مشاهدة النسخة كاملة : help me @@english bookssssss
nadir1993
2009-10-05, 15:08
اطلب من الاعضاء الكرام المتواجدين بهذا المنتدى تقديم كتاب الانجليزية المدرسي لاسنة الثانية ثانويppppdgy
nadir1993
2009-12-01, 20:24
nadirbem@.hotmail.fr
nadir1993
2009-12-01, 20:27
دخولك مسجل بإسم : nadir1993 العنوان: الرسالة: الابتسامات [المزيد] أيقونات المشاركةيمكنك إختيار أيقونة من القائمة التالية: بدون أيقونة
nadir1993
2009-12-01, 20:29
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nadir1993
2009-12-01, 20:30
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هذا المنتدى يطلّب بأنّ تنتظر 45 بين المشاركاالمشاركات. الرجاء حاول ثانية بعد 5 ثواني.ت. الرجاء حاول ثانية بعد 21 ثواني.
نجحت (http://www.djelfa.info/vb/showthread.php?p=1964387&posted=1#)
nadir1993
2009-12-01, 20:31
ddfdfssvvjjhhttp://static.blogstorage.hi-pi.com/photos/dzfoot.sport24.com/images/gd/1210876297/NADIR-BELHADJ-Notre-vie-en-depend.jpg
PRACTICE (pp.40- 41)
Act. One (p.40)
The students will practise the use of the modals can/could and their irregular forms by doing a completion activity.
a. The League of Nations cannot impose economic sanctions on warlike nations.
b. Germany will be able to join the Security Council soon because it is the third economic power in the world.
c. The UN General Assembly can only make recommendations to the
Security Council. It cannot make decisions.
d. The United Nations Organization has not been able to create a permanent military force yet.
e. Dag Hammarskjold, who served as Secretary General of the UN from
1953 to 1961, was able to organize peacekeeping task forces.
f. UN peacekeeping troops, called ‘blue helmets’, can use force only for
temporary self-defence purposes. They can maintain peace, but they can not prevent war.
g. The United Nations Educational, Scientific and Cultural Organization 30
(UNESCO) was able to launch its Peace Programme only after the end of the Cold War.
Act. Two (p.40)
In this activity, your students will identify the different functions that can be expressed by the modals can and could. You can tell your students to write sentences of their own to express the same functions using the same modals.
KEY
Column A
Column B
1. Can you hear what he’s saying?
2. We could build a culture of peace by being more tolerant.
3. Contrary to what some people think, women can be tall
and strong.
4. "I’ve hurt her feelings. What shall I do ?"
"Well, you could apologize to her."
5. I wonder if you could come here and talk it over.
6. At the age of 17, you can take your driving licence
with your parents’ consent, but you can’t vote.
7. Don’t lean out of this window; you could fall down.
8. Can I help you?
a. ability
b. possibility
c. possibility
d. suggestion
e. request
f. permission
g. warning
h. offer
Act. Two (p.42)
Before the students start doing the activity, make sure you simulate requests with the ******** exponents given in the textbook. Put emphasis on the new forms: I wonder if ..., Do/would you mind ....?
WORKING WITH WORDS (p.43)
Act. I
Your students can be asked to bring out print-outs of other abbreviations/acronyms from the Internet to the classroom. They will make a synthesis of the major organisations concerned with peace and human relief all across the world and make a classroom wall sheet . You can check the pronunciation of the acronms/abbreviations in the Oxford Advanced Learner’s Dictionary of Current English or in the Oxford Advanced Leaner’s Encyclopedic Dictionary. Please remember that some of the abbreviations/acronyms can stand for various organisations. Those suggested here are not necessarily the ones that your students will suggest.
Abbreviation/Acronym
Full form
Description
UNWRA
United Nations Relief Works Agency
The UNWRA is the U.N organization which brings relief to people in need.
ABC
American Broadcasting Company
ABC is one of the four most important TV channels in the United States of America.
A-BOMB
Atomic bomb
A bomb which derives its destructive power from the rapid release of energy by fission of
heavy atomic nuclei. The first atomic bomb to be used was dropped on Hiroshima , Japan on 6 August 1945 by the USA.
AID
Agency for International Development
BBC
British Broadcasting Corporation
CIA
Central Intelligence Agency
CNN
Cable News Network
FBI
Federal Bureau of Investigation
FIFA
Federation Internationale de Football Association (International Association Football Association)
GB
Great Britain
Great Britain comprises ...
MBC
Middle East Broadcasting Company
NATO
North Atlantic Treaty Organisation
NBA
National Basketball Association
OPEC
Organisation of Petroleum Exporting Countries
Ph.D
Doctor of Philosophy
PTA
Parent-teacher Association / Passenger Transport Authority
UK
United Kingdom
WBA
World Boxing Association
Act. Two (p.43)
Brainstorm the major concepts that can related to peace and war in the classroom by making a word map. Then assign the words as dictionary entries to be completed at home in the way suggested in the textbook. You will check the students’ work in the classroom. Here are some words related to peace and war : violence, treaty, consensus, discussion, dialogue, non-violence ...
LISTENING AND SPEAKING (pp.44-47)
Act. One (p.44)
Ask questions about the picture. e.g., Who are the girls in the picture? They are school girls? Where are they? How do you know? Do they look happy? ... It is not necessary to get the right answers at this stage.
Act. Two (p.44)
The students will check some of the predictions they have made in Act.One.
Act. Three (p.44)
The questions included in this activity will allow the students to identify the actors, the situation, the topic of discussion and to provide a summary of the dialogue they have listened to. These questions are related to the listening strategy of not trying to know every single word when listening to conversation .
a- two classmates
b- in the classroom (see the picture)
c- Leila is upset; she’s angry with Maya.
d- Yes, it is.
e- Maya has made fun of her friend Leila in front of her classmates. Leila is angry with her. At last, Maya feels sorry for what she has done.
Act. Four (p.44)
No, I did’t. ( Stress falls on the auxiliary.)
Yes, you did.( Stress falls on the auxiliary.)
Did I ? ( Stress falls on the personal pronoun.)
You did . (Stress falls on the auxiliary.)35
Act. Five (p.45)
Simulate the snippet for your students before they act it out. They can play a variation on the snippet.
YOUR TURN (pp.45-46)
Go through the tip box before moving on to the next activities. Relate the information in the tip box to the comprehension questions in activity three.
Act. One (p. 45)
The answers are not necessarily the ones given in this answer key.
A- Your partner: Sorry, I should have asked for your permission.
B- Your partner: He shouldn’t have done that.
C- Your partner: He shouldn’t have borrowed it without your permission.
D- Your partner: I’m really sorry. I shouldn’t have said that.
Act. Two (p.46)
KEY
A- O
B- D
C- D
Have your students write similar sentences to express deduction and obligation.
WRITE IT UP (pp.46-47)
Brainstorm the difficult vocabulary in the box before setting the students to task. Refer the students to the Grammar Reference n° 9 on page 198 before you set them to task.
Possible key
- We have to tolerate difference.
- We have to respect each other.
- We have to keep cool.
- We shouldn’t shout at each other.
- We should learn to listen to each other.
- We mustn’t impose ourselves on others.
- We shouldn’t cheat at exams.
- We should accept the opinions of others.
- We shouldn’t insult others.
- We needn’t /don’t need to always agree with each other.
- We don’t have to be violent.
-We should settle disputes peacefully.36
Act. Two (p.46)
Possible acrostics
P: Pay more attention to others.
E: Engage in non-violent compaigns/actions.
A: Act peacefully.
C: Collect signatures to end war and violence in the world.
E:Express disagreement for conflicts.
D: Do actions according to the law of your country.
E: Engage in campaigns for the freedom of speech.
M- Make protest against anti- social measures.
O: Organise yourselves in committees to fight against injustice
C: Collect funds for the election of your candidate.
R: Respect the rights of others.
A: Act against poverty.
C: Care about the homeless.
Y:Yell out your solidarity with people in need of justice.
Act.Three (p.47)
Duties
Rights
Work hard
Respect the opinion of others
Tolerate differences
Respect the rights of others
Promote a culture of peace
Co-operate to solve problems
Express opinions
Meet together to express views
Free education
Good working conditions
Health care
information
CLASS CHARTER ( p.47)
The class charter can be presented in the form of a wall sheet. Refer the students to the text on page 56 ( Exploring matters further).
Suggested answers:
Article One: Rights
a- Children have the right to get free education.
b- Children have the right to meet together to express views.
c- The school autuorities must offer good working conditions.
d- The school autuorities mustn’t discriminate among children.
e- The parent-Teacher Association has the right to express opinion about the educational policy.37
Article Two: Duties and Responsibilities
a- We have the duty to respect the opinions of others
b- We must work hard.
c- We shall tolerate differences.
d- We mustn’t be the cause of school disorder.
READING AND WRITING (pp.48-49)
Act. One (p.48)
Interact with your students by asking questions about the picture. You can add other questions to the checklist.
a- The picture represents a slave ship. ( Please, talk about slave trade.)
b- I think that the ship is in Africa, and it is going to America.
c- Geoge Washington, first U. S President ; July 4th, 1783: Independence Day; Abraham Lincoln ( US President) ; 1861-1865 : American Civil War; Martin Luther King Jr 1963. One of the leaders of the Civil Rights movement;
August 1963, March of 200,000 people on Washington DC to demand racial equaliry. (Discuss further these points in class monitoring the discussion towards racial issues in the US.)
Act. Two (p.48)
a. Martin Luther King Jr. was one of the Black American leaders of
the Civil Rights Movement in the 1960s. ( The students can suggest other
answers.)
b- He hoped/wished his children to be free from racial prejudice.
c- The author/Martin Luther King repeats words, phrases and ideas: "I have
a dream", "one day","we’ll be able to"…
He uses an oratorical style in order to stimulate his audience; to get the
audience to feel the injustice of racial discrimination and segretation .
d- Yes, because it is full of hope. (The students can suggest other ideas.)
Act. Three (p.49)
The aim of this activity is to develop the students’ dictionary skills.
KEY
Address: speech or talk to an audience.
Can: ability or capacity to do something
Spiritual: a religious song as sung by Negroes in the USA.
Choice of words from the speech: character n. 1- ( of a person, community, race,…etc) mental or moral qualities that make one person ,race, etc different from others; 2- moral strength; 3-person who is well known; 4- letter, mark used in a system of writing or printing.
اذا اردت المزيد فاطلبه و افيدك ان شاء الله .وشكرا
abdoumacro
2010-01-02, 21:58
من فضلكي أختيfilalo نريد المزيد ان أمكن ذلك طبعا
ص 66.67.68.69.70.
تحياتي
مشكووووورة
Act. Three (p.66)
Plants must be protected. /m.sbi¸/
They can’t be replaced by man-made converters . /k.¸mb./ 45
They shouldn’t be cut down. /©ªmbi¸/
Act. Four
Brainstorm the topic with your students before they describe the process in question.
YOUR TURN (p.67)
Act. One (p.67)
Make sure your students pronounce the modals in the correct way.
a. We mustn’t hunt animals in danger of extinction.
Animals in danger of extinction mustn’t be hunted.
b. We shouldn’t throw recyclable objects.
Recylable objects shouldn’t be thrown away.
c. We should stop desertification.
Desertification should be stopped.
d. We can divide pollution into four types.
Pollution can be divided into four types.
e. We may group alternative energies in five categories: wind, solar, biomass and hydro-electric .
Alternative energies may be grouped in five categories: ...
f. We must protect our human resources.
Human resources must be protected.
TIP BOX (p.67)
Go through the tip box before you move on to the activity in the Write it up rubric.
WRITE IT UP (p.68)
Interact with the students using the picture. The students will identify the different parts of the solar home and their functions. Explain the difficult vocabulary if necessary.
Ladies and gentlemen....
During winter, ouside air is captured by warm glass roof panels. Then,
warm air is forced down into a water tank by an air handling unit.
Next, the water in the tank is heated and greater quantities of warm water
air are released. The hot air is then sent down a duct to the crawlspace in
under-floor area. After that, warm water rises through floor registers to the
living space. Some of the heated air is absorbed by concrete slabs . It is
released at night. This process is reversed during summer.
READING AND WRITING ( pp.69-71)
Act. One (p. 69)
Elicit the students’ responses to the pictures. Then let them choose what they consider as the right answers to the questions attached to the pictures. Don’t check their interpretations at this stage.
Act. Two (p.69)
The students will check their answers to the questions in activity one.
KEY
1- b
2- c
3- c
Act. Three (p.70)
easily made angry= irritability (noun)
is confirmed= is borne out (verb)
related to the brain= mental (adjective)
Act. Four (p.70)
The best title is Another Kind of Pollution. Noise pollution has not been recognized as such until recently.
Act. Five (p.70)
a- A sentence which focuses on the general idea:
e.g., For a long time, noise has been known to cause sleeplessness and
irritability, and now other studies are linking it to a wide range of mental
and physical disturbances.
b- A sentence which gives details to support/ develop the general idea:
e.g., In Los Angeles, researchers have found that people living near the
airport have…
c- A sentence which provides a smooth transition from one idea to
another.
e.g., In the opinion of many hearing specialists, time is running out.
d- A sentence which supports the new idea:
e.g., The number of mental diseases will be multiplied by two or three…
e- A sentence which logically concludes the ideas discussed in the
paragraph:
e.g., This health alert against……
WRITE IT OUT ( p.71)
Act.One (p.71)
A sentence is missing in the list of scrambled sentences. Give it to the students before you start brainstorming the topic related to the sentences. The sentence runs as follows : At least two great civilizations (establish) there.
a. Throughout the world, deserts are created because pastures near arid lands heavily are grazed and trampled.
b. Around towns, adjacent forest belts are denuded by people in their search for firewood.
c. More productive plants are introduced into semi-arid lands. As a result, indigenous plants necessary for the maintenance of the soil are nudged out.
d. Many people think that desertification is caused only by a change in climate, but the truth is that deserts are provoked by human actions.
e. Because of intensive production of cash crops like cotton and groundnuts, soil nutrients are dissipated and the topsoil is eroded by wind and water.
f. A long time ago, history was made in the deserts.
g. Today, about 140 million people are threatened by the spread of the desert caused through the interaction of climatic fluctuations and man’s abuse of his environment.
h. Desertification must be stopped now, otherwise deserts will be transformed into a curse for man soon.
i. These civilizations were built in deserts because people knew how to live in harmony with nature.
k. At least two great civilizations were established there.
Act. Two (p.71)
The students will write the whole paragraph on their portfolios indicating the various functions of the sentences.
1. f - 2. k - 3-i 4. g - 5. d - 6.a - 7.c - 8. e - 9.b - 10.h
WHERE DO WE GO FROM HERE ? (p.73)
Skills check (p.73)
TEXT FIVE (p.75) ENERGY CONSUMPTION IN MODERN TIMES
READING COMPREHENSION48
QUESTION ONE
Choose the one word that best keeps the meaning of the original word written in bold in these sentences from the text:
The global energy situation began to change significantly in the second half of the last century.
A. occasionally
B. frequently
C. greatly
D. virtually ( Key: The correct answer is C.)
Widespread ownership of energy- hungry appliances contribute to this huge growth in enegy consumption.
A.. unique
B. incredible
C. very big
D. noticeable (Key: The correct answer is C.)
QUESTION TWO
In line 15, the phrase it wasn’t until means :
A. It was before 1954.
B. It was after 1954.
C. It was in the year 1954.
(Key: The correct answer is C.)
WRITTEN COMPOSITION
Your school plans to produce a science magazine on the topic «Save more, consume less.» You have read the text on «Energy Consumption» and you decide to write an article in which you describe what people should do at home and elsewhere to consume less energy and save it for future generations. Write your article in 20 lines.
TEXT SIX (p.76) THE CONSERVATION OF HUMAN RESOURCES
READING COMPREHENSION
QUESTION ONE
What does the writer imply by: "Human beings, as producers, are positive resources" ?
A. They contribute to the country’s economic growth.
B. They produce good teachers.
C. They contribute to the creation of new jobs.
D. They avoid killing themselves in a nuclear war.
(Key: The correct answer is A.)
QUESTION TWO
In the writer’s opinion, human conservation means :
A. developing medical services for the disabled and the blind.
B. educating people better for new jobs.
C. producing more physical raw materials.
D. contributing to optimal living conditionals for human beings.
(Key: The correct answer is D.)
QUESTION THREE
Choose the one word that best keeps the meaning of the original written in bold in the following sentence from the text:
The conservation of positive human resources begins with health improvement.
A. problems
B. betterment
C. resources
D. organisations.
Key: The correct answer is B.)
QUESTION FOUR
In line 20, what exactly does the phrase "this direction" describe ?
WRITTEN COMPOSITION
What will happen to us when raw materials grow scarce ? Write a letter to your local newspaper in which you express your own views on this topic .
انشاء الله مانكونش بطيت عليك بزاف يا الاخ الكريم و اذا ستحقيت حاجة واحدوخرى راني هنا باش نعاونك .رب يوفقك
tigre.msx
2010-01-14, 21:49
أختى العزيزة أريد حل التمارين صفحة 92 أرجوكى و شكرا .
اذا اردت ان اعطيك جميع حلول الكتاب فاتصل بي على ال***** fila2blida
شكراااااااااااااااا جزيلا
eces2007
2012-10-07, 16:38
Nobel peace prize page 51
Raouf_Bouzered
2013-10-11, 14:27
lol lol lol lol lol
المتاملة
2013-12-10, 16:46
من فضلكم اريد تمرين صفحة50
sweety_sousou43
2013-12-14, 16:33
please the correction of te ex in page n 72
nesrine nono
2015-11-09, 20:06
thankssss:dj_17:
BIGBANGs Bias
2015-11-18, 18:18
Thaaaaanks :)
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