‫ال تنسو الدعاء لوالدتي بالشفاء من مرضها فهي تعاني‬

‫هذا العمل صدقة جارية من أجلها للشفاء‬

Unit 01: Diversity

Theme: Signs of the time
Level: 2AS Literary streams
From Facebook page: Miss M.Amina

Lessons that are included (arranged) in the textbook and the progression (2022)

Sequence 01: Discover the language

Lesson 01: Reading + Grammar lessons (used to – going to – present simple)

Lesson 02: Working with words (Formation of adjectives) // Phonology:-Stress shift from noun to adj

Sequence 02: developing skills

Lesson 03 : Listening and speaking (Degree of certainty: might/ might well, may...)
Lesson 04: Reading and writing 1 (eating habits)
Lesson 05 : Grammar explorer -Relative pronouns, defining vs non-defining relative clause
Lesson 06 : Grammar explorer Comparatives and superlatives of adjectives
Lesson 07 : Grammar explorer -Link words comparing / contrasting
Lesson 08 : Grammar explorer Comparatives and superlatives of adjectives
Lesson 09: Reading and writing 2 (Define the concept of twin towns) (-Going to + stem, -planning to
+ stem ,-intend to + Stem)

 Unit assessment : Write about people’s lifestyles (past, present and future time)

Lessons that are included only in the progression (2022) without being mentioned in
the book
 Define the concept of diversity. -narrate past events
 Explore, compare cultural differences among people and their lifestyles throughout time
 Compare people’s values and accept them as they are.
 Explore the different contributions of people in the world in many fields.
 Narrate past events (consolidation) -list cultural differences among people
 Lesson plan 01

Level : 2nd year

Unit 01 :Signs of The time Sequence 01: Discovering Language
Rubric: Reading // Grammar lesson

Intermediate objective: By the end of this lesson, learners will be able to express a habit in the past using
the semi-modal used to in both negative and affirmative form. Also, they will be able to explicit a habit
in the present using the present simple and make a future attentions using “ going to” .

Materials: Worksheets // textbook Time allowance: 2 hours

Competency: interacting orally+ producing a written expression
Function: Describing
Language form: Semi-modal “used to” /present simple / going to

Tasks/intera- Procedures/correction Objectives Time

ction
Interacting with lrs using pictures p. 16 :
Lead in 1. What do the pictures represent?
To set Lrs in
2. What kind of jobs does each picture represent? context/ build
Before you the necessary
3. Do they belong to the same sector of economy?
read knowledge to
4. In which sector your father and/or your mother work? understand the
Lrs Expected answers: text.
1. In the pictures we can see workers.
2. A farmer / a women who is warking in the factory / a man who 6 min

is working in an office or bank (clerk)....

3.
Primary sector: production (agriculture)
Secondary sector: transformation (industry)
Tertiary sector: services

T asks Lrs to read the text carefully and circle the correct answer:
Task 01
1- The text is: a-Narrative b- Descriptive c- Argumentative

As you 2- The text is about:

To skim through 7 min
read a- Working in a facroty the text
b- The professional life of uncle Hassan
c- Life in the past
Key: 1- A 2-B

T asks Lrs to read the text carefully and answer the question in task
Learners will
02 p. 17:
read for
Keys: specific 15min
information/
a- Uncle Hassan used to work in the primary sector of economy.
 b- Every morning he used to get up early to milk the cows before
Task 02 coming back to the kitchen for breakfast. To introduce
c- No, he didn’t (use to). the use of the
d- The sector of economy which attracts the greatest number of semi-modal
“used to” and
workers today is the tertiary sector.
“going to”
e- Uncle Hassan is going to retire if his boss refuses to transfer him to
a commercial service.

Lrs fill in the blanks in the paragraph using the following words :
Task 03
Future – used to – To day - going to To practice
In the past people ………….. work much harder as they did not the use of the
After you have tools which made their work easier. ................, most of the semi modal
“used to” / to
read difficult and dangerous work is done by computers use “going
and other ................. It is expected that work conditions ...................... to” to make a 10 min
be more future
comfortable in the future. intention

Key:
In the past people used to work much harder as they did not
have tools which made their work easier. Today, most of the difficult
and dangerous work is done by computers and other machines. It is
expected that work conditions is going to be more comfortable in the
future.

The rule :
Task 04 1- To express a habit in the past we use : To draw the
 Affirmative form : …………….…… + ………………… rule
10 min
 Negative form : …………….…… + …………………
2- To express a present habit we use :
…………………………………………………………………
………………………………………………………………..
3- To make a future intention we use :
 Affirmative form : …………….…… + …………………
 Negative form : …………….…… + …………………

Key:

1- To express a habit in the past we use :

 Affirmative form: used to + v. inf (stem)
 Negative form: didn’t / did not use to + v. inf (stem)
2- To express a present habit we use :
The present simple tense + present time markers like : today
– at the moment – now ……
3- To make a future intention we use :
 Affirmative form : is / are going to + v. inf (stem)
  Negative form : is / are not going to + v. inf (stem)
Other expression can be use: planning to / intend to + stem

Practice

Task 01 , 02 p.18 :
Practice
a- Lrs complete the sentences using the positive, negative or Lrs practice 20 mn
Task 01 interrogative form of the semi model used to. the use of the
Key : semi-modal
used to.
1 - Samira doesn’t like reading now, but she used to read a lot.
2 - I know that Nassima is living in a small village now, but where did
she use to live?
3 Now, there are four libraries in our town, but there used to be only
one.
4 - When I was a child I didn’t use to wear a burnous, but now I wear
one.
1- I know that she doesn’t work in a bank now, but did she use to
work in one before?
b- T reads the completed sentences you have obtained in
exercise.
c- Lrs Pay attention as he/she reads them and note how
the letter (d) of ‘used to’ is pronounced:

Task 03p.18 :
Task 02
Lrs put the verbs in brackets into the correct tense to express a habit To express a
in the past or a habit in the present . habit in the
past using
Key: used to / and 15 mn
a-In ancient times, most people used to worship stones.
to use the
b-We used to go for long walks in the country when my father was
present
alive.
simple with
c-We usually/sometimes eat out for dinner. (Dine out)
frequency adv
d-I used to go to school by bicycle, but I don’t do it any longer.
to express a
e-In England, most people often go to the theatre at weekends.
habit in the
present

Task 04p.18 :
Task 03 Key:
All the members of my family have changed their lifestyles to get pupils 20 mn
of late. My grandfather used to drink coffee. Now he drinks express a habit
milk. My father didn’t use to jog. Now he runs more than three either in past
kilometres every afternoon. My mother used to cook food for or in present.
every meal because she could not eat leftovers and processed
food. Now, she often sends me to buy pizzas whenever she feels
she can’t prepare dinner.

My brothers used to go to bed early. These days, they stay

up late with the other members of the family watching films on
TV. They didn’t use to play video games. Now they are
addicted to them. Even I haven’t escaped the change. I used to
read books...
 Lesson plan 02
Level : 2nd year
Unit 04 :Signs of The time Sequence 01: Discovering Language
Rubric: Working with words

Intermediate objective: By the end of this lesson, learners will be able to use affixes appropriately. They
also will be able to select the right stressed syllable (stress shift from nouns to adjectives)
Time allowance: 01 hour
Competency: interacting orally+ producing a written expression
Language form: Affixes // stress shift from nouns to adjectives

Tasks/intera- Procedures/correction Objectives Time

ction
Lrs add the suffix : ic – al – less – ly – able – ical – ate to the following
Task 01 nouns to form adjectives
Noun Adjective Noun Adjective
Learners 15mn
Home Homeless Tradition Traditional
will use the
Beauty beautiful Magic Magical suitable
suffix to
Comfort Comfortable History historical form an
day daily Passion Passionate adjective

Lrs divide the following words into roots and affixes

Task 02 Illegality – unable – uncomfortable – illegible- immodest – immobility –
immoral - unacountable – uncertainty – incomprehension – devaluation .

Prefix Root Suffix

il Legal Ity
Un Able
Un Comfort Able 10 mn
Il Legible
im mobile Ity Lrs
Im Modest pracrice
Un Account Able the use of
im Moral Ity prefixes
In Comprehend Sion
Un Certain Ty
de valuate Ion

Lrs classify the words above in the following table :

Task 03 Nouns Adjectives
 Lrs will be
able to
Key : differentiate
Nouns Adjectives between
nouns and
Illegality – immobility – Unable - illegible adjs using 10 mn
suffixes
Uncertainty – devaluation Uncomfortable
incomprehension
immodest - immoral –

unacountable

Task 04  The table will be written on the board

 T asks Lrs to circle the stressed syllable in the following
words
Nouns Adjectives To practice
the use of
Atom Atomic stress in the
Drama Dramatic appropriate
syllable // 10 mn
Cology Colonial
To shift
Strategy Strategic stress
Proverb Proverbial

T asks some questions :

- In which syllable does the stress occur in nouns ?
- What about adjectives?
- So what have you noticed?
Learners expected answers :
- In nouns the stress occurs in the first syllable.
- In adjectives the stress occurs in the second syllable.
- We notice that stress moves from the first syllable in nouns to
the second syllable in adjectives .

 Note :
The shift of stress from the first syllable in nouns to the second syllable
in their corresponding adjectives.

- Lrs circle the stressed syllable in the following words :

Task 05
Comedy – Clarity – Newspaper - Specific – Comedic – System To select
 Broadcast the right

Key : stressed 10 mn
syllable
Comedy– Clarity - Specific – Comedic - System –

Newspaper – Broadcast

Lesson plan 03
Level : 2nd year L
Unit 04 :Signs of The time Sequence 02: Developing skills
Rubric: Listening and speaking

Intermediate objective: By the end of this lesson, learners will be able to make future predictions using
the future tense ( will ) and modals of expressing degree of certainty and uncertainty ( may , might …).

Time allowance: 0 hour

Competency: interacting orally+ producing a written expression
Function : Expressing degree of certainty and uncertainty
Language form: The future (will ) / Modals ( May / Might / ...)

Tasks/intera- Procedures/correction Objectives Time

ction
 T interacts with learners using different questions
Warm up  Lrs have to choose the right expression according to their
future interpretations. To set Lrs in
context/ build
the necessary
Pre- a- Algerian government will probably / may / will ban the use of knowledge to
listening COVID-19 vaccine next year. understand the
b- Algerian children will probably / may / will study at school use of different
using Tablets. expression to
express degree
of certainty 6 min

While- Lrs Listen to the following passage and choose the correct answer
listening a- The passage is:
A speech an interview an essay
Task 01 8 min
b- The passage is about:
1- Technological life in the future.
2- Life changes that occurred in the last decades.
3- Experts’ predictions about future changes.
c- The interviewees are :
1- certain (sure) about their predictions.
2- some are certain and others have doubts.
3- uncertain (not sure) about their predictions
 Lrs listen again to the conversation then fill in the blanks with
Task 02 modals to make the following predictions meaningful:
We...........eat more  I think pupils 100% 10 min
GMFs go to school
anymore,
They.....................study at home 80%
New Robots that....................do shopping for 60%
their owners.,
Robots..........exist in markets in the next two or 50%
three years
They.....................do other tasks such as 30%
cleaning, driving and cooking
20%
USA and Britiain ………………….. invent a cure
agiant this pandemic
0%
They..........sell it for a  This cure ………..
cheap price stop the spread of
COVID-19
Lrs classify the following expressions in the table below
Task 03
I’m absolutely certain that......// I’m uncertain about …. // It’s
improbable that........// It seems that …// I have the firm belief
that..........// I have the conviction that.......... // It’s probable that........ //
I’m sure that ….// it is possible // perhaps … // I believe that … //
To build the
Different ways of expressing certainty and doubt: pupils’
awareness 10 min
Expressing Certainty (sure) Doubt about the
different
ways of
expressing
certainty
and doubt.
Key:
Certainty Doubt

- I’m absolutely certain that...... - I’m uncertain about ….

- I have the firm belief - It’s improbable that........
that.......... - It seems that …
- I’m sure that …. - It’s probable that........
- I believe that … - it is possible
- I have the conviction - perhaps
that..........

Using the clues in the table above, write a dialogue in which you ask
and answer questions making predictions about the future changes in
different fields ( education – transportation – medicine – food –
shopping – communication )
 Aftere- Key:
listening sample dialogue
You: How sure are you about children who will stay and study at home To have
pupils make 20 mn
Task 04 through the use of computers?
predictions
Your partner: I have the firm conviction that education in developed
about the
countries will be online rather than going to school. future by
Pair work
You: Will robot house maids be available for use in the near future? expressing
certainty/
Your partner: I’ve no doubt that people will afford buying them to doubt
help homemakers in housework.
You: Will scientists invent a cure for killer diseases like cancer and
AIDS?
Your partner: Personally, I have the firm belief that it’s improbable
in the near future although I hope that might happen as soon as possible

The interview

This is Ahmed from the Algerian English radio. Today I am going to interview a group of
Experts about changes that would happen in the next ten years. My first question is to Mr. Rachid,
Mr Rachid : what are your predictions about our eating habits changes for the next decade?

MR. Rachid: well, From what i see i say that we will eat more GMFs, i mean genetically modified
food and less Fresh food.
Ahmed: my Second question is to Mr. Farid, what are your predications about education and schools?
MR. Farid: mm.. i think pupils won't go to school anymore, they will probably study at home using
holograms and computers.
Ahmed: thanks Mr.Farid; my third question is to Mr. Mohammed, what about shopping in the next
decade?
MR. Mohammed: well, we are now developing new Robots that may well do shopping for their
owners. These Robots may be available on markets in the next two or three years, also they may
not do other tasks such as cleaning, driving and cooking but will work harder to make them do such
tasks

Ahmed: My last question is to you Mr. Khaled, what about your predicitons in the field of
medicine?
Mr.Khaled: since the world now is suffering from COVID-19 i think developed countries such as USA
and Britiain might well invent a cure agiant this pandemic which they might sell it for a cheap
price. This cure could stop the spread of COVID-19 and help the world to feel happy again.
Ahmed: thank you all my dear guests for these amazing predictions that will make our vision clear
for what would change in our life style in the next decade and it's time to say good bye
 Lesson plan 05
Level : 2 year
nd

Unit 04 :Signs of The time Sequence 02: Developing skills

Rubric: Grammar desk

Intermediate objective: By the end of this lesson, learners will be able to use relative pronouns
correctly . They also will be able to differentiate between defining and non-defining relative
clauses.

Time allowance: 01 hour

Competency: interacting orally+ producing a written expression
Function : Describing
Language form: Relative pronouns

Tasks/intera- Procedures/correction Objectives Time

ction
T writes two example on the board interacts with lrs using some
questions :
Warm up
Example :
1. This is the girl who comes from Spain.
2. Mr Smith, who works with me, has invited me to a party.
Questions :
- What is the relative pronoun that is used to join the clauses?
- How many clauses do we have in the first sentence ? what 10 mn
about the second one ? Can we omit one of them ? why ?
- What is the difference between the first sentence and the
second one ?
- Do you know any other relative pronouns that can be used to
link between clauses ?
Expected answers :
- The relative pronoun is “ who “.
- In the first sentence we have one sentence and we cannot omit
any clause because the meaning will be unclear .
- In the second sentence we have many clauses. And even if we
omit the second clause we will have a meaningful sentence.
- In the first sentence we used the relative pronoun “who” to
link between two clauses to make the sentence meaningful.
However, in the second sentence we used the relative pronoun
to give extra inf about something.
- Lrs may say: which – where – when – that – whose ….

1- This is the girl who comes from Spain.

Main clause Defining relative clause
2- Mr Smith, who works with me , has invited me to a party.

Non- defining relative clause Extra inf

 Task 05 p. 25 :
Task 01 Lrs write 3 definitions using the inf in the box .
to learn how to
Key :
write definitions
- A restaurant is a place where people dine out. 10mn
using relative
- A waiter is a person who serves clients in a restaurant.
pronouns and
- Beef is the meat/flesh which/that comes from an ox, a bull , or a
their
cow.
corresponding
- Ramadan is the month when Muslims fast.
categories.
- A widow is a woman whose husband is dead.
- This is the man whom I met yesterday.

Lrs fill in the blanks with the suitable relative pronoun : which –
Task 02 who– where – whose – when – whom
1. Mr Richards, ………….is a taxi driver, lives on the corner.
2. This is the town ………….I spent my childhood.
3. The man, ………….father is a professor, forgot his umbrella. To practice the 20mn
4. I really enjoyed the time ………….we went to that Chinese use of relative
pronouns
restaurant.
5. What did you do with the money ………….your mother lent
you?
6. This is the girl ………….comes from Spain.

Task 03 Key /

7. Mr Richards, who is a taxi driver, lives on the corner.

8. This is the town where I spent my childhood.
9. The man, whose father is a professor, forgot his umbrella.
10. I really enjoyed the time when we went to that Chinese
restaurant.
11. What did you do with the money which your mother lent you?
12. This is the girl who comes from Spain.

Lrs join the pairs of sentences using the suitable relative pronoun
(non- defining relative clauses) .
- All my friends Are asians. They came to my party.
- All my friends ............................................................. To illustrate to
- Havana is the capital of Cuba. Havana has a lively night life. pupils the use of
- Havana............................................................. non-defining 15mn
- The River Nile is over 6,500 kilometres long. The Nile is relative clauses.
Egypt's main source of water.
- The River Nile................................................................
Key :
 All my friends , who are Asians , came to my party .
 Havana , which is the capital of Cuba , has a lively night life.
 The River Nile, which is over 6,500 kilometres long, is
Egypt's main source of water.
 Lesson plan 06
Level : 2 year
nd

Unit 04 :Signs of The time Sequence 02: Developing skills

Rubric: Write it out

Intermediate objective: By the end of this lesson, learners will be able to ………………………………

Time allowance: 30 minutes Competency: Producing a written expression

Function : Describing / comparing
Language form: Comparatives of adjectives

Tasks/intera- Procedures/correction Objectives Time

ction
Lrs read the following letter, underline the adjectives and
Warm up classify them in the table below  :
- The teacher can interact with learners using different
questions concerning the use of comparatives and 10 mn
superlatives of adjectives.
Revising and
Hi Mum, reviewing the use
of comparatives
I have arrived safety here in England. The weather is
of adjectives
colder than it is back home that’s why I have to wear thicker
clothes. My room here is more beautiful than mine at home. I
think that it is going to be more expensive to live here as I have
to pay for heating.
They told me that this is the nicest and the most common
university in England. I will start courses tomorrow.
I’m looking forward to hearing from you soon dear mother.
Love,
John,
Key:

From the passage Your own answer

Comparatives of Comparatives of
superiority inferiority
- Colder than / thicker - Less cold / Less
- More beautiful than thick
- More expensive - Less beautiful than
- Less expensive
superlatives of superlatives of inferiority
superiority
- The nicest - The least nice
- The most common - The least common
 Lrs use the adjectives between brackets to complete the following
Task 01 sentences:
1- We stayed at (cheap) hotel in the town.
2- I enjoyed our visit to the museum it was (interesting) I expected. 15 mn
3- I prefer this chair because it is (comfortable).
4- What is (popular) sport in your country? To practice the
5- I thought she was (young) me but in fact she is (old) me. use of
6- My brother buys a new car, it is (pretty) and (expensive) the old comparatives and
one superlatives of
7- What is (long) river in the world? adjectives
8- We had a horrible holiday. It was one of (enjoyable) holidays
we’ve ever had.
Key:
The cheapest / more interesting than / more comfortable / the most
popular / younger than / prettier and more expensive / the longest /
the least enjoyable.
 Lesson plan 09
Level : 2nd year
Unit 04 :Signs of The time Sequence 02: Developing skills
Rubric: Reading and writing

Intermediate objective: By the end of this lesson, learners will be able to use the future simple / goingt
to and the present continuous to talk about the future.

Time allowance: 01 hour

Competency: Interacting orally+ Producing a written expression
Function : Narrating
Language form: Future tense / present continuous / “going to”

Tasks/intera- Procedures/correction Objectives Time

ction
Interacting with lrs using the pictures and questions in p.28
Lead in Expected answers :
a-The key of a city represents hospitality and welcome. It is to interpret the
offered to the most distinguished and trustworthy people. logo of the United
Before you 5mn
b- The circles stand for twinned towns. Towns
read
c- The answer is in the logo. It’s written in Arabic. Organization.
d- Towns belonging to different countries twin in order to
collaborate with each other in many fields and promote mutual
understanding.

Task 03 p.29 :
As you read Lrs read the text and answer the questions
Key:
Task 01
a- Twin towns are towns which have agreed to collaborate with to have pupils read 15 mn
each other. a passage to look
b- They are arriving on Sunday afternoon on Sunday, March 15. for specific
c- The Mayor of Algiers is giving the opening speech. information.
d- The programme includes the visit of the Martyr’s Monument,
the Roman Ruins, the Royal Mauretanian Mausoleum and the
Kasbah.

The teacher reads and explains what is written in the Tip

Task 02 Box. Then, learners do the following activity.
Task 04 p.29 : To consolidate
Key: the use of the
future simple /
a. The Bulgarian students are staying at the Safir Hotel.
present 15 mn
b. Are they visiting Zeralda next week? continuous to
c. I hope you will enjoy your visit.
talk about the
d. I will get you an aspirin. future.
e. I’ve a camera. I’m going to take pictures of the Royal
Mauretanian Mausoleum.
The rule
- When talking about the near future , more spefically
about arrangement or an intention, we don’t use will ; Lrs will be aware
we use the present continuous instead. about the use of
the present
- Example : continuous and
going to for the
- The students will arrive in Algeria on Sunday
future 10 mn
afternoon.

- The students are arriving in Algeria on Sunday

afternoon.

- We can also use the going to form for the future.

- Eg : - We’re going to take them to Tipaza Tourist

resort for luch .

Lrs put the verbs between brackets into the correct tense
Task 03
1. Task 5 : put the verbs between brackets in the correct tense
2. Who .............................( to win ) the next world cup ?
3. I ............................ (to take) a taxi .
To practice the
use of the future
4. They ................................... (to come) for a meal today .
simple / present
5. They ..............................( to get ) married next. continuous to 10 mn
6. I .............................( to write ) the lesson at the moment . talk about the
Key : future.

- Will win - going to – are coming – will get – am

writing

Lesson plan 11
 Level : 2nd year
Unit 04 :Signs of The time Sequence 02: Developing skills
Rubric: Write is out

Intermediate objective: By the end of this lesson, learners will be able to write an E-mail about their
their plans when visiting Algeria using using the future simple / goingt to and the present continuous .

Time allowance: 01 hour

Competency: Producing a written expression
Function : Narrating / planning
Language form: Future tense / present continuous / “going to”

Tasks/intera- Procedures/correction Objectives Time

ction
Lrs imagine that they are one of the Bulgarian students
Write it visiting Algeria.
out To have pupils
Instruction : - Send an e-mail to an English penfriend of reinvest what they
yours telling him/her about your plans for the next two have learnt to write 25 mn

Task p. 29 months. Use information in the box p. 29 . e-mails to talk

about predictions
Correction :

- The task will be corrected collectively

Correction  - The task will be corrected collectively on the Lrs will have the
board . apportunity to
correct their 25 mn
mistakes and share
their ideas
 Extra lesson as worksheets
Reading and Writing II
 Pre- reading :
Look at the picture and discuss the following points.

1.What does the key in picture 1 represent?.it represents hospitality

2.What do the circles stand for? They stand for united cities .
3.Which sister cities are mentionned in picture 2 ? Elkader and Mascara
4.Why do towns belonging to different countries twin? To cooperate with each other.

 While - reading
Twin towns ( Mascara and Elkader city)

“Elkader” is a city in Clayton County, Iowa, United States , it was founded in 1846 by Timothy Davis,
John Thompson and Chester Sage. Davis was an admirer of the courageous and world-famous Algerian, Emir
Abdelkader who in 1830 began a fight against French colonialism in his country. Davis challenged with the
task of choosing a name for the new Iowa community, and proposed the name "Elkader".

Abdelkader (1808-1883) was born in Mascara, Algeria. He was an international hero who fought for the
purpose of uniting and freeing his people from French occupation. Abdelkader was a man of deep faith. His
values and personal character seemed appropriate ideals for Elkader's founders as they formed a new
community in a young country that shared those values.

The U.S. Embassy suggested that Elkader and Mascara become twin towns under the Sister Cities
International program. Twin towns or sister cities are towns or cities which have agreed to collaborate with
each other In 1984 the Algerian government approved the twinning of “Mascara” and “Elkader” and invited a
delegation from Elkader to visit Mascara and to sign official documents. On January 19, 1984 ten citizens from
Elkader city arrived in Mascara. Elkader Mayor, Ed Olson, and Mascara Mayor, M'Hamed Khaldi, signed the
joint Sister City documents on January 25, 1984.

1. Complete the following table with information from the text.

City Location Date of Founders Named after… Twined

founadation with…
Elkader Clayton 1846 Davis, John the courageous Mascara
County, Thompson and and world-
Iowa, United Chester Sage famous
States Algerian, Emir
Abdelkader

2. Read the text and say whether the following statements are true or false.
a. The founders of Elkeder didn’t know who was El Amir Abd Elkader. False
b. When Elkader city was founded , El Amir Abd Elkader was dead. False
c. In 1984 Mascara & Elkader were officially twin cities. True
d. A group of citizens from Mascara visited Elkader in 1984. False
3. Answer the following uestions according to the text.
a. What was the main reason behind naming Davis his community “Elkader“?
The reason behind naming Davis his community “Elkader” is that he was an admirer of the courageous
and world-famous Algerian, Emir Abdelkader
b. What are twin towns?
Twin towns or sister cities are towns or cities which have agreed to collaborate with each other
c. Who proposed the idea of sister cities?
The U.S. Embassy suggested that Elkader and Mascara become twin towns.

4. Who or what do the underlined words in the text refer to ?

a. Who (§1) Emir Abdelkader b. which (§3) cities

5. Find in the text words that are closest in meaning to the following.
a. Suggested (§1) = proposed
b. Suitable (§2) = appropriate
c. cooperate (§3) = collaborate

 Post – reading
Task : Suppose you are a member of an invited delegation to visit Elkader representing the city of Mascara
and your country Algeria. Write an article in which you describe how life style has changed through time in
your country.