5th edition

Unit 9 Grammar
Frankly speaking  SB p77 Advanced

computer genetic plastic

supermarkets
games engineering surgery

contact social the European

marriage
lenses media Union

designer mobile travelling

sharks
clothes phones to Mars

nuclear
electric cars skiing UFOs
power

online streaming
fast food yoga
learning movies

Discourse markers

above all as a matter of fact frankly quite honestly

actually at least so to speak given that

after all basically mind you surprisingly

anyway besides of course surely

otherwise
apparently by the way unfortunately

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 5th edition
Unit 9 Grammar Teacher’s notes
Frankly speaking  SB p77 Advanced

Pre-activity  (10 minutes)

Aim
• Write the following phrases on the board: quite honestly, all in all,
To play a card game using discourse markers apparently, by the way, mind you, as I was saying, as a matter of fact. Ask
Language students what the phrases are used for, e.g. quite honestly (to give an
opinion), all in all (to give a summary when considering all points),
Discourse markers apparently (to say you’ve heard something, but don’t know if it’s true),
Skills by the way (to change the topic of conversation), mind you (to introduce
a different point of view or another idea), as I was saying (to go back to a
Speaking
previous point), as a matter of fact (to reinforce a point you have already
Materials made).
One copy of the worksheet per group of • Brainstorm other discourse markers with the class. Ask students if any
four students, cut up into topic cards and of the discourse markers fit into the categories above, e.g. to tell you
the discourse marker reference sheet; the truth/frankly (to give an opinion), that said (to introduce a different
a stopwatch or timer per group point of view or another idea).

Procedure  (30 minutes)

• Explain that students are going to play a game where they talk for a
minute about a topic and include at least three discourse markers.
As an example, write celebrities on the board and then talk about
celebrities for 30 seconds. Try to include as many discourse markers
as you can, e.g. Quite honestly, I think celebrities have a hard time
because they have absolutely no private life. I mean, who would want to
be surrounded by paparazzi every time they set foot outside their house?
Admittedly, there are advantages to being famous. You get invited to lots
of great parties and meet all sorts of interesting people, but all in all, I think
it would be a pretty awful life.
• Put students in groups of four and give each group a set of topic cards
and a discourse marker sheet. Place the topic cards in a pile face down
on the table and ask each group to nominate a timekeeper.
• Students take it in turns to pick up a topic card from the pile. They
talk for a minute about the topic and try to include as many discourse
markers as they can from the reference sheet. If they use the discourse
markers naturally and correctly, they get a point for each discourse
marker they use.
• Monitor and help as necessary. Note any common errors for group
correction after the game.
• Students play until there are no more topic cards. The student with the
most points wins.
• Have a class feedback session at the end to highlight any common
errors that you noted down earlier.

Extension  (15 minutes)

• Choose one of the topics from the worksheet, e.g. computer games,
and ask students, in small groups, to discuss the topic using discourse
markers when they are giving their opinions. Monitor and help as
necessary.
• Have a class feedback session. Ask groups to report back to the class
what they said about the topic. Ask the class if they agree or disagree
with these opinions, and why.

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 5th edition
Unit 9 Vocabulary
There once was a …  SB p78 Advanced

In pairs, work out the four limericks from the lines below.

1  He sings for his brother

2  Who was walking alone down a lane

3  But you can’t beat a freshly cut rose

4  A man jumped off a high wall

5  There is a young man from France

6  Is how things react in your nose

7  When she first heard the thunder

8  But the theatre won’t give him a chance!

9  He went back to bed

10  There was a young woman from Spain

11  Bread and coffee smell nice

12  And suffered a terrible fall

13  Who loves to act, sing, and dance

14  And that’s when it started to rain

15  A marvel that nobody knows

16  With a bump on his head

17  She started to wonder

18  As do most herbs and spice

19  He can’t walk any more, just crawl

20  Does a waltz with his mother

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Unit 9 Vocabulary Teacher’s notes
There once was a …  SB p78
Aim
To re-order limericks to practise rhyming
words with different or similar spelling
Language
Rhyming words and rhythm
Skills
Speaking, Listening, Reading, and Writing
Materials
One copy of the worksheet per pair of
students
Answers
4 A man jumped off a high wall
12 And suffered a terrible fall
9 He went back to bed
16 With a bump on his head
19 He can’t walk any more, just crawl
5 There is a young man from France
13 Who loves to act, sing, and dance
1 He sings for his brother
20 Does a waltz with his mother
8 But the theatre won’t give him a chance
10 There was a young woman from Spain
2 Who was walking alone down a lane
7 When she first heard the thunder
17 She started to wonder
14 And that’s when it started to rain
15 A marvel that nobody knows
 syllables, rhyming words, punctuation, and rhythm.
6 Is how things react in your nose
11 Bread and coffee smell nice
18 As do most herbs and spice
3 But you can’t beat a freshly cut rose
Headway 5th edition © Oxford University Press
5th edition
Advanced
Pre-activity  (10 minutes)
• Ask students if they like poetry. Elicit some names of poets or poems
that they know. Ask if anyone knows of any sayings which rhyme.
• Ask the students to write two rhyming sentences about something
they can see in the class without naming the object, e.g I sit on this
when I need a rest, or when I’m in class doing a test!
• Put students in pairs. Ask them to compare what they have written and
see if they can guess each other’s objects.
Procedure  (20 minutes)
• Write the word limerick on the board and ask students if they know
what a limerick is. Give an example, e.g.
There once was a man called Pete.
Who had extremely large feet
He got on the news
On account of his shoes
Which were nearly as long as his street!
• Point out that a limerick is a humorous five-line poem. Use the example
above to explain that a limerick follows a strict rhyme scheme. Write up
the following notes on the board:
A limerick must be five lines. The lines follow an AABBA rhyme scheme:
– The first and second lines must rhyme.
– The third and fourth lines must rhyme.
– The fifth line must rhyme with the first line.
The A lines have more words and syllables than the B lines. The A lines
usually have 7–10 syllables; the B lines usually have 5–7 syllables.
• Draw students’ attention to the underlined words/syllables in the
limerick. These highlight where the main stress falls in each line,
creating the rhythm of the limerick. Leave the notes on the board for
students to refer to during the activity.
• Put students in pairs. Explain to students that they are going to read
four limericks, but that they will have to help each other put the lines in
the correct order. Discuss what clues to look for: line length, number of
• As students re-order the lines, monitor the pairs and help where
necessary. Encourage them to read the lines aloud in order to count
syllables and check rhymes.
• When they have finished, students can discuss which limericks they
prefer. Each pair should read aloud their favourite limerick, with
particular emphasis on the rhythm.
Extension  (15 minutes)
• Ask students to write a new limerick in pairs. They can all start with:
There once was a person called ______ or There once was a person from
_______ . Remind them to follow the rhyme scheme and to think
about rhythm. Refer them to the notes on the board, if necessary.
• When they have finished, ask a student from each pair to read out their
limerick but not give the last line. Let the rest of the class guess the last
line based on rhythm and rhyme.
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 5th edition
Unit 9 Communication
Music festival  SB p82 Advanced

Three days
Torbury Fields
and nights of music
deep in the countryside Forever
Join 4,000 revellers

6–Sunday 28 Aug
for a three-day festival
of folk, rock, and
y 2 ust
dance music
r i da
F

*   Live bands from 10 a.m. to midnight

*  Late night DJ sets

*  Local ‘battle of the bands’ stage

* Food stalls, craft tents, bars, camping, and an on-site bakery

A B
You are the local council leader. Your job is to
promote the village, encourage tourism, and keep
the local residents happy – especially in an election
year. Think of pros and cons of the proposed festival
from your point of view. Note down your ideas,
and be prepared to discuss your views.
You are the local police inspector. You enjoy
the peace and quiet of being a police officer in
a rural area. Your job is to ensure public safety.
Think of pros and cons of the proposed festival
from your point of view. Note down your ideas,
and be prepared to discuss your views.

C D
You own the local music shop. You have spent
You are a local hotel owner. You have spent the
the last few years trying to keep your business
last few years, and a lot of money, developing your
alive, which has not been easy. You also play in
business into an exclusive vacation experience.
a band, and are a big music fan. Think of pros
Think of pros and cons of the proposed festival
and cons of the proposed festival from your
from your point of view. Note down your ideas,
point of view. Note down your ideas, and be
and be prepared to discuss your views.
prepared to discuss your views.

E F
You are a local farmer. A large area of your farm
isn’t being used at the moment. Your elderly
parents, who own the farm, are very traditional, but
you are keen to find new ways to earn money from
your land. Think of pros and cons of the proposed
festival from your point of view. Note down your
ideas, and be prepared to discuss your views.
You are the head of the local parents’ group.
You feel that there needs to be more in the village
to attract young people, but you are also concerned
about losing the rural character of the village.
Think of pros and cons of the proposed festival
from your point of view. Note down your ideas,
and be prepared to discuss your views.

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Unit 9 Communication Teacher’s notes
Music festival  SB p82
Aim
To role-play a discussion about a proposed
music festival, and practise speaking with
correct stress and intonation
Language
Language of discussion, negotiation, and
persuasion
Skills
Speaking and Listening
Materials
One copy of the worksheet per group of six
students, cut up into cards
Headway 5th edition © Oxford University Press
5th edition
Advanced
Pre-activity  (10 minutes)
• Write on the board: Glastonbury (UK), Rock in Rio (Brazil), Tomorrowland
(Belgium), Fuji Rock (Japan), Lollapalooza (USA). Ask students if they
recognize the names and know what they have in common. (They are
all globally successful music festivals.)
• Ask students to work in pairs and discuss any large concerts or music
festivals they have attended. Elicit the expression pros and cons, and
discuss as a class what the pros and cons of a large music festival might
be for people living in the area. Discuss who might be in favour of
a festival, and who might be against, and why. Discuss the financial,
social, and environmental impacts of a festival on a local area.
Procedure  (40 minutes)
• Explain to students that they are going to role-play a discussion.
Tell them they are members of a local residents’ group in the village
of Torbury. The village has a population of 4,000 and is in quiet
countryside, but is within easy reach of major airports and railway
stations. A concert promoter wants to run a three-day music festival on
the outskirts of their village and has sent a promotional poster to give
residents an idea of the proposed event. They need to decide whether
their village will host the festival or not. Explain that this is still a
proposal, so they can suggest changes to how the festival is organized.
• Put students in groups of six. If some groups are smaller, students can
double up on the roles for the role-play. Give each group a copy of the
poster and a set of role cards. Ask them to take one of the role cards
each. Allow them time to read the poster and their role card, and to
make notes on the pros and cons of the festival from their point of
view. Monitor and help with ideas if necessary.
• Ask students to discuss the festival in their groups and try to reach
agreement on what the village should do. Encourage them to try
to persuade other members of their group of their opinions. Before
students start, you could elicit and write on the board useful functional
language, e.g. expressions for giving opinions (As far as I’m concerned, … ,
In my opinion, … , If it were up to me, …) and expressions for agreeing
and disagreeing (I agree … , That’s right … , Sorry, but I can’t agree with
that.). Monitor and help as necessary during the discussion.
• Ask groups to tell the class what they agreed and why.
Extension  (10 minutes)
• Write on the board: Torbury to hold festival. Ask students which words
give the key information and have the main stress (Torbury and festival).
Explain that students are going to add extra words to the sentence
but keep the same rhythm or ‘beat’. Put students in groups of four
(ABCD) and ask Student A to start. Each student adds a new word each
time but tries to say the sentence quickly enough to keep the ‘beat’ of
the sentence, e.g. Torbury to hold festival; Torbury to hold music festival;
Torbury set to hold music festival; Torbury set to hold summer music festival.
• Students should manage two goes each. Ask groups to say their final
sentence for the rest of the class.
D001017
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