Middle School UPTURN. in English. Student s Book and Workbook. Mehmet ŞENER

Transcription

1 Middle School UPTURN in English 8 Student s Book and Workbook Mehmet ŞENER Talim ve Terbiye Kurulu Başkanlığının tarihli ve 106 sayılı kararıyla öğretim yılından itibaren 5 (beş) yıl süreyle ders kitabı olarak kabul edilmiştir.

2 Bu ki ta bın her hak kı sak lı dır ve EVRENSEL İLETİŞİM YAYINLARI LTD. ŞTİ. ne ait tir. Kitabın metin, şekil, soru ve resimleri hiçbir şekilde izin alınmaksızın yayımlanamaz; fotokopi, teksir, film vb. şekilde basılamaz ve çoğaltılamaz. ISBN: Editör Ela KARAPINAR Görsel Tasarımcı Şahin CEYLAN Ölçme Değerlendirme Uzmanı Şeker ÇELİKER Dil Uzmanı Gülay KURT Program Geliştirme Uzmanı Ali GÜNEŞ Rehberlik Gelişim Uzmanı Gülten KUTLUTÜRK Baskı Cem Veb Ofset ANKARA 2015 EVRENSEL İLETİŞİM YAYINLARI Yeni Ziraat Mah Sok. Nu.: 15/A Altındağ - ANKARA tel.: belgeç :

3 İstiklâl Marşı Korkma, sönmez bu şafaklarda yüzen al sancak; Sönmeden yurdumun üstünde tüten en son ocak. O benim milletimin yıldızıdır, parlayacak; O benimdir, o benim milletimindir ancak. Bastığın yerleri toprak! diyerek geçme, tanı: Düşün altındaki binlerce kefensiz yatanı. Sen şehit oğlusun, incitme, yazıktır, atanı: Verme, dünyaları alsan da, bu cennet vatanı. Çatma, kurban olayım, çehreni ey nazlı hilâl! Kahraman ırkıma bir gül! Ne bu şiddet, bu celâl? Sana olmaz dökülen kanlarımız sonra helâl... Hakkıdır, Hakk a tapan, milletimin istiklâl! Ben ezelden beridir hür yaşadım, hür yaşarım. Hangi çılgın bana zincir vuracakmış? Şaşarım! Kükremiş sel gibiyim, bendimi çiğner, aşarım. Yırtarım dağları, enginlere sığmam, taşarım. Garbın âfâkını sarmışsa çelik zırhlı duvar, Benim iman dolu göğsüm gibi serhaddim var. Ulusun, korkma! Nasıl böyle bir imanı boğar, Medeniyet! dediğin tek dişi kalmış canavar? Arkadaş! Yurduma alçakları uğratma, sakın. Siper et gövdeni, dursun bu hayâsızca akın. Doğacaktır sana va dettiği günler Hakk ın... Kim bilir, belki yarın, belki yarından da yakın. Kim bu cennet vatanın uğruna olmaz ki fedâ? Şühedâ fışkıracak toprağı sıksan, şühedâ! Cânı, cânânı, bütün varımı alsın da Huda, Etmesin tek vatanımdan beni dünyada cüdâ. Ruhumun senden, İlâhi, şudur ancak emeli: Değmesin mabedimin göğsüne nâmahrem eli. Bu ezanlar-ki şahadetleri dinin temeli- Ebedî yurdumun üstünde benim inlemeli. O zaman vecd ile bin secde eder-varsa-taşım, Her cerîhamdan, İlâhi boşanıp kanlı yaşım, Fışkırır ruh-ı mücerred gibi yerden na şım; O zaman yükselerek arşa değer belki başım. Dalgalan sen de şafaklar gibi ey şanlı hilâl! Olsun artık dökülen kanlarımın hepsi helâl. Ebediyen sana yok, ırkıma yok izmihlâl: Hakkıdır, hür yaşamış, bayrağımın hürriyet; Hakkıdır, Hakk a tapan, milletimin istiklâl! Mehmet Âkif ERSOY 3

4 GENÇLİĞE HİTABE Ey Türk gençliği! Birinci vazifen, Türk istiklâlini, Türk Cumhuriyetini, ilelebet muhafaza ve müdafaa etmektir. Mevcudiyetinin ve istikbalinin yegâne temeli budur. Bu temel, senin en kıymetli hazinendir. İstikbalde dahi, seni bu hazineden mahrum etmek isteyecek dâhilî ve hâricî bedhahların olacaktır. Bir gün, istiklâl ve cumhuriyeti müdafaa mecburiyetine düşersen, vazifeye atılmak için, içinde bulunacağın vaziyetin imkân ve şeraitini düşünmeyeceksin! Bu imkân ve şerait, çok namüsait bir mahiyette tezahür edebilir. İstiklâl ve cumhuriyetine kastedecek düşmanlar, bütün dünyada emsali görülmemiş bir galibiyetin mümessili olabilirler. Cebren ve hile ile aziz vatanın bütün kaleleri zapt edilmiş, bütün tersanelerine girilmiş, bütün orduları dağıtılmış ve memleketin her köşesi bilfiil işgal edilmiş olabilir. Bütün bu şeraitten daha elîm ve daha vahim olmak üzere, memleketin dâhilinde iktidara sahip olanlar gaflet ve dalâlet ve hattâ hıyanet içinde bulunabilirler. Hattâ bu iktidar sahipleri şahsî menfaatlerini, müstevlîlerin siyasî emelleriyle tevhit edebilirler. Millet, fakr u zaruret içinde harap ve bîtap düşmüş olabilir. Ey Türk istikbalinin evlâdı! İşte, bu ahval ve şerait içinde dahi vazifen, Türk istiklâl ve cumhuriyetini kurtarmaktır. Muhtaç olduğun kudret, damarlarındaki asil kanda mevcuttur. Mustafa Kemal ATATÜRK 4

5 Mustafa Kemal ATATÜRK 5

6 Contents Plan of the Student s Book... 7 Unit 1 FRIENDSHIP... 9 Project: writing and acting out a dialog Unit 2 TEEN LIFE Project: preparing a CD cover Unit 3 COOKING Project: preparing a recipe booklet Unit 4 COMMUNICATION Project: recording a mock phone conversation Unit 5 THE INTERNET Project: doing a class survey on Internet habits Unit 6 ADVENTURES Project: planning an adventure trip in Turkey Unit 7 TOURISM Project: designing a travel brochure Unit 8 CHORES Project: writing a short paragraph titled Chores Unit 9 SCIENCE Project: preparing a science museum brochure Unit 10 NATURAL FORCES Project: preparing a poster about natural disasters Scripts for Audio Recordings WORKBOOK My Language Dossier Language Summary Irregular Verbs List References

7 Plan of the Student s Book Units Communicative Functions and Skills By the end of each unit, students will be able to... UNIT 1 FRIENDSHIP UNIT 2 TEEN LIFE UNIT 3 COOKING UNIT 4 COMMUNICATION UNIT 5 THE INTERNET understand offers and invitations. accept and refuse invitations. make apologies and excuses. understand simple texts on friendship. understand short, simple offers and invitation letters. write a short and simple letter in response to an invitation. write a short and simple letter apologizing for not attending a party. ask and answer questions and exchange ideas and information. understand sentences related to daily routines, likes and dislikes. understand sentences related to preferences. ask and talk about daily routines. express likes, dislikes and preferences. understand simple texts on daily routines, likes and dislikes. write a short paragraph about daily routines. apply the skills outside the classroom. recognize similarities and differences in teen culture in other countries. understand how to make a dish. ask and answer question about the process of making a dish. give a description of how to make bread. understand simple texts about cooking and dishes. write the process of making a dish. guess the probable meanings of unknown words in a text. recognize cultural diversity in food choices and dishes. follow a phone conversation. understand high frequency words related to communication. make a simple phone call. describe future plans and concerns. understand simple texts on communication. clarify themselves and ask for clarification. display a willingness to seek opportunities to practice English. understand the words and phrases related to the topic Internet. talk about their Internet habits. make excuses; accept and refuse offers. identify the main idea of a text about Internet habits. understand the texts related to the topic Internet. write about their Internet habits. use the connectors and, but, because. ask and answer follow-up questions for clarification. express themselves by using different words when they can t think of a word. 7

8 Units Communicative Functions and Skills By the end of each unit, students will be able to... UNIT 6 ADVENTURES UNIT 7 TOURISM UNIT 8 CHORES UNIT 9 SCIENCE UNIT 10 NATURAL FORCES understand the texts about adventures, sports and activities. talk about different sports and activities. ask and answer questions about preferences. describe and compare sports, activities and games. understand personal narratives and brochures related to an adventure. write a paragraph to compare two sports, activities or games. write about their preferences and free time activities. clarify their questions when needed. understand recorded texts and passages about tourism. exchange information on topics related to tourism. describe their favorite tourist attractions with simple phrases and sentences. make simple comparisons about different tourist attractions. express their preference about tourist destinations and give reasons. understand various texts about tourism. write about their favorite tourist attraction and destination. maintain concentration and motivation during a class period. understand short talks about responsibilities. understand people s obligations, feelings and dislikes. follow changes of topic during a factual talk. talk about responsibilities. describe their obligations, feelings and dislikes. understand simple texts about daily responsibilities. write about responsibilities and obligations at home and school. understand the recorded passages about science. ask questions and talk about what people are doing at the moment. involve simple discussions about scientific achievements. understand simple texts related to what people are doing or usually do. understand the main points in short passages about science. write simple descriptions about scientific achievements. use different words to make themselves clear and ask for clarification. recognize science as a common human endeavor. identify the main points of TV news about natural disasters. understand phrases and expressions about natural disasters. exchange information and make predictions about the future of the Earth. express reasons and support their predictions. make suggestions about saving the Earth. express personal opinions about the causes of natural disasters. understand simple texts describing natural events. write simple messages and give reasons about the future of the Earth. answer follow-up questions asked for clarification. ask for more information to check their understanding when needed. 8

9 UNIT 1 FRIENDSHIP 9

10 UNIT 1 FRIENDSHIP Lesson 1 1. Check ( ) the activities you like doing with your friends. Then share them with your classmates. Example: I like having parties with my friends. have parties drink something at a café go for walks play sports go to the movies study together go to the concerts/plays eat out go to the shopping malls play computer games watch movies at home just sit and chit-chat 2. What do they like doing together? Work with your partner, point and say. Example: They like going for walks together What other things do you like doing with your friends? Share with your classmates. 10

11 UNIT 1 FRIENDSHIP Lesson 2 1. Match the movie posters with the movie types in the conversation below. Write the movie types under the posters Listen and practice. Frank : Hello. Mike : Hi, Frank. It s Mike calling. Frank : Hi, Mike. Mike : Say, Frank, are you busy tomorrow evening? Frank : No, not at all. I m not going to do anything. Why? Mike : Would you like to come over tomorrow? I m going to watch movies at home. I have great ones. Frank : That would be great. What types of movies do you have? Mike : Do you like comedies or romances? Frank : Not, really! Mike : What about sci-fi movies? Frank : I like sci-fi movies, but thrillers are my favorite. Mike : So, see you in the evening. Bye, Frank. Frank : Goodbye, Mike. Take care What kind of movies are they going to watch? Listen ad check ( ). Suzy a comedy a romance a thriller Kevin a thriller a sci-fi movie a comedy Ahmet a romance a comedy a sci-fi movie 4. What kind of movies do you like watching? Share with your classmates. Example: Comedies are my favorite. I like comedies, but I don t like thrillers. 11

12 UNIT 1 FRIENDSHIP Lesson 3 1. Read the excuses below. Which ones are good excuses? Check ( ) the good ones. I m busy that night. Making Excuses I m going to visit my grandparents. I m not feeling well. I have to study then. My favorite movie is on that night. I have to stay home. I m going to wash my hair. 2. What other excuses can you make for not accepting an invitation? Share with your friends. 3. Study the sentences in the box. Accepting and refusing invitations; making excuses: Would you like to come over tomorrow? Would you like to watch a movie at home? Yes, I would. I d like to, but my cousin is coming tomorrow. Yes, I d love to. I m sorry, but I can t. I m going to study. 4. Match the invitations with the responses. Then practice with a partner. 1 What are you doing tonight? Would you like to go out? a Yeah, that would be great. Can we go to a late show? 7 is fine for me. 2 Are you doing anything on Friday night? Would you like to see a movie? b I d like to, but I can t. My cousin is going to visit me tomorrow evening. 3 We re having friends over on Sunday. Would you like to come? c I m sorry, but I can t. I m going to study tonight. 4 Are you busy tomorrow evening? Would you like to come over for a drink. d I m not going to do anything on Sunday. I d love to come! 12

13 UNIT 1 FRIENDSHIP 5. Study the sentences in the box. Talking about future plans and arrangements: What are you going to do tomorrow? What are you doing tonight? I m going to visit my cousin. I m going to a soccer match. Are you going to watch the soccer match tomorrow? Are you doing anything tonight? Yes, I am. No, I m not. 6. What are your classmates plans for the weekend? Go around and ask. For each question, ask for further information. go out of town/city meet friends visit relatives play computer games study for an exam or a test play sports go shopping watch a movie Name Further Information You : Zeynep, are you going to go out of town this weekend? Zeynep : Yes, I am. You : Where are you going to go? Zeynep : I m going to visit my uncle and aunt in Eskişehir. 7. Compare your information with a partner. Who is going to do something fun? Who is going to be physically active? Example: Salim is going to do something fun because he is going to watch a comedy movie. Fatih is going to be physically active because he is going to play soccer. 13

14 UNIT 1 FRIENDSHIP Lesson 4 1. Check ( ) the activities you are going to do in a week. barbecue birthday party volleyball tournament picnic tennis match nature walking soccer match bicycle race computer game tournament 2. When are you going to do the activities above? Share with your partner. Example: I m going to play soccer with my classmates on Saturday What are they going to do on the weekend? Listen and check ( ). Jane Dave Nancy have a class party study for an exam go to the movies join a bicycle race play soccer play computer games go to a rock concert go to a shopping mall go nature walking 4. 4 Listen again and complete the chart. Do they accept or refuse the invitations? Circle the correct one. What are their excuses? Write their excuses on the lines. Ashley : accepts/refuses Pete : accepts/refuses Helen : accepts/refuses 14

15 UNIT 1 FRIENDSHIP 5. Work in pairs. Read the role cards and make a role-play. Student A : Decide on an activity. Invite your partner to go with you. Be ready to say where and when the activity is. Start the conversation as in the example. Example : Say, are you doing anything on? Would you like to? Student B : Your partner invites you out. Accept the invitation and ask for more information, or refuse the invitation and give an excuse. Example : That sounds fun. Where is it? Oh, I m sorry, I can t. I m 6. Change the roles and make the role-play again. 7. Read the invitation letter below and answer the questions. 1. Who is the sender? 2. Who is the invitation for? 3. What s the invitation about? PAR-TEA! Hi, Amanda I hope all is well in your world! I am going to have a party at my place on Tuesday, 23rd November. Would you like to join us? I am sure you are going to have great fun with us. I guess you know my address: it is 155, Carmen Ave, Birmingham. It's not very difficult to find. Take the number 41 bus and get off at Forest Road. Cheers Sally 8. Read the information below and write a reply letter to Sally. Then read it out in the class. Imagine that you are a friend of Sally, and the invitation above is for you. Reply to her invitation. State that you can t attend to the party. Make an excuse. Make sure you greet at the beginning and say goodbye at the end. Use Sally s letter as an example. 15

16 UNIT 1 FRIENDSHIP Lesson 5 1. Scan the s below and write the names of the events in the photos. 2. Read the s and answer the questions. 1. Who are organizing the events? 2. When are they? 3. Where are they? 3. Put the information below in the order (1-4) that appears in the invitations. the date the request the event the place 16

17 UNIT 1 FRIENDSHIP Lesson 6 1. Use your dictionary to match the words and expressions with the definitions. 1. to have something in common 2. to back someone up 3. stranger 4. to count on someone 5. buddies 6. to get on well with someone a. to help someone b. friends c. to depend on someone d. to like each other e. to have the same interests f. someone you don t know 2. Read the text and write three sentences about true friends. Follow the example. Some friends come into our lives for just a short time. Others come and stay forever. Think about your closest friends. They are like your brothers and sisters. They always back you up. You are great buddies. You can always count on them because they never lie to you. You sometimes argue, but you get on well with them most of the time. They are called true friends. What turns a stranger into a true friend? Can a stranger become a true friend if you spend enough time together? That may be true for some people. But true friendships happen when we have something in common. It happens when we share similar likes and dislikes. It happens when we see a part of ourselves in our friends. Example: They come into your lives and stay forever What does the proverb below mean? Think about your best friend and give three examples. Follow the example. Friendship is one mind in two bodies. Example: They are like your brothers and sisters

18 UNIT 1 FRIENDSHIP Project 1. Work in pairs and write a dialog. Use the information and the example below to help you. You are supposed to work in pairs and write a dialog about three parts: Part 1 Welcoming and coming in. Part 2 Serving food/drinks and chatting. Part 3 Seeing him/her off and inviting him/her again. Donna : Hi, Gale. Gale : Hi, Donna. Please, come in. Feel at home and enjoy yourself. Donna : Thanks, Gale. Gale : Would you like a cup of tea? Donna : Yes, please. Gale : What about some cookies? Donna : No, thanks. I m not hungry. Gale : Would you like to see a movie? I have a great movie collection. Donna : Great idea. So, what do you have in your mind? Gale : What do you think about Frozen? They say it s a great animation. Donna : Do we have another choice? I don t really enjoy animated movies. Gale : What about 12 Years a Slave? It s a drama. Donna : That s better. Let s watch it. Donna : It was a great movie, Gale. Thanks for everything. See you tomorrow at school. Gale : See you, Donna. Take care. 2. Work in pairs and act out your dialogs. Self-assessment How well can you do these things? Check ( ) the boxes. I can... understand offers and invitations. accept and refuse invitations. make apologies and excuses. understand simple texts on friendship. write a short and simple letter in response to an invitation. write a short and simple letter apologizing for not attending a party. Very well OK A little 18

19 UNIT 2 TEEN LIFE UNIT 2 TEEN LIFE 19

20 UNIT 2 TEEN LIFE Lesson 1 1. Match the activities with the photos. Write the correct numbers in the boxes. hiking bossaball zorbing mountain biking 1 snowshoeing snow tubing What do you think about these sports and activities? Check ( ) the adjectives. exciting interesting unusual trendy ridiculous boring hiking bossaball zorbing mountain biking snowshoeing snow tubing 3. Which sports and activities above would you like to try? Why? Share with your friends. Example: I d like to try snow tubing. I think it s very unusual and exciting. 20

21 UNIT 2 TEEN LIFE Lesson Listen and practice. handlebar brake lever seat frame mudguard brake gear chain pedal tire 2. 6 Listen and check ( ) the bike parts in the recording. mudguard handlebar brake lever gear pedal seat frame brake chain tire 3. 7 Listen again and check ( ) the sentences True or False. Correct the false ones. True False 1. Fred likes hanging out with his friends. 2. He has a black and silver bike with mudguards. 3. He likes cycling to the riverside near his neighborhood. 4. He goes cycling with his father. 5. He usually goes cycling on Saturday and Sunday. 6. He is not good at fixing his bike. 4. Do you have a bike? Where and when do you usually cycle? 21

22 UNIT 2 TEEN LIFE Lesson 3 1. Study the sentences and expressions in the boxes. Talking about daily routines: I walk to school. I don t take the bus to school. She takes the bus to work. She doesn t drive to work. Do you get up early? Yes, I do. Does he have lunch at school? No, he doesn t. What time do you usually get up on Sundays? I usually get up at 9 o clock on Sundays. What does she usually have for breakfast? She usually has milk and honey for breakfast. Time expressions: early late every day at 9:00 at noon/midnight at night in the morning in the afternoon in the evening on Sundays on weekends on weekdays Adverbs of frequency: I always have breakfast. He usually gets up early on Saturdays. She often meets with her friends on Sundays. They sometimes have pancakes for breakfast. I hardly ever stay up late on weekdays. She never drinks coffee in the evening. 2. Complete the sentences with the correct verb forms. My parents (live) in the city. My mother is a teacher. She (work) at a school in our neighborhood, so she always (walk) to school. My father (work) outside the city, so he never (walk) to work. He often (take) the bus to work. Sometimes he (drive), too. I study at a middle school near our house, so I often (walk) to school. My father sometimes (take) me to school. My brother (study) at a high school. It s a little far away from our house, but he (have) a bike, so he usually (ride) his bike to school. He hardly ever (walk) to school. 3. Write a paragraph about yourself and your family members. Follow the example above. 4. Now, tell about your daily routines to the class. Use your paragraph in part 3. 22

23 UNIT 2 TEEN LIFE Lesson 4 1. Look at the photo, scan the text and answer the questions. 1. Where is Daniela from? 2. How old is she? 3. What s her favorite breakfast? 2. Read about an Italian teenager s daily routine and complete the gaps with the clock times. 1 p.m. 7:30 a.m. 11 p.m. 6:15 p.m. 7 p.m. 8 a.m. 6:30 p.m. 10:30 p.m. What s it like to be a teenager in Italy? Fourteen-year-old Daniela Elmo tells us about her daily routines. I always get up at. Then I have a shower and brush my teeth. I have breakfast with my parents at about. We usually have eggs, cheese and orange juice, but we sometimes have pancakes with honey and milk. That s my favorite breakfast! Then my parents go to work. In Italy, students go to school in the morning or in the afternoon. I don t go to school in the morning. I usually do my homework. I go to school in the afternoon after lunch. School starts at. I m never late. I like to be early. At the end of the day, I leave school at. When I get home at, I rest for a while. I usually have dinner at about. After dinner I listen to music and watch TV. I go to bed at. I hardly ever sleep before Now, listen and check. 4. Work in pairs. Ask and answer about Daniela s day. Example: What time/get up? What time does she get up? She always gets up at 7:30 a.m. 1. What/have for breakfast? 4. What/do when she gets home at 6:30 p.m.? 2. What/do in the morning? 5. What/do in the evening? 3. What time/leave school? 6. What time/go to bed? 5. Ask your partner about his/her daily routine and take notes. 1. What time do you usually get up? 4. Do you watch TV in the evening? 2. What do you have for breakfast? 5. What time do you do your homework? 3. What do you do after school? 6. What time do you usually go to bed? 6. Write a paragraph about your partner s daily routine. 23

24 UNIT 2 TEEN LIFE Lesson 5 1. What do you think about different types of music? Check ( ) the adjectives. pop rock rap electronic heavy metal classical hip hop jazz trendy energetic fun loud boring unbearable 2. 9 Listen and practice. Kate Sam Kate Sam Kate Sam Kate Sam : Sam, what kind of music do you like listening to? : Mostly Pop, rock and classical. Why? : My parents have tickets to a show. Would you like to come with us? : What kind of music is it? : Pop. It s Taylor Swift. : Taylor Swift? I love her songs. She is terrific, and she has an impressive voice. When is it? : At 2 p.m. tomorrow. : Yeah, I d love to go Listen to the rest of the conversation and answer the questions. 1. What does Kate think about the show? 2. What does she think about the singer? 3. What s the problem with the band? 4. Ask your partner s preferences and take notes. Example: Do you prefer listening to pop to listening to jazz? 1. listen to pop / listen to jazz 2. see a live music show / see a movie 3. go to the beach / go shopping 4. read the news online / watch the news on TV 5. be alone / hang out with friends 6. wear fashion clothes / wear casual clothes 24

25 UNIT 2 TEEN LIFE Lesson 6 1. Do the quiz. Check ( ) the appropriate boxes for you. How often do you...? A every day B twice or three times a week C once a month D never 1. get up early 2. have breakfast 3. watch TV 4. eat fruit 5. eat fast food or junk food 6. read a book or a magazine 7. play a sport or exercise 8. go to bed late 9. have a shower 10. play computer games 11. listen to loud music with headphones 12. leave your room untidy What s your score? Questions 1, 2, 4, 6, 7, 9 : Score 3 points for A, 2 points for B, 1 point for C and 0 points for D. Questions 3, 5, 8, 10, 11, 12 : Score 0 points for A, 1 point for B, 2 points for C and 3 points for D. What does your score mean? points : You have a lot of good habits, but don t forget to enjoy yourself once or twice a week points : It s OK. You have some good habits and some bad habits, but you re quite good points : Oh dear! It s time to change your lifestyle. 2. Ask the questions in part 1 to a friend or a family member. Use a different color pen to check ( ) his/her answers. You : How often do you get up early? Your partner : I get up early every day. 25

26 UNIT 2 TEEN LIFE Project 1. Work in groups of four and prepare a CD cover. Use the information and the example below to help you. You are supposed to create a music band and prepare a CD cover. You can use photos or draw pictures to design your CD cover. Give the following information on the CD cover: 1. The band s name 2. The performer s name 3. The instruments and the players 4. The song titles Songs Music is in my hearth. The terrific band. School is cool. We are trendy teens. Instruments flute Clare RIMMS guitar Oliver CARTY organ Kevin ALLBRIGHT Performer 2. Interview with one of the members of the band. Ask about his/her life, his/her likes and preferences. Then act out the interview in the class. Self-assessment How well can you do these things? Check ( ) the boxes. I can... understand sentences related to daily routines, likes and dislikes. understand sentences related to preferences. ask and talk about daily routines. express likes, dislikes and preferences. understand simple texts on daily routines, likes and dislikes. write a short paragraph about daily routines. Very well OK A little 26

27 UNIT 3 COOKING UNIT 3 COOKING 27

28 UNIT 3 COOKING Lesson 1 1. How do you cook the food below? Check ( ) the methods that are most common in Turkey. bake boil roast steam grill fry bake boil roast steam grill fry fish chicken meet eggs potatoes mushrooms onions eggplants carrots 2. Compare your answers with a partner. Student A : How do you usually cook fish? Student B : We usually fry or bake it. We sometimes grill it, too. 28

29 UNIT 3 COOKING Lesson 2 1. Match the photos with the words. Write the correct numbers in the boxes. slice peel cut 1 chop spread dice Study the sentences in the box. Describing a process: How to make a French toast? First, put the slices of bread in an oven or a toaster and turn it on. Then take out the slices of bread when it is red enough. Next, spread butter or jam on the toast. You can also put some vegetable. After that, close the toast. Finally, slice the toast in half and enjoy it Listen to people explain how to make these snacks. Which snack are they talking about? Number the photos. 4. Work in pairs. Choose one of the snacks above and tell your partner how to make it. 29

30 UNIT 3 COOKING Lesson 3 1. Read about how to make a vegetable pizza. Match the steps with the photos. Ingredients: a carrot some cabbage a green pepper a tomato an onion some cheese a little salt three tablespoons of oil a piece of pizza bread Process: 1. Cut the cabbage. Slice the carrot, tomato and pepper. Peel and chop the onion. 2. Put all the vegetables in a frying pan. 3. Put three tablespoons of oil. Add a little salt. Fry the vegetables for minutes. 4. Put the fried vegetables on the pizza bread. Put the chopped cheese on the top of the fried vegetables. 5. Set the microwave for 5 minutes. Keep the pizza in it and take it out after 5 minutes. 6. Your delicious pizza is ready! Enjoy it Complete the sentences. Use the words and expressions in the recipe above. A vegetable pizza can be a tasty lunch or dinner, and it is easy to make. Here is how: First, the cabbage; the carrot, tomato and pepper; and the onion. Then all the vegetables in a frying pan. Next, three tablespoons of oil and a little salt. the vegetables for minutes. After that, the fried vegetables on the pizza bread. the chopped cheese on the top of the fried vegetables. Finally, the microwave for 5 minutes and the pizza in it. Take it out after 5 minutes. Your delicious pizza is ready! Enjoy it! 30

31 UNIT 3 COOKING Lesson 4 1. Look at the photos of how to make bread. Read the recipe. Guess the meanings of the words below. yeast pour mixing bowl flour rolling pin knead loaf pan 2. Work in pairs. Tell the ingredients and the process of how to make bread to your partner. Ingredients: a glass of milk, a tablespoon of sugar, a teaspoon of salt, a tablespoon of butter, a package of dry yeast, three glasses of flour 1 2 Process: 1. Put the yeast in a bowl and add a glass of warm water. Wait for 10 minutes. 2. Pour the yeast mixture to a large mixing bowl. Add the butter, milk, sugar and salt. 3. Add the flour and stir well. 4. Put the dough on a lightly floured surface. Knead for 10 minutes. 5. Shape dough into a ball and put it in a bowl. Cover it with a tea towel. Wait for 2 hours. 6. Remove the dough from the bowl and roll it using a rolling pin. 7. Shape the dough into a loaf and place it in loaf pan. Wait for an hour. 8. Bake it at 200 C for about 30 minutes. Take it out and let it cool Now, tell how to make bread to the class. Use the sequencing words. 31

32 UNIT 3 COOKING Lesson 5 1. Do you know how to cook Turkish pilaf? Work in pairs and number the steps from 1 to 9. Ingredients: two glasses of rice two tablespoons of orzo two tablespoons of butter three glasses of hot water a teaspoon of salt Turkish pilaf Process: Melt the butter in a saucepan. 1 Rinse the rice under cold water. Take the pan off the heat. Put the orzo in it and cook for two minutes. When it starts to boil, turn down the cooker to a low heat. Don t stir it while cooking. Before it turns brown, add the rice and cook for three minutes stirring continuously. Pour the hot water into the pan and add a little salt. Cook for about minutes until the rice absorbs all the water. Let the rice cool down for about 5-10 minutes before serving Now, listen and check. 3. Work in pairs and discuss the questions below. Start as in the example. Mehmet : What s your favorite snack, Ayşe? Ayşe : My favorite snack is lasagna? Mehmet : What s in it? Ayşe : Pasta, cheese, eggs Mehmet : How do you make it? Ayşe : First, 1. What s your favorite snack? 2. What s in it? 3. How do you make it? 4. Is it delicious? 5. Is it healthy? 6. When do you usually eat it? 7. How often do you eat it? Lasagna 4. Think of a dish you know well. First, write down the ingredients. Then describe how to cook it. 5. Work in groups of four. Exchange your recipes. Decide on the most delicious one. 32

33 UNIT 3 COOKING Lesson 6 1. Scan the text and answer the questions below. 1. What are the names of the dishes in the photos? 2. What countries do they belong to? Kabuli Palaw is an Afghan pilaf dish. It consists of steamed rice with lentils, carrots and lamb. It is one of the most popular dishes in Afghanistan, and it is the Afghan national dish. Afghan people make the dish with lamb, chicken, or beef. They bake it in the oven and top it with fried and sliced carrots. They also add nuts like pistachios or almonds. They put the meat in the middle of the pilaf. Beshbarmak is the national dish of Turkmenistan. The term Beshbarmak means five fingers, because Turkmen people eat the dish with their hands. They boil the meat with noodles and dice it with knives. They put some onion sauce on it. They usually serve it in a big round dish with lamb soup. They always say Amin at the end of the meal to give thanks to God. Colcannon is a traditional Irish dish. It consists of mashed potatoes and cabbage with milk, butter, salt and pepper. It can contain other ingredients such as leeks and onions. There are many regional variations of this colcannon. Irish people often eat it with boiled meat. 2. Read the text and write the ingredients for each dish. Kabuli Palaw Ingredients: Beshbarmak Ingredients: Colcannon Ingredients: 3. Search for the Turkish national dishes. Decide on one and write a recipe for it. 33

34 UNIT 3 COOKING Project 1. Read the information in the box and prepare a recipe booklet. You are supposed to prepare a recipe booklet for your favorite dishes. Use photos to make your booklet interesting and eye-catching. You can search the Net to find the recipes. First, write down the things you need. Then describe how to make the dishes step by step. Berry Muffins Ingredients: - a glass of flour - a tablespoon of baking powder - a glass of sugar - a teaspoon of salt - half a glass of yoghurt - three tablespoons of vegetable oil - a glass of fresh berries Process: - Pre-heat oven at 200 C. - Put the flour and baking powder in a mixing bowl. - Add the sugar and salt. - Mix the eggs, yoghurt and vegetable oil together. - Pour the wet ingredients into the dry ingredients. - Add the berries and mix it. - Put the mixture into muffin cups. - Bake for 25 minutes. Leave to cool. Serve warm. 2. Display your booklet in the class. Go around and take a look at your classmates recipes. Self-assessment How well can you do these things? Check ( ) the boxes. I can... Very well OK A little understand how to make a dish. ask and answer question about the process of making a dish. give a description of how to make bread. understand simple texts about cooking and dishes. write the process of making a dish. guess the probable meanings of unknown words in a text. 34

35 UNIT 4 COMMUNICATION UNIT 4 COMMUNICATION 35

36 UNIT 4 COMMUNICATION Lesson 1 1. Match the ways of communication with the photos. Write the correct numbers in the boxes. write a letter make a phone call leave a message note text a message send a fax use social networks leave a voic 1 send an speak face-to-face For Dad, Mr. Rick called. Call him at 6 p.m. Nelly How do you usually keep in touch with your friends? Share with your classmates. Follow the example. Example: I usually send text messages to my friends. I also like talking face-to-face with my friends. 36

37 UNIT 4 COMMUNICATION Lesson 2 1. Read the phone conversations below. Which one is formal? Which one is informal? Share your answers with your classmates Listen and practice. Tina : Hello, Tina speaking. Peter : Hi Tina, this is Peter. Is your brother in? Tina : Hang on a minute, please. I ll get him. Martin : Hello Peter. Peter : Hi Martin. Do you have a plan this afternoon? I have two tickets for the soccer match between West High and Yukon. Would you like to come with me? It s in the city stadium. Martin : Sure. I d like to. What time is it going to start? Peter : At 4. Martin : Good. So, let s meet at the stadium at 3:45. Peter : OK. Bye. Martin : Bye. Rachael : Hello. Curtis : Hello. Is Steve there? Rachael : I m afraid. He s not available at the moment. He has gone out. Would you like to leave a message? Curtis : Yes, please. Could you tell him to contact with Mr. Bright? It s about the school project. Rachael : Okay. I ll tell him. May I ask who s calling? Curtis : This is his friend, Curtis. Rachael : OK. Bye. Curtis : Bye Sam invites her friends to her party. Listen to her voic s and complete the chart. Who can come to the party? Who can t come? Check ( ) the correct boxes. Write their excuses. Amanda can come can t come excuse Betty Victor Martin

38 UNIT 4 COMMUNICATION Lesson 3 1. Study the sentences and the expressions in the box. Making and answering a phone call: John speaking. Who s calling? One moment, please. I m sorry, he s not available at the moment. Could you ask him to call me? I can t hear you very well. It s a bad line. I ll call back later. Could I speak to Steve, please? Could I ask who s calling? Can you hold on a moment, please? Would you like to leave a message? Could I take your name and number, please? Could you please repeat that? Thanks for calling. 2. Complete the phone conversations. Use the appropriate expressions above. A : Hello, Matt speaking. B : Hello, to Mrs. Adams, please? A : at the moment. leave a message? B : her to call me, please? My number is A : Hello, Mrs. Peterson speaking. B : Hello, can I speak to Linda, please? A : who s calling? B : Pardon? A : Who is calling, please? B : Jill Sanders. A : a moment, please? A : Hello, Rosa. B : Hello, to Mr. Gino, please? A : I m sorry, he s not. Would you? B : Yes, please. Could you at home, please? A : your name and number, please? B : This is Albert Parker. My number is A : repeat that? B : It s Now, listen and check. 4. Practice the conversations above with a partner. 5. Work in pairs. Read the information in the boxes and write a phone conversation. Then act it out in the class. Student A : You are the caller. You want to speak with your friend, but his/her brother/ sister answers the phone. Your friend can t come to the phone right now. Leave a message for him/her. Student B : You are the receiver. A friend of your brother/sister calls at home. He/she wants to talk to your brother/sister, but he/ she s not available at the moment. Ask the caller to leave a message. 38

39 UNIT 4 COMMUNICATION Lesson 4 1. Do you send s to your friends? How often? What do you usually write about? 2. Read the below and answer the questions? 1. Who is the sender? 2. Who is the receiver? 3. What is the about? 3. Suppose that you are Eric. Respond to Robert s . State that you can t join them. Make an excuse and tell your plans. 4. Now, pretend to be Robert and leave a voic for Eric. Express your concern and sympathy to him. Use the expressions below. I m sorry to hear that. I hope you feel better soon. That s so bad. We will meet up later, then. See you later, then. Hi, Eric. This is Robert. 39

40 UNIT 4 COMMUNICATION Lesson 5 1. Check ( ) the activities you like doing with your friends. Then share them with your classmates. Example: I like playing board games with my friends. I usually play chess with my best friend, Clare. watch a movie at home have a picnic or barbeque drink something at a café go to the movie theater go to the technology stores go to the clothes or accessory stores go to the music stores play computer games play sports play board games 2. Imagine that you have a free afternoon. Plan an activity with your partner to do together. Follow the outline below. 1. What is the activity? 2. Why do you like the activity? 3. When are you going to do it? 4. Where are you going to do it? 5. What do you need to do it? 3. Now, inform your classmates about your plan. Use your answers in part Ask about one of your classmates plans for the weekend. Write his/her answers. 1. What is he/she going to do? 2. Why does he/she like doing the activity? 3. When is he/she going to do the activity? 4. Where is he/she going to do the activity? 5. Who is he/she going to do the activity with? 40

41 UNIT 4 COMMUNICATION Lesson 6 1. How many text messages do you usually send a day? Do you use abbreviations? What are they? 2. Scan the text and answer the questions. 1. When did people first use text messages? 2. How many text messages do people send a day in Turkey? 3. How many text messages do people send a day in the world? 4. What does B4N mean in text language? People first used text messages in They called the service SMS (Short Message Service). It soon became popular because text messages are cheap, fast and fun. Now, people send approximately 10 million text messages a day in Turkey. The number is over 200 billion a day in the world. Young people send most text messages. In Turkey, nearly 70% of teenagers have mobile phones or use their parents mobile phones. For them, text messages are exciting. In the US and Britain, teenagers generally write text messages by using short combinations of numbers, words, symbols and abbreviations. For example number 4 means for. Now, you can even buy books about these abbreviations. In some schools, teachers are worried about the negative effects of text messaging on teenagers. They believe that this text language is bad because it is not correct. According to them, languages are changing fast because people mostly prefer communicating with new technology. HAND Have a nice day. B4N Bye for now. CUL8R See you later. 2NITE Tonight LOL Lots of love. BBL Be back later. 3. Read the text and check ( ) the sentences True or False. Correct the false ones. True False 1. Text messages are popular because they are cheap, fast and fun. 2. In Turkey nearly half of the teenagers use mobile phones. 3. You can buy books about how to write text messages. 4. Teachers believe that text messages are good for teenagers. 5. People mostly prefer face-to-face communication. 4. Write a secret text message to a friend. Use abbreviations. Then exchange your messages. 41

42 UNIT 4 COMMUNICATION Project 1. Work in pairs and record a mock phone conversation. Use the information in the box. Work with a partner and plan a weekend activity together. Then make a mock phone conversation and record it. Follow the plan and the example below to help you. 1. Dial your friend and greet him/her. 2. Invite him/her to do an activity together. 3. Give some information about the activity: the time, the place, etc. 4. Repeat your sentences if your friend doesn t understand because of a bad line. 5. Say goodbye and hang up the phone. Bill : Hello, Bill speaking. Marc : Hello, Bill. This is Marc. How is it going? Bill : Great, thanks. Marc : Do you have any plans on Saturday afternoon? Bill : I can t hear you very well, Marc. It s a bad line, I guess. Marc : Are you going to do anything on Saturday afternoon? Bill : No, I m not. Why do you ask? Marc : I m going to go bowling with my father and brother. Would you like to come with us? Bill : I d love to. What time are you going to go? Marc : At 3 o clock. Bill : Are you going to the bowling alley on Palm Street? Marc : Yes, we are. Bill : So, let s meet there at 2:30. Is that OK? Marc : That s OK. See you there at 2:30. Bill : See you. Bye. 2. Play your recording in the class. Self-assessment How well can you do these things? Check ( ) the boxes. I can... Very well OK A little follow a phone conversation. make a simple phone call. describe my future plans and concerns. understand simple texts on communication. clarify myself and ask for clarification. 42

43 UNIT 5 THE INTERNET UNIT 5 THE INTERNET 43

44 UNIT 5 THE INTERNET Lesson 1 1. How do you use the Internet? Check ( ) the ones you agree with. Can you add more ideas? make new friends listen to music watch movies and videos search for information send s make live chats use Internet phone do homework practice English do shopping 2. Use your dictionary and match the words with the definitions. 1 g account 2 attachment a b to connect a computer to a website to copy something to the Internet 3 comment 4 confirm 5 download 6 log in/on 7 log off/out 8 register 9 search engine 10 upload 11 web browser c to disconnect a computer to a website d a computer program to read information on the Internet e a computer program to find information on the Internet f to copy something into a computer s memory from the Internet g Internet services you use by entering a username and password h a computer file that you send together with an message i something that you say or write to express your opinion j to state that something is true k to put your personal information into a website 3. Work in groups of four and discuss the questions. Do you use the Internet for the same things? 1. How often do you use the Internet? 2. What do you usually do online? 44

45 UNIT 5 THE INTERNET Lesson 2 1. Read the questions below. Share your answers with your classmates. Follow the example. 1. Who uses the Internet most in your family? 2. How many hours a day do they use the Internet? 3. What do they usually do online? Example : My brother uses the Internet most in my family. He uses about 2 or 3 hours a day. He usually reads newspapers and magazines. He also keeps in touch with his friends through the Net Jason Seville is answering some questions about his Internet habits. Listen and answer the questions. 1. How many hours a day does Jason use the Internet? 2. How does he usually access the Internet? 3. What s his address? 4. Does he have a website? 5. Who uses the Internet most in his family? 6. What does Jason usually do on the Net? 7. What s the best thing about the Internet according to him? 3. Study the sentences in the box. Connecting the sentences: I have a PC, but I usually access the Internet from my tablet. It s fun and easy because you can take it everywhere. I keep in touch with my friends; I post my pictures on my website, and I practice my French. 4. Write a paragraph in your notebook about your Internet habits. Use and, but, because to connect your sentences. 45

46 UNIT 5 THE INTERNET Lesson 3 1. Look at the computer screen in the photo. What s the problem about? Check ( ) the correct one. The problem is about the... hard disk drive. software. Internet connection. processor. web site Listen and circle the correct one. 1. Bob has a problem with the software / website / Internet connection. 2. He uses a laptop / tablet / desktop PC. 3. He uses a wireless modem / cable modem / telephone line to connect to the Internet. 4. The problem is about the connection cable / modem / screen Work in pairs to complete the conversation. Then listen again and check. Dan : Hello, Dan speaking. Bob : Hello, Dan. This is Bob. How are things? Dan : Good, thanks, Bob. Bob : Dan, I. I m trying to on my desktop PC for an hour, but I can t. You are good at using computer. Can you help me, please? Dan : OK. Well, do you use a cable modem or? Bob : It s a cable modem. Dan : Is your PC? Bob : What do you mean? Dan : I mean, is there a connection sign on the screen? Bob : No, there isn t. Dan : So, check first. Bob : Do you mean the cable between the modem and the computer? Dan : Yes, the connection cable between the modem and the computer. Bob : That s OK. Yes, is here now. Dan : Now, open a website to check. Bob : OK. That s it. I have the connection. Thanks a lot. Dan : Never mind. Take care. Bye. Bob : Bye, Dan 46

47 UNIT 5 THE INTERNET 4. Study the sentences in the box. Asking for clarification: Dan : Is your PC online or offline? Bob : What do you mean? Dan : I mean, is there a connection sing on the screen? Bob : No, there isn t. Dan : So, check the connection cable first. Bob : Do you mean the cable between the modem and the computer? Dan : Yes, the connection cable between the modem and the computer. 5. Match the questions 1-5 with the follow-up questions a-e. 1. Are you always online? c 2. How often do you check your ? 3. How many hours do you spend online? 4. Do you have a mobile device connected to the Internet? 5. How do you connect to the Internet? a) I mean, do you check your a lot? b) I mean, do you spend much time online? c) I mean, are you connected to the Internet all the time? d) I mean, do you have a wireless modem or cable modem? e) I mean, do you have a tablet or smartphone with the Internet connection? 6. Work in pairs. Use the information below and write a conversation. Then act it out in the class. Student A : You want to connect to the Internet on your tablet, but you can t. You use a wireless modem, and you can t solve the problem. Call a friend to ask for help. Ask for clarification when you don t understand anything. Student B : Your friend has a problem about the Internet connection. He/she asks for some help. Ask him/her to check the connection cable first and reset the modem settings. Answer your friend s follow-up questions to make yourself clear. 47

48 UNIT 5 THE INTERNET Lesson 4 1. Look at the title and scan the brochure below. Circle the main idea. The brochure is about why the Internet is so popular around the world. 2. why teenagers love being online. 3. how the Internet affects people. 2. Read the brochure and answer the questions. 1. How many Internet users are addicts? 2. What are some things Internet addicts do? 3. What problems do Internet addicts have? 4. What can Internet addicts do to get some help? Are you an Internet addict? Are there any Internet addicts in your family or in your class? Everyone loves the Internet because it s a great place to find information, keep in touch with friends, do shopping, etc. It s fun and fast. Now ask yourself; How much time do you spend online a day? Experts say that 10% of Internet users are Internet addicts, and they are always online. They use their desktop PCs, laptops, tablets or smartphones to connect to the Internet. They think and talk about the Internet all the time. They have many Internet friends, but they are not so good at face-to-face interaction. They are generally teenagers, and they usually have problems with their families, friends and schools. So, what can you do if you are an Internet addict? Talk to your teacher and go to school counselling service. They will surely help you. 3. Is your partner an Internet addict? Work in pairs. Ask and answer the questions below to find it yourself. Do you spend a lot of time on the Internet? Do you play online games every day? Do you check your s very often? Do you talk about the Internet all the time? Are most of your friends Internet friends? Is the Internet your only hobby? Do you forget doing your homework because you are online? Note: If you answer yes to all these questions, maybe you are an Internet addict. Yes No 48

49 UNIT 5 THE INTERNET Lesson 5 1. Read the messages and answer the questions. 1. What are the messages about? 2. Who accepts the invitation? 3. Who refuses the invitation? What s his/her excuse? Hi, Jen. I m going to go to the movies with Helen this evening. Would you like to come with us? Hello, Tim. Ken and I are going to meet at Café Z at 5 p.m. this afternoon. Would you like to join us? I d love to. What time are you going to go there? I d like to, but I can t. My uncle is going to visit us today. I can t leave home. Maybe later. Thanks anyway. I m going to leave home around 4 p.m. No problem. I ll take you at 3:45 then. Say hello to Ken. Take care. OK. I ll wait for you. I will. Take care. Bye. 2. Read the information below and pretend to have an online chat with your partner. Follow the examples above. Student A : Your city homes a book fair this week, and you are going to go there this afternoon. Invite your partner to go there with you. Student B : Your partner invites you to go to the book fair with him/her. You can accept or refuse his/her invitation. Make an excuse if you refuse it. 3. Write an invitation on a piece of paper. Exchange it with a classmate. Accept or refuse the invitation. 49

50 UNIT 5 THE INTERNET Project 1. Copy the questionnaire. Write three more questions. Then ask the questions to five classmates to find out their Internet habits. once or twice a month once or twice a week several times a week at least once a day How often do you go online? How often do you check your s? How often do you play online games? How often do you do homework on the Net? How often do you chat online? 2. Share the results with your classmates. Follow the example below. Example : Hasan goes online several times a week. He checks his s once or twice a week. He plays online games once or twice a month. He does homework on the Net several times a week. He chats online once or twice a week. Self-assessment How well can you do these things? Check ( ) the boxes. I can... understand the words and phrases related to the topic Internet talk about my Internet habits. make excuses; accept and refuse offers. identify the main idea of a text about Internet habits. understand the texts related to the topic Internet. write about my Internet habits. use the connectors and, but, because. ask and answer follow-up questions for clarification. Very well OK A little 50

51 UNIT 6 ADVENTURES UNIT 6 ADVENTURES 51

52 UNIT 6 ADVENTURES Lesson 1 1. What does extreme sports mean? Use your dictionary and write its definition in the box. extreme sports noun [C] 2. Which ones below are extreme sports? Circle and share them with your classmates. parkour running sky diving cycling bungee jumping 3. Match the sports and activities with the photos. Write the correct numbers in the boxes. kayaking canoeing rafting hang gliding motor racing caving skateboarding

53 UNIT 6 ADVENTURES Lesson 2 1. Check ( ) the adjectives to match the sports given in the box. challenging dangerous fascinating boring entertaining easy bungee jumping parachute diving motor racing minigolf kayaking rafting skateboarding caving 2. Study the sentences in the box. Making comparisons: I think skateboarding is easier than parachute diving. I think rafting is harder than canoeing. I think bungee jumping is more dangerous and challenging than kayaking. I think skateboarding is more entertaining than kayaking. I think kayaking is less challenging than motor racing. I think canoeing is less dangerous than parachute diving. 3. What do you think about extreme sports? Make comparisons and share your ideas with your classmates. Student A : I think skateboarding is easier and more entertaining than kayaking. What do you think? Student B : That s right. And I think motor racing is more dangerous and challenging than skateboarding. Student C : I think parachute diving is more fascinating and entertaining than bungee jumping. 53

54 UNIT 6 ADVENTURES Lesson 3 1. Read the definition in the box. What sports do adrenalin seekers usually do? adrenalin seeker noun [C] someone who likes taking part in extreme sports and other activites involving physical risk 2. Look at the photos scan the interview and answer the questions. 1. Where is Helen? 2. Who is she talking to? 3. What are they talking about? Helen : Hi. My name is Helen Snow, and today we are going to talk about extreme sports. Extreme sports are popular all over the world. But what attracts people to do these sports? Is it adventure or danger? People who enjoy fast and dangerous sports, like white-water rafting, are called adrenalin seekers. I m at the National Water Sports Centre now. I m here to meet Joe Pixy. He is a white-water rafting expert. Helen : Hi, Joe. Joe : Hi, Helen. Helen : So this is a kind of indoor course, but you raft on the rivers all around the world. What do you most enjoy about white-water rafting? Joe : I really enjoy being outdoors and on the water. I love the freedom of just you and nature. And I really like the challenge. Helen : So why do people like dangerous sports? Joe : I think people like to push themselves. They enjoy to see how far they can go. They really want to test themselves against water and air. Helen : So, are you an adrenalin seeker? Joe : I don t think of myself as an adrenalin seeker, but I really enjoy rafting. 3. Read the interview and answer the questions. 1. Why does Joe enjoy white-water rafting? 2. Why do people like extreme sports? What do you think about white-water rafting? Would you like to try it? Why or why not?

55 UNIT 6 ADVENTURES Lesson 4 1. Study the sentences in the box. Talking about preferences: What do you prefer doing on summer holidays? I prefer cycling to driving because it s healthier. I prefer rafting to kayaking because it s more entertaining. I would rather go rafting than canoeing because it s easier. I would rather do parkour running than skateboarding because it s more challenging. 2. What do you prefer doing when you are on vacation? Work in groups of four. Ask and answer in turn and take notes. Follow the example. Student A : What do you prefer doing when you are on vacation? Student B : I prefer caving because it s mysterious and exciting. Student C : I prefer hang gliding to caving because it s more entertaining and challenging. Student D : I would rather do scuba diving than hang gliding because it s more interesting. Name Sport/Activity Reason Decide on two extreme sports. Which one do you prefer doing? Write a short paragraph and compare them. I prefer... to... because What do you prefer doing in your free time? Design a brochure and share it with your classmates. Use photos to make your brochure eye-catching and interesting. 55

56 UNIT 6 ADVENTURES Lesson 5 1. Look at the photo, read the definition and answer the questions. parkour running noun [U] an activity in which people move quickly around buildings and objects in a city while performing jumps and other skillful movements 1. What is the name of the activity? 2. Where do people do it? 3. What do they usually do while performing it? Listen and complete the chart. 1. What s another name for parkour running? 2. What country did it start? 3. What s the aim of the activity? 4. What are some things parkour runners do? 5. What do they need to do the activity? 6. What is it like when you compare it with white-water rafting and hang gliding? Think about white-water rafting and parkour running. Which one do you prefer doing? What are your reasons? Share with your classmates.

57 UNIT 6 ADVENTURES Lesson 6 1. Look at the photos. What can you say about pocket-bike racing? What is it like? Listen and answer the questions. 1. Where did the concept of mini motorbike begin first? 2. When did Italian manufacturers first start producing high-quality pocket bikes? 3. How big is a standard pocket bike when you compare it with a real size motorbike? 4. How much does it weigh? 5. How fast is it? Is it faster than a real size motorbike? 6. Why do many people consider pocket-bike racing an extreme sport? 7. Why do the fans prefer riding on pocket bikes? 3. Would you like to try pocket-bike racing? Share your reasons with your classmates. 4. Work in pairs. Ask and answer the questions in turn. Clarify each question as in the brackets. 1. Have you tried any different sports or activities before? 2. Where did you try it? (I mean, where were you?) 3. When did you try it first? (I mean, what was the month or year?) 4. Who were you with? (I mean, were you alone or with another person?) 5. What was it like? (I mean, did you like it?) 57

58 UNIT 6 ADVENTURES Project 1. Work in groups of four. Read the information in the box and plan an adventure trip in Turkey. 1. Think about different sports and activities you can do in Turkey and make a list of them. 2. Search the Internet and find suitable cities for the sports and activities. 3. Choose three of them and design a poster about your adventure trip. Use photos of the sports/ activities and the places. 4. Use the example below to help you. An Adventure Trip in Turkey hang gliding in Antalya hot air balloon ride in Nevşehir rafting in Muğla 2. Hang your posters around the class. What are your reasons to choose these sports/activities and places? Share with your classmates. Example: We decided on doing hang gliding in Antalya because Antalya has an eye-catching scenery. It would be very exciting to explore the city from the air. Self-assessment How well can you do these things? Check ( ) the boxes. I can... understand the texts about sports and activities. talk about different sports and activities. ask and answer questions about preferences. describe and compare sports and activities. understand personal narratives and brochures. write a paragraph to compare two sports or activities. write about my preferences and free time activities. Very well OK A little 58

59 UNIT 7 TOURISM UNIT 7 TOURISM 59

60 UNIT 7 TOURISM Lesson 1 1. Match the places with the photos. Write the correct numbers in the boxes. The Hagia Sophia Museum The Kremlin Palace and Red Square The Tower Bridge 1 The Eiffel Tower The Statue of Liberty Do you know where these attractions are? Look at the cities and the countries below and share your answers with your classmates. Moscow, Russia Paris, France New York, The USA London, The UK İstanbul, Turkey 3. Which places above do you prefer visiting? Share your reasons. Use the words given in the box and follow the examples. Examples: I prefer visiting the Hagia Sophia Museum because it s a fantastic structure, and İstanbul is full of other historic places. I would rather visit the Eiffel Tower because it s in Paris. Paris is a fascinating city. historic ancient modern fantastic interesting fascinating incredible lovely 60

61 UNIT 7 TOURISM Lesson 2 1. What do you know about the places in the photos? What are their names? Where are they? Share your answers with your classmates Listen and number the photos Listen again and answer the questions. 1. Where is Taj Mahal? What is its architectural style? 2. How many tourists visit Niagara Falls every year? What is fascinating about it? 3. Who designed the Blue Mosque? How long did its construction take? 4. Where is Big Ben? What s special about it? 5. How tall is the Great Pyramid? Why did Egyptian workers build it? 4. Why do tourists prefer visiting these places? Share your ideas with your classmates. 5. Work in pairs. Look at the tourist attractions on pages and make comparisons. Follow the example. Example: The Eiffel Tower is more modern than the Great Pyramid. 61

62 UNIT 7 TOURISM Lesson 3 1. What are some popular tourist attractions in Turkey? Make a list with your partner. Then share your list with the class Listen and answer the questions. 1. Where did Sally go for her vacation? 2. What did she like the most about it? 3. Who did she go with? 4. What was the weather like there? 3. Study the sentences in the box. Expressing preferences and giving reasons: Which one do you prefer? Historic sites or the seaside? I prefer visiting historic buildings, because to me, they are more beautiful than modern ones. I would rather visit historic sites. To me, they are more interesting What type of vacation do you prefer? A vacation in the city, at the beach or in the mountains? Share your reasons with the class. Make comparisons as in the example. Example: I prefer a vacation in the city, because to me, it s more convenient. You can find everything you need in the city.

63 UNIT 7 TOURISM Lesson 4 1. Scan the text and complete the chart. TARSUS Truly an Ancient Province Location : Climate : Tourist Attractions : Recreational Activities : Dishes : Accommodation : Cleopartra s Gate Roman Road Grand Mosque Tarsus is a historic province in south-central Turkey. It s 20 km inland from the Mediterranean Sea. With a history going back over 6,000 years, Tarsus was an important stop for traders and a focal point of many civilizations. During the Roman Empire, Tarsus was the capital of the province of Cilicia and the scene of the first meeting between Mark Antony and Cleopatra. Tarsus is a junction point of Cilician plain (Çukurova), central Anatolia and the Mediterranean Sea. The climate is typical of the Mediterranean region, with very hot summers and chilly, damp winters. Tarsus has many ancient sites and historic buildings, such as Cleopatra s Gate, The Roman Bridge of Justinian, Tarsus Museum, The St. Paul s Church, The Mosque of Prophet Daniel, Eshab-ı Kehf Cave, Roman Road, Grand Mosque and Kırkkaşık Bedesten. Tarsus is also a great place for recreation. You can try tracking, rafting, photo safari, mountain biking or off-road racing. After a tiring day, you can enjoy traditional Mediterranean dishes and various kinds of kebabs in an all-inclusive resort or a bed and breakfast place. 2. Read the text and answer the questions. Share your answers with the class. 1. Why was Tarsus an important place in history? 2. Why is it an important place now? 3. People say Tarsus is truly a multicultural province. Why do they think so? Give examples. 3. Do you prefer having a sightseeing vacation in Tarsus? Share your reasons with your classmates. 63

64 UNIT 7 TOURISM Lesson 5 1. Where is the Caribbean? What islands are there in the Caribbean? Share your answers with the class. 2. Read the travel brochure below and answer the questions. 1. Where does the word Jamaica come from? What does it mean? 2. How many people live on the island? 3. What can you do there? 4. What s the island like? Jamaica is the island of friendly smiling people, majestic green mountains, sandy beaches and crystal-clear blue and green waters of Caribbean. Jamaica is the third largest of the Caribbean islands, and the largest English-speaking island in the Caribbean Sea. The island s name, Jamaica, comes from the word Xaymaca, and it means land of wood, water and springs. Jamaica has a mild temperature the year around. It s a land of huge banana trees, coconut palms and tropical flowers. Are you looking for a true adventure? So, there is little more memorable and beautiful than hiking the green mountains and exploring the blue waters. Come and experience Jamaica. Country : Jamaica Capital : Kingston Official language : English Total Population : Approximately 2.5 million Currency : Jamaican Dollar Weather : Tropical Write three questions about Jamaica. Work in groups of four. Take turns asking and answering your questions.

65 UNIT 7 TOURISM Lesson 6 What is your favorite tourist destination in Turkey or in the world? Complete the chart. Then give some information about the place to your partner. Follow the example. What s the name of the place? Where is it? What s the weather like there? What are some tourist attractions? What can you do there? What are some special/traditional dishes? Where can you stay there? Example: My favorite tourist destination is Bursa. It is a city along the Sea of Marmara coast in northwestern Anatolia. The city has warm summers and mild winters. Grand Mosque, Emir Sultan Mosque and Green Tomb are popular tourist attractions. There are many other historic places there. If you like winter sports, Uludağ ski resort is the best in Turkey. Bursa has a very rich cuisine. You should definitely try İskender, İnegöl meatball, Kemalpaşa dessert and candied chestnut. You can easily find accommodation in Bursa. There are many great hotels and hostels for every budget. 65

66 UNIT 7 TOURISM Project 1. Design a brochure about your favorite tourist destination. Use the information below to help you. 1. Use a piece of large size paper to design your brochure. 2. Use your answers in the chart in Lesson 6 and write a paragraph about your favorite tourist destination. Then ask your partner to read and check your paragraph by using the checklist below. 3. Design your brochure. Use photos to make your brochure interesting and eye-catching. Peer-assessment Checklist My partner gives information about the... Yes No location, climate, tourist attractions, recreational activities, dishes, accommodation. My partner effectively uses... grammar and spelling, punctuation and capitalization. 2. Hang your brochures around the class. Ask and answer questions about your classmates favorite tourist destinations. Self-assessment How well can you do these things? Check ( ) the boxes. I can... understand recorded texts and passages about tourism. exchange information on topics related to tourism. make simple comparisons about different tourist attractions. express my preference about tourist destinations and give reasons. understand various texts about tourism. write about my favorite tourist attraction and destination. Very well OK A little 66

67 UNIT 8 CHORES UNIT 8 CHORES 67

68 UNIT 8 CHORES Lesson 1 1. Match the household chores with the photos. Write the correct numbers in the boxes. There are five extra chores in the list. wash the dishes set the table take out the garbage make the bed clean up the house tidy up the room do the laundry dust the shelves hang out the washing do the grocery shopping vacuum the floor do the ironing 1 load/empty the dishwasher cook the meals feed the cat Who does the household chores above in your family? Work in pairs. Ask and answer. Student A : Who does the grocery shopping in your family? Student B : My mother usually does the grocery shopping? 68

69 UNIT 8 CHORES Lesson 2 1. Read the entries taken from Helen s diary and complete the sentences below. Helen is responsible for Her father is responsible for Her mother is responsible for Her brother is responsible for 21 August Saturday Today is too hot, and we have many things to do. My grandparents are visiting us tomorrow, and we are getting ready for them. My father is sweeping the leaves in the garden, and my mother is doing the laundry. She is hanging out the washing at the moment. My brother, Jeremy, is responsible for dusting the table and chairs. He doesn't like it, but he knows his responsibilities. I'm responsible for tidying up the living room and bedrooms. It's hard work, but I enjoy it because it's fun, and it's my duty. We all share the housework at home because it makes our tasks easier. We should always help our family with the daily chores. August Sunday 22 Yesterday was too hot, but today the weather is very nice. We were tired yesterday, but we finished all the housework. Now we are enjoying the weather in the garden. My father is washing the car, and my mother is reading newspaper and drinking her coffee. My brother is cycling around, and I'm writing my diary. We are very happy, and we are all waiting my grandparents. 2. Read the diary again and answer the questions. 1. Does Helen like her responsibility? 2. Does Jeremy like his responsibility? 3. What does Helen think about sharing the housework at home? 4. Are they happy? How do you understand? 69

70 UNIT 8 CHORES Lesson 3 1. Make a list of the chores you like and don t like doing. Share them with your friends. Example: I like vacuuming the floors, but I don t like cleaning the bathroom. Chores I like doing: Chores I don t like doing: Listen and answer the questions. 1. Why is Betsy so excited? 2. What does Denis hate doing? Listen again and check ( ) the sentences True or False. Correct the false ones. True False 1. The children will help to clean the house. 2. Leo has to wash and dry the dishes. 3. Betsy has to sweep and mop the bathroom floor. 4. Denis is responsible for cleaning the bathroom. 5. Mom is going to clean the bathroom. 6. Dad is responsible for cleaning the windows. 4. Make your own chore chart. Write a chore for each day. Then share them with your classmates. My Chore Chart Monday Tuesday Wednesday Thursday Friday Saturday Sunday 70

71 UNIT 8 CHORES Lesson 4 1. Read the rules in the list below. Write H in the box for the house rules and C for the classroom rules. H Don t eat in the bedrooms; only in the kitchen. Be a good listener. Follow the directions. Wash your hands before the meals. Take off your shoes when entering. Do your best and work hard. Make your bed and clean your room every morning before leaving. Keep your desk tidy and neat. Be kind to your friends. Don t jump on the couches. Use your quiet voice. Be nice to your siblings. Raise your hands to speak. 2. What other rules do you have at home and at school? Work in groups of four and make two lists. Then share your lists with your classmates. Follow the example. Example: In the House: We must wash our faces when we get up in the morning. In the Classroom: We must listen to the teacher during the lesson. House Rules Classroom Rules 71

72 UNIT 8 CHORES Lesson 5 1. Work with your partner and complete the poem below with the words given. windows math pants floors socks fishes dishes bath plants blocks My Chores My parents said to do my chores, to dust the shelves and mop the, and vacuum the carpets and clean the, and walk the dog and feed the, and wash and dry the dirty, and clean my room and take a, and read a book and do my, and pick up all my building, and put away my shoes and, and hang my shirts and fold my, and water all the potted. She said I ll have some fun as soon as my chores are all done. That s great! Thanks dad and mom. Having responsibilities is really fun Now, listen and check. 3. Work with your partner and write a short poem about your obligations at home or at school. State your feelings in your poem. 4. Read out your poem in the class.

73 UNIT 8 CHORES Lesson 6 1. Look at the photos below. How old are they? Share your guesses with your classmates. Diane Curtis Nina Jeremy Diane, Curtis, Nina and Jeremy are talking about their chores. Listen and check ( ) the correct names for the chores. He/She... Diane Curtis Nina Jeremy must take care of his/her bird. have to tidy up his/her books and things. is responsible for watering the plants. sometimes takes care of his/her brother. sometimes cooks with his/her mother. likes mopping the floor. doesn t like taking out the garbage. doesn t like dusting the furniture. 3. Why do you think we should share the chores at home? Share your ideas with your classmates. Use the structures below in your sentences. I think... In my opinion,... We should... It s necessary... We must... 73

74 UNIT 8 CHORES Project 1. Read the information in the box and write a short paragraph titled Chores. 1. Explain the responsibilities of each person in your family. 2. Write at least three responsibilities for each family member. 3. Use the structures/sentences below in your paragraph. I think it s necessary to help our parents with the housework because Family members should share the tasks at home such as In our house, I m responsible for, and my brother/sister is responsible for As a family, we must share the responsibilities, and we must respect each other. 4. Then ask your partner to read and check ( ) your paragraph by using the checklist below. Peer-assessment Checklist My partner... Yes No explains the responsibilities of each family member, writes at least three responsibilities for each family member, uses necessary to, should, responsible for, must in his/her paragraph. My partner effectively uses... grammar and spelling, punctuation and capitalization. 2. Read out your paragraph in the class. Self-assessment How well can you do these things? Check ( ) the boxes. I can... Very well OK A little understand short talks about responsibilities. understand people s obligations, feelings and dislikes. talk about responsibilities. describe my obligations, feelings and dislikes. understand simple texts about daily responsibilities. write about responsibilities and obligations at home and school. 74

75 UNIT 9 SCIENCE UNIT 9 SCIENCE 75

76 UNIT 9 SCIENCE Lesson 1 1. What do the words below mean? Use your dictionary and write their definitions. discover verb [T]... discoverer noun [C]... discovery noun [C]... invent verb [T]... inventor noun [C]... invention noun [C] Write two discoverers and their discoveries; and two inventors and their inventions in the boxes. Follow the examples. discoverer discovery inventor invention Jim Watson the structure of DNA... Stephanie Kwolek... Kevlar Inform the class about your work. Follow the example. James Watson Stephanie Kwolek Example: James Watson discovered the structure of DNA in He took the Nobel Prize in Medicine for his discovery. Stephanie Kwolek invented the Kevlar in Kevlar is a kind of synthetic material, and it is five times as strong as steel. 76

77 UNIT 9 SCIENCE Lesson 2 1. What do you know about the people in the photos? Share with your classmates. Thomas Edison The Wright Brothers Archimedes Charles Babbage Alexander Bell Benjamin Franklin Galileo Listen and match the inventions/discoveries with the inventors/discoverers. electricity, phonograph, the first mechanical computer, motion picture camera, an improved compass, water screw, the first practical telephone, electric light bulb, powered aircraft, a powerful telescope Thomas Edison :... The Wright Brothers :... Archimedes :... Charles Babbage :... Alexander Bell :... Benjamin Franklin :... Galileo :... 77

78 UNIT 9 SCIENCE 3. Use the information in part 2 to make a conversation with your partner. Use the words below and follow the example. Invent discover design develop Student A : Who invented the electric light bulb? Student B : Thomas Edison invented the electric light bulb. He also developed the phonograph and motion picture camera. Student A : What do you know about the Wright Brothers? Student B : They successfully designed, built and flew the first powered aircraft. They showed that man could fly. Their aircraft was one of the most important inventions of the twentieth century. 4. Read the information below and write two paragraphs. Surf on the Net and make a list of important scientific achievements. Decide on two of them and write a short paragraph for each one. Include the information below in your paragraph. Follow the example below to help you. What are the scientific achievements? Who invented/discovered them? When did they invent/discover them? Why are they important to humanity? Work on a separate piece of paper. Include some photos of the inventions/discoveries to make your work interesting and eye-catching. Assistant Professor Utkan Demirci developed a number of micro-devices including a microchip to diagnose AIDS. This microchip diagnoses HIV/AIDS within a few minutes. He invented it in 2006 and tested it on 115 patients in Tanzania in He has taken many scientific awards because of his invention. He was among the ten outstanding young science people in Medial Innovation in He has taken Harvard Medical School Young Investigator Award. 5. Display your work in the class and inform your classmates about your work. 78

79 UNIT 9 SCIENCE Lesson 3 1. Look at the photos and scan the text below. What are DNA Computer and Nanomedicine? Share your ideas with the class. 2. Why are science people working on DNA computing and Nanomedicine? Read the text and share your answers with your classmates. DNA Computer DNA stores genetic information in the organisms. What makes DNA special is that it stores unlimited information in a limited space. Just one milligram of DNA is capable of storing all the printed material in the world. Nowadays, science people are working on DNA computing. They have even designed the first prototypes such as MAYA-II. If DNA computing is perfected, computers will become capable of storing amounts of information that are hard to imagine by today s standard. Nanomedicine The usage of nanotechnology in medicine is endless. Science people are working on nanomolecules to destroy only cancer cells. It makes possible to send the drugs to specific parts of the body. With the help of nanotechnology, microscopic robots will perform ultra-delicate surgeries, repair damaged tissues, or hunt down and destroy certain cells, like cancer cells or bacteria. Nanomedicine is currently in its infancy, but it may be the biggest breakthrough in modern medicine since the first vaccine. 3. Read the supporting details below and write the names of the innovations on the lines. 1. Science people think it will help to destroy cancer cells. 2. It is about storing unlimited information in a limited space. 3. Science people are planning to use it to perform surgeries. 4. Science people designed the first prototype of it. 5. It s a very important discovery in modern medicine. 6. It s a kind of computer technology. 4. What innovations are science people working on these days? Write sentences as in the example and share them with your friends. Example: They are trying to find a cure for the common cold. They are doing experiments to find out more about our universe. 79

80 UNIT 9 SCIENCE Lesson 4 1. Match the sentences with the photos. Write the correct numbers in the boxes. The scientists are conducting experiments on plants. The doctor is vaccinating the girl against the major diseases. The students are searching the Net for a science project. The student is heating the test tube on the Bunsen burner. The researchers are looking for some fossils in the excavation area. The dentist is taking an x-ray of the girl s teeth. The technician is operating the machine. The chemist is putting a chemical substance in the test tube Work in pairs. Point to the photos in turn, ask and answer. If you can t remember a word, use another word to make yourself clear. Follow the example. Student A : What does she do? Student B : She is a chemist. Student A : What s she doing at the moment? Student B : She is putting a chemical thing in the test tube. Student A : What s the word for thing? Student B : Substance. 8 80

81 UNIT 9 SCIENCE Lesson 5 1. Read the text and answer the questions? 1. Is Katya interested in science? 2. What is she studying? 3. Why is she doing her thesis on glaciers, glacial melts and global warming? 4. Why does she think that Argentina s ecosystems are in high danger? The Perito Moreno Glacier is a glacier located in the Los Glaciares National Park in the Santa Cruz province, Argentina. It is one of the most important tourist attractions in Argentina. Hello, I m Katya from Argentina and the question is Are you interested in science? Well, yes, I am because I m studying environmental engineering, and right now I m doing my thesis on glaciers, glacial melts and global warming. I m doing that because here in Argentina, there are many glaciers, and the global warming is accelerating glacial melt. It shows that the climate is changing here, and Argentina s ecosystems are in high danger from the effects of global warming. 2. Are you interested in science? What are you doing to improve your knowledge of science? Write a short paragraph in your notebook. Follow the example. Example: Yes, I am. I m particularly interested in space science. I m following the space science programs on TV. I m also reading articles about it on the Internet or in science magazines. 3. Work with your partner. Read your paragraphs in turn and take notes. If you can t follow your partner, say the sentences below. I m sorry. I can t follow you. Can you repeat it? I think I missed the point. Can you say that again, please? 81

82 UNIT 9 SCIENCE Project Work in groups of four. Read the information in the box and prepare a science museum brochure. 1. Search the Net for popular science museums in the world or in Turkey and decide on one. 2. Prepare a brochure about the museum and the exhibitions in it. Use a large size piece of paper. 3. Use photos to make your brochure interesting. Display your brochure in the class. Astonishing Science & Spectacular Museum Welcome to the London Science Museum Hidden Universe 3D This film will allow you to experience our universe in 3D. Cosmos and Culture Explore how astronomy has changed the way we see our universe Under the Sea Experience the most stunning creatures of the sea, explore the unique beauty and natural wonder of the oceans. Science Shows and Experiments Find out more about the exciting principles of science in these interactive shows. Be a volunteer on stage, answer questions and find out more about interesting experiments. Self-assessment How well can you do these things? Check ( ) the boxes. I can... understand the recorded passages about science. involve simple discussions about scientific achievement. understand the main points in short passages about science. write simple descriptions about scientific achievements. ask and talk about what others are doing. use different words to make myself clear and ask for clarification. Very well OK A little 82

83 UNIT 10 NATURAL FORCES UNIT 10 NATURAL FORCES 83

84 UNIT 10 NATURAL FORCES Lesson 1 1. Use your dictionary to match the words with their definitions. tornado drought avalanche hurricane earthquake flood tsunami landslide : an extremely large wave caused by a violent movement of the Earth under the sea : a large amount of water covering an area that is usually dry : a violent wind that has a circular movement : a strong, dangerous wind that forms itself into an upside-down spinning cone and is able to destroy buildings as it moves across the ground : a large amount of ice, snow, and rock falling quickly down the side of a mountain : a long period when there is little or no rain : a sudden violent movement of the Earth s surface, sometimes causing great damage : a mass of rock and earth moving suddenly and quickly down a steep slope 2. Write the names of the disasters under the photos Work with your partner. Point to the photos and say the names of the disasters. 84

85 UNIT 10 NATURAL FORCES Lesson 2 1. Scan the text below. What does tsunami mean in Japanese? Share with your friends. On December 26, 2004, a huge earthquake took place off the northwest coast of the Indonesian island of Sumatra. The earthquake, 9.0 in magnitude, was the most powerful one to shake the Earth in 40 years. As a result of this massive earthquake, huge waves formed in the ocean. They traveled at speeds of up to 480 kilometers per hour. Within 75 minutes, they hit places as far as 600 km away, such as the coast of Africa. These giant waves affected eleven countries. Hardest hit was in Indonesia, Sri Lanka, India, Thailand, and the Maldives. More than 300,000 people died from the disaster, half a million were injured, thousands still remain missing, and millions were left homeless. Scientists have a special name for these destructive waves. They call them by the Japanese name tsunami. Tsu, means harbor and nami, means wave. There are many reasons for tsunamis such as underwater volcanic eruptions, landslides, or even a meteor crashing onto the ocean floor, or, most common, an underwater earthquake. 2. Read the text and answer the questions. 1. When and where did the earthquake take place? 2. How strong was the earthquake on Richter scale? 3. What happened after the earthquake? 4. What countries did the tsunami affect? 5. What was the result of the disaster? 3. Write the questions above on a separate piece of paper. Include two more questions. Go around the class. Ask and answer the questions. Ask for clarification if you don t understand any questions. Asking for clarification : What do you mean? I don t understand what you have said. Can you repeat your question, please? 85

86 UNIT 10 NATURAL FORCES Lesson 3 1. Look at the photo below. What do the people do? Where are they? What are they doing at the moment? Share your ideas with the class. BREAKING NEWS An Earthquake in Mexico A strong earthquake on the Pacific coast of Mexico shook the capital Listen to the news highlights and check ( ) the sentences True of False. Correct the false ones. True False 1. The earthquake stroke the capital city of Mexico. 2. There are many injuries and much damage in the capital. 3. The earthquake measured 7.4 on Richter scale. 4. The landslide buried more than 300 homes in Kabul, Afghanistan. 5. More than 200 people are missing under the landslide. 6. An earthquake caused the landslide. 7. A massive tornado hit the suburbs of Oklahoma City. 8. The tornado moved 430 kilometres per hour. 9. At least 44 people died in the tornado, 10 of them were children. 3. How much do you remember the news? Work with your partner and write sentences. Then share your sentences with the class. 86

87 UNIT 10 NATURAL FORCES Lesson 4 1. Look at the poster. What is it about? Where can you see it? Share your answers with your classmates. 2. Read the text and complete the sentences. During an earthquake; 1. If you are at home, 2. If you are in an elevator, 3. If you are trapped under debris, 4. If you are outside, How to Save Yourself When an Earthquake Hits Crawl under a sturdy table and cover your face and head with your arms. Stay away from walls, windows and large bookcases that could fall. Don t use the elevator. If you re in an elevator during an earthquake, hit the button for every floor and get out as soon as you can. Stay inside if you are inside and outside if you are outside. Do not panic if sprinkler systems or fire alarms activate. If you are trapped under debris, cover your mouth with a cloth or shirt and tap against a pipe or other object to make noise. Don t yell for help unless you have to; you risk inhaling dangerous quantities of dust. If you can, leave the building once the shaking stops; aftershocks can bring down a building. Finally, if you re outside during the quake, stay away from the buildings and electric wires. What To Do During An Earthquake DROP! Drop to the floor. COVER! Take cover under a sturdy desk or table. HOLD ON! Hold on to it firmly. Be prepared to move with it until the shaking stops. If you are not near a desk or table, drop to the floor against the interior wall and protect your head and neck with your arms. 3. Read the text again and answer the questions. 1. Why should we crawl under a sturdy table during an earthquake? 2. Why should we stay away from walls? 3. Why shouldn t we yell for help under the debris? 4. Why should we leave the building immediately after the shaking stops? 4. Make your own What to Do during an Earthquake poster. Display your poster in the class. 87

88 UNIT 10 NATURAL FORCES Lesson 5 1. What do you think about the future of the planet Earth? Work with your partner to complete the chart below. Then make a conversation as in the example. Student A : Do you think there will be a water shortage in the future. Student B : Shortage? What do you mean? Student A : There won t be enough water. Student B : I think so. We will have water shortages in the future because we waste too much water. We should stop wasting water. Student A : What can we do to stop wasting it? Student B : We can turn off the water while we re brushing our teeth. We can have shorter baths, and we can use water saving taps. problems causes and suggestions water shortages We waste too much water while brushing teeth, having a shower, etc. We can turn off the water while brushing our teeth, have shorter baths and use water saving taps. 2. Decide on a problem in the chart. Write a paragraph about it. First, tell the problem. Then state its causes and make suggestions. Follow the example. Example: I think we will have water shortages in the future because we waste too much water. We should stop wasting water. We can turn off the water while we re brushing our teeth. We can have shorter baths, and we can use water saving taps. 3. Now, share your ideas with the class. Use the information in your paragraph. 88

89 UNIT 10 NATURAL FORCES Lesson 6 1. How green are you? Check ( ) the appropriate box for you and discover yourself. Always Sometimes Rarely 1. Do you turn off the tap when you are brushing your teeth? 2. Do you turn off the monitor when you are not using the computer? 3. Do you unplug the TV when you are not watching it? 4. Do you close the window when the air conditioner is on? 5. Do you turn off the light when you leave the room? 6. Do you recycle plastic, metal and glass? 7. Do you use eco-friendly labelled detergents? 8. Do you reuse the plastic bags shops give you? 9. Do you print your homework double-sided? Scores : Always : 3 points; Sometimes: 2 points; Rarely: 1 point 9-15 points : You are pale green. It s time to get more eco-conscious points : You are bright green. The planet s health is on your radar, but it s not always your top priority points : You are fluorescent green. For an environmental expert like you, it is easy being green. So share your knowledge. Launch campaigns at school to save the world! Work with your partner to complete the sentences. Then listen and check. Going green is easier than you think. There are little things you can do every day. Pay attention to how you use. Every time you turn off the while you re brushing your teeth, you re doing something good. Walk or your bike to school and anywhere you can. You can reduce greenhouse gases while burning some calories and improving your health. If you can t or bike, use public transportation.. You can reduce pollution just by putting a soda can in a different bin. Change the light bulbs in your room. Compact fluorescent last 10 times longer than a standard bulb and use at least two-thirds less. 3. What else can you do to save the world? Share with your classmates. 89

90 UNIT 10 NATURAL FORCES Project Read the information in the box and prepare a poster about possible natural disasters in the future and their causes. 1. Search the Net and gather information about possible natural disasters in the future. 2. Decide on four disasters to include in your poster. 3. Prepare your poster on a separate piece of large size paper. 4. Include enough information about the causes of the disasters. 5. Use photos to make your poster interesting and eye-catching. 6. Display your posters in the classroom. Possible Natural Disasters in the Future Drought: A drought occurs when an area doesn t have enough rain for a long period of time. Without water crops die, forest fires occur more often, and animals may die. A few months without enough rainfall can turn a forest into a desert. Floods: Flooding can happen because of heavy rain, when rivers overflow, when snow melts too fast or dams break. Flooding can be a few centimeters of water, or it can cover a house. Floods which happen quickly are called flashfloods. Self-assessment How well can you do these things? Check ( ) the boxes. I can... identify the main points of TV news about natural disasters. understand phrases and expressions about natural disasters. Very well OK A little exchange information and make predictions about the future of the world. express reasons and support my predictions. make suggestions about saving the world. express personal opinions about the causes of natural disasters. understand simple text describing natural events. write simple messages and give reasons about the future of the world. 90

91 Scripts for Audio Recordings Recording 1 Frank Mike Frank Mike Frank Mike Frank Mike Frank Mike Frank Mike Frank : Hello. : Hi, Frank. It s Mike calling. : Hi, Mike. : Say, Frank, are you busy tomorrow evening? : No, not at all. I m not going to do anything. Why? : Would you like to come over tomorrow? I m going to watch movies at home. I have great ones. : That would be great. What kind of movies do you have? : Do you like comedies or romances? : Not, really! : What about sci-fi movies? : I like sci-fi movies, but thrillers are my favorite. : So, see you in the evening. Bye, Mike. : Goodbye, Mike. Take care. Recording 2 Abby : Suzy, what do you want to do tonight? Suzy : I d like to see a movie. Abby : I heard a good romance is playing at the movie theater. Suzy : Oh, I love romances. What time does it start? Abby : 6:30 p.m. It s a long movie. I think it lasts more than 2 hours. Suzy : Will you come and pick me up? Abby : OK! I ll take you at 6 p.m Tim : What are you going to do this evening, Kevin? Kevin : I m going to watch a movie. Frank gave me some of his blue ray movies. He says they are great. Tim : What kind of movies are they? Kevin : They are mostly thrillers. Tim : So, you like watching thrillers. Kevin : They are my favorite, and I m going to watch one of them tonight Bruce : Tell me Ahmet, do you have any plans for the afternoon? Ahmet : Nothing special, but I d like to go to the movies. There is a good sci-fi movie on theatres this week. Bruce : Do you enjoy watching sci-fi movies? Ahmet : I really enjoy watching them, especially the ones about the space and travelling through time. Bruce : So, it seems great for you. I hope you enjoy it. 91

92 Recordings 3 and 4 Ashley : Hello. Jane : Hi, Ashley. It s Jane calling. Ashley : Oh, hi, Jane. Jane : What are you doing on Saturday? We are going to the movies with a few friends. Would you like to join us? Ashley : Yes, I would. Jane : So, we ll take you at 4 in the afternoon. Ashley : Great! See you then Pete : Hello. Dave : Hi, Pete. It s Dave calling. Pete : Hi, Dave. How are you doing? Dave : Great, thanks. Say, Pete, are you busy on Saturday morning? We are organizing a bicycle race. Would you like to join us? Pete : I d like to, but I can t. We are going to visit my brother this weekend. You know, he studies in the city. Maybe later. Dave : OK. Take care. Say hello to your brother for me Helen : Hello. Nancy : Hi, Helen. It s Nancy calling. Helen : Hi, Nancy. Nancy : Listen, Helen. The Nature Club is organizing a nature walking activity on Sunday. I m going to join the activity. Would you like to come with me? Helen : On Sunday? Nancy : Yes. They are going to start walking at 10 in the morning. Helen : I m sorry, but I can t. I m going to help my mother to clean the house. She is going to have some guests on Monday. Nancy : No matter. Well, see you at school on Monday. Helen : See you, Nancy. Recording 5 Seat Frame Handlebar Brake lever Brake Tire Pedal Chain Gear Mudguard 92

93 Recordings 6 and 7 Hello. I m Fred, and I m fourteen. I m a student at Kensington Middle School. I like hanging out with my friends and doing outside sports and activities such as hiking, camping, jogging and cycling. Cycling is my favorite one. I have a black and silver bike. It has seven gears and a comfortable seat, but it doesn t have any mudguards. I like cycling to different places. I go cycling to the riverside and to the park near my neighborhood. These are my favorite places. The best thing about cycling is that it is a good exercise program. It s very good for health. It makes your legs stronger. I always go cycling with my brother or my friends. They all like cycling too. We usually go cycling on weekends. I m also good at fixing my bike. I can fix the brakes, gear, pedals and tyres. Recording 8 What s like to be a teenager in Italy? Fourteen-year-old Daniela Elmo tells us about her daily routines. I always get up at 7:30 a.m. Then I have a shower and brush my teeth. I have breakfast with my parents at about 8 a.m. We usually have eggs, cheese and orange juice, but we sometimes have pancakes with honey and milk. That s my favorite breakfast! Then my parents go to work. In Italy students go to school in the morning or in the afternoon. I don t go to school in the morning. I usually do my homework. I go to school in the afternoon after lunch. School starts at 1 p.m. I m never late. I like to be early. At the end of the day I leave school at 6:15 p.m. When I get home at 6:30 p.m., I rest for a while. I usually have dinner at about 7 p.m. After dinner I listen to music and watch TV. I go to bed at 10:30 p.m. I hardly ever sleep before 11 p.m. Recording 9 Kate : Sam, what kind of music do you like listening to? Sam : Mostly Pop, rock and classical. Why? Kate : My parents have tickets to a show. Would you like to come with us? Sam : What kind of music is it? Kate : Pop. It s Taylor Swift. Sam : Taylor Swift? I love her songs. She is terrific, and she has an impressive voice. When is it? Kate : At 2 p.m. tomorrow. Sam : Yeah, I d love to go. Recording 10 Sam : So, what do you think about the show, Kate? Kate : The show is impressive. Sam : What about the singer? Kate : She is very energetic, and she has a good voice. Sam : What do you think about the band? Kate : They are loud! Sometimes I can t hear the singer. 93

94 Recording First, put a liter of water into a pot and boil it. Then put a packet of pasta in the water. Boil it about ten minutes. Stir it for a few times. Next, turn off the stove and wait for a minute. After that, take it out onto a plate. Finally, mix it with your favorite tomato sauce and enjoy. 2. First, put the slices of bread in an oven or a toaster and turn it on. Then take out the slices of bread when it is red enough. Next, spread butter or jam on the toast. You can also put some vegetable. After that, close the toast. Finally, slice the toast in half and enjoy it. 3. First, put a little oil into a pan. Then heat the oil. Next, put the corns in the pan and cover it. When they start to pop, shake the pan gently every few seconds. In about 2 minutes, popping will stop. After that, turn off the stove and take it into a bowl. Finally, put a little salt on it and enjoy. 4. First, crack two eggs into a bowl. Then beat the eggs until they are completely mixed and add a little salt and pepper into the mixture. Next, heat some butter in a pan and pour the mixture in it. After that, put some diced tomato and chopped onion on it. Finally, add some cheese and fold it. It s ready. Bon appetite. Recording 12 First, rinse the rice under cold water. Then melt the butter in a saucepan. Next, put the orzo in it and cook for two minutes. Before it turns brown, add the rice and cook for three minutes stirring continuously. After that, pour the hot water into the pan and add a little salt. When it starts to boil, turn down the cooker to a low heat. Don t stir it while cooking. Cook for about minutes until the rice absorbs all the water. Finally, take the pan off the heat. Let the rice cool down for about 5-10 minutes before serving. Recording 13 Tina : Hello, Tina speaking. Peter : Hi Tina, this is Peter. Is your brother in? Tina : Hang on a minute, please. I ll get him. Martin : Hello Peter. Peter : Hi Martin. Do you have a plan this afternoon? I have two tickets for the soccer match between West High and Yukon. Would you like to come with me? It s in the city stadium. Martin : Sure. I d like to. What time is it going to start? Peter : At 4. Martin : Good. So, let s meet at the stadium at 3:45. Peter : OK. Bye. Martin : Bye Rachael : Hello. Curtis : Hello. Is Steve there? Rachael : I m afraid. He s not available at the moment. He has gone out. Would you like to leave a message? 94

95 Curtis : Yes, please. Could you tell him to contact with Mr. Bright? It s about the school project. Rachael : Okay. I ll tell him. May I ask who s calling? Curtis : This is his friend, Curtis. Rachael : OK. Bye. Curtis : Bye. Recording 14 Hello, Sam. This is Amanda. Thanks for the invitation. I d love to come. See you on Wednesday at five in the afternoon. Take care. Bye. Hello, Sam. This is Betty. Thanks for inviting me to your party. I m going to work late. I m going to be there at 6. I hope that s OK. Do you need anything? I can bring some drinks. Call me at my mobile. Bye. Hello, Sam. This is Victor. Thanks for the invitation. I d love to come, but I m going to visit my grandparents with my parents. It s my grandmother s eightieth birthday. Sorry. Talk to you soon. Hi, Sam. This is Martin. Thanks for your invitation. I m really sorry, but I can t come to your party on Wednesday. I m going to study for the test. It s on Thursday, and it s very important. Talk to you soon. Take care. Recording 15 A : Hello, Matt speaking. B : Hello, could I speak to Mrs. Adams, please? A : I m sorry, she is not available at the moment. Would you like to leave a message? B : Could you ask her to call me, please? My number is A : Hello. Mrs. Peterson speaking. B : Hello, can I speak to Linda, please? A : Could I ask who s calling? B : Pardon? A : Who is calling, please? B : Jill Sanders. A : Can you hold on a moment, please? A : Hello, Rosa speaking. B : Hello, could I speak to Mr. Gino, please? A : I m sorry, he s not available at the moment. Would you like to leave a message? B : Yes, please. Could you ask him to call me at home, please? A : Could I take your name and number, please? B : This is Albert Parker. My number is A : Could you please repeat that? B : It s

96 Recording 16 Danny : Do you often use the Internet, Jason? Jason : Yes, I do? Danny : How many hours a day do you use the Internet? Jason : I use the Internet about 2 hours a day. Danny : Do you access the Internet from your PC? Jason : I have a PC, but I usually access the Internet from my tablet. It s fun and easy because you can take it everywhere. Danny : What s your address? Jason : It s [email protected]. With a double L. Danny : So, you have a website. Jason : That s right. I also have a website. It s Danny : Who uses the Internet most in your family? Jason : I guess, my dad. He is a web site designer, and he is almost always on the net during the day. Danny : What do you usually do on the Net? Jason : I keep in touch with my friends; I post my photos on my website, and I practice my French. I do many things. Danny : What is the best thing about the Internet? Jason : It s everywhere now. You can accesses the Internet at home, at school, at shopping malls, even at cafés on the street. I think this is the best thing about it. Recordings 17 and 18 Dan : Hello, Dan speaking. Bob : Hello, Dan. This is Bob. How are things? Dan : Good, thanks, Bob. Bob : Dan, I need your help. I m trying to connect to the Internet on my desktop PC for an hour, but I can t. You are good at using computer. Can you help me, please? Dan : OK. Well, do you use a cable modem or a wireless one? Bob : It s a cable modem. Dan : Is your PC online or offline? Bob : What do you mean? Dan : I mean, is there a connection sign on the screen? Bob : No, there isn t. Dan : So, check the connection cable first. Bob : Do you mean the cable between the modem and the computer? Dan : Yes, the connection cable between the modem and the computer. Bob : That s OK. Yes, the connection sign is here now. Dan : Now, open a website to check the Internet connection. Bob : OK. That s it. I have the connection. Thanks a lot. Dan : Never mind. Take care. Bye. Bob : Bye, Dan 96

97 Recording 19 Helen : In the countryside there are lots of wide open spaces and lots of extreme sports to do, but what do adrenalin seekers do in the city? Well, parkour running, sometimes called free running, is becoming popular in the world. Parkour running started in France, and the idea is to get from one place to the other as fast as possible; jumping and climbing over whatever is in the way. Now, I m in a parkour class with Jack Sanders. Jack is an experienced parkour runner, and he will tell us what it is all about. Helen : So Jack, why do you like parkour running? Jack : It s really fun, and it keeps me fit. Helen : Do you need any special equipment to do parkour running? Jack : Just a pair of good trainers. We just use what s around us like walls, stairs and trees. Helen : Is it difficult? Jack : It s not really difficult but a little challenging. If you re not scared, you can do it. Helen : Is it dangerous? Jack : It s not more dangerous than white-water rafting or hang gliding. Helen : I m not sure I can do parkour running. Extreme sports can be dangerous, but they re also lots of fun. Recording 20 The concept of mini motorbikes began years ago in Japan. Because of their increasing popularity, Italian manufacturers started producing high-quality pocket bikes in the 1980s.Today, pocket-bike racing is a very popular sport around the world. So what are pocket bikes? Pocket bikes are high-speed racing motorbikes. They look like toys. A pocket bike is one-fourth of the size of a normal motorbike and weighs about 18 kilos. It can reach a speed of 56 km per hour. It slower than a real size motorbike but quite fast for such a small vehicle. Because of this high speed many people consider pocket-bike racing an extreme sport. Many famous European motorcyclists started their racing careers in pocket-bike racing. The Grand Prix racing champion Valentino Rossi, for example, first rode on a pocket-bike. Pocket-bike racing has many fans. They prefer riding on pocket bikes because they are fast and fun. And they are safer than real size motorbikes. Recordings 21 and Taj Mahal is one of the eight wonders of the world. It is in Agra, India. The Emperor Shah Jahan ordered it in memory of his third wife, Mumtaz Mahal. Its architectural style is a mixture of Persian, Turkish and Indian architecture. 2. Niagara Falls are the largest waterfalls in the world. It s on the Canadian border of The USA. Approximately 12 million tourists visit the Niagara Falls every year. The Falls make a fascinating sound as the water goes over and lands at the bottom. 3. The Blue Mosque in İstanbul is the world s most amazing Mosque. It s an architecture miracle! The Ottoman Emperor Ahmet the First ordered it and architect Mehmet Ağa designed it. Its construction began in 1609 and took 7 years. 97

98 4. One of the most famous clock towers on Earth is Big Ben in London, The UK. The clock tower holds the largest clock in the world and is the third tallest clock tower. Today Big Ben is the icon for London. 5. The Great Pyramid was the tallest historical man-made structure in the world for over 3,800 years. It is meters. Egyptian workers built it as a tomb for Egyptian Pharaoh Khufu, and they constructed it over a 20-year period. Recording 23 Frank : So, how was your vacation, Sally? Sally : Oh! This was the best vacation I ve ever had in my life! Frank : Wow! Where did you go? Sally : We went to İstanbul. It s such an amazing city. Frank : Really? What did you like the most about it? Sally : It is truly a historic city. To me, historical architecture is more beautiful than modern buildings, and there are lots of examples in İstanbul such as the Hagia Sophia, the Blue Mosque and Topkapı Palace. And the Bosphorus scenery is spectacular with those historic buildings. You should definitely see there. Frank : I hope I will. Did you go with your parents? Sally : No. I didn t go with my parents. I went with my cousins. It was really great! Frank : I can imagine that. How was the weather? Sally : The weather was great. It was warm and sunny. Frank : Did you take any photos? Sally : Yes. I ll upload them to my blog today. You can check them out. Frank : That d be great! Recordings 24 and 25 Mother : Children, your uncle and aunt are coming to visit this evening, and I need you to help me with some chores. Have you all made your beds? Children : Yes, mom. Mother : Leo, empty the dishwasher and put the dishes in the cupboard, please. Leo : Okay. Mother : Betsy, I want you to take out the garbage. Then vacuum the kitchen floor, okay? Betsy : Sure mom. I m very excited. Uncle and aunt are coming. Mother : And Denis, would you please clean the bathroom? Denis : Oh mom, I hate cleaning the bathroom. Mother : Okay, you dust the shelves, and I ll clean the bathroom. But then I would like you to help your dad clean the windows. Deal? Denis : Yeah. Mother : Okay then, let s start. 98

99 Recording 26 My mother said to do my chores, to dust the shelves and mop the floors, and vacuum the carpets and clean the windows, and walk the dog and feed the fishes, and wash and dry the dirty dishes, and clean my room and take a bath, and read a book and do my math, and pick up all my building blocks, and put away my shoes and socks, and hang my shirts and fold my pants, and water all the potted plants. She said I ll have some fun, As soon as my chores are all done. That s great! Thanks dad and mom. Having responsibilities is really fun. Recording 27 My name is Diane. I m fifteen years old. I always help my mom. I wash the dishes, tidy my room, and sometimes make cakes with her. I like cooking with her, but I don t like washing the dishes. I sometimes take care of my little brother. My name is Curtis and I m fourteen. I do many things to help my mom. First, I clean my room once a week. I vacuum my room and clean my desk. Second, I help mom to wash the dishes. Also I sometimes take out the garbage, but I don t like it. Finally, I water the plants. It s my responsibility, and I love it. I m Nina. I m fourteen. I always clean my room and take care of my birds. I sometimes wash the dishes when my parents are tired or busy. I am responsible for tidying up my books and things. I sometimes help my mom to cook the dinner, too. My name is Jeremy, and I m fifteen. I help my mom with all the chores possible. My favorite chore is mopping the floor. It may seem hard but not to me because I enjoy it. But I really hate dusting the furniture. Recording 28 Here is some brief information about seven great inventors. They truly helped to change the world. Number 1 is Thomas Edison. He had over 1,000 patents. He developed a wide range of products from the electric light bulb to the phonograph and motion picture camera. Number 2 is the Wright Brothers. They successfully designed, built and flew the first powered aircraft. They showed that man could fly. Their aircraft was one of the most important inventions of the twentieth century. Number 3 is Archimedes. He invented the Archimedes screw for lifting up water from mines or wells. Number 4 is Charles Babbage. He designed the first mechanical computer. It was the prototype for the future computers. He was the Father of Computers. Number 5 is Alexander Bell. He invented the first practical telephone. Number 6 is Benjamin Franklin. He discovered electricity. Number 7 is Galileo. He developed a powerful telescope and had revolutionary theories about the nature of the world. He also developed an improved compass. 99

100 Recording 29 Good afternoon viewers. This is Angela Star. And this is Frank Donna. We are bringing you the news around the world. Here are some highlights. A strong earthquake on the Pacific coast of Mexico shook the capital. Many frightened people run into the streets. The quake had a depth of 23 kilometers. There are no reports of injuries or damage. The earthquake measured 6.4 on the Richter scale according the National Earthquake Information Center. Heavy rain caused a landslide in Kabul, Afghanistan. It buried more than 300 homes. According to authorities, at least 350 people died and more than 2,000 are missing. The United Nations is working with authorities on the ground to rescue the people. A massive tornado hit the suburbs of Oklahoma City. It reached 320 kilometers per hour. Three local hospitals treated 237 people including nearly 70 children. Officials say at least 24 people died, nine of them were children. An elementary school with no safe room was among the worst-hit buildings. Now the details. Recording 30 Going green is easier than you think. There are little things you can do every day. Pay attention to how you use water. Every time you turn off the tap while you re brushing your teeth, you re doing something good. Walk or ride your bike to school and anywhere you can. You can reduce greenhouse gases while burning some calories and improving your health. If you can t walk or bike, use public transportation. Recycle. You can reduce pollution just by putting a soda can in a different bin. Change your light bulbs. Compact fluorescent light bulbs last 10 times longer than a standard bulb and use at least two-thirds less energy. 100

101 A. Match the two parts of the phrases. 1. ride 2. do I usually watch TV in the evenings. 4. watch WORKBOOK UNIT 2 TEEN LIFE Activity 1 a newspaper TV a bike to music homework milk 5. drink 3. read 6. listen B. Match the photos with the phrases in part 1. Write the numbers in the boxes. UNIT 6 ADVENTURES Activity 1 Look at the photos and complete the crossword puzzle C. Write sentences that are true for you. Follow the example. Use the phrases in part A k 2. 3 a 3. y a k i n g

102 Contents Unit 1 FRIENDSHIP Unit 2 TEEN LIFE Unit 3 COOKING Unit 4 COMMUNICATION Unit 5 THE INTERNET Unit 6 ADVENTURES Unit 7 TOURISM Unit 8 CHORES Unit 9 SCIENCE Unit 10 NATURAL FORCES

103 UNIT 1 FRIENDSHIP UNIT 1 FRIENDSHIP 103

104 UNIT 1 FRIENDSHIP Activity 1 What are they going to do on the weekend? Write sentences as in the example They are going to study together

105 UNIT 1 FRIENDSHIP Activity 2 A. What are you going to do on the weekend? Write a short paragraph about your weekend plans. I m going to... B. Match the invitations with the responses. Follow the example. 1 There is a great movie showing at a CnM today. Would you like to see it with me? I d love to, but I can t. I m going to visit my cousin on Saturday. She lives outside the city. 2 There are some good movies on b theaters this week. Would you like to see one? I m sorry, but I can t. I m going to take my little brother to the movies tomorrow afternoon. 3 We are going to have a barbecue with c friends on Saturday. Would you like to join us? That would be great! Shall we meet after five? I have to work until five today. 4 Are you busy on Sunday evening? We d are having a party at All s. Would you like to join us? I d like to. What movies do we have in the list? 5 Are you doing anything tomorrow e afternoon? Would you like to come over for a drink? 6 The Tigers are performing a game f show at the sports center today. Would you like to see? I d love to. It s my favorite team. It will be great to watch a live show. I m sorry, but I can t. I have to study then. I have an important exam on Monday. 105

106 UNIT 1 FRIENDSHIP Activity 3 A. Read the conversation and answer the questions. 1. What s the event? 2. Who is organizing it? 3. Who is it for? 4. When is it? 5. Where is it? 6. Who is responsible for the music? Ally : Hey, Kate, what are you doing on Saturday? Kate : I don't have any plans. Why do you ask? Ally : We are organizing a birthday party for Henry. Would you like to come? Kate : Sure. That sounds like fun. Where is it going to be? Ally : It s going to be at Samuel s house on Saturday. I hope, it s going to be a big surprise for Henry. Kate : Oh good! Can I bring anything? Ally : We have already planned it. You are responsible for the music. Can you bring some music CDs? Kate : That s great! I have a large music archive. Ally : Then, see you there before six. Henry is going to be there at six. Kate : Got it. See you there. B. Imagine that you are a friend of Henry, and you are responsible for sending invitations cards to friends. Read the conversation again and complete the invitation card. Party Invitation Dear : You are invited to 14 th birthday party. Date : Time : Place : Hope you can make it! 106

107 UNIT 1 FRIENDSHIP Activity 4 A. Complete the conversation with the sentences below. 1. It s an action movie. 2. I m going to a movie tonight. Would you like to come with me? 3. Ellen, are you doing anything tonight? 4. Okay. I ll pick you up at your house at six. 5. What about having dinner together? Cansu : Ellen : Not really. Why? Cansu : Ellen : What kind of movie is it? Cansu : Ellen : No, thanks. I m not really into action movies. Cansu : Ellen : Sounds good. Cansu : Ellen : Okay. See you then. B. Respond to the following invitations. 1. A : Would you like to see a movie this evening? B : (accept) 2. A : I have two tickets for the concert next Sunday. Would you like to go? B : (accept) 3. A : What a nice day! Do you want to take a walk with me? B : (accept) 4. A : Tomorrow night is my sister s graduation party. Would you like to come? B : (refuse) 5. A : Are you free now? Do you want to go to the gym? B : (refuse) 6. A : I feel like eating pasta with tomato sauce. Would you like to go to Glen s? B : (refuse) 107

108 UNIT 1 FRIENDSHIP Activity 5 A. Use your dictionary. Read the poem and find the expressions that have the same meanings with the ones below. 1. to be happy : 2. to promise : 3. to be depressed or sad : 4. to imagine : 5. to visit for a short time : I Will Be Here by Nicole George Whenever you re sad, or feeling blue, Just call on me. I ll be here for you. Whenever you re happy, or feeling sad, Just call on me. You are going to be glad that you had. Cause I m gonna be there with open arms. I m going to be there to bear your arms. I may be young, or tiny like a bug, but when you re sad I swear to God, I give the biggest hugs. So when you re lonely or just plain blue, Just think of me, or this poem, And I ll come to you B. Search the Net and find a poem on friendship. Write it on a separate piece of paper to give your best friend. Feel free to write your own poem. Note : After you have finished writing your poem, share it with your classmates and then put it in your dossier. 108

109 UNIT 2 TEEN LIFE UNIT 2 TEEN LIFE 109

110 UNIT 2 TEEN LIFE Activity 1 A. Match the two parts of the phrases. a newspaper TV a bike to music homework milk 1. ride 2. do 3. read 4. watch 5. drink 6. listen B. Match the photos with the phrases in part 1. Write the numbers in the boxes. C. Write sentences that are true for you. Follow the example. Use the phrases in part A. 1. I usually watch TV in the evenings

111 UNIT 2 TEEN LIFE Activity 2 A. Put the words in the correct order to make sentences. Follow the example. 1. play / often / on / Saturday / they / basketball They often play basketball on Saturday. 2. early / sister / up / Sunday / never / on / gets / my 3. movies / he / goes / usually / the / on / Friday /to 4. go / you / restaurant / often / how / to / a / to /? 5. Wednesday / sometimes / she / her / does / shopping / on 6. go / we / twice / month / the / theater / to / a 7. homework / students / good / every / their / day / do 8. out / you / how / do / in / the / go / often / evenings /? B. Answer the questions about yourself. 1. How often do you eat pizza or pasta? 2. How often do you meet with your friends? 3. How often do you do exercise or play sports? 4. How often do you surf on the Net? 5. How often do you play computer games? 6. How often do you go to the hairdresser or barber? 111

112 UNIT 2 TEEN LIFE Activity 3 A. Complete the text with the correct forms of the verbs in brackets. Hi! My name is Gina. On weekdays, I (get up) at half past seven, and I (have) breakfast with my parents and my brother Ben. I (like) butter and honey, but my brother (like) cheese and eggs. My father (prefer) drinking tea. My mother, my brother and I (prefer) drinking orange juice. We (go) to school by bus, but my father (take) the train to work. My mother (work) at home. She (be) a web-site designer. We (have) lunch at school, because in the afternoons we (do) activities: I (sing) in the choir and my brother (go) to art class. After school, we (go) home, and my mother (help) us with the homework. We also (help) mom with the housework: My brother (clean) the rooms, and I (wash) the dishes. On weekends, we usually (get up) later, around nine o clock. We often (visit) our grandparents. I (like) them very much! B. Read the text again and answer the questions. 1. What time does Gina get up on weekdays and on weekend? 2. What do Gina and her brother prefer having for breakfast? 3. How does Gina s father go to work? 4. Does Gina s mother work? What does she do? Where does she work? 5. What do they do in the afternoons on weekdays? 6. Do they help their mom with the housework? What do they do? 7. When do they usually visit their grandparents? 112

113 UNIT 2 TEEN LIFE Activity 4 A. Number the sentences in the correct order to make meaningful conversations. Conversation 1 Actually I really enjoy playing sports, but I can play in the school orchestra this term. 1 Hey, Martin, are you going to play soccer after school again this term? You re right. That may be a good idea because it s very popular with students. But to be honest, I prefer playing soccer! It s my favorite game! Practicing martial arts is cool, too. Why don t you try it? Conversation 2 I want to find a tennis tutor. 1 Hey, Megan, you re really good at playing tennis, right? Every day? Well, I guess so, I really like playing tennis. Why do you ask? I can t stand working out every day. Well, I can t teach you because I go to the gym every day on weekdays. You know there is a tennis tournament next month, and need to keep fit. Yeah! And I practice tennis with the coach on weekends. B. What do you enjoy doing in your free time? Write a sentence for each category below. I really like playing... Sports Music Books Lessons 113

114 UNIT 2 TEEN LIFE Activity 5 A. Read the letter and write a short paragraph about Rob s likes and preferences. 38 Oakland Road Vancouver, CANADA 12 th August Dear Sezen, This is a letter from your new pen pal. My name is Rob. I'm fourteen years old, and I live in Vancouver, Canada. I go to the Oakland High School in Vancouver. On weekdays, I get up at 7 o'clock. The school starts at 8:30 in the morning, and I have lessons until 3:30 in the afternoon. My favorite subject is science. I also like history and geography. My favorite sport is badminton. I also play tennis, and I like swimming. On weekends, I usually practice the drums with my friends. We have a school band, "Crackers". We like rock and hip-hop. I usually go to the movies with my parents on Sunday. I like watching dramas and musicals, but they prefer watching thrillers. So, we usually make deals. Please write and tell me about you and your life. What's your family like? What do you like doing in your free time? I hope to hear from you soon. Best wishes, Rob Spencer B. Imagine that you are the new pen pal of Rob. Write a letter to him on separate piece of paper. Follow the outline below. Use Rob s letter to help you. 1. Write your address and the date at the top of the letter. 2. Greet him. 3. Write about your family and your school. 4. Write about your favorite free time activities. 5. Say goodbye and convey your best wishes. 6. Write your name at the end. Note: After you have finished writing your letter, go over it with the teacher and then put it in your dossier. 114

115 UNIT 3 COOKING UNIT 3 COOKING 115

116 UNIT 3 COOKING Activity 1 A. Match the names of the vegetables with the photos. Write the numbers in the boxes. Use your dictionary for the new words. cauliflower corns eggplants carrots zucchinis green peppers 1 cabbages mushrooms B. How do you usually cook these vegetables? Write the names of the vegetables in the chart. You can write each vegetable more than one place. bake boil roast steam grill fry eggplants C. Write one more food (fruit, vegetable, meat or seafood) for each cooking style in the chart. 116

117 UNIT 3 COOKING Activity 2 A. Read the recipe below and complete the ingredients list. Use the clues in the list and the recipe to put the words in the correct place. Use your dictionary if needed. Mixed Vegetables Ingredients: 2 tablespoons of oil 2 cloves of, crushed 1 medium brown, sliced 1 long, sliced into rounds and seeded ½ head of, cut into small florets 2, cut into 6cm lengths 1 medium, peeled and sliced into rounds 1 cup of 1 teaspoon of ½ small, thickly sliced Process: Step 1 Heat the vegetable oil in a deep frying pan. Add garlic, brown onion and green pepper. Stir for 2 minutes or until onion is just softened. Increase the heat. Add cauliflower, green onion and carrot. Fry for 3 minutes or until carrot is almost tender. Step 2 Blend corn flour and ¼ cup of warm water in a small jug. Add chicken stock and corn flour mixture to the pan. Stir and fry for 2 minutes or until sauce boils. Add cabbage. It should be thickly sliced. Stir and fry for 1 minute. Season with salt and pepper. Serve immediately. B. How many different types of vegetables are there in the recipe? Count and write the number. 117

118 UNIT 3 COOKING Activity 3 A. Read the recipe of jam roly-poly and number the photos in the correct order. Jam Roly-Poly Ingredients: 450 g flour 1 tablespoon of baking powder 100 g butter, melted 100 ml milk 180 g strawberry jam, warmed 1 egg yolk, beaten 10 g sugar vanilla custard 1 Process: Preheat oven to 200 C. In a large bowl, mix together flour, baking powder, salt and sugar. Add enough water to create a soft but not sticky dough. On a floured surface, roll dough into a 20 x 30 cm. rectangle. Brush with jam. Leave a 2 cm border all around. Brush the border with egg yolk. Shape the dough into a roll. Brush the roll all over with the egg yolk and sprinkle with sugar. Cover the roll with a greased baking sheet and fasten the two sides. Place it into the oven to bake for 40 minutes. Serve hot with fresh vanilla custard. 118

119 UNIT 3 COOKING B. Describe how to make a jam roly-poly in a paragraph. Use the sequencing words first, then, next, after that, finally. How to Make a Jam Roly-Poly First, mix flour, baking powder, salt and sugar in a large bowl C. Can you make a jam roly-poly? Ask for help from your parents to make it. Take photos of your jam roly-poly and stick them below to show your classmates. My Jam Roly-Poly 119

120 UNIT 3 COOKING Activity 4 A. Scan the text and write four dishes and four desserts mentioned in the text. Dishes: roast beef... Desserts: Eating in Australia and New Zealand. Like people everywhere, Australians and New Zealanders love food. They still like eating the traditional British dishes such as roast beef or chocolate pudding, but now there are more choices. Australia has a lot of cattle and sheep, so beef and lamb are very popular. A typical meal is a beef steak with green salad and chips. Seafood is also very popular. Thanks to their low prices, fish and chips shops are very popular in Australia and New Zealand. In both countries there is nothing better to eat on a cold day than a hot meat pie with tomato sauce. However, throughout the whole year people like having barbeques. There are barbeque sites everywhere; by the beaches, in the parks and in the backyards of people s homes. On a hot summer evening, people like getting together with family and friends and grill steak and fish. Many Australians and New Zealanders have a sweet tooth they like desserts and cakes. Lamington, a square cake covered in chocolate and coconut, or Anzac biscuit made from various oats are perfect with a cup of tea or coffee. Pavlova, a type of fruit cake, is also a very popular dessert in both Australia and New Zealand. B. Read the text and answer the questions. 1. What are some popular traditional British dishes in Australia and New Zealand? 2. Why are fish and chip shops so popular in Australia and New Zealand? 3. What do Australians and New Zealanders like doing in a hot summer day? C. Read the last paragraph of the text again and write the names of the desserts below. 120

121 UNIT 4 COMMUNICATION UNIT 4 COMMUNICATION 121

122 UNIT 4 COMMUNICATION Activity 1 Use the clues to complete the words. Use your dictionary if needed. A B C D E I LOVE YOU! F G H I J K L M N O P Q R S T SECRET CO ALPHA _ SIG_ LANG GE Merhaba Guten Tag! Hello, Emma Bonjour! Olá! LAN A TEX _ MES _ G _ EMA LE _ R MESSAGE NO CARD 122

123 UNIT 4 COMMUNICATION Activity 2 A. How do you usually keep in touch with your friends? Check ( ) the ways of communication you use. text message voic letter telephone message note postcard social networking sites face-to-face communication B. Write sentences as in the example. Use always, often, usually, sometimes, hardly ever, never. 1. I always prefer talking to my friends face-to-face C. Match the two parts of the sentences. 1 a Could I speak your name and number, please? 2 b I m sorry. He s not you very well. It s a bad line. 3 c Could you ask available at the moment. 4 d I can t hear him to call me? 5 e Would you like on a moment, please? 6 f Could I take to leave a message? 7 g Can you hold to Stacy, please? 123

124 UNIT 4 COMMUNICATION Activity 3 Read the quiz and choose the appropriate answer for each question. 1. What language is this person speaking? a) Russian b) German c) Spanish Привет! Как поживаешь? 2. What does the mean? a) in b) on c) 3. Which letters are missing from the keyboard below? a) f/g/h b) ş/ç/ö c) ğ/ü/i 4. About how many languages are there in the world? a) 700 b) 7000 c) This person is communicating with sign language? What s the message? a) Who are you? b) How are you? c) I love you. 6. Which language has the most speakers in the world? a) English b) Chinese c) Spanish 7. How many people speak Turkish in the world? a) approximately 200 million b) approximately 100 million c) approximately 70 million 8. Which word below is originally from Turkish? a) pasta b) coffee c) yoghurt 124

125 UNIT 4 COMMUNICATION Activity 4 A. Read the text and complete the chart as in the example. Text messaging Teens Communication Choices Texting dominates teens general communication choices. When asked generally about how they communicate with people in their lives not just about their friends, but about all kinds of people teens point to text messaging as the dominant daily mode of communication. Among all teens: 68% say that they use text messaging to communicate with others every day. 50% of teens make and receive voice calls on their mobile phones every day. 39% of all teens socialize with others in person outside of school on a daily basis. 30% of all teens exchange messages daily through social networking sites. 19% of teens talk on landlines with people in their lives daily. 9% of teens exchange daily. Teens do not have the interest in exchanging . Nearly 9 in 10 teens say they never exchange . Talking on a landline is also less popular. Nearly 8 in 10 teens say that they never talk on a landline. B. Read the last paragraph again. Rewrite the sentences below. Follow the example. 1. 9% of teens exchange daily. Nearly 9 in 10 teens say they never exchange % of all teens exchange messages daily through social networking sites % of teens make and receive voice calls on their mobile phones every day % say that they use text messaging to communicate with others every day. 125

126 UNIT 4 COMMUNICATION Activity 5 A. Read the brochure and answer the questions. 1. What s the name of the gadget? 2. What are its technical specifications, e.g. its screen, keyboard and storage? 3. What languages does it translate? 4. How many words does it contain for each language? 5. What is special about its screen? 6. Does it pronounce the sentences? The Communicator RH-10 Pocket Digital Translator Fits to your pocket, packs a 4.3 inch WQVGA screen, QWERTY keyboard and 8 GB of storage. Translates from Turkish to English, French, German, Spanish and Italian, and between these languages. Contains over 200,000 words for each language. Displays the text on screen. Recognizes your handwriting through its touchscreen display. Pronounces the words, phrases and sentences in a real human voice. Makes travelling around the world a fantastic experience! Now $ 288 B. Is the Communicator RH-10 a good product? Would you like to have one? Why or why not? Write a short paragraph. Use and and because to connect your ideas. 126

127 UNIT 5 THE INTERNET UNIT 5 THE INTERNET 127

128 UNIT 5 THE INTERNET Activity 1 A. Match the computer parts with their names. USB flash drive 1 headphones DVD discs printer microphone speakers mouse monitor wireless modem webcam keyboard sytem unit B. What other computer parts do you know? Write two more

129 UNIT 5 THE INTERNET Activity 2 A. Find the words in the word search puzzle. ACCOUNT ATTACHMENT DOWNLOAD INTERNET LOG IN LOG OFF OFFLINE ONLINE REGISTER SEARCH ENGINE UPLOAD WEB BROWSER S E A R C H E N G I N E I Z T U T O F F L I N E F I T W E X Q X V T W T I E A E A K H B Y W V T N S C B V L U P L O A D T A H B D O W N L O A D E C M R E G I S T E R S R C E O N I B M E F Z Z N O N W L N R L V C C Y E U T S Q K G R W T M Z T N C E L O G O F F J V Z T I R L M O N L I N E B. Answer the questions below about your Internet habits? 1. How many Internet connected devices are there at your home? 2. What do you usually do on the Internet? 3. Are you a member of any social networking sites? What do you usually share with your online friends? 4. Do you send s? If so, how many s do you usually send in a week? 5. Do you play online games? How many hours in a week do you spend playing computer games? 6. Who in your family spends the most time on the Internet? 129

130 UNIT 5 THE INTERNET Activity 3 A. Read the text quickly and circle the best title for it. a) Social Networking Sites b) Surfing the Net c) Internet Safety Some Internet sites allow you to create online identities. By using these identities you can chat, share photos and tell people about yourself. They are known as social networking sites because you can make online friends through these sites. Here are some rules to avoid problems and enjoy using these social networking sites. Use the safe sites. Your parents and teachers can inform you about the best sites for you. Create a password. Don t share your password with anyone except your parents. If someone signs in for you, he/she can do anything dangerous using your identity. Be careful with what you share. Never give strangers your personal information, e.g. your address, telephone number, etc. Anything you post on the Internet can stay online forever. Choose your online friends. Online friends are not the same as real in-person friends. Never agree to meet an online friend in person. This is dangerous because some people pretend to be your age online, but actually they are adults. Don t be rude. Just like you, there is a real person on the other side, and he/she has feelings, too. Tell your parents if you see bad online behavior, and if something makes you feel uncomfortable. B. Read the text again and complete the sentences. 1. You can by using social networking sites. 2. You can get information from your teachers and parents about. 3. If you share your password with a stranger, he/she can. 4. Don t forget! Anything you put on the Net can. 5. Online friends are not real friends. Never. 6. to the person on the other side. 7. when something makes you feel uncomfortable. 130

131 UNIT 5 THE INTERNET Activity 4 A. Look at the chart and answer the questions. 1. What is the chart about? 2. What is the year of the information in the chart? 3. What is the source of the information? 4. What geographical regions are there in the chart? The Number of Internet Users in the World Distributions by World Regions Asia 1.4 Billion Europe 590 Billion Australia 30 Million North America 330 Million Middle East 90 Million Africa 190 Million South America 310 Million Source: B. Study the chart and answer the questions. 1. What region has the most Internet users? 2. How many Internet users are there in Middle East? 3. What is the total number of Internet users in North and South America? 4. How many people use the Internet in Australia? 5. What is the total number of Internet users in the world? 131

132 UNIT 5 THE INTERNET Activity 5 A. What is your family s Internet habit like? Who usually do these things on the Net? Check ( ) the appropriate boxes. get news check sports scores get information about health get information about fashion get information about technology research for school projects send messages and s listen to music watch movies and serials download software play online games share photos look for new places to live or visit do online shopping practice English Me My Father My Mother My Brother My sister B. Decide on a family member and write a short paragraph about his/her Internet habit. Use usually, often, sometimes, rarely, never in your paragraph. 132

133 UNIT 6 ADVENTURES UNIT 6 ADVENTURES 133

134 UNIT 6 ADVENTURES Activity 1 Look at the photos and complete the crossword puzzle k 3 a y 4 a k 5 i n g

135 UNIT 6 ADVENTURES Activity 2 A. What do you think about these sports? Write them from the most adventurous (1) to the least (10). rafting trekking rock climbing parachute diving swimming cycling running caving ice climbing canoeing B. Compare the sports in part A. Write sentences as in the example. Use the adjectives in the box. hard tiring entertaining challenging easy boring dangerous fascinating Example: I prefer tracking to canoeing because it s easier. I would rather go rock-climbing than running because it s more challenging and fascinating

136 UNIT 6 ADVENTURES Activity 3 A. Match the words with the definitions. Use your dictionary if needed. 1. heart-stopping 2. safety 3. protect 4. injured 5. helmet 6. first-aid d a) basic medical treatment b) a hard hat to protect your head c) the state of not being dangerous or harmful d) extremely shocking or exciting e) hurt or in pain f) to keep someone from something dangerous or bad B. Read the text and answer the questions. 1. What are some examples of adventure sports? 2. How many people are interested in rock-climbing in the USA? 3. What is BASE jumping? What is it like? Heart-stopping activities such as rock-climbing, white-water rafting and parachute diving are the examples of extreme sports or in other words adventure sports. Many people are interested in these sports. For example more than half a million of people do rock-climbing in the USA. One of the most popular extreme sports is BASE jumping. BASE stands for BUILDING, ANTENNA, SPAN and EARTH. BASE jumping is jumping off tall buildings, towers and bridges using a parachute. It s dangerous, but of course that s why BASE jumpers love it. There are some basics in BASE jumping. All jumpers should take the following safety items on any base jump. Helmet: A helmet can make the difference between life and death. It s important for all extreme sports. Shoes and ankle protection: Your feet touch the ground first when you jump. Proper footwear can protect you from broken feet or ankles. First-aid kit: A first-aid kit can save your life if you get injured and have to wait for medical help. Mobile phone: It s very important if the jump goes wrong and you need help. C. Read the text again. Check ( ) the items BASE jumpers should take with them. skis helmet mobile phone parachute shoes first-aid kit snowboard ball 136

137 UNIT 6 ADVENTURES Activity 4 A. Look at the photos in the poster and write the names of the sports.,,,, B. Read the information on the poster and answer the questions. 1. What sports are there in the competitions? 14 th Teen Festival 2. What are the prizes? August 7 skateboarding & cycling August 8 in-line Skating & go-karting Extreme Sports Competition 3. When and where are the events? 4. How much is the registration fee? 5. Who can you contact for more information? 1 st Prize $200 2 nd Prize $100 3 rd Prize $50 Event Location Registration Fee For more information you may call, text or Adeline Sparks. Mobile: : Green Park, Missouri : $ 5 (including T-Shirt, snacks and 1 raffle coupon) [email protected] C. Imagine that you are planning to join one of the competitions in the poster. Which one do you prefer joining? Write your reasons. Follow the outline below. I prefer joining because 137

138 UNIT 6 ADVENTURES Activity 5 A. Answer the questions. Write sentences that are true for you. 1 What s your favorite sport? 2 When and where did you learn to play it? 3 How often do you play it? 4 Why do you like it? 5 Who do you usually play the sport with? 6 Are you good at it? 7 Do you prefer watching sports at the stadium or at home on TV? B. Ask the same questions to a family member or a friend. Write his/her answers. 1 What s your favorite sport? 2 When and where did you learn to play it? 3 How often do you play it? 4 Why do you like it? 5 Who do you usually play the sport with? 6 Are you good at it? 7 Do you prefer watching sports at the stadium or at home on TV? 138

139 UNIT 7 TOURISM UNIT 7 TOURISM 139

140 UNIT 7 TOURISM Activity 1 A. Write the words on the lines to make meaningful phrases. Use your dictionary if needed. buy fly go (X2) stay take try visit write a museum sightseeing souvenirs photographs the local food at a hotel economy class shopping postcards B. Complete the conversation. Use the answers and the question words to help you. Brian : So, where for your last vacation? Sandra : I went to Vancouver, Canada. Brian : Really? How? Sandra : It was wonderful! The scenery was fantastic, and the weather was great! Brian : How long there? Sandra : I stayed there for about two weeks. Brian : What there? Sandra : Well, I joined the boat tours in the sea. I went to the mountains, and I tried lots of local dishes. I also took lots of photographs. C. Write a short paragraph about your last vacation. Answer the questions in part B in your paragraph. 140

141 UNIT 7 TOURISM Activity 2 A. Match the photos with the sentences. Search the Net if needed Burj Dubai is a skyscraper in United Arab Emirates and is the tallest man-made structure in the world. It is 829,8 meters tall. 2. Himeji Castle is in Japan. It s one of the finest example of Japanese architecture. 3. Sumela Monastery is on the Zigana Mountains in Trabzon, Turkey. Local people also name the monastery as Meryem Ana or Virgin Mary. 4. The Great Wall of China is one of the greatest wonders of the world. It stretches approximately 8851,8 kilometers from east to west of China. 5. The Tower of Pisa is a bell tower in Italy. It started to lean during its construction, and the tower now leans at about 3,99 degrees at the top. 6. The London Eye is a giant Ferris wheel on the South Bank of the River Thames in London, the UK. The entire structure is 135 meters tall, and the wheel has a diameter of 120 meters. 141

142 UNIT 7 TOURISM B. Write sentences about the places in part A. Use the words given. Follow the example. modern old tall short interesting fascinating entertaining beautiful 1. Burj Duabi is more modern than the Tower of Pisa C. Look at the places in part A again. Which one do you prefer visiting? Write a short paragraph to state your reasons. Follow the example. Example : I prefer visiting Sumela Monastery because I like discovering historic structures and learning about different cultures. To me, it s more exciting and entertaining than visiting modern structures or places. I would rather visit historic sites. I prefer 142

143 UNIT 7 TOURISM Activity 3 A. Read the brochure below and answer the questions. 1. Where is the city located? 2. What s its climate like? 3. What are some places to visit in the city? 4. What are some traditional dishes? 5. Why is the city popular with tourists from different parts of the world? Mardin The City of Civilizations Mardin is located in the Southeastern Anatolian region. It has a continental climate. Hot summer months follow the cold winters. Temperatures in summer usually increase to 40 C. The city is one of the oldest settled areas in upper Mesopotamia. It was home to different civilizations such as Babylonians, Hittites, Assyrians, Romans, Byzantines, Abbasid Caliphate and Seljuk Turks. It s a popular tourist destination with its cultural mosaics and unique architecture. Mardin is the crossroad of different religions and cultures. There are many historic mosques, churches and madrassas in Mardin. Great Mosque and Virgin Mary Church are the most popular tourist attractions in the city. Mardin is also wellknown for its unique cuisine. I kbebet, sembusek and harire are the best examples of its cuisine. In recent years Mardin has become a center of attraction for many people from different parts of the world. It is now a candidate for UNESCO s List of Cities of World Heritage. 143

144 UNIT 7 TOURISM B. İkbebet, sembusek and harire are the examples of Mardin cuisine. Search the Net and write the names of the dishes under the photos. C. Imagine that you are an American tourist, and you are visiting Mardin. Write a postcard to your friend, Gale, in the USA. Follow the outline below. 1. Greet your friend. 2. Write where you are. 3. Write about the climate of the city. 4. Write about its historic sites and structures. 5. Write about its cuisine. 6. State your feelings about the place. 7. Say goodbye,... Gale, I m in Gale Sanders 245 Burt Street Boulder, Colorado The USA 144

145 UNIT 8 CHORES UNIT 8 CHORES 145

146 UNIT 8 CHORES Activity 1 A. Complete the expressions with the words given. do empty dust cook make take out wash set feed empty the dishwasher the bed the table the shelves the garbage the dog the grocery shopping the meal the dishes B. Match the photos with the appropriate expressions in part A. Write the expressions under the photos. feed the dog 146

147 UNIT 8 CHORES Activity 2 A. Scan the paragraphs below. How many people are there in their families? Write the numbers on the lines. There are people in Bill s family. There are people in Linda s family. B. What are their responsibilities? Read the paragraphs and complete the charts. Hi, my name is Bill. I live with my family in a big house. I have a sister and a brother. We share many chores with our parents. My brother and I take out the garbage. We are responsible for washing our father s car once a month. I weed the garden, and my brother waters the plants. We also make our beds every morning. My sister, Nancy, loads the dishwasher after dinner and vacuums the floor once a week. She also helps mom with the grocery shopping every Saturday. My mother cooks for us and does the laundry. My father is responsible for fixing anything broken at home. Hi, my name is Linda. My family is small, my father, my mother, my sister Belinda and me. We live in a flat in a tall apartment block. I help my family with the chores. I make my own bed. I set the table for dinner while mom cooks. Every Wednesday afternoon my parents go shopping for food, and I must take care of my sister Belinda and help her homework. My mother cooks our meals, and sometimes my father helps her in the kitchen. I am responsible for emptying the dishwasher. Bill Bill s father Bill s mother Bill s sister Bill's brother take out the garbage wash the car weed the garden Linda Linda s father Linda s mother Linda s sister 147

148 UNIT 8 CHORES Activity 3 A. Read the text and complete the timetable. Timetable : get up : leave home : start lessons : have lunch : practice music : finish lessons : arrive home (on Monday. Tuesday and Thursday) : play soccer (on Wednesday and Friday) Hello! My name is Frankie, and this is my school day. I always get up at 7:30 on weekdays. I leave home at 8:15 and walk to school. The school is near my house, so I don t need to take the bus to school. I just walk for about ten minutes. The lessons start at 8:30. I have seven lessons a day. I have four lessons in the morning and three lessons in the afternoon. Lunch break is at 12:20. I usually have lunch at school canteen, but sometimes I take packed lunch from home. The lessons start at 1:30 and finish at 3 o clock in the afternoon. I arrive home at about 3:30 on Monday, Tuesday and Thursday. On Wednesday and Friday I play soccer after school. We usually gather at about 4. I m in the school team, so we often practice on Saturday afternoon, too. I m also a member of the music club at school. We have a rock band. People call us Rocky Teens. I play the guitar. We usually practice music at the lunch break between 1-1:30 and sometimes on Saturday morning. I usually do homework after dinner, but I sometimes get up early and do my homework before breakfast. B. Read the text again and answer the questions. 1. When does Frankie play soccer? 2. What does he usually do after dinner? 3. Is he interested in music? How do you understand? 148

149 UNIT 8 CHORES Activity 4 A. There are seven mistakes in the sentences below. Find and correct them. Classroom Rules before Raise your hand after speaking. Listen to others when they speak. Don t focus on your task. Do your homework. Don t bring your school materials. Listen to your teacher. Cooperate with your group. Keep your hands dirty. Write on your desk. Use computers with care. Clean your desk. Come to the class late. Be disorganized. Put your rubbish in the bin. B. Which rules in the list are very important for you? Write four of them

150 UNIT 8 CHORES Activity 5 A. Write appropriate school rules under the pictures. 150 B. Choose one of the pictures above and make a copy of it. Color it and write the school rule. Display it in the class.

151 UNIT 9 SCIENCE UNIT 9 SCIENCE 151

152 UNIT 9 SCIENCE Activity 1 A. Write the names of the inventions under the photos. powered aircraft the first powerful telescope phonograph the first mechanical computer electric light bulb the first practical telephone electric light bulb B. Match the inventors with the inventions in part A. Write sentences as in the example. 1. The Wright Brothers invented the powered aircraft. 2. Charles Babbage 3. Thomas Edison 4. Galileo 5. Alexander Bell 152

153 UNIT 9 SCIENCE Activity 2 A. Use your dictionary to write the definitions of the words below. physicist noun [C] chemist noun [C] cosmonaut noun [C] engineer noun [C] scientist noun [C] geneticist noun [C] computer programmer noun [C] B. Do research about the women scientists in the photos and match them with the information below. Write their names on the lines. Ada Lovelace ( ) Marie Curie ( ) Barbara McClintock ( ) Valentina Tereshkova (1937-) 1. : She is a Polish physicist and chemist. She is famous for her research on radioactivity. She discovered polonium and radium. She was the first person to receive two Nobel Prizes; the 1903 Nobel Prize in Physics and the 1911 Nobel Prize in Chemistry. 2. : She is a Soviet cosmonaut and engineer. She is the first woman and civilian to fly in space. She carried the Olympic flag at the opening ceremony of the 2014 Winter Olympics. 3. : She was an American scientist and one of the world s best geneticists. She worked on the structure and function of the cell, especially the chromosomes. She received the 1983 Nobel Prize in Medicine. 4. : She was an English writer. The world knew her for her work on Charles Babbage s mechanical computer. Her work was the first computer algorithm in the world. She is the world s first computer programmer. 153

154 UNIT 9 SCIENCE Activity 3 A. What are they doing? Match the sentences with the photos. Use your dictionary for the new words. 1. She is doing an experiment. She is using test tubes to observe different chemical reactions. 2. They are working on a project about alternative energy sources. They are making a model wind turbine. 3. She is working on a geology project. She is taking some soil samples. 4. They are testing the energy efficiency of a fluorescent bulb and a regular bulb. 5. They are in the school lab. They are viewing some specimens under microscopes. 6. He is looking into the sky through a telescope. He is exploring the craters on the Moon

155 UNIT 9 SCIENCE Activity 4 A. Scan the text and write name of the invention and the inventor in the box below. The invention: The inventor: B. Read the text and underline the sentences describing The Onda Cycle. Tyler Hadzicki decided to reinvent the bicycle when he was fourteen. He developed an idea to make it better. He designed two prototypes. In 2013, 17-yearold Tyler finalized his invention. He named it The Onda Cycle. Onda means wave in Spanish and the bike moves somewhat like a wave. The Onda Cycle is a combination of three wheels. Rider is closer to the ground. The front wheel is like a regular bike, but the rear wheels are smaller. The Onda also has a wheel lock. Tyler first presented his idea in his school s science fair. He took two patents for his invention, and he decided to bring his bike to the market. The product had over 140 sponsors. In less than a month, he raised $46,000. The Onda Cycle is safer than a regular bike because three wheels are more stable than two. This makes it harder to fall. Even you fall, the impact is very small because the biker is only 12 centimeters off the ground. You can also adjust The Onda Cycle for different rider heights. Tyler tested his bike for over a thousand hours on the road. As for speed, the bike reaches 35 kilometers per hour. C. Read the text and check ( ) the sentences True or False. Correct the false ones. True False 1. Tyler Hadzicki invented The Onda Cycle when he was fourteen. 2. He brought his invention to the market before he presented it in a science fair. 3. He finalized his idea when he was fourteen. 4. The Onda Cycle is more stable than a regular bike. 5. The rider sits on it closer to the ground. 6. It has bigger wheels than a regular bike. 7. You can t adjust it for different riders. 155

156 UNIT 9 SCIENCE D. Write a short paragraph comparing The Onda Cycle and a regular bike. The Onda Cycle is E. The words below are from the text in part A. Match the words with their definitions and complete the crossword puzzle. sponsor design stable impact present adjust combination develop 1. : effect 2. : to make something more advanced 3. : safe and not likely to fall 4. : to make something more suitable 5. : a person or organization that gives money to support an activity 6. : to give people information in a formal way 7. : a mixture of different or things 8. : to draw or plan something before making it

157 UNIT 10 NATURAL FORCES UNIT 10 NATURAL FORCES 157

158 UNIT 10 NATURAL FORCES Activity 1 A. Unscramble the words. OTDNORA : VECANLAANH : RUERNHICA : THEQAEAURK : DOFOL : MATSNUI : ENSDLADLI : GDRTOHU : B. Read the definitions and match them with the photos. Write the correct numbers in the boxes. forest fire noun [C] an uncontrolled fire occurring in forest lightning noun [U] a sudden flash of light in the sky during a storm volcanic eruption noun [C] explosion of a volcano blizzard noun [C] a storm with strong winds and snow

159 UNIT 10 NATURAL FORCES Activity 2 Read the news and match them with the photos. Write the correct numbers in the boxes. Three men are missing after a landslide in Colorado. One witness said the slide sounded like a train and it was very big. According to the authorities the slide was four kilometers wide and 50 meters deep in many places. An earthquake with a magnitude of 5.9 shook Taiwan. According to the Emergency and Disaster Management Agency 26 people were injured. The injuries were mostly the result of panic and caused when people tried to rush out of buildings. An avalanche struck on Everest. Many climbers left Everest base camp after the avalanche. It happened very early in the morning. Climbers rescued 20 people under the snow. Heavy rain caused flooding in southern China. According to China's official Xinhua News Agency over 54,000 residents had to leave their homes. There are major traffic, electricity and telecommunication problems in the area

160 UNIT 10 NATURAL FORCES Activity 3 A. Look at the map and write sentences as in the example. USA TURKEY CHINA TAIWAN JAPAN CHILI Leading Disasters in the World earthquake flood hurricane tsunami 00 year 00 cost ($billion) 00 number of deaths 1. An earthquake and a tsunami hit Chili in They caused 31 billion dollar's worth of damage, and 520 people died in the disaster

161 UNIT 10 NATURAL FORCES Activity 4 Are you an eco-friendly person? Do you care about the environment? Answer the questions below and see how green you really are. 1. Do you switch off the TV at the wall? a) Always. b) Mostly. c) Sometimes. 2. When you brush your teeth, do you let the water run? a) Never. b) Sometimes. c) Yes. 3. Do you turn off the light when you leave the room? a) Always. b) Mostly. c) Sometimes. 4. How many of your home s light bulbs are low energy ones? a) All of them. b) About half. c) None. 8. If you re buying a present, which matters most to you? a) What is it made of? b) How much does it cost? c) Is it eye-catching? 9. How many times do you reuse the plastic bags? a) I always use my own bag. b) Several times. c) Once. 10. How do you go to school? a) I walk or cycle. b) I take the bus. c) My father drives me to school. The future of the world is in our hands. 5. How much of your household waste do you recycle? a) Most of it. b) As much as we can. c) Nothing. 6. Do you use both sides of a piece of paper? a) Always. b) Mostly. c) Sometimes. 7. Do you have a shower or a bath? a) Bath. b) Shower. c) Don t care. Save the world. Scores: a) 3 points b) 2 points c) 1 point 10 to 16 points : You are pale green! 17 to 23 points : You are bright green! 24 to 30 points : You are fluorescent green! 161

162 UNIT 10 NATURAL FORCES Activity 5 A. Read the messages on the poster and match them with the photos. Write the correct numbers in the boxes. Help to Earth 1. Recycle and Reuse! Use recycling bins to sort glass, aluminum cans and plastic bottles. Limit the use of disposable products. 2. Save a Tree! Draw on both sides of your paper. Print your homework double-sided. 3. Don t Waste Water! Turn off the tap while you brush your teeth. Have a shower instead of a bath. 4. Conserve Energy! Unplug appliances when they are not in use. Turn off the lights when you are not in the room. B. Design your own Help to Earth poster. Write your message and draw a picture about it. Help to Earth 162

163 EUROPEAN LANGUAGE PORTFOLIO My Language Dossier Stick your photo here. Note: Use this page as the cover of your dossier. Name & Surname School Grade & Class Year : : : : 163

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165 Can Do Checklist Unit 1 Friendship Read the statements and assess your own progress by checking ( ) the most appropriate box for you. If you check any of the statements as a little, go back the activities about the item and study them again. Note: This checklist will be filled in with the help of the teacher. After you have filled it in, cut it out and put it in your dossier. Listening Very well OK a little I can understand short recorded conversations on everyday topics such as accepting and refusing an offer/invitation and apologizing. Spoken Interaction I can involve in short conversations on everyday topics such as accepting and refusing an offer/invitation and apologizing. Spoken Production I can accept and refuse an invitation, give reasons and apologize in simple phrases and sentences. Reading I can read and understand simple texts on friendship and similar familiar topics. I can understand short, simple offers and invitation letters. Writing I can write a short and simple letter apologizing and giving reasons for not attending a party in response to an invitation. Compensation Strategies I can ask and answer questions and exchange ideas and information 165

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167 Can Do Checklist Unit 2 Teen Life Read the statements and assess your own progress by checking ( ) the most appropriate box for you. If you check any of the statements as a little, go back the activities about the item and study them again. Note: This checklist will be filled in with the help of the teacher. After you have filled it in, cut it out and put it in your dossier. Listening I can understand simple phrases, words and expressions about regular actions teenagers do and what people like, dislike and prefer. Spoken Interaction I can ask what people do regularly and respond to questions about the actions they regularly do. Very well OK a little I can express what I prefer, like and dislike. Spoken Production I can give a simple description of daily routines in simple phrases and sentences. Reading I can read short, simple texts such as personal narratives about what people do regularly and their likes and dislikes. Writing I can write a short paragraph about the actions I do regularly. Attitudes I can exhibit a willingness to apply my language skills to new situations outside the classroom. Intercultural Awareness I can recognize similarities and differences in teen culture in other countries by comparing music, movies, free time activities and home life. 167

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169 Can Do Checklist Unit 3 Cooking Read the statements and assess your own progress by checking ( ) the most appropriate box for you. If you check any of the statements as a little, go back the activities about the item and study them again. Note: This checklist will be filled in with the help of the teacher. After you have filled it in, cut it out and put it in your dossier. Very well OK a little Listening I can understand short, clear, simple descriptions of a process. Spoken Interaction I can ask and answer questions and exchange ideas and information about how something is processed. Spoken Production I can give a simple description or presentation of how bread is prepared. Reading I can understand short texts about process descriptions. Writing I can write simple sentences linked with simple connectors like first, second, finally, etc. to describe the process of how something is made. Compensation Strategies I can guess the meanings of unknown words from the context when I read and/or listen to a text. Intercultural Awareness I can recognize cultural diversity in food choices through readings and discussion. 169

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171 Can Do Checklist Unit 4 Communication Read the statements and assess your own progress by checking ( ) the most appropriate box for you. If you check any of the statements as a little, go back the activities about the item and study them again. Note: This checklist will be filled in with the help of the teacher. After you have filled it in, cut it out and put it in your dossier. Listening I can understand phrases and the highest frequency vocabulary about communication. Very well OK a little I can follow a phone conversation. Spoken Interaction I can make a simple phone call asking and responding to questions. Spoken Production I can describe my concerns, sympathy and future plans in simple sentences. Reading I can understand short, simple texts containing the highest frequency vocabulary on communication. Writing I can write a short message expressing my future plans and concerns. Compensation Strategies I can repeat my questions when someone does not understand me. Attitudes I can display a willingness to seek opportunities to practice English. 171

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173 Can Do Checklist Unit 5 The Internet Read the statements and assess your own progress by checking ( ) the most appropriate box for you. If you check any of the statements as a little, go back the activities about the item and study them again. Note: This checklist will be filled in with the help of the teacher. After you have filled it in, cut it out and put it in your dossier. Listening I can understand the highest frequency vocabulary about the Internet. Spoken Interaction I can exchange information about my Internet habits. Spoken Production Very well OK a little I can make excuses, accept and refuse offers in simple sentences. Reading I can identify main ideas in very short, simple texts about Internet habits. I can find specific, predictable information in simple materials such as news reports and brochures about the Internet. Writing I can write a basic paragraph to describe and explain my Internet habits by using simple connectors like and, but and because. I can ask about others plans and respond to simple questions and requests. Compensation Strategies I can answer follow-up questions if asked for clarification. I can express myself by using several words to convey the intended meaning when I can t think of a word or expression. 173

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175 Can Do Checklist Unit 6 Adventures Read the statements and assess your own progress by checking ( ) the most appropriate box for you. If you check any of the statements as a little, go back the activities about the item and study them again. Note: This checklist will be filled in with the help of the teacher. After you have filled it in, cut it out and put it in your dossier. Listening I can identify the topic of an adventure-related discussion. I can understand simple comparisons, preferences and reasons. Spoken Interaction I can involve in short conversations, provided the other person helps when necessary. Very well OK a little I can ask and answer questions and exchange ideas about preferences and give reasons. Spoken Production I can use simple descriptive language to compare sports and games. Reading I can read very short, simple texts such as personal narratives, advertisements and find the main points. I can understand short, simple offers and invitation letters. Writing I can write a short, simple paragraph comparing two objects. I can write a very simple brochure expressing my preference for sports and free time activities. Compensation Strategies I can clarify my questions when needed. 175

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177 Can Do Checklist Unit 7 Tourism Read the statements and assess your own progress by checking ( ) the most appropriate box for you. If you check any of the statements as a little, go back the activities about the item and study them again. Note: This checklist will be filled in with the help of the teacher. After you have filled it in, cut it out and put it in your dossier. Listening I can understand short, recorded passages about tourism. Spoken Interaction I can exchange information about tourism and popular tourist attractions. I can describe my favorite tourist attractions by giving information about their location, important features and weather. I can make simple comparisons between different tourist attractions. Spoken Production I can describe my favorite tourist attractions by using simple phrases and sentences. Very well OK a little I can express my preference for particular tourist attractions and give reasons. Reading I can read various texts such as advertisements, brochures, maps, etc. on tourism to find specific information. Writing I can design a brochure, advertisement or a postcard about my favorite tourist attractions. Attitudes I can maintain concentration and motivation during a class period. 177

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179 Can Do Checklist Unit 8 Chores Read the statements and assess your own progress by checking ( ) the most appropriate box for you. If you check any of the statements as a little, go back the activities about the item and study them again. Note: This checklist will be filled in with the help of the teacher. After you have filled it in, cut it out and put it in your dossier. Very well OK a little Listening I can identify the main point of a short talk describing the responsibilities of different people. I can understand people s obligations, feelings and dislikes. I can follow changes of topic during short talks and form an idea of the main content. Spoken Interaction I can ask about the responsibilities of others and express my own responsibilities. Spoken Production I can describe my obligations, dislikes and feelings and make simple suggestions. Reading I can read very short, simple diaries and journal entries describing a person s daily responsibilities. Writing I can write short, simple poems to express my feelings about the obligations at home and school. 179

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181 Can Do Checklist Unit 9 Science Read the statements and assess your own progress by checking ( ) the most appropriate box for you. If you check any of the statements as a little, go back the activities about the item and study them again. Note: This checklist will be filled in with the help of the teacher. After you have filled it in, cut it out and put it in your dossier. Listening I can recognize and report main ideas and key information in short recorded passages about science. Spoken Interaction I can ask people questions about what others are doing at the moment. I can involve in simple discussions about scientific achievements. Spoken Production I can talk about what people are doing. I can present information about scientific achievements in simple sentences. Reading I can understand short simple texts about what people are doing and/or usually do. I can identify main ideas and supporting details in short passages about science. Writing I can write simple sentences about what people are doing. I can write simple descriptions about scientific achievements. Compensation Strategies I can use a word or phrase that means the same thing when I can t think of a word. Intercultural Awareness I can recognize science as a common human endeavor. Very well OK a little 181

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183 Can Do Checklist Unit 10 Natural Forces Read the statements and assess your own progress by checking ( ) the most appropriate box for you. If you check any of the statements as a little, go back the activities about the item and study them again. Note: This checklist will be filled in with the help of the teacher. After you have filled it in, cut it out and put it in your dossier. Listening I can identify the main point of TV news and reports about natural disasters. I can understand phrases and expressions about natural disasters Spoken Interaction I can make predictions about the future of Planet Earth and ask and respond to questions about it. Very well OK a little I can express reasons to support my predictions. Spoken Production I can make simple suggestions about saving the Earth from natural disasters. I can express my personal opinions about the causes of natural disasters and give reasons in simple sentences. Reading I can identify specific information in simple written texts such as brochures and short newspaper articles about natural events. Writing I can write short, simple messages to express my predictions and give reasons about the future of the planet Earth Compensation Strategies I can answer follow-up questions if asked for clarification. I can ask for more information to check my understanding when needed. 183

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185 Language Summary Unit 1 Friendship accept animated movies animation apologize attend to a party back someone up barbecue bicycle race birthday party blue ray movies bring buddy chit-chat comedies conversation count on someone decide on drama eat out forever friendship get on well with someone go for a walk go out go shopping go to the movies have a party have fun have something in common information invitation invite join last likes and dislikes make an apology make an excuse meet friends nature walking on theatres organize partner pick someone up picnic play computer games play sports refuse response role-play romances sci-fi movies share shopping mall soccer match stranger tennis match thrillers physically active travelling through time true friend types of movies visit relatives volleyball tournament Unit 2 Teen Life always asleep at night at noon band beach bike boring bossaball brake brake lever brush teeth casual clothes CD cover chain change cycling do homework drive to work early energetic every day exciting fashion clothes fast food fix flute frame fun gear get up guitar handlebar hang out with friends hardly ever have a shower have breakfast headphones high school hiking impressive in the afternoon in the evening in the morning interview jazz junk food late leave lifestyle 185

186 loud magazine member mountain biking mudguard musical instruments neighborhood never often on weekdays on weekends organ pancake pedal performer pop preference prepare riverside routine seat middle school singer snow tubing snowshoeing sometimes song title take the bus terrific ticket tire trendy unbearable understand unusual usually voice zorbing Unit 3 Cooking absorb after that almonds bake beef berry boil booklet butter cabbage carrot cheese chicken chop common contain cook cut delicious describe dice dish display dough egg eggplant finally first fish flour fold food fruit fry frying pan grill heat ingredients knead lentils loaf pan mashed potatoes meet method microwave mixing bowl muffin mushroom next noodles nuts oil onion orzo partner pasta peel pepper pistachios potato pour process recipe regional remove rice rinse roast rolling pin salt saucepan serve shake shape slice snack spread steam stir stove 186

187 tablespoon then toast tomato turn down variations vegetable yeast Unit 4 Communication abbreviation accessory store approximately ask for clarification available bad line believe board games call caller cheap combination communication concern conversation describe effect exciting exhibition express fast fun hang on hang up information invitation invite language leave a message leave a voic make a phone call make an excuse meet up mobile phone mock outline prefer pretend receiver repeat respond science send send a fax send an sender speak face-to-face symbol sympathy technology store teenagers text a message use social networks worry about write a letter Unit 5 The Internet access the Internet account affect attachment book fair brochure cable modem classmate comment confirm connect connection connection sign disconnect download express an opinion face-to-face interaction hard disk drive identify Internet addicts Internet users keep in touch live chat log in/on log off/out practice processor questionnaire register school counselling service screen search search engine smartphone software solve state tablet upload web browser web site web site designer wireless modem Unit 6 Adventures adrenalin seeker adventure boring brackets bungee jumping canoeing caving challenging compare comparison concept 187

188 consider dangerous decide on easy entertaining exciting expert extreme sports eye-catching fan fascinating freedom hang gliding hard high-quality hot air balloon ride interview kayaking manufacturer mini motorbike motor racing movements mysterious narrative nature parachute diving parkour runner parkour running pocket-bike racing raft rafting real size reason scenery scuba diving skateboarding skillful sky diving suitable white-water rafting Unit 7 Tourism accommodation all-inclusive resort architect architectural banana trees bed and breakfast bridge budget capital cave chilly church civilization climate clock tower coconut palms construct currency damp design Egyptian emperor empire exchange information experience explore express preference give reasons historic historic sites historical hostel hot hotel in memory of someone island language liberty location majestic mountains Mediterranean memorable mosque multicultural museum Ottoman palace population province pyramid recreational activities sandy beaches scene seaside sightseeing vacation ski resort special square statue structure temperature the Caribbean tomb tourist attraction tourist destination tower trader travel tropical flowers vacation various waterfall weather wonder worker 188

189 Unit 8 Chores building blocks chores clean up the house cook the meal couch diary directions do the grocery shopping do the ironing do the laundry dust the shelves empty the dishwasher excited family member feed feeling fold hang hang out the washing housework load the dishwasher make the bed mop necessary newspaper obligation pick up poem put away respect responsible rule set the table share sibling sweep take care of the pet take out the garbage task tidy up the room vacuum the floor wash the dishes Unit 9 Science accelerate achievement amount astonishing astronomy award bacteria breakthrough Bunsen burner cancer capable of cell chemical substance chemist compass conduct an experiment cosmos description design destroy develop diagnose discover discoverer discovery discussion DNA computer drug ecosystem electricity environmental engineering genetic glacier melts global worming humanity imagine include inform innovation interactive invent invention inventor investigator light bulb major diseases material mechanical computer medicine micro-device motion picture camera nanomedicine nanomolecules nanotechnology operate organism outstanding patient phonograph powered aircraft practical principle prototype science museum science show scientific scientist specific spectacular steel store successfully surgery synthetic technician telescope test tube 189

190 thesis ultra-delicate universe unlimited vaccinate vaccine volunteer water screw Unit 10 Natural Forces aftershock air conditioner authority avalanche bin break breaking news burn calories campaign cause circular cloth compact cone cover crash crawl crops dam damage debris desert disaster disaster double-sided drought dust Earth earthquake eco-conscious eco-friendly electric wire elevator extremely flashfloods flood forest frighten gather glass greenhouse gases homeless hurricane immediately improve include inhale injured injury knowledge landslide local magnitude make noise make suggestion mass massive metal meteor movement occur overflow plastic pollution precious priority public transportation recycle reduce remain rescue result reuse Richter scale safe-room save separate shake soda can speed spin sprinkler system stay away strike sturdy suburb support surface take place tornado trapped travel tsunami turn off unplug upside-down violent volcanic eruption waste water shortage wave wind 190

191 Irregular Verbs List Base Form Past Simple Past Participle become became become begin began begun break broke broken bring brought brought build built built buy bought bought choose chose chosen come came come cut cut cut draw drew drawn drive drove driven fall fell fallen feel felt felt find found found get got got/gotten (US) give gave given go went gone grow grew grown hear heard heard hold held held keep kept kept know knew known lead led led leave left left let let let Base Form Past Simple Past Participle lie lay lain lose lost lost make made made mean meant meant meet met met pay paid paid put put put read read read rise rose risen run ran run say said said see saw seen send sent sent set set set show showed shown sit sat sat speak spoke spoken spend spent spent stand stood stood take took taken tell told told think thought thought understand understood understood wear wore worn write wrote written 191

192 Web Sites References [How To Make A Vegetable Pizza, p.30]. (n.d.) Adapted. Retrieved March 2, 2014, from Vegetable-Pizza [How To Make Bread, p.31]. (n.d.) Adapted. Retrieved March 2, 2014, from White-Bread [Kabuli Palaw, p.33]. (2013) Adapted. Retrieved March 2, 2014, from tr/2013/01/kabuli-palaw.html [Beshbarmak, p.33]. (2013) Adapted. Retrieved April 5, 2014, from [Colcannon, p.33]. (n.d.) Adapted. Retrieved April 5, 2014, from [How To Make Berry Muffins, p.34]. (n.d.) Adapted. Retrieved March 7, 2014, from Berry-Muffins [Teens And Mobile Phones, p.41]. (2010) Adapted. Retrieved April 9, 2014, from teens-and-mobile-phones/ [Internet Addicts, p.48]. (n.d.) Adapted. Retrieved April 9, 2014, from [Pocket Bike Racing, p.57]. (n.d.) Adapted. Retrieved April 16, 2014, from [Tarsus, p.63]. (n.d.) Adapted. Retrieved May 2, 2014, from [Jamaica, p.64]. (n.d.) Adapted. Retrieved May 2, 2014, from jamaica/49662/jamaica-travel-guide.html [My Chores, p.72]. (n.d.) Retrieved May 2, 2014, from [Jamaica, p.78]. (2011) Adapted. Retrieved May 6, 2014, from net/?atype=haber&articleid=77044 [DNA Computer And Nanomedicine, p.79]. (2009) Adapted. Retrieved May 7, 2014, from top-10-scientific-achievements-we-are-waiting-for/ [Sumatra Tsunami, p.85]. (n.d.) Adapted. Retrieved May 8, 2014, from earthquake_and_tsunami [How To Save Yourself When An Earthquake Hits, p.87]. (n.d.) Adapted. Retrieved May 10, 2014, from cat/montsespage/2010/01/16/haiti-earthquake-sos/ [I Will Be There, p.108]. (n.d.) Adapted. Retrieved May 12, 2014, from htm [Mixed Vegetables, p.117]. (n.d.) Adapted. Retrieved May 12, 2014, from stir+fried+mixed+vegetables [Jam Roly Poly, p.118]. (n.d.) Adapted. Retrieved May 14, 2014, from [Eating In Australia and New Zealand, p.120]. (n.d.) Adapted. Retrieved May 15, 2014, from bridge-online-cz-aitom-upload-maturita-temata-36-food-uk-usa-austr-newzel-cz [Communication Choices, p.117]. (2012) Adapted. Retrieved May 16, 2014, from communication-choices/ [Internet Safety, p.130]. (n.d.) Adapted. Retrieved May 17, 2014, from [Number Of Internet Users, p.130]. (2013) Retrieved May 18, 2014, from [BASE jumping, p.136]. (n.d.) Adapted. Retrieved May 20, 2014, from [Mardin, p.143]. (2005) Adapted. Retrieved May 20, 2014, from [Women Scientists, p.153]. (n.d.) Adapted. Retrieved May 20, 2014, from [Taylor Hadzicki The Onda Cycle, p.153]. (n.d.) Adapted. Retrieved May 21, 2014, from com/2014/03/14/hadzicki/ 192

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194 194 [Student, p.22]. (n.d.) Retrieved June 1, 2014, from wp-content/uploads/2013/10/secondary-school-student-photography-for-annual-prospectus1.jpg [Italian Student, p.23]. (n.d.) Retrieved June 1, 2014, from [Two Female Students, p.24]. (n.d.) Retrieved June 12, 2014, from mhtml?id= &src=id [Girl Talking On The Cell Phone, p.37]. (n.d.) Retrieved June 12, 2014, from mhtml?id= &src=id [Girl Talking On The Phone, p.37]. (n.d.) Retrieved June 12, 2014, from mhtml?id= &src=id [Girl Playing Chess, p.38]. (n.d.) Retrieved June 12, 2014, from mhtml?id= &src=id [Student Writing homework, p.40]. (n.d.) Retrieved June 12, 2014, from mhtml?id= &src=id [Girl Texting, p.41]. (n.d.) Retrieved June 12, 2014, from [Teenager With Mobile Phone, p.41]. (n.d.) Retrieved June 12, 2014, from mhtml?id= &src=id [Playing Bowling, p.42]. (n.d.) Retrieved June 12, 2014, from mhtml?id= &src=id [Surfing On The Net, p.44]. (n.d.) Retrieved June 2, 2014, from shutterstock_ jpg [Boys Using A Tablet, p.45]. (n.d.) Retrieved June 12, 2014, from mhtml?id= &src=id [Businessman Talking Over The Phone, p.46]. (n.d.) Retrieved June 12, 2014, from mhtml?id= &src=id [Internet Addiction, p.48]. (n.d.) Retrieved June 4, 2014, from [Canoeing, p.52]. (n.d.) Retrieved June 4, 2014, from data/assets/ image/0020/127433/kayaking-wimbleball.jpg [Hang gliding, p.52]. (n.d.) Retrieved June 5, 2014, from takeoff_highrock_0102.jpg [Skateboarding, p.52]. (n.d.) Retrieved June 5, 2014, from [Caving, p.52]. (n.d.) Retrieved June 5, 2014, from [Kayaking, p.52]. (n.d.) Retrieved June 7, 2014, from P jpg [Motor Racing, p.52]. (n.d.) Retrieved June 8, 2014, from AAAAAAAAAFQ/i3sycuVuOTM/s1600-h/MOTOWD_2002.jpg [Rafting, p.52]. (n.d.) Retrieved June 8, 2014, from rafting-dalaman-fethiye.jpg [Students In Class, p.53]. (n.d.) Retrieved June 12, 2014, from mhtml?id= &src=id [Rafting, p.54]. (n.d.) Retrieved June 9, 2014, from jpg [Bungee Jumping, p.55]. (n.d.) Retrieved June 9, 2014, from great-bungee-jumping.jpg [Parkour, p.56]. (n.d.) Retrieved December 8, 2014, from mideast_israel_palestinians_gaza_parkour_aa07_ jpg [Pocket Bike Racing, p.57]. (n.d.) Retrieved June 9, 2014, from thumb/3/3d/dutch_minibike_race_lelystad.jpg/1280px-dutch_minibike_race_lelystad.jpg

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200 NOTES