11 Just suppose …

Introduction to the unit Skills development

This unit looks at hypothesizing about all kinds of situations.
The Language focus reviews and extends what students know
Reading
about wish and if only. Students also practise second and Someone should have stopped him! SB p112
third conditionals and other structures such as should have
• A true story about a boy who travelled very far from home
+ past participle. They analyse the facts behind regrets and
by himself.
hypothesizing and make their own wish list to talk about.
Reading centres on five interesting questions such as Why Have you ever wondered? SB p113
do we dream? Students share their own ideas about each • Five texts to answer some puzzling questions in life.
question before reading to discover whether they were
correct, and to answer detailed comprehension questions. Listening
They discuss the texts and also do some work on words in
context. Dream discoveries SB p116
Listening and speaking has a recording from a radio • Part of a radio programme about people who have made
programme about people who had dreams of discoveries important discoveries as a result of a dream.
which they then could put into practice. There is a focus on
pronouns and other referencing words. Students also discuss Speaking
different aspects of what they have heard and the topic of • Talking about what you wish was different about your life.
dreaming. (SB p112)
The main Vocabulary focus is on word pairs such as sooner or • If you were a … (SB p113)
later. Students match word pairs to definitions and use them
• Discussing the five texts on puzzling questions. (SB p114)
in context. Then they make more word pairs and create their
own sentences. Finally they listen to catch word pairs. • Talking about dreams. (SB p116)
Everyday English shows students how to use adverbs to • Using linking and commenting adverbs to talk about
make comments and links in conversation. These very useful yourself. (SB p118)
discourse markers, such as actually, apparently and at least are
first practised in conversations, then students apply them in Writing
their own sentences.
Narrative writing (2) – Linking words and
The Writing focus is also on linking. Students use expressions expressions SB p141
to connect parts of a narrative including time sequencers and
linking words such as so and however. The model text is about
• Using linking words and expressions in a story about
when something you dreamed of actually happened.
a man who tried to fly using a garden chair and balloons.
Students recreate the story from a list of main points and
go on to write their own anecdote, using linking words and Additional material
expressions.
Workbook
Unit 11 focuses on hypothesizing and expressing wishes
Language aims and regrets, including exercises on identifying the real or
hypothetical, and practice in expressing excuses or regrets in
Language focus a different way. There is also revision of all conditional forms
and words other than if. Vocabulary covers common word
Hypothesizing SB p110 pairs such as far and wide, easily-confused adjectives like
• Using I wish … and If only … about present, past and sensible and sensitive, illegible and unreadable. The phrasal
hypothetical situations. verb focus in this unit highlights nouns related to phrasal
• Other expressions for hypothesizing; It’s time, I’d rather, verbs. Pronunciation shows how many ways ea can be
Supposing … pronounced in different word positions.
• First, second and third conditionals. Photocopiable activities
There are photocopiable activities to review grammar
Vocabulary
(Bad day), vocabulary (Time and again), and communication
• Word pairs, e.g. there and then, sooner or later. (SB p117) (Any comments?). These can be found at the back of this
Teacher’s Guide as well as on the Teacher’s Resource Centre.
Spoken English There is also a worksheet to accompany the video on the
• Fixed expressions with if. (SB p113) Teacher’s Resource Centre.

Everyday English
• Linking and commenting, using adverbs and adverbial
phrases. (SB p118)
Headway 5th edition © Oxford University Press Unit 11 • Just suppose … – Overview 143
 Notes on the unit Answers and audioscript
e 11.1 Bridget Smith
Unit opener page 1 It’s raining again. I wish it wasn’t.
Choose from these activities to engage your students with 2 I’m not going out tonight. I wish I was.
the topic and target language of this unit: 3 There’s nothing good on TV. I wish there was.
4 I don’t like my job. I wish I did.
• Talk about the title
5 My boyfriend and I had a row. I wish we hadn’t.
• Talk about the unit goals (Grammar, Vocabulary, …) 6 I know he won’t call me today. I wish he would.
• Talk about the photo 7 I feel really depressed. I wish I didn’t.
• Talk about the quote 8 I can’t talk to anyone about it. I wish I could.
• Watch the video 3 Use this stage as an opportunity to assess how well
• Look at the bottom banner students can use wish. Give an example of something
you’re not happy about and what you wish, e.g. I’ve left
• Do the activity my mobile phone at home today. I wish I hadn’t.
Point to the title of the unit Just suppose … .
Give students time to write their example and what
Focus students’ attention on the photo and elicit some ideas they wish. Elicit a range of examples from the class.
about what it shows. You can correct mistakes now, but avoid going into
Video introduction (6 minutes approximately): Before too much detail about them. Students will have more
beginning the unit, you could ask the students to watch the opportunity to clarify and practise.
video introduction, which can be found on the Teacher’s
Resource Centre at headwayonline.com. The video
If only!
features speakers from a variety of countries expressing their
opinions about the unit theme. 1 Focus on the photos and ask students to say what they
can see in order to establish the situation in each one.
You could ask your students to answer the same questions
Ask students what they think the wish or regret is in each
themselves in class to engage with the unit topic, or you
situation. Elicit a range of answers, encouraging students
could use the video either within or at the end of the unit.
to think of different ways of expressing the wish or regret.
Don’t forget that there are many exercises to consolidate Assess how accurately students can express the regrets
and practise the target language of the unit in the Workbook and wishes. Note any common errors, but don’t feed back
as well as online. There are links to these exercises on the on them at this stage.
relevant pages of the Student’s Book and they can be done
2 e 11.2 Tell students they are going to hear five short
in class time or you can set them for homework.
conversations, in a different order from photos A–E. Play
Summary: If you don’t have time to watch the video, use the first conversation and elicit the correct photo as an
the title and the photo to help students understand and example. Also elicit whether they predicted the wish/
engage with the topic, and then move straight on to the regret accurately.
activity so that they can discuss the theme in more detail.
Play the rest of the recording. Students listen and number
Notes for activity: the rest of the photos in order. Check the answers. Ask
1 Put students into pairs and ask them to discuss the students if they can remember what the people wished or
questions. Check answers with the class. regretted.
2 Ask students to read the quote by Albert Einstein
Answers
(mathematician and physicist). Put students into pairs
1 D  2 B  3 C  4 E  5 A
to discuss the questions. Elicit interesting answers in
feedback.
e 11.2 If only!
Language focus SB p110 1 A Look, I know, I shouldn’t have parked here, but I was only gone
five minutes.
B You can’t park here for even one minute. And I’ve already done
Hypothesizing the ticket.
A Surely you could cancel it if you wanted to?
TEST YOUR GRAMMAR B Impossible. Once it’s in the system, you can’t do anything about
Work through the exercises fairly quickly, avoiding any it. Machine won’t let you.
lengthy grammar explanations at this stage. A But I had to nip into the chemist’s for my mother’s prescription.
Supposing your mother needed some medicine urgently,
1 Give students a few moments to read column A in the where would you park?
table and summarize what Bridget’s problems are. B I tell you what, if I had a pound for every story of getting
Answers medicine for sick relatives, I’d be richer than Bill Gates. Here’s
your ticket – you’ve got two weeks to pay.
It’s raining. She’s bored, unhappy with her job, and depressed
2 C Sorry, Daisy, I can’t come out tonight. I really shouldn’t have
because she’s had an argument with with her boyfriend. She gone out last night.
feels she can’t talk to anyone. D But Chloe, we had a great time! That was one helluva party!
2 Do number 1 together as an example. Give students C Yes, I know. But …
time to complete the matching task, and check in pairs. D So when’s your exam?
C It’s tomorrow afternoon! That’s why it’s desperate! Oh, if only I
e 11.1 Play the recording as a final check. hadn’t left all my revision till the last minute again!
D Oh, I wouldn’t worry if I were you. You never do badly in exams.
C There’s always a first time.
D Yeah, I guess so. Oh, I’d rather you came with us, though! Still,
good luck tomorrow anyway!
144 Unit 11 • Just suppose … Headway 5th edition © Oxford University Press
 3 E Wow, that photo on your screensaver looks gorgeous! Where is it? 5 The aim of this exercise is to reinforce the hypothetical
F It’s Thailand. I was there two years ago. nature of the sentences – they are actually saying the
E If only we could be there now! That would be amazing!
F Yeah, just imagine! I’d go for a swim in that fabulous blue sea,
opposite of reality. Understanding the facts behind the
and then spend the afternoon reading a novel. statements helps students understand the concept. Read
E I’d just sleep on the beach. I’m suffering from sleep deprivation. the example as a class and focus on the fact behind it.
I’ve been working so late recently, I can’t switch off at night. Give students time to analyse the rest of the sentences,
F Yeah, me too. I sometimes wish I’d never accepted that working individually. Put students in pairs to compare
promotion. Still, it’ll pay for a nice holiday.
E Yeah, in Thailand!
their answers before checking with the class. Point out the
4 G Come on, Oscar! Try and get past me! Oof! … Don’t you wish tense shift from non-fact to fact, e.g.
you still played football, Dad? You were in the pub team, If only I could I can’t
weren’t you?
H Yeah, but I’m too old for it now. And I was never that good
If you had helped You didn’t help
anyway. You were, though – I’ve always said, you could have I wish you would speak You won’t speak
gone professional if you’d wanted to. I’d rather you lived You don’t live
G Nah, no way. I bet I wasn’t as good as Oscar is! … Phoof! It is
time I did a bit more exercise, though. ‘And Oscar is through Supposing you were You aren’t
the defence, he’s one-on-one with the goalkeeper, and …
goaaaaaaaaal! What a strike!’ Answers
H He is good! a I don’t know the answer.
5 I Cor, look at that jet! Look how fast it’s going! Wow, what would b I can’t come.
you give to be a pilot! c I do get nervous. I don’t get good exam results.
J Yeah! Imagine if your job was flying jet planes! d You didn’t help us. We haven’t finished yet/We still haven’t
I Well, if I was rich, I’d buy my own private jet plane, and fly it just finished.
for fun … Or, I might buy a massive yacht, with a helicopter on e I didn’t listen to your advice.
it. Which would you buy if you had all the money in the world? f I didn’t tell the truth.
And you can’t have both, you have to choose!
g I don’t speak French really well.
J I wouldn’t buy either of those. I’d buy a rocket and be an
h You won’t speak to him.
astronaut!
i You don’t live with us. You don’t have someone looking
after you.
3 e 11.3 Focus back on photo D. Play the first recording as
j You aren’t in charge.
an example and get students to complete the lines. Play
the rest of the recording and get students to complete EXTRA IDEA If you think students need more practice in
the task. Let students compare in pairs before checking understanding the facts behind wishes and regrets, get
with the class. Ask students to write up their answers on them to look back at the sentences in exercise 3 and analyse
the board. Highlight any errors for class correction. them in the same way, e.g.
Answers and audioscript I shouldn’t have parked here.
e 11.3 I did park here. I regret it.
1 Look, I know, I shouldn’t have parked here, but I was only Surely you could cancel it if you wanted?
gone five minutes.
I think you can cancel it, but you don’t want to.
Surely you could cancel it if you wanted to?
Supposing your mother needed some medicine urgently, LANGUAGE FOCUS
where would you park?
2 I really shouldn’t have gone out last night. Possible problems
If only I hadn’t left all my revision till the last minute again! 1 Fact and non-fact. Students will have already practised
I wouldn’t worry if I were you. the form of first, second and third conditionals, but the
I’d rather you came with us, though! differences in concept may need reviewing.
3 If only we could be there now! That would be amazing! First conditional sentences are based on fact in
I’d just sleep on the beach. real time: If I have time (the condition is possible), I’ll
I sometimes wish I’d never accepted that promotion.
come to the match with you. (the result is probable)
4 Don’t you wish you still played football, Dad?
I’ve always said, you could have gone professional if you’d
Second and third conditionals, and structures such as
wanted to. I wish and If only, are not based on fact:
It is time I did a bit more exercise, though! If I had time (the condition is hypothetical. I don’t/
5 Wow, what would you give to be a pilot! won’t have time), I’d come to the match with you. (the
Yeah! Imagine if your job was flying jet planes! result of an imagined situation about the present/
Which would you buy if you had all the money in the world? future)
I wouldn’t buy either of those. I’d buy a rocket and be an If I had had time (the condition is hypothetical. I didn’t
astronaut! have time), I would have come to the match with you.
(the result of an imagined situation about the past)
4 Demonstrate the task by getting two strong students to
If only/I wish I had time to come to the match with you.
improvise the first conversation in exercise 3. Put students
(but I don’t)
in pairs to practise the conversations. Monitor and check
If only/I wish I’d had time to come to the match with you.
for correct formation of the target structures and for
(but I didn’t)
accurate pronunciation. If students have a lot of problems,
Although many languages have a similar concept of
play selected lines of the recording again and drill chorally
hypothesis, it may be expressed in a different way such
and individually. Then let students repeat the pairwork.
as the subjunctive, which is used in many European
If you have time, you could ask pairs of students to choose languages.
a conversation and act it out for the class.
Headway 5th edition © Oxford University Press Unit 11 • Just suppose … 145
 NB We often use If I were rather than If I was, especially 3 Read the sentences as a class. Students complete the
in formal and semi-formal situations. This is practised sentences with the real facts, working individually.
in exercise 5, SB p113. Put students in pairs to compare their answers before
2 Problems with form. Here are some common checking with the class.
mistakes in conditional forms and wish: Point out that in I’d rather you didn’t smoke., I’d rather
• Students tend to overuse will in the first conditional: you … is used as a polite way to tell someone not to do
*If I will speak good English, I will get a better job. something or to do it in a different way.
• Because the past form is used in the second Students will have more opportunity to use these new
conditional and with wish, students may think that the phrases in the practice exercises.
sentence refers to the past and avoid using it to talk
about a hypothetical present or future: Answers
*I wish I speak better English. The fact is that you don’t know the truth.
The fact is that you smoke.
Be prepared to clarify that the tense shift from present
Fortunately you didn’t fall and hurt yourself.
to past is not a change in time reference.
• The third conditional is a complex form, and it can Refer students to Grammar reference 11 .1–11 .3 on
be difficult to remember all the parts, especially SB pp162–3.
in spontaneous speech. Both had and would are
contracted to ’d, so students sometimes get confused Practice SB p111
about which one should be used:
*I’d have told you if I would have known. Wishes and regrets
3 Problems with pronunciation. These forms involve a 1 Do number 1 as an example. Give students time to
lot of contractions and weak forms. It is important to complete the task, working individually and writing the
practise the pronunciation of I’ll/we’ll and I’d/we’d, and sentences in full. Remind them to think about whether
of the weak forms common in the third conditional the hypothesis is about the past or present, and, therefore,
and other forms: I’d have /aɪdəv/, you should have which form is needed. Monitor and help as necessary.
/juː ʃʊdəv/. Let students compare their answers in pairs. Tell students
4 Uses of wish. Wish is used in a number of ways: they are going to listen to the answers now. Point out
I wish I had worked harder. (regret about the past) that these mini conversations are a little longer on the
I wish I could move to a larger flat. (a wish about the recording and encourage students to make notes of what
present or future – which is not possible) responses they hear in each conversation.
I wish he didn’t talk so loudly (but he does and it isn’t e 11.4 Play the recording for students to check their
going to change) answers. Elicit what people replied in the different
I wish he wouldn’t talk so loudly. (expressing irritation – conversations. Go through any unknown vocabulary, e.g.
there is an implication that he could be quieter if he mind you, long commutes, a bit lacking in confidence, a bit of
tried/wanted to). a cheek, I could murder a coffee.
Students may need reminding that in wishes about
yourself we use I wish I wasn’t/didn’t/was/could, but not Answers and audioscript
I wish I would/wouldn’t. e 11.4
1 Focus on sentence a as an example and elicit the 1 A I wish I spoke English fluently.
time reference (present – I don’t know the answer). B I wonder what you mean by fluently? I think you speak it
Put students in pairs to complete the task. Check the really well.
answers. Point out that hypothetical forms use Past 2 A If only we had a garden!
Perfect to refer to the past (e.g. If only I’d told the truth.) B I know. Still, at least the park isn’t far away.
3 A I wish I had a brother or sister.
and also complex structures with have: would have +
B Yeah. Mind you, there are times when I wish I didn’t!
past participle, should have + past participle, etc.
4 A If you talked more slowly, I might be able to follow you.
Answers B Sorry! I’m just very stressed about all this!
a, b, c, g, h, i and j are about the present time; d, e and f are about 5 A I wouldn’t get up at 6.00 if I didn’t have to go to work.
the past. B You need to look for another job. Long commutes are a
2 Read the question as a class and give students a few nightmare!
moments to discuss their answers in pairs. Elicit the 6 A If I’d learned to ski when I was younger, I’d be really good
by now.
full forms. If students are confused by the contraction
B But you are good! You’re just a bit lacking in confidence.
’d and whether it is had or would, just pointing out
7 A My youngest daughter wishes she were taller.
how they are used grammatically can help. Would B Oh, well, she’s still got a lot of growing to do!
is followed by an infinitive (sentence c: I would get) 8 A I wish you wouldn’t leave the top off the toothpaste!
whereas had is followed by a past participle (sentence f: B Sorry! I’m either half asleep or only half awake when I clean
I had told). Highlight that ’d is always would before have my teeth!
+ past participle (would have finished). (Had have done is 9 A I’d rather my sister asked before borrowing my clothes.
not a possible structure in English.) B Well, she should! It’s a bit of a cheek to take them without
you knowing!
Answers 10 A Supposing they gave you a pay rise – would you still leave?
c I would
B Mmm. I guess it would depend on just how much they
d you had, we would
gave me.
f I had

146 Unit 11 • Just suppose … Headway 5th edition © Oxford University Press
 11 A We should have read the instructions more carefully. Talking about you
B Well they weren’t exactly clear, were they? 4 Demonstrate the activity by giving a few examples of
12 A It’s time we had a break. things on your wish list, e.g. I wish I had a bigger house./
B You’re not kidding! I could murder a coffee! If only I earned more money./I wish I had more holidays.
Model the intonation pattern, with main stresses on wish
Someone should have stopped him! and only.
Read through the sentence starters under My wish list and
About the text drill them. Read through the bullet points as a class. Elicit
This short text is the story of a 12-year-old boy who decided one or two examples using the prompts. Point out that
to run away from home and managed to book flights and they can be adapted to use other verbs, e.g. If only I didn’t
accommodation, and travel by himself 1,800 miles (2,900 …/I wish I was …
kilometres) from Australia to Bali. Students read the story and Give students time to write their sentences. Monitor and
use a range of structures to hypothesize about it. help as necessary. Check for accurate formation of the
verb forms.
2 Give students time to read the introduction and
Put students in small groups to discuss their wishes.
questions. With a weaker group, use a map to establish
Monitor and help, noting any common errors for
the key places in the story: Sydney, Perth (Australia), Bali
correction after the group work.
(Indonesia), and pre-teach some unknown vocabulary
such as trick, head off, scooter, hideout, geotagged, Ask students to feed back to the class about their group’s
unattended. Ask students to read the text and answer the wishes. Find out the most common wishes in the class.
questions. Elicit answers. SUGGESTION Students could play a game in groups. Each
person writes two wishes on two separate pieces of paper.
Answers Working in groups of four or five, they fold their two pieces
• The story is shocking because such a young boy managed to
of paper and put them in a bag or hat. One student takes
travel such a long way alone. Drew is a resourceful child, he’s
determined and quite intelligent – but he is also naughty. He
out a piece of paper and reads the wish aloud. They then
used his parents’ credit cards and his mum says he doesn’t like guess which student wrote it and ask them why they would
the word ‘no’. like this thing to happen. Competitive students could keep
• There are two meanings of grounded – one is when a plane is score on how many wishes they correctly matched to the
prevented from flying, the other is when a child or teenager writer.
is restricted to their home by their parents, following bad
behaviour (as a punishment). The two meanings of flight are If you were a …
the journey of flying, and more generally fleeing (running 5 Read the introduction with the students and elicit answers
away) from somewhere.
to the question.
3 Do number 1 together as a class example if necessary. Possible answer
Students work alone on making sentences from the When you answer the question, you give information about how
prompts. Let them check their answers in pairs and then you see yourself such as your character and your behaviour in
go through them with the class. relation to others. It also asks you to think on your feet and to
Elicit students’ responses to question 8 – of course, we show your reasoning skills.
can’t know the answer – it is just guessing. However,
6 Focus students’ attention on the picture and the If you
students can hypothesize about ways the police could
were … categories. Point out the example conversation
have found him, e.g. the records of the plane tickets he
as this is what they will be aiming to do. With weaker
bought, his parents’ credit card bill, his mobile phone
students, model and drill the question.
records if he had one, a missing person video on TV/social
media. Give students a moment to think about their answers and
reasons for their answers. Demonstrate yourself with a
Elicit students’ responses to the whole story. Ask them
strong student. Ask a question If you were a …, what … ?
what they think about Drew, his parents, the school, the
and then respond to their If I were … statement. Get the
airlines, etc.
student to ask you the question about one of the things
Answers in the picture, and give an If I were … statement about you
1 If he hadn’t argued with his mother, he wouldn’t have run away. for them to respond to.
2 If only Drew’s parents had kept their credit cards in a Put students in small groups to take turns asking each
safe place. other a question and responding with If I were …, I’d be …
3 If the airline had asked for written permission, Drew wouldn’t
Monitor the exchanges and make a note of any very
have been able to buy a ticket.
4 His grandmother wishes she hadn’t told him where his
interesting ones for the feedback stage. Elicit some of
passport was. the students’ answers to the question, especially the
5 If he hadn’t used the self-service check-in, staff might have interesting ones you noted. Do any necessary error
stopped him. correction.
6 The immigration officials should have checked that his mother
was really waiting for him.
7 If the school hadn’t contacted Drew’s parents, they wouldn’t
have known he had run away.
8 Supposing Drew hadn’t posted a video on social media – how
long would it have taken to find him?

Headway 5th edition © Oxford University Press Unit 11 • Just suppose … 147
 the type of feature you might find in a science magazine or
SPOKEN ENGLISH Expressions with if
website for non-experts.
Read the introduction as a class. Elicit the matching line to
Students lead in to the topic by discussing the five questions
number 1 as an example. Put students in pairs to complete
in groups before a first reading to check their answers.
the matching task. Monitor and help as necessary.
Students match removed sentences to the numbered gap
Tell students they are going to listen and check their of the correct text. Students read for specific information
answers. Point out that the conversations are longer and answer questions about each text. There is vocabulary
than just the sentences they have matched and that work with a task on understanding from context. The section
sometimes the extra lines in the dialogues come before ends with a discussion stage on the questions in the texts
the lines in the matching exercise. and other questions students have wondered about (see
e 11.5 Play the recording and let students check their Suggestion below).
answers. Elicit the extra lines and contexts, playing the Encourage students to use the context to help them with
recording again as necessary. new vocabulary. Don’t pre-teach/check any of the words
Put students in pairs to practise the conversations. which are highlighted in the text, as students will work out
Answers their meaning in the Vocabulary section.
1 i  2 f  3 a  4 b  5 h  6 d  7 j  8 e  9 g  10 c With weaker classes, you could pre-teach some of the
following: Text 1: fly swatter, thwack!, viewpoint, you stand
e 11.5 Expressions with if no chance, Text 2: weird, draw your sword, dominant, proper,
1 A How’s it going? mass-production, Text 3: inhabit, bacteria, excrete, digestive
B OK. If all goes well, we’ll be finished by Friday. We’ve just got
to do the ceilings and then put the finishing touches to the
tract, microscopic, parasite, mite (using the photo on the
doors and windows. page), Text 4: by-product, filing system, anxieties, rehearse,
2 A You should have come to Jo’s party. That girl you fancy was monsters, Text 5: stem from, loop, format.
there!
B Oh! If only I’d known. I’ve been trying to get to speak to her SUGGESTION The final part of the What do you think? section
for ages.
3 A If you’ve got a minute, could I have a word with you? asks students Have you ever wondered why? and gets them
B Yes. If it’s about the money I owe you, I’ll have it for you to list some questions. You could get students to brainstorm
next week. these kinds of questions before the reading lesson and draw
4 A Owen is 18. He’ll be fine travelling around Asia on his own. up a class list, e.g. How long do bank notes stay in circulation?
Stop worrying!
Why do we yawn? How do bees know where to fly? Why do the
B Easy for you to say. If anything bad happened to him, I’d
never forgive myself. British drive on the left?, etc.
5 A Give Jeff a promotion?! If you ask me, he should be sacked! Students then choose one of the questions to research
B Oh, I think you’re being too hard on him. He deserves a
chance to prove himself. online for homework. They should try to do this on sites
6 A It was the 13th April, not the 14th, if I remember rightly. written in English first, and find further information in their
B Oh, don’t be so pedantic! I was only telling them what a own language if necessary. When you follow this up after the
romantic day out we’d had! reading lesson, let the rest of the class offer their speculations
7 A You think I’d follow your advice? As if! on the question, and then ask the student(s) who have done
B Please yourself, but your older sister knows a lot more about
the world than you do! the research to tell the class what they have found.
8 A If the worst comes to the worst, we can always postpone it. 1 Lead in by writing wonder on the board and eliciting the
B No, it’s just a bad cold. I think I’ll feel better in a couple of meaning and correct pronunciation of this verb.
days, and the sea air will do me good.
9 A I don’t see the point of us moving offices. Focus on the photo and then read the instructions and
B I agree! There’d be few advantages, if any at all. questions as a class. Check comprehension of swat and
10 A What did you make of Melissa’s brother? He seemed pretty species. Also check students know how to say @ (= at).
cold and arrogant to me. Put students in groups of three or four to discuss the
B I don’t think he’s cold or arrogant. If anything, he’s a bit shy.
questions. Encourage them to make as many creative
suggestions as they can. Monitor and help as necessary.
Elicit a range of possible answers to the questions. Don’t
Additional material
confirm or reject students’ ideas at this stage.
For teachers 2 Refer students to the texts on pp114–15. Tell students at this
Photocopiable activity – Grammar: Bad day pp228–9 stage just to scan the five texts to find the general answer to
For students each question. They don’t need to read every word and they
Online Practice – Look again can ignore the gap in each text. If necessary, set a time limit to
Workbook pp70–3, exercises 1–13 make sure students don’t read too intensively.
Let students compare the answers in their groups before
checking with the class. Elicit students’ initial reactions to
Reading and speaking SB p113 the general answers given in the text.
Have you ever wondered? Answers
• Because men used to carry swords and needed their right hand
About the text for this, so their buttons were on the right. Women’s were on the
The reading text focuses on a series of puzzling questions left because other people dressed the wealthy women – and it
was easier for them to button them up this way.
that people might wonder about as part of everyday life.
The format is five question and answer sections, typical of
148 Unit 11 • Just suppose … Headway 5th edition © Oxford University Press
 • Because of its eyesight and the speed of its brain signals. What do you think?
• There are about 200 species. This stage gives students an opportunity to respond to
• Some think it’s because our brains can’t switch off. Others the texts in a more personal way and think about other
think it’s a way to store and file memories overnight. intriguing questions about life. See the above Suggestion for
• Monks in the Middle Ages used it as a quick way of writing ‘at’. a way to handle the final stage.
Focus students on the first two bullet pointed sections only.
Reading Put them in small groups to discuss their answers. Monitor
3 Point out the numbered gaps in the texts. Elicit the correct and encourage all students to participate as much as possible.
text for line a as an example. Read it aloud in context to
Elicit answers from different groups, including as many other
show it fits correctly. Give students time to complete the
names for the @ sign as possible. Some students may feel
task. Let students compare their answers in pairs before
embarrassed talking about their dreams in front of the class,
checking with the class.
so you will need to be sensitive.
Answers You can have fun with stage three! Model a ‘why’ conversation
a 3  b 4  c 1  d 5  e 2 with a student, taking the part of an annoying child. Use the
persistent, demanding intonation that a child would use. Keep
4 This stage focuses more on the detail of each text. Ask going on as long as you can!
students to read the questions. Deal with any vocabulary
Check how conversations like this often end (with the adult
queries. Give students time to read the texts again and
answering, ‘Oh … because it just is!’).
find the answers to the questions. Monitor and help as
necessary. Put students in pairs or groups to discuss their Elicit some possible why questions, e.g. Why do elephants
answers before checking with the class. have long noses? Why do dogs bark? Why can you see through
water? Why is the night dark?, etc. Give students a few
Answers moments to write down some why questions.
1 Flies see things in slow motion compared to us. A fly works out
When they are ready, put students in pairs to act out why
within a very short space of time where the fly swatter is coming
conversations. Each student should practise taking the role
from and how to co-ordinate its legs to jump away from it.
2 Aim your swatter to where you think the fly is going to move of an adult and the role of a child. Monitor carefully and
to, rather than where it is now. praise ‘adults’ for their patience and for giving clear answers
3 Because they were mainly right-handed, and it was easier to (even if the answers aren’t true!).
draw their swords with their right hands. Finally, put the class into their previous small groups to
4 Because mass production began in the 19th century, making discuss the final stage. Encourage them to produce a list of
buttons cheaper. questions which they would like answers to. See suggestion
5 All the billions of bacteria on your body put together would be above or if students have Internet access in the classroom
the size of a pea.
and there is time, get them to do research immediately on
6 It’s not harmful. It munches dead skin cells.
one of the questions.
7 The theories that it is the brain not being able to switch off,
or the brain processing and filing imply that dreams are just Write each question on the board, elicit some possible
random. The other theory – that our dreams have meaning – answers, and then ask the student who researched the
implies that dreams are not random at all and help us practise question to report back on the answer.
for real life events.
8 Because most of our muscles switch off during Rapid Eye Additional material
Movement (the time when we are dreaming) – so we wouldn’t For students
be able to move properly.
Online Practice – Practice
9 They had to write each copy of a book by hand.
10 It would have been forgotten because no one had used it for a
long time. Listening and speaking SB p116

Vocabulary Dream discoveries

5 Focus attention on the first highlighted word tense. Elicit
the meaning and then get students to continue the task, About the text
working in pairs. Check the answers with the class. The recording is part of a radio programme on the topic
of dreams. The focus of the recording is on people who
Answers dreamed about a discovery or achievement and what
tense = make a muscle tight or rigid scientists think about this.
groggy = dazed, weak or unsteady, especially from tiredness or
The cultural references mentioned are:
illness
inconsistency = when something doesn’t match something else Sir Paul McCartney (b. 1942), member of the pop group
slip = move in a quick and graceful way The Beatles during the 1960s. He sang, played bass guitar,
do up = fasten and composed songs with John Lennon. Some of the best
mindboggling = very strange and hard to imagine/comprehend known Beatles hits are All you need is love, Penny Lane, Hey
munching = eating in a noisy way Jude and Yesterday. Paul McCartney has had a long and
random = happening without any particular reason or pattern successful career with his band Wings and as a solo artist.
worse-case scenarios = the worst possible situations
James Watson (b. 1928) American molecular biologist,
recurring = happening again and again
painstakingly = very carefully and thoroughly famous for discovering the structure of DNA together with
tedious = boring and laborious/going on for a long time Francis Crick and Rosalind Franklin. He won a Nobel Prize for
strokes = individual pen marks this work in 1962.
Headway 5th edition © Oxford University Press Unit 11 • Just suppose … 149
 Mary Shelley (1797–1851) This writer is most famous for husband, the poet Percy Shelley, visited another poet,
Frankenstein, but also published a number of other works. Lord Byron, in Switzerland. One day it was too stormy to go out
walking, so they all sat around in the library and read ghost
She was the wife of Percy Bysshe Shelley, the famous poet. stories to each other. They then decided to have a contest to
Jack Niklaus (b. 1940) American golfer (retired) who won 18 see who could write the best ghost story. Mary struggled to find
championships and came second 19 times. Won PGA player an idea, but then, that night, in a dream, she saw a vision of a
of the year many years and has been awarded the PGA man – a scientist – kneeling beside a monstrous body that he
had created. It was a nightmare – the body began to come to
lifetime achievement award. life. Mary woke up. She was very frightened, but also delighted
The students match inventors/discoverers with the things because at last she had her idea. ‘I have found it!’ she wrote, ‘and
they invented or found out. Then they check their answers what terrified me will terrify others.’ Of course it turned out to
with the recording and hear about dream discoveries. be a lot more than a story to share with friends. Mary’s novel
Frankenstein was published on 1st January 1818, when she was
Finally, they focus on specific questions raised during still only 20, and it is often described as the very first science
the programme and complete answers. There is also a fiction novel. I think the title of the book confuses many people,
vocabulary section and a discussion stage. though. Frankenstein isn’t the monster, its creator is!
You could pre-teach some of the following vocabulary: P Yeah, I believe that’s a common mistake. So tell me, are most
dream discoveries rather dark and serious?
bizarre, spiral staircase, monstrous, nightmarish, science fiction, S No, not at all! You know Paul McCartney, one of The Beatles? For
ready-made, unconscious, composition, lyrics, a losing run, me, the most famous pop group ever! Well, one morning in 1963,
form, golf club, play a round of golf. Paul woke up with a melody for a song in his head. It was fully
formed, and he thought, ‘That’s great. I wonder what that is?’ He
1 Lead into the topic by asking students to recall what thought it must be something he’d heard somewhere, and played
they read in answer to Why do we dream? in the previous it on the piano to people, to see if they recognized it. No one did,
so it was clearly his own composition, but he never felt like he’d
lesson. Elicit ideas from the class. Check they remember written it because it had come ready-made in a dream, and it
the meaning of REM (Rapid Eye Movement) sleep, which is wasn’t like anything he’d written before. No lyrics had come in the
when we dream. dream, and whenever he played it, he sang the words ‘Scrambled
Check the meaning of discoveries and achievements if eggs. Oh my baby how I love your legs!’ Imagine if he’d left it like
that! In fact this is a nice example of how unconscious inspiration
necessary. Focus students’ attention on column B of the can still need some conscious work putting in, because it was two
table and elicit that these are famous people, some of years before Paul had the lyrics right and recorded the finished
whom they will know. Put students in pairs. Ask them to song. He called it Yesterday, and it was a huge hit. In fact, it has
talk about the people and the inventions or discoveries in been voted the number one pop song of all time.
column A and match them. P I’ve always loved that song. What about a final example, Susan?
S OK, this time on a sporting note. From one of the greatest pop
Elicit answers from the class, but don’t confirm them yet. song writers to one of the greatest golfers, Jack Niklaus. He has
Reassure students that they will find out everything they told how he managed to get out of a losing run of games by
need to know from listening to the recording. paying attention to a dream. In 1962, aged 22, Jack won the US
Open, and then two more major world championships in 1963.
2 Read the question together. Elicit ideas from the class However, in 1964 his form had dropped and he won none. One
3 e 11.6 Play the recording for students to check their morning, he remembered he’d been dreaming about playing golf,
answers to exercises 1 and 2. and he had played really well, so he tried to remember exactly
what he’d done in the dream and how it had felt. He realized that
Answers he’d been holding his golf club differently, and he wondered what
1 b  2 d  3 c  4 a would happen if he tried holding it the same way for real on the
When we are in REM (rapid eye movement) sleep, we dream. This golf course that day. So that’s what he did, and to his surprise and
delight, he played a wonderful round, and soon returned to his
allows new connections to be formed in the brain’s network, so
championship-winning form.
we are able to put ideas together in a way that would never have
P Thank you very much indeed, Susan. That’s all fascinating! So,
occurred to us when awake. maybe some of our dreams aren’t just weird stories to tell friends!
And maybe it would be worth keeping a notepad on your
bedside table. But do make sure you write something you can
e 11.6 Dream discoveries read the next day!
P = Presenter S = Susan
P And now for our popular science slot. This week, the subject is
dreams. 4 Get students to read the questions and deal with any
We all love to tell people when we’ve had strange dreams – they vocabulary queries. Ask students to try to answer the
can be funny, bizarre and sometimes embarrassing, but did you questions. You could choose to play the recording again
know how many important discoveries and ideas are the result of here if necessary.
dreams? Scientist Susan Williams has been doing some research
into this, and she’s here today to tell us about it. Susan, welcome. Check answers with the class.
So, what are some of these dream discoveries?
S Well, a famous example is James Watson, the Nobel Prize-winning
Answers
American scientist. He said that the idea for the possible structure 1 Mary Shelley, because it gave her an idea for a story
of DNA came to him after having a dream about a spiral staircase. 2 Paul McCartney, because the lyrics didn’t come in the
Neuroscientists suggest that this kind of thing can happen dream with the song
because during REM sleep, we dream extra-vividly, and new 3 Jack Nicklaus – he dreamed he was holding his golf club
connections can be formed in the brain’s network, so we are able differently. When he tried it, he played a wonderful round.
to put ideas together in a way that would never have occurred to 4 James Watson, a spiral staircase
us when we’re awake.
P Hmm, that’s really interesting. What other examples are there? 5 The aim of this task is for students to practise their
S Another very famous, but very different example from many years referencing skills in English. The questions check students’
ago is a young woman who had a dream about the mystery of
human biology. She was called Mary Wollstonecraft, and in
understanding of key information from the recording,
June 1816, she was still a teenager when she and her future using referencing words such as pronouns. Give them
time to read through all the lines and the questions.
150 Unit 11 • Just suppose … Headway 5th edition © Oxford University Press
 Students try to answer as many questions as possible a chairperson in each group is a good idea to ensure every
from memory, but tell them not to worry if they don’t member is encouraged to participate. Monitor carefully and
remember everything. note any errors for correction later.
e 11.6 Play the recording again. With a strong group, Conduct whole-class feedback. Invite opinions from a range
you could pause after each section, but with a weaker of different students.
group, pause after each line which is given for students to VIDEO In this unit students can watch a video about current
have time to check or think about and write their answers. research into synaesthesia and the association between the
Put students in pairs to compare their answers. five senses. You can play the video clip on the Classroom
Go through the answers with the class. Presentation Tool or download it from the Teacher’s Resource
Centre together with the video script, video worksheet
Answers
and accompanying teacher’s notes. These notes give full
1 Important discoveries being made as a result of dreams.
Because new connections are formed in the brain when we
guidance on how to use the worksheets and include a
dream and this can allow us to put ideas together in a way comprehensive answer key to the exercises and activities.
that would never have occurred to us when awake.
2 Mary Wollstonecraft (later Shelley), her future husband, Percy Additional material
Shelley, and the poet Lord Byron. They were in Switzerland. It For teachers
was too stormy to go outside.
Photocopiable activity – Video worksheet: Synaesthesia
3 She was Mary Shelley. It was an idea for her ghost story – a
man kneeling beside a monstrous body he’d put together – For students
which began to come to life. Online Practice – Practice
4 Frankenstein. The title confuses people because Frankenstein
isn’t the monster, its creator is.
5 Paul McCartney and ‘that’ was a tune for a song. Vocabulary and pronunciation SB p117
6 It was the song and initially the lyrics were ‘Scrambled eggs.
Oh baby how I love your legs.’ Word pairs
7 He is Jack Niklaus and ‘none’ refers to the championships he This section introduces some common word pairs –
had in 1964. expressions with fixed word order, joined by a conjunction.
8 Held his golf club in a different way. This is usually and, but there are also examples with or
and but.
Vocabulary
Read the introduction and the example as a class. Point out
6 Students match the vocabulary and definitions that then and there is not possible – the order of the two
individually. Do number 1 as a class example if necessary. words in the pair is fixed. Give students time to complete
With a weaker group, you could model and drill the words the well-known word pairs. Check the answers and the
and phrases in order for students to mark the stress on the meanings. Stress that the words always appear in the
multisyllable words before they start the task. order shown, e.g. ups and downs, NOT *downs and ups. The
When they finish the matching exercise, put students word pairs in this box tend to be opposites and this is one
in pairs to discuss what the words refer to – encourage common pattern, but make sure students know it is not the
students to identify which person’s story the word/phrase only way we form word pairs – they will encounter other
is found in and what part each plays in the story. kinds during this lesson.
Monitor discussions closely and note student pairs with Answers
the correct answers. Elicit answers from the class. Praise ups and downs, sooner or later, pros and cons
students with clear explanations.
1 Elicit the definition for sink or swim as an example. Give
Answers students time to complete the matching task. Don’t
1 j refers to dreams expect them to know all these word pairs. Monitor
2 a refers to how we sometimes dream the activity and encourage them to use a process of
3 h refers to Mary Shelley trying to come up with an idea for a
elimination to try to match the definitions they aren’t sure
ghost story
4 i refers to Mary, Percy Shelley and Lord Byron’s competition to
about. Let students compare their answers in pairs before
write a ghost story checking with the class.
5 g refers to Mary’s dream Answers
6 c refers to the body the scientist in Mary’s dream had created sink or swim – succeed or fail, without any help
7 b refers to the melody for a song that Paul McCartney wait and see – be patient and find out later
dreamed of far and wide – absolutely everywhere
8 f refers to the piece of music Paul McCartney played on the piano give and take – readiness to make compromises
after his dream ifs or buts – excuses or arguments
9 e refers to Paul McCartney’s melody once and for all – finally and forever
10 d refers to a game of golf hit and miss – sometimes successful, sometimes not
short and sweet – not lasting long, but very pleasant
What do you think? ins and outs – exact details
Ask students to read through all of the questions. Deal by and large – generally speaking
with any vocabulary queries. Put students in small groups
to work methodically through the questions, sharing their
opinions and giving reasons as far as possible. Nominating

Headway 5th edition © Oxford University Press Unit 11 • Just suppose … 151
 2 e 11.7 Focus on the examples and highlight the links They need to say what the friends are talking about and
from consonant to vowel sound. Focus students on the write down all the word pairs they hear. You may need to
word pairs list in A. Play the recording and get students to play the recording twice.
repeat chorally and individually. e 11.9 Play the recording. Check the answers.

e 11.7 Linking sounds Answers

sink or swim once and for all They’re talking about holidays. They use the following word pairs:
ifs or buts hit and miss wait and see, short and sweet, touch and go, by and large, give
wait and see short and sweet and take, sick and tired, now and then, hit and miss, rain or shine,
far and wide ins and outs peace and quiet, (no) ifs or buts
give and take by and large

3 e 11.8 Elicit the answer to number 1 as an example. e 11.9 Wait and see
A Are you having a holiday this year?
Give students time to complete the sentences. Play the B I’d love to, but we’ll have to wait and see.
recording and let students check their answers. A Hopefully, we’re going go to that farmhouse in Devon again in
If you want to give students pronunciation practice of September. It’ll only be for a few days, so it’ll be short and sweet,
the word pairs in context, get them to read the sentences but it’s still touch and go whether I can get the time off work.
B Why’s that? I thought they were good about giving you time off?
aloud, paying attention to the stress and linking. A Yeah, they are by and large, but we’re a small firm and we have to
cover for each other, so it’s always a case of give and take.
Answers and audioscript B Yeah, that figures. At least you and Sophie have had a holiday this
e 11.8 Word pairs year. I’m sick and tired of not being able to go anywhere.
1 T here has to be some give and take in any relationship. You A You still get away now and then, don’t you?
can’t have your own way all the time. B Mmm, actually, it’s more ‘then’ than ‘now’! It’s too expensive to
2 I had no experience when I set up my first business and I got take three kids abroad.
no help – it was sink or swim! A What’s wrong with holidays here?
3 I don’t want to hear any ifs or buts from you – it’s time for bed, B Oh, it’s not easy when the weather’s so hit and miss. Me and
Charlotte used to have holidays in the UK rain or shine, but it’s
now!
no fun keeping kids happy if the weather’s rubbish. You certainly
4 A I hope your presentation doesn’t go on too long. don’t get much peace and quiet!
B Oh, don’t worry, it’s short and sweet – it’ll be over in A Well, look, if we can get to that farmhouse, why don’t you join us?
no time! We can help look after the kids.
5 It’s difficult to explain the ins and outs of the rules of cricket. B Woah, that’s a kind offer, but I wouldn’t want to spoil your holiday!
They’re very complicated. I mean, what if …
6 A What have you got me for my birthday? A Honestly, I mean it, so no ifs or buts. I know Sophie would love to
B Ah, you’ll have to wait and see, won’t you?! spend some time with your kids.
7 There are some things I’d change about my workplace, but by B Well, thank you so much! I’ll talk to Charlotte about it if
and large it’s very pleasant. you’re sure.
A I am, so do that. I’m sure we’d have a great time together!
8 People come from far and wide to shop in Bicester Village –
it’s the second most popular destination in the UK for Chinese
tourists after Buckingham Palace! 6 Refer students to the audioscript on SB p149. Ask students in
9 A Is the food good in that restaurant? pairs to practise the conversation, paying particular attention
B It’s a bit hit and miss. I’ve had some great meals there, and to the stress and intonation. Monitor and check for good
some really poor ones. pronunciation. If students have problems, play selected lines
10 It’s time we settled this argument once and for all. Let’s of the recording again and get students to repeat. Students
Google it and see who’s right. then practise again in pairs. If you have time, you can ask
students to act out the conversation for the class.
4 Put students in pairs to match words from the three
columns and make word pairs. If necessary, remind them Additional material
that the pairs are often synonyms or antonyms. For teachers
Check the word pairs, eliciting the meaning and dealing Photocopiable activity – Vocabulary: Time and again
with any pronunciation difficulties as you go. pp230–1
Give students time to write their sentences. Encourage For students
them to use the word pairs to write true sentences about
Online Practice – Look again
themselves/their lives. Monitor and help as necessary.
Encourage students to self-correct errors. Students read Workbook pp74–5, exercises 1–4
their sentences aloud to the class (or in groups in larger
classes). Writing SB p141
Answers
now and then, sick and tired, more or less, touch and go, peace
Narrative writing (2) – Linking words and
and quiet, safe and sound, slowly but surely, rain or shine expressions

5 Pre-teach/check farmhouse, get time off work, firm About the text
(n = a company), that figures (= that’s understandable/ The text in this section is about a man whose dream was to fly
that makes sense), spoil (v). and the attempt he made to do so, using helium balloons and
Tell students they are going to hear two friends talking. a garden chair. The article includes many linking words and
expressions which help to sequence the action in the story.

152 Unit 11 • Just suppose … Headway 5th edition © Oxford University Press
 1 Lead in to the topic by giving a brief example of Answers
something that you looked forward to that finally 1 All day long 9 until
happened. Read the questions as a class and check 2 Then one day 10 so
comprehension of live up to your expectations (= be as 3 However 11 By this time
good as you expected). Give students time to prepare 4 first of all 12 Fortunately, just at that moment
notes to answer the questions. Monitor and help, feeding 5 Next 13 Immediately
in vocabulary and ideas. 6 Finally 14 because
Put students in pairs to share their information. 7 in order to 15 Eventually
8 Unfortunately 16 As soon as
2 Focus on the picture and ask students what they think
is happening. Tell them they are going to build the story 5 Get students to plan their story carefully, ideally in
from the main points (NOT read the text). Give students class so that you can monitor and help with planning
time to read the main points. Check comprehension of and vocabulary. Ask them to organize their notes from
air pistol and cut the rope. Ask students to reconstruct the exercise 1 into paragraphs.
story, working in their pairs. Encourage them to be as Remind them to plan the background information first,
creative as they like. Monitor and help as necessary. and then notes on the events of the story in the order
Elicit different versions of the story from a few pairs. they happened. Elicit the tenses students are most likely
Students are likely to come up with a range of to need in the story (Past Simple, Past Continuous, Past
interpretations of the story – a simple version, using the Perfect, and possibly used to and would).
words given, appears below. Give students time to write their story in class or set the
Possible answer task for homework. Encourage them to use some of the
Larry’s dream was to fly aeroplanes. One day, he bought linking words and expressions from this lesson.
20 balloons and tied them to a garden chair. He packed a few Use the correction code which students are now familiar
sandwiches and an air pistol. He looked up at the sky and then with when you mark their stories, but allow students to
cut the rope that was holding the chair on the ground. He flew correct them themselves. Make sure you highlight in
up and floated around because the winds were blowing. He was particular any linking words or expressions which have
moving across the sky when he was seen by a British Airways been misused.
pilot at 3,500 metres. The pilot called for help and a helicopter
arrived. When he was back on the ground, Larry was interviewed 6 Having made corrections, students share some of their
by a TV reporter. stories with the class or in groups in a subsequent lesson.
Encourage them to ask and answer questions about each
3 You could pre-teach/check all or some of the following: one. If appropriate, students can vote for the story they
fighter jet, criss-cross the sky, hardware shop, helium, enjoyed most.
meteorologist, inflate, load a pistol, pop a balloon, fire from
a cannon, plummet to earth, wonder what to do, spot (v), Additional material
rotor blades. Give students time to read the full story, For students
ignoring the gaps for now. Elicit a few examples of how Online Practice – Practice
the students’ stories were different.
Elicit the heading for paragraph 1. Give students time to
complete the matching task. Let students compare their Everyday English SB p118

answers in pairs before checking with the class. Check

Linking and commenting
how the heading relates to each paragraph in the story.
There are many ways to comment on or link within a
Answers conversation and in this section, students practise using
4 Serious problems (the problems Larry had while flying – some of the most common expressions. They are adverbs
nightfall and strong winds) and they are used at the beginning of utterances.
2 Preparing for take-off (what Larry did as he got ready to take
1 Read the introduction with the students. Check they fully
off in the ‘balloon’)
5 Down to earth with a bump (the end of the story – Larry didn’t
understand link and comment on.
literally land with a bump, but idiomatically to ‘come down Focus students on the photo and elicit who the speakers
to earth with a bump’ means that you suddenly have to face are and what the situation is for the example conversation
reality after a period of excitement/enjoyment) (two football fans talking about a match).
1 Larry and his dream (the beginning of the story – the e 11.10 Play the recording so students can listen
background behind Larry’s dream of flying) and read at the same time. Point out the linking and
3 Flying high (when Larry was flying very high in the skies in his
commenting expressions. Get students to mark the word
home-made ‘balloon’. Idiomatically, ‘flying high’ means doing
well/being successful/having a great time)
stress on them. If necessary, model and drill these adverbs.
Point out that the speakers pause naturally where there
4 Focus students on the expressions in the box. Deal with is a comma and that this is one important feature of how
any vocabulary queries. Elicit the correct answers to these expressions are used. Play the recording again for
numbers 1 and 2 as examples. students to copy, pausing after each line.
Give students time to complete the task, working You could go through the meanings of the expressions,
individually. Monitor and help as necessary. encouraging students to think of a different way to
When checking, elicit answers from a range of students. If express the same idea (see below). Sometimes these kinds
there is disagreement, write up the suggested answers on of commenting adverbs are difficult to explain, however,
the board, and then discuss and correct them as a class. so the best way to understand them is to focus on the
context.
Headway 5th edition © Oxford University Press Unit 11 • Just suppose … 153
 Apparently = it seems/I heard that (you have this Talking about you
information from another person/indirectly) 3 Get students to read through the sentences. With a
Actually = in fact (correcting information) weaker group, go through the expressions in bold for
meaning/function and pronunciation. With stronger
e 11.10 See SB p118. students, deal with any vocabulary queries they have.
Students complete the task, working individually. Monitor
2 With a weaker group, you could pre-teach some or all of and assist any students who find it difficult.
this vocabulary: dead against, eventually, bonus, deserve, on
Elicit some sentences in whole-class feedback.
tour, recording studio.
Alternatively, you could ask students to share their
Ask students to look at the photos and read through sentences in pairs before whole-class feedback.
the conversations, ignoring the linking or commenting
Do any necessary error correction, including
phrases, to work out who the speakers might be and what
pronunciation.
they are talking about. Elicit ideas from the class: 1 Two
friends talking about another friend’s boyfriend and her EXTRA IDEA The best way for students to activate these
dad’s reaction; 2 Two friends talking about money and linking and commenting expressions is to try to create their
work; 3 An interviewer and a musician talking about the own conversations. Put students in pairs. Either give them
musician’s plans; 4 Two business people who work for the speakers and contexts or allow them to choose their own.
same business discussing falling sales figures. Ask students to build a short conversation between two
Elicit which of the first two options in 1 is correct as a people and try to include at least three of the expressions
class example. Give students plenty of time to choose the from the lesson. With stronger students, encourage them to
correct expressions. choose expressions which were new to them.
Put students in pairs to compare their answers. It’s better if they don’t choose the expressions and build
e 11.11 Play the recording so they can listen and check the conversation around them, but rather start writing the
their answers. conversation and see which they can use most naturally as
With a weaker group, you could go through all the they go along.
expressions, modelling and eliciting where the word stress Monitor carefully, paying particular attention to where the
falls. Then drill the expressions chorally and individually expressions are used and helping students to understand in
before they practise the conversations together. instances when they don’t sound natural.
In their pairs, students practise the conversations. Monitor Students can practise their conversations in their pairs.
and check pronunciation especially of the linking and Monitor and correct any pronunciation errors with the target
commenting expressions. Make a note of any difficulties. expressions. Invite students to act out their conversations.
Go through pronunciation errors with the class. The classmates who are listening should focus on working
out the context (who are the speakers and what are they
Get students to swap roles in their pairs and practise the
talking about?) and make a note of all the expressions
dialogues again.
which are used. You can give extra praise for really natural
Answers and audioscript conversations, interesting content, and for the pair who used
e 11.11 Four conversations the most expressions naturally.
1 A What do you think of Clare’s new boyfriend?
B Personally, I think he’s really nice, but I know her dad’s
Additional material
dead against him. Still, he’s never been happy with her For teachers
boyfriends. Photocopiable activity – Communication: Any comments?
A I know! Surely, he’s got to accept one of them eventually. pp232–3
Anyway, I guess we’ll have to wait and see.
2 A How can you afford to buy all these new clothes? For students
B Apparently, I’m going to get a big bonus this month. Online Practice – Look again
At least that’s what my boss has told me. And I do deserve Workbook p75, Pronunciation exercises 1–2
one. After all, I earned the company £100, 000 last month.
Online Practice – Check your progress
3 A So, Marc, you say this is your last concert tour?
B Definitely.
A But surely you realize how upset your fans are going to be?
B Well, obviously, I don’t want to disappoint anyone, but
basically, I’m sick and tired of touring. Ideally, I’d like to
spend more time in the studio, and record some great
music for my fans.
4 A Why do you think our sales are so low this year?
B Basically, I think our prices are too high. We could certainly
sell a lot more if they weren’t. Ideally, they should be lower.
A If you ask me, our marketing team aren’t good enough.
B That’s true. All the same, it’s our prices that people
complain about, and marketing can’t do much about that.

154 Unit 11 • Just suppose … Headway 5th edition © Oxford University Press