NEW HEADWAY PRE INTERMEDIATE 3RD EDITION TEACHER BOOK PDF

.... All my studants love it. New Headway is the course teachers and learners can rely Thank you for a truly dyhamic on. Why? An authoritative integrated syllabus, motivating
†ex†book. k topics, and clearly focused tasks, combine with a r[r]

Answers and tapescript
Vinnie says that The Philosopher s Stone is terrific, ] K
Rowling5 a really good writer, and it is not just for kids. Maeve says that the film Capfain Corellï s Mandolin ìs very sad. Sue says she could not read the book. Wil[r]

etther. They will probably choose to apply a tense that translates directÌy from
their own language(s), for example *J?m living here {or six years, Instead oŸ T
hawe been living here [Or six years.
The approach in the Studenfs Book ¡s to keep the[r]

their bHl? Have they ever received a very large bill? Pre-
teach key vocabulary: fext (someone), make a phone call,
recetve/pay a phone bill, clear a debt. You may also want to explain that the phrase “state of the art is often used adjectivally t[r]

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.... All my studants love it. New Headway is the course teachers and learners can rely Thank you for a truly dyhamic on. Why? An authoritative integrated syllabus, motivating
†ex†book. k topics, and clearly focused tasks, combine with a r[r]

Intermediate students often feel they already fully 'know' the Present
Simple and Continuous, In practice, however, they still make frequent
mistakes when trying to use them. The aim here is to overcome any complacency or resistance by challenging studen[r]

aắuh/elderly?
Alternatively, pụt students in groups of three to look at the pictures and discuss the questions ïn the book. In the feedback, find out who thinks which age is the happlest. TẾ you have a class of mixed ages, you could ask students tọ[r]

B_ We had a great time. There5 so mụch to đo. Its a really
exciting city. And there are so many people from all over
the word. Í think ïE5 nearly as cosmopolitan as New York.
You could extend this activity by asking stuđents to write their own[r]

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TEST YOUR GRAMMAR 6s p5⁄)
Thís section reviews the Present Simple and the Past Simple
and contrasts their uses with the Present Perfcct tense.
ILis also a personalized activity where students interview partners and then report back to the class. IPs a par[r]

Wait until we'Ve set up our computers.
Á_And David, | promise, youLL be out first guest when we 2 Students remain in pairs to ask and answer questlons
movwe into our new home. using the prompts. Focus studentsỢ attention on the
D Excellent. [II[r]

etther. They will probably choose to apply a tense that translates directÌy from their own language(s), for example *J?m living here {or six years, Instead oŸ T
hawe been living here [Or six years.
The approach in the Studenfs Book ¡s to keep the[r]

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1 Begin by drawing the outline of a body on the board and elicit as many words as you can by pointing to diferent
parts and asking what they are. Say each word as you
write it on the board. Be careful not to go on too long or đeal with too many[r]

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Dear Claudia,
Thanks for your letter. ['m pleased (1) to hear Z hearing ⁄ hear that youre having a good time in York. How is the English course
going? (2] Are you allowed to ⁄ Do you have tơ do lots oŸ homework? What$ your teacher {3} ? 1s he[r]

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