New Headway Beginner

A profile by the authors

Components
Student's Book with the usual reference material at the back (Grammar Reference, tapescripts, word list, phonemic chart) Workbook lots of controlled exercises; practice of all areas introduced and practised in the students book; extra listening activities; pronunciation work. Teacher's Book lots of photocopiable activities, revision exercises, progress tests Teachers Resource Book Class cassettes/Audio CDs Student cassette/Audio CD to go with the Workbook Tests New video

Why is it being published?

There has been a shift in the names of the levels of British ELT course books over the past twenty years. The levels used to be beginner elementary intermediate upper intermediate advanced Someone, somewhere, decided that the word beginner had negative connotations, because the levels then became elementary pre-intermediate intermediate etc. No doubt people were starting to learn English at a younger age, so that when they first came across ELT coursebooks written for adults and young adults, they could cope with this new elementary level. However, it is wrong to assume that the whole world speaks some English. There is still a need for an absolute beginners book for adults and young adults. Headfirst was published in 1994. It was adapted from Headway Elementary by Briony Beaven for use in Germany, because she found that her students needed a gentler course book to use first. Headstart was published in 1995. It was adapted, from Headfirst, for an international market by Sylvia Wheeldon, with us as editors. The book changed a lot more practice exercises, more situational work with the addition of an Everyday English section, and a

workbook. The syllabus, cline and end point remained pretty much the same, however. Headstart sells more than 100,000 copies a year. Its main markets are Spain, Thailand, the UK, Mexico, Poland, Italy, Saudi Arabia, Brazil and Syria. However, we wanted to complete the Headway series by doing a New Headway Beginner book ourselves.

The Headway approach

It is interesting to consider what it is about the Headway series that has made it so successful. In our opinion the following factors have made a contribution. They apply to all the levels, including New Headway Beginner. Headway has helped to reassert the place of grammar as one of the key enabling skills involved in language learning. The treatment of grammar is upfront. Students are guided to an understanding of the target language by traditional means (texts, explanations) and more recent ideas (guided grammar questions to encourage students to work things out for themselves). There is a wealth of practice activities, ranging from controlled to free. Controlled practice activities are often rejected as being uncommunicative, but they are vital, particularly at the lower levels, and not necessarily uncommunicative or boring. Staged practice is an integral part of any learning, be it the piano or tennis, driving or cooking. The topics are engaging, and appeal to a wide variety of people in varying situations. All the texts are from an authentic source, but many of them are adapted to suit the level or for

linguistic exploitation. They all look authentic. There is a full and well-defined vocabulary syllabus. There is clear sign-posting in a unit. Both teachers and students are made aware of the aims of each section and each activity. It is vital that everyone knows why they're doing what they're doing. Teachers feel they can trust Headway. Experienced teachers can use it as a springboard for their own ideas; and less experienced teachers can just follow every instruction in the Teacher's Book. The material can be flexible. It doesn't have to be done in a rigid order. Teachers feel they are in control of the book, not the other way round. Each unit provides a package. There is a balance of everything grammar, vocabulary, functions, situations, pronunciation, speaking, listening, reading, and writing. When a unit is completed, something significant has been achieved. Headway is, dare we say it, an intelligent series. It issues students with a challenge to solve something, to see how something works, to have an opinion on something, to practise a life situation in the classroom and then guides students in such a way that they can meet the challenge. Over the years Headway has developed a reputation as an educational series that delivers the goods. We are now meeting second generation Headway users teachers who learned English themselves as students, who are now rediscovering the series as teachers. Having successfully learned from it, they say that they are very happy to teach from it.

first half of Elementary quite quickly or they might like to journey through it at normal speed. So there are at least three routes to get to the end of the elementary level. 1 New Headway Elementary from the start. 2 New Headway Beginner, then zoom through the first half of Elementary. 3 Both books at a steady pace.

Short general description

New Headway Beginner is for absolute beginners. The course will take between 80100 hours to complete, depending on how much other material is used. It is for adults and young adults. It covers verb to be, present simple, there is/are, possessive adjectives, possessive s, have, question words, pronouns, this and that, prepositions of place and time, was/were, past simple, can, would like, present continuous for now and future. Survival areas included are numbers, prices, the alphabet, saying dates, and social expressions. Functional areas include requests and offers, directions, and expressing problems. Situations include shopping, in a restaurant, and going sightseeing. It has 144 pages 14 units Pairwork activities, grammar tapescripts, word list at the back. reference,

Methodological notes
The whole Headway series

Who is New Headway Beginner for?

Adults and young adults who want a more measured approach in their very early stages of learning English. We expect (and we know because we taught it) that many beginners can start with Headway Elementary. The structural content of both New Beginner and New Elementary is, for the first half at least, very similar. But Elementary does it all in slightly more depth, with more challenging questions to make students puzzle things out, longer texts and more skills work. There are many adults and young adults who are genuinely true beginners, who want a gentler pace, with more recycling, fewer words on the page, and new language explored from many angles before moving on. This book is for them. We expect that having completed New Headway Beginner, students should be able to get through the

The concept of combining the best of traditional and more recent approaches has always been at the core of our writing. We are not dedicated followers of fashion. We write as teachers for the classroom, not to reflect current orthodoxy. Our instincts and experience continue to tell us that what teachers and students want is ... clear presentation of target language (grammar) explanation of target language practice of target language, both controlled, freer and personalized input of vocabulary, developing awareness of lexical systems and encouraging good vocabulary learning habits texts and topics which are interesting, sometimes fun, sometimes thought-provoking

 a wide variety of speaking activities interwoven throughout the material a relevant writing syllabus an opportunity to practise common situations (using public transport, in a cafe), survival skills (numbers, social expressions), functional areas (requests and offers, directions) the opportunity to revise and consolidate what they have been taught regularly, and to see high-frequency items recycled as much as possible. -

and transparent. For a beginner student, every aspect of the language is a shock, so writers shouldnt add to this by doing anything too radical. You want to give the maximum amount of language with the maximum coverage which can be used in a wide variety of contexts, but you dont want to overwhelm the student with too much too soon. You have to exercise strangle-like control over structure, and especially vocabulary, so that every word counts and is worth learning, and you recycle vocabulary to the maximum. But you have to include moments where students can run free for a bit and see what they can do. For beginner students everything is a problem. You cant go into tricky areas of the language and try to talk your way out of it, because students dont have enough points of reference. But that doesnt mean that your methodology has to be superficial and for the brain-dead.

We listen to practitioners of our profession talking endlessly about learner training, learner autonomy, the non-directive teacher, the emphasis on the personal development of the learner (and teacher), the (un)importance of grammar in the acquisition of a foreign language, the desirability of a lexically-driven syllabus or a task-based syllabus or a non-linear syllabus, the necessity for all things to be totally authentic, the necessity for all topics to be multicultural, the necessity to draw all examples from the corpus, etc. etc. and although we pay attention to it, we remain highly sceptical about 'mission' driven approaches. This is not arrogance. It is only that over the years we have learned that the most important thing of all is to stay firmly rooted in the reality of the day-to-day teaching situation and not to discard approaches that are tried and tested but not trendy. We try to keep ourselves fully informed but never to vacillate with every swing of the pendulum. We draw only on that which we believe is practically useful and useable in the classroom. An American adaptor, Ellen Shaw, said the following about the Headway series. It appears to be easy to teach (and learn) from. The content is appealing and sophisticated. The multi-syllabus is well-balanced, especially the grammar sections. To paraphrase Goldilocks, there's not too much, and not too little (grammar) - it's just right. I find the series simpatico in the sense that it doesn't look as though it's on a mission i.e. a communicative mission, a lexical approach mission, a bring-back-grammar at-allcosts mission, a peace-in-education mission, a learning-through-discovery mission, a task-based mission, or other such designs. In fact, Headway incorporates good features of several approaches without being obsessive about them.

So we wanted to go a bit further down the road with this book than Headstart, whilst retaining the features that make Headstart very successful. We wanted to enable students to refer to present, past, and future time, to have a survival vocabulary, and to practise as many situations as you can do in one short book.

What we have tried to do with New Headway Beginner

There is much that will be familiar with the new book similar to both other absolute beginners books, and similar to other Headway books. Similarities with other beginners books Deal first with the verb to be Deal with the present simple before the present continuous (because the present simple is much more used) Everyday vocabulary, concrete not abstract Deal with survival basics, such as numbers, greetings, polite requests.

Differences from other beginners books We dont go too far, too fast, too soon. Some beginners books go as far as their corresponding elementary books in terms of end point grammar, amount of vocabulary, words on a page. Grammar, vocabulary and Everyday English are given equal attention in the presentation sections. This isnt a grammar-bashing book; we dont neglect vocabulary or drown students in new words; survival, situations and functions are all practised.

New Headway Beginner

There are various factors which pull in opposite directions when writing a beginners book. You have to reconcile trying to do something a bit different with the need to be totally predictable

Skills work is introduced very gently short texts to read and/or listen to, short things to write such as postcards or a description, very basic information gap exercises. The verb have is introduced in Unit 4 as just another irregular verb like to be. Can I ? is introduced in Unit 7 as an all-purpose form of request. Question words and question formation are revised regularly. Students learn first the irregular past simple verbs because they are such high frequency was, went, said, bought, took, saw Some Everyday English sections have the feel of a phrase book this is deliberate! For example, talking about problems, going sightseeing, going shopping, saying how you feel. There are many ritualistic interchanges as we communicate and mix with each other, and many fixed phrases (or holophrases, or chunks) which need to be learned as a whole.

Syllabus
As is common in coursebooks these days, Headway has a multi-layered syllabus. A grammatical syllabus. We are firm believers in the enabling power of an appropriate understanding of grammatical systems. This knowledge can be made deeper and wider a s students progress through the levels. A functional syllabus. This is most apparent in the Everyday English sections. A situational syllabus. Again, in the Everyday English section. A lexical syllabus. Headway has always paid due attention to the acquisition of vocabulary. A skills syllabus, although this is very basic at beginners level. There is always a text to read or listen to, and there is usually a speaking and/or writing activity in each unit. Here is the syllabus to New Headway Beginner.

CONTENTS

Unit 1 Hello! p6

Grammar am/are/is Im Sandra. p6 My names Hiro. Whats your name? This is John Mason. p7 How are you? p8 Im OK, thanks. am/are/is he/she/they his/her Whats his name? p13 Wheres she from? They are in New York. p16 Questions where, what p15 am/are/is Negatives, questions, and short answers She isnt a nurse. p18 Im not from the England. p20 We arent married. p22 Are you from the United States? p20 Yes, I am./No, Im not. Teachers Book p000

Vocabulary Whats this in English? Everyday things book, computer, car p10

Skills

Everyday English Numbers 110 Plural nouns cars, books, houses p11

2 Your world p12

Countries Australia, France p12 Cities Milan, Tokyo p14

Readingand listening Where are they from? p16

Numbers 1130 p17

3 Personal information p18

Jobs police officer, doctor p18 Personal information address, age, married p19

Reading and speaking A pop group p22

Social expressions Good afternoon. p23 Goodbye. Pardon? Thank you.

Stop and check 1

Unit 4 Family and friends p24

Grammar Possessive adjectives our, their p24 Possessive s Sallys husband p25 Kirstys school has/have Tom has a very good job. p27 I have a small farm. Questions and answers how old, who, what, where p28 Present Simple I/you/they I like tennis. p33 I dont speak Spanish. p34 Where do you live? p35 a and an a flat p34 an actor

Vocabulary The family daughter, parents p25 Adjective + noun a small farm p27 a good job Describing a friend best friend p28 really funny his favourite music

Skills Reading and writing My best friend p28

Everyday English The alphabet How do you spell ? p30 On the phone Good morning, The Grand Hotel. p31 Thank you for telephoning.

5 Its my life! p32

Sports tennis, football p32 Food hamburgers, oranges p32 Drinks tea, coffee p32 Verbs come, live, work, eat, speak p34 Languages and nationalities Japanese, French p36 Verbs get up, go to work, have lunch p42 Adverbs of frequency usually, sometimes, never p42 Words that go together watch TV p46 listen to music

Listening and speaking At a party p38

Numbers and prices one pound sixty p39 30p How much ?

6 My day p40

The time Its nine oclock. p40 Its two thirty. Present Simple he/she/it He gets up at six. p42 She lives in the country. p44 Questions and negatives When does he get up? p43 She doesnt cook. p44 Teachers Book p000

Vocabulary and speaking Words that go together get up early p46 have a shower Lifestyle questionnaire p46

Days of the week Monday, Tuesday p47 Prepositions of time at nine oclock p47 on Monday in the morning

Stop and check 2

Unit 7 Places I like p48

Grammar this/that Whats that? p50 this jacket p55 Object pronouns it, them I love them! p51 Questions and answers how, what, who, where, why, how much, when, how many p51

Vocabulary Opposite adjectives new old p52 expensive cheap Adjective + noun Irish music p53 old buildings Adjectives nice, old, comfortable p53

Skills Reading and writing A postcard p53

Everyday English Can I ? Can I have a sandwich? p54 Can I try on this jumper, please?

8 Where I live p56

There is/are, any Theres a CD player. p57 There are two lamps. Are there any photographs? Prepositions in, on, under, next to p58 Saying years 1841 2008 p64 was/were born When were you born? p65 I was born in 1986. Past Simple irregular verbs went, bought, took p68 Past Simple regular and irregular She cooked a meal. p72 He played tennis. p73 Questions and negatives What did you do? p73 I didnt watch football. Short answers Yes, he did. p73 No, I didnt. Teachers Book p000

Rooms in a house bedroom, living room p56 Furniture in a house cooker, sofa p56 City life harbour, park, club p60 People and jobs writer, princess, painter p66 Irregular verbs went, bought, saw p68

Reading and speaking How to have a good time in Sydney p60 Listening and writing My home town p62

Places in towns bank, chemist, church p63 Directions Turn left. p63 Go straight on.

9 Happy birthday! p64

Vocabulary and reading Were millionaires! p69

Whens your birthday? p70 Months of the year January, February p70 Saying dates the seventh of March p71

10 We had a good time! p72

Weekend activities go to the cinema p74 see my friends Sports and leisure play baseball p76 go ice-skating

Listening and speaking Holidays p77 Writing My last holiday p78

Filling in forms p79

Stop and check 3

Unit 11 We can do it! p80

Grammar can/cant He can use a computer. p80 I cant speak Spanish. p81 Requests and offers Can you tell me the time? p83 Can I help you? want, like, and would like He wants a stamp. p88 Id like a coffee. p89 Id like to buy a dictionary. I like orange juice. p91 Would you like to learn more languages? What would you like to do?

Vocabulary Verbs and adverbs draw well p80 run fast Verbs and nouns that go together book a hotel p84 play chess chat to a friend

Skills Reading and listening The things you can do on the Internet! p84

Everyday English Whats the problem? It doesnt work. p86 Im lost.

12 Thank you very much p88

Pairs of adjectives red/white wine single/return ticket In a restaurant meat p93 sandwiches side orders

Reading She only eats junk food p94

Going shopping Can I help you? p95 Im sorry. Thats all we have.

13 Here and now p96

Present Simple and Present Continuous He has lunch at 1 oclock. p97 Hes wearing a T-shirt. Questions and negatives Whats she doing? p98 He isnt working. Question words revision Present Continuous for future Were going on holiday. p105 Where are you staying? Revision of tenses present, past, and future Teachers Book p000

Colours red, black p96 Clothes a jumper, shorts p102 Describing a person She has long, fair hair and blue eyes. p103

Reading and speaking Todays different p100

Whats the matter? Im hungry. p103 Why dont you have a sandwich?

14 Its time to go! p104

Transport and travel bicycle, the Underground p110 How long was the journey?

Reading An amazing journey p108

Going sightseeing Id like a map of the town, please. p111 Where does the bus go from?

Stop and check 4

Tapescripts p112 Grammar Reference p121 Word list p128 Pairwork activities p138 Phonetic symbols p141 Irregular verbs p142

Unit structure
This is very similar to new Elementary and PreIntermediate. Each unit begins with a Starter. This is designed to be a VERY SHORT lead-in to the unit, rather like the Test your grammar section in the higher level books. In the Starter, students practise language related to the unit but on a very simple level. A lot of the Starters are personalized. Presentation sections come next, with dialogues and/or texts that contain examples of the target language. The Grammar Summaries and Language reviews have moved to the back. There are Grammar Spots in the body of the units, asking questions, giving simple explanation, and providing basic exercises. Next comes the Practice section controlled and freer activities, pair work, information gaps, listenings, and always ending with a Check it exercise, which tests all the input of the unit. Then there is some skills work reading, listening, speaking, and sometimes a little writing exercise. Finally the Everyday English provides the opportunity for more input of a different kind not grammar, but survival (numbers, the alphabet, social expressions), functions (requests, directions) and situations (shopping, sightseeing).

Grammar and practice Unit 4 Unit 7 Unit 9 Introduction of possessive s and the irregular verb have, which is innovative. Question words and object pronouns Introduction to the past tense via was born

Unit 11 Introduction of can Vocabulary Unit 5 Unit 6 Unit 7 Skills Unit 4 Unit 5 Unit 8 Unit 9 Reading and writing My best friend Listening At a party Reading and listening Sydney Vocabulary and reading Were millionaires! Languages and nationalities Vocabulary and speaking words that go together and a lifestyle questionnaire Vocabulary leads to reading and writing

Unit 11 Reading and vocabulary he things you can do on the internet Everyday English Unit 3 Unit 7 Social expressions Can I ?

Suggestions for presentations

Here are a few activities that we think exemplify well what we are trying to do. You might want to use them if and when you present the books.

Unit 11 Whats the problem?

Final comments
Headway is a well-established coursebook. We hope and trust that we write to very exacting standards. A friend and colleague once remarked to us that she knew there was a reason behind every word we write, and it's true. One thing we do try very hard to do in Headway is TEACH. This might sound rather odd surely this is the aim of all coursebooks? But the ELT profession has a strange attitude to the concept of teaching. Is it possible to teach someone else to do something? Is it desirable? Is it politically correct to think that the teacher might know something that the students don't?

Of course we are very aware that students have a large contribution to make in the learning process, but we feel we know how students would answer the above three questions. They want teachers to help them. They want coursebooks to help and explain. Anything else would be an abdication of responsibility. So in Headway we aim to meet students's expectations, and to equip teachers to do that in a way that is challenging, rewarding, stimulating, and fun. John and Liz Soars

Key differences, Headway Beginner and Headway Elementary

Beginner Less confident learner or real beginner. Syllabus: less grammatical coverage. Has present, past, and one future (the present continuous). Slow, measured progression: first three units cover to be, have is introduced in Unit 4, present simple in Units 5 and 6. Tightly controlled vocabulary load: no extra material to challenge. Controlled vocabulary exposure and careful, gentle practice. Elementary Confident learner, false beginner. Wider syllabus: includes countable and uncountable, comparatives and superlatives, have got, present perfect. Rapid progression, maintaining challenge.

Higher load from the beginning: challenging material, challenging vocabulary.

Key differences, Headway Beginner and Headstart

Beginner A complete course in itself. A full-length course (80100 hours) Syllabus covers the basic grammatical areas. Headstart A pre-course for Headway Elementary. A short course (50 hours) Very limited coverage: to be and Present Simple only, as a preparation for the first six units of Headway Elementary.

CHECKLIST: New Headway Beginner

Components

Price

Type of school

Age

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Weaknesses

Competition

OUP Competition

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Additional comments

Suggested action points