5th edition

Unit 12 Grammar
Criss-cross quiz  SB p102 Advanced

Student A
Help Student B complete the crossword by reading out the ‘down’ clues.
Listen to Student B’s clues to help you complete the ‘across’ answers.
DOWN
1 2 3 4 5
1 The company was doing badly, and  , A S O T I
they had to make some people redundant. (2, 1, 11) S I W O N
2 she had already decided to leave, we couldn’t A N I
6
A O C
get her to change her mind. (5) 7
C C N S A N
3 the new regulations, the visa application
process is more complicated. (5, 2) O E G A S E
8 9
4 ‘I really fancy eating out tonight.’ ‘Me  .’ (3) N T R O E V
10
5 Give me your number just I need to S O E T E
contact you. (2, 4) E S H R
6 Jake spent five years in China, and  , Q
11
A U E T
he can now speak Mandarin fluently. (2, 1, 6) 12
U L L R H
7 The rent is a little high;  , it’s a lovely flat and
so we’ll take it. (12) E T T W E
13
9 We’ll have to leave in the next five minutes;  , N H S I L
we’ll be late for check-in. (9) C O P
14
S E
11 it’s a very tempting offer, we’re going to E
15
U I E S
have to refuse. (8) 16
G T S
13 He ran into the burning building to save the cat in 17
of the danger to himself. (5) H E

Student B
Help Student A complete the crossword by reading out the ‘across’ clues.
Listen to Student A’s clues to help you complete the ‘down’ answers.
1 2 3 4 5 ACROSS
A S S O O N A S
1 it started raining, they decided to
go home. (2, 4, 2)
6
A L S O 6 Not only is she a great singer, but she writes
7
her own songs. (4)
8 We were unable to get funding and had to
8 9 abandon the project. (9)
T H E R E F O R E
10
10 They were whispering to each other that
S O nobody else could hear them. (2)
12 she gets a ten for her last module, she
11
might even fail the course. (6)
12
U N L E S S 14 having interviewed both candidates twice,
they still couldn’t agree on who to choose. (7)
13
15 I never really enjoyed opera I went to
La Scala in Milan. (5)
14
D E S P I T E 16 well as French and Italian, she also speaks
15
U N T I L fluent Greek. (2)
16
A S 17 That restaurant is usually good. Last night,  ,
17 it was awful! (7)
H O W E V E R

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 5th edition
Unit 12 Grammar Teacher’s notes
Criss-cross quiz  SB p102 Advanced

Pre-activity  (5–10 minutes)

Aim
• Dictate four sentences to the class:
To practise linking clauses in a Pietro is a good student.
communicative crossword activity He got up late this morning.
Language He was late for class.
The teacher didn’t mind.
Linking devices
• Elicit different ways of connecting the sentences using however, so,
Skills because, although, etc. Show that the linking words can add purpose,
Listening and Speaking contrast, extra information, and so on.

Materials Procedure  (25 minutes)

One copy of the worksheet per pair of • Explain that students are going to work in pairs to complete a
students, cut in half crossword with different linking devices.
• Put students in pairs and give each student their half of the worksheet.
Tell them not to show their worksheets to each other. Show them that
each student has half of the completed crossword. Student A has all
Answers the ‘down’ answers and clues; Student B has all the ‘across’ answers
and clues. Explain that each student will take it in turns to read out a
Down gapped sentence. The gapped word or phrase (a linking device) is the
1 as a consequence
answer to the clue.
2 Since
3 Owing to • For the gap, students can say Beep or something similar. The number
4 too of letters for each answer is also supplied, and students should give
5 in case this information to their partner with each clue. Students need to think
6 as a result about the meaning of the sentence and the number of letters in the
7 nevertheless answers in order to work out the missing word or phrase. Do ‘1 down’
9 otherwise with the class as an example.
11 Although
13 spite
• Students take turns to read out their clues and complete their
crosswords.
Across • Monitor and help as necessary. The activity continues until both
1 As soon as
students have completed their crossword.
6 also
8 therefore • Fast finishers can write new sentences for some of their clues.
10 so • Check answers as a class at the end.
12 Unless
14 Despite Extension  (15 minutes)
15 until
16 As
• Write the seven categories from Student’s Book p102 on the board:
17 however time, addition, contrast, reason, result, purpose, and condition. In the
same pairs, ask students to place the crossword answers in each
category.
• Then supply the following linkers:
by the time, meanwhile, in the end, once, before, while/whilst, in
addition to, furthermore, what’s more, not (even), though, whereas, while,
despite, yet, all the same, because of, seeing as, due to, so as not to, so that,
so as to, in order to, so/as long as, provided that, supposing.
• In their pairs, ask students to put the linkers in the correct category, and
then to rewrite the sentences on both their worksheets using different
linking words or phrases.
• When they have finished, invite students to read out some of their new
sentences. As a class, discuss the difference in style that is created by
their new words.

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 5th edition
Unit 12 Vocabulary
A storm in a teacup  SB p101 Advanced

sb’s interest
spark a whirlwind romance
in sth

a bright/
idea tighten our belts
half-baked

(an idea) than you

in a flash bite off more
comes to you can chew

under
a shady character be snowed
with work

end on
a shining example note
a sour

a hot topic food for thought

hanging
a cloud time flies
over sb

not have keep

idea above water
the foggiest your head

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 5th edition
Unit 12 Vocabulary Teacher’s notes
A storm in a teacup  SB p101 Advanced

Pre-activity  (5 minutes)
Aim
• Write heart, light, and storm on the board. Put students in pairs. Give
To play a card game making metaphors and them two minutes to think of as many idioms as they can with these
idioms words (e.g. heart: a heart of gold, lose/take heart, break sb’s heart; light:
Language light at the end of the tunnel, see the light, as light as a feather; storm: take
sth by storm, weather the storm, a storm in a teacup).
Metaphors and idioms
• Have a class feedback session to review their suggestions.
Skills
Speaking Procedure  (25 minutes)
• Explain that students are going to play a card game making metaphors
Materials
and idioms.
One copy of the worksheet per group of • Put students in groups of three and give each group a set of cards
three students, cut up into cards; one copy placed face down on the table.
of the worksheet, not cut up (to act as an
• Ask students to take eight cards each, but not to show them to anyone
answer key)
else in their group. Students leave the remaining cards in a pile on
the table.
• Students take it in turns to play. If they have two cards which make a
metaphor or an idiom, they can lay the cards face up on the table in
front of them. They must then say a sentence using the words on the
cards. The rest of the group must decide if it is correct, or they can ask
you to adjudicate if necessary. If it is not correct, the student must pick
the cards up again.
• For each card they lay down, they must pick up another from the pile.
If they can’t make any metaphors or idioms, they place one of their
cards at the bottom of the pile and pick one up from the top of the pile.
Monitor and help as necessary.
• Play continues around the group, and students lay down any new
metaphors and idioms they can make.
• The game continues until all the cards have been used. The student
who made the most metaphors and idioms is the winner.

Extension  (15 minutes)

• Put students in pairs and ask them to write five gapped sentences with
some of the idioms and metaphors on the worksheet, e.g. Makiko didn’t
have the how to answer the question. It was a mystery to
her. (foggiest idea). Monitor and help as necessary.
• Ask pairs to swap their sentences with another pair to complete.

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 5th edition
Unit 12 Communication
Just 30 seconds  SB p107 Advanced

S TA R T

1 2 3 4 5
How Miss a turn Give six
Name six
will the world Name eight expressions that
genres of
be different emotions. use reflexive
books.
in 100 years? pronouns.

10 9 8 7 6
Miss a turn Give three The pros Give six
My biggest phrasal verbs and cons of adverb and
culture clash with up and giving to adjective
three with down. charity collocations.

11 12 13 14 15
Give three
My most What reasons
Why I hate phrasal verbs
unexpected Stereotypes are there for
reality TV with on and
friendship going to war?
three with off.

20 19 18 17 16
Define a Give three What Miss a turn
Why might
level playing field, workplace differentiates
people have
a grey area, jargon humans from
cosmetic surgery?
and a fine line. expressions. animals?

21 22 23 24 25
Miss a turn Give three Miss a turn
Name six
expressions The placebo
modal auxiliary
for looking on effect
verbs.
the bright side.

30 29 28 27 26
The
Give six nouns Miss a turn most important My worst
A topic
made from historical event travel
of your choice
phrasal verbs. of the 20th or experience
21st century

END

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Unit 12 Communication Teacher’s notes
Just 30 seconds  SB p107
Aim
To speak on a topic for 30 seconds without
hesitation or repetition, or to answer quiz
questions in 30 seconds
Language
Revision of grammar and vocabulary from
the book (note that the page reference is for
‘The last word’ as this is the last page of the
Student’s Book).
Skills
Speaking
Materials
One copy of the worksheet per group of
four students; a dice, four counters, and a
stopwatch or timer per group
Headway 5th edition © Oxford University Press
5th edition
Advanced
Pre-activity  (5 minutes)
• Ask students what their favourite topic from the Student’s Book was
and why. Put students in pairs or small groups to discuss the question
and then report back to the class.
Procedure  (45 minutes)
• Put students in groups of four and give each group a copy of the
worksheet. Make sure that each group also has a dice, four counters,
and a stopwatch or timer. Students can use coins instead of counters if
necessary.
• Explain that the aim of the board game is to move around the board
until they reach the end. The first student to reach the end wins.
• Explain that students take turns to roll the dice and move onto a
square. If the square contains a topic, they must speak on that topic
for 30 seconds without repeating vocabulary or hesitating. They can
repeat the topic words, and small words such as and, but, the, etc. are
not counted as repetition. If students hesitate or repeat a word, another
student can challenge. If the group decides that the challenge is valid,
then the student misses a turn. If the square contains a quiz question,
students must answer the question in 30 seconds. If they cannot give
the correct answer within 30 seconds, they miss a turn.
• Start the game. Monitor while students are playing, and note down
incorrect language.
• Stop the activity when one student in each group has reached the end.
• Write the examples of incorrect language you noted down on the
board. Correct the language with the whole class. You can also refer
students back to the relevant page in the Student’s Book.
Extension  (10 minutes)
• Discuss as a class which topics and questions were the most difficult
and why.
• Ask the students to discuss in groups what other topics and language
they can remember – you could also get them to set their own
revision quiz.
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