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AMERICAN HEADWAY 4 TEACHERS BOOK PDF

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American Headway 4 Teacher Book - Ebook download as PDF File .pdf) or read book online. AMERICAN HEADWAY 2ND EDITION TEACHER BOOK. American headway: proven success beyond the classroom. by John Soars American Headway 4: teacher's book by John Soars eBook: Document. American Headway Second Edition 4 Teacher's Book & Test includes progress tests, answer keys for the Student Book and Our discounted price list (PDF).


American Headway 4 Teachers Book Pdf

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American Headway 4: Teacher's Book (Including Tests) by John Soars, , available at Book Depository with free delivery worldwide. Headway. Upper-Intermediate Teacher's Book. Liz and John Soars. Mike Sayer .. 7 I'm going to work in the US in a fortnight's time/for a year/never/later. download a cheap copy of American Headway 4 Teacher's Book & by Liz Soars. Free shipping over $

I Hold on A was L hold on A being 5. L take F doing I take off A been 6. I picked Are you staying late? I'll talk to you later. Are you going home? Have you heard the news? Have you got a minute? Are you finished already? Do you want some help?

American Headway Starter: Teacher’s Book

Tell me what's new! How many mountains has she [I] love what you're doing with your hair climbed? Has she had an exciting life? Have the street lights been repaired yet? Some new immigration laws have just 1. Where was Junko Tabei born? In Fukushima, Japan 4.

No new homes have been built for 20 2. Which elementary school did she go years. The plants havent been watered. Fukushima Elementary School 2 3. How long has she been climbing? A yachtsman has been rescued Since she was 10 years old. What did she study in college? Valuable jewels have been stolen from a English and American Literature. How long has she been married? A missing boy has been found alive. For over 38 years. Congressmen have been given a huge 6. Two hundred and sixty people have She started the first women's climbing been killed in a monsoon in India.

An ancient tomb has been discovered in 7. When did she climb Mt. When she was Two thousand people have been laid off 8. Who gave her a medal? The King of Nepal. Theyve had the cake decorated.

Japa n; Japanese 3. T aisle seat 3. A bike: S street; bicycle lane; tunnel; traffic 3 jam 1. As soon as I had fed the cat, I did my homework. Unit 3 3. First I took a shower, then I got dressed. As he mailed the letter, he realized that 1 he hadnt put a stamp on it. By the time hed finished speaking, most 3. Once Id told him the truth I felt better. Until I found an apartment I had stayed 6.

A Roman temple was discovered 2 underneath the new building. The races were held indoors because it 2. The restaurant had been booked for a 4. The dishwasher was being repaired, so I 6.

Our hotel room still hadnt been cleaned 7. The fish hadnt been cooked long enough. New traffic lights were being put up at 3. Cheer up 7. Shut up 2. Hold on 3. Speak up 4. Not 5. Not None I told you not to go to work. Why Rome Tom was an unsuccessful businessman We had a terrible time in Venice. There were so many people there. You shouldnt exercise your ankle. Try 1 not to move it at all. An amazing story about a family that 7. I dont have to iron my shirt. Im was separated then reunited.

The young mother gave her baby up for 8. You dont need to come with me. Ill adoption.

New Headway Fourth Edition Download

The father went missing while fighting 9. I wasnt in a hurry because I didnt in the Vietnam War. The mother told her daughter that she None of the students passed the test, so had an older brother who she had given their teacher wasnt pleased. San Francisco. She had dinner with some new friends 2.

This machine doesnt seem to be shed made. She met some new people that her 3. I didnt think it was going to rain. They dont want their daughter to move One of those people turned out to be to Germany.

I didnt expect to see you here. Her mother was thrilled. She couldnt 6. I dont think Id like snails. I dont expect you to remember me. The brother and the sister both moved 8. I dont believe she passed all her exams.

How old was Frank when he ran away b. Why did he run away to New York? What did he look like? What was Franks first con trick? Whos he? How much had he collected when the 9. What does he look like? Didnt he 8. How long was Frank a Pan Am pilot? Who did he tell his secret to? What did he become after he was a Whats Vicky going to do now? What did Frank teach in college? When was he eventually arrested?

How long did he spend in prison? What has he been doing since then? I dont know how he had the nerve to g. Id like to know which countries he i. I have no idea why his girlfriend called k. I dont have a clue how he managed to m.

I cant imagine who gave him a job as a o. I wonder why the police took so long to 11 catch him. Do you know what he thought of 3. Do you have any idea how many 6. Why do you think he went to France? Can you tell me how long he spent in Do you know how he feels about what What for?

Who for? Where to? Who to? Do you think you could start by telling 4. What about? What with? How long for? I wonder if you could give a few 8 examples of that. Would you mind telling us about some 3.

Would you like me to give a little 5. Do you happen to know where she 7. Oh, Im really sorry, but Im afraid we 2. Who did you talk to? Hows she? Youve borrowed my new coat again, You couldnt water my plants while Im Vanessa, youre going on a business trip 6 to Oslo next week, arent you? A What are you doing this weekend? A Unit 5 B What am I going to do? A Is it true that Rachel is getting married 1 B 2. A B Itll only take a few minutes to 2 clean up.

A Ill call you as soon as I arrive. Will get; are 3 5.

Ill download him a present. Im going to look for a new job.

I think the Dallas Cowboys will win on Im going to be late for the movie. My train leaves at 2: This time next week Ill be skiing in 5.

I think it will snow there. Ill be living in a big house. Ill have acted in a Hollywood movie. Ill be hanging out with lots of famous 4. T friends. Ill be swimming in the ocean every 6. F day. Ill have gotten very fit. This is exemplified by the sequence of presentations of tense forms in American Headway 1 through American Headway 3.

Tasks should build confidence in the skill and leave students with a sense of satisfaction and achievement. Collocations for example. Systems of vocabulary such as synonyms. Vocabulary learning strategies show students how to begin to assume more responsibility for their own vocabulary acquisition.

Over time. Reading and Listening. A grammatical syllabus enables students to build a view of the structure of English. Vocabulary In American Headway..

Documents Similar To American Headway 4 Teacher Book

Everyday English The Everyday English section at the end of each unit covers three main areas: It is our view that learners learn in the context of good teaching. There are several important features about the way vocabulary is handled: New words are taught in lexical sets and learned in context.

They are all authentic. Many speaking activities are personalized. We have written American Headway to be a complete and balanced package that includes work with grammar.

Students are invited to relate the material in the Student Book to themselves. We have also written American Headway to be flexible. There are many repetition exercises. It is our hope that when students finish a unit of American Headway. Speaking American Headway aims to enable students to speak.

Speaking activities range from totally controlled to totally free. We write as teachers for the classroom. Writing In the Writing sections.

A note from the authors… The concept of combining the best of traditional and more recent approaches has always been at the core of our writing. We try to keep ourselves fully informed of the latest developments in the profession.

Items come from a wide variety of sources such as newspapers. Other question words are introduced and reviewed systematically throughout the course.

The focus is on the positive and on questions with the question words what and how. A range of settings allows students to practice greetings and introductions in different contexts and shows them how they can communicate in English in a meaningful way with even very basic language. You can follow the Student Book exactly as it is. Possessive adjectives My and your are introduced in the unit.

Unit 1: Language aims Grammar. Second Edition. This is an exciting time for both teacher and students alike. Some essential building blocks of learning English are also introduced in manageable chunks and meaningful contexts. Everyday English: You can also change the order of activities and use American Headway as a springboard for your own ideas.

The question words are introduced through the functions of meeting people and greetings: How are you?. These include parts of to be. We hope that you and your students enjoy using American Headway and have success with the books. Demonstrate these actions to the class if necessary.

Many languages do not use such a wide voice range as English. Play die recording twice more. If you have a very large group. Also make sure. Encourage an accurate voice range—the amount by which pitch of the voice changes.

Point to the conversation on SB p. Keep this stage brief. Notes on the unit Starter SB p.

Point to the speech bubbles and play the recording. Point to yourself to make the meaning clear. Play the recording through once. Invite students to say their own name. Vocabulary and speaking A set of key everyday words is introduced. Students then repeat lines individually before practicing the conversation in open and then in closed pairs.

There is an opportunity to extend this basic set through the classroom context. CD1 — 3 Focus attention oh the photo of Mario and Yuka. Monitor and check for pronunciation and intonation. Play the recording twice more. Ask students to circle the contracted forms in Exercise 1. Demonstrate the conversation with one student to the rest of the class. Encourage accurate pronunciation of the short sound III and of the linking: If necessary.

This is a mingle activity. CD1 — 4 This section gets students to practice introducing each other. Monitor and check for pronunciation. Focus attention on the photo of Mario. Divide the class into groups of three.

You may want to encourage them to shake hands as they introduce themselves. Depending on the class. Point to the conversation. Choose two more groups of three to practice the conversation in front of the class.

Choose two confident students to demonstrate the conversation with you for the rest of the class. Point to the conversation and ask students to read and listen.

Then ask another two students to repeat the conversation in open pairs see Teaching Beginners Tips and Techniques. Play the recording again. Introduce the students to each other. Encourage accurate stress in the key expressions: Nice to meet you.

Check that students understand the male and female symbols in the boxes by pointing to male and female students and then to the correct symbol. Remind students to smile and shake hands when they say Nice to meet you. CD1 — 6 This activity gives students further practice using other English names.

Write it on the board: Liz is my first name. Choose two more pairs to practice the conversation in front of the class. This section focuses on introducing people in a slightly more formal context. Have the students stand up and move around the class to practice the exchanges. Then say your last name. Give your first name again: Choose a name for yourself and demonstrate the mingle activity with two or three confident students.

Focus attention on the conversation with James Bond. It also practices the phrase Nice to meet you. Brown is my last name. My last name is Brown. Elicit last names from other students.

Then ask a student whose first name you know: Mayumi—Mayumi is your first name. Choose a confident student to demonstrate the conversation with you for the rest of the class. Follow the same procedure for Conversation 1. Check that students can remember the names of the characters.

Ask individual students How are you? You might want to do the memory game yourself. Refer students back to the photos on SB pages if necessary. Point to Conversation 1.

Have students ask and answer you and each other in open pairs across the class. And you? Reply to each student in turn. If students ask about the difference between Fine. Make sure students realize that And you? Read Grammar Reference 1. CD1 — 8 Play the conversations for students to listen and check.

Have the students move around the class practicing the conversation. Hold up the book so the class can see the photos. It is a good idea to write the first fill-in-the-blank conversation on the board. See if they can hear and correct any mistakes themselves before you offer correction.

How are you? This is John. What's your name? My name's Ana. Point to the characters in the photos and say They are students in a language school. Encourage them to ask you questions about it. Point to your students and say You are students in a language school.

Give students 30 seconds to read the conversations. Elicit the word to complete the first sentence with the whole class as an example ra. You could put them in pairs to try to do the task together. Answers and audio script 1. Elicit the identities of Carla and Max and Mary and David in the other photos. Focus attention on the photos and conversations.

Answers I'm Susan. Go around and monitor. Write students suggestions right or wrong in the blanks. Give students time to complete the second and third conversations. Ask Ana or Victor?

Read the first line of the first conversation aloud. Then check the answers with the whole class. Then ask students to complete the other sentences. Students then practice the conversations in open and then in. Focus attention on the photos and the conversations. Let students refer to the photos. Use the photos.

If you think more practice is needed at this stage. If appropriate. CD1 — 9 Play the recording. Demonstrate on the board. This section focuses on the appropriate greetings to use at different times of day. Monitor and help.

Monitor and check for accurate pronunciation. Have two students read Conversation 1 aloud. Have students practice the conversations first in open pairs and then in closed pairs. Students work in pairs to continue completing the conversations and using the photos to help.

Students then practice the conversations in open and then in closed pairs. Ask a student to read aloud the correct order. Encourage a wide voice range in expressions like What a nice day!

Students complete the conversations. CD1 — 10 Play the recording. Good morning! What a nice day! This exercise consolidates the everyday expressions in this section in a word order exercise. See you later!

How are you today? Give students time to check their answers in pairs before checking with the whole class. Good night! Sleep well! Copy the first example onto the board with the words in the wrong order. A cup of tea. Good afternoon! You can also adapt and extend the expressions to cover other time references such as Have a nice weekend. Always have them greet you and each other at the beginning of each class in English.

A Ive been told that our teacher tell him the good news wears purple pajamas in then. Apparently, he was doing 70 miles per B Who on earth told you that? A In my very first English class I was when they stopped him. I hadnt seen her since she was a little myself and say hello. Nobody will listen to him. Hes the stuff like thatuseful, huh? A The reason Im studying English is believed by anyone.

American Headway - Teacher's Book PDF

I havent been told yet if Ive got it. Ill over the world. But isnt Chinese spoken by sometime next week. Do you have any idea which address it was sent to? Have you Heard about Jane and John splitting up? No place like home 2. Are you Leaving already? Whats wrong? Have you Failed again? How many 1. A On weekends I often dont bother times is that? Im Sorry Im late. Have you Been lunchtime. B Absolutely!

Why bother if you dont 5. Are you Doing anything interesting have to? A My parents have never ever had an 6. I Like the car! When did you get it? Bye, Joe! Ill See you tonight. B Really? Mine are at it all the time. Im Just coming! Hang on. A I dont think Ill ever master this 9. Do you Want a ride? Hop in. DVD player. Have you Seen Jim lately? B Well, dont ask me. A I was saying to a friend just the 1. A Heard about Jane and John other day that I hadnt splitting up? I always thought they got D Cara!

How are you? Hows it all along really well. A Apparently not. Johns been seeing C Im fine but still a bit jet-lagged. D I can imagine. What exactly is the 2. A Leaving already?

American headway 4 teachers book pdf

A Failed again? How many times is C Its 16 hours ahead. I just cant get that? You dont have to rub it in! A Sorry Im late. Been waiting long? D You poor thing. And whats work like? B No, I just arrived myself. Got caught in C Its early, but I think its going to be traffic. Its a big 5. A Doing anything interesting this company, but everybodys being so kind weekend?

Ive B Yeah, if you call housework been trying to find out how everything interesting. Ive just got to works. D And what about Seoul? Whats it like? A Like the car! Have you seen much B Had it awhile, actually. Runs pretty of the city yet? C Ive seen a bit. It just seems like such 7. A Bye, Joe!The Audio Script at the back of the Workbook can also be used to complete most tasks. Where are they? They should write their answers in the spaces provided. Save your work in the cloud so that you can access it across different devices.

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