Contents

Welcome to Headway 5th edition. Introduction

Course overview 6
Headway and its award-winning What's new for the 5th edition? 8
authors are names that have become Why do teachers trust Headway? 9
synonymous with English language Student's Book contents 10
Teaching Beginners – tips and techniques 14
teaching and learning. The 5th edition
Professional Development support 16
balances Headway’s world-renowned
methodology with innovative and Unit 1
flexible new material. Hello! 17

Unit 2
This Teacher’s Guide has been created Your world 24
for you, with all the lesson preparation,
Unit 3
in-class support and resources you All about you 31
need to teach in today’s classroom.
Unit 4
Family and friends 40

Unit 5
Things I like! 50

Unit 6
Every day 60

Unit 7
Favourite things 69

Unit 8
Home sweet home 78

Unit 9
Past times 88

Unit 10
We had a good time! 97

Unit 11
We can do it! 108

Unit 12
Thank you very much! 118

Unit 13
What’s happening now? 128

Unit 14
Let’s go! 138

Photocopiable activities 149

Contents 3
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 Introduction
The Headway series
Headway has made a significant contribution to English
Language Teaching for more than 30 years.
The Headway series has always championed a blend of
methodologies:
• traditional methodology: a grammatical syllabus with
controlled practice, systematic vocabulary work, and
reading and writing activities
• a more communicative approach: a functional/situational
syllabus; personalized practice; real language work in real
situations; activities to encourage genuine communication
inside and outside the classroom; development of all four
skills – especially listening and speaking.
This blend of approaches has proved an excellent
combination for English language learning, and has now
become a standard for, and indeed expected of, today’s
ELT course books.
Key features of the Beginner
Student’s Book
Unit Opener and Starter
Each unit begins with an opening page which presents
the theme of the unit through an inspiring image and
questions which review the language from previous units
and allow students to use it in a new context. They can
also watch the video introduction to the unit by going to
headwayonline.com.
The first page begins with a Starter section, which launches
the grammar and/or the theme of the unit.
Grammar
The upfront, systematic, and effective treatment of grammar
is a hallmark of Headway.
At the Beginner level, we introduce new language gradually
and methodically, in measured amounts, and in a logical order.
New language items are presented through texts, often
dialogues, which students can read and listen to at the same
time. This enables students to relate the spelling to the sounds
of English, and helps with pronunciation, as well as form and
use. Sometimes there are two presentation sections. This is
to break up what would otherwise be too large a ‘chunk’ of
new language.
The main verb forms taught are:
• to be • can/can’t
• Present Simple • I’d like
• there is/are • Present Continuous for now and
• Past Simple future, going to
Grammar Spots
There are Grammar Spots in the presentation sections. These
aim to focus students’ attention on the language of the unit.
There are questions to answer, charts to complete, and short
4 Introduction
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exercises. The Grammar Spot ends by cueing a section of the
Grammar Reference at the end of each unit.
Students are encouraged to go to headwayonline.com for
further grammar practice.
Vocabulary
There is a strong lexical syllabus in Headway Beginner. The
vocabulary is carefully graded and recycled throughout, so
that students don’t suffer from overloading. Lexical sets are
selected according to two criteria. They complement the
grammatical input, for example, daily activities with the Present
Simple; or members of the family with possessive ’s. However,
they are mainly chosen for their usefulness. Low-level students
need to know the words of everyday life – food, sports,
numbers, dates, travel, time, jobs, describing people and
places, shopping, sightseeing, saying how you feel. Students
are also exposed to a key feature of vocabulary in English –
collocation. Students work on a range of patterns including
adjective + noun, and words that go together to form
high-frequency verbs, e.g. have lunch, go shopping, etc.
This way of forming verbs is practised across the course, and
students also focus on other patterns such as adjectives and
their opposites, and verbs and their opposites. There is a useful
wordlist at the end of each unit.
Students are encouraged to go to headwayonline.com for
further vocabulary practice.
Practice
Each unit has a wide variety of practice activities, both
controlled and free. Students are encouraged to analyse the
target language and use it communicatively. The primary
skills used are speaking and listening, but there is also some
reading and writing. There are information gap exercises,
mingle activities, information transfer listening exercises,
questionnaires, and a lot of personalized activities.
Skills development
We also try to develop the four language skills, Listening,
Speaking, Reading and Writing (with special emphasis on
the first two) by providing as much varied practice as the
classroom setting can allow with the use of stimulating,
relevant material and tasks.
Listening
Regular unseen listening sections, in dialogue or monologue
form, provide further practice of the language of the unit
and, later in the course, help to develop students’ ability to
understand the main message of a text.
Speaking
In the presentation sections, students can practise the
pronunciation and intonation of new language. In the
Practice sections, less controlled exercises lead to freer
speaking practice. There are many speaking exercises based
around the listening and reading activities, including regular
roleplays. There are speaking opportunities before a text to
create interest, and there are speaking activities after a text,
often in the form of discussion.
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 Reading
At the beginning of the course, the language in the texts is
tightly controlled and graded, and only one or two words will
be unknown to the students. As the course progresses, the
texts become longer, with slightly more unfamiliar vocabulary.
This gives students practice in dealing with new words, and
prepares them for the longer texts at Elementary level.
Writing
Writing exercises are usually, but not always, small in scope.
Students are invited to write about their best friend, a postcard,
and short descriptions of a town they know and a holiday.
Students are encouraged to go to headway online.com for
further skills practice.
Video
The video material provides revision and extension material
through a series of interesting and varied documentary-style
videos. The clips are designed to consolidate grammatical,
functional and lexical areas covered in the related Student’s
Book, and to develop listening comprehension skills. Each
video is accompanied by a photocopiable worksheet and a
page of teacher’s notes. The worksheets are designed to give
students exercises and activities that will best prepare them
for and help exploit the video.
Everyday English
This is a very important part of the syllabus of Headway
Beginner. There is language input and practice of several kinds:
• survival skills, such as numbers, saying dates, the alphabet,
saying prices, recognizing signs, and asking for directions
• social skills, such as social expressions and greetings
• functional areas, such as making requests, going shopping,
and saying how you feel.
Workbook
The Workbook is an important component as it practises,
revises, and reinforces the language presented in the Student’s
Book. There is a strong element of progressing from exercises
that practise recognition to those that encourage production
of the target items. There are reading texts and vocabulary
exercises as well as pronunciation work.
The audio files for the workbook exercises are found at
headwayonline.com. Students are also encouraged to go
online for further practice and to check their progress.
Teacher’s Guide
The Teacher’s Guide offers the teacher full support both for
lesson preparation and in the classroom. It includes:
• Full teaching notes for each section, with answers and
audioscripts in the main body of the notes.There are plenty
of suggestions, with ideas for exploiting the material with
weaker students and/or mixed ability classes, for extending
the Student’s Book material, and for encouraging students
to use English outside the classroom
• Background notes for the Reading and Listening sections
with information about the people profiled in the texts,
historical and geographical notes, and brief explanations
about features of the English-speaking world
• Cross references to relevant exercises in the Workbook
• Photocopiable materials with answers
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Headway Online
For students
Headway Online Practice is directly linked to each Student’s Book
unit, and students and teachers are directed to it throughout
the unit. Students can access headwayonline.com for the
first time via the code on the Access Card in their Student’s
Book. Here they can Look again at Student’s Book activities
that they missed in class or want to try again, do extra Practice
activities, and Check progress on what they have learned so far.
They can also get instant feedback on their progress. Students
can additionally download all the course audio and video
material, and other resources.
In Look again students can:
• Review every lesson
• Try activities from the unit again
• Watch the videos as many times as they like
In Practice students can:
• Extend their knowledge with extra Reading, Writing,
Listening and Speaking skills practice
In Check your Progress students can:
• Test themselves on the main language from the unit and
get instant feedback
• Try an extra challenge
For teachers
Teachers are also able to access a range of resources to
support their lessons in the Teacher’s Resource Centre in
Online Practice. In addition to all the students’ resources,
teachers can also access students’ work, track their progress
and scores in exercises and tests, show and hide tasks and
compare different classes.
As well as getting feedback on progress and practice tasks,
students can submit their writing to teachers and record their
speaking e.g. long turns, for assessment and/or comment.
Teachers’ resources and materials in the Teacher’s Resource
Centre include:
• Audio files for the Student’s Book and Workbook
• Video files
• Full Teacher’s Notes and Answer keys
• Editable audioscripts from the Student’s Book and Workbook
with ideas on how to use for further practice
• Editable wordlists with write-in lines for translations
• CEFR guide for teachers
• Photocopiable activities
• Collated answer key
Complete tests, with answers and audio:
• Entry test for the whole course
• Unit tests 1–14
• Stop and check tests, revising Units 1–5, 6–10, and 11–14.
• Progress tests for mid-year and end-of-year assessment
• Skills tests covering reading, listening, writing and speaking
• Optional listening tests 1–14.
Finally!
Good luck in your teaching. We hope this new edition helps you
in the preparation and execution of your lessons, and that you
and your students find it not only useful to learn and practise
your language skills, but enjoyable and thought-provoking.
John and Liz Soars Introduction 5
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