5th edition

Unit 11 Grammar
Life plans information gap  SB p110 Elementary

Student A

Beth Harding and Phil Johnson both won £2 million in a competition, but they have very different plans.

I know I won a lot of money in this competition, but I want to have a normal life.
I’m going to buy 1 (what? ) for myself, and I’m going to give
some money to friends and family. Then I’m going to put the rest of the money
2
(where? ) and try to forget about it. Next year, I’m going to go
to university. When I leave university, I’m going to 3 (what? ).
I want to be like everyone else. When I’m older, I’m going to use the money to
buy a nice house so I can have a comfortable life. I’m also going to give a lot of
Beth money to 4 (who? ). I don’t need all that money to be happy.

I’m so excited – I’m 18 years old, and now I’m rich. This money is going to change my
life! Next week, I’m going to buy a fast car! In the summer, I’m going to
5
(what? ) – and I’m not going to get a job. I don’t need to work now!
I’m going to live in London or New York, and I’m going to spend a lot of time travelling.
Next month, I’m going to go to 6 (where? ) for a long holiday. Then
next year, I’m going to travel to Australia and New Zealand. Of course I’m going to stay
7
(where? )! I think I’m going to have a fantastic life!
Phil

Student B

Beth Harding and Phil Johnson both won £2 million in a competition, but they have very different plans.

I know I won a lot of money in this competition, but I want to have a normal life.
I’m going to buy a small car for myself, and I’m going to give some money to
1
(who? ) Then I’m going to put the rest of the money in the bank
and try to forget about it. Next year, I’m going to go 2 (where? ).
When I leave university, I’m going to get a job. I want to be like everyone else. When
I’m older, I’m going to use the money to buy 3 (what? ) so I can have
a comfortable life. I’m also going to give a lot of money to charity. I don’t need all that
Beth money to be happy.

I’m so excited – I’m 18 years old, and now I’m rich. This money is going to change my
life! Next week, I’m going to buy 4 (what? )! In the summer, I’m going
to leave school – and I’m not going to get a job. I don’t need to work now! I’m going
to live 5 (where? ), and I’m going to spend a lot of time travelling.
Next month, I’m going to go to South America for a long holiday. Then next year, I’m
going to travel to 6 (where? ). Of course I’m going to stay in the best
hotels! I think I’m going to have 7
(what? )!
Phil

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Unit 11 Grammar Teacher’s notes
Life plans information gap  SB p110
Aim
To practise going to for talking about
future plans
Language
Going to and questions
Skills
Reading, Speaking, and Writing
Materials
One copy of the worksheet per pair of
students, cut in half
Suggested answers
Student A
1 What is Beth going to buy for herself?
2 Where is she going to put the rest of her money?
3 What is she going to do when she leaves
university?
4 Who is she going to give a lot of money to?
5 What is Phil going to do in the summer?
6 Where is he going to go next month?
7 Where is he going to stay?
Student B
1 Who is Beth going to give some money to?
2 Where is she going to go next year?
3 What is she going to use the money to buy when
she is older?
4 What is Phil going to buy next week?
5 Where is he going to live?
6 Where is he going to travel to next year?
7 What is he going to have?
Headway 5th edition © Oxford University Press
5th edition
Elementary
Pre-activity  (5 minutes)
• Ask What are your plans for next week? What are you going to do next
year? Elicit answers from individual students. Make sure they use going
to correctly.
• Write the word competition on the board and elicit the meaning (an
organized event where people try to win a prize). Ask Do you ever take
part in competitions? What can people win in competitions? Elicit answers
from the class.
Procedure  (20 minutes)
• Explain that students are going to work in pairs and ask questions to
complete texts about two young people who won a lot of money in a
competition and have plans for the future.
• Put students in two groups: A and B. Give each student their half of the
worksheet. Ask students to read the text quickly. Help with vocabulary,
if necessary.
• Put students in pairs within their groups. Pairs look at each gap and
prepare questions using the word prompts in brackets, using the third
person singular. Monitor and help with question formation.
• Ask Student As to find a Student B from the other group to work
with. Tell students not to show each other their worksheets. Students
take turns to ask questions to find the missing information on their
worksheet, which they then write in the gaps. Monitor, and correct as
necessary.
• When students have finished, they can check their answers by looking
at their partner’s worksheet.
Extension  (15 minutes)
• Ask Who do you think has the best plans, Beth or Phil? Why? Ask students
to discuss the question in pairs, then invite opinions from individual
students.
• Tell students to imagine they won £2 million (or equivalent in their
currency). Ask them to write a paragraph about their future plans.
Monitor and help with vocabulary and writing skills.
• Ask students to exchange texts with a partner and discuss their
different plans.
• Conduct whole-class feedback, then encourage discussion about the
lottery win and how students would spend their money.
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 5th edition
Unit 11
1 Vocabulary
What’s the weather like?  SB p116 Elementary

1 2 3 4
START

Think of one word oing What was the weather What’s the weather like
e a t her g
w
to describe today’s
’s the rrow? like yesterday? in a different part of your
weather to start. What e like tomo
to b country today?
➜ ➜ ➜

➜
8 7 6 5

our Think of three Think of three Which countries have

e the f
t a r ear? countries that have very countries that have a rainy season and a
Wha of the y
ons hot summers. very cold winters. dry season?
seas
➜ ➜ ➜
➜

9 10 11 12
st
Does your country Is the weather the same in
What is the driest t h e wette
is d?
What in the worl
the north and south, the east HE5EElemPCM_011_Vc
have different seasons?
and the west of your country? place in the world? ry
How are they different? count
➜ How? ➜ ➜

➜
16 15 14 13
A storm cuts the electricity to your Think of three urite
w eath
er
house. What do you do? Think of yo u r favo ivity?
’s t
Say
thr e e
. weather words What ummer ac
tives three things you need to do now. r / s
adjec
HE5EElemPCM_011_Vd beginning with s. winte
Tell your partner; then miss a turn.
➜ ➜ ➜
➜

17 18 19 20
Your house is flooded. What do Imagine your car is covered in What’s the best/worst
What do you like
you do? Think of three things snow. How do you get to work from
doing on really weather you’ve ever had on
you need to do now. Tell your where you live? Tell your partner;
hot/cold days? then miss a turn. a holiday? What happened?
partner; then miss a turn.
➜ ➜ ➜ ➜
24 23 22 21

three
na What’s your Tell your partner about
yo u do i ? k o f
d o
What o stay sa
fe favourite season? a good weather day
Thin r nouns.
t you had recently. he
storm Why?
What did you do? ➜
weat
➜ ➜
➜

25 26 27 28

How is the weather Is the weather changing in your
country, or in a country you know?
changing in the world?
How? Do you think this is because
Is this a good thing?
of human actions in the world?
➜ ➜
They say that British
people talk about the
weather a lot. Do you know
anyone British? Is it true?
➜
What topics is it OK to talk about
with strangers in your country,
e.g. food, family, weather,
politics, sport, work, money?
➜

32 31 30 29
finish

a
yo u do in Tell your partner about a A tornado is moving towards your How many weather
do ?
What o stay safe terrible weather day you had town. How do you prepare? Think
words can you think of
t
flood recently. What happened and of three things you need to do now.
in 30 seconds?
what did you do? Tell your partner, then miss a turn.
➜ ➜ ➜
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Unit 11 Vocabulary Teacher’s notes
What’s the weather like?  SB p116
Aim
To play a board game and answer questions
on weather topics
Language
Weather vocabulary
Skills
Speaking
Materials
One copy of the worksheet per group of
three to four students. Each group will need
a dice and a stopwatch or timer (they can
perhaps use their smartphones for this), and
each student will need a counter.
Suggested answers for some questions
Question 11: The driest place in the world is the
McMurdo Dry Valleys region in Antarctica. The driest
non-polar desert is the Atacama Desert in Chile.
Question 12: There are various answers to this, but
different surveys show that areas of India, China, and
Hawaii receive the most rainfall on record.
Question 25: The world is getting warmer, which
means that the weather in some places is becoming
more extreme. Depending on where you live, it is
either much drier or much wetter for longer, there
are more violent storms, and ice from the poles/
glaciers is melting, so the seas are rising.
Headway 5th edition © Oxford University Press
5th edition
Elementary
Pre-activity  (5 minutes)
• Write Weather and Geography at the top of the board in two columns
and check that students understand their meaning. Then ask in which
column the words sunny or winter go, and where mountain or sea go.
Check students understand geography can be the different things you
find in your country, e.g. mountains, rivers, as well as the school subject.
Put students in small groups or pairs and tell them they have three
minutes to write down as many words as possible in each category.
• At the end of three minutes, go around the class, asking students to
call out the words they have, and checking spelling, pronunciation, and
which category they fit into.
• Encourage students to give real examples from their world knowledge.
If the following words haven’t come up during this first part, now might
be a good time to pre-teach them before the next stage: season, spring,
summer, autumn, winter, adjective, noun, flood, storm, tornado, stay safe.
Procedure  (20 minutes)
• Explain that students are going to play a board game to practise
talking about the weather. Tell students that it isn’t a race and that they
should try to extend the conversations as much as possible to practise
speaking naturally and fluently.
• Put students in groups of three or four and give each group a copy of
the worksheet. Give them a dice per group and a counter (or ask them
each to use a different coin, eraser, etc.). Students should put all their
counters on the start square and they each have to think of a different
word for today’s weather before they can roll their dice. They then take
turns and follow the instructions on the board. Monitor and help as
necessary, making a note of any common errors for later.
• If you have a group of more confident students, you can put them
together and encourage them to talk for one minute when they answer
each question, while another student times them.
• Tell students that if they can’t answer a question for their own country,
e.g. questions 4, 9, 10, then they can answer it for a country that
they know.
• Do feedback as a whole class on any common grammar problems and
note any new vocabulary on the board, being careful to also check
pronunciation.
Extension  (10 minutes)
• Tell students that a holiday/tour company wants some information
for their website because they want to know what the weather is
like in different parts of their country, and when the best time to visit
each part is. Ask students to write a short description of their country
(or a country they know well). Monitor and help with vocabulary and
writing skills.
• Ask students to leave their paragraphs on their desks and get up and
read each other’s work. This is to share language learned and possibly
prompt further discussion.
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 5th edition
Unit 11 Communication
What shall we do?  SB p117 Elementary

1 Write the activities in the correct column.

Good weather Bad weather
go to the cinema
beach
go to the
have a picnic
go to a gallery
alk
go for a w play car
ds

update our blog go fishing

play go make a cake

lf
g
gar denin
watch a film do some

2 Work with a partner. Have a conversation. Talk about the weather and make suggestions about what to do.

A (Talk about the weather, good or bad.)

What ... !
B (Agree about the weather. Ask for a suggestion.)
A (Make a suggestion.) Yeah!/I know. It’s ... . What ... ?
Let’s ... !/We could ... /Shall we ... ?
B (Disagree with the suggestion. Give a reason.)
A (Make a different suggestion.) Oh no! I/We/It’s ...
OK, then, let’s ... /shall we ... ?
B (Agree with the suggestion. Say what you will do.)
Great!/Good idea! I’ll ...

3 Work with a new partner. Make another conversation.

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Unit 11 Communication Teacher’s notes
What shall we do?  SB p117
Aim
To complete a table and practise making
suggestions
Language
Weather and leisure activities, and phrases
for making suggestions
Skills
Speaking and Reading
Materials
One copy of the worksheet per student
Answers
Good weather Bad weather
go to the beach go to a gallery
have a picnic play cards
go for a walk go to the cinema
go fishing update our blog
play golf make a cake
do some gardening watch a film
Headway 5th edition © Oxford University Press
5th edition
Elementary
Pre-activity  (10 minutes)
• Tell students that they are going to play a game called ‘word tennis’.
Put students in two teams, one on each side of the classroom, and tell
them that they must think of weather words. One person from one
team calls out a weather word, then someone from the other team
must call out a different weather word. They must not repeat any words
that have been said before. Then the two teams continue to take turns
until no one can think of any more words, or if a team repeats a word.
• Play the game again, but this time in smaller teams and with free-time
activities, e.g. go to the cinema, make a cake.
Procedure  (20 minutes)
• Explain that students are going to do a worksheet to practise making
suggestions. Lead in to the topic by asking, What’s the weather like
today? What activities could we do? Elicit a range of possible answers.
• Hand out a copy of the worksheet to each student. Elicit an example
of a good and a bad weather activity for exercise 1. Students complete
the task, working in pairs. Check the answers with the whole class.
• Focus attention on the flow diagram in exercise 2. Elicit possible lines
in an example conversation with the whole class. If students have
problems with pronunciation, drill key lines as necessary. Encourage
a lively delivery with a good voice range. With less confident classes,
write the full conversation on the board to provide added support.
• Put students in pairs and give them time to build their conversation,
using the prompts in brackets. Monitor and help as necessary.
• Students work with a new partner and make another conversation.
Encourage them to choose a different type of weather and different
activities. Students act out their conversation(s) for the rest of the class.
Extension  (15 minutes)
• Put students in groups of three and ask them to plan an evening out for
the class. They need to make suggestions on when/where to meet and
what activities to do. Students present their ideas to the class and then
vote for the idea they like best.
D000924
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