9 The good old days!

Introduction to the unit Everyday English

The theme of this unit is thinking about the past. The title
• Moans and groans. (SB p98)
refers to the idea that people often enjoy reminiscing
about the past and believe that life was better then. Skills development
Language focus reviews and extends students’ knowledge
of how to talk about habits, both past and present. Reading
There’s an interesting activity on characteristic behaviour
where students match sentences about behaviour, which Living in the past SB p94
include the habit structures, to adjectives of character. • Two texts about people living as if they were in a past
Students also apply the grammar in talking about family time: Peter Saunders, who lives in Victorian times, and
relationships and their own family’s behaviour. Joanne Massey, who lives in the 1950s.
Reading and speaking has a jigsaw reading about two
people who are obsessed by the lifestyle of a past era. Listening
They read and share information, give their own reactions,
learn new vocabulary in context and finally, conduct their Me and my parents SB p93
own research in a project about a past time. • Four people talk about their relationship with their parents
In Listening and speaking, students hear monologues when they were younger and now as adults.
about teachers that the speakers remember well. They
listen for specific information, particularly about the
A teacher to remember SB p96

teachers’ habits, and finish by giving their own recollection • Four monologues where people remember a teacher and
of a memorable teacher. There’s a Spoken English element talk about their appearance, character, and behaviour.
which focuses on how to intensify adjectives in such
collocations as razor-sharp, fast asleep, bored stiff. Speaking
Vocabulary is strongly related to pronunciation because • Talking about your family life, past and present. (SB p93)
students learn about homonyms (different words which • Discussing and giving opinions about past times. (SB p94)
have the same spelling and pronunciation, e.g. park (n • Talking about what makes a teacher memorable and
and v)), and also homophones (words with the same sharing personal recollections of a teacher. (SB p96)
pronunciation, but different spelling, e.g. board/bored,
write/right). Writing
The Everyday English section at the end of the unit is about
informal complaining. Students learn how to moan in Writing for talking – An early memory SB p139
English and how to respond when others complain. • Reading and analysing the structure and content of a talk
In Writing, students write a talk about a childhood about a memory.
memory. They listen to and read a model text and analyse • Producing a talk about a specific memory from childhood.
the structure and content before recalling a memory of
their own and preparing a talk. Students practise their Additional material
talks, paying particular attention to stress and pauses in
order to make the talk interesting and clear. Workbook
There are exercises on expressing habit and recognizing
how different forms show degrees of annoyance. There
Language aims is also practice of get and be used to and the different
meanings of expressions with get. Vocabulary focuses on
Language focus homonyms and homophones, adjective intensifiers and
common associations between phrasal verbs and nouns.
Expressing habit SB p90 Pronunciation covers recognition of weak and strong forms
• Present habit: Present Simple / will and is always + -ing. in vowel sounds, and the effect on meaning.
• Past habit: Past Simple / would / was always + -ing and Photocopiable activities
used to.
There are photocopiable activities to review grammar
• be / get used to doing. (Reunion roleplay), vocabulary (Homonyms pelmanism) and
communication (Stop moaning!). These can be found at
Vocabulary the back of the Teacher’s Guide as well as on the Teacher’s
• Words that seem the same – homonyms and Resource Centre. There is also a worksheet to accompany
homophones. (SB p97) the video on the Teacher’s Resource Centre.

Spoken English
• Adjective intensifiers. (SB p96)
Headway 5th edition © Oxford University Press Unit 9 • The good old days! – Overview 117
 Notes on the unit Language focus SB p90

Expressing habit
Unit opener page
Choose from these activities to engage your students with TEST YOUR GRAMMAR
the topic and target language of this unit: This section checks students’ ability to recognize the forms
• Talk about the title of different ways of expressing present and past habit, and
• Talk about the unit goals (Grammar, Vocabulary, …) be used to.
• Talk about the photo Work through the exercises fairly quickly, avoiding any
• Talk about the quote lengthy grammar explanations at this stage.
• Watch the video 1 Give students a few moments to read the lines in A
and B. Deal with any vocabulary queries. Elicit the
• Look at the bottom banner matching line for number 1 as an example. Put students
• Do the activity in pairs to complete the matching task and underline
Point to the title of the unit The good old days! Focus the words that express habit. Check the answers with
students’ attention on the photo and elicit some ideas about the class.
what it shows.
Answers
Video introduction (6 minutes approximately): Before 1 When we were little we used to be best friends. (past)
beginning the unit, you could ask the students to watch the 2 A good friend will never let you down. (present)
video introduction, which can be found on the Teacher’s 3 My sister’s in love – she spends hours gazing at Dan’s photo.
Resource Centre at headwayonline.com. The video (present)
features speakers from a variety of countries expressing their 4 I love my job, but I can’t get used to working night shifts.
opinions about the unit theme. (present)
5 Bill is so self-centred, he is always talking about himself.
You could ask your students to answer the same questions
(present)
themselves in class to engage with the unit topic, or you 6 In Victorian times, men used to wear top hats. (past)
could use the video either within or at the end of the unit.
2 Ask students to match the endings to the sentences.
Don’t forget that there are many exercises to consolidate Check the answers and use concept questions to
and practise the target language of the unit in the Workbook check students understand the difference in meaning,
as well as online. There are links to these exercises on the e.g. He’s retired, so does he work now? (no) When did he
relevant pages of the Student’s Book and they can be done work hard? (in the past/before he retired). So, we
in class time or you can set them for homework. use used to work about a past routine which is no
Summary: If you don’t have time to watch the video, use longer true. Does he have a job? (yes) What is his job?
the title and the photo to help students understand and (he’s a builder) Does he work hard? (yes) Is this normal
engage with the topic, and then move straight on to the for him? (yes). So, we know that He’s used to refers to
activity so that they can discuss the theme in more detail. the present time and it is similar in meaning to He is
Notes for activity: accustomed to …
1 Put students into pairs and ask them to discuss the Answers
questions. Check answers with the class. He used to work hard but now he’s retired.
2 Ask students to read the quote by Peter De Vries (novelist). He’s used to working hard because he’s a builder.
Put students into pairs to discuss the questions. Elicit
interesting answers in feedback. Friends forever!
Suggested answer 1 Write the following on the board: keep in touch, get
The joke is the fact that nostalgia, by its own definition, is (back) in touch, lose touch and elicit the meanings. Read
remembering how things used to be. the questions as a class and either put students in small
groups to discuss or just elicit answers from the whole
class together. You could elicit reasons why people lose
touch and ask students what they think is the best way of
getting back in touch with someone.
2 Read the first paragraph of Nicky’s email as a class. Point
out/check the use of be in touch again.
Check comprehension of the context using the questions.
Elicit that Nicky and Tazy are old friends who met at
school, but have been out of touch for a while.
Answers
It’s to an old school friend called Anastasia (or Tazy for short).
She’s writing to get back in touch as adults – they were friends
at school.

3 Give students time to read the phrases a–l and deal with
any vocabulary queries. Do number 1 as an example

118 Unit 9 • The good old days! Headway 5th edition © Oxford University Press
 together if necessary. Students work on the task
LANGUAGE FOCUS
individually.
e 9.1 Put students in pairs to share their answers. Possible problems
Play the recording for students to check and answer the 1 Present habit. Students at this level will be very
questions. Elicit answers about the four friends and their familiar with using the Present Simple to express
lives. present habits, so this unit introduces other forms:
 She’s always asking me for money. (Present Continuous
Answers with always to refer to an annoying habit)
1 f  2 c  3 d  4 h  5 i  6 j  7 e  8 b  9 l  10 a   He’ll spend hours doing nothing. (unstressed ’ll +
11 k  12 g infinitive to express typical behaviour)
The four friends are Nicky, Tazy, Polly and Tina. They’re married
 He will keep asking me for money. (stressed will +
with kids and balancing work and home life.
infinitive to express irritation)
Present Simple is by far the most common form for
e 9.1 Friends forever! expressing present habit, and the above uses are very
Hi Tazy! (Anastasia!) context-specific. It’s important students understand
It’s great to be in touch again. The wonder of social media – the situations when they are appropriate and the
sometimes! How could anybody forget a name like yours? feelings implied in their use.
Crazy Tazy Jones! And now you’re a ‘Peabody’! 2 Past habit
• used to. Students will also be familiar with using
You and I were friends from the start. We used to sit next to
the Past Simple for past habits, but we also often
each other in class, but then the teachers made us sit apart,
express past states and habits with used to + infinitive,
because we were always giggling and whispering.
particularly when emphasizing the idea of ‘no longer
Do you remember how we would go back to your house true’. Compare:
after school and listen to music for hours on end? CDs in When I was young, I used to go to the local library.
those days! We both loved Oasis, but we’d argue endlessly (This is clearer because used to expresses a past habit
about who was better – Liam or Noel. Oh, and we also used that is no longer true.)
to listen to the Spice Girls – but ‘in secret’, because they were Students might have the following problems:
so ‘uncool’. – trying to use used to in the present, (which may
Then there was that time we painted your bike bright pink. be caused by confusion with usually): *I used to get up
Then we’d go cycling round town on it, and we would never early every day. (I get up early every day.)
wear our helmets. Your dad was furious – but we didn’t care! – the pronunciation of used to /ˈjuːstə/ may be
I meet up with Polly and Tina from time to time. They’re both difficult. Because the d is not pronounced, students
married with kids, and, like us, balancing work and home life. sometimes miss it out when writing: *I use to live in
Polly’s the same as ever, a rotten timekeeper – she’ll always London. (I used to live …)
arrive late and rush in, full of apologies. – overapplication of the d when writing question
It’d be so great if you could join us – in the meantime, keep and negative forms: *Did you used to have long hair?
on keeping in touch! It’s great to catch up. Correction: Did you use to have … / *We didn’t used to
Love, have a tablet. Correction: We didn’t use to have …
• would. We use would as an alternative to repeating
Nicky
used to when talking about past habits, e.g. As a child,
PS I can’t get used to calling you Anastasia Peabody! To me, I used to make up stories, then I’d tell them to my toys.
you’ll always be Crazy Tazy Jones. However, would cannot be used to express past states,
e.g. *As a child, I’d like making up stories.
4 Do number 1 together as an example if necessary.
We tend to prefer would when we want to be
Students match sentence beginnings in column A to
‘nostalgic’ and when there are a number of past habits
endings in column B. Put them in pairs to check their
to mention, e.g. Those days in Rome were wonderful.
answers and practise saying the sentences.
We’d get up at sunrise, then we’d spend the day
e 9.2 Play the recording for students to check their discovering the city.
answers. Point out the silent d and weak form of to in • used to + infinitive and be used to + -ing. These
used to /juːstə/ and can’t get used to /kɑːnt ɡet juːstə/ structures are easily confused because the forms are
and the linking of /r/ to the following vowel sound in similar and both are to do with habit. Compare:
We were always /wi wərɔːweɪz/. Model and drill the  I used to get up early. (a past habit that is no longer
contractions we’d /wid/ and we’ll /wiːl/. Play the recording true – here used is a verb)
again, pausing for students to repeat the sentences with I’m used to getting up early. (something you are
accurate pronunciation. accustomed to – here used is an adjective)
Answers and audioscript Students might forget that to in be/get used to is a
e 9.2 Listen and repeat preposition and is therefore followed by -ing:
1 We used to sit next to each other.  *I’m getting used to live alone. Correction: I’m getting
2 We were always giggling and whispering. used to living alone.
3 We’d go back to your house.
4 We’d go cycling round town.
5 I can’t get used to calling you Anastasia.
6 She’ll always arrive late.

Headway 5th edition © Oxford University Press Unit 9 • The good old days! 119
 1 Read the sentences as a class and elicit the names Possible answers and audioscript
of the grammatical forms/tenses in bold. Then ask e 9.3 What are they like?
students to match the sentences to what they express. 1 My flatmate is the untidiest person in the whole world. She’s
always leaving her things around the place and her room
Answers looks like a rubbish dump.
1 b  2 a  3 c 2 My boyfriend is insanely jealous. He’ll lose his temper if he
2 Put students in pairs to change the sentences into the sees me just talking to any other guy.
past. Check the answers. 3 Freddy is just the coolest guy I know. He wears a cap and
sunglasses all the time, even in the house – Mum says he’s
Answers
just silly.
a My grandpa used to love gardening. / My grandpa loved
4 My dog Bruno was my best friend. We used to go everywhere
gardening.
together – he’d even sleep by my bed.
b He was always trying to get me to help and I didn’t want to.
5 Your problem is you’re self-obsessed. You’re always talking
c He’d go out into the garden early in the morning and
about yourself and you’ll walk away if the subject moves to
wouldn’t come in until dusk.
someone else.
3 Read the sentences as a class. Then put students in 6 My mum really gets on my nerves. She’s always criticizing me
pairs to discuss the questions. Check the answers. Point and my friends.
out that in sentence b there is no d on use as one of the 7 But my grandma was so sweet. She would always stand up
most common mistakes is *I didn’t used to … for me when Mum got angry. She used to say, ‘You’re only
young once.’
Answers 8 My grandpa hated all modern technology. He’d say it was all
• a past state/habit now finished = a and b
too complicated for him and he wouldn’t use the iPad we
• a situation which is familiar, and no longer strange = c
bought him. He just used to watch his old TV.
• a situation which is still strange, but becoming easier = d
Refer students to Grammar reference 9. 1 on SB pp161–2
Discussing grammar
3 Pre-teach/check techno-geek (= someone obsessed with
Practice SB p91 technology), wasteful, fondness. Elicit the best line to
continue number 1 as an example. Put students in pairs to
Characteristic behaviour complete the matching task. Check the answers.
1 Briefly check comprehension of the adjectives in the
box especially clumsy and stubborn, and the false friends Answers
sensible (= able to make good judgements) and sensitive 1 My friend Joe buys and sells cars. He earns loads of money.
(= easily offended/sympathetic to others’ feelings). It is a 2 He’s always buying new things for himself – the latest iPhone
or smartwatch. He’s a real techno-geek.
good idea to drill the adjectives and encourage students
3 He’ll buy an expensive shirt and only wear it once. Don’t you
to mark the word stress. think that’s wasteful of him?
Do number 1 as an example. Then put students in pairs to 4 John usually does the cooking, but he isn’t tonight. I am.
complete the task. Monitor and help as necessary. Check 5 He’s used to doing the cooking because he’s been doing it for
the answers. You could elicit/check the meaning of bump years.
into, bloke and pick a fight with someone. 6 Dave used to do the cooking, but then he stopped.
7 Mike’s getting used to doing the cooking, but he still burns
Answers things sometimes.
1 absent-minded 5 sensible 8 When I was young, we used to have holidays by the seaside.
2 sensitive 6 stubborn We’d go to the same place year after year.
3 easy-going 7 mean 9 My dad and I would go rock climbing and I’d go swimming
4 clumsy 8 argumentative with my mum. I remember those days with such fondness!
10 One year we went to America. What an adventure that was!
2 Pre-teach/check untidy, insanely jealous, self-obsessed, get
on someone’s nerves, sweet (= with a nice nature).
used to and would
Elicit possible wording for number 1 as an example.
Put students in pairs to complete the task. Monitor 4 Focus students on the photo and ask what they can see.
and encourage students to use the structures from the They read the text. Check the meaning of creep (crept) and
Language focus box. Remind them to consider carefully carefree. Focus students’ attention on the verbs in italics
whether the situation is present or past. and elicit the answer to the questions. If students need
a reminder about state verbs, refer them to Grammar
Fast finishers could compare their sentences with
reference 1. 2 point 2 in The simple aspect on SB p152.
another pair.
e 9.3 Play the recording for students to listen and Answers
compare their sentences. State verbs: lived, liked, had, loved
Action verbs: got up, crept, climbed, walked, got, went
Elicit any sentences from the class which were different to
the recording. Praise good use of the structures to express 5 In their pairs, students discuss how to use the verbs. With
habit, especially present/past continuous with always to a weaker group, elicit or remind them that used to and
express annoyance where appropriate. would express habit and cannot be used for single actions.
Also elicit that would cannot be used with state verbs.
Go through the answers.

120 Unit 9 • The good old days! Headway 5th edition © Oxford University Press
 Elicit the meaning of nostalgic (having affection and 6 A Do you get on well with your sister?
sentimental longing for a period in the past). You could B Well, we didn’t use to, but now we’re really close. We tell each
other everything.
point out that it is similar in meaning to the sentence in 7 A You two argue so much. How can you live together?
exercise 3 I remember those days with such fondness. Then B After 20 years we’re used to each other. It’s just the way we are
give students more time to make the text sound more – every marriage is different.
nostalgic using used to and would where appropriate.
Monitor carefully.
Listening – me and my parents
e 9.4 Play the recording for students to compare with
7 Lead in by asking what are the typical highs and lows in
their version. Discuss differences as a class.
the relationship between parents and children. Elicit a
Answers range of ideas from the class.
1 the action verbs Focus on the photos. Put students in pairs or small groups
2 the state verbs to speculate about the likely decades and the ages the
3 walked, got and went – because in the story they each refer to
children will have reached by now. Elicit answers from the
one completed action in the past
class and encourage them to imagine the relationships
and say what they think.
e 9.4 When I was a boy … 8 Pre-teach/check get on (well), drive someone mad, lenient,
When I was a boy, we lived in a village, in the heart of the countryside pick at sth, appetite, weedy, shoot up (= suddenly grow taller),
and I used to like going for long walks, especially in summer. I’d get up
nag (v), keep on and on (= keep criticizing), be put out (=
early in the morning without waking my parents. We used to have a
dog called Bob and he and I would creep out of the house and down annoyed), bullied, fond memories, security, treat (n), spoil (v).
the lane. Bob and I would climb the hills together while the rest of the e 9.6 Play the recording of the first speaker. Check the
world was sleeping. Once, I walked for nearly 20 miles and my parents answer to the gist question. Play the rest of the recording.
got very worried. I used to love those days, so innocent, so carefree. I Let students compare their answers in pairs before
went back there last year – but it wasn’t the same. checking with the class.
Answers
used to do/used to doing Kathryn and her parents (especially her dad) and Gillian and her
6 With a weaker group, elicit the difference between used to mum had a good relationship.
do and be/get used to doing. Refer them to the Language Michael and his dad (his dad used to tell him to get his hair cut
focus box or Grammar reference 9. 1 on SB pp161–2 if and dress more smartly) and Jonny and his mum (she was always
necessary. nagging him) didn’t have a good relationship.
Focus attention on the example. Elicit whether the
situation is present or past (present) and that we’re e 9.6 Me and my parents
getting used to her means that the situation is becoming 1 Kathryn
easier. Students complete the rest of the answers, working I have very fond memories of my childhood. To me it represented
alone. Monitor and assist when necessary. Put them in security. We used to do a lot together as a family. I remember going
pairs to share their answers. on walks, and having picnics, and going for car rides on a Sunday
afternoon. Every Friday when my dad came home, he’d bring us
e 9.5 Play the recording so students can check. These each a treat, usually just something little – once he bought me a
are extended dialogues, so students need to listen out for necklace with a heart … just cheap, but I loved it. My mother used to
other things B says. say he was spoiling us, but why not? He loved us.
Elicit answers from the class. If necessary, check the 2 Michael
meaning of stream music in answer 5. In their pairs, It was my dad who used to drive me mad. He was always telling me
to have my hair cut and dress more smartly. My mum was much
students practise the dialogues. Monitor carefully. Note more lenient. She never really minded how I dressed. But she would
any pronunciation problems with the target structures, get angry when I picked at food before she’d put it on the table. ‘Get
especially the silent d and weak form of to. Go through your hands off!’ she’d say. But I was always so hungry. I had such a
pronunciation corrections together. Ask students to swap big appetite for such a small, weedy child – then, when I was 16 I
roles and practise again. suddenly shot up – I’m 6ft 5” now!
3 Jonny
Answers My mum was always nagging me, telling me to get off the computer,
2 ’m used to 5 used to turn off the TV, pick up my things, do my homework. She’d keep on and
3 used to 6 didn’t use to on and then she’d be all put out when I’d shut myself away in my room.
4 ’m getting used to 7 ’re used to I just needed some peace and quiet each day. She just didn’t realize
how hard it was for me at school, you see, I was bullied and I never told
Mum and Dad. We didn’t talk much in our family. My wife is always
e 9.5 Getting used to used to asking me questions about my childhood, but I won’t talk about it.
1 A You don’t like your new teacher, do you? 4 Gillian
B Not a lot, but we’re getting used to her. She’s not so bad. I got on very well with my mother. She was my best friend, still is. We
2 A How can you get up at five o’clock every morning? had to get on, really. You see, my dad left when I was three. I used to
B No problem. I’m used to it now. I’ve been doing it for years. tell her everything, well, nearly everything. And she’d talk to me very
3 A How come you know New York so well?
openly, too. Sometimes she’d say to me ‘Don’t go to school today.
B I used to live there. I used to work in downtown Manhattan.
Stay with me.’ And we’d go out shopping or, or something like that.
4 A How are you finding your new job?
It’s a wonder I had any education at all, the number of days I missed
B Difficult, but I’m getting used to it bit by bit. It’s challenging,
but I like it. from school.
5 A Do you still have any CDs?
B No, I used to have loads, but not any more. I stream all my music.

Headway 5th edition © Oxford University Press Unit 9 • The good old days! 121
 9 Explain that the lines are not exactly the speakers’ words,
Additional material
but similar in meaning. Remind students that the target
structures are Past Simple, was/were always + -ing, used For teachers
to, and would for past habits (and in speaker 3 there’s also Photocopiable activity – Grammar: Reunion roleplay
an example of present habit). Put them in pairs to discuss pp216–17
which lines could be expressed using a different structure. For students
Give them time to try the sentences out in different ways Online Practice – Look again
and monitor carefully.
Workbook pp58–61, exercises 1–9
e 9.6 Tell students to focus on the speakers’ exact words
as they listen. Play the recording of the first speaker as an
example. Elicit the actual words used. You could highlight Writing SB p139
the contracted form of would: ’d.
Writing for talking – An early memory
Play the rest of the recording, pausing after each speaker
to give students time to rewrite the sentences with 1 Lead in by explaining that the aim of this Writing section
actual words from the recording. You may need to is to produce a detailed and descriptive account of a
play the recording again so that students can check/ childhood memory which will then be given as a talk to
complete their answers. Check the answers with the class. the class. Tell them that it can be a funny, scary, happy or
Encourage them to reflect on their pairwork discussions sad memory – but obviously it needs to be something
and whether there is a difference in feeling between the they are willing to share. Give students time to think of
different ways that the sentences are expressed. a memory from childhood and write notes using the
questions to guide them. Reassure them that they will
Answers have more time to think about this later in the lesson.
The sentences that can’t be expressed in a different way are the 2 Focus students on the photo and elicit how old they think
ones about one specific occasion/event in the past.
the child is. Elicit words for what she is wearing.
1 Kathryn
We used to do a lot together as a family. Ask students to read just the first paragraph of the text
I remember going on walks, and having picnics. and elicit what kind of memory this is (not positive – she
Once he bought me a necklace with a heart … just cheap, but I uses the word upset).
loved it. Give students time to read the questions and deal with
My mother used to say he was spoiling us. any vocabulary queries.
2 Michael
My dad used to drive me mad.
e 9.7 Play the recording so students can read and listen
He was always telling me to get my hair cut. at the same time and answer the questions.
She would get angry when I picked at food. Put students in pairs to check their answers and then
When I was 16, I suddenly shot up. I’m 6ft 5” now. check with the class. If necessary, go through any
3 Jonny vocabulary queries from the text now.
My mum was always nagging me, telling me to get off my
computer. Answers
She was all put out when I’d shut myself away in my room. 1 Elizabeth
We didn’t talk much in our family. 2 She wasn’t keen to take her little sister to school. She liked to
My wife is always asking me questions about my childhood. meet up with her ‘cool’ friends.
4 Gillian 3 It was raining. The older sister was moaning that the rain was
I used to tell her everything, well, nearly everything. ruining her hair, which put her in a bad mood. The younger
She’d talk to me very openly. sister was worried about being able to take off her wellies/
My dad left when I was three. boots.
We’d go out shopping. 4 She wasn’t allowed to make a mosaic picture that she really
wanted to do because she was late again.

Talking about you

10 Give a few examples from your own childhood and about e 9.7 See SB p139.
your family’s habits now.
3 Read the questions as a class. Elicit the aim of paragraph
With a weaker group, give students some thinking time
1 as an example. Give students time to read the text
before they speak, but make sure they don’t write full
carefully. Then put them in pairs to answer questions 1–4.
sentences down. Put students in pairs to talk about past
Monitor and help as necessary. Check the answers.
and present family habits and relationships. Remind them
to use expressions of habit. They can talk about their For part 5 of exercise 3, give students time to read through
grandparents, parents, siblings, and their own children the paragraphs to themselves, marking the main stresses
if they have any. Monitor and help as necessary. Note and pauses, and checking the pronunciation of any
any common errors for correction after the pairwork, difficult words.
particularly with the form and pronunciation of the target Students take turns to read the paragraphs aloud to each
grammar structures. Do necessary correction together. other. Monitor and check pronunciation. If students have
problems, play selected lines of the recording and get
students to repeat before practising again in pairs.

122 Unit 9 • The good old days! Headway 5th edition © Oxford University Press
 Answers Reading and speaking SB p94
1 Paragraph 1 – to introduce the talk and topic
Paragraph 2 – to introduce the main characters and Living in the past
background
Paragraph 3 – to describe the main events of the day in NOTE
question At the end of this section, there is a project activity on living
Paragraph 4 – to give a conclusion, saying what the effects of in a past time. You will need to build in time for students to
the events are now do some research and make notes on a period that interests
2 The memory still upsets the speaker; she had just started them, probably for homework. Students then give a short
school – quite a long way from house, no school buses, so
presentation about their chosen period to the class. In larger
had to walk. Sister 11 years older; her school was next to
groups, you may need to stage the presentations across a
speaker’s, so sometimes took her to school; sister’s school day
started later than speaker’s – happy to dawdle and chat with series of lessons or get students to give their presentations
her friends; speaker always an anxious child – worried about in groups. Presentations can be simply oral or students could
being late; speaker was looking forward to doing the mosaic – use presentation software and include visuals. In this case, it
art was her favourite subject. is wise to set a maximum time limit for presentations.
3 It was pouring with rain, sisters were splashing through
puddles; sister was moaning about hair because she wanted
to meet a boy; he didn’t turn up – put her in bad mood; About the text
arrived at school and sister ran off – speaker sat in cloakroom The theme of living in the past is contextualized in two
and changed boots; entered classroom very late and scared; articles about people who have adopted a lifestyle from the
other kids were making mosaic pictures; teacher cross with past: a man who lives in Victorian times, and a woman who
speaker – told her to sit in corner and do a jigsaw; speaker lives in the 1950s. References to people, places, organizations
cried and cursed sister.
and cultural points include:
4 She says that her sister doesn’t remember the event and that
the experience has given her a problem with lateness. She is Text about Peter Saunders: Nottingham (a city in central
always on time. England, famous for its links to the legend of Robin Hood).
Nottingham Civic Society (an organization which is
Preparing your talk dedicated to making the city a better place to live in).
4 You will need to build in time for students to do this Victorian (connected to the period when Queen Victoria
drafting stage. If you are short of time in class, get ruled the UK, from 1837 to 1901). The term is used to
students to write their talk for homework and schedule describe buildings, furniture, literature and strict rules about
some time to help them with corrections and preparation behaviour. Victorian houses were typically made of red brick
for speaking during the next class. and common features included open fireplaces for heating,
basic sanitation, running water and gas lighting. They often
Focus attention on the key language and elicit possible
contained dark wood furniture and a large number of small
endings for each sentence from a range of students.
ornaments. For average families, entertainment was largely
Point out that it’s most important to produce a good home-based, with families playing cards or board games, or
account of the events of the memory given in vivid having a sing-song (a group of people getting together to
language, rather than lots of background information. This sing songs together for fun).
is shown in the balance of the paragraphs in the model
Ways of buying second-hand goods referred to in the text
text. If students do the writing in class, monitor and help
include online auctions through eBay, antiques fairs and car
as necessary.
boot sales (open sales in a public place where people sell
5 Give students time to read their talk to themselves, and things, often from the back of their cars).
to mark the main stresses and pauses. Monitor and help,
Text about Joanne Massey: Stafford (a small town in
checking for any mistakes that may interfere with the
central England. It is the county town of Staffordshire and in
success of the talk, but not correcting every error.
2013, it celebrated 1,100 years since its founding).
Let students who feel confident give their talk first.
The 1950s/fifties – the decade after the Second World War
Insist that the rest of the class pay attention and avoid
which saw greater prosperity, growing materialism, and the
interrupting during each talk. Encourage them to note
start of youth culture from the US. The stereotypical image
any questions they want to ask. There probably won’t
of a 1950s woman is one of a domestic goddess who ran the
be time to hear every talk in a single lesson, so set up a
home and looked after the family, but always wore a lovely
timetable of who will give their talk in subsequent classes.
dress and had perfect hair! The 50s is synonymous with rock
Additional material ‘n’ roll, but singers influenced by jazz and swing were also
popular, including Frank Sinatra and Ella Fitzgerald. Icons of
For students
the 50s in the US are the cars, especially the Cadillac, built
Online Practice – Practice to be much bigger than the average car and with futuristic
designs. In the UK, the Ford Anglia was a more modest
British family car, manufactured in various models between
1939 and 1967.
People who adopt a lifestyle from the past can go to
heritage weekends and conventions where they can meet
people with similar interests. There is often entertainment in
the style of the era and vintage goods and clothes to buy.

Headway 5th edition © Oxford University Press Unit 9 • The good old days! 123
 Students lead in to the topic by talking about what life was Answers
like for previous generations and then focus on photos and Group A: Peter Saunders
discuss life in the 19th century and 1950s. 1 He’s obsessed by Victorian times. His mum and sister are
There are highlighted words in the text which students work interested in this period, too, so that’s how his passion started.
out the meaning to from context. Other vocabulary you 2 He wears a waistcoat and a flat cap.
could pre-teach: 3 He goes to car boot sales and antique fairs, and buys on eBay.
4 People today are wasteful. He doesn’t like modern things that
From text about Peter Saunders: council worker, haven,
are made of plastic and that all look the same.
authentic, portrait, go to a lot of trouble, passion, built to 5 The Victorians entertained themselves, they loved a sing-song
last, supportive, cutlery, feature (n), running water (= water round the piano. Things were built to last. The Victorians enjoyed
supplied by pipes into a building), restore, bathroom fittings, comfort.
genuine. 6 He has a microwave oven, a television, central heating and
From text about Joanne Massey: fasten, pencil skirt, the a fridge freezer. They are all hidden in cupboards or behind
‘in thing’ (= the latest fashion), ordeal, distressing, retro curtains.
(= associated with or modelled on the past), cabinet, 7 He invites friends round for dinner parties.
revolve around, obsession, mark time, propose (= ask someone 8 His friends are supportive. Experts think that he has done a
good job in restoring the house in a genuine way.
to marry you), ecstatic, patronized, get teased, devote yourself
9 His mum and sister are interested in the Victorian era, too. His
to sth. mum buys things from car boot sales for him, too.
Group B: Joanne Massey
1 Read the questions as a class and elicit one or two 1 She’s obsessed by the 1950s. Her obsession started when she
examples from the students. Put students in small groups was a teenager. She loved old 1950s movies.
to discuss the questions. 2 She wears pencil skirts, a white blouse, and a wide belt. She
Elicit opinions from the class in a brief feedback session. wears a pinny when cooking.
Ask students if they think life was better overall 3 She and her husband advertised in an antiques magazine for
in the past and why/why not. Teach the words antique their kitchen.
and retro. 4 Modern life is hectic. Supermarket shopping is an ordeal and
newspapers are distressing.
2 Focus on the photos and discuss the question as a class. 5 The 1950s was a time when women were more feminine and
Collate students’ answers on the board, dealing with any men more protective.
pronunciation problems as you go. Provide vocabulary 6 They have a television set, but it is hidden in a retro cabinet.
if necessary, e.g. flat cap, ornament, fireplace, cooking 7 They visit friends for tea and cakes.
range, etc. 8 Some women ask if she feels patronized by looking after her
husband all the time. Kevin’s colleagues tease him about
Possible answers taking home-made cakes/jam to work. She thinks they are
19th-century clothes (waistcoat and flat cap), décor (dark jealous
wood furniture, lots of small ornaments, china figures, a picture 9 Kevin is 47 and he’s a graphic designer. He is the breadwinner
of Queen Victoria, velvet and lace coverings), entertainment and he puts the petrol in the car. Neither he nor his wife drink.
(singing at the piano), customs (serving tea from a teapot into Joanna met Kevin at a Fifties Convention and they had a
china cups) 1950s clothes and image (fitted dress and apron, traditional courtship.
styled hair with a flower, 1950s make-up and manicured nails),
lifestyle (home cooking from a traditional recipe, décor (1950s 4 Regroup the students, making A+B pairs. Demonstrate
colours, kitchen fittings and equipment, furniture and style of the the activity by getting a pair of students to answer the first
sitting room), entertainment (retro
question. Encourage them to use their own words and
style TV)
not read directly from the text.
3 Read through the questions as a class. Deal with any Students continue exchanging information. Monitor
vocabulary queries, e.g. source (v), bygone era, entertain. and help as necessary. Note down any common errors
Divide the class into two groups, A and B. (With larger for correction after the information exchange. Bring the
classes, you may need to have multiple sets of the two whole class together to conduct feedback.
groups.) Assign a text to each group and remind students 5 Focus attention on the highlighted words. Elicit the
to read only their text. meaning of the first highlighted word as an example if
Get students to read their text quite quickly, asking necessary and then get students to continue the task,
others in their group for help with vocabulary or using a working in pairs. Check the answers with the class.
dictionary if you didn’t pre-teach the items listed in About
Answers
the text. Monitor and help as necessary.
waistcoat – a short piece of clothing with buttons down the
Students work in their groups and answer the questions front but no sleeves, usually worn over a shirt, often forming part
about their text, noting down the answers to each one. of a man’s suit
Monitor and help as necessary. The answers for each pantry – a small room/large cupboard for keeping food in
group are provided below for reference, but don’t check mod cons – amenities and appliances characteristic of a
the answers with the whole class at this stage. well-equipped modern house that contribute to an easier and
more comfortable way of life
loo – informal for ‘toilet’
quaint – attractive because of being old-fashioned
cosy – comfortable, warm, and secure
twee – excessively sentimental or cute

124 Unit 9 • The good old days! Headway 5th edition © Oxford University Press
 pinny – a loose piece of clothing worn over the front of your Listening and speaking SB p96
clothes to keep them clean, for example when cooking
breadwinner – a person who supports a family financially A teacher to remember
immaculate – perfectly clean and tidy
hectic – very busy, full of activity About the text
like-minded – having similar tastes or opinions In this section, four speakers talk about teachers who made
halcyon – peaceful and happy an impression on them. The main aim is to give practice in
courtship – the period of time when a man and a woman listening for key information in four longer monologues. The
develop a romantic relationship before they get married section starts with a general discussion on how classrooms
solely – only, not involving anyone or anything else
and learning have changed.
It’s important for students to be able to pick out the main
What do you think? information from the recordings, but some of the vocabulary
Put students in small groups to discuss the questions. may be new. Be prepared to pre-teach/check some of the
Appoint a chairperson in each group to make sure following items depending on your students’ level: look the
everybody is involved and has a chance to express their part, moustache, have a razor-sharp wit, philosopher, plump,
view. Monitor carefully and encourage fast finishers to give dumpy, poke, slam something down, barrister, court (= where
reasons for their views and extend the conversation. At the legal trials take place), dismal (= very bad/ poor), booming
end, the chairperson can summarize their group’s discussion voice, sarcastic, resit (n), sums, sneer (v), hate someone with a
in a brief feedback session. passion, gangly, Mini (= type of small car), crouch, steering
wheel, to fall for someone, gratitude, wobbly, yell at someone,
Project giggle (v), fancy (v), raise an eyebrow.
See the Note at the start of this section. Read the task as a
class and elicit a few examples of a past time students would 1 Focus on the photos and elicit what students can see.
like to write about. Students could do their research online Read the questions as a class. Elicit answers from the
if available and make notes during class time. If this is not students and encourage discussion. Students can use
possible, set the research for homework. their own recollections and perhaps things their parents
Ask students to use some of the following headings to help may have told them about their own school days.
them do the research and organize their notes: Era, Clothes Possible answers
and image, Decor and furniture, Food and everyday life, Music In the colour picture, the teacher is sitting with the students.
and entertainment, Transport. They are all interacting together and appear to be enjoying the
If appropriate and the necessary presentation equipment is lesson. They are working on the interactive whiteboard.
available, encourage students to find maps, photos, images, In the black and white picture, the students are sitting in rows of
video clips, etc. to support their presentations. desks. They are all sitting quietly and not interacting with each
other. The overall atmosphere is very formal and controlled.
When students give their presentation, allow them to refer
The photos reflect the change in teaching styles over the years,
to their notes, but don’t let them read the information from strict teacher-led lessons carried out from the front of the
from a script. Encourage the class/groups to ask questions class only, to more relaxed pair and group work with the teacher
to the presenter. Be generous with praise after students working amongst the students. The focus is much more on
have presented their talk, as it can be rather nerve-racking, ‘learning by doing’ and group support, with the teacher working
especially for weaker students. more as a guide than a formal teacher.
VIDEO In this unit students can watch a video about a
2 Read the instructions and questions as a class. With
living history museum in the north-east of England, where
a weaker group, brainstorm school subjects to help
visitors travel around the site and experience how life used
with question 1. Remind students they don’t need to
to be lived. You can play the video clip on the Classroom
understand every word, just listen for the information to
Presentation Tool or download it from the Teacher’s Resource
answer the questions.
Centre together with the video script, video worksheet
and accompanying teacher’s notes. These notes give full e 9.8 Play the recording of Sean through once and
guidance on how to use the worksheets and include a check the answers to questions 1 and 2 as examples.
comprehensive answer key to the exercises and activities. Put students in pairs to discuss the rest of the questions.
Check the answers.
Additional material Play the recording of the other three speakers, pausing
For teachers after each one. Put students in pairs to discuss the
questions before checking the answers about each
Photocopiable activity – Video worksheet: Living history
speaker with the class.
For students
Online Practice – Practice Answers
Sean
1 Latin and Greek.
2 He was traditional-looking – quite formal and serious. He
always wore a dark green or dark brown suit and he had a
long black moustache.
3 He was in his 50s.
4 He is remembered for positive reasons. He never smiled or
laughed, but he was clear, interesting and entertaining.

Headway 5th edition © Oxford University Press Unit 9 • The good old days! 125
 3 Rupert
5 Sean studied philosophy as a direct result of learning about
I don’t think I ever had a favourite teacher, but I had a least favourite
the great philosophers from his teacher.
teacher and weirdly he was probably the most successful teacher
Samantha
I ever had. You see, when I was at primary school I was really good
1 English and drama. at maths – I could do it all. But when I went to secondary school I
2 She was short and a bit plump/dumpy, with mousy-brown had a succession of dismal maths teachers and by the time I took
hair. my exams at 16 I was absolutely hopeless. I failed miserably. And I
3 She looked middle-aged. needed to pass maths to get into university so I had to retake it. This
4 She is remembered for negative reasons. She wasn’t very kind. time with a very different teacher, Mr Biggs. He was very sarcastic
She had a loud voice and she used to shout, ‘Speak up, speak and it seemed to be his mission in life to embarrass his students
up’ when they were acting out a play. and me particularly because I’d joined the class to do a resit. He was
5 Samantha says maybe the lessons helped her because she’s a always getting me out to the front of the class to do sums on the
barrister now and she remembers her teacher’s words, ‘Speak board and he’d sneer if I got it wrong, which was most of the time. I
up, speak clearly, girl!’ when she has to speak in court. hated him with a passion, but actually his explanations were crystal
Rupert clear and gradually over the year I improved. I got a really good pass
1 Maths in the end and got into a good university. I have no idea how old
2 He was big. he was – just old – but when you’re 16, 35 seems old. I’d say he was
3 He was in his late-30s. probably in his late 30s and big like his name with a huge booming
4 He is remembered for negative reasons. He was very sarcastic. voice.
He would sneer at Rupert when he got his sums wrong on 4 Charlotte
the board. Rupert hated him. Well, one teacher I’ll never forget is Miss Wilkinson. She taught
5 His teacher’s explanations were clear and gradually over the chemistry and biology. I didn’t like her subjects much, probably ‘cos
I wasn’t much good at them. She seemed old to me, but she was
year Rupert improved. He got a really good pass in maths and
probably just in her early 30s and kind of tall and gangly. She drove
got into a good university.
this ancient mini and she always seemed too big for it. She had to
Charlotte
crouch over the steering wheel. Anyway, the reason I remember her
1 Chemistry and biology.
so well is because I think she fell for my dad. Really! You see, he’d
2 She was tall and gangly. sometimes collect me from school and one day there she was in her
3 She was probably just in her early 30s. Mini and she couldn’t get it to start, so of course my dad, being the
4 She is remembered for reasons that are neither positive nor lovely gentleman he was, helped her. Miss Wilkinson was glowing
negative. She fell for Charlotte’s dad and she often asked with gratitude: ‘Oh thank you, thank you Mr Wilson, so kind, so kind.’
Charlotte about him. Charlotte and her friends used to giggle She went all weak and wobbly – not at all like she was when she was
about it. yelling at us in class. And then every time he came to collect me after
5 The teacher didn’t influence Charlotte in any way. that, somehow Miss Wilkinson would appear and she was always
asking me about him: ‘How’s your kind father, Charlotte?’ ‘Just fine,
Miss Wilkinson, he and my mum are going to Paris this weekend.’ I
e 9.8 A teacher to remember just made that up to see her reaction. My friends and I used to giggle
1 Sean about it. When I mentioned it to my dad, he just laughed and said
Funnily enough the teacher I’ll never forget is my Latin and Greek ‘Don’t be silly Charlotte, nobody would fancy an old bore like me.’
teacher – you may think they’re dry subjects – er, dead languages, But my mum raised an eyebrow.
but Mr Lang, the teacher, somehow used to make these dead
languages seem dead easy. He looked the part – he was kind of 3 Read the questions as a class and deal with any
traditional-looking – quite formal and serious. He’d always wear a vocabulary queries. Check students understand that the
dark green or dark brown suit and he had a long black moustache.
He’d been at the school over 20 years so he must have been in his
questions appear in random order not in the same order
50s, I suppose. You’d think that everything about him was boring as the information in the recording.
and serious, cos he never smiled or laughed, never, but somehow Write the names of the four teachers on the board:
he was clear, interesting and entertaining – there were jokes hidden Mr Lang, Mrs Chapman, Mr Biggs, Miss Wilkinson. With a
in his words if you listened carefully – and we all did. He had a
stronger group, you could put students in pairs to see if
razor-sharp wit. I passed my exams, but didn’t study Latin or Greek at
university, but I did study philosophy – and that was a direct result of they remember any of the information before they listen
learning about the great philosophers, Aristotle, Socrates and Plato, again.
from Mr Lang. e 9.8 Play the recording again and let students discuss
2 Samantha the questions in pairs. Play selected sections of the
My most memorable teacher, hmm! I think that would be Mrs recording as necessary. Check the answers.
Chapman. I was about 13 or 14 and she was our English and drama
teacher. She was short and a bit plump, dumpy in fact, with Answers
mousy-brown hair. She looked like everybody’s kind, middle-aged • Mrs Chapman poked students with a ruler and shouted, ‘Wake
auntie, but she wasn’t very kind. She had a big loud voice and she up, girl’ or ‘boy’ when they looked sleepy or bored.
used to like to get us to act out the plays we were studying and • Mr Lang taught ‘dry subjects’ – Latin and Greek.
she’d shout ‘speak up, speak up and think about the meaning of the • Miss Wilkinson had to ‘crouch’ over the steering wheel of her
words’. But what I remember most about her is her ruler. She had
Mini because she was so tall.
this wooden ruler and if anyone was looking sleepy or bored she’d
poke them on the shoulder with this ruler and shout ‘wake up, girl’
• Mr Biggs had a ‘mission in life’ to embarrass his students and
particularly Rupert.
or ‘boy’. Then one day she spotted someone asleep, fast asleep and
snoring, at the back of the class. Mrs Chapman was sooo furious she
• Mrs Chapman slammed down her wooden ruler on the desk
slammed the ruler down on his desk and it broke in half. We were all because one of her students was fast asleep and snoring at
scared stiff. She didn’t throw the ruler away – after that it was even the back of the class.
sharper when she poked you in the back. Maybe her lessons helped • Mr Lang had a razor-sharp wit. There were jokes hidden in his
me though – I’m a barrister now and when I have to speak in court, words.
Mrs Chapman’s words ring in my ear: ‘Speak up, speak clearly, girl!’

126 Unit 9 • The good old days! Headway 5th edition © Oxford University Press
 • Miss Wilkinson glowed with gratitude to Charlotte’s dad 1 The words in this initial exercise are given out of context
because he helped her get her car started. to let students interpret them how they want to. Elicit
• Mr Biggs gave crystal clear explanations about maths possible meanings of fan as an example. Students write
problems. the meanings of the other words, working individually.
Monitor and help as necessary. Don’t check answers at
What do you think? this stage.
Read the questions as a class and give students a few 2 e 9.9 Play the first word as an example and elicit
minutes to think individually about their answers. With a possible spellings. Play the rest of the recording and get
weaker group, remind them to think about appearance and students to write down the words they hear. Again, don’t
behaviour to guide their brainstorming. check answers at this stage.
Put students in small groups to discuss the questions. e 9.9 Write the word you hear
Monitor and help as necessary. If students are failing to 1 where/wear /weə/
use used to and would to refer to past habits, elicit a few 2 nose/knows /nəʊz/
examples about their teachers and write them on the board 3 wood/would /wud/
using these forms. Encourage students to use these forms 4 war/wore /wɔː/
5 through/threw /θruː/
in their discussion. Ask students to feed back to the class.
Find out if most of the class have positive, negative or funny
3 Put students in pairs to compare their answers. Monitor
memories about their teachers.
and help as necessary. It is likely that the students will
SPOKEN ENGLISH Adjective intensifiers have thought of different meanings for all or some of
1 Read the instructions and examples as a class. Elicit the words in 1 and have found two different spellings for
the adjectives in the sentences (easy and sharp). Check some of the words in the recording.
students understand which words intensify these Elicit the different meanings and word types in exercise 1,
adjectives (dead and razor). Explain that these are and spellings in exercise 2, collating students’ answers on
‘fixed’ collocations that make the adjectives stronger. the board. Use the examples as a way to introduce the
Sometimes there is a logical link between the words, concept of homonyms (exercise 1) and homophones
e.g. razor-sharp wit, but in dead easy, dead is used as (exercise 2).
another way of saying ‘very’. Answers (to exercises 1 and 2)
2 Give students a few moments to read the sentences. 1 Homonyms
Deal with any vocabulary queries. Elicit the answer These are the most common uses:
to number 1 as an example. Students complete the right adjective = morally good/correct/most suitable/opposite
sentences individually. Check answers together. of ‘left’; adverb = exactly/directly; noun = good/moral behaviour/
what you are allowed to do or have / a turn towards the right
Answers fine noun = payment you must make for breaking the law;
1 great 5 brand adjective = in good health (person) / bright and sunny (weather) /
2 tiny 6 fast good, pleasing or of high quality
3 boiling 7 wide mean verb = signify/intend; adjective = not willing to spend
4 freezing 8 stiff money/cruel/unkind
3 Refer students to this lesson’s audioscripts on SB fan noun = person who admires/supports sth strongly; machine
pp148–9 to look for other examples of adjectives being or paper object used to keep you cool; verb = to make a current
intensified. Monitor and encourage students to share of cool air
the examples they’ve found with a partner. glasses noun = an object used to improve your vision/
containers for drinking
Go through answers together.
park noun = an open public area with grass; verb = to stop
Answers driving and leave a vehicle at a place for a period of time
More examples in the audioscript: big loud (voice), dark green, 2 Homophones
dark brown, scared stiff, huge booming voice, crystal clear where/wear war/wore
nose/knows through/threw
wood/would
Additional material
For students Homonyms
Online Practice – Practice 4 Read the explanation and examples as a class. Check
Workbook pp62–3, exercises 3–5 meanings of bank by asking questions, e.g. which bank
is a verb? Can you think of a synonym? (depend/take
Vocabulary SB p97 for granted) Which bank is a noun where you put your
money? What is a synonym for the other noun? (side of
Homonyms and homophones a river) Focus on the gapped sentences and deal with
This section looks at two important features of English: any vocabulary queries. Then put students in pairs to
homonyms (words with the same spelling, but different complete the sentences with homonyms.
meanings) and homophones (words with the same e 9.10 Play the recording and let students check their
pronunciation, but different spellings and meanings). Both of answers. Elicit the word type for each answer. With a
these features lend themselves to word play and joke-telling weaker group, go through the meanings, asking questions
and this is reflected in the final two practice exercises. to check understanding.

Headway 5th edition © Oxford University Press Unit 9 • The good old days! 127
 Answers and audioscript Put students in pairs to complete the task. Monitor and
help as necessary.
e 9.10 Homonyms
1 Grandma’s leaving now. Come and wave goodbye! Check the spelling of the alternative words with the class.
He was swept out to sea by a freak wave, but he survived. Answers
2 Oh dear! we have a flat tyre and no spare wheel. board plane
I’m renting a flat near where I work. court waste
3 ‘What’s today’s date?’ ‘The third.’ higher allowed
I’ve got a date tonight. I’m going out with Carl. pear right
4 He goes to the gym every day. He’s very fit. made seize
The trousers are too small. They don’t fit you at all.
5 It’s not fair. Everyone else is allowed to stay out till midnight.
She has beautiful fair hair and blue eyes. Children’s jokes
8 Check students know who Cinderella is (the main
5 Check pronunciation of the words. Elicit two possible character in a fairy story who had to leave a party [ball]
meanings for suit as an example. Put students in pairs to before midnight). Tell students they are going to hear
think of two meanings for the rest of the words and write nine short jokes. Read the note about homonyms and
sentences with them. Monitor and help as necessary. homophones in jokes with the class.
Check the meanings and elicit a range of sample e 9.11 Play the first joke as an example and elicit the
sentences for each word. key word and why this makes it funny. Play the rest of the
Answers recording, pausing after each joke. See if students ‘get’
suit noun = formal matching jacket and trousers or skirt; verb = them. Let them compare their ideas in pairs if they are
go well with unsure. Check the answers.
miss noun = title for a girl or young woman, e.g. Miss Smith; verb
= not hit (of a throw or shot)/feel sad because you are not with Answers
someone/arrive too late for sth 1 sand which is (sandwiches) (sand which is/sandwiches =
type noun = sort or kind; verb = write sth with a keyboard homophones)
kind noun = sort or type; adjective = behaving in a way that 2 weak (week) (weak/week = homophones)
shows you care about people 3 flat (flat = dead – of a battery/smooth and level – of a shape)
point noun = unit for counting the score in a game or sport/idea 4 laid (lay an egg/lay the table)
or opinion in an argument; verb = indicate with your finger 5 jam (jam = sweet food from fruit you put on toast/blocked
train noun = vehicle on rails; verb = practise to improve in a movement, e.g. traffic jam)
sport/teach a person or animal to do a job/skill 6 funny (funny = strange/amusing)
cool adjective = fairly cold, not hot or warm/impressive because 7 Lemon aid (lemonade) (lemon aid/lemonade = homophones)
of being fashionable or attractive 8 flushed (flush the toilet/look flushed – looking red because
you are hot/angry/embarrassed)
9 ball (ball – object you play football with/big party)
Homophones
6 Read the explanation and examples as a class. Check
e 9.11 See SB p97.
students understand that the pronunciation applies
to the first words beginning with r in both sentences.
Elicit the answer to number 1 as an example, checking Additional material
the two spellings. For teachers
If your students are unfamiliar with phonemic script, Photocopiable activity – Vocabulary: Homonyms
you will need to read the homophones aloud for them. pelmanism pp218–19
Give students time to complete the sentences, working
For students
individually. Let students check the answers in pairs before
checking with the class. Get students to spell each target Online Practice – Look again
word and correct any errors carefully. Workbook p62, exercises 1–2, p63, Pronunciation

Answers
1 the whole world Everyday English SB p98
a hole in the ground
2 a piece of cake Moans and groans
war and peace 1 Lead in by focusing students’ attention on the photo.
3 a rose is a flower Elicit how the people are feeling. Elicit reasons why they
flour to make bread might be feeling grumpy/annoyed and find out what
4 a yacht has sails makes students in the class annoyed. Point out the title of
buy clothes in the sales
the lesson and make sure students know the noises that
5 shops sell things
moans and groans actually mean. Explain that we often
a prisoner lives in a cell
use both words together like this for stylistic reasons and
7 Focus on the words and deal with any vocabulary queries. because they rhyme.
Check the pronunciation of the words. Elicit a different Get students to read the sentences in column A and
spelling for bored as an example (pointing to the board in those in column B. Deal with any vocabulary queries, e.g.
your classroom to help elicit it if necessary). hand something in, there and then, curl up, box set, ghastly,
muddy, in stock.

128 Unit 9 • The good old days! Headway 5th edition © Oxford University Press
 Find a match for number 1 in column A as a class kick yourself = be annoyed with yourself
example. Give students plenty of time to complete the gutted = extremely sad or disappointed
matching task individually. Let them check their answers I don’t believe it! = used to say that you are surprised or
in pairs and decide with their partner which item in the annoyed about sth
box matches each short conversation 1–8.
make sense = have a meaning that you can easily
Go through the answers to this last task with the class understand
(they will check the matching answers in the next
beyond a joke = annoying and no longer acceptable
exercise).
give me a break = used to express exasperation, protest, or
Answers disbelief
1 an exam 5 a TV series It’s out of my hands = it’s not my responsibility; I have no
2 a leather jacket 6 boots
control over it
3 texting 7 a dishwasher
4 a bookcase 8 ordering by phone It drives me mad = it makes me more and more angry
That’s a shame = used to say that sth is a cause for feeling
2 e 9.12 Play the recording for students to check they sad or disappointed
have matched the sentences correctly. Don’t ask me! = I have no idea
Put students in pairs to practise the pairs of sentences. Put students in pairs. Give students time to act out two
Encourage them to act a role when saying the A of the conversations, extending them as much as they
sentences as the speakers are all moaning about can. Monitor and encourage them, especially the more
something and this affects sentence stress and tone of reserved students.
voice. Monitor and check for examples of good acting
4 Students read the instruction and look at the example.
and invite those pairs to act out one of the dialogues
Then they each make a list of everyday events. You could
for the class. It’s a good idea to get pairs to swap roles
start by writing a few of your own everyday activities on
and practise again. With a weaker group, you could play
the board to show them what to do. Think of one problem
the recording again, pausing where necessary so that
or reason to moan for each of your examples.
students can repeat the sentences.
Give students time to think of moans related to their
Answers everyday events.
1 e  2 f  3 a  4 g  5 h  6 b  7 c  8 d Put students in pairs to take turns moaning about the
situations in their lists and responding to each other.
e 9.12 Moans and groans Monitor carefully and encourage exaggeration in the
1 A I could kick myself. As soon as I’d handed it in, I remembered moaning, using a wide range of tone and stressing the
what the answer was.
key words. Invite some student pairs to act out their
B That’s always so annoying! But do you think you’ve still passed?
2 A I went away to think about it, and when I went back it’d been conversations for the class.
sold. I’m gutted! I should have bought it there and then. 5 Give students a moment to think about their responses
B That’s a shame. Didn’t you ask if they had another one in stock? to the question. Elicit from the class any events in their
3 A I don’t believe it! All I get is ‘Message failed to send. Try again’.
country or around the world which they feel annoyed
So, I try again and guess what?
B No joy! What a pain! Why don’t you try phoning them instead? about. (You could get them to check the news headlines
4 A These instructions don’t make any sense to me at all. If you can for the day on their mobile phones.) Encourage responses
follow them, you’re a genius. to individuals’ moans/complaints. Praise students who use
B Well, don’t ask me! This flatpack stuff is a nightmare! I had the the new phrases from this lesson.
same trouble with a coffee table.
5 A It’s not fair. I’d been looking forward to curling up with a box set Additional material
and then my phone goes and rings!
B You didn’t have to answer it. Who was it? Anyone interesting? For teachers
6 A How many times do I have to tell you? Take them off before you Photocopiable activity – Communication: Stop moaning!
come into the house!
pp220–1
B Give me a break. I was in a hurry. Anyway, they’re only a bit
muddy. For students
7 A This is beyond a joke. You promised you’d deliver it Tuesday at Online Practice – Look again
the latest. Now you’re saying next month!
B I’m awfully sorry, sir. I’m afraid there’s nothing I can do about it. Online Practice – Check your progress
It’s out of my hands.
8 A What a waste of time! Ten minutes listening to ghastly music,
punctuated by ‘All our lines are busy. Thank you for waiting’.
B I know, it drives me mad – but worse is when they say, ‘This call
is important to us,’ when it obviously isn’t.

3 Focus students’ attention on the bold phrases in

exercise 1. Get two students to read the example. Point
out that it is an extended conversation now.
With a weaker group, you may need to go through the
meanings of some of the bold phrases before they can
do the activity. You could also drill them to ensure natural
pronunciation.

Headway 5th edition © Oxford University Press Unit 9 • The good old days! 129