New Opportunities Elementary Resources

NEW OPPORTUNITIES ELEMENTARY WEBSITE RESOURCES Contents summary MODULE 1 Friends

2 Personality

3 Around Town

4 Going Places

5 History

6 Telling Stories

7 Healthy Living

WORKSHEET Grammar game: ‘Guess the Student’ Students practise writing sentences using ‘can’, ‘can’t’, ‘have got’, ‘haven’t got’ and a variety of verbs in the present simple affirmative and negative. Time: 30 minutes Grammar game: ‘Question Wheel’ Students practise present simple ‘yes/no’ questions. Time: 20 minutes Vocabulary game: ‘Dictrio’ An optional vocabulary game to revise known words and teach new words using the New Opportunities Elementary Mini-Dictionary. Grammar game: ‘Guess the Place’ Practises questions and short answers with there is/there are. Time: 30 minutes Writing: Punctuation Review An activity to revise all the punctuation students should know. Time: 15 minutes Internet project: ‘History makers’ An optional research project. Time: 20 minutes in class, plus homework or research time in school Speaking activity: Storytelling A group story-telling activity which encourages cooperative group work. Students also practise speaking to an audience. Time: One class lesson Grammar activity: ‘Find out More’ Practises Past Simple statements, questions and short answers. Time: 10 minutes Vocabulary game: ‘Word Search’ Revises food vocabulary and spelling. Time: 15 minutes Grammar game: Matching Practises countable and uncountable nouns and determiners. Time: 10 – 15 minutes

8 Sport

9 Holidays

10 Cultures

11 Image

12 Celebrities

13 Volunteers

14 Shopping

15 Computers

16 Space

Vocabulary game: ‘Pictionary’ Revises sport vocabulary. Time: 5 – 15 minutes Writing and Speaking Grammar activity: Duties Practises modal verbs of obligation, permission, prohibition and exemption. Time: 15 minutes Grammar and vocabulary game: ‘Spot the Difference’ Practises the present continuous tense and vocabulary from Module 9. Time: 15 minutes Internet activity: ‘Superstitions’ Time: one homework or one class period in the school library Grammar game: Present Tense Pyramid Revises the contrast between the Present Simple and the Present Continuous. Time: 15 minutes Reading activity and grammar game: Supplementary activity which practises comparative adjectives. Time: One class lesson Grammar game: ‘Noughts and Crosses’ Oral grammar game to practise superlative forms of adjectives. Time: 20 minutes Speaking activity: Class presentation using a personal photo. Practises a variety of language. Time: 5 minutes per student over a series of class lessons Grammar activity: ‘What are you going to do?’ Revises ‘be going to’ used for intentions. Time: 5 – 10 minutes Speaking activity: Board Game Students have to speak spontaneously and practise a wide range of grammar and vocabulary. Time: 30 minutes Vocabulary game: ‘Calculator Talk’ Fun activity. Time: 15 minutes Grammar game: ‘Unique’ Practises the Present Perfect to talk about experiences. Time: 10 minutes Reading comprehension: ‘Flying Saucers’ Time: 10 minutes in class plus homework

MODULE 1

GUESS THE STUDENT DO NOT WRITE YOUR NAME! Write sentences about yourself. • • • •

A sentence using ‘can’ and ‘can’t’ A sentence or two using ‘have got’ and ‘haven’t got’ Two sentences using present simple affirmative. Two sentences using present simple negative.

Example I can play the guitar but I can’t sing very well. I’ve got a computer. I haven’t got a pet. I play hockey on Saturdays. I listen to classical music on my walkman in bed. I don’t have a big breakfast. I don’t watch TV. Use verbs from this list. collect, dance, get up, go, have, like, listen to, love, make, play, read, speak, watch …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ……………………………………………………………………………………………

1 NOTES FOR TEACHERS This is a written grammar game which you can play after New Opportunities Elementary Module 1 (Friends). Students practise writing sentences using ‘can’, ‘can’t’, ‘have got’, ‘haven’t got’ and a variety of verbs in the present simple affirmative and negative. Materials: One worksheet for each student or, to save paper, students can just use a piece of rough paper. Time: Thirty minutes. Step 1: Divide the class into groups of five or six and give out the worksheets (or ask the students to get a piece of rough paper). They do not write their names on the worksheet or paper. Step 2: Each student writes sentences about himself/herself on a piece of paper. The information should follow the format on the worksheet: • • • •

A sentence using ‘can’ and ‘can’t’ A sentence or two using ‘have got’ and ‘haven’t got’ Two sentences using present simple affirmative. Two sentences using present simple negative.

Demonstrate the activity via the example on the worksheet or by giving example sentences about yourself: I can play the guitar but I can’t sing very well. I’ve got a computer. I haven’t got a pet. I play hockey on Saturdays. I listen to classical music on my mp3 player in bed. I don’t have a big breakfast. I don’t watch TV. Step 3: Students write their sentences. There is a list of verbs on the worksheet, or you may wish to write some verbs on the board to give students ideas. collect, dance, get up, go, have, like, listen to, love, make, play, read, speak, watch Note: if your students know each other well, they should try to disguise their handwriting! Step 4: Students fold their worksheets or pieces of paper and mix them up. They then take turns to take a piece of paper and read out the information. They have to guess who the information is about.

© Michael Harris, David Mower & Anna Sikorzynska.

2 NOTES FOR TEACHERS This is an oral grammar practice activity to practise present simple ‘yes/no’ questions. It can be done any time after New Opportunities Elementary Lesson 4 (Your Life). Materials: One worksheet for each student. Time: 20 minutes. Step 1: Divide the class into groups of four. Explain how to make questions from the diagram. Give an example if you wish – sensible or silly! Step 2: Students take turns to say questions. The others in the group answer the questions with ‘yes’, ‘no’ or ‘I don’t know!’. Monitor the activity. Make a note of good questions and questions with mistakes. Step 3: Ask each group to say a couple of their amusing questions (e.g. Does Wayne Rooney live in trees?). Then put up a couple of questions with mistakes on the board and elicit correct versions. Alternative: If you’d prefer not to have students in groups, you could do the same activity by just eliciting sentences from the whole class, correcting badly-formed questions as they come up.

© Michael Harris, David Mower & Anna Sikorzynska.

MODULE 3

‘DICTRIO’ NAME: ________________________________________________ CLASS: ____ DO NOT USE YOUR MINI-DICTIONARY! •

Try to solve these ‘dictrio’ puzzles.

B

a yellow fruit a group of musicians you can get money there

………. a building with old things ………. M a plant you can eat ………. classical, pop, jazz, etc

C

a large, important town a group of students not dirty

………. ………. N ……….

he/she lives near you ………. son of your sister or brother ………. A planet ……….

D

a female child a twenty-four hour period not alive

………. ………. P ……….

your father or mother area of grass and trees the government building

………. ………. ……….

H

opposite of cold you can pay to stay here sixty minutes

………. ………. R ……….

showing feelings of love the top part of a house a flower

………. ………. ……….

J

earrings, necklaces, etc butcher, doctor, etc run to keep fit

………. ………. S ……….

bright and hot weather Superman, Batman, etc you can do the shopping here

………. ………. ……….

K

you cook here at home part of your leg you cut things with it

………. ………. T ……….

short for television degrees centigrade a sport

………. ………. ……….

•

How many words do you know? _____

•

Now check your answers in the MINI-DICTIONARY and find the words you don’t know. Write them in your vocabulary book.

………. ………. ……….

3 NOTES FOR TEACHERS ‘DICTRIO’ This is an optional vocabulary activity to revise known words and teach new words using the New Opportunities Elementary Mini-Dictionary. Materials: A copy of the worksheet for each student (or one between two if you’d prefer them to work in pairs). Students also need their copies of New Opportunities Elementary Mini-Dictionary (tucked inside the back cover of the Students’ Book). Time: Thirty minutes. Step 1: Give out the worksheets and ask students to take out the Mini-Dictionary from the back of the Students’ Book. Explain the game. • ‘Dictrio’ is an invented word, comprising the ‘dic’ of dictionary and the word ‘trio’ meaning group of three. • Each question gives three definitions. These correspond to three words which appear consecutively in the Mini-Dictionary of New Opportunities Elementary. • Write this example on the board for words beginning with the letter ‘A’. 1 you can get on an aeroplane here 2 a special clock to wake you up 3 a creature from another world Concentrate on one definition that you think you know. For example, ‘1’ is probably airport. Ask the class to look up airport in the mini-dictionary. They can see that the two words after it are alarm clock and alien - which correspond to the definitions '2' and '3'. Step 2: Ask the students to put their Mini-Dictionaries away – this is important! Step 3: Ask the students to look at the worksheet and fill in all the answers they think they know. Set a time limit for this (ten minutes?). Step 4: After the set time, ask students how many words they think they got right. Step 5: Tell students they can now use their Mini-Dictionaries to check their answers and also to fill in the answers to words they didn’t know. Encourage them to write all or some of the words they didn’t know in their vocabulary books. Option: For homework, students could write their own ‘dictrio’ of three definitions. In the next lesson they can read out their definitions to the class or their group for the other students to guess the words.

The authors would like to thank Steve Owen, a teacher at the British Council in Madrid, for the idea of the ‘dictrio’ game.

MODULE 3 GUESS THE PLACE NOTES TEACHERS In this guessing grammar game students practise questions and short answers with there is/ are. You can use it after doing Module 3 of Opportunities Elementary. Materials A number of pieces of paper with names of places. Time: 5 minutes Preparation Prepare small pieces of paper with names of different places, e.g. restaurant school swimming pool supermarket shopping mall office

railway station

zoo

club

cinema

Step 1 Divide the class into groups of four or five. Ask each group to sit in a circle. Put the slips with names of places upside down in the middle of the group. Step 2 One student in each group draws a slip. The others ask him/her questions with there is/are to find out what place this is. The student gives short answers. Example: Are there desks in this place? No, there aren't. Are there tables there? Yes, there are. Is there music? Yes, there is. Is it a club? Yes, it is. Step 3 Students take turns to draw new slips and answer other students' questions. The game is over when they have run out of places to guess.

© Michael Harris, David Mower & Anna Sikorzynska

MODULE 4 NAME: ______________________________________________ CLASS: _____

PUNCTUATION Rewrite these sentences with correct punctuation. 1 roberts penfriend is from brazil he writes in english but robert wants to learn portuguese ___________________________________________________________________ 2 we went to london in october we saw buckingham palace but we didnt go in ___________________________________________________________________ 3 my birthdays on 31st march whens yours ___________________________________________________________________ 4 my grandparents flat is really small but theyre happy there ___________________________________________________________________ 5 im looking after susans cat its lovely its eyes are bright green ___________________________________________________________________ 6 whats the capital of denmark ___________________________________________________________________ 7 the new parks great theres a special childrens area ___________________________________________________________________ 8 we cant take our mobiles to school theyre not allowed ___________________________________________________________________ 9 our neighbours garden is nice theyve got three apple trees ___________________________________________________________________ 10 i think jamess trainers are great i dont like andys much ___________________________________________________________________

4 NOTES FOR TEACHERS

PUNCTUATION This activity revises all the punctuation students should know (capital letters for names; full stops; question marks; apostrophes for contractions; apostrophes for possession). You can do the activity after New Opportunities Elementary Lesson 10 (In the Countryside). Materials: One copy of the worksheet per student. Time: 15 minutes Step 1: Give out the worksheet and ask the students to rewrite the sentences with the correct punctuation. Step 2: Either collect the worksheets to correct yourself, or correct the sentences in class. Ask students to exchange worksheets so they are not correcting their own. You could ask students to come and write their answers on the board. Answers (You can also put a comma before ‘but’ in items 1, 2 and 4) 1 Robert’s penfriend is from Brazil. He writes in English but Robert wants to learn Portuguese. 2 We went to London in October. We saw Buckingham Palace but we didn’t go in. 3 My birthday’s on 31st March. When’s yours? 4 My grandparents’ flat is really small but they’re happy there. 5 I’m looking after Susan’s cat. It’s lovely. Its eyes are bright green. 6 What’s the capital of Denmark? 7 The new park’s great. There’s a special children’s area. 8 We can’t take our mobiles to school. They’re not allowed. 9 Our neighbours’ garden is nice. They’ve got three apple trees. 10 I think James’s trainers are great. I don’t like Andy’s much.

© Michael Harris, David Mower & Anna Sikorzynska.

MODULE 5

NAME: _________________________________________________ CLASS: ____

HISTORY MAKERS Your teacher will give you the name of a famous person. Write the name of the famous person here: ……………………………………. Find out about your famous person from the Internet, a library or any reference books you have. Make notes and then write about him/her in your own words. 1 Date and place of birth. ……………………………………………………………………………………… 2 Family and childhood. ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 3 Personal life. ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 4 Interesting events in his/her life. ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 5 If he/she isn’t dead, what is he/she doing now? ……………………………………………………………………………………… ……………………………………………………………………………………… 6 Importance? Greatest achievement? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… References Write the website addresses or titles of books that you used. ……………………………………………………………………………………… ………………………………………………………………………………………

5 NOTES FOR TEACHERS

HISTORY MAKERS This is an optional research project which students can do after Module 5. Materials: One worksheet per student. Students will need to use reference materials such as the Internet, encyclopaedias and CD ROMs, either in school or at home. Time: Twenty minutes of preparation time in class, plus homework or research time in school. Preparation: Make a list of some famous people in history. There should be one name for each student in the class. Here is a suggested list. You may wish to add to it or write your own. Muhammad Ali (boxer); Roald Amundsen (explorer); Ludwig van Beethoven (composer); Simon Bolivar (soldier and statesman); Maria Callas (opera singer); Charlie Chaplin (actor); James Dean (actor); Charles Dickens (writer); Thomas Edison (inventor); Albert Einstein (scientist); Alexander Fleming (scientist); Mahatma Gandhi (political and religious leader); Jimi Hendrix (musician); Harry Houdini (escapologist); Amy Johnson (aviator); Martin Luther King (civil rights leader); John Lennon (musician); Abraham Lincoln (statesman); Marilyn Monroe (actress); Martina Navratilova (tennis player); Florence Nightingale (nurse and reformer); Jesse Owens (athlete); Niccolo Paganini (musician); Pele (footballer); Pablo Picasso (artist); Bertrand Russell (philosopher); John Steinbeck (novelist); Valentina Tereshkova (cosmonaut); Vincent Van Gogh (artist); Virginia Woolf (writer). Make sufficient photocopies of the worksheet. Book a school library or computer room period in advance if you want your class to research information there. Step 1: Give out the worksheets and give each student the name of one of the famous people from your list. Students write the name on their worksheet. Step 2: Explain the task. Students have to find out information about the person you have given them. Go through the required information on the worksheet. Explain they can use the worksheet to write notes. Students can get information from library books, encyclopaedias, CD ROMs or the Internet (in their own language if they like). They then have to write the information in English, in full sentences, in their notebooks. Remind students to be careful with past tenses and linking words. Step 3: Students make notes on the worksheet. You may wish to take them to the school library or computer room if this is possible; otherwise, set the task as homework, giving them a reasonable time to do it. Step 4: Collect the mini-biographies. Assess them for accurate use of the past simple tense and for use of linking words and task achievement. Option: You may wish to ask some or all of the students to copy their mini-biographies onto paper with an illustration or photo for display in the classroom.

© Michael Harris, David Mower & Anna Sikorzynska.

6 NOTES FOR TEACHERS

STORYTELLING This is a group speaking activity which you can do after New Opportunities Elementary Module 6 (Telling Stories). It encourages co-operative group work and students practise speaking to an audience Materials: A box or bag of words and phrases (see Preparation below). Time: One class lesson. Preparation: Write words and phrases on small pieces of paper and put them in a box or bag or large envelope. The words should include a variety of nouns, adjectives, verbs (past simple tense) and narrative linking words from the module. You need at least as many items as there are pupils in the class. Below are some words and phrases you might like to photocopy and cut out, or you can prepare your own.

when

ran

dark forest one night dead met really tired enormous head old man

big house green eyes gave very nervous dangerous

black cat

old woman

really frightened suddenly heard ghost old castle

found monster in the end opened escaped

loud music

bridge

strange noise water saw bright light phoned the next day dark room

Step 1: Divide the class into groups of four students. Walk round with the box or bag of words and phrases. Each student chooses a piece of paper from the box or bag without looking to see what it is. Step 2: Explain that each group now has to look at all the words and phrases they have picked. They then have to pool their ideas and make up a coherent story incorporating all the words and phrases. Explain they will later tell their story to the class, with each student telling one part of the story. Give them ten or fifteen minutes to do this. Don't allow any writing. Step 3: The groups take turns to tell their stories to the class. When a pupil says the word or phrase they picked out, he/she holds it up. During the storytelling, other pupils should listen and remember which stories they liked best. They could give each story a score out of ten. As you listen, you can make a note of good sentences and important errors which you can point out later.

© Michael Harris, David Mower & Anna Sikorzynska.

MODULE 6 FIND OUT MORE Complete these sentences about yourself. Use the Past Simple. 1. 2. 3. 4.

____________________________________ yesterday. ____________________________________ on Sunday. ____________________________________ during the holidays. ____________________________________ this morning.

Answer the questions from other group members. Ask about the details of what other students did. Example I watched a football game yesterday. - Did you watch it on TV? - Who played? - What was the final score?

© Michael Harris, David Mower & Anna Sikorzynska

6 NOTES FOR TEACHERS FIND OUT MORE This is a grammar activity where students practise the Past Simple, statements, questions and short answers. You can do it after finishing Module 6 of Opportunities Elementary. Materials A worksheet for each student. Alternatively, to save paper, you can write the four time adverbials on the board and ask the students to write the sentences in their notebooks. Time: 10 minutes Step 1 Distribute the worksheets or ask the students to copy the four time adverbials from the board and tell them to write four true sentences about themselves in the Past Simple. 1. 2. 3. 4.

____________________________________ yesterday. ____________________________________ on Sunday. ____________________________________ during the holidays. ____________________________________ this morning.

Step 2 Divide the class into groups of four. In groups, students in turn read out one of their sentences. The other students ask one question each to find out more about what happened. Example S1: I watched a football game yesterday. S2: Did you watch it on TV? S1: Yes, I did. S3: Who played? S1: Barcelona played Bayern. S4: What was the final score? S1: 2:1 to Barcelona. Step 3 After the student has answered the questions from all group members, the next student reads out a sentence and the rest ask him/her their questions. The game is over when all the statements have been read out.

© Michael Harris, David Mower & Anna Sikorzynska

MODULE 7 NAME: ________________________________________________ CLASS: ____

WORD SEARCH •

Find fifteen items of food in the game below. The words can go Æ, È, Ç or Å.

C A R R O T S I F A

A G C A T O H S I F

•

For homework, add three new words to each column:

B A H P A M O T S E

B R E A D A R A C S

A U E P O T A T O C

G E S N I O N S C O

E T E P S U G A R N

Fruit

L A E R E C E P A I

N E K C I H C E R O

O M E L R L E M O N

Meat

Vegetables

……………………………

……………………………

……………………………

……………………………

……………………………

……………………………

……………………………

……………………………

……………………………

7 NOTES FOR TEACHERS

WORD SEARCH This is a popular vocabulary game to revise vocabulary and spelling. It can be done after New Opportunities Elementary Lesson 19 (Food for Thought). Materials: One photocopy of the worksheet per student. Time: 15 minutes. Step 1: Give out the worksheets and, if necessary, explain that the students have to find fifteen items of food in the grid. The words can go horizontally or vertically and in reverse, but not diagonally. Step 2: After the set time (or shorter or longer if you wish), go through the answers. Answers: Æ : cabbage; cheese; tomato; onion; orange Å : meat, pasta È : bread; carrot; lemon; potato; sugar Ç : fish; cereal; chicken

C A B B A G A R R C H E E S R A P O D O T O M A T O H O R A N S A T S I O F O

E L N T A E E E K R C S E I U C H G E C A P R N I O

M

L E M O N

Step 3: Set the final task for homework. Follow-up: At the start of the next lesson, elicit new food words from the class and write them on the board. Students copy them into their vocabulary books. You may wish to select ten for a future spelling test.

© Michael Harris, David Mower & Anna Sikorzynska.

MODULE 7 MATCHING Notes for the teacher This competitive grammar game aims at practising countable and uncountable nouns and determiners that can be used with them. You can do it after finishing Module 7 of Opportunities Elementary. Materials - Four cue cards with: some, any, a/an and a lot of.

SOME

ANY

A/AN

A LOT OF

- A chart with twenty five words, numbered. 1 bottle

2 bread

3 sandwich

4 jam

5 steak

6 potato

7 vegetable

8 meat

9 sugar

10 pizza

11 orange

12 money

13 cup

14 pasta

15 onion

16 apple

17 biscuit

18 butter

19 banana

20 milk

21 tea

22 orange juice

23 yoghurt

24 can

25 cereal

Time 10 to 15 minutes

Step 1 Draw a chart like this on the board. Divide the students into groups. There shouldn't be more than five students in a group. 1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

Step 2 Each group in turn choose a number from 1 to 25. Cross the number out and say the word the number corresponds to in your master chart. Then show the group one of the four cue cards (SOME, ANY A/AN, A LOT OF), randomly selected. The students make a sentence with their word and the cue they've got. Example: bottle

SOME

Student: I bought some bottles of mineral water yesterday. If it is not possible to match the cue with the word (e.g. money + should say that one can't make a correct sentence.

A/AN ), the group

Step 3 Give one point for each correct sentence. If a group makes an incorrect sentence, elicit the correction from the class. The game is over when you've run out of the words. The winner is the group that scored most points.

© Michael Harris, David Mower & Anna Sikorzynska

8 NOTES FOR TEACHERS

‘PICTIONARY’ This is a vocabulary game that revises sport vocabulary. You can play the game during or after New Opportunities Elementary Module 8 (Sport). Materials: A set of Word Cards (see photocopiable sheet below). Time: Anything from five to fifteen minutes. You can use it as a warmer at the beginning of the lesson or as a filler at the end of a lesson. Preparation: Photocopy the sheet of words and cut it up into word cards. You may wish to enlarge the copy so the words are bigger. You can add more word cards if you wish. Step 1: Demonstrate the game yourself. Put the word cards face down on your desk. Explain that on each card is a word – it may be the name of a sport or a word connected to sport. Choose one, illustrate it on the board (this can be amusing!) and the students have to guess what the word is. Step 2: Students take turns to come to your desk and choose a word card. They are not allowed to look at them first. They do a drawing on the board to represent the word. They are not allowed to speak or write any words. The others guess the word. Option: You can play the game with two teams. Players from each team take turns to do drawings. The opposing team must stay silent. If the team playing doesn’t guess the word within a fixed time (thirty seconds?), the opposing team can have a guess. Note: The game can be played with any level and any lexical set. With higher levels, of course, the words should be more abstract and could include phrasal verbs or even idiomatic phrases.

© Michael Harris, David Mower & Anna Sikorzynska.

Word Cards for Pictionary Game basketball

goal

diving

boots

tennis racket

golf

baseball bat

hang gliding

mask

flippers

horse riding

hockey stick

skateboard

ice hockey

rugby

ice skating

judo

motor racing

skiing

referee

crowd

water skiing

whistle

shorts

javelin

boxing

swimming

windsurfing

boxing gloves

track suit

weightlifting

cycling

MODULE 8 DUTIES Use the words from the table to make FOUR true sentences about yourself. I can I can't I have to I don't have to

1. 2. 3. 4.

wash up go cycling learn sleep long take a shower go cycling watch TV go to the cinema play computer games think about school

every day. at the weekend. in the morning. all the time. at night.

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

Walk around the class and find out about four other students. Fill in the table. HAVE TO learn all the time – Pat, Lisa

DON'T HAVE TO

CAN

CAN'T

8 NOTES FOR TEACHERS DUTIES This writing and speaking grammar activity is aimed at practising modal verbs of obligation, permission, prohibition and exemption. You can do it after finishing Module 8 of Opportunities Elementary. Materials A tasksheet for each student. Time 15 minutes Step 1 Distribute the task sheets and ask the students to write four sentences about themselves using the expressions from the table. They can use any modal verb as many times as they like. Step 2 Students walk around the class, read their sentences out to other students and collect information about four of them. Explain how they can make notes in their table. Example HAVE TO learn all the time – Pat, Lisa

DON'T HAVE TO wash up every day Pat

CAN

CAN'T

watch TV all the time – Mary sleep long at the weekend – Mike, Pat, Lisa

Step 3 Students report on their findings to the class. They don't have to talk about everybody, they can select the most interesting information. Example: Pat and Lisa have to learn all the time. Mary can watch TV all the time. Step 4 Ask the students to look at their tables again to see in which column they've got most information. You can comment on the answers, e.g.: HAVE TO answers prevail Æ the students may be too preoccupied with their duties and see life in terms of obligations CAN'T answers prevail Æ many students are frustrated by thinking too much about what is forbidden or impossible CAN answers prevail Æ a very healthy attitude where people concentrate on what is possible and not on what is compulsory or forbidden

© Michael Harris, David Mower & Anna Sikorzynska

MODULE 9

PICTURE A

 ---------------------------------------------------------------------------------------------------

PICTURE B

9 NOTES FOR TEACHERS This is a grammar and vocabulary game to practise the present continuous tense and vocabulary from the unit. You can do the activity after New Opportunities Elementary Module 9 (Holidays). Materials: Enough Pictures A for half the class and enough Pictures B for the other half. Time: Fifteen minutes. Preparation: Photocopy the picture sheet and cut the copies into Picture A and Picture B. Step 1: Divide the class into pairs, Student A and Student B, and give each student the appropriate picture. Explain the game if necessary. Students must not look at their partner’s picture. They take turns to say sentences about their own picture and their partner either agrees or says how his/her picture is different. There are eight differences. Step 2: Walk around and monitor the activity, noting any serious errors which you can correct with the class afterwards. Step 3: When one or two pairs have finished, stop the activity and elicit the eight differences from the whole class. Solution Picture A • Through the tent entrance you can see it is raining outside. • The blond boy is holding a can of cola. •

The dark boy has got his Mp3 headphones in his ears.

• • •

The blond boy is wearing trainers. The dark boy is wearing a wooly hat. The blond boy is talking on his mobile phone. There is a lamp hanging in the tent. The blond boy is in shorts.

• •

Picture B • Through the tent entrance you can see it is not raining outside. • The blond boy is holding a can of orange. • The dark boy isn’t listening to his Mp3; the headphones are round his neck. • Both boys are wearing boots. • The dark boy isn’t wearing a hat. • The blond boy is looking at a text message on his mobile phone. • There isn’t a lamp in the tent. • Both boys are in jeans.

Option: If you don’t want the class divided into pairs, you can give all the students Picture A and yourself a copy of Picture B. Students take turns to say a sentence about their picture and you tell them if your picture is the same or different.

© Michael Harris, David Mower & Anna Sikorzynska.

MODULE 10

NAME: ________________________________________________ CLASS: ____

SUPERSTITIONS •

Do these actions bring good or bad luck? Write G (good) or B (bad) in the boxes.

1 walking on a crack in the pavement 2 putting a horseshoe above your door 3 finding a four-leaf clover 4 walking under a ladder 5 putting new shoes on a table 6 seeing three butterflies together •

Now match the actions on the left (7-14) with what they mean on the right (ah).

7 you break a mirror

a) a visitor is coming

8 your ears are burning

b) and have good health in the winter

9 a bee enters your home

c) seven years bad luck

10 you dream about a lizard

d) you are going on a journey

11 your right foot itches

e) you have a secret enemy

12 you put a horse-shoe in your bedroom

f) you never see them again

13 you catch a falling leaf on the first day of autumn

g) and have no bad dreams

14 you say goodbye to a friend on a bridge h) someone is talking about you

10 NOTES FOR TEACHERS This activity can be done for homework or in the library. Students can use reference books, CD-ROMS or the Internet. It can be done after New Opportunities Elementary Module 10 (Cultures). Materials: One photocopy of the worksheet per student. Time: One homework or one class period in the school library. Preparation: Photocopy the worksheet. If you want to take your class to the school library, it’s a good idea to find some relevant library books in advance to check that the task is possible! Step 1: Explain some key vocabulary if you wish (crack, pavement, horseshoe, clover, ladder, lizard, itch). If you prefer your students to use dictionaries, ignore this. Step 2: Give out the worksheets and explain the two tasks. If students are doing the tasks at home, tell them they can use any available source to find out the information – books, CD-ROMS or the Internet. If students are doing the task in the school library, it might be a good idea for them to do the activity in pairs to ease the demand for relevant books. Step 3: In the following class after you set the homework, or at the end of the library lesson, elicit answers from the students and tell them the information they couldn’t find out. Answers Ex A: 1 B, 2 G, 3 G, 4 B, 5 B, 6 G. Ex B: 7 c, 8 h, 9 a, 10 e, 11 d, 12 g, 13 b, 14 f.

© Michael Harris, David Mower & Anna Sikorzynska

.MODULE 10

NOTES FOR TEACHERS

PRESENT TENSE PYRAMID With this competitive grammar game you can revise the contrast between the Present Simple and the Present Continuous. You can do it after finishing Module 10 of Opportunities Elementary. Materials None Time 15 minutes Step 1 Draw the pyramid below on the board. learn English have lunch

sleep smoke snow

have a good time think about work grammar play a game stand

speak English

wear trousers

eat a sandwich

listen to music

rain

Step 2 Divide the class into three or four groups. Explain that the task is to get from the bottom to the top of the pyramid as quickly as possible. You can move up or sideways (but only to neighbouring 'stones'). In order to move, the group has to select the 'stone' and make two correct sentences about the people in the class, one in the Present Simple and one in the Present Continuous, using the expression on their stone. Example: learn to ski Maria isn't learning to ski because she can ski very well. We learn to ski every winter. The same stone can be 'stepped on' by many groups, provided they make a completely new pair of sentences (which is sometimes difficult).

Step 3 The groups in turn select their 'stones' and make sentences. If they fail to produce a correct pair of sentences, they have to stay where they are. In the next round, they have to choose a different stone. The winner is the group that gets to the top first.

© Michael Harris, David Mower & Anna Sikorzynska

MODULE 11 NAME: ________________________________________________ CLASS: _____ •

What is the difference between an alligator and a crocodile? Tell the class what you think. Then read the text to find out.

DID YOU KNOW? Crocodiles and alligators are very similar. We can't simply say that one is bigger or heavier than the other, but there are a few differences. When a crocodile closes its mouth, you can see one tooth on each side, but with an alligator no teeth show. An alligator's nose is wider than a crocodile's nose. Crocodiles are more common than alligators. They live in all tropical parts of the world, but alligators (apart from a rare Chinese type) only live in North and South America.

•

Work in groups. Take turns to say sentences using comparatives. Compare people, clothes, animals, TV programmes, pop singers, books – anything! Use the adjectives in the box. You can’t repeat an adjective. You get a point if the group agrees with your sentence!

Examples Reebok trainers are more popular than Nike. Anna’s hair is darker than mine.

big blond boring bright cheap cold colourful comfortable dangerous dark expensive famous fast formal funny good good-looking healthy intelligent interesting long narrow new old popular practical rich serious small strong sunny tall trendy wide young

11 NOTES FOR TEACHERS This is a supplementary reading and grammar practice activity. You can do it after New Opportunities Elementary Module 11 (Images). Materials: One photocopy of the worksheet per student. Time: One class lesson. Step 1: Before you give out the worksheet, ask the class the question: What is the difference between an alligator and a crocodile? Accept all suggestions. Step 2: Give out the worksheet and ask students to read the text to find out the answer to your question. Elicit the answers. Step 3: Divide the class into groups of four. Students take turns to say sentences using adjectives from the box in the comparative form. If the others in the group agree with a sentence, the student gets a point. Monitor the activity and note down any serious mistakes. Step 4: When students have finished (i.e. when they have used all the adjectives) ask who the winner is from each group. Elicit one or two sentences from each group. Go over any serious mistakes you heard during the activity.

© Michael Harris, David Mower & Anna Sikorzynska.

MODULE 12

Noughts and Crosses •

Work in pairs. Decide who is Os (noughts) and who is Xs (crosses).

•

Play the game with another student. Take turns to choose a box and make a sentence using the superlative form of the adjective. If the sentence is correct, you get your O or X in the square.

•

The winner is the player with three Os or Xs in a line.

•

boring

funny

cold

hot

exciting

short

trendy

cheap

nasty

Play another game. First take turns to choose words from this list to put in the squares:

boring, bright, casual, cheap, colourful, comfortable, cold, exciting, expensive, fashionable, formal, friendly, funny, good, good-looking, helpful, hot, long, narrow, nasty, noisy, practical, short, smart, talented, trendy, useful, warm, wide

12 NOTES FOR TEACHERS This is an oral grammar game to practise superlative forms of adjectives. You can play the game after New Opportunities Elementary Module 12 (Celebrities). Materials: Photocopies of the worksheet (one between two students) or to save paper students can copy a grid, three squares by three. Time: Twenty minutes. Step 1: Copy this grid onto the board: bright

helpful

talented

fashionable

good

comfortable

long

useful

wide

Step 2: Demonstrate the game. Divide the class into two teams called 0s (noughts) and Xs (crosses). Students from each team take turns to choose a square. They have to say a sentence using a superlative structure. If the sentence is grammatically correct (and the sentence makes sense!), put a nought or a cross in the appropriate square. If it is incorrect or doesn’t make sense, put nothing in the square and another player can choose that adjective/square again if they want. The aim of the game is to get three noughts or crosses in a straight line (vertically, diagonally or horizontally) before the other team does. Example answers for the above grid might be: My shirt is brightest in the class. Nike trainers are the most fashionable trainers. Sue’s hair is the longest in the class. My sister is the most helpful person I know. Arsenal are the best team in Europe. I think mobile phones are one of the most useful inventions. Nicole Kidman is the most talented actress in Hollywood. This is the most comfortable chair in the house. These are the widest trousers in the shop. Step 2: When you have played the demonstration game with the class, divide the class into pairs. Either give out the worksheets or ask each pair to copy an empty grid on to a piece of rough paper. They put adjectives into each square, choosing from this list on the worksheet. Step 3: Students play their own games in pairs. If there is any disagreement about whether a sentence is valid, they should consult you. If they finish quickly they can start another game with different adjectives.

© Michael Harris, David Mower & Anna Sikorzynska.

13 NOTES FOR TEACHERS

A CLASS PRESENTATION USING A PHOTO This is a speaking activity to practise a variety of language. You can do it anytime during New Opportunities Elementary Module 13 (Volunteers). Materials: None. Time: Five minutes per student over a series of class lessons. Preparation: Find an interesting photo of yourself. For example, it may have been taken at a special event or at a special time in your life. Enlarge it on a photocopy machine or scanner if you can. Step 1: The best way to explain the activity is to give a demonstration yourself. Hold up your photo then pass it round the class. Talk about the photo. Say who took it, when it was taken, what occasion it was, what you were doing, what you remember about it, how you felt, any other details or interesting information, etc. The talk need only be couple of minutes. At the end of your presentation, the class can ask you questions about the photo and the occasion. Step 2: Ask the students to find an interesting photo of themselves to use for a class presentation. Decide when students will give their presentations. It’s a good idea to fix a timetable for this, for example, six students in Tuesday’s class, another six in Thursday’s class, etc. Note: While a student is giving his/her presentation, ask the others to listen carefully and try to think of a question to ask, for example, “How did you feel?”, “What did you do after that?” etc. Use the opportunity to assess the students’ speaking level.

© Michael Harris, David Mower & Anna Sikorzynska.

Example presentation from a co-author of New Opportunities

In this photo I was about five years old, I think. There was a big shop in the town centre and on the top floor, in the toy department, was Father Christmas. There was an enormous queue of children waiting to talk to him. I think you had to pay some money. I waited patiently and had a word with him. He asked if I was a good boy and what present I wanted for Christmas. I can’t remember what I asked for. He gave me some sweets and a little plastic car. After I saw him, we bought this photo. I told my mum and dad that Father Christmas was called George. They asked me how I knew. I told them that while I was talking to him, a shop assistant gave him a cup of tea and said: “Here’s your tea, George.” David Mower

MODULE 13 NOTES FOR THE TEACHER WHAT ARE YOU GOING TO DO? With this grammar activity you can revise be going to used for intentions. It can be done after finishing Module 13 of Opportunities Elementary. Materials A set of situation cards. You are sleepy. You are very hungry. You have no more classes today. You are very angry with your brother/sister. Your dog is sitting in front of the fridge. You have a maths test tomorrow Your trousers have oily spots on them. There is nothing to eat at home. You feel cold. You feel hot. It's your best friend's birthday tomorrow. Your room is a mess. You feel depressed. Your little brother/sister is crying. Time 5 to 10 minutes Step 1 Prepare the situation cards (see Materials). Step 2 Divide the class into groups of three. Put the situation cards upside down in the middle of the group. Students take turns to draw one and react to the information by saying what they are going to do about it. Example: You feel tired. Æ I'm going to have a long bath. Alternative You can do this activity with the whole class if you want control the language students use.

© Michael Harris, David Mower & Anna Sikorzynska.

MODULE 14

BOARD GAME 1

2 SING A SONG!

Next Weekend

10 Music

Pets

9

A Good Book

21

19

14 A Celebrity I Admire

Next Summer Holiday

23 PULL A FUNNY FACE!

6 My Hobby

TELL A JOKE!

18

22 My House and Neighbours

7

13 DO A DANCE!

5 My Holiday Last Summer

8

12

GIVE SOMEONE A BIG KISS!

4 A Good Film

My Birthday

When I leave school ... 20

2050

My Best Friend

My Family

11

3

17 Britain

15 The BEST or WORST Day of my Life 16 Weekends

24 Things To Do In My Town

25 My Favourite Place

14 NOTES FOR TEACHERS This is a speaking activity in the form of a board game to play in groups. Students have to speak spontaneously and practise a wide variety of grammar and vocabulary they have learned throughout the year. They can play the game after New Opportunities Elementary Module 14 (Shopping) Materials: One photocopy of the board game per group; a dice and four counters per group. Time: Thirty minutes. Preparation: Photocopy the board game (one per group). If you haven’t got dice and counters in school, ask some students to bring in dice to play the game. You can use coins as counters. Step 1: Divide the class into groups, ideally four students per group. Step 2: Explain the game. Students take turns to throw the dice. When they land on a square, they have to talk about the topic for an agreed period of time, for example, 15 seconds - the others in the group will time this meticulously! If they stop talking, or repeat themselves, then they miss their next turn. The game continues until one student reaches the last square. Step 3: Students play the game. While they are playing, walk around and listen. If you wish, use the opportunity to assess your students, or a selected few of them. Alternatively, you could listen for mistakes which you could go over later in the class; don’t just be negative, though – point out to the class examples of good English that you heard and praise the students. Note: Board games are easily prepared for any age or level. They can encourage practice of particular structures or freer speaking practice. Squares could contain sentences with errors for students to correct, or sentences to transform into another structure (e.g. active to passive). Squares can contain simple topics such as ‘My family’ for younger students, or more complex topics such as ‘The drug problem’ for older students, and you can ask students of higher levels to take longer turns.

© Michael Harris, David Mower & Anna Sikorzynska.

MODULE 15

NAME: ___________________________________________ CLASS: _____

CALCULATOR TALK

•

Do these calculations on your calculator and then turn it upside down to find the words in the sentences!

1 (2,669 x 2) __________ make honey. 2 Don’t (1,169 x 3) __________ your ticket! 3 What time does the (4,382 + 3,356) __________ go? 4 Water (19,036 x 3) __________ at 100ºC. 5 Her (26,271 + 26,774) __________ have got high (57,472 - 138) __________. 6 We collected some (115,469 x 5) __________ on the beach. 7 The (770 x 4) __________ is a wind instrument. 8 Don’t tell (10520 - 5203) __________! 9 He paid the (2546 + 5172) __________ in the restaurant. 10 I have to (67 x 5) __________ my (1377 x 4) __________ tomorrow.

15 NOTES FOR TEACHERS This is a fun vocabulary activity. You can do it during or after New Opportunities Elementary Module 15 (Computers). Materials: One photocopy of the worksheet per student. Students also need pocket calculators to do the activity. Time: Fifteen minutes. Step 1: Ask the students to key in the number 0·7747 (the decimal point is important, otherwise the trick doesn’t work) on their calculators and then turn the calculators upside-down. They will see the word ‘hello’. Step 2: Give out the worksheets. Explain that there are ten sentences with gaps. Students find the missing words by doing the calculations on their calculators and reading the screen upside-down. Step 3: Check the answers with the class. Students can put new words in their vocabulary books. Answers 1 bees, 2 lose, 3 bell, 4 boils, 5 shoes, heels, 6 shells, 7 oboe, 8 lies, 9 bill, 10 see, boss

© Michael Harris, David Mower & Anna Sikorzynska.

MODULE 15

UNIQUE NOTES FOR TEACHERS This grammar game can be used to practise the Present Perfect to talk about experiences. You can do it after finishing Module 15 of Opportunities Elementary. Materials None Time 10 minutes Step 1 Ask the students to think of the most unusual achievements or things they have done. Each student writes three sentences saying what they have done in their lives. Encourage them to write about things that other people in class haven't done. Use your own experience to give examples. Example I've eaten shark meat. I've been to Machu Picchu. I've been to a Michael Jackson concert. Step 2 Students take turns to read out their sentences and the other students say if they have done the same thing or not.. The student scores one point for each thing nobody else in the class has done. The winner is the student who has had most unique experiences.

© Michael Harris, David Mower & Anna Sikorzynska

MODULE 16 NAME: __________________________________________________ CLASS: ____

FLYING SAUCERS •

Read the text and then answer the questions.

Many people say they have seen UFOs. However, many people also admit that they have played tricks to make people think that UFOs exist. Clare Robson investigates. In 1967, two students in the UK made six ‘flying saucers’, each with a diameter of 1·5 metres. They made ‘beeping’ noises and the students left them in some fields near their university. Some people reported the ‘alien spaceships’ and the police came and took them away. When scientists saw them, they knew immediately that it was a trick. This is just one example of the many tricks people have played. I spoke to some people who have played tricks and also to some of their victims. First, a victim, Julie Sweeney from California, USA: “I was a victim of a UFO trick. I was in my car at night and I saw a group of lights moving around in a circle above some trees. It was like a flying saucer going round and round. I drove closer and then could see it was a trick. There was a big balloon with lights hanging from it. Two teenagers were standing below, turning it round! A silly joke, really, but quite effective.” Tony Marr, a student from Derby in England, has also played UFO tricks: “A few months ago, a friend and I made a ‘crop circle’ in a field of corn near my house. We’ve done this before, but this one was really good and it was in the newspapers.” He told me how to make a ‘crop circle’. “First you find a field with vehicle tracks in it. Next, you walk along the tracks to the centre of the field. One of you stands in the centre holding a ball of string while the other walks away holding the end of the string. Then the second person walks around, holding the string tight, to make a circle. Finally, you both press the corn down flat with a stick – we use big brushes. And there you are – a ‘crop circle’, obviously made by a UFO! It’s funny when you see experts giving their opinions about it!” There have been thousands of reports of UFOs. However, there is no evidence that they exist. What do you think?

1 Are these statements true or false, according to the text? Write T or F in the boxes. In 1967, two students made some ‘flying saucers’ and then phoned the police. It was dark when Julie Sweeney saw some lights above some trees. The two teenagers in California were in a tree. Tony Marr describes the first time he played a UFO trick. There are no photos of real UFOs. 2 What do the words in italics refer to? a) They made ‘beeping’ noises … b) … the police came and took them away c) When scientists saw them … d) … they knew immediately that it was a trick 3 Draw three diagrams or pictures to show how to make a ‘crop circle’. Enter the field, like this:

Draw the circle, like this:

Press the corn flat, like this:

16 NOTES FOR TEACHERS This is a supplementary reading activity. You can do it after New Opportunites Elementary Lesson 46 (Alien Life). Materials: One photocopy of the worksheet per student. Time: Ten minutes in class plus homework. Step 1: Explain some new vocabulary students will need to understand the text. balloon, crop, diameter, effective, expert, stick, string, tracks, trick, vehicle, victim Step 2: Give out the worksheets and make sure students understand the tasks. Step 3: For homework, students read the text and do the tasks. Step 4: Check the answers in the next class.

© Michael Harris, David Mower & Anna Sikorzynska.