Ministry of National Education
TEACHER’S BOOK
GETTING THROUGH
SECONDARY EDUCATION: YEAR TWO
B. RICHE S. A. ARAB
M. BENSEMMANE
H. AMEZIANE
H. HAMI
The National Authority for School Publications
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*******s
General introduction …………………............................….............. ......………....... 03
Answer keys: Unit One............................................... ....................11
Answer keys: Unit Two .................................................. ............... 27
Answer keys: Unit Three .................................................. ............. 39
Answer keys: Unit Four .................................................. .............. 50
Answer keys: Unit Five .................................................. ............... 58
Answer keys: Unit Six............................................... ..................... 67
Answer keys: Unit Seven .................................................. ............ 77
Answer keys: Unit eight .................................................. .............. 85
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GENERAL INTRODUCTION
Getting Through implements the National Curriculum for English issued by the Ministry of Education in December 2005. It follows the guiding principles which frame the curriculum, and which take account of the social and educational background of our learners, as well as the cultural values of Algeria.
A major aim of this book is to make both the teacher and the learner come to a fruitful interaction. This does mean that the appropriate attitude should be taken by the instructors to make learners a responsible party to the successful completion of their studies. The book is in effect the material representation of that philosophy. Teachers are strongly advised to read the curriculum outlined by the Ministry of Education to comprehend it, and to make sense of the different activities we have included in the student’s book. We should like this course to be a pleasant and engaging experience for both students and teachers.
Getting Through is devised in such a way that it becomes a handy and flexible pedagogic medium for use, and one which does not seek to inhibit teachers from creating activities other than those included here. We have, on the other hand, duly adhered to the guidelines and instructions of the Ministry of National Education regarding this stage of learning . We hope that teachers will find in it the resources, the inspiration and the support they need to conduct their classes effectively.
DESCRIPTION OF THE COURSEBOOK
This description is aimed at providing useful information to teachers on the textbook, and on how to use it. To this effect, we shall try to answer some of the questions that can naturally come to mind.
I-Why Getting Through and who is it for?
II-How is Getting Through organised?
III-What methodology is used?
VI-How to make the most of the book?
4 I-Why Getting Through and who is it for?
Getting Through is the title found to indicate the intermediate stage of English ******** learning. It marks the period when students are “getting through” the passageway leading to their final year of studies, to be completed with the baccalaureate examination. It is , therefore, a vital stage when knowledge and skills are reinforced, following the four-year course received at the middle school and the first year at the secondary school. We have applied the same principles of the competency-based approach to be found in the first five textbooks, and we have made sure that the three competencies described in the National Curriculum are being developed at all stages of this book, through various tasks and activities. Let us recall the competencies that the learner is to develop.
? Interact orally in English
? Interpret oral and written messages
? Produce oral and written messages
Furthermore, the second year of the secondary school (SE2) is the stage when students are “specialising” in different streams (science, maths, technology, etc.). This is taken into consideration, through the fact that there are teaching units in the course more particularly addressed to ‘science and technology’ streams, or ‘******** and literature’ streams.
II-How is Getting Through organised?
The coursebook is organised in eight didactic units. Each unit deals with a specific topic suggested by the curriculum designers. As said earlier, in each unit, the student will have many opportunities to develop the three competencies of interaction, interpretation and production, as we have devised a variety of tasks and activities leading gradually to the building of the project.
Each unit contains three main rubrics. But before approaching each, the learner will consider a Time to think section, which introduces the new vocabulary that will be used. It also aims to brainstorm students and get them to tell what they know about a specific topic. This is an important part of schemata activatum in which the learners contribute their own knowledge and connects it with that contained in the text.
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DISCOVERING ********
Discovering ******** is the first rubric. It aims at engaging learners to do various reading tasks, all revolving around the main expository text. It includes:
? a Grammar Desk that the students can consult for help with
the comprehension of the text,
? a Practice section which offers some activities designed to consolidate
the grammar, the vocabulary and the pronunciation learned previously.
These activities can be done in ones or in pairs,
? a Say it Aloud and Clear section in which the student develop their
pronunciation skills,
? and a Working with Words section which focuses on vocabulary building. For this activity the students may be required to work with a monolingual dictionary (English- English), to develop their dictionary skills and enlarge their lexical fund.
DEVELOPING SKILLS
The Developing Skills rubric includes two main sections:
? A Listening and Speaking section which deals with oral skills essentially. This includes a set of activities in which the students will listen to an input from the teacher, or an audio tape, and do various tasks (listen and take notes, listen and fill in gaps , listen and pick out the right answer to questions, and describe a process). These integrative tasks are devised to develop in the learners a number of abilities such as listening for details, for gist, paying attention to specific features in English pronunciation, paying attention to discourse markers/sequencers when listening to a lecture, a report etc.. These accuracy tasks and activities are usually performed individually, but students can also do them in pairs or in small groups. They can be also more interactive (for example, one student reads aloud a text and the other student takes notes or fills blanks in a text or draws a map);
? A Reading and Writing section which focuses on writing skills. Here too the students are required to predict - from looking at the pictures-what would be the answers to the questions asked about the text, and prior to their reading that text. Subsequently they will check whether their predictions were correct after reading the text. Just as for the first rubric, Discovering ********, the students
6 are encouraged to make guesses and anticipate on what knowledge they will receive.
? A Tip Box is also provided for the students: they can “open” it to learn about text construction (topic sentences, supporting sentences, etc) through a gap-filling activity;
? A Write it Out consolidation activity focussing on grammar at word, sentence and text levels , is also proposed to the students. It is meant to raise awareness on textual coherence. It is important to note, at this juncture, that the practice of grammar is given importance at all stages of the units. Indeed, most activities are meant to emphasise correctness and appropriacy in textual discourse (use of discourse markers /connectors), to fulfill various functions (for example, reading aloud a speech, a report, giving a lecture, etc).
PUTTING THINGS TOGETHER
The Putting All Together rubric deals with the final task , the project. It may or may not contain steps to follow, but it should feature in summary an understanding of the elements of ******** acquired during the study of the unit. It is a written product but should be presented orally to the rest of the class. It will then bring into relief all the resources developed by the learners, notably in terms of ********, communication and methodology. Furthermore, it is prepared by many hands, and therefore will exhibit the advantages of doing collaborative work in terms of sharing know-how and information in a group. This is one way, we hope, of developing in the learners the social skills likely to make them behave in a courteous and responsible way in society ,i.e. to make them good citizens.
WHERE DO WE GO FROM HERE ?
The fourth rubric of the unit Where Do We Go From Here ? gives an opportunity to the students to practise self-assessment, and to decide on where they should intensify their learning efforts to try and eliminate their linguistic flaws/weaknesses.
EXPLORING MATTERS FURTHER
The last rubric Exploring Matters Further includes three to five medium-length texts depending on units. These will enable the students to broaden their
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knowledge and skills in that they provide additional material related to each
unit ‘s topic. No tasks are foreseen concerning these texts, but the teachers could ask their learners to:
? summarise the text
? continue the story
? outline the text
? produce three or four comprehension questions about the text
? transfer information from the text to a non-verbal support (e.g. onto a chart, a graph, etc) if the text contains figures (statistics, percentages, etc).
III-What methodology is used?
Following the principles and objectives defined by the Algerian National Curriculum, and which rely on the competency-based approach, the methodology for the use of Getting Through in the classroom exhibits the following characteristics:
? Getting Through is communicative: the textbook lays the stress on the learners’ practice of English and encourages interaction. We have designed tasks and activities that are likely to meet the students’ interests and needs to prepare them for exchanges of information, opinions through a variety of texts showing spoken English or formal written English.
? Getting Through is task-based: the texbook includes a large number of tasks and activities that aim at developing both “lower-order” skills (acquiring new knowledge , understanding new facts and ideas and applying them to solve problems) and “higher order” skills (analysing information by breaking it into small parts to understand it better, synthesizing knowledge by combining it into new patterns and evaluating new information by forming an opinion and judging the quality of that new information).
The project is the final task, and is the most complex one cognitively. It requires the application of both types of cognitive skills described above; and the textbook offers plenty of opportunities to students to reach the objectives of the project.
? Getting Through encourages cooperative learning. Following the Vygotskyan principle of social constructive learning, the textbook offers tasks
8 and activities that encourage the learner to work with one or several partners (pair and small group-work) in order to construct new knowledge inside or outside the classroom. The project should be emphasized here. It is one of the undertakings that will promote learning skills and will help students to develop such social skills as designing an action plan, collecting information, sharing information … The project work can take the form of a few basic tasks which will grow into an accomplished and finalised product (for example, a biography, a poem, a scenario, a legal document, etc).
? Getting Through encourages learner reflection through individual works . Tasks and activities are designed to make students work individually so as to work out solutions by themselves before sharing them with a partner or with the group, and finally checking their findings with the teacher. The thinking stage of the ‘Think – Pair – Share’ procedure is an important phase of the learning process. Through it, the learner can form hypotheses and pay close attention to a specific aspect of ******** (grammar, vocabulary , pronunciation ) or skills (listening, speaking, reading or writing).
? Getting Through integrates grammar learning : each unit of Getting Through contains practice activities (for example Grammar Desk) which draws attention to grammatical terms and forms, and will increase the students’ awareness of the English grammatical system. This is intended to help them improve on spoken and written production.
? Getting Through aims at promoting self-assessment : this textbook includes activities which encourage students to monitor and check their own progress. Thus the rubric entitled Where Do We Go From Here? suggests self-monitoring activities which are mainly ******** checkpoints through I can do statements. In this rubric, the students are given the opportunity to assess how much and how well (very well’, ‘ fairly well’, a little’) they have performed in a specific area of ******** (or skill) and to decide which area deserves more attention and requires remedial work.
This rubric; therefore, helps the learner to be self-critical and also to stimulate self-improvement. Students doing a group activity can also use self-assessment grids; this will help them set standards for themselves by comparing their own self-assessment with that of their peers.
? Getting Through uses authentic material . It offers students a variety of authentic reading texts in order to let them get the feel of ******** as produced by native speakers. Some of the material , however, appears in translation from
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other ********s (for example the Fable by Jean de La Fontaine); or has been simplified in terms of vocabulary and syntactic structures. The idea was to keep the students motivated by saving them undue sophistication at this stage; On the other hand, some of the texts refer to the students’ own social and cultural realities, the Algerian ones.
IV. How to make the most of the book?
? Getting Through is based on the assumption that learning by developing one’s individual competences implies an interaction involving certain roles taken by the teacher and others taken by the learner.
? Whilst the learner is at the centre of our pedagogic framework, we assume that the teacher will be fully committed, and will provide the necessary guidance for the successful performance of the tasks and activities done by the learner. This is the pre-requisite for the final task at the end of each of the units; i.e. the project.
? Getting Through devotes much space to material relating both to “the world of the student” and to the outside world. We have brought into this book a variety of texts written by authors from different places in the world in order to widen the student’s general knowledge and to increase their awareness of other cultures and ways of life.
? The teachers are prompted to use the textbook selectively. As said earlier, the students they teach have selected a stream of studies with major and minor subjects. Teachers will adjust their classes in accordance with the appropriate stream. There are actually units which are more particularly geared to the scientific streams, while others are more ‘literary’ or ********-oriented. It is up to the teachers, therefore, to lay the emphasis on the areas of knowledge required by the class in the units they approach. In this line of thought, they can bring to the class additional material in terms of texts or audio tapes to follow up with the particular topics dealt with.
Teachers can also decide to change or ignore any material from the textbook that seems inappropriate to their classes, or unrelated to their students’ interests. For instance a teacher can add a role-play activity after a reading session , or replace a text or an activity with material down-loaded from the Internet or any other source. He may likewise wish to cut out an activity from the lesson etc.
10 Whatever the decisions made in terms of class management, it is important that the students can make sense of what the teacher wants to do, and understand the reasons why s/he is offering alternative activity
Conclusion
The above remarks have broadly defined the philosophy, the objectives and the approach (the competency-based approach) which were put into play to design this course book. We have also clarified the method and the organisation of the coursebook. All the activities presented here are designed to stimulate the students’ desire to learn more and to improve on knowledge and ability.
We have refrained from encouraging intense memorising, insisting instead on developing ****cognitive abilities in learners. We have attempted, notably, to draw attention to the way ******** functions, how different words and structures can express the same ideas, how appropriacy and correctness are important for effective communication. We have found it adequate to relate the texts presented (from which activities and tasks are derived) to realistic contexts, whether in Algeria or in the rest of the world. This is one way to make students contribute with their own skills and their own fields of interest, to their linguistic development.
This is particularly true when it comes to the elaboration of their projects, whose topics will most likely arise from the students’ respective choices. There will then be an opportunity for them to check on their progress in terms of vocabulary and specialised ******** structures. Finally, their social skills, so necessary to fulfil particular roles in the future (or simply to behave as decent citizens ), will also be highlighted during the elaboration and the presentation of the project.
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OBJECTIVES
12 PREVIEW ( p.14)
Go through the preview with your students to let them know about what they will learn in terms of ******** and skills in this unit Brainstorm the project work which your students will carry out.. You can also prepare alternative projects that your students can do. It is not recommended to make the students work on the same project year after year. Here is a short list of other projects that can be assigned for your students in this unit: a family history project, memoirs of famous people, biographies, portraits, sketches , in short projects that fit in with the new ******** elements and skills that will be studied in the unit.
THINK IT OVER (p.15)
The aim of this rubric is to introduce the students to the topic of the file, which is life styles. Elicit your students’ responses to Mohammed Racim’s tableau/miniature using questions which contain the semi-modal used to. e.g., What does the tableau represent/show? It shows/represents life as it used to be like in Ramadan in the olden times? What can you see at the background? What did the women use to wear when they went outside then ? What about their menfolk? What did they use to put on on their heads ?
WORDS TO SAY (p.15)
The aim of this rubric is to revise the pronunciation of words related to the topic. The focus is on vowels and diphthongs. Make sure your students repeat the words. As they do so, try to diagnose possible problem sounds to which you will bring remedy in the SAY IT LOUD AND CLEAR rubric.
DISCOVERING ******** ( pp.16-21)
BEFORE YOU READ (p.16)
Interact with your students and have them identify/categorise the smaller pictures within the montage. Ask questions to elicit their responses. Which sector of economy do the small pictures with a green background represent?
What about the pictures with a yellow background ? ...
Personalise your questions gradually. In which sector of economy does your father work? Did he use to work in another sector ? ... At this stage, try not to check/correct your students’ responses. Lead them softly to contrast past and present
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AS YOU READ(p.16)
Activity One (p.16)
The students will check their answers to some of the questions asked in the BEFORE YOU READ activity.
- The pictures with a green background represent /show the primary sector of economy. It’s a sector related to production.
-The picture with a red background shows the secondary sector of economy. It’s a sector related to transformation.
-The pictures with a yellow background represents the tertiary sector. It’s a sector related to services.
Act. Two (p.17)
Apart from being a reading comprehension activity, the aim of this activity is to introduce through the written medium the semi-modal used to in the interrogative and negative forms as well as the going to form for expressing future intentions.
a- Uncle Hassan used to work in the primary sector of economy.
b- Every morning he used to get up early to milk the cows before coming back to the kitchen for breakfast. ...
c- No, he didn’t ( use to).
d- This is an inference question. The sector of economy which attracts the greatest number of workers today is the tertiary sector . The inference can be made from §3.
e- Uncle Hassan is going to retire if his boss refuses to transfer him to a commercial service i.e., the tertiary sector of economy
Act. Three (p.17)
The aim of this activity is to revise the pronunciation of the “s” verb inflection . Refer your students to the last part of Grammar Reference on page. 188 for the pronunciation rules of the “s”ending.
/ s /
/ z /
/ iz/
Works
Wakes
Fruits
Gets
Puts
Goes
Buys
Litres
Overalls
Does
Loaves
Stays
Finishes
Services
Refuses
14 AFTER READING (p.17 -19)
Grammar desk (p.17)
The aim of this activity is to make the students observe, analyse and draw the rules for using the semi-modal used to by contrasting its uses with the present simple tense and the going to form. Refer the students to the Grammar References indicated at the bottom of the Grammar Desk to check their answers before moving on to the practice activities.
a-Sentence 1 expresses a habit in the past.
Sentence 3 expresses a habit in the present.
b- To express a habit in the past the author uses the semi-modal used
to . He uses the present simple tense and a frequency adverb
(usually) to express a habitual action in the present.
c- What did uncle Hassen use to be?
Did he use to go shopping in the town very often? ... There are other
possible questions. Try to elicit as many as possible and get other
students to answer them.
d- Sentence 5 expresses future intention. The author uses the going
to form.
PRACTICE (pp.18-19)
Act. One (p.18)
The aim of this activity is to make the students consolidate the use of the semi-modal used to (in contrast with the present simple tense).
a- Samira doesn’t like reading now, but she used to read a lot.
b- Where did she use to live ?
c- there used to be
d- didn’t use to wear
e- did she use to work in one before?
Act. Two(p.18)
The aim of this activity is to make the students aware that the letter “d” in the semi-modal used to is pronounced /t/ because of the phonological phenomenon known as assimilation. In other words the voiced /d/ sound of used assimilates itself to the /t/sound of to of the semi-modal used to..
Act.Three (p.18)
The aim here is to make the students edit the wrong uses of tenses.
a-In ancient times, most people used to worship stones.
b-We used to go for long walks in the country when my father
was alive.
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c-We usually eat out for dinner.
d-I used to go to school by bicycle, but I don’t do it any longer.
e-In England, most people often go to the theatre at weekends.
Act. Four(p.18)
The students will use either the semi-modal used to or the present simple tense with the verbs between brackets.
All the members of my family have changed their lifestyles of late. My grandfather used to drink coffee. Now he drinks milk. My father didn’t used to jog. Now he runs more than three kilometres every afternoon. My mother used to **** food for every meal because she could not eat leftovers and processed food. Now, she often sends me to buy pizzas whenever she feels she can’t prepare dinner.
My brothers used to go to bed early. These days, they stay up late with the other members of the family watching films on TV. They didn’t use to play video games. Now they are addicted to them. Even I haven’t escaped the change. I used to read books... ( The students can write a continuation to the text.)
Act.Five (p. 19)
The answers are not necessarily the ones given in the key below.
Example: Look at those black clouds. It’s going to rain.
a. You’ve put too much pressure in the balloon . Mind, it is going to
explode/ blow up.
b. The referee has put the whistle in his mouth. He is going to end the
match.
c. Mouloud has lost his balance. He is going to fall down.
d. Zohra has switched the TV off . She is going to bed/sleep.
e. Karim has just entered the postoffice. He is going to send a letter.
WRITE IT RIGHT (p.19)
Act. One (p.19)
The students will edit the text using the semi-modal used to as appropriate.
I was born in the Kasbah of Algiers in 1949. My father was a stevedore: he used to work in the docks, loading and unloading ships. He used to go to work
16 early in the morning and to come back home late in the evening without getting any wages. At the time, stevedores used to pay French foremen on the docks to get a day’s work, but my dad never paid. So he didn’t use to get work every day. Mum used to cry but poor old dad never used to say a word. I remember, money was always the problem.
My sister Zohra and I didn’t have toys. So we used to go down the steep and narrow alleys of the Kasbah to spend the day in the French quarter near the harbour. All day long, we used to look at the toys displayed in shopwindows and envy the children of the French colonists playing in the park….
Act. Two (p.19)
The aim of this activity is to make the students re-invest the going to form to produce/write a policy statement. Before setting the students to task, brainstorm the topic with thems and elicite other ideas about what they are going to do if they are elected to an executive office. Make sure the ideas are organised into sets/chunks that they will develop into paragraphs. The ideas can be related to economy, society, the environment and so on and so forth.
Fellow Citizens,
If I am elected to office, I’m going to improve the standards of life in our town. First, I’m going to raise the salaries by 20 per cent ....
Moreover, I’m going to take a lot of measures to protect the environment and the health of our citizens. I’m going to ...
Finally, I’m going to improve our health system. I’m going to build two thousand flats. ..
VOTE FOR A BETTER FUTURE !
SAY IT LOUD AND CLEAR (p.20)
Act.One (p.20)
The aim of this activity is to make the students aware of the major differences between English and French phonics. Try to elicit other words from the students to illustrate further this differences between the two systems.
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Spelling
English
Spelling
French
Table
Oranges
Police
Television
/te?bl/
/?r?nd¯?z/
/p?`l?¸s/
/·tel?`v?¯?n/
Table
Oranges
Police
Television
/tabl/
/?r?¹¯/
/p?l?s/
/telev?zj?¹/
Act; Two (p.20)
This activity aims to make the students aware of the importance of pauses in speech. The pauses in the sentences are indicated by the punctuations marks. You will see to it that the students note the intonation patterns of the sentences as you read them aloud for them to check their answers. The intonation patterns are related to listing.
A- a. Ahmed ( rising intonation) , Said (rising intonation) , Karima (rising intonation) , Djouher (rising intonation) and I (falling intonation) used to be in the same class (falling intonation). (Five persons are listed)
b. Ahmed Said (rising intonation) , Karima Djouhe , (rising intonation) and I ( falling intonation) used to be in the same class. (falling intonation) Three persons are listed.)
B- a. Ahmed was born in Oran. (falling intonation )On April 20 1990 he went to live in Algiers. (Falling intonation)
b. Ahmed was born in Oran on April 20 1990 . (falling intonation) He went to live in Algiers. (falling intonation)
Act. Three (p.20)
A homophone is a word pronounced like another but different in meaning, spelling or origin. ( Cf. Oxford Learner’s Dictionary of Current English, p.410) The students will use a monolingual dictionary in doing this activity.
When I was young, I used to go to the seaside. At the time, there were no restaurants serving holidaymakers on the beach. So I used to take bread with me. All the boys of my age used to meet at 7 at the bus station, bags full of food. Some of them were poor. We used to buy tickets to them so that they could come with us. ...
18 Act. Four (p.20)
A homonym is a homograph or homophone that is the same in form and sound as another but different in meaning. (Cf. Oxford Learner’s Dictionary of Current English, 410) Have the students read the dictionary entries for the word can to identify the different meanings of the head words related to can. Then have them recite the tongue twister. The students who trips over can once are out.
A canner exceedingly canny,
One morning remarked to his granny,
‘A canner can can
Anything that he can
But a canner can’t can a can, can he.’
WORKING WITH WORDS (p.21)
Act.One (p.21)
The aim of this activity is to make students infer the category of the words put between brackets and to use appropriate suffixes to form the words that correspond to each of the categories. Before setting the students to task , you can give them an example to illustrate what is expected of them in doing the activity. Above all, show them the strategy of how they can infer the categories of words from the different sentences of the text.
Marxism is an economic and political theory developed by Karl Marx. This theory claims that class struggle has been the major force behind historical change. Marxism believes that the exploited classes will put an end to capitalism and establish a socialist and a classless society in its stead.
The first country in the world to adopt the socialist doctrine was Russia. It was in 1917 that the Bolsheviks took power there. The Bolshevik party was a revolutionary and marxist party. It abolished the feudalism of the tsarist regime and put in its place a communist system. The fall of the Berlin Wall in 1989 marked the end of the Cold War and the failure of state communism and the adoption of liberalism in Russia. (Please correct the use of tense as indicated in bold.)
Act. Two (p.21)
Before setting the students to task, give a dictionary entry to illustrate.
e.g., appear. v. appearance. (phonetic transcription) n. meaning. Example for
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illustration. It’s preferable to urge your students to form words related to this unit. This will help them improve their understanding of the texts included in the unit. Set another task for your students to check their understanding of the process of word formation with the prefixes in the table given in the student’s book.
LISTENING AND SPEAKING (pp.22-23)
Act. One ( p.22)
Interact with your students about the possible advances that can be made in the field of medicine. e.g.,
Maybe scientists will invent a cure for palsy.
Perhaps scientists will succeed in their research to find a vaccine against kidney disease…
Perhaps scientists will find a vaccine to protect people from malaria.
Act. Two ( p.22)
This activity aims to illustrate the use of will, may and might in expressing degrees of certainty. Before setting the students to task, have them copy the diagram included in the textbook in their portfolios. It is not necessary to make them copy down all the examples containing will.
will/won’t ? - Well, there will be changes in the next decade for sure.
- We’ll eat more gentically modified foods (GMFs).
- Children will be able to study at home;
- Homemakers will do less housework.
- They will do all their shopping by computer
- They won’t go to school every weekday.
will probably/ probably won’t ? Robots will probably be available for sale;
may well ? new diseases may well infect us.
may/may not ? We may invent a cure for killer diseases like cancer, but
many diseases may infect us.
might well ? pandemics might well reappear in another form.
might/could ? we might reduce hunger in the world.
20 Act. Three( p.22)
a- They are talking about the changes that might happen in the next
decade.
b- Dr Jones is the least optimistic because he does not simply mention the positive changes. He also mentions the negative effects of the expected changes.
c- The summary can take several forms (in reality). For example, it can be a short report in a newspaper. The students should use their own words in the report. And the report should be concise and to the point. So before setting the students to task, inform them that they will play the role of reporters for a daily.
What life will be like in the future?
Scientists predict many changes in our way of life in the next decade. According to some of them, there will be enough food for everybodyin the world because of the availability of GMFs. Teleschooling will make it possible for children to study at home. ...
TIP BOX (p.23)
Go through the tip box with your students. This will build their awareness about the different ways of expressing certainty and doubt. Invent an activity where the students will use the expressions included in the box, or simply assign the students a completion task.
YOUR TURN (p.23)
Possible answers:
You: I’m sure that scientists will invent a vaccine against tooth decay in 20
years.
Your partner: Personally, I have doubts about that. That might or might not
happen.
You: I’m almost certain that we’ll travel to space some day.
Your partner: It seems to me that this won’t happen tomorrow.
You: I’m quite sure that Man will live up to 130 years.
Your partner: It’s unlikely that this might happen.
You: I have the firm conviction that children will study at home to work through the use of computer.
Your partner: I have no doubt about this.
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WRITE IT UP (p.23)
Use the listening script of the textbook on page 179 as a model. The activity can be done in groups. Give your students time to prepare themselves focusing on the most useful sentences before acting out their dialogues. Students will make notes on the board, which will be used by the whole class for writing a short newspaper article.
READING AND WRITING I ( p.24)
Act. One (p.24)
Before setting the students to task, brainstorm the different names of the items in the different parts of the food pyramid. Once the students have matched the parts of the pyramid with the categories of food to which they belong, make sure they write the food items for each of the categries.
1.a fats: wafers, pastry ...
2.d. dairy: cheese, milk...
3. b. meats: chicken, beef, mutton ...
4. a. vegetables: lettuce, carrots ...
5. f. fruit: bananas, apples...
6.c. bread: rice, bread, doughnuts ...
Act.Two (p.24)
Monitor the discussion. Each time the students advance their opinions, try to make them give the justification why they hold such opinions. It is not necessary that they come out with one correct answer.
Act. Three (p.24)
The students will interact with the written text. They may or may not agree with what the author writes. The text does not give facts but opinions. So the students should not feel obliged to agree with the author’s opinions if they are living in an environment which contradicts the opinion put forward in the text. The importance is to make them justify their agreement or disagreement with the author by giving justifications.
Act. Four (p. 25)
The aim of this activity is to make the students aware of the different techniques/strategies for avoiding repetition.
a-Synonyms: eating habits= eating patterns
- contrary to / by contrast
22 - enjoy his meal / eat his meal
-the whole house hold/ all the members of the family
- changed/ transformed
b-Antonyms:- chosen – imposed
traditional- modern
declined- increased
c-Pronouns instead of a noun or noun phrase e.g., that (consumption)
it (this change)
it (life)
they (people)
they (most people)
d- A verb instead of a noun: eat ------ eating
e- A noun instead of a verb: changed - this change
Act. Five (p.25)
The students will learn how to write definitions using relative pronouns and their corresponding categories.
- A restaurant is a place where people dine out.
- A waiter is a person who serves clients in a restaurant.
- Beef is the meat/flesh which/that comes from an ox, a bull , or a cow.
- Ramadan is the month when Muslims fast.
- A widow is a woman whose husband is dead.
-This is the man whom I met yesterday.
Act. Six(p.26)
This activity illustrates the importance of defining relative clauses in conveying meaning. The answers below are not necessarily the ones that your students will produce.
a- Food which contains chemicals is dangerous for health.
b-A person who serves meals at the restaurant is called a waiter.
c-Summer is the season when most people take their holidays.
Act. Seven(p.26)
The aim of this activity is to illustrate the use of non-defining relative clauses.
A- London, which is the Capital of the United Kingdom, has eight million inhabitants.
B- The Earl of Sandwich, who invented the first snack called sandwich,
was an admiral of the English Fleet.
23
C- Hamburg, which gave its name to the most popular fast food in the world, is a German town.
WRITE IT OUT II ( p.26)
Act. One (p.26)
Before setting the students to task, give examples to illustrate the use of comparatives. Refer your students to the Grammar Reference n° 6 pp.193-194. Encourage your students to put the slogans within a description of a car of their own choice.
Act.Two (p.27)
Go through the Tip Box with your students before they do the completion activity. The correct answer is not necessarily the one given in this key.
What do people wear?
Climate, tradition, and history affect the way people dress . For example, in Northern European countries, the climate is cold. Consequently, people wear warm clothes. By contrast, in Northern Africa, the climate is hot As a result, they wear light clothes
Differences in tradition also influence the types of clothes people wear. For instance, in Muslim countries, people wear traditional clothes when going to parties , in contrast to America where people put on suits and ties during ceremonial occasions .
Contrary to what people think, history is no less important when it comes to clothes. In olden days, young people in Algeria were used to wear djellabas whereas today they wear trousers and shirts. In olden days, they were used to wear shechias, but nowadays, they wear sports caps
The most important factor that determines dressing styles today is fashion. So in most of the world people like wearing jeans and sports shoes. However, there are still some countries which keep to their traditional clothing in spite of globalisation.
READING AND WRITING II (pp.28-29)
Act. One (p.28)
The aim of this activity is to interpret the logo of the United Towns Organization.
a-The key of a city represents hospitality and welcome. It is offered to the most distinguished and trustworthy people.
b- The circles stand for twinned towns.
c- The answer is in the logo. It’s written in Arabic.
d- Towns belonging to different countries twin in order to collaborate with
each other in many fields and promote mutual understanding.
24 Act. Two (p.28)
It not necessary that the students go through the whole text to check their answers to question d in activity one.
Act. Three (p. 29)
a- Twin towns are towns which have agreed to collaborate with each other.
b- They are arriving on Sunday afternoon on Sunday, March 15.
c- The Mayor of Algiers is giving the opening speech.
d- The programme includes the visit of the Martyr’s Monument, the Roman
Ruins, the Royal Mauretanian Mausoleum and the Kasbah.
Act. Four (p.29)
Before setting the students to task, have them go through the tip box and the Grammar Reference n°7 on page196.
The key is as follows:
a. The Bulgarian students are staying at the Safir Hotel.
b. Are they visiting Zeralda next week.
c. I hope you will enjoy your visit.
d. I will get you an aspirin.
e. I’ve a camera. I’m going to take pictures of the Royal Mauretanian
Mausoleum.
WRITE IT OUT ( p.29)
Brainstorm the activity with your students. The latter should feel free to include details other than those included in the table or choose to write about a totally different holiday plan. Make sure they respect the format of a letter studied in SE1 textbook.
PUTTING THINGS TOGETHER (p.30)
Don’t feel obliged to assign the same project to your students for three years in a row. Please remember that project work is not simply going to the Internet and getting print-outs to be handed to the teacher. Project work should have a personal touch, otherwise it does not deserve to be called so.
SNAKEFOOD p.33
TOMATO-ONION-RICE-SPAGHETTI-POTATO-MILK-JAM-PEA-BREAD-BUTTER-CHEESE…
WHERE DO WE GO FROM HERE ? (p.31)
SKILLS CHECK (p.31)
You can assign other activities than the ones suggested in this key.
TEXT ONE (p.32) TRADITIONAL MANNERS AND CHANGING MANNERS
25
I. READING COMPREHENSION
QUESTION ONE (Key:The correct answer is D.)
What is the main idea of this passage ? Circle the correct answer.
A. New generations are becoming more and more impolite.
B. Young generations are now using the intimate second form everywhere and with everybody.
C. Some children are less respectful towards adults.
D.In modern society, good manners are changing.
QUESTION TWO
Circle true (T) or false (F). For the false statements, give the correct
information. (Key: Statements A and B are false.)
A. Sandra used to spend the whole day with her grandmother. T. F.
B. Sandra addresses elderly people in an informal way. T. F.
C. Today young people use informal ******** everywhere and with everybody. T. F.
QUESTION THREE
In line 8 of the text, the phrase ‘good etiquette’ refers to :
A. the practice of good manners.
B. to two different ways of addressing people.
C. the formal way of addressing elderly people.
( Key: The correct answer is A.)
Written composition
The tourist office in your area has decided to produce a series of welcoming letters ( which will placed in airports, seaports, hotels, holy places, mosques, etc.) whose purpose is to help tourists understand local customs and traditions and behave in appropriate ways, in different settings, write your welcoming letter.
TEXT TWO (p.33): BARBER OR DOCTOR ?
QUESTION ONE
Read aloud the many jobs Turner’s father used to do. Then complete the chart.
Jobs
Types of things he used to do
A barber
A dentist
A doctor
A paintings merchant
26 QUESTION TWO
Look at this defintion: «Leeches are parasites which look like worms.» Now complete the three definitions below.
A. A haidresser is ... who ...
B. A dentist is …who ...
C. A toothache is …which ...
QUESTION THREE ( Key:The correct answer is A.)
Is this text an example of
A. factual reporting ?
B. neutral presentation of several points of view ?
C. enquiry ?
TEXT THREE (p.34) DO IT IN STYLE !
READING COMPREHENSION
QUESTION ONE ( Statements A and C are false. )
Circle true or false. When false, give the correct information.
A. To have style is to be fashionable. T. F.
B. People’s appearance tells others who they are and what they do. T. F.
C. Rich people always want to prove they have money T. F.
D. A depressed person person will not do his hair. T. F.
QUESTION TWO
What does each individual wear and what for? Complete the chart.
What ?
What for ?
a soldier
a punk
a Samurai
a Roman
a rich man
WRIITEN COMPREHENSION
You have recently attended a fashion contest organised in your hometown by a famous designer. Write a review of this event for the fashion magazine DZERIET and say what you think such an event can bring to people in Algeria ( 20 lines) .
27
OBJECTIVES
28 PREVIEW (p.36)
Go through the preview with your students and make them aware of the end-of-the unit objectives. Brainstorm the types of projects that can be compatible with the ******** exponents and skills that will be learned in the unit.
THINK IT OVER (p.37)
Interact with your students about the different symbols/pictures to allow them enter smoothly the unit. e.g., What does the picture on the left-hand corner represent/show? It represents the United Nations Secretariate Building? Where is it situated? ...
WORDS TO SAY(p.37)
Read aloud the abbreviations/acronyms and get your students to repeat the pronunciation of these abbreviations/acronyms before setting them to match some of the symbols/pictures with their corresponding abbreviations/acronyms.
DISCOVERING ******** (pp.38-43)
BEFORE YOU READ (pp.38-39)
Interact with students and try to elicit an interpretation of the picture. Try not to correct your students’ responses at this stage.
KEY
1- The “blue helmets” / U.N’s peacekeeping troops.
2- They are working for the United Nations Organisation.
3- They are from Algeria
4- The buildings are destroyed because of the war.
5- The soldiers’ chief duty is to re-establish/restore peace in the area.
6- Suggested answer: Yes, I would like people all over the world to live in
peace/ to make peace.
AS YOU READ (p.38)
Act. One (p.38)
Check the students’ responses to the Before you read activity. The key is given above.
Act. Two (p.38)
It is not necessary to set the same questions for your students year after year. You can devise your own questions about the text. However, it is important to introduce *****alents of modals can and could when you set your questions.
29
KEY
a- The horrors of modern warfare have made Man think about the
preservation of human life.
b- It could not stop stop/It was incapable of stopping fascism because it had
no power of its own.
c- It is the Security Council of the U.N. that can settle disputes.
d- Possible title: The United Nations: Its Branches and its Functions
AFTER READING (pp.39-41)
KEY
a- “Can” expresses possibility; “Can” can also express also ability or permission. e.g., ability: I can ride a bicycle.
permission: Can I go out?
b- The regular past form of can is could. Its irregular form is was/were able to. We can replace managed to by was/were able to , which indicates a successful completion of an action.
c- The future form of “can” is: “will be able to”.
Refer your students to the Grammar reference N° 8, page 197 to check their answers and to consolidate further the use of can/could and their irregular forms.
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. Three (p.41)
The aim of this activity is to illustrate the idea of achievement inherent to the use of the irregular form of can was able/were able to.
Example
You: Did you convince them?
Your partner :Yes. It was difficult. But we were able to do it in the end.
The answers are not necessarily the ones given in this key.
You: Did they settle the dispute?
Your partner: Yes, it took them a lot of time of negotiation, but they
were able to reach an agreement at the last minute of the discussion.
You: The exercise was difficut, wasn’t it?
Your partner: Yes, we were able to solve it thanks to the collaboration of
everybody.
31
You: My car broke down in a forest road.
Your partner: Were you able to repair it and drive back home?
WRITE IT RIGHT(p.41)
Before setting the students to task, make sure you explain to them what the word prejudice means. Brainstorm with them the types of gender/generational/racial prejudice that are most common in our society. e.g., Women are not usually considered to be strong; men are thought as effiminate if they speak softly; the elderly are supposed to be able to do nothing once they are retired; the young are regarded as impulsive etc. The students should feel free to denounce the prejudices they like.
Down with Prejudices
Do you think a woman can be tall and strong ?
Do you think she can be pretty and strong?
Do you think she can be a good mother and a bread winner ?
Do you think a man can be small and pretty?
Do you think he can speak softly and still be considered a man?
Do you think the elderly people can _____?
Do you think they _________________________ ?
__________________________________________
Do you think young people can be young and wise?
Do you think they _________________________ ?
If you do, then you deserve to be called an unusual human being .
SAY IT ALOUD AND CLEAR (p.42)
Act. One (p. 42)
KEY
Intonation at the end of the underlined sentences:
Journalist: …Could you spare a few minutes please ? ì.
El-Baradai:………………………………………………..
32 Journalist: …How do you feel about it ? î
El-Baradai:
Journalist: Would you mind saying in what sense please? ì
El-Baradai: Not at allî
Journalist: May I ask another question ? ì
El-Baradai:
Journalist: I wonder if you could tell me something about the chances of
peace for the next decade please ? ì
El-Baradai: Journalist: Will you please give us some examples ? ì
El-Baradai: .................................................. .........................
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.
33
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
34 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.
38 WRITE IT OUT ( p.50)
Before assigning the writing activity to your students, first go through the tip box .Then brainstorm the age limits . The students will take the jottings that you will make on the board to write their speech/address. Martin Luther King’s address will be taken as a model.
WHERE DO WE GO FROM HERE ? (p.52)
Skills check (p.52)
TEXT FOUR (p.57) AMERICAN FRIENDS
QUESTION ONE ( Key: The correct answer is D.)
What is the main idea of this passage/song? Circle the correct answer.
A.An American soldier is fighting for the Vietnam war.
B.The Mexican-American war
C. Thoreau and Mark Twain are ashamed of America.
D .A young man refuses to fight for American wars.
QUESTION TWO ( Key: Statements A. and C. are false.)
Circle true or false. When false, give the correct information.
A. The young man attended the college graduation. T. F.
B. He is ashamed of being American. T. F.
C. He marched against the Vietnam war at twenty. T. F.
Written comprehension
In no more than 20 lines, say why the author does not like wars.
39
OBJECTIVES
40 PREVIEW (p.58)
Go through the preview to let the students be aware of what they will learn in the unit. Brainstorm a checklist of projects compatible with the new ******** items and skills covered by the unit, and let them discuss and choose the project they would like to materialise. Again, it is not recommended to let the students do the same project year after year.
THINK IT OVER (p.59)
Get the students interact about the stamps. What does each of them represent/show? When was the stamp issued? On which occasion was it issued ? ...The interaction will serve as an introduction to the topic of the unit.
WORDS TO SAY(p.59)
The words in the checklist are related to the topic of the unit. The emphasis is on the pronunciation of consonants. Make sure the students know how to pronounce each of them.
DISCOVERING ******** (pp.60-63)
BEFORE YOU READ (p.60)
The students will interact about the map using their background knowledge.
1- The map represents Southern America.
2- The area in green stands for the Amazon Forest.
3- It is situated between Brazil, Peru, Ecuador and Bolivia.
4- The line in question is that of the equator.
5- The equatorial climate is hot and humid.
AS YOU READ (p.60)
Act.One (p.60)
The students will the check the answers they have not checked in the Before-you-read activity.
Act. Two
a-.There is more than a decade of global fossil fuel emissions of carbon
dioxide stored in the Amazon Forest trees.
b- The Amazon basin ecosystem has been protected from threats because of
its isolation.
c- It is one of the world’s greatest conservation challenges because it is no
longer isolated. ( Students will give one or two justifications from the text.)
41
AFTER READING (p.61)
1- a- Timber companies
b-The Brazilian government
These sentences are in the passive voice because the subjects of the verbs
are not really the doers/agents of the actions i.e.,the focus is on the actions
rather than on the performers/ doers (of the actions).
2-a- Timber companies fell 18.000km2 of forest trees
b-The Brazilian government built new roads throughout the 1960’s
and 1970s.
3- The sentences that give attention to the action itself are the sentences from the reading text; The students’ sentences are in the active. They put emphasis on the doers/performers of the actions.
4- The writer has inverted the structure by foregrounding the action (putting it first in the sentence structure) and putting the real performers/doers of the action at the end of the sentence.
5- a-C ; b-D; c-B; d-A
6- No, it is not always necessary to use by in passive sentences. We use by when we want to draw attention to the doer of the action.
Make sure your students go through the Grammar Reference n°10 pp.199-200 to check their answers.
Practice (pp.62-63)
Act. One (p. 62)
KEY
The Exxon Valdez was wrecked just off the coast of Alaska in 1986.
It was carrying a huge cargo of oil. The oil spilled out, and it was washed onto the beach by the wind. The water was polluted. The beach was damaged . The fishing industry was ruined. Hotels and restaurants were closed.
Act. Two
Use the weak forms of the auxiliaries was and were unless indicated otherwise in the answer key below. The focus in this activity is on the pronunciation of the auxiliary was/were in the passive.
Speaker A. What happened to the Exxon Valdez?
Speaker B. It was wrecked off the coast of California and the oil spilled
out.
42 Speaker A. The oil was washed out onto the beach?
Speaker B. Yes, it was (Use the strong form of the auxiliary.).
It was spread out by the winds.
Speaker A. Was the fish poisoned?
Speaker B. Yes, they were ( Use the strong form.). They suffocated for lack of oxygen.
Act. Three (p.
Students will act out the dialogue once you have simulated it .
Act. Four
a. Fumes from automobile exhaust pipes cause air pollution.
Air pollution is caused by fumes from automobile exhaust pipes.
b. Water pollution will deplete many water zones of their oxygen soon.
Many water zones will be depleted of their oxygen by pollution soon.
c. The Algerian government will ban cigarette smoking next year.
Cigarette smoking will be banned by the Algerian government next
year.
d. The Post and Telecommunication Ministry has already issued a lot of
environmental stamps. A lot of environmental stamps have already been issued by the Post and Telecommunication Ministry
e. We haven’t imposed drastic limits on gas emissions and noise yet.
No drastic limits have been imposed on gas emmisions yet.
WRITE IT RIGHT ( p.63)
Explain what a press release is to your students . Then brainstorm the topic before we set them to task.
Press release
We make our sincere apologies for the damage caused by the wreck of the Exxon Valdez yesterday. Oil will be recuperated with special machines and the spoilt beaches will be cleaned. Marine life will be restored; birds will be washed out. We promise that 2000 workers will be recruited soon. Hotel workers will be employed by the company and the tourist industry will be compensated for its loss. ... (Students can add examples of their own
43
SAY IT LOUD AND CLEAR (p.64)
Act. One (p.64)
The activity illustrates list intonation. We use a falling intonation when we end the listing and a rising intonation when we are still in the process of doing so.
There are five types of alternative energies (intonation goes down): solar (rising intonation), wind (rising intonation), biomass (rising intonation), and hydroelectric (falling intonation) . All of them can be produced in our country because we have the following natural resources (falling intonation): the wind (rising intonation), the sun (rising intonation), the mountains (rising intonation) …
However, solar energy is by far the most viable (falling intonation). It is cheaper (rising intonation), safer(rising intonation) and less polluting falling intonation). SONELGAZ has already built power plants in Biskra(rising intonation), Djelfa(rising intonation), Hassi Rmel (rising intonation)and other localities in the South of Algeria (falling intonation).
Act. Two (p.64)
Discuss with your students and try to single out the sounds which pose pronunciation problems. Then try to find to elaborate a remedial work for these problem sounds.
Act.three (p.64)
The problem sounds given in the activity are the most common ones (for Algerian speakers of English). Elaborate another exercise to illustrate other problem sounds if there are any other ones that your students meet and proceed to remedial work.
KEY: Use a dictionary which contain phonetic transcriptions.
1. WORKING WITH WORDS (p.64)
Act. One (p.64)
It is recommended to use the words that your students should look up in dictionary in context.
Act. Two
The strategies for checking difficult vocabulary are as follows. First, the students will resort to a dictionary only once s/he can’t guess the meaning of the difficult words from context. For this, s/he needs to identify the category of the words, see whether there are any synonyms, antonyms, or paraphrases of these difficult words. Once s/he is sure that she can’t do otherwise than checking
44 a dictionary for understanding the meaning of the difficult words that she has singed out from the text, she will open the dictionary at the page where the word is listed. In doing so, s/he will pay attention to the alphabetical order. (Cf; For further information about dictionary skills, check the Key to Entries in Oxford Leaner’s Dictionary of Current English, pp. XIV - XVIII)
Act. Three (p.65)
A: pronunciation
B: compound/complex word
C: figurative ********
D: example
E: transitive verb
F: something
G: somebody
H: proverb
I: uncountable noun
J: colloquial English
K: American English
L: colloquial English
M: adjective
N: adverb
LISTENING AND SPEAKING (pp.66-68)
Act.One (p. 66)
Interact with the students and make them identify and interpret the photosynthesis process. Then they will complete the blanks with the verbs in the yellow box.
Act. Two (p. 66)
The students will check their answers to activity one.
KEY
a- Carbon dioxide is derived from the air.
b- Water is drawn from the soil.
c- Sunlight energy is absorbed by chlorophyll.
d- Oxygen is released from plants and food.
e- Sugar is produced during photosythesis.
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
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
( تقرير عن مشاركة سيئة )، و الموجودة أسفل كل مشاركة .
2010-10-26, 20:59
تمارين الفزياء و حلولها
ارجو ان يعجبكم هذا الموضوع
العرض العادي
