Headway

New
TEACHER’S NOTES
Unit 1  What makes us human?
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING  5 MINS ANSWER KEY 

Warmer Tell students they are going to watch a video about what makes KEY 1
us human. Ask them to work in pairs and list five attributes which Answers will vary.
distinguish us from animals. Give a couple of examples: walking upright,
wearing clothes. Compare as a class. KEY 2
1 legacy, 2 uncannily, 3 proxy, 4 altruism,
1 Ask students to discuss the questions in groups. Elicit answers from 5 cognize
the whole class. Tell them they will be able to check their answers
when they watch the video.  KEY 1 KEY 3

2 Ask students to complete the sentences. Elicit answers from the 1 the great apes
whole class.  KEY 2 2 We wear clothes, we talk, we produce
and appreciate art, we leave a legacy
when we die.
WHILE WATCHING  25 MINS
3 We no longer think it is acceptable
3   Play the whole video and ask students to check their answers to use primates as proxies, either
to question 1. In class feedback, compare students’ answers with as entertainment or in dangerous
information in the video.  KEY 3 experiments.
4   Ask students to make notes to answer the questions. After this, KEY 4
elicit answers from the whole class. Play clips from the video to help find
1 They used to be dressed in clothes and
answers, if necessary.  KEY 4
made to pretend to be human.
5   Before watching One per cent, ask students to read the sentences 2 Dr Jane Goodall
carefully. Play One per cent and ask them to underline the correct option. 3 the use of tools by primates
Students can compare their answers in pairs. Elicit answers from the
4 the ladder of intelligence going from low
whole class.  KEY 5
to high
6   Ask students to read the sentences. Play Chimps versus humans 5 the chimpanzee
and ask students to decide if the sentences are true or false. Elicit
answers from the whole class.  KEY 6 KEY 5
1 Buildings and cities
2 the great apes
AFTER WATCHING  10 MINS
3 the same way
Students discuss the questions in groups. Monitor and make a note of 4 in order to entertain people
any errors and also of any examples of good language. Have a class 5 too dangerous for humans
feedback session eliciting opinions from various groups, then focus on 6 Before
any language issues.
7 able

RESEARCH KEY 6
1 ✗ She does research on humans because
Students choose one of the great apes and do research on the Internet. she’s an anthropologist.
They prepare their presentations (about five minutes) for homework.
2 ✓
They should present them during the next class.
3 ✓
Students can watch the video again on the Headway iTutor and complete 4 ✗ It’s squirrels and birds.
the interactive tasks.
5 ✓
6 ✓

Photocopiable Teacher’s notes © Oxford University Press 2015

 Headway
New
WORKSHEET
Unit 1  What makes us human?
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING
1 Discuss the questions in groups.
1 Do you know which animals are closest to humans genetically?
2 In what ways are humans different from their closest relatives?
3 How have our perception and treatment of animals changed over the years?
2 Complete the sentences with words from the box.
altruism cognize legacy proxy uncannily

1 Although he tried to make history with his healthcare reforms,

the President’s will inevitably be an unpopular war that lasted ten years.
2 They are so alike in every way, you’d think they were twins.
3 Because we were going to be away during the election, we would be voting by  .
4 We were surprised when she refused to make a donation as she was known for her  .
5 Do you think it will be possible for the children to abstract concepts such as these?

WHILE WATCHING
3   Watch the video. Check your answers to question 1.

4   Make notes and answer the questions.

1 What used to be done to primates to make people laugh?
2 Who was largely responsible for the change in the treatment of primates?
3 What did Dr Jane Goodall record?
4 What metaphor does Michael Tomisello find unhelpful when thinking about intelligence?
5 Who got the peanut out faster: Professor Alice Roberts or the chimpanzee?

5  Watch One per cent and underline the correct options.

1 Buildings and cities / Musical and art appreciation are examples of human legacies.
2 Our closest relatives are primates / the great apes in particular.
3 Human babies and baby chimps react to tickling in different ways / the same way.
4 Chimps used to be dressed up as humans for research purposes / in order to entertain people.
5 Primates were used in space experiments because it was considered safer than using humans / too dangerous for humans.
6 Before / After Dr Goodall’s research with wild chimpanzees, it was believed that only humans used tools.
7 Dr Goodall discovered that chimps were able / unable to behave unselfishly.

6  Watch Chimps versus humans. Are these sentences true (✓) or false (✗)? Correct the false sentences.
1 Professor Alice Roberts does research primarily on animals in the wild.
2 The chimp was very quick at choosing the cup with the peanut hidden in it.
3 According to Michael Tomisello, it is not useful to put animals in order according to general intelligence.
4 Michael Tomisello explains that, apart from humans, squirrels and mice have the best memories.
5 Chimps are very good at understanding the world around them and creating tools that can help them negotiate it.
6 Although there are many similarities between apes and humans, there are still huge differences between them.

AFTER WATCHING
Work in a group. Discuss the questions.
1 Were you surprised by any of the findings in the video?
2 Do you think it is ever acceptable to use animals to entertain humans? Why/Why not?
3 Do you think it is ever essential to use animals in scientific experiments or research? Why/Why not?
4 What, in your opinion, is the greatest difference between animals and humans?

RESEARCH
The family of great apes includes chimpanzees, gorillas, humans, and orangutans. Choose chimpanzees, gorillas, or orangutans
and do some research on the Internet to find out in what ways they are similar and different to humans. Prepare a short
presentation (about five minutes) of your findings for the class.

Photocopiable Worksheet © Oxford University Press 2015

 Headway
New
TEACHER’S NOTES
Unit 2  Behind the scenes
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING  5 MINS ANSWER KEY 

Warmer Explain that this video is about what happens backstage in the KEY 1
theatre. Ask students to work in pairs and think of the different jobs Answers will vary.
people do backstage. Compare with the rest of the class.
KEY 2
1 Ask students to discuss the questions in pairs and then compare in 1 c, 2 e, 3 a, 4 d, 5 f, 6 b
groups. Tell them they will be able to check their answers when they
watch the video.  KEY 1 KEY 3

2 Ask students to match the expressions with their definitions. Answers to question 1
Elicit answers from the whole class.  KEY 2 1 An artistic director is responsible for all
the home-produced work that is produced
in the theatre. He or she chooses the plays,
WHILE WATCHING  25 MINS
casts them together with a casting director
3   Play the whole video and ask students to check their answers and an associate director, and then they
to question 1. In class feedback, compare students’ answers with audition for actors and choose their
information in the video.  KEY 3 companies. Then they rehearse the plays.
4   Ask students to complete the sentences with the speakers’ names. 2 A technical manager looks after the sound,
Elicit answers from the whole class.  KEY 4 lighting, video and staging resources,
technologies, and the staff that implement
5   Before watching A life in the theatre, ask students to read the
them.
questions carefully. Play A life in the theatre and ask students to make
3 A stage manager does the following: calls
notes to answer the questions. After this, elicit answers from the whole
the show, making sure all the lighting
class. Play clips from the video to help them find answers if necessary. 
KEY 5
and sound cues happen at the right time
in relation to what’s happening on stage;
6   Before watching Working backstage, ask students to predict the sources props, furniture, and set dressing
answers in pairs. Play Working backstage and ask students to choose the for shows; does a show call to make sure
correct options. Elicit answers from the whole class.  KEY 6 the actors are there and makes sure that
the actors have all the props that they
AFTER WATCHING  10 MINS need to go on stage with; and they also go
between the left and right wings, making
Students discuss the questions in groups. Monitor and make a note of any sure the actors have what they need to go
errors and also of any examples of good language. Have a class feedback on stage with.
session eliciting opinions from various groups, then focus on any language
issues. KEY 4
1 C, 2 I, 3 A, 4 H, 5 A, 6 I
RESEARCH KEY 5

Tell students that they are going to write a review of a play they have seen. 1 They dream of being successful actors in
If they haven’t been to the theatre, tell them that they can write about a the theatre.
film. When students bring in their reviews, you could put them up in 2 working behind the scenes / backstage
the classroom for everyone to read, or students could spend the first five 3 It is one of the most prestigious regional
minutes of the lesson reading each other’s reviews. theatres in the UK.
Students can watch the video again on the Headway iTutor and complete 4 They try to give them their first
the interactive tasks. break working backstage, including
apprenticeships.
5 lighting and sound design, and the
technical aspects of theatre
6 as having both extremes: the very latest
digital technology and the 200-year-old
as well
KEY 6
1 c, 2 a, 3 c, 4 b, 5 b

Photocopiable Teacher’s notes © Oxford University Press 2015

 Headway
New
WORKSHEET
Unit 2  Behind the scenes
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING
1 Discuss the questions with a partner. Then compare in groups.
What do you think the following people do in the theatre?
1 an artistic director  2 a technical manager  3 a stage manager
2 Match the expressions (1–6) with their definitions (a–f).
1 tread the boards a end up doing something by chance
2 get your first break b solve problems
3 fall into something c work in the theatre as an actor
4 broaden your horizons d expand the range of your experiences
5 work hand in hand e be given the opportunity to start working in your chosen career
6 deal with issues f function simultaneously

WHILE WATCHING
3   Watch the video. Check your answers to question 1.

4   Complete the sentences with the speakers’ names: Ian (I), Andrew (A), Charlotte (C), or Hayley (H).
1 is in charge of ensuring that all the lighting and sounds are on cue during this particular production.
2 auditions actors and rehearses plays.
3 explains that when working backstage you need to be good at operating old technology as well as complex digital systems.
4 needs to make sure that all the props, set dressings, and costumes are ready and in place for the production.
5 didn’t exactly plan to end up doing the job which he/she is doing now.
6 tries to give people their first break working in the theatre.

5  Watch A life in the theatre. Make notes and answer the questions.
1 What do most young people interested in drama dream of doing? 5 What is Andrew’s area of expertise?
2 What are the options for those who don’t want to be in the spotlight? 6 How does Andrew describe the technology
3 What is the reputation of Theatre by the Lake? backstage at Theatre by the Lake?
4 What do they try to do for young people at the theatre?

6  Watch Working backstage. Complete the sentences with the correct option, a, b, or c.
1 Charlotte records everything that happens on stage in a  .
a computer  b notebook  c ring binder
2 is ultimately responsible for making sure all visual and sound cues happen at the right time.
a Charlotte  b Hayley  c The operator
3 In this particular play, Hayley  .
a is Charlotte’s boss  b reports to Charlotte  c works closely with Charlotte
4 One of Hayley’s responsibilities is to detailed instructions listing where everything goes on stage.
a create  b follow  c record
5 Hayley does a before the play goes on to make sure all the props are in place on stage.
a show call  b shout check  c roll call

AFTER WATCHING
Work in a group. Discuss the questions.
1 Have you ever acted in a play? If so, what was it like?
2 Have you ever directed a play or worked backstage? If so, what was it like?
3 Would you like to work in the theatre? If so, which job in particular appeals to you?

RESEARCH
Imagine you have been asked to write a review of a play you have seen. If possible watch your chosen play at the theatre, on TV,
or online. Write about the following: the plot, the cast, the set, and the sound and lighting. Would you recommend the play?

Photocopiable Worksheet © Oxford University Press 2015

 Headway
New
TEACHER’S NOTES
Unit 3  Data visualization
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING  5 MINS ANSWER KEY 

Warmer Explain that this video is about the way facts and figures are KEY 1
conveyed. Ask students to think of different ways of representing them. Answers will vary.
Compare as a class.
KEY 2
1 Ask students to discuss the questions in groups. Elicit answers from the 1 deluged, 2 amassed, 3 pare back,
whole class.  KEY 1 4 draw, from, 5 pulled together
2 Ask students to complete the sentences. Elicit answers from the whole
KEY 3
class.  KEY 2
1 Because our brains recognize shapes,
colours, and patterns more quickly than a
WHILE WATCHING  25 MINS list of numbers or facts. It is ‘a shortcut’ to
3   Play the whole video and ask students to make notes to answer the brain.
the questions. Elicit answers from the whole class.  KEY 3 2 It is run by ex journalists.
4   Before watching Data visualization, ask students to read 3 with a hook/story and with sketches, and
the summary carefully. Explain that it contains seven mistakes. they always write a thorough description
Play Data visualization and ask students to correct the mistakes. of the idea
Students can compare their answers in pairs. Elicit answers from 4 explanatory and exploratory pieces
the whole class.  KEY 4 5 institutions and companies
5   Before watching The process, ask students to read the sentences 6 by a group
carefully. Play The process and ask students to complete the sentences KEY 4
with a word or short phrase from the video. Elicit answers from the
The Information is Beautiful studio is
whole class.  KEY 5
cramped spacious and dark light. The
partners who run the company are mainly
AFTER WATCHING  10 MINS from a design journalistic background
and their job is to create visual pieces to
Students discuss the questions in groups. Monitor and make a note of any display the data they’ve collected. The two
errors and also of any examples of good language. Have a class feedback different types of visualization are described
session eliciting opinions from various groups, then focus on any language as explanatory and exploratory. If you want
issues. information quickly, then you should look
at exploratory explanatory pieces; and if
RESEARCH you want more detail and different angles,
then explanatory exploratory pieces are for
Put students in groups to come up with an idea or concept. Then get them
you. The data used by the studio aren’t are
to do the research for their piece of data visualization at home and bring it
available to the general public, so only a few
to the next lesson to complete in their groups. Give students a limited time
people anyone can go back to the initial
to do it (e.g. 30 minutes). Compare as a class.
source of the information provided.
Students can watch the video again on the Headway iTutor and complete
the interactive tasks. KEY 5
1 hook, 2 editorial, 3 alternatives,
4 rectilinear, 5 headline, 6 sketches,
7 black, white, 8 colour

Photocopiable Teacher’s notes © Oxford University Press 2015

 Headway
New
WORKSHEET
Unit 3  Data visualization
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING
1 Discuss the questions in pairs.
1 Where do we normally get information from?
2 In your opinion, what is the best way to get a lot of information across quickly?
3 What do you think ‘data visualization’ is? How might it help us?
2 Complete the sentences using the correct form of the verbs in the box.
amass deluge draw from pare back pull together

1 We were with information when we arrived at the conference.

2 I can’t believe the amount of junk you’ve since you arrived.
3 We’ve had to our list of requirements to a minimum.
4 Where did Marcus his inspiration ? His work is so unusual.
5 Now that all the available information has been  , we can get on with the job.

WHILE WATCHING
3   Watch the video. Make notes to answer the questions.
1 Why is it easier for us to understand data visually?
2 What makes the Information is Beautiful studio different from similar companies?
3 How do they begin their visualization process?
4 What are the two types of visualization pieces created in the studio?
5 Where are the data usually sourced?
6 Is the process of data visualization generally done by a group or by an individual?

4  Watch Data visualization. Find seven mistakes in the text and correct them.
The Information is Beautiful studio is cramped and dark. The partners who run the company are mainly from a
design background and their job is to create visual pieces to display the data they’ve collected. The two different types
of visualization are described as explanatory and exploratory. If you want information quickly, then you should look
at exploratory pieces; and if you want more detail and different angles, then explanatory pieces are for you. The data
used by the studio aren’t available to the general public, so only a few people can go back to the initial source of the
information provided.

5  Watch The process. Complete the sentences with a word or short phrase from the video.
1 Before a piece of data visualization can be developed, the team need to come up with an idea, or as journalists
would say, a  .
2 Design and skills are drawn upon to back up the team’s initial idea.
3 It isn’t easy to choose a graphical form to present data because there are so many  .
4 It is very easy for people to recognize differences between shapes.
5 First, the team write a followed by a short summary of the idea they want to express visually.
6 Then they do a lot of simple which can come in useful later on if the team needs to go back and look at
the initial stages.
7 The first graphic forms are usually produced in and  .
8 Typography and are used in the final stages.

AFTER WATCHING
Work in a group. Discuss the questions.
1 Can you think of any examples of data visualization 2 Have you used it in your studies or work?
which have helped you? 3 Do you think this is a new idea? Why/Why not?

RESEARCH
Produce a piece of data visualization. First, come up with an idea or concept that you want to put across, e.g. the population
explosion is leading to increased poverty; obesity is mainly a problem of the poor in rich nations; unemployment leads to
depression and apathy. Do some research to find facts which support your idea. Then find a visual way to express the data you
have collected. Use bar charts, pie charts, spidergrams, bubble charts, etc.

Photocopiable Worksheet © Oxford University Press 2015

 Headway
New
TEACHER’S NOTES
Unit 4 Eyewitness
45 MIN

Advanced FOURTH EDITION

BEFORE WATCHING  10 MINS ANSWER KEY 

Warmer Explain that this video is about eyewitness accounts and the way KEY 1
memory works. Write the verb see on the board and ask students to write Answers will vary.
down as many synonyms or similar words as they can in one minute.
Give an example if necessary, e.g. look, watch. Check as a class. KEY 2
1 c, 2 e, 3 f, 4 a, 5 b, 6 g, 7 d
1 Ask students to discuss the questions in groups. Elicit answers from the
whole class.  KEY 1 KEY 3

2 Ask students to match the words with their definitions. Elicit answers 1 He’s Professor of Forensic Cognition and
from the whole class.  KEY 2 he works in the Department of Psychology
at the Open University.
2 eyewitness memory
WHILE WATCHING  25 MINS
3 the Greater Manchester Police
3   Play the whole video and ask students to make notes to answer 4 They drew what the picture had reminded
the questions. Elicit answers from the whole class.  KEY 3 them of rather than what they had actually
4   Before watching Eyewitness research, ask students to read the seen.
sentences. Play the video and ask them to decide if the sentences are true 5 an armed robbery
or false. Elicit answers from the whole class.  KEY 4 6 They were quite unfair on the suspect.
5   Before watching Putting research into practice, ask students to 7 They look at the face as a whole rather
predict the answers in pairs. Play the video and ask students to choose than feature by feature.
the correct options. Elicit answers from the whole class.  KEY 5 KEY 4
1 ✓
AFTER WATCHING  10 MINS 2 ✗ They are bad at remembering faces in
stressful situations.
Students discuss the questions in groups. Monitor and make a note of any
3 ✓
errors and also of any examples of good language. Have a class feedback
session eliciting opinions from various groups, then focus on any language 4 ✗ It often affects eyewitness accounts in
issues. court.
KEY 5
RESEARCH 1 easy, 2 was sure, 3 reliability,
4 a face as a whole, 5 forensic
Ask students to read the example of William Mills and discuss their
reactions as a class. If you have access to computers and the Internet ask
students to look at the following sites:
http://news.bbc.co.uk/1/hi/uk/4177082.stm
http://www.theguardian.com/uk/2009/aug/18/eyewitness-evidence-
wrongful-conviction
http://scottishlaw.blogspot.co.uk/2009/04/miscarriage-of-justice-
conviction-for.html
Get them to look for similar examples, choose one, and write an article
about it.
Students can watch the video again on the Headway iTutor and complete
the interactive tasks.

Photocopiable Teacher’s notes © Oxford University Press 2015

 Headway
New
WORKSHEET
Unit 4 Eyewitness
45 MIN

Advanced FOURTH EDITION

BEFORE WATCHING
1 Discuss the questions in groups.
1 What is an eyewitness? In what situations are eyewitnesses required?
2 In what situations do you think eyewitness accounts might be dangerous?
3 How reliable do you think eyewitnesses are generally?
2 Match the words (1–7) with their definitions (a–g).
1 cognition a person who commits a crime or does something that is wrong or evil
2 forensic b copy something exactly
3 intriguing c the process by which knowledge and understanding are developed in the mind
4 perpetrator d formal written or spoken statement saying what you know to be true, usually in court
5 replicate e connected with the scientific tests used by the police when trying to solve a crime
6 scour f very interesting because of being unusual or not having an obvious answer
7 testimony g search a place or thing thoroughly in order to find somebody/something

WHILE WATCHING
3   Watch the video. Make notes to answer the questions.
1 What is Graham Pike’s job and where does he work?
2 What does he specialize in primarily?
3 Apart from Graham, who else was involved in the television series about eyewitness behaviour?
4 When asked to draw a piece of art they had seen a few weeks before, what did the eyewitnesses do?
5 What was the second crime staged during the TV series?
6 What does Graham think of the identification parades done before 2003?
7 What do facial composite images do today which is different from the old identikit system?

4  Watch Eyewitness research. Are these sentences true (✓) or false (✗)? Correct the false sentences.
1 Misidentification of a suspect can result in the wrong person going to prison.
2 Surprisingly, people are generally quite good at remembering faces in stressful situations.
3 When eyewitnesses give incorrect descriptions of what they remember, they usually don’t know they’re doing it.
4 Consequentiality rarely has any effect on eyewitness accounts in court.

5  Watch Putting research into practice and underline the correct options.
1 Graham Pike’s research demonstrates how easy / unusual it is for the brain to make up false memories.
2 The eyewitness thought / was sure the balaclava was a pair of sunglasses.
3 Pike’s finding should help to improve the ability / reliability of eyewitness accounts in the criminal justice system.
4 People generally remember a face as a whole / the eyes first of all.
5 The police and the criminal justice system benefit from research done by criminal / forensic psychologists.

AFTER WATCHING
Work in a group. Discuss the questions.
1 What surprised you, if anything, about Graham Pike’s findings?
2 Have you had any experience of the way the brain can make up false memories? If so, what happened?
3 Have you ever had to give an eyewitness account in court? Have you ever heard one or seen one on TV?
4 What would you do to avoid false eyewitness accounts in court?

RESEARCH
There are many examples of innocent people going to prison because of unreliable eyewitness accounts. In 2007, for example,
William Mills was convicted of a bank robbery he didn’t commit after four eyewitnesses claimed they saw him do it.
It was only after he had spent a year in prison that DNA evidence proved someone else had committed the crime.
Do some research to find another example like this. Write a short newspaper article giving an account of what happened.

Photocopiable Worksheet © Oxford University Press 2015

 Headway
New
TEACHER’S NOTES
Unit 5  Across cultures
45 MIN

Advanced FOURTH EDITION

BEFORE WATCHING  10 MINS ANSWER KEY 

Warmer Explain that this video is about migration. Give students a couple KEY 1
of minutes to write down five words they associate with migration. migration – the movement of people or
Compare as a class. animals from one place to another
emigration – the act of leaving your own
1 Ask students to discuss the questions in groups. Elicit answers from
country to live permanently in another
the whole class.  KEY 1
country
2 Ask students to complete the sentences. Elicit answers from the immigration – the process of coming to
whole class.  KEY 2 live permanently in a country that is not
your own
WHILE WATCHING  25 MINS NB You emigrate from your country and
become an immigrant in your new country
3   Ask students to read the sentences and look at the photos of the
of residence.
people they refer to. Play the whole video and ask students to complete
Other answers will vary.
the sentences with a name and country. Elicit answers from the whole
class.  KEY 3 KEY 2
4  Play Migration stories and ask students to make notes to answer 1 influx, 2 resentment, 3 settle,
the questions. Elicit answers from the whole class.  KEY 4 4 isolating
5   Before watching Far from home, ask students to read the KEY 3
sentences. Play the video and ask them to decide if the sentences are
1 Anjana, England
true or false. Get them to correct the false ones. Elicit answers from the
whole class.  KEY 5 2 Maura, Brazil
3 Nin, Turkey
4 Diarmuid, Ireland
AFTER WATCHING  10 MINS
5 Stephanie, China
Students discuss the questions in groups. Monitor and make a note of any KEY 4
errors and also of any examples of good language. Have a class feedback
1 language barriers, cultural gaps, new rules,
session eliciting opinions from various groups, then focus on any language
trying to fit in
issues.
2 because Chinese is a tonal language
3 eating the same meal together as a family
RESEARCH every day
Ask students to decide if they are going to write a negative or positive 4 the poverty
article about migration. Then get them to do research at home and write
KEY 5
their article for homework. Students can read each other’s articles at the
beginning of the next lesson. 1 ✗ Anjana intended to return to her place
of birth, as her parents were in India.
Students can watch the video again on the Headway iTutor and complete
2 ✗ She already spoke English, but had
the interactive tasks.
trouble understanding some accents.
3 ✓
4 ✓
5 ✗ The first thing people associate with
Ireland is the Irish pub.

Photocopiable Teacher’s notes © Oxford University Press 2015

 Headway
New
WORKSHEET
Unit 5  Across cultures
45 MIN

Advanced FOURTH EDITION

BEFORE WATCHING
1 Discuss the questions with a partner.
1 Can you define migration, emigration, and immigration?
2 In what ways can emigration be beneficial or detrimental to a nation?
3 What about immigration? Is it more or less beneficial than emigration?
2 Complete the sentences with words from the box.
influx isolating resentment settle

1 There has been a marked of tourists in the region, resulting in overcrowding and raised food prices.
2 Her feelings of towards everyone in the office started when her boss promoted Andrew instead of her.
3 They chose to in a quieter part of town, where they would be able to raise their children safely.
4 His time in China might have been an experience, but he found his neighbours to be friendly and helpful.

WHILE WATCHING
3   Watch the video. Who are the sentences about: Stephanie, Nin, Maura, Anjana, or Diarmuid?
Write the country each person is referring to.

Stephanie Nin Maura Anjana Diarmuid

1 When first living away from home, found it difficult to understand regional accents. 
2 There was nothing that didn’t like about living in this country. 
3 When living in this country, spent lots of time with locals and so learned their language quite quickly. 
4 explains that in this country it is a long-established tradition for people to emigrate. 
5 When living abroad, looked like a local, and this caused lots of confusion. 

4  Watch Migration stories. Make notes and answer the questions.

1 What four things are mentioned as particularly demanding when moving to a new country?
2 Why was it so particularly difficult for Stephanie to make herself understood in China?
3 What custom did Nin pick up when living abroad, which he still keeps up?
4 What’s the only negative aspect about Brazil that Maura mentions?

5  Watch Far from home. Are the sentences true (✓) or false (✗)? Correct the false sentences.
1 Anjana never intended to return to her place of birth, as her grandmother lived in the UK.
2 Anjana had to learn English when she arrived in the UK.
3 According to Anjana, the British attitude to education is less conventional than it is in India.
4 According to Diarmuid, one of the main reasons for Irish emigration is the lack of job diversity.
5 Diarmuid finds that the first thing people associate with Ireland is football.

AFTER WATCHING
Work in a group. Discuss the questions.
1 After watching Across cultures, have you changed your mind in any way about the benefits and drawbacks of migration?
2 What do you know about immigration and emigration in your country?
3 Would you emigrate? Why/Why not?

RESEARCH
You are going to write a magazine article about migration. Decide if you are going to write about it as a positive or negative
influence. Do some research on the Internet and find three facts to back your point of view.

Photocopiable Worksheet © Oxford University Press 2015

 Headway
New
TEACHER’S NOTES
Unit 6  Bletchley Park
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING  5 MINS ANSWER KEY 

Warmer Explain that this video is about war-time intelligence and KEY 1
codebreaking. Ask students if they know what codes and ciphers are, Answers will vary.
and why they are used.
KEY 2
1 Ask students to discuss the questions in groups. Elicit answers from the
1 vital role
whole class.  KEY 1
2 lasting legacy
2 Ask students to complete the sentences. Elicit answers from the whole
3 high degree
class.  KEY 2
4 High-level
5 monumental breakthrough
WHILE WATCHING  25 MINS 6 absolutely pivotal
3   Ask students to look at the stills from the video and try to work KEY 3
out what they are. Play the whole video and ask them to match the words
1 b, 2 f, 3 a, 4 e, 5 d, 6 c
with the pictures. Elicit answers from the whole class.  KEY 3
4  Play Breaking the code and ask students to make notes to answer KEY 4

the questions. Elicit answers from the whole class.  KEY 4 1 some of the greatest minds of their
5   Before watching Colossus, ask students to read the sentences. generation, including many academics
Play the video and ask them to decide if the sentences are true or from leading universities
false. Get them to correct the false ones. Elicit answers from the 2 during the university holidays
whole class.  KEY 5 3 via Morse code
4 Alan Turing and Gordon Welchman
5 to mechanize the whole process of code
AFTER WATCHING  10 MINS
breaking
Students discuss the questions in groups. Monitor and make a note of any 6 security
errors and also of any examples of good language. Have a class feedback
KEY 5
session eliciting opinions from various groups, then focus on any language
issues. 1 ✗ The groundwork for modern-day
computing was laid by work done on
deciphering Lorenz.
RESEARCH
2 ✓
Ask students to choose one of the codebreakers mentioned in the video. 3 ✓
Get them to do some more research on their chosen codebreaker and write 4 ✗ The Colossus was much bigger than the
a short biography about them for homework. Ask them to include a photo if Heath Robinson.
possible. At the beginning of the next lesson, put students in groups to talk 5 ✓
about their chosen codebreaker. Alternatively, you could put the biographies
up on the wall and encourage students to read them at the end of the lesson.
Students can watch the video again on the Headway iTutor and complete
the interactive tasks.

Photocopiable Teacher’s notes © Oxford University Press 2015

 Headway
New
WORKSHEET
Unit 6  Bletchley Park
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING
1 Discuss the questions in groups.
1 What do you think codebreakers use to break a code or cypher?
2 Have you seen any films or read any books about codebreakers?
If so, tell the group a little about them.
2 Complete the sentences with collocations made using one word from each box.
absolutely high high- lasting monumental vital

breakthrough degree legacy level pivotal role

1 They played a in setting up the new organization – it just wouldn’t have happened without them.
2 This theatre is her – she will be remembered for it for many years to come.
3 There was a of camaraderie in the office – everyone got on really well.
4 talks have been held between the two leaders, but after two days no agreement has yet been reached.
5 Finally, they agreed to invest more in the company. This was a as they had refused even to discuss it until recently.
6 His role was in achieving the success they had always dreamed of – without him it would never have happened.

WHILE WATCHING a b c

3   Watch the video.

Match the names (1–6)
with the pictures (a–f).
1 Bombe
2 Colossus d e f
3 Enigma
4 Heath Robinson
5 Lorenz
6 Typex

4  Watch Breaking the code. Make notes and answer the questions.
1 Who was involved in codebreaking in Britain during World War II?
2 When did they usually attend courses at Bletchley Park?
3 How were Enigma’s encrypted messages sent?
4 Who was responsible for creating the Bombe?
5 Why was Typex created?
6 What was even more important than friendship at Bletchley?

5  Watch Colossus. Are the sentences true (✓) or false (✗)? Correct the false sentences.
1 The groundwork for modern-day computing was laid by work done on deciphering Enigma.
2 Human error initiated the discovery of how the Lorenz worked.
3 The Heath Robinson was clumsy and awkward.
4 The Colossus was smaller and more efficient than the Heath Robinson.
5 After the war, the people who worked at Bletchley went their separate ways.

AFTER WATCHING
Work in a group. Discuss the questions.
1 Do you think codebreaking continues today? If so, in what way is it different?
2 Do you think national security is more or less of a problem now in the age of the Internet?
3 What would you do if you were responsible for the security of your country?

RESEARCH
Choose one of the codebreakers mentioned in the video. Do some more research on their lives and achievements and
write a short biography about them. Include personal details, childhood and early life, education and achievements,
later life, and death.

Photocopiable Worksheet © Oxford University Press 2015

 Headway
New
TEACHER’S NOTES
Unit 7  Graffiti life
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING  5 MINS ANSWER KEY 

Warmer Explain that this video is about graffiti. Ask students to write KEY 1
down ten words that they associate with graffiti. Then, in pairs, ask them Answers will vary.
to add up the positive and negative words. Were there more negative or
positive words associated with graffiti? Compare as a class. You can repeat KEY 2
the exercise at the end of the lesson or the beginning of the following 1 b, 2 e, 3 f, 4 a, 5 c, 6 d
lesson and compare results.
KEY 3

1 Ask students to discuss the questions in groups. Elicit answers from the 1 It is now seen in a more positive light in
whole class.  KEY 1 some places.
2 Ask students to match the expressions with their definitions. Elicit 2 One works legally, one works illegally, and
answers from the whole class.  KEY 2 the other does both.
3 Legal graffiti art developed as a result of
Banksy’s fame.
WHILE WATCHING  25 MINS
4 David Speed is an artist, a teacher, and
3   Play the whole video and ask students to make notes to answer director of Graffiti Life.
the questions. Elicit answers from the whole class.  KEY 3 5 Disadvantaged young people can get
4   Before watching Graffiti life, ask students to read the summary encouragement and gain confidence from
carefully. Explain that it contains five mistakes. Play Graffiti life and ask doing a course at Graffiti Life.
students to correct the mistakes. Students can compare their answers in KEY 4
pairs. Elicit answers from the whole class.  KEY 4
Grafitti used to have a bad reputation but
5   Before watching Bringing communities together, ask students to these days, thanks to Banksy, people have
work in pairs and predict the answers to the questions. Play Bringing a much more positive opinion of it and
communities together and ask students to choose the correct alternatives. many artists only work legally now. In fact
Elicit answers from the whole class.  KEY 5 there aren’t any people who paint illegally
any more. However, there are still people
AFTER WATCHING  10 MINS painting illegally and people painting
both legally and illegally. Graffiti Life is an
Students discuss the questions in groups. Monitor and make a note of any organization created and run by the artist
errors and also of any examples of good language. Have a class feedback David Speed. created by graffiti artists
session eliciting opinions from various groups, then focus on any language and run as a collective with David Speed
issues. as their director. It is involved in making
art and running courses. They provide a
RESEARCH venue for an art gallery selling only originals
prints and originals and they run tours of
Tell students that they are going to write a review of some graffiti art. If
the East End, which is now famous in the art
possible, bring in some examples of graffiti art from male and female artists
world for its graffiti. Graffiti Life do pieces
from different parts of the world. Have a brief class discussion about them.
for advertising agencies, but haven’t yet and
Students choose a piece of graffiti art and write their review for homework.
have worked for any some big companies.
Some useful websites:
Their murals are only ever painted outdoors
http://graffitilife.co.uk painted indoors and outdoors on buildings,
http://www.huffingtonpost.com/2014/09/04/female-street- although and they have painted graffiti on a
artists_n_5759430.html bus. They are also involved in live art, where
http://www.theguardian.com/artanddesign/2015/jan/07/street-art-women- people can watch graffiti being made.
elle-swoon-vexta KEY 5
http://www.economist.com/blogs/americasview/2014/08/graffiti-bogot 1 express themselves
Students can watch the video again on the Headway iTutor and complete 2 an hour and a half
the interactive tasks. 3 transformative
4 more
5 inhibiting

Photocopiable Teacher’s notes © Oxford University Press 2015

 Headway
New
WORKSHEET
Unit 7  Graffiti life
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING
1 Discuss the questions in groups.
1 How would you describe graffiti?
2 Do you know of any graffiti artists?
3 Is graffiti legal in your country?
4 What do you think of graffiti? Do you like it or do you think it looks
messy and ugly?
2 Match the expressions (1–6) with their definitions (a–f).
1 bad rap a overlooked
2 sole aim b unfair judgement
3 turn on its head c equal ability
4 passed by d say something very quietly, often rudely or crossly
5 same skill level e only purpose
6 mutter under your breath f change considerably

WHILE WATCHING
3   Watch the video. Make notes and answer the questions.
1 How has the general view of graffiti art changed?
2 What is the difference between the three types of graffiti artists?
3 How did legal graffiti art develop?
4 What three roles does David Speed have?
5 How can Graffiti Life help disadvantaged young people?

4   Read the text. There are five mistakes in it. Watch Graffiti life. Find and correct the mistakes.
Grafitti used to have a bad reputation, but these days, thanks to Banksy, people have a much more positive opinion of it
and many artists only work legally now. In fact, there aren’t any people who paint illegally any more. Graffiti Life is an
organization created and run by the artist David Speed. It is involved in making art and running courses. They provide a
venue for an art gallery selling only originals and they run tours of the East End, which is now famous in the art world for its
graffiti. Graffiti Life do pieces for advertising agencies, but haven’t yet worked for any big companies. Their murals are only
ever painted outdoors on buildings, although they have painted graffiti on a bus. They are also involved in live art, where
people can watch graffiti being made.

5  Watch Bringing communities together and underline the correct alternative.

1 What David enjoys most about the workshops is seeing people express themselves / work without any rules.
2 In just one hour / an hour and a half, David can show someone that they do in fact have artistic talent.
3 For a young person lacking in confidence, the workshops can be transferable / transformative.
4 In the past, older people used to disapprove less / more of graffiti art.
5 David believes that walls with no graffiti art are inhibiting / oppressive.

AFTER WATCHING
Work in a group. Discuss the questions.
1 What do you think of graffiti art? Have your views changed in any way since watching this video?
2 Would you like to see it in your neighbourhood? Why/Why not?
3 What laws would you put in place regarding graffiti art?

RESEARCH
You are going to write a review of some graffiti art. Do some research of the Internet and find a piece that interests you. Then
write your review describing the piece and recommending that people go and see it or not, explaining why. Artists you might
want to look at include Shamsia Hassani from Afghanistan, Jimmy C from Australia, Pez from Spain, and Ever from Argentina.

Photocopiable Worksheet © Oxford University Press 2015

 Headway
New
TEACHER’S NOTES
Unit 8  Ruth Shackleton: a life less ordinary
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING  5 MINS ANSWER KEY 

Warmer Explain that this video is about a woman doing a traditionally KEY 1
male job. Ask students to suggest what job she might have. Compare Answers will vary.
as a class.
KEY 2
1 Ask students to discuss the questions in groups. Elicit answers from the 1 c, 2 a, 3 f, 4 b, 5 d, 6 e
whole class.  KEY 1
KEY 3
2 Ask students to match the words with their definitions. Elicit answers
from the whole class.  KEY 2 1 No, she isn’t. She’s the team manager from
the Red Arrows.
2 anything to do with flying
WHILE WATCHING  25 MINS
3 three: logistics, PR, and corporate liaison
3   Play the whole video and ask students to make notes to answer 4 Most women will be settling down in one
the questions. Elicit answers from the whole class.  KEY 3 place and thinking of starting a family.
4   Before watching The Red Arrows, ask students to read the 5 Yes, because she moves all the time; and
sentences. Play the video and ask them to decide if the sentences are true no, because a hobo is usually poor and
or false. Get them to correct the false ones. Elicit answers from the whole has no job security, moving from one
class.  KEY 4 temporary job to another, or not working
at all
5   Before watching An unusual career path, ask students to work
in pairs and put the events in order. Play An unusual career path and KEY 4
get students to check if they got the order right. Elicit answers from the 1 ✗ The Red Arrows have got the union flag
whole class.  KEY 5 painted on their tails.
2 ✗ Mid-air manoeuvres look more
AFTER WATCHING  10 MINS dangerous than formations because the
planes fly very closely past each other at
Students discuss the questions in groups. Monitor and make a note of any high speed.
errors and also of any examples of good language. Have a class feedback
3 ✓
session eliciting opinions from various groups, then focus on any language
4 ✓
issues.
5 ✗ The Red Arrows do have corporate
sponsors.
RESEARCH
KEY 5
Students are going to give a talk about women doing a traditionally male
3 She worked as a flight attendant.
job. Encourage them to choose someone they know. Otherwise they can
5 She became team manager for the Red
choose a famous woman who particularly interests them. Get students to
Arrows.
research and prepare their talks for homework. Put them in groups at the
beginning of the next lesson to give their talks. Each group can choose the 2 She decided not to go to university.
most interesting and unusual talk to present to the rest of the class. 4 She joined the Royal Air Force.
1 She joined the Combined Cadet Force.
Students can watch the video again on the Headway iTutor and complete
the interactive tasks.

Photocopiable Teacher’s notes © Oxford University Press 2015

 Headway
New
WORKSHEET
Unit 8  Ruth Shackleton: a life less ordinary
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING
1 Discuss the questions with a partner.
1 What do you know about the Red Arrows?
2 What do you know about the air force in your country? And in the UK?
3 Can women join the air force in your country?
2 Match the words (1–6) with their definitions (a–f).
1 tomboy a imagine, visualize
2 envisage b follow, practise
3 preclude c girl who enjoys activities traditionally considered to be for boys
4 pursue d migratory worker, vagrant
5 hobo e common, widespread
6 prevalent f prevent, impede, stop

WHILE WATCHING
3   Watch the video. Take notes to answer the questions.
1 Is Ruth a pilot in the Royal Air Force?
2 In her job, what isn’t Ruth responsible for?
3 How many different aspects of her job does Ruth mention?
4 In what way is Ruth’s lifestyle different from most women of her age?
5 Do you think Ruth is like a hobo? Why/Why not?

4  Watch The Red Arrows. Are the sentences true (✓) or false (✗)? Correct the false sentences.
1 The Red Arrows have got the union flag painted on their sides.
2 Formations look more dangerous than mid-air manoeuvres because the planes fly very closely past each other
at high speed.
3 To be a Red Arrow pilot you have to be one of the nine best pilots in the air force.
4 Most of the Red Arrow support team are wearing blue uniforms in the team photo.
5 The Red Arrows are a national institution like red London buses, so cannot have corporate sponsors.

5  Watch An unusual career path and put the events in the order (1–5) that they happened in Ruth’s life.
  She worked as a flight attendant.
  She became team manager for the Red Arrows.
  She decided not to go to university.
  She joined the Royal Air Force.
  She joined the Combined Cadet Force.

AFTER WATCHING
Work in a group. Discuss the questions.
1 Are men and women treated equally in the workforce in your experience? Give examples.
2 Do you agree with Ruth that if a woman works hard and is focused enough, she can do any job she wants?
3 Have you heard of ‘mannies’? What do you think they are? Would you hire one?

RESEARCH
Choose a woman you know who is doing a traditionally male job, or choose a famous woman such as motorcycle racer Jenny
Tinmouth, astronaut Samantha Cristoforetti, president and CEO of Yahoo! Marissa Mayer, primatologist Jane Goodall, scientist
and Chemistry Nobel Prize winner Dorothy Hodgkin, or Britain’s first female fast jet pilot Jo Salter. Find out about their early
life, how they got into their chosen career, and what they had to do to become successful. Prepare a talk (about five minutes) to
give at the beginning of the next lesson.

Photocopiable Worksheet © Oxford University Press 2015

 Headway
New
TEACHER’S NOTES
Unit 9  Silent film music
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING  5 MINS ANSWER KEY 

Warmer Explain that this video is about film music. Ask students to think KEY 1
of films they’ve seen where the music is particularly memorable and/or Answers will vary.
beautiful. Do they know who composed it or what the music is called?
KEY 2
1 Ask students to discuss the questions in groups. Elicit answers from the 1 world-renowned, 2 soundtrack,
whole class.  KEY 1 3 misnomer, 4 wistful, 5 slapstick
2 Ask students to complete the sentences. Elicit answers from the whole
KEY 3
class.  KEY 2
1 He’s a silent film accompanist, co-founder
of the Kennington Bioscope, and an expert
WHILE WATCHING  25 MINS on the silent film era.
3   Play the whole video and ask students to make notes to answer 2 Most silent films are supposed to be seen
the questions. Elicit answers from the whole class.  KEY 3 with music to help the audience respond
to them.
4   Before watching The silent film era, ask students to work in pairs
to see if they can remember what the words, names, and phrases refer to. 3 When sound came people didn’t look after
Play the video and get students to check their answers. Elicit answers old silent films; they are fragile so easily
from the whole class.  KEY 4 damaged; they were also boiled up to
retrieve silver.
5   Before watching The music, ask students to read the sentences.
4 It helps audiences see inside the head of
Play the video and ask them to decide if the sentences are true or
the characters; it shapes their emotional
false. Get them to correct the false ones. Elicit answers from the
response to a scene or character; it creates
whole class.  KEY 5
a mood.
5 finding the heartbeat of the film, being
AFTER WATCHING  10 MINS swept up by the film, and getting inside the
characters’ heads
Students discuss the questions in groups. Monitor and make a note of any
6 It is timeless, a unique way of telling a
errors and also of any examples of good language. Have a class feedback
story, and it is a picture into the past.
session eliciting opinions from various groups, then focus on any language
issues. KEY 4
1 Kennington Bioscope – showing silent films
RESEARCH 2 very loud surround sound in a big modern
Tell students that they are going to write a review of a film soundtrack for a multiplex cinema
music publication. Get them to choose the film in groups or pairs. Have a 3 silent film piano accompanist
class discussion about what makes a film soundtrack successful or not. 4 silent films
Then ask students to write their review for homework. Students can read 5 cue sheets
each other’s reviews at the beginning of the next lesson. 6 watching the film in complete silence
Students can watch the video again on the Headway iTutor and complete 7 films made by Alfred Hitchcock in silent
the interactive tasks. film era
8 one of Hitchcock’s catchphrases
9 the first talking picture
10 what film stock used to be made of –
people boiled the old films to get the silver
KEY 5
1 ✓
2 ✗ You can have wistful music in a major
key, played in a particular way.
3 ✓
4 ✓
5 ✗ In an ideal situation, John gets swept up
by the film and the music is his emotional
response to what he sees and feels.

Photocopiable Teacher’s notes © Oxford University Press 2015

 Headway
New
WORKSHEET
Unit 9  Silent film music
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING
1 Discuss the questions with a partner.
1 Have you ever watched a silent film? If so, what was it like?
2 What are Charlie Chaplin and Alfred Hitchcock famous for?
3 How important is music in films? Can you think of any famous music
or songs especially written for films?
2 Complete the sentences with words from the box.
misnomer slapstick  soundtrack wistful  world-renowned

1 I had no idea she was a pianist. But then I don’t know much about classical music.
2 Is that the film with the amazing ? Who’s the composer, can you remember?
3 The house is called Farm Manor, which is a bit of a as there isn’t a farm and it’s hardly a manor house.
4 Looking through all the photo albums made her feel a bit  . Everyone looked so young!
5 Honestly, I can’t stand humour. All those pies in faces! What’s funny about that?

WHILE WATCHING
3   Watch the video. Make notes to answer the questions.
1 What is John Sweeney known for?
2 Why don’t silent films work without music?
3 Why have so few silent films survived?
4 What does music help audiences do?
5 What is the key to successfully accompanying a silent film?
6 How is silent film viewed today?

4  Watch The silent film era. What do these words, names, and phrases refer to?
1 unique monthly event
2 ear-splitting
3 John Sweeney
4 a misnomer
5 a list of popular tunes for silent films
6 the purest cinematic experience
7 nine surviving silent films
8 ‘Show, don’t tell.’
9 The Jazz Singer
10 silver nitrate

5  Watch The music. Are the sentences true (✓) or false (✗)? Correct the false sentences.
1 John Sweeney used to think most silent films were either slapstick comedies or expressionist.
2 You can’t express sadness in a major key.
3 John spends the beginning of the film familiarizing himself with the characters and the plot.
4 Although sometimes John can play intuitively, other times he feels as if he’s on the margins.
5 The accompanist has to remain detached in order to properly interpret the emotions of the characters.

AFTER WATCHING
Work in a group. Discuss the questions.
1 How important is music in your daily life? How much time do you spend listening to it?
2 In what way can music change the way you feel? How can it influence mood?
3 Make a list of places and situations where you usually hear music. What effect would silence have in these situations?

RESEARCH
You are going to write a review of a film soundtrack for a music publication. First, choose the film. Then, listen to the music as
you watch the film. Decide what makes it successful or not. You can also do some research on the Internet and find out some
facts about the composer.

Photocopiable Worksheet © Oxford University Press 2015

 Headway
New
TEACHER’S NOTES
Unit 10  The science of sport
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING  5 MINS ANSWER KEY 

Warmer Explain that this video is about sport. Ask students to work in KEY 1
pairs and write down five expressions to describe a sport of their choice Answers will vary.
(e.g. fast-paced, high-intensity, highly-competitive, requiring a lot of
patience, extremely dangerous, hugely popular). Get them to give their KEY 2
list to another pair who then guesses which sport they chose. 1 g, 2 d, 3 a, 4 h, 5 f, 6 e, 7 c, 8 b

1 Ask students to discuss the questions in groups. Elicit answers from the KEY 3

whole class.  KEY 1 1 b, 2 a, 3 b, 4 a, 5 c, 6 c, 7 a, 8 b

2 Ask students to match the words to make collocations. Elicit answers KEY 4
from the whole class and make sure they know what each collocation
1 ✗ The dominant sports in the USA are
means.  KEY 2
American football, basketball, and
baseball.
WHILE WATCHING  25 MINS 2 ✗ The cheapest ticket to see Chelsea play a
league match is £80.
3   Play the whole video and ask students to answer the questions or
complete the sentences with the correct option. Elicit answers from the 3 ✓
whole class.  KEY 3 4 ✗ The latest tool for success in elite sport is
science.
4   Before watching All about the money?, ask students to read the
5 ✓
sentences. Play the video and ask them to decide if the sentences are
true or false. Get them to correct the false ones. Elicit answers from the KEY 5
whole class.  KEY 4 1 environment
5   Before watching The science, ask students to predict the 2 and can mean the difference between
answers in pairs. Play the video and ask students to choose the 3 scientific data collected about them
correct options.  KEY 5 4 well an athlete’s training is going
5 generally
AFTER WATCHING  10 MINS 6 Short bursts of intense activity
7 cope with setbacks
Students discuss the questions in groups. Monitor and make a note of
any errors and also of any examples of good language. Have a class
feedback session eliciting opinions from various groups, then focus on
any language issues.

RESEARCH
Tell students that they are going to give a talk on an individual elite athlete
or on a team of their choice. In pairs, get students to help each other choose
an athlete or a team. Then get them to research and prepare their talks
(about five minutes) for homework. They should include photos if possible.
They can give their talks in groups at the beginning of the next lesson.
Students can watch the video again on the Headway iTutor and complete
the interactive tasks.

Photocopiable Teacher’s notes © Oxford University Press 2015

 Headway
New
WORKSHEET
Unit 10  The science of sport
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING
1 Discuss the questions in groups.
1 Do you think professional sport has changed in the last decade? Why/Why not?
2 Do you watch sport? If so, who do you support? Is your team doing well?
3 What do you do to keep fit? Are you a member of a gym?
4 Do you do a sport? If so, how seriously do you take it? Are you a member of a team?
2 Match (1–8) with (a–h) to make collocations.
1 global sporting 2 innate 3 train 4 constantly
5 avoid 6 high-intensity 7 short 8 deal with

a relentlessly b adversity c burst d ability

e interval training f injury g brand h evolving

WHILE WATCHING
3   Watch the video. Answer the questions or complete the sentences with the correct option, a, b, or c.
1 Which of these sports isn’t shown in the video? 6 VO2 tests are used an athlete’s training regime.
a basketball  b boxing  c golf a at the beginning of  b at the end of  c throughout
2 Where isn’t football particularly popular? 7 High-intensity interval training is than other
a Pakistan  b Colombia  c Angola types of training.
3 For financial support, professional sports depend on a more effective  b less effective  c more difficult
more than any other source. 8 Psychologists help athletes perform better by
a gate revenues  b company sponsorship  c merchandising teaching them to  .
4 Which of these is a discipline of sports science? a express their feelings  b keep focused
a psychology  b engineering  c biochemistry c confide in each other
5 Which discipline studies ways of preventing injury?
a physiology  b psychology  c biomechanics

4  Watch All about the money? Are the sentences true (✓) or false (✗)? Correct the false sentences.
1 The dominant sports in the USA are soccer, basketball, and baseball.
2 The average cost of a ticket to see Chelsea play a league match is £80.
3 Merchandizing involves selling the latest kit and other assorted items with the team’s logo on it.
4 The latest tool for success in elite sport is continuous training.
5 Even bedding and toiletries have become important in achieving marginal gains in elite sport.

5  Watch The science and underline the correct options.

1 Biomechanics examines the way athletes interact with their equipment and their teammates / environment.
2 Kit is hugely important and can mean the difference between / but doesn’t really matter when it comes to winning and losing.
3 Training programmes can be developed to fit individuals thanks to biomechanical tests / scientific data collected about them.
4 Regular VO2 max tests show how much oxygen an athlete is using / well an athlete’s training is going.
5 Long distance runners and rowers generally / fail to attain high scores on the VO2 max test.
6 Short bursts of intense activity / Prolonged moderate exercising is the most efficient way to get fit.
7 Psychologists can help athletes cope with setbacks / conceal their emotions.

AFTER WATCHING
Work in a group. Discuss the questions.
1 What do you think of the business of sport? Do you think it is generally positive or negative? Why?
2 Do you think elite athletes are exploited at all? Why? Give examples.
3 If you were involved in training an elite athlete, how would you go about it?

RESEARCH
You are going to give a talk on an individual elite athlete or on a team of your choice. Using the Internet, find out about their
history, their triumphs and disappointments, and their plans for the future. Prepare a short talk to give to the class.

Photocopiable Worksheet © Oxford University Press 2015

 Headway
New
TEACHER’S NOTES
Unit 11  Survival skills
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING  5 MINS ANSWER KEY 

Warmer Explain that this video is about survival skills. Ask students to KEY 1
think about three things they’d like to have if they had to spend a day in Answers will vary.
the forest or jungle. Compare as a class or in groups.
KEY 2
1 Ask students to discuss the questions in groups. Elicit answers from the 1 pivotal, 2 vast, 3 imminent,
whole class.  KEY 1 4 increasing, 5 highest
2 Ask students to complete the sentences. Elicit answers from the whole
KEY 3
class.  KEY 2
1 b, 2 c, 3 a, 4 a, 5 b

WHILE WATCHING  25 MINS KEY 4

1 ✓
3   Play the whole video and ask students to answer the questions or
2 ✓
complete the sentences with the correct option. Elicit answers from the
whole class.  KEY 3 3 ✗ A good shelter has got to be waterproof
and windproof.
4   Before watching In the wild, ask students to read the sentences.
4 ✗ He also uses tools that he made from
Play the video and ask them to decide if the sentences are true or
wood and string; and he uses straw and
false. Get them to correct the false ones. Elicit answers from the
other dried materials.
whole class.  KEY 4
5 ✗ You will have acquired four main
5  Play A life-changing experience and ask students to make notes skillsets: building shelter, finding water,
to answer the questions. Elicit answers from the whole class.  KEY 5 making fire, and finding food.
KEY 5
AFTER WATCHING  10 MINS
1 People have to rely on others all the time.
Students discuss the questions in groups. Monitor and make a note of any 2 We don’t use knives or cook our own food.
errors and also of any examples of good language. Have a class feedback 3 No, but he thinks we rely on it too much
session eliciting opinions from various groups, then focus on any language and some of the information is unreliable.
issues. 4 social networking and being connected
5 not looking at their phones, tablets, or
RESEARCH computers all the time
Tell students that they are going to produce a leaflet on wilderness survival
for young adults aged 18–24 who are going on a wilderness weekend. Put
students in groups and get them to use the information they’ve learned
from watching the video. If you have access to computers, get them to do
some additional research on the Internet. They then make a list of ‘Dos and
don’ts’ and ‘What to take’ and compare with another group’s. Students could
also do this for homework and compare at the beginning of the next lesson.
Students can watch the video again on the Headway iTutor and complete
the interactive tasks.

Photocopiable Teacher’s notes © Oxford University Press 2015

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WORKSHEET
Unit 11  Survival skills
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING
1 Discuss the questions in groups.
1 How would you cope if you were stranded in the jungle or the forest?
2 What skills are needed for survival in the wild?
3 How long can people survive without food, water, and shelter?
2 Complete the sentences with words from the box.
highest  imminent  increasing  pivotal  vast

1 She played a role in the struggle for gender equality in her country.
2 The majority of complaints were unjustified. However, some did need urgent addressing.
3 They’re very excited about the arrival of their first grandchild. Not long now!
4 At the meeting tomorrow they’ll discuss our reliance on imported gas. Every year it rises a bit more.
5 The welfare of our patients is always of the priority. Nothing is more important.

WHILE WATCHING
3   Watch the video. Answer the questions with the correct option, a, b, or c.
1 Which of these is likely to be a part of our lives soon?
a 3D printers  b the Internet of Things  c being tracked and monitored
2 What consequence has technology had on most people’s practical competences?
a the Internet teaches new practical skills  b they rely on electricity to function 
c their abilities and skill sets are diminished
3 What is the first and most important thing you must do when lost in the wilderness?
a make a shelter  b find a water source  c make a fire
4 Why is it important to look for water before food?
a you can’t eat without fluids  b it’s harder to find food  c water is easier to absorb
5 Which is the most important skill taught on the course?
a making fire and building a shelter  b self-reliance  c tuning in to your environment

4  Watch In the wild. Are these sentences true (✓) or false (✗)? Correct the false sentences.
1 Lack of electricity and cyberterrorism are impending threats to society.
2 Jason Ingamells teaches people wilderness survival skills and gives life-saving instruction.
3 A good shelter has got to be made of natural materials.
4 Jason uses only sticks to make fire.
5 At the end of one of Ingamells’ courses, you will have acquired the three main skills to survive:
building shelter, finding water, and making fire.

5  Watch A life-changing experience. Make notes and answer the questions.

1 How does Ingamells describe the society we live in?
2 What does he say we don’t do any more?
3 Does Ingamells think technology is a bad thing?
4 What do people miss most when they go on a bushcraft course?
5 What helps people feel more connected to the real world, according to Ingamells?

AFTER WATCHING
Work in a group. Discuss the questions.
1 Do you think Ingamells is right about our reliance on technology? Why/Why not?
2 What can be done to encourage people to switch off their devices?
3 What effect, if any, might watching this video have on school children? What about their parents?

RESEARCH
You are going to produce a leaflet on wilderness survival for young adults aged 18–24 who are going on a wilderness weekend.
Use the information you’ve learned from watching this video and do some additional research on the Internet. Then make a list
of ‘Dos and don’ts’ and ‘What to take’. Compare your leaflets in groups.

Photocopiable Worksheet © Oxford University Press 2015

 Headway
New
TEACHER’S NOTES
Unit 12  The Human Genome Project
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING  5 MINS ANSWER KEY 

Warmer Explain that this video is about the human genome project. KEY 1
Ask students to work in pairs and write down two or three questions Crick and Watson are famous because
they’d like answered by watching the video. At the end of the lesson, get they discovered the double-helix structure
students to go back to their questions and see if they were answered. of DNA.
Other answers will vary.
1 Ask students to discuss the questions in groups. Elicit answers from the
whole class.  KEY 1 KEY 2
2 Ask students to match the words with their definitions. Elicit answers 1 f, 2 c, 3 a, 4 b, 5 e, 6 d
from the whole class.  KEY 2
KEY 3
1 1953, 2 4, 3 1990, 4 6 billion, 5 2003,
WHILE WATCHING  25 MINS
6 23,000, 7 400, 8 50
3   Play the whole video and ask students to match the numbers to KEY 4
the statements. Elicit answers from the whole class.  KEY 3
1 Because it explains how genetic
4  Play The discovery of ‘the secret of life’ and ask students to make information is stored, copied, and passed
notes to answer the questions. Students can compare their answers in on through the generations.
pairs. Elicit answers from the whole class.  KEY 4
2 He says it contains the information
5   Before watching Putting the genome to use, ask students to read needed, like a programming language.
the sentences. Play the video and ask them to decide if the sentences are 3 No, he doesn’t – he explains that it
true or false. Get them to correct the false ones. Elicit answers from the consists of a string of bases which can be
whole class. represented by just four letters.
4 There are two copies of every gene and
AFTER WATCHING  10 MINS most of them are identical.
5 5,000 people and 20 institutes
Students discuss the questions in groups. Monitor and make a note of any
errors and also of any examples of good language. Have a class feedback KEY 5
session eliciting opinions from various groups, then focus on any language 1 ✗ She must have known about it when she
issues. was finishing school because she says it
was a very exciting time – she implies she
RESEARCH came to the UK because of it.
2 ✓
Tell students that they are going to give a talk on the implications of
3 ✗ There are around 23,000 genes, and
individual genome sequencing. For homework, get them to do some
between 5,000 and 10,000 are linked to
research and find out in what way it is positive or negative. Ask them to
common diseases.
think about ethical implications and decide whether it is on the whole a
4 ✗ DNA testing will be done alongside
good or a bad thing. Their talks should be no longer than five minutes. Get
routine diagnostic tests.
them to give their talks at the beginning of the next lesson. Find out how
5 ✗ There is still a long way to go in
many students think genome sequencing is on the whole positive and on the
translating research into clinical practice.
whole negative.
6 ✓
Students can watch the video again on the Headway iTutor and complete
the interactive tasks.

Photocopiable Teacher’s notes © Oxford University Press 2015

 Headway
New
WORKSHEET
Unit 12  The Human Genome Project
40 MIN

Advanced FOURTH EDITION

BEFORE WATCHING
1 Discuss these questions in groups.
1 What do you know about the Human Genome Project?
2 What are Francis Crick and James Watson famous for?
3 In what way is their discovery likely to change your life?
2 Match the words (1–6) with their definitions (a–f).
1 adverse a deliberately exaggerated
2 elucidate b acting as a sign or symbol of something
3 hyperbolic c to make something clearer by explaining it more fully
4 iconic d to make something new begin
5 implicate e to show or suggest that something is the cause of something bad
6 usher in f negative and unpleasant

WHILE WATCHING
3   Watch the video. Match the numbers to the statements they refer to (1–10).

4  50  400  1953  1990  2003  23,000  6 billion

1 This is the year that Crick and Watson tell the world that they have discovered the structure of DNA.
2 All the information in a string of DNA is represented by letters.
3 The Human Genome Project started this year.
4 This is the total approximate number of base pairs in the human genome.
5 This was the year that the Human Genome Project was completed.
6 The approximate number of genes contained in the human genome.
7 The number of genes which we know to be linked with cancer.
8 The Human Genome Project was completed years after the structure of DNA was discovered.

4  Watch The discovery of the ‘secret of life’. Make notes to answer the questions.
1 Why is the discovery of the structure of DNA called the ‘secret of life’?
2 How does Professor Parkhill describe the role of DNA in switching on proteins in the body?
3 Does Professor Parkhill think DNA is a complicated molecule?
4 What does Professor Parkhill say about the six billion base pairs?
5 How many people and how many institutes were involved in the project?

5  Watch Putting the genome to use. Are the sentences true (✓) or false (✗)? Correct the false sentences.
1 Elli Papaemmanuil didn’t know about the Human Genome Project until she went to university.
2 According to Elli, the most important effect the Human Genome Project has had is on our understanding of disease.
3 More than half of the genes in the human genome are linked to common diseases.
4 There will come a time when only DNA testing will be necessary to diagnose diseases.
5 Elli thinks routine DNA testing is round the corner.
6 It will be very easy to carry out DNA testing in the future.

AFTER WATCHING
Work in a group. Discuss the questions.
1 What implications do you think DNA testing might have in the future?
2 In what way might it be negative?
3 Would you like your genome to be sequenced? Why/Why not?

RESEARCH
You are going to give a talk on the implications of individual genome sequencing. Do some research and find out in what way
it is positive / negative. Are there any ethical implications? Decide whether it is on the whole a good thing or a bad thing.

Photocopiable Worksheet © Oxford University Press 2015