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    102 views160 pages

    LONGMAN 2000 Opportunities Intermediate Teacher's.Book PDF

    Uploaded by

    Viktoriya Arseniuk

    Copyright:

    © All Rights Reserved
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    Opportunities Intermediate Teacher's Book Michael Harris David Mower Anna Sikorzyfiska Contents What's in a Module? Key Features Teaching Help Students’ Book Contents Teacher's Notes: Learning to Learn 1 Adventure 2 Stories 3 Wheels 4 The Media 5 People 6 Learning 7 Careers 8 Culture Shock Literature Spots Assessment Guide Tests (photocopiable) Notes on photocopiable materials Photocopiable materials Language Powerbook Answer Key Tests Answer Key 10 13 16 19 31 45 57 7 83 7 109 123 127 130 138 141 153 160 Module opening page introduces topic and motivates students, — Warm-up activities Module objectives tell - students thinking about students what they are = the topic. ‘going to do Key Words present and activate vocabulary fort topic. Presentation exercises help students discover how language is used Inthe Grammar Focus pages, Before you start provides readingtistening activities to give cantext for language Presentation provides simple context for focus on language and presentationtrevision of form, Cross reference directs students to summary of grammar rules, Practice prov controlled and freer grammar exercises Function File presenis everyday spoken Inthe Skills Focus pages, Before you start prepares students for reading and [Comparing Cultures gives| ‘amini focus on a cultural quote aspect af the topic UNQUOTE are famous quotations related to the topic Review pages revise ‘grammar, vocabulary and pronunciation Speaking and Writing Workshops provide carefully staged productive tasks Communication Workshop Cross reference directs students to detailed Writing Help reference Talkback isa final stage for students to think about what has been said or Check your Progress helps students with sel assessment, Key Features 1 Topic-based modules Opportunities isa veevel course that has been specially designed for the upper-secandary school ianguage learning context. The basic premise ofthe course is that secondary students learn English best when they are dealing with interesting and meaningful content. Thematic input provides a context for language and communication, and supplies 2 series of cognitive ‘anchors’ for learning which are crucial in a ‘monolingual learning environment. ‘The course is orgonised into eight topic-based modules. within each module there are different sub-topics, which provide variety and atthe same time explore the module theme in depth (eg, Module 3: overall topic wheels; subrtopics ~ cyding, traveling by aeroplane, solar car races, cars and trafic, a development issue) Each topic offers opportunities to explore tree kinds of content 4) Topics related to the student's own world \within each topic in Opportunities intermediate there are ‘opportunities to explore concerns and interests that are directly related to teenagers and young adults ‘extreme sports and adventure holidays (Module 1) lms and newspaper stories (Module 2), cycling and travel (Module 3); advertising and fame (Module 4); personality and romance (Module 5); studying abroad and choosing language schools (Module 6); career suitability and interviews (Module 7); travel (Module 8). ii) Cross-curricular themes However, there is always a serious slant and strong cross curricular and extra-curricular elements. itis important to remember that secondary students are in a serious educational environment and that there isan obligation to help them learn about the world Science ~ solar energy and the effects of pollution (Modi 3}. The Arts- history polar exploration’Module); the cinema (Module 2) philosophy (Module 6) Business ~ advertising (Module 4); jobs, career trends and interview techriques (Module 7) Social Studies ~ society's denendence on cars (Module 3) the media and advertising (Module 4); social trends (Module 5); education (Module 6); employment trends (Modul 7) emigration (Module 8) i) Cultural input Culture provides the third strand of thematic input and is particularly focused on English-speaking cultures: British explorers (the Scott expedition} and British travel writers (Module 1); Groucho Marx, British cinema and Hollywood (Module 2); traffic in Britain (Module 3); the British media and advertising (Module 4): @ novel set in India (Module 5) the education system in Britain (Module 6); jobs in Britain (Module 7}; Australian society, cross-cultural communication and visting Britain (Module 8) There is also an important focus on literature of different genres. Firstly, there are texts in the following modules: extracts fram Scott's diary [Module 1); an extract from Groucho Marx's autobiography, the story of Rip Van Winkle by Washington Irvine, and the medieval version of the Greek myth of Orpheus and Eurydice (Module 2); an extract from A Suitable Boy by Vickram Seth (Module 5); an extract from Sophie's World by Jostein Gaarder (Module 6). There are also four literature spats ‘which look at classics from English literature: Frankenstein by Mary Shelley; The knight's Tole by Geoffrey Chaucer, Sense and Sensibility by lane Austen; A Horse and Two Goats by R.K. Narayan. 2 Clear objectives, clear outcomes One of the key advantages of Opportunities Is that, throughout the course, there Is a clear direction for learning. Modules, lessons and tasks all have carefully worked-out stages and all lead up to clear communicative outcomes. a) The modules ‘Stage 1 Warm-up Each warmup page introduces students. to the module topic. It prepares them by focusing an key lexical areas and involves them through lstening and personalisation activities. The module objective boxes give students clear signposts as to what they will be studying in the module. ‘Stage 2 Four main input lessons Two of these are Grammar Focus lessons which provide grammatical input within the context of the theme. The remaining twa are Skills Focus lessons, which develop all four skills and provide students with strategies for dealing with communication, They also provide students with explicit lexical and functional input. Stage 3~ Performance Each module builds up to a Communication Workshop. These include writing and speaking tasks which enable students to use the strategies and language they have acquired throughout the module. ‘Stage 4—Review/reflection The Review lesson contains revision of the main language from the module. It is backed up inthe Language Powerbook by ‘test yourself’ activities and a ‘module diary, which enables students to reflect on what they have learnt in each module. b) The lessons ‘The structure ofthe lessons mirrors the module structure by following the same basic stages of learning. Stage I~ Before you start _\n this section of each lesson there are warm-up activitles which introduce the lesson su topic and help to prepare students in terms of lexis. In ‘Grammar Focus lessons, the Before you start phase includes reading and listening tasks which provide the context for target language items, Stage 2—Main input _ skis Focus lessons contain skills development activities listening and reacing) followed by a focus on vocabulary, Grammar Focus lessons have an explicit presentation stage, in which students work out rules of form and usage. Stage 3 Main performance A\\\essons lead up to productive stage, in skils lessons, this involves writing and speaking activities related to the topic of the lesson. In grammar lessons, sturlents take part in freer written or oral grammar practice, which s again related to the topic of the lesson, ©) The tasks ‘The tasks in the Communication Workshop are all staged in the following way. Before you start In this stage students are prepared for doing the task. n the Writing Workshop, there is a mode! text plus work on style, linking and arganisation. In the Speaking Workshop, the input phase includes a Function Fite, a short pronunciation exercise and work on communication strategies. ‘Stage 1 - Preparation One or more stages of each workshop involve students preparing their performance: brainstorming ideas; writing paragraph plans; planning what they are going to say, rehearsing usetul words and expressions, Stage 2 Performance Students use their notes and ideas from the preparation stage either to perform the speaking task [eg roleplay/discussion) or to write a draft of their composition Stage 3 — Reflection | the Writing Workshop, when students have finished writing, they are encouraged to check their work and improve it, before giving itto their partners. Then, in the Talkback stage, students think about what they have written, react to what their partners have written or assess their own performance; and sometimes they act out a followup dialogue. This clarity of direction in Opportunities is not only confidence. building and motivating for students but also helps to foster independent learning (see Section 10, Learner Development} This approach enables teachers to plan interesting and rounded lessons, manage the class more effectively and assess the communicative performance of their students. 3 Process approach to skills ‘The development ofall four skils requires a clear and explicit focus an the actual process of communication, This focus helps students deal with communication in English and, at the same time, increases their awareness of communication in their own language. 1) Strategies ~ Strategies boxes contain communication strategies which help students to deal with and overcome communication problems. Strategies are systematically developed and recycled throughout the four levels of Opportunities (see Section 4, Skills Development). Strategies boxes focus explicitly on uifferent stages or aspects of communication and provide students with step-by-step procedures for dealing with them. After that, students have ‘opgertunities to carry out the strategies while doing a communicative task. ii) Staging ~ Communication activities are clearly staged. This ‘ot enly helps task achievement and builds confidence, but also develops students’ awareness af communication itself. ii) Integration of skills ~ Skills are closely integrated, so students can use the information or ideas from one skills activity while doing another. IvTRoDUCTION Example: In the Speaking Workshop (Madule 2), students plan and tell a story from pictures. In the Listening Workshop they listen to the medieval version of the story. Finally, in the Writing Workshop students write their own story following the same basic plot. 4 Comprehensive skills development Skills development throughout the four levels of Opportunities is systematic and all important areas of each skill are covered systematically a) Reading ‘There is plenty of reading in Opportunities, ach module has one ‘main reading focus lesson and there are aso shorter reading texts in both the Grammar Focus lessons, Most ofthe Wetting Workshops have model texts, and extra reading practice is provided in the four Cuture Corners and the four Literature Spots There is a wide variety of olfferent text types: biography extracts; newspaper stories; magazine articles and interviews, novel extracts; websites; questionnaires; advertisements; letters; reports; brochures and leaflets. ‘There is also a varied selection of reading task types: checking predictions, responding to open answer questions; truetialse questions; multiple-choice questions; ‘who said what" questions; matching headings or topics with paragraphs; sequencing pictures or texts; finding mistakes or discrepancies in texts; completing gapped texts with sentences; note and table completion; answering inference questions about texts focusing on opinion in texts; expressing personal reactions to texts; working out the meaning of words (through Contextusing dictionaries); focusing on linking words or other elements of text cohesion Opportunities intermediate recycles and extends reading strategies that have been used in earlier levels of the course. It also presents and practises strateges that deal with more detalled analyses of both the message in texts and the structure and cohesion of texts: dictionary use; working out the ‘meaning of words in context; prediction; writing and completing notes; dealing with cultural references; reading between the lines; using reterence and linking words, completing gapped sentences; distinguishing between facts and opinions. Literature Spots give students opportunities for more extensive reading and to develop some basic critical awareness, Background information about the period and/or the writers also provided b) Listening Each module has between four and seven listening texts. The \Warnt-up to each madule has short monologues that help to introduce the module topic. The oral sklls lesson has one main inputtext, which contains information relevant to the lesson topic. Itis followed by a text (usually a dialogue) which contains functional language and which is focused on in the Function Fle. ‘There are also some listening texts in the Comparing Cultures sections. Speaking Workshops also often have dialogues which present language and there are five Listening Workshop tasks, which include a radio interview, a stary and five songs. One z IntRoDUCTION short taskis given in the Students’ Book, but extra ideas for exploiting the songs are supplied in the Teacher's Book: Listening text types include the follawing: radio programmes and documentaries, public announcements; news programmes; interviews; short monologues; descriptions; dialogues in @ variety of contexts; telephone conversations; stories, songs; lectures, lessons and tals. Listening texts at this level nat only include standard British English, but also contain American, Ausialian and some non-standard English accents. ‘The following task types are used! checking predictions; Identifying speakersicontexts; matching speakersrtexts, multiple-choice questions; listing; open answer questions; text, and table completion, ‘who said what?’ questions; sequencing events; discrepancies between aural and written texts; ‘evaluating difficulty; reactions to texts; identifying important words, note-taking and note completion Opportunities intermediate recycles and revises listening. strategies that students have used at earlier levels of this course. It also helps students develop strategies for listening on their own and helps them to focus on contextual elements in dialogues such as style and mood. Strategies include the following: preparation for listening; listening for important words; focus an context and situation; listening for specific information; identifying opinions; preparing own questions; note-taking; identifying style ©) Writing Each module has one major writing task in the Writing Workshop. However, there are suggestions for extra writing in the Teacher’s Book and the Language Powerbook includes a ‘guided writing activity in each module. The following text types are focused on in the main writing tasks: an informal letter (Module 1); a story (Module 2); a report (Module 3); formal letter toa newspaper (Module 4); a description of a person (Module 5); a personal essay (Module 6); letter of application for ajob (Madule 7); an informal letter giving advice (Module 8) Strategies for the different stages of writing are focused on systematically n the Writing Workshops, but there are no explicit Strategies boxes. Strategies are integrated into the stages of the Writing Workshops, Extra ideas and language are also given in the Writing Help section at the end of the book. in Opportunities intermediate, the following strategies are looked at: brainstorming ideas (using questions/tablesitimelines! networks); audience awareness; paragraph planning (using diagrams); note-taking; drafting (using useful vocabulary and linking words); checking (conten/grammar/spellin); self and peer assessment. ‘Writing Workshops are carefully staged (see Section 2 of this Introduction), In addition to this, in the Talkback stage, students ‘have a chance to read, use and react to each other's writing, Exploiting students! own writing can be very important, as it helps students to see writing as a real communicative activity, rot simply the production of a ‘composition’ for the teacher, There are model texts in al modules and these are usually in the Writing Workshop. The following aspects of wrting texts are focused on: layout and paragraph organisation; style; use of linking words and expressions, The following linking areas are explicitly looked at in (Opportunities Intermediate: informal inking words (e.g. ‘and’ at the beginning of sentences); time linking words (while ‘immediately’, etc; addition linking words also’, ‘plus, ‘in addition to’, etc), contrast linking words (on the one hand! ‘etc |; purpose ('n order to); reason linking words (‘due to, 6 ‘because}, exempllication and emphasis (such as) ‘especially; conclusion (to sum up). Opportunites intermediate also focuses on various aspects of style: elements of informal style (Module 1); formal vs. informal ‘expressions (Module 4); formal expressions (Module 7}, inforral inking words (Module 8). ‘The Writing Help provides students with guidance and help at every stage and is an important aid to learner independence Each Writing Help has the following sections Layout Gives students a model paragraph plan Useful Vocabulary Provides sucients wth vacabulory useful to carry out the task Linking _ Gives exarnples of usell inking words which have been looked at ether inthe model text or ina previous reading tex. Checking Has questions to help students revise their first drafts in terms of content, grammar, lexis and spelling. To further help students with checking, there is @ Common Mistakes Checkiist in the Language Powerbook. This sa list cof common grammatical mistakes that students make, especialy when writing. Students can use this list to check their composition for mistakes betore giving it to the teacher, They can also add their common mistakes to the Ist The Language Powerbook also has @ section on writing in each module. This inchides more work on lrking, systematic development of punctuation {capital letters, full stops, commas, apostrephes), work on problem speling and guided writing activities. d) Speaking There are speaking activities in every lesson of Opportunities Intermediate. Within the course there is also a variety of whole lass, paiwork and groupwork activities. The Warm-up page has short personalisation exercises (usualy pairwork activities) which encourage students to reiate ther ‘own personal experiences to the topic that is being introduced The Grammar Focus lessons have guided drills which lead on to more open oral practice. The written skis lessons finish with a staged speaking activity related tothe topic ofthe lesson (e.g an information gap on to modem explorers - Module 1) The oral skls lessons have guided practice ofthe functions which appear in the Function File and more open speaking activities {especialy roleplays and opinion gap activites), based on the topic and situations covered inthe lesson. ‘The following funetions are focused on in Function Files inthe ‘oral skills lessons and in Speaking Workshops: expressing likes and dislikes (Module 1); expressing opinions and making stories ‘exciting (Module 2; travel situations (eg. buying tickets, checking in) and discussing suggestions (Module 3); expressing ‘opinions, agreeing and disagreeing and interrupting (Module 4}; describing people and discussing photos (Module 5); disagreeing and contradicting and asking fr information {Module 6; jb interviews e.2 asking questions) (Module 7) being polit (e.g polite requests) [Module ‘The Speaking Workshops have the following asks: choosing a holiday (Module 1); teling a story (Module 2; a discussion about 2 traffic problem (Module 3) a discussion about adverts (Module 4), describing and discussing a photo (Module 5); finding out Information about courses (Module 6); a short speech about jabs (Module 7); a roleplay ofan exchange visit (Module 8} Speaking Strategies are looked at either inthe oral sls lesson or in the Speaking Workshop. The following strategies are looked at ether in strategies boxes or inthe Function Fis: showing interest while istening (Module 1); making stories ‘exciting and dealing with mistakes (Module 2); preparation for speaking (ideas and language) (Module 3); interacting in discussions and interrupting (Module \;strategles for fluency (eg. using gestures) Module 5; dealing with misunderstanding (Module 6); making short speeches (Module 7) preparation for speaking style and politeness) (Module 8) ‘Te Language Powerbook provides additional practice of the functions presented in the oral skills lesson. 5 Discovery approach to grammar (Opportunities uses an inductive approach to learring grammar, inwhich students can discover grammar themselves and work cut rules of form and usage before comparing them with those inthe Grammar Summary atthe end ofthe Students’ Book Grammar Focus lessons alternate with Skils Focus lessons in each module and a total of sixteen major grammar areas are dealt wth. Opportunities intermediate both revises structures that students wil have seen at earker levels and presents nev grammar. The main grammar areas are a follows: Module | Present Srp, Present Continuous and Present Perfect and statve and dynamic verbs (Present Simple vs. Present Continuous); Module 2: ‘used to' vs. would’ and Past Perfect, Module 3: Present Periect Continuous and Present Perfect ~ simple vs. continuous; Module 4: the passive voice and 5) | © Doctor Grammar (9.6) The topics in Opportunites intermediate The key selfstidy features of te book Organising vocabulary Reacing English in te Third Millenium Reading Strategies. deal with new words in texts Using the tin cictionary - working out meaning Grammar sel-test pis grammatical meta language (ADVENTURE Seltassessment of grarimar (rganising grammar notes opie taling about fer dreams Speaking: parwork talking about dreams, mations Reading: history book The Race tothe Pole’ (Scot's feallng with cificult words Speaking: information gap ~ Marek Kamifsk: and Helen Reading: photo captions ~ Chisiina Dadhall and Benedict — finding uliplechoice Comparing Cultures: sport nthe \l5A and Uk Reading: holiday brochure - adventure holidays the LESSON. LANGUAGE SKILLS Warm-up (p.7) | Vocabulary: iravel, eoraph Listening: monologues — pei (Gollocaton veromoun - explore, wi, go, $0 on) T Explorers | Vocabulary: worduilsing - acjectves anc nouns (ro. 5) (e.g. dorkdarkness) ‘expedition to the antarti) Reading Strategies: | ___ a Thayer 2 Tavellers’ | Grammar Present Simple ciiviles that happen resularyi Tales Permanent stuatlors/states; Present Continuous Allen lep.10-19) factivties gong on at hs momenvtemporary actvties| | Listening and Reading: racia interview. and Present Perfect activities starting in the past and discrepancies between aural and wntten text Continuing nowindeinte pastipast events with results | tothe present) sronuneiation: contractions ls vs hos) 3 Gxtreme | Vocabulary: extreme sports, Listening Strategies: preparation Sports Funetion: preferences cartrast ike doing vs would questions oo 213) fke to 00} Listening: 1V reporter, dslogue Vocabulary: muit-part verbs (nobibes) Speaking: quostiocraire on spo Pronunciation: intonation in questions @ Adventure| Grammar: sitive and dynamic verbs (e.8 reaise/corryh Holidays| verbs that can be bath stative and dynamic fg nove) Hiealayas op. 14-15) communication | Speaking: choosing a hlday (holday advert9 palrwork discussion | Workshop Speaking Strategies: in.eractin Pronunciation: showine interest bbe te-1 | Ming in nformal letter rom someone on Palleay inking normal inking word nae LUstening: icerviow with Marek kainsk (Palsh exelorer Review [p.18 | Grammar and vocabulary revision Pronunciation: consonant sound L Check your Progress: sei! assessment 2 STORIES aa ‘Warmup ip. 15) Vocabulary: story genres, characters rom stories Ustening: tne beginning ofsiory extracts ‘Speaking: questions on readin h 5 Ue Stories —| Vocabulary: collocation verinourh Reading autoborraphy enact - Crouche Mark ipg.20-21) | Grammar: Used to ar woul tates vs actions) 6 Fims Vocabulary: fim and crema wores;mociies Uistening® recoded nesage complete crema (pe 22-23) | te, roi ete) Inirmaton oma boerire dalogues king abot hime Functions expressing opinions abou tis; raking Writing: notes sbocta im ones excing Speaking: dicusong ims an stars escriting aim Stone 7 Newspaper | Grammar Past Perec less an eve at Reading ewspaper sory ~ Paice Dog Catches Burgar® Stores "| happened enrier vs Past inple an evertin torpleinga summary pp 245) __| theast A Strange Tale (op 26-271 Communication | Vocabulary: ruli-part verbs ~stem verb ater get (ee get on with) Linking: time linkers (e.g. wheter Reading: sary ~The Strange Tale of Rip Van Winkle Reading strategy: precicion Linking: rarratie linkers Speaking: ‘eceuing the story Comparing Cultures: eens and folktales ‘Speaking: teling story pals Using picture cues) Speaking Strategies: desing with mistakes Workshop | Listening: 2 Greek myth - Orpheus and Eurycice (medieva version pp. 28-29) Listening Strategies: istening forimportant words Writing: a stor —from beginning ta end Review |p 30) | Grammar and vocabulary revision Pronunciation: would vs hod; vowel sounds | Check your Progress: sell assescmont | culture corner 1 ip. 31) Canads ~A Land of Diversity (Canada's rmulicutural identity) Language Problem-Solving 1 {o.32) Past modals had roldan't have tofcculd/couldn'vwas able tamwasn’t able ro Stupents’ Book ConTeNTS 3 WHEELS _ - LESSON LANGUAGE - ‘SKILLS ‘Warn-up jp 33) Vocabulary: diferent Kinds of transport eacayingy ‘Speaking: pevsonalzation —transpart you use On Your Bike ip. 30-35) 10 On the move Atansport words pedestrion/matanst, et) ‘Grammar: Present Perlect Continuus (or past actitles with consequences inthe present) ‘fepeated or prolonged activity the recent pasth ____Pronuneiation: aris yo ‘Vocabulary: airports and stations; multrpart verbs Listening: monologues Reading: newspaper article eturn ofthe white bikes! dalogurs Tsering: apart announcements tines, destratons ae voce oer ee ae ee ee eannanas tales eee cll ce saree hau 71 giary—— Grear es eee Sr CE ong ecw TS Sa ar OTT ectnes | Core rad scr | ino 38 car caer] Vocabulary: Tari FIC Wa ae TE eR TET reel Perea Nencig depin coiaing rte | __| Bae ecstatic Commnaneaon | Spans «deems ian We aera Rawal jon Spacing Seaisrne opr Gotten” | Pinetet dueworpeestine “ veuingarona beradodieerste Woes | Laling sGuane wll caas ion etiae Scr naan og oy £0 |S waren Heuxkiinea tel pa eee 4 THE MEDIA Wamp | Wocahian womans magaanes Temeapan —] Laas aig Te aliacs eben oe Pe ee ‘awa Wika Fanundition pace nares er bea Soe enn | Mahal artta en 14 World News lp. 48-49) | 15 The Price of | Fame en so) 16 The Advertising Game (0. 52-53) ‘Communication Workshop (pp. 54-55) Review 0.50) Culture Corner 2 ip. 5?) Ireland Celie Rules (culture in Ireand 5 PEOPLE mvp 959) ‘Grammar: Passives —Presert Simple, Past Simple, Present Continuous, Past Cortinuous, Present Perfect, Past Perfect; wil, can, be going to ‘Vocabulary: media words, multipart verbs — turn (eg tum over Pronunciation: convactions nd stressed words Functions: expressing oprions, agreeing and disagreeing Vocabulary: opinion avjectves ‘Grammar: ausatives ~10 havefget something done ‘Writing: a formal letter toa newspaper ‘Speaking! 2 discussion about advertising Speaking Strategies: ieracting in iccussions Grammar and vocabulary revision Check your Progress: sll assessment Linking: ca sting eas Listening: a ie.oeue Ustening: «song Pronunciation: word stveas shits e.g auvertiadvertsement ‘ewspapers names, measuremerts, express) Writing: writing notes for a newsnaper story Speaking: information ga~ tncing out about nas stories Comparing Cultures: the quaity and popular pressin tain Reading: nawspaperstory~ ‘Volcan Fears Mount Listening: odio programme Listening Strategies: tstening for specific nirrnation Writing: notes for opinions Speaking: discussion about TV, questionnaire about TV Reading: magazine article "Shock Tactics ‘Style: formal ve inforeal expressions Function: interrupting poopie Language Problem-Solving 2 |p. 58) articles ~uses of the define ance (geographical rames/species, eg, the elephont) ‘Vocabulary: physical appearance —hairfagelspecial features (a8 moustachevadjectives (eg. good:ocking) Listening: police TV appeal Speaking: describing prysical appearance [17 Tamara | Gramm the uture= reve of ete ms Readings raga aide="The Fate ard UF Foon” | Raasperetotzoy ont mi loco |" " : 1 personaly) Vocabulary: esr tes 7 mu pak Lisaring aD ht anions beeen | Ween Uiarina ueeple: Gert phon aching | Sich mooring sepa ancien, cms pees tncane penal) Wetipee rts dsc person Promunelton: showing interest Speaking: ening s person | __ . Cloaprtag Cabaret stoops 19 Fropla | Bram wor specter resend past= | Utes Slope pple on the beach Watching | cigh'enon mate, rag neve Each maa en | Reine ienee ot oa BC © 20 First ‘Vocabulary: verbs — communication; adjectives: Reading: novel extract — A Suitable Boy by Vickram Seth Impressions | (opposites) ~ prefixes un, dis, Reading Strategies: inference or ‘reading between the postr” | Pie Ratti enone -sreconme, | he Communication Workshop | (pp. 68-68) Review (p70) 14 such as, especially Speaking: dicusiing «polo Speaking Strate Weng: ging exarples ung notes | Speaking: taking about the first ime you met sorneane Commurvcating elfectvely (using gestur ‘and expressions, ‘obseringthelsteney, dealing with words and mistakes, involung the lstene”) Function: describing andspecuiating Writing: descrling » person you ircx’ and lke using dlagrams to write notes {Grammar and vocabulary revision Pronunciation: dificult Carsonant sounds Check your Progress: sei-assessireit StupeNTs' Book CONTENTS q 6 LEARNING aE I LESSON LANGUAGE Seis Warmup (71) | Vocabulary: miscellaneous word related to the “Memory Strategies: momorsing vocabulary module LUstening: monoiogues— people taking about how they remember things \_ ‘Speaking: questionnaie on learning hats and strategies | [i Understand: | Vocabulary: adveras — of manner, af quency, Reading: novel extract ~ Sophie’ Word By Jostein ing modifiors Gaarder lop. 72-73) LUnking: rexisian of key areas Reading Strategies: using Inking and reference 22 Studying Grammar: conditonal review (Ze, First and Second {stening: dsiogues ~universty students taking about ; Abroad’ Conditionals) presentation ofthe third Conditional ~ plans for halidayswat happened on the holiday pp. 24-75) ifys.uniess Pronunciation: contractions (7) } 23 Choosing Vocabulary: schools, mul part verbs related to study Listening: monologues — people talking about different Schools” Function: dsegreeing and contracicting politely schaols (UK boarding schaolUS alternative school pp. 75-77) Pronunciation: pote disagreement Listening Strategies: preparing own questions before listening” Speaking: ciscussion - - Comparing Cultures: ecucation ystern in Englandrwles 24 Teachers Grammar: wish and should have, Present —/ wish Reading: magazine feature ~My nspiration’ Nl Pup ipp.78-79) knew, Past ~Iwish had known | Communication | Speaking: roleplay a student phoring a language school to get information | Workshop Funetion: asking for formation on the phone Welling: personal essay about your ideal

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