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practice game to practise present tense ‘yes/no’ question forms. Time: 30 minutes Grammar game: ‘Verb Tennis’ Practises past simple and past participle of irregular verbs. Time: 15 minutes Quotations game: ‘Who Said That?’ Fun reading activity. Time: One class lesson or homework Grammar/Writing/Speaking activity: ‘Palm Springs’ Practises the Past Simple and articles. Time: 20 – 30 minutes Writing activity (groups): ‘Chain Stories’ Free writing activity which also practises past tenses and narrative linking. Time: 20 minutes Grammar activity: Practises questions with the Present Perfect and ever Time: 15 minutes Mini-dictionary vocabulary game: ‘Dictrio’ To revise known and teach new words. Time: 30 minutes Writing activity: Practises modals of obligation, permission, prohibition, and exemption. Time: 10 minutes Quiz: ‘Who Wants To Be A Millionaire?’ Questions related to topic of food. Time: 20 minutes Grammar game: Practises comparative forms of adjectives Time: 10 – 15 minutes Grammar game: ‘Get It Right!’ Practises recognition and correction of common mistakes. Time: 30 minutes Reading activity: ‘Commercial Break’ Time: 15-20 minutes Discussion activity: Practises making prediction with will Time: 15 minutes Speaking and Writing activity: ‘Going Mobile’ Time: One class lesson
e 10 Web
11 The Sea
12 Mountains 13 Dance
Reading and Writing activity: Internet task. Time: 40 minutes on the internet (home or school) plus 20 minutes in class or at home writing up project. Speaking and Grammar activity: Practises 2nd Conditional to talk about impossible situations in the present and future Time: 10 minutes Writing activity: ‘Sea Poem’ Creative writing. Time: One class lesson plus homework Grammar game: Practises the Present Perfect and Past Simple Time: 10 minutes Grammar and Vocabulary game: ‘Get to the Top’ Time: 30 minutes Reading activity: Jumbled Dialogues Practises much of the functional language from the book so far. Time: 15 minutes Speaking/Grammar activity: Revises the language of making suggestions and arrangements Time: 10 minutes Listening activity: Music Quiz Practises intensive listening skills. Time: 15-20 minutes Speaking activity: Practises question tags Time: 10 minutes Speaking activity: Photo Presentation Practises talking about photos. Time: 2 minutes per student. Writing task: Practises defining relative clauses Time: 10 – 15 minutes Writing activity: Project folder Practises a variety of text types. Time: One class lesson to set up the project and several homework sessions or a long holiday period.
NOTES FOR TEACHERS
GUESS THE JOB
This is an oral grammar game to practise present tense ‘yes/no’ question forms. You can play the game after the Warm-up activities for New Opportunities PreIntermediate Module 1 on page 9. Materials: None. Time: Thirty minutes. Step 1: Elicit the names of jobs and occupations from the whole class. Write them on the board. Here is a list of examples: actor, actress, architect, artist, athlete, bus driver, businessman, businesswoman, cashier, cook, dancer, dentist, doctor, engineer, electrician, fashion designer, film director, financial dealer, firefighter, gardener, hairdresser, housewife, journalist, lawyer, mechanic, model, musician, nurse, pilot, plumber, police officer, politician, scientist, secretary, shepherd, singer, teacher, translator, travel agent, vet, waiter Step 2: Divide the class into groups of four or five students. Step 3: Explain the game. One student imagines he/she does a particular job. The other students take turns to ask questions to try and guess the job. They can ask up to ten questions. Examples Do you work outdoors? Do you work with animals? Do you have to get a university degree? Do you get dirty? Do you use computers? As students play the game, walk around the groups and note down any mistakes you hear with question forms. You can ask students to correct these at a later stage. Option: To vary the question forms, students can guess the occupation of family relatives. Examples Student A: Guess my uncle’s job. Student B: Does he work outdoors? Student A: No, he doesn’t. Student C: Does he work with animals? Note: If you prefer, you can play the game with the whole class.
© Michael Harris, David Mower & Anna Sikorzynska
NOTES FOR TEACHERS
Materials: None. Time: Fifteen minutes. Step 1: Explain you are going to play a game involving irregular verbs. Ask students to look at the list of irregular verbs at the back of the Mini-Dictionary. Give them only a short time, maybe one or two minutes. Step 2: Divide the class into two teams, A and B. Ask the students to imagine an imaginary tennis net down the middle of the room – this divides the class into two teams. Explain the game. • • • • • • • • You point to a student in Team A who must say an irregular verb infinitive form. You point to a student in Team B who must say the past simple form of that verb. You point to a student in Team A who must say the past participle of that verb. You point to a student in Team B who must say a new irregular verb in the infinitive form. This process continues until a student makes a mistake or takes too long to answer, in which case the opposing team wins the point and ‘serves’ a new verb. You don’t need to score the game as in real tennis – simply play up to ten points. As you play, trace the trajectory of the imaginary tennis ball as it flies over the net. Point at students in a random fashion so that they never know who will be asked.
Example A: eat A: eaten A: went A: put B: ate B: go B: gone B: putted (Wrong! Team A wins the point.)
© Michael Harris, David Mower & Anna Sikorzynska
WHO SAID THAT?
• Who do you think said these quotes – a, b or c?
1 “We are all pencils in the hand of God.” a) Pablo Picasso b) William Shakespeare
c) Mother Teresa
2 “I am proud of the fact that I never invented weapons to kill.” a) Thomas Edison b) Albert Einstein c) Guglielmo Marconi 3 “An awful lot of gay pop stars pretend to be straight. I'm going to start a movement of straight pop stars pretending to be gay.” a) David Bowie b) Elton John c) Robbie Williams 4 “Modern Society will find no solution to the ecological problem unless it takes a serious look at its lifestyles.” a) Greenpeace b) Nelson Mandela c) Pope John Paul II 5 “I believe in everything until it's disproved. So I believe in fairies, the myths, dragons. It all exists, even if it's in your mind. Who's to say that dreams and nightmares aren't as real as the here and now?” a) Michael Jackson b) John Lennon c) J.R.R. Tolkien 6 “Only two things are infinite: the universe and human stupidity, and I’m not sure about the former.” a) Albert Einstein b) Galileo c) Isaac Newton 7 “You don't need any brains to listen to music.” a) Luciano Pavarotti b) Frank Sinatra c) Britney Spears 8 “Writing in English was a major challenge. I didn't want other songwriters to write for me. I wanted to preserve the spirit of my songs in Spanish.” a) Nelly Furtado b) Jennifer Lopez c) Shakira 9 “My heroes are the ones who survived doing it wrong, who made mistakes, but recovered from them.” a) Bono b) Prince c) Sting 10 “America is the only country that went from barbarism to decadence without civilisation in between.” a) George W. Bush b) Brad Pitt c) Oscar Wilde
you have to work with your enemy.11 “Military intelligence is a contradiction in terms. The older she gets the more interested he is in her. likes to look good. then who can you laugh at?” a) Ronaldinho b) Michael Schumacher c) Tiger Woods 20 “I'm just like every other girl who likes to shop.” a) Mahatma Gandhi b) Napoleon Bonaparte c) Groucho Marx 12 “I want to play an action hero.” a) Winston Churchill b) Nelson Mandela c) Socrates 15 “An archaeologist is the best husband a woman can have.” a) Orlando Bloom b) Cameron Diaz c) Kirsten Dunst 13 “A day without laughter is a day wasted.” a) Jim Carey b) Charlie Chaplin c) Will Smith 14 “If you want to make peace with your enemy.” a) Woody Allen b) George Clooney c) Kevin Costner 17 “You're not anyone in America unless you're on TV. And it doesn't matter which colour does the hating.” a) Agatha Christie b) Madonna c) Julia Roberts 16 “America can't beat anyone anymore. It's just plain wrong. What was your score out of twenty? .” a) Muhammad Ali b) Mariah Carey c) Nelson Mandela 19 “If you can't laugh at yourself. Then he becomes your partner. I'm ready for roles that totally aren't me.” a) Nicole Kidman b) Ricky Martin c) Kylie Minogue 18 “Hating people because of their colour is wrong. likes to spend time with friends.” a) Cristina Aguilera b) Victoria Beckham c) Maria Sharapova • • Now check your answers with your teacher.
Materials: One photocopy of the worksheet per student. you can ask the students to read the quotes in pairs and make their guesses together. If you do the activity in class … • • you can explain and discuss each quotation with the whole class and then ask students to make their choice before telling them the answer and moving on to the next quote. Step 1: Give out the worksheets and explain the activity. or you can set it for homework. If you set the task as homework … • • tell students they can use the Internet to find the answers if they wish. Answers 1 c) Mother Teresa 4 c) Pope John Paul II 7 a) Luciano Pavarotti 10 c) Oscar Wilde 13 b) Charlie Chaplin 16 b) George Clooney 19 c) Tiger Woods 2 a) Thomas Edison 5 b) John Lennon 8 c) Shakira 11 c) Groucho Marx 14 b) Nelson Mandela 17 a) Nicole Kidman 20 c) Maria Sharapova 3 c) Robbie Williams 6 a) Albert Einstein 9 a) Bono 12 c) Kirsten Dunst 15 a) Agatha Christie 18 a) Muhammad Ali © Michael Harris. Students have to read the quotations and guess which of the three people said them. Time: One class lesson. then tell them the answers when they have finished. David Mower & Anna Sikorzynska .3 NOTES FOR TEACHERS WHO SAID THAT? This is a fun reading activity which you can do after New Opportunities PreIntermediate Module 3 (Heroes). go through the answers at the start of the next lesson.
a writer passed through the security check and took a seat in the waiting room. There was a small explosion. They didn't like the combination lock. The case opened and all the things flew out.anecdotage. So they decided to stand back and blow the briefcase open. Then a demolition squad arrived and examined the briefcase. The briefcase was found and turned over to the airport security. An electric razor. A tape recorder. http://www. When the guards had a look at the briefcase under X-ray they got even more suspicious. And the pages of an unfinished manuscript. At Palm Springs Airport. A bottle of aftershave. It could be a detonator. The police came and carried the briefcase out to an unused runway where it could explode without doing much damage. write the story. In a few minutes his flight was called and he boarded. The airport authorities were suspicious because they knew about a terrorist who carried bombs in black briefcases and planted them in airport waiting rooms. He was even grateful to the guards for putting all the pages of his manuscript back in order. though somewhat damaged.php?aid=5109 ……………………………………………………………………………………… Stage B In groups.MODULE 3 Stage A Read the story. writer security check guard guards briefcase waiting room terrorist airport demolition squad combination lock detonator unfinished manuscript tape recorder bottle of aftershave pass leave find know have a look at carry see come examine explode blow something open open fly out blame . The writer didn't blame anyone. You can check unknown words in a dictionary or ask the teacher. Use the words below as many times as you need. and a guard noticed that it had a foreign airline sticker on it. absentmindedly leaving the briefcase behind. They saw an arrangement of batteries and cylinders that might well have been a bomb. blowing in the wind.com/index.
preteach the unknown vocabulary to avoid questions. Other groups can add details that have been missed out. This option is obviously more challenging. You can answer questions about unknown vocabulary but do not ask any comprehension questions. Ask the students to watch out for mistakes in article use and the Past tense and elicit corrections. Give the students ten minutes to write the story again in as much detail as they can remember. Time 20-30 minutes Step 1 Hand out the text and give students a few minutes. . you can read it out yourself. You can do it after finishing module 3 of Opportunities Pre-intermediate. Materials A task sheet for each student/group. Alternative You can ask the students to write the story on the board. especially the Past Simple and articles. Tell them to monitor the use of the Past tense and articles. Step 3 The groups take turns to read out sentences from the story in a chain. Before that.3 NOTES FOR TEACHERS In this activity students practise writing and speaking as well as grammar. Divide the students into groups of three or four and give each group task sheet B. Alternative Instead of letting the students read the text. though this will take much more time. Step 2 Take the texts away from the students.
MODULE 4 NOTES FOR TEACHERS CHAIN STORIES This is a free writing activity which also practises past tenses and narrative linking. this time beginning with the word ‘When’. Step 1: Divide the class into groups of six. each time adding another sentence using the prompts from the board. Note: The best way of explaining the activity is to demonstrate it. Step 3: Students can read out a selection of the best stories. Remind the students to use the past simple and past continuous tenses.each student just has to write more than one sentence. It is best done after Module 2 of New Opportunities Pre-Intermediate. Materials: Each student needs a piece of paper to write on. Be warned – they’ll probably be very bizarre! Note: You can also do the activity with smaller groups . David Mower & Anna Sikorzynska . They pass on the paper and the process continues. Each student then passes the paper to the next student in the group. Time: Twenty minutes. You can ask for alternative sentences if you don’t like the sentence a student suggests and adapt the sentences as students suggest them. All the students now have the first sentence of a story which they must add a second sentence to. © Michael Harris. Each student writes the first sentence of a story. Write the following on the board: One day / morning / night … When … Suddenly … Meanwhile … Then … In the end … Step 2: Explain the activity. you might ask students to suggest a better verb or to improve a sentence by inserting an adjective. Elicit sentences from the class and write them on the board. until the story is finished with a sentence beginning ‘In the end’. For example. They must begin this first sentence with ‘One day’ or ‘One morning’ or ‘One night’ (see above) and the story must be in the past.
some more controversial.g. Step 3 The groups take turns to present their advertisements. Materials Four or five attractive/interesting photos of interesting locations. Give each group a photo and explain that their task is to write an holiday advert for the place shown in the photo. Some of them can be controversial holiday spots. etc. Step 1 Divide the class into groups of four or five.MODULE 4 NOTES FOR TEACHERS In this activity students practise questions with the Present Perfect and ever. Example a photo of a South American village in the mountains Have you ever been at 3500 meters above the sea? Have you ever seen a llama? Have you ever learned Quechua? Have you ever washed in a geezer? Have you ever cooked on open fire? If not. Step 2 Students prepare their ads. e. a dirty and polluted river. e. a slum area of a city. trekkers in the Himalayas. an African desert with some camels. an ordinary terraced house in the UK. a slum area of a city. Give an example for students to follow. an ordinary terraced house in the UK Time 15 minutes Preparation Find some big photos of interesting locations. which can result in funnier ads. Monitor their work and help with vocabulary. a dirty and polluted river. come to the Peruvian Andes and try all these things. . You can do it after finishing Module 4 of Opportunities Pre-intermediate. It's only $500 per week. Some of them can be possible holiday spots.g. downtown New York. e.g.
Write them in your vocabulary book. plan or thought 24 the best that something or someone could be 25 the activity of running to get fit 26 to take part in an activity 27 perfect How many words do you know? _____ Now check your answers in the MINI-DICTIONARY and find the words you didn’t know.MODULE 5 ‘DICTRIO’ NAME: __________________________________________________ CLASS: _____ DO NOT USE YOUR MINI-DICTIONARY! • B Try to solve these ‘dictrio’ puzzles. …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… …………………… C D E F G H I J • • . 1 a type of transport with two wheels 2 a thousand million 3 he/she studies animals and plants 4 talk informally 5 not expensive 6 to read or compare something to see if it is correct 7 someone who buys and sells things 8 the end of life 9 an organised discussion about a particular subject 10 the act of going away to live in another country 11 to stress something is important 12 a group of countries controlled by one powerful one 13 situation with many people having no food 14 known by many people 15 follower of a pop group or team 16 a man on his wedding day 17 the surface of the earth 18 develop or increase in size 19 a powerful storm with strong winds 20 to make someone or an animal feel pain 21 the man a woman is married to 22 frozen water 23 a suggestion.
for the idea of the ‘dictrio’ game. ‘1’ is probably answer. ask students how many words they think they got right. Option: For homework.5 NOTES FOR TEACHERS DICTRIO This is a vocabulary activity to revise known words and teach new words. comprising the ‘dic’ of dictionary and the word ‘trio’ meaning group of three. In the next lesson they can read out their definitions to the class or their group for the other students to guess the words. 1 to reply 2 medicine to cure an infection 3 very old and valuable object Concentrate on one definition that you think you know. For example. The authors would like to thank Steve Owen. . Explain the game. a teacher at the British Council in Madrid. These correspond to three words which appear consecutively in the Mini-Dictionary of New Opportunities PreIntermediate. • Write this example on the board for words beginning with the letter ‘A’. Step 1: Give out the worksheets and ask students to take out the mini-dictionary from the back of the Students’ Book. Step 5: Tell students they can now use their Mini-Dictionaries to check their answers and also to fill in the answers to words they didn’t know. Step 2: Ask the students to put their Mini-Dictionaries away – this is important! Step 3: Ask the students to look at the worksheet and fill in all the answers they think they know. • ‘Dictrio’ is an invented word. Step 4: After the set time. • Each question gives three definitions. Ask the class to look up answer in the Mini-Dictionary. Set a time limit for this (ten minutes?). Materials: Each student needs a copy of New Opportunities Pre-Intermediate MiniDictionary. They can see that the two words after it are antibiotic and antique .which correspond to the definitions '2' and '3'. Encourage them to write all or some of the words they didn’t know in their vocabulary books. Time: Thirty minutes. students could write their own ‘dictrio’ of three definitions using another letter of the alphabet.
MODULE 5 Club Name …………………………… Rules ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… .
They can now decide what kind of place it will be. Distribute the worksheets. Example You mustn't wear smart clothes. You needn't buy anything to eat. . Tell the students that they have just become owners of a club in their town. Students think of a name for their club. You can stay until morning. Material None Time 10 minutes Step 1 Divide the class into groups of four or five. you can just give the groups clean sheets of paper to work with. what guests they want to have. Encourage them to make the rules original. Alternatively. Step 2 Write on the board four modal verbs from Module 5: CAN MUST MUSTN'T NEEDN'T The students prepare a set of rules for their club. to make their club a unique place. what music they will play.5 NOTES FOR TEACHERS In this writing activity students practise modals of obligation. You must be in a good mood. prohibition and exemption. permission. You can do it after finishing Module 5 of Opportunities Preintermediate. using the modal verbs.
MODULE 6 ‘WHO WANTS TO BE A MILLIONAIRE?’ • Can you answer these questions? They start easy. and then get more difficult! D fish & 1 Which of the following is a typical British meal? A fish & crisps B fish & chips C fish and fruit rice 2 What is the main ingredient of an omelette? A eggs B rice C oil D milk £100 ↓ £200 ↓ 3 Hamburgers were invented by a man from which city? A Hamburg B London C New York D Vienna 4 What is a kiwi? A a seafood B a fruit C a vegetable D a nut £300 ↓ £500 ↓ 5 What animal does ‘beef’ come from? A cow B sheep C pig D chicken 6 Which of these is a type of seafood? A prawn B avocado C plum D broccoli 7 Which of these is not a dairy product? A cheese B milk C olive oil D yoghurt 8 What do you call the list of food available in a restaurant? A the card B the menu C the recipe D the bill 9 How do you describe meat that’s easy to chew? A soft B bland C tender D mild 10 What do you use to make caramel? A chocolate B milk C butter D sugar 11 What is ‘GM’ food? Genetically … A microwaved B modified C manufactured 12 Which fish is not white? A cod B tuna C haddock 13 What is custard? A a sweet sauce B a cereal fruit D hake C a hot spice D a tropical D monitored £1000 ↓ £2000 ↓ £4000 ↓ £8000 ↓ £16000 ↓ £32000 ↓ £64000 ↓ £125000 ↓ £250000 ↓ 14 Which of these is not another English way of saying ‘dessert’? A pudding B afters C sweet D tardy 15 Which of the following contains the least water? A carrots B celery C full milk D tomatoes £500000 ↓ £1000000 .
or by eliminating two of the multiple-choice options. 6A. Give out the question sheets and ask students to read the questions and decide on their answers. 5A. Basically a contestant is asked a series of fifteen multiple-choice questions. David Mower & Anna Sikorzynska . They add up the prize money for consecutive questions answered correctly. but the prize for each question correctly answered also rises. 11B. © Michael Harris. Students can mark their own or you might ask them to swap papers. The aim is to try and reach the million-pound question and answer it correctly. if a student answered the first six questions correctly. Materials: Photocopies of the quiz (one between two if students are going to do the quiz in pairs) Time: Twenty minutes. 8B. students read out their questions for the others in the class to answer. by phoning a friend.6 NOTES FOR TEACHERS ‘WHO WANTS TO BE A MILLIONAIRE?’ This is a fun general knowledge quiz which revises some of the vocabulary from New Opportunities Pre-Intermediate Module 6 (Food). In the TV game. as a warmer. 9C. 13A. 4B. Questions answered correctly after this winning sequence don’t count. a contestant may also ask for help three times – by asking the studio audience. Step 2: At the end of the quiz. students could write one multiple-choice question related to the topic of food. he/she would have won 4000 pounds (100 + 200 + 300 + 500 + 1000 + 2000). If the contestant gives a wrong answer. explain it. Some of the vocabulary is unknown and some is deliberately misleading (as in normal quizzes). This class activity is a much simplified version – and of course you don’t have to pay out large amounts of money! Step 1: Divide the class into pairs if you want them to do the quiz in pairs. The questions begin easy and get harder. At the beginning of the next lesson. 15C Follow-up: For homework. Give them a fixed amount of time for this. go through the answers with the whole class. Background: The TV Quiz game Who Wants To Be A Millionaire? is a popular British programme and there are versions of it all over the world. Step 3: Ask students to add up how much they won. At any time during the game the contestant may ‘retire’ and take away the money he/she has won. If your students are not familiar with the game. 14D. 7C. For example. Ask if anybody won a million pounds! Answers: 1B. because in a real game he/she would have been ‘out’ of the game as soon as he/she answered question 7 incorrectly. let students rely on their own powers of elimination and intuition. he/she is out of the game. 10D. 2A. 3A. 12B. so don’t let students use dictionaries or ask you for the meanings of words. All the questions are related to the topic of food.
honey Mercedes . The winner is the group that scores most points. The group that have most comparisons read out their sentences. They have 90 seconds to write as many comparisons as they can of the two things (e. You can do it after doing Module 6 of Opportunities Pre-intermediate. Tell the groups to count their sentences. Step 3 Students get the next pair of things to compare and the procedure is repeated until you run out of pairs.Fiat Panda lake .Daniel Radcliffe sugar . . Explain the rules of the game.g. an orange is sweeter than a lemon). Draw a chart on the board where the scores will be kept Step 2 Give the students the first pair of objects to compare. they score a point.aeroplane Brad Pitt . e.Paris Step 1 Divide the class into small groups.sea New York . If they are all correct. Materials None Time 10-15 minutes Preparation Prepare pairs of things/people that your students know and could compare.orange lion .gorilla car .g.MODULE 6 NOTES FOR TEACHERS In this game students practise using comparative forms of adjectives. A lemon is smaller than an orange. lemon .
David Mower & Anna Sikorzynska . You can play the game after Opportunities Pre-Intermediate Module 7 (Money). etc. a student from the opposing team can try to correct the sentence for a bonus point. agreement. Step 2: Explain the game. The team with the most points is the winner. Step 3: After all the cards have been used. They then write the sentence on the board and correct it.MODULE 7 NOTES FOR TEACHERS GET IT RIGHT! This is a grammar game to practise recognition and correction of a variety of common mistakes. Time: 30 minutes. Students from each team take turns to come to your desk and select a card. Preparation: Photocopy and cut out the cards (see below) Step 1: Put the cards face down on your desk. they get two points. a wrong tense. Each card has a sentence containing a mistake of some kind – it may be word order. Note: If students seem to have a problem with a particular mistake. Divide the class into two teams. Materials: A pack of cards with incorrect sentences on them (see below). If the answer is wrong. add up the points. If their answer is correct. © Michael Harris. They must not look at the card first. you can explain the mistake after the game or as a follow-up in the next lesson.
27 I want to be architect. 24 There aren’t much things to do in my town. 19 Neither of us didn’t go. 6 You should to study for your exam.7 ‘Get It Right! Cards 1 All my friends likes football. 17 16 She phoned me while I had Thanksgiving was make a holiday in the USA in 1864. I’ll give him your message. 4 I’ve got an information for our project. 30 It’s a film very interesting. 25 Mm. so I mustn’t get up early. the dinner is smelling good! 28 I didn’t have many money so I stayed in. 23 Sorry. 26 One of the thieves was tall and the second was short. 5 We haven’t got no money. 12 Do you have got a dictionary? 15 Can you give me some advices? 18 My brother is watching TV every night. 3 If he will come. 10 Has your team won last week? 2 She is taller that her sister. 8 I was late and lost the bus. my dinner. 20 I’ve been to London last year. 29 There aren’t many news about the accident. 22 Only a little people live in our village. 7 He entered in the room and sat down at the front. . 21 During the match he felt and broke his leg. I’ve forgotten my book at home. 11 There were a lot of furnitures in his room. There’s no school tomorrow. 14 13 My mother don’t like sport. 9 Sue wears always jeans.
tastier.we all deserve something sweet! 10 You’ll feel fresh all day! b) car. d) chocolate bar f) deodorant h) shampoo j) dog food . e) washing powder g) loan company i) energy drink 2 There’s no better way to start the day! 4 Need some cash now? Call us on 6479132. c) inter-city train travel. 1 What is your favourite TV advert? Why do you like it? 2 Are there any adverts that annoy you? 3 Do adverts make you buy things? 4 What ‘slogans’ do you remember? Do you know any in English. 5 Are there too many adverts on television? • Match the extracts from TV adverts (1-10) with the products or services (a-j). 1 Relax – we’ll do the driving. 3 Feeling down? Always tired? Try Zappo – you’ll feel the difference! 5 Use once a day for shiny. Anything from 500€ to 5000€ 6 The new Mikado – more economical. 7 Bonzo Bits – meatier.g. ‘Nokia – connecting people’. and easier to park! 8 Mmm. e. more comfortable. delicious . crunchier. dandruff-free hair. They’ll love it! 9 Gets your clothes whiter than white! a) breakfast cereal.MODULE 8 COMMERCIAL BREAK • Discuss these questions with your teacher.
Materials: Copies of the worksheet (one between two if you prefer). Step 3: Check the answers. Time: 15-20 minutes. David Mower & Anna Sikorzynska . 8d. 4g. 6b. You may want to point out that ‘commercial’ is another word for ‘advert’. Ask them which words gave them clues to the answer for each one. 10f © Michael Harris. Answers: 1c. Step 2: Explain the reading activity. 2a. originally taken from US English but now common in the UK. Ask students to think about the questions in the first exercise and discuss the answers with the whole class. Step 1: Give out the worksheets. Explain any new vocabulary. Students have to match the extracts from imaginary adverts to the product or service they are advertising. 5h. 9e.8 NOTES FOR TEACHERS COMMERCIAL BREAK This is a reading activity. 7j. You can do it after Lesson 23 (Adverts) of New Opportunities Pre-Intermediate. 3i.
All machines will run on solar energy. _ _ People will have a colony on Mars. The Olympic Games won't be organised any more. _ _ _ _ _ _ _ _ . they will use word processors only. All housework will be done by robots. English will be the world's official language. Scientists will find a cure for all known diseases. India will become the richest country in the world. Children won't go to school – they will learn online. People won't have passports – they will have identity chips planted in their bodies.MODULE 8 Read the predictions about the world in 20 years time. Children won't learn handwriting. Arrange them from the most probable to the least probable ones.
Step 2 After about 5 minutes the students get into groups of four to compare and discuss their ranking. They think of arguments to support their decisions. . Give each pair the task sheet and ask them to rank the predictions according to their probability. You can do it after finishing Module 8 of Opportunities Pre-intermediate. Time 15 minutes Step 1 The students to work in pairs. Step 3 Discuss the most probable and the least probable predictions with the whole class.8 NOTES FOR TEACHERS In this discussion activity students practise making predictions with will. Materials Task sheet for each pair of students.
two today tomorrow tonight for 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 What abbreviations do you use in your language? Match a boy’s text messages with the situations. 6 Tell someone where you are 7 Ask someone about homework. cinema times 2 Arrange to meet a friend. e. . 4 Listen to music. 1 Find out information. sports results. B B4 C CU CUL8R GR8 H8 HW ILUVU L8 L8R LOL MSG NE NE1 NO1 PCM PLS • • be before see see you see you later great hate homework I love you late later lots of luck or lots of love message any anyone noone please call me please R SKL SOM1 SPK TTYL TX TXT WAN2 W/ WKND X XLNT YR 2 2DAY 2MORO 2NITE 4 are school someone speak talk to you later thanks text want to with weekend kiss excellent your to. • Compare your answers with another student’s. too. 9 Chat to your boyfriend or girlfriend.MODULE 9 GOING MOBILE! • How often do you use your mobile to do these things? Circle 1-5 for each situation (1 = never. 10 Read and write emails. 8 Chat to a friend. 3 Play games. 5 Take and send photos. 5 = a lot).g. • Here are some common abbreviations young British people use when they send text messages.
c) He is congratulating his friend and will see him later. b) He is asking his friend for help with some difficult homework. Write text messages to each other in English.you want to know the mark your friend got in a test at school . Here are some ideas: . SPK L8R AT SKL 4 LOL W/ XAM 2MORO 5 DO U WAN2 C FILM AT WKND? U WERE XLNT CU L8R a) He is asking his friend if he wants to go to the cinema at the weekend.you want to thank your friend for something . e) He has received a message from his friend and will talk about it at school.you can’t meet your friend on Friday because you have to go to the dentist .you want to invite your friend to a party at your house . d) He is wishing his friend good luck with tomorrow’s exam.you want to know some news from school .you want to borrow something from your friend . • Work in pairs.1 CN U DO HW? NE IDEAS? PCM 2 3 TX 4 YR MSG.
Materials: Photocopies of the worksheet (one between two students if you wish). ask students to write a short text message to their partner on a small piece of rough paper. Example: Who listens to music a lot on their mobile? What’s your favourite download at the moment? Step 3: Ask students to read through the the list of texting abbreviations. you may want to elicit a few answers from the whole class. David Mower & Anna Sikorzynska . 4a. When they’ve finished. Students can repeat the activity in different pairs. Step 4: Ask students to read the text messages and match them with the situations. Step 1: Give out the worksheets and ask students to complete the survey about mobile phone use individually. 3d. 5c Step 5: In the same pairs.9 NOTES FOR TEACHERS GOING MOBILE! This is a speaking and writing activity. Note: You might like to try the activity with real mobile phones . Explain any that they don’t understand. This process can continue until the business of the mesage is resolved and each student says goodbye. Time: One class lesson. Students compare their results with their partner’s. using abbreviations from the worksheet.if your school hasn’t already banned mobile phones and if you can trust the students not to start using their phones for other activities! © Michael Harris. Step 2: Divide the class into pairs. 2e. You can do it after Lesson 25 (Mobile Fever) of New Opportunities Pre-Intermediate. Answers: 1b. They pass the papers to each other and then write a short reply on another piece of paper. Ask what abbreviations they use in their own language.
2 How big are they? Up to 2 metres tall.org (Endangered Animals) http://www. Use the information you have got to write sentences and add photos. 3 What do they eat? Grass and leaves.wwf-uk. Add the best websites to your list of ‘favourites’ list. diagrams. Include your list of useful websites. They are an endangered species. They can grow up to two metres tall and can weigh up to ninety kilos. etc. Example KANGAROOS 1 Do they live outside Australia? 2 How big are they? 3 What do they eat? 4 How many are there? • Use a ‘search engine’ like Google to find websites where you can look for the information.org (World Wildlife Fund) www.MODULE 10 NAME: ________________________________________________ CLASS: _______ INTERNET TASK • Choose any topic and write four questions about it that you would like to answer. Example KANGAROOS 1 Do they live outside Australia? Yes. • Prepare a display about your topic.foei. in Tasmania. There are only about 5000 left and the numbers are going down every year … . maps. KANGAROOS Kangaroos live in Australia and Tasmania.animalinfo. up to 90 kilos. 4 How many are there? About 5000 – and going down. Example www. They eat grass and leaves.org/ (Friends of the Earth) • Find information from the websites to answer your questions.
www.qonline. the same project can be done using books and listing books and magazine as the sources of information. Here are some useful websites: Search engines: www. www.org Britain and British culture: www. books and encyclopedias. but take notes.nationaltrust.co. Explain that students have to choose a topic for their project and then make a list of questions with the information that they want to find out.org Geography: www. Material: One copy of the task sheet per student Step 1: Give out task sheets in class.exploratorium.com.co. David Mower & Anna Sikorzynska . www. www. www.geographia.ac. www.com.com Show business: www.com. www.filmsite.uk/wm Sport: www.msn.edu.encarta.org. This project presumes that students have access to the Internet. It is vital that they do not copy large chunks directly from the Internet.yahooligans.about. Follow Up: Display the writing around the class if you can.uk.bbc.filmsite.Britain.com Step 2: Set the information finding activity for homework if students have access to the Internet.com Encyclopedias: www. They must include their task sheet as well as the final product. www.doc.mrshowbiz. If this is not the case.express. www. www. They can include up to ten questions.spartacus.com.foe.go. you could get them to find magazines.sunsite.com. www.great-britain. Time: Forty minutes on the Internet (at home or in school if you have access) plus twenty minutes in class or at home writing up the project.empireonline.schoolnet. Go around and help students with language while they are doing the writing. www. Tell students your assessment criteria: how they have found the information and how they organise and present it.britannica.uk CNN: www.com.com.olympics.yahooligans. www.Students have to complete their task sheet with information.com BBC: www. you could do this in the computer room.co.com.englishculture.ic.football365.cnn. www.com.nature.wwf.newscientist.com.uk.uk Environment: www. Step 3: Students show you their task sheet and then prepare their display.10 NOTES FOR TEACHERS INTERNET TASK This is a reading and writing Internet activity. © Michael Harris.uk Art: www. www. If they have access to the Internet at your school.co. You can do it during or after New Opportunities Pre-Intermediate Module 10 (The Web).google.un.org. or make a class folder to pass around. www.com. If they have no access to the Internet.com Science: www.uk.
You can do it after finishing Module 10 of Opportunities Pre-intermediate. You fall in love with your best friend's boyfriend/girlfriend. You have ten brothers and sisters. You get a one-year scholarship at a college in the UK. You are a teacher. You are homeless. . Example If I won a million dollars. You are Miss / Mister Universe. students pick one card and imagine what they would do in the situation described in the card. You are 200 cm tall. Step 1 Divide the class into groups of four. Your IQ is 180. You don't have to go to school. You live in Antarctica. You can speak Chinese. You are a pop star. Time 10 minutes Preparation Prepare a set of situation cards for each group of students. You live on a small island in the Caribbean. They make a complete sentence in 2nd conditional. I would give it away. You catch a goldfish. Materials A set of situation cards for each group of students. You win a million dollars in a lottery You live in New York. The students sit in a circle. You go on a safari in Africa. You have a driving license. You weigh 150 kilos. You damage your mother's computer. in the middle of each group.MODULE 10 NOTES FOR TEACHERS With this activity students revise the 2nd conditional used to talk about impossible situations in the present and future. Step 2 In turns. upside down. Put the situation cards.
Tossing us around like a toy boat... boat people. Horizon going crazy. Sliding around. whales. underwater. What do you notice about them? Which do you prefer? Why? 1 2 Touching a crab.. • Write your own acrostic poem using one of these words or any other word connected to the topic of ‘the sea’ . Eels slithering past me. Eyes like a shark’s. islands.. . lifeboat. gigantic waves rise Above us like a wall. sea storm. • This type of poem is called an acrostic poem – the title of the poem goes vertically down the left-hand side of the page and each line begins with a letter of the title. sunbathing. shark. Snorkelling in clear water. Holding a delicate starfish. helpless as Enormous. Everywhere wind and spray. whirlpool … . dolphins. surfing. iceberg.MODULE 11 SEA POEM • Read these poems. Always awake.
Ask students to finish their poem at home. Go round the class helping with vocabulary. Step 2: Elicit the layout of an ‘acrostic’ poem. maybe for other classes to read. students take turns to read out their poems to the class or groups. Step 4: Ask students (individually) to choose a word connected to the theme of ‘The Sea’ and to start writing some lines for their poem in rough. Explain any vocabulary. Read out the poems to the class and ask the students to think about the answers to the questions. that the title is written vertically down the left-hand side of the page and the lines of the poem begin with each letter in the title. This can be done in the students’ first language.e. Step 3: Discuss briefly which poem the students prefer and why. © Michael Harris. David Mower & Anna Sikorzynska . Dictionaries are very useful at this stage as students can look for words beginning with a particular letter to give them ideas. Step 1: Give out the worksheets. Time: One class lesson plus homework. Materials: Photocopies of the worksheet (one between two is fine).11 NOTES FOR TEACHERS SEA POEM This is a creative writing activity. i. the MiniDictionary. Follow-up: In the next lesson. You can collect the poems and display the best ones on the wall or staple them into a class booklet. The other students listen and try to guess the title. It is best done after Module 11 (The Sea) of New Opportunities Pre-Intermediate.
Then the dialogue between the student looks like this: Student A: Have you eaten seafood? Student B: Yes. Then the first student asks the next question. I have. Example: Student A: Who has eaten seafood? Student B: I have. The other student answers. Place the pile of Question cards upside down in the middle of the group. . Step 1 Divide the class into groups of four or five students. Alternative The game can also be played in pairs. Student A: When did you eat it? Student B: I ate it on holiday last summer.MODULE 11 NOTES FOR TEACHERS In this game students revise the Present Perfect and the Past Simple. The students in each group sit in a circle. You can use it after finishing Module 11 of Opportunities Pre-intermediate. students draw question cards and ask the first question in the Present Perfect. Step 2 In turn. They deal the answer cards so that everyone has five cards and see what cards they have. The student with the relevant Answer card responds positively. this time in the Past Simple. Materials A set of question cards and answer cards. Time 10 minutes Preparation Prepare a set of Question cards and a set of Answer cards for each group of students.. Student A: When did you eat it? Student B: I ate it on holiday last summer.
Question cards eat seafood? When? do baby-sitting? Who? see a ghost? What … like? meet a celebrity? Who? shave your head? When? have a job? How much? spend a night at the police station? Why? climb a really high mountain? Where? write a poem? What … about? win a sports competition? When? appear on TV? What? give a concert? Who … for? be at the opera? What? cook a meal? What? sleep outside? Where? read 'Hamlet'? What ... like? ride a horse? Where? pay a fine? What? fall in love? Who? dance a waltz? Where? Answer cards SEAFOOD BABY-SITTING GHOST CELEBRITY HEAD JOB POLICE STATION HIGH MOUNTAIN POEM SPORTS COMPETITION TV CONCERT OPERA MEAL OUTSIDE HAMLET HORSE FINE LOVE WALTZ .
B or C and mark your answers on the mountain. A collect B earn C win 7 If it __________.MODULE 12 NAME: _____________________________________________ CLASS: ____ GET TO THE TOP! • Complete each sentence with A. A during B for C since 9 Snowboarding __________ made an Olympic event in 1998. A to wear B wear C wearing 6 Top footballers can __________ a lot of money nowadays. A by B for C of 2 I __________ an argument with my boyfriend last night. A has been B is C was 10 They don’t serve alcohol. A did B had C made 3 At the moment my brother __________ medicine at university. A lost B missed C passed 5 You must __________ a tie at the wedding. we won’t go out. only __________ drinks. A soft B light C weak . A studies B is studying C student 4 We were late and __________ the last bus home. Start at the bottom of the mountain with question one. 1 Hamlet was written __________ Shakespeare. A rains B will rain C going to rain 8 She has lived here __________ two years.
. B … C . 5 … B ……… C …………… A .. A …………… B …. A .. B ….. … A … B …. C …… Now listen to your teacher give the answers.... C …… 3 ……. B .. 2 …… B ………..10 9 8 7 ABC C . 4 ………... How far did you get up the mountain? Did you get to the top? ... A ……………… 1 • …… A ………………………… B ……………………….. C …………………. A .... C ………………. A …………. C … 6 … C ……… A … C …..
3B. Step 3: Find out who reached the highest point – or if anybody got to the top! Option: If students enjoyed the gam. Materials: Photocopies of the questions and mountain diagram for students. Answers: 1A. Step 1: Give out the worksheets and explain the activity. 10A. A in B on C with Answers: 1B. B or C) on the diagram representing a mountain. A for B to C with 9 We live on the sixth __________ . 5C. (A studnt who gets the first answer wrong would stay at the bottom of the mountain. 9A. 7A. 10ª © Michael Harris. Time: Thirty minutes. A celebrated B had C did 5 I think she’s the __________ intelligent girl in the class. 9C. You can do it after New Opportunities Pre-Intermediate Module 12 (Mountains). 2B. David Mower & Anna Sikorzynska . 4B. Students draw a line to join up correct answers as you go through them. they only join up consecutive correct answers. A don’t B doesn’t C not 2 I tried really __________ to understand. their ‘progress’ up the mountain stops at that point. They circle their answers (A. A hard B hardly C much 3 __________ I heard the bell. A Just B When C While 4 We __________ a party at the weekend. 7C. 2A. A forgot B left C took 7 We don’t get on __________ our neighbours.12 NOTES FOR TEACHERS GET TO THE TOP! This is a grammar and vocabulary activity. but I __________ my book at home. i. Here are ten alternative questions. If they get an answer wrong. 4B. but would continue to check his/hr answers). A for B from C with 8 I’m saving up __________ an iPod. you can play it again later. A floor B height C level 10 I took part __________ the school concert last year. 3B. Step 2: When students have finished. 6B. 8A. Students read the questions and decide which option best fills the gap. 6B. A best B more C most 6 I’m sorry. I opened the door. 8B.e. elicit the answers from the students. 1 He __________ like rap music. 5B.
How about going out? Cool. 3 What shall I wear for the wedding? 4 I passed my maths exam! 5 Can I help you? 6 Why don’t we watch a video tonight? 7 Can I open the window? 8 Is it all right if I go dancing tonight? • Put the parts of this phone conversation in the correct order. About eight? STUDENT A Maybe later when I’ve finished. 1 I quite like rap music. I’ve finished mine. that’s a good idea. See you at the club then.MODULE 13 NAME: ________________________________________________ CLASS: _____ JUMBLED DIALOGUES • Match the sentences (1-8) with the replies (a-h). What time is it now? Such as? 1 Hello. I agree. d) Yes. it’s half-past six. Hi. It’s me. e) Okay. Right. I’m a bit bored. b) That’s great. He’s really talented. Your mobile is switched off. actually. but don’t be late home. Can you bring some music. Yeah. I fancy a game of pool. I was doing my homework. maybe about eight o’clock? Where do you want to go? Okay. I’ll bring it. I’d like to hear that new Killers album again. Okay. Which one? g) Yes. a) Well. They’ve got a new pool table. c) Really? I can’t stand it. too. . I’m looking for some jeans. you don’t have to be too formal. See you. Still early. I know. Well done. Mark. 2 I think Robbie Williams is great. f) Mm. h) I’m a bit cold. Right. How about the youth club? Er. STUDENT B Great. 6579345.
maybe about eight o’clock? Where do you want to go? B: How about the youth club? A: Okay. B: Hi. There are eight utterances on the left and student have to match the with the replies on the right. 6579345. A: Yeah. I was doing my homework. Check answers by having one student read out an utterance from the left and choose another student to offer a reply. You could check the answers by having two volunteers be Speakers A and B and read out their answers. I fancy a game of pool. What time is it now? B: Er. Answer: 1c. See you. It’s me. 2g. B: Cool. 8e Step 2: Now explain the second activity. Students put what Speakers A and B say in the correct order. The first utterance is given. Answers: A: Hello. it’s half-past six. © Michael Harris. Time: Fifteen minutes. David Mower & Anna Sikorzynska . See you at the club then. About eight? A: Right. Still early. A: Right. A: Such as? B: I’d like to hear that new Killers album again. 5d. It can be done after Module 13 (Dance) of New Opportunities Pre-Intermediate. Materials: Copies of the worksheet. I’m a bit bored. Step 1: Give out the worksheet and explain the first activity. Your mobile is switched off. I’ll bring it. How about going out? A: Maybe later when I’ve finished. 3a. This is a more complex version of the first activity. too. Mark.13 NOTES FOR TEACHERS JUMBLED DIALOGUES This is a reading activity which practises much of the functional language students have encountered in the book so far. B: I’ve finished mine. It is a jumbled phone conversation. 4b. 7h. B: Great. 6f. Can you bring some music. A: Okay. I know. They’ve got a new pool table.
Step 1 Revise the language for making suggestions and arrangements Are you doing anything on Friday? No. How about going shopping? Great idea! Let's meet at 4 p.m. at the Arkadia shopping centre. They make notes in their diaries about who they are meeting when and what they are going to do. . I'm not. Step 2 Explain the game and hand out the role cards (more than one student can have the same role card). Students walk around the class and make arrangements with different people to do various things during the week. They can also arrange to do things they haven't got in their role cards but their priority is to find people who will want to do the same things as they do. Step 3 Ask a few students who they are meeting when and what they are doing together. The game is over when the majority of the class have made arrangements to do the things in their role cards. Materials A role card for each student. More than one student can have the same card. You can use this activity after finishing Module 13 of Opportunities Pre-intermediate.MODULE 13 NOTES FOR TEACHERS In this speaking activity students revise the language of making suggestions and arrangements. Time 10 minutes Preparation Copy enough role cards for all students in class.
SHOPPING SWIMMING-POOL CINEMA CHAT -----------------------------------------------Monday Tuesday Wednesday Thursday Friday Saturday Sunday Arrange to meet four different people to do these things. each on a different day. SHOPPING THEATRE REVISING FOR THE TEST TENNIS -----------------------------------------------Monday Tuesday Wednesday Thursday Friday Saturday Sunday Arrange to meet four different people to do these things. each on a different day. CLUBBING SWIMMING-POOL THEATRE WALK -----------------------------------------------Monday Tuesday Wednesday Thursday Friday Saturday Sunday .Arrange to meet four different people to do these things. each on a different day. each on a different day. TENNIS CLUBBING CINEMA CHAT ------------------------------------------------Monday Tuesday Wednesday Thursday Friday Saturday Sunday Arrange to meet four different people to do these things.
Arrange to meet four different people to do these things. WALK REVISING FOR THE TEST AEROBICS DINNER ------------------------------------------------Monday Tuesday Wednesday Thursday Friday Saturday Sunday Arrange to meet four different people to do these things. each on a different day. SHOPPING AEROBICS DINNER CHAT -----------------------------------------------Monday Tuesday Wednesday Thursday Friday Saturday Sunday . each on a different day.
The authors would like to acknowledge Neville Britten for the idea of this game. The team with the most points at the end is the winner. .MODULE 14 NOTES FOR TEACHERS MUSIC QUIZ This is a listening activity to practise intensive listening skills. award a point to that team. students could write their own similar paragraph about a star (without mentioning the name). Step 2: Explain the game. It can be done during or after New Opportunities Pre-Intermediate Module 14 (Music). As you read. students are given more detailed information about the subject of the item. but tell them to listen for important words or pieces of information. If he/she is correct. he/she calls out the answer. just ignore wrong guesses and continue reading. Follow-up: For homework. You begin reading an item connected to the theme of music or dance to the whole class. When a student thinks he/she knows who or what you are talking about. Items can be read out in the next lesson for other students to guess. (Nelson 1990). See Who Knows? by Neville Britten. Time: Fifteen-twenty minutes. Step 1: Divide the class into two or three teams. Materials: None. There will be vocabulary that they don’t know.
(Elvis Presley) 2 Now a dance. He served in the American army for two years. thought to be an Italian invention of the early eighteenth century. He left the band in 1996 and began a solo career. Both the words to the songs and the music are improvised within traditional rhythms and structures. though it was later developed in other parts of Europe. It was based on the hapsichord. The dance form may have originated in India. He has had several best-selling albums and has won many awards. (The piano) 6 Now a singer who is also a great football fan! He made his debut in London in 1965. He was educated by his father. In his later life he suffered from ill health and weight problems. and when it was first performed. Leopold. (Wofgang Amadeus Mozart) 4 Now a more up-to-date musician. In 1990 he saw an advertisement in a newspaper asking for auditions for a boy band. . By the age of fourteen he had written sonatas and operas. This is a stringed instrument. many people thought it was too sexy! The couple take long steps and you need a lot of space to do this dance. Today there are two types of this instrument – the ‘grand’ and the ‘upright’. and several truly great concertos and symphonies. is one of the world’s most famous and popular tenors. from classical and jazz performers to modern pop singers such as Elton John. (The tango) 3 Here is some information about a composer. such as The Marriage of Figaro. He was born in 1756. He is from Italy and. Performances are often accompanied by hand claps and shouts. and organ and went on tours of Europe. You are most likely to see and hear this music in southern Spain. The white keys are made of ivory and the black keys ebony. Only a few friends came to his funeral and his burial place was unmarked. (Robbie Williams) 5 Now. A man and a woman perform the dance together. He mainly sings opera. He became part of the hugely successful boy band. Don Giovanni. His first jobs were as an usher in a cinema and then a truck driver. Foot pedals can also change the quality of the sound. (Luciano Pavarotti) 7 Now I’m going to talk about a traditional song and dance. His most famous songs include Feel and Angels.14 Music Quiz Items for the Teacher to Read Out (The answers are in brackets at the end of each item) 1 First I’m going to talk about a singer. though nowadays plastic may be used. along with Luis Carreras and Placido Domingo from Spain. It appeared in the early twentieth century. He signed a recording contract in 1955 and immediately became a rock and roll sensation. This instrument is used in all styles of music. It became very popular in Latin America. The dances that accompany the songs are performed by men or women or both together. in Salzburg. He appeared in over thirty films. Take That. and these also have improvised steps. a musical instrument. and since the nineteenth century the songs have mainly been performed on guitar. especially in Argentina. He died in 1977 and is remembered as the King of Rock and Roll. a modern ballroom dance. he died in poverty in 1791. violin. but differs from that instrument because when you play the keyboard small hammers hit the strings. He was born in Mississippi in 1935. By the age of six he was an accomplished performer on the clavier. Although he wrote some of the finest and most famous music of the eighteenth century.
(Flamenco) 8 And now an American pop singer. He was born in 1940 in Liverpool. he was shot dead by a fan in New York in 1980. and Yehudi Menuhin. England. I’m going to talk about a British singer and songwriter. This led to a part in a TV series and then a big movie break starring in a film with George Clooney. It is made of wood. it is also played by folk and jazz musicians. she has also started her own line in perfume! (Jennifer Lopez) 12 Finally. a song called ‘Holiday’. she tried her hand at singing. Two great virtuosos are Paganini. Not satisfied with being a top dancer. she was the bestselling female performer of all time. recording hit songs in both English and Spanish. It has four strings which are usually played with a bow. from the twentieth century. singer and actress. Two very famous (and expensive!) makes of this instrument are Stradivarius and Guarnarius. Together they formed the most successful pop group in history. She has also starred in a few films. Her first love was dancing and from the age of sixteen got parts in dance shows. (Madonna) 9 Now another woman. She was born in 1958 into an Italian family and first trained as a dancer. Tragically. and met his songwriting partner. such as ‘Like A Virgin’. but her family soon moved to New York. After this. She was born in New York in 1923 into a Greek family – her real name is. The Beatles. while at school. She was born in Puerto Rico in 1970. This famous ‘Queen of Pop’ famously adopted an African child in 2006. Maria Kalogeropoulos. She died in 1977. (John Lennon) . Paul McCartney. this time an opera singer. Her albums. have sold millions of copies. in fact. dancer and actress. She began recording in the early 1980s and her first big hit was in 1983. with a small sound box and short neck. Though mainly thought of as a classical instrument. She studied opera in Athens and later became one of the leading soprano singers at La Scala in Milan. from the nineteenth century. (Maria Callas) 10 And now another musical instrument. By the 1990s. The singer I’m talking about left The Beatles in 1969 and pursued a solo career. One of the best virtuosos in jazz was Stephan Grappelli. (The violin) 11 Now a singer.
MODULE 14 NOTES FOR TEACHERS This activity aims at practising question tags. Step 2 Put the students into groups of four. . Are you hungry? Can you play the guitar? Is there a bookshop near the school? Is your family big? Do you play chess? Did Brazil win the last World Cup? Have you been abroad? Did our country win any gold medals in the last Olympics? Are you going to study at university? Will the weather be good tomorrow? Have you met anyone famous? Did you go skiing in winter? Are you going to the cinema at the weekend? Was the last maths test difficult? Are you learning to drive? Is it cold today? Do you like cats? Is your room big? Do you have a computer? Were you at school yesterday? Time 10 minutes Preparation Cut up the slips with questions – a set for each group of students. You can use it after finishing module 14 of Opportunities Pre-intermediate. Explain the activity and put the slips with question in the middle of each group. Materials A set of slips with questions for each group. Step 1 Revise forming questions tags with the class.
you can prepare slips with statements rather than questions. are you? The students responds. Then the only thing students have to do is to add a correct tag. Example Are you hungry? Student A: You're hungry. Alternative To make the activity easier. Point out that they can rephrase each question in two ways: as an affirmative statement with a tag or as a negative statement with a tag. / No. I am. aren't you? Student B: Yes. according to what they know. or You aren't hungry. . then picks a new question and the process repeats until the group run out of slips. I'm not. rephrase it as a tag question and ask the student on their left.Step 3 In turns the students pick a question.
. and go through the stages below. music lessons. Tell them it's a good idea to say information in different ways to avoid repetition.. "There is. assess them for vocabulary.".". "What is this man thinking?". Emphasise the suitability of the picture when you explain and present the activity yourself.15 NOTES FOR TEACHERS PHOTO PRESENTATION This is a speaking activity to practise talking about photos. Step 1: Explain and present the activity a week before you want the students to do it this gives them time to look for a picture. You may ask four or five students to speak per lesson over a week or so. as pupils should have prepared this at home. a picture of punk rockers may lead on to a chat about musical tastes.".. For example. EXPLAINING THE TASK Describe the picture. Step 3: While you listen to students give their presentations. Find a big picture that all the class can see. Speculate. weekend clothes.. accuracy and fluency.. etc. Note: If you plan to assess the task. The picture must lend itself to further discussion. accepting answers and comments from the whole class. It should be done some time after Lesson 44 (Photography) of New Opportunities Pre-Intermediate. etc. Materials: Students need to bring a large photo in a book or cut out of a magazine. Explain you will lead the student into a chat about a topic related to the theme of the picture.".. Use prompt questions to encourage students to speculate about the picture. Time: Two minutes per student. © Michael Harris. In the second and third parts. "On the right. They won’t have much preparation time. David Mower & Anna Sikorzynska . Step 2: Tell the students when you want them to give their presentations. "In the corner. "How does this girl feel?". assess them more for fluency. e. Explain students will have to describe what they can see.. "What's the boy going to do next?" Chat.. be strict with your vocabulary mark in the first part of the task.g. You can do the activity over several classes. but the alternative is that your planning is disrupted. This first part of the activity is quite mechanical. Prompt them to begin sentences in a variety of ways: "I can see. Note: It’s worh having a few pictures in reserve yourself in case a student forgets his/her photo.
. ..…….. Yesterday. I have a good friend who 1……………………………………………….………. took out a handkerchief from the bag 9………………………………………. He is very good-looking and there are a lot of girls who 2 …………………………………………………………. I was walking my dog in the park when I saw him with a girl who 3…………………………………………………………………...…… She was shouting at my friend and waving a photograph that 5…………………………………………….…. . . .……… and turned away from my friend. Then I recognised her – it was the girl who 10……………………………………………………….MODULE 15 Complete the story with relative clauses. I guessed that she was jealous of another girl who 8…………………………………………………. only a storm of red hair that 4……………………………………………. She started to cry.……. . The people who 7……………………………………………………… all looked at them curiously. They were arguing.. I couldn't see her face.…. She had a dog that 6……………………………………………….
Materials A task sheet for each student or each pair of students Time 10-15 minutes Step 1 Tell the students to work in pairs. Step 2 The students in pairs read the text and complete the gaps. You can do it after completing Module 15 of Opportunities Pre-intermediate. Distribute the task sheets. Explain that their task is to complete the gaps with relative clauses so that the text becomes more coherent and interesting. Compare the different versions. Alternative This task can also be done individually. Step 3 Ask a few pairs to read out their stories. .15 NOTES FOR THE TEACHER This writing task is aimed at practising defining relative clauses.
However. Go round and help with ideas. Materials: Copies of the sheet explaining the content of the project (one for each student) Time: One class lesson to set up the project and several homework sessions or a long holiday period for students to do it. Step 2: Explain your assessment criteria. if a student is really stuck. If your students are not returning to your school. The project should be set up at the end of the third term and students should hand it in after the long summer holiday. punctuation). it’s possible to work in a narrative and personal letter connected to any topic. spelling. Step 4: Students prepare and write their projects over a certain period. e.16 NOTES FOR TEACHERS PROJECT FOLDER This is a written project which practises a variety of text types. etc. You can adapt them to your own situation. Perhaps devote one class lesson to giving back projects and pass them round for others to read – use this opportunity to call students to your desk and give some brief feedback. David Mower & Anna Sikorzynska . ten for task achievement. ten marks for interesting content. Step 3: Students begin planning the content of their projects in class. etc. Step 1: Give out the photocopies and explain the task (see the worksheet). what your narrative would be about. Try to be positive and encouraging – even if that project on heavy metal music didn’t really interest you personally! © Michael Harris. You may wish to tell the students what topic you would choose.g. In my experience. in this case ask them to choose another topic. ten for accuracy (grammar. Follow-up: Try to make some time to have a personal chat with each student about their project. it may be that the topic is not suitable. you could set the project up earlier in the year and give them several homework sessions to complete it. make sure you set a deadline well in advance for collecting them. what extra items would be suitable for your topic.
you may wish to present some key information in the form of a factfile (see Lesson 15 Scotland. You could include this in your narrative as a letter from one of the characters if you wish. a recipe. (See Writing Help 2.MODULE 16 PROJECT FOLDER • Choose a topic that you are interested in This could be any topic. a leaflet. an Internet page (see Writing Help 5. For example: a famous person. a menu. page 138). a period in history. page 140). Set the story in the past and don’t forget linking words. page 139). a local. Introduction: Write about why you have chosen this topic. • Content Everything in your folder must be related to the topic and the material must be original. a review. a formal letter (see Writing Help 6. some instructions on how to make or do something. (but check it with your teacher first!). Student’s Book. . (See Writing Help 1. When did you first become interested in it? Do you collect things related to it? Narrative: Write a story (200-250 words) connected to your topic. Original item(s) of your choice: Include another type of text. if you have chosen a famous person. you may wish to present some facts in the form of a quiz for the reader. page 46). your own poem or maybe a real postcard which you could stick into your folder. this depends on the topic you have chosen. if you have chosen an animal. Make sure you include some description in the story and not just a list of events. national or international issue. you may wish to give some interesting facts about his/her life in the form of a timeline. an animal.. page 138). a sport. if you have chosen a foreign country. a festival. ……………………………………………………………………………………………………………. a foreign city or country. Your choice of text really depends on the topic you have chosen. Contents page: This goes at the front of your project. an advert (see Writing Help 4.g. e. etc. All page references are to New Opportunities Pre-Intermediate. Some interesting information: Again. a famous building. Your folder must contain the following items: • • • • • • A contents page An introduction A narrative A personal letter Original item(s) of your choice Some interesting information You can also include some photos and illustrations if you wish. page 140). For example. a brochure. but do this at the end when you have finished all the material and decided on the order for the items. a hobby. Personal letter: Write a personal letter (about 75 words) connected to your topic.
got interested in 1960s music.letter to friend telling him about where you went on your motorbike at the weekend Extra items .older brother has a motorbike .timeline with drawings showing the history of motorbikes The 1960s Introduction .motorbike posters in bedroom .labelled drawings of 60s fashion .a concert review of a 60s group .an album cover with titles to songs (and maybe invent some lyrics?) Information .Two examples of notes for project content Motorbikes Introduction .story about a fan who queues all night for a concert ticket and then is disappointed when he gets to meet his pop heroes backstage Personal letter . then fashion Narrative .an advert for a concert . When you finish all the writing … • make and decorate a cover for your folder • don-t forget to write the contents page • staple or tie everything together and number the pages Enjoy your project – and don’t leave all the work until the last minute! .letter to friend inviting him/her to a ‘sixties music’ party at your house – everyone has to dress in sixties fashion Extra item .road safety leaflet .story about motorbike gang Personal letter .poem about riding in the rain Information .timeline showing important events of the 1960s Remember … • plan each piece of writing carefully – this saves time in the end! • check your rough work for grammar and spelling mistakes before you copy it neatly.buy motorbike magazines .labelled drawing of a motorbike .watch racing on TV Narrative .
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