Headway Intermediate Teacher's Guide PDF

5th edition Intermediate Teacher’s Guide Liz & John Soars Katherine Griggs with photocopiable activities by Sarah Walker 1 HW 5e Int TG 4529365.indb 1...

5th edition Intermediate Teacher’s Guide Liz & John Soars Katherine Griggs with photocopiable activities by Sarah Walker 1 HW 5e Int TG 4529365.indb 1 19/12/2017 17:42  1 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2019 The moral rights of the author have been asserted First published in 2019 2023 2022 2021 2020 2019 10 9 8 7 6 5 4 3 2 1 No unauthorized photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work isbn: 978 0 19 452936 5 Teacher’s Guide isbn: 978 0 19 452938 9 Teacher’s Resource Centre isbn: 978 0 19 452937 2 Teacher’s Resource Centre Access Card isbn: 978 0 19 452935 8 Pack Printed in China This book is printed on paper from certified and well-managed sources acknowledgements Back cover photograph: Oxford University Press building/David Fisher Illustrations by: Peter Bull p.205, Joanna Kerr pp.181, 201; Peter Ellis/Meiklejohn pp.221, 222; Oxford University Press (based on artwork by Fred van Deelen/ The Organisation) p.9. The publisher would like to thank the following for permission to reproduce photographs: 123RF pp.233 (Bicycle pump/Bogdan Ionescu), 233 (Ice tray/wattanaphob kappago), 233 (Plunger/David Willman), 233 (Extension lead/siraphol), 233 (Spatula/werg), 233 (Deck chair/Nastyaaroma), 233 (Peeler/nito500), 233 (High chair/Arina Zaiachin), 233 (Paint roller/Anusorn Phuengprasert na chol), 166 (Pretty woman/lenetstan); Alamy Stock Photo pp.10 (window cleaner/Zefrog), (howling wolf/Tomasz Zajda); Corbis pp.164 (Young man) 171 (chatshow/Tim Pannell), 215 (Roller coaster/Digital Vision); Getty Images pp.8 (climber/Ascent/PKS Media Inc.), 10 (Karnak Temple columns/Michelle McMahon), (climber/Ascent/PKS Media Inc.), 12 (school bus/Matt Henry Gunther), (office robots/Javier Pierini), (Hamadryas Baboons/John Brown), (lantern festival/Nutexzles), (beach relaxation/joakimbkk); Oxford University Press pp.6 (monitor), 7 (laptop), 8 (Heligan gardens), 9 (headshots/Oxford University Press marketing), 16, 164 (Raised eyebrow), 10 (family photos/ designed with photos kindly provided by Nick Bruckman at People’s TV); Shutterstock pp.10 (dog and cat/Michael Pettigrew), 12 (sitting on stairs/ Photographee.eu). Cover image: Getty Images (commuter/Paul Bradbury). © Copyright Oxford University Press 00_HW 5e TG Int 4529365 Prelims.indd 2 11/09/2018 15:57  Contents Welcome to Headway 5th edition. Introduction Course overview 6 Headway and its award-winning What's new for the 5th edition? 8 authors are names that have become Why do teachers trust Headway? 9 synonymous with English Language Student's Book contents 10 Encouraging learner independence 14 Teaching and learning. The 5th edition Professional Development support 16 balances Headway’s world-renowned methodology with innovative and Unit 1 flexible new material. What’s your story? 17 This Teacher’s Guide has been created Unit 2 Language matters 28 for you, with all the lesson preparation, in-class support and resources you Unit 3 need to teach in today’s classroom. Just a job? 41 Unit 4 Tales of the unexpected 55 Unit 5 Rights and wrongs 68 Unit 6 Easier said than done 80 Unit 7 Best years of your life? 93 Unit 8 Future friendly? 104 Unit 9 Caring and sharing 116 Unit 10 Beyond belief! 128 Unit 11 Back in the real world 140 Unit 12 Living the dream 152 Photocopiable activities 164 Contents 3 © Copyright Oxford University Press HW 5e Int TG 4529365.indb 3 19/12/2017 17:42  Introduction The Headway series Vocabulary Headway has always attached great importance to the Headway has made a significant contribution to English acquisition of vocabulary. Its approach can broadly be Language Teaching for more than 30 years. divided into three areas: The Headway series has always championed a blend of 1 an examination of lexical systems such as: phrasal verbs, methodologies: compounds (compound nouns, compound adjectives), traditional methodology: a grammar syllabus with collocation, dependent prepositions, word building, spelling controlled practice, systematic vocabulary work, and and pronunciation, synonyms, antonyms and connotation. reading and writing activities 2 the teaching of new items in lexical sets such as: personality, a communicative approach: a functional/situational leisure activities and body language. syllabus; personalized practice; real language work in real 3 the encouragement of good learning habits: using situations; activities to encourage genuine communication dictionaries, keeping records, reading and working inside and outside the classroom; development of all four out meaning from context. skills – especially listening and speaking. Students are encouraged to go to headwayonline.com This blend of approaches has proved an excellent for further vocabulary practice. combination for English language learning, and has now become a standard for, and indeed expected of, today’s Practice ELT coursebooks. Each unit has a wide variety of practice activities, both controlled and free, mechanical and information gap. Key features of the Intermediate These activities allow students to analyse the target language and use it communicatively. Student’s Book Skills development Unit Opener and Starter We also try to develop the four language skills, Listening, Each unit begins with an opening page which presents the Speaking, Reading and Writing (with special emphasis on theme of the unit through inspiring images, and questions the first two) by providing as much varied practice as the which generate discussion and encourage students to express classroom setting can allow with the use of stimulating, their opinions. They can also watch the video introduction to relevant material and tasks. the unit by going to headwayonline.com. We provide many opportunities for students to talk about The first page begins with a Starter section, which launches themselves and express their thoughts and opinions on a the grammar and/or the theme of the unit. variety of topics. All with an aim of increased fluency and spontaneity with the language. Grammar Texts and scripts are sourced from popular newspapers and The upfront, systematic, and effective treatment of grammar magazines, literature, biographies, and reference sources, is a hallmark of Headway. At the Intermediate level, we and interviews with people from a range of backgrounds, increase students’ awareness of grammar by comparing and ages, professions, experiences, and nationalities. There contrasting structures with similar items, and placing them are a number of authentic radio interviews included at in context. We introduce learners to: Intermediate level. the structure of the tense system Students are encouraged to go to headwayonline.com simple versus continuous aspect for further skills practice. perfect versus non-perfect aspect active and passive voice Speaking, Listening, and Everyday English conditional forms The communicative emphasis in Headway Intermediate the system of modal auxiliary verbs gives students plenty of opportunities to put language the nature and structure of the noun phrase into practice. the role of adjectives and adverbs. Grammar, Reading, Vocabulary, and Writing sections are combined with speaking and/or listening activities to Grammar spots encourage genuine communication using the target There are Grammar spots in the body of the unit, which language. provide essential rules of form, use, and pronunciation. Communicative skills are also given special treatment in These are cross-referenced to the Grammar reference their own sections, with Everyday English pages at the end at the back of the book, where you and your students of each unit presenting and practising useful phrases such will find more in-depth explanations of the key structures. as social expressions, giving opinions, making suggestions, Students are encouraged to go to headwayonline.com requests and offers, responding to others, and making for further grammar practice. small talk. 4 Introduction © Copyright Oxford University Press HW 5e Int TG 4529365.indb 4 19/12/2017 17:42  Spoken English boxes the course audio and video material, and other resources, These focus on particular phrases, expressions, or grammatical such as a Language Portfolio. structures used in everyday communicative situations, such In Look again students can: as short answers, making a comment softer or stronger, Review every lesson ways of agreeing and disagreeing, expressing emphasis, Try activities from the unit again and the use of items such as just, pretty, I don’t care, I don’t Watch the videos as many times as they like. mind, and as well or too. Intonation is particularly important with this aspect of language, so there are clear models with In Practice students can: controlled practice of stress and intonation. Extend their knowledge with extra Reading, Writing, Listening and Speaking skills practice. Writing In Check your Progress students can: Each unit contains a complete writing lesson. Each of these Test themselves on the main language from the unit and provides a model for students to analyse and imitate. get instant feedback We introduce learners to the structure of discourse Try an extra challenge. (conjunctions, discourse features, combining messages, expressing emphasis, organisation of a text). For teachers Teachers can use the Access Card in the back of this Teacher’s Workbook Guide to access the Teacher’s Resource Centre in Online Practice. In addition to all the students’ resources, teachers The Workbook is an important component as it practises, can access students’ work, track their progress and scores in revises, and reinforces the language presented in the Student’s exercises and tests, show/hide tasks and compare different Book. There is a strong element of progression from exercises classes. that practise recognition to those that encourage production of the target items. There are texts and vocabulary exercises, As well as getting feedback on progress and practice tasks, as well as pronunciation work, and extension work on students can submit their writing to teachers and record their phrasal verbs and prepositions. speaking e.g. long turns, for assessment and/or comment. The audio files for the workbook exercises are found at Teachers are also able to access a wide range of resources headwayonline.com. Students are also encouraged to and materials to support their lessons in the Teacher’s go online for further practice and to check their progress. Resource Centre. These include: Audio files for the Student’s Book and Workbook Video files Teacher’s Guide Full Teacher’s Notes and Answer keys The Teacher’s Guide offers the teacher full support both for Photocopiable activities. lesson preparation and in the classroom. It includes: Complete tests, with answers and audio: Full teaching notes for each section, with answers and Entry test for the whole course audioscripts in the main body of the notes. There are plenty Unit tests 1–12, in two versions covering the main of suggestions, with ideas for exploiting the material with grammar, vocabulary and Everyday English syllabus for weaker students and/or mixed ability classes, for extending each Student’s Book unit the Student’s Book material, and for encouraging students to use English outside the classroom. Stop and check tests, in two versions, revising Units 1–4, 5–8, and 9–12 Background notes for the Reading and Listening sections Progress tests for mid-year and end-of-year assessment with information about the people profiled in the texts, historical and geographical notes, and brief explanations Skills tests covering the four skills of reading, listening, writing and speaking about features of the English-speaking world. Optional listening tests 1–12 Cross references to relevant exercises in the Workbook. Editable audioscripts from the Student’s Book and Workbook Photocopiable activities to accompany units with extra pairwork, group work, and vocabulary revision. Wordlists from the Student’s Book with write-in lines for translations CEFR guide for teachers Headway Online Collated answer key. For students Headway Online Practice is directly linked to each Student’s Finally! Book unit, and students and teachers are directed to it Good luck in your teaching. We hope this new edition helps throughout the unit. Students can access headwayonline. you in the preparation and execution of your lessons, and com for the first time via the code on the Access Card in that you and your students find it not only useful to learn and their Student’s Book. Here they can Look again at Student’s practise your language skills, but enjoyable and thought- Book activities that they missed in class or want to try again, provoking. do extra Practice activities, and Check progress on what John and Liz Soars they have learned so far. They can also get instant feedback on their progress. Students can additionally download all Introduction 5 © Copyright Oxford University Press HW 5e Int TG 4529365.indb 5 19/12/2017 17:42  Course overview For students S AS Welcome to Headway 5th edition. I N CL Here’s how you can link learning rd e in the classroom with meaningful c Acce ne Practi ss Ca preparation and practice outside. Onli Student’s Book All the language and skills your students need to improve their English, with grammar, vocabulary and skills work in every unit. Also available as an e-book. AUDIO ACTIVITIES VIDEO WORDLISTS AT HO M E E OM AT H y tel ara s ep S old Workbook Exclusive practice to match the Student’s Book, following Online Practice the grammar, vocabulary and Extend students’ independent learning. They can Look again Everyday English sections for at Student’s Book activities, do extra Practice activities, and each unit. Students can use Check progress with instant feedback. their Workbook for homework or for self-study to give them new input and practice. headwayonline.com 6 Introduction Course overview © Copyright Oxford University Press HW 5e Int TG 4529365.indb 6 19/12/2017 17:42  Te entr For teachers C ac e A he cc r’s es Re s C so ar ur d ce Teacher’s Guide Prepare lessons with full teaching notes and photocopiable activities for each unit. Get ideas on how to adapt and extend the Student’s Book material, and how to deal with potential problems. ACTIVITIES TESTS TRACKING RESOURCES Reading and speaking The man who made a forest Forest man pots of water full of small holes over one, and the water slowly dripped down each 1 Close your eyes and imagine you’re in a forest. What can you see, hear, and smell? What does Don Jackman finds over several days. 5th edition it feel like? an example of a Since then, Jadav has been planting seeds every day, for nearly 40 years. saplings and He gets up at 2 Match photos 1–6 with the words in the box. rare species – an 3.30 a.m. to milk his cows, which provide a living for his wife and children, and then sets soil ant snake seeds bamboo environmental forest at 8.30. out for the sapling feel-good story. Life returns 1 2 As the forest has grown and grown, wildlife has returned – eventually rhinos, tigers, and elephants began to take shelter among the trees. There’s no shortage of gloomy stories Jadav then Teacher’s Resource about the had to face his biggest challenge – men. environment. Most of us have heard It wasn’t alarming reports of only the loggers who wanted to cut climate change and environmental down his destruction, but we trees, but local villagers, too. They were 3 4 often feel powerless to do anything worried other than get about the elephants and tigers eating depressed about it. their crops and attacking their animals. Jadav said they Jadav Payeng would have to kill him before they killed Centre didn’t get depressed. His is the his forest. He had the idea heartening story of a man who decided of planting banana trees for the elephants not to give in to to eat, and made sure 6 Find the highlighted words in the article that feeling of powerlessness. He has there was enough deer for the tigers and totally transformed to hunt, so they wouldn't need the environment around him, single-handedly. to go into the villages try to guess their meanings. 5 6 for food. The tigers have taken some of his own 7 Now match the words with their definitions. A dying island cows, but then, says It all began when he was a Jadav with a smile, ‘they shortage alarming single-handedly teenager, in 1979. Jadav grew don’t know how to farm, to shelter wept barren up on Majuli Island in northern do they?’ dripped loggers crops to accomplish India, the largest river island 1 fell in small drops of liquid 3 Look at the photos and read the introduction on Earth, and enjoyed walking Future forest along its shores. One day, he The forest is now 1,400 2 without any help about Jadav Payeng. What do you think 3 to do something successfully he did? saw hundreds of dead snakes acres, nearly twice the Why do you think he did it? on the river bank. Flood waters size of New York’s Central 4 people whose job is cutting trees down had washed them there, and there Park. Jadav’s story has been made into 4 Read the rest of the article. How did it make a film, of India, by a Canadian filmmaker, Douglas The Forest Man you feel? was no vegetation for them to shelter McMaster. McMaster 5 not enough of something in. followed Jadav for a month and says, ‘The snakes died in the heat, without 6 to protect yourself from bad weather any tree 5 Are the statements about the article true (✓) cover. I sat down and wept …’. Jadav ‘He taught me that you can accomplish realized a lot with very little …. how serious the problem of deforestation He doesn’t even wear shoes. His way or false (✗)? Correct the false ones. was – of life is extremely pure; 7 plants grown by farmers floods were washing away the soil where free of possessions, yet he is extremely trees 8 very worrying 1 Jadav is a sensitive person. cut down. Majuli, with a growing population had been happy and positive.’ of 170,000 people, Is Jadav himself satisfied with what 9 where nothing can grow 2 The population of Majuli has fallen had lost 70% of its land over the last he’s achieved? Well, yes, but to a century. his aim now is to create another forest 10 cried quarter of what it used to be. Jadav planted some tree saplings on on other barren land nearby. the barren land, but they ‘It may take another 30 years, but I am 3 Planting bamboo wasn't Jadav's first died and it seemed nothing would grow optimistic about it,’ he says. idea. there. He didn't want ‘No more global warming if everyone What do you think? 4 Jadav asked people to help him to give up though, and when he talked plants forest!’ to some of the older water his young trees. people in his village, they suggested he try planting bamboo. Text by kind permission of Jadav Payeng, www.JadavPayeng.org How would you describe Jadav’s character? 5 He lives alone. Why is his story called ‘a rare species’ in the title? 6 Jadav has earned money by selling The first plantings What is amazing about his story? wood So Jadav went out every day, making What are the biggest environmental from his trees. holes for bamboo plants in problems the desert-like ground with a stick, and in your country? Flooding? Water shortages? 7 The villagers wanted to cut down his in a few years, large areas trees of bamboo forest had grown. He learned Pollution? to make money. that red ants improved 8 Jadav accepts that animals will sometimes the condition of the soil, so he carried hundreds of them onto the What could you do as an individual to help land. He was stung many times. ‘That the environment? get killed in nature. was an experience!’ he says, laughing. Is it really a problem if some animals 9 He doesn’t own very much. become He then decided to try growing proper extinct? Why/Why not? 10 He expects to produce his next forest trees again in the improved quickly. soil. The saplings survived this time, but as they grew in number, Go online to watch a video watering them regularly was a big challenge for one man. He hung and learn more about another 64 Unit 6 Easier said than done amazing transformation. Unit 6 Easier said than done 65 Teacher’s Resource Centre Classroom Presentation Tool All your Headway resources, stored in one place to save you time. Resources include: Student’s Book Use in class to deliver heads-up lessons and to and Workbook audio, videos, audioscripts, answer engage students. Class audio, video and answer keys, photocopiable activities, CEFR correlations, keys are available online or offline, and updated teaching notes, tests, wordlists and more. across your devices. Use the Learning Management System to track your students’ progress. Class Audio Full course audio is available on the Teacher’s Resource To log in for the first time, teachers use the Access Card Centre, and on audio CDs. in the back of the Teacher’s Guide for the Teacher’s Resource Centre, and students use the Access Card in the back of the Student’s Book for Online Practice. Introduction Course overview 7 © Copyright Oxford University Press 00_HW 5e TG Int 4529365 Prelims.indd 7 12/09/2018 09:20  What’s new for the 5th edition? Headway 5th edition retains the course’s trusted methodology and has been completely updated with new texts, topics and digital resources needed for success today. From Headway 5th edition Inter mediate Student’s Book. Easier said 6 Teach practical, real life English that is relevant to your students’ lives with new topics and themes grounded in today’s reality. than done Grammar Present Perfect Reading Forest man Engage students with the new unit Vocabulary Adverbs Listening Ann Daniels – polar explorer Everyday English Numbers Writing Adverbs in Descriptive writing opener page. An inspiring photograph with a thought-provoking quote and questions introduce the unit topic and encourage students to think about issues that have an impact on their lives. 1 Look at the photo. How does it fit ? the unit title? How do you think the Watch the accompanying video man feels? 2 introduction in class or set as pre-work Read the quote. Why is it sometimes better to go through a difficulty and to bring the unit topic to life. not try to get out of it? ‘The best way out of a difficulty is through it.’ Will Rogers Save time with flexible print and digital resources in one place. Watch the video introduction online Use your Workbook Go online for more practice for self study and to Check your Progress Download and adapt material for 59 your students from the Teacher’s HW5e Intermediate SB.indb 59 Resource Centre. Track your students’ 10/08/2017 14:35 progress on Online Practice using the Link learning in class with meaningful practice Learning Management System. outside class with the powerful blended headwayonline.com learning syllabus. You and your students are all busy. That’s why Headway 5th edition provides simple, connected materials that seamlessly guide students through learning in class 5th edition and practising at home for every unit. Teacher’s Resource After using the Student’s Book Centre in class, students can get new grammar and vocabulary input and practice with the Workbook and look again at each unit, practise all skills and check their progress with Online Practice. 8 Introduction What’s new for the 5th edition? © Copyright Oxford University Press 00_HW 5e TG Int 4529365 Prelims.indd 8 20/12/2017 11:00  Why do teachers trust Headway? Headway has helped over 100 million students in 127 countries learn English. Teachers from around the world explain how they have been inspired by Headway: I’ve been using Headway It is very consistent and Headway is so interesting. my whole life because you can easily proceed from It provides us with different I started learning English one level to another. It’s topics for discussion that speak with Headway as a learner completely flexible. to all students whatever their and I now work with Zdenka Machačová, Czech interests and professions are. Headway as a teacher! What Republic Maria Šćekić, Croatia I love about Headway is that it is so authentic and real. Karina Vardanyan, Germany Headway has helped me Headway is a reliable to overcome the challenge of companion for teachers implementing technology in and students. It is the classroom. It has so many engaging, motivating The interesting, The teachers’ resources digital components that it can and well-structured. engaging and latest set Headway apart from really engage your students in topic units to practise other course materials. Silvia Risetti Alcock, different ways. the four skills set I personally love all the Italy Headway apart! worksheets, teaching Julieta Ayub, Argentina Louise Maluda, guidelines, answer keys, Malaysia explanations, videos and activities for students. These teachers are all winners of the Headway Scholarship, Cao Hong Phat, Viet Nam an initiative set up by John and Liz Soars to give something back to teachers for the trust they have placed in Headway. Find out more at oup.com/elt/headwayscholarship. Introduction Why do teachers trust Headway? 9 © Copyright Oxford University Press HW 5e Int TG 4529365.indb 9 19/12/2017 17:43  Student’s Book What’s your story? contents: 1 Units 1–6 Grammar Information questions Reading The Angulo Brothers Vocabulary All about adjectives Listening My closest relative Everyday English Making the right noises Writing Describing a person Unit Grammar Vocabulary 1 What’s your story? p9 Information questions ​p10 Describing people, places, and All about adjectives ​p12 Adjectives and nouns things Compound adjectives Spoken English ​p16 -ed and –ing adjectives Adding emphasis Adjectives for describing r personality ‘ The story of you e past doesn’t hav ? to become the 1 Look at the photos. What stages.’ story of your life in life do they represent? uc 2 Read the quote. Why is the story Luminita Savi 2 Language matters of someone’s past often the story p19 Tenses and auxiliary verbs ​p20 What’s in a word? ​p26 of their lives? How can people stop this happening? Questions and negatives Parts of speech Funny grammar Word formation Short answers Words that go together Vocabulary records Watch the video introduction Use your Workbook Go online for more practice online for self study and to Check your Progress 9 Spoken English ​p22 Sounding polite 3 Just a job! p29 State and activity verbs ​p30 Questions and answers Balancing work and life ​p36 Vocabulary for leisure activities Simple and continuous Active and passive Spoken English ​p37 Making conversation 4 Tales of the unexpected p39 Narrative tenses ​p41 Past tenses, active and passive Spelling and pronunciation ​ p43 Spoken English ​p47 Homophones Agreeing and disagreeing Reciting a poem 5 Rights and wrongs p49 Modals and related verbs ​p50 Modals for advice, permission, Phrasal verbs (1) ​p56 Literal or idiomatic? and obligation Separable or inseparable? Rules and customs p52 Modals in the past and present Spoken English ​p53 have got to 6 Easier said than done p59 Present Perfect ​p60 Simple, continuous, passive Adverbs ​p63 Verbs and adverbs that go Time expressions together Adverbs without -ly Spoken English ​p63 How long … ? 10 Introduction Student’s Book contents © Copyright Oxford University Press 00_HW 5e TG Int 4529365 Prelims.indd 10 11/09/2019 08:30  Reading Listening Speaking Writing What’s their story? ​p14 My closest relative ​p16 My favourite things ​p11 Describing a person ​ The Angulo brothers Four people talk about A personality quiz ​p13 p18 who they feel closest to in What do you think? p14 Facts and opinions their family Talking about you p16 Everyday English ​p17 Making the right noises Language lovers ​p24 A world in one family ​ Talking about you ​p21 An informal email ​ Why languages matter p26 A class survey p​ 23 p28 to me: Eddie Izzard and A family discuss their What do you think? ​p25 & p26 Correcting mistakes Chris Packham nationalities Everyday English ​p27 Everyday situations Dan Price - The best boss Balancing work and life ​ Talking about you p​ 31 & 36 A formal letter or in America ​p34 p36 Project ​p33 email ​p38 Is this the best boss in A family discuss their What do you think? ​p35 Applying for a job America? work-life balance Roleplay ​p37 Everyday English ​p37 Making small talk The Picture of Dorian Once upon a time … ​p46 Talking about you ​p42 A story (1) ​p48 Gray, by Oscar Wilde ​p44 People talk about their In your own words p​ 42, p44 & Linking ideas A picture story favourite fairy tales p46 What do you think? ​p44 Everyday English ​p47 Giving opinions The philosophy of Rules for life ​p53 Discussion ​p52 Writing for talking ​ pebbles ​p54 People discuss some What do you think? ​p53 & p55 p58 The jar of pebbles memes about life Talking about you ​p56 Using sequencers in instructions Everyday English ​p57 A How to … talk Polite requests and offers The man who made a Ann Daniels – polar Project ​p61 Life changes ​p68 forest ​p64 explorer ​p66 Talking about you ​p63 Using adverbs in Forest man Authentic radio interview What do you think? p​ 65 & p66 descriptive writing with an explorer Everyday English ​p67 Numbers Introduction Student’s Book contents 11 © Copyright Oxford University Press 00_HW 5e TG Int 4529365 Prelims.indd 11 10/09/2019 15:45  Student’s Book contents: Units 7–12 Unit Grammar Vocabulary 7 Best years of your life? p69 Verb patterns ​p70 Verb + -ing Body language ​p76 Idioms using parts of the body Verb + infinitive Adjectives and prepositions Spoken English ​p73 The reduced infinitive 8 Future friendly? p79 Future forms ​p80 will, going to or Present Word building ​p86 Prefixes Continuous Suffixes may, might, could for future Changing word stress possibility Spoken English ​p83 pretty 9 Caring and sharing p89 Conditionals ​p90 Second and third conditionals Words with similar meanings ​ p96 might have / could have / should Words that are similar in have meaning and words that are very different in meaning Spoken English ​p93 just 10 Beyond belief! p99 Modals of probability ​p100 must be / can’t be / looks like Phrasal verbs (2) ​p106 Phrasal verbs with out and up must have been / can’t have been Spoken English ​p103 What on earth … ? 11 Back in the real world p109 Noun phrases ​p110 Articles, possessives, all / Compound nouns ​p116 Word stress in compound everything, pronouns, reflexive nouns pronouns Spoken English ​p113 also, as well, and too 12 Living the dream! p119 Reported speech ​p120 Reported statements, questions, Ways of speaking ​p126 Reporting verbs commands, requests Verbs + prepositions Indirect questions Spoken English ​p122 Asking questions politely Audioscript p129 Grammar reference p141   Extra material p155 12 Introduction Student’s Book contents © Copyright Oxford University Press 00_HW 5e TG Int 4529365 Prelims.indd 12 10/09/2019 15:45  Reading Listening Speaking Writing Boarding school ​p74 Best of friends? ​p73 Talking about you ​p73 Discursive writing Gordonstoun – the school People talk about What do you think? ​p73 & p74 – arguing for and that Prince Charles friendships against ​p78 loathed! Everyday English ​p77 Pros and cons You poor thing! and other exclamations Boy wonder – Taylor How will we keep the What do you think? ​p82, p83 Writing for talking (2) ​ Wilson ​p84 lights on? ​p83 & p84 p88 The boy who built a fusion A radio interview about Talking about you ​p82 Analysing a talk reactor the future of energy Everyday English ​p87 Making arrangements The sharing economy ​ The kindness of strangers ​ Roleplay ​p92 Describing a place ​ p94 p93 Talking about you ​p92 p98 What’s yours is mine! A radio programme where What do you think? ​p93 & p94 Relative pronouns and people call in to thank Project ​p94 participles others Everyday English ​p97 Money matters Why on earth would How on earth did he do What do you think? ​p102, A story (2) ​p108 anyone do that? ​p104 that? ​p106 p105 & p106 Organizing a text My solo wedding – Authentic radio interview everything but the groom with a man who made a Everyday English ​p107 surprising journey Expressing attitude Digital animation ​p114 How would you like your Talking about you ​p111 & A message on social Capturing the imagination newspaper, sir? ​p113 p113 media ​p118 People talk about whether What do you think? p114 Informal language they prefer the physical or digital version of various Everyday English ​p117 things I need one of those things … Lives that make a Having the time of his What do you think? ​p123 & A biography ​p128 difference ​p124 life! ​p123 p124 Combining sentences Eugene Cernan – astronaut, Authentic interview with a Christina Noble – charity gondolier Everyday English ​p127 worker Talking in clichés Go to headwayonline.com to download the Wordlist and full Audioscript. Introduction Student’s Book contents 13 © Copyright Oxford University Press 00_HW 5e TG Int 4529365 Prelims.indd 13