New opportunities elementary extra games

NEW OPPORTUNITIES ELEMENTARY WEBSITE RESOURCES Contents summary MODULE Friends Personality Around Town Going Places History Telling Stories Healthy Living WORKSHEET Grammar game: ‘Guess the Student’ Students practise writing sentences using ‘can’, ‘can’t’, ‘have got’, ‘haven’t got’ and a variety of verbs in the present simple affirmative and negative Time: 30 minutes Grammar game: ‘Question Wheel’ Students practise present simple ‘yes/no’ questions Time: 20 minutes Vocabulary game: ‘Dictrio’ An optional vocabulary game to revise known words and teach new words using the New Opportunities Elementary Mini-Dictionary Grammar game: ‘Guess the Place’ Practises questions and short answers with there is/there are Time: 30 minutes Writing: Punctuation Review An activity to revise all the punctuation students should know Time: 15 minutes Internet project: ‘History makers’ An optional research project Time: 20 minutes in class, plus homework or research time in school Speaking activity: Storytelling A group story-telling activity which encourages cooperative group work Students also practise speaking to an audience Time: One class lesson Grammar activity: ‘Find out More’ Practises Past Simple statements, questions and short answers Time: 10 minutes Vocabulary game: ‘Word Search’ Revises food vocabulary and spelling Time: 15 minutes Grammar game: Matching Practises countable and uncountable nouns and determiners Time: 10 – 15 minutes Sport Holidays 10 Cultures 11 Image 12 Celebrities 13 Volunteers 14 Shopping 15 Computers 16 Space Vocabulary game: ‘Pictionary’ Revises sport vocabulary Time: – 15 minutes Writing and Speaking Grammar activity: Duties Practises modal verbs of obligation, permission, prohibition and exemption Time: 15 minutes Grammar and vocabulary game: ‘Spot the Difference’ Practises the present continuous tense and vocabulary from Module Time: 15 minutes Internet activity: ‘Superstitions’ Time: one homework or one class period in the school library Grammar game: Present Tense Pyramid Revises the contrast between the Present Simple and the Present Continuous Time: 15 minutes Reading activity and grammar game: Supplementary activity which practises comparative adjectives Time: One class lesson Grammar game: ‘Noughts and Crosses’ Oral grammar game to practise superlative forms of adjectives Time: 20 minutes Speaking activity: Class presentation using a personal photo Practises a variety of language Time: minutes per student over a series of class lessons Grammar activity: ‘What are you going to do?’ Revises ‘be going to’ used for intentions Time: – 10 minutes Speaking activity: Board Game Students have to speak spontaneously and practise a wide range of grammar and vocabulary Time: 30 minutes Vocabulary game: ‘Calculator Talk’ Fun activity Time: 15 minutes Grammar game: ‘Unique’ Practises the Present Perfect to talk about experiences Time: 10 minutes Reading comprehension: ‘Flying Saucers’ Time: 10 minutes in class plus homework MODULE GUESS THE STUDENT DO NOT WRITE YOUR NAME! Write sentences about yourself • • • • A sentence using ‘can’ and ‘can’t’ A sentence or two using ‘have got’ and ‘haven’t got’ Two sentences using present simple affirmative Two sentences using present simple negative Example I can play the guitar but I can’t sing very well I’ve got a computer I haven’t got a pet I play hockey on Saturdays I listen to classical music on my walkman in bed I don’t have a big breakfast I don’t watch TV Use verbs from this list collect, dance, get up, go, have, like, listen to, love, make, play, read, speak, watch …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… NOTES FOR TEACHERS This is a written grammar game which you can play after New Opportunities Elementary Module (Friends) Students practise writing sentences using ‘can’, ‘can’t’, ‘have got’, ‘haven’t got’ and a variety of verbs in the present simple affirmative and negative Materials: One worksheet for each student or, to save paper, students can just use a piece of rough paper Time: Thirty minutes Step 1: Divide the class into groups of five or six and give out the worksheets (or ask the students to get a piece of rough paper) They not write their names on the worksheet or paper Step 2: Each student writes sentences about himself/herself on a piece of paper The information should follow the format on the worksheet: • • • • A sentence using ‘can’ and ‘can’t’ A sentence or two using ‘have got’ and ‘haven’t got’ Two sentences using present simple affirmative Two sentences using present simple negative Demonstrate the activity via the example on the worksheet or by giving example sentences about yourself: I can play the guitar but I can’t sing very well I’ve got a computer I haven’t got a pet I play hockey on Saturdays I listen to classical music on my mp3 player in bed I don’t have a big breakfast I don’t watch TV Step 3: Students write their sentences There is a list of verbs on the worksheet, or you may wish to write some verbs on the board to give students ideas collect, dance, get up, go, have, like, listen to, love, make, play, read, speak, watch Note: if your students know each other well, they should try to disguise their handwriting! Step 4: Students fold their worksheets or pieces of paper and mix them up They then take turns to take a piece of paper and read out the information They have to guess who the information is about © Michael Harris, David Mower & Anna Sikorzynska NOTES FOR TEACHERS This is an oral grammar practice activity to practise present simple ‘yes/no’ questions It can be done any time after New Opportunities Elementary Lesson (Your Life) Materials: One worksheet for each student Time: 20 minutes Step 1: Divide the class into groups of four Explain how to make questions from the diagram Give an example if you wish – sensible or silly! Step 2: Students take turns to say questions The others in the group answer the questions with ‘yes’, ‘no’ or ‘I don’t know!’ Monitor the activity Make a note of good questions and questions with mistakes Step 3: Ask each group to say a couple of their amusing questions (e.g Does Wayne Rooney live in trees?) Then put up a couple of questions with mistakes on the board and elicit correct versions Alternative: If you’d prefer not to have students in groups, you could the same activity by just eliciting sentences from the whole class, correcting badly-formed questions as they come up © Michael Harris, David Mower & Anna Sikorzynska MODULE NAME: CLASS: Question Wheel Work in groups Look at the question wheel Start in the middle and move to the outside Take turns to ask questions - they can be silly or sensible! The others in the group answer ‘yes’, ‘no’ or ‘I don’t know!’ MODULE ‘DICTRIO’ NAME: CLASS: DO NOT USE YOUR MINI-DICTIONARY! • Try to solve these ‘dictrio’ puzzles B a yellow fruit a group of musicians you can get money there ……… a building with old things ……… M a plant you can eat ……… classical, pop, jazz, etc C a large, important town a group of students not dirty ……… ……… N ……… he/she lives near you ……… son of your sister or brother ……… A planet ……… D a female child a twenty-four hour period not alive ……… ……… P ……… your father or mother area of grass and trees the government building ……… ……… ……… H opposite of cold you can pay to stay here sixty minutes ……… ……… R ……… showing feelings of love the top part of a house a flower ……… ……… ……… J earrings, necklaces, etc butcher, doctor, etc run to keep fit ……… ……… S ……… bright and hot weather Superman, Batman, etc you can the shopping here ……… ……… ……… K you cook here at home part of your leg you cut things with it ……… ……… T ……… short for television degrees centigrade a sport ……… ……… ……… • How many words you know? _ • Now check your answers in the MINI-DICTIONARY and find the words you don’t know Write them in your vocabulary book ……… ……… ……… NOTES FOR TEACHERS ‘DICTRIO’ This is an optional vocabulary activity to revise known words and teach new words using the New Opportunities Elementary Mini-Dictionary Materials: A copy of the worksheet for each student (or one between two if you’d prefer them to work in pairs) Students also need their copies of New Opportunities Elementary Mini-Dictionary (tucked inside the back cover of the Students’ Book) Time: Thirty minutes Step 1: Give out the worksheets and ask students to take out the Mini-Dictionary from the back of the Students’ Book Explain the game • ‘Dictrio’ is an invented word, comprising the ‘dic’ of dictionary and the word ‘trio’ meaning group of three • Each question gives three definitions These correspond to three words which appear consecutively in the Mini-Dictionary of New Opportunities Elementary • Write this example on the board for words beginning with the letter ‘A’ you can get on an aeroplane here a special clock to wake you up a creature from another world Concentrate on one definition that you think you know For example, ‘1’ is probably airport Ask the class to look up airport in the mini-dictionary They can see that the two words after it are alarm clock and alien - which correspond to the definitions '2' and '3' Step 2: Ask the students to put their Mini-Dictionaries away – this is important! Step 3: Ask the students to look at the worksheet and fill in all the answers they think they know Set a time limit for this (ten minutes?) Step 4: After the set time, ask students how many words they think they got right Step 5: Tell students they can now use their Mini-Dictionaries to check their answers and also to fill in the answers to words they didn’t know Encourage them to write all or some of the words they didn’t know in their vocabulary books Option: For homework, students could write their own ‘dictrio’ of three definitions In the next lesson they can read out their definitions to the class or their group for the other students to guess the words The authors would like to thank Steve Owen, a teacher at the British Council in Madrid, for the idea of the ‘dictrio’ game MODULE GUESS THE PLACE NOTES TEACHERS In this guessing grammar game students practise questions and short answers with there is/ are You can use it after doing Module of Opportunities Elementary Materials A number of pieces of paper with names of places Time: minutes Preparation Prepare small pieces of paper with names of different places, e.g restaurant school swimming pool supermarket shopping mall office railway station zoo club cinema Step Divide the class into groups of four or five Ask each group to sit in a circle Put the slips with names of places upside down in the middle of the group Step One student in each group draws a slip The others ask him/her questions with there is/are to find out what place this is The student gives short answers Example: Are there desks in this place? No, there aren't Are there tables there? Yes, there are Is there music? Yes, there is Is it a club? Yes, it is Step Students take turns to draw new slips and answer other students' questions The game is over when they have run out of places to guess © Michael Harris, David Mower & Anna Sikorzynska MODULE NAME: CLASS: _ PUNCTUATION Rewrite these sentences with correct punctuation roberts penfriend is from brazil he writes in english but robert wants to learn portuguese _ we went to london in october we saw buckingham palace but we didnt go in _ my birthdays on 31st march whens yours _ my grandparents flat is really small but theyre happy there _ im looking after susans cat its lovely its eyes are bright green _ whats the capital of denmark _ the new parks great theres a special childrens area _ we cant take our mobiles to school theyre not allowed _ our neighbours garden is nice theyve got three apple trees _ 10 i think jamess trainers are great i dont like andys much _ MODULE 11 NAME: CLASS: _ • What is the difference between an alligator and a crocodile? Tell the class what you think Then read the text to find out DID YOU KNOW? Crocodiles and alligators are very similar We can't simply say that one is bigger or heavier than the other, but there are a few differences When a crocodile closes its mouth, you can see one tooth on each side, but with an alligator no teeth show An alligator's nose is wider than a crocodile's nose Crocodiles are more common than alligators They live in all tropical parts of the world, but alligators (apart from a rare Chinese type) only live in North and South America • Work in groups Take turns to say sentences using comparatives Compare people, clothes, animals, TV programmes, pop singers, books – anything! Use the adjectives in the box You can’t repeat an adjective You get a point if the group agrees with your sentence! Examples Reebok trainers are more popular than Nike Anna’s hair is darker than mine big blond boring bright cheap cold colourful comfortable dangerous dark expensive famous fast formal funny good good-looking healthy intelligent interesting long narrow new old popular practical rich serious small strong sunny tall trendy wide young 11 NOTES FOR TEACHERS This is a supplementary reading and grammar practice activity You can it after New Opportunities Elementary Module 11 (Images) Materials: One photocopy of the worksheet per student Time: One class lesson Step 1: Before you give out the worksheet, ask the class the question: What is the difference between an alligator and a crocodile? Accept all suggestions Step 2: Give out the worksheet and ask students to read the text to find out the answer to your question Elicit the answers Step 3: Divide the class into groups of four Students take turns to say sentences using adjectives from the box in the comparative form If the others in the group agree with a sentence, the student gets a point Monitor the activity and note down any serious mistakes Step 4: When students have finished (i.e when they have used all the adjectives) ask who the winner is from each group Elicit one or two sentences from each group Go over any serious mistakes you heard during the activity © Michael Harris, David Mower & Anna Sikorzynska MODULE 12 Noughts and Crosses • Work in pairs Decide who is Os (noughts) and who is Xs (crosses) • Play the game with another student Take turns to choose a box and make a sentence using the superlative form of the adjective If the sentence is correct, you get your O or X in the square • The winner is the player with three Os or Xs in a line • boring funny cold hot exciting short trendy cheap nasty Play another game First take turns to choose words from this list to put in the squares: boring, bright, casual, cheap, colourful, comfortable, cold, exciting, expensive, fashionable, formal, friendly, funny, good, good-looking, helpful, hot, long, narrow, nasty, noisy, practical, short, smart, talented, trendy, useful, warm, wide 12 NOTES FOR TEACHERS This is an oral grammar game to practise superlative forms of adjectives You can play the game after New Opportunities Elementary Module 12 (Celebrities) Materials: Photocopies of the worksheet (one between two students) or to save paper students can copy a grid, three squares by three Time: Twenty minutes Step 1: Copy this grid onto the board: bright helpful talented fashionable good comfortable long useful wide Step 2: Demonstrate the game Divide the class into two teams called 0s (noughts) and Xs (crosses) Students from each team take turns to choose a square They have to say a sentence using a superlative structure If the sentence is grammatically correct (and the sentence makes sense!), put a nought or a cross in the appropriate square If it is incorrect or doesn’t make sense, put nothing in the square and another player can choose that adjective/square again if they want The aim of the game is to get three noughts or crosses in a straight line (vertically, diagonally or horizontally) before the other team does Example answers for the above grid might be: My shirt is brightest in the class Nike trainers are the most fashionable trainers Sue’s hair is the longest in the class My sister is the most helpful person I know Arsenal are the best team in Europe I think mobile phones are one of the most useful inventions Nicole Kidman is the most talented actress in Hollywood This is the most comfortable chair in the house These are the widest trousers in the shop Step 2: When you have played the demonstration game with the class, divide the class into pairs Either give out the worksheets or ask each pair to copy an empty grid on to a piece of rough paper They put adjectives into each square, choosing from this list on the worksheet Step 3: Students play their own games in pairs If there is any disagreement about whether a sentence is valid, they should consult you If they finish quickly they can start another game with different adjectives © Michael Harris, David Mower & Anna Sikorzynska 13 NOTES FOR TEACHERS A CLASS PRESENTATION USING A PHOTO This is a speaking activity to practise a variety of language You can it anytime during New Opportunities Elementary Module 13 (Volunteers) Materials: None Time: Five minutes per student over a series of class lessons Preparation: Find an interesting photo of yourself For example, it may have been taken at a special event or at a special time in your life Enlarge it on a photocopy machine or scanner if you can Step 1: The best way to explain the activity is to give a demonstration yourself Hold up your photo then pass it round the class Talk about the photo Say who took it, when it was taken, what occasion it was, what you were doing, what you remember about it, how you felt, any other details or interesting information, etc The talk need only be couple of minutes At the end of your presentation, the class can ask you questions about the photo and the occasion Step 2: Ask the students to find an interesting photo of themselves to use for a class presentation Decide when students will give their presentations It’s a good idea to fix a timetable for this, for example, six students in Tuesday’s class, another six in Thursday’s class, etc Note: While a student is giving his/her presentation, ask the others to listen carefully and try to think of a question to ask, for example, “How did you feel?”, “What did you after that?” etc Use the opportunity to assess the students’ speaking level © Michael Harris, David Mower & Anna Sikorzynska Example presentation from a co-author of New Opportunities In this photo I was about five years old, I think There was a big shop in the town centre and on the top floor, in the toy department, was Father Christmas There was an enormous queue of children waiting to talk to him I think you had to pay some money I waited patiently and had a word with him He asked if I was a good boy and what present I wanted for Christmas I can’t remember what I asked for He gave me some sweets and a little plastic car After I saw him, we bought this photo I told my mum and dad that Father Christmas was called George They asked me how I knew I told them that while I was talking to him, a shop assistant gave him a cup of tea and said: “Here’s your tea, George.” David Mower 13 NOTES FOR THE TEACHER WHAT ARE YOU GOING TO DO? With this grammar activity you can revise be going to used for intentions It can be done after finishing Module 13 of Opportunities Elementary Materials A set of situation cards You are sleepy You are very hungry You have no more classes today You are very angry with your brother/sister Your dog is sitting in front of the fridge You have a maths test tomorrow Your trousers have oily spots on them There is nothing to eat at home You feel cold You feel hot It's your best friend's birthday tomorrow Your room is a mess You feel depressed Your little brother/sister is crying Time to 10 minutes Step Prepare the situation cards (see Materials) Step Divide the class into groups of three Put the situation cards upside down in the middle of the group Students take turns to draw one and react to the information by saying what they are going to about it Example: You feel tired Ỉ I'm going to have a long bath Alternative You can this activity with the whole class if you want control the language students use © Michael Harris, David Mower & Anna Sikorzynska MODULE 14 BOARD GAME SING A SONG! Next Weekend 10 Music Pets A Good Book 21 19 14 A Celebrity I Admire Next Summer Holiday 23 PULL A FUNNY FACE! My Hobby TELL A JOKE! 18 22 My House and Neighbours 13 DO A DANCE! My Holiday Last Summer 12 GIVE SOMEONE A BIG KISS! A Good Film My Birthday When I leave school 20 2050 My Best Friend My Family 11 17 Britain 15 The BEST or WORST Day of my Life 16 Weekends 24 Things To Do In My Town 25 My Favourite Place 14 NOTES FOR TEACHERS This is a speaking activity in the form of a board game to play in groups Students have to speak spontaneously and practise a wide variety of grammar and vocabulary they have learned throughout the year They can play the game after New Opportunities Elementary Module 14 (Shopping) Materials: One photocopy of the board game per group; a dice and four counters per group Time: Thirty minutes Preparation: Photocopy the board game (one per group) If you haven’t got dice and counters in school, ask some students to bring in dice to play the game You can use coins as counters Step 1: Divide the class into groups, ideally four students per group Step 2: Explain the game Students take turns to throw the dice When they land on a square, they have to talk about the topic for an agreed period of time, for example, 15 seconds - the others in the group will time this meticulously! If they stop talking, or repeat themselves, then they miss their next turn The game continues until one student reaches the last square Step 3: Students play the game While they are playing, walk around and listen If you wish, use the opportunity to assess your students, or a selected few of them Alternatively, you could listen for mistakes which you could go over later in the class; don’t just be negative, though – point out to the class examples of good English that you heard and praise the students Note: Board games are easily prepared for any age or level They can encourage practice of particular structures or freer speaking practice Squares could contain sentences with errors for students to correct, or sentences to transform into another structure (e.g active to passive) Squares can contain simple topics such as ‘My family’ for younger students, or more complex topics such as ‘The drug problem’ for older students, and you can ask students of higher levels to take longer turns © Michael Harris, David Mower & Anna Sikorzynska MODULE 15 NAME: _ CLASS: _ CALCULATOR TALK • Do these calculations on your calculator and then turn it upside down to find the words in the sentences! (2,669 x 2) make honey Don’t (1,169 x 3) your ticket! What time does the (4,382 + 3,356) go? Water (19,036 x 3) at 100ºC Her (26,271 + 26,774) have got high (57,472 - 138) We collected some (115,469 x 5) on the beach The (770 x 4) is a wind instrument Don’t tell (10520 - 5203) ! He paid the (2546 + 5172) in the restaurant 10 I have to (67 x 5) my (1377 x 4) tomorrow 15 NOTES FOR TEACHERS This is a fun vocabulary activity You can it during or after New Opportunities Elementary Module 15 (Computers) Materials: One photocopy of the worksheet per student Students also need pocket calculators to the activity Time: Fifteen minutes Step 1: Ask the students to key in the number 0·7747 (the decimal point is important, otherwise the trick doesn’t work) on their calculators and then turn the calculators upside-down They will see the word ‘hello’ Step 2: Give out the worksheets Explain that there are ten sentences with gaps Students find the missing words by doing the calculations on their calculators and reading the screen upside-down Step 3: Check the answers with the class Students can put new words in their vocabulary books Answers bees, lose, bell, boils, shoes, heels, shells, oboe, lies, bill, 10 see, boss © Michael Harris, David Mower & Anna Sikorzynska MODULE 15 UNIQUE NOTES FOR TEACHERS This grammar game can be used to practise the Present Perfect to talk about experiences You can it after finishing Module 15 of Opportunities Elementary Materials None Time 10 minutes Step Ask the students to think of the most unusual achievements or things they have done Each student writes three sentences saying what they have done in their lives Encourage them to write about things that other people in class haven't done Use your own experience to give examples Example I've eaten shark meat I've been to Machu Picchu I've been to a Michael Jackson concert Step Students take turns to read out their sentences and the other students say if they have done the same thing or not The student scores one point for each thing nobody else in the class has done The winner is the student who has had most unique experiences © Michael Harris, David Mower & Anna Sikorzynska MODULE 16 NAME: CLASS: FLYING SAUCERS • Read the text and then answer the questions Many people say they have seen UFOs However, many people also admit that they have played tricks to make people think that UFOs exist Clare Robson investigates In 1967, two students in the UK made six ‘flying saucers’, each with a diameter of 1·5 metres They made ‘beeping’ noises and the students left them in some fields near their university Some people reported the ‘alien spaceships’ and the police came and took them away When scientists saw them, they knew immediately that it was a trick This is just one example of the many tricks people have played I spoke to some people who have played tricks and also to some of their victims First, a victim, Julie Sweeney from California, USA: “I was a victim of a UFO trick I was in my car at night and I saw a group of lights moving around in a circle above some trees It was like a flying saucer going round and round I drove closer and then could see it was a trick There was a big balloon with lights hanging from it Two teenagers were standing below, turning it round! A silly joke, really, but quite effective.” Tony Marr, a student from Derby in England, has also played UFO tricks: “A few months ago, a friend and I made a ‘crop circle’ in a field of corn near my house We’ve done this before, but this one was really good and it was in the newspapers.” He told me how to make a ‘crop circle’ “First you find a field with vehicle tracks in it Next, you walk along the tracks to the centre of the field One of you stands in the centre holding a ball of string while the other walks away holding the end of the string Then the second person walks around, holding the string tight, to make a circle Finally, you both press the corn down flat with a stick – we use big brushes And there you are – a ‘crop circle’, obviously made by a UFO! It’s funny when you see experts giving their opinions about it!” There have been thousands of reports of UFOs However, there is no evidence that they exist What you think? Are these statements true or false, according to the text? Write T or F in the boxes In 1967, two students made some ‘flying saucers’ and then phoned the police It was dark when Julie Sweeney saw some lights above some trees The two teenagers in California were in a tree Tony Marr describes the first time he played a UFO trick There are no photos of real UFOs What the words in italics refer to? a) They made ‘beeping’ noises … b) … the police came and took them away c) When scientists saw them … d) … they knew immediately that it was a trick Draw three diagrams or pictures to show how to make a ‘crop circle’ Enter the field, like this: Draw the circle, like this: Press the corn flat, like this: 16 NOTES FOR TEACHERS This is a supplementary reading activity You can it after New Opportunites Elementary Lesson 46 (Alien Life) Materials: One photocopy of the worksheet per student Time: Ten minutes in class plus homework Step 1: Explain some new vocabulary students will need to understand the text balloon, crop, diameter, effective, expert, stick, string, tracks, trick, vehicle, victim Step 2: Give out the worksheets and make sure students understand the tasks Step 3: For homework, students read the text and the tasks Step 4: Check the answers in the next class © Michael Harris, David Mower & Anna Sikorzynska ... ‘DICTRIO’ This is an optional vocabulary activity to revise known words and teach new words using the New Opportunities Elementary Mini-Dictionary Materials: A copy of the worksheet for each student... practice activity to practise present simple ‘yes/no’ questions It can be done any time after New Opportunities Elementary Lesson (Your Life) Materials: One worksheet for each student Time: 20 minutes... …………………………………………………………………………………………… NOTES FOR TEACHERS This is a written grammar game which you can play after New Opportunities Elementary Module (Friends) Students practise writing sentences using ‘can’, ‘can’t’, ‘have