ContentsEssay Contest 2012-2013 Writing Task .....7 Writing Guidelines ..... The Hellenic American Union is not responsible for the availability or content of these external sites,

Quiz pg 18 adapted from http://www.nps.gov/anch/upload/RecyclingQuizFinal.pdfActivity 2 pg 17 adapted from http://www.examiner.com/article/united-states-australia-dialogue-on-green-schools

Photo Credits:pgs. 11-13 © The Big Box of Art, pgs. 26-27 © fotolia.com

© Hellenic American Union 2012

Terms and Guidelines ...........................................................................................................................................4

Useful links ..................................................................................................................................................................................6

Essay Contest 2012-2013 Writing Task.............................................................................7

Writing Guidelines .....................................................................................................................................................8

How to Avoid Plagiarism ................................................................................................................................9

ECCE Listening Test Part 1 .......................................................................................................................11

ECCE Listening Test Part 2 .......................................................................................................................14

Grammar Activities ..............................................................................................................................................16

ECCE Grammar ...............................................................................................................................................................19

Vocabulary Activities ........................................................................................................................................20

ECCE Vocabulary .........................................................................................................................................................21

ECCE Reading Part 1 ............................................................................................................................................22

ECCE Reading Part 2 ............................................................................................................................................24

Speaking – Candidate’s Sheet .......................................................................................................26

Speaking – Examiner’s Sheet ..........................................................................................................27

C o n t e n t s

© 2012 Hellenic American Union. These materials are photocopiable for classroom use.4

HelleniC AmeriCAn Union 5tH essAy Contest 2012-2013

Going Green: Helping to Create Environment-Friendly Schoolsterms And gUidelines

rationale

The Hellenic American Union appreciates the importance that students place on using time in the English classroom to prepare for language certification examinations. At the same time we see the process for preparing for examinations as an opportunity for students to enrich their knowledge about important global issues and international concerns.

This process of enrichment in turn facilitates learning. We believe that students most effectively develop their language skills within an authentic context and there is no better context than the world in which they live – their urban and natural environment, whether local or global.

Apart from preparing candidates to successfully take language tests, we want to use education to help students become responsible, engaged, global citizens.

With these educational objectives in mind, we have organized the fifth Essay Contest. This contest is open to all students throughout Greece attending English Language Schools.

essay Contest Οbjectives

The Hellenic American Union Essay Contest is geared to students of English who are approaching a B2 level. Through the essay contest the Hellenic American Union aims to:

● help students develop their writing skills

● help students express their ideas creatively in a learning context

● provide teachers of English with an additional teaching tool that will enhance their students’ knowledge of the English language

● help candidates prepare for the University of Michigan Examination for the Certificate of Competency in English (ECCE)

● raise awareness of cultural, social and environmental issues of national and global concern

essay Contest stages

There are two stages to the annual Essay Contest: the Preliminary stage and the Final stage.

Preliminary stage

The Preliminary stage of the essay contest runs for approximately six months, September to February. During that stage, Language Schools register for the contest and submit entries for their students. After the essay submission deadline the Hellenic American Union Rating Committee selects ten (10) finalists who go through to the Final stage.

Final stage

The Final stage of the Essay Contest is a writing event for the ten finalists selected from the Preliminary stage. The finalists are given a new topic on which they write an original essay of approximately 200-250 words in 30 minutes. The finalists are invited, with their parents and teachers, to the Hellenic American Union in Athens for the final writing event.

eligibility

The contest is open to students throughout Greece enrolled in Language Schools that have registered with the Hellenic American Union and have been given a School Code. To enter the contest, students from these schools must:

● not possess a B2 level (or above) English language certificate

● be preparing for the May 2013 University of Michigan Examination for the Certificate of Competency in English (ECCE)

● fully understand and unconditionally agree to the terms of the contest

The contest is not open to:

● Hellenic American Union employees and their relatives

● students who attend any Hellenic American Union course during the academic year 2012-2013

Contest requirements

● At the Preliminary stage essays must be between 200 and 250 words. Those contestants selected for the Final stage will be asked to write an original essay of approximately 250 words on a new topic.

© 2012 Hellenic American Union. These materials are photocopiable for classroom use. 5

● Contestants must produce an original essay without any guidance from any other party. All information borrowed from sources in any form must be appropriately documented and acknowledged. Any evidence of plagiarism will result in the immediate disqualification of the submission.

● Contestants must write on the official topic of the contest.

● Contestants must write on the official writing paper of the contest.

● Each contestant must submit only one essay in the contest.

● Essays may be word-processed, typewritten or legibly handwritten.

● To be awarded their prizes all prize winners must take the University of Michigan Examination for the Certificate of Competency in English (ECCE) that will be held in May 2013.

Contest Policies

● All entries not in compliance with any one of the contest requirements will be disqualified.

● Registration and essay submissions for the 2012-2013 contest will start September 24, 2012. All entries must be submitted by February 28, 2013. The Hellenic American Union is not responsible for misdirected, lost, late, illegible, or incomplete submissions.

● Decisions of the Hellenic American Union Administration and the Hellenic American Union Rating Committee are final and irrevocable.

● Essays will not be rescored on any account and, therefore, rescore requests will not be accepted.

● By entering the contest, contestants agree that their essay will become the property of the Hellenic American Union and will not be returned.

● The Hellenic American Union reserves the right to print and display the essays and/or photographs of contest winners.

● The Hellenic American Union undertakes to cover travel and accommodation costs (one night accommodation and travel for two people) for all contestants who have been selected to participate in the final writing event with the exception of those living in the prefecture of Attica.

● In the event that extraordinary circumstances prevent the Hellenic American Union from holding the scheduled final writing event, the Hellenic American Union reserves the right to cancel the event or reschedule it at a later date.

Note: Being a finalist or winning the contest does not guarantee success in the ECCE examination.

Assessment and Rating Criteria

● All submitted essays will be judged by the Hellenic American Union Essay Contest Rating Committee. The Rating Committee consists of writing experts and a senior member of the Examinations Services Department serving as Committee Chair.

● All essays will be rated according to a rating scale based on a set of designated scoring criteria.

● Essays are NOT scored following the ECCE scoring criteria.

● Essays are scored by two raters. The scores from both raters are added to give the final score for each candidate.

● No essays will be rescored.

Prizes

The Hellenic American Union will award the following prizes:

1st Prize: Notebook computer

2nd – 3rd Prizes: Netbook computer

4th – 10th Prizes: Books and Dictionaries

● Accepting any of the prizes constitutes permission for the Hellenic American Union to make public and use the winner’s name, photograph, city of residence and submitted work for publicity purposes without further compensation.

● Contestants selected to participate in the final stage of the contest who fail to attend the final writing event, will not be entitled to another opportunity to write the final essay and win the 1st Prize or one of the 2nd to 10th Prizes.

Important Dates

Registration starts: September 24, 2012

Registration deadline: January 31, 2013

Essay submission deadline: February 28, 2013


Here below you can find a list of web links* related to the essay Contest topic. you will find information about schools going green in all parts of the world and tips on how to turn a traditional school into an environmentally-friendly learning environment. you can use this list as a starting point for a more extensive web quest on the topic or an initial source of topic related vocabulary and ideas. you can also use these links as the basis for in-class discussions and interactive assignments to enhance your knowledge and experience on the essay topic.

1. going green at school (tips for environmental Consciousness All year long) http://suite101.com/article/going-green-at-school-a51534

2. top 10 tips for going green for schools http://suite101.com/article/top-10-tips--going-green-for-schools-a211107

3. going green: designing eco-Friendly schools http://www.edutopia.org/tarkington-green-school

4. 50 Ways of going green in the Classroom http://www.teachingtips.com/blog/2008/06/23/50-ways-to-go-green-in-the-classroom/

5. How are schools going green? http://theholmeseducationpost.com/2012/02/going-green-ribbon-how-theodore-judah-elementary-school-commits-to-environmentally-friendly-practices/

6. 18 Ways to green your school http://amyjane.hubpages.com/hub/green-school

7. schools going green: 20 Ways to Help your school go green http://www.going-green-challenge.com/schools-going-green.html

8. going green in your school and Classroom http://ezinearticles.com/?Going-Green-in-Your-School-and-Classroom&id=2480342

9. going green in our schools: eco-friendly Practices in the school systems http://www.greenjoyment.com/going-green-in-our-schools-eco-friendly-practices-in-the-school-systems

10. green school news – green school 2011-2012 http://athenryprimarypres.scoilnet.ie/green.htm

UseFUl linKs

* Disclaimer:The Hellenic American Union is not responsible for the availability or content of these external sites, nor does the HAU endorse, warrant or guarantee the products, services or information described or offered by these sites.


Going Green: Helping to Create Environment-Friendly Schools

tHe City CHroniCle

the new “go green” project for schools and universities

Yesterday, the City Council launched a new project for local schools and universities for the upcoming academic year. The “Go Green” project aims to create environmental-friendly academic institutions with the active participation of students and teachers. Before the project is launched, a community-wide survey will start next month asking students and teachers to share their views on practical ways to turn schools and universities into “greener” learning environments.

National News Services

task: essayA number of “green” schools have been built around the country during the last years. These schools are designed to make more efficient use of natural resources, reduce pollution and waste, and offer a healthier learning environment. However, many people think that traditional schools and universities could also become healthier environments when students and teachers take appropriate action. What are some everyday, practical ways in which students and teachers can help to turn their school or university into an environmental-friendly institution? Give specific examples to support your opinion.

HelleniC AmeriCAn Union 5tH essAy Contest 2012-2013


Writing gUidelines

general guidelines

• Contestantsmustwriteontheofficialtopic,prompt,andtaskofthecontest.

• Contestantsmustwriteontheofficialwritingpaperofthecontest.

• Essaysmaybeword-processedorlegiblyhandwritten.

Writing tips

• Readthepromptverycarefullyandunderlinekeywordsthatwillhelpwiththeunderstandingoftopicandcontext.

• Readthetaskverycarefully,relateittothepromptandunderstanditsrequirements.

• Brainstormforideas,examples,andorganization.Followalogicalorderofdevelopment(position/claim,reasons/points, examples).

• Donotcopyorusedirectlylanguagefromtheprompt.Paraphraseorthinkofsynonymsofkeywordsandexpressions.

• Useamixtureofbothsimpleandcomplexsentences.

• Expressyourselfclearlyavoidingtranslationfromyourmothertongue.

• Useappropriateconnectorsandlinkingdevicestoensurethesmoothflowoftheessay.

suggested development

Contestants may develop their essays using the following suggested structure:

● introduction (1 paragraph)

• Introducethetopic – general reference to issue

• Refertospecific issue under discussion

• Makeaspecificclaim/position/thesisontheissue

● main body (2-3 paragraphs)

• Write2-3paragraphseachdevelopingoneofthemain points included in the claim/position/thesis

• Begineachbodyparagraphwithatopic sentence referring to the particular argument under discussion

• Linkthemainbodyparagraphsusingappropriatetransitional devices

• Usespecificexamples to illustrate the arguments developed in each main body paragraph

● Conclusion (1 paragraph)

• restate claim/position/thesis

• summarize main points – the causes – developed in the main body


HoW to Avoid PlAgiArism

Plagiarism is:

1 the unauthorized or close imitation of the language and thoughts of another author and the representation of them as one’s own original work

2 something used and represented in this manner

http://dictionary.reference.com/browse/plagiarism

to avoid plagiarism

● use your own voice and original ideas in your essay

● collect information, if you wish, on the topic by reading various articles and other publications but do not copy any of this information in your essay without properly documenting it and acknowledging the source

● do not present another person’s essay written on the same topic as yours

● work closely with your teacher in the classroom on how to produce an original essay



listening seCtion instrUCtions

Do not begin this section until the examiner has played the recording of these instructions and example.

listening test, PArt 1

This is a test of your ability to understand spoken English. You will hear short conversations. After you hear each conversation, you will be asked a question about what you heard. The answer choices in your test booklet are shown as pictures. Mark your answers on the separate answer sheet, not in the test booklet.

Here is an example:

eXAmPle:

The correct answer is B.

You will hear each conversation only once; the conversations will not be repeated. Please be very quiet and listen carefully. Remember to mark all your answers on the separate answer sheet. You should mark A, B, or C. There are 10 questions in Part 1.

Do you have any questions before you begin?

A B C



A B C

1

2

3

4

5

13:00 12:30 13:30



A B C

6

7

8

9

10

$5 $10 $15

HOTEL



In this part of the test, you will hear two short talks. After each talk, you will hear some questions about it. Before each talk begins, you will have time to preview the questions that are printed in the test booklet.

•Readthequestionssilently.•Thenlistentothetalk.Youcantakenotesinthebooklet.•Thenlistentoeachquestionandchoosethebestanswerfromtheanswerchoices.•Markyouranswersontheseparateanswersheet.YoushouldmarkA,B,C,orD.

There are a total of 10 questions about the two short talks.

Questions 1-5

look at the questions. then listen to a radio presenter talking about a green school.

1. What does the speaker say about Johnson Park High School?

a. It won first prize in a competition. b. It took part in an international competition. c. It works towards protecting the environment. d. It has been painted green.

2. What are the school lunches made of?

a. fresh ingredients bought from local farmers b. ingredients farmed by the students c. ingredients recommended by a dietician d. low fat ingredients only

3. What does the school do with leftovers from the school canteen?

a. It donates them to homeless shelters. b. It throws them away. c. It feeds them to animals. d. It uses them in the garden.

4. What is the talk mainly about?

a. the principles of going green b. recycling organic waste c. alternative energy sources d. environmental education

5. What does the speaker mean when he says:

a. Schools should be more actively involved in protecting the environment.

b. Schools produce more waste than people think. c. Many schools have reduced their carbon footprint. d. Students should volunteer their time to protect

the environment.

notes



Questions 6-10

look at the questions. then listen to a school principal talking to students.

6. What is the main purpose of the principal’s talk?

a. to provide information about the time and day of departure

b. to inform students that they must bring their parents’ consent forms

c. to give rules to students who are participating in the school trip

d. to inform students who were absent the day before about the upcoming trip

7. What does the principal say about protecting the environment?

a. Studentsmustnotdestroytheflora. b. Students must stay close to the recreation areas. c. Students must not feed the animals. d. Students must stay on-site at all times.

8. Why does the principal mention the local people of the area?

a. to explain how they take care of the environment b. to encourage students to learn a few words in

the locals’ mother tongue c. to give details of their every-day habits d. to inform students about their behavior towards

foreigners

9. How does the speaker say students can help the environment?

a. by using air-conditioning in their rooms only b. by drinking tap water instead of bottled water c. by using paper bags only d. by turning off the tap when they brush their teeth

10. What does the speaker mean when she says: .

a. Students must get written permission from their parents.

b. Parents wishing to go on the trip should apply by the next day.

c. Parents not allowing their children to go on the trip should declare it in writing.

d. The deadline for payment is the next day.

notes


grAmmAr ACtivities

Activity 1Complete the table with the missing parts of speech. then find one word from each row in the word search.

noun verb Adjective

1. participate

2. volunteer

3. organizational

4. danger

5. replace

6. economize

7. recycling

8. heated

9. cooler

10. succeed

N N P R E C Y C L A B L E G S

L U A H H L R W Y T P E A R U

U V R W D E X E V Z Z O E E C

N O T T A L A X E I Y K J P C

E L I F G X H T N T U Y V L E

D U C G K W G A I A N V C A S

W N I G F S G S L N A U F C S

Y T P D H R S E E N G P L E O

S E A L O G A G Y Y F D J A X

Z E T Y S B A V F X R M V B V

P R I G L E N D A N G E R L Y

H K O E L C X C J S C V I E H

C X N O E W B V Z V K O V E J

P Q O W T E C O N O M I Z E I

B C E V B E F R U P P D X W Z


grAmmAr ACtivities

Activity 2

Two teachers are having a chat about a green school event organized in the USA. Read their conversation below and complete it using the correct form of the words in parentheses.

Mark: Yesterday I (1) (participate) in the G'DAY USA event for schools. This

was a forum where architects shared their experiences about building green schools.

Tom: It sounds very interesting.

Mark: What I got from this event was that building schools with better air quality, more natural

light and toxic-free materials is not an option but an (2) (oblige) to

our students.

Tom: Were there any statistics mentioned?

Mark: Yes, we learned that by (3) (replace) traditional building materials

with eco-friendly ones, air quality is dramatically improved. The results are amazing, and

what’s more - these materials are actually (4) (afford) so cost should

not be an issue. Listen to this: 41% of students in schools that have better air quality are

healthier, 15% of students showed a boost in learning and 25% showed higher test scores.

Improving air quality is shown to improve student (5) (attend) and

parents’ satisfaction. Windows and roofs that allow natural light into the classrooms cut

down considerably on (6) (electric) costs. We must educate building

owners on the positive effects of greening their buildings not only for safety, but for

financial payback in the long run.

Tom: Wow, this is (7) (believe)! In my school, the only thing we do is

(8) (recycling) paper and glass! Our students deserve to be

(9) (health) and happy. This is becoming (10)

(increase) important to us. Thank you for sharing.


Activity 3

Fill in the gaps with the correct form of the verbs in parentheses (Active or Passive). Then take the quiz.

1. Which of the following can (recycle)?

a. juice cartons b. plastic containers c. glass bottles d. cardboard boxes e. all of the above

2. If you (recycle) one ton of paper, how many trees (save)?

a. one b. nine c. seventeen d. thirty-five e. one hundred

3. How many times can glass (recycle)?

a. ten b. once c. four times d. twenty times e. forever

4. How many plastic bottles (Americans/throw out) every year?

a. 1.8 million b. 2.5 million c. 5.3 million d. 7.1 million e. 9.4 million

5. How much junk mail (Americans/receive) in one day?

a. enough to heat 250,000 homes b. enough to power a TV for one year c. enough to fill a landfill d. 1000 trees’ worth e. both C and D

6. How much recycled aluminum the average aluminum can (make up) of?

a. 10% b. 30% c. 50% d. 70% e. 100%

7. How much plastic film (America/produce) each year?

a. enough to shrink-wrap Alaska b. enough to stretch around the world twice c. enough to cover New York d. enough to shrink-wrap Texas e. enough to go to the moon and back

8. What are some things that (can/do) to save the planet?

a. re-use your plastic bottles and bags b. save water c. plant a tree d. switch off lights and appliances e. all of the above

grAmmAr ACtivities


eCCe grAmmAr

1. “Did Tim participate in the beach clean-up our school organized?”

“Yes, was mandatory. Everyone had to participate.”

a. clean up the beach b. cleaning up the beach c. in order to clean up the beach d. to clean up the beach

2. Their school’s carbon footprint is ours.

a. similarly as b. as similar as c. more similar than d. similar to

3. Jim arrives, we can leave for the beach.

a. Yet b. Until c. Once d. While

4. Littering serious in our school.

a. has been increasing b. has become increasing c. is being increasingly d. is becoming increasingly

5. Students have been working on this school clean-up project Monday.

a. from b. during c. since d. for

6. Professor Smith and his eco-friendly ideas have had a big impact many students.

a. in b. on c. to d. with

7. “Do we have enough bags for all this garbage?” “Yes, and I think have enough bags to

use next time too!”

a. that we even b. that even we c. still we even d. still even we

8. After the beach clean-up, we all felt extremely proud.

a. finish b. finishing c. finished d. being finished

9. They decided to build a new green school than repair the old building.

a. other b. rather c. instead d. besides

10. Why don’t you turn on the fan and turn off the air conditioner instead? It is economical.

a. too much b. lot more c. much more d. so much


voCABUlAry ACtivities

Activity 1All the items below can be recycled when we throw them out. solve the anagrams and sort out the materials into the appropriate recycling bin. the first letter of each word is in bold.

MAMILUNU IFLO lEEASV INDsRAE INt ATmEL XOB SLAIPTC WPAR

sOAMOHP OTBLET RAOCDRBAD APREP BGA AmZAINGE LIKm TRAOCN

EIRW AOsD NAC EvTGELAESB SeGHSELGL lREVTOESF

RTAsSW TPAICLS ABG ANNBAA RSEPnAPWE OtOTPHSAET

Aluminum Paper Plastic Compost

Activity 2Find the following words in the Wordsearch puzzle. Beware! the words can go in any direction!

F G B G U P E T E U F J A B J

B G N Y R L N M N P L L X J M

K U N F K Q E K V T S O A I D

C H S I Z K R Y I Y G O T I J

O N X H L S G A R F D R L E M

M E O Y N G Y V O C Y H V A B

P B Z I O O U H N G H E D L R

O D X C I H T M M V U G Q R X

S O W I Z I C C E W A S T E S

T B P P N K M W N G F O H B H

I D B G Y N O I T A W O K G Y

N I Q O G E D U C A T I O N W

G O R E C Y C L I N G B M G Z

COMPOSTING EDUCATION ENERGY ENVIRONMENT

RECYCLING WASTE SOLAR TOXINS


eCCe voCABUlAry

1. The jelly should be in a jar so it is kept fresh until it is ready for eating.

a. conserved b. preserved c. maintained d. reserved

2. Photovoltaic panels capture energy from the sun.

a. renewable b. reused c. restored d. refundable

3. Our school is working towards improving indoor air .

a. worth b. litter c. quality d. pollution

4. Factories burning fuels such as coal and gas contribute to global warming.

a. bare b. new c. fossil d. raw

5. The lack of rain caused widespread , and the population had little to eat.

a. hail b. drought c. floods d. storms

6. The buildup of poisonous gases in the atmosphere has become a serious to the environment.

a. harm b. problem c. hazard d. threat

7. Organic farmers do not use chemicals to their crops.

a. feed b. fuel c. nourish d. fertilize

8. The recycling plant is based on the of the city.

a. frontiers b. suburbs c. limits d. outskirts

9. Helping the environment at school is a very experience for the students.

a. precious b. priceless c. rewarding d. invaluable

10. When buying electrical appliances, make sure they are energy .

a. efficient b. effective c. productive d. competent


eCCe reAding - PART 1

this passage is about going green.

An environmentally-friendly school located in the North East has captured the hearts and minds of local residents with its policies on energy saving and environmental sustainability.

Welcome to Rockhampton elementary school, Boston, one of the most eco-friendly schools in the country. The school has made a commitment to set an example of sustainability and environmental awareness through its curriculum, recycling programs and construction. It uses eco-friendly construction materials that ensure a toxic-free environment, more use of natural light, and better air quality.

The most amazing technological feature of the school is the heat transfer system underneath the playground. The system takes heat from the sunshine that falls on the playground, then stores it and releases it in the winter to heat the school, thereby saving on electricity and fuel costs and dramatically reducing the use of fossil fuels. In the same way, the technology can use cold winter air and ice to cool the building in the summer.

However, the school is more than a technologically-advanced building. The ultimate goal is to instill in students a sense of responsibility for their natural environment. Environmental concerns have become second nature to the students with the curriculum incorporating sustainable education principles, and the school has won numerous “Go Green” awards.

Accurately measuring the health and learning benefits of green schools is not easy, but a school designed to have a smaller carbon footprint can have a huge impact on the learning and health of its students including reducing absenteeism, improving grades, advancing new learning methods, and generally promoting better educational outcomes.

1. What is the main purpose of this passage?

a. to explain how a school has implemented environmentally-friendly education practices

b. to highlight the benefits of green schools c. to present new ways of protecting the

environment d. to talk about Go Green competitions

2. Howdoestheschoolbuildingreflecttheschool’seco-friendliness?

a. It uses the most modern construction materials.

b. It uses recycled materials. c. It uses materials that do not contain any

poisonous substances. d. It uses lighter, better quality materials.

3. How does the school reduce fuel costs in winter?

a. by using solar panels on sunny days b. by using energy collected in summer c. by using electrical heaters d. by using wind energy 4. According to the passage, what is the main

objective of the school?

a. to teach students environmental responsibility

b. to win as many awards as possible c. to have the most technologically-advanced

school building d. to reduce its carbon footprint

5. According to the last paragraph, how does the use of eco-friendly building materials in schools benefit students?

a. They learn about materials that do not harm the environment.

b. Reduced costs make more money available for other facilities.

c. Students miss fewer classes due to illness. d. Classrooms are more modern and attractive.



this text is about school gardens.

A school garden is an outdoor classroom oasis, attracting countless organisms, each a rich opportunity to teach students about the fascinating ecosystem that we are all a part of. These gardens have traditionally been used for science education. Today, however, given the urgent need for environmental protection and better nutrition, perceptions about the role of school gardens are changing.

Fruit and vegetables are an important part of a child’s diet because they contribute to growth and development. However, a recent study found that very few children between the ages of two and eleven consume the recommended two servings of fruits and three servings of vegetables each day. Schools, recognizing the importance a healthy diet plays in a child’s performance at school, have embraced the idea of creating school gardening programs as part of their “go green” campaigns.

School gardens can be created almost anywhere in the school yard or even on the roof of the school building. They can be created in spaces as small as a box, or in large areas like playing fields or parking lots that are no longer in use. In addition to acting as a living classroom and even providing ingredients for school lunches, these gardens help students learn about food and nutrition through planting edible crops. Studies have shown that children increase their consumption of fruit and vegetables when they are actively involved in growing them.

Besides health and educational benefits, school gardens provide the opportunity for students, teachers and members of the community to interact – thereby teaching students how to work cooperatively with each other and their elders.

6. What is the purpose of the article?

a. to point out that children have unhealthy eating habits

b. to present a possible solution to the problem of children’s unhealthy diet

c. to raise awareness of students’ poor performance at school

d. to express teachers’ concerns about problems with students

7. What did a study reveal about many children aged two to eleven?

a. They’re very interested in environmental protection.

b. They do not eat enough fruit and vegetables. c. They are taking part in go green campaigns. d. They perform poorly at school.

8. What do schools wish to achieve by creating school gardens?

a. a more attractive school environment b. a reduction in school lunch costs c. teaching students to cooperate with each

other d. encouraging students to spend time

outdoors

9. In the last line of the second paragraph, what does their refer to?

a. school gardening programs b. students c. schools d. green campaigns

10. What is implied about school gardening programs?

a. Students enjoy taking part in them. b. Students taking part in them are likely to eat

more vegetables. c. Students’ level of physical activity is increased

because of them. d. Students gain very little from them.



d B

C A

There has been a lot of talk about schools “going green” lately. And no wonder: According to government estimates, nearly one of every five Americans – 54 million children, and 7 million teachers, administrators, nurses, janitors, and other staff – spends their day in a public or private school. We as a society, therefore, have an obligation to ensure that our schools not only provide a healthy environment for students and staff, but also serve as models of sustainable environmental practices, and teach our children to be responsible citizens in a world with limited natural resources.

Creating healthy schools that have appropriate lighting, sound, temperature, humidity, cleanliness, and air quality helps students to learn better. If a school also focuses on being energy-efficient, students will become advocates for energy efficiency in their own homes and communities.

Dear Steve,

Thank you for inviting me to speak at your school’s public meeting.

First, let me say that I accept without hesitation.

Second, let me say that the plans you outlined in your e-mail are all very good. But I think there is still more that could be done. I’ve taken the liberty of making a few comments and recommendations, which you’ll find attached to this message. Let’s discuss all this on the phone some time next week. Let me know when would be convenient for you, and I’ll arrange to call you then.

When we talk, we can also work out the details for my air ticket and lodging arrangements. I’d prefer to arrive the day before, to have some time to tour the school. Also, I don’t drive, so it would be more convenient for me to stay near the school, with access to public transportation, if that is an option.

I look forward to talking with you soon.

Regards,-Arthur-

Arthur Blakey <[email protected]>Steve Hauser <[email protected]> RE: Invitation to speak

Newton Valley High School is Going Green!

We invite the public to learn more about our plans to

• uselessenergy,water,andpaper• recyclealuminum,paper,plastic,batteries,andmore• eliminatetheuseofharmfulchemicalcleaning

products

Principal Steve Hauser will discuss our plans tocreate a cleaner, safer, more energy-efficient learningenvironment. Special guest speaker Dr. Arthur Blakey,author ofWhy Schools Should Go Green, will talkabout thebenefitsof green schools. Time is reservedforquestionsfromtheaudience.

Tuesday,September1st,7:30p.m.NewtonValleyHighSchoolAuditorium

Freeandopentothepublic

Formoreinformationvisit:www.nvhs.edu/green.html

Going Green

Profiles in Education Dr. Arthur Blakey

Dr. Arthur Blakey is a mechanical engineer, specializing in harnessing alternative energy sources, particularly wind power. He is also the founder of Go Green Schools, a non-profit organization that helps schools “go green” by reducing the amount of energy and other resources they use. He is the author of the best-selling Why Schools Should Go Green, which sparked the green revolution in both public and private school systems around the nation. In 2011, Dr. Blakey started WindKids, a program that teaches kids, parents, teachers, and communities about building easy-to-assemble low-cost wind generators that can be used to provide power for both schools and homes. He has won the International Environmental Association’s Green Energy Pioneer award twice (2008 and 2011). Dr. Blakey is a much sought-after energy consultant and public speaker.


Question 11 refers to section A on page 24.

11. What does section A advertise?

a. a product b. a new school c. a city program d. a presentation

Questions 12-13 refer to section B on page 24.

12. What does Arthur Blakey want to discuss with Steve Hauser?

a. a trip he took b. a book he wrote c. a document he sent d. a meeting he attended

13. What does Arthur Blakey want to do?

a. visit the school b. change his air ticket c. meet later in the week d. arrive the following day

Questions 14-15 refer to section C on page 24.

14. What is said about Dr. Blakey’s book?

a. It won an award. b. It was published in 2011. c. Ithasbeenhighlyinfluential. d. It describes alternative energy sources.

15. What is Dr. Blakey’s work mainly focused on?

a. education reform b. improving children’s health c. energy usage and production d. changing environmental regulations

Questions 16-18 refer to section d on page 24.

16. Which fact about American schools does the author state?

a. how much energy they use each year b. how much money going green can save them c. how many people study and work in them d. how much money has been spent on going

green

17. What is claimed about green schools?

a. They require fewer staff. b. They are growing in number. c. They lead to increased learning. d. They are being created around the world.

18. What does the word advocates in the last sentence mean?

a. admirers b. followers c. promoters d. opponents

Questions 19-20 refer to sections A, B, C and d.

19. When will Arthur Blakey arrive in Newton Valley?

a. September 1st b. August 31st c. August 3rd d. September 2nd

20. Which sections refer to reducing energy consumption?

a. sections A, B, and C b. sections B, C, and D c. sections A, C, and D d. all sections



option 1 option 2

sPeAKing - mAKing A deCision

eXAminee inFormAtion

situationI am on the school committee and we are thinking of ideas on how to make our school more environmentally-friendly. Find out what my options are, and then offer me advice on which method we should choose.

First You should look at the pictures below and ask:•What are the options?•What are the advantages of each option?•What are the disadvantages of each option?

thenWhen you have all the information you need, explain which option you have chosen and why. Be ready to explain why you didn’t choose the other option. Remember to use information you learn from asking questions to explain your final choice.

Finally After you have shared your advice, you will be asked more questions about the topic.

Candidate’s Sheet


sPeAKing - mAKing A deCision

eXAminee inFormAtion

situationI am on the school committee and we are thinking of ideas on how to make our school more environmentally friendly. Find out what my options are, and then offer me advice on which method we should choose.

First You should look at the pictures below and ask:•What are the options?•What are the advantages of each option?•What are the disadvantages of each option?

thenWhen you have all the information you need, explain which option you have chosen and why. Be ready to explain why you didn’t choose the other option. Remember to use information you learn from asking questions to explain your final choice.

Finally After you have shared your advice, you will be asked more questions about the topic.

option 1

option 2

eXAminer inFormAtion

oPtion 1 oPtion 2

options We can start a recycling program to help reduce the amount of waste at school.

Our school can use another power source, like solar energy, to reduce costs in the school.

Advantages - Recycling paper saves trees, and therefore slows down global warming.

- Recycling can help reduce the need to manufacture paper, plastics, metals, and glass. This would save energy needed to manufacture new products.

- Solar energy will not pollute the environment as it does not produce smoke or use up energy sources.

- It will provide low cost electricity, heating, and warm water.

disadvantages - Students will have to be trained into sorting their waste into separate containers.

- Containers can fill up quickly and they have to be emptied on a regular basis and transported to recycling plants.

- The use of solar energy depends on how much sun is available.

- The initial cost of the equipment can be very expensive.

elABorAtion QUestions

1. Do you recycle at home or at work / school? What do you do to protect the environment?

2. In what ways can schools help protect the environment?

3. Even though most people know what needs to be done to protect the environment, few people actually make the necessary changes to their lives. To what extent do you think this is true?

Examiner’s Sheet

Athens: Massalias 22 , 10680, Athens. Tel.: 210 3680900, Fax: 210 3633174 thessaloniki: Fragon 14, 54626 Thessaloniki. Tel.: 2310 557600, Fax: 2310 553925

website: http://www.hau.gr email: [email protected]

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