İngilizce B1.1 Öğretmen Kitabı (2017-2018) - MEB Yayınları PDF

YES
U
CAN
YAZARLAR
Devrim ÖZBEK
Hatice KUMRAL
Sevinç ÖRER
DEVLET KİTAPLARI
DÖRDÜNCÜ BASKI
……………………………………,2017
M İLLÎ EĞİ TİM BAKANLI ĞI YAYINLARI ............................................................................: 5995
YARDIMCI VE KAYNAK KİTAPLAR D İZİSİ ........................................................................: 520
17.06.Y.0002.4441
Her hakký saklýdýr ve Millî Eðitim Bakanlýðýna aittir. Kitabýn metin, soru ve þekilleri
kýsmen de olsa hiçbir surette alýnýp yayýmlanamaz.
Züleyha
Nuray SUNAR
ISBN 978-975-11-3881-1
Millî Eðitim Bakanlýðý, Talim ve Terbiye Kurulunun 11.09.2014 gün ve 3871622 sayýlý yazısı ile
eğitim aracı olarak kabul edilmiþ, Destek Hizmetleri Genel Müdürlüğünün 26.05.2017 gün ve 7680046
sayýlý yazısı ile dördüncü defa 6.440 adet basýlmýþtýr.
Korkma, sönmez bu şafaklarda yüzen al sancak; Bastığın yerleri toprak diyerek geçme, tanı:
Sönmeden yurdumun üstünde tüten en son ocak. Düşün altındaki binlerce kefensiz yatanı.
O benim milletimin yıldızıdır, parlayacak; Sen şehit oğlusun, incitme, yazıktır, atanı:
O benimdir, o benim milletimindir ancak. Verme, dünyaları alsan da bu cennet vatanı.
Çatma, kurban olayım, çehreni ey nazlı hilâl! Kim bu cennet vatanın uğruna olmaz ki feda?
Kahraman ırkıma bir gül! Ne bu şiddet, bu celâl? Şüheda fışkıracak toprağı sıksan, şüheda!
Sana olmaz dökülen kanlarımız sonra helâl. Cânı, cânânı, bütün varımı alsın da Huda,
Hakkıdır Hakk’a tapan milletimin istiklâl. Etmesin tek vatanımdan beni dünyada cüda.
Ben ezelden beridir hür yaşadım, hür yaşarım. Ruhumun senden İlâhî, şudur ancak emeli:
Hangi çılgın bana zincir vuracakmış? Şaşarım! Değmesin mabedimin göğsüne nâmahrem eli.
Kükremiş sel gibiyim, bendimi çiğner, aşarım. Bu ezanlar -ki şehadetleri dinin temeli-
Yırtarım dağları, enginlere sığmam, taşarım. Ebedî yurdumun üstünde benim inlemeli.
Garbın âfâkını sarmışsa çelik zırhlı duvar, O zaman vecd ile bin secde eder -varsa- taşım,
Benim iman dolu göğsüm gibi serhaddim var. Her cerîhamdan İlâhî, boşanıp kanlı yaşım,
Ulusun, korkma! Nasıl böyle bir imanı boğar, Fışkırır ruh-ı mücerret gibi yerden na’şım;
Medeniyyet dediğin tek dişi kalmış canavar? O zaman yükselerek arşa değer belki başım.
Arkadaş, yurduma alçakları uğratma sakın; Dalgalan sen de şafaklar gibi ey şanlı hilâl!
Siper et gövdeni, dursun bu hayâsızca akın. Olsun artık dökülen kanlarımın hepsi helâl.
Doğacaktır sana va’dettiği günler Hakk’ın; Ebediyyen sana yok, ırkıma yok izmihlâl;
Kim bilir, belki yarın, belki yarından da yakın Hakkıdır hür yaşamış bayrağımın hürriyyet;
Hakkıdır Hakk’a tapan milletimin istiklâl!
Mehmet Âkif Ersoy

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
DREAMS AND PLANS
VALUES
231
232
233
ANNUAL PLAN
7
and
respond, survive, respect, gain, privacy, coach,

Reading about holiday types,
possible unfortunate events and equipment, various, cuisines, previous, adventure,
extreme holiday sports
unforgettable, memorable, pleasure, amazing,
Simple Present
agency
Understanding telephone
conversations
troublesome, consulate, arrangements,
telephone operator predicament, expense, embassy, panic, be cold
Simple Past blooded, grateful, faithfully, sincerely, reveal,
prove, come true, explore, require, refresh, addict,
Explaining their reasons strength, balance, amateur, adrenaline rush,
preferences thrilling, refreshed, effective, addicted, extremely,
Learning British culture
their country host, prejudice, misconception, privacy, intimate,

Subordinating rude, different, deeply, rarely, consequently, threat,
countries conjunctions
Compound interesting, purely, rarely, generally, denote,
sentences, Past accompany, vacation, temple, nobility, successor,
about dancing promise, construction, passion, monument,
Continuous temper, embassy, equal, best, unquestionable,
Understanding messages
Explaining feelings extremely
Understanding text about charity aim, architect, campaign, charity, childhood,

organizations development,
Present Perfect
refugee, supporter, variety, violence, celebrity,

Simple Past
groups
consider, drop, explore, go up, jump off, lead,
Enjoying reading story
Present Perfect
exact, excellent, traditional, apply, blush, gain,
Sharing ideas about school clubs obey, overcome, register, stammer, anxiety, chief,
communication, curriculum, dormitory, genius,
schools all forms
Describing emotions
Adverbs of time,
place, manner
party
bring, exchange, symbolize, bride, groom,
Doing peer correction Adverbs of
frequency
greeting
Preparing a brochure and giving Modals for
carnival, path, festivity, puppet,
details about it polite requests altercation, stall, multi-coloured, gigante,
Enjoy reading about different enormous, furious
cultures
8
and
communicate, change, produce, print, create,

ban, represent, celebrate, achieve, compete,
Understanding broadcastings, involve, broadcasting, communication, goldsmith,
bible, priest, invention, innovator, participation,
Relative qualifying, injured, popularly, ignore, reject,

notes Clauses accept, enhance, addict, gain, hang out, strength,
accuse of, identity, harm, extension, chance,
Explaining reasons bias, socializing, obsession, literacy, convenient,
Understanding Cyber crimes Relative inconvenient, senseless, purposeless,
Clauses satisfying, disturbing, depressing, speedy, overly,
computer criminals
Noun spontaneously, commonly, comment, desire,
improve, concentrate, various, custom, tradition,
Clauses
Understanding role of intensive, common, attitude, belief, opportunity,
language cafes
encouraged, confused, pleased, exhausted,
quite, regularly
delay, surrounding, counsellor, defensive,

exhausted, furious, joyful, upset, embarrassed,
Expressing the emotional
Comparative rude, open-minded, grateful, desirable,
Adjective and inappropriate, easily, freely, focus,
Adverbs
persuade, include, evaluate, replace, rise,
emotions
Superlative preserve, strengthen, maintain, concentration,
Adjective and motivation, rush, anxiety, assignment, tuition,
competition, pressure,
negative feelings Adverbs distinction, patriotism, attitude, behaviour,
Expressing emotions miserable, interpretation, separation, affair,
Punctuation
Completing a table (problems and English
American
Explaining reasons of stress accomplish, acclaim, apply, promise, opportunity,
Spelling
affect, irritate, create, relaxation, privacy, game

styles Understanding the consols, cushion, till, rustic, traditional,
Questions contemporary, rug, purpose, chaos, disorder,
telephone conversation confusion, greenery, spacious, ergonomic,
interior decoration Continuous speed up, buzz, caunch, constitute, foam, adopt,
Preparing a table about
usage of automobiles
Enjoying reading poems soybean, steering, chief, racing, solar, tiny,
Perfect shine, shoot, applaud, shout, violet,
expressing the affects of
colours on personality Continuous passion, shepherd, reluctance, pure, thoughtful,
trustful, cheerful, cragile,
about a school survey calm, gladly, physically, emotionally
Learning the life of an Present combine, perspective, issue, race, giggles,

Perfect defender, cruddy, sacred, contemporary,
Completing a sonnet Continuous combine, perform, trust, hold, breathe, recognize,
Enjoying short classical exist, stage, destiny, sonnet, coincidence,
stories
Criticising short stories and Used to
All forms of
Understanding a conversation
about a story competition “Used to” and headline, orphan boy, loneliness, competition,
Creating a chain story anniversary, availability, homemade, tablecloth,
Discussing types of story to
fancy, confused
are tailored for students aged Communicative approach puts the learner in the
place through a more communicative approach

than through a more grammatically based
games, fun corners and quizzes. Since the

methodology of Yes You Can is communicative,
almost all of the activities are designed to meet
Can understand the main points of clear

standard input on familiar matters regularly dialogues, activities and guiding,
Can produce simple connected text on
interest. and an audio.

Can describe experiences and events,
language components, dialogues, design,
and the aim of

sections. Each section includes target objectives,
all the teaching activities that are carried out

throughout the course should serve for this
purpose. Note that grammar is only one of the
tools of the aim. At the end of the course students
are expected to be able to use these objectives
cultural understanding, human rights, active
context. citizenship and respect to environment.
Unit cover page
Name of the unit.
All unit cover pages have

photos related to the unit.
the students are going to be
Students go through the

objectives before they start
the unit.
Content name
at the beginning.
at the beginning of the content.
11
listening part is usually to predict
the text for general understanding
comprehension activities.
Keep in Mind section provides a

summary to the language studied.
Students refer to this section
throughout learning process.
stages. Students study a model and
correction code at the end promotes
the objectives or not.
12
- to raise attention and curiosity or segment in its entirety
- to train learners to understand the
information text to the fullest.
and supplementary materials. Since
the topic
- to anticipate content
- to create a positive atmosphere for
learning - to infer meaning, structures, etc.
teachers are guided step by step - to stretch learners cognitively and
through carefully designed lesson - contextualize the text, focus the linguistically
plans, extra activities and tips.
Activities for general introduction to
the topic
discourse, and sociolinguistic
activities. Also the needed tools, organization of the text features
materials and realias are suggested - language preparation - cloze-type exercises, matching,
guessing, open-ended questions
5. Post-activities
common and general objectives
of the programme, the goals of - to train learners to consider a text
the themes and explanation of all or segment in its entirety
activities. Common objectives - to train learners to understand the
and general objectives are text to the fullest consolidate language
presented after the instructions in the - to use input as an effective tool for
other activities
- clarify the ideas or information in
- A set of target objectives,

- Language areas is that? - express opinions
Listening and Reading - Listening
and reading are both receptive
processing information passively.

- Suggested materials and tools,
- Extra ideas and activities,
that is, some “product” is expected.
adapting materials for
vocabulary is going to be much larger
competencies.
create a situation to communicate.
evaluation tools,
to use the language orally and focus
- Reference list.
indeed.
Listening and Reading accurately puts students under a

severe pressure and consequently,
are the natural outcomes of

is that? - to raise attention and curiosity
Listening and Reading - Listening
and reading are both receptive information
processing information passively. the topic

- to anticipate content
- to create a positive atmosphere for in pairs or in groups rather than do
that is, some “product” is expected. learning dull teacher-student interaction.
vocabulary is going to be much larger - contextualize the text, focus the the time and give students more
about the topic
organization of the text

- language preparation
indeed. designed.
- to train learners to consider a text
13
CAN introduces sample-reading texts to aid transfer to the next class or both teachers and
in the early part of each unit and school
parts of learning. Students can see
projects, posters, CDs, stories, they have achieved and the points
compositions, evaluation sheets, they need to consider. Evaluation is
quizzes, pictures, relias, school plays also important for the teachers since
they need to justify their teaching
practices and the materials they have
contextual situations. for students to help them record used.
their performances in language
learning and see their process
and teaches them to organize and of performance that need to improve

and to offer corrective suggestions.
better use of Language Portfolio,
students should be guided carefully evaluation. Share your observations
at the very beginning of the course.
might simply share your observation
a peer in the class and have their challenging at the beginning. Peer
revised. evaluation are strongly recommended
alternatives to the student. Quizzes

and any other activities such as
games, role-plays and competitions
can be used as effective tools for
parts of learning. Students can see formative evaluation. Materials in
have received from their groups. the portfolio can also be used for
they have achieved and the points formative evaluation.
portfolios. they need to consider. Evaluation is
also important for the teachers since Summative evaluation provides
they need to justify their teaching
of the academic term. practices and the materials they have
used.
Vocabulary teaching is one of the
context and students are encouraged
through this context. Phrases, of performance that need to improve of the entire course, their learning,
and to offer corrective suggestions.
evaluation. Share your observations you get from these questionnaires

may help teachers prepare for the
might simply share your observation next class they teach.
in the production stage of language
learning.
is a Council of Europe initiative alternatives to the student. Quizzes sort of evaluation enables students
implemented for learners at all stages and any other activities such as
of education across Europe. games, role-plays and competitions
English Language Portfolio is can be used as effective tools for
validated by the Council of Europe. formative evaluation. Materials in
the portfolio can also be used for used effectively and as one of other
formative evaluation. evaluation instruments.
language-learning and intercultural Summative evaluation provides impression of the entire course, their
experiences learning, participation, attitude and
languages questionnaires may help teachers

prepare for the next class they teach.
of the learner
14
Name of the content
All unit cover pages have

photos related to the unit.
at the beginning of the content.
is usually to predict the information

or read the text for general
understanding.
time and achieve at least one

objective.
15
3. Use visuals to understand the recorded text.
sentences.
3. Use sentence connectors in their speeches.
genre.
6. Use a range of vocabulary repertoire in their speeches.
5. Use sentence structures and patterns accurately.
16
TOURISM
Theme 1
A Look on the Bright Side!
B Holiday Blues
C Unlimited Life
At the end of this theme, you will be able to
17
Theme - 1. TOURISM
Language
areas
General Common
Skills Outcomes Outcomes Vocabulary Materials
Ss will be able to...
Listening
Verbs:
Nouns:
Spoken Interaction
A- LOOK ON THE BRIGHT SIDE!
Adjectives:
Adverbs:
Reading
Writing
18
Theme - 1. TOURISM
Language
areas
General Common
Listening
Spoken Interaction
Verbs:
Nouns:
B- HOLIDAY BLUES
Reading
Adjectives:
Adverbs:
Writing
19
Theme - 1. TOURISM
Language
areas
General Common
Listening
Spoken Interaction
Verbs:
Nouns:
C- UNLIMITED LIFE
Adjectives:
B
Reading
Adverbs:
Writing
20
Your last holiday
Time to Listen
Flabbergasting Holiday
As a warm up activity, have Ss listen to

the song “Hotel California”. By this way,
the Ss get ready for the listening activity
about hotels. (TRACK-1)
TOURISM
THEME 1.A LOOK ON THE BRIGHT SIDE!

Materials Needed:
Warm Up
Work in pairs. Student A looks at the pictures of holiday
accommodations on page 15. Student B reads the
statements of each accommodation place given in the box
below. Match the pictures and the statements. (CO-S.4)
This activity helps Ss use words and word groups related

to particular concrete situations.
KEY
Tree houses: e Youth hostel: d
Ice Hotel: b Underwater Hotel: a
Capsule Hotel: f Camping: c
21
D. Listen and decide what Martin and the
receptionist are talking about. (TRACK-2)
(GO-L.1 / CO-L.2)
the topic of the clear straight forward

conversations. Also, encourage Ss to pay
attention to rules of manners and cultural
values while listening.
KEY
They are talking about the poor hotel
facilities.
Flabbergasting Holiday
Receptionist
(CO-L.3) Martin
Receptionist
With the help of this activity, encourage Ss to use visuals
to understand the recorded text. Martin
KEY
b. surprised and shocked
Receptionist
B. Work in pairs. Read the title of the listening text and tell
what it is about. (GO-L.4) Martin
With the help of this activity, Students guess the content of Receptionist
the recorded text according to the title.
Martin
KEY
C. Think about these unwanted situations in a hotel. Rank

them 1-7 by giving your reasons.
Receptionist
With the help of this activity, Ss give their reasons in the

Martin
explanations.
SUGGESTED KEY
E. Work in pairs. Listen to the

conversation again. Tick ( ) the hotel
facilities and discuss.
(GO-L.2,3 / CO-L.5)
22
With the help of this activity, Students
understand the telephone conversation
delivered slowly and clearly, express their
need for further explanations and ask
for further explanation for the points not
understood in the recorded text.
ANSWER KEY
1. coach
2. housekeeping
3. hotel restaurant
F. Match the synonyms of these words.
This activity helps Ss guess the meaning

of the unknown words from the recorded
text to understand the sentences, and
also express their need for further
explanations. While listening the
recorded text, Ss pay attention to stress,
pronunciation and intonation.
KEY
1. coach f) bus
2. sweltering c) sticky
3. demand e) ask for
4. housekeeper a) cleaning lady Time to Read
5. discount b) reduction
A. Work in pairs. Discuss the features of two different
holiday types. Write the appropriate features near the
pictures and add one extra.
This activity helps Ss give reasons in their explanations,

use a range of vocabulary repertoire in their speeches,
increase their vocabulary repertoire, express themselves
with meaningful sentences and stress while speaking, pay
attention to intonation, pronunciation and stress while
speaking.
KEY
23
B. Look at the pictures on page 15 and
complete the sentences.
KEY
correct topic and check your answer with

your friends.
With the help of this activity, students

identify the topic of the written text, pay
attention to punctuation marks while
KEY
E. Read and take notes about the positive sides of the
b. camp.
(GO-R.1 / CO-R.7 / GO-W.5)
D. Tick ( ) the activities in the youth
camp.
experiences and wishes in informal letters and encourage

them to take notes when necessary.
KEY KEY
a. b. c. d.
24
Time to Speak
Work in pairs and act out a telephone conversation. Do a
given correction code can be given and
studied with the Ss.
holiday plans. Student B answers the questions.
(CO-S.1,3,5 / GO-SI.1,4) Correction code
g
p
v
prep.
?
Sp
w.o.
T
wf
n
With the help of this activity, Ss focus on using body ^
language and taking care rules of manners and cultural Ø
values while speaking, also they use sentence connectors
in their speech. Encourage Ss to talk appropriately in
different situations in everyday life and state their needs in
face to face conversations.
KEY
Time to Write
A. Read and rewrite the sentences without changing the
meaning. (GO-W.3 / CO-W.4)
By this activity, the Ss paraphrase short written passages

without changing the original meaning and use the words
appropriately and accurately.
SUGGESTED KEY
B. Imagine you have just had a holiday. Write an e-mail to

a friend to express likes and dislikes about it. Follow the
steps below. (CO-W.8,10,11 / GO-W.1,4)
With the help of this activity, the Ss review their writing for
accuracy and appropriations, write short, simple and clear
text related to their personal interest, express the main idea
in their writings also write personal letters and use polite
expressions in their written text.
KEY
25
B. Match the sentences.
KEY
1. d 2. c 3. a 4. b
Time to Listen
A. Match the possible unfortunate
situations with the pictures when you are
on holiday and tell what to do to overcome
them.
With the help of this activity, Ss increase

their vocabulary repertoire and state
their needs in face to face conversation.
Also they gain a new range of vocabulary
repertoire for using them in their
speeches.
KEY
sightseeing : broken seats

hotel : insects in the room
weather : rain storms
THEME 1. B HOLIDAY BLUES
B. Listen and tick ( ) what they talk about.
Holiday Blues (CO-L.8)
Holiday Blues
Warm Up With the help of this activity, Ss listen

selectively while putting a tick to the
A. Look at the pictures. Match the situations with the place(s) which is / are mentioned.
phrases in the box.
All is well that ends well

Tourist
KEY
Guide
Tourist
Guide
Tourist
Guide
Tourist
Guide
Tourist
Guide
KEY
consulate travel arrangements
C. Listen again and complete the sentences. (CO-L.4)
With the help of this activity, Ss use background

knowledge to understand the recorded text.
KEY
1. vacation
2. local media
3. entrance - country
HOW CAN A DISASTER RETURN TO A GOOD STORY?
27
Time to Read
AISEC is French abbreviation that stands for

Association Internationale des Etudiants En
Science Economiques et Commerciales
AISEC
AISEC
For students
AIESEC
D. Work in pairs. Match the halves of the sentences.

(CO-L.5)
European
Community Action Scheme for the Mobility
of University Students
With the help of this activity, Ss understand cause and

effect relations in the recorded text.
KEY
1. c
2. a
3. b
Erasmus+ (2014-2020)
28
A. Tick ( ) the possible unfortunate experience(s) when
you are on holiday. (CO-R.1,2,3)
This activity helps Ss guess the meaning of the unknown

words with the help of their vocabulary repertoire in
the written text. While they are reading the text, they
pronounce the words accurately with paying attention to
intonation and stress.
SUGGESTED KEY
1. get lost
3. lose your passport

4. miss the group
B. Read the newspaper extract about possible unfortunate

events when you are on holiday. Underline the most
common and useful advice. (GO-R.3,4,5 / CO-R.2,9)
points of everyday material and familiar topics. They

are eager to read. While they are reading the text, they
pronounce the words accurately with paying attention to
intonation and stress.
SUGGESTED KEY
29
KEY
embassy.
protect you from food poisoning.
Time to Speak
Act out a role play. Student A is an
Erasmus student on a tropical island.
He/she learns that a tsunami will hit the
island. He/she phones the emergency
call center for guidance and suggestions.
Student B is the telephone operator.
He/she guides the person and gives
suggestions with their reasons.
(GO-SI.2,3 / CO-S.2,14)
C. Read the travel tips again and complete the sentences.

(CO-W.2 / CO-R.4)
With the help of this activity, Students
This activity helps Ss understand the written text with clear and understandable way, express
the help of background knowledge by completing the wishes, likes and complaints to related
sentences, also they complete the sentences with the people and institutions. Also Ss develop
spelling rules. appropriate and effective communication
strategies and pay attention to rules
KEY of manners and cultural values while
speaking.
1. give / family
2. embassy SUGGESTED KEY
3. contact
Student
D. Rewrite the sentences. (CO-W.2,5 / GO-W.2,3)
Operator
Student
With the help of this activity, while students are Operator
written passages without changing the original meaning by

adding their ideas. Also, Students use sentence structures
and patterns accurately and write according to the spelling
rules.
30
Time to Write
Read the fax about a lost passport. Circle
the polite requests and use them to write
your own fax with a different topic.
This activity helps Ss use word groups,

punctuation marks appropriately and
accurately, and also link words with
sentence connectors to write according
to the context and situation coherently
for developing appropriate and effective
writing strategies. With this activity, Ss
understand the formal faxes.
They write formal faxes to express wishes,
likes or complaints to related people and
institutions by using polite expressions in
their written text.
KEY
1.C UNLIMITED LIFE

Materials:
Warm Up
“What is adventure for you?”

“What is the most adventurous sports you have ever done?”
31
Time to Speak
Work in pairs. Answer the questions
by searching the net, newspapers or
your partner.
With the help of this activity, Ss ask and

answer the questions directed to them, so
to share the written texts which they have
KEY
A. Read the quote and discuss its meaning with your

friends.
Time to Listen
decide what kind of a risk taker you are.
KEY
B. Tick ( ) the common sport(s) in your country. Talk about

them with your friend.
KEY
With the help of this activity, Ss express their ideas about
daily life with simple words.
SUGGESTED KEY B. What kind of features do you need to be

a risk taker? (GO-SI.4)
(CO-S.15)
With the help of this activity, Ss identify

their needs in face to face conversation.
In this part, the aim is to encourage the Ss to avoid word
repetition while speaking.
KEY
KEY
Sports in Sports in Sports in Other

the Air the Water the Street Sports
popular sport?
hang gliding, rafting, skate bungee
parachuting scuba diving, boarding, jumping,
street ball cheese
rolling,
32
KEY
Cliff climbing
Do you like adrenalin?

Reporter
Chris
Reporter
Chris
D. Listen again and tick ( ) why Chris started doing this

sport. (GO-L.5)
Reporter
This activity helps Ss understand cause and effect
Chris relations in the recorded text.
KEY
Reporter
To prove himself to his friends.
Chris E. Ask and answer questions about the listening text.
With the help of this activity, Ss are eager to ask questions

about the recorded text.
SUGGESTED KEY
When did he start this thrilling sport?

How did he change after doing this sport?
Why did he need to prove himself?
33
B. Read the text and underline each risk
Time to Read
Books are closed.
With the help of this activity, students

understand the basic expressions and
and familiar topic, make cause and result

relationships and Ss are eager to read the
text.
A. Read each statement and write A if you agree or D if you KEY

disagree.
LECITA: I want to make my life
interesting.
KEY
different perspectives in my life.
34
With the help of this activity, Ss
understand cause and effect relations
in the written text. While explaining their
reasons, students avoid irrelevancy
and develop appropriate and effective
communication strategies. Also, Ss
answer the questions before, while and
after reading.
KEY
Time to Write
A. Complete the concept map with the
words from the box. Share and add your
idea(s).
KEY
makes the life enjoyable

discover the nature
being happy
equipments
high risk of danger
C. Fill in the blanks. Use your dictionary if necessary. need special talent
B. Why do people prefer doing or not

doing extreme sports on holiday. Write a
KEY short paragraph about it by supporting
your ideas with examples.
1. discover (GO-W.7 / CO-W.8)
2. thrilling
3. strength
4. adrenaline junkie
5. perspective
D. Complete the sentences.
With the help of this activity, Ss write a

KEY short, simple and clear text related to their
personal interest. They express the main
idea and also, cause and effect relations
E. Which extreme sport is your favourite? Why? in their writings. Then they review their
writing for accuracy and appropriateness.
KEY
35
SONG
well the usage of Simple past tense with

Conditional type -2. Copy the song exercise to
Ss and have them listen and do the exercises
KEY
A. Tick the words that you can hear.
to too be
show so through nights
threw could
what that
have
to make make
what that
lose loose fear shadows
worth worse alone wall
bad bed
light
somehow
KEY
for
to
so through
that
C. Match the beginning and the end of the
following lines.
make
what
lose
worse way
bad
B. Write in the missing words of the Chorus.
KEY
OUR WORLD
Theme 2
A Your Truths Are Not Always True
B Ka mate! Ka mate! Ka ora! Ka ora!
C Namaste
37
Theme 2. OUR WORLD
areas
General Common
Spoken Interaction
A- YOUR TRUTHS ARE NOT ALWAYS TRUE
Verbs:
Nouns:
Adjectives:
Adverbs:
38
Theme 2. OUR WORLD
areas
General Common
Spoken Interaction
B- KA MATE! KA MATE! KA ORA! KA ORA!
Verbs:
Nouns:
Adjectives:
Adverbs:
39
Theme 2. OUR WORLD
areas
General Common
Interaction
Spoken
Verbs:
Nouns:
Spoken
C- NAMASTE
Adjectives:
Adverbs:
40
KEY
1. T
2. F ( it does not include the Republic of
Ireland)
3. T
4. T
5. T
with the countries.
KEY
1. d 2. c 3. b 4. a
The City of London

)
true or false. Check your answers.
tourist attraction, landmark,
KEY
1. The British Museum is the most

popular tourist attraction in London.
THEME 2 OUR WORLD 2. The London Eye is the tallest
landmark in London.
2. A YOUR TRUTHS ARE NOT ALWAYS TRUE 3. Oxford Street is the busiest
Materials Needed shopping street in London.
4. Heathrow Airport is the busiest
airport in London.
results.
Warm Up With the help of this activity, Ss share

) true or false.
format. Later they report and announce
questions related to the situation, answer

the questions directed to them and avoid
KEY
41
Misconceptions about Britain and
British Culture.
Time to Listen
) the
KEY
1. 2. 3. 4.
C. Circle the correct statement

KEY
) what you hear.
the comparative expressions.
KEY
1. windiest
2. lowest
to understand the recorded text and pay attention to rules 3. more
4. most
5. the most
42
Time to Speak
concrete situations, develop appropriate and effective
KEY
SUGGESTED KEY
a. Clothes: Men wear fez (it is a misconception because
men never wear fez after the foundation of Turkish
Republic.)
b. Education: Children go to the neighbour schools (it is a
misconception because after the foundation of Turkish
Republic all the neighbour schools were closed and
children go to modern schools with modern teachers.)
c. Marriage: Men have more than one wife at the same time
(it is a misconception because having more than one wife
at the same time is against the Turkish Law System.)
d. Food: People eat kebabs all the time (it is a
misconception because Turkish Kitchen is one of the best
kitchens in the world including many kinds of dishes.)
e. Traditions: People do not like foreigners (it is a
misconception because hospitality is a must in every
Time to Read
) the statements.
KEY
your country.
With the help of this activity, Ss read selectively, make
text.
KEY
43
SUGGESTED KEY
DOs
at school
at home
at school
at home
help of their vocabulary repertoire in the

written text.
KEY
C. Read the text and answer the questions. 1. form c a) with a kiss
2. wear e b) questions
3. greet a c) queues
4. personal b d) privacy
With the help of this activity, the Ss pronounce the words
5. keep d e) a hat
KEY
F. Choose the correct option.
1. Because Britain has a variety of cultures and its
difference comes from its tradition, climate and food.
2. They like to form queues. KEY
3. People who are close friends or relatives greet each
other with a kiss. 1. a 2. b 3. c 4. d
4. Because people like to keep their privacy.
5. It is very good manners to say please and thank you
when someone helps you.
Time to Write
Write two examples of polite and impolite
a reason for each of them.
With the help of this activity, Ss make cause and result
KEY
44
SUGGESTED KEY KEY
Impolite Behaviour
about the most and least acceptable

manners. Give your answers with your
reasons.
Time to Speak
any similarities or differences between your country and With the help of this activity, the Ss explain
emotions and passions and make cause
and result relations in conversations. They
also use basic repertoire of isolated words
With the help of this activity, Ss use sentence connectors

KEY
ATATÜRK
KEY
THE GREATEST LEADER
a. 1881 Atatürk was born.
b. 1893 He went to the Military School.
c. 1905 He graduated from the Military Academy.
d. 1915 He fought in Gallipoli Wars.
e. 1919 Atatürk began a Nationalist Revolution in Anatolia.
f. 1920 He invited all the Turkish Patriots to Ankara. He opened the Turkish
Grand National Assembly by a religious ceremony.
g. 1921 Atatürk established a Provisional Government in Ankara.
h. 1923 Mustafa Kemal and Turkish Patriots founded Turkish Republic.
i. 1934 The Turkish Grand National Assembly gave him the surname “Atatürk”.
j. 1938 He died.
Kiwi
Apteryx
The Haka
Haka
2.B KA MATE! KA MATE! KA ORA! KA ORA!

Materials Needed
Warm Up
47
SUGGESTED KEY KEY
1. Wellington is the second most populous urban area of KATE MARTIN KEVIN
New Zealand. Susan
producer.
3. Lord of Rings is the second best-selling novel ever
written.
4. Rugby is a style of football.
5. Haka Dance is a traditional Maori dance from New
Zealand.
Time to Listen
you hear in the telephone conversations.
C. Work in pairs. Leave a telephone
With the help of this activity, Ss pay attention to stress
KEY
Haka Dance - Lord of the R

R
KEY
1.
2.
3.
table.
48
C. Read the history of Haka Dance. Match
you do not need to use.
With the help of this activity, the Ss pay

topic of the texts.
KEY
1. c 2. e
3. d 4. b
D. Match the Haka Dances with its

purposes.
KEY
1. b 2. e
3. d 4. c
5. a
Time to Read
KEY
and complete the sentences with your partner.
SUGGESTED KEY
1. Dancing is a way of life for me because I can express
myself.
2. Once I start dancing, I start to relax.
3. While I am dancing, I can lose weight.
49
E. Answer the questions
With the help of this activity, Ss answer the questions after
KEY
With the help of this activity, Ss narrate the events in the

KEY
Types of
Function How Costume Gender
Haka Dance
Haka
Traditional
Haka
Haka taparahi
Haka peruperu
Haka powhiri
Time to Speak
With the help of this activity, Ss develop
With the help of this activity, Ss increase their vocabulary

repertoire and pay attention to intonation, pronunciation
rules, use sentence structures and

KEY patterns accurately, express experiences
and memories in a written format and write
B. Work in pairs. Look at the topics and compare your

national dances with Haka. KEY
KEY
Time to Write
information about the dance course and write what you feel
about the course.
KEY
B. Listen and decide.

the relations in the texts.
Indian Vacation
Rositta
Brad
Rositta
Brad
Rositta
Brad
Rositta
2.C NAMASTE Brad

Rositta
Materials Needed
Brad
Warm Up Rositta
Answer the questions.

Rositta
KEY
Brad
Time to Listen
Rositta
A.
With the help of this activity, Ss use visuals to understand Brad

the recorded text.
bold.
Rositta
Brad
Rositta
KEY
recorded text.
KEY
three facts about India and discuss them.
Time to Speak
B: It is Indian curry.
B: The Indians.
B: The Indians use the Ganj for multi purposes such as
With the help of this activity, Ss ask for further explanation With the help of this activity, Ss speak
for the points not understood in the recorded text, ask
questions about the recorded text and require explanations of manners and cultural values while
KEY
SUGGESTED KEY
Time to Write
are having a bath, some people are washing their
dishes, clothes and some of them are praying in the
you would like to visit.
river. Also, at nights, they are putting candles on the
river.
SUGGESTED KEY With the help of this activity, Ss write a

short, simple and clear text related to their
for accuracy and appropriateness.
KEY
With the help of this exercise, Ss pay
attention to intonation and stress while
identify the topic of the text and story
KEY
in India
Arjumand
Banu Begum and Prince Khurram
their great love
D. Complete the sentences.
KEY
1. After the death of Emperor Jahangir,
they chose Prince Khurram as a
successor and he took the throne
2. When prince Khurram met Arjumand

Banu Begum, he fell in love with her at
3. Arjumand Banu Begum was one of the

three wives of Shah Jahan, yet she
was his favourite.
4. Mumtaz Mahal was always on
accompanied him everywhere he

went.
Time to Read
E. Work in pairs. What do you think about
your country.
your partner questions related to the
situation.
KEY
) the theme in the story.
With the help of this activity, Ss ask

questions related to the situation, answer
expectation in the text.
the questions directed to them and
KEY
others.
love
SUGGESTED KEY
C. Complete the sentences.
promise.
for the palace.

context and situation, use the words
appropriately and accurately, express
the main idea in their writings and write a
story.
KEY
Ss’ own answers
C. Now listen to the real story and

compare it with your own story.
(CO-L.2 / GO-W.5)
Have Ss listen to the real story first. Then
make them compare the real story with their
own story. Choose some Ss to read out their
stories and encourage them to talk about the
similarities and differences about it and note
them down.
With the help of this exercise, Ss take
care rules of manners and cultural values
while listening and make comparisons in
writings.
KEY
Ss’ own answers
LISTENING SCRIPT (TRACK-8)

The Giant with the Silver Eye
Once upon a time, a giant with the silver eye was living
in the vast land of Mount Kaf. Unlike the other giants,
the giant with the silver eye was not cruel or malicious.
On the contrary, he had a heart like gold. He thought
goodness for everybody, he tried to do his best by
helping everyone.
The king in this country was a yellow giant. He was very
cruel. He punished the crimes even it was unimportant
with death. He ordered the executioners all the time. His
favourite words were “kill him” and “cut off his head”.
The sister of the giant with the silver eye, Nazlı Çiçek,
✍ Time to Write was working as a maid in the yellow giant’s palace.
The giant with the silver eye was afraid of an event that
would cause a terrible condition for his sister. He was
A. Look at the pictures and complete the columns by using always thinking about his sister and would not know
your imagination. (CO-W.4 / GO-W.1) what to do if anything bad happened to her.
One day, that thing happened. While taking a meal to his
Have Ss look at the pictures. Then have them complete the king, the giant with the silver eye’s sister, Nazlı Çiçek,
stumbled and fell because of a threshold. All the plates,
columns by using their imagination. Allow them some time to glasses and food spilled out. The yellow giant looked
do this activity. After having completed the columns, they can execrably at the maid that shrinked in fear. Then the
compare their writings. Do not forget to tell the Ss to use the king roared and said:“Take this clumsy person away and
throw her out the window!”
words appropriately and accurately. Also warn them to write The giant with the silver eye was there, too. He was very
coherently and share information, feelings and ideas in a written sorry. The executioners run and came. They took Nazlı
Çiçek and swept her away. The giant with the silver eye
format. burst into tears. He left without being noticed. He kept
With the help of this activity, Ss use words appropriately up with the executioners. He kneeled and begged to
the executioners:“Release my sister, please! My mother
and accurately and share information, feelings and ideas in can not live without her. I do not have any sisters in the
a written format. world except her.” and cried. The hard hearth of the
executioners did not get any soften. They answered:
KEY “We can not object to the king’s orders.”
The giant with the silver eye run away and started to
wait under the window that the executioners would throw
Ss’ own answers her sister from. The executioners pushed his sister and
threw her down.
The giant with the silver eye opened his huge arms in
B. Using the steps given below, write 3 paragraphs about order to rescue his sister that was falling down like a
the pictures in Part A. (CO-W.3,9,11/ GO-W.3) ball. The unlucky girl fell into the arms of the giant with
the silver eye at top speed. They rolled over. The giant
Encourage Ss to write their stories by using the given writing with the silver eye swallowed.
Nazlı Çiçek tidied herself and stood up. But the giant
steps. Allow them some time to do it. Tell Ss to use punctuation with the silver eye laid down. The eyes of the giant
marks, sentence structures and patterns accurately, write with the silver eye were half open. There was a happy
appearance on his face. When Nazlı Çiçek noticed that
according to the context and the situation and use the words he died, she said: “He gave himself up for me. No one
appropriately and accurately. like him with such a sweet and devoted hearth would
come to Kaf Mountain again” and cried and cried …
With the help of this exercise, Ss write according to the
55
SONG 2. THERE ARE SOME WORDS IN BOLD. WRITE
Ss and have them listen and do the exercises
KEY
heart
jealous
insecure
hide
pain
KEY
ATATÜRK
A. Read and answer the questions.
KEY
1. Franklin D. ROOSEVELT
2. Liman Von SANDERS
3. Adolf HITLER
DREAMS AND PLANS
Theme 3
A Helping Puts a Smile on Faces
B A Little Step is Actually a Big Step
C Our Children, Our Wealth
58
Theme - 3 DREAMS AND PLANS
Language
areas
General Common
Listening
Verbs:
Spoken Interaction
A- HELPING PUTS A SMILE ON FACES
Nouns:
Spoken Production
Adjectives:
Reading
Adverbs:
Writing
59
Language
areas
General Common
Listening
Spoken Interaction
Spoken Production
B- A LITTLE STEP IS ACTUALLY A BIG STEP
Verbs:
Nouns:
Reading
B
Adjectives:
Writing
60
Language
areas
General Common
Listening
Verb:
Spoken Interaction
Nouns:
C- OUR CHILDREN, OUR WEALTH
Spoken Production
Adjectives:
Reading
Adverbs:
Writing
61
Independence
Voluntary Service
Unity
Universality
Warm Up
“Donation
“Charity
Donation :
THEME 3 DREAMS AND PLANS Charity :

3.A HELPING PUTS A SMILE ON FACES
Materials:
We are the world, we are the children

There comes a time when we heed a certain
call
When the world must come together as one
There are people dying
FUNDAMENTAL PRINCIPLES OF KIZILAY
And its time to lend a hand to life
Humanity The greatest gift of all
That someone, somehow will soon make a

change
And the truth, you know,

Love is all we need
[Chorus]
Impartiality We are the world, we are the children
So lets start giving
Neutrality Just you and me
62
someone cares Time to Read
A. Look at the pictures and match the
words.
So we all must lend a helping hand
[Chorus]
Let us realize that a change can only come This activity, Ss gets some information
When we stand together as one
activities by looking at the pictures.
[Chorus x2]
Read more: Michael Jackson - We Are The World Lyrics |
Metro Lyrics KEY
1. d 2. a
world. 3. b 4. c
B. Read the text and choose its topic.

(GO-R.2,3 / CO-R.6)
SUGGESTED KEY
This activity helps, Ss read the text
identify the topic of the written text.
KEY
63
E. Read the text and choose its main
idea. (GO-R.6 / CO-R.5)
With the help of this activity Ss pay

attention to punctuation marks and
identify the main idea in the written
text.
KEY
a. UNHCR helps refugees protect their
rights.
Main idea
idea.
correct option. (CO-R.1,3)
This activity helps

Ss guess the meaning of unknown words with the help
of their vocabulary repertoire in the written text. Also,
encourage Ss pronounce the words accurately while
reading.
KEY
D. Answer the questions.
KEY
F. Read the words in bold in the text and

match them with the pictures. (CO-S.7)
64
This activity helps Ss increase their
vocabulary repertoire.
KEY
G. Answer the questions. (CO-R.8)
This activity helps Ss understand

the written texts by answering the
questions before, while and after
reading.
KEY
Time to Listen
HOME OF NOTHING
A. Look at the pictures and the title. Guess what the
recorded text is about. (GO-L.3)
With the help of this activity, Ss read through the title

and guess what the listening script is about.
SUGGESTED KEY
- Africa / The problems in Africa

Home of Nothing
Noah
Debra
65
With the help of this activity,
Ss practice in expressing their
Christine
by giving details and pay attention
to taking care rules of manners and
cultural values. By this way, Ss speak
SUGGESTED ANSWER
First Step
B. Choose the closest meaning. (CO-L.1,6,7)
Name:
Peter:
With the help of this activity Ss guess the meaning Janet:
of unknown words in the recorded text and also pay
attention to stress, pronunciation and intonation while
listening. Brian:
Kate:
KEY Julia:
1. a 2. b 3. a
4. b 5. a 6. b PRESTUDY
Topic:
C. You will hear three people talking about the problems
in their countries. Listen and decide what the problem
is about. (CO-L.2 / GO-L.1,4)
This activity helps Ss follow basic, clear, everyday

broad castings and conversations and pay attention to
rules of manners and cultural values. Also they identify Second Step
KEY
Noah:
Debra:
Christine:
D. Match the speakers with the photos in exercise “A”.

(CO-L.3)
Third Step:
With the help of this activity, Ss use visuals to

understand the recorded text.
Fourth Step:
KEY
Noah: Debra: Christine:
Time to Speak
Work in groups. Imagine you start a charity
your friends. (CO-S.2,8,13 / GO-SI.1,4)

66
Time to Write
A. Write a detailed paragraph about your
(GO-W.6 / CO-W.2,7,9)
With the help of this activity, Ss write

according to the spelling rules, context
and the situation coherently.
KEY
B. Prepare a poster for your charity
(GO-W.7 / CO-S.1,6)

use body language with a range
of vocabulary repertoire in their
presentation.
KEY
3.B A LITTLE STEP IS ACTUALLY A BIG STEP
Materials:
Warm Up
Tick ( ) the 3 most popular school clubs in your
school. (CO-S.12,15)
With the help of this activity, Ss answer the questions

directed to them and avoid word repetition.
KEY
Time to Listen
Telescopes
67
KEY
Important properties of Telescopes
B. Listen to Professor Wolfson who is the

head of Astronomy Club at Blaire High
School. Complete the missing words.
(GO-L.2)
Lenses and Mirrors

complete the missing parts and they
can follow the instructions in the
recorded text.

Refracting Telescopes
Scope Tele :(
History of the Telescope
Interesting Facts about Telescopes
KEY
Cradle
maintube
eyeplece
eyepiece holder
star diagonal
focusing knob
A. Tick (
This activity helps Ss express themselves with tripod

meaningful and accurate sentences. Also, encourage
Ss to avoid irrelevancy while speaking.
68
C. Listen to Professor Wolfson again and
choose the correct option.
(CO-L.4,5)

for further explanation for the points
not understood in the recorded text
and use background knowledge to
KEY
D. Work in pairs. Student A wants to

apply for a School Club. Student
application form. (CO-W.2 / GO-W.6 /

GO-R.1 / GO-SI.2,3)
This activity helps Ss write according

to the spelling rules and punctuation
marks appropriately and accurately
while writing their birth, address,
e-mail address. With the help of this
activity, while writing Ss apply the
clear and simple instructions in the
written text. Also, this activity helps Ss
ask for detailed instructions and follow Time to Read
them.
A. Complete the blanks with the appropriate words.
POSSIBLE ANSWER
MEMBERSHIP FORM
This activity helps Ss guess the meaning of unknown
words with the help of their vocabulary repertoire in the
pre-reading activity.
KEY
An astronaut
Astronomy
An astronomer
B. Write the appropriate word under the pictures.
by using visuals.
69
KEY
C. Read the story of Galileo. Tick ( ) True

or False. (GO-R.5 / CO-R.4,7)
With the help of this activity, Ss enjoy

reading short stories. While they are
reading the story, Ss understand
the written text with the help of
background knowledge and also Ss
are eager to read the text.
KEY
D. Choose the closest meaning.
KEY
E. Rewrite the sentences. (CO-W.1,3,4,5,8)
With the help of this activity, Ss use a range of

repertoire of words appropriately and accurately with
sentence structures. And also use punctuation marks
appropriately.
KEY
70
F. Work in pairs. Write the elements of the story.
SUGGESTED ANSWER
(GO-R.4 / CO-R.3)
THE KING AND THE STARS
This activity enables Ss to identify the elements of the

story by asking and answering questions. Also, Ss
pronounce the words accurately while reading.
KEY
I
Time to Speak
Work in groups. Talk about how your interest affects
your relationship with your family / friends?
(GO-SP.2 / CO-S.2,3,4,10,12,14)
With the help of this activity, Ss will explain their

experiences and memories about their interests.
While they are explaining their experiences, they
take care rules of manners and cultural values by
asking and answering to questions. Encourage Ss
to answer the questions directed to them by using
sentence connectors, words and word groups related
to particular concrete situations in their speech, avoid
irrelevancy while speaking and answer the questions
T
directed to them.
T
SUGGESTED ANSWER
Time to Write
Write a short story about your hobby.
(GO-W.1,2,3 / CO-W.12)
With the help of this activity, students write their

experiences in their short stories. Ss develop
appropriate and effective writing strategies.
71
SONG
KEY
well the usage of Simple past tense and have climbed

present perfect tense. Copy the song exercise have run
to Ss and have them listen and do the
exercises while listening to the song. You can
have crawled
http://www.englishexercises.org/exercise. haven't found

asp?id=6676- Present Perfect & Past Tense
and Complete the song.
have kissed
burned
have spoken
have held
was
broke
Lose
Carried
believed
haven't found
72
This activity helps Ss use visuals to
understand the listening text as a
pre-listening activity.
KEY
BOARDING NIGHT ON-LINE STATE

SCHOOL SCHOOL SCHOOL SCHOOL
B. Listen to the text. Find which school

each parent is talking about and their
expectations for their children.
(GO-L.5 / CO-L.8)
This activity helps Ss identify plans

and dreams in the listening text. Also
Ss listen selectively.
1. Mr. Maverick
3.C OUR CHILDREN, OUR WEALTH
Materials:
Warm Up
Discuss the importance of school in your life.
(GO-SI.1 / CO-S.5)
This activity helps Ss explain their expectation and

dreams about schools by repertoire of isolated words
and phrases according to their functions and genre.
KEY
Time to Listen
A. Read the features of the schools and complete the
table.
2. Mrs. Anderson
73
3. Mrs. Karen
KEY
C. Work in pairs. Ask and answer questions about the

listening text. (CO-L.9)
Encourage Ss to ask and answer questions about the

text.
SUGGESTED KEY
Bella.
Tim.
Marc.
D. Fill in the blanks with the words in the box. (CO-L.6,7)
With the help of this activity, Ss guess the meaning
them listen to the text again.
KEY
74
C. Who says these statements?
This activity helps Ss read freely.

While they are completing the
statements, they are eager to read the
text.
KEY
D. Match the words in bold with their

increase their vocabulary repertoire.
KEY
Time to Read
A. Read the quotes and discuss.
With the help of this activity, Ss take rules of manners

and cultural values while translating / discussing the
quotes.
KEY
B. Read the title of the text and complete the sentence.

(GO-R.7 / CO-R.6,9)
This activity helps Ss guess the content of the text

according to the title. Also, Ss are eager to read the text
KEY
75
KEY
Time to Speak
Discuss how the school life affects your
future plans. (CO-S.8,11 / GO-SP.1,3)

questions related to the situation
answering the question and express

E. Complete the sentences with the words in exercise themselves with meaningful and
“D”. (CO-S.7) accurate sentences.
KEY
With the help of this activity, Ss increase their

vocabulary repertoire. Time to Write
KEY Write a paragraph about your plans.
(GO-W.4,5 / CO-W.5,6,10,11)
F. Read the tongue twisters in 5 seconds and explain if With the help of this activity, Ss
they exceed your speaking skill limit or not. enjoy writing a short text. They also
(CO-S.9 / CO-R.2) express the main idea while writing
their plans. This activity helps Ss write
simple, clear paragraph related to
their plans and also interest by using
linking words and sentence structure.
Review their writing for accuracy and
appropriateness.
With the help of this activity, Ss pay attention to
intonation, pronunciation and stress while speaking. KEY
They also pronounce the words accurately while
reading.
76
VALUES
Theme 4
A Without Words
B Celebrations
C Variety is the Spice of Life
77
Theme 4. VALUES
areas
General Common
Verbs:
Spoken Interaction
A- WITHOUT WORDS
Nouns:
rudeness
B
Adjectives:
rude
Adverbs:
78
Theme 4. VALUES
areas
General Common
Spoken Interaction
Verbs:
B- CELEBRATIONS
Nouns:
Adjectives:
Adverbs:
79
Theme 4. VALUES
areas
General Common
Spoken Interaction
Verbs:
Nouns:
B
Adjectives:
80
KEY
(GO-R.5)
This activity helps Ss to understand the
KEY
1. C 2. B
3. A 4. D
Time to Listen
(CO-L.8 / GO-L.1)
important points of speech in different

atmosphere and listen selectively.
How to Say Hello
Vanessa
UNIT 4 VALUES
4.A WITHOUT WORDS
Materials Needed:
Kato
Warm Up
A. Work in pairs. How can you contact with people without Brenda
words? Discuss and take notes. (CO-S.11 / GO-SI.3,4)
Luis
With the help of this activity Ss may ask questions to

Raja
join the conversation.
remember the word.
81
KEY KEY
countries. (CO-L.4)
KEY
C. Complete the sentences with the words from the

(CO-L.6.7)
unknown words from the recorded text to understand the

sentences.
KEY
touch rub
(GO-SI.1,5 / CO-S.1,2,3)
This activity helps Ss to participate in basic, simple
sentence connectors.
KEY
Time to Read
82
(CO-R.2,3 / GO-R.8)

attention to intonation and stress while
accurately and read critically.

KEY
E. Give true answers (more than one

answer is possible).
KEY
B. Read the text and choose an appropriate title.

(CO-R.6 / GO-R.4)
KEY
C.
(CO-R.5 / GO-R.6)
With the help of this activity Ss pronounce the words

accurately and pay attention to intonation and punctuation
marks.
KEY
rudeness
83
mentioned in the text. Then prepare a
brochure for the tourists.
(GO-W.7 / CO-W.4,5)
With the help of this activity Ss

information about the cultures and values
patterns accurately and use the words

KEY
rules in your country.
to others.
KEY
KEY
84
B. Look at the words in the box. Write the
appropriate word under each picture.
KEY
Time to Read
A. Tick (
tradition(s).
KEY
(CO-R.4)
This activity helps Ss understand the
KEY
C. Read the text. Underline and note the

Theme 4 VALUES
(CO-R.7 / GO-R.7)
4.B CELEBRATIONS
Warm Up
notes when necessary.
SUGGESTED KEY
A. Look at the pictures of different celebrations. Tick ( )

the one(s) you know and tell your favourite celebration.
KEY
85
(GO-R.3)
With the help of this activity Ss identify the

main idea of the text.
KEY
Time to Write
been to. (CO-S.6,7,13,14,15)
With the help of this activity Ss use a

repertoire in their
speeches and develop appropriate and
activity helps Ss avoid irrelevancy and
increase their vocabulary repertoire. This
KEY
B.
D. Complete the blanks with the appropriate words from
the text. is really necessary or not. Write your ideas
(GO-W.3 / CO-W.1,2,3,11)
KEY
them. (GO-W.4,5) punctuation marks appropriately and

accurately and also to express the main
This activity helps Ss write the questions and write write critical essays.
answers to questions.
KEY KEY
86
to stress pronunciation and intonation
ENGLAND
JOHN
AUSTRALIA
ROBBY
NEW ZEALAND
IRELAND
DAVE
KEY
D
Time to Listen
(GO-L.3 / CO-L.2,5)
A. Work in pairs. Which activity would you like to do on
your birthday? Discuss.
This activity helps Ss

to ask further explanation for the points
not understood in the recorded text and
also pay attention to rules of manners and
KEY
spoken countries in the text.

B. Work in pairs. Make a birthday plan with your partner.
KEY
KEY
Time to Speak
C. favourite one and discuss.

mentioned. (CO-L.1)
87
C.
KEY
(CO-W.6,9,12 / GO-W.1)
B. Work in pairs. Talk about your dream birthday party.
(CO-S.9,10 / GO-SI.2)
context and the situation. This activity

pay attention to intonation, pronunciation and stress while helps Ss develop appropriately and
and close simple, face to face conversation. behaviours with their reasons.
KEY KEY
88
KEY
B. Tick ( )
festival. If possible, add your own activity.
KEY
C. Listen to the speakers and circle the

most suitable title for the recorded text.
(GO-L.4)
With the help of this activity
...............................................
John
Steven
4.C
John
Katie
Warm Up
Match the festivals with the pictures.
KEY John
Time to Listen
A. Work in pairs. Which of the festival(s) above would you
like to participate? Discuss.
John
use visuals to KEY

understand the recorded text and talk critically.
89
D. E. Choose and circle the main idea of the
what. (CO-L.9) text. (GO-L.2)
With the
help of this activity Ss identify the main
idea of the recorded material.
KEY KEY
90
This
activity helps Ss answer the questions
directed to them and express themselves
KEY
B. Read the interview and underline the

main points. (CO-R.9 / GO-R.1)
This activity helps Ss read for pleasure.

KEY
stall
Time to Speak
A. Look at the words in the box. Match them with the
pictures. story map. (GO-R.2)
This activity helps

Ss identify the elements of the story.
KEY KEY
B. Describe one of the festivals you joined.
elements of story in their talks.

KEY
Time to Read
A. Work in pairs. Which festivals are popular in your
country? Discuss. (CO-S.8,12)
91
Time to Write
A.
ancient festival in your country. Give a title
(CO-W.7,10 / GO-W.6)
coherently and write short, simple and

clear text related to their personal interest.
KEY
B.
and do peer correction. Then, rewrite your
(CO-W.8 / GO-W.2)
understand how to
appropriateness and how to edit their
from the readers.

KEY
(CO-R.1)
This activity helps
their vocabulary repertoire in the written text.
KEY
(CO-R.8)
With
the help of this activity Ss answer the questions while and
KEY
92
SONG
KEY
THE LOGICAL SONG
KEY
C. Word formation.
KEY
verb noun adjective adverb
C. Word formation.
verb noun adjective adverb
93
SONG
KEY
video if necessary.
94
COMMUNICATION
Theme 5
A Pre-digital Era
B Thumb Generation
C Learning a Foreign Language
95
Theme 5. COMMUNICATION
Language
areas
General Common
Listening
Verbs:
Spoken Interaction
A- PRE-DIGITAL ERA
Spoken Production
Nouns:
B
Reading
Adjectives:
Adverbs:
Writing
96
Language
areas
General Common
Listening
Verbs:
Spoken Interaction
Nouns:
Spoken Production
B- THUMB GENERATION
Adjectives:
B
Reading
Adverbs:
Writing
97
Language
areas
General Common
Listening
Verbs:
Spoken Interaction
C- LEARNING A FOREIGN LANGUAGE
Nouns:
Spoken Production
Adjectives:
B
Reading
Adverbs:
Writing
98
B. Use your imagination and complete the
poem about communication.
SUGGESTED KEY
- mobile phone
- communication
- life
- communication
- whatsApp
Time to Listen
A. Look at the pictures. Match the
innovators and the inventions.
KEY
1. b 2. c 3. a
B. Choose the synonyms of the words in

bold. (CO-S.5,7 / CO-L.6,7)
With the help of this activity, Ss use basic

repertoire of isolated words and phrases
according to their functions. Also, Ss
UNIT 5 COMMUNICATION increase their vocabulary repertoire by
guessing the meaning of unknown words
5.A PRE-DIGITAL ERA in the recorded text to understand the
recorded text.
Materials:
KEY
. 1. b 2. a 3. b 4. a
Warm Up
A. Work in pairs. How often do you do these activities? Tick
( ) and compare your answers. (GO-SI.2)
information and report it.
KEY
99
E. Work in pairs. Guess how the invention
your answer. (GO-L.6) (CO-L.1)
With the help of this activity, Ss guess

the rest and end of the story in the
recorded text and Ss pay attention to
stress, pronunciation and intonation while
listening.
KEY
Broadcasting News
Part 1
From a word to a world
C. Listen and choose the topic of the recorded text.

(GO-L. 4)
topic.
KEY
D. Complete the statements. (CO-L. 8)

Part 2
With the help of this activity, Ss listen selectively.
KEY
1. 600 / 1400s.
2. 50.
3. 1000
4. 200
100
F. Tick ( ) True (T) or False (F).
KEY
1. F 2. F 3. T 4. F 5. T
G. Complete the sentence by using the pictures.

(GO-L.5)
With the help of this activity, Ss identify the elements of

story in the recorded text.
KEY
Time to Read
A. What is the most popular printed communication tool in
your country? (CO-S.4)
With the help of this activity, Ss use words and word

groups related to particular concrete situations.
KEY
B. Work in pairs. Tick ( ) your choice(s) and discuss.

(GO-SP.4)
information in their speech.
KEY
101
KEY
F. Read the quotes and explain how team

work leads to success. (GO-R.6)
With the help of this activity,Ss interpret

the information listed.
KEY
Time to Write
A. Look at the pictures and match the
headlines.
KEY
1. b 2. c 3. a
B. Work in pairs. Look at the picture. Ask
and answer the questions about it.
(CO-S.11,12)
C. Read the text and tick ( ) its main idea. (GO-R.7)
With the help of this activity, Ss identify the main idea of

the written text.
KEY With the help of this activity, Ss ask
questions related to the situation and
answer the questions directed to them.
D. Put the sentences in the correct chronological order. KEY

(GO-R.4)
With the help of this activity, Ss guess the chronological C. Write a piece of news with an effective
order of the events. headline for the picture in exercise “B”.
(GO-W.1,3,4,5 / CO-W.1,2,3,5,6,7,11)
KEY
a. 4 b. 1
With the help of this activity, Ss use a

E. Answer the questions. (CO-R.7,8,9) range of repertoire of words and groups
of words in their writings by using
punctuation marks, words appropriately
and accurately. Ss also use sentence
structures, write according to the spelling
With the help of this activity, Ss are eager to read the text rules, express the main idea and use
to answer the questions. linking words for writing coherently.
102
This activity helps Ss write according to
the situation by making simple and clear
news. Also, Ss write brief, clear and simple

text about personal interest and narrate
the events chronologically.
KEY
Time to Speak
Tell your news to your friends as a
broadcasting news. (GO-SP.2,4)
With the help of this activity, Ss narrate

the news in a chronological order by
their speech.
KEY
5.B THUMB GENERATION

Materials Needed
Warm Up
A. Work in pairs. Which way of communication tool is
easier for teens? Discuss. (GO-SP.6,7 / CO-S.14)
With the help of this activity Ss initiate, maintain and

close a face to face conversation by giving examples to
support their choices. This activity motivates Ss to improve
discussion strategies.
KEY
B. Tick ( ) your reason for the given statements.
This activity helps Ss to consider their reasons of using it.
103
KEY
C. Complete the mind map.
KEY
School life
Social life
Time to Listen
A. Complete the chart.
KEY
B. Choose the synonyms of the words in bold. (CO-L.4,6)
With the help of this activity, Ss use background

knowledge to understand the recorded text and guess the
meaning of the unknown words from the recorded context
to understand the sentences. KEY
KEY b
1. a 2. b 3. b 4. a D. Choose the correct words or phrases.

(GO-L.2)
(CO-L.1) (GO-L.3)
With the help of this activity, Ss are eager

to listen to and watch clear and straight
ward presentations.
With the help of this activity, Ss pay attention to stress,
pronunciation and intonation while listening and identify KEY
the main idea of the recorded text.
LISTENING SCRIPT (TRACK-16) 1. They write messages with / two

hands.
THUMB GENERATION 2. Speeding thumbs / speak their own
language.
Matt
3. Pictographs make communication harder /
.
4. They feel lost / happy, alone, /
phone.
104
KEY
C. Read and choose the main idea of the

text. (CO-R.2,3)
With the help of this activity, Ss pay

attention to intonation, stress and
pronounce the words accurately while
reading.
KEY
D. Who says these sentences?

(GO-R.1)

distinguish the most important information
in the written text.
KEY
2. Julia
4. John
Time to Read
A. Work in pairs. Which one(s) do you think is/are the most
popular wrong idea about the internet, technology and
teens? Discuss. (GO-SP.5) (CO-S.8,9)
With the help of this activity, Ss express themselves with

meaningful and stress while speaking and pay attention to
intonation, pronunciation and stress while speaking. Also,
Ss express their ideas about the options without changing
the meaning.
. KEY
B. Tick ( ) the service(s) of the technology.
105
Time to Speak
Work in pairs. Discuss which
communication tool(s) your partner
prefers. (GO-SI.1)
With the help of this activity, Ss ask for

repetition when they do not understand.
KEY
Time to Write
Which communication tool is the best
for you? Write a short paragraph about it
by supporting your ideas with examples.
Then show it to your friends in a power–
point presentation.
(GO-SP. 3 / GO-W. 2 / CO-S. 13,15 /
CO-W. 4,12 / GO-R. 5)
E. Complete the blanks with the appropriate words in bold and avoid word repetition in front of the
in the text. groups by presenting their presentation.
With the help of this activity, Ss write a
presentation text and they use the words
appropriately and accurately. Also, they
With the help of this activity, Ss are eager to read the text develop appropriate and effective writing
strategies, give a brief presentation and
present a presentation by using resources.
KEY
KEY
3. extension 4. bias
F. Answer the questions and add one extra.
HOW TO PREPARE PRESENTATION

Topic
KEY
Instruction
Details
Conclusion
106
B. Work in pairs. Tick ( ) the best way(s)
of learning a foreign language and
discuss. (CO-S.10)
With the help of this activity, Ss avoid

irrelevancy while speaking.
KEY
Time to Listen
A. Read the options and guess the
function of a Language Cafe. (CO-L.5,9 /
GO-L.1)
With the help of this activity, Ss can

follow clear and understandable speech
presentations and broadcastings with
main points and they use background
knowledge to understand the recorded
text, ask for further explanation for the
points not understood in the recorded text
and ask questions about the recorded text.
KEY
b.
5. C A HARD BUT JOYFUL ROAD -
LEARNING A FOREIGN LANGUAGE B. Listen to the text and tick ( ) the things
Materials: you hear. (CO-L.2 / GO-L.7)

distinguish the descriptions in the
recorded text and they pay attention to
rules of manners and cultural values while
Warm Up listening.
A. Work in pairs. Why do you learn a foreign language.

Foreign Language
Tick ( ) your reason(s).
Interviewer:
Mr Adriano Dario:
This activity helps Ss use words and word groups related to Interwiever:
particular concrete situations. Also, it helps Ss pay attention
to rules of manners and cultural values while speaking. Mr Adriano Dario:
KEY
107
KEY
Interviewer:
E. Present your poster in the class.
Mr Adriano Dario:
KEY
Interviewer:
KEY
(
(
(
Listen again. Do you agree or disagree with these

statements? Tick ( ) A (Agree) or D (Disagree).
AGREE DISAGREE
C. Circle the correct option.
This activity helps Ss listen selectively and ask for further

explanation for the points not understood in the recorded
text.
KEY
1. a 2. b 3. c
D. Imagine you had your own Language Cafe. Prepare a
poster for it. (GO-SP.1)
With the help of this activity, Ss give simple and clear

descriptions in their speech.
108
With the help of this activity, Ss read
the help of background knowledge and

pay attention to punctuation marks, also
pronounce the words accurately while
reading. Also, they share what they read.
KEY
KEY
between them.
Time to Read E. Choose the synonyms of the words in

bold. (CO-R.1)
A. Work in pairs. Complete the mind map and discuss.
KEY
With the help of this activity Ss guess the
meaning of unknown words in the written
B. Work in pairs. Read the quote and discuss it. (GO-SP.8) text.
KEY
1. a 2. b 3. a 4. b
With the help of this activity, Ss enjoy making short
speech. F. Complete the elements of the story.
KEY (GO-R.2,3)
C. Read the text and underline the positive effect(s) of

learning a foreign language. (CO-R.4,5,6) With the help of this activity, Ss read
(GO-R.8)
elements of the story.
109
KEY
G. Complete the sentences.
SUGGESTED KEY
1. It is obvious that having foreign friends is
a good key .
2. Learning a foreign language is a key to
.
3. I am pleased that
.
4. Learning a new word improves what is
.
5. Where you learn a foreign language
.
Time to Speak
Work in pairs. Tick ( ) the useful tip(s) in Learning English
and discuss.
(CO-S.1,2,3,6 / GO-SI.3)
With the help of this activity, Ss appreciate the others

opinions. They use words related to their opinions by using
body language. Ss use sentence connectors and a range
of vocabulary repertoire in their speech. While they are
explaining their way, encourage Ss to pay attention to rules
of manners and cultural values.
KEY
Time to Write
A. Write 5 sentences about the most effective tips for
learning a foreign language in a brief paragraph by giving
examples and reasons. (CO-W.9,10 / GO-W.6)
110
KEY
With the help of this activity, Ss write according to the

C. After doing the checklist, rewrite your
context and situation, write short, simple and clear text
paragraph.
related to their personal interest. Also, Ss enjoy writing
short text. (CO-W.8)
KEY
review their writing for accuracy and
appropriateness.
(GO-W.7) KEY
With the help of this activity Ss can notice their writing

mistakes.
111
OPTIONAL ACTIVITY
SONG relative clauses and remember to use
colloquial English. Then translate them.
Listen, check your answers.
listen to the song and do the exercises. You can KEY
Listen to the song from busy teacher page.
clauses and remember to use colloquial English.

Then translate them. Listen, check your answers.
B. Listen to the song and complete the lyrics of

B. Listen to the song and complete the lyrics of
KEY
YOU ARE STILL THE ONE
KEY
KEY
112
EMOTIONS
Theme 6
A Feelings
B Dr. Stress is Knocking at Your Door
C Success is not Only Success
113
Language
areas
Comparative Adverbs and Adjectives
General
Skills Vocabulary
2. pay attention to rules of

manners and cultural
values while listening.
Listening
5. identify the cultural values of English 4. use background knowledge

spoken countries to understand the recorded
6. identify the most important point in a text.
recording test. 5. ask for further explanation
for the points not
understood in the recorded
text.
1. use body language while

speaking.
4. make an interview. 3. use sentence connectors in Verbs:
8. talk about cultural values of English their speeches. defensive
spoken countries. 2. pay attention to rules of deal with
manners and cultural exhale
values while speaking. complain
5. use basic repertoire of differ
Book, CD, Dictionary, Pictures

isolated words and phrases delay
according to their functions
and genre. :
6. use a range of vocabulary surrounding
repertoire in their speeches. counsellor
3. initiate,maintain and close simple face 8. express themselves with
to face conversations meaningful and accurate Adjectives:
4. enjoy having short conversations. sentences. defensive
10.avoid irrelevancy while exhausted
speaking. furious
joyful
upset
embarrassed
rude
open-minded
1. identify the topic of the reading text. grateful
Reading
4. highlight the important points in the 2. pay attention to intonation desirable

reading text. and stress while reading. inappropriate
7. identify cultural values in English
spoken countries. Adverbs:
easily
freely
1. take notes.
5. write e-mails, SMS and messages
1. use a range of repertoire of
6. write for exchanging information.
Writing
words and words group in

9. write about the cultural values of
their writings.
English spoken countries
4. use the words appropriately
10.support their writing text by giving
and accurately.
examples.
114
Language
areas
Superlative Adverbs and Adjectives
General
Skills Vocabulary
3. use visuals to understand

the recorded text.
Listening
6. guess the meaning of

the unknown words from Verbs:
to recorded context to focus
understand the sentences. pay attention
8. listen selectively. overcome
knock
stress out
persuade
include
3. enter into conversations on without evaluate
preparing familiar topics. replace
5. direct the conversation by answering rise
7. increase their vocabulary preserve
questions.
repertoire. strengthen
6. provide participation of other students.
11. ask questions related to the maintain
situation.
12.answer the questions :

directed to them. concentration
9. pay attention to intonation, motivation
pronunciation and stress rush
while speaking. anxiety
assignment
15.avoid word repetition while tuition
2. support his / her speech with examples. speaking. competition
pressure
distinction
patriotism
attitude
behaviour
miserable
1. guess the meaning of interpretation
unknown words with the separation
help of their vocabulary affair
repertoire in the written text.
Reading
legal
4. understand the written text privilege
5. deduce from the reading text.
with the help of background courage
knowledge. wisdom
5. pay attention to punctuation exemplar
marks while reading. civility
9. are eager to read.
Adjectives:
hyperactive
shy
troubled
3. use punctuation marks isolated
appropriately and
Writing
3. write letters.
accurately. Adverbs:
4. write short reports.
7. write coherently. lonely
11. write cooperatively.
12.develop appropriate and
effective writing strategies.
115
Language
areas
Punctuation Marks and English - American Spelling
General
Skills Vocabulary
1. pay attention to stress,

1. identify the topic of a short story in the pronunciation and
Listening
recorded text. intonation while listening.

2. identify the element of the story in the 7. guess the meaning of
recorded text. unknown words in the
3. enjoy listening to simple short stories. recorded text.
4. guess the rest and end of the story. 9. ask questions about the
recorded text.
1. exchange information. Verbs:
conversation. complete
4. use words and word dare
groups related to particular
concrete situations. accomplish
14.develop appropriate and

acclaim
effective communication apply
strategies.
1. identify his / her necessities and :
priorities. promise
opportunity
tip
hero
heroine
pilgrimage
3. pronounce the words disability
2. identify the elements of the story.
accurately while reading.
Reading
3. enjoy reading short stories. prosthetic

7. take notes when necessary.
6. share what they read with their friends.
8. answer the questions Adjectives:
8. answer the questions about the reading
before, while and after
text.
reading. pompous
ignorant
neat
wilful
2. write according to the pompous
spelling rules. jealous
5. use sentence structures honoured
and patterns accurately.
6. link words or word groups
with sentence connectors.
8. review their writing
Writing
2. write short stories.

for accuracy and
7. eager to write simple text.
appropriateness.
8. write a title to its writings.
9. write according to the
context and situation.
10.write a short, simple and
clear text related to their
personal interest.
11. express the main idea in
their writings.
B. Look at the pictures below and write
in the box.
emotions by using the words in the box.
1. furious 2. exhausted
3. embarrassed 4. joyful
5. upset
by using the words in the box.

Focus Ss on the pictures and have them write
the feelings by using the words in the box.
1. b 2. c 3. d 4. g 5. a 6. e 7. f
in the given situations.

Ss work in pairs and they describe their
emotions to their friends in different
situations. They look at the prompts
and this activity helps Ss enter into
conversations on without preparing
unfamiliar topics.
in the box. Tick ( ) and discuss your

choices.
Have Ss tick the statements and talk
Bring some photos to the class related with emotions. Show about their choices then encourage them
these photos to students. Make them express the feelings of to discuss.
people on the photos. Then write some of the unknown words
about emotions such as grief, disgust, regret, contempt etc.
encourage Ss to enjoy having short
Then write a few headlines on the board and have Ss talk about conversations.
them.
“It makes me mad when people are
“My family makes me mad the

(CO-L.2 / GO-L.5)
“Having to clean my room makes me Present the topic of the listening text by
emotions.
This activity helps Ss to pay attention
( ) the choice(s) and discuss.
After the warm up activity, students can talk about how they spoken countries while listening.
show their feelings by ticking the choice(s) and discuss.
This activity helps Ss use sentence connectors in their
speeches and avoid irrelevancy while speaking. b. Religion and Social Factors
117
Around the World
Emotions are universal. However, emotions control changes from culture to culture. We can say that culture
affects emotions. Some cultures express their emotions freely some cultures not. We can list the emotional
countries as the Philippines, Mexico, Brazil, Italy, Spain. Also, English and Spanish speaking societies are
more emotional than other countries. In Singapore and Russia, people can not express their feelings easily.
Eastern cultures express their feelings less. They are under the pressure of negativity. They need to control
their feelings. Because it is a source of pride. Religion and social factors have a major impact on emotions. For
example, Japanese people tend to hide their negative emotions by smiling. Similary, in Thailand, you can not
express your negativity. Complaining about the cold weather or discomfort is a rudeness. They can not shout
kids to talk about real life. When the children want to express their emotions to their parents, parents say “you
Spain parents allow their children to express their emotions because they let their kids feel free.
118
Ss work in pairs and look at the different
situations to express their emotions in
it with their friends and write their ideas in

a short paragraph.
and talk about cultural values and
and accurate sentences. With the
conversations on without preparing
in their writings appropriately and

accurately.
A. Work in pairs. How do you deal

) your
choices and discuss.
C. Listen to the text again and write down two Western
(CO-L.4) Have Ss read the question and tick their
Ss read the instruction carefully and make the meaning choices. Then encourage them to discuss
clear. Play the recorded text and with their friends.
down two names of Western and Eastern countries.
Western Countries
Japan America speeches.
Thailand Spain
Ask Ss if they understand the recorded text or not. If not,

you should play the recorded text again and help them
understand the recording and let them ask for further
explanation for the points not understood in the text.
explanation.
1. Eastern Cultures 2. rudeness 3. can

4. The Philippines
119
D. Choose the best three tactics to deal
GO-R.4)
in the written text and have Ss choose

the three appropriate tactics to away from
negative feelings.
reading text.
Work in pairs. Act out a dialogue.
Ss work in pairs. Explain their roles

carefully and ask them to act out a
dialogue in the class. One student
becomes a counsellor, the other student
chooses a problem and ask for help. The
counsellor and student take notes while
listening to each other.
interview and takes notes while

listening.
A. Work in pairs. Read the instructions

B. Read the text and choose its topic. and do the activity.
One student writes his / her problem to an
Internet site and the other student write
the intonation and stress. Then encourage Ss to read the an answer to it.
text like you. Choose one of the volunteers to read the text
aloud.
This activity helps Ss pay attention to intonation and
the reading text.
c. The ways of releasing from negative feelings.
(GO-R.7)
After reading the text twice or three times, have Ss
underline the sentences which are related to Western
countries. Then encourage them to share the points they
read and underline with their friends in the class.
- Americans and Australians see negative emotions as

inappropriate and undesirable.
- In Western cultures, people express their emotions more freely.
120
B. Work in pairs. Rank the topics given
least stressed (1-8). Discuss.
Have Ss rank the topics given above from

the most stressed to the least stressed
and encourage them to discuss their
answers.
This activity helps Ss value to the
correct words in the box. (CO-L.3)

Focus Ss on the pictures and the words in
the box. Then have Ss match the problems
of the people with the correct words.
This activity helps Ss use visuals to
1. parental pressure
2. feeling isolated
B. You will listen to the conversations

between Dr. Stress and his patients.
pages-photos
her solution in the table. (CO-L.8)
Help Ss make hypotheses about the lesson by activating their Ss listen to the conversations to complete
the table with true information.
to tell you what they think the lesson is about. Write the title
of the lesson on the board and encourage them to discuss
and share their ideas about what make Ss stressed. Get selectively.
positions and appearances so that they can express their ideas

about stressed out people. Encourage Ss to participate the
the fear of unknowing things. When I want to
do something I always meet obstacles in my
ideas. Students have some ideas about the stressed out
people.
Dr. Stress: Be positive and never compare
yourself to others.
Alex: I have been suffering from depression
A. Work in pairs. Read the topics. Tick ( ) the one(s) that for the last two years so I feel isolated. I can
not communicate people easily therefore
I have no motivation and interest to talk to
Ss look at the words and tick what make them stressed people.
most. Then encourage them to discuss by giving examples. Dr. Stress: Getting a hobby is a good way
This activity helps Ss support their speeches with to communicate with people. I advise you to
join some social clubs.
121
Lucy
they are always against what I do.

Dr. Stress: Try to understand their anxiety and help them
understand you. Explain your emotions to them so by this way
Shubha
months. I usually sleep at 12 at night but I fall asleep around
3 a.m. And I get up at 7.30 a.m. I usually wake up 4 or 5 times
so there are a lot of breaks during my sleep.
Dr. Stress: Before sleeping, avoid having heavy meals and
drinks. Check your diet and blood haemoglobin regularly.
Brian: My son is 8 and he is very hyperactive. As a result of
this he has less concentration on his lessons and daily life. On
the other hand he has some problems with his teachers and
friends.
Dr. Stress
compare your child with others. Do not demand too many
things from him.
be positive and
have very less self-
never compare
yourself to others
suffering from get a hobby and join
depression some social clubs
try to understand
having problems
their anxiety; explain
with parents
your emotions
avoid having heavy
not sleeping meals and drinks;
regularly check your diet and
blood haemoglobin
has a hyperactive not compare him
son and he has less with others; not
concentration on his demand too many
lessons and daily life things from him
sentences.
Ss listen to the conversations again and match the
sentences by focusing on the reasons and results
relationships.
understand the sentences.
1. d 2. c 3. b 4. a
122
C. Work in pairs. Read the sentence. Tick
( ) your choice and discuss.
Have Ss read the sentence and tick their

choice. Then encourage them to discuss.
This activity helps Ss speak
word repetition while speaking.
his advice. (CO-W.7 / GO-W.3)

Have Ss choose one of the problems in
the box and write a letter to Dr Stress
about the problem.
coherently.
Then calculate your score.
Encourage Ss to read the questionnaire

eagerly and write their score in the box.
This activity helps Ss understand the
in the written text and understand
knowledge. This activity helps Ss pay
and give advice. Ss work in pairs. Go round the class, for reading.
helping Ss when necessary. Choose some pairs of Ss to
act out their studies. Before presenting their ideas to the
class give the pairs time to discuss and exchange their
ideas.
) your choice and discuss.
Explain the task. Have Ss read the question and tick their
choice then make them discuss and explain their feelings
freely. Encourage them to pay attention to intonation,
pronunciation and stress while speaking.
123
task. Make Ss work and discuss in
groups. Have Ss write the best common
solutions.
in exercise A and B.
Have Ss write a short report of one of the

problems that is discussed in exercise A
and B and its solution(s) so that they can
improve their appropriate and effective
writing strategies.
This activity helps Ss use the
(GO-R.5)
Ss evaluate their results of questionnaire.
solutions with the other groups. (GO-W.11)

Explain Ss the task. Have Ss work in their groups. They
the answers with other groups.

This activity helps Ss cooperate with each other.
Read the instruction to the students clearly. Explain the

124
He was an
English journalist, comedian, writer, media
personality and television host.
“
do what you love and believe in, and it will
come naturally.
David Frost
He was a famous American author and

creator of the Inspiration Book Series.
“In order to succeed, you must fail so that
you know what not to do the next time.
Explain the task. Have students complete

the statements with the given words.
Success is an opportunity, realize it.

Success is a dream,
Success is a promise,
Success is a task,
Success is a luck, dare it.
Success is an adventure,
A. What do you need in order to be

) the
success. (CO-L.7)
Ss will listen to a text about tips for
successful students so they will do this
activity as a pre-listening activity. All these
asked what it means for them. They are asked to give examples words are taken from the listening text, so
of Success. Then, the names of “ Winston Churchill - Carrie they will be familiar with the vocabulary
while listening. In the exercise, Ss will tick
the students. Next, the quotes are read by the teacher and the the adjectives in order to be academically
Ss are told to guess the owners of the quotes. successful. Help Ss with the vocabulary if
needed.
recorded text.
He was a British
Kingdom from 1940 to 1945.

“Success consists of going from failure to failure without loss
of enthusiasm.
Winston Churchill
B. You will listen to a text about
She is an American actress,
novelist, screenwriter and performance artist.
“
now. I might as well take a nap.
Carrie Fisher Have Ss catch two important tips for
being successful in their studies.
125
D. Listen again and answer the
Suggested Answers
1. Successful students are responsible and active.
2. Successful students have educational goals. (CO-L.9 / GO-L.2)
3. Successful students ask questions. etc. In order to check the comprehension of
Ss are asked to answer the questions.

Then encourage Ss to add two more
questions and ask their friends.
For being successful, students should follow these steps. This activity helps Ss pay attention to
Successful students... stress pronunciation and intonation
1. ...... are responsible and active.
2. ...... have educational goals.
3. ...... ask questions. text.
4. ...... learn that a student and a teacher make a team.
6. ...... take good notes.

7. ...... understand that actions affect learning.
1. It took place in Texas and Harvard
9. ...... do not study too much for exams.
10. ...... are good time managers (use time effectively). 2. It took place between the years 1970
and 1990.
3. He did not have a bright childhood.
He went to school in the morning and
helped dad for the rest of the day. His
listening. In order to check the comprehension of the Ss, “ studies were above average and he did
the Ss will check their comprehension. not have any difference from the other
children except his observation skills. He
1. F
2. F could observe everything in details and
3. F kept them in his memory easily.
4. T 4. Other characters are his family and Mrs.
5. .F Carol. His family still lives in Texas and
they still run the same farm as in his
childhood. Mrs. Carol was an education
expert. Her major was Guidelines and
This is the second part of the listening text. Ss try to identify Thoughts for Academic Success.
the topic of the story. 5. Mrs. Carol changed the life of the main
character. She noticed his talent and
This activity helps Ss enjoy listening to short stories. began to teach him according to his skill.
She kept in touch with her academicians
Life of a successful student some academic tests on him.
Over The Top

I grew up in a small town in Texas between the years 1970 and
1990. My family still lives in Texas and they still run the same
farm as in my childhood. I did not have a bright childhood. I
went to school in the morning and helped dad for the rest of
the day. My studies were above average and I did not have
any difference from the other children except my observation
skills. I could observe everything in details and kept them in my
memory easily. All the people around me were always asking
every single detail to me. Suddenly my life changed when a new
teacher started to teach us. She was Mrs. Carol and at the same
time she was an education expert. Her major was Guidelines
and Thoughts for Academic Success. She noticed my talent
and began to teach me to improve my skill. She kept in touch
some academic tests on me. My family was surprised because
and accepted it. Everybody was talking about me and all the
students in my town took me as an example for their future.
about Sarah Atkinson including her
and teachers.
After the interview, Ss are told to write a
report. So the Ss will enrich their writing
skills through speaking skills.
This activity helps Ss use sentence
structures and patterns accurately
and write according to the context
This is a pre-reading activity. For warning

Ss for the reading task, these exercises
are designed. Ss will work in pairs and
answer the questions.
This activity helps Ss exchange
priorities.
1.
2.
3.
(GO-L.4)
the Ss. By listening to the given part, they have a picture in

their minds and by continuing and ending the story in their
own words, they will colour this picture.
F. Read the instructions and act out a role play.
This is a role-play activity. All the instructions are given

clearly. By following the steps, they carry out their oral
presentations. Have students explain their ideas in this
activity.
words and word groups related to particular concrete

situations.
127
D. Work in group. Take notes about
contrast your notes.

Make Ss work in groups. Have Ss take
share the facts about her with their

friends.
Write a short success story with an

appropriate title. Review your story
and present it.
Explain the task. Have students write a

short story of a person who is admired.
Before writing and choosing the person,
and the reason why they choose him /

her. Then they are directed to use the
story elements, linking words and write
according to the rules. This task can be
assigned as homework so that they can
do a research.
short stories according to the context

and the situation. This activity also
accuracy and appropriateness.

This is designed as a while reading activity. Ss will answer
This activity helps Ss pronounce the words accurately
reading text and enjoy reading the story.
1. She had an accident in 1981.

2. She overcame her disability with the help of a prosthesis.
(GO-R.2)
the story. They also get detailed knowledge about the text.
the story.
Description The turning point

Character
character
Sudha very successful 1980s India the car accident
Chandran dancer,
a disabled
superstar
128
ATATÜRK
Have Ss work individually and read the speech of M. Kemal

Atatürk and express the main idea of it.
Atatürk believes that the future of the Turkish

Republic and Turkish Nation depends on the Turkish youth.
crossword later.
S C L A R S
R F O R S
S T A T S
A T O A L S
R B L C A S
O L S
129
in bold between brackets.
B. Fill in the right auxiliaries in brackets.
adjectives. Have Ss listen to the song and
in bold between brackets.

B. Fill in the right auxiliaries in brackets.
I laugh
You thought that I be stressed without you

I laugh ................. (hard)
You thought I sell without you
Sold 9 million
You thought that I ................. (would) be

stressed without you
You thought I ........... (would not) sell without you

Sold 9 million
Thought I breathe without
You thought I see without you

Thought I ........... (could not) breathe without you Perfect vision
You thought I last without you
You thought I ............ (could not) see without you
Perfect vision You thought that I die without you
You thought I ............ (could not) last without you
You thought that I ................. die without you Thought that I fail without you
Thought that I ................. fail without you Thought it be over by now

Thought it ................. be over by now
Thought that I self destruct
Thought that I ................. self destruct
Even in my years to come
Even in my years to come
130
DESIGN
Theme 7
A My Personal Design
B Cars of Future
C My Colour My Life
131
Theme 7. DESIGN
Language
areas
General Common
Listening
Spoken Interaction
Verbs:
Nouns:
A- MY PERSONAL DESIGN
Spoken Production
B
Adjectives:
Reading
Adverbs:
Writing
132
Theme 7. DESIGN
Language
areas
General Common
Listening
Verbs:
Spoken Interaction
Nouns:
B- CARS OF FUTURE
Spoken Production
Adjectives:
Reading
Adverbs:
Writing
133
Theme 7. DESIGN
Language
areas
General Common
Listening
Spoken Interaction
Verbs:
Spoken Production
C- MY COLOUR MY LIFE
Nouns:
Adjectives:
Reading
Adverbs:
Writing
134
B. Choose the correct option.
KEY
Time to Listen
A. Look at the pictures and match them

with the design terms. (CO-L.3)
With the help of this activity Ss use visuals

to understand the recorded text.
KEY
UNIT. 7 DESIGN
7.A MY PERSONAL DESIGN

Materials:
Warm Up
A. Home home sweet home! Fill in the mind map with the
facilities of an ideal home and discuss. (CO-S.3,4,6,8,13)
With the help of this activity, Ss use sentence connectors

and word groups and they express themselves with
meaningful and accurate sentences and they speak self
SUGGESTED KEY
135
Becky
Debbie
Becky
Debbie
Becky
Debbie
Becky
Debbie
Becky
Debbie
(GO-L.5)
This activity helps Ss identify the problem

in the recorded material.
KEY
B. Listen to the telephone conversation between Debby

and Becky. Tick ( ) what you hear in the listening script.
(CO-L.1,2,4,8 / GO-L.2,4,6)
Time to Speak
Work in pairs. Read the instructions and
act out a role play.
(CO-S.7 / GO-SI.1,2,3,4,9)
With the help of this activity, Ss distinguish the important

points in different situations on familiar topics, follow and
understand simple, clear telephone conversations. This
activity helps Ss use background knowledge to understand
the recorded text and pay attention to rules of manners and This activity helps Ss increase their
vocabulary repertoire in their speeches.
cultural values while listening.
Also with the help of this activity Ss
KEY identify the problem, discuss the
solutions of the problem and compare the
appropriate solutions and suggestions.
They share advice and ideas.
LISTENING SCRIPT (TRACK-22) KEY
Home, Home, Sweet Home
Becky
Debbie Time to Read
Becky A. Work in pairs. Which colours and home
Debbie design make you relax? (CO-S.1,2)
136
attention to rules of manners and cultural
values and use body language while
speaking.
KEY
B. Read the article from a decoration
(CO-R.2,3,5 / GO-R.3,5,6)

reading, they read the text related to their
interest and they identify the topic of the
written text.
This activity helps Ss understand basic
everyday materials on familiar topics.
KEY
C. Read the article and write a suitable title for it.

(CO-R.6 / GO-R.1,11)
With the help of this activity Ss identify the title of the

written text.
KEY
(CO-R.1)
This activity helps Ss guess the meaning of unknown

words with the help of their vocabulary repertoire in the
written text.
KEY
E. Read the article again and answer the questions.

(CO-R.8 / GO-R.2,4 / GO-SP.7)
This activity helps Ss understand cause and effect

relations in the written text.
137
KEY
This activity encourages Ss to give advice,

suggestions or ideas if necessary. With
the help of this activity Ss identify the
problems, ask questions and take notes
the answers and write advices.
Time to Speak
KEY
Work in pairs. Imagine your friend is opening a new
restaurant / cafe. Give him / her advice(s) about its
decoration style. (GO-SP.4,5)
house from an online company. Fill in the

order form. (CO-W.8 / GO-W.2)
This activity helps Ss give advice if necessary and support
their talks by giving examples.
KEY
forms according to the instructions and

they review their writing for accuracy and
Time to Write appropriateness.
A. Imagine you are a designer and your friend is a KEY

customer. Write and ask your friend questions in order to
identify his / her problems and decorating style in his / her
notes and write advices. (GO-W.1,4,7,8,9)
138
2. Type of a car
A. Work in pairs. Discuss the facilities of

an ideal car.
“Useful Ideas
7. B CARS OF FUTURE
KEY
Materials:
Warm Up B. Work in pairs. What does a car mean to

you? Tick ( ) your choices and discuss.
KEY
Time to Listen
1. The colour
A. Tick the features of future cars.
KEY
139
B. Listen to the news about the alternative ways of future
KEY
transportation. Which facts about cars are different from
(GO-L.3)
With the help of this activity Ss identify the important E. Imagine you have one of these future
points in the short messages or recorded messages. cars and write a weekend plan.
KEY
SUGGESTED KEY

The Test-Drive of Moving Colourful Eggs
C. Listen to the second part of the news and ask and learn
about the test drive. (CO-L.5,9)
This activity helps Ss ask for further explanation for the

points not understood in the recorded text.
KEY
Moving Colourful Eggs
D. Complete the sentences with the words from the box.

(CO-L.6,7)
This activity helps Ss guess the meaning of the unknown

words from to recorded context to understand the
sentences and guess the meaning of unknown words in the
recorded text.
140
B Look at the pictures again. Choose your
favourite car and explain your reasons in a
brief paragraph.
(GO-W.5,11,12 / CO-W.7,9,10,11)
With the help of this activity Ss write texts

by using visuals and they write according
to the cause effect relations.
This activity also helps Ss write short,
simple and clear text related to their
personal interest and write according to
the context and the situation coherently.
KEY
Time to Read
A. Work in pairs. Look at the pictures and
read the statements. Tick ( ) what they
refer to and discuss.
KEY
B. Read the text and choose an

appropriate title. (CO-R.6 / GO-R.11)
Time to Speak
A. Work in pairs. Look at the pictures of two different cars. With the help of this activity, Ss identify
Compare and contrast them. (GO-SP.6 / GO-SI.5,7 / CO-S.5) the title of the written text.
KEY
With the help of this activity, Ss invite the others face to
Ss use basic repertoire of isolated words and phrases

according to their punctuations and genre.
SUGGESTED KEY
141
E. Write True (T) or False (F) for the
statements. (GO-R.9)
This activity helps Ss deduce from the

written text.
KEY
F. Make the given words negative by using

“un”, “non”, “in”, “dis” and complete the
sentences.
KEY
Time to Write
Read the car advertising for sale and write
your own. (GO-W.3)
With the help of this activity Ss write an

announcement, slogan or poster.
KEY
C. Complete the table with the correct information from the Time to Speak
text.
Work in groups. Present your
advertisements to the class.
KEY
KEY
D. Make a similar table about a traditional car like in

exercise C. Then present it to the class. (GO-W.13)
This activity helps Ss present the information with graphs

tables and visuals.
KEY
142
PURPLE
By Chick Moorman and Thomas Haller
7.C MY COLOUR MY LIFE
Materials:
Warm Up
A. Work in pairs. Read the quote and discuss the role of

colours in our life.
(CO-S.9,10)
With the help of this activity Ss avoid irrelevancy

while speaking and they pay attention to intonation,
pronunciation and stress while speaking.
KEY
143
B. Work in pairs. Which colour(s) would you choose for the
given situations. PETER
KEY
SAMUEL
Time to Listen
A. Look at the balloons and write how you feel when you
wear ...
JULIE
KEY
PETE
B. You will hear different people talking about colours.

Guess the colours for each. (GO-L.1) MELANNIE
With the help of this

activity Ss follow clear talks and presentations.
KEY
ANN
C. Listen to the recorded text and circle the words that are
mentioned with each colour.
KEY

What Colour Are You?
144
them. This activity also helps Ss develop
appropriate and effective communication
strategies and avoid word repetition while
speaking.
KEY
Time to Read
A. Imagine you are an artist. In which
way(s) would you like to use colours? Tick
( ) your choice(s).
KEY
B. Read the poem and choose the correct

topic and theme. (GO-R-10 / CO-R.4,9)

the theme of the poem. This activity helps
Ss understand the written text with the
help of background knowledge.
KEY
Time to Speak
A. Work in pairs. Look at the graph and discuss. (GO-SP-1)
With the help of this activity, Ss comment the graphs and

tables.
KEY
B. Work in pairs. Read the instructions and act out the role
play. (CO-S.11,12,14,15)
With the help of this activity, Ss ask questions related

to the situation and answer the questions directed to
145
COLOUR IDIOMS
off-colour
see red
black out
greenhorn
in black and white
KEY
F. Work in pairs. Read the idioms about

the colours. Match the idioms with their
Explain them in your own words and

discuss.
(GO-SI.6,7,8 / GO-SP.3)
KEY
the features of something concrete for
1. b 2. d 3. a 4. c
and they invite the others to face to face
D. Read the sentences and guess the colours. conversation and they convey meaning
by qualifying a word meaning something
similar.
KEY KEY
1. red 2. white / blue 1. d 2. a 3. b 4. c
3. orange / yellow 4. pink / green
Time to Write
E. Work in pairs. Read the descriptions of the colours in
the poem. Underline the lines you like , dislike , agree A. Imagine your teacher gave you a
or disagree and discuss. homework. Write a brief message to your
(GO-R.7,8 / CO-R.7) friend as a reminder.
(GO-W.6 / CO-W.2,3,4)
This activity helps Ss to highlight the important point while With the help of this activity Ss write
reading and identify the differences and similarities of the SMS, e-mails and messages according
written text and their ideas and take notes. to the spelling rules and use words and
146
punctuation marks appropriately and
accurately.
KEY
B. Write a poem about the importance of

colours. Present it in the class. After all
best one.
(GO-SP.2 / GO-W.10 / CO-W.1,5,6)
This activity helps Ss make

announcements. With the help of this
activity Ss use a range of repertoire
of words and words group in their
writings,link word groups with sentence
connectors and also they use sentence
structures and patterns accurately.
KEY
Read the story and identify the elements of the story.
KEY
Characters:
Setting:
Event:
Result:
Main idea:
Your Comment:
147
OPTIONAL ACTIVITY
SONG blanks by using tag questions.
KEY
well the usage of tag questions. Have Ss
listen to the song and do the exercises. You
A LITTLE TIME LYRICS
Listen to the song from busy teacher page.

A.
blanks by using tag questions.
A LITTLE TIME LYRICS
do
148
ART
Theme 8
A Giggle Poetry
B Theatre is the Dance of Emotion
C Magical Spin of Words
149
Theme 8. ART
Language
areas
General Common
Listening
Spoken Interaction
Spoken Production
Verbs:
A- GIGGLE POETRY
Nouns:
Reading
B
Adjectives:
Writing
150
Theme 8. ART
Language
areas
General Common
Listening
Verbs:
trust
B- THEATRE IS THE DANCE OF EMOTION
Spoken Interaction
Nouns:
B
Spoken Production
Adjectives:
Adverbs:
Reading
Writing
151
Theme 8. ART
Language
areas
General Common
Listening
Spoken Interaction
Verbs:
Spoken Production
C- MAGICAL SPIN OF WORDS
Nouns:
Reading
Adjectives:
Writing
152
KEY
B. Work in groups. Match the gestures of

the emotions with the situations.
KEY
Time to Listen
A. Work in groups. Look at the title of
a poem called “My Teacher Ate My
Homework – by Kenn Nesbitt” and the
picture. Discuss what it is about.
(GO-SI.3 /CO-L.3)
This activity helps Ss join

understandable and clear topics of
interest.
KEY
B. Match these words with their
THEME 8 ART you.

3.A GIGGLE POETRY
Materials Needed
KEY
A. Look at the popular poem themes. Which theme do you

like the best? (GO-SP.4)
C. Listen to the poem. Describe the
feeling(s) of the student in the poem
by your own words.
With the help of this activity, Ss talk about their (GO-L.4)

preference(s) by giving examples.
Other poem themes; With the help of this activity Ss identify

the theme of the poem in the audio.
153
MY TEACHER ATE MY HOMEWORK
Cooking Teacher
KEY
D. Answer the questions about the poem.

(GO-W.9 / CO-L.9)

answers of the questions and ask
questions about the recorded text.
KEY
Time to Write
Write one of your unforgettable school memories.
(CO-W.9,10,11,12 / GO-W.6,10)
With the help of this activity, Ss to write according

to the context and the situation. Ss will write a short,
simple and clear text related to their personal interest,
develop appropriate and effective writing strategies
and express the main idea in their writing.
KEY
Time to Speak
Work in groups. Share your memory with your friends.
(CO-S.3,4,5 / GO-SI.4 / GO-SP.5)
154
With the help of this activity, Ss use
sentence connectors in their speeches,
use words and word groups related to
particular concrete situations and use
basic repertoire of words and phrases
according to their functions and genre
and brief speeches.
KEY
Time to Read
A. Work in groups. Search the Net to
make a presentation about one of
your favourite poets, writers, artists,
dancers, singers, bands and share it in
the class. (GO-R.3)

prepare a presentation.
KEY
C.
B. Work in pairs. Read the poem called
the boxes. (GO-R.4 / CO-R.5,6,9)
Guess the feelings in the poem and
discuss. (GO-R.1 / CO-R.3 / GO-SI.9)
With the help of this activity, Ss read the text related

With the help of this activity, Ss read punctuation marks.
and guess the wishes, requests and
feelings in the text and they explain KEY
wishes, feelings and regards orally.
KEY
D. Read the interviews again and correct the sentences.

(CO-R.2)
With the help of this activity, Ss pay attention to

intonation and stress while reading.
155
KEY
E. Complete the sentences with the

correct tense and choose the true
option for you.
KEY
Time to Write
A. Work in pairs. Read the interviews
again. Write questions and answer
them about teenager poets and poetry.
(GO-W.8)

questions.
KEY
THEME 8 ART
and complete the poem. Share your 8.B THEATRE IS THE DANCE OF EMOTION
poem in the class and choose the best
one. (GO-W.11 / CO-S.1) Materials Needed

poems and share their poems with the
class and use body language while
reading a poem.
KEY THEATRE TERMS & DEFINITIONS
Act:
Action:
Actor:
Angel:
156
Antagonist: Time to Listen
A. What kind of theatres do you like
Apron: watching?
Audition:
Auditorium:
KEY
Backdrop:
Backing: B. Read the reasons about why people

go to the theatres? Tick ( ) the one(s)
true for you. (CO-L.4)
Backstage:
Bit, bit part:

With the help of this activity, Ss use
Blocking: background knowledge to understand
the recorded text.
KEY
Boom:
C. Listen to the song of “Phantom of the
Opera” then catch the missing words.
A. Where is the theatre originated? Look at the choices
(CO-L.1,2,6,7 / GO-L.1,2)
and guess. (CO-S.2)
This activity helps Ss pay attention to rules of manners

and cultural values while speaking.
KEY
With the help of this activity, Ss to
pay attention to rules of manners
and cultural values while listening,
B. Look at the pictures and match them with the forms of guess the meaning of the unknown
theatre. words from to recorded context to
understand the sentences, guess
the meaning of unknown words in
the recorded text. Ss follow simple,
clear talks and presentations in the
KEY recorded text and they are eager
to listen to the clear talks and
presentations in recorded text.
KEY
C. Match the pictures with the words.
KEY
157
Phantom of the Opera
Britney and Celeste are close friends. They are
talking about music.
Britney:
Celeste:
Britney:
Celeste:
Britney:
Celeste:
Britney:
Celeste:
Britney:
Celeste:
Christine:
Phantom:
D. Work in pairs. Read the sentences about the

importance of the theatre in our lives. Tick ( ) your
choice(s) and discuss. (GO-SI.9)
Christine:
With the help of this activity, Ss explain wishes,
feelings and regards orally.
Phantom:
KEY
Both:
Time to Read
Offstage:
A. Read the information about William Shakespeare.
Identify the coincidences about him.
Phantom:
Christine: KEY
Both:
B. Work in pairs. Read the quotes of William Shakespeare.

Discuss and take notes about the one(s) you like ,
dislike , agree or disagree . (GO-SI.9)
158
With the help of this activity, Ss take
notes while discussing. This activity
helps Ss use a range of vocabulary
repertoire in their speeches.
KEY
C. Read the original form of
rewrite it in the modern form of

English.
(GO-W.3)

paraphrase the short written text.
KEY
beauty—breathe—as—sonnet—you
one of the greatest playwrights in the world.
KEY
E. Write True (T) or False (F). (GO-R.6 / CO-R.4)
This activity helps Ss read critically and understand the

written text with the help of background knowledge.
KEY
159
OPTIONAL ACTIVITY
Time to Write
Read the sonnet and write what you SONG
feel and think in a brief paragraph.
(GO-W.7) the terms Shakespeare. Copy the song exercise
to Ss and have them listen and do the exercises
With the help of this activity, Ss share

their thought, knowledge and feelings if necessary.
in a written text.
http://www.englishexercises.org/makeagame/
KEY viewgame.asp?id=150#a
Listening:
(Love Theme From Romeo and Juliet)

Time to Speak Watch the video and do the following exercises.
Work in groups. Choose one of the
options and do the activity.
A. Read the quote and discuss. “Life
without literature is like a school without
students.” (CO-S.8,10 / GO-SI.2)
KEY
day chains
born free
This activity helps Ss express
dreams unveil
agreement or disagreement of different
hide
views.
KEY
B. Match the beginning and the end of the following
lines.
B. Prepare the history of Turkish Theatre
on a poster and present it. (CO-S.7,9)

attention to intonation, pronunciation
and stress while presenting. and
increase their vocabulary repertoire. KEY
KEY
C. Discuss the importance of the

literature for communication and
report the results. (CO-S.13,15)
C. Choose the words that you can hear.
With the help of this activity, Ss avoid
KEY
160
KEY
through
thorns endure
storm
new
hope
D. The Theme Song of Romeo and Juliet

has got another version. Write in the
missing words by listening to them or
guessing them from the images.
THEME 8 ART
8.C MAGICAL SPIN OF WORDS
Materials :
KEY correct pictures.
KEY
161
B
Sally
Monica
KEY Sally
Monica
C. Work in pairs. How do you choose your book(s)? Tick
( ) your choices.
KEY
Sally
Time to Listen
A. Work in pairs. Which competition would you like to be
a winner of? Tick ( ) your choice(s).
Monica
C.
(CO-L.8 / GO-L.3)
KEY
B. Listen to the conversation between two friends about a With the help of this activity, Ss
story competition. Answer these questions. Put a tick distinguish the important points in the
( ) to the true answer. (CO-L.5) conversations on familiar topics in
different atmosphere.
KEY
With the help of this activity, Ss ask for further SHORT STORY COMPETITION
explanation for the points not understood in the
recorded text. topic :
deadline :
KEY
contact :

And the Winner is …….
Sally
Monica
Sally
Monica
Sally
Monica
Sally
Monica
Sally
Monica
162
this activity Ss can invite others to the
conversation.
KEY
C. Work in groups. Take notes while

listening to chain stories and ask
questions about them.
(CO-S.11,12 / GO-W.1 / CO-R.7 /
GO-SI.5)
With the help of this activity, Ss take

notes, ask and answer the questions.
KEY
D. Work in groups. Swap your stories and

do peer correction then present them.
(CO-W.7,8 / GO-W.4)
With the help of this activity, Ss revise

and edit their work according to the
feedback from the reader and present
their stories to their classmates.
KEY
Time to Speak Time to Read

A. Work in pairs. Read the covers of the books and their A. Work in pairs. Tick ( ) the choice(s)
themes. Discuss the one(s) you like / dislike the about the importance of the stories
most. (GO-SP.2,3) and discuss. (GO-SI.1,7)
With the help of this activity, Ss talk

With the help of this activity, Ss initiate, maintain and
close face to face conversation.
KEY
KEY
of the characters in the story. (GO-R.2)

B. Work in groups. Choose one of the sentences and start
a story. Ask your friends to add a sentence in order to
create a chain story. (CO-S.14 / GO-SI.8)
With the help of this activity, Ss skim
information.
KEY
With the help of this activity, Ss develop appropriate
and effective communication strategies. While doing
163
KEY
F. Rewrite the story and present it.

(GO-SI.6)
the features of something concrete for
KEY
G. Fill in the blanks with the correct form

of used to.
KEY
(CO-R.1) Time to Write
With the help of this activity, Ss guess the meaning

it in a brief paragraph and present it.
of unknown words with the help of their vocabulary
repertoire in the written text. (CO-W.4,5,6 / GO-W.2 / GO-SP.1)
KEY
D. Scan the text and choose the best option for the main With the help of this activity, Ss
idea of the story. use the words appropriately and
accurately, use sentence structures
and patterns accurately. They can
use link words or word groups
KEY
with sentence connectors. Then
Main idea:
topics by adding their own ideas and
E. Fill in the story map. (CO-R.8 / GO-R.5) opinions. With the help of this activity,
texts.
With the help of this activity, Ss identify the elements KEY

of the story and answer the questions before while and
after reading.
164
writings, write according to the
watched recently. (CO-W.1,2,3 / GO-W.5) spelling rules, use punctuation marks
appropriately and accurately and write
critically.
KEY
With the help of this activity Ss use a range of
repertoire of words and word groups in their
165
WORKBOOK
ANSWER
KEY
166
TOURISM
Theme 1A
Look on the Bright Side!
A. Unscramble the words.
a) w-e-i-f-l-d-l-i wildlife
b) i-t-n-s-c-e insect
c) n-i-e-r-d-e-e-r reindeer
d) g-s-u-t-e-s guests
e) p-i-o-n-l-a-n-t-a-t plantation
B. Complete the text with the verbs in brackets.
THREE UNUSUAL HOTELS

The Green Magic Tree House in India is (be) the perfect hotel if you like adventure. Guests must
drive
There are two tree houses to choose from, one is 30 metres and the other is 35 metres above
can go from one tree house to the other on a rope bridge. The houses sometimes move (move)
about in the wind, but the views are (be) fantastic. Guests can enjoy walking through the jungle,
climbing in the mountains, and watching wildlife. There are many unusual plants, birds, and insects
in the area.
The Ice in Sweden is 200 kilometres north of the Arctic Circle. Every winter, a team of architects,
designers and snow builders build (build) the hotel. This year there are 80 rooms. Everything is
sleep
(sleep) on warm reindeer skins. Outside it can be -37 degrees centigrade, so inside it feels (feel)
quite comfortable. The hotel has (have) a bar. Guests can drink special drinks from ice glasses
there. It is very popular, because there is not (not/be) much else to do.
To spend a night at Jules Underwood Lodge in Florida, guests need (need) to go scuba-diving
seven metres under the sea. They enter (enter) the lodge through a door at the bottom of the
building. Inside, there is a fridge and microwave oven in the kitchen. There is a bathroom, and
there are (be) comfortable beds and lots of books, DVDs, and video games. Most guests, however,
C. Answer the questions.

a. How can you go to the Green Magic Tree House?
Guests must drive.
b. Which material is used for making everything in the ice hotel?
Ice is used for making everything in the hotel.
c. What do guests need to know if they go to the Jules
Underwood Lodge hotel?
They enter the lodge through a door at the bottom of the
building.
167
A Look on the Bright Side!
D. Complete the sentences with the correct form of the verbs in the box.
forget – have – stay – lose – prefer – choose – be – come – like
1. When winter comes, tree houses lose their popularities.
2. After you have a very busy and tiring term, you should stay
3. Travellers choose to stay in the capsule hotel because they are cheap.
4. Do not forget to get your swimming suit when you are preparing your holiday baggage.
5. George does not like the sea world and adventure in the sea, so he never prefers staying in
underwater hotels for his vacation.
E. Fill in the spaces with the correct form of the verb.
1. I rarely (eat) eat chocolate. I (not, like) do not like the way it (taste) tastes.
2. We (like) like to watch movies. My favorite movie (be) is Titanic.
blows in the wind everyday. It is getting old. It (need) needs to be replaced
soon.
rush is out, they (go) go
home.
a. things for tourists to see and do A T TRAC T I ON

b. bags and suitcases packed with personal belongings B AGGAGE
c. arrange to stay in a hotel BOOK
d. a place to stay and eat BED AND BRE AK F AS T
e. available rooms V ACANCY
G. Complete the blanks with the words in part “F”.

attraction
2. If you need to help with your baggage, we have a cart you can use.
3. I can book you in to a beautiful bed and breakfast by the lake.
4. We will book a table at our favourite restaurant for our wedding anniversary.
5. We only have one vacancy left, and it is for a single room.
H. Choose the correct option.
1. ______________ Alice and Sharon enjoy going on holiday with their family?
a. Does b. Do c. Are
2 Youth camps _________________ us responsibility and sharing.
a. do not teach b. teach c. teaches
3. He ___________ thinks of living in the nature. Because he hates insects.
a. never b. sometimes c. always
4. Staying in the capsule hotel ___________ him happy.
a. is making b. make c. makes
168
Holiday Blues
B
A. Read the text and complete the sentences with the words or phrases in the box.
I am a teenager and I want to spend my holiday with my

friends. For me, holiday means having different kinds of
experience and adventure, sharing with my friends, sleeping
till afternoon and doing nothing except enjoying in the
camping.
When I ask my parents to let me go on a holiday with my
friends, they always tell me “I should deserve it”. The keys
of deserving it are studying regularly, getting high marks
from the exams and being a responsible person. Of course,
I can do everything that my parents want me to do. I know
that it is the best and only way to make my dreams come
true. Before going to the camp, my parents show me a list
which I must obey during camping. When I read the list, the
last warning has made me . How do you feel
if you have the same list before your camp?
B. Choose the best title for the text.
a. The best holiday

b. Please, trust me!
c. Parents and their dreams
C. Complete the sentences with the words and phrases in the box.
sweater – extra – sleeping bag – protect – leave – twice – need – be – in case
The list for beloved daughter

1. If you sleep outside, you will be bitten by all kinds of insects, sleep in your sleeping bag in the
tent.
2. Unless you use insect repellant, you can not protect yourself against mosquitos.
3. Before you leave home, check your package once more.
4. Do not forget to buy extra batteries in case you your friends need them for their torch.
5. Do not leave your friends in case you get lost.
6. If it is cold in the evenings, wear your sweater .
7. Phone us twice in a day.
D. Tick ( ) the true sentences for you.
1. Holiday means learning new languages in different countries.

2. My parents always let me go on a holiday with my friends.
3. For going on a holiday, I can do everything whatever my parents want.
4. I do not have to obey the rules about camping.
5. When I go on a holiday with my friends, all my dreams come true.
169
B Holiday Blues
E. Put the sentences in the correct order to make a meaningful conversation.
THE LOST LUGGAGE

a. Yes, madam. What can I do for you? (2)
b. Tomorrow at 8.00. (10)
c. Flight 607 from Chicago. Can you identify your
case please? (4)
d. Oh dear! What can I do until then? (7)
e.
arrive. (3)
f.
send it to your hotel immediately. (6)
g. When is that? (9)
h. 8)
i. Yes, it is a large black case with light green
luggage label. (5)
j. Excuse me, can you help me? (1)
F. Put the words in the appropriate group.
airport – airport security – departure time – credit card –
Passenger Identity Registration Luggage Registration Seating Registration

Credit Card The airport security Window seat
Departure time ---------------------------------- Aisle seat
Arrival time ---------------------------------- ----------------------------------
---------------------------------- ----------------------------------
The airport ---------------------------------- ----------------------------------
G. Look at the pictures and tick ( ) the adjectives that describe your feelings best when you
are on holiday.
Nervous ( ) Happy ( - ) Cool ( - ) Confused ( )

Cheerful ( - ) Perfect ( - ) Furious ( ) Fascinated ( - )
Excited ( - ) Anxious ( ) Worried ( - ) Attractive ( - )
Messy room No-booking Noisy Guest Double-booking

170
Unlimited Life C
in the box.
rescue – choose – organize – become – climb – graduate(2) – complete(2) –

make(2) – start – do – kill – hit – found – be(6)
Ali Nasuh Mahruki (21st May 1968)

Ali Nasuh Mahruki is
producer. An all-round outdoor sportsman, he climbed to the summit of Mount Everest and was
Turkish person to climb the Seven Summits.
Ali Nasuh Mahruki was born in Istanbul. He completed his primary school and high school education in
graduated from Bilkent University Management Faculty in 1992. In 2004, he graduated
from National Security Academy. He is a professional mountain climber, writer, photographer and motivational
speaker. As a professional sportsman, he has excelled in various outdoor sports such as mountaineering,
climbing, caving, paragliding, scuba diving, motor sports, sailing and cycling.
He started mountaineering when he was 20 and high altitude climbing at 24. When he was 26, after
became one of
the few western climbers who are given the prestigious Snow Leopard title by the Russian Mountaineering
completed
the Seven Summits project, which is climbing the highest peaks of each continent and among 45 climbers,
he became the youngest climber in the world to do so. He made the highest solo ascent of Turkey on 8201
m high Cho Oyu, the 6th highest mountain in the world. He climbed 8516 m high Lhotse, the 4th highest
and dangerous mountain of the world. This ascent is not yet repeated by Turkish climbers also. All these
were without supplementary oxygen.
He made long overland motorbike tours in Turkey, Iran, Pakistan, India, Nepal, Sikkim, Tibet and some
of Europe.
He is making motivational speeches on subjects like leadership, team building, target orientation,
persevarence, risk management and self-actualization. He has also taught on these subjects at a university.
He has written articles on various magazines and newspapers and also made documentaries on various TV
channels.
He is the co-founder and the president of AKUT Search and Rescue Association. AKUT is a volunteer
based search and rescue team. Nasuh Mahruki founded AKUT in 1996 with a group of his mountain climber
friends. It became the one and only NGO that organized on search and rescue, before the big Marmara
Earthquake that hit Golcuk and killed approximately 18,000 people on August 17, 1999. AKUT volunteers
rescued 220 people under the collapsed structures. They were so effective and helpful for the victims during
chose AKUT as the most trusted entity of Turkey. Today there are
more than 20 AKUT units and more than 1,000 volunteers all over Turkey and until today 852 people have
either rescued or moved to safe environments by AKUT.
Nasuh Mahruki is also the co-founder of Common Purpose Association of Turkey and he is a member
of UGSAD (National Security and Strategic Research Association), TMOK (National Olympic Commity of
Turkey), SAD (Underwater Research Association) and Travellers Club of Turkey.
His books published in Turkish are; “Diary of an Alpinist”, “First Turk on Everest”, “In Search of a Dream”,
“Roads of Asia, Himalayas and Beyond”; “Earth Diary”; “Motherland is Loved by Actions not by Empty Words”.
www.en.wikipedia.org/wiki/Nasuh_Mahruki
171
C Unlimited Life
hang gliding – water skiing – sky diving – snowboarding – bodyboarding

bungee jumping – sandboarding – abseiling – free running (parkour)
e.g. Bungee jumping You jump off a bridge tied to an elastic rope.
1. water-skiing You move across the water, using a board and a sail.
2. abseiling You go down a cliff attached to a rope.
3. snow-boarding You use a board to do this. It is like skiing.
4. hang-gliding
5. sky diving You jump from a plane and open your parachute later.
6. free running You hit the streets, jump over garbage cans, scaling walls.
7. body boarding You ride on a body board on the crest, face and curl of a wave.
8. sand boarding You have a special board for riding on sand.
C. Guess the name of extreme sports?

1. “It is hard to control the sail if the weather is windy” water-skiing
2. “The thrilling moment is before l jump. I can feel my legs that are shaking.
l always check the rope” bungee-jumping
hang-gliding
snowboarding
5. “It is the fastest growing extreme water sports all over the world.” bodyboarding
D. Complete the sentences with your own words.
1. If I were a waterskier, …………………………………………………………………………………… .

2. If I were an abseiler, ………………………………………………………………………… .
4. If I did bungee jumping, ………………………………………………………………………………… .
6. If I looked for adventure, ………………………………………………………………………………… .

7. If I wanted to reach the crest of the waves, ………………………………………………………… .
172
PERFORMANCE TASK - 1
Target Performance Research, creativity, writing skills
Duration Two weeks
Type of scoring
Scoring rubrics
instrument
Prepare a summer camp brochure for high school students.

Pay attention to these points in your brochure:
Topic of the task Where is your camp?
What are the activities?
Write a schedule of cultural events for your friends.
Plan your time.

Do a research books and the Internet.
Things to do
Introduce your performance task to your classmates.
Enrich your brochure with pictures, drawings, photos.
Give a reference for your brochure.
173
OUR WORLD
Theme 2 A
Your Truths are not Always True
A. Cross out the wrong option.
Answer Key
1. absolutely
2. absolutely
3. very
4. totally
5. totally
6. absolutely
7. extremely
B. Complete the text with the sentences in the box.
a. commemorate the blowing up the Houses of Parliament in London, in 1605
c. the others light larger ones in a communal space
e. it is the end of autumn
a 1. commemorate the blowing up the

Houses of Parliament in London in 1605.
As e 2. it is the end of autumn
while c 3. other light larger ones in a communal space. In
popular. Due to d 4. its proximity to Halloween
b
5.
174
Your Truths are not Always True
A
C. Complete the sentences with the best option.
2.
1. d) really
c) totally
a.
a. much
b. too
b.
c. much
c.
d.
d. such
3.
programme about London. It was
a) much fascinating.
a. much
b.
c. such
d.
D. Write an e-mail to your best friend about your weekend plans.
175
B Ka mate! Ka mate! Ka ora! Ka ora!
A. Read the text and complete the sentences with the appropriate words from the text.
THE KIWI
in the world.
really
2- Although and
very
4- Even though it is blind, it has a highly it
better than most of the birds.
strange bird because
6- Each foot has four toes and extremely long, so
unique in the world.
B. Complete the sentences with the appropriate words in the box.
wings – tails – feathers – beak – smells
1. A person has a mouth and a bird has a
2. tails.
3. wings.
4. smells good.
5. A bluebird is famous for its blue feathers.
176
Ka mate! Ka mate! Ka ora! Ka ora!
B
C. Answer the questions.
It lives in New Zealand.
Each foot has four toes.

Tane Mahuta ,god of the forest protects the Kiwis.
D. Complete the advices with the appropriate words.
when – if – and – before – unless – or – however – since
BAD ADVICE
1. When entering an underground train, it is normal to greet all passengers
2. unless
3. and
4. before
GOOD ADVICE
1. if
2. or
3. however
London Underground.
4. since
E. Choose the correct answer.
Even though
Because
Although
Unless
Now that
Although
F. Write a short description about an animal which is the symbol of your country by using the
given prompts.
Introduction :
Main part :
Conclusion :
Suggested Answer
Ergenekon Epic
177
C Namaste
when (2) – so – and – but – although – because
India is full of surprises. 1When
part of the religion 2 so When
but
and
beards and long hair 6 because

Although
head.
B. Write True or False for these statements.
False 1.
False 2.
True 3. You can see a cow in the middle of the cities.
True 4.
False 5. Indian culture is not different from our culture.
178
Namaste
C
C. Choose the correct verb forms.
c) were sitting a) rang
2. He a) met b) was
a) left b) was
shining
c) were sleeping
were coming .
D. Fill in the blanks with your own complex sentences by using the conjunctions when,
because, etc...
because they dedicate
themselves to God.
2. When
strange to your culture because there are different types of cultures and religions in
India.
E. Describe the pictures by using the words in the box.
absolutely – excellent – really – incredibly – quite – delicious –
stressful – wonderful – great – successful
THE STRUGGLE
FILM INDUSTRY FOR WATER INDIAN FOOD YOGA M. K. GANDHI
The struggle
Indian food Gandhi was
for water is Yoga is really
is absolutely excellently
incredibly wonderful.
delicious. great.
stressful.
F. Fill in the spaces with the correct form of the verbs.

were you doing happened
was trying to change a light bulb that had burnt out.
found went
turned it in.
said was needed to
arrived was not

was studying
was
watching
G. Use the words to complete the crossword.
Across Cow
1. Ganges
2. Buddhism
3.
Tarot
4.
5. Rice
6. Lotus
179
Target Performance
Duration
Type of scoring
Scoring rubrics
instrument
them.
Topic of the task
Things to do
180
Theme 3 A
Helping Puts a Smile on Faces
A. Read the text and write TRUE or FALSE. Correct the false statements.
False
True
False
True
181
A Helping Put a Smile on Faces
B. Imagine that you are a doctor working for MSF. Write sentences about your experiences.
Use the words in the box.
be – learn – help – treat – complete – meet
C. Complete these words and then match them to the correct pictures
a) drought b) water pollution c) famine d) tribe wars
1 c 2 a 3 d 4 b
D. What should you do for the problems in exercise “C”?
E. Complete the blanks with since / for.

since for
since for
since for
since for
for since
F. Choose the correct answer.
d) already
c) yet
b) just
a) still
182
A Little Step is Actually a Big Step
B
A. Write true sentences about yourself that you have done this week.
eg
B. Choose the correct sentence.
a) She has studied very well at school for two months.

a) Have you ever visited Italy?
b) Thomas Edison invented the light bulb.
a) How long have you had this job?
a) I have never smoked a cigarette ever since.
C. Complete the following sentences with the correct form of the verbs.
moved have lived

lost have not found
bought has bought
have met spoke

was
183
B A Little Step is Actually a Big Step
E. Complete the blanks with the appropriate forms in Simple Past Tense or Present Perfect
Tense.
have never seen
arrived
have known
has written
have changed
started
had only
have expanded
F. Complete the sentences using the words in bold.
has never gone to the observatory house
met for a week
have never used
184
Our Children, Our Wealth
C
A. Read the facts below. Which of them surprised you the most. Write your reasons.
1.
2.
3.
B. Complete the text with the words in the box.
boarding — secondary — state — nursery — subjects
From the school to school

state
nursery
boarding secondary
subjects
185
C Our Children, Our Wealth
C. Some students are talking about their D. Put a tick ( ) to the items that can make
education. Read their comments and your school a better place.
complete the blanks.
Martin:
E. Write advantages and disadvantages of

the given schools in the table.
Linda:
rs
nswe
na
ow
Ss
F. Complete the blanks with the future

present in all foms.
am leaving
starts
B. have been attending are you going to buy
A. can
visit will
explain
watch
C. have observed
A. chose will change
A. am becoming will have

are
am going to go
C. have not replaced
186
Target Performance
Duration
Type of scoring
instrument
Topic of the task
Things to do
187
VALUES
Without Words
Theme 4 A
A. Use the words given in the box and write the appropriate feeling of the faces.
1 2 3
1.
4 5 6 2. sad
3.
4.
5.
7 8 9 6.
7.
8.
9.
B. Choose the best form:
1. You get in without a ticket.

a) may not
2. In Spain, boys do military service.

a) must not
3. You absolutely go and see Jenny.

should
b) must
4. We decide to go to Germany again for Easter, but I am not sure.
may
b) can
5. I think you try to relax more.
a) must
should
188
Without Words
A
C. Fill in the blanks with the words in the box.
recently — around — with — naturally — somewhere
1. We can learn body language enough practice.
2. The children learn to lie from the people them.
3. Some of the people can read body language .
5. I saw this sign .
D. Choose the correct answer.
1. They dance the waltz ................................... .

a) beautiful
2. She planned their trip to Italy very ................................... .
a) careful
3. Jim painted the kitchen very ................................... .
b) bad
4. She knows the town ................................... .
b) good
5. I saw her ................................... .
b) tomorrow
6. My train ................................... tomorrow.
b) left
b) for
8. I saw him ................................... afternoon.
a) in yesterday
9. Close the door when you go ................................... .
b) lightly
10. The cat is hiding ................................... the couch.
b) somewhere
11. Will you be growing your plants ................................... or in a greenhouse?
a) round
12. When she saw me waiting, she ran ................................... me.
b) through
189
B Celebrations
1. USA, UK, Canada and most parts of the world 3 a. 19th

2. Australia, New Zealand 4 b. second Sunday in November
3. Spain, Belgium 1 c. third Sunday in June
4. Sweden
B. Read the title and the poem. Write a short poem for your father.
F.A.T.H.E.R.S.
Always there
Trustworthing
Honoring
Excellent
Respective
Sympathetic
....................................................................... ..........................................................................
....................................................................... ..........................................................................
....................................................................... ..........................................................................
....................................................................... ..........................................................................
....................................................................... ..........................................................................
C. Read the article and underline the frequency adverbs in the article.
person. Children must learn to respect what dady says even though they like it very
much but
Sonora was born to William and Ellen Smart at Jenny Lind, Arkansas in 1882. When she was
Sonora was 16 years old, her mother died while giving birth to her sixth child. Sonora realized that
her father faced to lots of hardships. Her father raised six children including the newborn on
his own. Sonora questioned that if there is a day to recognize mothers then why there is not a day
to honor fathers?
Many people
J
become a hugely popular festival.
190
Celebrations
B
Do not ask me, ask your mother.

Stop crying or I will give you a reason to cry.
Am I talking to a brick wall?
Go, ask your mother!
Be home early.
My father used to tell me....
A little pain never hurts anybody.

Do not treat yourself so seriously, do what you do seriously!
If you lose a smile, you are always a winner.
Turn off those lights. Do you think I am a millionaire?

What do you think l am, a bank?
When you start earning, you will realize the value of money.
I am not watching TV. My eyes are resting.

When I was the same age with you, I treated my father with respect.
D. Answer the questions according to the text “Dadism”.
E. Fill in the blanks with correct frequency adverbs.
1. 60%The wedding is followed by a reception includes a meal and wedding cake.
2. 80%Dying ceremony of henna is different according to regions.
3. 0%Wedding traditions and customs are the same among cultures.
4. 10%The bride and groom arrive in a white horse drawn carriage.
5. 50% We organise surprise birthday parties for our friends.
191
C
A. Write questions using the phrases in the box.
Use Can / Could you .............................. .
- cook a special meal
- buy a dress in multi-colours
- send post cards
- have a picnic
- dance with me
1.
2.
3.
4.
5.
B. Read the sentences and write suitable request sentences.

1. You invite your friend to your birthday party.
2. You ask a new book about the history of festivals to a salesman.
3. You want to buy a ticket for a music festival.
5. You are in Spain and want to go to an arena in order to watch Running of the Bulls but you
192
C
C. Write appropriate requests for the situations.
eg.: The room is very cold.

Could you close the window, please?
1. Vanessa is carrying a heavy suitcase.
2. Your friends are staying with you, but the weather is so bad that
you can not go out. Perhaps they want to watch TV.
3. Your mum is hungry, but she is very tired and can not cook tonight.
D. Fill in the blanks with the correct one.
1. Mary, hand out my invitation cards?

May you / do you can / can you
2. Sir, explain the meaning of this festival?
You may / you will / could you
3. Jack, send me the document about the types of festivals by e-mail?
Would please you / you could / would you please
4. Stephen, check my e-mail?
May you / you could / could you
5. Sorry, tell me where the bus stop is?
Could please you / could you / did you
193
Duration Two weeks
Type of scoring
Scoring rubrics
instrument
Prepare a questionnaire about;

Body Language
Topic of the task
Celebrations
Plan your time

Do a research using books and the internet.
Things to do
194
Target Performance: Research, creativity,writing skills
Duration Two months
Type of scoring instrument Scoring rubrics
Task Create an art society like a club in your school or an art festival.
Plan how many people join your society.
Point out the festival place where you will organize.

Plan your time.
Things to do

Give a reference for your society or festival..
195
COMMUNICATION
Pre-digital Era
Theme
5 A
A. Write true headlines for each news.
1 ................................... b .......................................
A 13 year old Norwegian boy was returning home from school. Four
wolves appeared in front of the boy. He played a heavy metal song on
his mobile phone. So, music saved him from wolves.
2 .................................. e .........................................
A 39 year old woman, Lakey Shabeard talked for more than half a
day while travelling on a train. The loud cell phone conversation lasted
sixteen hours. In the train, a few passengers asked the woman to
convince the woman to end the conversation. They called the police
and they stopped the train for twenty minutes to arrest the woman.
3 .................................... c .........................................
The 45 year old man from Northern Sweden has been in snow-
buried car for two months with no food. He has survived by eating snow.
4 .................................... a.........................................
Joseph H. Jackson left behind a key piece of evidence after holding
up the pharmacy in Norwich. While the police were investigating the
robbery, they found a jacket near the crime scene with a letter in one of
the robber and arrested him.

5 .................................... d .........................................
Bunmi Sobowale can only eat vegetables. Food has been a problem
in her life but also the cure. She spent four months in hospital after
suffering hair loss, speech problems and shooting pains. Doctors tried
Bread, cakes, biscuits cause problems in her throat. Milk, cheese and
chocolate make her sleepy.
196
Pre-digital Era
A
B. Write the missing words from the text.
1. Example : A Swedish man has survived by eating snow.

onvince the woman to end the conversation.
3. Four wolves appeared in front of the boy.
4. Doctors tried countles cures.
C. Rewrite the sentences by using who or which.
Example : A 13 year old Norwegian boy was returning home from school.
A Norwegian boy who was 13 years old was returning home from school.
1. He played a heavy metal song. The song saved him from wolves. (which)
He played a heavy metal song which saved him from wolves.
2. The 45 year old man from Northern Sweden has been in the car for two months. He survived by
eating snow. (who)
The 45 year old man from Northern Sweden who survived by eating snow have been in the
car for two months.
3. They called the police. They stopped the train for twenty minutes to arrest the woman. (who)
They called the police who stopped the train for twenty minutes to arrest the woman.
4. They found a jacket near the crime scene with a letter in one of the pockets. (which)
They found a jacket which was near the crime scene with a letter in one of the pockets.
D. Correct the spelling of the passage.
Where would we be without the media? How would we get information about the world? All of
happening around the world. We switch
the TV on just to watch the news. It seems as though every train passenger has a newspaper. The
journalists who bring us the news do a very important job. Many reporters risk their lives to bring us
zones. Unfortunately, many reporters are killed while they are
chasing a war. The media make us feel that we are part of the world. We become experts on other
countries and on the big news stories. The media also bring us many unforgettable images, such as
a man walking on the moon. Finally, the media show us history as it happens.
E. Write an appropriate headline for each news.
Technology in or out.
1) Refrigerators, TVs and other pieces of wood and metal dragged into sea when a massive
earthquake hit Japan last week and also it caused tsunami.
Strange Couple
2) The police arrested a couple in Egypt for attempting to smuggle artefacts including funerary
The Fire in the Prison
demanded the remains of their lover ones.
1. I was on my way to the Odeon Cinema where I wanted to meet my cousin Fred.
2. I was walking down Richmond Street when I heard a loud noise.
3. A man had crashed into a tree which was standing at the corner to Corn Street.
4. The man whose car was badly damaged was in shock.
5. I helped him phone his wife who arrived shortly after the call.
197
B
who-which-where.
1. b UR 2. j W@
3. m W/END 4. n WRUD
5. XLNT 6. Y? daily life day by day. Teens choose their own
i l communication keys which make their lives easier
7. r 2moro 8. d 2nite and virtually comfortable. Although parents have
some doubts and fears about using technological
9. e h 2G2BT communication tools, teens can control themselves
11. a 2G2B4G 12. f 9 unconsciously.
Teens and young adults know that they can get
13. o P155 14. p AITR all in need of technology that is not used not only
15. c THX 16. u TY communication but also improve general knowledge.
The most popular technological communication tool
17. g U2 18. v XOXOXO is mobile phone which makes users life easier. It
seems like a device but it is much more than a device
19. s k OMG which is virtually everything for teens and young
adults who use it for calling, texting messages,
a. Too Good To Be Forgotten
things, online banking, listening to music and much
c. Thanks more. What is more, the biggest advantage of having
a mobile phone is you can communicate with your
d. Tonight family and your friends no matter where you are.
e. For Ever and Ever Besides, you can contact easily with your friends by
f. Adult coming into room alert calling or sending messages everywhere without
g. You too when they can help people in emergencies. For
h. Too Good To Be True instance, if you get stuck in the middle of the road
I. You too or you are late for an exam, you can just use your
mobile phone to call for help and inform.
i. Excellent In conclusion, using a mobile phone is our part of life.
j. What
k. Oh my gosh D. Complete the sentences with who-which-
l. Why? whose-when.
m. Weekend
n. What are you doing? 1. Modern technological communication tools
o. Parent is watching have many positive effects on teens, yet if
p. Adults in the Room overused can cause the addiction which
r. Tomorrow obsession like all addictions.
s. Hug back 2. Mr. Blake, who
u. Thank you messages per a day.
v. Hugs and kisses 3. Teens who are always engaged in using
technologies become so addicted that they
spend less time with their families and feel
the words. lonely and depressed.
4. 1993 is the year when people started to
1. d -:-) a. confused use a new addictive communication way
2. f -:-II b. very happy
from phone to phone was sent in Finland.
3. b -:-) ) c. crying
5. Teens generally want to get a new model
4. i -:-& d. happy mobile phone which is not completely
5. g different from the old one.
6. h -:-O f. angry 6. Technology freak is a person whose life is
full of technology.
7. c -:- ( g. sad
7. Technogeek is a person who is obsessed
8. a -%-) h. surprised with the latest technology.
9. e -:-@ i. tongue tied
198
B
To: 01234567890 To: 01234567890
What are you doing? WRUD? -%-).Oh! P155.

-:-&.THX 4 sending me
I am confused. Oh! HW.XOXOXO.
My parents are in the
room. My tongue is tied.
Thanks for sending me
homework. Hugs and
kisses.
1. London, which is the capital of England, is one of the largest cities in the world.
2. This is the mobile phone which my mother has bought for me.
3. Queen Elizabeth II, who is 83, has been the queen of England for 57 years now.
5. Bill Gates, who has had lots of information about the computer, is a famous American
businessman.
6. The village where I grew up is very small.
7. Greg, whose job involves travelling for marketing mobile phones a lot, has been in nearly all
the countries in the world.
8. The café, where I have always played computer games, is near my home.
9. This is the mobile phone freak that lost face to face communication with his friends
2. Robert is a computer addict. He spends all day in front of the computer in his room.
Robert, who spends all day in front of the computer in his room,is a computer addict.
famous hacker.
4. Prince Charles will be the king of England one day. His children are more popular than him on
the Net.
Prince Charles, whose children are more popular than him on the Net, will be the king of
England one day.
5. The Adventures of Huckleberry Finn was written by Mark Twain. I enjoyed reading it on my
mobile phone.
The Adventures of Huckleberry Finn, which I enjoyed reading it on my mobile phone,
was written by Mark Twain.
199
C
A. Read the instructions and do the questionnaire. Calculate your score and read the
comment about it.
This test will help you to test yourself. It will show you how quickly
you will learn English. It is just to help you.
For each question, note the number on the left

hand side and give yourself a score form 1 to 5 1. No.
from the following: 2. I have only studied on my own.
3. I recently studied English at school in my
1. Countries with a very different language & country.
culture e.g. Korea, Brazil, African countries, Arab 4. I took a full-time course in English recently.
countries. 5. I passed an English exam recently.
2. Countries with a very different language but an
international culture e.g. Japan, Finland
3. European countries where English is little used 1. Never.
e.g. France, Spain, Italy 2. One or two weeks.
4. European countries where English is important 3. A month at least.
e.g. Switzerland, Germany
4. A few months.
5. Western European countries where English is
5. More than 6 months.
widely spoken e.g. Norway, Sweden, Denmark,
Holland
1. Very slowly.
1. Languages or dialects which you do not 2. Slower than average.
normally write down 3. Average speed.
2. Languages with a non-roman way of writing 4. Faster than average.
e.g. Korean, Arabic, Thai, Japanese 5. Fast.
3. Non-European languages with a roman
alphabet 1. I want to learn grammar and vocabulary on my
4. Romance languages e.g. French, Spanish, own.
Italian 2. I want to have a teacher to tell me what to do.
5. Languages from the Germanic family e.g. 3. I want to learn in a class with other students.
German, Norwegian, Dutch, Danish 4. I learn by talking to my friends.
5. I learn by talking with people who speak
English well.
1. None.
2. A little.
3. Some.
4. Quite a lot.
1. My parents want me to. 5. A lot.
2. To go on holiday to an English speaking
country.
If you have scored over 35 you are very
4. To pass an exam. likely to learn fast and you are probably not a
5. My husband/wife/girlfriend/boyfriend speaks beginner. You probably enjoy learning and will
English. be successful quickly.
are very likely be an average learner - you will

1. No.
need to work hard but within a few months
2. I studied a language at school. you will have learned a lot.
3. I have already learned one language as an
adult.
a long time to learn - up to a year. Be patient
and keep practising!
200
C
1. While is doing exercises and alone at home or in your room, speak English aloud.
is
2. Connect the muscles of your face to the information in your head.
3. Just as to understanding the basics of tennis does not make you a great tennis player,
to
4. understanding grammar rules does not mean you can automatically speak English well.
means
5. You need to practice the act of speaking often. Speaking by yourself at home.
6. and reading the exercises you are doing will helping connect your brain to your facial.
helping
7. muscles and improve pronunciation and make your knowledge active.
C. Change the questions to a noun clause.
1. What time does the writing exam start?

I would like to know what time the writing exam starts.
is a mystery.
3. Who was your English teacher when you were 15?
He wants to know who your English teacher was when you were 15.
4. Who is the lady in the black dress in our course?
I wonder to know who the lady in the black dress in our course is.
5. Whose book is this?
Does he know whose book this is?
6. What time did the lesson start?
She would like to know what time the lesson started.
7. Which one is the capital of England?
Which one the capital of England is the question that the teacher made.
D. Complete the sentences with your own words.
1. I think (that) students will be happy when they learn their great marks.
2. That you have a lot of friends at a language course makes you
s.
er
3. It is obvious that she is exhausted.

ws
4. I am happy that they usually visit me.

an
d
5. I wonder if/ whether she has attended the language course.

te
es
6. It is important that people should learn foreign language.

gg
Su
7. I wonder whether or not she

8. I was surprised that he should write a novel.
201
Duration Two weeks
Type of scoring
Scoring rubrics
instrument
Prepare a magazine,newspaper or TV programme for high school students.
Choose your topic which is interesting for teenagers.

Create attractive high lights.
Give a name for your newspaper, magazine or TV programme.
Plan your time
Things to do

202
EMOTIONS
Feelings
Theme 6 A
A. Read the text and match the words with their meanings.
1. palpitation e a) a feeling of sadness

2. fatigue d b) lack of energy and enthusiasm
3. lethargy b c) being unable to balance
4. melancholy a d) extreme tiredness
5. vertigo c e) rapid, strong heart beat
According to the principles of Traditional Chinese Medicine, different emotions affect our different
organs. Joy and fright affect our heart and cause heart palpitations. Anger and resentment affect
the liver and they cause headaches, vertigo and high blood pressure. Sadness causes disharmony
in the lungs and makes people fatigue. Over thinking, worry and melancholy affect the spleen
and cause lethargy and concentration problem. Anxiety affects the lungs and causes shortness of
breath.
fright joy
overthinking and worry sadness

HEART
ORGANS AND
EMOTIONS
SPLEEN LUNG
melancholy anxiety
LIVER
anger resentment
C. Complete the sentences with the suitable words from the text.
1. Anxiety affects our lungs.
2. Disharmony in the lungs makes people fatigue.
3. If you are melancholic, you may have problem in your spleen.
4. Joy causes heart palpitations.
203
A Feelings
D. Fill in the blanks with the correct E. Rewrite the sentences by using
comparative form of adjectives and comparative and superlative forms of
adverbs. adjectives.
1. Jennifer expresses her emotions
more freely than Fiona. (free)

is better than his latest
2. If you control your anger, you can feel one.
2. Her old school was closer than the
better . (good) new one.
3. If you are under pressure, you tend to get Her new school is further than the
angry more easily . (easily) old one.
4. Eastern countries are worse than Western yesterday.

countries in anger control. (bad)
Yesterday was the best I have ever
played.
4. He has never made such a bad
decision.
It was the worst decision he has ever
made.
5. The bank is at the very far end of the
Street.
The bank is the furthest shop along
the street.
bad.
My results were worse than I had
thought.
F. Choose the correct option (comparative

adverb-adjective).
1. You should drive more carefully,

otherwise you will cause an accident.
a) more careful
b) more carefully
2. This exercise was easier than I
expected.
a) easier
b) more easily
well.
a) better
b) well
4. You should do your homework more
carefully
a) more carefully
b) more careful
204
Dr. Stress Is Knocking Your Door
B
A. Write the symptoms into the correct column.
hair loss — eating more or less — aches and pains — sleeping too much or too little —
chest pain — isolating yourself from others — nervous habits (nail biting — pacing) —
frequent colds — increased arguments — weight gain or loss — coughing and sneezing —
fatigue — feeling sleepy (closing the eyes) — stressful manners
PHYSICAL SYMPTOMS BEHAVIOURAL SYMPTOMS
hair loss eating more or less
aches and pains Isolating youself from others
sleeping too much or too little nervous habits
chest pain increased arguments
fatigue feeling sleepy (closing the eyes)
frequent colds coughing and sneezing
weight gain or loss stressful manners
B.
vomiting e
hair loss f
nose bleeding a a b c
memory-loss d
weakened immunity c
sweating b
d e f
C. Choose the correct option (superlative adverb-adjective).

1. Sally is the prettiest girl in my hometown.
a) prettiest b) most prettily
2. Dave spends his time the most busily
a) busiest b) most busily
3. Vienna is the largest town in Austria.
a) most largely b) largest
4. She sang the song the most happily in the contest.
a) the most happily b) the happiest
D. Fill in the blanks with the correct form of adjectives.

1. Which country displays the least control stress in the world? (the least / less)
2. Carolina is the most stressful student in the class. (more stress / the most stressful)
3. Dr Stress is the most incredible doctor. (the most incredible / more incredible) I have ever seen.
4. Who is the most nervous person in your family? (more nervous / the most nervous)
5. The angriest teacher in our school is Mr Freeman. (the angriest / the most angry)
205
B Dr. Stress Is Knocking Your Door
E. Read the text and choose the right option in order to complete the sentences.
ROBERT:
Experts say a little stress can energize and motivate a person, but where too much has
another name: anxiety, or de-motivating. I agree with the experts. In the past, I had too
physical problems. I completely felt worthless. After having hobbies, I started to sleep
well, feel healthy and be important for my new group. I (1) have been taking
phonographs at the weekends and also on weekdays I (2) have been having more
information about them.
MEGGIE: My parents (3) have been moving

has been changing
to living this type of lifestyle, but it is not easy as they thought. I am always angry so I (5)
parents stop moving from one state to another.
KELLY: Keeping stress out from my life is too hard because I (6) have lived alone for three
has been coming from balancing my schoolwork with two part-
and nothing seems fun anymore. I (8) have focused on my goal, for this reason I do not
care what the others think or do. Dreaming my goal motivates me. I think it is important to
know my limits. I am aware of my power and so a little stress never hurts me.
1. A) took B) have been taking C) take

2. A) had B) has had C) have been having
3. A) moved B) have been moving C) moves
4. A) have changed B) is changing C) has been changing
6. A) have lived B) lived C) live
8. A) have focused B) have been focused C) were focusing
F. There are some ways to help a depressed friend. Rank them according to the order of
importance.
get your friend to talk to you 1. ......................................................................

encourage your friend to get help 2. ......................................................................
stick with your friend through the hard times 3. ......................................................................
listen to your friend in a non-judgmental way 4. ......................................................................
G. Write the comparative and superlative form of these words.
happy happier the happiest

well better the best
busily more busily the most busily
badly worse the worst
happily more happily the most happily
expensive more expensive the most expensive
sad sadder the saddest
quickly more quickly the most quickly
206
Success Is Not Only Success
C
A. Choose the correctly punctuated sentence. 7. d
a) Tims gran, a formidable woman, always bought
him chocolate, cakes, sweets and a nice fresh
1. d apple.
warm, sandy and spotlessly clean. him chocolate, cakes, sweets and a nice fresh
b) Spain is a beautiful country: the beaches are apple.
warm, sandy and spotlessly clean.
c) Spain is a beautiful country, the beaches are him chocolate cakes sweets and a nice fresh
warm, sandy and spotlessly clean. apple.
d) Spain is a beautiful country; the beaches are
warm, sandy and spotlessly clean. bought him chocolate, cakes, sweets and a
2. a nice fresh apple.
c
a) After stealing Tims car, the thief lost his way and
c) The childrens books were all left in the following
the caretakers cupboard.

9. c
a) We decided to visit: Spain, Greece, Portugal and
b) We decided to visit Spain, Greece, Portugal and

3. a Italys mountains.
a) She always enjoyed sweets, chocolate, c) We decided to visit Spain, Greece, Portugal
marshmallows and toffee apples.
d) We decided to visit Spain Greece Portugal and
10. a
winner.
4. b winner.
in that old derelict warehouse. winner.
wheels in that old, derelict warehouse. winner.

c) Sarahs uncles car was found without its wheels
in that old, derelict warehouse. B. Choose the incorrectly punctuated
sentence.
wheels in that old, derelict warehouse. 1. a
5. d a) Harbor Springs is now a summer resort for
accident. Indian village of my Ottawa ancestors.

b) Harbor Springs is now a summer resort for the
accident.
village of my Ottawa ancestors.
accident. c) Harbor Springs is now a summer resort for the
accident. of my Ottawa ancestors.
6. c 2. b
a) One of the many talents lost in this
friends went round to have a word. increasingly technological age is that of
putting pen to paper to communicate with
friends went round to have a word. family, friends, and lovers.
b) One of the many talents lost in this
increasingly technological age, is that of
friends went round to have a word. family, friends, and lovers.
207
C Success Is Not Only Success
c) One of the many talents lost in this D. Rewrite the story by using the correct
increasingly technological age is that of punctuations.
family, friends and lovers.
3. a
and a red rubber nose is a real clown.
a red rubber nose, is a real clown.
a red rubber nose--is a real clown.

4. c
a) I divide all readers into two classes: those Itistheyear2010
who read to remember and those who read to Kingtritonlivesatthebottomoftheseainanivory
forget. toweramongweedsandlittlestones
b) I divide all readers into those who read to
remember and those who read to forget. verysickandsadohdearohdearwhatcanwedo
c) I divide all readers into two classes, those
who read to remember, and those who
read to forget.
5. b andthecrabscleanandcleanandcleanthesea.
a) Bonnie asked if we were going to the concert
without her. It is the year 2010.
b) Bonnie asked, “Are you going to the King Triton lives at the bottom of the sea in an
ivory tower among weeds
c) Bonnie asked, “Are you going to the concert and little stones.
without me?” The sea is very dirty and King Triton and all the
Oh, dear, oh dear! What can we do, say one little

C. Express your ideas critically in the
can scan, eat all the trash.

1. A: The acting was not good.
B: Really? I thought it was very professionally eels, the sharks, the dolphins, the
acted, actually.
the sea.
2. A: The dancing seemed a bit clumsy.
B: E. Write the end of the story in exercise “D”
3. A: That article he wrote was a bit in your own words.
amateurish, I felt.
B: ………………………………………………
4. A: Well, he does not seem to have much ………………………………………………
idea about directing! ………………………………………………
B: ………………………………………………
………………………………………………
………………………………………………
B:
208
Duration Two weeks
Type of scoring
Scoring rubrics
instrument
Topic of the task Write a poem or organize a poem competition in your class.
Select the topic.
Plan your time

Do a research using books and the Internet.
Things to do

209
DESIGN
7A
Emily has a new house. She talks about her new living situation.
Jessica : Emily, you have a new house, ?

Emily : Yes, I do. I only moved last week.
Jessica : How many rooms does it have?
Emily : About 7.
Jessica : It is a new house, ?
Emily : Yes, it is about 2 years old.
Jessica :
?
Emily :
Jessica : You have got a big bathroom, ?
Emily :
Jessica : ?
Emily : Yes, it is.
Jessica :
Emily :
4. table
6. rug
x 8. vase x
210
Which Design Style Suits You Best
A
White walls look . Large
overbearing:
bold:
.
.
.
.
?
?
?
?
?
?
?
8. We will go and visit her new house next week, ?
211
B
Write soon.
Karen
09:00 take history test
212
B
1. Tomorrow at this time I
2. Next week at this time I
7. Tonight they
8. Tomorrow we
11. At this time tomorrow, I

12. You
4. Jane, you
5. Aunt Karen thinks she
1. three things you will be doing 2. three arrangements you will 3. three things you will be doing
tomorrow.
............................................... ............................................... ...............................................
............................................... ............................................... ...............................................
........................................... . ........................................... . ........................................... .
............................................... ............................................... ...............................................
............................................... ............................................... ...............................................
........................................... . ........................................... . ........................................... .
............................................... ............................................... ...............................................
............................................... ............................................... ...............................................
........................................... . ........................................... . ........................................... .
213
C
4. The swimmer will be

.
.
7. I am
8. Amanda was
9. Kate goes out .
.
214
C
3. white lie
5. a red letter day d
a. in bad taste, rude
e. a harmless lie
break some rules.
?
2. Today is ?
by the girls, ?
4. ?
5. Susan was ?
6. Linda told ?
2. She
3. She
4. They
days.
going to be exhausted.
2. This time tomorrow morning, I
4. This time next week, she
215
Two weeks
Plan your time
216
ART
Giggle Poetry
Theme
8 A
A. Match the two halves of the dialogues.
e
1. Are you hungry?
d
2. Are you tired?
3. He looks nervous.
4. Where are you phoning from?
a
5. When did you start learning Italian?
B. Complete the conversation by using the appropriate forms of “used to” and “past tense”.
Sandra :
Kate : A sort of.
Sandra : What happened?
Kate : used to live moved
year. When I went used to make (make) fun of my southern
used to play (play)
217
A Giggle Poetry
C. Underline the time expressions in the sentences.
.
.
all week. They are on strike.
.
.
.
.
D. Put the words in the correct order.
2. You look tired.
E. Rewrite the sentences by using for & since.
.
F. Match the situations.
E
D
H
G
J
A
I
C
B
G. Write the end of the conversation in part “B” in your own words.
………………………………………………………………........................................................................
………………………………………………………………........................................................................
………………………………………………………………........................................................................
………………………………………………………………........................................................................
218
Theatre Is The Dance Of Emotion
B
A. Look at the pictures and match them with the words.
1. f
2. a
3. e
4. THE QUEEN
5.
6. d a b
c d e f
B. Read the text and answer the questions.
SHAKESPEARE GLOBE THEATRE

Theatre
Shakespeare Theatre Lighting
Actors
In Shakespeare era
219
B Theatre Is The Dance Of Emotion
D. Write the differences between Shakespeare Globe Theatre and Modern Theatre by using
1. ………………………………………………………………................................................................
2. ………………………………………………………………................................................................
3. ………………………………………………………………................................................................
4. ………………………………………………………………................................................................
5. ………………………………………………………………................................................................
220
Magical Spin Of Words
C
A. Read the story and put the events in the correct order.
3
6
7
5. The queen travelled all over her kingdom.
4
as a present.
generosity.
B. Read the story and complete the sentences.
3. The queen hesitated .

.
221
C Magical Spin Of Words
C. Choose the correct option. Tom in
1. We used to Chinese food.

F. Read the dialogue with the story writer
Interwiewer
2. We will get used to meal. (do) lately?
Ashley Roberts: I
3. It is taking me a long time to Interwiever
Ashley Roberts
little girl.
Interwiever
4. I need some time to in
Ashley Roberts: Almost eleven years.
Interwiever
D. Fill in the blanks with used to / be used to / Ashley Roberts: Hundreds.

get used to.
Interwiever
used to
used to
day. It took some time to Ashley Roberts
for me.
is used to
Intewiever
never Ashley Roberts
E. Choose the correct answer. played
Interwiever
Kerry us. We
here for over half an hour
our order yet.
your own writing.
Tom
Kerry ....................................................................
....................................................................
and they already have their food. ....................................................................
....................................................................
Tom
yet! We here for over half an ....................................................................
hour staring at him. ....................................................................
....................................................................
Kerry ....................................................................
us. He ....................................................................
taking orders and serving food. .................................................................. .
222
Task
Things to do
223
Target Performance
Duration
Type of scoring
instrument
Topic of the task
Things to do
224
TIME TO CHECK 1
A. Write the correct form of the verbs.
1. Alan ....................... (do) his homework everyday.
2. They do not ....................... (ride) the bus to work.
3. Helen ....................... (like) chocolate milk.
4. It always ....................... (rain) during the months of April and May.
5. Martin usually ....................... (go) to church every Sunday.
6. Caty and Mike ....................... (be) best friends.
7. The teacher ....................... (teach) every day.
9. Our favourite after school club ....................... (be) drama.

10. They do not ....................... (have) much time to waste, they are very busy.
B. Fill in the gaps with the right form of the verbs.
2. If Sam were rich, she ....................... (live) in an expensive hotel.

3. If her brother ....................... (not apologise), i will never speak to him again.
5. If i were her, i ....................... (speak) to her children more politely.
8. If Meg ....................... (try) harder, she will pass her driving test.
9. If she ....................... (not be) so impolite, i would enjoy her company.
10. Ted will be amazed if I ....................... (show) him the picture I drew.
C. Choose the correct option.
1. My uncle enjoys watching tennis on TV ....................... he prefers playing it.
a) despite b) because c) although
2. ....................... having a well-paid job, my sister never has any money.
a) Despite b) Because c) Even though
a) as a result b) since c) as
4. ....................... all the seats on the bus were taken, they had to stand.
a) Although b) Since c) So
a) Moreover b) on the other hand c) However

D. Fill in the spaces with the correct form of the verbs in simple past tense or past progressive
tense.
1. The children ....................... ....................... (walk) by the bakery when the smell of fresh cinnamon
2. Daniel ....................... ....................... (treat) her friends when she ....................... (get) a signal
from her pager.
3. Amie and Lee ....................... ....................... (climb) trees when Amie ....................... (fall) and
....................... (break) her arm.
4) While Bernard ....................... ....................... (dig) a hole in the sand, a crab ....................... (crawl)
out.
5) My best friends ....................... ....................... (sit) on the park bench when the fountain suddenly
....................... (light).
225
TIME TO CHECK 1 ANSWER KEY
A. Write the correct form of the verbs.
1. Alan does (do) his homework everyday.
2. They do not ride (ride) the bus to work.
3. Helen likes (like) chocolate milk.
4. It always rains (rain) during the months of April and May.
5. Martin usually goes (go) to church every Sunday.
6. Caty and Mike are (be) best friends.
7. The teacher teaches (teach) every day.
want
9. Our favourite after school club is (be) drama.
10. They do not have (have) much time to waste, they are very busy.
B. Fill in the gaps with the right form of the verbs.
1. Will Susan come if Jack calls
2. If Sam were rich, she would live (live) in an expensive hotel.
3. If her brother (not apologise), i will never speak to him again.
4. If David
5. If i were her, i (speak) to her children more politely.
6. If Beatrice lost
7. I will meet
8. If Meg tries (try) harder, she will pass her driving test.
9. If she (not be) so impolite, i would enjoy her company.
10. Ted will be amazed if I show (show) him the picture I drew.
C. Choose the correct option.
1. My uncle enjoys watching tennis on TV although he prefers playing it.
a) despite b) because c) although
2. having a well-paid job, my sister never has any money.
a) b) Because c) Even though
3. The doors were closed and as a result
a) as a result b) since c) as
4. Since all the seats on the bus were taken, they had to stand.
a) Although b) Since c) So
However, she may change her mind.
a) Moreover b) on the other hand c) However
D. Fill in the spaces with the correct form of the verbs in simple past tense or past progressive
tense.
1. The children were walking
reached (reach) our noses.
2. Daniel was treating (treat) her friends when she got (get) a signal from her pager.
3. Amie and Lee were climbing (climb) trees when Amie fell (fall) and broke (break) her arm.
4. While Bernard was digging (dig) a hole in the sand, a crab crawled (crawl) out.
5. My best friends were sitting (sit) on the park bench when the fountain suddenly lit (light).
226
TIME TO CHECK 2
A. Complete the sentences using Present Perfect Tense or Simple Past tense.
1. Two months ago James ....................... (go) to Konya to watch Seb-i Arus celebrations.
2. Wilma ....................... (wash) her car. Look, now it is really clean and looks like new!
3. Mr Johnson ....................... (work) for the company since 2014.
4. Jenny ....................... (go) to India last summer. ....................... you ever ....................... (be) to
Madrid.
8. My friends ....................... (ride) their bikes for 2 hours. They are really tired now.
10. She ....................... (write) two books this year.

B. Fill in each blank space with the correct future verb tense (simple future, future continuous,
or future perfect):
a) will be painting b) will paint c) will be paint

2. By the time they get there, the store ....................... (close).
a) will close b) will have closed c) closed
3. Jack ....................... (see) me tomorrow at 3:00 PM.
a) will see b) see c) will be seeing
a) will see b) will be seeing c) will have seen
a) will clean b) will be cleaning c) clean

6. This time next Tuesday I ....................... (drink) coffee in Rome.
a) will drink b) drink c) will be drinking
c) will have found out

8. Jack insulted me. I ....................... (speak) to her again!
a) will never speak b) will never be speaking c) will have never spoke
9. If he continues drinking so fast, he ....................... (drink) the whole bottle of coke by the end of
meal.
a) will drink b) will have drunk c) will be drinking
10. Lucy ....................... (tell) me when her birthday is.
a) will not have told b) will not be telling
C. Fill the gaps in the table below.
ADJECTIVES ADVERBS
....................... anxiously
Bad .......................
....................... careful
Fast .......................
....................... well
D. Circle and write the correct option in the blanks.

1. Shelia dances the cha-cha-cha ....................... (beautiful / beautifully)
2. Jack has been planing his trip to South Africa very ....................... (careful / carefully)
3. Turn the TV down, my baby is sleeping. It is too ....................... (loud / loudly)
4. Julia drives too ....................... (fast / well)
227
A. Complete the sentences using Present Perfect Tense or Simple Past tense.
1. Two months ago James went (go) to Konya to watch Seb-i Arus celebrations.
2. Wilma has washed (wash) her car. Look, now it is really clean and looks like new!
3. Mr Johnson has worked (work) for the company since 2014.
4. Jenny went (go) to India last summer. Have you ever been
5. I have learned
6. Last night our dog had
7. Where did he go visited (visit) his uncle in Madrid.
8. My friends has ridden (ride) their bikes for 2 hours. They are really tired now.
9. It has rained
10. She has written (write) two books this year.
B. Fill in each blank space with the correct future verb tense (simple future, future continuous,
or future perfect):
(paint) all day.
a) b) will paint c) will be paint
2. By the time they get there, the store will have closed (close).
a) will close b) will have closed c) closed
3. Jack will see (see) me tomorrow at 3:00 PM.
a) will see b) see c) will be seeing
will have seen
a) will see b) will be seeing c) will have seen
will be cleaning (clean) the house.
a) will clean b) will be cleaning c) clean
6. This time next Tuesday I will be drinking (drink) coffee in Rome.
a) will drink b) drink c) will be drinking
a) c) will have found out

8. Jack insulted me. I (speak) to her again!
a) b) will never be speaking c) will have never spoke
9. If he continues drinking so fast, he will have drunk (drink) the whole bottle of coke by the end of
meal.
a) will drink b) will have drunk c) will be drinking
10. Lucy (tell) me when her birthday is.
a) will not have told b) will not be telling c)
C. Fill the gaps in the table below.
ADJECTIVES ADVERBS
anxiously
Bad badly
carefully careful
fast fast
good well
D. Circle and write the correct option in the blanks.

1. Shelia dances the cha-cha-cha beautifully (beautiful / beautifully)
2. Jack has been planing his trip to South Africa very carefully (careful / carefully)
3. Turn the TV down, my baby is sleeping. It is too loud (loud / loudly)
4. Julia drives too fast (fast / well)
hard (hard / hardly)
228
TIME TO CHECK 3
A. Choose the correct option.
1. His uncle is ....................... than his aunt.
a) old b) older c) oldest
a) exciting b) more exciting c) most exciting

3. Travelling by bus is ....................... than by the ferry.
a) bad b) worse c) worst
4. There are many cheap things in that shop, but the candy is the ....................... thing.
a) cheap b) cheaper c) cheapest
5. James is ....................... than Matt.
a) careful b) more careful c) most careful
B. Write the correct question tag.
C. Complete the sentences by the correct form of the used to (be used to, get used to, used to,
).
1. Our Mayor ....................... (speak) in public.
2. My mum has been a doctor for ten years. She ....................... (work) at night.
3. I ....................... (drive) on the left when I came to England.
4. I ....................... (drink) milk but now I prefer drinking coffee.
5. Jack was very shy. He ....................... (have) many friends.
D. Choose the best option.

1. Justin is an actor who ....................... .
a) has blue eyes. b) has black eyes. c) is a ballerina.
2. Tiger,which ......................., eats meat.
a) is a plant b) is an animal c) has two noses
a) hair is curly b) studies English c) has got curly hair

4. 1881 is the year ....................... Atatürk was born.
a) which b) where c) when
5. Fiona ....................... phoned me last night is my sister.
a) where b) which c) that
6. I went back to the village ....................... I grew up.
a) who b) where c) whose
7. The woman with ....................... I got married is blonde .
a) whom b) which c) that
8. A mall is a place ....................... people like spending spare time.
a) which b) that c) where
9. I met a girl ....................... mother tongue is Spanish.
a) whose b) whom c) who
10. Ankara, ....................... is the capital of Turkey,is beautiful.
a) that b) which c) where
229
A. Choose the correct option.
1. His uncle is older than his aunt.
a) old b) older c) oldest
city in the world.
a) exciting b) more exciting c)
3. Travelling by bus is worse than by the ferry.
a) bad b) worse c) worst
4. There are many cheap things in that shop, but the candy is the thing.
a) cheap b) cheaper c)
5. James is more careful than Matt.
a) careful b) more careful c) most careful
B. Write the correct question tag.
has
2. Marcus is good at English,
3. Sue is a sensitive girl, is
are
5. Katty will come to the party,
have
shall we
8. They wear school uniform at school,
9. She got up late yesterday morning,
should you
C. Complete the sentences by the correct form of the used to (be used to, get used to, used to,
).
1. Our Mayor (speak) in public.
2. My mum has been a doctor for ten years. She is used to working (work) at night.
3. I got used to driving (drive) on the left when I came to England.
4. I used to drink (drink) milk but now I prefer drinking coffee.
5. Jack was very shy. He (have) many friends.
6. What did you use to do
D. Choose the best option.
1. Justin is an actor who has black eyes.
a) have blue eyes. b) has black eyes. c) is a ballerina.
2. Tiger,which is an animal, eats meat.
a) is a plant b) is an animal c) has two noses
3. The boy whose hair is curly
a) hair is curly b) studies English c) has got curly hair
4. 1881 is the year when Atatürk was born.
a) which b) where c) when
5. Fiona that phoned me last night is my sister.
a) where b) which c) that
6. I went back to the village where I grew up.
a) who b) where c) whose
7. The woman with whom I got married is blonde .
a) whom b) which c) that
8. A mall is a place where people like spending spare time.
a) which b) that c) where
9. I met a girl whose mother tongue is Spanish.
a) whose b) whom c) who
10. Ankara, which is the capital of Turkey,is beautiful.
a) that b) which c) where
230
ASSESSMENT AND EVALUATION
GROUP WORK ASSESSMENT
1. contributes to decision making.
2. respects and encourages the views of others.
3. contributes to the group work in a positive way.
4. exhibits on-task behaviour consistently.
5. completes the task on time.
6. volunteers to take responsibilities and roles.
7. does research from a variety of resources.
8. gets on well with other group members.
PORTFOLIO ASSESSMENT
5* 4* 3* 2* 1*
1. All tasks are completed and organized
5 (Excellent), 4 ( Good), 3 ( Not Bad), 2 (Need To Be Improved), 1 (Poor)

Additional Observations: ........................................................................................................
....................................................................................................................................................
....................................................................................................................................................
..............................
231
RUBRICS FOR PERFORMANCE TASK EVALUATION
FORM 5* 4* 3* 2* 1*
1. An appropriate title is given to the task.
2. The task is planned and organised appropriately.
3. The task is enriched with posters, pictures, photos, caricatures

or drawings.
4. A reference list is given.
CONTENT
general.
2. The details about ....................... are vivid and varied.
3. The ideas are elaborated and examples are clear and coherent.
LANGUAGE AND NARRATION
2. Topics are narrated coherently.
3. New and appropriate expressions are used to make report more

powerful.
4. New and related words suitable for the topic and audience are
used.
5. There is no mistake in spelling and punctuation.
* 5 (Excellent), 4 ( Good), 3 ( Not Bad), 2 (Need To Be Improved), 1 (Poor)
232
RUBRICS FOR PROJECT
I. WRITING PROCESS OF THE PROJECT
FORM 5* 4* 3* 2* 1*
1. An appropriate title is given to the task.

2. The task is planned and organised appropriately.
3. The task is enriched with posters, pictures, photos, caricatures or
drawings.
4. A reference list is given.
CONTENT
2. The details about ....................... are vivid and varied.

3. The ideas are elaborated and examples are clear and coherent.
LANGUAGE AND NARRATION
2. Topics are narrated coherently.

3. New and appropriate expressions are used to make report more
powerful.
4. New and related words suitable for the topic and audience are used.
5. There is no mistake in spelling and punctuation.
II. THE PRESENTATION OF PROJECT
CONTENT
1. The aim of the presentation was expressed clearly.
2. A variety of vocabulary was used appropriately.
3. Speaker provided relevant information and kept focus on the topic.
4. Topics were introduced in detail.
5. Speaker was able to talk persuasively.
STRESS AND INTONATION
1. Speaker was able to use a clear voice.
2. Speaker was able to use correct, precise pronunciation to enhance
communication.
3. Speaker used stress and intonation appropriately to enhance
articulation.
INTERACTION WITH AUDIENCE
1. Speaker maintained eye contact.
answered the questions.
* 5 (Excellent), 4 ( Good), 3 ( Not Bad), 2 (Need To Be Improved), 1 (Poor)
233
TOPICS
THEME: 1 Language TEACHING
RELATED
TIME OBJECTIVES Areas and METHODS AND MATERIALS ASSESSMENT
TOURISM WITH
structure TECHNICS
ATATÜRK
wishes in informal letters.

Identify the topic of the written text.
1.A Read newspapers and magazines
Write personal letters Present
LOOK AT THE Use polite expressions in their written text. Simple
12 BRIGHT SIDE! Take note
Communicative
and understandable way. Approach
Give reasons in their explanations. Humanistic Ap-
proach
Understand the formal letters, e-mails and faxes Using relia

on familiar topics. CALL Real Performance
Summarize the texts on familiar topics by adding Objects Task 1
Suggestopedia
234
their all ideas and opinions.
1.B 29 th October
Paraphrase short written passages without ( photos//
If Clause Personalization
12 HOLIDAY changing the original meaning. Republic Day
(type 0,1) Role Play brochures/
BLUES Understand cause and effect relations in the
recorded text The Greatest signs/ post
Miming
Leader cards /map/ Sample
and understandable way. Group Exam 1
Identify the topic of the recorded or written text. 10th Internet)
Commemora- Pair working

tion Week Creative writing
points of everyday material and familiar topics.
Express cause and effect relations in their written What did
1.C text. they say for
Past Simple,
Guess the content of the recorded text according
12 If Clause
to the title.
Type 2
LIFE Understand cause and effect relations in the
recorded text.
Talk appropriately in different situations in
everyday life.
THEME: 2
Language TOPICS TEACHING
MATERI-
TIME OBJECTIVES Areas and RELATED WITH METHODS AND ASSESSMENT
OUR ALS
structure ATATÜRK TECHNICS
WORLD
Creat reason and result relations in their writings.

2.A
Make comparision in their written text.
YOUR Express their feelings and desires.
TRUTHS
Distinguish the comparision expressions in recorded Communicative
12 text.
ALWAYS Approach
TRUE Understand reason and result relations in their
speech. Humanistic
Make comparisions in their speech. Approach
29 th October Using relia

Distinguish the important information in the written
message. CALL
Republic Day
Identify the topic of the written text. Real Ob-
Identify the reason result relations in the written Suggestopedia jects
235
2.B The Greatest
text.
Leader Personalization Performance
KA MATE! Express their experiences and memories in their ( photos/
Subordinating Task 2
12 KA MATE! written text.
conjunctions 10th Role Play
KA ORA! Write e-mails, SMS and short messages. brochures/
Sample Exam 2
KA ORA! Miming signs/ post
Commemoration
messages. cards /
Week
Express their feelings and desires. Group maps/
Explain the events according to the time order. What did they
Express their feelings in their speech. Internet)
Pair working
Identify the elements of the story.
Guess the wishes,feelings and request in the written Creative writing
text. Compound
Expressw belief, opinion and feelings in their written
2.C Sentences,
text.
12 Past
Write stories.
Continuous
-
ing text. Tense
Eager to express their need for further explanation.
Express their feelings and desires.
GRAMMAR REFERENCE
THEME 1
A- SIMPLE PRESENT TENSE
We use verbs to be with nouns, adjectives or adverbs when there is no main verb in the sentence.
To be To be To be
Question
+ -
I am I am not Am I
He is Is he
She is Is she
It is Is it
You are Are you
We are Are we
They are Are they
I am a student.
He is a teacher.
She is a journalist.
It is a book.
We are mechanics.
You are pilots.
They are policemen.
I am not a singer.
He is not a receptionist.
She is not a nurse.
It is not my book.
We are not musicians.
You are not a shop assistant.
They are not taxi drivers.
We use the present tense:

1. For repeated or regular actions in the present time period:
The train to Berlin leaves every hour.

John sleeps eight hours every night.
2. For facts:
The President of The USA lives in The White House.
A dog has four legs.
236
Welcome from Switzerland.
3. For habits:
I get up early every day.
Carol brushes her teeth twice a day.
We visit our grandparents every weekend.
4. For things that are always / generally true:

It rains a lot in winter.
They speak English at work.
Subject Verb The Rest of the sentence

I / You / We / They learn English at school.
He / She / It learns English at school.
The spelling for the verb in the third person differs depending on the ending of that verb:
1. For verbs that end in -O, -CH, -SH, -SS, -X, or -Z we add -ES in the third person.
2. For verbs that end in a consonant + Y, we remove the Y and add -IES.
third person) disappears in the negative sentence.
Word Order of Negative Sentences
Subject Verb The Rest of the sentence

I / You / We / They French at school.
He / She / It French at school.
To make questions in English, we normally use Do or Does at the beginning of the sentences.
237
Word Order of Interrogative Sentences
The Rest of the

Do / Does Subject Verb
sentence
Do I / you / we / they learn
Does he / she / it learn
Short Answer
Yes, I / you / we / they do.

I / you / we / they
Yes, he / she / it does.

he / she / it
Interrogative Sentences with Short Answers
B: Yes, I do.
B: Yes, she does.
B- CONDITIONALS : ZERO CONDITIONAL-FIRST CONDITIONAL
ZERO CONDITIONAL
If + present simple, present simple.
IF Condition Result
present simple present simple
If you heat ice, it melts.
If I am late for work.
If it evaporates.
If I am late for work, my boss gets angry.
If people eat too much, they get fat.
Here are some more examples:

If you touch get burned.
People die if they .
You get water if you mix hydrogen and oxygen.
Snakes bite if they are scared.
238
If babies are hungry, they cry.
*When we talk about things that are generally or always true, we can use:
If/When/Unless/In case+ a present form; present simple or imperative
Examples:
If he gets there before me, ask him to wait.
When
unless if not
Unless he asks you politely, refuse to do any more work on the project.
Unless
in case you need any medical help.
In the condition clause, we can use a variety of present forms. In the result clause, there can only be
the present simple or imperative:
If you visit London, go on the London Eye.
If unemployment is rising, people tend to stay in their present jobs.
FIRST CONDITIONAL
When we are talking about a particular condition or situation in the future, and the result of this
IF Condition Result
present simple Will + base verb
If it rains, I will stay at home.
If I see Mary, I will tell her.
If they do not pass the exam, they will be sad.
If you sit in the sun,
For example (zero conditional): if you sit in the sun, you get burned (here we are talking about every
time a person sits in the sun - the burning is a natural consequence of the sitting)
today, another day might be different.)
know what will happen in the future, but this describes possible things, which could easily come true.
Here are some more examples:

If it rains, I to the park.
If I study ll go to the party tonight.
ll be late if the train is delayed.

ll miss the bus if she .
C- SIMPLE PAST TENSE - SECOND CONDITIONAL
past. We state when it happened using a time adverb. We form the simple past of a verb by adding
-ed to the end of a regular verb but, irregular verb forms have to be learnt.
239
To be To be
Questions
Statements Statements
+ -
I was Was I
He was Was he
She was Was she
It was Was it
You were Were you
We were Were we
They were Were they
Regular Verb Regular Verb

Questions Short answer Short answer
Statements Statements
+ -
+ -
I played. Yes, I did.
He played. Yes, he did.
She played. Yes, she did.
It played. Yes, it did.
You played. Yes, you did.
We played. Yes, we did.
They played. Yes, they did.
Simple Past Timeline
Beginning in the Past Ending in the Past

I did
Completed action
When we mention a time in the past we use simple past:

For example:
It can be used to describe events that happened over a period of time in the past but not now.
For example:
The simple past tense is also used to talk about habitual or repeated actions that took place in the
past.
For example:
SECOND CONDITIONAL
Examples:
If we were in London today, we would be able to go to the concert in Hyde Park.
If there were no hungry people in this world, it would be a much better place.
240
If everyone had clean water to drink, there would be less disease.
If I was still working in Brighton, I would go to work by train.
If they were thinking of selling, I would want to buy.
If I had the chance to do it again, I would do it differently.
If we met up for lunch, we could go to that new restaurant.
If I spoke to him directly, I might be able to persuade him.
If she were coming, she would be here by now.
THEME 2
A- INTENSIFIERS
We use words like very; really and to make adjectives stronger:

very interesting story
really interesting story.
Everyone was excited.
We call these words
We also use enough enough comes after its adjective:

If you are seventeen, you are old enough to drive a car.
enough.
absolutely awful.
He was an child.
The food smelled really disgusting.
B- SUBORDINATING CONJUNCTIONS
1. Although means “in spite of the fact that”:
She went to work although she was sick.

Although I was tired, I went to bed late last night.
2. After indicates “subsequently to the time when”:
Please text me after you arrive at the shopping mall.
I always tell my daughter that she can have dessert after she eats her dinner.
3. Before indicates “earlier than the time that”:
Wash your hands before meals.
241
4. Because means “for the reason that”:
Because he was smart and worked hard, he got high marks from all his exams.
I love dogs because they are so cute.
5. How means “the way in which”:
I wonder how you did it.
He explained how he completed it in a few days.
6. If means “in the event that”:

If it is sunny tomorrow, we can go to the beach.
7. Once indicates “at the moment when”:

Once you see him, you will recognize him.
Once the light came on, we all shouted with joy.
8. Since means “from the time when”:
Since he graduated, he has been doing nothing.

This building has been restoreted three times since I lived here.
9. So that means “in order to”:
He worked harder so that he could buy a nice car.

10. Until means “up to the time that”:
11. Unless means “except, on the condition”:

You will not pass the exam unless you get a score of 80 or higher.
Unless you ask her, you will never know.

12. When means “at that time”:
When I came in the room, everyone looked at me.
I started looking for a gas station when my gas light went on.
13. While means “during the time”:
Someone called you while you were at the meeting.
We met while we were working at the university.
My dog started barking while I was talking on the phone.
14. Where indicates “in the place”:
This is where I came from.
Please tell me where you are going.
I need to know where John hid the present.
15. Whether means “if it is true or not”:
We will have a picnic whether it rains or not.
You need to decide whether you are hungry or not.
16. Now that describes a situation that is true and allows for the possibility of something else to
242
C- COMPOUND SENTENCES – PAST CONTINUOUS
A compound sentence contains two independent clauses joined by a coordinator. The coordinators are
as follows: for, and, nor, but, or, yet, so. Except for very short sentences, coordinators are always
preceded by a comma.
Examples:
I try to learn Italian, and my friend tries to learn English.
Adam cleaned his car, so his wife went shopping.
PAST CONTINUOUS TENSE
The structure of the past continuous tense is:
+ I / He / She / It was Verb + ing.

+ We / You / They were Verb + ing.
- I / He / She / It was not Verb + ing.
- We / You / They were not Verb + ing.
Was I / he / she / it Verb + ing.
Were we / you / they Verb + ing.
EXAMPLES:
I was working at 10 pm last night.
They were not playing football at 9 am this morning.
She was cooking when I telephoned her.

Ronald went home early because it was snowing.
Past Continuous Tense + Simple Past Tense
We often use the past continuous tense with the simple past tense.
when + short action (simple past tense)
while + long action (past continuous tense)
There are four basic combinations:
I was walking past the car when it exploded.

When the car exploded , I was walking past it.
The car exploded while I was walking past it.
While I was walking past the car , it exploded.
THEME 3
A- PRESENT PERFECT TENSE
The present perfect simple expresses an action that is still going on or that stopped recently, but has
This tense is formed as:

Subject +have + V3 ................................... .
243
Positive Negative Question
I / We / You They
work. work.
He / She / It
work. work.
We use the present perfect tense:
*for something that started in the past and continues in the present:
She has lived in Liverpool all her life.
* for something we have done several times in the past and continue to do:
He has written three books and he is working on another one.
*when we are talking about our experience up to the present:
Note: We often use the adverb ever to talk about experience up to the present:
My last birthday was the best day I have ever had.
Note: and we use never for the negative form:

A: Have you ever
B: never met his wife.
*for something that happened in the past but is important at the time of speaking:
* We use the present perfect of be when someone has gone to a place and returned:
A:
B:
A:
B:
*But when someone has not returned we use have / has gone:
A:
B:
(just; only just; recently )

We have just got back from our holidays.
ever(in questions); so far; until now; up to now; yet (in questions and negatives)
Examples:
A:
B:
244
B- SIMPLE PAST – PRESENT PERFECT TENSE CONTRAST
SIMPLE PAST TENSE PRESENT PERFECT TENSE
TIME ADVERBS AND EXPRESSIONS:
Simple Past Tense: Present Perfect Tense:

Just, already, yet, for, since, never, always, so
last week/month/year/saturday, yesterday, ago,
far, how long, recently, today, this week/month/
just now, then, when, how long ago, in 2000.
year, once, several times.
Some examples:
1. I visited Bob last month.
2. We have promised to help them already.
3. She has never done anything bad.
4. She went on holiday three weeks ago.
5. We have not done our work yet.
6 . She has seen three times.
7. They swam in the sea last summer.
REWRITE FORMS
1- It is a month since I visited my grandmother.
2- When did Ken present his term-work?

( SINCE ) How long is it since Ken presented his term-work?
3- Alex has never gone to the observatory house before.
4- It is the newest telescope I have ever used.

( NEVER ) I have never used used such a new telescope.
6- The last time he made a speech about the universe was two years ago.
C- SIMPLE FUTURE TENSE IN ALL FORMS
In English, there are several different ways that we can talk about the future. The most important ones
are as follows:
- Predictions/statements of fact
- Intentions
- Arrangements
- Scheduled events
Predictions/statements of fact
The auxiliary verb will is used in making predictions or simple statements of fact about the future.
Examples:
The sun will rise at 6.30 tomorrow.
Lunch break today will be 10 minutes longer than usual.
245
We sometimes use shall instead of will, for I and We.
Use of will Future
Example: Wait, I will help you.
Example: He will probably come back tomorrow.
Example: I will not watch TV tonight.
Example: It will rain tomorrow.
Example: If I arrive late, I will call you.
Signal Words
Positive Negative Question

I / We / You They I will my work.
He / She / It
Intentions
The auxiliary verb going to is used in talking about intentions. (An intention is a plan for the future that
we have already thought about.)
Examples:
Arrangements
The present continuous tense is used in talking about arrangements. (An arrangement is a plan for the
future that we have already thought about and discussed with someone else.)
Examples:
Our grandparents are visiting us this summer.
Scheduled events
The present simple tense is usually used to refer to future events that are scheduled (and outside of
our control).
Hurry up! The train departs in 10 minutes.
She has an appointment with the headmaster after school today.
246
THEME 4
A- POSITION OF ADVERBS
ADVERBS OF MANNER
Adverbs of manner are the largest group of adverbs. Most adverbs of manner are closely related to
corresponding adjectives. Although some words can be used as either adjectives or adverbs, in most
cases, adverbs of manner are formed by adding ly to the corresponding adjectives.
a. Spelling rules for adding ly

In most cases, ly is simply added to the positive form of the adjective. For example:
Adverb of Manner
bad badly
complete completely
normal normally
surprising surprisingly
However, when the adjective ends in ic, the syllable al is usually added before the ly ending. For
example:
Adverb of Manner
dramatic dramatically
ly ending. For example:
Adverb of Manner
favorable favorably
humble humbly
simple simply
When the adjective ends in le preceded by a vowel, in most cases, ly is simply added to the positive
form of the adjective. For example:
Adverb of Manner
agile agilely
sole solely
Adverb of Manner
whole wholly
When the adjective ends in ll, only y is added. For example:
247
Adverb of Manner
dull dully
full fully
shrill shrilly
example:
Adverb of Manner
due duly
true truly
When the adjective ends in y preceded by a consonant, the y is usually changed to i before the ending
ly is added. For example:
Adverb of Manner
busy busily
easy easily
happy happily
However, in the case of the adjectives shy and sly, ly is simply added to the positive form of the
adjective:
Adverb of Manner
shy shyly
sly slyly
When the adjective ends in y preceded by a vowel, in most cases, ly is simply added to the positive
form of the adjective. For example:
Adverb of Manner
coy coyly
grey greyly
However, in the case of the adjective gay, y is changed to i before the ending ly is added:
Adverb of Manner
gay gaily
See Exercise 1.
It should be noted that while most adverbs which end in ly are adverbs of manner, other types of
adverb may also end in ly. For instance, consequently and subsequently are connecting adverbs. The
following are adverbs of frequency which are formed by adding ly to the corresponding adjectives.
Adverb of Manner
frequent frequently
rare rarely
usual usually
248
b. Adverbs which do not use the ending ly
The adverb of manner well appears unrelated to the corresponding adjective, good. Good and well
both have the comparative form better and the superlative form best.
Adverb of Manner
good well
It should be noted that in addition to being used as an adverb, the word well can also be used as an
adjective with the meaning healthy. The adjective well is most often used as a predicate adjective.
e.g. Well used as an Adjective: I hope you are well.
Well used as an Adverb: He did well on the examination.
well is an adverb of manner, modifying the verb did.
The following table gives examples of adverbs of manner, location, time and frequency which have the
same forms as the corresponding adjectives.
Adverb of Manner
fast fast
hard hard
little little
loud loud or loudly
much much
straight straight
Adverb of Location
far far
high high
low low
near near
wide wide
Adverb of Time
early early
late late
long long
Adverb of Frequency
daily daily
monthly monthly
weekly weekly
yearly yearly
See Exercise 2.
It should also be noted that there are several adjectives ending in ly which have no corresponding
adverbs:
friendly
likely
lively
lonely
silly
ugly
249
When it is desired to use one of these words to modify a verb, an adverb phrase of manner may be
used. In the following examples, the adverb phrases are underlined.
e.g. He behaved in a friendly manner.
They acted in a silly way.
The following table gives examples of pairs of adverbs which are closely related, but which have
different meanings.
Adverbs With and Without ly Endings
Adverb Meaning Adverb Meaning

hard with effort hardly scarcely
high opposite of low highly very; very well
late opposite of early lately recently
near opposite of far nearly almost
wide opposite of narrow widely commonly
The meanings of these adverbs are illustrated in the following examples.

e.g. I worked hard.
He threw the ball high into the air.

He is highly successful in what he does.
The class began late.

The weather has been cold lately.
I held my breath as the squirrel crept near to get the nuts.
I opened the door wide.

That theory is widely believed.
ADVERBS OF PLACE
We use adverbials of place to describe:

Location
We use prepositions to talk about where someone or something is:
above among at behind below

beside between by in in between
near next to on opposite outside
over round through under underneath
by the table near Glasgow in the cupboard.
We use phrases with of as prepositions:
at the back of at the top of at the bottom of at the end of

on top of at the front of in front of in the middle of
in the middle of the table at the bottom of the

page in front of me.
250
Examples:
by the table.
in the cupboard.
at the bottom of the page.
Direction
We use adverbials to to talk about the direction where someone or something is moving.
across along back back to down into

onto out of past through to towards
She ran out of the house past the bank and keep going to the end of the street.
We also use adverbs and adverb phrases for place and direction:
abroad away anywhere downstairs downwards

everywhere here indoors inside nowhere
outdoors outside somewhere there upstairs
there upstairs
stayed indoors.
We often have a preposition at the end of a clause:
This is the room we have our meals in into

carpet and looked underneath.
Examples:
past the bank and keep going to the end of the street.
into.
Distance
We use adverbials to show how far things are:
Birmingham is 250 kilometres from away from
kilometres from Birmingham to London.
Sometimes we use a preposition at the end of a clause:
We were in London. Birmingham was 250 kilometres away off.
Examples:
from London.
away.
ADVERBS OF TIME
We use adverbials of time to say:

when something happened:
I saw Mary yesterday.
She was born in 1978.
I will see you later.
There was a storm during the night.
how long:
We waited all day.
They have lived here since 2004.
We will be on holiday from July 1st until August 3rd.
251
how often (frequency):
They usually watched television in the evening.
We sometimes went to work by car.
We often use a noun phrase as a time adverbial:
yesterday last week / month / year one day / week / month last Saturday
tomorrow next week / month / year the day after tomorrow next Friday
today this week / month / year the day before yesterday the other day / week / month
B- ADVERBS OF FREQUENCY
We use adverbs of frequency - like sometimes or usually - to say how often we do things, or how
often things happen.
100% 0%
always usually/normally often sometimes occasionally hardly ever never
These are the most common adverbs, although there are more. They are usually before the main
verb, or between the auxiliary and the main verb. But they come after the verb to be.
They always hang out together.
usually green.
normally
often cloudy.
We can use some adverbs of frequency at the beginning or end of a sentence for emphasis.
Occasionally
We can use usually, often, sometimes and occasionally at the beginning of a sentence, and
sometimes and often at the end. We use adverb expressions like
the main verb too.
She travels a lot very much.
Be careful with never. It is already negative not.
I never go to the supermarket with my mother.
C- MODAL VERBS FOR REQUEST
There are many different ways of making polite requests in English.
If we are asking other people to do things, we would normally use Would you or Could you +
. Would you like to…? is also a very polite way of suggesting or requesting something,
politer than Do you want to…?
/ Would you mind…? + Ving

If you want to sound particularly polite, or if you think the answer may be negative, you can also use
Would you mind + verb-ing ….? as the preferred alternative to Could you…?
252
Can I / could I / may I / might I
If you are requesting something for yourself, all of these forms are possible. May and might are
considered to be more polite, more formal or more tentative than can and could, but can and could are
usually preferred in normal usage.
the further polite alternatives that we can use:
Would you / Do you mind if I…?
objections:
speak to him today.
THEME 5
A- RELATIVE PRONOUNS
Relative clauses are clauses starting with the relative pronouns who, that, which, whose, where,
when.
Relative pronouns are associated as follows with their preceding noun:
Preceding noun Relative pronoun
a person who(m)/that, whose………
Preceding noun Relative pronoun
a thing which/that, whose…….
Note 1: The relative pronoun whose is used in place of the possessive pronoun. It must be followed
boy in grade 8. His father is a professional tennis player.)
Note 2: The relative pronouns where and when are used with place and time nouns.
1994 was the year when I got married my husband.
Here are some examples:
Do you know the girl who
Can I have the pencil that
A notebook is a computer which can be carried around.
I will eat in this restaurant whose meals are delicious.
I want to live in a place where there is lots to do.
Yesterday was the day when everything went wrong.
* The relative pronoun whom can be used as the object of the relative clause and it is rarely used in
spoken English.
My science teacher is a person whom I like very much.
253
B- NON-DEFINING RELATIVE PRONOUNS
My English teacher, who came to Germany in 1986, likes to ride his mountain bike.
The heavy rain, which was unusual for the time of year, destroyed most of the plants in my garden.
Einstein, who was born in Germany, is famous for his theory of relativity.
The boy, whose parents both work as teachers at the school, is very hardworking indeed.
is omitted:
1. When the pronoun is the object of the relative clause. In the following sentences the pronoun that
can be left out is enclosed in (brackets):
Note: You cannot omit the relative pronoun:
2. When the relative clause contains a present or past participle and the auxiliary verb to be. In such
cases both relative pronoun and auxiliary can be left out:
The family (that is) living in the next house comes from Slovenia.
Most of the parents (who were) invited to the meeting did not come.
Anyone (that is) caught writing on the walls will be expelled from school.
C- NOUN CLAUSE
A. Noun clauses perform the same functions in sentences that nouns do:
A noun clause can be :
What Billy did shocked his friends.

A noun clause can be an :
A noun clause can be a :
A noun clause can be an :
Mary is not responsible for what Billy did.

A noun clause (but not a noun) can be an :
254
Everybody is sad that Billy drowned.
B. You can combine two independent clauses by changing one to a noun clause and using it
in one of the ways listed above. The choice of the noun clause marker (see below) depends on the
type of clause you are changing to a noun clause:
To change a statement to a noun clause use that:
I know that Billy made a mistake.

To change a yes/no question to a noun clause, use if or whether:
George wonders if Fred knows how to cook.

To change a wh-question to a noun clause, use the wh-word:
C. The subordinators in noun clauses are called noun clause markers. Here is a list of the noun
clause markers:
that
if, whether
Wh-words: how, what, when, where, which, who, whom, whose, why
Wh-ever words: however, whatever, whenever, wherever, whichever, whoever, whomever
D. Statement word order is always used in a noun clause, even if the main clause is a question:
Do you know what time it is
Everybody wondered where Billy went. (Statement word order: Billy went)
F. Sequence of tenses in sentences containing noun clauses:

When the main verb (the verb in the independent clause) is present, the verb in the noun clause is:
future if its action/state is later
He thinks that the exam next week will be hard.
He thinks that the exam next week is going to be hard.
present if its action/state is at the same time
He thinks that Mary is taking the exam right now.
past if its action/state is earlier
He thinks that George took the exam yesterday.
255
F. Here are some examples of sentences which contain one noun clause (underlined) and one
independent clause:
:
That George learned how to swim is a miracle.
Whether Fred can get a better job is not certain.
What Mary said confused her parents.
However you learn to spell is OK with me.
:
that Billy would jump.
Billy would jump.
Can you tell me if Fred is here
where he is.
George eats whatever is on his plate.
:
The truth is that Billy was not very smart.
The truth is Billy was not very smart.
The question is whether other boys will try the same thing.
The winner will be whoever runs fastest.
He is happy that he is learning English.

We are all afraid .
THEME 6
A- COMPARATIVE ADJECTIVES AND ADVERBS
We use to describe people and things:

This car is certainly better more expensive happier bigger
garden
We use than when we want to compare one thing with another:
She is two years older than than than
than Britain.
When we want to describe how something or someone changes we can use two comparatives with
and:
The balloon got bigger and bigger more and more expensive
looking older and older.
We often use the with comparative adjectives to show that one thing depends on another:
Rule: We use the comparative forms of a one-syllable adjective by adding - er.
Comparative
old older
long longer
256
Examples:
Mary is taller than Max.
Max is older than John.
My hair is longer than your hair.
Comparative Form
large larger
wise wiser
Examples:
Adam is wiser than his brother.

If the one-syllable adjective ends with a single consonant with a vowel before it, double the consonant
Comparative Form
big bigger
thin thinner
fat fatter
Examples:
My dog is bigger than your dog.
Mary is thinner than Karen.
My mother is fatter than your mother.
With most two-syllable adjectives, we form the comparative with more.
Comparative Form
peaceful more peaceful
pleasant more pleasant
careful more careful
Examples:
This morning is more peaceful than yesterday morning.
John is more careful than Jim.
Comparative Form
happy happier
angry angrier
busy busier
257
Examples:
My father is angrier than my mother.
Comparative Form
narrow narrower
gentle gentler
Examples:
The roads in this town are narrower than the roads in the city.
For adjectives with three syllables or more, we form the comparative with more.
Comparative Form
generous more generous
important more important
intelligent more intelligent
Examples:
John is more generous than Jack.
Health is more important than money.
She is more intelligent than her sister.
Comparative Form
good better
bad worse
far farther / further
little less
much / many more
Examples:
Her cooking is worse than my cooking.

Two-syllable adjectives can be used with -er .
Two-Syllable Adjective Comparative Form
a) friendly friendlier
b) friendly more friendly
a) quiet quieter
b) quiet more quiet
Comparative forms of Adverbs

In general, comparative form of adverbs are the same as for adjectives:
We add -er to short adverbs:
Adverb Comparative Form

hard harder
late later
fast faster
258
For example: Jim works harder than his brother.
With adverbs ending in -ly, use more for the comparative.

quietly more quietly
slowly more slowly
seriously more seriously
Examples:
Our English teacher speaks more slowly to help us to understand.
Some adverbs have irregular comparative forms:

badly worse
far farther / further
little less
well better
Examples:
The little boy ran further than his friends.
Your meal today was worse than yesterday.
B- SUPERLATIVE FORMS OF ADJECTIVES AND ADVERBS
One-syllable adjectives
Rule: We use the superlative form of a one-syllable adjective by adding
Superlative
old the oldest
long the longest
Examples:
Mary is the tallest of all the students.
Max is the oldest of all.
Superlative Form
large the largest
wise the wisest
Examples:
Adam is the wisest person in the family.
If the one-syllable adjective ends with a single consonant with a vowel before it, double the consonant
259
Superlative Form
big the biggest
thin the thinnest
fat the fattest
Examples:
My dog is the biggest of all the dogs in the neighbourhood.
Of all the students in the class, Mary is the thinnest.
With most two-syllable adjectives, we form the superlative with most.
Superlative Form
peaceful the most peaceful
pleasant the most pleasant
careful the most careful
Examples:
Jack is the most careful of all the taxi drivers.
Comparative Form Superlative Form

happy happier the happiest
angry angrier the angriest
busy busier the busiest
Examples:
My father is the angriest person in the family.
Superlative Form
narrow the narrowest
gentle the gentlest
Examples:
This road is the narrowest of all the roads in the city.
I think, he is the gentles of all my friends.
For adjectives with three syllables or more, we form the superlative with most.
260
Superlative Form
generous the most generous
important the most important
intelligent the most intelligent
Examples:
John is the most generous of all the people I know.
Health is the most important wealth in life.
Superlative Form
good the best
bad the worst
far the farthest
little the least
much / many the most
Examples:
My mother is my best friend in the world.
Of all the works in the gallery, that one is the worst.
Two-syllable adjectives can be used with -est and with most.
Superlative Form
a) friendly the friendliest
b) friendly the most friendly
a) quiet the quietest
b) quiet the most quiet
* Superlative forms of Adverbs
In general, comparative and superlative forms of adverbs are the same as for adjectives:
We add -est to short adverbs:
Adverb Superlative Form

hard the hardest
late the latest
fast the fastest
For example: Jim works the hardest in our club.

With adverbs ending in -ly, use the most for the superlative:

quietly the most quietly
slowly the most slowly
seriously the most seriously
Examples:
Our English teacher speaks the most seriously when she explains to the new topic.
Some irregular adverbs:
261
badly the worst
far the farthest / furthest
little the least
well the best
Examples:
Jane presents the best when she likes the topic.
C- English and American English Spelling

Here are the principal differences in spelling between English and American English.
English American English

Final -l is always doubled after one vowel in stressed and
unstressed syllables in English but usually only in stressed
syllables in American English, for example:
Some words end in -tre in English and -ter in American
centre - theatre center - theater
English, for example:
Some words end in -ogue in English and -og in American analogue analog
English, for example: catalogue catalog
Some words end in -our in English and -or in American
colour - labour color - labor
English, for example:
Some verbs end in or -ise in English but only in in realise, realize realize
American English, for example: harmonise, harmonize harmonize
*Punctuation Marks
We use punctuation marks to structure and organise our writing. The most common of these are the
period (or full stop in British English), the comma, the exclamation mark, the question mark, the colon
and semi-colon and the others. Capital letters are also used to help us organise meaning and to
structure the sense of our writing.
Knowing where and when to use these punctuation marks in English grammar can greatly improve our
writing skills.
Three of these punctuation marks are appropriate for use as sentence endings. They are the full stop,
question mark, and exclamation mark.
The full stop (.)
For example:
1. As a sentence ender: Jane and Jack went to the market.
2. After an abbreviation: Her Mar. birthday came and went.
The question mark (?): We use the question mark to indicate a direct question when placed at the
end of a sentence.
The exclamation mark (!): We use the exclamation mark when a person wants to express a sudden
outcry, surprise or emphasize a point.
1. In a dialogue: “Oh my God!” screamed Jane.
The comma (,): We use the comma to show a separation of ideas or elements within the structure of
a sentence. Additionally, it is used in letter writing after the salutation and closing.
1. Separating elements within sentences: Suzi wanted the black, green, and blue shoes.
2. Letter Salutations: Dear Uncle John,
3. Separation of two complete sentences: We went to the movies, and we went to the beach.
The colon (:) has two main uses:
often used after the salutation of a business letter.
262
2. The second is within time expressions. Within time, it is used to separate out the hour and minute:
12:15 p.m.
The semicolon (;) is used to connect independent clauses. It shows a closer relationship between the
clauses than a full stop would show.
For example: John was hurt; he knew she only said it to upset him.
Capital Letters: We use capital letters with proper names, titles and the beginning of sentences.
Punctuation
Name Example
Mark
. full stop or period I like English.
, comma I speak English, French and Thai.
; semi-colon
: colon
- hyphen This is a rather out-of-date book.
_ dash In each town—London, Paris and Rome—we stayed in youth hostels.
? question mark
exclamation
!
point (AmE)
slash, forward
/
slash or oblique
quotation mark “I love you,” she said.
apostrophe
................... underline
( ) round brackets I went to Bangkok (my favourite city) and stayed there for two weeks.
There are some well-known spelling differences between British English and American English. Many
keep the spelling of many words of French origin. Americans try to spell words more closely to the way
they sound phonetically and they tend to omit some letters.
The general spelling differences between British and American English are listed below.
British -our vs. American British -re vs. American -er British -ae/-oe/-oeu vs.
-or difference difference American
armour armor amphitheatre amphitheater -e/-o/-eu difference
behaviour behavior centimetre centimeter archaeology archeology
colour color centre center gynaecology gynecology
favourite favorite re er leukaemia leukemia
our or kilometre kilometer manoeuvre maneuvre
harbour harbor litre liter mediaeval medieval
honour honor lustre luster mementoes mementos
humour humor louvre louver oestrogen estrogen
labour labor manoeuvre manoeuver orthopaedic orthopedic
neighbour neighbor metre meter paediatric pediatric
rumour rumor spectre specter palaeontology paleontology
saviour savior theatre theater toxaemia toxemia
263
British -se -ze British -l vs. American -ll British -ogue vs. American
difference difference -og difference
analyse analyze enrolment enrollment analogue analog
apologise apologize l ll catalogue catalog
appetiser appetizer instalment installment dialogue dialog
catalyse catalyze skilful skillful monologue monolog
civilise, civilize,
British -ll vs. American -l British -ence vs. American
civilisation civilization
difference -ense difference
colonise, colonize,
counsellor counselor defence defense
colonisation colonization
fuelled fueled licence (noun) license (both
criticise criticize
travelling traveling license (verb) noun and verb)
emphasise emphasize
parallelled paralleled offence offense
organise organize
quarrelling quarreling pretence pretense
popularise, popularize,
popularisation popularization British -dge/-gue vs. British -que vs. American
prise prize American -dg/-gu) -k/-ck difference
realise realize judgement judgment banque bank
recognise recognize arguement argument cheque (money) check
British -gramme vs. American -gram difference

programme (noun) (TV / radio programme or programme
program
of events - plans, conferences, a theatre programme etc.)
programme (verb) (to instruct) program (-mm-)
program (programme)
program
(computer program)
gram (gramme) gram
kilogram (kilogramme) kilogram
Miscellaneous spelling differences

British American British American
ageing aging mould mold
aluminium aluminum mum, mummy (mom, mam) mom, mommy
encyclopaedia encyclopedia omelette omelet
kerb (edge of roadway or practice (both
curb (both practise (verb), practising,
pavement) curb (verb means noun and verb),
noun and verb) practice (noun)
“restrain”) practicing
draught (current of air) draft pyjamas pajamas
grey gray plough plow
sulphur or sulfur sulfur tyre tire
jewellery jewelery sceptic skeptic
marvellous marvelous woollen woolen
THEME 7
A- TAG QUESTIONS
Question tags are short questions at the end of statements. They are mainly used in speech when we
want to:
264
*to encourage a reply from the person we are speaking to.
Question tags are formed with the auxiliary or modal verb from the statement and the appropriate
subject.
A positive statement is followed by a negative question tag.
Jack is from Spain,
Mary can speak English,
A negative statement is followed by a positive question tag.
They funny, are
He say things like that, should
When the verb in the main sentence is in the , we form the question tag with do / does.
You play the guitar,
Alison tennis,
If the verb is in the past simple, we use did.
They went to the cinema,
She
When the statement contains a word with a negative meaning, the question tag needs to be positive.
He hardly ever speaks, does
They rarely eat in restaurants, do
Some verbs / expressions have different question tags.
For example:
I am - I am attractive,
Positive imperative - Stop daydreaming,
Negative imperative will
shall
Have got (possession) - He has got a car,
There is / are are there
This / that is
B- *FUTURE CONTINUOUS TENSE
Future progressive indicates continuing action, something that will be happening, going on, at some
point in the future. This tense is formed as:
For example: I will be running

Generally, progressive forms occur only with what are called dynamic verbs and not with stative verbs.
Rule:
+ I will be working at 10am.
+ You will be lying on a beach tomorrow.
- She will not be using the car.
- We will not be having dinner at home.
We sometimes use shall instead of will, for I and We.
Some more examples:

By this time tomorrow night, I will be sleeping in my own bed.
all the vegetables we planted last Spring.
Will we be spending
265
C- FUTURE PERFECT CONTINUOUS
FORM Future Perfect Continuous with “Will”

[will have been + present participle]
Examples:
will have been waiting for more than four hours when her concert starts.
Will you have been waiting
will not have been waiting for more than four hours when her concert starts.
The usage of future perfect continuous tense:
1- It is used for duration that is before something in the future.
X
PAST PRESENT FUTURE
We use the Future Perfect Continuous to show that something will continue up until a particular event
or time in the future. “for ten days,” “for two weeks,” and “since Monday” are all durations which can
be used with the Future Perfect Continuous. The duration stops at or before a reference point in the
future.
Examples:
will have been making her speech for over two hours by the time another lecturer starts.
will have been teaching English at my school for more than three years by June.
will you have been learning English when you graduate from the
2- It is used to express to cause of something in the future.
X
PAST PRESENT FUTURE
It is used to express cause and effect before another action in the future.
Examples:
will have been working for over
seven hours.
Future Continuous vs. Future Perfect Continuous

Future Continuous emphasizes interrupted actions, whereas Future Perfect Continuous emphasizes a
duration of time before something in the future.
Examples:
will be sunbathing
sentence emphasizes that she will be happy because she will be sunbathing at that exact moment in
the future.
will have been sunbathing in Bodrum
that he will be happy because he will have been sunbathing for a period of time. It is possible that she
will still be sunbathing at that moment OR that she will just have turned back from Bodrum.
THEME 8
A- PRESENT PERFECT CONTINUOUS TENSE have

been V + ing
The structure of the present perfect continuous tense is:
has
266
Here are some examples:
+ I have been waiting for an hour.
- It has not been raining for weeks.
*We use the present perfect continuous tense:

1. To talk about an action that started in the past and stopped recently. There is usually a result now.
ve been running.
Has it been raining
have been listening.
2. To talk about an action that started in the past and is continuing now. This is often used with for or
since.
Examples:
I have been reading for 2 hours. [I am still reading now.]
ve been studying since
How long have you been learning
B- USED TO
used to
I used to drive to work but now I take the underground.
Brian used to work in Manchester but now he works in London.

We used to go to beach for our holidays when we were children.
used to
A: I go to school by school-bus.
C- ALL FORMS OF “USED TO” AND BE / GET USED TO
are used to get used to

something or you are getting used to
be used to get used to ing

of a verb.
Be/get used to
267
WORD LIST
Unit 1 Unit 2 Unit 3 Unit 4

addict, accompany, additionally, aid, altercation,
addicted aware, aim, allow, bite,
adrenaline, best, anxiety, apply,
adrenaline rush, boundary, architect, blush, boorish,
adrenaline, cereal, campaign, bride,
adventure, challenge, celebrity, bring,
amateur, amazing, chan, charity, chief, candle,
arrangements, consequently, childhood, carnival,
back up, construction, communication, cheek,
balance, deeply, concentrated on, communicate,
be cold blooded, denote, consider,
below, book, different, convenient, couple,
cancel, capacity, embassy, curriculum, cross,
equal, development, custom,
coach, come true, evolve, disease, dormitory, easily,
consulate, costly, extremely dream, drop, enormous,
courage, cuisines, generally, easy, exact time, exchange,
currency, defeating, hooliganism, exact, excellent, exchange,
delay, demand, host, executive, fear,
discount, effective, hug, executive, festivity,
embassy, intense, experienced,
emergency, interesting, experiment, furious
endangered, intimate, explore, failure, gesture,
endorphine, equipment, leave, gift,
especially, maked, freely, gain, gigante,
expense, explore, misconception, genius, go up, groom,
extremely, extrovert, monument, going, ground,
faithfully, native, goodwill ambassador, handshake,
nobility, heresy, hunger crisis, hankerchief,
gain, get lost, passion, include, hold,
get stuck, prejudice, independence, honesty,
grateful, privacy, issue, jump off, hug,
housekeeping, private, lack, lead, include,
inform, promise, malnutrition, kitchenware,
insurance, junkie, purely, medical care, let off,
memorable, queue, monastery, obey, mandarin,
miss, rarely, operative, multi-coloured,
naturally, panic, rarely, opportunity, non-verbal,
perspective, rear, overcome, protect, participant,
pleasure, ritual, provide, punctual, path,
predicament, rude, put into, puppet,
predict, spit, reenact,
previous, privacy, successor, quickly, refugee, represent,
prove, provide, temper, register, responsible, respect,
reduction, temple, revolution, rigid, rude,
refresh, threat, runaway, rudeness,
refreshed, require, twirl, schedule, share,
respect, respond, unquestionable, stall,
responsibility, reveal, vacation, symbolize,
risk taker, risky weapon semester, taboo,
space, tap,
sincerely, stammer co, throw,
store, strength, stammer, traditional,
survive, sweltering, support,supporter, yawn
talent, thrilling, throw,
traditional, traditional,
troublesome, universe,
unforgettable, valued, variety,
various violence
268
UNIT 5 UNIT 6 UNIT 7 UNIT 8
accept, accuse of, acclaim, accomplish, accessory, accused,
achieve, addict, affair, adopt, anniversary,
addicted, anxiety, apply, affect, availability,
attitude, applaud, bloom, available,
awkward, assignment, attitude, brandf, breathe,
ban, belief, behaviour, buzz, calm, candle,
bias, bible, civility, competition, capable, challenge,
breathless, complain, carefully, coincidence,
broadcasting, complete, caunch, combine,
celebrate, chance, concentration, cause, combine,
change, comment, chaos, competition,
common, commonly, counsellor, courage, cheerful,
communicate, dare, deal with, chief, confused
communication, defensive, confusion, consolidate,
compete, competition, delay, desirable, constitute, contemporary,
concentrate, differ, disability, contemporary, cruddy,
confused, convenient, distinction, cragile, create, defender,
create, custom, easily, embarrassed, cushion, destiny,
depressed, evaluate, disorder, destiny,
depressing, exemplar, exhale, elegant, draw back,
desire, exhausted, emotionally elegant,
disturbing, embarrass,
encouraged, foam, exist,
enhance, furious, game consols, fancy,
excited, exhausted, grateful, gladly, fantasy,
extension, hero, heroine, greenery,
gain, goldsmith, honoured, inevitably, forth,
hang out, harm, hyperactive, irritate, giggles,
identity, ignorant, mechanical, headline,
ignore, inappropriate, minimal, hold,
improve, inconvenient, include, passion, homemade,
injured, interpretation, physically, immense,
innovator, intensive, isolated, pollution, inside,
invention, jealous, joyful, privacy, issue,
involve, knock, pump, labyrinth,
isolated, legal, lonely, pure, loneliness,
literacy, moveable, maintain, purpose, merely,
obsession, miserable, motivation, quickly, orphan boy,
opponent, neat, open-minded, racer, perform,
opportunity, overly, opportunity, racing, perspective,
participation, overcome, relaxation, pick up,
pleased, patriotism, pay attention, reluctance, playwright,
popularly, priest, persuade, renewable, provoke,
print, pilgrimage, pompous, rug, put down,
produce, pressure, rustic, race,
purposeless, privilege, shepherd, race,
qualifying, promise, shine, reclaim,
quite, regularly prosthetic, shoot, recognize,
reject, replace, shout, recommend,
represent, rise, rude, solar, sacred,
rush, soybean, screw up,
satisfying, spacious, seek,
senseless, separation, speed up, sonnet,
socializing, shy, strengthen, steering, stage,
speedy, stress out, thoughtful, strange,
spontaneously, surrounding, till, tablecloth,
strength, tip, tiny, take into account,
tradition, troubled, traditional, trust,
unsocial, tuition, trustful, wizard
various, upset, vehicle,
wooden, wilful, violet,
worried wisdom wheel
269
REFERENCE
Unhcr.org. 02.04.2011
Unicef.org.infoby country 04.04.2011
british council.org 06.04.2011

www.graphic.mania.net 06.04.2011
http://weddingring-s.net/mood-ring-colors 11.04.2011
pretty-weird:www.mindmagician.org.about Shakespeare 11.04.2011
www.cummingsstudyguides.nethttp://www.crime-research.org 12.06 2012
www.gov/portal/sites/studentpdf 12.04.2011
REFERENCE OF PICTURES
http://upload.wikimedia.org/wikipedia/commons/4/43/Asia_Cruise_Junk_in_Halong 14.06 2012
http://en.wikipedia.org/wiki/File:Kleine_Bonaire-Underwater_life(js).jpg 16.06 2012

http://upload.wikimedia.org/wikipedia/commons/a/ac/HK_Disneyland_tree_house_by 17.06 2012
http://upload.wikimedia.org/wikipedia/commons/8/86/Ice_Hotel_Church 17.06 2012
http://upload.wikimedia.org/wikipedia/commons/2/24/Dubai_Mall.jpg 11.07 2012
http://upload.wikimedia.org/wikipedia/commons/6/6e/Capsules_-_Capsule 09.07 2013
http://s0.geograph.org.uk/geophotos/01/02/17/1021795_bbeebfa6.jpg 19.07 2013
http://s0.geograph.org.uk/geophotos/01/73/19/1731943_eb509d1e.jpg 19.07 2013
http://upload.wikimedia.org/wikipedia/commons/d/d9/Tai_O_Heritage_Hotel,_Room Pond_(Hong_
Kong).JPG 19.07 2013
http://upload.wikimedia.org/wikipedia/commons/3/3c/Stagecoach_bus_14669_Leyland_Olympian_
http://www.hospitalitynet.org/picture/153047383.jpg 06.04 2014

http://upload.wikimedia.org/wikipedia/commons/c/c1/Weather_symbols_p.png 06.04 2014
http://upload.wikimedia.org/wikipedia/commons/7/79/Mumbai_Airport.jpg 06.04 2014
http://upload.wikimedia.org/wikipedia/commons/4/4b/Consulate_of_Kazakhstan 16.04 2014
http://upload.wikimedia.org/wikipedia/commons/c/c7/Co-Operative_Travel,_Omagh,_January_2010.
JPG 16.04 2014
http://upload.wikimedia.org/wikipedia/commons/f/f8/Gotalk.jpg 08.05 2014

http://upload.wikimedia.org/wikipedia/commons/6/60/Alexander_Graham_Bell 08.05 2014
http://upload.wikimedia.org/wikipedia/commons/d/d7/Johannes_Gutenberg.jpg 08.05 2014
(by).jpg 18.05 2014

http://upload.wikimedia.org/wikipedia/commons/9/9a/MacBook_Pro.jpg 18.05 2014
http://upload.wikimedia.org/wikipedia/commons/f/f7/FTTR_RTT56B_Telephone.jpg 18.05 2014

http://upload.wikimedia.org/wikipedia/commons/4/48/ 18.05 2014
270
ChampaignCountyHistoricalMuseum_20080301_4271.jpg 22.05 2014
http://upload.wikimedia.org/wikipedia/commons/f/f8/Archdiocese_of_Boston 22.05 2014
http://upload.wikimedia.org/wikipedia/commons/9/9c/Harrows_Bristle_Board 22.05 2014
http://upload.wikimedia.org/wikipedia/commons/0/03/Hoe’s_six-cylinder_press.png 10.06 2014
http://upload.wikimedia.org/wikipedia/commons/e/eb/Germany-CIA_WFB_Map.png 10.06 2014
http://upload.wikimedia.org/wikipedia/commons/4/42/Book_deckle_01.jpg 10.06 2014
http://upload.wikimedia.org/wikipedia/commons/4/4c/UBN_Collier’s_Encyclopedia.JPG 10.06 2014
http://www.fivb.org/EN/Volleyball/competitions/worldcup/2003/Team%20History/2003%20WCp-
TUR%20team.jpg 11.06 2014
http://upload.wikimedia.org/wikipedia/commons/b/b0/Galileo-sustermans.jpg 11.06 2014
http://www.texasastro.org/images/mounts/cheap_mount.jpg 11.06 2014
http://arapaho.nsuok.edu/~kaney/astro/slides/Slide-01-17.png 13.06 2014
http://upload.wikimedia.org/wikipedia/commons/b/bf/Flag_map_of_Italy.svg 13.06 2014
http://upload.wikimedia.org/wikipedia/commons/7/7e/Showerhead.JPG 13.06 2014
http://www.onenationwt.org/sites/default/files/broken-bed%2001.JPG 13.06 2014
http://upload.wikimedia.org/wikipedia/commons/1/16/Model_Timber_Home.jpg 13.06 2014
http://upload.wikimedia.org/wikipedia/commons/e/e5/Pieter_Bruegel_d._Ä._041b.jpg 13.06 2014
http://upload.wikimedia.org/wikipedia/commons/f/f3/Xbox-360-arcade.jpg 15.06 2014
http://upload.wikimedia.org/wikipedia/commons/c/cc/Pair_of_Perfume_Bottles_
LACMA_M.80.205.19-.20_(4_of_6).jpg 15.06 2014
http://upload.wikimedia.org/wikipedia/commons/e/e4/Visigothic_-_Pair_of_Eagle_Fibula_-_
Walters_54421,_54422_-_Group.jpg 15.06 2014
http://upload.wikimedia.org/wikipedia/commons/0/09/John_Ruskin_1850s_3.jpg 21.07 2014
http://upload.wikimedia.org/wikipedia/commons/f/f2/Kitchen_interior_design.jpg 21.07 2014
http://upload.wikimedia.org/wikipedia/commons/2/2b/Avant_Garde_living_room_2.jpg 21.07 2014
http://upload.wikimedia.org/wikipedia/commons/b/b6/Croixrouge_logos.jpg 21.07 2014
http://upload.wikimedia.org/wikipedia/commons/a/a6/History_class_in_Da_Ji_Junior_High_
School_2006-11-30.jpg 21.07 2014
http://upload.wikimedia.org/wikipedia/commons/thumb/f/f2/Infosys.Electronic.City.Cafeteria.
JPG/1280px-Infosys.Electronic.City.Cafeteria.JPG 21.07 2014
http://upload.wikimedia.org/wikipedia/commons/8/8a/100m_women_Golden_League_2007_in_
Zurich.jpg 23.07 2014
http://upload.wikimedia.org/wikipedia/commons/9/9d/OctopushTwoPlayers 23.07 2014
http://upload.wikimedia.org/wikipedia/commons/e/e9/Swimming_Olympic_Summer_Games_
London_2012_UIPM.jpg 23.07 2014
http://upload.wikimedia.org/wikipedia/commons/8/83/Young_man_with_dimples.jpg 02.08 2014
http://upload.wikimedia.org/wikipedia/commons/d/d6/London-Eye-2009.JPG 02.08 2014
http://upload.wikimedia.org/wikipedia/commons/1/16/MTLogo2.png 02.08 2014
http://upload.wikimedia.org/wikipedia/commons/5/59/Theatre_du_Chatelet_1.jpg 02.08 2014
http://upload.wikimedia.org/wikipedia/commons/3/3f/Roubaix_Roger_Fry_mobilier 02.08 2014
http://upload.wikimedia.org/wikipedia/commons/8/8d/Smart_Car,_are_they_easy_to_park_on_the_
door_handles_-_Flickr_-_mick_-_Lumix.jpg 04.08 2014
http://upload.wikimedia.org/wikipedia/commons/7/7d/Molly_Quinn_2012.jpg 04.08 2014
http://upload.wikimedia.org/wikipedia/commons/9/91/The_Globe_Theatre,_Panorama_Innenraum,_
London.jpg 04.08 2014
http://upload.wikimedia.org/wikipedia/commons/c/c7/New_York_State_Theater_by_David_
Shankbone.jpg 04.08 2014
271
http://upload.wikimedia.org/wikipedia/commons/7/74/Yoga_Split.jpg 05.08.2014
http://upload.wikimedia.org/wikipedia/commons/3/34/Posthumous_portrait_of_Mumtaz_Mahal.jpg
05.08.2014
http://upload.wikimedia.org/wikipedia/commons/5/51/SlabClimbingUtah.JPG 05.08.2014
http://upload.wikimedia.org/wikipedia/commons/d/d5/Scuba-Diving-in-South-Caicos.jpg 05.08.2014
http://upload.wikimedia.org/wikipedia/commons/5/57/Birmingham_Montage_2012.jpg 06.08.2014
http://upload.wikimedia.org/wikipedia/commons/0/0f/Payag,_Shah_Jahan_on_Horseback,_Folio_
from_the_Shah_Jahan_Album_ca._1630,_Metmuseum.jpg 06.08.2014
http://upload.wikimedia.org/wikipedia/commons/d/de/Sleeping_while_studying.JPG 06.08.2014
http://www.ccmaine.org/images/iStock_000015476994Medium.jpg 06.08.2014
http://upload.wikimedia.org/wikipedia/commons/4/4a/Lady_Gaga_ArtRave_San_Diego_
(14702414241).jpg 06.08.2014
http://upload.wikimedia.org/wikipedia/commons/a/ab/Sad_Woman.jpg 07.08.2014
http://upload.wikimedia.org/wikipedia/commons/f/f3/Second_Shepherds_Play_01620035.jpg
07.08.2014
http://upload.wikimedia.org/wikipedia/commons/0/0c/Dan_Brown_-_bookjacket.jpg 08.08.2014
http://upload.wikimedia.org/wikipedia/commons/d/dc/Hemingway_portrait.jpg 08.08.2014
http://upload.wikimedia.org/wikipedia/commons/b/b4/Tolkien_1916.jpg 08.08.2014
http://upload.wikimedia.org/wikipedia/commons/a/a9/Lotto_carpet_design_Usak_16th_century.jpg
08.08.2014
http://upload.wikimedia.org/wikipedia/commons/c/c3/Turkish_Delight.JPG 08.08.2014
http://upload.wikimedia.org/wikipedia/commons/6/60/Turkishcoffee....jpg 11.08.2014
http://upload.wikimedia.org/wikipedia/commons/5/55/Adana_kebab.jpg 11.08.2014
http://upload.wikimedia.org/wikipedia/commons/a/a4/WTF_Fred_Oostryck_Broken_window_of_
Woolstores.jpg 11.08.2014
http://en.wikipedia.org/wiki/Survivalism#mediaviewer/File:FEMA_-_37173_-_Red_
Cross_%5Equot,ready_to_go%5Equot,_preparedness_kit.jpg 12.08.2014
272

İngilizce B1.1 Öğretmen Kitabı (2017-2018) - MEB Yayınları PDF

Uploaded by

Copyright:

Available Formats

You might also like

İngilizce B1.1 Öğretmen Kitabı (2017-2018) - MEB Yayınları PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

İngilizce B1.1 Öğretmen Kitabı (2017-2018) - MEB Yayınları PDF

Uploaded by

Copyright:

Available Formats

YES

Mehmet Âkif Ersoy

Ey Türk gençliği! Birinci vazifen, Türk istiklâlini, Türk Cumhuriyetini,

respond, survive, respect, gain, privacy, coach,

Explaining their reasons strength, balance, amateur, adrenaline rush,

preferences thrilling, refreshed, effective, addicted, extremely,

Learning British culture

their country host, prejudice, misconception, privacy, intimate,

Understanding text about charity aim, architect, campaign, charity, childhood,

refugee, supporter, variety, violence, celebrity,

communicate, change, produce, print, create,

Relative qualifying, injured, popularly, ignore, reject,

delay, surrounding, counsellor, defensive,

affect, irritate, create, relaxation, privacy, game

Learning the life of an Present combine, perspective, issue, race, giggles,

place through a more communicative approach

games, fun corners and quizzes. Since the

Can understand the main points of clear

Can produce simple connected text on

interest. and an audio.

language components, dialogues, design,

and the aim of

all the teaching activities that are carried out

Name of the unit.

All unit cover pages have

the students are going to be

Students go through the

at the beginning of the content.

the text for general understanding

Keep in Mind section provides a

stages. Students study a model and

correction code at the end promotes

the objectives or not.

- clarify the ideas or information in

- A set of target objectives,

processing information passively.

Listening and Reading accurately puts students under a

are the natural outcomes of

processing information passively. the topic

about the topic

organization of the text

- to train learners to consider a text

parts of learning. Students can see

and teaches them to organize and of performance that need to improve

revised. evaluation are strongly recommended

alternatives to the student. Quizzes

context and students are encouraged

evaluation. Share your observations you get from these questionnaires

languages questionnaires may help teachers

All unit cover pages have

at the beginning of the content.

is usually to predict the information

time and achieve at least one

3. Use sentence connectors in their speeches.

5. Use sentence structures and patterns accurately.

A Look on the Bright Side!

At the end of this theme, you will be able to

As a warm up activity, have Ss listen to