Level = 1

st
year
UNIT TWO = COMMUNICATION: THE PRESS
( Sequene !lan "
Sequene #ne = L$sten$n% an& s!ea'$n%
!!( )*+,1
Ant$$!ate: !( ),
A$-: - Interpretng a pcture (representng a news stand)
+ to motvate earners and pave the way to the next step.
1)Find two words in the box below which tell us what the picture shows.
A$-: nterprete a pcture
.ey: T/e !$ture s/#0s ne0s!a!ers an& -a%a1$nes(
2) The remaining words in the box above refer to
A$-: provide pp with more vocab. items
.ey: The remanng words n the box refer to ru2r$s(
3) look at the newspaperstitles and sa which !lgerian newspapers the
remind ou of.
A$-: Test the ppsknowledge with regard to Algerian newspaoers.
.ey : USA TO3A4(El "#a$air %&'oum) 5 T/e 3a$ly Tele%ra!/ (Le (uotidien) 5
Even$n% Stan&ar& (Le )oir d!lg*rie) 5 Heral& Tr$2une(&a Tribune)
+) ,n our view the main purpose of a newspaper is-
A$-: expressng opnon
.ey :The man purpose of a newspaper s to nform ts readers.
6" C#-!lete t/e 7#ll#0$n% sentenes 0$t/ a5 25 #r &
A$-: check earnersunderstandng
.ey :When I read newspapers, I a- very are7ul a2#ut t/e $n7#r-at$#n t/ey
!r#v$&e 2eause t/ere are 8ser$#us9 ne0s!a!ers as 0ell as sensat$#nal
#nes(
L$sten an& /e': !(*)
A$-: /e' learners9 un&erstan&$n%
1.listen to the extract from an interview about .ritish newspapers and check
our answers to (uestion /.
A$-: /e' learners9 un&erstan&$n%
.ey :When I read newspapers, I a- very are7ul a2#ut t/e $n7#r-at$#n t/ey
1
!r#v$&e 2eause t/ere are 8ser$#us9 ne0s!a!ers as 0ell as sensat$#nal
#nes(
L$sten$n% sr$!t:
Interv$e0er: Excuse me, sr. My name s Ason Broadbent. Im a reporter, and I work
for the "ail 0essenger. May I ask you some questons?
Interv$e0ee: Certany.
Interv$e0er: Thank you. Te me; how often do you read newspapers?
Interv$e0ee: We I aways read day newspapers, especay on weekdays when I
trave to and from work.
Interv$e0er: Do you mean that you read mornng as we as evenng
newspapers?
Interv$e0ee: Yes, thats rght.
Interv$e0er: Oute nterestng. Now, what sort of newspaper do you usuay
read?
Interv$e0ee: I usuay read quaty paper, I mean serous ones.
Interv$e0er: Fne. What do you mean by serous newspapers?
Interv$e0ee: We, I mean newspapers whch are ob|ectve n reportng
news. When I read a newspaper, I want to have reabe nformaton.
Thats why I hate those sensatona stores you read n tabods. You know
those papers whch peope generay ca popuar. They are so borng...
and so feckess!
Interv$e0er: I see. And why do you exacty hate them, may I ask?
Interv$e0ee: Let me thnk. The news content s so sensatona that one doesnt
know where the truth s. They are fu of haf-truths. They dont report
events ob|ectvey. They |ust want to shock you wth ther screamng
headnes, and thus get you to buy them.
Interv$e0er: Okay. Thank you very much. Good bye.
Interv$e0ee: Bye.
2) listen again and use the information in the table to take notes. Then report
what the
interviewee sas about newspapers.
Am: $&ent$7y the most mportant nformaton.
.ey: The ntervewee reads day newspapers especay on weekdays. He prefers
serous newspapers because they are ob|ectve and report reabe news. He
thnks that tabods are sub|ectve and gve ony haf truths.
3) 1hoose the best meaning for these words from the interview2
A$-: provde earners wth more exs reated to the topc
.ey: A( sensatona = shockng. (2)
:( haf-truth = a statement that s true but not compete. ()
C( tabods = newspapers that te sensatona stores. (a)
2
+" Ma'e t/e 2est use #7 0/at y#u /ave learne& a2#ve t# &$suss t/ese
quest$#ns a2#ut t/e !$ture 2el#0:
A$-: Interpretng a pcture
.ey: a+ The peope n the pcture are on a tran, probaby a tube tran (metro).
2+ They are readng newspapers and magaznes.
+ They are probaby gong to work.
&+ No, none of them are/s takng.
e+ Very few peope do.
7+ They tak to one another about varous sub|ects reated to potcs and socety
n genera.
%+ (Learners persona answers)
Say $t lear: !( *,
P/#n#l#%y: - stress n compound words
- stress shft (noun ad|ectve)
1" -at/ t/e 0#r& 7r#- (a" 0$t/ t/e #rres!#n&$n% 0#r& 7r#- (2" t# 2u$l&
ne0 0#r&s
A$-: to bud compound nouns
.ey :
a+ newspaper bestseer newscaster postman newsagent
crossword crossword broadcast postcard headne bookshop
2+ Stress s on the ;rst sylla2le(
3ote2 The accentua patternng of compounds s as sgncant as that of smpe
words. The most common type of compound accentuaton has prmary stress on
the rst syabe.
2" L$sten a%a$n t# y#ur tea/er !r#n#une t/e ne0 0#r&s an& $rle <
un&erl$ne t/e stresse& sylla2le
A$-: to dea wth stress shft
.ey:
at#-
$v$l
#l#ny
#-e&y
ur$#us
at#-$
$v$l$an
#l#n$al
#-e&$an
ur$#s$ty
&ra-a
%ra--ar
#!erate
!r#ver2
strate%y
&ra-at$
%ra--ar$an
#!erat$#n
!r#ver2$al
strate%$
T/e /$&&en -essa%e: !(*,
Tas' : Decpher the message beow and use the etters of the aphabet to wrte t.
<t=2l &1 >u: l$ r ! :t s'=n&l1 n& >u:1 sense nl l= 0$& <(
Tabods usuay report scandas and use sensatona anguage.
4 #ur turn: !(*?
Pa$r 0#r': use t/e $n7#r-at$#n $n t/e /#r#s#!e t# at #ut s/#rt &$al#%ues(
A$-: reportng oray and then n wrtng what the horoscope says
Lan%ua%e 7#r-s: degree adverbs: qute, absoutey, .
3
Sa-!le &$al#%ue:
Al$: Te me Ryan, whats your star sgn?
Ryan: Its Ares. What does the horoscope say?
Al$: We, t says that you ke |okes and oud musc. It aso says that you dont
often ask for advce.
Ryan: Oh! Thats qute rght!
Say $t $n 0r$t$n%: !(*?
A$-:Gve pp the opportunty to change the daogues nto short paragraphs.
Task: Ask your partner to te you what hs / her star sgn s. Then wrte down what the
star say about hm / her
T/e stars say t/at (!artners9 na-e"@@@@(
4
Level = 1
st
year
UNIT TWO = COMMUNICATION: THE PRESS
( Sequene Plan "
Sequene T0#: Rea&$n% an& 0r$t$n% !!)A+)B
Ant$$!ate: !()A
A$-: - Readng and nterpretng graphs and charts.
H#-e #-!uter use 2y teena%ers
a 2 & e 7
C#-!uter use
Tas': L##' at t/e %ra!/$ &$s!lay an& ans0er t/e quest$#ns(
.ey: A+ It s a bar graph.
:+ It dspays numbers
C+ It descrbes the resuts of a survey about the dfferent uses of the computer.
3+ It represents the tota number of peope questoned.
E+ The students shoud make the best use of ther persona experence to
guess the
nformants dfferent uses of the computer (guessng game).
Rea& an& /e': !()1
A$-: nterpretng survey resuts
Cunt$#n: reportng questons
Lan%ua%e 7#r-s: drect / reported speech
Tas' 12 4ead this report of a surve on computer use in a group of oung
people5 and check
our answers to (uestion 1 5 " and %
.ey :
C 2" The resuts of a survey about the dherent uses of the computer.
3 a" The tota number of peope questoned.
E The number of nformants who use the computer.
1- to keep addresses and phone numbers
1*
2- to earn programmng *
3- to pay games *A
5
60
50
40
30
20
10
0
3
u
m
b
e
r

o
f

p
e
o
p
l
e
4- as a cacuator D
5- for ther studes E
6- to do some word-processng at home D,
Tas' D2 Rea& t/e teFt a2#ve an& ans0er t/e quest$#ns:
A$-: a detaed comprehenson of the passage /ntroduce the reported speech
Key: A+ The reporter questoned *A teena%ers.
:+ S/he decded to do a survey to nd out f t was true that teenagers knew
about
computers.
C+ The survey shows that teenagers dont reay know how to use computers. (b)
3+ a( 2( ( &( (T/e re!#rter as'e& all t/e quest$#ns( Learners
s/#ul& >ust$7y t/e$r
ans0ers("
E+ The reporter uses the foowng verbs to report hs/her ndngs: sa$& +
t#l& -e
C+ The verbs used for reportng are n the past smpe tense.
G+ The verbs foowng the reportng verb are aso n the past smpe
tense.
H+ Teacher $nteracts wth the earners about the dfferences n word order,
tenses to
ntroduce the notons of drect and ndrect speech.
When reportng questons we do not nverse sub|ect and
verb. We do not use "do" or "does"
3$ret quest$#n : "How much tme &# y#u s!en& usng
your computer?" the reporter / I asked the nformants.
Re!#rte& quest$#n : The reporter / I asked them how much
tme t/ey s!ent usng ther computer.
3$s#ver t/e lan%ua%e: !()D
1) Pa$r W#r': Preten& y#u are #ne #7 t/e *A $n7#r-ants $nterv$e0e& a2#ut
#-!uter use(
Ta'e turns t# $nterv$e0 ea/ #t/er.
A$-: To practse questonng (Drect Speech)
.ey: Su%%este& $nterv$e0
4eporter2 Whats your name?
,nformant2 (My names) Amne.
4eporter2 Where do you go to schoo?
,nformant2 Im a rst-year secondary schoo student at Lyce
........
4eporter2 Do you have a computer?
,nformant2 Yes, I do.
4eporter2 What do you use t for?
6
,nformant2 I generay use t for my studes, but I sometmes use
t to pay games.
2) Pa$r 0#r': Preten& s#-e#ne enqu$res a2#ut t/e quest$#ns 0/$/ t/e
re!#rter as'e& y#u(
At #ut t/e &$al#%ues us$n% t/e ues 2el#0(
A$-: To practse reportng questons
.ey: Su%%este& &$al#%ue
A: What questons &$& she as' you at the ntervew?
:: She as'e& me 0/at -y na-e 0as and 0/ere I 0ent t# schoo.
A: And then ?
:: Then she as'e& me $7 I /a& a computer and 0/at I use& the computer 7#r.
B" L$sten t# t/e tea/er rea& t/e &$al#%ue an& n#te /#0 s/e !r#n#unes
8/$-9 8/er9
A$-: T# use t/e s$lent H/I 0/$le !er7#r-$n%
.ey: Consonant /h/ n hm and her s not pronounced. It s sent.
3) Par work: Preten& s#-e#ne enqu$res a2#ut t/e quest$#ns 0/$/ t/e
reporter asked to our
friend. At #ut a &$al#%ue as t/e #ne $n eFer$se B
A$-: To practse the use of sent "h" whe speakng.
.ey : The earners shoud pay attenton to the pronuncaton of the
consonant /// whe
performng.
W r$te $t r$%/t: !( )B
A$- : T# $nterpret survey resuts and wrte reports
Tas': 4ead the results of the sports (uestionnaire p63 and complete the
report.
Su%%este& Re!#rt:
HOW SPORT4 ARE OUR TEENAGERS
In present-day Agera, sport s the teenagers favourte pastme. But
peope today keep companng that the good sportsmanshp of yore s
gone and dead. I decded to nd out 0/et/er t 0as true that our
7
teenagers 0ere ess sporty than ther eders.
I questoned eghty hgh schoo teenagers between 15 and 17 n order to
know whch sport 0as the most popuar wth t/e- and 0/y $t 0as popuar.
When I as'e& t/e- $7 t/ey l$'e& practsng sports, a the teenagers sa$&
yes. But -y man nterest n fact was 0/at t/ey !rat$se& sport for.
Sxty of t/e- sa$& t/ey !rat$se& sports for fun. 12 t#l& -e t/ey
&$& t for chaenge. Ony 8 nformants sa$& t/ey !rat$se& sports to
keep t. Then I as'e& t/e- 0/at t/e$r favourte sport 0as. Ffty of
them t#l& -e t/ey l$'e& payng footba whereas 18 sa$& they l$'e&
payng handba. Ony 12 of the nformants sa$& t/ey !re7erre&
practsng basketba.
Surprsngy, my survey showed that our teenagers were more sporty
than ther eders.
8
Level: 1
st
year
UNIT TWO
COMMUNICATION: THE PRESS
Sequene T/ree
Sequene Plan : 3evel#!$n% S'$lls
O2>et$ve: :y t/e en& #7 t/$s sequene5 learners s/#ul& 2e a2le t# :
Conduct an ntervew.
Read and nterpret a newspaper artce.
Summarze what peope say: orders, requests; greetngs.
Cunt$#ns: * gvng advce
* nvtng / expressng orders/ requests /advce,
suggestons .

S'$lls: J ng a questonnare / conductng an ntervew
/nterpretng survey resuts / wrtng a report /
dary

Lan%ua%e 7#r-s :
* quotaton marks / reportng verbs / drect , reported
speech
* orders / requests./ adverbs of manner/ sumxes fu ,
ness
!/#n#l#%y: + sent etters and pronuncaton of na s
LeF$s: words and expressons such as: questonnare, ntervew,
kndness request .
Mater$al nee&e&: At the Crossroads .
T$-e eF!ete& : 5 to 6 hrs
Part #ne :
At1: Look at the form beow and guess what t s. Crce the rght tem .
A$-: to dentfy a questonnare
.ey:: It s a questonnare (c)
AtD : sten to the ntervew about esure tme actvtes and check your
answer to exercse 1 .
A$-: to check the answer
AtB: Lsten agan and n the form to record the ntervewees answers
A$-: to make pps use questonnares
.ey : :
Name : La Chennab - Boy
Gr X
ACTIVITY YES NO
9
Lstenng to musc
Surng on the web
Gong to concerts
Watchng TV
Takng part n team sports
Campng
Rdng bcyces
X
X
X
X
X
X
X
Pease wrte down any other actvtes you
en|oy ..............
... pantng .........................
AtE: Draw the form on your copybook. Then use t to conduct a survey
about your cassmates esure tme .
A$-: to make pps conduct surveys
.ey: pups persona OO and AA. Make them use the tactcs p75 .
At6: Group work: coect the forms and nterpret the resuts of your
survey. Then compete the report beow .
A$-: make pps nterpret survey resuts and wrte a report .
Part t0# :
At 1: Look at the pcture and say what atttude t ustrates. Crce the
etter of the correct answer and say why .
A$-: to nterpret a pcture
.ey: ove and ahecton/kndness. The man s oherng the tte boy a
/eart s/a!e& pece of water meon .
AtD: Read the paragraph beow and check your answer .
A$- to check the pps nterpretaton of the pcture through skmmng .
AtB: read agan the text and answer the questons beow .
A$-: (scannng) to read the text for a detaed comprehenson .
.eys :
A. Tte c : Choosng to Be Knd
B. Answer b
C. He says / tes us that when we do somethng nce and knd to
someone, we experence a beautfu feeng of ease and peace.
D. "On the contrary" n 2 expresses CONTRAST (c).
E. But
F. As a decent and generous behavor.
G.
0#r&s en&$n% $n
Hness I
r##ts
Kndness Knd
10
Tenderness
Camness
happness
Tende
r
Cam
Happ
y
C#nlus$#n: n Engsh, we can derve nouns from ad|ectves by addng
the sumx "ness "
to some ad|ectves .
H. Drect speech:
Snatra says, "Rage and anger, whch are the reverse sde of kndness,
ncrease surges n adrenane and cortso two of the man hormones
whch contrbute to heart dsease ".
AtE: Ouote the peope usng drect then reported speech. Make any
necessary changes .
A$-: to practse drect and reported speech and notce the unchanged
tenses when the reportng verb s n the present
.eys :
3$ret s!ee/ :
* Kate Coure says, "Kndness s not an nherted trat; t s earned
behavour ".
* Peter Carson says, "I fee good when I hep peope "
* Lynda |ohnson says, "Sma gestures can make peope happy ".
Re!#rte& s!ee/ :
* Kate Coure says that kndness s not an nherted trat; t s earned
behavor .
* Peter Carson says that he fees good when he heps peope .
* Lynda |ohnson says that sma gestures can make peope happy .
Part t/ree: p78 (You may seect |ust one task)
At1: choose the words that best summarze the stuaton n each of the
foowng daogues. Use the words n the box .
A$-: to report daogues usng dherent reportng verbs .
.ey: Stuaton 1: The poceman requested / ordered / tod the motorst to
fasten hs seat bet. The motorst apoogzed and fastened t rght away .
Stuaton 2: Karm nvted Dors for a mea out. Dors thanked hm and
accepted the
nvtaton .
Stuaton 3: Merem suggested to Acha to revse ther essons, and
Acha agreed .
Stuaton 4: Mother warned her chd not to do that agan another
11
tme. Otherwse he
woudnt have hs pocket money. The chd apoogzed
and promsed not
to repeat the mstake .
AtD: Read the poem and paraphrase t usng the verb order (not) to
A$- : To practse reportng orders and commands .
.ey :
The author (Mchae Rosen) says that parents order ther chdren to
speak up , to st up, to say pease, to make ess nose, to take ther hands
oh, to shut the door behnd them, to say thank you, to stop hkng and to
take ebows oh the tabe .
He aso says that parents order the chdren not to tak wth ther
mouths fu, not to stare, not to pck ther nose, not to nterrupt and not to
drag ther feet .
Part 7#ur: (actvtes shoud be seected, matter of tme)
At1: Read the texts beow and guess whch rubrc they are taken from.
Crce the etter of the correct answer. |ustfy your choce .
A$-: To skm through the passages and dstngush ther source .
.ey( answer (b): They are taken from the advce coumn of a newspaper or
a magazne .
AtD: read paragraphs 1 and 4 and match them wth purposes A and D
Am: to dstngush dherent functons of passages .
.ey: 1 B 2 D 3 C 4 A
AtB: par work: magne how Merem woud answer f a frend of her
asked her what the psychoogst advsed her to / not to do. Imagne her
frends questons .
A$- : to report peces of advce
.ey: Bashr : Te me Merem, what dd the psychoogst te you ?
Merem: S/he advsed me to start thnkng postvey about my
exams .
Bashr : Is that a ?
Merem: No, s/he aso tod me not to take exams ony for scores .
Bashr : What dd s/he advse you not to do ?
Merem: S/he advsed me not to start answerng the exam questons
as soon as the teacher handed them to me .
AtE: Guess what Merem woud wrte on her dary for the record. Then
wrte a short paragraph about what she tod the psychoogst and what the
12
atter advses her to /not to do
A$- : To wrte a report
.ey: On |anuary 20, I wrote a etter to .... newspaper advce coumn
to ask for hep. On the exam day, I aways fee anxous and get nto panc
when I see the exam paper ...
St#! an& C#ns$&er !,A K ,B
1 ( Rea& Re-$n&er I 2el#0 an& &# t/e at$v$ty (
At: Pretend Karm has msheard what Rashd sad n each of the
daogues. Report to hm .
A$- : To renforce reportng orders and requests .
.ey : Su%%este& 'ey t# tas' 1 :
1 ( 4#u t# .ar$-: He asked you to send a message to Ryan .
D ( 4#u t# .ar$-: He ordered you to stop wrtng .
B ( 4#u t# .ar$-: He tod you not to wrte the message there .
E ( 4#u t# .ar$-: He asked you to gve hm the pen .
6 ( 4#u t# .ar$-: He asked you to ema the message
D ( Rea& Re-$n&er II 2el#0 an& &# t/e at$v$t$es (
At 1: Report the exact words n the daogues. Use asked, answered,
sad, tod.. suppy approprate punctuaton. Exampe : "Can you read and
wrte?" the reporter asked .
A$-: To practse drect speech usng approprate punctuaton .
.ey : 3$ret s!ee/ :
a+ 8Can you read and wrte?9 the reporter asked the woman .
8 Yes I can59 she answered .
2+ 8Is Rashd here?9 A asked Bashr .
8 Im sorry, he snt here59 he answered .
+ 8Do you want to drnk tea?9 Karm asked Soane .
8 Yes, pease. |ust a tte59 he answered .
&+ 8You have to do your work59 the teacher tod the student .
8 I do t tomorrow59 the student sad .
e+ 8Do you have to go now?9 Messa asked Dyha .
8 Yes, I have to. Im so ate59 she answered .
7+ 8She may come tomorrow59 |ame sad .
8 Its great59 sad Sama .
At D: Now, use the ndrect speech to report what the speakers n
daogues a-f above say .
Exampe : The reporter asked f I coud read and wrte .
A$- : To practse reported speech .
.ey : Re!#rte& s!ee/ :
a+ The reporter as'e& the woman $7 she #ul& read and wrte .
The woman sa$& t/at she #ul& (
13
2+ A as'e& Bashr $7 Rashd 0as there .
Bashr ans0ere& t/at he 0as not there .
+ Karm as'e& Soane $7 he 0ante& t# drnk tea .
Soane sa$& t/at he 0#ul& drnk |ust a tte .
) Karm $nv$te& Soane 7#r tea; Soane ae!te& ( (
&+ The teacher t#l& the student t/at he /a& t# do hs work .
The student sa$& t/at he 0#ul& do t the &ay a7ter .
e+ Messa as'e& Dyha $7 she /a& t# go t/en .
Dyha ans0ere& t/at she /a& t# because she 0as so ate .
7+ |ame sa$& t/at she -$%/t come the &ay a7ter (
Sama sa$& (t/at" t/at 0as great .
B ( Rea& Re-$n&er III 2el#0 an& &# t/e at$v$ty (
At : Add the sumx -y (when necessary) to the words n bod type n the
box beow to form adverbs of manner. Then use these adverbs to n
the gaps n the Monthy Report that foows .
A$- : to practSe usng adverbs of manner
.ey :
1 - hard 2- cordaly 3- potely 4- quckly
5- carefuly
6 - ate 7-codly 8- heavly
E ( Rea& Re-$n&er IL 2el#0 an& &# t/e at$v$t$es t/at 7#ll#0
At 1: Match quotes n (a) wth reportng verbs n (b)
A$- : To dstngush dherent functons of statements .
.ey: 1- remnd () 2- warn (a) 3- advse (%)
4- promse (2)
5 - suggest (&) 6-beg (/) 7- apoogse (e)
8- admt (7)
At D: Now quote the sentences n (a) suppyng approprate punctuaton .
A$-: To use dherent reportng verbs .
.ey :
1 - Remember you have to buy an ar tcket, he re-$n&e& hm .
2 - Beware of the dog!, he 0arne& hm .
3 + You shoud go and see a doctor, he a&v$se& her .
4 - I never say t agan, he !r#-$se& (
5 - Why dont we open the box rst? he su%%este& (
6 - Pease, pease, pease, show me the way to do t, he 2e%%e& (
7 - Im so sorry for the ncdent!, he a!#l#%$se& (
8 - Okay, Okay, I touched t. Its true, he a&-$tte& (
6 ( Rea& Re-$n&er L 2el#0 an& &# t/e at$v$ty t/at 7#ll#0
14
At 1: Add sumxesfu and ess to form ad|ectves. Be carefu ! Some of
them accept ony one sumx .
A$- : To be aware of the use "fu" and "ess" after some nouns to form
ad|ectves .
.ey :

n#un a&>et$ve n#un a&>et$ve
harm
worth
deght
prce
use
harm7ul /
harmless
worthless
deght7ul
prceless
use7ul / useless
beauty
care
success
truth
hope
beaut7ul
care7ul /
careless
success7ul
truth7ul
hope7ul/hopel
ess
At D: Now, sten and notce how the sumxes are pronounced .
A$-: to use the schwa when pronouncng the sumxes "fu" and "ess ."
15
Level: 1
st
year
UNIT TWO
COMMUNICATION: THE PRESS
Sequene C#ur
Sequene Plan : C#ns#l$&at$#n an& EFtens$#n
O2>et$ve: :y t/e en& #7 t/$s sequene5 learners s/#ul& 2e a2le t#:
wrte a report
report about a burgary and an accdent
nterpret newspaper headnes
read and dentfy heath aerts
nterpret a graph
dentfy probem etters (sent etters) n words.
pronounce na s
Cunt$#ns: * makng suggestons/ recommendatons/ narratng
* expressng a pont of vew
* descrbng a graph
* narratng
S'$lls: J readng heath aerts/ wrtng an artce to report
about an accdent
J wrtng a memo to report about heath probems.
Lan%ua%e 7#r-s:
* Punctuaton / captazaton
* Adverbs of manner.
P/#n#l#%y: + s$lent etters /pronuncaton ofs

LeF$s: recommendaton / aerts / cortso.
Mater$al nee&e&: At the Crossroads.
T$-e eF!ete& : about 5h
Part #ne: Wr$te $t #ut
At1: F n the banks n the pocemans report usng the verbs n the
correct tense.
Am: Use of the smpe past
.ey :
1- asked 2- answered 3- asked 4- sad 5- tod 6 -
sad 7- tod

AtD : The foowng text reports the events (drecty) as they happened.
Suppy
approprate punctuaton and captazaton to make t coherent.
A$-: To be aware of the use of punctuaton and captazaton.
.ey:
16
8Is that your houseM9 The poceman asked hm( 84es t s59 the man
sad( 8I cant nd my keys and I want to get n(9 8Whats your name
peaseM9 The omcer asked( 8My name s |ones59 the man answered(
As he cmbed down the adder5 a neghbour came out of her house(
8Whats the probemM9 she asked( 8Mr Nones wants to get nto hs house59
the omcer sad( She ooked at the man and tod the omcer n a ow voce5
8the peope from number 19 are on hoday(9
The poce omcer arrested Nones and brought/took hm to the poce
staton(

AtB <E: read the newspapers headnes and a)say what the reports
are about.
A$-: to nterpret newspaper headnes
.ey: The reports are about road accdents.
1- A chd was ked n a terrbe road accdent.
2- A car drver was bady n|ured.
3 -A orry ran over a chd.
2" whch one s the most
dramatc? Why?
.ey : The most dramatc artce headne s:
CHILD KILLED IN TERRIBLE ROAD ACCIDENT
The reporter has caed t terr$2le.

At6: Pretend you are a wtness to the accdent. Report what you saw
usng the pcture
and the nformaton n the tabe.
A$-: to narrate an event (accdent)
.ey : Su%este& re!#rt
A terrbe accdent happened near a schoo yesterday mornng. A
motorst drvng very fast came out of a very sharp bend. He ost contro
over hs vehce, and knocked down a chd who was payng wth a ba. A
orry whch was comng from the opposte sde stopped sharpy thus
avodng to run over the chd who was yng on the ground, bady n|ured.
The car drver who, fortunatey was safe, mmedatey took the chd to
hospta.

At*: Pretend you are a |ournast. Report about the accdent, ctng/
quotng your wtnesses.
A$-: to wrte a report usng quotes.
.ey : Su%%este& re!#rt
The accdent occurred near a sharp bend n the road to Tebessa.
Accordng to a wtness, the car drver who ht/ran over a boy was hodng
17
hs mobe phone near hs ear and drvng very fast. Another wtness sad
that the chd came nto the road, runnng after a footba. I dont know
how t happened exacty, he decared. I saw the chd, but I ddnt see the
car. It happened very qucky, he added. I enqured about the chds
heath, and the wtness sad he was not dangerousy n|ured. When I asked
hm who took the chd to hospta, he sad that t was the car drver
hmsef.
Part t0#: T/e tea/er /as t# selet t/e at( T/at su$ts 2est
/$s</er !!s(
At1: Read the consumer reports on heath. Two of them are aerts to
the consumer.
Identfy them and say what the probem s n each case.
A$- : to dentfy heath aerts.
.ey : Report 2: Prostate cancer s mosty due to the ack of Lycopene-rch
dets.
Report 3: Seepng ps can cause serous heath probems. Some
of them can
even k those who consume them.

At D: Read the text and answer the questons.
A$- : to read heath aerts and understand them.
.ey : A( The text starts wth the expresson Good News because t
announces a
decrease of heart attacks for men and women owng to mproved
heath habts.
:( went down: fa (fe) < decrease (decreased) / dropped
C( Curve A for men - Curve B for women
At B : nterpret the gures usng the verbs and adverbs n the box.
A$- : to nterpret a graph
.ey : The consumpton of:
- mk and cream 0ent &#0n sl#0ly between 1980 and 1987.
- butter &r#!!e& &ra-at$ally between 1980 and 1987.
- margarne $nrease& sl#0ly between 1980 and 1987.
- mutton and amb &erease& &ra-at$ally between 1980 and 1987.
- poutry 0ent u! stea&$ly between 1980 and 1987.
- fresh frut &erease& sl#0ly between 1980 and 1987.
- other frut and frut products r#se stea&$ly between 1980 and 1987.
- fresh vegetabes 0ent &#0n %ra&ually between 1980 and 1987.
18
- other vegetabes and vegetabe products $nrease& ra!$&ly between
1980 and 1987.
- whte bread &erease& qu$'ly between 1980 and 1987.
AtE: Descrbe the graph usng the pan
A$- : to descrbe a graph.
.ey : Su%%este& %ra!/ &esr$!t$#n
The graph shows the change n food consumpton n Great Brtan
between 1980 and 1987. The horzonta ne represents the drecton of
change whereas the bars show the percentage of change n the
consumpton of foods.
You can see mmedatey that the Brtsh now drnk ess mk and
cream; eat a tte ess fresh frut and fresh vegetabes. They eat much ess
butter and whte bread, too. But they eat much more brown and
whoemea bread.
In my opnon, ths means that our food habts have become ess
heathy. We shoud nform the consumers about the danger of eatng ess
frut and vegetabes, and drnkng ess mk. Gettng enough of these foods
prevents dseases.
At 6: Wrte a heath report about the change n food consumpton n
Agera makng recommendatons. Use one of the texts on the prevous
page as a mode
A$- : to wrte suggestons and recommendatons.
.ey : M#&el < !arallel 0r$t$n%
Group work: The students shoud take the texts on p. 86 as modes
Part t/ree: 0#r' $t #ut !,,
At1: . Fnd the sent etters and cross them out.
A$- : to dentfy sent etters
.ey : Seek hep n any Engsh dctonary contanng phonetc entres.
At D :(#rally" sten to your teacher to check your answers. Then
pronounce yoursef the
Words
A$- : to pronounce words correcty.
AtB: read the sentences and cross the etter h n the words n whch t s
sent.
19
A$- : to dstngush the weak form of the etter "h"
.ey : 8/9 $n 2#l& !r$nt $s n#t !r#n#une&(
-He sad /e woud. - He says that /e /as ost /s hat.
- Whats /s name? - Hs names Hamet.
- Ths s /s answer. - Gve /m the address of the
hote.
- Who tod /er that /e was here? - Hes the one who tod /er
Rule: S$lent </< $n 0ea' 7#r-s
Pronouns wth nta /h/ commony ose /h/ when they occur unaccented
wthn a sense group ; they retan /h/ when they are nta n a group or
when they are accented ( for oss of /h/ n auxares: had, has, have ).
Usuay ahected are : he, hs, hm,her
Part 7#ur: !,?
At 1: Read the exchange between Hanz and Peter and dentfy the
probem.
A$- ; to be aware that correct pronuncaton s mportant for the stener
to understand.
.ey : Hanz has msheard Peter. He heard cocks nstead of cogs.
AtD: Guess how "s" and "es" are pronounced
A$- : to dstngush the dherent na "s" pronuncaton.
.ey :
<s< <1< <$1<
Cocks - knots - caps -
banks - docks - ropes
- backs - beefs -
Cogs - nods - cabs -
bangs - dogs - robes _
bags - beeves -
Watches -nshes -
boxes -msses -
quzzes
At B : Tongue twster
Part ;ve: !r#>et 0#r's/#!
Tas's: Conductng a survey about:
peopes newspaper readng habts
TV vewng habts
Dherent uses of the computer.
Part s$F: C/e' y#ur !r#%ress
At1 :read the paragraphs and guess what the rest of the artce w be
about
AtD : read paragraph D and check your answer.
20
.ey : The rest of the artce w be about reaxng. (a)
At B: read the text and answer the questons.
.ey : A: Most of us suher from stress because t s dmcut to reax n
modern fe.
:: The author denes stress as the pressure we ve wth every
day.
C: They say that many serous dseases are due to stress.
3: No, there are other causes, such as smokng, pouton,
unheathy food.
E: The author w show how and why modern fe creates tenson.
(a)
AtE : reorder the foowng sentences to form a coherent paragraph
.ey :
1 2 3 4 5 6 7 8 9
b a d h g c e f
At 6: match numbers wth etters.
.ey : 1 C 2 B 3 A 4 D
At *: Read the ndngs of the survey conducted by the author. Then
guess the questons whch s/she asked to hs/her nformants.
.ey : Su%%este& quest$#ns
1- Do you take any rest at a?
2- What knd of musc do you ke to sten to?
3- Do you take tme to medtate?
4- Whch do you prefer, readng books or watchng ms?
5- What do you ususay do to reax?
6- What do you reguary do to keep coo?
At): turn the questons nto ndrect speech.
.ey :
-The reporter asked hs nformants:
- f they took some rest reguary.
- what knd of musc they ked to sten to.
- f they took tme to medtate.
- whether they preferred readng books or watchng ms.
- what they usuay dd to reax.
- what they reguary dd to keep coo.
21
At ,: anayse the resuts n exercse 5 and choose the best nterpretatons
from the st beow. Crce the approprate etter and |ustfy your choce.
.ey :
2. Young peope drnk too much cohee.
&. Young peope spend too much tme watchng.
7. Young peopes musca habts are not heathy. musc.
%. Young peope spend tte tme.
At ?: How are the na s and es pronounced?
.ey : <s< : breaks - exctes - habts - makes - technques
<1< : cams - does - nerves
<O1< : reaxes
At 1A: make the best use of the nformaton n exercse 7 to wrte a
ogca concuson to the artce.
.ey : Su%%este& #nlus$#n
As I expected, the resuts of the survey show that many teenagers do not
know how to reax and thus get rd of stress. Most of them prefer watchng
adventure ms or drnk cohee n the mornng and the evenng to readng
books and drnkng mk. They do not know that a those tte thngs that
make up modern fe can cause tenson. .
At11 : Use the cues beow to wrte a short paragraph statng what the
reporter w recommend to young peope to do or not to do.
.ey : Su%%este& !ara%ra!/
The survey reveas that our teenagers do thngs that are bad for them.
We shoud advse them to stop drnkng cohee and watchng adventure
ms. They shoud aso stop stenng to |azz musc and Rock musc whch s
an unheathy musca habt. To ght stress, they shoud spend tme more n
reaxng actvtes ke readng books and medtatng...
Puest$#nna$ r e !( ?E
Learners n the sef assessment sheet
22



23