1A

5th edition

The British Empire Intermediate

Background 4 Ask students to find the words in the text and match them
with their meanings.
The text explains just how big the British Empire was, and
how it has influenced the character of the countries it Answers
included, as well as Britain’s. Many aspects of the British 1  h  2  j  3  b  4  f  5  k  6  c  7  i  8  l  9  a  10  e  
character can be better understood when remembering the 11  d  12  g
enormous transition Britain experienced in the 20th century.
In quite a short space of time, it went from being the leading What do you think?
world power to having to play a much smaller role in world Discuss as a class, or first in pairs/groups, and then as a class.
politics.
It’s worth pointing out that the population of the colonized
Pronunciation countries did not always feel resentment and hatred towards
Cabot  /ˈkæbət/ the colonizers. A good example was Jamaica, where many
people felt great respect and admiration for ‘the mother
Falkland  /ˈfɔːlklənd/
country’, Britain.
Gibraltar  /dʒɪˈbrɔːltə/
reign  /rein/ PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs.
Notes on the unit
e The reading text has been recorded for you to use as and
when you feel appropriate for your students.
1 Read the rubric explaining the meaning of colonize and
colonies. Ask students to match the countries and former
colonies.
Answers
1  e  2  d  3  c  4  a  5  f  6  b

2 Ask if anyone can guess what ‘The sun never set …’ means
in relation to the British Empire.
Answer
As the text explains, it means that the Empire covered so much
of the world that it was always daylight somewhere in the
British Empire.

Ask students to match paragraphs 1–6 with the summaries

of the paragraphs a–f.
Answers
1  d  2  b  3  f  4  e  5  a  6  c

3 Ask students to answer the questions, alone or in pairs.

Answers
1 a quarter of the world’s population
2 the rise of the navy
3 the Dutch
4 for a time, it had its own army and ruled an entire country
5 positives: form of government, legal system, language, sports;
negatives: slave trade prior to abolition, lack of industrialization
owing to dependency on Empire trade, atrocities
6 the American War of Independence
7 an association of 53 countries which were once
British colonies
8 Spain – Gibraltar

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 1
 1B
5th edition
Sujata Bhatt –
Search for My Tongue Intermediate

Background
Multiculturalism is an increasingly important issue as
populations migrate in the global economy, and there are
many arguments about whether immigrants should use
only the language of the country they settle in. Sujata Bhatt’s
poem gives us an insight into what it is like to feel you are
losing your mother tongue, and how this is never true at the
deepest level. Search for My Tongue is on the English school
syllabus for children aged 14 to 16.
Pronunciation
Sujata Bhatt  /suːˈdʒɑːtə bæt/
Pune  /ˈpuːnə/
Notes on the unit
e The reading text has been recorded for you to use as and
when you feel appropriate for your students.
1 Discuss the questions as a class.
2 Ask students to read the text and complete the notes.
Answers
1  India  2  USA  3  Canada  4  Germany  5  Gujarati  
6  English  7  heritage  8  A Different History   9  voice/accent
ties in knots – grows around the other tongue like a climbing
plant
bud – small growth on a plant from which a flower develops
blossoms – produces flowers
6 Happily, triumphantly, and with surprise – despite her fears,
her first language is unexpectedly found again at night, and
‘blossoms’.
7 No.
Simple, everyday language.
To sound as if continuing a conversation, particularly at
the beginning: ‘You ask me what I mean by saying…’. Also,
possibly to emphasize that English is still in some ways a
foreign language to the speaker.
What do you think?
Discuss as a class, or first in pairs/groups, and then as a class.
PROJECT
Students can do this as homework, but could also prepare it
in class, working in pairs.

3 e Ask students to read and listen to the poem, not

worrying about understanding every word, and match the
three sections with the summaries A–C.
Answers
Section one B   Section two C   Section three A

4 Ask students to answer the questions by reading the

poem carefully.
Answers
1 lose your tongue – to say nothing because you don’t know
what to say
mother tongue – first language
foreign tongue – language of another country
She is using the word ‘tongue’ literally here, to mean the soft
organ in the mouth.
2 Being able to speak two languages.
3 It could shrivel away and die, because it would be impossible
to speak both languages well. She would have to lose it
forever.
rot, rot and die, spit it out. It feels like a painful and terrible loss,
like losing part of one’s body.
4 To help the reader better appreciate the huge difference
there is between the sound and feel of the two languages.
5 a plant or flower:
grows back – recovers
stump of a shoot – the small remaining part of new growth
moist – no longer dry
veins – sap (the ‘blood’ of plants needed for life) flows
through them

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 2
 2A
5th edition

The BBC Intermediate

Background long-running series – sets of programmes that deal with the

Currently, the most-watched TV channels in the UK are the same subject or that have the same characters, sometimes
free-to-air BBC 1 & 2, ITV 1, 2 & 3 and Channel 4. The BBC runs shown over several years or even decades.
The TV programmes shown in the pictures are:
a number of national radio stations including Radio 1, Radio
a chat show
2, Radio 3, Radio 4, Radio 5 Live and Radio 6 Music, and there b costume drama
are also national commercial stations such as Classic FM. c current affairs programme
Absolute Radio and talkSPORT. d wildlife documentary

5 Students work alone to match the words with their

Notes on the unit meanings.
e The reading text has been recorded for you to use as and
when you feel appropriate for your students. Answers
broadcasting h, mission c, diversity f, household l, offence j,
1 Put students in pairs to discuss the questions, then go prosecution b, funding e, coverage k, bias a, issues d, satirical i,
through the answers with the class. impartial g
Answers
Early last century; this century. Far more advanced technology, What do you think?
more diverse staff. Discuss as a class, or first in pairs/groups, and then as a class.
2 Put students in pairs to discuss the questions. Then ask PROJECT
them to read the text quickly to check their answers.
Students can do this as homework, but could also prepare it
Answers in class, working in pairs.
BBC English is a term that used to mean Received Pronunciation
(RP), although nowadays it broadcasts in a much wider variety
of accents.
A licence fee paid by all British households that have a TV set or
who access the BBC online.
The BBC prides itself on impartial reporting, but some people
disagree.

3 Ask students to read the text again to do the True / False

questions.
Answers
1  F  2  F  3  T  4  F  5  T  6  F  7  F  8  T  9  F  10  T

4 Put students in pairs to explain the types of TV

programme. Go through the answers as a class.
Answers
chat shows – programmes in which famous people are asked
questions and talk in an informal way about their work and
opinions.
sitcoms – ‘sitcom’ is short for ‘situation comedy’, a regular
programme that shows the same characters in different funny
situations.
soaps – short for ‘soap operas’, which are stories about the lives
and problems of a group of people, broadcast every day or
several times a week.
consumer shows – programmes which focus on the quality and
value of products and services.
costume dramas – plays or series set in the past.
current affairs programmes – programmes about events of
political or social importance that are happening now.
wildlife documentaries – programmes giving facts about
animals, birds, insects, plants, etc. that are wild and live in a
natural environment.

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 3
 2B
5th edition

Queen Elizabeth I Intermediate

Background
As explained in the text, Elizabeth’s reign, known as the
Elizabethan era, is remembered especially for its military
successes, such as the defeat of the Spanish Armada, and
for the flourishing of drama and the arts. This period is also
a popular setting for historical dramas on TV.
The Elizabethan country houses mentioned in the text,
Longleat and Hardwick Hall, have both been preserved
and restored, and are popular with visitors from Britain
and abroad.
Pronunciation
Tudor  /ˈtjuːdə/
Greenwich  /ˈgrenɪtʃ/
Anne Boleyn  /ˈæn bəˈlɪn/
Walter Raleigh  /ˈwoltə ˈrɑːli/
Hardwick Hall  /ˈhɑːdwɪk ˈhɔːl/

Notes on the unit

e The reading text has been recorded for you to use as and
when you feel appropriate for your students.
1 Discuss the questions as a class.
Answers
Most of present-day Benelux was occupied by the Spanish, with
continued Protestant resistance in some areas.

2 Ask students to read the text and complete the

family tree.
Answers
1  executed  2  1558  3  1603  4  Edward  5  Spain  6  1587

3 Ask students to match the sentence beginnings and

endings.
Answers
1  f  2  d  3  h  4  a  5  g  6  j  7  b  8  c  9  e  10  i

4 Ask students to find words and phrases in the text to

match the meanings.
Answers
1  monarch  2  executed  3  succeeding to the throne  
4  rebellion  5  subjects  6  sovereigns  7  carriage  
8  harsh  9  assassination plots   10  overthrow  
11  disputes  12  accession

What do you think?

Discuss as a class, or first in pairs/groups, and then as a class.
PROJECT
Students can do this as homework, but could also prepare it
in class, working in pairs.

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 4
 3A
5th edition
Art in the UK –
Sir Antony Gormley Intermediate

Background
Large public sculptures often provoke controversy in Britain,
with traditionalists claiming that they are not ‘real’ art. Antony
Gormley’s works have been relatively popular with the
public. The statue of ‘The Angel of the North’ was considered
ugly by some at first, but is now generally very popular, and
accepted as a British landmark.
Pronunciation
Anthony Gormley  /ˈæntəni ˈgɔːmli/
Hampstead  /ˈhæmsted/
Sri Lanka  /sri ˈlæŋkə/
A1  /eɪ ˈwʌn/

Notes on the unit

e The reading text has been recorded for you to use as and
when you feel appropriate for your students.
1 Discuss the questions as a class.
Answers
The works have been created by a sculptor.

2 Ask students to read the text quickly and match the

paragraphs with the works. Tell students not to worry at
this stage if they don’t understand everything.
Answers
3  D  4  F  5  A  6  B  7  C  8  E

3 Ask students to read the text again and answer the

questions, either individually or in pairs.
Answers
1  Waste Man   2  Another Place   3  Field  4  Event Horizon  
5  Angel of the North   6  Event Horizon   7  Waste Man  
8  Witness  9  Another Place   10  Angel of the North

4 Ask students to find the words in the text.

Answers
1  creative  2  sculpture  3  infinite  4  installation  
5  galleries  6  moulds  7  submerged  8  revealed  
9  the equivalent of   10  tribute

What do you think?

Discuss as a class, or first in pairs/groups, and then as a
class.
PROJECT
Students can do this as homework, but could also prepare it
in class, working in pairs.

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 5
 3B
5th edition

The Globe Theatre Intermediate

Background What do you think?

Most towns in Britain, even fairly small ones, have their Discuss the questions as a class, or first in pairs/groups,
own theatre. Shakespeare’s plays remain popular and and then as a class.
are performed regularly all over the country. In many PROJECT
theatres, productions of the plays are often given a modern
interpretation, but at the Globe Theatre they are performed Students can do this as homework, but could also prepare
as they would have been performed in Shakespeare’s day, it in class, working in pairs.
with props and special effects being recreated to give the
genuine Elizabethan feel.
A lot of quotations from Shakespeare’s plays, such as those
at the end of the unit, have entered the English language as
sayings and are often alluded to in writing.
The Puritans were strictly religious members of the Church
of England, who saw many forms of enjoyment as ‘sinful’.
Pronunciation
Shakespeare  /ˈʃeɪkspɪə/
Hercules  /ˈhɜːkjʊliːz/
amphitheatre  /ˈæmfiˌθɪətə/

Notes on the unit

e The reading text has been recorded for you to use as and
when you feel appropriate for your students.
1 Discuss the questions as a class.
2 Ask if anyone can guess what the title means. Ask students
to discuss in pairs or small groups which statements they
think are true. Ask students to read the text and check
their answers.
Answers
Meaning: life is often a theatrical performance
True: 1, 2, 3, 6, 7

3 Ask students to read the text again and answer the

questions.
Answers
1 his plays were being performed there
2 Shakespeare’s company wanted London to have a more
impressive theatre
3 by flying a flag with a picture on it
4 the play was a comedy
5 through a trap-door
6 people who were going to see a play and those who weren’t,
especially young people; people selling things
7 so that they would not be recognized
8 they were prompted by people that the audience
couldn’t see
9 the script as written down by someone in the audience
10 the Puritans disapproved of entertainment

4 Ask students to find the words in the text and match them
to the meanings.
Answers
1  c  2  j  3  a  4  g  5  i  6  b  7  l  8  d  9  f  10  h  
11  e  12  k

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 6
 4A
5th edition

Education in the UK and US Intermediate

Background 11 ‘Scholastic Aptitude Test… a multiple-choice test that

England and Wales share the same education system, but
the system in Scotland is slightly different, with students
taking different exams (O grade exams at the age of 16 and
Highers at 17 or 18). Education is a topic of much political
debate in both the UK and the US. Many people feel that
standards in the state education system are declining, and
schools are not helping some students achieve their full
potential. It is recognized that boys in particular often ‘under-
achieve’ in state schools. In Britain, much debate centres on
the number of tests and exams that students have to sit.
With national tests at the ages of 7, 11 and 13, children in
Britain are among the most ‘tested’ in Europe.
Pronunciation
Eton  /ˈiːtən/
Winchester  /ˈwɪntʃestə/
National Curriculum  /ˈnæʃnl kəˈrɪkjələm/
syllabus  /ˈsɪləbəs/
takes about four hours and consists of verbal and
mathematical parts’
12 ‘Grade Point Average… the average score taken from all the
grades in their final four years of high school’
5 Ask students to find the words in the text and match them
with the meanings.
Answers
1  c  2  k  3  a  4  h  5  d  6  f  7  l  8  b  9  g  10  j  
11  e  12  i
What do you think?
Discuss as a class, or first in pairs/groups, and then as a class.
PROJECT
Students can do this as homework, but could also prepare it
in class, working in pairs.

Notes on the unit

e The reading text has been recorded for you to use as and
when you feel appropriate for your students.
1 Discuss the questions as a class.
2 Ask students to read the text quickly and answer the
questions.
Answer
first paragraph: b,  second paragraph: a

3 Ask students to read the text again and answer the

questions.
Answers
1  US  2  UK  3  BOTH  4  BOTH  5  BOTH  6  BOTH  7  UK  
8  BOTH  9  US  10  UK  11  US  12  US

4 Ask students to find the expressions in the text and write

down what the text says about them.
Answers
1 ‘non-selective and provide education for all children in a
particular area’
2 ‘to attend these, children have to pass an entrance exam
called the 11-plus’
3 ‘privately educated… Eton, Harrow and Winchester. These
usually require the payment of high fees…’
4 ‘pupils return home in the evenings’
5 ‘all schools follow the same syllabus’
6 ‘Some schools divide pupils into groups according to ability’
7 ‘General Certificate of Secondary Education’
8 ‘Advanced Level’
9 ‘such as Visual Arts, Drama, Technology, Computer Science,
Ecology, Creative Writing and Foreign Languages’
10 ‘they go to the same school but attend different courses and
level of class’

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 7
 4B
5th edition
Jane Austen –
Pride and Prejudice Intermediate

Background 4 Ask students to read the extract and answer the questions.
Although many couples in Britain live together without Answers
being married, many still choose to get married eventually, 1 Everyone knows that a rich, single man needs to find a wife.
either in a religious ceremony or a civil ceremony in a register That marriage was more about money than love.
office. The question of money still enters into discussions 2 at the family home
about marriage, and people who have a large fortune may 3 this was the extremely formal usage of the time
ask their partner to sign a ‘prenuptial agreement’ before the 4 occupied/rented
5 Mr Bennet avoids saying he does not want to hear about it,
marriage, setting out what the financial arrangements will
but is not really interested. The author points out that this
be if the marriage ends in divorce. unenthusiastic response – hardly an ‘invitation’ – doesn’t stop
The novels of Jane Austen remain popular in Britain, and are her telling him anyway.
regularly adapted into films or TV dramas. The novels are 6 horse-drawn (it is a carriage pulled by four horses)
often studied by students aged 16 to 18 in British schools. 7 four or five thousand (pounds) a year – a lot, in today’s values
8 because he is single and she wants one of her daughters to
Pronunciation find a husband
Austen  /ˈɒstɪn/ 9 plan, intention
10 go to see Mr Bingley when he moves in
dowry  /ˈdaʊri/
Hertfordshire  /ˈhɑːtfədʃə/
Darcy  /ˈdɑːsi/
What do you think?
Discuss as a class, or first in pairs/groups, and then as a class.
PROJECT
Notes on the unit Students can do this as homework, but could also prepare it
e The reading texts in activities 2 and 4 have been recorded in class, working in pairs.
for you to use as and when you feel appropriate for your
students.
1 Discuss the questions as a class.
2 Ask students to read the description of the novel and
complete the notes.
Answers
1 1813
2 comedy of manners
3 class
4 marriage
5 Hertfordshire
6 Bennet
7 five
8 Lydia
9 Bingley
10 Jane
11 Darcy
12 Elizabeth

3 Ask students to find the words and phrases in the text and
match them to the meanings.
Answers
1 bachelor
2 proposal
3 inherit
4 social barrier
5 aristocratic
6 social improvement
7 comedy of manners
8 dowry
9 estate
10 business transaction

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 8
 5
5th edition
Super size America;
super size world? Intermediate

Background 5 Ask students to read the text again and decide if the
statements are true or false.
There was a time when the US was considered to be the
land of obesity, but nowadays the number of overweight Answers
or obese young people is cause for government concern 1  T  2  F  3  F  4  T  5  F  6  T  7  T  8  F
in both Britain and the US. In Britain, recent government
initiatives include the compulsory reinstatement of proper What do you think?
cooked meals in schools, with strict limits on the amount of
Discuss as a class, or first in pairs/groups, and then as a class.
fat and sugar that can be included in the foods on the menu.
The British government has also funded a TV advertising PROJECT
campaign encouraging families to become more active, Students can do the first part of this as homework, and then
and warning parents of the dangers to their children of not write their diary entry in the next lesson.
doing enough exercise.
Pronunciation
obesity  /əˈbiːsəti/
nutritious  /njuːˈtrɪʃəs/

Notes on the unit

e The reading text has been recorded for you to use as and
when you feel appropriate for your students.
1 Put students into pairs to match the food items to the
numbers of calories.
Answers
a  (cola) 162   b  (burger) 760   c  (glass of milk) 108  
d  (apple) 44   e  (pizza) 800
An average adult needs about 2000 calories a day, but teenagers
may need more.

2 Ask students to discuss the questions in pairs. Conduct a

class discussion when students have finished discussing
in pairs.
3 Ask students to read the text quickly and match the
paragraph headings to the paragraphs.
Answers
1  D  2  F  3  B  4  A  5  E  6  C

4 Ask students to find the words in the text and match

them with the meanings. Check answers, and model
pronunciation of ‘obesity’ and ‘nutritious’.
Answers
1 obesity
2 sedentary
3 portion
4 consumerism
5 nutritious
6 24/7
7 vigorous
8 contracts
9 diet
10 vending

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 9
 6
5th edition
Percy Shelley –
Ozymandias Intermediate

Background 6 Students read the poem again to answer the questions.

Percy Bysshe Shelley is considered to be one of the greatest
of the British Romantic Poets, and his work remains popular.
Works such as Love’s Philosophy and Ozymandias are often
studied in British schools and are sometimes set texts for
British examinations.
Notes on the unit
1 Students work alone to complete the text with the words
in the box.
2 e Students read and listen to the text to check their
answers.
Answers
1  pamphlet  2  poetry  3  Romantic  4  chapters  5  stanzas  
6  masterpieces  7  prose
3 Put students in pairs. Ask them to look at the words in
bold in the text and use the context to first try to guess
their meanings. Then ask them to match the words with
the definitions a-j.
Answers
a  for good   b  eloped  c  drowned  d  tyranny  e  allowance   8 Students work alone to find examples then compare their
f  rift  g  expelled  h  anti-establishment  i  exclusive   answers in pairs.
j  inspired
4 Put students in pairs to discuss their answers before going
through the answers as a class.
Answers
1 Bigger and stronger boys often hurt or frightened him.
2 At that time it was considered scandalous to promote
atheism publicly.
3 His father wouldn’t send him any money and he would not
have earned much from sales of his poems.
4 His rejection of meat-eating could be seen as way of
respecting nature, and his opposition to tyranny made clear
his belief in freedom.
5 Writing the novel Frankenstein, which has since been made
into many films.
6 Italy
7 He drowned in the sea. He was 29.
8 the Protestant Cemetery in Rome
Answers
1 No. ‘I met a traveller from an antique land Who said:’
2 He was proud, arrogant and a tyrant.
3 He believed he was superior to all other rulers; that nobody
would ever surpass his power and glory.
4 The King boasts of his great achievements but all that remains
there is a huge expanse of sand.
5 He or she had a good appreciation of the king’s negative
traits, scorning them and marking them permanently on the
sculpture.
6 Power is only temporary and even the most powerful people
are mortal.
7 Art, in this case sculpture and poetry, can last far longer than
power or the people who wielded great power.
8 The ‘level sands’ imply that in death all people are equal.
7 Put students in pairs. Ask them to discuss which words
they think are the correct meanings. Go through the
answers as a class.
Answers
1  b  2  a  3  a  4  b  5  a  6  b  7  a  8  b  9  b  10  a  
11  b  12  a
Answers
1 ‘a’ in ‘traveler’, ‘an antique land’; ‘a’ in ‘and sands’
2 ‘legs of stone stand’, ‘sneer of cold command’, ‘boundless and
bare’, ‘lone and level sands’
3 ‘Two vast and trunkless legs of stone stand in the desert.’
What do you think?
Discuss as a class, or first in pairs/groups, and then as a class.
PROJECT
Students can do this as homework, but could also prepare it
in class, working in pairs.

5 e Students read and listen to the poem first. Then they

work alone to answer the questions.
Answers
1 broken statue of a once all-powerful ruler who is now
forgotten.
2 A: 8, 6, a sonnet.
3 ABABACDC EDEFEF. Half rhymes: ‘appear’ with ‘despair’;
possibly also ‘sand’ and ‘command’, depending on the speaker.

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 10
 7
5th edition

London West End Theatre Intermediate

Background
Although there are provincial theatres in most of Britain’s
towns and cities, the West End remains the centre for
British theatre. Some popular productions do go on tour,
performing at theatres around the country, but most remain
in the capital. People therefore travel to the capital for a
night at the theatre, with the big hit musicals being the main
attraction. Laurence Olivier (1907–89) is regarded as one
of the best British actors of all time. He performed in many
Shakespeare plays, and was director of the National Theatre
for ten years.
Pronunciation
5 Ask students to read the text again and answer the
questions.
Answers
1 it was in the west of the City of London; the centre of the
West End theatre district, within four streets
2 in yards or large private houses
3 to build The Globe Theatre
4 Shaftesbury Avenue
5 competition from films, high upkeep costs
6 popular musical productions; famous film stars on stage and
directing
7 the London Theatre Guide; the SOLT website
8 it runs Kids Week

Drury Lane  /ˈdruːri ˈleɪn/

What do you think?
Nell Gwyn  /nel ˈgwɪn/
Discuss as a class, or first in pairs/groups, and then as a class.
Shaftesbury Avenue  /ˈʃɑːftsbri ˈævənjuː/
Laurence Olivier  /ˈlɒrəns əˈlɪvɪeɪ/ PROJECT
Students can do this as homework, but could also prepare
it in class, working in pairs. You might want to review useful
Notes on the unit language for report writing (increase, decrease, remain
unchanged, a slight / sharp increase / decrease).
1 Ask students to discuss the questions in pairs, then
conduct a class discussion.
2 e Ask students to read and listen to the text and decide
which paragraphs belong with each section.
Answers
What the West End is: paragraph 1
The early history of the West End: paragraph 2
The history of the West End: paragraphs 3–5
The West End today: paragraphs 6–7

3 Ask students to read the text again and answer the

questions.
Answers
1 1576
2 1599
3 1663
4 1672
5 1674
6 the 19th century
7 the 19th century
8 the end of the 19th century

4 Ask students to find the expressions in the text.

Answers
1 ad hoc
2 venues
3 lease
4 played host to
5 backbone
6 extravagant
7 thrive
8 attendances

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 11
 8A
5th edition

English-speaking capitals Intermediate

Background What do you think?

As well as the United Kingdom, the US, and Canada, English Discuss as a class, or first in pairs/groups, and then as a class.
is an official language in over 50 countries in all parts of PROJECT
the world. These include countries in Africa (South Africa,
Students can do this as homework, but could also prepare it
Kenya, Zimbabwe), the West Indies (Jamaica, Barbados), Asia
in class, working in pairs.
(India, Pakistan) and Oceania (Australia, New Zealand). Most
of these countries are ex British colonies. Canada has two
official languages, English and French.
Pronunciation
Canberra  /ˈkænbərə/
Pretoria  /prəˈtɔːrɪə/
Ottawa  /ˈɒtəwə/

Notes on the unit

1 Discuss the questions as a class.
2 e Ask students to read and listen to the texts and put the
cities in order according to size.
Answers
1  London  2  Kingston  3  Ottawa  4  Pretoria  
5  Washington  6  Canberra

3 Ask students to work in pairs to read their texts and tell

their partner things they found interesting.
4 Ask students to read all the texts and complete the table.
Answers
Canberra: Australia / Lake Burley Griffin & botanic gardens
Kingston: Jamaica / Marley Museum & University of the
West Indies
Ottawa: Canada / Rideau Canal & museums / art galleries
Pretoria: South Africa / Church Square & Church Street
Washington: United States / Capitol, Jefferson Memorial &
White House
London: United Kingdom / ‘the Gherkin’ & One Canada Square &
the Shard

5 Ask students to find the words in the text and match them
with the meanings.
Answers
1 skyline
2 located
3 founded
4 dedicated to
5 nicknamed
6 artificial
7 administrative
8 descent
9 landmark
10 judicial
11 commuters
12 legislative

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 12
 8B
5th edition
Australia: Going to live
Down Under Intermediate

Background What do you think?

As is discussed in the text, although modern Australia Discuss as a class, or first in pairs/groups, and then as a class.
is a very cosmopolitan country, and is a popular place PROJECT
to emigrate to, white Australia has a history of racism
Put students into groups for this task. When students have
towards both the Aborigines and non-white immigrants
given their speeches, you could go on to have a class
to the country. The Australian government has in recent
discussion on questions of immigration in general.
years made an official apology to the Aborigines for the
way in which they were treated by the European settlers.
Many Aborigines in Australia would like the government
to pay compensation, especially to the so-called ‘Stolen
Generations’ – the children who were forcibly taken from
their parents to be brought up as white children.
Pronunciation
marsupial  /mɑːˈsuːpiəl/
Ayer’s Rock  /ˈeəz rɒk/
Aborigines  /æbəˈrɪdʒənɪz/
Tasmania  /tæzˈmeɪnɪə/

Notes on the unit

e The reading texts in activities 1 and 2 have been recorded
for you to use as and when you feel appropriate for your
students.
1 Ask students what they know about Australia. Ask them to
complete the paragraph with the words and numbers.
Answers
1  7.6  2  32  3  19  4  2,600  5  coral  6  outback  
7  monolith  8  348  9  marsupials  10  harbour

2 Encourage students to speculate on the possible reasons

for emigration. Ask them to read the text quickly, not
worrying about understanding every word, to check their
answers.
Answers
correct reasons: 1, 3, 4, 6

3 Ask students to read the text again and answer the

questions.
Answers
1 Aborigines/Aboriginals, Africa
2 it wasn’t worth colonizing
3 to send prisoners there; the British jails were full up
4 making a new start, sheep farming, gold
5 with great cruelty
6 to keep out people they didn’t want
7 by paying for their tickets and giving them temporary homes
8 Asia; the end of the discriminatory White Australia policy

4 Ask students to find the words in the text and match them
with their meanings.
Answers
1  c  2  g  3  j  4  e  5  a  6  f  7  i  8  k  
9  l  10  d  11  h  12  b

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 13
 9A
5th edition

Teenage Britain Intermediate

Background What do you think?

There is much political debate in Britain about what can Discuss as a class, or first in pairs/groups, and then as a class.
be done to tackle the problems described in the text. PROJECT
Some politicians suggest stricter controls on the sale of
Students can do this as homework, but could also prepare it
alcohol and harsher penalties for youngsters who behave
in class, working in pairs.
in antisocial ways. Others favour improved education in
schools, and offering more support services to young people
and their families.
Pronunciation
dysfunctional  /dɪsˈfʌŋkʃənl/
binge-drinking  /ˈbɪndʒ ˈdrɪŋkɪŋ/
cyberbullying  /ˈsaɪbəbʊliɪŋ/

Notes on the unit

1 Discuss the questions as a class.
2 e Ask students to read and listen to the text, not
worrying about understanding every word, to identify the
writer’s aim.
Answer
B

3 Ask students to read the text again and find words to

match the meanings.
Answers
1 well-being
2 dysfunctional
3 broken homes
4 binge-drinking
5 step-families
6 peers
7 barely
8 bullying
9 marginalized
10 affluence

4 Ask students to read the text again and complete the

notes.
Answers
1  21st  2  67  3  50  4  33  5  25  6  54  7  60  8  13

5 Ask students to read the text again and answer the

questions.
Answers
1 try harder to keep families together
2 those from one-parent and step-families
3 they hardly speak to each other
4 feeling stressed because of the need to achieve or behave in
certain ways
5 an advice service which helps young people over the phone
6 not eating fruit and not having breakfast
7 by sending emails, text messages and chatroom messages via
mobile phone / the Internet; join in with the bullying
8 They obtain data and then use it elsewhere on the Internet; to
humiliate their victims
9 regarded as unimportant, of lesser value than other people

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 14
 9B
Carol Ann Duffy –
We Remember Your Childhood Well
Background
As discussed in the text, Carol Ann Duffy is a successful
modern poet whose poems are studied by schoolchildren in
Britain as part of their GCSE and A level exams. In May 2009
she was named as the new Poet Laureate, the traditional role
of poet to the Royal Family.
This poem, We Remember Your Childhood Well, explores
the concept of ‘false memory syndrome’, i.e. whether the
memories of people who feel they suffered terribly as
children are really reliable.
Notes on the unit
1 Discuss the questions as a class.
2 e Ask students to read and listen to the extract and
answer the questions.
Answers
A child is in a geography lesson, probably at primary school,
while the teacher recites the names of places in Africa. It is
spoken by the child herself, probably the poet recalling her own
childhood memories of sights and sounds at school. The poem
is an example of a dramatic monologue.
3 Ask students to read the text and answer the questions.
Answers
1 working class / left-wing; Catholic
2 when she was sixteen
3 Philosophy
4 ‘Whoever She Was’
5 six
6 ‘rather like a speech from a play: a character speaks, giving
clues to the sort of person they are, who they are speaking to,
and the situation’
7 became required reading in schools throughout the country
8 named Poet Laureate, Dame Commander of the British
Empire
4 Ask students to read the text again and answer the
questions.
Answers
scriptwriter (writing scripts for television shows or dramas),
freelance writer (self-employed writing), poetry editor (deciding
which poetry should be published in the magazine), playwright
(writing plays)
5 e Ask students to read and listen to the poem and
answer the question.
Answer
A
6 Ask students to find words and phrases in the poem to
match the meanings.
Answers
1  a blur   2  Anyone’s guess   3  begged  4  called the
tune  5  older and wiser   6  firm  7  ended in tears
Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018
5th edition
Intermediate
7 Ask students to read the poem again and answer the
questions.
Answers
1 A grown-up child. He or she is speaking for both parents. The
parent is saying they have the facts.
2 Convince the son/daughter that he/she had a happy
childhood, was well looked after. The child has accused them
of various things. He/she might be upset/bitter/angry.
3 They are all statements denying accusations by the child.
There is tension between them – the child is not being given
the chance to discuss these matters. The impression of a
determined and very authoritarian personality is given extra
force.
4 They are imagining things, have false memories. He/she
probably feels that life is awful because of this horrible
childhood.
5 ‘turned off the light’, ‘the bad man on the moors’, ‘locked the
door’, ‘forced you’, ‘the secret police’, ‘bigger than you’, ‘sent you
away’, ‘ended in tears’, ‘laid you wide open for Hell’
6 Boom. Boom. Boom.
7 The sentences are short or very short. It gives the poem
a certain rhythm, creating the feeling that the speaker is
uncomfortable, and trying to think of answers quickly, but
nevertheless doesn’t feel the need to explain anything fully.
8 The rhymes are internal (within lines) and at the ends of some
lines: occur/blur, less/guess, tune/boom, fears/tears, Hell/well
9 To show that parents have the last word – ‘we always know
better’, they seem to be saying.
What do you think?
Discuss as a class, or first in pairs/groups, and then as a class.
Answers
They would probably feel that their parents believed they were
always right and refused to listen to him or her, and that there
is not – and possibly never was – any real love or trust between
them. The use of the past simple form ‘You were loved’ is
significant.
The parent’s reassurance is unconvincing, for various reasons –
such as the way he or she shifts ground: ‘That didn’t occur. You
couldn’t sing anyway, cared less’, or the way the parent claims to
know the child’s own feelings better than he or she ever did –
‘you wanted to go that day. Begged’ and ‘people/You seemed to
like’. But the reality of what happened probably lies between the
two versions.
PROJECT
Students can do this as homework, but could also prepare it
in class, working in pairs.
15
10A
5th edition

Transport in London Intermediate

Background Answers
Public transport in London, including the underground, is 1 it hardly ever moves
administered by an agency called Transport for London, 2 the ‘posh’ presenter on the BBC show Top Gear (this is a
common joke on the programme, because he once trained as
overseen by the Mayor of London. The underground
a classical pianist); nobody knows
network, as stated in the text, is the oldest in the world, and
3 he had recently had a very bad experience in a car
many people feel that it now needs some major investment 4 in motor-racing clothes and helmet
to bring it up to 21st century standards. In an attempt to 5 mad about cars and other powered vehicles; a bicycle beat
encourage more people to use public transport in London, a the others
‘congestion charge’ was introduced in 2003, which requires 6 uses a lot of petrol; his car was wasteful of energy
people to pay a charge every time they bring their cars into
central London. What do you think?
Top Gear is a popular TV motoring programme which Discuss as a class, or first in pairs/groups, and then as a class.
reviews and trials new cars. The presenters are known for
their love of fast cars and their scepticism about the need for PROJECT
people to reduce their personal use of cars. Students can do this as homework, but could also prepare it
in class, working in pairs.
Notes on the unit
1 Discuss the questions as a class.
2 e Ask students to speculate on the meaning of the
title. Ask them to read and listen to the text to check the
answer.
Answer
Be careful getting on or off: there is a space (gap) between the
platform and the train.

3 Ask students to read the text again and decide if the

statements are true or false.
Answers
1  F  2  F  3  T  4  T  5  F  6  F  7  T  8  F
(this goes against the usual pattern of keeping left in Britain, e.g.
on the roads, but the idea is that most people are right-handed,
and would feel more comfortable using their right-hand to
steady themselves on the escalator)

4 Ask students to find words in the text to match the clues,

and complete the crossword.
Answers
Across: 1  rush hour   4 passengers  7 daily  8 line  
10 track  12 zone  13 tunnel
Down: 2 station  3 rise  5 network  6 escalator  8 lift  
9 Tube  11 run

e The reading text has been recorded for you to use as and
when you feel appropriate for your students.
5 Ask students to speculate on which form of transport
won. Ask them to read the review to check their answer.
Answer
the bicycle

6 Ask students to read the review again and answer the

questions.

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 16
10B
5th edition
John McCrae –
In Flanders Fields Intermediate

Background 5 e Students first read and listen to the poem and then
answer the questions by referring back to the poem.
John McCrae wrote this poem at a time when many still
considered the First World War a noble struggle that would Answers
soon be won. As the full horrors of the first major war of 1 AABBAAABCAABBAC
the industrial era became apparent, with millions of young 2 Lines 9 and 15. To make the reader stop and think about the
men killed and injured, the harsh realities were conveyed scene.
by British war poets such as Wilfred Owen and Siegfried 3 The second of each pair of syllables, giving a regular rhythm
Sassoon. which is almost musical. It is in iambic tetrameter apart from
lines 9 &15.
4 ‘Flanders fields’, ‘row on row’, ‘saw sunset’, ‘loved and were
Notes on the unit loved’, ‘hold it high’
1 Put students in pairs to discuss the questions. 6 Students match the words to their meanings.
Answers Answers
Belgium and France. Poppies growing on a battlefield there. 1 ye - you
2 torch - light that can be carried
2 e Students read and listen to the text to answer the 3 quarrel - fight
questions. 4 faith - trust
5 scarce - almost not
Answers
6 foe - enemy
Writing the poem In Flanders Fields; popularizing the poppy’s
7 larks - birds that sing beautifully
association with soldiers killed in battle.
8 amid - in the middle of
3 Students work alone to answer the questions. 9 failing - losing strength
10 glow - produce light
Answers
1 No, it lasted for another three years. 7 Put students in pairs to answer the questions about
2 No, he was a middle-aged senior officer by then. the poem.
3 He was not happy with it and discarded it. When finally
persuaded to publish, he did not put his name to it. Answers
4 He was surprised but pleased. 1 the places where dead soldiers are buried.
5 No 2 the dead, ‘our’
6 November 11th every year: it is the date when WW1 ended 3 birds singing
and commemorates all those who died in war. 4 Fields, poppies, sky, dawn, sunset. To contrast them with the
7 They regards it as pro-war, possibly responsible for making horrors of war.
WW1 go on longer and assisting the introduction of 5 Most were in their teens and twenties.
conscription in Canada. 6 The living: soldiers and possibly also civilians.
8 Young men and their families 7 The idea of winning the struggle.
9 No 8 Remember them and carry on the fight. They will not be able
10 People in some English-speaking countries wear them every to rest in peace.
November 11th. 9 The first two stanzas convey a feeling of sadness; the third
urges readers to continue fighting. It appears to be saying
4 Put students in pairs. Ask them to first look at the words that victory is worth the cost in human life and suffering. Later
in bold in the text and try to guess their meanings from poems in the war, for example by Owen or Sassoon, reflected
the context. Then ask them to match the words with the a far more negative attitude towards the conflict among both
soldiers and civilians.
meanings 1–12.
Answers What do you think?
1 burial
2 anonymously
Discuss as a class, or first in pairs/groups, and then as a class.
3 troops PROJECT
4 enlist
5 recited Students can do this as homework, but could also prepare it
6 commemorate in class, working in pairs.
7 honour
8 reproaches
9 propaganda
10 conscription
11 perished
12 veterans

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 17
 11
5th edition
Sir Arthur Conan Doyle –
The Hound of the Baskervilles Intermediate

Background 6 Ask students to find words in the extract to match the

meanings.
The Sherlock Holmes stories remain popular in Britain, but
the character of Sherlock Holmes is perhaps better known Answers
through the many films and TV adaptations of the stories. 1  moor  2  hound  3  ghost  4  hall  5  to tear  
Extracts from works by Conan Doyle are used in English 6  footprints  7  lawyers  8  throat  9  sensible
literature classes for ten- to thirteen-year-old pupils in Britain.
7 Ask students to read the extract again and answer the
Pronunciation questions.
Sherlock Holmes  /ˈʃɜːlɒk həʊmz/ Answers
Ignatius  /ɪgˈneɪʃiəs/ 1 Because he hadn’t been called earlier to come and look at
Conan Doyle  /ˈkəʊnən ˈdɔɪl/ where the killing had happened.
2 Because many people have seen the enormous animal that
Plymouth  /ˈplɪməθ/
they think has killed Sir Charles.
Baskervilles  /ˈbæskəvɪlz/ 3 Because it has left footprints on the ground.
Moriarty  /mɒriˈɑːti/ 4 The last living member of the Baskerville family.
5 Because he doesn’t know what to do with Sir Henry.
6 To say nothing to Sir Henry, but bring him to meet him.

Notes on the unit

What do you think?
1 Ask students to write their lists individually, then compare
with a partner. Discuss as a class, or first in pairs/groups, and then as a class.
2 e Ask students to read and listen to the text and answer Answer
the question. The typical sequence of events in a classic detective story is:
(1) the seemingly perfect crime; (2) the wrongly accused
Answers suspect, (3) the mistakes of dim-witted police; (4) the greater
medicine, politics, miscarriages of justice, spiritualism powers of observation of the detective; and (5) the surprising
ending, in which the detective reveals how the identity of the
3 Ask students to find the words in the text and match them criminal was found.
to the definitions.
Answers PROJECT
1  e  2  j  3  c  4  i  5  f  6  a  7  h  8  b  9  d  10  g Students can do this as homework, but could also prepare it
in class, working in pairs.
4 Ask students to read the text again and decide if the
sentences are true or false. Ask them to correct the false
sentences.
Answers
1 F (He told amazing stories at school.)
2 F (A Study in Scarlet was his first detective novel.)
3 F (He found his greatest success as a writer of detective
novels.)
4 F (He stopped because he wanted to write more serious
literature.)
5 T
6 F (He proved the men were innocent, and as a result of this
the men were released.)
7 F (The most famous line from the films is ‘Elementary, my dear
Watson!’)

5 e Ask students to read and listen to the extract and

answer the question.
Answer
They have seen an animal that looks like an enormous hound.

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 18
12A
5th edition

The American Revolution Intermediate

Background 6 Ask students to read the text about George Washington

The war which led to the independence of the United
States from Britain is usually referred to in the United States
as the American Revolution or American Revolutionary
War. In Britain, it is usually called the American War of
Independence. The relationship between the UK and the
US has remained strong since American independence,
and politicians on both sides of the Atlantic are keen to
emphasize the ‘special relationship’ between the two
countries.
Pronunciation
Thomas Jefferson  /ˈtɑməs ˈdʒefəsən/
Notes on the unit
e The reading texts in exercises 2 and 6 have been recorded
for you to use as and when you feel appropriate for your
students.
1 Ask students to read the sentences and choose the
correct answers.
2 Ask students to read the text quickly to check their
answers to exercise 1.
Answers
1  17th Century   2  1775  3  thirteen  4  July 4th  
5  George Washington
and complete it with the correct phrases.
Answer
Both were born to rich families in what is now the USA. Both
had military backgrounds but whereas Washington saw active
service, becoming commander in chief, Trump did not. Trump
was much older than Washington when he became President.
Washington won all the votes in the electoral college while
Trump won less than 60% and received a smaller share of the
popular vote than his rival. Both could be accused of racism.
Both wanted to limit American involvement abroad.
What do you think?
Discuss as a class, or first in pairs/groups, and then as a class.
Answer
Barack Obama (2008–16) was the first African-American
president. Nobel Peace Prize winner, introduced the health
insurance scheme known as Obamacare. George W Bush (2000-
2008) was the son of a previous US president, was president at
the time of 9/11 and ordered the 2003 invasion of Iraq.
PROJECT
Students can do this as homework, but could also prepare it
in class, working in pairs.

3 Ask students to find the words in the text and match them
to their definitions.
Answers
1  h  2  i  3  g  4  e  5  f  6  d  7  a  8  c  9  j  10  b

4 Ask students to find the words in the text and work out
their meanings.
Answers
1 stopping using
2 got onto/entered
3 exact copies
4 a group of non-professional soldiers
5 take away from
6 equal for all people

5 Ask students to read the text again and answer the

questions.
Answers
1 To help pay for cost of defending North America from the
French.
2 Because they did not come with any political representation.
3 December 1773
4 To take the weapons away from the local militias.
5 The United Colonies of America
6 modern - It asked for a more egalitarian society; old-fashioned
- It makes no mention of the rights of women; it assumes that
rights come from God.
7 With money, weapons, ships, and soldiers.
8 1783

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 19
12B
5th edition
The Fascinating Diary
of Samuel Pepys Intermediate

Background
As discussed in the text, the diary of Samuel Pepys is the
best surviving record of ordinary life in London in the
seventeenth century. It is not widely read as a work of
literature, but remains an important reference for historians,
especially social historians, interested in this period. Children
in primary schools in Britain often learn about the Great
Plague and Great Fire of London.
Pronunciation
Pepys  /piːps/
Plague  /pleɪg/
Magdalene College  /ˈmɔːdlɪn ˈkɒlɪdʒ/
Quakers  /ˈkweɪkəz/
Notes on the unit
e The reading texts in activities 2, 4 and 7 have been
recorded for you to use as and when you feel appropriate for
your students.
1 Discuss the questions as a class.
2 Ask students to read the text quickly, then find the words
in the text and match them with the definitions.
Answers
1  kept  2  recorded  3  code  4  eyewitness  5  entry
3 Ask students to read the text again and answer the
questions.
Answers
1 He stayed away from school without permission
2 From 1660–1669
3 The period when the monarchy was brought back
4 The Great Plague and the Great Fire of London
5 31st May 1669, because he could no longer see properly
6 Lots of what he wrote was considered too shocking to
publish
7 In the Pepys Library in Magdalene College, Cambridge
6 Ask students to read the diary entries again and answer
the questions.
Answers
1 Just after one o’clock in the morning
2 A red cross
3 6,102 officially, but probably nearly 10,000
4 The Tower of London
5 In a bakery in Pudding Lane
6 They got into boats, or climbed along the stairs at the side of
the river
7 Ask students to read the text about the Great Fire and find
out what the numbers refer to.
Answers
Negative effects: deaths of nine people, many people left
homeless, destruction of historic buildings.
Positive effects: killed off the brown rats responsible for the
plague that had killed more people than the fire itself, led to
the beginning of the insurance industry, brought about the
construction of new stone buildings, which were safer.
What do you think?
Discuss as a class, or first in pairs/groups, and then as a class.
Answer
It may have shocked him, led to his interest in being present at
historic events. Note: he was later to witness other, even more
gruesome, executions.
PROJECT
Students can do this as homework, but could also prepare it
in class, working in pairs.

4 Ask students to read and listen to the diary entries and do

the matching exercise.
Answers
A2  B1  C1  D3

5 Ask students to find the words in the diary entries and

match them with the definitions.
Answers
1  d  2  e  3  g  4  c  5  b  6  a  7  f
D000732

Headway Culture and Literature Companion Teacher's Guide © Oxford University Press 2018 20