HW ESOL final2 - English Language Teaching Home Pageoup.hu/cef/hwy_cef_intuppadv.pdf · Student’s Book unit ofNew Headway Intermediate, ... and indeed throughout the world, need

New

2Georgia Smith

and the Common EuropeanFramework of Reference

Intermediate, third edition

Upper-Intermediate

Advanced

2

Contents

Introduction p3

New Headway Intermediate, third edition p7

New Headway Upper-Intermediate p20

New Headway Advanced p33

3

Introduction

What is this booklet for?The aim of this booklet is to give a clear and simpleintroduction to the Common European Framework ofReference, and to show how it works with New Headway.This document is not a summary of the CommonEuropean Framework of Reference (CEF), which is anextremely comprehensive and detailed document of over250 pages. This introduction highlights points ofparticular interest, and if detailed information is required,teachers are advised to consult the original document.

The main body of this document maps each Student’s Book unit of New Headway Intermediate,Upper-Intermediate and Advanced and refers to thecompetences detailed in the CEF.

Why do we need a Common European Framework?The Council of Europe, an organization that includesnearly 50 European countries, began to develop theCommon European Framework in 1991. One of the mainpurposes of the Council of Europe is to promote a sharedEuropean identity, while recognizing the importance ofdifferent cultures. The promotion of language teachingand learning play a central role in this mission. Peoplewithin Europe, and indeed throughout the world, need tobe able to understand each other. The Council of Europetherefore wishes to encourage people to learn languagesand develop their ability to communicate with peoplefrom other countries and cultures.

What is the CEF? What are its aims?The CEF is a carefully developed descriptive framework.It has often closely linked educational and social aimsincluding:

• to encourage the development of language skills, sothat people can work together more effectively.

• to encourage the development of inter-culturalawareness and ‘plurilingualism’.

• to examine and define what we can do with alanguage.

• to help us compare the language levels of individualsin an accurate and impartial way, across differentcountries, educational systems, ages, and cultures.

• to encourage learner autonomy and lifelong learning.

• to promote a coherent approach to language teaching– not by imposing a system of its own, but byencouraging the sharing of ideas.

What are the CEF levels?There are six global levels in the CEF – what these levels reflect is shown in the table on the followingpages. Behind these levels are a very large number of competences which make up a person’s languageability – these are defined by ‘descriptors’.

The CEF says that teachers shouldn’t feel that theyhave to use these levels in their teaching situations.They are intended to be common reference points. It isalso important to remember that these levels are purelydescriptive, and that they don’t necessarily correspond to a year of study, or to 100 hours of study, for example.Everyone has different aims and learns at differentspeeds, in different environments, and in different ways.The CEF is careful to point out that the levels are not‘linear’ – that is, the time needed to move from A1 to A2 may not be the same as that needed to move from B1 to B2, or C1 to C2, and progress from level to levelmay slow down as a person moves up the levels. TheCEF recommends ‘extreme caution’ in trying to calculateor predict how long it will take to move from one CEFlevel to the next.

How do the CEF levels correspond to New Headway?New Headway Beginner takes the student through A1,providing absolute beginners with a solid foundation for learning. New Headway Elementary briefly revises A1,and then takes the student through A2. A2 correspondsto the Cambridge KET examination. If students havesuccessfully completed New Headway Elementary, theywould be prepared to sit the KET exam.

New Headway Pre-Intermediate briefly revises A2before covering approximately half of the competencesrequired for B1.

New Headway Intermediate, third edition covers thesecond half of the competences required for B1, andintroduces some of the competences of B2. Studentswho have successfully completed New HeadwayIntermediate are typically ready to sit the CambridgePET examination.

New Headway Upper-Intermediate covers theremaining competences of B2. Students who havesuccessfully completed this level are typically ready to sitthe Cambridge FCE Examination.

New Headway Advanced covers the competences atlevel C1. Students at this level are typically workingtowards sitting the Cambridge CAE examination.

© Oxford University Press Introduction

4

Please refer to the table available on the Headwaywebsite to see how the full range of New Headway levelscorresponds to the CEF and also to the Cambridge ESOLsuite of examinations.

Is New Headway compatible with the CEF?Yes, definitely. The CEF focuses on using language in real, communicative contexts, and so does NewHeadway. The CEF encourages the development of theability to ‘do things’ in a foreign language, not just to‘know about’ that language, and this is an aim we allshare – though students also need to ‘know about’a language in order to function successfully in thatlanguage. As the CEF says, ‘… a language learner has to acquire both form and meaning’. For example, an A1descriptor might be ‘can understand simple directions’.In order to do this, students need to know lexical items(left, right, straight on, first, second, third), grammaticalelements such as imperatives (take the …, turn …), fixedphrases (you can’t miss it), and probably be able to askfor repetition. New Headway teaches the language andskills that students will need in order to develop theirrange of communicative competences.

Here are some examples of how New Headway fits withthe aims of the CEF:

• The Grammar, Vocabulary, and Everyday Englishsyllabus gives students the linguistic competences they need to be able to communicate successfully.

• Regular receptive and productive work on the fourskills – every Student’s Book unit has listening,reading, and writing practice – emphasizes whatstudent’s do with English.

• The Everyday English feature in each unit focuses onlanguage which is likely to be encountered by studentsin real-life situations, highlighting language use forpractical, concrete purposes.

• The Workbook, Teacher’s Resource Book, CD-Rom,teacher’s website and student’s website all offer extrapractice and learning resources.

• The Teacher’s Book gives you all the support youneed, including extra photocopiable material, a word list, and ideas to help you respond to yourstudents’ needs.

The CEF emphasizes that teachers and materials writerswill continue to need to make their own decisions aboutthe precise linguistic content of their courses – and thatis what we have done in New Headway. We hope that thedecisions we have made in writing the course help youand your students as much as they can.

You can find information about the Council ofEurope and its aims by visiting its website:

www.coe.int

On this site there are hyperlinked pdfs of the CEFdocument in various European languages.

Introduction © Oxford University Press

5© Oxford University Press Introduction

Common European Framework of Reference Level Overview

proficient C2 Mastery This level is not supposed to equal native speaker mastery –though a student at this level would be a very successful learnerwho can use a language with real precision and fluency.

C1 Effective At this level students command a wide range of language.OperationalProficiency

independent B2 Vantage This level is where language use begins to become more ‘abstract’,for example giving and justifying opinions, summarizing a shortstory or plot, or giving detailed instructions.

B1 Threshold At this level students can maintain a conversation and expressideas. They can also begin to deal with problems and situationswhere they meet unpredictable language.

basic A2 Waystage This level has lots of descriptors for social functions, for example,greeting people, asking about work and free time, and makinginvitations.

A1 Breakthrough This is the lowest level of ‘generative language use’ – students caninteract in a simple way and ask and answer simple questions.

The CEF recognizes a level of ability below A1, whichincludes descriptors such as ‘can say yes, no, please,thank you’, ‘can use some basic greetings’, ‘can fill inuncomplicated forms’.

The CEF also recognizes that there can be levelsbetween these six global levels, such as A2+, B1+and B2+.

For a breakdown of the six global levels above,see chapter 3 of the CEF document.

For detailed scales for each area of competence,see chapter 4 of the CEF document.

6

New Headway and the Common European Framework

PRO

FICI

ENT

USER

INDE

PEN

DEN

TUS

ERBA

SIC

USER

The Common European Framework New Headway English Course

CEF LEVELS

working within

C2working towards

CPE

working towards

CAE

working towards

FCE

working towards

PET

working towards

KET

working within

C1

working within

B2

working within

B1

working within

A2working within

A1

EXAM TARGETS Beginner Elementary Pre-Intermediate Intermediate AdvancedUpper-Intermediate

CEF LEVELS EXAM TARGETS Beginner Elementary Pre-Intermediate Intermediate AdvancedUpper-Intermediate

Introduction © Oxford University Press

7© Oxford University Press New Headway Intermediate, third edition

Tenses • Auxiliary verbs • Short answers • What’s in a word? • Social expressions 1 It’s a wonderful world!

Level: B1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISE

Conversation Can maintain a conversation or discussion butmay sometimes be difficult to follow whentrying to say exactly what he/she would like to.

10 Reading and speaking 4

Grammatical accuracy Uses reasonably accurately a repertoire offrequently used ‘routines’ and patternsassociated with more predictable situations.

6

7

7

Test your grammar 1–3

What do you know? 2

Practice 1, 2

Informal discussion (with friends)

Can give or seek personal views and opinionsin discussing topics of interest.

12 Listening and speaking 2–4

Orthographic control Spelling, punctuation and layout are accurateenough to be followed most of the time.

12, 13 Vocabulary 3, 4

Overall reading comprehension Can read straightforward factual texts onsubjects related to his/her field and interestwith a satisfactory level of comprehension.

6

10

What do you know? 1

Reading and speaking 1–3

Phonological control Pronunciation is clearly intelligible even if aforeign accent is sometimes evident andoccasional mispronunciations occur.

7

12

Practice 3

Vocabulary 2

Sociolinguistic appropriateness Can perform and respond to a wide range oflanguage functions, using their most commonexponents in a neutral register.

13 Everyday English 1–3

Turn-taking Can initiate, maintain and close simple face-to-face conversation on topics that are familiar orof personal interest.

8

9

Making conversation 1–5

Practice 1–3

Understanding conversationbetween native speakers

Can generally follow the main points ofextended discussion around him/her, providedspeech is clearly articulated in standard dialect.

12 Listening and speaking 1

Vocabulary control Shows good control of elementary vocabularybut major errors still occur when expressingmore complex thoughts or handling unfamiliartopics and situations.

12, 13 Vocabulary 1, 5, 6

PHOTOCOPIABLE

NEW HEADWAY INTERMEDIATE, THIRD EDITION

8 New Headway Intermediate, third edition © Oxford University Press

Present tenses • Simple or continuous? • Passive • Sport • Numbers and dates2 Get happy!



14

15

17

17

19

Test your grammar What makes people happy? 4

What do you do? 1–3

Practice 1, 2

Reading and speaking 7

Information exchange Can exchange, check and confirmaccumulated factual information on familiarroutine and non-routine matters withinhis/her field with some confidence.

15

21

What makes people happy? 5

Vocabulary and listening 5

Overall listening comprehension Can understand straightforward factualinformation about common everyday or jobrelated topics, identifying both generalmessages and specific details, provided speechis clearly articulated in a generally familiaraccent.

16

21

21

Practice 1–3


Everyday English 3


14

18, 19

What makes people happy? 1–3



21 Everyday English 1, 2

Sustained monologue:Describing experience

Can describe events, real or imagined. 21 Everyday English 4

Vocabulary control Shows good control of elementary vocabularybut major errors still occur when expressingmore complex thoughts or handlingunfamiliar topics and situations.

20 Vocabulary and listening 2

Vocabulary range Has a sufficient vocabulary to expresshim/herself with some circumlocutions onmost topics pertinent to his/her everyday lifesuch as family, hobbies and interests, work,travel, and current events.

20 Vocabulary and listening 1, 3

PHOTOCOPIABLE


Past tenses • Passive • Art and literature • Giving opinions3 Telling tales


Conversation Can express and respond to feelings such assurprise, happiness, sadness, interest andindifference.

24, 25

28

Practice 4–7

Listening and writing 1, 2

Creative writing Can write accounts of experiences, describingfeelings and reactions in simple connected text.

28 Listening and writing 4, 5


22

22

25

Test your grammarA native American folk tale 1, 2

Practice 8




Information exchange Can exchange, check and confirm accumulatedfactual information on familiar routine andnon-routine matters within his/her field withsome confidence.

24 Practice 1–3


26 Reading and speaking 1–6


23 A native American folk tale 3



28 Listening and writing 3


25 Vocabulary 1–3

PHOTOCOPIABLE


Modal verbs 1 – obligation and permission • Nationality words • Requests and offers4 Doing the right thing

Level: B1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEGoal-oriented co-operation Can make his/her opinions and reactions

understood as regards possible solutions or thequestion of what to do next, giving briefreasons and explanations.

32, 33

33

Planning a trip 2–4

Practice 1


30

30

31–33

Test your grammarTeenagers and parents 2

Practice 1–3, 5

Interviewing and beinginterviewed

Can use a prepared questionnaire to carry outa structured interview, with some spontaneousfollow up questions.

33 Practice 3, 4








Can give straightforward descriptions on avariety of familiar subjects within his/her fieldof interest.

31

36

Practice 4

Listening and speaking 4



30

32

Teenagers and parents 1

Planning a trip 1


36 Vocabulary 1, 2

PHOTOCOPIABLE


Future forms • The weather • Travelling around 5 On the move

Level: B1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEInformal discussion (with friends)

Can make his/her opinions and reactionsunderstood as regards solutions to problems orpractical questions of where to go, what to do,how to organise an event (e.g. an outing).

41 Practice 7, 8


38

38, 39

40

Test your grammar 1, 2

Ben’s list 1–3

Practice 1–5

Overall oral production Can reasonably fluently sustain astraightforward description of one of a varietyof subjects within his/her field of interest,presenting it as a linear sequence of points.

44 Listening and vocabulary 2, 4



Transactions to obtain goodsand services

Can deal with most situations likely to arisewhen making travel arrangements through anagent or when actually travelling, e.g. askingpassenger where to get off for an unfamiliardestination.




41 Practice 6


44 Listening and vocabulary 1, 2

PHOTOCOPIABLE


like • Verb patterns • Describing food, towns, and people • Signs and sounds 6 I just love it!


Conversation Can maintain a conversation or discussion butmay sometimes be difficult to follow whentrying to say exactly what he/she would like to.

47 Practice 1


46

46

48

49


A student visitor 1, 2

A thank you letter Practice 1–4

Information exchange Can find out and pass on straightforwardfactual information.

50

52


Vocabulary 3

Listening to announcements andinstructions

Can understand simple technical information,such as operating instructions for everydayequipment.

53 Everyday English 2


50 Reading and speaking 3, 4

Reading for orientation Can find and understand relevant informationin everyday material, such as letters, brochuresand short official documents.



Can generally follow the main points ofextended discussion around him/her, providedspeech is clearly articulated in standarddialect.

47 Practice 2


52 Vocabulary 1, 2



PHOTOCOPIABLE


Present Perfect active and passive • Phrasal verbs • On the phone 7 The world of work

Level: B1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEGrammatical accuracy Uses reasonably accurately a repertoire of

frequently used ‘routines’ and patternsassociated with more predictable situations.

54

55

56

56, 57

57

61


The job interview 3, 4

Practice 1–5

It’s in the news 1, 2

Practice 1–4


Information exchange Can obtain more detailed information. 58 Reading and speaking 1

Overall listeningcomprehension

Can understand straightforward factualinformation about common everyday or jobrelated topics, identifying both generalmessages and specific details, provided speechis clearly articulated in a generally familiaraccent.

55 The job interview 2



Reading for orientation Can find specific, predictable information insimple everyday material such asadvertisements, prospectuses, menus, referencelists and timetables.

54 The job interview 1





61 Listening and speaking 1, 2, 4


60 Vocabulary 1–3

PHOTOCOPIABLE


Conditionals • Time clauses • Base and strong adjectives • Making suggestions8 Just imagine!



62

62, 63

63

64

65


A place in the sun 1–3

Practice 1, 2

Winning the lottery 1, 2

Practice 1–5



68 Listening 1


66

68


Listening 2

Reading for information andargument

Can recognise significant points instraightforward newspaper articles on familiarsubjects.





68 Vocabulary and speaking 1–3

PHOTOCOPIABLE


Modal verbs 2 – probability • Character adjectives • So do I! Neither do I!9 Relationships



70

71

73

75


Practice 1

Practice 1, 2




71

73

74

76

Practice 3

A holiday with friends 3


Vocabulary and speaking 2

Information exchange Can obtain more detailed information. 77 Listening and speaking 1

Overall spoken interaction Can enter unprepared into conversation onfamiliar topics, express personal opinions andexchange information on topics that arefamiliar, of personal interest or pertinent toeveryday life (e.g. family, hobbies, work, traveland current events).




70, 71

74

76

I need help! 1–5




Can give straightforward descriptions on avariety of familiar subjects within his/her fieldof interest.

76 Vocabulary and speaking 6



71

72, 73

77

77

Practice 2

A holiday with friends 1–4


Everyday English 1, 2

PHOTOCOPIABLE


Present Perfect continuous • Time expressions • Compound nouns • Quantity10 Obsessions

Level: B1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEGeneral linguistic range Has enough language to get by, with sufficient

vocabulary to express him/herself with somehesitation and circumlocutions on topics suchas family, hobbies and interests, work, travel,and current events, but lexical limitationscause repetition and even difficulty withformulation at times.

82

84




78

79

79

81

81

82


Tony’s phone bill 2

Practice 1–5

A lifelong passion 3

Practice 1, 3–5


Information exchange Can exchange, check and confirm accumulatedfactual information on familiar routine andnon-routine matters within his/her field withsome confidence.

81 Practice 2, 6




80 A lifelong passion 1, 2



78

82

Tony’s phone bill 1





82

84


Vocabulary 1–4

PHOTOCOPIABLE


Indirect questions • Question tags • The body • Informal English11 Tell me about it!

Level: B2

PHOTOCOPIABLE

COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISE

Asking for clarification Can ask follow-up questions to check thathe/she has understood what a speaker intendedto say, and get clarification of ambiguouspoints.

88

89

We like animals, don’t we? 1–3

Practice 2, 4

Creative writing Can write clear, detailed descriptions on avariety of subjects related to his/her field ofinterest.


Grammatical accuracy Shows a relatively high degree of grammaticalcontrol. Does not make mistakes which lead tomisunderstanding.

86

86, 87

87


A stranger in town 1–4

Practice 1–4

Identifying cues and inferring

(Spoken & Written)

Can use a variety of strategies to achievecomprehension, including listening for mainpoints; checking comprehension by usingcontextual clues.



Can take an active part in informal discussionin familiar contexts, commenting, puttingpoint of view clearly, evaluating alternativeproposals and making and responding tohypotheses.

89

92

Reading and speaking 1, 2


Information exchange Can pass on detailed information reliably. 87 Practice 5

Listening to audio media andrecordings

Can understand most radio documentaries andmost other recorded or broadcast audiomaterial delivered in standard dialect and canidentify the speaker’s mood, tone etc.

92 Listening and speaking 1, 3, 4

Phonological control Has acquired a clear, natural, pronunciationand intonation.

89 Practice 1, 3


Can understand articles and reports concernedwith contemporary problems in which thewriters adopt particular stances or viewpoints.


Sociolinguistic appropriateness Can with some effort keep up with andcontribute to group discussions even whenspeech is fast and colloquial.


Vocabulary range Has a good range of vocabulary for mattersconnected to his/her field and most generaltopics. Can vary formulation to avoid frequentrepetition, but lexical gaps can still causehesitation and circumlocution.

93 Vocabulary and idioms 1–4


Reported speech • Reporting verbs • Birth, marriage, and death • Saying sorry12 Life’s great events!

Level: B2

PHOTOCOPIABLE


Creative writing Can write clear, detailed descriptions of real orimaginary events and experiences, marking therelationship between ideas in clear connectedtext, and following established conventions ofthe genre concerned.



94

94

95

96

97


The wedding 1, 2

Practice 1–4

Go to prison! 2

Practice 1, 2

Information exchange Can synthesize and report information andarguments from a number of sources.

97 Practice 4

Overall listening comprehension Can understand the main ideas ofpropositionally and linguistically complexspeech on both concrete and abstract topicsdelivered in a standard dialect, includingtechnical discussions in his/her field ofspecialization.

98

99

100

Listening and speaking 2, 3





96

99

Go to prison! 1


Reports and essays Can synthesize information and argumentsfrom a number of sources.

97 Practice 5

Sociolinguistic appropriateness Can express him or herself confidently, clearlyand politely in a formal or informal register,appropriate to the situation and person(s)concerned.



Can give clear, detailed descriptions on a widerange of subjects related to his/her field ofinterest.

98

98

99





Can with some effort catch much of what issaid around him/her, but may find it difficultto participate effectively in discussion withseveral native speakers who do not modifytheir language in any way.

97 Practice 3




Writing

PHOTOCOPIABLE


Coherence and cohesion Can link a series of shorter, discrete simpleelements into a connected, linear sequence ofpoints.

118 Unit 11 Words that join ideas

Correspondence Can write personal letters describingexperiences, feelings and events in some detail.

103

104, 105

119

Unit 1 Correcting mistakes (1)

Unit 2 Letters and emails

Unit 12 Correcting mistakes (2)

Creative writing Can write accounts of experiences, describingfeelings and reactions in simple connected text.

106, 107

110, 111

114, 115

116

117

Unit 3 A narrative (1)

Unit 6 A description (1)

Unit 8 A narrative (2)

Unit 9 A description (2)

Unit 10 Writing a biography

Overall written interaction Can write personal letters and notes asking foror conveying simple information of immediaterelevance, getting across the point he/she feelsto be important.

109

112

Unit 5 Making a reservation

Unit 7 A letter of application

Reports and essays Can write very brief reports to a standardconventionalized format, which pass onroutine factual information and state reasonsfor actions.

108 Unit 4 For and against

The tense system • Informal language • Compound words • Social expressions 1 No place like home


Conversation Can engage in extended conversation on mostgeneral topics in a clearly participatoryfashion, even in a noisy environment.

8

10

11

14

Practice 5


What do you think?Listening and speaking 5

General linguistic range Can express him/herself clearly and withoutmuch sign of having to restrict what he/shewants to say.



6

6

7

8


Writing home 2

Language focus 1

Practice 1–4

Overall listening comprehension Can understand standard spoken language,live or broadcast, on both familiar andunfamiliar topics normally encountered inpersonal, social, academic or vocational life.Only extreme background noise, inadequatediscourse structure and/or idiomatic usageinfluences the ability to understand.

7

8

14

Writing home 5

Practice 4


Overall reading comprehension Can read with a large degree of independence,adapting style and speed of reading todifferent texts and purposes, and usingappropriate reference sources selectively. Has abroad active reading vocabulary, but mayexperience some difficulty with low frequencyidioms.

9

10–12

Practice 6



13 Vocabulary and pronunciation 4

Everyday English 2–5

Reading correspondence Can read correspondence relating to his/herfield of interest and readily grasp the essentialmeaning.

6, 7 Writing home 1, 4



14 Listening and speaking 1, 2


Can keep up with an animated conversationbetween native speakers.

8, 9

13

Practice 2, 6

Vocabulary and pronunciation 2, 3

Vocabulary control Lexical accuracy is generally high, thoughsome confusion and incorrect word choicedoes occur, without hinderingcommunication.

13 Vocabulary and pronunciation 1, 5


7

10

11

Language focus 2, 3


Language work

20 New Headway Upper-Intermediate © Oxford University PressPHOTOCOPIABLE

NEW HEADWAY UPPER-INTERMEDIATE

Level: B2

Present perfect • Simple and continuous • Hot verbs – make, do • Exclamations2 Been there, done that!



16

17

17, 18


Language focus 1, 2

Practice 1–4


Can express his/her ideas and opinions withprecision, and present and respond to complexlines of argument convincingly.

21

22

What do you think 1, 2

Speaking and Listening 1–3

Information exchange Can understand and exchange complexinformation and advice on the full range ofmatters related to his/her occupational role.

19 Practice 5

Interviewing and beinginterviewed

Can carry out an effective, fluent interview,departing spontaneously from preparedquestions, following up and probinginteresting replies.

19 Practice 6


16, 17

22

24

Explorers and travellers 2, 3

Speaking and Listening 4

Listening and speaking 3–6


16, 17

21

Explorers and travellers 1–3


Sociolinguistic appropriateness Can express him or herself confidently, clearlyand politely in a formal or informal register,appropriate to the situation and person(s)concerned.




19

24



Vocabulary control Lexical accuracy is generally high, thoughsome confusion and incorrect word choicedoes occur without hindering communication.

23 Vocabulary 1–6


21 Vocabulary work 1, 2

21© Oxford University Press New Headway Upper-IntermediatePHOTOCOPIABLE

Narrative tenses • Giving news and responding • Books and films • Showing interest3 What a story!


Co-operating Can give feedback on and follow upstatements and inferences and so help thedevelopment of the discussion.



1 Vocabulary and speaking 1, 2, 4


26

27

27, 28

Test your grammar 1

Language focus 1, 2

Practice 1, 2



30

32

What do you think 1, 2

What do you think


Can understand most radio documentariesand most other recorded or broadcast audiomaterial delivered in standard dialect and canidentify the speaker’s mood, tone etc.

28

32

Practice 3, 4


Overall oral production Can give clear, detailed descriptions andpresentations on a wide range of subjectsrelated to his/her field of interest, expandingand supporting ideas with subsidiary pointsand relevant examples.



29

30, 31




26

33

What’s in the news? 5


Reading for orientation Can quickly identify the content and relevanceof news items, articles and reports on a widerange of professional topics, deciding whethercloser study is worthwhile

26 What’s in the news? 1, 2, 4



26

29

What’s in the news? 3



30 Language work 1


Questions and negatives • Prefixes and antonyms • Being polite 4 Nothing but the truth




Creative writing Can write clear, detailed descriptions on avariety of subjects related to his/her field ofinterest.

36 Practice 11

Grammatical accuracy Shows a relatively high degree of grammaticalcontrol. Does not make mistakes which leadto misunderstanding.

34

35

35, 36


Language focus 1, 2

Practice 1, 2, 5–8


Can express his/her ideas and opinions withprecision, and present and respond tocomplex lines of argument convincingly.

34

37

38

Telling lies 1, 2




34

36

37

Telling lies 3

Practice 5, 9, 10



34

38–41

Telling lies 4


Overall spoken interaction Can interact with a degree of fluency andspontaneity that makes regular interaction,and sustained relationships with nativespeakers quite possible without imposingstrain on either party.

36 Practice 3–7


36

43

Practice 5–7


Sociolinguistic appropriateness Can express him or herself appropriately insituations and avoid crass errors offormulation.

43 Everyday English 1–3, 5

Vocabulary control Lexical accuracy is generally high, thoughsome confusion and incorrect word choicedoes occur without hinderingcommunication.

42 Vocabulary 1–5

Vocabulary range Has a good range of vocabulary for mattersconnected to his/her field and most generaltopics. Can vary formulation to avoidfrequent repetition, but lexical gaps can stillcause hesitation and circumlocution.



Future forms • Hot verbs – take, put • Telephoning5 An eye to the future

Level: B2COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEConversation Can engage in extended conversation on most

general topics in a clearly participatory fashion,even in a noisy environment.

48, 49 Reading and speaking 1, 2, 6

Flexibility Can adjust what he/she says and the means ofexpressing it to the situation and the recipientand adopt a level of formality appropriate tothe circumstances



44

45

46, 47


How do you see your future? 3

Practice 1–6

Information exchange Can synthesise and report information andarguments from a number of sources.


Overall listening comprehension Can understand standard spoken language, liveor broadcast, on both familiar and unfamiliartopics normally encountered in personal,social, academic or vocational life. Onlyextreme background noise, inadequatediscourse structure and/or idiomatic usageinfluences the ability to understand.

44, 45 How do you see your future? 1–3



48, 49 Reading and speaking 3–6




Vocabulary control Lexical accuracy is generally high, though someconfusion and incorrect word choice doesoccur without hindering communication.

49

51


Vocabulary 1–6


Expressions of quantity • export and ex'port • Business expressions and numbers 6 Making it big


general topics in a clearly participatoryfashion, even in a noisy environment.

56

57

58

Practice 5



Flexibility Can adjust what he/she says and the means ofexpressing it to the situation and the recipientand adopt a level of formality appropriate tothe circumstances



54

55, 56


Practice 1–5



59

60

What do you think?Speaking


Can understand most radio documentariesand most other recorded or broadcast audiomaterial delivered in standard dialect and canidentify the speaker’s mood, tone etc.



55 The naked chef 3, 4

Overall reading comprehension Can read with a large degree of independence,adapting style and speed of reading to differenttexts and purposes, and using appropriatereference sources selectively. Has a broad activereading vocabulary, but may experience somedifficulty with low frequency idioms.

55

58, 59

The naked chef 1, 2


Overall written interaction Can express news and views effectively inwriting, and relate to those of others



60

60

Vocabulary and pronunciation 1, 2

refuse 1–3

Vocabulary control Lexical accuracy is generally high, thoughsome confusion and incorrect word choicedoes occur without hindering communication.

60

60

61

Vocabulary and pronunciation 1–3

refuse 1–3



59 Vocabulary work


Modals and related verbs 1 • Hot verb get • Exaggeration and understatement7 Getting on together



65

66

66



What do you think?Flexibility Can vary formulation of what he/she wants to

say.69 Everyday English 1–5


62

63

63, 64


Language focus 1–3

Practice 1–7

Overall listening comprehension

Can understand standard spoken language, liveor broadcast, on both familiar and unfamiliartopics normally encountered in personal,social, academic or vocational life. Onlyextreme background noise, inadequatediscourse structure and/or idiomatic usageinfluences the ability to understand.


Overall oral production Can give clear, detailed descriptions andpresentations on a wide range of subjectsrelated to his/her field of interest, expandingand supporting ideas with subsidiary pointsand relevant examples.









62

64

We can work it out 1–3

Practice 9


66

67

Vocabulary work Vocabulary and speaking 1–3


Relative clauses • Participles • Adverbs collocations • The world around



74 What do you think?


70

70, 71

72

Test your grammar 1

Pilot superstar 2

Practice 2, 3




71, 72

74, 75

77

Pilot superstar 1–3


Everyday English 1

Overall written production Can write straightforward connected texts ona range of familiar subjects within his/her fieldof interest, by linking a series of shorterdiscrete elements into a linear sequence.



71

76

Practice 1

Vocabulary and Pronunciation 4–5







Vocabulary control Lexical accuracy is generally high, thoughsome confusion and incorrect word choicedoes occur without hinderingcommunication.

72

76

Practice 4, 5

Vocabulary and Pronunciation 1–6


72 Practice 6–8


8 Going to extremes


Expressing habit • used to do/doing • Homonyms/Homophones • Making your point 9 Forever friends


Conversation Can engage in extended conversation on mostgeneral topics in a clearly participatory fashion,even in a noisy environment.

81

82




78

79

80

Test your grammar 1

Friends reunited 4, 5

Practice 3, 6, 7






80

81

82

Practice 4, 5




82, 83 Reading and speaking 4, 5


79 Friends reunited 5

Vocabulary and pronunciation 6

Reading correspondence Can read correspondence relating to his/herfield of interest and readily grasp the essentialmeaning.

78 Friends reunited 1–3



81, 82 What do you think?

Vocabulary control Lexical accuracy is generally high, though someconfusion and incorrect word choice doesoccur without hindering communication.

84 Vocabulary and pronunciation 1–5, 7, 8


79

82

Practice 1, 2

Language work 1

Modal auxiliary verbs • Synonyms • Metaphors and idioms – the body 10 Risking life and limb

Level: B2COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISECo-operating Can give feedback on and follow up statements

and inferences and so help the development ofthe discussion.

89 Speaking 1–3


86

86, 87

87

88, 89


Otzi the iceman 1, 3, 5, 6


Practice 1–6





88

92

Practice 3–5

Listening and vocabulary 2, 4


90, 91

92


Listening and vocabulary 1, 2, 5


87 Otzi the iceman 4






86 Otzi the iceman 2


92

93

Listening and vocabulary 3




11 In your dreamsHypothesizing • Expressions with if • Word pairs • Moans and groans



97

99

100

100


What do you think?Listening and speaking 1, 2

What do you think

General linguistic range Can express him/herself clearly and withoutmuch sign of having to restrict what he/shewants to say.



94

95

95, 96


If only… 5

Practice 1–3, 5, 6



96

100

Practice 4



97, 99

100




97 Vocabulary and pronunciation 4, 5



94, 95 If only… 1–4


97

99

100


Vocabulary workLanguage work


12 It’s never too late Articles • Determiners • Hot words – life, time • Linking and commenting

Level: B2COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISECoherence and cohesion Can use a limited number of cohesive devices

to link his/her utterances into clear, coherentdiscourse, though there may be some‘jumpiness’ in a long contribution.



105

105, 107

106


What do you think?Reading and speaking 1


102

102, 103

103, 104

107

Test your grammar 1

The pace of life 2–5

Practice 1–6

Language work




102

106, 107

The pace of life 1



104 Practice 4



105

108






WritingLevel: B2COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISECoherence and cohesion Can use a limited number of cohesive devices

to link his/her utterances into clear, coherentdiscourse, though there may be some‘jumpiness’ in a long contribution.

114

122

123

Unit 4 Linking ideas

Unit 11 Narrative writing (2)

Unit 12 Adding emphasis in writing

Correspondence Can write letters conveying degrees of emotionand highlighting the personal significance ofevents and experiences and commenting on thecorrespondent’s news and views.

112

115

121

Unit 2 Informal letters

Unit 5 Emailing friends

Unit 10 Formal and informal letters

Creative writing Can write clear, detailed descriptions of real orimaginary events and experiences, marking therelationship between ideas in clear connectedtext, and following established conventions ofthe genre concerned.

113

119

Unit 3 Narrative writing (1)

Unit 8 Describing places

Orthographic control Can produce clearly intelligible continuouswriting which follows standard layout andparagraphing conventions.

110, 111 Unit 1 Applying for a job

Overall written interaction Can express news and views effectively inwriting, and relate to those of others

120 Unit 9 Writing for talking

Reports and essays Can synthesise information and argumentsfrom a number of sources.

Can write an essay or report which develops anargument, giving reasons in support of oragainst a particular point of view andexplaining the advantages and disadvantages ofvarious options.

116, 117

118

Unit 6 Report writing

Unit 7 Arguing your case

33© Oxford University Press New Headway Advanced

Present Perfect Continuous • Word formation • Adverbs • Telephoning1 Earning a living

Level: B1

PHOTOCOPIABLE

Avoiding repetition • Describing nationalities • British and American English

Level: C1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISE

Coherence and cohesion Can produce clear, smoothly flowing, well-structured speech, showing controlled use oforganizational patterns, connectors andcohesive devices.

13 Language focus 2–4

Grammatical accuracy Consistently maintains a high degree ofgrammatical accuracy; errors are rare anddifficult to spot.

12 Language focus 1


(Spoken & Written)

Is skilled at using contextual, grammatical andlexical cues to infer attitude, mood andintentions, and anticipate what will come next.

8

14




Can easily follow and contribute to complexinteractions between third parties in groupdiscussion even on abstract, complexunfamiliar topics.

7

11

14

Starter 1, 3

Reading and Speaking 6

Listening and Speaking 5


Can understand a wide range of recorded andbroadcast audio material, including some non-standard usage, and identify finer points ofdetail including implicit attitudes andrelationships between speakers.


Overall listening comprehension Can understand enough to follow extendedspeech on abstract and complex topics beyondhis/her own field, though he/she may need toconfirm occasional details, especially if theaccent is unfamiliar.

15

16


The last word 1–3

Overall oral production Can give clear, detailed descriptions andpresentations on complex subjects, integratingsub-themes, developing particular points, androunding off with an appropriate conclusion.


Vocabulary and speaking 3, 4

Overall reading comprehension Can understand in detail lengthy, complextexts, whether or not they relate to his/her ownarea of specialty, provided he/she can rereaddifficult sections.


Vocabulary control Occasional minor slips, but no significantvocabulary errors.


Vocabulary range Has a good command of a broad lexicalrepertoire allowing gaps to be readily overcomewith circumlocutions; little obvious searchingfor expressions or avoidance strategies. Goodcommand of idiomatic expressions andcolloquialisms.

7

11

13

16

Starter 2


Language focus 5, 6

The last word 1–4

NEW HEADWAY ADVANCED

34 New Headway Advanced © Oxford University Press

Present Perfect Continuous • Word formation • Adverbs • Telephoning

Level: B1

PHOTOCOPIABLE

Phrasal verbs • Tense review • Sounds and spelling2 Never lost for words!



24, 25 Language focus 1–7


(Spoken & Written)

Is skilled at using contextual, grammatical andlexical cues to infer attitude, mood andintentions, and anticipate what will comenext.




17

20

23

Starter 2, 3



Information exchange Can pass on detailed information reliably. 18 Reading and speaking 1


Can understand a wide range of recorded andbroadcast audio material, including somenon-standard usage, and identify finer pointsof detail including implicit attitudes andrelationships between speakers.


Orthographic control Spelling is accurate, apart from occasionalslips of the pen.

26 The last word 1, 4, 5


25 Language focus 6, 7

Overall reading comprehension Can understand in detail lengthy, complextexts, whether or not they relate to his/herown area of specialty, provided he/she canreread difficult sections.

18, 19

25


Language focus 7

Phonological control Can vary intonation and place sentence stresscorrectly in order to express finer shades ofmeaning.

27 The last word 1–5


21 Vocabulary 1–4

Vocabulary range Has a good command of a broad lexicalrepertoire allowing gaps to be readilyovercome with circumlocutions; little obvioussearching for expressions or avoidancestrategies. Good command of idiomaticexpressions and colloquialisms.

17

20

23

Starter 1





Level: B1

PHOTOCOPIABLE

Describing trends • Comparing statistics • Adverbs 1 • Word linking3 Big business

Level: C1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEGrammatical accuracy Consistently maintains a high degree of

grammatical accuracy; errors are rare anddifficult to spot.




27

28

28

34

35

Starter 2


What do you think? 1–3

Listening 4

Speaking 2


30

33

34


Language focus 6, 7

Listening 1–4


30, 31

35

Vocabulary and speaking 2, 3, 5, 6

Speaking 1, 2




Can understand in detail a wide range oflengthy, complex texts likely to be encounteredin social, professional or academic life,identifying finer points of detail includingattitudes and implied, as well as stated,opinions.





27

30

Starter 1



Present Perfect Continuous • Word formation • Adverbs • Telephoning4 Celebrity

Level: B1

PHOTOCOPIABLE

Synonyms and antonyms 1 • Discourse markers • Tags and replies


Coherence and cohesion Can produce clear, smoothly flowing, well-structured speech, showing controlled use oforganizational patterns, connectors andcohesive devices.



45

46

Listening 5

The last word 1, 2, 4


(Spoken & Written)

Is skilled at using contextual, grammatical andlexical cues to infer attitude, mood andintentions, and anticipate what will comenext.

37

40

Starter 1

What do you think? 2



38

40

44

45


What do you think? 1–3

Speaking 1–3

Listening 5


Can understand a wide range of recorded andbroadcast audio material, including somenon-standard usage, and identify finer pointsof detail including implicit attitudes andrelationships between speakers.

42

44


Listening 1–4


37 Starter 2




Can understand in detail a wide range oflengthy, complex texts likely to be encounteredin social, professional or academic life,identifying finer points of detail includingattitudes and implied, as well as stated,opinions.

38, 39 Reading and speaking 1, 3–5


41 Vocabulary 2, 3


38

41


Vocabulary 1, 3


Present Perfect Continuous • Word formation • Adverbs • Telephoning5 Love is …?

Level: B1

PHOTOCOPIABLE

Ways of adding emphasis • Proverbs and poetry • Getting emotional


Flexibility Can adjust to the changes of direction, styleand emphasis normally found in conversation.Can vary formulation of what he/she wants tosay.


Identifying cues and inferring(Spoken & Written)

Is skilled at using contextual, grammatical andlexical cues to infer attitude, mood andintentions, and anticipate what will come next.

52 Vocabulary and speaking 1–3, 5



48

53





51

52

Language focus 2, 3

Vocabulary and speaking 2, 4, 5




48–50 Reading and speaking 1, 2


54 The last word 3


Can give clear, detailed descriptions ofcomplex subjects.

47

48

53

Starter 1–3

Reading and speaking 1, 3, 6



Can easily follow complex interactions betweenthird parties in group discussion and debate,even on abstract, complex unfamiliar topics.

54 The last word 1, 4


48–50

52

54



The last word 2



Level: B1

PHOTOCOPIABLE

Distancing the facts • Nouns formed from phrasal verbs • Responding to news6 Newspeak





55

59

62

Starter 2

Language focus 1

The last word 1, 4, 5

Propositional precision Can qualify opinions and statements preciselyin relation to degrees of, for example,certainty/uncertainty, belief/doubt, likelihood,etc.



The last word 1, 3–6


can understand in detail a wide range oflengthy, complex texts likely to be encounteredin social, professional or academic life,identifying finer points of detail includingattitudes and implied, as well as stated,opinions.

56–58

62


The last word 1, 2



55

61

Starter 3



Can easily follow complex interactionsbetween third parties in group discussion anddebate, even on abstract, complex unfamiliartopics.



55

56

60

61

Starter 1


Vocabulary 1, 2




Level: B1

PHOTOCOPIABLE

Modal auxiliary verbs • Rhyme and reason • Breaking the rules of English7 Words of wisdom


Creative writing Can write clear, detailed, well-structured anddeveloped descriptions and imaginative texts inan assured, personal, natural style appropriateto the reader in mind.


Identifying cues and inferring(Spoken & Written)

Is skilled at using contextual, grammatical andlexical cues to infer attitude, mood andintentions and anticipate what will come next.

68

70


The last word 1, 2



63

65

66

68

70

Starter 1–3

Reading and listening 6

Speaking 1–4


The last word 3, 4


Can understand enough to follow extendedspeech on abstract and complex topics beyondhis/her own field, though he/she may need toconfirm occasional details, especially if theaccent is unfamiliar.

65

68

68

Reading and listening 2–5





Reading correspondence Can understand any correspondence given theoccasional use of a dictionary.

64, 65 Reading and listening 1, 2, 4







65 Reading and listening 6



Level: B1

PHOTOCOPIABLE

Metaphors and idioms • Real and unreal tense usage • Softening the message 8 Altered images






71

72

Starter 1, 2, 4



71

72

74, 75

Starter 3


Vocabulary and listening 1, 4, 5


72

76, 77



Sociolinguistic appropriateness Can use language flexibly and effectively forsocial purposes, including emotional, allusiveand joking usage.






73

74, 75

75, 76


Vocabulary and listening 1–6




Level: B1

PHOTOCOPIABLE

Verb patterns • Homonyms, homophones, and homographs • Telling jokes 9 History lessons












86

90


The last word 3–5

Sociolinguistic appropriateness Can use language flexibly and effectively forsocial purposes, including emotional, allusiveand joking usage.



Can give clear, detailed descriptions of complexsubjects.

81

85

Starter 1–4



82

86





Level: B1

PHOTOCOPIABLE

Sports • Intensifying adverbs • The body • Clichés 10 The body beautiful






92

96

97


Listening and speaking 1–3, 5

Speaking 1, 2



91

96

Starter 2



91

92

Starter 3



92, 93

97


Speaking 2


91

92

95

98

Starter 1


Vocabulary and speaking 1–4

The last word 1–3



Level: B1

PHOTOCOPIABLE

Relatives and participles • Compound nouns and adjectives • Idiomatic expressions11 The ends of the earth

Level: C1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISECreative writing Can write clear, detailed, well-structured and

developed descriptions and imaginative texts inan assured, personal, natural style appropriateto the reader in mind.

104

107


Language focus 4


106, 107 Language focus 1–3, 5, 6





99

104

105

Starter 2

Vocabulary and listening 5, 6



99

100–103

Starter 1, 3



Can give clear, detailed descriptions of complexsubjects.

100

104

105





100

104


Vocabulary and listening 1–5





Level: B1

PHOTOCOPIABLE

Linking devices • Synonyms and antonyms 2 • Euphemisms12 Life goes on

Level: C1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISECoherence and cohesion Can produce clear, smoothly flowing, well-

structured speech, showing controlled use oforganizational patterns, connectors andcohesive devices.


General linguistic range Can select an appropriate formulation from abroad range of language to express him/herselfclearly, without having to restrict what he/shewants to say.

109 Starter 2



109

110, 111

Starter 4

Reading and speaking 1, 2, 5





109

111

Starter 3



110, 111 Reading and speaking 5



109

114

Starter 1



110

113

114

116



Vocabulary 1–3

The last word 1–4

45© Oxford University Press New Headway Advanced PHOTOCOPIABLE

WritingLevel: C1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISECreative writing Can write clear, detailed, well-structured and

developed descriptions and imaginative texts inan assured, personal, natural style appropriateto the reader in mind.

118, 119

126

129

130

131

Unit 2 Storytelling

Unit 7 Describing a personal experience

Unit 10 Entering a competition

Unit 11 Describing a journey

Unit 12 Bringing a biography to life

Overall written interaction Can express him/herself with clarity andprecision, relating to the addressee flexibly andeffectively.

117

124, 125

128

Unit 1 Formal and informal letters

Unit 6 A letter to a newspaper

Unit 9 Personal profile

Reports and essays Can expand and support points of view atsome length with subsidiary points, reasonsand relevant examples.

120, 121

122

123

127

Unit 3 A business report

Unit 4 Expressing a personal opinion

Unit 5 Discussing pros and cons

Unit 8 Reviewing a film or book

1Great Clarendon Street, Oxford ox2 6dp

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