new opportunities pre intermediate tb

Opportunities Russian Edition Pre-Intermecliate - New Opportunities Russian Edition Pre-Intermediate Teacher's Book with Internet activities by Jarek Krajka Michael Harris David Mower Anna Sikorzynska Irina Solokova Contents About New Opportunities 2 10 The Web 86 Teaching Help How Lessons Work 5 11 The Sea 94 Students’ Book Contents 7 12 Mountains 101 Teacher's Notes: Learning to Learn 12 13 Dance 109 1 Lifestyles 14 Music 117 2 Homes 16 15 Pictures 125 3 Heroes 18 16 Buildings 132 4 Challenge 26 Assessment Guide 140 5 Celebration 6 Food 34 Learning Diary 141 7 Money 8 Gadgets 41 Tests (photocopiable) 142 9 Communication 49 Internet activities teaching notes 150 56 Internet student activities 151 64 Language Powerbook Answer Key 155 71 Tests Answer Key 161 79 Longman About New Opportunities In New Opportunities, communicative tasks reflect the The aim of New Opportunities is to refresh and update a performance objectives in the Council of Europe Framework coursebook series that has proved extremely popular with for Foreign Languages secondary teachers; in addition this edition provides cultural topics and practice tasks particularly suited to 1 Reading Russian students of English There is a wide variety of different text types (e.g The course has benefited from extensive feedback from teachers and includes an even greater variety of topics and magazine articles, websites, advertisements) and of task additional grammar coverage types, such as multiple choice, true/false and matching Module structure Reading Strategies include those that develop general reading (e.g prediction, working out meaning of words in New Opportunities has sixteen modules to give students context) and those that help students to do specific tasks variety and a clear sense of progression through the (e.g doing multiple-choice questions) material Topic-based modules are ‘twinned’ so that there is cohesion in terms of theme and vocabulary Pairs of 2 Listening modules are as follows: Lifestyles/Homes; Heroes/Challenge; Celebration/ Food; Money/Gadgets; Students are given plenty of opportunities to develop a Communication/The Web; The Sea/ Mountains; wide range of listening skills both in terms of text types Dance/Music; Pictures/Buildings The pairs of modules build (e.g radio programmes, dialogues, lectures) and task types up to communicative tasks (Communication Workshops) (e.g checking predictions, table and note completion) and are followed by Review lessons Listening Strategies develop general listening (e.g prediction) and strategies that help students to do specific There is a clear structure to the material so that both tasks (e.g answering multiple-choice questions) In teachers and students can see where they are going addition, there is an extra main listening task in Module Warm-ups provide an introduction to the topic and Communication Workshop lessons These Listening a focus on key vocabulary related to the topic Module Workshops aim to give students more extended practice of objective boxes (In this module you will ) give students tasks like matching, true/false and multiple choice clear signposts as to what they will be studying in the module Each module has three main lessons The first 3 Writing introduces new grammar within the context of the theme, The second lesson develops oral or written skills The third There is a writing task in each Communication Workshop lesson either provides a focus on culture and literature or is lesson which appears in every pair of modules In Writing a Communication Workshop which enables students to use Workshops, model texts provide an opportunity to focus on the strategies and language that they have acquired in the linking words and text organisation The tasks are also previous two modules The Review lesson then contains carefully staged and writing strategies are developed at revision of the main language from the two modules different stages (e.g brainstorming ideas/paragraph planning) even though there are no explicit strategy boxes Thematic content At the end of each task, the Talkback stage gives students a chance to read, use and react to each other's writing The basic premise of New Opportunities is that secondary Students are helped to do writing tasks by the Writing students learn English best when they are dealing with Help section at the back of the book which gives examples interesting and meaningful contexts A considerable effort and help in terms of layout, useful vocabulary, linking and has been made to reflect the wide range of student’s checking interests in the course content Here are some examples: a topics related to students’ own world (e.g Lesson 3: The writing in the Students’ Book is backed up by a Dachas - country living; Lesson 25: Mobile Fever/Lesson Writing Help reference section at the back of the book, 41: Rap) which breaks writing tasks down into stages and provides additional guidance = cross-curricular themes (e.g Lesson 28: Online) = cultural input (e.g Lesson 15: Scotland - a place to 4 Speaking celebrate) There are speaking activities in every lesson of New Opportunities Pre-Intermediate The grammar lessons have m literature focus (e.g Lesson 9: William Shakespeare) guided drills that lead on to more open oral practice The skills lessons all have communicative activities Those in Skills development oral skills lessons have guided and open practice of the functions which appear in the Function File The Speaking There is an explicit focus on the process of communication Workshops have fully-fledged oral tasks, either in pairs or that helps students deal with communication in English and, groups, which are carefully staged to enable students time at the same time, increases awareness of their own language for preparation and rehearsal before performance The Talkback stage then allows students to report to the whole Strategies boxes focus explicitly on different aspects of class or reflect on their own performance communication and provide students with step-by-step procedures for dealing with them After that, students have Speaking Strategies are looked at either in the oral skills opportunities to use the Strategies while carrying out a lesson or in the Speaking Workshops These include general communicative task Communicative tasks are also clearly communication strategies (e.g preparing for staged to provide students with support, to improve task discussions/telephoning) or strategies useful for specific achievement and to build confidence tasks (e.g describing photos/discussing photos) É) Discovery approach to grammar New Opportunities uses an approach to learning grammar in which students can discover grammar themselves and work out rules of form and usage There is one Grammar Focus lesson in each module First, in the Before you start section of the lesson, lntvoduction students do listening and reading activities related to the topic of the lesson At this stage, they only concentrate on thus strengthen their own cultural identity In addition, the meaning of the text In the Presentation stage, there are Quote unquote spots which provide students’ attention is focused on the target grammar items interesting cultural insights Background information on the in the text Firstly, they are directed to the form of the quotes is provided in the Teacher's Book, plus suggestions grammatical structure Then, students use examples of the for exploitation grammar and the context provided by the text to work out and formulate rules of usage in a guided way Grammar Learner development presentation is followed by extensive practice Practice activities are carefully graded and get students to apply the In New Opportunities, students are encouraged to develop as rules they have just discovered They first use the target independent and active learners Three introductory Learning structure in a very guided way and then move on to freer to Learn lessons prepare students for using the course (e.g oral and written grammar practice Further consolidation of the components of the course/organising vocabulary books) target grammar is provided in the Review lesson and in the Then, throughout the course, students are made aware of Language Powerbook which contains graded grammar tasks what they are doing by signposting (e.g In this module you at three levels of difficulty (*/**/***) will ) The Strategies boxes help students handle There are also eight Language Problem Solving spots in communication on their own and there are various elements the book These deal with problem structures for learners in the course that help students to be more independent: the and with areas where vocabulary and grammar overlap (e.g Writing Help, the Grammar Summary, the Mini-dictionary, adverbs) the Grammar Reference (in the Language Powerbook) There is also a photocopiable Learning Diary on page 141 of this Vocabulary Teacher's Book We recommend that you photocopy this at the end of each module and give a copy to each student to First, New Opportunities helps students deal with new lexis complete The Language Powerbook also encourages learner in context Reading Strategies help students work out the independence Grammar exercises are graded in terms of meaning of words and the Mini-dictionary includes all difficulty (one, two or three stars) and the Check Your important words used in the Students’ Book The choice of Grammar sections allow students to check their learning and examples in the Mini-dictionary shows students vocabulary identify problem areas Finally, the Skills Corners and Exam in a different context to extend their knowledge and draws Zone help students to develop awareness and strategies for attention to typical collocation The Mini-dictionary plays doing exams an important role as it gives students greater confidence when approaching texts and increases their independence New Opportunities and the Council of Europe when reading in or out of class Framework Secondly, the topic and sub-topics of each module provide an ‘anchor’ for the learning of new lexis Key lexical areas The Council of Europe Framework is not prescriptive in any are presented explicitly through Key Words boxes in the way However, its descriptors do suggest a communicative, warm-ups and the main lessons The Vocabulary sections in task-based and learner-centred model of language and skills lessons illustrate lexical features systematically (e.g language learning New Opportunities reflects the spirit as wordbuilding) In this edition there is also a systematic well as the word of the framework in the following ways: focus on Multi-part Verbs in every oral skills lesson 1 It presents and practises new language within a task Pronunciation and topic-based framework Students can use language to carry out real-world communicative tasks Pronunciation is dealt with systematically in Pronunciation 2 It has clear objectives and outcomes for communicative spots both at the level of individual sounds (in the Review tasks The tasks are carefully staged so that learners can lessons) and at suprasegmental level (in grammar and skills activate their various competences and develop iessons) Work is done on word stress and sounds that are communicative strategies to carry out the tasks difficult for students (e.g /t/ vs /d/) There is also a focus 3 It helps students deal with both interactive on contractions, intonation and prominence (stressed words communication and spoken production in extended speech) 4 It systematically develops learners’ communication strategies in both productive and receptive skills Culture 5 It looks at both explicit and implicit aspects of the target culture systematically At higher levels, it focuses The input on culture is a special feature in New on style and register in communication Opportunities Input about English-speaking cultures 6 It encourages learner autonomy through self-study appears in reading texts in Culture Focus lessons This is features (e.g Writing Help, Mini-dictionary, Powerbook followed by a Comparing Cultures section where students graded exercises) It also provides opportunities for self- have the opportunity to discuss a related aspect of their assessment of students’ performance and progress and own, familiar culture, to make comparisons, and to present makes them aware of opportunities for learning outside aspects of Russian culture in English the classroom Other lessons focus on stories from English literature These Literature lessons provide background about the writer and New Opportunities Pre-Intermediate covers virtually all of the text before getting students to read and listen to the the specifications of the framework from level A1+ to level stories A2+ However, it must be remembered that, while students Throughout the material there are also Your Culture spots, cover functional and strategic objectives in material, it which help students reflect on the similarities and usually takes longer to internalise and use functional differences between the target culture and their own and language and strategies See the New Opportunities website for a full analysis of New Opportunities Pre-Intermediate and the Council of Europe Framework (3) Introduction Reading There are Strategy boxes for multiple choice (Lesson 17); Learning Diary multiple matching (Lesson 29); gapped sentences (Lesson 41) The photocopiable chart on page 141 is for use with New Listening Strategy boxes focus on true/false (Lesson 32); multiple Opportunities Pre-Intermediate It is a learning diary for choice (Lesson 38) students to record their personal learning, progress and The Language Powerbook cultural contacts The Learning Diary will encourage In the Language Powerbook there are Skitls Corners in every module, focusing on one skill type and task After students to reflect on their learning and learning process every four modules, there is an Exam Zone with Use of The Learning Diary can form part of the learner’s European English, Reading, Listening, Speaking and Writing tasks Language Biography designed to give students tips and practice in typical exam task types of the Unified State Examination How to use the Learning Diary Using the Internet At the end of each module, give each student a photocopy The Internet is an extremely powerful resource, which of the Learning Diary on page 141 Guide the students in their completion of their Learning Diary as follows: teachers are using increasingly to develop lessons for the a First, students fill in the module number, title and classroom and as a basis for homework It can be used in a learning aims (from In this module you will on the number of ways as a tool for teaching English: opening page of the module) = as a rich resource for self-study work, with language- « Then, beside each learning aim, students mark how well they achieved the aim learning materials freely available at no cost a Students then: w as an infinite library of interconnected texts, recordings, — comment on their interest in the topic pictures and films on any topic — choose and comment on their favourite lesson in the module = as a reference library, providing dictionaries, — note new vocabulary they learnt during lessons on this encyclopedias and databases = as a channel of communication, using email, for example module — note new areas of grammar The Internet activities provided on pages 151-154 of this Teacher's Book follow up and extend what has been studied - note new ideas they have learnt from the topic in New Opportunities Pre-Intermediate Students’ Book and material will also give teachers ideas for finding their own ways of — note new skills strategies they have learnt incorporating the Internet into their teaching Teaching ~ record materials they have selected for their European notes for the activities are on page 150 Language Dossier Depending on equipment and time available, teachers can — comment on their feelings about their progress They use the activities exclusively in the classroom or use class time to prepare students to work on their own in the should feel free to express their private feelings about school computer room or at home their progress The activities are divided into three stages: introduction, — comment on any learning problems as well as the online and follow-up The first stage of the lesson usually problems they have solved focuses on speaking, with the introduction of the topic, activation of already known structures and pre-teaching of -— comment on their contacts with the English language outside school and what they have learnt about English new vocabulary preparing students for the main online language culture phase This involves students searching the Net, reading New Opportunities and Testing and writing, taking notes, extracting information and filling in information in the photocopiable worksheets Finally, in New Opportunities is a general English course written for upper secondary students to develop their communicative the follow-up stage, students have the opportunity to share competence and provide them with the language for life and discuss what they have found during the online phase New Opportunities also trains students to deal with most of Students require basic computer skills and need to know how to search the Web using one of many portals or search the exam task types used in the Unified State Examination engines, type in a URL (website address), follow links and Speaking Warm-up activities exploit photos in order to develop copy and paste text or pictures into a word document students’ abilities to describe, interpret and predict possible All websites referred to in the activities are expected to situations in the photos and to talk about their own lives remain stable and be permanent; updated information on Useful functional language is presented for picture any changes is provided on the New Opportunities website description and discussion (Lessons 24, 44); information at www.longman.com/newopportunities roleplays (Lessons 20, 23, 29, 30, 35, 36); narrative roleplays (Lessons 7, 10, 11, 21, 45); negotiation roleplays (Lessons 13, 19, 20, 30, 32, 36, 38) Writing The Writing Workshops include short notes (Lesson 18); adverts (Lesson 24); informal letter (Lesson 6); formal letter (Lesson 36); letter to an editor (Lesson 42) Teaching Help lntvoduction Vocabulary students for them 8 Encourage students to select new words Get interests, to choose those words which are most important Here are some practical suggestions to help you use New as individuals (depending on their level, personal Opportunities etc.) Planning 9 Make time in class for vocabulary books Give students 1 Choose the route through the material which suits time to add new words and organise their vocabulary your teaching situation a) You are short of time books Help them out with any problems = Use the Routes through the material in the Teacher's 10 Use vocabulary books as fillers During those spare Book to find what exercises can be left out five minutes at the end of a lesson, students can test each other's vocabulary, pronunciation or make up their own a Leave students to read the stories in the Literature word games lessons on their own throughout the year Reading a Set activities from the Students’ Book for students to 11 Encourage students to try to guess the meaning of do at home: words Rather than relying on you (the teacher) for the - reading exercises (for grammar and skills lessons) meaning of words, get students to use the context to work out meaning If they still have problems, get them to check - written grammar practice exercises the meaning in the Mini-dictionary - vocabulary practice activities (e.g Multi-part verbs) 12 Help students use the Mini-dictionary Build on the — preparation for speaking activities (e.g photo activities in the Learning to Learn module and play dictionary games, e.g use the example sentences in the discussion) — get students to write notes for Mini-dictionary to quess the right meaning of a word homework - Writing Workshops — students do some or all of the 13 Only focus on key words in texts Remember that the stages at home aim of reading texts is to develop reading skills, not to — revision activities (grammar and vocabulary) present vocabulary Do not go over all the new words in the b) You have plenty of time text, focus on the key words that are needed for doing the As well as covering all of the material in the Students’ Book tasks plus that in the Language Powerbook, you can do the 14 Encourage students to read outside the class As well following: as simplified readers (see the Longman Graded Readers a Use the Options in the Teacher's Book lessons scheme), encourage students to read in English about things a Use the Comparing Cultures sections in the Culture they are interested in (e.g magazines about motorbikes) Focus lessons for project work, After finding out information, students can then produce projects on Writing the topic individually or in pairs a Use a level 3 Penguin Reader with the Students’ Book 15 Make sure students use the Writing Help section At See the latest Longman Penguin Readers cataloque for the beginning of the course, get students to read through the titles available at this level it and put the sections in the order they think will be most useful (Layout/Useful Vocabulary/Linking/Checking) 16 Try out some written tasks in pairs/groups Group writing can be fun, can increase awareness of the writing process and can make your assessment load more Classroom management reasonable 2 Get students used to the instructions you give and 17 Make criteria clear Tell students what criteria you will those in the Students’ Bock See ideas for presenting and be using to assess the writing, before students start the practising instructions in the Teacher's Book for Lesson A task (see the section on criteria in the Assessment Guide) 3 Introduce groupwork gradually If your students are not When they are used to this, try discussing and negotiating used to doing groupwork, start off doing the group the criteria with them, e.g What are the most important qualities of a good letter? activities in pairs When they have got used to pairwork, students will then be able to move on to working in groups 18 Emphasise the importance of the planning stage Comment on students’ notes and paragraph plans (e.g Grammar without full sentences) By doing this, you will encourage 4 Encourage students to make their own grammar notes students to spend more time on planning, as well as help See the teacher's notes for Lesson C — them to develop note-writing skills 5 Get students to work out grammar rules themselves 19 Make sure students check their writing Refer them to Give students plenty of time to do the presentation the Checking section of the Writing Help Remind them that exercises in the Grammar Focus When they have finished or to improve their writing they must eliminate careless when they have problems, refer them to the relevant mistakes before they give their work to the teacher Grammar Summary Finally, you can go over the rules with Encourage students to check each other's writings for the whole class mistakes This can increase awareness of common problems 6 Respond to students who say ‘We've done it before!’ 20 Make sure that it is read Ensure that not only you Make stronger students aware that, even though they may read what students have written Use the 7alkback activities to get other students to read and react to the content of have studied a grammar point before and know the form, what has been written they often have problems with use of it 21 Use correction codes Rather than write corrections on 7 Make sure students understand the grading system in students’ work, underline mistakes and use a code to the Language Powerbook This system allows students to indicate what kind of mistake it is, e.g WO (word order), see how they are progressing when they are working on T (tenses), V (vocabulary), S (spelling), P (punctuation), Pr (preposition) Afterwards, give students time to correct their own the mistakes using the codes Introduction Listening 22 Reduce ‘tape fear’ It is important to prepare students for listening to tapes to compensate for the fact that they can’t see the people speaking which makes it more difficult to understand Always play the cassette (or CD) again if students find it really difficult to understand 23 Be aware of hearing difficulties If any student has hearing problems, put the cassette as near to him/her as possible If your machine is not very good quality, try to borrow a better one 24 Concentrate on task achievement Always focus on what students have managed to achieve despite a difficult task 25 Evaluate the text Make sure students are aware of the fact that different exercises vary in difficulty according to: speed, number of people talking, clarity of speech, regional or national variety, context, topic of conversation, etc 26 Don't only use the cassette Try out other sources of listening in class like stories and video; do some of the story telling ideas in the Options section of the teacher's notes; read out a reading text with deliberate mistakes for students to identify and correct Speaking 27 Allow preparation time Before freer speaking activities (like roleplays or guided discussions), make sure that students have time to get their ideas clear, look at Function Files, Key Word boxes and useful vocabulary But make sure that students don’t write down everything they are going to say 28 Always reward effort and participation in speaking activities Remember that shy students need extra praise and support 29 Give marks for oral performance to emphasise the importance of speaking practice (See Assessment Guide, page 140) 30 Only correct afterwards not during oral communication activities Write down mistakes and afterwards, write them up on the board and get students to correct them Learner development 31 See learner development as investment Time spent at the start of a course to organise vocabulary books, getting students used to the self-study features of the Students’ Book or increasing student awareness of reading or writing will pay dividends throughout the year as learners become more effective students 32 Self-study features Remind students of all of the self- study features in New Opportunities and encourage them to use the Grammar Summary, Writing Help and Mini- dictionary 33 Get students to keep learner diaries Give students time to think about what they have done See the Learning Diary on page 141 How Lessons Work Introduction Module warm-up page CÁ v77 Key Words present and introduces topic and activate vocabulary for motivates students OR EEA se Aan the topic 4 Pead & teeipapear:ticle anda siey +Hsti o a edionpogianne anda diuleg.e ‘at abeat tan đạt tp t0 te 30t: Module objectives tell Werm-np students what they are D 1 Thính øl đifferem kinởs of-beroseas- going to do Activities get students Pe rr aad an sa ki thinking about the ees’ topic et ner tg nh Eachtad There are gist listening activitieisn some bieenlrxiw3ài) Hee Là modules Su 03/bdmal nh TC bes tok-alorebeckiaoneusa Gv oe ret td ered: Before you start provides A Grammar Focus is the Other presentation exercises reading/listening activities to first lesson of each help students discover how module give context for language language is used Horse 6 Look at this sentence from the article 10 Cemptete this story Put the verbs in brackets in Which verb form in bold describes the the Past Simple or the Past Continuous situation and which describes the event? Sevgeant Hanis tft the police station at 6 pum He while I was sttting and wading ¢ magazine, (not have) his car sate ® (walk) Before you start I suddenly heard run home, He 3 {cross} the park when ke  Look at the photo and the ‘Add the names of the correct past tenses to _a (see) 2 tittle gill playing near the river — she headline of the newspaper article the timelines 5 iran) after the birds he sergeant © - 2 ` situation 4background a2 đi % dann) to have 4 test and ? {epen) hì: What do you think happened? neaspeper He Ê cai) the sports page when he 2 Read the article and check your 7 Look at these sentences from the text (heat) screams: the girl nas in the water and 1 Jos was sitting on the beach with his fomily she 10 {save} her arms; her mather prediction (call) for hetp Sergeant Harris ran to the 3 Read the article again Match when the icode-t starte rivar and 12 (jump) inta the water, He got to these tithes with the paragraphs the gid quichly and puted Hor out A tot of people {A-D), There is one extra title 2 When I looked up, I sow the shark in the inatch) the scene, When they saa that the + The Fight weter gà ấy safe, theyall! (clap) and 38 (cheer) Tasty Reward 3 While he was fighting the crecturu some Yesterdey afternoon, oncthe: hier shork suddenly appeared while crowds of peogte peosle called the emergency services 11 Make sentences using the Past Simpte and the Past No Hesitation acre enjoying thenseivts at Ipsnema Booch tn Brezil The shure was over 20 Continuous Use while or when metres long ord avighcd about 60 idtegroms The crowds naturciiy panicked os Now match sentences 1, 2 and 3 with the feampke Mebite Prones Iwo movis ego a similar shark ottacked end iilled two swimmers timetines a and b 1 I sam 07 cecident while I wos walking down the street a KH: me Bae Twos watking conn tie siveet when [saw an cccident ‘Success and Applause lX One mạn đd nơi panic Jost Nilson, + Hr Nilsort ran into the water and SUNKEN 8 32-year-old bodybulder, was sitting fought the shark with his bare hands! What do when and while mean in sentences 1, walk down the street/see an accident (1) 4 Undertine the sentences in the ơn the beach with his farity when ‘Wiite he was fighting the cresture, =: 2 and 3? Rot meet my old friend/stay in Prague {2} the incident started “White! was some people called the emergency 4 at the same time? after? walk iota a tree/tatk on her mobile phone (she) article about José Nilson Then ‘stheg and reading a magazine, servioncethseir mobile phones Els Gromtmar Summary 2, rege 140 shop/lese his wallet (he} use the Key Words on page 25 to Practice do the washing-up/break a glass (1) describe his character and looked up, | saw the she¡r0 kthe Mr Nittutstho e sn hark repeatediy on Ö answer the questions drive home /run out of petrol (they) personality water | didn't hesitate | got resily the heed until it ley unconscioaunsd brezk the key/try to open the door (be) fzairpfe angry and decided to fill the thing then pulled it on to the beach Wherus 1 What wes José Nilson doing when he saw the not swimshear the screams (we) I didnt hesitete, = dzcisive he finedty Killed it with aheary sione, (When swimmers saw the cresture, the peoplaell clapandpcheeedred shark? 12 Werk in pairs Student A is José Nilson and Presentation they panicked Children started crying z‹ What did he do when he saw the shark? Student B 4s a journalist Act out an interview Ask 5 Complete the sentences in the and sore peorapn flor etheir lives ——_{B)Later, Mr Nilson sold the shertok8 What wete the people on the beach doing questions like these: tables with these words Others watched in diebeliet as local restaanduhradaa ngritlled hen they saw the share? What were yon/other people doing? call, catled, did, didn't, sam, see, Shak steak for dimmer? “ What did the peopte on the beach do when What did you do when you saw the shatk? cas, wasn’t, acre, weren't they saw the stark? What did the other people do? tutsnon PAST SiMPLE 9 what are the Past Simple forms of these Did anycne try to fight the shark? Find three examples of the verbs? What did ít do? PastSimple in the article Write begin, clean, come, cry, cut, Aight, get, go have, the ihfinitives of the verbs % _ you eatt ae ambulance?” Necarrve bear, bit, te, pull read, run, see sell, sit, talk, 13 Personatisation Work in groups Tetl each other the ‘Yes, 8 ;/Mo, Ï điển 2 didn’t 7 _ an ambutame, watk, watch, work, write+ answers to these questions on the beach > Pronunciation Listen and repeat Check your 1 What were you doing at 8 o'clock tast night? Đề you ® us hàn? She 8 see the shark answers, 2 What were your friends doing when you got to school “es, T ald ! this morning? Past CONTINUOUS: ‘MEGATVE eo we {what did you do wben yeu got te schoo! this merning? Question What did you do when yeu gat home yesterday? What were your family doing when you got home 10, on fips siting on tbe beach?”là th hưng sittoinntghe yesterday? “Ye2, he 1S — he wasn't reading What did your brother/sister “Were you/yousthey acting? WWeere ;/Thạy 14, do while you were doing ‘Yes we were (iio we 12 yout honrework yesterday? Initial presentation Cross reference directs Practice provides exercises focus on students to Summary controlled and freer grammar exercises form of grammar rules Introduction Oral and written skills This section focus lessons come in systematically focuses Before you start activities on Mutti-part Verbs prepare students for listening every module or reading 8 Campaigners Before you stort 1 Match the captions (1-5) with the people in the photos (A~[} 2 You: t magern Russ know about bạaept te 3 Use the Key Words to complete the Listening Campaigned for | Workes to heip factfite about Emmeline Pankhurst, 4 Read the Strategies, Fought against Use the Mini-dictionary to help you LISTENING STRATEGIE KEY WORDS: + Rate 9 20ka0n.000 appre Read about the history of Strovetide in Russia, 4 food Fen Capital: Penbu arn Ave these sentances true {T) or fatse (F)? 1 Shrovet-de facts Sor đây experience |S Which celebration woutd you Like tạ Balzical: Svetlana is part of the Ufgbal Kingdewn hut it hay * 1 2 its Heo tat an xantsin ie to? Why? sO aen pashament, beyal stern wldksuen 9 stem sod tis % ? visit their wethers lao, “nem international forall earn 3 are special Stroretde fort 4É Misiory: The Romans never canmredaatind Beowere ze 4 Cathe Last y the yan 131204 140 đhey b2Át Tel Wall, a huge 3 4 one another, ‘Please wall, 118 kan Jong,th prowet thee Án dc Miuddkc 3 5, 5 Shrovstide it a wet of parcalas ard Abs Sootiand became a united country [thee wen: any 5 wars betwen England and Scodand tn tat) the Seomush a Work sn groups and talk about what you did tat | king, forties V1, became king of Lasgland and Keessticty later Listening ‘Shrowetide.Tell thw class Scotland and putter reed and England wane Xà JB Usten to a radio quiz about Russian festivals Whe ‘got more answers right- Schoel 531 oF School 544? h J Web Links hetp students find information on the Net