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LESSON 5 – ACROSS THE AGES
** Activity 2.2
Read the text on page 34 of your book and answer
** Extra - Language focus, Activity 6
Read the text about Spartan boys and girls in ancient
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.
* Activity 8
Match the words on the left with their meanings on
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** Extra – Language focus, Activity 5
Write the part of your article that refers to the ancient
Mining for salt
UNIT 3 - TIME OUT!
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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:
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
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*** Extra – Writing
Write about the following topic. Your partner can Write about one of the characters from your favourite
LESSON 20 – SEEING THROUGH
*** Activity 2.2
Answer the following questions.
*** Extra – Writing
Choose one of the following topics to write about.
it have on the people you would be helping?
LESSON 21 – FRIENDS WITHOUT
* Activity 6.3
Write an e-mail replying to Class 8a. Give them 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 |
UNIT 4 – Lesson 12, p. 80
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CLASSROOM DEBATE EVALUATION FORM | ||||
Levels of Performance | ||||
Criteria | Low level (1) | Fair (2) | Good (3) | Very good (4) |
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UNIT 5 – Lesson 13, act. 2.1
DIAGRAMS FOR ORGANISING INFORMATION
STAR: Use a star diagram if there are a number of different characteristics or "sub-topics"
CHAIN: Use a chain of events diagram if your topic involves a series of events, with a beginning,
SPIDER: Use a spider diagram if there are a number of different characteristics or "sub-topics"
FISHBONE: Use a fishbone diagram if you have to investigate many causes and effect factors
CLOUD/CLUSTER: Use a cloud diagram if you have to generate a "web" of connected ideas
TIMELINE: Use a timeline if your topic has definite beginning and ending points and a number
CLOCK: Use a clock diagram if your topic involves a clock-like cycle. Example: Recording the
VENN: Use a Venn diagram if your task involves finding the similarities and differences between
CHART/MATRIX: Use a matrix graphic organiser if you must organise information about APPENDICES
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FACT/OPINION: Use a fact / opinion chart if you must separate the facts from the opinions in a
PIE CHART: Use a pie chart if your task is to show divisions within a group. Example: Showing
VOCABULARY MAP: Use a vocabulary map if you want to learn new vocabulary.Example: List
5 Ws: Use a 5 Ws chart if you have to analyse the five Ws (Who, When, Where, What, Why) of a
TREE: Use a tree diagram if your topic involves a "chain of events", one event happening after
DECISION MAKING: Use a decision making diagram if your topic involves making a decision,
CAUSE AND EFFECT: Use a cause and effect diagram if your task is to examine possible
KWHL: Use a KWHL diagram if you have to analyse and organise what you know and what you GIVING PEER FEEDBACK
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3. EVERYDAY ENGLISH Suggested answers:
Pretty good. Thanks. And you? This is (my friend…) Nice to meet you Helen. 4. WRITING Consider the following:
UNIT 2 - Self-assessment
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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
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
2.2
1. 2. for three years 3. visit |
4. arrived 5. 6. didn't read / didn't use to read |
3. WRITING
1.3
1.4
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:
UNIT 4 - Self-assessment
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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
3. EVERYDAY ENGLISH
4. WRITING
1. VOCABULARY
1.1
1. landscape 2. drummer 3. scenery |
5. joy 6. band 7. audience |
2. LANGUAGE FOCUS
2.1 1. … if he took …
2. What would you eat … 3. 4. Unless we use … 5. … wouldn't die. 2.2
2.3
3. EVERYDAY ENGLISH 1b, 2a, 3c, 4d, 5e
4. WRITING Consider the following:
UNIT 7 - Self-assessment
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1. scared 2. whisper 3. sigh |
4. rough 5. snap |
1.2
1. eager | 4. glare |
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USE: to talk about
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
WORD ORDER
The adverbs of frequency come after the verb 'to be'
Note: every day, week, etc., are used at the PRESENT CONTINUOUS
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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
Stative verbs describe a state rather than an action,
so they do not usually have a continuous tense.
Some of these verbs are:
!!! 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.
FORM
USE: to talk about
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 SIMPLE PAST
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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
He left at 7 o'clock yesterday.
USE: to talk about
I was digging in the garden while my mum was
TIME EXPRESSIONS
when, while, as, all day / morning / week, etc.
!!! REMEMBER Some verbs are not used in continuous forms. PAST PERFECT SIMPLE
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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
Specific Preference
VERB + -ing The -ing form can be used as a verbal noun
!!! NOTE Common verbs and expressions followed by an SIMPLE FUTURE
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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
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
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