Resources Energy 2

This photocopiable guide has been downloaded from www.longman.com/energy© Pearson Education 2005

Energy 2 Unit 1Time for a chat?

1 Choose one of these situations.• a shopping mall• a crowded supermarket• a football match/basketball game …• the local park on Sunday afternoon.• a train.• an airport• the beach

2 Write sentences about.• the weather (The sun’s shining/It’s cold and it’s raining…)• what the people/animals are doing . Use these suggestions if you like.

an old man a young woman a group of guysa baby some girls a policeman a dog

the birds a kid a driver runskateboard sing play basketball / football cry

read a newspaper shop look at… talk to…

Two old men are playing basketball!

3 In pairs A and B, have a phone conversation

A: Ring your friend.B: Answer your mobile and start theconversation.

Explain why you are callingI’m bored …..

Explain where you are.Ask questions

Talk about your situation.Finish the conversation.


Energy 2 Unit 1Time for a chat?

Teacher’s Notes

Time 10 minutesInteraction individual and pairsPreparation Photocopy one worksheet for each pair of students.Aim Practice present simple and continuous tenses; informal

telephone languageProcedure

• Elicit from students how to answer the phone and then start an informalconversation.Hi!/HelloHi (name) How are you?I’m OK/ I’m bored.

• Elicit how to end a phone conversation in a friendly way. See you later/tomorrow Bye.See you. Bye

• Part 1. Working individually, each S chooses a situation from the sheet

• Part 2. Each S writes sentences about what people are doing in his/herchosen situation.There’s a man reading a newspaper/ There’s a baby crying/ Some youngguys are skateboarding …

• Part 3. When they are ready, ask Ss to work in pairs. Each pair sits ‘backto back’ so they can’t see each other.

• Ask them to carry out the phone conversation with their friend, then endthe conversation.

• If you like, ask one or two pairs to show their conversation to the class.


Energy 2 Unit 2My Country

1 Listen and write notes about the animals.

1 4

2 5

3 6

2 In pairs, match the descriptions to the correct animal

A cow B elephant C giraffe

D dog E cat F snake


Energy 2 Unit 2My Country

Teacher’s Notes

Time 10 minutesInteraction Individual then pair workPreparation Photocopy one worksheet per studentAim Practice of comparatives & superlatives

Procedure• Ask Ss to work individually and listen to the descriptions• Part 1. Describe the animals, and ask the students to write the information:

Animal 1 is bigger than the other animals – it’s one of the biggest animals inthe world. It’s grey, and it’s got four legs – and it’s got the longest nose in theworld.

Animal 2 is taller than the other animals. It’s not the biggest animal on theworld, but it’s the tallest. It’s got four long legs and a really long neck.Animal 3 hasn’t got any legs. It can be long or short, and it is sometimespoisonous. It’s more poisonous than the other animals.

Animal 4 is smaller than Animal 1 and Animal 2, but bigger than Animal 5. itlives in people’s houses, and people think it is their friend. It’s got four legsand a tail.

Animal 5 has got four legs and a tail, but it is smaller than Animal 4. It lives inpeople’s houses but it is very independent.

Animal 6 is bigger than Animal 4 and Animal 5, but smaller than Animal 1 andAnimal 2. it isn’t a wild animal but it isn’t a pet. we get milk and meat from thisanimal.

• Part 2. Ask Ss to compare their answers, and match the descriptions to thecorrect animal.

Answers1 B elephant2 C giraffe3 F snake4 D dog5 E cat6 A cow


Energy 2 Unit 3A Simple Story

eat give cut cry be go

come make sit have write

meet put onion knife kitchen

pizza supermarket money coke

parents run delicious

Write a story. Start your story like this.

On Saturday I met my friend Amira. She came to my house. We were hungry

but I didn’t have any food so we ……


Energy 2 Unit 3A Simple Story

Teacher’s Notes

Time 15 minutesInteraction GroupworkPreparation Photocopy handoutAim Practice irregular past tense verbs and food vocabulary

Procedure

• Put Ss into groups of 3 or 4.• Before they start writing, check that the Ss can remember the correct past

tense forms of the irregular verbs.• Tell Ss that they are going to write a story. The grammar should be

accurate and the story interesting.• The aim is to include in the story as many words as they can from the

handout in the story. They can also use any other words they want.• The story must be set in the past, starting with the sentence on the page.• Give the Ss some time to write their stories together, then ask them to

check the grammar.

• First, each group reads their story.• Then ask the Ss to count how many words from the box they used.• Ask the Ss to vote on The most interesting story.

Tip: For stronger groups or classes, ask them to write a poem instead.


Energy 2 Unit 4Crime

1 Draw a map of the streets around your school

• Mark your school (x) in the centre of the map.

• Draw the street in front of your school.

• Draw the streets that connect to this street.

• Mark the position of any of these things near your school:café post office park

station library cinema

• Mark the position of any other interesting places near your school.

2 Compare your map with your partner’s. Have you got the same places on the map?

3 In pairs, ask for and give directions.Excuse me. How do I get to …… please?


Energy 2 Unit 4Crime

Teacher’s Notes

Time 20 minutesInteraction Individual then pair workPreparation Photocopy one worksheet per studentAim Revision of place names, directions

Procedure• On the whiteboard, write an X. Write the name of your school under it.

• Ask Ss for the name of the street in front of your school. Draw the street.

• Ask which streets connect to this street. Draw and label two or threestreets.Ask Ss for any places near the school (café, etc). Write one or two on themap.Part 1. Ask Ss to draw their own map on their worksheet. Allow 5 minutes,and monitor their progress.

• Ask Ss to compare their maps with their partner – have they got the sameplaces on the maps?.

• Ask Ss to ask and give directions to places near their school. The roleplayon page 47 of Energy SB 2 gives a model for the conversation.


Energy 2 Unit 5 What’s the job?

Activity A

Student A

Work with Student B to complete the listof jobs below.

Student B

Work with Student A to complete the listof jobs below.

1. teacher 1.

2. 2. student

3. taxi driver 3.

4. 4. waiter/waitress

5. carpenter 5.

6. 6. scientist

7. unemployed 7.

8. 8. police officer

9. nurse 9.

10. 10. cleaner

11. factory worker 11.

12. 12. salesperson

13. office assistant 13.

14. 14. farmer

15. cleaner 15.

16. 16. window dresser

17. secretary 17.

18. 18. doctor

19. model 19.

20. 20. dancer


Energy 2 Unit 5What do you want to be?

Activity B

1. I want to be …………………. because ……………………………………………

……………………………………………………………………………………… .

2. …………………. wants to be …………………. because ………………………

……………………………………………………………………………………… .


……………………………………………………………………………………… .


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……………………………………………………………………………………… .


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……………………………………………………………………………………… .


Energy 2 Unit 5Jobs and work

Teacher’s Notes

Time Activity A: 10–15 minutes Activity B: 20 minutesInteraction Pair work then group activityPreparation Photocopy one worksheet per studentAim To give practice of defining jobs words; to practise speaking about

future ambitions

ProcedureActivity A What’s the job?

• Divide students into pairs and tell them to choose if they are student A or B. Giveworksheet A to students A and worksheet B to students B. Tell them not to showtheir worksheet to their partner

• Tell students they are going to describe the jobs on their worksheets and theirpartner has to guess the missing words. Demonstrate this task to the whole classusing an open pair for the first one or two words. Allow about 10 minutes for thetask.

• Monitor and assist with any problems students have with describing the jobs.• The teacher can round off by asking which words were easy to guess and which

were more difficult.

Activity B What do you want to be?

• Tell students they are going to talk about the jobs they want to do when theyleave school. Tell students first to think which job they would most like to do. Youmight find it helpful to brainstorm some other job words, for example, from Energy1 (see below) or other jobs students know the name for:

manager musician designer director farmerfilm star athlete footballer singer guitarist

• Tell students to think of two or three reasons which explain why they want to dothe job they’ve chosen.

• Tell students they have 15 minutes to talk to as many students as possible andask what they want to be and why. You can either do this as a mingling activity,or, if the class is too big, place students in large groups around the room.

• Monitor and assist as necessary.• In the round-up, nominate students to talk about someone they spoke to, for

example, This student wants to be a rock star because he loves playing theguitar. The other students have to guess who is being described.


Energy 2 Unit 6Tomorrow will be hot and sunny

Teacher’s Notes

Time Activity A: 5 minutes Activity B: 35–40 minutesInteraction Pair work and group activityPreparation Collect materials as described below*Aim To give practice of weather vocabulary and will to predict the future

ProcedureActivity A Vocabulary revision• To revise weather vocabulary tell students they are going to draw words and the rest

of the class must guess the word.• Divide students into 2 groups, and ask one student from each group to come to the

board. Write one of the words below on a piece of paper, show it to the ‘drawers’, andtell them to start drawing the word on the board.

freezing windy raining thunder and lightning hot

cloudy clear storm flood foggy snowing

• With large classes, ask the other students to put their hands up to stop them shoutingout at the same time when guessing the word. Or divide students into pairs and getone student from each pair to come and look at the word, then return to their partnerand draw the word on a piece of paper.

Activity B Mini-project TV Weather forecastNote: You will probably find it best to do this activity AFTER doing Resource 11 for Unit 6The weather forecast, which is at the back of the Energy 2 Teacher’s book.

Materials*You will need the following materials for this activity:

• Wall map (this can be of your country or of the world)• Paper, colouring pens and scissors for students to make weather symbols• Something for students to stick symbols onto maps, for example, BlutakTM or

SellotapeTM

Procedure• Put students into small groups. Tell them they are going to do a weather forecast like

the ones they see on television, for example. Tell them they will need to prepare theirscript and practise before they do their forecast on ‘live TV’ in front of the class.

• If you have world maps, students can choose different countries and write theforecast for their country. If you have a map of your country, students can choosedifferent regions to write the forecast for.

• Refer students to the texts in the Teacher’s book Resource activity to give them amodel to follow. You can show this using the OHP or photocopies of the texts. Givestudents 10–15 minutes to write and check their texts. Monitor and assist withproblems. Give them 10 minutes to draw, colour and cut out the symbols they need.Each student can do a different symbol to save time here.

• Rehearsal stage: Tell students they have about 5 minutes to ‘learn their lines’ andpractise sticking the symbols on their maps.

• On air: Each group comes to the front and presents their forecast to the ‘TVaudience’ – the class. At the end the class can vote for their favourite forecast.


Energy 2 Unit 7Fortune tellers

Name: ……………………..

1 Write down five questions for the fortune teller.

2 Now pass your questions to the fortune teller.

3 Fortune teller, write your answers in the spaces below.

1. ………………………………………………………………………………………………

…………………………………………………..………………………………………….

2. ………………………………………………………………………………………………

…………………………………………………..………………………………………….

3. ………………………………………………………………………………………………

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4. ………………………………………………………………………………………………

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5. ………………………………………………………………………………………………

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1 2

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5


Energy 2 Unit 7Fortune tellers

Teacher’s Notes

Time 25–30 minutesInteraction Individual and pair workPreparation Photocopy worksheetsAim To give practice of writing if + will sentences to predict future outcomes of

an action

Procedure• Tell students they are going to ask a fortune teller to predict their future and give

them some advice. (You may want to show a picture or give an L1 translation toexplain what a fortune teller is.) Write the question below on the board as anexample:

Write the following stems on the boardand ask students to complete them:

If we ………..…. the teacher won’t giveus lots of homework tonight.

But if we ………..…. the teacher will giveus lots of homework!

• Elicit verbs to complete these sentences, for example, If we work hard today, theteacher won’t give us lots of homework tonight. Recap on the use of won’t forpredicting something is not possible in the future and the use of will to showsomething is possible in the future.

• Give out worksheets and tell students to write five questions they want to know theanswer to. Note: Make it clear the rest of the class will see their questions and tellstudents to write their name at the top of the worksheet.

• Elicit a few possible questions, for example, I forgot to tidy my room last night – willmy mum be angry? Or I didn’t phone my boy/girlfriend last night – will he/she forgiveme? Monitor and assist with any language problems.

• Collect worksheets and redistribute them amongst the class. Tell students to work inpairs and think of two predictions for each question – one using will (possible) andone using won’t (not possible). Refer back to the board to clarify this and do anotherexample if necessary, for example, Your girlfriend won’t be angry if you say sorry andbuy her some chocolates. She will be angry if you don’t apologise. Allow at least 10minutes for this stage. Monitor and help with grammar problems or with vocabularythe students don’t know but want to use.

• Collect worksheets and deliver* them back to the students who wrote the questions.*You can ask a few students to help you return the worksheets.

• Tell students to read their answers and decide if they think the fortune teller’s adviceis good or not. Do feedback with whole class. Ask: Who liked their fortune teller’sadvice? Why? Who didn’t? Why?

Will the teacher giveus lots of homework

tonight?


Energy 2 Unit 8Star interview

Student A

You write for Teen magazine. You are going to interview someone famous for the nextedition of the magazine.

Before the interview, prepare lots of questions to find out all about the star’s experiences.You want your interview to be really good.

Write a mixture of ‘safe’ questions:for example, Where’s the most interesting place you have ever been to?and more difficult questions, for example, Have you ever fallen in love with another star?

Note: The star may say he/she won’t answer some of your questions, so be careful howyou write them!

1. ………………………………………………………………………………………………

2. ………………………………………………………………………………………………

3. ………………………………………………………………………………………………

4. ………………………………………………………………………………………………

5. ………………………………………………………………………………………………

6. ………………………………………………………………………………………………

7. ………………………………………………………………………………………………

8. ………………………………………………………………………………………………

9. ………………………………………………………………………………………………

10. ………………………………………………………………………………………………

11. ………………………………………………………………………………………………

12. ………………………………………………………………………………………………

13. ………………………………………………………………………………………………

14. ………………………………………………………………………………………………

15. ………………………………………………………………………………………………



Student B

You are a famous person. Write who you are here: …………………………….

You have agreed to do an interview with someone from Teen magazine. You wantyour interview to say lots of good things about you – you don’t want the writer to writebad things about you!

Before the interview, prepare a list of questions which you are happy to answer.

1. ………………………………………………………………………………………………

2. ………………………………………………………………………………………………

3. ………………………………………………………………………………………………

4. ………………………………………………………………………………………………

5. ………………………………………………………………………………………………

6. ………………………………………………………………………………………………

7. ………………………………………………………………………………………………

8. ………………………………………………………………………………………………

Now, write questions which you will NOT answer.

9. ………………………………………………………………………………………………

10. ………………………………………………………………………………………………

11. ………………………………………………………………………………………………

12. ………………………………………………………………………………………………

13. ………………………………………………………………………………………………

14. ………………………………………………………………………………………………

15. ………………………………………………………………………………………………

16. ………………………………………………………………………………………………



Teacher’s Notes

Time 25–30 minutesInteraction Individual and pair workPreparation Photocopy worksheets for students A and BAim To give written practice of present perfect simple + never/ever; to

provide oral fluency practice

Procedure• Tell students they are going to take part in an interview for Teen magazine. Half

of the class will be journalists and half will play the part of someone famous.• Divide the class into journalists and stars – you can ask the students if they

prefer to be the interviewer or the star.• Put students into pairs, with one journalist and one star. The star chooses who

they are, for example, Johnny Depp, Gwen Stefani and tells the journalist whothey are. Note: the ‘star’ should know enough about their chosen star to play thepart.

• Tell each pair to work individually for about 15 minutes:

ÿ the journalist prepares a minimum of 10 questions (using present perfectsimple) that they want to ask the star

ÿ the star writes questions (again, using present perfect simple) they areprepared to answer and which they won’t answer.

ÿ Note: Tell students that it is often usual for stars or their PersonalAssistants, to see and approve questions before interviews. Forexample, journalists may want to ask:

(a) Who is the best director you have ever worked with?(b) Have you ever made any really terrible films?

but the star, or their PA, may say they don’t want to answer, for example,question (b). Monitor and help with question forms or unknownvocabulary. You may need to give students some help with the type ofquestions stars are often asked.

• Tell the journalists to give their list of questions to the star. The star canrefuse to answer some questions, but the journalist must be left with at least 8questions. Stars cross out unwanted questions.

• Each pair role plays the interview – the journalists take notes.

Possible follow-up activity• Change pairs so that stars are not with the journalist who interviewed them. Tell

journalists to quickly tell their new partner what they learnt in their interview.• If you have time, the pair can write up the interview for Teen magazine and the

class then reads the finished interviews. (approx 15–20 minutes extra.)


Energy 2 Unit 9Rules for parents and teenagers

Student AYou are student B’s mum or dad. Your son/daughter is growing up very quickly and youoften worry about him/her. You want to give your child to be happy, but he/she can’t goout every night and come home late!Work with your group and write rules for your teenager son/daughter.

1. ………………………………………………………………………………………….

2. ………………………………………………………………………………………….

3. ………………………………………………………………………………………….

4. ………………………………………………………………………………………….

5. ………………………………………………………………………………………….

6. ………………………………………………………………………………………….

7. ………………………………………………………………………………………….

8. ………………………………………………………………………………………….

9. ………………………………………………………………………………………….

10. ………………………………………………………………………………………….

Now, talk to your son/daughter and try to change some of your family rules so everyoneis happier. You don’t want to have a big argument – try to listen, but tell him/her whenyou don’t agree with the rules.

Useful expressions

Teenager: start the conversation – saywhy you should be given more freedom.

Parent: reply and say how you feel and whyyou think some rules are needed.

Teenager: start to discuss the rules –remember to listen to your mum/dad andtry to agree.

Parent: discuss the rules with yourson/daughter – try to understand, but don’tagree to rules that you think won’t work.



Student BYou are a teenager. You think your parents think you’re still a child and you’re not! Yourfriends are allowed to do lots more things than you and you think this isn’t fair. You wantyour mum/dad to let you have more freedom.Work with your group and write rules for your mum/dad.

1. ………………………………………………………………………………………….

2. ………………………………………………………………………………………….

3. ………………………………………………………………………………………….

4. ………………………………………………………………………………………….

5. ………………………………………………………………………………………….

6. ………………………………………………………………………………………….

7. ………………………………………………………………………………………….

8. ………………………………………………………………………………………….

9. ………………………………………………………………………………………….

10. ………………………………………………………………………………………….

Now, talk to your mum/dad and try to change some of your family rules so they are morefair. Try not to have a big argument and don’t shout at your mum and dad or they won’tagree to your rules.

Useful expressions

Teenager: start the conversation – saywhy you should be given more freedom.

Parent: reply and say how you feel and whyyou think some rules are needed.

Teenager: start to discuss the rules –remember to listen to your mum/dad andtry to agree.

Parent: discuss the rules with yourson/daughter – try to understand, but don’tagree to rules that you think won’t work.



Teacher’s Notes

Time 30 minutesInteraction Group and pair workPreparation Photocopy worksheets for students A and BAim To give spoken practice of have to – obligation

Procedure• Tell students they will play a game where they negotiate rules in a family.

Elicit some examples of rules for teenagers, for example, ask what time theyhave to be back in the evenings. Elicit some examples of obligations forparents, for example, ask who has to make the dinner, who has to pay, forexample, for birthday presents. Discuss with the class how rules arenegotiated – you can talk about how one person’s ‘rules’ must appear fair foranother person to agree to them.

• Divide the class into parents (students A) and teenagers (students B) andgroup the students in small groups (3 or 4) of ‘parents’ and ‘teenagers’.

• Give out worksheets. Tell groups they have 10 minutes to write 10 rules:parents write rules for teenage children; teenagers write rules for parents.Remind students to make the rules fair – if they’re too extreme, the other sidewon’t agree!

Some examples:For teenagers: You have to phone and tell us if you are going to be late.You don’t have to tidy your room every day – just at the weekend.For parents: You have to listen to me!You don’t have to take me to my friends by car – I can walk!

• Monitor and assist with ideas and vocabulary where needed.• Revise some expressions used to agree/disagree from Mickey and Storm’s

argument on page 94 of Students’ Book. Say the first word/part of each –students call out the rest and write the expressions in the speech bubbles ontheir worksheet. Check answers – you can drill the expressions so studentsknow how to use the expressions with correct intonation in the role-play.

Expressions:

I know (you’re right, but …) You (win). That’s (rubbish)! Come (off

it)!

Don’t (shout)! Listen (to me, please). Ab(solutely)

• Choose a student to demonstrate the role-play activity – you can play the partof the teenager or the parent.

• Tell students they have 10 minutes to have their discussion – at the end youwill see which ‘family’ managed to agree most.

• Monitor and note any problems. Assist only if necessary to keep the role-playgoing.


• Feedback: ask students to report which rules they managed to agree on andwhy. Ask why other rules weren’t agreed. You can also give some feedbackon language used.


Energy 2 Unit 10

Film and TV

Teacher’s Notes

Time 30 minutesInteraction Whole class activity – can be played in smaller groups with two

teamsPreparation Photocopy Blockbusters grid and display on an OHTAim To give practice of present and past passive and vocabulary

related to the context of film and TV

Procedure

• Tell students they are going to play a game called ‘Blockbusters’.(Note: Students will be familiar with this game if they previously usedEnergy 1. If not, tell students the winner is the first student/team to getfrom one side of the grid to the other, either going across or vertically.)

• To demonstrate how to play the game, do an example: one team choosesa square at the sides or top or bottom of the grid. The teacher or otherstudents choose one question from the three given for that block andread/s the question out. Allow time for the students to think – you maywant to set a time limit and keep to this throughout the whole game.

• If the team answers correctly, they win the square (this means the otherteam cannot use it to cross the grid) and they get another go. Note:students can only choose a square that joins the square they have won. Ifthe team gives the wrong answer, it is the other team’s turn to play thegame and choose a square.

• The quiz finishes when one team crosses the board.• If you have time, you can play again, using any questions that were not

answered in the first game.

Possible extension activity

The game can be extended by asking students to work in groups and writesome questions based on their knowledge of films and TV. This could be setas a homework task if there isn’t enough time in class, or you haven’t got theresources in your classroom, for example, Internet, books about film for thestudents to use when writing questions.The game is then played using the students’ questions.


Film and TV Quiz - Questions and Answers

Friends1 Friends was originally called (a) Across the Hall. (b) Down Town. (c) In theCafé.2 The last series of the show was the (a) seventh. (b) eighth. (c) ninth.3 The series was set in (a) New Jersey. (b) New York. (c) New England.

Answers 1a 2c 3b

Star Wars1 The first Star Wars film made was (a) Episode IV. (b) Episode V. (c)Episode I.2 Obi Wan was played by (a) Liam Neeson. (b) Euan McGregor. (c) GeorgeLucas.3 Part of Episode IV was filmed in (a) Morocco. (b) Algeria. (c) Tunisia.

Answers 1a 2b 3c

Madonna1 Which part did Madonna play in Evita? (a) Eva Luna (b) Eva Peron (c) EvaDoron2 One of Madonna’s earliest starring roles was in (a) Desperately SeekingSusan. (b) Desperately Seeking Sarah. (c) Desperately Seeking Sandy.3 Madonna married film director Guy Ritchie in (a) 1999. (b) 2000. (c) 2001.

Answers 1b 2a 3b

Men in Black1 Who does Will Smith play in Men in Black? (a) Agent K (b) Agent J (c) AgentJK2 The sequel, Men in Black II, was released in (a) 2002. (b) 2001. (c) 2000.3 Which American city do the Men in Black work?

Answers 1b 2a 3 New York

The Mummy1 The Mummy was originally released in (a) 1932. (b) 1972. (c) 1982.2 Which of these actors star in the 1999 new film of The Mummy?(a) Boris Karloff (b) Rachel Weisz (c) Kevin Costner3 The sequel to The Mummy is called (a) The Mummy Returns. (b) TheRevenge of the Mummy. (c) The Mummy’s Revenge.

Answers 1a 2b 3a


Harry Potter1 Which castle in Britain was used as Hogwarts when they filmed the firstHarry Potter film? (a) Edinburgh Castle (b) Leeds Castle (c) Alnwick Castle2 The train for Hogwarts leaves from Platform 9 _. Which London train stationis it? (a) Kings Cross (b) Paddington (c) Euston3 What are the names of Harry’s two best friends?

Answers 1c 2a 3 Hermione and Ron

Titanic1 How much did it cost to make Titanic? (a) $90m (b) $200 (c) $4002 Which actors played the parts of Rose and Jack?3 When did the Titanic sink? (a) April 1 1912 (b) April 10 1912 (c) April 151912

Answers 1b 2 Kate Winslet and Leonardo di Caprio 3c

Shrek1 What colour is Shrek? (a) blue (b) green (c) yellow2 How many sequels have been produced? (a) 1 (b) 2 (c) 33 What is the name of the Princess in Shrek? (a) Philomena (b) Fifi (c) Fiona

Answers 1b 2a 3c

The Lord of the Rings1 Name three characters created by computer.2 The film was released in which three years?3 Who played Gandalf? (a) Elijah Wood (b) Orlando Bloom (c) Ian McKellen

Answers 1 Gollum, Treebeard, Balrog 2 2001, 2002 and 2003 3c

Johnny Depp1 Johnny Depp is (a) British. (b) American. (c) Australian.2 He had a British girlfriend called (a) Winona Ryder. (b) Naomi Campbell. (c)Kate Moss.3 When he was younger, he was in a rock group called The Kids. What didhe do? (a) He played the piano. (b) He was the singer. (c) He played theguitar.

Answers 1b 2c 3c

Kiera Knightley1 In Bend it Like Beckham she plays (a) basketball. (b) ice hockey. (c)football.2 She is from (a) America. (b) England. (c) Ireland.3 In Love Actually she (a) gets married. (b) gets divorced. (c) is single.

Answers 1c 2b 3a


Big Brother1 Where was the first Big Brother? (a) USA (b) Holland (c) Britain2 How many countries have Big Brother on TV? (a) over 10 (b) over 20 (c)over 1003 In the British Big Brother what is the name of the room where contestantscan go to talk to Big Brother? (a) the chat room (b) the diary room (c) thesecret room

Answers 1b 2c 3b

James Bond1 The writer who invented James Bond was (a) Ian McEwan. (b) Iain Banks.(c) Ian Fleming.2 How many James Bond films have been made? (a) 19 (b) 20 (c) 213 The name of the next Bond film is (a) Casino Monte Carlo. (b) CasinoRoyale.(c) Casino 007.

Answers 1c 2b 3b

Shakespeare in Love1 Who does Gwyneth Paltrow play when she pretends to be a male actor?(a) Mercutio (b) Tybalt (c) Romeo2 Which Queen visits the theatre to see Shakespeare’s new play?(a) Elizabeth I (b) Victoria (c) Anne3 What is the name of the theatre in London where Shakespeare’s plays wereperformed? (a) The Square (b) The Swan (c) The Globe

Answers 1c 2a 3c

Charlie and the Chocolate Factory1 Which actor played the part of Willy Wonka?(a) Johnny Depp (b) Nicolas Cage (c) Orlando Bloom2 How many children find a golden ticket which allows them to visit the sweetfactory?(a) 4 (b) 5 (c) 63 Which child is turned into a giant blueberry (a big blue fruit) in the film?(a) Verruca Salt (b) Augustus Gloop (c) Violet Beauregarde

Answers 1a 2b 3c

Penelope Cruz1 Where was Penelope Cruz born?(a) Los Angeles (b) Madrid (c) Barcelona2 Who was her famous boyfriend for a long time?(a) Tom Hanks (b) Tom Cruise (c) Antonio Banderas3 Which of Cruz’s films won an Oscar for Best foreign film?(a) All about my mother (b) Belle Epoque (c) Live Flesh


Answers 1b 2b 3b

The Simpsons1 When was the first episode of The Simpsons on TV?(a) 1989 (b) 1990 (c) 19912 Which of these people have not been guest stars in The Simpsons?(a) Tony Blair (b) George Bush (c) Stephen Hawking3 What are the names of Bart’s two sisters?

Answers 1a 2b 3 Maggie and Lisa

The X Files1 The X Files is (a) a comedy (b) a horror (c) sci-fi programme.2 Who is the main actor?(a) David Duchovny (b) David Schwimmer (c) James Duchovny3 Mulder’s partner is called (a) Diana Scully. (b) Dana Sully. (c) Dana Scully.

Answers 1c 2a 3c

Steven Spielberg1 He has worked with two famous actors called Tom. Which Tom’s are they?2 Which film did Steven Spielberg not direct?(a) E.T. (b) Men in Black (c) Schindler’s List3 He directed Jurassic Park in (a) 1993. (b) 1994. (c) 1995.

Answers 1 Tom Cruise and Tom Hanks 2b 3a

Jennifer Lopez1 The was born in (a) Chicago. (b) New York. (c) Washington.2 She did not sing (a) Love don’t cost a thing (b) If you had my love 3 (c)Beautiful3 She married Ben Affleck. True or false.

Answers 1b 2c 3 false

The White Stripes1 How many people are in the band? (a) 2 (b) 4 (c) 52 What colour do they usually wear on stage? (a) white (b) white and orange(c) white and red3 One of their albums is an animal name. What is it? (a) Tiger (b) Zebra (c)Elephant

Answers 1a 2c 3c


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