Opportunities Intermediate Michael Harris David Mower Anna Sikorzynska(ONTENTS ‘LEARNING TO LEARN (pp. 4-6) ‘A Getting Organised: topics in Opportunities Intermediate; organising vocabulary B Word Power: Reading Strategies: dealing with new words Doctor Grammar: self-test and self-assessment of grammar; organising grammar notes TESSON LANGUAGE SKILS 1 ADVENTURE Warm-up (p. 7) ‘Vocabulary: travel, geography holiday activites Listening: monologues Speaking: dreams, ambitions 1 Explorers (pp. 8-9) Vocabulary: wordbuilding Reading: from a biography Reading Strategies: dealing with difficult words ‘Speaking: an information gap 2 Travellers’ Tales Grammar: Present Tenses Reading: photo captions (op. 10-11), Pronunciation: contractions Listening: a radio interview 3 Extreme Sports Vocabulary: extreme sports; multi-part verbs Ustening Strategies: preparation (op. 12-13) Function: preferences Listening: @ TV reporter; a dialogue Pronunciation: intonation in questions Speaking: 2 questionnaire “Adventure Holidays Grammar: State and Activity Verbs Reading: 2 holiday brochure (op. 14-15) ‘Communication Workshop Speaking: choosing a holiday _ Speaking Strategies: interaction Pronunciation: showing interest (op. 16-17) Writing: an informal letter Linking: informal tnkers Listening: a radio programme about Marek Kamit Review (p. 18) ‘Grammar and vocabulary revision Pronunciation: consonant sounds 2 STORIES Warm-up (p. 39) Vocabulary: story genres Listening: story beginnings — Speaking: reading habits 5 Life Stories (pp. 20-21) Grammar: used to and would Reading: fiom an autobiography G Films (pp. 22-23) Vocabulary: film and cinema words; modifies Listening: a recorded message; a dialogue Functions: expressing opinions about films: ‘Speaking: discussing films and stars; describing a film scene making stories exiting Writing: making notes 7 Newspaper Storie Grammar: Past Perfect Reading: 2 newspaper story (op. 24-25) ‘8A Strange Tale Vocabulary: multi-part verbs Reading: a story Reading Strategies: prediction (op. 26-27), Linking: narrative linkers Speaking: retelling the story ‘Communication Workshop Speaking: telling a story Speaking Strategies: dealing with mistakes (op. 28-29) Listening: a myth Listening Strategies: important words Writing: 2 story Review (9-30) Grammar and vocabulary revision Pronunciation: contractions: au] and Jo Culture Comer 4 (p. 31): Canada ‘Language Problem-Solving 1 (p. 32): Modals in the Past 3 WHEELS ] Warm-up (9. 33) Vocabulary: transport Speaking: personalisation Listening: monologues | 9.0n Your Bike ‘Grammar: Present Perfect Continuous Reading: a newspaper article; dialogues | (9p. 34-35) Pronunciation: /ng/ and /a/ 10 On the Move Vocabulary: airports and stations; multi-part verbs Listening: airport announcements (op. 36-37) Function: travel situations Listening Strategies: focus on situations Pronunciation: stress and meaning ‘Speaking: roleplay Ti Clean Machines Grammar: Present Perfect and Reading: an inteview (op. 38-39) Present Perfect Continuous 12 Car Culture Vocabulary: traffic words; colocation Reading: a magazine ace (op. 40-41) Reading Strategies: completing notes ‘Communication Workshop Speaking: a discussion Speaking Strategies: preparation Function: discussing suggestions (pp. 42-43) Writing: a report Linking: addition and contrast Listening: 2 song Review (p. 44) ‘Grammar and vocabulary revision Pronunciation: diferent words that sound the same THE MEDIA r Warm-up (p. 48) ‘Vocabulary: TV programmes, magazines, newspapers Listening: jm TV programmes Speaking: discussing reading and viewing habits 43 What's in the Papers? Pronunciation: place names Reading: newspaper stories ‘Speaking: an information gap (op. 46-47) Vocabulary: compound adjectives Reading Strategies: dealing with cuttual references 14 World News (pp. 48-49) Grammar: The Passive Reading: 3 newspaper story 35 The Price of Fame Vocabulary: media words; multi-part verbs Listening: a radio programme Function: expressing opinions (pp. 50-51) Prenanciations contractions ad stressed words stan Sttegbes Estesng for specific formation and disagreeing Writing: making notes Speaking: 2 discussion pasar Grammar: to have/get something done Reading: a magazine article (op. 52-53) ‘Communication Workshop Writing: a formal letter Linking: contrasting ideas Listening: a song (p. 54-55) ‘Speaking: a discussion _ Speaking Strategies: interacting in discussions _ Function: interrupting people Review (0. 56) Grammar and vocabulary revision Pronunciation: word stress (ulture Corner 2 (p. 57): Ireland ‘Language Problem-Solving 2 (p. 58): the P5 PEOPLE LANGUAGE SKILLS Warm-up (p. 58) Vocabulary: physical appearance Listening: a police appeal ‘Speaking: describing physical appearance 17 Tomorrows People Grammar: The Future Reading: & magazine article (pp. 60-61) 118 Personality (pp. 62-63) Vocabulary: personality adjectives; multipart verbs Listening: a radio chat: interviews Function: describing people Listening Strategies: identifying opinions Pronunciation: showing interest Speaking: an information gap 19 People Watching Grammar: Modals for speculation Listening: a dialogue (pp. 64-65) 20 First Impressions Vocabulary: verbs; adjectives Reading: jfom a novel Reading Strategies: inference (6p. 66-67) Linking: exemplification and emphasis Writing: writing notes Speaking: monologues ‘Communication Workshop Speaking: discussing a photo Speaking Strategies: communicating effectively (op. 68-69) Function: describing and speculating Writing: describing a person Review (p.70) ‘Grammar and vocabulary revision Pronunciation: difficult consonant sounds (6 LEARNING Warm-up (9.7) Vocabulary: topic-elated words Strategies: memorising vocabulary Listening: monologues _ Speaking: learning habits ‘2 Understanding Vocabulary: adverbs Reading: from a novel (pp. 72-73) Reading Strategies: using linking and reference words Sa a a (pp. 74-75) 723 Choosing Schools Vocabulary: schools: multi-part verbs Listening: monologues: a dialogue | (pp. 76-77) Function: disagreeing and contracting Listening Strategies: preparing questions Pronunciation: polite disagreement ‘Speaking: a discussion [24 Teachers (pp. 76-78) Grammar: wish and should have Reading: a magazine feature Communication Workshop Speaking: 2 role-play Speaking Strategies: dealing with misunderstanding Function: asking or information (op. 80-81) Writing: a personal essay Linking: a review Listening: a song Review ‘Grammar and vocabulary revision Pronunciation: vowel sounds Culture Commer 3 (p. 83): Wales ‘Language Problem-Solving 3 (p. 84): Pronouns 7 CAREERS ‘Warm-up (9. 65) Vocabulary: jobs; career areas (2); Listening: datogues confusing words ‘Speaking: personal ambitions 25 Your Choice (pp. 86-87) Grammar: Reported Requests and Orders Reading: a nagazine questionnaire 26 Interviews Vocabulary: multi-part verbs Listening: 2 job interview (op. 88-89) Function: 2 job interview Pronunciation: politeness Speaking: a role-play 727 Nine to Five (pp. 90-91) Grammar: Reported Statements Reading: a magazine interview 28 Job Trends Vocabulary: career areas (2), sls, qualities; Reading: @ magazine article (op. 92-93) collocations Reading Strategies: texts with sentence gaps ‘Communication Workshop Writing: a letter of application Linking: reason Speaking: a short speech (op. 94-95) Speaking Strategies: making short speeches Listening: @ song Review (p. 96) ‘Grammar and vocabulary revision Pronunciation: stess in compound words S CULTURE SHOCK Warm-up _(p. 97) ‘Vocabulary: food, famous places, sports Listening: monologues Speaking: comparing cultures 729 The New Australians Vocabulary: connctations Reading: a magazine article Speaking: an information gap (pp. 98-99) Reading Strategies: identifying facts and opinions 30 Living Abroad Grammar: Reported Questions Listening: 2 radio interview (op. 100-101) Pronunciation: intonation 31 Mind Your Manners Function: being polite Listening: a radio programme; a dialogue (pp. 102-103) Pronunciation: polite vs. rude intonation ‘Speaking Strategies: preparing for speaking Vocabulary: multi-part verbs ‘Speaking: rle-plays 32 Visiting Britain Grammar: Verbs followed by -ing form Reading: a leaflet {(p. 104-105) or infinitive ‘Communication Workshop Speaking: rle-plays Listening: a dialogue Listening Strategies: identifying style (bp. 106-107) Writing: an informal eter Linking: a review Listening: a song Review (p. 108) ‘Grammar and vocabulary revision Pronunciations difficult words Culture Corner 4 (p. 109): Australia {Language Problem-Solving 4 (p. 110): Verbs followed by -ing form and infinitive Pairwork tasks (p. 111) Literature Spot 1 (pp. 112-113): Frankenstein Literature Spot 2 (pp. 114-115): The Knight's Tale Literature Spot 3 (pp. 116-117): Sense and Sensibility Literature Spot 4 (pp. 118-119): A Horse and Two Goats [ Writing Help (pp. 120-123) Grammar Summary (pp. 124-128) aA Getlng Organised ‘1. Match the module topics in this book with the definitions. Adventure, Stories, Wheels, Media, People, Learning, Careers, Culture Shock ) getting knowledge about something or a skill b) jobs or professions you have trained for ©) round objects that are used for movement in many kinds of transport d) the difficulty you have understanding and adapting to other societies €) descriptions of events, real or imagined List the three modules which you think will be the most interesting. 2. Look through this book and match the descriptions (a-1) with the features below. Example a = Comparing Cultures a) activities focusing on culture _g) reference of grammar presented in modules 'b) boxes with important vocabulary h) boxes with key expressions (to complete) ¢) reference section for writing i) list of objectives for each module 4) stories to listen to and read. j)_grammar work on difficult areas ) monolingual dictionary 4) quotations related to lesson topics ) boxes containing strategies 1) articles about English-speaking countries In this module you will... cook, diet, dish, Comparing Cultures z i READING STRATEGIES: Prediction QUOTE ... UNQUOTE Language Problem-Solving Wairine Hetp Mini-dictionary Literature Spot] GRAMMAR SUMMARY f)_ men, women and children 9) a journey, activity or experience that is strange, exciting and often dangerous h) television, radio and newspapers 3) What are the best ways of organising vocabulary? Here are some ideas. © a notebook organised alphabetically or by topic small cards for each new word topic networks tables with groups of words, e.g. shock (n), to shock (v), shocking/shocked (adj) lists of useful expressions for different purposes, e.g. expressing opinions What information are you going to include about new words? * definitions and example sentences ‘© translations in your language * the part of speech of the word, e.g. noun, adjective, verb, etc. * phonetic symbols, e.g. /8/ Use these techniques to organise any new words from this lesson.B Word Power “1 English Quiz. Try to answer these questions. 1 How many people spoke English in 1000 AD? a) 2 million b) 12 million ¢) 20 miltion 2 How many people speak it now? ) 200 million b) 500 milkion ©) a billion 3. What percentage of the world’s ‘e-mails are in English? 2) 50% b) 80% c) 90% 4, How many languages are there in the world? a) 4,000 b) 6,500 c) 9,000 Read the text quickly and check your guesses. English in the Third Millennium On the anniversary of Shakespeare’ death, Bridget Lewis talks about the future of the English language. ‘Two thousand years ago English did not exist. A thousand years ago it was a language used by less than two million people, Now 5 it is the most influential language in the world, spoken by more than a billion people on the planet, as their first, second or third language. English currently dominates science, business, the mass media and popular culture. For example, 80% of e-mails on the Internet are in English. But where will English be at the end of 10 the third millennium? One view is that English is going to become even more important as a global lingua franca, dominating the world’s trade and media while most other languages will become localised or just die out At present, over half the world’s 6,500 languages are in danger of 15 extinction. Another view is that English is already breaking up, as Latin did, into several separate languages. There are already dictionaries of the ‘New Englishes’, such as Australian English, full of words that a British English speaker would not recognise. Hopefully, neither of these things will happen. Although different 20 varieties of English will continue to develop around the world, standard English will survive for international communication, In addition, the frightening prospect of a culturally uniform world| totally dominated by one language is impossible. Already, other languages are fighting back against the iron grip of English on the 25 Net. Governments around the world are also starting to protect smaller languages and recognise the importance of cultural and linguistic diversity. English will probably stay in control for a long, time, at least while the USA remains the top superpower, but it definitely won't become the only language in the world. 2. Read the Strategies. READING STRATEGIES: Dealing with new words in texts * Ignore words that you don’t need to know to understand the text. © Try to guess the meaning of important words. Work out the part of speech and use the context to help you guess meanings. | ‘© Use the Mini-dictionary only for bi ‘important words that you can't guess. Use the part of speech and the context to choose the right word. Underline all the words in the text that are new for you. Circle those that are very important to understand the text. Then use the Strategies to work out the meaning of these words. Which words did you have to look up in the Mini-dictionary? \3) Work out the parts of speech of the underlined words below. Can you guess the meanings of the words from the context? Use the Mini-dictionary to help you. Example 1 = verb ~ go round Emma left home, (1) rounded the corner ; on her bike and saw a (2) round metal object on the road. It went (3) round and round in circles making a strange noise. Suddenly, 2 man came (4) round the ‘comer and fired a (5) round of = ammunition at the object before picking it up. Then he looked (6) round and said, “That's about the tenth alien I've (7) rounded up this week: He (8) rounded off his speech with a bow and several passersby gave him a (9) round of applause. Emma thought to herself, ‘There are some very strange people (10) round here!1) In pairs, use the words in the box to write as many sentences as possible in five minutes. Sentences must be grammatically correct and must make sense! Example Yesterday, Mary left the zoo and took a lot of animals home. crocodile Mary animals will home goes has was is left z00 the took a watching bigger lot study and to of yesterday tomorrow if than gone 2) Tell your answers to the class, Which of these structures did you use? Present Simple, Present Continuous, Future forms (x 2), Present Perfect, Past Simple, Past Continuous, Conditionals, Comparison of adjectives, Quantity expressions, Modals of obligation, The Passive 3) Read the text to get the general idea, Then complete it with these words. articles prepositions quantity expressions a, the of, to, from, in some, all Example 1 a ‘My Language’ by Haydn Evans Woke is (1) Celtic language that is spoken in (2) principality of Wales, withe(3)__ speakers in Patagonia. i (4) southe (5) Argentina. It is very different (6) Exglih. For example, ‘Welcome o Wale ‘Croecu i Cymru! in Welih The Celts arrived. (8)___ Europe in.(3)_ fifth century BC. When (10) Anglo-Saxons invaded. Britain, the British Caltsw northuvnrds. Before (11) siateenthe century, Wales had ( literary tradition and everybody in Wales spoke Welsh Afeer (13) unification of Wales with: England in 1536, Welsh was banned. sand. it declined. rapidly. until the 1960 Welsh was not taught in schools and. English wns the only oficial language. A fur years ago only 500,000 out (14) population of rearty three million spoke Weld and. (15, people thought jain: Weld language wes dying out. However, now it is grow ation and it Welsle Tv ts used. in gove now taught Ey 4) How well can you use the structures below? Use this scale. *** I can use this structure with very few problems ** Ihave a few problems and I make mistakes. * I don't understand this structure! Question forms Prepositions (e.g. of; to, from, in) Present Simple Modals of obligation Present Continuous The Passive (present, past) Present Perfect Comparison of adjectives Future forms Countables / uncountables Past Simple Quantity expressions (e.g. some, a lot) Past Continuous Articles (a, an, the) Conditionals 5) Look at the ways of organising grammar notes below. a) tables (e.g. of verb tenses) b) lists (e.g. of irregular verbs) c) time lines (e.g. to contrast tenses) d) examples with translations (e.g. to contrast structures with your language) Choose one of the grammar areas from Exercise 4 and organise some notes. Use the Grammar Summary on pages 124-128 to help you. 6) Write a short composition about your language like the one about Welsh.Tr-this module you wilt. * Talk about travel, exploration and extreme sports * Listen to people talking about extreme sports and adventure holidays. * Read an extract from a history book, a holiday brochure and a letter. * Write a letter to a friend. © Revise present tenses and learn about state and activity verbs Warm-up 1. Add these words to the Key Words. ancient buildings, a scientific expedition, polar region, a cruise) lelinbing Explore: a rainforest, a desert, anothi itt famous museums, cities arot ianet, a desert island world, a volcano ting d trip Go: sailing, skiing, diving, canoeing, par on: a safari, a trek, a round-the-wo: 2 [2] You will hear four people talking about their ‘dreams’. Match the speakers with these activities. a) visit capital cities ») learn how to fly ©) canoe down the Amazon 4) visit the Pyramids 3. Inpairs, talk about some of your ‘dreams’. Example 4A: Td like to go on a safari in South Africa, I've always loved wild animals and I'd love to see them in their natural environment. B: Yes, but I think that travelling around for weeks would be quite tiring.‘ss | Explorers 10 15 20 23 30 35 Before you start 1}, Look at the title and photos and quess the answers to these questions. 1 Which Pole did they race to? 2 When did they go? 3. Who reached the Pole first? Now read the text quickly to check your guesses. Te RA Cat On 1 June, 1910, Captain Scott left London to begin his Antarctic expedition. On his way, he received a telegram from the Norwegian explorer Roald Amundsen: Tm going South.” So the race to the South Pole was on! During the polar summer of 1910-11, both teams ‘organised food depots in preparation for their expeditions the following year. Then came the total darkness of the polar winter. Scott and Amundsen waited impatiently for the first signs of spring, Amundsen was the first to leave, on 15 October, 1911 He had teams of dogs pulling the sledges and all his men ‘were on skis. Because of this, he made rapid progress. Scott left on 1 November and soon had problems. First, his two motor sledges broke down, and then the ponies began to have serious difficulties with the snow and the cold. After a while, Scott and his men had to push the sledges themselves. ‘Amundsen reached the Pole on 14 December and put a Norwegian flag there. Then he prepared for the return Journey. Scott finally arrived at the Pole with four companions on 17 January. They were devastated when they saw the Norwegian flag. Scott wrote bitterly in his diary: “Well, we have now lost the goal of our ambition and must ‘face 800 miles of hard pushing ~ and goodbye to most of our dreams.” The return journey was one of the worst in the history of exploration. The men were soon exhausted and were running out of food. The-weather conditions were terrible, Scott started to realise their desperate situation: “Amongst ourselves we are very cheerful, but what each ‘man feels in his heart I can only guess. Putting on our shoes in the morning is getting slower and slower” Despite this, on their way back they found time to look for rocks and fossils. They carried 20 kilos of rocks all the way with them. Later, these rocks proved that at one time in the distant past Antarctica was covered by plants However, disaster soon struck. Edgar Evans had terrible frostbite and died after a bad fall. The next to go was Captain Oates, who was having great difficulty walking, Scott recorded his death: ‘Scott reaches the Pole, but with little to celebrate. 45 50 ot rod ne © OLE “He said, ‘am just going outside and I may be some time. We knew that poor Oates was walking to his death, but though we tried to stop him, we knew that it was the act of a brave man and an English gentleman. We all hope to ‘meet the end with a similar spirit, and certainly the end is not far.” Scott and two companions carried on and got within leven miles of one of their food depots. But then a terrible storm started and they could not leave their tent, Scott spent some of his last hours writing. He wrote a letter full of sadness to his wife Kathleen: “To my Widow, I could tell you lots and lots about this Journey. What stories you would have for the boy ... But what a price to pay.” Scott’ final diary entry told the story of their end. “The depot is only 11 miles away, but I do not think we can hope for any better things now. We are getting weaker and weaker and the end cant be far. It seems a pity, but I do not, think I can write more.” The news of Scotts death shocked the world. He had failed to win the race to the Pole, but the remarkable courage shown by Captain Scott and his men made them into heroes.Reading 2) Read the text more carefully. Are these statements ‘true (T) or false (F)? 1 Scott and Amundsen started their journeys in the polar spring. 2 Scott's use of motor sledges and ponies was a success. 3. Amundsen travelled more quickly than Scott. 4 When they got to the Pole, Scott’s expedition had 2 celebration. 5 Captain Oates went for a walk and got lost ina snow storm. 6 Scott's last letter was to his wife. \3) Use the Reading Strategies to work out the meaning of the words from the text. Find these words in the text and decide what kind of word each one is. Example expedition - noun expedition (Line 2), depots (6), devastated (21), bitterly (22), ambition (24), desperate (30), cheerful (31), frostbite (39), spirit (46), remarkable (63) Now match the words with these definitions. 1 shocked and sad 2 angrily and unhappily 3. a journey organised for a special Purpose 4 difficult and dangerous 5 a place where things are stored 6 ina good mood 7 something you want to achieve 8 courage and strength 9 extraordinary 10 frozen fingers and toes Adherfure 4) Read the text again and answer these questions. 1 Why did Amundsen succeed and Scott fail? 2. What did Scott’s expedition achieve? 3. Why did Scott and his men become heroes? 4 How did you feel when you read the story? Vocabulary: Wordbuilding “5 Complete the sentences. Make nouns from the adjectives in brackets. 1. They weren't prepared for the (dark) of the polar winter. 2 They didn’t achieve their (ambitious). 3. The journey was a (disastrous). 4 They suffered from (exhausted). 5 They knew (dead) was near. 6 They are remembered for their (brave) in the face of great (difficult). \G Make adjectives, verbs or adverbs from these nouns. explorer, pole, organisation, patience, preparation, ambition, courage, success “7. In pairs, take turns to say sentences about ‘Amundsen’s expedition. Use words from Exercises 5 and 6. Example ‘A: Amundsen was a great explorer. B: Yes, he prepared for his expedition very well. Speaking 8) Work in pairs and find out about two modern explorers, Student A reads about Marek Kamifiski and Student B reads about Helen Thayer on page 111. 9) Make a table for the information about your partner's explorer. Then ask questions. ee is ene ==] =| Example ‘A: Where is Helen Thayer from? B: She's from New Zealand, but she lives in the USA. qooTe «oxacore, e just to go!” Nand Kani, cle yBefore you start 7 1. Look at the pictures and read about Benedict Allen has been the travellers. Answer these questions: all over the world. He has 1 Where have they been? lived with the Amazon 2 How have they travelled? Indians, with a tribe in —_—_av New Guinea and with a Aborigines in Australia Christina Dodwell has been a Fis has'aleo made journeys traveller and travel writer since her across the Gobi and Namib mid-twenties. She has made journeys Deserts on foot aid by by horse around Africa, New Guinea > comelaiaaaiil and Turkey. She has also travelled by . Socummertnieals canoe, dog sledge and microlight in China, on Kamchatka and West Africa. Christina lives with j her husband on her farm in southern England. 2, [22] Listen to a travel writer and find eight mistakes in the PRESENT TENSES interview below. Presentation Example 1 ten years (not seven) 3, Name the tenses in the sentences from A: How long have you been a travel writer? the interview. Then match them with the uses B: For sever years. But I've always loved travelling. I've wanted to below, be a traveller since I was a kid, A: Has your new book been a success? 1 I'm learning Chinese. B: Yes, it's been a great success. It has meant that I can finance 2 You've walked across the Amazon jungle. my next expedition, 3 It has meant that I can finance my next E A: You've walked across the Amazon jungle and to the South Pole. expedition. You've been to every corner of the world. You always go on your © 4 My mum and dad always watch my ‘own. Why? documentaries. B: Well, I think it's important to test yourself. I don’t like going 5 My agent is waiting for me. with groups. I sometimes live with local people or tribes, but 6 I've always loved travelling. thats different. 7 I don't like going with groups. How does your family feel about your trips? shruciiities: that fappeiregilaiy My mum and dad think I'm mad! But they always watch my B)iperiianent sitaations/statas documentaries: c) things that started in the past and So, what are you doing at the moment? continue up till now Well, I’m planning my next expedition. I'm learning Chinese. 1 di :past events that: ive Gir results tn thie always try to learn the local languages, you know. And I am resent building a 10-foot boat. I want to travel around the rivers of ) events that happened in the past but it / China and then sail across the Pacific to Chile. doesn’t matter when A ‘A: But that's impossible! . f) activities going on at this moment B: I know a lot of people think that, but I'm making special Q) activities that happen regularly but only preparations for this trip. for some time around the present What are they? 'm afraid I can’t answer that. I'm sorry, my agent is waiting for Now find more examples of these tenses in me. I must go now. the interview and the captions. : Thank you for the intervie, You're welcome. oc gs E> Grammar Summary 1, on page 124.\\