pportunities Education for life Teacher’s Book Pearson Education Limited Edinburgh Gate Harlow Essex (M20 236 England and Associated Companies throughout the world, wunlongman,com (© Pearson Education Limited 2006 ‘The right of Patricia Mugglestone to be identified as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. ‘AL rights reserved; no pat ofthis publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission ofthe Publishers. First published 2001 ‘Second edition 2006 Second impression 2008 ISBN: 978-0582-85412-3 (Teacher's Book for Pack) ‘ISBN: 978-1-4058-4136-8 (Test Master CD-ROM for Pack) ISBN: 978-1-4088-4142-9 (Teacher's Book & Test Master CD-ROM Pack) Set in Officina Sans and Futura Printed in Italy by 6. ‘Acknowledgements The authors and publishers would like to thank the following people for their help in the development of this course: dana Pernicova (Czech Republic), Elisabetta Guidotti (Bologna), Laura Strappa (Bologna), Detia Melchioni (Bologna), Susanna Magnani (Bologna), Susanna Ricciuti (Ferrara), Teresa Pouncey (Ferrara), Margherita Merola (Ferrara), Daniela Cova (Ferrara), Adriana Tepelea (Romania), Simona Oancu (Romania), Scélkané Gyapay Mérta (Budapest), Ills Eva (Budapest), Monica Barone (Italy) Cover photo ©Robert Harding (Charles Bowman) Photocopying ‘The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ may make copesaccording for their toownthe usefolowing by classesconditions.
they teach,Individual School purchasers purchasers ‘may make copies for use by their staff and students but this permission does not extend to addtional schoals or branches. Under no circumstances may any part of this book be photocopied for resale, New Opportunities Elementary Teacher's Book Michael Harris David Mower Anna Sikorzyfska Contents New Edition 2 10 Cultures 83 How Lessons Work 5 11 Image 9 Student's Book Contents 10 12 Celebrities 97 Learning Diary 14 13 Volunteers 105 Teacher's Notes: 14 Shopping 111 Learning to Learn 15 15 Computers 119 1 Friends 21 16 Space 125 2 Personality 27 Story Spots 133 3 Around Town 35 Tapescripts 135 4 Going Places 41 Assessment Guide 136 5 History 49 Tests (photocopiable) 137 6 Telling Stories 55 Notes on photocopiable materials 141 7 Healthy Living 63 Photocopiable materials 144 8 Sport 69 Language Powerbook Answer Key 154 9 Holidays 77 Tests Answer Key 161 1 Reading New Edition There is a wide variety of different text types (e. magazine articles, websites, advertisements) and of task types, such as multiple choice, true/false and matching. The aim of this edition is to update and refresh a course Reading Strategies include those that develop general which has proved extremely popular with secondary reading (e.
prediction, working out meaning of words in teachers around the world, We have also been able to take context) and those that help students to do specific tasks into account extensive feedback from teachers about ways (e. doing multiple-choice questions). in which the course could be improved. 2 Listening Module structure Students are given plenty of opportunities to develop a wide range of listening skills both in terms of text types Topic-based modules are ‘twinned’ so that there is cohesion (e-g.
radio programmes, dialogues, lectures) and task types in terms of theme and vocabulary. Pairs of modules are as (e. checking predictions, table and note completion). follows: Friends/Personality; Around Town/Going Places; Listening Strategies develop general listening (e.
History/Telling Stories; Healthy Living/Sport; prediction) and help students to do specific tasks (e. Holidays/Cuttures; Image/Celebrities; Volunteers /Shopping; answering multiple-choice questions). The modules build up to communicative tasks (Communication Workshops) and each pair of 3 Writing modules is followed by a Review lesson. ‘There is a writing task in each Communication Workshop As in the first edition, there is a clear structure to the lesson.
In Writing Workshops, model texts provide an material, so that both teachers and students can see where opportunity to focus on linking words and text they are going. Module Warm-ups provide an introduction organisation. The tasks are also carefully staged and writing to the topic and a focus on key vocabulary related to the strategies are developed at different stages (e. brainstorming ideas/paragraph planning) even though there topic.
Module Objective boxes (In this module you.) are no explicit Strategy boxes. At the end of each task, the give students clear signposts as to what they will be Talkback stage gives students a chance to read, use and studying in the module, Each module has two main lessons. react to each other's writing, Students are helped to do The first introduces new grammar within the context of the writing tasks by the Writing Help section at the back of theme. The second lesson develops skills.
In the the book which gives examples and help in terms of layout, Communication Workshops, students use the strategies and useful vocabulary, linking and checking. language that they have acquired in the previous lessons. In New Opportunities Elementary, writing tasks include both The Review lesson contains revision of the main language shorter texts (e. short notes, emails and adverts) and from the two previous modules.
personal and formal letters, and emails). Thematic content The writing in the Student's Book is backed up by the Focus on Writing section in the Language Powerbook, The basic premise of Opportunities is that secondary which systematically works on punctuation and spelling as students learn English best when they are dealing with well as giving guided writing practice. interesting and meaningful context. Because of this, an effort has been made to refresh the content of New Opportunities Elementary.
Many lesson topics are new and 4 Speaking the other content has been thoroughly updated. Here are There are speaking activities in every lesson of New some examples of the new content: Opportunities Elementary. The grammar lessons have guided = topics related to students’ own world (e. Lesson 4 Your drills that tead on to more open oral practice.
The skils Lifes Lesson 40 Joke or Party Shops) lessons all have communicative activities. There is both «= cross-curricular themes (e. Lesson 14 Two Leaders; Guided and open practice of the functions which appear in Lesson 43 Robotics) the Function File. The Speaking Workshops have oral tasks, «= cultural input (e.
Lesson 7 Edinburgh; Lesson 8 London) either in pairs or groups, which are carefully staged to enable s story spots (e. Don’t Look Now by Daphne du Maurier). students time for preparation and rehearsal before performance. The Talkback stage then allows students to report to the whole class or reflect on their own performance.
Skills development Speaking Strategies are looked at either in the skils lesson The basic approach to skills development remains the same. or in the Speaking Workshops. These include general There is an explicit focus on the process of communication communication strategies (e. preparing for discussions/ that helps students deal with communication in English and, telephoning) or strategies useful for specific tasks (e.g, at the same time, increases awareness of their own language.
describing photos/discussing photos). Communication strategies are focused on systematically in Strategies boxes which focus explicitly on different aspects of communication and provide students with step-by-step Discovery approach to grammar procedures for dealing with them. After that, students have ‘New Opportunities uses an approach to learning grammar in ‘opportunities to use the Strategies while carrying out a which students can discover grammar themselves and work ‘communicative task. Communicative tasks are also clearly ‘out rules of form and usage.
There is one Grammar Focus staged to provide students with support, to improve task lesson in each module. achievement and to build confidence. First, in the Before You Start section of the lesson, students In New Opportunities, communicative tasks reflect the do listening and reading activities related to the topic of the performance objectives in the Council of Europe. At this stage, they only concentrate on the meaning for Foreign Languages.
of the text. In the Presentation stage, students’ attention is (ntrodustion focused on the target grammar items in the text. Firstly, they revise basic structures and vocabulary. Then, throughout the are directed to the form of the grammatical structure.
Then, course, students are made aware of what they are doing by students use examples of the grammar and the context signposting (. In this module you. The Strategies provided by the text to work out and formulate rules of usage boxes help students handle communication on their own and in a guided way. Grammar presentation is followed by there are various elements in the course that help students extensive practice.
Practice activities are carefully graded and to be more independent: the Writing Help, the Grammar get students to apply the rules they have just discovered. Summary, the Mini-dictionary, the Mini-grammar (in the They first use the target structure in a very guided way and Language Powerbook). The Language Powerbook also then move on to freer oral and written grammar practice. encourages learner independence.
Grammar exercises are Further consolidation of target grammar is provided in the graded in terms of difficulty (one, two or three stars) and the Review lesson and in the Language Powerbook which Check Your Grammar sections allow students to check their contains Cy),graded grammar tasks at three levels of difficulty learning and identify problem areas. Finally, the Exam Zone and the Skills Comers help students to develop awareness and strategies for doing exams. ‘There are also four Language Problem Solving spots in the book. These deal with problem structures for learners and with areas where vocabulary and grammar overlap (2.
‘New Opportunities the Council of Europe adverbs). Framework The Council of Europe Framework is not prescriptive in any Vocabulary way. However, its descriptors do suggest a communicative, First, New Opportunities helps students deat with new lexis in task-based and learner-centred model of language and context. Reading Strategies help students work out the language learning.
New Opportunites reflects the spirit as meaning of words and the Mini-dictionary includes all well as the word of the framework in the following ways: important words used in the Student's Book. The choice of examples in the Mini-dictionary shows students vocabulary in 1 It presents and practises new language within a task and a different context to extend their knowledge and draws topic-based framework. Students can use language to attention to typical collocation. The Mini-dictionary plays an carry out real-world communicative tasks.
important role as it gives students greater confidence when, It has clear objectives and outcomes for communicative approaching texts and increases their independence when tasks. The tasks are carefully staged so that learners can reading in or out of clas. There is also a picture section activate their various competences and develop which students can use when they are preparing for writing communicative strategies to carry out the tasks. and speaking Communication Workshop activities.
It helps students deal with both interactive Secondly, the topic and sub-topics of each module provide ‘communication and spoken production. an ‘anchor for the learning of new lexis. Key lexical areas 4 It systematically develops learners’ communication are presented explicitly through Key Words boxes in the strategies in both productive and receptive skills. warm-ups and the main lessons.
The Vocabulary sections in It looks at both expticit and implicit aspects of the target skills lessons illustrate lexical features systematically (e. At higher levels, it focuses on style word building), and register in communication. It encourages leamer autonomy through self-study features (e. Writing Help, Mini-dictionary, Powerbook Pronunciation graded exercises).
It also provides opportunities for self- Pronunciation is dealt with systematically in Pronunciation assessment of students’ performance and progress and spots both at the level of individual sounds (in the Review ‘makes them aware of opportunities for learning outside the lessons) and at suprasegmental level (in grammar and skills classroom. Work is done on word stress and sounds that are difficult for students (e. There is also a focus ‘New Opportunites Elementary covers virtually all of the ‘on contractions, intonation and prominence (stressed words specifications of the framework from level A1 to A1+. in extended speech).