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 حلول تمارين كتاب اللغة الانجليزية السنة الثانية ثانوي ج6

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تاريخ التسجيل : 17/10/2009

مُساهمةموضوع: حلول تمارين كتاب اللغة الانجليزية السنة الثانية ثانوي ج6   الإثنين ديسمبر 16, 2013 7:24 pm

The silent letters in the poem are written in bold type. Read the poem and get the students to repeat it. The poem is by Rudyard Kipling.
- honest - – knew
The silent letters in the dialogues are written in bold.
You: I beg your pardon. did you say ?
Your partner: I said, “ One autumn day a column of condenmned prisoners solemnly along singing hymns”.
You: I beg your pardon. did you say ?
Your partner: He said, “The knocked the knave on his knuckles with a knotted knob. He knew he knelt on his knees, he had a knife in his knitted knickers.”
Act. Two (p.
12)
when knights What marched What who where when why what taught
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Pronunciation Spelling Pronunciation Spelling
Report
Famine
Doctor Writing
Wednesday
Cut
cute

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

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

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

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


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

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

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

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

pp.8283
said itî might (Intionation goes up) science î time î problems î themî
YOUR TURN (p.147)
Go through the tip box before you move on to the activities.
Act. One (p.147)
There are many possible answers.
You: Anyway so far industry hasn’t just solved problems. It has also
created some others.
Your partner: I didn’t quite catch what you mean.
You: Well…Take the case of pollution for example. Because of industrial
wastes, rivers, seas and the earth are dying. The air is poisoned;
water is polluted,; and the land is full of tons of rubbish.
Act. Two (p. 147)
There are many possible answers. Give any necessary help to your students.
I think about my childhood with many regrets. For example, if I had worked at school, I would have succeeded in getting a good job. ... (This activity can be continued as a chain game. ) And if I had got a good job, I would have ...
WRITE IT UP (p.148)
Go through the tip box and explain the difference between prose and poetry.
The students are supposed to use the past perfect tense in the first stanza.
Sometimes I lie in bed at night
And think how my life could have been quite all right
I think and think of all the opportunities I had lost.
Oh! If only I had thought of working hard at school ...
READING AND WRITING ( 149-150)
Act. One (p. 149)
Don’t check the students’ answers at this stage.
Picture1: Archimedes’ principle / the law of buoyancy (Refer to the text in Exploring Matters Further page 97)
Picture 2:- Isaac Newton’s discovery of the universal law of gravitation.
gravitation
-These laws and principles were discovered by accident.
Act. Two(p. 149)
Check your students’ answers to the questions in activity one.

pp.8283
Act. Three (p.150)
a-The topic of the text ie related to scientific discoveries.
b-The main idea of the text is that some famous discoveries were made by accident.
c-The author of the text tries to convince/persuade the reader that scientific discoveries are not always the result of ingenuity.
d-He gives two examples to illustrate his point.
e-I agree with the author because the argument of the text is well constructed./The students can also disagree by saying that it is true that chance plays an important role in scientific discoveries, but chance alone is not enough. We need people of genius to note/observe what is happening at the moment the miracle happen.
TIP BOX (p.150)
Go through the tip box and explain to the students how they discuss a text.
Act. Four(p. 150)
Possible answer
This text is about scientific discoveries. The author believes that some famous discoveries were made by accidents. He gave us two examples to convince us. I don’t really agree with him.It is true that some of the greatest discoveries happen by accident; but it is also true that it takes a genius to understand the meaning of the accident. It also takes a lifetime of toil and perspiration to make an invention.
WRITE IT OUT (p.151)
Go through the tip box before you set the students to task.
Possible answer
The greatest name in the history of electrical research in the first half of the nineteenth century is that of Michael Faraday. His career furnishes a classical example of a poor boy who made good as a scientist. He was born in Newington, Surrey, England in 1791. Faraday was the third son of a poor blacksmith who moved to London to mend his fortunes. Faraday never went beyond elementary grades in school. He dropped out and was apprenticed to London bookbinder at an early age. Endowed with the curiosity that is the characteristic of the true scientist, young Michael started to read some of the books he was binding. He saved money to attend lectures on science. Later, he worked as a laboratory assistant to Sir Humphry Davy, one of the famous scientists at the time. His duties included bottle washing and other disagreeable chores. Sir Humphry Davy was jealous, so Michael quitted his job and spent the rest of his time doing research and teaching.
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Faraday married Sarah Barnard, a Silversmith daughter who was a devoted wife. He became a professor of chemistry in 1833. He discovered the principle of the dynamo, and then the radio waves in 1845. He studied electrolysis and introduced scientific terms such as “anode” and “cathode”. Though Faraday’s electrical discoveries represent his chief contributions to science, he also did important work in chemistry.
WHERE DO WE GO FROM HERE ?
Skills check (p.154)
TEXT EIGHT ( p.157) WILL VOLCANOES CAUSE THE END OF THE WORLD ?
READING COMPREHENSION
QUESTION ONE
Read about the volcanoes and match the statements with information from the text.

statements information
1. Height of eruption in sky
2. Area destroyed by ash and lava
3. Depth of laca pouring over USA
4. temperature of planet after ash invades atmosphere
5. first eruption Yellowstone Caldera a. I million years ago
b. 5 inches
c. 30 miles
d. 600 miles
e. 15° C

QUESTION TWO
Pick out 6 words or phrases that relate to ‘volcanoes’.
( Key: The words are the following: eruption, power, magma, ash,acid rain, black rain.) (‘Explosive force’ can also be accepted.)
QUESTION THREE (Key: The correct answer is C.)
Does the information in the text consist of :
A. a comparison with similar phenomena ?
B. results of an empirical investigation ?
C. statistical evidence ?
D. beliefs based on a personal experience ?
WRITTEN COMPOSITION
You have read a book or seen a film about disasters. Write a report on how the survivors have managed to establish a community after this disastrous event.
8485
OBJECTIVES
8687
PREVIEW (p.158)
Go through the preview and brainstorm the project work.
THINK IT OVER (p.159)
Interact with your students using the pictures. The students will be introduced to the topic of the unit.
WORDS TO SAY (p.159)
The focus in this activity is on shift of stress in words due to a change in their category.
DISCOVERING LANGUAGE (pp.160-162)
BEFORE YOU READ (p.160)
Your students will check their answers by referring to the lettters included in pages 160 and 161.
a-The expression “handle with care” is written on packets/boxes containing
( easily broken) fragile objects which are in transit.
b-I think that she sells vases.
c-She feels angry because the vases have been damaged in transit.
AS YOU READ (160-161)
Act. One (p. 160)
The letter which the picture p.160 best illustrates is letter C.
Act. Two (p.160)
A: The letters are business letters. They are written for business transaction.
( There are other possible answers.)
B: 1-order placement-D
2-letter of complaint-C
3-order/receipt of acknowledgement-B
4-advice of dispach-A
C: Chronological order in which the letters are sent: D-B-A-C
AFTER YOU READ (p.162)
Grammar Desk (p.162)
a-The link words written in bold express purpose.
b. All the main clauses are in the front/first part of the sentences and the subordinate ones in the second part (after the conjunctions written in bold).
c-Sentence 4: The verb in the main clause is in the present continuous tense
whereas that of the verb in the subordinate clause is in the future
tense.
Sentence 5: The verb in the main clause is in the future tense whereas the second verb is preceded by can.
pp.8687
d- The sentence which is acceptable is the following:
We would like our order to be processed promptly in order not to miss the summer sale.
This one is not acceptable.
We would like our order to be processed promptly not to miss the summer sale.
PRACTICE (p.162)
Act. One (p.162)
The students can develop further the introductory sentences they have obtained.
Possible answers
a-Dear sir,
I am writing to congratulate you for the new born baby.
b- Dear sir,
I am writing to apologize for the offence.
c- Dear sir,
I am writing to apply for the job advertised in USA today.
d- Dear sir,
I am writing to enquire about the quotations for Spring and Summer clothing.
e- Dear sir,
I am faxing you information about the merger of our company with the Yamakachi Company.
Act. Two (page 162)
-a-Would you therefore please let us know about your wishes as soon as
possible so that we can reserve the rooms you need.
-b-Please, place your order for our new range of products by 15 December
so that you can benefit from the discount prices on the price list.
WRITE IT RIGHT ( p.163)
Act. One (p.163)
Brainstorm the layout before you set your students to task. The activity can be related to the area where your students live. The text below is not necessarily the one that your students will produce.
Dear Mr _____,
We are writing to ask for information about the city of Oran. We are a group of manufacturers of airconditioners from Leeds and we are interested in opening a business in Oran. Would you please send us information about the following:
a. working hours
b. languages spoken
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c. working force ...
Thank you in advance for any information you can provide us with.
We look forward to receiving your reply.
Yours faithfully,
Air and Co.,
Act. Two (p.163)
The activity can be related to the area where your students live.
SAY IT LOUD AND CLEAR (p.164)
You 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 level.
a-June b-Algiers c-business d- going e-you
See the key to activity two below.
Act. Two (p.164)
The focus is on corrective stress.
You: Are you going on a business trip to Algiers in June?
Your partner: No, I’m going on a business trip to Algiers in July.
You: Are you going on a business trip to Algiers in June?
Your partner: No, I’m going on a business trip to Oran in July
You: Are you going on a business trip to Algiers in June?
Your partner: No, I’m going on a holiday trip to Oran in July
You: Are you going on a business trip to Algiers in June?
Your partner: No, Mary is going on a business trip to Oran in July
WORKING WITH WORDS (p.165)
Act. One (p.165)
Memo
The employees of the company are dissatisfied with their working conditions. Some of them complain about mistreatment and malpractice while others say that the wages are unfair and that the managers are insensitive to their feelings.
The present organization of our company is not efficient. It is time to rearrange and reorganize it so as to re-establish good labour relations.
It is impossible to improve production and productivity if the policy of wages is not reconsidered.
Act. Two (p.165)
Students will write their own Profit and Loss statements and Balance Sheets. If necessary they can get help from their accountancy teacher.
8889
LISTENING AND SPEAKING (pp.166-167)
Act. One (p.166)
a-advertisement
b-in newspapers and magazines
c-The short texts on the lefthand side of the page are ‘work wanted’ ads; the text on the righthand side is a firm offer of recruitment (situations vacant).
Act. Two (p.166)
2-The speakers are talking about the advert on the righthand side of the page. (offer of recruitment/situations vacant)
Act. Three (p.166)
Make sure your students use their own words in giving their summaries. They are supposed to identify the situation, the actors and the problem.
YOUR TURN (p.167-168)
Act. One (p.167)
Go through the tip box before moving on to the activities in this rubric.
The example in the textbook will serve as a model.
Act. Two (p.168)
Illustrate the difference between the present perfect simple and the present perfect continous. Then make the students play the snippets of the dialogue as indicated in the instruction.
WRITE IT UP ( p.168)
Act. One (p.168)
Rashid: He has been working in the sales department for two months, and
he has already mastered all the selling techniques.
Omar: He has been working for six months, but he has not got the list of
all workers in his shift yet.
Rashid: She has been directing a research project since January last year,
and she still hasn’t completed it.
Omar: She has been training to become manager since 2005, and she has
just only got the appointment to the position.
Act. Two (p.169)
Before setting the students to task, check that they know the vocabulary included on page 169. The graphs can help you illustrate the meaning and the use of the words needed for writing an annual report.
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The production has increased steadily from 650,000 to over 1 million packets of pasta. The number of accidents has fallen sharply from 20 to 2. Absenteism has fallen to the lowest point. ... (The students will give figures to support their statements) ( If necessary refer to SE1 book to have ideas about how graphs can be read.)
READING AND WRITING ( 170-171)
Act. One (p.170)
Don’t check all the answers at this stage.
- The picture represents the American women who helped in the war effort in World War II by working ouside their homes.
- The graph represents the growth in the number of firms owned by
women in the late 1980s and 1990s.
Act. Two
Check the guesses you have not checked in activity one.
Act. Three
There are many possible answers.
a- American women went to work outside the home during World War II
in order to/so that they might help in the war effort.
b- They continued to work after the war in order to/in order that they might/
contribute to the rebuilding of their country’s economy.
c- In the 1960’s many of them preferred to stay at home to take care of their children.
d- Their husbands bought them cars so that they could drive their children to school.
e- They supplied them with washing machines and cookers to help them
spend less time on housework.
f- They furnished them with TV sets in order to prevent them from being
bored during their free time.
Act. Four ( pp.170-171)
Go through the tip box before moving on to the activity.
Paragraph 1: World War II gave American women the opportunity to work outside their homes.
Paragraph 2: The decrease in the number of working women in the 60’s
and 70’s. was caused by economic prosperity.
Paragraph 3: American women worked outside again in the late 1970s and 1980s because of economic crisis.

pp.9091
WRITE IT OUT (pp.172-173)
Act. One (p.172)
Possible answers
a- After the war, American women continued to work side by side with
American men for sometime in order that they might contribute to the
building of their country’s economy .
After the war, American women continued to work side by side with American men in order to contribute to the building of their country’s economy.
b- Many of them preferred staying at home so that they could take care of
their children.
- Many of them preferred staying at home so as to take care of their children.
c-They highly salaried husbands bought them cars so that they could drive
their children to schooland back.
- They highly salaried husbands bought them cars in order to drive
their children to schooland back.
d- They also supplied them with brand new washing mashines and cookers
so that they would spend less time on housework.
-They also supplied them with brand new washing mashines and cookers
so as to spend less time on housework.
e -They furnished them with TV sets so that they might not feel bord during their free time.
-They furnished them with TV sets so as not to feel bord during their free time.
Act. Two (p.172)
There are other possible transformations.
a - She took more than forty word-processing lessons in order to have a job promotion.
-She took more than forty word-processing lessons so that she could have a job promotion.
b- The government refuses to increase the wages so as not to cause inflation.
- The government refuses to increase the wages in order that they may not cause inflation.
c- In order to increase the sales, the company recruited an expert in
marketing.
- The company recruited an expert in marketing so that the sales would increase.
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d- To protect the local industry, the government imposed new tariffs on imports.
- The government imposed new tariffs on imports in order that the local
Industry could be protected.
e- In order not to disappoint private exporters, the government will lower the duties.
- The government will lower the duties so that private exporters may not be disappointed.
Act. Three (p.173)
The students will
Confidential report
Introduction:
The purpose of this report is to evaluate the performance of Leila Derradj, Production Manager of Autocar, during the year 2005. The report details the decisions that Leila Derradj took month by month in several areas.
Findings:
Leila Derradj was appointed on 2 January, 2005 so that she would help increase production.
In February, she re-organized the department so as to have more control on the staff and the work to be done. In March, she introduced break time for workers on the assembly line so that they could improve production. She introduced also a flexible time scheme for female employees of the company. In April, she put suggestion boxes in order that workers might give their opinion on the company. On June, she held a meeting with the workers so that they could participate in decision-making. Finally she introduced new items in work contract for workers...
Conclusion:
Leila Derradj’s decisions have led to a new management style. The annual turnover has increased steadily. There has been a peak in productivity and sales have increased considerably which has made profits reach a sharp rise.
I therefore strongly recommend to maintain Miss Leila Derraj in her position as production manager of Autocar.
WHERE DO WE GO FROM HERE ? (p. 175)
Skills check (p.175)
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TEXT NINE (p. 178) ECONOMIC FREEDOM
READING COMPREHENSION
QUESTION ONE
Circle true or false. If false, give the correct information.
A. The US economy may be threatened by the intervention of the government
B. Human freedom means that the state should intervene.
C. All rules and negotiations are laid down by a government official.
D. Americans are happy with the present restrictions on their freedom.
E. Today, at least 40 % of the American citizens income goes to the government.
(Key: Statements B.and D are false .)
QUESTION TWO (Key: A and D are adverbs.)
Circle the adverbs in the checklist below.
A. greatly B. economy C. costly D. currently E. necessary
QUESTION THREE (Key: give= offer, save=/= spend)
Make up pairs of synonyms and antonyms from the list below.
A. give B. save C. spend D. offer E. choose
WRITTEN COMPOSITION
At the end of the text, the writer says : « the urgent need today is to eliminate restrictions, not add to them ». What other restrictions can you think of that can be eliminated ?
ERRATUM
Due to technical problems beyond our control and the tight publication deadline. a number of errors have inadvertently slipped into some of the texts of the coursebook. Instead of enumerating and correcting these errors in an erratum, we have thought it wise to mention and correct them in the answer keys of this book.
Please keep us posted at
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