5th edition

Unit 10 Grammar
Spot the difference  SB p100 Elementary

Headway 5th edition © Oxford University Press Photocopiable

 5th edition
Unit 10
Spot the difference  SB p100 Elementary

Photocopiable Headway 5th edition © Oxford University Press

 5th edition
Unit 10 Grammar Teacher’s notes
Spot the difference  SB p100 Elementary

Pre-activity  (5–10 minutes)

Aim
• Put students in two groups, A and B, and give each group of students
To describe pictures and find 12 differences their corresponding picture. (If you have a large class, you can put
between them students in smaller A/B groups.) Ask students to look at the picture
Language for one minute and then cover it up. Tell students they have two
minutes to remember everything they saw. How many things can they
Present Continuous to describe actions remember? What are the people doing in their picture? Make sure that
happening now the two groups cannot hear each other. Monitor and help.
Town vocabulary; describing people • Encourage students to use dictionaries or ask each other for vocabulary
Skills they don’t know. You may wish to pre-teach/check some words with
each group. Group A: waving, crying, tray, statue. Group B: brushing/
Speaking
combing hair, smiling, rubbish bin. Words for both groups might be:
Materials pedestrian crossing, barbecue, hot dog seller.
One copy of Picture A and Picture B per pair • After two minutes, students can look at their pictures again and see
of students how many things they remembered. Monitor and help.

Procedure  (35 minutes)

• Explain that the two groups have the same picture with some small
Answers differences. They need to describe their picture and ask questions to
find the differences. Ask students to think of three questions that could
Picture A Picture B be useful to find a difference, e.g. How many people are there? Is there a
The woman in the The woman in the man in front of the café? or How many people are eating at the café? Who
window is working/on a window is combing/ is walking with a dog?
computer. brushing her hair.
• NB: Most of the differences are about the actions the people are doing
A boy, wearing shorts, is A boy, wearing trousers,
in the picture, rather than missing or different objects (but you don’t
buying a hot dog from is buying a hot dog from
the hot dog seller. the hot dog seller.
need to tell your students at this point).
The hot dog seller is The hot dog seller is sitting • Give students five minutes to prepare questions to ask about their
standing up. on a high stool/chair. picture.
The man sitting at the The man sitting at the • Put students in A/B pairs; they must not show their picture to their
table is texting. table is looking at his partner. Tell students that they can describe and ask questions to find
watch. the differences. If you have less confident students, pair them together
The woman at the table The woman at the table and ask them to find eight differences, while stronger students can find
is reading a newspaper. is drinking. 12. Monitor and help where necessary. Make notes of common errors
The waiter is writing in The waiter is carrying with the Present Continuous for feedback in whole class later.
his notebook/order pad. some glasses on a tray.
A woman is going into A woman is coming out • Set a time limit of ten minutes and stop the class. Ask pairs to call out
the café. of the cafe. and describe the differences.
A girl, wearing a dress, is A girl, wearing a dress • Have a whole-class feedback session at the end to review any common
crying, because her ice and is smiling, with an errors that you noted down.
cream is on the floor. ice cream in her hand.
There’s a statue outside There’s a rubbish bin Extension  (10 minutes)
the museum. The girl outside the museum. • Ask students to find a photo (or photos) on their smartphone or in their
is taking a photo of the The girl is throwing away
wallets/purses, etc. These should ideally show a few people who are
statue. some rubbish in the bin.
doing something (i.e. not just looking into the camera).
There are two people There are two people
outside the museum, a outside the museum, a • Put students in small groups. They need to describe their photos to
man and a child. They’re man and a child. They’re each other (who the people are, what they are doing, etc.). Encourage
getting into a car. waiting at the bus stop. them to ask each other follow-up questions.
The woman in the back There’s a woman in the • Get feedback by asking the class to describe any interesting photos
of the bus has her back back of the bus, looking they saw from their classmates.
to us/isn’t waving/isn’t out of the window and
looking. waving to the people at
the bus stop.
A woman is walking A woman is riding
with her bike across the her bike across the
pedestrian crossing, pedestrian crossing.
with two dogs on leads.

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 5th edition
Unit 10 Vocabulary
Describe and draw  SB p106 Elementary

Student A

Student B

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 5th edition
Unit 10 Vocabulary Teacher’s notes
Describe and draw  SB p106 Elementary

Pre-activity  (10 minutes)

Aim
• Give a description of one student in the class, e.g. This student is quite
To practise describing people and listening tall. He’s got short fair hair. He’s wearing glasses. Ask students to guess
to descriptions who you are describing.
Language • Ask one or two students in turn to give a description of a classmate,
and ask the rest of the class to guess who they are describing.
Vocabulary for describing people
• As they give the descriptions, write on the board: He/She’s got … and
Skills He/She’s wearing … and add the vocabulary the students use.
Speaking and Listening • Teach the following: straight/curly hair, trousers, boots, moustache, bald,
scarf, earrings. Then elicit other useful vocabulary for describing people
Materials
and write it on the board.
One copy of the worksheet per pair of
students, cut in half Procedure  (25 minutes)
• Explain that students are going to describe people to their partner.
Their partner must listen carefully and draw the people.
• Put students in pairs, A and B. If possible, get pairs to sit back to back.
Give each student their half of the worksheet. Tell students not to show
each other their worksheets.
• Students work in pairs to describe the two people on their worksheet
and do the drawings while their partner describes the missing people
to them.
• Monitor while students are working and make a note of any common
language errors.
• When students have finished, they can compare their drawings to the
originals.
• Have a class feedback session to go over any errors you noted and to
praise good use of language.

Extension  (15 minutes)

• Ask students to work in pairs. One student describes a famous person
who is easily recognizable. Their partner must draw the person and
guess who it is.
• Collect in the drawings and redistribute them randomly around the
class. Ask students in turn to describe the drawing you have given
them, and guess who it is. The student who drew it can confirm
whether their guess is correct or not.

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 5th edition
Unit 10
1 Communication
Guess my answer!  SB p107 Elementary

Student A
1 2 3

A  Oh no! I can’t find my wallet. A  It’s really hot today, isn’t it? A  Have a great weekend!
Response Response Response

4 5 6

A 
Thanks for the invitation to your A 
I’m sorry but your bank card isn’t A 
Excuse me. Please could I have
party, but I’m afraid I can’t come. working. some more water?
Response Response Response

Student B
1 2 3

A  It’s your turn to pay. A  I’ve been waiting half an hour! A  Have a good holiday!
Response Response Response

4 5 6

A 
I’m sorry – I can’t meet for drinks A 
I’m sorry. The machine is broken. Can A 
I ordered salad an hour ago, but it
later. you pay by cash? still hasn’t arrived.
Response Response Response

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 5th edition
Unit 10 Communication Teacher’s notes
Guess my answer!  SB p107 Elementary

Pre-activity  (5 minutes)
Aim
• Tell students that they are going to do an activity to practise
To practise responding appropriately in responding in different social situations.
common social situations • Start by saying some of the prompts on p107 of the Student’s Book that
Language are appropriate to your situation, e.g. It’s lovely/terrible weather today,
isn’t it? I don’t think the DVD player is working.
Common social phrases and expressions
• For each one, elicit different appropriate responses around the class.
Skills Correct and give feedback on phrases and pronunciation, as necessary.
Speaking
Materials
Procedure  (20 minutes)
• Put students in two groups: A and B. Give each student in each group
One copy of the worksheet per pair of their half of the worksheet.
students, cut in half; slips of paper for the
• Ask the students to work in pairs or small groups to discuss together
Extension activity
what the response to each statement might be and make it clear
that As and Bs have different initial statements in each case. Then,
individually, each student writes down their preferred response on the
line.
• Explain to the class that you’re going to play a game in which they
have to guess each other’s replies to the statements. Demonstrate
with a confident student, and read out part A of one of the situations,
e.g. situation 1: In a café – A: Oh no! I can’t find my wallet. The student
working with you must try to guess the response you have on your
card. Allow the student two or three guesses. Decide together if all
three responses are correct, along with any other possible alternatives,
before saying which one you have on your card.
• Put students in A/B pairs. They must not show their answers to their
new partner. Explain that students can have three guesses before their
partner tells them the reply they wrote. Make sure students understand
that there may be several correct possible responses, but the objective
is to guess the one on each other’s cards.
• Students can swap partners and see if their new partner guesses more
responses. Monitor and check for pronunciation.
• Do feedback together in whole class. Who guessed the most correct
responses? Answer any questions students may have about alternative
responses.

Extension  (15 minutes)

• Write a number of replies on slips of paper (you can use the expressions
from p107 of the Student’s Book or any that you feel are useful for your
students).
• Give each student one slip of paper. They must read it but not show it
to anyone.
• Do a whole-class mingle. Call out a situation (you can use the ones
from the worksheet, the Student’s Book, or any of your choice).
The students must start a conversation with another student in the
situation you have given. They need to try to use the expression on
their strip of paper naturally in that conversation (note that some will
not be possible to use naturally in certain situations!).
• Stop after a minute or so, and call out a new situation and ask the
students to talk to a new partner.
D000924

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