حلول تمارين كتاب اللغة الانجليزية السنة الثانية ثانوي ج2

3. b. meats: chicken, beef, mutton ...
4. a. vegetables: lettuce, carrots ...
5. f. fruit: bananas, apples...
6.c. bread: rice, bread, doughnuts ...
Act.Two (p.24)
Monitor the discussion. Each time the students advance their opinions, try to make them give the justification why they hold such opinions. It is not necessary that they come out with one correct answer.
Act. Three (p.24)
The students will interact with the written text. They may or may not agree with what the author writes. The text does not give facts but opinions. So the students should not feel obliged to agree with the author’s opinions if they are living in an environment which contradicts the opinion put forward in the text. The importance is to make them justify their agreement or disagreement with the author by giving justifications.
Act. Four (p. 25)
The aim of this activity is to make the students aware of the different techniques/strategies for avoiding repetition.
a-Synonyms: eating habits= eating patterns
- contrary to / by contrast
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- enjoy his meal / eat his meal
-the whole house hold/ all the members of the family
- changed/ transformed
b-Antonyms:- chosen – imposed
traditional- modern -declined- increased
c-Pronouns instead of a noun or noun phrase e.g., that (consumption)
it (this change)- it (life)- they (people) -they (most people)
d- A verb instead of a noun: eat ------ eating
e- A noun instead of a verb: changed - this change
Act. Five (p.25)
The students will learn how to write definitions using relative pronouns and their corresponding categories.
- A restaurant is a place where people dine out.
- A waiter is a person who serves clients in a restaurant.
- Beef is the meat/flesh which/that comes from an ox, a bull , or a cow.
- Ramadan is the month when Muslims fast.
- A widow is a woman whose husband is dead.
-This is the man whom I met yesterday.
Act. Six(p.26)
This activity illustrates the importance of defining relative clauses in conveying meaning. The answers below are not necessarily the ones that your students will produce.
a- Food which contains chemicals is dangerous for health.
b-A person who serves meals at the restaurant is called a waiter.
c-Summer is the season when most people take their holidays.
Act. Seven(p.26)
The aim of this activity is to illustrate the use of non-defining relative clauses.
A- London, which is the Capital of the United Kingdom, has eight million inhabitants.
B- The Earl of Sandwich, who invented the first snack called sandwich,
was an admiral of the English Fleet.
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C- Hamburg, which gave its name to the most popular fast food in the world, is a German town.
WRITE IT OUT II ( p.26)
Act. One (p.26)
Before setting the students to task, give examples to illustrate the use of comparatives. Refer your students to the Grammar Reference n° 6 pp.193-194. Encourage your students to put the slogans within a description of a car of their own choice.
Act.Two (p.27)
Go through the Tip Box with your students before they do the completion activity. The correct answer is not necessarily the one given in this key.
What do people wear?
Climate, tradition, and history affect the way people dress . For example, in Northern European countries, the climate is cold. Consequently, people wear warm clothes. By contrast, in Northern Africa, the climate is hot As a result, they wear light clothes
Differences in tradition also influence the types of clothes people wear. For instance, in Muslim countries, people wear traditional clothes when going to parties , in contrast to America where people put on suits and ties during ceremonial occasions .
Contrary to what people think, history is no less important when it comes to clothes. In olden days, young people in Algeria were used to wear djellabas whereas today they wear trousers and shirts. In olden days, they were used to wear shechias, but nowadays, they wear sports caps
The most important factor that determines dressing styles today is fashion. So in most of the world people like wearing jeans and sports shoes. However, there are still some countries which keep to their traditional clothing in spite of globalisation.
READING AND WRITING II (28-29)
Act. One (p.28)
The aim of this activity is to interpret the logo of the United Towns Organization.
a-The key of a city represents hospitality and welcome. It is offered to the most distinguished and trustworthy people.
b- The circles stand for twinned towns.
c- The answer is in the logo. It’s written in Arabic.
d- Towns belonging to different countries twin in order to collaborate with
each other in many fields and promote mutual understanding.

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Act. Two (p.28)
It not necessary that the students go through the whole text to check their answers to question d in activity one.
Act. Three (p. 29)
a- Twin towns are towns which have agreed to collaborate with each other.
b- They are arriving on Sunday afternoon on Sunday, March 15.
c- The Mayor of Algiers is giving the opening speech.
d- The programme includes the visit of the Martyr’s Monument, the Roman
Ruins, the Royal Mauretanian Mausoleum and the Kasbah.
Act. Four (p.29)
Before setting the students to task, have them go through the tip box and the Grammar Reference n°7 on page196.
The key is as follows:
a. The Bulgarian students are staying at the Safir Hotel.
b. Are they visiting Zeralda next week.
c. I hope you will enjoy your visit.
d. I will get you an aspirin.
e. I’ve a camera. I’m going to take pictures of the Royal Mauretanian
Mausoleum.
WRITE IT OUT ( p.29)
Brainstorm the activity with your students. The latter should feel free to include details other than those included in the table or choose to write about a totally different holiday plan. Make sure they respect the format of a letter studied in SE1 textbook.
PUTTING THINGS TOGETHER (p.30)
Don’t feel obliged to assign the same project to your students for three years in a row. Please remember that project work is not simply going to the Internet and getting print-outs to be handed to the teacher. Project work should have a personal touch, otherwise it does not deserve to be called so.
SNAKEFOOD p.33
TOMATO-ONION-RICE-SPAGHETTI-POTATO-MILK-JAM-PEA-BREAD-BUTTER-CHEESE…
WHERE DO WE GO FROM HERE ? (p.31)
SKILLS CHECK (p.31)
You can assign other activities than the ones suggested in this key.
TEXT ONE (p.32) TRADITIONAL MANNERS AND CHANGING MANNERS
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I. READING COMPREHENSION
QUESTION ONE (Key:The correct answer is D.)
What is the main idea of this passage ? Circle the correct answer.
A. New generations are becoming more and more impolite.
B. Young generations are now using the intimate second form everywhere and with everybody.
C. Some children are less respectful towards adults.
D.In modern society, good manners are changing.
QUESTION TWO
Circle true (T) or false (F). For the false statements, give the correct
information. (Key: Statements A and B are false.)
A. Sandra used to spend the whole day with her grandmother. T. F.
B. Sandra addresses elderly people in an informal way. T. F.
C. Today young people use informal language everywhere and with everybody. T. F.
QUESTION THREE
In line 8 of the text, the phrase ‘good etiquette’ refers to :
A. the practice of good manners.
B. to two different ways of addressing people.
C. the formal way of addressing elderly people.
( Key: The correct answer is A.)


Written composition
The tourist office in your area has decided to produce a series of welcoming letters ( which will placed in airports, seaports, hotels, holy places, mosques, etc.) whose purpose is to help tourists understand local customs and traditions and behave in appropriate ways, in different settings, write your welcoming letter.
TEXT TWO (p.33): BARBER OR DOCTOR ?
QUESTION ONE
Read aloud the many jobs Turner’s father used to do. Then complete the chart.

Jobs Types of things he used to do
A barber
A dentist
A doctor
A paintings merchant

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QUESTION TWO
Look at this definition: «Leeches are parasites which look like worms.» Now complete the three definitions below.
A. A hairdresser is ... who ...
B. A dentist is …who ...
C. A toothache is …which ...
QUESTION THREE ( Key:The correct answer is A.)
Is this text an example of
A. factual reporting ?
B. neutral presentation of several points of view ?
C. enquiry ?
TEXT THREE (p.34) DO IT IN STYLE !
READING COMPREHENSION
QUESTION ONE ( Statements A and C are false. )
Circle true or false. When false, give the correct information.
A. To have style is to be fashionable. T. F.
B. People’s appearance tells others who they are and what they do. T. F.
C. Rich people always want to prove they have money T. F.
D. A depressed person person will not do his hair. T. F.
QUESTION TWO
What does each individual wear and what for? Complete the chart.

What ? What for ?
a soldier
a punk
a Samurai
a Roman
a rich man

WRIITEN COMPREHENSION
You have recently attended a fashion contest organised in your hometown by a famous designer. Write a review of this event for the fashion magazine DZERIET and say what you think such an event can bring to people in Algeria ( 20 lines) .
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OBJECTIVES
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PREVIEW (p.36)
Go through the preview with your students and make them aware of the end-of-the unit objectives. Brainstorm the types of projects that can be compatible with the language exponents and skills that will be learned in the unit.
THINK IT OVER (p.37)
Interact with your students about the different symbols/pictures to allow them enter smoothly the unit. e.g., What does the picture on the left-hand corner represent/show? It represents the United Nations Secretariate Building? Where is it situated? ...
WORDS TO SAY(p.37)
Read aloud the abbreviations/acronyms and get your students to repeat the pronunciation of these abbreviations/acronyms before setting them to match some of the symbols/pictures with their corresponding abbreviations/acronyms.
DISCOVERING LANGUAGE (pp.38-43)
BEFORE YOU READ (pp.38-39)
Interact with students and try to elicit an interpretation of the picture. Try not to correct your students’ responses at this stage.
KEY
1- The “blue helmets” / U.N’s peacekeeping troops.
2- They are working for the United Nations Organisation.
3- They are from Algeria
4- The buildings are destroyed because of the war.
5- The soldiers’ chief duty is to re-establish/restore peace in the area.
6- Suggested answer: Yes, I would like people all over the world to live in
peace/ to make peace.
AS YOU READ (p.38)
Act. One (p.38)
Check the students’ responses to the Before you read activity. The key is given above.
Act. Two (p.38)
It is not necessary to set the same questions for your students year after year. You can devise your own questions about the text. However, it is important to introduce equivalents of modals can and could when you set your questions.
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KEY
a- The horrors of modern warfare have made Man think about the
preservation of human life.
b- It could not stop stop/It was incapable of stopping fascism because it had
no power of its own.
c- It is the Security Council of the U.N. that can settle disputes.
d- Possible title: The United Nations: Its Branches and its Functions
AFTER READING (pp.39-41)
KEY
a- “Can” expresses possibility; “Can” can also express also ability or permission. e.g., ability: I can ride a bicycle.
permission: Can I go out?
b- The regular past form of can is could. Its irregular form is was/were able to. We can replace managed to by was/were able to , which indicates a successful completion of an action.
c- The future form of “can” is: “will be able to”.
Refer your students to the Grammar reference N° 8, page 197 to check their answers and to consolidate further the use of can/could and their irregular forms.
PRACTICE (pp.40- 41)
Act. One (p.40)
The students will practise the use of the modals can/could and their irregular forms by doing a completion activity.
a. The League of Nations cannot impose economic sanctions on warlike nations.
b. Germany will be able to join the Security Council soon because it is the third economic power in the world.
c. The UN General Assembly can only make recommendations to the
Security Council. It cannot make decisions.
d. The United Nations Organization has not been able to create a permanent military force yet.
e. Dag Hammarskjold, who served as Secretary General of the UN from
1953 to 1961, was able to organize peacekeeping task forces.
f. UN peacekeeping troops, called ‘blue helmets’, can use force only for
temporary self-defence purposes. They can maintain peace, but they can not prevent war.
g. The United Nations Educational, Scientific and Cultural Organization
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(UNESCO) was able to launch its Peace Programme only after the end of the Cold War.
Act. Two (p.40)
In this activity, your students will identify the different functions that can be expressed by the modals can and could. You can tell your students to write sentences of their own to express the same functions using the same modals.
KEY

Column A Column B
1. Can you hear what he’s saying?
2. We could build a culture of peace by being more tolerant.
3. Contrary to what some people think, women can be tall
and strong.
4. “I’ve hurt her feelings. What shall I do ?”
“Well, you could apologize to her.”
5. I wonder if you could come here and talk it over.
6. At the age of 17, you can take your driving licence
with your parents’ consent, but you can’t vote.
7. Don’t lean out of this window; you could fall down.
8. Can I help you? a. ability
b. possibility
c. possibility
d. suggestion
e. request
f. permission
g. warning
h. offer

Act. Three (p.41)
The aim of this activity is to illustrate the idea of achievement inherent to the use of the irregular form of can was able/were able to.
Example
You: Did you convince them?
Your partner :Yes. It was difficult. But we were able to do it in the end.
The answers are not necessarily the ones given in this key.
You: Did they settle the dispute?
Your partner: Yes, it took them a lot of time of negotiation, but they
were able to reach an agreement at the last minute of the discussion.
You: The exercise was difficut, wasn’t it?
Your partner: Yes, we were able to solve it thanks to the collaboration of everybody.
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You: My car broke down in a forest road.
Your partner: Were you able to repair it and drive back home?
WRITE IT RIGHT(p.41)
Before setting the students to task, make sure you explain to them what the word prejudice means. Brainstorm with them the types of gender/generational/racial prejudice that are most common in our society. e.g., Women are not usually considered to be strong; men are thought as effiminate if they speak softly; the elderly are supposed to be able to do nothing once they are retired; the young are regarded as impulsive etc. The students should feel free to denounce the prejudices they like.
Down with Prejudices
Do you think a woman can be tall and strong ?
Do you think she can be pretty and strong?
Do you think she can be a good mother and a bread winner ?
Do you think a man can be small and pretty?
Do you think he can speak softly and still be considered a man?
Do you think the elderly people can _____?
Do you think they _________________________ ?
Do you think young people can be young and wise?
Do you think they _________________________ ?
If you do, then you deserve to be called an unusual human being .
SAY IT ALOUD AND CLEAR (p.42)
Act. One (p. 42)
KEY
Intonation at the end of the underlined sentences:
Journalist: …Could you spare a few minutes please ? ì.
El-Baradai:………………………………………………..
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Journalist: …How do you feel about it ? î
El-Baradai:
Journalist: Would you mind saying in what sense please? ì
El-Baradai: Not at allî
Journalist: May I ask another question ? ì
El-Baradai:
Journalist: I wonder if you could tell me something about the chances of
peace for the next decade please ? ì
El-Baradai: Journalist: Will you please give us some examples ? ì
El-Baradai: ...........................................................................
Act. Two (p.42)
Before the students start doing the activity, make sure you simulate requests with the language exponents given in the textbook. Put emphasis on the new forms: I wonder if ..., Do/would you mind ....?
WORKING WITH WORDS (p.43)
Act. I
Your students can be asked to bring out print-outs of other abbreviations/acronyms from the Internet to the classroom. They will make a synthesis of the major organisations concerned with peace and human relief all across the world and make a classroom wall sheet . You can check the pronunciation of the acronms/abbreviations in the Oxford Advanced Learner’s Dictionary of Current English or in the Oxford Advanced Leaner’s Encyclopedic Dictionary. Please remember that some of the abbreviations/acronyms can stand for various organisations. Those suggested here are not necessarily the ones that your students will suggest.

Abbreviation/Acronym Full form Description
UNWRA United Nations Relief Works Agency The UNWRA is the U.N organization which brings relief to people in need.

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ABC American Broadcasting Company ABC is one of the four most important TV channels in the United States of America.
A-BOMB Atomic bomb A bomb which derives its destructive power from the rapid release of energy by fission of
heavy atomic nuclei. The first atomic bomb to be used was dropped on Hiroshima , Japan on 6 August 1945 by the USA.
AID Agency for International Development
BBC British Broadcasting Corporation
CIA Central Intelligence Agency
CNN Cable News Network
FBI Federal Bureau of Investigation
FIFA Federation Internationale de Football Association (International Association Football Association)
GB Great Britain Great Britain comprises ...
MBC Middle East Broadcasting Company
NATO North Atlantic Treaty Organisation
NBA National Basketball Association
OPEC Organisation of Petroleum Exporting Countries
Ph.D Doctor of Philosophy

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PTA Parent-teacher Association / Passenger Transport Authority
UK United Kingdom
WBA World Boxing Association

Act. Two (p.43)
Brainstorm the major concepts that can related to peace and war in the classroom by making a word map. Then assign the words as dictionary entries to be completed at home in the way suggested in the textbook. You will check the students’ work in the classroom. Here are some words related to peace and war : violence, treaty, consensus, discussion, dialogue, non-violence ...
LISTENING AND SPEAKING (44-47)
Act. One (p.44)
Ask questions about the picture. e.g., Who are the girls in the picture? They are school girls? Where are they? How do you know? Do they look happy? ... It is not necessary to get the right answers at this stage.
Act. Two (p.44)
The students will check some of the predictions they have made in Act.One.
Act. Three (p.44)
The questions included in this activity will allow the students to identify the actors, the situation, the topic of discussion and to provide a summary of the dialogue they have listened to. These questions are related to the listening strategy of not trying to know every single word when listening to conversation .
a- two classmates
b- in the classroom (see the picture)
c- Leila is upset; she’s angry with Maya.
d- Yes, it is.
e- Maya has made fun of her friend Leila in front of her classmates. Leila is angry with her. At last, Maya feels sorry for what she has done.
Act. Four (p.44)
No, I did’t. ( Stress falls on the auxiliary.)
Yes, you did.( Stress falls on the auxiliary.)
Did I ? ( Stress falls on the personal pronoun.)
You did . (Stress falls on the auxiliary.)

pp.3435
Act. Five (p.45)
Simulate the snippet for your students before they act it out. They can play a variation on the snippet.
YOUR TURN (45-46)
Go through the tip box before moving on to the next activities. Relate the information in the tip box to the comprehension questions in activity three.
Act. One (p. 45)
The answers are not necessarily the ones given in this answer key.
A- Your partner: Sorry, I should have asked for your permission.
B- Your partner: He shouldn’t have done that.
C- Your partner: He shouldn’t have borrowed it without your permission.
D- Your partner: I’m really sorry. I shouldn’t have said that.
Act. Two (p.46)
KEY
A- O
B- D
C- D
Have your students write similar sentences to express deduction and obligation.
WRITE IT UP (46-47)
Brainstorm the difficult vocabulary in the box before setting the students to task. Refer the students to the Grammar Reference n° 9 on page 198 before you set them to task.
Possible key
- We have to tolerate difference.
- We have to respect each other.
- We have to keep cool.
- We shouldn’t shout at each other.
- We should learn to listen to each other.
- We mustn’t impose ourselves on others.
- We shouldn’t cheat at exams.
- We should accept the opinions of others.
- We shouldn’t insult others.
- We needn’t /don’t need to always agree with each other.
- We don’t have to be violent.
-We should settle disputes peacefully.

pp.
pp.3637
Act. Two (p.46)
Possible acrostics
P: Pay more attention to others.
E: Engage in non-violent compaigns/actions.
A: Act peacefully.
C: Collect signatures to end war and violence in the world.
E:Express disagreement for conflicts.
D: Do actions according to the law of your country.
E: Engage in campaigns for the freedom of speech.
M- Make protest against anti- social measures.
O: Organise yourselves in committees to fight against injustice
C: Collect funds for the election of your candidate.
R: Respect the rights of others.
A: Act against poverty.
C: Care about the homeless.
Y:Yell out your solidarity with people in need of justice.
Act.Three (p.47)





Duties Rights
Work hard
Respect the opinion of others
Tolerate differences
Respect the rights of others
Promote a culture of peace
Co-operate to solve problems Express opinions
Meet together to express views
Free education
Good working conditions
Health care
information

CLASS CHARTER ( p.47)
The class charter can be presented in the form of a wall sheet. Refer the students to the text on page 56 ( Exploring matters further).
Suggested answers:
Article One: Rights
a- Children have the right to get free education.
b- Children have the right to meet together to express views.
c- The school autuorities must offer good working conditions.
d- The school autuorities mustn’t discriminate among children.
e- The parent-Teacher Association has the right to express opinion about the educational policy.
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Article Two: Duties and Responsibilities
a- We have the duty to respect the opinions of others
b- We must work hard.
c- We shall tolerate differences.
d- We mustn’t be the cause of school disorder.
READING AND WRITING (pp.48-49)
Act. One (p.48)
Interact with your students