jenny has to go to a meeting with Daniel.
True
False
Rob has to do an interview with a movie director.
True
False
Rob's interview will probably be 20 minutes long.
True
False
Jenny's meeting is at 9:30.
True
False
Rob spills his coffee on Jenny.
True
False
Rob is going to buy a new shirt.
True
False
Jenny doesn't have time to help Rob.
True
False
Jenny has to answer her phone.
True
False

Dialogue Practice 대화 연습 Prática de Diálogo Práctica de diálogo

Directions: Practice reading the script. Then Hide parts of the conversation and try to repeat the script from memory.

Instrucciones: Practica leyendo el guion. Luego haz clic en Hide para ocultar algunas de las expresiones y trata de repetir la conversación de memoria.

Instrucciones: Pratique lendo o roteiro. Em seguida, clique em Ocultar para esconder algumas das expressões e tente repetir a conversa de memória.

지시 사항 : 스크립트를 읽는 연습을 하세요. 그런 다음 Hide 를 클릭하여 일부 표현을 숨기고 대화를 기억해서 반복해 보세요.

Rob:
Hey. Jenny
Jenny:
Oh, hi Rob. Is that coffee for me?
Rob:
Yes. A double espresso.
Jenny:
Oh wow. Thanks. That's really nice of you.
Rob:
No problem. Do you have a meeting with Daniel?
Jenny:
Yes. Another meeting. And you?
Rob:
I'm going to the office too. I have an interview in twenty minutes.
Jenny:
Oh really? With who?
Rob:
A theater director.
Jenny:
That sounds interesting.
Rob:
What time is your meeting with Daniel?
Jenny:
At half past nine. Oh no. Are you okay? I'm so sorry.
Rob:
I'm fine.
Jenny:
I'm really sorry. You can't do an interview in that shirt.
Rob:
Don't worry. There's a clothes shop over there. I can buy a new one.
Jenny:
Okay. I can help you choose one. Oh, that's my phone. Sorry. I need to answer this. See you in there?
Rob:
Okay.

Sentence Building 문장 만들기 Construção de sentença Construcción de oraciones [ ? ]
Summary

This activity is designed to improve sentence accuracy and complexity. Most students can produce the key content words in a sentence. However, they have difficulty with accuracy because the functional words are difficult or can seem unimportant. This activity will help learners eliminate problems with these functional words by giving them immediate feedback on the mistakes they are making. It will also help students develop their use of more natural, varied and complex sentence structures.

TIP: Say the sentence out loud. Notice the types of mistake you make often. Focus on those types of errors. (singular/plural, subject-verb agreement, article use, prepositions, gerunds and infinitives, noun clauses, adjective clauses, word order, and word forms.)

Resumen

Esta actividad está diseñada para mejorar la precisión y complejidad de las oraciones. La mayoría de los estudiantes pueden producir las palabras clave del contenido en una oración. Sin embargo, tienen dificultades con la precisión porque las palabras funcionales son difíciles o pueden parecer poco importantes. Esta actividad ayudará a los alumnos a eliminar problemas con estas palabras funcionales al brindarles retroalimentación inmediata sobre los errores que están cometiendo. También ayudará a los estudiantes a desarrollar su uso de estructuras de oraciones más naturales, variadas y complejas.

CONSEJO: Diga la oración en voz alta. Observe los tipos de errores que comete con frecuencia. Concéntrese en ese tipo de errores. (singular / plural, concordancia entre sujeto y verbo, uso del artículo, preposiciones, gerundios e infinitivos, cláusulas sustantivas, cláusulas adjetivas, orden de las palabras y formas de las palabras).

요약

이 액티비티는 문장의 정확성과 복잡성을 개선하기 위해 고안되었습니다. 대부분의 학생들은 문장에서 핵심 내용 단어를 생성 할 수 있습니다. 그러나 기능적 단어가 어렵거나 중요하지 않은 것처럼 보일 수 있기 때문에 정확성에 어려움이 있습니다. 이 액티비티는 학습자가 실수에 대한 즉각적인 피드백을 제공함으로써 이러한 기능적 단어의 문제를 제거하는 데 도움이 됩니다. 또한 학생들이 보다 자연스럽고 다양하며 복잡한 문장 구조를 사용하는 데 도움이 됩니다.

팁 : 문장을 크게 말하세요. 자주 저지르는 실수 유형과, 이러한 유형의 오류에 집중하세요. (단수 / 복수, 주어-동사 일치, 관사 사용, 전치사, 동명사 및 부정사, 명사절, 형용사절, 어순 및 단어 형태)

Resumo

Esta atividade foi desenvolvida para melhorar a precisão e a complexidade das frases. A maioria dos alunos pode produzir as palavras-chave do conteúdo em uma frase. No entanto, eles têm dificuldade com precisão porque as palavras funcionais são difíceis ou podem parecer sem importância. Esta atividade ajudará os alunos a eliminar problemas com essas palavras funcionais, dando-lhes feedback imediato sobre os erros que estão cometendo. Também ajudará os alunos a desenvolver o uso de estruturas de sentenças mais naturais, variadas e complexas.

DICA: Diga a frase em voz alta. Observe os tipos de erro que você comete com frequência. Concentre-se nesses tipos de erros. (singular/plural, concordância sujeito-verbo, uso de artigos, preposições, gerúndios e infinitivos, cláusulas substantivas, cláusulas adjetivas, ordem das palavras e formas das palavras.)

Directions: Write sentences about the video clip using the words given. You can change the word form or add words, but you cannot change the word order. Use a present time frame (tense).
( ) = optional [ ] = necessary

Instrucciones: Escriba oraciones sobre el videoclip usando las palabras dadas. Puede cambiar la forma de la palabra o agregar palabras, pero no puede cambiar el orden de las palabras. Usa el tiempo presente.

Instrucciones: Escribe oraciones sobre el videoclip usando las palabras dadas. Puede cambiar la forma de las palabras o agregar palabras, pero no puede cambiar el orden de las palabras. Usa tiempo presente.

지시 : 주어진 단어를 사용하여 비디오 클립에 대한 문장을 씁니다. 어형을 변경하거나 단어를 추가할 수 있지만 어순은 변경할 수 없습니다. 현재 시제를 사용합니다.

Sentence 1

Rob / see / Jenny / street / and / offer / her / coffee

Rob sees Jenny on the street(,) and (he) offers her a coffee.

Sentence 2

Jenny / thank / Rob / coffee

Jenny thanks Rob for the coffee.

Sentence 3

Jenny / have / other / meeting / Daniel / 9:30

Jenny has another meeting with Daniel at 9:30.

Sentence 4

Rob / going / interview / theater / director / twenty / minute

Rob is going to interview a theater director in twenty minutes.

Sentence 5

Jenny / accidental / spill / coffee / Rob / while / she / check / phone

Jenny accidentally spills (her) coffee on Rob while she is checking her phone.

Sentence 6

Jenny / apologise / spill / coffee / Rob

Jenny apologises for spilling (her) coffee on Rob.

Sentence 7

Rob / tell / Jenny / he / can / buy / new / shirt

Rob tells Jenny (that) he can buy a new shirt.

Sentence 8

Jenny / offer / help / Rob / buy / new / shirt / interview

Jenny offers to help Rob (to) buy a new shirt for his interview.

Sentence 9

Jenny / get / phone / call / so / she / tell / Rob / she / see / him / store

Jenny gets a phone call, so she tells Rob (that) she will see him in the store.

Listen & Repeat 듣고 따라하기 Ouça e repita Escuchar y repetir [ ? ]
Listen & Repeat

This activity has two purposes.

The first purpose is to improve listening accuracy. Learners can often understand the general meaning of a video but still not hear and understand many of the words that are said. This is because native speakers tend to say the functional words unclearly. (eg. don’t know, going to, want to, can’t, must have) This activity is designed to help learners improve their ability to hear these words.

TIP: Learners should listen, and then try to repeat exactly what they hear. Then they should click “Show” and read the sentence. After reading the sentence, learners should listen again and try to hear each word.

The second purpose is to improve pronunciation.

TIP: Learners should listen to and read the sentences at the same time. Then learners should try to copy the pronunciation and intonation of the speaker exactly.

TIP: Exaggerating the intonation and feeling of the speaker is useful. It may feel awkward or funny, but it will help you sound more natural.

Escuchar y Repetir

Esta actividad tiene dos propósitos separados.

El primer propósito es mejorar la precisión auditiva. Los estudiantes a menudo pueden comprender el significado general de un video, pero aún no escuchan ni comprenden muchas de las palabras que se dicen. En particular, los hablantes nativos tienden a decir las palabras funcionales (p. Ej., No sé, voy a, quiero, no puedo, debe haberlo hecho) de manera poco clara. Esta actividad está diseñada para ayudar a los alumnos a mejorar su capacidad para escuchar estas palabras.

CONSEJO: Los alumnos deben escuchar y luego intentar repetir exactamente lo que se dijo. Luego deben hacer clic en "Show" y leer la oración. Después de leer la oración, los alumnos deben volver a escuchar e intentar escuchar cada palabra.

El segundo propósito es mejorar la pronunciación.

CONSEJO: Los alumnos deben escuchar y leer las oraciones al mismo tiempo. Luego, los alumnos deben intentar copiar la pronunciación y la entonación del hablante.

CONSEJO: Es útil exagerar la entonación y el sentimiento del hablante. Puede parecer incómodo o divertido, pero te ayudará a sonar más natural.

듣고 따라하기

이 액티비티에는 두 가지 목적이 있습니다.

첫 번째 목적은 청취 정확도를 높이는 것입니다. 학생들은 종종 비디오의 일반적인 의미를 이해할 수 있지만 여전히 많은 단어를 듣고 이해하지 못합니다. 특히 원어민은 기능적 단어 (예 : 모르겠다, 갈 것, 갖고 싶어, 가질 수 없어야 한다)를 불분명하게 말하는 경향이 있습니다. 이 액티비티는 학습자가 이러한 단어를 듣는 능력을 향상시킬 수 있도록 고안되었습니다.

팁 : 학습자는 듣고 나서 말한 내용을 정확하게 반복해야 합니다. 그들은“Show”를 클릭하고 문장을 읽어야 합니다. 문장을 읽은 후 학습자는 다시 듣고 각 단어를 들어야 합니다.

두 번째 목적은 발음을 향상시키는 것입니다.

팁 : 학습자는 동시에 문장을 듣고 읽어야 합니다. 그런 다음 학습자는 화자의 발음과 억양을 따라 해 보아야 합니다.

팁 : 화자의 억양과 느낌을 과장하는 것이 유용합니다. 어색하거나 재미있게 느껴질 수 있지만 더 자연스럽게 들리는 데 도움이 됩니다.

Ouvir e repetir

Esta atividade tem dois propósitos.

O primeiro objetivo é melhorar a precisão auditiva. Os alunos geralmente podem entender o significado geral de um vídeo, mas ainda não ouvem e entendem muitas das palavras que são ditas. Isso ocorre porque os falantes nativos tendem a dizer as palavras funcionais de forma pouco clara. (por exemplo, não sei, vou, quero, não posso, devo ter) Esta atividade é projetada para ajudar os alunos a melhorar sua capacidade de ouvir essas palavras.

DICA: os alunos devem ouvir e tentar repetir exatamente o que ouviram. Em seguida, deveriam clicar em “Mostrar” e ler a frase. Depois de ler a frase, os alunos devem ouvir novamente e tentar ouvir cada palavra.

O segundo objetivo é melhorar a pronúncia.

DICA: os alunos devem ouvir e ler as frases ao mesmo tempo. Em seguida, os alunos devem tentar copiar exatamente a pronúncia e a entonação do falante.

DICA: É útil exagerar na entonação e no sentimento do falante. Pode parecer estranho ou engraçado, mas ajudará você a soar mais natural.

Directions: Play the audio clip and try to repeat what you hear. Click "Show" to see the text.

Instrucciones: Reproduce el clip de audio e intenta repetir lo que escuchas. Haga clic en "Show" para ver el texto.

Instrucciones: Reproduzca el clip de audio e intente repetir lo que escucha. Haga clic en "Mostrar" para ver el texto.

지시 사항 : 오디오 클립을 재생하고 들리는 내용을 반복해 보십시오. 텍스트를 보려면 "Show" 를 클릭하십시오.

Clip 1

Oh, hi Rob. Is that coffee for me?

Clip 2

That's really nice of you.

Clip 3

Do you have a meeting with Daniel?

Clip 4

I'm going to the office too.

Clip 5

I have an interview in twenty minutes.

Clip 6

Oh really? With who?

Clip 7

What time is your meeting with Daniel?

Clip 8

At half past nine.

Clip 9

You can't do an interview in that shirt.

Clip 10

Don't worry. There's a clothes shop over there.

Clip 11

I can buy a new one.

Clip 12

Okay. I can help you choose one.

Clip 13

I need to answer this.

Clip 14

See you in there?

Script 대본 Roteiro Texto

Rob: Hey. Jenny

Jenny: Oh, hi Rob. Is that coffee for me?

Rob: Yes. A double espresso.

Jenny: Oh wow. Thanks. That's really nice of you.

Rob: No problem. Do you have a meeting with Daniel?

Jenny: Yes. Another meeting. And you?

Rob: I'm going to the office too. I have an interview in twenty minutes.

Jenny: Oh really? With who?

Rob: A theater director?

Jenny: Sounds interesting.

Rob: What time is your meeting with Daniel.

Jenny: At half past nine. Oh no. Are you okay? I'm so sorry.

Rob: I'm fine.

Jenny: I'm really sorry. You can't do an interview in that shirt.

Rob: Don't worry. There's a clothes shop over there. I can buy a new one.

Jenny: Okay. I can help you choose one. Oh, that's my phone. Sorry. I need to answer this. See you in there?

Rob: Okay.

Grammar 문법 Gramática Gramática (telling time)

IDEA 1 | In time, 0 is pronounced "oh".

It is exactly 6:03. It is exactly six oh three.
I'll arrive at 9:05. I'll arrive at nine oh five.
IDEA 2 | You can say "A M" or "in the morning" for times before 12:00 p.m.

It is 8:00 a.m. It is eight A M.
It is 8:00 a.m. It is eight (o'clock) in the morning.
IDEA 3 | You can say "P M" or "in the afternoon", "in the evening" and "at night" for times after 12:00 p.m.

12:01 p.m. - 5:00 p.m. = "in the afternoon"
It is 3:00 p.m. It is three P M.
It is 3:00 p.m. It is three (o'clock) in the afternoon.

5:01 p.m. - 8:00 p.m. = "in the evening"
It is 7:00 p.m. It is seven P M.
It is 7:00 p.m. It is seven (o'clock) in the evening.

8:01 p.m. - 11:59 p.m. = "at night"
It is 10:00 p.m. It is ten P M.
It is 10:00 p.m. It is ten (o'clock) at night.
IDEA 4 | You can use "past/after" before ##:30. You must change the number order.
[minute past hour].

It is 5:10. It is ten past five.
It is 8:20. It is twenty after eight.
It is 11:22. It is twenty-two past eleven.
IDEA 5 | You can use "to" after ##:30. It means until. You must change the number order.
[minute to hour].

It is 5:40. It is twenty to six.
It is 8:50. It is ten to nine.
It is 10:55. It is five to eleven.
IDEA 6 | You can use "quarter" for 15 minutes and "half" for 30 minutes, but only with "past" and "to".

It is 5:15. It is quarter past five.
It is 5:15. ~~It is five and a quarter.~~
It is 8:30. It is half past eight.
It is 8:30. ~~It is eight and a half.~~
It is 10:45. It is quarter to eleven.
It is 10:45. ~~It is ten and three quarters.~~
More rules |

Use lowercase a.m. and p.m. and always use periods.
Do not use a.m. + in the morning. Use a.m. OR in the morning.
Do not use o'clock with a.m. or p.m.

Grammar Check 문법 검사 Verificação de gramática Revisión gramatical

Directions: Say these times.

9:00 a.m.

It is nine (o'clock) (in the morning).
It is nine a.m.
3:00 p.m.

It is three (o'clock) (in the afternoon).
It is three p.m.
12:00 a.m.

It is midnight.
12:00 p.m.

It is noon.
3:05 p.m.

It is three oh five (in the afternoon).
It is five past three.
7:15 p.m.

It is seven fifteen (in the evening).
It is quarter past seven.
10:30 p.m.

It is ten thirty (at night).
It is half past ten.
6:20 a.m.

It is six twenty (in the morning).
It is twenty past six.
6:40 p.m.

It is six forty (in the evening).
It is twenty to seven.
11:53 a.m.

It is eleven fifty-three (in the morning).
It is seven to twelve.
It is almost noon.
12:03 a.m.

It is twelve oh three (in the morning).
It is three past twelve.
It is just past midnight.
9:45 a.m.

It is nine forty-five (in the morning).
It is quarter to ten.
9:15 a.m.

It is nine fifteen (in the morning).
It is quarter past nine.
8:45 p.m.

It is eight forty five (at night).
It is quarter to nine.
3:30 p.m.

It is three thirty (in the afternoon).
It is half past three.
7:50 a.m.

It is seven fifty (in the morning).
It is ten to eight.
2:02 p.m.

It is two oh two (in the afternoon).
It is two past two.
It's just past two.
1:58 p.m.

It is one fifty-eight (in the afternoon).
It is two to two.
It is almost two.

Grammar Discussion 문법 논의 Discussão de gramática Discusión gramática

Directions: Ask your partner these questions. You can change the word form or add words, but you cannot change the word order.

Q1 | what / time / you / usually / get / up / ?

What time do you usually get up?

I usually get up at ...

Q2 | what / time / you / get / up / today / ?

What time did you get up today?

Today, I got up at ...

Q3 | when / you / usually / go / bed / ?

When do you usually go to bed?

I usually go to bed at ...

Q4 | what / time / you / go / bed / tonight / ?

What time will you go to bed tonight?

Tonight, I will go to bed at ...

Q5 | when / you / usually / eat / dinner / ?

When do you usually eat dinner?

I usually eat dinner at ...

Q6 | when / you / usually / do / homework?

When do you usually do your homework?

I usually do my homework at ...

Q7 | what / time / this / class / start / ?

What time does this class start?

This class starts at ...

Q8 | what / best / time / start / work / ?

What is the best time to start work?

I think the best time to start work is (at) ...

Q9 | what / best / time / finish / work / ?

What is the best time to finish work?

In my opinion, the best time to finish work is (at) ...

Q10 | when / traffic / worst / your / city / ?

When is (the) traffic worst in your city?

(The) traffic is worst from ... to ...

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