Project 4ED L2 WebTN

1 My life
Before watching the DVD After watching the DVD

Tell the class that the video is about birthday celebrations, Play part 1 again, this time with the sound turned down.
national holidays and festivals in the UK. Ask students to call out the names of the festivals and how
Write three dates on the board that are significant to you, people are celebrating as they see them.
i.e. your birthday, a national holiday or a festival in your Write the following questions on the board: Which of the
country. Ask students Why do you think these dates are festivals are also celebrated in your country? Do people
important? Encourage them to guess. For example, Is it in the UK celebrate them in a different way from your
your birthday / a holiday / a festival? Explain why each date country? What is the same / different? Then ask them to
is important. In pairs, ask students to write three important discuss the questions in groups of three. Afterwards, elicit
dates and then discuss them with a partner. Ask confident some of their answers and write them on the board.
students a few questions, e.g. Jose, when’s your birthday?
How do you usually celebrate it? And for festivals / While watching the DVD – part 2
holidays, What do you usually do on this day?
What’s your favourite festival?
While watching the DVD – part 1
First viewing
Festivals Play the first part of part 2 all the way through, and
ask students to listen for new festivals that were not
First viewing mentioned in part 1. Ask a few students, What’s your
Play part 1 all the way through. In a weaker class, ask favourite festival? Do any of the students have the same
students to listen for the names of the festivals. In a favourite festival as you? Record any useful vocabulary on
stronger class, ask students to listen for the festivals and the board.
the dates and months when they are celebrated.
Second viewing
Second viewing 4 Tell students to look at the screenshots and try to
1 Ask students to look at the phrases in exercise 1. Check complete exercise 4 from what they can remember
that they understand the meaning of each item. Play from the first viewing. Play the first part of part 2 again
part 1 again for students to complete the exercise. for students to check their ideas.
Afterwards, allow students to compare answers before Answer key
checking them as a class.
1 Christmas 4 Easter
Answer key 2 Guy Fawkes Night 5 Mother’s Day
6 party hats 2 flowers 3 New Year 6 Father’s Day
3 fireworks displays 1 cake with candles
5 hot cross buns 4 national holidays How do you and your family celebrate it?
2 Ask students to look at exercise 2 and complete any 5 Play the second part of part 2 and ask the students to
dates or months they can from memory or general listen for how each person celebrates their favourite
knowledge. Play part 1 again beginning with the line festival. Ask what they can remember about each
People celebrate lots of other special days too (at 0.57 person in the screenshots. Before playing the clip again,
on the DVD counter) so that they can check their ask students to try to complete exercise 5. Play the clip
answers and complete the exercise. again for them to check their answers.
Answer key Answer key

1 14th February 2 5th November 3 31st December 1 parents’ 5 plays games
4 25th December 5 26th December 6 14th September 2 watch fireworks 6 in a restaurant
3 Scottish 7 an egg hunt
3 Ask students to match the sentence halves and then
4 long weekend
compare answers. Play the clip again if necessary. When
checking the answers, ask students to say the full
sentences.
Answer key
1 d
2 c 3 f 4 a 5 g 6 e 7 b
© OXFORD UNIVERSITY PRESS 2014 • PHOTOCOPIABLE Project Fourth edition 2 DVD Teaching notes
1 My life
After watching the DVD
Ask students what their favourite UK celebration or festival
is based on what the people said in the interviews. Write
I like it because … on the board to encourage them to give
reasons. As a class, brainstorm reasons why people might
like certain festivals / c elebrations. Write the best examples
on the board, and ask students to make a note of them.
Tell students that they are going to prepare to interview a
partner about their favourite festival in their own country.
Ask the students which questions were asked in the
interviews and write them on the board as a reminder. Put
students in pairs. Give them time to choose their favourite
festival and prepare their answers to the two questions.
Encourage them to give reasons and details to make their
answers more interesting. Allow them three minutes
for each interview (six minutes in total). Afterwards, ask
them to feed back any interesting answers. Write useful
vocabulary and phrases on the board for students to copy.
2 Animals
Tell the class that the video is about animals – wild animals, Play part 1 again, this time with the sound turned down.
and pets. Ask students to call out the names of the animals and
Put students into pairs or groups of three. Set a time limit some facts about them.
of two to three minutes. Tell students to brainstorm the Write the following questions on the board: What dangers
names of as many animals as possible. They should do this are there for wild animals in your country? Are there
in English, but tell students they can use dictionaries as any animal charities in your country? What do they do?
long as they do it within the time limit. After the time limit, Ask students to discuss the questions in pairs or in small
ask students to count how many animals they have in their groups. Afterwards, elicit some of their answers and write
lists. Ask a stronger pair / group to read their list to the them on the board.
class. If the other students don’t know an animal’s name,
encourage description, i.e. ‘It’s a bird that comes out at While watching the DVD – part 2
night.’ ‘It looks like a dog. It has got orange fur.’ Write the
names of some of the animals on the board. Ask students
to add to the list. Ask the class What do you know about
Have you got a pet?
these animals? Do any of these animals live in your First viewing
town / country? Encourage them to give details by asking Play the first part of part 2 all the way through, and
follow-up questions, i.e. What does a fox eat? Where do ask students to listen for any types of pet that were not
hedgehogs live? mentioned in part 1. Ask a few students, Have you got any
of the same pets as the students? If they don’t have a pet,
While watching the DVD – part 1 ask Would you like a pet? Why / W hy not? What kind of
pet would you like? Record any useful vocabulary on the
Animals in Britain board.
Second viewing
First viewing
3 Ask students to try to complete the sentences from
Play part 1 all the way through. In a weaker class, ask
what they can remember from the first viewing. Play
students to listen for the names of the animals. In a
the first part of part 2 again for students to check their
stronger class, ask students to listen for some facts about
answers. Review the pronunciation of the pet names
each animal, for example, where it lives or what it eats.
with the class.
Second viewing Answer key
1 Ask students to write the names of the animals in 1 fish 4 pet
exercise 1. Allow students to compare answers before 2 guinea pig 5 hamster
playing part 1 again. 3 cat; dog
Answer key
1 hedgehog 5 owl What’s your favourite animal?
2 fox 6 degu
4a and b
3 squirrel 7 snake Ask students, What’s your favourite animal? Play the
4 otter 8 badger second part of part 2. Check whether any of the people
had the same favourites as your students. Before
2 Ask students to answer the questions and then
playing the clip again, ask students to discuss any of the
compare answers in pairs. Play part 1 again if necessary.
reasons they can remember from the first viewing. Play
When checking the answers, ask students to make
the clip again for students to complete exercise 4b.
full sentences rather than just shouting out the correct
letters, i.e. Joe takes his dog for a walk every morning Answer key 4a
and evening. / T here are 20 million pets in Britain. 1 monkey 4 lemur
Answer key 2 tiger 5 dog
1 every morning and evening 4 roads 3 dolphin 6 cat
2 20 million 5 badger
Answer key 4b
3 fox
1 E
2 B 3 A 4 C
5 D
6 F
2 Animals
Write on the board, Why do you like (dogs)? Elicit answers,
I like them because … Ask students to remember some of
the other reasons that students on the DVD gave for liking
each animal. Put students into pairs or groups of three.
Give them time (3–4 minutes) to think of their favourite
animal (wild or pet) and write at least three reasons why
they like it.
After they have written their reasons, ask students to discuss
their favourite animals and give reasons. If necessary, refer
them back to the question and answer on the board Why
do you like …? I like (….) because … Ask confident students
to report their partners’ answers to the class. Write some of
the best examples on the board, and ask students to make a
note of them.
3 Holidays
3 Ask students to choose the correct answers and then
Before watching the DVD compare answers in pairs. Play part 1 again if necessary.
Tell the class that the video is about holiday destinations in When checking the answers, ask students to say
the UK and abroad. the full sentences including the correct answer, i.e.
Bournemouth became popular in the 1870s.
Put students into pairs or groups of three. Set a time limit
of two minutes. Ask them to think of famous cities and Answer key
tourist attractions in the UK. Ask a stronger pair / g roup 1 1870s 4 biomes
to tell their ideas to the class. Begin making a list of the 2 train 5 Fifteen
cities and attractions on the board. Ask students to add 3 south-west
their ideas. Ask the class Have you visited the UK? Where
did you go? What did you see / do? If they haven’t been
to the UK, ask Which place would you like to visit in the After watching the DVD
UK? Why? Write any useful vocabulary and phrases on Play part 1 again, this time with the sound turned down.
the board. Ask students to call out the names of the places and what
activities they can see.
While watching the DVD – part 1 Write the following questions on the board: Which place
would you like to visit? Why? Have you done any of the
Holidays activities on the DVD? Which activities would you like to
do? Ask students to discuss the questions in pairs or small
First viewing
groups. Afterwards, elicit some of their answers and write
Play part 1 all the way through. In a weaker class, ask
any useful vocabulary on the board.
students to listen for the names of the holiday destinations.
In a stronger class, ask students to listen for some of the
activities you can do in each place. While watching the DVD – part 2
Second viewing What did you do on your last holiday?
1 Ask students to look at the list of activities in exercise 1.
First viewing
Check that they understand the meaning of each activity,
Play part 2 all the way through, and ask students to listen
and review pronunciation if necessary. Play part 1 of
for some of the activities that the students did. Ask a few
the DVD again. Allow students to compare ideas before
confident students, Have you done any of the activities
checking answers as a class.
that the students did? When? Where? Did you enjoy it /
Answer key them?
L go mountain biking B walk in the beautiful parks Second viewing
C learn to surf B go to the theatre 4 Ask students to read about the holidays and try to
L go kayaking C visit the Eden Project remember which person they match to. Play part 2
B go to a fun fair L walk in the mountains again for students to check their answers.
C fly a kite
Answer key
2 Ask students to read the statements in exercise 2 and 1 E
2 F 3 D
4 B 5 A
6 C
discuss with a partner whether they are true or false.
Play part 1 again so that they can check their answers.
For stronger classes, if the answer is false try to elicit
the correct answer from the students. For example, for
question 2, There is a train line, but it isn’t on the pier.
Answer key
1 T
2 F 3 F
4 T
5 F
6 T
3 Holidays
Ask the class, What kind of activities do you like doing
on holiday?
Put students into groups of three or four. Tell them that
they are going to design a holiday and ‘sell’ it to the
class. Write these headings on the board: Destination;
Attractions; Weather; Activities.
Tell students to discuss ideas and take notes under each
heading. Their task is to design the best holiday. They can
choose a destination in their own or another country. If
your class are not that familiar with other cities / countries,
you can ask them to create their own. While they are
discussing ideas, write on the board:
Come to …
The weather in … is always …
Why not visit …?
There’s lots to do in … For example, you could … or …
Tell students that they are now going to prepare a one-
minute presentation to ‘sell’ their holiday to potential
holidaymakers (the other students). Direct their attention
to the phrases on the board and invite them to think of
more. Give groups approximately five minutes to prepare
and practise their short presentations.
After the presentations, students should vote for the
holiday they would most like to go on. The group with the
most votes wins.
4 Food
3 Check that students know the meaning of ingredients.
Before watching the DVD Ask students to circle the correct ingredients and then
Tell the class that the video is about food – traditional compare answers. Play the clip again if necessary.
foods in the UK, and people’s favourite foods. Answer key
Ask students, What foods do you think are popular in the cooked breakfast: egg, sausages, bacon
UK? (or ‘your country’ if they aren’t sure). What do people Yorkshire puddings: milk, flour, eggs
eat for breakfast / lunch / d
inner? Draw a three-column trifle: cream, pears, custard
table on the board as below and write a few of their ideas
under the relevant columns: After watching the DVD
Breakfast Lunch Dinner Play part 1 again, this time with the sound turned down.
toast sandwiches Pause at some of the foods and meals and ask students to
name them and some of their ingredients.
Put students into pairs and ask them to think of some
more foods to add to the table. Afterwards, ask them Put students into groups of three. Tell them that they are
to tell their ideas to the class (stronger students could going to prepare to describe a traditional dish from their
country to the class.
write their ideas into the table on the board). Look at the
screenshots of the foods and drink in exercise 1 and ask Write on the board: prepare the (vegetables). Play part 1
students, What are these things called? and, Do you like again after the line And my favourite meal of all is
any of them? Sunday lunch at my parents’ house. (02.35 on the DVD
counter). Ask students to listen for verbs which describe
food preparation, i.e. peel, chop, put (in the oven), add
While watching the DVD – part 1 (ingredients), mix, pour. Teach / e licit the meaning of the
verbs and ask students to make full sentences with them,
British meals and meal times i.e. My father prepares the vegetables. I pour the cream into
First viewing the dish. Write these on the board as examples to support
the next part of the task.
Play part 1 all the way through. In a weaker class,
ask students to listen for the foods / drinks that are Ask students to think of a traditional dish from their country.
mentioned. In a stronger class, ask students to listen for They should then brainstorm the ingredients and prepare
when and why the presenter eats each food. a short description (approximately 1 minute) of how to
prepare it. Allow them plenty of time to practise describing.
Second viewing Ask confident students to describe their meal and how to
1 Ask students to look at the screenshots in exercise prepare it to the class.
1 and try to remember the order that they were
mentioned. Play part 1 again. Allow students to While watching the DVD – part 2
compare answers before checking them as a class.
Answer key What’s your favourite food?
a 4
b 3 c 6
d 2 e 5
f 1 First viewing
2 Ask students to read the sentences in exercise 2 and Play part 2 and ask students to note down as many foods
try to complete them from memory. Play part 1 again as possible. Ask, How many foods did you hear? Which
so that they can complete the exercise. When checking ones?
answers, ask students to say full sentences, i.e. Second viewing
The presenter usually has cereal for lunch.
4 Read through the list of foods with the class and
As a follow-up write on the board, What do you make sure they understand all the words. Practise
usually have for breakfast / lunch / d
inner? Put students the pronunciation. Play part 2 again for students to
in pairs and ask them to find out about each other’s complete exercise 4. With a stronger class, ask students
meals. Afterwards, ask a few students to report to work with a partner and tick which foods were
their partners’ answers to the class. Write any useful mentioned on the first listening. Then, play part 2 again
vocabulary on the board for the class to copy into their for them to check or amend their answers.
notebooks.
Answer key
Answer key noodles, cheese, spaghetti Bolognese, fried chicken,
1 cereal 2 tea
3 sandwich 4 chicken 5 beef curry, sausages, Mexican food, pizza, tagliatelle pasta
6 pasta
4 Food
5a Play part 2 again and ask students to write the people’s
favourite food. After checking answers as a class, ask
students, Whose favourite food is the most delicious?
Answer key
1 cheese 4 Mexican food
2 fried chicken 5 pizza
3 sausages 6 tagliatelle pasta
b Ask students to look at the speech bubbles with the

reasons. Teach or elicit the meaning of the words
taste, flavours, shape, texture, and spicy, and practise
their pronunciation. Play part 2 again if necessary for
students to match the reasons to the speakers. Allow
students time to discuss their answers in pairs before
checking as a class.
Answer key
1 C
2 E
3 A
4 F
5 B
6 D

Write the following questions on the board: Do you like any
of the foods on the DVD? Why / Why not? Ask students
to discuss the questions in small groups. Afterwards, elicit
some of their answers and write any useful vocabulary and
phrases on the board.
Give students time (2–3 minutes) to think of their favourite
food / dish and note down at least two reasons why they
like it. Put them into pairs and ask them to find out what
their partners’ favourite food is and why. Ask confident
students to report back to the class. Write any useful
vocabulary and phrases on the board. As a follow-up, ask
students if they have eaten any other traditional foods
from around the world.
5 The world
3 Ask students to match the places to the descriptions
Before watching the DVD and then compare answers with a partner. Play the clip
Tell the class that the video is about weather in different again if necessary.
parts of Britain. Tell them to look out the window and ask, Answer key
What’s the weather like today? Elicit their answers and 1 b
2 a 3 c
4 d
write any useful adjectives (i.e. hot, wet, dry, windy, rainy,
cold) and phrases on the board. Ask, Have you ever been
to Britain? What was the weather like? (or if they haven’t,
What do you think the weather’s like in Britain?) Play part 1, this time with the sound turned down. Ask
students to call out the names of the places and what the
While watching the DVD – part 1 weather is like there.
Put students into pairs. Write on the board: What’s the
The weather in Britain weather like here in spring / s ummer / a utumn / w inter? Is it
the same in all parts of our country? Which part of (your
First viewing country) is the warmest / w ettest / d
riest / c oldest? Ask them
Play part 1 all the way through. In a weaker class, ask to ask and answer the questions. Encourage them to give
students to listen for the types of climate and weather reasons or more information if possible. Afterwards, ask a
that are mentioned. In a stronger class, ask students to few students to report their ideas to the class.
listen for the places and some facts about the weather in
each. Check students’ understanding of the words clouds,
While watching the DVD – part 2
climate, moderate, and crops.
Second viewing
What do you think of the British weather?
1 Ask students to read through the sentences in exercise First viewing
1. Review the pronunciation and word stress of
Play part 2 all the way through, and ask students to listen
meteorological /ˌmiːtiərəˈlɒdʒɪkl/. Play part 1 again
for the people’s attitudes to British weather, Are they
for students to listen and choose the correct answers.
positive or negative about it? What do they like about it?
Allow them to compare answers in pairs before
What don’t they like about it? Allow them a couple of
checking them as a class. Encourage students to say the
minutes afterwards to discuss ideas before asking them to
full sentences aloud rather than just the single-word
share with the class. Write any useful vocabulary or phrases
answers.
on the board.
Answer key Second viewing
1 Britain 4 Garden
4 Ask students to read through the sentences with a
2 250 5 a moderate partner and try to remember or predict the answers.
3 38.5 Play the first part of part 2 again and allow them to
2 Look at the adjectives in the wordpool with the class compare answers before confirming them.
and ask them to say the comparative and superlative Answer key
forms (Comparative: easier, colder, warmer, wetter;
1 raining, weather 3 changeable
Superlative: the easiest, the coldest, the warmest,
2 summer 4 climate
the wettest). Ask students to read the sentences and try
to complete them from what they can remember from
the first viewing. Allow them to compare answers in
pairs before checking. Play part 1 again.
Answer key
1 wettest 4 hottest
2 warmer 5 easier
3 wetter 6 colder
5 The world
How is it different to the weather
in your country?
5 Ask students to look at the screenshots of the people
and try to match them to the descriptions from what
they can remember from the first viewing. Encourage
them to remember aloud what each person said, for
example, Student A: I think Sarah said that Britain
is colder than Venezuela. Student B: Yes, she said in
Venezuela it’s usually 35 degrees. Student A: Yes, so
the answer must be C. Play the second part of part 2
again so that they can check or amend their answers.
Answer key
1 B
2 D 3 A 4 C

If any of the students in the class have been to Britain, ask
them what the weather was like when they were there.
Write the following questions on the board: Which is your
favourite season? Why? What do you usually do when it’s
sunny / snowy / raining / cold?
Put students into pairs or small groups and ask them to ask
and answer the questions. Ask a few students to report their
groups’ answers.
Ask the class questions which compare the climate in
their country to the climate in Britain, i.e. Do you think
the weather here is hotter / colder / wetter / drier than in
Britain?
Confident / stronger classes could prepare a short weather
forecast (approximately 1–2 minutes long) in small groups.
Write on the board:
And here’s today’s weather.
The average temperature today is …
There’s some rain in …
There are high winds / snow showers in …
It will be colder in the north / south / east / west.
It will be mostly dry in …
It’s going to rain / snow be sunny / windy this afternoon /
evening.
Ask the groups to choose a TV presenter to perform their
weather forecast to the class. Ask students to listen and
choose the best weather forecast.
6 Entertainment
Tell the class that the video is about films. Ask students, Play part 1 again, this time with the sound turned down.
Do you like watching films? Put students into pairs or Ask students to give any information they can remember
groups of three, and give them a time limit of one and about the James Bond cars, Pinewood Studios and Cod
a half minutes. Ask them to write the names of as many Steaks.
genres of film as possible within the time limit (i.e. horror, Afterwards, ask them, Would you like to work in a film
thriller, comedy, romance / romantic comedy (rom-com), studio? Why / W hy not? Which jobs does the DVD mention?
science fiction (sci-fi), documentary, animation / c artoon, (Examples from the video include stunt performer, actor,
adventure, historical / p eriod drama). Ask a confident camera person, model maker), and then ask, What other
student to read out their group’s list. Write the genres on jobs are there in the film industry? (others could include
the board and ask the class to add any more from their casting agent (meets actors and decides if they are right
lists. Check that they know what each genre is. for the film role) director, make-up artist, runner (general
assistant), producer, sound engineer).
While watching the DVD – part 1 Put students into pairs. Ask them to choose one of the jobs
and think about what that person has to do every day. Write
The British cinema the following questions on the board: What does a (stunt
performer / d
irector / a ctor) do? What are the good things
First viewing about the job? What are the difficult things about the job?
Play part 1 all the way through. In a weaker class, ask Would you like to do this job? Why / W hy not?
students to listen for the names of the film studios that the
Give students a few minutes to discuss their answers and
presenter visits. In a stronger class, ask students to listen
take notes. Afterwards, elicit some of their answers and
for the film studios and some information about the kind write any useful vocabulary and phrases on the board.
of film that they make there.
Second viewing While watching the DVD – part 2

1 Ask students to look at the words. Play part 1 again for
students to match the phrases to the places. Allow them What’s your favourite film?
to compare answers with a partner before checking as a
First viewing
class. Afterwards, ask, Have you ever seen a James Bond
film? Did you enjoy it? What did you like about it? Play part 2 all the way through, and ask students to listen
for the names of the films that are mentioned.
Answer key
Second viewing
P: the 007 stage, film underwater, camera person
4 Tell students to look at the screenshots and try to
C: strange inventions, sets, animated films, model makers
remember who liked which film. Play the first part of part
2 Ask students to read the statements in exercise 2 and 2 again for them to confirm or correct their answers. Ask
decide from memory whether they are true or false. students, Have you seen any of the films that the students
Play part 1 again for students to check their answers. talked about? Did you enjoy them? Why / W hy not?
Answer key Answer key
1 T
2 F 3 F
4 T
5 F 1 School of Rock 4 Johnny English Reborn
3 Ask students to circle the correct words and then 2 The Hunger Games 5 Nativity
compare answers with a partner. Play part 1 again if 3 Harry Potter 6 Hairspray
necessary. When checking the answers, ask students to
say the full sentences.
Answer key
1 doesn’t like 4 small
2 didn’t have to 5 direct
3 biggest
6 Entertainment
What was the last film you saw?
5a Read through the sentences with the students. Teach or
elicit the meaning of action-packed, scary, werewolf (a
person who can turn into a wolf), sequence, and main
character. Play the second part of part 2 and ask the
students to listen for the sentences that are used.
Answer key
1 It was really action-packed.
2 It was a very well-made cartoon.
3 It was really scary.
5 I really enjoyed the action sequences.
7 I didn’t like it as much as Peter Pan.
8 Daniel Radcliffe plays the main character.
b Ask students if they can remember what films the
sentences in exercise 5a refer to. Ask them to tick the
films. Then ask them to say which sentences the films
refer to.
Play the clip again if necessary. Ask students if they
have seen any of the films mentioned on the DVD and
whether they agree with what the people said about
them.
Answer key
The Woman in Black 3, 8; Brave 2; Hook 7; Skyfall 1, 5

Put students into pairs and label them A and B. Tell them
that they are going to work together to prepare an interview
about films for two other students. Ask the class for some
example interview questions, for example, What’s your
favourite film? Who’s your favourite actor / director? How
often do you go to the cinema / w atch a DVD / s tream /
download a film from the Internet?
Ask the A–B pairs to work together to write at least five
questions about films (each student should write a copy
of the questions as they may need to refer to them during
their separate interviews). Tell them to practise asking the
questions together (in their A–B pairs) for fluency (but not
answering them). Next, put students into new pairs – the
A students should go with another A, and the B students
should go with another B. Give the new pairs plenty of time
to ask and answer each other’s questions and take note of
the answers. When they have finished, they should return to
their original A–B pair and compare answers. Ask students
to report some of the most interesting answers they received
to the class. See if any particular films are popular and ask
more questions about them. Try to encourage students to
use some of the vocabulary and phrases from the DVD.
Write any useful vocabulary and phrases on the board for
students to copy.

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1 My life

Before watching the DVD After watching the DVD

Answer key Answer key

b Ask students to look at the speech bubbles with the

After watching the DVD

After watching the DVD

Second viewing While watching the DVD – part 2

After watching the DVD

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