ارجوكم حلول تمارين كتاب الانجليزية السنة 2 ثانوي ثانية ثانوي

عنوان الموضوع : ارجوكم حلول تمارين كتاب الانجليزية السنة 2 ثانوي ثانية ثانوي
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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
13
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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>>>> الرد الثاني :

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>>>> الرد الثالث :

The People’s Democratic Republic of Algeria
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

2

*******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
23
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?
45
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 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.
ð* Interact orally in English
ð* Interpret oral and written messages
ð* 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.

received 45
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:
ð* a Grammar Desk that the students can consult for help with
the comprehension of the text,
ð* 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,
ð* a Say it Aloud and Clear section in which the student develop their
pronunciation skills,
ð* 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:
ð* 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);
ð* 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
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are encouraged to make guesses and anticipate on what knowledge they will receive.
ð* 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;
ð* 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 learners the social skills likely to make behave in a courteous and responsible way in society ,i.e. to make 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 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

flaws/
them
them
the 67
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:
ð* summarise the text
ð* continue the story
ð* outline the text
ð* produce three or four comprehension questions about the text
ð* 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:
ð* 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.
ð* 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.
ð* Getting Through encourages cooperative learning. Following the Vygotskyan principle of social constructive learning, the textbook offers tasks
89
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).
ð* 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).
ð* 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.
ð* 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.
ð* 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
89
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?
ð* 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.
ð* 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.
ð* 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 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.
ð* 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.

from 1011
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.
1011
OBJECTIVES
1213
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
1213
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

1415
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 (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.

pp.1415
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
1617
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.
1617

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.¯/
/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. ...

¹1819
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
1819
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.
2021
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.
2021
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
2223
- 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.
2223
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 (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.

pp.2425
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
2425
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


=========

>>>> الرد الرابع :

Act. Two (p.82)

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

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

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

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


expands,
.`.`.`5455
The rules for word stress
1; Stress on first syllable
Most two-syllable nouns and adjectives have stress on the first syllable.
2. Stress on last syllable
Most two-syllable verbs have stress on the last syllable.
3.Stress on penultimate syllable (second from the end):
Words ending in ‘ic’ , ‘tion’, and ‘sion
4. Stress on ante-penultimate syllable (third from the end):
Words ending in ‘cy’, ‘ty’, ‘phy’; ‘gy’
5. Polysyllabic words (words with many syllables)
These usually have more than one stress, i.e., primary and secondary stress. Often such words contain a prefix ( as with ‘inter’ and ‘anti’ in international and antibiotic). This is common with many long technical words.
6. Compound words (words with two parts)
If the compound is a noun, the stress goes on the first part : e;G;, greenhouse , blackbird.
If the compound is an adjective, the stress goes on the second part; e.g., bad-tempered, old-fashioned
If the compound is a verb , the stress goes on the second part, e.g., understand, overlook.
WORKING WITH WITH WORDS (p.85)
Act. One (p.85)
The activity can be assigned as a homework. The homework will be checked in class and the final product can be a classroom wall sheet. You can add another activity to consolidate further the use of the suffixes.
Act. Two(p.85)
Crossword puzzle p.85
Across
a-psychology -b-mathematics -c-zoology
d-astronomy -e-biology –f ecology -g-chemisty
f-5657
LISTENING AND SPEAKING (86 -88)
DEVELOPING SKILLS (p.86)
Act. One
a- The advert addresses high school graduates.
b- “Open Day” is the day when the university is open for visit by high
school graduates who are interested to join the university.
Act. Two (p.86)
Across
a- The speakers are Jamel and Maya who are high school students.
b- Jamel.
c- He starts as follows: “I feel like going”.
d- Jamel wants to visit the faculty of medicine.
e- Maya wants to visit the faculty of civil engineering because she isn’t
interested in visiting the faculty of medicine.
Down
Physics
YOUR TURN ( p.87)
Go through the tip box to consolidate further the use of the ******** exponents for asking for and giving advice.
Act. One
Simulate the model dialogue before setting your students to task. Make them use the ******** exponents and the strategies in the tip box.
WRITE IT UP (p.88)
Act. One (p. 88)
Go through the tip box before you move on to the writing activity proper.
A letter for seeking advice
A suggested letter to an “agony aunt”:
Dear Dr Wells,
I’m writing to you to seek advice. My name is Omar and I’m a secondary school student. I can’t make up my mind about a personal problem.
I’ll sit for the baccalaureate exam soon. I’ll certainly succeed, but my parents are old and are in need of financial help. I would really like to help them. However, If I do so, I will have to give up my dream of becoming a doctor . In short I am in a dilemma. On the one hand, If I decide to help, I will have to renounce to my registration at the university. On the other hand, if I don’t, I’ll feel guilty of not helping my family. I have no one to turn to. What should/can I do ?
Sincerely,
“Miserable”

pp.5657
Act. Two(p.88)
Brainstorm the topic with your students. They can suggest different pieces of advice. Jot them on the board and let them agree on one of them. For example, they can suggest registration at the UFC (Evening University). This will allow ‘miserable’ the possibility of working during the day. This is one way of working one’s way through college/university.
READING AND WRITING (89-91)
Act. One (p.89)
The students will try to answer the questions in the captions by helping themselves with the illustrations ( figures).
Act. Two (p.89)
a. Yes, it shows the balloons moving away from one and other. The illustration helps in understanding the word “repel” in the text. It also helps to visualise the whole experiment.
b. Yes, I have used my knowledge in physics. Using background knowledge helps in understanding texts.
c. The answer to the first part of the question may be yes or no depending on the students’ background knowledge. As regards the second part of the question, the answer is no.
Act. Three (p. 90)
Fig.2: It illustrates the result of the experiment : unlike charges attract. The balloons are attracted to the rod. They are negatively charged whereas the rod is positively charged.
Act. Four (p.90)
5-Captions:
3: A negatively charged balloon adheres to an uncharged wall.
4: A positively charged balloon also adheres to such a wall.
WRITE IT OUT ( p.91)
Brainstorm the topic with your students. Jot down ideas on the board and then let the students complete the letter in their own way. Pay attention to the layout of the letter.
WHERE DO WE GO FROM HERE ? (p.94)
Skills check
Make your own test to check your students’ performance in the reading and writing skills. A model has been given to you in the previous units.
Figure.
pp.5859
OBJECTIVES
5859
PREVIEW (p. 98)
Go through the preview to acquaint the students with the end-of-the unit objectives. Discuss the type of project work your students will carry out.
THINK IT OVER (p.99)
Introduce the topic of the unit by asking some questions about the pictures included in the rubric.
WORDS TO SAY (p. 99)
The focus in this activity is on words containing silent letters. The words are related to the topic of the unit. Read them aloud and make the students repeat the pronunciation of the words.
DISCOVERING ******** (100-105)
BEFORE YOU READ (p.100)
Interact with your students and elicit answers to the questions attached to the map. You can ask other questions than the ones included in the textbook.
Some possible responses
Question: Where is the epicentre of the earthquake represented on the map?
Answer: A few kilometres off the Indonesian shore.
Question: Which areas are hit by the earthquake/ tidal waves?
Answer: Many countries in the region. The students can list different areas.
Question: How many people died?
Answer: More than one hundred thousand victims. The students can give the number of casualties in each area. The information is on the map.
Question: When did the earthquake happen?
Answer: It occurd on December 26, 2004.
AS YOU READ (100-101)
Act. One (p.100)
The students will check the answers to the questions that they have not checked in Before you read activity.
Act. two (p. 101)
a- The natural phenomenon of Tsunami was little known before December
26, 2004 because the victims did not belong to many nationalities and ethnic groups. Or because it had not been given much publicity before .
b- Tsunami has become one of the most popular Japanese words because of the thousands of T.V. channels which covered the disaster for more than a month.
c- No, it wasn’t the first time that a Tsunami had hit that region. It had already hit China twenty years earlier.
d- The Tsunami of December 26, 2004 was special as its victims did not belong to one nationality or religion.

pp.6061
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.
6061
WRITE IT RIGHT (p.103)
Brainstorm the topic with your students. Here are some ideas which can help you. When we write a narrative, we generally start by setting the scene. At this stage, we generally use the past simple and past continuous. e.g., It was in 1989. It was in summer. It was early in the morning. The breeze was blowing ...
Once the scene is set. Mention an event that interrupts or disturbs the
scene ( eg., Suddenly an earthquake shook out our building) and narrate or describe what was happening. ...
Your students will write about their own personal experiences with catastrophes.
SAY IT ALOUD AND CLEAR (p.104)
The rule for stress in compound words is as follows.
If the compound word is a noun, the stress goes on the first part; e.g.,
greenhouse - blackbird.
If the compound is an adjective, the stress goes on the second part; e.g.,
Old-fashioned - sweet-tongued
If the compound is a verb the stress goes on the second part; e.g.,
understand - overlook
However, in connected speech, compound words are subject to stress shift when a stressed syllable follows closely.
( From Christiane Dalton and Barbara Seildlhoffer, Pronunciation, (Oxford University Press 2000, p.103)
Once upon a time there was a little red-haired and blue-eyed girl who was loved by all who knew her. She was called Little Red Riding Hood. One day her mother told her to take some sweet-smelling cakes to her grandmother who was living in the woods, but not to go into by-paths. That was dangerous.
When Little Red Riding Hood reached the woods, she met a funny-looking and bad-smelling wolf . Naturally, Little Red Riding Hood did not know what a wicked animal the wolf was! She thought that it was kind-hearted. So she listened to it when it told her to pick up some bluebells and daffodils for her grandmother.
While Little Red Riding Hood was picking flowers, the wolf entered her grandmother’s house and ate her up. Then he put on her grandmother’s night gown and night cap and went into the bedroom. When Little Red Riding Hood got to her grandmother’s house, she found the door wide open. Obviously something was wrong. Even her grandmother was odd-looking.
6263
Act. Two (p. 104)
The rules are included in activity one. It has to be observed that there are some exceptions to the rules. For example, compound words are subject to stress shift when a stressed syllable follows closely. It is the case of red-haired and blue-eyed in red-haired and blue-eyed girl. Please explain the stress shift in compound words before moving on to the next activity. (Cf. Daniel Jones, Cambridge English Pronouncing Dictionary 16 th Edition, p. 111)
Discuss with your students about how compound words with adjectives are formed and on which word stress normally falls.
Act. Three (p.104)
“Ohì grandmothershe saidî, ‘what big ears you have !” ì
“ The better to hear you with, my dear,” said the wolfî.
“ Grandmother, what big eyes you have!”ì
“The better to see you with .”î
“Grandmother, what big teeth you have!”ì
“The better to eat you with!”ì
And the wolf jumped out of bed ìand swallowed up Little Red Riding Hoodî. A huntsman saved Little Red Riding Hood î
and her grandmother by cutting out the wolf’s stomachî. They both lived happily ever afterî.
Act. Four (104)
The students will form as many words as they can. e.g., big-eyed - left-handed
big-headed; good-mannered; left-handed; blue-eye ; dark-skinned; old-fashioned; hard-working; black-haired ; fast-moving ... Please remind the students of stress shift in compound words in connected speech.
WORKING WITH WORDS (p. 105)
The examples are not necessarily the ones included in this key.
a.My grandfather fell off the ladder the other day when he was painting the kitchen. Fortunately, he didn’t hurt himself /Unfortunately, he broke his arm. /Obviously, he didn’t know that it was dangerous for a man of his age to climb up the ladder.
b. When Zohra first went to live in England, her English was very poor. Gradually, she started learning to speak English . Naturally, she met some problems in speaking English at first.

î,” 6263
c. I left no stone unturned in my search for my missing keys. Eventually, I found them under the mattress./Strangely enough, they were in my pocket.
d. She was shouting and knocking at her neighbour’s door. Suddenly, a dog jumped out of the window and bit one of her legs. Surprisingly, no one heard her even though she was sure her neighbours were at home.
e. As the woman came down the stairs, she slipped. Said, immediately,
phoned for an ambulance.
f. He lived up to the age of 120 years. Sadly, he did not live to see his grandchildren.
Act. Two (p.105)
KEY
Your students can write sentences containing other similes
a. He laughs like a hyena.
b. S/he is as hungry as a wolf.
c. She wouldn’t listen.She was like an ostrich with its head in the sand.
d. They clung to the tree branches, as agile as monkeys.
Act.Three (p.105)
KEY
a. She is a rose . b. The moon was a ship tossed upon a cloudy sea.
Act. Four (p.105)
Organise a talent show. You can assign the activity as a homework. The students will use the poem in the textbook as a model.
LISTENING AND SPEAKING (106 -108)
DEVELOPING SKILLS
Act. One (p.106)
a- The authors of the collection of stories are the Brothers Grimm.
b- The story represented on the book cover is a folktale entitled: “Four
Friends”.
c- The purpose of the jacket blurb is to give a summary of the *******s of
the book in order to attract readers/potential buyers.

pp.6465
Act. Two (p.106)
Pause and ask questions to elicit responses. The students will check their predictions as you resume the narration of the story.
Act. Three (p.106)
Possible summary
The animals decided to leave their homes because they were afraid of being killed by their masters.They went to the great city to turn musicians. On their way there, they reached a house in which robbers lived . They frightened the robbers away. The four friends took possession of the house and the food. Then, they decided to go to the city. During the day, they sang their songs of wisdom. At night, they came back home to rest. They lived together happily until their death.
e.The moral of the folktale is that robbers never succeed in their enterprise, and honest people do even when they are old.
YOUR TURN (p. 107)
Go through the tip box before you move on to the activities.
Act. One (p.107)
Simulate the dialogue and brainstorm the topic ( e.g., eliciting the titles of their favourite science-fiction films and books.)before you set your students to task.
Act. Two
Simulate dialogues to illustrate what you expect of your students in terms of production. The model in the textbook can serve as a model.
WRITE IT UP (p.108)
Brainstorm the guidelines before the students move on to the writing activity.
The stories included in the script and those in the rubric of Exploring matters further can serve as models.
READING AND WRITING (pp.109- 111)
Act. One (p.109)
The questions and answers that your students will produce are not necessarily the ones included in this key.
1-Wh- questions using a newspaper lead-in:
Q:How many people died and how many were injured in the accident?
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A: Two people died and nine were injured.
Q:Where did the road accident happen?
A:It happened near Boudouaou.
Q:When did it happen?
A:It happened on/ lastTuesday.
Q:Why did it happen?
A:It happened because the motorist heading to Boudouaou was phoning while he was overtaking a bus.
Q:Who inquired about the accident?
A:Gendarmerie officers did.
Act. Two (p. 109)
KEY
The answers will not necessarily be formulated in the same way as in this key. The important thing at this stage is the discussion . The students will check their answers with the information in the tip box on page 110.
a-Yes, because the rest of the article develops further the information given in the lead-in, which is only a summary of the news item.
b-Yes, the picture shows a collision between a lorry and a car. We can, therefore, visualise the accident.
c-The writer reports both facts and opinions. S/he does so in order to
explain the reason why the accident happened. The facts are there, we can’t change them, but the author’s opinion can be questioned on the basis of the background knowledge that the readers/students might have about the different actors and the cirmcumstances in which the accident happened.
d-Yes, I am. The couple described is sympathetic and was not all responsible for the the accident.
Act. Three (p.110)
First, go through the tip box to check the students’ answers in activity two. Then brainstorm the topic, elicit other ideas and jot them on the board. The students will develop the relevant jottings.
WRITE IT OUT (p.111)
Act. One (p.111)
Statements by the motorists and eyewitnesses
b-The motorist was not wearing his seatbelt when the accident happened.
c-While she was driving, the bus driver was talking to one of the passengers.
d-I was checking the wing mirror when the lorry hit me from behind.
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e-While I was turning slowly into a narrow street, the pedestrian
jumped in front of my car.
Statements by the traffic police officer
a-As soos as I arrived at the scene of the accident, I made the traffic move.
b-The paramedics had taken the victims to hospital before I arrived.
c-After I had questioned some witnesses, I took some photos of the damaged
vehicles.
d- I hadn’t written my report until I questioned the eyewitnesses.
e-When I had finished questioning the eyewitnesses, I went to hospital to question the injured motorists.
Act. Two (p. 111)
The students will use the newspaper article in As you read rubric as a model. They will also get inspiration from the first activity on page 111.
A possible answer
An accident happened yesterday. A pedestrian was hurt by a car. As soon as I arrived at the scene of the accident, I made the traffic move. The paramedics had taken the victim to hospital before I arrived. “While the car was turning slowly into a narrow street, the pedestrian jumped in front of the car” an eyewitness said. When I finished questioning the witnesses, I went to hospital to question the victims. ...
WHERE DO WE GO FROM HERE ? (p.113)
Skills check (p.113)
Follow the models provided in the previous units.
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OBJECTIVES
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PREVIEW (p.118)
Go through the preview to make the students aware of the main objectives of the unit. Then brainstorm the project work with your students and let them decide what type of project they will carry out.
THINK IT OVER (p. 119)
Interact with your students using the pictures. The interaction about the pictures will serve as an entry into the topic of the unit.
WORDS TO SAY (p. 119)
The focus of this activity is on the pronunciation of the -ed inflection. Make sure your students repeat the words in the checklist. All the words are related to the topic of the unit.
DISCOVERING ******** (120-125)
BEFORE YOU READ (p. 120)
The answers to the questions will not necessarily be formulated in the same way as in this key.
The first symbol represents a crescent; the second a cross; the third
symbol is a diamond. (The International Federation of the Red Cross and Red Crescent societies is still discussing whether to adopt the diamond as an alternative common symbol). Refer to the text of the textbook on page 135 for further information about the Red Cross and Red Crescent societies.
b-They represent the different organizations which bring relief to people in need.
c- No, people who work for these organizations are volunteers.
d- They operate in situations in which people are in need of help. (natural
disasters such as earthquakes, floods...).
f-They fulfill the following duties:
(1)fund raising
(3) collecting food aids
(4)helping with medical care
(6)providing assisstance in emergency situations
AS YOU READ (p.120)
2- a- The report is about Youth charity
b- The author writes about the findings/results in the second(2) paragraph.
-S/He writes/ gives the interpretation in the third (3) paragraph.
c- The reporter used the word “interestingly” to show his/her surprise at the
the unexpected results of the survey.
pp.6869
d- No, it doesn’t. The data gathered by Youth 2010 show that young
people are more thoughtful than they were thought to be by their parents.
AFTER READING (121- 123)
Grammar desk (p. 121)
1- The tenses used in the reporter’s questionnaire are the present perfect and the past simple.
2- The past perfect tense is used in the report.
3- Yes, there is a shift from the present perfect and the past simple tenses to the past perfect tense because the reporter reports indirectly what was said by the informants.
4- said (to say); told (to tell)
PRACTICE (122-123)
Act. One (p.122)
Example:
You: What did the interviewer ask Bill Gates?
Your partner: S/He asked him when he had started Microsoft.
You:And what did he say?
Your partner: He said/told him that...
The interview
You: What did the interviewer ask him?
Your partner: S/He asked him where he had grown up.
You: And what did he answer?
Your partner: He said that he had grown up in Seattle, Washington.
You: What did the interviewer ask him?
Your partner: S/He asked him where he had discovered his interest in Software.
You: And what did he say?
Your partner: He answered that he had discovered his interest in Software at the private Lakeside School.
You: What did the interviewer ask him?
Your partner: S/He asked him when he had begun computer programming.
You: And what did he answer?
Your partner: He answered that he had begun computer programmingat the age of 13.
pp.
pp.7071
You: What did the interviewer ask him?
Your partner: S/He asked him when he had entered Harvard University.
You: And what did he answer?
Your partner: He said that he had entered Harvard University in 1973.
You: What did the interviewer ask him?
Your partner: S/He asked him if had developed the first computer there.
You: And what did he answer?
Your partner: He answered that he had developed it there.
You: What did the interviewer ask him?
Your partner: S/He asked him how long he had been Head of Microsoft.
You: And what did he answer?
Your partner: He said that he had been Head of Microsoft for more than 20 years.
You: What did the interviewer ask him?
Your partner: S/He asked him why he had set up the Bill Gates Foundation.
You: And what did he answer?
Your partner: He answered he had always been thoughtful about others.That’s why he had done it.
You: What did the interviewer ask him?
Your partner: S/He asked him how much money he had donated that year.
You: And what did he answer?
Your partner: He said that he had donated $3.2 million.
You: What did the interviewer ask him?
Your partner: S/He asked him which charities he had supported so far.
You: And what did he answer?
Your partner: He answered he had supported organizations working in the field of health and learning.
You: What did the interviewer ask him?
Your partner: S/He asked him if his wife had helped him.
You: And what did he answer?
Your partner: He said that she had helped him.
Act. Two (p. 123)
a- Albert Einstein doubts whether present-day Americans have become any happier since their grandparents settled in the country.
7071
-Albert Einstein doubted whether present-day Americans had
become any happier since their grandparents settled in the country.
b- John Donne writes that no man is an island.
- John Donne wrote that no man was/is an island.
c- - Bertrand Russel says that three passions have governed his life:
the longing for love, the search for knowledge, and an unbearable
pity for the suffering of mankind.
- Bertrand Russel said that three passions had governed his
life: the longing for love, the search for knowledge, and an
unbearable pity for the suffering of mankind.
WRITE IT RIGHT (p.123)
Have the students read the pie chart. Then ask questions to elicit information from the chart. Make sure you use the reporting verbs in the yellow box. Move on to the writing activity once you feel that they can do it. The text on page 120 of the textbook will serve as a model.
SAY IT LOUD AND CLEAR (p.124)
Act. One (p.124)
The silent letters in the poem are written in bold type. Read the poem and get the students to repeat it. The poem is by Rudyard Kipling.
- honest - – knew
The silent letters in the dialogues are written in bold.
You: I beg your pardon. did you say ?
Your partner: I said, “ One autumn day a column of condenmned prisoners solemnly along singing hymns”.
You: I beg your pardon. did you say ?
Your partner: He said, “The knocked the knave on his knuckles with a knotted knob. He knew he knelt on his knees, he had a knife in his knitted knickers.”
Act. Two (p.
12)
when knights What marched What who where when why what taught
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Pronunciation Spelling Pronunciation Spelling
Report
Famine
Doctor Writing
Wednesday
Cut
cute

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

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

Act. Two(p. 126)
Students check their answers.
Act. Three (p.126)
The mistake consists of adding to the idiom had better and had better not.
The correct answers are in script n° 6, on page 184 of the textbook.
pp.
Starve
cupboard
Listen 7273
YOUR TURN (p. 127)
Go through the tip box to consolidate further the expressions used in asking for and giving advice.
Act. (p.127)
The students will use the cues to ask for and give advice. There are many possibilities.
Before an earthquake
You:What should I do before an earthquake?
Your partner: You’d better have an earthquake survival kit at hand.
Other suggestions:
You’d better know how to turn off gas, water and electricity.
You’d better plan emergency procedures.
You’d better make plans to keep your family together.
You’d better know emergency telephone numbers (doctor, hospital…).
You:What shouldn’t I do before an earthquake?
Your partner: You’d better not anchor objects like bookcases and kitchen
units to walls.
Other suggestions:
You’d better not place objects over beds.
After an earthquake
You:What should I do after an earthquake?
Your partner: You’d better check for injuries.
Other suggestions:
You’d better provide first aid.
You’d better check for building damage and potential problems during
aftershocks.
You’d better clean up dangerous spills.
You’d better wear shoes.
You’d better turn on the radio and listen for instructions from public safety
agencies.
You’d better use telephone for emergency only.
WRITE IT UP (p.128)
Act. One (p. 128)
Go through the tip box before moving on to activity two.
Act. Two (p. 128)
7475
Refer the students to activity one in Your turn rubric page 127. They may get inspiration from the cues. The answer to this activity is not necessarily the one given in this key.
ANNOUNCEMENT
Dear citizen,
Our town is situated in an earthquake zone. We can’t do anything to stop earthquakes, but we should see to it that safety measures are taken in order to limit the loss of human life and material damage.
Before an earthquake, we’d better not place objects over bed because they may fall over family members and injure them. ...
During the earthquake, we’d better not panic and away in all directions, for we can be injured or killed . We’d better stand in a doorway or crouch under a desk or a table, stay well away from windows or glass dividers, for our safety. ...
After an earthquake we’d better provide first aid because family members and neighbours may be injured. ...
READING AND WRITING ( pp.129 -131)
Act One (p.129)
Interact with your students. The picture is supposed to have been taken after the earthquake that shook Bourmedes in 2003. Don’t correct your students’ guesses at this stage.
Act. Two (p.129)
The women are taking food to their neighbours because the latter have lost their homes.
Act. Three (p.130)
Great calamities can show the best in man. For instance, while I was covering, for my newspaper, the earthquake in Boumerdes I met a group of women carrying plates of Kouskous. “Where are they going all together like that?” I asked Rafik, my Algerian friend and translator. “They are taking food to their neighbours who have lost their homes,” he replied. After a few minutes, he added, “People have always helped each other over here. But this earthquake has considerably increased that sense of neighbourliness”.
Act. Four (p.130)
KEY
The journalist asked Raffik where the women were going all together.

run 7475
Raffik replied that they were taking food to their neighbours who had lost their homes. He said that people had always helped each other over there and he added that that earthquake had considerably increased that sense of neighbourliness.
WRITE IT OUT (130-131)
Act. One (p. 130)
KEY
There are many possible answers. e.g.,
Some people think that we can reduce poverty in Africa by giving more food aid. Some others believe that food aid is not the solution to starvation and malnutrition in Africa.
Act. Two (p.130)
Suggested answer
Some people think that we can reduce poverty in Africa by giving more food aid. This is totally wrong. Billions of dollars are alredy spent on food aid and thousands of people are still dying from hunger and famine. I believe that ... (Students will develop the relevant notes to support this second opinion.)
The irrelevant notes are as follows:
- Africa has long history/culture
- music beautiful
WHERE DO WE GO FROM HERE ? (p.133)
Skills check (p.133)
TEXT SEVEN (p.134) SOLIDARITY IN NATURAL DISASTERS
READING COMPREHENSION
QUESTION ONE
Read the statements from the text and select the answer about what they imply:
1. Global warming will increase the occurrence. As a result …
A. disasters are not limited to specific regions.
B. Desertification will decrease .
C. It is necessary to promote a culture of prevention.
D. There will be more storms, floods and droughts.
(Key: The correct answer is D.)
2. Natural disasters are man-made to a large extent. Therefore …
A. It is necessary to control population growth, movements and displacements.
B. Solidarity is essential for people to survive.


pp.7677
C. Earthquakes will necessarily lead to chaos.
D. Unemployment will increase with natural disasters.
(Key: The correct answer is A.)
QUESTION TWO
Consider the words below. In which one does the suffix «de» means «lack something» ?
A. desertification
B. deforestation
C. devastating
(Key: The correct answer is B.)
QUESTION THREE
What is the verb form of these words?

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

WRITTEN COMPOSITION
A monthly magazine has invited readers to contribute some ideas on how to increase solidarity among people in case of a natural disaster (earthquake, tsunami, floods, hurricanes, etc.). Write a proposal on how you will deal with the problem and what solutions you will suggest.
7677
OBJECTIVES
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PREVIEW (p.137)
Go through the preview and make the students aware of the objectives to be reached in this unit. Brainstorm the project work and let the students agree on the project they will carry out.
THINK IT OVER (p. 138)
Interact with your students using the pictures. The pictures are supposed to make the students aware of the topic of the unit.
WORDS TO SAY (p.138)
All the words in the checklist are compound words. Focus on stress when you read them aloud. The rules for stress in compound words have already been given in this book.
DISCOVERING ******** ( 139-145)
BEFORE YOU READ (p.139)
It is not necessary to check all the answers at this stage. Your students are supposed to check some of their answers in the As you read activity.
a-The author of the book is H.G.Wells.
b-The titles of novels included in the book are: The time
Machine,and The War of the Worlds.
c-Their theme is science fiction.
d-Suggested answer: I like films like Star Wars or ET.
e- Suggested answer: yes, I do. I like it because it narrates imaginary
scientific and futuristic stories.
AS YOU READ
Act. One (p. 139)
Check the answers you have not checked in the Before you read rubric.
Act. Two (p.140)
a-All science fiction films are based on the following hypothesis: “ what if it
were real?”
b- They are different because some scenarios are built on the supposition that Martians are dangerous whereas some of them suppose that they are friendly.
c-Sci-fi takes its ideas from current ideas in science.
d-Dr Jekil and Mr Hide teaches us to remain close to human nature and not try to upset it. (The answer to this question can be formulated in different ways.)

pp.7879
AFTER YOU READ (pp.140-142)
1- The conjunction If expresses condition.
2- The tense of the verb in the if-clauses of sentences a, b and c is the past simple. The clauses are about something unreal, unlikely or untrue. They refer to either to the future or present, but not to the past.
3- The modal used in the result clauses is would. The future form of this modal is will.
Let ‘s consider sentence d:
1- The past tense used in the if-clause is the past perfect simple.
2- It refers to something impossible, something which did not happen.The speaker is dreaming of or imagining a different past. But the past cannot be changed!
3- The speaker uses would have + past participle.
PRACTICE( 141-142)
Act.One (p.141)
KEY
a. If animals could speak, they would complain about our ingratitude to them.
b- I would change my destiny if time travel was possible.
c- If Hitler had not existed, the history of the world would have been
different.
d-If Arabs had not translated and (had not) conserved Greek scientific works, humanity would have lost an important part of its cultural heritage.
Act. Two (p.141)
KEY
a-Advice
b-Regret
c-Blame
Act. Three (p.141)
Brainstorm the if-clauses before you set your students to task. Provide them with any necessary help.
Act. Four (p. 142)
a-could b-could c-might d-could
pp.8081
WRITE IT RIGHT (p.142)
Brainstorm the topic of the newspaper article. Don’t forget to remind them about the layout of a newspaper article: catchy headline, lead-in and the article proper. The students will use their background knowledge in history to write their articles.
SAY IT LOUD AND CLEAR (p.143)
Act. One (p.143)
The words which are emphasized are: don’t and do.
Act. Two (p.143)
You: Do come to watch a science fiction film with me if you can!
Your partner: That will be nice!
You: I did enjoy that film!
Your partner: So did I. It did give me a fright.
You: I do believe in the existence of Martians.
Your partner: So do I.
Act. Three (p.143)
The emphatic words are written in bold type.
WORKING WITH WORDS (144-145)
Act. One (p. 144)
a-well known b-well written c-well appreciated d-well informed e-well paid
Act. Two (p. 144)
It is preferable that your students limit themselves to compound words related to the topic of the unit. e.g., space-suit; space-craft; space-rocket; space-vehicle; space-time ; space-helmet; science fiction; natural sciences; social sciences; applied sciences
Act. Three (p. 145)
3-a-look up b-back to c-look after
d-looking down e-looking forward f-looking into g-looked away
pp.8081
Act. Four (p.145)
The students will give as many examples as possible.
Act. Five (p.145)
Two special meanings for look up and look down:
look up: (1) turn the eyes upwards(e.g., the ceiling)
(2) search for something
look down: (1) turn the eyes downwards (e.g.,the floor)
(2) look with disregard/contempt
Note: The first meanings are denotative, and the second meanings are
connotative. Illustrate the difference between phrasal and prepositional verbs.
Act. Six (p.145)
Encourage your students to include other phrasal and prepositional verbs.
LISTENING AND SPEAKING (146-147)
Act. One (p. 146)
Interact with your students using the picture as a support. Don’t check the answers to the questions at this stage.
Act. Two (p.146)
a-They are injecting a vaccine against bird flu.
b-The woman wearing a mask is cautious; she’s afraid of contaminated by the bird flu epidemics.
Act. Three
Explain the meaning of the word “synthesize” before you set the students to task. When we synthesize texts we are generally interested in the general ideas which are conveyed by these texts. As an alternative activity, you can give three short summaries of the conversation between Ali and Said and let the students choose the most appropriate. Students will discuss their own choices if there are many.
Act. Four (p. 146)
-A sentence used to ask for an explanation: What do you mean?
-A sentence used to interrupt someone: Wait a minute!
- A word used to resume speaking after being interrupted: Well
Act. Five (p.147)
The intonation goes down at the end of statements except in case where the statement is not finished.

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