American headway1

The Syllabus The syllabus of American Headway, Second Edition combines languageinput Grammar, Vocabulary, and Everyday English with skills work, Reading,Speaking, Listening, and Writing.

AMERICAN HEADWAY 1

Teacher’s Book

SECOND EDITION

Liz and John Soars Amanda Maris

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The authors and publisher are grateful to those who have givenpermission to reproduce the following extracts and adaptations of copyrightmaterial: p 115 Colors Words and music by Donovan Leitch © Copyright 1965Donavan (Music) Ltd Reproduced by permission: p 120 I Just Called to Say ILove You Words and Music by Stevie Wonder © Copyright 1984 Black Bull MusicInc, USA Jobete Music (UK) Ltd, London WC2H OQY Reproduced by permission

of International Music Publications Ltd All Rights Reserved; p XXX Summertime(from Porgy and Bess) by George Gershwin, Du Bose and Dorothy Heyward andIra Gershwin © 1935 (Renewed 1962) George Gershwin Music, Ira GershwinMusic and Du Bose and Dorothy Heyward Memorial Fund Porgy and Bess is aregistered trademark of Porgy And Bess Enterprises Gershwin, George Gershwinand Ira Gershwin are trademarks of Gershwin Enterprises All Rights Reserved.Used by Permission

INTRODUCTION

Welcome to American Headway – Second Edition

American Headway, Second Edition is a multilevel, four- skills series foradults and young adults who want to use American English both accurately andfluently The revised Second Edition consists of six levels that take students,including true beginners, up through the intermediate and advanced levels.What’s the same?

American Headway, Second Edition combines the best of traditionalteaching methods with more recent approaches to make the learning of Englishstimulating, motivating, and effective The series enables students to analyzethe systems of language in context as it exposes them to a variety of challengingand interesting types of text Students are encouraged to produce accurate andlevel-appropriate language, and to bring their own personal experiences andfeelings to the learning context

Each level of American Headway, Second Edition contains approximately

80 to 120 hours of classroom material Teaching time can be extended wellbeyond this by using the extra activities in the new Teacher Resource Center,Teacher’s Book, Workbook, and on the Student Practice Multi-ROM

study, although teachers might choose to have students refer to it briefly duringclass.)

Practice

The Practice section provides a wide variety of engaging exercise types,such as matching, fill-in-the-blank, survey, role-play, and information-gapactivities Students’ attention is focused directly on the target language andrelated language areas in exercises labeled Check it American Headway, SecondEdition features a mix of practice activities, both controlled and free, personaland impersonal

Skills

Reading and listening are always taught together with speaking Readingand listening texts feature pre-activities to arouse students’ interest andcuriosity, and to get them thinking and talking about what they might read orlisten to A variety of comprehension activities give students clear reading orlistening tasks Follow-up activities invite students to personalize the topic andcan be anything from a short discussion to project work

Vocabulary

Vocabulary either relates to the topic of the text, or is utilized in the text

A variety of vocabulary exercise types provide lexical input, encourage goodlearning habits, and work on the systems of vocabulary, such as collocations,prefixes, and suffixes

Everyday English

An Everyday English section finishes off the unit and focuses on usage functional,-situational, or social language

high-What’s new to the Second Edition?

Reading and listening texts

The vast majority of the texts are new Teachers can get tired of using thesame texts year after year, so the topics in this edition have been updated.Sometimes a parallel text on the same topic was found, and sometimes a newtopic and a new text were selected

Speaking

Patterns of sounds and rhythms in speech vary depending on accent,register, the message, sentence length, etc Nevertheless, this edition offersstudents more guidance in this area of their English pronunciation This has beendone by introducing a new feature called Music of English

Music of English focuses on word and sentence stress, word¬linking, andintonation patterns in high-frequency everyday expressions It reminds teachersand students to listen for and practice all the elements of spoken English Theaccompanying recordings exaggerate intonation, stress, and word-linking to helpstudents hear and follow the patterns Students, ill turn, should also aim toexaggerate the patterns in practice exercises

Some students will struggle more than others with pronunciation andMusic of English However, with plenty of encouragement, and the higherincidence of practice given to these elements of spoken English in American

Headway, Second Edition, students’ awareness and subsequent delivery ofspoken English should gradually improve.

Grammar Reference practice exercises

The Grammar Reference has been extended to include short practiceexercises which test students’ understanding of the language areas beingstudied These can be used at the teacher’s discretion—for homework, or inaddition to the Practice section in the unit

Design

The design is completely new It is cleaner, fresher, and more modern.Photographs and illustrations have been carefully chosen not only to enhanceand clarify activities, but also to inform and stimulate students

American Headway 1

American Headway 1 is for students who have little knowledge of English,and for beginning-level students who have studied some English in the past.True beginners can also use American Headway 1, although it might be moreuseful for them to begin with American Headway Starter

Student Book

The Student Book contains twelve units Each unit contains language input(Grammar, Vocabulary, and Everyday English) plus skills development (Reading,speaking, Listening, and Writing) In addition, a complete Audio Script, point-by-point Grammar Reference, and Word List are at the back of the Student Book

The audio program for Student Book 2 is contained on a set of three CDs.Much of the program is also available on the Student Audio Download Center.Exercises that have been recorded are clearly labeled

Student Practice Multi-ROM

An interactive ROM is included with the Student Book The ROM reinforces the material in the Student Book and contains interactivegrammar, vocabulary, and writing activities, as well as video interviews withcomprehension activities It is designed for students to use outside class, andthe activities can be used for self-study or assigned as homework

Multi-Workbook

The Workbook is mainly for home study, although the exercises can also

be used in class to provide extra review and consolidation The Workbookcontains further practice of all the grammar and vocabulary presented in theStudent Book The Workbook also includes new Spotlight on Testing lessons thathelp students prepare for standardized exams

The audio program for the Workbook is contained on a Workbook CD,which is designed for use by students on their own Workbook exercises that

have been recorded are labeled The Audio Script at the back of the Workbookcan also be used to complete most tasks The program is also available on theStudent Audio Download Center.

Teacher Resource Center

The new Teacher Resource Center brings together all classroompresentation, practice, and assessment materials in one customizable onlinelibrary PowerPoint presentations, reproducible masters, and a variety of PDF,audio, video, and other media files can be accessed anytime, anywhere

Teacher's Book

The Teacher’s Book details the aims of each unit and provides step guidance on how to exploit the activities in each section of the unit TheTeacher’s Book also contains notes on the language input (including areas ofpotential confusion), answers to all Student Book exercises, and cultural notes.The Workbook Answer Key and extra photocopiable material, including songs,are at the back of the book The Teacher’s Book also contains Progress Tests andStop and Check quizzes

step-by-American Headway, Second Edition also includes:

- A Test Generator CD-ROM, containing customizable tests for each

level

- A Program Tour of the course

- A Student Audio Download Center with audio files from the Class

Audio CDs, Workbook CD, and spotlight on Testing lessons

Key features of American Headway

A Balanced Approach

American Headway, Second Edition adopts a balanced approach to

teaching English by combining the best of traditional methods with currentapproaches

A Traditional Approach

- Grammar is given a high profile It is not disguised The grammaticalsystems of English are presented, practiced, tested, and explained

- Vocabulary acquisition is an important element of every unit

- There are pre-communicative exercises to provide controlled practice.These boost students’ confidence, especially at low levels

- The language is seen as a whole Learners acquire new language items

by seeing them and using them in communicative activities

Effective Teaching

Teachers will appreciate the comprehensiveness and effectiveness ofAmerican Headway, Second Edition It has been designed to meet the practicallesson-to-lesson needs of the teacher The units provide a balanced, cohesivetimetable for the presentation, practice and personalization of target language in

a variety of exercise types, relevant vocabulary work, extensive skills work, andpractical everyday situational English

Effective Learning

Students will appreciate the accessibility and effectiveness of AmericanHeadway, Second Edition The units speak directly to the students The contentspage, unit openers, headings, instructions, explanations, and cross-referencesare designed to guide students through the book with maximum understandingand involvement

The Syllabus

The syllabus of American Headway, Second Edition combines languageinput (Grammar, Vocabulary, and Everyday English) with skills work, (Reading,Speaking, Listening, and Writing)

Grammar

In American Headway, Second Edition, the language that students areexposed to and the language that they are invited to produce is very carefullygraded Over the series, the depth of language analysis gradually increases.Students’ knowledge is confirmed and extended, and the range of their linguisticabilities widens accordingly

It is our belief that an understanding of the grammar of English is one ofthe key enabling skills for language learners

In American Headway, Second Edition, structures that are simpler in formand meaning are taught before approaching more complex ones Anunderstanding of the basics will help when more difficult items are encountered

This is exemplified by the sequence of presentations of tense forms in American Headway 1 through American Headway 3.

American Headway 1

- to be

- Present Simple

- Past Simple

- Present Continuous 0 going to future

- Present Perfect Simple

American Headway 2

- verb tense review

- extension of Present Simple and Present Continuous

- presentation of Past Continuous

- will and going to

- extension of Present Perfect Simple

- presentation of the Present Perfect Continuous

- presentation of the Past Perfect

American Headway 3

- verb tense review

- extension of Present Simple and Present Continuous with state andevent verbs

- comparison and contrast of the Past Simple, Past Continuous, and PastPerfect

- comparison and contrast of will, going to, and the Present Continuousfor future meaning

- comparison and contrast of the Present Perfect Simple and the PresentPerfect Continuous

Teachers are constantly consolidating and extending their students’knowledge Every classroom activity can be seen as a test of the state of theindividual student’s language abilities It is our view that learners learn in thecontext of good teaching, but not necessarily as a direct result of it Agrammatical syllabus enables students to build a view of the structure of English.Over time, recognition of an item raises awareness that in the end leads toautomatic production

Vocabulary

In American Headway, Second Edition, vocabulary is developed in its ownsection There are several important features about the way vocabulary ishandled:

- New words are taught in lexical sets and learned in context

- Vocabulary learning strategies show students how to begin to assumemore responsibility for their own vocabulary acquisition

- Systems of vocabulary (such as synonyms, antonyms, and compoundnouns) help students perceive patterns in the language

- Collocations (for example, fly + a plane, or tell + a story) put newvocabulary in context and make it immediately usable

Everyday English

The Everyday English section at the end of each unit covers three mainareas:

- survival skills (e.g., at the airport)

- functions (e.g., greetings)

- language for special occasions (e.g., holiday greetings)

Skills work

The skills work in American Headway, Second Edition is carefully selectedaccording to the level of the students The ideal task should be realistic withinthe students’ linguistic abilities and should challenge and interest them Tasksshould build confidence in the skill and leave students with a sense ofsatisfaction and achievement

Reading and Listening

Items come from a wide variety of sources such as newspapers,magazines, short stories, biographies, reference books, real interviews, radiobroadcasts, and songs They are all authentic, but at lower levels we haveadapted the language to suit the level

Speaking

American Headway, Second Edition aims to enable students to speak,make conversation, be sociable, and function in the target language Speakingactivities range from totally controlled to totally free There are many repetitionexercises, especially at the lower levels, where students are invited to repeatitems simply to show that they can get their mouths around the sounds Oftenthis is for “display” purposes, so students can have the satisfaction of theirteacher’s praise when they succeed

Many speaking activities are personalized Student are invited to relatethe material in the Student Book to themselves, their lives, their family, andexperiences There is a lot of pair and group word to maximize students’contribution to the lesson

Writing

In the Writing sections, students complete a number of practical taskssuch as writing informal letters, in which structures and linking words arepracticed It is probably the best use of class time to set up the writing exercises

in class and then assign the actual writing task as homework

A note from the authors…

The concept of combining the best of traditional and more recentapproaches has always been at the core of our writing We write as teachers forthe classroom We have learned that the most important thing is to stay firmlyrooted in the day-to-day teaching situation and not to discard approaches thatare tried and tested just because they aren’t trendy We try to keep ourselvesfully informed of the latest developments in the profession, but we draw only onwhat we believe is practically useful and usable in the classroom

We have written American Headway, Second Edition to be a complete andbalanced package that includes work with grammar, vocabulary, functions,situations, pronunciation, speaking, listening, reading, and writing It is our hopethat when students finish each unit, they will feel that they have beenchallenged and that they have really learned something

We have also written American Headway, Second Edition to be flexible, sothat you can adapt the series for yourself, your students, and your teachingsituation You can follow the Student Book exactly as it is, using the notes in this

Teacher’s Book, or you can supplement the Student Book material with exercisesfrom the Workbook and activities in the Teacher Resource Center You can alsochange the order of activities and use the content as a springboard for your ownideas Remember, you are in control of the book, not the other way around.

We hope that you and your students enjoy using American Headway,Second Edition and have success with the books

Unit 1: HELLO EVERYBODY

Grammar: A m/is/are - My/your/his/her

Vocabulary: Countries - Everyday objects - Numbers

Everyday English: Hello and good-bye

Introduction to the unit

As you begin American Headway 1, you are probably starting a new classwith a new group of students The title of Unit 1 is “Hello everybody!”, and oneimportant goal is that students get to know each other and you, and you get toknow them Students may have relatively little English to use at this stage.However, you can begin to create an easygoing and friendly classroomatmosphere using these basic interchanges

Language aims

Grammar - am/is/are The verb to be is introduced in all its singular and

plural forms The focus is on affirmative statements, and questions with questionwords (where, what, and how) Negative forms and Yes/No questions are dealtwith in Unit 2

Possessive adjectives My, your, his, and her are introduced in the unit.

The other possessive adjectives are given in Grammar Reference 1.2 on StudentBook p 113

Vocabulary Names of countries are introduced as part of the work on

introductions In the Vocabulary and pronunciation section, the alphabet isintroduced and practiced Students look at the organization of a bilingualdictionary entry, and everyday objects such as a ticket and key If possible,bring enough bilingual dictionaries for students to share at least one betweentwo Students are asked to work out the rules for using a/an and the formation

of regular plurals with -5

Everyday English Numbers 1-20 are reviewed and practiced The

situational focus includes practice on exchanging telephone numbers and work

on saying hello and good-bye Students are introduced to Music of Englishboxes

Workbook Nationality adjectives (Brazilian, Japanese, etc.); the numbers

1-20 are practiced

The writing syllabus begins in Unit 3

Notes on the unit

1 Say your own name – I’m (Liz) - and point to yourself to make themeaning clear Then invite students to say their names - I’m Jean, I’m Keiko,etc Encourage students to listen to each other’s names and to memorize asmany as they can If appropriate, play a memory game by pointing to individualstudents and yourself and getting the group to say just the name, e.g., John!Keiko! Encourage students in a multilingual group to pronounce each other’snames (and your name!) as accurately as possible

2 Check students’ understanding of “alphabetical order” by putting lettersa-g on the board in random order and asking students to reorder themalphabetically With stronger classes you may wish to briefly introduce the wholealphabet (Don’t worry too much if students pronounce the letters incorrectly asthe alphabet is covered later in the unit.) Check by writing the names fromStarter 1 and 2 on the board and getting students to say them in order

Then ask students to stand up in alphabetical order and say their name Ifappropriate, repeat this, getting progressively faster each time

If there are not too many students in the class, put their names on theboard so that everyone can begin to learn them

am/is/are, my/your

1 (CD1 – 2) Ask students to read and listen once, and then ask them to point

to Miguel and Emma in the photo Ask Where are Emma and Miguel? and elicitthe answer (in an Internet cafe) Play the recording a second or third time.Students repeat as a class Play the recording again then practice it in both open(i.e., students ask and answer the question across the room with the rest of theclass listening) and closed pairs (i.e., the whole class working in pairs) Makesure students can accurately produce the contracted forms name's, what's, andI'm

GRAMMAR SPOT

Focus attention on the contractions Ask students to circle the

contracted forms in Exercise 1

2 Ask students to complete the conversation Remind them to usecontracted forms

(CD1 – 3) Play the recording and let students check their answers Askstudents to say the dialogue in open and closed pairs

Answers and audio script

A Hello My name's Lisa What's your name?

B Mike

A Where are you from, Mike?

B I’m from Boston Where are you from?

A I’m from Boston, too!

3 This is a mingle activity Demonstrate the dialogue first in open pairs,and then get students to move around the class and talk to as many people aspossible Don’t let this activity go on too long If you have a large class, it will beimpossible for all the students to talk to everyone

4 Students look at the photos and write the countries

NOTE

Students may query the use of is (third person singular of to be) to

introduce two people — Lisa and Mike:

This is Lisa and Mike Do not go into detail at this stage, just explain

that we use This is to introduce one or more people.

(CD1 – 4) Play the recording and let students check their answers Playthe recording again Students listen and repeat

Answers and audio script

1 This is Miguel He's from Mexico.

2 This is Emma She's from Canada.

3 This is Lisa and Mike They're from the US

GRAMMAR SPOT

Check comprehension of he/she/they by referring students to the

photos and then pointing to male/ female and pairs/groups of

students to elicit the correct pronoun Focus attention on the

contractions Ask students to circle contracted forms in Exercise 2

ADDITIONAL MATERIAL Workbook Unit 1

Exercises 1 and 2 These practice What's your name?, Where are you from? I'm from …, and I'm (a) …

Countries, his/her

SUGGESTION

A world map/globe is useful for presenting country names

5 Focus attention on the chart with the names of the countries Drawstudents’ attention to the stress marks Explain that these show the pattern ofstressed syllables for each column by using the students’ first language ifpossible, or by playing the recording

(CD1 – 5) Ask students to read the list of countries as you play therecording Play the recording a second time and ask students to listen andrepeat Practice the countries as a class, then in closed pairs

6 Focus students’ attention on the example Ask them Where is So-young from? (She's from Korea.) Ask them what Ahnyung haseyo means (Hello in

Korean) Ask students in pairs or groups to continue to write where the peopleare from, using the countries in the table (Students are not expected to knowhow to say Hello! in all the different languages This is merely a fun way tointroduce countries and the third person singular and plural Encourage students

to pool their knowledge.)

Answers

2 He's from Australia

3 They're from Japan

4 She’s from Spain

5 He’s from Brazil

6 She’s from Russia

7 They’s from France

8 He’s from China

9 They’s from Italy

7 Introduce the questions What's her/his name? and Where's she/hefrom? Point to some of the photos in Exercise 6 Ask the questions yourself, andlet the students reply Drill the Questions and correct any mistakes in the use ofshe/he and her/his carefully Practice the questions and answers in open pairs.Encourage students to follow the stress pattern highlighted in the speechbubbles

Ask the students to continue the activity in closed pairs Monitor and

check for correct use of she/he and her/his, and if necessary, drill the language

again using the photos in the book Finally, consolidate the forms by eliciting

examples of His/Her name's…, He's/She's/They're from…

We/ You/ They are

Briefly check comprehension of the subject pronouns which are not

covered in Exercise 6 (we, it, and you plural) by using the photos

and the students themselves It can be checked using international

food and drinks, e.g., sushi — It's from Japan.

Read Grammar Reference 1.1 and 1.2 on SB p 113 together in

class, and/or ask students to read it at home Encourage them to

ask you questions if appropriate

PRACTICE (SB p.5)

Talking about you

1 Focus attention on the examples Demonstrate the activity by gettingstudents to ask and answer the same questions in open and/or closed pairsabout the other people in the class In a monolingual class, you can make rolecards giving students a new country of origin, or the identity of a famous personwhose country of origin the class would know This practices the vocabulary ofthe exercise, too

2 Ask the students to introduce their partner to the rest of the class.Check for the correct use of he/she and for the correct stress on the names ofcountries

Listening and pronunciation

3 (CD1 – 6) Play the recording Ask students to check the sentence theyhear This is an exercise that tests discrimination, but you can make itproductive afterwards by asking students in pairs to practice the pairs ofsentences Pay particular attention to the sounds /I/, /i:/ and /s/

Answers and audio script

1 He’s from Vietnam

2 What’s her name?

3 They’re from Japan

4 Where’s she from?

5 He’s a teacher in Chile

4 “What’s your name?” “My name’s Daniela.”

5 Lisa and Mike are from Boston.

6 This is my teacher His name’s Richard.

7 Where is he from?

8 This is my sister Her name’s Miho.

Reading and writing

NOTE

The aim of this section is to allow students to see how much

English they already know through a short writing task The verbs

have, live, and want appear in their Present Simple form, but you

don’t need to review this tense at this stage

5 (CD1 – 7) Focus attention on the photo and ask What's her name? tocheck if students recognize Svetlana from p 4 Ask them to read and listen tothe text Make sure students understand married, children, and apartment bydoing simple board drawings and referring to the photo You can ask one or twostudents to read the text aloud, or in closed pairs, and the students can helpeach other with pronunciation

6 Focus attention on the photo and ask What's his name? to check ifstudents recognize Tiago from p 4 Ask students to complete the text aboutTiago Make sure they understand international language by eliciting thecountries where English is spoken

(CD1 – 8) Play the recording to check Again, you can practice the textaround the class and/or in closed pairs

Answers and audio script

Tiago

My name’s Tiago Costa and I’m a student, I’m 18 I’m not married I have one sister and two brothers I live in a house in Fortaleza, Brazil I want to learn English because it's an international language.

7 After a lot of oral class work, the silent, individual work in this exerciseprovides variety and balance Ask students to write about themselves, followingthe models in Exercises 5 and 6 Students read their writing to the class Don’tworry if there are a lot of pronunciation mistakes: the aim is for students toshow what they can do, and to say a little about themselves and their families.You can’t do everything at once!

NOTE/SUGGESTION

The next section of this unit deals with everyday objects and introducesdictionary work Check which students have their own bilingualdictionary and, if possible, bring extra copies to the lesson

ADDITIONAL MATERIAL

Workbook Unit 1

Exercises 3-5 Third person is and are, long and short forms.

Exercises 6 and 7 Possessive adjectives

Exercises 8 and 9 Countries and nationalities with stress practice.

VOCABULARY AND PRONUNCIATION (SB p 6)

Everyday objects

SUGGESTION

Whatever your students’ knowledge of the alphabet at this stage

of the class, remember that they will all need regular practice in

the alphabet and spelling This can easily be integrated into any

lesson when teaching new vocabulary (How do you think you

spell… ?), or when reviewing vocabulary (How do you spell… ?),

and by the use of spelling games or cards

At this early stage you may want to write the alphabet on the

board and drill the letters in groups of five before moving on to

the alphabet song

1 (CD1 – 9) Focus attention on the letters in Exercise 1 and tell the studentsthat they are going to listen to the alphabet in the form of a song Ask them tojoin in where they can Play the recording and note down the letters students get

wrong or don’t know, paying particular attention to a, e, g, i, j, r, uy w, and y

which cause problems for many students Drill the letters which students founddifficult

Practice the letters as a class and in closed pairs Listen to the song againand let the students sing it if they want to

Pre-teach the question How do you spell… ? Get students to practice

asking the question and spelling in pairs, using their own names or the names offamous people Do not focus on the use of do to form questions in the Present

Simple as in How do you spell… ? This will be covered in full in Units 3 and 4.

2 Check who has a bilingual dictionary and, if possible, hand out a copy

to pairs of students who don’t Ask students to find apple in the dictionary Ifappropriate, you can have a conversation in the students’ first language tocompare the dictionary entries, but don’t let this go on too long Explain part ofspeech as “the type of word.” Explain pronunciation by referring to the phoneticsymbols on SB p 134 and explain they are sounds, not letters This will bepracticed further in Unit 3

3 Students match the words and pictures Encourage them to work inpairs and match the words that they recognize first Then they can use adictionary to complete the activity Monitor and check for pronunciation

(CD1 – 10) Play the recording and get students to repeat the words as aclass and individually If necessary, drill the words, stopping the recordingafter each word.

4 Demonstrate the activity by saying the letter of some of thephotographs and asking a student what the object is and how you spell it.Students continue in closed pairs

5 Ask students to look at the words If necessary, point out that a,

e, i, o, and u are vowels Students work out the rule if they don’t already

know it

Answers

a goes before a word starting with a consonant, an goes before avowel

Point out the following sound rules:

- when we pronounce u /ju:/, we use a, e.g., a university

- when h is silent, we use an, e.g., an hour.

6 Ask students to look at the words and work out the rules for theformation of plurals Get students to say the plurals of the other words inExercise 3 Refer students to Grammar Reference 1.4 and 1.5 on p 113

Hello and good-bye

1 Focus attention on the numbers 1-20 in green and get students to saythem around the class If necessary, drill them and check for correct stress on

13-19, e.g., thirteen.

2 (CD1 – 11) Ask students to read and listen to the telephone numbers.Focus attention on the use of “oh” for 0, rather than zero Make sure studentsrealize that each number is read individually in English, unlike some languageswhere 94 would be read as ninety-four Get students to read the telephonenumbers aloud, either as a class or in pairs

3 (CD1 – 12) Tell students they are going to hear six sentences, eachwith a number Ask students to write down the numbers they hear If necessary,

pause the recording after each sentence, or play the recording a second time.Check the answers.

Answers and audio script

1 My brother has four children

2 I have ten stamps in my bag

5 (CD1 – 13) Play the first two lines of Conversation 1 as an example andask students to write 2 in the appropriate box Then play the rest of therecording and get students to write the conversations in the correct order Playthe recording again to check

Answers and audio script

1

A Hello, Lisa Jefferson.

B Hello Lisa If s Mike.

A Mike! How are you?

B I'm fine, thank you And you?

A I'm OK, thanks.

2

A Is 7:00 OK with you, Emma?

B Yes 7:00 is fine.

A Great! Have a nice day!

B Thanks, Miguel See you later!

3

A Hello?

B Hi, Anna! It's me, Charles How are you?

A Not bad, thanks And you?

B Just fine, thanks How are the children?

A They're fine.

MUSIC OF ENGLISH

(CD1 – 14) Read through the Music of English box as a class Look

at the expressions in the box Ask students to identify the important

words - i.e., the words carrying the most meaning (you, OK,

thanks, not bad, etc.) Play the recording Students listen and

repeat, exaggerating the stress and intonation in the same way as

the recording

6 Students practice the conversations in open and then closed pairs Thenask students to practice again, using their own names and telephone numbers.Encourage students to attempt the intonation and stress patterns theyencountered in the Music of English box while role-playing the conversations Becontent with a good effort

SUGGESTION

You can consolidate the language of saying hello and good-bye

with the photocopiable activity on TB p 111 Photocopy enough

pages for students to work in pairs and cut up the lines of con

versation, keeping each set together Hand out a set to each

student and get them to order the lines to make two

conversations Check the answers

Ask where the people are (1 on the phone; 2 in the street) Then

get students to practice in pairs, using their own names and

phone numbers

Don't forget!

Workbook Unit 1

Exercise 13 Translation

Exercise 14 Listening: Hello and good-bye

Exercises 16 and 17 These are exercises on numbers 1-20.

Spotlight on Testing Personal information

Unit 2: MEETING PEOPLE

Grammar: Am/is/are - Questions and negatives – Possessive’s

Vocabulary: The family - Opposites

Everyday English: In a café

Introduction to the unit

The title of Unit 2 is “Meeting people,” and various characters areintroduced to practice the grammar The first real fluency activity of AmericanHeadway 1 is the reading and listening exercise — So-young’s e-mail It isimportant for beginning-level students to be exposed to language in a naturalcontext

Language aims

Grammar ” questions and negatives The verb to be is given further

practice, with an emphasis on questions, negatives, and short answers The

question words what, where, who, how old, and how much are reviewed or

introduced

Note that in the negative, we use the contracted forms of not, not the

contracted forms of the verb to be: i.e., she isn't, they aren't, you aren't, we aren't, and not she's not, they're not, you’re not, we're not Try to keep to these

forms as you speak to the class The contraction *1 amn't isn’t possible, and this

is pointed out in the Grammar spot on p 9.

Having been introduced to contracted forms, students are tempted to use

them in short answers, for example, Are you married?* Yes, I'm, but this is not

possible Where other languages will answer an inverted question with simplyyes or no, English prefers to add a short answer Without the short answer, thespeaker can sound rather abrupt

Possessive’s It can come as quite a surprise to students to learn that not

only does -5 signify a plural noun, but s is both the contracted form of the verb

to be and an indicator of possession

Vocabulary Members of the family (father, aunt, etc.), other words for

personal relationships (boyfriend/girlfriend), plus common adjectives and their

opposites are introduced If possible, have a class set of dictionaries for students

to use in the matching task on p 12 Exercise 1

Everyday English This section practices the language required in a cafe.

Can I have … f is taught idiomatically Food and drink vocabulary is introduced,and prices are practiced You might feel your students would benefit from doingexercises 16 and 17 in the Workbook before doing the Everyday English section

Workbook The spelling of plural nouns is practiced.

Notes on the unit

STARTER (SBp.8)

POSSIBLE PROBLEMS

The Starter section reviews and practice numbers Numbers 1-20

and phone numbers were introduced in Unit 1, but you might feel

that your students need more classroom work on these araes

Learners of English often experience difficulty in recognizing and

producing the difference between the “ten” numbers (13 – 19)

and the corresponding “ten” number (30, 40, 50, ect.) Point out

the different word stress: thirty, thirteen

1 Get students to count from 1-20 around the class

Repeat so that everyone has a chance to practice, or if students makemistakes

2 Now ask students to count in tens from 10-100 around the class Checkfor correct stress, and repeat until students can say the numbers quickly andaccurately

3 Tell students your age and then briefly review numbers that reflect theage of your students Drill the question How old are you? Ask students to work

in groups of three or four and ask and answer questions about ages Ask for a

few examples of ages to practice He's… , She's… , They're… , and We're…

WHO IS SHE (SB p.8)

Questions and negatives

1 Check comprehension of the key vocabulary: last name, first name,address, and journalist by referring to your own name and address and definingjournalist Ask students to read about Lisa Jefferson

2 If you think that your students will be familiar with most of thequestion words in this exercise, you can ask them to work in pairs Otherwise,complete the questions as a class

(CD1 – 15) Play the recording so students can check their answers Pointout that isn't is the negative, and that isn't is the short form of not

Answers and audio script

A Where's she from?

B The United States.

4

A What's her job?

B She's a journalist.

5

A What's her address?

B 89 Franklin Street, Boston, Massachusetts.

B No, she isn't.

Before students practice the questions and answers in pairs, let thempractice in open pairs If your students are confident, also focus on intonation.English has a very wide voice range, and this is apparent in questions Questionswith a question word start high and fall

What's her last name?

Listen to the models on the recording and ask students to imitate them.Point out that the question in number 8 is different, as you can answer Yes/Noand it has a different intonation pattern Yes/No questions usually rise at theend

Is she married?

Practice the questions as much as possible without boring the class! Have

a mixture of open and closed pairs

3 Students write questions about Lisa's brother, basing their questions onExercise 2 With weaker classes, remind students to use he/his in the questions.Check answers as a class

Answers

Where’s he from?

What’s his phone number?

What's his job?

How old Is he?

What's his address?

A What's his first name?

B Rudi That's R-U-D-i.

A What's his address?

B 82 Beacon Street, Boston That’s Beacon, B-E-A-C-O-N Street.

Negatives and short answers

4 Tell students they are going to continue asking questions first aboutLisa, and then about her brother

(CD1 – 17) Ask students to read and listen to the Yes/No questions andshort answers Play the recording Play the recording again and ask students torepeat, emphasizing the rising intonation on the question and the stress pattern.

If necessary, practice the pronunciation of the contracted form isn't andthe use of the full form in the affirmative answer she is separately

Allow students to practice the Example 6 questions and answers whichappear in full in the Student Book in open and closed pairs Students then askQuestions and 1 and 2, following the same pattern

Yes, she is

5 Students continue asking about Lisa’s brother, following the samepattern and working in closed pairs

1 Students complete the short answers, using the contracted

form where possible (No, it isn’t) Check the answers.

Answers

Is Lisa American?

Yes, she is

Is her last name Smith?

No, it isn’t

Are you a journalist?

No, I'm not.

Make sure students understand that affirmative short answers

can’t be contracted to *Yes, she’s.

2 Focus attention on the negative forms and point out especially

that we cannot say *I amn’t.

Read Grammar Reference 2.1 on p 114 together in class, and/orask students to read it at home Encourage them to ask youquestions about it

PRACTICE (SB p.9)

Who is he?

POSSIBLE PROBLEMS

This is the first information gap activity in American Headway 1,

and it may be the first time your students have ever done such

an activity Students may find it strange that Student A has

different information from Student B, so explain this activity very

carefully, in the students’ first language if you want Stress that

they should not show each other the information! Students will

need to spell the proper nouns, so review the question How do

you spell that? and relevant sets of letters that students often

confuse, e.g., a, e, i, o, u; m and n; c, and k, etc

1 Divide the class into pairs, and ask Student B to turn to p 125 You can

do the first two questions yourself, and/or with the class, as an example Givestudents enough time to complete the information exchange

Answers

LAST NAME: Binchey

FIRST NAME: Patrick

Students first saw the short answers Yes, he/she is, No, he/she

isn’t, and No, I’m not in Negatives and short answers This

speaking exercise and the exercises in Talking about you extend

and consolidate this focus It is inadvisable to embark on an

explanation of what short answers are and how they operate, as

you run the risk of overloading students with too much

information It is better to let students see them in context and

use them in controlled exercises

2 Demonstrate the activity by asking the first question about Patrick’slast name and getting students to answer Students continue to ask and answer

in closed pairs Monitor and check for correct formation of questions and shortanswers, and for correct pronunciation and intonation

Answers

1

Is his last name Smith?

No, it isn’t

Is his last name Jefferson?

Talking about you

3 Demonstrate the activity by asking students the example questions Ifnecessary, remind them of the short answers Yes, I am and No, I’m not Focusstudents’ attention on the stress highlighting and remind students these words/parts of words carry the stress Get students to ask you the questions for eachcategory listed on the form in Number 4 Correct mistakes carefully

4 Read the instructions as a class and get two or three pairs of students

to model example questions and answers, e.g., Where are you from? I’m fromMilan/ I’m from Italy The students should complete the information exchangewith two other students, either working in pairs or doing the task as a minglingactivity

Ask four or five students to tell the rest of the class about one of theothers They may have problems with the shift from first and second persons tothird person, i.e., your to her, are to is, etc., but allow students to respondwithout correcting every mistake You can write corrections on the board later.ADDITIONAL MATERIAL

Workbook Unit 2

Exercises 1-8 Verb to be: questions, negatives, short answers, shortforms, and long forms

PATRICK’S FAMILY (SB p 10)

Possessive’s

POSSIBLE PROBLEMS

Students may have problems distinguishing the contracted forms

he’s/ she’s/it’s and the marker for possessive s The Grammar

spot for this section clarifies the usage, but be prepared to review

this point as necessary and get students to explain the different

uses of 5 where they appear in the Student Book

1 Focus attention on the vocabulary chart and on the example Use thesymbols to show students that the words are in male-female pairs

Students complete the chart working with a partner and using a dictionary

if necessary Monitor and check for correct pronunciation, especially of correctpronunciation, especially of daughter/'dᴐ:tәr/ and ofgrandmother/grandfather /'grӕnmᴧðәr/, /'g nenfɑ:ðәr/ Check the answers Drillsome of the words to practice the pronunciation

Answers

1 Patrick

2 Refer students back to the text about Patrick In pairs

students underline examples of possessive 5 and circle

examples of's as the contraction of is

Answers

Wife’s name She’s a teacher

daughter’s name She’s twenty-one

Laura’s husband He’s nineteen and he’s a

student

Refer student to Grammar Reference 2.2 on p 114

3 Focus attention on the example Get two strong students to model theexample, stressing important words and parts of words according to thehighlighting Students ask and answer questions about Patrick’s family in closedpairs

Answers

Who’s Bonnie?

She’s Laura and Brian’s mother

Who’s Laura?

She’s Patrick’s/ Bonnie’s daugheter

She’s Brian’s sister

She’s Mike’s wife

Who’s Brian?

He’s Patrick’s/ Bonnie’s son

He’s Laura’s brother

Who’s Mike?

He’s Laura’s husband

SUGGESTION

You can review the possessive s and family relationships by

referring to famous people and their relations, e.g., Katie Holmes

- She's Tom Cruise's wife.

PRACTICE (SB P.11)

You and your family

1 Students ask you questions about the names of people in your family,

i.e., What's your mother's name? not Who's your mother?

2 Focus attention on the family photos Students write down the names

of some of their relatives on a piece of paper Students then exchange pieces ofpaper with a partner and ask and answer questions about each other’s families

SUGGESTION

You can review the possessive 5 at the beginning of the

next lesson by asking ten or more students for a personal

item of theirs, Put them all in the middle of the room

Students then have to point to an object and say That's

Maria's book, etc

3 This exercise consolidates the verb to be in a range of persons, andallows students to make true sentences about themselves Check comprehension

of at home, at work, and cafe by using pictures or simple explanations

Answers

There are no set answers for this exercise Have students check theiranswers in pairs Check that students haven't made mistakes in the forms of tobe

2 I am twenty-nine years old

3 I'm not married

4 My sister’s name is Michelle

5 She’s married

6 I’m an uncle

7 I have two brothers

8 Peter’s my sister’s son

ADDITIONAL MATERIAL

Workbook Unit 2

Exercises 9-12 Possessive 's and family vocabulary

2 This exercise practices the vocabulary and reviews subject pronounsand the verb to be Students write sentences for each picture.

(CD1 – 19) Play the recording so students can check their answers.Students practice saying the sentences in pairs

Answers and audio script

1 It's small It's big

2 It's easy It's difficult

3 He's old She's young

4 They’re old They’re new

5 It's nice It’s awful

6 It’s fast It’s slow,

7 They're hot They're cold

8 It’s cheap It's expensive

SUGGESTION

You can give students further practice with these adjectives by

giving the names of countries, cities, famous people, names of

cars, etc and eliciting possible descriptions, e.g., a Ferrari—it's

expensive/it's fast.

READING AND LISTENING (SB p 12)

An e-mail from the U.S.

POSSIBLE PROBLEMS

This is the first piece of extensive skills work in American

Headway 1 Students read and listen to the e-mail at the same

time, even though this might be deemed an unnatural activity

Learners of English find reading easier than listening, because

they can recognize cognates without the interference of different

pronunciation However, if they read the e-mail silently at their

own speed, they could become distracted by unknown and

unimportant vocabulary

The aim of this activity is to show students language that they

have already been exposed to in a relatively natural context If

you feel your students will not be able to cope with the activity as

it stands, pre-teach the following items of vocabulary, or assign

them as homework prior to the lesson:

However, if you feel your students don’t need so much support,

simply encourage them not to worry about the unknown words

1 Read the introduction as a class

(CD1 – 20) Students then read and listen to So-young s e-mail

2 Ask students to match a photograph with a part of the e-mail Getstudents to quote from the e-mail to illustrate their answers

Answers

Picture 1: The subway isn’t hard to use…

Picture 2: I have classes… I’m in a class with seven students

Picture 3: I live with an American family…

Picture 4: Central Park is beautiful…

Play the recording a second time and ask students to read the e-mailagain

3 If you feel your students would be happy to correct the false sentences

in pairs or small groups, ask them to do this Otherwise, answer the questions as

a class

Answers

x 3 No, she isn’t She’s in New York City

x 4 No, they aren’t They're all from different countries

x 5 No, it isn’t It’s a small class - seven students (including

So-young)

x 6 No, they aren’t James Is a software designer

x 7 No, it isn’t The subway is cheap

 8

4 Students often have problems with the formation of questions, so thistask provides further practice If you feel students would be happy to work inpairs or small groups for this exercise, let them do so

Answers

2 Where are the (other) students from?

3 What’s their/the teacher's name?

4 Who are James and Becky?

5 How old are James and Becky?

6 Is New York small?

5 (CD1 – 21) Tell students they are going to listen to So-young in threedifferent situations Play the recording, pausing after each conversation to checkthe answers to the two questions Refer students to the audio script on p 104and play the recording again Students listen and read

Answers and audio script

1 She’s in class with a student

2 She’s in school with the teacher

3 She’s at home with Julie and Becky

(CD1 – 21)

S=So-young, J=Julio

1

S Hello My name’s So-young.

J Hello, So-young I’m Julio.

S Where are you from, Julio?

J I’m from Mexico, from Guadalajara And you? Where are you from?

S I’m from Korea.

J From Seoul?

S Yes, that’s right.

K=Karen, C=Class, S=So-young

2

K Good morning everybody,

C Good morning, Karen.

K How are you all?

C Fine Good OK.

K How are you So-young?

S I'm fine, thank you And you?

K Very well Now listen everybody…

B=Becky, S=So-young, J=Julse

3

B Bye, So-young Have a nice day

S Excuse me?

B Have a good day at the language school,

S Ah, yes Thank you.

B What’s your teacher called?

S My teacher called?

J What’s her name?

S Oh, yes Her name’s Karen.

B And is she good?

S My teacher good?

J Yes Karen, your teacher, is she a good teacher?

S Oh yes, yes Very good, very nice

The activities in Exercise 1 allow students to focus just on prices

before being exposed to them in a fuller context If you feel your

students need to do more work on prices prior to the lesson, see

Workbook Unit 2, Exercises 16 and 17

1 (CD1 – 22) Students read and listen to the prices to familiarizethemselves with the system and the pronunciation

Play the recording again and get students to say the prices aloud Makesure students understand how to use the word cents.

(CD1 – 23) Tell students they are going to hear six prices, each in acontext Get them to write down the prices they hear Check answers

Answers and audio script

(CD1 – 23)

1 That's five dollars and fifty cents, please.

2 Look, it's only twelve dollars.

3 Here you are Twenty cents change.

4 Pizza is three seventy-five.

5 One hundred dollars for that is very expensive.

6 Nine fifteen, not nine fifty.

2 Students read the menu and match the food with the pictures Drill thepronunciation of the food and drink Pay particular attention to

hamburger /hӕmbәrgәr/, sandwich /sӕnwıtʃ/, chocolate chip /tʃᴐklәt tʃıp/, and mineral water /mınәrәl wᴐtәr/.

Students practice the menu items in pairs by pointing to the pictures andsaying the names

Check comprehension of the question How much …? Students ask and

answer questions about the prices on the menu Do this first in open pairs, then

in closed pairs Correct pronunciation and intonation carefully

4 (CD1 – 25) Students listen and fill in the blanks

Answers and audio script

(CD1 – 25)

1

A Good morning.

B Good morning Can I have a coffee, please?

A Sure Anything else?

A Hi Can I help you?

B Yes Can I have a grilled chicken sandwich, please?

A Anything to drink?

B Yeah A mineral water, please.

A OK Here you are.

B How much is that?

A Seven-fifty, please.

B OK Thanks

MUSIC OF ENGLISH

1 (CD1 – 26) Read through the Music of English box as a class.

Focus students’ attention on the linking lines Write Can I help

you? on the board Say the sentence to the class slowly,

pronouncing each word separately Then say the sentence faster,

linking Can and I as in natural speech Say it again, but this time

draw in the linking line on the board as you say the words to

demonstrate that a final consonant sound links with an initial vowel

sound

Play the recording Drill the sentences as connected speech You

may wish to point out to students that sometimes an extra sound

is naturally introduced between the two linked words, e.g.,: Here

you /w/ are.

5 Students practice the conversations in pairs Then make the activity a littlefreer by role-plaving Take the role of the person working in the cafe yourselffirst and choose one of the students to be the customer You can increase the

vocabulary according to the level of your students, asking, for example: Do you want mayonnaise on your sandwich? Black coffee? etc.

Students then practice the conversations in the Student Book and their ownconversations You could record some for later examination and correction.

SUGGESTION

You can consolidate the language in this unit with the

photocopiable activity on TB p 112 Stronger students may want

to try the Unit 3 part of this activity, but judge if they are ready for

this! Photocopy enough pages for students to work in groups of

three or four You will also need dice and counters for each group

Students put their counters on “Start” and take turns throwing the

dice and moving around the board They make a sentence with the

cues on the “square” where they land If their sentence is correct,

they stay on that “square”; if not, they move back one The first

student to reach “Finish” is the winner

Don’t forget!

Workbook Unit 2

Exercise 13 Adjectives and nouns that go together

Exercise 14 Spelling of plural nouns

Exercise 15 Translation

Exercises 16 and 17 Numbers and prices

Spotlight on Testing Pronouns and possessive nouns

Unit 3: THE WORLD OF WORD

Grammar: Present Simple 1 - He/she/it - Questions and negatives

Vocabulary: Jobs

Everyday English: What time is It?

Introduction to the unit

Work and jobs are the themes of this unit as they lend themselves to thepractice of the grammatical aim, which IS the introduction of the third personsingular of the Present Simple The skills work includes a reading text about a

man who lives on a remote Scottish island and has twelve jobs! This was chosen

to complement both the themes and grammar of the unit The text also acts as apreview of other forms of the Present Simple in context

Language aims

Grammar — Present Simple 1 The Present Simple is the most used tense

in the English language It is therefore important to introduce it early in a

beginning level class In American Headway 1 the introduction is staged over

two units In this unit only the third person singular with its questions andnegatives is presented and practiced All the other persons are introduced in Unit4

POSSIBLE PROBLEMS

- The English language does not have many inflections.Unfortunately, this means the few that do exist cause adisproportionate amount of difficulty for foreign learners The -5 onthe third person singular of the Present Simple is a classic example

of this Therefore we introduce it first in the hope that it will be morememorable and students will be less likely to omit it

- The s can be pronounced in three ways:

- The use of does/doesn't in the question and negative often seems

strange to students, because of the absence of the auxiliary in theaffirmative

NOTE

- In American Headway 1, the verb have is introduced and practiced

as a full verb with its do/does forms.

- Although have got is a standard British English form used toexpress possession, it is not the preferred form in American English

and is not introduced in American Headway 1.

- As students become more fluent speakers of English, they willbegin to notice when the have got form is used by native speakers ofboth British and American English In American English, it is usedmainly in spoken form to express possession Have got does notexpress a habitual action

- It seems advisable to avoid any potentially confusing explanations

of have got for beginning-level students of American English

Vocabulary and pronunciation A variety of jobs with related activities

are introduced Dictionary work is encouraged and there is a certain amount ofwork on the phonetic spelling of some of the words If possible, bring enoughbilingual dictionaries for students to share at least one between two

Everyday English Students focus on how to tell the time in English This

is practiced in short dialogues

Writing The writing syllabus begins in this unit Object pronouns (me,

him, them) are introduced and practiced

Workbook The spelling of the third person singular is practiced (watches,

THREE JOBS (SB p 16)

Present Simple he/ she/ it

SUGGESTION

Before you start this unit, assign the vocabulary homework below

in preparation for the presentation texts on Istvan and Pamela

This will save a lot of classroom time where you would have to

check vocabulary, and it will give you more time to focus on the

grammar

Homework prior to lesson

Ask students to write the translation of the following words and

learn them for the lesson They can use a bilingual dictionary to

look up words they don’t know

professor and flying doctor.

1 Focus attention on the photos of István and Pamela

Students answer the first questions (He's a music professor She's aflying doctor.)

Ask students Where's he from? and where's she from? and then askthem to look quickly at the texts to find the answers (Budapest inHungary, and Canada)

(CD1 – 27) Now play the recording and ask your students to readand listen to the texts at the same time If you think your class willexperience some difficulty, you can deal with the texts one at a time,doing the Grammar Spot exercises with them for the first text and thenasking them to repeat the process on their own for the second

GRAMMAR SPOT

1 Tell students that they should only look for verbs inthe affirmative form Ask them to work on their own tounderline the verbs and then check their answers with a partnerbefore you review as a class Point out that is and has areirregular verbs

2 Ask the whole class what the last letter is (-s) andpoint out that this is the ending for the third person singular -

he, she, it - of the Present Simple tense