Opportunities Russian Edition Pre-Intermecliate - New Opportunities Russian Edition Pre-Intermediate Teacher's Book with Internet activities by Jarek Krajka Michael Harris David Mower Anna Sikorzynska Irina Solokova Contents About New Opportunities 2 10 The Web 86 Teaching Help 5 11 The Sea 94 How Lessons Work 7 12 Mountains 101 Students’ Book Contents 12 13 Dance 109 Teacher's Notes: 14 Music 117 Learning to Learn 16 15 Pictures 125 1 Lifestyles 18 16 Buildings 132 2 Homes 26 Assessment Guide 140 3 Heroes 34 Learning Diary 141 4 Challenge 41 Tests (photocopiable) 142 5 Celebration 49 Internet activities teaching notes 150 6 Food 56 Internet student activities 151 7 Money 64 Language Powerbook Answer Key 155 8 Gadgets 71 Tests Answer Key 161 9 Communication 79 Longman About New Opportunities In New Opportunities, communicative tasks reflect the performance objectives in the Council of Europe Framework for Foreign Languages. The aim of New Opportunities is to refresh and update a 1 Reading coursebook series that has proved extremely popular with There is a wide variety of different text types (e. secondary teachers; in addition this edition provides magazine articles, websites, advertisements) and of task cultural topics and practice tasks particularly suited to types, such as multiple choice, true/false and matching. Russian students of English.
Reading Strategies include those that develop general reading (e. prediction, working out meaning of words in The course has benefited from extensive feedback from context) and those that help students to do specific tasks teachers and includes an even greater variety of topics and (e. doing multiple-choice questions). additional grammar coverage.
2 Listening Module structure Students are given plenty of opportunities to develop a New Opportunities has sixteen modules to give students wide range of listening skills both in terms of text types variety and a clear sense of progression through the (e. radio programmes, dialogues, lectures) and task types material. Topic-based modules are ‘twinned’ so that there is (e. checking predictions, table and note completion).
cohesion in terms of theme and vocabulary. Pairs of Listening Strategies develop general listening (e. modules are as follows: Lifestyles/Homes; prediction) and strategies that help students to do specific Heroes/Challenge; Celebration/ Food; Money/Gadgets; tasks (e. answering multiple-choice questions).
In Communication/The Web; The Sea/ Mountains; addition, there is an extra main listening task in Dance/Music; Pictures/Buildings. The pairs of modules build Communication Workshop lessons. These Listening up to communicative tasks (Communication Workshops) Workshops aim to give students more extended practice of and are followed by Review lessons. tasks like matching, true/false and multiple choice.
There is a clear structure to the material so that both 3 Writing teachers and students can see where they are going. There is a writing task in each Communication Workshop Module Warm-ups provide an introduction to the topic and lesson which appears in every pair of modules. In Writing a focus on key vocabulary related to the topic. Module Workshops, model texts provide an opportunity to focus on objective boxes (In this module you will .) give students linking words and text organisation.
The tasks are also clear signposts as to what they will be studying in the carefully staged and writing strategies are developed at module. Each module has three main lessons. The first different stages (e. brainstorming ideas/paragraph introduces new grammar within the context of the theme, planning) even though there are no explicit strategy boxes.
The second lesson develops oral or written skills. The third At the end of each task, the Talkback stage gives students lesson either provides a focus on culture and literature or is a chance to read, use and react to each other's writing. a Communication Workshop which enables students to use Students are helped to do writing tasks by the Writing the strategies and language that they have acquired in the Help section at the back of the book which gives examples previous two modules. The Review lesson then contains and help in terms of layout, useful vocabulary, linking and revision of the main language from the two modules.
Thematic content The writing in the Students’ Book is backed up by a Writing Help reference section at the back of the book, The basic premise of New Opportunities is that secondary which breaks writing tasks down into stages and provides students learn English best when they are dealing with additional guidance. interesting and meaningful contexts. A considerable effort has been made to reflect the wide range of student’s interests in the course content. Here are some examples: 4 Speaking a topics related to students’ own world (e.
Lesson 3: There are speaking activities in every lesson of New Dachas - country living; Lesson 25: Mobile Fever/Lesson Opportunities Pre-Intermediate. The grammar lessons have 41: Rap) guided drills that lead on to more open oral practice. The = cross-curricular themes (e. Lesson 28: Online) skills lessons all have communicative activities.
Those in = cultural input (e. Lesson 15: Scotland - a place to oral skills lessons have guided and open practice of the celebrate) functions which appear in the Function File. The Speaking Workshops have fully-fledged oral tasks, either in pairs or m literature focus (e. Lesson 9: William Shakespeare).
groups, which are carefully staged to enable students time for preparation and rehearsal before performance. The Skills development Talkback stage then allows students to report to the whole There is an explicit focus on the process of communication class or reflect on their own performance. that helps students deal with communication in English and, at the same time, increases awareness of their own language. Speaking Strategies are looked at either in the oral skills lesson or in the Speaking Workshops.
These include general communication strategies (e. preparing for Strategies boxes focus explicitly on different aspects of discussions/telephoning) or strategies useful for specific communication and provide students with step-by-step tasks (e. describing photos/discussing photos). procedures for dealing with them.
After that, students have opportunities to use the Strategies while carrying out a communicative task. Communicative tasks are also clearly Discovery approach to grammar staged to provide students with support, to improve task New Opportunities uses an approach to learning grammar in achievement and to build confidence. which students can discover grammar themselves and work out rules of form and usage. There is one Grammar Focus lesson in each module.
É) lntvoduction First, in the Before you start section of the lesson, thus strengthen their own cultural identity. In addition, students do listening and reading activities related to the there are Quote. unquote spots which provide topic of the lesson. At this stage, they only concentrate on interesting cultural insights.
Background information on the the meaning of the text. In the Presentation stage, quotes is provided in the Teacher's Book, plus suggestions students’ attention is focused on the target grammar items for exploitation. in the text. Firstly, they are directed to the form of the grammatical structure.
Then, students use examples of the Learner development grammar and the context provided by the text to work out In New Opportunities, students are encouraged to develop as and formulate rules of usage in a guided way. Grammar independent and active learners. Three introductory Learning presentation is followed by extensive practice. Practice to Learn lessons prepare students for using the course (e.
activities are carefully graded and get students to apply the rules they have just discovered. They first use the target the components of the course/organising vocabulary books). Then, throughout the course, students are made aware of structure in a very guided way and then move on to freer what they are doing by signposting (e. In this module you oral and written grammar practice.
Further consolidation of will. The Strategies boxes help students handle target grammar is provided in the Review lesson and in the Language Powerbook which contains graded grammar tasks communication on their own and there are various elements in the course that help students to be more independent: the at three levels of difficulty (*/**/***). Writing Help, the Grammar Summary, the Mini-dictionary, the Grammar Reference (in the Language Powerbook). There There are also eight Language Problem Solving spots in is also a photocopiable Learning Diary on page 141 of this the book.
These deal with problem structures for learners Teacher's Book. We recommend that you photocopy this at and with areas where vocabulary and grammar overlap (e. the end of each module and give a copy to each student to adverbs). The Language Powerbook also encourages learner independence.
Grammar exercises are graded in terms of Vocabulary difficulty (one, two or three stars) and the Check Your First, New Opportunities helps students deal with new lexis Grammar sections allow students to check their learning and in context. Reading Strategies help students work out the identify problem areas. Finally, the Skills Corners and Exam meaning of words and the Mini-dictionary includes all Zone help students to develop awareness and strategies for important words used in the Students’ Book. The choice of doing exams.
examples in the Mini-dictionary shows students vocabulary in a different context to extend their knowledge and draws attention to typical collocation. The Mini-dictionary plays New Opportunities and the Council of Europe an important role as it gives students greater confidence Framework when approaching texts and increases their independence The Council of Europe Framework is not prescriptive in any when reading in or out of class. However, its descriptors do suggest a communicative, task-based and learner-centred model of language and Secondly, the topic and sub-topics of each module provide language learning. New Opportunities reflects the spirit as an ‘anchor’ for the learning of new lexis.
Key lexical areas well as the word of the framework in the following ways: are presented explicitly through Key Words boxes in the 1 It presents and practises new language within a task warm-ups and the main lessons. The Vocabulary sections in and topic-based framework. Students can use language skills lessons illustrate lexical features systematically (e. to carry out real-world communicative tasks.
In this edition there is also a systematic 2 It has clear objectives and outcomes for communicative focus on Multi-part Verbs in every oral skills lesson. The tasks are carefully staged so that learners can activate their various competences and develop Pronunciation communicative strategies to carry out the tasks. Pronunciation is dealt with systematically in Pronunciation 3 It helps students deal with both interactive spots both at the level of individual sounds (in the Review communication and spoken production. lessons) and at suprasegmental level (in grammar and skills 4 It systematically develops learners’ communication iessons).
Work is done on word stress and sounds that are strategies in both productive and receptive skills. difficult for students (e. There is also a focus 5 It looks at both explicit and implicit aspects of the on contractions, intonation and prominence (stressed words target culture systematically. At higher levels, it focuses in extended speech).
on style and register in communication. 6 It encourages learner autonomy through self-study Culture features (e. Writing Help, Mini-dictionary, Powerbook graded exercises). It also provides opportunities for self- The input on culture is a special feature in New Opportunities.
Input about English-speaking cultures assessment of students’ performance and progress and makes them aware of opportunities for learning outside appears in reading texts in Culture Focus lessons. This is followed by a Comparing Cultures section where students the classroom. have the opportunity to discuss a related aspect of their own, familiar culture, to make comparisons, and to present New Opportunities Pre-Intermediate covers virtually all of aspects of Russian culture in English. the specifications of the framework from level A1+ to level A2+.
However, it must be remembered that, while students Other lessons focus on stories from English literature. These cover functional and strategic objectives in material, it Literature lessons provide background about the writer and usually takes longer to internalise and use functional the text before getting students to read and listen to the language and strategies.