دروس مادة اللغة الانجليزية للفصل الاول سنة ثانية ثانوي

4. Give the correct form of the verbs as in the examples above. Give thetwo possibilities for each sentence. a)If nations accepted to solve conflictual points by discussing, they (settle) international disputes. ........................................................................................ or……………………………….. b) If all nations (respect) international laws, men would live in a peaceful world. ........................................................................................ or................................................................... c) If all the countries(agree) to adopt a fair international system of solving conflicts, our world (be) politically and socially stable. ......................................................................................... or............................................................................... d)If Men (share) interests and values, they (achieve) democratic ideals and human rights standards. .................................................................................... or..................................................................................... e) If schools (integrate) universal principles in their programs; children (grow) as responsible citizens. ........................................................................................ or..................................................................................... f) If Men (promote) international cooperation, they (develop) world partnership. ........................................................................................ or..................................................................................

Remember: If + subj + verb in the past simple → subj + would + stem

• Sequence 3:1. Reading Activities What are the Millennium Development Goals? Here are some of the Millennium Development Goals (MDGs) for the target date of 2020, as defined by the United Nations Organisation and agreed by all the worlds’ countries and all the worlds leading development institutions. GOALS 1.Settle international disputes 2. Maintain peace 3. Ensure world Stability 4. Promote democracy 5. Achieve universal education. 6. Develop a global partnership for development.

II. Mastery of Language 3. Read the UN General Secretary’s declaration. \"We will have time to reach the Millennium Development Goals in most, or even all countries but only if we act immediately. We cannot win overnight. Success will require action across the entire decade between now and the deadline. It takes time to train the teachers, nurses and engineers; to build the roads, schools and hospitals; to grow the small and large businesses able to create the jobs and incom e needed. So we must start now. And we must more than double global development assistance over the next few years. Nothing less will help to achieve the Goals.\" United Nations Secretary-General Kofi A. Annan1. Give the correct form of the verbs between brackets so as to write the conditional statements related to the Millennium Goals as stated in Mr Kofi’s declaration. Write the two possibilities: Examples: -We (reach) the Millennium Development Goals if we (start) action immediately. -We will reach the Millennium Development Goals if we start action immediately. or: If we start action immediately, we will reach the

Millennium Goals. a) We (meet) the fixed deadlines if we (multiply) our efforts. ........................................................................................ or ................................................................................. b) We (train) qualified people if we (develop) international cooperation. ......................................................................................... or ................................................................................... c) We (create) jobs worldwide if we( support) small and large businesses in developing countries. ......................................................................................... or ................................................................................a) We (improve) the conditions of life of people if we ( help) countries to promote economic growth. ......................................................................................... or ..................................................................................

Remember : conditional sentencesSituation Examples Structure Meaning-true in the - If we start action IF + Present → Probability: 75 %.present immediately, we Futureand future will reach the M D High probability to Gs. Future → If + fulfil the condition-untrue in the Presentpresent and -We will reach thefuture M D Gs if we start action immediately. - If nations If + Past→would Improbability: respected international laws, + stem 25% Men would live in peace. would + stem→ Desired but If + Past improbable results - Men would live in peace if nations respected international laws(continued)-untrue in the - If nations If + Past perfect Impossibility: 0%past respected → would have + international laws, past participle. Desired but there would not impossible results have so many Would have+ past because we refer conflicts. participle → if + to the past time past perfect.

• Sequence 4: I. Reading Activities1. Read the text and find out which of the following statements correspond to Bono’s message to the world community? Write “T” for true and “F” for false. In Autumn 2OO4, Bono, a famous rock star from Irish origin addressed a striking message to the world community in Toronto, Canada. Here are extracts of his speech: In my opinion, there is something wrong in our world- a world where the majority of people survive with less than one dollar by day- We , the privileged minority, are only interested in our welfare and our future. Paradoxically, both our welfare and future depend on the future of the wretched. This is why we must understand what is at stake. Think, just for a moment, that every day 6500 Africans are dying because of AIDS: a disease that can be now prevented and even treated. 65OO persons –more than this room can shelter- died yesterday and will die tomorrow. Africa, a whole continent, is on fire- and fire can spread quickly if we do nothing. Poverty and despair give birth to anger and violence which, as everyone knows, generate risks of war and acts of terrorism... our destiny is linked to theirs so we like or not, we’ d better change things and we’d rather start

immediately. Future generations will remember us because of what we didor failed to do when a whole continent was on fire. We’d better change things = it is preferable to change thingsa. We cannot be secure in an insecure world. …….b. Our welfare and future are threatened by AIDS. ….c. The situation in Africa is dramatic but we can do nothing. ..........d. Some people might think they are not concerned but they are wrong. ...........e. Let’s stand up together for human rights. .........f. The future generations will blame us if we don’t act. ......

II. Mastery of Language1. Use the ideas of column B in the table to write sentences as in the examples of the sentences that follow the table. Facts about Africa What we can / could/ should / ought to / must / have to do1. One African out of a. (make a contribution to two has less than one dollar a day. charity associations / collect books,2. Forty five million clothes, medicine...) African children do b. (invest in educational not go to school fields).3. More than 26,6 c. (export affordable million African medicine and participate to people suffer from prevention campaigns). AIDS. d. (encourage discussion4. One African out of and protect civilians five is caught in an effectively) armed conflict. e. (develop a project of water5. Fourteen African management in Africa) countries are sufferingfrom droughts f. (Reinforce links and6. (Thirteen per cent of exchanges between Africa and the world population is African but the rest of the world).Africans participate to only 2% of theinternational exchanges).eg. a) We could make a contribution to charity associations.- We can also collect books, clothes, and medicine.etc.b) The international community should……………in educational fields.c) The World Health Organization must ......................... affordable medicine and everyone has to.......................d) UNO must............................discussion. and

ought to .......................... civilians effectively.e) The International Organizations had better …………... …………………………………………….. 2. Now, complete the following sentences with the most appropriate modal. a) (can – must – have to ) Maintaining peace and judging criminals are our priorities. However, it’s not sufficient. We .......... also let people, who suffered from the war, know that justice was done. We.........to explain to ordinary citizens what is happening so as to avoid personal revenge. We believe that our action ............. stop the cycle of violence. b) (ought – should – could ) There are almost no educational tools in schools in some African countries. We ..........to support the “Computer Program for schools in Africa” in many ways. We ........ volunteer to collect extra computers from public and private companies and help renovate them before sending them to Africa. We ......... also launch educational programs to allow people to study on line.

c) (might- it’s preferable – may) We ......provide humanitarian aid by making donations to charity associations but I think ........to train people to exploit their land. In this way they…….improve the quality of their crops. d) (ought – can x 2 – had better) Fighting AIDs in Africa is an urgency but what ....... we do? We.............support the ‘Youth Program’. We ...........to help people overcome social taboos. We........... explain to them the risks of the disease through campaigns and meetings.

3. Study the following diagram of modals, thenconsider their different significations. After that do the exercise that comesjust after. MODAL MUST SHOULD HAD COULD MAY /HAVE TO BETTER MIGHT OUGHT TOWhen using a modal in a sentencethe verb following it takes theinfinitive form without « to »

Meaning Modals Examples - Nations must respect1.Expressing must/ necessity : have to international laws. “must” is -Nations have to respect stronger Should/ international laws. than “have to”. ought to -You should join an2.Giving advice association. -You ought to join an3.Giving advice: Had better association. (warning with possible = (’d better) -We’d better act before it’s toobad consequences ) late“had better” is more Couldcommon in speaking than -You could make ain writing. contribution to Greenpeace.4.Making suggestions : andoffering possibilities -You may change things if you make an effort.5. Expressing May/ -Some People might not probability might understand the reasons of your“may” for ≈ 50% actions. of probability“might’ for ≈ 25% of probability4. Study the following table.It shows you the “USE” and “OMISSION” of the indefinite article “the”WE DO NOT USE THE WE USE The1. to speak of someone or 1. to speak of someone or something forsomething for the first time. the second time:eg.I read an article on solidarity eg.The article I read is interesting.2. to speak in general. 2. to speak of ONE specific thing: eg. Did she get the jobeg. Is she looking for a job? she applied for? eg. I like the music in the

eg. I like music movie. 3.-with plural names of people:3.before names of people and eg.The Smithsplaces in general: (= the Smith family)eg. people: Mary Smith ___________________ -with some compound names ofeg.continents: America, Asia countries:eg.countries: The U K., the USAEngland, Canada, Palestine _________________________________eg.cities,towns: Baghdad, Gaza, -With mountain ranges: The Rocky Mountainseg.mountains: Mount Everest, (The Rockies)The AlpsMount Fuji. 4. – with some nationality adjectives:4. to talk of people in general: eg.The French, Theeg.Americans like hamburgers.eg.Mexicans like spicy food. Dutch , the Spanish, - With nationality words ending in –ese: The Chinese ; the Sudanese 5. to talk about groups of people .( always plural in meaning): eg. The young, The poor 6. ________________5. To speak about someone: 7. Before the words:eg.-a young man, an unemployed eg.The North, the South,woman, a homeless person, a poorman. the East, the West. eg.The North of Algeria,6. with names of important buildings and institutions: The South of Canadaeg .Buckingham Palace, 8. But we say : Cambridge university. eg.I’m going to the bank.7.Before: Nothern, Southern, My sister went to the Eastern, Western doctor. I often go to the theatreeg. Northern Algeria, Southern Canada 9. When the thing or person we mean is obvious in the situation

8. We say: eg.The UN Security Resolutions wereIs there a bank near here? not respected.My sister is a doctorThere is not a theatre in this town 10.___________________9. before a noun + number : 11.When we speak ofeg.UN Security Council something unique:Resolutions 242 and 338. -The earth, the sun, the10. before names of meals: moon, the sky,eg.What did you have for -The White House,breakfast? the Sahara Desert.11._____________________ 12.. With the names of oceans, seas, rivers and canals: eg. the Atlantic, the Mediteranean, the Amazon, the Suez Canal12._______________________

a) Supply “the” where necessary. Put X if not necessary.1. A car crashed into a tree near….post office yesterday. ...driver of....carwasn’t hurt but …car was badly damaged.2. Many people are afraid of ......dogs.3. We can learn a lot from ……people from other cultures.4. I spent a year in...... China and I learnt a lot from....... people I worked with.5. The path to.........Peace is sometimes a long process. 6. Airport announcement:...Flight 238 to London is now boarding at….. Gate 8.7. What time is ……dinner ?8. Africa is much larger than.....Europe.9. ............Algeria is in........northern Africa.10. Last year I visited......Mexico and.........USA.11.Most...... Algerians live in....... north of...... country.12.......life is not easy for.............unemployed.13. Andy Johnson is ……American but he lives in.....UK. He has a flat in......London not far from…... Hyde Park. He enjoys working in.... England but he dislikes....... English weather. How good is your geography?b) Use this table to answer the questions and supply “the” when necessary.(You do not need all the names).Use an atlas if needed.

Continents Countries Oceans Mountains Rivers andAfrica Canada and seas Alps canalsAsia Indonesia Andes NileAustralia Sweden Atlantic HimalayasEurope Thailand Ocean Rockies Thames Indian Mississippi Ocean Panama Pacific Canal Ocean Red Seaeg.-What must you cross to travel from Europe to America? The Atlantic Ocean1. Where is Argentina? …………………………..2.What is the longest river in Africa?………………………………………..

3.Which country is Stockholm the capital of?………………………………………………..4.What is the name of the mountain range in the west of North America? ……………………………………………………….5. What is the name of a sea between Africa and Europe? ……………………………………………………..6. What is the smallest continent in the world? ……………………………………………………….7. What is the name the ocean between Africa and Australia?……………………………………………………….8. What is the name of the ocean between America and Asia? …………………………………………………………9. What river flows through London? ………………………………………………………10. Which country is Bangkok the capital of? ..........................................................................................11. What joins the Atlantic and Pacific Oceans? ................................................................................12. What is the longest river in South America? ....................................................................................

Pronunciation and Spelling * “to”in”have to’ is usually pronounced -eg.We have to help others * “ought to” is pronounced /o t ə / eg.You ought to help others

1. Now, practice with these patterns. -You have to participate in the class debate ………………………………………………. -You ought to understand the source of the conflict. ………………………………………………………2. Read the following transcriptions and write the sentences: - [ wi: haev t ə kri:'eit ðə tƒein ə v səli'dæriti ] -.................................................................................... ................................................................................... - [ ju o:tə lə:n hau t ə s‫כ‬lv disə'gri:ment ] ..................................................................................... .....................................................................................

Stress mark *You can change the meaning of a question by stressing different words. a. eg. Have you heard Bono’s speech? Here, we insist on YOU, not someone else. b. eg.Have you heard Bono’s speech ? Here, we insist on the speaker BONO.

Now, practice orally with these patterns.-What could we do to help?-What could we do to help?-Do you understand the situation?- Do you understand the situation?

Prefixes can give you the opposite meaning of words. Prefix Meaning Examples-dis - not disappear-in - not inaccessible-ir - not (before a word irreversible beginning with ’r’)-il - not (before a word beginning illegal with ‘l’)-un -not unconstitutional

Now, practice.Add the correct prefix to the words in the box andwrite them in the appropriate column. logical – dependent – regular – licit – reparable –replaceable – believe – connect - literate- legible – certain – like – qualify – legitimate – lucky – competent - accurate – alienable- comparable – comfortable - agree – reversible – packed – conscious - capable-dis -in -ir -il -un irreplaceable

III. Writing Activities Think of a conflict you had with a classmate, a friend, or a neighbour.What was the conflict about?When was it?How did you settle it?Would you have acted differently if you had had theopportunity?You can use these ideas:- understand the source of conflict- try to work together for resolving the conflict- try to understand the other’s point of view- participate to the negotiation -discuss and suggest compromise -be positive and give constructive criticism………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..................................................................................................................................................................................................

Realization of the project “All men …are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness”. The Unanimous Declaration of the Thirteen United States of America Do you know of any countries where death penalty has been abolished? Talk to some of your friends and relatives and report their opinions on this topic......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................



Project3: Diversity The plan of the seance• Sequence 1• Sequence 2• Sequence 3• Sequence 4



• Sequence 1:I. Reading ActivitiesI. Read the following extract from the novel “White Teeth” by Zadie Smith, then answer this question:How many characters are there in the passage?Name them.…………………………………………………………… …………………………………………………………...

The Harvest Festival Samad Iqbal, a Moslem who used to live inBangladesh, is now a waiter in a London restaurant. Hehas forbidden his son Magid to attend the school’sHarvest Festival. He is now in his car with Magid and Irie, his friend.Both children were dressed in black and wore whitearmbands on their left arms upon which were paintedvegetables. Both had pads of writing paper and a pen.Samad asked the children, “What is this about?” No answer. “A vow of silence. I see”. Irie scribbled for a moment on her pad and passedthe missive forward. WE ARE PROTESTING. “All right: may one ask what it is you areprotesting about?” Both children pointed to their armbands. “Vegetables? You are protesting for the right ofvegetables?” Magid wrote on his pad: WE ARE PROTESTINGABOUT THE HARVEST FESTIVAL. Samad groaned, “I told you already. I don’t wantyou participating in that nonsense. It has nothing to dowith us. Why are you trying to be somebody you arenot? There was a mutual, silent anger as eachacknowledged the painful incident that was beingreferred to. A few months earlier, on Magid’s ninthbirthday, a group of white boys with meticulousmanners had turned up on the doorstep and asked forMark Smith. “Mark? No Mark, here,” his mother had said. “Youhave the wrong house”. But before she had finished the sentence, Magidhad dashed to the door, ushering his mother out ofview. “Hi, guys”. “Hi, Mark”. “Off to the chess club, Mum”. When he returned home that evening, Samad hadyelled after Magid. “I give you a glorious name like Magid MahfoozMurshed Iqbal! And you want to be called Mark Smith!”

But this was just a symptom of a far deepermalaise. Magid really wanted to be in some otherfamily. He wanted a piano in the hallway and on thecontrary there was his cousin’s cardoor. He wanted thefloor of his room to be shiny wood, the same floor ashis friends, not the orange and green carpet. He wantedto have flowers growing up one side of the houseinstead of the pile of other’s people rubbish; and thismonth Magid had converted all these desires into a wishto join in with the Harvest Festival like Mark Smithwould. Adapted from Zadie Smith, White Teeth (2000)

Zadie Smith was born in 1976, the daughter of a Jamaican mother and British father. Her 1st novel, White Teeth is a portrait of contemporary multicultural London. It became an international best-seller and won a number of awards and prizes. * Harvest Festival is celebrated in September in the United Kingdom by decorating churches and schools with baskets of fruit and food.2. Answer these questions about the text:a) Why has Samad forbidden his son to attend the school’s Harvest Festival? ……………………………………………………b) How do the children disapprove of Samad’s attitude? ……………………………………………………..c) Why does Magid want to be Mark Smith? ……………………………………………………..d) What do you think of Samad’s attitude? Do you approve or disapprove? Justify. ……………………………………………………. …………………………………………………….

3. Match the words in A with their equivalents in B.A eg.1...…d B1. forbid 2……….. a. shout2. scribble 3………. b. reciprocal3. nonsense 4………. c. a feeling4. acknowledge 5………..5. mutual 6………. of uneasiness6. meticulous 7………. d. ban; not allow7. yell 8………. e.show recognition of8. malaise f. write hastily g. absurdity h. very careful

Improve your vocabulary-Customs : particular way of behaving observed by individuals and social groups.- Identity : who somebody is; what something is.- To mix with : come or be together in society.- Faithful to : loyal to.- To integrate (into) : to combine into a whole.- To threaten : to menace.- Narrow-minded : not easily sympathizing with the ideas of others(opposite of ‘open- minded’).-Tolerant : having the quality of accepting opinions, beliefs, behaviour, etc., different from one’s own.

4- Read this paragraph about a custom in Japan. Pay attention to the underlined words.In somefamilies inJapan,people have a rigorousdiscipline and are strict with their rites. On the evening of February 3,they celebrate “Setsubun”. They take one dried bean for each year oftheir age and throw the beans around their homes and shrines, shouting“Good Luck in! Evil Spirits out!” “Setsubun” is a time to celebrate theend of a cold winter and the beginning of sunny spring.Remember :suffix meaning example rigorous‫״‬ous ‫״‬ ‫ ״‬full of ‫״‬ sunny having the‫״‬y ‫ ״‬quality of

a. Write the adjectives from these nouns using the appropriate suffix ous or y.contagious – riot – snow – adventure – fog – odour- ............... ………… ……………. ............... ………… …………….

b. Complete each sentence with the appropriate adjective. Choose from the box. cautious – sandy – advantageous – precocious – windy1. My nephew is a …… child; he can read although he is only 3.2. It was a …… day and a lot of people lost their hats.3. Be …… when you handle this machine; it is very fragile.4. In summer a lot of holidaymakers go to Bejaia and Jijel for their …… … beaches.5. To put your savings in a bank is really …… for you.

Pronunciation and Spelling.Contrasting short and long vowels Vowels can be classified into two categories: short and long.The short vowels are:[і] kid [i:] green[ɒ] not ɔ:] door[ʊ] book [u:] moon[æ] cat [a:] car[ә] again [ә:] first

Pay attention to the underlined letters. Which sound is the oddone? Cross the odd word out. [i] gift rich risk fever big [i:] scene fig freeze clean screen [ɒ] dot rot cross form revolve [ɔ:] fortune score reward forest ball [ɒ] you bush book brook good [u:] school foot acute roof rude[æ] rabbit bat hat character watch [a:] farm rat arm scarf koala [ә] again pilot amuse account burn [ә:] burst return dirty compare submit

II. Mastery of language

Read this dialogue: The smuggler Stoyan was a customs officer in Serbia. He used to work in a smallborder town. The road was usually very quiet, and there were not manytravellers. About once a week, he used to meet a man, Goran, who alwaysused to arrive at the border early in the morning in a big lorry. The lorry wasalways empty. Stoyan, who was suspicious, used to search the lorry, but henever found anything. Last year, Stoyan immigrated to the United States. One night, he washaving dinner in a restaurant in Los Angeles when he saw Goran. Stoyanwalked to him.Stoyan: Hello, there! Do you remember me?Goran: Yes, of course I do. You are a customs officer.Stoyan: I used to be, but I retired last year and I live in Los Angeles. I often used to search your lorry.Goran: But you never found anything!Stoyan: No, I didn’t. Can I ask you something? Were you a smuggler?Goran: Yes, I was.Stoyan: But the lorry was always empty. What were you smuggling?Goran: Lorries!

1. Read and write answers to the questions as in the given example. eg. Where did Stoyan use to work? He used to work in a small border town in Serbia.He worked in a small border town in Serbia, but nowhe doesn’t any more. a) Who did he use to meet at the border? …………………………………….. b) What did he use to do when Goran arrived at the border? ………………………………………. ………………………………………. c) What did Goran use to smuggle? ………………………………………….. ………………………………………….

Remember:We use USED TO +verb in the infinitive form (ju:st)to speak about a past habit, of a past actionwhich doesn’t happen any longer.eg. George Weah used to play football, (but now he has become a politician).

The Inuit are the Eskimos living in the north of Canada. What did they use to do?In the past, they used totravel by dogsled. Now, they don’t any more. They travel by snowmobile.

2. Use the information and the verbs in the box to write sentences. In the past Nowoil lamps electric lampsigloos modern houseskayaks floatplanesarrows rifles • get light from… • live… • use…for transportation • hunt caribous with… 1……………………………………………………….. 2……………………………………………………….. 3……………………………………………………….. 4…………………………………………………………3. Use “used to” or “didn’t use to” in these sentences.1. I …….drink coffee, but now I drink 2 or 3 cups a day.2. Plane tickets ……. cost so much money, but nowadays they are so expensive that very few people can afford to travel.3. People ……. die at an early age, but now life expectancy is very long thanks to the progress of science.

4. There …….. be a lot of advertising for cigarettes, but now, it is forbidden to advertise for cigarettes.III. Writing ActivitiesTalk about yourself when you were little: • your physical appearance, • your habits, • your likes and dislikes.Begin your sentences with:When I was little, I used to…/ I didn’t use to…………………………………………………..………………………………………………..……………………………………………….

• Sequence 2:I. Reading Activities Read this text carefully. Each community has its own beliefs, customs and behaviours. Peoplebecome conscious of such rules when they meet people who have a differentculture from theirs. The rules are not the same and vary from one society toanother. For example, the rules about when to eat for North Americans are thesame as for Europeans. They organize their timetables around threemealtimes a day. These rules, however, are different from those in othercountries where people don’t have a strict timetable and eat when they wantto. Another example which illustrates the difference of social habits is tips inrestaurants. In the USA people can leave tips in most restaurants, which isdifferent from what happens in Australia.

1. Say whether these statements are true (T) or false (F). a) Customs and social habits are the same all over the world. ….. b) People have different cultures. …. c) Concerning eating, North Americans don’t have the same rules as Europeans. ….. d) Europeans have strict timetables, which is different from Americans. ….. e) In Australia, people don’t leave tips in restaurants. … 2. Answer these questions. a) What makes a society different from another? ……………………………………………… b) What indicates that North Americans and Europeans are disciplined people? ……………………………………………… c) Why do people in some countries leave tips in restaurants? ………………………………3. Find in the text words that correspond to these definitions: a) Way of acting, manners (good or bad) …………………………… b) Gift of money to a waiter, a servant for personal services …………………………… Vocabulary Building 1. Read about this unusual custom. Pay attention to the underlined words. January 17 is St. Anthony’s Day in Mexico. It’s a day when people ask for protection for their animals. What makes this custom unbelievable is that they bring their animals to church. But before the animals go into the church, the people

usually dress them up in flowers andribbons to make them more attractive.