Opportunities BeginnerOpportunities Beginner Teacher's Book Michael Harris David Mower Contents Making the Most of Opportunities 2 ine Characters 7 Key Features 8 | Book Content " | Teacher's Notes: Classroom Language 14 Hello 15 2 jeet the farnily 21 3. Athome 29 4 school 35 5 Going out 43 6 ying sport 49 2 jery day 57 8 Freetime 63 9 rsions 7 10 Wildlife 7 11. Memories 85 12. At night 7 13. Accidents 99 14“ Missing home 105 15 Tests 13 16 Goodbye 119 extra Time! 127 Story Spot 130 Assessment Guide 131 Tests (photocopiable) 133 Notes on photocopiable materials 148 Photocopiable materials 152 Language Powerbook Answer Key 167 fests Answer Key 175Making the most of Opportunities In addition to the suggestions in the Teacher's Notes for each lesson and the ideas in Key Features (page 8), here are practical suggestions to help you use Opportunities Beginner with your class. Module Objectives In this y ‘+ Talk about your ‘¢ Read and listen to a dialogue. + Read and write an e-mail message. + Learn about the verb to be (singular). ery module st Key Words Look out for this logo! it refers 2Picture pages Qed i What's your favourite sport? were ke 7 i MAKING THE MOST OF OPPORTUNITIES The Mini-dictionary This Mini-dicionary consists of two sections the picture section and the A~Z section. It includes ‘only words considered useful for this level. The Mini dictionary is designed to build students confidence ‘ond skils in using dictionaries 0s a vital part of their language learning experience. * Give students an opportunity in the frst lesson to get to know what's in their Min:-dictionary Make sure students know how to follow the page references in the Students’ Book. The Min: dictionary is used in every lesson, 50 itis important that the students feel at ease with it * Tell students to use the picture section when they are preparing for writing and speaking activities in the Communication Workshop, * There are short dialogues on most picture pages. ‘These provide authentic language for students to use as madels fr ther speaking. These dialogues are particularly useful for roleplay and pair work * Each entry in the Mini-dictionary has the following information: pronunciation, full grammar; Gefintion; example sentences (or: I've, you've, it has (or: jes, she's, present: /yow'we they we've, ther ve), he/she it’s), past: Ivouwevthey’he/she/t had (or: 1 you'd, we'd, they'd, she'd, he'd, it'd); hhave nor (oF: haven't), has nos (or: hasn't), emo ~« hhad not (or: hadn't) amisiare having 1 (also have got) to own or keen ‘She has (or: has got) their new CD. (8 Look athe examples rom the dialogue, Lote TV on Fea They d the stoping tn the aferoen. Complete the sentences wth on ot in 2 getup en 2 10 my fomewor the een. 3 ie nave Eglth Pomaiork Wedd Tou tennis Tuer and Thay 3 ‘Siturdays ne do the shoplag the maeting 6 the evening go te the enema _satutays Thaven't (or: haven't got) any money Prepositions Opportunities Beginner provides a systematic Introduction to English prepositions. Prepositions of ‘movement are ilustrated on pages 30-31 in the Minidictionary * First, focus on the example sentence(s) = Where possible, ask the students to translate the prepositions into their own language ' After doing the practice exercises, students could write more examples of sentences with the prepositions as homeworkMAKING THE MOST OF OPPORTUNITIES 10 be (I/you) Presentation (2 Leak atthe examples with your tachee a ou we (re) Wegaive 1 amet (5228) fom tay, Yea ave not (wet) Questions Am. 1 fom may? ‘ae you Short Ye, Tam. Yes, you ae, ‘nowers Tm ot. Mo, you wen’. (53 iste and repeat Practice Bite sentences ample 1" Tam fom Beton, 2 1itain 4 You/kgentina 2 Youftay 5 Yrolans 3 Mhe United Sates 6 You/Rusis Now ite the satan he negative eample 1 Tam net from Bain 1 BE 11 Present of to be eee (oo at te came fe peat be Wer or sme? Tm th. eet erate Jj sont? Wm. ty aber get Whey me” ne ee ‘yeone 8 20 meer i ts? ware fi ck ys o =a ton [ee ome Satie | Abo f Sain en | EI ns ener et . faye | er Grammar Presentations and Practice Opportunities Beginner teaches gramr context, usually in the form of a diciogue on the cossette, Before you start, ask students to look at 1 pictures and the ttle of the lesson and guess the situation. = Each lesson begins with a short preser dialogue (or text) which contains examples of the key grammar points taught n the lesson Sometimes more than one grammar point is presented in a lesson. "= Ask students to follow the dialogue in the Students’ Book as they listen to it on the cassette "= Focus on the éxample sentences in the table and ask students if they can work out the rules themselves. = Explain the rules; at this level you will probably ‘need to do this in Lt ‘= while doing the practice exercises, check th students understand the rules. if not, go through them again ‘= Students do the practice exercises. Check these immediately in ciass. Have the answers written on the board so that everyone can see the right answer with the right spelling and punctuation. This, is very useful, particularly in large classes where you can't check every student's answer. * students are still nt clear during practice, go through the rules again, © There is further practice of all grammar points in the Review lesson (after every two modules) ang graded practice in the Language Powerbook ‘Mini-Grammar The Mini-Grammar in the Language Power: shows the use and form of the grammatical structures presented in the Students’ Book ® Forfurther help with grammar, refer students the Mini-Grammar in the Language Powerbook where they can find more examples of the gramm: with clear explanations1 imo's ada nowak, I'm your new pentriend. & ram's caneron Ula and she's great! My favour isnve americans He's fron trattl. nis rane ts f ty favourite miste 1s "heaey metal". at's you ‘vourte mise? So's jour favourite pop Star Vs be or ate front \ ite an ema, Fellow the stapes. Stage 2 Compete the rable about you 2 oatonaty ton 3 favour fim sat “favour spots star 5 favour man 6 tovoute pop star Speaking A Roleplay Thllcabout persona information. Follow the stages. Stage 1 look a the ablein Stage of he ting Workshop Write ‘vests. 1 What your nome? Stage 2 Workin pies Ask and answer the questions. rangle Ao I What’ your name? 8: My name’s Tolkback rample Her vote spars stat Ovi Beckham. MAKING THE MOST OF OPPORTUNITIES Communication Workshop This section provides two guided communication activities. They give students, even with their limited language at this level, an opportunity to write and speak effectively Writing Workshop '= There is always a model text for students to read. This gives them an idea of layout and content ‘= There is @ pre-wniting task which focuses on one feature of the text. For example, students may have to correct spelling or punctuation, or the task may focus on linking words. '= Make sure students understand the task. The ‘writing process is carefully staged (Stage 1, Stage 2, etc.). Go through the stages with the class. '= When brainstorming ideas, refer students to the Key Words and the relevant section(s) of the Min: dictionary. ' As often as you can, monitor the preparation stage and give advice (e.g full sentences are not necessary when writing down notes and ideas) "= Make sure students realise they need to use the target structure(s) in the model text. ' Encourage students to check their writing to avoid careless mistakes before they give their work to you. If you wish, you can get students to look at ‘each other's work to check for mistakes. This type ‘of peer correction can help increase awareness of ‘common problems. Speaking Workshop ' As with the Writing Workshop {see above) the ‘Speaking Workshop is also carefully staged and guided. ' Give students time to get their ideas clear. Encourage them to avoid trying to say things that are too complicated for their level of English ' Encourage students to rehearse what they are going to say. * During the ‘performance’ stage, don't correct students’ mistakes and don’t let other students interrupt or correct them. f necessary, jot down @ few common mistakes you hear and go through them with the whole class atter the activity '= Reward effort and participation in speaking activities and give marks for oral performanceMAKING THE MOST OF OPPORTUNITIES Look at the ists. tsten and 12 Match these names with the name Andy, Dave, Chris, Steve Mite, Becky. | Vocabulary © L004 at ho pir section ofthe Min ‘icionary. Find the pages that these words ate co, bag, banana, football beso, amp. foe, ria, postr, wardobe pencil batho. tach Lawyer sandwich, elecrean. ens, anchae ashatall walter ample ‘ag page 8 (a schol) © sate vocabulary book. You can write words alphabetcaly,e. bag ite ti information: Culture Corners At Beginner level, Culture Corners help learn about culture in Britain. = Culture Corners appear after every two They consist of factiles about various aspe in Britain © The tasks give students opportunities to compare their own cultures to that of B Learning Pow This is @ special feature in Opportunities Beginner = Learning Power! appears atter every two modules. It offers tips and reminders to help students in ther development as learners You can write words by ops. ag, tay, school houses, spot. You can write words by edule 4g, Module 1 wert tration example sentence Extra Time! Opportunities Beginner has an ‘Extra Time!’ section tt the back of the Students’ Book which provide: students with fun, magazine-type activities ‘= The Extra Time! activities are particularly use‘u to fill gaps in your lessons or en parts of a lesson. They can al by quicker students if they finish their work early * Ac les can be done in cla Students can design similar pu for the rest of the class to doMeet the Characters Opportunities Beginner follows the lives of four students who come to Cambridge to attend summer school and improve their English The four students are: are She has er, Pia (38), is a computer star is Kevin Costner. Her Britney Spears, ‘Adam Nowak 4 ar, extrovert student; most girls think he's good: 2, is an engineer. His father's favourit ep. His mother, Anna, kes The Bee Gees pop group. Adam has who is @ student at u niversity in Gabriela Fernandez Sheis irom Rosario in Argentina. She een. She is very creative, ident and outgoing. She the latest music and fashion and loves going dancing. She can be a bit rebellious and mischievous. < She doesn't like getting up early. Her favourite music is She likes Keanu Reeves film star), Jennifer Lopez (tim star and pop star) and Martina Hingis (sports ster), Her mother, Graciela, is a teacher and her father, Ricardo, is a lawyer, She has got one sister, Claudia, who s nineteen and at university. The Fernandez family have got wo dogs called Pil and Mil Kostas Dimitriou He is from Rhodes in Greece. He is sixteen. His interests are photography, painting, computers and diving. He likes op music; his favourite singer s Britney Spears. He is quiet with a good, dry sense of humour. His father, Nikos (40), is a doctor. His father likes the Rolling Stones. His mother, Katerina (38), 's 2 ranslator. Her favourite star is Pierce Brosnan. Kostas has got (sisters ~ Maria (13), who likes the group Bon Jovi, and Eleni 10), who likes the pop singer Ricky Martin, The Williams family While they are attending the summer course in Cambridge, the students stay with British families. Paola and Gabriela stay with the Williams family, who are Welsh, originally from Cardiff in Wales. Mr Williams (David is 45, He's a sports teacher. His favourite ‘tar’ is Claudia Schiffer, Mrs Williams (Alice) is 40. She is a secretary in a company, Her favourite star isthe actor George Clooney, Jamie Wiliams (17) is quite shy and into computers. Megan Williams (15) is into typical ‘teenage’ things: she reads pop music magazines, and her favourite star isthe footballer David Beckham. jamie and Megan's ‘grandparents (Ken and Mary) are from Liverpooly Features Opportunites is a five-level course that has been specisly designed for secondary schoo's, The basic premise of the course is that secondary students learn English best when they are dealing with interesting and meaningful content, Thematic input provides a context for language and communication, and supplies a series of cognitive ‘anchors’ for learning which are crucial in a monolingual learning environment 1 Situation-based modules Opportunities Beginners organised into sixteen modules. The Beginner level diflers from the other four levels of the course in that the modules are based on situations in a developing story. ‘The story concerns four students who come to Cambridge to attend a summer school. The four students are described in detail on page 7 of the Teachers Book. ‘There are Character Profiles on pages 98-99 of the Language Powerbook, Students can add information to these profies as they progress through the modules ofthe Students’ Book, There are two main kinds of content i) Situations related to the student's own world There are plenty of opportunities in the book for students to talk and write about themselves and ther own environment. A few ‘examples are: making friends (Module 1); families (Module 2); home environment (Module 3); school life (Module 4); going out {Module 5); childhood memories (Module 11); exams (Module 15}. di) Cultural input Cultural input is focused on life in the UK. ‘Some examples are: family and home life (Modules 2 and 3); shopping and eating out (Module 5); night life (Module 12) Aspects of British culture ae also looked at outside the main lessons in special Culture Corners (see section 8) In the second half of the book, some topic-based modules are introduced. These are eross-curricular and provide a link with the approach of the later levels of the course. Examples are: wildlife and endangered animals (Module 10) nd road safety (Module 13). 2 Clear objectives, clear outcomes (One of the key advantages of Opportunities is that, at all levels, there isa clear direction to learning. Modules, lessons and tasks all have carefully worked-out stages and all lead up to clear communicative outcomes: a) The modules Warm-up Each Warm-up page introduces the module and prepares the students by focusing on key lexical areas. often shows the story characters in everyday situations and involves the students through listening and personalisation activities The module objective boxes show students clearly what they willbe studying in the module Two main input lessons These are connected thematically: for example HiPenfriends' (Module 1), ‘Our FamilyiMy Family (Module 2), ‘Our House/My Room’ (Module 3), ‘Lessons! Projects’ (Module 4) The lessons develop the story and give students the opportunity to tak about themselves. Each lesson presents and practises 2 new grammar point, butin ‘manageable ‘doses’ for example, the verb to be is presented ‘over three lessons — you (Lesson 1), helsheiit (Lesson 2) and ne lessons also provide students v onal input. ‘module builds up to the Communication 9 includes writing and speaking tasks se the language they have acquired 2ewew lesson (coming after every of the main language from the ed up by ‘self-test’ activities in which enable students to reflect on ch module. There are also Learning -velopment) Review/reflecion two modul two previous modules. ts D3 the Language Power what they have learnt Power sections (see L b) The lessons The structure of the lessons mirrors the module structure in that it has the same basic stages of learning. Before you start In this section of each lesson there are activities which prepare students in terms of vocabulary. Main input There are listening and reading skills development activities. The dialogues and texts also serve to present the grammar in context. Main performance The grammar presentations are followed by written and oral practice activities which are related to the topic of the lesson (e.g. families) or the function leg. introducing yourse) ©) The tasks ‘The tasks in the Communication Workshop are staged in the Tollowing way: Introductory exercise(s) In the Writing Workshop there are short model texts plus work on punctuation, spelling or linking. Preparation One or more stages of each workshop involve students preparing thelr performance: brainstorming ideas; writing plans; planning what they are going to say; rehearsing useful words and expressions. Performance Students use their notes and ideas from the preparation stage either to perform the speaking task (e.g. 2 roleplay or discussion) or write a Graft of their composition. Reflection _ in the Writing Workshop, students should be encouraged to check their work and improve it (see Writing page 9). Both Writing and Speaking Workshops often nave a Talkback stage, when students can report things to the class or react to what other students have written or said. This clarity of direction in Opportunities is not only confidence: building and motivating for students but also helps to foster independent learning (see Section 9). This enables teachers to plan interesting lessons, manage the class more effectively and ‘assess the communicative performance of their students, Skills development throughout the five levels of Opportunities is syste a) Reading Even with their limited level of English, students using Opportunities Beginner read a wide variety of text types, including the following: letters, descriptions, brochures, profiles, a notice, a form, a diary, students’ compositions 2 TV guide, e-mail messages, a road safety leaflet, a ™ a postcard, questionnaires and a poster atic and all important areas of each skill are covered.Key Features Opportunities is a five-level course that has been specially designed for secondary schools. The basic premise of the course is that secondary students learn English best when they are dealing with interesting and meaningful content. Thematic Input provides a context for language and communication, and supplies a series of cognitive ‘anchors! for learning which are Crucial in a monolingual learning environment. 1 Situation-based modules Opportunities Beginner is organised into sixteen modules. The Beginner level differs from the other four levels of the course in that the modules are based on situations in a developing story The story concerns four students who come to Camibridge to attend a summer school, The four students are described in Getail on page 7 of the Teacher's Book There are Character Profiles on pages 98-99 of the Language Powerbook, Students can add information to these profes as they progress through the modules ofthe Students’ Book There are two main kinds of content 4) Situations related to the student's own world There are plenty of opportunities in the book for students to tak and write about themselves and their own environment. A few examples are: making friends (Module 1); families (Module 2); home environment (Module 3}; schoo! life (Module 4); going out (Module 5); childhood memories (Module 11); exams (Module 15). Cultural input Cultural inputis focused on life in the UK. ‘Some examples are: family and home life (Modules 2 and 3); shopping and eating out (Module SI; night fe (Module 12). Aspects of British culture ae also looked at outside the main lessons in special Culture Corners (see section 8). In the second half of the book, some topic-based modules are introduced. These are cross-curricular and provide a link with the approach of the later leve's of the course. Examples are: wildlife and endangered animals (Module 10) and road safety (Module 13) 2 Clear objectives, clear outcomes One of the key advantages of Opportunities is that, a all levels, there is a clear direction to learning. Modules, lessons and tasks all have carefully worked-out stages and al lead up to clear communicative outcomes: a) The modules Warm-up Each Warm-up page introduces the module and prepares the students by focusing on key lexical areas. it often shows the story characters in everyday situations and involves the students through listening and personalisation activities ‘The madule objective boxes show students clearly what they willbe studying in the module Two main input lessons These are connected thematically for example 'ilPentriends' (Module 1), ‘Our Family Family’ (Module 2), ‘Our House!My Room’ (Module 3), ‘Lessons! Projects’ (Module 4) The lessons develop the story and give students the opportunity to talk about themselves, Each lesson presents and practises @ new grammar point, butin manageable ‘doses’ for example, the verb to bes presented cover three lessons — Ilyou (Lesson 1), he/she/it (Lesson 2) and plural forms (Lesson 3). The lessons also provide students with explicit lexical and functional input. Performance Each module builds up to the Communication Workshop. Each workshop includes writing and speaking tasks which enable students to use the language they have acquires, Review/reflection The Review lesson (coring after every two modules) contains revision of the main language from the ‘two previous modules. itis backed up by ‘selFtest’ activities in the Language Powerbook, which enable students to reflect on ‘what they have learnt in each module, There are also Learning Power sections (see Learner Development b) The lessons The structure of the lessons mirrors the module structure in that it has the same basic stages of learning, Before you start In this section of each lesson there are, activities which prepare students in terms of vocabulary. Main input There are listening and reading skills development activities. The dialogues and texts also serve to present the grammar in context Main performance The grammar presentations are followed by written and oral practice activities which are related to the topic of the lesson (e.g. families} or the function (e.g. introducing yourself. ¢) The tasks ‘The tasks in the Communication Workshop are staged in the following way: Introductory exercise(s) In the Writing Workshop there are short model texts plus work on punctuation, speling or inking. Preparation One or more stages of each workshop involve students preparing their performance: brainstorming ideas; writing plans; planning what they are going to say, rehearsing Useful words and expressions Performance Students use their notes and ideas from the preparation stage eitner to perform the speaking task eg. a roleplay or discussion) or write a draft of their composition. Reflection in the Writing Workshop, students should be encouraged to check their work and imorove it (see Writing, page 9). Both Writing and Speaking Workshops often have a Talkback stage, when students can report things to the class or react to what other students have written or said Tris clarity ofcrection in Opportunities is not only confidence: building and motivating for students but also helps to foster independent learning (see Section 9). This enables teachers to plan interesting lessons, manage the class more effectively and assess the communicative performance of their students. 3 Comprehensive skills development ‘kills development throughout the five levels of Opportunities is systematic and all important areas of each skill are covered a) Reading Even with their limited level of English, students using Opportunities Beginner read a wide variety of text types, including the following: letters, descriptions, brochures, profiles, a notice, a form, a diary, students’ compositions, 2 TV guide, e-mail messages, 2 road safety leaflet, a magazine page, a postcard, questionnaires and a poster all the texts are on theclass cassette or the reading texts cassette. Extra reading practice is provided in the six Culture Corners and the Language Powerbook also has a section on Reading, There is also a varied selection of reading task types: prediction, table compietion, true/false questions, matching. texts with pictures, matching paragraphs with topics, sequencing topics, sequencing pictures or texts, finding relerences for pronours and reading for specific information. b) Listening Each module has dialogues involving the characters which move the story along. ‘The following task types are used: checking predictions, gap fils, matching descriptions and people, dictation and finding ciscrepancies between reading and listening texts. ©) Writing A in all levels of Opportunities, each module has one rrajor writing task in the Writing Workshop. The Language Powerbook aso offers a variety of guided writing activities, ‘The following text types are focused on in main writing tasks: e-mails, a description ofa family, a description of arom, a school timetable, a description of a place, a form, a description of a school day, a letter to a pentriend, a tourist information leaflet, a description of an animal, a personal memory, a story, a postcard, a quiz and a poster. Writing Workshops are carefully staged (see Section 2). In addition to this, in the Talkback stage, students have a chance t0 read, use and react to each other's writing, The exploiting of students’ writing can be very important, as it can help students to see writing as a real communicative activity, rather than the ‘mere production of a ‘composition’ forthe teacher. There are model texts inal the Writing Workshops which are Used to focus on punctuation and liking. The following Punctuation is iooked at: capital letters; commas in ists; exclamation marks; full stops; question marks. The following linking words are explicitly looked at: and; and then; because; but, then. Basic writing strategies are introduced: thinking of ideas; preparation; organising ideas; writing notes ‘The Language Powerbook also has a section on writing. This, includes more work on linking, punctuation and spelling. d) Speaking There are speaking activities in almost every lesson of Opportunities Beginner. They are organised in a variety of ways, for pairs, groups or the whole class. Task types include: personalisation exercises which allow students to talk about themselves and their own experience; guided drills of grammar points which lead on to freer practice exercises; roleplays; information gap activities; games and quizzes; surveys, interviews and questionnaires; storyteling guided discussions ‘The Speaking Workshops have the following tasks: a role play, information gaps; quizzes; guessing games; a survey; teling a story; a discussion ‘The following functions are focused on: meeting people; saying thanks; saying goodbye; talking about families; taking about places; classroom language; asking for things in shops and cafés; taking about sport; telling the time; taking about daly routnes, expressing basic opinions; talking about free time ang nodbies; phone calls; talking about animals; talking aout memories and the past; teling a story, taking about TV; making suggestions. Some basic speaking strategies are introduced, e.g preparation for speaking INTRODUCTION 4 Approach to grammar Elementary, Pre-Intermediate, intermediate and Upper Intermediate Opportunities use an inductive or ‘discovery’ approach to learning grammar, in which students can work out ‘ules of form and usage themselves. in Opportunities Beginner, however, most students willbe real beginners and the approach is much more teacher-centred a) Reading and Listening Students first do a task on a dialogue or reading text. These dialogues and texts contain clear examples of the target structure, However, at this stage students concentrate only on, the meaning of the text b) Presentation inthis stage the target grammar terns are extracted from the dialogue or text and presented, usvally in the form of completed examples in a table. Teachers should use the ‘examples of grammar and the context provided in the text to ‘explain the rules of form and use. All the examples are on the cassette, so students can lisien and repeat them ©) Practice Practice activities are carefully graded and get students to apply the rules from the presentation stage. First there are activities in which students use the target structure in a very guided way. Then students move on to more productive but guided written and oral practice activites. Further consolidation of target grammar in each module is. provided in the Review lesson (after every two modules) and in the corresponding Language Powerbook lessons, The Powerbook contains graded grammar tasks at three levels of difficulty (*/ **/***), After every module in the Powerbook there is @ Check Your Grammar section and a Check Your Progress section. 5 A three-dimensional approach to vocabulary Opportunities provides a three-dimensional approach to vocabulary learning: firstly it helps students to deal with lexical items in context; secondly, students have the chance to build up their own personal lexicon; thirdly, they have plenty of opportunities to use vocabulary in context. a) Dealing with vocabulary in context Students always encounter new lexis in their language ledrning and often develop strategies that can be negative (trying to understand every word in a text, looking up every word in the dictionary). at higher levels of Opportunities, attention is given to the development of reading and listening strategies which help students deal with words. in Opportunites Beginner, new vocabulary is presented through Key Word boxes atthe start of each lesson and at other points in a lesson where necessary. ‘AMini-dictionary also comes with the Opportunities Students’ Book and this contains all the important new words in the Students’ Book and Language Powerbook. The Mini-dictionary plays an important role as it eves students much greater confidence when approaching new texts and increases their independence when reading in or out of ciass b) Learning vocabulary in context The situations of each module provide cohesion for the learning of new lexs. Students can link new items into the storyline and situations, thus ‘anchoring’ the items more firmly intheir memories.INTRODUCTION Key lexical areas are presented to students explicitly through Key Word boxes. n the Warmup section of each module, important vocabulary relevant to the topic 's presented Students are referred to the Mini-dictionary to check meaning and then students listen and repeat the new words. Lexical areas presented in the book are: adjectives; adverbs; animals; buildings and places; classroom objects; clothes; colours; counties; days of the week; famiy relations; fim genres; food and drink; furniture; hobbies and tree time; jobs; meals; months; musi, nationalities; numbers; parts of the body; rooms; routines; school lessons; shopping; sports; times; transport emergency services; the seasons; TV programmes; the weather. ‘The Language Powerbook has exercises which recycle vocabulary from the corresponding lessons in the Students Book and atthe end of each module there is a Check Your Vocabulary test which students can mark themselves. In Opportunities Beginner, prepositions are treated lexically and presented systematicaly. Each module focuses on [Prepositions which are presented in clear examples in the context ‘of the module topic. There is then a task in which students have to-use the prepositions often having to discriminate between two ‘or more. Theresa varity of tasks, including gap fils, games and ‘personalisation activities. There are further exercises on prepositions inthe Language Powerbook. The following prepositions are looked at in Opportunities Beginner: from Hungary; at schooltuniversity, nthe kitchen; on the table; near the station at six o'clock; n the ‘morning/afternoonievening; on Fridays; to schoolibed; by carious; next to the hotel n August; on the 10th of May, before lunch; after tea; at the weekend: in winter Students should be encouraged to have the'r own vocabulary notebooks in which they can store new vocabulary and write translations and example sentences in their own language. ©) Using vocabulary in context Students build up vocabulary as they work through a module so that when they get to the Communication Workshop they hhave enough vocabulary to do the task effectively. 6 Pronunciation Pronunciation is dealt with systematically, and is either related to new language or focused on problem sounds. all the new vocabulary presented in the Key Words boxes is on the cassette 0 that students can listen and repeat the individual words, Students should be encouraged to listen, and to repeat the target structures in the grammar presentations. There are ‘occasionally extra pronunciation exercises when itis felt they ‘may be necessary, e.g. the different pronunciation of 's'in the third person, Present Simple tense (Lesson 14), In Review lessons, pronunciation sections focus on word stress, and the following sounds: eat i, itv, ship il), chip tf, bank (se half Jas, go /au/, got ini, the 0, thank 1, dry id, try iv 7 Recycling Language (grammar, vocabulary, functions, linkers) is thoroughly recycled in Opportunities. a) across modules Lexical and functional items are recycled carefully between modules. Grammar presentations also build closely on what has been done in previous modules, b) across lessons Vocabulary and functional language is constantly recycled 10 within a module. The same is true with grammar. Students have ‘more opportunities to use the target vocabulary and grammar in the Communication Workshop. 8 Culture ‘The ‘action’ in Opportunities Beginner takes place in Cambridge and all the photos involving the characters were shot on location. Input about Britain, therefore, appears frequently in lessons. It's supplemented by the Culture Corners which appear after every two modules. These consist of facies about various aspects of fe in Britain plus accompanying tasks, The following subjects are looked at: Names, Homes, Cambridge, Teenagers, British Wildlife, Television, Strange but True and Multicultural Britain. 9 Learner development Learner development is an important feature in Opportunites Activities that encourage learner independence are present in both the Students’ Book and the Language Powerbook There ae also elements in the course that cater for mixed:level or mixed-ability classes by giving students different options, such as the Culture Corners in the Students’ Book and the graded grammar activities in the Language Powerbook. In ‘Opportunities Beginner there is also the Extra Time! section Before students begin Module 1, they learn and practise the letters ofthe alphabet, numbers and some basic instructions that they wilfind in the book (read, listen, match, check, ete A special feature of Opportunities Beginner is Learning Power! This appears after every two modules and points students in the rignt direction regarding learner development The Learning Power sections focus on the following: using classroom language; using the Mini-dictionary; organising vocabulary notebooks; understanding instructions; learning vocabulary; doing homework; checking understanding grammar; checking progress; preparing for exams ‘The components of the course create an ‘infrastructure for learning so that students can work on their own as wellas with help from the teacher Each module begins with clear module objectives \in this module you ... wich give students a clear idea of what they willbe studying. When doing read and vocabulary tasks students can always refer t ictionary The Learning Power! sections nelo become more independent learners In the Language Powerbook, at the end of each module students have opportunities to analyse and reflect on their learning. The Check Your Grammar and Vocabulary seco allow students to test their learning of grammatical structures and lex's, The Check Your Progress gives students a broader idea of ther fluency The following features of Opportu become better learners: Beginner help stu Coursebook Module objective boxes (at the start of each modu Mini-dictionary (that comes with the Coursebook) very DH Learning Power! moaules) The Language Powerbook: graded grammar practice exercises; clear signposting of exercises, Mini-Grammar (detailed grammar reference: Word Corners (help students remember vocabulary) Key Word Bank \iexical reference! Check Your Grammar and Vocabulary | Check Your Progress ‘selttests wrich are cumulativeStudents Book Contents Is Vocabulary: courtres, ches “Grammar: to be (i/you); Umy, you'your Reading and Listening: dajogues ‘Speaking: meeting people rom (paced - Vocabulary: ratorsities a 4 Grammar: to be (he/sherit) he/his, she/her, its; Who2What”/Where? kshop i. 101: Re emall_ Speaking: rolesay 2 MEET THE FAMILY Warmup p11) _ Vocabulary: Tories: canbe - 3 Our Family Vocabulary: famies —— i and Listening: Gaiogues ~ ep 12-'3) Grammar: to be (we/yourthey); our, your, the Speaking: families {_ How old? ‘My Family Vocabulary: obs Reading and Listening: family description pp 14-15) Grammar: alan; possessive: 's Speaking: obs Prepositions: at for ‘Communication Workshop p16: Reading and Writing: my arly Speaking: families Review (p17): Grammar and Vocabulary: revision Pronunciation: word stress Culture Corner 1p. 18::Names in Britain Learning Powert(o.1 ‘3 ATHOME ‘Warm-up ip 19)” Vocabulary: Fores mar: have § Speaking: possessions - 6 My Room Vocabulary: colours Reading and Listening: aleter 199 22-23) Grammar: has got Speaking: telephone numbers “Communication Workshop ip. 21): Reading and Wr jescrtion Speaking: a quz 4 AT SCHOOL Warm-up io 25) Vocabulary:the cassraom the alphabet Speaking: speling game 7 Lessons Vocabulary:lessons, objec "Reading and Listening’ a dialogue (pp. 26-27) Grammar: thisthat Speaking: c'assroom language Prepositions: on olsce) 8 Projects Vocabulary: objec Reading and Listening: sentences 1 ipo 26-25 __ Grammar: thesevthose: singular and plural nouns Speaking: a guessing game ‘Communication Workshop (p 30): Reading and Writing: my idee! school Speaking: avocabulary quiz Review ip 31): Grammar and Vocabulary: vision Pronunciation: i! 3nd Culture Corner 29. 32|:Homesin Brita Learning Power! (p32 Vacabulary | [5 GOING our Warmup © 33) Prepositions: rear = 9 Where to go | Vocabulary: places: aciectves,nstructons Reading and Listening: dialogues 90 3-35) | Grammar: Imperatives Speaking: instructions 10 in Town | Vocabulary: food and are shopaS Reading and Listening: dialogues - 199 36-37) | Grammar: some/any Speaking: shopping’caté situations ication Workshop (p. 38): Reading and Writing: a descristion fa place Linking: but Speaking: places — (6 PLAYING SPORT “Warn || Voeabularyispors 5 Re TE — = TT My Favourite Vocabulary: sporsrainietcs, averes Reading and Listening! 2 daioaue Sports Grammar: can/can't ability) Speaking: ives 0. 40-21) _ _ WBA Sports” Vocabulary: seovt aces, tines Reading and Ustening® dialogue Centre Grammar: there isthere are Speaking: tling the time (99. 42-43), —— ‘Communication Workshop (p “): Reading and Writing: 3 ‘orn Speaking: cersoral i Review © 45): Grammar and Vocabulary: ‘evsion Pronunciation: and 1) Culture Corner 3 (p. 46): Carovisee Fact'le Learning Power! (p46) Classroom language ulStupents' Book CONTENTS 7_ EVERY DAY [IESSON __ LANGUAGE - sas ‘Warm-up (p47) | Vocabulary: days ofthe week 113 Weekends Vocabulary: routines Reading and Listening! dacgues. descrptons | (pp.48-49) Grammar: Present Simple: Viyou'werthey Speaking: aking about routines l Prepositions: on; in ime) te V4 Routines Vocabulary: routines Reading and Listening: descrptors | (pp.50-51)__ Grammar: Present Simpl Communication Workshop (9.52: Reading and Writing: ry sch00) Gay _Unl qeamnggare FREE TIME ‘Warm-up (p.53)_| Vo 15 Relaxing frequency everywees——=S*«*~CS*S*R ag aN Listing STOLE (op.54-55)__ Grammar: Present Simple ~ questions Speaking: fee me 16 At the ‘Vocabularye prices, fms Reading and Listening! daisgue Cinema Grammar: lke/don't lke (+ noun + -ing) Speaking: taking about fims (9p.56-57|___ Prepositions: to (direction) ‘Communication Workshop (9.58): Reading and Writing: a tter Speaking: 8 uniey Review jo. 59): Grammar and Vocabulary: revsion Pronunciation: /! and a: Zé Culture Corner 4 (p, 60l: Teenagers in Gritan:Factile Learning Power! (0.60: Studying 9 EXCURSIONS Warm-up (p-61) | Vocabulary places; Wansport Prepositions: by (cor &c) Speaking: vanscar 17 Sightseeing activities ~~ ~-Reading and Listening: aacgue= | (op.62-63) : Present Continuous Speaking: none conversations ¥8 Looking at Vocabulary: clothes Reading and Listening: » aiogve Photos Grammar: Present Continuous ~ questions Speaking: taking about cotnes | lpp.64-65)__ Prepositions: a in; on (place) |"Eammuniation Workshop (66: Reading and Writing: tnd information Speaking: pesky gine 10 WILDLIFE Warm-up ip. 67) avimals places Speaking tang sbout armas —— — — 19 at the Vocabulary: adjectives Reading and Listening: ss>aves Wildlife Park Gramm: ustimustn’t Speaking: taking about rules Prepositions next 0; neor_ mals) Vocabulary ports of rina : Reading and Uitening: Sacave= \ap. 70-71) Grammar: subjectobject pronouns speaking: sv arma quz ‘Communication Workshop (p. 72): Reading and Writing: a descrpton cFan anima! Speaking: talung soout an ana) Review ip. 73): Grammar and Vocabulary: revision Pronunciation: rain stress Culture Corner §(p. 74): British Wife Learning Power! . 74): Cneck your language 11, MEMORIES ‘Warmup (9.75) | Vocabulary: months, ordinal ruribers dates Prepositions: on Gates\ Speaking! saving others 21 Do You Vocabulary: adjectives Reading and Listening: 262 gue Remember? | Grammar: was/were (1) Speaking: taking about tre past (pp. 76-77\ _| Prepositions: on; ot in time) -_ 2E My First | Vocabulary: weather, times Reading and Listening» dalogve = Memory | Grammar: was/were (2h: ~ questions umesifrst memories (pp. 78-79) [Communication Workshop (p. GO|: Reading and V enOTes 12 AT NIGHT Warm-up p81) Vocabulary: esl and mies Speaking’ day snd ight peo Prepositions: belo, afer 23 Out and Vocabulary: paces Reading and Listening: » caicgue About Grammar: was/were + time expressions Speaking: ib’ game (op. 82-83) —— 724 Staying in| Vocabulary: TV progranvres Reading and Ustening: WV guce 8a = (pp 84-85) _| Grammar: there was/there were Speaking: TV programmes ‘Cammurication Workshop (p36 Reading and Writing: apeorsl 7a Speaking: Review (p87): Grammar and Vocabulary: revision Pronunciation: ana Culture Corner 6 (9.88): Television in Brtain_ Learning Power (0. 88: Do you remember? right Out‘StupeNTs' BooK CONTENTS 13 ACCIDENTS | LESSON TANGUAGE = SKILLS — Warnvup 6 |_| Vocabulary: emergency Services rierratonal WOE Speaking: cormparing services 25 Watch Out! Vocabulary:,eros Reading and Listening! siory order, Galogues (90 90-91) _ Grammar: Past Simple (regular and irregular verbs) _Speaking: rtcling 2 story _ 26 Road Safety Vocabulary: 022 sey © Reading and Listening: oad safety ‘90. 92-35) __ Grammar: Past Simple (atfirmative and negative) Speaking: taking about past events __| Communication Workshop ip $i: Reading and Writing: ory Linking! orden Spe ing: teling 3 story 14 MISSING HOME ] “Warim-up ip 95) Vocabulary: cosas, weatrer 100d Speaking’ Sih SGU What you RISE 27 Homesick Vocabulary: acjectves arionyms) —~=S*«R ding an Listing alogUC (9p. 96-97) Grammar: comparatives ~-er/er (than) ‘Speaking: comparing opinions 28 Across the Reading and Listening: magazine page ‘Atlantic Grammar: comparatives - more (than) Speaking: likes and dislikes (90. 98-99) (p 100i: Reading and Writing: s postcard Linking: and, because Speaking a discussion Review ip 101): Grammar and Vocabulary: revision Pronunciation: and 0! Culture Corner 7 0.102: Strange but True Learning Power! p. 1021: Usng dictionary 15 TESTS Warm-up io 103)” Vocabulary: adjectives (qualities) Speaking: questionnaire "il 29 Exams Grammar going fo for future plans Reading and Ustening! exar ipsa dalogue 04-105) _ Prepositions: review of time, place and movement Speaking: diary game 30 Game Shows” Vocabulary: acjectves feeirgs) Reading and Listening! game shows 4 ip 106-107) _ Grammar: haverhas to; don'tdoesn't hove to. Speaking: taking stout res | Communication Workshop "08: Reading and Writing 9:7” Speaking" sie | 16 GOODBYE Warmup p 109)” Vocabulary: AS Speaking! Saying goodbye Formalinformal) BH Party Time — Vocabulary: 200 ard arn muse Reading and Listening! dialogues (pp 110-111) Grammar: suggestions (Why don't we... Let's...) Speaking: making suggestions about going out Prepositions: 2, in places) 32 Saying Grammar: revision of verb forms ~ Reading and Listening: dialogues Goodbye ‘Speaking: roleplay ~ saying goodbye (op. 112-113) ‘Communication Workshop 1p 11-1: Reading and Writing: party pose” Speaking? leolay Review \o.115):Grammar and Vocabulary: revicn Pronunciation: dd Culture Corner 8p 116):ulteutural Grain Learning Power! (c 116 Seltevaluation and revision Extra Time! (pp. 117-125) Story Spot: Money Talks by O. Henry (pp. 126-127) ‘Communication Workshop roleplay information (p. 128)(lassroom Langua Objectives "= To understand and practise common classroom instructions. "= To say the alphabet in English = To count up to twenty in English Resources used Cassette. INSTRUCTIONS '= Have students look at the fourteen pictures and guess what ‘some of the instructions are in their L1. At this stage do not tell the students if their guesses are correct. ' Play the cassette for students to listen and look at the pictures and words. = Students can then check f their guesses are correct. ' Play the cassette again, two or three times, for students to listen and repeat the instructions. '= Have ingividual students in turn say one of the instructions 0 that you can check pronunciation, THe ALPHABET = Have students look at the letters. Ask them if they write any of the small or capital letters ina different way. * Play the cassette once for students to listen only. = Then play the cassette two or three times for the class to listen and repeat the alphabet, ® Students then work in pairs, practising speling their names to each other. Go round and monitor the activity, helping and correcting where necessary = Some of the students can then spell ther names forthe class to hear NumBers = Play the cassette two or ‘and repeat the numbers, '= Have one of the students write the numbers (in figures, no: ‘words) 1 to 20 on the board. Then point to the numbers on the bboard at random and ask individuals to say the numbers. © In pairs, students can practise saying their telephone numbers and the phone numbers of their friends and family to teach other. Go round and monitor the activity, paying particular attention to pronunciation. fee times for students to listen e Orin Practice Have students look back at the Instructions section, Students work individually, practising spelling one of the words inthe instructions. Inturn, each student spelis out their word for the rest of the Class to write it down and say which word itis, Give them an example yourself by spelling ‘book’ for the class to write down and then say the word. * Extension Have students look at the picture with Instruction 2, ‘My name is Amanda’, and repeat this after you three or four times. Students work individually, practising saying the sentence Quietly to themselves, using their own name. Inturn, students say the sentence to the class, using their own name.Module objectives * Draw students’ attention to the module objectives at the top of the page (In this module you ...), This is a regular feature on the frst page of each module. = Check that students understand the meaning of talk, listen, read and write by having them translate the words into their L1. Ask students if they know what an e-mail message is. Ask students if they read and write e-mails and, ifso, to tell the class (in their Lt) what they lke about e-mail Resources used Mini-dictionary, cassette, large world map (Exercises 1 and 2, Background The group of characters who appear throughout the book are four students (Gabriela, Paola, Adam and Kostas) studying English as a second language in Cambridge in the summer and two British teenagers \lamie and Megan) in whose house Paola and Gabriela are staying. amie and ‘Megan are introduced in Module 2) See the information on the characters in the introduction (page 7). As students work ‘through the Coursebook, they can fin the Character Profiles in the Language Powerbook. Great Britain (or Britain) includes England, Scotland and Wiles. England isthe largest country in Britain. Inthe photo on page 5, Paola, Gabriela, Kostas and Adam have jus arrived in Cambridge. They are atthe Cambridge bus station Warm-up Exercise 1 = If you have a large world map (with English spelling of Countries and cities), display it on the wall or board and have students point to their own country. "= Have students look at the list of countries on pages 2-3 in their Mini-dictionaries and find their own country. Have them comment on the way their country is spelt in English and guess how itis pronounced in English. Exercise 2 LAC LUE uaie) ‘Argentina, Britain, Greece, Italy, Poland, Russia, Turkey, the United States ‘= Have students find the countries in the Minidictionary "= Students listen to the cassette and repeat the names of the countries. Play the cassette two or three times for choral and Individual repetition. Draw students’ attention to the use of the inthe United States’ a large world map, have one student say the name of a country and another student point to it on the map. Exercise 3 "= Have students look at the photos and say the first names of the people after you. "= In pairs or groups of three, students discuss where they think the people come from "= The students then exchange views as awhole class and see how much general agreement there is about where the people are from, * Students then listen to the cassette and check their guesses. ‘Tapescript and Answers Paola Ross ~ Italy | Gabriela Fernandez ~ Argentina Kostas Dimitri - Greece ‘Adam Nowak Poland "= Students then listen again and repeat the names of the people and countries Exercise 4 * Have students say the names of the cities ater you * Read the example item (London, Britain’) withthe cass. * Students then work in pairs, looking back atthe Key Words in Exercise 2 and matching them with the cities. = Check students’ answers by having them say the pairs of cities and countries. Answers. 2Turkey 3 the United States 4 Poland SRussia 6 italy 7 Argentina 8 Greece Practice Have students look atthe list of countries in their Mini dictionaries. Students work in pairs or groups of three and write down the names of three cities. Tell therm they must know which countries their cities are in. The groups then take turns to write the name of a city on the board for the rest of the class to say the country its in. Extension Give students one minute to study the list of countries in their Mini-dictionaries. Then have students close their books. Write the first letiers of five countries on the board, followed by the correct number of dashes for the remaining letters, e.g 5 (Spain), J____Uapan) Students then work in pairs, completing the names of the countries Check students’ answers by having them complete the words on the board.Vem Objectives * To practise using to be + lyou. * To practise using limy, youlyour. ' To practise using question words: What, Where. * To practise using the preposition from + country. ' To practise language used when meeting people Resources used Minidictionary, cassette, Extra Time 1 (Students’ Book page 117) Possible problems Because the forms of the verb ‘to be’ cause all students some difficulty the ver is used inthis lesson only with the pronouns ‘! and ‘you’. Background In this lesson, the four students meet each other in the ‘canteen at their language school in Cambridge. There are many language schools teaching English as a foreign language in Britain and all the British Council offices ‘overseas have lists of the accredited schools. Gabriela is from Rosario in Argentina, Adam is from Toruh in, Poland, Kostas is from Rhodes in Greece and Paola is from Siena in Italy, Routes through the material © Ifyou are short of time, set some ofthe exercises for homework (e.g Exercises 4 and 9, Extra Time 1). © Ifyou have time, do the Options Activities. © Ifyou have two lessons for a unit, a suitable natural break is alter Exercise 5 ererer rrr: Before you start Have students look at the pictures. Ask students what they can remember about the people (names/countries?). Encourage students to guess (using their Lt if necessary] where the people are and what they are doing Reading and Listening Exercise 1 "= Have students say the names of the three countries and ccheck pronunciation (italy, Poland, Argentina). * Students then read and listen to the dialogue, filing in the ‘missing countries, ® Play the cassette twice if necessary, 16 Check students’ answers by having them read out the complete dialogue. ‘Answers. Poland 2ttaly italy 4 Argentina i! 'm Gabriela ‘Adam: Hello, '™m Adam. 'm from Poland. Are you ror tay? Gabriela: No, m not from ity. rm from Argentina to be (I/you) Exercise 2 "= Explain the use of the Present Simple in English that is practised here. Its used to talk about permanent states, e.g where someone is from, their appearance, name and age = Have students look at the table and listen to you saying each sentence, e.g, ‘| am from Poland. I'm from Poland.’ Check students’ comprehension by having them translate the sentences into their L1. Point out that the form with each pronoun is always the same, e.g. ‘| am’, ‘You are’ ‘= Students then listen to the cassette and repeat the sentences. ' Students can work in pairs, practising saying the sentences to each other. Go round and monitor the activity. Exercise 3 "= Have one of the students read the example positive sentence. ' Tell students to write positive sentences, using the even ‘cues and the full form of the verb, f you wish, elicit the second sentence (You are from Italy’ before students continue the exercise, working individually * Check students’ answers by having them read out sentences, he Answers 2 You are from italy 44 You are from argent 6 You ave from Russia 3 lam from he Uni 3 Slam from states '= Have one of the students read out the example negative sentence, '= Students then work individually, writing negative sentences, = Check students’ answers by having them read out sentences, Answers 2 You are not from kay. 4 You are not from Arge! 6 You are not from Russia, 3am not from the United: fom PolarExercise 4 1» Read the first item and example question with the class, pain (in L1) that students have to write questions that will ‘match the given answers, so itis important to read the answer before writing the question ‘= Students work in pairs, if you wish, reading the answers and writing the questions. © Check students’ answers by having pairs read out each question and matching answer. Answers. 2 Are you from Australia? 3 Are you from (any country except Russia?” 4 Are you trom Polang? 5 Are you from (any country except italy? 6 Are vou trom Argentina? Exercise 5 = Have two students read out the example dialogue. '= Demonstrate the activity yourself. Choose a country and have the class ask you questions to find out your country. "= Students then work in pairs, taking turns to choose a country. Go round and monitor the activity What?/Where? (I/my, you/your) Exercise 6 © Have students repeat the question words ‘what?’ Where?) after you. Explain that we use ‘what to ask about things, e.g "what is your name?’, and ‘where’ to ask about places, e.g “Where are you from?” Check students’ comprehension by asking them to translate the question words into ther L1 = Have students repeat the words after you (from’, ‘Hi name’, ‘Hello. Ask them if they can guess jin Lt} what the difference 's between ‘Hello’ and ‘Hi’ His more informal than Hel 1 Students read and listen to the dialogue and write the missing words. Play the cassette twice if necessary. Check students’ answers by having them read out the dialogue “Answers Hi 2Hello name 4from, Tapescript Kostas: H'm Kostas, What's your name? Paola: Helo. My name's Paola, Where ae you trom? Kostas: "from Greece. And you? Paola: Im rom tay Exercise 7 "= Ask students to look back at the completed dialogue in Exercise 6 and find sentences containing '' or ‘you' and ‘my’ or your’. Ask students to translate the words into their L1 = Say some example sentences to the class, e.g. lam (nome).’ ‘My name is ....'. Point toa student and say, ‘You are (name) Your names © Hove students look at the table as you read out the sentences. Check students’ comprehension by having them translate the sentences into their L1 Hi! "= Students then listen to the cassette and repeat the sentences ‘= Have students say sentences about themselves ("tm “My name's...) Have the class repeat each sentence of the example dialogue after you. Then have two students read it out. '* Explain that students act out the same dialogue using their own names and countries, Have two students demonstrate the dialogue for the rest ofthe class to hear. * Students then work in pars, acting out the dialogue and changing roles. Go round and monitor the activity = Have some of the pairs act out their dialogues for the class tohear. ee Exercise 9 © Have the class repeat the example sentences after you. Draw their attention to the use of ‘from’ ‘= Have students look at the first set of jumbled words and show how they make the sentence ‘'m from Poland.’ when they ere unjumbled. Draw students’ attention to punctuation clues (e.g. capital letters, full stops, question marks) in the. jumbled words to help them sort out the order. = Do the second example with the whole class. ® Students then work in pairs, unjumbling the words and ‘writing sentences. = Check students’ answers by having them read out their sentences Answers ‘2 where are you rom? 3 1'm not from the United States, 4limfrom Greece. 5 You aren't from Argentina, | @Are you from tly? * Refer students to Extra Time 1 (Students’ Book page 117) Proctice Write the names of the characters on the board: Gabriela, Paola, Kostas, Adam Elicit what students can remember about Gabriela and write notes on the board, e.g. Gabriela ~from Argentina Students close their books and work in pairs, writing down What they can remember about each of the characters (in the Character Profiles in the Language Powerbook), ‘As a whole class, have students make positive and negative sentences from their notes, e.g. ‘Gabriela isn't from Greece. Gabrielais from Argentina Extension Students work in pairs. Each student takes the role of one of the people in the Students’ Book (Gabriela, Paola, Kostas, ‘Adarr}. The pairs make conversations asking about their partner's name and country. Go round and monitor the activity Some of the pairs then act out their dialogues for the class to hear.