5 A future perfect?

Introduction to the unit Spoken English

The focus of this unit is the future, both in terms of the
• Identifying and using phrases with thing. (SB p54)
students’ own plans and predictions for themselves and
more generally about the world and life in the future. (The Everyday English
title A future perfect? uses this word order rather than A • Practising skills in relation to speaking on the phone,
perfect future? to echo the name of one of the future forms including navigating automated systems. (SB p58)
we use in English.)
Students at this level of course know different ways to
talk about the future in English, but the Language focus
Skills development
helps them to consolidate their knowledge, iron out any
confusion and learn more advanced forms such as Future
Reading
Continuous and Future Perfect. The ‘BOOMERANG’ generation! SB p54
There is listening work at the beginning of the Language • An article about 20-something children who leave home
focus with a number of separate recordings of people for a while, but return to live at home with their parents.
talking about their future. Later, in the Listening and
speaking section, students hear speakers on a radio Listening
programme and answer questions about the facts and
opinions given about the future. An eye to the future SB p50
The Reading and speaking section consists of an • Listening to people talking about their future.
introductory paragraph and four short accounts by parents
and children experiencing the ‘Boomerang’ generation. ‘The future of the future’ SB p53
Students read and share some of the first-hand accounts • Listening to part of a radio programme, consisting of four
in a jigsaw task and discuss their views about what they’ve extracts from interviews about life in the future.
read. This is followed by a class survey to compare the
effects of the phenomenon as reflected within the class. Speaking
Students study a range of different collocations and • Talking about holiday plans. (SB p52)
phrasal verbs with take and put in the Vocabulary section. • Discussing ideas about life in the future. (SB p53)
In the Everyday English section, the focus is on • Discussing ‘boomerang’ children. (SB p54)
telephoning and students work on a fairly typical script
• Conducting a class survey. (SB p56)
of an automated response system. They also listen to the
end of a conversation between colleagues and talk about
how to finish calls. The main practice exercise is to roleplay
Writing
a conversation in pairs. Applying for a job – A CV and a covering letter
The Writing section involves close attention to how CVs SB p134
are presented and an activity where students read a • Analysing a CV.
covering letter. They focus on the level of formality in the
letter and improve it by replacing informal phrases with
• Addressing problems of register in a covering letter.
more appropriate ones. Finally, students produce their • Writing both a CV and a covering letter.
own CV and a covering letter that they may need to write
in their future. Additional material
Workbook
Language aims There are exercises contrasting future forms and choosing
the most suitable future form in various contexts, including
making predictions. Vocabulary covers the common verbs
Language focus take and put, some commonly confused words and phrasal
Future forms SB p50 verbs types 2 and 3. Pronunciation practises further work on
sound and spelling relationships.
• Reviewing, identifying and labelling future forms, and
talking about what difference choosing from these forms Photocopiable activities
makes. There are photocopiable activities to review grammar
(What does your future hold?), vocabulary (take or put?) and
Vocabulary communication (Call me!). These can be found at the back
• Learning a range of phrases with the high-frequency of this Teacher’s Guide as well as on the Teacher’s Resource
verbs take and put. (SB p57) Centre. There is also a worksheet to accompany the video on
the Teacher’s Resource Centre.

Headway 5th edition © Oxford University Press Unit 5 • A future perfect? – Overview 67
 Notes on the unit 2 In their pairs, ask students to name the tense forms in
bold in the sentences. With a weaker group, you could
Unit opener page write the names (see Answers) in random order on the
Choose from these activities to engage your students with board for them to match with the sentences.
the topic and target language of this unit: Check answers together. Don’t necessarily expect
• Talk about the title students to have any knowledge of the Future Perfect
• Talk about the unit goals (Grammar, Vocabulary, …) or Future Continuous forms.
• Talk about the photo Answers
1 will + infinitive (Future Simple)
• Talk about the quote 2 Present Continuous
• Watch the video 3 Present Simple
• Look at the bottom banner 4 shall + infinitive (used in the question form to make offers and
• Do the activity suggestions)
5 going to + infinitive
Point to the title of the unit A future perfect? Focus students’ 6 will + infinitive (Future Simple)
attention on the photo and elicit some ideas about what it 7 Future Perfect
shows. 8 Future Continuous
Video introduction (6 minutes approximately): Before
beginning the unit, you could ask the students to watch the An eye to the future
video introduction, which can be found on the Teacher’s
1 Lead in by asking students about their future plans, e.g.
Resource Centre at headwayonline.com. The video
What are you doing at the weekend? What are you planning
features speakers from a variety of countries expressing their
to do after this course/in the summer holidays? What do you
opinions about the unit theme.
think you will be doing this time next year? Use this as an
You could ask your students to answer the same questions opportunity to assess the students’ ability to use future
themselves in class to engage with the unit topic, or you forms, but don’t correct errors or give explanations now.
could choose to use the video either within or at the end of
Focus on the photos and elicit what the students can see
the unit.
and what the future might hold for each person.
Don’t forget that there are many exercises to consolidate
Students listen and identify who is speaking.
and practise the target language of the unit in the Workbook
as well as online. There are links to these exercises on the e 5.1 Play number 1 as an example and elicit the correct
relevant pages of the Student’s Book and they can be done name. Play the rest of the recording and get students to
in class time or you can set them for homework. complete the matching task. Check the answers.
Summary: If you don’t have time to watch the video, use Answers
the title and the picture to help students understand and 1 Francesca, going to university
engage with the topic, and then move straight on to the 2 Jason, a rugby match
activity so that they can discuss the theme in more detail. 3 Lucy and Mark, having a baby
4 Ted and Pamela, travelling
Notes for activity:
5 Jonathan, starting a business
1 Put students into pairs and ask them to discuss the 6 Asha, working in San Francisco
questions. Check answers with the class.
2 Ask students to read the quote by Shon Mehta (author).
Put students into pairs to discuss the questions. Elicit e 5.1 Who’s speaking?
1 I can’t believe it! I did really well in my exams and I got into my
interesting answers in feedback. first choice university – Birmingham. I’m going to study law with
business studies. The course lasts four years. The thing I worry
Language focus SB p50 about is the debt I’ll have at the end of my studies.
2 I play rugby for my school most Saturdays in winter. This week
Future forms we’re playing against another local school – we’re great rivals,
so it’ll be a mega-exciting game. My dad and my grandpa are
TEST YOUR GRAMMAR coming to watch. My mum isn’t – rugby’s not really her kind of
thing. Kick-off is at eleven o’clock.
Work through the exercises fairly quickly, avoiding any 3 We’re having a baby … due in eight weeks. It’s our first, so we’re
lengthy grammar explanations at this stage. very excited and a bit worried, but I know Lucy’ll be a great mum.
1 Ask students to read through the sentences and the I hope I’ll be an OK dad. We know it’s a boy, so we’re going to call
him Sebastian.
meanings. Deal with any vocabulary queries, e.g. 4 Well, now we’re retired we’re going to travel the world! We’re off
spontaneous. Do number 1 as an example. Students to Sri Lanka for three weeks – our flight leaves at two o’clock this
complete the matching task in pairs. Go through the afternoon. This time tomorrow, we’ll be sunning ourselves on a
answers together. tropical beach. It’ll be the holiday of a lifetime.
5 I’ve started my own business with a friend, Dan. We’re going to
Answers work day and night to make it successful! Things will be tough for
1 a prediction 5 an intention a few years. We’re not going to have any holidays. I’ve set myself
2 an arrangement 6 a spontaneous decision this goal – before I’m 30, I’ll have made my first million.
3 a timetable 7 the past from the future
4 a suggestion 8 a future action in progress

68 Unit 5 • A future perfect? Headway 5th edition © Oxford University Press

 6 I work for the tech company Bitnami. And next week I’m off to
San Francisco. I’m going to work there for a couple of years. I’ll LANGUAGE FOCUS
be earning twice as much as I earn here, so I’ll be able to rent
somewhere nice to live and by the time I return home, I’ll have
Possible problems
saved enough money to buy my own place. The choice of possible future forms is often confusing
for students. There are two main reasons for this. Firstly,
2 Give students time to read through the questions. Elicit English has more forms to refer to future time than many
the answers to number 1 as an example. Students do the other languages. Secondly, the choice of future form
task individually, but allow them to check their answers in often depends on aspect (that is, how the speaker sees
pairs before you play the answers. the event) and not on time, nearness to the present, or
e 5.2 Play the recording, pausing after each sentence to certainty. The main areas of confusion are as follows.
let students check their answers. Get students to practise 1 Students tend to overuse will, seeing it as the standard
the questions and answers with their partner. Monitor and future tense, which English doesn’t have. It may seem
check they’re making contractions naturally, e.g. they’ll, strange to students that pre-arranged activities are
she’s, they’re, etc. often expressed with the Present Continuous or going
to, rather than with will. Common mistakes: *What
Answers and audioscript time will you meet your friends? / *Will you go to the
e 5.2 Questions and answers cinema tonight?
1 Q Where are Ted and Pamela going? 2 Weaker students may rely on the constant use of the
A Sri Lanka. Present Simple to refer to future time, e.g. *I go to Paris
Q What will they be doing at this time tomorrow? this weekend. / *What do you do tonight?
A They’ll be sunning themselves on a tropical beach. Another common mistake is to use the Present Simple
2 Q What is Francesca going to study? instead of will for spontaneous decisions, e.g. *I open
A Law and business studies. the door for you. / *It’s very nice. I buy it.
Q How long does her course last? 3 The Present Continuous is very commonly used to refer
A Four years. to future arrangements between people, but cannot be
3 Q Who will be coming to watch Jason?
used when human arrangement is not possible, e.g.
A His father and grandfather.
*It’s raining tomorrow.
Q What time does the match start?
A Eleven o’clock. 4 Students need to remember the relatively restricted
4 Q Why is Asha going to San Francisco? usage of the Present Simple for the future, for
A Because she’s going to work there. timetables, schedules, etc., e.g. The match/term/film
Q Why will she be able to buy her own place? starts soon. / The train/plane/bus leaves in ten minutes.
A Because she will have saved a lot of money in the US. 5 Expressions like I think/believe/hope so are common
5 Q Why are Lucy and Mark excited? when responding to yes/no questions about the future.
A They’re going to have their first baby. 1 Focus students’ attention on the first pair of sentences
Q What does Mark hope?
and elicit the difference in meaning. Point out that the
A He hopes he’ll be a good father.
6 Q What is Jonathan going to do to ensure success?
only difference in the sentence structure is the choice
A He’s going to work very hard. of tense form. Put students in pairs to discuss the
Q What’s his ambition? differences between the other sentences.
A He wants to have made one million pounds by the time Elicit answers from the class. You could also elicit the
he’s 30. names of the different future forms used.
3 Elicit the first name and question as an example. Put Answers
students in pairs to work out who said each of the What do you do on Sundays? (Present Simple to ask about
routines/habits)
answers 2–6 and to write the question for each. Monitor
What are you doing this Sunday? (Present Continuous to ask
and help as necessary. about a future arrangement)
e 5.3 Play the recording, pausing after each question to Get in the car. I’ll give you a lift. (will for a spontaneous decision/
let students compare with what they came up with. You offer made at the time of speaking)
could play the recording again and get students to listen I’m going to give Dan a lift to the airport. (going to for a plan/
and repeat. intention made before the time of speaking)
I’ll write the report tonight. (will for a spontaneous decision – the
Answers and audioscript report writing will start and finish tonight)
e 5.3 Forming questions I’ll have written the report by tonight. (Future Perfect for an action
1 Q What is Francesca worried about? completed before a time in the future = the report writing will
A The amount of debt she’ll have. be complete before tonight)
2 Q Why is Jason’s match going to be very exciting? We’ll have supper at 8.00. (will for a spontaneous decision made at
A Because the teams are great rivals. the time of speaking)
3 Q What are Lucy and Mark going to call the baby? We’ll be having supper at 8.00. (Future Continuous for an action
A Sebastian. in progress at a time in the future = we will be in the middle of
4 Q What time does Ted and Pamela’s flight leave? supper at 8.00)
A Two o’clock. 2 Read the notes and examples with the class. Elicit
5 Q Are Jonathan and Dan going to have any holidays? the names of the future forms, but don’t try to elicit
A No, they’re not. It’s all work, work, work! differences in meaning as they are probably too subtle
6 Q How much will Asha be earning? to try to explain at this level. Refer students to Grammar
A Twice what she’s earning now. reference 5.1 on SB pp155–6.

Headway 5th edition © Oxford University Press Unit 5 • A future perfect? 69

 Practice SB p51 Get students to read through the text to compare the
content with the brainstorming they’ve done. You could
Discussing grammar also elicit the meaning of put your seats in the upright
1 Highlight the note about both forms being possible in position and come to a complete standstill.
some sentences. Elicit the answers to number 1 as a class Elicit the answer to number 1 as an example. Students
example. If possible, encourage students to say why each complete the text, working individually. Let students share
form is appropriate for each sentence. their answers in pairs.
Students work on this task individually, then discuss e 5.4 Play the recording to check answers.
their answers in pairs. Go through the answers together, Point out the use of the Future Continuous to talk about
encouraging students to use the names of the forms things that will happen as part of the routine of the flight.
and to try to explain why each form is most appropriate. (Refer students to Grammar reference on SB p156, Future
Elicit where both forms are possible (1 a, 2 a, 2 b, 4 b, 5 b, Continuous 2.) You could also elicit any future forms which
6 b, 7 b). Be aware that it might overload some students students used that were different from the recording and
to go into subtle differences, so you could just leave it at discuss whether they might be appropriate – suggestions
telling them where both forms are possible. given in brackets in the Answers below.
Answers Answers
1 a I’m going to see (a plan or arrangement. It’s possible to say 1 we’ll be taking off
I’ll see, but this is less likely and suggests seeing the family 2 will be (is – it is timetabled)
isn’t the main purpose of the visit.) 3 ’ll be flying
b I’ll see (Not a plan – the decision will be made later.) 4 ‘ll be coming in
2 a are you going to do (talking about plans or intentions. It’s 5 arrive (’ll arrive/ ’ll be arriving – predicted time)
possible to say will you do but that is less likely and would 6 will be serving (will serve – also possible with little change of
suggest the decision to go to the US has only just been meaning, though Future Continuous sounds more natural)
made.) 7 will come
b will you do (asking about an alternative to the plan, which 8 will, keep
may not have been thought about yet. Another possibility 9 will be giving out (will give out – also possible with little
is are you going to do. It’s often forgotten that going to can change of meaning)
be used in the first conditional, with the assumption that 10 need
the person has already thought about this possibility.) 11 will be landing
3 a I’ll come (decision/offer made at the time of speaking – the 12 comes
listener can decide whether to accept.)
b I’m coming (the speaker’s decision has already been made.)
4 a are you going to do (talking about planning/intention from 5.4 This is your captain speaking …
now to deal with a problem) Good afternoon, ladies and gentlemen. Welcome aboard this Virgin
b are you doing (asking about plans/arrangements. An Atlantic flight to Boston. In a short time we’ll be taking off. Our flight
alternative is are you going to go – little change in meaning, time today will be approximately six and a half hours and we’ll be
but perhaps suggests that we think the other person might flying at 37,000 feet at a cruising speed of 575 miles per hour. We’ll
not have made any definite plans yet.) be coming in over the coast of Newfoundland before heading down
5 a I’m going to give (a plan or intention) to Boston. We arrive in Boston at about 20.45 US time.
b I’m giving (a fixed arrangement. It’s possible to say I’m going The cabin crew will be serving an evening meal during the flight.
If you need any assistance, just press the call button and a flight
to give, which sounds more from the person’s point of view,
attendant will come to help you. In case of turbulence, will you
rather than a description of the actual arrangement.)
please keep your seatbelt fastened when in your seat?
6 a is leaving (plan or arrangement in the near future)
In a few moments’ time the cabin crew will be giving out landing
b leaves (timetabled future. It’s possible to say is leaving – it cards for those who need them.
could be an arrangement such as a coach driver informing In 20 minutes, we will be landing at Boston Logan airport where the
passengers when the coach is leaving after a stop.) temperature is a chilly five degrees Celsius. Please put your seats
7 a I’ll see (prediction, possibly a promise) in the upright position and remain seated until the plane comes to
b I’ll be seeing (Future Continuous for a future event which a complete standstill. We hope you have enjoyed your flight with
will be in the natural course of events. Another possibility Virgin Atlantic.
might be I’ll see, which might suggest that the meeting is
a one-off.)
8 a You’ll have seen (Future Perfect for an action which will be Talking about you
completed by the given time frame, i.e. the end of this 3 Elicit possible answers to number 1 as an example.
holiday) Remind students that there is a range of possible answers
b You’ll see (will for prediction, perhaps a promise) for some of the sentences.
Students complete the questions, working individually.
Which future form? Monitor and help as necessary. Put students in pairs to
2 Focus students’ attention on the photo. Ask: What can compare the forms they’ve chosen and discuss why.
you see in the photo? What announcements do pilots Check the answers together. Explain which forms are
make on a flight? Brainstorm vocabulary related to possible and which are the most natural and why.
flight announcements. The following items appear in
the recording: flight, take off, cruising speed, cabin crew,
flight attendant, turbulence, keep your seatbelt fastened,
landing card.

70 Unit 5 • A future perfect? Headway 5th edition © Oxford University Press

 Answers Answers and audioscript
1 are you going
e 5.6 What do you think?
2 are you going
1 Do you think you’ll ever get a promotion?
3 are you getting
1 I hope so.
4 Are you staying/going to stay
2 I might one day.
5 will you be/are you going to be/are you
3 It’s possible, but I doubt it.
6 will you all do/will you all be doing/are you all going to do
4 I’m sure I will.
4 Students now work in pairs to create a conversation 5 I’m sure I won’t. My boss doesn’t even know my name!
2 Are you going out tonight?
between two friends about holiday plans. Monitor
1 Yes, I am.
and assist where necessary. Get them to practise their 2 I think so, but I’m not sure.
conversations a few times. Invite a few pairs to act out 3 I might be.
their conversations for the class. 4 You bet! I’m meeting the guys at the pub.
e 5.5 Play the recording so students can listen and 3 Do you think the world’s climate will change dramatically in
compare it with their own conversations. Elicit anything the next 50 years?
that was different in terms of the future forms used. 1 I don’t think so.
2 I hope not.
e 5.5 Holiday plans 3 Who knows? Maybe.
A Where are you going on holiday this year? 4 I’m convinced it will. All the experts say so.
B The South of France. We always go to France.
A Lucky you! When are you going? 6 Give students time to read the instructions and question
B End of July – when the school holidays begin. prompts. Point out that the numbers reflect the questions
A Oh yes! How are you getting there? Are you flying or going by in exercise 5 in terms of the future forms used. You could
Eurostar? elicit that category one is speculative about themselves
B Neither – we’ll be driving as usual. We always drive – we take
the dog. and their own future, category two is about plans and
A Driving with three children and a dog! I don’t envy you. The roads arrangements in the near future, and category three is
will be really busy in July. predictions about the world.
B I know. I’m not looking forward to the journey. Put students in small groups of three or four to ask and
A Are you staying in a hotel?
B Well, we’ll be staying in a hotel overnight on the way down, but answer questions. Remind them that they can use short
we’re camping this year. responses such as those in exercise 5. They can also add
A Camping! Will you be taking your own tents? extra information about their responses. Point out the
B No – we’re heading for a campsite – it has chalets and all mod example to show them what to do. Monitor carefully and
cons. note any points you need to correct together afterwards
A I’ve heard French campsites are really good. What will you all be
doing there? regarding the use of future tenses and the responses.
B There’s loads to do. We’ll be swimming and we’ll go canoeing, and Conduct whole-class feedback, eliciting what different
I’ll be relaxing when the kids let me. groups learned about each other.
A Make sure you do! How long are you away for?
B Two weeks. Additional material
A Well, have a great time! Maybe I’ll have booked my holiday by the
time you’re back. We haven’t decided where to go this year. But For teachers
we won’t be camping! Photocopiable activity – Grammar: What does your future
hold? pp192–3
I hope so / I don’t think so For students
5 e 5.6 Give students a moment to read each question Online Practice – Look again
and understand that the gapped responses grouped Workbook pp32–5, exercises 1–8
below are all different ways to answer that question. Play
the recording through once, pausing after each set of
question and answers. Students listen and complete the Listening and speaking SB p53

responses. Play the recording again if necessary. ‘The future of the future’
Check the answers with the class. Make sure students
know that doubt has a silent letter /daʊt/, tell them that About the text
You bet! is informal (and similar in meaning to Absolutely!), This recording consists of four different extracts from an
and highlight the use of the subject question in Who episode of BBC Radio 4 series Future Proofing, which is an
knows? (NOT *Who does know?). entertaining programme, not aiming to be overly serious.
Also point out the following responses: I think so./I don’t The four different listening extracts are interviews by
think so./I hope so./I hope not. (NOT *I don’t hope so.) presenters Timandra Harkness and Leo Johnson with:
Put students in pairs to practise the questions and 1 Angela Lucy, a Tarot card reader. She uses cards to tell
responses. Monitor and drill selected lines using the people’s fortunes.
recording if students have pronunciation problems.
2 Astro Teller, Captain of Moon Shots, a project at Google
company ‘X’ where inventors create new technologies to
deal with global problems.

Headway 5th edition © Oxford University Press Unit 5 • A future perfect? 71

 3 Matt Novak, editor of Gizmodo Paleofuture Blog, writes AL OK, I’m picking up the deck and …
about technologies and ideas people had about the TH Where should I live?
AL First card is The Three of Swords. It means physical separation from
future which never happened and why they never somewhere. Even if you find the wonderful place in London, it’s
became reality. like you wanna leave anyway. OK. Let’s see if you move to: ‘the
4 Alexander Rose of the Long Now Foundation, which is most wonderful place in the world; New York City.’ WOW! The card
an organization dedicated to long-term thinking, i.e. a that I get is called The Fool. It means the leap of faith.
TH It doesn’t … it doesn’t mean that it will be a foolish decision?
10,000-year time frame into the future. AL No, you are required to take the leap. Now! Going to New
New vocabulary may include: York City, looks like you take the leap. That’s how you get the
Extract 1: a fortune teller, a leap of faith, conclusive, intuition, good stuff.
TH This is so conclusive I’m starting to suspect you’re paid by
overstated, tools some New York estate agent … real estate agency to lure BBC
Extract 2: unthinkable, legacy, rooted, turnips presenters to go to New York.
Extract 3: vision, myth, infrastructure, perception, spoiled AL Yes, we want all the BBC people to come to America.
LJ Do the cards that tell us the future.
Extract 4: fundamental desires, notion, good-old days AL OK – what is the future? The future of the future is people
trusting their own intuition more. Trusting it and acting on it.
1 Give students time to imagine 100 years from now and TH That goes against what a lot of people are saying: that we’re
write down two predictions. Put students in small groups moving away from trusting our own intuition and judgment
to share their ideas. This helps to maximize their speaking and moving towards looking to technology and data and …
machines predicting things for us.
opportunity in the lesson. AL Oh, but don’t you think that’s part of your intuition? That’s just
Elicit ideas from a number of students in a whole-class factual information coming in a different way, enhancing your
feedback session. Encourage students to comment on intuition.
each other’s ideas and for students to come up with TH So do you think it is overstated, this idea that we will put more
and more of our trust in the machines and less trust in … our
reasons for their predictions. own judgment?
Get them to read the short text to prepare for listening. AL Yeah, I think it’s overstated. Those tools are just tools.
Ask them what they expect to hear in the recording –
monologues or interviews? (interviews) One speaker or a 3 e 5.8 Explain that this is a different interview from the
number of different speakers? (different speakers). same radio programme and focus attention on the photo
2 e 5.7 Give students time to read the introduction to of Astro Teller. Give students time to read the questions,
the listening. Using the photo on the page, check they then play the recording. Put students in pairs to share
know Tarot card reader and also fortune teller. Ask them to their answers. (You may need to play it a second time for a
read the extracts and questions. Deal with any vocabulary weaker group.) Go through answers with the class.
queries. Remind them that Timandra is the interviewer Answers
and Angela the fortune teller. Play the recording. 1 He works for Google’s company ‘X’. His job is Captain of Moon
Put students in pairs to share their answers. If it seems Shots – he has to think the unthinkable.
they need to hear the recording again, play it one more 2 That the rate of change will be high.
time. Go through the answers as a class. 3 That the jobs they will have when they leave college won’t
even have a name on the day they start college.
Answers 4 Their concern was preserving the world for their
1 The ‘Three of Swords’ is a tarot card. In this case it’s thought to grandchildren.
mean separation from London. 5 The ‘surfers’ are young people because they can ride the
2 She thinks it might mean that going to New York would be waves of change. The ‘turnips’ are older people because
foolish. they’re ‘rooted beings’ who find change more difficult.
3 Because Angela keeps telling her to move to New York (based
on the cards).
4 Angela believes it, but Timandra questions it. Timandra thinks e 5.8
we’re moving away from using our intuition and towards AT = Astro Teller LJ = Leo Johnson
using technology and machines to predict things for us. AT My name is Astro Teller and I am the Captain of Moon Shots.
LJ As Captain of Moon Shots for Google’s company ‘X’, Astro’s job is
5 She thinks it is so overstated. She calls machines ‘just tools’.
to think the unthinkable and seek solutions to global problems.
AT The future will be moving faster than today. The rate of change
e 5.7 that we will experience five years from now will be higher than
the rate of change we experience today. There are kids going
TH = Timandra Harkness LJ = Leo Johnson AL = Angela Lucy
to college right now, where the first job they will have out of
This is the BBC. Welcome to the podcast of Future Proofing, the BBC
college doesn’t even have a name on the day they start college.
Radio 4 series exploring ideas that will shape the future. In this LJ The way you look at the future, how do you reckon that might
episode, presenters Timandra Harkness and Leo Johnson explore the be different from your grandma, your grandpa?
‘Future of the Future’. AT My grandparents at least saw the future primarily as an issue of
TH Have you ever been to a fortune teller before? legacy – preserving the world for future generations.
LJ Sure … LJ And how do you think your kids, your grandkids will think of
TH OK. Are you ready, Leo? Are you ready to find out your future? the future?
AL Hello, everyone. AT My grandchildren, as they will live in a world in which the change
TH Hello. is happening faster, they will feel more like surfers on a wave,
AL Come on in. than trying to get their feet firmly planted on the ground …
TH Thank you. LJ So, we’re these, these rooted beings, these trees, these turnips,
AL Hi, nice to meet you. I’m Angela Lucy, the Tarot card reader. with our roots going deep …
I’m gonna hand you the cards. These are bigger than regular AT Oh come on, I said surfers, that was a much more positive lyrical
playing cards and there’s more of them. vision than turnips!
TH My question is …

72 Unit 5 • A future perfect? Headway 5th edition © Oxford University Press

 4 e 5.9 Students prepare to listen to the next interviewee, Answers
following the same procedure as in exercise 3. Point out 1 a 10,000 year clock (a clock that will tick for 10,000 years)
that they will need to make notes to answer question 3. 2 food, shelter, family, and having a better life for your kids than
Play the recording. Allow students to share answers before you had for yourself
you check together. 3 He says that there’s a notion that the past is always better than
the future, but all the evidence shows us that the future has
Answers always been better, and the past has always been worse.
1 He’s in Australia.
2 He thinks that change takes a long time, whereas Astro Teller
thinks that it happens quickly. e 5.10
3 People at the start of the 20th century thought that change AR = Alexander Rose LJ = Leo Johnson
was happening too quickly. As people get older, they feel that AR My name is Alexander Rose. I’m the Executive Director of The
time is passing faster. TV in the US took off quicker – going Long Now Foundation, and I’m the Project Manager for the
from 5% to 60% between the late 40s and mid-50s. The 10,000 Year Clock Project. If your ’present’ were to include the
smartphone took a relatively long time to be widespread – it last and the next 10,000 years, you would act very differently
than if your ’present’ only includes today.
took a decade to go from 5% to 50% adoption rate in the
LJ So, tell us about The Clock. Why 10,000?
US. Although the first host to host Internet connection was AR Well, 10,000 years, this is when humans really started being a
in 1969, it took decades before most people were online. technological species. You know, our fundamental desires are
Electrification of people’s homes in the 1920s radically actually pretty much the same, and it’s a question about, will
changed people’s lives. that be the same in another 10,000 years?
LJ What are our fundamental desires?
AR Food, shelter, family, having a better life for your kids than you
e 5.9 had for yourself – all of those things.
MN = Matt Novak TH = Timandra Harkness LJ What does the future mean to you?
MN Hi, Timandra, how you doing? AR How you pass information to another generation. There’s this
TH So you’re speaking to us from Australia but on New York time, is notion that the past is always better than the future, that there’s
that correct? a good-old-days and the future is much scarier. Why do we
MN More or less – yes. constantly discount that future and think that it’s worse when
TH You are talking to us then literally from the future. all evidence shows us that the future has always been better,
MN My name is Matt Novak. I am the editor of Gizmodo’s and the past has always been worse, but that’s not how we
Paleofuture Blog, which takes a look at past visions of the think about it.
future. There’s sort of this myth that the future is happening
quicker than it’s ever happened and this sort of grew out of the
visions of the future from the 70s and then even before that, What do you think?
you know, there were people at the turn of the 20th century
Before students begin this discussion task, conduct a
who would often believe that the future was happening much,
much too quickly. And that’s a product of age in my opinion; whole-class session to deal with any outstanding queries
I think that people as we get older believe that the future is they have about any of the speakers. They can read any of
happening much more quickly. the audioscripts on SB pp146–7 if you think this will help.
TH So you don’t think it is happening much more quickly?
Put students in small groups with a chairperson in each and
MN No, not at all. The smartphone took about a decade to go from
about 5% adoption rate to 50% in the United States. That is when they’ve read the questions, they can start discussing.
longer than it took for TV to do the same thing in the United Monitor groups carefully and make sure they discuss each
States; from the late 40s to the mid 50s it went from about 5% question fully, with all students encouraged to participate.
of Americans having TV to 60%. Ask them to back up their opinions with examples wherever
TH So would you say we’re moving into the future at about the
they can to add weight to their arguments.
same speed that we were in the 1950s?
MN For sure. There are products that change the world and Conduct class feedback after the group work. Elicit ideas
technologies that change the world, like the Internet, but from different groups in reaction to each of the questions.
you have to remember that the first host to host Internet
Do any necessary error correction of mistakes you’ve heard
connection was in 1969 – but it literally took decades of
building the infrastructure before most people got online. them making when using future forms.
TH Why do people have this perception that the future is VIDEO In this unit students can watch a video about how
happening quicker?
robots are being developed as entertainers and the possible
MN Older people feel as if time passes faster.
TH Do generations since the 1960s have a different relationship roles of robots in the future. You can play the video clip on
with technology? the Classroom Presentation Tool or download it from the
MN Maybe, but I think that generations since the 1960s are simply Teacher’s Resource Centre together with the video script,
more spoiled. If you look at the technological advances of the video worksheet and accompanying teacher’s notes. These
turn of the 20th century, I mean, electric light alone – I mean
notes give full guidance on how to use the worksheets and
think about what electrification of the home did in the 1920s
to radically change people’s lives. The thing that may have include a comprehensive answer key to the exercises and
changed in the 1960s was people recognizing the connections activities.
between these technological advances and consumer goods.
People who were born at the end of the 19th century and lived Additional material
till the 1960s saw just as much radical change, as people who
were born in the 60s to today. For teachers
Photocopiable activity – Video worksheet: Acting robots
5 e 5.10 Now it’s time for students to listen to the final For students
speaker. Help them prepare as before by reading the Online Practice – Practice
questions carefully. Check fundamental with the class if
necessary. Play the recording. Check answers together.

Headway 5th edition © Oxford University Press Unit 5 • A future perfect? 73

 Reading and speaking SB p54 vocabulary from the texts that you think is essential.
Encourage students to use the context to help them with
The ‘BOOMERANG’ generation! new vocabulary, but allow them to use dictionaries, too.
Monitor carefully and assist where necessary. With a
About the text weaker group, put students in pairs who have read the
This text focuses on the phenomenon of adults in their 20s same text so they can check their answers.
and 30s who live in the family home, despite having left it Make new pairs of one Student A + one Student B to
earlier to go to college or start work. These young people are share information about the person they read about and
known as the ‘boomerang’ generation after the Australian compare the two children, using the questions as a guide.
curved flat stick which, when thrown away from you, makes
an arc in the air and returns to you. Answers
The text consists of an introduction and four personal 1 Julian studied and went travelling; Amy shared a flat with
friends.
accounts. There are two accounts by parents of ‘Boomerang’
2 Julian finished travelling and had got a place to do Opera
kids and two accounts by the ‘Boomerang’ kids themselves. Studies at the Guildhall School of Music – but he had a lot
You could pre-teach these words from the introduction: fly of debt; Amy’s landlord increased the rent and she couldn’t
the nest, 20-something, trend, echo. afford it.
You can pre-teach vocabulary as follows: 3 Julian likes being rent free and the fact that his mum still
cooks and washes for him and his brother. Amy likes watching
Group A: a load more, rent free, depressed, put things right,
films with her mum, but her mum gets on her nerves because
‘empty nest’ syndrome, retire, mess, take issue with something, she’s always tidying her things.
take something for granted, take your mind off something, get 4 Julian gets on well with his parents – he’s probably worried
back with, take pride in, put up with something about his brother because his brother is depressed. Amy loves
Group B: landlord, get on someone’s nerves, obsessive, save like spending time with her mum, but she isn’t sure about her
mad, littered with, put things away, take offence, awkward. mum’s new boyfriend and says he doesn’t like her.
5 He’s going to study opera and sing in Don Giovanni – he
1 Lead in by conducting a quick poll of how many students wants his parents to be proud of him. She’s going to save
live with their parents or have offspring living with them money, but she’ll also have to look for a new job because the
and what ages they are. This will give a quick snapshot of store she works in is going to close.
whether any of them might be directly affected by the 4 Students now follow the same procedure to read the
trend described in the text. Elicit students’ ideas about text giving the view of the parent of the child they’ve
what age people usually leave home in their countries. read about. Ask them to read the questions and then the
Divide the class in half. Group A brainstorm from the point relevant text to find the answers.
of view of children reaching maturity and Group B from Monitor and deal with any difficulties.
the point of view of their parents. If your class is large,
In their previous A+B pairs, students discuss and compare
you can make smaller groups of students within their A
what they’ve learned about the parents.
or B group. Divide the board into two columns, and write
the titles for and against. Give students plenty of time to Answers
brainstorm. 1 Alan likes having the boys back and is happy to help. He likes
Bring the class back together and elicit ideas from both having their friends around again. Faye loves having Amy
groups. Collate the ideas on the board. around again as they’re very close – they have fun, and Amy
keeps her up to date with music, films, apps, etc. and helps
2 Focus students on the introductory paragraph only. Get with her make-up.
them to read the questions and then find the answers in 2 Alan doesn’t like the fact that there’s mess and noise and that
the introduction. the boys’ mum does too much for them and they take it for
Put students in pairs to share their answers, then check with granted. Faye doesn’t like the untidiness and always having to
the class. Elicit ideas regarding question 3 and tell students put Amy’s stuff away. And she doesn’t like the fact that Amy
that they’ll read about some real examples of ‘Boomerang’ won’t speak to her friend, Rob. Alan is hoping that Julian’s
kids next and can compare their ideas with those kids’ reasons. brother gets back with his wife. Faye hopes that Amy will
follow some house rules and will start being friendlier to Rob.
Answers
1 Because they ‘boomerang’ back home, having previously left.
‘Kidults’ are adults with childish tastes. They are adults in terms SPOKEN ENGLISH The use of thing
of age, but perhaps not properly grown up in their thinking 1 Put students in pairs to read the instruction and find a
or behaviour and still needing their parents to be present in a different way to express the meaning of each sentence,
role similar to when they were children. without using thing. Elicit sentences from the students.
2 ‘fly the nest’ means ‘leave the childhood home’. The ‘empty There may be a range of different ideas. Check against
nesters’ are the parents left behind once their children have the answers given below.
left home.
3 Students’ own answers. Answers
He’s going to try and make up with his wife.
3 Use the same groupings as for the brainstorming in She’s always tidying away my stuff.
exercise 1. Make sure all students understand that they are The problem is I’m not sure about her new boyfriend.
only reading about one ‘Boomerang’ child. What I do like is having their friends round.
Ask students to read through the questions. (These
questions apply to either text.) Pre-teach any of the

74 Unit 5 • A future perfect? Headway 5th edition © Oxford University Press

 Unemployment for young people may also be a factor in
2 Ask students to turn to SB p146 and read through the
some countries – they have to remain in the family home
audioscript of the speakers in the photos on pp50–1 to
as they don’t have any income to move out.
find more uses of thing. Elicit from the class. Encourage
them to try to express the sentences without using 3 Elicit ideas from the class, encouraging them to give
thing. (What I worry about is … / Rugby isn’t one of her reasons wherever possible.
interests or She doesn’t enjoy rugby. / Life will be tough.) 4 When you’ve discussed most of the countries, direct
students to look at the map on SB p167 to see if they were
Answers
The thing I worry about is … correct in their matching. Conduct further discussion of
… rugby’s not her kind of thing what students got right and wrong, encouraging them to
Things will be tough … talk about possible reasons for this.
Finally, put students in small groups to discuss the final
3 With a weaker group, you’ll need to elicit how to
question. When they’ve talked about it, elicit their ideas
rephrase each sentence to check students understand
and reasons for them in a whole-class session. Of course,
the meaning of thing in each context, e.g. have a thing
this is conjecture so it’s fine for students to disagree.
about …, make a big thing of …
5 Focus students on the questions in the class survey box.
In their pairs as before, get students to ask and answer
Divide the class into four groups within which students
the questions. Monitor to make sure they’re answering
can mingle and find out information from their group
appropriately, showing they fully understand the
members. Encourage them to note down their findings.
question, and encourage them to provide as much
information as possible to maximize their speaking. Alternatively, you could give each group one question
which they need to find out about from their classmates.
Bring the groups back together to conduct a whole-class
What do you think?
feedback session and collate the information on the
Get students to read the discussion questions and if board. Encourage discussion about what this might show
necessary, give them a moment of quiet thinking time to about the countries represented in the class.
prepare their views. Put them in small groups to share their
opinions. Monitor and encourage all students to participate
in the discussions and to try to give examples from the text
Writing SB p134

to support their views. Elicit a range of responses from the Applying for a job – A CV and a covering letter
different groups in a whole-class feedback session. 1 Lead in by asking general questions about applying
Additional material for a job, e.g. Where is the best place to find out about
job vacancies? How do most people apply: online or by
For students letter? How many jobs have you applied for recently? What
Online Practice – Practice happened? Go through the questions with the whole class.
Elicit/Check the US equivalent of CV (= résumé).
Speaking SB p56 Answers
CV stands for ‘Curriculum Vitae’ /ˈviːtaɪ/. It is a summary of your
Discussion personal details and qualities, work experience and qualifications.
The aim is to give an employer an informative and positive view
About the text of you as a potential employee. Most CVs include information
This is an extension from the work on ‘Boomerang’ kids on SB about qualifications, education and experience, personal details
pp54–5. Students are given statistics for the phenomenon and information about hobbies and additional skills. There may
in the UK and work to match statistics for different countries. also be referee details.
There is an opportunity to conduct a class survey.
2 Discuss with the whole class. Elicit whether sending a CV
and covering letter is the most common way to apply for
1 Focus students’ attention on the photo and elicit that
a job in the students’ country/countries.
this is a picture of graduates on graduation day. Ask
students to read the text and answer the questions. You Answer
could put them in pairs to discuss their answers before A covering letter is a short, formal letter which says which job
class feedback. Elicit opinions from a range of different you are applying for and where you saw the job advertised, and
students. Using the context of the text, elicit the meanings gives key information to say why you are suitable for the job.
of couldn’t afford to, let alone and a shoe-box sized flat.
3 Focus attention on the example. Put students in pairs to
2 Focus students’ attention on the map and point out the write the headings from A in the correct spaces in the
empty boxes. Point out the wide range in difference CV in B. Find out whether the categories and information
from 4 .1% to 51 .6% in the table. Put students in pairs to given are similar to how CVs are presented in the students’
estimate which percentages relate to which countries. own country/countries. Do they give information about
It might be easiest to begin with the extremes of the their hobbies? Do they need to provide referees?
percentage scale. Monitor and encourage students to
discuss reasons for their opinions, e.g. countries where Answers
higher education is free or inexpensive, countries where it In order from the top of the CV:
may be traditional to live at home longer, continue living Profile, Education, Employment history, Interests,
at home while attending university, or where children may Additional information, References
be expected to care for their parents by living with them.

Headway 5th edition © Oxford University Press Unit 5 • A future perfect? 75

 4 Students discuss the questions in pairs. Check the lead, managed, performed, etc. If you brought in real job
answers. advertisements, you could ask students to scan these for
common or interesting words and phrases used about the
Answers people they’re looking for.
1 Watford Grammar School
2 Psychology and Education Students choose a real job advertisement as the basis for
3 One of Kate’s referees – she works in the Department of their covering letter or they can write notes about their
Education at Bristol University, and was probably one of Kate’s dream job and imagine that it was advertised.
teachers. Elicit the tenses students are most likely to need in the
4 No, only three periods of work experience, each a month long. covering letter (Present Simple, Present Perfect and
possibly Past Simple). Get students to plan their writing
5 Give students time to read the job advert. Deal with any
carefully, ideally in class so that you can monitor and help
vocabulary queries. Ask whether Kate is well qualified for
with planning and vocabulary. Remind students to write
the job and elicit a range of answers.
notes under the headings in exercise 3 for the CV and use
Answers the corrected covering letter as a model. Set a word count
Yes. Kate is the right age. She is interested in sport and travel. She of about 150 words for the letter. Give students time to
has experience in organizing sports and working with kids. She write either or both the CV and letter in class or set the
says she is highly motivated and enthusiastic. tasks for homework.
6 Explain that Kate has written a covering letter, but that When you mark the work, focus your corrections on the
the tone isn’t right. Elicit examples of wording that are too tone of the letter, highlighting phrases which are not the
informal. Students complete the task, working individually. appropriate level of formality.
Then put students in pairs to replace the informal parts Additional material
with the words from the box. Check the answers.
For students
Answers Online Practice – Practice
Parts that sound too informal are underlined:
March 17th
Dear Mark, Vocabulary SB p57
I am applying for the post of activity holiday organizer, which I
saw advertised somewhere recently. Here’s my CV. Common verbs – take, put
I reckon I have just about everything needed for this job. I have 1 Lead in by writing take and put on the board and eliciting
worked loads with kids, doing all kinds of stuff. They generally do words and phrases that go with these verbs. Collate
what I tell them, and we manage to have a great time together.
students’ answers on the board.
Having studied psychology and education at university, I
know quite a bit about the behaviour of kids. Read through the examples from the texts on SB p55
I am really into sport, and have lots of experience of as a class. Get them to match the synonym to the
organizing training events. I am a very practical person, correct sentence. Do number 1 together as an example
easy-going, and it’s no problem for me to make friends. if necessary. Check answers together. Point out that take
I’ve been all over the place, and enjoy meeting new people. it for granted has quite a negative connotation because
I can’t wait to hear from you. it indicates that the person just automatically thinks
Best wishes something is true without actually checking if this is
the case. You could teach take someone for granted, too,
Reworded letter: which is similar, but has the negative meaning of not
March 17th [current year] appreciating what someone does for you. You could
Dear Mr Sullivan mention that the phrasal verb put up with is quite high
I am applying for the post of activity holiday organizer, which I
frequency in informal speaking and writing.
saw advertised in the March edition of the magazine Holiday Jobs
for Graduates. Answers
Please find enclosed my CV. I believe I have many of the relevant 1 increased 3 tolerate
qualifications needed for this job. I have worked extensively with 2 accept without question 4 have a problem with
young adults, organizing a variety of activities. They generally
respect my leadership abilities, and we manage to establish 2 Elicit an example that goes with take. Students work in
a good working relationship. Having studied psychology and pairs to complete the task. Monitor and help as necessary.
education at university, I have a certain understanding of the
behaviour of young adults. I am very interested in sport, and
When checking, elicit a range of answers from different
have considerable experience of organizing training events. I pairs so that you can gauge students’ knowledge of these
am a very practical person, easy-going, and I find it easy to make expressions. Confirm the correct answers with the class,
friends. I have travelled widely, and enjoy meeting new people. collating the two categories on the board.
I look forward to hearing from you.
Yours sincerely Answers
take: offence, place, no notice, responsibility, my advice, part in, a
7 Briefly review the structure of the CV and the model risk, criticism, ages, your mind off sth
letter. Brainstorm the language students can use in their put: a stop to sth, my arm round her, sb in charge of, pressure
on sb
CV, e.g. enthusiastic, energetic, experienced, achieved,

76 Unit 5 • A future perfect? Headway 5th edition © Oxford University Press

 3 e 5.11 Elicit the answer to number 1 as an example. 4 A You called me a liar. How dare you! Take that back and say
Remind students that they will need to change the sorry!
form of take and put in some of the sentences. Students B I will not! You did lie! That chocolate was meant for me!
complete the sentences, working individually. Let them 5 A Why don’t we put some music on? What would you like?
compare their answers in pairs, then play the recording so B Something to help us relax. It’s been a long day.
that they can check their answers. 6 A The disgusting smell of the cheese put me off eating my
sandwich.
Answers and audioscript B I like smelly cheese – ’specially with fruit – a ripe peach or
e 5.11 Expressions with take and put nectarine, but not in a sandwich.
1 The wedding is going to take place in an old country church. 7 A Could you put away all your clothes, please? Your room’s a
It’s lovely, but it’s miles away. It takes ages to get there. total mess.
2 My son spends hours each day playing video games. I don’t B Not now, Mum! I’m in the middle of a game. I’ll do it later –
know how I can put a stop to it. promise!
3 Please don’t take offence, but the colour of that dress doesn’t 8 A There was a fire in the factory. It took nearly 50 firefighters
suit you at all. to put out the blaze.
4 I told you that boy was no good for you. Why didn’t you take B Goodness! Was anybody hurt?
my advice and have nothing to do with him?
5 The older you get, the more you have to learn to take
Additional material
responsibility for your own life.
6 My boss is putting pressure on me to work extra hours, but I For teachers
won’t. I don’t want to. Photocopiable activity – Vocabulary: take or put?
7 I tried to get the teacher’s attention, but she took no notice pp194–5
of me at all. She just ignored me.
8 You need to stop being so defensive and learn how to take
For students
criticism. Online Practice – Look again
Workbook pp36–7, exercises 1–3
4 Go through the lines quickly and deal with any vocabulary
queries. Elicit the answer to number 1 as an example.
Students match the sentences in A and B and underline Everyday English SB p58
the expressions.
Over the phone
Check the answers. Ask students to explain the idioms in
4 and 5 in different words if possible to check they fully 1 Lead in by putting students in pairs to find out about
understand when we use them. their experiences of making and receiving phone calls in
English. You could write these prompts on the board or
Answers dictate them: How often do you make calls in English? Who
1 Take your time. There’s no hurry. to? Why? Who was the last call to? Was it successful? What is
2 The party’s on the 21st. Put it in your diary. difficult about talking in English on the phone?
3 Take it easy. Calm down. There’s no need to panic!
4 I asked who the boring guy at the bar was – and it was her
e 5.13 Play the recording through once. Check
boyfriend! I really put my foot in it! comprehension of small talk (polite conversation about
5 Put yourself in my shoes! What would you do? unimportant or neutral subjects). Discuss the questions
6 It’s not your fault. You always take things too personally. with the class. Elicit their own experiences with and
feelings about automatic caller menus.
Phrasal verbs with take and put Answers
5 Elicit the answer to number 1 as an example. Students Conversation 1 is a formal call to a business. The caller speaks to
complete the sentences using the words in the box. Let a receptionist and asks to be put through to a specific person.
students compare their answers in pairs. Conversation 2 is an informal call. Two friends chat about their
news and make small talk about their families and everyday
e 5.12 Play the recording so that students can check life. Conversation 3 is a company’s recorded message. It has the
their answers. Put them in pairs to practise the exchanges. typical format of an automated caller menu with a number of
Monitor and make sure they are stressing the phrasal options for the caller to choose before speaking to an operator.
verbs correctly. • People make small talk when serious, ‘heavy’ conversation
topics would not be appropriate. This can be with people they
Answers and audioscript know well when catching up on news, or with people they
e 5.12 Phrasal verbs with take and put have just met, e.g. at parties/conferences, etc. Typical topics
1 A I expect the stores will be taking on a lot of extra staff include the weather, sport, what you’ve been doing recently,
during the sales. holidays, friends and family, what you’re doing at work, etc.
B I hate the sales. It’s such a scrum, no matter how many • Automatic caller menus are used by many companies and
people they employ. organizations. They are used as an inexpensive way of dealing
2 A The news was such a shock to me, I couldn’t take it in at with a number of calls. They are also intended to direct a caller
first. to the correct department in bigger organizations.
B Why? What on earth happened? • People find them frustrating because it can take a long
3 A The business really took off after the new manager took time to get to the menu option that you want. There are
over. sometimes too many options to remember so you miss what
B I know. A good manager makes all the difference to a you want and have to start all over again. It can be unclear
company. which option relates to your query/needs. It’s also frustrating
dealing with a machine rather than a real person.

Headway 5th edition © Oxford University Press Unit 5 • A future perfect? 77

 e 5.13 Starting phone calls e 5.15 See SB p58.
1 A Hello. ABC Logistics. Kathy speaking. How may I help you?
B Hello, could you put me through to Katya Hantelmann, please? 4 Students discuss the questions in pairs. Then check the
2 A Hello, Dave! Good to hear you! How are you?
answers with the class. Ask students if they have ever
B Hi, Penny. Not bad. Busy, busy, busy … but life’s like that. How
are things with you? been in a situation similar to Andy’s, and what they did.
A Oh, you know, usual family stuff. We’ve all had the flu, and
Mike’s away on business, so I’ve got to do the lot – the school Answers
run, shop, cook, clean and get to work. It’s great! How’s • Andy is trying to end the conversation. Barry wants to chat.
everything with you and your lot? • Andy tries to signal that he wants to end the conversation
B Pretty much the same – the kids have all had flu. We’re hoping by saying: That’s great, Barry. / Now I really must … / Anyway,
to get together with you soon. When’s Mike back? Barry … / Right, Barry. I must fly.
A Tomorrow – thank goodness! How’s Sophie’s mum, by the way? • They confirm their arrangements by saying: So, you’ll give me a
B Oh, she’s a lot better, thanks. Really on the mend now. So, why call when you’re back, right? / I certainly will. / And you’ll email me
don’t we meet up in the next few days … a copy of the report? / It’ll be with you first thing tomorrow.
3 Welcome to National Phones. To help us improve our service
please be aware that some phone calls are recorded for training 5 Explain that students are going to roleplay a phone call
purposes. Please select one of the following options. For
customer services, press 1. To update your account or for billing
with someone they don’t know. Divide the class into two
enquiries, press 2. To request a brochure or hear about the latest halves, A and B. Student As look at the role card on SB p58
special offers, press 3. To hear these options again, press the hash and Student Bs turn to SB p166. Give them a few minutes
key. To speak to an operator, please hold. to read their roles. Deal with any vocabulary queries. Now
put them in AA/BB pairs to work together on preparation
2 Read the instructions together. Give students a few for the call. In particular, Student As need to think about
moments to read through lines a–e and the automated how to explain their reason for calling and introduce
call script. Deal with any vocabulary queries. Do the first themselves. It’s a good idea for students to make some
one as a class. Students work individually to complete the notes of how they want to phrase their questions/
task, then check in pairs. information.
e 5.14 Play the recording. Students listen and check Now make new pairs of one Student A + one Student B
their answers. Ask students to compare this automated and ask them to sit back-to-back (to simulate a phone
system with ones they’ve experienced in their own conversation). Student B begins by answering the phone,
language. In what ways is it similar and in what ways is it saying his/her name. Students roleplay the situation on
different? the cards. Monitor and check for appropriate tone and use
Answers of language for the situation. Note any common errors for
1 e  2 c  3 b  4 d  5 a correction after the roleplays.
Conduct feedback as a class, eliciting whether Student Bs
would be willing to accept the caller as a new housemate
e 5.14 Calling customer services and whether Student As would like to live in Student B’s
Thank you for calling Fast Response Credit. Our priorities are service,
quality and customer satisfaction. To help us deal with your call more
house. Find out their reasons. Also elicit how well they
efficiently, please select one of the following options. To update your think they performed the phone call and if they had
account details, press 1; to check your balance, press 2; to report a to do it again, how they would do it differently. Do any
lost or stolen card, press 3; to request a statement, press 4; to leave a necessary error correction.
voice message, press 5. For all other enquiries, please hold and you
will be connected to an operator. Additional material
We are currently experiencing unusually heavy call volumes. You
For teachers
may experience a delay of up to five minutes. Please hold and you’ll
be connected to an operator shortly. Photocopiable activity – Communication: Call me!
Your call is important to us. Please continue to hold. Alternatively, pp196–7
please submit your query online at www.fastresponse.com. For students
Thank you for calling Fast Response Customer Services Department.
All our lines are now closed. To speak to an operator, please call
Online Practice – Look again
Monday to Friday, between 8.30 a.m. and 4.30 p.m. Online Practice – Check your progress
Workbook p37, Pronunciation exercises 1–2
Trying to end a phone call
3 Focus on the photos. Read the instructions together and
highlight that students don’t hear the whole conversation
but only the end. Give them time to read through the
lines of the conversation. Point out that the first and last
lines have been ordered as examples. Students complete
the ordering task individually and check in pairs.
e 5.15 Play the recording. Students listen and check
their answers. Elicit the meaning of I must fly.
Answers
Order = 1, 7, 9, 2, 10, 6, 3, 8, 5, 4, 11

78 Unit 5 • A future perfect? Headway 5th edition © Oxford University Press