الرئيسية2nd year lessons UNIT 07+08 PART 04
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2nd year lessons UNIT 07+08 PART 04
من طرف زائر الأربعاء 25 مارس - 21:33:52
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.
Unit seven
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OBJECTIVES
7879
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.
Unit eight
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OBJECTIVES
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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.
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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 boutriche@yahoo.fr
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.
Unit seven
7677
OBJECTIVES
7879
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.
Unit eight
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OBJECTIVES
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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.
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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.
9091
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 boutriche@yahoo.fr
زائر- زائر
مواضيع مماثلة» 2nd year lessons UNIT 01 PART 01
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» 1st Year lessons UNIT 01 PART 03
» 2nd year lessons UNIT 02+03 PART 03
» 1st Year lessons UNIT 01 PART 04
» 2nd year lessons UNIT 01+02 PART 02
» 1st Year lessons UNIT 01 PART 03
» 2nd year lessons UNIT 02+03 PART 03
» 1st Year lessons UNIT 01 PART 04
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