1.1 Read a short extract from “Nea Pedagogiki” (Nikos Kazantzakis, “Anafora ston Greco”) in which the author gives an account of his school experiences at the end of the 19th century. What do you think the ‘new’ teaching approach was all about?

Στην Τετάρτη Τάξη βασίλευε και κυβερνούσε ο Διευθυντής του Δημοτικού. Μας είχε έρθει σπουδασμένος από την Αθήνα κι είχε φέρει, λέει, μαζί του τη Νέα Παιδαγωγική. Θαρρούσαμε πως θα ’ταν καμία νέα γυναίκα και την έλεγαν Παιδαγωγική· μα όταν τον αντικρίσαμε για πρώτη φορά ήταν ολομόναχος· η Παιδαγωγική έλλειπε, θα ’ταν σπίτι. Κρατούσε ένα στριφτό βούρδουλα, μας έβαλε στη γραμμή κι άρχισε να βγάζει λόγο. Έπρεπε, λέει, ό,τι μαθαίναμε να το βλέπαμε και να το αγγίζαμε ή να το ζωγραφίζαμε σ’ ένα χαρτί γεμάτο κουκκίδες. Και τα μάτια μας τέσσερα· αταξίες δε θέλει, μήτε γέλια, μήτε φωνές στο διάλειμμα· και σταυρό τα χέρια.

1.2 How did the teacher apply this ‘new’ approach in his classes?
1.3 Compare Kazantzakis’ classroom reality with yours. How have things changed since then?
1.4 Interview your parents or grandparents about their school life. Ask them about the following
aspects: school subjects, discipline, books and materials, classrooms, dress code, length of the
school day and school year, etc. Share your findings in class.

LESSON 10 • LOOKING AT OTHER SCHOOLS

A school is not just a building; it is much more. What makes up a school? Fill in the blanks in the
picture below with your ideas.

This is an extract from Joan Benoit’s high school journal. Read it and answer the following questions.

1. The writer talks about two
of the schools she went
to. How did she feel
about each one?
2. What was the impact of
each school building on
the writer?
3. How did the students’
behaviour change in the
new school? Why?
4. What does the writer
say about rules
in both schools?
5. Why was the headmaster
right in trusting
the students?

As an adult I can understand my junior high school teachers, but it was hard to be their student. The building was overcrowded – we were still waiting for the new high school to open – dark, old and depressing. We didn’t have any extracurricular activities to enjoy after school, so we all came and went at the same hours. We did everything together, day after day. We were a jumpy, bored mob – it was no wonder that they needed so many rules to keep us in line.
Going into high school was a completely different experience. Suddenly, we had choices to make; nobody was telling us where to be and what to do all the time. The headmaster of the school felt that we should be given more control of our time in school. The high school offered a series of mini-courses in English and Social Studies from which we could pick and choose. In free periods we could elect to swim, study
in the library, sit out on a sunny hillside, eat, or do anything else that didn’t involve leaving campus, disturbing classes, or breaking rules.
People told the headmaster he was wrong. They said high school kids would tear the building apart unless they were kept under the strictest discipline. Here the town had spent a fortune to build a new school and he was going to let it be destroyed. But they underestimated us. We were grateful for the building and for the freedom to experiment with it. We understood that Mr. Raynolds was depending on us to behave like responsible people …

From: ‘MVP’ by Joan Benoit

LESSON 10 • LOOKING AT OTHER SCHOOLS

3.1 Research the history of your school building and make a poster showing the changes it has gone
through over the years.
3.2 Write a journal entry about how your school makes you feel.

4.1 You are participating in a video conference with the Strömberg school in Finland. Listen to some
of the students talk about their school life. As you listen, complete the text below with the relevant
information.

Relationships
Students all know each other.
They call their teachers by
(1)……………………………… .
They (2)………………………… with
their teachers and other students.

Subjects / Activities
Students don’t have to
(3)………………………. much.
They learn by doing things.
(4) ……………………… and maths
are taught in the classroom.
There are also
(5)………………………… for
magazine-making, handicrafts,
music, drama and science.

Facilities
There is a library for studying.
Students can grow vegetables
in the school garden. There are
special rooms for (6)………………
with sofas for reading and chess
tables. There is a cafeteria where
hot meals are served. There is a
gym and a large (7)
……………………………… where
the students play football.

Responsibilities
The students have to do lots of
(8)………………….. like taking care
of the garden, the aquarium,
helping in the kitchen and
recycling.

Local community
The school is open to the local
community. For example, parents
visit the school to talk about their
jobs.

4.2 After the video conference, your teacher asked you to make a presentation of the similarities and
differences between the Finnish school and your own. Make a diagram like the one below and fill
in the information you have about the two schools.

The Strömberg School Both schools My school

Useful expressions Both ……………. … the same … as … … also … … similar (to) … … while / whereas … On the one hand, … On the other hand … … . However, … On the contrary, …

4.3 Now use your notes to talk about the two schools. The expressions in the box will help you.

5.1 Look at the examples and match the verbs in bold with their use.

1. You must always be on time for class. ……
2. You mustn’t use a calculator during the maths test. ……
3. You have to hand in your homework by the deadline. ……
4. You don’t have to wake up early. It’s a holiday tomorrow. ……

5.2 Read the following sentences and match the halves. What is the difference in meaning?

1. You mustn’t speak during the test …
2. You don’t have to speak in front of the class…

5.3 Read the examples below with two other modal verbs: should and ought to. Tick the sentence on the right that has the same meaning as the sentence in bold and complete the rule in the box.

5.4 Read the following sentences. Is there a difference in meaning?
• You mustn’t be late for classes. The teacher will not let you in.
• You shouldn’t be late. You’ll miss the beginning of the film.

5.5 Read the dialogue below and complete the rule.

6.1 The children in this class are misbehaving. What rules are they breaking? Make a list.

6.2 Why do you think the students are acting like this? How can their behaviour change? Suggest ideas.

1.1 Here is an extract from an article about a new trend among students. Read it and discuss in pairs
what changes the writer is talking about. Share your ideas in class.

NEW YORK TIIMES

August 17, 2006

Back to School, with a Laptop

It used to be that getting ready for another school year meant buying a few new No.2 pencils, spiral notebooks and a lunchbox. Not anymore. Young children and teenagers, as well as college students, are going to school with more electronic gadgets than ever.
……
Another change is that the newest tech devices are not aimed at just older students anymore. While laptops are still most useful for those going off to college, younger students are starting to use them
as well. The technological era has truly taken off!

Adapted from: New York Times

1.4 Listen to a student talk about technology in education. Which technological means are used in
her friend’s school? Tick the appropriate pictures.

LESSON 11 • CHANGE THROUGH TIME

2.1 Listen to a journalist interviewing three people at a forum on ‘Technology in Education’. Match the
speakers 1-3 with the photos A-C.

2.2 Listen to the interview again and take down notes to complete the spider diagram below. Compare
your answers with your partner’s.

Work in pairs. Do you think that technology helps you
learn better? Can you think of any disadvantages of
technology? Share your ideas in class.

4.1 Read the advertisement below about a new kind of board. What is it? How can it be used in the
classroom? Discuss.

New!!! Innovative!!! Modern!!! Why do teachers worldwide use our TECH Board interactive whiteboard? Mainly because: • it motivates learners! • it makes presentations lively! • it reduces the need for note-taking! • it makes it easy to use web pages in class! Interactive whiteboards are becoming one of the most powerful interactive learning tools in education. INCREDIBLY EASY TO USE!!!

4.2 The Ministry of Education is going to equip all schools with modern technological means.
Students have been asked to suggest what their school needs the most. Suppose you are
members of your school committee. Get into groups of four. Two of you take role A and the other
two take role B. Prepare your arguments to support your point of view and act out your roles.

5.1 Read the following examples, circle the sentence a. or b.
that is closest in meaning to the modal verbs and complete
the rule.
• School could be a place that opens up new fields of
knowledge.
• Students in ten years may enjoy the benefits of these
changes.
• Our teacher may give us back our tests today.

5.2 Read the examples and complete the rule.

Can, could and may are also used
to ask for …………………………

6.1 Look at the pictures below. What might these schools be like in 20 years? Think in terms of

6.2 What changes do you expect to see in your own school in a few years from now?

7.1 The headmaster of a school in New Zealand
is thinking of starting ‘after school clubs’ for his
students. He asked them to think of ideas and
write a report making suggestions. Here is the
report the student committee wrote. Read it and
answer the questions. Compare your answers
with your partner’s.

1. What is the topic of this report?
2. What is the reason for writing this report?
3. What is the main idea of each paragraph?

7.2 Look at the underlined words and
expressions and explain what they are used for.

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.

Make notes first and plan your report. Look at
the ‘Useful tips’ for help.

Think about what kind of information you
would like to include in the report.
• What is the topic of your report?
• Who are you writing this report for?
• What kind of equipment is there already in
your school?
• What else do you need to get?

7.4 Write your report.

LESSON 12 • CHANGE: AN ONGOING PROCESS

1.1 How much do you know about the evolution of writing and books? Match each picture with the
appropriate date on the time line below. Compare your answers with your partner’s.

1.2 Do the questionnaire below. Then, listen to a dialogue between Michael and his History teacher
to see if your answers were right.

LESSON 12 • CHANGE: AN ONGOING PROCESS

2.1 Read the texts about the history of writing and printing and complete the table on the next page.

History begins with writing. It is this invention which allowed man to advance at a rate that would have been unthinkable in prehistoric times! The oldest known writing in the world are carvings and marks on a limestone tablet which was found in Mesopotamia and is estimated to be about 5,500 years old. Sumerian scribes slowly developed these symbols into a kind of writing which is known as cuneiform. This writing spread widely in the Near East, while the ancient Egyptians developed a type of picture-writing: the hieroglyphic script. The first writing, however, to be written consistently in horizontal lines, were two forms of syllabic script used by the Minoans on the Greek isle of Crete in 1500 BC. Because of this, these two forms are known as Linear A and Linear B. Another important early syllabic script was that used in the Phoenician city of Byblos – from which comes the word ‘Bible’, meaning ‘book’!

The most important invention of the Middle Ages was printing. Until the 15th century, all European books were either copied by hand or printed from wooden blocks that had been carved with the text of an entire page. Both these methods were extremely time-consuming and books were very expensive. Johann Gutenberg, who was a German goldsmith, was the first European to produce movable, metal letters, which could be used again and again. He converted a wine press into the first printing press and found a durable metal to make the letters from. Gutenberg’s invention turned out to be revolutionary: books could now be printed cheaply and in great numbers. Mankind began to rush forwards!

In our days, electronic books, better known as e-books, have begun to revolutionise the way people read. What are e-books? They are books in digital format, meaning that they can be viewed on a computer screen, or even the latest cell phones! Like traditional books, they have titles, pages, chapters, and illustrations. Unlike traditional books, they
can be ordered on-line and they are delivered electronically to your computer. They are more convenient than books, since it is much easier to carry around a laptop rather than dozens of heavy books… They are also cheaper than conventional books, which makes them an attractive alternative to consumers. As we sail towards a society that will surely be based on electronic information, e-books will undoubtedly take on a more important role in our lives.

LESSON 12 • CHANGE: AN ONGOING PROCESS

2.2 Read the following statements and write True (Τ), False (F) or Not Mentioned (NM).

1. Egyptian hieroglyphic script is similar to cuneiform. 2. Linear A, Linear B and the script used in Byblos are types of syllabic script. 3. The word ‘book' comes from the Greek language. 4. The invention of the printing press made books cheap. 5. E-books are more expensive than traditional books. 6. People will slowly stop reading traditional books.

1. Why is Mesopotamia mentioned in the text? Where does its name come from? Why do you
think writing started there?
2. Why was the invention of the printing press revolutionary?
3. Why will e-books play an even more important role in our lives in the future?

4.1 What is texting? When is it used? 4.2 When young people text their friends, they often use acronyms such as AFAIK (as far as I know) or emoticons such as :-| (bored). Look at the message on the screen of the mobile phone. Can you guess what it means? 4.3 Work in pairs. Match the acronyms with their meanings and look at the emoticons. Use some of them or others you may know to write a message to another pair. Exchange your messages and write a reply.

LESSON 12 • CHANGE: AN ONGOING PROCESS

5.1 Look at the sentences below. The underlined clauses are examples of relative clauses. • The person who invented printing was Johann Gutenberg. • Books which can be read on a computer are called e-books. Can you underline the relative clauses in these sentences? • People who don’t like carrying around heavy books prefer e-books. • These are the novels which are the most popular among children. • The stories that the teacher read to us were really exciting. • Do you remember the writer that I talked to you about?

5.2 Circle the relative pronouns who, which and that in the relative clauses above and underline the
words that come before them. What does each relative pronoun refer to? Complete the rule.

A relative clause gives extra information about the people or things we are talking about.
We use: who to refer to …………………………
which to refer to ……………………….
that to refer to ………………………….

Match the parts to make complete sentences.

LESSON 12 • CHANGE: AN ONGOING PROCESS

Do you know what a debate is? It is a contest in which two opposing speakers or groups each make speeches to support their side on a specific issue. Since they disagree on the issue, they must present solid arguments in favour of

their side. At the end of the debate, judges decide which group was more persuasive.

Look at this statement:

Are you for or against this opinion? Take a side, get into groups and prepare to debate this issue.

Speech 1: The team who is in favour of the issue speaks first (proposition team). A speaker from this
team introduces the topic and analyses the team’s first arguments.

Speech 2: The team who is against the issue goes next (opposition team). A speaker from this team
states and analyses their first arguments.

Speech 3: The second speaker of the proposition team states and analyses the rest of the arguments.

Speech 4: The second speaker of the opposition team states and analyses the rest of the arguments.
There is a 5-10 minute break for each team to prepare their final speech.

Speech 5: The opposition team opposes the proposition team’s arguments and summarises their
own speech to show why their point of view is better.

Speech 6: The proposition team, in turn, opposes the opposition team’s arguments and summarises
their own speech to show why their position is better.

SELF-ASSESSMENT

SELF-ASSESSMENT

4. Writing

Write a short report for a teen magazine on what facilities there are in your local sports centre and what
you think should be done to improve those facilities (about 100 words).
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Listening

When doing a listening activity in English,

o I read the information given to prepare for what I am going to hear.
o I think about the topic to predict what the listening text is going to be about.
o I try to understand the main ideas.
o I listen carefully for the information I need to find.
o I don’t worry if I miss some important information. I try to get it the second time I listen to the
text.
o I think that listening work helps me improve my pronunciation and intonation.
o other ………………………………….

Look back at the listening work you did in Unit 4. Was it difficult or easy to do? Did you enjoy it?
Why / Why not? How can you improve your listening ability?

Reflecting on your Learning

Tick the sentences that are true for you.
At the end of Lessons 10, 11 and 12, I think I can