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Ana hayel w nti malaThe People’s Democratic Republic of Algeria
Ministry of National Education
TEACHER’S BOOK

B! RICHE S! A! ARAB
Facebook
"! BENSE""ANE
GETTING THROUGH
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SECONDARY EDUCATION: YEAR TO
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H! A"E#IANE
H! HA"I
The National Authority for School Publications
 Cont%nts
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General introduction !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
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'ENERA( INTRODUCTION
Getting Through implements the National 2urriculum for 3nglish
issued by the Ministry of 3ducation in December )""-! 4t follows the guiding
principles which frame the curriculum5 and which ta$e account of the social
and educational bac$ground of our learners5 as well as the cultural .alues of
Algeria!
A ma6or aim of this boo$ is to ma$e both the teacher and the learner
come to a fruitful interaction! This does mean that the appropriate attitude
should be ta$en by the instructors to ma$e learners a responsible party to the
successful completion of their studies! The boo$ is in e7ect the material
representation of that philosophy! Teachers are strongly ad.ised to read the
curriculum outlined by the Ministry of 3ducation to comprehend it5 and to
ma$e sense of the di7erent acti.ities we ha.e included in the student’s boo$!
PUB Téléchargez pour lire sans publicité.
8e should li$e this course to be a pleasant and engaging e0perience for both
students and teachers!
Getting Through is de.ised in such a way that it becomes a handy and
9e0ible pedagogic medium for use5 and one which does not see$ to inhibit
teachers from creating acti.ities other than those included here! 8e ha.e5 on
the other hand5 duly adhered to the guidelines and instructions of the
Ministry of National 3ducation regarding this stage of learning ! 8e hope that
teachers will :nd in it the resources5 the inspiration and the support they
need to conduct their classes e7ecti.ely!
DESCRI)TION O* THE COURSEBOOK
This description is aimed at pro.iding useful information to teachers on
the te0tboo$5 and on how to use it! To this e7ect5 we shall try to answer some
of the ;uestions that can naturally come to mind!
4<8hy Getting Through and who is it for=
44<>ow is Getting Through organised=
444<8hat methodology is used=
?4<>ow to ma$e the most of the boo$=
+,
I-.y Getting Through and /.o is it for0
Getting Through is the title found to indicate the intermediate stage of
3nglish language learning! 4t mar$s the period when students are @getting
through the passageway leading to their :nal year of studies5 to be
completed with the baccalaureate e0amination! 4t is 5 therefore5 a .ital
stage when $nowledge and s$ills are reinforced5 following the four<year
course at the middle school and the :rst year at the secondary school! 8e
ha.e applied the same principles of the competency<based approach to be
found in the :rst :.e te0tboo$s5 and we ha.e made sure that the three
competencies described in the National 2urriculum are being de.eloped at all
stages of this boo$5 through .arious tas$s and acti.ities! Bet us recall the
competencies that the learner is to de.elop!
C Int%ract orally in En1lis.
C Int%r2r%t oral and /ritt%n 3%ssa1%s
C )roduc% oral and /ritt%n 3%ssa1%s
,urthermore5 the second year of the secondary school S3)E is the stage
when students are @specialising in di7erent streams science5 maths5
technology5 etc!E! This is ta$en into consideration5 through the fact that there
are teaching units in the course more particularly addressed to Fscience and
technology’ streams5 or Flanguage and literature’ streams!
II-Ho/ is Getting Through or1anis%d0
The courseboo$ is organised in eight didactic units! 3ach unit deals with
a speci:c topic suggested by the curriculum designers! As said earlier5 in
each unit5 the student will ha.e many opportunities to de.elop the three
competencies of int%raction5 int%r2r%tation and 2roduction5 as we ha.e
de.ised a .ariety of tas$s and acti.ities leading gradually to the building of
t.% 2ro4%ct!
3ach unit contains three main rubrics! ut before approaching each5 the
learner will consider a Ti3% to t.in5 section5 which introduces the new
.ocabulary that will be used! 4t also aims to 6rainstor3 students and get
them to tell what they $now about a speci:c topic! This is an important part
of sc.%3ata acti7atu3 in which the learners contribute their own
$nowledge and connects it with that contained in the te0t!
recei.ed +,
DISCO8ERIN' (AN'UA'E
Disco7%rin1 (an1ua1% is the :rst rubric! 4t aims at engaging learners to do

.arious reading tas$s5 all re.ol.ing around the main e0pository te0t! 4t
includes%
C a 'ra33ar D%s5 that the students can consult for help with
the comprehension of the te0t5
C a Practic% section which o7ers some acti.ities designed to consolidate
the grammar5 the .ocabulary and the pronunciation learned pre.iously!
These acti.ities can be done in ones or in pairs5
C a Say it Aloud and Cl%ar section in which the student de.elop their
pronunciation s$ills5
C and a or5in1 /it. ords section which focuses on .ocabulary
building! ,or this acti.ity the students may be re;uired to wor$ with a
monolingual dictionary 3nglish< 3nglishE5 to de.elop their dictionary s$ills
and enlarge their le0ical fund!
DE8E(O)IN' SKI((S
The D%7%lo2in1 S5ills rubric includes two main sections%
C A (ist%nin1 and S2%a5in1 section which deals with oral s$ills
essentially! This includes a set of acti.ities in which the students will listen to
an input from the teacher5 or an audio tape5 and do .arious tas$s listen and
ta$e notes5 listen and :ll in gaps 5 listen and pic$ out the right answer to
;uestions5 and describe a processE! These integrati.e tas$s are de.ised to
de.elop in the learners a number of abilities such as listening for details5 for
gist5 paying attention to speci:c features in 3nglish pronunciation5 paying
attention to discourse mar$ersHse;uencers when listening to a lecture5 a
report etc!! These accuracy tas$s and acti.ities are usually performed
indi.idually5 but students can also do them in pairs or in small groups! They
can be also more interacti.e for e0ample5 one student reads aloud a te0t
and the other student ta$es notes or :lls blan$s in a te0t or draws a mapEI
C A R%adin1 and ritin1 section which focuses on writing s$ills! >ere too
the students are re;uired to predict < from loo$ing at the pictures<what would
be the answers to the ;uestions as$ed about the te0t5 and prior to their
reading that te0t! Subse;uently they will chec$ whether their predictions
were correct after reading the te0t! Just as for the :rst rubric5 Disco7%rin1
(an1ua1% 5 the students
9
are encouraged to ma$e guesses and anticipate on what $nowledge they
will recei.e!
C A Ti2 Bo; is also pro.ided for the students% they can @open it to learn
about te0t construction topic sentences5 supporting sentences5 etcE through
a gap<:lling acti.ityI
C A rit% it Out consolidation acti.ity focussing on grammar at word5
sentence and te0t le.els 5 is also proposed to the students! 4t is meant to
raise awareness on te0tual coherence! 4t is important to note5 at this 6uncture5
that the practice of grammar is gi.en importance at all stages of the units!
4ndeed5 most acti.ities are meant to emphasise correctness and appropriacy
in te0tual discourse use of discourse mar$ers HconnectorsE5 to ful:ll .arious
functions for e0ample5 reading aloud a speech5 a report5 gi.ing a lecture5
etcE!
)UTTIN' THIN'S TO'ETHER
The )uttin1 All To1%t.%r rubric deals with the :nal tas$ 5 the pro6ect! 4t
may or may not contain steps to follow5 but it should feature in summary an
understanding of the elements of language ac;uired during the study of the
unit! 4t is a written product but should be presented orally to the rest of the
class! 4t will then bring into relief all the resources de.eloped by the learners5
notably in terms of language5 communication and methodology! ,urthermore5
it is prepared by many hands5 and therefore will e0hibit the ad.antages of
doing collaborati.e wor$ in terms of sharing $now<how and information in a
group! This is one way5 we hope5 of de.eloping in learners the social s$ills
li$ely to ma$e beha.e in a courteous and responsible way in society 5i!e! to
ma$e good citiKens!
HERE DO E 'O *RO" HERE 0
The fourth rubric of the unit .%r% Do % 'o *ro3 H%r% 0 gi.es an
opportunity to the students to practise self<assessment5 and to decide on
where they should intensify their learning e7orts to try and eliminate their
linguistic wea$nesses!
E<)(ORIN' "ATTERS *URTHER
The last rubric E;2lorin1 "att%rs *urt.%r includes three to :.e medium<
length te0ts depending on units! These will enable the students to broaden
their
9awsH
them
them
the 9
$nowledge and s$ills in that they pro.ide additional material related to each
unit Fs topic! No tas$s are foreseen concerning these te0ts5 but the teachers
could as$ their learners to%
C summarise the te0t
C continue the story
C outline the te0t
C produce three or four comprehension ;uestions about the te0t
C transfer information from the te0t to a non<.erbal support e!g! onto a
chart5 a graph5 etcE if the te0t contains :gures statistics5 percentages5 etcE!
III-.at 3%t.odolo1y is us%d0
,ollowing the principles and ob6ecti.es de:ned by the Algerian National
2urriculum5 and which rely on the competency<based approach5 the
methodology for the use of Getting Through in the classroom e0hibits the
following characteristics%
C Getting Through is communicati.e% the te0tboo$ lays the stress on
the learners’ practice of 3nglish and encourages interaction! 8e ha.e
designed tas$s and acti.ities that are li$ely to meet the students’ interests
and needs to prepare them for e0changes of information5 opinions through a
.ariety of te0ts showing spo$en 3nglish or formal written 3nglish!
C Getting Through is tas$<based% the te0boo$ includes a large number
of tas$s and acti.ities that aim at de.eloping both @lower<order s$ills
ac;uiring new $nowledge 5 understanding new facts and ideas and applying
them to sol.e problemsE and @higher order s$ills analysing information by
brea$ing it into small parts to understand it better5 synthesiKing $nowledge
by combining it into new patterns and e.aluating new information by forming
an opinion and 6udging the ;uality of that new informationE!
The pro6ect is the :nal tas$5 and is the most comple0 one cogniti.ely! 4t
re;uires the application of both types of cogniti.e s$ills described abo.eI and
the te0tboo$ o7ers plenty of opportunities to students to reach the ob6ecti.es
of the pro6ect!
C Getting Through encourages cooperati.e learning! ,ollowing the
?ygots$yan principle of social constructi.e learning5 the te0tboo$ o7ers tas$s
=>
and acti.ities that encourage the learner to wor$ with one or se.eral
partners pair and small group<wor$E in order to construct new $nowledge
inside or outside the classroom! The pro6ect should be emphasiKed here! 4t is
one of the underta$ings that will promote learning s$ills and will help
students to de.elop such social s$ills as designing an action plan5 collecting
information5 sharing information  The pro6ect wor$ can ta$e the form of a
few basic tas$s which will grow into an accomplished and :nalised product
for e0ample5 a biography5 a poem5 a scenario5 a legal document5 etcE!
C Getting Through encourages learner re9ection through indi.idual
wor$s ! Tas$s and acti.ities are designed to ma$e students wor$ indi.idually
so as to wor$ out solutions by themsel.es before sharing them with a partner
or with the group5 and :nally chec$ing their :ndings with the teacher! The
thin$ing stage of the FThin$ L )air L Share’ procedure is an important phase

of the learning process! Through it5 the learner can form hypotheses and pay
close attention to a speci:c aspect of language grammar5 .ocabulary 5
pronunciation E or s$ills listening5 spea$ing5 reading or writingE!
C Getting Through integrates grammar learning % each unit of Getting
Through contains practice acti.ities for e0ample 'ra33ar D%s5 E which
draws attention to grammatical terms and forms5 and will increase the
students’ awareness of the 3nglish grammatical system! This is intended to
help them impro.e on spo$en and written production!
C Getting Through aims at promoting self<assessment % this te0tboo$
includes acti.ities which encourage students to monitor and chec$ their own
progress! Thus the rubric entitled .%r% Do % 'o *ro3 H%r%0 suggests
self<monitoring acti.ities which are mainly language chec$points through I
can do statements! 4n this rubric5 the students are gi.en the opportunity to
assess how much and how well .ery well’5 F fairly well’5 a little’E they ha.e
performed in a speci:c area of language or s$illE and to decide which area
deser.es more attention and re;uires remedial wor$!
This rubricI therefore5 helps the learner to be self<critical and also to
stimulate self<impro.ement! Students doing a group acti.ity can also use self<
assessment gridsI this will help them set standards for themsel.es by
comparing their own self<assessment with that of their peers!
C Getting Through uses authentic material ! 4t o7ers students a .ariety
of authentic reading te0ts in order to let them get the feel of language as
produced by nati.e spea$ers! Some of the material 5 howe.er5 appears in
translation from
=>
other languages for e0ample the *a6l% by Jean de Ba ,ontaineEI or has
been simpli:ed in terms of .ocabulary and syntactic structures! The idea was
to $eep the students moti.ated by sa.ing them undue sophistication at this
stageI 'n the other hand5 some of the te0ts refer to the students’ own social
and cultural realities5 the Algerian ones!
I8! Ho/ to 3a5% t.% 3ost of t.% 6oo50
C Getting Through is based on the assumption that learning by
de.eloping one’s indi.idual competences implies an interaction in.ol.ing
certain roles ta$en by the teacher and others ta$en by the learner!
C 8hilst the learner is at the centre of our pedagogic framewor$5 we
assume that the teacher will be fully committed5 and will pro.ide the
necessary guidance for the successful performance of the tas$s and acti.ities
done by the learner! This is the pre<re;uisite for the :nal tas$ at the end of
each of the unitsI i!e! the pro6ect!
C Getting Through de.otes much space to material relating both to
@the world of the student and to the outside world! 8e ha.e brought into
this boo$ a .ariety of te0ts written by authors di7erent places in the world in
order to widen the student’s general $nowledge and to increase their
awareness of other cultures and ways of life!
C The teachers are prompted to use the te0tboo$ selecti.ely! As said
earlier5 the students they teach ha.e selected a stream of studies with ma6or
and minor sub6ects! Teachers will ad6ust their classes in accordance with the
appropriate stream! There are actually units which are more particularly
geared to the scienti:c streams5 while others are more Fliterary’ or language<
oriented! 4t is up to the teachers5 therefore5 to lay the emphasis on the areas
of $nowledge re;uired by the class in the units they approach! 4n this line of
thought5 they can bring to the class additional material in terms of te0ts or
audio tapes to follow up with the particular topics dealt with!
Teachers can also decide to change or ignore any material from the
te0tboo$ that seems inappropriate to their classes5 or unrelated to their
students’ interests! ,or instance a teacher can add a role<play acti.ity after a
reading session 5 or replace a te0t or an acti.ity with material down<loaded
from the 4nternet or any other source! >e may li$ewise wish to cut out an
acti.ity from the lesson etc!
from ?@??
8hate.er the decisions made in terms of class management5 it is
important that the students can ma$e sense of what the teacher wants to do5
and understand the reasons why sHhe is o7ering alternati.e acti.ity
Conclusion
The abo.e remar$s ha.e broadly de:ned the philosophy5 the ob6ecti.es
and the approach the competency<based approachE which were put into play
to design this course boo$! 8e ha.e also clari:ed the method and the
organisation of the courseboo$! All the acti.ities presented here are designed
to stimulate the students’ desire to learn more and to impro.e on $nowledge
and ability!
8e ha.e refrained from encouraging intense memorising5 insisting
instead on de.eloping metacogniti.e abilities in learners! 8e ha.e
attempted5 notably5 to draw attention to the way language functions5 how
di7erent words and structures can e0press the same ideas5 how appropriacy
and correctness are important for e7ecti.e communication! 8e ha.e found it
ade;uate to relate the te0ts presented from which acti.ities and tas$s are
deri.edE to realistic conte0ts5 whether in Algeria or in the rest of the world!
This is one way to ma$e students contribute with their own s$ills and their
own :elds of interest5 to their linguistic de.elopment!
This is particularly true when it comes to the elaboration of their
pro6ects5 whose topics will most li$ely arise from the students’ respecti.e
choices! There will then be an opportunity for them to chec$ on their progress
in terms of .ocabulary and specialised language structures! ,inally5 their
social s$ills5 so necessary to ful:l particular roles in the future or simply to
beha.e as decent citiKens E5 will also be highlighted during the elaboration
and the presentation of the pro6ect!
?@??
OBECTI8ES
?$?&
)RE8IE  2!?+
Go through the pre.iew with your students to let them $now about what they
will learn in terms of language and s$ills in this unit rainstorm the pro6ect
wor$ which your students will carry out!! ou can also prepare alternati.e
pro6ects that your students can do! 4t is not recommended to ma$e the
students wor$ on the same pro6ect year after year! >ere is a short list of other
pro6ects that can be assigned for your students in this unit% a family history
pro6ect5 memoirs of famous people5 biographies5 portraits5 s$etches 5 in short
pro6ects that :t in with the new language elements and s$ills that will be
studied in the unit!
THINK IT O8ER 2!?,
The aim of this rubric is to introduce the students to the topic of the :le5
which is life styles! 3licit your students’ responses to Mohammed Racim’s
tableauHminiature using ;uestions which contain the semi<modal us%d to!
e!g!5 8hat does the tableau representHshow= 4t showsHrepresents life as it
used to be li$e in Ramadan in the olden times= 8hat can you see at the
bac$ground= 8hat did the women use to wear when they went outside then =
8hat about their menfol$= 8hat did they use to put on on their heads =
ORDS TO SAY 2!?,
The aim of this rubric is to re.ise the pronunciation of words related to the
topic! The focus is on .owels and diphthongs! Ma$e sure your students repeat
the words! As they do so5 try to diagnose possible problem sounds to which
you will bring remedy in the SAY IT (OUD AND C(EAR rubric!
DISCO8ERIN' (AN'UA'E  22!?9-$?
BE*ORE YOU READ 2!?9
4nteract with your students and ha.e them identifyHcategorise the smaller
pictures within the montage! As$ ;uestions to elicit their responses! 8hich
sector of economy do the small pictures with a green bac$ground represent=
8hat about the pictures with a yellow bac$ground = !!!
Personalise your ;uestions gradually! 4n which sector of economy does your
father wor$= Did he use to wor$ in another sector = !!! At this stage5 try not to
chec$Hcorrect your students’ responses! Bead them softly to contrast past and
present
?$?&
AS YOU READ2!?9
Acti7ity On% 2!?9
The students will chec$ their answers to some of the ;uestions as$ed in the
BE*ORE YOU READ acti.ity!
< The pictures with a green bac$ground represent Hshow the primary sector of
economy! 4t’s a sector related to production!
<The picture with a red bac$ground shows the secondary sector of economy!
4t’s a sector related to transformation!
<The pictures with a yellow bac$ground represents the tertiary sector! 4t’s a
sector related to ser.ices!
Act! T/o 2!?
Apart from being a reading comprehension acti.ity5 the aim of this acti.ity is
to introduce through the written medium the semi<modal us%d to in the
interrogati.e and negati.e forms as well as the 1oin1 to form for e0pressing
future intentions!
a- &ncle >assan us%d to wor$ in the primary sector of economy!
6- 3.ery morning he us%d to get up early to mil$ the cows before
coming bac$ to the $itchen for brea$fast! !!!
c- No he didn’t  us% to !
d- This is an inference ;uestion! The sector of economy which attracts
the greatest number of wor$ers today is the tertiary sector ! The
inference can be made from #!
%- &ncle >assan is going to retire if his boss refuses to transfer him to a
commercial ser.ice i!e!5 the tertiary sector of economy
Act! T.r%% 2!?
The aim of this acti.ity is to re.ise the pronunciation of the @s .erb in9ection
! Refer your students to the last part of 'ra33ar R%f%r%nc% on page! (//
for the pronunciation rules of the @sending!
HsH HKH H iKH

8or$s Goes ,inishes
8a$es uys Ser.ices
,ruits Bitres Refuses
Gets '.eralls
Puts Does
Boa.es
Stays
?+?,
A*TER READIN' 2!? -?>
'ra33ar d%s5 2!?
The aim of this acti.ity is to ma$e the students obser.e5 analyse and draw
the rules for using the semi<modal us%d to by contrasting its uses with t.%
2r%s%nt si32l% t%ns% and the 1oin1 to form! R%f%r the students to the
'ra33ar R%f%r%nc%s indicated at the bottom of the 'ra33ar D%s5 to
chec$ their answers before mo.ing on to the 2ractic% acti.ities!
a-Sentence ( e0presses a habit in the past!
Sentence # e0presses a habit in the present!

6- To e0press a habit in the past the author uses the semi<modal us%d
to ! >e uses the present simple tense and a fre;uency ad.erb
usuallyE to e0press a habitual action in the present!
c- 8hat did uncle >assen use to be=
Did he use to go shopping in the town .ery often= !!! There are other
possible ;uestions! Try to elicit as many as possible and get other
students to answer them!
d- Sentence - e0presses future intention! The author uses the 1oin1 to
form!
)RACTICE ?=-?>
Act! On% 2!?=
The aim of this acti.ity is to ma$e the students consolidate the use of the
semi<modal us%d to in contrast with the present simple tenseE!
a- Samira doesn’t li$e reading now5 but she us%d to read a lot!
6- 8here did she us% to li.e =
c- there us%d to be
d- didn’t us% to wear
%- did she us% to wor$ in one before=
Act! T/o2!?=
The aim of this acti.ity is to ma$e the students aware that the letter
@d in the semi<modal us%d to is pronounced HtH because of the phonological
phenomenon $nown as assimilation! 4n other words the .oiced HdH sound of
us%d assimilates itself to the HtHsound of to of the semi<modal us%d to!!
Act!T.r%% 2!?=
The aim here is to ma$e the students edit the wrong uses of tenses!
a-4n ancient times5 most people us%d to worship stones!
6-8e us%d to go for long wal$s in the country when my father
was ali.e!
22!?+?,
c-8e usually %at out for dinner!
d-4 us%d to go to school by bicycle5 but 4 don’t do it any longer!
%-4n 3ngland5 most people oft%n 1o to the theatre at wee$ends!
Act! *our2!?=
The students will use either the semi<modal us%d to or the present
simple tense with the .erbs between brac$ets!
All the members of my family ha.e changed their lifestyles of late! My
grandfather us%d to drin$ co7ee! Now he drin$s mil$! My father didn’t us%d
to 6og! Now he runs more than three $ilometres e.ery afternoon! My mother
us%d to coo$ food for e.ery meal because she could not eat lefto.ers and
processed food! Now5 she often sends me to buy piKKas whene.er she feels
she can’t prepare dinner!
My brothers us%d to go to bed early! These days5 they stay up late with
the other members of the family watching :lms on T?! They didn’t us% to
play .ideo games! Now they are addicted to them! 3.en 4 ha.en’t escaped
the change! 4 us%d to read boo$s!!!  The students can write a continuation
to the text.E
Act!*i7% 2! ?>
The answers are not necessarily the ones gi.en in the $ey below!
Example: Look at those black clouds. It’s going to rain.
a! ou’.e put too much pressure in the balloon ! Mind5 it is 1oin1 to
e0plodeH blow up!
6! The referee has put the whistle in his mouth! >e is 1oin1 to end the
match!
c! Mouloud has lost his balance! >e is 1oin1 to fall down!
d! Oohra has switched the T? o7 ! She is 1oin1 to bedHsleep!
%! arim has 6ust entered the postoQce! >e is 1oin1 to send a letter!
RITE IT RI'HT 2!?>
Act! On% 2!?>
The students will edit the te0t using the semi<modal us%d to as
appropriate!
4 was born in the asbah of Algiers in (++! My father was a ste.edore% he
us%d to wor$ in the doc$s5 loading and unloading ships! >e us%d to go to
wor$
?9?
early in the morning and to come bac$ home late in the e.ening without
getting any wages! At the time5 ste.edores us%d to pay ,rench foremen on
the doc$s to get a day’s wor$5 but my dad ne.er paid! So he didn’t us% to
get wor$ e.ery day! Mum us%d to cry but poor old dad ne.er us%d to say a
word! 4 remember5 money /as always the problem!
My sister Oohra and 4 didn’t .a7% toys! So we us%d to go down the steep
and narrow alleys of the asbah to spend the day in the ,rench ;uarter near
the harbour! All day long5 we us%d to loo$ at the toys displayed in
shopwindows and en.y the children of the ,rench colonists playing in the
par$!
Act! T/o 2!?>
The aim of this acti.ity is to ma$e the students re<in.est the 1oin1 to form
to produceHwrite a policy statement! efore setting the students to tas$5
brainstorm the topic with thems and elicite other ideas about what they are
going to do if they are elected to an e0ecuti.e oQce! Ma$e sure the ideas are
organised into setsHchun$s that they will de.elop into paragraphs! The ideas
can be related to economy5 society5 the en.ironment and so on and so forth!
,ellow 2itiKens5
4f 4 am elected to oQce5 4’m going to impro.e the standards of life in our
town! ,irst5 4’m going to raise the salaries by )" per cent !!!!
Moreo.er5 4’m going to ta$e a lot of measures to protect the en.ironment
and the health of our citiKens! 4’m going to !!!
,inally5 4’m going to impro.e our health system! 4’m going to build two
thousand 9ats!
8OTE *OR A BETTER *UTURE 
SAY IT (OUD AND C(EAR 2!$@
Act!On% 2!$@
The aim of this acti.ity is to ma$e the students aware of the ma6or
di7erences between 3nglish and ,rench phonics! Try to elicit other words

4f you do5 then you deser.e to be called an unusual human being !

SAY IT A(OUD AND C(EAR 2!+$
Act! On% 2! +$
KEY
Intonation at t.% %nd of t.% und%rlin%d s%nt%nc%s:
ournalist: 2ould you spare a few minutes please = ^!
3l<aradai%!!
&$&&
ournalist: >ow do you feel about it = _
El-Baradai:
ournalist: 8ould you mind saying in what sense please= ^
El-Baradai: Not at all_
ournalist: May 4 as$ another ;uestion = ^
El-Baradai:
ournalist: 4 wonder if you could tell me something about the chances of
peace for the ne0t decade please = ^
El-Baradai: ournalist: 8ill you please gi.e us some e0amples = ^
El-Baradai: !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
Act! T/o 2!+$
efore the students start doing the acti.ity5 ma$e sure you simulate re;uests
with the language e0ponents gi.en in the te0tboo$! Put emphasis on the new
forms% I /ond%r if !!! DoF/ould you 3ind !!!!0
ORKIN' ITH ORDS 2!+&
Act! I
our students can be as$ed to bring out print<outs of other
abbre.iationsHacronyms from the 4nternet to the classroom! They will ma$e a
synthesis of the ma6or organisations concerned with peace and human relief
all across the world and ma$e a classroom wall sheet ! ou can chec$ the
pronunciation of the acronmsHabbre.iations in the O;ford Ad7anc%d
(%arn%r’s Dictionary of urrent English or in the O;ford Ad7anc%d
(%an%r’s Encyclo2%dic Dictionary! Please remember that some of the
abbre.iationsHacronyms can stand for .arious organisations! Those suggested
here are not necessarily the ones that your students will suggest!
Abbre.iationHAcron ,ull form Description

ym
UNRA &nited Nations The &N8RA is the
Relief 8or$s &!N organiKation
Agency which brings relief
to people in need!
&$&&
ABC American A2 is one of the

roadcasting four most
2ompany important T?
channels in the
&nited States of
America!
A-BO"B Atomic bomb A bomb which

deri.es its
destructi.e power
from the rapid
release of energy
by :ssion of
hea.y atomic
nuclei! The :rst
atomic bomb to be
used was dropped
on >iroshima 5
Japan on 1 August
(+- by the &SA!
AID Agency for 4nternational
De.elopment
BBC ritish roadcasting
2orporation
CIA 2entral 4ntelligence Agency
CNN 2able News Networ$
*BI ,ederal ureau of
4n.estigation
*I*A ,ederation 4nternationale de
,ootball Association
4nternational Association
,ootball AssociationE
'B Great ritain Great ritain

comprises !!!
"BC Middle 3ast roadcasting
2ompany
NATO North Atlantic Treaty
'rganisation
NBA National as$etball
Association
O)EC 'rganisation of Petroleum
30porting 2ountries
).!D Doctor of Philosophy
&+&,
)TA Parent<teacher
Association H
Passenger
Transport
Authority
UK &nited
ingdom
BA 8orld o0ing
Association
Act! T/o 2!+&
rainstorm the ma6or concepts that can related to peace and war in the
classroom by ma$ing a word map! Then assign the words as dictionary
entries to be completed at home in the way suggested in the te0tboo$! ou
will chec$ the students’ wor$ in the classroom! >ere are some words related
to peace and war % .iolence5 treaty5 consensus5 discussion5 dialogue5 non<
.iolence !!!
(ISTENIN' AND S)EAKIN' ++-+
Act! On% 2!++
As$ ;uestions about the picture! e!g!5 8ho are the girls in the picture= They
are school girls= 8here are they= >ow do you $now= Do they loo$ happy= !!!
4t is not necessary to get the right answers at this stage!
Act! T/o 2!++
The students will chec$ some of the predictions they ha.e made in Act!'ne!
Act! T.r%% 2!++
The ;uestions included in this acti.ity will allow the students to identify the
actors5 the situation5 the topic of discussion and to pro.ide a summary of the
dialogue they ha.e listened to! These ;uestions are related to the listening
strategy of not trying to $now e.ery single word when listening to
con.ersation !
a- two classmates
6- in the classroom see the pictureE
c- Beila is upsetI she’s angry with Maya!
d- es5 it is!
%- Maya has made fun of her friend Beila in front of her classmates! Beila is
angry with her! At last5 Maya feels sorry for what she has done!
Act! *our 2!++
No5 4 did’t!  Stress falls on the au0iliary!E
es5 you did! Stress falls on the au0iliary!E
Did I =  Stress falls on the personal pronoun!E
ou did ! Stress falls on the au0iliary!E
22!&+&,
Act! *i7% 2!+,
Simulate the snippet for your students before they act it out! They can play a
.ariation on the snippet!
YOUR TURN +,-+9
Go through the ti2 6o; before mo.ing on to the ne0t acti.ities! Relate the
information in the ti2 6o; to the comprehension ;uestions in acti.ity three!
Act! On% 2! +,
The answers are not necessarily the ones gi.en in this answer $ey!
A- Your 2artn%r: Sorry5 4 should ha.e as$ed for your permission!
B- Your 2artn%r: >e shouldn’t ha.e done that!
C- Your 2artn%r: >e shouldn’t ha.e borrowed it without your permission!
D- Your 2artn%r: 4’m really sorry! 4 shouldn’t ha.e said that!
Act! T/o 2!+9
KEY
A- '
B- D
C- D
>a.e your students write similar sentences to e0press deduction and
obligation!
RITE IT U) +9-+
rainstorm the diQcult .ocabulary in the bo0 before setting the students to
tas$! Refer the students to the 'ra33ar R%f%r%nc% n > on 2a1% ?>=
before you set them to tas$!
)ossi6l% 5%y
< 8e .a7% to tolerate di7erence!
< 8e .a7% to respect each other!

< 8e .a7% to $eep cool!
< 8e s.ouldn’t shout at each other!
< 8e should learn to listen to each other!
< 8e mustn’t impose oursel.es on others!
< 8e s.ouldn’t cheat at e0ams!
< 8e s.ould accept the opinions of others!
< 8e s.ouldn’t insult others!
- 8e n%%dn’t Fdon’t n%%d to always agree with each other!
< 8e don’t .a7% to be .iolent!
<8e s.ould settle disputes peacefully!
22!
22!&9&
Act! T/o 2!+9
)ossi6l% acrostics
): Pay more attention to others!
E: 3ngage in non<.iolent compaignsHactions!
A: Act peacefully!
C: 2ollect signatures to end war and .iolence in the world!
E:30press disagreement for con9icts!
D: Do actions according to the law of your country!
E: 3ngage in campaigns for the freedom of speech!
"- Ma$e protest against anti< social measures!
O: 'rganise yoursel.es in committees to :ght against in6ustice
C: 2ollect funds for the election of your candidate!
R: Respect the rights of others!
A: Act against po.erty!
C: 2are about the homeless!
Y:ell out your solidarity with people in need of 6ustice!
Act!T.r%% 2!+
Duti%s Ri1.ts
8or$ hard 30press opinions
Respect the opinion of Meet together to e0press
others .iews
Tolerate di7erences ,ree education
Respect the rights of Good wor$ing conditions
others >ealth care
Promote a culture of information
peace
2o<operate to sol.e
problems
C(ASS CHARTER  2!+

The class charter can be presented in the form of a wall sheet! Refer the students to
the te0t on page -1  E;2lorin1 3att%rs furt.%r!
Su11%st%d ans/%rs:
Articl% On%: Ri1.ts
a- 2hildren ha.e the right to get free education!
6- 2hildren ha.e the right to meet together to e0press .iews!
c- The school autuorities must o7er good wor$ing conditions!

d- The school autuorities mustn’t discriminate among children!
%- The parent<Teacher Association has the right to e0press opinion about the
educational policy!
&9&
Articl% T/o: Duti%s and R%s2onsi6iliti%s
a- 8e ha.e the duty to respect the opinions of others
6- 8e must wor$ hard!
c- 8e shall tolerate di7erences!
d- 8e mustn’t be the cause of school disorder!
READIN' AND RITIN' 22!+=-+>
Act! On% 2!+=
4nteract with your students by as$ing ;uestions about the picture! ou can
add other ;uestions to the chec$list!
a- The picture represents a sla.e ship!  Please5 tal$ about sla.e trade!E
6- 4 thin$ that the ship is in Africa5 and it is going to America!
c< Geoge 8ashington5 :rst &! S President I July (*/#% 4ndependence Abraham
Bincoln  &S PresidentE I (/1(<(/1- % American 2i.il 8arI Martin Buther ing Jr
(+1#! 'ne of the leaders of the 2i.il Rights mo.ementI
August (+1#5 March of )""5""" people on 8ashington D2 to demand racial
e;ualiry! Discuss further these points in class monitoring the discussion
towards racial issues in the &S!E
Act! T/o 2!+=
a! Martin Buther ing Jr! was one of the lac$ American leaders of
the 2i.il Rights Mo.ement in the (+1"s!  The students can suggest other
answers!E
6- >e hopedHwished his children to be free from racial pre6udice!
c- The authorHMartin Buther ing repeats words5 phrases and ideas% @4 ha.e
a dream5 @one day5we’ll be able to
>e uses an oratorical style in order to stimulate his audienceI to get the
audience to feel the in6ustice of racial discrimination and segretation !
d- es5 because it is full of hope! The students can suggest other ideas!E
Act! T.r%% 2!+>
The aim of this acti.ity is to de.elop the students’ dictionary s$ills!
KEY
Addr%ss % speech or tal$ to an audience!
Can% ability or capacity to do something
S2iritual% a religious song as sung by Negroes in the &SA!
C.oic% of /ords fro3 t.% s2%%c.: character n! (<  of a person5
community5 race5etcE mental or moral ;ualities that ma$e one person 5race5
etc di7erent from othersI )< moral strengthI #<person who is well $nownI <
letter5 mar$ used in a system of writing or printing!
DayI th5 &=&>

RITE IT OUT  2!,@
efore assigning the writing acti.ity to your students5 :rst go through the ti2
6o; !Then brainstorm the age limits ! The students will ta$e the 6ottings that
you will ma$e on the board to write their speechHaddress! Martin Buther
ing’s address will be ta$en as a model!
HERE DO E 'O *RO" HERE 0 2!,$
S5ills c.%c5 2!,$
TE<T *OUR 2!, A"ERICAN *RIENDS
LUESTION ONE  K%y: T.% corr%ct ans/%r is D!
.at is t.% 3ain id%a of t.is 2assa1%Fson10 Circl% t.% corr%ct
ans/%r!
A!An American soldier is :ghting for the ?ietnam war!
!The Me0ican<American war
2! Thoreau and Mar$ Twain are ashamed of America!

D !A young man refuses to :ght for American wars!
LUESTION TO  K%y: Stat%3%nts A! and C! ar% fals%!
Circl% tru% or fals%! .%n fals% 1i7% t.% corr%ct infor3ation!
A! The young man attended the college graduation! T! ,!
! >e is ashamed of being American! T! ,!
2! >e marched against the ?ietnam war at twenty! T! ,!
ritt%n co32r%.%nsion
4n no more than )" lines5 say why the author does not li$e wars!
&=&>
OBECTI8ES
+@+?
)RE8IE 2!,=
Go through the pre.iew to let the students be aware of what they will learn in
the unit! rainstorm a chec$list of pro6ects compatible with the new language
items and s$ills co.ered by the unit5 and let them discuss and choose the
pro6ect they would li$e to materialise! Again5 it is not recommended to let the
students do the same pro6ect year after year!
THINK IT O8ER 2!,>
Get the students interact about the stamps! 8hat does each of them
representHshow= 8hen was the stamp issued= 'n which occasion was it
issued = !!!The interaction will ser.e as an introduction to the topic of the
unit!
ORDS TO SAY2!,>
The words in the chec$list are related to the topic of the unit! The emphasis is on
the pronunciation of consonants! Ma$e sure the students $now how to pronounce
each of them!
DISCO8ERIN' (AN'UA'E 22!9@-9&
BE*ORE YOU READ 2!9@
The students will interact about the map using their bac$ground $nowledge!
?< The map represents Southern America!
$< The area in green stands for the AmaKon ,orest!
&< 4t is situated between raKil5 Peru5 3cuador and oli.ia!
+- The line in ;uestion is that of the e;uator!
,- The e;uatorial climate is hot and humid!
AS YOU READ 2!9@
Act!On% 2!9@
The students will the chec$ the answers they ha.e not chec$ed in the B%for%-you-
r%ad acti.ity!
Act! T/o
a-!There is more than a decade of global fossil fuel emissions of carbon
dio0ide stored in the AmaKon ,orest trees!
6- The AmaKon basin ecosystem has been protected from threats because of its
isolation!
c- 4t is one of the world’s greatest conser.ation challenges because it is no
longer isolated!  Students will gi.e one or two 6usti:cations from the te0t!E
+@+?
A*TER READIN' 2!9?
?- a- Timber companies
6-The raKilian go.ernment
These sentences are in the passi.e .oice because the sub6ects of the .erbs
are not really the doersHagents of the actions i!e!5the focus is on the actions
rather than on the performersH doers of the actionsE!
$-a- Timber companies fell (/!"""$m) of forest trees

6-The raKilian go.ernment built new roads throughout the (+1"’s and
(+*"s!
&- The sentences that gi.e attention to the action its%lf are the sentences
from the reading te0tI The students’ sentences are in the acti.e! They put
emphasis on the do%rsF2%rfor3%rs of the actions!
+- The writer has in.erted the structure by foregrounding the action putting
it :rst in the sentence structureE and putting the real performersHdoers of the
action at the end of the sentence!
,- a-C G 6-DG c-BG d-A
9- No5 it is not always necessary to use 6y in passi.e sentences! 8e use 6y
when we want to draw attention to the doer of the action!
Ma$e sure your students go through the 'ra33ar R%f%r%nc% n?@ pp!(++<
)"" to chec$ their answers!
)ractic% 22!9$-9&
Act! On% 2! 9$
KEY
The 300on ?aldeK /as wrec$%d 6ust o7 the coast of Alas$a in (+/1!
4t was carrying a huge cargo of oil! The oil spilled out5 and it /as wash%d
onto the beach by the wind! The water /as pollut%d! The beach /as
damag%d ! The :shing industry /as ruin%d! >otels and restaurants were
closed!
Act! T/o
&se the wea$ forms of the au0iliaries was and were unless indicated
otherwise in the answer $ey below! The focus in this acti.ity is on the
pronunciation of the au0iliary /asH/%r% in the passi.e!
S2%a5%r A! 8hat happened to the 300on ?aldeK=
S2%a5%r B! 4t /as wrec$ed o7 the coast of 2alifornia and the oil spilled out!
+$+&
S2%a5%r A! The oil /as wash%d out onto the beach=
S2%a5%r B! es5 it /as &se the strong form of the au0iliary!E!
4t /as spread out by the winds!
S2%a5%r A! as the :sh poisoned=
S2%a5%r B! es5 they /%r%  Us% t.% stron1 for3! ! They su7ocat%d for
lac$ of o0ygen!
Act! T.r%% 2!
Stud%nts /ill act out t.% dialo1u% onc% you .a7% si3ulat%d it !
Act! *our
a! ,umes from automobile e0haust pipes caus% air pollution!
Air pollution is caus%d 6y fumes from automobile e0haust pipes!
6! 8ater pollution /ill d%2l%t% many water Kones of their o0ygen soon!
Many water Kones /ill 6% deplet%d of their o0ygen by pollution soon!
c! The Algerian go.ernment /ill 6an cigarette smo$ing ne0t year!
2igarette smo$ing /ill 6% bann%d by the Algerian go.ernment ne0t year!
d! The Post and Telecommunication Ministry .as already issu%d a lot of
en.ironmental stamps! A lot of en.ironmental stamps .a7% already 6%%n
issu%d 6y the Post and Telecommunication Ministry
%! 8e .a7%n’t i32os%d drastic limits on gas emissions and noise yet!
No drastic limits .a7% 6%%n impos%d on gas emissions yet!
RITE IT RI'HT  2!9&
30plain what a press release is to your students ! Then brainstorm the topic
before we set them to tas$!
)r%ss r%l%as%
8e ma$e our sincere apologies for the damage caus%d 6y the wrec$ of the
300on ?aldeK yesterday! 'il /ill 6% r%cu2%rat%d with special machines and
the spoilt beaches /ill 6% cl%an%d! Marine life /ill 6% r%stor%dI birds /ill
6% /as.%d out ! 8e promise that )""" wor$ers /ill 6% r%cruit%d soon!

Your 2artn%r: SH>e as$ed him why he .ad s%t u2 the ill Gates ,oundation!
You: And what did he answer=
Your 2artn%r: >e answered he .ad al/ays 6%%n thoughtful about
others!That’s why he had done it!
You: 8hat did the inter.iewer as$ him=
Your 2artn%r: SH>e as$ed him how much money he .ad donat%d that year!
Your 2artn%r: >e said that he .ad donat%d #!) million!
Your 2artn%r: SH>e as$ed him which charities he .ad su22ort%d so far!
Your 2artn%r: >e answered he .ad su22ort%d organiKations wor$ing in the
:eld of health and learning!
Your 2artn%r: SH>e as$ed him if his wife .ad .%l2%d him!
Your 2artn%r: >e said that she .ad .%l2%d him!
Act! T/o 2! ?$&
a- Albert 3instein doubts whether present<day Americans ha.e become
any happier since their grandparents settled in the country!
@?
<Albert 3instein doubted whether present<day Americans had
become any happier since their grandparents settled in the country!
6< John Donne writes that no man is an island!
< John Donne wrote that no man wasHis an island!
c- < ertrand Russel says that three passions ha.e go.erned his life%
the longing for lo.e5 the search for $nowledge5 and an unbearable
pity for the su7ering of man$ind!
< ertrand Russel said that three passions had go.erned his
life% the longing for lo.e5 the search for $nowledge5 and an
unbearable pity for the su7ering of man$ind!
RITE IT RI'HT 2!?$&
>a.e the students read the pie chart! Then as$ ;uestions to elicit information from
the chart! Ma$e sure you use the reporting .erbs in the yellow bo0! Mo.e on to the
writing acti.ity once you feel that they can do it! The te0t on page ()" of the
te0tboo$ will ser.e as a model!
SAY IT (OUD AND C(EAR 2!?$+
Act! On% 2!?$+
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 ipling!
< .onest < L 5new
T.% sil%nt l%tt%rs in t.% dialo1u%s ar% /ritt%n in 6old!
ou% 4 beg your pardon! did you say =
our partner% 4 said5 @ 'n% autumn day a column of condenmn%d
prisoners solemnly along singin1 hymns!
ou% 4 beg your pardon! did you say =
our partner% >e said5 @The 5noc$%d the 5na.e on his 5nuc$l%s with a
5notted $nob! >e 5new he 5nelt on his 5nees5 he had a 5nif% in his
5nitted 5nic$ers!
Act! T/o 2!
?$
w.en 5ni1.ts 8.at march%d 8.at w.o w.ere w.en w.y w.at tau1.t
$&
)ronunciat S2%llin1 )ronunciat S2%llin1

ion ion
Report riting
,amin% 8ednesday
Doctor 2ut
cut%
ORKIN' ITH ORDS 2!?$+

Act! On% 2! ?$,
a-The thief ad3itt%d that he had stolen the bag!
6-The mother 2ray%dF6%11%d the doctor to sa.e her son!
c-She a2olo1iP%d for being late!
d-She ord%r%d him to go there!
%->e su11%st%d to go out for a wal$!
f-She ad7is%d her girlfriend to consult a doctor!
1-She 6la3%d himHher for brea$ing the .ase!
.-Beila a1r%%d that the 9owers were really beautiful!
Act! T/o 2!?$,
Go through the rest of the reporting .erbs in acti.ity one! Then get your
students to imagine situations li$e those in acti.ity and to report what is said
using the reporting .erbs! This can be done either in class or at home!
(ISTENIN' AND S)EAKIN' ?$9 ( ?$=
Act on% 2! ?$9
Bet the students interact and to decide on the correct order! Don’t correct
their responses at this stage!
Nu36%r -?- -$- -&- -+-

(%tt%r 6 c d a
Act! T/o2! ?$9

Students chec$ their answers!
Act! T.r%% 2!?$9
The mista$e consists of adding to the idiom .ad 6%tt%r and .ad 6%tt%r
not!
The correct answers are in scri2t n 9 on 2a1% ?=+ of t.% t%;t6oo5!
22!
Star.%
cu2board
Bisten $&
YOUR TURN 2! ?$
Go through the ti2 6o; to consolidate further the e0pressions used in as$ing
for and gi.ing ad.ice!
Act! 2!?$
The students will use the cues to as$ for and gi.e ad.ice! There are many
possibilities!
B%for% an %art.Jua5%
You:8hat should 4 do before an earth;ua$e=
Your 2artn%r: ou’d better ha.e an earth;ua$e sur.i.al $it at hand!
Ot.%r su11%stions:
ou’d better $now how to turn o7 gas5 water and electricity!
ou’d better plan emergency procedures!
ou’d better ma$e plans to $eep your family together!
ou’d better $now emergency telephone numbers doctor5 hospitalE!
You:8hat shouldn’t 4 do before an earth;ua$e=
Your 2artn%r: ou’d better not anchor ob6ects li$e boo$cases and $itchen
units to walls!
Ot.%r su11%stions:
ou’d better not place ob6ects o.er beds!
Aft%r an %art.Jua5%
You:8hat should 4 do after an earth;ua$e=
Your 2artn%r: ou’d better chec$ for in6uries!
Ot.%r su11%stions:
ou’d better pro.ide :rst aid!
ou’d better chec$ for building damage and potential problems during
aftershoc$s!
ou’d better clean up dangerous spills!
ou’d better wear shoes!
ou’d better turn on the radio and listen for instructions from public safety
agencies!
ou’d better use telephone for emergency only!
RITE IT U) 2!?$=
Act! On% 2! ?$=
Go through the tip bo0 before mo.ing on to acti.ity two!
Act! T/o 2! ?$=
+,
Refer the students to acti.ity one in Your turn rubric page ()*! They may
get inspiration from the cues! The answer to this acti.ity is not necessarily
the one gi.en in this $ey!
ANNOUNCE"ENT
Dear citiKen5
'ur town is situated in an earth;ua$e Kone! 8e can’t do anything to stop
earth;ua$es5 but we should see to it that safety measures are ta$en in order
to limit the loss of human life and material damage!
efore an earth;ua$e5 we’d better not place ob6ects o.er bed because they
may fall o.er family members and in6ure them! !!!
During the earth;ua$e5 we’d better not panic and away in all directions5 for
we can be in6ured or $illed ! 8e’d better stand in a doorway or crouch under a
des$ or a table5 stay well away from windows or glass di.iders5 for our
safety! !!!
After an earth;ua$e we’d better pro.ide :rst aid because family members
and neighbours may be in6ured! !!!
READIN' AND RITIN'  22!?$> -?&?
Act On% 2!?$>
4nteract with your students! The picture is supposed to ha.e been ta$en after
the earth;ua$e that shoo$ ourmedes in )""#! Don’t correct your students’
guesses at this stage!
Act! T/o 2!?$>
The women are ta$ing food to their neighbours because the latter ha.e lost
their homes!
Act! T.r%% 2!?&@
Great calamities can show the best in man! ,or instance5 while 4 was
co.ering5 for my newspaper5 the earth;ua$e in oumerdes 4 met a group of
women carrying plates of ous$ous! M8here are they going all together li$e
that= 4 as$ed Ra:$5 my Algerian friend and translator! MThey are ta$ing food
to their neighbours who ha.e lost their homes he replied! After a few
minutes5 he added MPeople ha.e always helped each other o.er here! ut
this earth;ua$e has considerably increased that sense of neighbourliness!
Act! *our 2!?&@
KEY
The 6ournalist as$ed RaQ$ where the women were going all together!
run +,
RaQ$ replied that they were ta$ing food to their neighbours who had lost
their homes! >e said that people had always helped each other o.er there
and he added that that earth;ua$e had considerably increased that sense of
neighbourliness!
RITE IT OUT ?&@-?&?
Act! On% 2! ?&@
KEY
There are many possible answers! e!g!5
Some people thin$ that we can reduce po.erty in Africa by gi.ing more food
aid! Some others belie.e that food aid is not the solution to star.ation and
malnutrition in Africa!
Act! T/o 2!?&@
Su11%st%d ans/%r
Some people thin$ that we can reduce po.erty in Africa by gi.ing more food
aid! This is totally wrong! illions of dollars are alredy spent on food aid and
thousands of people are still dying from hunger and famine! 4 belie.e that !!!
Students will de.elop the rele.ant notes to support this second opinion!E
The irrele.ant notes are as follows%
< Africa has long historyHculture
< music beautiful
HERE DO E 'O *RO" HERE 0 2!?&&
S5ills c.%c5 2!?&&
TE<T SE8EN 2!?&+ SO(IDARITY IN NATURA( DISASTERS
READIN' CO")REHENSION
LUESTION ONE
R%ad t.% stat%3%nts fro3 t.% t%;t and s%l%ct t.% ans/%r a6out
/.at t.%y i32ly:
?! 'lo6al /ar3in1 /ill incr%as% t.% occurr%nc%! As a r%sult 
A! disasters are not limited to speci:c regions!
! Deserti:cation will decrease !
2! 4t is necessary to promote a culture of pre.ention!
D! There will be more storms5 9oods and droughts!
K%y: T.% corr%ct ans/%r is D!
$! Natural disast%rs ar% 3an-3ad% to a lar1% %;t%nt! T.%r%for% 
A! 4t is necessary to control population growth5 mo.ements and
displacements!
! Solidarity is essential for people to sur.i.e!
22!9
2! 3arth;ua$es will necessarily lead to chaos!
D! &nemployment will increase with natural disasters!
K%y: T.% corr%ct ans/%r is A!
LUESTION TO
Consid%r t.% /ords 6%lo/! In /.ic. on% do%s t.% suQ; d% 3%ans
lac5 so3%t.in1 0
A! deserti:cation
! deforestation
2! de.astating
K%y: T.% corr%ct ans/%r is B!
LUESTION THREE
.at is t.% 7%r6 for3 of t.%s% /ords0
8ords ?erb form
(! statement
)! increase
#! pre.enti.e
! growth
-! displacement
1! emission
*! erosion
/! destruction
+! recurrence
("! promoter
RITTEN CO")OSITION
A monthly magaKine has in.ited readers to contribute some ideas on how to
increase solidarity among people in case of a natural disaster earth;ua$e5
tsunami5 9oods5 hurricanes5 etc!E! 8rite a 2ro2osal on how you will deal with
the problem and what solutions you will suggest!
9
OBECTI8ES
=>
)RE8IE 2!?&
Go through the pre.iew and ma$e the students aware of the ob6ecti.es
to be reached in this unit! rainstorm the pro6ect wor$ and let the students
agree on the pro6ect they will carry out!
THINK IT O8ER 2! ?&=
4nteract with your students using the pictures! The pictures are
supposed to ma$e the students aware of the topic of the unit!
ORDS TO SAY 2!?&=
All the words in the chec$list are compound words! ,ocus on stress
when you read them aloud! The rules for stress in compound words ha.e
already been gi.en in this boo$!
DISCO8ERIN' (AN'UA'E  ?&>-?+,
BE*ORE YOU READ 2!?&>
4t is not necessary to chec$ all the answers at this stage! our students are
supposed to chec$ some of their answers in the As you r%ad acti.ity!
a-The author of the boo$ is >!G!8ells!
6-The titles of no.els included in the boo$ are% The ti+e
2achine,and The 3ar of the 3orlds.
c-Their theme is science :ction!
d-Suggested answer% 4 li$e :lms li$e Star 3ars or ET!
%- Suggested answer% yes5 4 do! 4 li$e it because it narrates imaginary
scienti:c and futuristic stories!
AS YOU READ
Act! On% 2! ?&>
2hec$ the answers you ha.e not chec$ed in the B%for% you r%ad rubric!
Act! T/o 2!?+@
a-All science :ction :lms are based on the following hypothesis% @ what if it
were real=
6- They are di7erent because some scenarios are built on the supposition
that Martians are dangerous whereas some of them suppose that they are
friendly!
c-Sci<: ta$es its ideas from current ideas in science!
d-Dr ,e4il and 2r Hide teaches us to remain close to human nature and not
try to upset it! The answer to this ;uestion can be formulated in di7erent
ways!E
22!=>
A*TER YOU READ 22!?+@-?+$

(< The con6unction If e0presses condition!
)< The tense of the .erb in the if<clauses of sentences a5 6 and c is the
past simple! The clauses are about something unreal5 unli$ely or
untrue! They refer to either to the future or present5 but not to the past!
#< The modal used in the result clauses is /ould! The future form of this
modal is /ill!
Bet Fs consider sentence d%
(< The past tense used in the if<clause is the past perfect simple!
)< 4t refers to something impossible5 something which did not
happen!The spea$er is dreaming of or imagining a di7erent past! ut
the past cannot be changed
#< The spea$er uses /ould .a7%  2ast 2artici2l%!
)RACTICE ?+?-?+$
Act!On% 2!?+?
KEY
a! If animals could s2%a5 they /ould co32lain about our ingratitude to
them!
6- 4 /ould c.an1% my destiny if time tra.el /as possible!
c- If >itler .ad not %;ist%d5 the history of the world /ould .a7% 6%%n
di7erent!
d<If Arabs .ad not translat%d and .ad notE cons%r7%d Gree$ scienti:c
wor$s5 humanity /ould .a7% lost an important part of its cultural heritage!
Act! T/o 2!?+?
KEY
a<Ad.ice
b<Regret
c<lame
Act! T.r%% 2!?+?
rainstorm the if-claus%s before you set your students to tas$! Pro.ide them
with any necessary help!
Act! *our 2! ?+$
a<could b<could c<might d<could
22!=@=?
RITE IT RI'HT 2!?+$
rainstorm the topic of the newspaper article! Don’t forget to remind them
about the layout of a newspaper article% catchy headline5 lead<in and the
article proper! The students will use their bac$ground $nowledge in history to
write their articles!
SAY IT (OUD AND C(EAR 2!?+&
Act! On% 2!?+&
The words which are emphasiKed are% don’t and do!
Act! T/o 2!?+&
You: Do come to watch a science :ction :lm with me if you can
Your 2artn%r: That will be nice
You: 4 did en6oy that :lm
Your 2artn%r: So did 4! 4t did gi.e me a fright!
You: 4 do belie.e in the e0istence of Martians!
Your 2artn%r: So do 4!
Act! T.r%% 2!?+&
The emphatic words are written in bold type!
ORKIN' ITH ORDS ?++-?+,
Act! On% 2! ?++
a-well $nown 6-well written c-well appreciated d-well informed %-well paid
Act! T/o 2! ?++

It is 2r%f%ra6l% t.at your stud%nts li3it t.%3s%l7%s to co32ound
/ords r%lat%d to t.% to2ic of t.% unit! e!g! space<suitI space<craftI
space<roc$etI s2ac%-7%.icl%G space<time I space<helmetI science :ctionI
natural sciencesI social sciencesI applied sciences
Act! T.r%% 2! ?+,
&-a-loo$ up 6-bac$ to c-loo$ after
d-loo$ing down %-loo$ing forward f-loo$ing into 1-loo$ed away
22!=@=?
Act! *our 2!?+,
The students will gi.e as many e0amples as possible!
Act! *i7% 2!?+,
Two special meanings for loo$ up and loo$ down%
loo$ up% (E turn the eyes upwardse!g!5 the ceilingE
)E search for something
loo$ down% (E turn the eyes downwards e!g!5the 9oorE
)E loo$ with disregardHcontempt
Not%: The :rst meanings are denotati.e5 and the second meanings are
connotati.e! 4llustrate the di7erence between phrasal and prepositional
.erbs!
Act! Si; 2!?+,
3ncourage your students to include other phrasal and prepositional .erbs!
(ISTENIN' AND S)EAKIN' ?+9-?+
Act! On% 2! ?+9
4nteract with your students using the picture as a support! Don’t chec$ the answers
to the ;uestions at this stage!
Act! T/o 2!?+9
a-They are in6ecting a .accine against bird 9u!
6-The woman wearing a mas$ is cautiousI she’s afraid of contaminated by
the bird 9u epidemics!
Act! T.r%%
30plain the meaning of the word @synthesiKe before you set the students to
tas$! 8hen we synthesiKe te0ts we are generally interested in the general
ideas which are con.eyed by these te0ts! As an alternati.e acti.ity5 you can
gi.e three short summaries of the con.ersation between Ali and Said and let
the students choose the most appropriate! Students will discuss their own
choices if there are many!
Act! *our 2! ?+9
<A sentence used to as$ for an e0planation% .at do you 3%an0
<A sentence used to interrupt someone% ait a 3inut%
- A word used to resume spea$ing after being interrupted% %ll
Act! *i7% 2!?+
The intonation goes down at the end of statements e0cept in case where the
statement is not :nished!
22!=$=&
said it_ 3i1.t Intionation 1o%s u2 sci%nc% _ ti3% _ 2ro6l%3s _ t.%3_
YOUR TURN 2!?+
Go through the ti2 6o; before you mo.e on to the acti.ities!
Act! On% 2!?+
There are many possible answers!
You: Anyway so far industry hasn’t 6ust sol.ed problems! 4t has also
created some others!
Your 2artn%r: 4 didn’t ;uite catch what you mean!
You: 8ellTa$e the case of pollution for e0ample! ecause of industrial
wastes5 ri.ers5 seas and the earth are dying! The air is poisonedI
water is polluted5I and the land is full of tons of rubbish!
Act! T/o 2! ?+
There are many possible answers! Gi.e any necessary help to your students!
4 thin$ about my childhood with many regrets! ,or e0ample5 if 4 had wor$ed at
school5 4 would ha.e succeeded in getting a good 6ob! !!! This acti.ity can be
continued as a chain game! E And if 4 had got a good 6ob5 4 would ha.e !!!
RITE IT U) 2!?+=
Go through the ti2 6o; and e0plain the di7erence between prose and poetry!
The students are supposed to use the past perfect tense in the :rst stanKa!
ometimes I lie in bed at night
!nd think how m" lie could ha#e been $uite all right
I think and think o all the opportunities I had lost.
%h& I onl" I had thought o working hard at school ...
READIN' AND RITIN'  ?+>-?,@
Act! On% 2! ?+>
Don’t chec$ the students’ answers at this stage!
)ictur%?: Archimedes’ principle H the law of buoyancy Refer to the te0t in
E;2lorin1 "att%rs *urt.%r page +*E
)ictur% $:- 4saac Newton’s disco.ery of the uni.ersal law of gra.itation!
gra.itation
<These laws and principles were disco.ered by accident!
Act! T/o2! ?+>
2hec$ your students’ answers to the ;uestions in acti.ity one!
22!=$=&
Act! T.r%% 2!?,@
a-The topic of the te0t ie related to scienti:c disco.eries!
6-The main idea of the te0t is that some famous disco.eries were made by
accident!
c-The author of the te0t tries to con.inceHpersuade the reader that scienti:c
disco.eries are not always the result of ingenuity!
d->e gi.es two e0amples to illustrate his point!
%-4 agree with the author because the argument of the te0t is well
constructed!HThe students can also disagree by saying that it is true that
chance plays an important role in scienti:c disco.eries5 but chance alone is
not enough! 8e need people of genius to noteHobser.e what is happening at
the moment the miracle happen!
TI) BO< 2!?,@
Go through the ti2 6o; and e0plain to the students how they discuss a te0t!
Act! *our2! ?,@
)ossi6l% ans/%r
This te0t is about scienti:c disco.eries! The author belie.es that some
famous disco.eries were made by accidents! >e ga.e us two e0amples to
con.ince us! 4 don’t really agree with him!4t is true that some of the greatest
disco.eries happen by accidentI but it is also true that it ta$es a genius to
understand the meaning of the accident! 4t also ta$es a lifetime of toil and
perspiration to ma$e an in.ention!
RITE IT OUT 2!?,?
Go through the ti2 6o; before you set the students to tas$!
)ossi6l% ans/%r
The greatest name in the history of electrical research in the :rst half of the
nineteenth century is that of Michael ,araday! >is career furnishes a classical
e0ample of a poor boy who made good as a scientist! >e was born in
Newington5 Surrey5 3ngland in (*+(! ,araday was the third son of a poor
blac$smith who mo.ed to Bondon to mend his fortunes! ,araday ne.er went
beyond elementary grades in school! >e dropped out and was apprenticed to
Bondon boo$binder at an early age! 3ndowed with the curiosity that is the
characteristic of the true scientist5 young Michael started to read some of the
boo$s he was binding! >e sa.ed money to attend lectures on science! Bater5
he wor$ed as a laboratory assistant to Sir >umphry Da.y5 one of the famous
scientists at the time! >is duties included bottle washing and other
disagreeable chores! Sir >umphry Da.y was 6ealous5 so Michael ;uitted his
6ob and spent the rest of his time doing research and teaching!
=+=,
,araday married Sarah arnard5 a Sil.ersmith daughter who was a de.oted
wife! >e became a professor of chemistry in (/##! >e disco.ered the
principle of the dynamo5 and then the radio wa.es in (/-! >e studied
electrolysis and introduced scienti:c terms such as @anode and @cathode!
Though ,araday’s electrical disco.eries represent his chief contributions to
science5 he also did important wor$ in chemistry!
HERE DO E 'O *RO" HERE 0
S5ills c.%c5 2!?,+
TE<T EI'HT  2!?, I(( 8O(CANOES CAUSE THE END O* THE
OR(D 0
LUESTION ONE
R%ad a6out t.% 7olcano%s and 3atc. t.% stat%3%nts /it.
infor3ation fro3 t.% t%;t!
statements information
(! >eight of eruption in s$y a! 4 million years ago
)! Area destroyed by ash b! - inches
and la.a c! #" miles
#! Depth of laca pouring d! 1"" miles
o.er &SA e! (-Z 2
! temperature of planet
after ash in.ades
atmosphere
-! :rst eruption ellowstone
2aldera
LUESTION TO
)ic5 out 9 /ords or 2.ras%s t.at r%lat% to 7olcano%s’!
 K%y: T.% /ords ar% t.% follo/in1: %ru2tion 2o/%r 3a13a
as.acid rain 6lac5 rain! E;2losi7% forc%’ can also 6% acc%2t%d!
LUESTION THREE K%y: T.% corr%ct ans/%r is C!
Do%s t.% infor3ation in t.% t%;t consist of :
A! a comparison with similar phenomena =
! results of an empirical in.estigation =
2! statistical e.idence =
D! beliefs based on a personal e0perience =
ou ha.e read a boo$ or seen a :lm about disasters! 8rite a report on how
the sur.i.ors ha.e managed to establish a community after this disastrous
e.ent!
=+=,
OBECTI8ES
=9=
)RE8IE 2!?,=
Go through the pre.iew and brainstorm the pro6ect wor$!
THINK IT O8ER 2!?,>
4nteract with your students using the pictures! The students will be
introduced to the topic of the unit!
ORDS TO SAY 2!?,>
The focus in this acti.ity is on shift of stress in words due to a change in their
category!
DISCO8ERIN' (AN'UA'E 22!?9@-?9$
BE*ORE YOU READ 2!?9@

our students will chec$ their answers by referring to the lettters included in
pages (1" and (1(!
a-The e0pression @handle with care is written on pac$etsHbo0es containing
 easily bro$enE fragile ob6ects which are in transit!
6-4 thin$ that she sells .ases!
c-She feels angry because the .ases ha.e been damaged in transit!
AS YOU READ ?9@-?9?
Act! On% 2! ?9@
The letter which the 2ictur% 2!?9@ best illustrates is letter C!
Act! T/o 2!?9@
A: The letters are business letters! They are written for business transaction!
 There are other possible answers!E
B: (<order placement<D
)<letter of complaint<2
#<orderHreceipt of ac$nowledgement<
<ad.ice of dispach<A
C: 2hronological order in which the letters are sent% D-B-A-C
A*TER YOU READ 2!?9$
'ra33ar D%s5 2!?9$
a-The lin$ words written in bold e0press purpose!
6! All the main clauses are in the frontH:rst part of the sentences and the
subordinate ones in the second part after the con6unctions written in boldE!
c-S%nt%nc% +: The .erb in the main clause is in the present continuous
tense
whereas that of the .erb in the subordinate clause is in the future
tense!
S%nt%nc% ,: The .erb in the main clause is in the future tense whereas the
second .erb is preceded by can!
22!=9=
d- The sentence which is acceptable is the following%
8e would li$e our order to be processed promptly in ord%r not to miss the
summer sale!
T.is on% is not acc%2ta6l%!
8e would li$e our order to be processed promptly not to miss the summer
sale!
)RACTICE 2!?9$
Act! On% 2!?9$
The students can de.elop further the introductory sentences they ha.e
obtained!
)ossi6l% ans/%rs
a-Dear sir5
4 am writing to congratulate you for the new born baby!
6- Dear sir5
4 am writing to apologiKe for the o7ence!
c- Dear sir5
4 am writing to apply for the 6ob ad.ertised in &SA today!
d- Dear sir5
4 am writing to en;uire about the ;uotations for Spring and Summer clothing!
%- Dear sir5
4 am fa0ing you information about the merger of our company with the
ama$achi 2ompany!
Act! T/o 2a1% ?9$
-a-8ould you therefore please let us $now about your wishes as soon as
possible so t.at /% can reser.e the rooms you need!
-6-Please5 place your order for our new range of products by (- December
so t.at you can bene:t from the discount prices on the price list!
RITE IT RI'HT  2!?9&

Act! On% 2!?9&
rainstorm the layout before you set your students to tas$! The acti.ity can
be related to the area where your students li.e! The te0t below is not
necessarily the one that your students will produce!
Dear Mr ]]]]]5
8e are writing to as$ for information about the city of 'ran! 8e are a group
of manufacturers of airconditioners from Beeds and we are interested in
opening a business in 'ran! 8ould you please send us information about the
following%
a! wor$ing hours
b! languages spo$en
===>
c! wor$ing force !!!
Than$ you in ad.ance for any information you can pro.ide us with!
8e loo$ forward to recei.ing your reply!
ours faithfully5
Air and 2o!5
Act! T/o 2!?9&
The acti.ity can be related to the area where your students li.e!
SAY IT (OUD AND C(EAR 2!?9+
ou can put stress on the words starting either from the beginning or from
the end of the sentence ! The focus is on the shift of stress at the sentence
le.el!
a-June 6-Algiers c-business d- going %-you
See the $ey to acti.ity two below!
Act! T/o 2!?9+
The focus is on corr%cti7% str%ss!
You: Are you going on a business trip to Algiers in un%=
Your 2artn%r: No5 4’m going on a business trip to Algiers in uly!
You: Are you going on a business trip to Al1i%rs in June=
Your 2artn%r: No5 4’m going on a business trip to Oran in July
You: Are you going on a 6usin%ss trip to Algiers in June=
Your 2artn%r: No5 4’m going on a .oliday trip to 'ran in July
You: Are you going on a business trip to Algiers in June=
Your 2artn%r: No5 "ary is going on a business trip to 'ran in July
ORKIN' ITH ORDS 2!?9,
Act! On% 2!?9,
"%3o
The employees of the company are dissatis%d with their wor$ing
conditions! Some of them complain about 3istr%at3%nt and 3al2ractic%
while others say that the wages are unfair and that the managers are
ins%nsiti7% to their feelings!
The present organiKation of our company is not eQcient! 4t is time to
r%arran1% and r%or1aniP% it so as to r%-%sta6lis. good labour relations!
4t is i32ossi6l% to impro.e production and producti.ity if the policy of wages
is not r%consid%r%d!
Act! T/o 2!?9,
Students will write their own Pro:t and Boss statements and alance Sheets!
4f necessary they can get help from their accountancy teacher!
===>
(ISTENIN' AND S)EAKIN' 22!?99-?9
Act! On% 2!?99
a-ad.ertisement
6-in newspapers and magaKines
c-The short te0ts on the lefthand side of the page are Fwor$ wanted’ adsI the
te0t on the righthand side is a :rm o7er of recruitment situations .acantE!
Act! T/o 2!?99

$-The spea$ers are tal$ing about the ad.ert on the righthand side of the
page! o7er of recruitmentHsituations .acantE
Act! T.r%% 2!?99
Ma$e sure your students use their own words in gi.ing their summaries! They
are supposed to identify the situation5 the actors and the problem!
YOUR TURN 2!?9-?9=)
Act! On% 2!?9
Go through the ti2 6o; before mo.ing on to the acti.ities in this rubric!
The e0ample in the te0tboo$ will ser.e as a model!
Act! T/o 2!?9=
4llustrate the di7erence between the present perfect simple and the present
perfect continous! Then ma$e the students play the snippets of the dialogue
as indicated in the instruction!
RITE IT U)  2!?9=
Act! On% 2!?9=
Ras.id: >e .as 6%%n /or5in1 in the sales department for two months5
and
he .as alr%ady 3ast%r%d all the selling techni;ues!
O3ar: >e .as 6%%n /or5in1 for si0 months5 but he .as not 1ot the list of
all wor$ers in his shift y%t!
Ras.id: She .as 6%%n dir%ctin1 a research pro6ect sinc% January last year5
and she still .asn’t co32l%t%d it!
O3ar: She .as 6%%n trainin1 to become manager sinc% )""-5 and she
.as
4ust only 1ot the appointment to the position!
Act! T/o 2!?9>
efore setting the students to tas$5 chec$ that they $now the .ocabulary
included on page (1+! The graphs can help you illustrate the meaning and
the use of the words needed for writing an annual report!
>@>?
The production has increased steadily from 1-"5""" to o.er ( million pac$ets
of pasta! The number of accidents has fallen sharply from )" to )!
Absenteism has fallen to the lowest point! !!! The students will gi.e :gures to
support their statementsE  4f necessary refer to SE? 6oo5 to ha.e ideas
about how graphs can be read!E
READIN' AND RITIN'  ?@-??
Act! On% 2!?@
Don’t chec$ all the answers at this stage!
- The picture represents the American women who helped in the war e7ort in
8orld 8ar 44 by wor$ing ouside their homes!
< The graph represents the growth in the number of :rms owned by
women in the late (+/"s and (++"s!
Act! T/o
2hec$ the guesses you ha.e not chec$ed in acti.ity one!
Act! T.r%%
There are many possible answers!
a- American women went to wor$ outside the home during 8orld 8ar 44
in order toHso that they might help in the war e7ort!
6- They continued to wor$ after the war in order toHin order that they mightH
contribute to the rebuilding of their country’s economy!
c- 4n the (+1"’s many of them preferred to stay at home to ta$e care of their
children!
d- Their husbands bought them cars so that they could dri.e their children to
school!
%- They supplied them with washing machines and coo$ers to help them
spend less time on housewor$!
f- They furnished them with T? sets in order to pre.ent them from being
bored during their free time!

Act! *our  22!?@-??
Go through the ti2 6o; before mo.ing on to the acti.ity!
)ara1ra2. ?: 8orld 8ar 44 ga.e American women the o22ortunity to wor$
outside their homes!
)ara1ra2. $: The decrease in the number of wor$ing women in the 1"’s
and *"’s! was caused by economic prosperity!
)ara1ra2. &: American women wor$ed outside again in the late (+*"s and
(+/"s because of economic crisis!
22!>@>?
RITE IT OUT 22!?$-?&
Act! On% 2!?$
)ossi6l% ans/%rs
a- After the war5 American women continued to wor$ side by side with
American men for sometime in ord%r t.at they 3i1.t contribute to the
building of their country’s economy !
After the war5 American women continued to wor$ side by side with American
men in ord%r to contribute to the building of their country’s economy!
6- Many of them preferred staying at home so t.at t.%y could ta$e care of
their children!
< Many of them preferred staying at home so as to ta$e care of their
children!
c-They highly salaried husbands bought them cars so t.at t.%y could dri.e
their children to schooland bac$!
- They highly salaried husbands bought them cars in ord%r to dri.e
their children to schooland bac$!
d- They also supplied them with brand new washing mashines and coo$ers
so t.at t.%y /ould spend less time on housewor$!
<They also supplied them with brand new washing mashines and coo$ers
so as to spend less time on housewor$!
% -They furnished them with T? sets so t.at t.%y 3i1.t not feel bord
during their free time!
<They furnished them with T? sets so as not to feel bord during their free
time!
Act! T/o 2!?$
T.%r% ar% ot.%r 2ossi6l% transfor3ations!
a - She too$ more than forty word<processing lessons in ord%r to ha.e a 6ob
promotion!
-She too$ more than forty word<processing lessons so t.at s.% could ha.e
a 6ob promotion!
6- The go.ernment refuses to increase the wages so as not to cause
in9ation!
- The go.ernment refuses to increase the wages in ord%r t.at they 3ay
not cause in9ation!
c- In ord%r to increase the sales5 the company recruited an e0pert in
mar$eting!
< The company recruited an e0pert in mar$eting so t.at the sales /ould
increase!
>$>&
d- To protect the local industry5 the go.ernment imposed new tari7s on
imports!
< The go.ernment imposed new tari7s on imports in ord%r t.at the local
4ndustry could be protected!
%- In ord%r not to disappoint pri.ate e0porters5 the go.ernment will lower
the duties!
- The go.ernment will lower the duties so t.at pri.ate e0porters 3ay not be
disappointed!
Act! T.r%% 2!?&
T.% stud%nts /ill
Cond%ntial r%2ort
Introduction:
The purpose of this report is to e.aluate the performance of Beila Derrad65
Production Manager of Autocar5 during the year )""-! The report details the
decisions that Beila Derrad6 too$ month by month in se.eral areas!
*indin1s:
Beila Derrad6 was appointed on ) January5 )""- so that she would help
increase production!
4n ,ebruary5 she re<organiKed the department so as to ha.e more control on
the sta7 and the wor$ to be done! 4n March5 she introduced brea$ time for
wor$ers on the assembly line so that they could impro.e production! She
introduced also a 9e0ible time scheme for female employees of the company!
4n April5 she put suggestion bo0es in order that wor$ers might gi.e their
opinion on the company! 'n June5 she held a meeting with the wor$ers so
that they could participate in decision<ma$ing! ,inally she introduced new
items in wor$ contract for wor$ers!!!
Conclusion:
Beila Derrad6’s decisions ha.e led to a new management style! The annual
turno.er has increased steadily! There has been a pea$ in producti.ity and
sales ha.e increased considerably which has made pro:ts reach a sharp rise!
4 therefore strongly recommend to maintain Miss Beila Derra6 in her position
as production manager of 5utocar%
HERE DO E 'O *RO" HERE 0 2! ?,
S5ills c.%c5 2!?,
>$>&
TE<T NINE 2! ?= ECONO"IC *REEDO"
LUESTION ONE
Circl% tru% or fals%! If fals% 1i7% t.% corr%ct infor3ation!
A! The &S economy may be threatened by the inter.ention of the go.ernment
! >uman freedom means that the state should inter.ene!
2! All rules and negotiations are laid down by a go.ernment oQcial!
D! Americans are happy with the present restrictions on their freedom!
3! Today5 at least "  of the American citiKens income goes to the go.ernment!
K%y: Stat%3%nts B!and D ar% fals% !
LUESTION TO K%y: A and D ar% ad7%r6s!
Circl% t.% ad7%r6s in t.% c.%c5list 6%lo/!
A! greatly ! economy 2! costly D! currently 3! necessary
LUESTION THREE K%y: 1i7%V o%r sa7%VFV s2%nd
"a5% u2 2airs of synony3s and antony3s fro3 t.% list 6%lo/!
A! gi.e ! sa.e 2! spend D! o7er 3! choose
At the end of the te0t5 the writer says % [ the urgent need today is to eliminate
restrictions5 not add to them \! 8hat other restrictions can you thin$ of that can be
eliminated =
ERRATU"
Due to technical problems beyond our control and the tight publication deadline! a
number of errors ha.e inad.ertently slipped into some of the te0ts of the
courseboo$! 4nstead of enumerating and correcting these errors in an erratum5 we
ha.e thought it wise to mention and correct them in the answer $eys of this boo$!
Please $eep us posted at boutricheyahoo!fr
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جميع حلول تمارين كتاب اللغة الانجليزية سنة ثانية…

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‫جميع حلول تمارين كتاب‬

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Disco7%rin1 (an1ua1% is the :rst rubric! 4t aims at engaging learners to do

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thin$ing stage of the FThin$ L )air L Share’ procedure is an important phase

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HsH HKH H iKH

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Sentence # e0presses a habit in the present!

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4f you do5 then you deser.e to be called an unusual human being !

Abbre.iationHAcron ,ull form Description

ABC American A2 is one of the

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A-BO"B Atomic bomb A bomb which

'B Great ritain Great ritain

Act! T/o 2!+&

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< 8e .a7% to respect each other!

C(ASS CHARTER  2!+

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c- The school autuorities must o7er good wor$ing conditions!

DayI th5 &=&>

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2! Thoreau and Mar$ Twain are ashamed of America!

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)ronunciat S2%llin1 )ronunciat S2%llin1