Table Of Content

ricadivwway Beginner www.oup.com/elt/headway readwa\ Beginner Teacher's Book Amanda Maris Liz and John Soars OXFORD Contents Introduction 4 Teaching beginners - tips and techniques 6 am/isfare ® my/your * This is... # Howare you? # Whats this in Englishe Numbers 1-10 and plurals 8 Counteies # Where are you from? # helshe/they:# hisyher © Numbers 11-20 B Jobs * amfarcis ~ negativesand questions # Addtess, phone number Social expressions » ‘Stop and check 130 owitheir + Possessive $ # Family relations * lias/have # Thealphabet # On thephone 26 Sports ood. and drinks # Present Simple Ijouithey * aia Languages and nationalities + Numbets and prices ” Progress tet) mt The time # Present Simple he/sheit © usually/sometimesinever Questions and negatives # Words that go together * Days of the week 40 ‘Stop and check? Ba Question words + ivthem * thighut © Adjectives # CanT...7 ” Rooms and furniture # Thereisiare # any # Prepositions * Directions 54 ular verbs * When's your birthday? 61 were born * PastS Saying mple— Past Simple Filling informs cy Stop and checks 16 “Progrestest2 im ar and irregular ® Questions and negatives © Sports and leisare * Requests and offers # Verbs and nouns thet go together Whar’ the proble % DESY srirand sould ike # Food and drink # In restaurant * Going shopping oo PEIN Colours and ciothes * Present Continuous * Questions and negatives What's the mat. 0 EERE resent Continuous for future * Question word revision * ‘Travel ane transport Going sightseeing Stop and check 4 39 Progress tet 7 PHOTOCOPIABLE MATERIALS Photocopiable materials and Extra ideas 105 Progress tests 2 its 1-4 ae Stop and checks 30 Units 5-8 105 Units 9-12 13 Answer keys 12 Units 13-14 us Introduction New Headway Beginner New Headway Beginner isa Foundation coarse for adult and young adult aosolute beginner tis alo suitable for "ude eho have lesa learned a ite tli, pethaos Some years ago, but tho don' yer fel confident enough to maven. They want to go back before dey move Forward. ‘New language is introduced gradually and methodically, in reasured amounts and in logical order. Vocabolary hes ‘been selected carefully to avoid overloading, There are many ontrlled practice activities which aim to give beginners the confidence ro proceed, ht there sls some imple sls work, which incorporates manageable commun.casive activities appropriate forthe low level In the Everyday English section, we deal with social and functional anguage, and survival sil. Organization of the course ‘The organiration of New Headway Bogner is seilae 19 [Now Headvay Elementary ad New Headway Pre Intermediate Each wit has these composes + Presentation uf new language + Practice + Vocabulay + Skills work ~always speaking combired with reading andor listening andor writing ‘+ Bverylay English STARTER The Starter section is designed to bea warmer to the ksson and has direst ink with the unit to come. This irk might be topical er grammatical. cri might revise input Irom a previous unit PRESENTATION OF NEW LANGUAGE [New language items are presented through texts, manly Ailogues, wh students can read and Isten to at che same time. This enables students to relate the spelling to the sounds of English, and lps with pronunciation, aswell as form and use. Sometimes there ars two presentation sections. This sto break up what woule otherwise be too large ‘chunk of new language 4 Introduction "The main verb forms taught ae: + Present Simple + tereislare 2 Past Simple canta’ 2 Vélike * Present Continuous for now and future ‘We have chosen net to teach have go, fort reasons. Firstly ts Present Perfect forms have + te past participle) i confusing as have got efrs tothe present, not the past; Secondly have with its davdoevid forms perfectly ‘cceptable. This pattern ha the advantage 0 Fiting in with all te other vers that siden are leaening These ate Grammar Sposin the presetation sections. These sim to focasstadents atention on the language of the uni ‘There ace questions to answer, chats to complete, ann short exercises. The Grammar Spot ends by cveing setion ofthe Grarimar Reference a the back ofthe book PRACTICE ‘This section contains a variety of controlled and fret practice exercises. The primary skills used are specking an listening, but there is als some racing and wzting "There are inforrnation gap exercises mingle activities, information transfer listening exercises, questicnnairesand ‘lovof personalized activities. There are exexches where the aim is overt anaiysis ofthe grammar, such as Cieck ic VOCABULARY There isa strong lexical syllabus in New Headway Beginner. ‘The vocabulary is carefully graded and recycled thoughout, sotha students don't suifer from overloading, Lexical sets are selected according to two criteria, They complement the grammatical input, for example, daly activities with the Present Simple: or members of the facly with aposteonhe “: However, they ate mainly chosen for their usefulness Tne level sents need to enw the weds of every ie food, sports, mbes, dates teavel, time, jobs, describing, peo nd ples sopping sss. saing how you Skills work LISTENING Regular unseea listening sections in dialogue or monologue ‘oem, peovide futher practice of the language of the wnt and, latin the course, help to develop student ability to “understand the main messge of text, READING tthe beginning of the course, the language in the eadings is eghuly conteolled and graded, and aaly oneor two words willbe uaknown to the students. As the course progresses, the readings become longer with slightly moze unfamiliar ‘vocabulary in the tests, This gives stodents practice in <ealing with new words and prepares them forthe longer teres in Neve Headway Elementary SPEAKING Inthe presentatin sections, students have the opportunity to practise the pronunciation and intonation of new language Inthe practice sections iss controled exercises lead 0 freer speaking practise. There ate many speaking exercises based around the listening and racing atvtes, Tere is speaking to do befrea tent, to launch the topic and make students interested and there are spsakng activities afer a tox. ofter in theformof dicasson WRITING \Weiingexereses are usa but not always, small in scope Students are invited to wrt about their best tiend, a postcard a short introduction to their hometown, and a Aescrption ofa holiday EVERYDAY ENGLISH This isa very important pet of the splabus of New Headway Beginner. Theres anguage input and practice of ‘vera Kind ‘survival hills such as numbers saying dees, the alphabet, saying prices, filing in forms, and asking for directions + social sl, such a social expressions and greetings + Functional areas, such as making requests, going shopping, and sying how you feel, ‘Theceis sometimes en element of ‘phraseboo' languazein these sections, We ae not aking students to analyse 100 ceeoly how apiece of language operates. For example, in Uni 7 we intraduce Car I.” in variety of situations. We <orit want teachers o students to worry too much sbout ‘modal ver chat inverts in the question and doesn’ take dofdoes We merely want studs to see how this phrase can bee used to ge what you want ina polite manner. GRAMMAR REFERENCE ‘This is atthe back ofthe Student's Book, and itis intended for use at home. tan be used for revision or fr teerence. REVISION “There are four Stop and check texts on pp130-139 of the Teachers Book, There ate also thee Progest teste, on pratt Workbook All the langsage input ~ grammatical lexical, nd functional is revised and practised. Theee are also vocabulary romansation. ad isening verses, ‘A Studer: Workbook Cassette accompanits the book Tere are isten and repeat exercises, and also lurseenistenings. The cassettes is particulary beni to students wo lack confidence in speaking and who eve listening and or pronunciation probes «of the excreiesin che Workbook can be competed sothous the cassette/CD. Hleweeves,a small numer (the {Unsce istenings) will eoquite students tain to the recording Sent foe whom this sna possbe an refer tothe upescipts on pl Teacher's Resource Book Thus consains photocopiable ames and activites to Video A Now Heady giner Video, Video Guides and Activity ‘Book are availabe to accompany the course. The video takes che oem of si epsodes centred around four people sharing 2 bouse in Oxford, Te fst episode can he shown aft nt and subsequent episodes afer Unis 68,16, 12, Finally! ‘The basis criterion fo selection of every activity in New este. Begmmer sits usefulnes forte suvial of low: leve student in an English-speaking envionment. The book provides a package that wil it neatly in the suitcase! We, {evtng 0 lathe foundations for what we hope will be suscestl and esjoyable language-learning furure Introduction 5 ING BEGINNERS ~ TIPS AND TE A step-by-step approach Regnnes eves very oneal tage appnach vi Plenty of repction, practic and reson top thers Eeeruaiar ew hnglgeatel is pve them nfo Sangre tage area fellows STARTER This shore warmer co the lon east not be allowed 10 go ‘onto long. Generally speaking, five minues isthe PRESENTATION OF LANGUAGE POINT ‘Yu can vary the presentations if yo like. Sometimes itis ‘sell to playa rcerdang fist while the students look a the picture with the text covered. Then. after tha, they can read fn listen, This method maybe help for some ‘non-Furopean students who are not very familia with Roman spt LISTENING AND REPEATING (DRILLING) ‘Wien intaducng 2 nw itera of lnguag, stop aa practise pronunciation wien students have grasped the meaning. You can use the recording 26.4 mode, or prove tve model yourself. There are shore pauses on the recording: you wil eed to stop the lape/CD to give students time to repeat at an appropriate pace. Allow students t listen tothe word, Phrase, or sentence rwo or three times before you askthem lo repeat it For example to del the sentesce Howare yu? Play the recording and/or made! the sentence yourself two orthree times using the sine pronunciation and itonation, then ask the students as a lasso repeat the phrase, ie hora drilling Dont yi wit ther, but instead lsn to what they are saying. Say Again fer Cem to repeat a second time, Fit sounds f Hey have go it ight ask ane forts studen's individually 9s it again for you to check individual driling, Ifthe caorl eepetition dosn't sound right, remodel the pase for student listen to sai, then have fem repeat shorally agai, before moving.on to advidua dling, PRACTICE Move caretll from contralle 0 freer practice. oginnses ceguite plenty of practice in order both to gt their mouths ound es language and vocabulary and leo to internalize and remembe: it Dont stint on practice ar revision, Sut equaly do not spend too long on any one thing, oF the students may get bored ad switch of. You can always come buck ter and do more work omit 6 Introduction ~ Teaching begiones “The folowing techniques ensure enough practice at wells Paiework 2 lot of work can he dome in pairs. pen and closed ppinworkae ten refered onthe teaching notes, ‘Open puirwork © © @ © @ dialogue, ask and answer a question et. actoss the 700m, vith the rest of the cas istening. Do open pairwork * toset up and demensirae closed pairwork activity * th check understanding ofa tsk * tocheck students grammar, promunciation, and Intonation before they go on to sed pairwork + affera dosed pairwors actityo7 a wnten exercise te check peroeranceof the isk Don't cllon the whole clase perform open pairwork “Two or thee pies of students, each prelaeming ane or 0 exchange, should be sufficient to check language. More than this may mathe the activity drag anc beconse boring. (Closed pairwork ‘With chosed purr, sen talk al ster ly to each other. This gives them more speaking ime und a chance to rate with peer without baving "perfor in Font of you and the ats, important, though, fer you to monitor Studens performances unobtrusively. This wl help you to iemitypersstent error and misunderstanding. Do not interrupt and coreect stents while ou monior wales absolutely necssary,as this inhibits ueney. Instead, make a hoteofpersitem errors and put some of them on the board for students to correc afterwards (eis probably not necessary to ientily the culprits) Chain practice Thisisa good way ef using adhcards ina practice speaking activity I ofers variety change of pace, and alot of ‘peeking practice of the language pout wiht beconsing boring The following exemple describes 2 way of using ashearés of famous people | 207 OO | @= Classroom practices Whether you have a monolingual ora mulilngual ess t wll save a great deal of time and efor if atthe ginning, ‘You st up dear cassroom practices nd establish familia routines This wll qicks provide comfort and rensvrance for beginners who can find i nerve racking to deal with new and alien anguage. Aso. many complete beginners are Adult who haven't been in the classroom fra long ie, lnc whore previous experience of learning langunge was probebly very diferent CLASSROOM LANGUAGE ‘Numbers 1-3t)and the alphabet wl have been introduced by Unt 450 that you can fer stucens to page andexerese numbers in English, and spell words fr them. You coud also spenda lle time atthe beginning pe-eaching some useful ‘avcoom language, eg, Sor I dont undertan, Can you soll it, please? and instructiors eg, Work witha parte’, ead, Len, Repeat, Allrgeter, Ain, Homework, te, All of this wil enable you to heepar‘Engish’ atmosphere. ‘When aving o give instructions for an atvity, rehearse thom heferchard otha! they are simple, clear, ard concise, and demonsrae rather than explain wherever posible ‘Avoid repeating ourself or orerexplaining as itterds only te create further contusion, EXPLAINING NEW VOCABULARY Explanation of new vocabelar to beginners ct be problematic. partcuaeyin muliingusl clases, andlor there vow have ne knowledge of the dents’ mot longue Make sure that students have sinple bilingual sctonars Cse picture aad dre om the boaed whenever possible Do not worry if youare nota brilane anit — simpleline drawings are very quick and effective. Start, «collecting flashcards, posters, PRotS, 10 Bap Example semences withthe new word in context are often Deter than explanations. Givinga similar word or the ‘opposite camalso be useful eg. finish = stop, soto bed, PRONUNCIATION OF NEW VOCABULARY ‘wher vou ineoduce new vocabulary, make sure you dil ‘the fonuncition ofthe words as wel This should be done "ser the meaning hasbeen esablishe se that students are ‘ret mouthing words that they do not andersand, [tis also 2 ood idea to get yourself into the habi: ot highlighting and rarking up on the board the min stressof nea words, ad naviagstodents copy this dowee Shcheror sehr USE OF MOTHER TONGUE There canbe we doubk Cat tis useful to Ruow abe sudens! ‘own language (11), especialy if you havea monelingual ‘las. How much you uses anosher msattet. I: is probably best 0 use it sparingly * Perbips inthe is lessor: talk to students in Labour she course, how they will work, ts and explain that you willbe using English with them, + Perhaps use LI to check instructions for anew ane unfamiliar activi, of vo check understanding of ‘ew language point, bu onl after using Eng ish You can use LI for translation of new vocabulary were there is aone-to-one direct rarslation} and co deal with students queries, particularly when it would waste alot of time trying to exphin in English, (cherie you say End tha if egies Fc at tis acceptable vous their own language fey in the classroom, they ae inhibited from taking the plunge and speaking English to you and to each ther and it becomes more dlificlt for them to make tha mmportant leap. Introduction ~ Teaching beginners 7 Introduction to the unit Stating Unit of New Hoda ‘Beginner probably marks the beginning ‘oF new course with a new group of students, The tte of Unit |i" Helo an aims toet the students get 0 know 2h other and you, and for you to get to know them of couse! The context of setingsand introductions in diferent settings allows students to do this and shows them how they ean ‘communicate in English ina ‘eaningél way with even quite basic language Key language sans ze also flflled withthe stzodution of pats of be, ‘the introduction of some basic vocabulary fincuding some International words), numbers 1-10, nd -s-e plural endings. 3 UnitT + Helo! am/are/is, my/your « This: How are you? + What's this in English? ‘Numbers 1-10 and plurals Language aims Grammar am/are/is ‘The verb bis intoduced nthe singer withthe subjects you this and if (helt are inteduced in Unit 2), The focus onthe pov nd on questions wih the question words what nd how. (The question wor aeintoduced through the functions of meeting peopl and teeing Whatyurnane How ae out, and ealking sho objects: Whats thir Engl? Other question words ate incoduced and reviewed ‘qstematzaly throughout the cure) Possessive adjectives My and your ave inceduce inthe wn, wid he ther pose aerhes eng presented cos the fst our ani of he ore Vocabulary 4 st of key everday words is inroduced, some of whic are interatonal words eg camer, Theres an opportunity to etend ths ase serv theclasroom cote, Everyday English Numbers 1-10 and -s/s noun plurals are introduced and praclsedStdencs are ivvaduced othe pronunciation ofthe pal fangs Ww i tools as hous Workbook To te and mou ar consolidated though further practice on {retin and inst ey nxabulery, nue 1-10 ands plaras Notes on the unit STARTER (3896) Sil gree the clas, and sey your awn name ~ Helo, Dn (Li). Point to yourself o make the meaning clear. Pint tothe speech bubbles and play the recoding. Invite students to say their own name including the greeting Hello. Ifyou havea very large group, you could asa fev students to say their name and ‘hen get students to cantinein pais. Keep thie stage brief a students have the opportunity o introduce themselves nd each ther inthe next am/are/is, my/your 1 Focus attention on the photos of Sandra and Hiro. Point tothe ‘comersation on pé and ask student to read and listen, Ply te recording through once, Pay the ending twice mote frst pausing a the el of cach ine and getting the ucents to repent as aca. ‘Students thea repeat nes individey betace practi, the conversion fa open 2nd then in sed pars (see ‘Teaching Beginners Tips and Tecduiques, TB p) “Encourage an accurate voice range tbe amotnt by wil pitch of the voice changes. (Many Janguayes do fot we such a wide voce mige as English so this nocd (be actively encourage) Albu unakesure tudes ca sccursely reproduc: the contracted forms Finand ‘nume’s i meray, model Uh ventences again yoursell| to elp emphasize the pronunciation in a vais sy Foes attention onthe contractions ck students to cdrde the contracted forms in exerci, Demonstrate this by wailing te suvesolion on Ue bard nd ureing a circle round the fet canirtion Fm 2. Thisis a mingle seve, Demonstrate the comvenation with ane student fr the vest ofthe lass. Then ask ater two students epeal he conversation in open pairs (sce Teaching Beginners Tips and Techniques, TE 6). Demonstrate the meunng oF stand up’ and get the dents o move around the clas practising the ‘conversation. Yow may Uke fo emuorage them to shake hands se they introduce themtver. particularly it they don know eachother, Monitor and check for pronation, Thisis.. 13 “Thiv section focuses on introducing people in a sigh-ly mare eal conten giving snmnames as ell a St smames (ie your fst mame agin: Liz, Write ftom. the hoa 1 6 mp fis ame Then 837 Your suteme and waite ton the board My surname is Bron Repeat is Besson Ty it ram Brown is ramen ask 9 sadent whose ft name you ows Meum ~ Mayumi st your rt nara, what’ your suman? ich sarmanie from other siden. Focus attention on the photo af Sandra ira and Joh on p7. Poa tthe carers snd sk sSudent o read and listen, Play He recording through ‘once. Play the recoding agin vad gt students to point to the corect characters ar chey are ster oa the Pay the rating ice more, fet paws the end of cach line and getting the student 0 cept a clase, Students then repeat lines individually belore practising the conversation in open and then in closed pats. nonoage ascurate promuncistion of the short sound ff and of the laking. f fobn Maun on 4 Poin tu the gapped conversation. Choose two confident students a demonstrat the conversation with You fr {ees of the as, ntroduce the sludentsto each other and encourage tiem ta shal hands when they say Helo, Choose two more yroups of thre to practise the onvereaion in Fee ofthe css Dive the clase neo grope of theee an get each student take tin ras to antroduce the olher twin Monitor ad check ie pronunciation and itonaton, Depending onthe clas, when the activity is ove, 200 ‘nay etn alee ot groupe to go through the cooveraton again while the whole cliseliens, SUGGESTION appropriate, you can play a memory gumne hased on the shidents names. Aeone stedent to yo round the dass ying everyone’ name while the other students bap ifecesary Encourage stadents in a mubilingal roup to pronounce averyne’s nas accurately as pessble. You might want to do the memory game ourself no, to make gute jou have emsnbered al the dente names!) How are you? 5 HER focus atemon on the photo of Snes and oa ‘oa ph Check stents can seme the nana of he haaces by aking Whe Wir othe ape buboles inthe pho andasestudents rad aed ken Ply the recording throng once Play We ecodng sce tare Git pang a eda ch ind tinge tudes epet at aca Stadents then ep ines indy before ra ig {iecoreeraton in ope an then ie cose pe Encourage accoatestesand:stonaion on thr question ww are Bud —" Ante ‘ ocus attealion on the pot uf Tuba atl Hie ‘99 DR. Chack smdents can temember the nares ofthe charter Follow (a smi proved for exec L 7. Aéindivdual students oy ae you? elite anser Fane! Vr sel hauls nd yo? Rept each stent fn turn, Make sure stents elie That eu? aiaites an ance Fos Vor wel thas T+ Hello 9 “Thea get rudents to tek and answer you and each other jn open pais aur the clas 1k maybe helpful to geste to your perter when you say Ard you? (oak comprehension. 8 This is another mingle atvity. (You may like to develop a gesture which means ‘mingl!) Focus attention onthe speech bubble. If necessary, check comprehencion of (OK, fine, er el ith simple board érawings of faces— a sight Face for OK, half smile fo fine ©, anda fal mae for very wel ©. Demonstrate the conversation with one student for the et ofthe clas. Then ask {nother two students to repeat the conversation in open pure. Get the students o move around the css Practising the conversation Monitor and check or pronureition an intonation. Focus attention on the gapped sentences. Elicit the sword to complete the first sentence with the whole ‘aes as an example (ont Then ask students to ‘complete the athe sentence, ‘hoover ‘am Sandra. Hon areyou? This john. ead Grammar Reference 1. and 1.2 0m pI21 together in clase andior ask students o read it t home. Encourage them to ak you questions abeut iin Lt if propria. Introductions: 1 Focus attention onthe photos and conversations. Give students 39 seconds to read. Hold up xe book so the ‘ass can se the photos. Readout the fst line of the fist. conversation and point othe female character inthe Photo. Ask Anna or Hen Poin tothe male and ask Who's (his? Elite incites of Carla and David forthe second phate, Iki good ides to write the fst comversiton gap-fillon the board and do it with the whole lass, a students may not be familiar with thiskind of exercise. Write stadent? suggestions (right or wrong) inthe gaps. Play the conversations for students to listen and. check. Sef they ean hear and correctanr mistakes, themselves before you offer correction, Then check the answers with the whole dass, 10 Unit 1+ Hell ‘Anawers and eapereript Tx tela My rane hr, Wha our oe? Don 2 € Hela My same Cra Whats yor are? D Ay names Dad Get students to practise the convessations irs in open pais and then in closed pir, Monitor and check for scare pronunciation. If necessary, aiodel the conversations agin, eer youre or Grom the tape and fet students to practise again, students had few probleme withthe gsp-Aillin xecite 1, you coald pu them in paie to try to complete the converstions in exercise together. Go round and monitor but dont correct any mistakes yet. Play the conversations for students tolisten and heck before you check the aaswers withthe whole clas Anes and tapescript V8 Hall, me How ate you? 2 Fi hanks Ben ad ou? : 3 Very wel tanks, 2.0 i, Cra How are yout” Fig thks. And you? DOK thanks Getstudensto practise the contention fistn open pais and then n closed pars. Monitor and check for {eeurate pronunciation necessary, nel the Convertios span, cther yours o from the tape, and get students to practise again, (GHED Feces sttention onthe conversation and play the secording. Make it lear that students should just ites the it few times anal not ryt ili the amet. Ply the recording orice more, chen wit the firs ine up on the board and ect what the second shouldbe. Ge them. to fillin the number 2 on the correct nei their books, then finish the exerese individually on pais. Pay the recording again tor them to check their answers. Eliit the whole conversation inthe correct order from the ‘lass and put iton the boatd forthe practice sage which follows ‘As this is a longer coaversition than the stdents have practised up to now, play the recording oor thece times and get the studentsto repeat chorally and individually Then get them to continue in groups of three. If appropriate, get them to stand-up as this often encourages 4 move dytanic performance!) Let students refer tothe corzect order on the board, but dicourage ‘them from reading it word for word, as they will lose the correct intonation and aot make eye contact with the other students. Monitor and check for accurate proaunciaton and intonation, Ifyou think more practice is nceéed at this stage, get students to repeat the conversation using thei own names.