HEADWAY PLUS INTERMEDIATE TEACHERS BOOK
New Headway Plus is the course you can always trust. Its proven methodology – focus on grammar, clear vocabulary syllabus, integrated skills work – gives you. New Headway Plus Digital Edition is the course you can always trust. Its proven methodology – focus on grammar, clear vocabulary syllabus, integrated skills. Pre-Intermediate. Teacher's Book. Headway. English Course. John and Liz Soars . Mike Sayer est muligevel He New Headway Pre-Intermediate. Introduction.
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New headway: intermediate: teacher's book by Liz Soars. New headway: intermediate: teacher's book. by Liz Soars; John Soars; Amanda Maris. Print book. New Headway Plus Intermediate Teachers Pack on myavr.info *FREE* Story time just got better with Prime Book Box, a subscription that delivers editorially. New Headway English Course Intermediate, Teacher's Book [John Soars, Liz Soars] on myavr.info *FREE* shipping on qualifying offers. A new edition with a.
The course combines the best of traditional methods with more recent approaches to help students use English accurately and fluently, and provides a fully comprehensive language teaching series from beginner to advanced. New Headway Beginner is a new full-length foundation course in basic English for absolute beginners,or for those who have learned a little English but lack confidence to build on it. It provides a solid introduction to the structure of the language, gradually building students' understanding of basic grammar, equipping them with key vocabulary, and giving them skills to 1 with simple social situations.
New Headway Elementary can be used by both true and false beginners. New Headway Pre-Intermediate provides a syllabus progression from elementary to upper-intermediate level. It takes a structured approach to grammar. Grammatical structures are introduced in context, with questions that encourage students to work out the rules for themselves. Present Perfect Continuous, e.
I've been trying to find out Future Continuous, e. Will you be moving somewhere else? D Kirsty! How are you? D I can imagine. What exactly is the time difference over there? Last night I lay awake all night, and then today I nearly fell asleep at work in the middle of a meeting, D You poor thing. D And what about Tokyo? Have you seen much of the city yet? It just seems such a big, busy city. D I know. Big cities can seem really strange and frightening at first.
Is it anything like London? K No, it's nothing like London. No litter on the streets or anything. D And where are you living? What kind of accommodation have you got? D How do you get to work then? Do you walk? K Walk! You're kidding! D It all sounds really interesting but are you enjoying yourself? K Again it's too early to say. I think I realiy will be enjoying it all soon.
It's just that I miss everyone at home so much. D Oh, we miss you too, very much. Make sure you email us regularly - it's the best way to keep in touch. K I will. And you email me back with all your news. I just love getting news from home. Give everyone my love. D Bye sweetheart. In the feedback, ask each group to give you one or two reasons. You could build up a list on the board.
Personalize the activity by asking if any student knows a friend or relative who has gone to live abroad. Ask them to tell the class why they left home and where they went to. Do the first as an example to get the students started. In the feedback, ask students what clues helped them decide, but don't confirm their answers. An easy way to do this is to put students into pairs, and tell each pair what their letter is: Ask each pair to read the relevant text, and check their answers to the prediction work in exercise 2: Students B read about Thomas Creed in Korea on pl2.
Tell the students to check their answers to exercise 2 with their partner before feedback. Encourage students to work with and check with their partner. This wall depend on vour class size and layout, but an easy way to do this is to get one student in each pair to turn to work with, or change places with, a student from a pair who read the alternative text: Ask the students to compare their answers, and answer the follow up questions.
Have a brief class feedback, but don't spend too long going through answers - the students should by now have a good understanding of the texts. Information Technology team, making sure the computers run. There is a pleasant walkway along the front and the beach has been improved. He lost his baggage when he first arrived. He has a long drive to work, and misses his girlfriend when he is away working shifts. Thomas 1 He went to Seoul, Korea. His brother is in the US Army, too.
His mother is a scientist. He was scared when he started school. He speaks Korean fluently, and has friends. He dislikes learning Chinese characters.
Who do you think is happier about the move? Which new home would you prefer? Language work Ask students to study the texts again and answer the questions about the expressions, then explain the meanings to a partner who read the other text. A toll is the price you have to pay for travelling on some roads.
In other words, no matter how long he stays away, he feels comfortable in England as soon as he gets home. Thomas; in Korea 1 He is a big fan. What do you think? The aim here is to get students talking. It gives them an opportunity to talk about personal experiences and express opinions about the topic of the lesson. Unless you have a very small class, it is best done in small groups, which gives more students the opportunity to speak, and frees up the teacher to monitor, prompt, and note errors.
Divide students into groups of four, five, or six, then give them two or three minutes to read through the questions. Nominate one person in each group to be the discussion leader. It is their job to ask the questions, make sure everybody gets a chance to speak, and to decide when to move on from one question to the next.
Monitor the groups equally, and prompt. You may wish to monitor for errors - walk from group to group, and note any interesting errors made by the students. After the feedback on the discussion, write these errors anonymously on the board and discuss them as a class. One gives a reason not to live abroad, and the other replies with the relevant advantage.
Yes, but on the other hand it gives you a great opportunity to learn a new language. You miss your family. The culture and customs are strange. You miss simple things, e. There are bureaucratic problems like visas, work permits, insurance and pension schemes. Possible advantages But this is an opportunity to learn a new language. You can make new friends. Learning about a new culture is fascinating.
You get to enjoy the simple things about a new country. The new country may be less bureaucratic than yours! You find out how different people live and behave. It also practises stress and intonation. Compound nouns and adjectives 1 Look at the examples as a class. Ask the questions. Answers Nouns: The adjectives can be written as one word or one hyphenated word. Point out that students should use a dictionary to check how compound nouns and adjectives are written and that even native speakers often need to do this.
Or ask students to read them aloud. Point out the stress. Let the students check what they have found with a partner before feedback. Encourage them to use learner dictionaries to check their answers. Answers Home: The rest are adjectives.
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Track 8] Play the recording. Ask students to listen to the conversations, and, after each conversation, discuss the questions. Answers 1 Two neighbours - one is asking the other to water their house plants while they are away. Do you think you could possibly water my house plants for me?
B No problem. I 'll keep an eye on your whole flat if you like. A That would be great. B Thanks. Four kids, home-made cakes, and home-grown vegetables! A And how are my wonderful grandchildren? Can you come? B Yes, you bet. A Yeah, two weeks ago.
It's much bigger than the old one. Huge kitchen and three big bedrooms. B Sounds great. A Yeah. B I dunno. B Cool.
Where are her parents then? Count me in. I'll make sure everything stays clean and tidy. Four kids, home-made cakes and home-grown vegetables! Track 9] Ask students in pairs to practise saying the lines in exercise 3 with correct stress and intonation.
Go round monitoring, and help with pronunciation problems. Ask students to listen to the recording and check their pronunciation. Ask students to practise the conversations with a partner, using the lines in exercise 3 as prompts.
Ask the groups to make compounds by combining words from one of the boxes in A with as many words as possible from B. Give half of the groups the first box in A to work with, and the other half the second box in A. Give the students a time limit of, say, five minutes. Allow students to use a learner dictionary to help. Find out which group got most compounds, then check the answers. Ask students to share their words with a different group and explain the meanings.
Go round monitoring and helping. Answers bookcase, book shelf, computer software, computer program, airline, airmail, junk food, food poisoning, tea bag, teapot, sleeping pill, sleeping bag, fire bell, fire escape, fire alarm, headline, headway l , headlight, head office, headrest Song [CD 1: The tasks involve note-taking for general comprehension, and looking at pronoun reference in a text.
Collect the pieces of paper, and save them until the end of the lesson. Track 10] Play the recording. Students listen and take notes to complete the table. Play the recording more than once, and pause between speakers, if necessary.
When they have completed the table, let students compare their answers in groups. Sylvia Her children, a good She takes a bag of snacks cup of tea, and a with her in case she is particular TV news hungry while she is programme and travelling, presenter Chris A lazy Sunday morning: Play the recording again so that they can check their answers.
You may wish to check the following vocabulary: Them refers to her cats. Them refers to her hair straighteners. It refers to the watching of the TV programme and presenter.
The aerial and the knob are the parts of the radio you move to try and tune into a radio station. They refer to ear plugs. The day is Sunday. A good way of doing this is to hand out the slips of paper at random around the class.
Ask a student to read out what is on the piece of paper. The rest of the class has to guess who wrote it. That person can then explain why they wrote it if they want to.
How come Track 11] Students listen and check their answers. Ask students to decide what they think the situation is before practising each conversation. Great to see you. Come on in.
I was just passing What about you? B Let me see. B Really! I was hoping to meet her. B Fantastic! You can get students to repeat them. Track 13] Here, the students listen to a dialogue which they are going to read out loud for intensive practice of stress, intonation and rhythm.
Ask students to look at the gist questions, then close their eyes and listen to the conversation. Answers Who are the people? Two passengers on a train. Do they know each other? Where are they? On a train. Go round monitoring, and correct students who are not using an appropriate stress and intonation pattern. When students have finished, ask them to change roles. QBQ Play the recording again. Pause after each line for students to repeat. Encourage choral repetition, then ask one or two students to attempt the line by themselves.
Put the students in pairs again to practise. You could ask one or two pairs to act out parts of the dialogue for the class. Yes, it is. I must have dropped it. A Are you going far? B Yeah, alt the way to Lon don. A I'm getting off at Bristol. A Actually, no. I work in Bristol but I live in Bath. B Lucky you! I think Bath's a beau tiful city! A Yeah, you and thou sands of others! B What d'you mean? A Well, you know , the tourists. There are just so many, all year round.
You don't like tourists then? B How come? You can com plain if you want. Ask them what the situation is and who might be speaking. Sample answers 1 Two strangers meet, and one thinks he recognizes the other. Ask students in pairs to try to complete the lines, and practise saying them as they go. Ask two or three pairs to act out the conversations for the class at the end. UUI [CD 1: Track 14] Play the recording. Students listen and compare their ideas and pronunciation.
B Not me. A Well, someone who looked just like you was there. A I am sorry! A Come on in! Have a drink! A Never too busy to talk to you. B Thanks Jo. It'd be really nice to have a chat.
A Fantastic! Let me take your coat. Introduction to the unit Been there, done that, got the T-shirt! The idea is that nothing about the world is of any interest because they have already been everywhere, done everything, and bought the T-shirt to prove it! It was used as an advert for Pepsi Cola, in which of course the only thing new and interesting was a can of Pepsi! The theme of this unit is world travel past and present, from historical explorers to modern-day tourism.
The main reading text is an article about the effects of tourism on host countries. There are two listening texts. The first features three people who talk briefly about their dream holiday experiences. In the main listening text, Tashi Wheeler, daughter of the founders of the Lonely Planet travel guides, is interviewed about her childhood on the move.
Note In the introduction to this listening, students are asked about their earliest memories of childhood holidays and, if possible, to bring in photographs. If enough students bring in photographs on the day, it will make the lesson feel personalized in a very direct way. Present Perfect Simple It is difficult for students, even at upper-intermediate level, to be consistendy correct in their use of the Present Perfect.
Moreover, it presents difficulty as to when it should be chosen instead of the Present Perfect Simple. Basically, the Present Perfect Continuous should be chosen in the following situations: Vocabulary The vocabulary section looks at the hot verbs, make and do, and how they are used in expressions and with particles to form phrasal verbs.
Everyday English This section introduces and practises exclamations. These exercises should be done quickly. The Past Simple should be used. Columbus discovered America in Man first walked on the moor, in The Present Perfect is correct. It's saying, Now I know English.
I've been learning English. I've been losing my passport and finding it again many times recently. The Present Perfect Simple should be used for a single action with a consequence that is strongly present. Monitor to see how well students understand the uses of simple and continuous aspect.
Answers 1 What do you do in New York? That is, permanently. What are you doing in New York? That is, temporarily.
In other words, at this moment or these days, and not necessarily related to work. Here, used to talk about a completed past action. Here, used to talk about an action in progress at that moment in time. Here, the action is complete with a result now: The sandwich is gone. Here, the action is incomplete.
The speaker is looking at a sandwich with a couple of big bites taken out of it! Here, the emphasis is on a result of the activity, not on the fact that the action of running is completed. I'm hot because Eve-run. This sentence is highly unlikely. We use the Present Perfect Simple when we want to emphasize the completed action, e. The practice activities emphasize question-forming. Sample answers In the past, people went exploring to find new countries, open up new markets, make money, or spread their religion.
Nowadays, young people travel to see interesting places, have new and interesting experiences, find things out about themselves, meet new people, learn new languages. Point out that an explorer tries to find new places that nobody knows about. A traveller goes to aiready-discovered places for interest and adventure. Track 16] Ask students to match the sentences with the correct person. Do the first two as a class to get the students started. Let the students check in pairs before listening to the recording.
Play the recording so that students can check their answers.
In the feedback, ask the students what other information they heard. He was born in Venice, the son of a merchant. In The journey took him four years. His route led him through Persia. Afghanistan, and Mongolia. He travelled by boat, but mainly on horseback, and he frequently got lost. He was met by the emperor Kublai Khan. He was one of the first Europeans to visit the territory, and he travelled extensively.
He went over mountain ranges, down rivers, and across deserts. He stayed in China for seventeen years. When he left, he took back a fortune in gold and jewellery. He arrived back home in He flew into Bangkok five months ago. He's been staying in cheap hostels, along with a iot of other young people. He's been stung all over his body.
He's looking forward to taking things easy for another week, then setting off again for Australia. Track 17] Ask students in pairs to match lines in A with lines in B. Then ask the pairs to practise saying the sentences. Play the recording so that students can listen and check their answers. Play the recording a second time so that students can repeat and practise their pronunciation. He's visited royal palaces. I've been pickpocketed and mugged. I've met a lot of really great people.
You should also read the Grammar Reference on SB ppl Answers The main tense used about Marco Polo is the Past Simple, because he is dead, so all the events of his life are set firmly in past time. Not only is Tommy Willis still alive, he is also in the middle of his trip. The Past Simple is used once to talk about an activity set at a particular time - He flew into Bangkok fi ve months ago.
Go round monitoring to help the students with queries. Its good.
The reading of the book is finished. The reading of the book is not finished. Here, the continuous emphasizes repeated activities over a period of time. She's written three novels. The Present Perfect Simple emphasizes the completed actions: There is very little difference in meaning between these two sentences. Answers 1 MP: Where did he go? He travelled the Silk Route to China. Where has he been? How long has he been travelling? How long did he travel? He travelled for four years.
How did he travel? He travelled by boat, but mainly on horseback. How has he been travelling? Who has he met? He has met some really great people. Who did he meet? He met the Mongolian emperor Kublai Khan.
Did he have any problems? He frequently got lost. Has he had any problems? MFJf [CD 1: Track 18] Ask students in pairs to write questions. Answers and tapescript About Marco Polo 1 When and where was he born? In in Venice. Four years.
For seventeen years.
Student's Book and Workbook Audio
Gold and jewellery. The Travels of Marco Polo. About Tommy Willis 6 How long has he been away from home? For five months. In cheap hostels. A few times. Yes, once. Discussing grammar This section aims to get students to show their understanding of the contrast between Past Simple, Present Perfect and Present Perfect Continuous by putting the verbs in the correct tense.
This activity enables you, as a teacher, to respond to and explain confusions that students may have. Let the students discuss their answers with a partner before feedback.
Check questions are a time-efficient way of making sure students understand. For example, for number 1, ask: In which sentence do we say when it happened in the past?
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Which sentence talks about a repeated activity which is not finished? Intermediate B1: Beginner A1: Elementary A1 - A2: Student's Book Liz Soars. Pre-Intermediate Third Edition: Workbook With Key John Soars. Pre-Intermediate A2-B1: Elementary Third Edition: Workbook With Key Liz Soars. Elementary B1: Beginner Third Edition: Upper-Intermediate Third Edition: Upper-Intermediate B2:They describe the pros and cons of their new lives. It could be a school mate, colleague or even boss. Man first walked on the moor, in He speaks Korean fluently, and has friends.
Track 24] Play the second part of the recording. Present Perfect Simple It is difficult for students, even at upper-intermediate level, to be consistendy correct in their use of the Present Perfect. Learn about new offers and get more deals by joining our newsletter.