1 Web Quest

Notes and answers

Aims
to practice the vocabulary of weather
to revise the simple present

Instructions
• Ask students, What is the weather like today? Is it good or bad? What kinds of bad
weather can you think of?
• Pre-teach the following words: rainy, snowy, year.
• Go to the Current Results website and look at the weather extremes.
(http://www.currentresults.com/Weather-Extremes/US/).
• Ask students, What are the weather icons on the page? What do they mean?
• Students look at the Web Quest 1 worksheet. Ask students to save the worksheet onto
their desktops, so they can view it on their computer screens, or you can photocopy the
worksheet for them. Ask students to make a note of the key words in each sentence.
• Students read the information next to each icon and complete the spaces provided, either
on their computer screen or on the photocopied worksheet.
• Tell students that there is vocabulary on the website which they do not need to
understand in order to answer the questions. They should use the key words from the
worksheet to help them find the necessary information.

Answers
1 cold 6 snowy, snow
2 hot 7 sunny
3 rainy 8 stormy
4 rainy 9 cloudy
5 rain 10 windy

Extra activity
• Students go to the Weather around the World website (http://www.timeanddate.
com/weather/). They look for five capital cities around the world and find out what the
weather is like in those cities. Students tell a partner what the weather is like in the cities
they chose. Students then feed back to the class.

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2 Web Quest

Notes and answers

Aims
to practice has / have
to revise the present progressive
to practice the vocabulary of clothes

Instructions
• Ask students to think of a famous person who dresses well. Elicit students’ responses and ask them to describe
what the person wears.
• Pre-teach/revise the following words: bag, jacket, shorts, top.
• Go to the kidzworld website (http://www.kidzworld.com/article/28358-how-to-wear-white).
• Students look at the Web Quest 2 worksheet. Ask students to save the worksheet onto their desktops, so
they can view it on their computer screens, or you can photocopy the worksheet for them.
• Students look at the different pictures and complete the spaces provided, either on their computer screen or on
the photocopied worksheet.

Answers
1 Taylor Swift
2 Taylor Swift and Alexis Bledel
3 Emma Stone
4 Emma Stone
5 Alexis Bledel
6 Vanessa Hudgens
7 Selena Gomez
8 Alexis Bledel
9 Taylor Swift, Alexis Bledel, and Selena Gomez
10 black, blue, gray, and white

Extra activity 1
• In pairs, students take turns to describe someone from the website by their hair and eye color. They must not
say the name of the person. Their partner has to guess which person they are talking about.

Extra activity 2
• Alternatively, students choose a celebrity that they consider to be a style icon – this does not need to be
someone from this website. They should find photos of the celebrity online and print them off, or cut out
photos from a magazine.
• Students then create a poster of their style icon, using the photos and writing a description of what he or she
is wearing in each one. They should also write a description of his or her hair and eye color. Remind students to
use a combination of the present progressive and have / has.

Extra activity 3
• Students create their own fashion show. They should plan it in advance, so that they can bring in clothes from
home. Create a runway in the classroom, and different students can take turns to provide a commentary as
each “model” walks down the runway. They should describe the model’s hair and eyes as well as the clothes he
or she is wearing. Students should be able to volunteer to either model or provide a commentary, so that they
feel comfortable with the activity.

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1
3 Web Quest

Notes and answers

Aims
to practice there is / there are + countable nouns
to practice uncountable nouns
to practice the vocabulary of food

Instructions
• Ask students, Do you have a healthy diet? What do you eat?
• Pre-teach the following words: amount, beans, chicken, contain, daily requirement, fish,
lentils, potato chips, vitamins.
• Go to the Healthy Food website (http://www.fruitcorp.com/kids/l-
healthyfoodpyramid.htm).
• Students look at the Web Quest 3 worksheet. Ask students to save the worksheet onto
their desktops, so they can view it on their computer screens, or you can photocopy the
worksheet for them. Ask students to make a note of the key words in each sentence.
• Students read the information on the website, write T (True) or F (False), and correct
the false sentences in the spaces provided, either on their computer screen or on the
photocopied worksheet.
• Tell students that there is vocabulary on the website which they do not need to
understand in order to answer the questions. They should use the key words from the
worksheet to help them find the necessary information.

Answers
1 T
2 F There are three groups of food on the website.
3 T
4 T
5 F There isn’t any cheese in Group 1.
6 F It isn’t a good idea to eat a lot of meat. / You should eat it in small to medium amounts.
7 T
8 F Eating a lot of these foods isn’t a good idea. / You should eat these foods only occasionally.
9 F There isn’t any fruit in Group 3.
10 T

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 Web Quest 3

Extra activity 1
• Students go to the Learn section of the website and click on Funny Food Facts (http://
www.fruitcorp.com/kids/l-funnyfoodfacts.htm). They scroll down to the acrostic
poem, and use the poem as a guide to write a poem of their own. The word on the side
can be any food word, but should not be too long so that the poem is not too long.

Extra activity 2
• Students go to the Hands On section of the website and click on the Catchy Carrots
experiment (http://www.fruitcorp.com/kids/h-catchycarrots.htm). Go through the
experiment with the class and set it as homework. Students can find out for themselves
whether carrots can change color.

Extra activity 3
• Students can choose one of the recipes from the Recipes section (http://www.fruitcorp.
com/kids/recipes.htm) and make it at home. They can also write a recipe of their own
for homework, make the dish at home, and take a photo of it. The students’ recipes can
then be displayed in class with the photos of the dishes. This could also be made into
a classroom matching exercise in which students have to guess which photo goes with
which recipe.

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4 Web Quest

Notes and answers

Aims
to revise there is / there are + countable nouns
to revise uncountable nouns
to practice describing objects in rooms of a house

Instructions
• Students draw a picture or floor plan of their favorite room in their home, and then
take turns to describe it to their partner. Elicit some descriptions for the whole class.
• Pre-teach the following words: kitchen, motorcycle, piano, picture, sofa,
swimming pool, tree.
• Go to the Celebrity Homes website (http://www.frontdoor.com/photos/celebrity-
homes-an-inside-look).
• Students look at the Web Quest 4 worksheet. Ask students to save the worksheet onto
their desktops, so they can view it on their computer screens, or you can photocopy the
worksheet for them.
• Students find the pictures of the different celebrities’ homes and complete the
spaces provided with the words in the box, either on their computer screen or on the
photocopied worksheet.

Answers
1 sofas
2 sofa
3 motorcycle
4 bed
5 swimming pool
6 piano
7 table
8 kitchen
9 tree
10 picture

Extra activity 1
• Students choose homes on the website belonging to other celebrities and write sentences
to describe them.

Extra activity 2
• Students imagine they are living in their dream home. Give them time to draw a picture
and write some sentences describing their dream home. Students then take turns to
describe their dream homes to each other.

Engage  Level 1  www.oup.com/elt/engage PHOTOCOPIABLE © Oxford University Press 2015

5 Web Quest

Notes and answers

Aims
to revise Wh- questions in the simple present and present progressive
to revise the vocabulary of animals

Instructions
• Ask students, Do you have any pets? Who has an unusual pet?
• Pre-teach the following words: donkey, pup.
• Go to the Celebrity Pets website (http://www.nbcnewyork.com/entertainment/
celebrity/Celebrity_Pets.html).
• Students look at the Web Quest 5 worksheet. Ask students to save the worksheet onto
their desktops, so they can view it on their computer screens, or you can photocopy the
worksheet for them.
• Tell students that the number of each image is shown at the bottom of the website.
• Students find the pictures of the different celebrities’ pets and complete the spaces
provided with the words in the box, either on their computer screen or on the
photocopied worksheet.

Answers
1 A horse
2 George
3 Honky and Tonky
4 Lesotho
5 A snake
6 The White House
7 A dog
8 In a swimming pool
9 Two
10 Sunglasses

Extra activity
• In small groups, students use the photos of celebrities with their pets to write their own
quizzes. They should look at all the photos and write ten varied questions about the pets,
using different Wh- question words. They can ask about color, name, or how many pets
the celebrity is holding, e.g. Image 43: How many dogs does Jessica Biel have? (Three).
Image 26: What color is Sienna Miller’s dog? (Black).
• When each group has written ten questions, students swap quizzes and answer the
questions, using the website to find the answers.

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1
6 Web Quest

Notes and answers

Aims
to practice was / were and ordinal numbers
to practice the vocabulary of jobs

Instructions
• Write e = mc2 on the board. Ask students, Who created this famous equation? Elicit
Einstein. Ask students what they know about him.
• Pre-teach the following words: atomic / nuclear bomb, connected, figure out, horrified,
might, prize, thought, won, wrote.
• Go to the BBC News website (http://news.bbc.co.uk/cbbcnews/hi/newsid_4440000/
newsid_4440100/4440115.stm).
• Point out that there are four pages about Einstein, for which links are provided in the box
at the top right of the page.
• Students look at the Web Quest 6 worksheet. Ask students to save the worksheet onto
their desktops, so they can view it on their computer screens, or you can photocopy the
worksheet for them. Ask students to make a note of the key words in each sentence.
• Students read the information on the website, write T (True) or F (False), and correct
the false sentences in the spaces provided, either on their computer screen or on the
photocopied worksheet.
• Tell students that there is vocabulary on the website which they do not need to
understand in order to answer the questions. They should use the key words from the
worksheet to help them find the necessary information.

Answers
1 F He was a famous scientist. 6 F He wrote to the American President,
2 T Franklin Roosevelt.
3 F He won the Nobel Prize for Physics 7 T
in 1921. 8 T
4 F An elephant has much more mass 9 F Some scientists think that time travel
than a mouse. might be possible.
5 F It’s difficult to get energy out of things. 10 T

Extra activity 1
• In pairs or small groups, students research one or more of the famous people on pages
55-56 of their Student Book and prepare a short report or poster about them.
• Encourage students to write sentences using was / were, e.g. Jimi Hendrix was a
musician. He was born in 1942. He was American. He was famous for playing the guitar.
He was in a band called The Jimi Hendrix Experience. They were a rock band.

Extra activity 2
• Alternatively, split the class into groups and give each group one famous person. In their
groups, the students research the person and write five sentences – three true and two
false – using was / were.
• Students give their sentences to another group and guess which are true and which
are false.

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1
7 Web Quest

Notes and answers

Aims
to practice the simple past
to practice the vocabulary of musical instruments

Instructions
• Ask students, Do you play any musical instruments? What do you play?
• Pre-teach the following words: create, high (sound), largest, low (sound), signal, smallest.
• Go to the Dallas Symphony Orchestra website (http://www.dsokids.com/listen/by-
instrument.aspx).
• Go through the different groups of instruments and check students understand the
differences between the kinds of instrument. Point out that students need to look down
the list on the website to find the relevant instruments.
• Students look at the Web Quest 7 worksheet. Ask students to save the worksheet onto
their desktops, so they can view it on their computer screens, or you can photocopy the
worksheet for them. Ask students to make a note of the key words in each sentence.
• Students read the information on the website, write T (True) or F (False), and correct
the false sentences in the spaces provided, either on their computer screen or on the
photocopied worksheet.
• Tell students that there is vocabulary on the website which they do not need to
understand in order to answer the questions. They should use the key words from the
worksheet to help them find the necessary information.

Answers
1 F There are five (families of musical instruments).
2 T
3 F They come from the Middle East, Asia, Africa, the Americas, and Europe.
4 T
5 F It created one of the largest organs in the world.
6 F It has a low sound.
7 T
8 F It is playing slowly.
9 T
10 F He first used it in 1782.

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 Web Quest 7

Extra activity
• Write these musicians’ names on the board: Jacqueline Du Pre, Maceo Parker, Jimmy Cliff,
Vanessa-Mae, Jamie Cullum, Taylor Swift, Flea, Meg White.
• Ask students to research the musicians on the Internet and find out what instrument and
what style of music they play.
• Read out the following clues or write them on the board. Students guess who the
musician is.
She’s a country musician. She plays the guitar. (Taylor Swift)
He is a rock musician and plays the bass in the Red Hot Chili Peppers. (Flea)
He’s a soul musician and plays the saxophone. He played with James Brown. (Maceo
Parker)
She was a classical musician and played the cello. (Jacqueline du Pre)
He is a reggae musician and plays the guitar. (Jimmy Cliff)
She’s a pop musician and plays the violin. (Vanessa-Mae)
He’s a jazz musician and plays the piano. (Jamie Cullum)
She is a rock musician and plays the drums in the White Stripes. (Meg White)

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1
8 Web Quest

Notes and answers

Aims
to practice the simple past (Wh- questions)
to revise the simple past affirmative (regular and irregular verbs)
to practice the vocabulary of nature and disaster verbs

Instructions
• Ask students, What do you know about the Bermuda Triangle? Encourage students to
use the disaster verbs vocabulary from unit 8.
• Pre-teach the following words: abandon, corner, deepest point, missing, mysterious,
search, vanish without trace.
• Go to the Bermuda Triangle website (http://www.kidzworld.com/article/1136-scary-
places-4-the-bermuda-triangle).
• Students look at the Web Quest 8 worksheet and go through questions 1–5. Ask
students to save the worksheet onto their desktops, so they can view it on their computer
screens, or you can photocopy the worksheet for them. Ask students to make a note of
the key words in each sentence.
• Students read the information on the website and complete the spaces provided, either
on their computer screen or on the photocopied worksheet.
• Tell students that there is vocabulary on the website which they do not need to
understand in order to answer the questions. They should use the key words from the
worksheet to help them find the necessary information.

Answers
1 From the island of Bermuda to Miami, Florida to San Juan, Puerto Rico.
2 They disappeared / vanished.
3 November 5, 1872
4 They disappeared / vanished.
5 50 ships and 20 planes

Instructions
• Ask students, What do you know about the Tower of London? Encourage students to use
the disaster verbs vocabulary from unit 8.
• Go to the Tower of London website (http://www.kidzworld.com/article/913-scary-
places-1-tower-of-london).
• Students look at questions 6–10 on the worksheet. Ask them to make a note of the key
words in each sentence.
• Students read the information on the website and complete the spaces provided, either
on their computer screen or on the photocopied worksheet.

Answers
6 A bear
7 Walls
8 Catherine Howard
9 Nine and 12
10 Two small skeletons

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 Web Quest 8

Extra activity
• Show students a picture of Frederick Valentich and tell them that there is a mystery
surrounding him. Tell them only that he could fly planes, that he lived in Australia, and
that people now believe he is dead.
• Write the following questions on the board for the students to unscramble.
disappear? / Did / he
When / disappear? / he / did
he / he / in / when / disappeared? / Was / a plane
Why / plane? / in / was / the / he
What / day / it? / time of / was
see / strange? / something / Did / he
did / look like? / it / What
Who / tell? / he / did
there / with / Was / his plane? / a problem
arrive / King Island? / he / at / Did
What / that night? / see / did / people / in the sky
• When students have unscrambled the questions, they can search for the answers on
the Internet. Alternatively, they can ask questions and you can answer them using the
information below.

Frederick Valentich Disappearance

Frederick Valentich was a young Australian pilot who wanted to join the Air Force.
On the night of October 21, 1978 he took off from Melbourne in a small plane to fly
235 km to King Island.
During the flight he saw a strange aircraft above him. He told air traffic control that it
was metallic with green lights. He said that the aircraft was moving very fast. It moved
in different directions, and sometimes it disappeared, but then it appeared again
suddenly. Valentich said that he thought the strange aircraft was “playing” with his
plane.
Then his plane started to have problems, and he told air traffic control that the strange
object wasn’t an aircraft. Those were the last words they heard him say. Then they
heard loud metallic sounds. Valentich didn’t arrive at King Island.
After Valentich disappeared, people searched for him, but they didn’t find him or his
aircraft. There were other people who didn’t know about Frederick Valentich who said
they saw a strange green light in the sky on the same night.

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A Web Quest

Notes and answers

Aims
to practice the vocabulary of clothes and appearance
to revise the present progressive and simple present

Instructions
• Ask students to think of museums that they know or know about. Ask them if these
museums have online collections.
• Pre-teach the following words: boat, elder (older), incense, (self-)portrait, trolley.
• Go to the highlights section of the Museum of Fine Arts, Houston website
(http://www.mfah.org/art/100-highlights/Elder-Sister-Bouguereau/).
• Students look at the Web Quest A worksheet. Ask students to save the worksheet
onto their desktops, so they can view it on their computer screens, or you can photocopy
the worksheet for them.
• Students look at the different pictures and complete the spaces provided, either on their
computer screen or on the photocopied worksheet.

Answers
1 light brown or blond
2 Iran
3 No, he isn’t.
4 (Possible answer) some boats on the water, people in the boats, Venice
5 Her clothes are black and white, and her hair is brown or red.
6 They are on a trolley car in New Orleans.
7 Gold, and gray or green. It comes from England.
8 white clothes
9 16 (although if you count the spaces between the rectangles as rectangles, there
could be 20)
10 (Possible answers) He is wearing a hat. He has a beard.

Extra activity 1
• Students look at one of these two collections from the Museum of Fine Arts, Houston
website. (http://www.mfah.org/art/collections/bayou-bend-collection/) or (http://
www.mfah.org/art/collections/bayou-bend-african-american-material-culture/)
In pairs students take turns to describe one of the images. Their partner has to discover
which one they are describing.

Extra activity 2
• Alternatively, students work individually to write a short description of one of the exhibits
in the collections.

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B Web Quest

Notes and answers

Aims
to practice the vocabulary of food and cooking
to revise How much ...? / How many ...?

Instructions
• Ask students, What do you like to cook? How do you find new recipes?
• Pre-teach the following words: baking powder, ice cream, inch, peach,
tablespoon, wedge.
• Go to the Real Simple website and look at the recipe for peach cobbler
(http://www.realsimple.com/food-recipes/browse-all-recipes/peach-cobbler).
• Students look at the Web Quest B worksheet. Ask students to save the worksheet onto
their desktops, so they can view it on their computer screens, or you can photocopy the
worksheet for them. Ask students to make a note of the key words in each sentence.
• Students read the recipe and complete the information on the web quest, and then
answer the questions using the spaces provided, either on their computer screen or on
the photocopied worksheet.
• Tell students that there is vocabulary on the website which they do not need to
understand in order to answer the questions. They should use the key words from the
worksheet to help them find the necessary information.

Answers
1 eight, wedges
2 sugar
3 1¼, two
4 tablespoons
5 one, ¼
6 heavy cream, ice cream
7 350° F
8 eight inches square
9 in a food processor
10 50 to 60 minutes

Extra activity 1
• Students go to the 15 Traditional American Recipes section of the Real Simple website
(http://www.realsimple.com/food-recipes/recipe-collections-favorites/american-
recipes).
• They choose one of the fifteen recipes and write five questions about it.
• Then they share these questions with another student and the student has to try and find
the correct recipe and the answers.

Extra activity 2
• Students choose one of the fifteen recipes and cook it at home.

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C Web Quest

Notes and answers

Aims
to practice the vocabulary used to describe one of Shakespeare’s plays
to revise the simple present

Instructions
• Ask students, What do you know about Shakespeare’s Hamlet?
• Pre-teach the following words: dead, escape, fight, ghost, king, married, return, revenge.
• Go to the Royal Shakespeare Company website and look at the synopsis of Hamlet.
(http://www.rsc.org.uk/explore/shakespeare/plays/hamlet/synopsis.aspx).
• Students look at the Web Quest C worksheet. Ask students to save the worksheet onto
their desktops, so they can view it on their computer screens, or you can photocopy the
worksheet for them. Ask students to make a note of the key words in each sentence.
• Students read the information in the synopsis and complete their own synopsis by
completing the spaces provided, either on their computer screen or on the photocopied
worksheet.
• Tell students that there is vocabulary on the website which they do not need to
understand in order to complete the synopsis. They should use the key words from the
worksheet to help them find the necessary information.

Answers
1 Denmark
2 university, father, mother
3 King
4 ghost, revenge
5 love
6 Horatio
7 noise, Polonius, Ophelia
8 England, Denmark
9 father
10 brother

Extra activity 1
• Students go to the slideshow of photos of a Royal Shakespeare Company production of
Hamlet at (http://www.rsc.org.uk/explore/shakespeare/plays/hamlet/2006-photo-
gallery.aspx).
• Working in pairs, students choose two of the photos and describe what they see.

Extra activity 2
• Students go to the Royal Shakespeare Company’s Shakespeare’s Plays website
(http://www.rsc.org.uk/explore/shakespeare/plays/).
• Working in pairs they choose another play and read the synopsis.
• Each pair then writes their own synopsis with spaces for other students to complete.

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D Web Quest

Notes and answers

Aims
to revise the language of disasters and emergencies

Instructions
• Students work in pairs to make a list of all the natural disasters they can think of.
• Pre-teach the following words: battery, emergency, fire escape, flashlight, food, gallon,
matches, toothbrush.
• Go to the Ready website (http://www.ready.gov/kids).
• Students look at the Web Quest D worksheet. Ask students to save the worksheet
onto their desktops, so they can view it on their computer screens, or you can photocopy
the worksheet for them.
• Students find the answers to the questions on the website and answer the questions,
either on their computer screen or on the photocopied worksheet.

Answers
1 send a text
2 two
3 money, TV
4 a gallon per person per day
5 for the radio and for flashlights
6 fifteen
7 floods
8 earthquakes
9 home fires
10 tsunamis

Extra activity
• Students click through to the Games section of the website at (http://www.ready.gov/
kids/games).
• Working in pairs, students choose one or two games to play together.
• Once they have finished playing, compare scores as a class.

Engage  Level 1  www.oup.com/elt/engage PHOTOCOPIABLE © Oxford University Press 2015