[مريم لعريبي]

Act. Two (p.82)

A: SentencesB: Functions
1. If you buy two, you will get one free.
2. I will help you do the exercises if you want.
3. If you do not stop making a noise, I will switch off the TV.
4. He will understand if you just explain why you came late.
5. If you touch that wire, you will get an electric shock.
6. If this jacket is the correct size, it will fit me. F. promise
B. offer
D.threat
E. advice
C warning
A. prediction

Act. Three (p.82)
The students will write similar sentences identifying their functions.
Act. Four (p.82)
This is a game. So let the students express freely their own ideas as long as the conditional is used appropriately. This activity will be done by each group separately before doing it as a class.
G1: If you pass your exam, we’ll go to Brazil.
G2: What will we do if we go to Brazil?
G1: If we go to Brazil? We’ll visit Maracana Stadium.
Act. Five (p.83)
Make sure your students understand that will, may and can express different degrees of certainty.
KEY
a- If you fall down, you may break your arm.
b- That boiler can explode if you put too much pressure it.
c- He may hurt himself if he mixes chemical products carelessly.
d- They can fail their mathematics and physics exams if they
don’t learn the theorems.
Other possible sentences:
a-If you drive too fast, you may have an accident.
b-If you spend too much money you can run out of it soon.
c If you overuse your old car, it may break down one day.
d-If you don’t pay your taxes on time, you can have a fine
WRITE IT RIGHT (p.
Brainstorm the topic with your students. The topic is familiar to them. So they

83)
on 5455
can add other interesting ideas about water properties.
Like air, water is found almost everywhere. It is familiar to us in different forms, as drinking water, water vapour, ice and snow.
Water has some surprising qualities. For example, most liquids freeze and become denser, but water becomes lighter. When you fill a pan of water, with ice cubes, you note that unmelted particles remain on the surface. The reason is that frozen water is lighter than water in liquid form. When water it becomes ice and it exerts pressure. If you fill a glass bottle and put it in the freezer, the bottle breaks. As the frozen water expands, it exerts pressure on the glass bottle.
Water molecules have a strong attraction to each other. The force of attraction is called cohesion. If you moisten two pocket mirrors and stick them together, you will not be able to pull them apart. The water molecules on the surface of the pocket mirrors attract each other. But it is not difficult at all to separate dry mirrors because ...
SAY IT ALOUD AND CLEAR (p.84 )
Act. One (p.84)
The aim of this activity is twofold: The students will learn about intonation in complex interrogative sentences and the use of the modal should with the conditional if for giving advice. The intonation pattern is indicated by the arrows.
Car owner: What should I doî if the engine fails to start? ì
Mechanic: Check if there is fuel in the tank. î
Car owner: And if there is fuel in the tank. ì
Mechanic: Then you should check î if the battery is all right. î
Act. Two (p.84)
You can suggest different situations to your students wherein they will practise the ******** exponents suggested in the activity.
Act. Three (p.84)

A) words Pronunciation B) words Pronunciation
Psychology
Democracy
Philosophy
Responsibility
Technological /sak.l.d¯./
/dm.kr.s./
/fl.s.f./
/r.•sp.nsb.l.t./
/•teknlod¯.kl/ Solution
Television
Realistic
Static
aeronautics /slu:©n/
/telv.¯n/
/•r.l.st.k/
/`st.t.k/
/•e.rn.t.ks/


expands,
.`.`.`5455
The rules for word stress
1; Stress on first syllable
Most two-syllable nouns and adjectives have stress on the first syllable.
2. Stress on last syllable
Most two-syllable verbs have stress on the last syllable.
3.Stress on penultimate syllable (second from the end):
Words ending in ‘ic’ , ‘tion’, and ‘sion
4. Stress on ante-penultimate syllable (third from the end):
Words ending in ‘cy’, ‘ty’, ‘phy’; ‘gy’
5. Polysyllabic words (words with many syllables)
These usually have more than one stress, i.e., primary and secondary stress. Often such words contain a prefix ( as with ‘inter’ and ‘anti’ in international and antibiotic). This is common with many long technical words.
6. Compound words (words with two parts)
If the compound is a noun, the stress goes on the first part : e;G;, greenhouse , blackbird.
If the compound is an adjective, the stress goes on the second part; e.g., bad-tempered, old-fashioned
If the compound is a verb , the stress goes on the second part, e.g., understand, overlook.
WORKING WITH WITH WORDS (p.85)
Act. One (p.85)
The activity can be assigned as a homework. The homework will be checked in class and the final product can be a classroom wall sheet. You can add another activity to consolidate further the use of the suffixes.
Act. Two(p.85)
Crossword puzzle p.85
Across
a-psychology -b-mathematics -c-zoology
d-astronomy -e-biology –f ecology -g-chemisty
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LISTENING AND SPEAKING (86 -88)
DEVELOPING SKILLS (p.86)
Act. One
a- The advert addresses high school graduates.
b- “Open Day” is the day when the university is open for visit by high
school graduates who are interested to join the university.
Act. Two (p.86)
Across
a- The speakers are Jamel and Maya who are high school students.
b- Jamel.
c- He starts as follows: “I feel like going”.
d- Jamel wants to visit the faculty of medicine.
e- Maya wants to visit the faculty of civil engineering because she isn’t
interested in visiting the faculty of medicine.
Down
Physics
YOUR TURN ( p.87)
Go through the tip box to consolidate further the use of the ******** exponents for asking for and giving advice.
Act. One
Simulate the model dialogue before setting your students to task. Make them use the ******** exponents and the strategies in the tip box.
WRITE IT UP (p.88)
Act. One (p. 88)
Go through the tip box before you move on to the writing activity proper.
A letter for seeking advice
A suggested letter to an “agony aunt”:
Dear Dr Wells,
I’m writing to you to seek advice. My name is Omar and I’m a secondary school student. I can’t make up my mind about a personal problem.
I’ll sit for the baccalaureate exam soon. I’ll certainly succeed, but my parents are old and are in need of financial help. I would really like to help them. However, If I do so, I will have to give up my dream of becoming a doctor . In short I am in a dilemma. On the one hand, If I decide to help, I will have to renounce to my registration at the university. On the other hand, if I don’t, I’ll feel guilty of not helping my family. I have no one to turn to. What should/can I do ?
Sincerely,
“Miserable”

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Act. Two(p.88)
Brainstorm the topic with your students. They can suggest different pieces of advice. Jot them on the board and let them agree on one of them. For example, they can suggest registration at the UFC (Evening University). This will allow ‘miserable’ the possibility of working during the day. This is one way of working one’s way through college/university.
READING AND WRITING (89-91)
Act. One (p.89)
The students will try to answer the questions in the captions by helping themselves with the illustrations ( figures).
Act. Two (p.89)
a. Yes, it shows the balloons moving away from one and other. The illustration helps in understanding the word “repel” in the text. It also helps to visualise the whole experiment.
b. Yes, I have used my knowledge in physics. Using background knowledge helps in understanding texts.
c. The answer to the first part of the question may be yes or no depending on the students’ background knowledge. As regards the second part of the question, the answer is no.
Act. Three (p. 90)
Fig.2: It illustrates the result of the experiment : unlike charges attract. The balloons are attracted to the rod. They are negatively charged whereas the rod is positively charged.
Act. Four (p.90)
5-Captions:
3: A negatively charged balloon adheres to an uncharged wall.
4: A positively charged balloon also adheres to such a wall.
WRITE IT OUT ( p.91)
Brainstorm the topic with your students. Jot down ideas on the board and then let the students complete the letter in their own way. Pay attention to the layout of the letter.
WHERE DO WE GO FROM HERE ? (p.94)
Skills check
Make your own test to check your students’ performance in the reading and writing skills. A model has been given to you in the previous units.
Figure.
pp.5859
OBJECTIVES
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PREVIEW (p. 98)
Go through the preview to acquaint the students with the end-of-the unit objectives. Discuss the type of project work your students will carry out.
THINK IT OVER (p.99)
Introduce the topic of the unit by asking some questions about the pictures included in the rubric.
WORDS TO SAY (p. 99)
The focus in this activity is on words containing silent letters. The words are related to the topic of the unit. Read them aloud and make the students repeat the pronunciation of the words.
DISCOVERING ******** (100-105)
BEFORE YOU READ (p.100)
Interact with your students and elicit answers to the questions attached to the map. You can ask other questions than the ones included in the textbook.
Some possible responses
Question: Where is the epicentre of the earthquake represented on the map?
Answer: A few kilometres off the Indonesian shore.
Question: Which areas are hit by the earthquake/ tidal waves?
Answer: Many countries in the region. The students can list different areas.
Question: How many people died?
Answer: More than one hundred thousand victims. The students can give the number of casualties in each area. The information is on the map.
Question: When did the earthquake happen?
Answer: It occurd on December 26, 2004.
AS YOU READ (100-101)
Act. One (p.100)
The students will check the answers to the questions that they have not checked in Before you read activity.
Act. two (p. 101)
a- The natural phenomenon of Tsunami was little known before December
26, 2004 because the victims did not belong to many nationalities and ethnic groups. Or because it had not been given much publicity before .
b- Tsunami has become one of the most popular Japanese words because of the thousands of T.V. channels which covered the disaster for more than a month.
c- No, it wasn’t the first time that a Tsunami had hit that region. It had already hit China twenty years earlier.
d- The Tsunami of December 26, 2004 was special as its victims did not belong to one nationality or religion.

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AFTER READING (pp.101-102)
Grammar desk (p.101)
1- had hit- had recessed
2- was known-was universal
3- the past perfect tense
4- the simple past tense
Refer the students to the Grammar refernce n° 12 to consolidate further the use of the past perfect and the past simple.
PRACTICE (p. 102)
Both the past simple and past perfect are sometimes possible.
a. My husband and I wept when we (had) heard/heard the terrible news.
b. The world had never known such a disaster before.
c. It was the first time that an earthquake of such a magnitude had hit our country.
d. People had stayed outdoors until the local authorities told them to go back into their homes.
e. Many people had died before the paramedics arrived.
f. Old people told us that our country had already experienced such a catastrophe.
g. By the time the fire brigade arrive, our house had burnt out.
h. I had just switched on TV to watch the news when the flood came in.
I. The house which he had built twenty times earlier was in fire.
Act. Two (p.102)
China- the Chinese ; France- The French ; Wales- The Welsh ;
Japan- The Japanese; Ireland- The Irish; The Spain- The Spaniards
Burma- The Burmese; The Netherlands- The Dutch
Switzerland- The Swiss ; Sweden- The Swede
Act. Three (p.102)
Example
The people from Japan hadn’t suffered much from the tsunami.
The Japanese hadn’t suffered much from the tsunami.
a. The tsunami hadn’t distinguished between the poor and the rich.
b. The injured and the sick were taken to hospital.
c. Aid agencies gave food and water to the hungry and thirsty.
d. Th homeless were ****tered in tents.
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WRITE IT RIGHT (p.103)
Brainstorm the topic with your students. Here are some ideas which can help you. When we write a narrative, we generally start by setting the scene. At this stage, we generally use the past simple and past continuous. e.g., It was in 1989. It was in summer. It was early in the morning. The breeze was blowing ...
Once the scene is set. Mention an event that interrupts or disturbs the
scene ( eg., Suddenly an earthquake shook out our building) and narrate or describe what was happening. ...
Your students will write about their own personal experiences with catastrophes.
SAY IT ALOUD AND CLEAR (p.104)
The rule for stress in compound words is as follows.
If the compound word is a noun, the stress goes on the first part; e.g.,
greenhouse - blackbird.
If the compound is an adjective, the stress goes on the second part; e.g.,
Old-fashioned - sweet-tongued
If the compound is a verb the stress goes on the second part; e.g.,
understand - overlook
However, in connected speech, compound words are subject to stress shift when a stressed syllable follows closely.
( From Christiane Dalton and Barbara Seildlhoffer, Pronunciation, (Oxford University Press 2000, p.103)
Once upon a time there was a little red-haired and blue-eyed girl who was loved by all who knew her. She was called Little Red Riding Hood. One day her mother told her to take some sweet-smelling cakes to her grandmother who was living in the woods, but not to go into by-paths. That was dangerous.
When Little Red Riding Hood reached the woods, she met a funny-looking and bad-smelling wolf . Naturally, Little Red Riding Hood did not know what a wicked animal the wolf was! She thought that it was kind-hearted. So she listened to it when it told her to pick up some bluebells and daffodils for her grandmother.
While Little Red Riding Hood was picking flowers, the wolf entered her grandmother’s house and ate her up. Then he put on her grandmother’s night gown and night cap and went into the bedroom. When Little Red Riding Hood got to her grandmother’s house, she found the door wide open. Obviously something was wrong. Even her grandmother was odd-looking.
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Act. Two (p. 104)
The rules are included in activity one. It has to be observed that there are some exceptions to the rules. For example, compound words are subject to stress shift when a stressed syllable follows closely. It is the case of red-haired and blue-eyed in red-haired and blue-eyed girl. Please explain the stress shift in compound words before moving on to the next activity. (Cf. Daniel Jones, Cambridge English Pronouncing Dictionary 16 th Edition, p. 111)
Discuss with your students about how compound words with adjectives are formed and on which word stress normally falls.
Act. Three (p.104)
“Ohì grandmothershe saidî, ‘what big ears you have !” ì
“ The better to hear you with, my dear,” said the wolfî.
“ Grandmother, what big eyes you have!”ì
“The better to see you with .”î
“Grandmother, what big teeth you have!”ì
“The better to eat you with!”ì
And the wolf jumped out of bed ìand swallowed up Little Red Riding Hoodî. A huntsman saved Little Red Riding Hood î
and her grandmother by cutting out the wolf’s stomachî. They both lived happily ever afterî.
Act. Four (104)
The students will form as many words as they can. e.g., big-eyed - left-handed
big-headed; good-mannered; left-handed; blue-eye ; dark-skinned; old-fashioned; hard-working; black-haired ; fast-moving ... Please remind the students of stress shift in compound words in connected speech.
WORKING WITH WORDS (p. 105)
The examples are not necessarily the ones included in this key.
a.My grandfather fell off the ladder the other day when he was painting the kitchen. Fortunately, he didn’t hurt himself /Unfortunately, he broke his arm. /Obviously, he didn’t know that it was dangerous for a man of his age to climb up the ladder.
b. When Zohra first went to live in England, her English was very poor. Gradually, she started learning to speak English . Naturally, she met some problems in speaking English at first.

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c. I left no stone unturned in my search for my missing keys. Eventually, I found them under the mattress./Strangely enough, they were in my pocket.
d. She was shouting and knocking at her neighbour’s door. Suddenly, a dog jumped out of the window and bit one of her legs. Surprisingly, no one heard her even though she was sure her neighbours were at home.
e. As the woman came down the stairs, she slipped. Said, immediately,
phoned for an ambulance.
f. He lived up to the age of 120 years. Sadly, he did not live to see his grandchildren.
Act. Two (p.105)
KEY
Your students can write sentences containing other similes
a. He laughs like a hyena.
b. S/he is as hungry as a wolf.
c. She wouldn’t listen.She was like an ostrich with its head in the sand.
d. They clung to the tree branches, as agile as monkeys.
Act.Three (p.105)
KEY
a. She is a rose . b. The moon was a ship tossed upon a cloudy sea.
Act. Four (p.105)
Organise a talent show. You can assign the activity as a homework. The students will use the poem in the textbook as a model.
LISTENING AND SPEAKING (106 -108)
DEVELOPING SKILLS
Act. One (p.106)
a- The authors of the collection of stories are the Brothers Grimm.
b- The story represented on the book cover is a folktale entitled: “Four
Friends”.
c- The purpose of the jacket blurb is to give a summary of the *******s of
the book in order to attract readers/potential buyers.

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Act. Two (p.106)
Pause and ask questions to elicit responses. The students will check their predictions as you resume the narration of the story.
Act. Three (p.106)
Possible summary
The animals decided to leave their homes because they were afraid of being killed by their masters.They went to the great city to turn musicians. On their way there, they reached a house in which robbers lived . They frightened the robbers away. The four friends took possession of the house and the food. Then, they decided to go to the city. During the day, they sang their songs of wisdom. At night, they came back home to rest. They lived together happily until their death.
e.The moral of the folktale is that robbers never succeed in their enterprise, and honest people do even when they are old.
YOUR TURN (p. 107)
Go through the tip box before you move on to the activities.
Act. One (p.107)
Simulate the dialogue and brainstorm the topic ( e.g., eliciting the titles of their favourite science-fiction films and books.)before you set your students to task.
Act. Two
Simulate dialogues to illustrate what you expect of your students in terms of production. The model in the textbook can serve as a model.
WRITE IT UP (p.108)
Brainstorm the guidelines before the students move on to the writing activity.
The stories included in the script and those in the rubric of Exploring matters further can serve as models.
READING AND WRITING (pp.109- 111)
Act. One (p.109)
The questions and answers that your students will produce are not necessarily the ones included in this key.
1-Wh- questions using a newspaper lead-in:
Q:How many people died and how many were injured in the accident?
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A: Two people died and nine were injured.
Q:Where did the road accident happen?
A:It happened near Boudouaou.
Q:When did it happen?
A:It happened on/ lastTuesday.
Q:Why did it happen?
A:It happened because the motorist heading to Boudouaou was phoning while he was overtaking a bus.
Q:Who inquired about the accident?
A:Gendarmerie officers did.
Act. Two (p. 109)
KEY
The answers will not necessarily be formulated in the same way as in this key. The important thing at this stage is the discussion . The students will check their answers with the information in the tip box on page 110.
a-Yes, because the rest of the article develops further the information given in the lead-in, which is only a summary of the news item.
b-Yes, the picture shows a collision between a lorry and a car. We can, therefore, visualise the accident.
c-The writer reports both facts and opinions. S/he does so in order to
explain the reason why the accident happened. The facts are there, we can’t change them, but the author’s opinion can be questioned on the basis of the background knowledge that the readers/students might have about the different actors and the cirmcumstances in which the accident happened.
d-Yes, I am. The couple described is sympathetic and was not all responsible for the the accident.
Act. Three (p.110)
First, go through the tip box to check the students’ answers in activity two. Then brainstorm the topic, elicit other ideas and jot them on the board. The students will develop the relevant jottings.
WRITE IT OUT (p.111)
Act. One (p.111)
Statements by the motorists and eyewitnesses
b-The motorist was not wearing his seatbelt when the accident happened.
c-While she was driving, the bus driver was talking to one of the passengers.
d-I was checking the wing mirror when the lorry hit me from behind.
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e-While I was turning slowly into a narrow street, the pedestrian
jumped in front of my car.
Statements by the traffic police officer
a-As soos as I arrived at the scene of the accident, I made the traffic move.
b-The paramedics had taken the victims to hospital before I arrived.
c-After I had questioned some witnesses, I took some photos of the damaged
vehicles.
d- I hadn’t written my report until I questioned the eyewitnesses.
e-When I had finished questioning the eyewitnesses, I went to hospital to question the injured motorists.
Act. Two (p. 111)
The students will use the newspaper article in As you read rubric as a model. They will also get inspiration from the first activity on page 111.
A possible answer
An accident happened yesterday. A pedestrian was hurt by a car. As soon as I arrived at the scene of the accident, I made the traffic move. The paramedics had taken the victim to hospital before I arrived. “While the car was turning slowly into a narrow street, the pedestrian jumped in front of the car” an eyewitness said. When I finished questioning the witnesses, I went to hospital to question the victims. ...
WHERE DO WE GO FROM HERE ? (p.113)
Skills check (p.113)
Follow the models provided in the previous units.
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OBJECTIVES
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PREVIEW (p.118)
Go through the preview to make the students aware of the main objectives of the unit. Then brainstorm the project work with your students and let them decide what type of project they will carry out.
THINK IT OVER (p. 119)
Interact with your students using the pictures. The interaction about the pictures will serve as an entry into the topic of the unit.
WORDS TO SAY (p. 119)
The focus of this activity is on the pronunciation of the -ed inflection. Make sure your students repeat the words in the checklist. All the words are related to the topic of the unit.
DISCOVERING ******** (120-125)
BEFORE YOU READ (p. 120)
The answers to the questions will not necessarily be formulated in the same way as in this key.
The first symbol represents a crescent; the second a cross; the third
symbol is a diamond. (The International Federation of the Red Cross and Red Crescent societies is still discussing whether to adopt the diamond as an alternative common symbol). Refer to the text of the textbook on page 135 for further information about the Red Cross and Red Crescent societies.
b-They represent the different organizations which bring relief to people in need.
c- No, people who work for these organizations are volunteers.
d- They operate in situations in which people are in need of help. (natural
disasters such as earthquakes, floods...).
f-They fulfill the following duties:
(1)fund raising
(3) collecting food aids
(4)helping with medical care
(6)providing assisstance in emergency situations
AS YOU READ (p.120)
2- a- The report is about Youth charity
b- The author writes about the findings/results in the second(2) paragraph.
-S/He writes/ gives the interpretation in the third (3) paragraph.
c- The reporter used the word “interestingly” to show his/her surprise at the
the unexpected results of the survey.
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d- No, it doesn’t. The data gathered by Youth 2010 show that young
people are more thoughtful than they were thought to be by their parents.
AFTER READING (121- 123)
Grammar desk (p. 121)
1- The tenses used in the reporter’s questionnaire are the present perfect and the past simple.
2- The past perfect tense is used in the report.
3- Yes, there is a shift from the present perfect and the past simple tenses to the past perfect tense because the reporter reports indirectly what was said by the informants.
4- said (to say); told (to tell)
PRACTICE (122-123)
Act. One (p.122)
Example:
You: What did the interviewer ask Bill Gates?
Your partner: S/He asked him when he had started Microsoft.
You:And what did he say?
Your partner: He said/told him that...
The interview
You: What did the interviewer ask him?
Your partner: S/He asked him where he had grown up.
You: And what did he answer?
Your partner: He said that he had grown up in Seattle, Washington.
You: What did the interviewer ask him?
Your partner: S/He asked him where he had discovered his interest in Software.
You: And what did he say?
Your partner: He answered that he had discovered his interest in Software at the private Lakeside School.
You: What did the interviewer ask him?
Your partner: S/He asked him when he had begun computer programming.
You: And what did he answer?
Your partner: He answered that he had begun computer programmingat the age of 13.
pp.
pp.7071
You: What did the interviewer ask him?
Your partner: S/He asked him when he had entered Harvard University.
You: And what did he answer?
Your partner: He said that he had entered Harvard University in 1973.
You: What did the interviewer ask him?
Your partner: S/He asked him if had developed the first computer there.
You: And what did he answer?
Your partner: He answered that he had developed it there.
You: What did the interviewer ask him?
Your partner: S/He asked him how long he had been Head of Microsoft.
You: And what did he answer?
Your partner: He said that he had been Head of Microsoft for more than 20 years.
You: What did the interviewer ask him?
Your partner: S/He asked him why he had set up the Bill Gates Foundation.
You: And what did he answer?
Your partner: He answered he had always been thoughtful about others.That’s why he had done it.
You: What did the interviewer ask him?
Your partner: S/He asked him how much money he had donated that year.
You: And what did he answer?
Your partner: He said that he had donated $3.2 million.
You: What did the interviewer ask him?
Your partner: S/He asked him which charities he had supported so far.
You: And what did he answer?
Your partner: He answered he had supported organizations working in the field of health and learning.
You: What did the interviewer ask him?
Your partner: S/He asked him if his wife had helped him.
You: And what did he answer?
Your partner: He said that she had helped him.
Act. Two (p. 123)
a- Albert Einstein doubts whether present-day Americans have become any happier since their grandparents settled in the country.
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-Albert Einstein doubted whether present-day Americans had
become any happier since their grandparents settled in the country.
b- John Donne writes that no man is an island.
- John Donne wrote that no man was/is an island.
c- - Bertrand Russel says that three passions have governed his life:
the longing for love, the search for knowledge, and an unbearable
pity for the suffering of mankind.
- Bertrand Russel said that three passions had governed his
life: the longing for love, the search for knowledge, and an
unbearable pity for the suffering of mankind.
WRITE IT RIGHT (p.123)
Have the students read the pie chart. Then ask questions to elicit information from the chart. Make sure you use the reporting verbs in the yellow box. Move on to the writing activity once you feel that they can do it. The text on page 120 of the textbook will serve as a model.
SAY IT LOUD AND CLEAR (p.124)
Act. One (p.124)
The silent letters in the poem are written in bold type. Read the poem and get the students to repeat it. The poem is by Rudyard Kipling.
- honest - – knew
The silent letters in the dialogues are written in bold.
You: I beg your pardon. did you say ?
Your partner: I said, “ One autumn day a column of condenmned prisoners solemnly along singing hymns”.
You: I beg your pardon. did you say ?
Your partner: He said, “The knocked the knave on his knuckles with a knotted knob. He knew he knelt on his knees, he had a knife in his knitted knickers.”
Act. Two (p.
12)
when knights What marched What who where when why what taught
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Pronunciation Spelling Pronunciation Spelling
Report
Famine
Doctor Writing
Wednesday
Cut
cute

WORKING WITH WORDS (p.124)
Act. One (p. 125)
a-The thief admitted that he had stolen the bag.
b-The mother prayed/begged the doctor to save her son.
c-She apologized for being late.
d-She ordered him to go there.
e-He suggested to go out for a walk.
f-She advised her girlfriend to consult a doctor.
g-She blamed him/her for breaking the vase.
h-Leila agreed that the flowers were really beautiful.
Act. Two (p.125)
Go through the rest of the reporting verbs in activity one. Then get your students to imagine situations like those in activity and to report what is said using the reporting verbs. This can be done either in class or at home.
LISTENING AND SPEAKING (126 - 128)
Act one (p. 126)
Let the students interact and to decide on the correct order. Don’t correct their responses at this stage.

Number -1- -2- -3- -4-
Letter b c d a

Act. Two(p. 126)
Students check their answers.
Act. Three (p.126)
The mistake consists of adding to the idiom had better and had better not.
The correct answers are in script n° 6, on page 184 of the textbook.
pp.
Starve
cupboard
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YOUR TURN (p. 127)
Go through the tip box to consolidate further the expressions used in asking for and giving advice.
Act. (p.127)
The students will use the cues to ask for and give advice. There are many possibilities.
Before an earthquake
You:What should I do before an earthquake?
Your partner: You’d better have an earthquake survival kit at hand.
Other suggestions:
You’d better know how to turn off gas, water and electricity.
You’d better plan emergency procedures.
You’d better make plans to keep your family together.
You’d better know emergency telephone numbers (doctor, hospital…).
You:What shouldn’t I do before an earthquake?
Your partner: You’d better not anchor objects like bookcases and kitchen
units to walls.
Other suggestions:
You’d better not place objects over beds.
After an earthquake
You:What should I do after an earthquake?
Your partner: You’d better check for injuries.
Other suggestions:
You’d better provide first aid.
You’d better check for building damage and potential problems during
aftershocks.
You’d better clean up dangerous spills.
You’d better wear shoes.
You’d better turn on the radio and listen for instructions from public safety
agencies.
You’d better use telephone for emergency only.
WRITE IT UP (p.128)
Act. One (p. 128)
Go through the tip box before moving on to activity two.
Act. Two (p. 128)
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Refer the students to activity one in Your turn rubric page 127. They may get inspiration from the cues. The answer to this activity is not necessarily the one given in this key.
ANNOUNCEMENT
Dear citizen,
Our town is situated in an earthquake zone. We can’t do anything to stop earthquakes, but we should see to it that safety measures are taken in order to limit the loss of human life and material damage.
Before an earthquake, we’d better not place objects over bed because they may fall over family members and injure them. ...
During the earthquake, we’d better not panic and away in all directions, for we can be injured or killed . We’d better stand in a doorway or crouch under a desk or a table, stay well away from windows or glass dividers, for our safety. ...
After an earthquake we’d better provide first aid because family members and neighbours may be injured. ...
READING AND WRITING ( pp.129 -131)
Act One (p.129)
Interact with your students. The picture is supposed to have been taken after the earthquake that shook Bourmedes in 2003. Don’t correct your students’ guesses at this stage.
Act. Two (p.129)
The women are taking food to their neighbours because the latter have lost their homes.
Act. Three (p.130)
Great calamities can show the best in man. For instance, while I was covering, for my newspaper, the earthquake in Boumerdes I met a group of women carrying plates of Kouskous. “Where are they going all together like that?” I asked Rafik, my Algerian friend and translator. “They are taking food to their neighbours who have lost their homes,” he replied. After a few minutes, he added, “People have always helped each other over here. But this earthquake has considerably increased that sense of neighbourliness”.
Act. Four (p.130)
KEY
The journalist asked Raffik where the women were going all together.

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Raffik replied that they were taking food to their neighbours who had lost their homes. He said that people had always helped each other over there and he added that that earthquake had considerably increased that sense of neighbourliness.
WRITE IT OUT (130-131)
Act. One (p. 130)
KEY
There are many possible answers. e.g.,
Some people think that we can reduce poverty in Africa by giving more food aid. Some others believe that food aid is not the solution to starvation and malnutrition in Africa.
Act. Two (p.130)
Suggested answer
Some people think that we can reduce poverty in Africa by giving more food aid. This is totally wrong. Billions of dollars are alredy spent on food aid and thousands of people are still dying from hunger and famine. I believe that ... (Students will develop the relevant notes to support this second opinion.)
The irrelevant notes are as follows:
- Africa has long history/culture
- music beautiful
WHERE DO WE GO FROM HERE ? (p.133)
Skills check (p.133)
TEXT SEVEN (p.134) SOLIDARITY IN NATURAL DISASTERS
READING COMPREHENSION
QUESTION ONE
Read the statements from the text and select the answer about what they imply:
1. Global warming will increase the occurrence. As a result …
A. disasters are not limited to specific regions.
B. Desertification will decrease .
C. It is necessary to promote a culture of prevention.
D. There will be more storms, floods and droughts.
(Key: The correct answer is D.)
2. Natural disasters are man-made to a large extent. Therefore …
A. It is necessary to control population growth, movements and displacements.
B. Solidarity is essential for people to survive.


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C. Earthquakes will necessarily lead to chaos.
D. Unemployment will increase with natural disasters.
(Key: The correct answer is A.)
QUESTION TWO
Consider the words below. In which one does the suffix «de» means «lack something» ?
A. desertification
B. deforestation
C. devastating
(Key: The correct answer is B.)
QUESTION THREE
What is the verb form of these words?

Words Verb form
1. statement
2. increase
3. preventive
4. growth
5. displacement
6. emission
7. erosion
8. destruction
9. recurrence
10. promoter

WRITTEN COMPOSITION
A monthly magazine has invited readers to contribute some ideas on how to increase solidarity among people in case of a natural disaster (earthquake, tsunami, floods, hurricanes, etc.). Write a proposal on how you will deal with the problem and what solutions you will suggest.
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OBJECTIVES
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PREVIEW (p.137)
Go through the preview and make the students aware of the objectives to be reached in this unit. Brainstorm the project work and let the students agree on the project they will carry out.
THINK IT OVER (p. 138)
Interact with your students using the pictures. The pictures are supposed to make the students aware of the topic of the unit.
WORDS TO SAY (p.138)
All the words in the checklist are compound words. Focus on stress when you read them aloud. The rules for stress in compound words have already been given in this book.
DISCOVERING ******** ( 139-145)
BEFORE YOU READ (p.139)
It is not necessary to check all the answers at this stage. Your students are supposed to check some of their answers in the As you read activity.
a-The author of the book is H.G.Wells.
b-The titles of novels included in the book are: The time
Machine,and The War of the Worlds.
c-Their theme is science fiction.
d-Suggested answer: I like films like Star Wars or ET.
e- Suggested answer: yes, I do. I like it because it narrates imaginary
scientific and futuristic stories.
AS YOU READ
Act. One (p. 139)
Check the answers you have not checked in the Before you read rubric.
Act. Two (p.140)
a-All science fiction films are based on the following hypothesis: “ what if it
were real?”
b- They are different because some scenarios are built on the supposition that Martians are dangerous whereas some of them suppose that they are friendly.
c-Sci-fi takes its ideas from current ideas in science.
d-Dr Jekil and Mr Hide teaches us to remain close to human nature and not try to upset it. (The answer to this question can be formulated in different ways.)

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AFTER YOU READ (pp.140-142)
1- The conjunction If expresses condition.
2- The tense of the verb in the if-clauses of sentences a, b and c is the past simple. The clauses are about something unreal, unlikely or untrue. They refer to either to the future or present, but not to the past.
3- The modal used in the result clauses is would. The future form of this modal is will.
Let ‘s consider sentence d:
1- The past tense used in the if-clause is the past perfect simple.
2- It refers to something impossible, something which did not happen.The speaker is dreaming of or imagining a different past. But the past cannot be changed!
3- The speaker uses would have + past participle.
PRACTICE( 141-142)
Act.One (p.141)
KEY
a. If animals could speak, they would complain about our ingratitude to them.
b- I would change my destiny if time travel was possible.
c- If Hitler had not existed, the history of the world would have been
different.
d-If Arabs had not translated and (had not) conserved Greek scientific works, humanity would have lost an important part of its cultural heritage.
Act. Two (p.141)
KEY
a-Advice
b-Regret
c-Blame
Act. Three (p.141)
Brainstorm the if-clauses before you set your students to task. Provide them with any necessary help.
Act. Four (p. 142)
a-could b-could c-might d-could
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WRITE IT RIGHT (p.142)
Brainstorm the topic of the newspaper article. Don’t forget to remind them about the layout of a newspaper article: catchy headline, lead-in and the article proper. The students will use their background knowledge in history to write their articles.
SAY IT LOUD AND CLEAR (p.143)
Act. One (p.143)
The words which are emphasized are: don’t and do.
Act. Two (p.143)
You: Do come to watch a science fiction film with me if you can!
Your partner: That will be nice!
You: I did enjoy that film!
Your partner: So did I. It did give me a fright.
You: I do believe in the existence of Martians.
Your partner: So do I.
Act. Three (p.143)
The emphatic words are written in bold type.
WORKING WITH WORDS (144-145)
Act. One (p. 144)
a-well known b-well written c-well appreciated d-well informed e-well paid
Act. Two (p. 144)
It is preferable that your students limit themselves to compound words related to the topic of the unit. e.g., space-suit; space-craft; space-rocket; space-vehicle; space-time ; space-helmet; science fiction; natural sciences; social sciences; applied sciences
Act. Three (p. 145)
3-a-look up b-back to c-look after
d-looking down e-looking forward f-looking into g-looked away
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Act. Four (p.145)
The students will give as many examples as possible.
Act. Five (p.145)
Two special meanings for look up and look down:
look up: (1) turn the eyes upwards(e.g., the ceiling)
(2) search for something
look down: (1) turn the eyes downwards (e.g.,the floor)
(2) look with disregard/contempt
Note: The first meanings are denotative, and the second meanings are
connotative. Illustrate the difference between phrasal and prepositional verbs.
Act. Six (p.145)
Encourage your students to include other phrasal and prepositional verbs.
LISTENING AND SPEAKING (146-147)
Act. One (p. 146)
Interact with your students using the picture as a support. Don’t check the answers to the questions at this stage.
Act. Two (p.146)
a-They are injecting a vaccine against bird flu.
b-The woman wearing a mask is cautious; she’s afraid of contaminated by the bird flu epidemics.
Act. Three
Explain the meaning of the word “synthesize” before you set the students to task. When we synthesize texts we are generally interested in the general ideas which are conveyed by these texts. As an alternative activity, you can give three short summaries of the conversation between Ali and Said and let the students choose the most appropriate. Students will discuss their own choices if there are many.
Act. Four (p. 146)
-A sentence used to ask for an explanation: What do you mean?
-A sentence used to interrupt someone: Wait a minute!
- A word used to resume speaking after being interrupted: Well
Act. Five (p.147)
The intonation goes down at the end of statements except in case where the statement is not finished.