Summary of the 4th M.S Programme موقع راية التعليم 2019-2020

Sequence One
Universal Landmarks and Outstanding Figures in

History, Literature and Arts
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.ht
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I – Comparative of Equality (=) and Inferiority
(A) Comparative of Equality (=):
-b
‫ﻣ‬
as + adjective (short or long) + as
‫ﻮﻗﻊ‬ ing
Example: Pisa Tower is as famous as Big Ben.
(B) Comparative of Inferiority (≠):
ar
not as + adjective (short or long) + as
ep
Example: Big Ben is not as old as Pisa Tower.
II – Active and Passive Forms/ Voice pr
‫ﺭﺍﻳﺔ‬
‫ﻣﻮﻗﻊ راﻳﺔ اﻟﺘﻌﻠﯿﻢ‬
/p/
Gustave Eiffel designed the Eiffel Tower
om
Verb in the Past Simple

Subject/ Doer Direct Object
(Active Form/ Voice)
s.c
The Eiffel Tower was designed by Gustave Eiffel

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To Be + The Past Participle

Direct Object Subject/ Doer
(Passive Form/ Voice)
‫ﺍﻟﺘﻌ‬ d
III – Base Adjectives and Strong Adjectives

ya
(A) Base Adjectives:

.ra
Base adjectives are normal adjectives that don't have the idea of "very, really,
absolutely, or extremely".
‫ﻠﻴﻢ‬ ww
Example: Topkapi Place is big.

(B) Strong Adjectives:
://w
Strong adjectives, however, are extreme adjectives that have the idea of "very, really,
absolutely, or extremely". We can add an adverb to the base adjective to change it to strong
adjective.
ps
"very", "really", "absolutely" or "extremely" + base adjective = strong adjective

htt
Examples: Topkapi Place is huge. Topkapi Place is extremely big.

Leonardo da Vinci is a brilliant Italian painter, scientist and engineer.
Summary of the 4th M.S Programme By: Moudjib Arrahmane Khelil 1

www.RayaDocs.com ‫ﺗﻢ ﺗﺤﻤﯿﻞ ھﺬا اﻟﻤﻠﻒ ﻣﻦ ﻣﻮﻗﻊ راﻳﺔ اﻟﺘﻌﻠﯿﻢ‬
Base Adjectives Angry Bad Big Pretty Clean Cold
Awful, Huge, Gorgeous,
Strong Adjectives Furious Spotless Freezing
Terrible Gigantic Beautiful
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Base Adjectives Crowded Nice Dirty Funny Good Hot
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Fantastic,
Strong Adjectives Packed Lovely Filthy Hilarious Boiling
Excellent
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Base Adjectives Disappointed Hungry Interesting Old Tasty Pretty
-b
‫ﻣ‬
Strong Adjectives Gutted Starving Fascinating Ancient Delicious Gorgeous
‫ﻮﻗﻊ‬ ing
Base Adjectives Sad Scary Happy Small Surprising Tired
Strong Adjectives Miserable Terrifying Elated Tiny Astounding Exhausted
ar
ep
Base Adjectives Ugly Long Expensive
Strong
Hideous Endless Exorbitant
Adjectives
pr
‫ﺭﺍﻳﺔ‬
/p/
IV – Discourse Markers/ Connectors (Linking words)
First,/ Then,/ Next,/ After that,/ Finally
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Example:
"First, I sailed from Algiers to Spain on cruise ship. Then, I visited Italy and,
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after that, I sailed to Istanbul with a stopover for two nights on the Greek island of Mykonos.
Finally, I returned to Algiers after spending four exciting days in Turkey."
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V – Express Cause and Effect

‫ﺍﻟﺘﻌ‬
(A) Express the Cause:

d
To express the cause (or reason), we can use "as, because, or since" to connect the
ya
result (effect/ consequence) of something with its reason (or cause).

Example: I didn't go to school yesterday because I was ill.
.ra
NOTE: We put a comma (,) after the cause if we put the connector at the beginning of the
‫ﻠﻴﻢ‬ ww
sentence.
Example: Because I was ill, I didn't go to school yesterday.
(B) Express the Effect:
://w
To express the effect (result/ consequence), we can use "so, therefore, or as a result"
to connect the reason (or cause) of something with its result (or effect).
Example: I wanted to see Timgad therefore I travelled to Batna.
ps
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I – Diphthongs
.ht
 A "Diphthong" is a combination of two successive "vowel sounds":
/e + ɪ/, /a + ɪ/, /ɔ + ɪ/, /ə + ʊ/, /a + ʊ/, /ɪ + ə/, /e + ə/, /ʊ + ə/.
em
 There are eight diphthongs in English: /eɪ/, /aɪ/, /ɔɪ/, /əʊ/, /aʊ/, /ɪə/, /eə/, /ʊə/
Examples:
-b
‫ﻣ‬
‫ﻮﻗﻊ‬ ing
ar
ep
Boy /ɔɪ/ Eye /aɪ/ Nose /əʊ/ Mouth /aʊ/
pr
‫ﺭﺍﻳﺔ‬
/p/
om
s.c
Face /eɪ/ Ear /ɪə/ Hair /eə/ Tourist /ʊə/

II – Consonant Clusters
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 a "Consonant Cluster" is a group of two or more successive "consonant sound" that are
together and have no "vowel sound" between them.

ya
 Consonant Clusters in English my occur in "initial position" (beginning of the word) /pr/
and /br/, /tr/ and /dr/, in "mid position" (in the middle of the word) or in "final position" (end
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of the word) /nt/ and /nd/, /ft/ and /kt/.

Examples:
‫ﻠﻴﻢ‬
 print/ brick, tree/ drive (initial position)

ww
 apricot; umbrella; dentist; active (mid position)

 mint/ mend, left/ fact (final position)
://w
ps
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Synonyms/ Equivalents ( = ) Antonyms/ Opposites ( ≠ )
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a dramatist = a playwright
tells a story = recounts
the fight = the struggle
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describe = portray
the human race = mankind
-b
‫ﻣ‬
considered = viewed
writer = author construct ≠ demolish/ destroy
ing
famous/ well known ≠ unknown
‫ﻮﻗﻊ‬
many = several
located = situated birth ≠ death
memorial = monument inside ≠ outside
ar
build = construct first ≠ last
outstanding = great new ≠ old/ ancient
ep
found = establish
profession = job/ occupation
famous = well known pr
‫ﺭﺍﻳﺔ‬
prominent =important/ famous
/p/
very old = ancient
the fight = the struggle
om
s.c
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‫ﺍﻟﺘﻌ‬ .ra
ya
d
‫ﻠﻴﻢ‬ ps
://w
ww
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I – Famous Landmarks
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You have received an email from a friend of yours, he/ she asked you to write him a reply in
.ht
which you describe one of the most famous landmark in the world. You have chosen "The Leaning
Tower of Pisa". Write him/ her your reply.
em
This fact file may help you:
-b
‫ﻣ‬
File Facts
 Monument: The Leaning Tower of Pisa
‫ﻮﻗﻊ‬ ing
 Location: City of Pisa, Italy
 Designer/ Architect: The Italian designer "Bonanno Pisano"
ar
 Date of construction: in 1372
 Height: 55.86 metres high
ep
pr
‫ﺭﺍﻳﺔ‬
/p/
om
Hi John,
s.c
How are you doing? I hope you're doing well. I received your last email that you asked me to
give you some information about the most famous landmark in the world. I'm glad to give you
the following information about … "The Leaning Tower of Pisa" … .
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… "The Leaning Tower of Pisa" …is located in … the city of Pisa, Italy …. It was designed by
… the Italian designer "Bonanno Pisano" …. It was opened in … 1372 …. This monument
‫ﺍﻟﺘﻌ‬
reaches a height of … 55.86 metres high ….

d
This is a brief information about it if you want I will give you more information in my next
ya
email.
.ra
keep in touch.
Your friend.
‫ﻠﻴﻢ‬ ps
://w
ww
htt

II – Outstanding Figures
You have received an email from a friend of yours, he/ she asked you to write him a reply in
which you write a short biography about one the most famous outstanding figures in your country or in
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the world. You have chosen "Baya Mahieddine". Write him/ her your reply.
This ID Card may help you:
.ht
ID Card
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 First Name: Baya (Fatima)
 Surname: Mahieddine (Haddad)
-b

‫ﻣ‬
Date of Birth: December 12th, 1931
 Place of Birth: Bordj El Kiffan, Algiers
‫ﻮﻗﻊ‬ ing
 Date of Death: November 9th, 1998
 Place of Death: Blida, Algiers
 Nationality: Algerian
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 Education: taught herself new skills of painting and
began to form small figurines of animals and figures of
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her imagination only from clay
 Occupation: Painter, and sculptor
 Title of Famous Painting: Dancers and Musicians, The
pr
‫ﺭﺍﻳﺔ‬
Flying Woman, Dancers and peacocks
/p/
om
s.c
Hi John,
How are you doing? I hope you're doing well. I received your last email that you asked me
oc
to give you some information about an outstanding figures in the world. I'm glad to give you the
following information about … "Baya Mahieddine her real name is (Fatima Haddad)" … .
…"Baya Mahieddine"…is … an Algerian painter, sculptor …. She was born on … December

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12 , 1931…in … Bordj El Kiffan, Algiers … . She … taught herself new skills of painting and
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began to form small figurines of animals and figures of her imagination only from clay …. His
paintings are known worldwide and rank among the most famous in existence such as …
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Dancers and Musicians, The Flying Woman, Dancers and peacocks … This well-known artist
died on … November 9th, 1998… in … Blida, Algiers ….
‫ﻠﻴﻢ‬ ww
This is a brief information about this famous artist if you want I will give you more
information in my next email.
keep in touch.
://w
Your friend.
ps
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Sequence Two Me, My Personality and Life Experiences
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I – The Superlative of Superiority
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(A) Sort Adjective:
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The + Short Adjective + est
-b
‫ﻣ‬
Example: The Great Wall of China is the longest structure ever built by man.
(B) Long Adjective:
‫ﻮﻗﻊ‬ ing
The + most + Long Adjective
ar
Example: Bugatti the most expensive car in the world with 19 million US dollars ($).
ep
(C) Irregular Adjective:
The Adjective Irregular Superlative Form

pr
‫ﺭﺍﻳﺔ‬ good the best
/p/
bad the worst
many/ much the most
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little/ few the least

far the farthest/ the furthest
s.c
old the oldest/ the eldest

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Example: The Algerian Football Team is the best football team in the African Cup 2019.
‫ﺍﻟﺘﻌ‬
II – The Past Simple and Past Continuous Tenses in a Narrative With the
d
Connectors: (While/ When)

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(A) The Past Simple: (Short Action)

.ra
Regular Verb + ed
‫ﻠﻴﻢ‬
The Past Simple

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Irregular Verb (2nd Column in the list of irregular verbs)
Examples: John visited the Casbah last month. (Regular Verb)

://w
He bought many souvenirs to his friends. (Irregular Verb)

(B) The Past Continuous: (Long Action)
ps
To be (past) + Stem + ing

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Example: John was asking several questions about the history of the Casbah.

(C) The Connectors: (While and When):
When one event, which is in progress in the past, is interrupted by another one, I use the
Past Simple for the event that caused interruption and the Past Continuous for the on in
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progress.
Example: While John was asking several questions about the history of the Casbah, the bus
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arrived.
III – The Present Perfect Tense With the Time Markers: (Ever/ Never/ Just)
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(A) The Present Perfect:
We use the Present Perfect Tense to refer to events in the past but which connect to the
-b
‫ﻣ‬
present.
‫ﻮﻗﻊ‬ ing
The Form The Present Perfect + Examples
To have (present) + Subject + Past Participle of the verb
Interrogative Form (?)
ar
Example: I'm looking for my key. Have you seen it?
Subject + To have (present)+ Past Participle of the verb
ep
Affirmative Form (Yes,)
Example: She has cleaned the room.
Negative Form (No,) pr

Subject + To have (present)+ not + Past Participle of the verb
‫ﺭﺍﻳﺔ‬ Example: I have not found it.
/p/
(B) The Time Markers: (Ever, Never and Just):
We use the Present Perfect Tense to talk about my experiences up to now. The time of
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the experiences is not important, so I don't give a specific time but I can use general Time
Markers like (Ever and Never) and we use the Present Perfect Tense to talk about a finished
event or state in the very recent past without giving a specific time. I can use the Time
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Markers like (Just) for events taking place a very short time before now.
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Usage Examples
‫ﺍﻟﺘﻌ‬
Example:
Life experience to express things we have
d
Have you ever visited Algiers?

done in our lives.
ya
Yes, it is the best city I have ever visited.

Life experience to express things we haven't Example:
.ra
done in our lives. I have never visited London?

‫ﻠﻴﻢ‬
Life experience to describe a finished event in Example:

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the very recent past. I have just completed my homework.
IV – Phrasal Verbs
://w
Phrasal Verbs have two/ three parts: a main verb + an adverb/ preposition or both of
them. (the meaning of which is different from the meaning of its separate parts).
Example:
ps
Last year, we decided to take six weeks off (time away from work) of work so we could
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travel to Ecuador. After three flights we had finally arrived in Ecuador but had to stay in a hotel
overnight. In the morning we had to take off (leave) from our hotel at 9 a.m. so that we had
enough time to go through security and get our tickets before our plane took off (left the
ground) at noon to reach our final destination on the coast.
Once we were in the air, high above the mountains, the plane started to make a strange
noise. It sounded like one of the engines was acting up (having a technical problem). We were
hoping nothing as going to go wrong but I was definitely thinking that the mechanics should
track down (find) the source of the noise; because the entire flight I was thinking over (think
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about) all of the horrible things that might happen if there was a problem with the engine of the
airplane.
.ht
About halfway through the flight, I decided to take off (remove) my jacket and use it as a
pillow against the side of the airplane because I was feeling run down (low on energy) after so
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much time traveling. Just as I was about to fall asleep, a little girl started to act up (misbehave)
and was crying. Although I’m complaining about the flight and the plane, I’m not trying to run
down (talking badly) the airline. The staff were really friendly and after all, we did arrive
-b
‫ﻣ‬
safely to our destination..
‫ﻮﻗﻊ‬ ing
V – Expressing Similarities and Differences With: (Like, Unlike, and Whereas)
(A) Express Similarities:
ar
To express similarities between people or things, we can use: – The preposition: "like"
(= in the same way as …) (like ≠ unlike).
ep
NOTE: We can use (like/ unlike) at the beginning or in the middle of the sentence.
Examples: Like my father, I want to be a doctor./
pr I want to be a doctor like my father.
‫ﺭﺍﻳﺔ‬
(B) Express Differences:
/p/
To express differences between people or things, I can use: – The preposition: "unlike"
(= in contrast to …) (unlike ≠ like). – The conjunction: "whereas" (= in contrast/ comparison
om
with the fact that …).

NOTE: We use (whereas) in the middle of the sentence.
s.c
Examples: Unlike my sister , I don't like tennis.

I love meat and fish whereas my sister is a vegetarian!
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VI – Forming Opposite Adjectives (Antonyms) Using the Prefixes: (Dis; Un;

‫ﺍﻟﺘﻌ‬
In; Im; Il; and Ir)

d
We can form antonyms by adding a prefix (dis; un; in; im; il; ir) with a negative
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meaning to the adjective.

Example:
.ra
Yesterday, it was (lucky) unlucky day for me. As you know, I like practicing jogging in
‫ﻠﻴﻢ‬
the park and (like) dislike staying at home. My father advised me to stay at home because the
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weather was cloudy and it could rain. I'm an (patient) impatient boy, so I quickly put on my
sportswear and went out. Few minutes later, it started raining heavily and I felt (happy)
unhappy. I tried to speed up, but the rain was coming down (usually) unusually profusely and
://w
I became completely wet. When I came back home, I remembered that I had a lot of homework
to do and it is (possible) impossible to complete it in one night. My mother asked me to help
her but I screamed at her in an (polite) impolite way. My father punished me and he said:
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I agree you when you say that you are tired and you have many homework to do, but I (agree)
disagree when you answer your mother in such way and (obey) disobey her order.
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VII – Forming Adjectives Using the Suffixes: (Ful and Less)
We can form adjectives by adding the suffix "ful" to some nouns. ("cheer" + 'ful' =
cheerful); ("help" + 'ful' = helpful); ("thought" + 'ful' = thoughtful).
We can use the suffix "less" to form adjectives meaning: "without …": ("cheer" =
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without cheer); ("help" = without help); ("thoughtless = without thought).
.ht
Example:
"Our old radio is (wire) wireless, but dad says it is (use) useless. I feel (joy) joyful when
em
I turn it on and dance to music, but sometimes I am (care) careless when I bumped into the
table, my hand was (pain) painful and it made me (tear) tearful. When it is sunny, mum
always asks me to use sun cream to protect myself from the (harm) harmful rays of the sun
-b
‫ﻣ‬
and she asks me to water the plants because our garden looked (help) helpless so, we helped it
to survive by giving it some water. My grandparents always say: Being kind is much better than
‫ﻮﻗﻊ‬ ing
being (hurt) hurtful to others."
ar
ep
pr
‫ﺭﺍﻳﺔ‬
/p/
om
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d
‫ﻠﻴﻢ‬ ps
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I – Triphthongs
.ht
 a "Triphthong" is a combination of three successive vowel sounds.
 English triphthong are composed of five diphthongs (/eɪ/ - /ɔɪ/ - /aʊ/ - /əʊ/ - /aɪ/) + the final
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schwa vowel (/ə/).
/eɪ/ + /ə/ as in player
-b
‫ﻣ‬
/ɔɪ/ + /ə/ as in royal
/aʊ/ + /ə/ as in shower
‫ﻮﻗﻊ‬ ing
/əʊ/ + /ə/ as in lower
/aɪ/ + /ə/ as in fire
ar
Example:
My best friend is a famous football player /eɪə/. He invited me to his Royal /ɔɪə/ Suite in
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one of the best hotels in the town. After taking my daily shower /aʊə/, I joined him there.
I found him in the lower /əʊə/ part of the tower /aʊə/ near the fireplace /aɪə/. We enjoyed our
time for more than one hour /aʊə/.
pr
‫ﺭﺍﻳﺔ‬
II – Pronunciation of "Have/ Has" (as auxiliaries in the Present Perfect Tense)
/p/
 "Have" and "Has" are pronounced respectively "/həv/ and /həz/" in questions. "/həv/ and
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/həz/" are Weak Form of "Have" and "Has".

 "Have" and "Has" are pronounced respectively "/hæv/ and /hæz/" at the end of a short
s.c
answer to "Yes/ No" question. "/hæv/ and /hæz/" are Strong Form of "Have" and "Has".
 ('ve) is the short (or: contracted) form of "Have" and ('s) is the short form of "Has".
- ('ve) is pronounced /v/ after the personal pronouns subject (I, you, we, they).
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- ('s) is pronounced /z/ after the personal pronouns subject (he, she).
- ('s) is pronounced /s/ after the personal pronouns subject (it).
- /v/ is a Weak Form of "Have" and /z/ and /s/ are Weak Forms of "Has".
 "/hævnt/ and /hæznt/" are Strong Forms of "Haven't" and "Hasn't" and have no Weak
ya
Forms.
.ra
Auxiliaries Weak Form Strong Form

‫ﻠﻴﻢ‬ ww
/həv/ /hæv/
Have
In the question and positive sentences In negative sentences and in short answer
- Have they ever seen this movie? - They haven't seen this movie?
://w
Examples:
- Yes, they have just seen it. - Yes, they have.
/həz/ /hæz/
Has
In the question and positive sentences In negative sentences and in short answer
ps
- Has she done her homework? - She hasn't done her homework?
Examples:
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- Yes, she has just done it. - Yes, she has.

III – Pronunciation of (ed) endings in past simple and past participle forms of
regular verbs
 "ed" is pronounced /ɪd/ after the following sounds: /t – d/.
ml
 "ed" is pronounced /t/ after the following sounds: /p – k – f – θ – s – ʃ – tʃ/.
 "ed" is pronounced /d/ after the following sounds: /b – g – v – ð – z – ʒ – dʒ – l – m –
.ht
n – ŋ – r/ + all vowels, diphthongs and triphthongs..
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Example:
The student worried (/d/) that he was going to be kicked (/t/) out of school. He had
-b
‫ﻣ‬
passed (/t/) all his exams with such high marks that they thought he had cheated (/ɪd/). But he
the truth was he studied (/d/) very hard, and deserved (/d/) his good grades. He believed (/d/)
‫ﻮﻗﻊ‬ ing
he was a learned (/d/) individual, and always attempted (/ɪd/) to do well in his exams.
Afraid that he would be expelled (/d/), he decided (/ɪd/) to try and convince the
examiners he was innocent. He broke into their offices late and night and searched (/t/) for his
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exam papers. This was the perfect solution, he chuckled (/d/) to himself, as he changed (/d/) the
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answers. They would never think he was a cheat if he appeared (/d/) to have done badly!
pr
‫ﺭﺍﻳﺔ‬
/p/
om
s.c
oc
ya
d
‫ﻠﻴﻢ‬ ps
://w
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htt

ml
.ht
kids = children
understanding and kindness = humanity
very well = clearly
em
broke out = started/ began opposite/ different ≠ same/ similar/ identical
dried up = disappeared dominating ≠ weak/ dominated
prestigious ≠ ordinary/ unimportant
-b
‫ﻣ‬
spat back = replied angrily
angry = mad superior ≠ inferior
ing
young ≠ old
‫ﻮﻗﻊ‬
awful = terrible
brave = courageous immature ≠ mature
difficult = hard irresponsibility ≠ responsibility
ar
faithful = loyal never ≠ always
lucky = fortunate arrested ≠ released
ep
loud = noisy long ≠ short
polite = courteous failed ≠ passed/ succeeded
pretty = beautiful pr
‫ﺭﺍﻳﺔ‬
quiet = peaceful
/p/
shy = embarrassed
Smart=intelligent
om
s.c
oc
ya
d
‫ﻠﻴﻢ‬ ps
://w
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I – Ideal Friend Personality
ml
It is said "A friend in need is a friend indeed". An ideal friend possesses all the qualities
.ht
of head and heart. It is easy to be friend anybody, but difficult to have good friends.
In a few lines describe your ideal/ best friend.
em
You may use the following notes to describe your ideal/ best friend:
 Your best friend (name, age, hometown, country…etc)
-b
‫ﻣ‬
 His physical appearance (tall/ short, thin/ fat, hair, eyes,….etc)
 His personality feature (polite, honest, active, clever, helpful, easy-going, …etc)
‫ﻮﻗﻊ‬ ing
 His likes and dislikes
Example:
ar
My best friend is one of my schoolmates, his name is Smaïl. He is 48 years old. We have
ep
known each other since we were 10 years old. Smaïl is of medium height with brown skin
complexion, short black hair and big brown eyes. He is very intelligent and he has always been
kind and helpful to me. He had very good marks at school. He is quite sensible, a bit shy but
pr
‫ﺭﺍﻳﺔ‬
very sincere with people. He likes surfing the internet, and he has his own laptop and goes
/p/
online almost every day. He also likes going out with his friends, travelling, listening to R&B
music and watching TV. He dislikes listening to Jazz music and going to the dentist.
om
II – Childhood Memories
Your English friend sent you a letter talking about his/ her childhood memories. He/ She
s.c
wanted you to tell him/ her about yours. Respond and mention:
 Your childhood (good, bad or funny moments, …etc.)
 In primary school (how you go to school, your behaviours at school, …etc.)
oc
 Likes and preferences (subjects, teachers, friends, …etc.)

‫ﺍﻟﺘﻌ‬
Example:
d
ya
Dear friend Peter,

I'm so happy to receive your letter and I'm so touched by your childhood memories,
.ra
they were really great moments. Now let me get you an idea about my childhood
memories.
‫ﻠﻴﻢ‬ ww
When I was a child, I went to primary school, I used to go to school on foot. I made
a lot of friends. We were playing together. We were active and wanted to know
everything. After school, we were playing with toys. In the summer, my classmates and I
://w
sometimes went rowing and swimming in the river. We also packed some sandwiches
and fruit juice and had a picnic beside the river. We had a lot of fun.
I can't never forget these beautiful times when everything used to be innocent and
ps
simple. Life has completely changed. It's a pity …

Looking forward to hearing from you
htt
Your friend

Sequence Three Me, My Community and Citizenship
ml
I – The Imperative
.ht
To make recommendations or give advice to someone, I can use the Imperative: "Verb
em
(Stem)".
Examples: 1. Show your work to other people. Listen to their advice.
2. Don’t ask for a lot of money at your first job.
-b
‫ﻣ‬
 I can use the Imperative to give instructions (as in cooking recipes, for example).
‫ﻮﻗﻊ‬ ing
Examples: 1. Add sugar and milk, then mix for 5 minutes.
2. Don’t use cold water.
ar
NOTE: To form the negative, I use "Do not/ Don't + Verb (Stem)"
ep
II – The First Conditional (Conditional Type 1)
Conditional Sentence Type 1 expresses real or possible situations that can happen in
pr
‫ﺭﺍﻳﺔ‬
the present or in the future. They are also called real conditional sentences because the
expected result in the main clause depends on the real or possible condition in the dependent
/p/
if clause.
The real or possible condition is expressed with "if" and the simple present, even when
om
the situation refers to the future. The expected result is expressed with "will" or "be going to":
If you go to Europe, you'll have a wonderful time for your wedding anniversary.
s.c
If you go to Europe, you're going to have a wonderful time for your wedding
anniversary.
The form:
oc
If + Condition (present simple) + , + Result (Will + Stem)

Example: If you go to Europe, you'll have wonderful time.

ya
Result (Will + Stem) + if + Condition (present simple)

.ra
Example: You'll have wonderful time if you go to Europe.

‫ﻠﻴﻢ‬
Punctuation: A comma (,) follows when if dependent/ subordinate clause is put in front.
ww
But when result clause is put in front, the comma is not needed.
Examples:
 If you go to Yosemite Park, you'll see giant trees.
://w
 You'll see giant trees if you go to Yosemite Park.

III – Sequencing Steps in Recipes and Arguments in an Argumentative Text
ps
To sequence (put in order) the various steps in a cooking recipe, I can use the following
sequencers: first (for the 1st step); next/ then; after that; finally (for the last step).
htt
Example: If you want to make a healthy strawberry and banana smoothie, first place a few
strawberries and half a banana in blender. Next, add a glass of skimmed milk and the content

of low-fat, sugar-free natural yogurt pot. After that, pulse until fruit is well blended. Finally,
pour into a glass and enjoy!
 To sequence (put in order) the various arguments in an argumentative text, I can use the
ml
following sequencers: first/ firstly (for the 1st argument); second/ secondly (for the 2nd
argument); third/ thirdly (for the 3rd argument; etc.) I can also use: the first, the second,
.ht
the third point/ argument is …
Example: Charity work is very useful activity for the community for many reasons. First/
em
Firstly, it is a universal human value. Second/ Secondly, it helps to strengthen community
bonds. Third/ Thirdly, the government alone cannot solve all the social problems; all citizens
should take part in relieving the suffering of the poor, the disabled and the homeless.
-b
‫ﻣ‬
NOTE: (Firstly/ Secondly/ Thirdly, etc.) are more formal than (First/ Second/ Third, etc.)
‫ﻮﻗﻊ‬ ing
IV – Expressing Likes/ Dislikes With the Verbs: "like/ dislike, love/ hate,
enjoy, prefer"
ar
 To express likes or dislikes, I can use: the verb (like; dislike; love; hate; enjoy; prefer) +
"Stem + ing".
ep
Examples:
 pr
‫ﺭﺍﻳﺔ‬
She likes cooking.
 He dislikes criticising someone he doesn't know well.
/p/
 I love helping people.
 She hates listening to people who love talking about themselves.
om
 They enjoy working as volunteers in a charity.

 Many immigrants prefer wearing their national costume in England.
s.c
oc
ya
d
‫ﻠﻴﻢ‬ ps
://w
ww
htt

ml
I – Silent Letters: "k – w – l – b – n"
.ht
 Silent "k": "k" is usually silent when it is initial (the first letter in the word) and followed
by "n". Example: (to know).
em
 Silent "w": "w" is usually silent when it is initial and followed by "r". Example: (to write).
It can also be silent in other words: Examples: (who; two).
-b
‫ﻣ‬
 Silent "l": "l" is usually silent if the word ends in: 'alm', 'alk', 'olk' or 'ould'. Examples:
‫ﻮﻗﻊ‬ ing
(calm; talk; half; yolk; could).
 Silent "b": "b" is usually silent when it is in final position and preceded by: ''m''.
Example: (bomb). Sometimes, it is also silent in mid-position: Examples: (bomber; plumber)
ar
or before "t". Examples: (doubt; debt)
ep
 Silent "n": "n" is usually silent when it is final position and preceded by "m".
Example: (column).
pr
Examples:
‫ﺭﺍﻳﺔ‬
/p/
The principal parts of the human body are: the head, the trunk and the limbs.We have
hair on the head. Inside the head, we have the brain. We think with our brain. Between the
om
forehead and the eyes we find the eyebrows. We see with our eyes. The principal parts of the
eyes are: the eyelids and the eyelashes. Between the eyes and the mouth, we see the nose. We
smell with our nose. The mouth has lips, teeth and tongue. We eat, talk, drink and smile with
s.c
our mouth. We kiss with our lips and chew with our teeth. Between the chin and the eyes, we
find the cheeks. On both sides of the head, we find the ears we hear with our ears. The neck
oc
joins the head to the trunk. In our trunk, we have the chest. Inside the chest, we find the heart
and the lungs. The abdomen separates the chest from the waist. In the back, there is the
vertebral column. We have four limbs: two arms and two legs. The principal parts of the arm
are: the shoulder, the elbow, the wrist and the hand. The hand has a palm and five fingers: the
ya
thumb, the fore finger, the middle finger, the ring finger, and the little finger, the fingers have
nails. The principal parts of the leg are: the thigh, the knee, the shin, the calf, the ankle, the foot
.ra
and the toes. We have five senses: sight, hearing, taste, smell, and touch.
‫ﻠﻴﻢ‬
II – Pronunciation of "S" Ending in Plural Nouns and the 3rd Person Singular
ww
of Verbs in the Present Simple Tense

 "S" is pronounced /ɪz/ after the following sounds: /s – z – ʃ – ʒ – tʃ – dʒ/(or the following
://w
alphabet letters: s, ss, x, ce, sh, ch, ge). Examples: a place  places (noun)/ to advise  He
advises (verb)
ps
 "S" is pronounced /s/ after the following sounds: /p – t – k – f – θ/.

Examples: an argument  arguments (noun)/ to think  She thinks (verb)
htt
 "S" is pronounced /z/ after the following sounds: /b – d – g – v – ð – l/ + all vowels,

diphthongs and triphthongs. Examples: an opinion  opinions (noun)/ to smell  It smells
(verb)
Examples:
Some of the world’s greatest players (/z/) head to Old Trafford stadium on Saturday
afternoon for a charity match to raise money for UNICEF. David Beckham will captain a GB &
Ireland XI against a World team that includes (/z/) a highly decorated group of players.
ml
Captained by Zinedine Zidane, the World team has won eight World Cups (/s/), three European
Championships (/s/), the Champions (/z/) League 11 times (/z/) and has seven Ballon d’Or
.ht
trophies (/z/) between them – Carlo Ancelotti is the manager for the visitors. (/z/)“I want a
world where children can grow up safe from violence, free from poverty and protected from
em
preventable diseases,” (/ɪz/) Beckham said in the build-up to the game. “This match gives (/z/)
me the perfect opportunity to raise awareness and vital funds (/z/) to help reach the children
who need it most. I am delighted that my friend Zizou will join me in leading two teams (/z/),
-b
‫ﻣ‬
full of our friends (/z/) and team-mates (/s/), at the best stadium in the world.”
‫ﻮﻗﻊ‬ ing
ar
ep
pr
‫ﺭﺍﻳﺔ‬
/p/
om
s.c
oc
ya
d
‫ﻠﻴﻢ‬ ps
://w
ww
htt

ml
.ht
goals = aims/ purposes/ objectives
pains = suffering
hard ≠ easy
interests = needs
em
succeed ≠ fail
human society = mankind/ humanity
fight ≠ give up/ surrender
accustomed to = familiar with
like ≠ dislike/ hate
-b
‫ﻣ‬
tablecloth = piece of cloth that covers a table
decreasingly ≠ increasingly
silverware = knives, forks, and spoons
major ≠ minor
‫ﻮﻗﻊ‬ ing
like = love/ prefer/ enjoy
strengthen ≠ weaken
obvious/ clear = evident
against ≠ in favour of
way of life = lifestyle
negative ≠ positive
ar
in support = in favour of
limited = restricted
ep
products = goods
pr
Words
‫ﺭﺍﻳﺔ‬ Definitions
/p/
1- a brand 1- a type of product made by a particular company.
2- outweigh 2- be greater or more important than something else.
om
3- essay 3- a short piece of writing on a particular subject.

4- downsides 4- negative aspects of something regarded as good
5- prejudice 5- an unfair, unreasonable opinion formed without enough thought.
s.c
6- to break the fast 6- Start eating and drinking at sunset in Ramadan.

7- an orphan 7- a child whose parents are dead.
8- a budget 8- the amount of money needed to do something.
oc
9- a rest home 9- a place where old people live and are cared for.
‫ﺍﻟﺘﻌ‬
10- e. an orphanage 10- a home for children whose parents are dead.
d
ya
.ra
‫ﻠﻴﻢ‬ ps
://w
ww
htt

I – An Open Letter
ml
Unlike Dominic Cole, many people believe that cultural globalisation is a new kind of
.ht
colonialism or imperialism, which represents a real threat to national identities and cultures
across the world. The first victims are young people.
em
You will write an open letter to the Algerian youth in which you will weigh up the pros
and cons of cultural globalisation and express your point of view. Whatever your opinion, you
will give advice and make recommendations to your young fellow citizens on how/ why to
-b
‫ﻣ‬
protect your national identity and culture.
ing
Example:
‫ﻮﻗﻊ‬
1 March 2019
ar
An open letter to the Algerian youth
ep
Dear friends,
Many people believe that cultural globalisation is a new kind of colonialism or
pr
imperialism. Is it true? Does cultural globalisation represent a threat to national
‫ﺭﺍﻳﺔ‬
identities and cultures across the world? Are the young people the first victims of this
/p/
phenomenon?
The first point is that cultural globalisation has some advantages. It is a way to
om
transmit ideas and values around the world so as to intensify human relations. This is
clearly illustrated through the use of social media. The second point deals with the fact
s.c
that countries have the opportunity to expand their culture and make it accessible to all.
Those who disagree claim that cultural globalisation can be a threat to national
identities and cultures across the world. Their argument is that the Western culture has a
oc
negative impact on young people; the latter are attracted and influenced by this new
‫ﺍﻟﺘﻌ‬
culture broadcast through TV channels and the Internet at the expense of their own
d
culture.
ya
Personally, I think that cultural globalisation helps people to know other cultures,
to become open-minded and tolerant. However, we must remain aware of our national
.ra
identity and our culture. They both represent a treasure that we must preserve and be
proud of.
‫ﻠﻴﻢ‬ ww
As a final point, it doesn't matter if our opinions on this issue are the same or
different. What really matters is that we all are concerned about our national identity and
://w
culture. That's why we should encourage popular and traditional cultural expression as
well as creative industries such as films, advertising, fashion, architecture, crafts,
software and so on. We should also develop students' critical thinking.
ps
Thank you for reading me,

Name/ Signature
htt

II – Youth Charities in Algeria
After reading the interview about "Ness El Khir" and searching the Internet for more
information about youth charities in Algeria and other countries, I have decided to write an
ml
article for my school magazine to sensitise my schoolmates to the need for volunteer charity
work, and recommend an original list of humanitarian and environmental activities that can
.ht
help our community.
Example:
em
Charity is a generous feeling towards people in need. The term "charity" also refers to
an organisation which provides help to the needy. The oldest charity organisation in Algeria
-b
‫ﻣ‬
is "The Algerian Red Crescent". In this organisation young people have always played an
‫ﻮﻗﻊ‬ ing
active role as well as in other charities like "Ness El Khir", "Ethar", "El Kouloub Arrahima"
and so on.
The young Algerian citizens are getting more and more involved in charity actions;
ar
after natural disasters, during the holy month of Ramadan and throughout the year. This
ep
commitment towards their community makes them become engaged citizens capable of
developing strong social ties and understanding people's suffering. As adults, they can make
decisions about how to solve community problems like poverty, violence, lack of school
pr
‫ﺭﺍﻳﺔ‬
transport in remote areas and drug use. In other countries, youth charities are very active, too;
/p/
"The British Charity Centrepoint" helps the homeless young people all over the world to
succeed in their life.
om
Concerning the environment, here are some recommendations: First, encourage people
to clean their neighbourhoods and not to let garbage invade the streets. Second, help people
plant more trees and flowers so as to make our towns more beautiful and stop desertification.
s.c
Third, organise concerts and exhibitions to help the poor, the old, the handicapped, the
orphans and the homeless people.
oc
All this goes to show the importance of national solidarity and the role of youth charity
in promoting values and citizenship.
ya
d
‫ﻠﻴﻢ‬ ps
://w
ww
htt

III – The Ideal Junior Citizen
After studying Sequence Three "Me, My Community and Citizenship", I have decided to
post on my Facebook page my own idea or conception of "The Ideal Junior Citizen". I will
ml
write short essay to convince people of my generation that true citizenship requires: 1. Certain
personality features, qualities and human values, and 2. The fulfilment of certain duties towards
.ht
the community.
em
Example:
Some teenagers think that if you are under 18, you aren't a full citizen and that you
-b
‫ﻣ‬
aren't able to make your own decisions. I don't agree with this point of view. That's why I
have decided to tell you about my conception of "The Ideal Junior Citizen" and to post it here
‫ﻮﻗﻊ‬ ing
on my Facebook page.
If you want to become a true citizen there are a number of qualities and values you must
ar
have. First, be honest and respectful towards the others (your parents, friends, classmates,
teachers, …etc.) Second, be loyal to your parents and your friends. Third, don't forget to be
ep
proud of your country and your identity.
If you want to become a true citizen, you also have to fulfil a certain number of duties
pr
‫ﺭﺍﻳﺔ‬
towards your community. First, show compassion to those who suffer. Second, accept others'
/p/
opinions. Third, be tolerant towards those who are different from you. Fourth, don't break the
law and don't be racist.
om
To sum up, "The Ideal Junior Citizen" should be honest, compassionate, tolerant and
proud of his/ her identity.
s.c
oc
ya
d
‫ﻠﻴﻢ‬ ps
://w
ww
htt

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Sequence One

Universal Landmarks and Outstanding Figures in

Verb in the Past Simple

The Eiffel Tower was designed by Gustave Eiffel

To Be + The Past Participle

III – Base Adjectives and Strong Adjectives

(A) Base Adjectives:

Example: Topkapi Place is big.

"very", "really", "absolutely" or "extremely" + base adjective = strong adjective

Examples: Topkapi Place is huge. Topkapi Place is extremely big.

Summary of the 4th M.S Programme By: Moudjib Arrahmane Khelil 1

V – Express Cause and Effect

(A) Express the Cause:

result (effect/ consequence) of something with its reason (or cause).

Summary of the 4th M.S Programme By: Moudjib Arrahmane Khelil 2

Face /eɪ/ Ear /ɪə/ Hair /eə/ Tourist /ʊə/

together and have no "vowel sound" between them.

of the word) /nt/ and /nd/, /ft/ and /kt/.

 print/ brick, tree/ drive (initial position)

 apricot; umbrella; dentist; active (mid position)

Summary of the 4th M.S Programme By: Moudjib Arrahmane Khelil 3

Summary of the 4th M.S Programme By: Moudjib Arrahmane Khelil 4

reaches a height of … 55.86 metres high ….

Summary of the 4th M.S Programme By: Moudjib Arrahmane Khelil 5

…"Baya Mahieddine"…is … an Algerian painter, sculptor …. She was born on … December

Summary of the 4th M.S Programme By: Moudjib Arrahmane Khelil 6

The Adjective Irregular Superlative Form

little/ few the least

old the oldest/ the eldest

Connectors: (While/ When)

(A) The Past Simple: (Short Action)

The Past Simple

Irregular Verb (2nd Column in the list of irregular verbs)

Examples: John visited the Casbah last month. (Regular Verb)

He bought many souvenirs to his friends. (Irregular Verb)

To be (past) + Stem + ing

Summary of the 4th M.S Programme By: Moudjib Arrahmane Khelil 7

Negative Form (No,) pr

Have you ever visited Algiers?

Yes, it is the best city I have ever visited.

done in our lives. I have never visited London?

Life experience to describe a finished event in Example:

the very recent past. I have just completed my homework.

with the fact that …).

Examples: Unlike my sister , I don't like tennis.

VI – Forming Opposite Adjectives (Antonyms) Using the Prefixes: (Dis; Un;

In; Im; Il; and Ir)

meaning to the adjective.

Summary of the 4th M.S Programme By: Moudjib Arrahmane Khelil 9

Summary of the 4th M.S Programme By: Moudjib Arrahmane Khelil 10

/eɪ/ + /ə/ as in player

/həz/" are Weak Form of "Have" and "Has".

Auxiliaries Weak Form Strong Form

- Yes, she has just done it. - Yes, she has.

Summary of the 4th M.S Programme By: Moudjib Arrahmane Khelil 11

Summary of the 4th M.S Programme By: Moudjib Arrahmane Khelil 12

Summary of the 4th M.S Programme By: Moudjib Arrahmane Khelil 13

 Likes and preferences (subjects, teachers, friends, …etc.)

Dear friend Peter,

simple. Life has completely changed. It's a pity …

Summary of the 4th M.S Programme By: Moudjib Arrahmane Khelil 14

If + Condition (present simple) + , + Result (Will + Stem)

Example: If you go to Europe, you'll have wonderful time.