Evolve Digital Level 5 

 
Unit 1 Video scripts 

Lesson 1.........................................................................................................................2

Lesson 2.........................................................................................................................8

Time to watch: Documentary........................................................................................13

Unit 1 review.................................................................................................................16

Cambridge University Press & Assessment © 2023 1

Lesson 1 
Unit 1; Lesson 1; Unit introduction; Screen 1 
Andy: [facing the camera] Hello! Welcome to Evolve Digital, Level 5. My name's Andy.
I'm an English teacher from Cambridge, in the United Kingdom. I'm here to help you
work your way through the first six units of Level 5. Each time you start a unit, I'll make
sure you know what you're going to learn, and at the end of each unit I'll remind you
what you've achieved. I'm really looking forward to working with you. Are you ready?
Unit 1 is called "Step forward," which is a great way for us to start. This unit will teach
you how to talk about difficulties and change, and you'll learn how to express strong
opinions.
[Text appears: Lesson 1; Learning objective: Talk about how we deal with change;
Vocabulary: Talking about facing challenges; Grammar: Present habits]
In Lesson 1, you'll be talking about life changes and how we deal with them. You'll learn
the vocabulary you need to discuss challenges you face. Can you think of any big
challenges you've experienced? I remember when I left home for the first time – that
was a big change in my life! Suddenly, I had to learn how to do everything by myself. It
wasn't easy. You'll also learn grammar to talk about present habits and things you do
regularly, like meeting friends or going to the gym. Some people I know tend to get up
early and often go for a run before work. What about you?
[Text appears: Lesson 2; Learning objective: Talk about past difficulties; Vocabulary:
Describing annoying things; Grammar: Past habits]
In Lesson 2 you'll take a trip down memory lane and talk about difficulties in the past.
You'll look at vocabulary used to describe annoying things and learn the grammar
needed to talk about past habits. For example, life has changed a lot in recent years
because of technology. Before the internet, people had to find out everything from
books. It was frustrating having to go to the library all the time! Can you think of
something you used to do at school that's different today?
[Text appears: Lesson 3; Learning objective: Discuss issues and agree strongly]

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You'll learn how to discuss issues and agree strongly in Lesson 3. What do you think
the best method of communicating is? Do you think it's by emailing someone? Do your
friends agree with you or do they have different ideas?
[Text appears: Lesson 4; Learning objective: Write an opinion essay]
Next, Lesson 4 is called "Back to basics." It's all about the skills and knowledge that
parents and grandparents pass on to their children and grandchildren. I'm so grateful
that my parents passed on their knowledge and experience to me. Have you ever
thought about what your parents have taught you and how it has helped you? You'll
learn how to organize information in an opinion essay and then write a formal opinion
essay yourself.
Finally, there's a Unit Review, where you have the chance to review everything you've
learned. I'm sure you'll be pleased with what you've covered in the unit!
Well, you can see there's a lot to learn, so let's get started!
 

Unit 1; Lesson 1; Unit introduction; Screens 5, 6, 7, 8 slide-in

screen
[Text appears: In your opinion, which modern invention has most positively affected
people?]
Jacqueline: [facing the camera] 
I think one of the most beneficial inventions was the bicycle.
[Text appears: How has it been positive?]
Jacqueline: The bicycle helps people to move around the city in a faster way and also
in a more sustainable way, and it has a positive impact in our wellness.
[Text appears: Which modern invention has had a negative impact? Why?]
Jacqueline: I think the weapons had a real, had and have a really negative impact on
the humans. Because they are being used in the incorrect way and they hurt people
and, like, they destroy lives.

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Unit 1; Lesson 1; Grammar presentation: Present habits;
Screens 2, 3, 4
Narrator: [video title] Present habits. Storm on the savanna.
[Animation of a dark forest. A pair of eyes are seen in the middle of the screen.] 
Monkey: [monkey sounds] Ooo, ooo, who's that? Ooo! Oooh!
Bat: [another pair of eyes appear on the top left side of the screen] It's just me, Sam,
sorry. I didn't mean to wake you.
Monkey: Ooo, ooo, it's OK, Reggie... [yawns] I usually get up around this time
anyway... How was your night?
[camera zooms in closer to the two sets of eyes]
Bat: Not bad, not bad. The kids are bored though. They're always complaining that
there's nothing to do. [Thunder sounds and lightning strikes. Bat and Monkey are lit up
and can be seen talking together in the trees.] And, fair enough, we tend to just hang
out up here, you know. I mean, I'll do anything not to waste energy. [More thunder and
lightning. Giraffe's eyes appear on the right side of the screen]
Giraffe: Oh, no!
Monkey: [monkey sounds] Ooo, ooo,
Bat: Hi.
Giraffe: H- h- hello.
Monkey: Hi... uh, are you OK? Are you afraid of the dark?
Giraffe: [camera zooms in on Giraffe's eyes] No, no, the dark is fine. I'll often go for a
nice long walk at night and look at the stars... but storms, well, that's different.
Monkey: [camera zooms in on Monkey holding a banana] When I'm feeling scared, I
eat. That makes me calmer. [camera zooms out to show Bat, Monkey and Giraffe's
eyes]
Bat: Sam, you are constantly eating, nervous or not!
Giraffe: Oh, no, I don't want to eat, but … do you mind if I just stay up here a while?
Monkey: Sure, buddy, sure. This is the best place to be in a storm if you're a monkey.
Bat: Or a bat … or a … [Lightning strikes again and lights up Giraffe sitting in the tree
branches. Bat and Monkey see Giraffe for the first time.] ... a giraffe!?!
Monkey: Whoa.

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Unit 1; Lesson 1; Grammar presentation: Present habits;
Screens 6, 7 slide-in screen, 8 slide-in screen
Narrator: [video title] Present habits. Storm on the savanna.
[Animation of a dark forest. A pair of eyes are seen in the middle of the screen.] 
Monkey: [monkey sounds] Ooo, ooo, who's that? Ooo! Oooh!
Bat: [another pair of eyes appear on the top left side of the screen] It's just me, Sam,
sorry. I didn't mean to wake you.
Monkey: Ooo, ooo, it's OK, Reggie... [yawns] I usually get up around this time
anyway... How was your night?
[camera zooms in closer to the two sets of eyes]
Bat: Not bad, not bad. The kids are bored though. They're always complaining that
there's nothing to do. [Thunder sounds and lightning strikes. Bat and Monkey are lit up
and can be seen talking together in the trees.] And, fair enough, we tend to just hang
out up here, you know. I mean, I'll do anything not to waste energy. [More thunder and
lightning. Giraffe's eyes appear on the right side of the screen]
Giraffe: Oh, no!
Monkey: [monkey sounds] Ooo, ooo,
Bat: Hi.
Giraffe: H- h- hello.
Monkey: Hi... uh, are you OK? Are you afraid of the dark?
Giraffe: [camera zooms in on Giraffe's eyes] No, no, the dark is fine. I'll often go for a
nice long walk at night and look at the stars... but storms, well, that's different.
Monkey: [camera zooms in on Monkey holding a banana] When I'm feeling scared, I
eat. That makes me calmer.
[camera zooms out to show Bat, Monkey and Giraffe's eyes]
Bat: Sam, you are constantly eating, nervous or not!
Giraffe: Oh, no, I don't want to eat, but … do you mind if I just stay up here a while?
Monkey: Sure, buddy, sure. This is the best place to be in a storm if you're a monkey.
Bat: Or a bat … or a … [Lightning strikes again and lights up Giraffe sitting in the tree
branches. Bat and Monkey see Giraffe for the first time.] ... a giraffe!?!

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Monkey: Whoa.
[The scene changes to a branch. Text appears on screen, held up by bats. "I usually get
up" "We tend to just hang out" "I'll do anything" "When I'm feeling scared"]
Narrator: There are many ways to talk about present habits.
Narrator: The simple present.
[Bat holding "I usually get up" moves to the center of the screen. The text changes to "I
usually get up around this time anyway." The words get up are highlighted.]
Monkey: I usually get up around this time anyway.
Narrator: 'tend to' plus a verb
[Bat holding "We tend to just hang out." moves to the center of the screen. The text
changes to "We tend to just hang out up here." The words tend to are highlighted, and
the words hang out are pink.]
Bat: We tend to just hang out up here...
Narrator: "will" plus a verb
[Bat holding "I'll do anything" moves to the center of the screen. The text changes to "I'll
do anything not to waste energy." The characters 'll are highlighted, and the word do is
pink.]
Bat: I'll do anything not to waste energy
Narrator: The present continuous
[Bat holding "When I'm feeling scared" moves to the center of the screen. The text
changes to "When I'm feeling scared, I eat." The text 'm feeling is highlighted.]
Monkey: When I'm feeling scared, I eat.
Narrator: The present continuous is often used for undesirable or noticeable habits.
[Text appears on screen as it is spoken.]
Bat: They're always complaining that there's nothing to do. [The text 're and the word
complaining are highlighted.]
Bat: You are constantly eating, nervous or not! [The words are and eating are
highlighted.]
Narrator: Use always and constantly for emphasis.
[Text appears: Present habits]

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Lesson 2 
Unit 1; Lesson 2; Lesson introduction; Screen 3
Jacqueline: [facing the camera] One of the objects that are not anymore around, it is
the Walkman and it was really cool that for the first time, you could bring with yourself
your music, your CDs, or even cassettes and, yeah. And I think it is not any more
around because now we have new gadgets to stream music like MP3 players or cell
phones or tablets. Even our computers so like, it changed. I really miss them because
with that kind of gadget, you could only sit and listen to music and only do that, and now
with cell phones or MP3 players you could be doing a lot of things, you could be
listening to music on the subway, answering to emails and you will be doing everything
and anything at the same time.

Unit 1; Lesson 2; Vocabulary practice 2: Describing annoying

things; Screen 2
Jacqueline: [facing the camera] Sometimes I feel nostalgic about my childhood
because I miss to be, to have that freedom of being a child because when you are an
adult, you have a lot of responsibilities like paying rent, paying taxes, go to work every
day even if you're tired. And when you're a child you are more free, you are more
creative, and I miss that.

Unit 1; Lesson 2; Grammar presentation: Past habits;

Screens 2, 4, 5
Narrator: [video title] Past habits. Life used to be terrible.
[Animation of a man and his dog sitting on front porch steps.]
Man: My old life. What can I say? It used to be terrible. I did the same things day after
day.
[The man turns off his alarm clock. He looks tired, but his dog is excited and ready to go
for a walk.]
The alarm would go off at 5 a.m.
[The man is sadly walking in the rain with his excited dog.]

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I didn't use to like mornings at all.
[The man pours coffee and leaves for work. He looks unhappy. His dog happily settles
himself on the sofa when the man leaves.]
It was always a real rush to get to work. I never used to have breakfast. I would just
grab some coffee on my way out.
[The man and his dog are in the car. The man looks unhappy while driving and the dog
looks happily out the window.]
I used to spend hours in traffic and I always had to drive everywhere, even on
weekends, because I had so little free time. It was very stressful!
[The man and his dog are sitting on front porch steps again.]
Really, I used to hate my life. But then things changed. Now, I work from home, and life
is good.
[The man wakes up at nine o'clock. He is well-rested. His dog is waiting by the man's
bed with his leash in his mouth.]
In the old days, I used to get up at 5 am. I wouldn't get much sleep because I had to
wake up so early. But now I can sleep as late as I want. It's great!
[The man is relaxing on his sofa at home, reading the newspaper with a hot meal and
hot cup of coffee. His dog is unhappily sitting on the floor and whining.]
I never used to eat breakfast, but now I start each day with a hot meal. And no need to
rush through it! This is the life!
[The dog is watching out the window while the man rides by on a bicycle.]
I always had to put up with traffic before, but now I have a different form of
transportation!
[The dog looks unhappy while sitting on the sofa. He purposely pushes a pillow onto the
floor.]
My house didn't use to be this tidy either, but now it's really clean and organized. I love
it!
[The man and his dog are sitting on front porch steps again.]
Rex loves it too, don't you, Rex? The best thing about my new life? Now I have lots of
time to play with Rex!
[The man picks up a ball to play with the dog. The dog is excited and barks happily.]

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Let's go, boy!

Unit 1; Lesson 2; Grammar presentation: Past habits;

Screens 6, 13 slide-in screen
Narrator: [video title] Past habits. Life used to be terrible.
[Animation of a man and his dog sitting on front porch steps.]
Man: My old life. What can I say? It used to be terrible. I did the same things day after
day.
[The man turns off his alarm clock at 5:00. He looks tired, but his dog is excited and
ready to go for a walk.]
The alarm would go off at 5 a.m.
[The man is sadly walking in the rain with his excited dog.]
I didn't use to like mornings at all.
[The man pours coffee and leaves for work. He looks unhappy. His dog happily settles
himself on the sofa when the man leaves.]
It was always a real rush to get to work. I never used to have breakfast. I would just
grab some coffee on my way out.
[The man and his dog are in the car. The man looks unhappy while driving and the dog
looks happily out the window.]
I used to spend hours in traffic and I always had to drive everywhere, even on
weekends, because I had so little free time. It was very stressful!
[The man and his dog are sitting on front porch steps again.]
Really, I used to hate my life. But then things changed. Now, I work from home, and life
is good.
[The man wakes up at nine o'clock. He is well-rested. His dog is waiting by the man's
bed with his leash in his mouth.]
In the old days, I used to get up at 5 am. I wouldn't get much sleep because I had to
wake up so early. But now I can sleep as late as I want. It's great!
[The man is relaxing on his sofa at home, reading the newspaper with a hot meal and
hot cup of coffee. His dog is unhappily sitting on the floor and whining.]

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I never used to eat breakfast, but now I start each day with a hot meal. And no need to
rush through it! This is the life!
[The dog is watching out the window while the man rides by on a bicycle.]
I always had to put up with traffic before, but now I have a different form of
transportation!
[The dog looks unhappy while sitting on the sofa. He purposely pushes a pillow onto the
floor.]
My house didn't use to be this tidy either, but now it's really clean and organized. I love
it!
[The man and his dog are sitting on front porch steps again.]
Rex loves it too, don't you, Rex? The best thing about my new life? Now I have lots of
time to play with Rex!
[The man picks up a ball to play with the dog. The dog is excited and barks happily.]
Let's go, boy!
[Text appears: "Past habits / repeated actions."
"used to/would plus verb"
"I never had breakfast."
The words used to/would are blue, and the word verb is red.]
Narrator: You can use used to or would plus a verb to talk about past habits or
repeated actions.
[Text "I never had breakfast" changes to "I never used to have breakfast." The words
used to are blue, and the word have is red.]
Man: I never used to have breakfast.
[Text appears: "I just grabbed some coffee on my way out," then changes to "I would
just grab some coffee on my way out." The word would is blue, and the word grab is
red.]
Man: I would just grab some coffee on my way out.
[Text appears: "Past states" "used to plus verb" "My house wouldn't be this tidy. I would
have a terrible life." The words used to are blue, and the word verb is red.]
[Text changes so that the words wouldn't and would are crossed out with a red X.]
Narrator: To talk about past states, only use used to not would.

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[The text "My house wouldn't be this tidy," changes to: "My house didn't use to be this
tidy." The words didn't use to are blue. The word be is red.
The text "I would have a terrible life," changes to: "I used to have a terrible life." The
words used to are blue. The word have is red.]
Man: My house didn't use to be this tidy. I used to have a terrible life.
[Text appears: "Simple past plus time expression." The words simple past are in bold
font, and the words time expression are red.]
[More text appears: "I always had to drive everywhere. I did the same things day after
day." The words had and did are in bold font.]
Narrator: You can also use the simple past for past habits, repeated past actions, and
past states. It's often used with time expressions.
[Text changes so that the words always and day after day are red.]
Man: I always had to drive everywhere.
Man: I did the same things day after day.
[Text appears: Past habits]

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Time to watch: Documentary 
Unit 1; Time to watch: Documentary; Before you watch;
Screen 3
[This video has no sound. Video shows people making pottery, blowing colorful glass,
and making furniture]

Unit 1; Time to watch: Documentary; While you watch;

Screens 3, 4, 5, 6, 7, 8, 9, 10
Unit 1; Time to watch: Documentary; Language focus;
Screen 10 slide-in screen
[Music and text: Evolve Level 5; Unit 1; Out of our hands]
Narrator: [Video shows someone making pottery using a pottery wheel] Before the
early 1800s, everyday items used to be made by skilled craftspeople. [Someone is
practicing glassblowing.] In those days, people accepted that making anything was a
time-consuming process. [Someone is making wooden furniture] And there was no
expectation that similar products would always turn out identical, either. [montage of
factory machines working] But as the 1900s approached, new machines and industrial
processes were introduced. Traditional, hand-made products started to be replaced by
less expensive, easier-to-make versions. Consumers adapted quickly and welcomed
these changes. After all, mass production made things cheaper. But there was a
downside.
Bob Casey: [Bob Casey, Historian at the Henry Ford Museum, is facing the camera.]
What happens in a mass production system is that the craftsmanship is actually
transferred from the people who are physically assembling the product back up the
chain, away from the mass of workers who are actually doing the assembling. And the
labor historians actually have a word for it. They call it "deskilling." It says we're going to
take the skill away from the majority of people and we're going to invest it in a smaller
group of people.

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Narrator: [black and white video clip of Henry Ford in an old car] One of the first people
to use mass production methods was Henry Ford, who created the first "assembly line"
and used it to build cars. [black and white video clip of assembly line workers building
an early car] Each person put together just one part of the final product; there were no
skilled workers in his factories – instead they were filled with unskilled laborers. This
deskilling his factories in this way was bad news for craftspeople, because their skills
were no longer necessary.
Bob Casey: [facing the camera.] They said instead of having one guy at a bench make
a whole transmission, what if we have several guys at a bench, and each one does a
little thing on the transmission and shoves it down the bench to the next guy?
Narrator: [black and white video clips of old cars being driven] This idea was a huge
step forward for the car industry, because it meant that factories like Ford's were
capable of producing cars in much less time than it used to take.
Joe Kerr: [Joe Kerr, design historian, is facing the camera.] When the first ones were
built, which were built conventionally, it took 12 and a half man-hours to make a single
car. By the time mass production was fully implemented, it took ninety-three minutes.
Narrator: [modern assembly line at a car factory] Even today, some car parts are still
produced on an assembly line. [black and white montage of old cars] Although Ford's
production methods were efficient, he made one crucial mistake: mass-produced
"things" were all alike. [black and white clip of women working on an assembly line]
Consumers were saving money but getting fewer choices. And Ford underestimated the
public's demand for options, which they used to have when everything was made by
hand. [Video shows a clip of someone practicing glassblowing, then changes to clips of
old and modern cars.] His competitors quickly recognized the desire for choices and
began to sell cars with a variety of features. Since then, car design has become more
and more innovative.
J Mays: [J Mays, Chief Creative Officer at Ford Motor Company, is facing the camera.]
Suddenly at that point is when design was born because we had answered the
functional attributes of moving the customer from point A to point B and now, we were
offering the customer a choice of how to go from point A to point B. And then you could

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make the car more attractive through colors, through different materials and then
eventually through different shapes.
[montage of various car designs followed by people working in a modern car factory]
Narrator: Although progress is usually a good thing for consumers, we shouldn't forget
the importance of design and the value of craftsmanship.

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Unit 1 review 
Unit 1; Unit 1 review; Vocabulary review; Screen 1
Andy: [facing the camera] Hello again! I hope you enjoyed Unit 1 of Evolve Digital,
Level 5. You've learned so much already. You've thought about how we deal with
change, looked at the difficulties of life in the past, and learned how to discuss issues
and show strong agreement. You also know how to organize information and write an
opinion essay. You've done really well! See you in the next unit!

Unit 1; Unit 1 review; Listen and watch; Screens 2, 3

Narrator: If you had a time machine, which decade, from 1910 to 1990, would you
choose to go back to? Why?
Diane: [standing outdoors, facing the camera] If I could go back in time, I would go to a
mixed decade, the late nineteen seventies to the early nineteen eighties. It was when I
was in college and I took everything very seriously. And my children are that age now,
and I see it's a challenging time of life, but I wish I could go back and really enjoy the
freedom I had then to study what I wanted to study, to think about, um, I just had the
leisure of a lot of time and I didn't recognize it because I had a lot of worry at that age,
so.

Unit 1; Unit 1 review; Listen and watch; Screen 4

Narrator: What transportation did they use to use in the nineteen seventies and
nineteen eighties? What tech items did they use to have?
Diane: [standing outdoors, facing the camera] In my chosen period of time, the
transportation was pretty much the same. It was cars, trains, airplanes. Quite the same.
But they did not have computers, cellphones, ATM machines. We were not constantly
connected to electronic devices, so I didn't use that, meaning I had more free time, I
think, to ponder things, think about things, read books that were on paper.

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Unit 1; Unit 1 review; Listen and watch; Screens 5, 6
Narrator: If you had a time machine, which decade, from 1910 to 1990, would you
choose to go back to? Why?
Jin: [standing outdoors, facing the camera] Probably nineteen fifties when my father
was a kid. He used to walk a lot; he crossed a mountain to attend elementary school.
My grandfather used to carry him on his shoulder to, you know, bring him to the school.
I mean, things were really simpler at the time and I like simple life. Yeah, I don't even
have a TV at home. I like nature. I like hiking in the mountain. So, I think that it would
be very interesting to go back that decade.

Unit 1; Unit 1 review; Listen and watch; Screen 7

Narrator: What transportation did they use to use in the nineteen fifties? What tech
items did they use to have?  
Jin: [standing outdoors, facing the camera] In the nineteen fifties in Korea there were
some cars, I think. Little bit of cars for rich people and horses for police officers and I
think many people used to take train or they just maybe walk. For the tech, I think
maybe black and white TV. Maybe radio or movie theater, so people go to movie
theater with family or friends. They enjoy good time so, yeah, I think that's maybe about
it.

Unit 1; Unit 1 review; Listen and watch; Screen 8

Narrator: If you had a time machine, which decade, from 1910 to 1990, would you
choose to go back to? Why?
Diane: [standing outdoors, facing the camera] If I could go back in time, I would go to a
mixed decade, the late nineteen seventies to the early nineteen eighties. It was when I
was in college and I took everything very seriously.

Unit 1; Unit 1 review; Listen and watch; Screen 9

Narrator: If you had a time machine, which decade, from 1910 to 1990, would you
choose to go back to? Why?

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Jin: [standing outdoors, facing the camera] Probably nineteen fifties when my father
was a kid. He used to walk a lot; he crossed a mountain to attend elementary school.

Unit 1; Unit 1 review; Listen and watch; Screen 10

Narrator: What transportation did they use to use in the nineteen seventies and
nineteen eighties? What tech items did they use to have?
Diane: [standing outdoors, facing the camera] In my chosen period of time, the
transportation was pretty much the same. It was cars, trains, airplanes. Quite the same.

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