New Edition 2Teaching Help 5How Lessons Work 7Students’ Book Contents 12Teacher’s Notes:Learning to Learn 16

1 Lifestyles 182 Homes 263 Heroes 344 Challenge 415 Celebration 496 Food 567 Money 648 Gadgets 719 Communication 79

10 The Web 8611 The Sea 9412 Mountains 10113 Dance 10914 Music 11715 Pictures 12516 Buildings 132Assessment Guide 140Learning Diary 141Tests (photocopiable) 142Internet activities teaching notes 150Internet student activities 151Language Powerbook Answer Key 155Tests Answer Key 161

New OpportunitiesPre-Intermediate

Teacher’s Bookwith Internet activities by Jarek Krajka

Michael HarrisDavid Mower

Anna Sikorzynska

Contents

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New EditionThe aim of this edition is to update and refresh acoursebook series which has proved extremely popular withsecondary teachers around the world. We have also beenable to take into account extensive feedback from teachersabout ways in which the course could be improved.

Module structureThis edition has sixteen shorter modules, as opposed toeight in the first edition, to give students more variety anda greater sense of progression through the material. Topic-based modules are ‘twinned’ so that there is cohesion interms of theme and vocabulary. Pairs of modules are asfollows: Lifestyles/Homes; Heroes/Challenge;Celebration/Food; Money/Gadgets; Communication/The Web;The Sea/Mountains; Dance/Music; Pictures/Buildings. Thepairs of modules build up to communicative tasks(Communication Workshops) and are followed by Reviewlessons.

As in the first edition, there is a clear structure to thematerial so that both teachers and students can see wherethey are going. Module Warm-ups provide an introductionto the topic and a focus on key vocabulary related to thetopic. Module objective boxes (In this module you will ...)give students clear signposts as to what they will bestudying in the module. Each module has three mainlessons. The first introduces new grammar within thecontext of the theme. The second lesson develops oral orwritten skills. The third lesson either provides a focus onculture and literature or is a Communication Workshopwhich enables students to use the strategies and languagethat they have acquired in the previous two modules. TheReview lesson then contains revision of the main languagefrom the two modules.

Thematic contentThe basic premise of Opportunities is that secondarystudents learn English best when they are dealing withinteresting and meaningful context. Because of this, animportant effort has been made to refresh the content ofNew Opportunities Pre-Intermediate. Over two-thirds of thelesson topics are new and the other content has beenthoroughly updated. Here are some examples of the newcontent: ■ topics related to students’ own world (e.g. Lesson 25:

Mobile Fever/Lesson 41: Rap)■ cross-curricular themes (e.g. Lesson 28: Online)■ cultural input (e.g. Lesson 3: British Lifestyles)■ literature focus (e.g. Lesson 9: William Shakespeare).

Skills developmentThe basic approach to skills development remains the same.There is an explicit focus on the process of communicationthat helps students deal with communication in English and,at the same time, increases awareness of their own language.

Communication strategies are focused on systematically inStrategies boxes which focus explicitly on different aspectsof communication and provide students with step-by-stepprocedures for dealing with them. After that, students haveopportunities to use the Strategies while carrying out acommunicative task. Communicative tasks are also clearlystaged to provide students with support, to improve taskachievement and to build confidence.

In New Opportunities, communicative tasks reflect theperformance objectives in the Council of Europe Frameworkfor Foreign Languages.

1 ReadingThere is a wide variety of different text types (e.g.magazine articles, websites, advertisements) and of tasktypes, such as multiple choice, true/false and matching.Reading Strategies include those that develop generalreading (e.g. prediction, working out meaning of words incontext) and those that help students to do specific tasks(e.g. doing multiple-choice questions).

2 ListeningStudents are given plenty of opportunities to develop awide range of listening skills both in terms of text types(e.g. radio programmes, dialogues, lectures) and task types(e.g. checking predictions, table and note completion).Listening Strategies develop general listening (e.g.prediction) and strategies that help students to do specifictasks (e.g. answering multiple-choice questions). In thisedition, an extra main listening task has been added inCommunication Workshop lessons. These ListeningWorkshops aim to give students more extended practice oftasks like matching, true/false and multiple choice.

3 WritingThere is a writing task in each Communication Workshoplesson which appears in every pair of modules. In WritingWorkshops, model texts provide an opportunity to focus onlinking words and text organisation. The tasks are alsocarefully staged and writing strategies are developed atdifferent stages (e.g. brainstorming ideas/paragraphplanning) even though there are no explicit strategy boxes.At the end of each task, the Talkback stage gives studentsa chance to read, use and react to each other’s writing.Students are helped to do writing tasks by the WritingHelp section at the back of the book which gives examplesand help in terms of layout, useful vocabulary, linking andchecking.

The writing in the Students’ Book is backed up by theFocus on Writing section in the Language Powerbook,which systematically works on punctuation and spelling aswell as giving guided writing practice.

4 SpeakingThere are speaking activities in every lesson of NewOpportunities Pre-Intermediate. The grammar lessons haveguided drills that lead on to more open oral practice. Theskills lessons all have communicative activities. Those inoral skills lessons have guided and open practice of thefunctions which appear in the Function File. The SpeakingWorkshops have fully-fledged oral tasks, either in pairs orgroups, which are carefully staged to enable students timefor preparation and rehearsal before performance. TheTalkback stage then allows students to report to the wholeclass or reflect on their own performance.

Speaking Strategies are looked at either in the oral skillslesson or in the Speaking Workshops. These include generalcommunication strategies (e.g. preparing fordiscussions/telephoning) or strategies useful for specifictasks (e.g. describing photos/discussing photos).

Discovery approach to grammarNew Opportunities uses an approach to learning grammar inwhich students can discover grammar themselves and workout rules of form and usage. There is one Grammar Focuslesson in each module.

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IntroductionFirst, in the Before you start section of the lesson,students do listening and reading activities related to thetopic of the lesson. At this stage, they only concentrate onthe meaning of the text. In the Presentation stage,students’ attention is focused on the target grammar itemsin the text. Firstly, they are directed to the form of thegrammatical structure. Then, students use examples of thegrammar and the context provided by the text to work outand formulate rules of usage in a guided way. Grammarpresentation is followed by extensive practice. Practiceactivities are carefully graded and get students to apply therules they have just discovered. They first use the targetstructure in a very guided way and then move on to freeroral and written grammar practice. Further consolidation oftarget grammar is provided in the Review lesson and in theLanguage Powerbook which contains graded grammar tasksat three levels of difficulty (*/**/***).

There are also eight Language Problem Solving spots inthe book. These deal with problem structures for learnersand with areas where vocabulary and grammar overlap (e.g.adverbs).

There are some differences in the grammar syllabus fromthat of the first edition. Reported requests and orders arecovered and the Language Problem Solving spots look atadjectives, adverbs and -ing forms.

VocabularyFirst, New Opportunities helps students deal with new lexisin context. Reading Strategies help students work out themeaning of words and the Mini-dictionary includes allimportant words used in the Students’ Book. The choice ofexamples in the Mini-dictionary shows students vocabularyin a different context to extend their knowledge and drawsattention to typical collocation. The Mini-dictionary playsan important role as it gives students greater confidencewhen approaching texts and increases their independencewhen reading in or out of class.

Secondly, the topic and sub-topics of each module providean ‘anchor’ for the learning of new lexis. Key lexical areasare presented explicitly through Key Words boxes in thewarm-ups and the main lessons. The Vocabulary sections inskills lessons illustrate lexical features systematically (e.g.wordbuilding). In this edition there is also a systematicfocus on Multi-part Verbs in every oral skills lesson.

PronunciationPronunciation is dealt with systematically in Pronunciationspots both at the level of individual sounds (in the Reviewlessons) and at suprasegmental level (in grammar and skillslessons). Work is done on word stress and sounds that aredifficult for students (e.g. /t/ vs /d/). There is also a focuson contractions, intonation and prominence (stressed wordsin extended speech).

CultureThe input on culture is even greater in New Opportunitiesthan in the first edition. Input about English-speakingcultures appears in Culture Focus lessons. These lessonsprovide input through a reading text about an aspect ofculture (e.g. British lifestyles/Ireland). This is followed bya Comparing Cultures section where students areencouraged to find out information about an aspect oftheir (or another) culture and then have a discussion aboutit in groups. Finally, students listen to Songs from English-speaking cultures and read background information aboutthem.

Other lessons focus on stories from English literature. TheseLiterature lessons provide background about the writer andthe text before getting students to read and listen to thestories.

Throughout the material there are also Your Culture spots,which help students reflect on the differences between thetarget culture and their own and thus strengthen their owncultural identity. In addition, there are Quote ... unquotespots which provide interesting cultural insights.Background information on the quotes is provided in theTeacher’s Book, plus suggestions for exploitation.

Learner developmentIn New Opportunities, students are encouraged to developas independent and active learners. Three introductoryLearning to Learn lessons prepare students for using thecourse (e.g. the components of the course/organisingvocabulary books). Then, throughout the course, studentsare made aware of what they are doing by signposting (e.g.In this module you will ...). The Strategies boxes helpstudents handle communication on their own and there arevarious elements in the course that help students to bemore independent: the Writing Help, the GrammarSummary, the Mini-dictionary, the Grammar Reference(in the Language Powerbook). There is also a photocopiableLearning Diary on page 141 of this Teacher’s Book. Werecommend that you photocopy this at the end of eachmodule and give a copy to each student to complete. TheLanguage Powerbook also encourages learner independence.Grammar exercises are graded in terms of difficulty (one,two or three stars) and the Check Your Grammar sectionsallow students to check their learning and identify problemareas. Finally, the Skills Corners and Exam Zone helpstudents to develop awareness and strategies for doingexams.

New Opportunities and the Council of EuropeFrameworkThe Council of Europe Framework is not prescriptive in anyway. However, its descriptors do suggest a communicative,task-based and learner-centred model of language andlanguage learning. New Opportunities reflects the spirit aswell as the word of the framework in the following ways:1 It presents and practises new language within a task

and topic-based framework. Students can use languageto carry out real-world communicative tasks.

2 It has clear objectives and outcomes for communicativetasks. The tasks are carefully staged so that learners canactivate their various competences and developcommunicative strategies to carry out the tasks.

3 It helps students deal with both interactivecommunication and spoken production.

4 It systematically develops learners’ communicationstrategies in both productive and receptive skills.

5 It looks at both explicit and implicit aspects of thetarget culture systematically. At higher levels, it focuseson style and register in communication.

6 It encourages learner autonomy through self-studyfeatures (e.g. Writing Help, Mini-dictionary, Powerbookgraded exercises). It also provides opportunities for self-assessment of students’ performance and progress andmakes them aware of opportunities for learning outsidethe classroom.

New Opportunities Pre-Intermediate covers virtually all ofthe specifications of the framework from level A1+ to levelA2+. However, it must be remembered that, while studentscover functional and strategic objectives in material, it

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Introductionusually takes longer to internalise and use functionallanguage and strategies.

See the website for a full analysis of New Opportunities Pre-Intermediate and the Council of Europe Framework.

Learning DiaryThe photocopiable chart on page 141 is for use with NewOpportunities Pre-Intermediate. It is a learning diary forstudents to record their personal learning, progress andcultural contacts. The Learning Diary will encouragestudents to reflect on their learning and learning process.The Learning Diary can form part of the learner’s EuropeanLanguage Biography.

How to use the Learning DiaryAt the end of each module, give each student a photocopyof the Learning Diary on page 141. Guide the students intheir completion of their Learning Diary as follows:■ First, students fill in the module number, title and

learning aims (from In this module you will … on theopening page of the module).

■ Then, beside each learning aim, students mark how wellthey achieved the aim.

■ Students then:– comment on their interest in the topic– choose and comment on their favourite lesson in the

module– note new vocabulary they learnt during lessons on this

module– note new areas of grammar– note new ideas they have learnt from the topic

material– note new skills strategies they have learnt– record materials they have selected for their European

Language Dossier– comment on their feelings about their progress. They

should feel free to express their private feelings abouttheir progress

– comment on any learning problems as well as theproblems they have solved

– comment on their contacts with the English languageoutside school and what they have learnt about Englishlanguage culture.

New Opportunities and TestingNew Opportunities is a general English course written forupper secondary students to develop their communicativecompetence and provide them with the language for life.New Opportunitie also trains students to deal with mostexam task types used around the world. Speaking Warm-up activities exploit photos in order to developstudents’ abilities to describe, interpret and predict possiblesituations in the photos and to talk about their own lives.Useful functional language is presented for picturedescription and discussion (Lessons 24, 44); informationroleplays (Lessons 20, 23, 29, 30, 35, 36); narrativeroleplays (Lessons 7, 10, 11, 21, 45); negotiation roleplays(Lessons 13, 19, 20, 30, 32, 36, 38).WritingThe Writing Workshops include short notes (Lesson 18);adverts (Lesson 24); informal letter (Lesson 6); formalletter (Lesson 36); letter to an editor (Lesson 42).

ReadingThere are Strategy boxes for multiple choice (Lesson 17);multiple matching (Lesson 29); gapped sentences (Lesson41).ListeningStrategy boxes focus on true/false (Lesson 32); multiplechoice (Lesson 38).

The Language PowerbookIn the Language Powerbook there are Skills Corners inevery module, focusing on one skill type and task. Afterevery four modules, there is an Exam Zone with Use ofEnglish, Reading, Listening, Speaking and Writing tasksdesigned to give students tips and practice in typical examtask types.

Using the InternetThe Internet is an extremely powerful resource, whichteachers are using increasingly to develop lessons for theclassroom and as a basis for homework. It can be used in anumber of ways as a tool for teaching English:■ as a rich resource for self-study work, with language-

learning materials freely available at no cost■ as an infinite library of interconnected texts, recordings,

pictures and films on any topic■ as a reference library, providing dictionaries,

encyclopedias and databases ■ as a channel of communication, using email, for example.

The Internet activities provided on pages 151–154 of thisTeacher’s Book follow up and extend what has been studiedin New Opportunities Pre-Intermediate Students’ Book andwill also give teachers ideas for finding their own ways ofincorporating the Internet into their teaching. Teachingnotes for the activities are on page 150.

Depending on equipment and time available, teachers canuse the activities exclusively in the classroom or use classtime to prepare students to work on their own in theschool computer room or at home.

The activities are divided into three stages: introduction,online and follow-up. The first stage of the lesson usuallyfocuses on speaking, with the introduction of the topic,activation of already known structures and pre-teaching ofnew vocabulary preparing students for the main onlinephase. This involves students searching the Net, readingand writing, taking notes, extracting information and fillingin information in the photocopiable worksheets. Finally, inthe follow-up stage, students have the opportunity to shareand discuss what they have found during the online phase.

Students require basic computer skills and need to knowhow to search the Web using one of many portals or searchengines, type in a URL (website address), follow links andcopy and paste text or pictures into a word document.

All websites referred to in the activities are expected toremain stable and be permanent; updated information onany changes is provided on the New Opportunities websiteat www.longman.com/newopportunities

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Teaching HelpHere are some practical suggestions to help you use NewOpportunities.

Planning1 Choose the route through the material which suitsyour teaching situation.a) You are short of time.

■ Use the Routes through the material in the Teacher’sBook to find what exercises can be left out.

■ Leave students to read the stories in the Literaturelessons on their own throughout the year.

■ Set activities from the Students’ Book for students to do at home: – reading exercises (for grammar and skills lessons)– written grammar practice exercises– vocabulary practice activities (e.g. Multi-part verbs)– preparation for speaking activities (e.g. photo

discussion) – get students to write notes for homework

– Writing Workshops – students do some or all of the stages at home

– revision activities (grammar and vocabulary).b) You have plenty of time.As well as covering all of the material in the Students’ Bookplus that in the Language Powerbook, you can do thefollowing:

■ Use the Options in the Teacher’s Book lessons.■ Use the Comparing Cultures sections in the Culture

Focus lessons for project work. After finding out information, students can then produce projects on the topic individually or in pairs.

■ Use a level 3 Penguin Reader with the Students’ Book. See the latest Longman Penguin Readers catalogue forthe titles available at this level.

Classroom management2 Get students used to the instructions you give andthose in the Students’ Book. See ideas for presenting andpractising instructions in the Teacher’s Book for Lesson A.3 Introduce groupwork gradually. If your students are notused to doing groupwork, start off doing the groupactivities in pairs. When they have got used to pairwork,students will then be able to move on to working in groups.

Grammar4 Encourage students to make their own grammar notes.See the teacher’s notes for Lesson C.5 Get students to work out grammar rules themselves.Give students plenty of time to do the presentationexercises in the Grammar Focus. When they have finished orwhen they have problems, refer them to the relevantGrammar Summary. Finally, you can go over the rules withthe whole class.6 Respond to students who say ‘We've done it before!’Make stronger students aware that, even though they mayhave studied a grammar point before and know the form,they often have problems with use of it.7 Make sure students understand the grading system inthe Language Powerbook. This system allows students tosee how they are progressing when they are working ontheir own.

Vocabulary8 Encourage students to select new words. Get studentsto choose those words which are most important for themas individuals (depending on their level, personal interests,etc.).9 Make time in class for vocabulary books. Give studentstime to add new words and organise their vocabularybooks. Help them out with any problems.10 Use vocabulary books as fillers. During those sparefive minutes at the end of a lesson, students can test eachother’s vocabulary, pronunciation or make up their ownword games.

Reading11 Encourage students to try to guess the meaning ofwords. Rather than relying on you (the teacher) for themeaning of words, get students to use the context to workout meaning. If they still have problems, get them to checkthe meaning in the Mini-dictionary.12 Help students use the Mini-dictionary. Build on theactivities in the Learning to Learn module and playdictionary games, e.g. use the example sentences in theMini-dictionary to guess the right meaning of a word. 13 Only focus on key words in texts. Remember that theaim of reading texts is to develop reading skills, not topresent vocabulary. Do not go over all the new words in thetext, focus on the key words that are needed for doing thetasks.14 Encourage students to read outside the class. As wellas simplified readers (see the Longman Graded Readersscheme), encourage students to read in English about thingsthey are interested in (e.g. magazines about motorbikes).

Writing15 Make sure students use the Writing Help section. Atthe beginning of the course, get students to read throughit and put the sections in the order they think will be mostuseful (Layout/Useful Vocabulary/Linking/Checking).16 Try out some written tasks in pairs/groups. Groupwriting can be fun, can increase awareness of the writingprocess and can make your assessment load morereasonable.17 Make criteria clear. Tell students what criteria you willbe using to assess the writing, before students start thetask (see the section on criteria in the Assessment Guide).When they are used to this, try discussing and negotiatingthe criteria with them, e.g. What are the most importantqualities of a good letter? 18 Emphasise the importance of the planning stage.Comment on students’ notes and paragraph plans (e.g.without full sentences). By doing this, you will encouragestudents to spend more time on planning, as well as helpthem to develop note-writing skills.19 Make sure students check their writing. Refer them tothe Checking section of the Writing Help. Remind them thatto improve their writing they must eliminate carelessmistakes before they give their work to the teacher.Encourage students to check each other’s writings formistakes. This can increase awareness of common problems. 20 Make sure that it is read. Ensure that not only youread what students have written. Use the Talkback activitiesto get other students to read and react to the content ofwhat has been written.21 Use correction codes. Rather than write corrections onstudents’ work, underline mistakes and use a code toindicate what kind of mistake it is, e.g. WO (word order), T (tenses), V (vocabulary), S (spelling), P (punctuation), Pr (preposition). Afterwards, give students time to correctthe mistakes using the codes.

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Introduction Listening22 Reduce ‘tape fear’. It is important to prepare studentsfor listening to tapes to compensate for the fact that theycan’t see the people speaking which makes it more difficultto understand. Always play the cassette (or CD) again ifstudents find it really difficult to understand. 23 Be aware of hearing difficulties. If any student hashearing problems, put the cassette as near to him/her aspossible. If your machine is not very good quality, try toborrow a better one. 24 Concentrate on task achievement. Always focus on whatstudents have managed to achieve despite a difficult task. 25 Evaluate the text. Make sure students are aware of thefact that different exercises vary in difficulty according to:speed, number of people talking, clarity of speech, regionalor national variety, context, topic of conversation, etc.26 Don't only use the cassette. Try out other sources oflistening in class like stories and video; do some of thestory telling ideas in the Options section of the teacher'snotes; read out a reading text with deliberate mistakes forstudents to identify and correct.

Speaking27 Allow preparation time. Before freer speaking activities(like roleplays or guided discussions), make sure that studentshave time to get their ideas clear, look at Function Files, KeyWord boxes and useful vocabulary. But make sure thatstudents don’t write down everything they are going to say.28 Always reward effort and participation in speakingactivities. Remember that shy students need extra praiseand support. 29 Give marks for oral performance to emphasise theimportance of speaking practice. (See Assessment Guide,page 140). 30 Only correct afterwards not during oralcommunication activities. Write down mistakes andafterwards, write them up on the board and get students tocorrect them.

Learner development31 See learner development as investment. Time spent atthe start of a course to organise vocabulary books, gettingstudents used to the self-study features of the Students’Book or increasing student awareness of reading or writingwill pay dividends throughout the year as learners becomemore effective students.32 Self-study features. Remind students of all of the self-study features in New Opportunities and encourage them touse the Grammar Summary, Writing Help and Mini-dictionary.33 Get students to keep learner diaries. Give studentstime to think about what they have done. See the LearningDiary on page 141.

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How Lessons Work

Module warm-up pageintroduces topic andmotivates students.

Module objectives tellstudents what they are

going to do.

Activities get studentsthinking about the

topic.

Key Words present andactivate vocabulary for

the topic.

There are gist listeningactivities in some

modules.

A Grammar Focus is thefirst lesson of each

module.

Initial presentationexercises focus on

form.

Cross reference directsstudents to Summaryof grammar rules.

Other presentation exerciseshelp students discover how

language is used.

Practice providescontrolled and freergrammar exercises.

Before you start providesreading/listening activities to

give context for language.

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IntroductionBefore you start activities

prepare students for listeningor reading.

Pronunciation activitiesfocus on features like

stressed words.

Oral and written skillsfocus lessons come in

every module.

This sectionsystematically focuseson Multi-part Verbs.

Quote ... unquote arefamous quotations

related to the topic.

Function File presentseveryday spoken

language.

Listening, speaking and writingworkshops provide carefully staged

tasks after each two modules.

Talkback is a final stage forstudents to think about what

has been said or written.

Strategies buildlistening andreading skills.

Example textsprovide studentswith clear models

for writing.

Cross-referencedirects students todetailed WritingHelp reference.

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Literature lessonscome in modules 3, 7,

11 and 15.

Background givesinformation about the

writer and story.

Students readand listen at the

same time.

Vocabulary spotsfocus on lexical

features.

Students discussthe story.

Culture Focus lessonscome in modules 1, 5,

9 and 13.

Reading texts focus onaspects of English-speaking culture.

Comparing Culturesget students to talkabout their culture.

Web Links helpstudents find

information on the Net.

Students listen tosongs relevant tothe lesson topic.

Background givesinformation aboutthe writer, singer

and song.

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Introduction

Language ProblemSolving spots appear inodd-numbered modules.

Difficult grammarareas for students are

looked at.

Exercises helpstudents to work outhow language is used.

Activities practisethe language.

Review lessons comeafter each pair of

modules.

These activities revisegrammar from the two

modules.

These activities revisevocabulary from the

two modules.

Pronunciation activitiesfocus on word stress or

problem sounds.

Students think about theirprogress and what they need

to revise.

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Self-study features

The Mini-dictionary

keyboard \"ki…bO…d\ noun C 1 a long row of blackand white parts on a musical instrument; 2 the part of a computer with a set of buttons thathave letters and numbers;

frightened \"fraIt´nd\ adjective very afraid; IŐmfrightened of spiders.

There are Writing Helps at theend of the book that support the

Writing Workshops.

Examples oflinking

expressionsare given

Useful wordsand expressions

are given.

Questions helpstudents check

their work.

Help is givenabout the

structure andlayout of the text.

Phonemic symbolsshow the pronunciation

of the word.

Definitions showthe meaning of

the word.

Example sentences alsohelp to show the

meaning.

The part of speech ofthe word is given,

e.g. countable noun.

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Students’ Book Contents

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Students’ Book Contents

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Module 1

Exercise 1Useful vocabulary: alone, partner, nervous, relaxed, remember,phrase(s), grammar.You can elicit or present these words during the activity suggestedbelow (before doing the exercise).■ Before students look at the exercise, ask them what they have

liked most and what they have liked least in their previous English classes. You may like to give them examples from your own memories of learning English at school.

■ Get students to discuss this first in pairs, then in groups of four(formed of two pairs), to see if they share any opinions.

■ Students read the questionnaire and think about their answers, working individually. Encourage them to ask you for help if they need it. Reassure them that there is no one correct answer.

Exercise 2■ Students work in pairs reporting their answers from Exercise 1

and finding out which preferences they do and don’t share.

■ Students produce a chart on the board showing how many students prefer each answer, e.g.Prefer working: a) alone (10) b) with a partner (7) c) in groups (6)

■ Encourage students to exchange views about how they learnEnglish and what works best for them.

Exercise 3Useful vocabulary: architecture, challenge, disabilities, emigration,gadgets, millionaire, surfing the Internet, (food) trends, (the) Web.Don’t pre-teach all these words but encourage students to guessthe meanings as they do the exercise and look through the book.■ This exercise trains students in skimming through a book to

locate general topics.■ Ask students to look at Module 1 (Lifestyles) and find the

lessons that are about lifestyles (Lesson 1), pets (Lesson 2) andlife in the UK (Lesson 3).

■ Students work individually, then compare answers in pairs beforeyou check answers as a class.

■ When students have checked their answers, ask them which topics they think they will find most interesting and why.

AnswersA Heroes – Module 3 I Gadgets – Module 8B Food – Module 6 J Celebration – Module 5C Lifestyles – Module 1 K Mountains – Module 12D Communication – Module 9 L Pictures – Module 15E Dance – Module 13 M The Web – Module 10F Homes – Module 2 N Money – Module 7G Challenge – Module 4 O The Sea – Module 11H Buildings – Module 16 P Music – Module 14

Exercise 4Useful vocabulary: area, guide (n), problem-solving, review,summary, task. This exercise trains students in reading to identify the purpose ofa text.■ Read aloud features 1–5. Elicit or explain the meaning of the

words.■ Students work in pairs, reading descriptions a–e and looking

through the book to find the relevant sections.■ As you check students’ answers, ask them to give a page number

for each feature.

Answers1 d 2 e 3 a 4 b 5 c

Exercise 5■ Students work in pairs, looking more closely through the book

and asking each other questions about the pictures and the sections of a module.

■ Students then close their books. The pairs take turns to make a statement about what is in the book.

B WordsExercise 1■ Read out the Strategies to the class. ■ Write a sentence on the board, e.g. My favourite singer lives in

Chicago. Ask students to identify a noun, a verb, an adjective and a preposition in the sentence.

■ Students discuss the advantages of using the Strategies and say whether they use them in their own language when reading difficult texts.

Exercise 2Useful vocabulary: bee, chimpanzee, communicate, copy, discover,dolphin, sign language.Don’t pre-teach the new vocabulary because this exercise asksstudents how they coped with vocabulary in the text.■ Read aloud the three headings (didn’t have to understand,

guessed the meaning, had to look up in a dictionary). Tell students they can use the Mini-dictionary to look up the meanings of words but they should also try to guess the meaning of new words from the context. They will probably be surprised at how many meanings they can guess.

■ Students work individually, reading the text and listing the new

Learning to Learn

A Starting OffObjectives■ To provide familiarity with the new coursebook and arouse

interest.

■ To increase students’ awareness of different learning strategies.

■ To revise and practise grammar, vocabulary and reading skills.

■ To encourage record-keeping of new vocabulary and grammar.

Resource usedMini-dictionary.

TroubleshootingSome students may have problems in Section C Grammar andwill need extra practice either in class or as homework.

Encourage students to use English as much as possible in thediscussion activities in Learning to Learn. However, let themuse L1 if they can’t express their opinions successfully inEnglish.

BackgroundResearch into how students learn a foreign language hasshown a range of different learning styles and strategies.Reassure your students that there is no single ‘right’ way oflearning but encourage them to experiment with differentstrategies to find out which are most helpful.

Routes through the material➢ Short of time: give some of the Words and Grammar

exercises for homework.

➢ Plenty of time: do the Options; develop the dictionary work in Exercise 2 (page 7), getting students to look up other words with several meanings (e.g. can, tip, show) and write example sentences using the words in context.

➢ 2 classes for this Lesson: break after Section A; give some of the exercises in Sections B and C for homework.

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Learning to Learn

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words under the three headings.■ Students then feed back to the class. Stress that individuals may

have different answers and that students’ knowledge of vocabulary and ways of learning and remembering it vary.

■ Students find the underlined examples of like (numbered 1–3) inthe text and identify the part of speech (1 preposition, 2 verb, 3 preposition).

■ Students read the definitions (a–c) and match them with the three examples of like in the text.

■ Students may remember using like as a plural noun in sentences such as I wrote about my likes and dislikes.

Answers1 b 2 c 3 a

■ Give students practice in using the Mini-dictionary to matchwords and definitions. Write three sentences on the board and underline the word first in the sentences: 1 She came first in the competition. (noun: ‘before any

other’)2 She seemed very shy at first. (adverb: ‘in the beginning’)3 Our classroom is on the first floor. (adjective: ‘the level of

a building above the ground’)■ Students use the Mini-dictionary to look up first and match

the examples with the parts of speech and the meanings.

Exercise 3■ Read aloud the questions to the class.■ Students work individually, reading the text and answering the

questions.

Answers1 dolphins, bees2 They use language for fun.3 They use sign language to copy language.4 between 40,000 and 50,000 years ago5 probably more than 5,000

■ Encourage students to discuss points from the text which they find interesting, e.g. Have some animals got a language system? What other communication systems do animals use? How do humans use language for fun? (Encourage students to give examples from their mother tongue.) Are there any other features that are unique to human language, e.g. a writing system, regional accents?

Exercise 4■ Discuss how students prefer to keep their vocabulary – in a

book, on cards, on computer disk – and how they arrange the words (e.g. alphabetically, in topics).

■ Students look at the example for hunt and discuss the advantages of recording the part of speech and an example sentence as well as the definition.

■ Give students time in class to start recording the new words from the first two lessons so that you can check their work. They can then finish the exercise at home.

■ If you have time, check students’ vocabulary books regularly through the course and encourage them to test each other on vocabulary from their books.

■ Help students to get into the habit of using the Mini-dictionary by asking them to take out the Mini-dictionary at the start of the next few classes.

C GrammarExercise 1■ Students complete the sentences, working individually.■ Check answers by having individual students read the sentences

aloud.

Answers1 use 2 went 3 are 4 are learning 5 I, important 6 can

Exercise 2■ Students work in pairs, matching the words in Exercise 1 with

their grammatical terms.

Answersuse – Present Simple; went – Past Simple; are – the verb tobe; are learning – Present Continuous; I – personal pronoun;important – adjective; can – modal verb

■ Elicit why it is useful to know these terms. (They are used in dictionaries and grammar reference books.)

■ Do not introduce alternative terms unless students ask about them. For example, the Present Continuous is also referred to asthe Present Progressive, the verb be is sometimes known as the copula.

■ Elicit any other grammatical terms students know and ask them to give examples, e.g. adverb (quickly), noun (the boy).

■ In pairs, students write seven sentences, one for each of the grammatical terms in the box. Tell them to use differentwords from the ones in Exercise 1, e.g. using is or am, not are as an example of the verb to be. Go round and monitor the activity, helping where necessary.

■ Students work in groups of four (formed of two pairs) and read each other’s sentences.

Exercise 3■ Students work individually, using the box to give their answers

about how well they can use each grammar structure.■ Students then feed back to the class. They may like to create a

class survey by writing their findings in a table on the board. They can then see if there are any general problems which they share.

■ If there are some shared difficulties and if you have time, you may like to revise the problem grammatical points and give extra practice at this stage.

Exercise 4■ With the class, look at the four ways of organising grammar

notes. Encourage students to discuss the advantages (and any disadvantages) of each one and say which grammar areas are most suitable for tables, lists, timelines and translation. Ask students which of the four ways they prefer to use for different grammar areas and if they can suggest any other ways of organising grammar notes.

■ Students work individually, choosing a grammar area from Exercise 2 and organising their own grammar notes. Go round and monitor the activity, helping where necessary.

■ Have one or two students write their notes on the board for each grammar area so that the class can discuss and compare them.

■ Students can then look at the Grammar Summary in theStudent’s Book and the Mini-grammar in the LanguagePowerbook to see how grammar points are organised there.

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