New Headway: Advanced: Teacher's Book by Liz Soars, , available at Book Depository with free delivery worldwide. Добавлен пользователем grassleaf ; Отредактирован New Headway Advanced. Teacher's Book. Fourth Edition — Oxford. (New Ed) Teacher's Book - Ebook download as PDF File .pdf) or read book online. Irina Cojanu · New Headway Advanced - Student's ronaldweinland.info Uploaded by.
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Headway. Advanced Teacher's Book. Liz and John Soars. Mike Sayer. Timutavel Han. Seine ungirnial courselbe have been reviritten to inc. Atatures activities. Скачать / Download: New Headway. Advanced. Teacher's Book (, 4th Ed, p.) Format: pdf New Headway Advanced Student's Book - CONTENTS. The Headway Fourth Edition Teacher's Book provides full notes for teaching the material effectively, plus lesson hints, suggestions, and 'Possible problems'.
Suggest another English coursebook Trying to find the perfect advanced course book can be a challenging task. When a student has reached the advanced level, what else is left to work on? New Headway Advanced takes care of this issue and provides teachers and students with plenty of material to challenge advanced students even further. Overview New Headway Advanced is aptly named, as it is definitely for the advanced learner, with vocabulary and certain language structure that even native speakers will not know. Every lesson follows a specific structure: students will start off with an introductory reading exercise, one which is quite lengthy, and then move on to a number of engaging yet challenging exercises. Students can expect to review the vocabulary of each reading exercise, work on writing activities, grammar exercises, listening comprehension activities, and then wrap up the unit with a group speaking activity.
A completely new Advanced level of the world's most trusted English course, with brand new digital resources bringing you a completely up-to-date blended Headway course.
Soft cover Publication date: C1 Publisher: English Ages: Rating No ratings so far. Description With the Fourth edition of the best-selling course book you can now experience the trusted Headway methodology using the latest in classroom technology: The built-in tools like zoom, highlight and screen shade give you and your students a truly interactive teaching and learning experience.
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Harry Potter. Popular Features. New Releases. New Headway: Teacher's Book: Six-level general English course. Description The world's best-selling adult English course - a perfectly-balanced syllabus, strong grammar focus, and full support at Advanced level.
Other books in this series. Elementary A1-A2: Each unit has been analysed about the cultural context below. These people show their cultures by wearing different styles of dress John, , p. These reading passages give information about their cultures, How they live, behave etc. John, , pp. These books also show those countries, cultures John, , p.
This shows that language and culture are into related, they cannot be separated from each other.
Pupils learn the culture of their marriage in this reading passage John, , p. The unit shows logos of some multinationals companies, brand names, their products, brands of food and clothes.
It also shows rich countries and poor countries. Again this unit shows how people live and their life. It is also seen how people sleep what people download and how the American culture is. It is stated in this unit : The evil of the consumption culture is the way it makes us oblivious to the impact of our own behavior. It is mustering the desire to do it. These all show the American cultures.
The unit shows the perception of love of different nations. It is also seen in this unit the cultures about love of different nations. Each nation considers love in a different way John, , pp. Again this unit shows the cultures of England and America. There are different news from different countries John, , p. Pupils learn what happen in other countries. It helps pupils learn others cultures.
Pupils also learn different cultures from their quotations. This quotation shows the perception of a child towards is father. It is very obvious how their culture is. They represent the cultures of those artists. It helps the pupils learn cultures through different paintings John, , pp. It is a culture of putting a family before work. It is history related with cultures.
Through history pupils learn different cultures. It is also seen in this unit the history jokes. John, , p. Through the jokes students learn cultures. These sports belong to different countries. Pupils learn new and different cultures in the passages by reading about these sports.
Pupils see different pictures and read stories about well-known people and their life. All these units show that without learning cultures, languages cannot be learned, and they can not be understood properly and easily.
The following survey is composed of 7 questions, intended to estimate the role and efficiency of Headway Advanced Course Book in the English learning process. From the results of the survey, it can be concluded that the book is well received and is considered helpful for learning cultures.
The following is a quick analysis of the results. Figure 2 The content of the book was evaluated positively for it is approach of real - life topics. Question 3.
Question 4. Question 5. Figure 6 According to the survey results, the textbook does very well in representing some of the most prominent personalities from all over the world.
Figure 7 The content of the book introduces quite well the traditions of different cultures and their costumes. The analysis of New Headway advanced text book about the cultural context has been discussed and suggested that language learners, starting from the very early level, should be aware of the impact of culture on language learning in order to understand the proper meanings of the language they learn. All the observations and experiments have showed that culture is an essential and indispensable part of language teaching.
Through the study of other languages, students gain knowledge about cultures of the nations of the respective languages. In fact, students cannot truly master the language until they have also mastered the cultural contexts in which the language occurs. The purpose of this study has been to show the necessity of culture in language learning and teaching.
It has shown in this study that students should be acknowledged more about the necessity of cultures in improving languages. The findings of this research show that by learning cultures students have confidence in themselves about learning languages easily and effectively. It is very important for students to know what is appropriate and convenient to say to whom, and in what situations, and it is also very important to understand the beliefs and values represented by the various forms and language usages.
In this aspect culture plays an important role in language teaching. Firstly, culture should be completely incorporated as an essential component of language learning. Secondly, language teachers need to identify key cultural items in every situation of the language that they teach. Thirdly, Students can be successful in speaking a language only if cultural topics are an inherent part of the program.
The more students understand culture, the more they understand and learn language. The New Headway English - Advanced text book includes many cultural topics that enable students to learn the language in a real and natural way. The results of this study show that there have been similar opinions regarding the term the importance of culture in language teaching and learning.
It has been found out that the teachers and students have been quite comfortable and positive regarding the importance of culture in language teaching and learning. Students get experience and knowledge through cultures. Teachers should allow students to observe and investigate cultural interactions from their own understanding and enable them to explore their own voices in the target language. Teachers and students arrange an expedition in the mother country of the target language in order for the students to have an experience rather than just state it by theory.
Figure 1 Question 2. Figure 3 Question 4. Figure 4 29 Question 5. Figure 5 Question 6. Why do you think they had to move to other places far from their homeland?
The teacher asks the class to arrange the words according to the stereotypes they know about the following nations: 1. American 2. Scottish 3. Canadian 4. Spanish 5. Hungarian 6. English Activity 2: The students check their guesses while listening to exercise 2, page 15, SB. The students work in teams of 3. The students read out their work.
Activity 4: The students do exercise 1, on page 15 to practice other nations, nationalities, person, people and languages. They write two sentences about two nationalities of their choice.
They read out the sentences and share the details about different nations they have worked on. Do you like reading books? What kind of books do you like reading?
Activity 1: 1. What do you know about the following books?
Who has written the books? Which cultures represent the following books? The Lord of the Rings, b. Cider with Rosie, c. Hamlet, d. Fair Game, e. A Time to Kill, f. The Lost Continent. Firstly, the students will read the information about the books and then they will try to answer the questions.