1 3 4 5

Harry was visiting New York 2 The next day he queued for He arranged to meet At 8.10 Cindy phoned Harry asked her about
for the first time. He asked a three hours, without success. Cindy for dinner at an Italian to apologize. her plans for the next day
Unit 7

friend for advice. He explained to Cindy. restaurant at 8.00. (Saturday).

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Grammar
When Harry met Cindy 

FUTURE IMPOSSIBILITY,
POSSIBILITY
SUGGESTION ABILITY PROBABILITY OBLIGATION
SB p70

go for a bike ride /

go to / Broadway show ticket she / be / here / soon I / be able / come / weather good
work / late

6 7 8 9 10
The next day it was raining That evening he went to the The next day Harry met Cindy offered to take him She recommended getting
so Harry decided to rent a car. theatre. There was no queue Cindy for dinner. It was his to the airport the following to the airport early because
and he got a ticket. last night in New York. day. of the weather.
5th edition

Upper Intermediate

OBLIGATION OBLIGATION ADVICE

OBLIGATION OFFER
be over 23 / what time / I think / get /
I / not / queue I / take you
pay / credit card be at airport tomorrow? airport / early

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 5th edition
Unit 7 Grammar Teacher’s Notes
When Harry met Cindy  SB p70 Upper Intermediate

Pre-activity  (5 minutes)
Aim
• Explain to the class that you have a friend coming to visit you this
To practise using a range of modals and weekend. Elicit comments and ideas for things to do. You should go to
related verbs the castle. You could hire a car. You have to go to the lake.
Language • Put expressions on the board and discuss the meanings of the various
modals offered – advice, suggestion, obligation, possibility, etc.
Various modals: could, couldn’t, should,
shouldn’t, ought to, might, have to, don’t
have to Procedure  (25 minutes)
• Explain that students are going to practise more of these modal verbs
Skills by reading a story and completing some speech bubbles.
Speaking and Listening • The activity should be done in pairs. Give each pair a copy of the
Materials worksheet and ask them to look at the first picture. Get them to read
the narrative, look at the picture and read the meaning required (e.g.
One copy of the worksheet per pair of SUGGESTION) and the prompts. Ask them to role-play what is said in
students the picture.
• Ask them to complete the rest of the story in pairs, role-playing each
situation. There are a number of possible correct answers for each
speech bubble.
• Have a class feedback session and ask each pair to read out answers for
Possible answers one of the parts of the story. Ask for other ways of expressing the same
1 You could go to a Broadway show. meaning.
2 I couldn’t get a ticket.
3 She should be here soon.
4 Sorry, I won’t be able to come tonight. I have to Extension  (15 minutes)
work late. • Students work in pairs and make a conversation Harry had with a friend
5 I might go for a bike ride if the weather is good. when he got home. The conversation should cover Harry’s trip to New
6 You have to be over 23 and you must pay by York and use a number of modals.
credit card.
7 I didn’t have to queue.
8 What time do you have to be at the airport
tomorrow?
9 I could take you (to the airport) if you want.
10 I think you should get to the airport early.

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 Part A Part B
Unit 7

My lazy brother is always My lazy brother is always

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trying to get out of trying to get out of

I can never get in touch It took me a long time

with to get over
Vocabulary

It took me a long time I can never get in touch

Phrasal verbs chain 

to get over with

Teenagers generally get

I get on very well with
SB p77

through a lot of

Teenagers generally get

I get on very well with
through a lot of

What gets on my nerves If someone tries to

is people who get at me, I

If someone tries to What gets on my nerves

get at me, I is people who

Little children often Something I never get

get up to round to doing is
5th edition

When I was younger, When I was younger,

I got away with I got away with
Upper Intermediate

Something I never get Little children often

round to doing is get up to

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Unit 7 Vocabulary Teacher’s Notes
Phrasal verbs chain  SB p77
Aim
To complete sentences with get, then make a
domino chain with the sentences
Language
Phrasal verbs with get
Skills
Writing, Speaking and Reading
Materials
One copy of either Part A or Part B of the
worksheet and a pair of scissors per pair of
students
Headway © Oxford University Press 2019
5th edition
Upper Intermediate
Pre-activity  (5 minutes)
• Write I couldn’t get over … on the board and elicit a possible ending to
the sentence, e.g. … seeing Lionel Messi in the local café.
• Ask students, in pairs, to think of other possible endings to the
sentence. Encourage them to be creative!
• Have a class feedback session.
Procedure  (25 minutes)
• Explain that students are going to complete sentences using get, and
then play dominoes.
• Put students into pairs and give each pair a copy of either Part A or Part
B of the worksheet. Show students how to complete each sentence
by writing in the blank space on the domino piece underneath it,
not beside it, e.g. students with Part A write the completion of My lazy
brother is always trying to get out of … in the blank section on the left
of I can never get in touch with …, etc. (The completion of Something
I never get round to doing is … is written in the blank section on the left
of My lazy brother is always trying to get out of … .)
• Ask pairs to complete the sentences. Go around helping and correcting
as necessary, making sure the sentences make sense. Pay attention to
the correct verb forms after a preposition.
• When everybody has finished, give each pair of students a pair of
scissors and ask them to cut out the domino pieces following the
dotted cut lines. Make sure they don’t cut down the middle.
• Ask pairs to swap dominoes with another pair, who had the opposite
part of the worksheet. Pairs look at their new domino pieces and try to
match them to make sentences.
• Tell students to position the dominoes in a circle as a way to check they
have matched the dominoes correctly. Go around helping as necessary.
• When students have finished, ask the pairs who wrote the sentence
completions to check that the dominoes have been matched correctly
by the new pair.
Extension  (10 minutes)
• Write the following questions on the board:
What did you use to get up to when you were younger?
Who would you like to get in touch with?
What took you a long time to get over?
What do you get through a lot of in a week?
Who do you get on well with?
• Divide students in small groups to discuss the questions. Go around
listening, helping with vocabulary and grammar as necessary.
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 5th edition
Unit 7 Communication
Over the top or understated?  SB p78 Upper Intermediate

Student A
1 Look at situations 1–6. Describe them to Student 2 Complete and use these responses to reply to
B or ask a question. Student B will respond. Student B.
Confirm their response with an expression with a
similar meaning.
a You m have b starving.
1 While you were away, your housemate borrowed
your bicycle without asking and damaged it.
2 You were in a meeting when suddenly one b I i you were a b upset.
of your colleagues picked up his things, stood
up and walked out, slamming the door.
c They s   to get o pretty w  .
3 One of your friends has been working abroad.
They have come home and bought a house
and a brand new Ferrari.
d I can’t s that place.
4 It’s the end of a very hot day in the office.
Ask your partner how they’re feeling.
5 You are watching a politician on TV who
doesn’t appear very intelligent. Ask your
e You m be absolutely k  .
partner for their opinion.
6 One of your friends seems very fond of another
friend. Ask your partner for their opinion. f I b that cost a b  .

Student B 2 Look at situations 7–12. Describe them to Student

A or ask a question. Student A will respond.
1 Complete and use these responses to reply to Confirm their response with an expression with a
Student A. similar meaning.
7 You have worked overtime for the last week.
g He q fancies her, I t  ! This morning you painted a bathroom and this
afternoon you went for a 10-km run.
8 One of your classmates has a beautiful designer
h That was a b  rude.
handbag. Point it out to your partner.
9 You went out hiking, but forgot to take a picnic.
i He’s a  t  a   In all you were out for eight hours and had just
t  s planks. one chocolate bar.
10 You are at a wedding. The couple getting
married seem very happy. Ask your partner for
their opinion.
j Wow! She m be a loaded!
11 You bought tickets three months ago and you
were looking forward to the show, but when
you arrived you saw a sign saying ‘Cancelled’.
k I b you h the roof!
12 You are discussing where to have dinner.
Someone suggests a small, dark, crowded café
about three kilometres away. Ask what your
l I’m d for a drink! partner thinks.

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Unit 7 Communication Teacher’s Notes
Over the top or understated?  SB p78
Aim
To practise responding in an exaggerated or
understated way
Language
Expressions of exaggeration and
understatement
Skills
Speaking and Listening
Materials
One copy of the worksheet cut or folded in
half per pair
Answers
1 k I bet you hit the roof.
2 h That was a bit rude.
3 j Wow! She must be absolutely loaded!
4 l I’m dying for a drink!
5 i He’s as thick as two short planks.
6 g He quite fancies her, I think!
7 e You must be absolutely knackered.
8 f I bet that cost a bit.
9 a You must have been starving..
10 c They seem to get on pretty well.
11 b I imagine you were a bit upset.
12 d I can’t stand that place.
Headway © Oxford University Press 2019
5th edition
Upper Intermediate
Pre-activity  (5 minutes)
• Explain to the class that you’ve been working for hours and had no
time for food all day. Elicit responses such as Aren’t you hungry? You must
be peckish. You must be starving! I bet you could do with something to eat.
• Put expressions on the board in order of strength from the understated
peckish to the exaggerated starving. Put the expressions I could do
with something to eat. and I could eat a horse. on the board to illustrate
understatement and exaggeration.
Procedure  (20 minutes)
• Explain that students are going to practise more of these expressions
by hearing a situation, choosing a response and having a dialogue.
• Put students into pairs. Give each pair a worksheet cut or folded in half
and tell them to look at different halves of the worksheet.
• Ask each student to check they have understood the situations on their
half of the worksheet. Help with any vocabulary as necessary.
• Student A starts by saying each situation and having their partner
choose an appropriate response. Their partner will need to try to
complete the missing words in their responses. Remind them that each
response can be used only once. The other student then replies using
an exaggeration or an understatement with the same meaning. For
example:
A While I was away, my housemate borrowed my bicycle without asking
and damaged it.
B I bet you hit the roof!
A Yes, I was a bit upset.
• Then Student B reads out their situations for Student A to respond to.
• Once all situations have been read out, the students work in their pairs
to make sure all the responses in a–l have been completed.
• Have a class feedback session and ask each pair to read out one of their
dialogues.
Extension  (20 minutes)
• Write a list of adjectives on the board: intelligent, warm, fond, good, cold,
bad, tired, well off, cross, happy.
• Ask students to work in pairs, and think of as many ways as possible to
strengthen and/or exaggerate using other words and expressions. They
can use a dictionary to help.
• Put each pair with another pair. Ask them to combine their lists and
organize their combined words into a ‘strengthometer chart’.
D000995
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