حلول كتاب مادة الانجليزية السنة الثانية ثانوي

[sarona]

جزاك الله خيرا لكن بليز قولي لي السنة الثانية ثانوي في إختصاص ماذا

[ali_saoudi]

اريد حل التمرين الأول ص43

[mocho]

بعد بسمـ الله الرحمن الرحيمـ
و الصلاة و السلامـ على رسول الله الكريمـ و على آله و سحبه و على من تبعهمـ بإحسان الى يومـ الدين
أحييكمـ بتحية الإسلامـ
السلامـ عليكمـ و رحمة الله










.
شكرا لكم على تعاونكم هذا و إليك الحل :
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.
*********mohamed******

---------------------------------------------------------------------------------------------------------------------------------------------------------
ABC
American Broadcasting Company
ABC is one of the four most important TV channels in the United States of America.
A-BOMB
Atomic bomb
A bomb which derives its destructive power from the rapid release of energy by fission of
heavy atomic nuclei. The first atomic bomb to be used was dropped on Hiroshima , Japan on 6 August 1945 by the USA.
AID
Agency for International Development
BBC
British Broadcasting Corporation
CIA
Central Intelligence Agency
CNN
Cable News Network
FBI
Federal Bureau of Investigation
FIFA
Federation Internationale de Football Association (International Association Football Association)
GB
Great Britain
Great Britain comprises ...
MBC
Middle East Broadcasting Company
NATO
North Atlantic Treaty Organisation
NBA
National Basketball Association
OPEC
Organisation of Petroleum Exporting Countries
Ph.D
Doctor of Philosophy

PTA
Parent-teacher Association / Passenger Transport Authority
UK
United Kingdom
WBA
World Boxing Association

تقبلوا مروري أخوكم في الله : محمد

[SPIDER006]

اريد حل تمارين 2و3ص40و41
وتمارين ص 42و43
في اقرب وقت

شكرااااااااااااااا

[شيماء13]

ديري الخير واعطيني رابط تحميل تع الكتبا علاه راكي اديري هاكدا

[halimou02]

plz i want the exercices page 46 and 47

[IMENE_IMENE]

merciiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii

[mocho]

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


3031
(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.
3031
You: My car broke down in a forest road.
Your partner: Were you able to repair it and drive back home?

[mocho]

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 (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.



pp.

pp.3637



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.

[mocho]

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.

3637

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 1783: Independence 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.



Day; 4th, 3839





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.

[abed el hamid]

رابط التحميل لايعمل اولم أرفله أرجو المساعدة

[abed el hamid]

تصحيح (لم اعرف له)

[khadidja judo]

اريد حلول تمارين كتاب كله

[الحمامة البيضاء]

activity 2 page 19

[همسات الشوق]

موفقين جميعآ