5 with Testing Program AMERICAN Headway Proven success beyond the classroom THIRD EDITION Teacher’s Book Liz and John Soars Paul Hancock Richard Storton © Copyright Oxford University Press How to access the Oxford Online Skills Program, Testing Program, and teacher resources: Need help? Go to http://www.oxfordlearn.com/teachers for instructions on how to register, set up a class, and add a course Watch a tutorial video at www.oxfordlearn.com/teachertutorial Sign in or register at www.oxfordlearn.com Email eltsupport@oup.com Once you are registered as a teacher, set up your class Go to www.oxfordlearn.com for additional help Give your students the student joining code for the class Students sign in at www.oxfordlearn.com and enter both their Oxford Online Skills code and the student joining code For Terms and Conditions and System Requirements, visit www.oxfordlearn.com © Copyright Oxford University Press AMERICAN Headway Proven success beyond the classroom THIRD EDITION Teacher’s Book Liz and John Soars Paul Hancock Richard Storton © Copyright Oxford University Press © Copyright Oxford University Press Contents Introduction iv UNIT Tense review • Re exive pronouns • e ages of man • Getting emotional UNIT Adverbs and adjectives • Expressions with word • Breaking the rules of English 14 UNIT Verb patterns • Describing trends • Phrasal verbs with up and down • Workplace jargon 27 UNIT Modal auxiliaries, present, future, and past • Idiomatic adjective + noun collocations • So ening the message 42 UNIT Avoiding repetition • Nationalities and stereotypes • American vs British English 58 UNIT Ways of adding emphasis • Tense review • Nouns formed from phrasal verbs • Keeping the peace 71 UNIT Real and unreal tense usage • Phrasal verbs with on and of • Look on the bright side 85 UNIT Relatives and participles • Homonyms, homophones, and homographs • Clichés UNIT Discourse markers • Rhyming words • e music of English UNIT 10 Distancing the facts • Words to do with the body • Tags and replies 98 113 126 UNIT 11 Future tenses and future in the past • Synonyms and antonyms • Ten really bad predictions 139 UNIT 12 Linking devices • Metaphors • Word linking and intrusive sounds 153 Photocopiable worksheets Units 1–12 167 Workbook Answer Key 179 iii © Copyright Oxford University Press Introduction American Headway American Headway 5, hird Edition is a course for students who have achieved a high level of English ey have probably been studying for many years, and have bene tted from the wisdom of a variety of teachers ey will have had the same grammatical areas explained to them over and over again ey can cope with most text types, understand movies, literature and newspapers, and should be able to express themselves with an impressive uency However, there can also be a degree of frustration for them, because they know that some of their abilities are far from those of the native speaker, a goal which very few language learners achieve e third edition of American Headway retains the basic methodology of the second edition: both accuracy and uency-based activities, in-depth treatment of grammar; systematic lexical Syllabus, attention to all four language skills; the use of authentic material and tasks throughout Student Book Organization • Ways to avoid repetition • Ways of adding emphasis • Real and unreal tense usage • Relatives and participles • Discourse markers • Distancing the facts • e future • Linking devices ere are Grammar Spots in the Language Focus sections explore the language of the unit further ere are sometimes questions to answer and short exercises e Grammar Spot is reinforced in the Grammar Reference section at the back of the book Practice is section contains a wide variety of activities using all skills Some exercises encourage deeper analysis of the language, such as Discussing grammar; many exercises are personalized, with students working in pairs to exchange information about themselves ere is o en an additional language box in the Practice section, allowing students to explore another area of grammar addressed in the unit Each unit of American Headway 5, hird Edition has the following: • Starter • Language focus • Practice • Skills – listening and reading, always combined with speaking, with a writing section for each unit at the back of the book • Vocabulary • Spoken English • e Last Word ere is a strong emphasis on vocabulary in American Headway As in previous editions, there is a considerable focus on phrasal verbs Other areas of vocabulary include describing trends, idiomatic collocations, homonyms, homophones and homographs, words associated with the body, synonyms and antonyms, and metaphorical language Starter Reading and Listening is is to launch the topic of the unit and get students thinking and talking about it It can last a short while or longer, depending on the interests of your students e Reading and Listening sections are taken from a wide variety of sources, and have a range of comprehension tasks, language and vocabulary exercises, and extension activities Language focus Speaking Examples of target language items are taken from texts, either reading or listening or both is enables students to see the target language in context, helping them to assimilate it better Speaking tasks and activities can be found throughout each unit, sometimes drawing on pairwork material at the back of the book Other sections with a particular focus on speaking are: • e Starter sections • e What you think? sections in the Reading and Listening lessons, which prompt discussion and debate of the topic of the text or listening extract • e In your own words activities, which provide a framework for students to give a spoken precis of a text or listening extract, working from notes e main areas of grammar taught are: • Tense review • Re exive pronouns • Adverbs and adjectives • Verb patterns ã Modal auxiliary verbs Vocabulary Skills iv Introduction â Copyright Oxford University Press Writing Writing is primarily practiced in a separate section at the back of the Student Book is comprises 12 complete writing lessons related to the unit which can be used at the teacher’s discretion e writing syllabus provides models for students to analyze and imitate with a clear overview of the unit content from the Student Book, along with a brief introduction to the main themes of the unit and a summary of additional materials that can be used Within each unit, the highlighted sections indicate opportunities for additional activities with Suggestions and Extra activities is allows for further work on key language or skills when appropriate Spoken English is section covers the grammar of spoken English, highlighting areas that are more characteristic of the spoken, rather than the written, language ey include the following: • Expressions with re exives (Don’t put yourself down.) • Modal auxiliaries (You really shouldn’t have!) • Finding things in common (… so have I … neither I.) • If (As if! If so, … If not, …) • Rhyming expressions (shop ’til you drop, nearest and dearest) Stuf (I’m made of strong stuf hat’s the stuf of • nightmares.) • Emphatic expressions with do/does/did (I did warn you! I wish he wouldn’t.) Testing Program Grammar Reference In addition to the complete Student Book and Workbook content onscreen, teachers have access to audio and video les with optional scripts, as well as additional resources, such as customizable versions of 24 photocopiable activities, video worksheets, and PowerPointTM presentations is is at the back of the Student Book, and it is intended for use at home It can be used for review or reference Review Regular review of grammar and vocabulary is provided throughout the book ere is a photocopiable activity for each of the 12 units at the back of this Teacher’s Book ese photocopiables are also available on iTools, along with 12 additional photocopiable activities Workbook with iChecker All the language input – grammatical, lexical, and functional – is revisited and practiced iChecker Online Self-Assessment o ers additional content for self-study in the form of progress checks and test-preparation lessons Students can download and play all the Workbook audio les when they access iChecker material Teacher’s Book e American Headway, hird Edition Testing Program is available online for easy access e testing materials include Unit tests, Stop and Check tests, Progress tests, Exit tests, and Skills tests with audio les See instructions on the inside back cover for how to access the Testing Program Assessment tools to evaluate progress Teachers can track students’ progress, analyze their results, and plan more personalized learning Automatic grading frees teachers’ time to concentrate on teaching and helps teachers more easily report on progress iTools Video New video clips with classroom worksheets are available on the new American Headway 5, hird Edition iTools as well as online ere are 12 clips, one for each unit e language and topic in each clip are linked to the relevant Student Book unit e majority of the clips follow a documentary style and include native speaker interviews Finally! e activities in American Headway 5, hird Edition are designed to enable advanced students to extend their knowledge of the language and to give them a rewarding and challenging experience We hope this new edition helps you and your students in the process of teaching and learning English e Teacher’s Book o ers the teacher full support both for lesson preparation and in the classroom Each unit starts Introduction © Copyright Oxford University Press v What makes us human? Tense review • Reflexive pronouns • The ages of man • Getting emotional VIDEO What makes us human? The theme of this unit is the uniqueness of the human experience and the everyday emotions that it entails This theme is explored within the integrated skills work, which also introduces the vocabulary syllabus The unit begins with a Starter section which provides an opportunity for extensive spoken interaction based on the unit themes The unit additionally provides a review of the main tenses, allowing you to assess students’ strengths and weaknesses A Listening extract from Shakespeare’s play As You Like It is used to highlight some of the challenges of the human condition Vocabulary work focuses on the seven ages of man The Writing task involves writing a personal profile Language input grammar Tense review (SB p 6) Reflexive pronouns (SB p 7) • Reviewing, identifying, and practicing key tenses • Understanding and practicing reflexive pronouns VocabuLary Vocabulary work (SB p 4) • Finding synonyms for words and phrases in context the Last word We all get emotional! (SB p 10) • Understanding and practicing language used to express emotions; focusing on stress and intonation skiLLs deVeLopment reading What makes us human? (SB p 4) • A popular science article about the characteristics of human development Listening The Seven Ages of Man (SB p 8) • Listening for gist and key information in a Shakespearean soliloquy cd1 • (SB p 9) Listening for key information in four short monologues and inferencing the speaker’s opinion from contextual clues cd1 (SB p 118) speaking Have you ever? (SB p 3) In your own words (SB p 4) What you think? (SB p 4) Spoken English – Expressions with reflexives (SB p 7) What you think? (SB p 8) • • • • • Discussing common human situations and providing personalized content Summarizing and paraphrasing main ideas from the reading text Discussing key abstract concepts linked to human experience Identifying and practicing expressions with reflexives used in everyday English Discussing themes highlighted in the listening text writing Introducing yourself – A personal profile (SB p 103) • Understanding the conventions of a personal profile, identifying key features of dynamic writing, identifying formal synonyms, writing a personal profile more materiaLs photocopiables – The rights of man (TB p 167), tests (Online) Video (iTools and Online) Unit1 ã Whatmakesushuman? â Copyright Oxford University Press Notes on the unit starter The Starter section provides an introduction to the topic of the unit It provides an opportunity for extensive spoken interaction, as students exchange ideas on common human situations and illustrate these with personal examples Students then use their understanding to identify similar contexts in a dialogue Write the expression You’re only human on the board, and elicit from the class what this means Explain that the phrase is o en used as a way of explaining or justifying behavior that is less than perfect e underlying meaning is that what the person has done is just part of human nature and therefore should be accepted Refer students to the list of situations 1–12 on SB p 3, and explain that these are common occurrences which people have to deal with Read through the situations as a class, checking any new vocabulary for meaning and pronunciation Ask students to work in pairs and discuss whether they have experienced similar situations As students do this, go around the class, monitoring and assisting with vocabulary Once students have discussed the list, select several students to tell the rest of the class their anecdotes Ask students to work individually and then in groups, thinking of similar situations As a prompt, suggest an example such as taking a really long time to pay at the checkout when you realize that the person behind you is impatient and wants to be helped as quickly as possible Set a short time limit for the discussion When the time limit is up, ask students to share their ideas with the other group or the class as a whole cd1 Explain that students are going to listen to a couple of old friends, Bridget and Mark, discussing an event that Bridget has attended Ask students to listen once and write down where Bridget has been Play the recording again, this time encouraging students to write down which of the situations 1–12 Bridget has experienced Give students some time to check their notes, then check answers as a class As an extension, ask the class to decide if Bridget was justi ed in the way she behaved, e.g., was she just being human or do they think she was being unfair? Answers and audio script Bridget has been to a reunion She has experienced situations 1, 2, 10, 11, and 12 cd1 (B = Bridget, M = Mark) m Hi, Bridget Hey, how was your high school reunion? Wasn’t that last weekend? b Yeah, yeah It was good Well, it was OK – it’s just that I didn’t recognize a lot of the people and m Well, it’s been close to 15 years b Yeah, I know, and boy some people change! You know, I’d ind myself talking to someone who obviously knew who I was, and I didn’t have a clue who they were m And I don’t suppose you could have asked b No, how rude would that have been? Oh, but I did recognize Judith The dreaded, Jolly Judith She hasn’t changed at all unfortunately! I tried to avoid her, but she cornered me during dinner m So? b So, I’m like, “Hello, Judith How are you?’ BIG mistake, because then of course, she starts talking – every detail of the last 15 years – you know, her ups and downs, her two failed marriages – no surprise there – her fabulous third husband, the operation on her sinuses, the time she was let go from her job, and on and on Yeah, ask me anything about Judith! I could write her biography m I bet you promised to keep in touch though b Well, you have to, right? m You hypocrite! b I know, but I managed to get away before giving my email address or cell phone number m Oh, good job! b Hey, did you get the group picture I texted? m Yeah, yeah, I did, but I could only identify you and Brendan – he looked good – tall, handsome as ever, but a little bit annoyed You all looked pretty fed up to be honest b Well that’s because we got the poor waiter to take our picture, and everyone kept giving him their phone or camera And by the time he got to mine, well, we were all looking a little annoyed m It doesn’t sound like a great success, this reunion b Oh, it was OK I mean, most people were really nice, but you want to know the worst thing? m What? b Well, when I got to the station to catch the train home, who came gushing up to me on the platform – Oh, how nice, we can travel back together”? m Oh, no Not Judith! b You got it! And after I’d spent forever saying a polite goodbye to her READING AND SPEAKING (SB p 4) What makes us human? about the text e question “What makes us human?” has intrigued scientists and philosophers for centuries Current research into DNA has given us a clear idea of how humans di er as a species, and recent behavioral studies have revealed that having the capacity to think about alternative futures and make deliberate choices accordingly are key human characteristics distinct from other primates e text in this section is an example of a popular science article, based on the writings of American author Charles Q Choi While science journalism focuses on recent scienti c developments or breakthroughs, popular science is more wide-ranging, and intended for a general audience e idea of “symbolic thought” is derived from developmental psychology and refers to the representation of reality through the use of abstract concepts such as words, gestures, and numbers Symbolic thought is generally present in most children from the age of 18 months Unit1 ã Whatmakesushuman? â Copyright Oxford University Press Students are introduced to the topic by discussing the introduction, paragraph headings, and photos used in the text is helps to set the context, gain an overview of how the text is organized, and assist students in making predictions about the article’s content A er reading and checking their predictions, students do a more detailed comprehension task Students then go on to paraphrase the main ideas in the text before discussing some of the key issues it raises Encourage students to use the context to assist with any new vocabulary With weaker classes, or if you are short on time, you could pre-teach the following: unique, empathy, morality, paradox, posture, originated, dexterity Note that the vocabulary which is highlighted in the text is the focus of a task on synonyms in exercise 4 Tell students to close their books Write Ten things that make us human on the board Read through this as a statement, checking for understanding Ask students to work in small groups and set a short time limit for them to brainstorm as many ideas as they can for the ten features or attributes Ask students to share their ideas as a class Write the most frequent suggestions on the board en ask students to open their books and compare their ideas with those in the article Direct students to the text Ask them to look at the photographs, title, and paragraph headings Explain that any time students come across a new piece of writing they should use these features to gain an overview of the text As students read the headings, write these on the board A er students have discussed what they expect to read under each heading, ask them to again close their books Direct students’ attention to the headings on the board and ask them to work in groups, evaluating which of the ten things are the most important Remind students to provide reasons for their choices and to give examples to illustrate their views Monitor the discussion, assisting with language or examples where necessary Ask students to read the text, answering any vocabulary questions or allowing students to use a dictionary Ask the class if they agree with the ideas expressed by the author – if they don’t, ask them to explain which areas they disagree with and why Draw students’ attention to the fact that many popular science articles don’t always provide evidence for their claims, and so are more opinion-based than other forms of scienti c writing Ask students to read lines a–j, which are the nal lines of each of the ten paragraphs Ask students to write down, or underline, the key information in each sentence Explain that key information in scienti c or more academic texts is usually found in noun phrases Ask students to match each sentence to a paragraph Elicit the answer for paragraph 1 as an example Once students have done this, they should read the paragraphs again to make sure that each match is logical and grammatically accurate answers a b c d e f g h 10 i j In your own words In your own words is a new feature that appears in each unit of American Headway, Third edition, Level 5 This provides advanced level students with the opportunity to paraphrase and reprocess key information from authentic texts as oral summaries Elicit from students the di erent ways in which you can paraphrase someone else’s ideas, e.g., using synonyms most other species / (e.g other animals and birds incredible accomplishments), amazing achievements changing word order or sentence structure (e.g., Our We are set apart by our brains), brain sets us apart changing word form or part of speech Ask students to work in pairs and read through the prompts 1–10, checking the meaning of any new vocabulary Ask students to take turns using the prompts to paraphrase the key points from the text in their own words Give students some time to dra and check their paraphrases before they share their ideas As students dra their sentences, monitor and assist with grammar and vocabulary as necessary Vocabulary Read through the items in the box, checking for correct pronunciation Explain to students that by focusing on synonyms they will extend their vocabulary range; this will help them to better understand texts A er students have matched the items, ask them to work in pairs and decide on why the author may have chosen one form over the other Note that choice of lexis is o en dependent upon the assumed reader, collocation, or the genre For example, live in sounds a little too “everyday” to substitute for inhabit in the formal phrase “… enabled humans to inhabit …” answers characteristic = trait forebears = ancestors lourish = thrive desire = urge little evidence = few traces live in = inhabit perplexing = puzzling achievements with = feats of uses = functions main = chief ties = bonds What you think? The What you think? section gives students the opportunity to talk about personal experiences and express opinions about the topic of the lesson Unless you have a very small class, these activities are best done in groups of three to six It can be helpful to nominate one student in each group to be the discussion leader It is their job to ask the questions, make sure everyone gets a chance to speak, and to decide when to move on from one question to the next As this role is cognitively challenging, you should make sure that a different student is chosen each time students do a discussion task 4 Unit 1 • What makes us human? © Copyright Oxford University Press could wouldn’t had to 10 must have 11 will have 12 ought not to have worried 13 may have 14 should 15 must not 16 didn’t have to be 17 must have been 18 may have 19 should have 20 could h ’ll 10 l can’t c must 11 j can’t a must 12 k can f should 13 n might d should 14 m might e should 15 o might i ’ll g will I might have guessed I can’t be bothered I should know better I must say, You might as well ask! I should hope not! how should I know? You can say that again! We might as well 10 we’ll see 1 b must 1 = sneakers, baggy jeans, bomber jacket, baseball cap = lapel, sequins, make-up = shiny dinner jacket, bow tie, top hat, magic wand a = 1 b = 3 c = 2 Photo 1 shows Dynamo a minority interest his public completely confused read people’s minds he developed a health problem didn’t fit in there was lent some money Internet clips modest nature latecomer to 10 different d f e g a c b 1 Location Parking Front yard Condition of house Living room Kitchen Dining room Backyard Price 2 are within walking distance regular bus service ideal for the DIY enthusiast, of paint certainly wouldn’t go without notice is in need of some attention on the old side perhaps, Ideal for not exactly enormous isn’t the brightest room in the house very mature and well-established 10 exactly cheap World Cup level the most exciting on the watery side exactly welcoming go without notice ample room the best curry A B C D E F G H long shot sore spot foregone conclusion last resort saving grace fine line raw deal wishful thinking itchy feet 10 slippery slope yap sizzling roared rumbling cracked squealed buzzing whine / whining roared 10 buzzing 11 whining 12 sizzling 13 cracking 14 squealed 15 rumbled / been rumbling 16 yapping 10 2 He might have told me what was going on b H e might have told me what was going on a Do you have to work all evening? b Do you have to work all evening? a You could have hit him a You could have hit him b I might go out this evening b I might go out this evening a I could hardly walk home a I could hardly walk home b Jason would keep singing b Jason would keep singing a You could close the door a You could close the door b 11 to against into to on to as for on / about 10 at 182 Workbook Answer Key © Copyright Oxford University Press unit is did have wouldn’t did didn’t 10 have 11 won’t 12 will 13 was 14 could 15 can 16 will 17 Would 2 persuaded … to used to ’re not allowed to tried to won’t be able to The translator and the audience had to learned to don’t have to tried to expected … to pretended to told … to ridiculous buddies companion colleagues adores, worships ’ve been into fell for gossip had a word, ’ll let … know chatting 10 are … giggling 11 snickers 12 guffaws 13 chuckling 14 journey 15 cruise 16 trip 17 voyages 18 stride 19 staggering 20 dawdling 21 waddle autobiographical 1T F Felipe and Liz are lifelong travelers F The incompatibility between them is how differently they travel T T F Liz doesn’t mind the various discomforts of travel, but Felipe hates strange bathrooms, dirty restaurants, uncomfortable trains, and foreign beds F He wanted to stay in Laos because it reminded him of Brazil thirty years ago F She wants to settle down eventually, when the time comes Liz = southern New York State, the more rural sections of central New Jersey, northwestern Connecticut, and bits of eastern Pennsylvania Felipe = at the time when the text was written, it would be Laos, but this may change Felipe He is the best because he can fit in and settle down anywhere He learns the language, befriends the locals, etc But he is also the worst because he hates the discomforts that go hand in hand with traveling She is restless and curious She wants to see lots of different places, but always wants to move on and doesn’t want to settle anywhere except in the US near her family She is also able to handle the discomforts of traveling very well When you settle down and live in one of the places you were visiting It doesn’t matter to Felipe where he is in the world He can always make a home for himself, whereas for Liz, she enjoys traveling and moving all around create a familiar habitat, reassuringly renders him peerless infinitely patient, infinitely curious mishaps and minor disasters instantly, utterly blanched, indefinitely dilettantish Martine is French, Jaap is Dutch They met in Provence, in France J J M M / J J M traveling around with a friend wake up seasonal changes instantly scientific the mountains in Provence the hiking trails the changing view of the mountain how Remi and Jaap felt after hiking from the summit of Mount Ventoux Remi the type of man that Martine’s friends thought she would marry 1 e tolerate d assimilates c offended b compensated for a improving h pretending f abolishing g extracted blow up threw up assaulting surrender stuck up for chewed me out restored Keeping up civilization car new center ham tomato agile stop BE AE BE BE AE AE BE adult (AE), adult (BE) brochure (AE), brochure (BE) laboratory (AE), laboratory (BE) inquiry (AE), inquiry (BE) ballet (AE), ballet (BE) garage (AE), garage (BE) donate (AE), donate (BE) debut (AE), debut (BE) unit 1 he should do is avoid antagonizing the press is the ambassador who antagonizes the press the media did was exaggerate his role in the coup nobody likes is being criticized was the lies (that) she wrote that really annoyed me is / was where she used to work do know why she left Beirut 2 IBM is where he works now / It’s IBM he works for now What I’d like to know is why he left Amazon / Why he left Amazon is what I’d like to know / Something I’d like to know is why he left Amazon / The thing I’d like to know is why he left Amazon the pay he did like / he did like the pay / the pay was something he did like it’s the skyscrapers they come to see / the thing they come to see is the skyscrapers / what they come to see are the skyscrapers what’s also very popular is the theater / something that’s also very popular is the theater / the theater’s also something that’s very popular The theater really does boost New York City’s economy / The theater is what really boosts New York City’s economy / The theater is something that really boosts New York City’s economy something a lot of tourists don’t realize is / what a lot of tourists don’t realize is / the thing that a lot of tourists don’t realize is the thing I like to do is get out of the city / something I like to do is get out of the city / what I like to do is get out of the city Never again will I allow myself to be deceived by him Seldom does one find someone with such integrity as Harold Nothing does he love more than counting all his money Little did he suspect what she was up to Never before has anyone / anybody spoken to me like that Nowhere will you find a nicer man Not only was she rude, (but) she was also really offensive In no way could her reaction be described as sympathetic No sooner had one war ended than the Ruritanians started another one 10 Not until she threatened to leave him did he realize the error of his ways 1 c a b d b However Wherever, whatever Wherever / Whenever whoever whenever Whoever / Who on earth However whichever Because of the war – the women couldn’t go to war (only men did), but they were needed to work in the fields a b c d e f When the Women’s Land Army was set up The minimum age to join the WLA The number of shillings they earned per week The time in the morning when the working day often started The number of hours they worked during the week in the winter and in the summer The number of WLA volunteers who had carried out their duties by the end of the war When the WLA was disbanded Because young men had left agricultural work for work in factories, and the men that did work on farms were joining the armed forces and going away to war They were suspicious and didn’t think the girls would be able to do the work They also didn’t think it was the right place for decent young women to be Workbook Answer Key © Copyright Oxford University Press 183 They complained because the WLA girls had carried out their duties with dedication, skill, and enthusiasm Because they were desperate to escape city poverty The posters didn’t show how hard the work would be and what the uniform would really look like They only received rudimentary training They received less money than the men for the same work, they were regarded with indifference and hostility by the farming community, and many felt that the Italian prisoners of war were treated better and given more food than them Many enjoyed the new way of life in the country, they made many lifelong friends, and the role of women on farms and elsewhere was changed forever indifference hoe disbanded livestock counterparts scorn was looming felled 10 rudimentary cursory Year joined the WLA: 1942 Age upon joining the WLA: 16 ½ Place of birth: Liverpool Place of work: Leominster Length of service: 3 Subsequent career: in the RAF Age at interview: 89 a ✓ b ✗ c ✓ d ✓ a ✓ b ✗ c ✓ d ✓ a ✗ b ✓ c ✓ d ✓ a ✗ b ✓ c ✓ d ✓ a ✓ b ✗ c ✓ d ✓ sickly middle of nowhere, queasy ravenous, forever, sufficient thistles, clear had enough, point blank trickiest, dog-tired boost, self-esteem close invade 10 demolition threaten 11 pacify attack 12 complaint assassinate 13 terrorize revolution 14 loss wound 15 injure survival conquest, had … invaded Revolution, attacked was … wounded / injured, wounds / injuries loss, complaint destruction, be demolished destruction was assassinated, survival Terrorists, threat pacifists fallout, fallback, spin-off, breakthrough, breakout, breakup, outcome, downpour, setback, setup, underground, outpatient, upshot, pileup, outcome, hangout, hang-up, offspring outpatient underwear underground setback breakthrough downpour 10 outcome (across) 11 fallout offspring 12 hangout spin-off 13 pileup upshot 1 You’re kidding I thought it was awful It was all special effects and no story You’re telling me It was I didn’t understand a word I didn’t know who was chasing who or why Not to me What I need is a recognizable plot If you call noise and violence exciting I wouldn’t recommend it to anyone Well, you know him better than I do 10 If there is a next time b c a e f d i g h 10 k 11 l 12 j unit you weren’t so stubborn and (you) would listen to my advice (sometimes) hasn’t been painted / wasn’t painted yellow will never / won’t ever admit he’s wrong we weren’t working when the boss dropped by he was / were an expert and had a degree in linguistics ’d been able to speak English and hadn’t misunderstood me Sally hadn’t come 10 he’d had to go to prison and pay for his crimes / he’d gone to prison and paid for his crimes didn’t have to 15 wouldn’t mind would (past habit) had would, had (unreal situation) would (past habit) would (unreal situation) would (future in the past) 184 Workbook Answer Key © Copyright Oxford University Press ’re going would hadn’t ’d never bought didn’t / doesn’t know 10 was / is 11 took 12 ’d prefer 13 did 14 wouldn’t do 16 did 17 does 18 ’d lighten up 19 would 20 was / were / ’s 21 would guess / would have guessed 22 lives / lived 23 got / were getting 24 ’m enjoying e wouldn’t be driving around d going to suggest g wouldn’t play / wouldn’t be playing a wouldn’t have been given c wouldn’t be having b wasn’t having / wasn’t going to have h didn’t have f would have offered if ever I saw one if not exactly if ever if any If so As if If not 1 c e a b d j i f h 10 g chirpy elated wistful bitter gleeful an upbeat out of sorts despondent d own in the dumps 10 content in disguise nothing gained h ang in, look back is done, win it lasted out alright come, go late, never learn 10 mind, next time The phrase “No, my dog doesn’t bite.” 2 had The speaker answered honestly that his dog doesn’t bite However, the dog the speaker is standing next to isn’t his dog That dog obviously bites 2 e i h f b c a d F Readers rated the funniest joke from thousands sent in by other readers T T F The effect of laughter can be seen in many parts of the brain T T bonding anticipate rebellious register offensive immune absurd and d g h f c a e b Because bears can run faster than humans History teacher sew He sits at the back of the lecture hall and listens, wearing the chauffeur’s uniform Astronomically, c Horologically, a Meteorologically, b h, d b, l a, c j, k f, i e, g g d e f b h a c 10 catching go Dream write verges cut sneak up wear 10 keep 11 he hadn’t insulted me, I wouldn’t have avoided him ’d upgrade if they’d offered me a discount he’d impressed me more at the interview, I’d have employed him I’d enroll if the school had opened you hadn’t overcooked the vegetables, I’d have eaten them you’d achieved as much as me, you’d earn the same salary wouldn’t have ignored you if you hadn’t interrupted her she hadn’t annoyed me so much, I’d apologize 10 it’d occurred to me, I’d have asked them for a ride which where / when which why 1 D ND ND D ND b who come from Japan 1 c which I wasn’t expecting 6 d who I’ve been wanting to introduce you to for a while 2 e when there were hardly any women politicians 9 f whose parents don’t set behavioral boundaries 5 g who you saw me talking to 7 h who live in glass houses 10 i who is ten years younger than me 3 j whose brains are a little bit bigger than women’s 8 The second sentence with whose is more formal There were hundreds of people at the which when which whose Also, their outfits differed from those worn by male soccer players players at the time N ellie Hudson: founded the British Ladies’ Football Club Helen Matthews: a goalkeeper who founded the first female Scottish team before joining Nellie Hudson Nettie J Honeyball: the name Nellie Hudson was known by Mrs Graham: the name Helen Matthews played under Stuart Gibbs: helped compile the exhibition on the British Ladies’ Football Club Colin Yates: historian and organizer of the exhibition “billowing” and “voluminous”; You can’t see the bloomers because they are underwear F Female soccer players sparked He fed the baby while talking to me unit D ND D 10 D show, the majority of whom gave the actors a standing ovation I watched the whole program, parts of which were very boring He has over 500 friends on Facebook, only a few of whom he knows well I’ve collected hundreds of recipes, most of which my grandmother gave me He owns three houses, none of which he lives in She entered two races, neither of which she won I have two brothers, both of whose wives I get along well with I went to check on the tomato plants in the garden, three of which had been eaten by a deer on his phone / While talking to me on his phone, he fed the baby By investing wisely, they made a fortune / They made a fortune by investing wisely / They made a fortune after investing wisely On arriving at the conference center, you need to register immediately Since having twins, she’s had no time for herself / She’s had no time for herself since having twins After hearing a storm was coming, we decided not to go sailing / We decided not to go sailing after hearing a storm was coming Turn on the burglar alarm before leaving the building / Before leaving the building, turn on the burglar alarm currently working that surprised her While dropping off being asked to be addressed totally unfazed before pinning on labeled where other options 10 the extent to which 11 when describing 12 having been replaced 13 well-respected 14 which of these new pronouns 15 a passing fad Because the women were wearing pants of some kind, rather than the dresses or skirts they would normally have worn riots and contributed to greater empowerment for women T F Their soccer skills are described as “silky,” not their clothes F It was thought that they would not want their own sisters or daughters “exhibiting themselves” by playing soccer T T F They were banned because of the riots that erupted after the games F She moved to England because of the ban in Scotland She only joined Nellie later clashes, sparked flocked, unladylike spectacle dainty way a furor fixed resolve compiled But these are the members of Britain’s first official female soccer teams – whose clashes on the field in the 1880s sparked riots off it, and … The pictures, uncovered as part of an exhibition charting the history of women’s soccer, reveal the characters who tackled a man’s world for the first time However, while thousands flocked to see their games, by 1895, when these photographs were taken, … “The young women presented a pretty appearance on the field … as well as the dainty way in which the women set them off.” Casting aside corsets in favor of voluminous knickerbockers and prim bonnets … Workbook Answer Key © Copyright Oxford University Press 185 … it is not surprising that the game was attended by a crowd numbering several thousands, very few of whom would like to have their own sisters or daughters exhibiting themselves on the soccer field.” At the center of the furor was the British Ladies’ Football Club, which played dozens of games that year Founded by the enigmatic Nellie Hudson, known as Nettie J Honeyball, the club fielded teams called North and South, which played against each other On the North team was Helen Matthews, a goalkeeper who played under the name of Mrs Graham Stuart Gibbs, 47, who helped compile the exhibition, said … “The games often caused anger from men who disliked women doing what, at the time, was a man’s job.” 1 knowledgeable was shared by millions online categorized, tricked persuaded her to boring and nerdy absurdly Riley Barry, 4, complained on YouTube™ about pink and blue packaging for toys Emma Owen, 7, wrote to Lego™ requesting more girl figures doing more exciting activities Gavyn Boscio, 4, didn’t want a Hasbro™ Easy-Bake Oven that was just marketed to girls McKenna Pope, 13, petitioned Hasbro™ to make an oven that was gender neutral an online forum where people can discuss parenting issues it’s possible to change things if enough people join together to do so she didn’t want to be told what she could play with approached Lego™ with an idea for new characters was being sexist in its advertising for its toy oven its new gender neutral toy display was financially successful from to upon with of with for on with 10 on, on 11 into 12 into distant, careless difficult, awkward overcast, guilty close, recent balanced, high exorbitant, irrational successful, unassuming pale, timid 10 excitable, rough 10 1 My mom, whose cakes are the best in the world, never taught me to bake I was shown to my room, at which point I decided to look for another hotel (No punctuation needed.) Her eldest daughter, who’s expecting a baby, lives nearby My grandchildren don’t play outdoors enough, which worries me (No punctuation needed.) This gold watch, left to me by my grandfather, is my most valuable possession (No punctuation needed.) /ʃ/ social, delicious, technician, patience, pressure, chef, sufficient, option, session /tʃ/ children, nurture, nature, creatures, research /ʒ/ Asia, measure, usual, pleasure /dʒ/ gender, passengers, prejudice, huge, encouraged, energetic Patience is a virtue The chef ’s food was delicious, as usual That fish is huge Scientists haven’t done sufficient research yet Pressure at work isn’t a pleasure Which is more important – nature or nurture? d To be honest, f At least b Predictably, c No doubt a Admittedly, e Surprisingly, it was very hot and full of tourists your money will be losing value it would have been nice if it had rained a little bit less! I don’t really care he is our boss it has nothing to do with you commuting will be easier I’m looking forward to it! 1 American No, he sang with a band 18 Probably cancer since this is the charity his legacy supports 186 Workbook Answer Key © Copyright Oxford University Press Alarmingly, Tragically, otherwise Above all, Apparently, at least quite honestly Surely Bizarrely presumably unfortunately Frankly besides, given that 10 Unusually, 11 inevitably, 12 aptly enough 13 Actually, 14 honestly Apparently 10 given that 11 F unnily enough 12 To be fair 13 Anyway 14 clearly 15 Still songwriter R, composer C lead guitarist R, first violinist C percussionist C, drummer R pianist C, keyboard player R band R, ensemble C choir C, background singers R riff R, motif C guitar legend R, maestro C 10 arrangement C, cover version R 11 quintet C, five-piece band R 12 session musician R, accompanist C keyboard player composer background singers lead guitarist ensembles riff recital cover version choir 10 arrangement A rare, heir, billionaire, prayer, swear 1 h Surely after all unit Naturally, B view, taboo, blew, debut, through C plea, flee, key, quay, debris D dough, flow, sew, plateau, foe h sew b foe i quay c plateau j flow d debris k heir e plea l flee f debut g dough Stanza 1: ashamed, lamp, chair, damp; Stanza 2: window, floor, TV, door; Stanza 3: closet, hall, bed, wall; Stanza 4: ashamed, or, dear, familiar Stanza 1: there, chair; Stanza 2: ski, TV; Stanza 3: Ed, bed a b c g h i d e f F He didn’t come from a deprived background; his gritty sound came about after he bit off the tip of his tongue F He wanted to become a journalist or a politician F They lost contact for a while when they went to different high schools T F He left college early so he didn’t graduate T F They were the two major groups of the time F The Queen wasn’t there d g e f h a c b 1 and 2 ✓ ✓ ✗ ✗ ✓ ✗ ✓ ✓ No He was expecting some pushback on it Anesthesiologists It looks wrong to have an office full of people wearing headphones They should wear earphones instead Mechanical and repetitive work Spare attention Classical c j f h i k a d l 10 e 11 b 12 g feel up to filling in for face up to talk … out of ended up with be in for put up with go in for 10 pull out of 11 looks up to 12 keep up with 10 2 I need to buy a new shirt to go with these pants What time does the supermarket open? I think we should walk back to the hotel Yes, I’d love to go out with you I’d like a little more milk in my coffee We’ve heard it’s going to be fantastic! I wonder what the doctor said about Harry’s shoulder? I think you need to be more openminded 10 Would you like another piece of chocolate cake? Phenomenal! Inconceivable! Unbelievable! Astronomical! Ridiculous! Fascinating! Revolutionary! Unprecedented! Extraordinary! 10 Sensational! h f g e i j d unit 10 is reported to have reached speeds of 27 miles per hour is assumed that his speed results from an unusually long stride is estimated / has been estimated that 90% of his energy is used combatting wind resistance is thought to be earning more than $20 million a year from sponsorship deals is known to eat chicken nuggets before a big race is expected to end his career with a record number of Olympic gold medals is said to be a late riser, getting up at 10:00 a.m most days is reported to have once considered playing for Manchester United 10 is known to have also been an enthusiastic cricket player before turning to track and field b c 10 a 1 pinch winked shoved nudged stroked 2 mouth feet knees lips neck throat slapping Squeeze rub patted 10 munching toes arms 10 heart 11 jaw 12 shoulder shocked seemed that the winning cyclist had b a b b a a been using performance-enhancing drugs of the patients appeared to have been given placebos would appear that her knee has healed satisfactorily seems to be planning to retire soon antibiotics appear to be losing their effectiveness seems that his hearing is getting worse was thought to be suffering seemed to be was not expected to do w as concluded that she was suffering / suffered was supposed to compete / was supposed to be competing appeared to be was judged to be was said to have had / is said to have had / was said to have / has been said to have had / has been said to have 10 is considered to be 11 is also alleged to have exaggerated / has also been alleged to have exaggerated 12 appears to be 13 is known to be / has been known to be 14 are now believed to have been d 93 He has been happy with his health at the age of 13–39, in his 60s, and 86–93 85 6–12 40s 40s 13–39 86–93 86–93 10 6–12 13–39 60s obvious hidden afraid pleasurable go without a plan respect wild ironic 10 work hard 11 remember 12 confrontational b a a lighter laptop a small light bulb never / when we die spatial awareness / face recognition / visual imagery left 10% 60% aerobic d f e a g b c 1 h g e i j d a c b 10 f 2 be dealt with were warned / ’d been warned about be accused of be subjected to be forced into be involved in be charged for be congratulated on 10 be held against 1 F F R F R F R F R 10 R 2 isn’t it (F) is (F) does (F) doesn’t it (F) wasn’t (F) did (F) didn’t they (F) isn’t (R) Workbook Answer Key © Copyright Oxford University Press 187 have (R) didn’t (F) doesn’t (R) does (F) isn’t (F) is (F) does (R) does (R) do (F) unit 11 was due to arrive was … going to complain / was about to complain were about to show / were going to show / were showing me were coming / were going to come B C A B A A 1 Simple Present / will + base form d going to + base form b going to + base form f will + base form e Present Continuous a Future Continuous j Future Continuous i will + base form c Future in the past h 10 Future Perfect g will have exhibited would defeat will be able to will have had to have read, will be able to is giving, Will you be going, I’m going, starts, I’ll see, I’ll give a expected b formal news report c very close in time a will arrive (according to the taxi company’s prediction) / arrives (according to the schedule) / is going to (the taxi company has just told me) / will be arriving (that’s the time arranged and they are always punctual) b is making (less formal, it’s been arranged) / will make (simple fact) / is going to make (it’s been announced, but possibly not planned yet) / will be making (it’s part of his regular visits) c ’m going to lose (not as imminent) is due to land, will land / is landing / lands are to meet / are due to meet, are going to meet / will meet / will be meeting is about to begin / is due to begin, is going to begin are to be offered, will be offered / are going to be offered ’m about to lose, ’m going to lose was going to give / was about to give would get / was going to get were about to move / were going to move C A B 10 A 11 A 12 C 1T F He believed that fresh food would travel in massive refrigerators T F He believed that most people would live outside the city F She wrote adventure stories in which women took lead roles T F She thought that technology would continue to free women from their traditionally restricted roles in society T F They drew pictures of people on the moon 10 T innovations springboard quaintly any inkling keep up with didn’t take to go down e d 10 g is a well-oiled machine © Copyright Oxford University Press are on the same wavelength firing on all cylinders not rocket science throw a wrench in the works light years ahead got our wires crossed blew a fuse reinventing the wheel 10 push the panic button It’s about a spelling checker A lot of words are spelled incorrectly – using a word that sounds the same but has a different meaning Because the words exist, the spelling checker won’t identify with them as wrong because it can’t understand the context of sentences /aɪ hæv ə spelɪŋ tʃɛkər ɪt keɪm wɪ maɪ pisi ɪt siks tə faɪnd fɔr maɪ rɪvyu mɪsteɪks aɪ kænɑt si/ /aɪ straɪk ə ki ən taɪp ə wərd ənd weɪt fɔr ɪt tu seɪ wɛðər aɪ æm rɔŋ ɔr raɪt ɪt ʃoʊz mɪ raɪt əweɪ/ /əz sun əz ə mɪsteɪk ɪz meɪd ɪt noʊz bɪfɔr tu lɔŋ ənd aɪ kən pʊt ði ɛrər raɪt ɪts in noʊ weɪ ɛvər rɔŋ/ /aɪ hæv rʌn ðɪs poʊəm θru ɪt/ aɪ æm ʃʊr yɔr plizd tə noʊ ɪts lɛtər pərfɪkt ɪn ɪts weɪ maɪ tʃɛkər toʊld mɪ soʊ/ a new fail-safe way of connecting by 188 Workbook Answer Key got through went down 10 come up with 11 saw through 12 Stand up for 13 taken to 14 keep up with 1 f h b i j a c little-known fervently took to, dismay envisaged phone = B monitoring our health = C learning how to program for ourselves = D using our bodies as passwords = A b c d a Because it is only yours and would only work for you It was named after the Italian philosopher, Giovanni Pico, who had an extraordinary memory It would stop working outside your aura field Because connections can be passed down a line like a bucket of water in a fire If regular telecom systems failed They will be implanted Sensors will predict illnesses so that they can be treated early, before the treatment becomes more expensive It allows us to control our technology We can be in control of our own destinies come up with junk to get through to have gone down / have failed commonplace spiraled get through stood up for keep up with came up with see through Take … to It came with my PC It seeks to find for my review Mistakes I cannot see I strike a key and type a word And wait for it to say Whether I am wrong or right It shows me right away As soon as a mistake is made It knows before too long And I can put the error right It’s in no way ever wrong I have run this poem through it I am sure you’re pleased to know It’s letter-perfect in its way My checker told me so aloud, allowed ✗ The experiment went wrong and had to be terminated ✓ ✓ ✗ I know the traffic noise makes it difficult, but please try to pay attention ✓ ✗ It may / might not be warm and sunny tomorrow, so bring something warm to wear ✓ ✗ I’m not enjoying this work trip much Then again, I wasn’t expecting to 10 ✗ Rarely have I encountered such rude staff in a four-star hotel 11 ✓ 12 ✗ We’d rather you hadn’t brought Jo along last night 13 ✓ 14 ✗ As I was walking over the bridge, my camera fell in the river 15 ✗ You should go to Ganema Beach when you visit Serifos Mind you, it’s not easy to find! 16 ✗ Have you heard about Christine? Apparently, / Surprisingly, / Predictably, she’s going to work in South Korea! 17 ✓ 18 ✗ It has been alleged that he took money in return for political favours / He is alleged to have taken money in return for political favors 19 ✗ I’m about to get really angry! 20 ✓ groan, grown morning, mourning jeans, genes mussels, muscles berry, bury groan mourning allowed genes bury muscles unit 12 1 as a result until through owing to as well as As a consequence, all the same, so Even though 10 as soon as 11 while 12 when 13 Whereas 14 While 15 otherwise 16 in order to 17 once 18 In the end, 19 though 20 Nevertheless, 2 Despite having gone / going bankrupt in his 30s, Jeff now runs a very successful online business / Jeff now runs a very successful online business, despite having gone / going bankrupt in his 30s I tend to be lazy, whereas my sister Monika is always busy – she can’t keep still for a minute / Whereas I tend to be lazy, my sister Monika is always busy – she can’t keep still for a minute My grandfather can describe in great detail events that took place 50 years ago However he often can’t remember what he had for breakfast Sue is not very well off Even so, she gives generously to various charities Much as I admire her, I find her difficult to get along with While I don’t agree with some of her policies, I think she’d make a good president Buying that house should be a good investment On the other hand, Sergio has to remember that the housing market could collapse Although I don’t believe in miracles, his recovery seems to defy medical explanation / I don’t believe in miracles, although his recovery does seem to defy medical explanation 10 It’s bittersweet for Gio and Liv to leave Boston All the same, they are looking forward to living in San Diego / They are looking forward to leaving Boston all same ✗ I’m frozen I’ve been working outside 1 by with out of in at regret, turn chance, design ease, place advance, a disadvantage time, glance tears, common sight, luck reach 1 bitten clockwork horse light, log a house on fire 10 hot cakes 11 sore thumb 12 charm foggiest overshadowed sparked flooded book wildfire glove leaf a sieve mule sheet bone fiddle dawned booming cooking tightened 10 keeping pancake gold shoe leather clockwork mud 10 feather 1 c b a F Men often wear similar kinds of clothes in their 40s to the ones they wore in their 20s, but in a larger size, so they are not actually the same clothes T T T F In their 30s, people reevaluate their career options F They make jokes if men attempt to take care of their appearance after the age of 40 T F Nowadays, leading an active and healthy lifestyle is common at the age of the typical midlife crisis e k h j i d a g b 10 c 11 f We think of our current era as the /y/ apex of outstanding advances in science, so /w/ it may come as a surprise that the decade in which the most revolutionary /y/ and far-reaching advances occurred was over fifty years ago – the 1960s Between 1960 /y/ and 1970, astronomers understood that the universe had a beginning, when it exploded in the Big Bang, so /w/ it was also true /w/ it could end one day In the same decade, geologists found evidence for the theory /y/ of continental drift, which explained how the /y/ Earth’s landmasses were shaped as they moved around and crashed into /w/ each other Finally, /y/ it was in 1962 that a communications satellite was first launched into space Before Telstar, images for TV had to be sent by plane across the globe before viewers could see them The /y/ arrival of satellite communication changed everything By 1963, viewers around the world could watch in horror the /y/ assassination of President Kennedy, almost as it happened, and the /y/ era of the global village had arrived 10 1 b 2 c 3 b tricky Don’t follow everyone else; be brave enough to take your own direction in life How wonderful things might have been, if only … He finally made the decision to enlist as a soldier in WWI (in 1916) Workbook Answer Key © Copyright Oxford University Press 189 © Copyright Oxford University Press © Copyright Oxford University Press © Copyright Oxford University Press © Copyright Oxford University Press © Copyright Oxford University Press © Copyright Oxford University Press Madison Avenue New York, Great Clarendon Street, Oxford, , United Kingdom Oxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press The moral rights of the author have been asserted First published in 10 All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work Photocopying The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions Individual purchasers may make copies for their own use or for use by classes that they teach School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale : Teacher’s Book Printed in China This book is printed on paper from certified and well-managed sources Illustration by: Ian Baker: p 177 The publisher would like to thank the following for permission to reproduce photographs: Cover: Paul Harizan/Getty Images(2); 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Word linking and intrusive sounds 153 Photocopiable worksheets Units 1–12 167 Workbook Answer Key 179 iii © Copyright Oxford University Press Introduction American Headway American Headway 5, hird Edition is a course for students... In your own words is a new feature that appears in each unit of American Headway, Third edition, Level 5 This provides advanced level students with the opportunity to paraphrase and reprocess key information from authentic texts as oral... Notes on the unit starter As with other Starter sections throughout American Headway, Third Edition, Student’s Book Level 5, this section provides an opportunity for extensive spoken interaction and