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Oxford University Press (China) Language Arts Series for Secondary Schools:
Treasure Plus (Secondary) Book 2B

Book · December 2007

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 2B Unit 6 A helping hand
Worksheet 1 2–3
Worksheet 2 4–6
Worksheet 3 7

2B Unit 7 Myths and monsters

Worksheet 1 8–9
Worksheet 2 10
Worksheet 3 11
Worksheet 4 12
Worksheet 4 13

2B Unit 8 Wonderful people

Worksheet 1 14–15
Worksheet 2 16
Worksheet 3 17–18
Worksheet 4 19

2B Unit 9 Teenage problems

Worksheet 1 20–21
Worksheet 2 22
Worksheet 3 23
Worksheet 4 24–25

2B Unit 10 My summer plans

Worksheet 1 26–27
Worksheet 2 28–29
Worksheet 3 30–31

Teaching notes 32–39

 Treasure Plus 2B Unit 6 Language Arts Worksheet 1

Name : Class : Date :

Live 8
A Finding information online
Do you know about Live 8? It was a series of charity concerts that many famous musicians
played in. Read about Live 8 on the organization’s website and answer the questions below.

1 What was the objective of Live 8?

2 How many people watched Live 8?

3 Where did Live 8 events happen?

4 When did Live 8 take place?

5 Who organized this campaign?

6 How can you participate?

7 What do you think about using songs

for charity? Is it effective? Why?

8 If there were a Live 8 concert in Hong

Kong, which musicians would you like
to invite?

©  Oxford University Press You may photocopy this page for teaching and learning purposes.

 Treasure Plus 2B Unit 6 Language Arts Worksheet 1

Name : Class : Date :

B Choosing music
Imagine you are going to organize a Live 8-style concert at your school. Which songs will you
choose to play? Why are those songs suitable for a charity concert?

Here are some songs for you to consider:

Wind Beneath My Wings
Message in a Bottle
Dream a Little Dream of Me
True Colours

Song 1

Reason

Song 2

Reason

Song 3

Reason

C Organizing a concert
In a small group, discuss what steps are necessary to organize a charity concert at your school.

How would you organize a venue? How would you arrange to promote
the concert?

How would you persuade musicians

When would you arrange for the
to take part?
concert to take place?

©  Oxford University Press You may photocopy this page for teaching and learning purposes.

 Treasure Plus 2B Unit 6 Language Arts Worksheet 2

Name : Class : Date :

‘Message in a Bottle’
A Song appreciation
The singer Sting performed ‘Message in a Bottle’ at the Live 8 concert in London. Reflect on the
meaning of the song while you listen to it. Write down notes on what you picture in your mind
when you listen to different parts of the song.

Part of the song What do you picture when you hear

these words?

‘Just a castaway …’

‘I’ll send an SOS to the world …’

‘I hope that someone gets my message in a

bottle …’

‘A hundred billion bottles …’

‘Seems I’m not alone at being alone …’

©  Oxford University Press You may photocopy this page for teaching and learning purposes.

 Treasure Plus 2B Unit 6 Language Arts Worksheet 2

Name : Class : Date :

B Drawing a storyboard
Listen to ‘Message in a Bottle’ again. What images come to your mind when you listen to the
song? Draw a storyboard telling the story of the song.

©  Oxford University Press You may photocopy this page for teaching and learning purposes.

 Treasure Plus 2B Unit 6 Language Arts Worksheet 2

Name : Class : Date :

C Creating a story
Based on the storyboard you have drawn, write out the details of your story using the mind map
below.

Story elements

Name Date

Character information Setting When

Where What Why

Main idea

Conclusion

©  Oxford University Press You may photocopy this page for teaching and learning purposes.

 Treasure Plus 2B Unit 6 Language Arts Worksheet 3

Name : Class : Date :

Make poverty history

Reading websites
Do you know about the ‘Make Poverty History’ campaign? It uses a white band as a symbol to
fight poverty all over the world. Read about the campaign on the official website and answer the
questions below.

1 What does the white band stand for?

2 Why is the band white? What does the

colour represent?

3 Who can wear the white band?

4 How many different ways can we

wear the white band? What are those
different ways?

5 Who organized the campaign?

6 Which celebrities are involved in the

campaign?

7 How can you participate?

8 What do you think about this

campaign?

©  Oxford University Press You may photocopy this page for teaching and learning purposes.

 Treasure Plus 2B Unit 7 Language Arts Worksheet 1

Name : Class : Date :

Watching a Trailer
You are going to watch a movie trailer. Can you find out the following information after
watching it once?

1 What is the title of the film?

2 What type of film is it? action / adventure / animation / comedy /

crime / drama / fantasy / horror / mystery /
romance / science fiction / thriller

3 What is the film about?

4 Where do scenes in this film take

place?

Watch the trailer a second time. Before you watch it, read the following questions to find out
how you can analyse a trailer.

5 What does the beginning of the

trailer tell you about the film?

6 What is the middle part of the

trailer – the part that drives the
story further?

7 What is the dramatic climax?

8 What is the last part like – does it

feature strong and powerful music?
Why?

9 What is shown at the end of the

trailer?

©  Oxford University Press You may photocopy this page for teaching and learning purposes.

 Treasure Plus 2B Unit 7 Language Arts Worksheet 1

Name : Class : Date :

Watch the trailer a third time. Look for three pieces of text shown on the screen (not including
the title), which describe the story. What are they?

10 What is the first piece of text?

11 What is the second piece of text?

12 What is the third piece of text?

13 What other text is shown in the

trailer?

What else did you notice in the trailer?

14 Is there any studio logo?

15 Is there any voice-over narration?

What is the purpose of the
voice-over?

16 Is there a cast run – a list of actors

and actresses that appear in the
movie?

17 Is there a billing block – a printed

list of principal cast and crew at
the end of the trailer?

©  Oxford University Press You may photocopy this page for teaching and learning purposes.

 Treasure Plus 2B Unit 7 Language Arts Worksheet 2

Name : Class : Date :

Listening to a soundtrack
Listen to a song from a film soundtrack. What is the mood of the song? Give feedback after
listening to the song. Circle the number of your choice, with 1 = not at all; 5 = very much.

Warm 1/2/3/4/5

Gentle 1/2/3/4/5

Lively 1/2/3/4/5

Inspiring 1/2/3/4/5

Boring 1/2/3/4/5

Simple 1/2/3/4/5

Fun 1/2/3/4/5

Repetitive 1/2/3/4/5

Calming 1/2/3/4/5

In love 1/2/3/4/5

Excited 1/2/3/4/5

Angry 1/2/3/4/5

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
10
 Treasure Plus 2B Unit 7 Language Arts Worksheet 3

Name : Class : Date :

Listening to lyrics
A Reading the lyrics
Listen to a song from a film soundtrack. Read the lyrics while you listen.

B Double-entry journal
Listen to the song again and fill in the table below. In the first column, copy words or lines that
you like from this song. In the second column, explain why you like them.

From the lyrics My thoughts

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
11
 Treasure Plus 2B Unit 7 Language Arts Worksheet 4

Name : Class : Date :

Write a review
A Planning a review
Write a brief music review after listening to a song. Make notes on the following subjects to help
you plan your review.

1 The name of the singer and the

song

2 Is it easy to listen to? Do you

need to concentrate hard to
understand the song?

3 The mood of the song

4 Your feelings about the song

5 The song reminds me of …

6 Is the song suitable for children?

Teenagers? Adults?

B My review
Write your review in the form of a short article.

Music review

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
12
 Treasure Plus 2B Unit 7 Language Arts Worksheet 5

Name : Class : Date :

Create a name poem

Write a name poem using names of characters from Greek and Roman myth. Here is a list for
you to choose from.

Althea Doris Hermione Pandora

Ariadne Evander Irene Penelope
Cassandra Flora Iris Phyllis
Clio Gaia Jason Thalia
Daphne Hector Jocasta Ulysses
Diana Helen Leander Xanthe

Use the Internet or your library to find out the meaning of the name and the stories about that person.
Write a name poem based on the information about them. Highlight the letters that spell out their name.
For example:

Flora F LORA
• The name comes from the Latin word flos, F L OWER
which means ‘flower’.
G O DDESS
• She was the goddess of flowers and the spring.
SP R ING
• She was the wife of Zephyr, the god of the
West Wind. A SPIRING

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
13
 Treasure Plus 2B Unit 8 Language Arts Worksheet 1

Name : Class : Date :

Reading a biography
A Finding facts
Have you heard of Ian Thorpe? He is a swimmer who won five Olympic gold medals. Read about
Ian Thorpe online or in print and fill in the information below. Find a picture of Ian and paste it
in the space provided.

Ian Thorpe

1 Quotes from or about Ian 2 Ian’s achievements

3 Picture of Ian 4 What do you think about Ian?

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
14
 Treasure Plus 2B Unit 8 Language Arts Worksheet 1

Name : Class : Date :

B Finding key events

Imagine you are going to write a biography of Ian Thorpe. What are the most important parts of
his life story that you should include? Write them down in the following chart, then place them
on the timeline in the correct order and note when they occurred.

Title

What is a biography?
It is a story of a person’s life. A good biography
includes interesting facts about that person.

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
15
 Treasure Plus 2B Unit 8 Language Arts Worksheet 2

Name : Class : Date :

Advertising
Analysing an advertisement
Many advertisements feature sportspeople to help promote the brand. Can you think of an
advertisement you have seen that features a famous sportsperson? Look at the example below
and then fill in the table according to the advertisement you have chosen.

Example Your advertisement

1 Name of the David Beckham

sportsperson

2 Why is the He is a famous,

sportsperson featured? internationally known
football player.

3 Company or product Adidas

4 Slogan ‘Impossible is nothing’

5 What is the person’s You will go through hard

message? times in life, but you will
come through it.

6 Website http://www.adidas.com

7 Do you think the The message is simple and

message is effective?
the sharing of the story is
touching. Everyone has to
go through hard times in
life, and this makes it easy
for the public to identify
with the message.

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
16
 Treasure Plus 2B Unit 8 Language Arts Worksheet 3

Name : Class : Date :

‘We are the Champions’

A Song appreciation
Listen to the song ‘We are the Champions’. Think about the meaning of the song. In the table
below, write down how you feel about the words in different parts of the song. Write down
your favourite lyrics from the song and explain why you like them.

‘We are the Champions’ was first performed by the rock band Queen in 1977. It later
became popular as an anthem for sporting victories.

Part of the song How do you feel about these words?

‘We are the champions, my friend …’

‘No time for losers …’

‘I’ve taken my bows …’

‘You brought me fame and fortune …’

My favourite lyrics:

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
17
 Treasure Plus 2B Unit 8 Language Arts Worksheet 3

Name : Class : Date :

B Rewriting lyrics
Listen to ‘We are the Champions’ again. Write your own version of the song’s lyrics. Include
words describing what people can do to find success in life.

I’ve tried my best

Time after time …

I’ve ________________________________________

But ________________________________________

And ________________________________________

I’ve ________________________________________

I’ve ________________________________________

I’ve ________________________________________

And ________________________________________

But I’ve come through.

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
18
 Treasure Plus 2B Unit 8 Language Arts Worksheet 4

Name : Class : Date :

My film hero
What is the character like?
Many films are about heroes. Choose your favourite film hero and describe him or her in the
boxes below.

Here are some heroes you might choose …

Spider-Man
Superman
Batman
Mulan
Robin Hood

My film hero: ______________________________________________________

1 W
 hat does the hero say? What do 2 G
 reatest strength and greatest
people say about him/her? weakness

3 A description of the hero 4 W

 hat do you like about this hero?
Why?

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
19
 Treasure Plus 2B Unit 9 Language Arts Worksheet 1

Name : Class : Date :

Teenage problems
A Top five problems
Conduct a class survey to find out what you and your classmates consider the top five problems
for teenagers. What do you know about these problems? Check the ‘Teenage Health Freak’
website to find out some facts about each problem and write them down below.

Problem What is it?

3 

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
20
 Treasure Plus 2B Unit 9 Language Arts Worksheet 1

Name : Class : Date :

B A letter to Doctor Ann

Read a letter from a teenager to Doctor Ann from the ‘Doctor Ann’s Virtual Surgery’ website.
Use the ‘Five Ws’ (What, Who, Why, When, Where) to summarize the issue.

1 What happened?

2 Who was there?

3 Why did it happen?

4 When did it happen?

5 Where did it happen?

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
21
 Treasure Plus 2B Unit 9 Language Arts Worksheet 2

Name : Class : Date :

Using question words

Writing a problem poem
What? Who? Why? When? Where? How? Use these different kinds of questions to help you
write a poem based on the template given below. Your poem should be about a teenage
problem. It can be your own problem or a friend’s problem.

Title of the Poem Insomnia

Line 1: What is the problem? I just can’t get to sleep

Line 2: Why does it happen? Because my mind is racing.

Line 3: When does it happen? It happens every night

Line 4: Where does it happen? When I’m tucked up in bed.

Line 5: Who can help? I need to help myself …

Line 6: How can we improve the situation? I need to relax and not to worry.

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
22
 Treasure Plus 2B Unit 9 Language Arts Worksheet 3

Name : Class : Date :

‘I Believe I Can Fly’

Song appreciation
Listen to the song ‘I Believe I Can Fly’. Pay attention to the lyrics. How do the words make you
feel? Describe how you feel about different parts of the song below. Write down your favourite
line from the song and say how it makes you feel.

Part of the song How do you feel about these words?

‘I believe I can fly …’

‘Sometimes the silence can seem so loud …’

‘There are miracles in life I must achieve…’

‘I used to think that I could not go on …’

‘If I can see it, then I can do it …’

My favourite line:

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
23
 Treasure Plus 2B Unit 9 Language Arts Worksheet 4

Name : Class : Date :

‘A New Day Has Come’

A Song appreciation
Listen to the song ‘A New Day Has Come’. Pay attention to the lyrics and think about
how they make you feel. Then answer the following questions.

1 Do you have friends who encourage you to ‘hold on’ and be strong? Who are
they?

2 Do you think it is good to shed tears, or is it better not to cry? Why?

3 Do you like the image of the rain washing away people’s worries and unhappy
moments? Why?

4 Have you ever had an occasion that made you feel ‘touched by an angel with
love’?

5 Which are your favourite lyrics from this song? Write them here.

6 Write down the words that describe your favourite image from the song.

7 Can you think of any songs that have similar lyrics to this one? Write their
titles and the names of the performers.

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
24
 Treasure Plus 2B Unit 9 Language Arts Worksheet 4

Name : Class : Date :

B Dedicating a song
You are going to choose a song to dedicate to someone you know. You can dedicate it to a
friend, a teacher or a member of your family. The song you choose should have a theme of
encouragement. Fill in the song dedication form and add a short message for the person you are
going to dedicate the song to.

Here are some examples of songs with the theme of encouragement:

What a Wonderful World (Louis Armstrong)
Rudie Can’t Fail (The Clash)
You’ve Got a Friend (James Taylor)
Don’t Look Back in Anger (Oasis)

Song dedication form

Song:

Singer:

My name: Class:

I would like to dedicate this song to .

Message:

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
25
 Treasure Plus 2B Unit 10 Language Arts Worksheet 1

Name : Class : Date :

‘Dare to dream’
A Listening for meaning
Listen to the song ‘Dare to Dream’. Does the song remind you of anything? Are the singers
trying to tell a story? Write down your feelings about the song.

B Double-entry journal
Listen to the song again. Write down words or lines that you like from this song. Write the lyrics
in the first column. Explain why you like them in the second column.

From the lyrics Why I like them

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
26
 Treasure Plus 2B Unit 10 Language Arts Worksheet 1

Name : Class : Date :

C Writing lyrics
Write your own lyrics for the song ‘Dare to Dream’. Your new lyrics should fit the original tune
and have a similar theme of achieving success in life.

‘Dare to Dream’

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
27
 Treasure Plus 2B Unit 10 Language Arts Worksheet 2

Name : Class : Date :

A Analysing a caption for a sports photo

Find a sports-related photo that has a caption with it. Paste the photo in the space below. How
good is the caption? Write down the caption, then answer the questions about it.

Caption:

Checklist Yes / No

1 Have you used the simple present tense?

2 Have you used the active voice?

3 Does the caption identify its subjects, fully and clearly?

4 Does it tell when the photo was taken?

5 Does it tell where the photo was taken?

6 Does the photo caption contain all the important

information?

7 Are names spelt correctly?

8 Is it easy to read?

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
28
 Treasure Plus 2B Unit 10 Language Arts Worksheet 2

Name : Class : Date :

B Writing a photo caption

Find a sports-related photo and paste it in the space below. Write a caption for it. You can check
the quality of your caption by looking at the checklist in Part A. You should be able to answer ‘yes’
to as many of the questions in the list as possible.

Caption:

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
29
 Treasure Plus 2B Unit 10 Language Arts Worksheet 3

Name : Class : Date :

The Olympics
A My favourite sport
What is your favourite Olympic sport? Write down some things you know about this sport in the
first column. Write down some things you do not know about this sport in the second column.
Then look at the Olympic website and see what you can learn. Write down what you found out
in the third column.

Topic:

What I know What I want to know What I learnt

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
30
 Treasure Plus 2B Unit 10 Language Arts Worksheet 3

Name : Class : Date :

B Former Olympic sports

There are sports which used to be part of the Olympic Games but are not any more. Do you
know any of them? In pairs, try to guess as many past Olympic sports as you can and write them
in the circle below. Then visit the Olympic website and see how many you got right.

Topic:
Former Olympic
sports

©  Oxford University Press You may photocopy this page for teaching and learning purposes.
31
 Teaching notes
2B Unit 6
Worksheet 1
Warm-up activity
• Explain what a charity concert is to students.
• Ask students which famous charity concerts
they have heard of, e.g. Band Aid, Live Aid.
• Ask students which international charity
organizations they have heard of and how they
function. Have they participated in any charity
groups? What events have they organized?
Who benefited from those events?
Teaching procedures
• Have students look at the questions about Live
8 and try to find the answers on the official
Live 8 website. They should then write down
their answers.
• Tell students to imagine they are going to
organize a concert in the style of Live 8 at
their school. Have them write down three
songs they would choose to have performed
and give reasons they think these songs would
be suitable.
• Divide students into groups of four or five. Ask
them to discuss what steps they would have
to take to organize a charity concert at their
school. Encourage them to take notes on their
group consensus.
Suggested answers
Part A:
• 1) To make G8 leaders promise to help poor
people around the world; 2) 3 billion; 3)
London, Cornwall, Paris, Berlin, Rome, Barrie,
Tokyo, Johannesburg, Moscow; 4) 2 July
2005; 5) Bono, Richard Curtis, Sir Bob Geldof,
Harvey Goldsmith, John Kennedy, and Midge
Ure; 6) Sign up to be part of the campaign; 7) on the classroom walls so that students can go
I think it is effective because it catches
people’s attention and helps them remember
what the charity is about. 8) I would invite
Avril Lavigne, Andy Lau and Ayumi Hamasaki.
Follow-up activity
• When the discussion period is finished, elicit
suggestions from different groups as to what
would be required to organize a concert.
32
Further reading
Live 8 official website: http://www.live8live.com/
theconcerts/index.shtml
‘Dream a Little Dream of Me’ lyrics: http://www.
lyricsfreak.com/d/diana+krall/dream+a+little+
dream+of+me_20188367.html
‘Message in a Bottle’ lyrics: http://www.azlyrics.
com/lyrics/sting/messageinabottle.html
‘True Colours’ lyrics: http://www.stlyrics.com/
lyrics/x-filesepisodes/truecolors.htm
‘Wind Beneath My Wings’ lyrics: http://www.
lyricsfreak.com/w/willie+nelson/wind+beneath+
my+wings_20344679.html
Worksheet 2
Warm-up activity
• Ask students if they have heard of Sting.
Explain that he used to be in a band called the
Police.
• Sting performed at the London Live 8 concert.
Ask students if they can name other musicians
who have performed for charity.
Teaching procedures
• Play ‘Message in a Bottle’ for the class.
• As they listen to the song, ask students to
write down brief notes on what images come
into their minds when they listen to the
different parts of the song.
• Have students draw a storyboard conveying
the story in the song.
• Explain the various part of the mind map to
students. Have them use it to fill in the details
of the storyboard they drew.
Follow-up activity
• Post completed storyboards and mind maps
and look at their classmates’ work.
Further reading
Live 8 London set list: http://news.bbc.co.uk/2/
hi/entertainment/4641889.stm
‘Message in a Bottle’ performance at Live 8:
http://www.metacafe.com/watch/29025/message_
in_a_bottle_sting/

Worksheet 3
Warm-up activity
• Ask students if they can think of any items of
clothing that are used as symbols for a charity
or for other reasons, e.g. black armbands for
mourning, paper poppies for Remembrance
Day.
Teaching procedures
• Let students look for information on the
official ‘Make Poverty History’ website.
• Have students answer the questions on the
sheet. Ensure they have enough time to think
about their personal answers.
• Elicit various answers from volunteers in the
class.
Suggested answers
• 1) It stands for the global fight to end poverty.
2) White can represent innocence as well as
non-violent revolution. The campaign wants
to change life for poor people who suffer even
though they have done nothing wrong. 3)
Anyone in the world. 4) Four. As a wristband,
an armband, a headband, or a lapel badge.
5) Global Call to Action Against Poverty. 6)
Bono, Nelson Mandela, Brad Pitt, Colin Firth,
George Clooney, Kate Moss, Hugh Grant, Justin
Timberlake, Kylie Minogue, Claudia Schiffer,
Bob Geldof, Cameron Diaz, Liam Neeson 7)
Wear a white band, join group activities such
as wrapping a building in white. 8) I think it
is a good idea because it is important to help
people who live in poverty.
Follow-up activity
• Students may make posters for the white
band campaign, including on the posters the
information they have learnt from the website.
Further reading
Make Poverty History’s white band campaign:
http://www.makepovertyhistory.org/whiteband/
index.shtml
Teaching notes
2B Unit 7
Worksheet 1
Warm-up activity
• Ask students if seeing a trailer has ever made
them want to go and see a particular film. Ask
if they have ever been disappointed because a
film was not as good as the trailer made it look.
Teaching procedures
• Show the trailer for The Lord of the Rings: the
Fellowship of the Ring. It is available at
http://www.imdb.com/title/tt0120737/trailers.
There are four trailers there, and the
suggested answers below are based on the
information from trailer 1.
Suggested answers
1 The Lord of the Rings: the Fellowship of the
Ring
2 Action, adventure, fantasy
3 An ancient ring thought lost for centuries has
been found, and through a strange twist in
fate has been given to a small Hobbit named
Frodo. Frodo must make an epic quest to the
Cracks of Doom in order to destroy it!
4 Mountains, snow, darkness, forests, rivers,
plains.
5 It introduces the background of the ring and
gives the reason for the adventure.
6 The formation of the fellowship of the ring.
Travel through mountains, snow, darkness,
forests, rivers and plains.
7 Encounter the bad guys — the Dark Lords/
Lord Sauron.
8 The last act is usually a visual sequence of
powerful and emotional moments of the film.
9 A cast list, http://www.lordoftherings.net.
10 FATE HAS CHOSEN HIM
11 A FELLOWSHIP WILL PROTECT HIM
12 EVIL WILL HUNT THEM
13 THIS CHRISTMAS, THE LEGEND COMES TO
LIFE, DECEMBER 19
14 Yes
15 No. Voice-over dialogue is used instead. As
the trailer is a highly condensed format, the
voice-over serves to enhance the audience’s
understanding of the plot.
6 No
1
17 Yes
33
 Teaching notes
Useful information
• Studio logos are featured near the beginning of
the trailer.
• Voice-over narration is used to briefly set
up the premise of the film and provide
explanation when necessary. Since the trailer
is a highly condensed format, voice-over
is a useful tool to enhance the audience’s
understanding of the plot.
• A cast run is a list of the actors and actresses
appear in the film. If the director or producer
is well-known or has made other popular film,
they often warrant a mention as well.
• A billing block is a list of the principal cast
and crew. It is the same list that appears on
posters and print publicity materials and is
the same list that usually appears on-screen at
the beginning of the film.
Worksheet 2
Warm-up activity
• Ask students to suggest different kinds of
music that they can hear in films.
Teaching procedures
• Play a song from a film soundtrack. You
may use ‘Into the West’, performed by Annie
Lennox on the soundtrack of The Lord of
the Rings: Return of the King. (http://www.
lordoftherings-soundtrack.com/rotk.html)
• Ask students to give feedback on the mood of
the song.
• Have students circle their choice.
Worksheet 3
Warm-up activity
• Give students copies of the lyrics to the song.
• Ask students to read through the lyrics.
Teaching procedures
• Tell students to read the lyrics as they listen
to the song. Ask them to look for words or
lines they particularly like.
• Play the song again. While the song is playing,
have students write down several words or
lines they like in the first column of the table.
34
• When the song is finished, ask students to
write down why they like the lyrics they have
chosen in the second column.
Follow-up activity
• Point out end rhymes in the lyrics. End rhymes
are words with an ending rhyme of the same
final vowel sound and following consonant
sound.
• Example end rhymes in the lyrics of ‘Into the
West’:
Falling – calling
Before – shore
Glass – pass
Weep – sleep
Further reading
‘Into the West’ lyrics: http://www.lyricsfreak.
com/a/annie+lennox/
into+the+west+acoustic+edit_20288421.html
Worksheet 4
Warm-up activity
• Ask students to suggest vocabulary that can
be used in a music review, e.g. cheerful, sad,
calm, powerful.
Teaching procedures
• Ask students to make notes for their review in
the table.
• Ask students to write their music review.
• If students find it difficult to write a review,
you can start with reading an existing music
review. Select reviews for students according
to their abilities.
Suggested answers
1 Annie Lennox/‘Into the West’
2 Slow, easy to listen to.
3 Calm, gentle and soothing.
4 Calm and soothing
5 Adventure/journey in life/hope in life/the
wonder of nature.
6 Suitable for teenagers and adults
Music review
‘Into the West’ is performed by Annie Lennox. It
is gentle, with a slow pace and is easy to listen
to. It is very calm and soothing. The lyrics are
about adventure and the journey of life. They
also remind me of the wonder of nature. ‘Into the
West’ is suitable for both teenagers and adults.

Further reading
Music reviews: http://www.allmusic.com
http://www.bbc.co.uk/music/artistsalbums/
Worksheet 5
Warm-up activity
• Explain to students what a name poem is.
• Show students an example of a name poem.
Here is an example using the word ‘dog’:
Devoted,  • Ask students to fill in a similar form to Part
On  A but this time about a sportsperson of their
Guard.  own choice.
Teaching procedures
• Tell students they are going to write a name
poem using one of the names on the list. Ask
them to choose one they like.
• Ask students to find out the origin and/or
meaning of the names. As these names have
their origin in myth and legends, you can
assign students to find out the meaning of the
name as after-class work.
• Have students write their name poem.
2B Unit 8
Worksheet 1
Warm-up activity
• Ask students if they know what a biography is.
Explain the features of a biography.
• Tell students they are going to read about
Ian Thorpe, the swimmer. Ask if they know
anything about him.
• You may wish to assign as prior homework the
task of finding a photo of Ian Thorpe to paste
in the relevant space.
Teaching procedures
• Have students look at the information they
are supposed to provide, and read about Ian
Thorpe online. Students should take notes
while they read.
• Have students fill in the boxes with information
and quotes about Ian Thorpe.
• Have students find a photo of Ian Thorpe from
a magazine or newspaper and paste it in the
space provided.
Teaching notes
• Ask students to write down their opinion of
Ian Thorpe.
• Ask students to list the key events that should
appear in a biography of Ian Thorpe.
• If students do not yet have enough information
to identify key events, allow them to undertake
further research.
• Have students write and date these key events
on the timeline.
Follow-up activity
Useful information
Features of a biography
• Date of birth (and death, if applicable)
• Family background
• Achievements
• Important events
Further reading
About Ian Thorpe: http://www.daylife.com/topic/
Ian_Thorpe
Ian Thorpe’s Fountain for Youth: http://www.
ianthorpesfountainforyouth.com.au/index.php
Worksheet 2
Warm-up activity
• Ask students if they can give examples
of advertising campaigns that use
endorsements from sporting celebrities. Which
advertisements do students think are best?
Why?
Teaching procedures
• Ask students to choose one advertisement or
advertising campaign to write about, which
features a sportsperson.
• Have students fill in the table according to the
product advertisement they have chosen.
• For certain items, e.g. website, slogan, students
may not be able to answer without checking
sources. Allow students to find out more about
their chosen advertisement by looking at
online information, in order to complete their
answers.
• Ask individual students to read out their
answers to the class.
35
 Teaching notes
Worksheet 3
Warm-up activity
• Ask students if they have ever been to a live
sporting event. Did people sing songs or try
to encourage their team in other ways? Elicit
examples.
• Tell students they are going to listen to ‘We
are the Champions’, by Queen. Explain that
it is a popular song among sports fans to
encourage their team or to celebrate victory.
Teaching procedures
• Play ‘We are the Champions’ for the class. Ask
students to pay attention to the lyrics.
• Have students write down their reactions to
the lyrics in various parts of the song.
• Ask students to write down their favourite
words from the song. Ask them to explain why
these words are their favourite.
• Have students complete a new set of lyrics
for ‘We are the Champions’. The lyrics should
be thematically similar, but with a focus on
actions that will bring success in life.
Follow-up activity
• Ask students to write an entirely new set of
song lyrics on the theme of success in life.
These lyrics need not follow the pattern of ‘We
are the Champions’ but should have a rhythm
and rhyme where possible.
Further reading
‘We are the Champions’ performance video:
http://video.google.com/videoplay?docid= has enough information for them to answer all
8420876204610684862
‘We are the Champions’ lyrics: • Have students summarize the situation in the
http://www.lyrics007.com/Queen Lyrics/ letter by answering the questions in the boxes.
We Are The Champions Lyrics.html
Worksheet 4
Warm-up activity
• Ask students to name their favourite heroic
characters from films. Write these names on
the board.
Teaching procedures
• Go through the information required in each of
the character description boxes with the class.
• Ask students to choose a hero from a film and
fill in the boxes appropriately.
36
Follow-up activity
• Ask individual students to read out their
character descriptions, without revealing the
name of the hero they chose.
• Invite the rest of the class to try and guess
which hero the student is describing.
2B Unit 9
Worksheet 1
Warm-up activity
• Ask students to name different problems that
teenagers face. Write these suggestions on the
board for later reference.
Teaching procedures
• Write eight to ten common teenage problems
on the board. Ask students which of these
they think are the five most common problems
facing teenagers. (Suggested problems for
list: bullying, depression, insomnia, parents,
relationship problems, smoking, stress,
weight.)
• Have students complete the table on these
five problems. Allow students to consult
the Teenage Health Freak website to find
information. Decide on appropriate individual
pages for them to view beforehand.
• Give students a printout of one of the letters
from the Doctor Ann website, or allow them to
read it online. You should choose a letter that
the questions.
Follow-up activity
• Have students write the reply they would give
to the teenager who wrote the letter, if they
were in the position of Doctor Ann.
Further reading
Doctor Ann website:
http://www.doctorann.org/index
Teenage Health Freak website:
http://www.teenagehealthfreak.org/homepage/
index.asp

Worksheet 2
Warm-up activity
• Write the list of question words on the board.
Invite students to make example questions
using each one.
Teaching procedures
• Tell students they are going to write a poem
about a teenage problem of their choice.
• Go through the poem template with the class,
explaining that each line should answer a
different question about the problem.
• Have students write their poems. Ensure
students have enough time to decide on what
to write about as well as for the writing itself.
Follow-up activity
• Ask for volunteers to read their poems to the
rest of the class.
• Put completed poems up in the classroom for
students to read.
Worksheet 3
Warm-up activity
• Ask students if there are any songs they like
that have positive, encouraging messages.
Teaching procedures
• Tell students they are going to listen to ‘I
Believe I Can Fly’ by R. Kelly.
• Instruct students to pay attention to the lyrics
and write down their reaction to each part
of the song. Emphasize that they should give
their reaction to whole sections of the lyrics,
not just the words given in the table.
• Play the song again. Have students choose
their favourite line in the lyrics.
• Have students write down their favourite line
from the song and explain why they like it.
Follow-up activity
• Ask students to choose their favourite songs
that have an encouraging theme.
• Have students write down their favourite lines
or phrases and explain why they like them.
• Ask for volunteers to read out their choices
and explanations to the class.
Teaching notes
Further reading
‘I Believe I Can Fly’ lyrics:
http://www.lyricsfreak.com/r/r.+kelly/
i+believe+i+can+fly_20113006.html
‘I Believe I Can Fly’ video:
http://www.youtube.com/watch?v=QY2Hp6KhGf4
Worksheet 4
Warm-up activity
• Tell students they are going to listen to a song
by Celine Dion. Have students heard of her?
Ask if they can name any of her songs.
Teaching procedures
• Play ‘A New Day Has Come’ for the class. Tell
students to pay attention to the lyrics.
• Go through the questions with students,
explaining vocabulary as necessary.
• Have students write down their answers to the
questions.
• Tell students they are going to dedicate a song
to someone they know. The song should have
a theme of encouragement.
• Ask students to suggest suitable songs.
• Have students fill in the song dedication form.
• Collect the forms and read out the dedications
and messages to the class.
Follow-up activity
• Have students bring recordings of their
chosen songs to class, then play excerpts and
announce who each song is dedicated to.
Further reading
‘A New Day Has Come’ lyrics:
http://www.lyricsfreak.com/c/celine+dion/
a+new+day+has+come_10058996.html
‘A New Day Has Come’ MP3:
http://www.mp3.com/albums/518109/
summary.html
37
 Teaching notes
2B Unit 10
Worksheet 1
Warm-up activity
• Tell students they are going to listen to a song
written for the 2000 Olympic Games. Do they
know where the Olympics took place in 2000?
Ask students to name other cities that have
hosted the Olympics.
Teaching procedures
• Play ‘Dare to Dream’ for the class, either in
an audio version or using online video of the
Sydney Olympics opening ceremony.
• Have students write down their feelings about
the song.
• Play the song again for the class, asking
students to choose their favourite lyrics.
• Have students write down their favourite lyrics
and explain why they like them.
• Have students write their own set of lyrics for
‘Dare to Dream’.
Follow-up activity
• Ask for volunteers to read out the new lyrics
they have written.
Further reading
‘Dare to Dream’ lyrics: http://www.lyricsfreak. e.g. how many players are on a team, what
com/o/olivia+newton-john/dare+to+dream_ equipment is used.
20103285.html
‘Dare to Dream’ performance at Sydney
Olympics: http://www.youtube.com/watch?v= Have them write these in the second column.
GuS8ptWrQs4
Worksheet 2
Warm-up activity
• Explain to students what a photo caption
is and how it is used. Go through the
characteristics of a good caption.
Teaching procedures
• Have students find a sports-related photo that
is accompanied by a caption.
• Have students paste their photos in the space
provided.
• Have students write the caption in the box
provided and analyse the caption by answering
the questions.
38
• Have students find a second sports-related
photo of their choice, this time without a
caption.
• Tell students to paste their photos onto the
worksheet and then write a suitable caption.
They can use the checklist provided to help
them produce a good caption.
Follow-up activity
• Put the photos with the captions the students
wrote on display in the classroom so that
students can look at their classmates’ work.
Further reading
Caption-writing guidelines: http://www.
americanpressinstitute.org/content/318.cfm
Worksheet 3
Warm-up activity
• Tell students they are going to do research on
their favourite Olympic sport. Ask students
how many Olympic sports they can think of.
Teaching procedures
• Ask students to pick their favourite Olympic
sport.
• Have students write down in the first column
some basic facts they know about the sport,
• Ask students to think of things they do not
know about the sport but would like to know.
• Allow students to look on the official Olympics
website for information about their chosen
sports. Have them write down facts they have
learnt in the third column.
• Explain to students that some sports that have
been contested at the Olympics are no longer
part of the programme.
• Have students try to guess sports that are no
longer in the Olympics and write one in each
segment of the circle.
• Let students go to the official site on past
Olympic sports to see how many they got
right.
 Teaching notes

Follow-up activity
• Many sports are not part of the Olympics and
never have been. Elicit suggestions as to new
sports that students think should be included
in future Olympic Games.

Further reading
Official Olympic sports: http://www.olympic.
org/uk/sports/index_uk.asp
Olympic sports of the past: http://www.olympic.
org/uk/sports/past/index_uk.asp

39
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Acknowledgements
We would like to thank the following for permission to reproduce copyright materials:
Peter Durkin, Virginia Ferguson, Geoff Sperring, ‘Sun bars’, Oxford Essential Skills:
Text Types for Primary Schools (2nd ed.) (Oxford University Press, 2006), 32

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