new opportunities elementary tb

pportunities Education for life Teacher’s Book Pearson Education Limited Edinburgh Gate Harlow Essex (M20 236 England and Associated Companies throughout the world, wunlongman,com (© Pearson Education Limited 2006 ‘The right of Patricia Mugglestone to be identified as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988 ‘AL rights reserved; no pat ofthis publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission ofthe Publishers First published 2001 ‘Second edition 2006 Second impression 2008 ISBN: 978-0582-85412-3 (Teacher's Book for Pack) ‘ISBN: 978-1-4058-4136-8 (Test Master CD-ROM for Pack) ISBN: 978-1-4088-4142-9 (Teacher's Book & Test Master CD-ROM Pack) Set in Officina Sans and Futura Printed in Italy by 6 Canale & C S.p.A ‘Acknowledgements The authors and publishers would like to thank the following people for their help in the development of this course: dana Pernicova (Czech Republic), Elisabetta Guidotti (Bologna), Laura Strappa (Bologna), Detia Melchioni (Bologna), Susanna Magnani (Bologna), Susanna Ricciuti (Ferrara), Teresa Pouncey (Ferrara), Margherita Merola (Ferrara), Daniela Cova (Ferrara), Adriana Tepelea (Romania), Simona Oancu (Romania), Scélkané Gyapay Mérta (Budapest), Ills Eva (Budapest), Monica Barone (Italy) Cover photo ©Robert Harding (Charles Bowman) Photocopying ‘The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the folowing conditions Individual purchasers may make copes for their own use by classes they teach, School purchasers ‘may make copies for use by their staff and students but this permission does not extend to addtional schoals or branches Under no circumstances may any part of this book be photocopied for resale, New Opportunities Elementary Teacher's Book Michael Harris David Mower Anna Sikorzyfska Contents New Edition 25 10 Cultures 83 How Lessons Work 11 Image 9 Student's Book Contents 10 12 Celebrities 97 14 13 Volunteers Learning Diary 105 Teacher's Notes: 14 Shopping 111 Learning to Learn 15 15 Computers 119 21 16 Space 1 Friends 125 133 2 Personality 27 Story Spots 3 Around Town 35 Tapescripts 135 4 Going Places 41 Assessment Guide 5 History 136 6 Telling Stories 7 Healthy Living 49 Tests (photocopiable) 137 8 Sport 9 Holidays 55 Notes on photocopiable materials 141 144 63 Photocopiable materials 69 Language Powerbook Answer Key 154 77 Tests Answer Key 161 New Edition 1 Reading The aim of this edition is to update and refresh a course There is a wide variety of different text types (e.g which has proved extremely popular with secondary magazine articles, websites, advertisements) and of task teachers around the world, We have also been able to take types, such as multiple choice, true/false and matching into account extensive feedback from teachers about ways Reading Strategies include those that develop general in which the course could be improved reading (e.g prediction, working out meaning of words in Module structure context) and those that help students to do specific tasks Topic-based modules are ‘twinned’ so that there is cohesion (e.g doing multiple-choice questions) in terms of theme and vocabulary Pairs of modules are as 2 Listening follows: Friends/Personality; Around Town/Going Places; Students are given plenty of opportunities to develop a History/Telling Stories; Healthy Living/Sport; wide range of listening skills both in terms of text types Holidays/Cuttures; Image/Celebrities; Volunteers /Shopping; (e-g radio programmes, dialogues, lectures) and task types Computers/Space The modules build up to communicative (e.g checking predictions, table and note completion) tasks (Communication Workshops) and each pair of Listening Strategies develop general listening (e.g modules is followed by a Review lesson prediction) and help students to do specific tasks (e.g As in the first edition, there is a clear structure to the answering multiple-choice questions) material, so that both teachers and students can see where they are going Module Warm-ups provide an introduction 3 Writing to the topic and a focus on key vocabulary related to the topic Module Objective boxes (In this module you ) ‘There is a writing task in each Communication Workshop give students clear signposts as to what they will be lesson In Writing Workshops, model texts provide an studying in the module, Each module has two main lessons opportunity to focus on linking words and text The first introduces new grammar within the context of the organisation The tasks are also carefully staged and writing theme The second lesson develops skills In the strategies are developed at different stages (e.g Communication Workshops, students use the strategies and brainstorming ideas/paragraph planning) even though there language that they have acquired in the previous lessons are no explicit Strategy boxes At the end of each task, the The Review lesson contains revision of the main language Talkback stage gives students a chance to read, use and from the two previous modules react to each other's writing, Students are helped to do writing tasks by the Writing Help section at the back of Thematic content the book which gives examples and help in terms of layout, The basic premise of Opportunities is that secondary useful vocabulary, linking and checking students learn English best when they are dealing with In New Opportunities Elementary, writing tasks include both interesting and meaningful context Because of this, an shorter texts (e.g short notes, emails and adverts) and effort has been made to refresh the content of New longer texts (e.g personal and formal letters, and emails) Opportunities Elementary Many lesson topics are new and The writing in the Student's Book is backed up by the the other content has been thoroughly updated Here are Focus on Writing section in the Language Powerbook, some examples of the new content: which systematically works on punctuation and spelling as = topics related to students’ own world (e.g Lesson 4 Your well as giving guided writing practice Lifes Lesson 40 Joke or Party Shops) 4 Speaking «= cross-curricular themes (e.g Lesson 14 Two Leaders; There are speaking activities in every lesson of New Lesson 43 Robotics) Opportunities Elementary The grammar lessons have guided «= cultural input (e.g Lesson 7 Edinburgh; Lesson 8 London) drills that tead on to more open oral practice The skils s story spots (e.g Don’t Look Now by Daphne du Maurier) lessons all have communicative activities There is both Skills development Guided and open practice of the functions which appear in The basic approach to skills development remains the same the Function File The Speaking Workshops have oral tasks, There is an explicit focus on the process of communication either in pairs or groups, which are carefully staged to enable that helps students deal with communication in English and, students time for preparation and rehearsal before at the same time, increases awareness of their own language performance The Talkback stage then allows students to Communication strategies are focused on systematically in report to the whole class or reflect on their own performance Strategies boxes which focus explicitly on different aspects Speaking Strategies are looked at either in the skils lesson of communication and provide students with step-by-step or in the Speaking Workshops These include general procedures for dealing with them After that, students have communication strategies (e.g preparing for discussions/ ‘opportunities to use the Strategies while carrying out a telephoning) or strategies useful for specific tasks (e.g, ‘communicative task Communicative tasks are also clearly describing photos/discussing photos) staged to provide students with support, to improve task achievement and to build confidence Discovery approach to grammar In New Opportunities, communicative tasks reflect the ‘New Opportunities uses an approach to learning grammar in performance objectives in the Council of Europe Framework for Foreign Languages 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, students do listening and reading activities related to the topic of the lesson At this stage, they only concentrate on the meaning of the text In the Presentation stage, students’ attention is focused on the target grammar items in the text Firstly, they (ntrodustion are directed to the form of the grammatical structure Then, revise basic structures and vocabulary Then, throughout the students use examples of the grammar and the context course, students are made aware of what they are doing by provided by the text to work out and formulate rules of usage signposting (.9 In this module you ) The Strategies in a guided way Grammar presentation is followed by boxes help students handle communication on their own and extensive practice Practice activities are carefully graded and there are various elements in the course that help students get students to apply the rules they have just discovered to be more independent: the Writing Help, the Grammar They first use the target structure in a very guided way and Summary, the Mini-dictionary, the Mini-grammar (in the then move on to freer oral and written grammar practice Language Powerbook) The Language Powerbook also Further consolidation of target grammar is provided in the encourages learner independence Grammar exercises are Review lesson and in the Language Powerbook which graded in terms of difficulty (one, two or three stars) and the cConytai)ns,graded grammar tasks at three levels of difficulty Check Your Grammar sections allow students to check their ‘There are also four Language Problem Solving spots in the learning and identify problem areas Finally, the Exam Zone book These deal with problem structures for learners and and the Skills Comers help students to develop awareness with areas where vocabulary and grammar overlap (2.9 and strategies for doing exams adverbs) ‘New Opportthue nCouincitl iof eEusrope Vocabulary Framework First, New Opportunities helps students deat with new lexis in The Council of Europe Framework is not prescriptive in any context Reading Strategies help students work out the way However, its descriptors do suggest a communicative, meaning of words and the Mini-dictionary includes all task-based and learner-centred model of language and important words used in the Student's Book The choice of language learning New Opportunites reflects the spirit as examples in the Mini-dictionary shows students vocabulary in well as the word of the framework in the following ways: a different context to extend their knowledge and draws 1 It presents and practises new language within a task and attention to typical collocation The Mini-dictionary plays an topic-based framework Students can use language to important role as it gives students greater confidence when, approaching texts and increases their independence when carry out real-world communicative tasks reading in or out of clas There is also a picture section It has clear objectives and outcomes for communicative which students can use when they are preparing for writing tasks The tasks are carefully staged so that learners can and speaking Communication Workshop activities activate their various competences and develop Secondly, the topic and sub-topics of each module provide communicative strategies to carry out the tasks an ‘anchor for the learning of new lexis Key lexical areas It helps students deal with both interactive are presented explicitly through Key Words boxes in the ‘communication and spoken production warm-ups and the main lessons The Vocabulary sections in 4 It systematically develops learners’ communication skills lessons illustrate lexical features systematically (e.g strategies in both productive and receptive skills word building), It looks at both expticit and implicit aspects of the target culture systematically At higher levels, it focuses on style Pronunciation and register in communication It encourages leamer autonomy through self-study Pronunciation is dealt with systematically in Pronunciation features (e.g Writing Help, Mini-dictionary, Powerbook graded exercises) It also provides opportunities for self- spots both at the level of individual sounds (in the Review assessment of students’ performance and progress and ‘makes them aware of opportunities for learning outside the lessons) and at suprasegmental level (in grammar and skills classroom lessons) Work is done on word stress and sounds that are ‘New Opportunites Elementary covers virtually all of the specifications of the framework from level A1 to A1+ difficult for students (e.g /t/ vs /d/) There is also a focus However, it must be remembered that, while students cover ‘on contractions, intonation and prominence (stressed words functional and strategic objectives in material, it usually in extended speech) takes longer to intemalise and use functional language and strategies ‘Culture See the website for a full analysis of New Opportunities Input about English-speaking cultures appears in many lessons Elementary and the Council of Europe Framework (eg, Lesson 1 about a British soap opera and Lesson 19 about food in Britain) as well as Culture Comers These provide Learning Diary input through a reading text about an aspect of culture (e.g The photocopiable chart on page 14 is for use with New British geography) This is followed by a Project Option Opportunities Elementary It is a learning diary for students to Throughout the material there are also Your Culture spots record their personal tearning, progress and cultural contacts which help students reflect on the differences between the The Learning Diary will encourage students to reflect on their target culture and their own and thus strengthen their own learning and learning process cultural identity In addition, there are Quote unquote The Learning Diary can form part of the learner's European spots which provide interesting cultural insights Background Language Biography information on the quotes is provided in the Teacher's Book, plus suggestions for exploitation, How to use the LearniDinagry Learner development In New Opportunities students are encouraged to develop as At the end of each module, give each student a photocopy of independent and active learners Six introductory Learning to the Learning Diary on page 14 Guide the students in their Lear lessons prepare students for using the course and completion of their Learning Diary as follows: (ntvodnetion «First, students fill in the module number, title and learning aims (from In this module you on the opening page of the module) ‘= Then, beside each learning aim, students mark how well they achieved the aim » Students then: = comment on their interest in the topic = choose and comment on their favourite lesson in the module ~ note new vocabulary they learnt during lessons in this module = note new areas of grammar ~ note new ideas they have learnt from the topic material = note new skills strategies they have learnt ~ record materials they have selected for their European Language Dossier = comment on their feetings about their progress They should feel free to express their private feelings about their progress ~ comment on any learning problems as well as the problems they have solved ~ comment on their contacts with the English language outside school and what they have learnt about English language culture New Opportunities and Testing New Opportunities is a general English course written for upper secondary students to develop their communicative competence and provide them with the language for life, New Opportunities also trains students to deal with most exam task types used around the world Speaking Warm-up activities exploit photos in order to develop students’ abilities to describe, interpret and predict possible situations in the photos and to talk about their own lives Useful functional language is presented for picture description and discussion (Lessons 24, 32, 33); information roleplays (Lessons 2, 5, 8, 15, 36, 38, 44); narrative roleplays (Lessons 11, 18, 23, 27); negotiation toleplays (Lessons 9, 12, 29, 30, 35, 41, 42) Writing The Writing Workshops include short notes (Lessons 9, 12); adverts (Lesson 3); informal letter (Lesson 6); formal letter (Lesson 45); notices (Lessons 33, 39) Reading There are exercises for multiple choice (Lesson 11); matching (Lessons 8, 20, 38, 41); true/false sentences (Lessons 5, 23, 26) Listening ‘There are exercises for multiple choice (Lesson 29); gapped sentences (Lessons 14, 38) The Language Powerbook In the Language Powerbook there are Skills Corners in every module, focusing on one skil type and task After every four modules, there is an Exam Zone with Use of English, Reading, Listening, Speaking and Writing tasks designed to give students tips and practice in typical exam task types Q How Lessons Work 2464 Module objectives tell / students what they are Key Words present and going to do activate vocabulary for Module warm-up page introduces topic and the topic motivates students Pronunciation activities focus on features like Activities get students Present Simple endings thinking about the topic There are gist listening activities in some modules Before you start provides |A Grammar Focus is the reading/listening activities to first lesson of each module give context for language To2shetme i Initial presentation Other presentation exercises Practice provides exercises focus on help students discover how controlled and freer grammar exercises, form language is used (ntvodustion Reading, listening and Function File presents Before you start activities speaking skills focus lessons everyday spoken prepare students for listening come in every module, language or reading | a Strategies build Rn eta listening and _———— reading skills Paes SCS boom This section systematically focuses ‘on aspects of vocabulary, e.g collocation, wordbuilding Quote unquote are famous quotations related to the topic Example texts provide students with clear models for writing Listening, speaking and writing ‘workshops provide car refully staged tasks in every module Cross-reference directs students to detailed Ws riting Help reference Talkback is a final stage for students to think about what has been said or written Culture Corner lessons (ntvodustion come in modules 2, 6, Project Options get students to do tasks focusing on their 10 and 14 Reading texts own culture, focus on aspects of English- speaking culture Story Spots come at Word lists present and the end of modules 6, activate vocabulary for 10 and 14 tthe story Students read and listen at the same time Exercises check comprehension and focus on lexical items Untvoduetion {~ Language Problem Solving 1 Difficult grammar areas for students are Language Problem Solving spots appear in in looked at modules 4, 8, 12 and 16 ‘Activities practise Exercises help the language students to work out how language is used Review lessons come Review land 2 L:—-——-—— after each pair of modules a: Theseactivities revis|e grammar from the two modules Pronunciation activities focus on word stress or problem sounds These activities revise vocabulary from the ‘two modules