REPUBLIC OF TUNISIA

Ministry of Education and Training

Activate And Perform

Third Year Secondary Education
Teacher’s Book

Authors :

Abdennour KHEMIRI Med Lamjed LABIDI

Inspector Inspector

Aysha MEZZI Hamida MENCHARI

Inspector Teacher Trainer

Evaluators :

Jawida BEN AFIA Mohamed Fethi EL BEJI

Inspector general Senior Inspector

National Pedagogic Centre

 Table of contents
- Introduction......................................................................... 4

- Review Module................................................................... 7

- Module One......................................................................... 9

- Module Two........................................................................ 21

- Consolidation Module 1...................................................... 34

- Module Three...................................................................... 36

- Module Four........................................................................ 45

- Consolidation Module 2...................................................... 57

- Module Five........................................................................ 58

- Module Six.......................................................................... 67

- Tapescript............................................................................ 76

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 Introduction
Activate and Perform is the title of the Third Year Secondary Education book.
The materials consist of a student’s book, a teacher’s guide and a cassette.
The student’s book contains nine modules: one review module, six learning modules and
two consolidation modules.
The teacher’s guide, which is meant to facilitate the teacher’s task in handling the
material , contains an introduction, an outline of the modules content and skills , some
helpful notes , an answer key and the tapescripts of the listening passages.
As the suggested procedure in the student’s book is clear enough in terms of content
presentation and module organization , not much has been added in this guide .
The six learning modules are topic- based. Each of which consists of five sections for the
common core and additional material for the Arts branch. The topics and the activities in each
learning module enable the learners to interact, share experiences and learn from one another .
The Review Module at the beginning of the book is meant to recycle and consolidate
several skill areas the students are supposed to have covered at the second year level. It
can be used to check the learner’s acquisitions and act accordingly before embarking on the
new syllabus.
Each learning module starts with an “ Introductory Activities section followed by four
sections focusing respectively on Listening, Reading ,Speaking and Writing – considered
of equal importance .And although each macro-skill is dealt with thoroughly in one section , the
integration of skills is one of the major guiding principles in this textbook .
At the beginning of each module , it is advisable to let the students know what the
Expected Outcomes are .
In each module , each section is made up of 3 stages :
The first stage in each section , “ Before you Listen / Read / Write” ,is meant to activate
the students’ background knowledge and to prepare them for the listening / reading /
writing activities .
The second stage , As you Listen / Read / Write , is carried out through a variety of
activities which are meant to expose students to different text genres and to develop their
listening , reading and writing skills .
In the third stage of each section , After you Listen / Read / Write , the students are
required to reinvest the acquired language, skills and strategies to develop their speaking and
writing skills .They may be asked to react to a text , give their opinions about a given topic,
interact with peers, summarize a story , write a letter or an article, or complete a language
exercise .

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 The lexical items are presented in context . When to present the lexical items , how to
present them and what to teach and recycle depends on the students’ level , needs and the
teaching situations .
Grammar is presented and recycled inductively. The students are encouraged to
discover and deduce the form ,the use and the meaning of the structures/ words in a text
or in an activity and work out the rules for themselves.
The listening and reading passages not only develop skills and strategies but are also
used to present grammar items, introduce new vocabulary and expressions, stimulate oral
and written work , give information on the topic expand the students knowledge of the
world and nurture in them positive values and a sense of their identity .
In order to maximize students’ talking time , a variety of opportunities is catered for
through pair and group work activities , class debates and class discussions .
Writing is also given prominence . The writing activities aim at developing writing sub-
skills and recycling the language covered . In the writing sections , the students reinvest their
knowledge about the language items, concepts , ideas and text genres and apply the
appropriate skills and strategies in a productive activity .
The assigned mini projects allow the student not only to develop and apply research and
fieldwork strategies as well as language and social skills but also to expand their knowledge
and to foster their independence.
Recycling is given due attention through the skills, sub-skills developed and the activities
suggested .
Each module in the book covers a different theme and thus may stand alone. However,
it is recommended that the modules be covered in the order presented.
A section is by no means meant to be covered in one session. One section may take
more time depending on the suggested materials .
,
At the end of each module, the students fill in a self- evaluation form to help them check
their progress and set their own goals. This fits in with the overall aim of the syllabus - to
give students the self-confidence , the autonomy and the responsibility they need to
become aware of their learning strategies , monitor their progress and continue learning by
themselves, beyond he programme.

The authors

5
 REVIEW MODULE
Answer key
Activity 2
- stay out – every – make – at – for – were not encouraged – to make – these - easier
Activity 3
- equal- -most- delighted – weight – personal- -best- -complaint – loads – washing

Activity 4
1- used to think- 2. would – 3. contain- 4. believed - 5. is – [Link] working

Activity 5
[Link] –2. throughout -3. employees - 4. job – [Link] – [Link]
- 7. economical

Activity 6
- My sister is not careful enough about her health .
- The more she eats, the fatter she gets.
- She doesn’t eat healthy food, and she doesn’t practise sports, either.

Activity 7
Mistakes Correction
on in
has been using /
is using
has used
stations space space stations
more important As important as
Can be using Can be used
hanger hunger

Activity 8
[Link] / 2. However / 3. ever / 4. because / 5. and .

Activity 9
a -2 / b - 4 / c - 1/ d–3

7
Activity 10

a b c d e f g
6 2 7 1 4 3 5

l e

c k

j / a / f

d / i

8
Module One : IN TIME OF TEST, FAMILY IS BEST

Topic : Family life and relationships

Subtopics : Family roles , the generation gap

problem solving, critical thinking , efficient use

of data, efficient working procedure,
Cross-curricular learning goals : appropriate self-expression, ICT use, project
work, communicating, working and living with
others.

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 Section One : Introductory activities
Scope and sequence
of specific content and skills
Reading
- identify the communicative value of texts(pictures)
- evaluate ideas/information
- transfer information onto a table
- compare one’s culture to that conveyed in the text
- build on prior knowledge to further and enhance learning
Skills/subskills - acquire knowledge about a given topic
and strategies Speaking
- express one’s opinion about a specific issue
- describe one’s impressions
- make statements about facts
Writing
- produce sentences (make statements about facts / concrete
situations)

affective, career path, comfort, establish, functioning, handle,

hoover (v), instrumental, leadership,
Vocabulary maintenance, management, nurture, reassurance, resource,
shelter, skill, standard, trash,
warmth, water (v)

- expressing opinion
Functions - comparing attitudes
- imparting information

Helpful notes
Activity 1(A.2 and B.1,2,3) let the students talk freely and spontaneously.
Give help when asked for only.
Activity [Link] ticking the appropriate boxes and comparing answers in small
groups , encourage the students to produce complete written sentences .
Examples:
- My father / mother usually makes decisions at home.
- Providing money is my mother’s/father’s role.
- Both my father and my mother provide money .
- My sister often feeds the cat/the birds. etc
Answer key
Activity 1.
a+8 , b+7, c+3, d+6 , e+2 , f+1 , g+5, h+4

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 Section Two: Listening
Scope and sequence
of specific content and skills
Listening
- predict content
- identify vocabulary items
- guess the meaning of unfamiliar words through context clues
- distinguish between literal and implied meanings
Skills/subskills - identify features of the genre(tone of the poet)
and strategies - identify main idea
Speaking
- read/recite a poem in an expressive manner
- pronounce properly at word and sentence level
Writing
- contribute lines with rhyming patterns to a poem

assignment, cherish, curl, error, fulfil, gaze, laughter,

Vocabulary make a decision, many a+(n), overburdened, set(a table),share
roles, store, task, tear, trial

- enquiring about information

Functions - asking for opinion
- expressing attitudes

- silent letters
Pronunciation
- consonant/vowel sounds

Homework - recognizing appropriate lexical items in context

Helpful notes
- In the activity (Before you listen) , the sentence is : Father And Mother I Love You
- In case the students encounter difficulties in finding the words (As you listen B),
provide the beginning of each word to facilitate the task.
- Invite the students to infer any other implied meanings in the four statements
suggested or in other statements in the poem. The purpose is to enhance their critical
thinking and interpretative skills.
- Encourage the students to overcome their shyness and read the poem in an
expressive manner ( changing and varying intonation and using gestures )

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Answer key
As you listen B. 1: curls , 2:(new) hat , 3:drawings , 4:stories , 5:laughter , 6:tears
C. [Link] + c , [Link] at + a , [Link] a night + a
D. 1 + c , 2 + a , 3 + d , 4 + b
Note : Another statement in the poem that could match b in column B is:
“The trials and errors , the laughter and tears ”
F. See tapescript to complete the missing words in the poem.
G. 1 + c , 2 + b
H. Pronunciation : 1. silent letters
Homework : 1+ make , 2 + for , 3 + fulfilling , 4 + dinner , 5 + financial
6 + for , 7 + assigned , 8 + Sharing

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 Section Three: Reading
Scope and sequence
of specific content and skills
Reading
- tap on from different parts of the text to answer a specific
question
- identify audience
- identify purpose
Skills/subskills - recognize text structure
and strategies - evaluate ideas
- guess the meaning of unfamiliar words in context
- scan for specific information
Speaking
- make statements about a concrete situation
- express judgements about a specific issue

alone, barge, blow, date (v) , depressed, dry(v) ,dust(v)

edge , end up, exert, expectations, feed, feel like, frustrated,
Vocabulary guess, heart-broken, misconduct, openly,
overwhelmed, parenting, pressure, puppet, push, sloppy,
sympathize, thought, turn out, well-mannered

- If + present + another present

- Want + object + to infinitive structure
Grammar - Make
Let + object + base form
Have
- expressing opinion
- talking about a personal experience
Functions
- expressing approval/disapproval
- describing a situation

Homework - fill in gaps with lexical items

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Helpful notes
The expression “ see eye to eye “ is not mentioned in the vocabulary list. However,
it is worth presenting to the students.
See eye to eye (with) : agree entirely (with) , have incidental views
“sloppy” is not a frequent word , so don’t make much fuss about it
Before you read. C 1 and 2 . Have the students focus on the picture and construct
as much meaning as possible while drawing on their background knowledge
and personal experience.
After you read , 1 and 2. Encourage the students to express their opinions freely,
but keep asking them to justify and support their attitudes with sound and pertinent
arguments.
Grammar :
If + present + another present
To express automatic or habitual results
Want + object + infinitive structure
Make / let / have + object + base form
To talk about things that a person forces , asks or allows someone to do.
The students are expected to explore and review language items in an inductive way,
with the intention of reinvesting them in higher level speaking/writing situations.
This implies that the students should
- recognize language items in context
- recognize form
- infer the function/communicative value of the item
- practise language items in a variety of contexts
- apply the items in a variety of situations using the thematic context
Answer Key
As you read. 3. 1 + e , 2 + d , 3 + b , 4 + a , 5 + c
Homework : [Link] , [Link] , [Link] , [Link] , [Link] , [Link] [Link]

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 Section Four: Speaking
Scope and sequence
of specific content and skills
Reading / Listening
- infer the main idea
- recognize the relationship between form and meaning
- acquire knowledge of the language ( idiomatic expressions )
Speaking
- reinvest vocabulary and structures in one’s speech
- express alternative
Skills/subskills
- express opinion about a specific issue
and strategies
- make a complaint using the proper discourse strategies
- respond to criticism
- enact a role
- demonstrate appropriate use of social skills required
in interactional contexts ( interrupting , taking turns …)
Writing
- take notes

blame , bother, can’t help it , chores, demanding, exhausted,

Vocabulary
for heaven’s sake, lazy, messy, upset

- complaining about a (difficult ) situation

- interrupting the speaker
Functions
- expressing opinion
- expressing disagreement

Helpful notes
- Have the students identify the communicative value of each of the following expressions
“ for heaven’s sake” , “get in someone’s hair”, “I can’t help it”
- Have the students reinvest their previous lexical acquisitions as well as the new
vocabulary and ideas related to the thematic context ( family roles )
- Make the students pay much attention to the way the woman talks in the dialogue. This
will help them apply the intonation patterns later in the conversation
Step 2 in Activity 2 should be clarified to the students .
- Make sure they use the expressions suggested and give help when asked for.
- Let the students interact and talk fluently without worrying too much about mistakes.

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Song : Father and Son
• Follow the procedure suggested in the textbook
• The complete text is provided in the Tapescript Section
• Have the students
- listen and complete the gaps
- read the song aloud and pronounce correctly
- listen again and check the accuracy of pronunciation
- study the text and answer questions ( see instruction 3 )
- react to the text and express opinion
- sing the song as suggested in instruction 4.

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 Section Five: Writing
Scope and sequence
of specific content and skills
Listening
- transfer information onto a table
- scan for specific information
Skills/subskills Writing
and strategies - reinvest vocabulary and structures in one’s writing
- express opinion about a specific issue and support one’s
opinion with arguments
- apply the writing process to produce a composition

accomplishment, deal, fit in with someone’s taste, intend, scold ,

Vocabulary
value

- expressing opinion
- describing a situation
Functions - expressing satisfaction/dissatisfaction
- talking about causes and effects
- expressing want and desire

Helpful notes
- While dealing with the listening dialogue elicit the meaning of “ jump down someone’s
throat ” from the students. Jump down someone’s throat : Informal. to disagree with ,
criticize , or scold overhastily .
Example : Wait and let me finish before you jump down my throat.
- Activity 2. Have the students explore the following expressions in context : take a great
deal of pride in …, be angry with someone about something , value something , fit in with
someone’s taste .
- Ask the students few comprehension questions related to Mike’s letter.
- Encourage the students to reinvest their previous acquisitions as well as the newly - learnt
lexical items and structures and the newly-constructed/reconstructed ideas and concepts
about the generation gap. Make sure the students go through the different stages of the writing
process and give due consideration to the aspects of writing and evaluation criteria mentioned.
Involve the students in suggesting other evaluation criteria in addition to the ones
mentioned in the textbook ( coverage of ideas ,coherence , language accuracy) . Ask them the
following question: “ What makes a good writing ?” then elicit criteria such as presentation ,
use of linkers , use of appropriate vocabulary , fluency etc.

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 Arts. Section One :Reading a short story
Scope and sequence
of specific content and skills
Speaking
- describe one’s impressions about a particular event
- make statements about a personal experience
Reading
- predict content through title and pictures
- locate and analyze elements of a short story (character,setting,
point of view, conflict, plot, theme , denouement , climax )
Skills/subskills
- distinguish between literal and implied meanings
and strategies
- use the strategy appropriate to the nature of text and purpose
of reading
- scan for specific details
- evaluate and react to content
- follow a sequence of events in a narrative
Writing
- produce a summary of the main points in a written text

powder, apartment, cascade, character, climax, comb,conflict,

critically, denouement , expense ,fellow, foolishness, hunt,
Vocabulary
intensity ,moral ,plot, point of view, poverty, setting, sign, step in,
struggle, suspense, theme, turn white, undo , worthy of

- describing a personal event

Functions - expressing feelings
- expressing opinion

Helpful notes
- Before you read. Activity 1. Encourage the students to talk about their personal experience
and share information and feelings with one [Link] make the activity more motivating ,
tell the students to close their eyes ,recall , concentrate and visualize the event then talk
about it.
- Theme of the story : mutual self-sacrifice between husband and wife is a fundamental
value in family life/ unselfish love shared , regardless of the attendant difficulties.
Answer key
Before you read.
1+character , 2+setting, 3+conflict , 4+plot , 5+denouement , 6+theme ,
7+climax , 8+point of view.
As you read . D. 6 , 2 , 7 , 5 , 3 , 1 , 4
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This is the last paragraph of the story .Read it to the students after dealing with question G.
“ Della, said he, “ let’s put our Christmas presents away and keep them alive . They are too
nice to use at present . I sold my watch in order to get the money to buy your combs . And
now perhaps you can get dinner ready .”

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 Arts. Section Two .
READING ABOUT A VITAL ISSUE
Scope and sequence
of specific content and skills
Reading
- match dictionary choices with context at hand
- skim for gist
- scan for details
Skills /sub-skills
- guess the meaning of unfamiliar words through context
and strategies
- differentiate between relevant and irrelevant information
- infer the writer’s opinion
Speaking
- produce physical description

depression-irritable- aging-withdraw(al)-annoyance-senior-
Vocabulary
seek-bereaved- elderly-recurrence-relapse

Grammar Word-building ( affixation )

- describing people
Functions - making statements about a concrete situation
- expressing opinion

The pictures may be exploited and used before the questions to make students talk about
the relationship of grand-parents with their grand-children and talk about themselves and their
own relationship with their grand-parents . The questions in the first activity are meant to
sensitize students to the importance of the family for old people .
Answer key
B. loss of appetite / fatigue
G. It’s clear that the correct answer is that picture 2 depicts the lady in the text , but what
matters is the justification given and the use of the appropriate vocabulary.
H.
Part of speech Prefix or suffix Related word Word form
treat verb able treatable adjective
treat verb ment treatment noun
depress verb ion depression noun
ill adjective ness illness noun
annoy verb ance annoyance noun
interest noun dis disinterest noun
ability noun in inability noun

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ModuleTwo : WE LEARN TO GIVE, SHARE AND CARE

Topic : Attitudes and values/Philanthropy

charity, altruism , activism, self-sacrifice,

Subtopics : volunteerism , solidarity, generosity , great
people

problem solving , critical thinking, efficient use

of data , efficient working procedure ,
Cross-curricular learning goals : appropriate self-expression , ICT use , project
work , communicating, working and living
with others.

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 Section One : Introductory activities
Scope and sequence
of specific content and skills
Reading
- identify the communicative value of texts(pictures , quotes)
- build on prior knowledge to further and enhance learning
Skills/subskills - acquire knowledge about a given topic
and strategies Speaking
- express opinion about a specific issue
Writing:
- write in pairs to solve a problem

activism , advancement, altruism, benevolence, charity ,

common good, contribution, devotion, donation, egoism,
Vocabulary endowment, fund-raising, generosity, helpless, humanitarian,
in-kind (adj) , meanness, needy, philanthropy, raise money, self-
sacrifice, solicit, solidarity, voluntarism, volunteerism, welfare

Grammar - word formation : (n/v + er , or ,ist )

- describing pictures
Functions - expressing opinion
- reporting information

Homework - doing internet research

Mini-project - conducting project work

Helpful notes
In addition to the vocabulary presented , familiarise the students with “ benevolence”
and “in-kind” (adj)
- in-kind contributions : goods, commodities or services instead of money.
- Have the students identify the communicative values of the pictures and the quotes
- Activity 1. Have each student answer the questions individually , compare answers in
small groups then share with the class.
- Activity 2. A. Have the students do it in small groups. B. Encourage the students to do
pair work activity.
- Activity [Link] Tunisian context :
- National Solidarity Day : Dec 8.
- donating blood : National Blood Donation Day : April 8. / in times of road accidents /
a person (neighbour / relative ….) undergoing a surgical operation and needing blood…

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- Ramadhan : offering food to the poor/needy people
- death of a relative / neighbour
- marriage of a relative / neighbour
- severe winter ( donating food, clothes , blankets …)
- natural catastrophes ( floods , fire , earthquake …)
- at the beginning of a school year ( donating useful books , CDs , school-bags etc )
- in-kind contributions to elderly care centres ( clothes , food , medicines …..)
- offering help/in-kind contributions to disabled people
- donating money or building/construction materials to build mosques
Answer key
Activity 2. A
1. altruism [Link] [Link] /voluntarism [Link] [Link] [Link]-sacrifice
[Link] [Link] [Link] [Link]-raising
[Link] [Link] [Link] [Link]-sacrificer [Link] [Link] [Link]-raiser
[Link]
D. welfare , advancement , donation , property , needy , endowment , hospitals , generous , socially.

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 Section Two : Listening
Scope and sequence
of specific content and skills

Reading
- infer attitudes and outcomes
- identify the communicative value of a text ( poem )
Listening:
- identify vocabulary items
Skills/subskills - identify the meaning of unfamiliar words
and strategies - demonstrate understanding of an extended text ( a speech)
- infer and evaluate the speaker’s intention
- recognize text structure
- identify purpose
Writing:
- write a coherent text

beneficiary, bequest, budget, burn, charge, cool, efficiency,

fainting, flow, grateful, in vain, injuries, mission, nest, network,
Vocabulary
orthopaedic , pediatric, research , run (sth) , state-of-the-art,
walks of life, will (n)

- emphatic form
Grammar
- compound adjectives

- expressing opinion
Functions
- expressing feelings

- process speech involving dysfluency features ( pausing at the

Pronuncition end of a thought group )
- recognizing rhythm and intonation patterns in a speech

Homework - reorder a jumbled announcement to get a coherent text

Helpful notes
Emily Dickinson (1830-1886) is still considered America’s foremost woman poet.
She wrote more than 1.700 poems.
The strongest influences on Dickinson’s poetry are the Bible and Shakespeare.
She never married and she seldom left her family home in Amherst, Massachusetts, but she
transcended all physical limitations in her artistic correspondence and even more so , in her
psychologically penetrating poems.
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- Encourage the students to talk about their personal experiences and feelings and share
information with one another.
- Elicit how the poem relates to philanthropy ( solidarity , comforting others , offering help,
helping others overcome suffering , volunteerism…)
- Giving meaning to life is an automatic result of the poet’s philanthropic actions ( use of
if + present ….)
- When dealing with B.1 introduce the expression “ walk of life ”
Throughout this section , have the students identify the different features of an effective
speech: clear outline , greetings, grabbing the attention of the audience through a quote,
statistics etc , introducing, developing and clarifying the key point, supporting the key
point with different devices ( including intonation patterns) , giving a counterargument,
refuting the counterargument, concluding and bringing closure to the speech.
- The students will have to reinvest knowledge of speech structure , discourse strategies and
Intonation patters in producing and delivering a speech in section four of this module.
Answer key :
- As you listen . A . order : 3 , 1 , 4 , 2.
B.2 : The speaker gives a quote , statistics , using the emphatic form , intonation patterns…
G. : 2
- For some details / reference questions see tapescript.
D.3 : The speaker usually pauses at the end of a “ thought group” , a group of wordsthat
expresses a thought . Then pauses again at the end of the second thought group , the end of
the sentence
E.1. DOES , NOW
[Link] speaker raises the pitch of his voice in “DOES” and “NOW” to emphasize
meaning ; an additional information is carried over and above that which is expressed
by the words in the utterances

25
 Section Three: Reading
Scope and sequence
of specific content and skills
Reading
- draw on background knowledge to predict content
- tap on different sources to answer a specific question
- transfer information onto a table
- match dictionary choices with context at hand and explore
nuances
Skills/subskills
- scan for specific information
and strategies
- guess the meaning of unfamiliar words through context clues
- identify vocabulary items
- identify the communicative value of an utterance
- infer an attitude
Writing:
- express opinion about a specific issue

bathe, bond, bring out , clubbing , cute, dedicate, dwarfism,

genetic, give up, gossip , hero, homeless, milestone, party (v) ,
Vocabulary
puberty, rescue, salute, shelter, stone, swap, take over , take
turns, tragic , worldwide

phrasal verbs , should have + past participle, present perfect

Grammar
vs simple past

- talking about a personal experience

Functions
- expressing opinion

- do a web research
Homework
- gap-filling exercise

Helpful notes
- Phrasal verbs are one of the major important features of the English language.
Raise the students’ awareness of the form and the functional use of phrasal verbs.
In the following modules , present any phrasal verb that is new to the students.
- The reaction letter could be written in small groups. Make sure the members of the group
share the same attitude (s)
- Homework: the students may do the research individually or in groups.

26
 Answer key :
As you read C. 1+ e , 2+h , 3+b , 4+j,, 5+c , 6+g , 7+d , 8+a , 9+I , 10+f
D. 1+c 2+b should have marked +b
Exploring grammar :
Study the examples in column A and in column B then do the activities below.

A B

- She’s sacrificed a large part of her life for her - Toni turned 18 in October
- Toni’s just reached puberty - Kirsty gave up the chance to study
- …and has done so since she was five nursing at college
- Kirsty’s worked in the past - She has done so since she was five
- She’s given up everything to care for Toni - The Johnsons arranged a surprise party
- I’ve started taking her to the pub once in a
while
•What is the tense used ? : The Present Perfect • What is the tense used ? : The Simple Past
• Form :have(’ve) / has(’s) + past participle • Forms : regular form
• Use : Irregular form
• To talk about actions or situations which
started in the past and have continued up to • Use : The Simple Past tense
the present. is the one most often used to talk about
• For actions and situations which started in the past.
the past and went on until very recently It can refer to short , quickly -finished
• To talk about actions that have been repeated actions and events , to longer actions and
in a period up to the present situations , and to repeated happenings.
• To say that an action has just been finished
or to talk about its results .
• We do not use the present perfect with
expressions that refer to a finished time-
period (e.g. Last week , yesterday … ) Also , Past tense with present or future
meaning.
Also , present perfect with : up to now ,all this • The simple past is used in conditional
year , all my life , so far , during the …. , sentences after : if, suppose, as if, if only,
recently , lately , already , just , ever , never , yet it’s (high) time, would rather , wish

B. practising related grammar points :

1. have just seen , haven’t sent , explained , met
2. have known , have been , were, has lived , have grown , have gone , have invited
studied , got , offered , accepted , has been.
Homework:
1. apart 2. worst 3. bring 4. rescue 5. feed 6. shelter 7. May 8. tragic

27
 Section Four : Speaking
Scope and sequence
of specific content and skills
Reading
- recognize text structure
- identify the communicative value of a text / pictures
- extract salient points for subsequent use in speaking
Skills/subskills Speaking
and strategies - reinvest new words/expressions in one’s speech
- produce an outline
- produce appropriate intonation patterns
- produce a range of discourse strategies to persuade people
to do something

anecdote, commitment, consistently, dignity, essence,

Vocabulary infrastructure, meet(a responsibility), sustain(development),
well-being

- giving information
- suggesting a course of action
Functions
- advising others to do something
- persuading others to do something

Helpful notes
- Elicit from the students what UNICEF stands for and let them talk about its key missions
and major achievements.
- In talking about Bellamy’s message, lead the students gradually to focus on the last lines
“ adolescents and children...” and exploit that later in establishing a link with the speech.
- Have the students focus on the fact that commitment and action are also required from
children and adolescents themselves ( they donate and take part in philanthropic activities )
description of the pictures :
absence of the basic amenities of life ( water , electricity , rural roads , housing) isolated
areas , substandard living conditions
What the people described need:
decent housing , healthy living conditions, schools and libraries , educational opportunities ,
clean drinking water hygienic living conditions , cultural programmes, roads , health care
centres, economic integration , money and in-kind contributions.
in-kind contributions : see section one

28
The speech: In addition to the suggestions given in the textbook (page 58) , encourage the
speakers to use body language to illustrate some points, maintain eye contact with the
audience , follow rhythm and intonation patterns to emphasize some key points.
- Have the students reinvest what they’ve learnt in section two :The specific features of a
an effective speech .
The students may use the quotes given in section one

29
 Section Five : Writing
Scope and sequence
of specific content and skills
Reading/Listening
- identify purpose, attitude and point of view
- distinguish between literal and implied meanings
Skills/subskills
- identify the communicative value of a text
and strategies
Writing:
- apply the writing process to produce a cohesive and unified
piece of writing using an outline and notes

abolish, advocate, assassination, character, civil rights, elect ,

Vocabulary enrol, harmony, impressed, ivory, march, metaphor, preach,
protest, racial injustice, segregation, untiring, vote

consolidate the use of discourse markers :

Grammar expressions used to show the structure of a text
expressions of divisions.

- giving information
Functions - expressing opinion about a specific issue
- describing people in a picture

Helpful notes
- Have the students listen to the song and construct much meaning from it.
- Before you write.3. Make the students write complete sentences and discuss
them in small groups.
- Have the students identify the communicative value of Martin’s statement.
Invite them to express any relevant ideas they may infer.
- The subject matter is provided. The student’s task is not to generate ideas but to use the
notes to create/produce a cohesive and unified piece of writing. Have the students
concentrate on the aspects of writing / evaluation criteria mentioned and apply the writing
process strategies.

30
 Arts. Section One : Reading a poem
Scope and sequence
of specific content and skills
Reading
- identify the genre
- identify features of the genre
- draw on background knowledge to predict content
- distinguish between literal and implied meanings
Skills/subskills - identify vocabulary items
and strategies - scan for specific information
- infer and evaluate the writer’s intention
Listening / Speaking
- listen to a poem and recite it in an expressive manner
Writing
- apply the writing process to produce a poem
abuse , barriers, boundaries, famine, free verse, gangster, greed,
Vocabulary illiteracy, offence, selfishness, shadow, sit-in , smell, sonnet,
soul, symbolize, terror
-pronounce properly at word , sentence and discourse levels
Pronunciation
-recite a poem in an expressive manner
-sharing information
Functions
-expressing opinion

Helpful notes
- Follow the procedure suggested in this section.
- Make the students listen to the poem. Encourage and motivate them to read the poem
aloud and in an expressive manner. Make of this activity an enjoyable experience.
- Elicit the different meanings and implications of “fire” from the students. Make them
draw on their background knowledge.
Have the students write their poems and display them in class .The students read
the different poems and exchange appreciation and comments.
Answer key
Before you read. A. 1+free verse , 2+Haiku , 3+cinquain , 4+sonnet
As you read. 2. free verse
3. [Link] b. march c. sit in d. boundary e .barrier
4. love , positive change , life , culture , construction , struggle , glory , existence ,
self-expression , happiness , identity , learning etc.
5. slaveships ( the ships which carried slaves from Africa to America ) The sit-ins and
marches for civil rights etc
31
 Section Four : Speaking
Scope and sequence
of specific content and skills
Speaking
- make statements about a concrete situation
- produce descriptions
- express opinion about a specific case
Reading
- predict content
-skim for gist
Skills/subskills
- scan for specific information
and strategies
- identify vocabulary items in context
- recognize the relationship between form (punctuation) and
meaning
- provide a title for the text ( from alternatives suggested)
Writing
- apply the writing process strategies to expand a quote into an
article

autobiography , blind, blunted, breeze, cause, challenge, daring,

deaf, disability, dumb, immortals, interpreter, joyously, manifest,
mysterious, paralytic, prevail, quiver, rallies, reach(n) ,
Vocabulary
revelation, strive, struck, suffrage, superstition, testify, touch
of(n) ,tract, unfathomable, unique, unreachable, vaudeville, wild,
yearning

-describing a condition
Functions -expressing opinion
-expressing approval/disapproval

Helpful notes
The writing activity could be done in groups. Form the groups according to their choices.
The students are familiar with the strategies of expanding a quote into an extended text.
They often practise this skill in Arabic , French , History , Geography ……..
1. The student expresses thesis ( Introduction: Thesis statement)
2. The student presents arguments to support the thesis
Topic sentence + supporting arguments
Topic sentence + supporting arguments
3. The student makes a conclusive statement
Make the students use the suggested expressions (page 70)

32
Answer key
A. 1+see , 2+deaf , 3+dumb , 4+move
As you read. E. 1+manifest , 2+quiver , 3+autobiography , 4+startling , 5+suffrage ,
6+vaudeville , 7+unfathomable
H. italics. titles.
I. 2

33
 CONSOLIDATION MODULE 1

Activity No.1
[Link] [Link] [Link] [Link] [Link] [Link] [Link]
[Link] [Link] [Link] [Link] [Link]

Activity No.2
[Link] [Link] [Link] [Link] [Link] [Link]
[Link] [Link] [Link] 10. effectively [Link] [Link]

Activity No.3
1+f , 2+c , 3+a , 4+e , 5+d , 6+b

Activity No.4
Paul Cuffe was an early American black separatist. Son of an African slave father
who had purchased his freedom and a Nantucket Indian mother , he became
a seaman and a substantial property owner.
Cuffe devoted his wealth to philanthropy and resettling African Americans
in Sierra Leone.

Activity No.5
(3) , (6) , (1) , (4) , (2) , (5)

Activity No.6
1. has been , fell , was taken , hasn’t recovered yet
2. planned , have spent , got , have always enjoyed , have been married ,
have changed.

Activity No.7
1. I wish I had enough money to donate
2. If parents aren’t understanding they may have communication problems with
their children.
3. I’d rather you phoned at 4 instead.
4. Some parents don’t let their children have their own way.

34
 Activity No.8
Across Down

[Link]
[Link] [Link]
[Link] [Link]
[Link] [Link]
[Link] [Link]
[Link]

Activity No.9
[Link] on [Link] off [Link] in [Link] up
[Link] at [Link] for [Link] out [Link]…..up
[Link] out [Link] of [Link] about [Link] up
[Link] ….. up [Link]…for [Link] after [Link] over

Activity No.10
[Link] [Link] [Link] /must [Link] have [Link]
6. shall [Link] have [Link] [Link]

Activity No.11
deaf , dumb , sight , hearing , communicate , talk , experiences
graduated , accomplishments , causes , engagements , awarded , highest

Activity No.12
1+c , 2+g , 3+b , 4+e , 5+a , 6+h , 7+f

Activity No.13
Verb Noun Adjective
feed food fed
decide decision decided
volunteer volunteerism/voluntarism voluntary
grow growth grown
behaved(in compounds)/
behave behaviour
behavioural
expect expectation /expectedness expected/expectable
frustrate frustration frustrated/frustrating
xxxxxxxxxxxxxx charity charitable
satisfy satisfaction satisfied/satisfying/satisfactory
xxxxxxxxxxxxxx philanthropy philanthropic
sacrifice sacrifice sacrificed / sacrificial

35
Module Three : A CHANGE IS AS GOOD AS A REST

Topic : Entertainment

Travel – holidays – leisure activities – eating out

Subtopics : - facilities history and geography of places
visited

problem solving , critical thinking, efficient use

of data , efficient working procedure ,
appropriate
Cross-curricular learning goals :
self-expression , ICT use , project work ,
communicating, working and living with
others.

36
 Section One: Introductory Activities
Scope and sequence
of specific content and skills
Speaking
- express opinion about a specific topic
- make statements about facts
- produce descriptions
Reading
- use the strategy appropriate to the nature of text/purpose of
reading
Skills/subskills
- match activities with pictures
and strategies
- transfer information onto a table
- identify the communicative value of pictures
- categorize ideas/information
- evaluate and react to content
Writing:
- produce an outline/a table
- produce a short ad using an outline

canoeing – harbour cruising – roller skating – dog sledge riding

Vocabulary – safari – sightseeing – sunbathing – surfing – water skiing –
resorts – luscious food – wild life – honeymoon - accomodation

Grammar Comparatives and superlatives

- describing pictures related to a specific topic area

Functions - expressing opinion
- comparing attitudes

Mini-project Conducting a survey/writing a report

Helpful notes
Activity 1
You may ask your students additional questions about the pictures such as:
- Have you ever practised such activities?
-Which activities are/are not available in Tunisia?
-Why/when do people take up these activities?
Activity 2
Let the students read the ads silently then fill in the table in pairs.
Activity 3
1.a is an opportunity to recycle the comparative form (more/less + noun/long adjective ,
short adjective +er , as…..as)
37
Answer key
1- cycling 2- skydiving 3- surfing 4- sightseeing 5- sunbathing 6- harbour cruising
7- canoeing 8- roller skating 9- safari 10 – water skiing 11- dog sledge riding 12- hiking

38
 Section Two : Listening
Scope and sequence
of specific content and skills

Reading
- scan a text for specific information
Listening
Skills/subskills - transfer information onto a table
and strategies - scan for specific details
Speaking
- express one’s opinion
- talk about future plans

Island-dive-cave-harbour-bay-rock(y)-shoreline-bake(ry)-
Vocabulary
lagoon-sunset

Grammar Prepositions

Functions Expressing opinion / Expressing interest

Pronunciation Vowels / Diphthongs

Helpful notes
The text is not meant to be dealt with in an extensive way but to be used as a pre –listening
activity . Ask students to read the text and to complete the table . Students may find some
words in the text difficult but they are not crucial and will not hinder comprehension.
Students listen to the whole tape before answering the questions .Make students listen to the
passage as many times as needed .
In the speaking activity , student A will express his / her preferences for visiting a chosen
holiday resort using the appropriate language . Student B will ask for the reasons of his/
her classmate’s choice and talk about his /her own preferences.
Answer key
4. Jeeps- motor boats-evening swim-island –short walk.
[Link]-off-through- around-on-in-back- at.

39
 Section Three : Reading
Scope and sequence
of specific content and skills
Reading
- tap on different sources to answer specific questions
- guess the meaning of unfamiliar words through context
Skills/subskills - transfer information onto a table
and strategies - differentiate between relevant and irrelevant information
- provide titles for texts
Speaking
- support one’s opinion with arguments

dashed-plumber-invade-invasion-ant—shortlived-bat-snake-
Vocabulary
fortnight-mouse

Grammar The past / the past perfect

Functions - expressing disapproval

Homework Homework :language exercise( the past/ the past perfect).

Helpful notes
The first activity introduces the topic: holidays and accommodation and prepares the
students for the reading activity . This is an opportunity for students to know the different
types of accommodation .
Make students guess the topic of the text after looking at the pictures , then read the text
and answer the comprehension questions.
In the third stage of this section , students in pairs will give their opinions and justify their
points of view . The items in the list of services provided is also an opportunity for students
to learn more words related to the same topic.
Have students do the language exercise in the classroom or assign it as a homework .
Answer key
saw-had arranged-didn’t you come-was-had waited-saw-didn’t you get –left-went-noticed-
had changed-put-didn’t find.

40
 Section Four: Speaking
Scope and sequence
of specific content and skills
Reading
- transfer information onto a table
Skills/subskills - recognize text structure
and strategies - identify the features of an interview
Speaking
- produce and enact an interview

Vocabulary reign - blend - elite - appeal - merge - golden age

- WH questions
Grammar
- reporting answers

Functions Seeking and imparting information

Helpful notes
Activity 1
Do not spend much time on the comprehension of the interview. It is meant to be an
example for the students to follow in conducting their interviews.
Activity 2
Assign this activity as homework if class time is not sufficient. Ask the students to
summarize their classmate’s answers in a short paragraph and be ready to present it the
following session. The speaking test may also be based on this activity.

41
 Section Five: Writing
Scope and sequence
of specific content and skills

Reading
- identify the communicative value of pictures
- identify features of the genre
- recognize the relationship between form (linking words) and
meaning
- scan for specific information
Skills/subskills - identify purpose , audience
and strategies - recognize text structure
- extract salient points for subsequent use in writing
Writing
- apply the writing process strategies to produce a letter of
complaint
- reinvest ideas ,structures and features of the genre in one’s
writing

spoil – compensation – marvellous – fed up – break down – look

Vocabulary
forward to

Grammar linkers

- giving information
Functions
- complaining about a spoilt holiday

Answer Key
2 - unfortunately / to start with / as / thus / added to this / although / last but not least /
because of
5 - Part 1 : Reason for writing: exact details of holiday (place, date)
Part 2 : Details of problems.
Part 3 : What is expected from the company.

42
 Arts. Section One. Reading
Scope and sequence
of specific content and skills

Speaking
- make statements about a concrete situation
- describe one’s impressions about a particular event
Reading
- predict content of a text from its title
Skills/subskills
- skim a text to identify main idea from alternatives suggested
and strategies
- transfer information onto a table
- scan a text for details
- guess meaning of words/expressions from context (and
alternatives suggested)
- identify/infer text origin, purpose

vacation - estimate – affordable – amass – grind – soak up –

Vocabulary
unwind –commune – pertinent – fall back on someone

Grammar Might / could + bare infinitive

Function Expressing future possibility

Homework Doing internet research

Answer Key
As You Read
2* c
4* b / c
5* a- unwind
b- amass
c- soak up
d- commune
After You Read
1* a- future
b- Possibility
2* might / could + bare infinitive ---------- future possibility

43
 Arts. Section Two: Reading
Scope and sequence
of specific content and skills

Reading
- tap on different sources to answer specific questions
- guess the meaning of unfamiliar words through context
- differentiate between relevant and irrelevant information
Skills/subskills - identify logical relations in a text
and strategies - distinguish between factual statements and exaggeration
- infer and evaluate the writer’s intention
- compare one’s culture to that conveyed in a text
Writing
- produce a report

plump- ingredients –consistent –dilemma-sausages-doled(out)-

Vocabulary
mix-season(verb)-bundle-affix.

Grammar - The passive

Function - inquiring about/expressing opinion

Homework Homework : multiple choice alternatives (passive/active sentences)

Helpful notes
The first activity prepares the students for the reading passages.
In the second activity, students express their preferences by ticking the appropriate box
then complete the table with other items that are not mentioned .
Ask students to read both texts at the same time and answer the first questions then to focus
on the second text and answer the remaining questions .
Before conducting the survey , students in groups of four complete the questionnaire with
the appropriate questions and tick the appropriate boxes .
Answer key
-took- have been introduced-were shown-were given-was killed-we’ll be invited

44
 SCIENCE AND TECHNOLOGY :
Module Four :
A BLESSING OR A CURSE ?

Topic : Science and inventions /Technology

Inventions, experiments,scientists, medical

research and progress, computers,mobile
Subtopics :
phones, TV, genetic engineering ,new
technology and its impact on our daily life

problem solving , critical thinking, efficient use

of data , efficient working procedure ,
appropriate
Cross-curricular learning goals :
self-expression , ICT use , project work ,
communicating, working and living with
others.

45
 Section One : Introductory activities
Scope and sequence
of specific content and skills

Reading
- match dictionary choices with context at hand and explore
nuances
- identify the communicative value of utterances
- evaluate ideas
Skills/subskills - acquire knowledge about a given topic
and strategies Writing
- write a coherent text (reorder a jumbled telephone conversation)
Speaking
- make statements about concrete situations
- express opinion/judgement about specific issues
- enact a telephone conversation

applied(science), blessing, branch, cellular, cloning, cool, curse,

device, diagnose, dialysis, discover, disposable, draw upon,
fabricate, ingenuity, invent, kidney, laser,
Vocabulary
lens, lift(give s.o a lift) , make up, nano technology, orbit,
originate, pure(science), robot, science, set up, surgery,
technology, text(v)

Functions - inquiring about/expressing opinion

Mini-project - conduct a project work on a scientific or a technological issue

Helpful notes
Nano technology : the ability to do things – measure , see, predict and make –
on the scale of atoms and molecules . Traditionally, the nanotechnology realm
is defined as being between 0.1 and 100 nanometers , a nanometer being
one thousand of a micron ( micrometer) , which is, in turn, one thousandth
of a millimiter .
In Vitro Fertilization : ( IVF) , with subsequent embryo transfer , involves
The fertilization of eggs by sperm in a test tube – in vitro- rather than
In the body. It is used as a treatment for some types of infertility.
-The mini-project could be done individually, in pairs or in small groups.

46
Answer key
Activity 1.
[Link] [Link] [Link] [Link] [Link]
Activity 2.
1. The first robot was built in 1921 ( not 1912)
[Link] air conditioner was invented by Willis Carrier in 1902
The computer hard disc was invented in 1956
The transistor radio was invented by Texas Instruments in 1953
The mobile phone was first invented in 1947. The cellular phones were invented
In 1979. The digital cellular phones were invented in 1988.
3. Kidney dialysis was invented by William Kolff in 1944.
4. Gordon Gould invented the laser in 1958.
5. Karl M Muller and George Bednoz invented the high-temperature super conductor in
1986.
Berners Lee created Internet Protocol (HTTP) and www language (HTML) in1990.
James Russel invented the compact disk in 1965.
Bill Gates set up microsoft
6. 1968
7. Penicillin.
Insulin was invented by Frederick Grant B in 1922
Hepatitis-B vaccine was invented in 1980.
8. 1995.
9. 1987.
10. Bell Labs invented the voice recognition machine in 1936.
Chester F Carlson invented the photocopier in 1937.
Activity 5. E
8 , 11 , 5 , 1 , 7 , 12 , 4 , 2 , 10 , 3 , 9 , 6

47
 Section Two : Listening
Scope and sequence
of specific content and skills
Reading
- guess meaning of unfamiliar words through context clues
- use paper/electronic dictionary to expand/refine own vocabulary
- infer attitudes
- evaluate ideas
- acquire knowledge about a given topic
- recognize relations between pictures and comments
Listening
- get the gist of an extended listening text
Skills/subskills
- scan for specific information
and strategies
- transfer information onto a table
- evaluate information/ideas
- infer connections between events
- identify the communicative value of utterances
Speaking
- debate a controversial issue
Writing
-complete a summary from notes
-reorder cartoons to get a coherent story

abnormal, access, adoption, allergy, alliance, alter, ancestry,

artificial, biodiversity, biography, biological,
blood clotting, breed, burial, cell, chromosome, commit, confess,
construct, contamination, controversial, convict, curiosity,
designer gene, devastating, disorder, disposal ,
DNA, DNA technique, endanger, enhance, ethics, evidence,
execute, extinct, fee, fertilization, fever, funeral,
gene, gene therapy, genetic engineering, genetic testing, genome,
germline, guilty, herbicide, hereditary, hide, hormone, incurable
Vocabulary
, inestimable, insemination, insert, insure, in vitro, irreversible,
issue, lean(meat), liver,
livestock, mammal , merely, midwife, murder, networking,
nutrition, obese, organism, paralysis, partial, pharmaceutical,
procedure, procreation, prove, radiation, raise, rape,
recombinant, release, repair, reveal, reverse, RNA , row, salvage,
sample, schizophrenia, shrink, side effect, species, spread,
subject, surrogate, suspect, target, tissue, transgenic, transplant,
treat, tumor, undergo, upbringing, weed

48
Grammar - prefixes of negation - word formation

Pronunciation - stress patterns

- giving information , expressing agreement, expressing

Functions
disagreement, expressing approval, expressing disapproval

Helpful notes
- This section may take up to four sessions.
- Some work on vocabulary has to be done before dealing with the listening passages. The
purpose is to help the students discover , consolidate and practise vocabulary items and get
familiarised with the notions and concepts which might impede the listening
comprehension. Thus ,trying to make each listening session an enjoyable experience .
- The students shouldn’t be exposed to two listening passages consecutively. The exercises
A,B,C,D (p 119-121) are meant to separate the two listening passages in this section.
- Surrogate : one that takes the place of another ; a substitute ; a surrogate mother.
- RNA : ( ribonucleic) like DNA , this is another molecule that is important in genetics . It
is different from DNA because it is single stranded (not double stranded)
- Designer baby : the term “designer baby” has been used in popular scientific and
bioethics literature to specify a child whose hereditary makeup (genotype) can be , using
various reproductive and genetic technologies , purposefully selected (“designed”) by their
parents.
- class debate page 121. Encourage the students to express their opinions and support them
with sound arguments.
- Encourage the students to retell the stories and don’t care much about the language
mistakes. (exercise F. As you listen. Presentation1)
- After you listen. Presentation 1. E. Have the students construct meaning in the cartoons
and enjoy the humorous aspect by commenting on the behaviour of both Dennis and Lolita
- Presentation 2. As you listen F. Have the students do the exercise in small groups and
make them listen again to check.
- Homework . A and B. Explain the homework and tell the students to guess the meaning
of each new / difficult word and then check in the dictionary if necessary. Check the
homework in the following session . Have the students express their opinions , compare and
respond to the different attitudes in a brief debate.
Answer key
Before you listen.. A. 2
1+b , 2+e , 3+a , 4+d , 5+f , 6+c
A.3.
a : germline b : DNA testing , c : blood clotting , d : chromosome , e : genetic testing ,
f : designer gene
B.2. + c
C. 1+C , 2+D , 3 +A , 4+F , 5+G , 6+E , 7+B

49
 As you listen.
B+4
D. He gives concrete examples / he gives evidence/ the examples given are real life stories
which have an effect on his audience
they grab/catch the attention of the audience.
E. see tapescript
After you listen.
A. 1+c , 2+g , 3+f , 4+e , 5+b , 6+d , 7+a
C. show ≠ conceal , deny ≠ confess , spread ≠ shrink , innocent ≠ guilty , agree ≠ object ,
enhance ≠ reduce , succeed ≠ fail .
D.
treat Treated/treatable treatment
diagnose diagnosed diagnosis
choose chosen choice
disappear disappeared disappearance
perform performed performance
cure cured / curative/curable cure
insert inserted insertion
suspect suspected suspicion
xxxxxxxxxxxxxx innocent innocence
release released release
prove proved proof
xxxxxxxxxxxxxx curious curiosity
avoid avoided/avoidable avoidance
confess confessed confession

Presentation 2. As you listen. C. See tapescript

D. 2+ b.
G. 1. the main stress is on the second word.
G 2. the main stress is on the first part.
Grammar : immoral , incurable , illegal , inhuman , unacceptable , unsuccessful , disappear ,
irresponsible , misunderstood , irregular , disabled , unknown.

50
 Section Three : Reading
Scope and sequence
of specific content and skills
Reading
- identify core vocabulary items in a variety of topic areas
- tap on different sources to answer specific questions
Skills/subskills
- match dictionary choices with context at hand and explore
and strategies
nuances
Writing
- differentiate between relevant and irrelevant information

bird flu-patch-pea-dismiss-handset-trigger-decapitate-poultry-
Vocabulary prick-leap -rule(out)-threat-strain –consumption-nuisance-
available

Grammar Compound adjectives

Helpful notes
Ask students to complete the spidergrams with as many words as they can remember. The
spidergrams will be completed after reading the text .
In the second activity, students read the headlines and guess what the articles are about.
What is important is not the correct answer but the justification given for the choice
Students will read the articles afterwards and check their guesses . Ask students to justify
their answers each time.
Answer key

Article Headline Activity 1:

The two irrelevant sentences:
1 a a. people can feel well for some time and
2 f then go down with the symptoms.
b. Sufferers from the condition, called
3 e
Prader-willi syndrome,can go to great
4 c lengths, including stealing to get food.
5 b
6 d
Grammar exercise
1. insulin-producing cells 4. cancer-causing chemicals
2. a six-month period 5. 3000 two-year-old twins
3. 104 man-made chemicals

51
 Section Four: Speaking
Scope and sequence
of specific content and skills
Reading
- identify expressions in a line of letters
Speaking
- make statements about a specific topic
Skills/subskills
- express opinion about specific issues
and strategies
- ask for/give information appropriately
- support one’s ideas with arguments
- exchange information in simulated situations
- produce a dialogue

Vocabulary gadget – digital – game console – MP3 player – DVD - CD

Grammar Modals (may – can – must – should – ought to – had better )

- giving/asking for information

Functions
- expressing approval / disapproval

Homework prepare an oral presentation

Helpful notes
The objective of the whole section is to make the students speak. So:
1- Accept the different attitudes of the students as there are no right or wrong answers.
2- Let the students react to their classmates’ points of view
Activity [Link] No.2 is of Lara Croft ; the famous fighter in the English computer game
The fish : The bigger one is a genetically modified fish (salmon) next to a normal Atlantic
salmon of the same age.
Answer key
Activity 2
Send email / write a letter / do calculations / surf the internet / print / listen to music / watch
DVDs / record CDs / play games

52
 Section Five : Writing
Scope and sequence
of specific content and skills

Reading
- identify the genre , features and register of a text
- identify purpose of the writer
Skills/subskills - transfer information onto a table
and strategies Writing
- reinvest knowledge about text structure and its linguistic
features in writing
- apply the writing process

Kidney-diet –garlic-contribute- swallow-coupon-donate-

Vocabulary
purchase –abnormal-cure

Functions persuading people to do things

Helpful notes
Ask students to read the two texts and to complete the table. No need to make students read
for details . The reading activity prepares the students for the writing activity .The
audience , the purpose and the genre are important to know for the reading and the writing
activities . Students reinvest the acquired language and skills in the writing task . They refer
back to Text two to write a similar text .Students go through the different steps of the
writing process.

53
 Arts. Section One. Reading a short story

Reading
- skim for gist
- scan for specific information
- recognize text structure
- identify vocabulary items
- identify features of the genre
- infer attitudes and outcomes
Skills/subskills
- identify the communicative value of an utterance
and strategies
- evaluate and react to content
- develop and demonstrate critical thinking
Writing
- make statements about facts/concrete situations
- produce a caption to match an illustration
- produce a guided summary using a gapped text
- expand topic sentences into argumentative paragraphs

abstract, accumulate, correlation, data, discard, fit , ideal ,

malfeasance, manipulation, matching, model, psychiatric,
Vocabulary
resonance, shift, siblings, spot, temperamental , tired of , turn
red, unevenness

Grammar can , may , should , will …

- expressing opinion
- making comparisons
- expressing possibility
Functions
- expressing impossibility
- predicting future events
- expressing how certain/uncertain one is of something

Helpful notes
This section is specific to the Arts students. However, have the other studentsof the other
branches deal with Activity 1. and Activity 2. (Before you read) and the first part of the
story.
Answer key
C. 1+ part 4 , 2+part 1 , 3+part 3 , 4+part 4 , 5+part 4 , 6+part 2.
D. 1. get in the way , 2. data bank , 3. resonance
E . 1. the first girl , 2. Milton’s and Joe’s data banks , 3. Charity’s and Joe’s personalities.

54
 F. At first, Joe was a mere computer obeying orders and performing tasksassigned to him.
Later, he came to think more and more like Milton until he identified himself with Milton.
In the end, he started to act independently and to consider Milton as a rival.
Hence he got rid of him so that he could be the only one in contact with Charity.
G. He denounced Milton for something he did 10 years ago.

Arts. Section Two. Reading a poem

Reading
- evaluate ideas
- judge the accuracy of information with respect to one’s
knowledge of the world
- identify setting , character and incident
Skills/subskills
- identify tone
and strategies
- infer attitudes
- distinguish between literal and implied meaning
- paraphrase expressions
Writing
- use the appropriate layout and conventions to produce an e-mail

Vocabulary adversely , affect, e-mail, enslave , harm

Functions - expressing opinion

Arts. Section Three. Supplementary activities

Vocabulary : abundance , collision, colossal, compartment, crew , flood , huge, iceberg ,

loss, passenger , sail , sink , trembling

Helpful notes
Have the students apply the writing process to produce the text.(B)
Have them follow the steps suggested.
Have them use the criteria suggested to make the necessary improvements.

55
 Answer key

carry : was carrying sharp : sharply

large : the largest collide : collision
ever build : had ever been built miss : missing
not sink : unsinkable rise: rose
flood : were flooded foot : feet
sink : sinking happen : had happened
remember : be remembered damage : had been damaged
lose : loss horrify : horror
set : setting sink : was sinking
sail : was sailing already/flood : had already been flooded
suddenly/spot : was suddenly spotted give : was given
give : had been given lose : were lost

56
 CONSOLIDATION MODULE 2

Activity No.1
1 2 3 4 5 6 7
d g a f b c e

Activity No.2
1- leisure 2- relax 3- sauna 4- spending 5- magazine 6- beauty 7- book
Activity No.3
Entertainment Science / technology

camping – amusement parks –

insulin – cloning – contact lenses –
opera – concerts – hiking –
laser – DVD - DNA – hard disc
canoeing - sightseeing

Activity No.4
has loved – blocks – will – how – hands – on – before

Activity No.5
genetic – medical – Hopefully – resistant – particularly – profitable – unnatural –
responsibly
Activity No.6
host – which – useful – proud – during – representative – enjoying – destination – great

Activity No.7
Was found – had watched – starred – moves – watched – decided – went – was found – was
damaged – died

Activity No.8
1 2 3 4 5 6 7
h d f g a e c

Activity No.9
There were plenty of cafés and restaurants in Covent Garden. We were lucky enough to
find a table outside. The food was good and not as expensive as we had expected. We enjoyed
it all the more as we were surrounded by pavement entertainers of all descriptions: fire-eaters,
acrobats, singers and skate board champions.

57
 EDUCATION IS NOT FILLING
Module Five :
A BUCKET BUT LIGHTING A FIRE

Topic : Education / professional life

Distance learning , electronic learning, special

Subtopics : education , dream school , exams , school life ,
school violence

problem solving , critical thinking, efficient use

of data , efficient working procedure ,
appropriate
Cross-curricular learning goals :
self-expression , ICT use , project work ,
communicating, working and living with
others.

58
 Section One : Introductory activities
Scope and sequence
of specific content and skills
Reading
- infer main idea
- identify the communicative value of an utterance/text ( proverb)
- identify the communicative value of pictures
- scan for specific information
- deal with vocabulary items in context
- evaluate and react to content
- provide a title for a text (from alternatives suggested)
- draw on background knowledge to predict content
Skills/subskills
- acquire knowledge about a given topic
and strategies
Writing
- complete a table with statements
- complete unfinished words
- consolidate writing at the word level
Speaking
- make statements about facts/concrete situations
- produce descriptions of conditions
- compare sets of pictures
- express opinion /judgements about a specific issue/topic

alternative , bachelor, chronic, clerk, defectology, disability ,

distance learning , dustman , embarrassed , impairment ,
Vocabulary impatient, non-credit, overalls, plight, pursue, rely, retardation,
rise, seek, self-esteem , slate, sow, status, switch, transfer,
updated , willing

- modified comparatives
Grammar
- comparison of scale

- expressing opinion
Functions - making comparisons
- describing conditions

59
Helpful notes
Have the students exploit the Chinese proverb and construct much meaning from it.
The practice of integrating children with disabilities into regular school programs is called
mainstreaming.
- Set 1:elicit vocabulary and ideas related to the usual “traditional” school :
using the blackboard , chalk , the slate, books , copybooks , the classroom environment ,the
classroom rows , large classes , participation, seating arrangements , etc.
- Also, elicit vocabulary and ideas related to the advantages of having a real classroom and
a real teacher
- Set 2 : electronic learning , practicality, modern equipment , information and
communication technologies , CALL : Computer Assisted Language Learning
CALT : Computer Assisted Language Teaching
- electronic paths to personal needs and goals
- learning can be individualized according to one’s needs
- establish a link with exercises C and D.
Answer key
Activity 2.
[Link] , bachelor , graduate , master , doctoral , training , professional , Pursuing , hobby .
D. maintaining privacy , providing convenience , enabling a flexible schedule ,working at
own pace , can be less expensive , great for homebound individuals , no unnecessary travel , “
learn while you earn”
E. [Link] , [Link] , [Link] , [Link] , [Link]
Activity 3.
B. 1. hearing , [Link] , [Link] , 4. physical , [Link] , [Link] , [Link] ,
8. chronic , 9. long-term
C. [Link] , [Link] , [Link] , sufficiently , techniques
D. plight + c
Activity 4.
C. blue-collar workers.
D. The double life of Alfred Bloggs.
Grammar :
-“very” cannot be used with comparatives. Instead, we use “ much” or “ far ”
- …… to modify comparatives
- This comparative form is called comparison of scale.
- number of times + as + adjective / adverb + as
- number of times + as + many / much + noun + as

60
 Section Two : Listening
Scope and sequence
of specific content and skills
Reading
- acquire knowledge of the language
Skills/subskills Listening
and strategies - scan for specific information
- distinguish between relevant and irrelevant facts
- manage ideas and information

Vocabulary check out , cope, executive , graduation, join, magic ,unpredictable

Grammar Indirect questions

- asking and giving information

Functions
- reporting utterances

- stress patterns
Pronunciation
- consonant/vowel sounds

Helpful notes
- When dealing with the grammar exercise ,have the students see the appended grammar
summary to get help and guidance
Answer key
1+employment , 2+application , 3+qualifications , 4+interview , 5+found out , 6+ wages ,
7+search

61
 Section Three : Reading
Scope and sequence
of specific content and skills

Reading
- identify the genre of a text
- recognize text structure
- differentiate between relevant and irrelevant information
- guess the meaning of unfamiliar words from context
- transfer information onto a table
Skills/subskills - recognize the relationship between form(punctuation) and
and strategies meaning
Speaking
- express opinion about a specific issue
- describe one’s impressions about a particular event/personal
experience
- prepare and enact a short conversation using the appropriate
functional language and skills required in interactional contexts

disruptive-prior-unruly-praise-heap-youngsters-shift-muck around-
Vocabulary
detention-exclusion-lines-suspension

- relative pronouns
Grammar
- restrictive / non- restrictive clauses

- expressing disapproval / dissatisfaction

Functions
- giving arguments

Homework /
Homework : language exercise
mini-projects

Helpful notes
Ask students to do the matching exercise . You may do the first one with the students to
help them . The first activities prepare the students for the reading activity .Ask students to
read the text and answer the comprehension questions .
Answer key
Activity one : 1- d / 2 -c / 3 -b / 4–a .
Activity two: 1:an expert / 2:a teacher / 3: a student / 4:parents
Homework : better-educationally-who-pay-control-where-really.

62
 Section Four: Speaking
Scope and sequence
of specific content and skills
Reading
- evaluate and react to ideas
- infer causes and effects (from events described)
- infer attitudes and outcomes
Speaking
Skills/subskills
- make statements about a concrete situation
and strategies
- exchange information
- express opinion about a specific issue/topic
- talk about future events/plans
- reinvest new words/expressions in one’s speech
- enact a conversation

Vocabulary extra-curricular, involved, sit(for an exam), strength, weakness

- comparing answers
- describing attitudes
- expressing opinion
Functions
- apologizing
- expressing regret
- expressing intention

Helpful notes
Activity 1.
- Give help to the students when asked for ( clarify lexical items or concepts …)
- Have the students study and exploit the picture
- Make the students use the expressions suggested
- Encourage them to enact the conversation in class using the appropriate strategies and
skills .

63
 Section Five: Writing
Scope and sequence
of specific content and skills

Reading
- use the strategies appropriate to the nature of text and purpose
of reading
- evaluate and react to content
Skills/subskills Speaking
and strategies - ask for/ give information appropriately
- express opinion about specific issues
Writing
- apply the writing process strategies and the appropriate layout
and conventions to produce a report

Vocabulary thriller – classic – life-like – resources –make use of

Grammar Simple present / simple past

- asking for/giving information

Functions
- reporting

Helpful notes
* Questions 1-5 may be assigned as a pair work or as a teacher-led discussion. In the latter
case, go through the questions one by one and have the students elaborate on their answers
by asking them additional questions

* Question 6 : Let the students exchange roles as this is meant to pave the way for the
writing activity.

64
 [Link] One : READING
Scope and sequence
of specific content and skills

Speaking
- talk about a future plan/ambition
- express opinion/judgements about a specific issue
Reading
Skills/subskills - get the gist of an extensive text
and strategies - transfer information onto a table
- differentiate between relevant and irrelevant information
- recognize the relationship between form and meaning
Writing
- match sentence parts to achieve coherence

typist-typingpool-rub-hole-bin-burn-stuff-talented-flourish-
Vocabulary
destiny -promote

Grammar Word-building

Functions - expressing want and desire

Homework /
Homework : language exercise(multiple choice alternatives)
mini-projects

Answer key
Activity one : 1 –d / 2 -e / 3 -f / 4 -b / 5 -c / 6–a.
Homework : himself-for-too-what-never-where

65
 Arts. Section Two. Writing activities
Vocabulary : enrolment , standard , tongue
A. The students read the different instructions in the form so as to get clear ideas about the
information that should be provided.
Make sure the students complete the form in BLOCK LETTERS as instructed.
B. The students apply the writing process to write a formal letter.
They should use the appropriate layout and conventions to produce a formal letter.
They reinvest words , expressions, ideas … in their writing

Arts. Section Three. Reading and writing ads

Reading
- skim texts
- scan for specific information
Skills/subskills
Writing
and strategies
- reinvest knowledge about text structure in writing
- produce descriptions/comments to match an illustration
- use appropriate layout and conventions to produce an ad

animate , assist, customize , database, download, measure, scan,

Vocabulary
split, store ,translate ,weight

Helpful notes
- Make sure the students explore and assimilate the lexical items in the reading ads.
- Have the students identify the layout and conventions used in the ads.
Answer key
1+b , 2+c , 3+a , 4+d

66
Module Six : NATURE: ANY FUTURE WITHOUT IT ?

Topic : Ecology

Subtopics : Environmental issues, natural disasters

problem solving , critical thinking, efficient use

of data , efficient working procedure ,
appropriate
Cross-curricular learning goals :
self-expression , ICT use , project work ,
communicating, working and living with
others.

67
 Section One: Introductory activities
Scope and sequence
of specific content and skills
Writing
- make statements about concrete situations
- produce descriptions to match illustrations related to a specific
topic area
Reading
- identify the communicative value of pictures
Skills/subskills - transfer information onto a spidergram
and strategies - match words with definitions
- match pictures with headlines
- categorize ideas
- acquire knowledge about a given topic
Speaking
- support one’s opinion with arguments
- evaluate ideas

abrupt , alert, ash, catastrophe, dirty, drought, earthquake , ecology,

eruption, expel, extinction, ferociously, flood, hole, lava, motto,
Vocabulary
pollution, predict, prevent, rate, rupture, seism , shallow, species,
steam, storm, stumble, threat, tidal, tsunami, vent, volcano, wave

- describing pictures
Functions - expressing feelings
- expressing opinion

Homework - design a poster with a motto

Helpful notes
- Activity 1.A .Threats to the environment.
Elicit words/expressions /statements like : extinction of species , imbalance in the
ecological system , sea pollution , air pollution, domestic pollution, garbage dump (ing),
water pollution, water scarcity ,damage to the environment, global warming , ozone
depletion, acid rain , deforestation, fire , drought , volcano , volcanic eruptions ,tropical
storms known as typhoons in the Pacific and hurricanes in the Atlantic, tornadoes or
twisters , earthquake , tsunami (tidal wave) …..
and any other relevant words/expressions suggested by the students .
- Activity 1. B. Have the students check and compare answers in pairs/small groups.
- Activity 4. Have the students read the statement and debate it through answering the
questions. The students should support their ideas and viewpoints with concrete examples.
68
- Explain the homework and give help and guidance when needed.
Answer key
Activity 2. 1+drought (+picture 1) , 2+flood (+picture 2) , 3+tsunami (+picture3)
4+earthquake (+picture5) , 5+volcano (+picture4)
Activity 3. 1+D , 2+F , 3+A , 4+B , 5+E , 6+C

69
 Section Two : Listening
Scope and sequence
of specific content and skills

Listening
- listen to a text and report orally and in writing on gist and
specific details
- predict content from core vocabulary
Skills/subskills
- identify logical relations in a text Imitate appropriate intonation
and strategies
patterns
- identify the communicative function of an utterance
Writing / Speaking
- produce a summary

partner-wedding-waves-honetmoon-smash-pospone-mourner-
Vocabulary
sorrowful-grief-corpse-dread(ful)

Deduction in the past

Grammar
Must have +past participle

Function - expressing sympathy

Pronunciation Rhythm and intonation

Homework Homework : C test

Answer key
travellers-holidays-houses-damaged-flooded-fishermen-disappeared-injured-hotels-
devastation

70
 Section Three: Reading
Scope and sequence
of specific content and skills
Reading
- predict content of a text from notes
- skim for gist
- scan a text for specific information
Skills/subskills - identify vocabulary items in context
and strategies - evaluate and react to content
- acquire knowledge about global warming
Speaking
- express opinion about a specific topic
- make statements about specific issues

release – impact – findings – implications – accelerated – adequate

Vocabulary
– global warming – renewable energy – solar – simulate - melting

Grammar Will vs be going to

- expressing opinion
Functions
- convincing others to do something

Answer key
B* impact E* 1 - d
uncertainty 2-a
findings 3-e
implications 4-c
adequate 5-f
accelerated 6–b
Practising grammar
1- I’m going to be 6- Will pass
2- Will carry 7- I’m going to visit
3- I’m going to move 8- I’m going to have
4- Will look 9- Will bring
5- Will you have 10- Are going to send / will send

71
 Section Four : Speaking
Scope and sequence
of specific content and skills

Reading
- judge the accuracy of information with respect to the reader’s
knowledge of the world
- evaluate information/ideas
Skills/subskills - develop appreciation of self, environment and culture
and strategies Speaking
- make statements about concrete situations
- express / respond to surprise, shock, disbelief and dismay
- give a prepared oral presentation related to information
presented in a poster

Vocabulary brush , light bulb , tap, switch off, spill, tanker, trash

- expressing surprise
- expressing interest
- expressing strong surprise
Functions
- expressing disbelief
- expressing shock
- expressing dismay

Helpful notes
Make sure the students understand the communicative function of each expression /
idiomatic expression introduced in the list .This will help them reinvest the expressions in
their role play .
Have the students present their posters and explain the message conveyed through the
picture and the motto.
Encourage the students to comment on the different presentations .

72
 Section Five: Writing
Scope and sequence
of specific content and skills
Reading
- skim texts to infer common topic
- recognize text structure
- guess the meaning of unfamiliar words through context clues
- complete an outline of a story
- infer causes and effects from events described
- transfer information onto a table
Skills/subskills
- identify features of a narrative text
and strategies
- follow a sequence of events in a narrative
- extract salient points for subsequent use in writing
Writing
- reinvest knowledge about text structure and its linguistic
features in writing
- describe a sequence of events with/without explicit cohesion
- apply the writing process to produce a narrative

bitterly, chaos, collapse, crack, current, disintegrate, engulf, float,

Vocabulary
grab, grasp, looters, perish, pin(v), scream, shiver, sweep, wipe, yell

- past tenses
Grammar
- cause/effect relationship
- describing events
Functions - giving information
- expressing emotional attitudes

Helpful notes
While dealing with the texts and the activities suggested , draw the students’ attention to the
key aspects of a narrative text .Extracting the salient points of a narrative text will help
them perform well in their written production.
Answer key sweep swept 3. 1 + f
rush rushed 2+b
already engulf Had already been engulfed 3+d
grab grabbed 4+e
run ran 5+a
shiver was shivering 6+c
catch caught
lose lost
73
 Arts. Section One: Reading a poem
Scope and sequence
of specific content and skills
Speaking
- describe a particular event
Reading
- appreciate the sound and rhythm of a poem
Skills/subskills - skim for gist
and strategies - scan for details
- guess meaning of words from context
- identify essential ideas in a poem
- react to poem
Draw a picture to illustrate meaning

snowstorm – sandstorm – dust – maple – frost – flour – stand still

Vocabulary
–sunlight - woodfire

Grammar If + simple past

- describing a natural event(disaster)

Functions
- making comparisons

Helpful notes
The poet : Stanley Plumly was born on May 23, 1939 in Barnesville, Ohio. He went to
college and University and became an English professor and much-honoured poet. He has
taught at many Universities throughout USA. He is now a professor of English at Maryland
University. Some of his collections of poetry are: The Marriage in the Trees (1997), Boy
on the step (1989), Summer Celestial (1983) , Giraffe (1973)

The poem : “ Snowing, sometimes ” captures a scene from the poet’s boyhood when snow
fills the outside air and threatens the safety of the house. It shows the boy at the window
and his view of the snow moving in an orderly manner from across the road, closer and
closer to the house, then inside and into “the small far corners”.

The comprehension questions : Have your students answer the comprehension questions
either orally or in writing. They should use evidence carefully chosen from the poem-
specific lines or words that prove their points.

74
Arts. Section two. More practice activities
Vocabulary : asphalt, bulldozer, concrete, creep, debris, emit, freeway, garbage dump,
greed, ingenuity, marvel(v), tornado, twister, typhoon, wilderness
Activity 1.
1 + d , 2 + b ,3 + a , 4 + c , 5 + e
Activity 2.
ingenuity , civilization , creations, has not yet been destroyed, lucky , unpolluted ,
strengthened , is rapidly destroying , higher , physically impaired , remaining ,
threatened , ignorance
Activity 3.
A. Tornadoes or twisters can occur in almost every part of the world ; however,
the greatest number and some of the most severe occur in Kansas , Missouri,
and Oklahoma . This part of the United States is nicknamed : “ Tornado Alley”.
B. Tropical storms , known as typhoons in the Pacific and hurricanes
in the Atlantic , claim more lives each year than any other storm .
Activity 4.
(7),(1),(3),(5),(2),(4),(6)

Note : you may design some comprehension questions to make the activities more
challenging .

75
Tapescript

Module one : Section two : Listening

“ Dad , what is meant by ‘ a family ’ ?

Is it you and Mom, the others and me ?”
“No son, it’s more , much more than that .
It’s little Sue’s curls , and mother’s new hat ;
Jackie’s face when she learns she is able
To help your mother in setting the table .
Your first little drawings that we store away
To cherish and gaze at some future day;
Your mother’s lost look on your first day of school ;
Learning to live by the ‘ Golden Rule ’.
It’s fireside stories on many a night ,
The feeling we have that everything’s right ;
The trials and errors , the laughter and tears
That touch us all , down through the years
It’s all of these things, it seems to me ,
Which , my son , make a family . ”
Paula S . Dickinson

Dialogue 1.
Children ! Would you please stop making so much noise !
And for heaven’s sake , pick up your clothes and toys !
It’s hard enough trying to keep this house clean without your throwing your things
all over the place !
Clara , I know that the children get in your hair, but you should try
not to let it upset you so much.
Listen , Jim . I can’t help it. The children bother me and make me very angry
when they’re so noisy and messy.

Dialogue 2.
- That’s it, Greg ! You’d better not come in after midnight again tonight !
- I know , dad. You don’t have to jump down my throat ! I told you that
- I ‘d make it home around 11:30. I don’t intend to be late !
- Well, you’ve said that before and in you come at 2:30 in the morning.
- You can’t blame me for getting angry and scolding you. I’ve good reason.

76
 Father and Son by Cat Stevens

Father:
It's not time to make a change,
Just relax , take it easy.
You're still young, that's your fault,
There's so much you have to know.
Find a girl , settle down,
If you want you can marry.
Look at me, I am old, but I'm happy.

I was once like you are now, and I know that it's not easy,
To be calm when you've found something going on.
But take your time, think a lot,
Why, think of everything you've got.
For you will still be here tomorrow, but your dreams may not.

Son:
How can I try to explain, when I do he turns away again.
It's always been the same, same old story.
From the moment I could talk I was ordered to listen.
Now there's a way and I know that I have to go away.
I know I have to go.

Father:
It's not time to make a change,
Just sit down, take it slowly.
You're still young, that's your fault,
There's so much you have to go through.
Find a girl, settle down,
if you want you can marry.
Look at me, I am old, but I'm happy.

Son:
All the times that I cried, keeping all the things I knew inside,
It's hard, but it's harder to ignore it.
If they were right, I'd agree, but it's them you know not me.
Now there's a way and I know that I have to go away.
I know I have to go.

77
 Module two. Section two: Listening

(1)Good afternoon.
Before I begin , and as a regional representative of Hope Organization ,I would like to
convey the greetings of our organization president who wishes this seminar every success.
There’s an old saying that goes, “ we do not inherit the earth from our parents ,
we borrow it from our children.” I think this is a good reminder of how we must
always provide for our future generations.
We come from all walks of life. We are doctors , farmers, actors, mechanics,
shopkeepers, businessmen ,singers , teachers ,lawyers , sportsmen and students.
Hospitals for children is our official philanthropy. Thus raising funds to support
Our hospital system is our key mission.

(2)Our Hope Organization opened its very first hospital back in 1970 , and today there is
a national network of 12 hospitals that provide highly expensive , specialized medical
care to children with orthopaedic problems or burn injuries – all at no charge to the patient.
In 2002 alone there were over 5,000 patients receiving care at our hospitals.
That’s a lot of smiling little faces and grateful moms and dads.

You may be wondering where we get the money from to keep our hospitals running.
The majority comes from our hospitals’ Endowment Fund , whose revenues finance
about 80 percent of the hospitals’ operating and research budgets.
The gifts and fund-raising events are other operating revenue sources.

(3)Our philanthropy is one of the purest anywhere .By that, I mean about 93 percent
of our hospitals budget is used for patient care and research and only about
8 percent for administrative and fund-raising costs.

Compare these figures with any other charity and you’ll see the efficiency
of a well-run philanthropy.
A lot of people probably think that our hospitals don’t need any more money.
Well , the truth is , that’s not the case .
Our hospital system DOES need more money and NOW is the time when
we must work harder to gain financial support from the public.
(We’ve got to continue to raise funds in support of our hospital system
to meet the ever-increasing costs of modern medical care.
We need to continue to maintain our pediatric healthcare facilities
at state-of-the-art levels.

(4) We must keep contributions flowing in.

These contributions may be in the form of bequests through endowments,
wills and gifts from individuals, corporations or foundations.
Thank you for your time.

78
 Ebony And Ivory

Paul Mc Cartney
Steve Wonder

Ebony and Ivory live together in perfect harmony

Side by side on my piano keyboard, oh lord , why don’t we ?

We all know that people are the same wherever you go

There is good and bad in everyone
We learn to live, we learn to give each other
What we need to survive, together alive

Ebony and Ivory live together in perfect harmony

Side by side on my piano keyboard, oh lord , why don’t we ?

We all know that people are the same wherever you go

There is good and bad in everyone
We learn to live, we learn to give each other
What we need to survive, together alive

Ebony, Ivory , Ooh

We all know that people are the same wherever you go

There is good and bad in everyone
We learn to live, we learn to give each other
What we need to survive, together alive

Ebony and Ivory live together in perfect harmony

Side by side on my piano keyboard, oh lord , why don’t we ?

Side by side on my piano, oh lord , why don’t we ?

Ebony , Ivory living in perfect harmony

Ebony , Ivory living in perfect harmony

Ebony , Ivory living in perfect harmony

Ebony , Ivory living in perfect harmony

79
 Catch the fire
poem for Bill Cosby*
( Sometimes I wonder :
What to say to you now
in the soft afternoon air as you
hold us all in a single death ? )
I say –
Where is your fire ?
I say –
Where is your fire ?
You got to find it and pass it on
You got to find it and pass it on
From you to me from me to her from her
to him from the son to the father from the
brother to the sister from the daughter to
the mother from the mother to the child.
Where is your fire ? I say where is your fire ?
Can’t you smell it coming out of our past ?
The fire of living……………….. not dying
The fire of loving ……………….not killing
The fire of Blackness ……………not gangster shadows.
Where is your beautiful fire that gave
Light to the world ?
The fire of pyramids ;
The fire that burned through the holes
of slaveships and made us breathe ;
The fire that took rhythms and made jazz ;
The fire of sit-ins and marches that
made us jump boundaries and barriers ;
The fire that took street talk and sounds
and made righteous imhotep raps.
Sister *.Brother* . Come
CATCH YOUR FIRE ………………..DON’T KILL
HOLD YOUR FIRE ………………....DON’T KILL
LEARN YOUR FIRE ………………..DON’T KILL
BE THE FIRE ………………………..DON’T KILL

80
CATCH THE FIRE AND BURN WITH EYES
THAT SEE OUR SOULS :
WALKING.
SINGING.
BUILDING.
LAUGHING.
LEARNING.
LOVING.
TEACHING.
BEING.

Hey . Brother .Sister .

Here is my hand .
Catch the fire …………………. And live .
Sonya Sanchez

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 Module three: Section two . Listening

Get rid of the daily routine of traffic and restaurants, to enjoy countryside walk south east
of Gozo. A typical Gozitan picnic lunch and approximately a three-hour jeep tour will take
you “off the beaten track”, along the beautiful rocky seaside and through the fields, with
time to admire the typical Mediterranean landscape with its rocky shoreline and dwarf
vegetation.

Carob and fig trees are found along the paths. Around 13.00 hrs : picnic lunch on the beach
or in the countryside with a slection of Gozo Ftira , which is similar to a pizza but still being
baked in the old bakeries using wood from the oven.

Around 14.00hrs , the drivers and the guide will take you with the jeeps to visit the
following places :

-Simar valley
-Ramla valley
-Ramla bay ( swim stop )
-Calypso cave
-Marsalforn Bay
-The salt pans
-The azure window
-The inland sea
-Victoria the capital city
-The Citadel

At approximately 18.00hrs, you will board a private motor boat that will take you to the
famous Blue Lagoon on the island of Comino where you can enjoy the sunset , an evening
swim in the blue lagoon or explore the island of Camino by having a short walk around.

A buffet will be held for you to spoil yourself with the delicious mouth-watering food.

I n the meantime , music is also on for those who like to go for a dance. The crystal clear
water of the blue lagoon will be flood lit for those who wish to take a refreshing swim.

On the way back, we show you some caves around the island.

You will be back at your hotel approximately at midnight

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 Module four : Section two. Listening

Presentation No.1.

(1) Ladies and gentlemen. My name is Mark Edden . I am a professor at New Jersey’s
Institute for Reproductive Medicine and Science.
Genetic engineering in the form of “gene therapy” could be used to repair damaged
or replace missing genes in people who have genetic disorders.
Gene therapy is being used, as yet experimentally, to treat cancer. The treatment targets
only the cancerous cells thus avoiding the damage that is done to other tissues by current
radiation or chemical therapies.
A woman from California in the U.S., Ginger Empey, had advancing breast cancer .
Since it had already spread to major organs when diagnosed, gene therapy was the only
choice. She was injected with a genetically-engineered drug. Over the next year, her tumors
shrank by 25 percent. After 3 years, they almost disappeared.

(2) Genes and artificial chromosomes can also be inserted into embryos in a process
known as germline gene therapy. This could be used to cure genetic disorders , including
behavioural disorders such as schizophrenia , or to insert genes which enhance intelligence
or athletic performance. The benefits of these genetic changes would be passed on to later
generations.

(3) Creating “ designer babies” is meant to meet the wishes of the parents ,thus
creating new hope for parents who need a cure for their sick children.

(4) Recombinant DNA techniques can determine whether a person suspected of committing
a crime is guilty or innocent. Four black men were convicted of the 1978 murders of a white
couple in Chicago, Illinois in the U.S .Two of the men were on death row waiting to be
executed when DNA evidence showed that they could not have been the ones who raped
the woman victim. As a result, they were released from prison. Later, three other men
confessed to the crime and were convicted.
It can also establish the identity of dead bodies and determine ancestry.
Ms.x , had given her daughter up for adoption many years before and had agreed
to conceal her identity. However, she was not happy with the decision. Later in life,
she searched and found a young woman whom she believed to be her daughter.
The young woman was not sure that Ms. x was her mother, especially because
the woman who claimed to be her biological mother was Jewish and she was raised
as a Christian .DNA testing was used to prove the parental link.

(5) Genetic engineering could be so successful in the future that old age and illness
will be historical curiosities.

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Presentation No.2

(1) Good afternoon. My name is Jane Spencer. I am a member of the Medical Ethics
Alliance in Britain.
To start with, gene therapy has got numerous side effects during testing such as fevers,
abnormal blood clotting , partial paralysis and even death. Gessie Gelsinger died after
receiving genetic therapy at the University of Pennsylvania in the U.S. Doctors inserted a
cold virus into Gelsinger’s liver in order to cure his genetic disease. Instead, his heart, liver
and kidneys were harmfully affected.
There are also ethical issues. Who will have access to this expensive technology , people in
rich , developed countries or people in poorer, developing areas of the world ?

(2) DNA testing has unwanted consequences for those who wish to hide their identity.
It can reveal things that they do not want to know. Furthermore, DNA testing has
become a business. Even funeral homes and burial services now offer to save DNA
samples ( e.g. hair, blood ) for a fee. This raises questions of both privacy and ethics.
What are the rights of the dead person ? Who has access to these samples ?
How and where should they be stored ?

(3) Creating “designer babies ” . Isn’t that crazy and unethical ?

All children are of inestimable value in themselves and it is contrary to their dignity,
and the dignity of their procreation-the people whom they bring into being – to be
selected, conceived and utilised for the benefit of another.

(4) As regards genetic disorders, they are as much a social construct as a difference
in genes. We are all disabled in some respect either cognitively, socially or
physically .

(5) Such things as intelligence and athletic performance are in any case very complex
interactions of many factors such as upbringing, nutrition, education , experience
and healthy living as well as genetic factors involving the networking of hundreds
of genes.

(6) Ageing , illness and death are parts of human biography.

Seeking to eliminate them denies human evolution and what the future will bring

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 Module five. Section two : Listening

Journalist : I understand you are a product manager at Thomas Cook Holidays,

Mrs Perks. When did you join them?
Mrs Perks : I joined the company as a product executive in 1993, a month after
graduation. Now I am a product manager for South Africa.
Journalist : Can you tell us what your job consists in ?
Mrs Perks : I’m looking after the Cities and Short Breaks programme. I check out
destinations, find hotels, contract them , then I come back and brochure
the product.
Journalist : Do you have any special qualifications?
Mrs Perks : I left school at 16 after GCSEs and went to a College of Further Education
for two years after which I obtained a National Diploma in Business Studies
with tourism. At 18, I went to Cardiff University to do a four-year course
in the same field.
Journalist : Do you speak any foreign languages?
Mrs Perks : While at College I did a bi-lingual secretarial course in French and German.
I also speak Greek and Portugese.
Journalist : I suppose you have a lot of benefits, don’t you?
Mrs Perks : Apart from getting very good wages, I travel a lot around the world.
I love meeting people and visiting places.
Journalist : What is a typical day for you ?
Mrs Perks : There’s no such thing. Most days start at 7.30am and I’m not home until 8pm
and each day is unpredictable.
Journalist : Doesn’t this affect your family life?
Mrs Perks : My husband works long hours so he copes well with my working pattern. And
it’s nice having days off during the week when the shops are quiet.
Journalist : Have you ever thought of doing another job?
Mrs Perks : No, never! While working in Africa, doing a safari on foot surrounded by
animals I remember thinking: “ And this is supposed to be work!”. Magic !

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 Module six :Section two. Listening

PART 1
It‘s almost exactly 10 years since Natalie and Andy met at a swimming club. It was clear
from the start they were meant for each other. Their wedding was on the 22nd of May. It
was one of the happiest days of my life. Natalie and Andy postponed their honeymoon until
Christmas when Andy’s design company would be quiet. Nat and Andy had planned to
honeymoon in New Zealand but at the last minute changed their minds and booked a
beachside bungalow at the Phi Phi Princess Hotel Resort in Thailand.

PART 2
Nat phoned on Christmas day mid-morning. She sounded so relaxed and was having a
great time. She told me about the boat trip they had been on the day before, the people they
met and the meals they had had. The next morning, my partner, Ted was up at 7am and put
the TV on. The news was all about a tsunami hitting the area where Nat and Andy were
staying. I had never heard of a tsunami before. As I watched, the news got worst by the
minute. I dialled Nat’s mobile. My heart pounded as I prayed for her to answer. But she
didn’t pick up. I spent the morning ringing Nat’s phone, the foreign office, the hotel,
searching the internet and going round in circles.

PART 3
Finally, I managed to get to the Princess Hotel Website. It said there was an extensive
loss of life and damage to the building. My heart sank but we kept trying Nat’s phone and
everywhere we could think of. I refused to think the worst. No news; Nat would have called
if she was alive. I couldn’t stop searching the screen in case I glimpsed Nat and Andy. Ted
said gently I should prepare myself for the worst. Andy’s body was found. They used his
wedding ring inscription to identify him. I felt dreadful and I knew if Andy was dead, Nat
must have been too.

PART 4
Ted, my daughter Lauren and I flew to Phi Phi. Nothing prepared me for the sights I saw
as we approached the island. Total devastation, a smell of rotting corpses. I saw the
smashed strip of land of Nat’s bungalow; It had been hit both sides by waves and I realised
there was little chance they could have survived. I just hoped they died quickly. Phi Phi was
a living hell, but I didn’t want to leave. We returned and went to Nat and Andy’s flat. The
Christmas tree was still up, wedding pictures were everywhere and, typically it was
spotlessly tidy. They found Natalie’s body on the 3rd of September. We wanted to do
something good for them and so have set up a fund to raise money to help children orphaned
and schools devastated by the tsunami. We also wanted to help the fishermen and hoped to
buy several boats to help them get back on their feet again. Nat and Andy lived for each
other and died with each other.

DAILY MIRROR (NOVEMBER 2005)

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Impression Centre National Pédagogique 2006