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Brezina.Desert Tourism $ بريزينة. السياحة الصحراوية

المنتدى الإسلامي والتعليمي التربوي الشامل
 
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  حلول تمارين كتاب الانجليزية* بكالوريا * الجزءالرابع و الجزء الاخير*

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عدد المساهمات : 579
تاريخ التسجيل : 22/09/2009
العمر : 28
الموقع : http://nassebrezina.yoo7.com

مُساهمةموضوع: حلول تمارين كتاب الانجليزية* بكالوريا * الجزءالرابع و الجزء الاخير*    الأربعاء مارس 23, 2011 2:56 pm

Grammar explorer II (p.146)
Task 1 (p.146)
Similarities
‘all travelling in the same direction’ (§1)
Elicit other examples with other link words: E.g. both… and…, neither… nor, similar to, like …
Differences
 Compared with the other stars, the sun is of average size, but it is a giant in comparison with even the largest planets.
 The planets of the solar system are different from the distant stars.
 Unlike stars, which shine with their own light, the planets give off no light of their own.
 Jupiter, for example, takes more than eleventh Earth years to make one complete revolution around the sun while Earth makes its path around the just in just 365 ¼ days….
Elicit other examples from the students.
Task 2
Comparing/contrasting terms to use within a clause.
1. A and B are the same/alike/similar/comparable.
2. Both A and B are … /Neither A nor B is …
3. A and B are different/unlike/ disimilar.
4. A is the same as/ similar to/ like /resembles B.
5. A is as _____ as B.
6. A differs/ is different from B.
Link words to use between clauses, sentences and paragraphs
Category Coordinators Subordinators Transition words
Similarity And Likewise, similarly, also, too
Difference But, yet While, whereas, However, in contrast, conversely
on the other hand, contrary to …

Grammar explorer III (p.146)
A. The sentences express supposition/hypothesis.
B. Past simple + would+verb The author is just supposing/imagining things.
Grammar explorer IV (p.146)
A. The verb travel.
B. Dynamic/action verbs
C. Know/are/see
D. Stative verbs
E. See Grammar Reference p.223.
Task (p.147)
A. Well, because now I understand astronomy is important.
A: Sorry I don’t understand what you mean.
A: Oh , I see that you have a telescope in your attic.
B. Actually, I didn’t buy it. You know, it used to belong to my grandfather. I still remember the day when he gave it to me.
Vocabulary explorer (p.147)
Task 1 (p.147)
A. tiny B. recognize C. streaming D. catch a glimpse E. radiating F. twinkling G. give off H. huge I. speeding
Task 2 (p.148)
Astrologist - astronomer - astrophysicist -observers - scientist- psychologist
Pronunciation and spelling (p.148)
Task 1 (p.148)
First rule: E.g. Cats, seeds, cameras …
Second rule: Potatoes, buses, boxes, matches, bushes …
Third rule: datum- data, stimulus- stimuli …
Fourth rule: wife- wives, sheaf-sheaves
Fifth rule: belief- beliefs, proof-proofs …
Task 2 (p.148)
Theories - categories - theses men - women – beliefs – men- women –facts- origins – hypotheses.
// // //
Facts
Astrophysicists
Beliefs

Astronomers
Theses
Hypotheses
Theories/mysteries


Think, pair, share (p.149)
I sometimes think with awe about the possible consequences for life on earth if a comet collided with our planet. I can imagine it hurtling through the atmosphere before it makes its terrible impact on some part of a continent. Scientists do say that a similar incident took place many thousand years ago, and provoked the extinction of many giant animal species, including dinosaurs.
An enormous crater would form, and possibly cause a volcanic eruption which would send a heavy layer of particles and ash high up in the sky to stop the sun rays from reaching the Earth. Our planet would then be in the dark for many years, and consequently the temperatures would drop considerably.
A change in the climate could indeed occur, rainfalls and snowfalls would be frequent, heavy and long lasting, and floods would result from them; the sea level would probably rise, and cause some flat regions of the Earth to be totally immersed.
Another possible consequence of the impact would be a gigantic earthquake which would destroy many inhabited areas and kill a huge number of people. If the impact were near an ocean, a tsunami could develop and flood vast areas of flat land, causing many people to die or become homeless.
Facts in the past have shown that a disaster like an impact of a heavenly body on Earth could destroy life, or at least alter living conditions dramatically. The same could be repeated if another collision occured. This is why scientists are thinking up space programmes to find ways of preventing another accident of this kind.

TAKE A BREAK (p.150)
Idiomatic expressions
A. 1. b saw stars 2. a was born under an unlucky star 3. c Thank his lucky star
B. 1= a over the moon 2= d mooning over 3= b once in a blue moon 4= c crying for the moon
Poem
Here are some questions that can be asked to the students.
1. Explain how, in the first two lines, the poet manages to give us a history of the means of transport.
2. What comparison helps us to understand the challenges that must be met by the first settlers on other planets?
3. How can you tell that the author expects journeys through space to be quick?
4. How does the author show that he expects mostly younger people to journey out into space?
5. Americans are always asked, in Autumn, to ‘mail early for Christmas’. How is this expression related to the title of the poem?
RESEARCH AND REPORT (p.151)
Assignment 1 (p.151)
The competition can be organized in the form of a show asking questions like: Who was the astronomer who said that the earth was flat? What’s the title of the book that he is best known for? Where was Ptolemy born? What was his nationality? The students will play the roles of host and guest in the show.
Assignment 2 (p.151)
This assignment can take the form of a demonstration class or a news reading.
Assignment 2 (p.151)
Eclipse: passage of an astronomical body through the shadow of another. The term is usually used for solar and lunar eclipses, which may be either partial or total, but may also refer to other bodies, for example, to an eclipse of Jupiter’s satellites by Jupiter itself. An eclipse of a star by a body in the Solar System is also called an occultation.
A solar eclipse occurs when the Moon passes in front of the Sun as seen from Earth, and can happen only at new Moon. During a total eclipse the Sun’s corona can be seen. A total solar eclipse can last up to 7.5 minutes. When the Moon is at its farthest from the Earth it does not completely cover the face of the Sun, leaving a ring of sunlight visible. This is an annular eclipse. Between two and five solar eclipses occur each year but each is visible only from a specific area. A lunar eclipse occurs when the Moon passes into the shadow of the Earth, becoming dim until emerging from the shadow. Lunar eclipses may be partial or total, and they can happen only at full Moon. Total lunar eclipses last up to 100 minutes; the maximum number each year is three.
A total solar eclipse visible from southwestern England took place on 11 August 1999 and lasted for two minutes. This was the first total solar eclipse to be visible from the UK since 1927, the next will be in 2090.
(From the Huchinson Encylopedia, 2001 Edition)
Assignment 3 (p.151)
The etymology of the words is Arabic.
Assignment 4 (p.151)
E.g. One of the myths says that the Earth stands on a bull’s horns.
LISTENING AND SPEAKING (p.152)
Skills and strategies outcomes (p.152)
Let the students skim through the preview so as to get acquainted with the objectives of the section.
Before listening (p.152)
1. ET stands for extra-terrestrial. Students have already come across this term.
Questions 2, 3 and 4 are open-ended questions. There are many possible answers.
5. See text on science-fiction in SE2 textbook.
As you listen (p.153)
Have students skim through the text in the coping box before setting them to task.
Task 1 (p.153)
The clues are not necessarily the ones that students will identify:
a. They work for the S.E.T.I(Search for Extra-terrestrial Intelligence)
laboratory.
b. Beyond the solar system perhaps even beyond the Milky Way
c. For many centuries we were ignorant of what we call the New World today.
d. The S.E.T.I researchers are determined to distance themselves from science fiction and fantasy.
Task 2 (p.153)
Students will discuss the following statement:
‘That would shed light on the origin, the nature and the future of the universe as a whole.’ Students don’t have to agree on one single answer.
After listening (p.154)
Students skim through the text in the coping box. Engage a discussion with the students to check that they have inderstood the main ways of expressing agreement or disagreement with stative verbs. (See Coping box, p.154.)
Task 1 (p.154)
Allocate the necessary time to the students to prepare their dialogues.
E.g.
A: Is what they telling us about space laboratories true?
B: I (don’t) think so.
A: Why?
B. …
Task 2 (p.154)
The task can be done in groups. Let the groups brainstorm one of the topics before they engage in dialogue. Make sure the students use the right tenses.
Saying it in writing (p.155)
E.g. I think that astronomy is one of the most useful sciences today. For one thing, it’s thanks to astronomy that we can predict such catastrophes as tsunamis and hurricanes. Right now as I ‘m speaking to you there are satellites hovering above us in the skies watching for any hurricane that may hit us….
Reading and writing (p.156)
Skills and strategies outcomes (p.156)
Let the students skim through the preview. Then interact with students to make explicit the objectives of the section.
Before reading (p.156)
Task 1 (p.156)
The answer is C. because the paragraph in question is a lead-in. Its purpose is to entice the reader to read the whole article or news story. It is signed by a journalist by the name David Grinspoon.
Task 2 (p.156)
It fits in the beginning because “why” indicates that a rhetorical question is asked and we expect that it will be answered in what comes next.
Task 3 (p.156)
An answer/ a discussion of the issue raised in the lead-in.
N.B. Students will suggest answers to the three questions, but try not to answer them at this stage. They will check their answers while doing task 1 in the as-you-read rubric.
As you read (p.157)
Task 1 (p.157)
Students will skim through the rest of the text to check the guesses they have made in the before-reading task.
Task 2 (p.158)
A. The NASA fired a copper explosive barrel in the path of Tempel 1 in order to learn about the impact that a collision with comets might have on our planet. Or
….in order to learn about the life secrets that lie within the hole of the comet.
B. Deep impact
C. Paragraph 5
D. The dinosaurs would not have disappeared if they had known how to divert the course of comets. The space programme is vital because it can help avoid the kind of collision that caused the disappearance of dinosaurs.
Tasks 3 and 4 (pp.158-159)
Crater = hole (relation of synonymy); Mixed reactions = not complelety positive/good. The three sentences give clues in three different ways: not really fine (not good); analogy and a rhetorical question. Hurt: (word coming in topic sentence) = doing harm (idiomatic expression in the concluding sentence) The parallel that the author draws between the mission and digging for sand specimens in a beach provides another clue for understanding the meaning of the word.
Demolish = destroy (relation of synonymy) Ice crust = frozen rock (synonymy) Lacked =/= had The meaning of lack can be guessed either from the context of the sentence “The dinosaurs disappeared because they lacked a space programme.” It also also guessed from the concluding sentence of the paragraph “ … because we have knowledge….)
After reading (p.159)
Possible answers:
1. The decision to shoot at the comet is unreasonable/too quick and can have bad consequences.
2. There is no need to be worried about the shooting at the comet because it is as harmless as picking up a few sand specimen for study.
Or the mission is totally harmless because …
3. Human life can’t be destroyed by the collision of our planet with a comet because we know how to divert their course.
Task 2 (p.159)
A.Type of discourse: Argumentative
B.Function: Persuading the reader about the importance of a space programme.
C.Category of reasoning: It is mainly a reasoning based on analogy
Writing development (pp.160 –161)
You often hear people say, ‘The budget devoted to space programmes is wasted money.’ Many people support this statement by saying that these huge amounts can be invested in projects to combat diseases. Likewise, many other people consider that space exploration is a wild dream and that the money spent on these explorations is needed to relieve poverty in Africa. Though I understand that there is an urgency to fight diseases and relieve poverty in our continent, I don’t think it is right to abandon investment in space explorations. Why?
In the first place, many of the advances made in medicine are indirectly the result of space exploration. For instance, …
Project outcome (p.162)
Assessment (p.163)

Text 5 (p.36) The Martians are coming

I. Read the text carefully and answer with True or False(3 pts)

a) The radio programme was broadcast on Halloween day.
b) The news announcers were real actors.
c) An announcement was made before the show began that the programme was unreal.
d) Everybody was trying to leave the town by car.
e) The Americans killed the Martians with poisonous gas.
f) The programme was about London in the 1890s.

(Answers: aF,bT,cT, dF,eF,fF)

II. What is the main idea of this text? Justify your choice.( 1.5pts)
a) Halloween eve is a good night to scare people.
b) People are ready to believe anything that seems realistic to them.
c) A Martian invasion could cause much panic among people.

(Answer: b). a and c are also acceptable provided the choice is justified.
III. What do these words refer to in the text? (2 pts)

a) One (a good one) §1
b) it (seem) §1
c) their (suitcases) §3
d) others (tried) §3

(Answers: a: story, b: the show, c: people, d: people)

IV. Use of English:
A/ Find in the text a synonym for each of the following words (3pts)
a) scenery §1
b) frightening §1
c) tried § 3
d) intruders (from outer space) § 3

(Answers: a:setting, b:scary/terrifying, c: attempted, d: aliens)

B/ Complete these sentences with words or expressions from the box below. Use each word or expression at least once (3,5pts)

Should ; don’t have to ; didn’t have to; must ; have to ; had to; mustn’t
a) You……………..do your homework now if you don’t want to
b) I really ………….remember to send my brother a birthday card
c) My parents say I …………..be home by 8 o’clock at the latest
d) You………………buy a monolingual dictionary. You can refer to it every time you are unsure of what a word means
e) You…………….come into my room without knocking
f) I didn’t come to your birthday because I ………………stay at home with my mother who was ill

(Answers: a: don’t have to, b: must, c: have to, d: should, e: mustn’t, f: had to)

C/ Complete the second sentence so that it has the same meaning as the first sentence. Use the passive voice. You must use between two and five words (1pt)

a) Welles made some changes in the original story
Some changes……………….by Welles in the original story
b) Somebody had eaten all the food by the time we arrives
All the food………………..by the time we arrived
c) Our teacher gave us some good advice to help us pass the Baccalauréat exam
We…………………some good advice by our teacher to help us pass the Baccalauréat exam
d) When we woke up, we discovered that the wind had blown down a large tree during the night
When we woke up, we discovered that a large tree…………….

(Answers: a: were made, b: had been eaten, c: were given, d: had been blown down)

D/ Find the corresponding verb or noun to the following words (1 pt)
NOUN VERB ADJECTIVE
a) Adaptation
b) Invasion
c) ?
d)
e) ?
f) ?
g) ?
h) ? ?
?
decided
?
smell
interrupted

described



scary


fictional



(Answers: a: adapt, b: invade, c: decision, d: scare, e: smell f: interruption, g: fiction, h: description)



V- Writing: Write a twenty-line essay on ONE of the following topics (5 pts)

A/ Imagine the Martians invaded the planet Earth. What do you think would surprise them about our lives, and what would they change?

B/ Some people say that reading science fiction stories helps to imagine new worlds and create new ways of life. Do you agree with this statement?

Time for … (p.164)





UNIT SIX: KEEP COOL (pp. 165- 195)
Introduce the theme of the unit by asking questions about the two pictures. Refer the students to the project outcome on page 193.
Listen and consider (pp.166-170)
Language outcomes p.166.
Students will get acquainted with the language outcomes by skimming through the text of the preview.
Getting started (p.166)
1. Biyouna, Salah, Bakhta …
The other questions are open-ended.
Let’s hear it (p.167)
Task 1 (p.167)
1.C 2.B 3. A 4.D 5. E
Task 2 (p.167)
Students don’t have to agree on the statements.
Around the text (pp.167-168)
Grammar explorer I (p.167)
1. The 2. the 3. the 4. zero article 5. zero article 6.a 7. zero article 8. the 9.a 10. a 11. zero article 12.an
Grammar explorer II (p.168)
Task 1 (p.168)
A. must = obligation mustn’t= prohibition
B. have to =necessity
C. don’t have to= lack of obligation
D. Should = advice
E. Ought to= advice
Task 2 (p.168)
Make sure you give time to students to prepare the dialogue before they act it out.
Vocabulary explorer (p.169)
Tasks1 and 2 (p.169)
Positive Negative
Noun Adjective Noun Adjective
Fun
Humour
Happy
Help
Joy
Comedy
Thought
Optimism Funny
Humorous
Happiness
Helpful
Joyful
Comic
Thoughtful
Optimistic Stress
Tragedy
Self-centredness
Self-satisfaction
Sickness
Worry

Stressful
Tragic
Self-centred
Self-satisfied
Sick
Worried

Task 3 (p.169)
Broaden - deepen – widen – shorten – darken – roughen – soften
Please note that humanity and humour belong to neither category.
Humour broadens our minds because it allows us to see the funny side of life. Moreover it can deepen and widen our emotional lives since it develops in us that capacity to laugh at ourselves. Without it, our life expectancy would shorten and our prospects would darken. More importantly, while hardships roughens our lives, humour softens them.
Task 4 (p.170)
Some of the items can be figure either in the positive or negative column. It depends on how you look at things.
Positive Negative
Noun Adjective Noun adjective
Self-help
Self-reliance
Self-discipline
Self-esteem
Self-defence
Self-sacrifice
Self-denial

Self-educated
Self-reliant
Self-made
Self-effacing
Self-condifent
Self-possessed
Self-assured
Self-supporting
Self-assertive Self-pity
Self-deception

Self-satisfied
Self-conscious
Self-assertive
Self-fulfilling
Self-evident and self-portrait belong to neither category whereas some of the other items can belong to either category depending on the student’s point of view.
Task 5 (p.170)
1. Self-educated 2. self-effacing 3. self-control 4. self-help 5. self-esteem 6. self-reliance 7. self-denial/self-sacrifice

Pronunciation and spelling (p.171)
Tasks 1 and 2 (p.171)
Sound /h/ in accented words and in initial position.
Henry – heroes – heroines – humanity – history – homeland - heart
Sound /h/ in unaccented words
Honourable – honest- humour
Task 3 (p.171)
The sound-spelling link = 4 letters for two sounds
Task 4 (p.171)
Use the weak form of “of” except for made of where the strong form of of must be used .

Think, pair, share (p.172)
Dear Miserable,
I’m very sorry to hear that you are having difficulty coping with stress and anxiety, due to the forthcoming final examination. I more than sympathise with your being depressed. Let me tell you however that taking a few commonsense steps would restore confidence and cheerfulness in you.
I think you are working too hard, and not taking enough time for breaks. Do you know that cramming and doing exercises endlessly produce more anxiety in you? That’s why you don’t feel you have time to spare for your friends, and to enjoy some of the pleasures of life you are entitled to.
So, as I said, you should relax and sleep regularly, meanwhile leaving your brain to process the hardest points of lessons and activities. You should go out for walks or practise some sport everyday to help you relax. You ought not to worry constantly about the time when your exam occurs, lest you would lose your concentration on the appointed day.
Think that after all, you have reached a good level of competence, and that you have enough strategies at this stage to decide how to organise your work. Let me tell you again that when the exam comes, always start with the things you can do easily and leave time for the most tricky parts.
I’m sure that when the time comes, you will be able to overcome your stress and perform quite successfully.
I wish you all the best.
Aunt Hillary

Reading and writing (pp.173-178)
Language outcomes (p.173)
Let students skim through the preview to get them acquainted with the objectives of the section.
Getting started
1. The lady is comforting the weeping child. You can take the opportunity to ask other questions. E.g. Who is the lady?
Questions 2-6 are open-ended questions.

Taking a closer look (p.174)
Tasks 1 and 2 (p.174)
1. Nearly all of them.
2. The great majority of them would rather let all of it out and say what they feel than bottle it up inside and make matters worse.
3. They give little attention to people who complain in public.
4. They hug one another when they score a goal.
5. The American people are extrovert because they show their feelings whereas the British are both introvert and phlegmatic. The British tend to hide their feelings and are not easily moved. This is not necessarily the way students will formulate the answer.
N.B Let students c²heck up the meaning of the words (extrovert, introvert and phlegmatic) if necessary.
Make sure you give students the necessary time to think over the second part of task 2 before you set them to task.

Around the text (p.175)
Grammar explorer (p.175)
Sentences expressing likes and dislikes:
 Almost all of them enjoy talking about their own experiences.
 (…) a national tendency to avoid showing strong emotion (…)
 The British like to keep a stiff upper lip.
 Many elderly people do not like to see this.
Sentences expressing preferences:
 Nearly all Americans believe that it is better to share what they think or feel.
 When some of them are upset they prefer to cry rather than retain their tears.
 The great majority of them would rather let all of it out and say what they feel than bottle it up inside and make matters worse.
 They prefer hiding them (their feelings).
A. The form of the verbs are: -ing , the to-infinitive or the infinitive without to.
B. and C. The verbs enjoy, dislike, don’t mind and avoid are always followed by a gerund whereas like, love, hate and can’t stand, prefer can be followed by either a gerund or an infinitive.
D. It is better is followed by the to-infinitive whereas rather is followed by an infinitive without to.
Tasks 2 and 3 (p.176)
Students follow the model provided in the textbook. Provide context to make the task more communicative. E.g. Making students play the role of journalist/ interviewer ( conducting a survey about spare time activities) and that of interviewee.
Grammar explorer II (p.176)
Task 1 (p.175)
 Women sometimes kiss each other on the cheek as a greeting.
 Players now hug one another when they score.
A. They are double/compound pronouns used as object .
B. They express reciprocity.
C. One another is used with the same meaning as each other. The former is used in preference to each other when reference is made to more than two persons.
D. Give names to the players and the women in the sentences which the students have picked up to make the reciprocal relationships more explicit.
E.g. Jane and Maud kiss other other on the cheek.
 Jane kisses Maud. Maud kisses Jane. (repetition of the structure)
Task 2 (p.177)
1. each other 2. each other 3. each other 4. one another 5. one another 6. one another
Grammar explorer III
Task 1 (p.177)
 Nearly all Americans believe …
 A great many of them expect …
 Almost all of them enjoy talking …
 When some of them are upset …
 Few Americans consider it bad to show…
 Few British people would dare venture even a little anger …
 Many British youths now show feelings …
Elicit other quantifiers before students move to the second part of the task.
See Grammar Reference pp. 216-217.
Task 2 (p.178)
1. many/ a great many 2. some 3. a little 4. a little 5. most / nearly all 6. all 7. few 8. many/some 9. much 10. little
Vocabulary explorer (p.178)
Task 1 (p.178)
A. Let all of it out: to air / express one’s feelings angrily
B. bottle it up: to hide/not show one’s feelings
C. to show no emotion, sign of fear or anxiety
D. to show even a little anger
E. to avoid interfering with other people’s problems/business

Task 2 (p.178)

Adjectives Adverbs Nouns
Bitter
Friendly
Happy
Lonely
Sad
Tender
Humorous
Kind
Peaceful
Graceful
Generous
Courageous
Selfish
Pessimistic
Chauvinistic
Enthusiastic
Faithful Bitterly

Happily

Sadly
Tenderly
Humorously
Kindly
Peacefully
Gracefully
Generously
Courageously
Selfishly
Pessimistically
Chauvinistically
Enthusiastically
Faithfully Bitterness
Friendship/friendliness
Happiness
Loneliness
Sadness
Tenderness
Humour
Kindness
Peace
Grace
Generosity
Courage
Selfishness
pessimism
Chauvinism
Enthusiasm
Faith

Pronunciation and spelling (p.179)
Task 1 (p.179)

// // //
Admired
changed,loved
preferred,resigned
died,happened
pursued,caused
proved, involved, televised Separated/married
Devoted
Committed
Succeeded
Concluded
Assassinated Looked
missed
divorced
shocked
watched


Think, pair, share (pp.180-181)

Though not necessarily applying to Algerians, the text below could be used as a model.
The death of a close friend or a relative, the occurrence of a natural disaster or an accident, and other fatalities are likely to generate different feelings and emotions in people.
Actually the difference in reaction is more particularly a question of gender. Men will tend to hide their grief over the death of somebody they know, or their awe when they witness a tragedy; during a natural disaster, they will try not to panic and control their emotions; instead, they will react by taking steps to protect their families and neighbours. Women will show their emotions more openly. They will express their sadness and mourning, and cry profusely when they learn about a relative’s death. Likewise, they will be rather shocked and terrified when they see an accident in which there are casualties. Finally, they are likely lose their self- control, and fail to take the right decisions to protect themselves in an emergency.
The difference in response regarding the expression of love and affection will most likely follow the same pattern. Men always try to avoid excessive sentimentality. They generally avoid showing in verbal manner too much emotion and feelings to their families and friends; they will express their care in a different way; for instance by showing concern, offering help or giving presents. Women are again prone to showing their feelings more openly. They would more often than not use terms of endearment, and they often hug and kiss family members, especially children.
The differing levels of sensitivity between men and women concerning the facts of life is probably the reason why their marks of sympathy and affection are dissimilar. But the male and female attitudes are complementary, and both necessary for good human interaction.




TAKE A BREAK (p.181)
Tasks 1 and 2
1- B 2.F 3.A 4.D 5. C 6.E
Try to elicit the humorous/sarcastic dimension of the cartoon before setting students to task.
Provide some useful language to students if necessary.
E.g. Do you know the one about the two lumberjacks who…?
One day, …

RESEARCH AND REPORT (p.182)
Tasks 1 and 2
As suggested in task 2 the FAQ web page can be presented in the form of a class wallsheet. The pronunciation of FAQ is /ef ei kju’/ .
LISTENING AND SPEAKING (p.183)
Skills and strategies outcomes (p.183)
Let students skim through the text in the preview to get acquainted with the objectives of the section.
Before listening (p.183)
All the questions in this rubric are open-ended questions meant to activate background knowledge and trigger off interest in the topic of the follow-up reading passage.
As you listen (p.184)
Task 1 (p.184)
A.1. B. 4. C .2 D .3
Task 2 (p.184)
A. Introduction: (Rhetorical questions to attract attention) How…? Why…? Then link words : first, then, after that, finally.
B. The link words are also called sequencers. They indicate the order in which the lecture will be delivered.
C. Students won’t reproduce the lecture verbatim.
D. S/He won’t talk about anything. S/He will simply wait for her/his audience to hand in the handouts (filled in) and comment upon them.
Tasks 3 and 4 (p.184)
1. B 2.D 3.A 4.F 5.C 6.E
Task 5 (p.185)
Summary B is the best one. It states both the main idea (how to make friends) and the lecturer’s attitude.
After listening (p.185)
A. The lecturer has not explicitly stated what he thinks is the ideal way of making friends. But he has implied it through the use of her/his own words.
B. The adjectives in task 3 (As you listen) refer to the six values that s/he considers as important for making friends.
C. This is an open-ended question.
Task 2 (p.185)
B. Introduction
F. Body §1
A. Body §2
C. Body §3
E. Conclusion
The irrelevant paragraph is D.
Task 3
A. Repetition of the words love, knoweledge and pity
B. The key words , pride, national anthem are not included in the introduction.
C. The answer is yes. Introduction: Three passions : longing for love – search for knowledge – pity for the suffering of mankind.
We can deduce from this that the technique of developing the speech is by listing. We can expect that the speaker will develop the three passions in the order in which they are listed.
D. We can add link words such as In the first place, To begin with, To start with, Next, Also, In addition, Moreover …
E.g. In the first place, I have sought for love. I have sought for it first because it brings happiness – happiness so great that I would often have sacrificed all the rest of life for a few hours of this joy. Next I have searched for it because it helps me not feel alone. Finally, I have search for it because in the union of love, I have seen the vision of the heavens that saints and poets have imagined.
I have also searched for knowledge. …
To sum up /in short/ in conclusion/to conclude/ this has been my life. ...
Saying it in writing (p.187)
The students will use Bertrand Russel’s text as a model.
Reading and writing (pp.188-192)
Skills and strategies outcomes (p.188)
Students will skim through the preview to get acquainted with the objectives in the section.
Before reading
1. The horse, the cow and the sheep are real whereas the dragon, the unicorn and the Loch Ness monster are mythical.
2. Mythical beasts are generally found in folk tales.
3. This is an open-ended question. It may lead to a discussion of readers’ emotional/intellectual responses.
As you read (p.189)
A.While he was having breakfast, he looked from the window and saw a white unicorn in the garden. (Reference question)
B. They are not. (Inference question) This answer can be infered from the following sentences: She opened an unfriendly eye . She turned her back on him.
C. This means the same as ‘ we shall see who will put the other in a mental institution’. (Inference)
D. The police and a psychiatrist (Reference)
E. When the policemen and the psychiatrist arrived, they sat down in chairs and looked at her. (Reference)
F. They looked at her with great interest because they thought that it was she who was mad. She was probably talking excitedly about her husband.
G. (Inference) The moral that the author wants to illustrate through his story could be something along these lines.
 If you set a trap, you could be caught by it;
 Seemingly naive people may prove more clever than you think;
 Don’t shout ‘victory!’ before you bring your opponent to the
ground.
 Don’t count your chickens before they are hatched, i.e.,
It is a mistake to assume that because your hen is sitting on a dozen eggs you will have twelve chickens, since some, perhaps all of them, may be bad and not hatch. So never be too optimistic about anything; wait till your difficulties are over before you boast of success. The wife is too triumphant. She thought that she could easily put her husband in a madhouse, but the situation was completely reversed at the end of the story because it was she who was taken to the asylum.
The other proverbs which can illustrate the story are:
1 Catch your bear before you sell its skin.
2 Do not hallooo till you are out of the wood.
3 First catch your hare
4 Never spend your money before you have it.
5 There’s many a slip ‘twixt the cup and the lip.

After reading
Task 1 (pp.189-190)
A. D and E .See the answers to the questions in task 1 above.
C. Reference questions are easier to answer because they refer directly to the text.
D. By ‘reading between the lines’, by expliciting what is just implied. Refer to the text in the coping box on page 189.
Task 2 (p.191)
A. He starts and ends his story as if it were a folk/fairytale. It starts with “once upon time” and ends it with “lived happily ever after”.
B. Traditional fairy tales usually shows young characters in love with each other whereas Thurber”s story represents a middle-aged couple. The theme of traditional fairytales is that of love and marriage while that of Thurber is separation. The language used is modern, colloquial English whereas the language used in traditional fairy tales is rather archaic.
C. The question is open to debate. Students can differ in their opinions.
D. and E. There are open-ended questions.
F. The best two answers are fantastic and comic. But opinions may differ.

Task 3 (p.192)
What matters in this task is the justification. All choices can be justified.
Writing development (p.192)
Follow the procedure in the textbook.
Project outcome (p.193)
Assessment (p.194)
Time for… (p.195)
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عدد المساهمات : 19
تاريخ التسجيل : 23/04/2010
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الموقع : صلاح الدين

مُساهمةموضوع: رد: حلول تمارين كتاب الانجليزية* بكالوريا * الجزءالرابع و الجزء الاخير*    الأربعاء مارس 23, 2011 5:38 pm

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