1 Web Quest

Notes and answers

Aims
to practice gerunds (-ing form)

Instructions
• Ask students what they use to wash their hands every day. Try to elicit or pre-teach the
word soap.
• Pre-teach the following words: dirt, earthquake, hurricane, oil spill, shape, smell.
• Go to the BBC Newsround website about soap (http://www.bbc.co.uk/
newsround/16697212).
• 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 on the website, choose the correct answer, and write 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 b  ​2  a  ​3  b  ​4  c  ​5  c  ​6  b  ​7  b  ​8  c  ​9  a  ​10  c

Extra activity 1
• Students go to the website about doing chores (http://www.gomommygo.com/
chores.html). They use the chart to interview each other and find out who does the
most chores. Alternatively, photocopy one copy of the chart for each student. Students
then conduct a survey to find out who in the class does the most chores and how often
they have to do them. Students report back to the class using has to and doesn’t have to.

Extra activity 2
• Students work in pairs or small groups and use dictionaries to look up and practice
the meaning of six new words on the website. They can be any six words of each
student’s choice.
• In different pairs, students take turns to play Hangman and practice the new
vocabulary they have looked up in the dictionary, explaining the meaning of new words
to their partner.

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2 Web Quest

Notes and answers

Aims
to revise the simple past

Instructions
• Write Laika, Yuri Gagarin, Neil Armstrong, and Buzz Aldrin on the board, and ask
students, Do you know what the connection between these names is? (They all
completed famous firsts in space. Laika was the first animal to orbit the earth. Yuri
Gagarin was the first man in space. Neil Armstrong and Buzz Aldrin were the first men to
walk on the moon.)
• Ask students, When do you think these events happened? Elicit guesses from students,
but do not give any answers yet. Tell students they are going to check their guesses and
find out more about famous events in the history of space travel.
• Pre-teach the following words: crash land, launch (v), mission, orbit (v), power, spacecraft,
space probe, survive.
• Go to the Space History website (http://www.spacekids.co.uk/spacehistory/).
• 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. Ask students to make a note of the key words in each sentence.
• Go through the sentences with them and explain that they must match the years in the
box with the events. 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 1963
2 1947
3 1957
4 1970
5 1959
6 1969
7 1981
8 1971
9 1986
10 2001

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 Web Quest 2

Extra activity
• Students go to the Learn About Space website by clicking on the link at the bottom of
the page (http://www.spacekids.co.uk/learn/).
• Here they can read more detailed information about different aspects of space travel.
Students work in groups and choose one aspect of space travel that they find interesting.
They should read through the information they have chosen carefully, and choose
five interesting facts to use to make a poster. Alternatively, they could make a short
presentation to the class, e.g.

Apollo astronauts
On July 20,1969, Neil Armstrong and Buzz Aldrin became the first astronauts to walk
on the moon. They stayed on the moon for less than three hours.
On the Apollo 13 mission there was an explosion and the spacecraft started losing air.
The astronauts had to repair the spacecraft and return home, but they landed safely.
The last mission to the moon was the Apollo 17 mission in 1972. It was also the
longest. The crew stayed on the moon for three days.

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3 Web Quest

Notes and answers

Aims
to practice conflict verbs
to revise the simple present and simple past

Instructions
• Ask students, How often do you argue with friends or a member of your family? How
does it make you feel? Ask, What do you do when you know you have made someone
sad or angry? Elicit apologize.
• Pre-teach the following words: caring, differences, get along with, maybe, might, point
of view, temper.
• Students go to the Kids’ Health website about arguing (http://kidshealth.org/kid/talk/
kidssay/arguing.html).
• 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 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 38%  ​2  26%  ​3  Control your temper  ​4  Adults / Parents  ​5  A good idea

Instructions
• Go to the page about saying sorry (http://kidshealth.org/kid/feeling/home_family/
sorry.html?tracking=K_RelatedArticle).
• Students read the information on the website and complete the spaces provided. They
can go to pages 2 and 3 by clicking on the page numbers at the bottom of the website
or by clicking continue.

Answers
6 No
7 You can feel good (because you are trying to make things right again).
8 No, there are many ways.
9 Any two of these reasons:
You hurt or teased someone. You lost something that belonged to someone else. You
broke something (even by accident). You did something you knew was wrong – like
telling a lie or breaking a rule on purpose. You did something your parents told you not
to do. You didn’t do something you were supposed to do.
10 No, sometimes you need to fix the mistake or promise to do better.

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 Web Quest 3

Extra activity
• In pairs, students read through the information about arguing and apologizing again.
Together they write a role-play between two family members or friends. In the role-play
they should argue and then apologize to each other. Before they start writing, students
should write down key words from the website to use in their role-play. Alternatively,
write the following useful words on the board and go through their meanings and
pronunciation: work (something) out, talk (something) out, It’s not my fault, I didn’t do it
on purpose, embarrassed, ashamed, I’m sorry I ..., hurt, tease, lose, break, tell a lie, break
a rule, lose (your) cool.
• Allow students around 30 minutes to write and practice their role-plays. Monitor and
check that they are using the target language correctly.
• Invite pairs to perform their role-plays to the class. If you have a large class, you could
split the class into two or three groups and have pairs perform in front of their group.

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4 Web Quest

Notes and answers

Aims
to practice the vocabulary of natural disasters
to revise the simple present

Instructions
• Ask students, Can you remember a recent period of bad weather? What happened?
Students can discuss this in pairs. Elicit some students’ descriptions for the whole class.
• Pre-teach the following words: avalanche, flash, ice crystal, lightning, raindrop,
snowflake, wide.
• Go the Weather Wizkids website (http://www.weatherwizkids.com/).
• 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. Ask students to make a note of the key words in each sentence.
• Students go through the questions then find the information by using the menu in the
left-hand column of the website. 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 It lasts six months. / It lasts from June 1 to November 30.
2 They happen in the Atlantic Ocean, Gulf of Mexico, and the Eastern Pacific Ocean.
3 There can be up to 200.
4 It can travel at 394 kilometers per hour (kmh).
5 It’s dangerous to use electric equipment like computers and appliances.
6 It is no more than one inch (2.54 centimeters) wide.
7 There are cinder cones, composite volcanoes, shield volcanoes, and lava volcanoes.
8 There are 452.
9 They are between 1/100 inch (0.0254 centimeter) and 1/4 inch (0.635 centimeter) in
diameter.
10 There are more than one million.

Extra activity 1
• Students can go to the Mythbusters: Weather quiz (http://discoverykids.com/games/
mythbusters-weather-quiz/).

Extra activity 2
• Students go to the Discovery Kids website about weather (http://discoverykids.
com/category/earth/). Here they can read more detailed information about different
aspects of weather and extreme weather. Students work in small groups and choose one
aspect of weather that they find interesting. They should read through the information
they have chosen carefully, and choose five interesting facts to use to make a poster.
Alternatively, they can make a short presentation to the class.

Engage  Level 2  www.oup.com/elt/engage PHOTOCOPIABLE © Oxford University Press 2015

5 Web Quest

Notes and answers

Aims
to practice comparative adjectives and (not) as ... as
to practice the vocabulary of hair and clothes
to revise the simple past

Instructions
• Ask students, Do you have a favorite period in fashion history? What did the clothes look
like?
• Go the the Fashion Timeline website (http://www.timetoast.com/timelines/40694).
• 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.
• Students read the information and look at the photos on the website, and 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.

Answers
1 T
2 T
3 F The skirts in the photo of 1950s fashion aren’t as short as the skirts in the photo of
1920s fashion. / The skirts in the photo of 1950s fashion are longer than the skirts in
the photo of 1920s fashion.
4 F They were curly.
5 F They are striped.
6 F He’s wearing a baggy shirt.
7 T
8 F The clothes in the 1990s were very comfortable.
9 F One of the women is wearing a plaid skirt.
10 T

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 Web Quest 5

Extra activity 1
• Students go to Hairstyles Through The Decades (http://www.timetoast.com/
timelines/hairstyles-through-the-decades).
• In pairs, students write six of their own True / False sentences about the different
hairstyles during the course of the twentieth century. They should write three true and
three false sentences. Students should use the vocabulary of hair and clothes as well
as long and short comparatives and (not) as ... as. Monitor and check that students are
forming their sentences correctly.
• When students have written the sentences, they should swap with another pair of
students and search the website for the answers.

Extra activity 2
• Students find pictures of people from different periods of the twentieth century and use
them to make a poster. They label the people’s clothes and hair with sentences, using the
target vocabulary and grammar.

Extra activity 3
• Students can sign up to the website and create their own timeline. They can create
a timeline about fashion or another topic they are interested in, e.g. music, sport,
technology, history, movies, art. Encourage students to use comparative adjectives.

Engage  Level 2  www.oup.com/elt/engage PHOTOCOPIABLE © Oxford University Press 2015

6 Web Quest

Notes and answers

Aims
to practice superlative adjectives and should / shouldn’t
to revise the simple present and simple past

Instructions
• Ask students if they can name any of the new Seven Wonders of the World.
• Go to the National Geographic website about the new Seven Wonders of the World
(http://news.nationalgeographic.com/news/2007/07/photogalleries/seven-
wonders/).
• Ask students if they can name any of the places just by looking at the photos.
• 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.
• Go through the sentences with them and explain that they must match the place names
in the box to the sentences. 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 they must use some place names more than once.

Answers
1 Chichén Itzá
2 The Great Wall of China
3 The Taj Mahal
4 The Colosseum
5 Machu Picchu
6 Chichén Itzá
7 Petra
8 “Christ the Redeemer”
9 Machu Picchu
10 The Great Wall of China

Extra activity
• For homework, students research the one new “wonder” that they think is the
most important. Students can find more information on the Discovery Kids website
(http://discoverykids.com/articles/what-are-the-7-wonders-of-the-modern-
world/) as well as a lot of information about each place on Wikipedia.
• Students prepare an argument explaining why they have chosen their wonder.
They should try to use superlative adjectives in their argument.
• In the next lesson, ask students to present their arguments, either to the whole class
or in groups.
• After listening, students vote on which wonder they think is the most important.

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7 Web Quest

Notes and answers

Aims
to revise past tenses

Instructions
• Write the name Marta Vieira da Silva on the board. Ask students if they know who she is
and what her profession is.
• Pre-teach the following words: cup, decorated, encourage, final, goal, league, position,
striker, title.
• Go to the about sports website about Marta (http://worldsoccer.about.com/od/
womenssoccer/p/Marta-Vieira-Da-Silva.htm).
• 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.
• Students write T (True) or F (False) and correct the false sentences, 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 She was born in Brazil.
3 T
4 F Boys didn’t want to play soccer with her.
5 F Marta’s brother didn’t want her to play soccer.
6 F Marta’s first club was Vasco de Gama.
7 T
8 F She won four league titles and one cup.
9 F She scored three goals (her team scored eight).
10 T

Extra activity
• In pairs, students choose a sportsperson they admire and research him or her online.
Encourage students to research using only English language websites. Students write
an interview with the sportsperson. They should write both the questions and the
sportsperson’s answers. They should include the following points.
– recent events
– favorite games
– childhood history
– professional history
– any social projects the sportsperson is involved in
• In their pairs, students practice acting out the interview. Invite some students to read out
their interviews in class.

Engage  Level 2  www.oup.com/elt/engage PHOTOCOPIABLE © Oxford University Press 2015

8 Web Quest

Notes and answers

Aims
to practice the vocabulary of kinds of movies

Instructions
• Ask a few students to tell the class about a movie they saw recently. Ask, Did you enjoy
it? and Why? / Why not?
• Pre-teach the following words: character, review, scene, scenery, set (n), special effects,
storyline.
• Explain to the students that they are going to read two movie reviews.
• Students look at the Web Quest 8 worksheet and go through the questions. 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.
• Go to the Movie Review website (http://www.kidzworld.com/entertainment/
movies#) and choose two movies to write about. They can find reviews by clicking on
images of the movies or clicking on the name of the movie.
• Students read about their chosen movies and write in the spaces provided, either on their
computer screen or on the photocopied worksheet.
• Monitor and give students language where necessary.

Answers
1 Students’ own answers.
2 Students’ own answers.
3 Students’ own answers.
4 Students’ own answers.
5 Students’ own answers.
6 Students’ own answers.
7 Students’ own answers.
8 Students’ own answers.
9 Students’ own answers.
10 Students’ own answers.

Extra activity
• Students take the answers about one of their chosen movies and expand and connect
them to write their own review, adding more information of their own choice. They can
look for photos of the movie and its main actors, and present their reviews in the style of
a magazine.

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A Web Quest

Notes and answers

Aims
to practice the vocabulary of travel and transportation

Instructions
• Ask students to think of environments where people live in almost complete isolation, like
in space stations.
• Pre-teach the following words: human, ill-fated, lounge, newspaper, post office,
successful.
• Go to the South Pole Station section of the of Glacier Explorer website (http://
glacierexplorer.com/2013/01/amundsen-scott-south-pole-station-oasis-in-the-
desert/).
• 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 text and answer the questions. Encourage them to look at the
pictures to help with their comprehension.
• 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 three hours
2 -15° F
3 80,000 square feet
4 They describe the first group to get to the South Pole, the successful but ill-fated bid of
1912, and the first flight over the South Pole.
5 fiction, world travel and South Pole reference
6 volleyball and soccer
7 guitar, drums, keyboard, bass guitar
8 Yes, it’s wonderful.
9 two
10 foosball, pool, dominos, backgammon, and cribbage

Extra activity
• Working in pairs students choose four photos from the photo index on the South Pole
Station website (http://southpolestation.com/newpole/newpole.html).
• Students write short captions for the four photos that they selected.
• Students present their selection to the class.

Engage  Level 2  www.oup.com/elt/engage PHOTOCOPIABLE © Oxford University Press 2015

B Web Quest

Notes and answers

Aims
to revise the past progressive and simple past
to practice the language around Sherlock Holmes.

Instructions
• Ask students, Who is Sherlock Holmes?
• Pre-teach the following words: carriage, horse, lamp, newspaper headline, trailer.
• Go to the Trailer Addict website and look at the opening sequence of Sherlock Holmes.
Note that there is no sound for this trailer, so students should be focusing on what they
see. (http://www.traileraddict.com/sherlock-holmes/opening-sequence).
• 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 watch the movie excerpt 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 He was taking a photograph.
2 He put his hand over his face.
3 In a newspaper.
4 SCOTLAND YARD CATCHES KILLER
5 One person was running.
6 There were no white horses.
7 They were wearing black hats, black coats and black gloves.
8 221B Baker Street.
9 It was on a lamp in front of the door
10 One (Watson).

Extra activity 1
• Working in pairs. students go to the Film Database on the Trailer Addict website
(http://www.traileraddict.com/thefilms) and choose the trailer from another movie.
• They watch the trailer without the sound, and write ten questions for other students
• Then they share these questions with another pair of students for them to find the
answers.

Extra activity 2
• Students may also want to look at the posters of the movie at
(http://www.traileraddict.com/sherlock-holmes/poster#1).

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C Web Quest

Notes and answers

Aims
to revise comparatives and superlatives
to practice the language of historic monuments.

Instructions
• Ask students, What is a bucket list? (A list of things that someone wants to do before they
die (or kick the bucket) – often places to visit). What places or activities could you have on a
bucket list?
• Pre-teach the following words: altitude, complete, create, deep, emperor, killed, mystery,
national park, stone.
• Go to the International Business Times website and look at the bucket list there.
(http://www.ibtimes.com/20-places-see-you-die-ultimate-travel-bucket-
list-1429536).
• 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 questions in the worksheet and look through the website to find the
answers.
• 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 Angkor Wat
2 Easter Island
3 Mount Fuji
4 Galapagos Islands
5 Stonehenge
6 Taj Mahal
7 Yellowstone National Park, 1872
8 The Colosseum
9 The Grand Canyon
10 Machu Picchu

Extra activity 1
• Students go to a different bucket list site at (http://travel.aol.co.uk/2013/01/09/holiday-
bucket-list-50-places-to-see-before-you-die-holiday-ideas/#!slide=aol_1245092).
• Working in pairs they choose five places that they would like to visit.
• Each pair then presents their list to the class, explaining why they would like to go there.

Extra activity 2
• Students go to a different bucket list site at (http://www.bucketlist.net/lists/all_
lists/?sort=count).
• This site focuses on activities rather than places. Again, working in pairs, students should
select five that they would like to do.
• Each pair then presents their list to the class, explaining why they would like to do them.

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D Web Quest

Notes and answers

Aims
to practice be going to
to revise the language of special events / the Olympics

Instructions
• Ask students where the Olympic Games were in 2012, and where in 2016. Ask them if
they know where the Games are going to be in 2020
• Pre-teach the following words: arena, ceremony, complete, spectator, take place.
• Go to the Tokyo 2020 website (http://tokyo2020.jp/en/plan/outline/index.html).
• 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. They can either click
on the map or scroll through the different venues in a slide show.

Answers
1 in the Olympic Stadium (1 on the map)
2 in the Yoyogu national stadium (3 on the map)
3 in the Imperial Palace Garden (5 on the map)
4 5,000 (10 on the map)
5 the triathlon and marathon swimming (13 on the map)
6 Shiokaze Park (14 on the map)
7 Football (Soccer) (34–37 on the map)
8 They are going to use it as a swimming center. (27 on the map)
9 in 2016 (29 on the map)
10 two (23 and 24 on the map)

Extra activity
• Working in pairs, students look again at the different venues on the website and
choose one.
• They describe the venue from the picture and the sport that is going to take place there.
• If time permits they should describe it to the class.

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