MweEW | New | FiccsiOiwealy Upper-Intermediatethe WEW/ edition Headway Upper-Intermediate Teacher’s Book Liz and John Soars Mike Sayer Peter May OXFORD UNIVERSITY PRESSOXFORD Great Clarendon Sect, Oxford 0x2 60? ‘Oxford University Press isa deparmentof the Univesity of Oxo Ireurhers the Univers bjectnveofeacellone in esearch, scholarship, and eduction by publishing worldwide in Oxford New York Auckland Cape Town Dares Salaam Hong Kong Kerachi ‘Kuala Lumpur Madrid Melbourne Mexico City Nairobi Dew Delhi Shanghai Tipe Toconto i offices i ‘Argentina Ausra Braz Chile Coech Republic France Gresce GGuatemata Hongary Maly Japan Poland Portugal Singapore South Korea Switzeland Thailand Turkey Ukreine Vietnam oxroxb and oxroxn swctish ae seitered trade marks of ‘Onfard Unversity Press nthe UK an in certain other counties {© Oxford University Press 2008 ‘The moral rights of the author hive been asserted Database ight Oxford University Press (maker) Fst published 3005 220912008 2007 2006 2005 Allright reserved, No par of this publication maybe reproduced. 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Phetgrapty by Punchstock pp couplProcadic 189 (ured read (Comatock mages uswasons i oha Baten p60REI ca nee eee Introduction 4 The tense system — Informal language ~ Compound words ~ Social expressions Present Perfect — Simple and continuous ~ Hot verbs make, do— Exclamations 19 Narrative tenses — News and responses — Books and films ~ Showing interest 31 Questions and negatives — Prefixes and antonyms — Being polite 4 (EEN Future forms— Hot verbs take, put—Telephoning 53, FEE Expressions of quantity ‘export and ex’ port ~ Business expressions and numbers 62 Modals and related verbs 1 - Hot verb get— Exaggeration and understatement 7 HEIR Relative clauses — Participles — Adverb collocations ~ The world around 81 Expressing habit - used to do/doing - Homonyms/Homophones — Making your point a1 ‘Modal auxiliary verbs 2 ~ Synonyms ~ Metaphors and idioms ~ the body 102 (EEE Hypothesizing - Expressions with if—Word pairs — Moans and groans 12 TEES Articles - Determiners — Hot words life, time - Linking and commenting 11 Writing 130 PHOTOCOPIABLE MATERIALS AND EXTRA IDEA‘ Photocopiable materials and Extra ideas Units 1-12 42 Answer keys 181 Stop and checks 164 Word list 187 Progress tests. 175.v ” Why a new edition of New Headway Upper-Intermediate? ‘The second edition of the Upper-Intermediate book appeared in 1998, so we felt that the Student's Book needed some refreshing, The basic methodology remains steadfastly the same: + both accuracy and fluency-based activities + blend of traditional and more recently developed communicative approaches + in-depth treatment of grammar systematic lexical syllabus + attention to all four language skills listening, speaking, reading, and writing) + authentic material and tasks throughout ‘The grammatical syllabus will also be familiar: + work om the tense system + perfect versus non-perfect verb forms + simple versus continuous aspects + narrative and future verb forms + expressing quantity + relative pronouns, participles and adverbial clauses, conjunctions, and determiners ‘There is work on new areas + modal auxiliary verbs are dealt with over two units, the first on all meanings, and the second on modal verbs in the past verbs related to modals, such as able fo, obliged to, ‘manage to, supposed to are covered However, the main area of change is in the material. Nearly all texts, for presentation, listening, reading, and writing, are new. There are new speaking activities, and new focuses in the writing syllabus. Unit topics have largely been replaced too. Ifa topic has remained the same or similar, parallel texts have been found. This will hopefully ensure that teachers who have enjoyed using Headwayat this level can continue using the book. 4 Introduction Re . Introduction nn exuchros ‘The upper-intermediate level The upper-intermediate level is an interesting one for both students and teachers. From the students’ point of vie have successflly achieved a certain amount. They have been introduced to a significant selection of the English language, grammatically, lexically, functionally and situationally, and possess sufficient language proficiency to be able to express themselves ina variety of social contexts. They can interact with authentic material as long ast is not of too specialized ‘a nature, and can begin to feel ‘at home’ with English. It is certainly possible to engage them in conversation on all sorts of subjects without the interaction being too laboured. From the teachers’ point of view, it requires a shift of attitude to deal with the upper-intermediate student. One cannot begin a presentation with the expectation of zero knowledge. On the contrary, a certain amount of understanding is to be expected, and this has to be acknowledged and exploited. ‘Teachers might encounter a degree of frustration from their students ~ We do already Present Perfect many times before ~ why we do again? This (not invented) comment summarizes, the upper-intermediate level. The students have covered a Jot in their four or five years of English, but very little comes out of their mouths or pens that doesn’t containing howling mistakes of some kind — tense, word order, wrong word, pronunciation, spelling, or whatever. So teachers need to five credit where it is due for what students have achieved and be prepared to sort out areas of perennial difficulty — like the Present Perfect, for instance! With all the instruction that students have received, they can have some challenging questions for the teacher. These questions might be very confused, very big (I don’t understand prepositions), very interesting (Why does English have so many words?) or impossible to answer (How can I learn to speak to people’). You, the teacher, need to be Prepared to field these questions in a succinct and insightful manner, without getting totally sidetracked from the main aimts of your lesson. We strongly suggest that you research areas to be tatught by reading the Grammar Reference at the back of the Student's Book, and by consulting a grammar book such as Practical English Usage by Michael Swan. The ‘Teacher's Book notes contain further language analysis and warning of possible problems that students might have with each language area.