In this Unit you will:
• read about school canteens, ‘green’ vehicles and
‘green’ schools
• talk about healthy eating habits, fitness and ecology
• listen to students talk about how they saved energy
in their school
• write an e-mail to a friend and a haiku
• make a questionnaire
• do a project to make your school ‘greener’

At the end of this Unit, you should be able to:
• talk about possible future situations and
imaginary situations in the present
• ask for, give and accept advice
• express result and purpose
• talk about the results of a survey

Nowadays, junk food dominates school menus. Children are not getting the right nutrients to help them grow, concentrate at school and stay healthy in adult life.
Scientists stress that if children do not have a balanced diet they have behavioural and health problems.

In February 2005, Jamie Oliver, concerned with the poor nutritional value of the food served up in schools, decided not to put up with it any longer. He launched the ‘Feed Me Better’ campaign, which would try to improve school food
in Britain. He presented a 4-part series on TV called “School Dinners”.

Jamie worked with the dinner ladies at Kidsgrove
School, Greenwich, to provide better meals at a cost of 37p per child. It was very hard work. The dinner ladies and Jamie did not agree. The kids cried and parents slipped burgers to them through the school gates. By the end of the show though, Jamie proved that schools can offer fresh,
nutritious meals like pasta, vegetables and soups that kids enjoy eating. However, what was really needed was more money from the government. So, Jamie wrote his ‘Feed Me Better’ manifesto with the top five things which the
government needed to change, and put it on the Internet.

Suddenly, up and down the country, parents and children were sharing Jamie’s disgust at the state of school dinners. The headlines in the papers were deafening. Jamie
was on the front pages of all the papers: The Guardian, the London Evening Standard, The Daily Mail.

Four days after the broadcast of the last episode, Jamie delivered his petition of 271,677 signatures to the Prime Minister at 10 Downing Street, who thanked Jamie for his remarkable work and announced that the government would take immediate action over school meals.

School kitchens would be rebuilt, dinner ladies trained, parents would become involved. All this would be supported by a í280 million funding package. The average cost per meal was almost doubled.

Jamie ended by saying: “If we follow a healthy diet and take regular exercise, our kids will be healthy adults. What came out today will make a difference to every kid in this country”.

3.2 Put the following sentences in chronological order. Then use them

to write a summary of Jamie’s campaign.
……… a. Jamie started a campaign and presented a TV series.
……… b. The website petition hit 270,000.
……… c. Jamie met the Prime Minister.
……… d. The government gave money.
……… e. Jamie wrote his manifesto and put it on the web.
… 1 … f. Jamie was worried about the poor quality of food at schools.
……… g. In the beginning, parents and kids were against his effort.
……… h. People from all over Britain supported him.

3.3 How would you promote a ‘healthy eating’ campaign in your school? Work in pairs to make a list of ideas.

3.4 Work in groups. Find detailed information in your Home Economics book or other sources about how your diet during adolescence can affect your health in later life. Use a diagram
from pages 161-162 to organise your information and present it to your classmates.

7.1 This is an e-mail you have received
from a friend. Read it and answer the
questions. Compare your answers with
your partner’s.

1. Who is sending this message?
………………
2. Who is this message for? ……………..
3. What is this person’s problem?
………………………………………………
………………………………………………
4. What does he want to do?
……………………………………………
5. Why did this person choose to write
an e-mail instead of a letter?
………………………………………………
………………………………………………

ΟΔΗΓΟΣ ΣΩΣΤΗΣ ΔΙΑΤΡΟΦΗΣ
1. Τρώτε φρούτα και λαχανικά. Περιέχουν βιταμίνες, που σας χαρίζουν υγεία και φυτικές ίνες που σας κάνουν να πεινάτε
λιγότερο.
2. Πίνετε πολύ νερό. Σας χορταίνει,
ενυδατώνει το σώμα και συμβάλλει
στην αποβολή των τοξινών.
3. Αποκτήστε νέα χόμπι. Έτσι θα
απασχολείστε μερικές ώρες την ημέρα και δεν θα σκέφτεστε το φαγητό.
4. Μην παραλείπετε το πρωινό. Έρευνες έχουν δείξει ότι όσοι τρώνε το πρωί, διατηρούν πιο εύκολα σταθερό το βάρος τους.
5. Εντάξτε την άσκηση στη ζωή σας.
6. Κλείστε την τηλεόραση την ώρα των γευμάτων. Εάν τρώτε παρακολουθώντας
ταυτόχρονα την αγαπημένη σας
εκπομπή, είναι πιθανό
να παρασυρθείτε και να φάτε
περισσότερο από όσο
πραγματικά θέλετε.

USEFUL TIPS
1. Use an appropriate greeting and
ending. (Hi, Hello, Hey, Dear + first
name / Love, Best wishes+ first name)
2. Start a new paragraph to write about a new topic.
3. Write short sentences.
4. Finish the e-mail with set phrases like: Talk to you soon, See you soon, Keep in touch, Write soon.
5. When we write e-mails to a friend we can use abbreviations like:
AFAIK as far as I know
BFN bye for now
CUL8R see you later
HAND have a nice day
HTH hope this helps
KIT keep in touch
PCM please call me
RUOK are you okay?
WU what’s up?
X kiss
2DAY today
BW best wishes

BIKE-TO-SCHOOL WEEK

Cycling kids are confident kids, more independent
and brainier! Just 15 minutes cycling to and from
school could make a real difference to your fitness,
and the planet’s future.

1. A Smarter Generation
Cycling makes you fitter, more alert and cleverer.
A more active lifestyle, would greatly improve
your chance of living a long and healthy life. But
cycling and daily exercise have many immediate
benefits as well. You will enjoy improved bone
strength, muscle tone, increased alertness and
improved school performance. Teachers often
comment that children who walk or cycle to
school arrive brighter and more ready to learn
than those driven by car.

2. On your Own
Cycling encourages independence. If children are
allowed to make their own way to school, they
become more confident and independent. The
school journey is an ideal opportunity for them to
learn road safety awareness and other life skills.
For many children, cycling is simply more fun and
more sociable than going to school by car, and
they love the feeling of freedom it gives them.

3. Taking the First Step
Cycling is good for the planet. If more children
cycled to school, it would be good for the
environment. There would be less traffic
congestion, less pollution and fewer of the
emissions that cause global warming. If more
people decided to cut out the school run, the
streets would also be safer and it would be easier
to encourage others to do the same.

4. Thinking about Tomorrow
We are all aware by now that our planet’s
resources are slowly drying up and there is no way
the earth can keep up with the demand. Cycling to
school - and anywhere else for that matter - will
ensure that our planet’s valuable resources are not
exhausted. Remember these resources ‘belong’ to
everyone - future generations, too.

Adapted from: www.bikeforall.net

You have come across a survey concerning the
use of bicycles in the city of Karditsa. Read the
survey carefully. Use the information to write an email
to the German students answering their
questions.

1.1 Every day you do things that affect the environment in different ways.

Work in pairs to think of the activities you do and what kind

of impact they have on the environment.

e.g. Leaving the lights on when you leave a room wastes energy.
Going to school on foot saves energy.

1.2 What do you think a ‘green’ school is? Is your school ‘green’? Why / Why not?

Speaker 1: ………………………
Speaker 2: ………………………
Speaker 3: ………………………

Reporter: Great! Now after identifying the
problems, what was your second step?
Tina: Well, we had to do a lot of research to
get detailed information. For example,
we found electrical bills and studied
how much energy was consumed in
the school. We estimated its value and then made charts and diagrams with our results.
Reporter: That must have kept you busy! So, I gather the next step was taking action. Am I right?
Vicky: Yes. We really got working! We wrote down a report and we announced it to students and teachers. We made sure the lights were turned off when classrooms were empty and we started to monitor the use of the lift. Only students who really need to, use it.

Reporter: Of course! So, what did you do?
Markos: First of all, we organised a drawing competition to involve students from other schools and we worked with our teachers to make bookmarks with ecological messages which we gave out. We also distributed lots of leaflets with information. Our school
newspaper also ran articles about what we did and the local radio station interviewed us.
Reporter: It must really be satisfying to know that with just a little effort, you have made a difference. Congratulations to you all.

Lena: You forgot to say about the windows. We now
keep them closed in the winter and we make sure
that all our classmates are involved!
Reporter: Well, then I guess your job is done! Great work
kids! Well done!
Markos: That’s not all. There was one final step. You see,
after all the work we did, we wanted our community to know… we wanted to get everyone involved. Everyone has to be sensitised!

3.1 Look at the following sentence.
• Unless we realise the importance of saving energy,
we will run out of natural resources soon.

This is a ‘Type 1’ conditional although it has no ‘if’ in it.
Guess which part is the if-clause and underline it. Which word means ‘if … not’?

Look at the words in bold

3.4 Can you complete the sentences below?

1. Install solar panels on your roof in order to …………………
…………………..………………………………………………………….
2. Plant a large tree near your home. As a result, ……………
…………………..………………………………………………………….
3. People don’t use public transport much. Therefore, ………
…………………..………………………………………………………….
4. Use recycled products to …………………………………………...
………………………………………………………………………………

Grammar Reference, pp. 173-174.

• Huge forest areas are burnt every year. As a result, many
animals lose their habitats.
• We should plant trees in order to make cities look better.
• We should use environmentally friendly products to protect
the ozone layer.
• People don’t recycle as much as they should. Therefore,
natural resources will run out soon.

Which ones are used to show result?………………………………........
Which ones are used to show purpose?…………………………..........

A school in Ireland participating in the Eco-Schools project
worked on the conservation of the environment. As part of the
action they took, they wrote haikus celebrating the beauty of
nature.

Haiku is a type of poetry from the Japanese culture. Haiku
poets write about everyday things and their themes include
nature, feelings or experiences. They use simple words and grammar.

A Haiku has 3 short lines. The first line contains 5 syllables, the second line contains 7 syllables and the third line 5 syllables. Haiku doesn’t rhyme. It must ‘paint’ a mental picture in the reader’s mind.

Look at the following Haiku and try to mark the syllables with your pencil.

• Pick your theme. Nature is an easy theme to begin with, since it has many
images. Look at pictures of nature to get inspired!
• What is the ‘mood’ or feeling you want to create? Happy? Sad? Reflective?
• Think of images and descriptive words that describe your theme. Use all your
senses! Jot down the words as they come into your mind.
• The final step is to put your ideas on the haiku ‘frame’: 3 lines, 5, 7 and 5
syllables. When you are satisfied with the result, read it aloud. Can you ‘see’ a
picture in your mind?
• Type your haiku in a font that you feel suits it, or write it out clearly. Illustrate
your poem, or if you are computer ‘talented’, draw it on your computer.

What can you do to make your school a healthier, fitter
and more beautiful place for everyone?

1. Get into groups and choose the topic you want to
work on. Consider the following:

2. Go round your school and identify areas that are problematic.

If possible, take photos that clearly show the problems.

3. Discuss with your group what you can do about the problems.

Make an action plan.

5. Inform the community. You can:

• take photos that show how the situation has improved.
Exhibit your ‘before’ and ‘after’ photos side by side onto
posters and accompany them with captions that describe
the action you took.
• compile your work onto a CD-Rom and present it on your
web site.

4. Take action to make a difference. You can:

• organise a healthy eating day / week
• make organic compost for your school garden
• organise ‘active breaks’
• plant flowers and trees
• install recycling bins
• make and put up banners to
inform other students about the problems

1. Vocabulary

Read the sentences and complete the puzzle.
What’s the hidden word?

1. Exercising makes you fitter and more
…………….. .
2. Good eating habits contribute to your health
and …………………… .
3. Fish ……….. us with necessary proteins.
4. Eco-programmes ………………….. young
people about environmental issues.
5. These are special cameras that ………………
the speed of vehicles on highways.
6. Try to ……………… plenty of fruit and
vegetables each day.
7. We should ………… the use of cars in the
historical centre of the city.
8. Everyone in the …………………… should get
involved in recycling.
9. The use of natural gas will help reduce
carbon dioxide ……………..
10. There is a lot of …………………… in the
centres of all major cities.
11. You should be ………… in order to keep fit.

... / 11

2. Language focus

2.1 Find the mistakes and correct them. There
is one correct sentence.

1. He would be fitter if he takes some exercise.
2. What did you eat if you were a vegetarian?
3. If you have breakfast, you feel energetic during
the day.

4. Unless we don’t use public transport, the smog
in our city will not decrease.
5. If we didn’t pollute our oceans, the fish wouldn’t
died.

... / 5

2.2 Put the verbs in brackets in the correct
tense.
1. The town …………… (be) cleaner if we don’t
litter.
2. If she had time, she ……………. (cook) dinner
tonight.
3. What would you do if you …………….. (have to)
lose weight?
4. I …………. (come) to the restaurant if I could,
but I’m very busy.
5. If he ………….. (not / change) his diet, he’ll have
health problems.

... / 5

2.3 Combine the sentences using the
words in brackets.
1. We buy environmentally friendly products. We
want to save the environment. (in order to)
……………………….……………………………………….
2. We are using up all our natural resources. Our
planet is in danger. (as a result)
……………………….……………………………………….
3. Seals are killed for their skin and meat. They’re
becoming extinct. (therefore)
……………………….……………………………………….
4. He wants to keep fit. He takes regular exercise.
(to)
……………………….……………………………………….

... / 4

3. Everyday English

Complete the exchanges with phrases from
the box.

A: You don’t look well. (1) ……………………. ?
B: My back hurts. I worked on the computer for
three days.
A: Oh dear! Did you get any rest?
B: I did, but it still hurts. (2) ………………..?
A: (3)………………….., I’d take a warm bath.
B: Yes, (4) …………………. .
A: I also think (5) ……………………. a doctor. He’ll
tell you what to do.
B: Yes, that’s a good idea. Thanks for the advice.
A: Not at all. Get well soon.

... / 5

4. Writing

Your English-speaking friend is taking end-ofterm
exams. He / She can’t sleep at nights
because he / she feels very stressed and finds it
difficult to concentrate in the morning. Write a
short e-mail to your friend to give him / her advice
and encouragement (about 100 words).
..................................................................................
............................................................................…
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................
..................................................................................

... / 10

o talk about eating habits
o talk about environmental issues
o talk about possible future situations and
imaginary present situations
o organise information in a tree diagram

o analyse the results of a survey
o write an e-mail to a friend to give advice
and make suggestions
o write a haiku
o take action to improve my school
environment