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HW 5e Int TG 4529365.indb 1 19/12/2017 17:42
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Cover image: Getty Images (commuter/Paul Bradbury).
Unit 4
Tales of the unexpected 55
Unit 5
Rights and wrongs 68
Unit 6
Easier said than done 80
Unit 7
Best years of your life? 93
Unit 8
Future friendly? 104
Unit 9
Caring and sharing 116
Unit 10
Beyond belief! 128
Unit 11
Back in the real world 140
Unit 12
Living the dream 152
Contents 3
© Copyright Oxford University Press
4 Introduction
© Copyright Oxford University Press
Introduction 5
© Copyright Oxford University Press
For students
S
AS
Welcome to Headway 5th edition.
I N CL
Here’s how you can link learning
rd e
in the classroom with meaningful
c
Acce ne Practi
ss Ca
preparation and practice outside.
Onli
Student’s Book
All the language and skills your
students need to improve their
English, with grammar, vocabulary
and skills work in every unit.
Also available as an e-book.
AT
HO
M
E
E
OM
AT H
y
tel
ara
s ep
S old
Workbook
Exclusive practice to match
the Student’s Book, following
Online Practice
the grammar, vocabulary and Extend students’ independent learning. They can Look again
Everyday English sections for at Student’s Book activities, do extra Practice activities, and
each unit. Students can use Check progress with instant feedback.
their Workbook for homework
or for self-study to give them
new input and practice.
headwayonline.com
C
ac e A
he cc
r’s es
Re s C
so ar
ur d
ce
Teacher’s Guide
Prepare lessons with full teaching
notes and photocopiable activities
for each unit. Get ideas on how to
adapt and extend the Student’s
Book material, and how to deal
with potential problems.
Teacher’s Resource
about the had to face his biggest challenge – men.
environment. Most of us have heard It wasn’t
alarming reports of only the loggers who wanted to cut
climate change and environmental down his
destruction, but we trees, but local villagers, too. They were
3 4 often feel powerless to do anything worried
other than get about the elephants and tigers eating
depressed about it. their crops
and attacking their animals. Jadav said
they
Jadav Payeng would have to kill him before they killed
Centre
didn’t get depressed. His is the his forest. He had the idea
heartening story of a man who decided of planting banana trees for the elephants
not to give in to to eat, and made sure 6 Find the highlighted words in the article
that feeling of powerlessness. He has there was enough deer for the tigers and
totally transformed to hunt, so they wouldn't need
the environment around him, single-handedly. to go into the villages try to guess their meanings.
5 6 for food. The tigers have
taken some of his own 7 Now match the words with their definitions.
A dying island cows, but then, says
It all began when he was a Jadav with a smile, ‘they shortage alarming single-handedly
teenager, in 1979. Jadav grew don’t know how to farm, to shelter wept barren
up on Majuli Island in northern do they?’ dripped loggers crops to accomplish
India, the largest river island 1 fell in small drops of liquid
3 Look at the photos and read the introduction on Earth, and enjoyed walking Future forest
along its shores. One day, he The forest is now 1,400 2 without any help
about Jadav Payeng. What do you think 3 to do something successfully
he did? saw hundreds of dead snakes acres, nearly twice the
Why do you think he did it?
on the river bank. Flood waters size of New York’s Central 4 people whose job is cutting trees down
had washed them there, and there Park. Jadav’s story has been made into
4 Read the rest of the article. How did it make a film,
of India, by a Canadian filmmaker, Douglas The Forest Man
you feel? was no vegetation for them to shelter McMaster. McMaster 5 not enough of something
in. followed Jadav for a month and says,
‘The snakes died in the heat, without 6 to protect yourself from bad weather
any tree
5 Are the statements about the article true (✓) cover. I sat down and wept …’. Jadav ‘He taught me that you can accomplish
realized a lot with very little … .
how serious the problem of deforestation He doesn’t even wear shoes. His way
or false (✗)? Correct the false ones. was – of life is extremely pure; 7 plants grown by farmers
floods were washing away the soil where free of possessions, yet he is extremely
trees 8 very worrying
1 Jadav is a sensitive person. cut down. Majuli, with a growing population had been happy and positive.’
of 170,000 people, Is Jadav himself satisfied with what 9 where nothing can grow
2 The population of Majuli has fallen had lost 70% of its land over the last he’s achieved? Well, yes, but
to a century. his aim now is to create another forest 10 cried
quarter of what it used to be. Jadav planted some tree saplings on on other barren land nearby.
the barren land, but they ‘It may take another 30 years, but I am
3 Planting bamboo wasn't Jadav's first died and it seemed nothing would grow optimistic about it,’ he says.
idea. there. He didn't want ‘No more global warming if everyone What do you think?
4 Jadav asked people to help him to give up though, and when he talked plants forest!’
to some of the older
water his young trees. people in his village, they suggested
he try planting bamboo.
Text by kind permission of Jadav Payeng,
www.JadavPayeng.org • How would you describe Jadav’s character?
5 He lives alone. Why is his story called ‘a rare species’
in the title?
6 Jadav has earned money by selling The first plantings What is amazing about his story?
wood So Jadav went out every day, making • What are the biggest environmental
from his trees. holes for bamboo plants in problems
the desert-like ground with a stick, and in your country? Flooding? Water shortages?
7 The villagers wanted to cut down his in a few years, large areas
trees of bamboo forest had grown. He learned Pollution?
to make money. that red ants improved
8 Jadav accepts that animals will sometimes
the condition of the soil, so he carried
hundreds of them onto the • What could you do as an individual
to help
land. He was stung many times. ‘That the environment?
get killed in nature. was an experience!’ he says,
laughing. • Is it really a problem if some animals
9 He doesn’t own very much. become
He then decided to try growing proper extinct? Why/Why not?
10 He expects to produce his next forest trees again in the improved
quickly. soil. The saplings survived this time,
but as they grew in number, Go online to watch a video
watering them regularly was a big challenge
for one man. He hung and learn more about another
64 Unit 6 • Easier said than done amazing transformation.
Class Audio
Full course audio is available
on the Teacher’s Resource
To log in for the first time, teachers use the Access Card
Centre, and on audio CDs.
in the back of the Teacher’s Guide for the Teacher’s
Resource Centre, and students use the Access Card
in the back of the Student’s Book for Online Practice.
Introduction • Course overview 7
© Copyright Oxford University Press
Easier said
6
Teach practical, real life English
that is relevant to your students’
lives with new topics and themes
grounded in today’s reality.
than done
• Grammar Present Perfect • Reading Forest man
Engage students with the new unit • Vocabulary Adverbs • Listening Ann Daniels – polar explorer
• Everyday English Numbers • Writing Adverbs in Descriptive writing
opener page. An inspiring photograph
with a thought-provoking quote and
questions introduce the unit topic and
encourage students to think about
issues that have an impact on their lives. 1 Look at the photo. How does it fit ?
the unit title? How do you think the
Watch the accompanying video man feels?
2
introduction in class or set as pre-work Read the quote. Why is it sometimes
better to go through a difficulty and
to bring the unit topic to life. not try to get out of it?
progress on Online Practice using the Link learning in class with meaningful practice
Learning Management System. outside class with the powerful blended
headwayonline.com learning syllabus.
You and your students are all busy. That’s why Headway
5th edition provides simple, connected materials that
seamlessly guide students through learning in class
5th edition and practising at home for every unit.
Teacher’s Resource After using the Student’s Book
Centre
in class, students can get new
grammar and vocabulary input
and practice with the Workbook
and look again at each unit,
practise all skills and check their
progress with Online Practice.
2 Language matters
of someone’s past often the story
What’s their story? p14 My closest relative p16 • My favourite things p11 Describing a person
• The Angulo brothers • Four people talk about • A personality quiz p13 p18
who they feel closest to in • What do you think? p14 • Facts and opinions
their family
• Talking about you p16
Everyday English p17
• Making the right noises
Language lovers p24 A world in one family • Talking about you p21 An informal email
• Why languages matter p26 • A class survey p 23 p28
to me: Eddie Izzard and • A family discuss their • What do you think? p25 & p26 • Correcting mistakes
Chris Packham nationalities
Everyday English p27
• Everyday situations
Dan Price - The best boss Balancing work and life • Talking about you p 31 & 36 A formal letter or
in America p34 p36 • Project p33 email p38
• Is this the best boss in • A family discuss their • What do you think? p35 • Applying for a job
America? work-life balance • Roleplay p37
Everyday English p37
• Making small talk
The Picture of Dorian Once upon a time … p46 • Talking about you p42 A story (1) p48
Gray, by Oscar Wilde p44 • People talk about their • In your own words p 42, p44 & • Linking ideas
• A picture story favourite fairy tales p46
• What do you think? p44
Everyday English p47
• Giving opinions
The philosophy of Rules for life p53 • Discussion p52 Writing for talking
pebbles p54 • People discuss some • What do you think? p53 & p55 p58
• The jar of pebbles memes about life • Talking about you p56 • Using sequencers in
instructions
Everyday English p57 • A How to … talk
• Polite requests and offers
The man who made a Ann Daniels – polar • Project p61 Life changes p68
forest p64 explorer p66 • Talking about you p63 • Using adverbs in
• Forest man • Authentic radio interview • What do you think? p 65 & p66 descriptive writing
with an explorer
Everyday English p67
• Numbers
Boarding school p74 Best of friends? p73 • Talking about you p73 Discursive writing
• Gordonstoun – the school • People talk about • What do you think? p73 & p74 – arguing for and
that Prince Charles friendships against p78
loathed! Everyday English p77 • Pros and cons
• You poor thing! and other
exclamations
Boy wonder – Taylor How will we keep the • What do you think? p82, p83 Writing for talking (2)
Wilson p84 lights on? p83 & p84 p88
• The boy who built a fusion • A radio interview about • Talking about you p82 • Analysing a talk
reactor the future of energy
Everyday English p87
• Making arrangements
The sharing economy The kindness of strangers • Roleplay p92 Describing a place
p94 p93 • Talking about you p92 p98
• What’s yours is mine! • A radio programme where • What do you think? p93 & p94 • Relative pronouns and
people call in to thank • Project p94 participles
others
Everyday English p97
• Money matters
Why on earth would How on earth did he do • What do you think? p102, A story (2) p108
anyone do that? p104 that? p106 p105 & p106 • Organizing a text
• My solo wedding – • Authentic radio interview
everything but the groom with a man who made a Everyday English p107
surprising journey • Expressing attitude
Digital animation p114 How would you like your • Talking about you p111 & A message on social
• Capturing the imagination newspaper, sir? p113 p113 media p118
• People talk about whether • What do you think? p114 • Informal language
they prefer the physical or
digital version of various Everyday English p117
things • I need one of those things …
Lives that make a Having the time of his • What do you think? p123 & A biography p128
difference p124 life! p123 p124 • Combining sentences
• Eugene Cernan – astronaut, • Authentic interview with a
Christina Noble – charity gondolier Everyday English p127
worker • Talking in clichés
4 e 1.11 Give students time to read A’s lines and think Answers
about the possible responses. Play the recording, pausing a 4 b 5 c 6 d 7 e 3 f 2 g 1
after each response to give students time to write down
their answers. e 1.13
Check the answers and then get students to practise in 1 A I just had a weekend in Paris with my boyfriend.
pairs. Monitor and check students’ intonation. If necessary, B Did you? How fantastic! What was the weather like?
play the recording again and get students to repeat, 2 A Will Spaghetti Bolognese be OK for dinner?
B Of course! That’s great! It’s one of my favourites.
exaggerating the voice range. 3 A My flight was cancelled because of a pilots’ strike.
Elicit alternative responses for B’s lines (see bracketed B Oh dear! That’s a shame. Will you get your money back?
answers below). 4 A I failed my driving test again.
B You didn’t! That’s too bad. Better luck next time.
Answers and audioscript 5 A We’re expecting a baby!
B Really? Congratulations! When is it due?
e 1.11 Making the right noises 6 A So you think I should get a new job?
1 A My grandfather hasn’t been too well lately. B Definitely. You’ve never been happy with your boss. It’s time to
B Oh dear. (What a pity!/That’s a shame./That’s too bad./How move on.
awful!) 7 A I told him I never wanted to see him again.
2 A He’s 79, but he’s always on the go. Don’t you think at his age he B You’re kidding! What a pity. I always thought the two of you
should slow down a bit? were so good together.
B Absolutely. (Definitely./Of course.)
3 A But he won’t listen to me. He says he wants to enjoy his life to
the full.
7 Focus attention on the example. Model the activity with
B Fair enough. (Of course./Absolutely.) a strong student before students do the pairwork. Start
4 A Last summer he went on a two-week cycling holiday in France. a conversation with a confident student about a good or
B You’re kidding! (That’s amazing!/Really?) bad day, e.g.
5 A We’re going to give him a big party for his 80th birthday.
B That’s great. (How fantastic!/Lovely!/Brilliant!/Good for you.)
A I had a great day last Saturday.
6 A But before that I’m going to have a word with him and tell him B Really? Why? What did you do?
to take things easy. A Well, it was my birthday and my sister organized a surprise
B Good for you.
party.
5 e 1.12 Elicit possible responses for conversation 1. B How fantastic! Were many people there?
Students complete the task, working in pairs. A Yes, quite a few. And my sister had invited all my old
Play the recording and get students to compare their school friends.
responses with those on the recording. Play the recording B You’re kidding! That’s great!
again if necessary. Put students in new pairs to invent new conversations. If
Check the range of responses that are suitable (see students seem short of ideas, feed in possible contexts:
bracketed answers below). good: heard from an old friend/got promotion at work/
Answers and audioscript had a fantastic meal/met the man or woman of your
dreams
e 1.12
bad: got a parking ticket/had a row with your best friend/
1 A I just had a weekend in Paris with my boyfriend.
B Did you? (You didn’t?/That’s amazing!/Really?) How fantastic! had to take back your new computer/failed a test/lost
(Lovely!/Brilliant!/That’s great!) your wallet or purse
2 A Will Spaghetti Bolognese be OK for dinner?
B Of course! (Absolutely./Definitely./Fine.) That’s great! (Lovely!) Additional material
3 A My flight was cancelled because of a pilots’ strike.
For teachers
B Oh dear! (What a pity!/How awful!/Bad luck.) That’s a shame.
4 A I failed my driving test again. Photocopiable activity – Communication: How fantastic!
B You didn’t! (Did you?) That’s too bad. (What a pity!/That’s a pp169–70
shame./Oh dear./Bad luck.)
For students
5 A We’re expecting a baby!
B Really? (That’s amazing!/You’re kidding!) Congratulations! (How Online Practice – Look again
fantastic!/That’s great!/Brilliant!) Workbook p11, exercises 1–2
6 A So you think I should get a new job?
B Definitely. (Absolutely./Of course.) You’ve never been happy Online Practice – Practice
with your boss.
7 A I told him I never wanted to see him again.
B You’re kidding! (Did you?/You didn’t!/You did what?/Really?)
What a pity. (That’s a shame./Oh dear./That’s too bad.)
4 Read the task instructions with the class. Ask students 6 Ask students to find much in the text and ask them how it
to read the first paragraph again and mark the text qualifies the meaning of the adjective which follows it (it
accordingly. Check they have coded the text correctly makes the adjective stronger). Students work through the
(see Answers below) before they continue the task in other examples in pairs. Check the answers with the class.
pairs. Encourage them to use the context to help them Answer
with new vocabulary, or to use a dictionary if appropriate. The words all make the following adjective stronger, except
Monitor and help as necessary, then check the answers quite, which makes it slightly less strong.
with the class.
7 If you have time in class, get students to make notes for
Answers each of the points in the list. Monitor and help students
My Crazy Uncle Joe with this planning stage.
Of all my relatives, I like my Uncle Joe the best. He’s my mother’s
much younger brother. He was only nine when I was born, so
Set the writing task for homework. Remind students to
he’s been more like a big brother to me than an uncle. He is in keep to the number of words and to check their work
his mid-20s now and he is always such good fun to be with. before handing it in.
He studied at a drama school in Liverpool, and then he moved
to London a year ago to try his luck in the theatre. He shares a
Additional material
flat with three other would-be actors and he works as a waiter For students
and a part-time DJ. He’s passionate about his music. It’s called Online Practice – Practice
house music, and it’s a kind of electronic dance music. When he
Workbook p11, Review, exercises 1–2
‘deejays’ he goes completely wild, waving his arms and yelling at
the crowds. Everybody catches his enthusiasm. He’s absolutely Online Practice – Check your progress
brilliant, and I’m proud that he’s my uncle.
Also, I think he is really good-looking. He’s quite tall with sandy-
coloured hair, and twinkly, dark brown eyes. He’s had lots of
girlfriends, but I don’t think there is anyone particularly special
at the moment. He has a great relationship with his flatmates,
they are always laughing and joking together. He knows how to
have fun, but he’s also an extremely caring person. I can talk to
him about all kinds of problems that I could not discuss with my
parents. He’s very understanding of someone my age.
He works hard and he plays hard. He’s had lots of auditions for
various theatrical roles. He hasn’t had much luck yet, but I’m sure
that one day he’ll be a highly successful actor. I think he’s really
talented, but he says he doesn’t want to be rich or famous, he
just wants to prove to himself that he’s a good actor.
’s = is or has?
Practice SB p21
3 Write the following sentences on the board: She’s English.
No, they don’t! She’s never been to Spain. Underline each ’s and ask
1 This exercise gets students to form the negatives of students if each one means the same thing (No, the first
the Present Simple and Continuous, Past Simple and = is, the second = has). Ask students which tense uses
Continuous, and Present Perfect. Focus attention on the has as an auxiliary (Present Perfect). Focus students on
example and ask students what tense it is (Present Simple) the example. Students work alone to identify whether ’s
and how the negative is formed (by inserting don’t). Tell denotes is or has before comparing with a partner. Check
students that the exercise uses a range of tenses. With answers.
weaker classes, elicit the negative forms of the Present Answers
Continuous (’m not/isn’t/aren’t + -ing), Past Simple 1 is
(didn’t + base verb), Past Continuous (wasn’t/weren’t + 2 has
-ing), and Present Perfect (haven’t /hasn’t + past participle). 3 is
Also elicit the opposite of No, they don’t. (Yes, they do.) 4 has
and the forms for the Past Simple No, they didn't. (Yes, they 5 is
did.) and Present Perfect No, they haven't. (Yes, they have.). 6 is
Tell students to include the correction if they know the
information. If not, they can just write the short answer, SUGGESTION Consolidate the work on tenses by asking
e.g. No, they don’t. Students work individually before students which tense is used in each sentence in exercise 3
comparing answers in pairs. (1 Present Continuous, 2 Present Perfect, 3 Present Simple
2 e 2.2 Tell students to listen and compare. Play the passive, 4 Present Perfect Continuous, 5 Present Simple,
recording. Tell students they are going to practise the 6 Present Simple passive).
pronunciation of the corrections in 1. Tell them to listen 4 e 2.3 Play the recording. Pause after each sentence for
carefully to the stress and intonation to help them copy students to tell their partner if they heard is or has.
it when they speak. Play the recording again. Pause after
each one and tell students to underline the stressed Answers
1 has
words. Drill each sentence. After playing all the sentences,
2 is
allow time for students to practise in pairs. Monitor and 3 has
help individuals as necessary. 4 has
5 has
6 is
7 is
8 is
Simple and continuous 2 e 3.5 Focus students’ attention on the example answers
1 e 3.5 The practice in a work-related context continues saying what Nigel is doing and what he is wearing. Elicit
with a focus on people who work in the same office. Drill examples for Edward. Students work in pairs to continue
the pronunciation of the names of the people in the box discussing what the people are doing and wearing. Check
and check comprehension of the jobs. Make sure students the answers with the class, referring to the picture.
know how to say the abbreviations HR /eɪʧ ˈɑː/, IT /aɪˈtiː/,
CEO / siː iː ˈəʊ/, and PA /piː ˈeɪ/.
Answers Check it
• Edward is charming. He always has a nice word to say to everyone.
• Helena is very bright and very quick. 6 This activity highlights common errors in the use of state
• Jenny is a sweetheart. Everyone loves her. verbs. If necessary, refer students back to the Grammar
• Matthew knows everything about technology. spot on SB p31 before they do the exercise.
• Christina organizes Nigel’s diary and the whole of his life, but Elicit the answer to sentence 1 as an example. Tell
she helps everyone. She runs the whole place. They couldn’t students that a few sentences are correct. Give students
cope without her. time to do the exercise, working individually. Students
who finish quickly can check their answers in pairs. Check
3 This task contains a range of vocabulary related to the
the answers with the class.
workplace. Complete the example about the CEO as a
class. If appropriate, allow students to use dictionaries Answers
to look up new items or check/explain any items that 1 Do you understand what I’m saying?
students query. Check the answers. 2 f
3 f
Answers 4 I think you’re really nice.
• CEO is responsible for running the whole company. Current 5 I don’t believe you. You’re telling lies.
project = discussing plans and targets with the Board of Directors 6 I know you don’t agree with me.
• PA makes appointments and arrangements. Current project = 7 f
organizing hotel bookings for the sales conference 8 We’re so worried. We owe a lot of money.
• Accountant is in charge of budget and cash flow. Current
project = writing the annual financial report
• Sales director negotiates prices and contracts with customers. Active and passive
Current project = preparing to visit customers in China This section reviews form, and helps students understand when
• IT manager runs IT support team. Current project = buying to use the passive. The tense coverage is limited to the Present
new hardware Simple and Continuous. Further coverage of the passive is given
• HR manager looks after personnel and their conditions for in Units 4 (past tenses) and 6 (Present Perfect).
employment. Current project = recruiting new staff
1 Pre-teach/Check the following items from the statistics:
4 e 3.6 Focus attention on the short conversation. Play average /ˈævərɪdʒ/ (adj. the amount you get when you
the recording and ask students to listen. Choose two add several quantities and then divide this by the total
confident students to read the conversation aloud. number of quantities), on average (when a number is
Highlight the question forms. Drill the pronunciation as based on a calculation about how much someone usually
necessary and get students to mark the main stresses on earns, how often something happens, etc.), the state
each line, e.g. What’s your job?, What do you do exactly?, (the government of a country), to cut jobs (to reduce the
What are you working on at the moment? Students practise number of jobs in a workplace), pocket money (usually a
reading the conversation in pairs. small amount of money parents regularly give to their
Students make similar conversations in their pairs, using children), a household (all the people who live in one
the jobs from exercise 3. If students need extra support, house), to owe money (the situation when you have
start by eliciting another model conversation and write borrowed money and you need to give it back). Point out
it up on the board. Students can also make similar that workforce can be either a singular or a plural noun.
conversations about their own jobs if applicable. Give students time to read through the statistics. Elicit the
correct form for the first statistic. Students work through
Monitor and check for accurate tenses and question
the sentences and decide which form is correct. Allow
formation, and correct any errors carefully. You could ask
them to check in pairs. Check with the class. If necessary,
some pairs to perform their conversations for the class.
refer students to Grammar reference 3. 5–3. 6 on p 143.
46 Unit 3 • Just a job?
© Copyright Oxford University Press
4 e 4.11 Get students to read the questions in the table In your own words
so that they know what to listen for. Remind students that Students will need some time to make notes before this
when they listen they don’t need to understand every storytelling exercise. This could be done as a homework exercise
word to be able to complete the table. Play the recording leading up to this lesson. Prepare students by eliciting questions
for a second time. Ask your students to discuss their people often ask about stories when they want to find out more
answers. Check answers with the class. about them. Write them on the board for students to refer to.
Possible questions:
Answers
How does the story start/end?
Richard and Ian Beth and Anna
Who are the main characters?
Why is it a It was the first It was a family Where/When does the story take place?
favourite story? thing he’d seen at favourite.
What happens? Is it scary/funny/sad?
the theatre – he
loved the flying Why did you like it?
and the magic. When students are ready to speak, write Once upon a time …
on the board and put students in small groups. Tell them to
Who are the Captain Hook is The wicked witch
good characters bad. Tinkerbell is is bad. Rapunzel begin their story with the phrase on the board. This is to help
and who are the sometimes good and the prince are them consolidate and practise the use of narrative tenses
bad characters? and sometimes good. rather than slipping into present tenses. Students take turns
bad. Peter and to tell their stories. Monitor the speaking activity, noting any
Wendy are good. examples of good language and any language problems.
Elicit a few stories after the fluency exercise and give
What are some When the children When the couple’s
feedback on any language points noted whilst monitoring.
key moments in fly away to child is taken by
the plot? Neverland. the witch and Additional material
locked in a tower.
When the prince For students
is thrown out of Online Practice – Practice
the tower and
blinded. When
Rapunzel finds Everyday English SB p47
him in the desert
and her tears cur Giving opinions
his blindness. This section assumes that students will be familiar with basic
What magic Never growing up Curing the prince’s expressions for giving opinions, and also recycles some of
is there in the and being able blindness with the language from Unit 3, SB p37. It extends the functional
story? to fly. tears. focus to include the form and intonation of question tags
used to ask for agreement, and the use of adverbs to make
opinions stronger. This includes a focus on voice range and is
5 In this task, students need to recognize who/what each
also an opportunity for students to give their own opinions
sentence refers to in the listening text. The sentences refer
on a range of people, things, and events.
to places, characters, events, ideas and themes in the two
fairy tales. 1 e 4.12 Focus students on the picture next to the dialogue.
Elicit anything they know about James Bond (e.g. Who is the
Check/Pre-teach cheeky /ˈʧiːki/ (slightly rude but in a funny
main character in the spy novels written by Ian Fleming in
way), tough /tʌf/ (difficult) and whisk away /wɪsk əˈweɪ/ (take
the 1950s/60s? (James Bond) How many Bond movies are
away in a dramatic, sudden way). Model the exercise by doing
there? (24) Which actors have played Bond in the movies?
the first two sentences with the class. Students work with their
partner and discuss their ideas.
Unit 4 • Tales of the unexpected 65
© Copyright Oxford University Press
Answers Answers
1 h 2 f 3 d 4 g 5 a 6 c 7 e 8 b Ways of asking for advice:
1 Do you think it’s OK to … ?
The main part of this exercise is a conversation-building 2 Should I … ?
activity. Tell students they are going to listen to the eight 3 Is it wrong to … ?
short conversations again. Ask them to consider speaker 4 I don’t know whether to … .
A’s response to the advice and to decide how speaker B 5 Do you think we should … ?
6 What do you think?
might continue the conversation in each case.
7 Do you think it’s all right to … ?
Model the task by playing conversation 1 on the recording. 8 Do you think there’s anything wrong with me … ?
Elicit a suitable response from B, e.g. Yes, but your employer Verbs used to give advice:
might call the police and you might be arrested. Put students a We don’t have to …
in pairs. Play the recording of conversations 2–8, pausing b You mustn’t … , It might …
after each one to give students time to decide on a suitable c … you’re not allowed to …
response from B. Students first do this listening and d You need to …
speaking exercise in pairs. Then repeat the exercise with the e You can’t …
class eliciting how B might respond. f … you must …
g You probably should …
h … you shouldn’t really …
e 5.1 Everyday dilemmas
1 A I work in an office with a huge stationery cupboard. Do you think
it’s OK to take envelopes and pens home for my personal use?
B Well, you shouldn’t really. It’s not allowed, so it is actually stealing.
GRAMMAR SPOT SB p50
A The thing is, I’m seriously underpaid for the amount of work I do. This Grammar spot reviews how modals and related verbs
2 A I’ve just found a £20 note on the floor in the university library. are used by a speaker to express different attitudes.
Should I hand it in?
B Yes, you must, of course. I’m sure whoever’s lost it will ask if it’s
1 Students read the sentences and question. Elicit
been found. the answer. Check that students know that must is
A I don’t trust that man on the desk, though. He seems to hate generally stronger than should for giving advice.
students!
3 A My partner often leaves the email inbox open on his laptop
Answer
when he’s out of the room. Is it wrong to have a look through You must hand it in.
his emails sometimes? 2 Students read the sentences and discuss the answers in
B Of course it is! You need to give people some privacy, even in a pairs. Check the answers with the class. Point out that
relationship.
modals of obligation (must/have to) and permission (can/
A But I’ve noticed lots of emails from a girl I’ve never heard him
talk about. be allowed to) can also be used to make suggestions or
4 A That shop assistant has given me too much change. I don’t give advice, as in the readers’ replies on SB p51.
know whether to go back and tell her?
Answers
B You probably should. They sometimes take it out of their wages
if cash is missing. You can/You are allowed to leave now express permission.
A She was incredibly rude to me, though. You need to/You must/You have to leave now express obligation.
5 A I didn’t enjoy that meal at all. Do you think we should leave a tip? 3 Students complete the sentences and the question,
B We don’t have to leave one if we don’t want to. then check their answers in pairs. Check the answers
A But the waitress was really nice.
with the class.
6 A My friend says I don’t need to buy the book for my university
course – he’ll make me photocopies of his. It doesn’t seem Answers
wrong to me. What do you think? Children have to go to school.
B It’s not just that it’s wrong, it’s illegal. You know you’re not You mustn’t go out in the sun without suncream on.
allowed to make copies. Most people don’t have to work on a Sunday.
A But the book costs a fortune to buy!
Do you have to work on Sundays? / Don’t you have to work on
7 A Oh no! I’ve dropped the sausages on the kitchen floor. They
look fine. Do you think it’s all right to serve them? Sundays?
B You can’t give people food that’s been on the floor! If students have problems distinguishing mustn’t and don’t have
A It’s very clean, though. And I don’t know what else to give them. to, write two parallel sentences on the board for analysis. Elicit
8 A My laptop’s picking up the neighbour’s Wi-fi, and it knows the which means ‘it isn’t allowed/permitted’ and which means ‘it isn’t
password from when she used it here. Do you think there’s necessary’:
anything wrong with me using it? You mustn’t shout. Everyone is asleep. (It isn’t allowed.)
B You mustn’t use it without asking her. It might end up costing
her more. You don’t have to shout. I can hear you very well.
A No, I know she has unlimited broadband. And it’s only while (It isn’t necessary.)
mine is broken.
4 Elicit the past of the two sentences.
4 Elicit a question used to ask for advice in Text A, and elicit Answer
the modal verb or related verb used to give the advice in I had to go.
Text B. Students work individually and continue finding the Refer students to Grammar reference 5.1–5.5 on pp145–7.
Discussing grammar
e 5.2 Breaking the rules
Conversation 1 3 Elicit the correct verb for sentence 1. Elicit why it is this
A I can’t believe it! We had to pay a fine for taking our kids on verb. Put students in pairs to complete the task, and then
holiday in school-term time! check answers with the whole class.
B Well, they’re trying to put a stop to it. And to be honest, I don’t
think parents should make their kids miss school for a holiday. Answers
A That’s because you haven’t got kids. You don’t have to pay the 1 should 5 had to
ridiculous prices they charge for flights during school holidays. 2 mustn’t 6 Are
B You don’t need to go abroad on holiday. You should take them 3 Can 7 have to
somewhere in this country. 4 don’t have to 8 have to
A Oh yeah. Very relaxing, trying to keep three kids happy when it’s
cold and raining.
EXTRA IDEA You can extend the practice on giving advice in
a freer, more personalized activity. Write these problems on
the board or on a handout, e.g.
Additional material
For students
Online Practice – Practice
Workbook p37, Review, exercise 1
Online Practice – Check your progress
e 6.4 Part 1
SB = Steve Backshall AD = Ann Daniels e 6.5 Part 2
SB Ann, there are great adventures to be had, in many different SB = Steve Backshall AD = Ann Daniels
kinds of environments; forests, deserts, mountains. What is it that SB You had a very normal childhood and upbringing?
attracts you to the potential, utter misery of the poles? AD Yeah, I was born … in the city of Bradford, and that’s quite an
AD Well, if I’m honest, it was actually just an opportunity that industrial city, and from working class parents, where we were
came my way, when I saw a newspaper advert that asked for expected to leave school, I left at 15, just before my 16th birthday,
applications to go to the North Pole, and I’m a great believer in and then we had to go get a job and bring income into the house.
taking up opportunities, so I applied and I found myself in the That’s what we did, and that’s what I did, and, as a child I’d four
Arctic. Having got to the Arctic, I loved the place. It blew my mind older brothers, so we were always getting up to mischief, but
away. You’re walking on a crystal ice that moves, it makes sound, as soon as I grew up, I took a normal job, I was in a bank, and I
it groans. … Yes, it’s trying to kill you most of the time, but it feels thought I would have children. The height of my ambition was to
like a living beast, nature at its rawest, and I’d never experienced go back to the bank and, and progress to be a manager, and that
anything like that before, and I was hooked from day one. was all my expectations were, up until I saw a newspaper advert,
SB All I’m getting from you now is, is positivity, and optimism, and and it changed my whole world and perception and, and life.
joy, but I know for an absolute fact that it isn’t always like that. SB Legendary climber, Joe Simpson, was like you, the last of five
AD Most of the time it’s not. Most of the time you’re in agony, you’re children, and he talks about how as a child you’re always seeking
pulling a sled, and you’re … On our … South … North Pole to find your niche, in a family and in life. And as the fifth, all of
expedition in 2002, it was an 80-day expedition, on day 37 we those niches have already been taken, and you have to work
had gone just 69 miles of the 500 miles – that’s how slow we’d even harder to try and impose your character, and he says that
gone, barely two and a bit miles a day. Every inch of our bodies that’s pretty much fundamental to how he got into becoming an
screamed with pain. But you know, the sense of achievement explorer and adventurer and a climber. Do you think that had any
really overcomes the horror, and like anything in life, when we’ve kind of, formative part in, in your life?
finished and we’ve got through it, we take away the beauty and AD Absolutely, but I would say possibly slightly different in, I was the
the greatness and the joy, not the pain and the horror, as I would fifth, but I was the only girl, so I had four brothers, so my psyche
imagine there would never be more than one child born if we was, I never felt I was good enough, or big enough, or strong
didn’t take the beauty away from the great experiences of life. enough, ’cos I’ve got these boys who were running around and
SB It’s interesting you say that actually, Ranulph Fiennes talks about I come from the kind of background where girls really weren’t
the fact that to be an explorer, and particularly a polar explorer, all expected to be boys, and so I found that I was fighting, because
you really need is a terrible memory, and that actually, you know, I wanted to be one of them, I wanted to be able to go and play
all that you take away with you, as you’re saying really, the, those football, and climb the trees, and so I did, and you can guarantee
trans … transcendent moments, and you forget about all of the if my older brother said ‘there’s a really high tree there, who’s
chafing, and the blisters, and the gangrene. gonna do it?’, I’d be up there first, not because I could or because
I wanted to, because I wanted to prove myself to them, and just
5 e 6.5 Give students time to read the questions. Reassure through doing that I guess I became more daring, took more risks,
… and then found the joy of getting to the top of the tree, and
them that they are going to hear Part 2 twice as well. Play wow, look what I’ve done! Especially if they couldn’t do it, that
the recording and allow time for students to discuss their was even better, so certainly I think being the last, you’re always
answers in pairs before checking them in feedback. trying to prove yourself to your older siblings.
SB What do you think it is that’s special about you that allows you to
Answers do the things you do?
She is the youngest of five children. AD Nothing more than stubbornness and bloody-mindedness! I
Yes, but she thinks it was a little different for her because she was haven’t got any special qualities, I’m fairly intelligent, but I’m not
the only girl in a family of boys. a genius. I’m not stronger than anybody else. I am able to face
my fears, and I’m able to put myself into difficulties and just keep
6 e 6.5 In this stage, students listen more intensively to going.
understand the finer details. They will need to interpret
the information they hear in order to answer the six
comprehension questions.
Position of adverbs
3 Use this exercise to assess students’ awareness of where
to put adverbs in a sentence when writing or speaking.
Students will practise this language point again in 4.
Elicit the first sentence and write it on the board. Give
students time to do the exercise individually. Fast finishers
can check their answers in pairs. Check answers with the
class. If necessary, clarify where to position adverbs of
manner in a sentence by writing the following examples
on the board:
I read the email very carefully.
I read very carefully the email.
Elicit the rule that adverbs of manner never go between
the verb and its object.
Answers
1 We walked home very quickly.
2 It was extremely difficult to find his house.
3 He always drives really slowly.
4 I read the email very carefully.
5 It was incredibly hot in the garden.
6 We suddenly realized what a mistake we’d made.
Vocabulary
In this unit, students revise the vocabulary of parts of the
body, practise related verbs such as hug, stare, whistle, etc,
and practise nouns and phrases which collocate with these
Answers
What bad luck!
Conversation 1: B fell and twisted their ankle.
Conversation 2: B went to a restaurant and found a caterpillar in
their salad. What a surprise!
Conversation 3: A dropped their phone down the toilet and is
trying to dry it out.
It was so crowded!
2 Focus attention on the example. Elicit the feeling behind
the exclamation You poor thing! (sympathy). If necessary, There were so many people.
check/pre-teach the meaning of nonsense, disgusting, to
blame sb. Put students in pairs to do the gap-fill task.
He’s such an idiot!
3 e 7.7 Play the recording for students to check their answers.
Answers It was such fun!
2 f 3 b 4 d 5 e 6 a
4 e 7.8 In this section, students practise the language
points highlighted in the blue box above. Get students to
Audioscript
start the task working individually. After 1–2 minutes, ask
e 7.7 You poor thing! them to check and complete the exercise with a partner.
Conversation 1 Play the recording for students to check their answers.
A Oh dear! What happened to you?
B Oh, I fell and twisted my ankle.
Get students to practise in pairs. Monitor and check
A You poor thing! How did you do that? students’ stress and intonation. Demonstrate the rise-fall
B Well, I was walking and texting and I didn’t see this bump in intonation with your hand if it helps. If necessary, play the
the pavement and … recording again and get students to repeat, exaggerating
A … so you fell while texting. Mmm … then you’ve only got the voice range.
yourself to blame.
Conversation 2 Answers
A How was the restaurant? 1 so; d 4 What; c
B It was so bad! We’re not going back there again! 2 How; a 5 such; e
A Why not?
3 What; f 6 such; b
B Well, I found a caterpillar in my salad – I nearly swallowed it!
A Ugh! How disgusting!
Conversation 3 e 7.8 Exclamations
A My phone’s broken. It fell down the loo. 1 His lectures are so boring! I can’t help falling asleep.
B Oh no! What a disaster! Is it completely ruined? 2 Is it for me? How lovely! That’s so kind of you.
A No, I’ve put it in a bag of rice. 3 What a coincidence! I didn’t know Tom was your cousin.
B You’ve done what?! Why? 4 You won £1,000! What luck! I never win anything.
A Well, someone told me the best way to dry it out, is to leave it 5 That’s such a stupid idea! It’ll never work.
in rice for 48 hours. 6 We had such terrible weather! It rained every day.
B Rice!? That’s such nonsense! I bet it won’t work.
Lead in to the topic by asking a few general questions about e 8.3 See SB pp80–81.
AI, e.g. What machines use artificial intelligence these days?
(Siri, driverless cars, translation devices, robotic devices),
What do you think AI machines will be able to do in the future? GRAMMAR SPOT SB p81
How do you feel about AI? Some students might have a very This Grammar spot reviews the language forms used
limited knowledge of AI whereas some may know quite a when talking about the future.
lot, so judge how long to spend on this lead-in accordingly. 1 Read the sentences aloud and elicit the answers to the
1 Ask students to read the introductory paragraph about concept questions.
AlphaGo individually. Then ask them to check their answer Answers
to the question in pairs. a = less sure
b = most sure
Answer
The AI program AlphaGo beat a human, Lee Sedol, at the 2 Students match the future forms to the meanings.
Chinese game of Go. Check the answers with the class.
Answers
2 e 8.2 Focus attention on the photos and elicit what
an intention – I’m going to speak
students can see. Explain to students that they are going a spontaneous decision – I’ll speak
to listen to a text about the AlphaGo computer program. an arrangement – I’m speaking
Give them time to read the comprehension questions. a prediction – won’t listen
Play the recording through once. Put students in pairs to Refer students to Grammar reference 8. 1–8. 3 on
discuss their answers. Check answers with the class. SB p149.
Answers
1 It’s more difficult and demanding. What do you think will happen?
2 It can learn by itself. 4 This exercise gives students the opportunity to respond to
3 It learned from its mistakes and developed a style that was a range of predictions, using will or the modals may/might/
very individual.
could. When setting up this task, ask four students to read the
example question and three example answers aloud. Drill the
e 8.2 AlphaGo – a breakthrough for artificial question and answers, focusing on stress and intonation.
intelligence Elicit the question and sample answers for 2. Elicit a range
Why was it so important when the computer program AlphaGo of answers from the class. Check the question formation
beat a human at the Chinese game of Go in 2016? A computer had with the class. Put the students in groups of three or four
beaten a world chess champion 20 years before, so what was new?
to discuss the questions. Monitor and check for accurate
Well, Go is more difficult and demanding than chess, and the
computers that used chess programs could only do what humans use of will and the other modals. Also check the students’
had programmed them to do. AlphaGo was a new kind of program, pronunciation and drill the questions and answers again
which learns by itself. It learned 150,000 human games of Go, and as necessary. Carry out feedback as a question-and-
then played against itself, over a million times each day. It quickly answer exercise between students across the class.
learned from its mistakes and developed a style of play that was so
individual, it shocked even its creators. Real artificial intelligence Possible answers
had truly arrived, along with all the hopes and fears of what it might 2 Do you think we’ll ever find a cure for cancer? I think we
mean for our future. might, if we continue to study the disease.
3 Do you think people will live for longer and longer? I don’t think
3 e 8.3 These gapped sentences contain the target we will. There will be new diseases and pollution will get worse.
structures for the lesson. Give students time to read 4 Do you think the world’s population will continue to grow?
through the sentences so that they know what to listen I’m not sure. I think people might choose to have fewer
for. Play the first two texts and elicit the missing words children in the future.
5 Do you think robots will become a danger to humanity? I
(see answers 1 and 2). Play the rest of the recording,
don’t think they will, because humans will always be able to
pausing after each text if necessary. Students complete control the robots.
the sentences. Check the answers with the class. 6 Do you think we will be able to prevent climate change? No, I
Before moving on to the Grammar spot, there are two don’t think we will be able to, because it’s out of our control now.
questions designed to check comprehension and 7 Do you think new sources of energy will be found? They
opinions. Focus attention on the two questions and put might be. I think lots of scientists are going to be looking for
students in pairs to discuss their answers. Discuss ideas new sources.
with the class. 8 Do you think aliens will make contact with us one day? Yes, I
think they definitely will.
Focus attention on the words in the box. Elicit the part Changing word stress
of speech for prediction (noun) and suitable (adjective). 8 e 8.11 This task covers the pronunciation aspect of word
Highlight the endings of the words on the board: building. It presents and practises the stress change in
prediction/suitable. Put students in pairs to categorize the pairs of words in a listening context.
rest of the words according to what part of speech they Introduce the idea that in some words the stressed
are. You could let them use dictionaries for this, although syllable changes in the different forms. Display the
students should already be familiar with the majority of following words on the board to highlight this feature:
the words. Encourage them to pool their knowledge.
imagine imagination
Monitor and help as necessary.
employer employee
Check the answers with the class. Write the words on
the board, elicit the part of speech and get students politics politician
to underline the word endings. Also deal with any
112 Unit 8 • Future friendly?
© Copyright Oxford University Press
2 Give students time to read the list of replies. Check the Writing SB p88
meaning of the evening’s out for me (=I can’t make the
evening) and Sounds good to me! (=that’s fine with me). Writing for talking (2)
Model the activity by reading the completed suggestions In Writing for talking (1) in Unit 5, students practised using
from exercise 3 and eliciting possible replies from this list. sequencers in a ‘How to …’ talk. This Writing section is
It’s important to have a good voice range (rise and fall) to divided into two stages: Analysing a talk and Preparing your
sound enthusiastic/interested. If students sound rather talk. Both stages lead up to students giving a talk to the class
‘flat’, be prepared to drill the stress and intonation again. about a topic which causes them concern.
Students work in pairs to complete the task. Monitor Analysing a talk
and check for accurate use of the language for making 1 This is a lead-in to the overall topic of the Writing section.
arrangements, and for stress and intonation. Feed back It gives students the opportunity to discuss current news
on any common errors before students start the next stories and share their ideas about the issues they find
section. If necessary, review the key structures and write worrying. If possible, refer students to an online news page or
them on the board: bring in copies of newspapers/news magazines for students
How about + noun/-ing? to browse through. You can also ask students to listen to/
Let’s + infinitive without to read the news before the lesson. Elicit examples of current
I/We could + infinitive without to news stories from the class and write the topics on the board.
Shall I/we + infinitive without to Give an example of a topic in the news that concerns you.
Why don’t we … ? Put students in groups of three. Ask them to add to the
list of topics and also discuss the ones they feel most
concerned about. Remind students to give reasons for
Role-play
their opinions. Elicit examples from each group. Then get
4 Read the context with the class. Give students time to fill students to share their ideas on the different topics. Establish
in their diary. They can use real information or imagine if there is a topic that most of the class is concerned about.
some appointments/activities. Remind them to leave
Everyday English
Language aims This section focuses on the language used when dealing
with money, e.g. phrases such as Is service included? What’s
Grammar your exchange rate for… ?. The section ends with discussion
questions on money, use of bank/store cards, and exchange
Conditionals SB p90 rates between the currency in the students’ country and the
Intermediate students should be familiar with the form US dollar and sterling. If necessary, ask students to research
of the zero, first, and second conditionals. The language these rates before the lesson.
presentation in this unit covers second and third
conditionals, along with the forms might have done, could Additional material
have done, and should have done. The Grammar reference
includes an introduction to conditionals and notes on when Workbook
to use first, second, and third conditionals. First, second, and third conditionals are reviewed and
The system of conditionals in English is a complex one, practised, including could have, should have, and would have
with a range of possible forms in both the if-clause and the for past possibilities, and distinguishing between ‘d for had
result clause. Headway uses the common naming system and ‘d for would in third conditionals. Words with similar and
of zero, first, second, and third conditionals as this provides a different meanings are reviewed, and vocabulary associated
convenient framework for students to stage their learning, with money is extended through work on prepositions.
and also ties in with the wording in many grammar books. Photocopiable activities
The presentation in this unit starts by reviewing second There are photocopiable activities to review grammar
conditionals for speaking about improbable and impossible (Talking to my younger self ), vocabulary (Which word? ), and
conditions. Then it introduces third conditionals for communication (Heads or tails? ) at the back of the Teacher’s
speaking about impossible past conditions. The Practice Guide as well as on the Teacher’s Resource Centre. There is
section provides opportunities for controlled practice and also a worksheet to accompany the video on the Teacher’s
personalization. Resource Centre.
Guess what they are talking about What went wrong? SB pp102–3
4 e 10.3 This exercise consolidates the target modal verbs
with a series of situational dialogues. Focus attention on must have been / can’t have been
the questions for conversation 1. Play the recording for This section introduces and practises modal verbs of
conversation 1 and get students to listen and read. Ask deduction in the past, in the context of two friends talking
two students to read and complete the responses to about a disastrous holiday. Students hear only one side of
the questions. Give students time to read the questions the conversation at first and this provides a natural context
for conversations 2–5. Play the recording, pausing after for them to use modals of probability to talk about what
each conversation to give students time to discuss the must/might/could or can’t have happened. Students are
questions in pairs. Elicit students’ conclusions and reasons given the opportunity to check their ideas when they listen
in a feedback session. to the complete conversation in exercise 4.
Avoid pre-teaching/checking vocabulary as this will give
Suggested answers
1 They can’t be at home because they are paying for the drink. away information about the holiday too early. Instead, deal
They could be in a restaurant, but they aren’t ordering food. with vocabulary queries when monitoring. Bear in mind that
They must be in a pub because they pay for the drinks when students might find the following items challenging: a mad
they order them. rush, a nightmare, a bumpy ride, turbulence, paper-thin walls,
2 They can’t be talking about a TV because one of them suggests cloudless skies, the tail end (of a hurricane), to take off/land.
taking out the battery. It might be a mobile phone, but they talk 1 e 10.4 Focus attention on the photos of the two men
about unplugging it, and mobile phones aren’t usually plugged and on the title of the section What went wrong? Elicit
in. It must be a laptop because the screen is frozen.
which man looks upset and tell students that his name is
3 It can’t be an exam because she doesn’t talk about passing or
Alex. Say that the other man is called Rick. Ask students
failing. It could be a doctor’s appointment because she might
be waiting for results or she could also be talking about a job Why do you think Alex looks upset? What went wrong? and
interview because people often receive a call a few days after accept any suggestions.
an interview to tell them if they got the job or not. Play the recording. Students read and listen, then discuss
4 They must be brother and sister because they talk about with a partner what they think has happened. Monitor
‘Mum and Dad’. They can’t be husband and wife or just and help, dealing with any vocabulary queries as you go.
friends because they talk about ‘Mum and Dad’. They must be Elicit a range of possible ideas as to what has happened,
talking about an anniversary present because they mention but do not confirm or reject answers at this stage.
the number of years (25). Mum and Dad can’t be 25 years
old because they have older children. It can’t be a wedding
e 10.4 What went wrong?
present because they mention the number of years.
R = Rick, A = Alex
5 It might be a car journey, but one person keeps telling the R Alex, you’re back! Did you and Hannah have a good time?
other person what to do. It could be a driving test, but the A
driver is told to look in their mirrors which wouldn’t happen in R Really? What on earth happened?
the test. It must be a driving lesson. A
R I bet you were furious with her – that’s the one thing you do need
to travel these days. Did you go back to get it?
e 10.3 What are they talking about? A
1 A A glass of dry white wine and a mineral water, please. R By four hours! That’s a long time. Were things OK when you finally
B Still or sparkling? took off?
A Sparkling, please. A
B Do you want ice and lemon with that? R I know, my poor sister. Turbulence can be really scary. Hannah must
A Just ice, thanks. How much is that? have been terrified. So, did things get better when you landed?
STARTER SB p120
This activity focuses students on the use of reported speech The empty desk SB p120
and reported questions in a meaningful and engaging way.
Students read and listen to the joke about a tramp, which is About the text
written using examples of direct speech. They hear different The title of the text is The long lunch and it is written in the
voices for different characters in the story. Students then style of a news article. It tells the true story of a Spanish
listen to a second recording, which is a reported version civil servant whose absence at work went unnoticed for a
of the joke with one voice reporting the whole story. The number of years. He worked for the Cadiz water board (the
language of reported speech is contrasted with the direct state-run water authority) and they decided to award him a
speech heard in the first recording. medal for 20 years of loyal service, but when people started
to look for him no one could find him.
Unit 12 • Living the dream 153
© Copyright Oxford University Press
5 I wonder if Kate’s coming? EXTRA IDEA Play ‘Ask the right question’ bingo. Draw a grid
on the board and write some single words/phrases in each
2 Play the recording again and as the students form the square on the grid. (You could elicit words or phrases from
questions, check for accuracy and pronunciation. Be students so that they play a greater part in setting up
prepared to drill the pronunciation of the questions this activity). Ask students to copy this grid into their
again if necessary. notebooks, e.g.
START
Where were Why were you START
your parents given your
born? first name(s)?
How well
Have you ever
What interesting things
travelled abroad
are happening in your
by yourself?
life right now?
Why/Why not?
do you
know me?
Are you
Where did you
a morning
go for your
person or a
last holiday?
night person?
What’s the
What’s your
bravest thing
earliest
you’ve ever
memory?
done?
Where in the
What’s the best piece
world would
of advice you’ve been
you most like
given by your family?
to visit? Why?
START
Pre-activity (5 minutes)
Aim
• Ask students to think of one thing about themselves that other people
To exchange information by playing a board might find surprising, e.g. I’ve eaten snake./I’m going to Australia next
game and talking about your partner month./I have a black belt in karate.
Language • Students share the information with the rest of the class. Encourage
students to ask follow-up questions.
Tenses
Fluency practice
Procedure (30 minutes)
Skills • Explain that students are going to play a board game in pairs to see
Speaking and Listening how much they can find out about their partner.
• Give each pair of students a copy of the board game, a coin, and a
Materials
counter each. Give them time to read it through and deal with any
One copy of the board game per group of vocabulary queries.
four students; each group will need a coin • Explain that it is not a competitive game, but an opportunity to learn as
and each student will need a counter much as you can about your partner.
• Each student begins on a different START spot on the board. Students
take it in turns to toss a coin to move round the board (heads = move
1 square, tails = move 2 squares). When they land on a square, they
answer the question, giving as much information as they can. If a
student lands on a square with a question they have already answered,
they move forward to the next square.
• Put students in small groups for a feedback session. Tell them to talk
about their partner.
Worksheet A
1 Answer your partner’s questions about Katie and her flat.
KATIE
Age late 20s
Personality quiet, very hard-working
Looks quite tall; attractive
Hair long, dark, and curly
Height 1 m 70
Clothes well-dressed, designer labels, casual, relaxed style
Hobbies travelling, spending time with friends
Katie’s flat
General description quite old-fashioned, comfortable and with lovely views
Floor 3rd
Size pretty big, 80 m2
Number of rooms 4, living room, kitchen, bathroom, one bedroom
Size of living room 3 m by 4 m
Which part of town near the park
How far to shops about ten minutes
2 Now ask your partner information questions about Martin and his flat. Complete the chart.
MARTIN
Age
Personality
Looks
Hair
Height
Clothes
Hobbies
Martin’s flat
General description
Floor
Size
Number of rooms
Size of living room
Which part of town
How far to shops
3 Tell your partner about someone you know and where he/she lives. Give the same information as in the chart.
Worksheet B
1 Ask your partner information questions about Katie and her flat. Complete the chart.
KATIE
Age
Personality
Looks
Hair
Height
Clothes
Hobbies
Katie’s flat
General description
Floor
Size
Number of rooms
Size of living room
Which part of town
How far to shops
2 Now answer your partner’s questions about Martin and his flat.
MARTIN
Age early 30s
Personality very nice, good fun and very sociable
Looks slim and good-looking
Hair curly and dark
Height about 1 m 80
Clothes casual; has his own style
Hobbies reading, cooking, playing the guitar
Martin’s flat
General description spacious; some interesting objects
Floor ground floor
Size big, 90 m2
Number of rooms 6, living room, kitchen, bathroom, two bedrooms, office
Size of living room 5 m by 3 m
Which part of town right in the heart of the city
How far to shops 2 minutes
3 Tell your partner about someone you know and where he/she lives. Give the same information as in the chart.
You crashed your mother/brother/ Your three-year-old twin nephews You want to give someone in your
girlfriend/boyfriend’s car last night. stayed with you at the weekend family a special birthday treat.
Talk about: without their parents. Talk about: You have some ideas about what
• what you’ve told the car’s owner • where you took them you would like to do, but you want
to ask your friends what they think
• what happened • how they behaved in public about your suggestions. Talk about:
• if the police were involved • something funny that happened
• the damage to the car, other people’s • what happened at night • destination
property • if you would invite them to stay • activity
• how you are going to resolve again. Why/Why not? • accommodation/restaurant
the situation. • method of travel.
You have just come back from an You’ve just been promoted. You’ve just failed an exam, test,
unusual holiday. Talk about: Talk about: or qualification. Talk about:
• where you went and what you did • the advantages of your new post • what subject it was and why it
• who you travelled with, their • new responsibilities was important
good/bad habits • where you’ll be working • why you failed
• the accommodation • new salary • what you think you should do next
• the food • one disadvantage of the new • what your friends/partner/parents
• something funny/terrible about job and ask for advice/make think you should do.
the return journey. suggestions to see what your
friends think.
C
You went to your cousin’s/boss’s You were robbed in the street You went to an international sports
wedding at the weekend. It was the last night. Talk about: event in your country’s capital city
most unusual wedding you’ve been • where you were going at the weekend. Talk about:
to. Why? Talk about: • how you got tickets
• what was stolen
• clothes • who you were with • if you enjoyed the event
• music • how it happened • how you got there
• other guests • a positive thing that happened • if you stayed overnight
• traditional/modern customs • some advice you want to ask a • what you did before and after
• food friend as a result of what happened. the event.
• venue.
Response card
How fantastic! Absolutely. Did you? What a pity!
That’s great! Definitely. You didn’t! That’s a shame.
Lovely! Of course. That’s amazing! Oh dear.
Congratulations! Fair enough. You’re kidding! That’s too bad.
Brilliant! Fine. You did what? How awful!
Good for you! OK. Really? Bad luck.
NAME
Birthday
Family
Languages
Three things I like
Places visited
A memorable event in your past
Something you’d really like to do
Something you plan to do soon
NAME
Birthday
Family
Languages
Three things I like
Places visited
A memorable event in your past
Something you’d really like to do
Something you plan to do soon
Pre-activity (5 minutes)
Aim
• Ask students to imagine they are going to interview a famous person.
To introduce a guest on a chat show Brainstorm questions they would ask him/her, e.g. Where are you from?
Language When did you start acting? Who inspired you to start writing? What are
your plans for this year?
Questions
Fluency practice Procedure (25–30 minutes)
Skills • Explain that students are chat show hosts and that they have invited
Speaking another student to appear on their show. First they are going to
interview the student to find out some background information.
Materials Then they are going to introduce him/her to the audience on their
One copy of the worksheet cut in half per chat show.
pair of students • Put students in pairs and give each student a copy of the worksheet.
Give students time to think of the questions they would need to ask to
complete the interview card.
• Students interview each other and note the answers on the interview
card. Go around listening, helping, and correcting as necessary.
• When everybody is ready, group two pairs together to make groups of
four students. Students take it in turns to be the chat show host and
introduce their partner to the audience (the other pair in the group)
using the notes they have made. Go around listening, noting down any
common errors to go over at the end.
Student A Student B
START HERE, SAY: 9 Do you think banks and large companies
1 Do you prefer strong or weak … (m) should be allowed to make … ( )
b … relationship with in your family? j … stomach? How do you feel when someone
Describe the person. is ill or you see blood?
2 Describe a light or heavy … ( ) 10 How do you look after someone who has
a high … ( )
3 Have you got a strong … ( ) 11 How do you pass the time when you are
stuck in heavy … ( )
e … lost in a new place? What happened? m … c offee or tea? What’s your favourite drink?
How do you like it?
5 What three things could you do to enrich … ( ) 13 Do you have strong … (c)
6 Is it important for young people to get … ( ) 14 When was the last time you made a … ( )
g … promise? Who was it to? Did you keep it? o … make presents for people, e.g. food, knitting,
artworks, clothes? What and how?
Match the phrases 1–20 below to the situations a–j. There may be more than one possibility.
Then think of one or two more phrases you could use in each situation.
a at the hairdresser’s 1 I’d like to go a bit 8 Can you tell me 14 Would you mind
b at hotel reception shorter/darker. when we get weighing this for me?
near my stop?
c in someone’s home
d at the post office 2 Thanks for having 15 Are the seats very close
e in a shop me. It’s been lovely. 9 I’d like an alarm call. to the stage/screen?
f at the theatre/cinema
g on public transport 3 I’d like to return 10 When will it get 16 Do I need to pay for
h at the dentist’s/doctor’s this, but I’m afraid there if I send it the prescription?
i in a restaurant I’ve lost my receipt. second class?
j in a town or city
17 I’m afraid I
4 Is this seat free? 11 How long is didn’t order this.
the interval?
A: You’re the hairdresser. 1 A: You’re the host. You’ve invited a colleague you don’t know 2
B: You’d like a new style. At the end of your cut, when you look very well to dinner.
in the mirror, it’s not quite what you were expecting! B: You’re visiting a colleague’s house for dinner. You’re allergic to the
A starts: ‘Same cut as usual?’ dessert.
A starts: ‘Dinner’s nearly ready. Would you like to take a seat?’
A: You work at the theatre/cinema box office. The cinema is 5 A: You’re a passenger on a bus and the last empty seat is 6
almost full. between you and the window.
B: You want two seats together, but the best seats are all taken. B: You’re going to a new place in town by bus and you’d like
B starts: ‘Hi, I’d like two tickets for [film name] …’ to sit down.
B starts: ‘Excuse me, is that seat free?’
A: You’re the waiter/waitress. It’s your first day in a new restaurant. 7 A: You’re the dentist. Your patient will have to come back 8
B: You’d like a quick lunch. Find out what doesn’t take too long to for a second treatment next week.
prepare on the menu. B: You’ve had toothache for three days.
A starts: ‘Good afternoon. Have you booked a table?’ A starts: ‘Good morning. How can I help you?’
A: You’re the shop assistant. 9 A: You’re walking in the street on your way to work in 10
B: Your aunt gave you a hideous shirt for your birthday and your hometown.
you’d like to return it to the shop. B: Ask your way to a new place, e.g. café, bank, office.
A starts: ‘Good afternoon. How can I help you?’ It’s pouring with rain.
B starts: ‘Excuse me, I’m trying to get to [place] …’
A Complete the sentences with the passive form where possible. Then, write your answers in the ‘our answer’ column.
Think of one …
8 reason why a uniform (be) necessary.
Score /10
B Complete the sentences with the passive form where possible. Then, write your answers in the ‘our answer’ column.
Think of one …
8 advantage and one disadvantage of (be)
self-employed.
Score /10
1 2 3 4
activ
8 4 to get things done.
START Go forward
7 5
6
two spaces.
60 seconds
8 7 6 5
You have so
You have to work/
much work that you
study all weekend.
miss a family party.
Go back two spaces.
QUIZ QUIZ
Go back two spaces.
9 10 11 12
activ
8 4 blues’. Go back
QUIZ
7 5
6 two spaces.
60 seconds
16 15 14 13
activ
Go forward 9 3
QUIZ
8 4
two spaces. 7 5
6
17 18 19 20
activ
9 3
8 4 to do. Go forward
QUIZ
7 5
6 two spaces.
60 seconds
23 22 21
11 12 1
h
Whic ity?
You have to stay 10 2
activ
8 4
Go back two spaces. 7
6
5
60 seconds
QUIZ QUIZ
11 12 1
60 seconds
10 2
9 3
8 4
7 5
6
Q In which sport do you Q What does DIY stand for? What are you doing at
serve an ace? work/school/university
A Do-it-yourself.
A Tennis. at the moment?
QUIZ QUIZ
11 12 1
60 seconds
10 2
9 3
8 4
7 5
6
QUIZ QUIZ
11 12 1
60 seconds
10 2
9 3
8 4
7 5
6
Q Who uses a zoom? Q How do you cook a cake: How many hours per week
roast it or bake it? do people work/study
A A photographer?
A Bake it. in your country?
QUIZ QUIZ
11 12 1
60 seconds
10 2
9 3
8 4
7 5
6
Q What does an artist do Q What do cyclists wear to The best thing about
with a pencil? protect their head? your work/studies
A Sketch. A A helmet.
QUIZ QUIZ
11 12 1
60 seconds
10 2
9 3
8 4
7 5
6
QUIZ QUIZ
11 12 1
60 seconds
10 2
9 3
8 4
7 5
6
ty? ty?
ctivi ctivi
11 12 1
60 seconds ch a ch a
10 2
Whi Whi
9 3
8 4
7 5
6
ty? ty?
ctivi ctivi
11 12 1
60 seconds ch a ch a
10 2
Whi Whi
9 3
8 4
7 5
6
ty? ty?
ctivi ctivi
11 12 1
60 seconds ch a ch a
10 2
Whi Whi
9 3
8 4
7 5
6
ty? ty?
ctivi ctivi
11 12 1
60 seconds ch a ch a
10 2
Whi Whi
9 3
8 4
7 5
6
ty? ty?
ctivi ctivi
11 12 1
60 seconds ch a ch a
10 2
Whi Whi
9 3
8 4
7 5
6
ty? ty?
ctivi ctivi
11 12 1
60 seconds ch a ch a
10 2
Whi Whi
9 3
8 4
7 5
6
Pre-activity (5 minutes)
Aim
• Ask students to think about how they spend their time in an average
To play a board game to talk about work/ week. Give an example, e.g. I work just mornings, from about eight till one.
studies and leisure activities In the afternoons, I spend time painting, walking in the hills, and seeing
Language friends.
Present tenses
• Put students in pairs to compare their ideas.
Leisure activities
• Have a brief feedback session. Establish who would choose a similar
timetable.
Fluency practice
Skills Procedure (30 minutes)
Speaking and Listening • Explain that students are going to play a board game about work/
studies and leisure activities.
Materials
• Divide students into groups of four, with two teams of two students.
One copy of the board game and one set of Give each group a copy of the board game, a set of Quiz cards, 60
the cards cut up per group of four students; seconds cards, and Which activity? cards placed face down on the table
each group will need a dice and each in three piles. Each group will also need a dice and a set of counters.
student will need a counter • Students take it in turns to throw the dice and move round the board.
Students take a relevant card and land on one of four possible types of
square:
Quiz: a student from the opposing team asks the player the question on
the card
60 seconds: the player talks about the subject on the card for 60
seconds
Which activity?: the player describes the activity shown in the photo
(without saying the name) for his/her partner to guess
Bonus/penalty squares: the player moves back/forward according to the
instructions.
• If a team successfully completes a task, they can stay on their square.
If the task is not completed, the team go back one square, but play
moves to the other team.
30 29 28 27 26
we / never win /
Finish
when / I / get up /
she / give / prize / for anything / and so /
this morning / it /
her work last year we / give up /
pouring with rain
doing the lottery
21 22 23 24 25
after / she / lose / what / you / wear / I / feel / full / after /
her temper / she / to the wedding? I eat / a three-course
feel / sorry A smart jacket and lunch
trousers.
20 19 18 17 16
by the time / we / as soon as / I /
at ten o’clock
finally / check in / we / finish / the letter /
last night / I / do /
stand / in queue / I / run to / get /
my homework
for an hour the last post
11 12 13 14 15
they realize / they / he / use / cry / I / realize / I / lose /
all the time when / you / call me /
lose / after / they / my keys / when /
I / have / a shower
drive / for an hour I get / home
10 9 8 7 6
he / look for a job / even though she /
by the time / I start /
for ages / before / be ill / in her final
we / not / watch / school / I already /
he become / year, / she / get /
the film / because / learn / to read
a sales rep her degree
we / see / it before
1 2 3 4 5
she / very nervous /
Pre-activity (5 minutes)
Aim
• Briefly review the past forms of the Past Simple, Past Continuous, Past
To play a board game to revise the form and Perfect Simple and Continuous, and used to by putting these prompts
uses of the verbs in Unit 4 on the board and asking students to complete them.
Language By the time I left school, I’d been -ing …
Past Simple, Past Continuous, Past Perfect, I used to …
and used to Yesterday when I woke up, the sun was …-ing …
Skills
Procedure (20–25 minutes)
Speaking • Explain that students are going to play a game of snakes and ladders to
Materials practise the Past Simple, Past Continuous, Past Perfect, and used to.
One copy of the snakes and ladders board • Put students in groups of three or more and give each group a copy of
per group and one copy of the answers for the worksheet, a dice, and counters. Point out that on the board there
each referee; each group of students will are prompts and snakes and ladders. Make one student the referee,
need a dice and counters and give them a copy of the answers. The referee does not let the other
students see the answers.
• When a student lands on a square they should make a full sentence
from the prompts with the correct past forms of the verbs. The referee
Answers uses the Answer sheet to decide if the answer is correct. If the answer
is correct, they can throw the dice again. If the answer is not correct,
2 S he was very nervous on the flight because she’d
never flown before. the player’s turn ends. (The referee should not say the correct answer in
3 I read the book, but I didn’t enjoy the ending. case another player lands on the square.) If a player lands on one of the
5 Did you use to play outside with your friends? two blank squares, their turn also ends.
6 Even though she’d been ill in her final year, she • If a player lands on a square with a ladder, they move to the top of
got her degree. the ladder, but only if they have answered the question at the bottom
7 He’d been looking for a job for ages before he correctly. If the player lands on a snake’s head, they move to the bottom
became a sales rep. of the snake and wait until their next turn before throwing again.
9 By the time I’d started school, I’d already learned
to read.
10 We didn’t watch the film because we’d seen it Extension (15 minutes)
before. • Ask students to work in pairs and choose one of the sentences in the
11 They realized they were lost after they’d been task as the start to a short story/anecdote. Students write notes for the
driving/they’d driven for an hour. key events in the story.
12 He used to cry all the time. • Students work with a new partner and tell each other their story/
13 When you called me, I was having a shower.
anecdote.
15 I realized I’d lost my keys when I got home.
17 As soon as I’d finished the letter, I ran to get the
last post.
18 By the time we finally checked in, we’d been
standing in a queue for an hour.
20 At ten o’clock last night I was doing my
homework.
21 After she had lost her temper, she felt sorry.
23 What did you wear to the wedding?
25 I felt really full after I’d eaten a three-course lunch.
26 We’d never won anything and so we gave up
doing the lottery.
28 She was given a prize for her work last year.
29 When I got up this morning, it was pouring with
rain.
1 their
bear fair there squares
/eə/
2 knew
new through blue juice
/uː/
3 caught
court born wore walk
/ɔː/
4 peace
fees ski piece people
/iː/
5 eight
ate mail fame weight
/eɪ/
6 write
right buy type height
/aɪ/
7 come
flood glove thumb enough
/ʌ/
8 work
world bird learn heard
/ɜː/
9 red
friend death said dead
/eə/
10 hear
/ɪə/ here dear deer pier
Group A
Choose three topics from the list below that you can talk about Listen to the other group talk about
in some detail. Share your opinions on the topic with your a topic.
group. Only two of you need to agree, the other(s) can disagree
or have less enthusiastic opinions. • What topic are they discussing?
• Which two students agree?
▶ A film ▶ A fashion brand
• Who is less enthusiastic/disagrees?
▶ A classic work of art/ ▶ An actor/actress
literature from your country
▶ A local museum Listen for examples of the following:
▶ A sporting event
▶ A country popular for • a wide range of intonation
▶ A music group holidays with people • strong adjective and adverb combinations
from your country
▶ A website/social media • tag questions with falling intonation
platform ▶ A car
• a variety of phrases,
▶ A computer game ▶ A type of food e.g. Definitely! My favourite … ,
D’you think so? I’m not so sure.
Group B
Choose three topics from the list below that you can talk about Listen to the other group talk about
in some detail. Share your opinions on the topic with your a topic.
group. Only two of you need to agree, the other(s) can disagree
or have less enthusiastic opinions. • What topic are they discussing?
• Which two students agree?
▶ A book ▶ A TV programme
• Who is less enthusiastic/disagrees?
▶ A concert ▶ A national monument
HOUSE HOUSE
SHARERS SHARERS
We’ll find you the right home and the right people! We’ll find you the right home and the right people!
HOUSE HOUSE
SHARERS SHARERS
We’ll find you the right home and the right people! We’ll find you the right home and the right people!
1 The waiter brings you the bill, which is half the amount review the details leave without paying
it should be. of the bill with the the full amount?
waiter and pay for the
missing items?
2 You’re leaving work to collect your children from school say yes and then leave invent an urgent
when your boss asks you: ‘Can we have a quick chat in the office by the back doctor’s appointment?
my office in five minutes?’ door? The next day,
you pretend you’d
forgotten.
3 You’re in an important English exam and you don’t know use your mobile to try to complete all
some of the answers. find the meaning of the answers with
some words? intelligent guesses?
10 You don’t really agree with how your brother and sister-
in-law are educating their children, who have recently
started to get into trouble with the police.
9 Can I … 18 Shall we …
Read and complete the statements with the correct form of the Present Perfect or Past Simple
active or passive. Do you agree with them? Make brief notes in the right hand column to
explain your answers, using examples from your own experience.
Yes/No/Maybe Notes/Reasons
Pre-activity (5 minutes)
Aim
• Write a controversial statement on the board, e.g. We have become
To complete statements with the correct obsessed with the lives of other people through social media, and write
form of the verb and to discuss and compare Yes, No, Maybe next to it. Ask students to work in pairs to discuss the
opinions of the statements with other statement and, after two minutes, find out who agrees or disagrees
students with the statement. Make a note of any expressions students used to
Language show opinions and elicit any further ones.
Present Perfect Simple and Continuous vs.
Past Simple in active and passive forms
Procedure (25–30 minutes)
• Explain that students are going to complete some statements about
Skills different topics to practise different forms of the Present Perfect and
Speaking Past Simple active and passive.
• Give each student a copy of the worksheet and ask them to read
Materials
statement 1 together. Elicit the missing verb form and then ask
One copy of the worksheet per student students to mark the Yes/No/Maybe column with their opinion. Ask
students to think of reasons why they have this opinion or examples
of things related to it, and to make brief notes in the Notes Reasons
column.
Answers • Put students in pairs to complete the gapped statements, then record
1 Social media has become more important than their own responses and any notes that they can make. Check that their
traditional media. gapped answers are correct.
2 There haven’t been any really revolutionary
advances in medicine or technology in the last
• Put students in new pairs or groups to compare their responses. Groups
ten years. of mixed age, gender, and nationality will encourage some lively
3 The Internet has been spoiled by excessive debate. Monitor and make notes on common errors as necessary.
advertising, fake news and cybercrime. • Put students in new groups to share feedback on their ideas and
4 The gap between the rich and the poor has been discussions with new students.
closing steadily since 2000.
5 The structure of the family hasn’t changed for
centuries.
Extension (15 minutes)
6 The best films have always been adapted from • Ask students to choose a topic that interests them from the list of
great works of literature. statements. They can then prepare a short talk on the topic (see p58 for
7 In recent years, more young people have been language for presentations). When presentations have been prepared,
choosing/have chosen to stay in education or ask students to present their talks to each other in small groups.
training than to find a job.
8 People weren’t interested in celebrity gossip ten
years ago.
9 Previous generations were influenced much
more by politics/their parents/media/music than
they are now.
10 Climate change hasn’t been taken seriously
enough in recent years.
11 Children led much simpler lives 50 years ago.
12 The most spectacular buildings in the world were
all built before 1900.
13 Women have gained equality in all areas of
life, e.g. education, work, sport, family in recent
decades.
14 If children weren’t tested so often at school, they
would have more time for learning.
superhero/
nervous giant hot
heroine speaking
small vampire calm dying peacefully
scientist passionately
friendly shark famous
snake
Pre-activity (5 minutes)
Aim
• Call out a few of the following verbs: work, remember, sleep, act, do,
To play a game to practise adverb think, run, listen, agree, exercise, and ask students to write down an
collocations adverb that often goes together with each one. Suggestions: work hard,
Language remember clearly, sleep deeply, act naturally, do well, think clearly, run fast,
listen carefully, agree totally, exercise regularly. Check how many students
Adverb collocations and irregular adverbs wrote down the same word. Write a few examples of their collocations
Skills on the board.
Speaking • Call out a few of the following adverbs: wrong, fast, close, fine, right,
straight, hard, forward, late, and ask students to write down a verb that
Materials often goes with each one, e.g. spell wrong, drive fast, sit close, do fine,
One copy of the worksheet, cut up into pronounce right, go straight, work/try hard, go forward, arrive late. Again,
cards, per group of 4–6 students. The check how many students wrote down the same word, and write a few
verb + adverb cards should be placed face examples on the board. Elicit the difference between the adverbs that
down in one pile, the adjective + noun cards you have just called out and some of the ones (e.g clearly, deeply) in the
in another. Each group will need a piece of first activity, i.e. irregular adverbs don’t end in -ly.
paper and a pen to keep the score.
Procedure (30 minutes)
• Explain that students are going to play a game to revise adverb and
verb collocations. Each group will have two piles of cards: adjective +
noun cards and verb + adverb cards. In each group, students will play
in two teams. The objective is to mime, describe, or draw words on the
cards and win points for correctly guessed words.
• Demonstrate the game by taking the top card from each pile. Choose
any combination from the adjective + noun options to make a phrase,
but do not tell your students, e.g. from the romantic/strange/happy –
teacher/penguin/astronaut card you could make romantic astronaut,
strange astronaut, happy teacher. Then take a verb + adverb card. So your
phrase could be, for example, happy penguin behaving badly.
• Write ‘describe, mime, draw’ on the board and choose one. Mime,
draw, or describe your phrase to the class, encouraging students to
try to guess the words. Award a point to each student who guesses a
word correctly. They get an extra point if they guess the verb + adverb
collocation without you having to act out both parts.
• Put students in groups of 4–6 and give each group the two piles of cut
up cards, face down. Divide each group into two teams. One player
from team 1 takes a card from the top of each pile and decides on a
phrase to mime, describe or draw. The player must not show the cards
to their own team, as their own team can guess and win points too.
• Explain that students can represent the words in any order. For
example, if a student holds up three fingers, it shows they are miming
the third word (as in the game of charades). Also, they cannot change
modes, for example from mime to draw, in the middle of a turn.
• The player with the cards then mimes, draws, or describes the phrase
they have chosen. When all the words have been guessed, a player
from the other team takes a turn.
• Do feedback all together, resolving any questions about collocations.
10 If you buy an adult’s sweater for £120 including VAT, how much
of the cost is VAT if the rate is 20%?
a £19 b £21 c £20
Pre-activity (5 minutes)
Aim
• Write a large number, a price, a phone number, a distance, and a weight
To practise a range of numbers by on the board. Ask students to guess what they refer to, e.g. Is that the
completing a quiz population of this city? I think that’s your credit card bill for this month.
Language
Numbers, measurements, prices, dates, etc.
Procedure (20–25 minutes)
• Explain that students are going to complete a quiz to help them
Skills remember how to say a range of numbers in English.
Reading and Speaking • Give students a copy of the worksheet and give them a minute to read
through the questions.
Materials
• Students decide on the answers to each question in the quiz, working
One copy of the worksheet per student individually.
• Put students in pairs or groups of three to discuss the answers. Explain
that they have to agree on their answers to all ten questions.
Answers • Elicit a range of possible answers from the class, asking students to read
out the numbers in their answers. Ask students to give reasons for their
1 b (sold by auction in Dubai, in 2015, for $2.2
million)
choices. With competitive groups of students, keep the score to find
2 a (United Airlines flight with the total duration of out which pair/group got the most answers right.
17hrs and 55 mins) • Ask students which answers they thought were most interesting/
3 c (estimated number is actually 178) surprising in a brief feedback session.
4 b (if you measure through the poles, the
circumference is a bit shorter – 40,008 km) Extension (15 minutes)
5 c (The website travelandleisure.com gave a
ranking of the world’s 50 most visited tourist
• Students research in pairs and write another number quiz with 4–5
attractions in 2013) questions. Students then exchange their quizzes with another pair.
6 a (starting price for tickets though Virgin promise
to reduce this asap)
7 c (Yakutsk is a remote city in Eastern Siberia,
population approx 200,000)
8 b (BankAmericard, now Visa, also launched a card
in the same year)
9 a (all airlines differ though flights to the USA often
have a higher allowance)
10 c (if the VAT rate is 20%, then 120% = £120,
so 1% = £1 and 20% = £20)
to travel round
I’ll always When I fly,
using our cars. the world with
remember … I can’t help …
my wife.
When I was at
to pass my driving Later this year get some cash
school, I wasn’t
test last year. he’s hoping … and go shopping.
much good …
to pay my credit I don’t think I’ll send your mother Last class our
card bill. ever finish … a birthday card. teacher told …
For my next
us to revise People in my city
writing this essay. holiday I’m
for a test. want politicians …
thinking …
Pre-activity (5 minutes)
Aim
• Write the following sentence stems on the board and elicit a range of
To consolidate verb patterns by matching possible endings:
sentence halves in a dominoes game I really enjoy (painting).
Language I’m thinking of (moving house).
Verb patterns I forgot (to buy some petrol).
My doctor advised (me to give up smoking).
Skills
The teacher helped (us understand the question).
Speaking
My boss didn’t let (the staff leave early).
Materials I think it’s difficult (to work and study at the same time).
One copy of the worksheet, cut up, per
group of three or four students Procedure (30 minutes)
• Explain that students are going to play a game to help them remember
different verb patterns.
• Put students in groups of three or four and give each group a set of
Suggested answers dominoes placed face down on the table.
I’ll always remember getting my first pay cheque. • Briefly review useful language for playing the game: Whose turn is it? It’s
I wish I’d managed to pass my driving test last year.
my/your turn. I can’t go. I have to miss a turn. Do these cards match? I don’t
Later this year he’s hoping to buy himself a car.
My family is looking forward to having a summer
think that’s right. Let’s check with the teacher. Take another card. I’ve used all
party. my cards. I’m the winner.
On my way home I always stop to buy my favourite • Students take five dominoes each and leave the rest in the pile
sweets. face down.
When I was a teenager I loved staying out late. • The first student puts down a domino face up. The second student
My mum used to make me finish up all my meals. looks at his/her dominoes and tries to find one that will match the
My sister is always asking me to lend her money.
verb pattern on one of the sides. If he/she can’t go, he/she has to take
At the end of this month I mustn’t forget to pay my
credit card bill.
another domino from the pile. He/She can put this domino down if it
I don’t think I’ll ever finish writing this essay. matches. Play passes to the next person. The game continues around
For my next holiday I’m thinking of travelling to the group. The first player to get rid of all their dominoes is the winner.
Hungary. • If a group finishes early, students can ask each other questions using
When I retire I’d love to travel round the world with some of the verb patterns on the cards, e.g. What are you thinking of
my wife. doing next weekend? Did you forget to do anything important yesterday?
When I fly, I can’t help feeling a bit scared.
After this class, I need to get some cash and go
shopping.
Extension (10 minutes)
When I was at school I wasn’t much good at drawing • Students choose and complete five of the sentence stems to make true
and painting. statements about themselves. Put students in new groups to discuss
Before my next test I promise to revise very hard. their ideas.
In my city it’s impossible to park anywhere in the • Students report back about another member of their group in a short
centre. feedback session.
My brother finds it difficult to talk to strangers.
At weekends, my mother enjoys spending time with
her friends.
I’ll always feel sorry for letting my parents down.
Tomorrow you must remember to send your mother
a birthday card.
Last class our teacher told us to revise for a test.
People in my city want politicians to lower taxes.
To be greener we need to stop using our cars.
Worksheet A
Complete the table with a variety of phrases using the following words to respond to news.
e.g. What a nuisance! How funny! That’s so irritating! She’s such a lovely person!
Worksheet B
Complete the table with a variety of phrases using the following words to respond to news.
e.g. She’s such a lovely person! That’s so irritating! What a nuisance! How funny!
Worksheet A
Worksheet B
-ive
excite friend organize mature care perfect -ance
il- -ly
mis-
Intermediate
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211
19/12/2017 17:43
5th edition
Unit 8 Vocabulary Teacher’s notes
Prefix and suffix Blockbusters SB p86 Intermediate
1 Complete the diary. Remember to make a note of who, when, and where you’re meeting.
life
n y’s
Je n
My life
2 Use the sentence stems to write sentences about your life.
1 If I’d …
2 If I’d …
3 If I hadn’t …
I might have
I couldn’t have
4 If I hadn’t …
I wouldn’t have
I could have
5 If I’d …
Pre-activity (5 minutes)
Aim
• Explain that students are going to practise the third conditional form
To match sentence halves and then and then they are going to write their own sentences.
personalize by writing about your own life • Give each student the worksheet. Explain that Jenny is looking back on
Language her life and talking about how things could have been different. Ask
students to match the two halves of the sentences. Check the answers.
Third conditionals
might/could/should have
Procedure (20 minutes)
Skills • Tell students an anecdote about a day that started really badly, e.g. I
Reading and Speaking forgot to set my alarm clock and so I woke up half an hour late. I missed
breakfast and ran to the bus stop. I hadn’t listened to the news so I didn’t
Materials know that there was a bus strike. I ended up getting a taxi to work that cost
One copy of the worksheet per student £30 and my boss was angry with me for being late.
• Write sentence stems on the board and elicit a range of sentences:
If you’d set your alarm clock, (you wouldn’t have woken up late).
If you’d rung your boss, (he might not have been angry).
Answers If you’d cycled to work, (you could have arrived on time).
1 f • Tell students to look at My Life on the worksheet. Explain that students
2 d are going to look back on their lives so far and talk about things that
3 b could have been different. Ask students to look at the sentence stems.
4 e They should write their own examples for the beginning of each
5 a
sentence next to 1–6.
6 c
• Give students time to write their sentences. Put students in pairs and
ask them to take it in turns to read out the first part of a sentence and
their partner guesses how the sentence is completed e.g.
A If I hadn’t failed my exams last year, …
B …you wouldn’t have had to do them again?
A Yes, that’s right.
A price fee fare 2 guest visitor customer
B borrow lend loan 3 benefit advantage favour
4 rob steal burgle
C beat win succeed
5 lose fail miss
Section B 1 invent discover find
2 cook cooker chef
3 check control review
4 wash clean clear
5 hope expect want
Section C 1 dish plate meal
2 professor teacher lecturer
3
sensitive sensible sense
4 bring take carry
5 remember remind recall
START
1 2 3 4
‘A bank is a place You went overdrawn by
Your cousin is going abroad where they lend you an a small amount last month. ‘I’d like to live
for the first time and wants You phone your bank manager. as a poor man
umbrella in fair weather
advice about money abroad.
and ask for it back when B = bank receptionist, with lots of
B = cousin C = bank manager
it begins to rain.’ money.’
17 18 5
‘Too many people Last month, you It’s your first day in the
You’re a checkout assistant in lent some money to
spend money they haven’t a large supermarket. A customer
UK. You want to get on a
a friend who promised short bus ride from your
earned to buy things they has just unloaded a trolley full to pay you back host family to the language
don’t want to impress of shopping at your checkout when he/she was paid. school, but you only have
and you need to take payment. You now need the
people they don’t like.’ £50 notes.
B = Customer money urgently.
16 B = bus driver
B = friend 6
A relative has an important
birthday next year. You are 19
not wealthy, but you want
to plan a special holiday to
FINISH You have just moved to an
English-speaking country to
‘Never confuse
the size of your
celebrate. Talk to two friends start a new job and you need
to open a bank account. paycheck with the
about how to save up and ‘Time is money.’
get the best deal. B = bank clerk (What services size of your talent.’
B/C = friends does your bank offer? What
15 24 information do you need?)
7
You and your partner/friend 20 You have driven to a new
‘Never spend have just arrived at a hotel for
town and need to pay for car
your money a weekend. Check in and find
parking at a parking meter.
out about gym membership, ‘There’s no such thing
before you’ve Wi-fi and other hotel services.
You don’t have the right
earned it.’ as a free lunch.’ change so you ask a passerby
B = friend, C = receptionist to help you.
14 24
23 B = passerby
1 2
In this picture, the woman is in the street. In this picture, the man is with other people.
She is trying to get something. They all feel frightened.
She doesn’t want other people to see. What they are looking at isn’t real.
3 4
In this picture, the woman isn’t enjoying In this picture, the man is working.
herself. He has just dropped something.
She shouldn’t have gone to where is she. Another person is in danger.
There’s an animal.
5 6
In this picture, the woman is having fun. In this picture, the man is outside.
She is doing the activity alone. He is trying to do something kind.
Some children want to do what she is doing. Other people want to help.
7 8
In this picture, the woman is in town. In this picture, the weather is cold.
She wants to be first. The man is with a friend.
There are other people who want what They are playing.
she wants.
Student A Student B
PART 1 PART 1
Example: Example:
a) Look at that big lorry! It’s holding up / holding out a) Look at that big lorry! It’s holding up / holding out
all the traffic. all the traffic.
b) I hope the good weather holds out until Sunday, b) I hope the good weather holds out until Sunday,
we’re having a BBQ for my birthday! we’re having a BBQ for my birthday!
1 a) Come on, eat up / eat out, or you’ll be late for 1 a) I don’t want to take out / take up too much of
school. your time, but we really need to talk about John.
b) b)
2 a) My passport turned up / turned out in the end, 2 a) Let’s go for a walk, we need to work up / work out
it was down behind the sofa! an appetite for dinner!
b) b)
3 a) We’re signing the contract tomorrow. I hope the 3 a) That cyclist just pulled out / pulled up right in
seller doesn’t back out / back up. front of me, I nearly hit him!
b) b)
4 a) Why do they bring out / bring up so many 4 a) How are you going to keep up / keep out your
versions? My computer’s always updating! English when you go back home?
b) b)
5 a) I really need to read out / read up about Paris, 5 a) Thank you for putting me up / putting me out at
we’re going there next week! such short notice, I couldn’t find a hotel room
anywhere!
b)
b)
6 a) They’re giving out / giving up free coffees at that
new café on Park Street this morning. Let’s go! 6 a) Look out! / Look up! That bus nearly hit you!
b) b)
FOLD FOLD
PART 2 Make notes here about B’s verbs. PART 2 Make notes here about A’s verbs.
1 take 1 eat
2 work 2 turn
3 pull 3 back
4 keep 4 bring
5 put 5 read
6 look 6 give
PART 3 Discuss these questions with your partner. PART 3 Discuss these questions with your partner.
1 What was the last thing you saved up for? 1 Is there anything you need to sort out at home,
How long did it take you? e.g. clothes, old toys, the kitchen?
2 Can you come up with any improvements for 2 When was the last time you fell out with someone? Why?
your town, school or house? Did you make up with him/her again?
3 How do you find out about the latest music, 3 Are you an optimist or a pessimist? Do you
films, etc.? believe things always work out in the end?
A Do all reptiles lay eggs? Kangaroos,
B the perfect
baby-making machines.
Although we generally think of reptiles as animals that
lay eggs, 20% of reptiles give birth to live young. Female kangaroos have two wombs and they
in fact can be almost permanently pregnant with
babies at different stages of development.
Scientific studies show that many ancient reptiles, including
dinosaurs, gave birth to live babies. Some species even changed When a female gives birth to her first baby
several times over millions of years between laying eggs and giving kangaroo (called a joey), the baby continues
birth to live young, as they adapted to climate changes on Earth. developing for several more months inside
the mother’s pouch, where it drinks her
The Australian skink, a type of lizard, lays eggs in warmer coastal areas,
milk. The mother ‘pauses’ the second baby
but the same species (not the same animal!) gives birth to live young
growing inside the other womb until the
in cooler mountain areas.
first joey leaves the pouch for good.
Some female reptiles have adapted to keep the eggs inside their bodies
Female kangaroos also produce different
for longer. This means that their babies are bigger and stronger when
kinds of milk for different aged joeys No
they are born, and that the mothers can keep their babies warm and
so they can feed a young joey still in its kidding!
safe from predators for longer. Inside their mother, the baby lizards are
pouch and an older joey that still needs
inside thin membranes (like a bag) instead of thick egg shells. When the
some of its mother’s milk after leaving the
baby is born, the bag breaks quickly and the baby lizard can breathe.
pouch. It is believed that female kangaroos
The common European lizard, which can be found from Japan to Ireland can also ‘pause’ their pregnancies in times
and from the Arctic circle down to northern Spain, also gives birth to of extreme drought or scarce food.
live young in this way.
C Saved from a shark by his belt!
D Woman fights mountain lion with a pen!
Apparently A 41-year-old man Jim and Nell Hamm, who had recently retired, were near the end of a long
day’s hike through the woods in Humboldt County (California, USA), when
survived a shark attack while diving for
they were suddenly attacked by a cougar (also called a mountain lion or
shellfish off the coast of Australia. A 3-metre
puma). At first, Jim tried to hit the big cat in the throat, but it pulled Jim to
long great white shark attacked and swallowed
the ground and started to attack his head. Jim’s wife grabbed a large branch
Eric Nerhus head first while he was diving. The
shark’s jaws couldn’t close completely because from a tree and hit the 36 kg mountain lion. It didn’t react so she kept
Eric says he then reached out of the shark’s Jim kept one hand in the animal’s mouth and tried putting his fingers up its
mouth, felt for the shark’s eye and stuck his nose while it continued to attack his head and neck. He then told his wife to
fingers deep into the animal’s eye socket. take a pen from his pocket, which she used to stick in the cat’s eye.
The shark was so shocked that it reacted by Unfortunately The puma didn’t react and the pen broke. Nell,
opening its mouth and Eric swam free. His son screaming as loud as possible, picked up the branch and attacked the cougar’s
rescued him from the water and he was flown head again and only then the cat stopped, looked at her and walked away.
to hospital, where he was treated for several The Hamms, who estimate the attack lasted six minutes, managed to get to
cuts and a broken nose. a road where a ranger picked them up and took them to hospital.
3 Paris is a city.
5 Think of an actor.
10 Football is a sport.
Pre-activity (5 minutes)
Aim
• Write the following words on the board: brake, bag, luggage
To be the first team to match cards and form • Ask students to supply the headword. Give them a choice of head,
compound nouns hand, hair (correct answer: hand – handbrake, handbag, hand luggage).
Language
Compound nouns Procedure (20–25 minutes)
• Explain that students are going to play a team game in which they race
Skills to match cards and form compound nouns.
Vocabulary and Speaking • Put students in teams of three or four. Give each team a set of
Materials headword cards and ask them to place them face up on the table.
Then give the group the other set of cards and ask them to place them
One copy of the worksheet, cut up into face down. Explain that each card has a word on it that will make a
cards, per group of three or four students compound with one of the headwords.
• Briefly review useful language for playing the game: Do these cards
match? I don’t think that’s right. Find another card. Is … one or two words?
Answers • Explain that when you shout Go! they should turn over the cards and
match the compounds correctly as one or two words. Ask each team
newsagent, estate agent, travel agent to choose a student to write their answers. Students should shout
sunglasses, suncream, sunset Finished! as soon as they have matched all the nouns and checked the
tea bag, teacup, teatime spelling of their answers.
hairbrush, hairdresser, haircut
• Check the answers of the first team to finish. If they are not completely
correct, allow the race to continue until one team wins.
traffic lights, traffic warden, traffic jam
• Check the answers with the whole class, including the pronunciation of
motorway, motorbike, motor racing the compound nouns.
toothache, toothbrush, toothpaste
door key, answer key, car key Extension (15 minutes)
wrapping paper, toilet paper, wallpaper • In pairs, students choose five compounds nouns and write a short
dialogue using all of them. Alternatively, write sets of nouns for groups
credit card, birthday card, business card
of students to work with, e.g.
briefcase, suitcase, bookcase
– birthday card, wrapping paper, credit card, newsagent, door key
dining room, waiting room, changing room – suncream, sunglasses, suitcase, motorway, traffic jam
• Ask students to read out their dialogues to the class.
step ladder sun-lounger plunger
stapler fish slice whisk
ROLECARD A ROLECARD B
You are the main presenter. You are the domestic
news correspondent.
It’s your job to find out the breaking news
stories from the rest of the team, select the
Tell the news presenter your breaking news so
most important stories, and write the headlines
he/she can select and write the headlines.
for the start of the news bulletin.
You also have to interview each of the BREAKING NEWS: transport grinds to halt in
correspondents during their update to find out winter freeze; should transport minister quit?
information that the public would like to know.
Then prepare notes for your domestic news
update. Use the information below and add
DON'T FORGET TO: ideas of your own. Report the quotations in
a suitable way.
▶ greet the viewers
▶ introduce each correspondent clearly • UPDATE: chaos on roads; weather has affected
daily commute to work/school; hundreds of
▶ provide the links between each section schools closed
▶ give a summary of the main stories at the • HEAD TEACHER: ‘The Transport Minister just hasn’t
end. dealt with the problem. I feel he should resign.’
• MEMBER OF PUBLIC: ‘Why weren’t the roads
prepared before the bad weather?’
ROLECARD C ROLECARD D
You are the international You are the
news correspondent. sports correspondent.
Tell the news presenter your breaking news so Tell the news presenter your breaking news so
he/she can select and write the headlines. he/she can select and write the headlines.
BREAKING NEWS: forest fires hit Australia; BREAKING NEWS: world’s first £250-million
international drug traffickers arrested footballer; young athlete sets track record
Then prepare notes for your international Then prepare notes for your sports news update.
news update. Use the information below and Use the information below and add ideas of your
add ideas of your own. Report the quotations own. Report the quotations in a suitable way.
in a suitable way.
• UPDATE: young African player signed to top
• UPDATE: huge area of southern Australia affected London club for £250 m – fans angry at ticket price
by forest fires – hundreds of people forced to leave rise; 14-year-old sets new record in 5,000 m
homes; climate change talks continue in Geneva; • FAN : ‘It’s not fair. I’m going to have to give up
40 people arrested in one of biggest drug rings my season ticket!’
• MEMBER OF PUBLIC: ‘Something must be done • ATHLETE : ‘I’m surprised I won, but it’s a
about people who start fires deliberately!’ great feeling.’
• POLICE OFFICER: ‘This will mean far fewer drugs
out on the streets.’
Pre-activity (5 minutes)
Aim
• Write an example of a TV news headline on the board, e.g. Russians
To role-play presenters/correspondents on break latest space record.
the news programme of a new TV channel • Ask students: What tense is used? (Present Simple). Why are the headlines
Language short? (to attract the listeners’ attention and make them want to find
out more in the main news story).
Reporting
Fluency
Procedure (25 minutes)
Skills • Explain that students are going to role-play members of a news team
Writing and Speaking on a new channel called Headway TV, which is trying to get good
viewer ratings.
Materials
• Put students in groups of four and give each group a worksheet.
One copy of the worksheet, cut up, per • Give students time to read through their role. Deal with any vocabulary
group of four students queries they may have.
Filming idea • The correspondents describe their breaking news to the main
You might want to film the news presenter. He/She notes the stories down and then selects three or four
programmes and show them to the class of the most important. He/She then writes short headlines, decides on
in the next lesson. You could then stop which order to read them in, and also thinks of possible questions to
the film, as appropriate, to do some error ask when he/she interviews each correspondent.
correction. • Meanwhile students B–D should think of details they can add to their
news stories, e.g. names of people and places, numbers and figures,
other quotations from people involved.
• Each group must then decide on the order the stories will appear in the
news programme. Tell students that they should not refer to their notes
all the time.
• If possible, rearrange the classroom to make the news programme
appear more realistic, e.g. a presenter’s desk, an area for the
correspondents to stand and present their stories.
• Students role-play their news programmes to the class. Monitor and
note any errors to be dealt with in a later lesson. If appropriate, allow
students to vote for the best news team.
Recommend your
Persuade your Argue with your
partner watches the Beg your partner to
Grumble about partner to change partner about
last film you saw or help you with your
the weather. their hairstyle or how lazy he/she is
the last book you homework.
glasses. around the house.
read.
Complain about
Insist on your Gossip about your Accuse your partner
how expensive Deny you took
partner standing brother/sister’s new of taking your
clothes are the last chocolate.
on his/her chair. boy/girlfriend. favourite pencil.
nowadays.
8 A: Look! I’ve bought everyone a present for when they pass their exams.
B: That’s great, but they didn’t all work as hard as you, so don’t count
your chickens …