Hwy Cef Begelempre

New

2Georgia Smith

and the Common EuropeanFramework of Reference

Beginner

Elementary including third edition

Pre-Intermediate

2Contents

Introduction p3

New Headway Beginner p7

New Headway Elementary p21

New Headway Elementary, third edition p35

New Headway Pre-Intermediate p50

3Introduction

What is this booklet for?The aim of this booklet is to give a clear and simpleintroduction to the Common European Framework of Reference, and to show how it works with NewHeadway. This document is not a summary of theCommon European Framework of Reference (CEF),which is an extremely comprehensive and detaileddocument of over 250 pages. This introductionhighlights points of particular interest, and if detailedinformation is required, teachers are advised to consultthe original document. The main body of this documentmaps each Students Book unit of New HeadwayBeginner, Elementary and Pre-Intermediate and refers to the competences 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, needto be able to understand each other. The Council ofEurope therefore wishes to encourage people to learnlanguages and develop their ability to communicate with people from 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 persons languageability these are defined by descriptors.

The CEF says that teachers shouldnt 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 dont 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 notlinear 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

4Please 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 toknow about that language, and this is an aim we allshare though students also need to know abouta 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 cant 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 Students Book unit has listening,reading, and writing practice emphasizes whatstudents 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, Teachers Resource Book, CD-Rom,teachers website and students website all offer extrapractice and learning resources.

The Teachers 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.

6New 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 Beginner

am/are/is my/your This is How are you? Whats this in English? Numbers 110 Plurals1 Hello!

Level: A1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEGrammatical accuracy Shows only limited control of a few simple

grammatical structures and sentence patternsin a learnt repertoire.

9 Practice 1, 2

Information exchange Can ask and answer simple questions, initiateand respond to simple statements in areas ofimmediate need or on very familiar topics.

10 Vocabulary 4

Orthographic control Can copy familiar words and short phrases e.g.simple signs or instructions, names of everydayobjects, names of shops and set phrases usedregularly.

11 Everyday English 2

Overall listening comprehension Can follow speech which is very slow andcarefully articulated, with long pauses forhim/her to assimilate meaning.

68

9

Whats your name? 1, 3, 5, 6Practice 13

Overall oral production Can produce simple mainly isolated phrasesabout people and places.

6 Starter 1

Overall reading comprehension Can understand very short, simple texts asingle phrase at a time, picking up familiarnames, words and basic phrases, and re-readingas required.

68

11

Whats your name? 1, 3, 5, 6Everyday English 1

Phonological control Pronunciation of a very limited repertoire oflearnt words and phrases can be understoodwith some effort by native speakers used todealing with speakers of his/her languagegroup.

11 Everyday English 1, 3

Sociolinguistic appropriateness Can establish basic social contact by using thesimplest everyday polite forms of: greetings andfarewells; introductions; saying please, thankyou, sorry, etc.

68

9

Whats your name? 2, 4, 7, 8Practice 13

Vocabulary range Has a basic vocabulary repertoire of isolatedwords and phrases related to particularconcrete situations.

10 Vocabulary 13Everyday English 1

PHOTOCOPIABLE

NEW HEADWAY BEGINNER

8 New Headway Beginner Oxford University Press

Countries Where are you from? he/she/they his/her Numbers 11302 Your world



13

15

Where are you from? 4Practice 7

Information exchange Can ask and answer questions aboutthemselves and other people, where they live, people they know, things they have.

12, 13

14, 15

Where are you from? 13, 5, 6Practice 14

Orthographic control Can copy familiar words and short phrases e.g. simple signs or instructions, names ofeveryday objects, names of shops, and setphrases used regularly.

14, 15 Practice 2, 4, 5Reading and listening 2, 3


12, 13

14, 15

17

Where are you from? 1, 35Practice 1, 46Everyday English 3, 5, 6

Overall reading comprehension Can understand very short, simple texts asingle phrase at a time, picking up familiarnames, words and basic phrases, andre-reading as required.

12

12

15

16

17

Starter 1Where are you from? 1, 3Practice 6Reading and listening 1Everyday English 4


12

17

Starter 2Everyday English 2



PHOTOCOPIABLE


Jobs am/are/is negatives and questions Address, phone number Social expressions 3 Personal information



19

21

Whats her job? 6Practice 3, 5


18

18

20

21

22

Starter 2Whats her job? 1Whats your job? 1, 2Practice 2Reading and speaking 4


18, 19

20

21

22

Whats her job? 1, 2, 5Whats your job? 1Practice 1Reading and speaking 3


18 Whats her job? 2


19

22

Whats her job? 3, 5Reading and speaking 1

Overall written production Can write simple isolated phrases andsentences.

19

21

22

Whats her job? 4Practice 1, 3, 4Reading and speaking 2




18 Starter 1

PHOTOCOPIABLE


our/their Possessive s Family relations has/have The alphabet On the phone 4 Family and friends

Level: A1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISECreative writing Can write simple phrases and sentences about

themselves and imaginary people, where theylive and what they do.

29 Reading and writing 5

Grammatical accuracy Shows only limited control of a few simplegrammatical structures and sentence patternsin a learnt repertoire.

24

25

26

28

Starter 1, 2Sallys family 2Practice 4Practice 1, 4


25

26

30, 31

Sallys family 5Practice 3Everyday English 4, 5, 8


24

26

30

Sallys family 4Practice 1, 2Everyday English 3, 6


24

25

26

27

30, 31

Sallys family 1Sallys family 4Practice 1Sallys brother 13Everyday English 3, 7


28

29

Practice 2Reading and writing 4


24

27

28

28, 29

Sallys family 1Sallys brother 1, 2Practice 3Reading and writing 13


27 Sallys brother 3, 4


25 Sallys family 3Everyday English 1, 2

PHOTOCOPIABLE


Sports, food, and drinks Present Simple I/you/they a/an Languages and nationalities Numbers and prices 5 Its my life!

Level: A1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEConversation Can understand everyday expressions aimed at

the satisfaction of simple needs of a concretetype, delivered directly to him/her in clear, slowand repeated speech by a sympathetic speaker.

38 Listening and speaking 24


33

34, 35

Things I like 1, 2Practice 2, 6


34, 35

37

Practice 35Vocabulary and pronunciation 7

Orthographic control Can copy familiar words and short phrases e.g.simple signs or instructions, names of everydayobjects, names of shops, and set phrases usedregularly.

37 Vocabulary and pronunciation 57


33

34, 35

38

Things I like 1, 2, 4 Practice 1, 2, 4Listening and speaking 1

Overall spoken interaction Can ask and answer simple questions, initiateand respond to simple statements in areas ofimmediate need or on very familiar topics.

33 Things I like 5, 6


34 Practice 1


35 Practice 4



Sustained monologue:Describing experience

Can describe him/herself, what he/she does andwhere he/she lives.

33 Things I like 3

Transactions to obtain goodsand services

Can handle numbers, quantities, cost and time. 39 Everyday English 13, 47


32

36

Starter 1, 2Vocabulary and pronunciation 14

PHOTOCOPIABLE


The time Present Simple he/she/it usually/sometimes/never Questions and negatives Words that go together Days of the week

6 Every day Level: A1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEGrammatical accuracy Shows only limited control of a few simple


43

44

45

Karls day 2Practice 1Practice 5

Information exchange Can indicate time by such phrases as nextweek, last Friday, in November, three oclock.

Can ask and answer questions aboutthemselves and other people, where they live,people they know, things they have.

40

41

43

47

45

46

Starter 2What time do you? 2, 3Karls day 3Everyday English 4, 5

Practice 4Vocabulary and speaking 3


40

41

Starter 1, 2What time do you? 1, 3


46 Vocabulary and speaking 4


42

44

46

Karls day 1, 2Practice 1, 2Vocabulary and speaking 2


45 Practice 3


40

45

46

Starter 1, 2Practice 3Vocabulary and speaking 2


46

47

Vocabulary and speaking 1Everyday English 14

PHOTOCOPIABLE


Question words it/them this/that Adjectives Can I ?7 Places I like

Level: A1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISECorrespondence Can write a short simple postcard. 53 Reading and writing 4


48

50, 51

I love it here! 3Practice 1, 7

Information exchange Can ask and answer questions about themselvesand other people, where they live, people theyknow, things they have.

50, 51 Practice 1, 2, 4, 5

Overall listeningcomprehension

Can follow speech which is very slow andcarefully articulated, with long pauses forhim/her to assimilate meaning.

48

53

I love it here! 1Reading and writing 1


48

48

Starter 2I love it here! 2


48

48

51

Starter 1I love it here! 1Practice 6

Reading correspondence Can understand short, simple messages onpostcards.

53 Reading and writing 1, 2


Can ask people for things and give peoplethings.

55, 56 Everyday English 14


52

53

Vocabulary 1, 2Reading and writing 3

PHOTOCOPIABLE


Rooms and furniture There is/are any Prepositions Directions8 Where I live



62 Listening and writing 3

Goal-oriented co-operation Can understand questions and instructionsaddressed carefully and slowly to him/her, andfollow short, simple directions.



57

59

Nicoles living room 13Practice 5

Information exchange Can ask and answer questions aboutthemselves and other people, where they live,people they know, things they have.

57

58

59

60

Nicoles living room 4Nicoles bedroom room 3, 4Practice 2Reading and speaking 4


56

57

59

62

Starter 2Nicoles living room 1Practice 4Listening and writing 1


56

62

Starter 1Listening and writing 1


60 Reading and speaking 1, 2


59 Practice 1


Can describe him/herself, what he/she doesand where he/she lives.

57

59

62

Nicoles living room 5Practice 3Listening and writing 3


56

58

60

63

Starter 3Nicoles bedroom room 1, 2Reading and speaking 3Everyday English 1

PHOTOCOPIABLE


Saying years was/were born Past simple irregular verbs Whens your birthday? 9 Happy birthday!



65

66, 67

68

When were they born? 3, 4Practice 37Vocabulary and reading 1, 3, 4


65

71

When were they born? 3, 4, 6Everyday English 6


64, 65

66

When were they born? 1, 3, 5Practice 2, 3


65 When were they born? 7


68 Vocabulary and reading 2, 3


67 Practice 5


64

67

71

Starter 1, 2Practice 4, 5Everyday English 35


66

70

Practice 1Everyday English 13

PHOTOCOPIABLE


Past Simple regular and irregular Questions and negatives Sports and leisure Filling in forms 10 We had a good time!



78 Writing 2


72

72, 73

75

78

Starter 1, 2Yesterday 13, 57Practice 57Writing 1


76

77

Vocabulary and speaking 3, 4Listening and speaking 1, 3

Notes, messages & forms Can write numbers and dates, own name,nationality, address, age, date of birth orarrival in the country, etc. such as on a hotelregistration form.



72, 73

75

77

Yesterday 1, 4Practice 4, 5Listening and speaking 2


72

79

Yesterday 2Everyday English 3


73

74

Yesterday 6, 7Practice 13


72 Yesterday 1


75 Practice 4


76 Vocabulary and speaking 1, 2

PHOTOCOPIABLE


can/cant Requests and offers Verbs and nouns that go together Whats the problem?11 We can do it!

Level: A1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEConversation Can understand everyday expressions aimed at

the satisfaction of simple needs of a concretetype, delivered directly to him/her in clear, slowand repeated speech by a sympathetic speaker.

84 Reading and listening 3, 6

General linguistic range Has a very basic range of simple expressionsabout personal details and needs of a concretetype.

86, 87 Everyday English 13


81

83

What can they do? 4, 5Practice 7


81 What can they do? 5, 7


81

84

What can they do? 6Reading and listening 4, 7


83

84

Practice 6Reading and listening 4, 5


83 Practice 5


82 Practice 14



80

81

Starter 1, 2What can they do? 3


80

84

What can they do? 1, 2Reading and listening 1, 2

PHOTOCOPIABLE


want and would like Food and drink In a restaurant Going shopping 12 Thank you very much!

Level: A1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISE


91 Practice 6




89

90, 91

A trip into town 24Practice 2, 5


88

88

Starter 2A trip into town 1


91 Practice 4


88

94

A trip into town 1Reading 14


91 Practice 5

Sociolinguistic appropriateness Can establish basic social contact by using thesimplest everyday polite forms of: greetingsand farewells; introductions; saying please,thank you, sorry, etc.

90 Practice 13

Transactions to obtain goods andservices


89

93

95

A trip into town 24Vocabulary and speaking 35Everyday English 1, 2


88

92

Starter 1Vocabulary and speaking 1

PHOTOCOPIABLE


Colours and clothes Present Continuous Questions and negatives Whats the matter? 13 Here and now


Conversation Can understand everyday expressions aimed atthe satisfaction of simple needs of a concretetype, delivered directly to him/her in clear, slowand repeated speech by a sympathetic speaker.



97

97

98

99

Work and holidays 1, 3, 4 Practice 1, 2Im working 2Practice 3

Orthographic control Can copy familiar words and short phrases e.g.simple signs or instructions, names of everydayobjects, names of shops, and set phrases usedregularly.

96 Starter 2


97

98

103

Work and holidays 2Im working 1Vocabulary and speaking 5


100

102, 103

Reading and speaking 4Vocabulary and speaking 2, 6


99

103

Im working 2Vocabulary and speaking 3


97

98

100

Work and holidays 2Im working 1Reading and speaking 13


99 Practice 1, 2


96

102

102

Starter 1, 3Vocabulary and speaking 1Everyday English 1

PHOTOCOPIABLE


Present Continuous for future Question word revision Transport and travel Going sightseeing 14 Its time to go!



105

107

Holiday plans 25Practice 7


104 Starter 1, 2


104 Holiday plans 1, 3


106, 107 Practice 26


104

107

108

Holiday plans 1Practice 3Reading 13


106, 107

108

Practice 1, 6Reading 4



110

111

Vocabulary and speaking 4, 5Everyday English 1

Transactions to obtain goods and services





PHOTOCOPIABLE

21 Oxford University Press New Headway Elementary

am/is/are my/your/his/her Everyday objects Numbers Hello and goodbye1 Hello everybody!

Level: A1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEOverall listening comprehension Can follow speech which is very slow and

carefully articulated, with long pauses forhim/her to assimilate meaning.

6

9

10

11

Introductions 1Practice 3Vocabulary and pronunciation 3Everyday English 2, 3

Overall oral production Can produce simple, mainly isolated phrasesabout people and places.

9 Practice 2

Overall reading comprehension Can understand very short, simple texts asingle phrase at a time, picking up familiarnames, words and basic phrases, and re-reading as required.

7 Introductions 5


7

8

9

10

11

Introductions 3Introductions 7Practice 1Vocabulary and pronunciation 4Everyday English 4, 6


7

8

9

Introductions 2Introductions 6Practice 4

Phonological control Pronunciation of a very limited repertoire oflearnt words and phrases. Can be understoodwith some effort by native speakers used todealing with speakers of his/her languagegroup.

7

10

11

Introductions 4Vocabulary and pronunciation 1Everyday English 1

Reading for information and argument

Can get an idea of the content of simplerinformational material and short simpledescriptions, especially if there is visualsupport.


Sociolinguistic appropriateness Can establish basic social contact by using thesimplest everyday polite forms of: greetingsand farewells; introductions; saying please,thank you, sorry, etc.




6 Starter 1, 2



NEW HEADWAY ELEMENTARY

PHOTOCOPIABLE

22 New Headway Elementary Oxford University Press

am/is/are questions and negatives Possessive s Family Opposites In a caf2 Meeting people

Level: A2COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISECorrespondence Can write very simple personal letters

expressing thanks and apology.16 Reading and listening 6

Grammatical accuracy Uses some simple structures correctly, but still systematically makes basic mistakes forexample tends to mix up tenses and forget tomark agreement; nevertheless, it is usuallyclear what he/she is trying to say.

15 Practice 4

Information exchange Can ask for and provide personal information. 12

13

13

14

15

Starter 3Who is she? 4, 5Practice 14Patricks family 3Practice 1, 2

Overall listening comprehension Can understand phrases and expressionsrelated to areas of most immediate priority(e.g. very basic personal and familyinformation, shopping, local geography,employment) provided speech is clearly and slowly articulated.

16

18

Reading and listening 1, 5Everyday English 1

Overall reading comprehension Can understand short, simple texts containingthe highest frequency vocabulary, including aproportion of shared international vocabularyitems.

12

14

18

Who is she? 1Patricks family 2Everyday English 2

Overall written production Can write a series of simple phrases andsentences linked with simple connectors likeand, but and because.

12

15

16

Who is she? 2, 3Practice 3Reading and listening 4

Reading correspondence Can understand short simple personal letters. 16 Reading and listening 13


Can order a meal. 19 Everyday English 35

Vocabulary range Has a sufficient vocabulary for the expressionof basic communicative needs.

12

14

16

Starter 1, 2Patricks family 1Vocabulary 1, 2

PHOTOCOPIABLE


Present Simple 1 he/she/it Questions and negatives Jobs What time is it?3 The world of work

Level: A2COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISECreative writing Can write a series of simple phrases and

sentences about their family, living conditions,educational background, present or mostrecent job.

21 Practice 3

Grammatical accuracy Uses some simple structures correctly, but still systematically makes basic mistakes forexample tends to mix up tenses and forget tomark agreement; nevertheless, it is usuallyclear what he/she is trying to say.

22

23

What does she do? 2, 3Practice 8

Information exchange Can ask for and provide personal information.

Can exchange limited information on familiarand routine operational matters.

22

23

25

26

What does she do? 1, 3Practice 4, 5Reading and listening 4Vocabulary and pronunciation 4

Overall listening comprehension Can understand phrases and expressionsrelated to areas of most immediate priority(e.g. very basic personal and familyinformation, shopping, local geography,employment) provided speech is clearly andslowly articulated.

20

23

25

Three jobs 1Practice 6, 7Reading and listening 5, 6


20

21

22

24, 25

Three jobs 1Practice 1Practice 1Reading and listening 13

Overall spoken interaction Can communicate in simple and routine tasksrequiring a simple and direct exchange ofinformation on familiar and routine matters todo with work and free time.



21

23

Three jobs 2Practice 3

Phonological control Pronunciation is generally clear enough to beunderstood despite a noticeable foreign accent,but conversational partners will need to ask forrepetition from time to time.



Can describe his/her family, living conditions,educational background, present or mostrecent job.

Can describe people, places and possessions insimple terms.

20

21

22

Starter

Practice 2Practice 2


26 Vocabulary and pronunciation 1, 2

PHOTOCOPIABLE


Present Simple 2 I/you/we/they Leisure activities Social expressions 4 Take it easy!

Level: A2COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEGrammatical accuracy Uses some simple structures correctly, but still

systematically makes basic mistakes forexample tends to mix up tenses and forget tomark agreement; nevertheless, it is usuallyclear what he/she is trying to say.

28, 29 Weekdays and weekends 1, 3


29

30

32

33

Weekdays and weekends 2Practice 4Reading and listening 3Reading and listening 6

Overall oral production Can give a simple description or presentationof people, living or working conditions, dailyroutines, likes/dislikes, etc. as a short series ofsimple phrases and sentences linked into a list.

28

30

32

Starter 1, 2Practice 3Reading and listening 1, 2


29

30

32, 33

Weekdays and weekends 2, 4Practice 1, 5Reading and listening 35


29

30

34

Weekdays and weekends 5Practice 2, 6Vocabulary and speaking 24

Overall written production Can write a series of simple phrases andsentences linked with simple connectors like and, but and because.

30

31


Sociolinguistic appropriateness Can handle very short social exchanges, usingeveryday polite forms of greeting and address.Can make and respond to invitations,suggestions, apologies, etc.




PHOTOCOPIABLE


There is/are Prepositions some/any this/that Furniture Directions 1 5 Where do you live?




Grammatical accuracy Uses some simple structures correctly, but stillsystematically makes basic mistakes forexample tends to mix up tenses and forget tomark agreement; nevertheless, it is usually clearwhat he/she is trying to say.

36

39

Whats in the living room? 2Practice 1, 6

Information exchange Can communicate in simple and routine tasksrequiring a simple and direct exchange ofinformation.

Can ask for and provide personal information.

36

37

39

40

42

Whats in the living room? 3Practice 1Practice 5Reading and speaking 4Listening and speaking 3


37

38

39

42

Practice 2Whats in the kitchen? 2Practice 4Listening and speaking 1, 2


36

36

38

39

Starter 2Whats in the living room? 1Whats in the kitchen? 1, 3Practice 2, 3




Can get simple information about travel, usepublic transport: buses, trains, and taxis, askand give directions, and buy tickets.


Vocabulary control Can control a narrow repertoire dealing withconcrete everyday needs.

36

36

Starter 1Whats in the living room? 4


40

43

Reading and speaking 1Everyday English 1

PHOTOCOPIABLE


can/cant/could/couldnt was/were Words that sound the same On the phone 6 Can you speak English?



46, 47 Practice 24, 7

Information exchange Can ask for and provide personal information. 47 Practice 5, 6

Interviewing and beinginterviewed

Can answer simple questions and respond tosimple statements in an interview.

48 Reading and speaking 6

Orthographic control Can write with reasonable phonetic accuracy(but not necessarily fully standard spelling)short words that are in his/her oral vocabulary.



45

45

What can you do? 2Practice 1


44

48

Starter 2Reading and speaking 4, 5


44

45

48

What cant you do? 1Practice 2Reading and speaking 13

Overall spoken interaction Can communicate in simple and routine tasksrequiring a simple and direct exchange ofinformation on familiar and routine matters to do with work and free time.

46 Practice 1




Can give and receive information aboutquantities, numbers, prices, etc.



44

50

Starter 1Vocabulary and pronunciation 1, 2

PHOTOCOPIABLE


Past Simple 1 regular verbs Irregular verbs Silent letters Special occasions 7 Then and now



54 The end of the 20th century 5


53

54

54

55

When I was young 35Practice 1The end of the 20th century 13Practice 4



54

54

55

56

Practice 2, 3The end of the 20th century 4Practice 13Reading and speaking 6




52 When I was young 1, 2


52

56

When I was young 1, 2Reading and speaking 4, 5


54

58






52 Starter





PHOTOCOPIABLE


Past Simple 2 negatives / ago Which word is different? Whats the date?8 How long ago?


Grammatical accuracy Uses some simple structures correctly, but stillsystematically makes basic mistakes forexample tends to mix up tenses and forget tomark agreement; nevertheless, it is usuallyclear what he/she is trying to say.

60

60

62

63

Starter Famous inventions 1Practice 2Practice 5

Informal discussion(with friends)

Can discuss everyday practical issues in asimple way when addressed clearly, slowlyand directly.


Information exchange Can exchange limited information on familiarand routine operational matters.

61

63

65

Famous inventions 24Practice 6Everyday English 2, 5

Listening to audio media andrecordings

Can understand and extract the essentialinformation from short, recorded passagesdealing with predictable everyday matterswhich are delivered slowly and clearly.

62 Practice 1


65

65

Listening and speaking 4, 5Everyday English 4


63

65

Practice 7Listening and speaking 6, 7


62

64

Practice 1Listening and speaking 1, 3

Phonological control Pronunciation is generally clear enough to beunderstood despite a noticeable foreign accent,but conversational partners will need to askfor repetition from time to time.

62

63

65

Practice 3, 4Vocabulary and pronunciation 2, 3Everyday English 3





PHOTOCOPIABLE


Count and uncount nouns I like/Id like much/many Food Polite requests9 Food you like!


Conversation Can say what he/she likes and dislikes. 66

67

72

Starter Food and drink 3Listening and speaking 1, 4

Creative writing Can write a series of simple phrases andsentences about their family, living conditions,educational background, present or mostrecent job.



68

69

70

Practice 1, 3Going shopping 1, 2Practice 1, 3

Informal discussion(with friends)

Can discuss everyday practical issues in asimple way when addressed clearly, slowly anddirectly.



67

67

68

69

72

Food and drink 2I like and Id like 1Practice 4Going shopping 3Listening and speaking 2, 3


70

73

Reading and speaking 1, 2Everyday English 1




67

73

I like and Id like 2Everyday English 24



70 Practice 4


66 Food and drink 1

PHOTOCOPIABLE


Comparatives and superlatives have got Town and country Directions 2 10 Bigger and better!

Level: A2COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEConversation Can say what he/she likes and dislikes. 75

75

Practice 2Country life 2




74

75

76

76

77

City life 2Practice 1Practice 1The worlds best hotels 2Practice 1, 2, 5


Can give and follow simple directions andinstructions, e.g. explain how to get somewhere.

76

81

Practice 2Everyday English 3, 4

Listening to announcements and instructions

Can understand simple directions relating tohow to get from X to Y, by foot or publictransport.



75

78

Country life 1Reading and speaking 1


76

78

The worlds best hotels 1Reading and speaking 2, 3


74

80

City life 3Vocabulary and pronunciation 3



74

74

76

77

78

80

StarterCity life 4The worlds best hotels 3Practice 3, 4Reading and speaking 4, 5Vocabulary and pronunciation 4


74

80

City life 1Vocabulary and pronunciation 1, 2

PHOTOCOPIABLE


Present Continuous Whose? Clothes Words that rhyme In a clothes shop 11 Looking good!


systematically makes basic mistakes forexample tends to mix up tenses and forget tomark agreement; nevertheless, it is usually clearwhat he/she is trying to say.

83

84

85

Practice 2A day in the park 2, 3Practice 1, 35


84

86

Practice 3, 4Listening and speaking 4


82

82

84

86

Starter 2Describing people 1, 3Practice 5Listening and speaking 1




83 Practice 1


85

88



Can ask about things and make simpletransactions in shops, post offices or banks.





82

84

Starter 1A day in the park 1

PHOTOCOPIABLE


going to future Infinitive of purpose The weather Making suggestions 12 Lifes an adventure!

Level: A2COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEConversation Can make and respond to invitations,

suggestions and apologies.97 Everyday English 14


90

91, 92

93

Future plans 2Practice 16Practice 5

Information exchange Can ask for and provide personal information. 93 Practice 1, 3, 4



94 Interviews 1, 2

Listening to audio media andrecordings

Can understand and extract the essentialinformation from short, recorded passagesdealing with predictable everyday matterswhich are delivered slowly and clearly.



90 Future plans 1


93 Practice 2


92

94

I want to travel the world 1, 2Reading and speaking 3, 4


90 Starter 1, 2

Reading for orientation Can locate specific information in lists andisolate the information required (e.g. use theYellow Pages to find a service or tradesman).

96 Vocabulary and speaking 3, 4





PHOTOCOPIABLE


Question forms Adverbs and adjectives Describing feelings Catching a train 13 How terribly clever!



98

99

100

100

Starter 1, 2Practice 1, 3Do it carefully! 1, 2Practice 1, 5

Information exchange Can ask for and provide personal information. 99 Practice 4

Listening to announcementsand instructions

Can catch the main point in short, clear, simplemessages and announcements.



100

102104

Practice 3Reading and listening 3, 6


101 Vocabulary 4


98

102104

A quiz 1Reading and listening 24, 6, 7


98

100

104

A quiz 3Practice 2Language work 2


98

99

A quiz 2Practice 2

Thematic development Can tell a story or describe something in asimple list of points.

100

102104

Practice 4Reading and listening 1, 5, 8





101

104

Vocabulary 3Language work 1


101 Vocabulary 1, 2

PHOTOCOPIABLE


Present Perfect + ever, never, yet and just At the airport14 Have you ever?



106, 107

107

109

109

In my life 14Practice 14A honeymoon in London 3Practice 1, 2

Information exchange Can ask for and provide personal information. 108 The life of Ryan 24

Listening to announcements andinstructions

Can catch the main point in short, clear,simple messages and announcements.



108

108

112

113

The life of Ryan 1A honeymoon in London 2Listening 1, 3Everyday English 3


108

110

112

113

A honeymoon in London 1Reading and speaking 3, 4Listening 2At the airport 1








106

110

Starter 1, 2Reading and speaking 2

PHOTOCOPIABLE

35 Oxford University Press New Headway Elementary, third edition

am/is/are my/your/his/her Everyday objects Numbers Hello and goodbye1 Hello everybody!

Level: A1COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISEOverall listening comprehension Can follow speech which is very slow and

carefully articulated, with long pauses forhim/her to assimilate meaning.

6

9

10

11

Introductions 1Practice 3Vocabulary and pronunciation 3Everyday English 2, 3

Overall oral production Can produce simple, mainly isolated phrasesabout people and places.

9 Practice 2


7

8

9

10

11

Introductions 3Introductions 7Practice 1Vocabulary and pronunciation 4Everyday English 4, 6


7

8

9

Introductions 2, 4Introductions 6Practice 4

Phonological control Pronunciation of a very limited repertoire oflearnt words and phrases. Can be understoodwith some effort by native speakers used todealing with speakers of his/her languagegroup.

8

10

11

Introductions 5Vocabulary and pronunciation 1Everyday English 1

Reading for informationand argument

Can get an idea of the content of simplerinformational material and short simpledescriptions, especially if there is visualsupport.






6 Starter 1, 2



PHOTOCOPIABLE

NEW HEADWAY ELEMENTARY, THIRD EDITION

36 New Headway Elementary, third edition Oxford University Press

am/is/are questions and negatives Possessive s Family Opposites In a caf2 Meeting people

Level: A2COMPONENT DESCRIPTOR PAGE ACTIVITY/EXERCISECorrespondence Can write very simple personal letters

expressing thanks and apology.16 Reading and listening 6


15 Practice 4

Information exchange Can ask for and provide personal information. 12

13

13

14

15

Starter 3Who is she? 4, 5Practice 14Patricks family 3Practice 1, 2


16

18

Reading and listening 1, 5Everyday English 1


12

14

18

Who is she? 1Patricks family 2Everyday English 2


12, 13

15

16

Who is she? 2, 3Practice 3Reading and listening 4

Reading correspondence Can understand short simple personal letters. 16 Reading and listening 13


Can order a meal. 18, 19 Everyday English 35


12

14

16

Starter 1, 2Patricks family 1Vocabulary 1, 2

PHOTOCOPIABLE


Present Simple 1 he/she/it Questions and negatives Jobs What time is it?3 The world of work



21 Practice 3


22

23

What does she do? 2, 3Practice 8



22

23

24

26

What does she do? 1, 3Practice 4, 5Reading and listening 4Vocabulary and pronunciation 4


20

23

25

Three jobs 1Practice 6, 7Reading and listening 5, 6


20

21

22

24, 25

Three jobs 1, 2Practice 1Practice 1Reading and listening 13




21

23

Three jobs 3Practice 3




Can describe his/her family, living conditions,educational background, present or mostrecent job.


20

21

22

Starter




PHOTOCOPIABLE


Present Simple 2 I/you/we/they Leisure activities Social expressions 4 Take it easy!



28, 29

30

Weekdays and weekends 2, 4Practice 5


28

30

32

Weekdays and weekends 1Practice 4Reading and listening 3, 6


28

29

30

32

Starter 1, 2Weekdays and weekends 3Practice 3Reading and listening 1, 2


28

32, 33

34

Weekdays and weekends 1Reading and listening 35Speaking 1


29

30

34

Weekdays and weekends 5, 6Practice 1, 2Speaking 23


34 Speaking 4





PHOTOCOPIABLE


There is/are Prepositions some/any this/that/these/those Furniture Directions 1 5 Where do you live?



36

39

Whats in the living room? 2Practice 1, 6

Information exchange Can communicate in simple and routine tasksrequiring a simple and direct exchange ofinformation.

37

37

38

39

40

Whats in the living room? 3Practice 1Whats in the kitchen? 1Practice 5Reading and speaking 5


37

38

39

42

Practice 2Whats in the kitchen? 2Practice 4Listening and speaking 1, 2


36

36

38

39

42

Starter 2Whats in the living room? 1Whats in the kitchen? 3Practice 2, 3Listening and speaking 3







36

37

Starter 1Whats in the living room? 4


40

43

Reading and speaking 1, 2Everyday English 1

PHOTOCOPIABLE


can/cant/could/couldnt was/were Words that sound the same On the phone 6 Can you speak English?



47 Practice 24, 7

Information exchange Can ask for and provide personal information. 47 Practice 5, 6







45

45

What can you do? 2Practice 1


44

48

Starter 2Reading and speaking 4, 5


44

45

48, 49

What cant you do? 1Practice 2Reading and speaking 13

Overall spoken interaction Can communicate in simple and routine tasksrequiring a simple and direct exchange ofinformation on familiar and routine mattersto do with work and free time.

47 Practice 1







44

50

Starter 1Vocabulary and pronunciation 1, 2

PHOTOCOPIABLE


Past Simple 1 regular verbs Irregular verbs Words that go together Whats the date? 7 Then and now



55 The year I was born 5


53

54

54

55

When I was young 46Practice 1The year I was born 13Practice 3



54

55

55

56

Practice 2The year I was born 4Practice 13Reading and speaking 6


52 When I was young 13


52

56

When I was young 13Reading and speaking 4, 5


54 Pronunciation 1, 2



52 Starter


56

58

Reading and speaking 1, 2Vocabulary and listening 15



PHOTOCOPIABLE


Past Simple 2 negatives ago Spelling and silent letters Special occasions 8 A Date to remember

L

Hwy Cef Begelempre

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