2. 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

3. TABLE OF CONTENTS
LANGUAGE AREAS
TOPICS FUNCTIONS and VOCABULARY
STRUCTURE
Nouns related to nutrition,
Causatives: hygiene, health, cosmetics,
Giving information about Have sth done etc.
hygiene Get sth done Adjectives: healthy, fatty,
UNIT 1 well-organized, slim, fat,
Giving information about Get somebody to do sth
Health and Body etc.
nutrition Have somebody do sth
Care Verbs: to get fat, to keep fit
Warning someone about Make somebody do sth
Page (1-7) and verbs related to
health problems Reason and Cause: because,
Stating various diseases because of, as, since, due to, nutrition
owing to, on account of, for
Giving information about a past
event related to casualties Past Continuous/ Simple Past
Nouns: home accidents, first
Giving information about When/ If Clauses+ Modals/
UNIT 2 aid, etc.
casualties Imperatives Must/ Mustn't
Casualties Page Adjectives: careful, dangerous,
Giving information about first In order to/ not to Conjunctions:
(8-14) careless, etc. Adverbs of
aid therefore, so, as, just as, while,
manner
Expressing opinions on injuries when
and illnesses
Recycling Simple Present/
Nouns related to technology
Simple Past
and inventions: mobile phone,
Giving information about Recyling Present Perfect
computer, satellite TV, space
the inventions of the Simple/Present Perfect
UNIT 3 shuttle, antenna, solar cells
century Continuous
Innovations Page Verbs: to invent, to discover, to
Discussing the advantages Recyling used to/ didn't use
(15-21) improve, to develop
and disadvantages of to
Adverbs of reason: because of
technology Should/ Should have
that, such, so that, for this
Might/ Might have
reason, so, thus, therefore
Could/ Could have
UNIT 4
Consolidation CONSOLIDATION CONSOLIDATION CONSOLIDATION
Page (22-25)
Nouns related to
Expressing opinions about
Adverbial Clauses with: environment: pollution,
environmental problems
UNIT 5 although, in spite of, despite, precaution, etc.
Stating solutions for
Environmental however, whenever, Adjs: dirty, clean, polluted,
environmental problems
Problems Page wherever, in order to, so as to, etc.
Discussing responsibilities of
(26-32) so that, in order that, such... Verbs: to pollute, to
individuals and institutions for
that prevent, to cause, to affect,
their environment
etc.

4. TABLE OF CONTENTS
TOPICS FUNCTIONS LANGUAGE AREAS VOCABULARY
and
STRUCTURE
Hypothesizing about
extinction of some animals,
Present Perfect Simple/
UNIT 6 species and plants Warning
Present Perfect Continuous Nouns related to nature:
Species in about risks of extinction
Future Perfect/ Time animals, species, ecology,
Danger Page Expressing opinions on
Adverbials: by the time, etc.
(33-39) extinction problems Stating
until, when, after, etc.
solutions to the problem of
extinction of some species
Reported speech (Past & Nouns related to
Expressing the present
Present) geographical terms, natural
UNIT 7 state of the world Predicting
Will resources, scientific terms:
Future of Our some natural events in the
Will be able to/ won't be acid rain, industrial waste,
Planet Page future Giving information
able to earthquake, volcanic
(40-46) about scientific and
Going to vs Will eruption, etc. Adjs:
technological innovations
May/ might/ can/ could dangerous, harmful, etc.
UNIT 8
Consolidation CONSOLIDATION CONSOLIDATION CONSOLIDATION
Page (47-50)
Nouns related to types of
Describing a district in town
Comparison of adjectives houses, parts of a house,
UNIT 9 Discussing life styles in our
Nevertheless garden, fountain, balcony,
Housing Page country
Passive voice (all tenses + chimney, basement, roof,
(51-57) Comparing housing in
modals) etc.
Turkey and abroad
Phrasal verbs with "look"
Nouns related to traditions
Giving information about and customs: festivals,
special days in Turkey carnivals, etc. Phrasal verbs
UNIT 10
Giving information about Recycling all tenses with "come" and "carry", to
Feast and
common celebrations in the Reviewing Indirect and celebrate, to give
Celebrations
world Reported Speech information, to agree, to
Page (58-64)
Giving information about disagree, etc. Adjs:
Turkish traditions unbelievable, enchanting,
fascinating, etc.

5. TABLE OF CONTENTS
TOPICS FUNCTIONS LANGUAGE AREA, VOCABULARY
and
STRUCTURE
UNIT 11
Consolidation CONSOLIDATION CONSOLIDATION CONSOLIDATION
Page (65-68)
Introducing Turkish food
and drinks Units of amount: ….
Nouns related to national foods
Asking for and giving of…..
UNIT 12 and drinks: mantı, kebab,
information about food and Countables /
Food and Drinks ayran, hoşaf, imambayıldı,etc.
drinks Uncountables Passive
Page (69-75) Adjs: delicious, super,
Comparing and contrasting verb patterns
extraordinary, etc.
specialities in different Word collocations
countries
Comparative/Superlativ
e forms of adjectives
/adverbs
Wh- questions:
Asking for and giving How far………….? Adjs: amazing, cheap,
information about means of How Iong ……….? comfortable, exciting, sight-
UNIT 13 transport How much……….? seeing, etc.
Travelling Giving information about Which of……….? Verbs: to arrange, to stay
Page (76-82) distances How do you……….? overnight, to pass time, to make a
Giving information about Fractions / Decimal reservation, etc.
prices Numbers Indefinite quantifiers
One third of…., 0,2….
Indefinite quantifiers
Some of, a few of, most
of ……
UNIT 14
Consolidation CONSOLIDATION CONSOLIDATION CONSOLIDATION
Page (83-86)

6. 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.

7. 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.

8. 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.