Ticket 2 English

Younes El Maher Teacher of English
2008/2009 Amizmiz
THE GIFTS OF YOUTH
VOCABULARY
Definitions
Genius : (noun) someone who has an extremely high level of intelligence, artistic ability, or skill at a particular
activity
Competent : (adjective) good at your job or at something else you do
Competence : (noun) the state being good at your job or at something else you do
Vigour : (noun) effort and energy to try to do something
imagination : (noun) the ability to form pictures or ideas in your mind
imaginative : (adjective) able to think of new and interesting ideas
creativity : (noun) the ability to use your skill or imagination to produce new ideas or new things
creative : (adjective) - a creative person is good at thinking of new ideas or way of doing things
- using your imagination to think of new ideas or ways of doing things:
Adventurous : (adjective) wanting to do new, exciting, dangerous things
Adventure : (noun) an exciting experience in which dangerous or unusual things happen
Innovation : (noun) a new idea, method etc that is used for the first time, or the use of new ideas.
Talent : (noun) a natural ability to do something well ‫ﻤﻭﻫﺒﺔ‬
Gift : (noun) - something that you give to someone as a present ‫ﻫﺒﺔ‬
- a natural ability to do something ‫ﻤﻭﻫﺒﺔ‬
Gifted : (adjective) ‫ﻤﻭﻫﻭﺏ‬
Ambition : (noun) a strong determination to become successful or powerful ‫ﻁﻤﻭﺡ‬
Ambitious : ( adjective) having a plan to achieve something very great but very difficult
Enthusiasm : (noun) a strong feeling of interest, excitement, or admiration about something ‫ﺤﻤﺎﺱ‬
Enthusiastic : (adjective) ‫ﻤﺘﺤﻤﺱ‬
Audacity : (noun) brave or shocking behaviour ‫ﺠﺭﺃﺓ‬
Audacious : (adjective)
Challenge : (noun) something new, exciting, or difficult that needs a lot of skill and effort to do ‫ﺘﺤﺩﻱ‬
Motivation : (noun) the reason why you want to do something ‫ﺤﺎﻓﺯ‬
Skill : (noun) ability to do something well, especially because you have practised it ‫رة‬
Skilful : (adjective)
I. Match the words on the left with their meaning on the right:
__ 1-Eclectic a- Creative
__ 2-Audacious b- Tolerant
__ 3-Autonomous c- Energetic
__ 5-Vital d- Fearless
__ 6-Inventive e- Independent
__ 7-Nosy f- Obedient
__ 8-Authoritarian g- Curious
__ 9. Rebellious h- Severe
__ 10. Obstinate i- Selective
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II. Fill in the blanks with a word from the list blow:
(reliable – curious – imaginative – thoughtless – immature - disobedient)
1-According to parents’ views, teenagers are …….…………..,and ………….…….
2-Talented youths are often ……………..……
3-You can depend on her, she is ………….…..……
4-Audacity is often shocking but to be …………….….is rather positive
5-You must calculate risks, you mustn’t be ……………….……
III. Put the words in their correct form:
1-Adolescents are sometimes too (enthusiasm) …………………….
2-Being (audacity)…………………..…can be shocking for parents.
3-Teens must be (energy)……….………...and (vigour)…………..…… in order to be successful.
4-Gifted youths must be (ambition)…………………and (competence) ………………..…..….
5-To be (adventure)…………..……….can sometimes be risky.
READINGS
YOUTH
Youth is defined by Webster's New World Dictionary as, "The time of life when one is young; especially:
a: the period between childhood and maturity.
b: the early period of existence, growth, or development."
Around the world the terms "youth", "adolescent", "teenager", and "young person" are interchanged,
often meaning the same thing, occasionally differentiated. Youth generally refers to a time of life that is
neither childhood nor adulthood, but rather, somewhere in-between. Youth also identifies a particular
mindset of attitude.
"This world demands the qualities of youth: not a time of life but a state of mind, a temper of the
will, a quality of imagination, a predominance of courage over timidity, of the appetite for adventure
over the love of ease." - Robert Kennedy
Youth is an alternative word to the scientifically-oriented adolescent and the common terms of teen and
teenager. Another common title for youth is young person or young people.
Answer these questions from the text:
1. Is there an exact age limit to define youth?
…………………………………………………………………………………………..………………
2. According to Robert Kennedy, what are the qualities young people should have?
……………………….. …………………………… ……………………………………………

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3. Is the word 'youth' just a matter of age? Explain.
………. …………………………………………………………………………………………………..
The Gifts Of Youth
When we hear the word "youth" on the evening news, we almost instinctively expect to hear about
problems. Indeed we have seen dramatic increases over the last 20 years in youth-related concerns - teen
suicide and homicide, gang involvement, teen pregnancy, adolescent alcohol and drug abuse, and so on.
When I look at youth issues in terms of what will be required to shape a healthy future, three questions
come immediately to mind:
• How can we best understand the dramatic increases seen in recent decades in "youth
problems?"
• What strategies will best support a healthy world for youth?
• What characteristics of children and adolescents can help define their vital roles in
creating our future?
Depending on one's perspective, one might interpret such increases very differently and suggest very
different solutions.
A political conservative might see these dilemmas as evidence of a disintegrating moral and social order,
and advocate the teaching of traditional values. A political liberal might argue that they demonstrate
how we have failed our children, and advocate the creation of more youth programs and more mental
health services directed toward youth.
The best in each of these views holds a part of the truth. The future seems certainly to ask that we think
more deeply about values and be more attentive to the well-being of youth. But neither view in and of
itself gets to the heart of the issue, and each has the potential to do as much harm as good. As I see
things, if our actions are to make the world better for youth, we need to understand the experience of
youth and youth problems from a larger, more historical and systemic perspective.
Answer these question according to ideas in the text:
What are the problems of youth?

……………………………………. ……………………….. ………………………… …………………
What are the two explanation for these problems?
………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………..
What solution does the writer suggest?
………………………………………………………………………………………………………………..
Vocabulary:
These words are used in the text; match them with their explanations
1. require __ a. support and defend a cause or proposal
2. increase __ b. point of view or stand point
3. vital __ c. existing as possibility : capable of development into a reality
2008/2009 Amizmiz
4. dilemma __ d. essential / of great importance
5. advocate __ e. a usually undesirable or unpleasant choice
6. potential __ f. to become progressively greater ( in size, amount, or number )
7. perspective __ g. need as necessary or essential
GRAMMAR
Infinitive and Gerund
Infinitive with ‘to’ Infinitive without ‘to’ Gerund (-ing form) Infinitive with ‘to’ or Gerund
Accept Help Enjoy Like
Advise Let Avoid Love
Agree Would rather Imagine = fancy Start
Ask Had better Keep = continue Begin
claim Modals: Stop = quit Finish
Convince - must , can , may, Give up Forget *
Decide - will , would, Feel like Remember *
Hope - should, could Can’t stand
Invite Can’t bear - Forget to do (not did it)
Learn Can’t resist - Forget doing ( did it but
Need Can’t help forgot about it)
Offer It’s no use
Persuade Look forward to - Remember to do ( After:
prefer Don’t mind Remember then do)
Pretend Be used to - Remember doing ( Before:
Refuse ( I did and remember it later)
Want (After all repositions)
Would like
(for purpose)
EXERCISE
I. Put the verb into the correct form.

1. How old were you when you learnt ………………..? (drive)
2. I don't mind …………………. home but I'd rather …………….. a taxi. (walk, get)
3. I can't make a decision. I keep …………………. my mind. (change)
4. He had made his decision and refused ……………… his mind. (change)
5. It was a really good holiday. I really enjoyed …………………. by the sea again. (be)
6. 'Remember ………………. Tom tomorrow.' (phone) 'OK. I won't forget.'
‘Did you phone Tom?’ ‘Let me think. Ah! Yes I remember …………………….. (call) him in the evening,
but he didn’t answer. Perhaps he had left his phone home.’
7. The water here is not very good. I'd avoid …………………. it if I were you. (drink)
8. I pretended ………………… interested in the conversation but really it was very boring. (be)
9. I got up and looked out of the window ………………… what the weather was like. (see)
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10. I have a friend who claims. ………………. able to speak five languages. (be)
11. I like ……………. carefully about things before ……………… a decision. (think, make)
12. A: Do you know how ……………..this machine …………………? (make/ work)
B: I'm not sure. Let’s try ……………. that button and see what happens. (press)
13. I hope ………………… from you soon. (hear)
14. I feel like …………………….. a holiday in a seaside town. ( take)
II. Fill in the gaps with the right form of the verbs in brackets: infinitive or –ing form .
1. I can’t stand ……………………….... (be) alone.
2. Would you like ……………………….. (come) to the concert?
3. She needs ………………….…….. (see) a dentist.
4. I’d love …………….……….. (go) to the party with you.
5. I hate …………………….. (watch) American films.
6. Hang on! I want ……………….…….. (talk) to you.
7. He likes ………………….….. (listen) to music.
8. I’d like ………………….... (go) dancing tonight.
9. I can’t help (laugh)…………………….when I see Med El Jam
10.Please, help me (solve)…………………….this Maths problem.
11.You’d better (not/to sign)……………………that paper
12. He is used to (stay up)…………….……….late. He usually goes to bed after 1:00 am..
FUNCTIONS
EXPRESSING AND RESPONDING TO OPINION
Asking for opinion Expressing opinion

-What’s your opinion about…? - I think that …………………………..
- In your opinion, what/who/where/why...? - In my opinion ………………………..
- What do you think …………….? - As far as I am concerned, …………..
- As far as you are concerned, what/ who/ why…? - To my mind, ……………………………
- What/who do you believe …..….? - As I see it, …………………….
- Do you think ……….? - For me, ………………………………….
- I believe that ……………………………
- I strongly believe that ……………
Agreeing Disagreeing
Formal: Strong disagreement
That’s just what I was thinking. I completely disagree with you.
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That’s a good point. I can’t agree with you there.
I totally agree with (on that).
Yes, and what is more… Mild disagreement
Absolutely. Actually, I would go further, and say… I’m not sure I quite agree.
Well, you have a point there, but…
Informal: Perhaps, but I don’t think that…
You're right. I see what you mean, but…
That's right. Certainly it’s true that …, but on the other
Absolutely. hand…
I can see that…. But surely…
Yes, that’s quite true, but…
Opinion : English is a difficult language to learn.

Responses:
-I am afraid I disagree with you: some languages are even more difficult, I think.
Or
- True, but the grammar is quite easy.
Or
-Yes, but it’s not so difficult as Russian.
Or
-Do you think so? Actually, I find it quite easy.
Respond to the following sentences as required:

1- Gad Elmaleh is the best humorist of the modern times.
(give opinion). …………………………………………………………………………………………….
(agree or disagree) ………………………………………………………………………………………..
2-Youth is a time for amusement.
(give opinion). …………………………………………………………………………………………….
(disagree and give your opinion ) ……………………………………………………….…………………
3- Teachers are not comprehensive.
(ask for opinion). ………….. ……………………………………………………………………………
(agree or disagree and give reason) …………………………………………………………………….
4- Youth respect their elders.
(ask for opinion)……………………………………………………………………………….………..…
(agree or disagree) ………………………………………………………………………………………..
2008/2009 Amizmiz
WRITING
DESCRIBING PEOPLE
I. Match each picture with a year from the list. Then read the article and check your answers:
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II. Find words in the text describing :

Physical appearances Clothes & garments character
………………………………… …………………………………… …………………………………

………………………………… …………………………………… …………………………………
………………………………… …………………………………… …………………………………
………………………………… …………………………………… …………………………………
………………………………… …………………………………… ……………………………………
………………………………… …………………………………… ……………………………………
Physical Description
Height Build Age
tall, short, of medium frail, stocky, thin, fat, young, elderly, middle-aged, teenager, in his
height skinny, well-built, stocky 20s, 30s, 40s
Face Eyes Hair Clothes

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round, oval, square, with

big round blue eyes, large, bald, straight, casual, shabby,
scares, with wrinkles,
small, bright, narrow curly, wavy smart, tidy, messy
sun-tanned, pale
Female Description
Does she have……?
• round / oval / square face • broad smile / charming smile
• bushy / thick / thin eyebrows • healthy / damaged teeth
• round / big / narrow eyes • full / thin lips
Does she have……?

• long / short / • straight / wavy / curly hair
• thick / rich / strong / healthy / shiny hair • coloured / dyed hair
Is she……?
• obese • heavily built
• fat • of average build
• slightly overweight • slim
• well-built • thin / skinny / bony
Is she……?
• tall • shortish
• of medium height • short
Is she……?
• pretty • lovely and charming
• attractive • nice and friendly
Is she wearing……?
• glasses / contact lenses
• smart clothes
• elegant clothes
• jewellery
• casual clothes
• shabby clothes
2008/2009 Amizmiz
Describing Character
careful, hard-working, worried, cheerful, broadminded, active, curious, secretive, aggressive, tough,
careless, practical, sensible, independent, stupid, boring, imaginative, ambitious, sensitive, gentle,
naive, generous, loyal, self-controlled, moody, modest, tolerant, friendly, energetic, confident, selfish,
shy, stubborn, reliable, intelligent, lazy, narrow-minded, irritable
I. Find synonyms and antonyms in the list above
Choose the best word to describe each person

1. She never tells a lie. She is…
a. dishonest b. honest c. open d. direct
2. He is always happy and smiling. He is…
a. cheerful b. optimistic c. bright d. nice
3. He doesn’t like to work hard. He is…
a. hard-working b. relaxed c. tired d. lazy
4. He is never late. He is…
a. unpunctual b. timely c. punctual d. quick
5. If you have a problem, she is always ready to listen. She is…
a. sympathetic b. sensitive c. sensible d. generous
6. He is always very quiet when he meets new people. He is…
a. nervous b. cold c. sensitive d. shy
II. Read this conversation and fill in the table below
Mike: Hi John. Can I ask you a favour?

John: Sure
Mike: Could you pick my brother up from the airport tomorrow at 11am. I have to work
John: Sure. What does he look like?
Mike: Well he's shortish with dark brown hair. He's got a thick moustache and he's usually quite suntanned
and he's in his mid-thirties.
John: And what's he like?
Mike: Well he's pretty easy-going, good sense of humour but he's a bit shy with people at first. Oh yeah one
other thing. What are the best places to take him?
John: Well what does he like?
Mike: Well he's a bit boring like that. He really doesn't like night clubs much.
John: Look. You're in Madrid you can do loads of things. Take him to see Real Madrid if they're playing at
home, or take him to Casa Patas to see some flamenco, or just go out in the city centre.
Mike: Yeah of course. Anyway Thanks I owe you one.
Physical appearances character
……………………… ……………………… ……………………… ………………………

……………………… ……………………… ……………………… ………………………
……………………… …………………… ……………………… ………………………
Now use what you have leant to describe your best friend . First describe him/ her physically. Then in
character. Don’t forget to speak about what he/she likes and dislikes.
Use both positive character qualities and the negative ones you don’t like in him/her.
Begin like this:
My best friend (name) ………………………….. is ……………………………………….……………
…………………………………………………………………………………………………………………..
In character he/ she is …………………… and …………………………………….……………………
……………………………………………………………………………………..……………………………
What I don’t like about him / her is that ………………………………………………………………
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…………………………………………………………………………………………………………………..
However, I always enjoy being with him/her because ……………………………………………….....
HUMOUR
VOCABULARY
Definitions :
Homour : ( noun) amusement / fun
Have a sense of humour : funny and entertaining / like joking.
Homorous : (adjective) funny and amusing
Humorist : ( noun) comedian actor
Stand-up comedian : (noun) stands alone in front of a group of people and tells jokes
Joke : ( noun) Short funny story / ( verb ) to tell funny things / not be serious things
to kid : ( verb ) to make jokes, to joke with someone; not to be serious . EX: ‘Are you kidding ?’
Make fun of : tease / try to laugh at
Silly : (adjective) stupid / funny but foolish
Witty : (adjective) making intelligent amusing remarks
Mood : ( noun) state of mind / the way that someone feels at a particular time. (be in a good/bad
mood)
Be in no mood for : not want to do something EX: Let him alone. He is obviously in no mood for
talking.
Temper : ( noun) a tendency to become suddenly angry / have a change in your mood.
be in a bad /good temper
lose your temper : to suddenly become very angry: EX: I lost my temper and slammed the door.
keep your temper : keep your temper to stay calm and not to become angry:
Joy : ( noun) a feeling of great happiness and pleasure, or something that gives you this feeling:
EX: She cried with joy when she heard the news.
cheer (sb) up : ( verb) to become happier, or to make someone feel happier
EX: She took him out to dinner to cheer him up.
Cheerful : (adjective) happy and showing this by your behaviour: Cheerfulness : (noun)
Merry : (adjective) happy and having fun:EX: Merry Christmas! ( used to greet someone at
Christmas)
Despair : (noun) a feeling of being very unhappy and without hope. Desperate : (adjective)
EX: Anne buried her head in her hands in despair.
Depression : (noun) a feeling of sadness and a loss of hope
Optimism : (noun) the belief that good things will happen Optimistic : (adjective)
Pessimism : (noun) the feeling that things will be bad or unsuccessful . Pessimistic : (adjective)
2008/2009 Amizmiz
1. Complete the conversation with the appropriate word from the list:
A: Let’s go to the cinema .
B: Sorry I’m in no …………… to go out.
A: What’s the matter ?
B: I’ve just received the answer to my application for a job in a bank.
A: Did they accept you ? Congratulations!
B: Are you ……………….. ? They rejected my application. Don’t you see that I’m so ………………
A: Forget about it and let’s go . The film we’re going to see is really …………. . It’ll ……………. you up.
2. Fill in the blanks with one of the words above:

Robin: Did you meet Jake, the guy who's studying at the Institute of Art . He said, he’d like to become a
………………. ……………….. .
Michele: Yeah, he was really ………………..! He had a great sense of ………………….
Robin: I totally disagree with you. His jokes were really ……………….. .Some of them were totally sick!
I don't like that kind of jokes. What about Karen? Didn't you think she was really
………………….?
Michele: I thought the story was a little …………..…….., but half of the time, I couldn't tell if she was
……………..……. or being serious.
Robin: She just has a very dry sense of ……………….., that's all. I thought she was quite …………………
Her jokes were so intelligent.
Michele: Did you see that guy who was doing Elvis Presley? Wasn't that ………………..?
Robin: Absolutely not! I was so embarrassed just watching him. He was so …………………! I think that
he made a fool of himself.
Happy Sad
In English, feeling happy is like being high up. Feeling sad is like being low or down.
Can you put the following expressions in : happy or sad?
1. The news really lifted my spirits. 6. Since the phone call, I’ve been walking on air.
2. My heart sank when the phone rang. 7. I’ve been really low recently.
3. Things are looking up today. 8. Cheer up!
4. He was in the depths of despair. 9. My spirits rose when I opened the mailbox.
5. I’m feeling quite down actually. 10. Don’t look so down in the mouth!
Happy : ………………………………………………………………………………………………………………..
Sad : ……………………………………………………………………………………………………………
2. Happiness is also like bright light and sadness is like darkness .

2008/2009 Amizmiz
1. It’s a very gloomy city. 5. I’ve been in a black mood all morning.
2. The future looks bright. 6. Every time he see her, his face lights up.
3. Her eyes shone with delight. 7. The news brightened up the whole day for me.
4. The baby looks radiant in this picture! 8. Why is your face so dark ?
Happy : ………………………………………………………………………………………………………………..
Sad : ………………………………………………………………………………………………………………
GRAMMAR
SIMPLE MODALS
Example Function Modal

I can speak three languages. Ability
Can you tell me where the post office is? Request Can
Can I use your pen, please? Permission
His story is strange, but it can be true. Possibility
I can’t speak German, but I speak a little Spanish. Inability Can’t
She can’t be his wife. He’s very old and she’ a teenager. Impossibility Can’t
She could run faster when he was younger. Ability in the past Could
Could you pass the salt please? Request
I wasn’t able to contact you yesterday. I phoned many wasn’t
times but nobody answered. able to
weren’t
I have to go home now. Necessity have (got) to
It's cloudy today. It may rain this afternoon Possibility may
May I go out, please?. Permission
He might come for dinner this evening. Possibility might
You must give in your homework before Friday. Necessity / obligation must
What you did was dangerous. You must be crazy. Certainty
You mustn't/ can’t drive beyond the speed limit. Prohibition/no permission mustn’t / can't
You don't have to/needn't take heavy clothes. It’ll be Absence of necessity/ not have to
hot there no obligation. needn’t
People with high cholesterol should /ought to eat low Advice / recommendation should /
fat foods. ought to
What do these sentences express? Match Column A with Column B.

A B
1. I can do all this work by myself. a. prohibition
2. You may use the calculator. b. permission
3. You needn't write the questions. c. ability
4. People must be tolerant to each other. d. no obligation
5. He will come soon. e. obligation
6. He might come tomorrow. f. possibility
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7. You can't smoke in here. g. prediction
Choose the correct answer.

1. ___ you speak any foreign languages? a. May b. Can c. Have
2. Take an umbrella. It ___ rain later. a. has to b. need c. might
3. You look tired. You ___ go to bed. a. should b. ought c. can't
4. You ___ do it. I've already done it. a. mustn't b. needn't c. oughtn't
5. I have a headache____ you buy some aspirin for me? a. may b. could c. shall
Replace the underlined expression with ( must, can, can’t, may, mustn’t, needn’t )
1. It’s necessary for you to be careful next time. You ………………………………………………………
2. It’s forbidden to listen to a walkman in school. You ………………………………………………………
3. It isn’t necessary to make two photocopies one is enough. You ……………………………………………
4. It isn’t possible that he is forty years old. He’s still very young. He…………………………………………
Fill in the blank with:
can could may might must should have to
1. A: …………I borrow your pen for a minute?
B: Sure. Actually, you …………. keep it if you want. I've got two pens.
2. You've been working all day. You………….be tired.
3. Nadia doesn't look very well today. She…………… be ill.
4. Your projects …………….be returned before Friday.
5. A: ……………. you hold your breath for 5 minutes?
B: I can't.
6. You ......................... to work a bit harder if you want to pass.
7. I ……………………come for dinner if I have time.
8. ……………………. you possibly show me how to switch on this computer?
9. ………………. I ask a question? What's the difference between may and might?
10. People ………………. not throw trash in the street.
PERFECT MODALS
FORM: MODAL + HAVE + PAST PARTICIPLE OF VERB

• Could have + past participle is used to express a event that was possible but didn't happen.
Mike could have had an accident. He was driving dangerously. But fortunately he didn't have an accident..
• Must have + past participle is used to express an opinion about a past event that we believe
was true
He must have forgotten. we are not sure he forgot. But we believe this to be true.
• should have + past participle is used to express criticism (blaming) or regret.

Paul should have gone to the doctor. It was good for him but he didn't do it. (blaming)
I didn't get good marks in the exam. I should have revised my lessons. (regretting - blaming myself)
• May have-might have + past participle is used to express a possibility in the past, but we
don't know if it happened or not.
Officially, Elvis died of a heart attack, but actually he might have died because of a drug overdose.
Put in: must, should, could, may or might.
1. Your house looks great. You ……………..……have spent a lot of time painting it.
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2. It was so dark that I fell down the stairs. I …………………… have fixed the light.
3. Patty ………………… have gone by bus. Why did she walk?
4. I called his apartment and nobody answered. He ………………… have gone out.
5. My bicycle is broken. I never ……………… have given it to that careless boy.
6. Jim looks happy. I think he …………………… have gotten a new job.
7. The chocolate cake is all gone! Someone …………………… have eaten it.
8. Jack lost his wallet on the way to work. He …………………… have lose it on the bus.
9. You did very well on the exam. You …………………… have studied a lot.
10. You ………………… have fed your dog. He has been hungry all day.
11. Lucy shouldn't have stood on the broken chair. She …………………… have fallen.
12. I didn't do very well on the test.I …………………… have spent more time studying.
FUNCTIONS
Demanding Explanations
Can you tell me why... you forgot our appointment?

I don't understand why... you are so gloomy today?
Can you explain why.. you are not interested in this project?
Why is it that... it has taken you so long to answer?
How come... you don’t know the answer to this question?
Does this mean......
Do you really expect me to believe...
Do you mean…
Making Requests
Requests Accepting Declining

Can you ……………., please? OK I'm afraid I can't. …. ( give a reason why
Will you ……………, please? Certainly. you refuse)
Would you …………, please? Yes, sure. I'm sorry, but. ( give a reason)
Could you possibly………….? No problem.
With pleasure.
Would you mind verb-ing…? Not at all. I'm afraid yes. …( give a reason)
(Does it disturb you if you ….?)
Find situation to ask your friend a service and your friend should respond to your request by
accepting or refusing. When you decline a request it’s polite to give a reason
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WRITING : NARRATIVE
The Narrative Tenses

Narrative tenses are the grammatical structures that you use when telling a story, or talking about
situations and activities which happened at a defined past time.
I. The Simple Past Tense is used:

to express a completed action at a definite time in the past. The separate events which
occur in sequence in a narrative are expressed using this tense.
I woke up (1) at half past seven yesterday, I had a shower (2) and ate some breakfast (3). I left for work (4) at
quarter past eight.
II. The Past Continuous Tense is used:
To describe the situation ( scene) in which the events of the narrative occurred.
When I saw her (1), she was wearing (2) a blue dress and was driving (2) a Mercedes.
B) to express an activity in progress at a time in the past.
What were you doing (1) when I phoned (2) you?
III. The Past Perfect Simple Tense is used
to show that an action or situation happened BEFORE the events in the narrative
described in the simple past.
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When I arrived (2), he'd finished (1) his dinner .
Making a narrative more interesting to read.
Bad Eg. . : I woke up (1) at half past seven yesterday. I had a shower (2) . I ate some breakfast (3) and left for
work (4).
Good Eg. : I woke up (1) at half past seven yesterday. After I had had a shower (2) and eaten some breakfast
(3), I left for work (4).
Look at this short narrative and notice the function of the three tenses in the story:
The car was speeding down the deserted highway when the accident happened. The driver
had fallen asleep at the wheel and had driven straight into a tree. Ten minutes later another car
passed by. The driver saw what had happened and stopped his car to call the police on his
mobile.
The scene : The car was speeding…
Before the accident : The driver had fallen … / had driven ….
Simple events : happened / passed / saw / stopped
CONJUNCTIONS (After, As soon as, Before, By the time, Once, till, When, Unless, Until)
With these conjunctions of time, the past perfect shows that the first action MUST BE COMPLETED
before the second action begins, otherwise the past simple is used.
Eg. After she had finished, they left. (She had to finish first)
As soon as I had done the work, I sent it to her. (I had to do it first)
She wouldn't sign the contract before she had seen it. (She had to see it first)
EXERCISES
A. Put the verb in into the correct form. Where no verb is given, put one of the following linking
words.
While finally and although however as soon as but then before when
The Unlucky Burglar
One evening Paul (watch) ………………..……. television ____________ (eat)……………………. his

supper ____________ the door suddenly (open) ……………….. and a burglar (come) ……………… in. He
(wear) …………………… a mask and (carry) ……………………… a sack . _____________ doing
anything else, he (tie) ……………… Paul to the chair. ____________ he went upstairs to look for money.
He (not find) ……………………. any money , __________ he (find) ………………….. a lot of jewelry,
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which he (put) ……………… into his sack. In his rush to get downstairs he (not see) …………………. the
dog (lie) …………………….. at the bottom of the stairs, and he (fall) …………………… over it, losing his
glasses. ____________ the burglar (look for) ……………………. them, Paul (try) ………………. to free
himself. ____________ Paul (manage) ………………….. to escape and he (phone) …………………… the
police. ____________ the burglar (find) ……………………. his glasses he (run) …………… out of the
house. Unfortunately for him, the police (wait) ………………………. for him at the end of the garden.
B. Put the verb in brackets into the correct form.
1. After I …………………………….. (finish) my lunch I went back to work.

2. The children had to stay in until the rain ………………………………. (stop)
3. When I …………………………….. (see) John coming towards me I walked in the other direction.
4. I phoned my mother to find out why she ……………………………. (not write) for so long.
5. We stayed in our seats until the film …………………………….. (finish).
C. Put the verb in brackets into in either the past perfect simple or continuous.
2. When I eventually got to the meeting I was bad tempered and exhausted! I …………………………….
………………………………………………………………………………………………………………
(sit in traffic jam for 45 minutes / a motorist bump into me / and get completely lost)
3. By the time 5 o'clock arrived Brenda was furious. She ………………………………………………….
………………………………………………………………………………………………………………
(wait for an hour / drink six cups of tea / and they still not arrive)
4. I was so depressed that I couldn't do the exam. I …………………………………………………………
……………………………………………………………………………………………………………….
(study every day for two months / and give up seeing my friends)
NARRATIVE ESSAY PROMPTS
1. [Being Unprepared] Because you have been sick, out of town, busy at work, or working on other
homework, you didn't have as much time to study for an important test as you needed. Think of a specific
test that you took that you felt unprepared for and narrate the events. Tell your readers about the reasons
that you didn't get to prepare as well as you wanted, taking the test, and any significant events that happened
after you took the test. Your paper should help readers understand what it felt like to be unprepared.
2. [Childhood Event] Choose a vivid time from your childhood -- You might think of the first time that you
rode a bicycle, of the first day at the primary school, earning money to buy something that you really
wanted, and so on. Narrate the events related to the childhood memory that you've chosen so that your
readers will understand why the event was important and memorable.
3. [The Good and the Bad] Think about an event in your life that seemed bad but turned out to be good.
Maybe you got injured and while you were waiting for your broken leg to heal, you learned how to use a
computer. Tell the story of the event that you experienced and help your readers understand how an event
that seemed negative turned out to have valuable consequences.
Begin like this:

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I still vividly remember .……………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
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EDUCATION
VOCABULARY
Match the Types of Education with their definitions:
1. Formal education ‫ا ا‬
2. Non-formal education ‫ا ا‬
3. Informal education ‫ا ا‬
4. Vocational education ‫ا ا‬
5. Special education ‫وي ا! ت ا‬$ ‫ا‬
6. Inclusive education %‫إ)دة ا 'ه‬
7. Gifted education ‫ا ا ص ه‬
8. Basic education ,,-‫ا ا‬
A. learning resulting from daily work, family or leisure activities.
B. learning to get a job
C. learning through a programme of instruction in an educational institution which is generally recognised
in a qualification or a certificate.
D. Programmes for very intelligent students.
E. Special programmes for students with special needs.
F. Learning elementary necessities such as reading, writing and arithmetic.
G. learning through a programme but it is not usually evaluated and learners do not get certificates.
H. Programmes for the integration of marginalised people.
More Vocabulary:
Dropouts : (noun) students who stop coming to school.
Literacy : (noun) the state of being able to read and write.
Literate : (adjective) able to read and write / educated.
Illiteracy : (noun) the state of being unable to read and write.
Illiterate : (adjective) unable to read and write / not educated.
What is Education?
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Numerous definitions exist. Some of the older ones are some of the better ones. For me education means
learning knowledge, skills, and attitudes. The most important of these is learning how to learn. Learning means
deciding about your own lifestyle.
Teaching, by itself, does not constitute learning; neither does passive listening. Learner’s must decide to
incorporate any knowledge, skill or attitude into their own set of values and behaviours (lifestyle), or the
learning is not meaningful. Learning happens outside the classroom as well as within. Some learning results
from teachers and some does not. Some learning is intended and some is accidental.
Three Types of Education
Most of the general population assume that education and schooling are interchangeable terms. Many educators
seem to feel that any education that happens outside of school is somehow inferior, usually dubious, and
certainly uncontrolled. Other educators and many philosophers point out that learning takes place inside and
outside of classrooms.
I believe that learning occurs in formal, non-formal, and informal educational settings and that the learning
experience can be equally powerful in each of those settings.
Formal education is properly associated with schools: “the hierarchically structured, chronologically graded
educational system running from primary school through the university and including, in addition to general
academic studies, a variety of specialized programs and institutions for full-time technical and professional
training”.
Non-formal has been defined as any intentional and systematic educational enterprise (usually outside of
traditional schooling) in which content is adapted to the unique needs of the students (or unique situations).
Non-formal education is more learner centered than most formal education.. In NFE human relationships are
more informal (roles of teachers and students are less rigid and often switch) than in schools where student-
teacher and teacher-administrator
Even less structured is informal education which deals with everyday experiences which are not planned or
organized (incidental learning).
COMPREHENSION
A. Underline the definition of ‘ education’ in general in the text:

B. The text speaks about three types of education. List the characteristics of each one:
Formal Education Non-formal Education informal Education
…………………………………. …………………………………. ………………………………….

…………………………………. …………………………………. ………………………………….
…………………………………. …………………………………. ………………………………….
…………………………………. …………………………………. ………………………………….
Vocabulary
A. Match the words in the text to their explanations:
1. Skills A. believe as true

2. Lifestyle B. happens
3. Incorporate C. techniques
4. Incidental D. very strong
5. Assume E. very strict
6. Dubious F. by chance
7. Occurs G. integrate
8. Powerful H. doubtful
9. Rigid I. way of life
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GRAMMAR:
PAST PERFECT
AFFIRMATIVE NEGATIVE INTEROGATIVE
I I I
(past participle) (past participle) (past participle)
You You you
He He he
played played played …… ?
She had She hadn’t Had she
gone gone gone …… ?
It It it
We We we
They They they
Study this example situation:

Sarah went to a party last week. Paul went to the party too but they didn't see each other. Paul went home at
10.30 and Sarah arrived at 11 o'clock. So: When Sarah arrived at the party, Paul wasn't there.
He had gone home.
We use the past perfect if we want to talk about things that happened before a past
action.
• When Sarah arrived at the party, Paul had already gone home.
EXERCISES
Read the situations and write sentences from the words in brackets.
1. You went back to your home town after many years. It wasn't the same as before. (it/change)
It ………………………………………a lot
2. You went to the cinema last night. You arrived at the cinema late. (the film/already/begin)
The film ……………………………………………..
3. I was very pleased to see Tim again after such a long time. (not/see/)
I …………………………………………… him for five years
4. I offered Sue something to eat but she wasn't hungry. (just/have/)
She …………………………………breakfast
5. The man sitting next to me on the plane was very nervous. It was his first flight. (never/ fly)
He ……………………………………… before.
Put the verb into the correct form: past simple or past perfect .
1. 'Was Tom at the party when you arrived?' 'No, he …………………. (go) home.'
2. The house (be)……….. very quiet when I (get)………….. home. Everybody
……………………………… (go) to bed.
3. I (be) …………late because the car …………………… (break) down on my way here.
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4. We were driving along the road when we ………………… (see) a car which. …………………….. (break)
down, so we ……………………. (stop) to see if we could help.
EXPESSING PURPOSE
I. Same subject
I come to school because I want to study.
I come to school to study.
I come to school so as to study.
I come to school in order to study.
I come to school so that I can / will study. ( present tense → can / will+verb)
I come to school in order that I can / will study.
II. Negative
I got up early because I didn’t want to be late for class
I got up early not to be late for class.
I got up early so as not to be late for class.
I got up early in order not to be late for class.
I got up early so that I Wouldn’t be late for class. ( past tense → would + verb)
I got up early in order that I Wouldn’t be late for class.
III. Different subjects: ( only two possibilities : so that / in order that )
I speak slowly and clearly because I want everyone to understand.
I speak slowly and clearly so that everyone can / will understand.
I speak slowly and clearly in order that everyone can / will understand.
Join these sentences using one of the above possibilities

1. He plays sport. He wants to keep fit.
…………………………………………………………………………………………………………….
2. She went on a diet . She wanted to lose weight.
…………………………………………………………………………………………………………….
3. They put the picture in the living-room. They want their guests to see it.
…………………………………………………………………………………………………………….
4. I’ll phone you this evening. I’ll tell you what has happened in the meeting.
…………………………………………………………………………………………………………….
5. He doesn’t eat fatty foods. He doesn’t want to become fat.
…………………………………………………………………………………………………………….
6. I took off my shoes. I didn't want to make any noise.
…………………………………………………………………………………………………………….
7. I am saving up. I want to buy a car.
…………………………………………………………………………………………………………….
8. He wore a false beard. He didn't want anyone to recognize him.
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…………………………………………………………………………………………………………….
9. We put bars on the lower windows. We didn't want anyone to climb in.
…………………………………………………………………………………………………………….
10. The notices are written in several languages. We want everyone to understand them.
…………………………………………………………………………………………………………….
WRITING
REPORT
What is a report?
A report is a structured written presentation directed to interested readers in response to some specific purpose,
aim or request. There are many varieties of reports, but generally their function is to give an account of
something, to answer questions or to offer a solution to a problem.
Characteristics of an effective report :
• appropriate to its purpose and audience;
• accurate, correct information)
• logical;
• clear and concise; and
• well organised with clear section headings.
The advantage that a report has over other written communication is that it enables readers to find and focus
on specific pieces of information. Its structure varies depending on its purpose. It's generally in this pattern:
• Purpose ( Why are you writing this report and to whom?)
• Factual details ( the what, where, when, who facts)
• Achievements (what has been done?)
• Main points (what are the issues )
• Conclusions (what's your reaction-opinion of the achievements?)
• Recommendations ( what should be done in the future ?)
Police Report
1. Case Number: VT 05/04/01/3462
2. Incident: Vehicle Theft
3. Reporting Officer: Constable Ranjit Singh Date of Report: 05 April 2001
4. At about 1040 hours on 5th April 2001, I met with Ms. Vanessa Price at 61 South Chorley Drive regarding a
vehicle theft. Ms. Price said she parked her car by a parking meter outside Chorley Leisure Centre at about 0945
hours and went into a nearby shop to return a faulty torch she had purchased the previous day. She said that
when she returned to the leisure centre at about 1000 hours, she discovered her car was missing.
5. Ms. Price described her car as a maroon, 1999 Mitsubishi Eclipse with a black convertible roof. The car
registration number is GTL-682-P. She estimated the value of the car at ₤8,500 and said there were no
distinguishing marks or items.
6. Ms. Price told me she locked the car, but she does not have the keys. She now believes she may have left the
keys in the boot lock after removing the faulty torch from the boot. Ms. Price said she gave no one permission
to take her car, and she is up to date with her loan repayments.
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7. I conducted a survey of the crime scene but found no items of evidence. I saw no broken glass in the area,
and there were no items to retrieve or photograph.
8. I obtained a sworn statement from Ms. Price and provided her with the case number and Information Leaflet
99/07 ("What to do when your car is stolen"). I entered the vehicle into the station database as a stolen vehicle.
I also searched the area but was unable to find the vehicle.
Put in the numbers of the parts of the report in the appropriate place:
Purpose Facts Achievements Main points Conclusion Recommendations
…………… ……………. …………….. ……………. ……………. ………………..
Moroccan Association of Teachers of English

MATE organizes the second national colloquium on 'Citizenship Education' in collaboration with the
Ministry of National Education. The theme of the seminar is:
"Promoting civic behaviour in the Moroccan school: Teachers as agents of change".
The aim of this colloquium is to bring together experts, professionals, and teachers to contribute to
personal, social and political maturity of the Moroccan learner as an active citizen.
Casablanca, 11January, 2008
Complexe de Cooperation Oqba bnu Nafii, Delegation Ain Sbaa
There are about 100 participants: 60 residents and 40 non-residents.
Opening Ceremony : 8:30 –9:00

Presentations:
Citizenship education for Moroccan students : Mr. Abdellatif Zaki : Institute of Agronomy Rabat
9:30 – 10:00
Are you a good citizen? Mr. Bouchaib Zahaoui Faculty of Letters Casablanca
10:00-10:30
Civic education in the classroom : Mr. Ali Boumoussa ENS Rabat
10:30-11
Panel Discussion: 11-12
New Challenges: The Role of the Teacher as an Educator
Recommendations : Citizenship education in our textbooks
Imagine you have attended this colloquium on 'Citizenship Education'. Write a report about it to
your school magazine.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
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Proof-reading checklist : The checklist below will help evaluate your report.
1. Is it written at a level appropriate to its audience?
2. Are its facts correct?
3. Is it comprehensive?
4. Is all the included information relevant?
5. Are the layout and presentation well organized?
6. Is the style clear, concise and professional?
7. Have I acknowledged all sources of information through correct referencing?
8. Have I checked spelling, grammar and punctuation?
SUSTAINABLE DEVELOPMENT
VOCABULARY:
ENVIRONMENT
Damage : physical harm done to something, so that it is broken or spoiled

Deforestation : cutting forest trees
Degradation : the state of becoming less good.
Desertification : when fertile land becomes a desert because of deforestation.
Deterioration : to become worse
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Ecology : the way in which plants, animals, and people are related to each other and to their environment.
Garbage : waste material such as old food, dirty paper, and empty bags,
Global warming : an increase in world temperatures, caused by CARBON DIOXIDE around the Earth
Greenhouse effect : the warming of the air around the Earth as a result of the sun's heat being trapped by
pollution
Pollution : damage caused to the environment by harmful chemicals and waste
Recycling : to put used objects or materials through a process so that they can be used again
Rubbish : food, paper etc that you no longer need and that is thrown away
Trash : carton and paper that is thrown away;
Waste : materials that you get rid of because you no longer need them
ECONOMY
Free trade zone : a place where people can sell or buy goods without paying taxes
Fuels : a substance such as coal, gas, or oil, which can be burned to produce heat or power (energy)
Globalisation : The tendency that tries to make the world under the same political and economic system
Goods : things that are produced in order to be sold
Infrastructure : the basic systems that a country needs in order to work properly (ex: roads )
Micro-enterprise : small company or business
Raw materials : natural substances that are used in industrial products
Service : a business that provides help or does jobs for people, rather than produce things
Trade: the activity of buying and selling large quantities of goods, especially between countries .
Unemployment : when a number of people do not have jobs
SOCIETY
Health care : medical services to the public
Human development : the fight of poverty and illiteracy among people to rise the standard of living.
Justice : the act of getting your rights (especially in legal disputes)
Join words from A and B to make appropriate collocations. There may be more than one possibility.
A B
1. Non-governmental a. Areas
2. Renewable b. Code
3. Civil c. Good
4. Urban d. Degradation
5. Ecological e. Care
6. Family f. Justice
7. Common g. Welfare
8. Social h. Energies
9. Health i. Society
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10. Human j. Development
11. Social k. Organisations
What is sustainable development?

I. Match these underlined words in the text with their synonyms or definitions:
1.enhance a. effect
2. impact b. desire to have more money, food, power etc than you need
3. ruins c. give food to a person or animal
4. greed d. improve
5. endorse e. try very hard to achieve something that is difficult to do
6. feed f. what is left after the rest has been destroyed
7. struggle g. support
Environmental, economic and social well-being for today and tomorrow
Sustainable economic development enhances human living standards while maintaining, or even improving,
ecosystem functioning. Many people use the United Nation’s definition of sustainable development: …
Sustainable development is development that meets the needs of the present without sacrificing the
ability of future generations to meet their own needs… As a value, it refers to giving equal weight in
your decisions to the future as well as the present..
Many traditional cultures hold this value very strongly. For example, in their councils, the Iroquois and other
Native American groups required that each decision be evaluated by asking "What impact will this have on the
seventh generation from today?" On the other hand, the world is full of the ruins of civilizations that died
because they sacrificed the value of sustainability to the pressures and greed of the present - they overexploited
their surroundings and their people.
All definitions of sustainable development require that we see the world as a system—a system that connects
space; and a system that connects time
When you think of the world as a system over space, you grow to understand that air pollution from North
America affects air quality in Asia, and that pesticides sprayed in Argentina could kill fish stocks in the coast of
Australia.
And when you think of the world as a system over time, you start to realize that the decisions our grandparents
made about how to farm the land continue to affect agricultural practice today; and the economic policies we
endorse today will have an impact on urban poverty when our children are adults.
We also understand that quality of life is a system, too. It's good to be physically healthy, but what if you are
poor and don't have access to education? It's good to have a secure income, but what if the air in your part of
the world is unclean? And it's good to have freedom of religious expression, but what if you can't feed your
family?
The concept of sustainable development helps us understand ourselves and our world. The problems we face
are complex and serious—and we can't address them in the same way we created them. But we can address
them.
It's that basic optimism that motivates many civil society NGOs to struggle for a healthy and meaningful future
for this planet and its inhabitants.
1. What is the main thing in sustainable development?

………………………………………………………………………………………………………………….
3. How is sustainable development a matter of time and space? Explain and give examples from the text.
………………………………………………………………………………………………………………….
GRAMMAR
FUTURE CONTINUOUS
I I I
You You you
He will be playing He will not be playing he playing….. ?
She going She going Will she be going ….. ?
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It ll’ be listening It won’t be listening it listening …. ?
We We we
They They they
FUTURE PERFECT

I I I
You You You
gone gone
He will have He will not have He gone … ?
listened listened
She been She Wil She have listened… ?
It ‘ll have It won’t have been l It been… ?
We We We
They They They
Study this example situation:

Kevin loves football and this evening there is a big football match on television. The match begins at
7.30 and ends at 9.15. Paul wants to see Kevin the same evening and wants to know what time to come
to his house.
PAUL: Is it all right if I come at about 8.30?
KEVIN: No, I'll be watching the football then.
PAUL: Well, what about 9.30?
KEVIN: Fine. The match will have finished by then.
• We use the future continuous (will be doing) to say that an action will be in progress at a
certain future time.
• We use the future perfect (will have done) to say that something will already be complete
before a given future time.
EXERCISES
Read about Colin. Then you have to tick (V) the sentences which are true. At least one is true.
Colin goes to work every day. He leaves home at 8 o'clock and arrives at work at about 8.45. He starts work
immediately and continues until 12.30 when he has lunch (which takes about half an hour). He starts work again
at 1.15 and goes home at exactly 4.30. Every day he follows the same routine and tomorrow will be no
exception.
1. At 7.45
a. he'll be leaving the house b. he'll have left the house
c. he'll be at home d. he'll be having breakfast
2. At 8.15
a. he'll be leaving the house b. he'll have left the house
c. he'll have arrived at work d. he'll be arriving at work
3. At 9.15
a. he'll be working b. he'll start work
c. he'll have started work d. he'll be arriving at work
4. At 12.45
a. he'll have lunch b. he'll behaving lunch
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c. he'll have finished his lunch d. he'll have started his lunch
5. At 4 o'clock
a. he'll have finished work b. he'll finish work
c. he'll be working d. he won't have finished work
6. At 4.45
a. he'll leave work b. he'll be leaving work
c. he'll have left work d. he'll have arrived home
Put the verb into the correct form, will be (do)ing or will have (done).
1. Don't phone me between 7 and 8. ……………………….……………..... (we/have) dinner then.
2. Phone me after 8 o'clock. ……………………………………… (we/finish) dinner by then.
3. Tomorrow afternoon we're going to play tennis from 3 o'clock until 4.30. So at 4 o'clock,
………… ………… …..…………….. (we/play) tennis.
4. A: Can we meet tomorrow afternoon?
B: Not in the afternoon. …………………………………………….. (I/work).
5. Do you think ……………………………………….. (you/still/do) the same job in ten years' time?
6. If you need to contact me, ……………..……………………….. (I/stay) at the Lion Hotel until Friday.
FUNCTIONS
Expressing Cause
Because As Since Because of Due to Owing to Thanks to
Notice how these words or expressions are used:

(result) because (cause) As (cause) , (result) Since (cause) , (result)
Because of / Due to / Owing to / Thanks to + (noun) , (result).
He didn’t come to school. He was ill.

↓ ↓
Result / consequence Cause
He didn’t come to school because he was ill.

As he was ill, he didn’t come to school.
Since he was ill, he didn’t come to school.
Because of his illness, he didn’t come to school.

Due to his illness, he didn’t come to school.
He passed the exam with high marks because he worked hard.
Owing to his hard work, he passed the exam with high marks.
Thanks to his hard work, he passed the exam with high marks.
EXERCISE:
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A. Use the given possibilities to join the two sentences:
1. He failed his exam. He was frequently absent from class.

………………………………………………because……………………………………………………
As …………………………………………………………………………………………………………
Since ………………………………………………………………………………………………………
Because of his frequent ……………………………………………………………………………………
Due to his frequent ..………………………………………………………………………………………
2. Ronaldhino because a football superstar. He was exceptionally skilled.
Owing to …………………………………………………………………………………………………
Thanks to ………………………………………………………………………………………………….
Expressing result
so therefore consequently As a result As a consequence (of)
He didn’t come to school. He was ill.

↓ ↓
Result / consequence Cause
He was ill, so he didn’t come to school.
He was ill, therefore he didn’t come to school.
He was ill, consequently he didn’t come to school.
As a consequences of + noun:
Many respiratory diseases are the consequence of air pollution.
A. Join this sentence with the possible effect linking words:
There are so many fatal road accidents . Drivers don’t respect the speed limit.
…………………………………………, so …………………………………………………….
…………………………………………, therefore ……………………………………………..
………………………………………… . As a result ………………………………………….
…………………………………………. are the consequence of ……………………………..
…………………………………………. results in …………………………………………….
……………………………………… are caused by ……………………………………………
B. For each of the six questions choose the one correct answer.
1. I love living in Australia _______ the weather.
a. because b. since c. as d. because of
2. Many road accidents are due _______ speed.
a. of b. to c. in d. for
2. The increase in the number of cars on the road has resulted ________ more and more traffic jams.
a. in b. to c. at d. for
3. “He got to work very late ‘cos he missed his train”. Which word is ‘cos short for?
a. consequently b. because c. as d. since
4. Keith lost his job because _______ cutbacks in the department.
a. for b. at c. of d. by
5. The increase in tropical storms in recent year has been __________ global warming.
a. thanks to b. the result of c. caused by d. the reason why
6. “He didn’t turn up for the exam. __________, he failed the course.”
2008/2009 Amizmiz
a. As a reason b. As c. Because d. As a result
Join parts of a sentence from A, B and C to make appropriate cause-effect relations:
A B C
• Schools are far from because • deforestation.
homes, because of • pollution.
thanks to
• Desertification is / are due to • gases rising from factories
• Many breathing so and cars.
diseases therefore • there are many dropouts in
• There aren’t any As a result rural areas.
stadiums here. Result(s) in • Mobile phones and the
is/are caused by
• There has been a lack is/are the result of internet.
of rain is/are the cause of • country people migrate to
• Bad road conditions cities.
• Global warming • the rise in petrol’s price.
• Communication has • many terrible accidents.
become easy • children play football in
• Goods have become so the roads.
expensive
Now make it the other way around. Start from C , B then A:
WRITING: FORMAL LETTER
Your address (not name)
The date
The name / title or position

and address of the person
you are writing to.
The greeting
Introductory statement ( explaining why you are writing this letter / how-where did you learn there is a
vacant post? )
Main parts ( the content varies according to what the purpose of the letter is.)
Example: Application letter
• Personal information if needed ( age, nationality, sex, etc)

• Degree or level of study and knowledge required for the kind of job you’re applying for
• Previous experience in the same or other domains
• Personality characteristics suitable for the post you want to get.
Concluding comment ( expecting a reply )
Ex: I look forward to hearing from you
I look forward to your answer
The ending ( there are some fixed expressions .

2008/2009 Amizmiz
Ex: Faithfully yours / Sincerely yours )
Name (of the writer)
PRACTICE :
1. Write the parts of this letter in the appropriate space on the form bellow( they are in order):
Ria Luis de Deus18, 300 Coimbra, Portugal. 29th March 2006. The Principal, The Oxford English
College,243 Hilton Rd. , East Bourne BN4. Dear Sir or Madam, I saw your advertisement for English
classes in this month’s English Today magazine and I am interested in coming to your school this
summer. I have studied English for three years but I have never been to England and I feel now that
this is necessary, especially to improve my pronunciation.
Please could you send me more information about your courses, and an application form.
I would also like some information about accommodation. I look forward to hearing from you as soon
as possible. Yours faithfully, Ana Maria Fernandes
…………………………………….
…………………………………….
…………………………………………
……………………………………….... ………………………………
………………………………………….
…………………………………..,
………………………………………………………………………………...…………………………..
……………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
……………………………………………………………………………
……………………………………………
………………………………………
2. Put the letter in its appropriate place in the letter layout below .
A. I have recently graduated from the WSB Business School in Warsaw and received high grades in both
my English and Business Courses. In addition, we had to use all of the Microsoft Office programs the in
preparation of our finished assignments, so I am able to do most things with computers.
B. Dear Sir/Madam,
C. I look forward to hearing from you.
D. I am interested in working in the teachers' resource library, or in the accommodation department.
E. I am writing this letter to apply for the position of student assistant that I saw advertised on your website
F. Since I was 15 years old I have helped my father to run his small import-export business. have been
involved in helping a variety of clients and also the general administration of the business.
G. Yours faithfully
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H. In the past 2 years I have worked in the WSB library, helping teachers and students find and use the
resources there. This experience has given me the ability to deal with the needs of all types of people.
I . Godar street ,211, Westminster.
J. Pawel Minescz
K. 19 October, 2005
L. I have an outgoing, diligent personality and find that I enjoy the challenges of working in busy
environments. In addition, my studies and experience have taught me to be accurate and efficient in
organising my work so I would be a valuable addition to your school.
M. The Manager of Highlane Campus, Westminster 1250, England .
1. ………
3. …………. 2. ………
4. …………..
5.……………….
6. …………… 7. ………… 8. ………….. 9. …………… 10. ………
11. ………
12. ………..
13. ………
3. Look at this advertisement and write an application letter:
Marrakech News
MOUSSAFIR ACCORDS HOTEL

Recruiting receptionists.
Knowledge of at least three languages required.
Ready to work nightshift.
Avenue Mohamed VI, Residence La PAIX N° 3, Marrakech
…………………………………….
…………………………………….
…………………………………………
……………………………………... ………………………………
………………………………………….
…………………………………..,
………………………………………………………………………………...…………………………..
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
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……………………………………………………………………………………………
……………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
……………………………………………………………………………
……………………………………………
………………………………………
WOMEN IN POWER
VOCABULARY:
Aware : (adj) knowing about or realizing what is happening. ( =/= unaware)

Awareness : (noun) consciousness / knowing what's happening
Domination : power and control over someone or something (=/= submission)
Emancipation : liberation / giving people the same legal, political, and social rights as other people
Feminism : the belief that women should have the same rights and opportunities as men
Gender : the fact of being male or female
Leader : the person who is in charge of or controls a country, organization, team etc
Leadership : the quality of being good at leading a team, organization, country etc
Polygamy : the custom of having more than one wife at the same time
Pregnancy : ( noun) the condition of being pregnant
Pregnant : (adj) having an unborn baby growing in your body
Stereotype : the image or idea we have of a category of people and it’s normally wrong.
Eg. : British people are cold-blooded, Japanese are genius , Marrakshis have a good sense of humour .
Struggle : (verb) to try very hard to achieve something that is difficult to do
Struggle : (noun) when someone tries hard for a long time to achieve something
COLLOCATIONS:
Join two words from A and B to make appropriate collocations:
A B
1. Family a. activist
2. Career b. equity
3. Feminist c. woman
4. Gender d. struggle
5. Hard e. code
Put in an appropriate word or collocation from the lists above:
Women’ history for …………………… was a hard ……………….. against cultural ………..…………
that picture women as weak and irresponsible.
The ………………… difference between male and female in people’s mind encouraged the ……………
Of men over women for many centuries.
The Moroccan reform of the ………………… ………………… . made it possible for women to refuse the
husband his long acquired right of ……………………….. . If the husband wants to marry another woman ,
the first wife has to be ………………. Of it, first, then she could accept or refuse.
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Nowadays, in most countries of the world, women have almost achieved …………. ………….. . They have
attained the same rights as men and escaped the male …………………. Over them. More than that, in
developed countries they are aspiring for …………….………. . They no longer want to be second after men;
they want to be first.
READING
WOMEN'S ROLE IN SOCIETY
__ The 60’s and 70's feminist movement, unfashionable as it may be today, seems to have been an important
stepping stone in the demands for women Equal Rights. Events tend to have a way of changing people and
their role in society. Inventions too bring progress in society as well as to the individual's life. In the late
nineteenth century the invention of the typewriter gave women a new skill and a job outside the home. During
the First World War, women who began to work in factories as part of the war effort, found themselves a place
as active members of society.
__ A woman's role in society was defined by the Feminists on whether they were contributors to society or
not. It meant for them to have a job. Being a housewife was the bottom pit of human society. Having children
to raise the single mother had to be responsible and self- supporting.
__ It is generally accepted that in today's society women have access to education and can promote
themselves much more easily than in the seventies. Women's changing role is happening because women
nowadays are educated. It is recognized as an essential need for achieving equality in most walks of life.
__ The area where the changing role of women is beginning to make an impact is in the media.
The media in its many forms offers opportunities for women to organize and propagate their concerns and
demands. For instance, information technology has given women new possibilities to create a platform to
diffuse their ideas. Women are now using the Internet and web sites to strengthen their voice and made them
visible to the public at large. They have created a network which give them the opportunity to be better
informed and thus being in a more efficient position to defend their rights. It also makes it possible for them to
be in contact with other women thus realizing a global sisterhood support system.
__ The future role of women can be looked at more optimistically. Nowadays, there seems to be a recognition
of the vital role women play in society and more status is given to women. Overall, excellent progress has been
made in education. This has played a powerful role for women self-esteem. It demonstrates women's
intellectual abilities to gain expertise in the field of their choice. It is generally accepted by the new generation of
young men and women that co-operation and mutual aid are far more productive than the divider camp of
men and women. Society is changing and with it the role of women and men. In many fields women have come
a long way from just their role as mothers and homemakers. They no longer think that children rearing and
home management is their sole duty.
__ Of course a lot more is to be achieved if we want a society free from injustice. When women will truly get
equal rights a major progress in women's life will have been achieved.
I. Match the paragraphs with these title. Put the letter in front of the paragraph:
A. Role of education in women’s emancipation
B. Women gaining status in society
C. Re-definition of women’s role in society
E. What about the future
D. The Media role in women’s unity
F. Getting work outside home
II. Answer these questions from the text.

1. How did typewriters change some women’s lives ?
2. What was the main objective of the feminist movement in the 70s?
3. How did media help women in their struggle for their rights?
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III. Match these words or expressions with their synonyms or definitions
1. Unfashionable a. shared between two people or two groups.
2. stepping stone b. social domains .
3. the bottom pit c. tell a lot of people your ideas in order to make them support you.
4. walk of life d. confidence in ones abilities
5. propagate e. something you need to move further and progress.
6. self-esteem f. out-dated / old
7. mutual g. the lowest degree or level
VOCABULARY STUDY
Noun Suffixes Examples Adjective Suffixes Examples

-(a)tion Presentation -al Professional
-ment Employment -ial Essential, artificial
-ity Activity , security -ical philosophical
-ness Happiness , illness -ful Careful, helpful
-th Truth, strength, length -less Careless, jobless
-ence Dependence -y Funny, cloudy
-ance Importance -ary Necessary, arbitrary
-hood Childhood -ory Obligatory, satisfactory
-ship Membership -ic / tic Scientific, energetic
-dom Freedom, kingdom -ive Objective, active
- -able Remarkable, curable
-ible Flexible, audible
-ed Interested, pleased
-ing Boring, fascinating
Complete the chart with the missing words:
NOUNS ADJECTIVES NOUNS ADJECTIVES
……………………… young. hunger ………………………

representation ……………………… ……………………. authoritative
……………………… Selective emotion ………………………
employment ……………………… success ……………………….
action ……………………… peace ……………………….
……………………… explanatory ……………………… social
obligation ……………………… Self ……………………
……………………… Accepted Imagination ……………………
……………………… speedy …………………… Stupid
power ……………………… …………………… sad
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GRAMMAR
Passive Voice:
We use the passive mainly in three ways:

1. When we don't know or don't want to say who the doer is.
The problem will be solved very soon.
2. When we are more concerned about what happened than who or what did it:
My car was damaged last night.
3. When there is a vague subject like: one, people, somebody etc…..
This room has to be repainted. (= Somebody has to repaint the room.)
We form the passive voice in three steps:
1. Make put the object ( direct or indirect) as subject.

2. We put the verb ‘to be’ in the place of the verb in the original sentence.
3. We put the past participle form of the verb in the original sentence
Example:
They serve good food in this restaurant. →
‘good food’ is the object , so we begin with it as subject:
• Good food ………………………………
The verb is in the simple present, so we put the verb ‘to be’ in this tense ( am, is, are) ‘is’ is the correct
possibility.
• Good food is …………………………
Serve is the verb in the sentence. Its past participle form is : ‘served’
• Good food is served in this restaurant.
Look at this table
TENSE ACTIVE PASSIVE

simple present do/does is/are done
present continuous am/is/are doing am/is/are being done
present perfect have/has done have/has been done
simple past did was/were done
past continuous was/were doing was/were being done
past perfect had done had been done
future will do will be done
be going to + verb am/are/is going to do am/are/is going to be done
must must
have/has to have/has
models may may be done
can/could do can/could
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should should
would would
Change the sentences from the active to the passive.

Example: You can buy this kind of CDs anywhere. This kind of CDs can be bought anywhere.
1. They have treated him very well. …………………………………………….………….……

2. They grow coffee in Kenya. ……………………………………………………….…
3. They haven't cleaned the kitchen yet. …………………………………………….………………
4. They will publish the result very soon. …………………………………………………………..
5. They built that skyscraper in1956. …………………………………………………………..
6. They will invite 40 people to the party . ………. …………………………………………………
7. Someone must type this letter for us. …..……………………………………………………..
8. They speak German in Austria.
WRITING
BOOK REVIEW
FICTION
Book reports can take on many different forms. Three types of effective book reports are plot summaries,
character analyses, and theme analyses.
No matter what type of book report you decide to write, however, there are a few basic elements you need to
include in order to convey why the book you read was interesting.
• the type of book report you are writing. ( Summary or Analysis)

• the title of the book .
• the author of the book . ( name and some background information about the auther)
• What is the general field or genre ?
• the time when the story takes place
• the location where the story takes place.
• the names and a brief description of each of the characters you will be discussing.
• What is the plot of the story?
• Does the story include a problem or a conflict? How is it resolved?
• Does the author use any recurring themes or symbolism? How do these literary devices contribute to
the story?
• quotations and examples from the book to support your opinions
• After you've described your book, express some of your thoughts about what you've read. What was
the most interesting thing you learned about the book's subject? Why did you find it interesting?
2008/2009 Amizmiz
PRACTICE:
Last year (1st year Bac) you studied some books (novels or short stories). Choose the one you liked best
and write its review. Eg. "La Boite à Merveilles" by Ahmed Sefrioui
FILM REVIEW
Read this film review and complete the list below with information from the text:
Blood Diamond is an American 2006 adventure-drama film co-produced and directed by Edward Zwick. The
title diamonds mined in African war zones and sold to finance the conflicts and profit the warlords and the
diamond companies across the world. Set against the backdrop of the chaos and civil war that enveloped 1990s
Sierra Leone, Blood Diamond is the story of Danny Archer (DiCaprio), an ex-mercenary from Zimbabwe, and
Solomon Vandy (Hounsou), a Mende fisherman. Both men are African, but their histories and their
circumstances are as different as any can be until their fates become joined in a common quest to recover a rare
pink diamond, the kind of stone that can transform a life... or end it.
The film shows a country torn apart by the struggle between government soldiers and rebel forces. The film
portrays many of the atrocities of that war, including the rebels' amputation of people's hands to stop them
from voting in upcoming elections.
On their quest to find the elusive diamond and Hounsou's missing kid, our heroes encounter Jennifer Connelly,
playing the role of a foreign correspondent. Naturally, she and Leo fall in love and she teaches him to be a
better man.
2008/2009 Amizmiz
Blood Diamond is quite a tale of greed and exploitation set against a background that seems constantly on the
verge of explosive violence.
Director Zwick has a tendency to lecture the audience about the dirty business of "conflict diamonds", but
his film is too simplistic to function as an effective political commentary. However, as a boy's own
adventure, it works just fine.
Elements in a film review:
Title : ………………………………………………………
Kind: ……………………………………..
Date of release: …………………………
Director: ………………………………………………….
Actors:………………………………………………………………………………………………….……
Roles:…………………………………………………………………………………………………………
Time and place of the
story:……………………………………………………………………………...........
………………………………………………………………………………………………………………
Summary of the story:……………………………………………………………………………………
………………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Reaction:……………………………………………………………………………………………………
PRACTICE:
Now, write a film review. First watch a film on DVD or TV. Complete the list of elements and sit down
to organize your review. You can change the order of the elements in the list above.
CULTURAL VALUES
VOCABULARY
Adaptation : - changes you make to become suitable for a new situation.
- changes you make to turn a new situation suitable for you.
Adjustment : change in the way you behave or think.
Altruism : actions made to show that you care more about other people's needs and happiness than about your
own.
Appropriate : suitable for a particular time, situation, or purpose.
Suitable : right or acceptable for a particular purpose or situation .
Co-existence : to exist together in spite of having different opinions, needs, or political systems.
Cooperation : - to work with someone else in order to achieve something that you both want.
- to help someone willingly when they ask you to help.
Harmony : when people are not arguing, fighting, or disagreeing.
Homogeneous : consisting of parts or members that are all the same.
Heterogeneous : having parts or members that are very different from each other.
Homesick : feeling sad because you are a long way from your home.
2008/2009 Amizmiz
Nostalgia : sad feeling you have when you remember happy events from the past.
Identity : the qualities that someone has that make them different from other people.
Integration : to join in the life and customs of a group or society different from yours.
Welfare : whether or not someone has the things they need to be healthy, comfortable, and happy
COLLOCATIONS
Make appropriate collocations. There may be more than one combination:
A B
1. Culture a) values
2. Civic b) diversity
3. Moral c) welfare
4. Common d) education
5. Cultural e) shock
6. Social f) good
READING :
What is Culture?
• It is the sum of discrete behaviours, traditions, habits or customs that are shared among
a community and can be observed in conduct.
• The explicit and implicit patterns of behaviours, symbols and ideas that constitute the
distinctive achievements of a human group.
• It's the total sum of a way of life of a people; patterns experienced by individuals as
normal ways of acting, feeling and being.
• It's that complex whole which includes knowledge, beliefs, art, morals, law, customs and
any other capabilities acquired by humans as members of a society.
Make a list of the words in the definitions directly related to culture:
behaviors, …………………., ………………………, …………………….., …………………., .…………

………………………, ……………………..., …………………….., ……………………, ………………..
What are Cultural Values?

Each culture possesses its own particular traditions, values and ideals. Judgements of what is right or
wrong, good or bad, acceptable or taboo are based on cultural values.
Types of Values
Value is an ambiguous concept that governs human behaviour. A set of values may be placed into the
notion of a value system. Values are considered subjective and vary across people and cultures. Types
of values include ethical/moral values, doctrinal/ideological (political, religious) values, social values,
and aesthetic values.
Can you match these values with what they refer to:
1. ethical/moral values a. political opinions, religious beliefs,
2. doctrinal/ideological b. sincerity, honesty, kindness, good manners
2008/2009 Amizmiz
3. social values c. beauty , art, music, clothes, food
4. aesthetic values d. patriotism, solidarity, cooperation,
Cultural values
Groups, societies, or cultures have values that are largely shared by their members. The values identify
those objects, conditions or characteristics that members of the society consider important; that is, valuable.
In the United States, for example, values might include material comfort, wealth, competition, individualism
or religiosity. The values of a society can often be identified by noting which people receive honor or
respect. In the US, for example, professional athletes are more highly honored than college professors, in
part because the society values physical activity and competitiveness more than mental activity and
education.
Values are related to the norms of a culture, but they are more general and abstract than norms. Norms are
rules for behavior in specific situations, while values identify what should be judged as good or bad. Flying
the national flag on a holiday is a norm, but it reflects the value of patriotism. Wearing dark clothing and
appearing solemn are normative behaviors at a funeral. They reflect the values of respect and support of
friends and family.
Members take part in a culture even if each member's personal values do not entirely agree with some of the
normative values sanctioned in the culture. This reflects an individual's ability to synthesize and extract
aspects valuable to them from the multiple subcultures they belong to.
If a group member expresses a value that is in serious conflict with the group's norms, the group's authority
may carry out various ways of encouraging conformity or stigmatizing the non-conforming behavior of its
members. For example, imprisonment can result from conflict with social norms that have been established
as law.
Say whether these sentences are true or false. Justify from the text:
1. All societies share the same values. ___

……………………………………………………………………………………………………………..
2. College professors are more respected than athletes in the USA. ___
…………………………………………………………………..………………………………………..
3. Values and norms are the same. ___
……………………………………………………………………………………………………………
4. All members of a society approve of all its normative values. ___.
………………………………………………………………………………………………………………
5. Individual values contradicting social norms are not normally accepted. ___
………………………………………………………………………………………………………………
FUNCTIONS
APOLOGISING
Here are ways of expressing an apology.
1. I'm (so / very / terribly) sorry.
2. I apologize for (+ noun / verb-ing)
3. I do apologize.
4. Sorry about that.
5. I really am very sorry.
6. How stupid / careless / thoughtless of me.
7. Sorry. It was all my fault.
8. Please excuse my …(ignorance).
2008/2009 Amizmiz
Find the expressions used to express and accept apologies in the following examples and complete the
chart below: . You can add other expressions.
1. a. "Please excuse the mess in the room."

b. "Don’t worry. It’s not a problem"
2. a. "I'm sorry about the noise – the children are at home."
b. "It’s all right"
3. a. "I'm sorry I lost the notebook. I'll go and get another one."
b. "Don't worry about it"
4. a. "We deeply regret any misbehaviour, as this was not our intention."
b. "We'll say no more about it"
5. a. "Is this your seat? Oh, I do apologise."
b. "It's not important."
Apologizing Accepting apologies
..…………………………………….. ..………………………………..…………..
..…………………………………….. ……………………………………………..
..…………………………………….. ..………………………………..…………..
..…………………………………….. ..………………………………..…………..
.…………………………………….. ..………………………………..…………..
..…………………………………….. ..………………………………..…………..
..…………………………………….. ..………………………………..…………..
.
GRAMMAR:
PHRASAL VERBS
LIST OF PHRASAL VERBS USED IN 2nd YEAR BAC TEXTBOOKS
apply for : ask for (eg. write a letter to apply for a job or a place in a university)
break down : (for machine) stop working
• Our car broke down on the road from Marrakech to Casablanca and had to tow it.
bring about : cause to happen
2008/2009 Amizmiz
• The war on Iraq brought about a lot of political and social changes in the Middle East.
call for : to demand or need something
• The situation in our schools calls for more attention and work.
calm down : become quiet after you have been angry, excited, or upset, or to make someone
become quiet:
come back : return
come across : find by chance
• I came across an old photo of mine with class-mates when I was skimming through a
book.
fill in : write the necessary information in a form
find out : discover / get information about something or someone.
get into : enter / be accepted to enter
get up : get out of bed
give up : quit, stop doing something
go through : endure, have a very upsetting or difficult experience
• The family went through a hard time after the tragic death of the father in a road
accident.
grow up : develop and become bigger
keep on : go on : continue, not stop
leave behind : not to take / forget to take something with you when you leave a place
look for : search for, seek, try to find
look forward : be excited and happy about something that is going to happen / want to happen
as quickly as possible
look up : search for the meaning of a word in the dictionary
make up : invent ( a story, an excuse)
put down : put something onto a surface such as a table or the floor
set up : establish, start a company (business) or organization
show up : come, appear, come after a long or unexpected absence
stand for : represent / be a short form of a word, phrase, or idea:
• Jr. stands for 'junior'
take care of : look after , pay attention
take up : begin doing an activity or hobby:
• I've just taken up golf.
Turn down : - to make a machine such as a television, radio etc produce less sound
- to refuse an offer, request, or invitation:
write down : copy down in your notebook.
EXERCISES
Choose the correct preposition:
1. When she died, she gave ________ all her money to a charity for cats.
a) away b) out c) on d) off
2. You boy! Don’t walk ________ when I’m speaking to you.
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a) on b) to c) away d) out
3. Ouch! He’s fallen ________ his motorbike and broken his shoulder.
a) off b) away c) out of d) down
4. Would you mind taking ________ your shoes when you come inside?
a) away b) on c) off d) out
5. I don’t feel like cooking, let’s eat ________.
a) out b) up c) in d) away
6. Can you pick ________ a few things in the supermarket? We need milk and bread.
a) off b) in c) up d) away
7. The police are looking ________ several runaway criminals in the area.
a. for b. up c. into d. after
8. The verb “took off” has many meanings: What does it mean in each sentence?
a. He took off his coat. b. The plane took off on time. c. She took a day off work.
__ 1. took a holiday __ 2. left the ground __ 3. undress
9. When the pilot had a heart attack, the co-pilot ________ the controls.
1. took over 2. took after 3. took down 4. took in.
10. What time do you ________ off for work in the morning?
a. put b. set c. go d. come
11. Look at this old photo, I ________ it, when I was cleaning the attic.
a. Came over b. Came across c. Came into d. Came round
12. If you borrow money, you must give it ________ as soon as possible.
a. back b. away c. in d. out
Complete the phrasal verbs by filling the gaps with the correct prepositions from this list.
on in up off down after for away
1. I don't know where my keys are. I must look ………… them.
2. The music is too loud. Could you turn ………… the volume, please?
3. Quick, get ………… the bus or you'll have to walk home.
4. Turn ………… the lights when you go to bed.
5. Do you mind if I switch ………… the TV? I'd like to watch the news.
6. All the food in the fridge was ruined. I had to throw it …………
7. When you enter the house, take ………… your shoes and put some slippers …….…………
Put in the appropriate phrasal verb
1. Please …………….. ……… the application form and return it as soon as possible.
2. we need to find a baby sitter to ………….. ………… the baby while we are out
3. If you don't know the word, …………… it …………… in the dictionary.
4. I was in the supermarket doing some shopping when I ……… …………… an old friend of mine.
5. …………… …………… your jacket. It's very hot in here.
6. I don't need these clothes anymore. I'll …………… them ……………
7. …………… …………… the TV. The baby is sleeping!
WRITING
Personal or Friendly Letters
2008/2009 Amizmiz
Read the following letter and write the numbers corresponding to the following parts:
a. Salutation: ….. b. Name of the writer: ….. c. Address: ….. d. reference to next letter: …..
e. Wishes: ….. f. Body of the letter: … g. Date: ….. h. concluding : …..
i. reference to previous letter: …..
(1) 40, Mohammed V Street,

Tiznit.
(2) 27 October, 2006
th
(3) Dear Jane,

(4) I was so happy to get your letter. I'm sorry I didn't write earlier. I have been busy these days.
(5) I've been thinking about the problem you raised in your last letter. I found out that most of the students in our
school are in the same situation. They're computer addicts, too. Some of them have tried to change this habit but they
can't.
Thank God I'm not one of them. It's not because I don't like to use the computer, but because we've got only one at
home. All the members of my family use it; which means I have very limited time left for me. Just enough for checking my
e-mails or doing my homework. Did you say the cyber café? No way. My father wouldn't think of any of us to go there.
I think you need to get rid of this habit. Why don’t you think of doing something else? Reading, for example. This
would certainly divert your attention from those never-ending chats.
(6) I must close now. Please tell me what you think of my suggestion. Write soon!
(7) Best wishes,

(8) Take care
(9) Ilham
2008/2009 Amizmiz
CITIZENSHIP
VOCABULARY
Rights : what you are morally, politically or legally entitled to get as your due.
Human Rights : the basic rights that everyone has to be treated fairly, especially by their government
Duty : something that you have to do because it is right or it is part of your job
Responsibility : if something is your responsibility, it is your duty to make sure that it is done
Contribute : to join with other people in giving money, help, or ideas for a particular purpose
Participate : to take part in an activity or event
Law : the system of rules that people in a country or place must obey
Citizen : someone who lives in a particular town, state, or country
Support : - to say that you agree with an idea, group, or person and want them to succeed
- to help and encourage someone or something
Volunteering : to offer to do something without being told that you must do it
Voluntary work : working without being paid, especially to help people
Donation : something, especially money, that you give to help a person or organization
Equity : when everyone is fairly and equally treated. (making no difference between male and female)
Collocations
Join words from A and B to make appropriate collocations:
A B
1. Trade a. services
2. Freedom b. being
of c. equity
3. Human d. expression
4. Civil e. union
5. Public f. rights
6. Gender
READING
What is citizenship?
Citizenship is membership in a society or community. It carries with it the individual’s rights to political, social,
and economic participation. A person having such membership is a citizen.
The term Active Citizenship implies working towards the betterment of one's community through economic
participation, public service, volunteer work, and other such efforts to improve life for all citizens.
2008/2009 Amizmiz
Citizenship in Education
The Citizenship Education Curriculum should be based on four "strands" which are Social and Moral
responsibility, Political literacy, community involvement and Identity and Diversity. A good Citizenship
curriculum should also promote skills of enquiry and communication should aim at developing student's
participation responsible action. Such elements of "active citizenship" require students to make practical use of
their Citizenship knowledge. For example, after learning about diversity and prejudice, they would engage in a
project to combat racism in their school or local community.
To this end, students are taught to:
• think about political, spiritual, moral, social and cultural issues, problems and events by analysing
information and its sources, including ICT-based sources
• justify orally and in writing a personal opinion about such issues, problems or events
• contribute to group and exploratory class discussions, and take part in debates. Developing skills
of participation and responsible action
• use their imagination to consider other people's experiences and be able to think about, express
and explain views that are not their own
• negotiate, decide and take part responsibly in both school and community-based activities.

1. What are the four big trends for citizenship education?
2. How can this kind of education help students in their future life?
Citizenship Quiz
Circle “yes” or “no” in order to assess your citizenship. Then count the number of “yes” and “no” .
1. Do you respect the environment? (e.g. you don’t throw garbage on the street) Yes No
2. Do you respect the law when you’re traveling by car, riding your motorcycle Yes No
or bicycle in the absence of the traffic police?
3. Do you stop yourself from picking up flowers in parks and public gardens? Yes No
4. Do you do your job without cheating? Yes No
5. Do you make sure you don’t disturb neighbours? Yes No
6. Do you render help a person in danger ? Yes No
7. Do you stop yourself from polluting nature? Yes No
8. Do you respect other people’ rights the same you expect them to respect yours? Yes No
9. Do you stop yourself from exploiting young children? Yes No
10. Are you always helpful when you can? Yes No
11. Do you respect animals and protect them? Yes No
If you have 6 or more “no”, you still have a lot to learn in order to become a good citizen. It is
never late to start, though.
If you have between 3 and 5 “no”, make more efforts and you’ll become a good citizen.
2008/2009 Amizmiz
If you have 1 or 2 “no”, you’re almost a model citizen. To know more what you have to
improve, look at your answers again.
If you have 0 “no”, CONGRATULATIONS!! You’re a model citizen.
Gender Issue Discussion

What's the difference between sex and gender? Which is cultural and which is natural?
Write 'N' for natural and 'C' for cultural:
Women get pregnant . __
Women have long hair. __
Men are physically stronger than women. __
Men grow beards. __
Women are more passionate. __
Men are more patient. __
Complete these sentences:

For girls:
Because I'm a girl, I should ………………………….…………………………………………
Because I'm a girl, I shouldn't …………………………………………………………………
If I were a boy, I would ………………………………………………………………………..
If I were a boy, I wouldn't ……………………………………………………………………..
For boys:
Because I'm a boy, I could ………………………….…………………………………………

Because I'm a boy, I should …………………………………………………………………
If I were a girl, I would ………………………………………………………………………..
If I were a girl, I wouldn't ……………………………………………………………………..
Dicussion of your sentences:
1. What are your possibilities , liberties and your limits?
2. How do your answers reflect your awareness of the difference between male and female?
3. How do your answers reflect the cultural difference between male and female?
4. How does family and school education define your status and role in society?
FUNCTION:
ADVICE
Expressions used to give advice:

You should/shouldn't…....
You ought to / oughtn't to ………..
why don't you + Verb (Infinitive without to)…...?
2008/2009 Amizmiz
How about + noun/Verb + ing…...?
If I were you, I would…...
If I were in your shoes, I would ……
You’d (had) better + bare infinitive …
B. Match the sentences in box A with the situations in box B:

A B
1. You oughtn’t to let children watch such films. a. A friend who doesn’t listen to his parents
2. If I were you, I would benefit from this important b. A classmate who is a bit lazy in his studies.
opportunity. c. A father who allows his kids to watch violent
3. You should listen carefully to the advice of your films
parents. d. A classmate who doesn’t want to attend free
4. I advise you to start your revision from now. evening classes of reinforcement.
GRAMMAR:
Reported Speech
Reporting Statements
Study the following table carefully.
Direct Speech Reported Speech
"I study Italian." She said she studied Italian.

"I am reading a book." He said he was reading a book
"I have read two books of Charles Dickens." He said he had read two books of philosophy.
"I saw an interesting film last week-end." He said he had seen an interesting film the previous
week-end.
"I will participate in this competition." She said she would participate in that competition.
Changes in adverbs of time and place
Direct Speech Reported Speech
now then
today that day
tomorrow the following day / the day after
yesterday the previous day / the day before
next (Monday, week, etc…) The following (Monday, week, etc…)
last (Sunday, week, etc…) The previous (Sunday, week, etc…)
here there
this that
these those
Report the following statements:
1. “I’m happy to get this good news.”
Our director told me ………………………………………………………………………………
2. “Tahar Ben Jelloune has written many interesting novels.”
A British journalist said …………………………………………………………………………..
3. “Last year, I encountered some difficulties in the English exam.”
2008/2009 Amizmiz
A student in my class announced that …………………………………………………………….
4. “I hope the administrative staff will change its negative attitude towards the multimedia room.”
A student said ………………………………………………………………….
5. “Associations are making great efforts to improve the situation of the rural world.”
An official admitted that ……………………………………………………………………………
Reporting Questions
A. Study the following: Direct questions versus indirect questions.
Direct questions Indirect questions

Will we get our money back? They asked if they would get their money back.
Why has the bus stopped? She asked why the bus had stopped.
Notice that for a yes/no type of question (auxiliary + subject + verb ….?) we use “if”,
For wh-questions we use the question word used in the direct question. (What, Why, How, Where, etc). +
auxiliary + subject + verb ….?)
Now rewrite the following sentences beginning with the words given.
1. "Do you speak English?"
He asked me………………………………………………………………………………………..
2. "Is the train station far from here?"
The tourist asked a policeman……………………………………………………………………
3. "Where do you live?
He wanted to know……………………………………………… ………………………………..
4."How long does take to walk to the city centre?"
A stranger asked me ………………………………………………………………………………..
5."Have you got anything to declare?"
The customs officer asked me…………………………………………………………………..
6. "Do you think Mary will like the present?"
He asked me……………………………………………………………………………………….
7. "Why are you so moody today?"
I asked him…………………………………………………………………………………………..
8. What time did you get up?"
He wanted to know ………………………………………………………………..……………....
Reporting commands or requests
Direct Reported
‘Sit here and stay still’ The mother ordered her child to sit there and to stay still
‘Go out and don’t come here again.’ She told him to go out and not to come there again
‘Come in, please.’ He asked me to come in
Rewrite the following sentences in reported speech.
1."Don't forget to do your homework." The teacher told me………………………………………
2008/2009 Amizmiz
2. "Open the window." He asked me …………………………………………………………
3. "Don't crack your fingers." The mother told her son………………………………………………
4. "Try to be more polite with our guests next time.’."
She told her daughter ……………………………..…………………………….
5. "Don’t spent all your pocket money on one day"
He told me…………………………………………………………………………
Read this dialogue and Complete the paragraph below using the information in the text.
Dave: Hi Bill! We haven't met since last week.

Bill: Yes, you're right. I've been very busy these days. Didn't I tell you? I bought a new house.
Dave: Well, well, that must come as a surprise. Congratulation, Dave!
Bill: Thanks. I'm moving tonight.
Dave: Do you think you'll need any help?
Bill: Well, actually, I'll need somebody to give a hand. Laura is away on a business trip.
Dave: Ok, then. What time can I come?
Bill: Seven. Will that be ok?
Dave: Yes, That'll be ok for me. See you at seven then.
Bill: see you. Bye.
Paragraph:
When Dave met Bill last week, he told him that ……………………………..…………………….. Dave
said he ………………………………………… and told Bill that ……………………………and
that ………………………….………………… that night. Dave asked him if …………………………
………………… and he said he would because his wife was away on a business trip. Then Dave asked him
what time …………………………………………….. and they agreed on seven .
Other reporting verbs :
Fill in the blank with the past form of the reporting verbs from the list.
agree remind apologize accuse complain offer promise refuse advise invite
1. "Yes, I'll be here on time. Be sure of that."
He ………………….to be there on time.
2. "I'm sorry , I didn't come to the meeting."
Susan …………………. .for not coming to the meeting.
3. "Yes, you're right, it's a big issue."
He …………………..that it was a big issue.
4. "If I were you, I wouldn't spent too much time watching TV."
He ………………… me not to spend too much time watching TV.
5. "It was you who ate the cakes I was keeping in the cupboard, Jim, wasn't it?"
Mrs Smith ……………….her son of eating the cakes she had been keeping in the cupboard."
6. "I've been waiting for you all morning .Where have you been?"
Jim ……………………that he had been waiting me all morning.
7. "Would you like to come to our house for dinner on Saturday?"
2008/2009 Amizmiz
He …………………… me for dinner on Saturday.
8. "Remember you have to go to the dentist. You have an appointment today."
Mrs. Brown ………………….her husband that he had to go to the dentist.
9. "Well, I won't talk to him again."
He…………… to talk to him again.
10. "Shall I do the washing up?"
She ………………to do the washing up.
Fill in the blank with the right verb from the list.
advise beg congratulate admit suggest remind blame accuse warn agree
1."Why don't we go out for a walk?"

He …………………. that we should go out for a walk.
2."Yes, yes, it was my fault."
He ………………. that it was his fault.
3." Remember you have a meeting at three o' clock."
Margaret ……………… her husband that he had a meeting at three o'clock.
4."Well done! I knew you would pass the exam this time."
He ……………………. me on passing the exam.
5."Please, please Dad, let us play football in the garden."
The children …………………. their father to let them play football in the garden.
6. "We missed our train because of you. You were very late."
They ……………………. their friend for missing the train.
7. "It was you who sat on my glasses and broke them. wasn't it?"
Salah …………………. his room-mate of sitting on his glasses and breaking them.
8. "Yes, you're right. Our society has changed a lot during the last few years."
He …………………. that our society had changed a lot during the last few years.
9. "Don't let the children go out. The street is very dangerous."
Mrs. Brown ………………….. the baby-sitter not to let the children go out.
10." If I were you I would buy a bigger car."
Jane ………………… her friend to buy a bigger car.
2008/2009 Amizmiz
INTERNATIONAL ORGANISATIONS
VOCABULARY:
Charter : a statement of the principles, duties, and purposes of an organization
Resolution : an official decision by a group or organization, especially after a vote
Spokesperson : someone who has been chosen to speak officially for a group, organization, government etc
Constitution : a set of laws and principles that describes the power and the purpose of a country government
Headquarters : the place from which a company, organization, or military action is controlled
Deputy : someone who has the second most powerful position in an organization
Violation : to disobey a law, agreement ( if someone's rights have been violated, they have been ignored)
Sanctions : punishments that make people obey a rule or law
Boycott : to refuse to buy, use, or do something because you think something is wrong or unfair
Commissioner : someone who has an important position in an official organization
Embargo : an official order to stop trade with another country
COLLOCATIONS:
Make the appropriate collocations. There may be more than one possibility:
A B
1. General a. dispute
2. Pressure b. treaty
3. Territory c. assembly
4. International d. group
5. Peace e. laws
6. Secretary f. general
g. Conflicts
INTERNATIONAL ORGANISATIONS
1. African Development Bank : http://www.afdb.org/
2. African Union : http://www.africa-union.org/
3. European Union : http://www.europa.eu.int/index-en.htm
4. Food and Agriculture Organization : http://www.fao.org/
5. Gulf Cooperation Council : http://www.gcc-sg.org/home_e.html
6. International Criminal Police Organization : http://www.interpol.int/
7. International Monetary Fund : http://www.imf.org/
2008/2009 Amizmiz
8. Islamic Development Bank Group : http://www.isdb.org/
9. League of Arab States : http://www.arableagueonline.org/arableague/index_en.jsp
10. Non-Aligned Movement : http://www.nam.gov.za/index.html
11. North Atlantic Treaty Organization : http://www.nato.int/home.htm
12. Nuclear Energy Agency : http://www.nea.fr/
13. Organization of the Petroleum Exporting Countries : http://www.opec.org/
14. United Nations : http://www.un.org/esa/
15. United Nations Children's Fund : http://www.unicef.org/
16. Security Council : http://www.un.org/peace/index.html
17. International Court of Justice : http://www.icj-cij.org/
18. United Nations High Commissioner for Refugees : http://www.unhcr.ch/
19. United Nations Educational, Scientific and Cultural Organization : http://www.unesco.org
20. World Trade Organization : http://www.wto.org/
Make acronyms of the above international organizations:

1. ………… 2. …….… 3. …….… 4. ……….. 5. ………..… 6. ………………7. …………….…
8. ………….. 9. ………… 10. ………… 11. NATO 12. ………… 13. ………..… 14. …………
15. ………… 16. ………… 17. …………. 18. …………… 19. …………….. 20. …………….
Write the number of the international organization in front of its Arabic equivalent
__ ‫ ﺩﻭل ﺍﻝﺘﻌﺎﻭﻥ ﺍﻝﺨﻠﻴﺠﻲ‬.a

__ ‫ ﻤﻨﻅﻤﺔ ﺍﻝﺘﺠﺎﺭﺓ ﺍﻝﻌﺎﻝﻤﻴﺔ‬.b
__ ‫ ﺼﻨﺩﻭﻕ ﺍﻷﻤﻡ ﺍﻝﻤﺘﺤﺩﺓ ﻝﻠﻁﻔﻭﻝﺔ‬.c
__ ‫ ﻤﻨﻅﻤﺔ ﺍﻷﻏﺫﻴﺔ ﻭ ﺍﻝﺯﺭﺍﻋﺔ‬.d
__ ‫ ﺍﻝﺠﺎﻤﻌﺔ ﺍﻝﻌﺭﺒﻴﺔ‬.e
__ ‫ ﺍﻹﺘﺤﺎﺩ ﺍﻷﻭﺭﻭﺒﻲ‬.f
__ ‫ ﻤﺤﻜﻤﺔ ﺍﻝﻌﺩل ﺍﻝﺩﻭﻝﻴﺔ‬.g
__ ‫ ﻤﻨﻅﻤﺔ ﺍﻝﺩﻭل ﺍﻹﻓﺭﻴﻘﻴﺔ‬.h
__ ‫ ﺼﻨﺩﻭﻕ ﺍﻝﻨﻘﺩ ﺍﻝﺩﻭﻝﻲ‬.i
__ ‫ ﻤﻨﻅﻤﺔ ﺍﻝﺩﻭل ﺍﻝﻤﺼﺩﺭﺓ ﻝﻠﺒﺘﺭﻭل‬.j
__ ‫ ﺍﻝﺒﻨﻙ ﺍﻝﺩﻭﻝﻲ ﺍﻹﺴﻼﻤﻲ‬.k
__ ‫ ﺩﻭل ﻋﺩﻡ ﺍﻻﻨﺤﻴﺎﺯ‬.l
__ ‫ ﺍﻷﻤﻡ ﺍﻝﻤﺘﺤﺩﺓ‬.m
__ ‫ ﻤﺠﻠﺱ ﺍﻷﻤﻥ ﺍﻝﺩﻭﻝﻲ‬.n
__ ‫ ﺍﻝﺒﻨﻙ ﺍﻹﻓﺭﻴﻘﻲ ﻝﻠﺘﻨﻤﻴﺔ‬.o
__ ‫ ﻤﻨﻅﻤﺔ ﺍﻷﻤﻡ ﺍﻝﻤﺘﺤﺩﺓ ﻝﻠﺘﺭﺒﻴﺔ ﻭﺍﻝﻌﻠﻭﻡ ﻭﺍﻝﺜﻘﺎﻓﺔ‬.p
__ ‫ ﺍﻝﻤﻔﻭﻀﻴﺔ ﺍﻝﻌﻠﻴﺎ ﻝﻼﺠﺌﻴﻥ‬.q
__ ‫ ﺍﻝﻭﻜﺎﻝﺔ ﺍﻝﺩﻭﻝﻴﺔ ﻝﻠﻁﺎﻗﺔ ﺍﻝﺩﺭﻴﺔ‬.r
__ ‫ ﻤﻨﻅﻤﺔ ﺸﻤﺎل ﺍﻝﺤﻠﻑ ﺍﻷﻁﻠﺴﻲ‬.s
__ ‫ ﺍﻝﻤﻨﻅﻤﺔ ﺍﻝﻌﺎﻝﻤﻴﺔ ﻝﻤﺤﺎﺭﺓ ﺍﻝﺠﺭﻴﻤﺔ‬.t
Search the net to find information about the objectives of the international organizations
you don’t know. The net addresses are given:
READING
Amnesty International
2008/2009 Amizmiz
Amnesty International is a world-wide volunteer organization funded entirely by subscriptions and donations. It
is totally independent of any government, political faction, ideology, economic interest or religious creed.
The organization works for the release of `Prisoners of Conscience'- men, women and children imprisoned
anywhere for their beliefs, colour, sex, ethnic origin, language or religion. It also seeks fair and immediate trial
for all political prisoners detained without charge, and opposes torture and the degrading treatment of prisoners.
It is also against the death penalty for all types of crime.
Amnesty works by collecting information. When it has proof that a person is a `Prisoner of Conscience', that
person's case is handed over to a local group. The local groups are ordinary individuals who believe in
Amnesty's work. They send letters to governments, embassies, leading newspapers and the prisoner's family and
friends. They also collect signatures and raise money to send medicine, food and clothing to the prisoners and
their families. These volunteers use their freedom of speech to win the same freedom for their adopted
prisoner.
Paradoxically, Amnesty International is an organization that will only be satisfied when it has become
redundant.
Vocabulary in the text
Torture : physical or psychological pain used to make somebody give you information /0 ‫ا‬
Creed : set of beliefs or principles ‫ة‬$)
charge :1
Redundant : no longer needed 23 $3
Comprehension
A. Are the following statements true (T) or false (F)?
a) Amnesty International follows a religious creed. ___
b) Amnesty International fights for the release of any prisoner who opposes violence. ___
B. Find a word or phrase in the text which, in context, is similar in meaning to:
a) looks for, tries to obtain : …………………………………..
b) most important : ………………………………….
C. Choose a, b, or c, in each question below. Only one choice is correct.
1. Amnesty International is supported ...
a) by people with left-wing views. b) in part by government assistance.
c) by people who give money or subscribe to the organization.
2. Amnesty gathers information ...
a) to determine if someone is a `Prisoner of Conscience'. b) to support its local groups.
c) for the `Prisoners of Conscience.
3. The local groups are composed of ...
a) representatives from governments, embassies, leading newspapers, etc.
b) special people who know the prisoners and their families.
c) normal people who have the same views as Amnesty International.
4. Amnesty International will go on working until
a) many `Prisoners of Conscience' are released from prison. b) its work becomes unnecessary.
c) the `Prisoners of Conscience' are redundant.
GRAMMAR
LINKING WORDS
CONTRAST
Look at this example : Women work harder. They earn less money than men.
• Women work harder, but they earn less money than men.
• Women work harder, yet earn less money than men .
• Women work harder, however they earn less money than men.
2008/2009 Amizmiz
• Women work harder; nevertheless they earn less money than men.
• Women work harder; nonetheless they earn less money than men.
• Although women work harder, they earn less money than men.
• Even though women work harder, they earn less money than men.
• Even if women work harder, they earn less money than men
• In spite of working hard, women earn less money than men. ( verb-ing)
• Despite working hard, women earn less money than men.
• In spite of their hard work, women earn less money than men. (noun)
• Despite their hard work, women earn less money than men.
PRACTICE
For each of the questions choose the one correct answer.
1. Phillipa is really thin _____ eating like a horse!
a. however b. in spite of c. although d. but
2. I didn't really enjoy myself. Steve, ______, seemed to be having the time of his life.
a. however b. although c. in spite of d. despite
3. ______ never having played cards before, she still won all the money!
a. although b. in spite of c. despite d. whereas
4. Sue went to work ______ feeling ill.
a. despite b. although c. whereas d. however
5. Kevin's been a vegetarian for years, _______ he still eats fish!
a. despite b. in spite of c. although d. however
Put in the appropriate contrast linking word.

………………….. it rained a lot, we enjoyed the holiday.
"………………….. I had all the necessary qualifications, I didn't get the job."
……………………. I was really tired, I couldn't sleep.
…………………… the rain, we went to the beach.
…………………… it was raining, we went to the beach.
It was raining, ………………… we decided to go to the beach.
ADDITION
Look at this example : Saad is the best student in my class. He works hard. He behaves politely.
• Saad is the best student in my class. He works hard and behaves politely.
• Saad is the best student in my class. He works hard. He also behaves politely.
• Saad is the best student in my class. He works hard. Besides, he behaves politely.
• Saad is the best student in my class. He works hard. Moreover, he behaves politely.
• Saad is the best student in my class. He works hard. Furthermore, he behaves politely.
• Saad is the best student in my class. He works hard. In addition to that, he behaves politely.
• Saad is the best student in my class. Not only does he work hard but also behaves politely.
• Saad is the best student in my class. He both works hard and behaves politely.
• Saad is the best student in my class. He works hard. He behaves politely as well
Use the addition words or expressions to link the two sentences below. (one from each group)
Pollution causes respiratory problems. It causes eye inflamation.
……………………………………………..… , ………………………………………………………
…………………………………………….. . ………………………………………………………..
2008/2009 Amizmiz
…………………………………………….. . ………………………………………………………..
…………………………………………………………………………………………………………
Brain drain
VOCABULARY
Immigration : when people come to a country in order to live there

Emigration : to leave your own country to go and live in another
Migration : when a large group of birds, animals, or people move from one place to another
Brain : the organ inside your head that controls how you think, feel, and move
Mind : your thoughts, or the part of your brain used for thinking and imagining things
• change your mind : to change your opinion or decision about something
• make up your mind : to decide something, or become very determined to do something
• come to mind : you suddenly think of something
• cross/enter your mind: you have a new thought or idea
• have sth in mind : to be planning or intending to do something
Earn : to get money by working
Income : the money you earn
Salary : money that you receive every month as payment for your work
Wage : the amount of money that someone is paid every week by their employer
Tempting : attracting someone and making them want to have or do something, even though it may be
wrong or they may not need it
Drain : ( verb) to make a liquid flow away from something
Drain : (noun) a pipe or hole that waste liquids go down to be carried away
• down the drain : (informal) wasted or not having any result
Gain : to get or achieve something that is important, useful, or valuable
Loss : (from the verb ‘to lose’ ) when you do not have something any longer, or when you have less of it
Flight : - a journey in a plane
- when someone runs away or escapes
Capital : money you use to start a business or to make more money
Opportunity : a chance to do something
2008/2009 Amizmiz
Expert : someone with special skills or knowledge of a particular subject
COLLOCATIONS
Match words from A and B to make appropriate collocations
A B
1. developed A. flight
2. underdeveloped B. worker
3. human C. countries
4. brain D. pay
5. job E. drain
6. skilled F. capital
7. unskilled G. opportunities
8. high
9. low
10. capital
11. host
Fill in the gaps with a word or collocation from the lists above.
People normally ……………………. from …………………….. countries to ………………………. ones
to work because in the latter there are more job ……………………… and the ………………. is normally
higher in the ………………………. country than in the home country of the immigrant.
In the past, it was only some ……………………. workers who emigrate from Morocco to Europe, but now
we see a big flow of ……………………… such as engineers, doctors and big scientists to the USA or Canada.
This is what is called ………………. ………………….. or ………..……… ……….…………
READING
Brain drain or human capital flight is an emigration of trained and talented individuals ("human capital") to
other nations, due to conflicts, lack of job opportunities, health hazards in their home country.. It parallels the
term "capital flight" which refers to financial capital that is no longer invested in the country where its owner
lived and earned it. Investment in higher education is lost when a trained individual leaves and does not return.
Spokesmen for the Royal Society of London coined the expression “brain drain” to describe the outflow of
scientists and technologists to Canada and the United States in the early 1950s. Its counterpart is brain gain in
the areas to which talent migrates. Brain drain can occur either when individuals who study abroad and
complete their education do not return to their home country, or when individuals educated in their home
country emigrate for higher wages or better opportunities. The second form is arguably worse, because it drains
more resources from the home country.
This phenomenon is perhaps most problematic for developing nations, where it is widespread. In these
countries, higher education and professional certification are often viewed as the surest path to escape from a
troubled economy or difficult political situation.
Brain drain & African poverty
.According to UNDP, "Ethiopia lost 75 per cent of its skilled workforce between 1980 and 1991," which harms
the ability of such nation to get out of poverty. Nigeria, Kenya and Ethiopia are believed to be the most
affected. In the case of Ethiopia, the country produces many excellent doctors, but there are more Ethiopian
doctors in Chicago than there are in Ethiopia..
Causes of Brain Drain:
Identification and analysis of the causes of emigration of highly qualified skilled and trained scientific and
technological personnel are often seen in a bi- polar model of the `push' factors operating in the emigration
countries and `pull' ones exerted by the immigration countries.
The push factors are depressing characteristics in the country of origin. On the other hand, the pull factors
are the attracting features in the country of destination.
He is a list of these factors.Put each corresponding number in the appropriate place

2008/2009 Amizmiz
Push factors Pull factors
3, …………………………………………………… 1, ……………………………………………………
……………………………………………………… ……………………………………………………..
1. Modern educational system 13. Lack of research and other facilities;

2. Better research facilities; 14. Lack of freedom;
3. Economic under development; 15. Discrimination in appointment and promotion;
4. Low wage/salary 16. Lack of satisfactory working conditions
5. Attraction of urban centres 17. Frequent chances of a lucky break through life
6. Unemployment 18. Lack of scientific tradition and culture
7. Prestige of foreign training; 19. Unsuitable institution;
8. Better working condition 20. Better economic prospects
9. Employment opportunities 21. Better level of living and way of life
10. Availability of experience/supporting staff 22. Opportunity for higher qualifications
11. political instability 23. Intellectual freedom.
12. Higher salary and income 24. Relative political stability
GRAMMAR
RELATIVE PRONOUNS
The relative pronouns are … used for …
Who … people
Which … objects and animals
Whose … possessive cases ( possessive ‘s , possessive adjectives and possessive pronouns)
Where … place
When … time
Practice
Join the pair of sentences to make one sentence, using who or which. Cross (X) if it isn’t subject:
1 This is the woman. She gave me my first job.

…………………………………………………………………….
2 He picked up the book. It was on the desk.
……………………………………………………………………..
2008/2009 Amizmiz
3 The meal was delicious. Ben cooked it.
…………………………………………………………………….
4 She's the woman. She telephoned the police.
…………………………………………………………………….
5 He's the person. He wanted to buy your house.
……………………………………………………………………
6.I've applied for the job. You told me about it. …………………………………………………………

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Younes El Maher Teacher of English

Answer these questions from the text:

1. Is there an exact age limit to define youth?

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

The Gifts Of Youth

Answer these question according to ideas in the text:

What are the problems of youth?

I. Put the verb into the correct form.

EXPRESSING AND RESPONDING TO OPINION

Asking for opinion Expressing opinion

Opinion : English is a difficult language to learn.

Respond to the following sentences as required:

II. Find words in the text describing :

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

Height Build Age

Face Eyes Hair Clothes

round, oval, square, with

Does she have……?

Choose the best word to describe each person

II. Read this conversation and fill in the table below

Mike: Hi John. Can I ask you a favour?

Physical appearances character

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

2. Fill in the blanks with one of the words above:

Can you put the following expressions in : happy or sad?

2. Happiness is also like bright light and sadness is like darkness .

Example Function Modal

What do these sentences express? Match Column A with Column B.

Choose the correct answer.

FORM: MODAL + HAVE + PAST PARTICIPLE OF VERB

• should have + past participle is used to express criticism (blaming) or regret.

Can you tell me why... you forgot our appointment?

Requests Accepting Declining

(Does it disturb you if you ….?)

The Narrative Tenses

I. The Simple Past Tense is used:

II. The Past Continuous Tense is used:

B) to express an activity in progress at a time in the past.

What were you doing (1) when I phoned (2) you?

III. The Past Perfect Simple Tense is used

When I arrived (2), he'd finished (1) his dinner .

Making a narrative more interesting to read.

The Unlucky Burglar

One evening Paul (watch) ………………..……. television ____________ (eat)……………………. his

B. Put the verb in brackets into the correct form.

1. After I …………………………….. (finish) my lunch I went back to work.

NARRATIVE ESSAY PROMPTS

Begin like this:

A. Underline the definition of ‘ education’ in general in the text:

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

A. Match the words in the text to their explanations:

1. Skills A. believe as true

AFFIRMATIVE NEGATIVE INTEROGATIVE

Study this example situation:

Join these sentences using one of the above possibilities

2. Incident: Vehicle Theft

3. Reporting Officer: Constable Ranjit Singh Date of Report: 05 April 2001

Purpose Facts Achievements Main points Conclusion Recommendations

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

Moroccan Association of Teachers of English