American Headway Second Edition 4 Teacher's Book & Test includes progress tests, answer keys for the Student Book and Workbook, and an access code card . American Headway 4 Teacher Book - Ebook download as PDF File .pdf) or read book online. AMERICAN HEADWAY 2ND EDITION TEACHER BOOK. Am Headway 4 Book Answer Key - Download as PDF File .pdf), Text File .txt) or read online. Am Headway 4 book answer.
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American Headway 4: Teacher's Book (Including Tests) by John Soars, , available at Book Depository with free delivery worldwide. American headway: proven success beyond the classroom. 4, Teacher's book. by John Soars; Liz Soars; Amanda Maris. Print book. English. Third edition. American Headway 4: Teacher's Book [John Soars, Liz Soars] on durchcomppumalchi.ga * FREE* shipping on qualifying offers. American Headway combines the best of.
Jamie Flockhart. Martin Hewings. Oxford Learner's Pocket Grammar. John Eastwood. Cambridge Phrasal Verbs Dictionary. Pauline Cullen. English File third edition: Student's Book with iTutor. Richard Side. Louise Hashemi. Helen Cresswell.
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New details will be emailed to you. Possible context: Somebody saying Future Continuous: to talk about a they are waiting to be temporary action that told something, probably whether they seen you for ages. B I know. How long has it been? Present Perfect passive, Present 5. Havent have not been told, Monday. Ive I have got, and B Just Mondays, eh? Arent you the Ill I will be told. Possible context: Somebody talking to 6.
A Id just returned home last night somebody from the when I realized Id left post office. B Well, you wont see that again. Present Simple question form and Past 7. A I was just getting ready to go out Simple passive.
Its so 1. A Are you being helped, sir? B Just looking, thank you. B I know, and you feel really bad if you 2. I heard that shes been seeing a lot of say its not a good Patrick recently.
Ill be seeing Bill this afternoonIll 8. 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.
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!
American Headway Third Edition Level 4 Teacher's Resource Book with Testing Program
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? A Failed again? How many times is C Its 16 hours ahead. I just cant get that? You dont have to rub it in! 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.
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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.
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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. You too. Answers 1. Thank you. This is real communication in a real situation. Focus on the example. Have a nice day. See you later. Check the answers with the whole class.
Sleep well. A cup of coffee.
Monitor and check for correct spelling. Students continue working in closed pairs. Make sure students answer with full sentences. CD1 — 11 Play the recording.
Point to different pictures on SB p. Ask students to circle the same form in the conversation in Exercise 3. Play the recording. CD1 — 12 Focus attention on the speech bubbles. Check for accurate word stress. Teacher dictation: Say numbers at random. Try to avoid words beginning with a vowel and the need for students to use an. Students then continue picking up or going to objects in the classroom and asking questions. Continue to do quick number reviews in future classes.
Draw a line through the w and the gh to show that they are silent. CD1 — 13 Play the recording once. Answer their questions. Students write the figures. Pairs dictation: Students prepare a list of random figures to dictate to their partner. Give the answer. Write two and eight on the board. The student who is taking down the dictated numbers writes the figures. In addition. They take turns dictating their lists.
This can include number dictations. Have one student read their list of number's aloud to check. Focus attention on the speech bubbles.
If students need more practice. Count the books in the example. Students practice in open and then closed pairs. Have students complete the rest of the exercise. Have students write the words on the board as a final check. Have students say the numbers around the class.
Answers and audio script a. Drill the numbers and words again if necessary. It also reviews the vocabulary from this unit and numbers Then have. You can also have students say the numbers in reverse order if appropriate. Have students cover Exercise 1 to make it more challenging if necessary. Model the pronunciation of the question and answer.
CD1 — 14 Play the recording. The syllabus of Wh- question words is reviewed and extended.
American Headway - Teacher's Book PDF
The characters introduced in Unit 1 are shown again in a different context. Unit 2: Explain that this contains important words from the unit. CD1 — 15 Play the recording through once. Test students on a few of the words in the following class. Go through the words in class. Ask students to underline the plural endings in Exercise 3. They also help to. Workbook The key lexical set of countries is reviewed.
Highlight the different word stress: The adjectives fantastic awful and beautiful are introduced in the context of talking about New York City in the Reading and speaking section. Numbers are practiced in a range of activities. Further confusion is possible with the contracted form he's. Talking about places and where people are from are further practiced through fill- in-the-blank activities and reading and listening tasks.
Everyday English The numbers syllabus is extended to cover Possessive adjectives His and her are introduced and my and your are reviewed from Unit 1.Past Simple the auxiliary verb did in Future Perfect they will have worked questions and short he will have answers to talk about something been working previously referred to Passive Simple Continuous as definite past.
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