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Introduction	4
Episode 1
A NEW NEIGHBOUR	6
Episode 2
TO THE RESCUE	10
Episode 3
AN OLD FRIEND	15
Episode 4
DINNER FOR TWO	19
Episode 5
CHANGE OF A DRESS	23
Episode 6
A LONG WEEKEND	28
Vocabulary	32
ISBN 019 459188 3
ISBN 019 4591891
ISBN 019 459190 5
ISBN 019 4591913
ISBN 019 4591921
Student's Book
Teacher's Book
VHS PAL
VHS SECAM
VHS NTSC
Printed and bound by Grafiasa F.A. in Portugal
Th'ree Plus One
Main points of the syllabus
	Corresponding New
	Headway English Course Elementary Student’s Book units
1 A NEW NEIGHBOUR to be (all forms) Present simple (all forms) Adjectives (including opposites) Describing towns and cities Personal information	1 to 4
2 TO THE RESCUE there is/are Prepositions of place can / can’t / could / couldn’t was/were Kitchen vocabulary	5 and 6
3 AN OLD FRIEND Past simple (regular and irregular verbs) Time expressions: dates, times, last week, etc. Relationship vocabulary: fall in love, get engaged	7 and 8
	Corresponding New
4 DINNER FOR	Headway English Course Elementary Student's Book units 9 and 10
TWO Countables / Uncountables: some / any, much / many Comparatives Food vocabulary 5 CHANGE OF A	11 and 12
DRESS Present continuous going to Question forms: what / where / whose / why /how much Possessive pronouns Infinitive of purpose Shopping language 6 A LONG	Hand 14
WEEKEND Present perfect just/yet ever/never Present perfect v. Past simple Question forms: who / when/how long Travel vocabulary	
Introduction
COURSE
New Headway Video Elementary comprises:
Video Cassette - 39 minutes
Student’s Book
Teacher’s Book
The video is available in VMS format in PAL, SECAM
and NTSC standards.
LEVEL
New Headway Video Elementary can be used as an
additional component to the New Headway English
Course Elementary or as supplementary material
for other course books at this level. The video is
based on the syllabus of New Headway English
Course Elementary Student’s Book.
AIMS
New Headway Video Elementary provides both
revision and extension material through a series of
short comic dramas based on the lives of four
people who share a house. They are designed to
consolidate grammatical, functional and lexical
areas covered by New Headway English Course
Elementary, and to develop listening
comprehension skills.
STUDENT’S BOOK
The Student’s Book is designed to give students
exercises and activities that will best prepare them
for, and help them exploit the video. Each unit is
divided into three sections: ‘Before you watch’,
‘While you watch’, and ‘After you watch’.
Before you watch
This section introduces the theme of the episode
and provides one or two tasks which are designed
to prepare students to deal with the language and,
more typically, the vocabulary contained in the
video. Each task requires the student to process
the relevant language / vocabulary in some way,
thus making it more memorable. Sometimes
students are required to provide the correct
answer, other times they are encouraged to use the
language more freely.
While you watch
The standard approach to this stage in ELT video is
to have a global viewing activity, where the unit is
shown uninterrupted and the students perform a
relatively simple task, followed by a series of tasks
for which the video is divided into shorter
sections. However, this approach is somewhat
problematic when dealing with drama, since
showing an episode through to its conclusion
removes not only suspense, but also the potential
for valuable activities such as predicting,
speculating and engaging with the characters. It is
likely that the sectional tasks would have to focus
purely on the detail at the expense of the drama. It
is also felt that global viewing would place too
many demands on some students, causing them to
fail to grasp the essence of the episode.
The approach here is to dispense with the global
viewing and divide the video into sections, each
section to be seen at least twice. The first viewing
usually involves the completion of a task which
exploits the main dramatic focus of each section
(key information, outcomes, etc.). It often involves
pre-task preparation such as speculating from
photographs from the video, or vision-only
viewing. The second task focuses on the language
used and involves matching, ticking, etc. Where
some writing is required, the task is usually
attempted prior to re-viewing the video.
In some sections there is no real language focus,
yet understanding of the dialogue is important
because it moves the plot forward. In these
situations, the meaning is addressed during the
pre-task stage; during the viewing stage the focus
will be on following the plot, through tasks such as
ordering the dialogue or identifying the speaker.
What do you think?
In the ‘While you watch’ stage of each episode,
there is at least one activity labelled ‘What do you
think?’. This is designed to encourage the students
to interact with the story in a natural way
(predicting, inferring, giving opinions) without
having to come up with a target structure or the
right answer. At elementary level, students will not
have a wide range of productive language with
which to express themselves. But you can assist by
asking questions which guide students or clarify
what they are trying to say. You should treat all
contributions positively and never attempt to
correct or evaluate them.
4 New Headway Video Elementary
At the end of the ‘While you watch’ section, there
is a ‘Review’ section designed to provide a
summary for each episode. After this, the students
should be allowed to watch the whole episode
uninterrupted without having to perform a task.
This, after all, is how drama is meant to be viewed
in the ‘real’ world.
After you watch
The main aim here is to consolidate the language
focused on in the episode through exercises, tasks
and role plays. In particular, this section gives
further practice to the students by exploiting or
extending situations within each episode which
naturally generate the target language.
Broadly, there are two types of activity:
fairly controlled exercises - normally requiring
some writing activity (dialogue and / or gap
completion, prompted question forming). Some of
these activities can be set as homework rather than
done in class.
freer, more productive tasks - designed to be a
more challenging alternative or extension,
requiring active use of the language and involving,
information sharing / problem solving through
pair / group work and / or role play.
Role play can be extremely effective in the
classroom, but for it to succeed it has to be
carefully set up, and the students must be given
adequate preparation time. The role plays in the
New Headway Video Elementary Student’s Book
are not designed as time-fillers or wind up
activities.
USEFUL TECHNIQUES AT THIS LEVEL
Fairly standard techniques for exploiting video are
described in the notes for individual episodes.
They are:
Silent viewing
This allows students to watch a section without
having to worry about the language. In this book,
it is mainly used in the later stages to interpret
incident or establish sequence. At this level it
should not be used to elicit what is being said.
Freeze framing
You can use this to predict outcomes, describe a
scene or interpret mood. It is normally at the
disposal of the teacher, but in this book it is often
suggested as a device to be used by students in
speaker identification tasks.
Fast forwarding
This is recommended as an efficient or amusing
device to be used at the review stage as a reminder
of the story.
Listening without viewing
This technique is not specified in any of the
episodes, but it is an option you might like to try if
you feel confident about using video in the
classroom. It can be used occasionally to speculate
about situations, transactions, identity of speakers,
etc. You can use the vision controls to do this, but
often it’s simpler to turn the TV away from the
class.
Resource Bank
At the end of the book, there are a number of
supplementary activities should your class need
further practice.
PREPARATION FOR USING VIDEO IN
THE CLASSROOM
Any unfamiliar video sequence should be watched
through beforehand by the teacher, along with the
transcript and the Student’s Book activities. Mark
on the transcript where the ‘While you watch’
sections start. Set the counter on the video player
to zero so that you can write in the counter
numbers at the start of each section in the boxes
ПППП provided in the Teacher’s Book. This will
make rewinding and fast forwarding much easier.
You can also highlight on the transcript possible
problem areas for your class.
New Headway Video Elementary 5
Introduction to the
episode
This episode introduces the four main characters
(Helen, Jane, Matt and David) and establishes the
setting (a shared house in Oxford). It also
introduces a fifth character (Simon, the new
neighbour) who appears in most of the episodes. In
syllabus terms, it covers the first four units of New
Headway English Course Elementary.
Go through each place name on the map,
practising stress and pronunciation.
Go through the descriptions eliciting /
explaining the meaning of key words.
Students use the map information to identify
the descriptions.
Check answers.
Answers
LANGUAGE FOCUS
to be (all forms)
Present simple (all forms)
Adjectives (including opposites)
Describing towns and cities
Personal information
WARM UP
Ask students simple questions about their home
towns (name / location). If the students are from
the same area, ask about the location of other
towns / cities in their country.
Refer to the episode title. Tell the students that
they are going to learn about four people who live
in a house in Oxford and their new neighbour.
Before you watch
This section introduces English place names which
appear in the episode and revises / extends key
adjectives.
a) Birmingham
b) Brighton
c) London
d) Manchester
e) Newcastle
f) Oxford
2 In this exercise, students have to categorize
adjectives as either positive or negative. (Note
that horrible, ugly, attractive and gorgeous
have not appeared at this stage in New
Headway English Course Elementary.)
Go through the task. Ensure understanding of
positive and negative.
In pairs, students categorize the adjectives.
Instruct students to use dictionaries with
words they don’t understand.
Check answers. Practise the stress and
pronunciation of each adjective as you do so.
Answers
Positive
attractive
interesting
gorgeous
nice
Negative
ugly
boring
slow
horrible
While you watch
1 In this exercise, students have to identify
English cities from their descriptions.
SECTION ONE: A big day today ПППП
In this section the four housemates give their
opinions of their new neighbour.
6
1	This is the first instance of the What do you
think? feature of the video, where students are
encouraged to give opinions, speculate and
predict outcomes. In order for this to work
effectively, it is essential that responses are
treated positively.
This task can best be done as a whole class
activity.
First go through the task, checking understanding.
Ask students to nominate adjectives to describe
first the neighbour and then the car, and write
them up on the board. There is almost certain
to be disagreement, either through mischief or
personal taste. You could take advantage of
this by, for example, taking a class vote. Be
prepared to give explanations where adjectives
are misapplied (e.g. good-looking is normally
used to describe people rather than things).
2	In this exercise, the students have to identify
who said what.
Go through the exercise, checking understanding.
Tell the students to indicate the speaker by
drawing a line from the adjective to the person
in the photograph, and then to the car or
Simon as shown in the example.
Play the video.
Students now watch the section and complete
the task individually.
Check answers with class.
(Note: With a confident class, you might like to
ask why Matt changes his mind about the car.)
Answers
Jane: (on neighbour) nice, good-looking-,
(on car) fast
Helen: (on neighbour) very nice-,
(on car) very expensive
David: (on neighbour) not good-looking;
(on car) slow, cheap
Matt: (on car) nice, horrible
3	This short exercise revises expressions with time.
Go through exercise, drawing attention to the
clock prompts.
In pairs, students complete dialogue.
Play the video. Students amend / confirm their
answers.
Check answers.
Answers
David: Are you ready? It’s a quarter to seven.
Helen: What time does the film start?
David: Half past seven.
SECTION TWO: The introductions ПППП
In this section, the housemates are introduced to
the new neighbour, and we learn their identities.
For those who have used New Headway Video
Beginner, the only new person is Simon.
1 Here, the students fill in the personal
information for each person. The aim is to
provide a biographical background for the
main characters in the stories.
Go through the task. Practise stress and
pronunciation of the names. Elicit / explain the
meaning of job vocabulary. If this is problematic,
use translation (for a monolingual class) or
allow students to use a bilingual dictionary.
Since there is a lot of information to process,
put the students into pairs or small groups.
Play the video. Allow time for students to
share information to complete the details.
Check answers, writing them up on the board.
Be prepared to replay the video to fill in gaps
or allow for corrections.
Answers
Name	Home town	Job
Helen	London	marketing
		assistant
Jane	Brighton	drama teacher
Simon	Newcastle	journalist
Matt	Birmingham	runs computer
		games store
David	Manchester	lawyer
2 This is a speaker-identification exercise.
Normally, students are asked to identify the
speaker only. In this particular exercise,
however, they are asked to identify who is
speaking to whom. There are only four answers
to listen out for here. To save time, it can be
best done as a whole class activity.
Go through each expression, reading aloud
with appropriate stress and intonation, and
checking understanding.
A New Neighbour 7
Play the video. Instruct students to tell you to
stop the tape and give the answer when they
hear each expression. If they miss one, inform
them and rewind to the relevant section again.
Answers
H/S D/M J/S D/M
3 The focus in this exercise is on everyday
English expressions. Here the students have to
write in the questions.
There are four separate exchanges here. Go
through each one, drawing attention to the
number of missing words.
In pairs, students write in each answer.
Elicit answers from class and write them up on
board. Invite class to correct errors of
language. Point out (in a positive manner)
where answers are grammatically correct but
not verbatim (e.g. too many words).
Play the video for students to check / amend
answers.
Check answers with whole class.
Answers
Helen: Would you like some tea or coffee7.
Helen: So, where are you from, Simon?
Simon: What do you do?
Helen: What about you?
SECTION THREE: All about Simon ПППП
In this section, the girls find out more about Simon.
The main syllabus focus is the use of the Present
simple to talk about routines and interests.
1 This exercise provides more detailed
information on Simon.
Go through the exercise, checking
understanding of the task and headings.
Play video. Students watch the video individually
and fill in / tick relevant information. The
information is delivered in sudden bursts here
so you may have to play the video twice.
Check answers.
Answers
Place of work:
Publication:
Working week:
Weekend activities:
Girlfriend:
London
sports magazine
office: Mon, Tue, Thur
home: Wed, Fri
tennis, football, cinema,
clubs
No
2 In this task the students have to match the
beginnings and endings of sentences.
Explain the task, referring students to the
example.
In pairs, students join the sentences.
Play the video. Students check / amend
answers.
Check answers with whole class. You could
read out the first part of each sentence and
invite students to complete it.
Answers
a)	Where do you work?
b)	The film starts in quarter of an hour.
c)	The cinema’s only ten minutes away.
d)	Let’s wait in the car.
e)	What do you do at weekends?
f)	Do you have a girlfriend?
g)	I play tennis.
h)	I watch football.
i)	I got to clubs.
j)	I go to the cinema.
SECTION FOUR: David's idea ПППП
In this section, David becomes tired of waiting for
the girls and finds himself in an embarrassing
situation.
1 In this exercise the students have to watch the
section without sound. It requires a mixture of
observation and speculation.
Go through the questions to check understanding.
Play the video without sound.
Put each question to the class. Write up
students’ ideas on the board. Note that
questions a) and d) are purely observational
and should only produce one answer.
Encourage students to justify their reasons for
their choice in e).
Play the video with sound.
8 Episode 1
Check answers with whole class.
Answers
a)	In the kitchen.
b)	Simon.
c)	Simon.
d)	Simon.
e)	Embarrassed.
2 Students complete the dialogues. The focus is
on the third person of the Present simple and
imperatives.
Go through a) and b) checking understanding.
Play the video again, stopping after the kitchen
scene. Allow students time to complete a),
replaying the relevant section if necessary.
Resume playing the video. Allow students time
to complete b).
Check answers. Insist on the final 's’ for the
third person singular.
Answers
a)	Jane: He doesn't have a girlfriend.
Helen: He likes tennis.
Jane: But he also likes football.
Helen: And going to the cinema.
b)	David: It’s David. The film starts in ten
minutes. Say goodbye to your big,
boring boyfriend and hurry upl
REVIEW
This tests how far the students remember some of
the facts of the story.
Go through exercise, checking understanding.
Put students into pairs. Encourage them to work
from memory, but if they can’t remember, instruct
them to refer to the previous pages or forward to
the transcript at the back of the Student’s Book.
Check answers with the whole class.
Play the whole episode uninterrupted.
Answers
a)	half past seven.
b)	neighbour.
c)	Newcastle.
d)	a drama teacher.
e)	twice a week.
f)	wait in the car.
After you watch
The following activities give extensive practice of
Present simple forms. They are intended to be
done together.
1	This is a note-taking exercise designed as a
preparatory activity for the subsequent
exercise. It is best done as a whole class activity.
Read out Jane’s paragraph, checking
understanding.
Elicit relevant details from the class. Write
them up on the board. Students copy out the
details.
2	In this exercise, students provide their own
biographical information.
Tell students to enter their own information in
the relevant sections. Circulate to monitor /
assist students.
Refer students to Jane’s paragraph as a model.
If necessary, present your own (or fictional)
details for the whole class to write up together
as an example.
Students write up their own paragraph.
Circulate to monitor / assist.
Resource Bank (page 40)
This follows the After you watch section in
the episode. It provides consolidation and
extension in question forms and in the third
person singular of the Present simple. The
writing up stage can be done as class work
or homework.
Put students into pairs. If you feel the
students need assistance, elicit the
questions from the whole class beforehand
and write them up.
Students interview each other and fill in
the details. Circulate to assist and check
accuracy.
Students write up a paragraph on their
partner. Refer them to Jane’s paragraph on
page 9 in the Student’s Book but remind
them to use the third person singular forms
in the examples.
A New Neighbour 9
1
EPISODE 2
ж. “	.	'*'2;“
Introduction to the
episode
In this episode, Jane has a series of mishaps and
ends up locked out of the house. Simon comes to
the rescue but it all goes wrong for him, much to
the amusement of Matt and David. If you are using
New Headway English Course Elementary, it should
be shown after Unit 6, since it covers the main
language focus of Units 5 and 6 of the Student’s
Book.
LANGUAGE FOCUS
there is / are
Prepositions of place
can / can't/could / couldn't
was / were
Kitchen vocabulary
WARM UP
Refer to the stills under the title. Ask what they
think Simon is doing and why. Be prepared to
provide / write up relevant vocabulary where
required (e.g. climbing). You could ask if anybody in
the class has done this and why.
Explain / translate rescue or tell students to use a
bilingual dictionary. Don’t, however, attempt to
explain the whole title.
Before you watch
This section introduces some of the key vocabulary
which appears in the episode and revises
prepositions of place.
1	This is a matching activity to revise and extend
(mostly) kitchen vocabulary.
Go through the list of words, giving stress and
pronunciation.
In pairs, students match the vocabulary with
the letters a) to j) on the picture. Tell them to
use a dictionary if necessary.
Check answers by reading out each letter and
eliciting the appropriate item. This will allow
you to monitor pronunciation. Be prepared to
explain slices.
(Note: You might have to point out that purse
(British English) = wallet (American English);
purse (American English) = handbag (British
English).
Answers
a mug
b sink
c plate
d table
e slices of toast
f cafetiere
g work surface
h purse
i £10 note
j newspaper
2	In this exercise, the students have to give the
correct position of the objects using
appropriate prepositions of place.
Refer the students to the example.
Students complete sentences.
Elicit answers using Where is the...? questions
and write them on the board.
10
Answers
Check answers with whole class.
a)	The plate is on the table.
b)	The slices of toast are on the plate.
c)	The mug is in the sink.
d)	The newspaper is on the table.
e)	The purse is on the table.
f)	The £10 note is under the purse.
g)	The cafetiere is on the work surface.
(Note: You may like to highlight the sarcastic
nature of David’s last remark by asking the
class what the normal expression would be.)
Answers
a) J b) H c) J d) D e) J f) H g) D
While you watch
SECTION ONE: Good morning ' ШШ
In this section Jane is rushing to leave the house at
breakfast time. There is no particular syllabus focus
here. Its function is to set the scene for the events
which follow.
1	This multiple-choice exercise tests general
observation and comprehension of the section.
The observational questions are relatively
undemanding, although the students will have
to listen closely for questions c) and d).
Go through the exercise and check
understanding. The vocabulary here should be
unproblematic.
Play the video. Students tick the appropriate
box.
Check answers.
Answers
a)	having breakfast.
b)	eating a slice of toast.
c)	£10.
d)	in bed
e)	David’s toast.
2	In this exercise, the students try to remember
who said what. Although they have only seen
the section once, they should be able to make
a good attempt at it.
Go through the dialogue, reading it aloud with
appropriate stress and intonation. Check
understanding.
In pairs, students identify speakers. Tell them
not to worry if they get e) and f) in the wrong
order.
Play the video. Students check / amend
answers.
SECTION TWO: Jane needs help ШШ.
In this section, Jane realizes that she can’t find her
purse. Can/could is introduced here. It is
exploited more thoroughly later in the episode.
1	In this exercise, students have to interpret
what is happening through photographs from
the section.
It is best done as a whole class activity.
Before you attempt the exercise, tell students
to mask the right hand column, since it makes
one of the answers quite obvious.
Go through each question. Check meaning and
refer to the adjacent photograph. Put each
question to the class. If they have trouble with
the first answer, draw their attention to the
cash point. (It might well be clearer in the
other pictures). Once they have the first
answer, the second follows quite logically.
With c) you can ask for reasons for their
choice. Perhaps someone will remember that
Matt is still in bed, but don’t insist on this.
Play the video.
Check answers.
Answers
a) get some money
b) She can’t find her purse,
c) Matt
2	Here, students have to complete Jane’s half of
the telephone conversation with Matt.
Go through the vocabulary, checking meaning.
Cash card, need, find, and look for have not yet
come up in New Headway English Course
Elementary. Ask students to use their
dictionaries or be prepared to explain their
meanings. All except need are easy to
demonstrate.
Students complete the sentences.
To the Rescue 11
Check answers with whole class.
Answers
Play the telephone conversation (rather than
the whole section) to confirm answers.
Answers
Listen, Matt. I need your help. I can’t find my
purse, and it has my cash card and everything
in it. I think it’s in the kitchen. Could you look
for it?
SECTION THREE: Thanks, Matt. ПГГП.
In this section, Matt searches the kitchen for Jane’s
purse.
1 The students suggest where in the kitchen
Jane’s purse could be. This exercise is a freer
practice of the prepositions and vocabulary
covered in the ‘Before you watch’ section.
This can be done relatively quickly as a whole
class activity. Invite suggestions from the class
and write them down.
Students following New Headway English
Course Elementary will not have covered the
language of speculation yet. The task can be
performed using / think its... /... Maybe, its...
statements. Only introduce might if you feel
the class can use it. (The deductive use of
could is not advised, since this will be
confused with its very different uses in this
episode.)
Play the video. Confirm the location of the purse.
Answer
The purse is under the newspaper.
2 The students have to complete the dialogue
with the given phrases. The syllabus focus here
is there is / are and can / could / couldn't.
Go through the phrases. Practise pronunciation
with the class, paying particular attention to
the contracted forms there’s and couldn’t, and
ensuring that the T’ is silent in could.
Go through the dialogue.
Put students into pairs. Allow enough time for
them to complete the dialogue.
Play the video, more than once if necessary, to
allow students to check / amend their
answers.
Check answers with whole class.
Jane: Can you see it?
Matt: No, sorry.
Jane: Is there anything on the table?
Matt: There are some plates... and there’s
Helen’s mug but no purse.
Jane: How about on the work surfaces?
Matt: I can’t see it. There’s only the newspaper.
Jane: Could you look under it?
Matt: OK. Got it!
Jane: Oh thanks, Matt. I was really worried.
Can you put it on the kitchen table? I
can pick it up later.
SECTION FOUR: What’s wrong? « ШЩ
In the final section, Jane finds herself locked out of
the house and attempts to climb in through the
window. Simon comes to her rescue but ends up
needing help himself.
1 This exercise is intended to assist the students
to predict the key plot developments in what
is a long section of the episode. It is a
challenging task so good preparation is
essential. Apart from one or two examples of
can/can’t, there is no particular syllabus focus.
The task should be done in two stages.
Stage one:
Put students into small groups.
Explain the task, pointing out that the pictures
are in sequence. Highlight key vocabulary (e.g.
stuck) but tell the students to use dictionaries
to check meaning.
Groups match dialogue with pictures.
Check answers as a whole class activity. Go
through each picture and elicit answers. It is
essential to establish the right answers as you
go through, so be prepared to guide the
students. If there are any problems with any
photographs, move on and leave them until the
end.
Stage two:
Get the students to tell the story as a whole
class activity.
Go through each picture. Ask what is
happening, what they can see. Negotiate
summaries and write them up on the board.
Allow alternative answers as long as they are
logical. If the class is struggling, you can once
again guide them a little.
Play the video and confirm / amend answers
with the whole class.
12 Episode 2
Answers
nrwiriii
REVIEW
 < • ’
• *  • •
(Stage one)
a) 2 b)4 c) 8 d) 1 e) 7 f) 9 g) 3
h) 6 i) 5
(Stage two)
Jane can’t find her keys when she gets home.
She rings the bell, but there’s no answer. She
phones David and then tries to climb through
a window. Simon stops her and tries to climb
in himself. Matt suddenly opens the door. He
didn’t hear the bell because he was listening to
music. David arrives. Jane tells Simon to come
down, but he’s stuck. Matt and David are
amused.
2 This is a speaker identification exercise which
focuses on everyday English expressions.
Go through the dialogue. Practise it aloud with
the whole class, using appropriate stress and
intonation. Check understanding as you do so.
Play the video.
Students identify speakers.
Check answers with whole class.
As a lively alternative, you can make this
another whole class activity. Instruct the
students to tell you to stop the video and
identify the speaker when they hear each
expression.
Answers
a) D b) J c)D d)S e) S f) D
3 Students complete the dialogue. Here the
focus is on past and present forms of can’t.
Go through the exercise, checking
understanding. Remind them to use can’t for
present and couldn’t for past.
Students complete the dialogue individually.
Check answers with whole class. Only replay
the relevant section if you feel it is necessary.
Answers
Jane: First I couldn’t find my purse so I
couldn’t get any money from the bank.
And now I’m outside the house, and I
can’t find my keys.
David: Where’s Matt?
Jane: He was at home before but he’s not
here now.
David: I can’t get away at the moment...
This tests how far the students remember some of
the key facts of the story.
Once again, encourage them to work from memory,
but if they can’t remember, instruct them to refer
to the previous pages or forward to the transcript
at the back of the Student’s Book.
Check answers with the whole class.
Play the whole episode uninterrupted.
Answers
Jane goes to the bank to get some money but
can’t find her purse. She telephones Matt. He
finds it in the kitchen. Jane goes home by bike
to collect it but can’t find her keys. Matt
doesn’t answer the door because he’s listening
to music, so she telephones David. When
David arrives home, Simon is trying to climb
through the window / stuck outside the
window
After you watch
1	This is a more ambitious exercise, which looks
at the different functional uses of can and
could.
Go through the examples, using appropriate
intonation, and ensure understanding of the
three concepts. If necessary, ask students to
look in their dictionaries or translate for a
monolingual class.
Point out that each of the examples comes
from the episode.
There are two approaches to this task. If you
feel your class might struggle with it, it’s
perhaps best to use the second alternative.
Either:
Get students to do the exercise in pairs.
Check answers with whole class.
Or:
Go through each one with the whole class,
using appropriate intonation and gesture (you
may wish to slightly overplay the intonation).
Ask students to identify which type it is.
Answers
a) R b) A c)A d)P e) A f) P g) P
h)A i) R
To the Rescue В
2	This is an exercise to consolidate the everyday
English expressions found in Section Four,
exercise 2.
Go through task, checking understanding.
Tell students that more than one answer is
possible.
In pairs, students complete the dialogue.
Check answers. Take the opportunity to
practise intonation and stress with the whole
class at this stage.
Answers
Are you OK? / Are you all right?
What’s wrong? / What’s the problem?
What’s wrong? / What’s the problem?
No problem.
Are you OK? / Are you all right?
See you later.
That’s brilliant!
Resource Bank (page 40)
This is a pairwork task to give extended
practice in there is /are and prepositions of
place.
Put students into pairs. One looks at
picture A on page 40 in the Student’s Book,
the other at picture В on page 42.
Refer them to the target language above
each picture.
Make sure that students mask their pictures
when describing them.
Inform them that as well as describing their
own picture, they can also ask each other
for clarification.
Allow them to compare pictures when the
task has been completed.
' Differences ' •' b . i:	x'b'
A	В
Books on table	Books under LV
::::Magazine on sofa:::: Magazine under table
Videos under TV  Video bn TV
vvCupon floor о oviCupnexrtoTVV-
Keys next И radio::• :Keys. on sofa • ;;;;;;
' onshelf	ovvv
Lamp next to Lamp next to sofa
Bag under table < Bag on table
14 Episode 2
as
Introduction to the
episode
In this episode, Matt meets an old girlfriend whom
he’d rather avoid. Jane and Helen try to help Matt,
but they only manage to make things worse. If you
are using New Headway English Course Elementary,
it should be shown after Unit 8, since it covers the
main language focus of Units 7 and 8 of the
Student’s Book.
LANGUAGE^FOCUS'
Past simple
(regular and irregular verbs)
Time expressions:
dates, times, last week, etc.
Relationship vocabulary:
fall in love, get engaged
Before you watch
This section introduces and revises the vocabulary
and grammar which appear in the episode.
1	This is a straightforward vocabulary exercise in
which the students have to match the words
with their definitions. It revises and extends
the relationship vocabulary which is central
to the episode and can therefore serve as a
warm up.
Go through the vocabulary practising stress
and pronunciation. Pay particular attention to
colleague and fiance(e). Be prepared to explain
to go out with.
In pairs, students match the vocabulary with
the definitions. Instruct them to use a
dictionary if necessary.
Check by reading out the definitions and
eliciting answers. Ensure that stress and
pronunciation are correct.
i Answers	i	
a) Your friend	someone you like
b) Your colleague	someone you work with
c) Your boyfriend /	someone you go
girlfriend	out with
d) Your fiance(e)	someone you’re engaged to
e) Your husband / wife	someone you’re married to
f) Your ex-husband / wife	someone you’re divorced from
2	This revises the past form of verbs occurring in
the episode.
Go through each verb, checking understanding.
In pairs, students write in the Past simple forms.
Check answers, giving thorough practice in
pronunciation as you do so.
Answers
bought
did
fell
got
met
moved
saw
thought
told
15
While you watch
SECTION ONE: Who is she? ПППП
This covers present tense and Past simple verb
forms, but its main function is to set the scene for
the episode and introduce Deb.
1 In this exercise, the students have to interpret
what is happening through pictures from the
section.
Go through each question. Check meaning and
refer to the relevant photograph. Put each
question to the class.
Write up the suggested answers on the board.
Don’t be too critical of wrong answers which
are very wide of the mark.
Play the video. Nominate students to identify
the correct answer from the list on the board
(or to provide the correct answer if it is not
written down). The final answer is not given
but invite students to qualify or confirm their
original ideas.
Answers
Possible answers:
Matt and Jane are in a bar.
They are talking about Simon / waiting for
Helen and David / having a drink.
Matt isn’t pleased to see the woman.
The woman is Matt’s ex-girlfriend.
2 In this exercise the students have to provide
the correct tense form of the verb supplied
before viewing again.
Go through the dialogue checking
understanding.
Students do the task in pairs.
Play the video. Students check / amend
answers.
Check answers with whole class.
Answers
are... coming saw lives saw has is
are is
SECTION TWO: Matt’s new fiancee ПППП
In this section we learn about Deb, and she is
introduced to Jane.
1 There is no real syllabus focus here; the
emphasis is on comprehension and this
multiple-choice exercise is designed with this
in mind.
Go through the questions, checking
understanding. Be prepared to explain /
translate jealous.
Play the section. Students tick the correct box.
To check answers, replay tape and instruct
students to tell you to stop where they hear
the relevant information.
Answers
a)	ex-girlfriend.
b)	a month.
c)	about three years ago.
d)	London.
e)	telephones Matt.
f)	eyes.
g)	wants to help Matt.
2 In this exercise, the students identify the
speakers.
Go through a) to j) checking understanding.
Read each one aloud with appropriate stress
and intonation and ask the class to repeat it.
Play the video. Students fill in the answers.
Check answers with whole class.
Answers
a) J b)M c)M d)D e)D f) D g) M
h) J
SECTION THREE: Where's the ring? ПППП
In this section, Jane and Matt pretend to be
engaged and invent the story of how they met. The
syllabus focus is Past simple.
1 This true / false exercise tests the students’
comprehension of the key facts of Jane and
Matt’s story.
Go through the questions checking understanding.
Ensure that the students understand that they
must correct the false statements.
16 Episode 3
Play the video. Tell the students to fill in the
boxes individually and then work in pairs to
correct the false statements.
Check answers with whole class.
Answers
a)	True
b)	False. They met each other through the
Internet / at a club.
c)	False. They were engaged on 19th March,
d) True
e)	False. Matt was wonderful.
f)	False. Jane has an engagement ring. / Matt
bought an engagement ring.
g)	True
2	This exercise focuses on Past simple question
forms.
Put students into small groups.
Tell them to look at exercise 1 to help them
formulate the questions.
Students write in the questions.
Write up students’ answers. Don’t insist on
verbatim answers at this stage, but elicit
corrections to errors of language (e.g. no
inversion).
Play the video, giving students enough time to
make corrections.
Check answers with the whole class. Pay
particular attention to the negative question
in e).
Answers
a)	When did you get engaged?
b)	Where did you meet?
c)	And when did you get engaged?
d)	Where’s the ring?
e)	Didn’t you buy an engagement ring?
3	This language exercise tests Present simple and
irregular past forms.
Go through the exercise. Remind students that
they must choose the correct verb and the
correct form.
Students write in the verbs.
Check answers with whole .class. Insist on
correct spelling and pronunciation.
Answers
met was fell got bought doesn’t wear
knows
SECTION FOUR: Matt needs our Ье1рПППП
In this section, Helen’s attempts to help Matt cause
embarrassment and confusion. There is no particular
syllabus focus here. The aim is for the students to
understand the amusing climax to the episode.
1 It is logical to do a) and b) together since they
both require viewing without sound. In a) the
students have to put the events in the right
sequence. In b) they have to interpret what has
happened.
Go through each picture and description in a)
and b) checking understanding.
Put students into pairs and play the video
without sound. Students sequence events for
a) and discuss answers for b).
Ask students for their answers to b) but don’t
ask for detailed sequencing at this stage.
Don’t automatically move on quickly from
wrong answers if they are logical, allow
students to expand.
Play the video with sound. Students amend
answers.
Establish the answers for a) and b) with the
whole class.
Answer
The sequence is: 6 3 (or4) 7 1 2 5 4 (or 3)
2 This is a gap-fill task to guide the students
through this part of the plot.
Go through the exercise to ensure
understanding. Tell the students that only one
word is necessary for each space.
Play Helen and David’s scene (not the whole
section). Students fill in the missing words.
Check answers. Replay to confirm answers if
necessary.
Answers
is look didn’t let’s needs
3 Here the students have to put the dialogue in
the right order.
An Old Friend 17
Go through the dialogue, checking
understanding.
Students do task in pairs.
Play the video.
Check answers.
Answers
The correct sequence is:
4 5 6 3 1 2
REVIEW
This tests how far the students remember the
personalities and major facts of the story.
Once again, encourage them to work from memory,
but if they can’t remember, instruct them to refer
to the previous pages or forward to the transcript
at the back of the book.
Check answers with the whole class.
Play the whole episode uninterrupted.
Answers
Matt and Jane are waiting in a bar for Helen
and David. Suddenly, Matt sees Deb his old
girlfriend. Matt asks Jane to help him. She
pretends to be Matt’s fiancee. She says she’s
not wearing a ring because their engagement is
a secret. When she goes to buy a drink, Helen
and David arrive. Helen tries to help Matt, but
unfortunately she also tells Deb that she is
Matt’s йапсёе. Matt and Jane are very
embarrassed. Deb is very confused.
Elicit questions and answers for each prompt.
Write them on the board, inviting corrections
where necessary. Students write the correct
form in the appropriate place on the table.
Answers
When did they meet?
Where did they meet?
Why did he like her?
What did they do?
When did they first
go out together?
Where did they go?
When did they fall
in love?
July last year.
At a disco in college.
Because she had a
lovely smile.
They danced for a
while and talked.
Two days later.
To the park.
Two weeks later (on a
picnic in the country).
2 In this section the students use the question
prompts to make up their own story.
Use yourself as an example. Invite students to
ask the questions. Write up answers of your
own on the board. Try to make your answers
unrehearsed. This will be more amusing and
will encourage the students to use their
imagination when they come to do the task.
Students make up their own story and write
the answers in column B. Circulate to assist and
encourage / suggest ideas.
3 Students ask each other about their stories and
write down the details.
Instruct students to tell one story at a time
rather than ask alternate questions.
Circulate to check for accuracy and correct
pronunciation.
After you watch
The following activities give extensive practice of
Past simple forms. They are intended to be done
together.
1 In this task the students have to read a
romantic story and ask and answer questions
using the Past simple. It can best be done as a
whole class activity.
Go through the story checking understanding.
You may want to read it aloud yourself or ask
students to do so. If you do the latter, ensure
they have time for silent reading first.
Ensure students understand the task. Draw
their attention to the examples.
Resource Bank (page 41)
This is a natural follow up to exercise 3
above and could be done as homework or
as an individual writing task in class.
Refer students to the man’s story on page 21
in the Student’s Book and to the
information they have written in columns В
and C in the table.
Instruct them to write up either their own
story or their partner’s using the man’s
story as a model.
18 Episode 3
Introduction to the
episode
In this episode, David is preparing a romantic
dinner for Julia, his girlfriend. When disaster
strikes, Jane, Helen and Matt get together to save
the situation. If you are using New Headway
English Course Elementary, it should be shown
after Unit 10, since it covers the main language
focus of Units 9 and 10 in the Student’s Book.
Countables / Uncountables:
some / any, much / many
Answers
Ik) 2 e) 3 h) 4 d) 5 g) 6 b) 7 f)
8 i) 9 c) 10 j) Ila)
2 This revises countables and uncountables,
which is a syllabus focus in the episode, and is
a natural follow up to the previous exercise.
Go through the task, checking understanding.
In pairs, students put food items in the
appropriate columns.
Check answers with whole class.
Answers
Comparatives
Food vocabulary
WARM UP
Countable:
potatoes onions mushrooms tomatoes
Uncountable:
Pasta milk tuna rice lamb bread fruit
Before you watch, refer to the title and insert
photograph of the laid table and go through
Helen’s introductory voice over. Ask
comprehension questions: What kind of dinner is
David preparing? Is he a good cook?
You could ask the class what kind of food they like,
and if they can cook / like cooking.
Before you watch
1 This is a matching activity to revise and extend
food vocabulary. It is not demanding and can
be done as a quick whole class activity.
Focus students’ attention on the pictures.
Read out each number and elicit the correct
word from the class. Use the opportunity to
practise word stress and pronunciation with
the whole class. Leave any tricky ones to the
end for students to deduce.
While you watch
This sets the scene for the episode and ends with
the disaster in the kitchen.
1 This multiple-choice exercise is designed to
ensure that students fully understand the
situation. There is no particular syllabus focus.
Go through the exercise checking,
understanding. Most of the vocabulary here
should be unproblematic, but you may have to
explain needs.
Play the video. Students tick the appropriate
boxes.
Check answers.
19
Answers
Check answers.
a)	Thai chicken with chilli
b)	his girlfriend
c)	go out
d)	It needs more chilli powder.
e)	at the station
f) all of them
2 In this exercise, students identify the speakers.
It’s important to do this exercise after
watching again. It’s too long / complex to be
done from memory.
Go through a) to k), checking understanding.
Read each one aloud with appropriate stress
and intonation.
Play the video.
In pairs, students fill in answers.
Check answers with the whole class.
Answers
a)H b)D c)H d)D e) H f) M g) D
h)H i)M j)D k)M
SECTION TWO: A fantastic cook ПГПП
In this section jane is telephoned for help and
begins to tackle the crisis in the kitchen.
1	This is a comprehension exercise in which
students have to listen for information.
Go through the task, checking understanding.
Elicit / explain ingredients.
Play the video. Students tick ingredients.
Check answers. This should be unproblematic,
but be prepared to replay if clarification is
needed.
Answers
tuna pasta mushrooms onions
2	Here the students have to put the dialogue in
the correct order.
Go through the dialogue, checking
understanding.
Students do the task in pairs.
Play the video.
Answers
4 3 5 1 2
3	The syllabus focus for this dialogue
completion exercise is there is/are,
some / any, much / many.
Go through the task. Indicate that there is one
word required for each space. It will be helpful
to draw attention to the apostrophes.
In pairs, students complete the dialogue.
Elicit whole dialogue from class. Write it up.
Invite corrections where necessary.
Play video to confirm / amend answers.
Answers
Jane: Is there any pasta in the cupboard?
Helen: Yes. There’s some pasta.
Jane: How much is there7.
Helen: Half a kilo.
Jane: That’s plenty. What about tuna?
Helen: There are two small tins. Matt, are
there any mushrooms and onions?
Matt: Yes, there are.
SECTION THREE: It’s ready. ПГПП
In this section, Julia arrives. While David is
entertaining her, Matt and Helen prepare the main
course under instruction from Jane.
1 In this exercise the students match the
dialogue with the correct picture. It is a
lengthy activity and is best done as a whole
class activity.
Go through the dialogue, eliciting / explaining
problematic vocabulary. Inform the students
that the pictures are in sequence.
Go through the pictures with the whole class
in sequence, eliciting answers. Where there is
uncertainty, draw their attention to details in
the photographs which might help them.
Anything they are still uncertain about can be
left to the end. Write the answers up on the
board. Students enter answers in the speech
bubbles.
Play the video. Confirm / amend answers with
whole class.
20 Episode 4
Answers
1	Here, sit down.
2	Would you like some wine?
3	I’m really hungry.
4	Fry the onions. Yes.
5	Mm, that was delicious.
6	Have some more wine.
7	It’s ready.
8	I’ll just get the main course.
9	Jane, you’re wonderful!
2 In this section, students must assign the
correct responses to a series of statements /
questions in order to complete a dialogue.
Students can work in pairs or individually.
Go through the task, checking understanding.
Encourage students to deduce the responses
rather than rely on memory.
Students match up sentences.
Play the video.
Check answers with whole class.
Answers
a) Would you like some wine?	Yes, please.
b) Why don’t you sit	I can’t. The first
down?	course.
c) What’s the main	Er... it’s a
course?	surprise.
d) Here you are.	Thank you so much.
e) Jane, you’re wonderful! No problem.
3 This is essentially a vocabulary exercise which
can be done without viewing the video.
Put students into pairs and explain the task.
Instruct them to use a dictionary if necessary.
Students complete the dialogue.
Check answers with the whole class.
Answers
I had a really busy day today. I didn’t have time
for lunch. It’s lovely to be here and have a quiet
dinner and simply relax.
SECTION FOUR: A family secret ' ШШ
In this final section, Julia compliments David on a
delicious meal and asks for the recipe.
1	This is a dialogue completion exercise with the
focus on adjectives, including comparatives.
Go through the task. Inform the students that
they are listening for adjectives.
Play the section. Allow time for students to
write in the answers. Play it twice if necessary.
Check answers with the whole class.
I Answers
Julia: How exciting. What is it?
David: It’s called ‘Pasta alia Julia’.
Julia: Mmm. It smells very good.
David: Oh, hang on. I forgot the salad.
Julia: This is much nicer than a restaurant.
It’s more romantic.
David: And the food is better, too?
Julia: Possibly. Mm! David, this is
absolutely delicious.
2	This is a reordering task.
Go through the task. Tell students that if they
find the beginning of the dialogue, the rest will
follow on quite logically.
In pairs, students reorder the dialogue.
Play the video.
Check answers with whole class.
Answers
3	5 14 2
n ГЛ/ I г \Л1
l\L V I t VV '	" •	' : . < * »	, 0 , » : f # » «I
This true / false exercise tests memory of factual
information in the episode.
Go through the questions checking understanding.
Ensure that the students understand that they
must correct the false statements.
Students work in pairs to correct the false
statements. Encourage them to work from memory.
If they can’t remember, refer them to the previous
pages or the transcript at the back of the Student’s
Book.
Check answers with the whole class.
Dinne; for Two 21
Play the whole episode through uninterrupted.
Answers
a)	False. David is cooking for Julia.
b)	True
c)	False. Julia is early for dinner.
d)	False. Jane is at a yoga class.
e)	False. Jane is a fantastic cook.
f)	True
g)	True
h)	True
Alternatively, the exercise can be done as a
whole class activity. Elicit sentences from
members of the class. Write them up on the
board, inviting corrections where appropriate.
Answers
After you watch
Italian food is more delicious than British
food.
Fresh fruit is better than tinned fruit.
Restaurants are more romantic than
burger bars.
Mexican food is hotter than Japanese food.
Eating out is more expensive than eating at
home.
Fresh food is healthier than frozen food.
Role Play
1 This gives further practice in there is/ are and
how much / many and consolidates food
vocabulary. It is essential that the students are
given sufficient preparation time.
Refer the students to exercise 3 on page 24 of
the Student’s Book and tell them they are
going to perform a similar task.
Parti
Divide the class into A students and В students.
Refer A students to exercise 1 on page 27 of the
Student’s Book and В students to exercise 1
page 43. Give each group time to read the
instructions. Tell A students to study their
picture, and В students to study the list of
ingredients and useful phrases. Check
understanding.
Put the class into A and В pairs and begin the
role play.
Circulate to assist and monitor / offer
corrections.
Resource Bank (page 41)
This is an opportunity for dictionary work
and freer practice of comparative
adjectives.
Put the students into small groups / pairs.
Instruct them to check the meaning of the
list of adjectives, using dictionaries if
necessary.
Write up students’ sentences on the board
as a whole class activity. Allow for
disagreements but address any structural
inaccuracies.
Alternatively, the whole exercise can be
done as written class work or homework.
Part 2
Adopt the same procedure for part 2, in which
the roles are reversed. The students should be
aware of what is expected of them by now, so
less preparation time will be needed.
2 The aim of this exercise is to consolidate
comparative adjectives.
Explain the task, referring students to the
example.
Students do the task individually. Circulate to
monitor / assist.
22 Episode 4
Introduction to the
episode
In this episode, Jane’s sister Alison comes to Oxford
to go to a party. Unfortunately, Helen ruins her
party dress while Alison is out and has to find a
replacement as quickly as possible. If you are using
New Headway English Course Elementary, it should
be shown after Unit 12, since it covers the main
language focus of Units 11 and 12 in the Student’s
Book.
LANGUAGE FOCUS
Present continuous
going to
Question forms:
what / where / whose /
why/how much
Possessive pronouns
Infinitive of purpose
Shopping language
Before you watch
This is essentially a warm up. It sets up the
shopping theme and introduces / revises some of
the vocabulary found in the episode. Refer the
students to the picture of Jane’s sister, Alison. Tell
them they are going to meet her in this episode.
Refer them to the title inserts and elicit what the
episode is going to be about.
1	In this vocabulary processing exercise the
students have to decide on reasons for and
against buying clothes. There is a lot of
vocabulary to process, so make sure you give
the class enough time.
Go through the rubric and explain the task. To
illustrate the task, select one of the more
obvious reasons and ask the class which
column it should go in.
Put the class into small / pairs. Instruct them
to use a dictionary for words they don’t know.
Students categorize reasons. Encourage
discussion but tell them that they don’t have
to agree with each other.
Check answers.
Alternatively, you can do the task as a whole
class activity, eliciting / explaining meaning as
you go through the list and taking a class vote
on each one.
2	This is a class discussion exercise on second-
hand shopping, which some cultures may or
may not be familiar with.
Ensure understanding of second-hand.
Go through each item with the class, checking
meaning and pronunciation as you do so.
Encourage students to give reasons for their
decisions, giving discreet assistance where
necessary.
While you watch
SECTION ONE: Alison’s new dress ПППП
This section sets the scene of the episode. Alison
shows off her dress for the party and tells Jane and
Helen about her plans for the day. The syllabus
focus is going to.
1 In this exercise, the students have to correct
the wrong information in the statements.
Go through the statements, checking
understanding. You might want to ask the class
to predict which piece of information is wrong
in each statement.
23
Play the video.
Students correct statements.
Check answers with the whole class, replaying
the video where necessary. Write them up on
the board.
Answers
At the end of the section, you might like to freeze
the picture and ask the students what they think is
going to happen next.
SECTION TWO: Disaster .ПППП
In this section, Helen has an accident with Jane’s
dress and decides on a plan of action.
a)	Alison is Jane’s sister.
b)	She is staying with Jane for the weekend.
c)	She is going to Zoe and Tom’s engagement
party.
d)	She’s bought a new dress for the party.
e)	She’s going to buy something romantic for
Zoe and Tom.
2 Here the students have to put the dialogue in
the correct order.
Go through the dialogue, checking
understanding.
Students do the task in pairs.
Play the video.
Check answers.
1 Here the students try to piece together the
story with the photographs from the video. It’s
a challenging task, so good preparation is
essential.
Go through each picture. Ask what is
happening / what they can see. Elicit or teach
key vocabulary, which you should write up.
Don’t be afraid to lead the students a little,
e.g. draw attention to the ball in Matt’s hand.
In small groups, students discuss what happens
and order the sequence of photographs.
Ask each group for its sequence and write it
up. Ask the class generally what they think
happens in the story.
Play the video. Establish the correct order.
Answers
Answers
2 5 14 3
3 Here, the students write out the sentences in
full using the notes and using either the
Present continuous or going to. It’s essentially
a language exercise to test their understanding
of the two tenses.
Go through the exercise, checking
understanding. Point out that this is not a
continuous dialogue. Remind the students of
the distinct uses of the two tenses. Indicate
that most of the sentences will be in question
form.
In pairs, students write out sentences in full.
Play the video. Students check / amend
answers.
Check answers with whole class.
Answers
a)	What are you going to wear?
b)	You’re going to look fantastic.
c)	Where are you going?
d)	What are you going to get them?
e)	What are you doing?
2 4 5 1 3
2 In this exercise, students have to reorder the
dialogue up to the point of the accident.
Go through the dialogue, checking
understanding.
Play the video up to the accident.
Students do the task in pairs.
Check answers.
Answers______
7 8 3 5 4 6 2 1
3 In this exercise, which covers the second half
of the section, students have to complete the
dialogue. This tests the students’ ability to
distinguish between Present simple, Present
continuous and going to.
Go through the exercise, checking understanding.
Most of the vocabulary will be familiar to the
students from the ‘Before you watch’ section.
Play the second half of the section.
24 Episode 5
Students write in missing words. There is quite
a lot of writing to do here, so it will probably
be necessary to play it twice.
Check answers with the whole class.
Note: Don’t attempt to do this exercise before
a second viewing. The words will be quite
difficult to deduce.
2 This is a matching exercise, which can be done
as a quick whole class activity.
Explain task.
Read out each statement and invite the class
to give a response.
Play the video and confirm answers.
Answers
Answers
The stain’s not coming out.
What am I going to do? Alison’s going to be
really upset.
Buy another dress.
What does the label say?
New York, Paris, Milan. I think it’s very
expensive.
OK. Let’s go and get another dress.
At the end of the section, if you have a more
confident group, you might like to ask them why
Matt doesn’t understand when Jane thinks the
dress is very expensive.
SECTION THREE: What are you doing’DDCO
This short section covers the chance meeting with
Alison as they go off to buy a dress. There is no
specific syllabus focus as such, although there are
good examples of everyday English.
1 In this exercise, students have to interpret
what is happening by watching the section
without sound.
Go through each question, checking meaning.
Play the video without sound and put each
question to the class.
Where answers are correct, you can ask for
reasons for their choice, but don’t challenge
wrong answers.
Play the video with sound.
Check answers.
Answers
They are going shopping.
They feel uncomfortable / embarrassed, etc.
They tell Alison they’re planning their
shopping.
a)	Hi, everyone.
Alison! Oh, hi!
b)	What are you doing?
We’re erm ... we’re planning our shopping,
c) See you back at the house.
Yeah. Right. Bye.
In this section, Helen buys the right dress after
David persuades someone to change their mind.
1	Here, the students have to match the pictures
with the appropriate dialogue.
Read through the statements with the
appropriate stress and intonation.
Play video. Students match dialogue with
pictures.
Check answers with whole class.
| Answers
a) 4 b) 1 c) 3 d) 2
2	This dialogue completion exercise focuses on
everyday shopping language.
Go through the task. Point out that each space
represents one word and that the dialogue is in
two sections.
Play the video. Students write in the missing
words. There is a lot to write here, so play it at
least twice and give the students enough time
to complete the writing.
Check answers with whole class.
Change of a Dress 25
Answers
a)	Customer: Excuse me.
Assistant: Can I help you7.
Customer: Yes. Can I try this on, please?
David:	Excuse me. I don’t think it’s
white enough.
Customer: Sorry?
David:	I think this one is much better.
b)	Helen:	I’ll take it. How much is it7.
Assistant: Two hundred and fifty pounds.
Helen:	Can I pay by American
Express?
Assistant:	Of course.
SECTION FIVE: I bought another one ППГТТ
In this section, Helen tells Alison the truth about
the dress and then hears some unwelcome news.
3 This is a speaker identification exercise which
focuses on everyday English expressions.
Go through the dialogue. Practise it aloud with
the whole class using appropriate stress and
intonation.
Play the video.
Students identify the speakers.
Check answers with the whole class.
A lively alternative procedure would be to
instruct the students to tell you to stop the
video and identify the speaker when they hear
each expression.
Answers
a) J b)M c)A d)A e)H f)A
1 In this exercise, students have to interpret
what has happened through photographs from
the section.
Do it as a whole class activity.
Go through each photograph in turn, putting
each question to the class. Alison’s photograph
is fairly obvious, but there are lots of possible
explanations for Helen’s expression.
Accept all realistic answers and write them up
on the board.
2 Exercise 2 checks detailed comprehension and
provides the answer to exercise 1.
Go through the task, checking understanding.
Make sure that the students understand that
it’s Alison’s old dress that is being referred to.
Play the video. Students circle the correct
answers.
Check answers with the whole class, including
answers to exercise 1.
As a slight alteration to the procedure, you
might ask the students to predict the answers
before they watch.
Answers
a) cheap
b) second-hand
c) charity shop
d)less
4 This is a language exercise practising tenses.
Go through the task, checking understanding.
Tell students that more than one answer is
possible.
Students complete the sentences.
Check answers with the whole class. Ensure
that students give the correct spelling and
pronunciation.
Replaying the video should not be necessary. If
you do wish to do so, note that this is an
edited version of the dialogue.
Answers
had
bought / got
cost
got / bought
REVIEW
This serves as a reminder of the sequence of events
in the episode.
Go through the task, checking understanding. Read
out each statement.
Put students into pairs. Play the whole episode on
fast forward to give students a quick reminder of
the events.
26 Episode 5.
Students sequence the events. If they are having
difficulty, refer them to the previous pages or the
transcript at the back of the book.
Play the whole episode uninterrupted.
Circulate to assist / monitor.
Check answers with the whole class. Write up
alternatives, eliciting corrections where
appropriate.
Answers
Answers
258 10 137469
After you watch
1 This gives practice in the infinitive of purpose.
Although it is not exploited in the episode, it is
covered in the relevant units in New Headway
English Course Elementary Students’ Book.
Go through the task, checking understanding.
If necessary, remind students of the use of the
infinitive to express purpose.
Students link sentences.
Check answers with the whole class.
Answers
a)	Alison bought a dress to go to a party.
b)	Alison went into town to buy a present for
Tom and Zoe.
c)	Jane put water on the dress to remove the
stain.
d)	They all went into town to buy another
dress.
e)	David talked to the customer to persuade
her to try on another dress.
f)	Helen told David to phone the others to tell
them everything was OK.
2 This exercise gives further practice in the
question form of going to and other tenses.
Go through the task, checking understanding.
Elicit the first question from the class as an
example and write it up on the board.
Either:
go through the rest of the exercise in the same
way, eliciting corrections where appropriate;
(Students copy down the questions.)
Or:
students complete dialogue in pairs.
Suggested answers are:
What are you doing tonight (etc.)?
What kind of party (is it)?
Who are getting engaged?
Where is the party (going to be)?
What are you going to wear?
What is it like?
Where did you buy it?
How much did it cost?
What are you going to buy for Tom and Zoe?
Resource Bank (page 41)
This is a guided extended writing activity,
giving freer practice of the tenses dealt
with in the episode.
Go through the task, checking
understanding.
Compose the beginning of the letter on the
board, eliciting suggestions / corrections
from students.
Then, either:
continue through the task in a similar way;
Or:
set as individual class work or homework.
Change of a Dress 27
Introduction to the
episode
In this episode, Matt learns that he’s the only
member of the house who has never travelled and
is persuaded by Jane to go on his first trip abroad.
If you are using New Headway English Course
Elementary, it should be shown after Unit 14, since
it covers the main language focus of Units 13 and 14
in the Student’s Book.
LANGUAGE FOCUS
Present perfect
just/yet
ever / never
Present perfect v. Past simple
Question forms: who / when /how long
Travel vocabulary
2 This exercise covers the adjectives used in the
episode, some of which will be unfamiliar to
the students.
Go through the adjectives, checking meaning
and pronunciation. Be prepared to explain /
translate exotic.
Refer the students to the example answer. Put
the questions to individual students. Accept
any reasons for and against. Write up any new
vocabulary which you elicit from / suggest to
students.
3 The aim of this exercise to revise Past simple
and past participles. (You may want to omit
this exercise if you feel the class don’t need
the practice.)
Put students into pairs to fill out the table.
Check answers, including spelling and
pronunciation.
Answers
taken ate got slept flown packed been
Before you watch
This is essentially a warm up exercise. It establishes
the travel theme and covers the place names and
vocabulary which occur in the episode. Before you
begin, explain long weekend (i.e. a 3 or 4 day
holiday which includes Saturday and Sunday). Ask if
they can work out from the insert pictures who is
going on holiday.
1 This is a place identification task which can be
done as a whole class activity.
Nominate a letter from the map and elicit the
place name from the class. For each one give
choral practice of the English pronunciation.
Answers
f Prague e Paris d Birmingham
a Los Angeles (LA) b New York c Scotland
h Rome g Barcelona
While you watch
SECTION ONE:Where have you been? ПППП
In this section, during a casual chat about travel
experiences, it turns out that Matt has never been
abroad. It is a long section, focusing on the
contrast between the Present perfect (with ever/
never) and Past simple.
1 Here the class has to note down a) the holiday
advertisement details and b) everyone’s travel
experiences.
Go through both tasks, checking understanding.
Play the video twice. Tell the class that you are
going to do this to allow them to catch all of
the information. Students fill in the details.
28
Check answers. Ask where each housemate has
been in order to elicit place names. Monitor /
correct pronunciation.
Answers
a)	Weekend in Barcelona.
Includes flights and hotel. £120
b)	Helen: Barcelona, Paris, Prague
Jane: Paris, Rome, Prague, New York
David: Paris, New York
Matt: Scotland, Birmingham
2	The students have to match the descriptions to
the places. It’s probably best to do this as a
whole class activity to save time.
Go through the dialogue, checking understanding.
Play the video. Ask the students to stop you
when they hear the description. Students
identify the place. If they miss a description,
rewind and replay the relevant section.
Answers
Barcelona: It was brilliant;
Paris: ...is fantastic! It’s so romantic.
Prague: I love...
New York:...’s great.
Birmingham:...’s not exactly exotic.
3 In this exercise the students have to write out
the questions / statements in full. The syllabus
focus is Present perfect v. Present simple.
Go through the task, checking understanding.
Point out that there are three different
conversations here.
In pairs, students complete the dialogues.
To save time, play the video from Helen: You
poor thing. Students fill in answers.
Check answers with the whole class.
Answers
a) J b)H с) M d)D e)M f) J g) M
h) I i)M j)J
SECTION TWO: Booking the flight ,ЩШ<
Jane helps Matt with the travel arrangements.
There is no particular syllabus focus here. The main
aim is to check understanding of detail.
1 In this exercise, students fill in Matt’s travel
details. Since the relevant information is right
at the beginning, it’s probably sensible to stop
here rather than play the whole section.
Go through the task, checking understanding
of headings.
The information comes very quickly so play the
relevant section twice.
Ask students to give their answers.
Replay the video and check answers.
Answers
Flight number:
Destination:
Date:
Time of flight:
Check-in time:
JM514
Barcelona
23rd May
9 p.m.
7.30 p.m.
2 Here students have to complete the dialogue
with the words provided.
Check the answers with whole class and write
them up on the board.
Answers
a) did you stay b) ’ve been
stayed	have
did you go	have you been
Have you ever been
haven’t
c) have you been
’ve been
’ve never been
4 In this exercise, the students identify the speakers.
Go through a) to j) checking understanding.
Read each one aloud with appropriate stress
and intonation and ask the class to repeat it.
Go through the vocabulary and dialogue
checking understanding. Be prepared to
explain terrified.
Play the video.
In pairs, students complete the dialogue.
Replay the video.
Check answers with the whole class.
Answers
Matt: What do I do between half past seven
and nine o’clock?
Jane: You get your boarding pass and you
wait in the departure lounge. Hang on.
Haven’t you ever flown anywhere?
A LongWeekend 29
Matt: No. I’ve never been on an aeroplane.
Actually, I’m a bit...
Jane: Nervous?
Matt: Terrified!
Jane: Oh, Matt. Don’t be silly. Flying’s really
exciting.
4 Here the students have to rearrange the word
order to make questions.
Explain the task.
Students rearrange the word order to form the
questions.
SECTION THREE:
It might be a good idea.
In this section Matt and David discuss flying, Matt
packs his suitcase, and the taxi arrives. The syllabus
focus is the Present perfect (with yet), Past simple
and question forms.
1 This three-part exercise tests listening for
detail and observation. It may look difficult,
but the supporting illustrations will help with
understanding. For each part, adopt the
following procedure.
Go through, checking understanding. Ask
students to identify each illustration. Ask
What is he doing? What is this?
Play the relevant section of the video for a), b)
and c). Pause to allow students to complete
the task. Replay if necessary.
After all three exercises, check answers.
Answers
a) Tick: watching film, eating, sleeping
b) Tick: large, tan-coloured suitcase
c) The order is: passport, suntan cream,
toothbrush, taxi
2 In this brief exercise, students have to give
their opinion on Matt’s choice of bag.
Put the question to the whole class. Encourage
students to give reasons. Accept any logical
answer. Ask which kind of bag (from the
illustrations) they would take on a long weekend.
3	In this exercise students have to listen for the
correct numbers.
Go through the statements, checking
understanding.
Play the video.
Check answers.
Answers
Elicit answers from class. Write them up on the
board, inviting corrections where appropriate.
Play the video to confirm answers.
Answers
a)	How long did the flight take?
b)	Have you packed yet?
c)	Have you packed everything?
d)	Have you phoned for a taxi yet?
SECTION FOUR: Safe journey ШЛО
This section covers Matt’s departure and near
disaster. There is no particular vocabulary or
structural focus here. The exercises are geared
towards understanding the development of the plot.
1 In this exercise, students have to interpret /
observe what is happening by watching the
section without sound.
Go through each question, checking
understanding.
Play the section without sound.
Students tick answers. Elicit answers from the
class. Take a vote or do a head count where
there is disagreement.
Play the video with sound.
Check answers.
Answers
a)	His tickets.
b)	David.
c)	He’s got the wrong passport.
2	The students identify the speakers.
Go through the dialogue, checking
understanding, especially of foreign expressions.
Play the video. Students identify speakers.
Check answers with the whole class.
six ten two fifteen
Answers
a) S b)S c) J d)D e)S f) J
30 A Long Weekend
3	This tests the students’ ability to distinguish
between the Present perfect and Past simple.
Go through the task, reading it aloud.
Students choose the correct tense.
Play the video.
Check answers with whole class.
In small groups or pairs, students complete the
dialogue. Circulate to monitor / assist.
Elicit answers from the class. Write them up on
the board, inviting alternatives / corrections
where appropriate.
You could ask for volunteers to read out their
dialogue to the whole class.
Answers
No, I haven’t... That’s impossible. I’ve just
taken it out of my pocket. I’ve got it here. Oh
no! ... I’ve taken yoursl
REV IE W
This tests how much students remember of some
of the key facts of the story.
Encourage them to work from memory, but if they
can’t remember, instruct them to refer to the
previous pages or forward to the transcript at the
back of the book.
Check answers with the whole class.
Play the whole episode uninterrupted.
Answers
Jane reads an advertisement for a holiday to
Barcelona in a newspaper.
Helen went there three years ago with a friend
and had a brilliant time. Everyone except Matt
has travelled a lot. Matt has only been to
Scotland.
Jane helps Matt to book a ticket to Barcelona
on the Internet. Matt is terrified about the
flight because he has never been on a plane.
On the day of the holiday, Matt packs a large
suitcase and takes a taxi to the airport.
Unfortunately, he takes the wrong passport.
He has to return to the house but catches his
flight
Role Play
2	This task gives controlled practice in the
Present perfect and Past simple.
Put students into A and В pairs and refer Bs to
page 43 in the Student’s Book.
Go through the task. Refer students to Section
One, exercise 3 on page 36 or to the transcript.
Point out the use of the Past simple to ask /
talk about time, accommodation, etc.
Students interview each other and write down
each other’s details.
Circulate to monitor / assist.
3	This is a freer extension of 2 above.
Go through the task. Tell students that they
can ask each other to tell them where they
have been if they are unable to discover their
partner’s destination themselves.
Continue the task as in 2 above.
Resource Bank (page 42)
This is a guided extended writing task,
which despite the notes is still quite
challenging. It could be done as homework.
In class, it could be done as pairwork but
might work best as a whole class activity.
Explain the task and draw attention to the
type of changes required to change the
notes into sentences.
After you watch
1 In this exercise students have to write in
David’s part of the telephone conversation in
the taxi. It requires a lot of imagination,
particularly at the end.
Explain the task, referring students to Section
Four, exercise 3.
Go through each line, eliciting tense,
pronouns, prepositions, articles, etc.
Draft each line onto the board, inviting
corrections where necessary.
The class copy the whole paragraph once
completed.
A Long Weekend 31
Vocabulary
The following list confines itself to those vocabulary items not yet covered at each stage in
New Headway English Course Elementary Students Book.
EPISODE 1 attractive capital club commercial drama	excited good-looking gorgeous housemate industrial	lawyer marketing assistant neighbour port publishing	resort run (manage) situated start unfortunately	
EPISODE 2 all right cafetiere cash card come back come down	dangerous embarrassed find get away look for	mug need outside owe pick up	problem purse rescue sink slice	stuck toast work surface worried
EPISODE 3 colleague confused divorced fiancee guess what	jealous marvellous move nervous next door	picnic pleased pretend ring (n) ring (v)	secret shy skin strange taste (n)	what’s wrong wonderful
EPISODE 4 absolutely boil chilli confident	cook (n) forget fry hang on	lamb onions plenty prepare	ready romantic ruin station	surprise tin tinned
EPISODE 5 charity cost details emergency	get a move on head for jewellery joke	label made of persuade second-hand	show stain tight torn	upset
EPISODE 6				
astonishing book (v) exotic	historical impossible including	nightlife suntan cream terrified	think of travel agent	
32 Vocabulary