Level: Fourth Year (4AM)

Sequence One: ME, UNIVERSAL LANDMARKS AND OUTSTANDING

FIGURES IN HISTORY, LITERATURE AND ARTS
Tasks 2, 3 and 4: I listen to the tourist guide (Part 1)
A group of Algerian middle school students are visiting London. They are riding an
open-top double-decker bus and their English tourist guide is showing them
London’s most famous landmarks and monuments during this sightseeing tour.
Tourist guide: (speaking in the microphone) Good morning, everybody!
Group: (enthusiastically) Good morning, sir!
Tourist guide: (speaking in the microphone) Did
you sleep well last night?
Group: (excitedly) Very well, sir! Thank you.
Tourist guide: (speaking in the microphone)
Have you had a good English breakfast this
morning? It’s going to be a long day!
Group: (enthusiastically) Yes, sir! We’re ready!
Tourist guide: Fine, then. Today, we’re going on
a sightseeing tour around London. We are now in the city of Westminster. In a few
minutes, you will see the Houses of Parliament along the river Thames, on your
left. The place is also known as Westminster Palace, which was originally built in
the eleventh century. On 16th October 1834 most of the building was destroyed by a
fire. Six years later, construction began on the current Houses of Parliament and
was completed thirty years afterwards. In 1987, UNESCO designated the building
as a World Heritage Site.
Tasks 5, 6 and 7: I listen to the tourist guide (Part 2)
Tourist guide: Do you see that high tower at the end of
the Houses of Parliament? Well, this is the clock tower,
which tourists often call “Big Ben” when referring to
London’s most famous landmark. But that’s wrong. It is
the massive bell inside the clock tower that is correctly
referred to as Big Ben. It is believed Big Ben was named
after Sir Benjamin Hall, whose name is inscribed on the
bell. Others say that the bell was named after the champion heavyweight boxer Ben
Caunt (nicknamed “Big Ben”) because it was the largest of its kind.
Tasks 8, 9 and 10: I listen to the tourist guide (Part 3)
Tourist guide: As for the clock itself, Edmund Beckett Denison worked with
Edward Dent, a clockmaker, to design the clock which would become the Great
Clock in the clock tower at the Palace of Westminster. Big Ben chimed for the first
time on 11th July 1859. The bell’s strikes were broadcast internationally by the BBC
for the first time in 1932. Big Ben weighs 13.7 tons, stands 2.2 meters tall and has a
diameter of 2.7 meters. The hammer weighs 200 kilos. The clock tower, which is
96 meters tall, looks spectacular at night when the four clock faces are illuminated.
Tasks 12, 13 and 14: I listen to the tourist guide (Part 4)
On day 2 of their visit, the group of Algerian middle school students were taken by
their English guide to Stratford-upon-Avon, a small town about 160km northwest of
London and the birthplace of the famous English playwright and poet William
Shakespeare.
Tourist guide: Now, here we are in Stratford-upon-
Avon. Our coach is heading towards Shakespeare’s
house where he was born on 23rd April 1564 and where
he also died on the 26th day of the same month in 1616.
As you may know, Shakespeare wrote some of the best
plays in English drama, like “Romeo and Juliet”,
“Hamlet”, “Macbeth”, “Othello”, etc. He was an actor,
a playwright or dramatist and one of the greatest
English poets, too. He created his own acting company
and built his own theatre, called the Globe Theatre.
Here we are, folks! This is Shakespeare’s house. It’s a
small museum, today. We’re going to get off the coach in a minute and visit it.

Tasks 22, 23, 25 and 26: I listen to the conversation (Part 1)

Nabila has just returned from a summer
holiday cruise in the Mediterranean. She has
visited Italy, Turkey and Spain. She is now
chatting with some of her classmates about
the places of interest she has visited in each
of the three countries.
Nadia: Welcome back, Nabila. How was your
cruise?
Nabila: Nice to see you all again... Oh, it was
wonderful! First, I sailed from Algiers to Spain
on a cruise ship. Then, I visited Italy and, after
that, I sailed to Istanbul with a stopover for two nights on the Greek island of my konos.
Finally, I returned to Algiers after having spent four exciting days in Turkey.
Tasks 29, 30 and 31: I listen to the conversation (Part 2)
Karim: You lucky girl! Now, tell us the whole story from the beginning. How was your
trip to Barcelona?
Nabila: You mean Granada. This is southern Spain. I didn’t go to Barcelona. We
disembarked at the port of Malaga, the town where the greatest Spanish painter Pablo
Picasso was born. “Guernica” is one of his most famous paintings. I visited his family
house and birthplace, which is now a museum.
Karim: He’s really a great modern artist. Do you know his date of birth?
Nabila: I think the guide told us he was born on the 25 th October 1881 but he died in
France in 1973. I’m sure of that. After my visit to Malaga, I went to Granada.
Nadia: I’ve read something interesting about the famous Alhambra palace in Granada on
the Internet. Did you visit it?
Nabila: Yes, of course. That was the first place I visited in Granada. One of the
most fascinating palaces I have ever seen! A real wonder!
Tasks 34, 35, 36, 37 and 38: I listen to the conversation (Part 3)
Karim: Why is it called “Alhambra”?
Nabila: Well, Karim, it’s easy to guess, since
“Alhambra” is an Arabic word which means
“red”. It was called so because of its reddish
walls: in Arabic “Qalat al-Hamra’” means “Red
Fortress”. It was built in the ninth century as a
military fortress and became a royal residence
for the first time in the thirteenth century during
the Nasrid dynasty. As a result, all the other emirs of Granada also used it as a residence
until the fall of the city on 2nd January 1492 and the exile of Muslim Andalusians to
North Africa – that is Morocco, Tunisia and our own country, Algeria.
Nadia: Is Alhambra as big as what people say about it on the Internet?
Nabila: Oh, yes it is! It’s a huge place! The palace extends over 100,000 square meters.
Therefore, you can call it a town, not just a palace. It has a 2000 m long wall, 29 towers,
7 gates, a great number of halls, courtyards, gardens and fountains – the “Fountain of the
Lions” is the most famous one. Alhambra was inscribed as a World Heritage Site by
UNESCO in 1984.
Tasks 40, 41, 42, 43, 44, 45, 47 and 48: I listen to the conversation (Part 4)
Karim: So, you first visited southern Spain and then, from there, you sailed to Italy.
Right?
Nabila: That’s right. And the first town I visited
was Pisa. It’s as big as Malaga. Did you know
that it’s the birthplace of Galileo Galilei, the
famous Italian astronomer? I did not know that
before! It’s also famous for its leaning tower,
which is known worldwide. When you see the
56m tall tower for the first time, you think it’s
going to fall to the ground right away. It’s
amazing!
Nadia: It must be very old. When was it built?
Nabila: In the twelfth century, if my memory
serves me right. Its construction took more than
200 years – two centuries – to be completed!
The tower is located with other famous historic
monuments in a big square called the Piazza del Duomo. In 1987, UNESCO listed the
miraculous tower and the other monuments as a World Heritage Site.
Karim: Did you visit Florence? People say it is the capital of Arts.
Nabila: No, but I went to Anchiano, a small village 60km to the east of Pisa and the
birthplace of Leonardo da Vinci, the brilliant Italian painter, scientist and engineer. I
visited the house where he was born in 1452. If I remember correctly, he died at the age
of 67.
Nadia: Is he the one who painted the famous Mona Lisa?
Nabila: That’s right. The painting is kept in the Louvre Museum, in Paris.
Tasks 54 and 55: I listen to the conversation (Part 5)
Nadia: Your cruise makes me dream, Nabila! Now, tell us about Istanbul!
Nabila: It’s an amazing city! It’s
divided into two parts by the Sea of
Marmara. Half of the city is situated
in Europe and the other half in Asia.
Many of the famous landmarks and
historic sites are located in the
European part. So, I first visited
Topkapi Palace. It used to be the
residence of the Ottoman sultans
between the 15th and the 19th
centuries.
Karim: Is Topkapi Palace as big as Alhambra?
Nabila: No, it’s not as big as the Andalusian palace; Topkapi is smaller. The guide
told us that its area was about 80,000 square metres. It’s a huge complex with many
different quarters, halls, rooms, kitchens, baths, stables for horses, etc. Today, the
palace is a museum, which was added to the UNESCO list of World Heritage Sites
in 1985.
Tasks 56, 57, 58 and 59: I listen to the conversation (Part 6)
Nadia: Who built this marvel? Did you know, Nabila?
Nabila: Many architects contributed to its building but the most outstanding of
them all was Mimar Sinan, born around 1490. He designed many of the largest
mosques in Istanbul such as the Suleymaniye Mosque, where he is buried next to
Sultan Suleyman and his wife. He died on 17th July 1588, if my memory serves me
right.
Nadia: You’ve seen and learnt lots of interesting things, Nabila. Please, take me
with you on your next cruise!
Karim: Me, too!
Nabila: I’d love to but it’s not as easy as you think!
Level: Fourth Year (4AM)
Sequence Two: ME and My Life Experiences
Tasks 1, 2, 3, 4, 5, 6, 7, 8 and 9: I listen to Rosemary.
Rosemary: One of my special memories was my first
day at elementary school. I was so excited to meet my
new friends and teachers. Mrs Riley taught me English
and one of the most important things in life: how to
care for others. Mrs Evans taught me how to read and
write, and encouraged me to write short stories and
poems. I loved writing, and my dream was to become a
famous writer someday. Before I left elementary
school, Mrs Evans told me, “Keep writing, Rosemary.
Never give up your dream.” Mr Bradshaw taught me
maths. I really liked doing maths projects. He also
taught me to be self-confident and always believe in myself. Thank you Mrs Riley,
Mrs Evans and Mr Bradshaw. I have learnt from you how to turn all my dreams
into reality. I have never forgotten you.
Tasks 15, 16, 17, 18, 19, 20, 21 and 22: I listen to Dewi.
Dewi: My name’s Dewi. I’m a 15-year-old girl from
India. Unlike many wealthy children who live in
comfortable flats and villas, I live in one of the
poorest slums in the capital New Delhi with my
parents and sister. I’m chatty but very disciplined.
My dream is to become a teacher when I grow up. I
will teach children to read, write and count. School
is the most important thing for them because they
won’t get a job if they don’t go to school. I want to
help poor children. I want to be helpful to my people. Children’s interviews around
the world by Chris de Bode.
Tasks 27, 28 and 33: I listen to Joanne Rowling (Part 1)
American schoolchildren are online (on the Internet) to ask questions to the British
writer J. K. Rowling (born in 1965), author of the best-seller “Harry Potter”.

Question1: Was there a particular teacher who encouraged you to write when you
were a child?
Joanne Rowling: I had some wonderful teachers, but I never told them that I wanted
to be a writer.
Tasks 29 and 33: I listen to Joanne Rowling (Part 2)
Question2: Would you like to do another job?
Joanne Rowling: No. I’m doing the best job in the world! Although I enjoyed being
a teacher!
Tasks 30, 31 and 33: I listen to Joanne Rowling (Part 3)
Question3: If you have to choose one teacher from your books to teach your child,
who will it be and why?
Joanne Rowling: Professor Lupin. He’s my ideal teacher because he is kind, clever,
and gives very interesting lessons.
Tasks 42, 43, 44, 45, 46, 47, 48, 49 and 50: I listen to Kateb Yacine (Part 1)
Kateb Yacine, the famous Algerian writer I studied in sequence one, is
interviewed by a French TV journalist.
Kateb Yacine: In my childhood there were... let’s
say... the French schoolteacher and my mother, in
endless conflict with each other, because they
represented two opposite worlds. My mother
represented Algeria, walking barefoot at home,
with her long dress, speaking a different language,
whereas my French school teacher walked with high-heel shoes... 20 th century...
dominating, prestigious country... France... Well, this was a superior world to me.
Tasks 52, 53, 54, 55, 56, 57, 58, 60, 63 and 64: I listen to Kateb Yacine (Part 2)
Kateb Yacine: I noticed then that while I was
getting more interested in school and in learning, I
started to drift away from the world I preferred,
which of course is my mother’s world. This caused
conflicting feelings in me, but I did not figure
things out clearly at the time as I was very young. I
wasn’t mature enough. The conflict exploded later,
during the events of Setif... There was a massacre. I was nearly shot dead. I was
arrested and sent to prison with many of my schoolmates.
Journalist: How old were you?
Tasks 65, 66, 67, 68, 69 and 70: I listen to Kateb Yacine (Part 3)
Kateb Yacine: I was fifteen. In prison, and in the
concentration camp afterwards, I suddenly became
aware of the existence of my people for the first
time in my life. I saw them every day in prison. I
heard them talk. I felt close to those poor workers,
farmers, fellahs, unemployed. I had never paid attention to them in the street before.
It was a real shock to me. They were absent from my French school world.... Many
years later, these same people would turn out to be the main characters of my
books.
Level: Fourth Year (4AM)
Sequence Three: ME, My Community and Citizenship
Tasks 1, 2, 3, 4, 5, 7, 8, 9, 11, 12 and 13:
On the night before her death, a mother wrote a letter to her 16-year-old daughter.
I listen to this letter (Part 1)
My only little girl Jana, Don’t be frightened and sad
because I am going to die. Learn, my child, to look at
life as a serious matter. Life is hard, but don’t let it
defeat you. Decide to fight. Have courage and clear
goals–and you will win over life. Go through the world
with open eyes, and listen not only to your own pains
and interests, but also to the pains and interests of others. If you do that, you will
succeed in contributing to the common goals of human society.
Tasks 18, 19, 20, 21, 25, 26 and 28: I listen to the letter again (Part 2)
Examine, think, criticize, yes, mainly criticize yourself and don’t be ashamed to
admit a truth you have come to realize, even if you proclaimed the opposite a little
while ago; don’t become obstinate about your opinions, but when you come to
consider something right, then be so definite that you can fight and die for it. Just
don’t go on a road which is wrong and dishonest.
Tasks 31, 32, 33, 34, 35, 36, 37, 38, 39, 40: I listen to the letter (Part 3)
Another value is work. Learn to love work!
But even if you have to leave school one day
and work, don’t stop learning and studying.
Read much, and study languages. You will
broaden your mind and multiply its content.
When I was in prison in Germany during
WW2, I read the letters of Maria. If you see
that book, remember that I made up my mind at that time to write you this letter
about my experiences and give you some helpful advice.
Tasks 44, 45, 46, 47, 49 and 50: I listen to the letter again (Part 4)
Just one more thing: Choose your friends
carefully. One is also very much determined
by the people with whom one associates.
Therefore, choose very carefully and listen
to the opinions of others about your friends.
Jana, please take good care of your grandpa
and grandma. Visit them often and let them
tell you about your mother’s youth, so that
you can preserve it in your mind for your
children. I kiss your hair, eyes and mouth. I shall always be with you.
Your loving mum
Tasks 58, 59, 60, 61, 64 and 65: I listen to the interview (Part 1)
PREAMBLE: First, we are very grateful to you,
Mrs Zohra Drif, for accepting to answer our
questions during this interview, and also for
accepting to take part in the writing project with
the Algerian fourth-year middle school students.
Thank you so much, indeed.
Question 1: In your book “Inside the Battle of
Algiers”, you recall the first time your father
took you to a French restaurant in Algiers, just
one day before you started school at Lycée Fromentin in the capital. It was also the
first time you discovered a difference in table manners between yourself as an
Algerian and the French or Europeans. Could you tell our students about this
childhood experience?
Mrs Drif: It was the first time I left my home region, Tissemsilt–Tiaret, the first
time I took a train, and the first time I discovered my country’s capital, Algiers. It
was also the first time I dined in a restaurant. I didn’t even know what a restaurant
was! Accustomed to our traditional mattresses or carpets on the floor, and brass
trays on low round tables with one common plate for all the family, I found myself
sitting on a chair at a high table with a tablecloth, plates, and silverware. My father
explained to me how to use a knife and fork, then suggested that I just imitate him.
I discovered that the difference between us and the Europeans did not stop at food
and recipes-it extended to our very way of eating.
Tasks 68 and 69: I listen to the interview again (Part 2)
Question 2: Have you ever been involved in charity work before or after the
independence of Algeria? If yes, when and
how?
Mrs Drif: Before independence, I was so young
and busy with my studies. After our
independence, there were many orphans who
lost their parents during the war of liberation.
You can never imagine their number. With Djamila Bouhired, Abderrahmane...
(Oh! I can’t remember his family name...) and a group of young freedom fighters,
we set up an organization called “Jil Jadid”. We made a list of those orphans and
opened homes in every big city to take them in. Many young people were fully
dedicated to help these orphans and make them feel at home by showing love and
affection.

Tasks 71 and 72: I listen to the interview (Part 3)

Question 3: Do you think Algerian youth should dedicate themselves to charity
work in their free time, and create their own organizations to help those in
need in their community?
Mrs Drif: It is their duty. I think that all
citizens, whatever their age and conditions, and
wherever they are, should be involved in
charity work. We should bring comfort and
assistance to those who are deprived of the
basic means of life. If we want to build a
country, there should be solidarity within our
society.
Tasks 74 and 75: I listen to the interview (Part 4)
Question 4: What is the most important piece of advice your mother has ever
given to you?
Mrs Drif: As I mentioned it in my book “Inside the Battle of Algiers”, from an
early age, my brothers and sisters and I were all brought up with the conviction that
Algeria is our country. My mother taught us to be proud of our country, history and
forefathers.
Question 5: What is the most important piece of advice your father has ever
given to you?
Mrs Drif: Like my mother, my father also insisted on pride and dignity, and he kept
repeating to us that the most important thing is to learn, learn and go on learning...
Tasks 78, 79, 80, 82, 83 and 84: I listen to the interview (Part 5)
Question 6: Are there any important things you have learnt from your
teachers? How old were you then, if you can
remember?
Mrs Drif: Vivid memories take me back to two
teachers: Mrs Thomas, my high school teacher of
history while I was in the first year and Mrs
Farnechi, my teacher of philosophy in the third
year. Thanks to Mrs Thomas’ method of teaching,
I understood that the history of a country is the consequence of many factors. It was
a very good way to tackle history.
I knew how to approach an event related to history and how to make connections
with the past. I was 16 at that time. With Mrs Farnechi, I learnt to respect others.
The other person is also me. Each human being, whoever he or she is, has the same
rights, the same duties and the same aspirations.
Tasks 86, 87, 88, 89 and 91: I listen to of the interview (Part 6)
Question 7: What kind of advice would you like to give to Algerian students?
Mrs Drif: I have always told my children: “Look, you are lucky to live in a country
of your own. It is yours. You have never known what it means to be humiliated by
the dominating colonizers. Today, you have the opportunity to study, which is the
key to your own future and that of your country.”
Level: Third Year (3AM)
Sequence One: Me, My Abilities, My Interests, and My Personality
Tasks 1 and 2: I listen to the following definitions.
Definition1: Manga is a Japanese comic book that tells
stories in pictures.
Definition2: Anime is a Japanese television animation or
cartoon.
Definition3: Sudoku is a Japanese puzzle in which players
write numbers from 1 to 9 into a grid consisting of nine
smaller grids, each of them with nine squares. Each number
must not be repeated in any square, or down and across the
whole grid.
Definition4: Karaoke is a Japanese form of entertainment.
People go to karaoke clubs to listen to the music of popular
songs and sing the words in a microphone.
Tasks 4 and 5: I listen to this Japanese Middle School student introducing
himself during a local radio programme for young people.
My name’s Enzo Yashimoto. I was 13 last month. I live
in Tokyo. Japanese school children and teenagers like
Manga, Anime and Sudoku. These are very popular in
Japan. I like Manga, too. I always read them in my free
time, together with books about wild animals. I love Anime,
too. My favourite TV Anime is always at 5 pm on Sundays.
I’m not a real fan of Sudoku because I’m not good at
arithmetic. I’m not a smart boy! I can’t understand this game. I find it boring, so I
never play it. I prefer video games because they’re so exciting! I like music, too.
I’m fond of karaoke. I always go to karaoke clubs with my classmates at weekends.
I love Japanese teen songs but I can’t play any musical instrument.

Tasks 6 and 7: I listen to the interviewer.

Interviewer: What do you like reading?
Interviewer: How often do you read?
Interviewer: What kind of music do you listen to?
Interviewer: What kind of games do you like?

Tasks 10 and 11: I listen to the BBC radio interview (Part 1).
(The BBC Radio presenter James Smith welcomes in his studio the two winners of
the BBC Radio International Contest “An Interesting Teenager’s Profile”. They are
middle school students from two different continents)
BBC presenter: Welcome to this BBC Radio programme.
Let’s start with you, Adamou. Please, introduce yourself to
our audience.
Adamou: Hi, there! My name’s Adamou Fafana. I’m 13.
I’m from Niger and I go to middle school in the capital
Niamey.
BBC presenter: Your turn, Maria.
Maria: Hello, everyone! I’m Maria Perdito. I’ll turn 14 next December. I’m
Peruvian. I live in a small village in the Andes Mountains.

Tasks 13 and 14: I listen to the BBC radio interview (Part 2)

BBC presenter: Now, Adamou, what are you most interested in learning about?
Adamou: Well, I’m fond of bird watching. This is what I
like most. I want to be an ornithologist. I love reading
about birds. At weekends, dad always takes me to the
Niger River to watch migratory birds, like flamingos,
storks and wild geese. Their colours are fabulous! They
come all the way from Europe. They can fly hundreds of
kilometres a day. I can watch them for hours, and I never
get bored. I think all animals should be respected. Birds
mustn’t live in cages. They must be free, like you and
me.
BBC presenter: I think you’re right, Adamou. What about you, Maria? What’s your
main interest in life?
Maria: Well, learning more about nature. I’m very keen on botany. I love reading
about plants in general. I want to be a botanist. I always go for a walk in the
mountains on Sundays. I’m interested in all kinds of plants, flowers and trees. I can
give you the names of many plants in my native language Quechua but I can’t
remember all of them in English.
Tasks 15 and 16: I listen to the BBC radio interview (Part 3)
BBC presenter: Let’s talk about something more personal.
What kind of person are you, Adamou?
Adamou: I guess I’m cool. Birdwatchers must be patient
and relaxed. I’m not the nervy type of person at all. My
friends think I’m shy but I don’t think so. I can be very
sociable.
BBC presenter: And you, Maria? How would you describe yourself?
Maria: I think I’m like Adamou. I’m very calm. I can’t live in a noisy town or city.
I love the silence and the quietness of the Andes Mountains. I’m always respectful
towards nature. I’m also a very curious girl. I always want to learn more. I like
people, too. All my schoolmates say I’m friendly.
BBC presenter: You’re really great kids! Thank you for answering my questions.
Adamou and Maria: You’re welcome. Thank you for inviting us.

Tasks 18 and 19: I listen to the conversation.

(Nadia is Karim’s new classmate. They do not know each other well. So, Karim
asks her a few questions to know more about her)
Karim: Tell me, Nadia, do you always tidy your room?
Nadia: Yes, of course! I’m not the messy type of person at
all.
Karim: And do you always get on well with your
classmates?
Nadia: Sure. I’m very friendly and outgoing.
Karim: Are you keen on chess?
Nadia: No, not really. I never play such games. I get bored very quickly.

Tasks 21 and 22. I listen to the conversation.

Karima and Ali (two Algerian middle school teens from two different Algerian
towns) met on an Internet forum last month. Now, they are good friends. They
always chat together at weekends via Skype or Viber.

Karima: Hello, mate! What’s up?

Ali: Not much. I have a maths test on Monday morning.
Karima: Well, you don’t seem to be happy about it!
Ali: I can’t understand maths. I always feel bored in
class.
Karima: I think you should get more interested, Ali.
Ali: I know I’m not smart but I’m hard-working and perseverant!
Karima: Good! So I can help you with your maths over the weekend.
Ali: Oh, can you do that for me? Thanks a lot, Karima.
Level: Third Year (3AM)
Sequence Two: Me and My Lifestyles
Tasks 1, 2, 3 and 4: I listen to the interview (Part 1)
Jenny, a fourteen-year-old English girl is filming her grandmother Elizabeth and
interviewing her for a school project about the old days due on “Grandparents
Day”.
Jenny: Look at the camera, grandma, and answer my first question. When were
you born?
Grandma: In 1939, the same year the Second World War began.
Jenny: Were you born here, in London?
Grandma: No, sweetheart. I was born in the North, in a
farmhouse five miles away from the nearest village in
the Lake District, now a very beautiful National Park.
My dad used to raise cows and sheep. We also had
ducks, geese and chicken.
Jenny: Can you tell me a little more about this
farmhouse, grandma? Was it big?
Grandma: Not really. Actually, we shared it with my
three uncles and two aunts. My mum and dad had got
only two rooms. My three sisters and I shared one of
them.
Jenny (bewildered): What? Were you four in the same room?
Grandma: Yes, sweetheart. You’re so lucky to have a room for you alone, today.
We didn’t have that chance. The toilets were outside in the farmyard, near the
cowshed. We had no bathroom. We used to take a bath once a week in a tub made
of wood and placed on the kitchen floor. There was a wood-burning stove in the
kitchen on which my mother used to cook or boil water. Today, things are quite
different. How often do you take a bath, Jenny?
Jenny (laughing): Almost every day! I usually take a quick shower in the morning
before I go to school.
Grandma: You’re lucky kids, today! We used to help mum with housework and
tidy our room every day. We also took turns to feed the chickens, ducks and geese.
I learnt to milk cows at 12.
Jenny: This is really a hard work!

Tasks 7 and 8: I listen to the interview (Part 2)

Jenny: Tell me, grandma, what did you use to eat in those days?
Grandma: Porridge at breakfast. Oh, I hated it! And
Yorkshire pudding with roast beef on Sundays. Everyday
meals consisted of boiled potatoes with gravy,
meatballs, kidney pies and brown bread. We had
homemade cookies with the afternoon tea. The family
used to gather around the table, in the kitchen. Mum
used to serve dad first, and then us. We weren’t allowed
to put our elbows on the table or talk with our mouths
full. We didn’t have the right to leave the table before
the meal was over. No such things as hamburgers or pizza on
the table, of course!
Jenny: I don’t like fast food, grandma. I sometimes eat a cheeseburger when I go
out with friends but I often have a vegetarian meal. You know, salad and rice with
vegetables.
Grandma: That sounds reasonable, young lady. This is what I call a healthy diet.
Tasks 9 and 10: I listen to the interview (Part 3)
Jenny: Now, tell me grandma. What did you use to wear back then?
Grandma: We didn’t use to wear leggings or jeans eighty years ago, for sure! Our
clothes were quite formal, not casual like yours today.
They were made of wool or cotton. We used to wear
long dresses, blouses, shawls which mum knitted for us,
headscarves and clogs made of wood for farm work. My
dad bought us new clothes only once a year, on our
birthdays.
Jenny: What did you use to wear on special occasions?
Grandma: Well, when we were invited to weddings,
for example, I used to swap my clothes with my
cousins. They had beautiful dresses and nice blouses. We also used to wear hats on
such occasions, not headscarves. I loved hats! I still love them today; they’re so
classy and elegant! Just look at Queen Elizabeth!
Jenny: Girls rarely wear hats, these days. We prefer berets or caps. And wooden
clogs can be seen only in a museum!
Grandma: Well, sweetheart, times change!

Tasks 12 and 13: I listen to the interview (Part 4)

Jenny: Did you have fun, grandma? What games did you use to play in those days?
Grandma: Well, girls used to play with rag dolls. They were made of old pieces of
cloth and stuffed with wool. We also played hide-and-seek, hopscotch and skipping
rope. Boys played with marbles or made their own toys from wood. Today, you
have all this technology to entertain you on your mobile phones, tablets and
laptops.
Jenny: You’re right, grandma, but I never play video
games, for example. I’m not very fond of all this
technological entertainment as you call it. I sometimes
play board games like scrabble or chess with my
friends but I prefer sports and books.
Grandma: Nothing can replace books. You should
keep reading all your life, sweetheart. Books teach you a lot about life.

Tasks 18, 19, 20, 21, 22 and 23: I listen to the interview (Part 5)
Jenny: One last question, grandma. What is your best childhood memory?
Grandma: My first day at school. I went to elementary school the year WW2
ended, seventy years ago. I was about 6 at the time. I put on my new school
uniform: a nice black gymslip and a white blouse with a
nice big collar.
Jenny: What is a “gymslip”, grandma?
Grandma: It’s a dress without sleeves which we used to
wear over a blouse some sixty or seventy years ago. So, I
was very happy that morning when dad drove me to the
village school in his cart. I was impatient to learn things, and I learnt a lot at school.
I will remember that day for the rest of my life! You’re still wearing school
uniforms today, Jenny.
Jenny: Yes, grandma but mine is quite different from yours. It’s more like a
“blazer-and-tie” uniform style: a black blazer and skirt, a white blouse and socks,
and a red tie. Plus, in winter, a V-neck jumper, a black coat and trousers.

Tasks 26 and 27: I listen to the interview (Part 6)

Grandma: Well, life is not what it used to be. Times change, my little darling.
Jenny: I guess they’ll always do, grandma.
Grandma: You’re right, Jenny. Times will always
change.
Jenny: Thanks, grandma, for being so patient with me
and my questions.
Grandma: I don’t like cameras but your questions
reminded me of the good old days. So, thank you,
sweetheart.
Jenny: I love you so much, grandma! Give me a hug.
Level: Third Year (3AM)
Sequence Two: Me and the Scientific Word
Tasks 1 and 2: Interview with Professor Belgacem Haba (Part 1)
Algerian scientist and inventor, Professor Belgacem Haba, is interviewed by Dr.
Riyadh Baghdadi, an Algerian researcher in the Computer Science and Artificial
Intelligence Laboratory at MIT (Massachusetts Institute of Technology), USA.
I listen to the interview (Part 1) and I complete Mr. Haba’s ID card.
Dr. Riyadh Baghdadi: Welcome Prof. Haba. Can
you give us an overview of your journey starting
from Algeria to where you are now, in California?
Prof. Haba: Let’s start from the very beginning. I
was born in 1957 in EL-M’ghayer, a small town
120 km south of Biskra. Back then we only had
one middle school, so I went to Amir Abdelkader
High School in Touggourt before joining the
University of Bab Ezzouar in Algiers, where I
completed a DES (Diploma of Higher Education)
in physics. Then, I got a scholarship to study in the US. By the way, back then I had
never heard of Stanford University having come straight from the desert! I did a
master’s degree in applied physics and then I wanted to get into solar energy. So, I
did another master’s degree and a PhD in this field. After graduating from Stanford,
I joined IBM’s research labs in New York working on the application of lasers to
microelectronics.
Dr. Riyadh Baghdadi: IBM, for those who don’t know it, is one of the biggest IT
(Information Technology) companies and one of the key drivers of the IT industry.
Tasks 6 and 7: I listen to part (2) of the interview and complete the dialogue
bubbles.
Prof. Haba: That’s right. After that, I was contacted by
Nippon Electronic Corporation. So, I went to Japan and
stayed there for 6 years. I was working in the application of
laser technology to microelectronics while I was living there.
Then, I moved on to work on miniaturization.
Dr. Riyadh Baghdadi: The miniaturization of electronics.
Prof. Haba: Yes. When I returned to the US, I joined
Tessera, which was a small company back then. Our aim was to
miniaturize the mobile phone. Phones were big and we knew
that if we managed to make them smaller, they will sell more.

Tasks 8, 9, 10, 13 and 14: I listen to part (3) of the interview and do the tasks.
Dr. Riyadh Baghdadi: When was this?
Prof. Haba: In the nineties. By 1998, we started to see
results and the technology that we produced started to
get used from that point to this day.

Dr. Riyadh Baghdadi: So, any person right now is

using some of the technology that you have developed
as part of this company?
Prof. Haba: Exactly. And we were also doing other
things while we were working on the miniaturization of mobile phones and mobile
phone chips; we were working on the miniaturization of cameras. Then, I moved on
to a company called Rambus, which specializes in memory chips used today in
memory sticks, memory cards and smart cards. It was there that we designed and
developed the console games “PlayStation Two” and “Three”.

Tasks 15 and 16: I listen to part (4) of the interview between Prof. Haba and
Dr. Baghdadi, and circle only the words I hear between brackets.

Dr. Riyadh Baghdadi: I think most students

listening to this interview would like to get advice
from you. What advice would you give them?
Prof. Haba: The first thing one must do is to fill in
the gap of your points of weakness. Secondly, when
you are about to do some work, work on something you are able to accomplish.
Finally, you must have a goal, an objective and a plan to achieve it. I feel sorry for
people who don’t have a plan, a vision of where they are going in life. When you
have an idea to realize, don’t give it up because of problems or obstacles. Be
perseverant. Perseverance is more important than intelligence if you want to
succeed. Also, find people who can help you. Many of us want to do everything by
themselves; you can’t clap with one hand.
Dr. Riyadh Baghdadi: Thank you very much Prof. Haba for speaking with us and
for your advice.
Prof. Haba: I hope it’s going to be beneficial.

Tasks 17 and 18: I listen to my history teacher and complete the timeline (Part A)
Teacher: Our class today is about a famous Maghrebin scholar who invented
modern sociology, the study of the development and functioning of human society.
This eminent scholar was born on May 27th 1332 in
Tunis. His ancestors immigrated to Tunisia from
Andalusia (al-Andalus) in the first half of the
thirteenth century. His parents died during an
epidemic of the plague,which hit Tunis in 1348–1349,
leaving Ibn Khaldun orphan at the age of 17. In
1354, he accompanied his teacher to Fez, where he
became a secretary of the sultan of Morocco. From
1365 to 1374, he travelled a lot, moving from Bejaia to Biskra, Tlemcen, Fez,
Granada, Seville and then returned to North Africa after many political problems.

Tasks 19 and 20: I listen to my history teacher and complete the timeline (Part B)
Teacher: Our great Maghribi scholar then withdrew
from politics and found refuge in Qalat beni Sellam,
near Frenda, Algeria. He spent 4 years there – from
1375 to 1378 – writing his “Muqaddimah” and part of
“Kitab al-Ibar” or the history of Muslim North Africa.
A few years later, in 1383, he settled in Cairo, Egypt
where he became a teacher and a Cadi or a judge. The
following year, his wife and four daughters died in a shipwreck on their way to join
him in Cairo but his two sons survived. Three years later, he went to Mecca on the
pilgrimage and returned to Cairo 18 months later, where he died on 17 th March
1406.
Level: Third Year (3AM)
Sequence Four: Me and My Environment
Tasks 1, 2, 3 and 4: I listen to the UNESCO representative speaking on BBC
radio about biodiversity in Algeria, and tick the box next to the name of each
national park I hear.
Text (Part 1):
Algeria is a North African country that lies
between Morocco and Tunisia along the
Mediterranean coast of North Africa. It is Africa’s
largest country, covering an area of 2,381,741 square
kilometers. Algeria’s vast landscape is endowed with
a variety of ecosystems. Algeria is home to a number
of national parks with great ecological and cultural
significance. The country has established these
national parks to preserve biodiversity. Notable National parks include Belezma National
Park, Chrea National Park, El Kala National Park, Djurdjura National Park, Gouraya
National Park, Hoggar National Park, Tassili n’Ajjer National Park, Taza National Park,
Tlemcen National Park, Mount Aissa National Park and Theniet el-Had National Park.

Tasks 6 and 7: I listen to the UNESCO representative (Part 2) and I write

down on the map the number corresponding to the name of each Algerian
national park I hear and the name of the nearest town.
Text (Part 2):
Belezma National Park is located in the Belezma
Mountains, the north-western part of the Aures
Mountains, near the town of Batna. Chrea National
Park is named after the neighbouring town of Chrea. It
is located in the mountainous region of Blida.
Djurdjura National Park, Gouraya national Park and
Taza National Park all three are located in north-western Algeria, in the Kabylie region.
Djurdjura National Park took its name from the Djurdjura Mountains found within the
park, not far from the town of Tizi-Ouzou. Gouraya National Park lies on the
Mediterranean coast. It occupies a mountainous massif which dominates the north-west
of the town of Bejaïa. Taza National Park is located in Jijel province, on the
Mediterranean coast about 90 km east of Bejaia. El Kala National Park is also in the
north-eastern region of Algeria. El Kala is a seaside town about 80 km east of Annaba,
not very far from the Tunisian border. Tlemcen National Park is situated around the town
of Tlemcen, not far from the Moroccan border. Mount Issa National Park is located in the
western High Plateaux, about 100 km southeast of the town of Naama whereas Theniet
el-Had National Park is about 50 km north of the town of Tissemsilt, in the Tell Atlas
Mountains. Both the Hoggar and Tassili n’ajjer National Parks are in the Great South.
The former is near the town of Tamanrasset and the latter near Djanet.
Tasks 9 and 10: I listen to the UNESCO representative (Part3) and complete
the information he gives about “Biosphere Reserves”.
Text (Part 3)
Biosphere reserves are areas including
terrestrial, marine and coastal ecosystems. Each
reserve gives solutions for the conservation of
biodiversity and prevention of conflicts or problems
between man, animals and plants. Biosphere
reserves are special places for scientists and
researchers to understand changes and interactions
between man and ecological systems. As Algerian national parks have a rich
variety of ecosystems, we have turned eight of them into Biosphere Reserves, and
these are: Tassili n’Ajjer. It was the first Algerian park to be designated in 1986 as
a Biosphere Reserve. Then comes El Kala, followed by Djurdjura, Chrea, Taza,
Gouraya, Belezma and, finally, Tlemcen Mountains – the last Algerian Biosphere
Reserve to be designated in 2016.

Tasks 11, 12, 13 and 14: I listen to the UNESCO representative (Part 4) and
complete the table.
Text (Part 4):
Belezma National Park was designated as a
UNESCO Biosphere Reserve in June 2015. It
covers an area of 262.5 square kilometres. The
diverse ecological regions of the park accommodate
over 300 animal species and 440 plant species.
Endangered species such as Cuvier’s gazelle,
Dorcas gazelle, Barbary sheep and the serval
inhabit the park. Additionally, the park has rare plants such as the Atlas cedar, which is
native to Algeria and Morocco. Belezma contains one third of the cedar forests in
Algeria.
 Gouraya National Park, which covers an area of 20.8 square kilometres, was designated
as a UNESCO Biosphere Reserve in 2004. It is smaller than Belezma. There is rich flora
and fauna. The forests contain troops of Barbary apes or macaques and other endangered
mammals such as the jackal and Algerian hedgehog.
Taza Biosphere Reserve (designated in 2004) is characterized by spectacular cliffs,
beaches, mountains and valleys and is noted for the Barbary ape, an endangered species
of monkey and the only macaque primate in North Africa. Taza Biosphere Reserve is
also home to the Algerian nuthatch, a small rare sparrow endemic to the Babors Region
and Algeria. The park covers an area of 3,807 square kilometres. It is more important
than the first two parks in terms of area.
The Tlemcen Mountains Biosphere Reserve, designated in 2016, covers the same area
as the Tlemcen National Park: 985.32 square kilometres. The biosphere reserve is home
to a diverse flora with over 1,130 species, 40 of which are protected such as The
Montpellier maple, the Atlas pistachio, the green oak and the Thuya. So, this reserve
needs great care.
Tasks 16 and 17: I listen to the IUCN representative talking to Algerian
journalists about protected animal and plant species in
Algeria, and I complete the fact file.
Many Algerian plants, trees and animals have been
inscribed on the red list of our organization – the International
Union for Conservation of Nature (IUCN) – as vulnerable or
endangered species. Therefore, the country’s environmental authorities and
Algerian people themselves must protect all these species.
The Atlas cedar has been registered as an endangered
species on the IUCN red list since 2013. Barbary sheep
has been listed as a vulnerable species on the same list
since 1986. Barbary macaques have been inscribed on
the IUCN red list of endangered species since 2008.
The Algerian nuthatch has been classified as an
endangered species since 1994. Dorcas gazelles have
been considered as vulnerable species since 1988, and
Cuvier’s ones since 2016. The Saharan cheetah, which lives in the Hoggar
Mountains, has not been evaluated and classified but it is considered as a rare
species. The Atlas or Barbary lion became extinct in the wild around 1942 but there
are some descendants still living in captivity in many zoos around the world.
Tasks 21, 22, 23, 24, 25 and 26: Saving the Barbary Macaque. I listen to the
interview with Dr. Sian Waters.
The Barbary macaque occupied in the past the
entirety of North Africa. It now dwells in isolated
parts of Morocco and Algeria. This species has been
classified as endangered by the International Union
for Conservation of Nature (IUCN) because it is
threatened in the wild by a loss of habitat developed
for tourism, by local and international wildlife
trafficking and hunting. Dr. Sian Waters, from the
University of Durham in England, has studied this
forgotten animal population for the last ten years.
Journalist: Thank you Dr Waters for accepting to answer our questions. Macaques
face many dangers. What is the primary threat in your opinion?
Dr. Waters: The main threat is development for tourism without thought for the
environment. However, illegal trade in Barbary macaques is more dangerous.
Journalist: Is the wildlife trade a local or an international problem?
Dr. Waters: It is an international one because many Barbary macaques are
smuggled by tourists as pets from Morocco to Europe. We must put an end to this
illegal trade of wild animals.
Journalist: Your project is involved in educating local communities. How can
football games change people’s attitude towards macaques?
Dr. Waters: Traditionally, the macaque is thought of as funny or shameful. So, the
football tournament is a way to reward the boys and men of the villages for their
change in behaviour: becoming macaque protectors instead of persecutors.
Macaques shouldn’t be kept as pets or used to entertain people and make money.
They should live in the wild, in nature.

Tasks 27 and 28: Eco-Schools (Part 1)

“Eco-Schools” is an international program that has involved millions of school
children in environmental issues around the world for more than twenty years.
I listen to the BBC interview of the UK Eco-School representative.
BBC Journalist: Thank you for sparing some of your time
for this interview. My first question is: how should a school
run a litter campaign?
UK Eco-School representative: The first thing to do in any
good campaign is to let everyone know what it is all about. It
is important that everyone should understand why litter is
not a good thing, and know what they can do to prevent it.
BBC Journalist: Let’s define the word “litter” in the first
place.
UK Eco-School representative: Litter can be described as ‘rubbish that is in the
wrong place’. It can be food, chewing gum, sweetie papers, syringes, crisp packets,
plastic bags or banana skins – in fact, any item left by a person that should not be
there. Natural matter, such as leaves that have fallen from trees, are not classed as
litter. Litter can take a very long time to degrade (rot away), or may never degrade
at all. It is dangerous to people and wildlife – it is a form of pollution.

Tasks 29 and 30: Eco-Schools (Part 2)

BBC Journalist: How long can litter stick around?
UK Eco-School representative: The amount of time
that litter stays around once it has been dropped
depends on what it is made from. Fruit waste such as
banana skins will take up to two years to rot away
and disappear. A rolled up newspaper can take up to
10 years to rot away. Supermarket plastic bags can
last between 10 and 20 years. Glass bottles and jars,
plastic bottles, plastic trays, yoghurt pots, etc. will
NEVER rot away. These are more dangerous than
fruit waste.

Tasks 31, 32, 33 and 34: Eco-Schools (Part 3)

BBC Journalist: How can litter be dangerous to wildlife?
UK Eco-School representative: Well, we have found animals killed by swallowing
balloons. Many of them are trapped inside cans, bottles and plastic bags. Some are
poisoned by cigarette butts. Food containers, like
crisp packets and plastic bags, can be blown out
to sea by the wind. Fish and sea birds will eat
them, thinking they are food. Scientists estimate
that a million birds and 100,000 marine
mammals and turtles die every year from eating
plastics.
BBC Journalist: Are there other problems that litter can cause?
UK Eco-School representative: Firstly, fires can be caused by the careless
discarding of matches and cigarettes, or by the sun being magnified through the
glass of a bottle. So, this can lead to forest fires that will destroy both plant and
animal habitats. Secondly, food litter attracts rats and other vermin, which will
spread disease among people and other animals. There is now the same number of
rats as people in the UK!

Tasks 35, 36, 37, 38, 39 and 40: Eco-Schools (Part 4)

BBC Journalist: How can schools participate in solving this problem?
UK Eco-School representative: Here are a few
recommendations that any schoolchild can
follow. First of all, the three “Rs”: REDUCE
the amount of litter you create by buying
items with less packaging; REUSE whatever
you can by buying durable, reusable items not
disposable ones, such as paper plates and
cups; RECYCLE by buying goods with
packaging that can be easily recycled. Second,
don’t litter; put your rubbish in a bin; if there isn’t one near, put it in your pocket
until you find one or take it home. Third, use reusable bags (“bags for life”); don’t
use plastic ones. Fourth, organize “litter patrols” at school: each class should take it
in turn to pick up litter on the school grounds throughout the week. Fifth, classes
can put up posters or make a display on the
notice board to remind everyone of the
dangers and damage that litter can cause to
the environment in general. Finally,
schoolchildren should raise awareness of this
litter problem among their community by
talking about its causes and dangers to their
friends outside school, their family and
relatives, and also to their neighbours in the place where they live, whether in towns
or in villages. Young people can be more responsible than adults. We shouldn’t
forget that!
Level: Third Year (2AM)
Sequence One: Me, My Friends, and My Family
Tasks 1 and 2: I listen to my elder brother Samir.
Samir 1: You use your eyes to see, to read a book or to watch TV. Eyes can have
different colours: black, brown, blue or green. They can also be big, small or
slanted
like Chinese people’ eyes. Without your eyes, you can’t see me now. Some people
can’t see; they’re blind.
Samir 2: You use your mouth to speak.
With your mouth, you can also eat or drink.
A mouth can be big or small. It has two
lips. Women have red lips because they put
on red lipstick. Some people can’t speak at
all; they’re dumb.
Samir 3: You use your ears to hear. We
have one ear on each side of our heads, left
and right. With your ears you can listen to
music or to your teacher in class. Some
people can’t hear; they’re deaf.
Samir 4: You use your nose to smell. With
your nose you can smell perfume or mum’s
cooking when you come from school for lunch. A nose can be big or small.
Samir 5: You use your two hands to hold things. We have five fingers on each
hand.
With your fingers, you can hold your pen when you write or a spoon when you eat.
Samir 6: There’s hair on our heads. It can have different length and colours. Hair
can be long or short, black or dark, fair or blonde. Old people have grey or white
hair. Hair can have different shapes or styles. It can be straight, wavy like sea
waves, frizzy or curly. Some people don’t have any hair at all; they’re bald.

Tasks 3 and 4: I listen to part (1) of the phone conversation between Liz and
her Algerian friend Razane.
Liz: Hello, Razane. How are you?
Razane: Fine, thanks. Glad to hear your voice
again!
Liz: Me, too. Listen, I’m sending you the photos of
some of my relatives via my cell phone right now.
Razane: That’s a good idea, I’d love to know more about your family but you have
to explain to me who is who.
Liz: Sure. I’m going to do it right away. First, turn on your speaker. Can you look
at the photos on your phone and speak at the same time?
Razane: Yes, I can.
Liz: Good. On the first photo, you see two women in red dresses, with long straight
fair hair and a white bandana. They look alike because they are twin sisters. They
are my aunties, my father’s sisters.
Razane: Sorry, Liz. What does “twin” mean?
Liz: It means they were born on the same day. Aunt
Carla is on the right; she’s the slim one. Aunt Susan
is on the left; she’s the fat one. She doesn’t like to
hear anyone say that she’s fat!
Razane: They look very elegant and charming. And
who are the two boys with crossed arms on the
second photo? The old one looks handsome and the
young one is really cute!
Liz: The tall one with a beard and dark hair is my
cousin Peter, Aunt Carla’s eldest son. He’s good-looking. Jack is the short one with
red hair. He’s also my cousin. He’s Aunt Susan’s youngest son. They always dress
casual: T-shirts or sweaters, cargo trousers with side pockets and sports shoes or
trainers ... Oh, no! Not now! Sorry, Razane. My phone battery is very low ... I have
to charge it right away ... I ring you back when it’s charged ... Bye.
Razane: Bye, Liz.

Tasks 5 and 6: I listen to Part (2) of the phone conversation between Liz and
Razane.
Liz: Hello! I’m back again! Are you looking at the photos, now?
Razane: Yes, but there are two persons I still don’t know who they are.
Liz: Well, the thin boy on the third photo is my little
nephew Richard. He’s my sister Juliet’s eldest son.
He’s thin because he doesn’t eat much. You can see
his belt is too long for his trousers, and his trousers
are too big for him. He weighs 40 kilos; he’s skinny.
Razane: Poor little boy! And who is the slim, tall girl
with long straight blonde hair on the fourth photo?
Liz: That’s my niece, Katie. She’s my brother’s
youngest daughter. She’s a teenager like us, so she
loves fashion wear! You can see how slim she is and
how she’s dressed in a pink top, a short black skirt and high-heeled shoes. She’s
pretty. I like her very much.
Razane: Thanks for showing me your family photos. I’ll send you mine, soon. It’s
nice to talk to you over the phone. Bye, Liz.
Liz: Bye, Razane.
Tasks 7 and 8. I listen to the end of Part (2) of the phone conversation between
Liz and Razane.
Razane: Poor little boy! And who is the slim, tall
girl with long straight blonde hair on the fourth
photo?
Liz: That’s my favourite niece, Katie. She’s my
brother’s youngest daughter. She’s a teenager like
us, so she loves fashion wear! You can see how
slim she is and how she’s dressed in a pink top, a
short black skirt and high-heeled shoes. She’s
pretty. I like her very much.
Razane: Thanks for showing me your family photos. I’ll send you mine, soon. It’s
nice to talk to you over the phone. Bye, Liz.
Liz: Bye, Razane.

Tasks 11 and 12: I listen to Sami and Rachid chatting about their weekend on
Sunday morning during the break.
Rachid: Hi, Sami. How was your weekend?
Sami: Hi, Rachid. Don’t ask me about my weekend. It was awful!
Rachid: Why?
Sami: Well, I like swimming. I go to the swimming pool every Saturday afternoon
but I spent this weekend at home, doing nothing interesting because there’s a
problem with hot water at the pool. And how was your weekend?
Rachid: It was fine. A football match with my mates on Friday morning as usual
and
judo training in the afternoon.
Sami: So, you do judo! Can you use a judo
throw on me?
Rachid: Of course I can! I can knock you down
in two seconds! I’m a green belt in judo, you
know!
Sami: Well, I don’t like this kind of sport. It
doesn’t mean I’m not sporty; I like swimming,
and I’m also a fan of cycling and tennis. I love bikes. Cycling is my favourite
weekend activity.
Rachid: What about the weekdays? What do you do?
Sami: Nothing much except the daily routine: school every day, mornings and
afternoons. After school, it’s homework as usual. After dinner, it’s time to go to
bed. On Tuesday afternoon, I play tennis. I have training sessions every Tuesday.
Well, that’s it!
Rachid: Oh! The school bell’s ringing. It’s time for class. Let’s go.
Tasks 13 and 14: I listen to the first part of the conversation between Sami and
Rachid.
Rachid: Hi, Sami. How was your weekend?
Sami: Hi, Rachid. Do not ask me about my
weekend. It was awful!
Rachid: Why?
Sami: Well, I like swimming. I go to the
swimming pool every Saturday afternoon but I
spent this weekend at home, doing nothing
interesting because there’s a problem with hot water at the pool. And how was your
weekend?
Rachid: It was fine. A football match with my mates on Friday morning as usual
and
Judo training in the afternoon.
Tasks 15 and 16: I listen to the second part of the conversation between Sami
and Rachid.
Sami: So, you do judo! Can you use a judo throw on me?
Rachid: Of course I can! I can knock you down in two seconds! I’m a green belt in
judo, you know!
Sami: Well, I don’t like this kind of sport: It
doesn’t mean I’m not sporty; I like swimming and
I’m also a fan of cycling and tennis. I love bikes.
Cycling is my favourite weekend activity.
Rachid: What about the weekdays? What do you
do?
Sami: Nothing much except the daily routine:
school every day, mornings and afternoons. After
school, it’s homework as usual. After dinner, it’s time to go to bed. On Tuesday
afternoon, I play tennis. I have training sessions every Tuesday. Well, that’s it!
Rachid: Oh! The school bell’s ringing. It’s time for class. Let’s go.
Tasks 19 and 20: I listen to my elder brother Samir read the definitions from
the Oxford dictionary.
Definition 1: A bedroom is a room for sleeping
in.
Definition 2: A living room is a room where
people sit together, watch television, etc.
Definition 3: A dining room is a room that is
used mainly for eating meals in.
Definition 4: A kitchen is a room in which meals are cooked or prepared.
Definition 5: A bathroom is a room in which there is a bathtub, a washbasin and a
toilet
Tasks 21 and 22: I listen to my elder brother Samir again.
1. In a bedroom, we find a bed, a bedside table with a bedside lamp and a wardrobe.
2. In a living room, there’s always a sofa,
armchairs, a TV set and a coffee table.
3. In a kitchen, we can find a fridge, a gas or
electric cooker, a sink to wash the dishes and
cupboards.
4. A bathroom can have a bathtub or a shower, a
washbasin, a toilet and a mirror to look at
yourself when you brush your hair.

Tasks 23 and 24: I listen to Liz and her Algerian friend Razane chatting on the
Internet.
Liz: Hello, Razane. How are you?
Razane: Fine, thanks. Glad to see you again!
Liz: I can hear you Razane, but I can’t see you ... Is your webcam on? Oh, it’s all
right. I can see you now, I know you want me
to tell you more about my home. Well, I live
in a beautiful cottage with two storeys, not
far from London. I don’t live in a flat with so
many neighbours around. Cottages are
traditional English country houses. In
England, most houses with two storeys have
the kitchen, the living room and the dining
room downstairs, on the ground floor. The
bedrooms and the bathroom are upstairs, on
the first floor. We have another bathroom downstairs, next to the garage. There’re
stairs leading to the first floor. I’m drawing a plan of the ground floor to make it
easy for you to understand. Here it is on your computer screen. Can you see it,
Razane?
Razane: Yes, it’s clear. I can see the stairs in the entrance hall, on the left. Let me
guess ... hmm, is that the living room on the right of the hall? I can see a sofa and
an armchair.
Liz: Yes, you’re right. The dining room’s on the left, opposite the living room and
the kitchen’s at the back of the house. The kitchen and the living room lead into the
back garden.
Tasks 25 and 26: I listen again to Liz and her Algerian friend Razane chatting
on the Internet.
Liz: I’m drawing a quick plan of the first floor of my house. Here it is. Can you see
it on your screen?
Razane: Yes, but what does “dressing room”
mean, Liz?
Liz: Oh, it’s a small room next to a bedroom
in which we keep our clothes and get
dressed. You can see that there’re three
bedrooms upstairs on the first floor, each
with a dressing room.
Razane: Which one is your bedroom, Liz?
Liz: It’s the one with two balconies. The one
next to mine is Mike’s, my elder brother, and
the big one next to the bathroom is my
parents′. We have a terrace, too. In the
summer when it gets hot, we always have dinner there.
Razane: You have a very beautiful house, Liz. Next time, I’ll tell you about mine.
Let’s disconnect and say good bye. It’s time for me to go to bed. I have class at
eight tomorrow!
Liz: Have a good night, Razane. Sleep well.
Razane: You, too, Liz.