[am85]

الجزء الثالث

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
46 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……
47
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 COMPREHENSION
48 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.)
49
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 .
50 OBJECTIVES
51
PREVIEW (p.78)
PREVIEW (p.79)
Go through the preview to make the students aware of the main objectives of the unit. Brainstorm the project work and elicit a list of projects that your students can do. Then make them agree on the project they will carry out.
THINK IT OVER (p.79)
The pictures illustrate the topic of the unit. You are supposed to interact with your students about the pictures to familiarize them with the topic of the unit .
The two pictures illustrate Arab science during the Abbassides period. Refer to page 96 of the textbook to get information about this period. ...
WORDS TO SAY(p.79)
The focus is on word stress. Most of the words are related to science. Read them aloud as your students follow on the page of the textbook. Mark the stress as appropriate before you make your students repeat the pronunciation of the words.
DISCOVERING ******** (pp.80-83)
BEFORE YOU READ (p.80)
The students interact using the geometrical figure in the textbook. The aim is to revise the comparatives and to make the students familiar with vocabulary related to geometry before moving on to the first activity in the As you read rubric.
YOU YOUR PARTNER
- How many degrees has an acute angle got? -Less than 90%
- How many degrees has a right angle got? -90%
- How many degrees has an obtuse angle got? -More than 90%
- How many degrees has a straight angle got? -180%
- How many degrees has a reflex angle got? - More than180%
AS YOU READ p.80)
Act. One (p. 80)
The students check their answers to the activity in the Before you read section.
Act. Two (p.81)
52 1- Yes, there is. A point in geography has no dimensions (length and thickness) whereas a dot has length, width and thickness.
2- The stress is on have. (A straight line that we draw on paper with pencil have width and thickness)
3- The teacher advises his/her students to revise today’s lesson.
(It is not necessary to ask your students the same questions year after year.)
AFTER READING (p.81--83)
GRAMMAR DESK (p.81)
a- The result clause of sentence 1 is in the future simple.
The result clause of sentence 2 is in the present simple.
b- The condition in sentence 2 is true at any time because it is a general truth.
The condition in sentence 2 is of the domain of prediction. The students
may or may not get good marks.
c- When can replace if in sentences 2 and 4.
2- When two lines cross, the opposite angles are always equal.
4- When there are two points, the shortest distance between them is called
a straight line.
d- The order of the sentences is as follows: (2-4) (1-3)
Refer your students to Grammar Reference n°11, pp.201-202 to check their answers.
PRACTICE (pp. 82-83)
Act. One (p.82)
You can devise another activity to differentiate between the zero and the first conditionals.
a- We will get wet if it rains. (prediction)
b-.If you boil water at 100% centigrade, it evaporates. (scientific truth)
c- If you throw water on fire, it will stop burning.
d- If you drink some cool water ,you will soon feel better.
e- She will fall sick if she drinks that polluted water.
53
Act. Two (p.82)
A: Sentences
B: 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 on 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.83)
Brainstorm the topic with your students. The topic is familiar to them. So they
54 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 expands, 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
/sa?`k?l?d¯?/
/d?`m?kr?s?/
/f?`l?s?f?/
/r?·sp?ns?`b?l?t?/
/·tekn?`lod¯?kl/
Solution
Television
Realistic
Static
aeronautics
/s?`lu:©n/
/tel?`v?¯n/
/·r??`l?st?k/
/`st?t?k/
/·e?r?`n?t?ks/
55
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
56 LISTENING AND SPEAKING (pp.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”
57
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 (pp.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:
Figure.3: A negatively charged balloon adheres to an uncharged wall.
Figure.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.
58 OBJECTIVES
59
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 ******** (pp.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 (pp.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.
60 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.
61
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.
62 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 grandmotherî,” she 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.
63
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 (pp.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.
64 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?
65
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.
66 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.
67
OBJECTIVES
68 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 ******** (pp.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.
69
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 (pp.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 (pp. 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.
70 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.