حلول تمارين كتاب اللغة الانجليزية السنة الثانية ثانوي ج5

a. The tsunami hadn’t distinguished between the poor and the rich.
b. The injured and the sick were taken to hospital.
c. Aid agencies gave food and water to the hungry and thirsty.
d. Th homeless were sheltered in tents.
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WRITE IT RIGHT (p.103)
Brainstorm the topic with your students. Here are some ideas which can help you. When we write a narrative, we generally start by setting the scene. At this stage, we generally use the past simple and past continuous. e.g., It was in 1989. It was in summer. It was early in the morning. The breeze was blowing ...
Once the scene is set. Mention an event that interrupts or disturbs the
scene ( eg., Suddenly an earthquake shook out our building) and narrate or describe what was happening. ...
Your students will write about their own personal experiences with catastrophes.
SAY IT ALOUD AND CLEAR (p.104)
The rule for stress in compound words is as follows.
If the compound word is a noun, the stress goes on the first part; e.g.,
greenhouse - blackbird.
If the compound is an adjective, the stress goes on the second part; e.g.,
Old-fashioned - sweet-tongued
If the compound is a verb the stress goes on the second part; e.g.,
understand - overlook
However, in connected speech, compound words are subject to stress shift when a stressed syllable follows closely.
( From Christiane Dalton and Barbara Seildlhoffer, Pronunciation, (Oxford University Press 2000, p.103)
Once upon a time there was a little red-haired and blue-eyed girl who was loved by all who knew her. She was called Little Red Riding Hood. One day her mother told her to take some sweet-smelling cakes to her grandmother who was living in the woods, but not to go into by-paths. That was dangerous.
When Little Red Riding Hood reached the woods, she met a funny-looking and bad-smelling wolf . Naturally, Little Red Riding Hood did not know what a wicked animal the wolf was! She thought that it was kind-hearted. So she listened to it when it told her to pick up some bluebells and daffodils for her grandmother.
While Little Red Riding Hood was picking flowers, the wolf entered her grandmother’s house and ate her up. Then he put on her grandmother’s night gown and night cap and went into the bedroom. When Little Red Riding Hood got to her grandmother’s house, she found the door wide open. Obviously something was wrong. Even her grandmother was odd-looking.
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Act. Two (p. 104)
The rules are included in activity one. It has to be observed that there are some exceptions to the rules. For example, compound words are subject to stress shift when a stressed syllable follows closely. It is the case of red-haired and blue-eyed in red-haired and blue-eyed girl. Please explain the stress shift in compound words before moving on to the next activity. (Cf. Daniel Jones, Cambridge English Pronouncing Dictionary 16 th Edition, p. 111)
Discuss with your students about how compound words with adjectives are formed and on which word stress normally falls.
Act. Three (p.104)
“Ohì grandmothershe saidî, ‘what big ears you have !” ì
“ The better to hear you with, my dear,” said the wolfî.
“ Grandmother, what big eyes you have!”ì
“The better to see you with .”î
“Grandmother, what big teeth you have!”ì
“The better to eat you with!”ì
And the wolf jumped out of bed ìand swallowed up Little Red Riding Hoodî. A huntsman saved Little Red Riding Hood î
and her grandmother by cutting out the wolf’s stomachî. They both lived happily ever afterî.
Act. Four (104)
The students will form as many words as they can. e.g., big-eyed - left-handed
big-headed; good-mannered; left-handed; blue-eye ; dark-skinned; old-fashioned; hard-working; black-haired ; fast-moving ... Please remind the students of stress shift in compound words in connected speech.
WORKING WITH WORDS (p. 105)
The examples are not necessarily the ones included in this key.
a.My grandfather fell off the ladder the other day when he was painting the kitchen. Fortunately, he didn’t hurt himself /Unfortunately, he broke his arm. /Obviously, he didn’t know that it was dangerous for a man of his age to climb up the ladder.
b. When Zohra first went to live in England, her English was very poor. Gradually, she started learning to speak English . Naturally, she met some problems in speaking English at first.

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c. I left no stone unturned in my search for my missing keys. Eventually, I found them under the mattress./Strangely enough, they were in my pocket.
d. She was shouting and knocking at her neighbour’s door. Suddenly, a dog jumped out of the window and bit one of her legs. Surprisingly, no one heard her even though she was sure her neighbours were at home.
e. As the woman came down the stairs, she slipped. Said, immediately,
phoned for an ambulance.
f. He lived up to the age of 120 years. Sadly, he did not live to see his grandchildren.
Act. Two (p.105)
KEY
Your students can write sentences containing other similes
a. He laughs like a hyena.
b. S/he is as hungry as a wolf.
c. She wouldn’t listen.She was like an ostrich with its head in the sand.
d. They clung to the tree branches, as agile as monkeys.
Act.Three (p.105)
KEY
a. She is a rose . b. The moon was a ship tossed upon a cloudy sea.
Act. Four (p.105)
Organise a talent show. You can assign the activity as a homework. The students will use the poem in the textbook as a model.
LISTENING AND SPEAKING (106 -108)
DEVELOPING SKILLS
Act. One (p.106)
a- The authors of the collection of stories are the Brothers Grimm.
b- The story represented on the book cover is a folktale entitled: “Four
Friends”.
c- The purpose of the jacket blurb is to give a summary of the contents of
the book in order to attract readers/potential buyers.

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Act. Two (p.106)
Pause and ask questions to elicit responses. The students will check their predictions as you resume the narration of the story.
Act. Three (p.106)
Possible summary
The animals decided to leave their homes because they were afraid of being killed by their masters.They went to the great city to turn musicians. On their way there, they reached a house in which robbers lived . They frightened the robbers away. The four friends took possession of the house and the food. Then, they decided to go to the city. During the day, they sang their songs of wisdom. At night, they came back home to rest. They lived together happily until their death.
e.The moral of the folktale is that robbers never succeed in their enterprise, and honest people do even when they are old.
YOUR TURN (p. 107)
Go through the tip box before you move on to the activities.
Act. One (p.107)
Simulate the dialogue and brainstorm the topic ( e.g., eliciting the titles of their favourite science-fiction films and books.)before you set your students to task.
Act. Two
Simulate dialogues to illustrate what you expect of your students in terms of production. The model in the textbook can serve as a model.
WRITE IT UP (p.108)
Brainstorm the guidelines before the students move on to the writing activity.
The stories included in the script and those in the rubric of Exploring matters further can serve as models.
READING AND WRITING (pp.109- 111)
Act. One (p.109)
The questions and answers that your students will produce are not necessarily the ones included in this key.
1-Wh- questions using a newspaper lead-in:
Q:How many people died and how many were injured in the accident?
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A: Two people died and nine were injured.
Q:Where did the road accident happen?
A:It happened near Boudouaou.
Q:When did it happen?
A:It happened on/ lastTuesday.
Q:Why did it happen?
A:It happened because the motorist heading to Boudouaou was phoning while he was overtaking a bus.
Q:Who inquired about the accident?
A:Gendarmerie officers did.
Act. Two (p. 109)
KEY
The answers will not necessarily be formulated in the same way as in this key. The important thing at this stage is the discussion . The students will check their answers with the information in the tip box on page 110.
a-Yes, because the rest of the article develops further the information given in the lead-in, which is only a summary of the news item.
b-Yes, the picture shows a collision between a lorry and a car. We can, therefore, visualise the accident.
c-The writer reports both facts and opinions. S/he does so in order to
explain the reason why the accident happened. The facts are there, we can’t change them, but the author’s opinion can be questioned on the basis of the background knowledge that the readers/students might have about the different actors and the cirmcumstances in which the accident happened.
d-Yes, I am. The couple described is sympathetic and was not all responsible for the the accident.
Act. Three (p.110)
First, go through the tip box to check the students’ answers in activity two. Then brainstorm the topic, elicit other ideas and jot them on the board. The students will develop the relevant jottings.
WRITE IT OUT (p.111)
Act. One (p.111)
Statements by the motorists and eyewitnesses
b-The motorist was not wearing his seatbelt when the accident happened.
c-While she was driving, the bus driver was talking to one of the passengers.
d-I was checking the wing mirror when the lorry hit me from behind.
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e-While I was turning slowly into a narrow street, the pedestrian
jumped in front of my car.
Statements by the traffic police officer
a-As soos as I arrived at the scene of the accident, I made the traffic move.
b-The paramedics had taken the victims to hospital before I arrived.
c-After I had questioned some witnesses, I took some photos of the damaged
vehicles.
d- I hadn’t written my report until I questioned the eyewitnesses.
e-When I had finished questioning the eyewitnesses, I went to hospital to question the injured motorists.
Act. Two (p. 111)
The students will use the newspaper article in As you read rubric as a model. They will also get inspiration from the first activity on page 111.
A possible answer
An accident happened yesterday. A pedestrian was hurt by a car. As soon as I arrived at the scene of the accident, I made the traffic move. The paramedics had taken the victim to hospital before I arrived. “While the car was turning slowly into a narrow street, the pedestrian jumped in front of the car” an eyewitness said. When I finished questioning the witnesses, I went to hospital to question the victims. ...
WHERE DO WE GO FROM HERE ? (p.113)
Skills check (p.113)
Follow the models provided in the previous units.
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OBJECTIVES
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PREVIEW (p.118)
Go through the preview to make the students aware of the main objectives of the unit. Then brainstorm the project work with your students and let them decide what type of project they will carry out.
THINK IT OVER (p. 119)
Interact with your students using the pictures. The interaction about the pictures will serve as an entry into the topic of the unit.
WORDS TO SAY (p. 119)
The focus of this activity is on the pronunciation of the -ed inflection. Make sure your students repeat the words in the checklist. All the words are related to the topic of the unit.
DISCOVERING LANGUAGE (120-125)
BEFORE YOU READ (p. 120)
The answers to the questions will not necessarily be formulated in the same way as in this key.
The first symbol represents a crescent; the second a cross; the third
symbol is a diamond. (The International Federation of the Red Cross and Red Crescent societies is still discussing whether to adopt the diamond as an alternative common symbol). Refer to the text of the textbook on page 135 for further information about the Red Cross and Red Crescent societies.
b-They represent the different organizations which bring relief to people in need.
c- No, people who work for these organizations are volunteers.
d- They operate in situations in which people are in need of help. (natural
disasters such as earthquakes, floods...).
f-They fulfill the following duties:
(1)fund raising
(3) collecting food aids
(4)helping with medical care
(6)providing assisstance in emergency situations
AS YOU READ (p.120)
2- a- The report is about Youth charity
b- The author writes about the findings/results in the second(2) paragraph.
-S/He writes/ gives the interpretation in the third (3) paragraph.
c- The reporter used the word “interestingly” to show his/her surprise at the
the unexpected results of the survey.
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d- No, it doesn’t. The data gathered by Youth 2010 show that young
people are more thoughtful than they were thought to be by their parents.
AFTER READING (121- 123)
Grammar desk (p. 121)
1- The tenses used in the reporter’s questionnaire are the present perfect and the past simple.
2- The past perfect tense is used in the report.
3- Yes, there is a shift from the present perfect and the past simple tenses to the past perfect tense because the reporter reports indirectly what was said by the informants.
4- said (to say); told (to tell)
PRACTICE (122-123)
Act. One (p.122)
Example:
You: What did the interviewer ask Bill Gates?
Your partner: S/He asked him when he had started Microsoft.
You:And what did he say?
Your partner: He said/told him that...
The interview
You: What did the interviewer ask him?
Your partner: S/He asked him where he had grown up.
You: And what did he answer?
Your partner: He said that he had grown up in Seattle, Washington.
You: What did the interviewer ask him?
Your partner: S/He asked him where he had discovered his interest in Software.
You: And what did he say?
Your partner: He answered that he had discovered his interest in Software at the private Lakeside School.
You: What did the interviewer ask him?
Your partner: S/He asked him when he had begun computer programming.
You: And what did he answer?
Your partner: He answered that he had begun computer programmingat the age of 13.
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You: What did the interviewer ask him?
Your partner: S/He asked him when he had entered Harvard University.
You: And what did he answer?
Your partner: He said that he had entered Harvard University in 1973.
You: What did the interviewer ask him?
Your partner: S/He asked him if had developed the first computer there.
You: And what did he answer?
Your partner: He answered that he had developed it there.
You: What did the interviewer ask him?
Your partner: S/He asked him how long he had been Head of Microsoft.
You: And what did he answer?
Your partner: He said that he had been Head of Microsoft for more than 20 years.
You: What did the interviewer ask him?
Your partner: S/He asked him why he had set up the Bill Gates Foundation.
You: And what did he answer?
Your partner: He answered he had always been thoughtful about others.That’s why he had done it.
You: What did the interviewer ask him?
Your partner: S/He asked him how much money he had donated that year.
You: And what did he answer?
Your partner: He said that he had donated $3.2 million.
You: What did the interviewer ask him?
Your partner: S/He asked him which charities he had supported so far.
You: And what did he answer?
Your partner: He answered he had supported organizations working in the field of health and learning.
You: What did the interviewer ask him?
Your partner: S/He asked him if his wife had helped him.
You: And what did he answer?
Your partner: He said that she had helped him.
Act. Two (p. 123)
a- Albert Einstein doubts whether present-day Americans have become any happier since their grandparents settled in the country.
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-Albert Einstein doubted whether present-day Americans had
become any happier since their grandparents settled in the country.
b- John Donne writes that no man is an island.
- John Donne wrote that no man was/is an island.
c- - Bertrand Russel says that three passions have governed his life:
the longing for love, the search for knowledge, and an unbearable
pity for the suffering of mankind.
- Bertrand Russel said that three passions had governed his
life: the longing for love, the search for knowledge, and an
unbearable pity for the suffering of mankind.
WRITE IT RIGHT (p.123)
Have the students read the pie chart. Then ask questions to elicit information from the chart. Make sure you use the reporting verbs in the yellow box. Move on to the writing activity once you feel that they can do it. The text on page 120 of the textbook will serve as a model.
SAY IT LOUD AND CLEAR (p.124)
Act. One (p.124)