New Headway Elementary and Pre-Intermediate, and ... Thus we have reviewed
and brought up-to-date every aspect of the book, both in .... Student's Book.
English
MitSprache Nr. 11 • Herbst/Winter 2003
OXFORD NEWS
12
New Headway
Dear Teacher We’ve been aske d – why a new ed ition of New Hea Headway Interm dway Intermed ediate perhaps, or iate? Why indeed Very New or Ev no debate about , you may ask! An en Newer Headway the desirability of d what to call it? Intermediate? W a new edition. W New New anticipating the e may have had a ith th e recent publica forthcoming New de bate about the na tions of New Hea Headway Advanc me, but there wa fresher, more inte dway Elementary ed, we felt that a s rnational feel of and Pre-Intermed new edition of N the other levels. iate, and and design, while ew Headway Inter Thus we have re maintaining all m ed ia vi te ew wa ed and brought s needed to match the key Headway more major chan up-to-date every the features. There ar ges of text and to aspect of the book e small changes, pic. , both in conten which help activ t ities run more sm oothly, as well as What is the sam e in the new ed ition? The basic Headw ay methodology is the same. Hea because they are dway has always traditional and we aimed to blend th don’t necessarily • Grammar ha e best of old and espouse latest ap s a core place in new. We don’t re proaches becaus language teaching ject activities just • Learners learn e they are new. W an d lea rning. a language both e believe: by using it, and • Vocabulary is by understanding as important as how it works. grammar. • A wide variety of language prac tice tasks incorp learning. orating all four sk ills (listening, sp • It is important eaking, reading and writing) are to integrate pron essential to unciation practic • Realistic, inte e. grated and balan ced work on deve • Everyday parts loping all four sk of the language, ills inside the cla such as social an ssroom helps lea d idiomatic expr rners do real thin essions, also need gs outside. What is differe a place in the sylla nt? bus. Over the years we have received a gr eat deal of feedba edition. ck from Headway users all over the • Design world. This has contributed huge ly to the new The design is cle arer, fresher and more up-to-date. • Grammar tr The units are alt eatment ogether easier to Although the gr navigate. ammatical syllabu s remains largely Spots at pertinent the same, every points througho text and task has ut the units. Thes reference section been reviewed an e replace the Lang at the back. They d revised. There uage Reviews an are now Gramm highlight areas of themselves and d cue the relevan ar grammar, requiri do some exercises t parts of the revi ng students to analy for reinforcemen sed Grammar • Practice task se both form an t. s d use, work out rules for As always, the pr actice tasks cove r all the skills wi Throughout ther th a great mix of e is even greater accuracy (often emphasis on perso • Reading and for pronunciatio nalised and free listening texts n) and fluency-b speaking. ased activities. These are genera lly shorter, yet sti ll challenging an comprehension d all taken from tasks all of which diverse authentic integrate much global feel, and sources. There is speaking practic try to reflect our a great variety of e, often personaliz changing world. preparation and • Everyday En ed . The replacemen glish t texts generally have a more This section has been adapted fro m the Postscript spoken English. section of New H eadway Intermed • Writing iate and focuses primarily on aspe cts of natural Activities and ta sks to develop wr iting skills are no writing lessons cu w in a separate se ed from the unit, ction at the back but which can be for students to co of the book. This used at the teache mplete, adapt, an comprises twelv r’s discretion. Th e complete d follow to prod e writing syllabu uce a satisfying pi s itself is fuller, pr ec e of writing. oviding models Throughout New Headway Interm ediate – the new topics and langu edition, we try to age into a persona encourage stude l context. We ho that learning En nts to draw on th pe you and your glish can be inte eir own culture an students will bo resting and fun as d experience to pu th enjoy and benefit well as sometim t from using it an es hard work! d share our belie f Liz and John Soar s
13
English
MitSprache Nr. 11 • Herbst/Winter 2003
– what’s new? A lot is happening with New Headway! New Headway Intermediate – the new edition, a new website, New Headway Advanced, New Headway Elementary German edition.
The letter from the authors tells you what’s new about New Headway Intermediate – the new edition. Autumn 2003 sees the long-awaited arrival of New Headway Advanced – a completely new course to challenge and stimulate advanced learners, with plenty of new material for students to really get their teeth into. There are also new extra activities on the new websites for teachers (www.oup.com/teacher/headway) and students (www.oup.com/elt/headway). If you are teaching at elementary level have you seen the German edition of New Headway Elementary? Instructions in German help low-
level learners who need the reassurance of first language support in their course book. The course and approach is the same as in the ‘standard’ German wordlist edition, but rubrics and grammar references are translated to help those learners who need this back-up. They can concentrate on practising English, supported by instructions and explanations in German.
What makes New Headway work? New Headway is used all over the world, with all kinds of learners and in all kinds of teaching institutions. What do teachers like so much about it? The authors and editorial team get lots of feedback from teachers about the course, and of course we are able to use this feedback when compiling new editions and improving the course. But the basic message from the feedback is always the same – the Headway approach
New Headway English Course n Elementary-German Edition Student’s Book Mit zweisprachiger Vokabelliste 118 029 L
13,95 €
Arbeitsbuch Mit Grammatik und Schlüssel 31 152 L
14,95 €
Teacher’s Book 118 037
72
22,95 €
Class Cassettes (2) 120 384
7
32,95 €
7
32,95 €
Class CDs (2) 120 406
n New Headway Intermediate new Edition Student’s Book Mit zweisprachiger Vokabelliste 136 027 L
25,95 €
Workbook Mit Lösungsschlüssel und Grammatikübersicht 136 019 L 14,50 € Teacher’s Book 118 037
72
22,95 €
Class Cassettes (2) 120 384
7
32,95 €
7
32,95 €
Class CDs (2) 120 406
New Headway Intermediate new Edition Student’s Book
n New Headway Advanced Student’s Book Mit zweisprachiger Vokabelliste 136 043 L
25,95 €
Workbook Mit Lösungsschlüssel und Grammatikübersicht 136 019 L 14,50 € Teacher’s Book 136 051
72
(i. V.)
Workbook with Key 136 116
L
(i. V.)
Class Cassettes 120 116
7
32,95 €
7
32,95 €
Class CDs 120 406
English
MitSprache Nr. 11 • Herbst/Winter 2003
14
New Headway Advanced Student’s Book
OXFORD NEWS
Grammar has a core place One of the keys to Headway’s success is that it recognises the importance of grammar in building language competence. Clear presentations help the learner see how the language is used; Grammar spots and Language focus sections guide the learner to an understanding of form and meaning; clearly focused practice tasks let the learner manipulate the language before they progress to personalizing what they have learned.
Learners learn a language both by using it, and by understanding how it works Plenty of varied practice tasks help the learner build a picture of the language, as they are carefully guided from controlled to freer prac-
Ausriss aus: New Headway Intermediate new Edition Student’s Book
works; there is a real understanding of what happens in the classroom and of what teachers and learners will find useful and valuable. With New Headway, teachers can be confident that they are making the best use of their learners’ aptitude and time, and that they are providing a well-balanced programme. Learners can be confident that they will make real progress – not just in their knowledge of the language, but most importantly in their ability to use the language as a real communication tool in all four skills. In their letter, John and Liz Soars outline the beliefs which underpin the Headway methodology; let’s see how a few of those beliefs are integrated into the course.
tice. The Grammar Reference section gives clear information about the grammar focus of the unit and helps put the language into a broader context. But learners need to build a picture of how the whole language works, not just the grammar, and Headway’s three-way approach to vocabulary helps learners see how vocabulary systems work, too. Vocabulary is as important as grammar Headway has a three-way approach to vocabulary: it presents vocabulary in topic areas, giving learners the essential basics. From the very beginning it also looks at vocabulary systems. ‘Words that go together’ are introduced at a very early stage, giving learners the tools to see and learn the essential building blocks. And it also guides learners to sensible vocabulary learning strategies. A wide variety of language practice tasks incorporating all four skills are essential Each unit of Headway at every level is carefully structured to bring all four skills together with the topic area and grammar focus. Reading and listening activities provide related practice opportunities as well as extending and developing
15
English
MitSprache Nr. 11 • Herbst/Winter 2003
Business Vision Von: Appleby, Rachel / Wallwork, Adrian Das Lehrwerk vermittelt Englischkenntnisse für den Beruf. Der praxisbezogene Ansatz konzentriert sich voll auf die Fertigkeiten, die dazu erforderlich sind.
New Headway Intermediate new Edition Student’s Book
■ Interessantes Material sowohl aus Business-Bestsellern als auch aus der Business-Presse. ■ Entwicklung der kommunikativen Fertigkeiten durch eine Vielzahl an Sprechaktivitäten und Anregungen zur Diskussion auf fast jeder Seite. ■ Einbeziehung der neuen Technologien mit einem kompletten Kurs zum Verfassen von E-Mails. ■ Fokus auf das Hörverstehen mit Tipps zum besseren Verstehen von authentisch gesprochenem Englisch. ■ Authentische Hörbeispiele mit Interviews von Geschäftsleuten.
awareness of the language and improving comprehension skills. Speaking and writing activities allow students to use the language for themselves and see how they can put what they have learned to real communicative use. At all stages, different activity-types activate all aspects of the language. Realistic, integrated and balanced work on developing all four skills inside the classroom helps learners do real things outside The classroom gives learners the opportunity to practise, to experiment, and to rehearse using the language. But it’s also a place where real communication happens. If learners are interested in and engaged by a topic, and if they are given a variety of opportunities to work with the language – to think about the topic, to make
sure they understand key points, to react personally and to share their ideas with other learners – then this will help them feel confident when they have to use the language ‘outside’. And the future We hope you continue to enjoy teaching with New Headway and that you will enjoy working with the new editions, with the successful core Headway methodology and new and updated topics and tasks. 3 Pam Murphy* *Headway Manager, Oxford University Press
www.cornelsen-teachweb.de/co/erw/ mitsprache
Business Vision Oxford University Press Student's Book mit zweisprachiger Vokabelliste 166 Seiten kartoniert 12555-6
L
Workbook 80 Seiten kartoniert
12554-8
LR
5,50 €
Teachers Book 96 Seiten kartoniert
12551-3
QR
21,95 €
12554-8
R
43,50 €
Audio-Kassetten (2) 12553-X
R
32,95 €
28,50 €
CDs (2)
