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 حلول تمارين كتاب اللغة الانجليزية السنة الثانية ثانوي ج1

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مُساهمةموضوع: حلول تمارين كتاب اللغة الانجليزية السنة الثانية ثانوي ج1   الإثنين ديسمبر 16, 2013 7:17 pm

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

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Contents
General introduction …………………............................…....................………....... 03
Answer keys: Unit One...................................................................11
Answer keys: Unit Two ................................................................. 27
Answer keys: Unit Three ............................................................... 39
Answer keys: Unit Four ................................................................ 50
Answer keys: Unit Five ................................................................. 58
Answer keys: Unit Six.................................................................... 67
Answer keys: Unit Seven .............................................................. 77
Answer keys: Unit eight ................................................................ 85
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GENERAL INTRODUCTION
Getting Through implements the National Curriculum for English issued by the Ministry of Education in December 2005. It follows the guiding principles which frame the curriculum, and which take account of the social and educational background of our learners, as well as the cultural values of Algeria.
A major aim of this book is to make both the teacher and the learner come to a fruitful interaction. This does mean that the appropriate attitude should be taken by the instructors to make learners a responsible party to the successful completion of their studies. The book is in effect the material representation of that philosophy. Teachers are strongly advised to read the curriculum outlined by the Ministry of Education to comprehend it, and to make sense of the different activities we have included in the student’s book. We should like this course to be a pleasant and engaging experience for both students and teachers.
Getting Through is devised in such a way that it becomes a handy and flexible pedagogic medium for use, and one which does not seek to inhibit teachers from creating activities other than those included here. We have, on the other hand, duly adhered to the guidelines and instructions of the Ministry of National Education regarding this stage of learning . We hope that teachers will find in it the resources, the inspiration and the support they need to conduct their classes effectively.
DESCRIPTION OF THE COURSEBOOK
This description is aimed at providing useful information to teachers on the textbook, and on how to use it. To this effect, we shall try to answer some of the questions that can naturally come to mind.
I-Why Getting Through and who is it for?
II-How is Getting Through organised?
III-What methodology is used?
VI-How to make the most of the book?
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I-Why Getting Through and who is it for?
Getting Through is the title found to indicate the intermediate stage of English language 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 ‘language and literature’ streams.
II-How is Getting Through organised?
The coursebook is organised in eight didactic units. Each unit deals with a specific topic suggested by the curriculum designers. As said earlier, in each unit, the student will have many opportunities to develop the three competencies of interaction, interpretation and production, as we have devised a variety of tasks and activities leading gradually to the building of the project.
Each unit contains three main rubrics. But before approaching each, the learner will consider a Time to think section, which introduces the new vocabulary that will be used. It also aims to brainstorm students and get them to tell what they know about a specific topic. This is an important part of schemata activatum in which the learners contribute their own knowledge and connects it with that contained in the text.

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DISCOVERING LANGUAGE
Discovering Language 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 Language, 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 language 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 language, 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
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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 language (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 language 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 language (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 language as produced by native speakers. Some of the material , however, appears in translation from
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other languages (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 language-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 metacognitive abilities in learners. We have attempted, notably, to draw attention to the way language 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 language structures. Finally, their social skills, so necessary to fulfil particular roles in the future (or simply to behave as decent citizens ), will also be highlighted during the elaboration and the presentation of the project.
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OBJECTIVES
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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 language 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 language 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 LANGUAGE ( pp.16-21)
BEFORE YOU READ (p.16)
Interact with your students and have them identify/categorise the smaller pictures within the montage. Ask questions to elicit their responses. Which sector of economy do the small pictures with a green background represent?
What about the pictures with a yellow background ? ...
Personalise your questions gradually. In which sector of economy does your father work? Did he use to work in another sector ? ... At this stage, try not to check/correct your students’ responses. Lead them softly to contrast past and present
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AS YOU READ(p.16)
Activity One (p.16)
The students will check their answers to some of the questions asked in the BEFORE YOU READ activity.
- The pictures with a green background represent /show the primary sector of economy. It’s a sector related to production.
-The picture with a red background shows the secondary sector of economy. It’s a sector related to transformation.
-The pictures with a yellow background represents the tertiary sector. It’s a sector related to services.
Act. Two (p.17)
Apart from being a reading comprehension activity, the aim of this activity is to introduce through the written medium the semi-modal used to in the interrogative and negative forms as well as the going to form for expressing future intentions.
a- Uncle Hassan used to work in the primary sector of economy.
b- Every morning he used to get up early to milk the cows before coming back to the kitchen for breakfast. ...
c- No, he didn’t ( use to).
d- This is an inference question. The sector of economy which attracts the greatest number of workers today is the tertiary sector . The inference can be made from §3.
e- Uncle Hassan is going to retire if his boss refuses to transfer him to a commercial service i.e., the tertiary sector of economy
Act. Three (p.17)
The aim of this activity is to revise the pronunciation of the “s” verb inflection . Refer your students to the last part of Grammar Reference on page. 188 for the pronunciation rules of the “s”ending.

/ s / / z / / iz/
Works
Wakes
Fruits
Gets
Puts Goes
Buys
Litres
Overalls
Does
Loaves
Stays Finishes
Services
Refuses

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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 cook 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
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early in the morning and to come back home late in the evening without getting any wages. At the time, stevedores used to pay French foremen on the docks to get a day’s work, but my dad never paid. So he didn’t use to get work every day. Mum used to cry but poor old dad never used to say a word. I remember, money was always the problem.
My sister Zohra and I didn’t have toys. So we used to go down the steep and narrow alleys of the Kasbah to spend the day in the French quarter near the harbour. All day long, we used to look at the toys displayed in shopwindows and envy the children of the French colonists playing in the park….
Act. Two (p.19)
The aim of this activity is to make the students re-invest the going to form to produce/write a policy statement. Before setting the students to task, brainstorm the topic with thems and elicite other ideas about what they are going to do if they are elected to an executive office. Make sure the ideas are organised into sets/chunks that they will develop into paragraphs. The ideas can be related to economy, society, the environment and so on and so forth.
Fellow Citizens,
If I am elected to office, I’m going to improve the standards of life in our town. First, I’m going to raise the salaries by 20 per cent ....
Moreover, I’m going to take a lot of measures to protect the environment and the health of our citizens. I’m going to ...
Finally, I’m going to improve our health system. I’m going to build two thousand flats.
VOTE FOR A BETTER FUTURE !
SAY IT LOUD AND CLEAR (p.20)
Act.One (p.20)
The aim of this activity is to make the students aware of the major differences between English and French phonics. Try to elicit other words from the students to illustrate further this differences between the two systems.
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Spelling English Spelling French
Table
Oranges
Police
Television /te.bl/
/.r.nd¯.z/
/p.`l.¸s/
/•tel.`v.¯.n/ Table
Oranges
Police
Television /tabl/
/.r.¯/
/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
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illustration. It’s preferable to urge your students to form words related to this unit. This will help them improve their understanding of the texts included in the unit. Set another task for your students to check their understanding of the process of word formation with the prefixes in the table given in the student’s book.
LISTENING AND SPEAKING (pp.22-23)
Act. One ( p.22)
Interact with your students about the possible advances that can be made in the field of medicine. e.g.,
Maybe scientists will invent a cure for palsy.
Perhaps scientists will succeed in their research to find a vaccine against kidney disease…
Perhaps scientists will find a vaccine to protect people from malaria.
Act. Two ( p.22)
This activity aims to illustrate the use of will, may and might in expressing degrees of certainty. Before setting the students to task, have them copy the diagram included in the textbook in their portfolios. It is not necessary to make them copy down all the examples containing will.
will/won’t ¨ - Well, there will be changes in the next decade for sure.
- We’ll eat more gentically modified foods (GMFs).
- Children will be able to study at home;
- Homemakers will do less housework.
- They will do all their shopping by computer
- They won’t go to school every weekday.
will probably/ probably won’t ¨ Robots will probably be available for sale;
may well ¨ new diseases may well infect us.
may/may not ¨ We may invent a cure for killer diseases like cancer, but
many diseases may infect us.
might well ¨ pandemics might well reappear in another form.
might/could ¨ we might reduce hunger in the world.
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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 ...
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