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.

Self-study features of

There are Writing Helps at the Useful words
end of the book that support the and expressions

Writing Workshops. are given.
Help is given Students are
about the given help to
structure and check their work.

layout of the text.

Examples of linking
expressions are

given.

Phonemic symbols The part of speech of
the word is given,
show the pronunciation
9; noun,
of the word.

Example sentences also] | Sten sia moun: Click on the đem on the
help to show the

‘meaning.

There is a short Picture pages provide
illustrations with labels
dialogue providing for a topic or theme.
authentic language.

Students’ Book Contents

am tasks and sls are highlighted in blue.

Learning to Lear (p. 612) [‘ommarfoas 7 [km N

D ụ 4 Neighbo(p.u1r4-s15) 2 Making Friends (p. 16-17)

Vocabulary places: routines Fanetions stn ppt
‘Warm up (p. 3) Proposiintfiroom n(lsac:e)
‘Grammar: Present Simple (1), affirmative Reading: enaiis_ Reading Strategies: prediction
\Vocabutag ports; babies Lstening: personal information
Lstening: pera information and negative ‘Speroalepklayi(nexcghan:ging personal formation)
‘Speaking: desing famanid flenyds ReaTV dshowichanractger :profiles 5 Your Intere(p.s2t22s3)
(nstching) ‘Vocahobbbuieslaandrinyter:ests
MODULE 2 Personality Fronunc2 ipaestonioenndi:ngs Funetion: preferences
4 YoLifue (p.r20-21) Prepositions goo ct. bad at nteretdin
stenting: descriptions of people Vocabuayls aofrtheyw:eek ending: pessoa ana (ve alse questions)
(catching) ‘Grammar; Present Simpl (2), estos: Listening conversation (references)
Speaking: describing famamid flieynds adverb of quency Listening Strategies: petition
7Ã Reading: 3 questionnaire Speaking preferences (tng fran aig nfomebor)
Warm-up (o. 27) ‘Pronunciation: intonation with questions 8 Lond(p.o3n0:3)
Voeabulag places Listenaniinntegrv:iew (rutile choice) Vocabulary ti
Ustening: places (rscira) `7 Edinburgh (ø. 28-29) Function: tours infomat(eiquoesnts)
‘Speaking: abut Lal places ocabulary: paces Reading: tourist brochure (nahn)
Prepositions: rex 1, opposite Grammar thee iter oe stenings tors infomation
Warm-up(. 33) Reading: Einbuoh web poge (vue/b= Speaking: lay (ng fo: ad ghi (or)
ocabulany:hiay activites: months; serene) 11 Llama Trekking (p. 6-7)
seasons Pronunciation: contactions Vocabulan: eather: wortuising
Pronunciation: wor sess | 10 In the Country(s.i3d4-e35) Funeion: sis weather
Listening: holiday activites ocabolarys equipment Prepogoso iot,tdoio;onintrsest:ed in
‘Speaking: about holds Grammar possessive’: Whoroihese Reading: an advert vetkng holiday (tile doi)
Prepositions: no tine) Reading: intevew(stchna) Liswteatehern(liingningac:hat)
Pronunciation: genitive //, /2/, /ø/ Speaidngleplay (asin or and giving iforation)

TT] No 13 Genlus (s 42-9) 14 Two Lead(e9.r44s-45)
‘Warm-up (p. 43) Vocabulary: areas of stu jobs: Vocabulary: mascutine/feminine words
'Wbulan: hotoy vơds (wording) Function: classroom questions

Listening: istrcal events Grammar: bat Singe fồmatve Rea3 hdistoiry tne (gn:i)
‘Speaking: about important events Reading biorahial data Reading Suatewordgs iyouedast :know
Pronunciation yeas and centuries Pronunegucaripaast ttenise oecnen:dings Lista heistonry ilesnsong(2p Flin)
'JMöDUL6E Telllnq Stodes. AM ha fh Speaking: gesting game
Warm-up (0.47) Prepositions in fom, to (time) 17 A Love Story p. 5051)
Voeagebnesuoflstoariesn(teion) SE ƒ TT) ocabulange romance: mlt-part verbs
Lstteory nsummiarines (gna:tch) Wocabulangs cas Funeteliong nst:ores
‘Speaking: about stores ‘Grammar: ast Sipe negatives and Readishnotgst:ory
questions Listenstoirynegnd:ing
Reading: dialogue about ia cats Speakeliinng ags:tory
Listening: ilogue comple(gtpiloins)

Warm-up (9.55) ‘Speaking: asking for ad giving information 20 Keep Fit (5855)
Vocabulary: food ard drink † 19 Food for Thought(p. 5557) ‘Vocabulary ysl activity; opposites
Listening® interview Nocabulary: fod and nk: containers FRuenacdtiinogn:: mgaigvainrgineadiaete(im(peroatciv)es)
‘Speaking bout meats LUstening Seategies (seria fr 9
Warm-up (9.61) Grammar: courtableasnd uncountales~ LUstening: rao dsc jockey sea.)
Vocabulary: sports some, ony 0 ot of Speaking information gap (ing aie)
Pronunciation: word stress Reading: magazine article 23 Sport in the UK (s 6642)
Listening logue (atchina) {stening logue (co filo) Vocabulary: aves (vce)
Speaabokut isponrtsg2!skng for and Function: describing sorting ever
‘iin information) 22 Crazy Sports (p. 6263) Reading: sports brochure tase
Vocabulary: hockey equipment Lstening: sports commentaries
‘Geammar: have t/don't have to: can/cnt ‘Speaking: talking about spot porting events)
Reading: spot factfile (tue/fse questions)
Listening: dictation
Prepositionisn, inta, on ver to, with
(4 verbs)

Students’ Book Contente

Communication Workshops/Culture Comer 4 Vocasbportus alnd ahobnbiesy: p:laces: jobs eallcaton (p83)
Review/Language Problem Sotving 4 Grammar: Present Simple affirmative and negative
+3 Communication Workshops (p. 18) | Funetion: meeting people
‘Reading: advert for penfierd. 4Sks Comer Listening~ matehing
Linking: en 1 Weltig: inking with and an emai
‘ring: an eral (advert fo 2 penffend) † Review: Word Bank
‘Speaking: party roleplay (exchanging personal infomation)
{6 Communication Workshops (p. 24) 1 Vocabulary: personality: moods: days: hobbies and interests; adjectives (3419)
Reading: apersonal ete thing) Grammar: Preset Simple questions, adverts of frequency
aking: wen Function: preferences
lũng: a personal etter Sélis Comer Reig = rath
‘Speaking: group survey (askioa for and giving information)
Culture Comer 1 The i (p. 25) Vocabulary: laces: pases wih get 6.229)
9 Communication Workshops (32) Gratme matherr
Reading oes (nation and ely) neon: ing Fo tie nfrmation
Linking: on ut {skis Comer: pking olay
Weng king with and and Bt an ent fr tovit othoc
ting Strategies: hoki of ideas Reve; Wot Bank
Writing: ho ot
stoning: poe cals Vocabutlhinagsrtyod:o: months; weather: wording (625-35)
Speaking cel (ination)
412 Communication Workshops (o. 3) \Weting: inking with and and bt, aso and too, an email oa fiend
|S A: articles: posesive pronouns fs and its
Reading: notes (requests ad replies) Review; Word Bank
Liking sóc.
Wting: 3 short note (quests) ocabulag history masculine ad Feminine words: wor ulding tae
‘Speaking: lela (eque's) ‘Grammar: Fast Simple afemative eglr ard inegua verbs

Speen rg log i ita Writing: commas: spelin:linking words after end. becouse, before. when, then

Review; Word Bank
Workshops (p. 52)
‘Vocabulary: fiction; cats: multi-part verbs (7. 42-47)
Listening: a ghost story (sequencing) + Grammar: Fast Sinpe negatives and questions
LUnking one doy the met cy scr fer tat, 4 Function: teling ard stering to stores
‘because. inthe end { Skis Comer: Speaking - photo description
See eee ‘Writing: capital eters: punctuation mars: inking sucen inthe end fer
‘Speaking Strategies: hesitation Speakeilinng ag:toy ee
erie
21 Communication Workshops (. 9) Vocabulary: fod a ink: containers 4653)
Aistenings suey rutile cole) GramSomme oanyr0 :ft of 0.5483)
‘iSnpfeoamkaitnigo:n)heath survey (skin for and giving FSuknlcstionC:omaedrv:iceiosn tgoeormdi/intneesgftcoyh~doice
Aeading: 2 healt eprt Writing: commas: speling; linking bu and however eating habits (3)
Linking but, however Writing: 9vport Review; Word Bank
24 Communication Workshops (. 6) \ocabulay sports: games and activites sports equipment
Reading: description of a sport, Grammar: cor/cort hove t/dont hoe to Function: talking abot sport
Linking: befor, during after Sills Comer: eating - tele
‘Wrltiog Strategies: preparation Writing: description of a sport ‘Wilting: speling: inking bore, during and after LPS 2: how much/hmoawny
Speakcuioinga p:hoto Review; Word Bank
:am Zone (p. 59-62): Use of English: Speaking: Reading
‘stening and Weng

Students’ Book Contents

Grammar focus | Skills focus

Ce mes 25 A Fantastic Time! (p. 70-72) 26 A Horrible Time! (p. 72-73)
‘Warm-up (p. 69) ocabulary: postive agictive, Vocabulary: negative adjectives: homophones
Vocabulary: kinds of hoiday: places to GramremsetaCorrtn:unus Functions: checking in; 2skina for and veg iections
stay Reabrodchurie anbextgDub:rovnik ‘Reading Stratagies: using the Mini-dctonary

steniog: kinds of hotiday Ustening: phone conversation (32 ili) ‘Readings personal eter (u/flse questions) Listening dialogues
‘Speaking: about holidays asking Yor 28 Mali Music (p. 76-77) Prepositions: down. twouph on, nef to (đieand giving information) ‘Speaking: svi điuctoni
MODULE 10 Cultures 29 Life in the UK (p. 78.79)
mm TenHa m . . Se naeSoii. rnae ge MODULE 11 Image
ae Se ee tceeee comune ‘Vocabulary: clothes; adjectives: ‘Speaking: café roleplay

_Listening: descriptions (matching) 31 |(p. #85) 32 (p. 86-87),

Se So eTien, } 34 Hollywood Greats (p. 20-91)
‘Reading: fashion tips: Reading: magazine article
‘Pronunciation: comparative adjectives ‘Preposwiitht(itwoo nus:es)

Glass eee nme ‘Warm-up (p. 89)
Vocabulary: jobs.
Listening: celebrity quiz (matching)
‘Grammar: superiatives 35Star Watching (p. 92.93)
Reading: Hollywood factfile Function: making suggestions:
Reading: magazine article
Ustening: disiogue
eames Snare ‘Speaking: questionnaire:
aeee FSaenmee,eaae Warm-up (». 97)
si era, metal eeso os ‘Speaking: about volunteeringGrammar: Future de going to.
en! Warm-u(pp. 103) Pronunciation: assimilation
ceSoeee,en SP Pahun ea { 40 Joke and Party Shops Funetion: phone calls
Speaking: roleplay (phone call)
(p. 104-105)
41 Real or Virtual Shopping (p. 106-107)
Vocabulary shopping

‘Vocabulary: clothes and sizes; singular and plural nouns

Function: shopping for clothes
‘Speaking: roleplay (nesting)

CeCe co ‘43 Robotics (p. 112-113) 44 CompMaugict(pe. 11r4-115)
Warm-up(p. 111) 'oedkreYolodesoyi Vocabulary: ves of sensation vers/nouns (collocation)
Vocabulary: comptes: ‘Grammar: Present Perfect (1) ~ indefinite Funcgitvingiionstnruc:tions
Ustening interview (rile choice) past (revges)ulveanrever Reading: nersape ace
Speaking: questionaire Readings web page (ue /se questions) Listening Strategies: stressed words. Listgevinngiinsntrguct:ions
freee Pronunciation: cortac0ors Prepositwitohnvser:bs Speagikvinig innstgruct:ions
46 Alien Life (p. 118-119) 47 True Stories (120121)
‘Prepositions: to on, bok in. ot ‘Vocabulary: scence and space; compound words
‘Grammar: Present Perfect (2) indefinite ‘Function: exresing opinion:
ast (imegla verbs) jst Readings aie (UFOs)
Reading: magazine atc (r/false {staring dialogue
‘usstions) Speaking: roleplay (scvsion)
Pronuncipaasttpiaroticnip:les

‘Student Activities (p. 125 and p. 140) ‘Story Spot 1 ~ The Conese Ghost by Oscar Wide (p. 126-127)
‘Story Spot 2~ Dot Look Now by Daphne du Maurer (p. 128-125)
ñ ‘Story Spot 3 ~ The Secret by ArtC Cularrke (p. 130131)

Students’ Book Contents

‘Communication Workshops/Culture%comer abla ids fa places ota postive ates tegatve (p66)
adjectives tame send aiewords
Review/Language Problem Solving Grammar Presents lms
27 Communication Workshops (76) Facifrndetgor/s om a he ate
Reading 3 holy poster Sil Come Wing = ts

Ling ode, o> Reivtiinegw WourndcusBtanokn mats spi: king co a to
Wig: ny ste
stein: poe conesation
Speaking: pone ca lim giống em)

30 Communication Workshop(so. 80) Ì ocabtane courte: mos nstumerts 0m1)
Reading a eln oại rrenaton {Grammar Frese Simple and Preset Cntins
Wet sn ea hose enton Fonction: Ses pite
Veal: ines Skil omer Spain rdkysy
Speaking ro ely in 2 esau (cating) iting: compound wrt li gi 0c on but one: to when
Culture Comer 3 Around tain (p83) safer tim
SS
'33sôCnogmmuanticpaotgieotnytWoolrek£shops (8) VoGrraabmmuaarnecocmoptast aactcses 6e)
LWienknigng» the: poreyote FSoinsctioon:meessiterinsg e=e mating
SSppeeaakkiinngg: Stratres: srepoaatorn 9egto Weeveins: WsoerdinB:ankbeing pte: inking ter.
36 Communication Workshops (54)
Resdng: cơtodonfee (0V) Vocsbuane actives 6820)
‘WSeesnlgg»an teen (hing tr mú ghíng riưmair) Grammar: seit aves Funckingosmag:en
Stnhg:oeursinegmak=amacfhlingtop: ese of kes
: Us 3 uetite pons ere Rede Na
‘am Zon: (8790 De of Eg Spang Rad:
sein and Wig

'39 Communication Workshops (02) — wo oom
fading: note Grammar 0
nko fr Fonction: seis onthe phone/phoeconsrstion
Weng rote Shits omer ing anotre
Speaking Soateleschecig eng: patction mas: etn aut su
Speaking: poring ot ent Review: Word Bank

42 Communication Workshops 108) Vecabuan sopping laces —
VReoadcinag b rats Sammars with
rat FSuknlcstioCnomeSreritneering - tree
Wilting av ena retin nmin
Speaking saping wey (coat) iting: pita ete: pera eter
Culture Comer 4 tendon hats 19) Review: Wor Bank

| 45 Communication Workshops (x. 116) orb: computes 6e)
Reading atofcelit Grammar: Pert Pet oo
king ist sch fay Fancio: ging instnctions
Weng = tr of compe ls Comer Spain co đecfpton
‘Speaking: ooaing Weng puetaton mars onto: review of ink tnetinr

48 Communication Workshops (s. 122) cab sce wads panes toi)
Spmeakinmg h.oc d.óccco.c Sema: reer et with ee ist
Fancion: expesing opinions
‘Skis Comer: Writing ~ a lets

Language Problem Solving 4(p. 1
Redew 158.16 _
Writing Help (p. 132-199)
Grammar Summary (p. 141-144)

Learning Diary Completed Completed badl Not com;

Module No. Very interestin« Not interestin
Module Title
Learning aims
1
2

3
4
5
6
Topic

Favourite lesson ~ Why?

New vocabulary

New grammar

New materials for the © Pearson Education Limited 2006 Photocopiable
Dossier
My learning progress

My problems

Problems I have solved
My contacts with
English outside school
What I have learnt
about English culture
and language
4

Learning to Learn 1» Do the exercise as a class competition. Tell students to
write down the page number for each of the items (1-5).
which of these activities they can remember doi ‘See which student finishes first. Wait until all the
before. Elicit examples of the language used to students have finished before checking answers.

and give personal information and examples of
classroom language. s Check answers and ask students to turn to the correct
Resource used page for each item. For items 2 and 5, ask students to
Mini-dictionary, Mini-Grammar in the Language read out the first three words that are listed under the
Powerbook, CD/cassette, students’ vocabulary letters A and 5.
Kế a4 classroom objects, e.g. pens, books, ‘Answers
pe 1 pages 16-17 2 page 28 3 pages 8-9 4 page 12
‘Troubleshooting 5 pages 4-5

‘The revision activities will show which students have Exerdse4
remembered what they have learned previously and
Which students have forgotten some of what they have + This exercise will help you identify which students can
learned. Individual students may need extra practice in remember the structures (a-i) and the grammar words
thelr weaker areas either in class or as homework. (1-9).

Routes through the material « Give students time to read through the exercise, Then, do
> Short of time: give some of the grammar exercises the first two items with the whole class.
for homework.
‘= Students work individually or in pairs, completing the
> Plenty of time: do the Options. exercise.

Warm-up ‘Answers
48 b5 c6 d7 e9 f1 g3 h4 i2
Exercise 1
——_Lk SV Ö3
Useful vocabulary: book — page, photo, picture, title; tennis ‘= Students work in pairs, selecting five of the
grammatical terms (1-9) and writing five sentences
game. to show they can use them. Monitor and help
students correct any language errors.
‘= Do the example item (A photo of Christina Ricci) with + The pairs form groups of four and read each others

the whole class, sentences.

‘= Students work in pairs, finding the other things in the A You

book. QEO xercise1

» Check answers by asking individuals to say full sentences, KEY WORDS: Covriaes
Argentina, Brazil, Britain, Hungary, Italy, Russia,
e.g. The name of the person in Lesson 13 is Leonardo da the USA, Turkey
« Look at the Countries section of the Mini-dictionary with
Vinci. the whole class. Students work in pairs, finding the Key
Words. Monitor and help if necessary.
Answers « Play the recording several times for students to listen
1 page 111. 2 Leonadra dVionci 3 Crazy Sports. 4 page 86 and repeat the words.
5 Making Friends 6 page 657 Kirsten Dunst 8 page 53,
Exercise 2 Exercise 2
‘= Students work individually, looking through the book and
writing down five more things in the book. Remind them 1» Ask students to look at the flags and point to the British
to note the page numbers on a separate piece of paper. flag and the American flag.
Monitor and help if necessary.
‘= Students work in pairs, exchanging their lists and looking «= Students work in small groups, seeing how many of the
through the book to find the five things on their flags they can identify.
partners list.
1» The pairs check their answers together. 1 Tell the class the answers. See how many students got all
= Ask students, as a whole class, to discuss which correct answers.
‘Answers
lessons they think they will find most interesting a Brazil bTurkey c Argentina d Russia ¢ Britain
and which they think they will find dificult. Fthe USA gItaly h Hungary

Exercise 3 © Exercise 3

1 Give students time to skim through the Mini-dictionary. = Play the recording for students to listen and read the
= Make sure that students are aware of all the parts of the Function File. Check that students understand the

Mini-dictionary: picture pages, A~Z, Grammar Summary. vocabulary, e.g. teacher, new student, boyfriend.

= Play the recording again, pausing after each dialogue for
students to write their answers.

15)

Learning to Learn B Your Class

‘= Check students’ answers by asking individuals to read Exercise 1
aloud the sentences.
‘Answers « Students describe what they can see in the photograph.
‘London 2 Argentina 3 Spain 4 Ttaly 5 the USA Encourage them to discuss similarities and differences
6 Britain between this class group and a class group in their
country.
to be
« Read aloud the list (2-7 Check that students understand
Exercise 4 the vocabulary.

1 Do the first two items with the whote class. «= Students work individually, noting down their three
+ Students complete the exercise, working individually. favourite English class activities.

Write numbers 1-8 on the board. Check answers by Exercise 2
asking individuals to read aloud the sentences and write
the missing words on the board. + Students work in groups of three or four, telling each
‘Answers other their three favourite activities. Each group notes

lam 2are 3arent 4iswt 5A 6l: 7Tmnot down the three favourite activities for their group as a
8 he/she/it isnt whole,

Exercise 5 ‘= The groups report back to the class and find out what are
the three most popular activities for the whole class.
1 Read the example sentences with the class.
1 Students work individually, correcting the information. â Exerdse3
ô= Students work in pairs, reading aloud their sentences.
= Check answers by asking individuals to read aloud the «= Give students time to look at the table and the first
answer.
sentences.
‘= Play the recording the first time for students to listen only.
Answers: «= Play the recording, several times if necessary, for
2 Maria isn't from Buenos Aires, She's from Cordoba.
3 Roberto and Cristina arent from Spain. The/re from Italy, students to complete the table.
4 Maria, Roberto and Cristina aren't teachers. They/e students. ‘= Check answers by playing the recording again, pausing
5 Judy isnt from Britain. She's from the USA.
after each answer.
Lk SZ = =Esti‘(iCS ‘Answers
'= Write two sentences on the board for students to Group 1: Adam ~ speaking: David ~ grammar and watching
correct, e.g.: Videos; Son~ ireaading
1 (name of a student in your class) is from the USA. Group 2: watching videos
2 (your name) is a student. Group 3: speaking
1 Students work in pairs, writing two or three more The class: watching videos
‘false’ sentences about themselves and other members
of the class. Ta
1 The pairs read aloud their sentences for the rest of Teacher: Right, Adam. What are the results in Group 1?
the class to correct. ‘Adam: Well, in our group, our favourite activity is watching
Videos.
Exercise 6 Teacher: And what are your favourites?

‘Adam: My personal favourite is speaking.
1» This exercise can be set for homework if you wish, Teacher: And what about David?
‘= Read through the example sentences with the class. ‘Adam: Well, his favourites are grammar and watching videos!
«= Students work individually, writing six sentences about Teacher: And Sonia?
‘Adam: Her favourite activity is reading.
themselves and other students in the class. Monitor and Teacher: OK, now Group 2. Anna, what are the results in your
help students correct any language errors. group?
‘= Students form pairs or groups of three and read each ‘Anna: Well, our favourite activity is watching videos.
other's sentences. Teacher: And what about Group 3?
‘Anna: Their favourite activity is speaking.
Exercise7 Teacher: Right. So the favourite activity in the class is
watching videos!
+ Look at Dialogue 1 in the Function File with the class.
Ask two students to read it aloud. Subject Pronouns and Possessive Adjectives

«= Students work in pairs, acting the dialogue with Exercise 4
‘information about themselves. Monitor but do not
‘interrupt students’ fluency. Make a note of any common «= Draw students’ attention to the terms subject pronouns
language problems to go over with the class afterwards. and possessive adjectives in the table. Read aloud the list
‘of words and the words given in the table.
= Some of the pairs act their dialogues for the class.
‘= Students work in pairs, completing the table, using the
©} words in the lst.

1» Check answers by asking individuals to read aloud the
irs of words, e.g. I - my.

Learning to bearn

‘Answers ‘= Hold up actual objects (e.g. coursebook, ruler, pen) for

I-my you-your he-his she-her it its we- our students to say the words.
you~ your th~etyheir
this/that/these/those
= Ask studenits to listen for examples of subject
pronouns and possessive adjectives in the recording Exercise 2
from Exercise 3. Play the recording, pausing it after
the results from each group. 1» Ask students to look at the pictures and identify the
objects.
1 Students say the sentences and phrases they can
remember from the recording. 1» Ask two pairs of students to read aloud the two
dialogues.
Exercise 5
= Students then work indi idually, completing the table
1 This exercise can be set for homework if you wish. with the words,
1 Advise students to read through the complete text ‘Answers
Singular: this that
quickly for overall understanding, before they start filling Plural: these those
in the gaps. Students do the exercise, working
‘individually. 1 In turn, individual students hold or point to books and
1 Students compare their answers in pairs, before checking pencils in the classroom and say similar sentences, e.g.
answers as a class. This/That isn’t my book. These/those are my pencils.
‘Answers,
My 21 3We 4it 50w 6She 7her 8my 9her © Exercise 3
10 their
1 Play the recording, twice if necessary, for students to
‘= In pairs, students choose six words from the tablef write down the words they hear.
Exercise 4 and write sentences using these words.
= Check answers by playing the recording again and asking
= Each pair reads aloud two or three of their sentences individuals to write the words on the board.
to the class.

1 After checking answers, play the recording for students to
Exercise 6 listen and repeat the sentences.
‘Answers
» Read through the example sentence with the class. 2 These 3Those 4 That 5 These
« Draw students’ attention to item 5 and elicit the question
Tapescript 4 That is my dictionary,
for them to ask you (Who is your favourite writer?),. 1 This is my book. 5 These are my files.
«= Students work in pairs, taking turns to ask and answer 2 These are his pencils.
13 Those are my pens.
‘questions to find out the information.
1 Students then work individually, writing their five O Exercise4

sentences. KEY WORDS: Co.ours
black, blue, pink, brown, green, purple, grey, orange,
Exercise7 yellow, red, white
= Play the recording several times for students to read and
1» Students work in groups, asking and answering questions. listen to the Key Words and then join in saying them.
to find out the favourite film star, pop star and sports s Read the example sentences. Elicit two or three more
star in their group. Each group makes a note of their sentences about things in the classroom.
answers. Monitor but do not interrupt students’ fluency. 1 Students work individually, writing five or six sentences
Make a note of any problems with subject pronouns and about things in the classroom.
possessive adjectives to go over with the class afterwards, 1 In pairs, students take turns to read aloud their
sentences and point to the objects.
«= The groups report back to the class and find out the
favourites for the whole class. ‘= Ask students to look back at the flags in Lesson A
and make sentences, e.g. The British flag is red,
C Your Classroom white and blue,

O Exercise 1 Exercise 5

KEY WORDS: C.ssstoow osecrs 1» Ask two students to read aloud the example dialogue.
bag, coursebook, dictionary, file, notebook, pen, 1 Students work in pairs, asking and answering questions
pencil, piece of paper, rubber, ruler, workbook
« Play the recording several times for students to read and about things in the classroom.
listen to the Key Words and then join in saying them.
1 Students work in pairs, checking the meaning of the Key
Words in the Mini-dicti

Learning to Learn «= Elicit from the class suggestions of other things that are
Useful for English homework, e.g. paper, pen, rubber, the
Exercise 6 Mini-dictionary, a computer, a cassette recorder, an atlas.

1 Read through the instructions and the example dialogue O) Exercise3
with the class.
1» Ask students to look at the picture and say where the
1 Students close their books. In pairs, students take turns airls are and what sort of homework they think the girls
to ask and answer questions about classroom objects. are doing.
Monitor and help students correct any errors.
«= Give students time to read through the list of items and
1 With the class, touch or hold up objects yourself and ask: look at the table.
What's this? What are these?
1 Play the recording, twice if necessary, for students to
O Exercise 7 listen and complete the table.
1 If you wish, before doing the exercise, check that
students remember how to say the alphabet in English. « Check answers by asking individuals to give the answers
‘Ask the whole class to say the alphabet with you. in full sentences, e.g. Katy has got o ruler
‘= Read aloud the instruction and check that students Answers
understand what to do. Students work individually, Katy ~ tuler Dad ~ calculator Tom - encyclopedia
putting the consonants and vowels in two separate lists ‘Mum ~ red pen
in alphabetical order. Tapescript

+ Play the recording for students to check their answers. Katy: Hey, Fiona. Have you got a dictionary? I haven't got my
1» Then, play the recording two or three times for students dictionary. Its at school.
to repeat the letters. Fiona: Yes, I have. Here you are.
‘Answers Katy: Erm, Fiona?
Consonants: 8 CDFG HIKLMNPORSTVWXYZ Fiona: Yes.
Vowels: AEIOU Katy: Have you got a calculator?
Fiona: No, I haver't. Ask Dad.
Exercise 8 Katy: Has he got a calculator at home?
Fiona: Yes, he has got a good calculator.
« Read aloud the example dialogue. Elicit the correct: Katy: Have we got the encyclopedia here?
spelling of dictionary from the class. lon No we haven. Toms ot ay ve you got my
ruler?
1 Tell students to test the spelling of Key Words from this Katy: Your ruler, No... oh yes, Ive got it here. Sor.
lesson and previous lessons. Katy: Fiona?
Fiona: What?
1» Students work in pairs, asking and answering questions Katy: Have you got a red pen?
about spelling. Fiona: No, I havent. But Mum's got five or six red pens.

Exercise 9 have got/has got

« Read through the instructions and example with the O Exercise 4
class. Elicit the advantages of writing the translation and
writing the word in a sentence, « Give students time to look at the list of words and the
table and predict what the missing items are.
1 Students work individually, choosing and writing down
new words in their vocabulary books (or notebooks). « Play the recording again twice for students to complete
Advise students to write 6-10 new words. Monitor and the table.
help if necessary.
«= Check answers by asking individuals to read aloud the
«= In pairs or groups of three, students compare the words sentences and write the missing words on the board.

they have written down. In tum, students read aloud
their translations and sentences. «= After checking answers, play the recording again for
students to hear all the items in context.
D Your Homework ‘Answers
‘has (s) got 2 have not (haven't) got 3 has not (hasrt) got
© Exercise 1 ‘Have 5 Has Shave 7hasn't

KEY WORDS: Houses Exercise 5
bathroom, bedroo = Advise students to read through the text quickly before
1 Play the recording several times for students to read and
listen to the Key Words and then join in saying them. starting to fill in the gaps.
1 Students work in pairs, using their Mini-dictionary to ‘= Read the example item with the class. Tell students to
check the meaning of the Key Words.
= Asa whole class, students discuss where they usually do use full verb forms when completing the text.
their homework and what they think are good places to = Check students’ answers by asking individuals to read
do homework, Ask them if they like to do their homework
alone or with a friend and when they like to do their aloud the text.
homework.

Exercise 2
Ask students to repeat the example words after you.