Ahmed BOUALAM Inspecteur de l’éducation et de l ... · Ahmed BOUALAM Inspecteur de l’éducation ... Phonetics Rising and falling intonation- Short and long vowels P.18 4 ...

A hmed BOUA LA MInspecteur de l’éducation

et de l’enseignement moyen

Zohra BOUHA M A DOUCHEInspectrice de l’éducation

et de l’enseignement moyen

Société d’Édition et de Diffusion Internationale Algérienne

Introduction

This book is intended to Middle School, third year pupils who are using the third MS Englishsyllabus. It is meant to provide them, along the official syllabus and textbook, with a practicaltool to reinforce their English learning through revision, written consolidation and furtherextension of key patterns in the field of language functions, vocabulary, grammar and phone-tics.Contents and objectives.This booklet contains a set of ten chapters which reflect the various topics suggested in thefour files of the pupils’textbook including assessment tests occurring after every two or threechapters.

Each chapter begins with a section devoted to the main function or functions along clearexplanations and examples. These functions are contextualized in texts to show as much aspossible how language is used in every day life orally or in writing. This section is followed withthe vocabulary section which aims at explaining and illustrating key lexical items (words,phrases, expressions...) in context. The third section deals with grammar in which all the essen-tial grammar points are presented and exploited through written activities graded from easyto difficult. The chapter ends with a section about phonetics that will help and guide pupils torecording and discriminate some of the English sounds and practise intonation (short and longvowels, weak and strong forms of prepositions, auxiliaries, diphtongs...)

Each section offers a wide range of activities «Reminder» to explain and recyle the new lan-guage points, «check the rule» to check whether the rule is clear in the pupils ’ minds by ans-wering «MCQ» questions before they engage in a series of graded activities. The last activityentitled «let’s write» ending up each section aims at encouraging pupils to produce writtenlanguage (complex sentences, dialogue completion, paragraphs...) through relevant situationsand decoding through writing messages transcribed phonetically..

The assessment work is carried out throughout the booklet. Six tests are suggested to trainpupils to self-evaluation and prepare adequately for the B.E.M examination. They are all builtin congruity with the number and the nature of activities and the marking scale.

Pupils are advised to do tests 1,2,4 and 5 within a one hour time limit and avoid looking atthe key anwers until they have finished. They will have the opportunity to mark their tests andthus, evaluate their own progress. Tests 3 and 6 are to be done within one and a half hoursas they are longer.

Just as this booklet can help pupils to revise and to make some progress in their learning inclass or at home, it can be of valuale help to teachers who may use it as supplementary tea-ching material. We do hope that this practical tool will be of great help to pupils and teachersas well.

© Editions Sedia, 2005 - Alger

ISBN 9961-704-39-8

Contents

File Functions

1Greetings, describing people

P.5

Vocabulary : related to physical description and personality P.6

Grammar: Relative pronouns : who, which/ that P.7

Grammar: Linking words : and, but, because P.8

2Describing likes and dislikes

P.9

Vocabulary : Verbs and expresssions related to likes and dislikes P.10

Grammar : Like, enjoy + verb + ing, be fond of./be crazy about. P.11

Phonetics : Rising intonation in «yes/no questions», Falling intonation in «wh questions», Short and long vowels,- diphthongs [ai], [ei] P.12

Assessment : P13-14

3

Making suggestions and requests

P.15

Vocabulary related to air travel P.16

Grammar : Let’s.../could/you + verb infinitive ? What about... ?

/ would you mind... + verb+ing... ? P.17

Phonetics Rising and falling intonation- Short and long vowels P.18

4

Asking for and giving directions.

Locating amenities.

Asking for distance and time

P.19

Vocabulary : Prepositions of directions (to, out, of... into...)

and prepositions of place (on, at, behind, between...) P.20

Vocabulary : Prepositions of directions and prepositions of place P.21

Phonetics : Weak and strong forms in prepositions - Contrastive/corrective stress P22

5Expressing ability, inability, obligation,

prohibition.

P.23

Vocabulary : Sequencers : first, then, next... finally P.24

Grammar : be + verb + ing -be going to + verb - will/shall + verb P.25

Grammar : be + verb + ing - be going to + verb - will/shall + verb P.26

Assessment : P27-28

6

Describing actions that happened in

the past and affect the presentP.29

Grammar : Present perfect + for/since... P.30

Grammar : Present perfect + for/since. How long + present perfect... ? P.31

Phonetics : Stress in two and three-syllable words - Strong and weak

forms of «have» P.32

7- Asking for and giving advice

- Expressing obligation and absence of

obligation P.33

Grammar : must(not) - (don’t) have to - should(not) P34

Grammar : Present perfect + just/ already/yet/ever/never P.35

Grammar : Present perfect + just/ already/yet/ever/never P.36

Assessment : P37-38

8Expressing a continuous action inthe past interrupted by anotherComforting someone P.39

Vocabulary : related to comforting someone and giving advice P.40

Grammar : Was/were + verb-ing + when + past simple P.41

Phonetics : Strong and weak forms of «was and were» P42

9Locating a country on a map

P.43

Vocabulary : related to cardinal points, climate, relief, area, population P.44

Grammar : The comparative (short and irregular adjectives) P.45

Grammar : The superlative (short and irregular adjectives) P.46

10

Locating towns within countries

describing towns P.47

Vocabulary related to description of towns (geographical

situations/comparisons) P.48

Grammar : Comparative/ superlative (long adjectives) P.49

Phonetics : Digraphs - gh - ph - th / Pronunciation of more + adjective P.50

Assessment : P51-52Key answers to tests : P53-54-55-56

Presentation

File 1

File 1 - Page 5 - Greetings, describing people

Gre

etin

gs

des

crib

ing

peo

ple

Read the two conversations above andwrite which is formal and which is informal.Justify your answer.

Conversation 1 is.....................................................

because ......................................

Conversation 2 is.....................................................

because ......................................

Read the conversations again and fill inthe table.

Read the following sentences or phras-es. Write (F) for formal and (I) for informal.

Good morning/Good afternoon Great ! Hi ! Very well thank you Thanks How are you doing ? Thank you How is it going ? Ok Not bad

3

2

1

Starting a new day

Let’s write

................................................................................................................................................................................................................

................................................................................................................................................................................................................

................................................................................................................................................................................................................

................................................................................................................................................................................................................

................................................................................................................................................................................................................

................................................................................................................................................................................................................

When addressing a friend, aclassmate use informal English suchas :- Hello/Hi Djamel !...- How are you doing ? How is itgoing ?...- I’m ok/Not bad /Fine thanks...- Bye/See you/Cherrio...

When addressing a senior person(your teacher/headmaster...) or aperson you didn’t meet before, useformal English such as :Good morning/afternoonMiss/Madam/sir.Good morning/afternoonMiss/Mrs/Mr + surnameHow do you do ?/How are you ?...Very well thank you...Goodbye Miss/Madam/Sir...

Formal Informal

Good morning ................................................

................................................ Fine thanks

And you? ................................................

How are you? ................................................

................................................ Thanks

Imagine a dialogue between these friends.

Vocabulary Related to physical description and personality


Check the ruleA strong tall man with dark eyes and long hair.

«tall, strong, dark, long» refer to......................................................

A strict and authoritative teacher.«strict and authoritative» refer to .....................................................

To describe a person, we use adjectives which

describe his/her physical appearance (tall/small/fat ;

dark/blue/eyes; long/short dark/fair hair etc.

We also use adjectives to describe his/her

personality (nice, severe, funny etc.).

Read the following dialogue and do the activity

David : John, we’ve got a new maths teacher thisyear.John : Oh, really ? What does he look like ?David : He’s tall and slim with fair hair and blueeyes.John : What’s he like ?David : Well, he looks serious and friendly.John : Wow ! We’re lucky !

Complete the table with appropriate adjectivesfrom the text.

The following adjectives refer to physicalappearance and personality.Classify them accordingly.

eyes : .........................................................................................

hair : .................................................................................................

height/build : ............................................................................

personality : ...............................................................................

Classify the adjectives relating to personality.

Positive adjectives (+) : ....................................................

..................................................................................................................

..................................................................................................................

Negative adjectives (-) .......................................................

..................................................................................................................

..................................................................................................................

BBuuiilldd uupp ssiimmiillaarr ddiiaalloogguueess bbyy rreeppllaacciinngg tthheewwoorrddss iinn iittaalliiccss wwiitthh wwoorrddss ffrroomm tthhee bbooxx..((oorraallllyy aanndd //oorr iinn wwrriittiinngg))........................................................................................................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

4

3

2

1

I would like my teacher to be.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

What is your ideal teacher ?Write a paragraph (six lines) using adjectivesfrom the box above (exercise 2). Start likethis :

Let’s writecool - thin - shy - dark - cheerful - crazy - fat - black - blue

serious - severe - green - intelligent - patient - strictnaughty - strong - clever - helpful - nice - calm - boring

authoritative.

Reminder

Physical appearance Personality

Practise

Assessment

File 10 - Page 52 - Locating describing towns

Write these words in the right column. (2pts)Thames - that - phone - Thai - thing - rough -height - thanks.

Write the comparative and superlative formsof the following adjectives :thick, thicker than the thickest (2,5 pts)big, pretty, difficult, good, patient

comparative :.........................................................................................................................................................................................

...........................................................................................................

...........................................................................................................

superlative : .................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

Complete the following dialogue with thecorrect comparative or superlative forms (2,5 pts)A : Is Morocco.................... large ...................... Algeria ?B : No, it isn’t.A : Is Tunisia....................big ............................ Morocco ?B : No, it isn’t.A : Is Algeria larger ............................. Morocco andTunisia ?B : Yes, it is.A : So, Algeria is ............................country in NorthAfrica.Is it ............................................ populated, too ?B : Yes, I think so.

Write the correct comparative or superlativeforms of the adjectives in brackets (2,5 pts)The film I saw yesterday was ...........................................(exciting) film I have ever seen. ............................(thrilling) role was played by ......................... (ugly)actress in the world. Before going to bed, I feltfrightened, but my sister was .......................................(frightened) me. Her face was .............................(white) mine.

Look at the map of North Africa and writethe geographical situation of these towns orcountries : (2,5 pts)Rabat - Agadir - Tamanrasset - Tunisia - Niger.e-g. : Rabat is in the northwest of Morocco, onthe Atlantic Ocean............................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

Written expression (12 pts)Choose a country from the map of North Africaand write a paragraph. These are notes to helpyou :

geographical situationcapitalpopulationarea (square kilometres)population densityclimaterelief

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

12

11

10

9

8

7

[B] [D] [t] [f] gh (silent)

39

Phonetics Rising/falling intonation, Short/long vowels diphthongs

File 2 - Page 12 - Describing likes and dislikes

Check the ruleIntonation rising or falling ?

Did you watch TV last night ? ......................What are you doing ? ...............................................

When will he arrive ? .................................................Can I help you ? ...........................................................

Has he got a car ? .......................................................

Where are gou going ? ............................................

Will they come tonight ? .........................................

Look at the following examples. How do youpronounce these words ?

Questions starting with an auxiliary have a risingintonation : Do you like cheese ?

« Wh - questions » have a falling intonation :What’s your name, please ?

Vowels. [i] as in bit, [i:] as in beat,[y] as in but, [æ]as in bat, [a:] as in car [F] as in about

Pair the words that appear similar but havethe vowel [i] or [i:]bin - heat - cheap - lick - leap - feet - chip - hit -leak - lip - beans - fit

..........................,........................... ...........................,.........................

..........................,........................... ...........................,.........................

..........................,........................... ...........................,.........................

Pair the words that appear similar but have thevowel [æ] or [y].back - cat - match - bud - cut - bad - buck - bat-but - much.

..........................,........................... ...........................,.........................

..........................,........................... ...........................,.........................

..........................,...........................

Put the words in the appropriate column

according to their pronunciation (use a dictionary

if necessary).lake - high - tie - page - buy - way - kite - say -weigh - fight - they - eye - same - fame - cry -nice - face - shape.

3

2

.............................................................................................

.............................................................................................

.............................................................................................

.............................................................................................

.............................................................................................

.............................................................................................

Decode the message and write it down.[mai dæd iz fæt byt mai mym iz slim][ai hæv F nais keik fF DF leidi][hF: ka: iz big ænd fa:st]

Reminder

Let’s write

Put the following words in the right column. (Use a dictionary if necessary)letter - smart - kiss - car - fat - driver - six - teeth - some - cat - deep - far - fit - manner - scarf - tip -clever - feet - glad - son - seem - bad - sick - half - match - peace - cut - can - pick - up - march - but.

1

[y] [F] [I] [i:] [æ] [a:]

[ai] [ei]

sister niece brother mother father flat

[sistF] [ni:s] [bryDF] [myDF] [fa:DF] [flæt]

Practise

A text to illustrate the languagefunctions

Comprehension questions to highlightthe new language patterns (structures,lexis, functions)

Important language pointssuggested in the lessons

consolidation exercises

Formative evaluationafter chapters 1 and2, 6 and 7Assessment tests afterchapters 3 and 4 and8,9 and 10

Key answers to tests

An activity to train pupils to usethe language in context

Diagnostic evaluationof language rules

Written production

File 1


Greetings describing people

Read the two conversations above andwrite which is formal and which is informal.Justify your answer.Conversation 1 is.....................................................

because ......................................

Conversation 2 is.....................................................because ......................................

Read the conversations again and fill inthe table.

Read the following sentences or phras-es. Write (F) for formal and (I) for informal.

Good morning/Good afternoon Great ! Hi ! Very well thank you Thanks How are you doing ? Thank you How is it going ? Ok Not bad

3

2

1

Starting a new day

Let’s write

................................................................................................................................................................................................................

................................................................................................................................................................................................................

................................................................................................................................................................................................................

................................................................................................................................................................................................................

................................................................................................................................................................................................................

................................................................................................................................................................................................................

When addressing a friend, aclassmate use informal English suchas :- Hello/Hi Djamel !...- How are you doing ? How is itgoing ?...- I’m ok/Not bad /Fine thanks...- Bye/See you/Cherrio...

When addressing a senior person(your teacher/headmaster...) or aperson you didn’t meet before, useformal English such as :Good morning/afternoonMiss/Madam/sir.Good morning/afternoonMiss/Mrs/Mr + surnameHow do you do ?/How are you ?...Very well thank you...Goodbye Miss/Madam/Sir...

Formal Informal

Good morning ................................................

................................................ Fine thanks

And you? ................................................

How are you? ................................................

................................................ Thanks

Imagine a dialogue between these friends.

Vocabulary Related to physical description and personality


Check the ruleA strong tall man with dark eyes and long hair.

«tall, strong, dark, long» refer to......................................................

A strict and authoritative teacher.«strict and authoritative» refer to .....................................................

To describe a person, we use adjectives which

describe his/her physical appearance (tall/small/fat ;

dark/blue/eyes; long/short dark/fair hair etc.

We also use adjectives to describe his/her

personality (nice, severe, funny etc.).

Read the following dialogue and do the activity

David : John, we’ve got a new maths teacher thisyear.John : Oh, really ? What does he look like ?David : He’s tall and slim with fair hair and blueeyes.John : What’s he like ?David : Well, he looks serious and friendly.John : Wow ! We’re lucky !

Complete the table with appropriate adjectivesfrom the text.

The following adjectives refer to physicalappearance and personality.Classify them accordingly.

eyes : .........................................................................................

hair : .................................................................................................height/build : ............................................................................personality : ...............................................................................

Classify the adjectives relating to personality.

Positive adjectives (+) : ......................................................................................................................................................................

..................................................................................................................

Negative adjectives (-) .........................................................................................................................................................................

..................................................................................................................

Build up similar dialogues by replacing thewords in italics with words from the box.(orally and /or in writing).......................................................................................................................................................................................

...........................................................................................................

...........................................................................................................

...........................................................................................................

4

3

2

1

I would like my teacher to be.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

What is your ideal teacher ?Write a paragraph (six lines) using adjectivesfrom the box above (exercise 2). Start likethis :

Let’s writecool - thin - shy - dark - cheerful - crazy - fat - black - blue

serious - severe - green - intelligent - patient - strictnaughty - strong - clever - helpful - nice - calm - boringauthoritative.

Reminder

Physical appearance Personality

Practise

Grammar Linking words and - because - but


Check the ruleWhen I join two sentences, I use...............................................

To indicate or show opposition, I use......................................

To show the reason for something, I use ..............................

We use these words (conjunctions) to join two

sentences. They make one longer sentence.

Sentence A Sentence BThe boy opened the door. He went out.The boy opened the door and went out.

Sentence A Sentence BI bought a rewspaper. I didn’t read it.I bought a rewspaper but I didn’t read it.Because (the reason for something)Sentence A Sentence BI went to bed early. I was tired.I went to bed early because I was tired.

Match sentence A and sentence B. Useand/but/because and write the sentences.I opened the window You were out.I phoned you I missed the bus.I was late I looked out.

..................................................................................................................

..................................................................................................................

..................................................................................................................

Join these sentences using «because», «and»,«but» and the right punctuation.I like swimming in the sea. I wouldn’t swim

there in winter. It is too cold.

..................................................................................................................

..................................................................................................................

I got up early. I brushed my teeth. I hadbreakfast. I went to school.

..................................................................................................................

..................................................................................................................

There are six mistakes in this paragraph. Circlethe words repeated and put a cross (x) for thewords or punctuation missing. Rewrite it correctly.I got to school and I went into my class and Iopened my school bag and started to revise for thetest. Because our teacher was absent we didn’thave the test. The next morning, he was on timehe didn’t give it.

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

..................................................................................................................

3

2

1

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

.................................................................................................

Write 4 sentences about what you didyesterday. Use and/but/because.

It is not recessary to repeat «he».

«Because» is also possible at the beginning : Because I was tired, I went to bed early.

Reminder

Let’s write

Practise

We use «and» between the last two things anda comma (,) to avoid repetition.The boy opened the door, looked out and closedit again.

Ahmed BOUALAM Inspecteur de l’éducation et de l ... · Ahmed BOUALAM Inspecteur de l’éducation ... Phonetics Rising and falling intonation- Short and long vowels P.18 4 ...

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