Headway 4e Upper Intermediate Video Worksheets - Unlocked [PDF]

Zitiervorschau

45 MIN

Headway New

TEACHER’S NOTES

Unit 1  A global village BEFORE WATCHING 

Upper-Intermediate

FOURTH EDITION

ANSWER KEY 

10 MINS

Warmer Write global village on the board and elicit the meaning of the

KEY 1

phrase. Explain that this video is about the global village. Brainstorm some examples of what this means.

Answers will vary. KEY 2

1 Ask students to discuss the questions in pairs. Elicit answers from the whole class.  KEY 1 2 This activity allows you to check that students understand the meaning of some key phrases in the video. Ask students to complete the sentences using words from the box. Elicit answers from the whole class.  KEY 2

WHILE WATCHING 

25 MINS

3

  Play the video and ask students to make notes to answer the questions. Elicit answers from the whole class.  KEY 3

4

  Before playing A small world, ask students to read the sentences and write whether they think they are true or false. Play A small world and ask students to check their answers and correct the false sentences. Elicit answers from the whole class.  KEY 4

5

  Before watching Staying in touch, ask students to work in pairs and predict the answers to the questions. Play Staying in touch and ask the students to answer the questions. They should write (B) for Barbara, (M) for Meg, (J) for Janet, or (S) for Sophie. Elicit answers from the whole class.  KEY 5

AFTER WATCHING 

10 MINS

Ask students to discuss the questions in groups. Monitor and make a note of any errors and also of any good examples of language. Have a class feedback session eliciting opinions from various groups, then focus on any language issues.

RESEARCH Students try and go without using any communication technology for one day. Tell them they shouldn’t use a mobile phone or access any social networking sites. They should take notes about how they do things differently as a result and then write a report about their day, listing the pros and cons of being without technology and summarizing their personal opinion of the results. Ask students to bring their report to the next lesson and present it to the class.

1 recognition, 2 snapshot, 3 development, 4 milestone, 5 fingertips, 6 touch, 7 access, 8 destinations KEY 3

1 more than one billion tourists travelled the globe in a single year 2 France – with 83 million tourists in one year 3 quicker, cheaper, and more accessible for most people these days 4 nearly 80% 5 how we used to communicate before technological developments 6 email, Skype, and social media, e.g. Facebook, Twitter, Instagram 7 people don’t make plans and stick to them – because they can make calls on the move KEY 4

1 ✗ Today, people are better able to travel wherever we want. 2 ✗ The number of tourists travelling in one year has gone up from 25 million to 1 billion in the last 60 years. 3 ✓ 4 ✗ They have changed the way we travel and communicate. 5 ✗ Meg left Melbourne in order to have a holiday / vacation in New York, … 6 ✗ She has friends and family living in Europe, but not outside the continent. KEY 5

1 B, 2 M, 3 S, 4 M, 5 B, 6 J, 7 M

Students can watch the video again on the Headway iTutor and complete the interactive tasks.

Photocopiable Teacher’s notes © Oxford University Press 2014

45 MIN

Headway New

WORKSHEET

Unit 1  A global village

Upper-Intermediate

FOURTH EDITION

BEFORE WATCHING 1 Discuss the questions with a partner. 1 How has technology changed the way we travel and communicate? 2 Have these changes been positive or negative? 2 Complete the sentences with words from the box. access destinations development fingertips  milestone recognition snapshot touch

1 2 3 4 5 6 7 8

During my life, I’ve seen my town transformed beyond all  . Her love letters provided a fascinating of wartime Paris. Increased leisure time could fuel the of many new sports. We hit a today and sold our millionth record. In the modern age, I have all the information I need at my  . I’ll miss you. Make sure you stay in  . It’s important that we have to suitable resources. Our company specializes in organizing trips to far-flung  .

WHILE WATCHING   Watch the video. Make notes and answer the questions.

3 1 2 3 4 5 6 7

What was special about 2012? What was the most visited country in the world in 2012? How has travelling changed since the 1950s? What percentage of the world’s population has a mobile phone? With the growth of technology, what has become increasingly difficult to remember? How do people stay in touch when they are away from home? What drawback is mentioned concerning modern forms of communication?

1 2 3 4 5 6

In the past, people were better able to travel wherever they wanted. The number of tourists travelling in one year has doubled in the last 60 years. Air travel in the 1950s was too pricey for a lot of people. Technological advances have changed the way we transport goods internationally. Meg left Melbourne in order to work in New York, where she also has many friends. Sophie has friends and family living in Europe and further afield.

 Watch A small world. Are these sentences true (✓) or false (✗)? Correct the false sentences.

4

5

 Watch Staying in touch and answer the questions. Write Barbara (B), Meg (M), Janet (J), or Sophie (S). Who … ? 1 needs the Internet for their job 2 uses different forms of communication depending on the person 3 wrote letters when she was a lot younger 4 feels nervous without the Internet 5 says that letters and phone calls have been superseded 6 found some forms of communication unreliable in the past 7 uses social media while on vacation

AFTER WATCHING Work in groups. Discuss the statements. 1 These days we are too dependent on Web technology and Internet-based communication. 2 World cultures are becoming closer – tastes in technology, fashion, and music are converging.

RESEARCH Try and go without using any communication technology for one day. Don’t use a mobile phone or access social networking sites. Make notes about how you do things differently as a result. Then write a report about your day, including the pros and cons of being without technology and a summary with your personal opinion of the results. Bring your report to the next lesson and present it to the class.

Photocopiable Worksheet © Oxford University Press 2014

45 MIN

Headway New

TEACHER’S NOTES

Unit 2 Vancouver BEFORE WATCHING 

Upper-Intermediate

ANSWER KEY 

10 MINS

Tell students that they are going to watch a video about Vancouver. Ask students what they know about the city. Brainstorm some ideas and write them on the board.

KEY 1

Answers will vary.

1 Ask students to look at the pictures and discuss the questions in pairs. Elicit answers from the whole class.  KEY 1

KEY 2

1 differentiates, 2 ensure, 3 sustainability, 4 immigrants, 5 attractions, 6 plentiful, 7 notable / noteworthy, 8 emissions

2 This activity allows you to check that students understand the meaning of some key words in the video. Ask students to use a form of the words given to complete the sentences. Elicit answers from the whole class.  KEY 2

WHILE WATCHING 

  Before playing the video, ask students to read the sentences carefully and choose the correct options from memory. Play the video and ask students to check their answers. Elicit answers from the whole class.  KEY 3

4

  Before playing The best city in the world?, ask students to work in pairs and try to complete the information from memory. Play The best city in the world? and ask students to check their answers. Elicit answers from the whole class.  KEY 4

5

  Before playing Greenest City 2020, ask students to read the sentences carefully and try to complete the sentences from memory. Play Greenest City 2020, and ask students to check their answers. Elicit answers from the whole class.  KEY 5

AFTER WATCHING 

KEY 3

1 Vancouver is usually voted the best place to live. 2 The settlement of Vancouver dates back over 10,000 years. 3 Vancouver’s ice hockey team is strongly supported by its fans. 4 Vancouver officials are concerned about the challenges it faces. 5 The Greenest City Action Plan aims to reduce carbon emissions by about a third. 6 Gwendal feels that tourists have an important part to play in the plan. 7 He hopes visitors to Vancouver will learn from the city.

25 MINS

3

FOURTH EDITION

KEY 4

10 MINS

Ask the students to discuss the questions in groups. Monitor and make a note of any errors and also of any good examples of language. Have a class feedback session eliciting opinions from various groups, then focus on any language issues.

RESEARCH Students choose another sustainable city from another country and find information about it on the Internet. They need to design a poster about it, including key details about transportation, its ecological footprint, energy conservation, and any other areas they consider important or interesting. Ask students to bring their poster to the next lesson. They should read each other’s posters and decide which ones are the best.

1 mountains, forests / woods, bays, beaches, rivers, creeks, skyscrapers 2 friendly and helpful 3 ice hockey 4 sailing, kayaking 5 Grouse Mountain for downhill and crosscountry skiing and snowboarding 6 140 metres long; 70 metres above the river 7 First Nation art; totem pole display at Brockton Point KEY 5

1 consultations, 2 sets out, 3 green space, 4 implement, 5 sustainable, 6 dependent on, 7 preserve

Students can watch the video again on the Headway iTutor and complete the interactive tasks.

Photocopiable Teacher’s notes © Oxford University Press 2014

45 MIN

Headway New

WORKSHEET

Unit 2 Vancouver

Upper-Intermediate

FOURTH EDITION

BEFORE WATCHING 1 Discuss the questions with a partner. 1 Why do you think Vancouver is such a popular city? 2 What types of activities can people enjoy in and around the city? 2 Use a form of the word given to complete the sentences. 1 The company’s attention to detail it from its competitors. DIFFERENT 2 The aim is to that all students are prepared for their future careers. SURE 3 Most of the meeting was taken up discussing environmental  . SUSTAIN 4 to the UK since 2000 have made a significant contribution to the country. MIGRATE 5 Mexico City has many  , including one of the world's largest city squares. ATTRACT 6 In the past, good jobs were much more  . PLENTY 7 The team’s most success was winning the world championships in 2005. NOTE 8 A new law has been passed to cut down on harmful  . EMIT

WHILE WATCHING   Watch the video. Underline the correct options.

2 1 2 3 4 5 6 7

Vancouver is usually / always voted the best place to live. The settlement of Vancouver dates back over 10,000 years / to the 18th century. Vancouver’s ice hockey team often wins the Stanley Cup / is strongly supported by its fans. Vancouver officials are concerned / complacent about the challenges it faces. The Greenest City Action Plan aims to reduce carbon emissions by about a third / 23%. Gwendal feels that the economy might suffer from / tourists have an important part to play in the plan. He hopes visitors to Vancouver will set an example to the residents / learn from the city.

 Watch The Best city in the world?. Complete the table with the correct information.

3

1 Scenery: 2 Residents: 3 National sport: 4 Water sports: 5 Ski resorts: 6 Dimensions of bridge: 7 Park attractions:

 Watch Greenest City 2020. Complete the sentences with a word or short phrase from the video.

4 1 2 3 4 5 6 7

The Greenest City Action Plan was proposed after with residents. The plan ten main objectives for the next ten years. One goal is to make sure that everyone lives close to a  . Gwendal is employed by the city and helps the plan. He hopes that a more city will be more efficient. Vancouver is economically tourism. The plan aims to the city for future generations.

AFTER WATCHING Work in groups. Discuss these questions. 1 What do you think of Vancouver’s plan? Are their goals achievable? 2 How environmentally friendly is the place where you live? What could be done to improve it? 3 Have you ever been inspired by somewhere you have visited? If so, where?

RESEARCH Choose a sustainable city from another country and find information about it on the Internet. Design a poster about it, including details about transportation, its ecological footprint, energy conservation, and any other characteristics you consider important or interesting. Bring your poster to the next lesson and present it to the class.

Photocopiable Worksheet © Oxford University Press 2014

45 MIN

Headway New

TEACHER’S NOTES

Unit 3  An author BEFORE WATCHING 

Upper-Intermediate

ANSWER KEY 

10 MINS

Warmer Write author on the board and elicit some examples of well-

KEY 1

known authors. From the list of authors, elicit what type of genre they each write. Explain that this video is about what makes a good story, and how one author describes the writing process.

Answers will vary. KEY 2

1 best-selling author / story / thriller 2 bolthole 3 brooding author / thriller / story / elements 4 digital download 5 hardback 6 universal elements / story 7 urban thriller / story 8 written word

1 Ask students to discuss the questions in pairs. Elicit answers from the whole class.  KEY 1 2 This activity allows you to check that students understand the meaning of some key phrases in the video. Ask students to match words from the boxes to make compounds. Elicit answers from the whole class.  KEY 2

WHILE WATCHING  3

4

5

25 MINS

  Ask students to read the exercise, then, in pairs, try to match the sentence beginnings (1–8) with the endings (a–h). Play the full video clip and ask students to check their answers. Elicit answers from the whole class.  KEY 3

KEY 3

1 b, 2 g, 3 h, 4 a, 5 d, 6 c, 7 e, 8 f

  Before watching A good read, ask students to work in pairs and try to answer the questions from memory. Play A good read and ask students to check their answers. They should write Beth (B), Janet (Jt), Louise (L), Sophie (S), Jonathan (Jn), or Percy (P). Elicit answers from the whole class.  KEY 5   Before playing Tim Bowler, ask students to read the summary carefully. Explain that it contains ten mistakes. The first one is given as an example. Play Tim Bowler and ask students to correct the other nine mistakes. Students can compare their answers in pairs. Elicit answers from the whole class.

AFTER WATCHING 

FOURTH EDITION

10 MINS

Ask students to discuss the questions in groups. Monitor and make a note of any errors and also of any good examples of language. Have a class feedback session eliciting opinions from various groups, then focus on any language issues.

RESEARCH

KEY 4

1 L, 2 L, 3 B, 4 Jn, 5 P, 6 S, 7 Jt, 8 P KEY 5

Tim lives in rural west of England. He started writing 50 years ago. For him, writing is not just about having fun. It took him ten years to write his first book and he was nearly 35 years old when he finished it. It was published five years later. He admits that he is not a detailed planner: he starts to write and then develops the characters as he goes along. It takes Tim about one tenth of the time to draft a book, and the remaining time to refine it. He works alone / in isolation in his ‘bolthole’. When he gets stuck, he doesn’t / can’t watch TV, and this allows him to stay with the problem. Regarding the future of the written word, Tim is optimistic about the future.

Tell students they have decided to enter a short-story competition. They should choose three prompts from the list as elements in their story. They need to make an outline of the characters, setting, and plot, and think carefully about the structure of the story – including a beginning which draws the reader in. Ask students to bring their stories to the next lesson. They should read each other’s stories and decide which one is the best. Students can watch the video again on the Headway iTutor and complete the interactive tasks.

Photocopiable Teacher’s notes © Oxford University Press 2014

45 MIN

Headway New

WORKSHEET

Unit 3  An author

Upper-Intermediate

FOURTH EDITION

BEFORE WATCHING 1 Discuss the questions with a partner. 1 What types of books do you like reading? Why? 2 What was the last book you read? What made you choose it? 2 Match words from boxes A and B to make compounds. Words can be used more than once. A best-selling bolt brooding digital hard universal urban written

B author back download elements hole story thriller word

WHILE WATCHING 3

4

  Watch the video. Match the sentence beginnings (1–8) with the endings (a–h). 1 Universal elements

a grips you from the first page on.

2 Suspense

b aren’t always easy to define.

3 Character and plot

c a lot of different things.

4 A good novel

d throws up ideas all the time.

5 The writing process

e dark and brooding novels.

6 I write about

f was 50,000 words long.

7 I’m a writer of

g keeps you on the edge of your seat.

8 The final draft of the novel

h development are important.

 Watch A good read. Answer the questions. Write (B) for Beth, (Jt) for Janet, (L) for Louise, (S) for Sophie, (Jn) for Jonathan, or (P) for Percy. Who …? 1 enjoys mystery and romance 2 used to want to write a novel 3 would love to write a novel someday 4 likes suspense and fast-moving action 5 has written a book about work 6 thinks it’s important that a book is well-written 7 definitely couldn’t write a novel 8 could write a novel

5

  Read the text. There are ten mistakes. Watch Tim Bowler. Then correct the mistakes in the text. The first is given as an example. west Tim lives in rural east of England. He started writing 15 years ago. For him, writing is about having fun. It took him ten years to write his first book and he was nearly 40 years old when he finished it. It was published a year later. He admits that he is not a detailed planner: he starts to write and then develops the characters as he goes along. It takes Tim about nine tenths of the time to draft a book, and the remaining time to refine it. He works with other people in his ‘bolthole’. When he gets stuck, he watches TV, and this allows him to solve the problem. Regarding the future of the written word, Tim in pessimistic about the future.

AFTER WATCHING Work in groups. Discuss the questions. 1 What do you think makes a good story? 2 Do you think the written word will survive in the future? Why? / Why not? 3 If you were to write a book, what would it be about?

RESEARCH Imagine you have decided to enter a short-story competition. Make an outline of the characters, setting, and plot. Think about the structure of the story and make sure you have a clear beginning, middle, and end. Then write the story, including an exciting opening which draws the reader in and sets the story in motion.

Photocopiable Worksheet © Oxford University Press 2014

45 MIN

Headway New

TEACHER’S NOTES

Unit 4  A climate change conspiracy BEFORE WATCHING 

Upper-Intermediate

ANSWER KEY 

10 MINS

Warmer Explain that this video is about different people’s attitudes

KEY 1

towards climate change. Write conspiracy on the board and elicit the meaning of the phrase. Brainstorm a few ideas about climate change and write them on the board.

Answers will vary. KEY 2

1 get to grips with, 2 ruse, 3 sceptical, 4 overwhelming, 5 pace, 6 accurate, 7 forecaster, 8 pattern

1 Ask students to look at the pictures and discuss the questions in pairs. Elicit answers from the whole class.  KEY 1 2 This activity allows you to check that students understand the meaning of some key words and phrases in the video. Ask students to match the words to their definitions. Elicit answers from the whole class.  KEY 2

WHILE WATCHING 

  Before playing the video, ask students to read the sentences and write whether they think they are true or false. Play the full video clip and ask students to check their answers and correct the false sentences. Elicit answers from the whole class.  KEY 3

4

 Play The consensus on climate change and ask students to work in pairs and complete the information. Elicit answers from the whole class.  KEY 4

5

 Play A conspiracy theory? and ask students to make notes to answer the questions. Elicit answers from the whole class.  KEY 5

AFTER WATCHING 

KEY 3

1 ✓ 2 ✗ Weather in Britain used to be uninteresting and now it’s dramatic. 3 ✓ 4 ✗ Nearly all experts around the world agree the Earth is warming and human activity is responsible. 5 ✓ 6 ✗ Dr Corner works for Cardiff University and an organization called COIN. 7 ✗ People’s opinion of climate change has altered over the last 10 to 15 years. 8 ✗ Dr Corner is not in favour of journalists presenting both sides of the story as it doesn’t reflect the reality of the situation / presents a false balance.

25 MINS

3

FOURTH EDITION

10 MINS

Ask students to discuss the questions in groups. Monitor and make a note of any errors and also of any good examples of language. Have a class feedback session eliciting opinions from various groups, then focus on any language issues.

RESEARCH Students find information on the Internet about an environmental issue that interests them. They need to highlight the key points about the issue and present the information as an article. They should read each other’s articles and decide which are the most interesting and informative. Students can watch the video again on the Headway iTutor and complete the interactive tasks.

KEY 4

1 one of the most severe winters ever with high snowfalls and record low temperatures 2 the wettest in a century 3 the coldest in 50 years 4 over 150 years ago 5 sceptical of the way science is interpreted by the popular media 6 believes it’s a cycle / natural occurrence 7 we don't totally understand it; if educated better, we wouldn’t be so sceptical 8 the climate has always changed – but the pace of change is different now KEY 5

1 Climate for Outreach Information Network 2 the general public 3 it’s a distant threat; it’s intangible 4 the release of greenhouse gases – burning fossil fuels, etc. 5 measuring public perceptions to climate change 6 inexpert; untrained 7 information that is clear and engaging / coming from a trusted source

Photocopiable Teacher’s notes © Oxford University Press 2014

45 MIN

Headway New

WORKSHEET

Unit 4  A climate change conspiracy

Upper-Intermediate

FOURTH EDITION

BEFORE WATCHING 1 Discuss the questions with a partner. 1 What risks does global warming pose for … ? •  your country •  the Earth 2 What can we do to help prevent global warming? 2 Match the words and phrases from the box with their definitions. accurate forecaster pattern sceptical pace get to grips with overwhelming ruse

1 2 3 4 5 6 7 8

to begin to understand and deal with something effectively a trick having doubts that a statement is true great in number or force the speed of walking or moving correct in all details a person who says what is expected to happen the regular way in which something happens

WHILE WATCHING   Watch the video. Write true (✓) or false (✗). Then correct the false sentences.

3 1 2 3 4 5 6 7 8

Extreme weather conditions have been affecting countries across the globe. Weather in Britain used to be more changeable than it is today. The Met Office doesn’t only collect information about the weather in the UK. Weather analysts around the world don’t agree about the causes of climate change. The evidence clearly indicates that we should be concerned about climate change. Dr Corner works for COIN at Cardiff University. People’s opinion of climate change has altered over the last 50 years. Dr Corner is in favour of journalists presenting both sides of the story as it gives a balanced view.

 Watch A consensus on climate change. Complete the table with the correct information.

4

Facts and figures

Opinions

1 Winter 2010:

5 Janet:

2 Summer 2012:

6 Jonathan:

3 Spring 2013:

7 Kathisha:

4 The Met Office founded:

8 Dr Corner:

 Watch A conspiracy theory?. Make notes and answer the questions.

5 1 2 3 4 5 6 7

What does COIN mean? Who is COIN interested in communicating with? What two reasons does Dr Corner give for people not engaging with climate change? How is human activity changing the climate? What have psychologists been doing over the last decade or so? How does Dr Corner describe some conspiracy theorists? In Dr Corner’s view, what type of information should be presented to the public?

AFTER WATCHING Work in groups. Discuss the questions. 1 Do all nations have an equal responsibility to reduce harmful emissions? 2 To what extent are you a climate change sceptic?

RESEARCH Research an environmental issue that you find interesting. Make some notes on the issue and write an article outlining the key points. Present your article to the class.

Photocopiable Worksheet © Oxford University Press 2014

45 MIN

Headway New

TEACHER’S NOTES

Unit 5  Inspirational young people BEFORE WATCHING 

Upper-Intermediate

ANSWER KEY 

10 MINS

Warmer Explain that this video is about inspirational young people. Ask

KEY 1

students if they have any role models.

1 a  hanging out with friends / playing pool; b  playing video games; c  committing crimes; d  graffiti 2 Answers will vary.

1 Ask students to discuss the questions in pairs. Elicit answers from the whole class.  KEY 1 2 This activity allows you to check that students understand the meaning of some key words in the video. Ask students to match the words in the box to their definitions. Elicit answers from the whole class.  KEY 2

WHILE WATCHING 

KEY 2

1 mindset, 2 allergic, 3 roam, 4 misconception, 5 boost, 6 petition, 7 drive, 8 tackle

25 MINS

3

  Ask students to read the numbers carefully. Tell them they are going to match the numbers to the information they refer to while they watch the video. Play the whole video clip, then elicit answers from the whole class. As an additional activity, you might like to tell students to write questions for each number, then go around the whole class, making a ‘chain’ of questions and answers, e.g.



Student A What was the cost of youth unemployment in the UK?



Student B 155 million.



Student C How many charities are registered with vInspired? etc. 

4

 Play vInspired and ask students to make notes to answer the questions. After this, elicit answers from the whole class.  KEY 4

5

  Before playing An award winner, ask students to read the sentences and write from memory whether they think they are true ✓ or false ✗. Play the video again and ask students to check their answers. Elicit answers from the whole class.  KEY 5

AFTER WATCHING 

FOURTH EDITION

KEY 3

1 cost of youth unemployment in the UK 2 number of charities registered with vInspired 3 number of registered users on the vInspired website 4 number of hours for the top award 5 Eliza Rebeiro’s age 6 year Eliza Rebeiro won the vInspired award 7 number of people vInspired works with per year 8 year Eliza won the Philip Lawrence award

KEY 3

KEY 4

10 MINS

Ask students to discuss the questions in groups. Monitor and make a note of any errors and also of any good examples of language. Have a class feedback session eliciting opinions from various groups, then focus on any language issues.

RESEARCH Students can look for information about inspirational teenagers on the Internet, or write about someone they know. Ask students to bring their articles to the next lesson. They should read each other’s articles and decide which teenager is the most inspirational. Students can watch the video again on the Headway iTutor and complete the interactive tasks.

1 a charity that helps young people 2 change people’s misconceptions of young people 3 sense of doing something good for society; give them a boost, improve their careers, (shown on poster: learn new skills, boost their CV, make new friends) 4 link up with volunteering opportunities in charities; log their volunteering hours 5 a national award 6 to celebrate the volunteers and acknowledge their efforts KEY 5

1 ✓ 2 ✓ 3 ✗ Lots of young people in Croydon wanted to buy / have / wear the T-shirts. 4 ✓ 5 ✗ Her organization works with nine- to eleven-year-olds. 6 ✗ Lives Not Knives is run from an office. 7 ✓ (Note: answer is shown on newspaper cutting) 8 ✓

Photocopiable Teacher’s notes © Oxford University Press 2014

45 MIN

Headway New

WORKSHEET

Unit 5  Inspirational young people

Upper-Intermediate

FOURTH EDITION

BEFORE WATCHING 1 Look at the pictures. Discuss the questions. 1 What does each picture show? 2 How representative are these images of young people today?

a

2 Match the words in the box to their definitions allergic boost drive mindset misconception petition roam tackle

1 2 3 4 5 6 7 8

a set of fixed attitudes or ideas having a bad reaction to something to move around an area with no definite aim or direction a belief or idea that is not based on correct information a source of help or improvement a written document that people sign to try and change something a strong desire to attain a goal to make an effort to deal with a problem

b

c

WHILE WATCHING   Watch the video. What do these numbers refer to?

3

1 155 million 2 2,500 3 145,000 4 v100 5 20 6 2013 7 10,000 8 2010

d

 Watch vInspired. Make notes to answer the questions.

4 1 2 3 4 5 6

What is vInspired? What is it trying to do? What benefits does it offer young people? What does their website allow young people to do? What type of event does vInspired run every year? What is the main purpose of this event?

 Watch An award winner. Are the sentences true (✓) or false (✗)? Correct the false sentences.

5 1 2 3 4 5 6 7 8

Although Eliza is young, she has already achieved a lot. Eliza was inspired by first-hand experience of knife crime. Lots of young people in Croydon wanted to sell the T-shirts. A petition was used to create publicity for Eliza’s campaign. Her organization works with six- to ten-year-olds. Lives Not Knives is run from Eliza’s home. Eliza has been in trouble with the law. Eliza suggests the solution also lies in understanding why people commit crime.

AFTER WATCHING Work in pairs. Discuss the questions. 1 What do you think of the work Eliza and vInspired are doing? 2 What sorts of problems do teenagers face in your area or country? What can be done to overcome these?

RESEARCH A magazine is running a series of articles on inspirational young people. Write an article for the magazine about an inspirational teenager that you either know personally or have researched on the Internet.

Photocopiable Worksheet © Oxford University Press 2014

45 MIN

Headway New

TEACHER’S NOTES

Unit 6  A brand story BEFORE WATCHING 

Upper-Intermediate

FOURTH EDITION

ANSWER KEY 

10 MINS

Warmer Explain that this video is about brands and what people think

KEY 1

about them. Write the names of a couple of brands that your students are likely to know on the board and ask students to brainstorm ideas and vocabulary associated with them.

Answers will vary. KEY 2

1 mass-produced, 2 asset, 3 marketplace, 4 consumer, 5 discounted, 6 logo, 7 craftsmanship

1 Ask students to discuss the questions in pairs. Elicit answers from the whole class.  KEY 1 2 This activity allows you to check that students understand the meaning of some key words in the video. Ask students to complete the sentences with words from the box. Elicit answers from the whole class.  KEY 2

KEY 3

1 Dave, 2 Dexter, 3 Beth, 4 Lorna, 5 Nick KEY 4

WHILE WATCHING 

25 MINS

3

  Before playing the video, ask students to read the sentences carefully. Play the whole video and ask students to write in the missing names. Elicit answers from the whole class.  KEY 3

4

  Before playing A world of brands, ask students to read the sentences and write whether they think they are true or false from memory. Play A world of brands and ask students to check their answers and correct the false sentences. Elicit answers from the whole class.  KEY 4

5

  Ask students to read the information carefully. Tell them they are going to match the items to the correct description while they watch the video. Play Harris Tweed. Elicit answers from the whole class.  KEY 5

AFTER WATCHING 

10 MINS

Ask students to discuss the statements in groups. Monitor and make a note of any errors and also of any good examples of language. Have a class feedback session eliciting opinions from various groups, then focus on any language issues.

1 ✗ Advertisers aim to create a strong brand image for a product to make it stand out in an overcrowded marketplace. 2 ✗ Dave doesn’t say whether he’s bought and expensive car or not, but thinks they expense can be justified. 3 ✓ 4 ✗ Gaelic and English are both spoken on the islands, and many of the islanders are bilingual. 5 ✗ Workers in the Outer Hebrides started weaving cloth before the 1840s / centuries ago. 6 ✓ 7 ✓ KEY 5

1c, 2 f, 3 e, 4 b, 5 a, 6 h, 7 g, 8 d

RESEARCH Students choose a brand to write a magazine article about. They can find information on the Internet or use personal experience to help them write their articles. Ask students to bring their articles to the next lesson. They can read each other’s articles and discuss the similarities and differences between the brands and also which of the students is the most devoted to a particular brand. Students can watch the video again on the Headway iTutor and complete the interactive tasks.

Photocopiable Teacher’s notes © Oxford University Press 2014

45 MIN

Headway New

WORKSHEET

Unit 6  A brand story

Upper-Intermediate

FOURTH EDITION

BEFORE WATCHING 1 Discuss the questions in pairs. 1 What is a brand? 2 What brands are popular in your country? 3 Is it worth spending more on a well-known brand? Why? / Why not? 2 Complete the sentences with words from the box. asset consumer craftsmanship discounted logo marketplace mass-produced

1 2 3 4 5 6 7

Since the 1920s, nearly all cars have been to meet market requirements. There is some doubt as to whether Peter will be a valuable to our team or not. Building an online for local services is something they should consider. When you buy a service or product, the law protects your rights, doesn’t it? Hundreds of beauty products are now being  , so grab yourself a bargain! The new company works really well, I think: it’s simple but very effective. This jewellery has been crafted with extraordinary and outstanding design.

WHILE WATCHING   Watch the video. Complete the sentences with the speakers’ names: Beth, Dexter, Dave, Nick, or Lorna.

3 1 2 3 4 5

 Watch A world of brands. Are the sentences true (✓) or false (✗)? Correct the false sentences.

4 1 2 3 4 5 6 7

5

doesn’t believe some branded fashion items are better value. spends time comparing products in order to get the best value for money. only buys brand names from a second-hand store or on sale. suggests that some people consider the reputation of a brand as much as its quality. has bought an expensive trademarked item, which has a reputation for good quality. Advertisers aim to create a strong brand image for a product so that people realize it isn’t mass-produced. Dave has bought an expensive car in the past and thinks their expense can be justified. The Outer Hebrides are rocky, sparsely populated islands. English and Gaelic are both spoken on the islands, but few people are bilingual. Workers in the Outer Hebrides started weaving cloth in the 1840s. The machinery used is operated manually using traditional techniques. The story of Harris Tweed illustrates how a handcrafted product can become a global brand.

 Watch Harris Tweed. Match items 1–8 to the descriptions (a–h). 1 The Harris Tweed Authority

a machinery used to produce the fabric

2 The Orb

b the product of combining different wools together

3 The Outer Hebrides

c an official body created by an Act of Parliament

4 yarn

d people who produce the fabric

5 looms

e group of tiny islands off the Scottish coast

6 Harris Tweed

f a logo stamped on all the fabric

7 mills

g factories where the wool is processed and spun

8 weavers

h a global brand

AFTER WATCHING Work in pairs. Discuss the statements. 1 Big brands aren’t just about the product – they’re about a lifestyle. 2 Our lives would be better if big brands did not exist at all.

RESEARCH Imagine that you have been asked to write a magazine article about your favourite brand. Write your article and include information on the history / origins of the brand, why you like it, and what makes it better than others.

Photocopiable Worksheet © Oxford University Press 2014

45 MIN

Headway New

TEACHER’S NOTES

Unit 7 Soulmates BEFORE WATCHING 

Upper-Intermediate

FOURTH EDITION

ANSWER KEY 

10 MINS

Warmer Explain that this video is about relationships and how people first

KEY 1

met. Write blind date on the board and ask students to brainstorm ideas and vocabulary associated with it.

Answers will vary. KEY 2

1 Ask students to discuss the questions in pairs. Elicit answers from the whole class.  KEY 1

1 gets talking 2 to meet up 3 will bring her together 4 didn’t end up together 5 ’ve got / been getting to know him 6 hit it off 7 set me up

2 This activity allows you to check that students understand the meaning of some key verbs in the video. Ask students to complete the sentences with the words from the box. Remind them that they may need to change the verb form to fit the sentence. Elicit answers from the whole class.  KEY 2

WHILE WATCHING 

25 MINS

KEY 3

3

  Play the whole video and ask students to make notes to answer the questions. Elicit answers from the whole class.  KEY 3

4

  Before playing The love of your life, ask students to read the summary carefully. Explain that it contains eight mistakes. The first one is given as an example. Play The love of your life and ask students to correct the other seven mistakes. Students can compare their answers in pairs. Elicit answers from the whole class.  KEY 4

5

  Before watching A love story, ask students to work in pairs and choose the correct options from memory. Play A love story and ask students to answer the questions. They should write (O) for Olivia, (J) for James, or (OJ) for Olivia and James. Elicit answers from the whole class.  KEY 5

AFTER WATCHING 

10 MINS

Ask students to discuss the questions in groups. Monitor and make a note of any errors and also of any good examples of language. Have a class feedback session eliciting opinions from various groups, then focus on any language issues.

RESEARCH Students research how a couple met. It could be a couple they know or one they have read about in a magazine or on the Internet. Students then write an article describing how the couple met. They should include information on where and when they met, what they thought of each other, and any other relevant details. Ask students to bring their articles to the next lesson. They should read each other’s articles and decide which sound most interesting, romantic, or surprising.

1 They met in October or November when their sons started playing together on vacation. 2 He was a guest and she was a bridesmaid, and it took place in France. 3 Her accent is American so she might be from the USA. She was doing an internship in Italy, and taking a vacation in London. 4 A reply from a magazine. It took them that long to find a match for her. 5 Because he didn’t want to wait until Christmas to do it. 6 She stood up in the office and said, ‘We’ve got a blind date wedding!’ She was pleased because she had been setting up dates a long time, and this was the first wedding to come out of it. KEY 4

Every couple has a story about how they met and most of them are quite simple. Paul and Carrie met for the first time whilst on vacation in Egypt. Coincidentally, it turned out that they both came from the same city in England, although they had never met there. Samantha and Jonathan met at a friend’s wedding in France, which took place over three days. They stayed in touch, and then lived together in London for a year and a half, before relocating to Boston, where Samantha is from. Nick and Lia met in a bar while she was on a short vacation in London. He came over and started chatting about an hour after he saw her. Olivia and James went on a blind date organized through a magazine. It was their mutual interest in architecture which brought them to together. KEY 5

1 J, 2 J, 3 OJ, 4 O, 5 J, 6 O, 7 J

Photocopiable Teacher’s notes © Oxford University Press 2014

45 MIN

WORKSHEET

Unit 7 Soulmates

Headway New

Upper-Intermediate

FOURTH EDITION

BEFORE WATCHING 1 Look at the pictures. Discuss the questions with a partner. 1 Do you know any couples who met in one of these places? What is the strangest place someone you know has met their partner? 2 What are the advantages and disadvantages of a blind date? Have you ever been on one? 2 Complete the sentences using the correct form of the phrases in the box. bring someone together  not end up together  get to know someone  get talking  hit it off  meet up  set someone up

1 2 3 4

Vijay is clearly nervous, but once he about his interests, he’ll start to feel more confident and relaxed. I’m really busy this afternoon. Would it be possible for us tomorrow? My best friend’s a diehard romantic, and she really believes that love with the perfect man. I enjoyed the movie, but weren’t you disappointed that the lead characters at the end? I was expecting a big wedding scene! 5 Ted is pretty shy, but I over the past few weeks, and he’s actually a lovely guy. 6 When they met, they straightaway, didn’t they? 7 Tina says she has with her friend on a blind date; I can’t wait, because he’s very good looking!

WHILE WATCHING   Watch the video about how different couples first met. Make notes to answer the questions.

3 1 2 3 4 5 6

4

What time of year did Paul and Carrie meet, and what brought them together? What different roles did Jonathan and Samantha have at the wedding, and where did it take place? Where do you think Lia comes from? What was she doing in Italy, and then in London? What did Olivia wait nine months for? Why? Why did James change his mind about where to propose? How did the magazine editor react when she heard about the engagement, and why was it important to her?

  Read the text. There are eight mistakes. Watch The love of your life. Then correct the mistakes in the text. The first is given as an example. simple Every couple has a story about how they met, and most of them are quite extraordinary. Paul and Carrie met for the first time whilst on vacation in Europe. Coincidentally, it turned out that they had both attended the same school in England, although they had never met there. Samantha and Jonathan met at a friend’s wedding in France, which took place on a Friday. They stayed in touch, and then lived together in London for several years, before relocating to Boston, where Samantha is from. Nick and Lia met in a bar while he was on a short vacation in London. He came over and started chatting as soon as he saw her. Olivia and James went on an online date organized through a magazine. It was their mutual interest in sailing which brought them to together.

5

 Watch A love story and answer the questions. Write (O) for Olivia, (J) for James, or (OJ) for Olivia and James. Who …? 1 was surprised they had so much to say on the date 2 was the first to get in touch after the date 3 decided not to discuss what to write in the article 4 says they weren’t completely honest about their interests 5 suggested a change of plan 6 wasn’t in a particularly good mood 7 got in touch with the magazine to announce their engagement

AFTER WATCHING Work in groups. Discuss the questions. 1 In your country, is it easier or more difficult these days to meet new people? 2 Is love the most important factor in a relationship, or are other considerations equally important?

RESEARCH A magazine is running a series of articles on dating. This week’s article is about how couples met. Write your article describing how a couple met. Include information on where and when they met, what they thought of each other, and any other relevant details.

Photocopiable Worksheet © Oxford University Press 2014

45 MIN

Headway New

TEACHER’S NOTES

Unit 8  Our remarkable planet BEFORE WATCHING 

Upper-Intermediate

FOURTH EDITION

ANSWER KEY 

10 MINS

Warmer Explain that this video is about the Earth and some of its

KEY 1

geographical features. Write deserts, rivers, and mountains on the board and ask students to brainstorm some names for each category.

Answers will vary. KEY 2

1 Ask students to look at the pictures and discuss the questions in pairs. Elicit answers from the whole class. At this stage, do not accept answers as right or wrong as students can check their answers when they watch the video.  KEY 1

1 soil, 2 abundant, 3 barren, 4 basins, 5 bulging, 6 wilderness, 7 scarred KEY 3

2 This activity allows you to check that students understand the meaning of some key words in the video. Ask students to complete the sentences with the words from the box. Elicit answers from the whole class.  KEY 2

WHILE WATCHING  3

25 MINS

  Play the full video clip and ask students to complete the information with the correct figures. Elicit answers from the whole class.  KEY 3

4 Ask students if their answers in exercise 1 are right or wrong. 

KEY 4

5

 Play Planet Earth and ask students to make notes to answer the questions. Elicit answers from the whole class.  KEY 5

6

  Before playing A planet of extremes, ask students to read the sentences and write whether they think they are true or false. Play A planet of extremes and ask students to check their answers and correct the false sentences. Elicit answers from the whole class.  KEY 6

AFTER WATCHING 

1 4.5 million years 2 40,000 km 3 over 90% 4 40% 5 tens of millions 6 979 m 7 2,600 km 8 400 9 1.5 times bigger 10 6,500 m 11 100,000 km2 12 33 KEY 4

1 1%, 2 The Nile, 3 Angel Falls, 4 Antarctica KEY 5

10 MINS

Ask students to discuss the questions in groups. Monitor and make a note of any errors and also of any good examples of language. Have a class feedback session eliciting opinions from various groups, then focus on any language issues.

RESEARCH Students can find information on the Internet or from other resources to write their quizzes. Ask students to bring their quizzes to the next lesson. This could lead onto a pairwork activity where they read and do each other’s quizzes. Have a class feedback session and find out who got the highest score. Students can watch the video again on the Headway iTutor and complete the interactive tasks.

1 oceans, seas, rivers, lakes, and ice 2 because there are longer and higher ones under the sea, compared to those above water 3 yes 4 Ade, David, and Dexter 4 Barbara and Beth 6 water flow 7 cold places can also be deserts KEY 6

1 ✗ It consists of 3,000 individual reefs and 900 islands. 2 ✓ 3 ✗ The Atacama Desert has several lagoons and one river. 4 ✓ 5 ✗ The Atacama is almost impossible to cultivate for farming. 6 ✗ The ALMA telescope project was set up to learn about our solar system.

Photocopiable Teacher’s notes © Oxford University Press 2014

45 MIN

Headway New

WORKSHEET

Unit 8  Our remarkable planet

Upper-Intermediate

FOURTH EDITION

BEFORE WATCHING 1 Can you answer these questions? 1 What percentage of the Earth’s surface do we actually live on? 2 What’s the longest river in the world? 3 What’s the highest waterfall in the world? 4 What’s the biggest desert in the world? 2 Complete the sentences using the words in the box. abundant barren basins bulging scarred soil wilderness

1 2 3 4 5 6 7

There are several different types of  , of which sand and clay are two. The most element in the Earth’s crust is oxygen, which amounts to around 45%. Large areas of land have become due to heavy exploitation by farmers. The area comprises not one but at least ninety  , or valleys, and its rivers all flow inland. One of my car tyres is  , and I’m worried it might be a serious problem. Get closer to nature and experience vast stretches of  , ocean, and unspoilt coastline. Having fallen down a steep, rocky escarpment, she was lucky not to be for life.

WHILE WATCHING   Watch the video. Complete the information with the correct figures.

3

The Earth

Rivers, falls, and reefs

Desert

1 Age:

5 People living close to the Nile:

9 Size of Antarctica compared to the Sahara:

2 Circumference:

6 Height of tallest waterfall:

10 Height of Atacama mountains:

3 Unexplored oceans:

7 Length of Barrier Reef:

11 Size of Atacama Desert:

4 Uncultivated land:

8 Different species of coral:

12 Number of men trapped in mine:

4 Were your answers to the questions in exercise 1 right or wrong?  Watch Planet Earth. Take notes and answer the questions.

5 1 2 3 4 5 6 7

In which different forms is water contained on the Earth’s surface? Why might one dispute the title for the longest or highest mountain range? According to the video, are most of us bad at answering geography questions? Which three speakers aren’t confident about their geographical knowledge? Which two speakers suggest both the Mississippi and the Nile to the river question? What doesn’t Angel Falls have as much of, compared to other big waterfalls? Why is the desert question more difficult than it first appears?

1 2 3 4 5 6

The Reef consists of 3,000 individual islands and reefs. Tourism and climate change have both had a negative impact on the Reef. Despite being famously dry, the Atacama Desert has a lagoon and several rivers running through it. The trapped miners had to survive in the copper mine for nearly two months. Although the Atacama is rich in minerals, the soil is only good for certain types of farming. The ALMA telescope project was set up to learn more about Mars.

 Watch A planet of extremes. Are the sentences true (✓) or false (✗)? Correct the false sentences.

6

AFTER WATCHING Work in groups. Discuss the questions. 1 How interesting and / or useful is studying geography? 2 What’s the most extreme weather or environment you have ever experienced?

RESEARCH In small groups, write a quiz about geographical features around the world. The quiz should have at least five questions. For each question, give three options: a, b, and c. Only one option should be correct.

Photocopiable Worksheet © Oxford University Press 2014

45 MIN

Headway New

TEACHER’S NOTES

Unit 9  Living history BEFORE WATCHING 

Upper-Intermediate

ANSWER KEY 

10 MINS

Warmer Explain that this video is about the past and the ways some

KEY 1

things used to be done. Write a couple of things which we rarely or no longer use today (e.g. typewriter, payphone) on the board and ask students to brainstorm some other things.

1 a  ploughing / preparing a field using a horse; b  basketry / basket weaving; c  making bread Answers as to why they are relevant will vary. 2 Answers will vary.

1 Ask students to look at the pictures and discuss the questions in pairs. Elicit answers from the whole class.  KEY 1 2 This activity allows you to check that students understand the meaning of some key words in the video. Ask students to match the words with their definitions. Elicit answers from the whole class.  KEY 2

WHILE WATCHING 

  Before playing the video, ask students to read the sentences carefully. Play the whole video and ask students to write in the missing names. Elicit answers from the whole class.  KEY 3

4

  Before playing The old ways, ask students to read the sentences and write from memory whether they think they are true or false. Play The old ways and ask students to check their answers. Elicit answers from the whole class.  KEY 4

5

KEY 2

1 go by the wayside, 2 cramped, 3 take for granted, 4 underrated, 5 bustling, 6 drawn to, 7 mingle, 8 trigger

25 MINS

3

KEY 3

1 Janet, 2 Beth, 3 Kathisha, 4 Sonja, 5 Louisa, 6 Sonja, 7 Janet KEY 4

1 ✗ it’s in the County of Durham 2 ✓ 3 ✗ all farmers used workhorses in a time before tractors 4 ✓ 5 ✗ Beamish’s success is not exceptional 6 ✗ an interest in their own history 7 ✓ 8 ✗ they are likely to die out

  Before watching Bringing history to life, ask students to read the summary carefully. Explain that it contains ten mistakes. The first one is given as an example. Play Bringing history to life and ask students to correct the other nine mistakes. Ask students to compare their answers in pairs. Elicit answers from the whole class.  KEY 5

AFTER WATCHING 

FOURTH EDITION

10 MINS

Ask students to discuss the questions in groups. Monitor and make a note of any errors and also of any good examples of language. Have a class feedback session eliciting opinions from various groups, then focus on any language issues.

RESEARCH Students write about a traditional skill that they know about or which interests them. They need to make notes on the process and whether this has changed over time; they also need to consider whether this skill is likely to survive in the future, if it hasn’t done so already. They should read each other’s notes and decide which is the most interesting and informative. Students can watch the video again on the Headway iTutor and complete the interactive tasks.

KEY 5

The people working at Beamish museum try hard to make the place seem as authentic as they can. A project was started before the museum opened to collect objects from the past. These objects ranged from small kitchen items to steam engines. The museum site is large, covering 300 acres of land, which includes homes, shops, and a dentist’s. You get around on old trams, which have been beautifully restored. At the local takeaway, you can buy fish and chips cooked traditionally using coal fires. If you are interested in learning old skills, you can do a range of short courses at Beamish. Sonja works as a maid at Pockerly Old Hall. She says that in the past, things were different: everyday objects were passed from generation to generation and replaced only when they got broken. As the author L.P. Hartley once wrote, ‘The past is a foreign country; they do things differently there’.

Photocopiable Teacher’s notes © Oxford University Press 2014

45 MIN

Headway New

WORKSHEET

Unit 9  Living history

Upper-Intermediate

FOURTH EDITION

BEFORE WATCHING 1 Look at the pictures. Discuss these questions in groups. 1 What are these activities, and are they relevant today? Why? / Why not? 2 How important is it to preserve skills from the past? Do you or someone you know have any?

a

2 Match the words in the box with their definitions. bustling drawn to trigger mingle go by the wayside cramped take for granted underrated

1 2 3 4 5 6 7 8

to be abandoned uncomfortably small not appreciate something due to over familiarity to be valued too low full of busy activity attracted by something mix or bring together cause something to start

b

c

WHILE WATCHING 3

  Watch the video. Complete the sentences with the names of the speakers. Names can be used more than once. 1 2 3 4 5 6 7

 Watch The old ways. Are the sentences true (✓) or false (✗)? Correct the false sentences.

4 1 2 3 4 5 6 7 8

5

thinks certain old ways of doing things won’t survive. lives in a place where history is everywhere you look. doesn’t believe that abandoning our past is a good thing. says that older people like to remember things they used when they were young. thinks that the media may have an influence on our attitude to the past. uses an old technique which has survived for generations. believes that new techniques will completely replace old ones in some cases. Pockerly Old Hall is in the city of Durham in the North East of England. Making bread for the family is something the maid did on a daily basis. In Victorian times, the poorer farmers had to use workhorses to plough the fields. Beamish museum recreates life as it was in the North East of England. Compared to other living history museums, Beamish is unusually popular. If a person enjoys a period drama at the movies, this might lead to an interest in ancient history. More people believe that we can learn from our past than think we can’t. Ploughing and knitting are two activities which are unlikely to die out.

  Read the text. There are ten mistakes. Watch Bringing history to life. Then correct the mistakes in the text. The first is given as an example. authentic The people working at Beamish museum try hard to make the place seem as fictitious as they can. A project was started when the museum opened to collect objects from the past. These objects ranged from small kitchen items to diesel engines. The museum site is large, covering 3,000 acres of land, which includes factories, shops, and a dentist’s. You get around on old trains which have been beautifully restored. At the local takeaway, you can buy fish and chips cooked traditionally using coal fires. If you are interested in learning old skills, you can do a university degree at Beamish. Sonja works as a maid at Pockerly Old Hall. She says that in the past, things were different: everyday objects were passed from friend to friend and replaced frequently. As the politician L.P. Hartley once wrote, ‘The past is a foreign country; they do things differently there’.

AFTER WATCHING Work in groups. Discuss the statements. 1 Life today is easier and more comfortable than it was in the past. 2 Today our civilization is technologically advanced, but is in spiritual and cultural decline.

RESEARCH Write about a traditional skill with which you are familiar, or do some research into one which interests you. Make some notes on the origins of the skill, how it has changed over time, and whether it is likely to survive into the future. Present your ideas to the class.

Photocopiable Worksheet © Oxford University Press 2014

45 MIN

Headway New

TEACHER’S NOTES

Unit 10  The Vikings BEFORE WATCHING 

Upper-Intermediate

ANSWER KEY 

10 MINS

Warmer Explain that this video is about the Vikings and their ships. Write

KEY 1

The Vikings on the board and elicit what the students know about them.

Answers will vary.

1 Ask students to look at the pictures and discuss the questions in pairs. Elicit answers from the whole class.  KEY 1

KEY 2

1 warrior, 2 raider, 3 vital, 4 painstaking, 5 shallow, 6 jigsaw puzzle, 7 stunning, 8 fjord

2 This activity allows you to check that students understand the meaning of some key words in the video. Ask students to match the words with their definitions. Elicit answers from the whole class.  KEY 2

WHILE WATCHING 

KEY 3

25 MINS

3

  Play the whole video and ask students to make notes to answer the questions. Elicit answers from the whole class.  KEY 3

4

  Before playing Fact or fiction?, ask students to work in pairs and try to complete the information from memory. Play Fact or fiction? and ask students to check their answers. Elicit answers from the whole class.  KEY 4

5

  Before playing The Skuldelev ships, ask students to read the sentences carefully and choose the correct options from memory. Play The Skuldelev ships and ask students to check their answers. Elicit answers from the whole class.  KEY 5

AFTER WATCHING 

FOURTH EDITION

10 MINS

Ask students to discuss the questions in groups. Monitor and make a note of any errors and also of any good examples of language. Have a class feedback session eliciting opinions from various groups, then focus on any language issues.

RESEARCH

1 no – since the 15th century 2 difficult to say whether many of the stories are true or not 3 sinking Viking ships in the fjord 4 painstakingly piece together the bits of wood / every piece of timber needed to carefully recorded and preserved 5 it includes a research institution and a working boatyard 6 to provide a template for the full-scale ones 7 the timber was analyzed and this revealed that it came from Ireland 8 they sounded their horns (went ‘Whooo!’) KEY 4

1 eastern coat of Zealand, 2 over 1 million, 3 more than a thousand years ago, 4 raiders, traders, explorers, 5 Skuldelev, 6 1962, 7 Skuldelev 1, 2, 3, 5, and 6, 8 carrying cargo, trade, fishing, fighting KEY 5

Students find information on the Internet about how experimental archaeology is being used to learn more about the past. They should take notes and then report their findings to the class. Students can watch the video again on the Headway iTutor and complete the interactive tasks.

1 historically accurate 2 Dublin 3 raises as many questions as it answers 4 of over 60 men 5 because it was an emotional time 6 thousands of 7 really good at their jobs

Photocopiable Teacher’s notes © Oxford University Press 2014

45 MIN

Headway New

WORKSHEET

Unit 10  The Vikings

Upper-Intermediate

FOURTH EDITION

BEFORE WATCHING 1 Look at the pictures. Discuss the questions with a partner. 1 What do you know about Denmark and its capital city, Copenhagen? 2 What are the Vikings famous for? 3 What type of ships did the Vikings build? 2 Match the words in the box with their definitions. jigsaw puzzle painstaking fjord raider shallow stunning vital warrior

1 2 3 4 5 6 7 8

  Watch the video. Make notes to answer the questions.

3 1 2 3 4 5 6 7 8

4

an experienced fighter a person who launches a sudden and often violent attack on a place absolutely necessary done with a lot of care and effort lacking in depth a picture that has been cut into irregular pieces which have to be fitted together very impressive a long narrow strip of sea between high cliffs

Has Copenhagen always been the capital of Denmark? How historically accurate are popular stories about the Vikings? How is it thought that Roskilde was protected from attack from the sea? What did archaeologists have to do to reconstruct the Viking ships? Why is the museum at Roskilde ‘more than just a museum’? Why are small-scale models of the ships built first? How did researchers discover that the Sea Stallion wasn’t built in Denmark? What did the ships in the harbour do when the Sea Stallion arrived in Dublin?

 Watch Fact or fiction?. Complete the information. Copenhagen

Viking ships

1 Location:

5 Discovered at:

2 Population:

6 Excavation began:

Vikings

7 Ships’ names:

3 Empire founded:

8 Ships’ functions:

4 Portrayed as: 5

 Watch The Skuldelev ships. Underline the correct options. 1 ‘Experimental archaeology’ involves studying the past by using new, modern / historically accurate technologies. 2 The Sea Stallion completed a voyage from Roskilde to Glendalough / Dublin in Ireland. 3 Sailing a replica ship raises as many questions as it answers / answers most questions about organization and ship handling. 4 The Sea Stallion had a crew of over 60 men / that was fit and strong. 5 On arrival in Ireland, the crew were crying out and waving to the people / because it was an emotional time. 6 There were thousands of / around a thousand people lining the harbour when the ship arrived. 7 The Viking shipbuilders were incredibly civilized people / really good at their jobs.

AFTER WATCHING Work in groups. Discuss the statements. 1 The Vikings were great ship builders and explorers because they were desperate to escape their own lands. 2 The Viking legacy was one of brutality and destruction, nothing more.

RESEARCH Find information on the Internet about how experimental archaeology is being used to learn more about the past. Take notes and report back to the class on what you have learned.

Photocopiable Worksheet © Oxford University Press 2014

45 MIN

Headway New

TEACHER’S NOTES

Unit 11 Synaesthesia BEFORE WATCHING 

Upper-Intermediate

ANSWER KEY 

10 MINS

Warmer Explain that this video is about the senses. Ask students to name

KEY 1

the five senses and write them on the board.

Answers will vary.

1 Ask students to discuss the question in pairs. Elicit answers from the whole class.  KEY 1

KEY 2

1 perception, 2 enhance, 3 stimulate, 4 impression, 5 hypothetical, 6 associate, 7 neurological

2 This activity allows you to check that students understand the meaning of some key phrases in the video. Ask students to complete the sentences. Elicit answers from the whole class.  KEY 2

WHILE WATCHING 

  Before playing the video, ask students to read the sentences and write whether they think they are true or false. Play the full video clip and ask students to check their answers and correct the false sentences. Elicit answers from the whole class.  KEY 3

4

  Before watching The senses, ask students to read the summary carefully. Explain that it contains nine mistakes. The first one is given as an example. Play The senses and ask students to correct the other eight mistakes. Students can compare their answers in pairs. Elicit answers from the whole class.  KEY 4

5

 Play Exploiting Synaesthesia and ask students to make notes to answer the questions. Elicit answers from the whole class.  KEY 5

AFTER WATCHING 

KEY 3

1 ✗ … from what we see and feel. 2 ✓ 3 ✓ 4 ✗ Synaesthesia is harmless for sufferers 5 ✗ … synaesthesia was thought to be rare, but scientists have revised their opinion. 6 ✓ 7 ✗ … we pay more attention to visual clues than to auditory ones. 8 ✓

25 MINS

3

FOURTH EDITION

KEY 4

10 MINS

Ask students to discuss the questions in groups. Monitor and make a note of any errors and also of any good examples of language. Have a class feedback session eliciting opinions from various groups, then focus on any language issues.

RESEARCH Students choose a couple of examples of how multisensory experiences are being incorporated into day-to-day life, and make notes about them. Ask them to bring their notes to the next lesson. They should read each other’s notes and decide which multisensory applications sound most interesting. Students can watch the video again on the Headway iTutor and complete the interactive tasks.

Synaesthesia is a relatively common neurological condition. Many synesthetes see letters or numbers as a specific colour. Although synaesthesia has been recognized for over 200 years / centuries, it had not been possible to study it in any depth until quite recently. These days, brain imaging techniques allow doctors and researchers to view activity within the human brain. Different areas of the sensory cortex, the part of the brain where the senses are dealt with, are stimulated by different senses. Synesthetes are believed to make more connections than usual between these areas. Synaesthesia is present in between one and four per cent of the population. For most people, it is not uncommon to form connections between the senses. This, however, does not necessarily suggest that they are a synesthete. This phenomenon of making strange connections is known as ‘multisensory perception’. KEY 5

1 trying to understand the rules that connect the senses together in people’s heads 2 most, although not all of the five 3 tastes, flavours, and sounds 4 a meal involves taste, smell, and sight; an object is judged by various criteria, e.g. colour, smell, feel, sound 5 by helping to enhance the multisensory appeal of what they are offering 6 to choose an instrument and a high or low note that goes with it 7 most of the subjects give reliable answers that are very similar to one another 8 creating soundtracks matching the product

Photocopiable Teacher’s notes © Oxford University Press 2014

45 MIN

Headway New

WORKSHEET

Unit 11 Synaesthesia

Upper-Intermediate

FOURTH EDITION

BEFORE WATCHING 1 Discuss the question with a partner. Which of the five senses do you think is the most important? Why? 2 Complete the sentences with the correct form of words from the box. associate enhance impression hypothetical stimulate neurological perception

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I’d say that people don’t react to reality; they react to their of reality. You should consider redecorating because it will your home. The book aims to children’s curiosity in history. He always gives the of not caring, but that’s not really how he is. We’re going to ask you what you would do in certain situations. Why do we the heart with love? One way to gather data is to measure electrical activity in the brain.

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David believes that we form impressions most clearly from what we see and feel. Jonny says that, for him, certain smells can create nostalgic feelings. Synaesthesia can be described as a joining of the senses. Synaesthesia is dangerous for sufferers. In the past, synaesthesia used to be rare, but it isn’t anymore. People tend to use a combination of senses in most situations. The ventriloquist’s dummy illusion arises when we pay more attention to auditory clues than to visual ones. Professor Spence’s research could help companies market their food more effectively.

  Watch the video. Are the sentences true (✓) or false (✗)? Correct the false sentences.

3

4

  Read the text. There are nine mistakes. Watch The senses. Then correct the mistakes in the text. The first is given as an example. relatively Synaesthesia is a very common neurological symptom. Most synesthetes see letters or numbers as a specific colour. Although synaesthesia has been recognized for decades, it had not been possible to study it in any depth until quite recently. These days, brain imagining techniques allow doctors and researchers to view activity within the human brain. Different areas of the cerebral cortex, the part of the brain where the senses are dealt with, are stimulated by different senses. Synesthetes are believed to make fewer connections than usual between these areas. Synaesthesia is present in about 40% of the population. For most people, it is not uncommon to form connections between the senses. This, however, does not necessarily suggest that they are a synesthete. This phenomenon of making strange connections is known as ‘multisensory connection’.

 Watch Exploiting Synaesthesia. Make notes to answer the questions.

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How does Professor Spence describe his interest in the senses? How many of the senses are typically stimulated when we do something? According to the professor, what sensory interactions are rarely studied? In what ways do we use multisensory perception to assess a meal or a given object? How is the professor’s work likely to be of use to companies? What are people in the lab asked to do while they drink a cup of coffee? What is said about the results of these experiments? How can this particular research be used commercially?

AFTER WATCHING Work in a group. Discuss the questions. 1 What do you think of the professor’s work? Do you think it will benefit us? Why? / Why not? 2 What do you think it’s like to have synaesthesia? What advantages and disadvantages could it have?

RESEARCH Find information on the Internet about how multisensory experiences are being incorporated into people’s lives, for example multi-sensory firework displays or cinema shows. Make notes on a couple of other examples that you find interesting. Bring your notes to the next class and discuss your findings with a partner.

Photocopiable Worksheet © Oxford University Press 2014

45 MIN

Headway New

TEACHER’S NOTES

Unit 12  Collaborative consumption BEFORE WATCHING 

Upper-Intermediate

ANSWER KEY 

10 MINS

Warmer Explain that this video is about collaborative consumption. Ask

KEY 1

students what they think the term means. You might want to discuss the difference between peer-to-peer sharing (e.g. carpool) and commercial sharing schemes (e.g. bike or car rental).

Answers will vary. KEY 2

1 Ask students to discuss the questions in pairs. Elicit answers from the whole class.  KEY 1 2 This activity allows you to check that students understand the meaning of some key phrases in the video. Ask students to match words from boxes A and B to make compounds. Remind students that words can be used more than once. Elicit answers from the whole class. You might like to ask students to check their answers when they watch the video.  KEY 2

WHILE WATCHING 

25 MINS

3

  Play the video and ask students to make notes to answer the questions. Elicit answers from the whole class.  KEY 3

4

  Before playing The sharing economy, ask students to read the sentences carefully and choose the correct options from memory. Play The sharing economy and ask students to check their answers. Elicit answers from the whole class.  KEY 4

5

  Before watching The HUB, ask students to read the summary carefully. Explain that it contains nine mistakes. The first one is given as an example. Play The HUB and ask students to correct the other eight mistakes. Students can compare their answers in pairs. Elicit answers from the whole class.  KEY 5

AFTER WATCHING 

FOURTH EDITION

1 consumer habits, 2 easy access, 3 environmental impact / network, 4 global network / impact / access, 5 mailbox, 6 office equipment / space, 7 rental companies / space, 8 work space / habits KEY 3

1 ones that offer products which can be shared 2 a tree house, a room with bed, an apartment, a snow house / igloo, a modern villa with pool, a stately home / mansion 3 it’s free 4 Amsterdam, Curitiba, Sao Paulo, Johannesburg 5 they are co-working spaces 6 change the world for the better 7 it’s about sharing the world’s dwindling resources KEY 4

10 MINS

Ask students to discuss the questions in groups. Monitor and make a note of any errors and also of any good examples of language. Have a class feedback session eliciting opinions from various groups, then focus on any language issues.

RESEARCH Students think of an idea for a new sharing scheme. They need to write a plan which includes details on how people would use the product or service, which technologies it would utilize if any, and how society and the environment would benefit from it. Ask them to bring their plans to the next lesson. Students should discuss each other’s plans and decide whose is the most likely to have a positive impact on society and the environment.

1 Changes in technology mean … 2 The sharing economy is valued at around 300 billion pounds. 3 Zipcar is quicker than a traditional company. 4 … Airbnb had listings in 30,000 cities across the globe. 5 There are hundreds of bike-sharing schemes around the world. 6 People’s attitude towards collaborative consumption is changing. 7 There are now HUBs across the globe. KEY 5

Students can watch the video again on the Headway iTutor and complete the interactive tasks.

The HUB is a global network that brings together social entrepreneurs, freelancers, and people that are starting their own business. Anna Levy, a HUB host, says that these people are all united by a desire to tackle social and environmental challenges. Its members come from diverse backgrounds, with a variety of skills and experience, such as web designers, consultants, and campaigners. The HUB is seen as an alternative to working from / at home, offering users a lively social environment and access to office equipment. What’s more it provides an opportunity for people to share resources, equipment, information, and ideas with each other. Central to the HUB’s ethos is the importance of cooperation and sustainability. It demonstrates that we can collaborate not only in the way we consume, but also in the way we work and produce.

Photocopiable Teacher’s notes © Oxford University Press 2014

45 MIN

Headway New

WORKSHEET

Unit 12  Collaborative consumption

Upper-Intermediate

FOURTH EDITION

BEFORE WATCHING 1 Discuss the questions with a partner. 1 Which of these items do you own? car home bike computer printer clothes furniture washing machine

2 Do you share any of them with other people? 3 Which of the items could be shared with other people? How? 4 What are the advantages and disadvantages of sharing them? 2 Match words from boxes A and B to make compound nouns. Words can be used more than once. A consumer easy environmental global  mail office rental work B access box companies equipment  habits impact network space

  Watch the video. Make notes and answer the questions.

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4

What companies are expanding due to a change in consumer habits? What different styles of accommodation are featured to illustrate Airbnb? How much does it cost to hire a bike for 30 minutes according to the tariff chart? In which four cities, excluding London, can you find HUBs? How are the HUB’s offices different from traditional offices? What are HUB members trying to change? How could you sum up Anna’s view of the sharing economy?

 Watch The sharing economy. Underline the correct options. 1 Changes in consumer habits / technology / ownership laws mean products and services can be shared more easily. 2 The sharing economy is valued at around 30 / 300 / 3 billion pounds. 3 Zipcar offers a greater variety of cars / is quicker / is cheaper than a traditional rental company. 4 Within four years, Airbnb had listings in 30,000 / 13,000 / 3,000 cities across the globe. 5 There are thousands of / hundreds of / only a few bike-sharing schemes around the world. 6 People’s attitude towards collaborative consumption is social / changing / engaging. 7 There are now HUBs in 30 countries / across the globe / in three continents.

5

  Read the text. There are nine mistakes. Watch The HUB. Then correct the mistakes in the text. The first is given as an example. global The HUB is a national network that brings together social entrepreneurs, freelancers, and people that are starting their own business. Anna Levy, a social entrepreneur, says that these people are all united by a desire to tackle social and political challenges. Its members come from diverse backgrounds, with a variety of skills and experience, such as fashion designers, consultants, and campaigners. The HUB is seen as an alternative to working in an office, offering users a crazy social environment and access to office equipment. What’s more, it provides an opportunity for people to share resources, equipment, information, and money with each other. Central to the HUB’s ethos is the importance of consideration and sustainability. It demonstrates that we can collaborate not only in the way we consume, but also in the way we live and produce.

AFTER WATCHING Work in groups. Discuss the statements. 1 Collaborative consumption is nothing new. 2 Sustainable living isn’t possible in today’s world.

RESEARCH Think of an idea for your own sharing scheme. Make a plan of how it would work and include information on how people would use the product or service, which technologies it would utilize if any, and how society and the environment would benefit from it. Bring your plan to the next lesson and present it to the class.

Photocopiable Worksheet © Oxford University Press 2014