AMERICAN HEADWAY 1
Teacher’s Book
SECOND EDITION
Liz and John Soars Amanda Maris
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permission to reproduce the following extracts and adaptations of copyright
material: p. 115 Colors Words and music by Donovan Leitch. © Copyright 1965
Donavan (Music) Ltd. Reproduced by permission: p. 120 I Just Called to Say I
Love You Words and Music by Stevie Wonder. © Copyright 1984 Black Bull Music
Inc, USA Jobete Music (UK) Ltd, London WC2H OQY. Reproduced by permission
of International Music Publications Ltd. All Rights Reserved; p. XXX Summertime
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Used by Permission.

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’s the 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 bring their 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 sections:

Starter
The Starter is 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
(for example, What can you do?) followed by a definition of the language item
being studied (e.g., can/cardt). 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.)

Practice
The Practice section provides a wide variety of engaging exercise types,
such as matching, fill-in-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-activities to arouse students’ interest and
curiosity, and to get them thinking and talking about what they might read or
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 highusage 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
topic and a new text were selected.

Speaking
Patterns of sounds and rhythms in speech vary depending on accent,
register, the message, sentence length, etc. Nevertheless, this edition offers
students more guidance in this area of their English pronunciation. This has been
done by introducing a new feature called Music of English.
Music of English focuses on word and sentence stress, word¬linking, and
intonation patterns in high-frequency everyday expressions. It reminds teachers
and students to listen for and practice all the elements of spoken English. The
accompanying recordings exaggerate intonation, stress, and word-linking to help
students hear and follow the patterns. Students, ill turn, should also aim to
exaggerate the patterns in practice exercises.
Some students will struggle more than others with pronunciation and
Music of English. However, with plenty of encouragement, and the higher
incidence of practice given to these elements of spoken English in American


Headway, Second Edition, students’ awareness and subsequent delivery of
spoken English should gradually improve.

Writing
The Writing section now appears separately at the back of the Student

Book. This section provides models for students to complete, adapt, and follow
in order to produce a satisfying piece of writing. Each writing lesson is cued from
the unit, and can be used at the teacher’s discretion.

Grammar Reference practice exercises
The Grammar Reference has been extended to include short practice
exercises which test students’ understanding of the language areas being
studied. These can be used at the teacher’s discretion—for homework, or in
addition to the Practice section in the unit.

Design
The design is completely new. It is 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.

American Headway 1
American Headway 1 is for students who have little knowledge of English,
and for beginning-level students who have studied some English in the past.
True beginners can also use American Headway 1, although it might be more
useful for them to begin with American Headway Starter.

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, point-bypoint Grammar Reference, and Word List are at the back of the Student Book.
The audio program for Student Book 2 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 MultiROM 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 class 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 at the 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-bystep guidance on how to exploit 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 contains 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.

Key features of American Headway
A Balanced 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
- Grammar is 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.

A Current Approach
- Students are guided to work out rules for themselves. They are
encouraged to adopt a certain responsibility 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 as a whole. Learners acquire new language items
by seeing them and using them in communicative activities.



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 a balanced, cohesive
timetable for the presentation, practice and personalization of target language in
a 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
The syllabus of American Headway, Second Edition combines language
input (Grammar, Vocabulary, and Everyday English) with skills work, (Reading,
Speaking, Listening, and Writing).

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.
It is 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
- to be
- Present Simple
- Past Simple
- Present Continuous 0 going to future
- Present Perfect Simple

American Headway 2
- verb tense review
- extension of Present Simple and Present Continuous
- presentation of Past Continuous
- will and 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 to, 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 a test of the state of the
individual student’s language abilities. It is our view that learners learn in the
context of good teaching, but not necessarily as a 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
handled:
- New words are taught in lexical sets and learned in context.
- Vocabulary learning strategies show students how to begin to assume
more responsibility 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 + a 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 (e.g., at the airport)
- functions (e.g., greetings)
- language for special occasions (e.g., holiday greetings)



Skills work
The skills work in American Headway, Second Edition is carefully selected
according to the level of the students. The ideal 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 a 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 totally 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. Student are invited to relate
the material in the Student Book to themselves, their lives, their family, and
experiences. There is a lot of pair and group word to maximize students’
contribution to the lesson.

Writing
In the Writing sections, students complete a number of practical tasks

such as writing informal letters, 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.

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 write as teachers for
the classroom. We have learned that the most important thing is to 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 a complete and
balanced package that includes work with grammar, vocabulary, functions,
situations, pronunciation, speaking, listening, reading, and writing. It is our hope
that when students finish each unit, they will feel that they have been
challenged and that they have really learned something.
We have also written American Headway, 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 it is, using the notes in this


Teacher’s Book, or you can supplement the Student Book 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.

Unit 1: HELLO EVERYBODY

Grammar: A m/is/are - My/your/his/her
Vocabulary: Countries - Everyday objects - Numbers
Everyday English: Hello and good-bye

Introduction to the unit
As you begin American Headway 1, you are probably starting a new class
with a new group of students. The title of Unit 1 is “Hello everybody!”, and one
important goal is that students get to know each other and you, and you get to
know them. Students may have relatively little English to use at this stage.
However, you can begin to create an easygoing and friendly classroom
atmosphere using these basic interchanges.

Language aims
Grammar - am/is/are The verb to be is introduced in all its singular and
plural forms. The focus is on affirmative statements, and questions with question
words (where, what, and how). Negative forms and Yes/No questions are dealt
with in Unit 2.
Possessive adjectives My, your, his, and her are introduced in the unit.
The other possessive adjectives are given in Grammar Reference 1.2 on Student
Book p. 113.
Vocabulary Names of countries are introduced as part of the work on
introductions. In the Vocabulary and pronunciation section, the alphabet is
introduced and practiced. Students look at the organization of a bilingual
dictionary entry, and everyday objects such as a ticket and key. If possible,
bring enough bilingual dictionaries for students to share at least one between
two. Students are asked to work out the rules for using a/an and the formation
of regular plurals with -5.
Everyday English Numbers 1-20 are reviewed and practiced. The
situational focus includes practice on exchanging telephone numbers and work
on saying hello and good-bye. Students are introduced to Music of English

boxes.
Workbook Nationality adjectives (Brazilian, Japanese, etc.); the numbers
1-20 are practiced.
The writing syllabus begins in Unit 3.
Notes on the unit


STARTER
1. Say your own name – I’m (Liz) - and point to yourself to make the
meaning clear. Then invite students to say their names - I’m Jean, I’m Keiko,
etc. Encourage students to listen to each other’s names and to memorize as
many as they can. If appropriate, play a memory game by pointing to individual
students and yourself and getting the group to say just the name, e.g., John!
Keiko! Encourage students in a multilingual group to pronounce each other’s
names (and your name!) as accurately as possible.
2. Check students’ understanding of “alphabetical order” by putting letters
a-g on the board in random order and asking students to reorder them
alphabetically. With stronger classes you may wish to briefly introduce the whole
alphabet. (Don’t worry too much if students pronounce the letters incorrectly as
the alphabet is covered later in the unit.) Check by writing the names from
Starter 1 and 2 on the board and getting students to say them in order.
Then ask students to stand up in alphabetical order and say their name. If
appropriate, repeat this, getting progressively faster each time.
If there are not too many students in the class, put their names on the
board so that everyone can begin to learn them.

am/is/are, my/your
1. (CD1 – 2) Ask students to read and listen once, and then ask them to point
to Miguel and Emma in the photo. Ask Where are Emma and Miguel? and elicit
the answer (in an Internet cafe). Play the recording a second or third time.

Students repeat as a class. Play the recording again then practice it in both open
(i.e., students ask and answer the question across the room with the rest of the
class listening) and closed pairs (i.e., the whole class working in pairs). Make
sure students can accurately produce the contracted forms name's, what's, and
I'm.

GRAMMAR SPOT
Focus attention on the contractions. Ask students to circle the
contracted forms in Exercise 1.
2. Ask students to complete the conversation. Remind them to use
contracted forms.
(CD1 – 3) Play the recording and let students check their answers. Ask
students to say the dialogue in open and closed pairs.
Answers and audio script
A. Hello. My name's Lisa. What's your name?
B. Mike.
A. Where are you from, Mike?
B. I’m from Boston. Where are you from?


A. I’m from Boston, too!
3. This is a mingle activity. Demonstrate the dialogue first in open pairs,
and then get students to move around the class and talk to as many people as
possible. Don’t let this activity go on too long. If you have a large class, it will be
impossible for all the students to talk to everyone.
4. Students look at the photos and write the countries.
NOTE
Students may query the use of is (third person singular of to be) to
introduce two people — Lisa and Mike:
This is Lisa and Mike. Do not go into detail at this stage, just explain

that we use. This is to introduce one or more people.
(CD1 – 4) Play the recording and let students check their answers. Play
the recording again. Students listen and repeat.
Answers and audio script
1. This is Miguel. He's from Mexico.
2. This is Emma. She's from Canada.
3. This is Lisa and Mike. They're from the US
GRAMMAR SPOT
Check comprehension of he/she/they by referring students to the
photos and then pointing to male/ female and pairs/groups of
students to elicit the correct pronoun. Focus attention on the
contractions. Ask students to circle contracted forms in Exercise 2.

ADDITIONAL MATERIAL Workbook Unit 1
Exercises 1 and 2 These practice What's your name?, Where are you
from? I'm from …, and I'm (a) … .

Countries, his/her
SUGGESTION
A world map/globe is useful for presenting country names.
5. Focus attention on the chart with the names of the countries. Draw
students’ attention to the stress marks. Explain that these show the pattern of
stressed syllables for each column by using the students’ first language if
possible, or by playing the recording.
(CD1 – 5) Ask students to read the list of countries as you play the
recording. Play the recording a second time and ask students to listen and
repeat. Practice the countries as a class, then in closed pairs.
6. Focus students’ attention on the example. Ask them Where is So-young
from? (She's from Korea.) Ask them what Ahnyung haseyo means (Hello in



Korean). Ask students in pairs or groups to continue to write where the people
are from, using the countries in the table. (Students are not expected to know
how to say Hello! in all the different languages. This is merely a fun way to
introduce countries and the third person singular and plural. Encourage students
to pool their knowledge.)
Answers
2. He's from Australia.
3. They're from Japan.
4. She’s from Spain.
5. He’s from Brazil.
6. She’s from Russia
7. They’s from France
8. He’s from China
9. They’s from Italy

7. Introduce the questions What's her/his name? and Where's she/he
from? Point to some of the photos in Exercise 6. Ask the questions yourself, and
let the students reply. Drill the Questions and correct any mistakes in the use of
she/he and her/his carefully. Practice the questions and answers in open pairs.
Encourage students to follow the stress pattern highlighted in the speech
bubbles.
Ask the students to continue the activity in closed pairs. Monitor and
check for correct use of she/he and her/his, and if necessary, drill the language
again using the photos in the book. Finally, consolidate the forms by eliciting
examples of His/Her name's…, He's/She's/They're from…
GRAMMA SPOT
Ask students to complete the chart with am, is, and are. Check the
answers.
Answers

I
He/ She/ It
We/ You/ They

am
is
are

From Canada

Briefly check comprehension of the subject pronouns which are not
covered in Exercise 6 (we, it, and you plural) by using the photos
and the students themselves. It can be checked using international
food and drinks, e.g., sushi — It's from Japan.
Read Grammar Reference 1.1 and 1.2 on SB p. 113 together in
class, and/or ask students to read it at home. Encourage them to
ask you questions if appropriate.


PRACTICE (SB p.5)
Talking about you
1. Focus attention on the examples. Demonstrate the activity by getting
students to ask and answer the same questions in open and/or closed pairs
about the other people in the class. In a monolingual class, you can make role
cards giving students a new country of origin, or the identity of a famous person
whose country of origin the class would know. This practices the vocabulary of
the exercise, too.
2. Ask the students to introduce their partner to the rest of the class.
Check for the correct use of he/she and for the correct stress on the names of
countries.


Listening and pronunciation
3. (CD1 – 6) Play the recording. Ask students to check the sentence they
hear. This is an exercise that tests discrimination, but you can make it
productive afterwards by asking students in pairs to practice the pairs of
sentences. Pay particular attention to the sounds /I/, /i:/ and /s/.
Answers and audio script
1. He’s from Vietnam.
2. What’s her name?
3. They’re from Japan.
4. Where’s she from?
5. He’s a teacher in Chile.

Check it
4. Ask students to work in pairs to put arm is, are, his, her, or your into
the blanks. Afterwards, you can ask them to make the contractions in numbers 1
(name's), 3 (I’m), and 7 (Where's).
Answers
2. Where are you from?
3. I am from Mexico.
4. “What’s your name?” “My name’s Daniela.”
5. Lisa and Mike are from Boston.
6. This is my teacher. His name’s Richard.
7. Where is he from?
8. This is my sister. Her name’s Miho.

Reading and writing
NOTE



The aim of this section is to allow students to see how much
English they already know through a short writing task. The verbs
have, live, and want appear in their Present Simple form, but you
don’t need to review this tense at this stage.
5. (CD1 – 7) Focus attention on the photo and ask What's her name? to
check if students recognize Svetlana from p. 4. Ask them to read and listen to
the text. Make sure students understand married, children, and apartment by
doing simple board drawings and referring to the photo. You can ask one or two
students to read the text aloud, or in closed pairs, and the students can help
each other with pronunciation.
6. Focus attention on the photo and ask What's his name? to check if
students recognize Tiago from p. 4. Ask students to. complete the text about
Tiago. Make sure they understand international language by eliciting the
countries where English is spoken.
(CD1 – 8) Play the recording to check. Again, you can practice the text
around the class and/or in closed pairs.
Answers and audio script
Tiago
My name’s Tiago Costa and I’m a student, I’m 18. I’m not married. I have
one sister and two brothers. I live in a house in Fortaleza, Brazil. I want to
learn English because it's an international language.
7. After a lot of oral class work, the silent, individual work in this exercise
provides variety and balance. Ask students to write about themselves, following
the models in Exercises 5 and 6. Students read their writing to the class. Don’t
worry if there are a lot of pronunciation mistakes: the aim is for students to
show what they can do, and to say a little about themselves and their families.
You can’t do everything at once!
NOTE/SUGGESTION
The next section of this unit deals with everyday objects and introduces
dictionary work. Check which students have their own bilingual

dictionary and, if possible, bring extra copies to the lesson.
ADDITIONAL MATERIAL
Workbook Unit 1
Exercises 3-5 Third person is and are, long and short forms.
Exercises 6 and 7 Possessive adjectives
Exercises 8 and 9 Countries and nationalities with stress practice.

VOCABULARY AND PRONUNCIATION (SB p. 6)
Everyday objects
SUGGESTION


Whatever your students’ knowledge of the alphabet at this stage
of the class, remember that they will all need regular practice in
the alphabet and spelling. This can easily be integrated into any
lesson when teaching new vocabulary (How do you think you
spell… ?), or when reviewing vocabulary (How do you spell… ?),
and by the use of spelling games or cards.
At this early stage you may want to write the alphabet on the
board and drill the letters in groups of five before moving on to
the alphabet song.
1. (CD1 – 9) Focus attention on the letters in Exercise 1 and tell the students
that they are going to listen to the alphabet in the form of a song. Ask them to
join in where they can. Play the recording and note down the letters students get
wrong or don’t know, paying particular attention to a, e, g, i, j, r, uy w, and y
which cause problems for many students. Drill the letters which students found
difficult.
Practice the letters as a class and in closed pairs. Listen to the song again
and let the students sing it if they want to.
Pre-teach the question How do you spell… ? Get students to practice

asking the question and spelling in pairs, using their own names or the names of
famous people. Do not focus on the use of do to form questions in the Present
Simple as in How do you spell… ? This will be covered in full in Units 3 and 4.
2. Check who has a bilingual dictionary and, if possible, hand out a copy
to pairs of students who don’t. Ask students to find apple in the dictionary. If
appropriate, you can have a conversation in the students’ first language to
compare the dictionary entries, but don’t let this go on too long. Explain part of
speech as “the type of word.” Explain pronunciation by referring to the phonetic
symbols on SB p. 134 and explain they are sounds, not letters. This will be
practiced further in Unit 3.
3. Students match the words and pictures. Encourage them to work in
pairs and match the words that they recognize first. Then they can use a
dictionary to complete the activity. Monitor and check for pronunciation.
Answers
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.

an apple
a stamp

a dictionary
a cell phone
a key
a newspaper
a magazine
a watch
a bag
a ticket
a postcard
an orange
a camera


(CD1 – 10) Play the recording and get students to repeat the words as a
class and individually. If necessary, drill the words, stopping the recording
after each word.
4. Demonstrate the activity by saying the letter of some of the
photographs and asking a student what the object is and how you spell it.
Students continue in closed pairs.
5. Ask students to look at the words. If necessary, point out that a,
e, i, o, and u are vowels. Students work out the rule if they don’t already
know it.
Answers
a goes before a word starting with a consonant, an goes before a
vowel.
Point out the following sound rules:
- when we pronounce u /ju:/, we use a, e.g., a university
- when h is silent, we use an, e.g., an hour.
6. Ask students to look at the words and work out the rules for the
formation of plurals. Get students to say the plurals of the other words in

Exercise 3. Refer students to Grammar Reference 1.4 and 1.5 on p. 113.
Answers
Most nouns add -s. Nouns ending in a consonant + ỵ take away the
-y and add -ies.
ADDITIONAL MATERIAL
Workbook Unit 1
Exercises 10 and 11 a/an
Exercise 12 Check it
Exercise 15 The alphabet

EVERY ENGLISH (SB p. 7)
Hello and good-bye
1. Focus attention on the numbers 1-20 in green and get students to say
them around the class. If necessary, drill them and check for correct stress on
13-19, e.g., thirteen.
2. (CD1 – 11) Ask students to read and listen to the telephone numbers.
Focus attention on the use of “oh” for 0, rather than zero. Make sure students
realize that each number is read individually in English, unlike some languages
where 94 would be read as ninety-four. Get students to read the telephone
numbers aloud, either as a class or in pairs.
3. (CD1 – 12) Tell students they are going to hear six sentences, each
with a number. Ask students to write down the numbers they hear. If necessary,


pause the recording after each sentence, or play the recording a second time.
Check the answers.
Answers and audio script
1. My brother has four children.
2. I have ten stamps in my bag.
3. Hello, extension 4177.

4. I live at number 19.
5. Good-bye. See you at five.
6. Hello. (202) 350-6095?

4. Drill the question with each answer. Then get students to ask other
people what their home and/or cell phone number is and to write a list. If you
have a big group, check a few of the numbers across the class. If you have a
small group, you can check the numbers by writing the list on the board.
5. (CD1 – 13) Play the first two lines of Conversation 1 as an example and
ask students to write 2 in the appropriate box. Then play the rest of the
recording and get students to write the conversations in the correct order. Play
the recording again to check.
Answers and audio script
1.
A Hello, Lisa Jefferson.
B Hello. Lisa. If s Mike.
A Mike! How are you?
B I'm fine, thank you. And you?
A I'm OK, thanks.
2.
A Is 7:00 OK with you, Emma?
B Yes. 7:00 is fine.
A Great! Have a nice day!
B Thanks, Miguel. See you later!
3.
A Hello?
B Hi, Anna! It's me, Charles. How are you?
A Not bad, thanks. And you?



B Just fine, thanks. How are the children?
A They're fine.
MUSIC OF ENGLISH
(CD1 – 14) Read through the Music of English box as a class. Look
at the expressions in the box. Ask students to identify the important
words - i.e., the words carrying the most meaning (you, OK,
thanks, not bad, etc.). Play the recording. Students listen and
repeat, exaggerating the stress and intonation in the same way as
the recording.
6. Students practice the conversations in open and then closed pairs. Then
ask students to practice again, using their own names and telephone numbers.
Encourage students to attempt the intonation and stress patterns they
encountered in the Music of English box while role-playing the conversations. Be
content with a good effort.
SUGGESTION
You can consolidate the language of saying hello and good-bye
with the photocopiable activity on TB p. 111. Photocopy enough
pages for students to work in pairs and cut up the lines of con
versation, keeping each set together. Hand out a set to each
student and get them to order the lines to make two
conversations. Check the answers.
Ask where the people are (1 on the phone; 2 in the street). Then
get students to practice in pairs, using their own names and
phone numbers.
Don't forget!
Workbook Unit 1
Exercise 13 Translation
Exercise 14 Listening: Hello and good-bye
Exercises 16 and 17 These are exercises on numbers 1-20.
Spotlight on Testing Personal information

Grammar Reference
Look at the exercises on SB p. 113 as a class, or assign for homework.
The answers are on TB p. 144.
Word List
Look at the Word List on SB p. 127 as a class. Tell students that the most
important words from the unit are here. They can translate the words, learn
them at home, or transfer some of the words to their vocabulary notebook.


Unit 2: MEETING PEOPLE
Grammar: Am/is/are - Questions and negatives – Possessive’s
Vocabulary: The family - Opposites
Everyday English: In a café

Introduction to the unit
The title of Unit 2 is “Meeting people,” and various characters are
introduced to practice the grammar The first real fluency activity of American
Headway 1 is the reading and listening exercise — So-young’s e-mail. It is
important for beginning-level students to be exposed to language in a natural
context.

Language aims
Grammar ” questions and negatives The verb to be is given further
practice, with an emphasis on questions, negatives, and short answers. The
question words what, where, who, how old, and how much are reviewed or
introduced.
Note that in the negative, we use the contracted forms of not, not the
contracted forms of the verb to be: i.e., she isn't, they aren't, you aren't, we
aren't, and not she's not, they're not, you’re not, we're not. Try to keep to these
forms as you speak to the class. The contraction *1 amn't isn’t possible, and this

is pointed out in the Grammar spot on p. 9.
Having been introduced to contracted forms, students are tempted to use
them in short answers, for example, Are you married?* Yes, I'm, but this is not
possible. Where other languages will answer an inverted question with simply
yes or no, English prefers to add a short answer. Without the short answer, the
speaker can sound rather abrupt.
Possessive’s It can come as quite a surprise to students to learn that not
only does -5 signify a plural noun, but s is both the contracted form of the verb
to be and an indicator of possession.
Vocabulary Members of the family (father, aunt, etc.), other words for
personal relationships (boyfriend/girlfriend), plus common adjectives and their
opposites are introduced. If possible, have a class set of dictionaries for students
to use in the matching task on p. 12 Exercise 1.
Everyday English This section practices the language required in a cafe.
Can I have … f is taught idiomatically. Food and drink vocabulary is introduced,
and prices are practiced. You might feel your students would benefit from doing
exercises 16 and 17 in the Workbook before doing the Everyday English section.
Workbook The spelling of plural nouns is practiced.
Notes on the unit

STARTER (SBp.8)
POSSIBLE PROBLEMS


The Starter section reviews and practice numbers. Numbers 1-20
and phone numbers were introduced in Unit 1, but you might feel
that your students need more classroom work on these araes.
Learners of English often experience difficulty in recognizing and
producing the difference between the “ten” numbers (13 – 19)
and the corresponding “ten” number (30, 40, 50, ect.). Point out

the different word stress: thirty, thirteen
1. Get students to count from 1-20 around the class.
Repeat so that everyone has a chance to practice, or if students make
mistakes.
2. Now ask students to count in tens from 10-100 around the class. Check
for correct stress, and repeat until students can say the numbers quickly and
accurately.
3. Tell students your age and then briefly review numbers that reflect the
age of your students. Drill the question How old are you? Ask students to work
in groups of three or four and ask and answer questions about ages. Ask for a
few examples of ages to practice He's… , She's… , They're… , and We're…

WHO IS SHE (SB p.8)
Questions and negatives
1. Check comprehension of the key vocabulary: last name, first name,
address, and journalist by referring to your own name and address and defining
journalist. Ask students to read about Lisa Jefferson.
2. If you think that your students will be familiar with most of the
question words in this exercise, you can ask them to work in pairs. Otherwise,
complete the questions as a class.
(CD1 – 15) Play the recording so students can check their answers. Point
out that isn't is the negative, and that isn't is the short form of not.
Answers and audio script
1.
A What’s her last name?
B Jefferson.
2.
A What's her first name?
B Lisa.
3.

A Where's she from?
B The United States.
4.


A What's her job?
B She's a journalist.
5.
A What's her address?
B 89 Franklin Street, Boston, Massachusetts.
6.
A What's her phone number?
B (617)326-1204.
7.
A How old is she?
B Twenty-six.
8.
A Is she married?
B No, she isn't.
Before students practice the questions and answers in pairs, let them
practice in open pairs. If your students are confident, also focus on intonation.
English has a very wide voice range, and this is apparent in questions. Questions
with a question word start high and fall.
What's her last name?
Listen to the models on the recording and ask students to imitate them.
Point out that the question in number 8 is different, as you can answer Yes/No
and it has a different intonation pattern. Yes/No questions usually rise at the
end.
Is she married?
Practice the questions as much as possible without boring the class! Have

a mixture of open and closed pairs.
3. Students write questions about Lisa's brother, basing their questions on
Exercise 2. With weaker classes, remind students to use he/his in the questions.
Check answers as a class.
Answers
Where’s he from?
What’s his phone number?
What's his job?
How old Is he?
What's his address?


Is he married?
(CD1 – 16) Play the recording so students can listen and complete the
chart. If students need more practice, get them to ask and answer the questions
in pairs.
Answers and audio script
1.
A What's his last name?
B Jefferson.
2.
A What's his first name?
B Rudi. That's R-U-D-i.
3.
A Where's he from?
B The United States.
4.
A What's his job?
B He's an actor.
5.

A What's his address?
B 82 Beacon Street, Boston. That’s Beacon, B-E-A-C-O-N Street.
Boston.
6.
A What’s his phone number?
B (617)227-5930
7.
A How old is he?
B 28.
8.
A Is he married?
B No, he isn't.

Negatives and short answers
4. Tell students they are going to continue asking questions first about
Lisa, and then about her brother.


(CD1 – 17) Ask students to read and listen to the Yes/No questions and
short answers. Play the recording. Play the recording again and ask students to
repeat, emphasizing the rising intonation on the question and the stress pattern.
If necessary, practice the pronunciation of the contracted form isn't and
the use of the full form in the affirmative answer she is separately.
Allow students to practice the Example 6 questions and answers which
appear in full in the Student Book in open and closed pairs. Students then ask
Questions and 1 and 2, following the same pattern.
Answers
1.
Is she a student?
No, she isn’t.

Is she a teacher?
No, she isn't.
Is she a journalist?
Yes, she is.
2.
Is she eighteen?
No, she isn't.
Is she twenty-one?
No, she isn't.
Is she twenty-six?
Yes, she is.
5. Students continue asking about Lisa’s brother, following the same
pattern and working in closed pairs.
Answers
1.
Is his first name Peter?
No, it isn't.
Is his first name Daniel?
No, It isn't.
Is his first name Rudi?
Yes, it Is.


2.
Is he a journalist?
No, he isn't.
Is he a student?
No, he isn't.
Is he an actor?
Yes, he Is.

3.
Is he sixteen?
No, he isn't.
Is he thirty?
No, he isn't.
Is he twenty-eight?
Yes, he Is.
GRAMMAR SPOT
SUGGESTION
This is the first time that students have seen all the short
answers and negative forms of the verb to he, so go through the
Grammar spot very carefully. You might want to practice the
short answers in open pairs and drill the negative sentences.
1. Students complete the short answers, using the contracted
form where possible (No, it isn’t). Check the answers.
Answers
Is Lisa American?
Yes, she is.
Is her last name Smith?
No, it isn’t
Are you a journalist?
No, I'm not.
Make sure students understand that affirmative short answers
can’t be contracted to *Yes, she’s.
2. Focus attention on the negative forms and point out especially
that we cannot say *I amn’t.
Read Grammar Reference 2.1 on p. 114 together in class, and/or
ask students to read it at home. Encourage them to ask you
questions about it.


PRACTICE (SB p.9)
Who is he?
POSSIBLE PROBLEMS