Ep DVD Worksheets Level2 OK

UNIT 1 CULTURE A TYPICAL AMERICAN TEENAGER
Think! 4 Answer the questions.

Answer the questions. 1 What time does Blair’s school start in the
morning?
1 How do you spend most of your time after school?
2 What day of the week is it today?
2 What did you do last weekend?
3 Where does Blair do her homework?
3 How do you think young people in the USA spend
their weekends?
4 Where is Blair’s sister?
5 Who is Sophie?
Comprehension check 6 How many friends does Blair hang out with in
1 Watch the video. Choose the correct answers. the evening?
1 How old is Blair?
a 14 b 15 c 16 Extension
2 What club does Blair usually go to after
A
school?
a art b photography c volleyball
3 What class is she taking today?
a English b music c dance
2 Watch again. Number the things 1–8 in the order

that you see them.
a a dog
b a TV
c some books
d some photos B
e a volleyball game
f Blair’s friends
g a dance studio
h a school classroom
3 Choose the correct words to complete the text

about Blair’s day. Watch again to check your
answers.
On Saturdays, Blair has a lot of free time. In the
morning, she chats to her friend online in 1her Look at the photos and answer the questions.
bedroom / the kitchen. After that, she 2watches TV / Photo A
does her homework.
●● What is Blair doing?
After lunch, Blair plays with Sophie and often takes ●● Do you think this is a good way to see friends?
her for a walk with her 3dad / mum. Blair likes music ●● How often do you chat with friends this way?
and today she’s listening to music in 4the garden / her Photo B
bedroom. Later in the afternoon, Blair’s mum 5drives /
●● Who are the people in the photo?
walks with her to dance class. She loves dancing.
●● What are they doing?
In the evening, Blair sometimes goes 6shopping / ●● What do you like about chatting with your friends
swimming, but today she’s meeting her friends at online and what do you like about seeing your
home. friends in person?
PHOTOCOPIABLE © Oxford University Press DVD Worksheets Unit 1 ENGLISH PLUS 2 Second edition 1
UNIT 1 DVD TEACHING NOTES
Summary of video Comprehension check

The video is about what a typical teenage girl in the
1 Watch the video. Choose the correct answers.
USA does in her free time.
Pre-watching: Students focus on the questions.
With weaker classes, read through the questions
Background together and check students understand them all.
In the USA, approximately 14% of the population is
Play the whole video. Students choose the
aged 10–19. Over 80% of these young people live in
correct answers. With weaker classes, play the
large urban areas.
video again and pause after each question.
Between the ages of ten and twelve, children leave
elementary school and start junior high school or Answers: 1 b 2 c 3 c
middle school. When they are in the ninth grade, at
the age of fourteen or fifteen, they go to high school. 2 Watch again. Number the things 1–8 in the order
At high school, students are given more freedom that you see them.
and can choose some of the subjects that they wish Pre-watching: Ask students to try and put the
to study. These are called electives. They study these things in order from memory before watching
alongside the compulsory subjects of English, maths, the video again. With weaker classes, check
science, social sciences, and physical education. students understand all the words.
For 15–19 year olds in the USA, watching TV and using Play the video to check their answers. Ask
computers (for games or leisure) are more popular students to shout out the words as they see
free-time activities than playing sports or exercising. them. With weaker classes, pause the video after
The most popular sport for young people in the USA each word.
to play is basketball, followed by baseball or softball, Answers: 1 h 2 e 3 c 4 d 5 a 6 g 7 b
then American football for boys followed by soccer 8 f
for both boys and girls. Volleyball is also very popular
with girls. 3 Choose the correct words to complete the text
about Blair’s day. Watch again to check your
Think! answers.
Read the questions with the class and elicit answers Pre-watching: Ask students to read through the
from individual students. Encourage students to give text and try and choose the correct words from
a personal response and use their suggestions to memory before watching the video again. With
start a class discussion. weaker classes, go through the text together
With weaker classes, read out each questions and before watching again.
allow students time to think about their answers Play the video and pause after each event to
individually. Put them into pairs to discuss their check answers.
answers. Then ask some students to report back to
Answers: 1 her bedroom 2 does her homework
the class.
3 mum 4 the garden 5 drives 6 shopping
Answers: Students’ own answers.
4 Answer the questions.
Look at the questions with the students. With
weaker classes, you could write the answers on
the board in the wrong order and ask students
to match the questions with the answers, or give
students two or three options for each answer.
Ask students to complete the sentences.
Only watch the video again if the students
can’t answer the questions.
Answers: 1 7.20 a.m. 2 Saturday 3 in the
kitchen 4 at university 5 Blair’s dog 6 four
PHOTOCOPIABLE © Oxford University Press Teaching Notes Unit 1 ENGLISH PLUS 2 Second edition 2
Optional activity Extension

Ask students to ask and answer the questions in
Copy the following words onto the board. Ask pairs. Monitor and help. With weaker classes, give
students to match the verbs on the left with the students time to read through the questions and
words and phrases on the right and then make
think about their answers before they work in pairs.
sentences about Blair’s week days and weekends.
Finally, ask some students to report back to the class.
go a uniform
not play online Fast finishers
not wear to volleyball club Ask students to write twenty things people do in
their free time.
chat to music
do a musical instrument
listen TV with friends
watch homework
Teaching Notes Unit 1 ENGLISH PLUS 2 Second edition 3

UNIT 2 CURRICULUM EXTRA REGIONAL LANGUAGES IN THE UK
Think! 4 Complete the sentences with the correct words

from the video.
Answer the questions.
1 Polish and Bengali are two very common
1 Do people speak different languages in certain
in the UK.
parts of your country? Where?
2 Some people in Scotland, Wales and Northern
2 Do you know anyone whose first language is
Ireland don’t speak as their first
different from yours?
language.
3 What languages would you most like to speak?
3 Eire is another name for .
Why?
4 In lots of schools in Wales, students have all
their in Welsh.
Comprehension check 5 No one speaks as a first language
1 Watch the video. Choose the correct answers. today, but lots of people are interested in it.
1 Where do people speak Gaelic?
a in Wales Extension
b in Scotland and Ireland
A
c in England
2 Where do people speak Cornish?
a in London
b in the south west of England
c in the north west of Scotland
3 In which country will you find the village
Llanfairpwllgwyngyllgogerychwyrndrob
wllllantysiliogogogoch?
a Wales b Northern Ireland c Scotland
2 Watch again. Match the numbers in the box with B

the sentences. There are two extra numbers.
10 25 1.5 50 6,000 375 500
1 million people speak English as a

first language.
2 Around billion people learn
English as a foreign language.
3 About per cent of people in
Northern Ireland speak Irish Gaelic.
4 About per cent of Welsh school Look at the photos and answer the questions.
students can speak some Welsh. Photo A
5 Only about people in England can
●● Where do you think these men are?
speak Cornish fluently.
●● What are they doing?
●● Do people in your country often speak more than
3 Are the sentences true (T) or false (F)? Watch
one language? If so, when and why?
again to check your answers.
Photo B
1 More people speak English as a foreign
language than as a first language. ●● Can you remember what language these students
2 There are five minority languages in the UK. are learning?
3 English and Scottish Gaelic are not very similar ●● What languages can you learn at your school?
languages. ●● Why is it important to learn other languages?
4 English is the official first language of Ireland.
5 Students don’t learn Welsh at school.
6 You can learn Cornish online.

The video is about the four minority languages that
people speak in the United Kingdom of Northern
Ireland and Great Britain. Pre-watching: Students focus on the questions.
together and check students understand them all.
Background
English is not the oldest language in the UK. When
Celtic tribes arrived in Britain in around 600 BC, they
introduced their own languages from which Welsh
and Gaelic are descended. Since then every invasion Answers: 1 b 2 b 3 a
has brought with it new languages and words.
The Romans arrived in 55 BC and brought Latin with 2 Watch again. Match the numbers in the box with
them. Many place names in Britain (including the the sentences. There are two extra numbers.
name Britain itself) come from Latin. The Vikings, Pre-watching: Read through the sentences and
who began invading Britain in the 9th century AD, ask students to try and match the numbers from
brought words from Old Norse such as give, take and memory before watching the video again. With
get. And in 1066 AD, the invading Normans brought weaker classes, you might want to tell students
French words like beef, pork and sauce. which are the two extra numbers.
The greatest influence on modern English comes Play the video to check their answers. Ask
from the Saxons, who conquered England in 450 AD. students to shout out the answers as they hear
Anglo-Saxon has developed over many hundreds of them. With weaker classes, pause the video after
years to form the basis of the English language we each answer.
speak today. Answers: 1 375 2 1.5 3 10 4 50 5 500
English and Welsh are the two most commonly
spoken languages in the UK today, followed by Polish 3 Are the sentences true (T) or false (F)? Watch
and Punjabi. On average, 92% of people in Britain again to check your answers.
speak English or Welsh as a first language, but in Pre-watching: Ask students to try and answer
some places the percentage is lower. In London, for the questions before watching the video again.
example, 22% of residents speak a main language With weaker classes, go through the sentences
other than English or Welsh. together before watching again.
In Wales, 20% of the people speak Welsh as well as Play the video and pause after each answer.
English. Britain’s other minority languages aren’t as
Answers: 1 T 2 F 3 T 4 F 5 F 6 T
widely spoken. In Northern Ireland over 6% of the
population are bilingual in English and Irish Gaelic,
4 Complete the sentences with the correct words
and in Scotland about 1.4% of the population speaks
from the video.
Scottish Gaelic alongside English.
With weaker classes, read through the sentences
together and check understanding. You could
Think! also write the answers on the board in the wrong
Read the questions with the class and elicit answers
order for the students to match. With stronger
from individual students. Encourage students to give
classes, students should do it on their own.
a personal response and use their suggestions to
Ask students to complete the sentences before
start a class discussion.
they watch the video again.
With weaker classes, read out the questions and
Only watch the video again if the students
allow students time to think about their answers
can’t answer the questions.
individually. Put them into pairs to discuss their
answers, then ask some students to report back to Answers: 1 languages 2 English 3 Ireland
the class. 4 lessons 5 Cornish

Write the following verbs on the board. pairs. Monitor and help. With weaker classes, give
speak eat wear get up go meet buy have students time to read through the questions and
Ask the students to imagine they are on holiday in Finally, ask some students to report back to the class.
a foreign country. Working in pairs, they use the
verbs to make sentences about what they usually
Fast finishers
do, and what they are doing now. For example:
Ask students to write ‘hello’ in as many languages as
I usually speak Czech, but now I’m speaking they can. Which ones are similar to your language?
Spanish!

UNIT 3 CURRICULUM EXTRA TWO FAMOUS WRITERS
Think! 4 Choose the correct words.

Answer the questions. 1 Arthur Conan Doyle’s family were quite rich /
poor.
1 What types of books and stories do you
2 Conan Doyle worked as a teacher / doctor.
enjoy reading?
3 Charles Dickens wrote fifteen novels / short
2 Do you know any famous writers
stories.
of crime fiction? Who?
4 Dickens moved to London when he was a
3 Do you recognize this famous
child / teenager.
character? Who was he?
5 Dickens’s family were quite rich / poor.
6 Dickens worked for ten hours a day in a
Comprehension check factory / school.
1 Watch the video. Choose the correct answers. 7 After that, he became a teacher / journalist.
1 When were Arthur Conan Doyle and Charles 8 His first / second novel was Oliver Twist.
Dickens born?
a the 18th century b the 19th century Extension
c the 20th century
A
2 How old was Arthur Conan Doyle when he died?
a 31 b 70 c 71
3 Which of the following was not one of Charles
Dickens’ characters?
a Sherlock Holmes b David Copperfield
c Oliver Twist
2 Watch again. Which of the things in the video

are about Sir Arthur Conan Doyle and which are
about Charles Dickens? Tick (✓) the correct box.
Arthur Charles B
Conan Dickens
Doyle
1 Edinburgh
2 Portsmouth
3 children in a factory
4 a university education
5 ten children
6 some letters Look at the photos and answer the questions.
Photo A
3 Match the events with the years that they
happened. Watch again to check your answers. ●● What do you think is happening in the picture?
●● Do you know who this boy is?
1870 1812 1930 1859 1836 1893
●● Where is he?
1 Charles Dickens was born. ●● How do you think he feels?
2 Dickens wrote his first novel. Photo B
3 Arthur Conan Doyle was born. ●● What do you think is happening in the picture?
4 Conan Doyle died. ●● Where do you think the people are?
5 Dickens died. ●● How do you think the children feel?
6 Conan Doyle became a full-time writer. ●● What do you think life was like for poor people in
19th century Britain?

The video is about two of the most famous British
writers, Charles Dickens and Sir Arthur Conan Doyle.
Arthur Conan Doyle’s life story is almost as fascinating
as his most famous character, Sherlock Holmes. Before
becoming a writer, he studied medicine at university.
While there, he became good friends with Bram
Stoker, the author of Dracula; Robert Louis Stevenson, Answers: 1 b 2 c 3 a
the author of Treasure Island; and JM Barrie, the
author of Peter Pan. It was during this time that he 2 Watch again. Which of the things in the video
began to write short stories. are about Sir Arthur Conan Doyle and which are
about Charles Dickens? Tick (✓) the correct box.
Conan Doyle was also a keen sportsman: he played
football and cricket and was one of the first British Pre-watching: Read through the things and ask
people to try skiing. students to try and match them with the correct
After university, Conan Doyle worked in a number person from memory before watching the video
of hospitals and also as the doctor on board a ship again.
travelling to Africa. His medical career wasn’t very Play the video to check their answers. With
successful but the fewer patients he had to see, the weaker classes, pause the video after each
more time he had to write. In the 1880s he invented answer.
Sherlock Holmes, who was based on a former Answers:
university teacher. 1 Arthur Conan Doyle
Charles Dickens had a very different start in life. He 2 Charles Dickens
was from a poor family and had to work in a factory 3 Charles Dickens
as a child when his father was sent to prison. He 4 Arthur Conan Doyle
never went to university but trained to be a journalist 5 Charles Dickens
before becoming a writer. He wrote fifteen novels and 6 Charles Dickens
hundreds of short stories. He was also a prominent
campaigner for education, social reform and the rights 3 Match the events with the years that they
of children. During his lifetime, Dickens’ novels and happened. Watch again to check your answers.
stories – many of which were initially published in Pre-watching: Ask students to try and match the
journals and newspapers – were hugely popular, and events before watching the video again. With
he became very rich and famous. He often performed weaker classes, go through the events together
in public and travelled across Europe and the USA before watching again.
reading from his stories at theatres and concert halls. Play the video and pause after each date is
He was so well-known at the time of his death that mentioned.
he was buried in Poet’s Corner in Westminster Abbey, Answers:
London. 1812 Charles Dickens was born.
1836 Dickens wrote his first novel.
Think! 1859 Arthur Conan-Doyle was born.
Read the questions with the class and elicit answers 1870 Dickens died.
from individual students. Encourage students to give 1893 Conan Doyle ‘killed’ Sherlock Holmes.
a personal response and use their suggestions to 1930 Conan Doyle died.
allow students time individually to think about their
answers. Put them into pairs to discuss their answers.
Then ask some students to report back to the class.
4 Choose the correct words. Extension

Look at the questions with the students and ask Ask students to ask and answer the questions in
them to choose the correct words. pairs. Monitor and help. With weaker classes, give
Only watch the video again if they can’t students time to read through the questions and
answer the questions. think about their answers before they work in pairs.
Answers: 1 rich 2 doctor 3 novels 4 child
5 poor 6 factory 7 journalist 8 second
Fast finishers
Ask students to work in pairs and think of a famous
Optional activity author or book. Their partner must ask
1 Write the following prompts on the board. yes/no questions to guess who or what it is.
1 be born / 1812
2 write first novel / 1887
3 marry Catherine Hogarth / 1837
4 work in factory / as a child
5 study medicine
2 Ask students to turn over their worksheets.

They work in pairs and make sentences in
the past simple using the prompts and either
Sir Arthur Conan Doyle or Charles Dickens. If
they think their partner is wrong, they should
correct them. For example:
A I think Charles Dickens wrote his first novel
in 1887.
B No, he didn’t. Arthur Conan Doyle wrote his
first novel in 1887.

UNIT 4 CURRICULUM EXTRA STREET ART
Think! 4 Complete the sentences with the correct words.

Use one word in each gap.
1 In the past, people thought graffiti was a
1 Is there much graffiti in your town or city?
.
2 Do you like it? Why? Why not?
2 Now, some famous street art is popular with
3 Why do you think people do graffiti?
.
3 London has some street art.
Comprehension check 4 At the workshops, people work .
1 Watch the video. Choose the correct answers. 5 Some people didn’t have a before
they joined the workshops.
1 What did people think about graffiti in the past?
6 The workshops are very and help
a It was expensive.
people feel better.
b It was boring.
c It was wrong.
2 Who or what is Banksy? Extension
a a street artist
A
b a part of London
c a group of artists
3 What does Graffiti Life do?
a It cleans graffiti from the streets.
b It teaches people how to do graffiti.
c It helps unemployed people find jobs.
2 Watch again. Number the events 1–6 in the order

that they happen at a workshop.
a Participants look at and feel good about
their work. B
b Everyone gets what they need to start
work.
c Participants work together and make the art.
d Artists and participants talk about their
ideas.
e Participants do some research.
f They go to the place where they are going
to paint.
3 Complete the sentences with the correct form of Look at the photos and answer the questions.
the verbs in the box. Watch again to check your
answers. Photo A
●● Who is this man?
encourage create sell find work meet
●● What do you think he is doing?
1 Today street art for lots of money. ●● What can you see on the wall?
2 Graffiti Life with large ●● What do you think about this sort of graffiti?
corporations. Photo B
3 At the workshops, artists people ●● Who are the people?
to be creative. ●● What are they doing?
4 At the beginning of a workshop, the artists ●● How do you think they feel?
the participants. ●● What do you think of this sort of graffiti?
5 In the warehouse, they the art.
6 Some participants it difficult to
get a job before they joined the workshops.

The video is about Graffiti Life, an organisation that
runs graffiti and street art workshops in London.
People have been drawing, painting or scratching
on walls for as long as they have known how to use
tools. In fact, you can still see paintings in caves that
are many thousands of years old. The word graffiti
comes from the Italian word graffiato, meaning Answers: 1 c 2 a 3 a
scratched.
The ancient Romans were particular fans of graffiti, 2 Watch again. Number the events 1–6 in the order
and visitors to the city of Pompeii, which was that they happen at a workshop.
preserved by an earthquake in 79 AD, can see many Pre-watching: Read through the things and ask
examples of this ancient street art today. And like students to try and put them in the correct order
modern graffiti, much of it is funny, rude or political. from memory before watching the video again.
Modern graffiti is thought to have started in the Play the video to check their answers. With
early 1960s in the city of Philadelphia in the USA, weaker classes, pause the video after each
before spreading to New York a few years later. In the answer.
1970s it became very popular when people started Answers: 1 d 2 e 3 b 4 f 5 c 6 a
‘tagging’ (writing their names in a distinct way)
buildings, trains, signs and bridges. 3 Complete the sentences with the correct form of
As graffiti artists became more creative and the verbs in the box. Watch again to check your
ambitious, the art world began to take an interest answers.
and started buying and displaying some of their Pre-watching: Ask students to try and complete
work. But not everyone was happy, and many the sentences with the verbs. Remind them that
politicians and city mayors wanted to stop graffiti they need to put the verbs into the correct form
artists from ‘vandalising’ public spaces. as well. With weaker classes, you could give the
Now graffiti artists and authorities have begun students the correct forms of the verbs and ask
to work together and artists are now often paid them just to match the verbs.
to create large pieces of art to brighten up public
Play the video to check their answers. With
spaces. Graffiti art has also become big business, and
weaker classes, pause the video after each
famous artists like Banksy, from Bristol in the UK, put
answer.
on large shows and sell their work for a lot of money.
Answers: 1 sells 2 works 3 encourage
4 meet 5 create 6 were finding
Think!
4 Complete the sentences with the correct words.
from individual students. Encourage students to give Use one word in each gap.
a personal response and use their suggestions to
Look at the questions with the students and ask
them to choose the correct words. Ask students
to think about the type of word they need to fill
allow students time to think about their answers
the gaps. With weaker classes, you could write
individually. Put them into pairs to discuss their
the answers on the board in the wrong order for
answers, then ask some students to report back to
students to match.
the class.
Answers: Students’ own answers. Only watch the video again if they can’t
answer the questions.
Answers: 1 crime 2 tourists 3 exciting
4 together 5 job 6
positive

1 Write the following times on the board. Ask pairs. Monitor and help. With weaker classes, give
students to work on their own and then write students time to read through the questions and
sentences using the past continuous to say
what they were doing at those times.
* 7.30 a.m. this morning
* 10 p.m. last night
Fast finishers
* 3 p.m. last Saturday
Ask students to work in pairs and write down five
* 11 a.m. last Sunday
good things and five bad things about graffiti.
* 4.30 p.m. yesterday
2 Ask students to walk around the class and ask

each other ‘What were you doing at … ?’ to try
and find someone who was doing the same as
them. When they have found someone, they
can sit down.

UNIT 5 CULTURE MUSICAL PRODIGIES
Think! 4 Complete the sentences with the correct

comparative or superlative form of the adjectives
Answer the questions. in the box.
1 What sort of music do you enjoying listening to?
old large successful famous dedicated
2 Can you play any musical instruments? If so, which
one(s)? 1 Chetham’s is one of the music
3 What musical instrument would you most like to schools in the world.
play? Why? 2 It is than most schools in the
country.
Comprehension check 3 Today, it is the music school in the
country.
4 The students here are than
1 Where is Chetham’s? normal students.
a near Manchester 5 Peter Moore is one of the
b near the centre of Manchester students at Chetham’s.
c in the centre of Manchester
2 How many students study at Chetham’s
Extension
today?
a 295 b 925 c 40 A
3 How old is Peter Moore?
a 12 years old b 14 years old c 18 years old
2 Watch again. Tick (✓) the things that you see.

a an old building
b a school
c a classroom
d a library
e someone teaching
f some students
B
g lots of books
h musicians
i a musical performance

1 Chetham’s is the oldest school in the
country.
2 The first students could all play musical
instruments.
3 Today’s students are all excellent Look at the photos and answer the questions.
musicians. Photo A
4 Students study music every day at ●● Who are the people in the photo?
Chetham’s. ●● Where are they and what are they doing?
5 Peter Moore won an important music ●● Would you enjoy playing these kinds of
competition this year. instruments?
6 He started playing a musical instrument when
Photo B
she was seven.
●● Who is the boy in the photo?
●● What is he doing?
●● Would you enjoy playing this kind of instrument?
●● Which do you prefer, the music in A or the music
in B? Why?

The video is about Chetham’s School of Music,
in Manchester, England, and one of their most
successful students. Pre-watching: Students focus on the questions.
Background
Although Chetham’s has been a school since 1653, it
has only been a specialist music school since 1969. It
is situated near Manchester Cathedral, and many of
the school’s students sing in the cathedral choir or Answers: 1 c 2 a 3 b
play concerts there.
Chetham’s is an independent school, which means 2 Watch again. Tick (✓) the things that you see.
that it is not run by the government and students Pre-watching: Read through the things and
have to pay to go there. However, 90% of the ask students to try and tick the things they can
students at the school receive funding from the remember seeing before watching the video
government to go there. In order to attend the again.
school, hopeful students must attend an audition Play the video to check their answers. With
where they are expected to show great musical weaker classes, pause the video after each
talent. Only the best are offered a place, and the answer.
school is committed to offering places to students Answers: a, b, d, f, g, h, i
based on their musical potential, rather than their
background or ability to pay. 3 Are the sentences true (T) or false (F)? Watch
Students at Chetham’s can either board (live in the again to check your answers.
school) or just come in each day. They study both the Pre-watching: Ask students to try and answer
standard national curriculum as well as specialising the questions on their own before watching the
in music. Each student must study at least two video again. With weaker classes, the students
instruments and also attend choir practice. can work in pairs. With stronger groups, ask
Many of the students go on to become professional students to correct the false sentences.
musicians, conductors and singers in the areas of Play the video to check their answers. With
classical, jazz and rock music. weaker classes, pause the video after each
answer.
Think! Answers: 1 F 2 F 3 T 4 T 5 F 6 T
from individual students. Encourage students to give 4 Complete the sentences with the correct
a personal response and use their suggestions to comparative or superlative form of the adjectives
start a class discussion. in the box.
With weaker classes, read out the questions and Look at the questions with the students and ask
allow students time individually to think about them to choose the correct words. Ask students
their answers. Put them into pairs to discuss their to think about whether the word needs to be
answers, then ask some students to report back to a comparative or superlative adjective. With
the class. weaker classes, you could do this together.
Only watch the video again if they can’t
Answers: 1 most famous 2 older 3 largest
4 more dedicated 5 most successful

1 Copy the following words onto the board. pairs. Monitor and help. With weaker classes, give
humans fast students time to read through the questions and
cats heavy
elephants large
dogs dangerous Fast finishers
lions intelligent Ask students to write five sentences comparing their
school with Chetham’s.
dolphins strong
bees good
bears scary
2 Ask students to work in pairs. Tell them it’s

a race. They have to write as many correct
comparative and superlative sentences as they
can with only the animals and adjectives on the
board. Give them five minutes, then check their
answers. The winner is the pair with the most
correct answers.

UNIT 6 CURRICULUM EXTRA THE RRS DISCOVERY
Think! 4 Complete the sentences with the correct words

from the video. The first letter is given for you.
1 In 1900, the British wanted to e
1 Which famous explorers do you know?
Antarctica.
2 Where are they from and where have they been?
2 S on the Discovery wanted to
3 How did they travel to these places?
study plants and animals in Antarctica.
3 When they arrived in Antarctica, they made a
Comprehension check c .
1 Watch the video. Choose the correct answers. 4 The ship couldn’t move because of the
i .
1 When did the RRS Discovery leave the UK?
5 The crew took water and o with
a 1900 b 1901 c 1902
them to the South Pole.
2 Who was Ernest Shackleton?
6 The story of what happened to them became
a a scientist
f .
b a mountain climber
c an explorer
3 How long did the Discovery spend in the Extension
Antarctic?
A
a a year b two years c six months
2 Watch again. Tick (✓) the things that you see.

a ship some ice
some sailors a newspaper
a penguin a soldier
a river a modern city
a beach a forest
a bridge some fish
3 Now number the events 1–6 in the order that B

they happened. Watch again to check your
answers.
a The Discovery set off from the UK.
b Two ships arrived to help free the
Discovery.
c The Discovery arrived on the Antarctic
coast.
d Some of the crew decided to try and walk
to the South Pole.
e The captain of the ship became famous. Look at the photos and answer the questions.
f The ice froze around the ship.
Photo A
●● Where are they and where are they going?
●● Would you like to do something like this?
Why / Why not?
Photo B
●● What can you see in the photo?
●● What do you think is happening?
●● How do you think the crew on the Discovery felt at
this moment?

The video is about the ship the RRS Discovery, which
sailed to Antarctica with the famous explorers
Robert Scott and Ernest Shackleton on board in 1901. Pre-watching: Students focus on the questions.
Background
Robert Falcon Scott was born in the naval town of
Devonport, on the south west coast of England in
1868. He joined the navy as a cadet when he was just
13 years old and served on various Royal Navy ships Answers: 1 b 2 c 3 b
for the next 20 years. In 1901, at the age of 33 he was
given the job by the Royal Geographical Society to 2 Watch again. Tick (✓) the things that you see.
captain the RRS (Royal Research Ship) Discovery on a Pre-watching: Ask students to try and tick
three-year expedition to the Antarctic. the things they can remember seeing before
The expedition went further south than anyone had watching the video again. With weaker classes,
been previously and when Scott returned to Britain check students understand all the words.
he became a national hero. After this Scott became Play the video to check their answers. Ask
more interested in the Antarctic, and in 1910 he led a students to shout out the words as they see
new expedition to reach the South Pole. When they them. With weaker classes, pause the video after
arrived in Antarctica the teams set out with sledges, each word.
ponies and dogs, but due to the terrible weather Answers: a modern city, a river, a bridge, a ship,
conditions, the ponies couldn’t cope and eventually some ice, some sailors, a penguin, a newspaper
the dog teams turned back. Scott and four of his men
eventually reached the pole on foot, but were beaten 3 Now number the events 1–6 in the order that
there by a Norwegian party. All five of the men died they happened. Watch again to check your
on the 1,500 km return journey. answers.
Pre-watching: Ask students to try and put the
Think! event in order from memory before watching the
Read the questions with the class and elicit answers video again. With weaker classes, go through the
from individual students. Encourage students to tell events together on the board before watching
you what they know and use their suggestions to again.
start a class discussion. Play the video and pause after each event to
With weaker classes, read out the questions and check answers.
allow students time individually to think about Answers: 1 a 2 c 3 f 4 d 5 b 6 e
their answers. Put them into pairs to discuss their
answers, then ask some students to report back to 4 Complete the sentences with the correct words
the class. from the video. The first letter is given for you.
Answers: Students’ own answers. Look at the questions with the students and ask
students to match.
Answers: 1 explore 2 Scientists 3 camp
4 ice 5 oxygen 6 famous

1 Ask the students to tell you something they pairs. Monitor and help. With weaker classes, give
could do in the future and write one or two students time to read through the questions and
suggestions on the board. For example:
play video games all night Finally, ask some students to report back to the class.
Ask the other students:
What do you think will happen if this student Fast finishers
plays video games all night? Ask students to imagine they are going to walk
to the South Pole. Ask them to make a list of ten
Elicit some answers. For example:
things that they would take with them to help them
If he plays video games all night, he’ll be tired in
survive.
the morning.
Now ask:
What will happen if he is tired in the morning?
Elicit some answers.
2 Put students in groups of four. They take turns

in saying something they will probably do in
the future, and another student tells them a
consequence of that, and then another says
a consequence of the consequence and so
on until everyone has spoken. Then ask the
original person how realistic they think the
final consequence is.

UNIT 7 CULTURE ELIZA REBEIRO
Think! 4 Complete the sentences with the correct words.

The first letter is given for you.
1 Eliza Rebeiro is a c young woman.
1 What are typical problems for teenagers in your
2 She started Lives Not Knives when she was
country?
f .
2 What sorts of volunteering do young people do in
3 She wanted to teach young people about
your country?
c .
3 Do you know anyone who is famous for
4 Eliza is a b role model for young
volunteering or charity work? If so, what did they
people.
do?
5 Eliza has some great p for the
future.
Comprehension check 6 Lives Not Knives will continue to help young
1 Watch the video. Choose the correct answers. people make a d .
1 vInspired is an organization that …
a helps young people to find volunteer work. Extension
b teaches young people about crime.
A
c works with animals.
2 Lives Not Knives works with …
a teenagers in gangs.
b primary school children.
c criminals.
3 How many young people do they work with?
a 65 b 1,000 c 10,000
2 Watch again. Number the things 1–6 in the order

that you see them.
a people working in an office B
b a girl playing the violin
c a volunteer working with children
d young people singing
e a volunteer working with animals
f students in a classroom

1 vInspired work with young people who want
to be famous. Look at the photos and answer the questions.
2 Eliza Rebeiro comes from London.
Photo A
3 She is a teacher in a primary school.
4 Lives Not Knives works in more than sixty
schools.
●● Where are they and what are they doing?
5 Eliza wants to work with people across the
●● Why do you think the woman does this?
country.
●● Would you like to do something like this?
6 Next year, Lives Not Knives is organising some Why? / Why not?
concerts for young musicians. Photo B
●● What can you see in the photo?
●● What do you think they are doing?
●● Do you enjoy working outside? Why / Why not?
●● Would you prefer to work with young children or
older people? Why?

The video is about the work of Eliza Rebeiro and the
organization she set up when she was only fourteen.
Knife crime is a serious problem in the UK. In 2014/15
there were over 26,000 violent crimes committed
with a knife in England and Wales.
Eliza Rebeiro grew up in an area of London where
knife crime is a part of everyday life. At the age of Answers: 1 a 2 b 3 c
thirteen she was excluded from her school and
became involved with crime. But after a friend of 2 Watch again. Number the things 1–6 in the order
hers died as a result of knife crime at the age of that you see them.
fourteen, she decided to do something about it Pre-watching: Ask students to try and put the
and printed some T-shirts with the words Lives Not things in order from memory before watching
Knives. People began asking her about the T-shirts, the video again. With weaker classes, check
and soon lots of people wanted to buy them. She students understand all the words.
used the money raised to organise a party with Play the video to check their answers. Ask
music and DJs and to begin the campaign. It wasn’t students to shout out the words as they see
long before it gained a lot of support and soon Eliza them. With weaker classes, pause the video after
was being invited to speak on the radio, TV and also each word.
in the City Hall about the dangers of knife crime. Answers: 1 d 2 b 3 f 4 a 5 c 6 e
Eventually, in 2008, she was invited to meet the then
Prime Minister, Gordon Brown. 3 Are the sentences true (T) or false (F)? Watch
Since then, the campaign has attracted funding again to check your answers.
and support from her local council, and also from Pre-watching: Ask students to try and answer
companies like O2, enabling Eliza and her team to the questions on their own before watching the
start working with primary school children across video again. With weaker classes, the students
London, educating children with the simple message can work in pairs. With stronger classes, ask
not to carry a knife. students to correct the false sentences.
Think! weaker classes, pause the video after each
Read the questions with the class and elicit answers answer.
from individual students. Encourage students to tell
Answers: 1 F 2 T 3 F 4 T 5 T 6 F
you what they know and use their suggestions to
4 Complete the sentences with the correct words.
The first letter is given for you.
allow students time individually to think about
Look at the questions with the students and ask
the class.
students to match.
Answers: 1 confident 2 fourteen 3 crime
4 brilliant 5 plans 6 difference

1 Write on the board some problems there are in pairs. Monitor and help. With weaker classes, give
your city. For example: students time to read through the questions and
There is too much litter on the streets. think about their answers before they work in pairs.
There is nowhere for young people to go in the Finally, ask some students to report back to the class.
evening.
Cars drive too fast on the roads near schools. Fast finishers
Ask fast finishers to write down five adjectives to
2 Ask students to work in groups of three or four, describe Eliza Rebeiro.
talk about the problems and decide what they
are going to do about them. Discuss as a class
and encourage students to offer help to other
groups using will. For example:
A We’re going to organise a group to collect
the litter.
B That’s a good idea. I’ll help!

UNIT 8 CULTURE QUEENSTOWN
Think! 4 Complete the sentences with the correct

adjective in the box. There are two extra words
Answer the questions. that you don’t need to use.
1 What do you know about New Zealand?
scary safe interested frightened brave
2 Have you ever done any adventure sports? Where?
incredible excited
3 What adventure sport would you most like to do?
Why? 1 The views from the top of the mountain are
.
Comprehension check 2 You have to be to cycle down the
mountain.
1 Watch the video. Choose the correct answers. 3 Not all the visitors to Queenstown were
1 Where is Queenstown? in hiking and skiing.
a on the north island 4 Jet boating can be and you always
b on the south island get wet.
c by the sea 5 Most people are very before they
2 Where does the Skyline Gondola take people? go bungee jumping.
a to the lake
b to the top of a mountain
Extension
c along the river
3 What is the Shotover Jet? A
a a boat b a plane c a mountain
2 Watch again. Tick (✓) the adventure sports that

you see people doing.
a skiing
b skydiving
c paragliding
d white-water rafting
e bungee jumping
f mountain biking
B
g snowboarding
h jet boating
3 Circle the correct answers. Watch again to check

your answers.
1 Queenstown is next to a lake / river.
2 In the 19th century Queenstown was a small
farming / fishing town.
3 Bob’s Peak is a mountain / lake near
Queenstown.
4 Over two million people have been bungee Look at the photos and answer the questions.
jumping / on a jet boat. Photo A
5 The world’s largest / first bungee jump is on ●● What are the people in the photo doing?
the Kawarau Bridge. ●● How do you think they feel?
6 Bungee jumping is quite safe / dangerous. ●● Would you like to do this activity?
Why? / Why not?
Photo B
●● What is the girl in the photo going to do?
●● How do you think she feels?
●● Which activity would you prefer, A or B? Why?

The video is about the popular tourist destination
of Queenstown, in New Zealand, and the different
adventure sports that people can do there. Pre-watching: Students focus on the questions.
Background
Queenstown is a major tourist centre in New
Zealand, and especially popular for winter sports.
Since the 1960s it has also gained the reputation for
being the adventure sports capital of the world. Answers: 1 b 2 b 3 a
The Shotover Jet has been carrying passengers at
high speeds along the Shotover River since 1965. Each 2 Watch again. Tick (✓) the adventure sports that
boat takes 14 passengers and can reach speeds of you see people doing.
85 km/h as it travels through the Shotover Canyon. Pre-watching: Read through the things and
It has won many awards and has even carried ask students to try and tick the things they can
such famous guests as the Duke and Duchess of remember seeing before watching the video
Cambridge. again.
Bungee jumping is thought to be based upon an Play the video to check their answers. With
ancient ritual that takes place in Vanuatu, an island weaker classes, pause the video after each
in the South Pacific, where young men jump from answer.
tall platforms with vines attached to their feet. Answers: a, b, c, e, h
This inspired the New Zealander A J Hackett to
start organising commercial jumping in the 1980s, 3 Circle the correct answers. Watch again to check
establishing the first permanent site at the Kawarau your answers.
Bridge. Pre-watching: Ask students to try and choose the
Serious bungee jumping accidents are rare, but a correct words on their own before watching the
number of people have reported eyesight damage, video again. With weaker classes, the students
and injuries to the neck caused by the sudden can work in pairs.
movements involved with the sport.
weaker classes, pause the video after each
Think! answer.
Answers: 1 lake 2 farming 3 mountain
from individual students. Encourage students to tell
4 on a jet boat 5 first 6 safe
you what they know and use their suggestions to
4 Complete the sentences with the correct
With weaker classes, read out the questions and adjective in the box. There are two extra words
allow students time individually to think about that you don’t need to use.
Ask students to try and complete the sentences
with the adjectives. With weaker classes, you
the class.
could tell them what the two extra words are.
Answers: 1 incredible 2 brave 3 interested
4 scary 5 excited

1 Write on the board the following sentence pairs. Monitor and help. With weaker classes, give
openings: students time to read through the questions and
I have seen think about their answers before they work in pairs.
I have tried to Finally, ask some students to report back to the class.
I have broken
I have visited
Fast finishers
I have met
Ask students to write down five things that make
I have bought
them feel scared.
I have had as a pet
I have eaten
Ask students to work on their own and complete

the sentences so they are true for them.
2 Put the students into groups of three or four.
Students take turns to tell the others in their
group the end of one of their sentences, e.g. a
snake. The others must ask questions to guess
which sentence it comes from. For example:
B Have you eaten a snake?
A No, I haven’t.
C Have you had a snake as a pet?
A Yes, I have.

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UNIT 1 CULTURE A TYPICAL AMERICAN TEENAGER

Think! 4 Answer the questions.

2 Watch again. Number the things 1–8 in the order

3 Choose the correct words to complete the text

Summary of video Comprehension check

Optional activity Extension

Teaching Notes Unit 1 ENGLISH PLUS 2 Second edition 3

Think! 4 Complete the sentences with the correct words

2 Watch again. Match the numbers in the box with B

1 million people speak English as a

Summary of video Comprehension check

Optional activity Extension

Teaching Notes Unit 2 ENGLISH PLUS 2 Second edition 6

Think! 4 Choose the correct words.

2 Watch again. Which of the things in the video

Summary of video Comprehension check

4 Choose the correct words. Extension

2 Ask students to turn over their worksheets.

Teaching Notes Unit 3 ENGLISH PLUS 2 Second edition 9

Think! 4 Complete the sentences with the correct words.

2 Watch again. Number the events 1–6 in the order

Summary of video Comprehension check

Optional activity Extension

2 Ask students to walk around the class and ask

Teaching Notes Unit 4 ENGLISH PLUS 2 Second edition 12

Think! 4 Complete the sentences with the correct

2 Watch again. Tick (✓) the things that you see.

3 Are the sentences true (T) or false (F)? Watch

Summary of video Comprehension check

Optional activity Extension

2 Ask students to work in pairs. Tell them it’s

Teaching Notes Unit 5 ENGLISH PLUS 2 Second edition 15

Think! 4 Complete the sentences with the correct words

2 Watch again. Tick (✓) the things that you see.

3 Now number the events 1–6 in the order that B

Summary of video Comprehension check

Optional activity Extension

2 Put students in groups of four. They take turns

Teaching Notes Unit 6 ENGLISH PLUS 2 Second edition 18

Think! 4 Complete the sentences with the correct words.

2 Watch again. Number the things 1–6 in the order

3 Are the sentences true (T) or false (F)? Watch

Summary of video Comprehension check

Optional activity Extension

Teaching Notes Unit 7 ENGLISH PLUS 2 Second edition 21

Think! 4 Complete the sentences with the correct

2 Watch again. Tick (✓) the adventure sports that

3 Circle the correct answers. Watch again to check

Summary of video Comprehension check

Optional activity Extension

Ask students to work on their own and complete

Teaching Notes Unit 8 ENGLISH PLUS 2 Second edition 24

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