Αγγλικά - Προχωρημένοι (Β Γυμνασίου): Ηλεκτρονικό Βιβλίο

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

They can live together in …………………. although
they come from different countries.
National ………………. is essential in time of war.
In this country there is racial ………………………
They respect other people's opinions, customs
and beliefs.
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

What ………………………………………………………..?
Its most striking feature is its huge, shallow dome.
How ……………………………………………………….?
It's over 45m tall.
Where ………………………………………………………?
It is in Italy.
How many ……………………………………………….?
It has got 294 steps.
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 18^th 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.

What were some of the occupations of the citizens
of Pompeii?
How did people entertain themselves?
What happened to Pompeii after the volcano had
erupted?
When did excavations begin?
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.

…………………………………………………………………
…………………………………………………………………
…………………………………………………………………
…………………………………………………………………
…………………………………………………………………
…………………………………………………………………

* 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

	They [put] many pine torches in their backpacks so they [can] light their way / they [start] going deep into the earth (before)
	The miners [prepare] themselves carefully and they [wear] special leather caps to protect their heads / they [enter] the dark tunnels (after)
	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:

Theme parks, cinemas, sports centres
are entertainment facilities. How good are
entertainment facilities in your area?
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

Look at the titles of the articles below and guess
what the articles are about.
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.

My best friend is a person …………
(make / me / laugh / all / time).
English is a language ………………
(help / people / all / over / world / communicate).
Do you remember the year ……………
(we / first / meet)?
My home is a place …………………(relax).
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.

Children under 12 / not admit / without / adult
Tickets for concerts / book / in advance
No food / drink / allow
Exhibition books / sell / the entrance
Taking photos / not permit
Pets / not / allow / on / premises
Smoking / forbid / in all areas / art centre
Mobile phones / not permit / in / concert hall
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.

Mount Everest / climb / Sir Edmund Hillary.
The Inca and Maya civilisations / destroy / Spanish
explorers.
Hamlet / perform / Sir Lawrence Olivier.
The Parthenon / design / Iktinos and Kallikrates.
"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

The Capella Sixtina
…………………………………………………………………
Julius Caesar
…………………………………………………………………
The first tragedies and comedies
…………………………………………………………………
The Greek National Anthem
…………………………………………………………………
Coca Cola
…………………………………………………………………
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 of Shakespeare's 'Hamlet' remember: In this, the longest of the bard's plays, the actor playing the hero has to speak 1,530 lines - a total of 11,610 words. By comparison, 'Comedy of Errors', Shakespeare's shortest play, is only 1,778 lines long, less than half the length of Hamlet (3,931).

Between about 1590 and 1610, Shakespeare wrote over 100,000 lines of drama and brought to life 1,277 characters. His vocabulary was one of the richest of any English writer and there are over 30,000 different words used in his works, double the average vocabulary for an educated individual in 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.

You'd better stay away from Peter. No one trusts
him; he's a bad egg.
I'm furious! I paid a lot of money for this car and
it's a lemon.
I'm trusting you with my secret. Please promise
me you won't spill the beans by mistake.
Mark is nuts about his new computer! He sits in
front of it all day and doesn't let anyone touch it.
Using this new appliance is a piece of cake. A
baby could do it.
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 encourage children to walk to school. Walking school buses help families work together to make it happen. Just like a real bus, a walking school bus follows a pre-determined route. It's 'driven' by parents who ensure children are safe on their way to school. It's entirely up to the families on the route whether the same parents will drive the bus every time or whether families on the route will take turns. Walking school buses can be flexible, as they can run on one day or 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?

The behaviour of drivers at crossroads.
The police should not allow drivers to park on the
special lanes.
Too much traffic.
The community should persuade more people to
use bicycles.
Many pedestrians use the special bicycle lanes.
Motorbikes use the bicycle lanes.
Many drivers park their cars on the bicycle lanes.
More bicycle lanes should be constructed.
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.

Why do you think Abram gave the boy a free icecream?
What do you think the boy's dream symbolises?
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.

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?

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

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)
Organisation and Clarity: speeches are presented both clearly and orderly
Use of Arguments: reasons are given to support or oppose opinion
Use of Examples and Facts: examples and facts are given to support reasons
Use of Final Speech: arguments made by the other teams are responded to and dealt effectively
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

εικόνα STAR: 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.

CONTENT / 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?

PURPOSE 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?

LANGUAGE

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

2. for three years
3. visit

4. arrived
5.

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:

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

The students create all the works of art.
The school orchestra performs music.
Short speeches are given by the art teachers.
Last year,a play was performed by the drama
club students.
This year, a party will be held after the
exhibition.
We always provide refreshments and snacks.
Posters of famous paintings are sold every year.
We sold books last year.
So far, we have given the money to the local
hospital.
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.

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

We buy environmentally friendly products in
order to save the environment.
We are using up all our natural resources. As a
result, our planet is in danger.
Seals are killed for their skin and meat, therefore,
they're becoming extinct.
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

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

2.2

"You will do an e-project", the teacher explained.
"Write short e-mails but don't include many
details".
"Are you interested in participating?"
"You can choose the topic of the project".
"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 / 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

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’.

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

MAPS

MAPS

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)]

UNIT 2 - ECHOES OF THE PAST

LESSON 6 – LIFE ON THE WATER

UNIT 3 - TIME OUT!

UNIT 4 – LET’S CHANGE OUR SCHOOLS

UNIT 5 – THE ARTS!

UNIT 6 – HEALTHY LIVING

UNIT 7 – EMBRACING OUR WORLD

UNIT 4 – Lesson 12, p. 80

UNIT 5 – Lesson 13, act. 2.1

GIVING PEER FEEDBACK

UNIT 1 – Self-assessment

UNIT 2 - Self-assessment

UNIT 3 - Self-assessment

UNIT 4 - Self-assessment

1. VOCABULARY

UNIT 5 - Self-assessment

UNIT 6 - Self-assessment

UNIT 7 - Self-assessment

UNIT 1

SIMPLE PRESENT

PRESENT CONTINUOUS

STATIVE VERBS

COMPARISONS

UNIT 2

PRESENT PERFECT SIMPLE

SIMPLE PAST

PAST CONTINUOUS

PAST PERFECT SIMPLE

UNIT 3

EXPRESSING PREFERENCE / LIKES / DISLIKES

SIMPLE FUTURE

BE GOING TO + VERB

SO / SUCH

QUESTION TAGS

UNIT 4

MODAL VERBS

RELATIVE CLAUSES

UNIT 5

PASSIVE VOICE

UNIT 6

CONDITIONALS

TYPE 0

TYPE 1

TYPE 2

TYPE 3

CLAUSES OF RESULT

CLAUSES OF REASON

CLAUSES OF PURPOSE

CLAUSES OF CONTRAST

UNIT 7

DIRECT / REPORTED SPEECH

REPORTED ORDERS / REQUESTS

REPORTED QUESTIONS

UNIT 1

UNIT 2

UNIT 3

UNIT 4

UNIT 5

UNIT 6

UNIT 7

UNIT 8

UNIT 4 – LET’S CHANGE OUR
SCHOOLS

EXPRESSING PREFERENCE / LIKES /
DISLIKES