5th edition
Unit 11 Grammar
In the year 2030  SB p93
1 People will be living and
working in space.
4 We will have found a cure
for illnesses and disease.
7 Everybody will have a
driverless car, and drivers won’t
have to own a driving licence.
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2 More than half of today’s jobs
will no longer exist.
5 There will be no need for
televisions or other screens.
Instead, all content will be
projected directly onto our retinas.
8 All decisions in major sports
events will be made by
computers. There will be
no more referees.
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3 The average life expectancy
will have increased by an
average of ten years.
6 We will be able to create
genetically modified pets.
9 20% of the world’s population
will be wearing clothes
connected to the Internet.
 5th edition
Unit 11 Grammar Teacher’s notes
In the year 2030  SB p93 Advanced

Pre-activity  (10 minutes)

Aim
• Write on the board various years in the future up to 2030, e.g. 2020,
To discuss various future scenarios 2025, 2030 (note that this all depends on the year it is that you are
Language using this worksheet!).
Future forms in English
• Ask the students to discuss in pairs what changes they think there will
be in the world in those years. Elicit responses with the whole class.
Skills
Speaking and Listening Procedure  (25 minutes)
• Explain that students are going to discuss various future scenarios.
Materials
• Put students in groups of four. Give each group a complete set of cards,
One copy of the worksheet per group of four and place them face down on the table.
students, cut up into cards; a stopwatch or
• One student picks up the first card, reads it aloud, and then gives their
timer per group
response. The rest of the group then engage in a discussion giving their
opinions. Allow two minutes for this.
• The next student picks up the second card and does the same (i.e. reads
it aloud, gives their opinion, and then the whole group discusses for
two minutes).
• Continue in this way until all the cards have been discussed.
• As feedback, ask each group to describe one of the situations that they
felt had a lively discussion.

Extension  (15 minutes)

• In pairs or different groups, ask the students to write their own
predictions for the year 2030. The students can either write them on a
piece of paper or you could distribute slips of paper for them to write
each one on.
• Collect the predictions in and give them to another pair/group to
discuss their opinions.
• As feedback, ask each pair/group to describe the most interesting
prediction they were given.

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 5th edition
Unit 11 Vocabulary
Find the synonyms  SB p96 Advanced

Some of her comments were

We were rather perplexed by her behaviour.
also utterly baffling.

The one that’s just come out

I think his novels are pretty mediocre.
is really second-rate.

Skinny jeans are trendy right now. But I doubt they’ll stay in fashion long.

In the ’20s, the economy The uncontrolled rise in prices

experienced rampant inflation. wiped out many people’s savings.

Her entrance was impeccably She really has an immaculate

designed to gain maximum attention. sense of timing.

We need to make some crucial changes

The situation is really getting quite urgent.
if the company is to survive.

The selection system is completely unjust. It’s clearly biased in favour of rich students.

Can you give me a rough estimate? I guess it’ll cost approximately £600.

After a lengthy interrogation,

After admitting it, she broke down and cried.
she confessed to the crime.

He’s always bragging about his car. I know. He’s boasted to me about it, too.

We went to a fancy restaurant I daren’t tell you how much it cost.

on my birthday. It was really posh!

The theory was complicated

It involved some pretty complex mathematics.
and hard to follow in places.

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Unit 11 Vocabulary Teacher’s notes
Find the synonyms  SB p96
Aim
To play a card game matching sentences
which contain near synonyms
Language
Synonyms
Skills
Speaking
Materials
One copy of the worksheet per group of
four students, cut up into cards; access to a
dictionary for the Extension activity
Answers
Main activity
perplexed/baffling unjust/biased
mediocre/second-rate rough/approximately
trendy/in fashion confessed/admitting
rampant/uncontrolled bragging/boasted
impeccably/immaculate fancy/posh
crucial/urgent complicated/complex
Extension
ancient/antique = very old. Ancient objects or
civilizations existed thousands of years ago (e.g.
ancient Greece); antique objects, furniture, etc. are
70 or more years old.
moist/damp = slightly wet. Moist usually describes
something pleasant (e.g. moist cake); damp is
unpleasant (e.g. a cold, damp cellar).
witty/amusing = funny. Witty means ‘funny and
clever’ (e.g. a witty play/speaker); amusing means
‘funny and enjoyable’ (e.g. an amusing game).
cool/chilly = slightly cold. Cool is usually pleasant
(e.g. a long cool drink); chilly is too cold to be
comfortable (e.g. You’ll need a jumper – it’s chilly
outside.).
fake/false = not real; artificial. Fake means ‘not
genuine/made to look like something else’ (e.g. fake
fur/leather; The painting was fake.); false means ‘not
natural’ (e.g. false teeth/eyelashes).
Headway 5th edition © Oxford University Press
5th edition
Advanced
Pre-activity  (5 minutes)
• Call out words and ask students to tell you a synonym for each, e.g.
skilled (talented), persuade (convince), lie (deceive), amazing (fantastic).
Procedure  (20 minutes)
• Explain that students are going to play a card game matching
sentences which contain near synonyms.
• Put students in groups of four and give each group a set of cards,
placed face down in a pile with the first card turned over so that it is
face up on the table.
• Ask students to take it in turns to turn over a card from the pile. The
student reads the sentence on the card to the rest of the group and
checks that everybody understands what it means. If the playing
student can match this card with a card which is already on the table,
he/she keeps the pair. If not, he/she places the card face up on the
table, and play passes to the next student. The next student can either
turn over another card, or match a pair of cards that are already on the
table, if the previous student has failed to spot them. Monitor and help
as necessary.
• The game continues until all the sentences have been matched. The
student with the most pairs is the winner.
Extension  (20 minutes)
• Put students in pairs and ask them to write sentences to illustrate the
following pairs of near synonyms: ancient/antique, moist/damp, witty/
amusing, cool/chilly, fake/false. They can check the meaning of the
words in a dictionary, if necessary. Monitor and help while students are
working.
• Put pairs together with another pair. Each pair reads out their
sentences, but leaves out the target word. The other pair must say
what the missing word is.
• Have a class feedback session to discuss the differences in meaning
between the synonyms (see Extension answers for definitions).
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 5th edition
Unit 11 Communication
High or low tech  SB p98 Advanced

Read the presentation and complete the gaps with phrases a–k.

a will outline d Let’s start by looking at g anyone has any questions j manufacturing
b To sum up e investment h are covered k am responsible for
c Secondly f Firstly i a gap in the market

Good afternoon, and thank you for coming to and have difficulty when writing and taking notes
this presentation. My name’s Mark Wilson and I in conventional notebooks. 7  ,
1
research and development at in the developing world, there is no other company
Lefties Inc. 2
why there’s room 8
these products. We could
for more products for left-handed people and why therefore corner the market in such regions, not
we need 3 from people like you. only for the notebooks but also for other products,
such as left-handed scissors and potato peelers.
4
 , although many areas of Now I 9 the costs involved and
difficulty for left-handers 5 by the timescale for development. I propose a 20%
other companies, there is still 6
increase in investment over the next 18 months.
for our new invention of spiral notebooks with the 10
 , we have the ideas and the
spiral and the margins on the right rather than the technology, and what we need is your investment. If
left. Approximately 15% of children are left-handed 11
 , I’ll be pleased to answer them.

  
A A self-locking bike
(a bike that can be bent to tie itself to a post,
so it is impossible to steal)
• Description of the invention
• Why it is needed/benefits to society
• How many people would buy it
• How much it would approximately cost to develop and produce
• Reason why investors should take it on

  
B A see-through doorknob
(a glass doorknob which allows you to see inside the room)
• Description of the invention
• Why it is needed/benefits to society
• How many people would buy it
• How much it would approximately cost to develop and produce
• Reason why investors should take it on

  
C A worrier’s app
(an app which lets you check that you have locked the door,
fed the cat, turned off the iron, etc.)
• Description of the invention
• Why it is needed/benefits to society
• How many people would buy it
• How much it would approximately cost to develop and produce
• Reason why investors should take it on

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 5th edition
Unit 11 Communication Teacher’s notes
High or low tech  SB p98 Advanced

Pre-activity  (10 minutes)

Aim
• Ask students which invention they think has been the most influential
To present a new invention; then discuss in the modern age and which they wish had never been invented.
different inventions and agree on the best • Ask students to discuss the questions in threes and then report back to
one to invest in the class.
Language
Technical vocabulary Procedure  (40 minutes)
Language of presentation • Give all students a copy of the gapfill part of the worksheet. Ask them
to read the presentation and complete the gaps individually before
Language of discussion and agreement
checking their answers in pairs. Check answers with the class.
Skills • Divide the class into three groups, labelling them A, B, and C. Give out
Speaking the appropriate invention card to each student.
• Ask students to work in their groups and plan a presentation of their
Materials
invention using the notes on their card. Tell them they can use their
One copy of the top part of the worksheet imagination to fill in the details of the invention. Monitor and help as
per student; one copy of the bottom part cut necessary.
up per three students • Redivide the class into groups of three, each made up of one student
from groups A, B, and C. Tell students they should each present their
invention to the group, using some of the language and phrases from
the gapfill presentation.
Answers • The group should then discuss the three inventions and reach
1 k agreement on which one to invest in. Tell them they must be able to
2 d explain the reasons for their decision. Monitor and help while students
3 e are working.
4 f • Ask a representative from each group to present their decision to the
5 h
class, explaining which invention they chose and why.
6 i
7 c • Have a class vote at the end to decide which invention students think is
8 j the most useful and most likely to succeed.
9 a
10 b Extension  (10 minutes)
11 g
• Ask students to write a description of their favourite invention without
mentioning the name. Ask them to swap descriptions with a partner
and guess their partner’s invention.

D001017

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