دروس مادة اللغة الانجليزية للفصل الاول اداب و فلسفة سنة ثالثة ثانوي

Project 2SEQUENCE I : EDUCATION IN THE WORLDA- Reading comprehension: Education in EngandActivity 1:5 years old COMPULSORY EDUCATION Nursery School11 years old Primary School16 years old Secondary School 18 years old GCSE exam ‘’ A’’ exam Higher education University polytechnics CollegeActivity 2:1- Schools are supported by public funds paid to the local

authorities who organize the schools in their areas.2- They have different educational systems.3- Students can afford several possibilities at the age of 16: - they can leave the school, stay at school, move to a college as a full-time student or combine part time study with a job.4- A career advisor helps students to choose a job and how they can achieve that.Activity 3:1-c. 2-a. 3-b. 4-d.B. Pronunciation:Activity 1:1. chooses 2. seems 3.it`s cold 4. spaces5.dances 6. scars 7. insultsActivity 2: /s/ /z/ /iz/satellites cameras usesphotographs photos villagesmaps citiesplants mountains oceans rivers fields treesC- Word- BuildingActivity 1:1. accessible 6.antiseptic2. rational 7.national3. sensational 8.romantic4. plastic 9.virtual5. adverbial 10.sympathetic

Activity 2: 6.c 7.f 8.b1.d 2.c 3.a 4.h 5.gD- Mastery of LanguageThe verbs are in the present simple tense.We form the negative with the:auxiliary do or does.+ not + the infinitive of the verb.When the verb is-be- (is/are), we form the negative with: is or are+ not.Activity 1:1- The students don’t take jobs during their process of education.2- Education is not optional in the developed countries.3- Policemen don’t have the right to go on strike.4- Schools in Algeria don’t provide careers guidance.5- The local education authorities are not responsible for building schools.Activity 2:This scene doesn’t take ……….. These people don’t practise ….. Do you know……? It is not a professional ……. The players don’t have a coach …………don’t play…..

b- The passive in the present simple: Both sentences contain: the auxiliary be + a past participle the auxiliary be is in the simple present tense. Both sentences are in the passive.Activity 3:1- The tea leaves are picked up in April.2- Victoria Falls are considered one of the seven natural wonders.3- Animals are kept in reservations …………..4- The Winelands are overlooked by the Drakenstein Mountains in Cape town.5- Elephant back safari are organized in reservations.6-Oil is refined before it is exported.Activity 4:England, Scotland and Wales have different educational systems whereas thecurriculum is the same for all French students.Schooling age in Great Britain is different from that in France; in Great Britain,schooling starts at the age of 5 unlike in France where it starts at the age of 6.Some streams, such as science, are alike in both countries. However, Arts orHumanities are different from Economy.Concerning exams, British “A” level are identical to the Bac examination.D- WritingActivity 1: The correct order is: c – b – e – a – d.Activity 2: Personal production.

SEQUENCE II :A. Reading comprehension: Education in the USA Activity 1: 1.b 2.c 3.a 4.b 5.cActivity 2:which => private schoolsthemselves => childrenwho => studentActivity 3:a)- tuition b)- subject c)- renownedB. PronunciationActivity 1:attend- curriculum - bachelor- kindergarten -degree - tuitionActivity 2:1. / ju: ƒəd k m bif : nu:n /2. /jes hi ƒud /3. /ai’d laik tə si: ðəm /4. /wat dəz it kənsist ov ?/ / it kənsist ov tu: ‘eliments /C- Word- BuildingActivity 1:minority- personality- maturity- irritability-flexibility- visibility - impartiality -majority- mobility – reality- priority- fatality

Activity 2:a)- majority b)- irritability c)- minority d)- real e)-maturity f)- priorityD- Mastery of LanguageActivity 1: 1-b 2-c 3-a 4-b 5-cActivity 2: 1- much 2- many 3- many 4- little 5- fewActivity 3:1- If the employees didn’t work hard, the manager wouldn’t Be satisfied.2- If the instruments weren’t sterilized before every operation, surgeons would fear the risk of infection.3- If Drogba weren’t a good football player, a lot of clubs wouldn’t want to have him.4- if new forms of energy were widespread, pollution wouldn’t be on the rise.5- If they didn’t love watching wild animals, they wouldn’t go on a safari to South Africa.6- If they were not fascinated by the geography book, they would move from their seats.7.If there were enough/more examples, the assistant would not ask Kate to rewrite her work.E- WritingActivity 1:a- have b- with c- little d- cultures e- training f- upg- teaching h- education i- knowledge j- economicActivity 2: The correct order is: c: 2 – 1 - 4 - 3

Activity 3: personal production.Sequence III :A- Reading comprehension : Education in MalaysiaActivity 1: 1. d 2. a 3. f 4. g 5. c 6.b 7.eActivity 2 : 1.b 2.a 3.b 4.cActivity 3: Age Examinations Level OneP pre-school Level twoR Year 1I7 year 2MARYED Year 3Uc Year 4aTI Year 5ON 12 Year 6 UPSR

S Form 1ECON Form 2DAR Form 3 PMRYE science stream Arts streamD Form 4U SPMC 2A yT Form 5 eI aO rN s Form 6 STPM Matriculation TERTIARY EDUCATIONB.Spelling fatter slimmer finer cleanerActivity 1: bigger freer more important lazieroldernoisiermore intelligentthinner

C- Word- BuildingActivity 1: 1.b 2.d 3.e 4. c 5.aActivity 2:1. boarding 2. building 3. landing 4. dismantling5. lightning 6. rioting 7. hunting 8. skiingD- Mastery of languageActivity 1:1. London is older than New-York.2. The Pacific is deeper than the Atlantic3. A Renault car is more economical than a Mercedes4. Swimming is easier than wnd-surfing.5. My house is not as big as yours.Activity 2:1. Oxford is older than Eton.2. Eton is not as old as Cambridge and is less populated.3. Cambridge is larger than Eton and more populated.Activity 3:1. Paris is not as friendly as London.2. Denmark is colder than Britain.3. Scotland is not as crowded as England.4. The Guardian is more informative than the Daily Telegraph.Activity 4:1. b 2.a 3. c 4.a 5.c

Activity 5:1. I wish I had a computer2. I wish my flat was/ were bigger.3. I wish I liked milk.4. I wish he was/ were more hard-working5. I wish he worked harder.6. I wish it stopped raining.7. I wish the lift worked.Activity 6:1.The managers are meeting at the firm tomorrow in order to discuss the new budget.2. She came back home early to watch her favourite programme on TV.3. The firemen have been called in order to put out the fire.4. Journalists write articles to inform their readers.5. They have built a high statue in the town in order to pay homage to their martyrs.6. He took a short cut to gain time.Activity 7:1. could recover 2. wouldn’t see 3. can repair4. won’t get lost 5. won’t waste 6. could crossE- WritingActivity 1:1. not as happy as….2. smaller…3. as easy as …4. as friendly as …5. better than …6. greener

Activity 2:“I have personally committed myself to making it a priority, for education is afundamental right set forth in the Universal Declaration of Human Rights. Topursue the aim of education for all is, therefore, an obligation for states.” Kaïchiro Matsuura, Director General of UNESCOSequence IV :A- Reading comprehensionActivity 1:1. Reception Year means the first year of education or grade 0.2. State schools receive an aid from the government that provide the minimum money from the parents.3. No, they aren’t; private schools have existed for centuries.4. Money was pumped into the education of the whites and the blacks were excluded.5. Redressing the resource imbalances, rebuilding the educational environment and giving a better training to teachers are some of the solutions to improve the educational system.Activity 2: 3. f 4. a 5.c 6. b1. d 2. eActivity 3: b) autonomous. a) span

B- Phonetics signify/signification stipulate / stipulationActivity 1:1- reservation2- personifies3- operate4- restore.Activity 2:perfect / perfectionvacillate / vacillationActivity 3:The rule: For all nouns in ION, the stress is on the syllablebefore the last one.Activity 4:- drink / rink - liar / buyer- puff / rough - week / peak- right / bite - nurse / purse- catch / patch - draft / shaft- straight / dateC- Word-building:Activity 1:initiate – initiation pacific – pacificationreplete – repletion incorporate – incorporationinconsiderate – inconsideration indignant – indignation federate – federationActivity 2: Pairs (adjective / noun)composite / composition motive / motivation

considerate / consideration divine / divinationD- Mastery of language:Activity 1:Cause Purpose Consequence- because - so as to - consequently- as - in order to - that’s why- since - thus- because of - therefore- due to - so - as a result - so … that …Activity 2: Concession1- As - in spite of2- so clever that - Although3- that’s why / therefore - despite4- Because of5- As a result / consequently6- so as to / in order toActivity 3: Opposition - but - unlike - whereas - contrary to - whileActivity 4:1. as 2. in order not 3. whereas 4. although5. in spite of 6. therefore 7. so that 8. unlike

Activity 5:1. mustn’t 2. needn’t 3. have to4. have to 5. mustn’tActivity 6:1- You don’t have to take a taxi, it’s not far from here.2- You mustn’t leave your seat when the plane is taking off.3- You have to/ must switch off the fridge before cleaning it.4- You mustn’t throw rubbish everywhere.E- Writing:Activity 1:a- because of b- therefore/ consequentlyc- in order to d- consequently / soe- as / because f- that’s why/ consequently/ as a resultActivity 2:Kevin prefers public schools because they are cheaper and he thinks the teachersare very good.Activity 3:Personal productionActivity 4:Personal production

Leisure TimeII - Puzzle it outTI MA N D MA R I AAO RNN MU S E U M GYU HIA BUS DRI VER OI lROB ELI S E SO BUS EGwY G A ALC B OOT HSIV- Word plays and double meanings1- post office2- A towel3- In the dark.V- RIDDLE : 1. c 2. a 3. d 4.b 5. f 6. e

TestSECTION I : Reading ComprehensionRead this text carefully, then do the activities: The Advantages of Education Many old people had no chance to go to school when they were young. Theygrew up in a world where the most important thing was to work hard to haveenough to eat. Education for them was of little significance since they ignored itsadvantages in life. However in our modern complex society, being able to read and write is anecessity. We must cultivate the skills of reading and writing for we live in aworld where the written word is everything. At the most basic level, we need tobe able to read the signs and directions that we see all around us. And how couldwe cope with today’s society when day-to—day tasks and duties require higher

levels of literacy. You must be able to read and pick out the right products insupermarkets, pay out by cheque or fill in a form. The list is endless. This meansthat it is worth going to school to develop these skills and more, to get a goodeducation which sharpens the wits of man, gives him more interest in life andbroadens his mind. In fact, a good education should not only cram up thelearner’s mind with dates, names and words but it should make out of him agood citizen as well. In other words, a good education should provide the learnerwith knowledge and show him how to use and widen that knowledge in life. Moreover, a well-educated man would be able to understand and get alongwith people of different backgrounds. Education would also provide him with asolid basis for success in a business career or in assuming future responsibilities.Such beneficial advantages have led many societies to apply compulsoryeducation in schools where the skills of reading, writing and thinking aredeveloped. As a conclusion, a good education is needed in all nations because itcontributes to welfare and development.1. How many sentences are there in the third(3rd) paragraph? (0,5 pt)……………………………………………………………………………..2. Are these statements true (T) or false (F)? (2 pts)a- Education means only learning dates andnames. …………b- Old people used to be concerned with survivingand not with education. ………..c- Nowadays society mechanisms are rathersimple. ………..d- Compulsory education is a way to fightilliteracy. …………

3. Answer these questions according to the text. (3pts) a- Why did people use to neglect education in the past? ……………………………………………………………… b- Are reading and writing the main aims of education? Explain. ……………………………………………………………….. c- What is an educated man. ………………………………………………………………..4. Lexis ( 1,5pt)a- Find words in the text that are closest in meaning to:meaning (§ 1 ) …………………….broaden (§ 2 ) …………………….need (§ 2 ) ……………………b- Find words in the text that are opposite in meaning to:knew (§ 1 ) ……………….....fragile, weak ( § 3) ………………….failure (§ 3 ) …………………5. What or who do the underlined words in thetext refer to ? (1pt)

- … its advantages Î ……………………….- … that we see Î ……………………….- … develop these skills … Î ……………………….- … out of him a good … Î ……………………...SECTION II : Mastery of Language1. Supply punctuation and capital letters wherenecessary: ( 1,5 pts)illiteracy is on the rise in many countries in africa asia and latin americaunfortunately their government don’t seem to take the right measures to fight thisphenomenon………………………………………………………………….………………………………………………………………….………………………………………………………………….2. Write the nouns for these words: (2,5 pts )complex ………………….contribute …………………hard …………………ignore …………………able …………………3. Put the verbs in brackets in the correct tense:a- Some years ago Khalid (decide) ……………….. to become literate, so he (attend) …………………… evening classes.b- He usually (go) ………………….to his office on foot.c- What (you/do ) ………………………now?

4. Combine the following pairs of sentences using the connectors in brackets. Make any necessary changes. a- The Smiths weren’t able to travel to Egypt. They didn’t get a visa on time. ( as) ………………………………………………………………. b- He had a lot of diplomas. He couldn’t find a good job. (although) ………………………………………………………………c- The boys couldn’t go to the beach. They had to work. (so) ………………………………………………………………..d- They cancelled the flight. The weather was bad. (because of)…………………………………………………………………SECTION III : Written expression (4pts)Choose ONE of the topics to write a composition of about 100 words.Topic 1 : More and more teachers complain about lack of discipline inclassrooms. In you opinion, Why do some pupils disturb the lessons? Use thefollowing notes : - classrooms overcrowded - pupils bored / impatient / long hours - teachers / no control over classes - many pupils / obliged to go to school / no interest …

Topic 2 : Why do many young people turn into delinquents? ……………………………………………………………………… …………………………………………………………………… ………………………………………………………………………………………………………………………………………….…………………………………………………………………….…………………………………………………………………….…………………………………………………………………….……………………………………………………………………..……………………………………………………………………..

KEYS FOR THE TEST The Advantages of EducationSECTION I : Reading Comprehension1. There are three sentences in the third paragraph2. a- false b- true c- false d- true3. People used to neglect education because they thought it was not important and they were mainly interested in surviving.4. No, Reading and writing are not the main aims of education. They are only the two essential basic skills to live in our modern world. Developing one’s intelligence and broadening one’s mind are the main aims of education.5. An educated man is not only someone who can understand and communicate with others but also a responsible person who can contribute to the development of his community.4. Lexisa- significance - to widen - requireb- ignored - solid - success5. its advantages Î education … that we see Î the signs and directions … develop these skills … Î to read and pick out the right products in supermarkets, pay out by cheque or fill in a form.

… out of him a good … Î manSECTION II : Mastery of Language1. Illiteracy is on the rise in many countries, in Africa Asia and Latin America.Unfortunately, their government don’t seem to take the right measures to fightthis phenomenon.2. complexity - contribution – hardness/hardship - ignorance - ability3. Verb tenses: a- decided / attended b- goes c- what are you doing …?4. a- As the Smiths didn’t get a visa on time, they weren’t able to travel to Egypt. b- Although he had a lot of diplomas, he couldn’t find a good job. c- The boys had to work so they couldn’t go to the beach. d- They cancelled the flight because of the bad weather .SECTION III :Written expression : personal production

IRREGULAR VERBSInfinitive Past simple Past Arabic participle ‫ﺃﻴﻘﻅ‬awake awoke awoken ‫ﻜﺎﻥ‬be was/were been ‫ﺃﺼﺒﺢ‬ ‫ﺒﺩﺃ‬become became become ‫ﻜﺴﺭ‬begin began begun ‫ﺃﺤﻀﺭ‬ ‫ﺒﻨﻰ‬break broke broken ‫ﺃﺤﺭﻕ‬bring brought brought ‫ﺍﺸﺘﺭﻯ‬ ‫ﺃﻤﺴﻙ‬build built built ‫ﺍﺨﺘﺎﺭ‬burn burnt ‫ﺠﺎﺀ‬buy bought burnt ‫ﻗﻁﻊ‬catch caught bought ‫ﻓﻌل‬choose chose caught ‫ﺭﺴﻡ‬come came chosen ‫ﺤﻠﻡ‬ comecut cut cutdo did donedraw drew drawndream dreamt dreamt

drink drank drunk ‫ﺸﺭﺏ‬drive drove driven ‫ﺴﺎﻕ‬eat ate eaten ‫ﺃﻜل‬ ‫ﺴﻘﻁ‬fall fell fallen ‫ﺃﻁﻌﻡ‬feed fed fed ‫ﻗﺎﻭﻡ‬fight fought fought ‫ﻭﺠﺩ‬ ‫ﻁﺎﺭ‬find found found ‫ﺤﺼل‬ ‫ﺃﻋﻁﻰ‬fly flew flown ‫ﺫﻫﺏ‬get got got ‫ﻗﺒﺽ‬give gave given ‫ﻜﺴﺏ‬go went gone ‫ﺴﻤﻊ‬ ‫ﺍﺤﺘﻔﻅ‬hold held held ‫ﻋﺭﻑ‬have had had ‫ﺘﻌﻠﻡ‬hear heard heard ‫ﺘﺭﻙ‬ kept kept ‫ﺃﻋﺎﺭ‬keep ‫ﻓﻘﺩ‬know knew knownlearn learnt learntleave left leftlend lent lentlose lost lost

make made made ‫ﻓﻌل‬ ‫ﺍﻟﺘﻘﻰ‬meet met met ‫ﺴﺩﺩ‬pay paid paid ‫ﻭﻀﻊ‬put put put ‫ﻗﺭﺃ‬ ‫ﺘﺠﻭل‬read read /red/ read ‫ﺩﻕ‬ride rode ride ‫ﺠﺭﻯ‬ring rang ring ‫ﻗﺎل‬ ‫ﺭﺃﻯ‬run ran run ‫ﺒﺎﻉ‬say said said ‫ﺃﺭﺴل‬ ‫ﺃﻅﻬﺭ‬see sought sought ‫ﻋﻠﻕ‬sell sold sold ‫ﻏﻨﻰ‬ ‫ﻏﺭﻕ‬send sent sent ‫ﺠﻠﺱ‬show showed shown/showed ‫ﻨﺎﻡ‬shut shut shut ‫ﺘﻜﻠﻡ‬sing sang sung ‫ﺃﺴﺭﻉ‬sink sank sunksit sat satsleep slept slept spoke spokenspeakspeed sped sped

stand stood stood ‫ﻭﻗﻑ‬ swum ‫ﺴﺒﺢ‬swim swam ‫ﻗﻀﻰ‬ spent ‫ﺃﺨﺫ‬spend spent taken ‫ﺩﺭﺱ‬take took taught ‫ﻗﺎل‬teach taught ‫ﻓﻜﺭ‬ told ‫ﺭﻤﻰ‬tell told thought ‫ﻓﻬﻡ‬think thought thrown ‫ﺃﻴﻘﻅ‬throw threw ‫ﺍﺭﺘﺩﻯ‬ understood ‫ﻓﺎﺯ‬understand understood woken ‫ﻜﺘﺏ‬wake woke wornwear wore wonwin won writtenwrite wrote

Cultural Corner HOW MUMMIES WERE MADE A mummy is the body of a person that has been preserved after death. The ancient Egyptians believed that mummifying a person's body after death was essential to ensure a safe passage to the afterlife. Mummification was a very long and expensive process. From start to end, it took about seventy days to embalm a body. High- ranking officials, priests and other nobles who had served the pharaoh and his queen had fairly elaborate burials. The pharaohs, who were believed tobecome gods when they died, had the most magnificent burials of all. The art of mummification consisted of many steps: - First, the body was washed and ritually purified. - Then, the deceased person's inner organs were removed through a slit onthe left side of the body. The intestines, the liver, the stomach and the lungs wereembalmed with a chemical product: natron to dry out the organs. - The organs were then individually wrapped into long strips of linen andplaced in jars. The lids of these jars were shaped after the four sons of the GodHorus, as they were each entrusted with protecting a particular organ.

Here are some jars with lids Kelsey Museum of Archeology,depicting the four sons of Horus:- Qebehsenuef: the falcon head for the intestines- Duamutef: the jackal head – for the stomach.- Hapy: the baboon head for the lungs- Imsety: the human head for the liver- After the removal of the inner organs, the body cavity was stuffedwith natron. The body was then placed on an embalming table andcompletely covered with natron to slowly dry out. This part of theprocess took about forty days, after which the natron was removed,inside and out, to reveal a dried, shrunken body. After anothercleaning, the body was rubbed with unguents to aid in preservingthe mummy's skin.The mummy was then prepared forbandaging. First, the embalmingcut on the side of the body wassewn up and covered with apatching with the protective eye ofHorus. The body was adorned with gold, jewels and protective amulets. Fingersand toes were covered with protective gold caps and individually wrapped withstrips of linen. Arms and legs were also wrapped, and then the entire body waswrapped in abouttwenty layers. The embalmers used resin to glue the layers of wrappingstogether. The wrapped head was covered with a mummy mask. Finally, Themummy was then ready for burial.

Once the mummy was finally prepared, it was time for the funeral. The mummy and its jars were transported from the embalming tent to the tomb. At the site of the tomb, religious ceremonies were held to prepare the dead for the afterlife. In the ancient times almost all Egyptians became mummies when they died - a total of about 70 million mummies in 3,000 years. By the 4th century AD, many Egyptians, who no longer believed that mummification was necessary for life after death, gave up the art and science of making mummies. So where did all the mummies go? Sadly, most were destroyed by grave robbers and vandals looking for treasures wrapped up in the bandages. The best preserved mummies are those of the pharoahs and their relatives. These mummies tended to be more carefully embalmed and protected from harm. The mummies that have survived allow us to look back into the past and know something of the ancient Egyptians and their time. Three of the most famous Egyptians mummies are Tutankhamen, Seti Iand Rameses II (Ramses the Great).

Tutankhamen, known to many as King Tut, was probably just a boy when he was crowned pharoah in the 18th Dynasty. He was still a teenager when he died and buried in the Egyptian Valley of Kings. Tutankhamen's tomb was discovered in 1922 by Howard Carter. Over thenext several years, Carter's expedition carefully uncovered the treasures,including the gold mask above. Tut`s mummy and its magnificent solid gold sarcophagus, along with wallpaintings, furniture, weapons, games and other artifacts have survived to thepresent, giving us a unique glimpse at an ancient pharaoh`s life.

Seti I is considered to be one of the greatest ofpharoahs and warriors, and was also the father ofanother very notable pharoah, Rameses II (orRameses the Great). Seti ruled in the 19th Dynasty,several generations after Tutankhamen. He washighly successful at protecting Egypt from invaders. Rameses the Great ruled over Egyptfrom 1279-1212 BC. Rameses waslegendary in many respects. At a timewhen most people lived only a fewdecades, Rameses was about 90 yearsold when he died. He was a tall manabout six feet in height, when theaverage Egyptian was a little over fivefeet tall. Rameses had many wives in hislifetime and is believed to be the fatherof over 100 children.

Activity1: - Answer the questions below:1. Why did ancient Egyptians use mummification?……………………………………………………………………2. Why were the pharaohs ` burials impressive ceremonies?……………………………………………………………………3. Where were the inner organs kept? Why?…………………………………………………………………4. Why did ancient Egyptians bury the deceased with their belongings and treasures?………………………………………………………………….5. When did Egyptians stop mummifying the dead? Why?…………………………………………………………………..6. What happened to most mummies?…………………………………………………………………7. Why were the mummies of the royal family better preserved?……………………………………………………………….8. What does the process of mummification teach us?……………………………………………………………………Activity 2: Reorder the different steps the process of mummification:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.ca)- The inner organs were removed.b)- fingers and toes were protected with gold caps.c)- The body was washed.d)- The body was adorned with precious jewels and amulets.e)- They were dried out with a chemical product put into four jars with special lids.f)- 40 days later, The natron was removed from the inside and outside of the body.g) -The whole body was wrapped with layers.h) – the cut on the left side was sewn up and covered with the eye of Horusi)- The empty body was stuffed and covered with natron.j) - The body was cleaned again and rubbed with unguents.k)- The head was covered with a mask before burial.

Activity3: Read the information about the three most famousEgyptians mummies and write their name in the appropriate space.- The greatest leader: …………………………………..- The youngest pharaoh: ………………………………….- The tallest and oldest pharaoh: ………………………Activity4: Complete the table below with information about each pharaoh:pharaohs names period of reign Characteristics…………………. 1279-1212 BC - ……………… -………………. - ………………………………….. 19th Dynasty - ……………….. - ………………… - ……………………………………. ………………… - …………………

Activity 5: Supply the appropriate word in the provided space:infection – addition – at – deceased – fractures – noticed – even – able –issued – getting – some – medical – for – needs – diagnosed – decided– revealed –In 1974, Egyptologists ........... the Cairo Museum ..............that the mummy's condition was ............. worse rapidly. They............... to fly Rameses II to Paris so that a team of expertscould give the mummy a ............... examination. Did youknow that .............. a mummy ................. a passport totravel? Rameses II was .............. an Egyptian passport thatlisted his occupation as \"King\" ................Once in Paris, Rameses was ............... and treated for................. During the examination, scientific analysis.............. battle wounds and old ..............., as well as thepharoah's arthritis and poor circulation. In .............. , expertswere .............. to determine ................ of the flowers andherbs that were used .............. the embalming, including lotsof camomile oil.

Cultural Corner More recent history In 1535 AD, Ottoman Turks took overBaghdad and ruled over Iraq until the Great War(World War I). When the Ottomans sided withGermany and the Central Powers, British forcesinvaded the country. They suffered a major defeatduring the Siege of Kut (1915–16) butregrouped and captured Baghdad in 1917. Anarmistice was signed in 1918 and On 11November 1920 Baghdad became a League ofNations mandate under British control with thename \"State of Iraq\".Britain imposed a Hāshimite monarchy on Iraqand defined the territorial limits of Iraq withouttaking into account the aspirations of the differentethnic and religious groups in the country, inparticular those of the Kurds to the north. Britain used phosphorus bombs against Kurdish villagers. Legal experts consider phosphorus bombs chemical weapons. The British resorted to military force when their interests were threatened, as in the 1941 British invasion of Iraq . The Iraqi Monarchy

Emir Faisal, leader of the Arab revolt against the Ottoman sultān during the Great War, and member of the Sunni Hashimite family from Mecca, became the first king of the new state. In 1927, huge oil fields were discovered near Kirkuk and brought economic improvement. King Ghazi I succeeded to Emir Faisal in 1933. He claimed Iraqi sovereignty over Kuwait before dying in a car accident in April1939. King Faisal I (1935- 1958) ,the only son of King Ghazi I was four when his father died. His uncle 'Abd al-Ilah’ became regent (April 1939-May 1953). In 1945, Iraq joined the United Nations. In 1948, Iraq and five other Arab countries fought a war against the newly-declared State of Israel. The cost of the war had a negative impact onIraq's economy.The Republic After the Hashimite monarchy had been overthrown, Iraq was proclaimed arepublic in 1958. Later the oil companies were nationalized and the governmentgave priority to agriculture and industry. As a result of these policies Iraqexperienced fast economic growth. During the 1970s, border disputes with Iranand Kuwait caused many problems. They were temporarily resolved with thesigning of the Algiers Accord on 6 March 1975. In retrospect, the 1970s can beseen as a high point in Iraq's modern history. The fast growing economy broughtprosperity and stability. Many Arabs outside Iraq considered it an example. Butterritorial disputes with Iran led to a costly eight-year war. the Iran-Iraq War(1980 – 1988) devastated the economy.

Invasion of Kuwait and the Persian Gulf War Territorial dispute led to theinvasion of Kuwait in 1990 and tothe Gulf War on January 17, 1991.Thousands of civilians were killed.Even after the cease-fire in April1991 strict conditions wereimposed on the Iraqi people. Iraq under UN Sanction According to UN estimates, between 500,000 and 1.2 million children died during the years of the sanctions.