Tableof Contents ........................................................................ Vlll-X

Course Introduction..................................................................... XI-XIII

Unit 1. Health and Body Care ..................................................... 1-4

Unit 2. Casualties ....................................................................... 5-8

Unit 3. Innovations .................................................................... 9-12

Unit 4. Consolidation ............................................................... 13

Unit 5. Environmental Problems ................................................ 14-17

Unit 6. Species in Danger ........................................................... 18-21

Unit 7. Future of Our Planet ........................................................ 22-25

Unit 8. Consolidation ............................................................... 26

Unit 9. Housing ........................................................................... 27-31

Unit 10. Feast and Celebrations ................................................. 32-36

Unit 11. Consolidation ............................................................... 37

Unit 12. Food and Drinks ............................................................ 38-40

Unit 13. Travelling ..................................................................... 41-44

Unit 14. Consolidation ................................................................ 45

TABLE OF CONTENTS

TOPICS FUNCTIONS LANGUAGE AREAS and STRUCTURE

VOCABULARY

UNIT 1 Health and Body

Care Page (1-7)

Giving information about hygiene Giving information about nutrition Warning someone about health problems Stating various diseases

Causatives: Have sth done Get sth done Get somebody to do sth Have somebody do sth Make somebody do sth Reason and Cause: because, because of, as, since, due to, owing to, on account of, for

Nouns related to nutrition, hygiene, health, cosmetics, etc. Adjectives: healthy, fatty, well-organized, slim, fat, etc. Verbs: to get fat, to keep fit and verbs related to nutrition

UNIT 2 Casualties Page

(8-14)

Giving information about a past event related to casualties Giving information about casualties Giving information about first aid Expressing opinions on injuries and illnesses

Past Continuous/ Simple Past When/ If Clauses+ Modals/ Imperatives Must/ Mustn't In order to/ not to Conjunctions: therefore, so, as, just as, while, when

Nouns: home accidents, first aid, etc. Adjectives: careful, dangerous, careless, etc. Adverbs of manner

UNIT 3 Innovations Page

(15-21)

Giving information about the inventions of the century Discussing the advantages and disadvantages of technology

Recycling Simple Present/ Simple Past Recyling Present Perfect Simple/Present Perfect Continuous Recyling used to/ didn't use to Should/ Should have Might/ Might have Could/ Could have

Nouns related to technology and inventions: mobile phone, computer, satellite TV, space shuttle, antenna, solar cells Verbs: to invent, to discover, to improve, to develop Adverbs of reason: because of that, such, so that, for this reason, so, thus, therefore

UNIT 4 Consolidation Page (22-25)

CONSOLIDATION CONSOLIDATION CONSOLIDATION

UNIT 5 Environmental Problems Page

(26-32)

Expressing opinions about environmental problems Stating solutions for environmental problems Discussing responsibilities of individuals and institutions for their environment

Adverbial Clauses with: although, in spite of, despite, however, whenever, wherever, in order to, so as to, so that, in order that, such... that

Nouns related to environment: pollution, precaution, etc. Adjs: dirty, clean, polluted, etc. Verbs: to pollute, to prevent, to cause, to affect, etc.

TABLE OF CONTENTS TOPICS FUNCTIONS LANGUAGE AREAS

and STRUCTURE

VOCABULARY

UNIT 6 Species in

Danger Page (33-39)

Hypothesizing about extinction of some animals, species and plants Warning about risks of extinction Expressing opinions on extinction problems Stating solutions to the problem of extinction of some species

Present Perfect Simple/ Present Perfect Continuous Future Perfect/ Time Adverbials: by the time, until, when, after, etc.

Nouns related to nature: animals, species, ecology, etc.

UNIT 7 Future of Our Planet Page

(40-46)

Expressing the present state of the world Predicting some natural events in the future Giving information about scientific and technological innovations

Reported speech (Past & Present) Will Will be able to/ won't be able to Going to vs Will May/ might/ can/ could

Nouns related to geographical terms, natural resources, scientific terms: acid rain, industrial waste, earthquake, volcanic eruption, etc. Adjs: dangerous, harmful, etc.

UNIT 8 Consolidation Page (47-50)

CONSOLIDATION CONSOLIDATION CONSOLIDATION

UNIT 9 Housing Page

(51-57)

Describing a district in town Discussing life styles in our country Comparing housing in Turkey and abroad

Comparison of adjectives Nevertheless Passive voice (all tenses + modals)

Nouns related to types of houses, parts of a house, garden, fountain, balcony, chimney, basement, roof, etc. Phrasal verbs with "look"

UNIT 10 Feast and

Celebrations Page (58-64)

Giving information about special days in Turkey Giving information about common celebrations in the world Giving information about Turkish traditions

Recycling all tenses Reviewing Indirect and Reported Speech

Nouns related to traditions and customs: festivals, carnivals, etc. Phrasal verbs with "come" and "carry", to celebrate, to give information, to agree, to disagree, etc. Adjs: unbelievable, enchanting, fascinating, etc.

TABLE OF CONTENTS TOPICS FUNCTIONS LANGUAGE AREA,

and STRUCTURE

VOCABULARY

UNIT 11 Consolidation Page (65-68)

CONSOLIDATION CONSOLIDATION CONSOLIDATION

UNIT 12 Food and Drinks

Page (69-75)

Introducing Turkish food and drinks Asking for and giving information about food and drinks Comparing and contrasting specialities in different countries

Units of amount: …. of….. Countables / Uncountables Passive verb patterns Word collocations

Nouns related to national foods and drinks: mantı, kebab, ayran, hoşaf, imambayıldı,etc. Adjs: delicious, super, extraordinary, etc.

UNIT 13 Travelling

Page (76-82)

Asking for and giving information about means of transport Giving information about distances Giving information about prices

Comparative/Superlative forms of adjectives /adverbs Wh- questions: How far………….? How Iong ……….? How much……….? Which of……….? How do you……….? Fractions / Decimal Numbers One third of…., 0,2…. Indefinite quantifiers Some of, a few of, most of ……

Adjs: amazing, cheap, comfortable, exciting, sight-seeing, etc. Verbs: to arrange, to stay overnight, to pass time, to make a reservation, etc. Indefinite quantifiers

UNIT 14 Consolidation Page (83-86)

CONSOLIDATION CONSOLIDATION CONSOLIDATION

COURSE INTRODUCTION

New Bridge to Success is a set of all necessary materials for ELT. We have tried to design a student-centred book, giving the role of a monitor, an adviser and a facilitator to the teacher. Our aim is to have self-confident and independent Ss with critical thinking abilities who will be able to communicate effectively, fluently and accurately at the end of the course.

CONTENTS

Topics The coursebook covers a range of topics taken from daily life situations in order to satisfy Ss' needs and interests. The topics are also authentic in many ways.

Functions Functions are designed parallel to the topics. The primary goal is to have Ss who can communicate with foreign language speakers in daily life situations. Other elements of the book such as structure, vocabulary and skills are targeted at functions.

Language Areas and Structure Sets Grammar cannot be taught separately when we consider a language as a tool for communication. The aim in this coursebook is not to teach grammar but to give an integrating syllabus backed by meaningful activities. That means grammar is presented in real life situations which gives Ss opportunities to find the rule. Grammar rules are also presented in various tasks for different learning styles -Multiple Intelligences- which teachers should stay loyal to while teaching four skills. Ss feel more secure and sure about grammar structures after they do practice tasks, workbook activities and consolidation units.

Vocabulary Sets Vocabulary teaching cannot be considered as an independent study from other skills. It should be conducted in a context of reading, writing or listening because words cannot represent their whole meanings when we use them separately. The target vocabulary should exist in the whole context to become more meaningful and to give Ss the opportunity to guess their meanings and usage. So; Ss should be encouraged to guess the meanings of the words through the context instead of giving the meaning directly or letting Ss look them up in the dictionaries. We strongly believe that the less dictionary usage is better. After Ss do comprehension activities, they should go back to reconsider the meanings of the words. They discuss the meanings with their partners. Finally, they check the meanings referring to dictionaries or teachers if necessary.

Language Tasks and Study Skills Listening There are various kinds of listening activities in each unit of this coursebook. Ss are guided in every stage of the listening part. In the CD, Ss are supported with dialogues, phone calls, TV or radio programmes, etc in daily English.

How to conduct a listening activity Listening activities should be conducted in a context.

Steps for listening activities: Pre-listening While listening Post listening • Pre-listening activities give reason and raise curiosity for listening. • Get Ss to discuss about the listening material beforehand. • During the first listening, they should work individually. • Cooperation with partners gives Ss the opportunity to focus on the material and grasp the meaning. • The second listening, in pairs, provides opportunity for correction.

(The number of listening depends on the listening activity.) • Eliciting ideas from many Ss raises more attention and attendance in Ss. That's why teachers should not intervene

and should correct their mistakes at the end. Correcting mistakes all the time discourages Ss and they lose motivation consequently.

Speaking and Pronunciation This coursebook aims at creating Ss who can communicate well at an intermediate level. It provides a variety of

practical situations. As the skills are integrated in this book, Ss get the opportunity to practise speaking at every stage of the teaching process. Pair and group working are basic activities which require much speaking. By this way, Ss always find themselves involved in the lessons naturally. Note that;

Instead of student-teacher interaction, student-student interaction is preferred. It gives opportunity to everyone to speak. Mistakes can be ignored most of time. That's because trying to speak accurately puts Ss under a big stress and consequently, they cannot gain fluency. Mistakes are natural outcomes in every kind of learning. To cope with mistakes effectively and learn from them, it is much better to note down the most common ones and correct them as a whole-class activity later.

Reading The reading parts in this book aim at developing reading skills and creating independent readers with minimum usage of dictionary. Ss' interests, ages and ways of thinking are considered while choosing the reading texts.

How to Conduct Reading Activities Steps for reading activities: Pre-reading While reading Post reading • Pre-reading activities should be done effectively since it is the most important thing for creating curiosity, facilitating

the reading text and drawing Ss' attention to the lesson. Setting purpose for reading is also vital before Ss start reading. If Ss have no reason for reading, a text does not make any sense for them. Moreover, it would be almost impossible to attract Ss' attention.

• The role of the teacher here is to monitor Ss and come to the stage the moment Ss desperately need advice or consulting. Keep in mind that student-student interaction is preferred.

• Reading should be linked with other skills as follow-up activities. • Ss should be encouraged to write responds to the ideas or problems discussed in the reading texts.

By this way, Ss will be able to develop critical thinking and intellectual background. Keeping journals and vocabulary notebooks as outside activities would be good ideas.

Writing As writing is the production stage of learning a language, Ss find it challenging most of the time. However, by following the steps in writing sections, Ss will be able to write more effectively and realise their improvement gradually. Moreover, Ss will be able to experience the pleasure of creating something out of their own background as an outcome of their own learning.

How to conduct writing activities Steps for writing activities: • Writing should be contextual. • Ss should know the answer of the following questions before a writing activity in order to make the

writing rationale. What? (The topic) Why? (Ss should see a good reason for writing. They do not want to write just for the sake of writing or because we, teachers, want them to write.) How? (Formal / informal) Ss generally say 'I have done my writing. What to do, then? To answer this question, teachers should give a real follow-up writing activity. For example, if they write a letter, they can have the opportunity to send it to a pen pal. It is much proper to let them know that in pre-writing activities.

Keeping a Portfolio What is a portfolio? It is a collection of Ss' own pieces of work throughout the academic year. The purpose of portfolio is to enable Ss to be aware of their progress. With portfolio, Ss cooperate with their partners and teachers. They learn how to evaluate others' studies, how to accept criticism and to rewrite their pieces of work considering the comments. It creates a positive atmosphere among Ss. It also urges Ss gently to cooperate and take responsibility for their own learning. Consequently, a portfolio shows the examples of Ss' progress over time.

Steps • Ss write the first draft. • They make peer correction. They choose a peer to evaluate and revise their pieces of work. • Ss rewrite the drafts considering the peer correction and give them to the teacher. • The teacher gives feedback and Ss rewrite their final drafts considering the comments. • They put the drafts and the work with its last form into a file called portfolio. • Teachers use the following Correction Code for correction.

sp Spelling error ú Add something / Omit

WW Wrong word sin / plu Singular/ plural

vt Verb tense error є Capitalization error

• At the end of the year, Ss choose the best two pieces of work and put them up in their portfolios. • Ss prepare a cover letter which should contain their self-evaluation throughout the year. Referring to their

pieces of work in the portfolio, Ss should explain how keeping a portfolio has improved them. • They write contents which includes the names of the pieces of work, their dates and page numbers. • Teachers can use the portfolios for writing evaluation at the end of the each term.

Student's Project Work Project work is the summary of the unit. In this book project work plays a big role since it is a good way for revising the language broadly. Ss have to activate the whole language skills, organize and use what they have learnt in the unit and finally, create authentic work. With the study of Project Work, we carry out one of the aims of the EU's "European Language Portfolio" which gives Ss the ability to evaluate themselves. Project work is also a good tool for display and Ss' language satisfaction.

Guide to Teachers Since we think that only teachers can turn a coursebook into a perfect material, we give priority to guidance. At first sight, teachers can easily notice that they are guided step by step through the tasks in the TB. At the end of this course teachers will realise that they have become very sensitive about teaching. We do the training indirectly through approaches, methods and techniques. Teachers are also provided with TIPs, refreshing vocabulary activities, authentic warm-up activities, infos, extra games and background notes.