AMERICAN HEADWAY Teacher’s Book SECOND EDITION Liz and John Soars Amanda Maris OXFORD UNIVERSITY PRESS 198 Madison Avenue New York, NY 10016 USA Great Clarendon Street, Oxford 0X2 6DP UK Oxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungaiy Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam OXFORD and OXFORD ENGLISH are registered trademarks of Oxford University Press in certain countries © Oxford University Press 2009 Database right Oxford University Press (maker) All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press (with the sole exception of photocopying carried out under the conditions stated in the paragraph headed “Photocopying”), or as expressly permitted by law, or under terms agreed with the appropriate copyright clearance organization Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer Contents Photocopying The Publisher grants permission for the photocopying of those pages marked “photocopiable” according to the following conditions Individual purchasers may make copies for their own use or for use by classes that they teach School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only Oxford University Press disclaims any responsibility for the content Editorial Director: Laura Pearson Publishing Manager: Erik Gundersen Managing Editor: Louisa van Houten Development Editor: Rosi Perea Design Director: Susan Sanguily Design Manager: Maj-Britt Hagsted Senior Designer: Michael Steinhofer Image Editor: Robin Fadool Design Production Manager: Stephen White Production Editors: Alissa Heyman, Greg Johnson Manufacturing Manager: Shanta Persaud Manufacturing Coordinator: Elizabeth Matsumoto ISBN Teacher’s Book (pack): 978-0-19-470451-9 ISBN Teacher’s Book (pack component): 978-0-19-472956-7 ISBN Teacher’s Book Access Card (pack component): 978-0-19-470456-4 Printed in China 10 This book is printed on paper from certified and well-managed sources ACKNOWLEDGMENTS Illustrations by: Mark Duffin pp 112-113 Photocopiable pages designed by: Keith Shaw We would like to thank the following for permission to reproduce the following photographs: Getty Images p 114 (portrait of woman/Denis Felix/Taxi); OUP p 116 (woman in scarf/Imagesource, young family, businessman/Photodisc); Punchstock p.116 (kids on roundabout/Imagesource, walking the dog/ imageshop); p 123 (Manhattan/Digital Vision, tropical beach/Corbis/Digital Stock): Pictures Colour Library Ltd p 123 (Colosseum/Brian Lawrence Images Ltd, paella/Dennis Jackson) The authors and publisher are grateful to those who have given 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 (from Porgy and Bess) by George Gershwin, Du Bose and Dorothy Heyward and Ira Gershwin © 1935 (Renewed 1962) George Gershwin Music, Ira Gershwin Music and Du Bose and Dorothy Heyward Memorial Fund Porgy and Bess is a registered trademark of Porgy And Bess Enterprises Gershwin, George Gershwin and Ira Gershwin are trademarks of Gershwin Enterprises All Rights Reserved 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 American Headway 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 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 through American Headway American Headway - to be - Present Simple - Past Simple - Present Continuous going to future - Present Perfect Simple American Headway - 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 - 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 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 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 Notes on the unit Vocabulary Things to read menu, dictionary, postcard, magazine, newspaper Jobs nurse, model, journalist, lawyer, actor Things to eat egg, tuna, cake, chicken, French fries Activities sailing, sunbathing, running, cooking, dancing Verbs collect, want, deliver, sell, listen Adjectives beautiful, fast, expensive, friendly, young am/is/do/does (not) are does/is doesn’t; is ’m; is don’t; aren’t isn’t Translate The idea behind this is that students begin to be aware of similarities and differences between English and their first language Emphasize that they must not translate word by word Obviously it will only be possible to check their answers in a monolingual class, but a multilingual class can discuss their answers together in nationality groups Stop and check Correct the mistakes There isn’t a bank near here Look at this photo/these photos Is there a mail box near here? I arrived at the airport at ten o’clock last night She could speak three languages when she was eight Where did you go last weekend? The sofa is in front of the window I can’t go out because I have a lot of homework 10 There is a table in the kitchen 11 I went to the theater last weekend 12 Who are those people over there?/these people over here? 13 I bought a new DVD player 14 Did you watch football on TV last night/yesterday evening? 15 Thai people are very friendly 16 I like cities because I can go to good restaurants Past Simple studied began didn’t finish was wanted thought didn’t go wrote 10 didn’t understand 11 could Irregular verbs sang came sold got left made broke saw won 10 took can/could/was/were (not) wasn’t; was was; could can were; weren’t; was couldn’t; was some/any/a/an any a; some an some; any any some Questions and negatives Is there a good cafe in this town? There isn’t a good cafe in this town Are there any eggs in the refrigerator? There aren’t any eggs in the refrigerator Can you speak Spanish? You can’t speak Spanish Was he born in 1983? He wasn’t born in 1983 Could she play the violin when she was three? She couldn’t play the violin when she was three Were they on vacation last week? They weren’t on vacation last week Did your parents study English at school? Your parents didn’t study English at school Did the students go to the movies last night? The students didn’t go to the movies last night Vocabulary – noun + noun chocolate cake orange juice swimming pool parking lot newspaper boyfriend handbag train station living room washing machine movie star Vocabulary - verb + noun speak German drink a cup of coffee win a medal earn a lot of money cook a meal ride a bike break a record play the guitar become a pilot eat a sandwich Stop and check Correct the mistakes It’s very hot today — would you like something to drink? Peter has a lot of books because he likes reading How many brothers and sisters you have? How much money does he have? Whose is that new car? I’m going home now, because it’s late Last night I went to the cafe to meet my friends We’re going to have a test next week 10 I’m wearing my old clothes because I’m going to clean the car 11 Juan is Argentinian, he comes from Buenos Aires 12 What are you doing this evening? 13 My brother is older than me 14 I think it is going to rain 15 Your apartment is bigger than mine 16 Who is the richest person in the world? Questions and answers Where does your sister work? In an office Whose is this cell phone? It’s Sally’s How many dogs you have? Two How much did your bike cost? $295 Could you help me, pleasekYes, of course What can I for you? Would you like some more to eat? No, thanks I’m full Do you like Henry? Yes I think he’s very nice Where are you going on vacation? To Mexico Why are you going to the market? To buy some fruit What did you last night? I stayed at home Who’s the new teacher? Her name’s Mrs Taylor Comparatives and superlatives Adjective big intelligent bad popular noisy Comparing hotels Comparative bigger more intelligent worse more popular noisier Superlative biggest most intelligent worst most popular noisiest The Strand is bigger than the Ritz The Ritz is more expensive than the Strand The Strand is nearer to the ocean than the Ritz The Strand is further from the town center than the Ritz The Strand is more modern than the Ritz 2 The Strand is the biggest The Star is the most expensive The Star is the nearest to the ocean/ The Ritz is the furthest from the ocean The Strand is the furthest from the town center/The Ritz is the nearest to the town center The Strand is the most modern some/any/a a some any some a; some a any some; any Present Simple and Present Continuous runs; isn’t running are looking; don’t like wear; ’m wearing are you going; go works; ’s writing going to Peter is going to buy some bread at the bakery I am going to borrow some books from the library We are going to see a play at the theater They are going to take a vacation in Turkey I am going to send an e-mail to my friend Vocabulary Clothing store Dress Suit Shirt Sweater jeans Food Cake French fries Meat Carrots Cheese Drinks Coffee Milk Water juice Translate See note about translation on p.132 Progress test Exercise What’s her last name? Where’s she from? How old is she? Where does she live? / What’s her address? What does she do? / What’s her job? Where does she work / teach? Is she married? What does she in her free time? Exercise 2 What you on weekends? Where does she work? There is a photo on the shelf Is there a bank near here? Can I have coffee, please? How many children they have? Emily teaches English in Brazil Is there anv milk in the refrigerator? 10 Rosy does not go to work by car 11 Sue and Dave like going to the movies Exercise How much is a ham sandwich? $2.50 What you on Sundays? I play tennis Where you go on Friday evenings? To the theater How you travel to work? By bus What time you get up? At seven o’clock Exercise 2.some an/some any any a some any an 10 any 11 some Exercise 1.have live is works likes doesn’t like go stay go 10 walk Exercise We go swimming on Saturdays They watch TV every day The dictionaries are over there These watches are expensive Look at those beautiful flowers Do you have any stamps? They’re our children They’re interesting people 10 Those men are American 11 The schools don’t have any computers Exercise 1.in next to behind on near in font of on Exercise b a a b b Exercise 10 pen (You can read the others.) milk (You can drink milk.) cabinet (The others are types of cutlery.) teach (The others are professions.) like (The others are adjectives.) man (The others are names of family members.) house (The others are rooms.) often (The others describe position.) 10 American (American is an adjective.) 11 we (The others are possessive adjectives.) Exercise 11 difficult - easy expensive - cheap hot - cold pretty – ugly wrong - right old - young new - old right - left Exercise 12 play football go running speak Japanese drink tea travel by bus fly a plane listen to music watch television Progress test Exercise 1 liked studied earned decided started had became sang sold 10 made Exercise left went worked moved met got live teaches does 10 sells Exercise We didn’t enjoy the movie I didn’t take a photograph of my family Angela didn’t send an e-mail to her friend Yuri Gagarin didn’t become an astronaut in the 1970s England didn’t win the World Cup in 2000 Her father didn’t die when she was 14 I didn’t lose $20 last night People didn’t fly by plane 100 years ago 10 That book wasn’t very interesting 11 We didn’t arrive at school at eight o’clock Exercise Would you like… Do you like… would you like… Do you like… I’d like… Exercise C N N C C N N Exercise some a any any some some; some any Exercise How much How many How many How much How much Exercise No, it isn’t It’s more expensive No, it isn’t It’s smaller No, it isn’t It’s the smallest No, it isn’t It’s cheaper No, it isn’t It’s the most expensive No, it isn’t It’s more modern/newer No, it isn’t It’s the oldest Exercise Adjective exciting good bad interesting Exercise 10 2.first scond third twelfth twenty Exercise 11 2.interesting friends dirty fast safe quiet new old 10 cheap 11 relaxing Exercise 12 3.driving stopping working using looking getting buying 10 thinking Comparative more exciting better worse more interesting Superlative most exciting best worst most interesting 11 swimming 12 crying Exercise 13 go; are going … go are … working; have … live; Do … like … have; am having is ringing Exercise 14 It’s yours They’re ours They’re his It’s theirs It’s hers Exercise 15 They’re going to be pilots He isn’t going to be an actor Are you going to be an architect? I’m not going to be a lawyer We’re going to be baseball players She isn’t going to be a model Is he going to be a singer? I’m going to be an accountant He isn’t going to be a chef 10 Are you going to be a music teacher? Exercise 16 drank drunk won won lived lived had had did done played played went gone 10 wrote written Exercise 17 a a b a a a Exercise 18 Feelings sad happy bored angry excited Clothes sweater tie T-shirt suit skirt Weather foggy sunny cloudy snowing windy ... tense forms in American Headway through American Headway American Headway - to be - Present Simple - Past Simple - Present Continuous going to future - Present Perfect Simple American Headway... 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... 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