Αγγλικά Προχωρημένοι - Βιβλίο Μαθητή (εμπλουτισμένο)
LESSON 5 • ACROSS THE AGES LESSON 7 • GET ON BOARD! Επιστροφή στην αρχική σελίδα του μαθήματος
LESSON 6 LIFE ON THE WATER
Εκπαιδευτικό Παιχνίδι Εκπαιδευτικό Παιχνίδι Εκπαιδευτικό Παιχνίδι Γλωσσάριο-Lesson 6

Lesson 6
Εικόνα
img The dawn of civilisation
1.1 Look at the pictures below and discuss how civilisations began.
img
1.2 You are doing a project on pyramids from all over the world. You have drawn up a chart to show
your classmates, but you haven’t been able to find all the information yet. You have just come
across an educational programme on TV that may be useful. Listen and fill in the blanks.
Listening
This text will be replaced
Credits
Country
Size/Height
Built in...
Made of...
Use
China
(1) ...................
dirt
royal tombs / observatories
France
22m
(2) .....................
(3) ....................
decorative entrance to the Louvre
Greece
size of a house
(4) ....................
(5) ....................
communication post / battle memorial
img A glance back in time
2.1 Look at the pictures below and guess what they show and which
civilisation they come from.
UNIT 2
LESSON 6 LIFE ON THE WATER

2.2 The following article is about ancient Egypt. You want to read it but paragraphs 2-5 are not
presented in the right order because of a printing error. Can you put them in the right order?
LAND OF THE PHARAOHS
img We have all heard of the sophisticated civilisation of the Egyptians. Not only was it one of the first, it
also lasted the longest: nearly 3,500 years!
img The Egyptians were superb engineers, astronomers, accountants, mathematicians and surgeons, and
they used mysterious symbols, called hieroglyphics, to write. They built temples dedicated to their Gods
and a famous statue, the Sphinx. What they are best known for, though, are the pyramids they built.
img The main role of these tombs was to protect the pharaohs’ bodies from decay, since the Egyptians firmly
believed that after death, their spirits lived on and would need their bodies in the afterlife! They
preserved the bodies by using salt and various substances to dry them out, after they had removed all the
internal organs. Afterwards, they
wrapped the bodies in linen bandages
to become mummies. Many things
the pharaohs had used while they
were alive accompanied them into
the tombs: jewellery, furniture,
make-up, toys and especially food!
img One reason for this was Egypt’s location.
It lies in a valley between two deserts,
and the great river Nile, almost 1,000
kmlong, crosses it from top to bottom. Every year, for about 4 months, the Nile overflowed and flooded
the surrounding fields. As the water slowly receded, it left behind a thick layer of mud. This made the
fields very fertile and gave Egypt its ancient name, Kemet, which meant ‘black land’.
img How did they build them? No one really knows how they managed to lift the tremendously heavy stone
blocks and lay them in place. What is even more remarkable is that they had no heavy equipment, such
as cranes, to help them; they didn’t even use the wheel until a few centuries later! Probably, thousands
of men dragged and pulled the blocks up specially made ramps. These imposing stone structures were
constructed as tombs for their kings and queens, the Pharaohs.
img

Our fascination with the Egyptians has no end. We will always owe this magnificent civilisation more
than we will ever know.

Adapted from: “History of Man: The Last 2 Million Years”, Reader’s Digest
2.3 Listen to check if you have found the right order.
Listening
This text will be replaced
Credits
UNIT 2
LESSON 6 LIFE ON THE WATER

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

1. The river Nile flows through Egypt and other countries as well.
2. Egypt got its ancient name from the mud.
3. The Egyptians were very good at most sciences.
4. They used heavy equipment to move the stones for the pyramids.
5. The Pharaohs decided where the pyramids would be built.
6. Many Pharaohs were buried in the same pyramid.
img
img What do you think?
Think about the following questions and share your ideas in class.
  1. How did location affect the civilisation of ancient
    Egypt? What role did the river Nile play in this?
  2. Does the location of your town affect your way of
    life? Are geographical features as important
    today as they were in ancient times?


img Language focus
2.4 Look at the following sentence.
  • Many things the pharaohs had used during their lives
    accompanied them into their tombs.
What happened first? Tick.\
What happened first? Tick.

The pharaohs used these things during

their lives.

These things accompanied them into

their tombs.

UNIT 2
LESSON 6 LIFE ON THE WATER

4.2 Simple Past or Past Perfect
Look at the following sentence and answer the questions.
  • They preserved their bodies after they had removed all the
    organs.
Which tense is used to describe the action that happened first?
..............................................................................................................
Which tense is used to describe the action that happened second?
..............................................................................................................
Circle the right answer to make the rule.
We use the Past Perfect to talk about:
a. a past action with a present result.
b. an action finished at a definite time.
c. an action that happened before another past action or time.
img How did they do it? img
You are writing an article about activities in the ancient world for your school newspaper. Below are
the notes you took during your research. Use your notes to write the paragraphs that refer to Egypt
and Greece.

1. Egyptian farming


  • Egyptian farmers [clear away] the stones and branches
    / the floods [go down] (after)
  • they [clear] the soil / they [plough] it (before)
  • they [plough] the soil / they [scatter] seeds (after)
img

2. Wall paintings in Santorini


  • Theran artists [begin] a wall painting / they already [think] carefully
    about what images to draw (before)
  • They [rub] the plaster walls with pebbles to make them smooth / they
    [draw] ideas directly onto the wall (after)
  • They [make] sure all details [be] accurate / they [use] colours to
    fill in the sketches (before)
img
UNIT 2
LESSON 6 LIFE ON THE WATER
Δραστηριότητα

img

A trip down

the Nile

Imagine you are taking a guided tour
on a riverboat down the Nile during an
educational trip to Egypt. The leaflet
you were given was not clearly printed.
Listen to the guide and write down the
missing words on the leaflet.
Listening
This text will be replaced
Credits

JOURNEY
TO ANOTHER WORLD

Nile: (1) _______________ km long
Sphinx: head of (2) ________ and body of (3) ________
Largest pyramid: That of Khufu (or Cheops)
It took (4) ________ years to build and (5) ____________
stone blocks were used to construct it.
A mummy was a home for the spirit. Priests prepared the
body with (6) ____________ and (7) ____________
Apart from the mummy, in the pyramid there were statues
of (8) _________.
King Tutankhamen was buried in a tomb in the (9)
______________
His tomb was discovered in (10) __________ by an (11)
_____________, Howard Carter.
UNIT 2
LESSON 6 LIFE ON THE WATER

img Writing a story

7.1 Minoas was a young boy who lived in ancient
Greece in the year 1470 BC. Read the story
about a day that changed his life and answer
the questions. Compare your answers with
your partner’s.
  1. Who is the main character in
    the story?
  2. What happened in the story?
  3. When did the disaster happen?
  4. Where did it happen?
  5. How did it happen?
  6. Why did it happen?
  7. How did life for the villagers change after
    the disaster?
  8. How did the main character feel?
7.2 Find the following in Minoas’s story.

  1. What does he say in the first and last
    paragraphs?
  2. Why does he use his mother’s actual
    words in paragraph 2?
  3. Underline all the time expressions in the
    story. What are they used for?
7.3 You have decided to enter a story competition. The title of the competition entry is the following: “Imagine you are living in ancient Greece, or another ancient civilisation. Write your own story about a life-changing experience you had”. Make notes first and look at the ‘Useful Tips’ for help.
7.4 Write your story.
7.5 Read your partner’s story and help him/her
to improve it. Look at p.162 for tips on how to
give peer feedback and write comments on
your partner’s writing.
7.6 Rewrite your story in order to improve it. Take
into consideration your partner’s comments.


I’ll never forget that hot summer day many years ago when I was
still a young boy living in the village of Malia in Crete. It was a
little after noon and I was at home, practising a new song on my
lyre.

Suddenly, I heard a loud rumble and the earth started to shake
beneath my feet. Mother, who had been in the storage room with the
servants, ran up to my room. “Get out of the room - quick”, she
shouted, as she grabbed me by the hand and pushed me towards the
doorway.

I ran into the yard and looked around. Dust and ashes covered
everything and the buildings were in ruins. I suddenly remembered
that my brother had gone down to the harbour. I ran off to look
for him, worried that something bad might have happened to him.
When I reached the harbour, I was relieved to see him running
towards me. Before I had time to even think, giant waves started
crashing onto the shore. We ran together towards the mainland as
fast as we could. Almost out of breath, we managed to climb up
a tree and out of harm’s way at the very last moment!

A few days later, my father told us that there had been a tremendous
eruption on the island of Thera. It had destroyed the whole island
along with many other villages like my own. It was shocking news.

In the days that followed, life was very tough. It took us a long
time to rebuild the village, but eventually life got back to normal.
We could only hope that nothing like this would ever happen again.
USEFUL TIPS
  1. Give specific information about when,
    where, how, who, what and why.
  2. Think of an interesting beginning; it will make the
    reader want to read on.
  3. Use time words (first, next, then, before, as soon as,
    after that, later, finally) to help the reader follow the
    order of events in your story.
  4. Make good use of tenses. We mainly use past
    tenses in stories.
  5. Describe feelings.
  6. Use interesting vocabulary (‘wonderful’ news
    instead of ‘good’ news, ‘horrible’ accident instead
    of ‘bad’ accident, etc.)
  7. Use dialogue, action and detailed description to
    make your story sound real and your characters
    come alive.
  8. Pay attention to punctuation. Use exclamation
    marks (!), ellipses (…), etc.
UNIT 2
SELF-ASSESSMENT

Unit 2
img
Επαναληπτικό Τεστ Αυτοξιολόγησης Γλωσσάριο-Unit 2-Self Assessment

 

1. Vocabulary


1.1 Read the sentences and try to find the
words in the puzzle.
img
1. They evacuated the town after the volcanic
e………….............................…
2.

They do not c….......................… his ideas. He’s

an expert.

3.

We can p…...................… that this is the best

solution to our problem. We have evidence.

4. The violent earthquake made a lot of buildings
c………….............................… .
5.

They haven’t found the l….................… of the

ancient city yet.

6. They are going to c.........… a bridge
to link the remote areas.
7.

She is a r…………..........… scientist. Everybody

admires her for her work and intelligence.

8.

Schliemann’s curiosity led to the d................

of Troy.

  ... / 8
1.2 Circle the appropriate phrasal verb in the
sentences below.
1. Someone broke into / broke down our friends’ house and stole all their belongings.
2. The war which broke up / broke out last year has finally ended.
3. Tom has broken out / broken up with Joan. They don’t go out anymore.
4. We were driving to hospital when our car broke up / broke down.


  ... / 4
1.3 React to the news in 1.2 using an appropriate expression.


1. ….....................................................................................
2. ….....................................................................................
3. ….....................................................................................
4. …....................................................................................


  ... / 4

2. Language focus

 

2.1 MEMORY TEST: Match the questions to
the answers to check how much you can
remember about the ancient civilisations
you have come across in this Unit.

Questions
box 1. What was Atlantis like according to Plato?
box

2. Have researchers found the location of

Atlantis?

box

3. What did archaeologists find while they were

excavating Santorini?

box 4. When did Mount Vesuvius erupt?
box

5. What did archaeologists discover had

happened to Pompeii?

box 6. How did Romans use to enjoy themselves?
box 7. What were the pyramids?
box

8. Why did ancient Egyptians put items of

everyday life in the pyramid?


Answers
a. They believed that there was life after death.
b. They used to go to the theatre and public baths.
c.

It was an island of wealth, beauty and advanced

civilisation.

d. About 2,000 years ago.
e. No, they haven’t yet. They are still looking for it.
f. They were the tombs of the Pharaohs.
g. They found Akrotiri.
h. Lava had preserved the city.
  ... / 8
2.2 Correct the mistakes where necessary. Tick
the sentences which are correct.
1. As they were walking up the mountain, they
found an ancient temple.
2. They have lived in the area since three years.
UNIT 2
SELF-ASSESSMENT

3. When did you last visited Egypt? Two years ago.
4. They had finished the preparations when I had
arrived.
5. They didn’t use to travel a lot.
6. I wasn’t reading history books when I was nine
years old.
  ... / 6

3. Writing

 

Imagine you had the chance to travel back in time
and visit an ancient civilisation. Write a short story
about your experience. Make sure your story answers
the following questions: Where did you go? Who

were you with? What happened? What did you do?
How did you feel? (about 100 words).
...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ...................................................................................... ......................................................................................
  ... / 10

img


img
Work by yourself and tick the sentences that are true for you. You can discuss your answers in class.



Working in Groups


When working in groups,

 

box I work well with the others in my group.
box I always consider what the others in my group say.
box I put forward my own point of view.
box I do the same amount of work as the others in my group.
box I always finish my part of the work.
box I learn from the others in my group.
box I use English to communicate with the others in my group.
box other ………….............................………

In Lessons 4, 5 and 6 you worked in pairs or groups. Write down some good and bad points and discuss
them in class. How can you work better together next time?

 

Reflecting on your Learning

 

Tick the sentences that are true for you.

 

At the end of Lessons 4, 5 and 6, I think I can

 

box discuss ancient civilisations
and life in the past
box talk about actions that happened before
and life in the past
box describe natural disasters box react to good or bad news
box talk about past habits and events box write a story
box talk about past actions in progress box do a project on world mysteries
UNIT 2