6 Making it big

Introduction to the unit Spoken English

When you ‘make it big’, you achieve success, wealth and
• Using informal expressions of quantity. (SB p63)
fame. This unit is all about success and covers successful
brands and individuals. Everyday English
The Language focus is expressing quantity, with particular • Useful business phrases and a wide range of numbers.
attention to countable and uncountable nouns. Students Students revise and deepen their knowledge of how to
have extensive practice of matching expressions of say dates, times, phone numbers, fractions, etc. (SB p68)
quantity to uncountable and plural countable nouns in
order to talk about amounts accurately. Tasks include
sorting countable and uncountable nouns, completion of
Skills development
questions and sentences with quantifiers, and rephrasing
sentences using different expressions of quantity.
Reading
The first reading text, about the entrepreneur Elon Musk, Elon Musk SB p60
helps students to identify expressions of quantity and find • An article about this famous businessman and inventor.
synonyms for them to expand their vocabulary.
The Reading and speaking about LEGO and IKEA is a jigsaw Scandi successes SB p64
task. Students read and relay information to a classmate. • A jigsaw reading exercise about LEGO and IKEA.
They also discuss their opinions of the founders of the two
companies. Listening
Students practise their Speaking skills in a creative
extended group activity where they plan a new restaurant Advertisements SB p67

and prepare and deliver a business presentation. • Listening to five radio advertisements in order to identify
Listening work in this unit includes extracting information product and selling point, complete a chart with further
from radio advertisements and then students produce an information, and answer questions about the content.
advert of their own which they present to the class.
The main Vocabulary focus is pronunciation-related – how Speaking
changing the stress in some two-syllable words affects • Conducting a class lifestyle survey and relaying the results.
grammar and/or meaning. (SB p63)
Everyday English is about business and numbers, with • Discussing the lives of successful entrepreneurs and
two-part exchanges to introduce useful business phrases speculating about starting your own business. (SB p64)
and a wide range of different numbers. Students revise • Opening a restaurant – developing a business strategy
and learn more about how to say dates, times, phone and preparing a business presentation. (SB p66)
numbers, fractions, etc.
In Writing, students read a consumer survey report about Writing
young people’s attitudes to food and analyse the structure
and content. They then produce and carry out a survey. Report writing – A survey SB p136

Finally, students produce their own survey report. • Writing a five-statement survey, conducting research, and
writing a well-structured report of the findings.

Language aims Additional material

Workbook
Language focus The language focus of this unit is on quantity and
Expressions of quantity SB p60 countability, reviewing many of the easily-confused
• Matching expressions of quantity to uncountable and elements of describing quantity. There is also further work
countable nouns to talk about amounts accurately. on combining nouns and prepositions, a focus on money,
and practice in identifying noun and verb forms through
• Discussing the differences between common countable
shifting stress patterns.
and uncountable nouns.
Photocopiable activities
Vocabulary and pronunciation There are photocopiable activities to review grammar
• Two-syllable words which can be stressed in different (Political parties), vocabulary (Where’s the stress?) and
ways, according to whether they are nouns, adjectives or communication (Nine to five). These can be found at the back
verbs. (SB p66) of this Teacher’s Guide as well as on the Teacher’s Resource
Centre. There is also a worksheet to accompany the video on
the Teacher’s Resource Centre.

Headway 5th edition © Oxford University Press Unit 6 • Making it big – Overview 79
 Notes on the unit Students underline the words that go with the
expressions of quantity in each of the three groups. Let
Unit opener page them check in pairs before checking with the class.
Choose from these activities to engage your students with Answers
the topic and target language of this unit: a few difficulties/failures
• Talk about the title not many problems/plans
several times/emails/people
• Talk about the unit goals (Grammar, Vocabulary, …) very little time/room/confidence
• Talk about the photo not much unemployment/work/success
• Talk about the quote a bit of luck/fun/difficulty
• Watch the video a lot of enthusiasm/energy/children/girls
enough eggs/food/knives/cutlery
• Look at the bottom banner hardly any money/experience/problems/friends
• Do the activity
2 Read the question as a class and then give students
Point to the title of the unit Making it big. Focus students’
time to discuss their answers in pairs. If necessary,
attention on the photo and elicit some ideas about what it
briefly review the terms countable and uncountable.
shows.
Check the answers with the class.
Video introduction (6 minutes approximately): Before
beginning the unit, you could ask the students to watch the Answers
video introduction, which can be found on the Teacher’s a few, not many, several: used only with plural countable nouns
Resource Centre at headwayonline.com. The video very little, not much, a bit of: used only with uncountable nouns
a lot of, enough, hardly any: used with both uncountable and
features speakers from a variety of countries expressing their
plural countable nouns
opinions about the unit theme.
You could ask your students to answer the same questions
themselves in class to engage with the unit topic, or you
The sky’s not the limit!
could use the video either within or at the end of the unit.
Don’t forget that there are many exercises to consolidate About the text
and practise the target language of the unit in the Workbook The text is a profile of the entrepreneur and inventor Elon
as well as online. There are links to these exercises on the Musk. It gives details of his businesses and projects and a
relevant pages of the Student’s Book and they can be done small amount of personal information. Students complete
in class time or you can set them for homework. questions about Elon Musk using quantifiers and answer
Summary: If you don’t have time to watch the video, use using information from the text. They then listen to a similar
the title and the photo to help students understand and text about him to focus further on the quantifiers.
engage with the topic, and then move straight on to the The text mentions the apartheid government in South
activity so that they can discuss the theme in more detail. Africa. This refers to the system of white minority rule and
Notes for activity: segregation and oppression of non-white people which
1 Put students into pairs and ask them to discuss the existed until the 1990s. Students will undoubtedly have
questions. Check answers with the class. heard of Nelson Mandela, who is the most famous opponent
2 Ask students to read the quote by Michael LeBoeuf of apartheid and helped to bring it to an end.
(business author). Put students into pairs to discuss the Other vocabulary you may need to teach/check includes:
questions. Elicit interesting answers in feedback. bullied, military service, struggle, booming, seize (an)
opportunity, found a business (= set up), venture (n), fanatic,
Language focus SB p60 enthusiast, dock (v), have several things on the go (= several
things in process simultaneously), artificial intelligence,
Expressions of quantity tunnel-boring machine.
TEST YOUR GRAMMAR 1 Write the name Elon Musk on the board and elicit what
This section aims to test students’ ability to recognize the students know about him. Focus attention on the
which expressions of quantity are used with plural photos to elicit more if possible. Elicit the answer to the
countable nouns and which are used with uncountable question.
nouns. Work through the exercises fairly quickly, avoiding
any lengthy grammar explanations at this stage. Answer
The photos show that Elon Musk has business interests in space
1 Elicit the words that go with a few as an example. Elicit
rockets and cars. (Other information about him is contained in
that the reason why the other words aren’t possible
the text.)
is because they are uncountable and a few is used
with countable nouns. With weaker students, you 2 Students read the full text about Elon Musk. Put them in
could go through the vocabulary sets first, dealing pairs to discuss what they’ve learned about his character.
with any comprehension queries (and the rather tricky Elicit ideas from the class.
pronunciation of enthusiasm /ɪnˈθjuːzɪæzəm/).
Possible answer
He could be described as determined, smart, perceptive,
innovative.

80 Unit 6 • Making it big Headway 5th edition © Oxford University Press

 3 Focus students’ attention on the instruction and example. would desire – the Roadster sports model can accelerate from 0 to
Elicit an answer to What was it like? 60 mph in 3.7 seconds. His company, SpaceX, successfully launched
its Falcon 9 rocket in 2012. There have been quite a few private
Students work on the task individually. Monitor and help rocket enthusiasts, but Musk’s rockets were the first to dock with
students to self-correct any mistakes. Put students in pairs the International Space Station. In 2018, a bigger rocket, the Falcon
to ask and answer the questions together. Heavy, took a Tesla Roadster into space! The two types of Falcon
Go through the answers with the class. rocket are reuseable – every rocket booster can land and be used
again.
Answers Musk currently has six companies on the go, and numerous
1 much; little information is known about his early life, but it projects, including artificial intelligence, solar energy, and a new
wasn’t happy. tunnel-boring machine (that idea came while he was stuck in traffic).
2 much; there was a great deal of discipline from his father. His tunnelling company is called The Boring Company.
3 long; 18 years – he left to avoid military service.
4 many; two days. He dropped out because the Internet was
LANGUAGE FOCUS
booming and he wanted to seize the opportunities it offered.
5 long; a short time – he founded Zip2 and PayPal. Possible problems
6 much; $187m. He used the money to fund alternative 1 Singular or plural? Students sometimes get confused
technology projects and space travel. as to which phrases take a singular or plural verb, e.g.
7 many; 3.7 seconds. It went into space. Everybody is …, but All the people here are … . Typical
8 many; several. It’s funny because of the double meaning of
errors include:
the word ‘boring’.
*Everybody are happy.
4 Point out that the words in the left column of the *There is a few people here.
chart are from the text the students have read and are *Both candidates is good.
highlighted in the text. With a weaker group, give them 2 Countable or uncountable? This is perhaps the most
a few minutes to remember and check in the text what confusing area for a number of reasons.
each quantifier refers to. Words that are uncountable in English may be countable
Tell them to listen to a recording which is almost the same in other languages, e.g. advice, information, luggage,
as the text they’ve read and catch the quantifiers which furniture, etc. Students need to remember the basic rules
have similar meaning, in order to complete the table. that many and (a) few are used with countable nouns,
and much and (a) little are used with uncountable nouns.
e 6.1 Play the recording to … a lot of harsh discipline
Typical errors include:
around so they’ve heard the examples. Check they
*I’d like some advices/informations.
understand what to do. Play the recording from beginning
*He hasn’t got many money.
to end. Check answers with the class.
*I know little people in this town.
Answers Some nouns can be both countable and uncountable,
Reading text Listening text with a difference in meaning, e.g. coffee (uncountable
not a lot of hardly any when meaning coffee in general), a coffee (countable
all all of when meaning a cup of coffee).
have too few don’t have enough There is also sometimes a difference between the
two a couple of material and an object, e.g. glass (uncountable when
countless endless referring to the material) and a glass (countable when
a short time not much time
meaning the object):
every car fanatic all (car) fanatics
plenty of quite a few
There is some broken glass on the road.
Both The two Can I have a glass of water?
each every 3  A few/a little v few/little. The difference between a few/a
several six little, which have a positive, ‘optimistic’ meaning, and
a great number of numerous few/little, which have a negative, ‘pessimistic’ meaning,
can also be confusing. Compare these sentences (where
the number of party guests may be the same):
e 6.1 Elon Musk
A few people came to my party. – Not many people, but
Elon Musk was born in 1971, in South Africa. Few facts are known
about his early life, but it clearly wasn’t happy. His parents divorced it’s OK.
when he was ten, and Elon lived with his father. It seems there was a lot Few people came to my party. – Not many people and I’m
of harsh discipline around, and hardly any love, and he was also bullied unhappy about that.
at school. He thinks all of these difficulties made him strong, however, 4 Using of. Some expressions always include of, e.g. a lot
and worries that his children don’t have enough struggles in life! of/a great deal of. Most quantifiers can use of when it
Elon left South Africa in 1989, to avoid doing military service for the is followed by a determiner, e.g. the/my/those, etc., but
apartheid government. He graduated in physics and economics in
not without a determiner or in a short answer. This can
the US, and started a PhD in Physics, but dropped out after only a
couple of days. The Internet was booming, and Elon wanted to seize be confusing, particularly when the students’ L1 works
the endless opportunities it offered. In not much time, he made differently. Common errors include:
$187 million from founding and selling Zip2, which produced online *I haven’t got enough of money.
city guides, and PayPal. He used the money to fund the ventures *Several my friends like music.
closest to his heart – alternative technology and space travel. ‘How many people were at the match?’ *‘A lot of.’
Musk’s car company, Tesla, makes electric cars that all car fanatics
1 Put students in pairs to discuss the answers to the
questions. Go through the answers together.

Headway 5th edition © Oxford University Press Unit 6 • Making it big 81

 Answers 5 A How much salt do you put on your food?
We use (a) few with countable nouns and (a) little with B I don’t put any on – I know how bad it is for you!
uncountable nouns. 6 A How many pairs of jeans do you own?
We use a great number of with countable nouns and a great deal B Just these. Oh, and an old pair I’d never go out in!
of with uncountable nouns. 7 A How many books do you read in one year?
We use a lot of/hardly any with both countable and B Probably three or four – sometimes all on one holiday!
uncountable nouns. 8 A How many films do you see in a month?
2 Students read the question and two possible answers. B It depends on what’s out – sometimes none!
9 A How much exercise do you do every week?
Elicit the answer and the reason why.
B I go for a run two or three times a week.
Answers 10 A How many languages do you speak?
A is happier than B because a few and a little usually express B Three – Spanish, English and a little Greek.
positive ideas. They mean ‘a small number/amount but some’.
Few and little usually express negative ideas. They mean ‘not 2 Focus students on the four possible ways to complete the
many/much’ or ‘almost no’. gaps: a(n), many, much or no word needed (signified by a
3 Focus students’ attention on the chart. Ask them to dash). Elicit the full sentences in 1 as examples.
underline the nouns which can be both countable and Students complete the sentences individually. Let them
uncountable and decide which they are in each case. check their answers in pairs before checking with the
Put students in pairs to check their answers and talk class. Encourage students to say why each option is
about the difference in meaning. correct, e.g. in number 1 the first use of fire is general (and
Elicit answers from the class and check together. uncountable). A fire in the second sentence is one specific
fire (and it’s countable).
Answers
I do a lot of business in China. – business is uncountable as it Answers
refers to the activity/process 1 Children mustn’t play with – fire.
I’ve opened a business there. – business is uncountable as it It’s cold! I’m going to light a fire.
refers to a company 2 I never had much success as a salesman.
I love chocolate! – chocolate is uncountable as it refers to the Elon Musk’s first business venture was a big success.
food in general 3 I prefer – black coffee to white.
Have a chocolate! – chocolate is countable as it refers to a small Could I have a black coffee, please?
piece of chocolate wrapped and presented with others in a box 4 The hotel is right in the city centre, so you have to expect –
noise at night.
Refer students to Grammar reference 6 .1 on SB pp156–8. Shh! What was that? I heard a noise outside the window!
5 What a lovely room! And such nice furniture!
Practice SB p62 There isn’t much room in the back of the car, but you’ll be OK.
6 Could you get a paper while you’re out – The Times or The
Countable or uncountable? Guardian?
1 If necessary, briefly review the use of How much … ? There’s not much paper in the printer – you’ll need to put
with uncountable nouns, and How many … ? with plural some more in.
countable nouns. Focus on the cues and check the tenses
3 Focus on the example word pair and on the chart. Put
students need to use (mainly Present Simple; Present
students in pairs to match the words and put them in the
Perfect in number 3).
correct column. Check the answers together.
Elicit the first two questions as examples. Give students
time to form the questions. Monitor and help as Answers
necessary. Students ask and answer in pairs. Monitor Countable Uncountable
and check that students are forming in pairs correctly. journey travel
Highlight any common mistakes for class correction. job work
chair furniture
e 6.2 Play the recording so that students can compare suggestion advice
their answers. Ask students to feed back to the class with apple fruit
an example about their partner. suitcase baggage
problem trouble
Answers and audioscript fact information
e 6.2 How much ... ? or How many ... ? lorry traffic
1 A How much money have you got on you?
B About 30 euros. 4 Focus on the example sentences. Put students in pairs.
2 A How many cups of coffee do you drink a day? One student in each pair is A and the other is B. Give each
B Too many! About five or six usually. pair of students a pair of words from exercise 3. Instruct
3 A How many times have you been abroad? Student As to write a sentence using the uncountable
B Oh, about … ten, I think. word and Student Bs to write a sentence with the
4 A How much time do you spend watching TV? countable word. Monitor and get students in their pairs to
B Not that much – apart from Netflix binges! share their sentences.
They should do this again with two more pairs of words,
which they can choose for themselves. Monitor and help
as necessary. Note any points for correction with the class.

82 Unit 6 • Making it big Headway 5th edition © Oxford University Press

 In class feedback, invite pairs of students to read out their 9 Elicit the scores from each group and collate them on
sentences. Do any necessary error correction. the board so students can add a class total to the final
column.
Expressing quantity Go through the quantity expressions in the box, dealing
5 Focus on the example. Give students time to rephrase the with any pronunciation difficulties. It’s a good idea to elicit
sentences using the prompts. A weaker group might find the expressions in order from all to none and write them
it helpful to work in pairs. Monitor and help as necessary. on the board in a cline:
Elicit answers from the class. You could invite students to 100% = all of us/everybody
write their sentences on the board to change the class nearly everybody
dynamic. Talk about the changes needed to rephrase the
most of us
sentences using different quantifiers, e.g. using a positive
or negative verb form, or a singular or plural verb form. quite a lot of us/quite a few people
Make sure any mistakes which involve double negatives a few of us
are dealt with, e.g. *I didn’t eat almost nothing. very few of us
Answers hardly anyone
2 We’ve got very little fruit. We’ve got hardly any fruit. 0% = nobody/none of us
3 There are no tomatoes. There isn’t a single tomato. In particular, the phrase quite a few of us often confuses
4 We’ve got loads of time to get ready. We’ve got plenty of students because few generally indicates a small number,
time to get ready. but this phrase has the same meaning as quite a lot. It’s a
5 I only have a couple of bags/suitcases. I have two bags/
popular phrase and often used, so it is worth learning.
suitcases.
6 Did you spend much time in France? Did you spend a lot of You could also remind students that -body and -one are
time/days in France? used as exact synonyms in combination with some-/
7 I get very little holiday. I don’t get much holiday. every-/any-/no-, so for example everybody and everyone are
8 I’ve put on a huge amount of weight. I’ve put on far too interchangeable.
much weight. I’ve put on loads of weight. Focus on the example and elicit a few more sample
9 There weren’t many cars on the road. There were very few sentences, e.g. Quite a lot of us go for long walks. Very few
cars on the road.
of us cook for friends. If necessary, remind students of
10 We’ve had some trouble with our Wi-fi. We’ve had a few
when a third person singular verb form must be used, e.g.
problems with our Wi-fi.
11 None of my friends is/are married. Not one of my friends is Everybody enjoys shopping. / Nobody does puzzles. / Hardly
married. anyone eats out often.
12 Chris works all the time. Chris works the whole time. Give students a few moments to look at their survey
13 I didn’t eat much yesterday. I ate almost nothing yesterday. answers and prepare their feedback. You could ask them
to discuss the results of the survey in pairs.
6 Focus students’ attention on the cartoon and give them a
Elicit sentences for each of the prompts in the survey.
moment to get the joke, then elicit why it is funny.
Encourage comment on any surprising or interesting
Answers findings about the class.
The cartoon is funny because little as a quantifier is only used
with uncountable nouns. You could say there were very few people SPOKEN ENGLISH loads of
about quantity. With a plural countable noun such as people it 1 Read the introduction and focus on the examples as a
refers to their size. class. Check the quantity expressions by asking concept
questions, e.g. Is loads of a big or small amount?
7 Elicit the correct alternative in number 1 as an example.
Tell students they are going to hear nine sentences
Give students time to complete the task. Let students
containing the phrases in the exercise. They need to
check their answers in pairs and then check with the class.
listen for the key words to complete the phrases.
Answers e 6.3 Play the recording. Students complete the
1 very little 5 Everybody task. Check the answers. It’s worth pointing out that
2 a few 6 Everything all of these phrases indicate large quantities. Also,
3 a short time 7 Everyone
most of them can be used with both countable and
4 fewer 8 plenty of
uncountable nouns, but the following can only be
used with plural countable nouns: zillions of, hordes
A lifestyle survey of, umpteen. Point out that umpteen does not take
8 Put students in groups of four. Ask them to read the list the preposition of. Some have positive connotation,
of prompts. Deal with any vocabulary queries, referring to e.g. bags of = plenty/more than enough and some
the photos, e.g. puzzles, binge watch, box sets. You could negative, e.g. hordes of (which collocates with people of
ask them to use column S1 to note their own answers to all kinds, e.g. shoppers, students, fans, etc.).
the questions, marking each one with a tick or cross. If students need help with pronunciation, play the
When they are ready, they ask Do you … ? questions for all recording again and get students to practise the
the prompts and note the answers of the other students sentences.
in their group using columns S2, S3 and S4. Monitor
carefully and if necessary, give a time limit to the end of
the activity to help ensure they all finish at the same time.

Headway 5th edition © Oxford University Press Unit 6 • Making it big 83

 Answers and audioscript Answers
1 for the attention of
e 6.3 Informal expressions of quantity
2 in Nottingham, a medium-sized English city
1 There’s no need to rush. We’ve got bags of time.
3 young people
2 Let Peter pay for the meal. He’s got loads of money.
4 Environmental awareness and health concerns are an
3 I’ve got zillions of ideas for future projects!
increasingly important factor for young people; there is
4 We’ve got heaps of food for the party – don’t buy any more.
already a growing preference for more stylish fast-food
5 When our daughter comes home from university, she always
outlets.
brings piles of washing.
6 I’ve got umpteen jobs to do this afternoon. 3 With a weaker group, go through/teach the following
7 I’ve got tons of things to tell you about!
vocabulary: preliminary, financial viability, expansion,
8 There were hordes of people in the supermarket today.
localities, rationale, urge, investigate, insufficient evidence.
9 I can’t come out at the weekend. I’ve got masses of
homework to do. Give students time to read the expressions a–k and then
read the survey again.
2 Focus on the examples. Give students two or three
minutes to think of ideas relating to themselves and Elicit the correct expression for number 1 as an example.
their friends. (They shouldn’t write them down as this is Put students in pairs to complete the task. Monitor and
about spoken English.) Then put them in small groups help as necessary. Check the answers.
to compare their ideas. Monitor and check the phrases Answers
are being used appropriately. 1 d  2 b  3 j  4 h  5 f  6 c  7 k  8 a  9 e  10 g  11 i

Additional material Writing a survey and report

For teachers
NOTE
Photocopiable activity – Grammar: Political parties
Fairtrade is a global movement which aims to ensure that
pp198–9
growers and producers in developing countries receive fair
For students payment for their products and have workers’ rights which
Online Practice – Look again are respected. This applies especially to small-scale farmers
Workbook pp38–42, exercises 1–11 and growers.
The Fairtrade Foundation was set up in 1992 by a group of
charities and organizations. It is the UK member of Fairtrade
Writing SB p136
International and one of the aims is to promote the concept
Report writing – A survey of fair trading practices to the buying public and to certify
The aim of this section is to present students with an goods where all the ingredients are Fairtrade, using the
example of a survey report based on research in which recognized logo.
participants responded on a scale from 1 to 5 to statements
4 Write Fairtrade on the board and check students
in a questionnaire. Students learn how to set out a report
understand the principle behind Fairtrade. Use the note
with appropriate headings, report the findings, and make
to give them further information if necessary. Ask students
recommendations. Then they create their own survey and
whether they buy Fairtrade products and whether they
conduct research which they then report, following the
support the idea.
model.
Read the survey instructions as a class. Focus on the
1 Lead in by asking students if they have ever taken part in a
example statement and the answer options. With weaker
customer survey, either online or on paper. You could find
classes, you could elicit other possible statements with the
out whether they have experience of dealing with market
whole class, e.g.
researchers in the street. Elicit a range of examples.
Discuss the questions as a class. Elicit a range of examples
• I prefer to buy products direct from the producer.
of fast-food outlets and establish if these are international • I always buy well-known brands.
or local. • I believe in helping the economies of developing
2 Read through the instructions and questions as a class. countries.
Deal with any vocabulary queries, e.g. potential, increase • I am prepared to pay up to 20% more than I pay now.
their market share, outlet. Give students time to prepare their statements and
Give students one to two minutes to read the report and conduct the survey. You can do this in class if you have at
find the answers to the questions. If necessary, remind least 20 students with a good range of ages and a mix of
them to read quickly to look for the information they male and female. Alternatively, you could ask students to
need. Let students compare their answers in pairs before carry out the survey on friends or family at home, or on
checking with the class. students and staff at your school. Check students know
how to work out the percentages for the statistics.
5 Give students time to write their report, using the data
they have collected. This can be done in class or set for
homework. Remind students to use headings and the
structure of the report as a model, and to build in the
expressions from exercise 3 in the correct place.

84 Unit 6 • Making it big Headway 5th edition © Oxford University Press

 When you check the students’ work, mark up errors using it isn’t a problem because they will learn them from the
the correction code as previously and, if possible, set reading texts.
aside some class time for students to correct their errors Focus students’ attention on the questions. Again, they
themselves. Monitor and assist where necessary. can discuss in small groups. Elicit students’ ideas in a
SUGGESTION You could set a further survey and report whole-class feedback session.
task for students to carry out in pairs. Either they can come 2 Make sure students understand to only read the two small
up with a topic which interests them or you could give boxes ‘Success in stats’ and check they know stats is short
them one of the following to write statements about. The for statistics. Ask them to find the answer to the question.
procedure would be exactly the same as in exercise 4 and 5. Elicit the answer from the class.
Corrected versions can be displayed around the room for all
Answer
to read.
They’re very successful.
Getting a good night’s sleep
Mobile phone apps and how we use them 3 Read through the questions with the class. Deal with any
Fitting exercise into a busy lifestyle vocabulary queries, e.g. establish, founder, motto.
Pet ownership Now divide the class into two groups: A and B. Group A
Pollution and environmental issues reads about LEGO and Group B reads about IKEA. Make
sure they know that they are only to answer questions
Additional material
about one brand. Explain that they will tell another
For students student about what they learn. Give plenty of time for
Online Practice – Practice the task.
Monitor and assist where necessary. Students with the
same text can check their answers.
Reading and speaking SB p64
Answers
Scandi successes LEGO
1 in 1934 in Denmark
About the text 2 Ole Kirk Christiansen. An early story about how he was angry
There are two reading texts in this section. They relate the when his grandson only varnished their wooden toys twice,
story of two internationally famous brands: LEGO (founded rather than three times, shows he was focused on good
by Ole Kirk Christiansen in Billund, Denmark) and IKEA quality.
(founded by Ingvar Kamprad, of Småland, Sweden). Students 3 His grandson. He joined the business and helped make the
toys.
find out about the beginnings of the companies and the
4 ‘Only the best is good enough.’ He demonstrated it by
development of the brands to the present day. demanding quality and telling his grandson off when he tried
It is a jigsaw reading activity. Students read about one brand to cut corners.
only and then share their information with a classmate who 5 From the Swedish legt godt – meaning ‘to play well’.
reads about the other brand. 6 From a British company, Kiddicraft.
After answering questions on their text and sharing with 7 Quality and the endless creativity the product provided.
their partner, students focus on some of the key words in a 8 Sets can be complicated to construct and standing on LEGO
bricks in bare feet can be painful.
Vocabulary section. They also engage in discussion about
9 By 2003, sales were down and efforts to diversify were
some What do you think? questions. not successful and almost resulted in the company going
Don’t pre-teach any of the highlighted words from the bankrupt.
texts as students will work out their meaning in exercise 5. 10 1958
However, you could pre-teach some of the following: IKEA
LEGO text: manufacturer, woodworking workshop, layer of 1 In 1943 in Sweden.
varnish, lock, self-locking, assemble. 2 Ingvar Kamprad. When his father criticized him for getting up
IKEA text: dyslexia, mail-order company, household goods, too late, he took the off button off his alarm clock – this shows
luxury, affordable, persuade, boycott, showroom, flatpack, he was very driven.
3 His father – he gave him some money.
unscrew, self-assembly, frustrated.
4 ‘It’s better to sell 600 chairs at a lower price than sell 60 chairs
NB the text about LEGO mentions LEGOLAND which is at a high price’ – he then went on to sell furniture in bulk, as
a chain of family-oriented permanent theme parks (in cheaply as possible.
Denmark, the UK, Germany, Japan, Dubai, the US …). 5 The initials of his name and his boyhood address.
Also mentioned is the Great Depression, a major worldwide 6 His main competitor for his initial mail order company – they
economic depression during the 1930s which led to high sold furniture too.
unemployment and had negative effects on both rich and poor. 7 Low prices and flatpack furniture.
8 The instructions on the flatpack furniture.
9 There were early problems with wood supply, when suppliers
1 With books closed, write LEGO and IKEA on the board and
boycotted IKEA. They have also had some cultural problems
put students in small groups to brainstorm what they when expanding abroad, e.g. American customers thought
know about these brands. Encourage students to share glass vases were drinking glasses.
their knowledge with the class. Many will know some 10 2018
of the products made by these companies and which
country they originated in. If they don’t know a lot of facts,

Headway 5th edition © Oxford University Press Unit 6 • Making it big 85

 4 Make new student pairs of one Student A + one What do you think?
Student B so they can swap answers about their brand. Get students to read the questions. Deal with any vocabulary
For maximum speaking practice, ask them to ask the queries, including the pronunciation of entrepreneur
questions to elicit the answers from their partner, and to /ˌɒntrəprəˈnɜː/. Put students in small groups with one
answer with as much information as possible. Monitor chairperson to guide the discussions. Give them plenty of
the exchanges. In whole-class feedback, you could ask time to talk. Monitor and encourage all to have their say.
students what they have learned about the brands that Elicit a range of responses and ideas in a brief whole-class
they didn’t know before. feedback session.
Vocabulary VIDEO In this unit students can watch a video about the
5 Focus students’ attention on the highlighted words in history of a famous brand. You can play the video clip on
the text that they read and ask them to work out the the Classroom Presentation Tool or download it from the
meanings from the context. If necessary, again, point out Teacher’s Resource Centre together with the video script,
that they do not read both texts. With a weaker group, video worksheet and accompanying teacher’s notes. These
students could discuss the meanings of their words with a notes give full guidance on how to use the worksheets and
partner who has read the same text. include a comprehensive answer key to the exercises and
In their A + B pairs, students go through the words and activities.
explain the meanings, using the context in their reading text.
Additional material
Monitor carefully and note any incorrect meanings or
confusion. Go through any problems with the whole class. For teachers
SUGGESTION You could activate some of the vocabulary
Photocopiable activity – Video worksheet: A brand story
by writing a few questions on the board, e.g. Have you ever For students
had a lightbulb moment? What are some famous lightbulb Online Practice – Practice
moments in history? / When you were a child, what did you
sometimes get a telling-off for? Did it change your behaviour? /
Why do people sometimes boycott companies? Can you think of
Speaking SB p66

any examples? / What products do you think are good to buy in Opening a restaurant
bulk? Which ones aren’t good to buy in bulk?
This is an extended speaking task where students work in
groups to brainstorm ideas and give a presentation about
Answers
a potential new restaurant. Students have great freedom of
LEGO
A telling-off means being admonished/talked to about choice in their discussions, but are guided by questions in
something you have done wrong. Ole told Godtfred off for trying order to help them produce a comprehensive presentation.
to cut corners with varnishing the wooden toys. Students then vote on each other’s presentations.
Business consultants are business experts who analyse companies 1 Read the questions with the students and elicit answers
and their profitability. Business consultants said that the plastic from the class. Collate their ideas on the board in a list or
brick was dead. spider diagram. Ideas might include: reasonable pricing,
To diversify means to move out of your original area of business good quality food, fresh/organic ingredients, a specific
and move into other areas, too – LEGO diversified into clothes,
kind of cuisine, excellent/fast service, good location, great
jewellery, video games and LEGOLAND parks.
presentation: décor, music, lighting, level of hygiene, etc.
Went bust means went bankrupt/lost all its money. LEGO nearly
went bust. Teach useful vocabulary about restaurants as it comes up
Quadrupled means multiplied by four. In 2015, LEGO became the and ensure pronunciation is good by drilling new words.
world’s most powerful brand, having quadrupled its profits since 2 Read the instructions as a class. Put the students in groups
2008. of four to six students. This is an opportunity for students
IKEA to work with people they don’t usually talk to in class.
In bulk means in very large quantities – Kamprad asked his Read the questions as a class. Ask students to nominate
grandmother to buy match boxes for him in bulk one person in the group to take notes on each of the
Goods means products – Kamprad started a company selling
decisions made. Give students time to discuss each
household goods
Driven means determined – an early story shows how driven
question. Monitor and help, feeding in vocabulary
Kamprad was – he removed the ‘off’ button from his alarm clock! and making sure each student gets an opportunity to
To boycott means to refuse to do business with – wood contribute. Groups that finish early can go back over
suppliers were persuaded by other furniture manufacturers to their decisions and notes to check they are correct and
boycott IKEA whether they have anything to add. Make sure each
A lightbulb moment means suddenly having a good idea – group has a name for their restaurant.
flatpack furniture – the idea came when a colleague couldn’t get
an IKEA table into his car Business presentation
Storage means keeping goods in one place before they can be 3 Read the instructions as a class. Give each group more
sold – flatpack furniture brought huge savings in storage costs time to decide how to structure their presentation. If
for IKEA. presentation software and equipment is available and
you have sufficient time, you could give them the chance
to produce basic slides and possibly include images or a
sample menu, etc. If they want to write notes of what to

86 Unit 6 • Making it big Headway 5th edition © Oxford University Press

 say, make sure they don’t produce a full script. Monitor
and ensure the presentations are short. NOTE
Get each group to choose their two speakers. Students There is some dictionary work in this lesson, so if students
give their presentation to the class. In larger groups, you don’t have access to their own dictionary in print or online,
may need to stage the presentations across more than try to have a class set of dictionaries available for checking
one lesson. meaning and pronunciation.
When students give their presentation, ask them to come
to the front of the class and make sure the rest of the class 1 First students focus on the meaning of the words in the
is quiet and pays attention. Allow students to refer to box. Put them in pairs to take turns to explain the words
their notes, but remind them that eye contact and body to each other. Demonstrate the task yourself with a strong
language are important. student by explaining progress (noun or verb) and then
ask the student to explain import.
Encourage the class to ask questions to the presenters.
Give students in their original groups a few moments Monitor and note any difficulties with the meanings. Go
to discuss each of the presentations and the business over any meanings they had difficulty with. Elicit that all
potential of each restaurant. Remind them that they need the words in the box can be nouns and verbs, the spelling
to vote on which will be successful, not just on which they being the same for both parts of speech, but that there
prefer personally. are differences in pronunciation.
4 Conduct a vote with the whole class. This can be simply a 2 e 6.4 Explain that this exercise focuses on the
show of hands for each restaurant or you could ask them pronunciation of the words in the box as nouns and as
to write the name of their chosen restaurant on a piece verbs because it changes. Play the recording and get
of paper, collect them in, and get one pair to collate the students to repeat chorally. Replay any pairs where they
results. Try to elicit reasons why the winning restaurant is are not making the stress change correctly.
likely to be successful. Check students understand how the stress changes when
5 Put students in their groups as in exercise 2. Tell them a the word is a noun (stress on the first syllable) and when it
year has passed since they opened their restaurant and is a verb (stress on the second syllable). Write some noun/
they have done really well. Read through the questions verb pairs on the board and mark the stress visually. Elicit
together. If necessary, check meaning and pronunciation any changes to the individual sounds in the words.
of queue /kjuː/, recession, profitable. Answers and audioscript
Give students time to discuss each question. Monitor
e 6.4 /'prә ʊgres/ or /prә 'gres/?
carefully. Remind students to take brief notes of their a progress      progress
decisions. When they have ideas in response to all the b import       import
questions, conduct feedback. c decrease          decrease
You could elicit ideas in a whole-class feedback session, d increase           increase
encouraging students to comment on which they think e export       export
are the best ideas and why. f record           record
g refund       refund
Alternatively, ask groups to choose one or two different
h produce          produce
presenters and encourage them to outline their business i permit             permit
ideas in relation to the questions. j transport            transport
When all groups have finished, you could conduct a new k insult           insult
vote to see which restaurant the class believes has the l protest           protest
best future. Elicit reasons why.
3 Focus on the examples and demonstrate the activity
Be generous with praise after students have given their
with a confident student. Put students in pairs to practise
presentations, as presenting to the class is a considerable
the words. Monitor and help students that have specific
achievement, especially for weaker students.
problems, but keep the activity fairly brisk.
4 Elicit the correct words for number 1 as an example. Insist on
Vocabulary and pronunciation SB p66
accurate pronunciation. Remind students that they might
Words with variable stress need to change the form of the words in some sentences,
e.g. third person ‘s’ or past tense of verbs. Give students time
progress: /ˈprəʊɡres/ or /prəˈɡres/? to complete the sentences. Monitor and help as necessary.
This section looks at sets of words that have the same Put students in pairs to read out the sentences to each other,
spelling but different word stress depending on the part of paying attention to the correct stress.
speech and meaning. The first set highlights the way word e 6.5 Play the recording. Students listen and check their
stress shifts from the first syllable in nouns to the second answers. If necessary, play selected lines of the recording
syllable in verbs and some adjectives, e.g. export (n) – export again and drill the pronunciation of the words at sentence
(v). The second set focuses on some words that have level.
different meanings depending on the pronunciation and
word stress, e.g. refuse (n) – refuse (v).

Headway 5th edition © Oxford University Press Unit 6 • Making it big 87

 Answers and audioscript 6 A What’s another way of saying ’out of date’?
B Invalid.
e 6.5 A And ’rubbish’?
1 Scotland imports a lot of food from other countries. Its
B Refuse.
exports include whisky and beef.
A And ’very small’?
2 I’m pleased with my English. I’m making a lot of progress.
B Minute.
3 Unfortunately there’s been an increase in the number of
A And ’a written agreement’?
unemployed.
B A contract.
4 Fortunately, the crime rate has decreased significantly.
A And ’satisfied’?
5 How dare you call me a cheat! What an insult!
B Content.
6 I’m going on a protest march against student fees.
7 I’ll record the lecture on my phone, so I can listen to it later. EXTRA IDEA In a subsequent lesson, get students to test each
8 The trains were cancelled, but I got a refund on my ticket. other in pairs by saying a synonym or brief clue to a word to
elicit it. Remind them to focus on the part of speech to get the
refuse: /ˈrefjus/ or /rɪˈfjuːz/? stress in the right place, e.g. happy = content, a hot sandy place =
5 Read the instructions as a class. Elicit the two uses of refuse as a desert, rubbish = refuse, tiny = minute, etc.
an example: refuse (n) – Look at that huge refuse dump! / refuse
Additional material
(v) – They refused to help me.
Put students in pairs to discuss the words. They should check For teachers
the meaning, part of speech and pronunciation of the words Photocopiable activity – Vocabulary: Where’s the stress?
in their dictionaries where necessary. pp200–1
Monitor and assist any who are struggling. Make a note of For students
which words students are having most difficulty with. Go Online Practice – Look again
through answers with the class. Workbook p43, Vocabulary exercise 1 and Pronunciation
6 Check students understand this is an identification exercise. exercises 1–4
Say the example. Elicit how to tell it is an adjective (because
stress falls on the second syllable). Listening and speaking SB p67

e 6.6 Play the recording, pausing for students to Advertisements

say the part of speech. If they make mistakes, play the
corresponding word again or model it yourself so they can About the text
identify which syllable is stressed. Students will hear five radio advertisements for different
SUGGESTION As in exercise 3, you could ask students in pairs products. Firstly, they listen to just the beginning of each
to take turns saying one of the words (noun or verb/adjective) advertisement and make predictions about the content.
and identifying the part of speech. Then after listening to the full advertisements, they check
their predictions, complete a table with information and
Answers and audioscript answer comprehension questions.
e 6.6 What part of speech? The city of Paris is mentioned in one of the advertisements
1 invalid (adj) 6 refuse (verb) and to understand it, students need to know some famous
2 desert (verb) 7 content (adj) Parisian tourist attractions: the River Seine, Notre Dame
3 object (noun) 8 invalid (noun) Cathedral (and the famous Hunchback of Notre Dame) and
4 minute (adj) 9 refuse (noun) the painting The Mona Lisa by Leonardo da Vinci, which is in
5 present (noun) 10 object (verb) the Louvre gallery. If you’re not sure whether your students
will know these, it is a good idea to check before exercise 2.
7 In their pairs, students take turns to ask and answer the
questions. The answers require them to use one of the 1 Write advertisement, advert and ad on the board and
words in the box in exercise 5. Do the first as an example if elicit and mark the stress on the first two (advertisement,
necessary. advert). Focus students’ attention on the photo and elicit
Monitor and check for pronunciation difficulties. other places where we find adverts (online, in newspapers
e 6.7 Play the recording to check answers. and magazines, on TV, on the radio, in shop windows, on
hoardings beside the road, etc.). Make sure students know
Answers and audioscript that advertisement is a countable noun and publicity is an
e 6.7 Answer the questions uncountable noun similar in meaning, but more general.
1 A What does UFO mean? Put students in pairs to discuss the questions. Elicit
B Unidentified Flying Object. information about favourite advertisements from a few
2 A What’s the Sahara? students in the class, including why they like them. You
B A desert.
could tell them about your own favourite advert and ask if
3 A What do you get on your birthday?
B Presents!
they’ve seen it.
4 A What are pages 2 to 5 in this book? 2 e 6.8 Focus students’ attention on the first column
B The contents pages. of the chart and ask them to read about the products.
5 A How do lawyers in court say they disagree? Point out that the first example has been done for them
B I object! and play just this first beginning of an advertisement to
demonstrate the activity.

88 Unit 6 • Making it big Headway 5th edition © Oxford University Press

 Play the rest of the recording for students to number the T I w…
products. Put students in pairs to share their answers. V  Lovely, lovely rings. Oops! Leave it! Kiss! Lovely. Husband and
wife. Wife, husband. Right. You’re married. Job’s a good ’un. I’m
Answers outta here.
1 Store opening hours 4 Chocolate snack Come to IKEA after work. But don’t rush! We’re open till 10 p.m.
2 Washing powder 5 New car with free insurance weeknights.
3 Batteries 2 N = Narrator S = Sarah M = Mummy
N Sarah is five and this is her favourite playshirt. It’s pink with fluffy
yellow ducks. Sarah loves her playshirt.
e 6.8 What are they advertising? S It’s my favourite.
1 Vicar  Ahem! Everyone! Welcome! We’re gathered here N And she wears it to play in the garden.
today, in the presence of others, to marry Tony and S Look what I’ve found, Mummy!
Helen. Helen, do you take Tony to be your husband? N And you wash it at low temperature. And she wears it to play in the
Just nod. Tony, do you take her? garden.
2 Narrator  Sarah is five and this is her favourite playshirt. It’s pink S Mummy! Look what I’ve made!
with fluffy yellow ducks. Sarah loves her playshirt. N And you wash it. And she wears it to play in the garden.
Sarah It’s my favourite. M Sarah! What on earth … ?
Narrator And she wears it to play in the garden. N And after a while, the dirt builds up, so the pink isn’t quite as pink,
Sarah Look what I’ve found, Mummy! and the yellow ducks aren’t as fluffy. New System Sudso Automatic
3 Tour guide 
Bonjour, ladies and gentlemen. I am Pascale, your can help. Its advanced formula can remove ground-in dirt even at
guide on this tour of Paris. low temperatures. So the pink stays very pink, and the fluffy yellow
…ing for the city’s famous river. I’m sure that none ducks are happy again. Wash …
of you are … sane. S Mummy, look what I’ve made!
4 Voicemail Hi, Sue. Met you last night. Just wondering if you, N … after wash …
er, want to meet up sometime. Erm, I’m going away S Look what I’ve found, Mummy!
soon, so maybe it could be soon. Er, don’t want to N … after wash…
sound too keen! M Sarah! Don’t you dare bring that in here!
5 Daughter  Well, Dad. I’ve decided which new car I’m getting. N New System Sudso Automatic. It’s all you could want from a
Father It’s all right for some. When I was your age … powder.
Daughter … you counted yourself lucky to have a bike. 3 Bonjour, ladies and gentlemen. I am Pascale, your guide on this
tour of Paris. …ing for the city’s famous river. I’m sure that none of
e 6.9 Now focus students’ attention on the rest of the you are … sane.
Now, on the left, you’ll see Notre Dame. What’s that, sir? Yes, you
chart. Play the recording of the full advertisements so are… a hunchback.
students can complete the chart. Let students check in And, for the ladies at the front, you are … so hideous gargoyles.
pairs and then go through the answers as a class. Ooh, ha ha.
And so to the Louvre. That’s right, madam … you are … possibly
Answers the world’s most-famous … moaner.
What’s Company/ Characters Selling point Don’t let the wrong batteries spoil your day. Use Duracell Ultra, our
longest-lasting batteries.
advertised? Product involved
4 Hi, Sue. Met you last night. Just wondering if you, er, want to meet
name up sometime. Erm, I’m going away soon, so maybe it could be
Washing New System Mum and Removes soon. Er, don’t want to sound too keen! Not that I’m not keen, ’cos I
powder Sudso daughter dirt at low am. Well, you know, within reason. Anyway, maybe lunch, or maybe
Automatic temperatures just a drink? Not that you shouldn’t do lunch, I mean, you’re not fat,
er, you’re not fat at all actually, you’ve got a great, erm … Not that
Batteries Duracell Tour guide Long-lasting that’s important, it, it’s personality that counts. Erm, anyway …
Ultra and tourists Have a break. Have a KitKat.
New car Ford Father and One 5 D = Daughter F = Father
with free daughter year’s free D Well, Dad. I’ve decided which new car I’m getting.
F It’s all right for some. When I was your age …
insurance insurance for
D  … you counted yourself lucky to have a bike. And that was
anyone aged second-hand.
between 18 F  Now, well, that’s where you’re wrong, Miss Smartypants. I was
and 80 going to say that when I was 22, I couldn’t even have afforded
Store IKEA A vicar and Open till to insure a new car.
opening a bride and 10 p.m. D  Neither can I.
F  Well, don’t expect me …
hours groom weekdays
D  … and I don’t have to. ’Cos all new Ford Escorts now come with
Chocolate KitKat A man one year’s free insurance, for anyone between 18 and 80. Which
snack talking to rules you out, anyway.
his date  See your Thames Ford dealer now, as offer ends soon. Free
from the insurance, subject to age and status.
previous F  Just like your mother. Always have to have the last word.
D No, I don’t.
night

3 e 6.9 Give students time to read the questions. Deal with

e 6.9 Radio ads any vocabulary queries, e.g. in a rush, service, make fun of.
1 V = Vicar T = Tony Play the recording of the full advertisements again. Pause
V Ahem! Everyone! Welcome! We’re gathered here today, in the where necessary to give students time to write answers.
presence of others, to marry Tony and Helen. Allow students to check answers in pairs.
Helen, do you take Tony to be your husband? Just nod. Tony, do
you take her?

Headway 5th edition © Oxford University Press Unit 6 • Making it big 89

 Go through the answers together. Students may need points for correction together later and find one thing to
assistance with the words for the characters in advert 1: praise each group/pair for.
vicar, bride, (bride)groom. You could conduct a poll to find out the class’s favourite
Elicit students’ opinions about the advertisements – Which advert and elicit reasons why it is popular/successful.
ones are the most effective? Why? What makes an advert Do error correction together at the end if necessary.
memorable? (e.g. use of image(s)/a clever slogan/a clear
message/facts and figures/repetition/humour/surrealism/a Additional material
song (jingle)/comparison with other brands). For students
EXTRA IDEA You could ask students to turn to the Online Practice – Practice
audioscript on SB p147 and find the following words and
phrases in the adverts. In pairs, they work out the meaning
from context. Elicit answers in whole-class feedback (see Everyday English SB p68
brackets).
Business expressions and numbers
I’m outta here! (I’m leaving)
What on earth … ? (expression of surprise or disbelief ) This section reviews and extends the use of numbers in
Within reason. (not excessively) business/work contexts. This includes percentages, prices,
Rules you out (you aren’t eligible) dates, flight and phone numbers, etc.
Have the last word (be the last person to speak in a Possible problems
conversation) Numbers in English can be read in different ways
depending on their type. Even students at upper
Answers intermediate level are unlikely to be able to say all numbers
1 By asking the bride and groom to just nod, and then kiss. He
spontaneously and accurately. You may need to review/
wants to go to IKEA – he doesn’t need to rush because it’s
highlight the following:
open till 10 p.m.
2 It’s pink with fluffy chicks. She might be bringing in mud. 1 Use of and. And is used after hundred/thousand when
3 The River Seine. The Notre Dame. The Mona Lisa. He has it is followed by numbers less than a hundred, e.g. two
problems because his microphone keeps cutting out at hundred and fifty pounds, one thousand and twenty-five
unfortunate points. kilometres. (In American English, and is often left out.)
4 Have lunch. Because he keeps saying the wrong things, i.e. And is also used in fractions, e.g. two and a half (see
implying she is fat. It’s not successful because each correction further notes below).
leads to him saying something else wrong. 2 Phone numbers. These are read as individual numbers,
5 She must be 18 or just over – he’s probably in his 50s. She with a pause between the code and the number itself;
jokes about how he says he counted himself lucky to just have 0 is usually read as oh, and repeated numbers as double,
a second-hand bike when he was her age. She jokes that he
e.g. 01990 205 080 = oh one double nine oh, two oh five,
wouldn’t qualify for the offer as he’s too old. She then gets the
oh eight oh.
last word in – whilst simultaneously denying that she always
needs to have the last word. 3 Dates. These require ordinal numbers and the definite
article, e.g. the seventh of May. In years, we divide the
numbers into two sets of two and 0 is oh, not zero, e.g.
Writing an advert 1902 = nineteen oh two. Years up to 2009 are usually read
4 Put students in small groups of three or four (or pairs as whole numbers, e.g. two thousand and nine; years
if you think they will work better that way). Point out from 2010 are often read as two sets of two, e.g. 2019 =
that they need to create an advert which includes a twenty nineteen. In American English, the month, not the
conversation as in the ones they heard. day, is written/said first, e.g. 3/22 = March twenty-second
Students may choose a product from the list or invent (without the).
their own. Monitor this stage carefully to ensure Abbreviations of decades, e.g. the 1960s are read as the
variety within the class and that their own choices are nineteen sixties, etc.
appropriate. They can also choose whether they would 4 Fractions. Students may need reminding of these: ½ = a
like to stand up and act out a TV advertisement or just half; 5½ = five and a half; 1/3 = a third, ¼ = a quarter.
write the dialogue for radio. 1 Focus students’ attention on the photo to set the scene
Ask students to decide on the selling point of their as the context for this lesson is business. Get them to
product (as in the last column of the chart in exercise 2). read through all the sentences in A and B. Deal with any
Students discuss the setting and characters for their vocabulary queries now: a lot to get through (= a lot of
advertisement. Give students plenty of time to write their things to discuss), get down to business (= focus and start
dialogues. Monitor and help when necessary. the task), deal with, put me through to, any leeway on (= any
5 Get students to rehearse their advertisement (including flexibility/extra time), something’s come up (= something
physical movement/action if it’s a TV advert). You might has happened), can’t make the meeting (= can’t attend),
need to move the furniture in the classroom to make invoice number, a deal breaker (= something which
space for this if possible. makes you reject a deal), I can’t budge on that (= it’s non-
negotiable), I’ll look into it (= I’ll check), get back to you
Ask students to act their advertisements for the class.
(= contact you again), run through (= read out/tell
Students in the ‘audience’ should try to understand what
someone about), I don’t know them off hand (= I don’t
the product is and what the selling point is. Elicit these
know them without looking them up), bear with me
facts from the class after each performance. Note any
(= please wait and be patient), restructure, meet you

90 Unit 6 • Making it big Headway 5th edition © Oxford University Press

 halfway (= compromise to reach an agreement) or allow You could conduct a short discussion session for students
them to do the task and elicit meanings of new phrases at to share similarities and differences between how the
the end, working from context. different types of numbers are said in English and how
Elicit the first match as an example. Students work on the they are said in their first languages.
task individually, but allow them to check in pairs.
Answers and audioscript
e 6.10 Play the recording for students to check their
answers. Go through vocabulary now if necessary. e 6.11 Numbers
a three hundred and seventy-five; one thousand, two hundred
Answers and fifty; thirteen thousand, six hundred and ninety-two;
1 h  2 d  3 b  4 g  5 i  6 a  7 j  8 e  9 f  10 c twenty-three thousand, eight hundred and six; one/a hundred
and fifty thousand; five million, three hundred and seventy-
eight thousand, two hundred and twelve
e 6.10 Business expressions and numbers b a half; three quarters; a third; a quarter; two thirds
1 A OK. We have a lot to get through, so shall we get down to c three point one four two; nought point nought five/zero point
business? zero five four point three per cent; three hundred and fifty-five
B Yes. The first thing on the agenda is our latest restructure. ml/millilitres; ten point five metres
2 A Could I speak to someone who deals with refunds?
d the eleventh of September, two thousand and one; February
B Yes, that’ll be Mr Soames. Who shall I say is calling?
3 A Could you put me through to Conrad Jones, please?
the third, nineteen eighty; the twenty-second of November,
B I’m afraid he’s unavailable at the moment. Shall I ask him to call seventeen eighty-six; August the fourteenth, nineteen oh two
you back when he’s free? e twelve p.m. (or twelve midday); twelve a.m. (or twelve
4 A Could you give me last month’s sales figures? midnight); fourteen oh five (or five past two); twenty-two
B I’m afraid I don’t know them off hand. Bear with me a moment thirty (or half past ten)
while I look them up. f oh seven seven five, three six oh, seven two two; oh eight
5 A What kind of price did you have in mind? I could offer 2,000. hundred, double six, four seven, double three; oh nine nine
B I was looking for 3,000, but I could meet you halfway and do oh, twenty-one, twenty-two, twenty-three
2,500. g two nil (football), thirty love (tennis)
6 A Is there any leeway on the July deadline?
B No, sorry, that’s a deal breaker for me. I can’t budge on that. 5 Put students in pairs to write short dialogues including
7 A I’m afraid something’s come up and I can’t make our meeting
on the 9th. numbers from exercise 4. (Depending on the time you
B That’s OK. Let’s go for the following week. Is Wednesday 13th have available, set the number of dialogues you require.)
good for you? Remind students of the business context. A strong group
8 A I’d like to make a complaint. The parts we ordered two weeks may be able to reuse some of the phrases from exercise 1.
ago still haven’t arrived.
B I’m sorry to hear that. If you give me the details, I’ll look into it Monitor carefully and make sure the dialogues sound
and get back to you. natural. Ask students to practise them in their pairs and
9 A If you have any questions, I’d be happy to answer them now. monitor how they say the numbers. Note any points for
Patrick? correction together later.
B Yes, could you just run through the relocation timetable again?
10 A Here’s the invoice number you need. It’s … oh-four-one-oh- Invite a few pairs to act out their dialogues to the class.
one-nine-five-double-oh-six-four. Praise them.
B OK, I’ll just read that back to you. That’s zero-four-one-zero- Do any necessary error correction of how to say different
one-nine-five-zero-zero-six four. kinds of numbers. Conduct choral and individual drilling
as necessary.
2 Put students in A/B pairs. With a weaker group, play
the recording again, pausing after each line for the EXTRA IDEA Put students in new pairs. Tell each student to
corresponding students to repeat it chorally. write down six very different numbers, e.g. dates, phone
Ask the B students to cover their lines. Demonstrate numbers, prices, etc. You could ask students to think of
the activity with a confident pair of students. Students numbers that have a personal meaning for them. Remind
practise the conversations in closed pairs. Remind them to keep their numbers hidden from their partner.
students to repeat the activity, with the A students Students take turns to dictate their numbers to their
covering their lines. Monitor and check for correct reading partner, who writes them down. Then ask them to check
of the numbers (see Possible problems). Note any common by reading their numbers back. If students chose personal
errors for correction in exercise 5. numbers, students can finish the activity by guessing what
the numbers mean, e.g. 2013? Is that when you graduated
3 Refer students to conversation 10 to answer the question.
from university? 07781 329716? Is that your best friend’s mobile
Elicit the answer.
number?
Answer
oh four one zero nineteen, five double oh six four Additional material
zero four one zero one nine five zero zero six four For teachers
4 Put students in pairs to work out and practise saying Photocopiable activity – Communication: Nine to five
the groups of numbers together. Monitor and check for pp202–3
accurate reading of the numbers. For students
e 6.11 Play the recording and let students check their Online Practice – Look again
answers. If necessary, play the recording again and drill Online Practice – Check your progress
any examples students got wrong or alternatively model
them yourself.

Headway 5th edition © Oxford University Press Unit 6 • Making it big 91