American Perel THE WORLD’S MOST TRUSTED ENGLISH COURSE ey” _\ncudes NE 7 access code \ for gear 1 a TEACHER | TUNE TL Pe Liz and John Soars eee 8 ee a Wee . Bei Loxfordenglishtesting.com Op oosesine What is on the Student Practice Multi-ROM? ‘The Student Practice Muli-ROM in the back of each Student Book has three parts: 1. Interactive grammar, vocabulary, writing, and video activities 2. Audio material from the video section 3. One free ox fordenglishtesting com practice test, Read below to find out how students can access this test. How do students access their online practice test? Students go to oxfordenglishtesting com and choose a practice test. They will need: ‘© to be connected to the Internet to take the test, © tohave an e-mail address (to register) To access a practice test the frst time, students can: 1. Put the Multi-ROM into their computer's CD drive. 2. Click the first option to access atest. What do students do when they get to the website? When students see this screen, they should follow steps 1-3. If the screen does not appear, they should follow step 4, 2k onthe Register now button and fill “inthe deta. Give 30 ‘email address and make ‘pa password to use ‘every time you tog in. 4 if the above page does not appear, students should go to www.oxtordenglishtesting com /unlock. They will be asked to click Register now if they are new users. They will fill in the registration form and enter the unlock code printed on their Multi-ROM. Each code is unique and looks like this: 9219¢6-947149-c7c79-a5143b, To access the test in the future, students should go to oxfordenglichtesting com and log in using their e-mail and password.American 5 THE WORLD’S MOST TRUSTED ENGLISH COURSE y Teacher’s Book an atOXFORD 198 Madison Avenue ‘New York 7 10016 USA (Great Glaendon Steet, Oxford ox2 6" UK (Orford University res 6a department ofthe University of Oxford fathers the University’s objective of excellence ia research, scholarship, and education by publishing wordwie in Oxford New York ‘Auckand Cape Town Dar es Salt Hong Kong Karachi Reals Lorpur Madrid Mefbourne Mesico City Naiobi New Delhi Shanghai Taipe Toronto With fies in Angentina Austria Brasil Chile Czech Republic France Greece CGastemala Hungary Taly Japan Poland Portugal Singapore South Korea Switzetind Thailand Tuey Uksene Vietnam txr0kD and extoxp anus are registered trademarks of (Oxford University Pres in certain countries (© oxford University Press 2010 Database right Oxford University Press maker) ‘No unauthorized photocopying Alright reserved No par of tis publication may be reproduced, stored in ‘trea! syitem, or tranemittd, i ay form or by any means. thot the prior ‘ermsson in writing of Oxford University Pres of 2s expressiy permitted by {awe or unde terms agreed with the appropriate copyright clearance organization, Enguties concern 4 ‘outede the scope of the above shouldbe sent te the ELT Rights Department. Oxford Unversity Press a the adres above, ‘You mast not cirulate tis book in any other binding or cover and you must pose tis same condltion on any acquit. ‘Any webstes refered to inthis publication ae inthe public domain ad their ‘Sdrewes are provided by Oxford University Press Fr sfermation onl. ‘Oxford University Press dla any responsibility forte content. teral Director: Laura Pearson Publishing Manager Erk Gunderven Managing Editor: Louisa van Houten Develapment Stor Jonathan Bucchino Design Director: Susan sangully Design Manager: MapBrit Hage ‘Avosinte Design Manager: Michael Stinhofer ‘Senior Production Artist ule Armstrong Proauction Arist Elissa Santos ‘Senior sage Eitor: Trisha Masterson Image Eator: Rabin Fadoo! ‘ ‘estgn Production Manager: Stephen White ‘Senior Manufacturing Controle: Eve Wong rodstion Coordinator Ha Raab ISBN Teachers Book {pack} 9780194706557 ISBN Teacher Heck (pack comperant: 9780194728829 ISBN Teacher's Book Access Cad pack component]: 97618-70456 Printed in China “This book is primed on paper from certified and wellmanaged sources woe76s4a2 ACKNOWLEDGMENTS ‘hc hors nd uber are ra othr wh have cn permis repre theflieng ext and adaptations of epg mater: pts Englishman In ‘New York: Words av Music by Sting © 1987, Reproduced by Emission Of (GM Sumner/ENI Music Pubishing Lx, London WH OQ; p23 Mary C. Brown, ‘And The Holyweod Sign by D. Previn UniverafMCA 100%. Repreduced by fermiscion of Muse Saes Limited p21 When You Are Ot And Grey by Tor Tehrer © 1953 Tom Leer Repreiced by person p.136 Father and Son by (Gat Stevens, Reproduced by permission of Cat Nusic United Pratap by: © lmageStae | Alar, 9.129 (otywoor sgn) rotcplatie page deed by: Amanda HockEEE Contents Student Book Scope and Sequence iv Introduction viii Avoiding repetition - Describing nationalities — British and American English 2 Phrasal verbs - Tense review — Sounds and spelling 13 Describing trends ~ Comparing statistics — Adverbs 1 - Word linking 24 ORR 2 Synonyms and antonyms 1 — Discourse markers ~ Tags and replies 33 ‘Ways of adding emphasis ~ Proverbs and poetry — Getting emotional 43 Distancing the facts - Nouns formed from phrasal verbs — Responding to news 50 ETAT Relatives and participles - Compound nouns and adjectives ~ Idiomatic expressions 94 ry verbs - Rhyme and reason ~ Breaking the rules of English 59 Metaphors and idioms ~ Real and unreal tense usage — Softening the message 07 Verb patterns — Homonyms, homophones, and homographs — Telling jokes 7 Wal) Sports — Intensifying adverbs - Clichés 86 (MTA inking devices ~ Synonyms and antonyms 2 — Euphemisms 102 Writing 108 Extra Ideas 1s Stop and Checks 19 Progress Tests 147 Photocopiables Answer Keys 151 Workbook Answer Key 156Student Book ‘Scope and Sequence LANGUAGE FOCUS Pere es CooIKG ‘Avoiding repetition Describing nationalities “The American dream” ~ Thre Leaving words out the US. American, an American p. 11 immigrants ‘She fold me to clean up, but I aleady jigsaw) had p.8 Reduced infinitves ‘She doesn't know how 10 ead. She never learned to. p.9 Synonyms in context 1 don't trust this government. Ihave to faith in them whatsoever. 9 2 Never at aloss for — Tensereview Phrasal verbs ‘A visit to Iris Murdoch Simple and continuous Literal and metaphorical interview with novelist is words! ‘Everyone's very nice to me. ‘My sister is abways taking in stra Murdoch p. 15 pis Everyone's being very nice 0 me. p20 She was completely taken in by is lies. Perfect and non perfect They had so mach news that f couldn’ They've ben married for thirty years. tae alin. p17 They mere married for thirty years re Active and pasive we Jacki interiesing Lady Bracknell. Jacks beng imeriowed by Lady frac. p20 ia busi ‘Adverb collocations Describing ends Eat, cp, buy, ie" ~ an art 3 Big business hear about endlessly, deeply worned “4 slight fall, drop sharply p. 26 “about the global economy 5 p2 8 Comparing statistics pa paring sa Adverbs with two forms David pen tice a: much on food ae fying Miph highly motivated p28 John does 2 That's just what I wanted! ite just me T wih oud jst stent me once! 29 4 Celebrity Discourse markers Synonyms and antonyms 1 The cul of celebrity — why an ps Honestly, think you should guit Shy mays finding fal wih her kids. we obsessed with the rich 4 yourjoh She etic them for everything mous? p38 Jal wes saying I'm sil enjoying the From being a private pron ot veork p38 fecome puble property. p97 5 Loveis.. ‘Ways of adding emphasis Proverbs and poetry Fateful attraction — two couph pas a WeTina’s personaly that 1 lve. Lovet ind tho met in very unexpecte What he does i eri A Shakespeare sonnet GreumatancesGigsawd pot constantly Shall compare thee to a sumumer's day? Never it forget secing him smile 8 so forthe fist me Final, 1 di ind the courage to ask her ous pa? 6 Newspeak Distancing the facts ‘Nouns formed from phrasal verbs Tabloid and broadsheet pt Passive constructions ‘Herein update ewopapers a sila Tris anid that he works on Wal S the ne tw tary in diferent Hels assumed a becarninga kt of At the outbreak of war, 1 newspaper p82 one p58 as jut re year ol p56 seems and appear rhe Times seems to be more factual Ie appears thatthe pilot did masterful job. p. 35 iv. Scope and Sequenceaed The American Dream ~ an interview with Jeong Kim p.10 National stereotypes p. 11 Aten Discussion — immigrants and ‘emigration p. 7 Discussion — nationality ‘stereotypes p. 11 Bey yaenl British and American English ve gota sual flat Wehave a small apartment. p. 12 WRITING Formal and informal letters p. 113, “The Importance of Being Earnest” a scene from ‘Oscar Wilde's play p. 19 tion gap ~ finding out about Iris Murdoch p. 14 Acting outa scone froma play py Sounds and spelling ~a poem about ough, bough, cough, dough p. 22 through, threw p. 22 Storytelling p. 14 ‘An interview with Anit Roddick, founder of The ‘Body Shop p.30 Simulation ~ planning an ‘ivertiing campaign p-31 Discusion “thereat © ‘averting pt ‘Word linking and intrusive sounds English isa international la AA business report p. 116 ‘An interview with Hollywood star Drew Barrymore p. 40 Maze — how to become a celebrity. 40 ‘Tags and ceplics “T love your movies” “Oh, you da 1 scen my car keys have Expressing a personal opinion p. 118 A romantic meeting — nother couple tells the story of how they met pau ‘When love lasts forever — an interview with 102-year (ld Olive Hodges. p49 Discussion — do you believe in fate? p. 44 Getting emotional Sounding anxious, gratefu Get thts heap of od met You mean more ro me than words could ever Say. p50 Discussing pros and cons p. 119 An interview with foreign correspondent Simon Winchester p. 57 Discussion — how television reports the news p. 57 Responding to news "Guess wiht! Ton $5 milion.” "You're kidding!” p. 58 Sounding sarcastic Pete. wrecked your ear Sorry.” “Great That's all need. Thank A letter to a newspaper p. 120 Scope and Sequence vni Pesan Perera ONG 7 Words of wisdom Nodal ausary vets Rye andra “Late toa newborn son” ~ BBC 2 resent, fature an past Chooxing the phe foreign correspondent Fe . {ikelinood, probability, obligation, words otaporn you, Kenteontecmmeage Oe permission, ability wilingness, habit ke old, Father Wiliam” p60 pa po 8 Altered images Real and unreal tense weage Meuphors and idioms “Wal Disney the man behind po would Time fies the mou” p72 ‘My car wouldnt start It broke hs hart when she When twas a Lid dg up a 7.00 left him for another man esew he'd change his mind. 9.74 Past tases to express unrealty wish you'd think before you speak, Inet time we had a break? What if we called him Mickey? p. 74 9 History lessons Verb patterns Homoayms “L was there." ~ eyewitness pa We finally decided to leave the town. Robin Hood used a bew accounts of historical events They helped us to bury our dead. ‘and arrow 10 fight p78 The Germans joined im singing with the Youpplay the olin with a Bosh bow p82 We were terrified 1 find eversthing Homophones changed. p. 4 They tied ther boat fo a small buoy inthe harbour A trnall boy looked afer their boot. p. 82 ~ Homogzaphs ‘After the performance, ‘se tok ire bows ‘She wore fre bows in her Iain" p82 10 The body beautiful tntensifying adverbs Sports p.87 “The age of sports” ~ an article pe otally agree with you ‘Words o do withthe body about the worldwide obsession She's absolutely terrified of does. calf kidney With sports p. 88 Kate thinks math is hard, and she’s quite to head ball, to shoulder right. p90 responsibilty p91 11 The ends of the Reaves and pari Geographical expresions Three sland stores ~ three very fining and nondefining relative dauses Temperatures range fiom different islands Gigsaw) p95 earth Here's somebody who speaks English 32 to 39°F in surimer. ie v.95 The Chinese lady, whe speaks impeccable p96 English lives the desert. p. 02 ‘Weather words — Particles Compound nouns and ‘Living in Bosto, I appreciate the pros ‘udectives and cons of city life rainfall, windblown, Having read the minuts of the mecting, _snovflake p. 100 Tote report. p. 103 jective order beaunful ol, thatched - cottages florious, golden Mediterranean beaches . p00 12 Life goes on Linking devices Synonyms and antonyms?_“A.ddeways look at ime” — p. los Conjunction. adverbs infntvs relative an approximate ire iflerent ways of secing ime pronouns, participles cron ques p. 106 tomar yond oud rope IL recedes behind you. Hever, rouiy ery yeaa leap second Salted ints where times mst chronological p08 Writing p. 113 Audio Scripts p. 128 Grammar Reference p. 143 Wi Scope and Sequencefs and TNE Nae [an Words of wisdom —ten people Prediction game~ Dilemmat Breaking the rules of English Describing a personal talk about advice they have How welldo you know yout “Buding a sentence vith aprepostion experience p. 122 been given in their es classes? 63 Pasehng ap vik whi [val pom Discussion= words ofwiddom p.6t or put” 66 ‘An interview with American Discussion — appreciating at p.67 __ Sofiening the mesage Reviewing a movie or book painter Joe Downing Discussion ~ my favorite work of art Carn yu help met p13 pas pe Tras wondering you could possibly help me? p76 ‘An yenitness account lusin Discussion ~an important eventin _Teling jokes Personal profile p. 124 Bains p. 80 your lie p. 61 "Why san archaclogi never ay Peace end goodwil— the Diacusion~ can enemies become sucessful? Beas hi carer Hsin Chrismas truce of 14 frends in wartime? ps8 rin". 06 pe The cycler and the gmmast— Discussion ~are we cbsesed by spor? Cliches Entering a competition p. 125 Vigaw conversations about p 8 aver sid tha dom. Nita Lukin and Lance ow healthy and ft are yout At theend ofthe dey. sour Armstrong p. 92 p> decison. p94 Farfang spots— people ik Which Mand would you tke toi? What on earth Describing a tip p. 126 about places cy have p36 curth grou sol. 108 visited 100 Retling «story p 101 Every expressions AA meeting inthe desert an Thad Yo move hewen and earth get Unusal sory about a here, 108 tein trip in the far weet of China p. 101 (Do you believe in miracle? Discussion talking about time p. 107 Euphemisms Bringing biography to lie ~Zeradio program about a Dscindon —can miracies ext inthe diadvataged enor citzen, pass ps visit to taurdes p. 10 ‘age of science” p. 110 fovay pod Scope and Sequence vi—_—__— ...@.§© Introduction Welcome to American Headway — Second Edition American Headway, Second Edition is a multilevel, four. skills series for adults and young adults who want to use ‘American English both accurately and fluently, The revised Second Edition consists of six levels that take students, including true beginners, up through the intermediate and advanced levels. What'sthe same? American Headway, Second Edition combines the best of, traditional teaching methods with more recent approaches to make the learning of English stimulating, motivating, and effective. The series enables students to analyze the systems of language in context as it exposes them to a variety of challenging and interesting types of text. Students are encouraged to produce accurate and level-appropriate language, and to brinttheir own personal experiences and feelings 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 well beyond this by using the extra activities in the new Teacher Resource Center, ‘Teacher's Book, Workbook, and on the Student Practice Multi-ROM. Unit Organization. Each Student Book unit in American Headway, Second Edition consists of the following Starter ‘The Starters a quick activity that launches the unit and is related to either the topic or the target language. Presentation - A Presentation section follows the Starter. It has a personalized heading (fo example, What can you do?) followed by a definition of the language item being studied (e.g. canl can’t), Within each Presentation section, a Grammar Spot guides students to an understanding of the target language with questions, charts, and mini-tasks. “There is usually a referral to the Grammar Reference at the back of the Student Book. (The Grammar Reference is intended for self-study, although teachers might choose to have students refer to it briefly during class.) viii Introduction Practice The Practice section provides a wide variety of engaging, exercise types, such as matching, fillin-the-blank, survey, role-play, and information-gap activities. Students’ attention, is focused directly on the target language and related language areas in exercises labeled Check it. American Headway, Second Edition features a mix of practice activities, both controlled and free, personal and impersonal Skills, Reading and listening are always taught together with speaking. Reading and listening texts feature pre-activ to arouse students’ interest and curiosity, and to get them thinking and talking about what they might read of listen to. A variety of comprehension activities give students clear reading or listening tasks. Follow-up activities invite students to personalize the topic and can 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 good learning 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 high-usage functional, situational, or social language. ‘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 the same 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 new topicand a new text were selected. Speaking Pattems of sounds and rhythms in speech vary depending on accent, register, the message, sentence length et Nevertheles, this edition offers students more guidance inthis area of their English pronunciation. This has been done by introducing new features in some levels called Music of English and Spoken English. ‘These features add to the emphasis on activating language by focusing on particular phrases, expressions, or ‘grammatical structures used in everyday communicative situations, such as short answers, making a comment softer or stronger, ways of agreeing and disagreeing, expressing emphasis, and the use of items such as just, pretty, I dontt care/I don't mind, and as well or oo. Intonation is particularly important with this aspect of language, so there are clear models with controlled practice of stress and. intonation. Writing The Writing section now appears separately atthe back of the Student Book. This section provides models for students to complete, adapt, and follow in order to produce 4 satisfying piece of writing. Each writing lesson is cued from the unit, and can be used at the teacher's discretion, Design ‘The design is completely new. Itis cleaner, fresher, and more modern, Photographs and illustrations have been carefully chosen not only to enhance and clarify activities, but also to inform and stimulate students. ean Ot Sites bates American Headway 5 continues the development of American Headway Starter, 1, 2, 3, and 4. Students at this level are beginning to display a certain confidence in their language abilities. This knowledge is tested and extended. Students are exposed to larger areas of the language, such as subtleties and shades of meaning using modal verbs, the tense system with the dual aspects of perfect and continuous, and the wide variety of linking devices. Some grammatical areas they might not have encountered before, such as ellipsis, discourse markers, and ways of adding emphasis. In addition, American Headway 5 features, activities that strengthen stucents’ language skills through discussion activities, longer reading passages, more detailed listenings, and extensive writing activities. Both fluency and accuracy are given equal attention at this level 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 and point-by-point Grammar Reference ate at the back of the Student Book, The audio program for Student Book 5 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 Multi-ROM is included with the Student Book. The Multi-ROM reinforces the material in the Student Book and contains interactive grammar, vocabulary, and writing activities, as well as video interviews ‘with comprehension activities. It is designed for students to use outside class, and the activities can be used for self-study or assigned as homework. Workbook ‘The Workbook is mainly for home study, although the exercises can also be used in clas to provide extra review and consolidation. The Workbook contains further practice ‘of all the grammar and vocabulary presented in the Student Book. The Workbook also includes new Spotlight on Testing lessons that help 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 atthe back of the Workbook can also be used to complete most tasks. The program is also available on the Student Audio Download Center. Teacher Resource Center The new Teacher Resource Center brings together all classroom presentation, practice, and assessment materials in one customizable online library. 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-by-step guidance on how to utilize the activities in each section of the unit. The Teacher's Book also contains notes on the language input (including areas of potential 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 cont Progress Tests and Stop and Check quizzes. ‘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 Introduction ix“Key features of American Headway ‘ABalanced Approach American Headway, Second Edition adopts a balanced approach to teaching English by combining the best of traditional methods with current approaches. A Traditional Approach + Grammars given a high profile. It is not disguised. The ‘grammatical systems 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 ACurrent Approach + Students are guided to work out rules for themselves. “They are encouraged to adopt a certain responsibilty for their own learning. + Real-life situations are rehearsed in the classroom, with role plays, situational activities, authentic material, ‘extracts from newspapers and magazines, and interviews with real people «The language is seen asa whole. Learners acquire new language items by seeing them and using them in communicative activi Effective Teaching Teachers will appreciate the comprehensiveness and effectiveness of American Headway, Second Edition. It has been designed to meet the practical lesson-to-Lesson needs of the teacher. The units provide e balanced, cohesive timetable for the presentation, practice and personalization of target language ina variety of exercise types, relevant vocabulary work, extensive skills work, and practical everyday situational English. Effective Learning Students will appreciate the accessibility and effectiveness of American Headway, Second Edition. The units speak directly to the students, The contents page, unit openers, headings, instructions, Explanations, and cross-references, are designed to guide students through the book with maximum understanding and involvement. The syllabus of American Headway, Second Edition combines language input (Grammar, Vocabulary, and Everyday English) with skills work, (Reading, Speaking, Listening, and Writing) x Introduction Grammar In American Headway, Second Edition, the language that students are exposed to and the language that they are invited to produce is very carefully graded. Over the series, the depth of language analysis gradually increases. Students’ knowledge is confirmed and extended, and the range of their linguistic abilities widens accordingly. Itis our belief that an understanding of the grammar of English is one of the key enabling skills for language learners. In American Headway, Second Edition, structures that are simpler in form and meaning are taught before approaching, more complex ones. An understanding 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 * tobe + Present Simple + Past Simple + Present Continuous + going to future «+ Present Perfect Simple American Headway 2 '* verb tense review + extension of Present Simple and Present Continuous ‘+ presentation of Past Continuous + willand 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 and event verbs + comparison and contrast of the Past Simple, Past Continuous, and Past Perfect comparison and contrast of, will, going fo, and the Present Continuous for future meaning + comparison and contrast of the Present Perfect Simple and the Present Perfect Continuous ‘Teachers are constantly consolidating and extending their students’ knowledge. Every classroom activity can be seen as atest of the state ofthe individual student's language abilities. It is our view that learners learn in the context of good teaching, but not necessarily asa direct result of it, A grammatical 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 to automatic production, Vocabulary In American Headway, Second Edition, vocabulary is developed in its own section. There are several important features about the way vocabulary is hand ‘ew words are taught in lexical sets and learned in context. + Vocabulary learning strategies show students how to begin to assume more responsibilty for their own vocabulary acquisition, « Systems of vocabulary (such as synonyms, antonyms, and compound nouns) help students perceive patterns in the language. * Collocations (for example, fly + a plane, or tell + story) put new vocabulary in context and make it immediately usable. Everyday English The Everyday English section at the end of each unit covers, three main areas: + survival skills (c.g., at the airport) + functions (e.g, greetings) * language for special occasions (¢.g., holiday greetings) Skills work The skills work in American Headway, Second Edition is carefully selected according to the level ofthe students. The ‘deal task should be realistic within the students’ linguistic abilities and should challenge and interest them. Tasks should build confidence in the skill and leave students with «sense of satisfaction and achievement. Reading and Listening Items come from a wide variety of sources such as newspapers, magazines, short stories, biographies, reference books, real interviews, radio broadcasts, and songs. They are all authentic, but at lower levels we have adapted 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. Speaking activities range from totally controlled to totaly free. There are many repetition ‘exercises, especially at the lower levels, where students are invited to repeat items simply to show that they can get their mouths around the sounds, Often this is for “display” purposes, so students can have the satisfaction of their teacher's praise when they succeed. Many speaking activities are personalized. Students are invited to relate the material in the Student Book to themselves, ther lives, their family, and experiences. There isa lot of pair and group work to maximize students? contribution to the lesson, Writing In the Writing sections, students complete a number of practical tasks such as writing informal leters, in which structures and linking words are practiced. 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 1A ote from the ating RSS The concept of combining the best of traditional and more recent approaches has always been at the core of our writing, We write as teachers for the classroom, We have learned that the most important thing isto stay firmly rooted in the day-to-day teaching situation and not to discard approaches that are tried and tested just because they aren't trendy. We try to keep ourselves fully informed of the latest developments in the profession, but we draw only on what we believe is practically useful and usable in the classroom, We have written American Headway, Second Edition to be complete and balanced package that includes work with grammar, vocabulary, functions, situations, pronunciation, speaking, listening, reading, and writing. Itis our hope that when students finish each unit, they will feel that they have been challenged and that they have realy learned something. We have also written American Headiway, Second Edition to be flexible, so that you can adapt the series for yourself, your students, and your teaching situation. You can follow the Student Book exactly as itis, using the notes in this Teacher's Book, or you can supplement the Student Rook material with exercises from the Workbook and activities in the Teacher Resource Center. You can also change the order of activities and use the content as a springboard for your ‘own ideas. 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. ey Se pl Sa Liz and John SoarsThis land is your land! trey EaglBth el ner Introduction to the unit The theme of this unit is immigration, ‘The main reading texts are about immigrants arriving at Elli Island in the United States inthe early twentieth century, and the main listening text is an interview with Jeong Kim, a Korean, who emigrated to the United States, and became a successful businessman. 2 Unit) + This land is your land! Language aims Avoiding repetition ‘This unit looks at two grammatical ways of avoiding repetition when speaking. The first one, Leaving words out, looks at how American English abbreviates sentences after the auxiliary or modal verb to avoid repeating information that is knovn or has just been said, This concept is hardly new to students, as Are you tired? Yes, I am is something taught at beginner level, Many languages eave out words to avotd repetition ina comparable way, The problem at higher levels is in getting the form right. The choice of form is dictated by tense or time, and by context. WATCH OUT FOR .. Form and meaning To figure out which auxiliary or modal to use, students must: + know their tenses and which auxiliaries go with them: “I love cheese. “So dol” * reconstruct from the context: “Take care!” “Iwill.” : Fwish you hadn't. | * know the “one tense back” rule w n using hypoth To help students as they figure out which forms to use in the explanation and practice exercises, use check questions such as What is the speaker trying to say in this context? What tense is being used? What form do we use after wish, if, etc? The second way of avoiding repetition, Reduced infinitives, is easier to grasp and manipulate. The idea of ending a sentence with to may be alien to speakers of many other languages, and the key problem with these forms is that students may well avoid using them because of a feeling that they sound wrong. Grammar Reference 1.1 and 1.2 0n SB p. 143 looks at how auxiliaries are used to avoid repetition, and at reduced infinitives. It is a good idea to read this section carefully before teaching the grammatical section of this unit Vocabulary ‘The Vocabulary section looks at words to describe nationalities. There is also work on guessing the meaning of vocabulary in the reading section and on researching synonyms in context in the Language Focus section. Everyday English ‘This section looks at differences in vocabulary between American and British EnglishNotes on the unit STARTER (58 p.3) 1 Ask students to work in pairs to discuss what they know about these famous people. You could discuss one as an example to get them started, Conduct a brief whole-class discussion, and find out what students know. Point out that all these people emigrated from their country of birth. (Note: fo emigrate means to leave your country of birth, and to immigrate means to arrive and live in a new country—so an emigrant leaves, and an immigrant arrives.) 2 Ask students in pairs to match the people to the countries. Answers | ALCapone: born in taly, died in the United States (there ‘is some dispute as to whether he was born in Brooklyn in the US. as he claimed) 2. Mother Teresa: born in Macedonia, died in india 3. Van Gogh: born in the Netherlands, died in France 4. Karl Mans born in Germany, died in England 5. Yao Ming: born in China, ives in the United States 6. Bob Marley: born in Jamaica, died in the United States 7. Nicole Kidman: bor in Hawaii but grew up in Australia, lives in the United States 8. Arnold Schwarzenegger: born in Austria, lives in the United States 3 Insmall groups, or asa class if your class is not too large, ask students i they can explain why any ofthe people emigrated. Answers ‘The answers to this question are contained in the biographies below. BACKGROUND NOTE Al Capone (1899-1947) Al Capone was born in 1899 in Italy, though there is some dispute as to whether he was born in Brooklyn, New York. His family members were economic migrants to the U.S. He became notorious as a ‘gangster in Chicago in the 1920s and 1930s. Mother Teresa (1910-1997) Agnes Goxha Bojaxhin was born in Skopje, Macedonia, She joined the Sisters of Loreto, an Irish community of nuns, who sent her to a Calcutta in 1928. She spent the rest of her life helping, the poor in India. She was awarded the Nobel Peace Prize in 197 ‘Vincent Van Gogh (1853-1890) ‘The artist Vincent Van Gogh was born in the Netherlands, and his early work represented Dutch peasant life in dark, somber colors. In 1886, he went to live in Paris to join his brother, Theo. He then went to Arles in France, where he wanted to form an artist's colony, He shot himself in 1890. Karl Marx (1818-1883) Marx was an economist and social philosopher who was born in Germany in 1818. He published the Communist Manifesto with his friend Friedrich Engels in 1848, In 1850, he was expelled from Germany, He spent the rest of his life in London, where he wrote Das Kapital. He was buried in Highgate ‘cemetery in London. Yao Ming (1980-) Currently with the Houston Rockets and the tallest player in the NBA, Yao Ming was born in Shanghai, China. Yao Ming played for the Shanghai Sharks until 2002 when he entered the NBA draft. The Houston Rockets selected Yao Ming as their number 1 pick that year. Bob Marley (1947-1981) Robert Nesta Marley was born in Jamaica and grew up in the capital, Kingston, He became the most famous reggae musician of his time. He moved to the USS. initially to join his mother, and later to escape political violence in Jamaica. He died of cancer in Miami, Florida in 1981 Nicole Kidman (1967-) Nicole Kidman was actually born in Hawaii, but she was brought up in Sydney, Australia, Following the success of the movie Dead Calm: in 1989, she moved to the United States to further her movie career. She is now a major Hollywood movie star. Arnold Schwarzenegger (1947-) A body builder, actor, politician, and currently the governor of California, Arnold Schwarzenegger was born in Thal, Austria, Schwarzenegger won the Mr. Universe body-building contest at 22. After a successful career as a body builder, he went on to star | in such movies as The Terminator, Twins, and Total Recall. He married Maria Shriver in 1986 and has four children. The American dream ‘The first two exercises of this section are designed to find ‘out what students know about Ellis Island and to create terest in the topic of immigratio Unit} + This land is your land!1 Ask students in pairs to look at the photograph and discuss the significance of what they can identify. ‘Answers ‘The Statue of Liberty on Liberty island: the symbol of the ‘American dream of freedom and opportunity. Elis island: the small island on the left between the Statue ‘of Liberty and the mainland. This used to be the main administrative center where would-be immigrants tothe US. were assessed. ‘The New York skyline: in the background, The absence of ‘the Twin Towers of the World Trade Center is noticeable. ‘They once stood right inthe middle ofthe Manhattan skyscrapers. 2 Ask students to read the introduction and choose the numbers they think are correct. Let them check in pairs before discussing the questions as a class. Answers 12 2 40% 3. 5000 2. Almost all answers are possible, but countries from ‘which many immigrants came include ireland, Italy, Russia, GermanyeEastem Europe. Many were Jewish. 3. It symbolizes freedom and opportunity. ft was the place through which most immigrants entered the United ‘States. On leaving ths place and being accepted as immigrants, people must have felt free and full of hope. 3 Note that this excerpt was written by a British author in the early twentieth century, so the language is literary and rich in style. Let students use a dictionary to check unknown words. Alternatively, in a class discussion, ask them to point out examples of literary use and explain the meaning of these phrases. Key examples you may need to explain are It chanced to be = it happened by chance proved inadequate = turned out to be / was found to be not good enough It was choked with = it was full of the long procession files = the long line of people movesslowly = [ BACKGROUND NOTE H.G, Wells (1866-1946) | Herbert George Wells was an English author famous for writing science fiction fantasies such as The Time fachine, The Invisible Man, and The of Things to Ask students to read the excerpt and answer the questions. Let them discuss the answers in pairs before checking with the whole class, 4° Unit + This land is your land! Answers oe 1. Ait is something which a substance has to pass » through, for example a coffee filter or an ar filter. It holds back solid material or impurities, allowing what ‘the user wants to come through. In the same way, metaphorically, Elis Island “filters” people, preventing. ‘people they don't want from entering the country. 2. Key phrases and images include: choked with, All day long. the long procession fils, stretch over three miles, a cordon of close-marching people round London, populate ‘anew Boston. We also uses repetition to illustrate the numbers ~ isting ‘countries, grouping men, women, children, dit bags then bundles, trunks boxes, repeating words such as. ‘ong, procession, step, past. 3. They had to stand in long lines all day long. The place ‘was very crowded. They had to carry all their belongings. with them. The people were dirty. There were probably ‘no washing facilities. They were checked by many ‘examiners as well as clerks and medical officers. 4, Sample answers: a highly populated United States, the “melting pot,” country made up of people with diverse cultural backgrounds. This isa jigsaw reading, It requires careful management. Ifyou havea small class, say of 13, think about mixing the students. Point at each student, giving each a letter, ABC, ABC, ABC, ABCA. Then ask them to stand up and move to sit with students with the same letter. [tis good idea to get students sitting in a circle facing each other. In their new groups, ask them to read about their person and discuss the questions Ifyou havea large class, say of 27, divide the students into groups of approximately 4. It doesn't matter if you have odd numbers. With 27, you would have six groups of four and one of three. Ask three of the groups to read about the Russian gitl, two to read about the German boy, and two to read about the Polish baby. Ask students to discuss the questions in their groups. Monitor the activity very carefully, and make sure students have all the answers to their questions before moving on to the neat activity. ‘Answers (do not go through these answers until the students have done activity 5) “The Russian girl (text A) 1. William Williams Papers, an Ellis Island commissioner. ‘A.commissioner was someone who interviewed and selected new arrivals. 2. The Russian gir! has arrived to marry her childhood sweetheart, who already lives in the US. However, he doesn't want to marry her now, She cannot enter the ‘country unless he marries her or she has a job f she ‘returns to Russia, her family wll laugh at her.3. The commissioners are trying to decide what to do with the girl They treat her ina detached way. describing her as se revenge nese na alee tohelp her. 4. She is from a farming family in moderate circumstances {a euphemism for quite poor). She is clean, intelligent looking, and strong so she was probably brought up well with enough to eat. She has come to America to get married, and going home would bring shame on her, so the morality ofthe family is that ofa simple peasant family of the period. 5. No, but it seems thatthe commissioner is trying his best to bring about a happy ending. ‘The German boy (text 8) |. Arnold Weiss, a German Jewish boy of B who was an immigrant at Ellis Island. 2. His mother must take atest for reading, and she is iterate. 3. The commissioners ae carrying out the reading test. ‘They treat the immigrants in an offcious way. 4. They are German and Jewish. it seems that the boy has ‘come to America with much of his family ~two uncles ‘and an aunt are mentioned. One uncle isa pharmacist. His father isnot mentioned, so maybe the boy has lost his father, His mothers illiterate. They speak Yiddish. 5. Not sure ~ but probably. ‘The Polish baby (text C) 1. Henry Curran, an Ellis sland commissioner. A ‘commissioner was someone who interviewed and selected new arrivals. 2. APolish woman, returing to America by ship, has given birth to a baby. The woman has permission to enter the country, but the baby doesn't 3 The commissioners are trying to Find a way to admit the baby. They treat the mother with great kindness and have alot of for her. 4. The Polish couple were admitted to the United States. a year earlier. He works asa Coal miner in She has had to return to Poland to vist her il father. 5. Yes. The commissioner rules that the baby is an American citizen. Divide the students into new groups. One way of doing this is to ask students to stand up and find two people who read the other texts and then sit down with them. Ifyou have a large class or odd numbers, you may have to divide the students yourself to avoid chaos! Each. {group needs to have at least one person from group A, ‘one from group B, and one from group C. However, it doesn’t matter if you have, say, two from A. one from B, two from C. Keep the groups small so that all the students have a chance to speak. Conduct a brief whole-class discussion to check the answers (see Exercise 4 above), Vocabulary work 6 Ask students to find the words and phrases in their text ‘Then have the students explain them to their partners from the other groups. Monitor carefully and help any students with difficulties. Conduct a brief whole-class discussion to check the answers. Answers ‘The Russian girl (text A) 1. clasps and unclasps 21. tears are welling inher eyes 3. her pride was... wounded 4. everythings ata standstil 5. the tears brimming over The German boy (text 8) 1. called measide 2 faced 3. certain: 4. memorized 5. served the purpose Theron tog 1. trembling L ‘that was a blow, 3. Thad another shot 4. hails from 5 Iwas stumped What do you think? The aim here is to get students talking and give them an opportunity to express their opinion 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 discussion groups equally and prompt. You may wish to monitor for errors - walk from group to group, listen carefully, and note any interesting etrors made by the students. After the discussion, write these errors (anonymously) on the board and discuss them asa class. Conduct a brief whole-class discussion on what the groups said, ust to bring the activity to a close. Don't let this go on too long as there isa danger that students will merely be repeating what they said in the group discussion. Unit | + This land is your land! 5