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I/ Grammar in context
The aim of the lesson: the students should be able to: use the semi-model used to, going to, will-future.
20mn
25mn
Input / Output
Aims
The pupils should be
able to recognize the
different sectors of
economy.
I/ Grammar in context
*Practice (pp.18-19)
The aim of the lesson: the students should be able to: practice the use of used to & going to
5mn
15mn
15mn
Input / Output
Act. One The teacher asks the pupils to complete the sentences using the
(p.18)
positive, negative & interrogative forms of the semi-model
used to.
Key answers:
a- Samira doesnt like reading now, but she used to read a lot.
b- I know that Nassima is living in a small village now, but where
did she use to live?
c- Now, there are four libraries in our town, but there used to be
only one.
d- When I was a child I didnt use to wear a burnous, but now I
wear one.
e- I know that she doesnt work in a bank now, but did she use to
work in one before?
Act. Two The teacher asks the pupils to listen to him/her reads the
(p.18)
completed sentences of the previous activity and note how the
letter /d/ of used to is pronounced.
Key answers:
Used to is pronounced / juzt/ just like had to
(/ht/)
We call this assimilation.
Act.
Three
(p.18)
Act.
Four
(p.18)
The teacher asks the pupils to put the verbs in brackets into the
correct tense to express a habit in the past or a habit in the
present.
Key answers:
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.
c-We sometimes go hiking in the mountains.
d-I used to go to school by bicycle, but I dont do it any longer.
e-In England, most people often go to the theatre at weekends.
The teacher asks the pupils to use used to/ didnt use to/never
used to or the present simple with the verbs between brackets.
Key answers:
All the members of my family have changed their
lifestyles of late. My grandfather used to drink coffee. Now
he drinks milk. My father didnt use 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 cant prepare dinner.
My brothers used to go to bed early. These days,
they stay up late with the other members of the family
Aims
The pupils should be
able to consolidate the
use of the semi-modal
used to (in contrast
with the present simple
tense).
10mn
Act.
Five
(p.19)
I/ Grammar in context
*Write it right (p.19)
The aim of the lesson: the students should be able to: practice the use of used to & going to
40mn
Input / Output
Act. One The teacher asks the pupils to correct the mistakes in the given
(p.19)
paragraph, using the semi-modal used to.
Key answers:
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 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 days work, but my dad never paid. So he
didnt 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 didnt 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 shop windows and envy
the children of the French colonists playing in the park.
Act. Two Each pupil try to imagine that he or she is on an election
(p.19)
campaign. Advertise your programme by writing a policy
statement. Use going to and the given clues:
Key answers:
Fellow Citizens,
If I am elected to office, Im going to improve the
standards of life in our town. First, Im going to raise the
salaries by 20 per cent and reduce food prices. For our
children, Im going to create parks and green spaces in every
district. Im going to build a youth club for our youngsters to
practise their hobbies, too.
Moreover, Im going to take a lot of measures to
protect the environment and the health of our citizens. So, Im
going to impose higher taxes on cigarettes and citizens whose
surroundings are not clean.
Finally, Im going to improve our health system. Im
going to build two thousand flats, and provide as many jobs as
possible for the jobless. Since our town is in need for a
hospital, Im going to build one as soon as possible.
Vote for a better future!
Aims
The pupils should be
able to edit the text
using the semi-modal
used to as appropriate
Input / Output
Act. One The teacher asks the pupils to pick out the words in bold from
(p.20)
paragraph 2&3 on the p.16 and classify them according to the
pronunciation of the final /s/.
Key answers:
/s/
works
wakes
knocks- gets
puts- keeps
10mn
Aims
/z/
Lives- goes buys
litres his- overalls
does staysalways- cansloaves-
/z/
finishes
boxesservices
refuses.
Act. Two The teacher asks the pupils to put each of the given
(p.20)
transcriptions in the correct box.
Key answers:
Spelling
English
French
Table
/tebl/
/tabl/
Oranges
/rndz/
/rn/
Police
/plis/
/pls/
Television
/telvn/
/televz/
10mn
Act.
Three
(p.20)
15mn
Act.
Four
(p.20)
15mn
Act.
Five
(p.20)
Input / Output
25mn
Act. One The teacher asks the pupils to add the given suffixes to the
(p.21)
words between brackets.
Key answers:
1- nostalgic 2- conventional 3- traditional 4- pessimists
5- hopeless 6- revolutionary 7- optimistic 8- social 9racism 10- racial 11- racist 12- optimist 13- logical
14- practical
25mn
Act. Two The teacher asks the pupils to find the missing examples to fill
(p.21)
in the blanks in the table.
Key answers:
Suffixes
meaning
Example (+
for
transcription)
forming
nouns
-ance /
Verb+ance /
appearance /
-ence
adjective+ance
tolerance /clearance/
Verb+ence /
emergence/coexistence/
-ee
adjective+ence
adolescence
Person affected by an
trainee / /
action or person acting employee / /
-er
Agent (one who does
/-or
an action)
/-ess
Job
/-ist
Sb or sth that carries an bakery /
-ar, -ian action
surgery/ discovery /
Place where an action
slavery/
ry-ery
is carried out
Art of or practice of
State, quality, character Wisdom
-dom
Condition, state, rank
Childhood / adulthood
-hood
Status, rank, condition
of life
Adjective+ity
Eternity / futurity
-ity
Result or means of an
Entertainment /
-ment
action
agreement
Quality, state, character Up-to-dateness
-ness
State of being, status,
apprenticeship
-ship
office
Aims
The pupils should be
able to 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.
The pupils should be
able to develop their
dictionary and
vocabulary skills.
Act.
One
(p.22)
20mn
Act.
Two
(p.22)
20mn
Act.
Three
(p.22)
Input / Output
Aims
The teacher asks the pupils to predict what may happen in the field
of medicine. They use will if theyre sure and may be / perhaps
if they are not totally sure about their predictions:
Key answers:
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.
The teacher asks the pupils to listen to your teacher and write the
sentences which contain the modals in the graph:
Key answers:
100 will/wont - Well, there will be changes in the next decade for
sure.
- Well eat more genetically 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 wont go to school every weekday.
will probably/ probably wont Robots will probably be
available for sale;
may well - New diseases may well infect u
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.
0
The teacher asks the pupils to listen again and answer the given
questions :
Key answers:
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.
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
everybody in the world because of the availability of GMFs.
Teleschooling will make it possible for children to study at home.
Your
turn
(p.23)
30mn
Write
it up
(p.23)
Pair work. The teacher asks the pupils to make predictions about
the future using the clues in the blue box.
Each pupils partner will express certainty or doubts about what the
other says:
Key answers:
You: Im 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: Im almost certain that well travel to space some day.
Your partner: It seems to me that this wont happen tomorrow.
You: Im quite sure that Man will live up to 130 years.
Your partner: Its 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.
Pair work. The teacher asks the pupils to write a short dialogue
predicting what might happen in the future in different fields. Then
they act out the dialogue in front of the class:
Key answers:
sample dialogue
You: Will all people accept to eat GMFs in the future?
Your partner: I dont know/I have no idea. They may possibly eat
them, but on the other hand, they may well refuse to do so.
You: How sure are you about children who will stay and study at
home through the use of computers?
Your partner: I have the firm conviction that they will appreciate
that.
You: Will robot house maids be available for use in the near future?
Your partner: Ive no doubt that people will afford buying them
to help homemakers in housework.
You: Will scientists invent a cure for killer diseases like cancer and
AIDS?
Your partner: Personally, I have the firm belief that its
improbable in the near future although I hope that might happen as
soon as possible.
Act.
One
(p.24)
Input / Output
The teacher asks the pupils to identify the different groups of food
in the pyramid using the words in the box:
Key answers:
Fats
Aims
The pupils should be
able to read for a
specific information.
Wafers
pastry - fats
chocolate
sweets - oils
Meats
Dairy
Chicken - Fish
Cheese, milk , Beef Eggs
Yogurt
Mutton - poultry
Fruits
Vegetables
Lettuce - Carrots
Potatoes - Raddish
Bananas - Apples
Grapes - Peach
Apricots
Bread
Bread - cereal
Rice Pasta - Doughnuts
10mn
Act
Two
(p.24)
15mn
Act.
Three
(p.24)
The teacher asks the pupils to discuss which food group did their
grandparents use to eat most and which ones do they eat most today.
Key answers:
The pupils give different answers.
Suggested answers:
Our grandparents used to eat natural foods like fruits and vegetables
and traditional meals as well. However, nowadays people eat fast
food, diaries and fats. They said that there is no time to cook
traditional food because they are working.
The teacher asks the pupils to read the text and its continuation on
the next page and say whether s/he agree or disagree with what the
author says about our eating habits.
Key answers:
Start like that:
15mn
Act.
Four
(p.25)
The teacher asks the pupils to read the given tips and find examples
from the text to complete the blanks in the tip box.
Key answers:
a-Synonyms: - eating habits = eating patterns
- contrary to = by contrast
- enjoy his meal = eat his meal
The pupils
should be able
to be aware of
the different
techniques/strat
egies for
avoiding
repetition.
20mn
Act.
Five
(p.25)
20mn
Act.
Six
(p.26)
20mn
Act.
Seven
(p.26)
Act
one
(p.26)
30mn
Act
two
(p.27)
Input / Output
Aims
Group work. The teacher asks the pupils to write five or six
advertisement slogans for a car of their choice using the information
in the table.
Key answers:
Mercedes-Benz car brand
Slogans: Unlike any other.
Mercedes-Benz. The Future of the Automobile.
Engineered to move the human spirit.
Honda Cars
Slogans: The Power of Dreams.
It must be love.
Honda. First man, then machine.
Technology you can enjoy.
Acura cars (the Honda Motor's brand)
Ad slogans: The True Definition of Luxury. Yours.
Act
one
(p.28)
5mn
Act
two
(p.28)
15mn
Act
three
(p.29)
20mn
Act
four
(p.29)
Input / Output
Aims
The teacher asks the pupils to look at the picture and answer the
questions.
Key answers:
a-The key of a city represents hospitality and welcome. It is offered
to the most distinguished and trustworthy people.
b- The circles stand for twinned towns.
c- The answer is in the logo. Its written in Arabic.
d- Towns belonging to different countries twin in order to
collaborate with each other in many fields and promote mutual
understanding.
The teacher asks the pupils to read the passage and check if their
answer to question (d) above was right:
The teacher asks the pupils to read the passage again and answer the
questions.
Key answers:
a- Twin towns are towns which have agreed to collaborate with each
other.
b- They are arriving on Sunday afternoon on Sunday, March 15.
c- The Mayor of Algiers is giving the opening speech.
d- The programme includes the visit of the Martyrs Monument, the
Roman Ruins, the Royal Mauretanian Mausoleum and the Kasbah.
The teacher asks the pupils to correct the form of the verbs in bold
and justify their answers.
Key answers:
a. The Bulgarian students are staying at the Safir Hotel.
b. Are they visiting Zeralda next week?
c. I hope you will enjoy your visit.
d. I will get you an aspirin.
e. Ive a camera. Im going to take pictures of the Royal Mauretanian
Mausoleum.
Act
one
(p.29)
The teacher asks the pupils to imagine that each one of them is a
Bulgarian student visiting Algeria . They send an e-mail to a pen
friend to tell him/her about plans for the next months. They have to
use the information in the box .
Key answers:
Start like this:
Dear
I am staying with an Algerian host family for the next two months.
Tomorrow, we are planning to visit Blida and Mount Chrea. Next
week, we are intending to go down to Sahara and visit El-Oued, and
since it has a magical power of attraction, we are going to stay there
for two weeks.
On 27th of November, we are visiting El-Kala for fishing and
enjoying the sun set. On the 3rd of December, Im flying Back to
Korea.
Your lovely friend
Sara
I/ Grammar in context
The aim of the lesson: the students should be able to: get an idea about the use of the modal can and its
irregular forms.
25mn
20mn
Input / Output
Aims
After
reading
(Grammar
desk)
(p.39)
I/ Grammar in context
*Practice (pp. 40-41)
The aim of the lesson: the students should be able to practice the use of the modal can and its irregular forms.
Act. One
(p.40)
20mn
Act. Two
(p.40)
20mn
Act. Three
(p.41)
Input / Output
Aims
The teacher asks the pupils to practise the use of the modals
can/could and their irregular forms by doing a completion activity.
Key answers:
a. The League of Nations cannot impose economic sanctions on
warlike nations.
b. Germany will be able to join the Security Council soon because
it is the third economic power in the world.
c. The UN General Assembly can only make recommendations to
the Security Council. It cannot make decisions.
d. The United Nations Organization has not been able to create a
permanent military force yet.
e. Dag Hammarskjold, who served as Secretary General of the UN
from
1953 to 1961, was able to organize peacekeeping task forces.
f. UN peacekeeping troops, called blue helmets, can use force
only for temporary self-defence purposes. They can maintain
peace, but they cannot prevent war.
g. The United Nations Educational, Scientific and Cultural
Organization(UNESCO) was able to launch its Peace Programme
only after the end of the Cold War.
The teacher asks the pupils to read each sentence and match it with
the appropriate function expressed by the modal can.
Key answers:
1-a. ability
2-b. possibility
3-c. possibility
4-d. suggestion
5-e. request
6-f. permission
7-g. warning
8-h. offer
The teacher asks the pupils to complete the answers of your partner
(s)using: was / were able to. An example is given.
Example:
You: Did you convince them?
Your partner :Yes. It was difficult. But we were able to do it in the
end. .
Key answers:
You: Did they settle the dispute?
Your partner: Yes, it took them a lot of time of negotiation, but they
were able to reach an agreement at the last minute of the
discussion.
You: The exercise was difficult, wasnt it?
Your partner: Yes, we were able to solve it thanks to the
collaboration of everybody.
I/ Grammar in context
*Write it up (p. 41)
The aim of the lesson: the students should be able to use their knowledge about some racist beliefs in their
social life.
Input / Output
Write it up The teacher guides the pupils to the complete form of the poem
(p. 41) about prejudices and asks them to pick out the various kinds of
prejudices and give examples of real life situations, and those
inherited as social beliefs.
Key answers:
Gender Prejudice
Aims
The pupils should
be able to get an
idea about the
common kinds of
prejudices.
Class Prejudice
Disability Prejudice
Ableism refers to the belief that those with physical or
mental disabilities or handicaps are inferior to able-bodied
people. Discrimination against the disabled is born of this
belief and involves limiting the rights of disabled
individuals to basic things that able-bodied people take for
granted, such as adequate housing, health care, employment
and education.
Remark (s):
The aim of the lesson: the students should be able to identify the intonation pattern.
Input / Output
Aims
Act. One
(p. 42)
Act. Two
(p.42)
Input / Output
Aims
50mn
Act. One
(p.43)
American
Broadcasting
Company
A-BOMB
Atomic bomb
AID
Agency for
International
Development
British
Broadcasting
Corporation
Central
Intelligence
Agency
Cable News
Network
Federal
Bureau of
Investigation
BBC
CIA
CNN
FBI
FIFA
GB
MBC
NATO
NBA
Federation
International
de Football
Association
(International
Association
Football
Association)
Great Britain
Middle East
Broadcasting
Company
North
Atlantic
Treaty
Organisation
National
Basketball
Association
OPEC
Organisation
of Petroleum
Exporting
Countries
Ph.D
Doctor of
Philosophy
Parentteacher
Association
/ Passenger
Transport
Authority
United
Kingdom
World Boxing
Association
PTA
UK
WBA
Great Britain
comprises ...
Act. Two
Teacher asks the pupils to try to brainstorm the major concepts
(p.43)
that can be related to peace and war in the classroom by making
(homework) a word map. Then assign the words as dictionary entries to be
completed at home in the way suggested in the textbook. Then
the teacher will check the students work in the classroom. Here
are some words related to peace and war : violence, treaty,
consensus, discussion, dialogue, non-violence ...
Act One
(p.44)
Act. Two
(p.44)
Act. Three
(p.44)
Act. Four
(p.44)
Aims
1)The pupils should be
able to get encouraged for
free oral communication
in English.
2)The pupils should be
able to have train on the
use of the structures of
inference
Act. Five
(p.44)
Act. Six
(p.45)
Act one
(p.45)
Aims
The pupils should be able
to express apologies using
should have in context and
to criticize using shouldn't
have + verb within
context.
Act one
(p.46)
20mn
Act two
(p.46)
The teacher asks the pupils to use the notes below, write a
list of school "Do (s)" and "Do not (s)". They can use a
dictionary, if necessary, to find the meaning of the new
words.
Key Answers:
- We have to tolerate differences at school.
- Pupils have to respect one another in class and outside.
- We have to keep cool and should not be hot-tempered.
- Everybody must not impose himself/herself on others.
- We do not need to always agree with one another.
Differences are always possible and sometimes necessary.
- We should settle disputes peacefully.
- We don't have to/mustn't be violent.
- We should accept the opinions of others.
- We must learn to listen to one another.
- We should not/ must not insult others or make fun of them
for no reason. We shouldn't shout at each/one another.
- Pupils must not cheat in the exam.
The teacher asks the pupils to write their own acrostics for
the given words.
Possible acrostics
P: Pay more attention to others.
E: Engage in non-violent campaigns/actions.
A: Act peacefully.
C: Collect signatures to end war and violence in the world.
E: Express disagreement for conflicts.
D: Do actions according to the law of your country.
E: Engage in campaigns for the freedom of speech.
M- Make protest against anti- social measures.
O: Organise yourselves in committees to fight against
injustice
C: Collect funds for the election of your candidate.
R: Respect the rights of others.
A: Act against poverty.
C: Care about the homeless.
Y: Yell out your solidarity with people in need of justice.
Aims
The pupils should be
able to be enriched their
lexical memory by
learning new words and
to practise the use of the
various structures;
have/has/do not have to,
must/mustn't,
should/shouldn't, ought
to, etc to express
obligation and/or
absence of obligation
and prohibition.
20mn
Act three
The teacher asks the pupils to distinguish between the
(p.47) duties and rights in the box. Then they have to complete the
class charter below, discuss and add other items to the charter.
The activity depends on the list of rights and duties
provided on the box on page 47. Students, however, can add
to it additional rights and/or responsibilities of their own.
Key Answers:
A)Rights and responsibilities.
Rights
- Express opinions.
- Meet together to
express views.
- Free education.
- Good working
conditions.
- Health care.
- Information.
Duties
- Work hard.
- Respect the opinion of
others.
- Tolerate differences.
- Respect the rights of others.
- Promote a culture of peace.
- Cooperate to solve
problems.
Act. One
(p.48)
20mn
Act. Two
(p.48)
Aims
The pupils should be able
to interpret and analyse
pictures and get a specific
ideas.
20mn
Act. Three
(p.49)
Write it out
(p.50)
Key:
Ladies and gentlemen, let me make this point right
away: age limits are not fair! I want to vote, but I cant
do that at the age of sixteen. Im sorry, you are too
young, they sat. Im not an adult until Im nineteen.
But when I buy a plane ticket, I have to pay the full
fare. I am an adult although Im just sixteen. At the
age of sixteen I cannot join the army, but if I have
to work, that will be for a full time.
Ladies and gentlemen, I have a dream that
children of my age will be able to live their
childhood as normal as possible. I have a dream to
have the right to live in peace, a dream that could
never be realized unless the adults would care
about us.
Our grandparents were able to assume their
responsibilities at an early age. How about us?
Give us a chance to try do that and to prove it. I
hope well be able to express our opinions and
feelings freely. I hope well be able to show the
adults that we can do things just as they do if not
better. But keep us far from wars
Thank you very much for your kind attention,
ladies and gentlemen. Please sign the petition
entitled DOWN WITH AGE LIMITS which is
being circulated by my classmates. God bless you
all!
Aims
The pupils should be able
to get the techniques of
writing a speech.
Before you
read
(p.60)
20mn
As you read
(pp.60-61)
25mn
After reading
(pp.61-62)
Input / Output
Aims
30mn
20mn
Input / Output
Aims
The pupils should be able
to use their previous
knowledge to identify the
difference between the
active and the passive
voices.
Act One
(p.62)
The teacher reads the report to his/her pupils and asks them The pupils should be
to put the verbs between brackets into the simple past passive. able to practise the
Key answers:
transformation from
The Exxon Valdez was wrecked just off the coast of Alaska in simple past active to
simple past passive
1986.It was carrying a huge cargo of oil. The oil spilled out,
and it was washed onto the beach by the wind. The water was making the necessary
changes.
polluted. The beach was damaged. The fishing industry was
ruined. Hotels and restaurants were closed.
15mn
Act Two
(p.62)
10mn
Act
Three
(p.62)
20mn
Act
Four
(p.62)
The teacher asks his/ her pupils to turn the verbs between
brackets into the simple past passive when necessary. Then
s/he have to simulate the dialogue for them to note how was
and were are pronounced.
Key answers:
Speaker A: What happened to the Exxon Valdez?
Speaker B: It was (/wz/) wrecked off the coast of California
and the oil spilled out.
Speaker A: The oil was (/wz/) washed out onto the beach?
Speaker B: Yes, it was (/wz/).It was (/wz/) spread out by
the winds.
Speaker A: Was (/wz/) the fish poisoned?
Speaker B: Yes, they were (/w/). They suffocated for lack
of oxygen.
Pair work: the teacher asks the pupils to act out the dialogue
with the books closed and they should pay attention to the
pronunciation of the auxiliaries.
The teacher asks the pupils to transform the verbs from the
active to the passive form using by. They can make any
necessary changes.
Key answers:
a. Fumes from automobile exhaust pipes cause air pollution.
Air pollution is caused by fumes from automobile exhaust
pipes.
b. Water pollution will deplete many water zones of their
oxygen soon.
Many water zones will be depleted of their oxygen by
pollution soon.
c. The Algerian government will ban cigarette smoking next
year.
Write it
right
(p.63)
Act One
(p.64)
Input / Output
The pupils read the text silently as they listen to the
teacher and continue marking the intonation on the words in
bold with appropriate arrows ( or )
Key answers:
There are five types of alternative energies ( ): solar ( ),
wind ( ), biomass ( ), and hydroelectric ( ). All of them
can be produced in our country because we have the
following natural resources ( ): the wind ( ), the sun ( ),
the mountains ( )
Aims
The pupils should be
able to aware of the list
intonation.
20mn
Act Two
(p.64)
t
b
d
g
v
z
d
h
l
r
w
m
n
i
u
15mn
ring, anger,
thanks, sung
Act Three
As the underlined letters in the words below are
(p.64)
mispronounced, the teacher have to ask the pupils to correct
The mistakes in the transcriptions.
Key answers:
words
Wrong
Correct
transcriptions
transcriptions
Letter
Beautiful
Burned
Were
Saved
Bird
Polluted
Washed
/ lit /
/ butfl /
/ brnd /
/ wer /
/ sevd /
/ brd /
/ pljutd /
/ wtd /
/ let /
/ bjutfl /
/ bnd /
/ w/
/ sevd /
/ bd /
/ plutd /
/ wt /
Act One
(p.65)
15mn
Act Two
(p.65)
Input / Output
The students have to look up the following words in a
dictionary: conserve, sewage, deplete
Key answers:
Consrve: / knsv / (v[T]) prevent sth. From being
changed, lost or destroyed.
Consrve: / knsv / (n[C,U]) (fml) jam, with quite large
pieces of fruit.
Sewage: / su d / (n[U]) waste matter from homes,
factories...etc carried away by sewers.
Deplete: / dplit / (v[T]) reduce greatly in amount : our
food supplies are badly ~d
The students have to recapitulate the various steps they
have gone through to find the meanings of the words in
exercise 1 above.
Key answers:
The strategies for checking difficult vocabulary are as
follows:
Aims
The students should be
able to be aware of the
strategies followed to use a
monolingual dictionary.
20mn
Act Three
The students have to read the dictionary entry below and
(p.65)
put the following keys in the right boxes.
Key answers:
A: / west/ pronunciation
B: ~land compound/complex word
C: (fig)
figurative language
D: (eg)
example
E: (vt)
transitive verb
F: (sth) something
G: (sb)
somebody
H: (prov) proverb
I: [U]
uncountable noun
J:
definition
Act One
(p.66)
20mn
Act Two
(p.66)
Input / Output
Aims
Act Three
The students have to listen to their teacher reading the text in
(p.66)
(p.181) of the text book and note how must be, cant be and
shouldnt be are pronounced. Cross out the wrong
transcriptions.
Key answers:
Plants must be (/msbi/) protected.
[Not /mstbi/]
They cant be (/kmb/) replaced by man-made converters.
[Not /kntbi/ ]
They shouldnt be (/mbi/) cut down.
[Not /ldntbi/
]
Act Four The students have to make the best use of their knowledge in
(p.66)
botany to describe the process of respiration in plants at night.
Homework
Your Turn
(p.67)
30mn
Write it up
(p.68)
Input / Output
Aims
Students are asked to turn the sentences below into the passive.
Then they read them aloud paying attention to the pronunciation
of the modals.
Key answers:
a. We mustnt hunt animals in danger of extinction.
Animals in danger of extinction mustnt be hunted.
b. We shouldnt throw recyclable objects.
Recyclable objects shouldnt be thrown away.
c. We should stop desertification.
Desertification should be stopped.
d. We can divide pollution into four types.
Pollution can be divided into four types.
e. We may group alternative energies in five categories: wind,
solar, biomass and hydro-electric
Alternative energies may be grouped in five categories: ...
f. We must protect our human resources.
Human resources must be protected.
The students will use the notes in the box to write a presentation
of the solar home in the picture. They can use appropriate
discourse markers from the tip box on page 67, or add any other
words if necessary.
Key answers:
Ladies and gentlemen, this is our new type of solar home. It
is better than other homes because it is environmentally
friendly. It is totally operated by solar energy. During winter,
outside air is captured by warm glass roof panels. Then, warm
air is forced down into a water tank by an air handling unit.
Next, the water in the tank is heated and greater quantities of
warm water air are released. The hot air is then sent down a
duct to the crawlspace in under-floor area. After that, warm
water rises through floor registers to the living space. Some of
the heated air is absorbed by concrete slabs. It is released at
night. This process is reversed during summer.
Input / Output
Aims
The students
should be able to
elicit responses to the
pictures without
checking their
interpretations at this
stage.
15mn
Act One
(p.69)
10mn
Act Two
(pp.69)
10mn
Act Three Students have to read the article on page 69 again and find the
(p.70)
following.
Key answers:
*easily made angry= irritability (noun)
*is confirmed= is borne out (verb)
*related to the brain= mental (adjective)
10mn
Act Four
(p.70)
Students have to choose the best title for the article. Then, they
justify their choice.
Key answers:
The best title is: Another Kind of Pollution. Noise pollution has
not been recognized as such until recently.
15mn
Act Five
(p.70)
The students have to pick out examples from the text on page 69
to complete the blanks in the tip box below.
Key answers:
a- A sentence which focuses on the general idea (topic
sentence):
e.g., For a long time, noise has been known to cause
sleeplessness and irritability, and now other studies are linking it
to a wide range of mental and physical disturbances.
b- A sentence which gives details to support/ develop the
general idea (supporting sentence):
e.g., In Los Angeles, researchers have found that people living
near the airport have
c- A sentence which provides a smooth transition from one
idea to another (transitional sentence):
e.g., In the opinion of many hearing specialists, time is running
out.
d- A sentence which supports the new idea (supporting
sentence):
The students
should be able to
read an article so
as to check their
responses.
The students should
be able to guess the
meaning of words
through a context.
Act One
(p.71)
25mn
Act Two
(p.71)
Input / Output
Aims
The students have to put the verbs between brackets into the
correct form of the passive.
Key answers:
a. Throughout the world, deserts are created because pastures
near arid lands heavily are grazed and trampled.
b. Around towns, adjacent forest belts are denuded by people
in their search for firewood.
c. More productive plants are introduced into semi-arid lands.
As a result, indigenous plants necessary for the maintenance
of the soil are nudged out.
d. Many people think that desertification is caused only by a
change in climate, but the truth is that deserts are provoked
by human actions.
e. Because of intensive production of cash crops like cotton
and groundnuts, soil nutrients are dissipated and the topsoil is
eroded by wind and water.
f. A long time ago, history was made in the deserts.
g. Today, about 140 million people are threatened by the
spread of the desert caused through the interaction of climatic
fluctuations and mans abuse of his environment.
h. Desertification must be stopped now; otherwise deserts
will be transformed into a curse for man soon.
i. These civilizations were built in deserts because people
knew how to live in harmony with nature.
k. At least two great civilizations were established there.
The sentences in exercise 1 are not in the right order. The
students have to re-order them into a coherent newspaper article
about desertification.
Key answers:
(1- f) (2- k) (3-i) (4- g) (5- d) (6-a) (7-c) (8 e)
(9 b) (10 h)
20mn
15mn
15mn
Input / Output
Aims
Warming
The teacher interacts with his/ her students using the pictures in p.119. The students
up
The picture shows natural disaster which was happened in Algeria.
should be able to
An Earthquakes and Floods.
get an idea about
the units topic.
Before
The students have to look at the symbols in the p.120 and answer the The students
you
given question.
should be able to
read
Key answers:
get a global idea
(p.120) a-The first symbol represents a crescent; the second a cross; (The
about two most
International Federation of the Red Cross and Red Crescent societies is
important global
still discussing whether to adopt the diamond as an alternative common organisations in
symbol)
peoples need.
b-They represent the different organizations which bring relief to people
in need.
c- No, people who work for these organizations are volunteers.
d- They operate in situations in which people are in need of help.
(natural disasters such as earthquakes, floods...).
e-They fulfill the following duties:
(1)fund raising
(3) collecting food aids
(4)helping with medical care
(6)providing assistance in emergency situations
As you
The students have to read the text and answer the following questions. The students
read
Key answers:
should be able to
(p.121) a- The report is about Youth charity
get information
b- The author writes about the findings/results in the second(2)paragraph. and ideas through
-S/He writes/ gives the interpretation in the third (3) paragraph.
reading and
c- The reporter used the word interestingly to show his/her surprise at analysing texts.
the unexpected results of the survey.
d- No, it doesnt. The data gathered by Youth 2010 show that young
people are more thoughtful than they were thought to be by their parents.
After
Grammar desk (p. 121)
you
Following the grammar desk, the students have to answer the given
read
questions.
(p.121) Key answers:
1- The tenses used in the reporters questionnaire are the present perfect
and the past simple.
2- The past perfect tense is used in the report.
3- Yes, there is a shift from the present perfect and the past simple
tenses to the past perfect tense because the reporter reports indirectly
what was said by the informants.
4- said (to say); told (to tell)
Remarks:
Class: ES/ ME
The aim of the lesson: by the end of the lesson the pupils will be able to transform sentences with present perfect
and past simple from direct into indirect speech.
Input / Output
Aims
Questions
Indirect speech
Statements
Past simple
Statements
Present perfect
Questions
Direct speech
The pupils
should be able to
recognise the
tense of the verb
in direct and
indirect speech.
The aim of the lesson: by the end of the lesson the pupils will have been able to practice the reported speech.
Act
One
(p.122)
Input / Output
Aims
The pupils have to read the interview in the box , then ask and
answer questions reporting what is said the interview.
Key answers:
The interview
You: What did the interviewer ask him?
Your partner: S/He asked him where he had grown up.
You: And what did he answer?
Your partner: He said that he had grown up in Seattle, Washington.
You: What did the interviewer ask him?
Your partner: S/He asked him where he had discovered his interest
in Software.
You: And what did he say?
Your partner: He answered that he had discovered his interest in
Software at the private Lakeside School.
You: What did the interviewer ask him?
Your partner: S/He asked him when he had begun computer
programming. You: And what did he answer?
Your partner: He answered that he had begun computer
programming at the age of 13.
You: What did the interviewer ask him?
Your partner: S/He asked him when he had entered Harvard
University. You: And what did he answer?
Your partner: He said that he had entered Harvard University in
1973.
You: What did the interviewer ask him?
Your partner: S/He asked him if had developed the first computer
there. You: And what did he answer?
Your partner: He answered that he had developed it there.
You: What did the interviewer ask him?
Your partner: S/He asked him how long he had been Head of
Microsoft. You: And what did he answer?
Your partner: He said that he had been Head of Microsoft for more
than 20 years.
You: What did the interviewer ask him?
Your partner: S/He asked him why he had set up the Bill Gates
Foundation. You: And what did he answer?
Your partner: He answered he had always been thoughtful about
others. Thats why he had done it.
You: What did the interviewer ask him?
Your partner: S/He asked him how much money he had donated
that year.
You: And what did he answer?
Your partner: He said that he had donated $3.2 million.
You: What did the interviewer ask him?
Your partner: S/He asked him which charities he had supported so
far.
You: And what did he answer?
Your partner: He answered he had supported organizations
working in the field of health and learning.
20mn
Act
Two
(p.123)
Write
it right
(p.123)
Input / Output
Aims
15mn
The
The teacher gives the handouts to the pupils, read and explain
Reminder how and when some letters aren't pronounced.
15mn
Act two:
The teacher asks the pupils to guess the missing silent letter in the
given words.
Key answers:
15mn
The
The teacher gives the handouts about the pronunciation of the
Reminder final /ed/ to the pupils, read and explain it.
15mn
The
Act one:
activities The teacher asks the pupils to classify the given words in the table
according to the pronunciation of the final /ed/.
Key answers:
/d/
/t/
/id/
Remarks:
Act One
(p.125)
20mn
Act Two
(p.125)
Input / Output
Aims
The students have to use some of the given verbs to report the
quotes in the box that follow.
Key answers:
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.
The students have to use the rest verbs to form sentences of their
own.
Key answers:
Each student reads his/her sentences and choose the appropriate ones
to write them in their copybook.
Remarks:
The aim of the lesson: by the end of the sequence the students should be able to:
-Listen to a radio interview;
-manage through a conversation;
Timing
Steps
Input / Output
Aims
15mn
Act One
(p.126)
15mn
Act Two
(p.126)
20mn
Act Three
The students have to listen to their teacher read some sentences
(p.126)
which contain mistakes then they will try to pick out this mistakes
and correct them.
Key answers:
The mistake consists of adding to the idiom had better and had
better not.
a- If you are inside a building during an earthquake, you had
better stand in a doorway.
b- You had better not try to take the stairs and lifts.
c- You had better stand away from buildings.
Remarks:
20mn
Your Turn
(p.127)
Input / Output
As a pair work, the students have to ask for and give advice
about what to do before, during and after earthquake using the verb
idiom had/ d better/ d better not.
Key answers:
Before an earthquake
You: What should I do before an earthquake?
Your partner: Youd better have an earthquake survival kit at
hand.
Other suggestions:
Youd better know how to turn off gas, water and electricity.
Youd better plan emergency procedures.
Youd better make plans to keep your family together.
Youd better know emergency telephone numbers (doctor,
hospital).
You: What shouldnt I do before an earthquake?
Your partner: Youd better not anchor objects like bookcases and
kitchen units to walls.
Other suggestions:
Youd better not place objects over beds.
After an earthquake
You: What should I do after an earthquake?
Your partner: Youd better check for injuries.
Other suggestions:
Youd better provide first aid.
Youd better check for building damage and potential problems
during aftershocks.
Youd better clean up dangerous spills.
Youd better wear shoes.
Youd better turn on the radio and listen for instructions from
public safety agencies.
Youd better use telephone for emergency only.
Write it up
The students have to use the previous acts statements to write a
(p.128)
short announcement advertising the precautions that people should
take before, during and after an earthquake.
Key answers:
ANNOUNCEMENT
Dear citizen,
Our town is situated in an earthquake zone. We cant 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, wed better not place objects over bed
because they may fall over family members and injure them. ...
During the earthquake, wed better not panic and run away in all
directions, for we can be injured or killed . Wed 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 wed better provide first aid because family
members and neighbours may be injured. ...
Remarks:
Aims
The students
should be able to
ask for and give
advices using some
verb idioms.
The students
should be able to
know the steps of
writing an
announcement.
Timing
Steps
10mn
Act One
(p.129)
15mn
15mn
20mn
Input / Output
Aims
The students have to interact with the picture and analyse what
it presents.
Suggested answers:
- They are taking food to homeless families and neighbours as
their houses were destroyed by an earthquake. This can be an act
of solidarity.
- The picture is supposed to have been taken after the earthquake
that shook Bourmedes in 2003.
Act Two
The students have to read the newspaper report and check their
(p.129)
answers to the previous act.
Key answers:
The women are taking food to their neighbours because the latter
have lost their homes.
Act Three
The teacher have to read and explain the tip box to his/ her
(p.130)
students, whom have to pick out the first paragraph of the previous
article and try to state the correct punctuations to separate the
reporters words from those of his informant.
Key answers:
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
The students have to use the information in the given table to
(p.130)
turn the conversation between Rafik and the journalist into
reported speech.
Key answers:
A. The journalist asked Rafik where the women were going all
together.
B. 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.
Remarks:
Timing
Steps
Input / Output
Aims
20mn
Act One
(p.130)
30mn
Act Two
(p.131)
Before
you read
(p.160)
The students have to look at the picture and answer the given
questions.
Key answers:
a-The expression handle with care is written on packets/boxes
The students
should be able to
get ideas through
interpreting
pictures.
The students
should be able to
read and analyse
texts.
Grammar
Together, the teacher and his/ her students will discuss the sentences and
Desk
the questions in the grammar desk.
(p.162) Key answers:
a-The link words written in bold express purpose.
The students
should be able
to get an idea
about
20mn
Act one
(p.162)
15mn
Act two
(p.162)
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.
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.
The students have to write an introductory sentence to express the
purpose of each of the subjects of the letters in the given box, with the use
of "to".
Key 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.
The students have to rewrite the sentences using "so that" instead of
the link words in bold type.
Key answers:
-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.
expressing
purpose using
"to", "in order
to" & "so as
to".
The students
should be able
to practice the
use of "to" to
express
purpose.
Act
one
(p.163)
The students have to imagine that they are a group of foreign investors
interested in opening a business in Algeria, so they should prepare a
facsimile and send it to the consulate to ask for information, with the use of
the given information in the box.
Suggested answer:
The students
should be able
to write letters
related to
business.
30mn
Act
two
(p.163)
Dear Mr._____,
We are writing to ask for information about the city of El-Oued. We are
a group of manufacturers of air conditioners from Leeds and we are
interested in opening a business in El-Oued. Would you please send us
information about the following:
a. working hours
b. languages spoken
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.,
The students have to imagine now that they are working in the
consulate, so they should write a draft reply to the previous letter of
enquiry.
Remarks:
Act
one
(p.164)
25mn
Act
As the teacher reads the sentences, the students try to underline the
stressed syllable.
Key answers:
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.
The students have to answer the questions of the previous act, by
The students
should be
aware about
the stress shift.
The students
two
(p.164)
20mn
Act
three
(p.164)
should be
aware of the
contrastive and
the corrective
sentence stress.
The students
should be
aware about
the different
sound-spelling
links.
Input /Output
The
The teacher distributes the handouts about the stress pattern to the
Reminder pupils, read and explain it.
Aims
The pupils
should be able
to get an idea
about the stress
pattern in
verbs nouns
and adjectives.
35mn
The
The teacher asks the pupils to do the activities in the handout
activities concerning the stress pattern.
Key answers:
The pupils
should be able
to practice the
stress in
different
words.
Remark(s):
Act
one
(p.165)
The pupils have to use the prefixes in the box to form words out of the
underlined phrases, then replace the underlined phrases with the words they
have formed.
Key answers:
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 pupils
should be
able to use
the prefixes.
30mn
Act
two
(p.165)
Act
one
(p.166)
10mn
Act
two
The pupils have to read a given short texts and answer the questions.
Key answers:
a-advertisement
b-in newspapers and magazines
c-The short texts on the left hand side of the page are work wanted ads;
the text on the right hand side is a firm offer of recruitment (situations
vacant).
The pupils have to listen to their teacher reading the script (p.186), and
say which advertisement of the previous part the speakers are talking about.
The pupils
should be able
to get an idea
about some
types of texts
related to
business.
(p.166)
20mn
Act
three
(p.166)
Key answers:
The speakers are talking about the advert on the right hand side of the
page. (offer of recruitment/situations vacant)
The pupils have to listen to their teacher reads the script again and take
notes in order to summarise the dialogue in their way.
Suggested Summary:
The pupils
should be
aware about
writing
summaries.
Remarks:
Act
two
(p.167)
20mn
Act
two
(p.168)
The pupils have to act out dialogues using yes-no questions and the
clues in the box. They have to make comments and give further information
each time they answer.
Key answers:
The students have to follow these examples to write their own dialogues.
You: Have you applied for the job yet?
Your partner: No, I haven't done that yet. I'll do it this afternoon/ tomorrow,
next year.
Yes, I have already done that. I hope I will get it.
The pupils have to study the given dialogue and act out snippets of it to
rehearse for a job interview.
The pupils
should be
aware how to
deal with
conversation's
questions and
answers.
The pupils
should be able
to differ
between the
present perfect
simple and the
present perfect
continuous.
Remarks:
Act
two
(p.168)
30mn
Act
two
The students have to put the verbs between brackets in present perfect
simple or the present perfect continuous and insert already, yet, still and
just where appropriate.
Key answers:
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 hasnt completed it.
Omar: She has been training to become manager since 2005, and she has
just only got the appointment to the position.
The students have to use the information in the next page to write an
annual report of a company of their choice.
The students
should be able
to use the
present perfect
and the present
perfect
continuous
using already,
yet, still and
just.
The students
should be
(p.168)
Key answers:
The students can follow this form:
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.
Absenteeism 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.)
Remarks:
aware about
the steps to
write a
company's
annual report.
30mn
The
The teacher gives the pupils handouts about the present perfect
Reminder simple & continuous forms and uses, read and explain it.
The pupils
should be able
to get an idea
about the
present perfect
and the present
perfect
continuous.
Activities Act one:
The pupils
The teacher asks the students to give the correct form of the verbs should be able
between brackets.
to practice the
Key answers:
use of the
1- has been looking 2- has been playing 3- has worked
present perfect
4- hasn't come 5- has been making 6- hasn't arrived 7- has just finished
simple and
8- has been raining 9- hasn't found 10- has been practicing
continuous.
Act two:
The teacher asks the students to choose the correct form of the verb
that complete each sentence.
Key answers:
Act
one
(p.170)
10mn
Act
two
(p.170)
Act
three
(p.171)
20mn
The pupils have to look at the picture and the graph and guess what they
represent.
Key answers:
- The picture represents the American women who helped in the war effort
in World War II by working outside their homes.
- The graph represents the growth in the number of firms owned by women
in the late 1980s and 1990s.
The pupils have to read the text and check their answers to the question
of the previous act.
The pupils
should be
able to read
and analyse
picture and
graphs.
The pupils have to read the text again and answer the given question.
Key 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 countrys economy.
c) In the 1960s many of them preferred to stay at home to take care of their
The pupils
should be
able to read
and analyse
texts and get
ideas.
20mn
Act
four
(p.171)
children.
d) Their husbands bought them cars so that they could drive their children
to school.
e) The 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.
The pupils have to read the information in the given tip box, then deduce/
infer the central idea developed in each of the paragraphs of the previous
text.
Key answers:
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 60s and
70s. was caused by economic prosperity.
Paragraph 3: American women worked outside again in the late 1970s and
1980s because of economic crisis.
Remarks:
The pupils
should be
able to get
ideas through
reading text.
Act
one
(p.172)
The pupils have to re-write the sentences of the text on the previous page
which contain the link words so that and in order that using "in order to",
"so as to" and" to"
Key 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 countrys economy .
After the war, American women continued to work side by side with
American men in order to contribute to the building of their countrys
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 school and back home.
They highly salaried husbands bought them cars in order to drive
The pupils
should be able
to practice the
use of link
words of
purpose.
15mn
Act
two
(p.172)
25mn
Act
three
(p.173)
I) Grammar in Context:
The aim of the lesson: the students should be able to: - learn about the conditional type zero & 1.
Before you
Input / Output
The pupils have to look at the picture and use the
Aims
The pupils should be to
read
(p.80)
15mn
30mn
As you read
(pp.80-81)
After
reading
(p.81)
be familiar with
geometry-related
vocabularies, and use and
practice the
comparatives.
Remarks:
I) Grammar in Context:
*Practice:
The aim of the lesson: the students should be able to: - practice the conditional type zero & 1.
Act one
Input / Output
The teacher asks the pupils to put the verbs between
Aims
The students should be able
(p.82)
15mn
Act two
(p.82)
15mn
Act three
(p.82)
20mn
Act four
(p.82)
30mn
Act five
(p.83)
I) Grammar in Context:
The aim of the lesson: the students should be able to: - practice the conditional in writing a scientific composition
Input / Output
Write it right
The students have to use the information below to write
(p.83)
a short description about water properties. Use
conjunctions if / when / as.
Key answers:
Like air, water is found almost everywhere. It is
familiar to us in different forms, as drinking water,
water vapour, ice and snow.
Water has some surprising qualities. For example,
most liquids freeze and become denser, but water
Aims
The students should be able
to practise the use of
conditional with 'may', 'can'
and 'will', to write a
descriptive essay using
given notes to improve their
writing skills.
15mn
Input / Output
Act one The students have to listen and mark the intonation at the end of
(p.84) each sentence in the dialogue below. Use arrows ( )
key answers:
Car owner: What should I do () if the engine fails to start?
()
Mechanic: Check if there is fuel in the tank. ()
Car owner: And if there is fuel in the tank. ()
Mechanic: Then you should check () if the battery is all right.
()
Act two In a pair work, the students have to act out the given dialogue.
Aims
The students should be
aware of the musicality
of spoken English, learn
the intonation in the
interrogative form, and
learn the use of "should"
for giving advice.
10mn
25mn
(p.84)
Act
three
(p.84)
Act
four
(p.84)
Input / Output
Act one The students have to complete the blanks in the table with
(p.85) adjectives of their own.
Key answers:
Suffixes
meaning
Example
for
(+transcription)
forming
nouns
Aims
The students should be
able to learn some
suffixes, their
meanings and their use,
and to be able to create
new and different
adjectives using
specific nouns and
suffixes.
-able/ ible
20mn
Act
two
(p.85)
Input / Output
Act one The students have to skim through the advertisement below and
(p.86) answer the given questions.
Aims
The students should be
able to be familiar with the
form and language items of
5mn
Key answers:
advertisements.
a- The advert addresses high school graduates.
b- Open Day is the day when the university is open for visit
by high school graduates who are interested to join the
university.
Act two The students have to listen to their teacher reading a dialogue
The students should be
(p.86)
10mn
30mn
Act three The students have to listen to their teacher again and answer the
(p.86) given questions.
Key answers:
a- The speakers are Jamel and Maya who are high school
students.
b- Jamel.
c- He starts as follows: I feel like going.
d- Jamel wants to visit the faculty of medicine.
e- Maya wants to visit the faculty of civil engineering because
she isnt interested in visiting the faculty of medicine
Your
Pair work. Each one of the students have to imagine that his/
turn
her friend finds himself/herself in a dilemma and suggest to
(p.87) him/her a solution to get out of it:
Suggested answer:
You: Im 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: Im almost certain that well travel to space some day.
Your partner: It seems to me that this wont happen tomorrow.
You: Im quite sure that Man will live up to 130 years.
Your partner: Its 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.
Remarks:
Write it up (p.88)
The aim of the lesson: the students should be able to: - give a short presentation.
Input / Output
Act one The students have to imagine they are in a dilemma. So they
(p.88) have to write a letter to an agony aunt to ask for advice.
Key answers:
A letter for seeking advice
A suggested letter to an agony aunt:
Dear Dr Wells,
Im writing to you to seek advice. My name is
Omar and Im a secondary school student. I cant make up
my mind about a personal problem.
Ill sit for the baccalaureate exam soon. Ill
Aims
The students should be
able to learn how letters
of seeking advice are
written regarding both
the form and contents,
and to use the
conditional for
expressing predictions.
30mn
Act two
(p.88)
Remarks:
Input / Output
10mn
Act one
(p.89)
15mn
Act two
(p.89)
The students have to read the first part of the text and check
their answers to question 1 in the exercise above. Then discuss
the given questions.
Key answers:
a. Yes, it shows the balloons moving away from one and
other. The illustration helps in understanding the word repel
in the text. It also helps to visualise the whole experiment.
b. Yes, I have used my knowledge in physics. Using
background knowledge helps in understanding texts.
Aims
Act three The students have to Read the rest of the text on page 89 and
(p.90) check your answer o question in exercise 2 on page 89.
Key answers:
Fig.2: It illustrates the result of the experiment: unlike charges
attract. The balloons are attracted to the rod. They are
negatively charged whereas the rod is positively charged.
15mn
Act four The students have to read the last paragraph on the text above
(p.90) and write captions for figures 3 and 4 to illustrate the
explanations.
Key answers:
Captions:
Figure.3: A negatively charged balloon adheres to an
uncharged wall.
Figure.4: A positively charged balloon also adheres to such a
wall.
Write it This activity will be given as a home work.
out (p.91)
Remarks:
Input / Output
Before you read The teacher asks the pupils to look at the picture of
(p.139)
the book cover and answer the given questions.
Key answers:
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
Aims
The students should be
able to describe a book
cover and know some
vocabulary words related
to fiction.
15mn
30mn
stories.
Act one (p.139):
The teacher asks the pupils to read the text and check
the answers of the previous task.
Act two (p.140):
The teacher asks the pupils to read the text again and
answer the given questions.
Key answers:
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.
After you read Grammar desk page 140:
(p.140)
The teacher asks the pupils to read the given
sentences and answer the questions after them?
Key answers:
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.
The teacher refers to Grammar reference n 11 page
201-202.
The conditional
1/ Type zero:
Form: If+ present, present
Use: general truths, scientific facts and habitual
actions.
E.g: If I through a glass, it smashes.
2/ Type one:
Form: If+ present, future.
Use: predictions, hypothesis, sth real and possible
to happen in the past or the future.
E.g: If it is sunny, we will go to the beach.
3/ Type two:
Form: If+ past s, would+ stem
Use: sth impossible to happen; imaginary in the
present.
E.g: If I were you, I would apologize.
4/ Type three:
Form: If+ past perfect, would+have+p.p
Use: imaginary in the past
E.g: If I had been a little bit taller, I would have
As you read
(pp.139-140)
I) Grammar in Context:
*Practice (pp.141-142)
Act one
(p.141)
10mn
Act two
(p.141)
20mn
Act three
(p.141)
15mn
Act four
(p.142)
Input / Output
Aims
Input / Output
Aims
Act one
(p.143)
20mn
Act two
(p.143)
20mn
Act three
(p.143)
Input / Output
Aims
Act one
(p.144)
Act two
(p.144)
15mn
Act three
(p.145)
15mn
Act four
(p.145)
15mn
Act five
(p.145)
Act six
(p.145)
Input / Output
Aims
Act one
(p.146)
20mn
Act two
(p.146)
15mn
Act three
(p.146)
15mn
Act four
(p.147)
Input / Output
Aims
Act one
(p.147)
30mn
Act two
(p.147)
Input / Output
Aims
Act one
(p.148)
Input / Output
Aims
Act one
(p.149)
10mn
Act two
(p.149)
Act three
(p.150)
15mn
25mn
Act four
(p.151)
Input / Output
Aims
Write it
out
(p.151)
Input / Output
Aims
Timing
15mn
15mn
30mn
Steps
Input / Output
Aims
Before you The students have to look at the map and ask and answer
read
questions about the following points.
(p.100)
Key answers:
Question: Where is the epicentre of the earthquake
represented on the map?
Answer: A few kilometres off the Indonesian shore.
Question: Which areas are hit by the earthquake/ tidal
waves?
Answer: Many countries in the region. The students can
list different areas.
Question: How many people died?
Answer: More than one hundred thousand victims. The
students can give the number of casualties in each area.
The information is on the map.
Question: When did the earthquake happen?
Answer: It occurred on December 26, 2004.
As you read Act one (p.100):
(pp.100- The students have to read the text and check the answers of
101)
the previous task.
Act two (p.101):
The students have to read the text again and answer the
given questions.
Key answers:
a- The natural phenomenon of Tsunami was little known
before December 26, 2004 because the victims did not
belong to many nationalities and ethnic groups. Or because
it had not been given much publicity before.
b- Tsunami has become one of the most popular Japanese
words because of the thousands of T.V. channels which
covered the disaster for more than a month.
c- No, it wasnt the first time that a Tsunami had hit that
region. It had already hit China twenty years earlier.
d- The Tsunami of December 26, 2004 was special as its
victims did not belong to one nationality or religion.
After you Grammar desk page 101:
read
The students have to read the given sentences and answer
(p.101) the questions after them?
Key answers:
1- had hit- had recessed
2- was known-was universal
3- the past perfect tense
4- the simple past tense.
*Practice (p.102)
Steps of the lesson:
Timing
Steps
Input / Output
Aims
25mn
Act one
(p.102)
15mn
Act two
(p.102)
20mn
Act three
(p.102)
Write it
Input / Output
The students have to Use the guidelines below to tell a
Aims
The students should be
right
(p.103)
Act one
(p.104)
Input / Output
The students have to listen to their teacher and underline
the stressed syllable in the compound words written in bold
Aims
The students should be
able to get an idea about
stress placement in
compound words.
10mn
Act two
(p.104)
15mn
Act three
(p.104)
20mn
Act four
(p.104)
Act one
(p.105)
Input / Output
The students have to complete the sentences in a logical way
using all the adverbs in bold, and check the meaning of the
Aims
The students should be
able to use adverbs in
15mn
Act two
(p.105)
10mn
Act
three
(p.105)
20mn
Act four
(p.105)
Act one
(p.106)
Input / Output
The students have to look at the picture of the book cover
(left) and read the jacket blurb (right). Then they have to
Aims
The students should be
able to discuss and
15mn
Act two
(p.106)
25mn
Act
three
(p.107)
Act one
(p.107)
Input / Output
The students have to ask their partner his/her opinion about
the films/short stories/plays you have seen/read, using the
Aims
The students should be
able to get an idea about
30mn
Act two
(p.107)
expressing opinions
about a literary work.
Write it
up
(p.108)
Input / Output
Group work: The students have to write a short tale
following the given guidelines.
Key answers:
Aims
The students should be
able to get an idea about
writing tales.
Input / Output
Aims
the accident?
A: Two people died and nine were injured.
Q: Where did the road accident happen?
A: It happened near Boudouaou.
Q: When did it happen?
A: It happened on/ last Tuesday.
Q: Why did it happen?
A: It happened because the motorist heading to Boudouaou
was phoning while he was overtaking a bus.
Q: Who inquired about the accident?
A:Gendarmerie officers did.
Act two
(pp.109110)
Act
three
(p.110)
The students have to read very quickly the rest of the article The students should be
on the next page and discuss the given points.
able to discuss and
Key answers:
interpret events.
a- Yes, because the rest of the article develops further the
information given in the lead-in, which is only a summary of
the news item.
b- Yes, the picture shows a collision between a lorry and a
car. We can, therefore, visualise the accident.
c-The writer reports both facts and opinions. S/he does so in
order to explain the reason why the accident happened. The
facts are there, we cant change them, but the authors
opinion can be questioned on the basis of the background
knowledge that the readers/students might have about the
different actors and the circumstances in which the accident
happened.
c- Yes, I am. The couple described is sympathetic and was
not all responsible for the accident.
The students have to read the newspaper headlines in
column A and write a lead-in paragraph of 3 to 4 lines using
the information in column B.
Key answers:
Input / Output
The students have to correct the wrong tense use in the
statements in the given accident report.
Key answers:
Statements by the motorists and eyewitnesses
b-The motorist was not wearing his seatbelt
when the accident happened.
Aims
The students should be
able to get an idea about
the tenses used in
counting an event.
Act two
(p.111)