1st Grade of Junior High School: Τeacher'S Book

1st Grade of Junior High School
EACHERS BOOK
TEACHERS prox_CON 24-11-08 16:33 1
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1st Grade of Junior High School
Teachers book

Introduction
Unit 1 Welcome! ii
Unit 2 Junior High School Life! 8
Lesson 1 Fancy school? 9
Lesson 2 Join our club! 14
Lesson 3 TEEN best-sellers! 19
Unit 3 TEEN Matters! 26
Lesson 1 Food for thought! 27
Lesson 2 Your problem sorted! 33
Lesson 3 We're on a shopping spree! 38
Unit 4 Looking back on the past! 43
Lesson 1 On a mystery tour! 44
Lesson 2 Tell me a story! 50
Lesson 3 We survived the tsunami! 55
Unit 5 Times change! 61
Lesson 1 Fancy ancient history? 62
Lesson 2 A nation in brief! 69
Lesson 3 From generation to generation! 75
Unit 6 Teens in action! 82
Lesson 1 Let's go green! 83
Lesson 2 Many hands make light work! 88
Lesson 3 Learn by doing! 92
Unit 7 Tomorrow and beyond! 97
Lesson 1 Travel plans! 98
Lesson 2 Good intentions! 105
Lesson 3 In the year 2525! 109
Unit 8 In the papers! 113
Lesson 1 And the winner is! 114
Lesson 2 Crack the code! 118
Lesson 3 School reporting! 122
Unit 9 (Review) Happy summer holidays! 125
Appendices
Tests 131
i
Contents Think TEEN
Think Teen Units 1-3 132
Test Key Units 1-3 148
Sample rating scale for speaking
tasks in tests 150
Sample rating scale for writing
tasks in tests 151
Listening Test Tapescripts Units 1-3 152
Key: It's up to you (Student's Book) 154
Workbook key 158
TEACHERS prox_CON 24-11-08 16:33 i
The Think TEEN series is addressed
to learners of the English Language in the
first grade of junior high school. The
design of the series was based upon
current methodological and pedagogical
principles of literacy, plurilingualism and
pluriculturalism as set by the Common
European Framework of Reference
(2001) and the Cross-curricular Unified
Framework (2003).
The following parameters were also
taken into consideration:
the age of the students
their needs, interests and abilities
the knowledge they bring in the EFL
classroom after having been taught the
English language in the State Primary
School for four years.
the case of absolute beginners who may
attend the first grade of junior high school.
In general, the series aims at providing
EFL teachers with:
flexible material which can be easily
adapted to different teaching contexts so as
to satisfy different learning needs but also
different teaching approaches
the possibility to teach English across the
high school curriculum
differentiated material so as to cater for
the mixed-ability profile of high school
classes.
In particular, the main aims of the
series are:
the acquisition of basic knowledge,
skills and communication strategies so
that students will be able to function
satisfactorily in different linguistic and
cultural environments. This objective is
accomplished through the systematic
development of all four skills: reading,
writing, listening and speaking through
authentic & semi-authentic texts
the development of the students'
personality as a whole through topics
aiming at their social development and
in combination with information and
knowledge that comes from other
school subjects
the use of the English language for
searching, locating and understanding
information that is related to the
students' needs and interests and which
they will use in order to achieve
different communication objectives
the development of learning and
communication strategies, with
particular emphasis on the
development of students' linguistic
awareness and the promotion of
learning how to learn' techniques
through real life experiences so that
students can become autonomous
learners
the enhancement of students' ability to
function as mediators between
monolingual individuals or groups
the students familiarisation with
different cultural environments and
different social behaviours
the provision of a variety of activities
which will activate learners' motivation
to learn &
the systematic recycling, consolidation
and extension of what they are taught
through regular revisions.
ii
INTRODUCTION
THINK TEEN SERIES
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page ii
THE SERIES COMPONENTS
Think TEEN consists of the student's
book, the workbook, the teacher's book
and the Audio CD. More analytically:
1) The student's book comprises nine
units. Units 1-8 include three lessons each.
Unit 9 is a review unit. A typical sequence
of a unit in is as follows:
At the end of the book there are
appendices with:
a key to the quizzes in the book
speaking tasks
maps
grammar tables and rules
a key for self-assessment
tiered tasks for differentiated
instruction, i.e. less and/or more
demanding versions of the same task.
2) The workbook contains exercises of
graded difficulty that aim at providing
learners with further practice. At the end
of the workbook there are tasks for
differentiated instruction.
3) The teacher's book contains a detailed
introduction and step-by-step lesson plans.
It also provides the teachers with linguistic
elements, background cultural information
& addresses of Internet sites which will
help them with their work. In the teacher's
book, teachers will also find the key to the
student's book and workbook tasks, the
audio CD tapescripts as well as
suggestions for extra activities & extra
tests for assessing the learners' progress.
4) Finally, the audio CD contains the
student's book texts & Listening tasks.
USING THE STUDENTS BOOK
1. COVER PAGE
The cover page contains:
1. the title of the unit
2. the titles of the three lessons
3. pictures relevant to the material of the
three lessons in the unit
4. sentences or short texts, which students
read or listen to and match with the
pictures
5. a box with the aims of the unit and the
types of material students will be
exposed to through reading, listening,
speaking & writing, as well as links to
other subjects.
The cover page aims to:
1. provide the context for the materials
presented in the unit
2. activate learners' background
knowledge and relevant cognitive
schemata
3. present some key vocabulary through
the pictures and the accompanying
sentences.
iii
INTRODUCTION
Cover page: Reading or listening task
Lesson One
Lesson Two
Lesson Three
Self Assessement
Reading and/or
Listening
Vocabulary Link
Grammar Link
Speaking and/or
Writing
Pronuncation Link
Project
Test
Can-do statement
Focus on learning
stategies
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page iii
1.1. Process
Students
look at the cover page and predict what
the unit / each lesson is about
describe the pictures
read or listen & match pictures / topics /
links with sentences / short texts
go through the box & see the type of
material they will be using in the unit &
the links to other school subjects.
2. VOCABULARY
Compiling the vocabulary tasks for Think
Teen, we took into consideration that it is
easier for students to learn & remember
vocabulary which is:
organised in thematic areas
presented mainly through the use of visuals
taught in combination with previously
acquired knowledge rather than taught
in isolation
taught in collocations
taught through repetition and memory
games
recycled and used in different contexts
taught through a variety of tasks so as to
cater for learners' diverse learning styles.
To this end, we suggest a number of
supplementary activities in the Teacher's
Book, which aim to assist teachers in
revising & consolidating vocabulary.
2.1. VOCABULARY LINK SECTION
Topic vocabulary is mainly presented
through a variety of tasks in the
Vocabulary Link section:
through pictures
The procedure is as follows:
Students match the words with the
pictures.
They listen to the CD or read the text
that precedes the Vocabulary Link &
check their answers.
If the vocabulary items are on the CD,
teachers can play the CD again & ask
students to repeat the words to practise
pronunciation.
Students can cover the words, look at the
pictures only and say the words. Students
can check each other in pairs.
Students look at the pictures for one
minute. Then, they close their books and
play a memory game with their partners
(e.g. Unit 4, Lesson 1:
Student A: Picture 1: puppet
Student B: Picture 2: music score, etc.)
through guessing words from context
In this type of task, students guess the
meaning of words from the reading texts
that precede the Vocabulary Link Section
& either match these words to definitions
or use them to complete sentences.
Teachers should resist pre-teaching
these words in the Reading section &
encourage students to use the context by
guiding them with strategic questions at
their first attempts.
e.g. Unit 2, Lesson 1: If students ask
what the phrase an ace at' means, ask
them to read Magda's e-mail and draw
their attention to key words (I don't spend
hours studying but' / I enjoy reading
English' ) so that they understand the
meaning of the phrase on their own.
2.2. EXTRA VOCABULARY ACTIVITIES
2.2.1. Vocabulary notebooks
Learners keep vocabulary notebooks
arranged either in thematic areas
(e.g. school subjects, natural disasters,
work, beginning with A, B, C etc.).
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INTRODUCTION
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page iv
They can write the Greek equivalent,
make a drawing next to the word or use
their dictionaries & write a simple
definition of the words.
They can also include a section with
synonyms & opposites (e.g. great =
fantastic; healthy unhealthy etc.).
They can use their vocabulary
notebooks to revise vocabulary for tests,
as a source for their projects & the
vocabulary activities suggested below.
2.2.2. Hangman
This can be played in the last five min-
utes of the lesson to practise spelling of the
new words taught.
Divide learners into two groups, A and
B. Group A choose a word and write the
first and last letter of the word on the
blackboard. They put dashes in the place
of the rest of the letters.
Group B call out letters. They can have
five wrong guesses and if they can't find the
word, Group A take a point.
Winner is the group with more points
when the school bell rings.
The group who lose give the L1
equivalent of all the words used in the
game.
Alternatively, learners play hangman in
pairs.
2.2.3. Chain
This can be played with the class as a
whole, in groups of 8-10 students or in
smaller groups of 5-6 students.
The teacher writes or says a topic area
(e.g. book' words, school subjects, the
environment etc.).
Learners in their groups have to say
words related to the topic one after the
other (in a chain).
When a learner fails to say a word or
repeats a word which has been said by
another learner, the chain breaks &
students have to start from the beginning
with the same or another topic.
The winners are the learners who last
longer without breaking the chain.
2.2.4. Bingo
Learners choose nine words from the
total number of words learnt over the
lesson / unit / week and write them in the
nine boxes they have drawn.
The teacher or a learner calls out words
at random and the learner who hears all
his/her words is the winner. This game can
also be used to practise correct
pronunciation of lexical items.
e.g. Unit 6, Lesson 1
2.2.5. Learner-Made Crossword Puzzles
This activity is particularly useful for
weaker learners as it can help them
recognise new words taught.
Learners are given a topic area & a
number of words to place in an empty
crossword grid (e.g. school clubs).
They place words from the topic area in
an empty crossword grid in any way they
like (horizontally, vertically, diagonally,
upside down etc.). They should fill the
remaining squares with random letters
from the alphabet.
When the grid is ready, they give it to
their partner or to the rival pair or group,
and they take theirs.
v
INTRODUCTION
recycling green rubbish
eco team volunteer litter
plant recycling point
waste-
paper bin
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page v
The winners are those who learners who
are the first to find and circle all the words
their partner has chosen to put in the grid.
This activity can be extended and the
teacher can ask learners either to write the
meaning of the words found in the grid, or
use them to write sentences with, or use
them to write a simple story in groups.
2.2.6. Listening
This is an activity which can be very
easily adapted to include any lexical items
we wish to revise.
The teacher gives learners a worksheet or
asks them to make one in their notebooks
with illustrations or L1 equivalents of the
words s/he wants to revise.
Most of them are scattered on the sheet
randomly, while some of them are placed
on specific spots, so that when learners
follow the teacher's instructions and join
the items she mentions, a simple shape such
as a book, a ball, a star etc. is revealed.
What the learners have to do is to listen
to the teacher's instructions and join with
lines only the items s/he mentions.
3. GRAMMAR LINK
The Grammar Link presents the new
structures used in every lesson. There are
grammar tables using sentences assembled
from the input texts and students are asked
to complete the grammar tables and work
out rules for themselves.
Input texts provide a context which
makes the meaning of the new structure as
clear as possible.
At the end of the book, there is a
Grammar Appendix with completed tables
and rules, which students can use to check
their answers.
Teachers can guide students in noticing
language forms in input texts,
e.g. underline verbs in the simple past
and divide them into regular & irregular,
etc.
Grammar Tables are followed by
speaking and writing activities which aim
at involving students in using the new
structures.
There is work on accuracy in the
workbook. It is advisable that these
practice activities are not done one after
the other all at once. Students would
become bored by too much controlled
vi
INTRODUCTION
C H O I R L E D F W P
O B H X E A F R S A H
O Q C D A N C E Y O O
K J V O D E R C L D T
E U J O I N J I N I O
R L A U N H O P X H G
Y T N U G V O E K M R
F T C L E R D R A M A
Y J E V O J K E O T P
M A R L H I T E C T H
F O O T C H A R I T Y
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page vi

practice. Teachers can decide which of
the workbook tasks to do in class and
which to assign as homework. Also, some
of the workbook tasks can be used as
reviews at the start of the next lesson.
4. READING
Reading texts and tasks used in the
coursebook aim at developing students'
full range of reading skills by exposing
them to authentic or semi-authentic texts
and involving them in tasks they are likely
to confront in real life, such as reading
signs & notices, e-mails, letters, notes etc.
Reading texts expose learners to a
rich but comprehensible input of real-life
written language in use and help to bring
the real' world into the classroom.
The tasks selected aim at viewing the
text as a vehicle of information (TAVI
approach) rather than as a linguistic
object (TALO approach) (Johns &
Davies, 1983). All reading lessons are
planned in a pre-, while- and post-reading
framework, which allows for integration of
all four skills and for work across the
curriculum.
Teachers are advised to follow the
suggested procedure for each reading
lesson as:
pre-reading tasks aim at activating
students' formal & content schemata and
set optimum conditions for the learners to
approximate the author's intended
message
while-reading tasks train learners to
employ a variety of skills and strategies and
to approach a text using both bottom-up
processing, and top-down processing in an
interactive model, which allows learners to
understand through seeing the text as a
whole
post-reading tasks aim at integrating
reading with speaking, writing and / or
listening and at encouraging students to
apply the knowledge gained from the
previous stages to new situations.
Also, through project work, students
access authentic texts on the Internet. At
this point, it should be stressed, that
students should never use the Internet for
class projects unsupervised. In addition,
teachers should have accessed the
suggested sites themselves before
recommending them to students as these
sites might have changed over time.
Finally, extensive reading should be
encouraged. Teachers can easily set up
class libraries with readers and magazines.
Students can:
keep a weekly / monthly reading diary
fill in comment sheets or write short
reviews for the books they read
use the story in a book to put on a play.
5. LISTENING
The principles used for the selection
of the reading material, as outlined in the
preceding section, have also been applied
for the selection of the listening material.
Listening texts are semi-scripted and
include authentic features of oral
discourse, such as false starts, hesitations
and rephrasing.
The tasks fall within a wide variety of
types such as completion of tables,
matching, labelling, sequencing of
visuals, etc. Moreover, grids and flow
diagrams are used, which contain and
organise the ideational content that
learners are dealing with, and, also,
encourage them to take controlled steps
while listening and allow them to do the
tasks without relying on their memory.
vii
INTRODUCTION
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page vii
Some further points that should be
considered by teachers are the following:
we believe that teachers do serve as an
imitable model and should address the
class in English as a rule
the interactive kind of listening learners
are involved in, during the lesson, should
not be underestimated. Learners
interact with both the teacher and their
classmates in a variety of ways. For
instance, they respond to a change of
scenery in class or request a turn to talk
and interact with their partners in
pairwork or groupwork. In this sense,
the listening they have to do simulates
real-life listening situations and is highly
interactive. For these reasons, students
should be encouraged to speak in
English as much as possible
teachers can use authentic songs to
supplement the listening material used
in the coursebook. Authentic songs
expose learners to real language,
provide useful practice in stress and
rhythm and are interesting and fun.
6. SPEAKING
There is a wide variety of speaking tasks
in the coursebook which aim to:
involve learners in pair- and
groupwork as well as in class
discussions and gradually move from
controlled to freer practice
allow learners to perform roles and
reach an outcome through a specific
procedure (Nation, 1989), e.g. role plays
involve learners in playing games,
which provide genuine language
behaviour and involve the use of
functional categories which will have
much wider application' (Maley 1981).
Moreover, the element of competition
in games can cleverly divert the
learners' attention from conscious
learning to unconscious language
acquisition' (Krashen, 1982)
create a need for communication,
e.g. information-gap activities in which
students must use language to cross the
gap
allow learners to act as mediators,
e.g. mediation tasks
emphasise not only the transactional
aspect of communication, i.e. the
exchange of information, but also its
interactional aspect, i.e. the creation
and maintenance of social roles
integrate speaking with the other skills,
e.g. reading and, most importantly,
listening, can be used to prepare
learners for the speaking activity.
Below we give an outline of what the
teacher's role in speaking tasks should be:
teachers should plan & organise
speaking activities carefully:
o arrange pairs or groups in such
a way that stronger and weaker
students work together
o allow time for students to
prepare
o avoid rushing' the activity and
allow enough time for it
o provide a non-threatening
environment for all students
o ask more confident learners to
demonstrate speaking tasks in
class
teachers should be concerned with
accuracy but they should be more
concerned with fluency & resist
correcting students' errors during the
task
the teacher would act as a monitor and
would walk around the class to assist
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INTRODUCTION
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page viii
upon request and discreetly collect errors,
which would be used in a feedback session
after the speaking task.
7. WRITING
The course aims at training students to
communicate fluently and effectively in
English by giving them plenty of practice
in writing different types of texts such as
e-mails, postcards, articles, leaflets etc.
Writing tasks included in the student's
book focus on writing as a process & a
goal of learning rather than a product or
a channel for learning. Learners are
encouraged to communicate their
interests, feelings and ideas to a specific
audience for a specific purpose. Writing
tasks follow a pre-, while- &
post-framework & integrate writing with
other skills in such a way that what is
read or listened to through reading &
listening tasks supplies both a model and
information for what is to be written by
the students.
7.1. CORRECTION & FEEDBACK
Taking into consideration that
feedback on learners' written work is
most useful when it is done during the
writing process (Krashen, 1984:11), we
recommend that writing tasks in the
student's book or part of them (e.g.
brainstorming, first draft, etc.) should be
done in class. There are different
approaches to providing feedback. We
recommend a process approach, i.e. a
multiple-draft process, where learners
are assisted in generating ideas and in
revising the communication of those
ideas by producing two, three and
possibly more drafts.
The teacher as a sympathetic reader
and editor should provide help in an
unthreatening way at the point of need.
Alternatively, peer correction &
feedback can assist learners in taking
responsibility for their learning & involve
them in fruitful peer interaction as more
competent learners could guide &
support less competent ones.
The typical procedure can be as follows:
When students write a text in class or at
home, the teacher can ask them to
exchange their pieces of writing with
their partners' & comment on each
other's work.
Students read their partners' comments
& revise their texts.
The teacher can also introduce a simple
correction code to the students &
provide them with criteria checklists,
such as the one provided in the SB, Unit
3, Lesson 2, p.36, so as to focus on certain
aspects of their partner's written work.
8. GAMES
In this section, we describe some simple
games which can be played at different
points in Think TEEN.
8.1. TWENTY QUESTIONS
This game can be played in pairs or
groups.
Students think of a famous person or a
student in class.
The other students ask yes / no
questions' to find the person (e.g. Is it a
he / she? / Is she alive? Is she Greek / tall /
young? / Has she got brown hair / Was she
a queen/ Did he fight in a war? etc.
They can ask up to 20 questions in
order to find the person.
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INTRODUCTION
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8.2. TENNIS
You can use tennis balls for the game
but it can be played without them as well.
Bring two students out to the front of
the class. They stand or sit facing each
other.
Another student or the teacher stands
by the board and has the role of the
umpire.
Student A serves' by saying a verb,
regular or irregular (e.g. go)
Student B responds to the service'
and gives the simple past or the past
participle of the verb (e.g. went / gone)
depending on what the teacher wants to
practise.
If B is right, he/she gets a point, which
the umpire writes on the board.
If B is wrong, A gets a point.
Then, B serves choosing another verb
etc.
Tennis can be played with:
- countries & nationalities
- the comparative & superlative form
of adjectives
- the present simple (1st person
singular vs. third person singular)
- countables / uncountables
(much vs. many)
- the past simple
- past participles
8.3. NOUGHTS AND CROSSES
Students can play this game in pairs or in
groups of four. If they play it in groups of
four, two students take the same symbol
(X) and work together and the other two
students take the other symbol (O) and
work together.
Draw a table for noughts and crosses on
the board. Write in the squares the words /
collocations you wish to provide practice in.
Students either have to make sentences
with the words or provide simple past
forms / past participles / comparatives /
plurals etc.
Students will probably be familiar with
this game. The purpose of the game is for
students to put their symbol (X or O) in
three consecutive boxes horizontally,
vertically or diagonally.
e.g.
Explain that they will have to choose a
word from the box and make a sentence /
provide the simple past form etc. If the
answer is correct they can put their symbol
(X or O) in the equivalent box.
Then the other student(s) choose
another word and if their answer is correct
they put their symbol in a box trying to
prevent the other students from having
three consecutive boxes.
The first student or group who manage
to put their symbol in three consecutive
boxes is the winner.
9. CLASS ACTIVITIES
Find someone who (class survey)
Students interview members of the class
and conduct a class survey. There are
different ideas students can use each time
(school subjects they like / hate; favourite
sports / hobbies, daily routines etc.).
Students work in groups.
Each group prepares a grid with the
ideas they want to ask about or uses the
ones provided in the Student's Book.
They interview members of the group
and/or other groups.
x
INTRODUCTION
X O O
O
X X X
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page x
They analyse results & present them to
the class either in writing or in speaking.
They can also present results on the
computer (pie graphs etc.).
e.g. (Unit 2, Lesson 1)
10. TOPICS FOR FURTHER DISCUSSION
This type of activities offers teachers
the opportunity to sensitise students to
the themes of:
interaction
communication
system
culture & civilisation
similarity - difference
change
time - space
individual-member of (national /
world - wide) community etc.
Discussion of these topics can be in L1
or in L2 depending on the level of the
students.
11. PROJECTS
11.1. Assigning roles
When students do projects, it's better for
each student to have a role he / she likes in
the process.
The teacher can discretely allow weaker
/ less confident students to choose the task
they want to do (draw pictures, take
photos, copy the group's presentation /
project after it has been corrected etc.),
but should also encourage these students
to be involved in tasks that they find more
difficult (e.g. writing a text, making a
presentation in class etc.). This can be
gradually achieved if these students
undertake these tasks in collaboration
with more confident students & if they
feel that the class is a non-threatening
environment.
11.2. LARGE-SCALE PROJECTS
Large-scale projects are projects which
can be carried out throughout the school
year. Our aims in including such projects
are to:
motivate learners
encourage work across the curriculum
promote whole' learning encouraging
learners to see actions, ideas and concepts
linked and not compartmentalised in
subject areas
provide learners with a genuine
purpose for language learning & learning
in general
foster learner autonomy by encouraging
learning by doing and discovering &
allow for collaborative work
(e.g. Books for teens in Unit 2, Lesson 3
or Treasure Hunt Task Sheet in Unit 6,
Lesson 3).
12. ASSESSMENT
A formative assessment scheme is used to
assess the teaching & learning process. It
consists of:
a self-assessment scheme at the end of
every unit in the student's book
xi
INTRODUCTION
Find someone who likes
SUBJECT STUDENTS' NAMES
maths
modern Greek
PE
RE
English
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page xi
three photocopiable review tests (Units
1-3, Units 4-6 & Units 7-9) in the teacher's
book. Review tests assess all four skills. A
rating scale for assessing the speaking and
writing component is presented on pp. 150-
151 of the Teachers Book.
12.1. SELF-ASSESSMENT
There is a formative self-assessment
scheme at the end of every unit. This
comprises:
an informal test administered at the
completion of each unit
alternative assessment techniques
o a table with can-do statements
for students to complete
o a table focusing on learning
strategies
12.1.1. THE TEST
The tests are time effective and
consist mainly of discrete-item tasks,
which can be easily marked by the
students themselves. Students can use the
key in the appendices to check their
answers and calculate their score. In this
way, students can be responsible for their
progress and take their own decisions
about their work in the future.
The tests are success-oriented as there
is no pass or fail, which aims at reducing
the stress or frustration that students
experience when doing tests (Rand, 1997).
12.1.2. CAN-DO STATEMENTS
Students complete a can-do checklist
after taking and marking their test. The
statements allow students to assess
themselves in the four language skills,
look back on their progress and look
ahead to what they need to do in order
to improve. There is also space for
students to make notes on their plans.
12.1.3. FOCUS ON LEARNING
STRATEGIES
This section of the self-assessment
scheme aims at:
o sensitising students to learning
how to learn techniques
o raising their self-awareness
o enabling students to develop their
autonomy
In every test, there is focus on different
strategies, e.g. in Unit 2 the focus is on
reading strategies, in Unit 6 on speaking
strategies, etc.
Within each unit, there is an indication
referring students to the specific strategies
every time. Teachers are advised to go
through the list of strategies at the specific
point in each unit so that students become
aware of the strategies they can use to do
the tasks. For example, in Unit 2, Lesson 1,
students can go through the reading
strategies before they do the reading task
(see SB pp. 8-9 & 26).
The statements for the strategies have
been written in English, which might be a
burden for students. Teachers can explain
these strategies in L1, if necessary.
Finally, students can be reminded of the
specific strategies for all similar tasks and
they can go back to these tables from time
to time and see if they have learned' to
apply these strategies.
In conclusion, the assessment scheme
used in the course allows for continuous
assessment, which is believed to
encourage students to contribute
regularly to the class, and aims at taking
the individual development of students
into consideration rather than provide
final judgments about them.
xii
INTRODUCTION
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page xii
13. MY PORTFOLIO
This indication appears in the book mainly
next to writing tasks & projects.
It means that the work students do for the
particular tasks can go into their portfolios,
i.e. folders where students keep their work.
Portfolios can be used in many ways:
to allow students to take pride in their
work at the end of every term / the
school year
to assess students' progress
to assess the learning process & plan
future teaching & learning
to inform parents of the students'
progress and
to encourage student, teacher and
parent reflection
14. DIFFERENTIATION
Differentiated instruction requires
teachers to be flexible in their approach to
teaching and adjusting the materials used
to the learners' individual and diverse
abilities, needs and preferences. In other
words, especially in mixed-ability classes,
such as Greek junior high school ones, it is
not possible for all students to learn the
same things in the same way over the
same time span.
Quite a cumbersome task as it may
seem, it is still feasible if we plan teaching
and learning through many modalities
and build bridges between the learner and
learning' (Tomlinson, 2000).
Differentiated instruction is integrated
throughout the course in many ways, as
outlined below:
instructional approaches vary: teaching
is a blend of whole-class, group, pair
and individual instruction and more
importantly, the materials are flexible
for teachers to blend further
materials address all learning styles:
visual, auditory, kinaesthetic etc.;
e.g. tasks encourage students to use
technology, play music or drama
materials are tuned to varying degrees of
difficulty: teachers and / or students can
decide what to do; e.g. the apt students
can accelerate the rate of their progress
by working ahead independently doing
more demanding tasks in the book or
the workbook
scaffolding is systematically built-in in all
activities: teachers and / or peers can help
students climb up'
students are often given not only choice of
process but also choice of product; e.g.
they can decide if they want to write,
record or present orally their presentation
in a project
students are trained to select and use
the learning strategies that help them
and this is a skill they learn for life
there is work which facilitates learning
in context, not in the sense of reading
or listening context but in the sense of
enabling students to connect what they
learn with their lives; e.g. see topics for
further discussion
assessment instruments used are
varied, flexible & measure on-going
performance; e.g. see can-do
statements & learning how to learn
strategies' in self-assessment and extra
tests in the Teacher's Book.
xiii
INTRODUCTION
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page xiii
14.1 It's up to you!
This section contains less / more
demanding versions of some of the tasks in
the students book & the workbook. There
is indication next to these tasks.
Students should be trained to recognise
it every time they see it and decide which
version of the task they want to do. This
would enable students of diverse levels of
ability to complete the tasks with success,
since as Vygotsky (1978) states, if tasks are
far ahead of a student's current point of
mastery, frustration results and learning does
not'.
Yet, teachers can discretely encourage
less confident students to try doing more
demanding tasks over time. A sense of
self-efficacy does not come from being told
we are terrific but from our recognition that
we have accomplished something we
believed was beyond us' (Tomlinson &
Alan, 2000).
15. LINK TO E-YLIKO
Link to www.e-yliko.gr
for the first grade of Junior High
School
When this indication appears in the
Student's Book, teachers can use the
educational CD compiled for the English
class of the first year of junior high
school (advanced level). The topic on
which students can work appears in the
box every time.
USING THE WORKBOOK
1. The Workbook contains:
extra practice activities based on the
nine teaching units of the student's
book
differentiated material to provide for
the needs of mixed ability classes.
2. The contents and the purpose of the
workbook
The workbook is closely integrated with
the student's book and contains tasks and
activities that provide extra practice.
3. Reading
This section mirrors the topics of the
student's book, recycles and extends
vocabulary and structures presented
there.
4. Vocabulary & Grammar Links
These sections review and provide
practice in the language presented in the
student's book. The Grammar Link also
helps students focus on the grammar
point presented and elicit the rules or
relate the theory to examples.
5. Writing
The writing section aims at enabling
students to improve their writing skills
through extra practice on various genres
ranging from notes and paragraphs to
e-mails and reports.
6. When should students use the
workbook?
The workbook can be particularly useful
for assigning homework. It can be
exploited part by part, that is, when
students complete the vocabulary section
of a particular unit they can do the
corresponding vocabulary part in the
xiv
INTRODUCTION
Task ...- p....
Green colour: less demanding tasks
Yellow colour: more demanding tasks
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page xiv
xv
INTRODUCTION
workbook. However, there will be
occasions when the teacher might wish
to vary this pattern. For instance, the
reading section of the workbook could
be done at the end of the unit when
students have acquired the vocabulary
and structures taught as the reading
texts in the workbook are often more
demanding. Teachers might also choose
to do some of the workbook activities
upon the completion of the unit as a
review of what was done or as
preparation for the self-assessment
section at the end of each unit in the
student's book or for the test contained
in the teacher's book.
7. Correction of the workbook
It is highly recommended that
workbook tasks are corrected in pairs
or groups by the students. The teacher
can offer help upon request and focus
more on students who need more
assistance. As far as the correction of
writing is concerned, teachers could
apply the same principles and
techniques as those applied to the
correction of the writing tasks in the
student's book.
TEACHERS BOOK LEGEND
Aids: It appears under tables on the
first page of each unit & refers to aids
teachers can use for different tasks
: This means that teachers should
consult a specific section of the
introduction
NEXT LESSON: This indication aims at
preparing teachers for the next lesson
EXTRA! This symbol is used to indicate
additional tasks
:: This means that teachers can set a
time limit for the task to make it more
interesting.
.WB Tasks ..., p. ...
This indication shows teachers which
Workbook tasks they can work on at this
point of the lesson.
Writing Strategies SB p. ...
This indication refers teachers to the
relevant strategies in the students book.
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page xv
xvi
INTRODUCTION
REFERENCES
Council of Europe: Common European Framework of Reference for Languages
(2001), Cambridge, CUP. [Online] Available from
http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp [last accessed 26/06/08].
Cross-curricular Unified Framework (2003), Pedagogical Institute. www.pi-school.gr.
Johns, T. & Davies, F (1983) Text as a vehicle for information: the Classroom Use of
Written Texts in Teaching reading in a Foreign Language in Reading in a Foreign
Language, 1/1 :1-19.
Krashen, S. (1982) Principles and Practice in Second Language Acquisition,
Oxford; Pergamon.
Krashen, S. (1984) Writing: Research, Theory, and Applications,
Oxford; Pergamon Institute of English.
Maley, A. (1981) Games and problem solving in Johnson & Morrow (ed.)
Communication in the Classroom, 137-148, Harlow, Longman.
Nation, P. (1989) Speaking activities: five features in ELT J 43/1: 24-29.
Rand, W. (1997) Testing Deviant! Are you one also? in English Teaching Forum
April 1997: 48-52
Tomlinson, C.A., (2000). Differentiation of instruction in the elementary grades.
[Online] Available from
http://ericir.syr.edu/plweb-cgi/obtain.pl [last accessed 04/05/08].
Tomlinson, C.A., & Allan, S. D., (2000). Leadership for differentiating schools and
classrooms. Association for Supervision and Curriculum Development.
Vygotsky, L. S. (1978) Mind in Society, Cambridge, Massachusetts;
Harvard University Press.
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page xvi
1
Aids
o Students' photos (Speaking, task 2)
o Photos of signs in English (Project, Group A)
o Greek Dictionaries (Culture Corner)
Welcome!
Unit 1
Language Vocabulary Grammar Curriculum Suggested
Functions Link Link Link / Lesson
Themes Schedule
Describing Leisure Present Links to: 4 teaching
photos activities Simple Geography periods
(verbs to be', Modern 1. Cover page,
Signs have got' & Greek Speaking &
in English other verbs) Listening
Asking for Classroom Themes: 2. Speaking,
& giving Language Communication Reading &
personal Interaction Listening
information Civilisation & 3.Vocabulary
culture Link &
Grammar Link
4. Project
& Culture
Corner
TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page 1
Go through the instructions with the
class and check for any difficulties.
Elicit: international camp (a camp with
students from all over the world).
Play the CD.
Students listen and follow in their books.
They try to guess which language
children speak in & what their
nationality is.
Ask: What do you think these words /
phrases mean?'
Elicit that they are greetings. Allow L1.
Answers:
1. Italian (=! ;)
2. English (= !)
3. French (= ;)
4. Greek
5. German (=! ;)
6. Indonesian (! / ;)
Tapescript
Listen to some children greeting in their
language.
1. Ciao! Come va?
2. Hi, there!
3. Ca va bien?
4. !
5. Hallo! Wie geht sie dir?
6. Apa Kabar!
EXTRA!
You can ask students to look through
their books & find the children's names.
Answers:
1. Pedro (e.g. unit 1, page 3)
2. Jennifer (e.g. unit 2, page15)
3. Jean Paul (e.g. unit 2, page 9)
4. Magda (e.g. unit 2, page 9)
5. Hans (e.g. unit 7, page 106)
6. Silou (e.g. unit 3, p.37)
EXTRA!
You can ask students if they have
been to an International Camp and/or an
exchange visit & what they think the
advantages are (e.g. travel abroad / meet
teenagers from different countries / learn
about foreign customs & traditions /
practise speaking in a foreign language
etc.).

SPEAKING
SB pages 2-3
+Aims and Objectives
To involve students in talking about
activities in photos
To revise leisure activities
Vocabulary & structures
singing/playing music, wall scaling,
white-water rafting, horse riding, tennis,
making friends/meeting other
teenagers/spending time with other
teenagers, football, swimming, dancing
Present Simple for habitual activities
Task 1
Elicit that the photos show activities
children do at the International Teen
Camp.
2
UNIT 1 Welcome!
COVER PAGE
SB page 1
Vocabulary
spend, international camp, nationality,
Italian, English, French, Greek,
German, Indonesian
Introduction: Cover page
3
UNIT 1 Welcome!
Encourage students to talk about the
activities in the photos.
Assist with language.
Answers:
A. singing / playing music
B. wall scaling
C. white-water rafting
D. horse riding
E. (playing) tennis
F. making friends/meeting other
teenagers/ spending time with other
teenagers
G. (playing) football
H. swimming
I. dancing
Task 2
Go through the instructions & the
example with the class and check for
any difficulties.
Invite students to answer the question.
Alternatively, students can talk about
the activities they do in pairs.
LISTENING
SB page 3
To involve students in listening
- to a teenager talking about the
International Teen Camp
- for gist & detail.
Vocabulary
loads of, have the time of my life,
Mediterranean food, make friends,
keep in touch
Play the CD twice if necessary.
Students listen and tick the activities
Pedro mentions.
Answers: H, G, I, F (in any order)
Write the following questions on the
board:
a. Where is the camp this year?
b. Why does Pedro like it there?
c. What is he sorry about?
d. What have the teenagers at the camp
promised to do?
Play the CD again & ask students to
make notes to answer the questions.
It's important that students understand
that the teenagers at the camp are going
to keep in touch through e-mail as this is
the main idea in all the units of the book.
After checking answers, you can ask
students to look through their book
and find out if the children keep their
promise.
Answers:
a. in Crete
b. (any of the following)
there are a lot of teenagers
he enjoys the sea
he does sports
he likes the food
he makes new friends
c. that he is going back home next week
d. to keep in touch through e-mail
Tapescript
Pedro is at the International Teen Camp'.
He mentions six of the activities in the
photographs (A-J). Listen to him and tick the
right photographs.
4
UNIT 1 Welcome!
Hi, everybody. I'm Pedro from Italy. I'm 12
years old and I'm at the International Teen
Camp', in Crete. There are loads of
teenagers from different countries here and
we're having the time of our lives. We enjoy
the sea, play football, dance, sing, eat
Mediterranean food and make new friends
every day. I've been here all summer and I'm
really sorry I'm going back home next week.
I'll miss the place but I'll keep in touch with
all my new friends through e-mail. We've
promised we'll be back next year. Why don't
you come too?
.WB Tasks 1-2 & 5, pp. 2-3 & 4
NEXT LESSON: see Aids p. 1

SPEAKING
SB pages 4-5
To involve students in asking &
answering questions to find out
personal information
To integrate speaking with reading,
listening & writing
break the ice, classmate, enjoy, crazy
about, prefer, fashion, musical
instrument, travel, healthy
Present Simple for habitual actions
Task 1
Revise / elicit classmates & break the ice.
Divide students into pairs. One student
in each pair is A & has to use Student
A's card and the other is B and has to use
Student B's card respectively.
Explain the task & point out that the aim
is for students to get to know each other
better.
Explain that students should guess first
and then answer their partners'
questions to find out if their guesses
were right.
Go through the example with the class.
Elicit / revise: enjoy, crazy about,
fashion, prefer, musical instrument,
healthy food.
Revise question forms if necessary (e.g.
Do you want a big family?' Are you afraid
of spiders?' Have you got a new bike?')
You can use the tables & exercises in the
WB for that.
.WB Tasks 6 & 8, pp. 5-6
Explain that they can ask for more
details (e.g. Have you got a pet?' What is
it?' 'What's his/her name?' etc.).
Task 2
Students can work in two or three bigger
groups & make posters with the profiles
of the students in their groups.
Students in each group write the
students' profiles.
Then, they can exchange with other
groups & correct each other's work.
You can ask them to check correct verb
forms (3rd person singular in the Present
Simple) in particular.
Students write their final drafts & make
the posters.
They can add photos & put them on
display on the class notice board for
everyone to see.
READING
SB page 5
+
Aims and Objectives
To involve students in reading signs &
recognising English words
In pairs students circle the English
words.
Elicit the meaning of these words &
their Greek equivalents (,
, ).
Explain / elicit foreign'.
Ask students to say what other foreign
words they see in signs (e.g. bank, cafe,
tennis, Stop, sales, internet etc.).
Elicit the Greek equivalents where
possible.
Answers: push, supermarket, parking
Topics for further discussion
To familiarise students with the themes
of civilisation & culture (multilingualism
/ multiculturalism / immigration),
interaction communication
You can discuss with students the
importance of English & other foreign
languages in Greece & when they are
used.
Key topics:
Travelling/ tourism
Contact with foreign cultures
Technology
Job qualifications etc.
If there are students from other
countries, you can ask them to say
which foreign languages are important
in their country & why.
LISTENING
SB page 5
+
Aims and Objectives
To involve students in listening to
everyday dialogues & recognising
English words.
Vocabulary
break, trendy, look
Students listen and write down the
English words they hear.
Students check their answers with their
partners.
Answers:
a: break, supermarket, OK
b: sandwich, Miss Helen, trendy, look
c: video club, match, bye
Tapescript
Listen to three every day dialogues in Greek.
Write down the English words you hear.
A. ( )
- , ;
- . ;
- break
. .

.
- , .
. ( )
- ;
- .
- . Miss Helen .
trendy .
5
UNIT 1 Welcome!
6
UNIT 1 Welcome!
Classroom language
- () look!
.
C. ( )
- ;
- 9 ,
. ;
9.
- . 8...
... ... .
- . . Bye.
.WB Task 4, p. 4
_ VOCABULARY LINK
SB pages 5-6
Task 1
In pairs or small groups, students
complete the cards.
Explain that they have to use words from
the Language Bank.
Answers:
1. dictionary 2. help
3. Junior High School 4. again
5. understand 6. out
Task 2
In pairs, students think of useful
classroom language & write two more
cards (e.g. Can I open the window? /
I haven't done my homework etc.).
Students can make their own Language
Corner & put up Classroom Language'.
Encourage students to use classroom
language' every time they need to.
.WB Task 3, p. 3
GRAMMAR LINK
SB page 6
Task 1
In pairs, students decide if the sentences
are right or wrong & correct the wrong
ones.
Answers:
1. Right
2. Wrong (Have you got )
3. Right
4. Wrong (There are three )
5. Right
6. Wrong (My sister plays )
7. Wrong (What kind of music do you
like?)
8. Right
Task 2
Pairs of students exchange their books
with other pairs & check their class-
mates' work.
They give 1 point for each correct
answer.
Pairs add up their score.
You can name students with scores 8-10
as Grammar Champions.
.WB Tasks 7 & 9-10, pp. 6-7
NEXT LESSON:
See Aids, p. 1
Give guidelines for the project that follows
so that students prepare before they come
to the next lesson!
Correct the mistakes

PROJECT
SB page 6
To involve students in collecting
foreign words which are used in
everyday life in Greece
To encourage work across the
curriculum (Modern Greek)
To foster learner cooperation &
autonomy
Go through the instructions for the
project & explain.
Divide the class into two groups (A & B).
Group A
Group A collect English words they can
see in Greek signs (in restaurants, road
signs etc.).
Explain that they can do this on their way
home & bring the words to the next class.
They can take photos of the words they
find or make a note of them.
In class, they make a collage with the
words they have collected.
Group B
Students collect English words they use
when they talk in their everyday life.
They write bubbles with these words &
put them on the class notice board.
They can add photos of the students in
their group.

CULTURE CORNER
SB page 6
Answers:
: French (tour)
: French (chantilly)
: French (mayonnaise)
: Italian (capitan)
: Italian (caramella)
: Turkish (g vez)
: Italian (boccale)
: Persian (skak; from shah: king)
: Turkish (yoghurt)
.
WB Task 11, p. 8
Introduction: Workbook writing
7
UNIT 1 Welcome!
8
Aids
o English-English dictionaries (Lesson 1, Vocabulary Link, Tasks 3 & 4)
o Students' photographs of their clubs or groups (Lesson 2, Writing)
o Books in Greek or in English (Lesson 3, Project, Plan B)
Functions Link Link Link /Themes lesson
schedule
-School Present Links to: 4 teaching
-Describing subjects Simple Information & periods
school -Vocabulary Tense Communication 1. Cover page,
routines, related to Technology & Reading,
states & school (ICT) (Tasks 1-3)
habits routines Literature 2. Reading,
Art (Tasks 4-6) &
Vocabulary Link
Themes: 3. Grammar Link
System 4. Writing &
Time Culture Corner
-Vocabulary Present 4 teaching
-Expressing related to Continuous periods
preferences clubs & Tense 1. Reading &
-Describing leisure Listening
present activities (Tasks 1-3)
activities -Idioms with 2. Vocabulary
time Link
3. Grammar Link
4. Writing
-Vocabulary Present 5 teaching
-Narrating related to Simple periods
the plot of books & Tense 1. Reading &
a book reading for vs Vocabulary
-Expressing pleasure Continuous (Tasks 1-3)
reading Tense 2. Listening,
preferences Grammar Link
-Describing (Tasks 1 & 2)
present 3. Grammar Link
states & (Tasks 3-5)
action & Speaking
4. Project
5. Self-
assessment
Junior High School Life!
Unit 2
Lesson 1
Fancy
school?
Lesson 2
Join our
club!
Lesson 3
TEEN
Best-sellers!

COVER PAGE
SB page 7
Vocabulary
fancy, join, join, best-seller, cool
Answers: A. 2 B. 1 C. 3
Tapescript
Listen to what the kids are saying and match
the photos (A-C) with their words (1-3).
1. Are we playing tonight?
2. Lets do this quiz!
3. This year I'm going to be like Stuff. He's so
cool!
LESSON 1
Fancy school?
READING
SB pages 8-10
To involve students in
- reading a quiz on types of students
- skimming & scanning
To integrate reading with speaking
To present vocabulary & grammar in context
Vocabulary
head's office, ancient Greek, university,
ace at, parents' days, dread, tough, mags,
practice, solve, term, faves, high/low
marks, borrow, timetable
SCHOOL SUBJECTS: R.E. (religious
education), P.E. (physical education),
maths, biology, modern/ancient Greek,
history, home economics, geography,
ICT, music, English, French, German,
technology, art.
Task 1
Ask What can you see in the pictures?'
Elicit head's office, ancient Greek,
university, ace at (excellent at).
Explain parents' days. Ask: How do you
feel about parents' days?' Are you scared?'
Elicit/pre-teach dread'.
Students do the quiz. Explain that if they
answer yes/no', they have to follow the
right arrows for the next question until
they come to the boxes with their type of
student.
The aim here is not for students to
understand every single word in the
boxes presenting the three different
student types, but to be able to
understand the general meaning.
Elicit bookish (comes from the word
book', someone who studies a lot);
sometime student (somebody who
doesn't always study) school struggler
(someone who finds school difficult /
boring/ doesn't try hard enough).
It would be interesting to ask students
to think of Greek equivalents of these
words.
Task 2
Students say what student type they are
according to the quiz.
Ask: Do you agree?'
Refer students to the example &
encourage them to say why they agree
or don't agree.
This can be done as a class discussion or
in pairs / small groups.
Task 3
Students work in pairs.
They ask each other the questions of
the quiz to find out what type of
students their partners are.
9
UNIT 2 Junior High School Life!
You can elicit the questions they will
need to ask & write them on the board
before students do the task (e.g. Do you
always do your homework at the last
minute? Have teachers sent you to the
head's office this year? Do you care about
the Ancient Greeks? etc.).
When students finish, they tell the class
about their partners. Refer them to the
example first.
NEXT LESSON: see Aids, p. 8
Task 4
Ask: What subjects are you doing this
year?' Revise/elicit names of school
subjects (see Vocabulary box above)
You can write names of school subjects
on the board.
Students look at the pictures of the three
children and guess what type of student
they are.
Then they read to find out if their
guesses were right.
Discuss answers with the class. Tell them
to use clues from the text to justify their
answer (e.g. Jean Paul is a bookish type
because he's ace at maths and he studies
all subjects etc.).
Answers:
Magda: sometime student
Jean Paul: bookish type
John: school struggler

Introduction: Vocabulary
.WB Task 2, p. 11
Task 5
Elicit that this is John's school timetable.
Ask: Which do you think John's favourite
day is?' Which would be Magda's & Jean
Paul's favourite day?'
Students in pairs read the texts again and
find the students' favourite days.
Discuss answers with the class and ask
students to justify their answers.
Answers:
John's favourite day: Friday
Magda's favourite day: Tuesday
Jean Paul's favourite day: Thursday
EXTRA! : Additional comprehension
questions
1. Who likes meeting his/her friends at
school? (John)
2. Who enjoys reading in English?
(Magda)
3. Who wants to get high marks?
(Jean Paul)
4. Who dreads parents' days? (John)
5. Who never does homework? (John)
6. Who likes reading about women's life?
(Magda)
. WB Task 3, p. 12
Task 6
Ask: What school subjects do you do on
( today)?'
Elicit answers and ask: Is it your favourite
day? /Why?/Why not?'
Then ask: Which is your favourite day at
school? Why?'
Allow several students to answer.
10
EXTRA! : Pair work activity
In pairs, students look at their school
timetable.
One student says which subjects he/she
likes and the other student has to find
his/her favourite day.
Students change roles & repeat the
activity.
. WB Task 4, p. 12 & Task 1, p. 10
_VOCABULARY LINK
SB pages 10-11
Task 1
Students look at the texts and find the
words.
Check answers and draw students'
attention to mags & faves.
Elicit that this is language used by young
people in their everyday life.
Ask students if they know other
everyday' words or phrases young peo-
ple use. Encourage them to think of
pop / rock songs they know.
You can collect examples on the board
(e.g. gonna-going to, wanna - want to,
babe-baby, 'em-them (love'em, in'em
etc.), outa- out of, veggies - vegetables )
Answers:
a. ace at
b. mags
c. hang out (with my friends)
d. solve
e. faves
f. term
g. fight
h. I can't help it
Task 2
Revise high/low marks, extra practice.
Ask: What kind of marks does Jean Paul
want to get?', What kind of marks will
John get?', Which subject does Magda
need extra practice in?'
Elicit loads of'.
Students complete the gaps or choose
from the options to make true sentences
about their school routine.
They read their completed sentences
to their partners and see if they agree/
disagree.
Read the box with Collocations' with
the class. Explain that collocations are
words that go together.
Students work in pairs and collect more
collocations from Task 1 (At my school).
Encourage students to write the
collocations in their vocabulary
notebook.
When students finish, invite them to say
if they work hard for school or not.
Answers:
Collocations
wear a uniform, have a lesson / a break
/ exams, need (extra) practice (in), get
high / low marks, spend time (on), go to
school by bike/ by bus/ on foot
EXTRA! Game: Noughts and Crosses

Introduction: Games
. WB Task 5, p. 12
11
Guessing words from context
School collocations
12
Dictionary Skills
Present Simple
Task 3
EXTRA! : Warm-up
(You can do this extra task before students
do Task 2 if the students are not familiar
with using a dictionary.)
If there are not enough dictionaries for all
students, they can work in pairs or trios.
In case students are not familiar with
using dictionaries, you should explain
what an English-English dictionary
offers and show students the different
sections it contains.
You can warm the students up by
asking them to find some words in the
dictionaries.
Write 5 words on the board.
Students race to find the words and what
they mean (: 2 or 3 minutes).
The student / pair / group that finishes
first can be the dictionary master(s)'.
Read the instructions for Task 2 with the
class.
Explain verb & noun.
Tell students that they might need to
search before or after the given words in
the dictionary (e.g. life' comes first and
live' comes after).
Go round the class and assist.
Answers:
a. live b. - c. fight d. solution
Task 4
Explain that there is usually a list of
symbols on the first or the last page of a
dictionary.
Students look at the list of symbols in
their dictionaries and find what the
symbols in the box mean. You'll
probably need to explain the meanings
of adjective, adverb, uncountable,
countable, plural, American English.
Students look through the dictionaries
and find an example of each.
They choose two more symbols from their
dictionary lists and explain them to the class.
Answers:
adj.= adjective adv.= adverb
[U]=uncountable [C]=countable
[pl.]=plural AmE= American English
n= noun v=verb
EXTRA! : Find someone who
Introduction: Class activities
Introduction: Vocabulary Link Section

GRAMMAR LINK
SB pages 12-13
Task 1
Elicit that the verbs are in the
Present Simple.
Students study the sentences and
complete the Grammar table.
They can look at Grammar Appendix,
p. 161 to check their answers.
Answers:
Statements
I / you / we / they + verb.
He / She / It + verb-s/es/ies
Questions
Do I / you / we / they + verb.
Does he /she / it + verb
Negatives
I / you / we / they + don't + verb.
He / she / it + doesn't + verb
doesn't: does not
.
WB Task 6, p. 13
Elicit spelling rules for the third person
singular. Students use the Grammar
Appendix, p. 161.
.
WB Tasks 7 & 8, pp. 13-14
Say: Tell the class some things about you.
For example,
- where you live
- what you like /don't like
- what you do when you get up / when you
finish your homework / before you go to
bed.
Allow several answers. Make sure
students use the Present Simple
correctly.
Ask: So, when do we use the Present
Simple?' Accept all answers that are
relevant (allow L1 if necessary).
Ask students to read the box in the
grammar table & explain habits &
states.
EXTRA! : Grammar Practice
Students read through the texts in Reading,
Task 4, on p. 9 & underline some examples
of the Present Simple which express states
and some which express habits. They can
use different colour pens for that, e.g. blue
for states & red for habits (states: I enjoy
reading , I like school, etc.; habits: I
always study Geography during the break, I
always fight with my parents etc.
. WB Task 9, p. 14
Task 2
Students study the example sentences
and underline the correct answer in the
Grammar table.
They can use the Grammar Appendix,
pp. 161-162, to check their answers.
Answers:
before the main verb
after the verb to be'
. WB Task 10, p. 15
Task 3
Read out the instructions. Elicit ideal
school.
Go through the questions with the class
& check for any difficulties.
You can elicit some ideas before
students answer the questions for
themselves (e.g. about the type of
teacher they prefer: democratic,
enthusiastic, friendly, hardworking,
experienced, young etc.).
Students answer the questions.
In pairs, they write two more questions
in the blank boxes.
They write answers for themselves.
Task 4
Students ask each other about their ideal
school routine and exchange ideas.
.WRITING
SB page 14
To involve students in writing an e-mail
about their ideal school routine
To integrate writing with speaking
To provide practice in the language
students have learnt in the lesson
Students use the ideas they have
collected in the previous exercise to
write an e-mail about their ideal school.
Read out the example.
13
Adverbs of frequency
14
When students finish, they exchange
e-mails and comment on each other's
work.
You can give them a criteria checklist in
Greek or in English depending on the
level of your class e.g.
1. Check verbs in the present simple.
Are they correct?
2. Check collocations (have a break/
high marks etc.). Are they correct?
3. Is it interesting to read?
Ask students to revise their e-mails.
Alternatively, collect students' work,
write some comments on them and give
them back to the students to rewrite.
Alternatively, students can write their
e-mails on the computers in the school
computer lab & e-mail each other.
The ICT teacher can help.

Introduction: Writing
CULTURE CORNER
SB page 14
Students look at the photos & read the
text.
Elicit: course, basics, health care,
public school.
Students find differences between the
class in the photos and their own, e.g.
- In my class, there are boys and girls. In
this class, there are girls only.
- In my class, all students are teenagers.
In this class, there are older women, too
etc.
. WB Task 11, p. 15

Introduction: Workbook Writing
LESSON 2
Join our club!
READING
SB pages 15-17
- reading a poster with announcements
for school clubs
- reading students' e-mails about school
clubs
To present vocabulary and grammar in
context
Vocabulary
newcomers, school choir, drama,
cookery, charity, eco team,
photography, snap, join, rehearsal,
costume, choreography, delicious, dish
Task 1
Students answer Jennifer's questions in
the bubble.
Assist with vocabulary (e.g. school
choir etc.)
Students have a quick look at the poster
and answer the questions.
You can ask students to match the
sentences on the poster with the names
of the clubs at the bottom of the poster.
Ask them to look at the pictures and
the key words for help
(e.g. environment - eco team etc.).
Assist with vocabulary.
Answers:
a. It's for newcomers / new students.
b. It's about school clubs at St. Peter's
School
c. Open (e.g. In the reading club,
teenagers read books they like.
15
Task 2
Discuss with students about clubs in the
area where they live (e.g. in the
municipality, local football teams, etc.).
You can allow L1 for this.
Ask students if they are members of a
club / group / team and what they do (e.g.
I'm in the art club. We meet on Fridays
after school. We paint pictures etc.). In
this way they revise PresentSimple.
Refer students to the example & invite
students to tell each other which club
they would like to join and why.
Elicit join.
Reading Strategies SB, p. 26
Task 3
Ask students to look at the e-mails and
say who's sending them to whom
(A. Kate to Jane B. Jim to Paul
C. Tom & Jennifer to Petra)
Students read the e-mails and find
which clubs the students are writing
about. Ask them to match the e-mails
with the correct photographs.
Encourage them to look for key words.
Ask them if there are any more clubs
mentioned (football club in e-mail B).
Answers:
A4 (drama club) B2 (dance club)
C3 (cookery club)
Task 4
Students read the e-mails again and
answer the questions.
Ask students to say how they found
their answers.
Answers:
a. Tom & Jennifer b. Paul c. Jim d. Kate
. WB Task 1, p. 16
LISTENING
SB page 17
- to mini dialogues
- for gist
To integrate listening with writing
(taking notes) & speaking
Vocabulary
omelette, camera, take pictures, novel,
library, recycling bin, collect
Explain that students are going to listen
to some students doing things in their
clubs.
Explain that the noises they can hear
can help them understand the club the
children belong to and what they are
doing there.
Play the CD twice. Students listen and
take notes in their notebooks.
Students check answers with their
partners and see if they agree or
disagree.
Check answers with the class at the end.
Answers:
1. cookery club (they're making an
omelette)
2. photography club (they're taking a
photo)
3. reading club (she's taking an interview
from a famous writer)
Tapescript
Listen to some students talking and say what
club they belong to and what they are doing.
1
(sound of sb making an omelette)
- Here you are. What else do we need?
- Give me the cheese and some bacon. Mm
it smells great!
- Be careful! The pan is really hot!
2
- You were right! The view is wonderful from
up here. Come on, get the camera!
- Just a moment! I need to check the light.
Now, it's ready. Let's start!
(sound of sb taking pictures)
3
(an interview with a writer)
- When I was at primary school, I always
wanted to write funny short stories about my
friends. People said I was good.
- So, Mrs. Wilson, when did you write your
first novel?
- At 14. It was the story of a teenage girl who
felt awful at school. She didn't have any.
_
VOCABULARY LINK
SB pages 17-18
Task 1
Students look at the example words and
find the clubs.
Answers:
Drama club, Cookery club, Dance club
Students look at the poster on p. 15 &
the e-mails on p. 16 and find words that
can go in each group.
Answers:
Drama club: musical, star, stage,
rehearsals, costumes
Cookery club: delicious, recipe book,
healthy, dishes
Dance club: choreography,
festival, training, coach
Task 2
Explain that students can choose one of
these tasks.
Read through the tasks with the class
and check for any difficulties.
Read out the tip in the box and explain.
Then read the example to give students
an idea of what they should say or write.
When they finish they present their word
groups orally or in writing.
You can ask pairs who have worked on
the same task to produce a list with all
the words they have collected and put
them on the class notice board for
everyone to see.
Task 3
Explain that idioms are phrases which
mean something different from the
meanings of the separate words. You
can use L1 to explain that.
Play the CD.
Ask students to listen & match the
idioms with their meanings.
Check answers with the class & elicit the
meaning of the idioms.
Answers:
1. c 2. e 3. a 4. d 5. b
Tapescript
Listen to Jennifer and her mum talking in
five different situations and match the
idioms (1-5) with their meaning (a-e)
1. (loud music)
Jennifer: This party is great! I'm having the
time of my life!
16
School Clubs
Idioms with Time
2.
Jennifer's mum: I'm going to get dressed for
the concert, Jennifer.
Jennifer: Take your time, mum! It's still 6
o'clock. We can't get in before 8.00
3.
Jennifer: (loud, as if in another room)
Mum, I'm going out!
Jennifers mum: OK! Take your jacket and
get back in time for dinner. You know dad
will be angry if you're late.
4.
Jennifer's mum: My sister, Jane, lives in a
town 10 km from here. We call each other
every day and we try to meet from time to
time when we're not very busy with the
children. Jennifer sometimes comes with me.
5.
Jennifer's mum: Jennifer, please! Our guests
are coming in an hour so don't waste your
time! Let's tidy up this place!
Task 4
Refer students to the example.
Ask: 'Who would say: Take your time? etc.
Students imagine situations in which
someone could use these idioms.
EXTRA! : Writing mini dialogues
You can ask students to work in pairs &
write mini dialogues or jokes with these
idioms. Ask students to act out their
dialogues.
e.g. 1
(at the funfair, at the wheel)
John: It's great up here! I'm having the time
of my life.
Mike (who is scared): I hope we get back in
time for dinner.
e.g. 2
(in class; students are doing maths
classwork)
Kate (to her partner): How can you finish so
quickly?
Jane: I never waste my time.
Kate: I always take my time.
Jane: Yes, but you can work harder from
time to time if you want to get high marks.
Kate: And you can take it easy from time to
time if you want to have friends.
* Stress underlined words
.
WB Tasks 2 - 4, pp. 17-18
GRAMMAR LINK
SB page 18
Task 1
Elicit that the verbs in the example
sentences are in Present Continuous.
Students study the example sentences &
They can refer to the Grammar
Appendix, pp. 162-163 to check their
answers.
Answers:
1. sentence a 2. sentence c 3. sentence b
We form questions and negatives with the
help of the verb to be.
Ask students to work in pairs and make
three rules for the formation of the
Present Continuous, one for the
affirmative, one for the negative and
one for the interrogative. They check
their rules at the Grammar Appendix,
pp. 162-163.
. WB Task 5, pp. 18-19
Elicit spelling rules when adding -ing to
verbs.
. WB Tasks 6 & 7, p. 19
17
Present Continuous Tense
Task 2
Explain that students should look
around their class and answer these
questions about what they & their
classmates are doing at the moment.
Read through the questions with the
class & check for any difficulties.
Explain that they have to use short
answers.
If necessary, practise short answers
before students do the task.
You can point to a student / some
students and ask: Is John reading at the
moment? Yes, he is. / No, he isnt.
Task 3
Read the example first.
Students tell the class about their
answers.
. WB Task 8, p. 20
EXTRA! :
Homework: What is your family doing at the
moment?
Ask students to write a paragraph like
the one in the example in Task 3 about
what members of their family are doing at
a certain moment of the day. For instance,
in the evening they can look around their
house and see what their father, mother,
brother, pet etc are doing or are not doing
and write it down as homework. When they
come back to class, they can read each
other's paragraphs and try to guess what
time of the day it is.
.
WRITING
SB page 19
To involve students in making a school
club poster
To provide writing practice in the
language students have learnt in the
lesson
Task 1
Discuss the questions with the class.
Explain that if students don't belong to
a club, they can talk about other
extra-curricular activities they do
(e.g. a sport, a hobby etc.)
Assist with language. Make sure
students use the Present Continuous
appropriately.
Ask students who have brought
photographs of their clubs or groups to
show them to the class & describe what
the people in the photographs are
doing. Assist with language.
Task 2
Read through the instructions with the
Refer students to the posters on p. 19.
If there is a computer lab at school,
students can write their texts on the
computer. You can ask the ICT teacher
to help if you are not familiar with
computers.

. WB Task 9, pp. 20-21

18
LESSON 3
TEEN best-sellers!
READING
SB page 20
- reading blurbs of books
- scanning texts to locate information
To integrate reading with writing
(taking notes), listening & speaking
context
Vocabulary
blurb, bookworm, front/back cover,
author, main character, escape,
neighbour
Warm-up
Ask the class to read Petra & Hans'
e-mail.
Ask: What is it about?' (It's about
books).
Elicit blurbs & bookworms.
You can ask students what kind of
books they enjoy reading. Elicit
vocabulary for different kinds of books
(adventure, mystery, detective story, crime,
science fiction, love story / romance,
historical novels etc.).
Show a book (English or Greek) and
pre-teach: front cover, back cover.
Task 1
Elicit: author & main character.
Show a school book and ask: Who has
written this book?' and then say X is the
author of the book'.
Name a book you think students will
have read & ask: Who is the main
character in Oliver Twist/ The
Philosopher's Stone ?
: Students read the blurbs and
complete the library cards.
Answers:
A.
Author: Jeremy Strong
Main character: Stuff (Aka Simon)
* Stuff is the main characters nickname.
Other characters: Stuff's dad -
his girlfriend - her daughter - Stuffs
girlfriend, Delphine - her big brother -
the new girl at school
B.
Author: Cathy Cassidy
Main character: Indigo
Other characters: Indigo's mum -
Indigo's baby sister, Misti - a strange
neighbour
Task 2
Students check answers with their
partners before checking answers with
the class as a whole.
Answers: a. Indigo b. Stuff
c. Stuff d. Stuff e. Indigo's mum
f. Delphine
Task 3
Now that students have acquainted
themselves with the plot of the books,
ask them which book they prefer.
Encourage students to justify their
preference (e.g. I prefer Stuff because
it's funny/ an adventure' or I prefer
Indigo Blue because I like mysteries' etc.).
19
_
VOCABULARY LINK
SB page 21
Task 1
Read through the sentences with the
class. Check for any difficulties.
Students read the texts and find the
missing words / expressions. Point out
that in some cases a whole phrase is
missing.
With a less confident class, you can help
by telling them which blurb to look at for
each sentence : 1-4 blurb A 5-7 blurb B.
Play the CD.
Students listen & check their answers.
Answers:
1. sense of humour 2. taste
3. break up 4. gorgeous
5. the hurry 6. heating
7. secret
Tapescript
Listen and check your answers.
1. Mary's jokes aren't funny any more. I
think she's got a very bad sense of humour.
2. Dad and I have the same taste in music.
We listen to the same songs and like the
same bands.
3. I don't love you anymore, Delphine. I
want to break up. I'm sorry!
4. This new girl is gorgeous! I want to meet
her! I must find her phone number!
5. Why the hurry, dad? Wait for me,
please!
6. It's very cold in here, Miss! Can we turn
on the heating?
7. Sorry, pal! I can't tell you where we're
going. It's a secret.
Task 2
Ask students to think of the book' words
they have learnt so far (e.g. bookworm,
blurb, front cover, back cover, author,
main character).
Ask students to look at the second
column. Read through the definitions
and explain words students ask for. You
will probably need to explain/ revise:
outside, event, publish, popular.
Students work in pairs to match the
book' words with their meanings.
Check answers with the class.
Answers:
1. e 2. g 3. d 4. a 5. f 6. b 7. c 8. h
Task 3
Remind students that collocations are
words that go together to make a phrase.
Explain that students have to circle the
adjectives that go with the words:
novels, stories, writer.
Explain words in the puzzles students
may ask for.
Answers:
There are classic children's adventure
comic crime detective romantic spy
novels.
There are wonderful amazing
incredible strange funny sad love
horror bedtime stories.
A writer can be famous great
best-selling popular talented good
young modern.
EXTRA!
Ask students to think of a book they
like and use words from the
collocations task to talk about it.
20
Book words
Book collocations
Give them an example first. I like Pride
and Prejudice. It is a classic romantic
novel. The story is wonderful and
sometimes sad. The author, Jane Austen
is famous and popular but she isn't
modern'.
Refer students to the saying in the box:
A book is a gift that lasts a lifetime.
Elicit its meaning (you can have a book
all your life & read it again and again)
Invite students to say if they agree & why.
. WB Tasks 1- 3, pp. 22-23
LISTENING
SB page 22
- to part of a radio programme about
books
- for detail
To present language in context
To integrate listening with speaking
Vocabulary
site, fan club, diary, hometown, war, cool
Task 1
Read out the titles before students lis-
ten and check for any difficulties.
Ask: Have you read any of these books?'
What are they about?'
Allow some students to answer.
Play the CD. Students tick the book
titles they hear.
Play the CD again if necessary.
Answers:
1. Girls under Pressure 2. Dizzy
3. The Purple Umbrella
Task 2
Read through the sentences with the
class. Explain / elicit: site, join, fan
club, latest, set.
Students listen and write down the
answers.
Answers:
a. www.jacquelinewilson.co.uk
b. a diary c. Scotland
d. 1st e. Eleftheria
f. 1940, just before the war with the
Germans
Tapescript
Listen to a radio programme. Three
teenagers are talking about books. Tick the
book titles you hear.
Welcome back! You're listening to Cool
Radio, 95.3 FM'. What's next? Best-sellers!
Books you'll really enjoy! We asked
teenagers about their favourite titles and
authors and here's what they said:
Helen: Jacqueline Wilson is the number
one author of books for teenagers. My
favourite title? Girls under Pressure' I guess.
It's about a teenage girl who is fat and her
friends make fun her. Have you ever visited
her site? It's www.jacquelinewilson.co.uk
I'll repeat it for you, write it down:
www.jacquelinewilson.co.uk. Join her fan
club. You can win the Jacqueline Wilson
diary! It's really cool.
Antonio: I'll tell you about Cathy Cassidy.
Some people say she's the new Jacqueline
Wilson. She might be, she's really good.
Cathy Cassidy lives in Scotland. I read her
first book, DIZZY, in four hours! I couldn't
put it down! It's about a girl, Dizzy, whose
mum is a hippie. And one day she takes her
21
away from her dad. Ask for it. I think Cathy
Cassidy knows what teenagers love to read
about.
Katerina: My favourite author is Alki Zei.
She's Greek and all teenagers love her
books. I'll tell you about my favourite The
Purple Umbrella'. It's not exactly new, she
wrote it in 1995. It's about a girl, Eleftheria.
Every day she plays with a French friend. It's
summertime, just before the war with the
Germans in 1940. They play and they
dream. You should read it
Now listen again and write down the missing
information.
Task 3
Ask students if they remember what
happens in each book.
Elicit some answers.
Play the CD again. Students listen and
say which tense, the Present Simple or
the Present Continuous, the speakers are
using when talking about the plot.
Check answers with the class. Elicit that
they're using the Present Simple. Ask the
class why. Elicit that we use the Present
Simple (the narrative present) when we
tell stories, jokes, anecdotes.
Answers:
Plot:
A. It's about a teenage girl who is fat and
her friends make fun of her.
B. It's about a girl, Dizzy, whose mum is a
hippie. And one day she takes her
away from her dad.
C. It's about a girl Eleftheria. Every day
she plays with a French friend. It's
summertime, just before the war with
the Germans. They play and dream.
Tense:
They're using the Present Simple
Task 4
In pairs, students tell each other which of
the three books they want to read & why.
Ask some students to tell the class.
Assist with language (I want to read the
book about Dizzy because her mum is a
hippie and that's strange. I think it's
interesting' etc.).
GRAMMAR LINK
SB pages 22-23
Task 1
Revise habits & states.
complete the rules.
Answers:
Present Simple
habits and states
Present Continuous
now / this week / these days
Task 2
Students match the pictures with the
days and then tell each other what
Indigo is doing in the pictures and what
day of the week it is.
Refer them to the example first.
Ask students: Which tense do we use to
say what Indigo is doing in the pictures?'
(Present Continuous), Which tense do we
use to say what Indigo does on a certain
day?' (Present Simple).
22
Present Simple vs.
Present Continuous
Answers:
b. In picture b she's buying milk so it's
Monday because on Mondays she goes
to the supermarket.
c. In picture c she's watching a film at
the cinema with her friends so it's Friday
because on Fridays she goes out with
friends.
d. In picture d she's reading a book in
the library so it's Tuesday because she
goes to the library on Tuesdays.
e. In picture e she's playing basketball so
it's Wednesday because on Wednesdays
she goes to the sports centre.
Alternatively, one student says what
Indigo is doing in the picture and the
other student finds the day it is.
e.g. A: She's playing volleyball. B: So it's
Wednesday because on Wednesdays she
goes to the sports centre.
. WB Tasks 4 & 6-7, pp. 24-25
Task 3
Explain what action & state mean.
Students read the example sentences &
Appendix p. 164 to check their answers.
Answers:
an action: a /d
a state: b /c
We normally don't use the Present
Continuous with state verbs.
Task 4
Remind students of the meaning of
verbs they might not remember.
Answers:
Action Verbs: study, visit, draw, dance,
drive
State Verbs: love, hate, want, know,
need, like, understand
Task 5
Students use verbs from the previous
task to write what people say in the
pictures.
Students compare their sentences with
their partners' & then read them out in
class.
Accept all possible answers
Answers:
1. I don't understand Portuguese
2. I don't know the way / Excuse me, do
you know the way (to the museum)?
3. I want a hamburger, please
4. What are you doing?/Do you want to
go to the cinema?
5. I love you/her!
SPEAKING
SB page 24
To involve students in parallel use of
L1 & L2
To integrate speaking with reading &
listening
To provide practice in using the
Present Simple to narrate events / tell a
story
Vocabulary
get married to, move to, record,
moments, new member, help each
other, team, get a tan, feel good,
lie under the sun
23
Action vs. State verbs
Divide students into As & Bs.
Students A look at page 142 and
Students B at page 144 in the
Appendix.
Ask students to imagine that they are
talking to an English-speaking friend
about a book. They should say a few
things about the story and if they think
it's interesting.
Explain that they shouldn't translate
word for word but use their own
words.
Ask students: Which tense do we use
when we tell the story of a book?' Elicit /
revise that we use the Present Simple.
Explain the words in the box.
Give students some time to prepare.
Go round the class and help.
When students are ready, they tell
each other about the books.
Go round the class & assist when
necessary.
When students finish, you can ask
them if they think the book they heard
about is interesting. Ask them to say
why.
. WB Task 5, p. 24 &
Tasks 8-9, pp. 25-26

PROJECT
SB page 24
+
Aims and Objectives
To involve students in using
- the language of the unit in a new
context
- the Internet to find information about
an author
curriculum (ICT, Modern Greek, Art)
autonomy
To integrate all four skills
Read the steps of the project with the
Divide the class into groups.
PLAN A
If there is a computer lab at the school
and there is access to the Internet, you
can ask the ICT teacher to help the
students.
You can give students the following
URLs:
http://www.jacquelinewilson
http://www.kidstartrandonhouse.co.uk
http://www.teenreads.com
http://www.cc.uoa.gr/ptde/epet/Author/lis
t.html
Students should first search for the
author they are interested in and then
follow the links to find reviews of his /
her books.
They read some blurbs, decide which
book they want to present and take
notes.
Students can choose different books in
their group.
24
When they decide which book(s) to
present, they should work all together
to prepare their presentations.
Here are some ideas:

-
students can visit
http://www.haef.gr/chilias/greek/lit/books
where they can see other children's
presentations and get some ideas
-
speak from notes & perhaps show a
picture of the book cover, which they
can print from the website or draw
-
write a short blurb for the book and
read it to the class
-
write their texts on the computer
and then print them
-
make a power point presentation
and show it to their classmates in
the computer lab (the ICT teacher
can help them).
-
Students present their books in
class.
PLAN B
If there's not a computer lab in the
school, students can bring different
books in Greek or in English to class.
They can visit the school library / a
public library in their area to find
books or bring books from home.
Collect all the books and give each
group one or two books they have not
read.
Ask them to read the blurbs and
decide which book they want to
present to the class.
Tell them to prepare their presentation
in their group (they can speak from
notes, write a text, draw a picture etc.)
When students are ready, they present
the books in class.
Evaluation of the project
You can give students the following table
to evaluate the project.
Introduction: Reading
SELF-ASSESSMENT SB pp. 25-26
Introduction: Self-assessment
25
I spoke in English
I used the language
I learnt in this unit
Using the Internet
helped me
I found a lot of
interesting books
in the library
I enjoyed working
in my group
26
Aids
o Dictionaries (Lesson 1- Reading EXTRA!)
o Ask students to bring empty packages or labels of food products
(Lesson 1- Reading EXTRA! Project)
o Ask students to bring song lyrics (Lesson 2 - Song time - EXTRA! Project)
o Ask students to bring catalogues from companies & stores (Lesson 3- Project)
schedule
- Expressing - Vocabulary -Nouns & Links to: 4 teaching
an opinion related to quantifiers Home Economics periods
- Expressing food & -must / Culture 1. Cover page,
quantity healthy diet mustn't / Music & Reading,
- Expressing don't have to Maths 2.Vocabulary
obligation, (obligation / ICT Link
prohibition prohibition / Art (Tasks 4-6) &
& lack of absence of Vocabulary Link
obligation obligation) Themes: 3. Grammar Link
Space 4. Project
System
Civilisation &
- Expressing - Adjectives - must /
culture,
4 teaching
emotions describing may /
Quality
periods
- Making guesses feelings might
Quantity
1. Song time
- Giving advice (speculation) 2. Listening
- Giving reasons - should / & Speaking
shouldn't 3. Reading
(advice) 4. Grammar Link
& Writing
- Comparing & Vocabulary Comparative
5 teaching
contrasting related to & superlative
periods
- Suggesting - computer / forms of
1. Reading &
- Agreeing / video games adjectives
Vocabulary
Link
disagreeing - shopping
2. Listening
3. Grammar Link
(Tasks 1 & 2)
3. Grammar Link
& Speaking
4. Project
5. Self-
assessment
TEEN Matters!
Unit 3
Lesson 1
Food for
thought!
Lesson 2
Your
problem
sorted!
Lesson 3
Were
on a
shopping
spree!
COVER PAGE
SB page 27
Vocabulary
Junk food, cool, stuff
Introduction: Cover Page
Answers:
1. C 2. A 3. B
LESSON 1
Food for thought!
READING
SB pages 28-29
- reading a magazine article
context
Vocabulary
food, thought, myth, fact, skip a meal,
heart, fizzy drinks, add, calories, fat, salt,
additives, colouring, dessert, fave foods
Task 1
Draw students' attention to the title of
the lesson (Food for thought!) &
explain / elicit the meaning of food &
thought. Ask students to say what the
phrase means (plenty to think about).
Show Pedro's photo & read the
information about him. Elicit healthy
guy, junk food, eating habits.
Ask: What is Pedro sending his new
friends?' What is it about?' (an article
with myths and facts about eating
habits.
Elicit myth (a false idea people believe)
& fact (something true, real).
Students read the bubbles and discuss
with their partners if they think the
statements are myths or facts.
Ask some students to say what they
think. Don't give right answers at this
point.
Students read the article on the next
page and find out if the statements are
myths or facts.
It's not necessary to explain any words of
the article at this point. Students have to
skim to understand if the statements are
myths or facts.
Answers:
1. myth (huge amounts of fat, salt and
additives)
2. myth (tip 2)
3. myth (tip 3)
Task 2
Go through the questions with the class.
Explain / elicit heart, fizzy drinks, add,
calories.
Students read the article again to find
the answers.
Answers:
a. burger and chips or pizza/fat, salt &
additives
b. homemade pizza
c. for our teeth
d. a little fresh orange juice
e. burger and chips, pizza, chocolate
cake, fizzy drinks
f. healthy meals /home cooked meals
27
UNIT 3 TEEN Matters!
28
EXTRA! :
Vocabulary work - Dictionary skills
Ask students to find & underline all the
food & drink words in the article and
find the meaning of the ones they don't
know. They can use dictionaries.
Note:
tofu: noun [U] (ALSO bean curd)
a soft pale food which has very little
flavour but is high in protein, and which
is made from the seed of the Asian soya
bean plant
(from Cambridge Advanced Learner's
Dictionary available from
http://dictionary.cambridge.org
[last accessed 23/03/2006]
EXTRA!
Students add more food & drink words
in their lists
They divide all the words into healthy'
& unhealthy' food.
They present their lists in class.
. WB Tasks 1 & 2, pp. 28-29
_VOCABULARY LINK
SB pages 30-31
Task 1
Elicit that the pictures are labels on
food products.
Ask: Do you read the labels when you
buy food at the supermarket? / What
information do they give?'
Allow some students to answer. Assist
with vocabulary.
Ask: Have you seen these labels
before? / What do they mean?'
Elicit the meaning of the labels.
Task 2
Ask students to look at box A & find
the adjectives in the article, p. 29.
Answers:
fatty - salty - sugary - healthy
Ask students to look at the words in box
B.
Tell them that they can use the
dictionaries to find the meaning of the
words they don't know.
Ask: Which word goes with milk?'
(low-fat) / with bread? (whole grain) /
with meat? (grilled) / with vegetables?
(boiled).
Then ask them to complete Pedro's
poster.
Answers:
1-3. fatty, salty, sugary (in any order)
4. healthy 5. whole grain
6. boiled vegetables 7. low-fat 8. grilled
Task 3
Go through the words & the headings
& elicit their meaning.
Students put the words in the correct
group.
Answers:
GRAINS: rice, cereal, pasta (bread,
rusks etc.)
VEGETABLES: green beans, lettuce,
peas (cabbage, carrots etc.)
DAIRY PRODUCTS: milk, yoghurt,
cheese (butter, cream etc.)
FRUIT: bananas, apples, peaches
(pears, melons etc.)
MEAT/POULTRY/FISH: tuna,
chicken, steaks (lamb, duck, swordfish
etc.)
Healthy Food
Task 4
Students label the pyramid using the
headings of the previous task.
Discuss the statement in the box.
Explain: emphasises, healthy food
choices, physical activity. Encourage
students to say why healthy food
choices & physical activity are
important. Assist with language.
Answer:
MEAT/POULTRY / FISH
DAIRY PRODUCTS
FRUIT & VEGETABLES
GRAIN
Task 5
In pairs or small groups, students pre-

pare a diet for each case.
Alternatively, you can divide the class

into three main groups.
Each group prepares a diet for one of

the people (e.g. Group A for the athlete
etc.)
Groups present their diets in class.
You can have a class discussion about

healthy eating habits for teenagers.
CULTURE CORNER
SB page 30
Invite students to think of similar
proverbs in Greek:
- ,
.
-
.
- , .
Some more proverbs and sayings you
can discuss in class are:
- A hungry man is an angry man.
- Appetite comes with eating.
- Don't put all your eggs in one basket.
- Hunger is the best sauce.
- Half a loaf is better than none.
EXTRA! Project: Reading food labels
Students bring empty food packages,
bottles etc. or just the labels.
They work in groups & read the labels
on the packaging. They have to read the
ingredients and decide if the product is
healthy or unhealthy.
Students make lists with healthy &
unhealthy products and present them to
the class. They explain why they are
healthy or unhealthy.
. WB Tasks 3-7, pp 29-31
GRAMMAR LINK
SB pages 31-32
Task 1
Students look at the pictures & the
sentences.
Elicit / revise the meaning of a lot of, a
few, a little, many & much.
Read the question under the pictures.
Elicit answers.
Answer: apples (countable noun),
apple has a plural form but rice
doesn't.
and tick the right boxes.
29
Nouns and Quantifiers
30
They can check their answers in the
Grammar Appendix, p. 164.
Point out the following:
- a lot of & any can be used with
countables & uncountables
- much & many are used in questions
& negatives
Answers:
Countable: a lot of, a few,
(How) many, any
Uncountable: a lot of, a little,
(How) much, any
Task 2
Students divide the nouns into
countable and uncountable.
They add more countable &
uncountable nouns in the lists.
Answers:
Countable: green beans, apples,
chicken (animal), bananas, steaks, peas,
peaches
Uncountable: rice, milk, tuna, yoghurt,
cheese, pasta, chicken (food)
* lettuce can be countable & uncountable
. WB Task 8, p. 31
Task 3
Divide the class into students A & B.
Students A look at Petra's fridge on
page 143 & students B at Jane's fridge
on page 145.
They tell each other what there is in
Petra's and Jane's fridge respectively
and they spot the differences.
Remind students to use: There's / are
& a lot of, a little, a few etc.
Elicit some examples.
When students finish, ask some students
to report the differences to the class.
Ask students which girl, Petra or Jane,
has healthier eating habits. Ask them to
explain why (e.g. Jane has healthier
eating habits because there's a lot of
fruit in her fridge / there aren't many
sweets in her fridge etc.)
Possible answers:
Petra's fridge:
1. Theres a little pizza
2. There are a lot of fizzy drinks
3. There is chocolate
4. There's milk / There isn't much milk.
5. There's juice.
6. There aren't any eggs / vegetables etc.
Jane's fridge:
1. There's a lot of milk.
2. There are a lot of vegetables.
3. There's a lot of cheese.
4. There are a lot of eggs etc.
Task 4
Students match the sentences with the
meanings. Remind students of the
meaning of necessary & important.
Answers: 1. b 2. c 3. a
. WB Task 9, p. 31
Task 5
Students work in pairs to write the rules.
Encourage them to use ideas from the
lesson & add some of their own.
Remind them to use must / mustn't /
don't have to.
. WB Task 10, p. 32
Modals-must/mustnt/dont have to
PROJECT
SB page 32
To involve learners in using the language
of the lesson in a new context
To raise learners' intercultural awareness
To foster cooperation & learner autonomy
To encourage work across the curriculum
(Art, Home Economics, Culture)
Read through the steps of the projects
with the class & ask students to decide
which one they want to do.
Divide the class into two main groups
(group A: Project 1 & group B: Project 2)
Students make smaller groups of 3 or 4
students (e.g. group A1, A2, B1, B2 etc.).
Project Strategies, SB p. 32
Each group chooses one of the dishes in
their coursebook or any other dish they
like.
They look at the food pyramid & they
find what there is in the dish.
They decide if the dish is healthy or not.
Each group makes a drawing of the dish
and presents it orally.
Students who choose to do this project
will need to find information on the
Internet or in encyclopedias /
Geography books etc.
If they choose Food and Religion, they
can find information about what people
of a certain religion can / can't eat
(e.g. Muslims don't eat pork / Hindus
in India don't eat cows, etc.)
If they choose Food and Celebrations,
they can think of a holiday and what
kind of food is eaten then in different
countries (e.g. Christmas, Thanksgiving
etc.).
If they choose Food and Climate, they
can think of a cold or hot country and
find information about what food is
produced in this country & what their
typical diet consists of.
Groups of students present their
findings to the class.
Below we present some background
information teachers might want to use
as parallel texts (simplified or not).
Background information
Food and Celebrations
Christmas
Australia, New Zealand and South Africa
& other countries that were once part of
the old British Empire have similar
Christmas customs. Most of the food
typically associated with Christmas, such
as mince pies and fruit cake, come from
British tradition. In Australia, it is
becoming increasingly popular to enjoy
seafood on Christmas Day, rather than
roast meats and ham- probably because of
the hotter weather.
Traditional Christmas food differs from
country to country, depending on local
availability and cultural significance.
Some examples include:
French Canada - desserts include
doughnuts and sugar pie.
Germany - gingerbread biscuits and
liqueur chocolates.
Nicaragua - chicken with a stuffing
made from a range of fruits and vegetables
including tomato, onion and papaya.
Russia - a feast of 12 different dishes,
representing Christ's disciples.
31
Project 1: Dishes
Project 2: Food and ...
Religion / Celebrations / Climate
32
New Year
Traditional New Year foods around the
world include:
Greece - a special sweet pasty baked
with a coin inside it.
Japan - up to 20 dishes are cooked
and prepared one week earlier. Each food
represents a New Year's wish; for example,
seaweed asks for happiness in the year
ahead.
Scotland - haggis (sheep's stomach
stuffed with oatmeal and offal),
gingerbread biscuits and scones.
Spain - 12 grapes, meant to be put into
the mouth one at a time at each chime of
the clock at midnight.
Adapted from
www.betterhealth.vic.gov.au
Food and Climate
1. Dutch food and eating habits
As indicated in the famous painting by
Vincent van Gogh The PotatoEaters, the
main ingredient in old-fashioned Dutch
dinners is potatoes, usually accompanied
by meat and boiled vegetables. The Dutch
traditionally don't use very sharp spices
and are very fond of pouring gravy onto
everything. The Dutch have, however,
always been internationally orientated and
nowadays you can expect to find meals
varying from Italy to the Orient and from
China to Africa on Dutch dinner tables,
especially amongst younger people. The
consumption of dairy products is extremely
high, which, according to some scientists,
accounts for the high average height of
Dutch men and women.
The Dutch generally eat three meals a
day. Dinner (around 6 pm) is the main
meal for most people, but some rural
families and older people retain the
tradition of eating the main meal at midday.
For them, the evening meal is light and
often consists of bread, cold cuts, cheese
and salad.
Adapted from
http://www.thehollandring.com/food.shtml
2. (Extract from an interview with Colin
Lighten from Great Britain, born 1949)
We always had a Sunday roast and
that piece of meat sort of did service for
about four days. I try and remember it in
the correct order but it was always a
Sunday roast. I think Monday was always
cold meat because there were still some
reasonable cuts left off of it, and then
Tuesday was shepherd's pie or rissoles or
something like that because that was just
about the last of it, and Wednesday - I
can't always remember what happened on
Wednesday but I think it sort of depended
on what was left. Thursday, my mother got
paid when she was out at work - so we
always had a mixed grill Thursday night to
sort of celebrate. Friday was fish and chips,
there was never any variation for that at
all. And because my mother was working,
Saturday then became wash day. So
because the kitchen was in a mess, we
always had sausage and mash 'cause that
was quick to do. And then Sunday back
into the weekly routine again.
Adapted from
http://www.bl.uk/learning/resources/pdf/f
oodstories/lightentranscript.pdf
More sites
http://www.faqs.org/nutrition/Foo-
Hea/Greeks-and-Middle-Easterners-
Diet-of.html (for Mediterranean diet)
http://referaty.atlas.sk
(for British & American eating habits)
www.betterhealth.vic.gov.au
(for Food and Religion / Celebrations)
www.foodafactoflife.org.uk
(for Food and Religion)
Last accessed 24/07/2007
33
Topics for further discussion
+
Aims and Objectives
Familiarise students with the themes
of civilisation & culture in relation to
peoples eating habits & food
traditions as these are determined by
geographical position, climate &
economy
It will be interesting to organise a class
discussion about how the geographical
position, climate & economy of a
country influence eating habits.
Students can draw on their personal
experience & knowledge and/or use the
knowledge they have acquired from the
project above.
They can also discuss whether
traditional eating habits have changed
and why.
If there are students from other
countries, they can make a classroom
presentation of the eating habits of the
country they come from (products,
climate, agriculture, influence from
other countries etc.).
LESSON 2
Your problem sorted!
SONG TIME!
SB page 33
Task 1
Books closed. Tell students that they're
going to listen to a boy, Paul, singing a
song.
Ask students to listen to the song and
say if Paul does well at school & what
he wants to do.
Play the CD.
Allow several students to answer. Don't
give the right answers.
Play the CD again if there is
disagreement.
Students read & listen to the song and
check their answers in pairs and then
with the whole class.
Answers: a. No, he doesn't
b. He wants to play, to be with his
friends, to watch TV for hours, to play
on the computer
Tapescript
Students Book page 33
EXTRA!
Ask: Do you feel the same as Paul?'
Do you want to do the same things as
Paul?'
Task 2
Collect titles students suggest on the
board.
Ask the class to vote for the best title.
Students decide on the best title and
write it above the song.
Task 3
Ask: How does Paul feel before a test?'
Elicit nervous.
Then ask: Is it good to feel nervous?'
Elicit that it isn't good.
Ask students to put nervous' in the
correct box ( ).
Tell them to find more adjectives that
describe Paul's feelings.
Elicit their meaning.
Ask students to put them in the right box
34
Answers:
excited nervous
glad unhappy
sad
bored
(dead) tired
Task 4
Students can do this task using
Greek-English dictionaries
Collect adjectives on the board.
Possible Answers:
happy scared
delighted terrified
interested miserable
etc. worried
etc.
Task 5
Ask students to say when they feel glad,
bored, worried, nervous etc.
. WB Tasks 3 & 4, pp. 34-35

Task 6
Students work in groups of 4-5.
Ask each group to write the lyrics of a
song about feelings'.
Tell them that it can be about school,
a friend, someone they like / don't like
etc. It can be sad, happy, funny etc.
Ask them to give their song a title.
If there are students who play a musical
instrument, they can write the music for
the song. This can be done at home.
Alternatively, students can ask the
music teacher to help them write the
music. You can give students some time
for that (three days, a week etc.).
When songs are ready, groups of
students sing their songs in class.
You can have a song competition or
students can perform their songs at a
school party or a school celebration.
EXTRA! : Project
Ask students to bring CDs with famous
songs about school or feelings.
Ask them to bring the lyrics & the CD.
They can find song lyrics on the
Internet at www.mylyrics.com
You can photocopy the lyrics & play
some of these songs for students to
learn & sing.
LISTENING & SPEAKING
SB page 34
- to a conversation between two people
- for gist & detail
To integrate listening with speaking, &
writing (taking notes)
To present new language in context
Vocabulary
school canteen, break, school yard,
lonely, make friends
Task 1
Ask students to look at the pictures
before they listen and say what they can
see. Assist with language.
Possible Answers:
a. a boy in his room; his mother is
probably shouting at him, perhaps about
a school test.
b. a girl in the school playground; she's
standing alone without friends and she
looks miserable.
c. a boy outside the school canteen
eating something
d. a girl in her bed; she looks angry.
Students listen & answer the questions.
They can take notes in their notebooks.
Play the CD twice.
Answers:
a. photo c (their friend Jerry)
b. he's getting fatter because he eats
unhealthy, fatty food
c. to take him to the gym at the
weekends
Task 2
Refer students to the Grammar Link
box and explain that may & might have
a similar meaning.
Play the CD.
Students listen and say which word Paul
& Jane use when theyre sure and which
when they are not.
Answers:
a. must b. may / might
Tapescript
Listen to Paul and Jane and answer the
questions.
Paul: Look at this photo, Jane!
Jane: Oh, yes. This is Jerry. He must be in the
school yard, in front of the canteen.
Paul: Sure! And it must be during the break
because there are other children in the yard.
Jane: What's he eating? I don't think it's
some kind of fruit. Jerry never eats fruit.
Paul: Well, it may be a bar of chocolate.
Jane: Yes, I think you're right. He always eats
this stuff.
Paul: You know, his mum worries a lot. He's
put on a lot of weight! He must be much
heavier than last year.
Jane: Let's take him to the gym with us at the
weekends. He might come. What do you
think?
Paul: I'm not so sure he wants but let's try
anyway. This is what friends are for, right?
Task 3
Ask: Where do you think the boy in
picture a is?' etc.
Elicit some example answers.
Students talk with their partners about
the teenagers in the pictures.
Pairs report back to the class what they
think.
Task 4
Refer students to the tip & explain.
Play the CD once. Students listen &
match the speakers with the photos.
Check answers.
Students listen again & take notes in
the boxes.
35
Answers:
Speaker 1: picture d
Speaker 2: picture a
Speaker 3: picture b
1. Vicky; her parents don't let her go
out with her friends.
2. George; he doesn't do well at
school, he hates studying and his dad is
angry with him.
3. Ann; she's new at school and she
doesn't have any friends. She's shy, she
doesn't make friends easily.
Tapescript
The teenagers in the pictures are calling the
Teen Helpline to talk about their problem
and ask for advice. Listen & match the
speakers with the photos.
I'm Vicky. I feel terrible. You see my parents
don't let me go out with my friends. They all
go to the cinema or to the bowling alley on
Saturdays and they have fun. I always stay in
and I fight with mum and dad. They can't
understand how bad I feel. It's not fair at all!
They say it's dangerous. What are they so
afraid of? I think I'll lose my friends. Why am
I so different? How can I make my parents
change their mind?
My name is George. You know, I don't
really like school and my marks are low.
My dad is very angry with me. He says I'm
lazy and I don't understand how hard he
works every day for us. He might be right
but I hate studying. I want to become a
footballer when I grow up. Is that so bad?
What should I tell him?
I'm Ann. I'm new at this school. My problem
is that I don't have any friends. All my
classmates are friendly with me but I don't
have any close friends. Sometimes I feel
very lonely, especially in the breaks or when
we go on a school trip. It's my fault, I
know, but I'm shy and I don't make friends
easily. Mum thinks I'm happy in my new
school but I'm not. Can you help me?
Now listen again and take notes in the boxes.
Task 5
Ask: Do you/your friends have problems
like these?' Who do you usually talk to
about your problems?'
This can be a class discussion.
Encourage and facilitate the use of L2.
READING
SB page 35
To involve students in skimming a text
to understand the general meaning &
scanning a text to locate specific
information
To present language of giving advice in
context
Vocabulary
Agony Aunt, advice, similar interests,
chat, come up with, mate, nervous
Task 1
Elicit Agony Aunt.
Students read the letter and find which of
the teenagers Agony Aunt is writing to.
Answer:
Agony Aunt is writing to Ann (picture b)
Task 2
Students read the letter again and tick the
pieces of advice Agony Aunt gives Ann.
Answers: a, c, d, f
36
Task 3
Pre-teach / elicit: similar interests
(somebody who has similar interests to
you likes the same things as you), chat
(talk), come up with (think), mates
(friends)
Students say how each piece of advice
can help Ann.
Encourage students to draw on the
letter for useful language.
Ask some students to give examples
(e.g. If you smile, you look friendly
and other children want to be around you
etc.).
At this point you can go back and
discuss the title of the lesson:
Your problem sorted'. Ask students
to say what they think it means
(your problem solved).
Task 4
Students think of people they know for
statements a-d.
answers (e.g. The P.E. teacher looks
friendly. He / She smiles a lot. / The
maths teacher makes me feel nervous.
He / She asks difficult questions etc.
You can ask students to write a
paragraph with their ideas as
homework.
. WB Tasks 1 & 2, pp. 33-34
GRAMMAR LINK
SB page 36
Task 1
Students read Agony Aunt's letter and
underline the language she uses to give
advice
Students use the language they have
underlined to complete the Language
Box.
Answers A: The following should
be underlined: you should , a very
good idea is , you could, why don't
you?, you shouldn't , just
Answers B: a. should b. shouldn't
c. very good idea is d. you could
e. don't you
Task 2
Ask students to look at p. 34.
Ask Do you remember these teenagers'
problems?'
Play the CD if necessary.
Students choose one of the teenagers
and work with their partners to give
him / her some advice.
You can ask them to take notes of their
ideas.
Remind them to use the language of
advice.
Discuss students' ideas in class.
. WB Tasks 5-7, pp. 35-36
37
Giving advice
.WRITING
SB page 36
- writing a letter of advice
- peer correction & process writing
To integrate writing with reading,
listening & speaking
Task 1
Explain that students have to write a
letter of advice to the teenager they
have chosen.
Tell them to use Giving Advice' lan-
guage and to explain how their advice
can help.
Ask them to use Agony Aunt's letter as
a model.
Students write the first draft of their
letters.
Task 2
When students finish their first drafts,
ask them to exchange letters with their
partners and check the points in Task 2.
Task 3
Students listen to their partners'
comments and revise their letters.
Go round the class and assist when
necessary.
Students write the final versions of their
letters and hand them in.

Introduction: Writing:
. WB Task 8, p. 37

LESSON 3
We're on a shopping spree!
READING
SB pages 37-38
+
Aims and Objectives
- reading game reviews
Vocabulary
review, control, updates, evil, brain,
battle, forces, sticky, online, take part in,
log on, explore, solve
Task 1
Refer students to the title of the lesson.
Ask: What do you think it means?'
(buying lots of things).
Invite students to say if they ever go on
a shopping spree and what things they
usually buy.
Students read Jennifer's e-mail &
answer the question.
Answer: She's asking Silou to help
her buy a computer game for her little
brother.
Task 2
Ask students to have a quick look at the
four texts and say what they are about.
Elicit that they are reviews of computer
/ video games.
Ask Do you know/ play these games?'
What are they about?' Assist with lan-
guage.
Elicit the meaning of army.
38
Students read the reviews very quickly
to find the answers. (: 3-4 minutes).
Answers:
a. the armies of Middle Earth
b. tennis c. Wonka d. C
Task 3
Revise: characters (Unit 2, lesson 3).
Pre-teach / elicit control, updates, evil,
brain.
Students read the reviews more
carefully & find the answers.
Answers:
1. A & C 2. B & D 3. C 4. D
5. B 6. C 7. A 8. A
_
VOCABULARY LINK
SB page 38
Task 1
Students read the texts & find the words.
Explain that the letters in brackets show
the texts where they can find the words.
Answers: a. battle b. forces
c. evil d. sticky f. online
Task 2
Explain that the missing words are all
verbs.
Students read the reviews & complete
the sentences.
Remind students that the letters in
brackets show the texts where they can
find the missing verbs.
Answers: a. take part b. log on
c. update d. explore e. solve
. WB Task 1, p. 38
Task 3
In pairs, students search the texts to
find the answers to the vocabulary
puzzles as quickly as they can.
You can ask them to time themselves.
Answers:
A. 1. b 2. a
When you're having a good time doing
something then this thing is fun -
Funny is something that makes you
laugh or something strange.
Examples: Its fun playing this game.
Ill tell you a funny story/joke.
Theres something funny about him.
B. log on - update - online
C. trilogy
D. brainy
. WB Tasks 2 & 3, pp. 38-39
LISTENING
SB page 39
- to a dialogue
- for gist & detail
To present the language of comparison
in context
Vocabulary
magazine, sporty, popular, creatures,
dangerous, online
Task 1
Warm up
Ask: Do you read game reviews in
magazines?' When?/Why?' (when we
want to choose which game to buy for
ourselves or a friend / relative etc.).
39
40
Ask Which of the games on p. 37 would
you buy for a friend?' Why?'
(e.g. I would buy Mario Power Tennis for
my little brother / sister because he / she
likes tennis and it's an easy game etc.).
Pre-teach / revise sporty (someone who
likes sports), popular (something a lot
of people like), creatures (monsters
etc.), online (connected on the
Internet), dangerous (not safe).
Students listen to Lyn & Peter and
Answers:
a. a present for Ian b. son
Task 2
Students listen again and circle the
correct answer.
Answers:
a. birthday b. older c. interesting
d. loves e. isn't f. doesn't know
EXTRA!
Ask: What does Ian's father think of the
Lord of the Rings & Matrix?' (He doesn't
like the Lord of the Rings because it
shows all these creatures and he thinks
Matrix online can be dangerous).
Play this part of the CD again if
necessary.
Ask: Do you agree with Ian's father?'
Why/Why not?'
Encourage and facilitate the use of L2.
Tapescript
Listen to Lyn and Peter and answer the
questions.
Peter: Lyn! Come here! Look at this
magazine! It has lots of computer games.
Let's see which one we can buy for Ian.
Lyn: Oh, is this what he wants for his
birthday? OK then. Let me see.... Mmm,
what do you think about Charlie and the
Chocolate Factory? He liked the book and
the film...
Peter: This one is for younger kids I think.
Look, it says 7+.
Lyn: Maybe. And all the others must be more
exciting. They've got more stars, you see?
Peter: What about Mario Power Tennis.
Looks interesting, no? He can start with the
easiest matches of course and ...
Lyn: Well, tennis isn't his favourite. He's not
as sporty as you are. He prefers action. We
can choose one of these two, the Lord of the
Rings or Matrix. What do you say?
Peter: Not the Lord of the Rings again! I
know it's one of the most popular books and
films but all these bad creatures? And Matrix
doesn't look better. I don't want my son to
play with people online. It might be
dangerous.
Lyn: Well then, find the nearest computer
shop and we can go tomorrow after work.
I'm sure there'll be a greater variety. Right?
Now listen again and circle the correct
answers.
GRAMMAR LINK
SB page 39
Task 1
Students study the example sentences,
answer questions 1& 2 & complete the
table.
They can use the Grammar Appendix,
pp. 165-166 to check their answers.
Answer:
1. a, b, c 2. d, e, f
Comparing
In pairs, students work out the rule for
the formation of the comparative & the
superlative with short and long
adjectives
Elicit spelling rules (see Grammar
Appendix, p. 165-166)
Ask: Which word comes after the
comparative form?' (than)
Which word comes before the superlative
form?' (the)
. WB Tasks 4 & 5, p. 39
Draw students' attention to the last
sentence in the box & ask them to
choose the correct form.
Answer: fat
Ask: Who is fatter?'
Elicit: Peter.
Elicit the rule (as + positive form of
the adjective + as).
Answers:
AFFIRMATIVE COMPARATIVE SUPERLATIVE
cheap cheaper than the cheapest
easy easier than the easiest
interesting more interesting the most interesting
than
popular more popular than the most popular
good better than the best
bad worse than the worst
Ian isn't as fat as Peter.
. WB Task 6, p. 40
Task 2
Use the drawings to elicit the meaning
of the adjectives.
Elicit the comparative & the superlative
form of the adjectives above. Write
them on the board.
Revise the use of the comparative &
the superlative form (see Task 1 above)
Students compare themselves with
members of their family. Explain that
they have to use the comparative, the
superlative & the form as as'.
You can ask students to make (funny)
drawings and use their sentences as
captions to the drawings. This can be
done as homework.
Students present their work in class.
EXTRA! : Quiz
Ask students to write six quiz questions
about Greece or animals, at home and
bring them to class. They should use the
comparative and superlative forms and
they should make sure they know the
answers to the quiz, e.g. Which river is
longer, the Pinios or the Acheloos? Which is
the highest mountain in Greece? Which
animal is as heavy as ?
EXTRA! : Picture Dictation
Students draw a picture of a description
the teacher dictates to them.
Here is an example:
Draw a big mountain in the middle of the
picture./ There is a lower mountain next to
it./ There are two houses at the bottom of
the mountains./ The one on the left isn't as
big as the other/ but the one on the right has
a bigger garden./ There are three children in
front of the houses, two boys and a girl. The
girl is on the left./ The boy between the girl
and the other boy is the tallest./ The boy on
the right is the shortest.
41
As an extension, students can draw
their own pictures and describe them to
their partners who draw them. Then,
they compare their pictures.
EXTRA! : Game: Noughts and Crosses

Introduction: Games
SPEAKING
SB page 40
To involve students in suggesting,
agreeing & disagreeing
To provide practice in the language of
comparison
listening
Task 1
Discuss the questions with the class.
Task 2
Ask: What clothes can you see in the
pictures?' (polo shirt, jacket, sweater).
Read through the task and the boxes with
the class & check for any difficulties.
Explain the meaning of casual (clothes
we wear every day), trendy (in fashion,
cool) fashionable (in fashion).
In pairs, students decide which present
to buy.
You can ask a confident pair to present
an example conversation.
Pairs report their decision to other pairs
& justify it.
.WB Task 7 & 8, pp. 41-42

NEXT LESSON see Aids p. 26
PROJECT
SB page 40
To involve students in using the lan-
guage of comparison in a new context
To foster cooperation and learner
autonomy
To encourage work across the curricu-
lum (Maths, Art, ICT)
Read through the steps of the project
with the class.
Divide the class into small groups.
Students use the catalogues they have
brought in class. Alternatively, students
can find information on the Internet.
You can ask the ICT teacher to help
them
Students select 3 products from one
category & compare them in terms of
cost, size, speed & design.
Students use posters, pictures, tables
etc. to illustrate their project and
present it orally in class.

42
43
Aids
o Dictionaries (Lessons 1, 2 & 3 -Vocabulary Link)
o Photos of the tsunami disaster in Indonesia (Lesson 3- Reading)
o A tennis ball (Lesson 1 - Grammar Link EXTRA!)
schedule
-Vocabulary -Simple Past Links to: 4 teaching
-Describing related to Tense Science periods
past events talking about -Prepositions History 1. Cover page,
-Asking and important of time Art & Reading,
answering personalities Music 2.Vocabulary
about past of the past Geography Link
events - Dates & ICT 3. Grammar Link
year 4. Project
Themes:
-Vocabulary Past Time 4 teaching
-Describing related to Continuous Change periods
the background describing Relativity 1. Reading
in a story a burglary of actions 2. Vocabulary
-Asking and -Weather & events Link &
answering about collocations Listening
what people
3. Grammar Link
were
doing at 4. Reading &
a certain time Speaking
in the past
Natural Past Simple
5 teaching
Narrating disasters & vs Past
periods
a past event accidents Continuous
1. Reading &
Vocabulary
Link
(Tasks 1 & 2)
2. Vocabulary
Link (Task 3)
& Grammar Link
3. Listening
& Writing
4. Project
5. Self-
assessment
Looking back
on the past!
Unit 4
Lesson 1
On a
mystery
tour!
Lesson 2
Tell me
a story!
Lesson 3
We
survived
the
tsunami!
COVER PAGE
SB page 43
Vocabulary
survive, tsunami, experience, create,
invent, top your teacher, enter a
competition, tragedy, prize,
entertainment, subscribe, trivia
Elicit that the three friends from the
camp have discovered a newspaper for
teenagers on the web.
Ask: What have Magda, Jean Paul and
John have discovered?'/ What is it
called?' / What kind of links are there
on the site?' etc.

LESSON 1
On a mystery tour!
READING
SB pages 44-45
- reading clues to guess famous people
(taking notes) & listening & speaking
context
Vocabulary
puppet, music score, classical music,
dynamite, fairy tale, award, railway, play,
composer, Swedish, American, Danish,
Austrian, British/English
Warm up
Ask: Where is this page from?'
Elicit that it's a webpage / from the
Internet.
Ask: What can you read about on this
webpage?' (about science/important
people etc.).
Accept all answers at this point.
Read the introduction about John.
Point out that this webpage is from the
Homework Helper.
Ask: What does John want to find?
(information about three important
people).
Task 1
Students look at the drawings and
match them with the pictures.
Play the CD. Students listen & check.
Answers:
a. puppet b. music score (the written
version of music) c. dynamite
d. fairy tale e. award f. railway
g. play
Tapescript
Listen and check.
a. puppet b. music score c. dynamite
d. fairy tale e. award f. railway g. play

Introduction: Vocabulary Practice
Task 2
Read the question to the class.
Students say names of composers, plays,
awards, fairy tales & puppets characters
they know of.
Assist with language. Accept Greek
ones too.
44
UNIT 4 Looking back on the past!
45
Possible Answers:
Plays: Mary Poppins, Romeo & Juliet,
Macbeth, Hamlet, Mousetrap etc.
Awards: Nobel, Oscar, Grammy, Arion
(Greek) etc.
Fairy tales: Little Red Riding Hood,
Puss in Boots, Cinderella, Snow white,
The Little Mermaid, The Emperor's
new Clothes, Pinocchio, The Three
Little Pigs etc.
Puppets: Kermit, Piggy from The
Muppet Show, Cookie Monster, The
Grouch from Sesame Street (USA),
Punch & Judy (Britain), Karagoz
(Greece, Turkey, Egypt) etc.
Punch and Judy
Punch and Judy, famous English puppet
play, very popular with children and
performed widely by strolling puppet
players, especially during the Christmas
season. It came to England in the 17th
cent. by way of France from Italy and
developed out of the commedia dell'arte
character, Pulcinella. To this traditional
figure of the Italian comedy were added
aspects of the medieval English fool.
Punch, a hunchback, with a hooked nose
and chin and a pot belly, was the cruel and
boastful husband of a nagging wife, Judy,
whom he often beat and in many versions
killed. Featuring, as it does, a deformed,
child-murdering, wife-beating psychopath
who commits appalling acts of violence
and cruelty upon all those around him and
escapes scot-free, it is greatly enjoyed by
small children. Terry Pratchett draws
attention to this paradox in his short story
Theatre of Cruelty, the last line of which is
"That's not the way to do it."
The language of the play is coarse and
often satirical. The text was first written
down and printed by J. P. Collier in 1827.
Sources: Columbia Encyclopedia
http://www.bartleby.com,
Wikipedia http://en.wikipedia.org &
http://www.answers.com
Task 3
Elicit entry (: text).
: Students read the texts quickly and
find the correct entries.
Answers:
a. B b. D c. E d. A e. C
Task 4
Revise nationalities. Write some
countries on the board and ask students
to say / write the nationality (Greece, the
USA, Great Britain, France, Sweden,
Denmark, Germany, Austria etc.).
: Students read the texts quickly and
complete the table.

Answers:
Mystery person A: 1833, (-) , Swedish,
chemist, dynamite / award
Mystery person B: 1936, 1990,
American, puppeteer, Muppets
Mystery person C: 1805, (-), Danish,
writer, fairy tales
Mystery person D: 1756, 1791,
Austrian, composer, music
Mystery person E: 1564, (-) , British,
poet / actor / playwright, plays
Task 5
In pairs, students try to find who each
mystery person is.
Remind students to use must', may/
might' for their guesses (e.g. The first
person must be because ' etc.). In
this way they revise the language they
learnt in Unit 3, Lesson 2).
46
We write...
a fairy tale
music
a story
a sonnet
a poem
We compose
an opera
a symphony
a ballet
music
We build...
a bridge
a block of flats
canals
tunnels
railways
Students check their answers on p. 141.

Answers:
A. Alfred Nobel
B. Jim Henson
C. Hans Christian Andersen
D. Wolfgang Amadeus Mozart
E. William Shakespeare
. WB Tasks 1 & 2, pp. 44-45
_
VOCABULARY LINK
SB page 46
Vocaburary Strategies, SB p. 62
Task 1
Elicit explode (e.g. a bomb / dynamite
explodes) & protagonists (word of
Greek origin). Remind students of the
meaning of once (one time).
Students find the words in the texts.
Tell them that in the parentheses they
can see the text the word is in & what
part of the speech it is.
Explain noun, adj., verb.

Answers: a. explosives b. annual
c. starred d. composed e. best known
Task 2
Remind students of the meaning of
collocations (e.g. words that go
together to make a phrase).
They scan the texts to find words to add
to the three groups.
Explain that some words can be in more
than one group. Give music as an
example (write music, compose music)

Answers:
Task 3
Ask students to find invented & created
in the texts and elicit their meaning.
Elicit / revise discover.
Students complete the gaps.

Answers:
a. invented b. discovered c. created
Task 4
Students use dictionaries to complete
the table.
Explain that there is not a verb for
poetry/poem.

Answers:
VERB NOUN 1 NOUN 2
create creator creation
invent inventor invention
discover discoverer discovery
compose composer composition
- poet poetry/poem
Task 5
Ask students to read the date in the
example sentence.
Ask students to copy all the dates from
the texts in their notebooks & read
them with their partners.
Collocations
Point out that we say: 1805 (eighteen
/oh / five) & 2006 (two thousand and six
or two thousand six).
EXTRA!
Write more dates on the board and ask
several students to read them.
Task 6
Ask students to ask each other what
happened in these years.
Assist with language (e.g. A: What
happened in eighteen / twenty-one?
B: The Greek War of Independence).

Answers:
1821: the Greek War of Independence
1940: Second World War
2004: the Olympic Games in Greece
Task 7
Read through the Preposition Bank and
check for any difficulties.
Revise ordinal numbers (first, second,
third, fourth twenty-first etc.).
Say: I was born on the fourteenth of
September nineteen / sixty-three. When
were you born?'
Write on the board: When were you
born? I was born '
Ask students to tell each other when
they and members of their family
and/or friends were born.
Introduction: Vocabulary Link
Section
. WB Tasks 3 & 4, pp. 45-46
GRAMMAR LINK
SB page 47
Task 1
Students do the quiz from memory and
then read the texts to check their
answers.
Ask students to correct false
statements.
Ask students: Which tense are the
verbs in?' Elicit that they are in the
Past Simple.

Answers:
a. T b. no (They were American)
c. T d. F (He wrote fairy tales)
e. T f. no (He died at a young age)
Task 2
Students look at the sentences in the
quiz and complete the table.
Check answers. Elicit that start is a
regular verb & write an irregular one.
In groups, students describe the rules
for the formation of the Past Simple
(affirmative, interrogative & negative)
for the verb be, for regular & irregular
verbs. They check their answers in the
Grammar Appendix, pp. 167-168.

Answers: 1. wasn't 2. Was
3. started 4. didn't 5. Did 6. wrote
7. didn't 8. write 9. weren't 10. didn't
. WB Tasks 5- 7, pp. 46-47
Ask students to make two columns in
their notebooks: Base Form & Past
Simple.
47
Past Simple
They look back at the texts and write
down in their notebooks all the regular
past forms under Past Simple. Remind
them that regular verbs take -ed at the
end.
Ask them to write the base form of the
verbs.
Write the list on the board. Add the
verbs play & try in the list.
Highlight suffixes in the Past Simple
and ask students what they notice. Elicit
that some verbs take -d, some others
-ed & that there are verbs which change
their spelling (consonant + y: -ied).
Base form Past Simple
like liked
invent invented
use used
die died
ask asked
create created
appear appeared
start started
star starred
compose composed
play played
try tried
Students find the irregular past forms in
the Mystery Person texts and make a
list.
They find the base form of the irregular
verbs & check their answers at the

Answers:
Base form Simple Past
be was/were
find found
become became
have had
write wrote
build built
buy bought
. WB Tasks 8-9, pp. 47-48
EXTRA! Game: Tennis

Introduction: Games
Task 3
Students work in pairs. Divide pairs into
As & Bs.
As secretly choose one Mystery Person'
they want to be.
Bs ask yes/no questions to find who
their partner is.
Remind students to use the
interrogative form of Past Simple &
short answers.
Ask one or two pairs to perform in
front of the class.
Task 4
Students write True/False or yes/no
quizzes like the one in Task 1 above.
Ask them to have at least one sentence
in the interrogative and one in the
negative form.
. WB Tasks 10-12, pp. 48-49
EXTRA! Game: 20 questions

Introduction: Games
48
PROJECT
SB page 48
To involve students in writing clues
about important people from the past
To allow for work across the curriculum
(history, science, music, modern Greek,
ICT)
To foster learner autonomy &
cooperation
with the class and check for any
difficulties.
Students search in their schoolbooks
(history, science, modern Greek, music)
and find three important people from
the past.
Alternatively students can search on the
Internet. Some useful sites:
-Columbia Encyclopedia:
http://www.bartleby.com
-Wikipedia http://en.wikipedia.org
(in English) or http://el.wikipedia.org
(in Greek)
-Encarta Online: http://encarta.msn.com
(here they can click on Quick Facts)
-http://www.encyclopedia.com
-http://www.answers.com
Tell them that the clues must be easy
for other students to understand but
they shouldn't be too obvious.
Remind them that they have to use the
Past Simple.
Assist with language. Refer students to
the Grammar Appendix, p. 168 if they
need help with irregular verbs.
When students have written their clues,
they work in small groups & take it in
turns to read their clues and see if the
other students can find their mystery
person.
If the school has a webpage, students
can publish their quizzes there for
students from other schools to solve.
If there is a school newspaper, they can
put their quizzes in the quiz section.
. WB Task 13, p. 50
Background Information
The people in the photos on p. 48 are:
Theodore Giourtsihin, Agatha Christie
& Albert Einstein.
Theodore Giourtsihin (or Fyodor
Yurchikhin) is the first Greek cosmonaut
who has travelled to space. In 2002 he flew
aboard the Atlantis and in 2007 on board
the Soyuz. Until today (2008) he has spent
207 days, 13 hours and 3minutes in space.
He was born on Jan. 3, 1959 in Batumi,
Georgia to Pontic Greek parents, who
currently live in Sindos, Greece. He is
married and father of two daughters. His
hobbies include collecting stamps and
space logos, sports, history of
cosmonautics, and promotion of space.
He also enjoys reading history, science
fiction and the classics.
Sources:
http://en.wikipedia.org
http://pontosworld.com/
Agatha Christie (1890-1976) was the
best selling mystery author of all time and
the only writer to have created two major
detectives, Poirot and Marple. She also
wrote the longest-running play in the
modern theater, The Mousetrap. The
daughter of an American father and a
British mother, Agatha Mary Clarissa
49
Miller was born in Torquay in the United
Kingdom on September 15, 1890. Her
family was comfortable, although not
wealthy, and she was educated at home,
with later study in Paris. In 1914 she was
married to Col. Archibald Christie; the
marriage produced one daughter. In 1920
Christie launched a career which made
her the most popular mystery writer of all
time. Her total output reached 93 books
and 17 plays; she was translated into 103
languages (even more than Shakespeare);
and her sales have passed the 400 million
mark and are still going strong. Named a
Dame of the British Empire in 1971,
Christie died on January 12, 1976.
Source: http://www.bookrags.com
Albert Einstein was born at Ulm, in
W rttemberg, Germany, on March 14,
1879. Six weeks later the family moved to
Munich, where he later on began his
schooling. Later, they moved to Italy and
Albert continued his education at Aarau,
Switzerland and in 1896 he entered the
Swiss Federal Polytechnic School in
Zurich to be trained as a teacher in
physics and mathematics. In 1901, the
year he gained his diploma, he acquired
Swiss citizenship and, as he was unable to
find a teaching post, he accepted a
position as technical assistant in the Swiss
Patent Office. In 1905 he obtained his
doctor's degree. During his stay at the
Patent Office, and in his spare time, he
produced much of his remarkable work.
He became a German citizen in 1914 and
remained in Berlin until 1933 when he
renounced his citizenship for political
reasons and emigrated to America to take
the position of Professor of Theoretical
Physics at Princeton. He became a United
States citizen in 1940 and retired from his
post in 1945.
Einstein's many contributions to physics
include his special theory of relativity,
which reconciled mechanics with
electromagnetism, and his general theory
of relativity, which extended the principle
of relativity to non-uniform motion,
creating a new theory of gravitation. He
died on April 18, 1955 in Princeton, New
Jersey.
Source: http://nobelprize.org
LESSON 2
Tell me a story!
READING
SB page 49
- reading a story from a short story
competition
To integrate reading with listening &
speaking
context
Vocabulary
pavement, broken, jewellery, lie, lock,
fall in love, get married
Warm up
Refer students to the cover page of the

unit & ask: Which site was Magda
interested in? (in the Short Story
Competition site).
Ask students to read Magda's e-mail.
Ask: Did Magda enter the competition?

What happened?' (Yes, she entered the
competition. She won the second prize).
50
Task 1
Ask: Do you like reading stories? / What

kind of stories do you like reading?'
Elicit different types of stories (science

fiction, mystery, detective, romance
etc.).
Revise character and ending (Ask:

Who's your favourite character?' Do you
like stories with a happy or sad ending?').
Ask students to cover the story in their

books.
In pairs, they guess the answers to the
questions without reading the story.
Remind them to use must', may/
might' for their guesses (e.g. The main
character may be a woman etc.).
Task 2
Students read and/or listen to the story
and check their guesses.

Answers:
a. Mary Larson
b. in Mary's flat (kitchen)
c. two policemen (one of them is John
Edwards)
d. happy
Tapescript
Students book page 49.
Task 3
Students look at the pictures. Elicit
some vocabulary: jewellery, police
station, ask somebody out,
get married, husband.
Students read the story again and put
the pictures in the right order.
Ask students to tell the story looking at
the pictures. Make sure they use the
correct form of the simple past.

Answers: 1.b 2.d 3.e 4.a 5.c 6.g
Task 4
Revise / elicit the meaning of the
adjectives.
Ask students to say in which part of the
story Mary felt this way and why.

Possible answers:
1. Mary was / felt angry / disappointed /
scared when she saw her kitchen
window broken / her jewellery was
missing.
2. She was / felt disappointed when the
police didn't have any news about the
burglars.
3. Mary was / felt happy/ excited when she
saw John again / John asked her out.
4. Mary was / felt lucky she found a
lovely husband.
Task 5
Students say if they liked or didn't like
the story.
Encourage them to comment on the
plot, characters, language (e.g. I liked
the story because it was interesting and
had a happy ending / I didn't like the
story because I don't like romantic stories
etc.).
. WB Tasks 1 & 2, pp. 51-52
51
_
VOCABULARY LINK
SB pages 50-51
Task 1
In pairs, students find words in the story
to match the pictures.

Answers:
a. jewellery b. report c. upside down
d. lock e. pavement f. thief
Task 2
Ask students to find the words/phrases
in the story & read the sentences they
are in. This will help them match them
with their meaning.

Answers:
1. f 2. c 3. a 4. b 5. e 6. d
Task 3
Students look up the verb lie in their
dictionaries and find how many
meanings it has got.
They say which meaning it has in the
pictures.
Then ask them to find the verb in the
story and say what meaning it has in this
context.
Answers:
Lie: 1. (past: lay) to be in a flat position
on a surface
2. (past: lied) to tell a lie
The first picture shows lie meaning 2
& the second picture shows lie mean-
ing 1. In the story it has meaning 1.
Task 4
Refer students to the 1st -prize-story &
ask: How does this story start?
Elicit that it starts with a description of
the time the incident happened
(about 11:30 / evening) & of the
weather (cold / winter)
Then ask students to look at the
different types of weather & complete
the gaps.
Play the CD.
Students listen & check.
Explain that non-stop can be used with
snow as well.
Answers:
A. non-stop. B. hard C. going down.
D. light E. sunny
Tapescript
Listen and check.
A.
(sound of raining hard)
Speaker 1 : It was raining hard
Speaker 2: heavily
(sound of raining slightly)
Speaker 3: slightly
(sound of raining harder)
Speaker 4: non- stop
B.
Speaker 1: It was snowing heavily
Speaker 2: (trembling) hard
Speaker 3: lightly.
C.
Speaker 1: The sun was coming up
Speaker 2: going down
Speaker 3: shining
D.
(sound of strong wind blowing)
Speaker 1: A strong cold
(sound of light wind)
Speaker 2: light wind was blowing.
E
(sound of birds singing)
Speaker: It was a beautiful sunny warm
spring morning.
52
A burglary
Weather collocations
Task 5
In pairs or small groups, students use
the words / phrases in Tasks 1-5 to
make a story.
They can make notes of the story and
then tell the class.
You can ask students to vote for the
best story.
. WB Tasks 3-5, pp. 52-53
LISTENING
SB page 51
- to a part of a radio play
- for detail
context
Play the CD twice.
Students listen and match the people
with the pictures.
Ask students to say what each person
was doing at that time. Write an
example on the board (Mr. Smith was
watching a football match on TV).
At the end, ask students: Are any of
these people guilty? Why?'
Accept all answers.
Answers: 1. d 2. a 3. g 4. c 5. h
6. e (b & f are distractors)
Tapescript
What were Mary's neighbours doing
between 10:00 and 11:00 last night? Listen
to John's report to the police chief and
match the people with the pictures.
Miss Larson's block of flats is at 45 Pond
Street. It has two floors and there are two flats
on each floor. Mary lives on the first floor.
The flat next to hers belongs to a couple, the
Smiths. Last night between 10 and 11
o'clock, Mr Smith was watching the football
match on TV and his wife was talking on the
phone with her mother. The TV was loud so
they didn't hear a thing. They went to bed
when the match finished, at 11.15. The flat
above Mary's belongs to a student, called
Peter Brad. Yesterday, he left his flat at 5
o'clock and went to his girlfriend's. He says
they were driving to some friends at the time
of the burglary. He came back home after
midnight. Finally, the last flat belongs to a
family, the Robinsons. Mr Robinson is a taxi
driver and he was working last night. Mrs.
Robinson had finished cooking and she was
checking her students' writing. She's a
teacher. Their daughter, Pam, was listening
to music on her Discman in her room. She
was wearing earphones so she didn't hear
anything strange. Unfortunately, sir, we
werent able learn anything useful from the
neighbours.
53
GRAMMAR LINK
SB pages 52-53
Task 1
and answer the questions in the
Grammar table.
They can check their answer in the
You can ask students to find more
examples of verbs in the Past
Continuous in the story & say which set
the background and which were actions
in progress at a specific time in the past
(Background: A strong wind was
blowing. Actions in progress: all her
neighbours were sleeping / Mary's
clothes were lying on the floor and her
money and jewellery was missing).
In pairs, students make the rule for the
formation of the interrogative and
negative forms of the Past Continuous.
They check their answers in the
Grammar Appendix, page 169.
Answers:
a. 1. b/c 2. a 3. d
b. was / were + verb+ ing
c. Questions: was/were + subject + verb -ing
Negatives: subject +was/were+not +
verb- ing
.
WB Tasks 6 & 7, pp. 53-54
Task 2
In pairs, students ask and answer about
what they were doing at the times /
moments shown in the box.
Ask some students to report what their
partners were doing.
Task 3
Ask students to read the beginning of
Mary's story.
Ask: What time of the day was it? What
was the weather like? What was Mary
doing?'
Ask: What is the role of these sentences
in the story?'
Revise that they set the background.
Students write the first three sentences
to set the background for each story.
Students exchange with their partners
and give each other feedback.
Students revise their sentences & read
them out in class.
Possible answers:
b. It was an afternoon in autumn. A
strong wind was blowing. Helen was
cooking in the kitchen. She was in a
hurry.
c. It was a hot summer day. The sun
was shining. Jennifer was coming out of
the supermarket. Her trolley was full of
things.
d. It was a cold winter night. It was
raining heavily. Lena was studying in
bed. She had an important exam the
next day.
. WB Task 8, p. 54
READING & SPEAKING
SB page 53
-reading a short story
-asking & answering to exchange information
listening
Vocabulary
grounded, wh-question words
54
Past Simple / Past Continuous
Task 1
Ask: What happens when you break
something at home / don't listen to your
parents / get low marks?' Elicit grounded
(you can't go out because you've done
something wrong).
Divide the class into As & Bs.
As read the story on p. 143 & Bs on p.
145. Ask students to read the Speaking
Tip!
Revise wh-question words. Elicit that
we use the question form after wh-
words.
As & Bs ask each other and complete
the gaps in their stories.
Ask students to compare their stories at
the end and check their answers.
Answers:
A: cinema/foot/brother/mum
B: friends/living room/two thousand/ two
Task 2
Ask When was the last time you were
grounded?' What happened?'
Students ask each other to find out
what happened.
You can ask some students to report to
the class (if their partners agree).
EXTRA!
Ask students who think their story is
amusing to tell the class.
. WB Task 9, p. 55 as homework
Students bring their stories to the
next class and compare them with
their partners'.

LESSON 3
We survived the tsunami!
READING
SB page 54
-reading a quiz about tsunamis
-reading a newspaper article about the
tsunami disaster in Indonesia
-scanning texts to locate information
(taking notes)
context
Vocabulary
tsunami, giant, huge, location, victim,
police sirens
Warm up
Ask: Do you remember Jean Paul? /
What type of student is he'?
(Unit 2 - Lesson 1).
Elicit that he's the bookish type, he
enjoys learning new things & he wants
to get high marks.
Ask students to look at the first page of
the lesson. Ask: What's the lesson about?
/ What does Jean Paul want to do?'
Elicit that the lesson is about the
tsunami disaster in Indonesia in 2004
& that Jean Paul wants to write an
article about this event in the school
newspaper.
Task 1
Pre-teach / elicit: giant / huge (very
big), earthquake (when the earth
shakes; use gestures), closer to (nearer).
Students do the quiz and check their
answers on p. 141.
55
Tsunamis in Ancient Greece
A. The eruption of the volcano of
Santorini
Professor Marinatos was the first to suggest
in 1939 that the eruption of Thera was the
cause for the destruction of the Minoan
Civilisation. The theory argues that the
earthquakes destroyed the palaces, tsunamis
obliterated the fleet and peers of the
Minoans, and the volcanic ash of Thera
covered the whole island destroying crops
and suffocating animals. Many geologists
have argued that the Thera eruption was of a
colossal scale, and the effects described by
Marinatos were possible. Others have
disagreed. Recent data places the bulk of the
ash deposits of the volcano to the East
carried by the easterly jet streams of the area,
with little effect upon the island of Crete
(D.M. Pyle, "New estimates for the volume of
the Minoan Eruption". Thera and the
Aegean World III).
The biggest blow to this theory came in 1987
from studies conducted at the Greenland ice
cap. Scientists dated frozen ash from the
Thera eruption and concluded that it
occurred in 1645 BC, some 150 years before
the final destruction of the Minoan palaces.
History of Minoan Crete available from
http://www.ancient-greece.org
B. Earthquake in Helike
On a winter night in 373 BC, a catastrophic
earthquake and tsunami destroyed and
submerged Helike, the principal Greek city
on the southwest shore of the Gulf of
Corinth. Helike had been founded in the
Bronze Age and its pan-Hellenic sanctuary of
Helikonian Poseidon was known through the
Classical world.
Dora Katsonopoulou, 2005 Discoveries at
Ancient Helike available from
http://www.helike.org/paper.shtml
Task 2
If you can find photographs of the
tsunami disaster in Indonesia, bring
them in class & ask students to say what
they can see. In this way, you can
activate students' background
knowledge & elicit useful vocabulary.
Pre-teach / elicit: disaster (something
that happens suddenly and destroys
places and / or kills people), location
(place), victims (people who lost their
homes or were injured / killed), witness
(someone who was there and saw what
happened).
Students read the article and complete
the notes.
Answers:
Project - Disasters
Notes on tsunami
Date: 26/12/2004
Time: 7.58
Location: Phuket, Indonesia
Number of victims:
150.000 people were killed
5 million lost their homes.
Witnesses: Pete and Cathy
Nationality: British
Their description:
Police sirens, helicopters and shocked
people
The phone was dead
Beach: Full of broken (beach)
umbrellas, boats
People couldn't find their families
Airport closed
Task 3
Encourage students to answer in L2.
Task 4
Elicit / revise natural disasters (things

that happen suddenly like the tsunami
56
in Indonesia, people can't stop them).
Students think of other disasters and
their causes.
Their geography books and teacher can
help them collect the information they
need.
You can assign this task as homework
so that students have time to prepare.
When they come to class next time, they
report their findings to the class.
Possible answers:
earthquake, volcano/volcanic eruption,
flood, avalanche, hurricane (a violent
wind which has a circular movement,
especially found in the west Atlantic
Ocean), typhoon (a violent wind which
has a circular movement, found in the
West Pacific Ocean), tornado (a strong
dangerous wind which forms itself into
an upside-down spinning cone and is
able to destroy buildings as it moves
across the ground). People give names
to hurricanes, typhoons & tornadoes.
Source: Cambridge Advanced Learner's
Dictionary
Causes of natural disasters
There are three main causes of
tsunamis: seismic activity, submarine
landslides, and cosmic impacts.
Earthquakes occur when the earth's
tectonic plates release stress.
A flood can happen during heavy
rainfall and overflowing river banks. The
most devastating flash floods are from
dam and levee failures.
The power of electrical storms
originates from the processes of the water
cycle. The water cycle is the cause of
cloud formation, some of which develop
into thunderheads, enabling the
development of thunder and lightning..
Hurricanes are created by complexes
of thunderstorms that evolve into
hurricane strength with the aid of the
ocean and atmosphere. The water must be
warm enough to provide energy for the
hurricane, usually higher than 75 degrees
Fahrenheit. The warm water provides
head moisture which, in turn, provides
energy. This is why hurricanes quickly
weaken when they travel over land or
colder ocean waters, since they lack the
warmth and the moisture.
http://library.thinkquest.org/03oct/00758/
en/disaster/tsunami/causes.html
. WB Tasks 1 & 2, p. 56
_VOCABULARY LINK
SB pages 55-56
Task 1
Elicit accidents (bad / unfortunate
things that happen suddenly, e.g. like
when you fall and break a leg or an
arm; people can avoid them if they are
careful).
Ask students to say which pictures show
accidents & which natural disasters
(natural disasters: 1, 2, 3, 4, 6 & 8;
accidents: & 5, 7).
pictures.
Play the CD.
Students listen, check their answers and
repeat.
57
Natural Disasters / Accidents
58
Answers:
1. d 2. c 3. g 4. f 5. h 6. a 7. i 8. b
Tapescript
Listen, check and repeat.
1. flood 2. earthquake 3. avalanche
4. tsunami 5. car crash 6. hurricane
7. fire 8. volcanic eruption
Task 2
Students match the articles with the
natural disasters / accidents.
Ask them to look for key words
(e.g. text A: river, rainy season etc.).
Answers:
A. flood, B. car crash C. earthquake
D. volcanic eruption E. hurricane
. WB Task 3, p. 57
Task 3
Revise victims. Elicit the meaning of
the words in the three boxes: injured
(someone who is hurt), cut off (when
telephones are dead or roads destroyed
people are cut off), shelter (a safe
place), the government (people like
(name of) the Prime Minister who must
help people when there is a disaster).
Students can check the words they don't
know from the Word Bank in dictionaries.
Elicit that the article is about Hurricane
Katrina which hit New Orleans in 2005.
Students read the article & find more
words to add in the word groups.
They can use their dictionaries if necessary.
Answers:
Victims: homeless, survivors, trapped
What they need: hospital care, food
supplies, electricity, clean drinking water
Who can help: emergency crews,
officials, fire fighters, doctors / nurses,
volunteers, rescue teams
* Underlined items are in the article
. WB Task 4, p. 57
GRAMMAR LINK
SB page 57
Task 1
Students look at the pictures and match
them with the sentences.
Explain action in progress (an action
that continues), interrupts (stops).
Students complete the table. They
check their answers in the Grammar
Appendix, p. 169-170.
Students find the verbs in the Simple
Past & Past Continuous in the text
about the tsunami disaster and work
with a partner to explain the use of the
tense in every case (e.g. Pete and Cathy
from England were spending their
Christmas holiday : Past Continuous
to set the background etc.).
Answers: 1. b 2.a
An action in progress: Past Simple / Past
Continuous
A sudden event: Past Simple / Past
Continuous
The sudden event often interrupts the
action in progress.
While + past Continuous
When + past simple or past continuous
Past Simple vs. Past Continuous
Task 2
Explain the activity.
Divide the class into As & Bs.
Collect As' half sentences and read
them out at random.
Bs who think their sentence matches
with the teacher's read it out.
The class decide if it matches or not.
Students change roles. Repeat the activity.
. WB Task 5-8 pp 58-59
LISTENING
SB page 58
- to short dialogues
- for gist & detail
Vocabulary
mobile, bulb, fix a lamp
Task 1
Ask: What can you see in the pictures?'
What do you think has happened?'
Allow students to speculate on the
pictures.
Elicit bulb.
Then play the CD twice if necessary.
Students listen & match with the
correct pictures.
Answers:
1. c 2. a 3. b
(d is extra)
Tapescript
Listen to people talking in three different
situations and match them with the correct
pictures.
1.
(a teenage girl talking on the phone on her
balcony)
- Listen, I can't come. My mum is still mad
at me. My marks were really bad.
- (pause - she's listening)
- Where are you? Outside my house? Where?
I can't see you! You must leave right away,
you know. If they see you ....Oooh! (sound of
a mobile falling down)
- My god! Mum's mobile! She's gonna kill
me!
2.
(a teenager listening to loud rock music on
his Discman, walking in the street with a
friend and singing, a puddle full of water in
front of him)
- Mmm, mmm, (humming the tune), this is
great! It's The Scorpions, you know! I love
them!
- James, watch out!
(sound of someone stepping in the puddle)
- Oh, I didn't see it. Oh no! My new trainers.
Look at them.
3.
(A fat man on a chair, trying to fix a lamp,
his wife next to him)
- Nigel...eh...are you sure this chair is strong?
It's too old!
- Yes, dear. Don't worry. It will be ready in a
minute. Look, I'm taking out the old bulb
and....oooOOps (chair breaks, man falls)
- Nigel!
- Oh no! (in pain). Oh my God! I think, I
have broken my leg. Why did you give me that
chair?
Task 2
Students narrate the accidents. Make
sure they use correct past forms.
59
Students say what happened in the
extra picture.
Students can write the conversation.
.
WRITING
SB page 59
-writing a newspaper article about a
natural disaster
- peer feedback & correction
To integrate writing with reading,
listening & speaking
Task 1
Answer:
the earthquake in Athens in 1999
Task 2
In pairs, students plan their writing.
Ask them to look at the writing guide and
organise the information they have for
each paragraph.
Encourage students to go through Unit
4 and collect the ideas and the language
they need.
Students read each other's work and
make comments.
You can give students a criteria
checklist to use either in Greek or in
English depending on the level of your
class. Here is one in English:
Read your partner's work and check:
- Are there three paragraphs?
- Are the tenses correct?
Students revise their work and hand it in.

. WB Task 9, p. 60

PROJECT
SB page 60
- searching the Internet to find
photographs of natural disasters
- writing captions under the photos
To allow for work across the curriculum
(ICT, geography, art)
Explain the project to the class.
Students search the Internet to find
photographs of natural disasters around
the world.
They can key in search terms such as
photographs earthquakes' or
photographs natural disasters' in a
search engine and find sites which
present natural disasters.
Some search engines they can use are:
http://www.altavista.com,
http://www.search.yahoo.com,
http://www.google.com
Students read the accounts of the
disasters and download / print
photographs.
They write information cards to
accompany them (see example about
the earthquake in China in SB).
There can be a class exhibition of
photographs of natural disasters.
Alternatively, students can find
photographs of natural disasters or
accidents from newspapers &
magazines and write captions for them.

60
61
Aids
o Maps of Ancient Egypt & Rome (Lesson 1, Vocabulary Link, History 1)
o Students' history books (Lesson 1, Vocabulary Link, History 2, Extra, Lesson 1,
Project)
o Photos of students' parents (Lesson 3, Extra Project)
Times change!
Unit 5
schedule
-Vocabulary Relative Links to: 4 teaching
-Giving related to clauses - History periods
information Ancient Who / Geography 1. Cover page,
-Asking for Egypt & Which / Culture Listening &
clarification / Rome Where Maths Vocabulary
repetition Technology Link
-Talking Music 2. Reading
about 3. Vocabulary &
important Themes: Grammar Links
people Time
in history Place
Similarity-
difference
-Education The gerund Change 4 teaching
-Comparing & -Large Communication periods
contrasting numbers 1. Reading
-Expressing -Vocabulary 2. Vocabulary
preferences & related to Link
opinions superstitions 3. Grammar Link
& Listening
4. Project
- TV & radio Simple Past 5 teaching
-Describing programmes & used to
periods
photos referring -Technology to talk about 1. Listening &
to life in the past past habits Speaking
& the present & states 2. Vocabulary
- Expressing & Grammar
one's opinion Links &
-Agreeing / Writing
disagreeing 3. Listening
-Talking about & Reading
past habits 4. Project
& states 5. Self-
assessment
Lesson 1
Fancy
ancient
history?
Lesson 2
A nation
in brief!
Lesson 3
From
generation
to
generation!
62
UNIT 5 Times change!
COVER PAGE
SB page 63
Vocabulary
educational school trip, school visit, the
British Museum, the British Embassy,
school exhibition, generation, notice
board, notice

Answers:
1. C 2. B 3. A
LESSON 1
Fancy ancient history?
LISTENING
SB page 64
- to a recorded message of a museum
- for detail
Vocabulary
recorded message, guided tour, events,
activities, Box Office.
Listening Strategies, SB p. 82
class.
Elicit recorded message.
Play the CD twice.
You can ask students to check their
answers with their partners before you
check with the class.
Answers:
1. 10
2. 8.30
3. Box Office
4. Children's shop
5. 020 7323 8511
Tapescript
Listen to the recorded message from the
British Museum and complete David's
notes.
Thank you for calling the British Museum.
The British museum is open the following
days and times.
Mondays, Tuesdays, Wednesdays, Saturdays
and Sundays from 10 am to 5.30 pm
Thursdays and Fridays from 10 am to
8.30 pm.
The information desk in the Great Court
can give you the information you need. If
you want tickets for special guided tours and
events, go to the Box Office.
Within the Great Court you can find the
Children's Shop where you can buy books
for children on history, archaeology and
arts. There is also the Souvenir and Guide
Shop for those who want a special souvenir
to remember their visit.
There are activities for children, families
and school groups. For more information,
please phone 020 7323 8511.
Thank you for calling the British Museum.
If you want to talk to one of our
representatives, press 1.
Now listen again and check your answers.
63
_VOCABULARY LINK
SB page 65
Task 1
Ask students to look at the theme
posters.
Elicit: Ancient Egypt & Roman
Empire.
Ask students to find Ancient Egypt and
the Roman Empire on the maps in their
history books or on the maps you have
brought in class.
Ask students to say what they know
about these ancient countries.
Assist with vocabulary.
Read through the instructions for the
task with the class & explain.
In pairs, students match the words with
the pictures in the two theme posters.
Play the CD.
Students check their answers.
You can play the CD again & ask
students to listen and repeat to practise
pronunciation.
Answers:
POSTER A: Ancient Egypt
a. statue b. mummy c. crops
d. temple e. hunting f. desert
POSTER B: The Roman Empire
a. gladiator b. helmet c. emperor
d. beard e. wall f. trade
Tapescript
POSTER A: Ancient Egypt
a. statue b. mummy c. crops
d. temple e. hunting f. desert
POSTER B: The Roman Empire
a. gladiator b. helmet c. emperor
d. beard e. wall f. trade

Section
Task 2
The purpose of this task is to allow
learners to link the vocabulary they
have just learnt to their experiences.
Go through the example.
Elicit remind.
Encourage students to choose words &
tell the class what they remind them of
(e.g. some words could remind students
of computer / video games they might
play or films they have seen).
Accept all answers.
READING
SB pages 66-68
- jigsaw reading
- reading texts from a museum guide
book about Ancient Egypt & the
Roman Empire
- skimming & scanning texts
(taking notes), listening & speaking
(exchanging information)
context
Vocabulary
Ancient Egypt:
pharaoh, farming, hunt, rule,
mummification
The Roman Empire:
emperor, gladiator, continent, official
language
History 1
Task 1
Refer students to the pictures on pp. 66
& 67.
Elicit what the pictures show: pharaoh,
pyramid, mummy, emperor,
amphitheatre, gladiator.
Ask: What are the texts about?
Elicit that the first text is about Ancient
Egypt and the second about Ancient
Rome.
class & explain that one group of
students is going to follow' David's
group and read the text about Ancient
Egypt and the other group is going to
follow' Susan's group and read the text
about Ancient Rome.
Divide students into two groups: A
(David's group) & B (Susan's group).
You can ask students A to sit all
together at the same part of the
classroom & students B to do the same.
Students A & B read their texts quickly
to find the answers to the three
questions.
Ask them to check answers in their
groups.
Go around the class and monitor.
Answers:
Ancient Egypt:
a. the Nile
b. Rameses II
c. the British Museum
The Roman Empire:
a. Latin & Greek
b. Hadrian
c. murmillo
Task 2
Students read the texts more carefully
& complete the notes.
Answers:
Ancient Egypt:
1. Nile 2. food and sport
3. boats 4. 67
5. mummification
6. look inside mummies
The Roman Empire:
1. Europe 2. North Africa
3. 80 4. barbarians
5. gladiators 6. wild
Task 3
Students check their answers in their
group.
Task 4
Students from groups A & B pair up.
Arrange the seating accordingly.
Students turn to p. 146.
Go through the instructions & check for
any difficulties.
Draw students' attention to the
Language Bank & encourage them to
use these phrases when doing the
speaking task.
You can ask a confident pair to model
the activity in front of the class.
When students finish the first part of
the task, they change roles.
Go around the class and assist.
Answers:
STUDENT A
The Roman Empire:
1. North Africa 2. Asia
3. Hadrian 4. 80
5. barbarians 6. wild animals
STUDENT B
Ancient Egypt:
1. Nile 2. sport
3. boats 4. 67
5. mummification 6. mummies
64
65
Task 5
Students read both texts and do the
quiz.
Ask students to correct the false sen-
tences.
Answers:
THE EGYPTIANS
1. T
2. F (they didn't have a good road system
because of the hills and the desert)
3. F (stone statues)
4. T
THE ROMANS
1. T
2. T
3. T
4. F (Murmillo was a kind of gladiator)
EXTRA! : History Masters
Students work in pairs or small groups
(3-4 students).
Students find as many similarities &
differences between the two ancient
countries / civilisations as they can
(: 5-10 minutes).
When the time finishes, pairs/groups
present similarities & differences in
class.
The pair/group who has managed to
find more can be History Masters'.
Task 6
Students in small groups or pairs brain-
storm and collect more facts about the
Egyptian / Roman civilisations.
You can ask some questions to guide
them (e.g. What was daily life like in
Egypt / Rome? What kind of clothes did
they wear? etc.).
A very interesting site students can visit
about Ancient Egypt is:
http://www.ancientegypt.co.uk/life/story/m
ain.html where the daily life of a
nobleman & a farmer are juxtaposed.
. WB Tasks 1 -3, pp. 61
_
VOCABULARY LINK
SB page 68
Task 1
Go through the names in the box & ask
students if they know these people.
You can elicit the names in Greek.
In pairs, students match the people with
what they were.
Tell them not to worry about words
they don't know & try to guess.
Play the CD.
Elicit the meaning of admiral, warrior,
general, dictator, philosopher, and
goddess.
Answers:
1. f 2. c. 3. e 4. a
5. h 6. b 7. d 8. g
Tapescript
1. Socrates was a Greek philosopher.
2. Napoleon was a French general.
3. Hitler was a German dictator.
4. Nelson was an English admiral.
5. Victoria was an English queen.
6. Wallace was a Scottish warrior.
7. Louis XIV was a French king.
8. Athena was a Greek goddess.
History 2
66
Socrates (circa 470 - 399 BC)
Greek philosopher whose way of life,
character, and thought exerted a profound
influence on ancient and modern
philosophy and is widely credited for laying
the foundation for Western philosophy. The
most important source of information about
Socrates is Plato who depicts him as a
contradictory character. Perhaps his most
important contribution to Western thought
is his dialectic method of enquiring
(answering a question with a question).
Socrates was tried on charges of impiety and
corrupting the youth and condemned to
death by poisoning (the poison probably
being hemlock) in 399 BC; he submitted to
the sentence willingly.
Napoleon Bonaparte (1769-1821)
French general, first consul (1799-1804), and
emperor of the French (1804-1814/15), one
of the most celebrated personages in the
history of the West. He revolutionised military
organisation and training using the best
tactics from a variety of sources and he
modernised and reformed the French Army.
He scored several major victories. His
campaigns are studied at military academies
all over the world and he is widely regarded
as one of the greatest commanders ever to
have lived. Aside from his military
achievements Napoleon is also remembered
for the establishment of the Napoleonic
Code, which is considered the first successful
codification and strongly influenced the law
of many other countries with its stress on
clearly written and accessible law.
Adolf Hitler (1899-1945)
German political and military leader and one
of the 20th century's most powerful dictators.
Hitler converted Germany into a fully
militarised society and launched World War
II in 1939. He made anti-Semitism a
keystone of his propaganda and policies and
built the Nazi Party into a mass movement.
He hoped to conquer the entire world, and for
a time dominated most of Europe and much
of North Africa. He instituted sterilisation
and euthanasia measures to enforce his idea
of racial purity among German people and
caused the slaughter of millions of Jews, Sinti
and Roma (Gypsies), Slavic peoples, and
many others, all of whom he considered
inferior. In the final days of the war, he
committed suicide in his underground bunker
in Berlin as the city was being overrun by the
Red Army.
Horatio Nelson (1758-1805)
British naval commander, whose victories in
the battles of the Nile and Trafalgar made him
a British national hero. Nelson is regarded as
the most famous of all British naval leaders
and as one of the most noteworthy in world
history. In 1849 a monument known as the
Nelson Column was erected to Admiral
Nelson in Trafalgar Square, London.
Queen Victoria (1819-1901)
Queen of the United Kingdom, of Great
Britain and Ireland (1837-1901) and empress
of India (1876-1901). Her reign was the
longest of any monarch in British history and
came to be known as the Victorian era.
Sir William Wallace (ca. 1279-1305)
Son of a small landowner, he became a
knight and a Scottish patriot, who led a
resistance to the English occupation of
Scotland during significant periods of the
Wars of Scottish Independence. William was
the inspiration for the historical novel The
Acts and Deeds of Sir William Wallace,
Knight of Elderslie written by the 15th
century minstrel Blind Harry. This work is
more of a novel than a biography and is
responsible for much of the legend
encompassing the history of William
Wallace. The 1995 Mel Gibson film
Braveheart is based upon the novel.
67
Louis XIV (1638-1715)
Known as The Sun King (in French Le Roi
Soleil) or as Louis the Great, Louis XIV
ruled France for seventy-two years-the longest
reign of any French or other major European
monarch. Under his reign, France achieved
not only political and military pre-eminence,
but also cultural dominance with various
cultural figures such as Moliere,
Racine,Boileau, la Fontaine etc. His rule
typified the period of absolute monarchy in
the second half of the 17th century. This
epoch is widely known as the age of Louis
XIV because other European monarchs
imitated and competed with developments in
France. The phrase "L' tat, c'est moi" ("I am
the State") is frequently attributed to him,
though this is considered by historians to be a
historical inaccuracy and is more likely to
have been conceived by political opponents
as a way of confirming the stereotypical view
of the absolutism he represented.
Goddess Athena
One of the most important goddesses in
Greek mythology. The owl and the olive tree
are sacred to her. Athena sprang full-grown
and armoured from the forehead of the god
Zeus and was his favorite child. A virgin
goddess, she was called Parthenos (the
maiden). Her major temple, the Parthenon,
was in Athens, which, according to legend,
became hers as a result of her gift of the olive
tree to the Athenian people. Athena was
primarily the goddess of the Greek cities, of
industry and the arts, and, in later mythology,
of wisdom; she was also goddess of war. She
appears in Greek mythology as a helper of
many heroes, including Hercules, Jason, and
Odysseus.
Sources:
Britannica www.britannica.com
Microsoft Encarta Online Encyclopedia
2006 http://encarta.msn.com/encyclopedia
wikipedia http://en.wikipedia.org

Section
EXTRA! : Historical figures
Students work in small groups.
Ask them to collect names of other
important philosophers, kings, admirals
etc. in history.
They can use dictionaries to find the
English names of the historic figures
they collect (e.g. Achilles etc.).
Students present their lists in class or
make a poster.
Task 2
Explain that AD stands for Anno
Domini in Latin (In the Year of the
Lord' referring to the Gregorian
calendar system) & BC stands for
Before Christ'.
Answers:
a. after b. before
Task 3
Elicit statue & battle.
Explain other words students might not
know.
Answers:
bronze, stone, marble, gold statues
fight, win, lose, die in a battle
Task 4
Students use encyclopedias, history
books or the Internet to find when the
people lived.
Alternatively, you can use the
information in the TB.
68
Answers:
Names should be placed on the Time
Line in the following order:
BC: People Worshipped Athena,
Socrates
AD: Wallace, Louis XIV, Nelson,
Napoleon, Victoria, Hitler
Nelson & Napoleon lived in the same
century (late 18th- early 19th)
EXTRA! : Homework practice
You can ask students to find relevant
information in their history books or in
encyclopedias & write sentences with
the collocations in Task 3 as homework
(e.g. Most statues in ancient Greece were
marble / Napoleon fought in a lot of
battles etc.).
. WB Task 4, p. 64
GRAMMAR LINK
SB pages 69
Task 1
& complete rule.
They can check their answers at the
Grammar Appendix, p. 170
Answers:
In relative clauses, we use
who to talk about people
which to talk about things or animals
where to talk about places where
something happens.
Task 2
In pairs, students match the names in
the first column with phrases from the
second & third columns to make
sentences.
Go through the table & the example
first.
Elicit city-state.
Ask students to take it in turns to talk
about these people with their partners
& then report to the class.
You can ask students to write the
sentences in class or at home.
Answers:
Minos was a Greek king who lived at
Knossos.
Athens was a Greek city-state which
had a lot of power.
Athens was the Greek city-state where
Socrates lived.
The Minotaur was a monster which was
half-man and half-bull.
Sparta was a Greek city-state where
people lived a strict and simple life.
Miltiades was a Greek general who
fought in Marathon.
The Parthenon was the temple which
the Greeks built for Athena.
. WB Tasks 5-7, pp. 64-66
Relative Clauses -
Who / Which / where
PROJECT
SB page 69
To involve learners in
- using the language of the unit in a
new context
- collecting facts about the history of
their area
- writing an ancient history quiz
curriculum (History, Geography)
autonomy
Class organisation
Unit 3, Lesson 1, Project, p. 31

Encourage students to use their history
books to find interesting facts.
Each group should also prepare the key
to their quiz.
Students give their quizzes to other
groups.
The group who wrote the quiz gives the
other group feedback.
Students can find the information they
need on the Internet / books from the
local library. Their history teacher can
help them.
You might need to give groups of
students who choose to do this project
extra time to prepare.
Students make a poster with a short text
and pictures & present it to the class.
. WB Task 8, p. 66

LESSON 2
A nation in brief!
Task 1
Refer students to Mrs. Jones' words in
the bubble.
Elicit united.
Ask students if they know any united
countries (e.g. the USA, the United
Kingdom, the former USSR etc.).
Revise embassy (see cover page).
Then ask students to look at the map of
the UK on p. 158 & find the countries it
consists of.
Answers:
England, Wales, Scotland & Northern
Ireland
Task 2
Answers:
London is the capital city of England
and of the UK.
Cardiff is the capital city of Wales,
Belfast of Northern Ireland &
Edinburgh of Scotland.
Ireland
Second largest of the British Isles. The
island is divided into two major political
units-Northern Ireland, which is joined
with Great Britain in the United Kingdom,
and the Republic of Ireland.
The Republic of Ireland
It covers approximately five-sixths of the
island of Ireland, occurying all but the
northeastern corner of the island. The
state's constitutional name is Ireland (ire)
and this is how international organisations
and residents usually refer to the country. It
is a member of the European Union, has a
69
Project A: An ancient history quiz
Project B: A local history poster
70
developed economy and a population of
slightly more than 4.2 million. English and
Irish are the official languages. Dublin is
the capital of the republic and by far its
largest city.
Sources:
Columbia Encyclopedia www.bartleby.com
Britannica www.britannica.com
& wikipedia http://en.wikipedia.org
Task 3
Students will probably know that
Cambridge & Oxford are famous for
their universities.
If they don't, you can provide the
names of the cities & ask students to
find them on the map.
. WB Task 4, p. 68
READING
SB pages 70-72
-reading an article about the UK
-skimming & scanning
context
Vocabulary
leisure time, schooling, population,
official language, pastime, classical
plays, education, private school
Task 1
This is a brainstorming activity, which
aims at activating students' background
knowledge.
Elicit the meaning of leisure time &
schooling.
: Ask students to work in small groups.
Groups report their answers to the class.
Task 2
Students scan Nadia's article to see if it
includes any of the ideas they collected
in the previous task.
Invite students to say how many of their
ideas are included in the article.
Task 3
: Divide students into small groups
(3-4 students).
Students find the answers to the quiz.
Answers:
a. 59 b. 1 hour and twenty minutes
c. 6 d. the Globe Theatre
e. 16
f. English, mathematics & science
g. a horserace
Task 4
Answers:
500 km: how wide UK is (UK's width)
100: theatres in London
5: the age children start school
93%: the percentage of students who
get free education
5.5: the average weight of a British
child's school bag.
Task 5
Possible Answers:
Similarities
In both countries, watching television is
the most popular leisure pastime.
In both countries, people like spending
time at home with friends & relatives.
Both English & Greek people like
listening to music.
Both the Greeks & the British enjoy
watching football etc.
Differences
Greek children start school when they
are six. English children start school at
the age of five.
In England students can leave school at
the age of 16. In Greece they can leave
school at the age of 15.
British children study English, mathe-
matics & science as core subjects. Greek
children study modern Greek, ancient
Greek, mathematics & science.
British people often visit libraries in
their free time. Greek people rarely visit
them.
There are not so many musicals on in
Athens as in London.
Horseracing is not as popular in Greece
as in England.
Greek people don't really enjoy walking.
They use their cars too much etc.
_VOCABULARY LINK
SB page 72
Task 1
Explain that the indication next to the
definitions shows which part of the
article to search in.
Answers:
a. population
b. entertain
c. leisure activity / pastime
d. cultural
e. attend
f. National Curriculum
Task 2
Students circle the words to make
collocations with the word school.
Ask students to check the meaning of
the different types of schools in
dictionaries.
Refer students to the box & elicit the
meaning of public school ().
Elicit that a public school in Greece is a
state school where students don't pay
fees.
Ask: What kind of school do you go to?'
Elicit answers (e.g. I go to a state mixed
school etc.).
Answers:
I go to a state private mixed public
boarding school
A state school is a school which offers
free education.
In a private school, students have to
pay fees.
A mixed school is for boys & girls.
(For public school refer students to the
note in the SB)
In Greece public schools are state
schools.
A boarding school is a school students
live in.
. WB Task 5, p. 69
71
Education
Task 3
Ask students to guess what the numbers
might refer to (e.g. population, how tall
a mountain is, percentages etc.)
Provide / elicit vocabulary students
need.
Play the CD.
Students listen & find out what the
numbers refer to.
Draw students' attention to the fact that
in English we put a comma in
thousands & a point in decimal
numbers (the opposite of what we do in
Greek).
Ask: When do we use and?
Elicit that we use it before tens.
Tapescript
Listen to the numbers and repeat.
There are around 3,000 islands in Greece.
Mount Olympus, the highest mountain in
Greece, is 2,917 metres high.
Greece has a population of about
11,000,000.
About 98 per cent of the Greek population
are Greek Orthodox.
One English pound is around 1.5 euros.
Answers:
3,000: number of islands in Greece
2,917: height of Mount Olympus
11,000,000: population of Greece
98%: the percentage of Greek people
who are Orthodox
1.5: exchange rate of euro in relation to
the English pound
Task 4
In pairs, students write sentences which
contain different numbers.
Go through the example first.
Task 5
Play the CD.
Students listen & circle the numbers
they hear.
Answers:
a. 30 b. 50 c. 80 d. 60 e. 19 f. 14
Tapescript
Listen and circle the correct numbers.
a. I've got about thirty CDs.
b. How old is he? I think he's fifty.
c. This book has eighty wonderful photos
from Scotland.
d. Sixty years ago there was a park right here.
e. Can you please tell me where classroom
nineteen is?
f. There are fourteen students in my English
class.

. WB Task 6 & 7, pp. 69-70
GRAMMAR LINK
SB page 73
Task 1
They can check their answers in the
Answers:
Gerund: Verb + ing
1. b 2. a 3. c
Task 2
Students work in groups of 3 or 4.
Explain that they will need to use the
gerund after the phrases.
72
Numbers
Gerunds
Elicit some examples first (e.g. I enjoy
playing computer games/ I'm very good at
playing the guitar / I think doing
homework is the most boring activity for
teenagers etc.)
Task 3
Students get all together & discuss
similarities & differences in their
groups (e.g. In my group, all students
think that playing computer games is the
most popular activity for teenagers/ only
one person is good at cooking / everyone
enjoys playing basketball etc.).
You can elicit similarities & differences
according to gender (what boys / girls
prefer) if you think it is pertinent to
your teaching context (e.g. Girls enjoy
dancing & singing but boys like watching
football / Both girls and boys think that
shopping/ doing housework / going to the
cinema is the most boring activity /
popular activity for teenagers etc.) .
. WB Tasks 8 & 9, p. 70
LISTENING
SB page 73
- to a part of an interview with a British
Embassy official.
- for gist & detail
Vocabulary
superstition, ladder, mirror, touch wood,
cross fingers
Task 1
Elicit that the pictures show
superstitions.
Ask students to describe the pictures &
elicit relevant vocabulary (ladder,
mirror, touch wood etc.).
Play the CD.
Students listen & tick the superstitions
Mrs. Jones is talking about.
Answers:
a. - d.
b. - e. -
c. - f. -
Task 2
Check answers & invite students to say if
the Greeks have the same superstitions
as the English (e.g. In Greece, people
think that breaking a mirror and seeing a
black cat bring bad luck etc.).
Elicit that people who believe in
superstitions are called superstitious.
Ask: Are you superstitious?'/ Which
superstitions do you believe in?'
in small groups.
In the second case, students report to
the class if people in their group are
superstitious or not & what
superstitions they believe in.
Answers:
a. BL d. (not mentioned)
b. GL e. BL
c. BL f. GL
73
74
Tapescript
Listen to Mrs. Jones talking about
superstitions in the UK and tick the
superstitions she is talking about.
Antonio: ... one last question, Mrs. Jones.
Are the British superstitious?
Mrs. Jones: Of course, they are. I'll give you
some examples to get an idea. First of all,
they believe that walking under a ladder
brings bad luck. If they have to pass under a
ladder, they cross their fingers and keep them
crossed until they see a dog. Isn't that
strange?
Opening an umbrella in the house is also
unlucky. It brings bad luck to the person who
opened it or to the whole family who lives in
this house. What's more, they believe that
opening their umbrellas in fine weather
brings rain!
Breaking a mirror brings seven years of bad
luck! You know what they do for luck? They
touch wood. They say for example: I've never
had problems with my car - touch wood!'
One last thing I want to tell you is about
black cats. The British think that
black cats are lucky. Seeing a black cat in
the morning while you're going to school or
to work means you're really lucky and you'll
have a great day! So, if you're superstitious
and you visit England, don't pass under a
ladder, don't open your umbrella when the
weather is sunny, don't carry mirrors because
they might break and look for black cats.
You'll have all the luck you need!
. WB Tasks 1 -3, pp. 67-68

PROJECT
SB page 74
new context
- preparing a presentation of a nation
(history, geography, culture)
To foster learner cooperation & autonomy
Read the steps of the project with the
Groups of students decide on a nation
they would like to learn more about.
Ask students to allocate tasks in their
group (e.g. In each group Students
1 & 2 collect information & photos,
Students 3 & 4 write the article,
Student 5 compiles the project & edits
the article, Student 6 makes the oral
presentation).
Students use the Internet,
encyclopedias and/or their school books
of other subjects to collect information.
Explain that they can practise their
presentation using a cassette recorder if
they like.
Different groups present their project
to the class.
Students put their posters on display for
all students or for students from other
classes to see.
. WB Task 10, p. 71 (homework)
LESSON 3
From generation to generation!
LISTENING
SB page 75
- to an interview
- for gist & detail
Vocabulary
generation, school exhibition, interview,
school uniform, modern technology,
traffic, argument, channel, radio station
Task 1
Refer students to the title of the lesson.
Elicit generation & that students in
Magda's school are preparing an
exhibition entitled From generation to
generation'.
Ask students to look at the picture &
say what they think Magda & her
friends are doing.
Accept all answers at this point.
Play the introduction to the interview.
Students listen & find out what the
students are doing.
Answers:
They're interviewing Mrs. Ioannou,
their English teacher, about teenage
life in the past.
Tapescript
Listen to Magda. What are they doing?
Hi, there. For our exhibition, we need to find
out as much as we can about teenage life in
the past. That's why we are going to interview
Mrs. Ioannou, our English teacher. Let's see
what she will tell us about her life when she
was our age.
Task 2
Ask: How old is Mrs. Ioannou?'
Elicit that she must be about 40-45.
Ask: What do you think Mrs. Ioannou
did when she was your age? How was
teenage life different then?'
Allow several students to answer. Accept
all answers.
Assist with language. Make sure students
use the Simple Past (Don't introduce
used to' at this point).
You can elicit: school uniform,
technology, arguments with parents etc.
Go through the topics in the table &
Explain that students don't have to
understand everything but tick the
topics the speakers are talking about.
Before playing the CD, you can ask
students to guess which topics are
mentioned.
Answers:
School, Modern Technology, Going out,
Watching TV
Task 3
Ask students to go through the notes
before they listen.
Check for any difficulties.
Pre-teach: professional & fought.
75
Answers:
1. Saturdays 2. girls
3. Internet 4. Saturday evening
5. the cinema 6. black & white
7. two 8. radio
9. favourite songs 10. parents
Tapescript
Listen to the interview with Mrs. Ioannou
and tick the topics they are talking about.
Hi, there. For our exhibition, we need to
find out as much as we can about teenage
life in the past. That's why we are going to
interview Mrs. Ioannou, our English
teacher. Let's see what she's going to tell us
about her life when she was our age.
Magda: Mrs. Ioannou what was your life
like when you were a teenager? Did you study
hard at school?
Mrs. Ioannou: Of course we did. We used
to have school on Saturdays too! Can you
believe it? We also wore uniforms. A blue
dress called . I remember all girls
hated it. Boys didn't use to wear a uniform
in High School. What else? We didn't have
all these gadgets that you have nowadays.
Mobile phones... or computers. There was
no Internet so when we needed some
information for a school project, we looked
for it in some heavy encyclopaedias we all
had at home.
Magda: What about entertainment? Did
you use to go out with your classmates?
Mrs. Ioannou: Well, not so much when I
was 13 but when I was 15... 16 Saturday
evening was the best part of the week. I used
to spend hours in front of my mirror and my
mum got furious. There weren't any cinema
complexes, only small, local cinemas, but it
was fun, especially in the summer.
Magda: No mobile phones, no computers,
no CDs... What did you do when you were at
home?
Mrs. Ioannou: We watched TV but it was
black and white. There were only two
channels, can you imagine? But we always
found something interesting to watch. The
radio was totally different. Groups of friends
used to set up radio stations and play music
all day long. You could call them and ask
for your favourite song. Some of them
became famous radio DJs later, like Yannis
Petridis and Michalis 267.
Magda: So, was your teenage life better,
Mrs. Ioannou? What do you think?
Mrs. Ioannou: It was different. We were
busy at school and we had arguments with
our parents like you. Some things were
simpler and maybe everyday life wasn't as
stressful as it is today. I believe that
teenagers nowadays know more things
about the world around them. And you are
all very clever!
Magda: Mrs. Ioannou, thank you for your
help. We won't need the internet to do our
project this time.
Task 4
Ask: What did your parents do/use to do
when they were teenagers?'
Students may come up with more ideas
(e.g. My dad wore/ used to wear bell
bottom trousers/ had / used to have long
hair etc.)
76
77
A. (inset photo on SB p. 75)
Yannis Petridis is the Host / DJ /
Producer of a daily Radio Program (from
Monday to Friday) broadcast on the same
radio station and at the same time
(4p.m.) since 1975. He has been a pioneer
for our "radio days". At a time when in
Greek radio (which was limited to state
radio stations) you could only listen to
Greek or "easy-listening" music, he was
the first one who dared to dedicate a daily
music programme to good Rock, Pop,
Soul, World, Punk or even Country
music. His first program (back in 1975)
was called "Rock Club" and "Pop Club".
Yannis Petridis is the owner of one of
the biggest private record collections in the
world (much more than 100.000 records!)
and the manager of "VIRGIN" records in
Greece. For 20 years (1978-1998) he was
the Chief Editor of the Greek music maga-
zine "Pop & Rock". He is also the only
Greek journalist who has the right to vote
for the "Rock & Roll Hall of Fame" (the
famous museum about rock music).
Source:
http://www.zaffy.net/petridis_main.htm
B.
Michalis 267 (Listening)
Michalis Tsaousopoulos (Michalis 267) is
a DJ and radio producer.
He started his career as an amateur DJ
before 1988.
Today he runs Athens Radio DeeJay 95.2.
Source:
http://www.koutouzis.gr/8eamata.htm
SPEAKING
SB page 76
-describing photos referring to life in the
past & the present
-choosing photos for a school exhibition
-expressing their opinion
-agreeing / disagreeing
Task 1
Elicit that students in Magda's class are
looking at photos / choosing photos for
the school exhibition.
Ask: What can you see in the photos
they're looking at?'
Elicit that some photos show life in the
past & some photos life in the present.
Ask students to describe the photos in
more detail.
Answers:
a. (past) black and white television -
the 60's
b. (present) students in a computer lab
c. (past) students wearing school
uniforms
d. (present) home cinema
e. (past) disco- the 70's / 80's
f. (present) teenagers shopping
Task 2
Go through the instructions with the
Refer students to the Language Bank.
Elicit some example conversations
before students do the task.
Explain that pairs have to discuss all
photos & decide which are suitable /
unsuitable for the exhibition & how the
students in Magda's class can use the
suitable ones.
At the end, pairs of students tell the
class what they think.
Task 3
After students have presented what
they think about the photos in Task 1,
you can ask them to brainstorm &
collect ideas for more photos.
This can be done in small groups.
Ask groups of students to report their
ideas to the class & explain why the
photos would be suitable.
Possible answers:
- black & white photos of old cars /
buses / trams & photos of the metro
today
- photos of teenagers dressed in clothes
of the 60's (bell-bottom trousers etc.) &
teenagers today
- photos of music concerts then & now
- photos of jobs which have disappeared
& photos of supermarkets / department
stores today etc.
_VOCABULARY LINK
SB page 77
Task 1
Go through the words in the box &
elicit the meaning of words students
don't know.
In pairs, students put the words in the
correct group.
Play the CD.
Students listen & check their answers.
Answers:
On TV: soap opera, police drama,
cartoon, quiz show, chat show,
documentary, game show, viewers
On the radio: phone-in programmes,
listeners
On both: music programme, sports
programme, the news, commercials,
breaking news
Tapescript
On TV
soap opera, police drama, cartoon, quiz
show, chat show, documentary, game show,
viewers
On the radio
phone-in programmes, listeners
On both
music programme, sports programme,
the news, commercials, breaking news
Task 2
In pairs, students tell each other which
programmes they like watching or
listening to & which programmes they
never watch or listen to.
. WB Tasks 3 & 4, p. 74
78
TV and Radio Programmes
Task 3
Students complete the gaps with the
prepositions.
Play the CD.
Answers:
a. - b. on c. to d. from e. - f. on
Tapescript
a. How often do you surf the Internet?
b. What do you usually find on the Internet?
c. When do you connect to the Internet?
d. What do you usually download from the
Internet?
e. Do your parents use the Internet?
f. Who else in your family goes on the
Internet?
. WB Task 7, p. 76
Task 4
They ask each other & then report to
the class (e.g. John surfs on the Internet
every day. He usually finds song lyrics. He
connects to the Internet after he does his
homework. He downloads songs & play
station cheats from the Internet etc.)

. WB Tasks 1 & 2, pp. 72-73
GRAMMAR LINK
SB pages 77-78
Task 1
Students study the sentences &
complete the Grammar Table.
Appendix, pp. 170-171 if they need
help.
Answers:
Past habits: a, d, e
Past states: b, c
We form the negatives with
subject + didn't + use to (in the base
form)
We form the questions with
did + subject + use to (in the base form)
The short answers are:
Yes, I did / No, I didn't
Task 2
Students add their own ideas in the
table.
In pairs, they ask each other & put a
tick or a cross in the table.
Explain that they can use either the
Past Simple or used to'.
. WB Tasks 5 & 6, p. 75
79
Technology
Talking about past habits and
states - Past Simple / used to
.WRITING
SB page 78
To involve students in writing a
paragraph about their partners past
habits
To provide practice in simple past &
used to
Task 1
Students write their paragraphs & draw
a picture of their partner if they like.
Explain that students can use both the
Past Simple & used to' to make their
paragraphs more interesting.
Task 2
In pairs, students read each other's
paragraphs.
Explain that they have to check if the
Simple past & 'used to' forms are used
correctly.
Students give each other feedback &
write their final drafts.
Task 3
Students put their paragraphs on
display on the class notice board for
everyone to see.
Alternatively, students can write their
paragraphs on the computer & publish
them on the school website.
Introduction: Writing (peer feedback

& process writing)
EXTRA! : Writing
Students can write about their past
habits when they were in primary school
or in kindergarten at home & bring to
class next time.
Students can exchange paragraphs &
check each other's work.
. WB Task 8, p. 76 (homework)

LISTENING & READING
SB page 79
- listening to & reading a song about
past habits
- listening for gist
- reading & listening for detail
To integrate listening with reading
& speaking
Vocabulary
lyrics, advice, abroad, diary, subtitles,
key pal, music score
Task 1
Books closed.
Write the three questions on the board.
Students listen & find the answers.
Answers:
A dad is singing to his son about how he
used to practise English
Task 2
Books open.
Go through items a-j & check for any
difficulties.
Play the CD again. Students follow in
their books and tick the correct
answers.
Answers: a, c, g
80
Task 3
Invite students to answer the questions.
in small groups.
EXTRA!
Play the CD again. Students sing the
song.
They can sing the song in different
ways: each group one verse, every other
verse etc.
Refer students to the idea in the box.
Revise music score.
If there are any students who can play
a musical instrument, they can play the
song in class or in school celebrations.
They can ask the music teacher to help
them.
EXTRA! : Writing a song
Ask students to find words which rhyme
in the song (school-Liverpool,
comics-lyrics', school-tool, etc.).
Explain words students ask for.
In small groups, students write their
own songs about learning English.
They can use the ideas in Task 2.
Encourage them to use words that
rhyme.
EXTRA! : School band
If there are any students who can play a
musical instrument or write music, they
can write the music for the songs &
perform them in class or in school
celebrations.
They can ask the music teacher to help
them.
PROJECT
SB page 79
+Aim
To raise students' awareness about
learning how to learn
with the class & explain.
Students choose an activity from
Listening & Reading Task 3.
They have to try & add this activity to
their daily routine for three weeks (this
time period can be longer or shorter).
At the end of the first week, allow some
time in class for students to discuss how
they're getting on & if they find the
activity useful etc.
Allow L1 if necessary.
At the end of the project, students can
write what they did, for how long & if it
helped them.
Allow less confident students to write
their texts in L1. The aim of the project
is to encourage students to make
decisions about their own learning.
EXTRA! : Project
When my parents were teenagers
In groups, students make a list of
questions they would like to ask their
parents / relatives about their teenage
life.
They collect information and photos &
bring them in class.
They write short texts to accompany the
photos.
They make a poster and put it on
display.
SELF-ASSESSMENT pp. 80-82

81
82
Functions Link Link Link /Themes Lesson
Schedule
-Talking Environment Present Links to: 3 teaching
about Perfect Environmental periods
experiences Simple (1) Education 1. Cover page,
Culture Tasks 1-4
History & Reading
ICT 2. Vocabulary &
Modern Greek Grammar Links
Geography 3. Speaking
Themes:
System
Interaction
-Talking Work Present Dimension 3 teaching
about skills Perfect periods
& abilities Simple (2) 1. Reading
-Expressing & Speaking
preferences 2. Vocabulary &
-Talking Grammar Link
about recently 3. Writing &
completed Speaking
actions
-Talking Ancient Present 5 teaching
about past monuments Perfect periods
experiences Simple vs. 1. Reading
Past Simple & Listening
2. Grammar
Link &
Speaking
3. Reading
& Writing
4. Project
5. Self-
assessment
Teens in action!
Unit 6
Lesson 1
Lets go
green!
Lesson 2
Many
hands
make light
work!
Lesson 3
Learn
by
doing!
COVER PAGE
SB page 83
Vocabulary
adopt, recycling, discover, protect,
archaeologist

(D is extra)
Tapescript
Listen and match the speakers (1-3) with the
ideas in the photos (a-d). There is one extra
photo.
Speaker 1
Hi, I'm Andrew. I worry about our planet
and I want to help. That's why I'm in a
recycling team.
Speaker 2
Hi, there. I'm Penelope. I live in a historic
city and I love discovering its past with my
friends. I'll tell you what we do.
Speaker 3
My name is Lyn. I love animals so I'm
trying to do something to protect them.
It's really interesting and fun!
LESSON 1
Let's go green!
The purpose of the tasks that follow is to
activate students' background knowledge.
Warm-up
Ask students to look at the page &
elicit that it is a webpage.
Refer to Andrew's message & ask:
Where's Andrew from? (Brighton in
England) / What is he interested in?'
(ecology / the environment)
Elicit green in this context.
Ask: What has he made?' (a website
where teenagers can share information
& help protect the environment)
Task 1
Write recycling on the board. Explain
that re-' means again'.
Then ask students if they can find a
Greek word in the word recycling.
Elicit that it's the word cycle: .
Ask students to think of more words
which have cycle in them.
You can collect students' answers on
the board.
Possible Answers:
bicycle, cycling, cyclist, encyclopaedia,
Cyclops
Read question c & ask students to circle
the things we can recycle.
Answers:
glass, bottles, cans, batteries, magazines,
plastic bags, books, newspapers
Students can add more things we can
recycle to the list.
Possible Answers:
old clothes, mobile phones, computers
(by giving them to charities)
Finally, draw students' attention to the
title of the lesson and elicit its meaning
(Let's care about / protect the
environment).
83
UNIT 6 Teens in action!
Task 2
Students do the quiz & check their
answers with the key on p. 141.
Invite students to say how they feel
about these facts (e.g. I think it's good
that newspapers contain 50% of recycled
paper / It's amazing that recycling one
aluminium can saves enough energy to
power a TV for three hours. We should
recycle all aluminium cans etc.)
Ask: Do you know other interesting facts
about the environment?'
Allow several students to answer. Assist
with language as necessary.
Here are some more interesting facts
you may wish to use:
Environmental facts
Every ton of recycled office paper saves
380 gallons of oil.
Recycling 1 ton of paper saves 17 trees &
oil enough to run a car for 1,260 miles.
Glass produced from recycled glass
instead of raw materials reduces related
air pollution by 20%, and water pollution
by 50%.
By turning down your central heating
thermostat one degree, fuel consumption
is cut by as much as 10%.
One ton of carbon dioxide that is
released in the air can be prevented by
replacing every 75 watt light bulbs with
energy efficient bulbs.
Sources
http://library.thinkquest.org
http://www.ecocycle.org/tidbits/index.cfm
Task 3
Students read the poster & say what it
is about.
Elicit reduce, reuse & school
environmental scheme.
Ask: What is the group's motto? What
does it mean?' (Their motto means
'Think before you throw rubbish away').
Answers:
It's about recycling / the three Rs &
invites students to join a school
environmental scheme
Task 4
In pairs, students collect ideas.
Discuss students' ideas in class.
Assist with vocabulary as necessary.
Possible Answers:
- use rechargeable batteries
- sort rubbish
- ask parents not to use their cars all the
time
- adopt an animal
- recycle school books at the end of the
school year
- join environmental schemes
- make posters/leaflets to inform people
- clean up beaches
- plant trees
- turn off the lights when we leave a
room
- use solar heaters etc.
84
READING
SB page 85
- reading website texts about school
environmental schemes
- skimming & scanning texts
context
Vocabulary
environmental scheme, manufacturer,
eco team, recycling point, volunteer,
waste reduction, remove, litter, rubbish
Task 1
Students read the texts & compare the
ideas mentioned in the text (from Task
4 above) with theirs.
Task 2
Ask students to justify their answers.
Answers:
a. 2 b. extra c. 4 d. 1 e. 3
Task 3
Students read the texts more carefully
& find what each team does.
Answers:
a. 3 b. 2 c. 1 d. 4 e. 2
Task 4
Invite students to say which scheme
they would like to join & why
(e.g. I'd like to help with the posters. I'm
good at drawing / I'd like to join the first
scheme because we can collect money to
buy basketballs, too).
. WB Tasks 1 & 2, p. 78
_VOCABULARY LINK
SB pages 86-87
Task 1
Remind students to use the context to
understand what the words mean.
Answers:
1. e 2. d 3. b 4. h 5. f
6. a 7. g 8. c
Task 2
Students match the signs with the
pictures.
Play the CD.
Answers:
1. b 2. e 3. a 4. c 5. d
Tapescript
Number 1: Join the school ecoteam!
Number 2: Use the waste paper bin to
sharpen your pencils.
Number 3: A new recycling point in our area!
Number 4: Dont drop litter!
Number 5: Take the rubbish out!
Task 3
Go through the verbs with the class &
elicit their meaning.
Students can work in pairs.
Answers:
trees: plant/cut down
water/energy: waste/save
animals: take care of/ kill
cars/bicycles: park/use
environment/forests: protect/destroy
beaches/parks: clean up/ pollute
paper/glass/aluminium: recycle/throw
away
litter: pick up/drop
85
The Environment

. WB Tasks 3-5, pp. 79-80
GRAMMAR LINK
SB pages 87-88
Task 1
Go through the example sentences with
the class & explain the uses of the
Present Perfect.
Ask students to answer the questions in
the first table.
Answers:
Do we mention the exact time? NO
Is the exact time important? NO
We use Have you ever ? to ask about
experiences
Explain past participle.
Students complete the second
Grammar table & check their answers
with the Grammar Appendix on p. 171.
Ask students to look at the texts & find
regular & irregular past participles to
complete the gaps in the table.
Appendix if they have any difficulties.
Answers:
+ have/ has + past participle -
Have / has + + p.p ?
+ have / has + p.p
Past Participle
regular: verb - ed
e.g. formed , joined , removed
irregular: see Appendix page 168.
e.g. gone, bought , given
EXTRA! Game: Tennis

Introduction: Games
Task 2
They go through the texts on page 185
Task 2 & make a list of what the
students on Andrew's site have done for
the environment.
Answers:
Andrew has joined an eco team.
At Andrew's school they have collected
cans & taken them to the recycling
point.
At Sheila's school they've started a
Waste Reduction Week. They have
removed the waste-paper bins. The
headmaster has given students a bag to
put the litter they produce during the
day.
At Tony's school they've teamed up with
other schools and formed eco teams.
Bettina's team has designed recycling
posters to encourage people to sort their
rubbish. They've made a poster with the
names and addresses of stores which
recycle computers and mobiles.
Task 3
Students use the Present Perfect to say
what the children have done to help
with the environment.
You can ask students if there is a simi-
lar day in Greece (June 5th is the
World Environment Day).
86
Present Perfect Simple (1)
Answers:
a. They have cleaned up the beach.
b. They have sorted paper and glass.
c. They have taken care of stray dogs.
d. They have planted trees.
e. They have ridden their bikes to
school / He has ridden his bike to
school.
The World Environment Day (WED)
was established by the United Nations
in 1972. WED is hosted every year by a
different city and commemorated with
an international exposition through the
week of June 5. Every year WED has a
different topic e.g. In 2004 the topic was
Wanted! Seas and Oceans - Dead or
Alive?
List of topics available at:
http://en.wikipedia.org/wiki/World_Envi
ronment_Day
Other international environmental
days:
UN World Day for Water: March 22
International Day for the Preservation
of the Ozone Layer: September 16
EXTRA! Project: Our School Environment
Day
You can organise an environment day
at your school.
Find a topic with the students & help
them decide what activities they can do
& how to allocate tasks among them
($ Introduction: Projects).
You can ask other teachers to help.
useful sites
www.environment-agency.gov.uk
www.greenpeace.org/greece
www.ci.fort-collins.co.us
(e.g. at www.ci.fort-collins.co.us/
bicycling/?home students can find slogans
& photos for bicycling)
www.kidsrecycle.org/index.php
www.metrokc.gov/DNR/Kidsweb/
Below we illustrate an example:
Topic: Eco tourism
Suitable time: before the end of the school
year.
Students collect ideas from sites, leaflets,

books etc. in Greek or in English.
If they are in Greek, students have to

understand the main idea & say it in
English; they are not expected to
translate.
They make posters with photos / drawings

& slogans, e.g.
- Going on holiday? Leave your car at
home!
- Plastic bags in the sea: a deadly snack
for dolphins, turtles & sea birds!
- Don't turn on the lights! Look at the
stars! You'll also avoid nasty mosquito
bites!
- Jet ski= Noise & fumes! Try surfing
instead! It's cheaper, it doesn't pollute
& it helps you keep fit!
- Like listening to music on the beach?
Don't forget your rechargeable batteries!
etc.
(Ideas taken from: www.greenpeace.org/greece)
They organise a school exhibition & invite

all students & teachers to visit & become
aware.
. WB Tasks 6-8, pp. 80-81
87
88
SPEAKING
SB page 88
To involve students in using the
Present Perfect Simple to ask & answer
questions about their experiences
Task 1
Ask students to take their books, leave
their places and walk around the
classroom to find students who have
done the activities in the questionnaire.
Explain that they must write full
answers not just the names.
The person who finishes first is the
winner.
Point out that if students reveal their
answers, they help someone else to win.
Students who finish first, second etc.
wait for the other students to finish.
Then they read their answers
(e.g. George has cleaned up a beach). If
somebody rightly objects to one of their
findings, they lose a point etc.
Task 2
Based on the results of their
questionnaire, each group has to decide
if the class cares about the environment
or not.
. WB Tasks 9-11, pp. 81-82
For WB Task 11, students prepare
at home & do the speaking task in
the next session.
LESSON 2
Many hands make light work!
READING & SPEAKING
SB pages 89-90
- reading an advertisement for
voluntary work, a letter of
application & a CV
- talking about what voluntary work they
would like to do for the zoo
context
Vocabulary
voluntary work, congratulations, arts &
crafts, special events, CV (curriculum
vitae), pet, qualifications, skills
Task 1
Refer to Lyn's e-mail & photo.
Ask: Who's sent Andrew an
e-mail?' (Lyn) Where's she from?'
(London, the UK) How old is she?'
(over 18).
Elicit the meaning of congratulations.
Ask: Does she like Andrew's webpage?'
(Yes, she thinks it's great)
Why is she writing?'
Answers:
She's sending Andrew an advertisement.
Task 2
Ask: What kind of work is the
advertisement about?'
Present / elicit voluntary work (students
are familiar with volunteer', Unit 6,
Lesson 1)
Answers:
It's about voluntary work for the zoo.
EXTRA! : Extra questions
Can school children volunteer? (No,
they have to be over 18).
What will volunteers have to do for the
zoo? (answer visitor questions about
animals / play games with young visitors
etc.)
What kind of experience would be
useful? (library)
Task 3
Go through the instructions & the list
of topics with the class & check for any
difficulties.
Ask students to discuss in pairs.
Refer them to the Language Bank.
You can ask a pair to give an example
in front of the class.
When they finish, students report to the
class.
Task 4
Refer to the advertisement & ask:
What should people who want to do
voluntary work for the zoo send?'
Elicit that they should send a CV.
Explain that CV stands for Curriculum
Vitae.
Refer to Lyn's CV & elicit what a CV
is. You can allow L1.
Ask: What information is there in Lyn's
CV? Assist with language. With less
confident students, you can allow L1.
You can present / elicit qualifications
& skills.
Possible Answers:
personal information (name, date of
birth, address, telephone number,
nationality, interests), qualifications
(education, foreign languages,
experience) & skills
Task 5
Students read Lyn's letter & CV to find
the answers.
Revise: she was born on (Unit 4,
Lesson 1, Vocabulary Link).
Elicit vet.
Answers:
a. She was born on 11th May, 1988
b. She wants to become a vet
c. She has worked as an assistant in the
school library
d. She's a friendly person & she learns
fast. She loves animals & spending time
with children.
Task 6
Explain that students have to complete
the missing phrases in Lyn's letter &
CV.
You may have to explain accept.
Answers:
1. g 2. b 3. e 4. d 5. a 6. f
(c is extra)
Task 7
Ask students to check the zoo's
advertisement, Lyn's qualifications,
skills & interests & say what voluntary
activities she can do for the zoo.
Elicit computer literate.
89
90
Possible Answers:
1. She can answer visitors questions
about animals / give instructions /
take visitors on guided tours because
she loves animals / speaks French /
likes meeting people.
2. She can play games with young
visitors because she enjoys spending
time with children.
3. She can help the zoo's librarians
because she has experience in library
work / she has worked as an assistant
in her school library.
4. She can also help out at special events
because she likes meeting people / she
learns fast / she's a friendly person /
she's computer literate
Task 8
Ask some questions to help students
(e.g. Have you ever helped organise
something / a school celebration / a
party? Have you ever done charity work?
etc.)
Encourage students who have done
voluntary work to tell the class what
they have done & how they felt.
. WB Tasks 1-3, pp. 83-84
_
VOCABULARY LINK
SB page 91
Task 1
Ask students to go through the tables
with the words & say what they have in
common (they're all about work).
Encourage students to use Lyn's letter
& CV to find the answers.
Answers:
a. 2 b. 4 c. 7 d. 5 e. 1
f. 3 g. 10 h. 6 i. 9 j. 8
Task 2
Answers:
She mentions: skills, experience,
qualifications, personal qualities, CV
Task 3
Students fill in the table with their
qualifications (e.g. foreign languages they
can speak), skills (e.g. if they are good at
computers, art & craft, music etc.),
personal qualities (e.g. adjectives to
describe their character) & experience (if
they have had any) (e.g. helping out at
the school library / at school celebrations /
taking part in school plays / doing
voluntary work for an environmental
scheme etc.).

. WB Task 4, p. 84
GRAMMAR LINK
SB page 91
Task 1
Elicit the meaning of the words in bold.
You can ask students to provide the
Greek equivalents.
Point out that in English we often use
the Present Perfect with these words /
expressions.
Work
Present Perfect Simple (2)
You can ask students which tense(s) we
would use in Greek to say similar things
(1. , 2. , 3.
, & 4. ).
Answers:
1. b 2. c 3. d 4. a
Task 2
Say: Lyn hasn't started her studies yet
so .
Elicit: so she can do voluntary work
for the zoo.
Elicit that this is the result of the
previous action.
Use the sentences about Lyn in the
Grammar table & ask students to finish
them with the result of the actions
(e.g. Lyn has just finished school. Now
she can work for the zoo etc.
The college has already accepted her so
she can study to become a vet.
She has worked in the school library for
three years so she has some experience in
library work / she can help out the
librarians at the zoo etc.).
Explain that students will have to do the
same with activities they / members of
their family / friends have / haven't
done today / this week / this month etc.
Read the example first.
Students do the task in pairs.
. WB Tasks 5-7, pp. 85-86
EXTRA! : Homework
You can ask students to write sentences
showing the results of what they have
done recently as homework.
.WRITING & SPEAKING
SB page 92
-writing a letter & a CV to volunteer
for a bazaar
- talking about what they could do to
help with the bazaar
- process writing & peer feedback
To integrate writing with reading &
speaking
Task 1
Go through the advertisement with the
class.
Ask: Who is asking for volunteers?
(the local council). Elicit council.
Then ask: What will the money be used
for? (to help the local children's
hospital) & elicit that this is a good cause.
Elicit what activities are involved in this
voluntary work.
Go through the plan & check for any
difficulties.
Explain that students can use the ideas
they have collected in Vocabulary Task 3.
Refer them to Lyn's letter & elicit how
they're going to start their letter & how
they're going to sign off (Dear Sir /
Madam & Yours faithfully + their full
name).
Students write their letters, read each
other's work & give each other feedback.
You can prepare a checklist with points
they can check (e.g. letter layout,
correct use of the Present Perfect, use
of vocabulary related to the semantic
field of work etc.).
91
92
Task 2
Ask students to follow the layout of
Lyn's CV.
Task 3
When students finish, ask them to work
in groups & read letters & CVs in their
group.
Refer them to the Language Bank &
the example & elicit some more
example answers if necessary.
Students go through their skills,
qualifications, personal qualities &
experience & decide how each person
in the group can help.
. WB Task 8, p. 87 homework

LESSON 3
Learn by doing!
READING
SB page 93
- reading an e-mail & a quiz
To present vocabulary in context
Vocabulary
Ancient monument, orator, tyrant,
assembly, live performance, inscription,
compass, treasure
Task 1
Refer students to the photo & ask them
if they know what it shows.
Elicit ancient monument.
Ask students to scan the page & find
out which place this is (Philopappos
Hill in Athens).
Refer to Penelope's photo & ask: What
do you think Penelope's hobby is?'
Allow some students to answer & then
ask them to read her e-mail to find out.
Ask: What other information can you
find about Penelope?
Elicit answers.
Answers:
She's from Athens, Greece. Her hobby
is history & writing articles about places
in Greece. At the moment, she's writing
an article about the Philopappos Hill for
the English school newspaper.
Task 2
In pairs, students do the quiz.
Explain that if they need help with the
vocabulary, they can look at the Help
Box below.
Students check their answers with the
key on p. 141.
Task 3
pictures.
Play the CD.
Students listen and check their answers.
Answers:
a. 3 b. 7 c. 1 d. 4 e. 2 f. 6 g. 5
Tapescript
a. orator
b. assembly
c. monument
d. treasure
e. inscription
f. live performance
g. compass
LISTENING
SB page 94
- to a radio news report
- for gist & detail
Vocabulary
treasure hunt, archaeologist, newscaster,
orator speaking to public, inscription,
compass
Task 1
Read the instructions with the class &
ask students to look at the pictures and
brainstorm answers.
Assist with language as necessary
(archaeologist, newscaster, orator
speaking to public, inscription,
compass).
Task 2
Play the first part of the news report.
Students listen & check their guesses in
Task 1.
Ask them to choose the best title for
the news report.
Answer:
Junior Archaeologists in action
Tapescript
Listen to the first part of the news report.
Check your answers in Task 1 and choose
the best title for the news report.
Music!!! (and 'Omega radio!'
Newscaster: Back again with news about an
unusual school trip. Yesterday, students of
the 14th High school of Athens visited the
archaeological site of Filopapos Hill and
explored the area in a different way. For
almost three hours, they travelled through
time while they were playing treasure hunt.
Our reporter, Jane Kelly, was there:
Task 3
Play the CD.
Students put the pictures in order.
Play the CD again.
Answers:
The correct order is e, c, b, d, f, a
Tapescript
Listen to the news report and help Penelope
put pictures a-f in the correct order.
Music!!! (and Omega radio!')
Newscaster: Back again with news about an
unusual school trip. Yesterday, students of
the 14th Junior High school of Athens
visited the archaeological site of Filopappos
Hill and explored the area in a different
way. For almost three hours, they travelled
through time while they were playing
treasure hunt. Our reporter, Jane Kelly, was
there:
Reporter: What exactly are you doing here
this morning?
Student A: Our teachers have given us a
questionnaire and we must go around the
place in small groups and find all the
answers.
Reporter: Sounds interesting! What are these
questions about?
Student C: Well, most of them are about
daily life in ancient Athens. Look! We've
already found where Greek orators, like
Demosthenes, used to stand to speak to the
93
public. It's there, at the Pnyx. Now, we're
going to the monument of Filopappos. We
want to copy the names on the inscriptions
there. If we finish first and our answers are
all correct we'll be the winners of the game.
Reporter: Wow! So, let me not waste your
time. Gook luck!!
Newscaster: The school has organised this
game four times so far with great success.
Mr Ravasopoulos, the biology teacher who
had the original idea, says to Jane Kelly:
Mr Ravasopoulos: I've always wanted to
make young people love history. We've
actually prepared the students for this day.
We've told them a lot about the historical
period they're exploring right now. We've
also given them maps and compasses, and
here they are!
Reporter: They look so excited about it.
Have you done all this work by yourself?
Mr Ravasopoulos: No, of course not. My
colleagues and a group of archaeologists
have helped me a lot. I would like to thank
them for their voluntary work.
Newscaster: This year, 120 students from all
High School grades took part in this project.
At the end of the day, all of them wanted to
repeat it next year. They want more schools
to learn about it and do the same. Learning
by doing interesting things outside the
classroom. Why not? More news after the
break!
Music!!! (and Omega radio!)
Now listen again and help Penelope
complete her notes for the article.
Task 4
Play the CD again.
Students complete the notes.
Answers:
1. three hours 2. small groups
3. daily life 4. speak to the public
5. copy the names on the inscription
6. maps 7. compasses
8. biology 9. 120
Task 5
Ask individual students if they have
ever been on a trip like this.
Encourage students who have to give
more details.
Invite students who haven't been on a
trip like this to say if they want to go &
to justify their answer.
. WB Tasks 3-5, p. 89
GRAMMAR LINK
SB page 95

& complete the Grammar table.
Answers:
1. b & d 2. a & c 3. d
4. We use the present Perfect in 1 & 3
and the Past Simple in 2.
Answer: The Past Simple
. WB Tasks 6-8, pp. 90-91
94
Present Perfect Simple vs.
Past Simple
SPEAKING
SB page 95
+Aim & Objectives
- discussing what they can learn by
doing different activities.
- using the Present Perfect & the Past
Simple to talk about experiences
Vocabulary
do an experiment, board game, perform
on stage
Speaking Strategies, SB p. 100
Task 1
Ask students to describe the activities
in the pictures.
Assist with vocabulary
(do an experiment, board game).
Possible answers:
a. A grandma and her granddaughter
are cooking
b. A teacher and two students are doing
an experiment
c. Some teenagers are playing a board
game.
d. Some students/teenagers with
backpacks are visiting a city /
a monument.
e. Some teenagers are dancing in a group.
Ask: What can you learn when you play
board games with other children?
Elicit that they can learn how to work in
groups / co-operate.
Invite students to say what they can
learn by doing the other activities in the
pictures.
Refer to the example.
Elicit some answers as examples.
Assist with language as necessary.
Possible answers:
- I learn new things / about traditions
when I cook with my grandma.
- We can learn about nature when we do
experiments.
- We learn that it doesn't matter if we
lose when we play board games.
- We can learn about a country's history
& culture / how to look after ourselves
when we travel
- We learn how to work as a team by
dancing etc.
Task 2
Unit 6, Lesson 1, Speaking Task 1 in TB,
p. 88
Task 3
Refer to the example.
Encourage students to give more details
of the incidents they found amusing.
EXTRA! : Homework
Students choose one of the incidents in
the questionnaire & write the story.
Alternatively, students write a report
with their findings from the
questionnaire.
. WB Tasks 1-2, p. 88
READING & .WRITING
SB page 96
- reading a text from a museum guidebook
- writing a Treasure Hunt Task sheet for
visitors of the museum
Vocabulary
treasure hunt, document, translation,
theatrical works, press review
95
Task 1
Refer to the text & ask: What's the text
about?' Where's the museum?' What
can you see in the museum?'
Elicit answers. You may need to explain
document, translation, theatrical
works, press review,
Explain that students have to imagine
that they have to prepare a 'treasure
hunt' for students who visit the
museum.
Ask them to work in groups & read the
text to find what they could include in
the treasure hunt.
Possible answers:
- Find out when Kazantzakis was born
& when he died.
- Find out where he went to school
- Find one of his letters & write down
who he is writing to
- Find the name of one of his theatrical
works
- Describe two of his personal things
- Find the names of three newspapers
which have reviews of his work.
etc.
Task 2
Groups present their ideas in class.
Students in their groups prepare a
Treasure Hunt Task Sheet.
. WB Task 9, p. 91-92 classwork

PROJECT
SB page 97
- finding information about a place of
interest in their area
- preparing a Treasure Hunt for their
classmates
- playing Treasure Hunt'
new context
(history, geography, culture)
Go through the steps of the project &
explain.
If you know that students are visiting a
place of interest soon, you can ask them
to collect some information about this
place & prepare a Treasure Hunt Task
Sheet to use when they actually visit the
place.
Groups exchange sheets on the day of
the visit & report to the class when they
come back or the next time they have
an English lesson.
Introduction: Projects
96
97
Schedule
- Describing Travelling Present Links to: 4 teaching
& speculating Continuous Geography periods
on photos for future History 1. Cover page,
- Talking plans & Art Speaking &
about arrangements Science Culture Corner
personal Careers 2. Reading,
arrangements Guidance Listening &
& fixed plans Vocabulary Link
for the future (Tasks 1-3)
3. Vocabulary
Link (Task 4),
Grammar Link
& Speaking
4. Project
Themes:
- Asking for Be going to Time 4 teaching
& giving advice for future System periods
- Talking plans & Difference- 1. Speaking,
about future intentions similarity Listening &
plans & Civilisation Grammar Link
intentions & culture 2. Reading &
Writing
3. Speaking
4. Project
- Making - Future Future 4 teaching
predictions technological Simple periods
about the developments for 1. Reading &
future - Star predictions Speaking
signs & 2. Vocabulary &
horoscopes Grammar Links
3. Speaking &
Writing
4. Self-
assesment
Tomorrow and
... beyond!
Unit 7
Lesson 1
Travel
plans!
Lesson 2
Good
intentions!
Lesson 3
In the year
2525!
98
UNIT 7 Tomorrow and... beyond!
COVER PAGE
SB page 101
Vocabulary
rate, grow up, looking forward, think pink

Answers: open
Tapescript
Listen to Jean Paul, Magda, Paul, Petra and
Silou's messages (1-5) and rate them.
Message 1:
(Jean Paul: shy but getting more and more
excited while speaking)
Hi! Tomorrow... oh...I'm really happy...
tomorrow is a great day... I'm going to meet
Lauren, ... at the school party... can't wait!
I've organised everything. I'm going to ask
her to dance with me! I'm going to dance
with the most beautiful girl at school! Wow!
Message 2:
(Magda singing)
The sun'll come out tomorrow, Bet your
bottom dollar that tomorrow
There'll be sun!
Just thinkin' about tomorrow
Clears away the cob-webs and the sorrow
Till there's none!
Tomorrow, Tomorrow, I love ya
tomorrow! You're always a day away!
From Annie, the musical! Bye!!!
Message 3:
(Paul: bored, angry, fed up)
About the first thing that comes to my
mind... well, what else. I can't help thinking
that tomorrow is Monday and we're going
back to school. Oh, I hate Mondays,... and
Tuesdays, Wednesdays, Thursdays... all of
them. When I grow up, I'll never go past a
school building. I'll only write music and
play my guitar!
Message 4:
(Petra: happy)
Tomorrow for me means doing something
different. For example, tomorrow I'm going
to meet my favourite author, Cathy
Cassidy, at a central bookstore. I'm so
excited. I'm going to take all my copies and
ask her to sign them. I'll also ask for an
autograph and a picture with her. Looking
forward to it!
Message 5:
(Silou: sad and a bit worried)
Well, people in Indonesia know that
tomorrow isn't always great. Remember
tsunami? We still have problems. I know
... I know... I must think PINK. I'm trying
but sometimes tomorrow worries me.
LESSON 1
Travel plans!
SPEAKING
SB page 102
-describing photos
-speculating on photos
To activate students' background
knowledge
amusement park, museum, summer
school, tickets, airline ticket, travel card,
musical
I can see / This is from / It may /
must be from
99
Task 1
In pairs, students discuss what they can
see in the photos.
Then, you can have a class discussion
about what the pictures show.
1. The first photo is from Thorpe Park,
a theme park located in Surrey.
2. The second photo shows students
attending a summer course in Royal
Holloway, University of London,
a college in Surrey officially opened by
Queen Victoria in 1886.
3. The third photo shows the Parthenon
Galleries, at the British Museum.
4. The fourth picture shows students on a
summer course on a karaoke night.
5. The fifth photo is from Cambridge.
6. The last two photos are from Madame
Tussaud's.
Task 2
In pairs, students talk about the
students' daily programme (e.g. Every
day they visit a different place. / They get
up early in the morning & have an
English class / They visit museums etc.)
Pairs present their ideas in class.
CULTURE CORNER
SB page 102
Refer to the ticket from Madame
Tussaud's.
Elicit any information students know
about the museum.
Refer students to the questions in
Culture Corner.
Students work in small groups & try to
If there is access to the Interenet,
students can find the relevant
information on the museum website.
Encourage students who have been to
Madame Tussaud's to say what they saw
at the museum.
Madame Tussauds is a famous wax
museum in London with branches in a
number of major cities. It was set up by
wax sculptor Marie Tussaud.The famous
waxworks, started by Madame Tussaud
in 1835, are one of the most popular
tourist attractions in London, and usually
have queues to match.
Madame Tussaud learned her trade
making death masks during the French
Revolution, and those of Louis XVI and
Marie Antoinette are displayed beside the
actual blade that beheaded them. There
are wax models of the famous and the
infamous from every walk of life, some of
which are amazingly lifelike. The newest
area is the Spirit of London where
London's heritage is brought to life,
guiding the visitor through major events
in London's history.
Sources:
http://www.madame-tussauds.com/
http://travel.yahoo.com/
EXTRA! : Sights in the UK
Ask students if they know other famous
sights in the UK (e.g. Stonehenge,
Cambridge, Oxford, etc.).
You can ask students to find the places
that are mentioned on the map of the
UK in the Appendix.
Except for London, the top seven
destinations in the UK are:
Bath (with its famous Roman baths)
Cambridge (Home of England's
second-oldest university, dating from the
early 13th century; with a lot of museums
& The Backs, an area of parkland along
the River Cam behind the colleges, where
punting is a popular activity)
the Cotswolds (with picturesque villages
and rolling hills)
the Lake District (where there are
beautiful lakes suitable for lots of
activities and England's best-known
national park)
Oxford (where there is England's oldest
university, whose origins lie in the 11th
century)
Stratford-upon-Avon (Shakespeare's
birthplace) &
York (the capital of Viking England with
a plethora of attractions)
Stonehenge: The ruins of Stonehenge, a
circular setting of large standing stones
built about 3100-1500 BC, are found
near Salisbury, England. Although many
theories have been advanced, no one
knows for sure the purpose of the ancient
monument. It was once thought to have
been a type of astronomical clock or
calendar for predicting the seasons. The
early belief that the monument was built
as a temple for sky worship has never
been definitively proved.
Sources:
http://www.iexplore.com &
http://www.britannica.com
READING
SB page 103
- reading a student's e-mail
- scanning a text to locate information
(note-taking) & speaking
context
Vocabulary
summer course, campus, placement
test, the Parthenon Marbles, exhibit,
amusement park, ride, sights, farewell
party, blind date
Task 1
Elicit summer course.
Ask the class what students who go on
a summer course usually do.
Go through the instructions to the
reading task with the class & check for
any difficulties.
Students read Alex's e-mail & complete
the weekly programme.
Answers
1. placement test
2. British Museum
(the Parthenon Marbles)
3. Theatre visit - Evita
4. karaoke
5. Thorpe Park
Task 2
Students in pairs / small groups can talk
about the activities they find interesting
& would like to do themselves.
100
101
answers.
Task 3
Ask: Have you ever been on a summer
course / trip like that?'
Elicit answers & encourage students
who have been on a similar trip to say
what they did and if they liked it.
Then ask: Do you know any famous
sights in London?'
Allow several students to answer & say
what they know about the sights they
mention (e.g. Big Ben, the British
Museum, Trafalgar Square, Tower
Bridge, Madame Tussaud's etc.).
Assist with language or allow L1.
. WB Tasks 1& 2, pp. 94-95
LISTENING
SB page 104
- to a telephone conversation
- for gist & detail
context
Vocabulary & phrases
punting, excursion
How is it going?
You can't miss it.
Have a nice flight.
Take care!
Task 1
Students listen to find out what Sophia
and Patrick are talking about.
Answer
They're talking about Sophia's trip to
the UK / when & where to meet when
Sophia goes to Cambridge.
Task 2
Go through Patrick's notes with the
class before they listen and check for
any difficulties.
You can ask students to guess what
kind of information is missing in each
gap before they listen (e.g. Gap 1 must
be a day of the week / a date because
it's after on' / Gap 3 must be the name
of the museum etc.).
Answers
1. Sunday 10 / 10th
2. Saturday 16 / 16th
3. afternoon
4. Waterstones
5. 2.30 p.m.
6. 7776387330
Tapescript
Listen to Sophia talking to Patrick, her friend
from Cambridge, on the phone.
What are they talking about?
Patrick: Hello!
Sophia: Hi Patrick! It's Sophia. How is it
going?
Patrick: Oh, hi Sophia. I'm glad you called.
Have you got any news?
Sophia: Well, yes. They've given us the
programme of the whole excursion. We're
flying to London on Sunday, the 10
th
and
we're staying for a week.
Patrick: Good! When are you coming to
Cambridge?
Sophia: Let me see... here it is. We're
spending Saturday the 16
th
in Cambridge.
102
We're visiting King's College in the morning
and then, we're going punting in the river
Cam. In the afternoon, we are free to go
shopping. This is when we can meet. What
do you think?
Patrick: Absolutely. What time are you going
back to London?
Sophia: At 5.30.
Patrick: Then, let's meet outside Waterstones
at 2.30. It's one of the biggest English book-
shops and it's in Main Street. You can't miss it.
Sophia S: What's its name again?
Patrick: Waterstones. W-A-T-E-R-S-T-O-N-
E-S. If there is a problem, just call me.
Sophia: I'll have an English number too.
Write it down, please. It's 777 6387330.
Patrick: I repeat. 777 6387330.
Sophia: Exactly. I'll call you if there's a
change.
Patrick: Right. See you, Sophia. Have a nice
flight.
Sophia: Thanks. Take care. Bye!
Now listen again and complete Patrick's
notes.
(photo of punting on the river)
A punt is a long boat with a flat bottom.
You move the boat along by standing at
one end and pushing a long pole against
the bottom of the river.
Punts were developed in Medieval times to
provide stable craft which could be used in
areas of water too shallow for rowing
conventional craft.
Punting along the River Cam is one of the
traditional delights of visiting Cambridge,
and something that should be tried - at
least once - by everyone!
Sources:
http://www.scudamores.com/cam/
http://www.britainexpress.com/
_VOCABULARY LINK
SB page 104
Task 1
Assist with language or encourage
students to use their Greek-English
dictionaries.
Pairs present their lists in class.
You can collect all the different words
students come up with on the board for
students to copy in their vocabulary
books.
Possible answers:
On a summer course
lessons, placement test, college, campus,
trips, visit, sights, sightseeing, museum,
exhibits, (go) shopping, amusement park,
rides, (farewell) party, souvenirs etc.
Task 2
Explain that it is not necessary to know
all the words at this point.
Possible answers
1. at the museum
2. on the underground
3. at the hotel
4. at the airport
Tapescript
At the museum: free admission, events,
exhibition, opening hours, floor plan gallery
On the underground: station, exit sign,
platform, line, train, tunnel
At the hotel: hotel reception, porter,
receptionist, room key, single room,
double room
At the airport: airline ticket, boarding pass,
check-in desk, duty free shop, departure
lounge, luggage reclaim
Travelling
Task 3
Divide students into groups of 4.
Each group decides on a place.
Students use English-English
dictionaries to find the meaning of
words they don't know.
Then, each group works with another
group who has chosen a different word
group.
Students from each group ask students
from the other group words they don't
know.
If there is time, this can be repeated
with another group who has chosen a
different word group.
EXTRA! : Word groups
Students can make word groups of any
other kind of place similar to the ones
in Voc. Task 2 that exists in their area
(e.g. bus / railway station / tourist office/
travel agency etc.).
EXTRA! Vocabulary quiz
Students from different groups can
make vocabulary quizzes for other
groups to take.
Introduction: Extra Vocabulary

Activities
Task 4
Divide students into groups of 4-5
students.
Each group decides on a place.
Students from each group can visit
these places in the area where they live
and take photos to illustrate their
posters.
Give them one or two days to collect
photos & ask them to bring them to
class next time to make their posters.
If there aren't any of these places in the
area, students can visit and take photos
of other places where there are signs
(see EXTRA! : Word groups above).

.
WB Tasks 3-5, pp. 95-96
GRAMMAR LINK
SB page 105
Task 1
In pairs, students study the example
sentences and complete the table.
Answers
A. True B. True C. True
Task 2
In pairs (or in groups of three), students
try to arrange when to go shopping with
their partner.
. WB Tasks 6-8, pp. 96-97
103
Present Continuous - Talking
about future arrangements
SPEAKING
SB page 105
+Aims & Objectives
- exchanging information to find
differences in teenagers' diaries / plans
- using the Present Continuous for
future plans & arrangements
Present Continuous (positive,
interrogative, negative, short answers)
On + dates
At + time
Task 1
Divide students into As & Bs and
explain the task.
Refer students to the box & explain.
Revise telling the time, ordinal numbers
& on+ date if necessary.
Answers
1. In student A's diary on Wednesday
18th Emma's studying for the maths
test but in student B's diary she's
studying for the English test.
2. In student A's diary on Friday 20th
Emma's taking the dog to the vet at
6.15 but in student B's diary she's
taking the dog to the vet at 7.15.
3. In student A's diary on Saturday 21st
Emma's meeting Carol but in student
B's diary she's meeting Jane.
4. In student A's diary on Monday 16th
Paul's playing basketball at 5.15 but
in student B's diary he's playing
basketball at 4.30.
5. In student A's diary on Wednesday
18th Paul's buying a present for his
dad after 3.00 but in student B's diary
he's buying a present for his dad
after 5.00.
6. In student A's diary on Saturday 21st
he's meeting Jane but in student B's
diary he's tidying his room.
7. In student A's diary on Sunday 22nd
he's visiting his grandma in the
morning but in student B's diary he's
visiting her in the afternoon.
Task 2
Pairs of students report the differences
they have found and check with the rest
of the class.
. WB Task 9, pp. 97-98
PROJECT
SB page 105
To involve learners in
- compiling & presenting a local
professional's weekly diary with his / her
plans & arrangements
- using the language of the unit in a new
context
(Careers Guidance)
explain.
Divide students into small groups.
Students in each group think of a
professional in their area they can talk
to & allocate roles (e.g. interviewer,
photographer, writer, presenter etc.).
Give groups enough time to collect the
information they need (e.g. a week).
Each group makes a diary in note form
& present it to the class.
104
You can discuss with students whether
the professionals they interviewed work
hard / do interesting jobs / have a
routine etc. & finally allow students to
say which of these jobs they would like
to do & why.

Introduction: Projects
LESSON 2
Good intentions!

SPEAKING
SB page 106
+Aim & Objectives
- talking about their bad habits
- asking for advice
- giving advice
-Vocabulary related to description of
bad habits (bite one's nails, eat junk
food, watch too much TV, play violent
computer / video games etc.)
- What should I do?
- A good idea is to / You should (n't)
/ Why don' t you ? / You could
Task 1
Elicit some habits which are considered
bad'. Assist with language (e.g. bite
your nails, never say please or thank
you, go to bed late, eat junk food etc.).
Give students some time to write down
some of their bad habits.
Then, in pairs, they ask each other for
advice.
If necessary, revise language used for
giving advice (Unit 3, Lesson 2,
Grammar Link).
Task 2
Ask students at random: What advice
has your partner given you? Are you going
to follow it? Why? / Why not?'
LISTENING
SB page 106
+Aims & Objectives
- to a radio programme
- for gist & detail
Vocabulary
good intentions, violent, helmet, (fasten
one's) seat belt, friendly, shy, nervous,
what it feels like, give out, personal
information, permission, safe, wipe out,
negative self talk, think pink, adult,
decision, trust, experienced
Task 1
Ask: What bad habits do teenagers
usually have?'
Elicit answers. You can ask more
questions to guide students (e.g. Do
they watch too much TV? / violent
programmes / wear a seat belt?' etc.).
Go through the box with the class &
Play the CD.
Students listen & write the names of the
teenagers.
Answers
a. Pedro b. Silou c. Maria
d. Hans e. Christos f. (extra)
g. Jean Paul
105
Tapescript
Robert, the presenter of a radio programme for
teenagers invited the listeners to express their
good intentions for this month. Listen to 6 of
them and write the name of the teenager next to
each intention a-g. There is one extra intention.
Speaker 1: (from Greece)
Hi Robert! This is Christos and I'm calling for
the Good Intentions thing. Well, this month,
I'm not going to choose violent TV programmes
or video games and I'm going to spend only one
hour per day - at the most - on these activities.
Like it? Remember, it's Christos. Bye!
Speaker 2: (from Italy)
Buon giorno! This is Pedro speaking. Here are
two good intentions. I'm going to wear a helmet
when I ride my bike. I'm also going to wear my
seat belt every time I get in a car. Dad will stop
saying: Pedro, fasten your seatbelt, now.
Speaker 3: (from Germany)
This is Hans from Germany. About my good
intention...? I'm going to be really nice to other
kids. Actually, I'm going to be friendly to kids
who need friends, like someone who is shy or
new to my school. I'm from Germany but I live
in London because of my mum's work. I was
nervous when I first came here and I know
what it feels like.
Speaker 4: (from France)
Hello there. A message for Robert. I'm not
going to give out personal information such
as my name or home address on the Internet
without my parents' permission. Dad says it's
not really safe and I think he's right. Oh, I
forgot. This is Jean Paul.
Speaker 5: (from Indonesia)
It's Silou. You know, when I have a problem,
I usually say things like I can't do it or I'm so
stupid. But it makes me feel worse. So, I'm
going to wipe all this negative self talk' out of
my vocabulary. From now on, Silou's going to
think PINK!
Speaker 6: (from Spain)
Hola! My name is Maria and I'm calling to tell
you what I'm going to do. When I have to make
a difficult decision, I'm going to talk with an
adult about my choices. It might be my mum or
dad or another member of my family who I
trust. I think they are more experienced and they
can help me. So, that's it. Thanks, Robert. It's
Maria.
Task 2
Encourage a class discussion on the
issue in L2.
. WB Task 1-5, pp. 99-100
GRAMMAR LINK
SB page 107
Grammar Strategies, SB p. 116
Task 1
In pairs, students study the example
sentences and complete the rules.
Appendix p. 173 if they need help.
You can ask students to make sentences
with going to' future to say what they
want to do & with Present Continuous
to talk about things that they have
arranged to do.
Answers
am / is / are + going to + verb
Questions
am / is / are + + going to + verb ?
Negatives
am / is / are + not + going to + verb
106
Be going to - Talking about future
plans and intentions
Task 2
Explain the task.
Students write their good intentions'
lists.
They check each other in the next
lesson.
Revise Past Simple Tense if necessary
(Unit 4, Lesson 1, Grammar Link).
.
WB Tasks 6-9, pp. 101-102
READING
SB page 108
- reading an entry from a teenager's
diary
Vocabulary
stare, gorgeous, fabby
Task 1
Students read the text & answer the
questions.
Elicit / revise gorgeous (good-looking)
& fabby (fabulous, great, fun).
Answers
a. a diary
b. excited because she's going to a party
/ she's going to invite the boy she likes to
the party / she's going to wear her new
dress to the party
Task 2
Go through the instructions & check for
any difficulties.
In pairs, students answer the questions
Answers
a. I'm staring out of my window.
b. I'm going to wear that fantastic dress
/ invite Tim
c. I bought yesterday
d. I see him every morning / he rides his
bike to school
e. He might like me too.
f. Mum and dad are eating out on the
day of the party.
Task 3
Students can work in pairs or small
groups.
Answers
a. Present Continuous (action
happening at the moment of speaking)
b. going to' future (intention / plan)
c. Past Simple (action completed in the
past)
d. Present Simple (routine)
e. Modal might
f. Present Continuous (future plan /
arrangement)
.
WRITING
SB page 109
- writing a diary entry
To integrate writing with reading
- Present Continuous for actions
happening at the moment of speaking &
for future plans / arrangements
- going to future for intentions / plans
- Past Simple for actions completed in
the past)
- Present Simple for habits / routines
- might / mayfor uncertainty
107
Task 1
Explain that students can use the diary
in Reading Task 1 as a model to write
their own diary entry.
Encourage them to include all the
points in Reading Task 2.
Task 2
Students exchange their diary entries

with their partners & correct each
other's work.
Explain that they should focus on the

correct use of tenses.
SPEAKING
SB pages 109-110
+Aims & Objectives
To involve students in giving clues &
guessing
- going to for intentions
Task 1
Elicit / revise the items in the picture.
Ask: What can we use a hat / a box etc.
for'?
Elicit some ideas.
Answers
a. a pen b. a knife
c. a piece of paper d. a box
e. a camera f. a hat
g. a notebook h. a pillow
i. a newspaper j. a bottle of water
Task 2
Divide the class into groups of four
students.
Each group decides who is going to be
student A, B, C & D.
Explain the task.
Go through the example with the
class.
Ask a group of students to perform in
front of the class if necessary.
Students A, B & C give student D
clues using 'going to' future & student
D has to guess the object.
Monitor & assist accordingly.
Students change roles & repeat the
task as many times as there is time for.
PROJECT
SB page 110
To involve students in organising
a school trip
curriculum (art, (local) history,
geography, IT,)
Go through the steps of the project
with the class and check for any
difficulties.
Students allocate tasks in their group.
If there is access to the Internet,
students can find maps and
information online.
Remind students that their
programme has to be realistic and
practical (e.g. make sure that there is
time for all the activities they decide
to do / their programme is not tiring /
their programme is of interest to all
members of the group, what they will
do if it rains etc.).
Students present their work in class.
At the end students vote for the best
plan & presentation (except for
theirs).
If the programme is for a place students
are going to visit, they can try it.
108
LESSON 3
In the year 2525!
READING
SB pages 111-112
- reading an article about life in the
future
- reading for gist
To integrate reading with listening &
speaking (exchanging opinions)
context
Vocabulary
living conditions, entertainment,
education, fashion, interactive,
destination, dome, all year round, float,
air lift, command, recognise, robotic
dog, virtual reality, safety, wallpaper,
bother
Task 1
Ask: How old will you be in 2013/2030?
etc.'
Allow some students to answer.
Ask: What will your life be like then?' /
Are you worried about the future?' /
What will life be like in a hundred years'
time?'
Assist with language or allow L1
depending on the level of your students.
Divide students into groups of three or
four students.
Explain the task.
Elicit/revise the meaning of travelling,
technology, living conditions,
entertainment, education & fashion.
You can use the examples in the boxes
& give more ones so that students
understand the meaning of the topics.
Groups of students collect ideas to
describe life in the future for these
categories.
Encourage them to use dictionaries for
words they ask for.
Groups report their ideas to the class.
Accept all ideas.
Possible answers
Travelling: by helicopters, solar cars,
space cars / buses etc.
Technology: talking robots, remote con-
trols / voice instructions for all appli-
ances, video conferencing, alternative
sources of energy etc.
Living conditions: underwater flats,
space cities etc.
Entertainment: virtual reality games /
home cinemas etc.
Education: lessons through computers,
electronic books / libraries etc.
Fashion: spacesuits, uniforms etc.
Task 2
Students read the article about life in
the future & check which of the six
aspects are mentioned.
Students say which of the ideas they
collected in Task 1 are mentioned in
the article.
Answers
fashion (1), technology (1, 3, 4, 5, 6)
travelling (2), living conditions (3, 4, 5, 6)
entertainment (5)
Task 3
Explain / elicit any words from the
headings students ask for (e.g. brain
power: the power of the mind; be able
to control things with your mind).
109
Students put the headings in the
sections of the article.
Explain that there are two extra
headings that they do not need to use.
answers.
Answers
1. Watch me
2. No car? No problem
3. Future cities
4. Brain power
5. See them live!
6. Can you hear me?
Tiny cameras & Cheap Travelling are
extra
Task 4
Organise a class discussion on whether
teenagers' life will be better in the
future.
Ask some questions to guide students
(e.g. Will teenagers go to school? Will
they have parties / celebrations / exams?
Do you think this will be better? etc.)
SPEAKING
SB page 113
+Aim & Objectives
To involve students in playing a
pantomime game
Vocabulary
noun, verb, article, adjective, adverb
This is a game students will probably be
familiar with.
Explain the rules of the game.
Decide with students on a simple code,
e.g. how they're going to show if the
word is a noun, verb, article etc.
Divide the class into two groups.
Each group makes a list with films /
books which are about the future.
The Word Bank can help them.
Students play the game. They change
roles & play it again.
Films / books about the future:
Honey, I Shrunk The Kids!
Star Trek: The Next Generation
Alien
2001: A Space Odyssey
Star Wars
The Empire Strikes Back
Blade Runner
A Clockwork Orange
The Matrix
12 Monkeys
Mad Max
Waterworld
Nineteen Eighty-Four
Brave New World
etc.
_VOCABULARY LINK
SB page 113
Task 1
Divide students into groups of four.
Explain the task.
Encourage students, first, to use the
context to understand the meaning of
the words & then use dictionaries if
they have to.
Answers
destination: the place you are going to
dome: round roof
air lift: a device that carries people /
things up or down
command: order, instruction
crowded: full of people
wallpaper: paper that is used for
covering and decorating the walls of rooms.
110
Task 2
Encourage students to find the words in
the texts & use the context to match
them with their meaning.
Explain / elicit words from the
definitions students need (e.g. direct
communication: talk with someone
face-to-face; annoy: make someone
fairly angry or impatient).
Answers
1. d 2. a 3. g 4. h 5. e 6. b 7. f 8. c
. WB Tasks 3-5, pp. 104-105
Task 3
Students find what star sign they are.
Task 4
Play the CD.
Students listen, repeat & mark the
stress on the names of the star signs.
Answers
a. Aries b. Taurus
c. Gemini d. Cancer
e. Leo f. Virgo
g. Libra h. Scorpio
i. Sagittarius j. Capricorn
k. Aquarius l. Pisces
Tapescript
Listen to the star signs and repeat. Mark the
stress () on each word.
a. Aries e. Leo i. Sagittarius
b. Taurus f. Virgo j. Capricorn
c. Gemini g. Libra k. Aquarius
d. Cancer h. Scorpio l.Pisces

.
WB Task 2, p. 104
CULTURE CORNER
SB page 113
Go through the information about the
Chinese horoscope with the class &
If there is access to the Internet,
students can find what sign they are in
the Chinese horoscope according to the
year they were born.
Some useful sites are:
http://www.tuvy.com/entertainment/
chinese_horoscope.htm
http://www.travelchinaguide.com/intro/
social_customs/zodiac/
http://www.chiff.com/home_life/holiday/
chinese-zodiac.htm
Otherwise, students can find the
information they need in books.
You can assign this task as homework.
. WB Task 1, p. 103
GRAMMAR LINK
SB page 114
Task 1
Appendix, pp. 173-174 if they need
help.
Answers:
will + + verb?
+ won't / will not + verb
. WB Tasks 6 & 7 pp. 105-106

Task 2
Students work in pairs (:3 min or more).
111
Horoscope
Future Simple - Predicting
Students cooperate & write predictions
about teenagers' life in the future.
Explain that they should use the Future
Simple in the positive and / or in the
negative.
When time is up, pairs share their ideas
with the rest of the class.
Students can decide on the ten / five
etc. most popular ideas. You can collect
these on the board.
Task 3
You can have a class discussion about
which predictions are positive or
negative & why.
Encourage students to give reasons for
their opinion (e.g. Teenagers won't live
with their parents': I think that this is nega-
tive because teenagers won't feel safe' etc.)
. WB Tasks 8 &9, pp. 106-107
SPEAKING
SB page 114
+Aim & Objectives
To involve students in parallel use of L1
& L2
listening
To provide practice in using future tenses
to talk about arrangements & predictions
- the Present Continuous to talk about
future arrangements
- be going to' to talk about future plans
and intentions
- Future Simple to make predictions
Divide students into As & Bs.
Students A look at p. 150 and Students
B at p. 153 in the Speaking Appendix.
Go through the Tip' box with the class
Explain that they shouldnt translate but
use their own words.
Give students some time to prepare. Go
round the class and assist when necessary.
When students finish, you can ask them
if they think that what their partner told
them will come true.
.WRITING
SB page 114
- writing a horoscope for a famous person
To integrate writing with speaking and
listening
Personal life, career, family and friends,
money
Future simple to make predictions
Task 1
Go through the instructions for the task
& explain.
When students finish, ask them to
exchange their texts with their partners
& edit each other's work.
Task 2
Students get in small groups & prepare
a horoscope page for an English
magazine.
They can do that on the computer.
The IT teacher can help them.
. WB Task 10, p. 108 homework
112
Mediation Task
113
In the papers!
Unit 8
Schedule
- Exchanging Awards Passive Links to: 3 teaching
information Structures - History periods
- Talking Simple Geography 1. Cover page,
about activities Present ICT Reading &
that are done Passive Modern Speaking
at different Greek 2. Vocabulary &
places Grammar Links
3. Project
Themes:
- Talking The Braille - Passive System 3 teaching
about code Structures Collaboration periods
difficulties - Punctuation - Simple Interaction 1. Listening
people with marks Past Communication 2. Vocabulary
physical - Physical Passive Link
problems face problems 3. Grammar
- Asking & Link &
answering to Speaking
find out about
one's past
- Speculating School 4 teaching
on newspaper newspapers periods
headlines 1. Reading
2. Reading &
Speaking,
Listening
3. Project:
Phase One
4. Project:
Phases Two
& Three
5. Self-
assesment
Lesson 1
And the
winner
is...!
Lesson 2
Crack
the code!
Lesson 3
School
reporting!
COVER PAGE
SB page 117
Vocabulary
reporting, publish, the same taste with,
unusual sports, fencing, paintball, peers
Answers:
Penelope: short stories
Pedro: sports news
Jennifer: the Agony Aunt column
Tapescript
Listen to Penelope, Pedro and Jennifer and
write what they enjoy reading in their school
newspaper under their photo. Who do you
have the same taste with?
Penelope
I love reading teenagers' short stories. Some
of them are really great.
Pedro
Sports news, of course. Some students in my
school do unusual sports like fencing or
paintball. There are photos as well.
Jennifer
I prefer reading the Agony Aunt column
first. Teenagers have similar problems so I
feel good when I realise that my peers also
fight with their parents from time to time.
LESSON 1
And the winner is !
READING & SPEAKING
SB pages 118-120
- reading students' articles for their
school newspaper
- jigsaw reading
(note-taking) & listening & speaking
(exchanging information)
To present vocabulary and grammar
in context
Vocabulary
award, ceremony, show biz, film
industry/biz, annual event, golden
statue, be nominated, nomination,
high-profile, be held, contemporary,
alternative music, record sales
Task 1
Discuss the photos with the class.
You can ask some questions to guide
students & elicit some vocabulary:
What kind of awards are they? / How are
the winners chosen? / How often do these
events take place? /Do you watch them? /
Do you like them? / Why (not)?
Elicit / revise: award, prize, film /
music industry / biz, vote, nominate /
nomination, annual.
Task 2
Ask: What are the texts about?'
Elicit that the first text is about the
Oscars and the second about Music
Awards.
114
UNIT 8 In the papers!
115
class & explain that students are going to
do jigsaw reading (students are familiar
with this type of task; Unit 5, Lesson1).
Students A read Susan's article &
complete the notes underneath &
students B do the same with David's
article.
Ask students to check their answers
with other students from the same
group (As with As & Bs with Bs).
Answers:
Student A:
The Oscars - Table of Facts
1. film awards
2. 1929
3. every year / annual event / annually
4. the Academy of Motion Picture Arts
and Sciences
5. professionals in the film biz/industry
6. 36
7. more than 6,000
8. the Best Picture prize
9. won 26 Oscars
10. won 11 Oscars
Student B:
Music Awards - Table of Facts
1. November 2001
2. viewers (of the BBC music show)
3. Best Pop Act / Best R&B / Best
Rock Group.
4. every February
5. in the UK
6. the public
7. in November
8. fans from all over Europe
9. by telephone / on the web
10. hip-hop/R&B, rock, Latin, pop,
country, and alternative
11. the artists record sales
12. 20,000 music fans
Task 3
Language Bank in the Speaking
Appendix pp. 151 & 155 and check for
any difficulties.
In pairs, students exchange information
& complete their tables.
Point out that it is important that they
don't show each other their notes.
Encourage them to ask questions / for
repetition and/or clarification.
When they finish, they can compare
their notes & check their answers.
You can ask the class some of the
questions & get feedback about the
students' performance.
Task 4
Go through the extract and the
questions & check for any difficulties.
Elicit box office hits.
You can have a class discussion on the
topic or ask students to discuss in small
groups.
Assist with language as necessary.
. WB Task 1, p. 110
_VOCABULARY LINK
SB page 121
Task 1
Remind students that they can find
these collocations in the articles.
Play the CD.
Answers:
film industry
music industry
high-profile awards
record sales
award nominations
golden statue
glamorous event
leading role
Tapescript
Listen and check.
1. film industry
2. music industry
3. high-profile awards
4. record sales
5. award nominations
6. golden statue
7. glamorous event
8. leading role
Task 2
Answers
a. record sales b. leading role
c. nominations d. glamorous event
e. film industry f. high-profile
. WB Tasks 2-4, p. 111
GRAMMAR LINK
SB pages 121-122
Task 1
the class & elicit the rule for the
formation of the Simple Present
Passive: be (am, is, are) + past
participle of the main verb.
Students complete the Grammar Table.
Appendix, p. 174 if they need help.
Elicit repeatedly (do something many
times / again and again) & agent (the
person who does the action).
Answers:
USE
1. action, person
2. true, repeatedly
3. by
FORM
a. Negatives: subject + am / is / are +
not + past participle
Questions: am / is / are + subject + past
participle?
Short answers: Yes, I am /you are /
he-she-it is/ we-you-they are
No, I'm not / you aren't / he-she-it isn't/
we-you-they aren't
b. Passive structures in the articles
The Oscars: they are called, is / are
given, are organised by the Academy of
Motion Pictures Arts and Sciences, is
made up of, are asked
Music Awards: are held, are seen, are
voted for by the public, are chosen by
fans, are based, is chosen by a group of
20,000 music fans
The agent is mentioned when it is
important to know who does the action
116
Awards
Passive Structures
Simple Present Passive
Task 2
Ask: What jobs / activities are usually
done at a school etc.?'
Make sure students use the passive
correctly.
Students work in groups of three.
Each group chooses one of the places.
Make sure that all places are discussed.
Remind students that they have to
mention the agent only when it is
necessary.
Groups present their ideas to the class.

Possible answers:
At a school
Books are read.
Sports are played.
Homework is given.
Photocopies are made etc.
At a hotel
Rooms are booked / cleaned.
Beds are made.
Customers are served.
Meals are cooked / served etc.
At a restaurant
Dishes are prepared.
Food is cooked / served /eaten.
Bills are paid etc.
At a theatre
Shows are done /put up.
Music is written.
Songs are sung.
Costumes are made /worn.
Programmes are made /sold etc.
At a park
Trees are watered.
Flowers / flowerbeds are planted.
Bicycles are ridden.
Sports are played etc.
At a zoo
Animals are fed / looked after / cleaned.
Souvenirs are sold etc.
Task 3
Students report their decision to the
class & explain why.
. WB Tasks 5-7, pp 112-113
PROJECT
SB page 122
- preparing an article about an award
- using the language of the unit in a new
context
curriculum (culture, IT)
autonomy
explain.
If there is access to the Internet
students can find information about the
award they want by typing in the name
of the award in a search engine (e.g.
Google at www.google.com )
Otherwise, you can bring magazines &
newspapers with relevant information
to class.
Alternatively, assign this as a homework
task. Students collect the information
they need at home & bring it to the class.
Groups of students select the most
interesting information & use it to write
an article.
Explain that each group writes their
contribution to the article, i.e. one award
& then all groups produce one article
about all the awards they have worked on.
117
Students can publish their article on the
school e-newspaper.
. WB Task 8, p. 114
LESSON 2
Crack the code!
LISTENING
SB pages 123-124
- to an interview with a blind boy
- for gist & detail
(in Braille code) & speaking
Vocabulary
communicate, code, dot, blind, touch,
cell, inventor, accident, workshop, bright
Task 1
Revise / elicit communicate (e.g. to talk
with someone else to give your news, to
ask for something, to ask for help etc.).
Ask: What can you see in the pictures?' /
How do the people in the pictures
communicate?' / How do people who
can't see / hear / speak communicate?'
Accept all answers & assist with
language.
Students might mention Braille. Don't
go into any detail at this point.
Answers:
1. Indians sending a smoke signal
2. A teenager talking on the phone
3. A teenager using sign language
4. A teenager making a gestures
5. A teenager sending / reading an e-mail
6. A blind girl touching an object
More ideas
Fax , radio, Morse signals, letters,
postcards, voice / text messages etc.
Task 2
Ask students if they have seen this code
before & which word this could be.
Accept all answers.
Task 3
Revise / elicit special needs & blind.
You may want to elicit disabilities /
disabled.
Answers
a. library b. Braille
Tapescript
Jennifer is interviewing Tom, a 12-year old
boy, who is blind. Listen to the first part of the
interview and do task 3.
PART A
- Tom, can you really read what this sign
says?
- Of course I can. It says ... Li..bra..ry' It's
written in Braille. I'll spell it for you. It's
B-R-A-I-L-L-E. Braille. Blind people all
over the world use this code to read. It was
invented by a blind 12-year-old boy like me,
Louis Braille.
Task 4
Students work out how the Braille code
works.
The Braille cell is a six-dot cell.
Different combinations of dots
represent different letters of the
alphabet / punctuation marks.
Task 5
Go through the notes & check for any
difficulties.
118
You can ask students to guess what kind
of information is missing in each gap
(e.g. gaps 6 & 9 must be numbers etc.).
Play the CD twice.
Ask students to check their answers
with their partners before you check
with the class as a whole.
Answers:
1. (a small town near) Paris / France
2. 1809 3. three (3) 4. Paris
5. 1821 6. six (6) 7. 5
8. I 9. 100-200
10. the first Braille book
11. maths and music 12. 9969
Tapescript
Listen to the second part of the interview and
complete Jennifer's notes in Task 5.
PART B
- What do you know about him?
- Lots of things. Louis was born on January
4, 1809 in a small town near Paris.
Unfortunately, he became blind by accident
when he was only 3.
- How terrible! And then?
- When he was 10, he was sent to the Royal
Institution for Blind Youth in Paris. At this
school teachers of course talked to the
students about lots of interesting things but
for Louis, listening wasn't enough. He
wanted to read books.
- So, how did he come up with the idea of his
code?
- In 1821, a soldier called Charles Barbier
visited the school and showed Louis and
the other students his invention: a code of
12 raised dots. Soldiers used it to share
top-secret information during a battle
without having to speak. Louis got really
excited. Based on Barbier's idea, he made
his own cell. You can see it in picture A.
- There are six dots.
- Yes, it's a 6-dot code. Each dot has a
numbered position on the Braille cell. Each
letter has its dots. Look at the Braille
alphabet in picture B. The letter D is written
with dots 1, 4 and 5. Look at another
one.... How is letter I written?
- Let me see... with dots 2 and 4.
- That's right!
- I can't see but I can read a sign or a book
just by touching these dots with my fingers.
Braille readers can read 100-200 words in a
minute!
- Amazing!
- The first Braille book was published in
1829. Later, in 1837, symbols for maths and
music were added. Today, every country in
the world uses Braille. You can see Braille
signs in most public places. I've read lots of
teenage bestsellers in Braille.
- I'm sure you have.
- And you know what? The asteroid 9969
Braille was named after him. I know
everything about Braille. He's our hero!
- I'm really proud of you, Tom. Thanks to
you, I'll write a great article for our
newspaper.
Task 6
Students use the Braille code to do the
tasks.
Task 7
Ask: Is daily life difficult for a blind /
disabled person?' / What difficulties are
there?'
Organise a class discussion. Assist with
language (e.g. Blind people can't cross
the street / They can't see facial
expressions etc.).
. WB Task 1, p. 115
119
120
_VOCABULARY LINK
SB page 125
Task 1
Encourage students to try & explain the
words / phrases in English with a
synonym, a paraphrase or an example.
With a less confident class, you can
allow L1.
Answers:
a. he had an accident
b. think / find
c. to give each other secret / important
information
d. a place with a number
e. only; in this simple way
f. in places such as libraries, banks etc.
g. got its name from Braille
h. with your help
Task 2
Students exchange their sentences with
other pairs & give each other feedback.
Task 3
Ask students to look at the symbols in
the table & elicit that they are
punctuation marks.
Students match the punctuation marks
with their names.
Play the CD.
Answers:
1. d 2. b 3. c 4. h
5. f 6. e 7. a 8. g
Tapescript
Listen and check.
1. exclamation mark
2. comma
3. question mark
4. apostrophe
5. bracket
6. capital letter
7. full stop
8. hyphen
Task 4
Students re-write the text adding the
correct punctuation.
Ask them to check their answers with
their partners before you check answers
with the class.
Answers:
Braille Reading Club (BRC)
Do you want to talk with other kids
about the new Braille best-sellers?
Visit the Reading Club e-message board.
You can learn about prices, bookshops
and authors.
Don't miss it!
Task 5
Elicit / explain the vocabulary in the
Language Bank.
Explain that we can either say adjective
+ people' or the + adjective' to refer
to a group of people (e.g. the rich, the
poor, the young etc.)
Students match the people with the
physical problems & then make
sentences with the things that can help
them.
Encourage students to add their own
ideas too.
Punctuation Marks
Disabilities
Answers:
1. The blind / Blind people can't see.
2. The deaf / deaf people can't hear.
3. The disabled / Disabled people can't
use a part of their body.
A seeing dog, a cane or a Braille printer
can help the blind.
Sign language or a hearing aid can help
deaf people.
A wheelchair or a cane can help disabled
people.
Task 6
They can visit the websites to find
famous people with disabilities.
Alternatively, they can use encyclopedias
or other books they might have.
Possible Answers:
Helen Keller (deaf-blind American
author, activist & lecturer)
Ray Charles & Stevie Wonder (blind
American musicians)
Ludwig van Beethoven (became deaf in
later life, German composer)
Johann Sebastian Bach (became blind
in later life, German composer)
Francisco Goya (blind & deaf in later
life, Spanish painter)
Michelangelo (became blind painting
the Sistine Chapel , Italian Renaissance
artist)
Frida Kalho (disabled / paraplegic,
Mexican painter)
Franklin D. Roosevelt (disabled from
polio at the age of 35, American
President)
Stephen Hawkins (disabled, British
scientist)
.
WB Tasks2-4, p. 116
GRAMMAR LINK
SB page 126
Task 1
the class & elicit the formation of The
Simple Past Passive: be' in the past
(was / were + past participle of the
main verb.
Students complete the Grammar Table.
Appendix, p. 175 if they need help.
Answers:
USE
1. finished, past
2. date
FORM
was / were + past participle
Negatives: subject + was / were + not +
past participle
Questions: was / were + subject + past
participle?
Short answers: Yes, I was /you were /
he-she-it was/ we-you-they were
No, I wasn't / you weren't /
he-she-it wasn't/ we-you-they weren't
Task 2
extracts from the newspaper articles
with the class & check for any
difficulties.
Refer to the examples & elicit some
more ideas.
Make sure students use the past passive
correctly.
121
Passive Structures
Simple Past Passive
Students in small groups choose one of
the events & think of positive / negative
results this event had on people's life.
They present their ideas to the class.
. WB Tasks 5-7, pp 117-118
SPEAKING
SB page 126
+Aim & Objectives
To involve students in asking &
answering questions using the past passive
was / were born, kindergarten, was / were
allowed
Past Passive in the interrogative &
positive
Short answers
Unit 6, Lesson 1, Speaking Task 1 in
TB, p. 88
. WB Task 8, p. 118
LESSON 3
School reporting!
READING
SB pages 127-130
- reading an article about starting a
school newspaper
Vocabulary
Media, review, cartoonist, comic strip,
parade, dig up, researcher, designer,
word processing package, run off
Task 1
Students read the e-mail & answer the
questions.
Elicit attached file / attachment (a file
which is added to a message that you
send to someone).
Answers:
1. The attachment is the spring issue of
Petra and Hans's school newspaper.
2. They suggest that their e-friends start
their own school newspaper.
Task 2
Go through the headings with the class
Elicit include (have as one of its parts).
Students read the article on pp. 129-130
and match the headings with the
sections.
Answers:
a. 4 b. 6 c. 5 d. 1 e. 2 (3 is extra)
Task 3
Go through part B of the article & elicit
that the items mentioned are different
types of texts that can be found in a
newspaper.
Elicit recipe (a list of ingredients and a
set of instructions that tell you how to
cook something) & review (a report in a
newspaper / magazine in which
someone gives their opinion on a new
book / film CD etc.).
Students read texts A-E and find what
type of text they are.
Answers:
A. Club announcement
B. (Book) Review
C. Quiz
D. News article
E. Recipe
122
Task 4
It is not necessary to pre-teach the

names of jobs for this task.
Students can use the context to find

who does what.
Answers:
a. photographer
b. researcher
c. reporter
d. editor
e. designer
Task 5
This task prepares students for the
project that follows.
Revise volunteers. Elicit sponsorships.
Students first discuss in pairs and then
with the class as a whole.
. WB Task 3, p. 120
READING & SPEAKING
SB page 130
- reading newspaper headlines &
speculating on the content of the article
Vocabulary
Have your attention, celebs, skinny,
friendship, destination
They read the headlines & answer the
questions.
Explain words students ask for
(e.g. celebs (celebrities): famous
people, skinny: too thin etc.).
The purpose of the task is for students
to try & guess what the articles must be
about. Accept all answers.
Possible answers:
a. article addressing teenagers
b. article about celebrities
c. photos of celebrities
d. article giving rules / laws /tips on how
to maintain a friendship
e. article about Oxford (sights etc.)
f. book review
g. editorial
. WB Tasks 1&2, pp 119-120
LISTENING
SB page 131
- to a conversation about jobs in a
newspaper
- for gist & detail
Vocabulary
review, portrait, that's cool, attend a
football match, captain of the team, jokes
Task 1
Play the CD twice.
Answers:
Petra: write a book review
Robert: draw / make portraits / drawings
of teachers
Hans: take photos of the (football) match
Sylvia: take an interview
John: collect jokes
123
Tapescript
Listen to some students in Petra and Hans'
class talking about their school newspaper
and take notes of what each student is going
to do.
Petra: I've read lots of interesting books this
year so I'd like to write a book review. What
about you?
Robert: Well, I find writing boring but I'm
good at drawing. I can make portraits of
some teachers. What do you think?
Petra: That's cool! So, Robert will draw
portraits of the teachers (sound of Petra
jotting down the idea) OK! Now, who can
attend the football match next week and
take some photos?
Hans: Me! And Sylvia can ask the captain
of the team for an interview.
Petra: Great! So, photos from the match
Hans and interview Sylvia (writing and
talking). Anything else?
Robert: I know! Why don't we ask John to
collect some school jokes? He's the best
at. ( fading)
PROJECT
SB page 131
To involve students in starting their own
school newspaper
For this project you may need more
than one teaching period.
Go through the steps of Phase One of
the project & check for any difficulties.
It is important that students use their
portfolios to find texts which could go
in the newspaper.
Allow students to decide on what to
include.
Monitor the voting stage.
Then go through Phases Two & Three
and assist as necessary.
You can ask other teachers (e.g. the
ICT teacher) to help & use the
resources of your school as appropriate.
A school newspaper is something
students & teachers can take pride in.
You can continue it in the next school
year with all your classes.
. WB Tasks 4-10, pp. 121-124 are
review tasks & can be done as
classwork or homework
SELF-ASSESSMENT SB p. 132-134
124
125
Aids
o CDs with songs about summer (Cover Page)
Schedule
Links to: 1. Cover page
Physical 2. Reading &
Education Speaking,
Geography Reading
History 3. Listening &
Review Review Review
ICT Writing
Culture 4. Project,
Art
Music
Themes:
Time
Place
System
Difference-
similarity
Happy summer
holidays!
Unit 9
(Review)
126
UNIT 9 (Review) Happy summer holidays!
COVER PAGE
SB page 135
Draw students' attention to the title of
the lesson & ask: 'What is the lesson
about?'
Elicit that it is about summertime /
summer holidays.
If you have brought a CD with summer
songs' in class, you can play one & ask
students if they know it and / or what it
is about.
Alternatively, you can ask students to
bring CDs with songs about the
summer.
In groups, students write down titles of
songs about the summer they know.
You can photocopy the lyrics of some
songs & ask students to follow while
listening to the songs.

Possible answers:
Holidays (Madonna)
Holidays (Scorpions)
Summertime (Janice Joplin)
Summer nights (John Travolta & Olivia
Newton John from the film Grease)
Summer wine (Ville Vallo & Natalia
Avelon or Nancy Sinatra)
Summer in the City (Loving Spoonful)
School's Out (Alice Cooper)
Itsy Bitsy Teenie Weenie Yellow Polka
Dot Bikini (Bryan Hyland)
Walking on Sunshine (Katrina and the
Waves)
etc.
. WB Task 1, pp. 126-127
READING & SPEAKING
SB pages 136-138
To involve students in reading
- an e-mail & an online article about a
summer camp
- for gist & detail
Vocabulary
unusual / extreme sports, white water
rafting, wall scaling, abseiling,
canoeing, archery, trekking,
eco-holidays, grape harvest
Task 1
Students read Silou's e-mail & the
information from the webpage & say
what they are about (Teen Camp, sports
holidays for teenagers etc.).
Refer the class to the pictures of sports.
Ask: Are these sports like football/
basketball /swimming etc.?' Elicit that
they are unusual sports.
Ask students to describe the activities in
the pictures (white water rafting, fishing,
archery, wall scaling).
Task 2
Elicit abseiling (climbing down a wall,
rock face etc. using a double rope), eco
holidays (holidays to exotic or threatened
ecosystems to observe wildlife or to help
save the environment / travelling with
attention to nature and leaving it as it was
found) & grape harvest (picking/
gathering grapes).
In pairs, students collect words from the
webpage under the two topics.
Then they add more activities to the
topics.
Answers:
Activities at the IT Camp
white water rafting, wall scaling,
abseiling, canoeing, archery, fishing,
trekking, cycling, helping with the grave
harvest, cleaning the beaches
Unusual and Extreme Sports
white water rafting, wall scaling,
abseiling, canoeing
Eco-holidays
helping with the grave harvest, cleaning
the beaches
MORE ACTIVITIES
UNUSUAL & EXTREME SPORTS
gliding (or soaring): flying sailplanes
(unpowered aircrafts), hang gliding : the
pilot hangs from a wing frame
paragliding (or parapenting) : the pilot sits
in a harness suspended below a fabric wing
parasailing (or parascending): a person is
towed behind a boat while being attached
to a parachute
biathlon: combination of cross country
skiing with target shooting
luge: sliding down mountainsides lying on
one's back on an open sled
Also: parachuting, snowboarding, scuba
diving, canoeing etc.
ECO HOLIDAYS
Hiking in National Parks, whale watching,
turtle watching, volcano watching,
recording local cultures, farm visits etc.
Task 3
Organise a class discussion on the issue.
Encourage students to give details of
their experiences (e.g. when / where they
did the activity, if they enjoyed it etc.).
READING
SB pages 137-138
- reading students' e-mails
- scanning
Vocabulary
first aid kit / course, region, chilly,
sunscreen, currency, renew a passport
Task 1
Students scan the e-mails & answer the
questions.
Explain that they shouldn't worry about
words they don't know at this point.

Answers:
a. Jean Paul b. Nadia c. Magda
d. Pedro e. Jennifer f. Silou
g. Jean Pail h. Jennifer
Task 2
You can explain words students ask for.
Ask: What is Jean Paul concerned
about?' (safety / first aid / accidents).
Ask: What else do the children mention?'
Elicit the different topics that are
mentioned in the e-mails
(e.g. entertainment, clothes, cuisine,
currency etc.).
Ask students to add their own ideas.
. WB Tasks 2-3, pp. 127-128
127
LISTENING
SB page 138
- to a dialogue between a student & her
teacher about the E.U.
- for gist & detail
To integrate listening with reading,
writing & speaking
Vocabulary
council, rights, Eurozone, government,
taxes, citizen, identity card
Task 1
Ask students what they know about the
European Union & elicit / provide
useful vocabulary.
You can write the words in the
Vocabulary box above on the board &
ask students to explain them in relation
to the EU.
Students listen and tick the topics
discussed.

Answers:
What is the EU?
Your EU rights
The Eurozone
Task 2
Ask students to read Silou's e-mail
before they listen again & try to
complete the gaps or guess what kind of
information is missing.
Play the CD twice.
Students write the correct answers.

Answers:
1. 1981 2. 10 3. 27 4. taxes
5. live 6. euro 7. 12
Tapescript
Listen to Silou and her English teacher talking
about the European Union (EU) and tick (-)
the topics they are discussing.
Teacher: Class dismissed. Thank you
(sound of teenagers leaving the classroom).. Oh
Silou, do you have some time? I can tell you a
few things about the European Union, if you
like.
Silou: Yes, of course Miss. I'm all ears.
Teacher: Which country did you say you are
visiting?
M Silou : Greece, Miss. I'm going to meet my
e-friends at an international camp there.
Teacher: Great idea! So, you should know that
Greece is the tenth country which joined the
European Union, in 1981.
Silou: Is the European Union something like a
club?
Teacher: (laughing) Exactly, Silou. The EU is a
group of countries whose governments work
together. To join this group you have to agree to
follow its rules. In return, you get some bonuses.
At the moment there are 27 countries in the EU.
Silou: Do they pay money to be members?
Teacher: Actually, they have to pay taxes. The
EU uses this money to change the way people
live and to do business in Europe. It brings
European citizens closer together. They can buy
and sell things to each other very easily, they can
move around freely inside the EU
Silou: Oh, that's why my European friends
don't need a passport to visit Greece. Just their
identity card.
Teacher: Exactly. And they can live in any
nation in the Union.
Silou: Sounds interesting. Do all members use
the Euro?
Teacher: No, only 12 of them. This is the
Eurozone. The Euro was introduced in 2002.
128
129
Do you want me to get you some information
about the Euro banknotes and coins tomorrow?
Silou: Yes, of course. Thanks a lot, Miss.
Teacher: You're welcome, Silou. Take care.
Silou: See you tomorrow, Miss.
Silou is really excited about the EU so she's
writing to Magda about it. Listen to the
recording again and complete her e-mail.
Task 3
Students can use their school books or
the Internet to find the answers to
Silou's questions.
You can use the sites recommended
below.
The information provided in the
answers below may need to be updated
after some years.

Answers:
There are 27 countries in the EU today:
Austria, Belgium, Bulgaria, Cyprus,
Czech Republic, Denmark, Estonia,
Finland, France, Germany, Greece,
Hungary, Ireland, Italy, Latvia,
Lithuania, Luxembourg, Malta,
Netherlands, Poland, Portugal,
Romania, Slovakia, Slovenia, Spain,
Sweden, United Kingdom.
Useful site: http://europa.eu/abc/
european_countries/index_en.htm
Rights in the EU
Among others, you may wish to discuss
the following:
All EU citizens are equal regardless of
gender, race, religion or age.
EU High School students can take part
in Comenius, a programme which
involves joint educational activities.
Every citizen of the Union, regardless of
nationality, has the right to vote and to
stand as a candidate in local elections in
his or her country of residence and in
elections to the European Parliament.
Some useful sites:
http://europa.eu/abc/12lessons/lesson_9/i
ndex_en.htm
http://ec.europa.eu/youreurope/index_en.
html
http://www.youthinformation.com/Templ
ates/Internal.asp?NodeID=90116
Eurozone
EU countries which meet the
convergence criteria (also known as the
Maastricht criteria) can enter the
Eurozone and adopt the euro as their
sole official monetary unit.
The countries which are in the Eurozone
today are:
Austria, Belgium, Cyprus, Finland,
France, Germany, Greece, Ireland, Italy,
Luxembourg, Malta, Netherlands,
Portugal, Slovenia, Spain.
Greece joined the Eurozone in 2001.
The next enlargement will be to Slovakia
in 2009.
Useful sites:
http://www.24carat.co.uk/
eurozoneframe.html
http://en.wikipedia.org/wiki/Eurozone
Task 4
Encourage students to think of more
questions about the EU.
The recommended sites can help
students answer their questions.
130
.WRITING
SB page 139
- writing a letter to an English-speaking
friend who lives in a non-European
country to give him / her information
about traveling in Europe
To integrate writing with listening &
reading
Explain that students can use ideas
from the listening task, Silou's e-mail
& the information they have collected
about the EU.
(peer feedback & process writing)
. WB Tasks 4- 5, pp. 128-129
PROJECT
SB page 139
To involve students in presenting their
favourite painting
curriculum (history, art, culture)
autonomy
Task 1
Remind students that Nadia is an art lover.
Ask: What did she ask for in her e-mail
on page 137?' (Postcards with paintings,
a postcard with a painting by Picasso in
particular).
Ask students to say what the paintings
show & if they like them or not & why.
Ask: Which is your favourite painting /
painter? Why?'
Encourage several students to answer.
Task 2

Answers:
Child with a dove: Pablo Picasso
The Dance Class: Edgar Degas
:
The bedroom: Vincent Van Gogh
Tasks 3 & 4
Students can find information in their
school books or on the Internet.
They can work individually first and
then in small groups to select one of the
paintings.
Explain that they have to present a
picture of the painting.
They prepare their presentation and
then present it to the class.
EXTRA!: Project
Go through the steps of the project with
the class and check for any difficulties.
They decide on a painting they like.
They write a short story based on the
painting.
They can download the picture of the
painting, print it & add it to their
stories.
You can ask students to read their
stories in class.
At the end, the class can vote for the
best story.
Put all stories on display for everyone to
read.
My favourite painting
The story behind a famous painting
Appendices
tests
132
TESTS
Example: John doesn't want to get up True
1. His mum is driving him to school today......................................
2. He has to take three rounds of the football field because he is late for class
......................................................
3. They're starting a new school subject today.......................................
4. His maths teacher sent him out of the classroom because he was noisy..............................
5. John likes rice and vegetables.....................................................
4 POINTS FOR EACH CORRECT ANSWER TOTAL ___/20
READING
Read the text and write True or False next to the sentences. Correct the False
sentences.
Rrrrrrrrrring!!! The alarm clock goes off. Let me sleep, please!!!
Get up, you're getting late for school!
Oh, mum, it's only (I look at the clock) WHAT? Already? I get up, rush to
the bathroom and have a quick shower.
Hurry up or you'll miss the bus. I have breakfast quickly, I rush to the bus
stop and I see the bus turning round the corner. Oh God, I'm dead meat!
I go back home and ask dad to give me a lift to school (I have to listen to
a long speech on how important it is to get to school on time) Yes, dad... no,
dad... I'm sorry, dad, it won't happen again... yes, dad...no dad (I arrive at school and the
students have just got in the classroom).
Just what I wanted. (I have to take three rounds of the football field without stopping
because I was late)
Why do they make fields so HUGE??? (I get into the classroom 10 minutes later)
Class, today we're going to start geometry.
Oh, no! Don't tell me I forgot my notebook at home. The teacher asks me to stand outside the
class because I didn't bring the maths notebook. The bell rings the end of the period after a
whi le. Finally! The rest of the day goes without any other accidents.
Mum, I'm home. Here honey, have your lunch. Rice and vegetables again? How does anybody
eat this stuff? Eat the food quickly or else
I finish food and go to my room. Ah, peace at last!
A
T
Y
PICAL MORNING IN JOH
N
S
L
IF
E
Name:
Class:
Date:
Think Teen
Units 1-3
1
133
TESTS
Delete the odd one out.
e.g. art geography maths Monday
1. Tuesday Friday PE Wednesday
2. blurb dancing painting cooking
3. author dairy products publisher character
4. gift comic romantic horror
5. choreography festival musical dishes
1 POINT FOR EACH CORRECT ANSWER TOTAL ___/5
Choose the correct word to complete the sentences.
1. I feel ............... when I see poor children in the streets.
a. sad b. excited c. bored
2. Fast food isn't ... for teenagers.
a. unhealthy b. healthy c. health
3. I must ........... down on fatty foods.
a. give b. cut c. stop
4. My best friend is a great ........... of Madonna but I don't like her very much.
a. fun b. funny c. fan
5. Can we ........... part in the school song contest?
a. take b. have c. give
Match the words with their definitions.
GRAMMAR LINK
Put the verbs in brackets in the correct form of Simple Present and Present
Continuous.
e.g. My dad goes to work by car every day.
1. Look! It (snow).
2. Magda (not like) school very much.
3. Jacqueline Wilson (write) a new book these days.
4. (Betty/wear) her black shoes today?
5. George . (tidy) his bedroom once a week.
e.g. delicious d
1. review
2. damage
3. huge
4. battle
5. evil
a. very bad
b. fight between two armies
c. a report about a book
d. very tasty
e. do harm
f. very big
VOCABULARY LINK
2
3
4
5
Look at the sentences and write the questions.
Example: My sister plays volleyball twice a week.
How often does your sister play volleyball?
1. I usually drink orange juice with my meals.
What..
2. Andrew is crying because he can't find his toy car.
Why.
3. We go to school on foot every morning.
How
4. Mary is taking a test right now.
What..
Choose the correct word.
e.g. James should/ mustn't work harder at school.
1. We must/shouldn't eat three normal-sized meals a day.
2. You may/don't have to go on a diet. You are in a good shape!
3. There is no answer on the phone. She mustn't/may be at work.
4. My mobile phone isn't as expensive/more expensive as my friend's.
5. My brother is the good/best basketball player in the school team.
LISTENING
Listen to three speakers talking about teenage problems and match them with the
problems (a-d). There is an extra problem.
134
TESTS
Speaker 1
Speaker 2
Speaker 3
............
............
............
a. worries about a member of her family
b. wants to spend some time alone
c. wants to change something in her
appearance
d. wants to spend the weekend with her
friends
6
7
8
135
TESTS
WRITING
Your English friend Don has sent you the following e-mail. Write an e-mail
(about 60 words) to give her some advice. You can use some of the ideas in the box
if you like.
Hi there!
I need your help. Remember my friend Mai from Japan? Guess
what! She's coming to England for a week. She's staying with me and
she wants to meet a lot of English teenagers. What should I do?
Don
Ideas Bank
o organise a party
o visit your school
o take her to the youth centre
o go out with your friends
TOTAL ___/20
9
SPEAKING
Work in pairs. You want to buy a present for your English teacher. Here are some
presents you like. Discuss with your partner and try to decide on the best present.
You can use some of the words in the box if you like.
Word Bank
expensive cheap
interesting boring
beautiful ordinary
TOTAL ___/15
READING: _____/20
VOCABULARY LINK : ____/15
GRAMMAR LINK: ___/18
LISTENING: _____/ 12
WRITING: _____/ 20
SPEAKING: _____/15
TOTAL SCORE: ______/100
136
TESTS
10
137
TESTS
READING
Read the article on how to help the environment. Complete the gaps with the right
sentence from the box. There is an extra sentence you don't need to use.
What You Can Do to Help Wildlife and Plants
In your community
Join a local or national environmental organisation. Work with other community
members to maintain local habitat. Organise litter cleanups and recycling
campaigns.
Follow the fishing and hunting laws of your countries.
At home
Don't put dangerous substances down the drain or in the rubbish. Things like paint
thinner, furniture polish, and antifreeze can pollute our water and land. Take
unwanted, reusable items to a charity organisation. Use cloth, not paper, napkins. Turn
the lights and TV off when you leave a room. Recycle everything you can: newspapers,
scrap papers, cans, glass, motor oil, plastics, etc. Don't leave water running.
In your yard or neighbourhood park
Plant native trees and bushes with berries or nuts.
When you're on holiday
Don't pick flowers or collect wild creatures for pets. Going abroad?
Think twice about the things you buy.
In your car
Don't throw cigarettes or litter out your window. Food litter along
roadsides attracts animals that can be killed by cars.
adapted from http://www.fws.gov/endangered/pubs/What%20You%20Can%20Do.09.05.pdf
A. Ask your teachers to help you organise activities like these.
B. Birds and other creatures can find food to eat and a place to live
C. Cigarettes cause thousands of forest fires every year.
D. Leave animals and plants where you find them.
E. Walk, ride your bike, carpool, or use public transportation when possible.
F. Turn off the tap when brushing your teeth or washing your face.
4 POINTS FOR EACH CORRECT ANSWER TOTAL __/20
1.
3.
2.
4.
5.
Name:
Class:
Date:
Think Teen
Units 4-6
1
138
TESTS
POINT FOR EACH CORRECT ANSWER TOTAL ___/5
Find the collocations.
a. police report f. jewellery
b. compass g. live performance
c. pavement h. puppet
d. rubbish i. treasure
e. earthquake j. monument
1. grow a. temples
2. raise b. language
3. build c. school
4. believe in d. news
5. official e. crops
6. a marble f. the Internet
7. boarding g. life after death
8. core h. animals
9. surf i. subjects
10. breaking j. statue
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
VOCABULARY LINK
Match the words with the pictures. 2
3
139
TESTS
Choose the right word.
e.g. Who b America?
a. invented b. discovered c. created
1. A strong measuring 6.3 in magnitude, rocked the area.
a. hurricane b. volcano c. aftershock
2. Mozart his first music when he was 5.
a. composed b. discovered c. invented
3. If you want to get the job, you must first .. an application form.
a. fill in b. write c. ask
4. Do you have any in working with young children?
a. interview b. experience c. qualities
5. His dad works for an international company and gets a high .....
a. salary b. hour c. qualification
GRAMMAR LINK
Put the verbs in brackets in Simple Past or Past Continuous.
1. When I . (see) her, she (wear) her favourite T-shirt.
2. They .. (lie) on the beach when the tsunami hit the seaside.
3. Yesterday Mary went to the police station and (find) one
of the policemen.
4. The police found out that Mary's money (miss).
Complete the paragraph with who, which, where.
Last summer we went to Ioannina. We stayed at the Olympic Hotel
1
. was
in the city centre. Opposite the hotel there was a nice park
2
.. we often went
for a walk. Mr Stavrou,
3
.. was the owner of the hotel, told us where to go and
what to see. First, we walked around the Ioannina lake and took many photos. Then we
visited Perama caves,
4
.. were magnificent but a bit cold. We also went to
Polydendri, a picturesque village,
5
. local people make delicious pies. Last, we
stopped at Vrana's wax museum and saw some of the 1821 war heroes. It was amazing!
4
5
6
140
TESTS
Put the verbs in brackets in the Present Perfect Simple or the Past Simple.
1. Look at Christina! She (break) her arm.
2. My parents (leave) two days ago for Paris.
3. At school we (form) an eco team.
4. I (just / finish) this test. It (take) me thirty minutes
to do it.
LISTENING
Your school is visiting the Planetarium next week. Listen to the recorded message
and
complete the notes.
EUGENIDOU FOUNDATION-Virtual Presentations
Open for
1
..: from 9.30 am to
2
pm on weekdays
Open for the public: from 5.30 pm to
3
pm on
4
,
5
.,
6
Tickets:
7
for adults and
8
for children
Tel. number:
9
e-mail:
10

WRITING
Your English friend Sheila has sent you the following e-mail. Write an e-mail
(about 60 words) to answer her questions.
TOTAL ___/20
That's why I was grounded for one week! It was terrible. My
parents were really angry. They didn't let me go out and I missed
my best friend's party! Can you imagine? Have you ever been
grounded for so many days? Write to me about it.
Sheila
7
8
9
141
TESTS
SPEAKING
Read the instructions on your card and do the speaking task with your partner.
TOTAL ___/15
Student A
Here's a text about Life in Ancient China. Some information is
missing. Your partner has the missing information. Ask him/her
questions to complete your text.
LIFE IN ANCIENT CHINA
The Chinese civilisation started around
1
BC when a
group called the Yangshao came to live near Huang He, the
long river.
Ancient China was a country of very rich and very poor
people. Hu the Tiger was a very rich emperor. There were
women soldiers in his army who wore furs and gold
2
.......!
Archaeologists have found many ancient villages in northern
China.
3
.. lived in large homes and palaces made of
mud and wood. But most people were farmers who worked
for the rich. Farmers lived in very simple homes with no
furniture.
The
4
was very important for Chinese people.
The oldest male was the head of the family and the young
always obeyed their parents. Chinese people also believed in
the gods of
5
.., the river god, the rain god, the earth
god. The most powerful god was T'ien, the sky god.
Student B
Here's a text about Life in Ancient China. Some information is
missing. Your partner has the missing information. Ask him/her
questions to complete your text.
LIFE IN ANCIENT CHINA
The Chinese civilisation started around 10,000 BC when a group
called the Yangshao came to live near Huang He, the long
1
.
Ancient China was a country of very rich and very poor people.
Hu the Tiger was a very rich
2
... There were women
soldiers in his army who wore furs and gold rings!
Archaeologists have found many ancient
3
in northern
China. The rich lived in large homes and palaces made of mud
and wood. But most people were farmers who worked for the
rich. Farmers lived in very simple homes with no furniture.
The family was very important for Chinese people. The
4
.. was the head of the family and the young always
obeyed their parents. Chinese people also believed in the gods of
nature, the river god, the rain god, the earth god. The most
powerful god was T'ien, the
5
.. god.
READING: ____/20
VOCABULARY LINK: ___/20
GRAMMAR LINK: ___/15
LISTENING: ____/10
WRITING: ____/20
SPEAKING: ____/15
TOTAL SCORE: ____/100
142
TESTS
143
TESTS
Name:
Class:
Date:
Think Teen
Units 7-9
READING
Read the text and choose the best title for it.
5 POINTS FOR THE CORRECT ANSWER TOTAL ___/5
The first telephone was invented by Alexander Graham Bell in 1876 but mobile
phones were invented many years later. In the beginning, they were not used by many
people but now almost everyone has got a mobile, even school children. Especially for
teenagers all over the world it is a must-have item. Ringtones and fashion accessories
like straps, antenna rings, photo stickers and fake gems are believed to make their
mobiles special. These accessories reflect their owner's personality. As Tessa, a senior
high-school student explains "It's a way to make your phone different from everyone
else's."
Mobiles are used to communicate with friends through voice but this is a very small
and quite unimportant part of its function nowadays. Mobiles are often used to send
text messages, take or share photos and videos. New generation mobiles have lots of
other functions, too, such as connection to the Internet, access to your e-mails, even
computer games! People in Japan say that in three or four years, it is quite possible
that banks will disappear because all banking services will be offered on your mobile.
Mobile phones are in fashion and they're a new way to communicate and have fun!
Do you think you can resist?
Sources: www.wikipedia.org , http://www.ericsson.com/mobilityworld/sub/articles/other_articles/06may24
1
B. A modern invention!
A. Graham Bell and his inventions
C. Mobiles are not for everyone!
144
TESTS
Read the text again and write True (T) or False (F) next to the sentences.
e.g.: This is an article about televisions. F
1. Mobile phones were invented by Alexander Bell.
2. Accessories can't show what kind of person you are.
3. The main function of mobile phones is communication through voice.
4. Mobile phones can be used as cameras.
5. There are no banks in Japan now.
VOCABULARY LINK
Complete the sentences with the right word from the box.
destination safety recognise popular whole accident
questionnaire owner waste jealous
1. She discovered her real parents in America by ..
2. The Oscars are the most .. award in the film industry.
3. I always ask my children to wear their seatbelts because I'm worried about
their ..
4. Our teacher asked us to complete a .. about our learning styles.
5. Don't .. the water when you have a shower! Always turn the tap off
when you don't need it.
6. A small taxi will take you to your ..
7. I'm often .. of my little brother. He always has anything he wants.
8. Can you .. this tune?
9. It's a great dog. He always does what his .. tells him.
10. Let's spend the .. day sightseeing.
2
3
145
TESTS
GRAMMAR LINK
Circle the correct form of the verb.
1. In this photo we will have / are having a picnic in the forest.
2. I've decided to go to the cinema. I will / 'm going to see a comedy.
3. Jean is flying / will fly to Rome tomorrow morning.
4. In 2525 kids are going to wear / will wear an interactive video watch.
5. This bag is heavy. I will help / 'm going to help you.
Complete the sentences with the correct words/phrases from the box.
soon yesterday while
twice a week yet
1. Have you finished your homework.?
2. We play football ..
3. Perhaps we'll buy a new computer .
4. A huge tsunami destroyed nine villages .
5. .. we were having dinner, my uncle called.
Write questions for the following sentences. The underlined words are the answers.
1. Mrs Smith is going to meet the new president tomorrow.
2. He'll put his desk next to the window.
3. My best friend is visiting her granny at the weekend.
4. The maths teacher is going to see the students' parents on Wednesday.
5. Tourists will use air lifts to reach future cities.
4
5
6
Write the verbs in the correct form of Simple Present Passive or Simple Past Passive.
1. The test ............................................. (prepare) by the maths teacher yesterday.
2. All the housework ......................... (usually/do) by Dad.
3. The beaches of the island.......................................... (clean) every summer.
4. Our dog ...................................... (find) in an old house yesterday.
5. John and Mary ........................................... (send) an electronic card for their
birthday this morning.
LISTENING
Listen to this dialogue between a couple, John and Mary, and decide if the
statements are True or False. Write T, or F next to statements 1-10. Number 0 is
an example.
0. John forgot the tickets. F
1. Mary is happy about missing the play.
2. Mary suggests eating out.
3. They ate at a restaurant yesterday.
4. John wants to go to a concert.
5. Mary likes the atmosphere of a concert.
6. John called Mary's aunt last week.
7. Mary wants to see her aunt.
8. Mary isn't very keen on going to the sports centre.
9. Mary has made most of the suggestions.
10. They decide to go to the cinema in the end.
146
TESTS
7
8
147
TESTS
WRITING
Write a short e-mail to your English key-pal to tell him/her
a. about your holiday plans
o where you are going and
o when you are leaving
b. what you plan to do there
o activities/sports you're planning to do
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
................................................................................................................................
TOTAL ___/20
SPEAKING
Work in pairs. You are going to prepare something for your English school newspa-
per in pairs. Here are some suggestions. Discuss with your partner and decide what
you are going to do.
Write a recipe
Prepare a quiz
Take photos on the next school trip
Draw a comic strip
Write an articl e about l earning Engl ish
TOTAL ___/15
READING: . / 15
VOCABULARY LINK: . / 20
GRAMMAR LINK: . / 20
LISTENING: . / 10
WRITING: . / 20
SPEAKING: . / 15
TOTAL SCORE: . / 100
9
10
READING
Task 1
1. False (His dad is driving him to school)
2. True
3. True
4. False (He didn't bring his maths
notebook)
5. False (He doesn't like rice and
vegetables)
VOCABULARY LINK
Task 2
1. PE 2. blurb 3. dairy products
4. gift 5. dishes
Task 3
1. a 2. b 3. b 4. c 5. a
Task 4
1. c 2. e 3. f 4. b 5. a
GRAMMAR LINK
Task 5
1. is snowing 2. doesn't like 3. is writing
4. Is Betty wearing 5. tidies
Task 6
1. What do you usually drink with your
meals?
2. Why is Andrew crying?
3. How do you go to school every morning?
4. What is Mary taking right now?
Task 7
1. must 2. don't have to
3. may 4. expensive
5. best
LISTENING
Task 8
Speaker 1: c
Speaker 2: d
Speaker 3: a (b is extra)
WRITING
Task 9
Accept all reasonable answers. Award 5
poi-nts for answering all the questions/
content, 5 points for organisation, spelling,
punctu ation, 5 points for appropriate style
(informal), 5 points for accurate use of
language.
See page 166 for a sample rating scale.
SPEAKING
Task 10
points for fluency 5 points for accuracy
and 5 points for interaction.
Units 4-6
READING
Task 1
1. A, 2. F, 3. B, 4. D, 5. C
VOCABULARY LINK
Task 2
1. d 2. a 3. f 4. c 5. e
6. i 7. b 8. g 9. j 10. h
Task 3
1. e 2. h 3. a 4. g 5. b
6. j 7. c 8. i 9. f 10. d
Task 4
1. c 2. a 3. a 4. b 5. a
GRAMMAR LINK
Task 5
1. saw / was wearing 2. were lying
3. found 4. was missing
Task 6
1. which 2. where 3. who 4. which 5. where
Task 7
1. has / 's broken 2. left 3. have/'ve formed
4. have / 've just finished / took
148
TEST KEY
Units 1-3
149
TEST KEY
LISTENING
Task 8
1. schools 2. 3.30
3. 8.30 4. Wed(nesdays)
5. Thu(rsdays) 6. Fri(days)
7. 8 8. 4
9. 210 9469600
10. public@eugenfound.edu.gr
WRITING
Task 9
language.
SPEAKING
Task 10
Student A: 1. 10,000 2. rings 3. The rich
4. family 5. nature
Student B: 1. river 2. emperor 3. villages
4. oldest male 5. sky
Award 5 points for fluency 5 points for
accuracy and 5 points for interaction.
Units 7-9
READING
Task 1
A modern invention
Task 2
1. F 2. F 3. F 4. T 5. F
VOCABULARY LINK
Task 3
1. accident 2. popular 3. safety
4. questionnaire 5. waste 6. destination
7. jealous 8. recognise 9.owner 10. whole
GRAMMAR LINK
Task 4
1. are having 2. 'm going to see
3. is flying 4. will wear 5. will help
Task 5
1. yet 2. twice a week
3. soon 4. yesterday 5. While
Task 6
1. Who is Mrs Smith going to meet
tomorrow?
2. Where will he put his desk?
3. When is my best friend visiting
her granny?
4. Who is going to see the students'
parents on Wednesday?
5. What will tourists use to reach future
cities?
Task 7
1. was prepared 2. is usually done
3. are cleaned 4. was found 5. were sent
LISTENING
Task 8
1. F 2. F 3. F 4. T 5. F
6. F 7. T 8. T 9. F 10. F
WRITING
Task 9
language.
SPEAKING
Task10
points for fluency 5 points for accuracy and
5 points for interaction.
150
TEST KEY
SAMPLE RATING SCALE FOR SPEAKING TASKS IN TESTS
Use the following rating scale to mark the speaking tasks in the tests. You can multiply
the band by 2 to get a score out of 10, by 3 to get a score out of 15 or by 4 to get a score
out of 20.
Accuracy Fluency Pronunciation/
intonation
5 Covers all parts of task
accurately
Very fluent and shows
good use of
communicative
strategies.
Good range of
vocabulary
Natural, approaching
that of native speaker
4 Covers all parts of task
with minor mistakes
(in question formation
or wrong use of tenses)
Some hesitations while
trying to find the right
word;
shows adequate use of
communicative strategies
Minor errors in
pronunciation
Covers most parts of task
with some mistakes
3 Covers a few parts of the
task with some mistakes
Frequent hesitations and
limited use of
communicative
strategies.
However, the message is
transmitted
Some errors in
pronunciation and
intonation but do not
impede understanding
Covers some parts of the
tasks accurately
2 Attempts some parts;
makes serious mistakes
Needs assistance Frequent errors in
pronunciation force the
interlocutor to ask for
clarification
1 Speech disconnected Needs assistance
all the time
Pronunciation
unintelligible
0 Task unattempted or
inadequate for
assessment
151
TEST KEY
SAMPLE RATING SCALE FOR WRITING TASKS IN TESTS
Use the following rating scale to mark the writing tasks in the tests. You can multiply the
band by 2 to get a score out of 10, by 3 to get a score out of 15 or by 4 to get a score out
of 20.
BANDS Content
& language
Grammar Spelling
& Punctuation
5 Covers all points in
nicely formulated
sentences, with very
good range of
vocabulary, using
conjunctions such as
and, but etc.
Almost no grammar
mistakes
Almost no spelling or
punctuation mistakes
4 Covers all points in
simple, short sentences,
good range of
vocabulary.
Minor grammar
mistakes, such as
omission of articles,
-ed or wrong
preposition
Minor spelling and
Covers most parts of the
message in nicely
formulated sentences
using conjunctions, good
range of vocabulary.
3 Covers some parts of
the message in short
simple sentences,
adequate range of
vocabulary
Some grammar mistakes Some spelling and
which do not interfere
with intended meaning
2 Covers one or two parts
of the message but errors
in expression / lexis
require interpretation by
the reader
Many grammar
mistakes (some tenses
wrong, omission or
wrong prepositions etc.)
Some spelling and
which make
understanding difficult
1 Only parts of the
message communicated
in telegraphic style
Wrong use of tenses
(uses only the stem of
the verb, no
prepositions)
Many spelling and
make it hard to
understand
0 Task unattempted
Task 8
Listen to three speakers talking about teenage problems and match them with the
problems (a-d). There is an extra problem.
Speaker 1: It's Susan and I'm 14. I want to have a tattoo but my dad hates them. We
always fight over this. I am very angry with him. Why can't I choose what I want to do?
I really want a tattoo. What should I do?
Speaker 2: Hi! This is Samantha. My problem is that I have to babysit for my little
brother every Saturday night. I really don't like the idea but mum doesn't seem to
understand me. I don't do any sports or have fun with my friends. I don't have a social
life. I'm in Junior High School. Help! I'm going crazy!
Speaker 3: I've got a 14-year-old son. He is a very good boy and a good student. I love
my son very much, and he knows it. Last week he told me a lie about a test at school.
Should I worry?
152
TEST KEY
LISTENING TEST TAPESCRIPTS
Units 1-3
Units 4-6
Task 8
Your school is visiting the Planetarium next week. Listen to the recorded message and
complete the notes.
Thank you for calling Eugenidou Foundation.
The Planitarium is open for schools from 9.30 in the morning to 3.30 in the afternoon on
weekdays. The public can visit the Planetarium from 5.30 to 8.30 on Wednesday, Thursday
and Friday evenings and from 10.30 in the morning to 8.30 in the evening at weekends.
The tickets are 8 euros for adults and 4 euros for children under 12. There are also special
prices for groups and schools.
There's a caf and a shop selling science books and souvenirs.
For more information, you can call 210 9469600 or send an e-mail at
public@eugenfound.edu.gr
153
TEST KEY
Task 8
Listen to this dialogue between a couple, John and Mary and decide if the statements are
True or False. Write T, or F next to statements 1-10. Number 0 is an example.
John: Hi! I'm home.
Mary: Hi! Did you remember to get the tickets?
John: Well, I remembered, but they were sold out.
Mary: Oh no. I was really looking forward to it. It's the last night that play is on.
John: I know. Anyway, I'm sure there'll be another chance to see it. The thing is, what do we
do now? Shall we go out for a meal?
Mary: No. We did that last weekend.
John: What about a concert?
Mary: I don't understand why people pay to go to a concert. I mean you can listen to music
at home on your CD player or on the radio. It's a waste of money going to a concert.
John: No, it's not. I love seeing a live performance. There's always such a fantastic feeling in
the audience, such an atmosphere.
Mary: We could go and see my aunt. I asked you to call her last week and you didn't have
time.
John: I'm not going to spend my free evening with your aunt! How about going down to the
sports centre? We could take some exercise and
Mary: I don't feel the least bit energetic. I've had a very hard day and the last thing I need is
to run around.
John: All right. But so far you haven't suggested anything but a family visit. I think we should
stay in and watch television if we can't agree what else to do. There might be a good film on.
Mary: OK. But another time, let's plan ahead and make sure we get tickets for things we want
Units 7-9
154
ITS UP TO YOU KEY
KEY: IT'S UP TO YOU (Students Book)
Unit 2 Lesson 1
Reading
Task 1
Vocabulary Link
Task 2
a. ace at
b. hanging out with friends
c. solve
d. term
e. fight with
f. I can't help it
Unit 2 Lesson 2
Reading
Task 3
a. Tom and Jennifer
b. Paul
c. Jim
d. Kate
e. Petra's dad
f. Tom and Jennifer
g. Kate
Unit 2 Lesson 3
Vocabulary Link
Task 4
a. sense of humour
b. taste
c. break up
d. gorgeous
e. the hurry
f. heating
g. secret
Speaking
Task 5
Accept all possible answers.
Unit 3 Lesson 1
Vocabulary Link
Task 6
Sample answers
GRAINS: rice, cereal, pasta, bread
VEGETABLES: green beans, peas, lettuce,
cucumber
DAIRY PRODUCTS: milk, yoghurt, cheese,
butter
FRUIT: bananas, apples, peaches, pears
MEAT / POULTRY / FISH: tuna, steaks,
burgers, chicken
Grammar Link
Task 7
Unit 3 Lesson 2
Listening
Task 8
Reading
Task 9
a. Smile!
b. Find an activity you like!
c. Tell your mum!
d. Don't be nervous!
Unit 3 Lesson 3
Reading
Task 10
1. A & C 2. B & D 3. D
4. B 5. C 6. A
MAGDA SUBJECTS
1 English
2 History
SUBJECTS
3 Geography
CHRISTOS SUBJECTS
1 Maths
2 Geography
SUBJECTS
JOHN SUBJECTS
1 Computer
Studies
2 PE
SUBJECTS
all the others
155
ITS UP TO YOU KEY
Vocabulary Link
Task 11
a. battle b. forces c. evil d. sticky f. online
Task 12
a. take part b. log on c. update d. explore
e. solve
Listening
Task 13
a. birthday b. older c. interesting d. loves
e. isn't f. doesn't know
Unit 4 Lesson 1
Reading
Task 14
Mystery person A: 1833, (-), Swedish, chemist,
dynamite / awards
Mystery person B: 1936, 1990, American,
puppeteer, Muppets
Mystery person C: 1805, (-), Danish, writer,
fairy tales
Mystery person D: 1756, 1791, Austrian, com-
poser, music
Mystery person E: 1564, (-) , British, poet /
actor / playwright, plays
Interesting facts:
Accept all facts that students find interesting.
Example answers:
Mystery Person A: The prizes carry his name.
Mystery Person B: He was Kermit's voice.
Mystery Person C: He wrote more than 150
fairy tales.
Mystery Person D: He composed his first music
when he was 5
Mystery Person E: He built the Globe Theatre.
Vocabulary Link
Task 15
a. explosives b. annual c. starred
d. composed e. best known
Grammar Link
Task 16
-ed: invented, asked, appeared, started, starred
-d: liked, used, died, created, composed
-ied: -
Irregular verbs: was, found, became, had,
wrote, built, bought
Unit 4 Lesson 2
Reading
Task 17
1.b 2.d 3.f 4.a 5.c 6.e
Task 18
Possible answers:
5. Mary was / felt angry / scared when she saw
her kitchen window broken / her jewellery
was missing.
6. She was / felt angry when the police didn't
have any news about the burglars.
7. Mary was / felt happy / excited when she saw
John again / John asked her out.
Reading and Speaking
Task 19
A: 1. cinema 2. foot 3. brother 4. mum
B: 1. friends 2. living room 3. two thousand
4. two
Unit 4 Lesson 3
Vocabulary Link
Task 20
A. flood B. car crash C. earthquake
D. volcanic eruption E. hurricane
Word Groups:
CAR CRASH: streets / deadly / photographers /
chase a car / driver / motorbikes
FLOOD: rivers / go up / inches / rainy season /
fight
EARTHQUAKE: aftershocks / measuring /
magnitude / rock
VOLCANIC ERUPTION: awake / sleeping /
lava / rocket up / top / mount
HURRICANE: destroy / strong winds
Task 21
1.h 2.a 3.f 4.e 5.b 6.g 7.c 8.d
Unit 5 Lesson 1
Listening
Task 22
6. Saturdays
7. 10
8. 5.30
9. Thursdays
10. 8.30
11. information
12. Box Office
13. Children's shop
14. school groups
15. 020 7323 8511
Unit 5 Lesson 2
Reading
Task 23
a. 59
b. 1 hour and twenty minutes
c. 6 out of 10
d. Shakespeare's theatre / the theatre where
Shakespeare performed
e. 16
f. About 8%
g. English, mathematics & science
h. a horserace
i. football, tennis
Task 24
100: theatres in London
5: the age children start school
5.5: the average weight of a British child's
school bag.
Vocabulary Link
Task 25
a. population b. entertain
c. pastime d. cultural
e. attend f. Curriculum
Unit 5 Lesson 3
Listening
Task 26
1. Saturdays 2. girls 3. projects
4. Saturday evening 5. black 6. white
7. favourite songs 8. parents
Listening and Reading
Task 27
b, d, e, f, h, i, j
Unit 6 Lesson 1
Reading
Task 28
1. c 2. a 3. d 4. b
Task 29
a. 3 b. 2 c. 1 d. 4 e. 2 f. 4 g. 3
Vocabulary Link
Task 30
1.b 2. d 3. a 4. c 5. h 6. f 7. e 8. g
Speaking
Task 31
Unit 6 Lesson 2
Reading
Task 32
1.f 2. b 3. d 4. c 5. a 6. e
Vocabulary Link
Task 33
a. 1 b. 3 c. 2 d. 5 e. 4 f. 8 g. 6 h. 10 i. 7 j. 9
Unit 6 Lesson 3
Listening
Task 34
The correct order is c, b, d, a
Task 35
1. three hours
2. in groups
3. daily life
4. speak to the public
5. copy the names
6. maps
7. biology
8. 120
156
ITS UP TO YOU KEY
157
ITS UP TO YOU KEY
Speaking
Task 36
Unit 7 Lesson 3
Reading
Task 37
Ask students to justify their choices.
Speaking
Task 38
Unit 8 Lesson 1
Grammar Link
Task 39
Sample Answers
SCHOOL
1. Absent students are registered every morning.
2. School trips are planned every term.
3. Classroom material is bought when it's
necessary.
4. Offices and classrooms are cleaned every
day.
5. Broken desks are repaired.
HOTEL
1. Beds are made every day.
2. Breakfast is served between 7.00 and 9.00.
3. Credit cards are accepted.
4. Bills are paid every day.
5. Information about the area is given to the
guests.
RESTAURANT
1. Meals are prepared and served every day.
2. Bills are paid.
3. Food is bought every morning.
4. Changes in the menu are planned.
5. Orders are delivered.
ZOO
1. Cages are cleaned every day.
2. Animals are adopted.
3. Games for young visitors are organised.
4. Photos are taken by the visitors.
5. Zoo guides are sold to visitors.
Unit 8 Lesson 2
Vocabulary Link
Task 40
a. B
b. A
c. B
d. A
e. A
f. B
g. A
h. B
Unit 8 Lesson 3
Reading & Speaking
Task 41
Unit 1
Reading Reading
Task 1
1. Sarah / Jason
2. Thomas (Tom) / Luigi
3. Amanda / Miranda
4. Nadia / Mandy
5. Yiannis
6. Miranda / Amanda
7. Yiannis
8. Jason
Task 2
1. b 2. e 3. a 4. c
1*
1. b 2. c 3. a
Vocabulary Link Vocabulary Link
Task 3
1. e 2. a 3. d 4. b 5. c
Task 4
1. e 2. d 3. - 4. a 5. b
6. c
Task 5
1. f 2. e 3. d 4. c
5. b 6. a
Grammar Link Grammar Link
Task 6
(See Grammar Appendix in student's book).
Task 7
1. My best friend is/isn't 12 years old.
2. Mum is/isn't at home now.
3. Football is/isn't my favourite sport.
4. My best friend and I are/ aren't in the same
class.
5. I am/ 'm not crazy about fashion.
6. There are/ aren't two cinemas near my
school.
Task 8
Task 9
1. Have you got a pet?
Yes, I have./ No, I haven't.
2. Has your friend got a new bike?
Yes, s/he has. / No, s/he hasn't.
3. Have your parents got a blue car?
Yes, they have. / No, they haven't.
4. Has your favourite animal got four legs?
Yes, it has. / No, it hasn't.
5. Has your best friend got a new PC game?
Yes, s/he has. / No, s/he hasn't.
Task 10
1. How are you?
2. Where are you from?
3. How old are you?
4. What are your favourite subjects?
5. What grade are you in?
6. What's your favourite sport/ hobby?
3
1. e 2. f 3. a 4. c 5. b 6. d
Task 11
(For guidelines on process writing see
Introduction in Teacher's book).
4
Students are asked to complete the gaps with
personal information. In some cases they have
to choose from the alternatives offered.
Unit 2
Lesson 1
Reading Reading
Task 1
1. S 2. S 3. A 4. A 5. S
6. S 7. A
5
TEXT A
1. T 2. T 3. T 4. F
TEXT B
1. T 2. T 3. F
158
WORKBOOK KEY
WORKBOOK KEY
*ANSWERS TI TASKS IN THE ITS UP TO YOU!
APPENDIX OF THE WORKBOOK ARE
GIVEN IN HIGHLIGHTED GREY BOXES.
159
WORKBOOK KEY
1. music 6. home economics
2. ancient Greek 7. English
3. history 8. computer studies
4. geography 9. art
5. biology 10. mathematics
Task 3
(Answers may vary).
Task 4
(Answers may vary).
Task 5
1. listening 2. ace
3. fall 4. hours
5. harder 6. hanging
7. borrow 8. by
Task 6
Affirmative
I /You read books.
He/ She/ It reads books.
We/ They read books.
Negative
Full Form
I /you do not read comics.
He / She/ It does not read comics.
We /They do not read comics.
Short Form
I / you don't read comics.
He/ She/ It doesn't read comics.
We/ They don't read comics.
Interrogative
Short Answers
Do I/ you read newspapers?
Yes, you/ I do. / No, you/ I don't.
Does he/she/it read newspapers?
Yes, he/she it does. No, he/she/ it doesn't.
Do we/you/they read newspapers?
Yes, we/you/they do. No, we/you/ they don't.
Task 7
1. He reads a book.
2. She watches TV.
3. He studies maths.
4. Do you visit your grandparents at weekends?
Does your dad work late?
5. She doesn't play football.
We don't go to the cinema on weekdays.
Task 8
Task 2
-s -es -ies
looks makes goes tidies
wants reads washes cries
rains comes watches studies
plays speaks does carries
A N C I E N T G R E E K O A E
R A B H N E G H J K B M L G H
T C M A T H E M A T I C S O A
E D F G F B N S F V O B C C E
M H N I O Y H J D N L D S A N
U I K J P B A S O A O U N S G
S S L M A P C F G C G O E F L
I T G E O G R A P H Y A M M I
C O M P U T E R S T U D I E S
A R D E G T E D F A B C M J H
B Y H O M E E C O N O M I C S
160
WORKBOOK KEY
Task 9
1. go 2. plays 3. don't study 4. visit
5. Does work 6. does 7. doesn't tidy
8. wash 9. plays 10. Do set
Task 10
1. always/usually/often/sometimes/never
2. always/usually/often/sometimes/never
3. once/twice/three times a week/ at the
weekend/ in the summer/on Mondays
4. once/twice/three times a week/ at the
weekend/ in the summer/on Mondays
5-6. Answers may vary
Writing Writing
Task 11
Unit 2
Lesson 2
Reading Reading
Task 1
1. Movies Club
2. Photography Club
3. Health Club
4. Eco Club
9
a. Helena b. Mark
c. Mark d. Mike
e. Dorothy f. Dorothy
g. Mike h. Helena
Task 2
1. b 2. i 3. h 4. f 5. e
6. g 7. a 8. c 9. d 10. j
Task 3
1. poor 2. recipe 3. shot
4. choir 5. charity 6. delicious
Task 4
1. Don't waste your time and do your homework.
2. I'm having the time of my life!
3. Get back in time for dinner!
Task 5
Affirmative
Full Form
I am reading a novel.
You are reading a novel.
He/ She/ It is reading a novel.
We/ They are reading a novel.
Short Form
I' m reading a novel.
You're reading a novel.
He/ She/ It's reading a novel.
We/ They're reading a novel.
Negative
Full Form
I am not reading a fairy tale.
You are not reading a fairy tale.
He/ She/ It is not reading a fairy tale.
We/ They are not reading a fairy tale.
Short Form
I' m not reading a fairy tale.
You aren't reading a fairy tale.
He/ She/ It isn't reading a fairy tale.
We/ They aren't reading a fairy tale.
Interrogative
Am I reading a comic?
Are you reading a comic?
Is he/ she/ it reading a comic?
Are we/you/they reading a comic?
Short Answers
Yes, you are. / No, you aren't.
Yes, I am. / No, I'm not.
Yes, he/ she/ it is. / No, he/ she/ it isn't.
Yes, we/you/they are. / No, we/you/they aren't.
Task 6
1. drive-driving
2. tidy-tidying
3. sit-sitting
4. die-dying
more verbs from student's book, page 16
prepare- (we're) preparing
send- (I'm) sending
wear- (we aren't) wearing
161
WORKBOOK KEY
have- (I'm) having
train- (we're) training
show- (Our coach, Mrs Jones, is) showing
prepare- (our club is) preparing
do- (What is your school choir) doing
Task 7
1. making 2. cooking
3. going 4. tidying
5. sitting 6. lying
7. running 8. visiting
9. coming 10. carrying
Task 8
1. 's sleeping
2. 're studying
3. Are you going
4. 's lying
5. 'm not making
6. Is he sitting
7. are putting
Writing Writing
Task 9
(suggested answers)
1. My brothers washing the dishes
2. I'm listening to my new CD in photo
number 2.
3. My brother's swimming in photo number 3.
4. I'm having dinner with my parents in photo
number 4.
5. My brother's doing his homework in photo
number 5.
6. I'm riding my bike in the forest in photo
number 6.
Unit 2
Lesson 3
Reading Reading
Task 1
Sophie is writing to her friend about a romantic
film.
1. False. Sophie isn't writing about the film
Home Alone'. She's writing about the film
A Cinderella Story'.
2. False. Sophie's favourite films aren't
comedies. Her favourite films are romantic
films.
3. True.
4. True.
5. False. Sophie doesn't tell Thelma the whole
plot. She tells her the beginning of the film.
(She doesn't tell her the ending.)
Task 2
1. b 2. d 3. a 4. e
5. g 6. c 7. f
11
1. sense 2. blurb 3. ordinary 4. on
5. secrets 6. author 7. review
Task 3
1. a 2. b 3. c 4. b
5. c 6. a 7. b 8. a
12
1. talented 2. taste 3. paperback
4. run away 5. Why 6. author
7. cover 8. character
Task 4
1. Do you do the washing up after dinner?
2. My brother does not tidy his room at the
weekend.
3. My grandma is doing the ironing at the
moment.
4. Are you watching a film on TV now?
Task 5
1. We are visiting our grandparents this
weekend. Action
2. My dad drives to work every morning. Action
3. My sister likes bedtime stories. State
4. I don't believe in ghost stories. State
5. Do you know her address? State
6. Sharon is riding her bike at the moment.
Action
7. John is studying for a test. Action
162
WORKBOOK KEY
Task 6
a. every day.
b. at the moment.
c. at the moment.
d. every day.
e. every day.
Task 7
1. is writing
2. does your dad come
3. go
4. aren't playing
5. 'm studying
6. Do you cook
Task 8
1. Where is the boy sitting?
2. Who is tidying her bedroom?
3. Why is he sleeping?
4. What does Tom read during his
holidays?
5. When does Emma eat cornflakes?
Writing Writing
Task 9
Unit 3
Lesson 1
Reading Reading
Task 1
(Answers may vary).
Task 2
Bob has got 6 ticks. (1, 2, 4, 5, 9, 10)
Task 3
1. pasta 2. dairy products
3. steak 4. cereal
5. vegetables 6. fruit
7. cake 8. hamburgers
Task 4
1. i 2. h 3. d 4. c
5. f 6. e 7. a 8. b 9. g
Task 5
1. low-fat / non-fat milk
2. brown / whole-grain bread
3. bad / poor eating habits
4. home-made meal
5. low amounts of additives
Task 6
1. healthy 2. lucky 3. fizzy
4. salty 5. tasty 6. baked
Task 7
1. b 2. a 3. a 4. c 5. a 6. c
15
1. cut 2. calories 3. heart
4. burgers 5. whole grain 6. fizzy
Task 8
Task 9
1. don't have to 2. mustn't 3. must
4. mustn't 5. don't have to 6. must
Writing
Task 10
(For guidelines on process writing
see Introduction in Teacher's book).
oranges - - - -
water - - - -
eggs -
4
- -
yoghurt - - -
4
steaks - - - -
bread - - - -
a

l
o
t

o
f
s
o
m
e
/
a
n
y
m
u
c
h
m
a
n
y
a

f
e
w
a

l
i
t
t
l
e
163
WORKBOOK KEY
Unit 3
Lesson 2
Reading Reading
Task 1
a. 4 b. 2 c. 3
16
a. 3 b. 1 c. 2
Task 2
1. b 2. a 3. b
Task 3
1. excited 2. nervous
3. bored 4. worried 5. tired
Task 4
1. worried 2. bored
3. excited 4. nervous 5. tired
Task 5
1. c 2. a 3. d 4. b
Task 6
1. may/might
2. must
3. may/might
4. must
Task 7
1. e 2. b 3. a 4. d
5. g 6. f 7. c
a. We should help with the housework.
b. You shouldn't call your friends on your
mobile.
c. You should buy it.
d. You shouldn't drink it.
e. You shouldn't wear it.
f. You should take your umbrella.
g. You shouldn't cross the road.
Writing Writing
Task 8
Unit 3
Lesson 3
Task 1
1. c 2. b 3. g 4. h 5. i
6. e 7. d 8. a 9. f
Task 2
1. b 2. a 3. c 4. a 5. b
6. a 7. c 8.a
19
1. army 2. win 3. solve 4. part
5. funny 6. toys 7. fun 8. fan
Task 3
1. d 2. j 3. i 4. f 5. h
6. g 7. b 8. c 9. a 10. e
20
1. good 2. new
3. interesting 4. difficult
5. cheap 6. ugly
7. poor 8. little
9. cold 10. near
Task 4
c. fatter-fattest, a. heavier-heaviest
b. nicer-nicest
Task 5
SHORT ADJECTIVES
old older the oldest
easy easier the easiest
rich richer the richest
poor poorer the poorest
new newer the newest
ugly uglier the ugliest
cheap cheaper the cheapest
hot hotter the hottest
near nearer the nearest
LONGER ADJECTIVES
boring more boring the most boring
expensive more expensive the most expensive
beautiful more beautiful the most beautiful
difficult more difficult the most difficult
164
WORKBOOK KEY
Task 6a
1. wider 2. the most popular
3. expensive 4. bigger
5. the best 6. exciting
7. funnier 8. healthier
9. the most delicious 10. trendy
21
For items 8 and 9, healthy and delicious
are interchangeable.
Task 6b
a. two
b. -er (-r, -ier)
c. (more)/the most
d. the best
e. don't use
Reading Reading
Task 7
hse = house
beds = bedrooms
kit = kitchen
bath = bathroom
mins = minutes
gdn = garden
1. A 2. B 3. C
4. B 5. B 6. C
Writing Writing
Task 8
(Suggested answers)
I think car A is the right car for the Marsilettis
because
it is cheaper than Car C
it isn't as old as Car B
it is longer than Car B
it is faster than Car B
it is more beautiful than Car B
it isn't as slow as Car B
it isn't as expensive as Car C
Unit 4
Lesson 1
Reading Reading
Task 1
Students circle
Scadinavia, Britain, Ireland, France, Atlantic
Ocean, Iceland, Greenland, North America
Task 2
The Vikings were sailors and farmers.
In winter
o men made swords
o women cooked, made clothes and
jewellery.
Their favourite god was Odin.
Jorvik was the capital of their kingdom.
The name of the museum in York is the
Jorvik Viking Centre.
22A
The Vikings were good at saiing and
farming.
In winter
o men made swords
o women cooked, made clothes and
jewellery.
Their favourite god was Odin.
The capital of their kingdom was Jorvik.
The Jorvik Viking Centre in York.
22B
1. e 2. b 3. h 4. c 5. g
6. i 7. d 8. j 9. a 10. f
Task 3
Mozart-composer-
classical music/symphony/opera
Shakespeare-poet-poem/sonnet/line
-playwright-plays-Romeo and Juliet/Macbeth
Henson-puppeteer-puppet
The Muppet Show/ Sesame Street/voice/
TV programme
IRREGULAR ADJECTIVES
much more the most
little less the least
good better the best
far
further/
farther
the furthest/
the farthest
165
WORKBOOK KEY
Task 4
1. a 2. b 3. b 4. b 5. c 6. a
23
1. build 2. discovered 3. invented
4. music 5. creator 6. fairy tale
Task 5
Task 6
1. wasn't/was
2. was
3. were/was
4. Were/weren't
5. wasn't
Task 7
Past Simple of regular verbs
Affirmative
I/You/He/She/It/We/They invented a speaking
watch.
Negative
Full Form
I/You/He/She/It/We/They did not invent a
speaking watch.
Short Form
I/You/He/She/It/We/They didn't invent a
speaking watch.
Interrogative
Did I/you/he/she/it/we/they invent a solar car?
Short Answers
Yes, I/you/he/she/it/we/they did.
No, I/you/he/she/it/we/they didn't.
Past Simple of irregular verbs
Affirmative
I/You/He/She/It/We/They wrote an e-mail.
Negative
Full Form
I/You/He/She/It/We/They did not write a letter.
Short Form
I/You/He/She/It/We/They didn't write a letter.
Interrogative
Did I/you/he/she/it/we/they write an e-mail?
Short Answers
Yes, I/you/he/she/it/we/they did.
No, I/you/he/she/it/we/they didn't.
Task 8
1. I walked in the forest.
2. They liked chocolate.
3. I stopped at 5 oclock.
4. We tried hard.
5. Did you visit your grandparents last
weekend?
6. Were you at school an hour ago? No, I wasn't.
Task 9
Task 10
1. Did your friend go to the cinema last night?
Yes, he did.
2. Did Brian win the gold medal this morning?
No, he didn't.
consonant + -ed
cook
cooked
discover
discovered
listen
listened
look
looked
invent
invented
-e + -d
-ed
double consonant-ed
compose
composed stop
stopped
like
liked prefer
preferred
love
loved plan
planned
Irregular verbs
write
wrote
say
said
find
found
go
went
consonant + y
-ied
study
studied
try
tried
tidy
tidied
vowel + y
-ed
stay
stayed
play
played
166
WORKBOOK KEY
3. Did you visit the Acropolis last year?
No, I didn't.
4. Did Jill write an e-mail two hours ago?
Yes, she did.
5. Was granddad at the museum on Sunday?
No, he wasn't.
Task 11
1. did you do 2. finished 3. revised
4. studied 5. were 6. did you finish
7. started 8. finished 9. did you study
10. finished 11. was
Task 12
1. We didn't have cornflakes for breakfast this
morning.
2. Yesterday morning Jack played basketball
with his friends.
3. I didn't visit my grandparents last Monday.
4. It took me one hour to drive home from
work yesterday.
5. There were (some) kids in the park two
hours ago.
Writing Writing
Task 13
(Answers may vary). (For guidelines on process
writing see Introduction in Teacher's book).
Unit 4
Lesson 2
Reading Reading
Task 1
Picture a: joke 3
Picture b: joke 1
Picture c: joke 2
Task 2
Joke 1 : d
Joke 2 : a
Joke 3 : c
25
1. c, 2. a, 3. b
Task 3
1. police report 2. pavement
3. jewellery 4. a burglar
5. a broken window 6. lock
7. the wind was blowing 8. lie on the sofa
Task 4
1. prize 2. neighbour 3. mess
4. pavement 5. police 6. spend
7. burglars/jewellery 8. repair
Task 5
1. c 2. a 3. b 4. a 5. a
Task 6
Affirmative
Full Form
I was watching TV at 7.00 in the evening.
You were watching TV at 7.00 in the evening.
He/ She/ It was watching TV at 7.00 in the
evening.
We/ They were watching TV at 7.00 in the
evening.
Negative
Full Form
I was not watching the news.
You were not watching the news.
He/ She/ It was not watching the news.
We/ They were not watching the news
Short Form
I wasn't watching the news.
You weren't watching the news.
He/ She/ It wasn't watching the news.
We/ They weren't watching the news.
Interrogative
Was I watching a film?
Were you watching a film?
Was he/ she/ it watching a film?
Were we/ they watching a film?
167
WORKBOOK KEY
Short Answers
Yes, you were. / No, you weren't.
Yes, I was. / No, I wasn't.
Yes, he/ she/ it was. / No, he/ she/ it wasn't.
Yes, we/ they were. / No, we/ they weren't.
Task 7
1. were listening
2. was writing 3. was drawing
4. was sleeping 5. was talking
Task 8
(Answers may vary).
Writing Writing
Task 9
Unit 4
Lesson 3
Reading Reading
Task 1
Tick b, c, e.
28
1. a 2. c 3. b
Task 2
Task 3
Task 4
1. b 2. a 3. c 4. a 5. c
6. a 7. c 8. a
29
1. rescue 2. homeless 3. on 4. shock
5. went 6. crash 7. rocked 8. destroyed
Task 5
1. c 2. d 3. a 4. b 5. e
1. I was ironing my T-shirt when I burnt my
finger.
2. Dad was sleeping and mum was reading the
newspaper.
3. Sophie took a photo of us while we were
fighting.
4. She was waiting for the bus when she saw
her best friend.
5. Mr. Dudney helped the fire fighters and
saved the trapped kids.
Task 6
1. When 2. While
3. when 4. While
5. when 6. when
7. While
T S U N A M I A G I L M C P O X
B F M O H E A R T H Q U A K E A
F I R E S N J O P R T B R W Y S
L N E P R E S C U E K I C E R H
O T P A L I O N T D E D R C B E
O R A B G K H U R R I C A N E L
D O L B E N S P Q A R O S Y Z T
C L E G P T I O F R A N H C E E
D A V A L A N C E L E C E W K R
E K A N E S T H O M E L E S S E
V O L C A N I C E R U P T I O N
TYPE OF
DISASTER
fires
bad
weather
oil
disaster
PLACE
Texas,
N.Mexico,
Oklahoma
/ USA
Europe Spain
DATE 13/1/2006 29/1/2006 21/11/2002
DEAD
PEOPLE
5 66 -
DAMAGES
-small
towns
-500,000
acres of
land
car
accidents/
or
damaged
roof
beaches
and
wildlife in
danger
Task 7
1. were listening/called
2. was working/crashed
3. was surfing/went
4. was cutting/came
5. arrived/was crying
6. broke/was skiing.
7. were taking/entered
Task 8
1. were watching
2. saw
3. panicked
4. screamed
5. weren't
6. had
7. closed
8. trapped
9. was looking
10. waited
11. saw
12. was
13. didn't know
14. got
15. threw
16. trapped
17. was
18. didn't want
19. decided
20. disappeared
Writing Writing
Task 9
Unit 5
Lesson 1
Reading Reading
Task 1
1. B 2. C 3. F 4. A 5. D
31
1. B 2. C 3. E 4. A 5. D
Task 2
Task 3
1. amphitheatre 2. temple 3. statue 4. mummy
5. crop 6. helmet 7. beard 8. hunting
32
1. amphitheatre (g) 2. temple (c) 3. statue (b)
4. mummy (a) 5. crops (e) 6. helmet (d)
7. beard (h) 8. hunting (f)
Task 4
1. b 2. a 3. b 4. c 5. a
6. a 7. c 8. b
33
1. crops 2. temple
3. statue 4. ruled
5. helmets 6. communicate
7. beard 8. official
Task 5
1. c 2. a 3. b
Task 6
1. where 2. who 3. which
168
WORKBOOK KEY
The Indus Civilisation from 3000 BC to 1500 BC
two ancient cities Harappa,
Mohenjo-Daro
characteristics of Accept any of the following:
the houses One/two storeys, made
of brick, flat roofs, all
the same, no windows on
the outside walls, private
bathroom
jobs Accept any of the following
or paraphrases:
Farmers, fishermen, sailors
men and women's clothes Colourful robes
women's accessories Jewellery of gold and
precious stones
169
WORKBOOK KEY
Task 7
1. which 2. who 3. where
Writing Writing
Task 8
1. Park 2. day 3. 9.00 4. 11
5. adults 6. 9 7. groups 8. schools
9. free 10. shop 11. souvenirs 12. cafe
13. 210 6634724 14. zoo@atticapark.gr
Unit 5
Lesson 2
Reading Reading
Task 1
6 countries
Task 2
1. Japan 2. China
3. Brazil/Turkey 4. Korea
5. Japan/Thailand 6. Turkey
Task 3
1. good 2. unlucky
3. lentils 4. bad 5. lucky
6. six 7. will 8. food
Task 4
Task 5
GEOGRAPHY
LEISURE THE
ACTIVITIES ARTS
population
home-based cultural
activities centre
island visiting relatives musicals
500km wide gardening theatre
official do-it-
comedies
language yourself activities
EDUCATION SPORTS
attend school football
private schools tennis tournament
National Open Golf
Curriculum Tournament
core subjects Grand National
Task 6
a : 2,008
b : 63% of the students
c : 2,007,016 people
d : 600 km
e : 16.7 cm
f : 16,789 m
Task 7
a. nine point eight metres
b. three million, five hundred and sixty-eight
thousand, nine hundred people
c. fifty per cent discount
d. eight hundred and nine students
e. eighteen thousand and sixty-five e-mails
f. nineteen million, thirty-four thousand, six
hundred and fifty-two viewers
Task 8
1. playing 2. listening
3. Visiting 4. Going
5. repairing 6. downloading / tidying
7. swimming 8. opening
SC
O
TL
A
N
D
ENGLAND
WALES
N
. IR
E
L
A
N
D
CARDIFF
BELFAST
LONDON
EDINBURGH
Task 9
(Answers may vary).
Writing Writing
Task 10
(Answers may vary).
Unit 5
Lesson 3
Reading Reading
Task 1
(Answers may vary).
Task 2
Task 3
1. the news 2. police drama
3. cartoon 4. chat show
5. commercials 6. soap
7. music programme 8. documentary
9. sports programme
Task 4
1. h 2.c 3. e 4. a 5. d 6. b 7. f 8. g
Task 5
1. a 2. b 3. b 4. a 5. c
Task 6
1. When I was younger, I used to watch
cartoons on TV.
2. My brother didn't use to play computer
games some years ago.
3. We used to go to Santorini every summer.
4. My parents used to study French at school.
5. Pat didn't use to wear trousers when she
was young.
6. Mike used to eat pizza on Saturdays.
Task 7
1. on 2. - 3. - 4. to 5. from
Writing Writing
Task 8
Unit 6
Lesson 1
Reading Reading
Task 1
(Answers may vary). You can encourage learners
to report to class what they do.
Task 2
1. (any three of the following) (refillable)
pens, scrap paper, notebooks, (old) binders,
backpacks
2. (any two of the following) batteries with less
mercury, vegetable-based inks, water-based
paints
3. (any two of the following) (reusable) plastic
bag, cloth bag, lunch box, thermos
4. (any three of the following) carpooling,
taking the busm walking, biking, skating
Task 3
1. community 2. store
3. rubbish 4. motto
5. throw away 6. remove
7. volunteer 8. manufacturer
170
WORKBOOK KEY
TV
channel names
programme
Sports BBC1
Mr Brown
& Jack
5.00
Soap ITV1
Mrs Brown
& Mary
Documentary BBC2
Mary
& Jack
6.30
News &
ITV1
Mr & Mrs
Weather Brown
7.45 Game Show BBC2
All the
family
171
WORKBOOK KEY
Task 4
1. throw 2. clean 3. Pick up 4. waste
5. Take care of 6. cut down 7. use
42
1. e 2. b 3. a 4. c 5. d 6. f 7. g
Task 5
1. Don't drop rubbish in your school
playground!
2. Save the water when you have a shower!
Always turn the tap off when you don't
need it.
3. Don't kill wild animals!
4. Plant trees!
5. Park your car when you go to the city
centre!
Task 6
Tick sentences 1, 3, 5
Task 7
43
(See Grammar Appendix, page 168 in
student's book).
Task 8
Affirmative
Full Form
I / You have formed an eco team.
He / She / it has formed an eco team.
We / They have formed an eco team.
Short Form
I / You've formed an eco team.
He / She / it's formed an eco team.
We / They've formed an eco team.
Negative
Full Form
I / You have not thrown away our old books.
He / She / it has not thrown away our old books.
We / They have not thrown away our old books.
Short Form
I / You haven't thrown away the old books.
He / She / it hasn't thrown away the old books.
We / They haven't thrown away the old books.
Interrogative
Have I / you cleaned up the beach?
Has he / she / it cleaned up the beach?
Have we / they cleaned up the beach?
Short Answers
Yes, I / you have. / No, I / you haven't.
Yes, he /she / it has. / No, he / she / it hasn't.
Yes, we / they have. / No, we / they haven't.
Task 9
1. have recycled 2. has decided
3. have not joined 4. Has volunteered
5. has adopted 6. have cleaned
Task 10
1. Ron and Harry have collected cans for
recycling but they haven't worked in an eco
team.
2. Peter hasn't collected any cans for recycling
but he has worked in an eco team.
3. Jessica has collected cans for recycling and
she has not dropped any litter in the street.
4. (Answers may vary).
Writing Writing
Task 11
(Answers may vary).
hear heard heard
think thought thought
make made made
throw threw thrown
buy bought bought
give gave given
go went gone
put put put
VERB PAST PAST
SIMPLE PARTICIPLE
172
WORKBOOK KEY
Unit 6
Lesson 2
Reading
Task 1
b
Task 2
1. D 2. E 3. A 4. B 5. C
Task 3
1. Name 2. Address
3. Telephone Number 4. Nationality
5. Date of Birth 6. Education
7. Languages 8. Skills
9. Experience 10. Interests
Task 4
1. b 2. a 3. c 4. b 5. a
46
1. interested 2. spare 3. application
4. experience 5. salary
Task 5
1. just 2. for a month 3. already
4. yet
Task 6
1. Tessa has just cleaned the windows.
2. She has already tidied her desk.
3. She hasn't collected the CDs from the floor
yet.
4. She has already made her bed.
5. She has already put her clothes in the
wardrobe.
6. She hasn't cleaned the carpet yet.
7. She has just picked up the tennis racket
from the floor.
Task 7
1. She's happy because she's won a medal.
2. He's worried because his dad has had an
accident.
3. He's surprised because his friends have
given him a party.
4. They're tired because they've taken part in
an eco team.
She's excited because she's bought a new MP3
player.
Writing Writing
Task 8
(Answers may vary). (For guidelines on process
writing see Introduction in Teacher's book).
Unit 6
Lesson 3
Reading Reading
Task 1
1. fame 2. hand 3. self
4. inside 5. heart 6. volunteer
According to the poem, people volunteer not
for the money but for the love of other people.
They want to help others and to feel useful.
Task 2
Suggested answer: A volunteer is kind-hearted/
kind, generous, helpful etc (However, accept all
reasonable answers even if they are in the
mother tongue).
Task 3
1. c 2. f 3. h 4. a 5. j
6. g 7. e 8. i 9. b 10. d
50
TABLE A: 1. b 2. c 3. d 4. a 5. e
TABLE B: 1. c 2. e 3. d 4. a 5. b
Task 4
1. a 2. a 3. b 4. b 5. a 6. a
Task 5
1. traditional dances 2. live performance
3. school trip 4. a questionnaire
5. a foreign country
173
WORKBOOK KEY
Task 6
1. PP 2. PP 3. PS 4. PS 5. PP
Task 7
1. Have you finished your homework?
Yes, I have. / No, I haven't.
2. Did you sleep late last night?
Yes, I did. / No, I didnt.
3. Have you collected any aluminum cans this
week?
4. Did your friends give you a present on your
last birthday?
Yes, they did. / No, they didnt.
5. Have you ever taken part in an eco-team?
Task 8
1. have known/ met
2. came/hasn't done
3. have just arrived/haven't decided
4. has had/gave
5. haven't been/went/saw
Writing Writing
Task 9
(Answers may vary). (Let students enjoy poetry
writing and don't pay attention to mistakes).
Unit 7
Lesson 1
Reading Reading
Task 1
1. C 2. B
Task 2
1. holiday 1 2. holiday 2 3. holiday 1
4. holiday 2 5. holiday 2
Task 3
At the airport
1. check-in desk 2. duty free shop
3. passenger 4. boarding pass
At the station
5. ticket office 6. platform
7. passenger 8. departure board
Task 4
On a summer course: college, campus, lessons,
placement test
Going sightseeing: statues, exhibits, museums,
temples
Task 5
1. course 2. placement 3. park
4. exhibits 5. whole 6. news
7. spending 8. campus
Task 6
Tick sentences 1, 3, 5
Task 7
1. c, d, f
3. a
5. b, e
Task 8
1. Which school are you attending?
2. When are you meeting your classmates?
3. Are you studying English?
4. Are you taking any exams?
Writing Writing
Task 9
(Answers may vary).
Unit 7
Lesson 2
Reading Reading
Task 1
b
Task 2
1. f 2. b 3. i 4. c 5. g
6. a 7. e 8. j 9. d 10. h
174
WORKBOOK KEY
Task 3
1. c 2. f 3. a 4. h 5. b
6. g 7. d 8. e
55
1. d 2. h 3. a 4. j 5. b 6. i 7. e 8. g
9. without (asking my parents' permission) c
10. make (a decision) f
Task 4
1. think positive
2. staring out of the window
3. biting your nails
4. wears his helmet
5. watch less TV
6. fasten your seatbelt
7. behave well
8. good intentions
56
1. think positive
2. staring out of the window
3. biting your nails
4. wears his helmet
5. watch less
6. fasten your seatbelt
7. behave well
8. good intentions
Task 5
(Answers may vary).
More collocations in student's book, page 108.
e.g. wear a dress, invite someone, ride a bike,
eat out.
Task 6
1. b 2. a
Task 7
1. am going to think
2. isn't going to use
3. are going to listen
4. are going to take
5. am going to eat
Task 8
1. What are you going to buy?
2. Who are you going to meet?
3. What film are you going to see?
4. Where are you going to put it?
5. When are you going to give them to us?
Task 9
1. I'm going to meet
2. We're flying
3. My cousin's going to
4. Are you going to watch
5. I'm not going to eat
6. correct
Unit 7
Lesson 3
Reading Reading
Task 1
1. Virgos 2. Cancers and Leos
3. Leos 4. Scorpios
5. Aquariuses and Libras
Task 2
Aries k, Taurus l, Gemini g, Cancer d, Leo a,
Virgo c, Libra h, Scorpio j, Sagittarius f,
Capricorn e, Aquarius b, Pisces i
Task 3
1. g 2. h 3. a 4. e 5. b
6. j 7. c 8. i 9. d 10. f
Task 4
1. recognise 2. floating
3. interactive 4. safety
5. reach 6. immediately
Task 5
(Answers may vary).
175
WORKBOOK KEY
Task 6
Affirmative
Full Form
I/You/He/She/It/We/They will enjoy the sun all
year round.
Short Form
I/You/He/She/It/We/They' ll enjoy the sun all
year round.
Negative
Full Form
I/You/He/She/It/We/They will not need a car.
Short Form
I/You/He/She/It/We/They won't need a car.
Interrogative
Will I/you/he/she/it/we/they enjoy the sun all
year round?
Short Answers
Yes, I/you/he/she/it/we/they will.
No, I/you/he/she/it/we/they won't.
Task 7
Tick sentences 1,2,4.
Task 8
(Suggested answers).
1. Someone you know will have a car accident.
2. You'll be a clothes designer.
3. You'll give your dad a surprise birthday
party.
4. You'll make new friends.
60
1. d 2. c 3. a 4. b
Task 9
(Answers may vary).
Writing Writing
Task 10
(Answers may vary).
Unit 8
Lesson 1
Reading Reading
Task 1
1. D 2. B 3. A
61
1. C 2. B 3. A
Task 2
1. b 2. h 3. e 4. g 5. f
6. c 7. a 8. d
62
1. industry 2. event
3. statue 4. role
5. award 6. sales
7. music/art/film 8. by phone/ on the web
Task 3
1. vote 2. prize 3. annual
4. statue 5. record 6. big
Task 4
1. prestigious/glamorous 2. industry
3. annual 4. statue
5. winners 6. prize
7. year 8. nominated
9. viewers 10. record
Task 5
1. a 2. b 3. b 4. b
Task 6
1. A 2. P 3. P 4. A 5. P
6. A 7. A 8. P
Task 7
1. The beds are made by maids.
2. The floors are cleaned every day.
3. Breakfast is served at 8.00 am.
4. Photos for the school newspaper are taken
by Tom.
5. Animals are fed by the zoo keeper.
176
WORKBOOK KEY
Writing Writing
Task 8
(Answers may vary).
Check correct formation of questions in passive.
Unit 8
Lesson 2
Reading Reading
Task 1
1. F 2.T 3.F 4.T 5.F
64
1. No. (It's fast, it's cheap and you don't need
stamps).
2. Yes. (When we talk to each other in person,
we understand a lot by the expressions on
our face or by the tone of our voices).
3. They are pictures and symbols that show
how you feel. (Emoticons is a new word
made up of two other words, emotions, that
is feelings, and icons.).
4. They are made out of letters, numbers or
punctuation marks. (When you put them
together you get emoticons which are little
face-pictures made out of letters, numbers,
or punctuation marks from our computer or
mobile keyboard)
5. Not in the beginning. (It's a bit difficult in
the beginning but once you get used to them,
you'll see that emoticons are a fun way to get
your message across!)
Task 2
1. f 2. c 3. a 4. b 5. e 6. d
Task 3
1. c 2. a 3. e 4. h
5. f 6. b 7. d 8. g
Task 4
1. touch
2. invented a code for the blind.
3. blind in her right eye
4. invent a secret code
5. read the sign
6. by accident
7. Thanks to
8. named her son after
Task 5
1. Active 2. Past
3. Active 4. Past
5. Present 6. Active
7. Present 8. Active
Task 6
1. is given 2. are sent
3. wasstolen 4. were sold
5. am given 6. was destroyed
Task 7
1. are used 2. is easily carried
3. are saved 4. was designed
5. was manufactured
Writing Writing
Task 8
(Answers may vary).
Unit 8
Lesson 3
Reading Reading
Task 1
1. E 2. B 3. D 4. A
66
1. D 2. B 3. C 4. A
Task 2
1. b 2. c 3. c 4. a 5. c
177
WORKBOOK KEY
Task 3
1. reporter 2. photographer
3. cartoonist 4. editor
5. designer 6. researcher
Task 4
1. a great way of learning
2. attached file
3. the spring issue of our newspaper
4. read our article
5. get started
6. take part in a workshop
7. I'm short of ideas
8. ask a challenging question
9. have artistic skills
10. draw a comic strip
11. dig up information
12. use the Internet
13. ask for sponsorship
14. set realistic targets
15. catchy headlines
Task 5
1. article 2. file 3. included
4. interview 5. review 6. lyrics
7. recipe 8. word processing
9. issue
67
1. article 2. file 3. included
4. interview 5. review 6. lyrics
7. recipe 8. word processing
9. issue
Task 6
1. Maria's just bought a new CD.
(Present Perfect Simple)
2. My parents are cooking dinner at the
moment. (Present Continuous)
3. Did you go to the cinema yesterday?
(Past Simple)
4. I always try hard at school. (Present Simple)
5. The school computers were stolen last
night. (Past Simple Passive)
6. Tenia is going to take part in the Basketball
Finals. (Going to Future)
7. Will it rain tomorrow? (Future Simple)
8. The teacher was correcting our homework
while we were taking a test. (Past
Continuous)
9. Good wine is also produced in Spain.
(Present Simple Passive)
Task 7
A. Past Simple
B. Present Simple
C. Present Continuous
D. Present Perfect Simple
E. Future Simple
F. Past Continuous
Task 8
1. There weren't two parks near my house a
few years ago.
2. Have you ever visited Australia?
3. Are you going to be more honest?
4. Coffee is not served at the school canteen.
5. Do you often do your homework at the last
minute?
6. Mary didn't make a cake yesterday.
Task 9
1. b 2. a 3. b 4. b 5. b
6. a 7. a 8. a 9. b 10. a
Task 10
(Answers may vary). Accept all correct answers
no matter how short they are.
P H O T O G R A P H E R
A B I R Y S I C A N D E
D O J K E T E E N T I P
O C A R T O O N I S T O
M B K E N E T R A C O R
G F E D E S I G N E R T
E R M A N A R W H Y T E
D C R E S E A R C H E R
178
WORKBOOK KEY
Unit 9
Reading Reading
Task 1
1. d 2. c 3. a 4. f 5. g
6. e 7. b
Task 2
(Answers may vary).
Task 3
1. c 2. b 3. a 4. b 5. c
6. c 7. a 8. c
Task 4
1. visit
2. is lying
3. at the moment
4. mustn't
5. bigger
6. was working
7. used to grow
8. have lost
9. I'll be
10. going to buy
Writing Writing
Task 5
a. Unit 3, Lesson 2
b. Unit 4, Lesson 3
c. Unit 5, Lesson 2
d. Unit 7, Lesson 1
e. Unit 2, Lesson 2
f. Unit 3, Lesson 1
g. Unit 3, Lesson 3
h. Unit 8, Lesson 1
i. Unit 2, Lesson 3
j. Unit 4, Lesson 1
-
, -
.
,
. -

7 1129 15/21 -
1946 ( 1946, 10, ).
,
(copyright),
, .

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1st Grade of Junior High School

TEACHERS prox_CON 24-11-08 16:33 1

TEACHERS_PROXO:TEACHERS_PROXO 11/26/08 3:23 PM Page vi

Introduction: Class activities

Introduction: Vocabulary Link Section

Here are some ideas:

In pairs or small groups, students pre-

Alternatively, you can divide the class

Each group prepares a diet for one of

Groups present their diets in class.

You can have a class discussion about

Introduction: Vocabulary Link Section

Refer students to the cover page of the

Ask students to read Magda's e-mail.

Ask: Did Magda enter the competition?

Ask: Do you like reading stories? / What

Elicit different types of stories (science

Revise character and ending (Ask:

Allow several students to answer.

Ask students to cover the story in their

Elicit / revise natural disasters (things

Introduction: Vocabulary Link

Unit 3, Lesson 1, Project, p. 31

Introduction: Vocabulary Link Section

Introduction: Writing (peer feedback

Introduction: Workbook writing

Introduction: Vocabulary Link Section

Students collect ideas from sites, leaflets,

If they are in Greek, students have to

They make posters with photos / drawings

They organise a school exhibition & invite

Introduction: Vocabulary Link Section

Introduction: Workbook writing

Introduction: Cover page

Introduction: Extra Vocabulary

Introduction: Vocabulary Link Section

Students exchange their diary entries

Explain that they should focus on the

Introduction: Vocabulary Link Section

. WB Tasks 6 & 7 pp. 105-106

It is not necessary to pre-teach the

Students can use the context to find

1 POINT FOR EACH CORRECT ANSWER TOTAL ___/10

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