Headway Academic Skills ((install))

Focusing on the Academic Word List (AWL), understanding collocations, and decoding meaning from context.

Helping learners identify cause-and-effect, problem-solution, and comparison-contrast structures within academic journals.

For institutions that can provide these supports, Headway Academic Skills offers a solid foundation for academic English instruction.

Is there a specific skill strand (e.g., or lecture note-taking ) you need help with? Share public link headway academic skills

Structuring a presentation, designing effective visual aids, and managing question-and-answer sessions confidently. Key Benefits for Students and Educators For Students: Targeted Skill Development

is a multi-level supplementary series designed to prepare students for success in higher education. Developed by Oxford University Press as a companion to the world-renowned New Headway course, this series bridges the gap between general English and the rigorous demands of academic study. It focuses on the specific language skills, research practices, and critical thinking strategies that students need to excel in university-level courses taught in English. Core Objectives of the Curriculum

For foundation programmes, pre-sessional courses, and university preparation classes, Headway Academic Skills offers a solid, reliable framework for academic English instruction. When combined with enthusiastic teaching, additional practice opportunities, and a student-centred approach, the series can help learners make genuine towards their academic goals. Focusing on the Academic Word List (AWL), understanding

Developing strong Headway Academic Skills is essential for success in higher education and beyond. These skills enable students to:

Emphasizing brainstorming, outlining, drafting, and peer editing.

Perhaps the most valuable aspect of the series is its explicit integration of into every unit. This is not an afterthought but a core component of the course design. Series co-author Sarah Philpot has argued that a major discrepancy exists between students' general language competence and their "ability to successfully complete the academic task set for them". She advocates for integrating study skills into English courses from the very beginning, and this series is designed to do exactly that. To that end, students are directly taught strategies for undertaking academic research, using reference materials, evaluating online sources, and, crucially, acknowledging sources to avoid plagiarism. For example, in a level 3 reading unit, students are explicitly taught to "identify language for rephrasing and giving examples" and to distinguish "between facts, speculation, and reported opinions". To foster independence, the books offer a balance of guided and freer practice, encouraging students to take ownership of their learning. Furthermore, the latest editions integrate the Oxford Online Skills Program, offering a digital platform for additional interactive practice in reading, writing, listening, and speaking, which aligns with modern, blended learning approaches. Is there a specific skill strand (e

Specific or self-study strategies based on the textbooks.

Practice visual note-taking methods like Cornell notes, mind mapping, and linear charting.

| Stage | Activity | Purpose | |-------|----------|---------| | | Discussion or quick quiz | Activate prior knowledge | | Vocabulary | Academic word list practice | Build key terms for the unit | | Main Skill 1 | Reading or listening text | Introduce models and strategies | | Skill Focus | Guided exercises (e.g., finding main idea) | Explicit strategy instruction | | Critical Thinking | Compare viewpoints, evaluate evidence | Deeper analysis | | Main Skill 2 | Writing or speaking task | Productive skill application | | Study Skills | Time management, using a dictionary, citation | Autonomous learning support | | Review & Self-check | Unit quiz | Consolidation |

– For instructors, includes teaching notes, answer keys, and the complete assessment package

| Challenge | Solution | |-----------|----------| | Students ignore academic style (use “things” or “a lot of”) | Provide a “forbidden words” list and a substitution table. | | Note-taking fails – too slow | Teach abbreviations (e.g., “b/c” for because, “→” for leads to) and glossing. | | Plagiarism in writing | Use paraphrasing exercises with side-by-side original vs. student versions. | | Reluctant speakers | Start with pair work, then small groups, then whole class. Use sentence starters on board. |