Αγγλικά Προχωρημένοι (Β΄ Γυμνασίου) - Βιβλίο Μαθητή (Εμπλουτισμένο)
IT'S UP TO YOU

IT'S UP TO YOU


UNIT 1 – UNITY IN DIVERSITY

 

LESSON 1 – PEOPLE AND PLACES

 

* Activity 2.2,


Nikos, a student reporter, interviewed an
anthropologist about the way people look. Complete
the table below with information from the article
Nikos wrote for his school newspaper.


people's characteristics scientists' opinion
(1) …… skin / hair Protection against the
sun and the heat.
Fair skin (2)…………………………
(3) …… faces / noses Protection against the
cold.
Tall and thin bodies Protection against (4)
……………
(5) ……… bodies Protection against (6)
……………

 

* Activity 6


You have decided to enter a creative writing
competition. The title of the competition entry is the
following: "Describe an interesting person you
know or a person who makes you happy".

Use the ideas below as a general plan for your
writing.


Paragraph 1:
Write about this person's physical details (eyes, hair,
face), size and body.
e.g. She's got small, slanted eyes, and long, straight
hair. / He's short and thin.


Paragraph 2:
Write about his / her family and background.
e.g. She comes from … / He has got a large family …


Paragraph 3:
Write about the person's hobbies and interests.
e.g. She loves chess. / He's keen on computer
games.


Paragraph 4:
Write about the person's character. Try to give an
example to show what you mean.
e.g. She's very polite. She always gives up her seat

to the elderly. / He's very patient. He helps
everybody without a word of complaint.

Paragraph 5:
Write your general opinion about this person.
e.g. I'm really happy she's my best friend. / I really
like him. He always makes me laugh.

 

LESSON 2 – JOINED IN OUR
DIFFERENCES

 

* Extra – Vocabulary, Activity 1.2


Match the words with their definitions and then use
them to complete the sentences below.


1. diversity a. allowing people to do or believe
what they want
2. unity b. when different types of things
or people are included in
something
3. harmony c. agreement of feelings, interests, opinions
4. tolerance d. being joined together as a
group
  1. They can live together in …………………. although
    they come from different countries.
  2. National ………………. is essential in time of war.
  3. In this country there is racial ………………………
    They respect other people's opinions, customs
    and beliefs.
  4. Some countries like the USA have a great deal of
    cultural ……………………. .

*** Extra - Organising information,
Activity 3.1


Choose an appropriate diagram from pp.161-162
to organise the information you've read in the texts
about the Japanese and the French.


LESSON 3 – DIFFERENT PLACES –
DIFFERENT BUILDINGS


* Activity 2.3


You are a member of a committee preparing the
questions for a quiz show about famous buildings.
Read the answers and write the questions. Don't
forget to include the name of the building in each
question.
e.g. When was Agia Sophia built?
It was built after the riots of AD 532.
APPENDICES
IT'S UP TO YOU
  1. What ………………………………………………………..?
    Its most striking feature is its huge, shallow dome.
  2. How ……………………………………………………….?
    It's over 45m tall.
  3. Where ………………………………………………………?
    It is in Italy.
  4. How many ……………………………………………….?
    It has got 294 steps.
  5. Where …………………………………………………….?
    It is in Australia.

UNIT 2 - ECHOES OF THE PAST

LESSON 4 – MYSTERIES OF OUR
WORLD


** Extra - Reading

 

Read the text and fill out the 5Ws chart below with
the relevant information. Then work in pairs and use
the chart to ask and answer questions about the
statues.


How did the Easter Island sculptors create their statues?

Hundreds of gigantic statues - some standing on stone platforms, others buried up to their necks in the soil or lying broken on the ground - dominate a small remote Pacific island. The island has been known to the outside world as Easter Island since it was discovered by Europeans on Easter Day in the year 1722.
The statues were carved by inhabitants of the island to decorate coastal temples. It has been estimated that a team of 90 men would have taken about 18 months to carve each statue and get its position! The statues were apparently created over a period of several hundred years, ending about 200 years before the first Europeans arrived in the 18th century.
There are about 1,000 of the giant Easter Island statues. They range from 3ft (1m) to 70ft (21m) high and probably represent famous chiefs or longdead ancestors of the islanders who erected them. The statues were carved from stone composed of compressed volcanic ash using primitive tools.


Who? When?
Where? What?

Why?

 

LESSON 5 – ACROSS THE AGES


** Activity 2.2

 

Read the text on page 34 of your book and answer
the questions.

  1. What were some of the occupations of the citizens
    of Pompeii?
  2. How did people entertain themselves?
  3. What happened to Pompeii after the volcano had
    erupted?
  4. When did excavations begin?
  5. What did the archaeologists find inside the
    houses?

** Extra - Language focus, Activity 6

 

Read the text about Spartan boys and girls in ancient
Greece to find out what they used to do. Write 6
sentences.


Spartan boys were sent to military school at age 6 or 7. At school, they were taught survival skills to become great soldiers. School courses were very hard and often painful. They walked barefoot, slept on hard beds, and did a lot of exercise and other physical activities such as running, jumping, javelin and discus throwing, swimming, and hunting. At 18, Spartan boys became military cadets and learned the arts of war.
In Sparta, girls also went to school at age 6 or 7. The girls were taught wrestling and gymnastics. The Spartans believed that strong young women would produce strong babies. At age 18, if a Spartan girl passed her skills and fitness test, she would be assigned a husband and allowed to return home. If she failed, she would lose her rights as a citizen, and become a member of the middle class.

  1. …………………………………………………………………
  2. …………………………………………………………………
  3. …………………………………………………………………
  4. …………………………………………………………………
  5. …………………………………………………………………
  6. …………………………………………………………………

* Activity 8


Match the words on the left with their meanings on
the right.

1. ειδώλια a. clay vessels
2. κοκάλινες φλογέρες b. bottles
3. πήλινα αγγεία c. beads
4. μαγειρικά σκεύη d. markings
5. φιάλες e. figurines
APPENDICES
IT'S UP TO YOU
6. κοσμήματα f. wooden tablet
7. χάντρες g. bone flutes
8. κοχύλια h. shells
9. ξύλινη πινακίδα i. jewellery
10. σήματα j. utensils


Now use the vocabulary to answer Bjorn's first
question.

LESSON 6 – LIFE ON THE WATER

** Activity 2.4


Read the article and tick whether the statements are
True (T), False (F) or Not Mentioned (NM).


  T F NM
1. There are other civilisations
that lasted longer than the
Egyptian.		      
2. The water of the Nile made
the fields very fertile.		      
3. The Sphinx was dedicated to
their Gods.		      
4. The Egyptians practised
medicine.		      
5. The pyramids were guarded
against thieves.		      
6. Only mummies were placed
in the pyramids.		      

** Extra – Language focus, Activity 5


Write the part of your article that refers to the ancient
Celts. Number the sentences to put them in the right
order.


Mining for salt

εικόνα They [put] many pine torches in their backpacks
so they [can] light their way / they [start] going
deep into the earth (before)
εικόνα The miners [prepare] themselves carefully and
they [wear] special leather caps to protect their
heads / they [enter] the dark tunnels (after)
εικόνα The miners [strike] the hard rock carefully with
their picks / they [remove] blocks of salt that
[weigh] about 12 kg each (after)

UNIT 3 - TIME OUT!

LESSON 7 – GET ON BOARD!


** Extra - Vocabulary

 

Match the items in list A with the ones in list B.
You can check your answers in the text on p. 49 of
your book. There may be more than one correct
combinations.

1. tropical
2. exotic
3. rapid
4. scorching
5. haunted
6. exciting
7. icy
8. handmade 		a. safari
b. crafts
c. heat
d. destinations
e. plains
f. paradise
g. safari
h. towns

 

LESSON 8 – WHAT AN EXPERIENCE!


** Extra – Writing

 

Choose one of the following:

  1. Theme parks, cinemas, sports centres
    are entertainment facilities. How good are
    entertainment facilities in your area?
  2. Some people believe that leisure should be looked
    on as a challenge and not as a chance to do
    nothing. Do you agree? Why / Why not?

 

LESSON 9 - …LET THE GAMES BEGIN!


*** Activity 2.2


Look back at the text on pages 57-58 of your book
and write three questions of your own for your
partner to answer.


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


* Extra – Reading, Activity 4

 

  1. Look at the titles of the articles below and guess
    what the articles are about.
  2. Read the extracts from the articles and answer the
    following questions:
    a. What section of the newspaper are they from?
    b. What is the first article about?
    c. What is the second article about?
APPENDICES
IT'S UP TO YOU

Banned Irish rider
to be considered for Beijing


Showjumper, Michael Hutton, stripped of an Olympic gold medal over a horse-doping scandal, will be considered for the Irish team which will travel to the Beijing Games in 2008. Hutton was stripped of his gold medal from Athens and given a threemonth ban after an International judicial committee ruled his horse had tested positive for two drugs.

Adapted from: The Scotsman, 29.3.2005

Seven Players to donate $1,000
a point for tsunami victims


Tracy McGrady, Kobe Bryant, Jermaine O'Neal and four other NBA players have promised to donate $1,000 for every point they score in a game later this week to help victims of the Indian Ocean tsunami. "I first talked about it with Jermaine and Tracy right before New Year's. We talked about different ideas, and that's how it started," said agent Arn Tellem, who said he would match the highest donation made by any of the players.

 

Adapted from: Stars and Stripes, 6.1.2005

 

UNIT 4 – LET’S CHANGE OUR
SCHOOLS

LESSON 10 – LOOKING AT OTHER
SCHOOLS

 

* Activity 4.3

 

Complete the following sentences to compare your

 

 

Similarities



……………………………………………………...


………………………………………………………

 

Differences

The Strömberg School ………………………… whereas
my school ……………………………………………………..
The Strömberg School ……………………………………….
However, ……………………………………………………….
The Strömberg School …………………………… but my
school ……………………………………………………………
The Strömberg School ……………………… My school,
on the other hand, …………………………………………..

LESSON 11 – CHANGE THROUGH TIME


* Activity 7.3

The headmaster of your school has asked you to
write a short report suggesting what new equipment
your school needs. As member of the student
committee, write your report describing the present
situation and suggesting what equipment you would
like to have. Justify your choices. The following plan
will help you write your report.


Our school
Paragraph 1:
Write what your report is about.
e.g. The purpose of this report is to suggest …………..


Paragraph 2:
Describe the present situation. Write about what
equipment your school already has.
e.g. To begin with, our school has ………… .
Furthermore, ………… However, a common complaint
is that ……… For example, many students ………….


Paragraph 3:
Write your suggestions about what equipment your
school needs.
e.g. Some students also mention that …………, so
it would be a good idea to ……… Moreover, ………
most students also …………, that is why we need
……… It might also be a good idea to have …………,
where students could ……… Finally, we would like to
suggest …………


Paragraph 4:
Summarise the things you want to emphasise.
In conclusion, everyone ………… and we all hope to
make our school a better place.

 


LESSON 12 – CHANGE:
AN ONGOING PROCESS


** Extra - Language focus, Activity 6


Complete the following sentences. The words in
brackets might help you.

  1. My best friend is a person …………
    (make / me / laugh / all / time).
  2. English is a language ………………
    (help / people / all / over / world / communicate).
  3. Do you remember the year ……………
    (we / first / meet)?
  4. My home is a place …………………(relax).
  5. A scientist is a person ……………
    (interested / natural / physical laws).
APPENDICES
IT'S UP TO YOU

6. A dictionary is a book …………………..
(contain / list / words and their meaning).
7. This school is only for children …………………….
(first language / not Greek).
8. The place …………………….
(we / spend / our holidays / wonderful).

UNIT 5 – THE ARTS!

LESSON 13 – QUITE AN ART!


** Activity 7


A new art centre has opened in your area. Your class
wants to visit it and your teacher has asked you to
call and get some information about it. Look at the
notes you took over the phone and inform your class
about the regulations of the art centre.

e.g. Touching / paintings / forbid
Touching the paintings is forbidden.

  1. Children under 12 / not admit / without / adult
  2. Tickets for concerts / book / in advance
  3. No food / drink / allow
  4. Exhibition books / sell / the entrance
  5. Taking photos / not permit
  6. Pets / not / allow / on / premises
  7. Smoking / forbid / in all areas / art centre
  8. Mobile phones / not permit / in / concert hall
  9. Teachers / kindly request / to confirm group
    arrivals one day / advance

LESSON 14 – IT'S MUSIC
TO MY EARS


Extra – Language focus, Activity 5


* 1. Make full sentences using the prompts below.

  1. Mount Everest / climb / Sir Edmund Hillary.
  2. The Inca and Maya civilisations / destroy / Spanish
    explorers.
  3. Hamlet / perform / Sir Lawrence Olivier.
  4. The Parthenon / design / Iktinos and Kallikrates.
  5. "The Odyssey" and "The Iliad" / write / Homer.

*** 2. Combine the information from the list and the
box below to make true sentences. You will
have to provide the verbs yourself.


Brutus
Michelangelo
Jogh Pemberton (1886)		 Nikolaos Mantzaris
the ancient Greeks
the Great fire of London
  1. The Capella Sixtina
    …………………………………………………………………
  2. Julius Caesar
    …………………………………………………………………
  3. The first tragedies and comedies
    …………………………………………………………………
  4. The Greek National Anthem
    …………………………………………………………………
  5. Coca Cola
    …………………………………………………………………
  6. St. Paul's Cathedral
    …………………………………………………………………

LESSON 15 – ACTING UP!


** Extra – Reading


THE BARD FACTS
Read the text about Shakespeare quickly to find out
what the following numbers refer to.


The next time you see a production ofShakespeare's 'Hamlet' remember: In this, thelongest of the bard's plays, the actor playing the herohas to speak 1,530 lines - a total of 11,610 words.By comparison, 'Comedy of Errors', Shakespeare'sshortest play, is only 1,778 lines long, less than halfthe length of Hamlet (3,931).

Between about 1590 and 1610, Shakespearewrote over 100,000 lines of drama and brought tolife 1,277 characters. His vocabulary was one ofthe richest of any English writer and there are over30,000 different words used in his works, doublethe average vocabulary for an educated individualin the late 20th century.


1,277 1. ………………
…………………
…………………		 1,530 6. ………………
…………………
…………………
1,778 2. ………………
…………………
…………………		 1590 7. ………………
…………………
…………………
(over)
30,000		 3. ………………
…………………
…………………		 3,931 8. ………………
…………………
…………………
11,610 4. ………………
…………………
…………………		 100,000 9. ………………
…………………
…………………
1610
5. ………………
…………………
…………………		    
APPENDICES
IT'S UP TO YOU

** Extra - Language focus

 

Choose an appropriate verb from the lists below
and put it into passive form to complete the 'Did you
know' facts.

think call believe consider curse

 

A. Did you know that 'Macbeth (1) ……………………..
an unlucky play? It (2) ……………….. that the text
includes a magic spell and that it (3)………………!
Even the name of the play (4) ……………………….
to be unlucky. Many times it (5) ………………… 'the
Scottish play' instead!


find write bring
murder discover  

 

B. Did you know that the oldest known play is a
religious drama which (1) ……………. in ancient
Egypt in 3200 BC, more than 5,000 years ago? It
tells the powerful story of how the god Osiris (2)
………………… by his brother Seth. His body (3)
………………… by his wife Isis and his son Horus and
he (4) ……………………. back to life. The text of this
drama (5) ………………. by archaeologists at Luxor in
1895.

 

UNIT 6 – HEALTHY LIVING

LESSON 16 – YOU ARE
WHAT YOU EAT!


*** Extra – Vocabulary, Activity 2.1


The underlined words in the sentences below are
idioms about food. Read them carefully and match
each food idiom to its meaning.

  1. You'd better stay away from Peter. No one trusts
    him; he's a bad egg.
  2. I'm furious! I paid a lot of money for this car and
    it's a lemon.
  3. I'm trusting you with my secret. Please promise
    me you won't spill the beans by mistake.
  4. Mark is nuts about his new computer! He sits in
    front of it all day and doesn't let anyone touch it.
  5. Using this new appliance is a piece of cake. A
    baby could do it.
  6. Don't tell the whole story. Give it to me in a
    nutshell    .

a. to reveal a secret: ………………………..
b. briefly, in a few words:………………………..
c. something worthless: ……………………
d. very easy:…………………..

e. not a nice person:…………………
f. to really like something: ………………….


* Activity 7.3


Look at the following set of phrases and choose the
ones you would like to include in your reply. Write
your reply.


How to begin:

  • Dear ………..
  • I was sorry to hear about your problem but don't
    worry. Here is my advice.
  • You know I had a similar problem. It wasn't easy to
    deal with but I'm sure my advice will help you.
  • You asked for my advice. Well, I thought about
    your problem and here's what you can do.

How to give advice:

  • First of all, you should/ you'd better …………..
  • The next thing you can do is …………
  • Why don't you …..
  • If I were you, I would also ………..
  • Finally, it would be a good idea to ……..

How to give encouragement

  • If you follow my advice, you will soon feel better.
  • Don't worry so much. Every problem has its
    solution.
  • I'm sure everything will go well.

How to end:
Write soon to tell me how you're doing.
Let me know if my advice worked.
Waiting for your next e-mail.


LESSON 17 – THE 'GREENEST' WAY
TO SCHOOL


* Extra - Reading - Activity 2.2


Read the text below and answer the questions.

 

Walking School Bus - it's great fun
walking to school

There are so many good reasons to encouragechildren to walk to school. Walking school buseshelp families work together to make it happen.Just like a real bus, a walking school bus follows apre-determined route. It's 'driven' by parents whoensure children are safe on their way to school. It'sentirely up to the families on the route whether thesame parents will drive the bus every time or whetherfamilies on the route will take turns. Walking schoolbuses can be flexible, as they can run on one dayor up to five times a week.
APPENDICES
IT'S UP TO YOU

1. What is a walking school bus?
2. What are the advantages of the walking school bus?


* Activity 6


Your computer has mixed up the problems that
cyclists in Karditsa face with the suggestions they have made to solve these problems. Can you unscramble them and write them under the
appropriate headings?

  1. The behaviour of drivers at crossroads.
  2. The police should not allow drivers to park on the
    special lanes.
  3. Too much traffic.
  4. The community should persuade more people to
    use bicycles.
  5. Many pedestrians use the special bicycle lanes.
  6. Motorbikes use the bicycle lanes.
  7. Many drivers park their cars on the bicycle lanes.
  8. More bicycle lanes should be constructed.
  9. Bicycle lanes should be made inaccessible to cars.
PROBLEMS SUGGESTIONS

.................................................

.................................................

.................................................

.................................................

.................................................

.................................................

.................................................

.................................................

.................................................
.................................................

.................................................

.................................................

.................................................

.................................................

.................................................

.................................................

.................................................

.................................................


Now use the above information to write your e-mail
to your German friends.


LESSON 18 – GOING 'GREEN'


*** Extra – Reading


1. Read the article below to find out which vehicles


a. run on electricity ………
b. keep people healthy ………
c. cost little to maintain ………
d. produce less or no pollution ………


ALTERNATIVE VEHICLES


Virtually all cars, trucks, and buses on the road today
are designed to operate using gasoline or diesel fuel.
These are non-renewable fossil fuels that won't last

forever. Finding alternatives is a sensible way to plan
for future transportation needs. Unless we realise
the importance of using a means of transport that
is friendly to the environment, big cities will slowly
suffocate. Alternative fuel vehicles are designed to
run on fuels other than gasoline or diesel fuel. Some
of these vehicles are already on the road. Others are
still in the research and development stage.


A. Battery Electric Vehicles
Electric vehicles (EVs) run on electrical energy.
Instead of a fuel tank, batteries store the electricity
that is used to operate them. In order to charge
these batteries, you plug the vehicle into a charging
station or a 220V outlet at a home or office. EVs have
a top speed of 25 mph and are perfect for short trips
in the traffic of a large city. Most importantly, though,
driving an EV produces no pollution at all.


B. Hybrid Electric Vehicles
A hybrid vehicle is any vehicle that uses two or more
power sources. The most common hybrids on the
road today are gasoline-electric hybrids. A gasoline
engine and an electric motor power these vehicles.
Hybrid EVs use more efficient gasoline engines than
conventional vehicles and also burn less fuel. As a
result, they produce fewer pollutants. Hybrids don't
have to be plugged in. Their batteries are charged
by the gasoline engine and the electric motor or
generator.


C. Biodiesel Vehicles
Biodiesel is a cheap fuel that can be made from
vegetable oils, recycled cooking oils from fast food
restaurants, and certain animal fats. Biodiesel can
be used in any diesel engine in place of diesel fuel.
Biodiesel is easy to make and store, and is safer to
transport than diesel fuel. It helps increase engine
life. Compared to diesel fuel, biodiesel produces
almost no pollutants and significantly reduces
carbon dioxide emissions. It's also more pleasant
to use, as the exhaust from a biodiesel vehicle often
smells like popcorn or French fries!


D. People-Powered Vehicles
Some vehicles run solely on people power.
Wheelbarrows, rickshaws, and bicycles are just a
few examples of transportation devices powered
by people. In many parts of the world, especially
in places where vehicles and fuel are expensive
and difficult to obtain, people depend on their own
two feet for transportation. Using people power
whenever possible makes a lot of sense. Walking
and bicycling produce no pollutants and help keep
the environment healthy. They also contribute to
personal health - getting plenty of exercise can
lengthen a person's life span and help avoid health
APPENDICES
IT'S UP TO YOU

problems. And people are easy to fuel - all it takes is
food!

Adapted from:
www.midamericanenergy.com

2. The text mentions some of the advantages of
using alternative fuel vehicles. Can you think of any
disadvantages? Work in pairs to complete the table
below.


DISADVANTAGES

.................................................

.................................................

.................................................

.................................................

.................................................

 

3. Choose one of the two words to fill in the blanks in
the sentences below. Make a sentence of your own
using the other word. The words are from the text on
page 157.

** Extra – Writing


Make a pledge (a serious promise) about how
you will use your school building in a more
environmentally friendly way. You can write your
pledges on green paper leaves and display them in
your classroom.
1. store You need to …………… the battery of the car with electricity.
  charge ......................................................................................................................

 

2. plug We have to find out how these machines …………… .
  operate ......................................................................................................................

 

3. exhaust Many …………… are released into the atmosphere by the power stations.
  pollutants ......................................................................................................................

 

4. efficient The city’s transport system is one of the most …………… in Europe.
  conventional ......................................................................................................................

 

5. hybrid An animal that comes from parents of two different species is called a ……
  fossil ......................................................................................................................

 

6. emissions …………… from cars are dangerous because they contain carbon dioxide.
  devices ......................................................................................................................

 

7. obtain You can ……… more information on alternative vehicles from the Internet.
  suffocate ......................................................................................................................

 

8. fuel Some alternative forms of energy increase the life ……… of a car’s engine.
  span ......................................................................................................................

 

 

 

APPENDICES
IT'S UP TO YOU

UNIT 7 – EMBRACING OUR WORLD

LESSON 19 – AGAINST THE ODDS


** Extra – Vocabulary

Match the idioms about relationships with their
meaning.


1) We get on well
with each other

2) We don't get on

 

3) He gets on my
nerves

4) We're like chalk
and cheese


5) We're like two
peas in a pod

6) We have fallen out

 

 

 

7) We have made up

 

a. We are really alike

 


b. I find him irritating

c. We're completely
different

d. We have had an
argument

e. We have a friendly
relationship


f. We had an argument
but now we're friends
again


g. We don't have a
friendly relationship

 

*** Extra – Writing


Write about the following topic. Your partner can
read it and give you feedback. Rewrite it if necessary.

Write about one of the characters from your favourite
TV programme. Is that person a good friend to any of
the other characters? Explain. Would you like to have
this character for a friend? Why or why not?


LESSON 20 – SEEING THROUGH
A FRIEND'S EYES


*** Activity 2.2


Answer the following questions.

  1. Why do you think Abram gave the boy a free icecream?
  2. What do you think the boy's dream symbolises?
  3. At the end of the extract, why does the boy feel
    that he doesn't need to touch the cages any
    more?

*** Extra – Writing


Choose one of the following topics to write about.

  1. Imagine that you have just inherited 20,000 E and
    you want to spend it all to help other people. What
    would you do with it, and why? What effect would

it have on the people you would be helping?

  1. Describe the most caring thing anyone has ever
    done for you. What effect did that have on you?
  2. What are the benefits of having friends who are
    different from us


LESSON 21 – FRIENDS WITHOUT
FRONTIER


* Activity 6.3

 

Write an e-mail replying to Class 8a. Give them
information about your school and your class and
suggest how you could help them raise more money.
The following plan will help you write your e-mail.

Dear fellow students,
We come from………………………………………………..
and our school……………………………………………….
………………………………………………………………… .
We like to……….………………………………………….. .
We also like to………………………………………………
…………………………………………………………………..
Helping out your school partner is great!
We think that you could …………………………………..
…………………………………………………………………..
Another good idea would be to ………………………
……………...…………………………………………………
…………………….……………………………………………
Good Luck! We hope to hear from you soon.
APPENDICES
DEBATE

UNIT 4 – Lesson 12, p. 80

Debate

 

HELPFUL TIPS

  • Speak clearly and loudly so that you can be heard by everyone.
  • Be polite and stay calm. Respect your opponent and your opponent's position.
  • Give good reasons for your point of view. Use opinions and facts.
  • Try to avoid monotone. If you want to make an important point use your voice to stress it. Slowly increase
    the stress as you go through your speech.
  • Keep eye-contact with the audience.
  • Use your arms and facial expressions to back up your speech.
  • Use humour to help win over the audience.

JUDGING


Some of you will be the judges. During the debate, you will fill in the judging form below. Study it carefully
before you listen to the speeches. At the end of the debate you will add up the scores and announce the
winner. Remember: you must be objective!


CLASSROOM DEBATE EVALUATION FORM
  Levels of Performance
Criteria Low level (1) Fair (2) Good (3) Very good (4)
  1. Organisation and
    Clarity:     speeches
    are presented both
    clearly and orderly
        
  1. Use of Arguments:
    reasons are given to
    support or oppose
    opinion
        
  1. Use of Examples
    and Facts:
    examples and facts
    are given to support
    reasons
        
  1. Use of Final
    Speech:     arguments
    made by the
    other teams are
    responded to and
    dealt effectively
        
  1. Presentation Style:
    tone of voice, use
    of gestures, and
    level of enthusiasm
    are convincing to
    audience
        

 

APPENDICES
DIAGRAMS

UNIT 5 – Lesson 13, act. 2.1

εικόνα

 

DIAGRAMS FOR ORGANISING INFORMATION


εικόναSTAR: Use a star diagram if there are a number of different characteristics or "sub-topics"
associated with your main topic. Example: Finding methods to help someone improve his fitness
(have a balanced diet, exercising more, etc.)


CHAIN: Use a chain of events diagram if your topic involves a series of events, with a beginning,
a middle and an end. Example: Analysing the plot of a story.

 


SPIDER: Use a spider diagram if there are a number of different characteristics or "sub-topics"
associated with your main topic but you must also get some more details on each of these "subtopics".
Example: Finding methods to help someone improve their diet and investigate each point
in detail.

 


FISHBONE: Use a fishbone diagram if you have to investigate many causes and effect factors
and how they are related to each other on a complex topic. Example: Explaining the Greenhouse
effect.

 


CLOUD/CLUSTER: Use a cloud diagram if you have to generate a "web" of connected ideas
based on a main topic. Example:Brainstorming.

 


TIMELINE: Use a timeline if your topic has definite beginning and ending points and a number
of sequences in between. Example: Displaying key points of the civilisation of a country.


CLOCK: Use a clock diagram if your topic involves a clock-like cycle. Example: Recording the
events in someone's day.

 


VENN: Use a Venn diagram if your task involves finding the similarities and differences between
2 or 3 items.Example: Comparing your country with another one.


CHART/MATRIX: Use a matrix graphic organiser if you must organise information about
the characteristics of many items. Example:Creating a display of important discoveries. Who
discovered them, When, Where, How, etc.

APPENDICES
PEER FEEDBACK

εικόνα

 

FACT/OPINION: Use a fact / opinion chart if you must separate the facts from the opinions in a
theme or text. Example: Separating the facts from the opinions in a news article.

 

PIE CHART: Use a pie chart if your task is to show divisions within a group. Example: Showing
what percentages of the students of your class also speak English, German, French and Italian.

 

 

VOCABULARY MAP: Use a vocabulary map if you want to learn new vocabulary.Example: List
the word, its part of speech (noun, verb, adjective, etc.), a synonym, an antonym, a drawing that
represents the word and a sentence using it.

 

 

5 Ws: Use a 5 Ws chart if you have to analyse the five Ws (Who, When, Where, What, Why) of a
story or event. Example: Understanding the major points of a story.

 

 

TREE: Use a tree diagram if your topic involves a "chain of events", one event happening after
another with many outcomes at each "branch". Example: Outlining an "Action Plan" and the
detailed steps involved.

 

DECISION MAKING: Use a decision making diagram if your topic involves making a decision,
mentioning possible alternatives and their pros and cons. Example: Deciding on what course of
action to take on a specific issue.

 

 

CAUSE AND EFFECT: Use a cause and effect diagram if your task is to examine possible
causes and effects in a process.Example: Talking about what causes pollution and its effects to
the environment.

 

KWHL: Use a KWHL diagram if you have to analyse and organise what you know and what you
want to learn about a topic. K stands for what you already KNOW about the subject. W stands
for what you WANT to learn. H stands for figuring out HOW you can learn more about the topic.
L stands for what you LEARN as you investigate the topic.Example: Investigating the legend of
Atlantis.

GIVING PEER FEEDBACK

Choose a partner to work with. Read your partner's work. Try to answer the following questions.

εικόναCONTENT / IDEAS

1. Do you like the piece of writing? Why? Why not?
2. Is there something more you would like to know?
3. Is there anything that is not clear or difficult to understand?
4. Can you suggest a more suitable beginning or ending?
5. Do you think it is too long or too short?
6. Is there anything unnecessary?

εικόναPURPOSE AND ORGANISATION

1. Has the writer written what (s)he was asked to do?
2. Are the thoughts of the writer well-organised?
3. Does the written work have a clear beginning, middle and end?
4. Are there parts that need to be reordered or rewritten?
5. Are there paragraphs?

εικόναLANGUAGE

1. Are there any words / phrases that are not clear to you?
2. Can you suggest any better words for saying what the writer has in mind?
3. Are there any grammar mistakes?
4. Are there any spelling or punctuation mistakes (capital letters, full stops, etc.)

APPENDICES
KEY TO SELF-ASSESSMENT

UNIT 1 – Self-assessment

1. VOCABULARY


1.1

Skin: slanted
Hair: slim
Body: fair
Character: pale
Landscape: pillar
Climate: region
Buildings: modest

1.2

1f, 2g, 3a, 4e, 5d, 6c, 7h, 8b

 

2. LANGUAGE FOCUS

 

2.1

1. They don't usually visit museums.
2. Does he often go out to restaurants?
3. She is never rude.
4. They are looking at the paintings now.
5. She looks wonderful today.
6. Is Maria coming to the theatre tonight?
7. My friend practises judo twice a week.

2.2

1. the highest
2. more colourful
3. more		 4. as old
5. better


3. EVERYDAY ENGLISH

Suggested answers:
Pretty good. Thanks. And you?
This is (my friend…)
Nice to meet you Helen.

4. WRITING

Consider the following:
  • Have you written about the person's specific
    physical details, character details, interests,
    family? Give yourself 4 points.
  • Have you mentioned special incidents / your
    general opinion about this person? Give yourself
    1 point.
  • Have you used an interesting beginning or
    ending? Give yourself 1 point.
  • Have you put the information into paragraphs?
    Give yourself 1 point.
  • Do you have few grammar / spelling mistakes
    that do not stop the reader from understanding
    what you want to say? Give yourself 3 points.

UNIT 2 - Self-assessment

1. VOCABULARY


1.1

1. eruption
2. challenge
3. prove
4. collapse		 5. location
6. construct
7. remarkable
8. discovery

 

1.2

1. broke into
2. broke out 		3. broken up
4. broke down

 

1.3

Suggested answers:

1. Oh, no. What a shame!
2. That's a great relief!
3. That's a pity!
4. How terrible!

 

2. LANGUAGE FOCUS


2.1

1c, 2e, 3g, 4d, 5h, 6b, 7f, 8a

2.2

1. εικόνα
2. for three years
3. visit 		4. arrived
5. εικόνα
6. didn't read / didn't use to read


3. WRITING

Consider the following:
  • Have you given specific information about when,
    where and how your story took place? Give
    yourself 3 points.
  • Have you used an interesting beginning? Give
    yourself 1 point.
  • Have you used time words to show the order
    in which the events happened? Give yourself 1
    point.
  • Have you used past tenses? Give yourself 1
    point.
  • Have you described your feelings? Give yourself
    1 point.
  • Have you used dialogue, action and detailed
    description to make your story more vivid? Give
    yourself 1 point.
  • Do you have few grammar / spelling mistakes
    that do not stop the reader from understanding
    what you want to say? Give yourself 1 point.
APPENDICES
KEY TO SELF-ASSESSMENT

UNIT 3 - Self-assessment

1. VOCABULARY


1.1

1d, 2a, 3e, 4c, 5f, 6b

 

1.2

1. resort
2. book
3. variety 		4. spectacular
5. destination
6. accommodation


1.3

1. court
2. pitch
3. court		 4. track
5. gym


1.4

1. racket
2. boots
3. club		 4. trainers
5. gloves


2. LANGUAGE FOCUS

1a, 2b, 3b, 4b, 5a, 6a, 7a, 8a, 9b, 10b

 

3. EVERYDAY ENGLISH

1. Do you enjoy doing
2. am keen on rafting
3. would like to try
4. Do you fancy coming
5. I would love to join
6. would rather/'d rather try

4. WRITING

Consider the following:
  • Have you used an appropriate greeting and
    ending? Give yourself 1 point.
  • Have you stated the reason why you are writing
    in the opening paragraph? Give yourself 1 point.
  • Have you included all the information concerning
    your arrangements? Give yourself 4 points.
  • Have you put the information into paragraphs?
    Give yourself 1 point.
  • Do you have few grammar / spelling mistakes
    that do not stop the reader from understanding
    what you want to say? Give yourself 3 points.

UNIT 4 - Self-assessment

1. VOCABULARY

1. motivating
2. progress
3. conventional
4. take in 		5. cooperate
6. attend
7. underestimated
8. disciplined

2. LANGUAGE FOCUS

 

2.1

 

1f, 2b, 3a, 4c, 5g, 6e, 7d

 

2.2

1. … don't have to wear …
2. … mustn't miss …
3. … may make …
4. … might go on …
5. … should borrow some …
6. … ought to help mum with the …
7. … 'd better hand in your assignments …

3. EVERYDAY ENGLISH

Suggested answers:
  1. Can I borrow your history book?
    Yes, of course. I don't need it today.
  2. Could I / we invite some friends for the weekend?
    No, I'm sorry. I'm very busy this weekend.
  3. Is it OK if I go cycling after school?
    Yes, that's fine, but don't be late.
  4. May I use your phone?
    Yes, go ahead.

 

4. WRITING

Consider the following:
  • Have you written about the facilities there are in the sports centre of your area? Give yourself 2
    points.
  • Have you mentioned what needs to be done
    to improve the sports centre? Give yourself 3
    points.
  • Have you put different ideas into different
    paragraphs? Give yourself 1 point.
  • Have you given your report a general title? Give yourself 1 point.
  • Have you used formal language? Give yourself 1 point.
  • Do you have few grammar / spelling mistakes
    that do not stop the reader from understanding
    what you want to say? Give yourself 2 points.

UNIT 5 - Self-assessment

1. VOCABULARY

 

1.1

1. landscape
2. drummer
3. scenery 		5. joy
6. band
7. audience
APPENDICES
KEY TO SELF-ASSESSMENT

1.2

1. playwright
2. interpret
3. inspired
4. compose		 5. critic
6. came across
7. choir


2. LANGUAGE FOCUS

  1. The students create all the works of art.
  2. The school orchestra performs music.
  3. Short speeches are given by the art teachers.
  4. Last year,a play was performed by the drama
    club students.
  5. This year, a party will be held after the
    exhibition.
  6. We always provide refreshments and snacks.
  7. Posters of famous paintings are sold every year.
  8. We sold books last year.
  9. So far, we have given the money to the local
    hospital.
  10. This year, the money will be offered to the
    Children's Home.

 

3. EVERYDAY ENGLISH

1e, 2a, 3f, 4c, 5b, 6d

 

4. WRITING

Consider the following:
  • Have you written enough facts about this
    person's life to make the reader understand why
    you admire him / her? Give yourself 4 points.
  • Have you mentioned special incidents / your
    general opinion of this person? Give yourself 1
    point.
  • Have you put the information into paragraphs?
    Give yourself 1 point.
  • Have you used linking words to show the order
    in which the events happened? Give yourself 1
    point.
  • Do you have few grammar / spelling mistakes
    that do not stop the reader from understanding
    what you want to say? Give yourself 3 points.

UNIT 6 - Self-assessment

1. VOCABULARY

1. alert
2. fitness
3. provide
4. sensitise
5. monitor
6. consume
Hidden word: environment		 7. ban
8. community
9. emissions
10. congestion
11. active

2. LANGUAGE FOCUS

 

2.1

1. … if he took …
2. What would you eat …
3. εικόνα
4. Unless we use …
5. … wouldn't die.

2.2

1. will be
2. would cook
3. had to		 4. would come
5. doesn't change


2.3

  1. We buy environmentally friendly products in
    order to save the environment.
  2. We are using up all our natural resources. As a
    result, our planet is in danger.
  3. Seals are killed for their skin and meat, therefore,
    they're becoming extinct.
  4. He takes regular exercise to keep fit.

 

3. EVERYDAY ENGLISH

1b, 2a, 3c, 4d, 5e

 

4. WRITING
Consider the following:

  • Have you used an appropriate greeting and
    ending? Give yourself 1 point.
  • Have you given your friend advice and
    encouragement to deal with the problem? Give
    yourself 4 points.
  • Have you put different ideas into different
    paragraphs? Give yourself 1 point.
  • Have you used expressions such as: you should,
    If I were you…, You'd better etc. Give yourself 1
    point.
  • Have you used abbreviations? Give yourself 1
    point.
  • Do you have few grammar / spelling mistakes
    that do not stop the reader from understanding
    what you want to say? Give yourself 2 points.

UNIT 7 - Self-assessment

1. VOCABULARY

1.1

1. scared
2. whisper
3. sigh		 4. rough
5. snap


1.2

1. eager 4. glare
APPENDICES
KEY TO SELF-ASSESSMENT
2. risk
3. impact		 5. grip


1.3

1. look after
2. exchange
3. fundraising

Extra word: approach

 4. hardship
5. bravery


2. LANGUAGE FOCUS

 

2.1

  1. She said she had called her best friend twice that
    day.
  2. They said that their community was sponsoring a
    concert for people in need.
  3. She asked us if we cooperated well with each
    other.
  4. He asked me where I had been the night before.
  5. She said that we would always be friends.

 

2.2

  1. "You will do an e-project", the teacher explained.
  2. "Write short e-mails but don't include many
    details".
  3. "Are you interested in participating?"
  4. "You can choose the topic of the project".
  5. "I think it will be a great experience for everyone".

 

3. EVERYDAY ENGLISH

1. Not at …
2. appreciate
3. … very kind of you
4. It was the least / This is the least
5. … mention it.
Extra word: approach

4. WRITING

Consider the following:
  • Have you used an appropriate greeting and
    ending? Give yourself 1 point.
  • Have you thanked your friend and have you talked
    about your feelings? Give yourself 4 points.
  • Have you put different ideas into different
    paragraphs? Give yourself 1 point.
  • Have you used expressions such as: it was very
    kind of you, I really appreciate your help, I'm
    grateful, etc.? Give yourself 1 point.
  • Have you used abbreviations? Give yourself 1
    point.
  • Do you have few grammar / spelling mistakes
    that do not stop the reader from understanding
    what you want to say? Give yourself 2 points.

 
APPENDICES
GRAMMAR REFERENCE

UNIT 1

SIMPLE PRESENT

FORM

Affirmative
I live
He lives

Negative
I do not (don't) live
He does not (doesn't) live

Question
Do you live?
Does he live?

Short answers
Yes, I do /No, I don't
Yes, he does /No, he doesn't


USE: to talk about

  • habits and routines
    They usually go to concerts.
  • permanent situations
    She works in a ship company.
  • general truths, facts
    The sun sets in the west.
  • timetables
    The film starts at 8:00.


TIME EXPRESSIONS *
always, usually, often, sometimes, rarely, never,
every day / week / month / year, in the morning
/ afternoon / evening, at night / the weekend, on
Mondays, once a month, twice a year, etc.

 

* ADVERBS OF FREQUENCY

 

We use the Simple Present with Adverbs of
Frequency to express habits and routines:
always, often, usually, sometimes, rarely, never,
seldom, frequently, occasionally, etc.

 

WORD ORDER

 

The adverbs of frequency come after the verb 'to be'
(He is always late)
and before all the main verbs
(They never go out late)


Note: every day, week, etc., are used at the
beginning or at the end of the sentence.

PRESENT CONTINUOUS

FORM

Affirmative
I am (I'm) living
He is (he's) living		 Negative
I am not (I'm not) living
We are not (aren't) living
Question
Are you living?
Is she living? 		Short answers
Yes, I am /No, I'm not
Yes, he is /No, he isn't

USE: to talk about


  • actions in progress at or around the time of
    speaking
    Listen! They are singing a traditional song.
  • temporary situations
    Where are you staying at the moment?
  • developing and changing situations
    The population of the world is growing.
  • future arrangements
    We are moving house next month.

TIME EXPRESSIONS
now, at the moment, at present, today, these days,
nowadays, tonight, etc.

STATIVE VERBS

Stative verbs describe a state rather than an action,
so they do not usually have a continuous tense.
Some of these verbs are:

  • like, want, wish, love, hate, prefer
  • hear, see, smell, taste, feel
  • agree, believe, know, understand, think, mean,
    suppose
  • look, seem, appear
  • belong, contain, need, own, have

!!! NOTE

Some stative verbs can be used in continuous
tenses but there is a difference in meaning.
SEE
I see someone in the park. Is it Mark?
(I can see him)
I'm seeing my dentist tomorrow. (I'm visiting)
HAVE
I have a flat. (I own)
We're having dinner. (We are eating - expression)
THINK
What do you think? (What's your opinion?)
What are you thinking? (What's on your mind?)
TASTE
The cake tastes delicious. (It has a flavour)
She is tasting the food. (She is trying)
SMELL
The rose smells nice. (It has the smell)
He is smelling the rose. (He is sniffing)
LOOK
You look tired. (seem)
You're looking out of the window.

COMPARISONS

FORM

  • One syllable adjectives and two-syllable
    adjectives ending in -ly, -y, -w.
APPENDICES
GRAMMAR REFERENCE

We add -er for the Comparative form and the -est
for the Superlative form.
old - older (than) - the oldest (of / in)
narrow – narrower (than) – the narrowest (of / in)


SPELLING


big – bigger – biggest
tidy – tidier – tidiest (consonant + y)


  • Two or more syllable adjectives.
    We add more (less) before the comparative
    adjectives and the most (the least) before the
    superlative adjectives.
    beautiful - more / less beautiful - the most / the
    least     beautiful
  • The comparative is followed by than to introduce
    the other element in the comparison.
    I'm younger than you.
  • The superlative is preceded by the and is
    followed by of or in (especially with places)
    It's the most interesting of all the subjects.
    It's the noisiest place in Europe.
  • Irregular adjectives
    good – better – best
    bad – worse – worst
    much / many – more – most
    little – less – least
    far – farther / further – farthest / furthest

USE:


We use the Comparative to compare one person /
thing with another. One is viewed as separate from
the other.
We use the Superlative to compare one person /
thing in a group with the other persons / things in
that group.

 

!!! NOTE


  • (not) so / as + adjective + as
    He's not so / as tall as his brother.
  • (not) nearly as + adjective + as
    It is nearly as cold as it was yesterday.
  • much + comparative + than
    She's much cleverer than her friends.

 

AS / LIKE


We use as to say what someone really is.
He works as a teacher.
We use like to show similarity.
He works like a slave (He isn't a slave).

UNIT 2

PRESENT PERFECT SIMPLE

FORM (have + past participle)

Affirmative
I have ('ve) worked
He has ('s) written 		Negative
I have not (haven't) worked
He has not (hasn't) written
Question
Have you worked?
Has he written? 		Short answers
Yes, I have / No, I haven't
Yes, he has / No, he hasn't


USE: to talk about


  • things that started in the past and continue up to
    the present
    She's been in Rome since December.
    I've known her for 5 years.
  • an action that happened in the past but we do not
    know 'when'
    They've bought a new house.
  • finished actions that have results now
    He's lost the map. Now he can't find the way.
    Have you heard? They've found new artifacts.
  • actions repeated in an unfinished period of time
    He's been to Asia several times this year.
  • recent actions
    I have just finished my school project.

TIME EXPRESSIONS
for (to talk about length of time), since (to say when
something started), already, always, just, ever /
never, lately, recently, so far, today, still, yet (at the
end of the sentence), this year, How long … ?

 

!!! REMEMBER
go – went – gone / been
He's gone to Italy (He isn't home. He's in Italy)
He's been to Italy (He went to Italy but he's back now)
He's been in Italy (He lives in Italy)

SIMPLE PAST

FORM

Affirmative
I worked
I wrote		 Negative
I did not (didn't) work
I did not (didn't) write
Question
Did I work?
Did you write?		 Short answers
Yes, I did / No, I didn't


USE: to talk about

  • finished actions at a definite time in the past. The
    time is stated, known or implied

He left at 7 o'clock yesterday.
APPENDICES
GRAMMAR REFERENCE
  • actions that happened immediately one after the
    other in the past
    She came into the room and turned on the light.
  • actions of people who are no longer alive
    Papadiamantis wrote many books about his island.
  • habits or states in the past
    They went out a lot when they were younger.

 

!!! NOTE


  • Used to + verb can replace the Simple Past for
    habits or repeated actions in the past that are no
    longer happening.
    When I was younger, I went to school by bike.
    When I was younger, I used to go to school by
    bike.

 

PRONUNCIATION

 

There are three ways to pronounce '-ed' at the end
of the regular verbs in the Past Simple:
- verbs ending in sounds /t/, /d/ are pronounced /id/
start – started
- verbs ending in /k/, /p/, /s/, / ∫/, /t ∫/ are pronounced
/t/
stop – stopped, watch - watched
- all the other verbs are pronounced /d/
learn – learned


TIME EXPRESSIONS
yesterday, a week ago, a long time ago, when I
was …, last year / week / month, in 1990, When …?

PAST CONTINUOUS

FORM (was / were – ing)


Affirmative
I was working
You were writing		 Negative
I was not (wasn't) working
You were not (weren't)
writing
Question
Was I working?
Were you writing? 		Short answers
Yes, I was / No, I wasn't
Yes, you were / No, you
weren't

 

USE: to talk about


  • an action that was in progress around a particular
    time in the past
    At the time of the eruption some children were
    playing.
  • an action that was in progress when another
    action interrupted it
    As they were walking in the ruins, a rock fell off.
  • for two or more actions happening at the same
    time in the past

I was digging in the garden while my mum was
making lunch.

  • to describe the setting of a story
    Jason was sitting at his desk. Suddenly,
    …
TIME EXPRESSIONS
when, while, as, all day / morning / week, etc.

 

!!! REMEMBER

Some verbs are not used in continuous forms.
He εικόνα / seemed happy when I met him.

PAST PERFECT SIMPLE

FORM (had + past participle)


Affirmative
I had worked
He had written		 Negative
I had not worked
He hadn't written
Question
Had you worked?
Had he written?		 Short answers
Yes, I had / No, he hadn't


USE: to talk about


  • an action that happened before another action
    or before a certain time in the past (the second
    action is in the Simple Past)
    After he had finished his homework, he realised
    how tired he was.
  • an action that finished in the past and the result
    was visible then
    She was very happy because she had met an old
    friend of hers.

TIME EXPRESSIONS
by, by the time, before, after, for, since, already,
just, never, till / until, etc.
APPENDICES
GRAMMAR REFERENCE

UNIT 3

EXPRESSING PREFERENCE / LIKES /
DISLIKES

General Preference

I like
I enjoy
I'm fond of
I'm keen on
I love
I'm crazy about
I dislike
I can't stand
I hate
I don't mind		 εικόνα I like visiting museums.
I love staying at hotels.
I enjoy sunbathing.
I'm fond of doing water
sports.
I'm keen on playing tennis.
I hate being in overcrowded
places.
I dislike shopping.
I can't stand listening to
loud music.
I don't mind travelling by
coach.


Specific Preference

  • would like to + verb
    I would like to make a reservation.
  • would rather + verb
    I would rather (I'd rather) stay home than go out
    tonight.
  • would prefer to + verb
    I'd prefer to read rather than watch TV.
  • fancy + ing
    I fancy eating out tonight.

 

VERB + -ing

The -ing form can be used as a verbal noun
(gerund) to talk about things we do in the following
cases:

  • as the subject or object of a sentence
    Reading is fun.
    I like swimming.
  • after prepositions and verbs followed by
    prepositions
    He left without saying a word.
    She gave up teaching.
  • after certain verbs:
    enjoy, like, prefer, hate, fancy, mind, avoid, deny,
    involve, suggest, finish, risk, keep (continue)
    I suggest going out tonight.
    Don't keep looking at me.
  • after certain expressions:
    be used to, can't help, can't stand, it's no fun/
    good/use, it's worth, spend/waste time/money
    It's worth having a look at this monument.
  • after go and come when used in expressions
    connected with sports and activities
    I go shopping every week.
    Why don't you come skiing with me?

!!! NOTE

Common verbs and expressions followed by an
infinitive:
agree, arrange, afford, decide, want, manage, refuse,
can't wait, expect, would like, would love, would hate
I can't afford to buy this video camera.
We managed to climb to the top of the mountain.

SIMPLE FUTURE

FORM (will + verb)

Affirmative
I will (I'll) work		 Negative
I will not (won't) work
Question
Will I work?		 Short answers
Yes, I will / No, I won't


USE: to talk about

  • things you decide to do at the time of speaking
    "We are going out". / "Great! I'll come with you".
  • things that are certain to happen (will definitely
    happen in the future and we cannot control)
    It'll be winter soon.
    He'll be 20 next April.
  • promises, offers, threats, warnings, hopes
    I will buy you a present.
    I will help you with the housework.
  • predictions (usually with: think, believe, expect, be
    sure, probably, perhaps, etc.)
    I'm sure she will be very successful one day.

TIME EXPRESSIONS
tomorrow, next week / month / year, in a week /
month, the day after tomorrow, soon, tonight, etc.

 

BE GOING TO + VERB

FORM

Affirmative
I am going to work
 Negative
I am not going to work
Question
Am I going to work?
Is he going to work?		 Short answers
Yes, I am / No, I'm not
Yes, he is / No, he isn't

 

USE: to talk about

  • future plans and intentions
    She's going to book a ticket tomorrow.
  • predictions based on what we see / know,
    especially when there is evidence something is
    going to happen
    Look at those clouds! It's going to rain.
    Look out! You're going to fall.
APPENDICES
GRAMMAR REFERENCE

!!! REMEMBER


  • Time words such as before, after, when (όταν),
    till / until, as soon as, once, by the time,     etc. are
    not followed by Simple Future. Instead, we use
    Simple Present or Present Perfect Simple.
    He will call you as soon as he comes home.
    They will watch TV after they have finished lunch.
  • Use shall with I or we to make suggestions or ask
    for information.
    Shall we go out tonight?
    Where shall I park?

 

!!! NOTE


  • The PRESENT CONTINUOUS is often used for
    fixed arrangements in the near future.
    We're having a party on Saturday evening. Would
    you like to come? (everything is arranged)
    I'm seeing the doctor next week. (we have an
    appointment)
  • The SIMPLE PRESENT is also used with future
    meaning for timetables or programmes.
    His flight arrives at 6:00 tomorrow morning.
    Christmas Day falls on a Sunday this year.

 

TOO / ENOUGH


Too and enough are adverbs of degree. Too
expresses an excessive degree and enough
expresses a sufficient degree.

  • too + adjective / adverb + to -infinitive
    I'm too unfit to do windsurfing.
  • too + adjective … for (somebody) (+ to -infinitive)
    This sport is too demanding for me (to do).
  • adjective / adverb + enough + to -infinitive
    He's strong enough to win the game.
  • enough + noun
    I've got enough money to go on holiday.

 

!!! NOTE

 

This car is very expensive, but I'll buy it.
This car is too expensive. I can't afford it.

SO / SUCH

So and such can be used as adverbs of degree.
They express a high degree of intensity. In this case
the sentences with so and such are followed by an
exclamation mark.
His story was so funny!
It was such a funny story!
She has such beautiful eyes!

 

So and such are also used with that to express
cause and effect.
  • such a / an + adjective + countable noun
    (singular) [+ that …]
    It was such an exhausting day that I went
    straight to bed.
  • such + adjective + countable (plural) /
    uncountable noun [ + that …]
    There were such noisy parties that we complained
    to the police.
    It was such cold weather that we cancelled the race.
  • so + adjective / adverb [ + that …]
    She's so determined that she will succeed.
    He runs so fast that no one can compete with him.

 

So is used with quantifiers like: much, many, few,
little. However, we say: such a lot of…
I'm sorry I'm late. There was so much traffic.
I'm sorry I'm late. There was such a lot of traffic.

QUESTION TAGS

FORM
We form question tags by using the auxiliary verb of
the statement (if there is not one, we use do / does
for Simple Present and did for Simple Past) and the
appropriate personal pronoun.
She can dance well, can't she?
The boys like football, don't they?

 

USE:

 

We use question tags to ask for agreement.
After positive statements we use negative question
tags and after negative statements we use positive
question tags.
The match was great, wasn't it?
They will not reserve tickets, will they?
She likes tennis, doesn't she?

 

!!! NOTE

 

I am clever, aren't I?
Let's have a break, shall we?
He has got a boat, hasn't he?
He has tennis lessons every week, doesn't he?
Don't tell anyone, will you?
This is a thrilling sport, isn't it?

UNIT 4

MODAL VERBS

OBLIGATION / DUTY / NECESSITY

  • must: expresses strong obligation to do
    something, duty and strong necessity
    I must do my homework.
APPENDICES
GRAMMAR REFERENCE
  • have to: expresses necessity, an obligation
    caused by an external authority or circumstances
    I will have to go soon.
    You have to stop when you see that sign.
  • mustn't: expresses prohibition
    You mustn't drink and drive.
  • don't have to: expresses lack of necessity,
    absence of obligation
    You don't have to come with us if you don't want
    to.
  • should / shouldn't / ought to / oughtn't to:
    expresses advice, weak obligation in the sense of
    something that is good or right to do
    He should see a doctor if he's not feeling well.
    They shouldn't buy expensive clothes if they can't
    afford them.
    They really ought to visit their grandparents.

 

POSSIBILITY


  • can: expresses general possibility
    The city can be dangerous at night.
  • may: expresses possibility in a specific situation
    Father may be late today.
  • might, could: express possibility in a specific
    situation (less possible than may)
    This painting might be worth a lot of money one
    day.
    It could get colder later on.

PERMISSION


  • can, could, may: are used to ask for permission
  • can, may: are used to give permission
    Can I use your pen? - Yes, you can.
    Could I call you tomorrow? - Yes, of course you
    can.
    May I leave now? - Yes, you may go.

 

When we refuse permission we use expressions like
sorry / I'm afraid and actually.

 

– Can I borrow your CD?
– Sorry but you can't. I'm afraid I've already
promised it to someone else.

REQUEST


  • can, could: are used to make requests
    Can you lend me one euro?
    Could you turn down the radio?

ABILITY


  • can: expresses ability in the present or the future
    I can speak English but I can't speak German.
  • could: expresses ability in the past
    He could play the violin when he was 8.
  • be able to: expresses ability. It is used to refer to
    ability in situations where there are no equivalent

structures with can/could (infinitive, perfect tense)
Have you been able to solve the problem yet?
I can/will be able to do it tomorrow.

!!! NOTE


  • could: expresses general ability in the past
    He could play the piano when he was 5.
  • was able to: expresses ability in a specific
    situation in the past.
    I was able to repair my car yesterday.

 

!!! REMEMBER
Modal verbs are followed by a bare infinitive.
She must go on a diet.
They may come to the party.
He has to work late. He can't come with us.

RELATIVE CLAUSES

Relative clauses are used to give more information
about nouns. They are introduced with a relative
pronoun or a relative adverb.

RELATIVE PRONOUNS

  • who / that is used for people
    The man who lives next door is a doctor.
  • which / that is used for animals and objects
    The car which was stolen was very expensive.
  • whose is used for people, animals and objects to
    show possession
    The woman whose cat is missing is very sad.

!!! NOTE


  • who, which and that can be omitted when they
    are the object of the relative clause
    The boy (who / that) you saw at my house is my
    best friend.
  • who, which and that cannot be omitted when they
    are the subject of the relative clause
    The dog which / that is running is not mine.
  • whose is never omitted
    The teacher whose students broke the window
    was fired.

RELATIVE ADVERBS


  • when / that is used to talk about time
    The day when I was born was a Sunday.
  • where is used to talk about a place
    The restaurant where we usually have dinner is not
    far from our house.
  • why is used to give a reason
    The reason why she's crying is because she fell off
    her bike.
APPENDICES
GRAMMAR REFERENCE

UNIT 5

PASSIVE VOICE

FORM
verb 'to be' (in the appropriate tense) + past
participle
The 'Mona Lisa' is kept in the Louvre.
This seat isn't taken.
Hip hop music was played at the concert.
A new bridge will be built soon.
Has the house been sold?
The radio had been turned off.
The letters must be delivered tomorrow.

 

USE

 

We use the passive voice when:

  • the action is more important than the person who
    does it
    The painting will be displayed at the National
    Gallery next month.
  • the person who does the action is unknown or
    obvious
    The statue was stolen last week. (unknown)
    The play will be performed in an open-air theatre.
    (by the actors – obvious)
  • we want to avoid saying who did something wrong
    The CD player is broken.
Passive voice tends to be used more in writing and in
formal speech.

 

CHANGING FROM PASSIVE TO ACTIVE

  • the object of the sentence in the active becomes
    subject in the passive.
  • the passive structure is formed by using the verb
    be in the same tense as the verb in the active
    sentence followed by the past participle of the
    active verb.
    play – is / are played
    sang – was / were sung
    has / have painted – has / have been painted
    will direct – will be directed
    is / are composing – is / are being composed
    was / were collecting – was / were being
    collected
    had sculpted – had been sculpted
    (must) rehearse – (must) be rehearsed
  • the subject of the active sentence is introduced
    using the preposition by. This person, thing,
    organisation, etc. is called the agent.

 

ACTIVE: Vivaldi composed ‘The Four Seasons’.

εικόνα

PASSIVE: ‘The Four Seasons’ was composed by

Vivaldi.

!!! NOTE:


  • Only verbs that have an object (transitive) can be
    turned into passive voice. Here is a list of some
    verbs that do not have passive forms:
    look, happen, occur, (dis)appear, vanish, seem,
    consist of, emerge, resemble
  • We use by + person
    with + instrument / material
    The painting was painted by Salvatore Dali.
    The painting was painted with watercolours.
  • The by-agent can be omitted when the subject in
    the active voice is he, they, someone, people, etc.
    Someone stole an expensive work of Art.
    An expensive work of Art was stolen.
  • With verbs that have two objects we have two
    passive forms.
    My friend gave me a new CD on my birthday.
    I was given a new CD on my birthday. (more
    common)
    A new CD was given to me on my birthday. (less
    common)
  • When a verb in the active voice is followed by a
    preposition, the preposition goes immediately after
    the verb in the passive.
    The students put up a Christmas play.
    A Christmas play was put up by the students.
  • When we ask about the person who does
    something, the passive question form is:
    Who was this piece of music composed by?
  • The verbs made and let change as follows:
    My mother made me tidy my room.
    I was made to tidy my room.
    My teacher let me go out.
    I was allowed to go out.

 

UNIT 6

CONDITIONALS

TYPE 0

FORM
If / When + Simple Present -> Simple Present

USE
Type 0 is used to express a general truth or a
scientific fact.
If you leave ice in the sun, it melts.

TYPE 1

FORM
If + Simple Present Simple -> Future, imperative,
can / must / may, etc. + infinitive
APPENDICES
GRAMMAR REFERENCE

USE
Type 1 is used to express a real situation in the
present or future.
If she invites me, I will go to the cinema with her.

 

!!! NOTE

Unless = If not: expresses negative conditions
I won't go shopping unless you come with me.
I won't go shopping if you don't come with me.

 

!!! REMEMBER

 

The verb is usually affirmative after unless.

 

TYPE 2

FORM
If + Simple Past -> would, could, might + infinitive

 

USE
Type 2 is used to express an unreal or imaginary
situation, something unlikely to happen in the
present or future.
If they had more free time, they would go to the art
exhibition.

 

!!! NOTE

 

In Type 2 conditional were is often used instead of
was.
If I were you, I would tell them the truth.

 

TYPE 3

FORM
If + Past Perfect -> would, could, might + perfect
infinitive (have + past participle)

 

USE
Type 3 is used to express an imaginary situation in
the past, something that can no longer happen in the
present or future. It is also used to express regret.
If I had known your phone number, I would have
called you. (I didn't know it so I didn't call you)
If I had studied more, I wouldn't have failed the test.

 

!!! REMEMBER
When the If-clause is before the main clause we
separate them with a comma. When it is after the
main clause we don't put a comma.
If it rains, I will stay home.
I will stay home if it rains.

CLAUSES OF RESULT

They are introduced with:

  • so
    I was ill, so I didn't go to school yesterday.
  • such (a / an) + adjective + noun (that)
    It was such a nice day that we went for a picnic.
    They were such expensive clothes that we didn't
    buy them.
  • so + adjective / adverb (that)
    She was so tired that she went to bed early.
    He plays the piano so well that we all admire her.
  • As a result
    People hunt animals. As a result, some animals
    are in danger.

CLAUSES OF REASON

They are introduced with:

  • the reason for + noun
    The reason for his delay was the bad weather.
  • the reason why + clause
    The reason why he was late was the bad weather.
  • because of + noun
    He was late because of the bad weather.
  • because + clause
    He was late because the weather was bad.

CLAUSES OF PURPOSE

They are introduced with:

  • to + infinitive
    They studied hard to pass the exams.
  • in order (not) to + infinitive
    They studied hard in order to pass the exams.
    I shut the door quietly in order not to wake him up.
  • so as (not) to + infinitive
    They have used new systems so as to improve
    road safety.
  • so that + can / will / could / would
    He sent us a map so that we could find the way
    easily.
  • in order that + can / could / might / should
    They sold the old house in order that they should
    have     some cash available.

CLAUSES OF CONTRAST

They are introduced with:

  • but
    She was very tired, but she went to the cinema.
  • although + clause
    Although she was tired, she went to the cinema.
  • However
    She was tired. However, she went to the cinema.
APPENDICES
GRAMMAR REFERENCE

  • Despite + noun phrase / -ing form
    Despite her illness, Mary went to school.
    Despite being ill, Mary went to school.
  • In spite of + noun phrase / -ing form
    In spite of his terrible headache, he still studied
    until late.
    In spite of having a terrible headache, he still
    studied until late.

 

UNIT 7

DIRECT / REPORTED SPEECH

USE

 

Direct speech is the exact words someone said. The
sentence is put within quotation marks ('…')
Ann: 'It's very cold outside.'

Reported speech is the exact meaning of what
someone said, but not his / her exact words. The
sentence is not put within quotation marks. There is
an introductory verb (say, tell), after which we can put
the word that or we can omit it.
Ann said (that) it was very cold outside.

 

SAY - TELL

 

'Say' and 'tell' are used both in direct and in
reported speech. Tell must be followed by an
indirect object. Say is not followed by an indirect
object but can be followed by to + personal
pronoun or noun.

 

She said, 'I'm tired'.
She said (that) she was tired.

 

She said to me, 'I'm tired'.
She said to me (that) she was tired.

 

She told me, 'I'm tired'.
She told me (that) she was tired.

 

EXPRESSIONS WITH 'SAY' AND 'TELL'

 

SAY: good morning, hello, something / nothing, a few
words, so, a prayer, goodbye, etc.
TELL: the truth, a story, a lie, a secret, the time,
somebody the way, the difference, a joke, etc.

 

REPORTED STATEMENTS

In reported speech:

  • personal / possessive pronouns, and possessive
    adjectives change according to the meaning of the
    sentence.
    Jerry said, 'I don't want to go out with my parents'.

Jerry said (that) he didn't want to go out with his
parents.

  • When the introductory verb is in a past tense, the
    tenses in the reported sentence change as follows:

DIRECT SPEECH REPORTED SPEECH
Simple Present -> Simple Past
'My dance class starts at
7:00.'		 She said (that) her dance
class started at 7:00.
Present Continuous -> Past Continuous
'I'm moving house very
soon.'		 He said (that) he was
moving house very soon.
Present Perfect -> Past Perfect
'We have finished our
homework.'		 They said (that) they had
finished their homework.
Simple Past -> Simple Past / Past Perfect
'Dad came home early
today.'		 He said (that) Dad had
come home early that
day.
Past Continuous -> Past Continuous /
Past Perfect Continuous
'I was sleeping' She said (that) she had
been sleeping.
Simple Future -> Conditional (would)
'We will have a party
soon.'		 They said (that) they
would have a party soon.

  • The same rule applies to modal verbs, if they have
    a past form:
    can -> could
    may -> might
    shall -> should
    will -> would
  • Certain words and time expressions change
    according to the meaning of the sentence as follows:

now -> then
today -> that day
yesterday -> the day before, the previous day
tonight -> that night
tomorrow -> the next / following day
this -> that
last month -> the previous month, the month
before
next
week		 -> the following week, the week after
ago -> before
here -> there
come -> go
APPENDICES
GRAMMAR REFERENCE

NOTE!

  • The verb tenses do not change when the
    introductory verb is in the present, future or
    present perfect.
    Jim says, 'I am very tired'.
    Jim says (that) he is very tired'.
  • The verb tenses may not change when we report a
    general truth.
    Georgia said, 'It rains a lot in March'.
    Georgia said that it rains a lot in March.
    • could, might, should, ought to, had better,
    would, used to     remain unchanged
    'I could do it'.
    He said he could do it.
  • must can remain unchanged or be replaced by
    had to
    'I must leave'.
    She said she must leave / had to leave.

REPORTED ORDERS / REQUESTS

  • When we report orders, we use the introductory
    verbs: 'tell', 'order' + someone + (not) to
    -infinitive.
    'Get into groups and don't make a lot of noise', the
    teacher told us.
    The teacher told us to get into groups and not to
    make     a lot of noise.
  • When we report requests, we use the introductory
    verb 'ask' + (not) to -infinitive and we omit words
    such as 'please'.
    'Help me carry this desk, please', the teacher told
    me.
    The teacher asked me to help her carry that desk.

REPORTED QUESTIONS

  • Reported questions are usually introduced with the
    verbs / expressions: ask, wonder, inquire, want to
    know.
    'What time does the play start?'
    He wanted to know what time the play started.
  • When the direct question begins with a question
    word (who, where, why, when, how, etc.), the
    reported question is introduced with the same
    word.
    'What time does the play start?'
    He wanted to know what time the play started.
  • When the direct question begins with an auxiliary
    or modal verb (be, do, can, etc.), the reported
    question starts with 'if' or 'whether'.
    'Do you like helping others?'
    He asked me if / whether I liked helping others.
  • The word order is the same as in an affirmative
    sentence. The verb tenses, pronouns and time

expressions change as in statements. The
question mark is omitted.
'What time does the play start?'
He wanted to know what time the play started.

 

INTRODUCTORY VERBS


  • Here is a list of verbs used to introduce reported
    statements:
    explain, mention, point out, reply, state + (to +
    personal pronoun / noun) + that…
    'It's about 10 km away'
    He explained (to me) that it was 10 km away.
    believe, think, imagine, suppose
    'It's an easy job'
    She believed it was an easy job.
  • Here is a list of introductory verbs used to report
    advice, agreement, commands, suggestions, etc.

VERB + (NOT) TO -INFINITIVE


  • agree
    He agreed to help me with my project.
  • demand
    Dad demanded to tell him the truth.
  • offer
    She offered to pick me up from the airport.
  • promise
    They promised not to make too much noise.
  • refuse
    The boy refused to go inside.

VERB + SB + TO -INFINITIVE

  • advise
    My friend advised me to eat healthy food.
  • ask
    He asked his teacher to explain again.
  • encourage
    Mary encouraged her son to try harder.
  • invite
    We invited them to spend the weekend together.
  • remind
    She reminded me to pay the bills.
  • warn
    Mum warned me not to cross the street.

VERB + -ing FORM

  • accuse sb of
    They accused us of cheating in the test.
  • apologise for
    He apologised for breaking the CD.
  • suggest
    She suggested going to the cinema the next day.
APPENDICES
WORD LISTS

UNIT 1

LESSON 1

absorb
adaptation
altitude
barren
diversity
evolve
eyelids
frostbite
harsh
insulation
layer of fat
marshes
plains
rays
regions
scorching heat
sturdy
substance
surroundings
survive
terrain

 

LESSON 2

 

appreciate
body language
bordering
bow
chopsticks
convey a message
cuisine
customs
joined
landmarks
lyrics
mats
mural
physical contact
producers
thrive
tolerance
tribe
unity
wrestling

 

LESSON 3

 

arch
awe-inspiring
breathtaking
concrete
construction
distinctive
foundations
granite

install
limestone
marble
massive
piers
pillars
remarkable
shallow dome
soil
spectacular
stable
storeys
striking feature
vertical

UNIT 2

LESSON 4

 

appalling
challenge (v)
eruption
excavate
inspire
locate
long to
named after
preserve
proof
sanctuary
seek out
site
tidal wave
volcanic ash
wash away
wealth

 

LESSON 5

 

artifact
break out
calendar
clay
collapsed
commercial
excavations
exhibit
geologist
gladiators
harden
lava
lively
plaster
potters
pour
tremendous
turn into

LESSON 6

 

accountants
crane
dawn
decay
fertile
internal organs
mud
observatories
overflow
recede
remove
sophisticated
superb
surgeons
tombs
valley
wrap

UNIT 3

LESSON 7

 

bargaining
canoeing
confident
destination
eye-catching
haunted
head for
hiking
maze
package holiday
sledging
sunbathing

 

LESSON 8

 

admit
attractions
dimension
firework display
giggles
sensational
slides
spin
thrills
tumble down
unlimited
vary
water rides

 

LESSON 9

 

achievement
alleys
amateur

broom
concentric
demanding
financial reward
granite
grip
lanes
professional
referee
slide off
sweep
teammates
violation

UNIT 4

LESSON 10

 

aquarium
campus
depressing
discipline
elect
extract
extracurricular
handicrafts
impact
journal
jumpy
keep sb in line
mob
overcrowded
pick and choose
underestimate

 

LESSON 11

 

digital
gadget
innovative
interactive whiteboard
lifelong learning
motivate
projector
reduce
tablet PC
tech devices

 

LESSON 12

 

advance
carvings
consumers
convenient
conventional
convert
cuneiform
debate
APPENDICES
BRITISH AND AMERICAN ENGLISH

deliver
durable
estimate
format
goldsmith
mankind
movable
printing press
revolutionise
time-consuming

UNIT 5

LESSON 13

 

brutality
civil war
civilians
crammed
cubist
define
eyewitness
helplessness
imitate
immense
impressionism
interpret
massacre
pierced
realism
restore
reveal
stunned
surrealism

 

LESSON 14

 

committee
compose
distinctive
era
gold-plated
launch
percussion

 

LESSON 15

 

chorus
confess
dedicate
despair
hatred
in disguise
make peace
misfortune
noble
playwright
prominent

UNIT 6

LESSON 16

 

affect
balanced diet
campaign
deafening
disgust
dominate
nutrients
promote
take action

 

LESSON 17

 

alert
awareness
benefits
brainy
congestion
dry up
emissions
exhausted
global warming
independent
keep up with
resources

 

LESSON 18

 

conservation
distribute
ecological
give out
impact
involved
monitor
natural resources
recycle
research
run out
sensitise
solar panels
value
waste

UNIT 7

LESSON 19

 

compassionate
considerate
contribution
deadly
dip
give up
instant
miraculously

petrified
qualify
spin
surface (v)
take the risk

 

LESSON 20

 

cart
curb
dime
dispute
eager
folks
inclined
tap (v)

 

LESSON 21

 

attach
bustling
chatrooms
fundraising
hardships
register
vibrant
well-informed

UNIT 8

LESSON 22

 

consensus
embark on
emotional
highlights
last (v)
negotiation
observatory
set off
that's settled
trace
vast

 

LESSON 23

 

currency
majestic
mild
recipient
updated
virtual

 

LESSON 24

 

encounter
hemisphere

BRITISH AND AMERICAN
ENGLISH

VOCABULARY

 

εικόνα

 

 

aerial
angry
bill (restaurant)
biscuit
car park
chemist
chips
city centre
clever
crisps
cupboard
flat
garden
handbag
holiday
lift
lorry
mad
mark
motorway
pavement
petrol
post
queue
rubber
rubbish
shop assistant
sweets
tin
torch
trousers
underground

 

εικόνα

 

antenna
mad
check
cookie
parking lot
pharmacy
french fries
downtown
smart
chips
closet
apartment
yard
purse
vacation
elevator
truck
crazy
grade
highway
sidewalk
gas
mail
line
eraser
garbage
sales clerk
candy
can (of food)
flashlight
pants
subway

 

 

 

SPELLING

 

centre / theatre
cheque
colour / humour
jewellery
licence
practise (v)
programme
realise
travelling

center / theater
check
color / humor
jewelry
license
practice (v)
program
realize
traveling
APPENDICES
IRREGULAR VERBS

INFINITIVE

PAST

PAST
PARTICIPLE

INFINITIVE

PAST

PAST
PARTICIPLE

be
become
begin
bite
blow
break
bring
build
burn
burst
buy
can
catch
choose
come
cost
cut
deal
dig
do
dream

drink
drive
eat
fall
feed
feel
fight
find
fly
forget
forgive
get
give
go
have
hear
hide
hit
hold
hurt
keep
know
lay
learn
leave
lend
let

was / were
became
began
bit
blew
broke
brought
built
burnt (burned)
burst
bought
could
caught
chose
came
cost
cut
dealt
dug
did
dreamt (dreamed)
drank
drove
ate
fell
fed
felt
fought
found
flew
forgot
forgave
got
gave
went
had
heard
hid
hit
held
hurt
kept
knew
laid
learnt (learned)
left
lent
let

been
become
begun
bitten
blown
broken
brought
built
burnt (burned)
burst
bought
(been able to)
caught
chosen
come
cost
cut
dealt
dug
done
dreamt (dreamed)
drunk
driven
eaten
fallen
fed
felt
fought
found
flown
forgotten
forgiven
got
given
gone
had
heard
hidden
hit
held
hurt
kept
known
laid
learnt (learned)
left
lent
let

lie
light
lose
make
meet
pay
put
read
ride
ring
rise
run
say
see
seek
sell
send
set
shake
shoot
show
shut
sing
sit
sleep
speak
spend
stand
steal
swim
take
teach
tell
think
throw
understand
wake
wear
weave
win
write

lay
lit
lost
made
met
paid
put
read
rode
rang
rose
ran
said
saw
sought
sold
sent
set
shook
shot
showed
shut
sang
sat
slept
spoke
spent
stood
stole
swam
took
taught
told
thought
threw
understood
woke
wore
wove
won
wrote

lain
lit
lost
made
met
paid
put
read
ridden
rung
risen
run
said
seen
sought
sold
sent
set
shaken
shot
shown
shut
sung
sat
slept
spoken
spent
stood
stolen
swum
taken
taught
told
thought
thrown
understood
woken
worn
woven
won
written
APPENDICES
MAPS

img
MAPS
MAPS

img
MAPS
MAPS

img
MAPS

 

 

 

 

 

 

 

Προέλευση φωτογραφιών
«Πρόσωπα του κόσμου», Κ. Γιατράς, Εκδόσεις Πατάκη, [σελ. 10: (2), (3), (4)], «Signature exlusive», τεύχ. 96, Diners Club, [σελ. 19: (5)], «Αρχαία Ελλάδα», Εκδόσεις Καρακώτσογλου, [σελ. 19: (4), σελ. 62: (2), (3)], «Αρχαία Ρώμη», Εκδόσεις Καρακώτσογλου, [σελ. 27: (2), σελ. 37: (1), σελ. 42: (3)], National Geographic, Μάιος 2006, Ιανουάριος 2008, Φεβρουάριος 2006, [σελ. 20: (1), σελ. 31: (1), σελ. 74: (1)], «Ολυμπιακοί αγώνες», Εκδόσεις Αντ. Ν. Σάκκουλα, [σελ. 23: (2)], «Σχολική Εγκυκλοπαίδεια Πατάκης-Oxford», [σελ. 27: (1), σελ. 47: (1), σελ. 85: (1), σελ. 128: (3)], «Μάγια& Αζτέκοι», Εκδόσεις Καρακώτσογλου, [σελ. 27: (3), σελ. 37 (6)], «Οι εβδομήντα μεγάλες επινοήσεις του αρχαίου κόσμου», Εκδόσεις Βασδέκη, [σελ. 27: (4), σελ. 37: (2), (3), (5), (7), σελ. 78: (1)], Experiment-Γαιόραμα, τεύχ. 20, [σελ. 29: (1), σελ. 30: (1)], «Χαμένοι πολιτισμοί», Εκδόσεις Καρακώτσογλου, [σελ. 32: (1), (2), (3), (5), σελ. 34: (1), σελ. 42: (1)], «Αρχαιολογία», Εκδόσεις Σαββάλα, [σελ. 33: (2), (3), (4)], «e.εγκυκλοπαίδεια», τ. Ι΄, Ελληνικά Γράμματα, [σελ. 35: (1), (2), (3)], «Ταξίδι στο χρόνο», Ερευνητές, [σελ. 36: (1)], Στρατιωτική Ιστορία, τεύχ. 56, [σελ. 37: (4)], «Λιμνών Περιήγηση», Γ. Φατούρος, Εκδόσεις Πατάκη, [σελ. 38: (2)], «Θησαυροί της Αιγύπτου», Η Καθημερινή [σελ. 39: (3), σελ. 41: (2), (3), (4), σελ. 43: (1), (2), (3)], «Αρχαία Ελλάδα και Αίγυπτος», Εκδόσεις Π. Κουτσουμπός, [σελ. 42: (2)], «Ολυμπιακοί αγώνες», Ερευνητές, [σελ. 47: (2), σελ. 59: (1), (2)], «Ενέργεια», Εκδόσεις Πατάκη, [σελ. 47: (3)], «Αξέχαστα πράγματα που πρέπει να κάνετε στη ζωή σας», Εκδόσεις Ορφέας, [σελ. 48: (3), σελ. 52: (6), σελ. 145: (2)], Άγγ. Κοκολάκης, [σελ. 47: (2)], «Κυκλάδες», National Geographic Traveller [σελ. 51: (3), (4)], «Σποράδες», Explorer, [σελ. 51: (1)], «Το μεγάλο εικονογραφημένο λεξικό σε έξι γλώσσες», Εκδόσεις Δομή, [σελ. 58: (1)], «Από το κοντύλι στον υπολογιστή», Εκδόσεις Μεταίχμιο, [σελ. 65: (1)], κατάλογος, Διερευνητική Μάθηση Α.Ε. [σελ. 72: (1)], «Ιστορία της γραφής», Ερευνητές, [σελ. 77: (1), (2)], «Art Gallery, J.F. Millet», Deagostini Hellas, [σελ. 84: (1)], «Art Gallery, Picasso», Deagostini Hellas, [σελ. 86: (1), σελ. 88: (3)], «Art Gallery, E. Delacroix», Deagostini Hellas, [σελ. 87: (1)], «Εθνική πινακοθήκη, 100 χρόνια», Εθνική Πινακοθήκη και Μουσείο Αλέξανδρου Σούτζου, [σελ. 88: (2), σελ. 89: (2), (3), (4), (5), (6), (7)], «Γύζης», Εκδόσεις Αδάμ, [σελ. 89: (1)], «Φερνάντο Μποτέρο», Εθνική Πινακοθήκη και Μουσείο Αλέξανδρου Σούτζου, [σελ. 91: (1)], LIFO, τεύχ. 127, [σελ. 98: (1), (2)], «Ο Jamie Oliver μαγειρεύει στο σπίτι» (VCD), Η Καθημερινή, [σελ. 105: (1)], «Ο Κολόμβος και οι εξερευνητές της αναγέννησης», Εκδόσεις Πατάκη, [σελ. 140: (2), (5)], «Ο πλοίαρχος Κουκ και η εξερεύνηση του Ειρηνικού», Εκδόσεις Πατάκη, [σελ. 140: (6), (7)], «Λονδίνο», Explorer, [σελ. 141: (6)], www.free-photo-download.com, [σελ. 146: (1)], «The travel book», Εκδόσεις ΚΟΑΝ / Βιβλία του κόσμου, [σελ.141: (1), (4), σελ.144: (1), (2), σελ. 147: (1), (3), (4), (6)], «Μόσχα», Explorer [σελ. 145: (1)]