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Workbook Ms 4 / IEM O.MEKAOUI and a group of ALGER EST Teachers 2012/2013

Workbook Ms 4 / IEM O.MEKAOUI and a group of ALGER EST Teachers 1

People’s Democratic Republic of Algeria

Ministry of national Education

SCHOOL YEAR : 2012 /2013

DIRECTION DE L’EDUCATION D’ALGER EST



File one It’s my treat



2. you have learnt with your biology teacher that there are five food groups .

Look at the upper pictures at the front page and classify the food items ac-

cording to each category.

A – What I know about food

1. Write as many words as you know in the right column

Food for Thought Session one

Fruit Vegetables Drinks Places Jobs

1 2 3 4 5

Now go to text number two and name the categories:

1. …………………………………………..

2. …………………………………………..

3. ………………………………………….

4. ………………………………………..

5. ………………………………………..



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3– Choose a title for each text among the following:

A- At the restaurant. B- A balanced diet. C- Eating habits. D. table manners E. Fast Food

Title :…………………………………………..

Title :…………………………………………..

Go back to the front page and say which food you like.

Text 1: Most children love eating fast food .This includes food such as

burgers, pizzas, hotdogs and fish and chips. Although such food is tasty, but it

does not provide us with enough vitamins ,nutrients and the calories that our

bodies need .This food is not healthy as it usually contains a lot of fat .Eating

fast food often results in weight again . Most children often eat hamburgers

topped with a lot of mayonnaise , chips and soda.

Text 2: In order to stay healthy, it is important to have a balanced diet– in

other words, food that contains something from each of the five main groups of

food. These groups are protein, carbohydrates, fat, vitamins and minerals and

starchy food.

Protein is very important for building our body. It helps us to build new cells as

old ones die. Meat and dairy products are major sources of protein, but not the

only one– we can also get protein from fish , eggs and beans.

Carbohydrates and fat are important to enable us to store energy-they pro-

vide fuel for the body. Carbohydrates are found in sugar..

Our body also needs minerals, such as iron and calcium and vitamins. Fish, vegeta-

bles and milk contain most of the minerals we need. Vitamins are found in fresh

vegetables and fruits.



Read the text and do the following activities

READ ABOUT A HEALTHY DIET

“An apple a day keeps the doctor away” Session two

§2.Proteins are very important for building

our body; they help us to build new

cells as old ones die. Meat and dairy

products are major sources of pro-

tein , but not the only ones _we can

also get protein from fish, eggs and

1. Complete the following table with food items mentioned in the text

§3. Carbohydrate and fat are important to

enable us to store energy_ they pro-

vide fuel for the body. Carbohydrates

are found in sugar

§1

In o

rder

to st

ay h

ealth

y it

is

impo

rtan

t to

have

a b

alanc

ed

diet

_ in o

ther

wor

ds ,

food

that

con

tains s

omet

hing

fro

m

each

of th

e th

ree

main gr

oups

of foo

d . T

hese

gro

ups a

re p

ro-

tein,car

bohy

drat

e an

d fa

t

§4. Our b

ody also needs minerals ,

such as

iron and calcium, and vitamins. F

ish ,

vegetables and milk contain most of

the minerals we need . V

itamins are

found in infresh ve

getables and fruit

From Teach English, Adrian Dorf . C

UP 1996

CARBOHYDRATE

PROTEIN E.g: meat;……………………………………………………………………………………...

FAT

MINERALS

VITAMINS



“An apple a day keeps the doctor away”

2. Read again and say why the food groups are important for our health:

Proteins are very important because they help us build new cells .

Carbohydrates ……………………………………………………………………………………..

Fat ……………………………………………………………………………………..

Minerals ……………………………………………………………………………………..

Vitamins ……………………………………………………………………………………..

3. match words with definitions :

A . Balanced diet 1. origin

B . Source 2. give/ supply what is needed

C. provide 3. keep for future uses

D. store 4. having the quality and variety of food necessary for a good health

a. Read the proverb and explain it ..

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………



4. Now write about the text :

a. Complete the food pyramid.Some food groups are named differently :

b. Say what you should have every day at meal times:

To be healthy, I need………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………….



Hamburger is a German Word

Many of the names of the food we eat come from other lan-

guages. Hamburger ,for example is a German word. Pizza may

be one of your favorite foods . It comes from Italian . Do you

know the origin of the names of some of the foods you eat?

Learn about food origin session THREE

name description origin

1.mayonnaise Sauce made from egg yolks and oil Spain

2.tea The bush whose leaves are used to make tea. China

3.chocolate Sweet, hard brown food made from cocoa beans Aztec

4. clementine Fruit Algeria /Oran

5.macaroni A kind of pasta made in the shape of hollow tubes Italy

6. potato most eaten starchy food Southern America

7.pudding Creamy dessert Great Britain

8.cookie Cake America

Choose a food item and write about it :

…………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………......................

..........................................................



Do you know the origins of some Algerian dishes, food items?

Complete the table with three examples then choose to write about one

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………

Algerian food item description Town origin

1.

2.

3.

Example : Tamina

Start like this:

Tamina is eaten everywhere in Algeria . But it is also called zrir.

It comes from ………………………………………………………………… .



1- before you listen ,put the sentences in the correct order. The first

one is done for you

Ordering Food: Eating Out Session four

What I have learnt:

Look at these sentences.

Would you like to order now?

I’d/ We’d like a bottle of

juice, please.

Can I/ We have the bill,

please?

Now I complete the rule:

Why do we use them?

To ask and answer …………..

When someone ( at a res-

taurant /in a shop…) asks

for something ,he uses

……………………………...and

……………. for requests

When someone (A wai-

ter , the shop assistant

wants to provide infor-

mation, offers or help)

he uses

…………………………………………...

for offers

a-The vegetable is carrots.

b-Yes. I’d like a fillet steak with vegetables and chips .

c-May I take your order now?

d-Anything to drink?

e-Would you like anything else with that?

Fine.

f-Grapes juice, please.

g-Yes, a salad and the vegetables of the day .

1 C

2...

3 ...

4 ...

5 ...

6 ...

7 ...

2– Now read the script two part one p.165 and say which

statements are not in the conversation

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………..................



Listen and fill in the gaps in questions 1– 4 with these words:

- Would you like …………………………………….. or juice?

b-Would you like …………………………………………...else?

c– Would you like to ………………………………………...now,…………………..?

d– What would you like to …………………………………...?

5– Complete the conversation with the questions above and the missing answers:

Waiter:……………………………………………………………?

Emma: Yes. I’d like a tuna salad, please.

Jack: And can I have a cheeseburger and chips, please?

Waiter: ………………………………………………………….?

Jack: can I have something to drink?

Waiter……………………………………………………………..?

Jack: Juice, please.

Emma: And we’d like a bottle of sparkling mineral water,

please.

Waiter: Yes,of course.

Jack: Excuse me.

Waiter: Yes, sir…………………………………………………?

Jack: No, thank you, but can we have the bill, please?

Waiter: Certainly.

Anything please drink order lemonade

6. Now can you guess

where Jack and Emma

are?

In a fast food restau-

rant ?

A family style restaurant?



GIVING ADVICE ABOUT TABLE MANNERS session five

1) You must sit up straight.

2) You shouldn’t speak with

your mouth full of food.

3) You should eat properly

with a knife and a fork.

4) You should wipe your

mouth before drinking

5) You must chew quietly

6) You mustn’t slurp the

food.

7) You shouldn’t forget

« thank you ».

8) You mustn’t sneeze at the

table.

Table manners are important because they ensure that both guests *and hosts* are

comfortable at the table.

Match each picture with the right instruction

c)………………………………………………………..

…………………………………………………………..

a)………………………………………………………..

…………………………………………………………..

b)………………………………………………………..

…………………………………………………………..

e)………………………………………………………..

…………………………………………………………..

d)………………………………………………………..

…………………………………………………………..

f)………………………………………………………..

…………………………………………………………..

New words:

When you are invited you are

the guest.

When you invite you are the

host for your guests



g)

………………………………………………………………………

h………………………………………………………………………

………

i………………………………………………………………………

……

To give strong advice

about table manners ,I

use the modals………,

……………………………………………

………………………………………...

Can we use the impera-

tive?

……………………………………………

……………………

PRONUNCIATION : look at the following table about silent letters

Silent letter When example

b it folloows the letter M at the end of a

word or before ‘t’

Dumb /thumb

c When it is part of the cluster ‘scle’ muscle

d With some words Handkerchief/sandwich/wednesday

e At the end of a word Plate/bite/ hope/..

g Is followed by n’’ Foreign/sign

gh Before ‘t’ Eight / light /height

h 1-Can follow ‘c’,’g’,’k’,’r’or ‘w’ and 2-at

the beginning of some words

1-Chemist/ghost/khaki//Rhyme /

whey ;why ;when….2– hour/ honest...

k Before ‘n’ Knock/ kneel /….

l Before the letters:’d’,’f’,k,or ‘m’ Should,half,talk,salmon

p With these prefixes ‘pneu’;pseudo, psy Pneumonia/ pseudonym/psychiatry

s Before ’l’ Isle/ aisle

t After ‘s’ and ‘f’ with the adverb often Whistle/fasten

u Before ‘e’ or‘i’ guide

w Usually folled by ‘h’ or ‘r’ Who/ wrap/wrinkle



A: Now ,Circle the silent letter in the words given below:

pneumatic; knit; plumber ; thumb; handkerchief; hope,

whose, honest; castle; foreign; island; why;

B: go back to text p.23 and pick out the words with silent letters in each paragraph:

* Paragraph one : ……………………,…………………….., ……………………,…………………,

* Paragraph two:……………………,……………………...

* Paragraph three:…………………..,…………………….

* Paragraph four: ……………………..,……………;……………………..;

Which good manners are important to you ? Say why:

……………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………...

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……........................

B) What eating habit(s) is / are mentioned in the HOLY QUR’AN?

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………



C/ You have just matched table manners with pictures. Now, identify those,

mentioned in the text p.23.

……………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………………………...

Rewrite the sentences into the imperative:

…………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………………..

D) Go back to pieces of advice for table manners (pp 9;10 and add necessary in-

formation mentioned in the text (cohesive markers) to make a coherent paragraph

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………….



Activity One: Read the text on page 27 then underline all the comparatives: copy

them down:

……………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

Activity Two: Go back to the table ask and answer:

Example: Which processed food is higher in calories, the chocolate bar or the cocoa

powder?

A:……………………………………………………………………………………………………………?

B:……………………………………………………………………………………………………………

A:……………………………………………………………………………………………………………?

B:……………………………………………………………………………………………………………

Activity Three: Compare the food labels: Ask and answer:

Example: Is cocoa powder higher in calories than the chocolate bar?

No, it isn’t. It’s lower.

Do the same with proteins, fats, carbohydrates.

Which has the lowest amount?

………………………………………………………...

Do the same with the lowest in calories.

Activity

Comparing food nutritional values

The comparative and superlative Session six



More activites to recycle the comparative and the superlative

Activity one : put the following adjectives in the right column / tasty / obedi-

ent / energetic / bad / delicious / popular / good /healthy / far

Activity two : complete the sentences with the comparative . use the adjectives in

brackets

Mum’s soup is ……………………. mine. (good)

Cheese is ………………………yogurt in calcium. (high)

Reda’s fast food is ………………………. Ahmed’s (modern)

Ahmed’s fast food is ……………………….. Reda’s from my house. (far)

In Algeria, apples are ………………………. Kiwis . (expensive)

Vanilla ice cream is ………………………. Chocolate ice cream . (sweet)

Eating at home is …………………………….. in fast foods. (healthy)

Now write two sentences about your food preferences and use ,once the super-

lative and once the comparative:

…………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

Short adjectives Long adjectives Irregular adjectives

……………………………………

…………………………………………

……………………………………….

………………………………………

……………………………………

………………………………………

…

………………………………………

.

……………………………………

…………………………………………

……………………………………….



When you want

to compare one

thing / person

with many

others , we use

the superlative

1 ) .Put the adjectives between brackets into the superlative

Dates are (sweet) ………………………...fruit

« Potato chips » have been ………………….snack

in America for the past 50 years.(popular)

…………………………………watermelon in the

world weighs 122kg . (Large)

Apples are one of ……………………...……………………..fruit.

(healthy)

Juice of pomegranate is one of

………………………… juice in reducing heart di-

sease. (good)

Now write a statement about the best film you

have seen/the worst day /the most expensive thing you have

bought/ the largest town you know/ the happiest day in your

life.

……………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………..

short adjectives

The smallest

The biggest

Long adjectives

The most expensive

Irregular adjectives

Good the best

Bad the worst

Far the farthest



Seeking agreement session seven

Question tags

How much do you remember? Agreement or disagreement ?

conversation one ……………………………………….

- the journey was awful.

- Yes I am afraid it was

conversation two …………………………………

— what a beautiful bridge

- I quite agree with you . It’s really fantastic

conversation three ……………………………………….

- I thinkTower Bridge is in Scotland .

- To my mind Tower Bridge is in London

2 Recall the expressions you know , to show agreement and disagreement:

A ………………………………………………………… D………………………………………………………………

B ………………………………………………………… E……………………………………………………………

C ………………………………………………………… F……………………………………………………………

3. Listen to the conversation* and answer the following questions :

How many speakers are there?

Are they all Algerian?

Where are they?

Where are they going to? How do you know?

*The script 1is on page165 .You can read it later



4– Read the following statements ,and then write the rules:

a-You don’t eat in this restaurant ,do you?

b-You like pizza, don’t you?

c-Junk food isn’t healthy, is it?

d-Don’t mention eggs, will you?

e-Let’s go there , shall we?

5– Add the appropriate question tag:

doesn’t it? , Doesn’t she? , didn’t we? , won’t

they? , isn’t it? , didn’t I?

a- Yorkshire pudding is a British dish,…………………………?

b- Hamoud company makes fizzy drinks,……………………?

c- We made a big pizza,…………………………………………………?

d- Sarah watches too much cooking shows,………………?

e- They will taste new dishes,………………………………………?

f- I ordered the food for the party,…………………………?

6-Complete the following tag questions:

a-You like Indian food,……………………………………………………?

b-My mother cooked the dinner,…………………………………?

c-My brother always eats spicy food,…………………………?

d-Let’s have sandwiches,…………………………………………………?

e-It’s a delicious dish,……………………………………………………?

f-You don’t like pizza,……………………………………………………?

g– Paul eats in a restaurant,…………………………………………?

h-Mary thinks fast food is healthy,……………………………?

What I have learnt:

A tag question is a state-

ment followed by a mi-

ni………………at the end.

The mini –question which is

at ……………of the statement

is called a………………tag.

Underline the correct

word:

1- When the statement is posi-

tive; the question tag is: nega-

tive/positive.

2- When the statement is nega-

tive; the question tag is posi-

tive/negative.

3- The subject in the statement

is :the same/ different in the

question tag.

4- In the question tag , the

auxiliary comes :after/ before

the subject.



Learn more about tag questions and pronunciation rules

Read about rising and falling intonation in tag question , page 176 and complete

the rule

2– Complete the sentences and then mark the intonation:

Complete the rule:

Use the following words :

Down / falling / rising / up /

We have two types of tag questions:

Tag questions with ………………intonation.

Tag questions with………………..intonation.

If the intonation of a tag question goes ………, the speaker is not completely sure of what she/

he is saying. She/he is asking to get information.

If the intonation of a tag question goes …………… , the speaker is sure of what she/he is saying.

She/ he is only using the question to check information and ask for agreement .

a- Andrew is still a chef in a hotel, ………………………………?

b– Junk food is bad for our health, ………………………?

c– Your sister doesn’t like egg plants, ……………………?

d– It is important to have a balanced diet,………………?

e– She prepared a tasty dinner, ………………………….?



3-Useful Verbs: Give the past form of the following verbs.

Are the following words , nouns of utensils (u)or verbs (v) related to cooking:

Pan ( u)…fry (v), roast,(…) pressure cooker(…),stew(…),chop(…),steamer(…),sieve

(…),kitchen scale(…),stock pot(…), ladle(…),squeeze(…), whisk(…), blend,(…) mix

(…),boil(…) bowl(…), beat (…) jug(…),pour(…)

Think of a dish/or food item . Pick a utensil and a verb to describe It. Add a

tag question to confirm information.

Example: We beat eggs with a whisk, don’t we

………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………….

Verbs Past simple

Eat

Cut

Have

Drink

Break

Put

………………………………

……………………………….

……………………………….

……………………………….

……………………………….

……………………………….



- Put the tag questions at the end of each sentence, but before read the rule and circle the

number to which the rule applies

1. Peter is a good cook,

…………..…..?

2.John invited Ann for a pizza

yesterday, ……………..?

3.Don’t eat spicy food ……………….?

4.Let’s eat at Mimo fast food,

…………..…….?

5.Sea food is delicious. Have

some, …………..…….?

6. Peter will make a straw-

berry pie, …………….……..?

7.John and Ann haven’t had

lunch, ……………………..?

8.Squeeze some lemon, ……..

………….?

After the impera-

tive , afformative or

negative , the tag

question is: will you

When the tag

question follows a

statement which

starts with the im-

perative verbal

phrase, Let’s , the

tag question is

shall we.



Now it’s your turn :Complete the conversation you had with your

friend . Use the imperative and tag questions

You: Let’s go to …………………… . …………………………?

Your friend : I’m afraid I can’t . I am busy for the moment

You : Fine , then I may stay with you and help you finish your work

…………………………..?

Your friend: …………………………………………………………………………………………………

You: …………………………………………………………………………………………………………

Your friend:…………………………………………………………………………………………………

You:………………………………………………………………………………………………………………….;

Your friend …………………………………………………………………………………………………



Cooking Couscous

Couscous is one of the most popular dishes in our country

and in all the north of Africa made with semolina. It is very

easy to prepare, and the variations in the other ingredients

that are commonly added to the basic recipe are quite nu-

merous. Couscous is often served as an accompaniment to

stews, meats, vegetables and other savory dishes that in-

clude sauces or gravy. In addition, it can be served as a hot

cereal topped with sugar or syrup. The Described below is

a quick method for preparing this dish in Algeria.

How to make couscous?

Couscous is a national dish in our country .You can prepare it

with meat,chicken or fish.This is a recipe for meat cous-

cous.To make couscous you will need semolina ,salt and wa-

ter.First,put semolina in a large plate, add a little water

and roll it to soften the grains.Next,cook vegetables ,meat and chick peas in a

broth .Then, steam the grains in a sieve twice over the broth. After that , simmer

vegetables and meat for 30 minutes. Finally,the dish is out,serve it with some lettuce

and some fruit juice.

Source :……………………...

1. Choose the right answer:

The text is : - a- a poem - b- a recipe -c-a letter

Describing a dish session eight

Cooking time :

Ingredients:(for 4 persons)

-1 kilo of rolled couscous

-6 courgettes

-4 carrots

-1 onion peeled and chopped

-1 tomato

-250 of chick peas

-3 spoonful of oil

-a pinch of salt

-a teaspoon of black ground

pepper

-a tea spoon of red pepper

1 Kg of meat



2- Identify the tense used:

……………………………………………………………………………………...

3- underline all the time sequencers used in the reci-

pe, then complete the rule :

4- Find in the text : -2 utensils used:

……………………………………………………………………………………………..

-2 ingredients

………………………………………………………………………………………………...

-2 spices

……………………………………………………………………………………………….

5- Match the words from column A with their equiva-

lents from column B

Now reorder this recipe ( rice pudding)

a. Add the caster sugar and lemon zest to the rice mix-

ture, and stir to mix. Sprinkle the surface of the milk

with freshly grated nutmeg and dot with small knobs

of butter.

b. Lightly grease the ovenproof dish with butter. Rinse

the rice under cold running water and drain well.

c. Bake in a preheated oven at 1500 C for 2 -2 1/2 hours,

until the skin of the pudding is dry

d. Put the rice into the ovenproof dish and stir in the

milk .Leave for 30 minutes to allow the rice to soften

What ‘s the problem with this recipe ? What isn’t given?

ingredients Thirty minutes

Half an hour Food items needed in a recipe

simmer A particular kind of food in a meal/ con-

tainers for serving food

dish Boil gently

Reminder:

Complete the following rule :

-Time sequencers are used to indicate

the various…………………. …….carried out.

The time sequencers generally used

are :

………………………… /………………………………./………

………………………./………………………./…………………

…………………./………………………

In recipe books time sequencers are

replaced by numbers

We use the imperative ,the present

simple ( active or passive ) to :

…………………………………………………

…………………………………………………………………………

…………………………………………………………………………

Match number with para-

graph and add a sequencer

1 ……b…….

First ,…………………...

2. ………….

………………………………...

3. ………….

…………………………………..

4. ………….

…………………………………



8-Write the full questions, then try answer

-e.g: What’s the name of the starter? It is called bourak or brik

What ……………………………………………………..? The ingredients are : meat; oil; …..

How ……..……………………………………………..? - It is fried

what……………………………………..with ? - It is served with hot pepper

On which…………………………………..? -It’s usually cooked in Ramadhan

9-Think about your most favourite dish. Write to Ronald an email and describe it

to him. Use sequencers and the appropriate tenses .Say on which occasion it is

cooked.

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

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………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………….



Eating habits and meal times session nine

Text 1

1.read the text on page 38 and answer the following questions :

Has Nepal borders with the sea?

Are all Nepalese farmers?

Do the Nepalese eat meat everyday?

Do Nepalese Hindus eat pork? what about the Nepalese Muslims?

What is common between Nepalese Muslims and us?

……………………………………………………………………………………………………………………………………………….

2. match definitions with new words

A– terraced 1. breed domestic animals

B- raise 2. cereals used for food

C -dairy 3. areas of ground rising one above the other

D– barley 4. milk products

Read the following texts ( 2 and 3)and answer these questions :

Do you know anything about meal times in Nepal, from the text?

What do British and Japanese eat at breakfast?

……………………………………………………………………………………………………….

……………………………………………………………………………………………………...

At lunch time?

……………………………………………………………………………………………………….

……………………………………………………………………………………………………….



…………………………………………………… At dinner?……………………………………………………….

……………………………………………………………………………………………………………………………………….

Text number 2

In England, people eat a big break-

fast; they have meat and eggs, or

fish, or fried bacon, and bread and

butter with jam or marmalade..They

drink tea or coffee with milk.

People work from eight or nine till

one. They do not go home for lunch.

They have lunch in a restaurant or

tea-shop, or at the office.

Many people live out of town in the

suburbs. When they come home, they

have dinner, which is often a cold

meal. On Sunday, they usually eat

roast beef with boiled vegetables.

Text number 3

Most Japanese eat three meals a day. Boiled

white rice (gohan), At breakfast .Rice is usu-

ally supplemented by a bean-paste soup, and,

pickled vegetables.

In the cities, these dishes are replaced with

bread, butter, and eggs.

Lunch is a light meal and may consist of

tsukemono, salted fish, and tsukudani, sea-

food or vegetables cooked and preserved in

soya sauce, in addition to rice or noodles.

The evening meal is the most important meal

of the day, In most homes it in-

cludes .vegetables and rice with fish, beef,

pork, or chicken. Meat is usually fried and

fish is often served raw. When served this

way it is called sushi or sashimi. Tea is drunk

during and after meals. Western-style break-

fasts probably predominate in Japan today.



Now it is your turn write about our meal times in Algeria :

Text number4

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………….



Activity One:

Read paragraph one on page 22 then underline the ingredients:

Activity Two:

Complete the table with ingredients of success according to

quantity:courage—hope—punctuality— hard work—will—

preparation—seriousness— fun

Activity Three: Now read paragraph two then underline verbs :

Activity Three: Complete with verbs then link each ingredient of success with its verb:

Writing a recipe for success Session ten

What I have already learnt:

Cooking verbs:

…………………

…………………

…………………

…………………

…………………

…………………

Time sequencers:

…………………

…………………

…………………

…………………

……………….

Pancake Success

…………………………………………….Flour

……………………………………………...Eggs

……………………………………………...Milk

………………………………………....Water

…………………………………………..Butter

…………………………………………..Salt

………………...Hard work

…………………………

…………………………

…………………………

…………………………

…………………………

Hard work

mix



Activity four : write it up

A friend of yours always considers himself/herself a failure. Write for him/her a

recipe for success using imperative and sequencers:

Start like this:

You want to be successful don’t you? Try my recipe.

First………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

……………………................................................................................................................................................

......................................................................................................................................................................



Activity One:Read the advertisement above and com-

plete the table below:

Activity Two: now read the text of the leaflet on

page 32 .

1. How do you know it is a text for advertising ?

a. The author just shows the way to the restaurant

b.The author uses language to persuade customers to go to his restaurant

c. The authors just describes the restaurant.

2. Justify your answer :

The author uses ………………………………………………………………….;…………………………………………..

…………………………………………………………………………………………………………………………………………….. .

Advertising a new restaurant session eleven

What I have learnt:

What to include in a leaflet:

A nice picture to …………………

………………………………………………….

………………………………………………….

………………………………………………….

A ………………………………………………….

………………………………………………….

………………………………………………….

A ……………………………………………..

………………………………………………….

………………………………………………….

………………………………………………….

Name

Slogan

Location

Style

Price

Opening hours

Phone number

Others



Activity Three:

Imagine your father is going to open a new restaurant. He asked you to design a

leaflet to advertise it.

First complete the table to help you draw the leaflet .

Read the text on page 32 to help you with organization of an advertisement

leaflet .

…………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………………………………..

Name

Slogan

Location

Style

Price

Oppening hours

Phone number

Others



WEEK OF INTEGRATION REVIEW AND REMEDIAL WORK

Before taking your assessment , how much do you remember ?

pronunciation: classify the following verbs /adjectives according to

their ed past pronunciation: stressed / suffered/helped/needed/

greased/ cooked/ sieved/lifted/ mixed/ melted/diced

Grammar /Asking questions :

E.g1: Somebody cooked a delicious cake Who cooked it ?

E.g2 : My mom puts something special in her cake . This is why it is delicious what

does she put ?

E.g3 : She learnt it from someone when she was youngwho did she learn it from?

We ask questions to get more information . In Grammar , we pay attention for the form of the interrogative sentence , according to tenses and question type

[t] [d] [Id] …………………………../…………………………………...

……………………………../………………………………..

…………………………………/…………………………….

………………………………

………………………………….

;………………………………...

…………………………………………….

……………………………………….

………………………………………...

REMINDER to complete

We pronounce the ‘ed’ final […..] when the word ends with‘t’ or ‘d’

We pronounce the ed final […..] when the word ends with voiceless consonants except ‘t’

We pronounce the ed final [….] when the word ends with voiced consonants ,except ‘d’, and vowels.



Now order the following questions

1. Do/know/food/what/about/you/junk/?. ............................................It’s unhealthy

2. children /like/ chocolate/do ?

…………………………………………………………………………? Of course , they do.

3.did / how / our grand mothers /in the past/ cook bread?

…………………………………………………………………………………………….? On earthenware dishes

4. Is /the/ any salt/ in /dish /there /?

………………………………………………………………………………………….,? No

5. are/on a diet/ why /you?

………………………………………………………………………………..? I am overweight

Now evaluate yourself : see the evaluation questionnaire and com-

plete your learning log

I can Yes If no ,get back to session : no

Use tag questions to ask for agreement 7

Use tag questions to ask for information 7

Use appropriate intonation in tag questions 7

Use polite forms /with the right modals 4

Identify silent letters in words 5

Write instructions for a recipe/use the right tense 8 and 10

Use time sequencers 10

Produce a leaflet ( an advertisement for a restaurant) 11

Produce a conversation between a waiter and a customer , in a res-

taurant 4

Compare food nutrients and use the comparative and superlative 6

Write about healthy and unhealthy food 2



WEEK OF INTEGRATION ASSESSMENT PAGE

Homework assignment / Pay attention to time : no more than 1:30

Part one

Read the text and do the following activities

A. READING COMPREHENSION

Activity one : answer the following questions:

Is chocolate a popular food ?

Does cocoa come from Africa?

There is no doubt that chocolate is one of the world’s most favourite

foods.Chocolate comes from the beans of cocoa tree, a plant that has grown in

America for years. However , it was not known until the Spanish explorers

brought it to Spain , in 1528.

There are many reasons why chocolate is so popular. People like its rich and

delicious flavours. Some people think that chocolate is even better when com-

bined with milk and nuts

Eating chocolate has mental benefits ,too. Many people eat chocolate when

they are stressed or upset. It is said that one ingredient of chocolate lowers

stress.

Studies have shown that cocoa or hot chocolate contains also antioxidants

that help fight some diseases like cancer;

Source : exam paper/ Cem Md Chaanane / 2010/2011



Activity two: Read the following statements and write “true”, “false”, or not

mentioned.

1. Chocolate is junk food .

2. Chocolate has been eaten , probably after 1528.

3. Chocolate can be eaten different ways

4. It contains useful substances for health.

Activity three:what do the underlined words refer to?

Activity four :a.find in the text words that are closest in meaning to the following:

Advantages = ; worried =

b. find in the text words that are opposite in meaning to the following:

Unknown ≠ ; increases ≠

B. Mastery of language

Activity one: supply the right punctuation

chocolate comes from America doesn’t it

Activity two : rewrite the following sentences using the imperative

1. You must eat food that is free of additives.

2. You shouldn’t consume too much chocolate . It is bad for the liver

Activity three :

Activity four :circle the silent letter in the following words:

Light - why - whistle - hour

Part two: situation of integration

Your friend has heard about a nice baker’s shop where you can get the most

delicious chocolate cakes . Write the monologue in which you advertised

the cake . Give some indications about its speciality.

Say how to get there. Use tag questions , the superlative ,the right tenses

( present simple , the imperative) and the right modals.

Start like this : you want to offer a nice chocolate cake to your family,……….



WEEK OF INTEGRATION REMEDIAL WORK

What went wrong in part one of the assignment?

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………

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…………………………………………………………………………………………………………………

………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………..



What went wrong in part one of the assignment (ctd)?

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

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…………………………………………………………………………………………………………………

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…………………………………………………………………………………………………………………

………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………..



What went wrong in part two /written production/situation

of integration?

A:relevance

1………………………………………………………………………………………………………………

2………………………………………………………………………………………………………………

3……………………………………………………………………………………………………………...

B: syntactic coherence

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

………………………………………………………………………………………………………………..

C /Cohesion

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

………………………………………………………………………………………………...



File two You can do it



1– Look to the pictures and then name the different challenges:

You can do it File 2/Pre-Session

Physical challenge Mental challenge Medical challenge Technological

challenge



2– Read and then complete the diagram about Nestor:

Who is Nestor?

This is Nestor, the first domestic robot that can do all

the chores* for you. Quiet, efficient and easy to program,

Nestor can make the beds, do the washing-up and even cook

for you. He can answer the phone and be programmed to wa-

ter the flowers when you’re away. Nestor can wake you up in

the morning and bring you a cup of tea.

At night Nestor can lock up the house and be your burglar

alarm so that you can relax and sleep in peace.

* A chore is a task we regularly do

What?

……………….

Chore 8 ?

…………….

Features?

1– ………………………………….…

2– ……………………..……………

3– ………………………………....

Chore 6?

…………….

Chore 2?

…………….

Chore 7?

…………….

Chore 1?

…………….

Chore 5?

- …………….

Chore 3?

…………….

Chore 4?

…………….



………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………...…………………………………………………………

………………………………………………………………………………………………………………………………………………………………...

……………………………………………………………………………………………………...…………………………………………………………

………………………………………………………………………………………………………………………………………………………………...

……………………………………………………………………………………………………...…………………………………………………………

………………………………………………………………………………………………………………………………………………………………...

……………………………………………………………………………………………………...…………………………………………………………

3– Think about life in 2050 and imagine what robots may be able to do. Complete the mind map and

then write a short paragraph.

NAME:

………………………………

Chores:

…………………………………

……..

…………………………………

…….

Features:

…………………………………………

……………………………………….

……………………………………...

Others:

…………………………………

…………………………………

………………………………..



3-listen to the dialogue and write true (T) or false ( F).

a-Wendy can sing and play the guitar ……………………………………...

b-When she was younger, she could do everything………………….

c-He was able to understand the text……………………………………..

1- Look at the picture above and answer the questions

a- What is the picture about?

b- Can children participate in this show?

c- What must the candidates have to be accepted in this

show?

2- Match these sentences with the appropriate

function

Talking about past,present and future abilities and inabilities Session one

What I have

learnt:

Modals:

……………………………………

………

……………………………………

…………

……………………………………

…………

……………………………………

…………

……………………………………

…………

……………………………………

…………

……………………………………

…………

sentence function

I can play the violin and the guitar

When I was a child I couldn’t do

anything I wanted...

I hope I can start my own band and

be as famous as Celine Dion .

Can I take part in the contest?

I think I’ll be able to register this

afternoon

expressing a wish

Expressing a future ability

Expressing a present ability

Expressing a past ability

Asking for permission



What I have learnt

about: Modals;

Am able to/was able to:

irregular forms of can and

could. = ability.

Might = less possible to

happen

Cannot=inability.

All these modals precede

verbs in the infinitive

form./example

I can « succeed »,

succeed is in the in fini-

tive.

She might « arrive » late,

(arrive )is in the infinitive.

4- Listen to the dialogue again and answer the ques-

tions:

a-What is the dialogue about?

……………………………………………………………………………………………………………

b-Could Wendy excel in music when she was a child?

……………………………………………………………………………………………………………

c– Is Wendy a middle or secondary school student?

……………………………………………………………………………………………………………

5- Read the text and then:

a- Find in the text words that are closest in meaning

to:

wish = ………………, abilities=……………………..

b- Find in the text words that are opposite in meaning

to:

accept≠……………, was able to≠……………...

6- Fill in the gaps with the appropriate modal can, may,must in their right

form and tense. Add one of the following verbs to each sentence:wait, revise, un-

derstand, succeed, obey. The first is done for you

a- I am in a hurry, I can’t wait for .you.

b- The exam was difficult,but I………………………………………….. most of the questions.

c– Jane was very tired,so she …………………………………………….her lessons.

d– If you prepare yourself very well,you ……………………………………………..in the exam.

e– Pupils…………………………………...their teachers and parents.

7– Use the expressions and write correct sentences.

a- are not able to/blind people/see………………………………………………………………………………...………..

b- can/dogs/cats/kill……………………………………………………………………………………………….…………………….



c- are not capable of/babies/swimming ?

…………………………………………………………………………………………………………………………..

d- could not/come/she/birthday/your/alone /to

…………………………………………………………………………………………………;;

e- are able to/at time/arrive/you

……………………………………………………………………

f- could/please/lend /money/some/you/me

…………………………………………………

8– Match the sentences with their functions.

a- Don ‘t swim here.you might be attacked by sharks. 1/Past ability

b- May you live long and have a lot of children ! 2/present ability

c- There are no clouds in the sky,but it might rain . 3/remote possibility

d- The activity is diffficult ,but I am able to do i t. 4/a wish

e- My colleague could help me do my work. 5/warning

Do the ‘write it up’ activty, p 45

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

Now do the ‘write it out’ activity p.49

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………...



1.Match the following sentences to get meaningful sentences and complete the gaps with:

c can, can’t, must, mustn’t, may, might not and should.

2– Circle the most suitable modal verb to check :

a- People should/cannot protect the animals because they are our friends.

b- Don`t forget to take your umbrella , because it may/can rain.

c– Ali’s grand father could / will be able to speak four languages when he was 18 .

Modal verbs Session Two

a. You _________ have had a terri-

ble fright.

b. That _________ be Helen knock-

ing the door.

c. Sorry to interrupt you for a se-

cond.

d. You _________ take a coat with

you.

e. Are you coming on Saturday or

Sunday?

f. You _________ drop litter in the

streets.

g. My grandfather loves music.

1. It’s against the law.

2. I don’t know. I _________ be

coming this weekend at all.

3. You are still trembling.

4. He _________ play the trumpet

very well.

5. It’s going to get cold later.

6. She is supposed to be at school.

7. _________I ask you a personal

question?

What I learnt ?

Modal verbs are auxilia-

ry verbs which lack infini-

tive and participle forms.

Can : Ability and possibil-

ity in the present

Could : Ability and possi-

bility in the past.

May: Possibility in the

present .

Might : Possibility in the

past.

Should : Giving advice .

Can : in pronunciation , has a strong form :

1/ at the end of a statement: yes I can [Ka:n]

2 / for emphasis : to insist on ability: I can play the guitar [ kæn]



When has it a weak form? Put the following sentences in the right column

1)I can’t play the piano . 2)Can you sing? 3) definitely yes , we can. 4)I can’t start My band now.

3. Choose to write , using modals , either :

Two things you can do

a. ………………………………………………………………………………………….………………………………………………………………

b. …………………………………………………………….…………………………………………………………………………………………..

Two things you may do

a. ………………………………………………………………………………………………………………………………………………………….

a.………………………………………………………………………………………………………………………………………………………………………………………...

b. ………………………………………………………………………………………………………………………………………………………………………………………..

c. ………………………………………………………………………………………………………………………………………………………………………………………...

d. …………………………………………………………………………………………………………………………………………………………………………………………

4.Read the text on page 57 and do activity one : answer the questions.

5. Read the newspaper article ( p. 57 ) then underline the phrasal verbs with modals.

Sentence number Paragraph The phrasal verbs

01 01 Was able to instruct from a New York to do an operation in Strasbourg

02 01

03 02

04 02

05 02

06 02

STRONG FORM WEAK FORM



D Q T L N Z F D D I S T M X E N S E I R S A D S C E S A C B E R X A W P V X X B H E R O U I T T M I S L F O M M R G M T R E M E M O A O T L H E A P U F L E S L C K O E K V T T U O B B T P E R O A S L F N S T Y U A J B E I T U N E S I N E E Z T O A R E T T I W T P I R N I O D B L U E T O O T H E S O K E K T E P X M N D L L K Y H R D R H K P B E B M D Y S R P

APP

BLUETOOTH

COMPUTER

EBOOKREADER

EMAIL

FACEBOOK

FRIEND

INSTAGRAM

IPAD

IPHONE

ITUNES

KINDLE

LOL

PINTEREST

SKYPE

SMS

TABLET

TEXT ME

Fun page

Work with your partner:How many sentences can

you form with the modals you have learnt?



Read and

learn:

Read the following conversations and consider the words in bold type...

Using prefixes to get opposites Session three

Look at the words in bold.

Can you say what find

their opposites?

Impossible ≠ possible

Disobeyed ≠ obeyed

Incapable ≠ capable

What do you notice?

What is the particle added

to these words called?...

It’s called a prefix.

Is it added at the beginning

or the end of the

word?...The prefix is

always at the beginning

of the word

: Why are you so angry?

: It’s impossible to arrive on

time to school! It’s nearly 8

o’clock !

: Can you come with me to the

concert?

: I’m grounded, because I

disobeyed my mother’s

orders.

: You are too young to

understand !

: You’re wrong to think that

teenagers are incapable of

understanding life stuff. We al-

ways try to do our best.



1- Match between the word and its appropriate prefix to form opposites. Underline

the words used in the conversations

2- Write in the circles the correct prefix for each set of words.

Il ir in im un dis are

called prefixes

Do you know how to use them?

It’s easy. The general rule is:

Prefix + word = opposite

Now try to complete the follo-

wing rules:

Il + words beginning in …………

Ir + words beginning in ………….

Im + words beginning in …………

and ……………

For the other prefixes, help

yourself with a dictionary

regular

kind

capable

possible

responsible

legal

obey

definite

employed

mobile

agree

literate

Usual

tidy

common

coherent

expensive

complete

trust

like

arm



3-Go back to your school book and do activity 4 on page 50.but add the word

with the prefix and mark the stressed syllable

What do you notice? ………………………………………………………………………………………………………...

Remember...

regular

responsible

relevant

legible

logical

literate

moral

personal

polite

WORD + stress mark PREFIX OPPOSITE WORD + stress mark

E.g/ `regular ( adjective) ir Ir`regular

capable(……………)

possible(……………)

Legal (……………)

Justice (noun)

Definite (……………)

Obey (verb)

agree(……………)



Choose five opposite words you have learnt ( adjectives and verbs )

Write 5 sentences about yourself or someone else:

1. ……………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………….

2. ……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

3. ……………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………..

4. ……………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………

5. ……………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………...



We all lend and borrow things from our friends .Some peo-

ple accept lending some things and refuse to lend others.

I am one of those people . My name is Tim . I am American.

I personally accept to lend my bike , a camera , an MP3 , a

flash disc , glasses , rollers ,and even some money , but I

really refuse to lend my clothes , my play station and my

sports shoes . I rarely borrow things from my friends and

when I am sometimes obliged to , I borrow dictionaries and

books .

1- Answer these questions from the text .

a– Does Tim like to share his things with his friends?

…………………………………………………………………………..

b-Does Tim lend his play station? ……………………………………….… .

c- What does he borrow ? …………………………………..……………..

d- What does he refuse to lend ? ………………………………………..…

e– Do you think Tim is a mean boy?..............................................

2-Find in the text words that are:

a- Opposite in meaning to:

Lend …………………. / accept ………………..

b-Closest in meaning to:

Seldom = …………….. / have to = …………………….

Read this passage and answer the questions:

Asking for and giving permission Session four

Name the following items .

……………………...

……………………...

……………………...

……………………...

……………………...

……………………...

……………………...

……………………...

……………………...

……………………...

……………………...

……………………...

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3-Write down five things you generally accept to lend and five things you

refuse to lend :

I generally lend

a)………………………. b) ………………..…….. c)…………...…………….

d) …………………….. e) ……………………….

I refuse to lend

a)………………………… b)…………………….….. c) ………………………..

d) …………………….. e) ……………………….

4- Ask your friend to lend you the following things :

- a. tick the right colum

-b. choose two items and write short conversations (to accept and refuse)

Example. A-Could you lend me your laptop , please?

B-Sorry , I cannot . I need it .

A-………………………………………………………………………………………………………………………………………... ?

B- ……………………………………………………………………………………………………………………………………………… .

A-…………………………………………………………………………………………………….. ………………………………....?

B- ………………………………………………………………………………………………………………………………………… .

Item Accept refuse

laptop

Some money

watch

Rollers

T-shirt



5– In pairs, complete the sentences with a verb

a– You can’t b– You can …………… c– You can’t …………… d– You can ……………

…………………….here. Money here. your mobile here. by credit card here.

e– You can’t …………. f– You can ……………. g– You can’t ……………. h– You can’t ……………...

photos here. the Internet here. fast here. football here.

6– Pick one statement from each column :write questions and right answers

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

……………………................................................................................................................................................

....................................................................................................................................................................

A

can you …?

Use mobile phones in hospi-

tals.

Take photos in museums.

go shopping on Fridays.

Park in the street every-

where.

C

At school can you …?

Come into class if you’re

late .

go home for lunch.

Use the internet.

Use your mobile phone.

Wear shorts or pants

B

At your father’s workplace can

you …?

Spend a day

Use their material

Use the computer

Send personal emails.

Use the printer.



8– Write two things you can do and two things you can’t do

A– in your town/ city

B– at school.

Eg: we can’t get into the Mosque with shoes on.

1. Where I live ,I / we can’t ……………………………………………………………………...

……………………………………………………………………………………………………………..

But I/ we………………………………………………………………………………………………………

………………………………………………………………………………………………………………………..

2. At school …………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………

But I/ we…………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………..



Let’s discuss:

1-What’s your favourite animal ?.......................................................

2-What’s your least favourite animal?.............................................

3-Have you got a pet? -a dog -a cat—a parrot –a fish -

- a rabbit

-I have a different pet -I don’t have

-If so ,tell us about it ?

………………………………………………………………………………………………………….

-If not, would you like to have a pet ?.........................................

-Which animals do you think make the best pets?........................

Listen to the audio passage between Jack and Jill and cirle the right answer.

1-Who has a bulldog ? a-Jack b– Jill c- Both of them

2-What’s the R.S.P.C.A ?

a– The Royal Society for Prevention of Cruelty to Animals

b-The Society for The Protection of Children

c– The Society For The protection of the Environment

3– What do Jack and Jill hate?

a –People who are friendly with animals

b-People who are cruel with humans

c-People who are cruel to animals

Expressing agreement using :So and neither Session five

You can read the script

on page 168 ,in your

book



1.) Complete the short answers with: could / am / do / is / does

A: It’s a beautiful cat . B: So ………….this hamster .

A: I am a supporter of clubs that protect animals. B:So…………...I.

A:I don’t need more information about that club. B: Neither…………...I.

A: We couldn’t find more shelters for these animals. B: Neither………….I

A:Sam enjoyed taking cars of this pet . B:So…………..Jack.

2) Complete the following dialogues using SO or NEITHER

1) A: Jill lives in London B: So does Jack.

2) A: I haven’t seen that animal before B: Neither have we.

3) A: Ron likes taking care of my cat. B: …………………………….George

4) A: Iam so happy that you join us B: .. …………………………… I

5) A: John can help you. B: ..……………………………Paul

6) A: We didn’t call them. B: ………..……………………we

7) A: The ‘R.S.P.C.A’ promotes the well being of animals. B: ………………………… the S.P.C.A

8) A: -Helen sent me an email. B: ……………………………… Ann

i-Ted will be the organizer. (Mary) ……………………………….

- Choose the correct answer

a- I don’t like this place. c- The R.S.P.C.A is an international organization.

So do I Neither is The ’S.P.C.A’

Neither do I So is The ‘S.P.C.A’

So am I So has The ’S.P.C.A’

b- I found it very amazing. d- Kelly doesn’t agree with them.

So did I Neither does her sister .

Neither do I Neither do her sister.

So do I So does her sister.



Let’s write :

You are a member of The Society for the Prevention of

Cruelty to Animals ‘S.P.C.A’ .

Your friend Ronald is a member of The ‘W.W.L.O’ ; The

World Wild Life Organization’, he wanted to know more

about yours. Complete the conversation and tell Ronald

about your activities.

-Use So and Neither .

Ronald: I am a member of an international organi-

zation that prevent cruelty to animals . What are

your activities ?

You :…………………………………………………………………………………

…………………………………………………………………………………………

Ronald: You know that animals can not survive if

they have not shelters, food. So we provide it for

them.

You:………………………………………………………………………………

………………………………………………………………………………………

Ronald: We try to learn more about endangered

animals and educate our friends and family.

You……………………………………………………………………………………

…………………………………………………………………………………………

……………………..

What I have learnt:

We use ‘………’ and

‘……………….’ to indi-

cate similarity bet-

ween or among

people or things.

We use ‘So’ with

…………………..sentences

So +………….+……………….

We use ‘Neither’ with

……………...…sentences.

Neither+……………+………



Read about a famous figure in information technology Session Six

What I have learnt:

Write the rule:(fill in the

blanks by using : the

base form –will be able

to—could—was/were

able to )

It is used to express

…………………

(in the sense of being able

to do something)

The main verb(that

comes after can) is al-

ways…………………….

(infinitive without to)

« can » has got a past

form :………………………..

For a past activity that

was possible on one oc-

casion , we use

…………………………….

For future, the only

form is…………………………………

Read and write:

Bill Gates (chairman of Microsoft corporation) is one of

the richest men on earth . When he was just eight years old,

he was able to read ¨ The Book Encyclopaedia( a quite large

book ) and finshed it. During a family gathering , when Bill

was 11, he was able to recite 107 verses out from heart . As

a child ,he discovered his interest in software and could

write programmes for computer at age 13 . In the ninth

grade at school , he was able to get A’s in all the subjects he

took which put him among the top ten students in the nation .

However ,Bill didn’t finish his studies at the university . He

started up his own computer company ( Microsoft) and be-

came a billionnaire at 31.

Bill Gates is hoping that one day everybody will be able to

have a personal computer in his pocket . Nobody will di-

sagree with you if you say that Bill Gates can buy almost

anything he wants .

Read the text and then answer the following questions:

1- Find in the text statements which are the same or

closest in meaning to:

a-He was interested in computers:…………………………………………………

b-When he was still a child , he wrote computer programmes:

……………………………….

c-Everybody agrees that Bill can buy anything …………………………..

d– Bill doesn’t have a university degree:………………………………………...



Read the text and complete these statements:

1– Now, Bill Gates ………………………………..buy anything.

2– At the age of 13 , he ………………………..write computer programmes.

3– Bill …………………………..get A’s in all the subjects of the ninth grade.

4– At the age 11,he ……………..recite 107 verses out from heart.

5-In the future ,every one ………….have a personnal computer.

Situation of integration:

The internet is an important mean of communication . Write a short paragraph talking

about the good uses of it and how it facilitates life.

…………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………

………………….................................................................................................................



Endangered animals Session Seven

Pandas come from China.They are black and white and

have big bodies and legs but they have small ears. They feed

on bamboo. They may live up to 30 years.They are hunted for

their fur.

1-Read text and complete the table below

2- Write a report about an animal of your choice which is in danger of extinction

using the information on the report card below

Animal place food Life span Description

……………………

….

…………………………. ………………………………. …………………………... …………………..

…………………………….



…………………………………………………………………………………………………………

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

……...................................................................................................................................................................

...........................................................................................................................................................................

...........................................................................................................................................................................

...........................................................................................................................................................................

...........................................................................................................................................................................

..........................................................................................................................................................................

...................................................................................................................................................................

...........................................................................................................................................................................

...........................................................................................................................................................................

...........................................................................................................................................................................

...........................................................................................................................................................................

YOUR REPORT



1- Find out the name and the average life span of each of the animals below:

2-Place the animals above on the following graph:

Life expectancy Session Eight

50

50

50

50

50

50

5 15 20 25 50 60 75 100



3) Look at the example and do the same:

a-Horses live 25years on the average, but they may well live for up to 30 years.

b– …………………………………………………………………………………………………………………………………………………………

c-………………………………………………………………………………………………………………………………………………………….

d-…………………………………………………………………………………………………………………………………………………………

e-………………………………………………………………………………………………………………………………………………………….

f-…………………………………………………………………………………………………………………………………………………………..

g– ………………………………………………………………………………………………………………………………………………………….

h– ………………………………………………………………………………………………………………………………………………………...



Tikki is a fictional penguin character in a web site programme.

Read Tikki ‘s guide ‘’ Stop Life is in danger’’

Let’s write a letter of complaint session nine

Text 1: Now do you see what I mean when I say life is in trouble? All the indicators are on

red. You, people are cutting down forests. You are covering good land in concrete, building new

roads, polluting the land, air and water because of cars, airplanes , ships,, farming chemicals and

fertilizers, garbage (especially plastic), drains , fish farming .

You are vacuuming the oceans of fish so that in many parts there are hardly

left. You are trying to kid yourselves that there is no problem.

Text 2: People are cutting and burning tropical forests ,more and more both for their timber

and to make new ranch land for raising yet more animals for rich people to eat ( poor people

can’t afford meat).

The boreal forests are going fast ,too mostly for making

paper for newspapers, magazines and offices.

People have already cut down half the world’s forests.

Remember , it’s not just the trees that are lost

but all animals whose home it was.

Text 3: Lakes , rivers and wetlands — homes to many species like birds, fish and frogs. Yet in

the last 30 years , these creatures have declined almost by half . Nobody knows for sure why

these creatures are dying so fast but it seems likely that chemical pollution and global warming

are at least responsible.

The seas and the oceans — homes to many animals : mammals like dolphins , whales and

seals,,fish and sea birds including penguins like me! And you guessed it ! Many of my sea bird

friends are in trouble.But part of the reason wildlife in the seas is having

Trouble, is that people are taking much more of their share of the fish.

Besides, lots of the fish are just ground to make fertilisers

or food for other animals .



Part one : interpret the texts

1-Match each title with text

a. Deforestation , b. Water pollution c. earth in danger

Text 1:………………….; text 2:…………………… ; text 3:……………………………..

2– Ask 6 questions whose answers are the the three texts ( 2 questions for each)

1. …………………………………………………………………………………………………………………………………………………………..

2. ………………………………………………………………………………………………………………………………………………………….

3. ………………………………………………………………………………………………………………………………………………………….

4. ……………………………………………………………………………………………………………………………………………………………

5. …………………………………………………………………………………………………………………………………………………………

6. …………………………………………………………………………………………………………………………………………………………..

3– say whether the following statements are true, false or not mentioned

1. People build more houses , factories , and new roads in good lands

2. The Amazon forest which is the umbrella of the world is in danger .

3. Aerosols and pesticides are responsible for the death of living creatures in lakes and

rivers

4- Answer the following questions

What can be done to save the

The forests————————————————————————————————

———————————————————————————————————

The seas , lakes, rivers ——————————————————————————

————————————————————————————————————

The environment:—————————————————————————————

—————————————————————————————————————

Now you are ready to start the writing session



- Part two : prepare yourself for writing:

A: read the instruction and identify the task: underline the instruction related to

task

B:plan your piece of writing

1. Make a list of the problems you and your neighbours are complaining about:

……………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………….

YOU CAN CHOOSE A TOPIC FROM THE FOLLOWING: Use of pesticides /

Toxic gases in the atmosphere / Garbage in the streets , near the build-

ings /Pollution from planes / Industrial wastes in the rivers, seas / Global

warming

You are a citizen of the world. You are convinced , like Tiki, that the problems

caused to our environment affect all living creatures and people’s health . With a

group of friends you decide to write a letter of complaint to the local authori-

ties to stop the pollution troubles in your area.

But before you write alone your letter work with your partner and make a

list of the environmental problems you think you feel concerned with.



C: organise the body of the letter

1. How many paragraphs will you include in you letter?

2. What do you want the local authority to do for a better life in your local area?

3. Say what people are ready to do to help the local authorities

1. …………………………………………………………………….

2. ……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………….

3………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………….

D : conventions of letter writing

A– which of these expressions match this type of letter? Think about

relevance, politeness style

1. You are the mayor of the town but you are incompetent.

2. We have decided to organise a party in the townhall

3. We would like to raise you attention to the harm caused by the factory that has just

been built near our school;

4. Dear brother

5. I’m sending you this letter because I am angry

6. If you could receive us ,we’d like to submit our association suggestions ….

7. Yours faithfully

8. What ! I don’t understand why you let people throw rubbish everywhere.

9. I look forward to hearing from you and thank you in advance for anything you could

do..

10. Finally , you must do something to help us;



Have you identified where the expressions/statements fit in the letter ?

Paragraph one : introduction …number 5…………………………………

Body of the letter : number……………………………………..;

Last paragraph : the conclusion number……………………………………..;

Beginning salutation :number……………………………………..;

Ending salutation :number……………………………………..;

E : Now get to the format of your letter of complaint

The following letter is written into a single text format. Identify the different el-

ements of a formal letter. Put them in brackets

Now it is time to write up your letter of complaint in no more than 120

words

Bartley House,First Hill,hampstead, London.NW3 March 7 November 2011. An-

ton furniture 166 Park Road London SW1 I recently purchased in your de-

partment store a three door wardrobe and two chests with metal drawer runners , both

of which were on sale. But unfortunately when I arrived home I noticed that the

hanging rails of the wardrobe and the metal runners of one of the chests were missing..

I understand that these items cannot be exchanged or refunded as they were on sale.

Could you please tell me where I could get the missing items? I look forward to hea-

ring from you . Yours sincerely.Hannah J. Nashton



Part three

Now it’s time to write up your full letter:

(address)——————————–———

—————————–————

(email address or phone number)————————–———-—

(date)————————————

—————————---(Name of the personnel manager)

———————————(Name of the company)

——————————————————-(address)

—————————————————-

—————————————————,

—————————————————————————————————————————————————————————

—————————————————————————————————————————————————————————————

—————————————————————————————————————-



—————————————————————————————————————————————————————————

—————————————————————————————————————————————————————————————

—————————————————————————————————————————————————————————————

—————————————————————————————————————————————————————————————

———————————————————————————- .

—————————————————————————————————————————————————————————————

—————————————————————————————————————————————————————————————

—————————————————————————————————————————————————————————————

————————— .

—————————————————————————————————————————————————————————

————————————————————————————

—————————————————————



How much do you remember?

Pronunciation: read the sentences and classify the underlined words according to

their pronunciation form:

What do you notice ?

When are these grammar words pronounced with their weak form?

……………………………………………………………………………………………..

When are they pronounced with their strong form.

……………………………………………………………………………………………..

Rewrite the following sentences using the right modal verb ( can; ; shouldn’t;

mustn’t) .

Don’t play so often video games. It is bad for your sight .

You………………………………………………..

It is forbidden for kids to play some games.

Kids …………………………………………………….

Turn off the computer when you finish.

……………………………………………………..?

The WEEK OF INTEGRATION preparation

sentences Strong form Weak form

1.Do you like video games?

2.Why do you spend so much time in front of the tv?

3. Can we leave now?

4.No , I’m afraid you can’t

5.It’ s raining.Where can we find a shelter?

6.What are you looking for?

7.Look . These flowers are for you



Underline the right modal verb :

Ann was ill last night . She ( must / had to )go to hospital.

This is a secret . You (mustn’t/ don’t have to) tell anyone about it.

Tom and John had free tickets so they ( mustn’t / didn’t have to)pay to get into the

cinema;

When you come to Algeria you ( must/ have to) come and see us.

Complete the sentences with punctuation signs and capital letters:

I can’t ride a horse neither can I

how many languages can you speak in addition to arabic

come to my party will you

Now evaluate yourself: see the evaluation questionnaire and complete

your learning log

I can Yes no If no ,get back to session :

Use can to ask for permission 4

Use can to express abilities 2

Use short sentences to express agreement 5

Use prefixes to form words with opposite meanings 3

Identify identify stress in words with prefixes 3

Identify the different meanings of can 1

Use may to ask for permission 8

Identify the layout of a formal letter 9

Write a letter of complaint 9

Complete a mind map to plan a piece of writing PRE SESSION

Write a report about endangered animals 7



WEEK OF INTEGRATION ASSESSMENT

Homework assignment / Pay attention to time : no more than 1:30

A: READING COMPREHENSION

What has happened to Willow lake?

Two years ago, Willow lake was dirty and polluted . Nobody wanted to visit it . Peo-

ple came to the lake to throw away the rubbish . Then a group of local people de-

cided to clean it up.

Forty eight volunteers helped. They

worked in the evenings and at weekends

for eight months. When they cleaned the

lake, they found: four bicycles, ten

shoes, three computers, seven old mobile

phones and three wheels from a car!

The group planted 75 trees and more

than 500 flowers around the lake. “We

have tried to make a beautiful environ-

ment for the local people,” explains one

volunteer. By doing this, we have also

created a habitat for wild life.” Now that

Willow Lake is clean again there are 24

ducks and 12 swans that have made it

their home. There are a lot of fish, birds

and other animals living there, too.

The volunteers have put 20 wooden

tables and chairs around the lake.

Now, local people can walk around

the lake and have a picnic.

“There are also lots of bins,” ex-

plains another volunteer, ‘so please

don’t throw your rubbish in the

lake like before.’

“It’s fantastic,” says one local resi-

dent. “They have changed the lake

completely. I come and enjoy it

every day.”

Activity one : Read the text and answer the following questions:

1. Was Willow Lake clean two years ago?

2. What did the local people decide to do for Willow Lake?



Activity two: Choose a, b, c or d to complete the following sentences.

1. Before, people went to Willow Lake ………………………..

a) to recycle rubbish b) to throw rubbish c ) to clean it

2. The people who cleaned the lake worked for…………………………

a) more than one year b) more than six months c) eight weekends

3. Now , the local residents think that the lake is …………………………

a) polluted b) a fantastic place c) unsafe

Activity three:Match each word with its definition

a– resident 1 – large area of water

b– dirty 2 – who offer help without payment

C-volunteers 3 – not clean

D– lake 4 - the person who lives in a specific place

B. Mastery of language

Activity one: Add a prefix to form opposites to the following words:

Easy / expensive / legal / agree

Activity two:Match the sentences in column (a) with their functions in column (b )

Many animals can live for up to 60 years

Pollution may well kill animals.

Humans needn’t mistreat animals

We must take care of the environment

May one day all creatures live in peace

You may swim here from seven a.m.to nine P.m.

Absence of necessity

permission

Possibility

Obligation

wish

Higher possibility



Activity three : turn the following statements into polite requests:

1. Take those trees and plant them, please.

2. Throw your rubbish into the bins , please.

3. I want to have a picnic near the lake.

Activity four : classify the modal ’can’ according to its form ( strong or weak):

1. Can I have a picnic by the lake ?

2. Yes, you can.

3. Now, residents can walk around the lake.

4. ‘Now fish, birds and other animals can live safely!’ said a volunteer .

Part two: situation of integration

The local resident who said:’ it’s fantastic ‘ , left the country for more than one year

he asked many questions . Write the conversation he had with the mayor of the town

about Lake willow. Use the modals can , may , and negative prefixes. Include the fol-

lowing question words:

Who / what / why/ When / Where / how long

Source : adapted version of El Hamiz1 exam paper2(year 2010 /2011 )



WEEK OF INTEGRATION REMEDIAL WORK

What went wrong in part one of the assignment?

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What went wrong in part one of the assignment (ctd)?

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What went wrong in part two /written production/situation

of integration?

A:relevance

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B: syntactic coherence

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C /Cohesion

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Documents

People·s Democratic Republic of Algeria Ministry of ...ecoledz.weebly.com/uploads/3/1/0/6/31060631/students_workbook_4_ms.pdf · other words, food that contains something from each