CONTENTS OF THE FIRST DISPATCH 1. OFFICIAL SYLLABUS : 2. PEDAGOGICAL RECOMMENDATIONS : 2.1 GENERAL RECOMMENDATIONS 2.2 SPECIAL
ADVICE
3. CONTENTS OF THE FIRST DISPATCH : UNIT 1 SPORTS UNIT 2 UNIT 3
YOUTH EMIGRATION
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OFFICIAL SYLLABUS FUNCTIONS : NARRATING Describing Speculations about past events POSSIBLE INPUTS : - past events :historical, social, political, scientific. - extract from a novel about : • Apartheid • Black people in NoRTH America • Industrial Revolution - Natural phenomena e.g : Earthquakes, floods ect . . . LANGUAGE FORMS : - verbs :
• Stem +ed • Had + stem + ed • Was / were+ stem + ing - Time clauses : • when, while, after, before, as soon as, jut as + clause. e.g =.... kunta was passing near the barn when he spotted a thick iron wedge • After, before, while + stem + ing. e.g = while sailing through the Mediterranean Sea, the explorers did research into the effects of pollution on marine life. • No sooner + had + stem + ed .... than + clause. e.g. No sooner had the boat arrived there than the islands were hit by a hurricane.
condition al type III : • If + had + stem +ed • have + stem + ed e.g. If they had stayed under cover, they wouldn't have been shot
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FUNCTIONS : Reporting- Deducing / Drawing conclusions - Accusing /Denying. POSSIBLE INPUTS : - Reporting an investigation into a social and economic problem or crime - Proceeding in a tribunal. - Description of a trial - e.g : Diary of Angela Davies . LANGUAGE FORMS : Verbs : Stem + ed Had + stem + ed was / were + stem + ing Is / are there is / there are Has / have + stem + ed Deducing : • Must have + stem + ed • Couldn't have + stem + ed e.g He must have hidden the weapon it couldn't have been him because he was at my house all day. • markers : therefore - thus - so - consequently. - Reporting questions : He asked if ................. He wondered what ............ He wanted to know when............ He tried to find out who.............. e.g = the police wanted to know what he had done the night before. - Denying : Deny, claim, maintain, insist. • certainly not. e.g = He denied stealing the money. He insisted that he had nothing to do with the robbery.
+ could
purpose clauses :
+ would + stem In order that so that
+ might
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FUNCTIONS : DESCRIBING : Planning - predicting - Expressing probability. POSSIBLE INPUTS : Describing a project : • scientific research • space exploration • solar energy • medical discoveries / inventions • human / social achievement, by the year 2000 ( futurology ) • Reform of the Algerian educational system • Promotion of agriculture in Algeria. LANGUAGE FORMS : Verbs : Stem (s) Is / are there is / there are Has / have Has / have + stem + ed will + stem Is to + stem e.g = Tanzania is to sell Algeria $ 15 million of agriculture and industrial goods in a government - to government agreement. - Future perfect simple : will have + stem + ed e.g Scientists predict that in 20 years we will have improved methods of prevention of heart diseases
- Passive in the present simple continuous : is / are being + stem + ed e.g : old buildings are being restored. would
- Modals in the passive : could be + stem + ed might
e.g = the traffic policies would be extended to favour cyclists and public transport users. • will have to be + stem + ed e.g = Delivery schedules to commercial permits will have to be tightened up
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Expressing probability : Modals :
might + stem could
e.g = ......... In the future anyone on earth could glean the information stored in a satellite. Adverbs : likely - unlikely - possibly - probably - etc..
FUNCTIONS : Past process. POSSIBLE INPUTS : - How things were made in the past. e.g = printing olive oil making. - How things used to be done e.g = Irrigation - coal mining. LANGUAGE FORMS : Verbs : Stem + ed was / were + stem + ed e.g = the flat pages of printing type were pushed by steam power. had been +stem+ed e.g = the whole process was repeated until the desired thickness had been built up. - Sequence markers : First, then, next, finally. - Time markers : x ..... years ago In 1880 In the 18 th century - Relative clauses : where, which ( defining and non defining ) Defining which : e.g = ...... then, the grain was piled in to form a mound which was covered with straw • Non defining which : e.g : cristal whiteness could be given by adding an oxyde ofmanganese, which came to be known as glass makers soap
- Result clause : 5
e.g = Root foods and grains were spread in the sun until most of the moisture had evaporated. - Expressing means : e.g = the first glass vessels were made by winding threads of hot molten glass...
FUNCTIONS : making hypotheses. POSSIBLE INPUTS : Describing / making hypotheses about past events, things, places. e.g = origin of life the earth flight - Tentative explanations of mysterious happenings LANGUAGE FORMS : Verbs : Stem (s) Has / have + stem + ed stem + ed there was / there were was / were + stem + ed
- making hypotheses :
may might have + stem + ed could e.g = the muscles of the archaeopteryx 's could have attached to the wishbone, even though the bird had no keel.
may might have been + stem + ed could e.g = the first wings might have been employed to catch insects - Adverbs : presumably, probably, may be, perhaps, apparently, almost,certainly. e.g = may be the archaeopteryx's ancestors used their wings for balance rather than lift
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- Tentative explanations :
to seem to appear To have + stem + ed thought • To suggest that ....., Is / are believed to it seems • appears that e.g = the animals appear to have perished by drowning.
FUNCTIONS : Comparing / Contrasting. POSSIBLE INPUTS : • • • • • •
Species : Man and ape Geographical areas / economies Ways of life / customs Scientists and their achievements People / characters Evolutions of family life (size, nature,...)
LANGUAGE FORMS : Verbs : Describing in the present : Stem (s) Is / are Has / have there is / there are Describing in the past : • Stem+ed • Was / were • Had • There was / there were. - Superlatives : the least, the most, the furthest e.g = .... this method is the least expensive.
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- Quantifiers : all, most, some, a few... ( of ), others. e.g = Most animals crave salt when they 're short of it Some people by contrast, crave salt all the time while others never want it. .......as e.g = By the end of this century; Ethiopia will have as many people as Britain. Bangladesh may eventually have twice as many people as the U.S.A. - Similarly, likewise in the same way. - Differences : unnlike, while,whereas, on the other hand however, nevertheless in contrast. e.g = man has possessed the secret of making fire for thousands of years. In contrast, neither apes nor any other animals possess this secret -state or habit in the past : used to / would e.g = pirates used to / would bury their treasure FUNCTIONS : Instructing POSSIBLE INPUTS : - Travel regulations - Immigration Acts - Youth hostel regulations - School regulations - Highway code - Holiday camp regulations LANGUAGE FORMS : Verbs : Stem (s) Is / are Is / are + stem + ed Has / have Will be + stem + ed - Modals in the passive : be + stem + ed e.g = All foreign currency and precious metals brought into Algeria must be declared. A dog or a cat should not be embarked for the voyage to Britain until the owner has been given the number of the landing licence.
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Expressing obligation : It is necessary to ........ It is essential that ........ It is strictly forbidden to........ To be required to........ e.g you are required to make a currency declaration at the customs office at your point of entry. It is strictly forbidden to bring any of the following items into Algeria : drugs, weapons, etc... - Condition : If, only if, unless, provided that. e.g = parties of tourists and cultural and sporting groups can travel on a collective passport provided that all members are of the same nationality. No deposit can be returned unless the vacancy caused by cancellation can be filled . - Reduced relative clauses : e.g = Visitors permanently resident outside Europe are allowed to take with them...... Students travelling : from other towns should inquire at their Local railway or coach station. The fares quoted in this programme are correct at the time of going under press. FUNCTIONS : Eliciting and expressing opinions - Arguing. POSSIBLE INPUTS : - Development issues. - Nuclear weapons. - Space research. - Women and work. - Medical research. - Death penalty. - Co -education. -Mass - media, etc...
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LANGUAGE FORMS : Verbs : Stem (s) Is / are Has / have there is / there are. Eliciting opinions : What do you think of ?.... What's your opinion on / about ?.... How do you feel about ? ... Are you in favour / against ?.... Don't you think that ?...
Expressing opinions : I think .... I believe .... In my opinion.... I'm in favour / against..... I agree / I don't agree ....
Discourse connectors : • Addition : also, addition to, moreover, besides,furthermore • Contrast : but, however, on the other hand, although, though, yet. • Cause : because, for, since, as. • Result : therefore, as a result, consequently, thus, because of this. • Condition : if, povided that, unless, as long as. Intensification : on the contrary, in fact, as a matter of fact. Explanation : that is, in other words.
• • •
Exemplification : for instance, for example, such as. Order of ideas as : first, secondly, thirdly, lastly, finally, next. Complex prepositions : according to, as for, due to, except for, owing to, along with
.
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Phrases : Introduction markers : • To begin with.... • In this section we shall look at ... • By way of introduction.... • The purpose of this essay is...... - Importance markers : • It is essential to realize that .... • I is well worth noting that ..... - Summary markers : • To sum up...... • Briefly, we can say that .... • In more concise terms, this means ..... • To be brief .... / To be short ..... - Conclusion markers : • It is clear from all I have said before ..... • Finally, you can see that ..... - Discussion markers : • On the one hand, .... on the other hand .... • I admit / we must admit that .... • I am opposed to .... • one of the advantages is ..... • It can't be denied that .... •
FUNCTIONS : Making request. POSSIBLE INPUTS : - Business letter. - Personal letter. - Dialogue / conversation.
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LANGUAGE FORMS : EXPOSITORY
SPOKEN
- I should be grateful if you would send - Can you spare a moment, please ? me your book list of ...... - Could I have another cup of tea ? - Would you lend me some money ? - We should appreciate your sending us - Would you mind opening the window ? immediately a wide choice of samples. - Do you mind if I open the window ? - Perhaps you could also let me know your terms of business. - would you please send us
FUNCTIONS : Expressing regrets POSSIBLE INPUTS : - Business letter. - Personal letter. - Dialogue / conversation. LANGUAGE FORMS :
EXPOSITORY
SPOKEN
- I'm sorry to hear that .... - We regret we can no longer grant you credit .... - Unfotunately, I regret to inform you that .... - I am sorry I couldn't attend your wedding .
- What a pity you weren't at the party. -
If only I wish
I had seen this film !
- We shouldn't have left him alone. - That's too bad ! we missed him by an inch.
FUNCTIONS : Complaining - Expressing reproach. POSSIBLE INPUTS : - Business letter. - Personal letter. - Dialogue / conversation.
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LANGUAGE FORMS : EXPOSITORY
SPOKEN
- You should have wrapped them in plastic material. - Will you please deliver the envelopes by Friday at the latest. - We should therefore appreciate your looking into this matter and letting us know the results. - We hope that such an accident will not occur again. - We shall appreciate the replacement of the album as soon as possible.
- I'd / would like to know why....... - I think it is a shame to ...... - I'm sorry to have to say this, but..... - I'm sorry to trouble you, but...... - Look, I'm sorry to trouble you, but....
FUNCTIONS : Apologizing.. POSSIBLE INPUTS : - Business letter. - Personal letter. - Dialogue / conversation. LANGUAGE FORMS :
EXPOSITORY
SPOKEN
- I must write to apologize for the way I - I'm behaved at your party last night. terribly - We are sorry to inform you that we awfully sorry stopped production of fruit juice. - I do apologize for... so
- I'm extremely sorry that the order - Please forgive me for... was so late. must - Please accept our apologies for any -I
inconvenience caused by the delay
do
apologize for...
- I just don't know what to say.
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GENERAL RECOMMENDATIONS With this first dispatch, you will need : - a note book ( 120 pages ) - an English dictionary - a pen, a ruler, a pencil and a rubber - Work regularly - It is better to study half an hour a day every day than 5 hours one day, and nothing the rest of the week. - If you can, work with friends. -Follow the instructions in the booklet very carefully. - Keep the booklet, you will need it later. - Do not write in this booklet in pen. Use a pencil you can erase answers if you wish to redo certain activities later. - Learning is thinking : so think before you answer. Think before you write. Think when you compare your answers with the key. You can discover by yourself how language works. - Always re-read your answers, you can correct many mistakes. - Timing is suggested for each unit. Follow it. - When you finish a unit, look again at its objective. Can you do the things mentioned in the objective ? If the answer is No, do the unit again. - Give yourself marks for each activity. See if you are making any progress. - Read the " special advice " page very carefully. - Copy all the reading passages on your copy - book.
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SPECIAL ADVICE GETTING READY : The aim of these parts is to introduce you to general topics. The questions are to be answered orally. Preferably in English, otherwise in Arabic. You may, if you wish, make a few quick notes. The key does not always contain the answer because this section refers to your personal experience,your familiar environment, your opinion. ACTIVITIES : ( Related to the text ). Before reading the passage, look at the title (what does it suggest to you ? ), the pictures ( when they exist ), the lay out or presentation ( Is it a letter ? Is it a dialogue ? Is it an advertisement ? etc ... ) - Try to get a rough idea of what the text is going to be about from the 3 elements above. - Read the instructions carefully and follow them. - Read the text quickly a first time to get a general idea of the contents. - Read a second time more slowly without being disturbed or stopped by the words which are new to you. - What to do with difficult words ? we recommend the following technique : a - Ignore the difficult word : Imagine it does not exist. See if you can understand the general sense of a sentence without being disturbed by the word. b - Look in the context ( the words that come before or after the new word ) to guess its general sense. A number of difficult words or expressions are explained later, either immediately afterwards or elsewhere in the passage. c - Read on and revise your guess. - In any case, be satisfied with approximation. No need to have an exact definition of the new word (s). d - If nothing works, look up the word in a dictionary. - Read the questions related to the text : first quickly then carefully. - Go back to the text and locate the words, phrases, sentences or paragraphs which contain the answer.
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CONCENTRATION IS NEEDED : - Write the answers in note - form, in pencil, on rough paper. - Go through the questions and answers, compare them with the key.
ACTIVITIES : ( others ) - Read the instructions carefully. - If an example is given, study it well. - Do the activity set. - Read your answers again. - Compare your answers with the key.
PATTERN SUMMARY - USE OF ENGLISH : The aim of these parts is to provide you with a formal grammatical or functional pattern, to give you the rules. Before looking at them, try to draw your own grammatical rules.
LEISURE TIME : This part contains games, quizzes, puzzle. We hope you will find them a pleasant refreshing change and useful too. They re-introduce some words used in the unit.
KEY : This part is aimed at SELF - CORRECTION and SELF EVALUATION. All the activities in each unit are followed by suggested answers at the end of the unit. When : - you have finished the activity or activities concerned. - you have read your answers again, AND you are satisfied with your own answers.
THEN, and ONLY THEN can you compare your answers with those suggested in the key. If your answers are correct, give yourself a good mark. If you are not satisfied, ask yourself WHY ? WHAT’S WRONG ? Then do the same activity again, 2 or 3 days later.
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SPORTS OBJECTIVES OF THE UNIT : By the end of this unit, you should be able to reconstruct a piece of narrative and compare people (personality features, life, career) ... TIME NECESSARY : About 15 hours, that is 1 hour a day for 15 days. UNITS OR LESSONS TO BE REVIEWED SIMPLE PAST - PAST PERFECT. HABITUAL PAST. Adverbs of frequency - time adjuncts. MATERIAL TO BE PREPARED Sport magazines. REFERENCES : new lines : Units 1 - 3. midlines : Units 7.
UNIT PLAN • • • • • • • • • •
GETTING READY ACTIVITIES 1 to 7 PATTERN SUMMARY GETTING READY ACTIVITIES 8 to 11 GETTING READY ACTIVITY 12 D .W. U. WORDS ACTIVITIES 13 to 14 D .W .U. WORDS 17
- D. W. U. WORDS - ACTIVITY 15 - PATTERN SUMMARY - LEISURE TIME - KEY
GETTING READY
SPORTS
* What kind of sport do you practise ?
* What facilities are offered to young people ?
* What can be done to promote sports in Algeria ? * Are all sports within anyone's reach in Algeria, or are some sports reserved to a certain category of people ?......
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ACTIVITY 1.1. This sportman was a famous tennis - player. Do you know him ? In the following passage he talks about his early years in tennis. Read the passage and try to find out as much as you can about him.
* Championship in which he took part. * At what age he won his first important match. * List other things you would like to know about him.
My Life in Tennis My father was one of the country's leading table- tennis players. I n the summer of 1965 he won a tennis racket as first prize in the city champioships and gave it to me. I had my first tennis racket at the age of nine. Soon, I attended a beginner's class at the Sodertalje Tennis Club. I arrived at the tennis court of the club at 7 o'clock every morning and wouldn't leave until my parents collected me at dark. The role of my parents was perfect. They were helpful but never interfered with my tennis. I was obviously crazy about tennis from the beginning and they gave assistance all the time.
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I was ten when I met Percy Rosberg, the best coach in Sweden. I got a chance to play with him for half an hour ; he was interested in the way I was playing and asked me to train with him at the Salk club in STOCKHOLM. I started to go to the club seven days a week. I travelled by train from Sodertalje to Stockholm every day after school for five years. The tournaments I remember best are those Ihad when I was very young. I won my first tournament at 11 in the Sormland country Championships. The next summer I won my age division in the Swedish National School Championships. At thirteen, I travelled to Malen, in the south of Sweden, for the national junior championships, and I won both the thirteen and fourteen age divisions. I was on my way. When I was fourteen I was selected to represent Sweden in a junior tournament in Berlin. It was my first experience of international travel. From then on, I dedicated myself totally to tennis.
DEALING WITH UNFAMILIAR WORDS : 1. I was crazy about tennis:
I like tennis more than anything else.
2. to give assistance :
to help.
3. to coach :
to train ( a coach : a trainer ).
4. I was on my way :
I was on my way to success.
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ACTIVITY 1.2. Read the text again, then complete the following table . EVENTS
AGE OR DATE
1. He got his first tennis racket
when he was 9 /at 9
2.He ...............................................................
in 1965
3. He .........................................Percy Rosberg
..............................................
4. He ............................................ the Salk club .............................................. .. …………. 5. He .............. his age division in the Swedish national championships. .............................................. 6. He ...............................................................
at 13.
7. He ....................................... to represent .............................................. Sweden ...................................... in Berlin
ACTIVITY 1.3. Fill in each gap with one word. Do not refer to the text ( on page 24 ) until you finish the exercise. I ............my first tennis racket at the age ........... nine. My parents were very helpful. I was obviously crazy about tennis from the ............ and they gave assistance all the time. I was ......... I met Percy Rosberg, the best ........ in Sweden. I started .........with him at the Salk club in Stockholm. I ......... my first tournament at 11 in the Sormland Country Championships. From then on I won every year. I was on my way. At 14, I was ......... to represent Sweden in a junior tournament in Berlin.
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BEFORE COMPLETING A GAP FILLING EXERCICE, READ THROUGH THE ENTIRE PARAGRAPH FIRST. THEN START FILLING THE GAPS.
ACTIVITY 1.4. Study the 2 following headlines A O B. A. TENNIS STAR TO MARRY AFTER SURPRISE DEFEAT B. DID HE JUMP OR WAS HE PUSHED ? They both appeared in London newspapers on the same day. Which sentences go with headline A ? which go with headline B ?. 1. The body of a man was found in the river Thames near Tower Bridge yesterday. 2. John Mac Elbow will not be seen again this year on the centre court at Winbledon. 3. He was beaten yesterday afternoon by an unknown German,Gunther Schiefgang. 4. He was later identified as Murray King, 52, a well known agent in the film and advertising world. 5. Afterwards, he was asked if there was any truth in reports that he intended to retire from tennis. 6. He had last been seen alive four days earlier in a London gambling club. 7. Two models who worked for him, Jennifer Bradbury and Caroline Moor, have recently complained that King had been cheating them. 8. " Not at all " he said. " I'll be back next year and what's more, I'll win the title next year, too ". 9. According to them, he had gambled away large sums of money which should have been paid to them instead. 10. But he admitted that he had not been playing lately.
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11. " Something has been wrong with my game lately and I just don't know what it is, " he told the reporters. 12. The causes of his disappearence and death have still not been fully explained. 13. However, the police said last night that they were considering two possibilites. 14. " But everyone goes through bad times now and then, " he added. 15. These were murder or suicide. 16. He also said it was true that he and the film star, Claudia Whitney, were planning to get married next week. 17. His secretary told the reporters last night that he also owed money to people in the London underworld. 18. " I think It's very likely that some of those criminals got tired of waiting for it and pushed him into the river, " she said WHEN SEPARATING TWO TEXTS, LOOK FOR PRONOUNS ( HE, SHE, THEY, THEM ...) AND THEIR REFERENTS. THIS WILL HELP YOU MAKE RELATIONS BETWEEN THE SENTENCES.
ACTIVITY 1.5. a. Read the sentences again and find words that have the same meaning as the following expressions. 1. didn't win ( sentence 3 ). 2. stop working ( sentence 5 ). 3. the opposite of dead ( sentence 6 ). 4. lost money by playing games of chance ( sentence 9 ). 5. lowest social position or not recommended people ( sentence 17 ).
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b. What / who do the following words refer to ? 1. He ( sentence 3 ). 2. He ( sentence 4 ). 3. Them ( sentence 9 ). 4. These ( sentence 15 ).
ACTIVITY 1 6. Read the sentences again and pick / out the ones concerning the tennis - star and write out the paragraph.
ACTIVITY 1.7. 1. Study the following sentences. A. A journalist asked john Mac Elbow if there was any truth in reports that he intended to retire from tennis. B. A reporter asked John Mac Ellow : " John is there any truth in reports that you intend to retire from tennis " ? They have the same meaning. In sentence A, the journalist's question is reported. In sentence 3, the exact words used by the journalist are reproduced and are placed between quotation marks ( " .... " ). What other changes do you notice regarding the pronouns or the tenses used ? SENTENCE B is in DIRECT SPEECH. SENTENCE A is in REPORTED SPEECH. 2. Now, you classifly sentences 4,5,6,7 and 8 into each of the 2 categories.
REPORTED SPEECH
DIRECT SPEECH
3. What are the exact words said in sentences 5.15 and 18. 5 " ............................................................" , the reporter asked 11 " .......................................................... ", J. Mac Elbow said
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16 " .......................................................... ", J. Mac Elbow said
PATTERN SUMMARY :
REPORTING VERBS
DIRECT SPEECH
He said that ..... He added that .... He denied that .... He explained that .... He told me that
is can has wants doesn't want will Notice when you use told and when you use said
REPORTED SPEECH INDIRECT was could had wanted didn't want would
I told him that it was impossible. He told me I said that it was impossible. He said GETTING READY : Have you ever skied ? Can you ski where you live ? Is there snow in winter ? Skiing is a dangerous sport, isn't'it ? Skiers can get injured, can't they ? Well that's what happened to a great skier,Ingrid Schuster. Read what the following article says about her.
INGRID'S BACK ! ( Kitzbuhel Saturday.) Ingrid Schuster, Austria's top woman skier, won the World Cup Downhill Race here today- her first race since her terrible fall at Wengen nine months ago where she broke both her legs, in a 90 K.ph. crash. Doctors said she would never ski again, but 22 year- old Ingrid didn't believe them. " I was sure I would ski again. I just knew it," she told me after she had won the race. " getting fit again was very hard work and it took a long time. But I knew that one day, I would race 26
again. I wanted my first race to be here at Kitzbuhel, in front of all my fans, but I didn't really expect to win. I just wanted to take part. Winning today was great. It made all the hard work worthwhile. "
ACTIVITY 1. 8. Read the text and answer the following questions. 1. Where did Ingrid win her comeback race ? 2. Where did she have her bad fall ? 3. How fast was she going when she fell ? 4. What did the doctors say after she fell ? 5. Where did she want her first race to be after her accident ? why ? 6. Did she expect to win her first race ? K. p. h. : kilometer per hour. M. p. h : mile per hour downhill : What could the opposite be ? ( up hill ) I just knew it. ″just ″ is used to indicate emphasis. I was absolutely certain about it.
ACTIVITY 1 .9. Before he could write the article about Ingrid the reporter had to talk to her. Here is a part of the interview. The following words are missing. Could you put them in their right place. a. So - b. But - c. Yes - d. Well - e. Doing - f. getting - g. Said - h. Told - i. Why. j. Would. REPORTER : Nine months ago, the doctors ............... you'd never ski again. INGRID : ......... I didn't believe them. REPORTER : ....... not ? INGRID : ...... I don't know. Something just told me that I ..... ski again REPORTER : was ......... fit again difficult for you ? INGRID : ....... , it was. They ...... me to do the same exercises every day ...... these exercises were really boring. I got really fed up with them. REPORTER : ...... now you've won at Kitzbuhel. What a great comeback !.... done, Ingrid !
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INGRID : Thanks very much.
ACTIVITY 1.10. In the following text a few sentences ( a - b - c - d - e ) have been scrambled. Can you put them in the correct order ? Dancer becomes ice star by accident. When Andrea Martin was a child, it was her ambition to dance in the ballet. For years she hoped to do this, and trained and practised. a. But she was told she would not be able to continue her dance training. b. One of them was ice - skating. c. She later had two operations on it in hospital. d. But when she was 13, she fell and injured her foot badly. e. So she gave up her ambition and tried to do other things instead.She found that her training as a dancer helped to learn this very quickly. Andrea is now 21 years old and is the star of the Ice Show Golden Skates. In an interwiew she had this to say : " You can do any thing if you try hard enough !"
ACTIVITY 1.11. a. Rewrite the paragraph about Andrea Martin. ( If you can't do it, refer to the keys for the correct order ). b. Look at the words underlined in ( ACTIVITY 10 ). For each one find the word or group of words for which it stands. The first example is given : e.g : 1 - ... this → dance in the ballet. 2 - ... it ... 3 - other things ... 4 - ... this ... WORDS LIKE " THIS ", " IT, " THEM " MAKE CONNECTIONS BETWEEN PARTS OF A TEXT. IT IS IMPORTANT TO REALISE WHAT THESE WORDS REFER TO. THEY MAY REFER TO A WORD, A PHRASE, A SENTENCE, OR SEVERAL SENTENCES IN ANOTHER PART OF THE TEXT.
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GETTING READY
* What are this couple ? * Where are they ? * What do you know about this sport ?
*Is it expensive ? Does it equipment ?
require
special
ACTIVITY 1.12. Read the following paragraph quickly and find out who the couple are and what competition they took part in. Where did the competition take place ?
THEY DANCE TO VICTORY ON ICE Clad in simple black outfits, the handsome couple glided across the ice, bodies and limbs in perfect unison, their every movement in harmony with a plaintive harmonica. As the music ended nearly four minutes later,there was a hushed silence before the spell broke and the crowd leaped to its feet, cheering and shouting, many holding back tears. Then came the scores. For artistic merit, five of the seven judges gave them a perfect score, a full six marks, The maximum score ever to be won by any skater in international competition. Their victory has earned Jayne tornvill and Christopher deam a place in skating
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history. " In Copenhagen, " wrote a journalist in The observer " : Jayne and Chris brought. ice dancing to a level of perfection that the world never before experienced ".
DEALING WITH UNFAMILIAR WORDS : Match the following words in column A With their definitions in column B. A
B
1. CLAD : ( line 1 ).
a. silence or stillness that fell over the audience, especially after noise.
2. OUTFITS : ( line 1 )
b. specially dressed.
3. GLIDED : ( line 1 ).
c. a set of clothes and special shoes needed by sportsmen.
4 HUSHED SILENCE : ( line 3 ).
d. moved along smoothly, continuously and effortlessly across the ice.
5.THE SPELL BROKE e. the fascination was over. (line 4 ).
IS YOUR HANDWRITING NEAT EASY TO READ ? BE CAREFUL WITH SPELLING.
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ACTIVITY 1.13. A: Read the paragraph again and find words or phrases showing that the crowd : 1. Was completely quiet. ( line 5 ). 2. Stood up. ( lines 6.7 ). 3. Showed its excitement and joy. ( line 7 ). B. Answer the following questions : 1. What musical instrument was heard ? 2. How long did the performance last ? 3. Describle the audience's reaction a. during the performance b. when the performance ended. 4. What is the highest possible mark ?
ACTIVITY 1.14. Read the following paragraphs ( 2 and 3 ) and find : 1. the factors that helped the young people start their career. 2. why the trainer chose Jayne Tornvill as patner for Christopher Dean. Towards the end of 1976, a teacher at the rank spotted Jayne and thought she might make a good partner for a promising young male skater she was training,Christopher Dean. The teacher suggested that he and Jayne team up for a six month trial period, concentrating on ice - dancing with its emphasis on precision, timing and artistic impression. Their rapport was almost instantaneous : " When we started to dance together, our minds were right in tune ", Says Chris. Their later trainer Betty Callaway says : " I took them on because they were both such nice people and because they had a lot of talent. But most important, because they work so hard - harder than any couple I've ever trained. They are completey dedicated. " Both were working full time, Jayne as an insurance clerk and Chris as a Nottingham policeman with frequent shifts. They grew in Nottingham, in England's midlands, and came from families of modest means. His father was an electrician, her parents ran a candy shop. In order to accommodate both their jobs, they would often start practising well after 10 p.m. and continue until 2.30 a.m., by special permission of the rink manager. It was after the 1980 Olympics that the couple made a crucial decision : to have a hope of winning the World Championship and the 1984 Olympics, they must give up their jobs and train full time. Until now they had relied on their savings, plus small grants from the
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sports council and the sports Aid Foundation. But their expenses were soaring : training costs, handsome boots with special blades, at least four costumes each year, plus practice outfits. After they had mentioned in a television interview that they needed sponsorship, they received a generous grant of § 14,000 from the Nottingham City Council.
DEALING WITH UNFAMILIAR WORDS Find the words in the text that mean the same as : 1. a period during which one shows one's skills, qualites and abilities. ( L.4 ). 2. they devote their time and energy to training. ( L.9 ). 3. to work by brigade. ( L.11 ).
Here is the rest of the text. A handsome couple who might pass for brother and sister, Jayne and Chris both have a natural, easygoing manner and remain remarkably untouched by their new-found fame. Temperamentally, they are different. Jayne, 25, seldom flusters before performances, while Chris, nine months younger, is given to occasional outbursts when things go awry. " I can get pretty fiery ", he concedes, " but Jayne is always placid, and cools me down ". Each brings to the partnership a special ingredient. Chris is a skilled choreographer and the ideas man. " Suggestions for new movements, new steps, new routines simply tumble out of him ", says their trainer, Betty Callaway. " And it is Jayne who takes them and makes them work. Both are blessed with a keen musical ear. but perhaps more important of all, there is an uncanny telepathy between them. They don't need to speak to know what the other is thinking. " .... Later on they won the Gold medal, World Champioships, 1983, and the Gold Medal in the Sarajevo Olympics, 1984.
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DEALING WITH UNFAMILIAR WORDS Match the following words or expressions in columm A with definitions in columm B. A
B a. easily made angry. b. to go wrong. c. holy, sacred / to be fortunate. d. become nervous or confused. e. mysterious, strange. f. an outpouring or explosion of laughter or anger ... g. sharp, sensitive.
1. FLUSTERS : 2. OUTBURST : 3. TO GO AWRY : 4. FIERY : 5. BLESSED : 6. KEEN : 7. UNCANNY
What does " pretty " ( l . 5 ) mean in " I can get pretty fiery "? - pretty here means : very, quite, rather.
ACTIVITY 1.15 A Although Chris and Jayne have many points in common, they are quite different. Read paragraph 4 ( page 31 ) and fill in the table below : COMMON POINTS
DIFFERENCES CHARACTER
JAYNE - both have a natural easygoing manner
CHRIS
PARTNERSHIP
-
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-
-
NEW SENTENCES START WITH A CAPITAL LETTER. NEW PARAGRAPHS ARE INDENTED.
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PATTERN SUMMARY EXPRESSING
SIMILARITIES
DIFFERENCES
Both ...... and ........ They both ............. Both of them ...... Like ...... ......... have ........... in common
......... while ........... .......... but .............. whereas ................. .......... however ...... .......... different from.
B. Use the information in the table ( refer to keys if necessary ) and write a paragraph to describe Jayne and Chris. Use the following language forms : 1. EXPRESSING SIMILARITIES : - Both Jayne and Chris are / were .... - They are both ..... - Both of them ......
1. EXPRESSING DIFFERENCES : - Chris is ........ while Jayne ......... - Chris is ........ But Jayne ............ - Whereas Chris is ....... Jayne .....
3. ADVERBS : - Seldom, always ....... - Pretty ..........., quite ......., very .....
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ACTIVITY 1.16. There is extra information concerning Jayne Tornvill and Christopher Dean. Life : Jayne-born 7 th October 1957. Nottingham. Chris-born 27 th July 1958. Nottingham. CAREER : 1976 : British Nothern Ice Dance champions. 1978-84 : British Ice Dance champions. 1981-82-83. European champions. World Champions-Gold medal. 1984 : Sarajevo Olympics. Gold medal. 1985 : Embarked on professional career. Now write 2 paragraphs about the life and career of the 2 dancers using the information above and the information in ACTIVITY 14. Life : names date of birth. place of birth - family - education – occupation CAREER : training - competitions - medals won.
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LEISURE TIME
" The Lighter Side " 1
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THE ASTERISK *
1 A starlike sign used as a footnote marker. 8 A sudden or violent outbreak of wind. rain snow. Etc. 9 Preposition 10 Half a laugh 11 Any person or thing. unit 12 An enclosed space in a house or other building 15 Opposite of southwest ( abbr. ) 17 Put words on paper yesterday 19 Everything : everybody : completely. 21 Was carried in a vehicle or on an animal 23 1st person pronoun 24 3rd person pronoun 25 Rim, border, cutting part of a knife 26 Negative word
1 Powder material left after fire 2 Heavenly body 3 Preposition 4 Mistake 5 Room ( abdr ). 6 Committed a moral fault 7 Joint in the middle of the leg 13 Bird with large eyes that sleeps during the day 14 A greater amount 16 Arrived 18 Having been pulled apart ; ripped 20 Went first; showed the way 22 Chew and swallow food 24 that man
The asterisk looks like a spider, a spot, a smudge, or a paw print, but really it's not a star that's so small that it seems very far, But it's closer, Much closer, Than stars ever are. " Look, " says the asterisk, " First look at me, Then look at the bottom And see what you see. "* At times, though, a row Of asterisks stout Is left in the ***** where a word is left out. Other stars may be bright In the night But I'd say That the asterisk's bright *** Both by night And by day. * What you see, if you look, is a note such as this but for the asterisk, reader, you miss. ** Space. *** Intelligent, that is. RICHARD ARMOUR
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Solution to crossword puzzle A
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SUGGESTED ANSWERS
REFERENCE - OBSERVATIONS RECOMMANDATIONS
Were your guesses correct ? 2. ... attended a beginner's class at Try and do this exercice later. Do it without looking at the reading the " Sodeltaje " Tennis club ... 3. ... met ... When he was 10. passage- other words can be used : 4. ... trained with him ... when he for example : was 10. n° 7 : was chosen was asked . etc.. 5. ... won ... when he was 11. 6. ... travelled to Malen 7. ... was selected ... when he was 14 1. won - 2. of. 3. beginning. 4. when. 5. coach - 6. training. 7. won - 8. selected. A. 2. 3. 5. 8. 10. 11. 14. 16. Rewrite the two separate texts on B. 1. 4. 6. 7. 9- 12. 13. 15. 17. 18 your notebook. a. 1. Was beaten. 2. to retire This is another good way of 3. alive. 4 gambled. 5. people in improving your vocabulary. the London underworld. b. 1. Mac Elbow. 2. a man. 3. 2 models. 4. 2. possibilities. REFER TO KEYS ACTIVITY 4. A.
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K E Y ACTI PAGE VITY
SUGGESTED ANSWERS
REFERENCE - OBSERVATIONS - RECOMMANDATIONS
7.
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2/ REPORTED SPEECH. 4.5.6. Pay attention to the question DIRECT SPEECH. 7.8. marks in direct speeck. " " 3/. 5. " Is there any truth in reports that " In picturesque speech they are you intend to retire from tennis *. 11. " I have not been playing lately " sometimes called " sixty six " 16. " It is true that the film star Claudia and " ninety nine " Withney and I are planning to get " " married next week ".
8.
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1. at Kitzbihel. All these questions are factual 2. at Wengen questions. Their answers are 3. 90. k. p. h. explicitly given in the text. 4. she would never ski again. That is why they are easy. 5. At Kitzbihel because all her fans were there. 6. no, she didn't.
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1. said. 2. But. 3. Why. 4 would 5. getting. 6. Yes 7 told.8. doing. 9. So - 10. Well.
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d. c. a . e. b.
11 a. 28 b. D.W. 29 U.w 12.
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Did the underlined words help you ? Refer to activity 10
2. foot. 3. them. 4. ice- skating. 1. b - 2. c - 3.d - 4. a. - Jane Tornvill and Christopher Dean. Write other questions yourself - International Competition in and find their answers in the text. Copenhagen.
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K E Y ACTI PAGE VITY 13. A. 30
SUGGESTED ANSWERS
REFERENCE OBSERVATIONS RECOMMANDATIONS
1. a hushering and shouting. 1. The harmonica 2. Four minutes. 3. a. the audience was completely silent. b. The audience was very excited
B. 14
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1. A teacher at the training school rink helped them meet and train together and gave them the chance to start as a skating couple. - Thanks to the grant of § 14,000 received from Nottingham Council, they gave up their Jobs and could train full time. 2. The trainer chose Jayne Tornvill as a partner for Chistopher Dean because they complete each other admirably.
D.W.U. 31 W
1. a trial period. 2. dedicated. 3 to work in shifts.
15.
common points : - untouched by their newfound fame. - blessed with a musical ear - uncanny telepathy between them. differences : ( character ). Jayne : - seldom flusters. - always placid. Chris : occasional outbursts Differences partnership ). Jayne : takes her partner's ideas and makes them work. Chris : skilled choreographer the ideas man.
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D.W.U 31 .W
1. d - 2. f - 3. b - 4. a - 5. c - 6. g - 7. e.
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The information is given in a table form - Try and write two paragraphs : one about similarities, the other about differences - you will then add - a short introduction - a brief conclusion and you have a ( good text.
-
YOUTH
OBJECTIVES OF THE UNIT : By the end of this unit, you should be able to relate an incident defending a standpoint. TIME NECESSARY : About 15 hours, that is 1 hour a day for 15 days. UNITS OR LESSONS TO BE REVIEWED Simple past - habitual past - phrasal. verbs - determiners phrasal verbs. MATERIAL TO BE PREPARED Newspaper articles dealing with incidents. REFERENCES : New Lines : Units 8 -1. Midlines : Units 12 - 14.
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UNITE PLAN GETTING READY
WORD STUDY
D.W.U WORDS
ACTIVITIES 1to 3
ACTIVITIES 8 to 10.
ACTIVITIES 12 AND 13
GETTING READY
USE OF ENGLISH
LEISURE TIME
ACTIVITIES 4 to 6.
PATTERNSUMMARY
KEY
GETTING READY
ACTIVITY 11
ACTIVITY 7
GETTING READY
GETTING READY : A good percentage of the population in Algeria is represented by youths. Are they all busy doing something throughout the year ? Do they all go to school, or university or have a job ? No, of course not. What happens when young people have nothing to do and nowhere to go ? ... They usually get into trouble. John Brown a youth got into trouble. In the following text, he tells us about it.
ACTIVITY 2.1. Read the text, and put the following main ideas in the correct order. A. The father's reaction. B. The child's feelings. C. The authorities’ reaction. D. The destruction of the hut. E. The farmer's reaction
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THE HUT INCIDENT I remember the very first quarrel I had with my father. I got into trouble with the police. I was with a few friends and we went into a field and started breaking down a sort of little hut. We would play on it and generally pull it to pieces, quite harmlessly. All my friends would do this and one day I was pulling bits of wood off when suddenly from out of nowhere came a farmer carrying a shotgun. He had a dog with him, and one of his assistants. They grabbed the three of us and bundled us onto a car and took us off to the nearest police station and we were charged. My father went up to see the farmer that night, after he had heard about it, and tried to get him to withdraw the charge. They all went down to the police-station, and they said, " well we're terribly sorry but we can't, " and I had to go to court about a week later. I was eleven at that time. My father was very upset. From then onwards I've always found it difficult to communicate with my father. I don't think he has ever forgiven me for that first incident.
ACTIVITY 2.2. A. Read the text again and complete the following table :
TIME One day,
SUBJECT
VERB
my friend and went I started breaking was pulling came was carrying grabbed bundled were charged
OBJECT
PLACE into a field.
B. now that you have completed the table, use the information to write a brief story of the incident using connectors. Start like this : One day my friends and I went into a field. .......
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ACTIVITY 2.3. Imagine you are the farmer, report the incident to the police. Your version of the incident is different from John Brown's version .He is exaggerating the facts. The introduction and the conclusion are provided. Read them and complete the report taking into consideration the exaggeration of the facts. The names of the other boys are Paul Griffith and Peter Smith.
Sunday, September 27 th It was 2 o'clok in the afternoon. For more than a week I noticed that my shed was being seriously damaged. Every morning I would find wood lying on the ground so I decided to keep watch.
BODY
OF
THE
REPORT
My shed is completely ruined and it will undoubtedly cost me hundreds of pounds to get it repaired. These little hooligans deserve strict punishment.
signature
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GETTING READY John Brown narrated the hut incident. Now a B.B. C. talk producer is asking him a few questions. Can you predict in what way this incident affected the father's and the child's behaviour. Now read the interview and check whether your guesses were true.
INTERVIEWER : How old were you then ? JOHN BROWIN : I was 11. My father was very upset. From then onwards I've always found it difficult to communicate with my father. I don't think he has ever forgiven me for that first incident. INTERVIEWER : You said you feel alienated from that age. Was this a very conscious feeling ? Did you feel at the age of 11 or 12, " I'm different from other boys " ? JOHN BROWN : I did. I can remember isolated incidents, especially when I was 14 or 15, at grammar school, when I felt completely different from everybody else. I had three or four very close friends in grammar school, and I was too embarrassed to bring them home. DEALING WITH UNFAMILIAR WORDS : 1. quarrel : 2. harmlessly : 3. grabbed : 4. bundled : 5. were charged :
fight. with no hidden aim or purpose took violently put by force had to go to court
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ACTIVITY 2.4. Now read the interwiew again and tick (X) the phrases corresponding to the father's and son's reactions and feelings in the appropriate column. Feelings / REACTIONS
FATHER
CHILD
1. was upset 2. didn't forgive him 3. found it difficult communicate with him
to
4. felt alienated 5. felt different from others
ACTIVITY 2.5. Use the table in ACTIVITY 4. ( refer to the keys ) to label the following diagram. The arrows symbolize the father's and son's reactions. THE INCIDENT
upset
didn't forgive his son FATHER
SON
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ACTIVITY 2.6. Using the table in ACT. 4 and the diagram in ACT.5 ( you can refer to the keys) write a short paragraph ( 2 or 3 sentences ). The following sequence markers can be used. after - from then on - since then - after that ...
GETTING READY : From all that you have studied about the incident, the father's feelings and reactions ; * What kind of personality features would you attribute to the father ? * Can you imagine what personality features could the mother have ? Think of some adjectives that can qualify the father's and the mother's personality features. Then read the rest of the interview and check whether your guesses were true. * How many adjectives in your list correspond to the ones in the interview ?
INTERVIEWER : Can you explain to yourself now the basis for the difference between you and your father ? What is it ? JOHN BROWN : He was very intelligent and he was brought up in a very hard way. His father died quite early and he was pushed into the Navy instead of going to College. Having been in the Navy for so long and having come from a background where mother is the main influence, he is very, very rigid and authoritative; and he bases such ridiculous arguments on my behaviour, things about manners, politeness, haircuts, instead of important things. INTERVIEWER : What about your mother ? Is she authoritative like your father ? JOHN BROWN : My mother is somehow the complete opposite of my father ; she is well-balanced and never worries about anything for very long ; she is a very good mother and a very good wife. I suppose that is the reason I get on"well" with her ; she
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doesn't tell me what to do very much, although we have arguments. INTERVIEWER : Why wasn't your mother sufficient to keep you respectable ? JOHN BROWN : I think I needed the authority, or at least the friendship of a father for me to come through without getting into trouble ; but I had no sort of guiding hand from my father after the age of eleven.
ACTIVITY 2.7. Read the second part of the interview and fill in the following table with the mother's and father's personality features ( use adjectives ). N.B Some of the adjectives have to be worked out.
FATHER
MOTHER
................................................. ................................................. .................................................
................................................. ................................................. .................................................
" I'm thinking of leaving home-Have you any stupid, unhelpful. middle-aged comments to make ?"
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WORD STUDY Study the following example : * A rigid person exhibits the following characteristics : 1. He / she is usually hard to convince. 2. He / she never changes his / her mind. So we can define a rigid person as 1. a person who never changes his / her mind 2. or a person who is usually hard to convince. Now, in the same way, give definitions for the following adjectives : 1. good 2. mean 3. authoritative 4. well - balanced 5. understanding
ACTIVITY 2.8 Choose the appropriate word from the list and fill in each gap so that the text makes sense. a. youth b. wrong c. than d. think e. same f. misbehaviour. g. home h. crime. i. punishment. j. delinquent k. problems l. be. This century has been called the century of the child because of an increased recognition of the problems and needs of children and youth. In the past, the children, when convicted, were treated in the ......... manner as adults. They were tried in the same courts and punished in the same way. Up - to - date courts now hold that a ........ under sixteen or eighteen years of age is incapable of committing ....... . Moreover, society now believes that the blame for errors of young people should ........ put primarily upon the family, neighbourhood, or communitty, or all three, rather ........ upon the individual. It has been shown again and again that if a child is ......., it is because he has acquired his behavour patterns from disorganised ......... or neighbourhood. Broken homes often mean broken lives for young people.
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ACTIVITY 2.9 A magistrate is interviewed. A magistrate is a kind of judge who deals with people who have committed small crimes. The magistrate describes a man who got into trouble shortly after he came out of prison.
Read the interview carefully then answer the following questions. INTERVIEWER : What happened ? MAGISTRATE : I can remember the man ........ he came before me ....... and he'd only just come out of prison. He lived in a very small town. His family was there, his wife and children and his old mother. Everybody knew everybody else in that town and nobody wanted to give him a job, naturally. And the trouble he' d been in was that he' d broken into somebody's house and had taken some money....when money he came before me, I found out a lot about the man. He had actually tried really very hard to get a job, but he couldn't. He said he'd broken into the house in order to get some money ....... . He said he didn't have enough money to feed his family ....... But I think he did it because he ....... wanted to get caught ........ he wanted to be sent back to prison ... .He knew that in prison he wouldn't have the same problems he had outside. Nobody would look down on him because he'd been in prison. He wouldn't feel that there was no place for him ...... He wouldn't have to worry about food or money, either. INTERVIEWER : What finally happened to the man ? What did you do with him ? MAGISTRATE : Well, I sent him back to prison. What else could I have done ? The man had broken the law again . He had been in prison before. INTERVIEWER : What do you think will happen to the man when he comes out again ? MAGISTRATE : Well, probably the same sort of thing ..... He' ll be out for a few months, he'll get into trouble again and back he'll go ! Back to prison.
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1. What had happened before the man came before the judge ? 2. What sort of place did the man live in and what was his problem ? 3. What sort of crime had he committed ? 4. Why did the man say he had committed the crime ? 5. Why does the judge think the man committed the crime ? 6. In what way would prison be better for the man ? 7. What did the judge finally do with the man ?
USE OF ENGLISH .Throughout this unit past tenses have been used. Why ? because the topic was narration. Things that happened in the past, experiences in the past. Let's see some examples : * went into. * started breaking. * was pulling. * came. * was carrying. * grabbed. *bundled. *had broken. * had been. * had come. * would look. * would play. * would do.
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PATTERN SUMMARY NARRATING
(A) WOULD + STEM
habitual past actions
(B)
(C)
STEM + ED
HAD + STEM + ED
sudden past
action before past actions
actions
A ex : - We would play on it. - all my friends would do this. B ex : - They grabbed us ... - They took us.... - my father went .... he tried .. C ex : - ......... after he had heard about it.
ACTIVITY 2.11. This is the story of a boy. A narration. Read it and put the verbs in brackets in the correct tense. There was a time in my boyhood when I ( feel ) that Father ( handicap) me severely in life by naming me after him, " Clarence ". All the Clarences in the fiction I read ( be ) horrible. However, Father never ( hear ) of these stories and he ( be ) too independent to care if people ( think) his name fancy. He ( pay) no attention to the prejudices of others, except to disapprove of them. He ( have ) plenty of prejudices himself, of course, but they ( be ) his own.
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Solution to crossword puzzle P
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GETTING READY : What is juvenile delinquency ? What words does it bring to your mind ? Make a list. * How do the authorities deal with delinquents in Algeria ? * Do you agree with their methods ? The following sentences have been taken from a passage. Each of them starts a new paragraph. They are called topic sentences. * Read them and try to find out what the passage is about.
Paragraph 1 : The newspapers tell us of a new method for dealing with juvenile delinquency, It is a hard method. Paragraph 2 : I know of no proof that a person has ever been made good by violence, or by cruelty, or by hatred. * Now read each sentence separately and try to imagine what idea the writer will develop in each paragraph. * Read the following text and check whether your guesses were correct.
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JUVENILE DELINQUENCY : The newspapers tell us of a new method for dealing with the problem. It is a hard method : the youngsters are sentenced to reform schools. Regimen in these shools consists of hard drills and strict punishment for offenders. One picture I saw shows boys drilling with huge logs on their shoulders. At such oppressive places, there seem to be no privileges. But such harsh treatment never gets down to root causes. Much worse, such treatment inspires hatred to most adolescents, and its harshness will undoubtedly create permanent haters of society. However, in recent years, probation officers have shown a sincere desire to try to understand the delinquent. The psychiatrists, too, have gone a long way to teach the public that delinquency is not wickedness but rather a form of sickness that requires sympathy and understanding. The tide is flowing toward love instead of toward hatred, moral indignation. It is a slow tide. But even a slow tide carries a little of the contamination away : and in time the tide must grow in volume. I know of no proof that a person has ever been made good by violence, or by cruetly, or by hatred. In my long career, I have dealt with many problem children, many of them delinquents. I have seen how unhappy and hateful they are, how inferior, how suspicion, how emotionally confused. They are arrogant and disrespectful to me because I am a teacher, a father substitute, an enemy. I have lived with their tense hatred and suspicious. But here in Summerhill, these potential delinquents govern themselves in a self-governing community ; they are free to learn and they are free to play. They are never preached at, never made afraid of authority.
DEALING WITH UNFAMILIAR WORDS Find words in the text that mean the same as the following words or expressions 1. L. 3. condemned : .... 2. L. 4. rules applied in an institution : ..... 3. L. 5. an exercise repeated many times so that it becomes mechanical : ..... 4. L. 5. a person who breaks the law : ....... 5. L. 7. a piece of tree - trunk / a heavy piece of wood : ...... 6. L. 13. for their first offence young offenders'behaviour is watched over, they are on : .. 7. L. 19. tendency / trend : ..... 8. L. 21. intolerant, narrow - minded : ......
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9. L. 33. an image of the father : ...... 10. L. 39. given a talk about morals or religion : .....
ACTIVITY 2.12. A. Read the first paragraph of the passage and answer the following questions : 1. What is life like in reform schools ? Pick up the words and phrases which describe the treatment inflicted to juvenile delinquents. 2. Does the writer approve of such treatment ? Justify your answer with evidence from the text. B. Read the second paragraph of the passage and answer the following questions: 1. Has the people's attitude toward delinquents changed ? 2. In what way has the pychiatrist's role been important? C. Read the second paragraph again and complete the following diagram (1) : The arrow below illustrates the change in attitude toward the delinquent A = traditional feelings and attitudes toward delinquents. B = new attitudes and feelings toward delinquents. What are these feelings and attitudes ? Write the words or phrases corresponding to them under A and B. DIAGRAM 1. DELINQUENCY = WICKEDNESS
DELINQUENCY = SICKNESS
A Feelings. 1. ..................... 2......................... 3. ....................... D. In what way do adults' attitudes and feelings feelings :
a. toward himself ? b. toward adults ?
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B 1. ....................... 2. ......................... 3. ......................... influence the delinquents'
Complete diagram 2 DIAGRAM 2 SOCIETY / FAMILY d e r t a h
A
y t l e u r c
e c n e l o i v DELINQUENT
How he / she feels toward himself or herself :
B
How he / she feels toward adults : 1. .............. 2. ................... 3. .................... 4. .....................
1. unhappy 2. .................................. 3. ................................... 4. ...................................
E. Using the answers in diagrams 1 and 2 ( refer to keys if necessary ), write 2 paragraphs : You may start like this : We tend to associate delinquency with wickedness .....
ACTIVITY 2.13. This is part of a reader's contribution to a survey carried on the causes of delinquency in the Algerian newspaper, " Horizon ". " ...... Why do so many young people turn into delinquents ? I think this is mainly due to the fact that the young today are given everything, and they take it for granted that they should be given everything. Also they...... You are going to write a letter to the newspaper saying what you think are the causes of delinquency. The following may help you :
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A. Looking for main ideas : Think of the possible causes of juvenile delinquency. Write down the three most important ones. 1. 2. 3.
B. Looking for details : Now supply specific details to expand each of the ideas chosen : You may follow this pattern : e.g : Main idea : The disruption of the family unit. Supporting details : a. loose family ties b. family reduced to mother / father c. more and more mothers go out to work. d. little help provided by society to support working parents. C. Writing the draft : 1. Organise your ideas into paragraphs. Choose the connectors you will need from the following lists. a. First - secondly - in the first place - in addition - one of the main causes besides - moreover etc. b. but - however - on the contrary etc. c. therefore - as a result - so since etc. 2. Supply a suitable conclusion ( 1 or 2 sentences ).
D. Now you can write your letter on the following model. Use the opening and the ending supplied.
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Your mame Your adress the date The Editor - in - Chief Horizon 21, rue de la liberty Algeries.
Dear Sir, I read Mr salim Lakhdar's letter which appeared in your newspaper of ( date ) I must say that he holds strange views on the problem of delinquency. It is far too easy to make assertions such as his : " Young people are given everything ... " In my opinion, one has to look elsewhere for the real causes of delinquency. ...
BODY OF THE LETTER
( conclusion : 1 or 2 sentences ) Yours faithfully Signature.
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LEISURE TIME " The Ligher Side " 1
2
3
4
5
9
7
8
9
11
11 13
16 20
6
14
17
15
18
20
21
22
24
26
30
ACROSS
DOWN
ADD A LETTER *
1 The science of mind and behavior 9 A device on which something flexible ( string. wire, etc.) is wound 10 American short-story writer and poet 11 In any way (usually used with a negative. not _____ ( two words ) 13 Pointed instrumends used for writing 14 Plural ending 15 a material made of string. cord, thread, etc... tied, twisted, or woven together; a device made of such material; and used to catch fish; a fabric used to devide a court, as in tennis or volleyball
1 what language learners need a lot of 2 Put in place; assign a time. Price, etc : fixed, established, firm, a group of related things; a division of a tennis match 3 Twelve months or 365 days 4 Community language learning ( abdr ). 5 Alternative conjunction; correlative of closed 6 Opposite of closed 7 Past participle of go 8 The day before today 12 Students 17 Preposition 18 Binaural ( threedimensional ) sound system from reproduction of recorded material ( phonograph
A.From each word below, make two new words by adding a letter (1) at the end; (2) at the beginnig. 1. go - 3. arm- 5. hat- go - arm - hat 2. oil - 4. hear - 6. not-oil -hear -not B. Form new words as in A (above ). In addition, form a third word by adding a letter at the beginning and the end of the word 1. at- 4. in- 7. ever- 10. all-at - in -ever all -at- -in-ever all2. he5. on8. car-
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16 Preposition 18 South America ( abbr.) 20 Teacher; trainer, educator 23 A form of a verb showing when the action occurs; stretched tightly; strained
records tapes, etc. ) 19 A picture or view; part of a play; the time and place at which an action occurs 21 One of a series of steps used in going up or down from one level to another 22 Pronoun
24 A form of to be 25 A compass point; abbreviation of New England 27 A row, or layer, one who ties 28 Not difficult 30 Gloomy; sullen; glum; depressed 31 Word used before a verb to indicate the infinitive
26 Consume; have a meal; take A : 1 got; ago 2. oily; boil, food into the body soil, toil. Army; fam, 4. heart; 27 in the direction of ( and shear 5. hate; that, what, chat reaching toward ); as far as 6. note; knot 29 Thus; therefore; in order that; B. 1 ate; hat, cat, ral, mat, sat; as a result; in such a way late, mate, hate 2, her, hen; she, the; then, when 3, and; any; may, can, pan, tan; cane, bank, want 4. ink; tin, pin;pint, tiny; line 5. one ton, son; gone, tone 6 pint, pine, pink; spin; spine 7. every; never, sever, lever; severe B. care, card; scar, scare, scart 9. eighty, weight, height; weight 10. ally, wall, call, tall, fall, ball, tally, rally 11.earn; hear, tear, wear, year; learn, heart, heart, weary, yeam 12.cane; scan; scant
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11.ear-he-on-carear-he-on-carear3. an- 6. pin- 9. eight- 12. can-an -pin -eight- cansolutions Word Circles : 1. teachers 2. remember3. expected 4. magnetic 5. arranged Add a letter : ( Note. these are only some of the possible answers; some other words could also be corret answers. )
K E Y ACTIV ITY
PAG E
SUGGESTED ANSWERS
REFERENCE OBSERVATION RECOMMDATIONS
1.
39
D. E. C. A. B.
you may think of other " titles "
2. A.
40
TIM E
SUBJEC T
VERB
One day,
my friends and I
Went into
We
Started breaking
a farmer
Came
the farmer
Was carrying
OBJ ECT
PLAC E a field
This exercise is not very easy - Please be patient Do not look at the Key before you attempt your own answer.
a little hut
a shot gun us
the Grabbled farmer and his assistant // the farmer and his assistant
Bundled
us
into car
Took
us
to the nearest police station
We
a
were charged B. One day, my friends and I went into a field. We started breaking a little hut. While This is one possibility -
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I was pulling down bits of wood, a farmer There are others. came. He was carrying a shotgun. Then, the farmer and his assistant grabbed us and bundled us into the nearest police station. Finally, we were charged. 41
My assistant and I were hiding when we Other possibilities exist. saw john Brown, Paul Griffith and Peter Smith rushing towards the shed. They were carrying big iron bars with them. The three hooligans bed into theroof started destroying it with the bars. Then my assistant and I hurried towards them. As soon as they heard us, they climbed down and ran away, but we managed to catch them and put them in our car.
4.
43
1. o2. Father - 3.4 o5. : child
43
INCIDENT
6.
didn't forgive
FATHER
You must justify Your answers not give simple guesses.
Son
found it difficult to communicate
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After the incident, the father was so upset that he didn't forgive his son. From then on, the child found it difficult to communicate with his father and felt not only alienated but different.
Did you use the past tense ? On your note book, make a list of irregular verbs.
445 FATHER : intelligent - authoritative.
You can find other synonymous adjectives in MOTHER : well - balanced good - under the dictionary. standing. 46 WORD STUDY
1. A good person is a person who is kind and willing to help others. 2. A mean person is a person who is lacking generosity. B. An authoritative person is a person who
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likes commanding the others. 4. A well - balanced person who is regular in behaviour, habits... 5. An understanding person is a person who understands other people's feelings.
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K E Y Activit PAG y E
SUGGESTED ANSWERS
REFERANCESOBSERVATIONSRECOMMENDATIONS
8.
46
1.e - 2. a - 3. h - 4. l - 5. c - 6. j - 7. g
9.
47
1. The man had just come out of prison. 2. He lived in a very small town and nobody wanted to give him a job. 3. He'd broken into somebody's house and taken some money. 4. because he wanted to get some money for his family. 5. he wanted to get caught and sent to prison again. 6. In prison he wouldn't have to worry about food or money. 7. He finally sent him to prison.
10.
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The man had just come out of prison. He lived in a small town where every body knew everybody else. The man tried hard to get a job, but nobody accepted to give him one. One day, he broke into a house to get some money He said he didn't have enough money to feed his family. The judge thinks he did it because he wanted to get caught. He knew that in prison he wouldn't worry about money and food. The judge sent him back to prison.
Pay attention to - capital letters - punctuation - tenses
1. felt - 2. handicapped - 3. were4. heard - 5. was - 6. thought - 7. paid 8. had - 9. were.
The verbs are used in the past. it's a narration
11.
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D.W.U. 50 W.
1. sentenced - 2. regimen - 3 - drill - 4. offender 5. log - 6. probation - 7. tide - 8. bigoted - 9 - a father substitute - 10. preached.
12.A
A. 1. It's a hard life : hard drilling with huge logs on their shoulders harsh treatment.
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Do not just make guesses ! think before you write.
2. no, he doesn't He thinks that reform schools are oppressive places and such harsh treatment inspires hatred to most adolescents. B. 1. Yes, it has. 2. The psychiatrists have tried to teach people that delinquency is not wickedness but rather a form of sickness which requires sympathy and understanding. C. 1. 1. hatred - 2..3. bigoted, moral indignation. B. 1. love. 2. sympathy. 3. Understanding. D. 2. Hateful - 3. inferior - 4 emotionally confused.
12. B
12. C 12. D
K E Y Activit PAG y E
SUGGESTED ANSWERS
52 12. E
B. 1. Arrogant. 2. disrespectful. 3. hateful - 4. suspicious. E. § 1. We tend to associate delinquency with wickedness, and the usual feelings towards a young offender are those of indignation and hatred. However a change of attitude has been taking place these last years - Psychologists have been trying to demonstrate that a delinquent is not a wicked person but a sick youngster who needs help and understanding, sympathy and love. § 2. According to Neil, delinquency is caused by cruelty, violence and hatred of adults. A juvenile delinquent is an unhappy youngster who feels inferior and is emotinally confused, and who, in his turn, hates adults and is arrogant and disrespect ful to them.
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REFERANCESOBSERVATIONSRECOMMENDATIONS
EMIGRATION OBJECTIVES OF THE UNIT : By the end of this unit, you should be able to describe a conflictual situation, write a report, write a reply letter on specific problems. TIME NECESSARY : About 12 hours, that is 1 hour a day for 12 days. UNITS OR LESSONS TO BE REVIEWED passive voice (simple present - simple past ). Present perfect continuous - Reporting in the passive - comparative of superiority. MATERIAL TO BE PREPARED Articles on problems of emigration - cultural clash..... REFERENCES : New : Unit 9 Midlines : Unit 6.
UNIT PLAN • • • • • • • • •
GETTING READY D.W. UNFAMILIAR WORDS ACTIVITIES 1 TO 4. PATTERN SUMMARY ACTIVITIES 5 to 7. D.W. UNFAMILIAR WORDS ACTIVITIES 8 & 9 LEISURE TIME KEY 65
GETTING READY : one day while at work.
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" THE DILEMMA OF SECOND GENERATION IMMIGRANTS " - What does this title suggest to you ? - Can you explain " second generation immigrations " ? - What problems do you think they have to face ? - What words do you associate with the title . - Why do you think people emigrate ? - How do you imagine their living conditions ?
Think of possible answers to the above questions. Now read the following text and check whether your guesses were right and see how many of the words you thought of are found in it.
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TEXT : Certain European countries count amongst their populations today a very large number of immigrants from a variety of countries and cultures. This means that the most diverse cultures are destined to exist permanently in the host country. This necessary and unavoidable co-existence gives rise to conflicts if the group concerned continue to ignore, or even to oppose,one another. According to statistics, 85 percent of immigrants belong to the working class and their working conditions are extremely hard. A large majority of them are illiterate and incapable of reading writing their native language. To this major handicap must be added the effect of being removed from their traditional cultural milieu, their unhealthy living conditions (75 per cent of the insanitary dwellings in France are occupied by immigrants), precarious economic conditions and permanent legal insecurity. Immigrants are confronted with an industrial civilization which is interested in them only as productive individuals, denies their rights to be different and ignores their cultural potentialities consequently immigrants and their children live on the fringe of social and civic life. Nevertheless, second generation " immigrants " have never emigrated from anywhere ! The marginalization, not to say the rejection, of immigrants, is due to racial or xenophobie prejudice, often transmitted via the media, which belittles the culture of people from formerly colonized countries. This problem is, relatively speaking, less manifest in the case of Italian, Portuguese and Spanish immigrants, because of a cultural heritage shared in common with the host country. Immigrants especially those of Islamic origin are cut off from their roots without succeeding in acquiring the cultural identity of the host country. Consequently they live in a cultural " no man's land ". Whereas adult immigrants, whose personalities have already been formed by a set of value, moral codes, customs, myths, and symbols, can to a certain degree, resist the " dangers " of their new situation, second generation immigrants cannot escape exposure to the effects of a double sub - culture. The result is that immigrants constitute an anxious, disturbed population. The initial insecurity and inequalities lead to a loss of interest in acquiring literacy which places them at a disadvantage as regards access to employment or job advancement. Belonging to underprivileged socio - economic milieux, deprived of their traditional cultural support, having in many cases only an inadequate command of the host country's language, the children of immigrants have a disturbing school failure rate. In fact, what is needed is to ensure that society regards the child of an immigrant as a person and not as the fruit of an economic policy. He is indeed a person with his own capacities and gifts, who has a right to education and training just as he has right to be different.
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DEALING WITH UNFAMILIAR WORDS Match the following words in column A. with thier appropriate definition or synonym in column B.
A
B
1. precarious.
a. capacities.
2. potentialities.
b. border, the least important area.
3. fringe.
c. uncertain, unsafe
4. xenophobic prejudice.
d. devaluates
5. belittles.
e. irrational hatred of foreigners. Xenophobia from Greek : xeno :stranger , phobia : pathological fear and dislike.
ACTIVITY 3.1. The following main ideas are given in scrambled order. Read the text and match them with their corresponding paragraph and order them. § 4. a. Immigrants ' loss of identity and its effects. §.
b. Immigrants ' social and economic problems.
§. c. The writer 's opinion on the rights of immigrants' children. §.
d. Diversity of population and cultural conflict.
§.
e. Disrespect of the host country towards immigrants ' cultures.
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ACTIVITY 3.2. A. skim over the text and find the words that precede the following. i.e Paragraph 1 : country → host country
Paragraph 2 : class, conditions, language, milieu, dwellings, insecurity, civilization, life.
Paragraph 3 : prejudice, countries, heritage Paragraph 4 : origin, identity, codes, advancement, failure. Paragraph 5 : policy. USE OF ENGLISH : host country : This is a compound noun. It is a group of words ( usually two ) that functions as a single part of speech. We find : a. noun + noun b. adjective + noun c. verb + noun d. gerund + noun B. Using the compound nouns in ACTIVITY 2. A complete the following table. NOUN + NOUN
host country
ADJECTIVE + NOUN VERB + NOUN GERUND + NOUN
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ACTIVITY 3.3 A. Read paragraphs 2 and 3 and list the phrases or sentences which express the idea of rejection. B.Pick out the information that deals with the situation of immigrants living in Europe in paragraphs 2 and 3 and fill in the following table SOCIAL CLASS
- 85 % belong to working class
WORKING / LIVING CONDITIONS - hard working conditions -
CULTURAL / EDUCATIONAL PROBLEMS - illiterate -
CIVIL RIGHTS
-permanent insecurity -
" Bertie - 1 forgot to tell you MR. and MRs. Singh like their curry a little warmer than we do "
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ACTIVITY 3.4 The following statements express ideas contained in paragraph 4. Read the passage, then complete the statements with their causes and effects using your own words. Immigrants have lost their cultural identity as / since ................................ Adult immigrants can,better than their children,face the effects of a double sub-culture, because. . . . . . . . . . . . . . . . . . . . . Second generation immigrants are exposed to two different cultures : their parents' culture and the host country's culture.Consequently............. . . Immigrants live in permanent insecurity and under precarious economic conditions; the result is that.. . . . . . . . . . . . . . . . . . Their difficulty in finding interesting jobs is due to....Immigrants " children find it difficult to master the language of the host country, this is why . . . . . . . . . * Immrgrants.
PATTERN SUMMARY CAUSES
EFFECTS
because ....
consequently ...
as ...
therefore ...
since ...
the result is that ...
this is due to ...
this is why ...
because of ...
this leads to ... as a result ...
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ACTIVITY 3.5 The marginalization of immigrants is due to racial or xenophobic prejudice. The following passage tells us more about racial oppression. A few words are missing. Supply them. Racial oppression invades the lives of black people on an infinite variety of levels. When the economy begins to falter, we are automatically the first ........... When the economy is on its feet, we continue to live in a depressed ........... Unemployment is generally twice as high in the ghettos ....... it is in the country as a whole and even ........... among black women and youth. In black communities, wherever they are located, there exists an ever present reminder that our universe ........... remain stable in its dullness, ........ poverty. From Birmingham to Harlem, black ......... are occupied, patrolled and often attacked ......... the police. The function of the police, " to protect and serve the people, " becomes the grotesque caricature of protecting and preserving the interests of our oppressors and serving us ..... but injustice.
IF YOU HAVE DIFFICULTY IN THINKING OF THE VOCABULARY FOR A GAP-FILLING EXERCICE, LOOK AT THE WORDS SURROUnDING THE GAP AND TRY TO WORK OUT WHAT PART OF SPEECH IS NEEDED.
ACTIVITY 3.6 A. Racial prejudice gives rise to a series of violent confrontations in places with mixed societies, very often against the police. The following newspaper article is an example of this.
Read it and find out who was involved in this London riot
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53 INJURED IN LONDON RIOT AFTER POLICE SHOOT
BLACK
RIOTERS
London - fifty three persons were injured as about 250 youths rampaged through the London district of Brixton, the police said Sunday. It was the second outbreak of serious violence on Britain this month. The unrest of Saturday night followed the shooting by the police of a black woman ( Cherry Grace ) in a raid on her home. Youths most of them black, looted shops, set fire to cars and attacked a police station.
The police called the shooting a " tragic mistake " and set up an inquiry under a senior officer. But when the officer tried to visit the Grace family home, witnesses said, he was driven off by a large crowd of youths.
B. Read the newspaper article again and answer the following questions. 1. Why did the youths riot ? 2. What did they do while rioting ? 3. When and where did this happen ? 4. How did the police explain the shooting of the black woman ? 5. The black community didn't believe them. How do you understand this from the text ?
ACTIVITY 3.7 Re - order the following sentences to make a coherent paragraph. A. It is harder for them to be accepted because they try to keep their own religion, language and customs. 8. This leads to conflict between the generations. C. There are nearly 1,000,000. people of different origins, that is, from India, Pakistan and East Africa now living in Britain.
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D. Many Asians are between two cultures, the one they meet at school and work, and their parent's culture. E. Any person who goes to live in a foreign country has problems getting used to a new way of life, but Asians have special problems.
TEXT : BEING ARAB AT UNCLE SAM'S " Nationally, anti Arab sentiments are dwindling as people stop stereotyping Arab Americans. " So says Faris Bouhafa of the American - Arab Anti - Discrimination Committee in Washington D.C. ; which represents 2.5 million people. In the early years of their immigration, Arab Americans of many nationalities tended to cluster together as other ethnic groups did. But as they fanned out over the country, the second and third generations, acquiring education, tended to assimilate, although keeping their ethnic devotion to their regional culinary tastes from lamb dishes to pita bread. Arab immigration to the United States began with a trickle more than 100 years ago. When pedlars found business good, they stayed. A wave came from the Lebanese region after 1900, some to escape the crumbling ottoman Empire's oppression. In 1919, immigrants built the nation's first mosque, in the Detroit enclave of Highland Park.New arrivals come to join families there or seeck comfort in a place with the familiarity of their homeland, but they find life harder than did their predecessors. " Arabs are now more accepted than a few years ago.It's parly education effort of organizations like ours, and also because media coverage of the Palestine uprising " has humanized " in the past 18 months, " Bouhafa says. Now, some Arab American experts say, the Lebanese and Palestinian havoc and the violence throughout the Middle East has reawakened a sense of identity. In early days, many well-known Arab Americans who tended to play down their ethnicity, fade into the fabric of society.Now it's spinning, it's going to take off. An Arab-American has just been appointed in the white House. His grand father was Lebanese, " They're starting right now, the American public, to
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realize we're part of the salad bowl. We will add to the texture of this country a new ingredient ".
DEALING WITH UNFAMILIAR WORDS Match the following words with their dictionary definitions. 1. cluster
a. spread
2.fanned
b. look for
3. havoc
c. travelling vendor of small wares
4. pedlar
d. stick / stay together
5.seek
e. devastation / destruction .
ACTIVITY 3.8 Read the text and answer the following questions. 1. How did the Arabs use to live in the early years of their immigration ? 2. Have the second and third generations kept the same way of life ? In what way have they changed ? 3. What reawakened the sense of identity among the Arab Americans ?
ACTIVITY 3.9 Mr Peter Manson is a newspaper correspondent for social affairs in Paris. A recent racial incident among the Algerian community has led him to interview a number of Algerians before writing his report on the Algerian immigration in France. His report revolves around the following points. ( Study them, then write Mr Manson's report .)
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1. Working and living conditions : - 85 % are miners, car factory workers, dustmen etc ... - a lot of them live in slums. - a few of them live in small flats.
2. Cultual clash : - older generation, rural origin, illiterate find it difficult to adapt to modern way of life. - second generation immigrants better educated, some attend high school, seek integration.
3. Marginalization : - rejected because different. - things get worse because of unemployment. - become targets of anti-immigration campaigns.
- 4. Their future : - adult immigrants hope to return when retired home immigrants want to be integrated. - young immigrants want to be integrated.
5. Conclusion : - Second generation immigrants more aware of necessity to undertake actions. - They gather into associations in order to claim respect of cultural identify and equality of rights.
The report may begin like this : One of the most acute problems the French government has to face after unemployment, is immigration. Most of the immigrants the country receives come from North Africa, especially Algeria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................................................. ........................................
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LEISURE TIME " The Lighter Side " 1 2 7
3
4 8
6
9 10
11
12
13 15
16
22
18 19
ACROSS 1 Vehicle of communication tongue; the speech (and writing) of a particular country, nation, or group. 7 Form of to be. 8 Movement of the head to signify agreement understanding. or assent 9 Express in words; speak; state, utter. 10 Better than average; suitable; proper; not bad. 11 And so forth; and others of the same kind (abbr.) 13 You and me. 14 Half of a laugh 15 A thought; mental picture. 17 Put in a place or position; a group of related items; fixed, established, firm 18 Preposition 19 Patient; untiring; indefatigable
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DOWN 1 Language specialist 2 Equally; in the same ammount or degree; in the same manner; while 3 Complete a school course; obtain a degree 4 Article 5 Move; procedure (abdr ). 6 Teaches; develops the mind or character by training 9 Thus 12 Article 16 Organ of hearing 17 Observe; use the eyes; have the power of sight; understand.
TIME FOR A SMILE One night a man came upon a boy looking for something under a streetlight, the man asked the boy what he had lost, the boy said that he had lost his watch, Since it was obviously not there, the man asked the boy if he was sure that he had lost his watch in that spot. The boy said that he had lost the watch at another place. Farther down the street. The man then asked the boy why he was looking for the watch under the streetlight. the boy replied, " well, sir, the light is much better here". A man was carrying a grandfather clock through the streets of the city. He was obviously doing it with a lot of difficulty. Finally, another man came up to him and asked, " Pardon me, it's none of my business, but don't you think a wristwatch would be simple "? As I was walking along a street in a small town a man came up to me and asked, " What time is it " ? Ilooked at my watch and answered, It’s five o'clock " " I must be going crazy, " said the man. " All day long I keep getting different answers ". The policeman rang the doorbell, not'knowing quite how he was going to break the news, The door opened and a woman stood there gazing anxiously into the policeman"s eyes, " I " m sorry to tell you this, but your husband"s new watch is broken. " "Broken ?" she said. " How did it happen?" The policeman replied, "A piano fell on him. " What time is it when an elephant sits on a fence ? Time to get a new fence.
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Solution to crossword puzzle L
A
I
S
N G
O
N
S
A
O
D U
D
S T
I
U
R
U I
G
A
G
E
N
O
D U
Y E S
E
A
S
A
T
E
R
E
L
E
T
C
H
A
E
T E
S
S
A RIDDLE MY face is marked. My hands keep moving; l've no time to play- l must run all day. What am l ? A TIMELY VERSE A clock is an - - - That's used to tell - - - - ( though l'm a - - - - - - embarrassed To - - - - - -such a rhyme ) - ED. ANSWERS Riddle : A clock. A timely verse : item, time, emit
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K E Y ACTIV PA ITY GE D.W.U. W
64
SUGGESTED ANSWERS
1.c - 2 a - 3. b - 4. e - 5. D -
d. § 1 - b. § 2 - e. § 3 a. § 4 - c. § 5. 2.A 646 §2. working class- working conditions native 5 language- cultural milieu- insanitary dwellingslegal insecurity- industrial civilization- civic life. §3. racial or xenophobic prejudice- colonized countries-cultural heritage. §4. islamic origin- cultural identity- moral codesjob advancement-school failure. §5. economic policy. use of 65 noun + noun : host country- job advancementEnglish school failure. . adjective + noun : native language cultural milieuinsanitary dwellings- legal insecurity. industrial B. civilization- civil life. Racial xenophobic prejudicecolonized countries-cultural heritage-islamic origin-cultural identity-moral codes-economic policy. gerund + noun : working class-working conditions. 1.
ReferencesOBSERVATIONS RECOMMANDATI ONS
64
3.A.
65
B.
65
you can find other compound nouns in the texts seen previously. First think about their meanings and then look them up in a dictionary.
- extremely hard working conditions. - insanitary dwellings. - precarious economic conditions. - permanent legal inscurity. - the industrial civili zation regards them only as productive individualsdenies their right to be different and ignores their potentialities. - they live on the fringe of social life and civic life - marginalisation - rejection. - racial or xenophobic . - live on the unhealty - removed from - only as fringe of insanitary traditional milieu productive social life. dwellings -potentialities indviduals -recarious ignored - live on the economic - culture belittled fringe of conditions civic life.
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K E Y 4.
66
5.
67
6.A 68
7..
68
D.W. 70 W.E
1. ... they are cut off from their roots ( traditional cultural milieu ). which are causes ? 2. ... their personalities have already been formed by a set of which are values, moral codes, customs and symbols that can to a consequences ? certain extend resist the dangers of their new situation. you can use your 3. ... they constitute an anxious, disturbed population. thinking - and you can 4. ... they live on the fringe of social and civic life. also look at the 5. ... their illiteracy. linguistic markers ... 6. ... they have a disturbing school failure rate. 1. victim - 2. state - 3. as 4. Higher Sometimes, more 5. must. 6. its - 7. ghettos - 8. By - 9. Nothing than one word is possible. Youths, most of them black. 1. because the police shot a black woman during a raid on her home. 2. while rioting they looted shops, set fire to cars and attacked a police - station. 4. The police considered the shooting of the black woman as a tragic mistake and set up an inquiry under a senior officer. 5. The black community didn't believe them because they drove off the senior officer who tried to visit the Grace family home. C. E. A. D. B.. 1. d - 2. a - 3. e - 4. c - 5. B 1. In the early years of their immigration, the Arabs used to cluster together as other ethnic groups. Uncle Sam's is 2. As the first generation spread out over the country, the The United States second and the third generations tended to assimilate thanks to the education they acquired. 3. organisations such as the American Arabs Antidiscrimination Committe and also the massmedia as it is the case for the palestinian problem which has awakened the sense of identity among the Arabs Americans. make full sentences, then...link them.................
9
117
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