NEW OPPORTUNITIES INTERMEDIATE WEBSITE RESOURCES

MODULE A) WORKSHEET/ACTIVITY B) INTERNET ACTIVITY 1 Adventure Adventure Questionnaire

Students do a fun quiz to get them to think more about the topic of adventure. Time: 50 minutes Grammar activity: ‘Famous People’ Practises questions in the present tenses. Time: 15 minutes

Factfinder Students use a real website to complete a factfile on the explorer Benedict Allen. Time: 30 minutes

2 Stories Experiencing stories Students listen to and try to ‘experience’ a story and discuss it. Practises extensive listening and helps develop students’ imagination. Time: 50 minutes Grammar activity Revises past tenses with special focus on the Past Perfect. Time: 20 minutes

Groucho Marx Timeline Students use the Marx Brothers website to find out more about Groucho’s life. Time: 20-25 minutes

3 Travel

City Game This game practises basic travel situations and uses basic functional language that students have seen in New Opportunities Intermediate and Pre-intermediate. Time: 50 minutes Grammar activity Practises Present Perfect Continuous Time: 5 – 10 minutes

Visit London Students use the official London website to plan a fun stay in the city. Time: up to three lessons or a homework task

4 The Media Imaginary News Items A writing activity to practise a variety of verb forms, where students also have to read aloud. Time: 30 minutes Grammar activity: ‘Passive or Active?’ Practises the passive Time: 10 minutes

Media Watch Students look at news websites from around the world and compare the top news topics. Time: 50 minutes

5 Advertising Write your own advert A guided writing activity where students plan, write and design their own advert for a product of their choice. Time: 50 minutes Geography quiz Practises the use of articles with geographical names Time: 10 – 15 minutes

les Factfinder Visit the official Welsh tourist website and find out more about this fascinating country. Time: 20 minutes

6 People People Quiz This activity practises listening and vocabulary about people. Time: 10 minutes Guessing Practises modal verbs used for speculating. Time: 15 – 20 minutes

Celebrity Quiz Students use websites to write their own celebrity quiz. Time: 50 minutes

7 Learning Memory Quiz A quiz to revise information from the first six modules of New Opportunites Intermediate Students’ Book. Time: 30 minutes Grammar activity Practises past conditionals Time: 10 minutes

Schools Around the World Students find out information of other schools from Australia, the USA and Britain. Time: 30 minutes

8 Careers Interview Game A game to get students asking and answering questions and avoiding straightforward yes/no answers. Time: 30 minutes Grammar activity ‘Gossip’ Students practise reporting statements Time: 10 – 15 minutes

Career Choice Students look at British career guidance websites to find out more about their possible career (suitable only for older students).

9 Culture Shock Cultural Mistakes This activity is to make students aware of cultural mistakes. Time: 30 minutes Grammar activity Practises linking words Time: 10 minutes

Australia Factfinder Students use the official Australian tourism website to complete a tasksheet. They then use the tasksheet to give a presentation. Time: 50 minutes

10 Civilisation Class Debate Students choose controversial statements to discuss and then have a class debate. Time: 50 minutes Grammar activity Students make sentences with wish to express their regrets about the present and the past. Time: 10 – 15 minutes

Wonders of the World Students rank some of the wonders of the world, such as the Giza pyramids, the Great Wall of China and the Taj Mahal. Time: 50 minutes

MODULE 1 ADVENTURE QUESTIONNAIRE Questionnaire - How Adventurous Are YOU? 1- What would be your ideal summer holiday? a) three weeks trekking through the Amazon looking for a lost tribe b) going on an organised cruise around the Mediterranean with your mum c) climbing the north face of Everest on your own and with no oxygen d) going camping on a Scottish island with a group of friends 2- What would you do if someone offered to take you bungee jumping off a very high bridge? a) go along and watch the other people b) be the first to jump off the bridge c) watch the other people and then try to jump yourself d) turn pale and say you suffer from vertigo 3- Which of these hobbies would you most like to take up? a) stamp collecting b) bull-fighting c) snowrafting d) gardening 4- If you saw some tasty-looking red and white mushrooms in the woods in the autumn, what would you do? a) go home and make a big omelette for your family and yourself b) take one of them to the science teacher at school to find out what they are c) get a book out of the library and make sure they are safe to eat d) give one of the mushrooms to your dog to see if he/she eats it 5- If you had the opportunity to travel around the States for four weeks how would

you prefer to go? a) in a rented car with a group of your friends b) hitch-hiking and getting buses on your own c) travelling around by aeroplane with your family d) going on an organised coach trip with your grandmother 6- What would you do if you discovered a deep cave when out walking on your own? a) tell your friends about it when you got back home b) tell the local natural history society about the cave c) go into the cave as far as possible even though you can’t see very well d) go back home and get a torch and rope to explore the cave properly © Michael Harris, David Mower & Anna Sikorzynska.

1A NOTES FOR TEACHERS Objectives : The aim of this questionnaire is to get students to think more about the topic of adventure and have a bit of fun. It can be done at any point in Module 1. Classroom Time: 50 minutes Materials:. questionnaire Preparation : Photocopy the questionnaire or write it up on the board. Step 1: Give out the questionnaires. Go through any new vocabulary. E.g. suffer from vertigo (fear of heights) hitch-hiking - getting lifts from cars and lorries torch - small light that you carry to help you see Step 2: Give students five or ten minutes to answer the questionnaire on their own. Step 3: Divide students into pairs. Students interview each other and work out each other’s score using this key- 1- a- 3 pts b- 0 pts c- 5 pts d- 1 pt 2- a- 0 pts b- 5 pts c- 3 pts d- 0 pts 3- a- 0 pts b- 5 pts c- 3 pts d- 0 pts 4- a- 0 pts (mad!!) b- 3 pts c- 3 pts d- 0 pts (think of your poor dog!) 5- a- 2 pts b- 5 pts c- 1 pt d- 0 pts 6- a- 0 pts b- 0 pts c- 3pts d- 5 pts Students then decide how adventurous their partner is and tell the class. 25-28 pts - you are very adventurous, but a bit mad! 17-24 pts - you are an adventurous person 10- 16 pts - you are not very adventurous under 9 - you are not at all adventurous! Ask students to say if they thought the key to the questionnaire was fair. Option Divide students into pairs and get them to write their own personality questionnaire. Ideas- How fit are you? / How sporty are you? / How musical are you? / How romantic are you? Look at the questionnaires and check language and content (do the questions make sense?) Finally, get students to interview different pairs. They then report back to the class about the students they have interviewed. © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 1 Famous people NOTES FOR TEACHERS This grammar activity is meant to practise questions in the present tenses: Present Simple, Present Continuous and Present Perfect. Materials A number of slips of paper with names of famous living people. Below are some possible names although it would be best to choose the people your students know a lot about, e.g. some local celebrities. Possible names: Brad Pitt, Ronaldinho, Orlando Bloom, George W. Bush, Robbie Williams, Jennifer Aniston, Daniel Radcliffe, David Beckham, Ashley Olsen, Marek Kamiński, Time 15 minutes Preparation Prepare the slips with the names of as many celebrities as there are students in class. Step 1 Explain that the students are going to interview a celebrity and they have to think of questions. Give them an example person, and write possible question stems on the board: Have you ever …..? How many times/what/why have you …..? What/where/when/who do you ……….? What / who /where are you …….. –ing …………….? Choose a celebrity and elicit a few possible interview questions: Example Ronaldo Have you ever won the World Cup? How many goals have you scored for Brazil? Do you do any other sports? How much do you earn? Are you planning to change clubs? Step 2 The students work in pairs. Distribute the slips. Let the students change their slip so that each student gets a celebrity they are well familiar with. Tell them to imagine they are this famous person. Step 3 The students show each other who they are. Then they prepare a few interview questions for their partners and conduct a short interview. You can advise them to take notes. Step 4 The students take turns to present to the class the information about their interviewees. The class guess what celebrity they are talking about.

MODULE 1 INTERNET ACTIVITY http://www.benedictallen.com Complete this factfinder for homework using Benedict Allen’s official website. Do not read and try to translate everything. Just try to get the information. ---------------------------------------------------------------------------------------------------------- FACTFINDER 1 Which of these things does Benedict Allen do? a) explore places on his own b) make TV programmes c) teach biology d) meet people from other cultures e) write books about his expeditions f) do paintings and drawings g) give talks about his expeditions h) make films

2 What does he usually take with him on his expeditions? a) food and water b) a small video/DVD recorder c) a film crew d) a team to help him e) animals (e.g. dogs/camels) f) a GPS navigation system g) a laptop computer h) a mobile phone 3 Which of these countries has he been to? a) Russia (Siberia) b) Argentina (Patagonia) c) Haiti (in the Caribbean) d) Namibia (in Southern Africa) e) Brazil (the Amazon) f) Papua New Guinea g) the USA (Alaska) h) Mongolia

4 Which of these places has he crossed? a) the Sahara Desert b) the Namib Desert (southern Africa) c) the Gobi Desert (central Asia) d) the Atacama Desert (Chile) e) the mountains of New Guinea f) large areas of Siberia g) the Antarctic h) the Atlantic Ocean

5 Which of these things has he done? a) climbed Everest b) gone through the ‘crocodile’ ceremony c) gone through a Voodoo ceremony d) found previously unknown groups of people e) discovered a new species of wild cat f) stayed with ‘tribal’ people for long periods of time g) gone into space h) made a film about witchdoctors ---------------------------------------------------------------------------------------------------------- © Michael Harris, David Mower & Anna Sikorzynska.

1B NOTES FOR TEACHERS Objectives : The aim of this ‘factfinder’ is to get students to use the Internet to find out specific information. The subject is the British explorer, Benedict Allen, who appears in Lesson 2 (Travellers’ Tales). Students have to read the homepage of his website and find out more about him. By doing this they can also see that the characters in the book are real. This activity can be done before or after Lesson 2. Time: This is best set for homework for students with access to the Internet. If you can do it in a computer room with your students, it will take around 30 minutes. Materials: Photocopy of the ‘factfinder’ task sheet. Homepage of Benedict Allen’s website http://www.benedictallen.com It might be an idea to take an atlas or globe into the class. Preparation : Briefly look at the website to make sure that it has not changed substantially. The website will obviously be updated as Benedict Allen goes on more expeditions. It might be an idea to do one photocopy of the website for you to refer to in the class. Step 1: Give out the factfinder task sheets. Go through any vocabulary. film crew / GPS (global positioning system) / Voodoo (there are various spelling of this – a religion found in West Africa and parts of the Caribbean, especially Haiti) / witchdoctor (magician/doctor/spiritual leader in some non-monotheistic cultures) Check that students know where the places are that he visits. See suggestion to take a globe/atlas into class.

Step 2 Students read the homepage and find the information. Before they do this, tell them that this is a completely authentic piece of writing and they do not need to understand every word. All they need to do is get the specific information. Step 3 Go through the answers in class. Remember these answers might change as the website is updated. 1 - a) / b) / d) / e) / g) / h) 2 - a) / b) / e) 3 - a) / c) / d) / e) / f) / h) 4 - b) / c) / e) / f) 5 – b) / c) / d) / f) / h) Step 4 Discuss any problems students had with the website. They could also find out more about Benedict Allen in the ‘About Benedict Allen’ section of the website. © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 2: STORIES Experiencing Stories 1 You are going to listen to a story told by your teacher. While listening, close your eyes. Try to ‘see’ the story in your mind. 2 Work in pairs. How did you imagine the story? Answer the questions below. 1- How did you imagine the story: moving pictures or stills? / colour or black and white? 2- Were you in the story or looking at it from the outside? 3- What colours could you see in the story? 4- Choose a place from the story. How did you imagine it? 5- How did you imagine the main character? 3 Tell the class how you saw the story. 4 Work in pairs. Discuss these questions about the story. 1- Did you enjoy the story? 2- Did you find the story: relaxing/exciting/funny/sad/happy? 3- What character did you like most? Why? 4- Were there any characters you did not like? Why? 5- Which bit of the story did you like most? 6- Did you like the ending of the story? Issues: Was there a moral to the story? Do you agree with it? Was what happened in the end of the story fair? What do you think of the way the story showed: women/men/people from other places 5 Write an alternative ending for the story. Read it out to the class. © Michael Harris, David Mower & Anna Sikorzynska.

2A NOTES FOR TEACHERS Objective The objective of this activity is to practise extensive listening and develop students’ imagination. It can be done at any point in Module 2. Materials: standard story task sheet Time: 50 minutes Step 1 Give out the task sheets (these can be used with any story that you want to tell or listen to). Go through key vocabulary relevant to the story. Step 2 Tell the story or play a story from New Opportunities. Make sure that all students close their eyes while your telling the story. Tell them to ‘see’ the story in their own minds. Possible stories from New Opportunities Intermediate which are on tape – The Chase p. 22/23 The Story of Frankenstein - p. 132-133 Alternatively, you can tell a story yourself. Below are some notes for a story for you to tell. You can alter the content of the story as you wish (taking out or adding graphic details!) Story Notes Once upon a time - a young girl called ‘Pepa’ lived in the green hills of Galicia in north-western Spain- her family were very poor and they lived in a little white cottage. Pepa had to look after the family sheep and go up to the hills every day. One day, she was with the sheep in the hills when there was a terrible storm. The sky went black - there was thunder and lightning. Pepa was afraid - sheltered beneath a rock. Then she saw a big grey wolf - it was attacking the sheep and had blood on its mouth. Pepa was very angry - she picked up a stone and threw it at the wolf - by chance it hit the wolf and killed it. Pepa took the wolf back into the village - all the villagers happy and the mayor rewarded her - gave her the name of ‘Pepa Loba’ (loba = wolf) and presented her with a gun. In the next few years, everything went wrong for Pepa. First, her father died and then her mother - her brothers left to emigrate to America. Pepa had no money and had to sell sheep. Only had her gun - so decided to become a bandit. Went to live in the hills - which she knew very well. Started to rob coaches on the main road from Madrid to A Coruña - in order to survive. She was very fair - she never robbed poor people - or handsome men (she would get other favours!). After some time, the local military governor became angry - decided to capture Pepa and put her on trial as an example. One day - Pepa held up a coach - out jumped soldiers - there was a battle and she was wounded - finally they followed the trail of blood from her wounds and captured her in her cave. They took her to the prison in A Coruña - a dark, damp cell with no light at all and full of rats. She was taken to trial - the judge declared her guilty. One day at dawn - taken outside into the prison yard - faced the firing squad bravely. That was the end of Pepa! Step 3 Get students to do Exercise 2 in pairs. Then ask them to report to the class how they saw the story. Step 4 Get students to do Exercise 4 in pairs. Go through the questions with the whole class.

Option Get students to write an alternative ending to the story. E.g. a happy ending to the Pepa Loba story. © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 2 Read the events in a story. Circle the events that happened before Mike entered the café (event 1). Then write the story. Remember to mention the events in the order from 1 – 16, add three new facts or events and provide your own ending.

1. Mike entered a cafe in Oxford Street. 2. He made a date there with Sheila. 3. He met Sheila for the first time at a club on Saturday. 4. He sat down at a table by the window and ordered a cup of tea. 5. He bought three red roses for Sheila. 6. He put the flowers on the table in front of him. 7. He was thinking about his girlfriend, Nicole. 8. Mike planned to break up with Nicole but didn't do it. 9. The door opened and Nicole came in. 10. Nicole saw Mike buying the flowers and followed him. 11. Mike didn't see Nicole come in. 12. Nicole sat down at a table in the corner. 13. Sheila came in and sat down at Mike's table. 14. Nicole recognised Sheila. 15. Sheila snatched away Nicole's previous boyfriend. 16. Nicole came up to Mike and Sheila's table.

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2 NOTES FOR TEACHERS In this activity students revise past tenses, with special focus on the Past Perfect. Materials A task sheet with a list of events in a story Time 20 minutes Step 1 Divide the class into pairs or small groups and give each group the task sheet with events in the story. Step 2 The students read the events and identify the ones that happened before Mike entered the café. Ask the class what tense they would have to use to mention these earlier events in their story. Step 3 The students write a story based on the list of events. They have to mention all the events in the task sheet in the same order, add at least three new events and add their own ending. Monitor group work to control the use of past tenses. Step 4 The groups read out their stories. Alternatively, you can collect the stories to mark them.

2 B INTERNET ACTIVITY http://www.marx-brothers.org/biography/marxes.htm Go to the Marx Brothers website and find the page on ‘Groucho’. Use it to complete the timeline of his life. 1890 Born in …… the …. son of Sam and Minnie Marx …… Started performing for the first time. 1909 Formed a singing trio with Mabel O’Donnell and his brother …………

and later his other brother …………… 1912 Made the first musical comedy sketch about a ……………... …… Got married …… Son born. 1924 First very successful musical comedy (‘I’ll say she is’) Groucho got his

painted moustache because one day he …………………………….. …… Second very successful musical comedy (‘Cocoanuts’).Was a hit in

Broadway (New York). …… Daughter born. 1929 Made his first ……….. called …………….. 1930 Film ‘Animal Crackers’ came out. …… Film ‘Duck Soup’ came out 1939 Started working in ……………….. …… Got divorced. 1947 Started a …………………….. called ‘You Bet Your Life’ 1950s Investigated by ………… because he was a liberal. …… His autobiography ‘Groucho and Me’ was published. 1972 Got an award from the ………….. government.

Appeared in a show at ……………. in New York. 1977 …………………………….. © Michael Harris, David Mower & Anna Sikorzynska.

2 B NOTES FOR TEACHERS Objectives This is an extensive reading activity using an article about Groucho’s life and a timeline. Time: about 20 minutes Material The official website on the Marx Brothers (section on Groucho). http://www.marx-brothers.org/biography/marxes.htm Students could also look for information on Wikipedia. http://en.wikipedia.org/wiki/Groucho_Marx Preparation: Check the two websites to see if there have been any changes. Step 1 Give out the timeline and get students to try to predict some of the answers. Step 2 For homework or in class, students use the websites to complete the timeline about Groucho. Step 3 Go through the answers in class (answers in bold).

1890 Born in New York City the third son of Sam and Minnie Marx 1909 Started performing for the first time. 1909 Formed a singing trio with Mabel O’Donnell and his brother Gummo and

later his other brother Harpo. 1912 Made the first musical comedy sketch about a school. 1920 Got married 1921 Son born. 1924 First very successful musical comedy (‘I’ll say she is’) Groucho got his

painted moustache because one day he arrived late at the theatre and did not have time to put on a false moustache. It was easier so he continued doing it.

1925 Second very successful musical comedy (‘Cocoanuts’).Was a hit in Broadway (New York).

1927 Daughter born. 1929 Made his first film called ‘Cocoanuts’ 1930 Film ‘Animal Crackers’ came out. 1933 Film ‘Duck Soup’ came out 1939 Started working in radio. 1942 Got divorced. 1947 Started a comedy quiz show called ‘You Bet Your Life’ 1950s Investigated by the FBI because he was a liberal. 1959 His autobiography ‘Groucho and Me’ was published. 1972 Got an award from the French government.

Appeared in a show at Carnegie Hall in New York. 1977 Died in California. Option Students choose a famous person from their own country and do a similar timeline. © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 3: CITY GAME 1- Choose four of the cities below to visit on a world tour. Write down a list. 1- Amsterdam souvenir - some Dutch clogs (wooden shoes)

2- Athens souvenir - a model of the Parthenon

3- Barcelona souvenir - a poster from the Picasso museum

4- Berlin souvenir - a piece of the Berlin wall

5- Buenos Aires souvenir - an Argentina national football shirt

6- Cairo souvenir - a model of one of the pyramids

7- Chicago souvenir - a cowboy hat

8- Edinburgh souvenir - some model bagpipes

9- Istanbul souvenir - some ‘Turkish Delight’

10- Lisbon souvenir -a Portuguese doll

11- London souvenir - a mug with a picture of Queen Elizabeth

12- Los Angeles souvenir - a poster of your favourite film star

13- Manchester souvenir - a Manchester Utd tee-shirt

14- Montevideo souvenir - a CD of tango music

15- Moscow souvenir - a Russian doll

16- New York souvenir - a model of the Statue of Liberty

17- Paris souvenir - a bottle of perfume

18- Prague souvenir - a model of Prague Castle

19- Rio de Janeiro souvenir -a photo of Copacabana beach

20- Rome souvenir - a model of the Colisseum

21- St Petersburg souvenir - a Russian fur hat

22- Sydney souvenir - a stuffed kangaroo (not real)

23- Toronto souvenir - a photo of Canadian woods in autumn

24- Warsaw souvenir - a Polish doll

2- Work in groups of three or four. Put your lists on the table. Take turns to ‘visit’ your cities. To collect souvenirs you must complete the tasks below. Your partners will only give you a souvenir if they think you have completed the task well. Tasks (upside down - on a separate piece of paper) 1- You meet someone on the plane. Tell them what you have been doing recently.

2- When you arrive you find that your suitcase has been lost. Describe what it looks like and what is in it.

3- At immigration, you are asked where you are from and why you are visiting the city. Answer the questions.

4- You ring up your family and tell them where you have been and what you have been doing.

5- You arrive five minutes late for your flight. Make a good excuse to the person at the check-in desk.

6- You go to the tourist information office and tell them what kind of hotel you are looking for.

7- You don’t feel like going on an excursion. Make an excuse to the tour guide.

8- You meet someone at your hotel. Tell them something about yourself.

9- Tell the waiter at the hotel what you’d like for breakast tomorrow.

10- You are sitting in a taxi in a traffic jam. Tell the driver about the last city you visited.

11- Tell your friends what kind of shops you would like to go to and what you’d like to buy there.

12- You lose your handbag. Tell the police what it looked like and what was in it.

13- The person next to you asks you for advice about where to go in Britain. Give

14- You meet someone on the plane. Make suggestions about cities to visit and

15- When you arrive at your hotel - tell the receptionist what kind of room you

him/her some ideas. things to do there. would like. 16- You meet someone on the plane. Tell them why you think planes are a better form of transport than cars.

17- Somebody says you look very tired. Tell them why and what you have been doing.

18- A woman pickpockets you and steals your wallet. Tell the police what she looked like.

19- The tour guide suggests going bungee jumping. Make an excuse for not going.

20- The hotel lift breaks down. Tell the people with you what you’re going to do when you get out.

21- You meet someone on the plane. Tell him/her why you like travelling.

22- In the airport, you see a suspicious man leave a bag under a seat. Tell the police what he looked like.

23- Your plane is ten hours late. Tell the person next to you about the first time you ever left home.

24- A friend of yours rings you up. Tell him/her what you have been doing on your trip.

3A NOTES FOR TEACHERS Objectives The aim of this game is to practise basic travel situations and use basic functional language that students have seen in New Opportunities Intermediate and Pre-Intermediate. Materials: table with list of cities / task sheet Time: 50 minutes Preparation: Photocopy the list of cities and the task sheet. You can cut these up (or ask students to cut them up). Step 1 Give out the list of cities. Students plan a world tour including four of the cities. They write the cities down in a list. Step 2 Divide the class into groups of three or four. Students put their lists down on a table or desk. Step 3 Give one student the task sheet or the list of tasks cut up. He/she gives the tasks for students to do as they visit their cities. The other students must decide if the answer is good enough before ‘giving’ them a souvenir - a majority vote counts. Step 4 At the end of the activity, students tell the class where they have been, what souvenirs they collected and what they had to do to collect them. © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 3 NOTES FOR TEACHERS In this grammar activity students practise the Present Perfect Continuous. Materials A set of slips with cues for each pair of students. You've got brown marks on your face. You look tired. You're out of breath Your eyes are red. Your hands are covered with mud You have a black eye. You're carrying a French dictionary in your bag. There's a dirty cup on your desk. There's a guidebook of Ireland on your desk. Your feet hurt. You have a headache. You've got spots of paint on your t-shirt. I can smell cigarette smoke here. There are children's books in your room. Your computer is switched on Time 5-10 minutes Step 1 Divide the class into pairs. Give each pair the set of cues, upside down. Step 2 The students in turn take one slip and read it out to their partner. The partner responds with an explanation in the Present Perfect Continuous. Example S1: Your eyes are red. S2: I've been reading all night. / I've been crying. / I've been watching TV for too long.

3 B INTERNET ACTIVITY

http://www.visitlondon.com

Imagine you are going to London for five days. What would you like to do there? Use London’s top tourist website, VisitLondon, to plan your trip. First, get onto the site and have a look around! (Young London (advice for young people) /Entertainment (music/cinema etc.) / Attractions (places to visit) /What’s On (nightlife and sporting events). Then complete the sheet below: SIGHTSEEING Choose four places to visit: (see Top Ten Attractions) 1……………………………………………………………………………………… 2……………………………………………………………………………………… 3……………………………………………………………………………………… 4……………………………………………………………………………………… Choose a tour to go on like visiting London in an open-top bus or going on a tour or the river: (see Tours) …………………………………………………………………………………………………………………………………………………………………………………………. NIGHTLIFE Plan your nightlife! Find at least three interesting places to go to (see these sections: Entertainment/Young London- Things to do/What’s on) 1………………………………………………………………………………………… 2………………………………………………………………………………………… 3……………………………………………………………………………………….… PRACTICALITIES London is a very expensive city. Use the Young London section (London on a Shoestring) to find: Ideas to save money (e.g. on transport): ……………………………………… ………………………………………………………………………………………….. Cheap Accommodation (under £50 a night):………………………………………. …………………………………………………………………………………………… Cheap places to eat: ………………………………………………………………….. …………………………………………………………………………………………. Cheap places to buy things (e.g. markets): ……………………………………….. …………………………………………………………………………………….. © Michael Harris, David Mower & Anna Sikorzynska.

3 B NOTES FOR TEACHERS Objectives The aim of this activity is to get students using an authentic travel website and planning a trip by themselves. This activity is ideal for older students (over 16). This activity could take up to three classroom lessons or be set as a homework project. Materials: The official London website http://www.visitlondon.com Preparation: Check that the website has not changed and that it still uses the same structure (Attractions/What’s On etc.). If it has changed, alter the tasksheet.

Step 1 Brainstorm what students know about London as a place to visit. attractions (places to see) / museums and art galleries / entertainment and nightlife / sport Step 2 Explain to students how the website works: homepage and different sections (attractions/young London). Point out the useful sections for them. Give out the task sheet and set the activity for homework (or do in class if you have the facilities).

Step 3 Students bring in their completed tasksheets. Divide the class into pairs. They ask and and answer questions about their plans. They plan a trip together, deciding on where to go, where to stay etc. Stay 4 Students report their plans to the class. Decide what the most popular destinations and activities are. Option Use the task sheet to work out a similar trip for a city in their country that they know. © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 4: IMAGINARY NEWS ITEMS 4A NOTES FOR TEACHERS Objectives: This is a writing activity to practise a variety of verb forms; students also have to read aloud. Materials: A cassette recorder if you wish to record the students; otherwise none. Time: 30 minutes. Preparation: Step 1 Divide the class into groups of five or six. Step 2 Explain that student 1 is going to write an imaginary news item about student 2, student 2 is going to write about student 3, and so on, until the last person in the group writes about student 1.

Step 3 Demonstrate the kind of thing you expect by reading out the following news items, inserting the name of a student in the class in each item. You can, of course, prepare your own examples if you prefer. (Name of male student), lead guitarist with The Motels rock group, has revealed in an interview with ‘Hello!’ magazine that he and Julia Roberts were secretly married in New York last month. At the moment they are on honeymoon in the Bahamas and later in the year they plan to make a movie together. (Name of female student), the 18-year-old tennis star, won the final of the Wimbledon championships in London today. She beat Venus Williams, the favourite, by two sets to one: 6-3, 4-6, 6-1. After the thrilling match, (name of the student) said she was going to spend a few weeks at home with her family before beginning training for the US Open. Step 4 Students write their news items. Monitor what students are writing and make sure that there is nothing that might be unpleasant for the student being written about. Step 5 Students read out their news items to the group. When they finish reading their item, they should say ‘And now over to …’, naming the next student or ‘newsreader’ in the group. The final student should say ‘And that’s the end of today’s news’. Option You can record each group’s news and then analyse their performance, e.g. for pronunciation practice. © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 4 Passive or active

Make sentences based on the cues. Some sentences can only be passive, some only

active and some can be both. Decide what tense you need to use.

1. Mona Lisa – paint – in the 15th century

………………………………………………………………………………………………………………

2. John Lennon – kill – in New York

………………………………………………………………………………………………………………

3. Alexander Bell – invent – the telephone

………………………………………………………………………………………………………………

4. South America – invade – in the 16th century

………………………………………………………………………………………………………………

5. Potatoes – eat – in Europe and America

………………………………………………………………………………………………………………

6. Penicillin – discover – 150 years ago

………………………………………………………………………………………………………………

7. Steven Spielberg – direct – E.T.

………………………………………………………………………………………………………………

8. Chopin – bring up – in Poland

………………………………………………………………………………………………………………

9. Gorillas – live – in African jungle

………………………………………………………………………………………………………………

10. The Beatles – sing – Yesterday

………………………………………………………………………………………………………………

11. Odyssey – write – in ancient Greece

………………………………………………………………………………………………………………

12. Millions of people – die – during World War II

………………………………………………………………………………………………………………

4 NOTES FOR TEACHERS – Passive or Active In this activity students practise the passive. They decide whether they have to use passive or active voice to convey given information. Materials A task sheet for each student or a pair of students Time 10 minutes Step 1 Distribute the task sheets. Explain that the students can work on their own or in pairs. Step 2 The students make sentences to convey the information from the cues. Some cues can only be expressed in passive, some only in active voice, and some can be put either in active or in passive. Step 3 Check the sentences with the whole class.

MODULE 4 WORLD MEDIA WATCH Get onto news websites around the world and list three top news topics in each website (including one on sport). Write the topics in your own words. Example: BBC November 24 2006: 1 An ex-spy from Russia has died 2 More bombs in Baghdad 3 England disaster in cricket in Australia ---------------------------------------------------------------------------------------------------------------------------------------------------------------

TODAY’S NEWS AROUND THE WORLD DATE:……………………… BBC NEWS http://news.bbc.co.uk

1………………………………………………………………………………………… 2………………………………………………………………………………………… 3………………………………………………………………………………………….

CNN NEWS http://www.cnn.com

1........................................................................................................................................... 2........................................................................................................................................... 3..........................................................................................................................................

AL JAZEERA ENGLISH NEWS http://english.aljazeera.net/News/

1........................................................................................................................................... 2........................................................................................................................................... 3..........................................................................................................................................

THE JAPAN TIMES http://www.japantimes.co.jp/

1........................................................................................................................................... 2........................................................................................................................................... 3..........................................................................................................................................

THE TIMES OF INDIA http://timesofindia.indiatimes.com

1........................................................................................................................................... 2........................................................................................................................................... 3..........................................................................................................................................

CHINA DAILY http://www.chinadaily.com.cn

1........................................................................................................................................... 2........................................................................................................................................... 3..........................................................................................................................................

MAIL AND GUARDIAN (SOUTH AFRICA) http://www.mg.co.za/

1........................................................................................................................................... 2...........................................................................................................................................

3.......................................................................................................................................... ABC (AUSTRALIA) http://www.abc.net.au/

1........................................................................................................................................... 2........................................................................................................................................... 3.......................................................................................................................................... Flag of your country a news website from your country 1........................................................................................................................................... 2........................................................................................................................................... 3.......................................................................................................................................... © Michael Harris, David Mower & Anna Sikorzynska.

4 B NOTES FOR TEACHERS INTERNET ACTIVITY World Media Watch Objectives: The aim of this activity is to find out what the major news stories are in different countries around the world. By doing this, students will get an idea of the priorities of each country (e.g. Japan – news items about the North Korea crisis). At the same time, this activity practises gist reading of authentic material. Materials: Access to websites. Tasksheet. Time: 50 minutes Preparation: Check that the websites have not changed. Since these are all major news companies, this is unlikely to happen. Step 1 Ask students to tell you about the main news stories at the moment in your country. Get them to list the main international news. Step 2 Give out the worksheet. Check that students know where the places are and something about the news organisations. BBC – British Broadcasting Corporation – public TV and radio UK CNN- Cable News Network – private US TV station Al Jazeerah – the largest Arabic TV news and website – based in Quatar in the Gulf The Japan Times – small independent English language newspaper The Times of India – leading daily newspaper in India China Daily – state-controlled English language newspaper The Mail and Guardian – liberal newspaper from South Africa (was against apartheid) ABC – Australian Broadcasting Corporation – Australia’s BBC Step 3 Either in class or for homework, ask students to complete some or all of the sections. You could give websites per person to investigage. Remind students that they will find the language difficult. Tell them to choose the most important stories on the basis of the size of the headlines, the amount of text and the pictures that go with it. If students do not understand what a topic is about, ask them to write down the headline and a couple of sentences about it.

Step 4 Go through the items with the students. Compare the top stories and ask students to make conclusions about the differences. Example: The top story in most countries is Iraq but this is more important in the US and the UK which has armies there. Option They could do the same activity looking at different websites from news organisations from their own country. © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 5 Geography quiz NOTES FOR TEACHERS In this activity students practise the use of articles with geographical names. Materials None Time 10-15 minutes Preparation Prepare a set of questions for a geography quiz. You can find some possible questions below.

1. What's the name of the state that contains England, Scotland, Wales and Northern Ireland?

2. What is the longest river in Africa? 3. What's the capital of the United States? 4. What Ocean surrounds the Hawaii? 5. What's the highest mountain range in Europe? 6. What is the highest mountain in the world? 7. What group of islands does Tenerife belong to? 8. What sea is shared by France, Italy, Spain, Algeria, Tunisia, Egypt, Greece and

other countries? 9. What country was Rembrandt from? 10. What country has the capital in Manila? 11. What mountain separate France from Spain? 12. What is the name of the big lake on the border of Peru and Bolivia, famous for

Indian culture? 13. What is the biggest river in the world? 14. What country does Greenland belong to? 15. What's the biggest mountain range of South America? 16. What two countries do the United States border?

Step 1 Divide the class into two or more teams and announce a geography quiz. Draw a table on the board in which you will put the scores of the teams. Step 2 The teams in turn answer questions. If they give the correct answer, they score one point. If they don't know the answer, the question is passed on to the next team. The competition is over when you have run out of questions. The winner is the team that scored most points.

MODULE 5 Write your own advert Stage 1 Work in pairs or groups of three. Choose the kind of product you want to advertise. a) electronic: mobile phone/MP3 player/laptop etc. b) holiday c) personal care product (deodorant/after shave/make up/shampoo) d) DVD/music CD/computer game Stage 2 Think in more detail about your product. a) Look through magazines and the Internet. Find a photo of it (e.g. a photo of a place for a holiday / a photo of a new mobile phone). b) Make a list of the features of the product: what it can do/what the user can do with it (or what holiday activities there are)/how much it costs c) List the key selling points. Choose adjectives from the Key Words or idiomatic expressions from Exercise 6 p. 59

Stage 3 Plan the layout of your advert. Example:

TITLE OR SLOGAN

text why your product is special what it can do the price extra components

PHOTO OR DRAWING

quotes from people who have used the product or from critics

contact details of your company

Stage 4 Write the text for your advert (title/slogan/main text/contact details).

Stage 5 Check your text and write it out neatly. Then put together your final advert (text/pictures/title etc.) Stage 6 Display your adverts on the walls or pass them around the class. Vote on the best advert. © Michael Harris, David Mower & Anna Sikorzynska.

5 A NOTES FOR TEACHERS Objectives: The aim of this activity is to write an advert and use the advertising language (adjectives and idiomatic expressions) they have seen so far in the module. The activity is best done after Lesson 17 but could be done at the end of the module. Materials: Access to the internet (or colour magazines). Tasksheet. Time: 50 minutes Preparation: Photocopy the task sheet. Step 1 Divide the class into pairs or groups of three. Students choose their own product. It should be within the four categories as students have seen language related to them in the module. Encourage students to choose products they are interested in (like new mobile phones). Step 2 Students brainstorm information about their product and choose the key selling points. Go around the class and help students. Encourage them to use the idiomatic expressions where suitable.

Step 3 You could talk about the layout with the class and get students to look at the layout in the adverts in Lesson 17. Ask them which is the most successful and why? Students with some knowledge of art and design might be able to make useful suggestions. Step 4 Students write the text together in the class or they could divide up different parts and do it at home for homework. If in class, go around and monitor students’ writing and help out with difficulties. Stage 5 The final phase of the activity. Make sure students check their writing and help them. Stage 6 Get students to think of criteria before they vote on the best advert. Example design (how attractive?) / originality of product / slogan/title (how catchy is it?) / text (how convincing is it?) © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 5 WALES FACTFINDER

Look at the official tourist website for Wales www.visitwales.co.uk and find the answers to the questions below. Use the following sections of the website: ABOUT WALES (geography/culture + the Welsh language/beaches) FAQs (frequently asked questions) 1 What is the weather like in Wales? ……………………………………… 2 In what parts of the country do most people live? …………………………………. 3 What is the population of Wales now? …………………………………………….. 4 What characters often appear in Welsh myths and stories? …………………………… 5 What sports are popular in Wales? ………………………………………………… 6 How long is the coastline of Wales? …………………………………………………. 7 What percentage of people can speak Welsh? ……………………………………….. 8 In what parts of Wales can you often hear people speaking Welsh? ………………… …………………………………………………………………………… 9 What is ‘good morning’ in Welsh? ………………………………………………. 10 What is ‘thanks’ in Welsh? ………………………………………………………. © Michael Harris, David Mower & Anna Sikorzynska.

5 B NOTES FOR TEACHERS Objectives: The aim of this reading activity is to scan the official Welsh tourist website to answer questions. It is best to do this activity before or after Culture Corner 5 (p. 67). Materials: Access to the internet. Tasksheet. Time: 20 minutes Preparation: Check the website. It is an official website and should not change use but the way it is organised may change. Photocopy the task sheet. Step 1 Give out the tasksheet. Explain that the website has different sections and that the information can be found in the ones mentioned. Tell students just to try to look for the information. They do not need to read all the website but just scan it for information. Step 2 Students do the task for homework or in class if you have computer facilities. Step 3 Go through the answers: 1 It rains quite a lot. That is why it is quite green. 2 Most people live in the north and south of the country in the coastal plains. 3 The population is just under 3 million (2.9 million). 4 King Arthur and Merlin come from Welsh myths. 5 Football and rugby. There are also good facilities for golf. 6 There are 1,200 kilometres of coastline. 7 Just over 20% of people can speak Welsh. 8 In the north and west of the country. 9 ‘Bore da’ 10 ‘Diolch’ Option Students could look at the areas of Wales on the website and plan a holiday (e.g. on Anglesey) © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 6: People Quiz 6 A NOTES FOR TEACHERS Objectives: To practise intensive listening and vocabulary about people. Materials:. worksheet Time: 10 minutes Step 1 Divide the class into groups and explain the rules of the quiz. (See the worksheet). It is probably a good idea to name a scorer, as it can be quite difficult to follow the score. The scorer writes the points of each team up on the board. Step 2 Do the quiz with the class. Person 1- 1- This person was often seen smoking a cigar. 2- He was from a poor family in New York. 3- He was good at imitating a funny walk. 4- His dad was a tailor. 5- He was a famous comedian. 6- He had four brothers called Chico, Harpo, Gummo and Zeppo. Groucho Marx Person 2- 1- This person spent most of her childhood in orphanages. 2- This person was quite young when she died. 3- She married three times and her last husband was Arthur Miller, the American

playwright. 4- She was perhaps the greatest female sex symbol of the 20th century. 5- Among her most famous films as an actress are Some Like it Hot and Gentleman Prefer

Blondes. 6- Her real name was Norma Jean Baker. Marilyn Monroe Person 3- 1- He was the son of the mayor of a small town. 2- He got married young and had three children. 3- Soon after that, he went to London to become an actor. 4- He was born in 1564 in England and died in 1611. 5- He wrote at least thirty-six plays. 6- His most famous plays are probably Hamlet, Macbeth, Romeo and Juliet and King Lear. William Shakespeare Person 4- 1- She wasn’t very good at school and left with hardly any qualifications. 2- Her first job after leaving school was as a nanny. 3- She died in a car crash. 4- She was not famous until she got married. 5- She had two sons but her marriage was unhappy. 6- She was married to Prince Charles of England.

Princess Diana Person 5- 1- He was born in Britain in 1899. 2- He spent most of his later life in America. 3- He went to work in Hollywood in 1940. 4- He appeared as an extra in quite a lot of films. 5- As a film director he was brilliant at creating suspense. 6- His most famous films were Psycho, Strangers on a Train and Birds. Person 6- 1- Her mother was a famous famous and her father a famous anarchist. 2- She was born in London at the end of the 18th century. 3- She wrote romances and travel books. 4- She caused a scandal by running off with a poet and marrying him two years later. 5- A lot of films have been made, based on her most famous story. 6- Her best-known book is called Frankenstein: the Modern Prometheus. Mary Shelley © Michael Harris, David Mower & Anna Sikorzynska.

6 B NOTES FOR TEACHERS CELEBRITY QUIZ Objectives To get students asking and answering questions about famous people. To practise vocabulary and expressions related to the module. You can use this activity at any poiint in Module 6 New Opportunities. Classroom Time: 50 minutes Materials: Internet access. Preparation: It is very important to check the websites as websites on celebrities can change quickly and students might find inappropriate content. Step 1: Ask students to look through these websites and see if they can answer some of the questions about the celebrities like Beyonce Knowles, Christina Aguilera, Justin Timberlake, Matthew Fox etc. They write down any useful information to use in their own quizzes. http://www.divavillage.com/quiz http://www.funtrivia.com/quizzes/celebrities Step 2: Divide the class into pairs or groups of three. Students write their own multiple choice quiz questions. First, ask them to find out more information on the websites below. They choose three popular stars and write between 5 and 10 questions about them. Tell them not to ask questions they know the other people will have no chance of answering! http://www.starpulse.com/Actresses/ http://www.starpulse.com/Actors http://www.hollywood.com//celebs/home Step 3: Now divide students into different groups so that everybody has a different quiz. They then ask and answer the quiz questions. Go around the class and monitor the questions. Step 4 Ask students how well people answered the quiz questions and how good the quizzes were. Get students to ask a few quiz questions to the rest of the class. © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 6 Guessing NOTES FOR TEACHERS This activity is meant to practise modal verbs used for speculating. Students can speculate about the present and the past by using different infinitives with the modals. Materials A number of situations to describe to the class, e.g. It's 8 a.m. There is a police car in front of the school building and the police are not

letting anyone in.

There's a crowd of people in front of the local supermarket.

A child aged 4 is sitting on the floor in a supermarket and crying.

It's the middle of summer. On the beach you see a man dressed in a long coat, boots

and a hat.

You see a car, upside down, on the hard shoulder of the motorway.

A young woman is sitting on a bench in the park and reading a book upside down.

A young man on the underground is twisting in his seat, looking very nervous.

A man on the bus in a smart suit and carrying a briefcase is wearing old, worn-out

running shoes.

It's early afternoon. A man is lying on a park bench, with his eyes closed.

Time 15-20 minutes Preparation Prepare the situations. Step 1 Divide the class into small groups and explain the activity. Step 2 Read out the first situation. Ask the students to interpret it by speculating in groups about what is going on and what may have happened. Give them two minutes to come up with their interpretations. Example It's early afternoon. A man is lying on a park bench, with his eyes closed. Speculations He may have had a hard day at work and may be sleeping now. He must be homeless. He may have had a heart attack.

Step 3 Ask the groups to share their speculations with the class. Allow some discussion between the groups about which interpretation is the most probable. Step 4 Repeat the procedure for the next situations.

MODULE 7 Memory Quiz What can you remember about the first six modules of New Opportunities Intermediate? Without looking at the book, answer the following questions: 1- What happened to Captain Scott and his team? ........................................... 2- How near did he and his team get to the last food depot? ............................................ 3- Name two places visited by the travel writer Christina Dodwell. ……………………. 4- Who does Benedict Allen travel with on his expeditions? …………………………… 5- What is the name of the people who jump out of aeroplanes and do gymnastics in mid-

air? ………………………………………………… 6- What countries is Patagonia in? ……………………………………………… 7- Where has Marek Kaminski been on his expeditions? ……………………………….. 8- What is the national symbol of Canada? ……………………………………………. 9- What oceans did the explorer, Alexander Mackenzie, get to? ………………………... 10- Who wrote ‘Wuthering Heights’? …………………………………………… 11- What did the anarchist in the story ‘The Stolen Bacillus’ want to do? ……………… 12- What happened to the anarchist in the end? ………………………………… 13- What was the name of the girl that Groucho Marx went out with when he was twelve?

……………………………………………………… 14- Why did the girl never speak to him again? ................................................. 15- Who were two of the main actors in Mississippi Burning? ...................................... 16- How old was Jesse James when he died? ……………………………………… 17- Where was Bill Bryson trying to get to from Oslo? ………………………………… 18- Why do plane engines seem to stop three minutes after take-off? ………………… 19- How many cars are there in Britain? …………………………….. 20- How many people did the Tsunami in the Indian Ocean kill?..................................... 21- What are paparazzi? ........................ 22- How many wives did Henry VIII have? ………………………………………. 23- What country appears in an advert as a boot?....................................................... 24- When did the Romans leave Britain? ………………………………………. 25- What style of clothes did Jenny and her friend like wearing? ……………………… Check your answers with the teacher. How many questions did you get right? What kind of information did you remember best? (names of people, places, quotes, figures, events) © Michael Harris, David Mower & Anna Sikorzynska.

7 A NOTES FOR TEACHERS Objectives The aim of this activity is to see how much students have remembered from the first five modules of New Opportunities and what kind of things they have remembered. You can do this at any point in Module 7 but it would be particularly useful after the Warm-up. Materials: memory quiz Time: 30 minutes. Step 1 Give out the memory quiz. Ask students to answer as many questions as they can without looking at the book. Step 2 Go through the answers or get students to look through the book and find the answers themselves. Answer key- 1- they died 2- 12 miles 3- West Africa, China, New Guinea, Turkey, China, Ethiopia, Kamchatka 4- nobody 5- sky-surfers 6- Chile and Argentina 7- (amongst others) the North and South Poles 8- the maple leaf 9- the Arctic and the Pacific 10- Emily Bronte 11- kill lots of people with the bacteria 12- he turned blue 13- Lucy 14- she had to walk home 15- Gene Hackman and Frances Macdormand 16- 35 17- the north of Norway to see the northern lights 18- the pilot turns down the power to reduce noise 19- about 25 million 20- at least 120,000 21- newspaper and magazine photographers who try to get pictures of famous people 22- six 23- Italy 24- 410 AD 25- Gothic Step 3 Ask students to tell the class what kind of thing they remembered best. This can show that different people have good memories for different things. Option Get students to write ten of their own questions about the language in the book so far. Then, working in groups, they test their partners. Kinds of question- What does this word mean in your language? How do you spell this word? (spoken) How do you pronounce this word? (written) Is this sentence correct? Complete this sentence. (leave a gap) © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 7 NOTES FOR TEACHERS In this activity students practise past conditionals. Materials None Time 10 minutes Step 1 Ask the students a few questions about the past, e.g.: What was the weather like yesterday? What was there on TV last night? Did you study for your last maths test? Where did you spend your last holidays? What did you do on Saturday night? Tell them to write down their answers. Step 2 Ask the students to imagine what would have happened if the past events had been different. The students write conditional sentences describing possible consequences of the imaginary event. Example It was sunny and warm yesterday. If it had been raining, our football game would have been cancelled. If it hadn't been so warm, I would have put on a warm jacket.

MODULE 7 INTERNET ACTIVITY SCHOOLS AROUND THE WORLD

Choose one of the schools and look at its website. Search for information on the website and complete the form below. 1) Cairns State High School – large secondary school in Northern Australia www.cairnshs.eq.edu.au Blundell’s School – private boy and girl boarding school in south-west England www.blundells.org Carl Hayden High School – state secondary school in Arizon in the USA www.hayden.edu Ludlow College – sixth form college (upper secondary) in the Midlands of England http://www.ludlow-college.ac.uk/

FACTFINDER Name of school: ………………………………………….. Kind of school: …………………………………………. Age of pupils: …………………………………………….. Number of pupils: …………………………………………….. Facilities at school: ………………………………………………………………… School subjects at the top grades (16-18) ……………………………………………. ………………………………………………………………………………………….. Cultural Activities: ……………………………………………………………………. ………………………………………………………………………………………… Sports played: ………………………………………………………………………… Achievements of theschool (results/prizes etc.) ………………………………….. ……………………………………………………………………………………… Your View: Would you like to go this school/college? Why or why not? ………………………………………………………………………………………… ……………………………………………………………………………………… © Michael Harris, David Mower & Anna Sikorzynska.

7 B NOTES FOR TEACHERS Objectives The aim of this activity is for students to scan school websites around the world for information and then decide if they would like to go to the school. Materials: Tasksheet Time: 40 minutes. Preparation: Make sure that the websites are up and running and have not changed their address. You could also choose schools in other English-speaking countries around the world (e.g. South Africa/Canada/New Zealand) Step 1 Give out the tasksheet. With the whole class think about they would complete this for their own school. Step 2 Ask students to choose one of the four schools. Make sure that there is a balance. Give them the option of looking for another school on the Net. Set the task for homework or do it in class if you have the facilities. Step 3 Go through the results with the whole class. Find out which school was the most popular. © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 8: Interview Game (yes/no game) 1 Work in pairs. Student A reads curriculum vitae 1, Student B looks at curriculum vitae 2. Student A CURRICULUM VITAE 1 Personal Information: Name: Adam Jones Date of Birth: 15.05.83 Nationality: British Address: Honeysuckle Cottage, Tiverton, Devon DY36H Education and Qualifications: Secondary school: Cambridge, 1994-2001 ‘A’ levels: French (A) , Spanish (B), English Literature (D) Experience: Voluntary work 1999- helping out in Tiverton old people’s home. Other Skills: Driving licence; Music grade 6 (piano) Interests: Playing the piano; singing in local choir; cooking; swimming. Student B CURRICULUM VITAE 2 Personal Information: Name: Barbara Stevenson Date of Birth: 01.09.82 Nationality: British Address: 64 London Road, Banbury OY97J Education and Qualifications: Secondary school: Banbury, 1994-2001 ‘A’ levels: Physics (A) , Maths (A), Chemistry (D) Experience: Voluntary work 1998- working on summer camps for disabled children Other Skills: First Aid Certificate (First Class): Life-saving certificate Interests: Computer programming; horseriding; painting. 2 Interview your partner, checking the information on their cv. You can ask as many questions as possible. When answering the questions you cannot say either ‘yes’ or ‘no’. If you do, you have to stop the interview. Use the following expressions- For yes- That’s right. That’s true. Correct. Exactly I have/do/did. For no- That’s not right. That’s not true. Not really. I haven’t/don’t/didn’t. Example: A: You have done voluntary work I see. B: That’s true. A: Have you worked with children? B: I haven’t. Who answered questions for the longest, before saying ‘yes’ or ‘no’? You are the winner! © Michael Harris, David Mower & Anna Sikorzynska.

8A TEACHER’S NOTES Objectives The aim of this game is to get students asking and answering questions and avoiding straightforward yes/no answers. Materials: worksheet Time: 30 minutes. Step 1 Give out the worksheet. Divide students into pairs. Get one person in each pair to read cv 1 and the other to read cv 2. Step 2 Go through the rules of the game. The interviewer checks information or ask yes/no questions about the other person’s cv. Example: Were you born in 1983? You were born in 1983, weren’t you? I see you were born in 1983. The interviewee has to answer the questions without saying yes or no. Go through the examples in the worksheet. Remind students that they can often reply by using the auxiliary- Example: Did you get 3 ‘A’ levels? Answer- I did. Have you done voluntary work? Answer- I have. While students are doing the activity, go around and monitor students’ performance. Step 3 Go through any important mistakes with students. © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 8 Gossip NOTES FOR TEACHERS In this activity students practise reporting statements. Materials None Time 10-15 minutes Step 1 Distribute small pieces of paper. Ask the students to write three pieces of information about famous people – one of them should be true and two should be made up. Ask them to sign their papers. Example David Beckham has just changed his hairstyle. Harrison Ford will become the United States ambassador in France. Madonna is pregnant. Marek Step 2 Collect all pieces of paper and put them in a bag. Step 3 Each student draws one piece and reports the statements, e.g.: Marek wrote that Madonna was pregnant. He claimed that Harrison Ford would become the United States ambassador in France. He wrote that Beckham had just changed his hairstyle Step 4 The class guess which of the statements is true and which are false.

8 B TEACHER’S NOTES CAREER CHOICE

1 Work in pairs. What ‘job families’ are you interested in? Choose two of these areas each.

• Administration, Business and Office Work • Building and Construction (building houses/roads etc) • Catering and Hospitality (restaurants/hotels) • Computers and IT (information technology) • Design, Arts and Crafts (designer/artist/making things) • Education and Training (teacher/university lecturer) • Engineering (electrical/chemical/industrial etc) • Environment, Animals and Plants (vet/farming/biologist etc) • Financial Services (banks/investment) • Healthcare (doctor/nurse etc.) • Languages, Information and Culture (translator/interpreter) • Legal and Political Services (lawyer/diplomat/politician etc.) • Leisure, Sport and Tourism (travel agents/tourist information/professional sports

person) • Manufacturing and Production (industry/factories) • Marketing and Advertising • Media, Print and Publishing (journalism/writing) • Performing Arts (actor/dancer/singer) • Personal and Other Services, including Hair and Beauty (hairdresser/beautician) • Retail Sales and Customer Services (shops/supermarkets) • Science, Mathematics and Statistics • Security and Armed Forces • Social Work and Counselling Services (helping people with problems)

• Transport and Logistics (moving products around) (Acknowledgement: the original list is taken from the JOBS4U website) 2 Read the articles on the British website called ‘JOBS4U’ and find out more about the job family. Try to find more information about the job area on other websites on the Net. Don’t try to understand everything. Just get the general idea. Take notes and decide if the area is interesting. http://www.connexions-direct.com/jobs4u 3 Report back your findings to the class.

Example: I chose financial services and administration and business. For both of them, computer and language skills are important. © Michael Harris, David Mower & Anna Sikorzynska.

8 B TEACHER’S NOTES INTERNET ACTIVITY CAREER CHOICE Objectives The objective is for students to find out about a career area to get them thinking about their own possible career choice. This is more suitable for older students (16-19) who are seriously thinking about a career. It is not suitable for younger students.. The language on the website is authentic and difficult but students should be able to get some idea of each article if they are very motivated. Time: Materials: Access to the website ‘jobs4u’ http://www.connexions-direct.com/jobs4u Other possible websites: http://www.careerkey.org/ http://www.thestudentzone.com/catlisting.php?CategoryID=194 Preparation: Check out the website(s) and make sure it still up and running. Check the level of English for your students. Step 1 Go through the list of ‘job families’. Make sure students are aware of the different kind of jobs. Ask them to choose two areas. Step 2 Students search on the websites and try to find out more information about the jobs. They take notes and try to decide if the area is interesting. The language will be very challenging – tell them this and that they only need to get some idea. Step 3 Students report their findings to the rest of the class. © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 9 Cultural Mistakes When you are speaking another language, as well as making mistakes of grammar or vocabulary you can make even more important mistakes related to culture. This can mean that other people don’t understand you or they can even think you are being rude. (See Lesson 31 Mind Your Manners). Work in pairs. What is wrong with the dialogues? Correct the ‘cultural mistakes’. 1: A: Would you like a drink Mr Gonzalez? B: Well, all right. 2: A: How do you do? I'm Adam Smith. B: Very well thank you. I'm Maurizio Ricardo. What do you do? A: I'm a chiropodist and you? B: I'm a racing driver. How much do you earn? 3: B: I want a saver return to Middlesborough. A: Sorry? 4: A: I am leaving on Wednesday. We're going to Patagonia for two weeks. It should be

amazing. We're going to take pictures of whales. B: Yes. 5: A: You're an absolutely brilliant cook. This is really delicious! B: Mmm.. yes. When are you going on holiday? 6: A: Right look at the time! I must be going.

B: As I was saying I think it is very important... A: Erm I've got lot of things to be getting on with. B: But I think it is terrible that the government.. A: I'm sorry I really have to go.

7 A: I haven't seen you for ages. How was your holiday Bill?

B: Fine thanks and you ! A: Really great. Hey you've put on a lot of weight haven't you?

8: A: Have you brought your coat?

B: Yes I have brought my coat. 9: A: Would you like a cup of coffee?

B: Thank you. A: Do you mean yes thank you or no thank you?

© Michael Harris, David Mower & Anna Sikorzynska.

9A TEACHER’S NOTES Cultural Mistakes Objectives The aim of this activity is to make students aware of cultural mistakes. It follows up the work done on politeness in Lesson 35 (Mind Your Manners). This worksheet would be most useful for classes where students’ own culture is less formally polite than British English. (This does not mean to say that it is not polite, just that there are different norms and less formality.) Materials: Worksheet with cultural mistakes Time: 30 minutes. Step 1 Remind students of the dialogues in Lesson 35 (exercise 5) in which Cristina sounds rude, even though she does not mean to be. Go through the explanation at the start of the worksheet. Give an example, if you can, of a typical ‘cultural’ mistake liable to be made by your students. Then divide the class into pairs and ask them to spot the ‘cultural’ mistakes in the dialogues and correct them. Step 2 During the activity, go around helping out. Then go through the answers with the students. Compare the corrections with what would be polite in the students’ language and culture. Answer key- 1 - Mistake = to reply ‘Well, all right.’ which sounds rude in English (not in some other languages (e.g. Spanish). A better answer would be - ‘Yes, please.’ or ‘That would be lovely.’ Remind students that intonation is also very important for polite replies. 2- Mistake = asking AdamSmith how much he earns. This kind of question is rude in most cultures - especially coming so soon after meeting someone. However, some cultures (e.g. American) are much more open about money than others (e.g. British). 3- Mistake = saying ‘I want’ - which sounds very rude. It would be be correct to say - ‘I’d like a saver return...., please.’ or A saver return... , please.’ 4- Mistake = reacting by just saying yes. Interaction is very important and it is polite to react by saying something like - ‘Really?’ ‘Great.’ or ‘Lucky you!’ 5- Mistake = reacting to the compliment by saying ‘Mmm..yes.’ In English, it is polite to react to complements. Example - ‘Thanks very much.’ (acknowledging compliment) or ‘Oh it’s nothing special, really.’ (being modest). 6- Mistake = B not finishing the conversation at the start. It is obvious that A is trying to end the conversation by making hints, but B does not notice them. 7- Mistake = mentioning someone’s weight. This could easily upset someone, especially if they have a weight problem. 8- Mistake = repeating the question. Correct answer - Yes, I have. This kind of mistake can come from the way students have learnt English - responding using full sentences. 9- Mistake = saying ‘Thank you.’ It would be correct here to say ‘Yes, please.’ © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 9 Linkers NOTES FOR TEACHERS In this activity students practise using linking words to expand simple sentences into complex ones. Materials A set of cue cards with various linkers. Be careful to include only those linkers your students are familiar with and have been taught to use. ALTHOUGH AFTER BEFORE BUT DESPITE

UNLESS IF WHEN BECAUSE IN ORDER TO

AS SOON AS SO THAT SO WHEREVER EVEN IF

Time 10 minutes Step 1 Ask the students to write one true sentence in the Present Simple which will describe one of their habits. Tell them to avoid state verbs (like, hate). Example I drink a cup of coffee in the morning Step 2 Ask a student to read out their sentence. The show them a card with a linking word / expression and ask them to continue their sentence in a logical way with the help of the linker. Example I drink a cup of coffee in the morning IF

I drink a cup of coffee in the morning if I feel sleepy. Step 3 Continue until all students have read their sentences out and expanded them.

MODULE 9 INTERNET ACTIVITY Comparing Cultures Project (P. 115 New Opportunities Intermediate) 1 Work in pairs or groups of three. Use the task sheet and the official tourism website http://www.australia.com to find out about Australia. Use these sections of the site: about Australia; facts and figures; places to go; things to do. AUSTRALIA FACTFINDER 1 STATES AND TERRITORIES: ……………………………………………………………………………………….. 2 HISTORY: Aborigines: ……………………………………………………………………………….. Settlement:…………………………………………………………………………………. Independence: ……………………………………………………………………………. 3 GEOGRAPHY: the north: ………………………………………………………………………….. the centre:………………………………………………………………………….. the south coast:……………………………………………………………………. 4 CLIMATE: August:……………………………………………………………………………… December: …………………………………………………………………………… 5 WILDLIFE: animals:……………………………………………………………………………………………plants:…………………………………………………………………………………………….. 6 LIFESTYLE: …………………………………………………………………………………………………. 7 THREE NATURAL WONDERS TO VISIT: …………………………………………………………………………………………………. 8 THREE CITIES TO VISIT: ………………………………………………………………………………………………….. 9 ADVENTURE SPORTS: …………………………………………………………………………………………………. 10 SPORT IN AUSTRALIA: ………………………………………………………………………………………………….. 2 Use the factfinder to prepare a talk about Australia. Each person gives a different part of the talk. 3 Give your talks about Australia. Which was the most interesting? © Michael Harris, David Mower & Anna Sikorzynska. 9 B NOTES FOR TEACHERS AUSTRALIA FACFINDER Objectives The aim of this activity is to get students to use the official tourism website of Australia to find out information about the country. This activity is linked to the Comparing Cultures spot on page 115.

Materials: Tasksheet. Time: 50 minutes. Preparation: Make sure the website has not changed substantially and there are the same sections (about Australia etc.) Step 1 Divide the class into pairs or groups of three. Hand out the task sheet or write it on the board. Tell students to divide up the information gathering – each student has to find out about a different area. Step 2 For homework or in class, if you have facilities, students find the information. Tell them just to write very short notes which fit into the tasksheet. They should not copy word by word. Step 3 Students put their information together and arrange to give a presentation on the subject. Give them time to rehearse their presentations. Step 4 Students give their presentations to the class and vote on the best one. © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 10 A NOTES FOR TEACHERS CLASS DEBATE

Objectives: The aim is for students to use Key Expressions from Lesson 39 to debate controversial statements. Time: 50 minutes (or more depending on size of class) Materials: None. Preparation: None. Step 1 Write some or all of the controversial statements below on the board. You may like to add some statements of your own. 1 ‘Cars are the most important invention in the last 120 years.’ 2 ‘People are happier now than twenty years ago.’ 3 ‘We will completely destroy life on the planet in this century.’ 4 ‘Modern art, architecture and music is much better than that from the eighteenth and nineteenth centuries.’ 5 ‘People worry too much about money these days.’ 6 ‘The government should ban advertising on television.’ 7 ‘People who illegally copy music and films should go to prison. 8 ‘Young people should be able to vote at the age of sixteen.’ 9 ‘Rap is the coolest sort of music around these days.’ 10 ‘We should make smoking totally illegal.’ 11 ‘Everyone should be a vegetarian.’ 12 ‘Nuclear power is the solution to the world’s energy problems.’

Step 2 Divide students into groups of four. Each group chooses a different statement to debate. Two students are ‘for’ the statement and the other two students are ‘against’ the statement. One student in each pair has to present the arguments (4 minutes) and the other student in the pair has to reply to the other team’s arguments (2 minutes). Step 3 Give students ten minutes to brainstorm their arguments together. Remind students of the language of giving opinions and reasons for them on page 123. Encourage students to rehearse. Step 4 Choose the first two teams to debate. One speaker from Team A presents its arguments in favour of the statement. Then one speaker from Team B presents its arguments against the statement. After that, the second member of Team A replies to Team B’s arguments. Finally, the second member of Team B replies to Team A’s arguments. The other students listen to the arguments and have to vote in favour or against the statement. Listen to students and write down any mistakes. Step 5 Go through the mistakes and discuss which was the best debating team and why. © Michael Harris, David Mower & Anna Sikorzynska.

MODULE 10 Wishes NOTES FOR TEACHERS In this activity students make sentences with wish to express their regrets about the present and the past. Materials A set of cues on small pieces of paper.

a top model a president/prime minister

an unemployed person

an old age pensioner

a millionaire a beggar a sports star a shop assistant

a police officer a taxi driver a nine-year old child a nurse

a rock musician a mother of six kids a teenager a farmer

a pilot a comedian a fisherman a lorry driver

Time 10-15 minutes Preparation Prepare as many pieces of paper with different jobs / life situations as there are people in the class Step 1 Hand out the pieces of paper and ask each student to identify with the job/ situation they have got. Tell them to write three wishes their character could have, e.g.: Example A pilot I wish I could spend more time at home. I wish my job was less stressful. I wish I didn't have to travel so much. Step 2 The students in turn read out their wishes and the class guess what they do.

MODULE 10 INTERNET ACTIVITY YOUR SEVEN WONDERS OF THE WORLD Choose your own seven ‘wonders’ of world civilisation.. 1 Find out information about the places below. Use the following websites and search for your own information on the Net. Find out a) where they are b) why they are very important. Find photos of the places too. http://www.hillmanwonders.com http://www.wikipedia.org/wiki/Seven_Wonders_of_the_World http://wonderclub.com/AllWorldWonders.html Topkapi Palace in Istanbul The Parthenon The Great Wall of China Machu Picchu The Colosseum in Rome The Forbidden City of Beijing The Alhambra Palace in Granada The Pyramids at Giza The temples of Angkor Wat in Cambodia The lost city of Petra in Jordan 2 Now decide which seven of the places are in your ‘wonders of the world’. Make a list of the wonders. Give a reason why it is in your list. My Seven Wonders Why? 1

2

3

4

5

6

7

3 Work in groups. Compare your lists of the seven wonders. Agree on a group list of the seven wonders. 4 Tell the class your group’s list. Agree on a class list of seven wonders. © Michael Harris, David Mower & Anna Sikorzynska.

10 B TEACHER’S NOTES INTERNET ACTIVITY YOUR SEVEN WONDERS OF THE WORLD Objectives: The aim is for students to do Internet research on ten man made wonders and to choose seven of them. Time: 50 minutes Materials: Internet access. Tasksheet. Preparation: Check out the websites given and make sure they are up to date.

Step 1 Give out the task sheet. Tell students about the concept of the seven wonders of the world. This originally came from the seven wonders of the ancient world: the Temple of Artemis at Ephesus in Asia Minor / the Hanging Gardens of Babylon / the Mausoleum of Halicarnassus in Bodrum / the Pharos Lighthouse in Alexandria / the Great Pyramid (the only surviving wonder) / the Colossus (a giant statue) of Rhodes / the Statue of Zeus at Olympia Tell them to find out information about the ten places in the list and to look for photos of them. Then they complete the tasksheet with their own list. Step 2 Students work in groups and compare their lists. They try to agree on a group list. Encourage them to use the Key Expressions on page 123. Step 3 Students tell the rest of the class about their lists. They agree on a class list. Option You could also get students to research and order a list of natural wonders (e.g. Everest) or a list of modern wonders (e.g. the Empire State Building). There is a lot of information about these two things. © Michael Harris, David Mower & Anna Sikorzynska.