My Guide To Bac Exams

Brahim ELOUAFI ELT Supervisor Casablanca-Settat
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MY GUIDE TO BAC EXAMS
This first version is mainly meant to enable Baccalaureate exam takers to score average
and above. The booklet is a compilation of contents and skills to be covered and mastered by
learners according to the 2nd year Bac English syllabus. The three books of English that are
accredited by the ministry of education are scrutinised and their commonalities are taken into
account in the process of preparing this booklet. Except for the reading comprehension
section, all the other section in the Bac exam format are, to a great extent, catered for.
The first section is devoted to the most pertinent productive vocabulary that permeates
the themes in the ten units of the program. The vocabulary items are simply piled up discrete
items. So they need to be built into practice exercises of some sort. In this subsection, samples
of Baccalaureate exam format tasks are included.
The second section is mainly concerned with the grammatical structures as outlined in the
English curriculum in Morocco. Attempts are made to bring home these grammatical
structures via exemplary exercises therein. As for the third section, focus is on the main
functions that the examinees need to recognize and use in order to pass the Bac exam.
The last section is about writing. Here, along with some language writing support, the
main writing genres are accounted for. Hopefully, this support helps the examinee to deal
with both guided and free writing tasks in the Bac exam. Each section is accompanied with
samples of Bac exam questions.
Have a go and score high.
April, 20th, 2020
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1- VOCABULARY
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Unit one: the gift if youth

Gift - gifted- talented- vigor- passionate- audacious- adventurous-
ambitious – delinquent - generation gap – imaginative – creative –
obstinate – immature- nosy – authoritarian – reward/prize –
genius – lifeblood – aspire – expectations – trustworthy- somber
/obscure- indecisive- moody- stubborn/obstinate-introverted/extroverted- brainy
– quarrelsome-rebellious- bossy- self-opinionated-impulsive.
Unit Two: Humor

Humorous – comedy/comedian – tragedy – gag – laughter – woes –
grief – caricature – cartoons – impression – kidding – depression-
stress/stressful modern life quick pace – feel jubilated –
amusement- entertainment – to have fun – joyful – cheerful- feel
frustrated – a sense of humor- stand up comedian –
reduce/decrease- relieve/relief – workaholic – do something within boundaries –
to recharge batteries – replenish – avoid boredom/monotony-
contagious/infectious – unbearable - downside – ruin.
Unit Three: Formal/informal/non formal

education
To be literate – basic literacy – illiteracy – combat/fight
illiteracy – vocation- education- special education –
inclusive education - drop put – graduate/graduation
ceremony-degree/diploma- co-education- segregation –
succeed/success- fail/failure –- illiteracy rate –– integrate –
gender disparity – literacy circle – educational background-
free access – to cram for exams- retake -sit for exams –free access- e-
education/e-learning - mixed classes- basic education – apply for a scholarship
– impart knowledge –lifespan – life expectancy – available- open sources –
webinar – MOOCs- learning style – recommendations – pay fees/tuition –
polyglot/multilingual – digital divide -earn a diploma.
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Unit Four: Sustainable development
To sustain – sustainable development – durable-leave an

impact – a legacy – health care- social justice/equity -
equal pay – poverty elimination – investment – job
opportunities – unemployment/joblessness- climate
change- waste-rubbish/ litter- trash – preserve - squander
–exhaust - infrastructure – deforestation – recycling – global warming –
garbage – desertification – resources- population- creep – renewables – self-
employment – compromise – natural resources - microloans – interest rate-
reimburse– corruption/bribery – drought – flood /inundation- environment
degradation – endangered/jeopardised species – extinction – driven to extinction
– marginalisation – rationalize – governance – think globally ,act locally- the
dimensions of sustainable development–foster – prosperity/richness – curb/stop
- alleviate.
Unit Five: Women and power
Emancipate/emancipation – equality – discrimination – to

empower/empowerment – improve - the new family
code/`almoudaouana` – monogamy- gender- polygamy-
custody – alimony rights –repudiate/divorce - feminist -
activist– globalisation- raise- gaps-pregnant/pregnancy-
single mother – maids- first elected female leader -
macho/machismo- invest in girl’s education – attitude- underpay/underpaid-
humiliate/debase/belittle- dehumanize-represented in parliament- have a voice-
self –made.
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Unit Six: Cultural Values
Culture – values – diversity – moral/morality –

mutual/reciprocal respect – culture shock –
homesick/nostalgic – tolerance/tolerant - coexistence-
cohabitation – loyalty – honesty integrity - –integrity –
kindness- solidarity – hard work – true friendship –
neighbourhood-empathy-brotherhood/sisterhood –
xenophobia – common good – global
/universal/cosmopolitan citizen - live in harmony – live in conflict – different
but equal – taboo – misunderstanding – inaccurate stereotype –
harmful/detrimental- prejudice/bias – cultural background/root – gender gap –
feast/celebration – burping – slurping – deep rooted – impactful/influential -
biased/prejudiced .
Unit Seven: Citizenship
Citizenship – active citizen – civic behaviour – patriotism –

volunteering – rights – duties – leisure – facilities – human
dignity –vote – observe/obey the law –observance -lead a
decent life- life basics – a sense of belongingness – to trek –
fetch water –running/potable water - good will ambassador
–national anthem - abide by the law- subscribe –
embrace/include – compromise – awareness/consciousness – menace/threat.
Unit Eight: International Organisations
Nongovernmental organisations/NGOs – stand for –

refugees – diplomacy – delegate-deputy -headquarters –
subsidiaries – impose sanctions – to lobby- donations- to
sponsor/sponsorship- to sign a partnership – collaborate –
a pressure group – conflict resolution – settle a dispute –
armed conflict – peace – negotiation – to campaign–
ambassador – spokesperson – resolution – smuggling –
raise funds – threat /threaten/menace – prominent – transparency –
emblem/symbol/sign – logo – demise/death – overwhelming/very large –
ratify/make official .
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Unit Nine: Advances in Science and Technology
A sword with double edge – science – technology – pros and

cons/for and against – curse – implement/execute – observe –
hypothesize- investigate – experiment – vacuum cleaner –
dish washer – biotechnology –mutate – genes – livestock –
efficient – insecticide – fertilizers – genetic engineering –
cure a disease – curable/incurable – ripe – rotten - virtual
world – wireless – accessible – online scams- addiction – forensic science-
online shopping – a breakthrough – to autograph – labor- saving gadgets – brain
scanner – telescope – nuclear plant – credit card – pioneer – online gambling –
surf the net/web
Unit Ten: Brain Drain
Drain – brain drain/brain gain-

emigration/immigration/migration- flush a toilet – push factors
– pull factors – improve living conditions – secure a future for
kids – tempting salaries – income/revenue - developing
countries- developed countries – underdeveloped countries –
attractive working conditions – human capital flight – North/South equation –
home country- host country – increasing rate – wages – salaries –
deport/deportee/ deportation – exile – exodus – be naturalized-decline –
expatriates - witness.
DO WHAT YOU CAN WITH WHAT YOU HAVE WHERE

YO ARE.
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COLLOCATIONS
adult illiteracy adult literacy
Urban linkage university graduate
boarding school brain drain
Universal values careless decision
civic education common good
Conflict resolution humanitarian aid
communication technology critical thinking
Virtual participation rural exodus
cultural diversity developed countries
Decent life credit card
developing countries digital camera
Interactive whiteboard brain scanner
educational system equal opportunity
Vacuum clearer nuclear plant
equal rights/pay formal education
Spacecraft launch computer addiction
gender gap/disparity general assembly
Economic crisis wedding ceremony
generation gap have access
Cosmopolitan citizenship take initiative
have fun health care
Rural-urban linkage rural exodus
high priority higher education
Digital divide illiteracy rate
human rights informal education
Voice an opinion curb an invitation
information technology international organisations
sense of humour sustainable development
local community rural areas
school subject secretary general
make a mistake/mistakes mobile phone
problem solving skill rural areas
natural disaster non-formal education
old fashioned style pay attention
non-governmental organisations note taking
Artistic talent impose sanctions
Financial support raise awareness
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ANTONYMS
Adjective antonym Example
pretty ugly Mona Lisa is a pretty picture by

Leonardo da Vinci.
permanent temporary The crisis the company goes through is
temporary.
powerful weak The economy of the two Koreas is
getting powerful.
Rapid slow The growth rate of our company is
rather slow.
real fake He got into Morocco with a fake
passport.
abstract concrete We need to achieve concrete outcomes.
Safe/secure Hazardous He works in hazardous conditions.

dangerous
Strict lenient The judge was too lenient with the
criminal.
transparent opaque This glass here is transparent, but that
one is opaque.
vacant occupied The post of an accountant is vacant,

apply for it.
wet dry On the coast, the weather is wet but in
the desert it is dry.
Diligent/hardworking Lazy/lethargic He got promoted because he is
industrious industrious.
Lucky /fortunate Unlucky We are lucky that our products meet
unfortunate with high market demand.
Planned/prepared Impromptu/ Sometimes the boss has to take
Improvised/spontaneous spontaneous decisions.
Selfish/egocentric Unselfish Stop being selfish, try to be considerate.
nonconformist Girls tend to be more conformist than

conformist boys.
interesting boring The film I watched was boring. So I
didn`t enjoy it at all.
Conscious/aware Unconscious Are you conscious of the new tends in
unaware the market ?
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adjective antonym Examples
abundant scarce This year, rain is scarce and locusts are abundant.
Accurate inaccurate Please, make sure you are giving accurate
information.
Alive dead While his mother is still alive, his dad is dead.
awake asleep Please stay awake !
attractive repulsive Good people are attractive while bad ones are
repulsive.
backward forward If you don`t go forward you`re going backward.
bitter sweet Lemon is bitter but sugar is sweet.
compulsory Optional Primary education is compulsory in many countries.
expensive cheap This car is very costly.
Kind cruel It`s cruel to insult people.
deep shallow Be careful ! the river here is deep.
early late Try to come a bit early next time.
full empty Be careful, your car`s tank is almost empty !
generous mean Moroccans are known to be generous.
guilty innocent We are innocent until proven guilty.
harmful harmless Cigarettes are harmful to your health.
hard soft Honesty is a soft capital nowadays.
healthy sick If you`re sick, go and see a physician.
boastful modest I don`t like boastful people.
accidental intentional What happened was just accidental.
interesting boring The film was rather boring.
Known unknown Messi is well- known worldwide.
Legal/lawful Illegal/unlawful Drug dealing is illegal everywhere.
loyal disloyal We need to be loyal to our flag/principles.
Loud/noisy Calm/quiet I dislike city life because it`s hectic and noisy.
Tidy/neat Untidy/messy He is well organized , his room is tidy.
mature immature Mature people take wise decision.
narrow wide The roads in this part of the city are rather narrow.
optimistic pessimistic We need to be optimistic and hopeful.
Antonyms
Abstract# concrete
Autonomous # dependent
Open-minded # narrow –minded
Inborn/endowed# acquired/learnt
Monolingual# polyglot/multilingual
Introverted # extroverted
Optimistic/hopeful # pessimistic/hopeless
Relaxed/even-tempered # nervous/tense
Increase # decrease
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Succeed #fail
Compulsory/mandatory/obligatory # optional
Urban #rural
Waste # preserve
Advantages # drawbacks/disadvantages
Observe/respect (laws) # breach/violate
Artificial # natural
Brain drain # brain gain
Heterogeneous # homogeneous
Literate # illiterate
Shor-sighted # far-sighted
Optional # compulsory/mandatory/obligatory
Foreign # local
THINK GLOBALLY AND ACT LOCALLY.
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SAMPLE BAC EXERCISES
1- FILL IN THE GAPS WITH APPROPRIATE WORDS FROM THE LIST
Reward - polygamy – income – diversity - sponsor
a- An NGO from Germany will …………….. the project of providing potable water to three
rural areas in Azilal.
b- During the COVID-19 lockdown, lots of families lost their jobs. So they had no ………… .
This is why the government provided some help.
2- PUT THE WORDS IN BRACKETS IN THE CORRECT FORM.
a- “ Don’t forget to ( signature ) ....................... your application form before sending it” , my
teacher said.
b- This project concerns the ( improve ) ....................... of life in rural areas.
c- “ Moussems ’ are important ( culture ) ........................ events in Morocco.
3- MATCH THE WORDS THAT GO TOGETHER TO MAKE APPRPOPRIATE

COLLOCATIONS
1- Single A- policy
2- Violation B- mothers
3- Equal C- of rights
4- Government D- status
5- Gender E- equality
6- Prize F- campaign
7- Sensitizing G- code
8- Family H- winner
9- Inferiority I- taking
10- decision J- complex
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4- FILL IN THE GAPS USING THE COLLOCATIONS IN 3 ABOVE
1- Our association is organizing a ……………………… against the first cigarette.

2- We need to grant women ……………………………. With men. No more gender
segregation.
3- Shirin Ebadi is an Iranian ………………………………………… .
4- Although they are educated, some Moroccan women still suffer from …………… .
5- Aisha Chenna is an activist who defends the rights of …..………………………… .
6- …………………………………………. is a skill we need to teach to our kids as they
badly need to decide for themselves in the future.
7- Transparency International looks into any…………………………………….. in any
countries, part of its mission is to have nations observe human rights.
5- MATCH THE WORDS WITH THE CORRESPONDING DEFINITIONS
5- MATCH TO FORM COLLOCATIONS

a- Diversity 1- act in disregard of the law
b- Amusing 2- show respect to
c- Violate 3- condition of being heterogeneous
4- providing enjoyment
5- the act of distracting from job
6- MATCH THE WORDS WITH THE CORRESPONDING ANTONYMS
a- Guilty 1-- artificial

b- Heterogeneous2-- innocent
c- Turn down 3- empty
4- homogeneous
5- accept
7- MATCH THE WORDS WITH THE CORRESPONDING SYNONYMS
a- Permanent 1- provide 4- everlasting

b- Supply 2- risky 5- confused
c- Hazardous 3- request
FILL IN THE BLANK WITH THE APPORPRIATE WORD FROM THE LIST
1- We will ……………… early in the morning. We have to be at the airport in time.

Put off - set off – give off
2—UN …………. United Nations.
Calls for – stands for – looks for
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2- GRAMMAR
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UNIT ONE: GERUND OR INFINITIVE

1- INFINITIVE
1-1- Verbs followed by infinitive with “to”: decide – expect – seem- appear – hope
– deserve – begin –fail – intend – manage – need – swear - threaten – offer-
volunteer – agree – plan – pretend – refuse – promise – arrange – learn
1-2- Adjective +infinitive, e.g it is easy/difficult/early…. to answer/to set off...

1-3- Some patterns:
……….someone to……………
 Advise someone to …..

 Allow someone to…….
 Order someone to……..
 Want someone to……
 Ask someone to…….
 Promise someone to ……
 Beg someone to ……….
 Challenge someone to…..
 Need someone to……
 Hire someone to ….
 Encourage someone to…
 Invite someone to …
 Remind someone….
 Teach someone to ….
 Warn someone not to..
 Force someone to…
2- Bare infinitive= infinitive without “to” :

2-1 : Modals : can-could / shall-should / will-would / may-might / must –
2-2 : some verbs: recommend – let –help.
2-3 expression: let us/you’d better/I’d rather…
3- GERUND
3-1 – After some verbs: enjoy – avoid – miss – mind – suggest – detest – spend- delay –
postpone – keep (continue)-deny-consider- go (+ activity, e.g go shopping)
3-2- after some expressions: be looking forward to – cannot help- cannot stand/bear-
cannot imagine – would you mind – I do not mind-it’s no use/good-it’s worth-have
problem/difficulty- spend/waste time.
3-3- after prepositions: in – on –for- by – with – without- from – for –against –to...
PRACTICE
PUT THE VERBS IN BRACKETS INTO THE CORRECT FORM
1- I am accustomed to (take care) ……………………….of myself.
2- I want him (paint) ……………………………………the wall.
3- . This guy is known for (break) ……………………………………the rules.
4- Sue enjoys (dance)………………………………. In public.
5- The advantages of (go) ……………………………..by train were clearly visible..
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6- I am pleased (meet) …………………………………..you.
7- She is tired of (wash) …………………………………dishes every night.
8- He went (fish) …………………………..with his father.
9- He wants (take) ………………………………the test.
10- He denied (take) ………………………….the car.
11- I promised you (take care) ……………………………….of Jonathan.
12- You seem (be) …………………………………….disappointed.
13- They stopped (fight) …………………………………...
14- He will ( try) to be here on time.
15- I am looking forward to (hear)…………………… form you
UNIT TWO: MODALS

CAN:
 Ability: I can swim in cold waters.
 Possibility: it can rain, look at the sky!
 Inability: I cannot speak Chinese.
 Impossibility: you cannot go out now without your mask.
 Asking for permission: can I go out please?
 Giving permission: yes; you can.
 Request: can you give me a helping hand?
 Offer: can I help you with those bags?
COULD:
 Asking for permission: Could I borrow your dictionary?
 Request: could you open the window, please?
 Possibility: We could try to fix it ourselves.
 Ability in the past: he could run fast when he was young.
MAY:
 Asking for/Giving permission: May I go out? Yes, of course you may.
 Possibility: the doctor may come.
 Future possibility: China may become a major economic power.
MIGHT:
 Present possibility: it might rain today he might be at the office /.
 Future possibility: we might get a kind of discount-up to 10percent.
WILL:
 Instant decision: I will make a cup of tea for you
 Offer: I will carry that heavy bag for you
 Promise; the doctor will see you this afternoon
 Request: will you open that window, please?
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WOULD:
 Asking for permission: would you mind if I open this door in here?
 Request: would you pass the salt please?
 Making an invitation: would you like a cup of tea?
SHALL;
 Offer: shall I carry that for you?
 Suggestion: shall we stay indoors because of COVD-19?
SHOULD:
 Advice: you should/ought to ( ‘d better) see a doctor
 Uncertain prediction: should you have any problem, reach out to me.
 Duty/what is right: you should/ought to respect the elders.

NEED:
 Necessity/obligation: you need to call the police for help at moment.
NEEDN’T/not have to:

 Lack/absence of obligation/necessity: you needn’t take your umbrella, the sky is clear
MUST:
 Obligation: you must wear a mask to go out. Otherwise you pay a fine.= you can’t go
out without a mask.
 Certainty: you must be Ahmed’s brother; you look alike in all aspects.
MUSTN’T:
 Prohibition: you mustn’t go out without a mask during the lockdown imposed by
COVID-19
POSSIBLITY IN TE PAST
Can/could/may/might + have+ past participle
E.g:
 Ahmed (a learner) could have asked for help and finish his project on time
 He may have forgotten about the meeting
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ADVISABILITY/DUTY IN THE PAST
Should (not) /ought to + have + past participle
E.g:
 He should not have insulted his boss.
 He should have been more careful.
CERTAINTY IN THE PAST
Must + have + past participle

Cannot+ have + past participle
E.g:
The police must have made a mistake, Ahmed was at home the moment of the
accident
 Ahmed cannot have been involved in the accident.
OBLIGATION: must
 OBLIGATION IN THE PRESENT
e.g: me must respect the law.
 OBLIGATION IN THE PAST: had to

e.g: He said he had to be at work earlier than usual.
 OBLIGATION IN THE FUTURE: will have to

e.g: you will have to get up earlier tomorrow because of the driving test you need to take.
ABSENCE/LACK OF OBLIGATION
 Absence of obligation in the present: not have to/ needn’t
e.g: you don’t have to needn’t wear that heavy jacket today
 Absence of obligation in the future: will not have to

e.g: you will not have to wake up early tomorrow as there is no class.
 Absence of obligation in the past: did not have to

e.g: he did not have to submit his application in person, he applied online.
PROHIBITION: mustn’t
e.g: you mustn’t go out without a mask.
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PRACTICE
CHOOSE THE CORRECT ANSWER
1. If you want people to read what you write, you (will not/can’t / have to) write more
clearly.
2. The ground is wet. It (cannot have/may have / must have) rained earlier.
3. He said we (have to / could) use the computer if we wanted to.
4. I (don’t have to / should not/ must not) look after my little brother, because my mother
will be at home.
5. (Should / May/will) I borrow your pen?
6. You (should / don’t have to/have to) cook. We (must / can/must not) eat in a restaurant.
7. I can’t believe that happened! He (could forget / might forget / can’t have forgotten)
everything!
8. Your report is not very good. I really think you (would have / must have / could have)
done better.
9. We can talk about this later. (Would / Must / Should) you give me a ring?
10. He (must / will /must not) have had a problem. I know he is a man of utter integrity.
UNIT THREE: PAST PERFECT

PAST PERFECT SIMPLE
STRUCTURE:
Had + participle
USE:
When we have two action in the past, chronologically, the first is in past
perfect, the second in simple past
E.g:
 Before Sofia went to bed, she had done her homework.
 After Sofia had done her homework, she went to bed.
PAST PERFECT CONTINOUS
STRUCTURE:
Had+ been +verb+ ing
USE : An activity/action was happening in the past before another past

activity/action
E.g:
 Before he retired, Amine had been working as a pilot.
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PRACTICE
PUT THE VERBS IN BRACKETS INTO THE CORRECT TENSE/FORM

1- Before he joined the army, Ahmed (serve)……………….. as a technician in an
international company.
2- After Sofia(do )……………… her homework, she went to bed.
3- He (work)………………… as a waiter before he got seriously sick.
4- I told him I didn't know who (steal)……………………………………… his pen.
5- When she (hear)……………………….………… the noise she turned to see what it
was.
6- I felt really stupid because I (make)…………………………………… a lot of mistakes.
UNIT FOUR: FUTURE PERFECT

Future perfect
STRUCTURE: Will+ have+ past participle
USE: It enables us to talk about an action/process which will be finished at a future

time limit
E.g
 By the end of May, we will have covered the ten units in our syllabus
 In twenty years’ time, more cities will have been linked by freeway.
 By the time you arrive, I will have e-mailed you.
 Before midnight/Friday, I will have finished this article.
 Until you come back home, I will not have washed all the dishes.
PRACTICE
PUT THE BRACKETED VERBS INTO SIMPLE FUTURE OF FUTURE PERFECT
1. What ................................................... (you do) when you have spent all your money?
2. By the time the police get here, the burglars.....................................................(vanish).
3. When you grow older, you .............................................(change)your mind about this.
4. At this time next year, they ....................................(build) a new school in our district.
5. I'm sorry I made you so angry. I...................................................... (not do) that again.
6. Scientists .............................................. (finish) the experiment by the end of the week.
7. Tomorrow, I (see)……………. you.
8. By this time tomorrow, I (see)………….. you.
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UNIT FIVE: Passive voice

Passive voice
When the verb is transitive, and to move form an active form to a passive one, we go through
four transformative steps
 Step: the object become subject.
 Step two: conjugate the auxiliary “to be” to the tense of the main verb.
 Step three: transform the main verb into past participle.
 Step four(optional) add “by………” when this adds some information.
N.B. she breaks the ice. the ice is broken.
Souad breaks the ice. the ice is broken by Souad .
1- Simple present
She breaks the ice. the ice is broken.
2- Simple past
She broke the ice. the ice was broken.
3- Present continuous
She is breaking the ice. the ice is being broken.
4- Past continuous
She was breaking the ice. the ice was being broken.
5- Present perfect
She has broken the ice. the ice has been broken.
6- Past perfect
She had broken the ice. the ice had been broken.
7- The passive voice of modals

RULE :
Modal + be +past participle
e.g: She can/ will/ must break the ice. the ice can/ will/ must be broken.
8- Going to +infinitive
e.g:
she is going to break the ice. the ice is going to be broken.
9- Ditransitive verbs
3-1- She gives her kids a lot of affection.
3-1-1 – her kids are given a lot of affection.
3-1-2- A lot of affection is given to her kids.
3-2- She bought her kids a lot of gifts.
3-2-1- her kids were bought a lot of gifts.
3-2-2- a lot of gifts were bought for her kids.
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PRACTICE
10- PUT INTO PASSIVE
1. They must take a decision before noon..

1. A decision ………………………………………………………………
2. They will have to clean this mess up.
1. This mess……………………………………………………………….
3. They are looking up the customer's name.
1. The customer's name…………………………………………..…………
4. Someone ought to have told him that the meeting was at 10 PM.
1. He…………………………………………………………………………
5. We will clean your swimming-pool this weekend.
1. Your swimming-pool …………………………………………………..
6. They are going to color my room in red.
1. My room……………………………………………………..………….
7. He bought his kids nice gifts.
1. Nice gifts…………………………………………………….…………..
8. They are negotiating a new deal.
1. A new deal…………………………………………………….……….
9. They said covid-19 is the worst pandemic ever.
1. Covd-19 ……………………………………………………..………..…
10. They have invested lots of money in tourism lately.
1. Lots of money…………………………………………………………...
UNIT SIX: PHRASAL VERBS

Phrasal verbs
Definition: A phrasal verb is a verb followed by a particle. This particle, which can
sometimes be a preposition or an adverb, can be of help to the learner in getting the meaning
of the verb. Examples of these particles are up (escalating), down (lowering), in (moving
inside, out (moving outside)…etc. However, instances like these can be counted on the tips of
our fingers. Generally, neither the particle nor the literal meaning of the verb can help the
learner. So the only way to get around phrasal verbs is rote learning: that is learning by heart.
Here follows a list of some of them.
Phrasal verb Meaning example
Apply for: make a demand or a request for He applied for the job of a secretary.
Turn down: refuse, reject, not accept The company turned down his application.
Fill in: complete I will help you to fill in your candidacy

for the exam.
Find out: discover, learn about Now you have found out the truth
about that liar friend of yours.
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Pick up : a- collect, gather, lift from They have just finished picking
the ground up olives.
b- learn without efforts Kids are good at picking up languages.
look forward to: anticipate, await for, expect After the exam, SS look forward
to the results.
Hand out: distribute The Tr hands out the essays to SS.
Hand in: submit (for correction) SS need to hand in essays before

. the allotted time.
Eat out: eat in a restaurant Outgoing people usually eat out.
Put up with: tolerate, bear We need to put up with

Cross cultural differences.
Jot down: copy, write down Wait, I need a pen to jot down
your phone number.
Dress up: wear formal clothes For the interview, he has to be

dressed up as a formality.
Look up: search the meaning in a For this difficult word, you
dictionary need to look it up.
drop in: visit without prior notice On his way home, he dropped
in to see his sick brother.
run into: come across: meet/find Guess who I run into today?
by chance
Cut down on: reduce, diminish, decrease Extravagant people need to

dwindle /lower cut down on their expenses.
Keep up with: be at the same level with, not lag We have to keep up with
behind, keep abreast of new technologies.
Bring up: educate, rear a child He has four kids to bring up.
Back up: a- safeguard, make a copy of Prudent people back up files.
b- sponsor, help financially The bank will back him up in

his studies.
Do .. over: do ..again Your essay is full of errors,
you have to do it over
Look for: seek, search Look for the keys, I can’t

find them.
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Set up: establish, found, create He has just set up his own
erect enterprise.
Check in: register at a hotel/airport Before you park your car,

go and check in please.
Take off : a- undress, strip off clothes It’s hot, take off your jacket.
b-(plane)start to fly He just got there on time

before the plane took off.
Carry on: continue, resume After a break, we carried

on our discussions.
Take up: practice, start a hobby He took up karate two

weeks ago.
Bring about: cause to happen What brought about all

this mess?
Go through: experience, witness As a hostage, he went

through ordeals.
Put .. up: accommodate, lodge, house Last year, I put up two

English tourists.
Put off: delay, postpone The meeting was put off

because of poor attendance.
Call off: annul, cancel, repeal The amends in the new law
were called off because of
public protests.
Figure out: find a solution in a crisis He is witty, he can figure out

a way out of this labyrinth.
Make up: invent, pretend He always makes up a

pretext to escape punishment.
Give up: cease, abandon, stop He gave up smoking three

quit years ago.
Take after: look like, resemble He really takes after his dad.
Let.. down: fail to help He is reliable: he wouldn’t

let you down.
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Get on with: be friendly, have a good relation He is popular: he gets on

With somebody with people.
Break up: end a relationship with someone Their marriage has broken up.
Lay off: dismiss, chase, send away Because of this economic

crisis, a lot of workers are
laid off.
Carry out: execute, implement He carried out my orders

exactly as they were dictated.
Log in/sign in: start using database/computer You need to sign in first to access
the contents.
Log out/sign out: stop using …. Log out when you are done.
Lock ..out: not allow …in My father locked me out one day.
Put out: extinguish The firefighters could not put out

The devastating blaze.
Pass out: faint/lose consciousness When she heard the bad news,
passed out
Pass away: die He passed away ten years ago.
Pull out: quit/(bus or train)leave with passengers As the train was pulling out, I
realized that we arrived home.
Stay out: be outdoor He stayed out longer than

necessary.
Take …out: invite/take ..out for fun He took his friends out last
week.
Sneak out: leave secretively He sneaked out of class.
Knock out: (boxing)to hit hard and end She was knocked out.
competition.
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PRACTICE
11- Match the phrasal verbs with their corresponding synonyms.
1. put off a. cancel

2. call off b. switch off
3. look up c. postpone
4. go off d. continue
5. carry on e. explode
6. turn off f. check
12- CHOOSE THE CORRECT PHRASAL VERB FORM THE LIST

1. Jane and I want to ……………… up smoking.
Put up – give up- set up
2. Could you ……………………….the meeting till another date?
Put off – set off – take off
3. We must ……………… to access the virtual meeting online.
Log in – log out – sit in
4. Can you ……………………your shoes before entering?
Take off – put on - hang up
5. In many countries, the pupils must……………up when the teacher enters the class-
room.
sit down – stand up – show up
UNIT SEVEN: REPORTING

Reported speech
Generally, when we report, we transfer what someone said form one setting to another
(setting here in terms of its two dimensions: time and place). In other words, when the
reporting verb is in the present, this basically means that we are still in the same setting. So
very slight changes occur (generally changes are limited to pronouns) But when the reporting
verb is in the past, a lot of changes are necessary. These modifications include:
Changes at the level of tenses

1-1- Simple present simple past
e.g: “ I prefer tea”, He said that he preferred tea.
1-2- simple past past perfect
e.g: “ we sent you an invoice earlier”, He told me that he had sent
an invoice earlier.
1-3- past perfect does NOT change.
1-4- present continuous past continuous
e.g : “ she is negotiating a new deal”, he told the journalists that she
was negotiating a new deal.
1-5- past continuous past perfect continuous
e.g: “ we were looking for partners”, he said that they had been
looking for partners.
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1-6- past perfect continuous does NOT change
1-7- present perfect simple past perfect simple
e.g: “ we have finally signed the contract”, he informed the public
that they had finally signed the contract .
1-8- present perfect continuous past perfect continuous
e.g:” we have been waiting here for long”, he said that they had
been waiting there for long.
1-9- simple future present conditional
e.g: “ I will see you soon”, he said that he would see me soon.
he promised to see me soon.
At the level of modal
can could will would
shall should may might
must had to
At the level of adverbials of time and place

Now then yesterday the day before
Tomorrow the following day here there
Ago before
At the level of deictic expressions

This that these those
Reporting statements
 “ I always start with a cup of warm water”, he said that he always
started with a cup of warm water.
 “ you are still underage for a driving licence”, my dad told me that I was
still underage for a driving licence.
 “ we will build a school here”, he informed the local press that they
would build a school there.
Reporting questions
1-2- Reporting yes-no questions
 e.g” do you drink mint tea?”, the waiter asked me if/whether I drank
mint tea.
 “ did you submit your project?”, my teacher wanted to know
if I had submitted my project.
 “will you be here tomorrow?”, I asked m teacher whether she
would be there the following day.
1-3- Reporting wh-questions
 “ where do you live “?, the policewoman wanted to know
where I live
 “ why are you so late?”, the teacher asked her why she was so
late.
 “when have you sent het that message?”, my neighbour
asked when I had sent her that email.
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Reporting functions
6-3-1- suggestions
“ let us stay indoor today”,
my dad suggested that we should stay indoors that day.
my dad suggested staying indoors that day.
my dad suggested that we say indoors that day.
6-3-2 Advice
“ you ought to see a specialist” he advised me to see a specialist.
6-3-3- warning
“ be careful, don’t go there alone” my friend warned me not to go there
alone.
Some specific verbs like say/believe/think/assume…
 “people say that apples are better oranges””,

a- it is said that apples are better than oranges.
b- Apples are said to be better than oranges.
 “people believed that earth was flat”.
a- it was believed that earth was flat.
b- Earth was believed to be flat.
 “we thought Ahmed was innocent”.
a- it was thought that Ahmed had been innocent.
b- Ahmed was thought to be innocent.
PRACTICE
13- REPORT THE FOLLOWING

1- Sofia: "Our teacher will go to Paris tomorrow Sofia said that ………..………………
2- Souad: "I was writing a letter yesterday." Souad told me that ………………………..
3- Robert: "My father flew to Dallas last year." Robert told me that ………………………
4- Lisa: "Tim went to the stadium an hour ago." Lisa said that ……………………………
5- “ where have you been?”, my friend wanted to know……………………………………..
6- “Do you like spaghetti?” , the waiter asked me …………………………………………..
7- “ don’t get close, keep your security distance”, my friend told me……………………….
8- “ why don’t you start now?”, my father suggested…………………………….………….
9- “ you’d better cut down on your sugar intake”, the doctor advised him………..………..
10- “ you are a liar”, my classmate called me …………………………………………………
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UNIT EIGHT: REVIEW OF LINKING WORDS

8-1- contrast
 Casablanca is noisy and big, but Ifran is calm and small.
a- while Casablanca is noisy and bid, Ifran is calm and small.
b- Casablanca is noisy and big. Whereas/In contrast/ Conversely/In
contrast, Ifran is calm and small.
 Sofia is hard working and modest, but her sister Khadija is lazy and boastful
a- Sofia is hard working and modest. Whereas, her sister is lazy and
boastful.
b- While Sofia is hard working and modest, her sister is lazy and boastful.
8-2- In spite of /despite

 Adil is only five, but he speaks three languages fluently.
a- despite/in spite of being young, Adil speaks three languages fluently
b- Despite/in spite of his young age, Adil speaks three languages fluently.
c- Despite/in spite of the fact that Adil is young, he speaks three languages.
 Taha Hussein was blind, but he made a lot of success.
a- Despite/in spite of his handicap, Taha Hussein made a lot of success.
b- Despite/in spite of being blind, Taha Hussein made a lot of success
c- Despite/in spite of the fact that he was blind, Taha Hussein made a lot of
success.
PRACTICE
REWRITE BEGINNING WITH TH WORDS GIVEN
13. Because of the rain, I stayed at home. ( due to )

14. She wasn't very rich. She gave money to the beggar. (although)
15. He left early. He wanted to arrive on time. (so that)
16. I don't earn a big salary. But if I did, I wouldn't buy a car. (Even if)
17. There was a lot of noise. He managed to sleep. (despite)
18. Sue likes Opera. Joe prefers jazz. (They have different tastes.) (whereas)
19. The weather was bad. They enjoyed the trip. (even though)
20. He had the flu. He went to work. (in spite of)
UNIT NINE: WISHES IN THE PRESENT AND THE PAST

Making wishes
1- In the present
2-
Structure
I wish/ if only +simple past
Use: to talk about unreal and impossible things in the present

e.g:
1-1- a- reality: now I am in class studying Maths, at the same time there is an
international football match on TV.
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b- wish/dream: I wish/if only I was/were at home!
1-2- a- Reality: I want to have wings to fly mile that bird in the sky.
b-wish/dream: I wish/if only I had wings!
In the past
Structure:
I wish/ed – If only + past perfect
Use: Use: to talk about unreal and impossible things in the past
e.g:
2-1- a- reality: Ahmed did not take his studies seriously last year. Now he is repeating the
year.
b-wish/dream: Ahmed wishes/wished He had taken his studies seriously!
If only I had taken his studies seriously!
PRACTICE
COMPLETE THE SENENCES WITH APPROPRIATE WISH
1- Reality: there is an international football match at seven, but I have evening classes.
Wish: If only ………………………………………………………
2- Reality: there was an international football match at seven, but I had evening classes.
Wish: I wish ………………………………………………………
3- reality: it was so foggy that I could not drive back home
Wish: I wish………………………………………………………
4- reality: Ahmed did not take his studies seriously when he was young.
Wish: Ahmed wished……………………………………………….
English Conditionals
Zero Conditional:
Structure: If/when+ simple present+ simple present/imperative

Use: We use the so-called zero conditional when the result of the condition is always true,
like a scientific fact, a proverb or a general truth. Take some ice. Put it in a saucepan. Heat the
saucepan. What happens? The ice melts (it becomes water). You would be surprised if it did
not.
Examples.
1- If / when you heat water up to 100 degree Celsius, it boils.
2- When you open a school you close a prison.
3- If/when you close your eyes, you do not see.
4- When you are in Rome , do as Romans do.
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First Conditional: real possibility

Structure: If +simple present + simple future
Use: type one enables us to talk about possible conditions in the present, and when these
possible conditions are fulfilled, another possible results ensues in the future
Examples:
1- If you work hard, you will succeed (we are actually talking about a diligent learner).
2- If it rains tomorrow, what will you do? (it is possible that it rains tomorrow)
3- if you harry up, you will arrive in time. (the person can harry up)
N.B. Sometimes, we use shall, can, or may instead of will, for example: If you are good
today, you can watch TV tonight.
Second Conditional: unreal present or dream in the

present
Structure: If +simple past+ would+ past participle
Use: type two enables us to talk about unreal present or a dream in the present
Examples:
1- reality: Ahmed is poor. He doesn’t finish studies.
dream/ wish: If Ahmed were rich, he would finish studies.
2- reality: He arrives late. he doesn’t catch the morning bus.
dream/ wish: He would catch the morning bus if he arrived early.
3- reality: we are in April, it is difficult to conceive the idea of snow .
dream/wish: I would be surprised if it snowed in Ifran in June.
N.B. Sometimes, we use should, could or might instead of would, for example: If I won
a million dollars, I could stop working.
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Third Conditional: unreal past / a dream in the past
Structure: If +past perfect + would + have + past participle
Use: Type three enables us to talk about unreal condition in the past or a dream in the past.
Examples
3- reality: He drove fast, he had an accident.
dream: If he had driven slowly, he would not have had an accident.
4- reality: last year he was lazy, he didn’t pass in the exam.

dream: he would have succeeded if he had been hard working.
5- realty: He didn’t have a passport, he didn’t go abroad

dream: If he had had a passport, he would have gone abroad.
N.B Sometimes, we use should have, could have, might have instead of would have,
for example: If you had bought a lottery ticket, you might have won.
PRACTICE
REWRITE THE SENTENCES BEGINNING WITH THE WORD GIVEN
1. I didn't arrive to school on time because I woke up late.

If…………………………………………………………….
2. I do not arrive to school on time because I wake up late
If……………………………………………………………
3. Leila forgot the tickets at home, as a result we couldn't see the film.
If…………………………………………………………….
4. Leila forgets the tickets at home, as a result we can not see the film.
If…………………………………………………………….
5. It is possible that you catch the train provided you hurry up.
If……………………………………………………………
6. My uncle missed his plane because he didn’t wake up on time.
………………………………… if ………………………….
7- unless you are careful, you will get into trouble.
………………………………… if …………………………..
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UNIT TEN: Relative clauses

Relative clause
10-1- Relative pronouns

 who people in subject position
e.g: This is the student. The student shared an article with us last week.
this is the student who shared an article with us last week.
 whom people in the object position.

e.g: this is the student. We met the student during the last conference.
this the student whom we met during the last conference.
 Whose possessive
e.g: this is the student. the student’s father works in a factory in Casablanca.
This is the student whose father works in a factory in Casablanca.
10-2-relative adverbs
 when time
e.g: I will never forget the moment. I first met with my teacher at that moment.
I will never forget the moment when I first met with my teacher.
 Where place
e.g: This is the restaurant. In this restaurant I first met with my teacher.
This is the restaurant where I first met with my teacher.
 Why reason
e.g: I will tell you the reason. The reason why I did not call is that I forgot your
number.
I will tell you the reason why I did not call you.
 That can be used for people, animals or things.
e.g:
The musician that won the award is Canadian.
The car that Jason bought runs on electricity and gas.
The dog that is chasing the squirrels belongs to Bridget.
10-2- restrictive=defining/non-restrictive= relative clauses
N.B restrictive is derived from restrict= to limit /to confine reference to someone/something
e.g: compare
a- my brother who is a doctor graduated from France
b- my brother, who is a doctor, graduated from France.
In (a ), the speaker has a lot of brothers and in this sentence ,he is talking about the brother
who is a doctor, maybe not the one who is a teacher, a butcher or taxi driver. Here the relative
clause-who is a doctor- cannot be deleted as it defines the brother.
In ( b) , the speaker has only one brother and this brother happens to be a doctor. This relative
clause can be deleted with no change in meaning. This type of clause is always put between
commas.
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PRACTICE
CHOOSE THE CORRECT RALTIVE PRONOUN

1- This is the student ……………….. parents live abroad.
Whose – whim – of which
2- The doctor………………. We met last weekend is a neighbor of mine
Who – whom- whose
3- The restaurant……………….. we dined was locked down.
When – where – which
4- The very moment …………….. you came in , he got picked yp and left the room.
When - where – which
5- I really appreciate people ………… show patience at the right moment.
Who – whom – whose.
REWRITE THE FOLLOWING TO AVOID REPETITION

1- The boy has got a lot of toys. The boy’s parents are salaried.
2- Let me introduce you to the professor. We met the professor during the last
conference.
3- This the library. We first met in this library.
4- Did you read the book, the book I gave you last week?
5- People are diligent. People usually succeed in their lives.
“WHEN THE LAST TREE IS CUT, THE LAST RIVER

POISONED, AND THE LAST FISH DEAD, WE WILL
DISCOVER THAT WE CAN’T EAT MONEY”.
Greenpeace
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1- PUT THE VERBS IN BRACKETS INTO THE CORRECT FORM

Before Amine retired, he (work)…………………. for an international company for
twenty-nine years. Now he (enjoy)………………. himself in a remote area close to
Azilal.by the end of 2021, he (publish) …………… his second collections of short
stories.
2- TICK THE CORRECT ANSWER
1- □a- If he had careful, he would have avoided the accident

□ b- If he had been careful, he would have avoided the accident.
2- □ a- by this time next year, I will have 20.
□ b- by this time next year, I will have been 20.
3- 3- REWRITE THE SENTNENCES AS INDICATED
1. Ronaldo is an excellent football player. However, he couldn’t score any goals.
Although.......................................................................
2. I didn’t get the job because I didn’t prepare well for the interview.
If only…………………………………..
3. The organization is non-profit. It campaigns against emigration of skilled labour.
The organization which …...................................................
4. It is possible that Sarah immigrated to Canada after her graduation from the
University.
Sarah might .......................................................................
5-- Let us stay indoors today”
He suggested…………………………….………………
6-- They will e-mail us soon
We ………………………………………..……………..
4- 4—FILL IN THE BLANK WITH THE APPROPRIATEWORD FROM THE

LIST
1- This is the learner …………… father came here yesterday night.

Whom - whose – who
2- There ……… be a mistake in here for I have checked that twice.
Can – must – mustn’t
3- They expect ………. The minister before Friday.
To see - see – seeing
4- He wished he ………… more careful with those electric gadgets.
Was – had been – has been
33
3- FUNCTIONS
34
UNIT ONE: asking for and giving opinions/ agreeing and disagreeing.
1- Asking for and giving opinions

 What do you think?  Would you agree with me that … ?
 Do you know/see what I mean?  What are your thoughts on that?
 Do you agree with me?  Don’t you believe … ?
 Would you go along with that?
2- Giving opinion
 As far as I’m concerned ……………..…  I (strongly) believe (that) ……….

 In my opinion/view … In my view …
 From my point of view ………….…  I (honestly) think (that) ……….
 The way I see it is (that) ……………….  I (really) feel (that) ……………...
 To my mind ......................................  Personally speaking, I believe …
 To my mind,…………………
 Well, I believe (that) …………………...
 As for me/ for me,……………
3- Agreeing
 You’re absolutely right.
 I (totally) agree with you / that.  Absolutely / Definitely / Exactly...
 I couldn’t agree more.  No doubt about it.
 I’d go along with that.  That’s a good point. / I see your
 I feel/share the same…. point.
 I share your view/standpoint.
4- Disagreeing
 I’m afraid, I disagree.

 I don’t agree with you / that.
 I’d be inclined to disagree.
 That’s not the way I see it.
 I don’t think so. / I don’t feel the same.
UNIT TWO: Expressing lack of understanding/asking for

clarification/making a request
5- Expressing lack of understanding
 I beg your pardon, but I don't quite understand.

 I'm not quite sure I know what you mean.
 I'm not quite sure I follow you.
 I don't quite see what you mean.
 I'm not sure I got your point.
 Sorry, I didn't quite hear what you said.
 Sorry, I didn't get your point.
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2-Asking for clarification
 What do you mean by...?

 Do you mean………....?
 Could you say that again, please?
 Could you repeat, please?
 Could you clarify that, please?
 Would you elaborate on that , please?
 Could you be more explicit?
 Could you explain what you mean by...?
 Could you give us an example?
 I wonder if you could say that in a different way.
 Could you put it differently, please?
 Could you be more specific, please?
Clarifying one's point or idea
To clarify your idea you can use the following expressions:
 Let me explain that.........................  In other words,………...

 Let me explain that in more detail...  To say this differently....
 Let me put it in another way……...  To put it differently…….
 Sorry let me explain.......................
UNIT THREE: Expressing purpose

Expressing purpose
1- Q: why do you go to school because I want to study.

 I go there to study.
 I go there so as to /in order to study.
 I go there for study/studying.
 I go there so that/in order that I could/would study.
2- Q: why do you have to speak less loudly? I don’t want to disturb
others
 I speak less loudly so as not to disturb others.
 I speak less loudly so that I wouldn’t disturb others.
3- Other examples
 In order to finish in time, I have to hurry up.
 I repeated that for her not to panic.
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UNIT FOUR: Expressing cause and effect
4-1-Cause
When we talk about an effect resulting from a certain cause, we use expressions such as:
because, since, as, owing to, due to...
 The police arrested him because he broke into a bank.

 The police arrested him since he broke into a bank.
 She can't read the letter as she is illiterate.
 He can't run fast for he is too fat.
 I decided to stay at home for I was feeling tired.
 Owing to his intelligence, he managed to solve the problem.
 Due to/owing to because of/ the bad weather, they didn't go for a picnic.
 Thanks to his intelligence, he managed to escape death.
 He escaped death because he was smart
 Since/as/because/for he is underage, he was not accepted in the army.
 He escaped death because of his smartness/of being smart/the fact that he was smart.
 Because it was raining I wore a hooded sweatshirt.
 Due to the fact that it was raining, I wore hooded sweatshirt.
 Because of the rain, I wore a hooded sweatshirt
4-2- effect
 The poor parents could not support the baby. Therefore/so/ As a

consequence/Consequently/Hence/Thus/For this reason/That is why they sent him
to an orphanage.
 due to my daughter’s seriously illness, we had to cancel the trip.
 One effect of the bad weather was that the match was cancelled.
 The bus broke down. Thus I missed the first class hours .
 Sofia overslept. Therefore, she was late for school.
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UNIT FIVE
1- ADDITIOON
 Amine teaches at the university. He also runs a private business.
a- Amine teaches at the university. In addition/Moreover/Furthermore/Also he
runs a private business.
b- Amine not only teaches at the university but he also runs a private business.
c- Amine not only teaches at the university but he runs a private business as
well.
d- Not only does Amine teach at the university but he runs a private business as
well.
e- Not only does Amine teach at the university but he also runs a private
business.
f- Along with teaching at the university, Amine runs a private business.
2- CONCESSION
2-1- DESPIT/IN SPITE OF
 Adil is only five, but he speaks three languages fluently.
d- despite/in spite of being young, Adil speaks three languages fluently
e- Despite/in spite of his young age, Adil speaks three languages fluently.
f- Despite/in spite of the fact that Adil is young, he speaks three
languages.
 Taha Hussein was blind, but he made a lot of success.
d- Despite/in spite of his handicap, Taha Hussein made a lot of success.
e- Despite/in spite of being blind , Taha Hussein made a lot of success
f- Despite/in spite of the fact that he was blind, Taha Hussein made a lot of
success.
2-2- however/nevertheless/nonetheless/yet
 The school is very far from her village, but Fatima insists on continuing her studies.
a- Though/even though/even if the school is very far from her village,
Fatima insists on attending all her lessons.
b- The school is very far from village.

However/nonetheless/nevertheless/Yet, Fatima insists on continuing
her studies.
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UNIT SIX: DEFINING CONCEPTS/ COMPLAINING AND

APOLOGIZING
3- 6-1- DEFINING CONCEPTS
Culture refers to /is known as /can be defined as/designate/is referred to as

/means/a type of/can be described as/has to do with a set of shared aspects within a
living community.
4- 6-2- complaining
 I have got a bit of problem here, you see………………..…

 I am afraid I have to make a serious complaint about….….
 I just don’t know how to say it but,…………………………
 Look, I’m not really satisfied with the way you…….………
 I am in the obligation of saying that…………………..…….
 I have a serious complaint about…………………………...
 I have been patient long enough, but……………….………
 I want to complain about…………………………………..
 Excuse me if I’m out of line, but…………………………..
 There may have been a misunderstanding about………….
 I’m sorry to bother you, but……………………………….
5- 6-3- Apologizing
Accepting complaints
 I do apologize for…  I’m ashamed of……….

 I must apologize for…  Please, forgive me for…
 I apologize for…  Excuse me for ……..…
 I’d like to apologize for…  I’m terribly sorry for…
 I am so sorry for…  Pardon me for this……
 I shouldn’t have…  Please, forgive me for my….
 It’s all my fault.  Please, accept my apologies for…
Rejecting complaints
 Well, I’m afraid there is nothing we can do about it actually.
 I’m afraid there isn’t much we can do about it.
 I don’t see what you are complaining about.
 Sorry, things are supposed to be/go like this.
39
UNIT SEVEN: ASKING FOR AND GIVING ADVICE

1-4- ASKING FOR ADVICE
 What do you think I should do ?

 What do you suggest?
 What do you advise me to do?
 What should I do (about…)?
 What ought I to do?
 What’s your advice?
 If you were me what would you do?
 What would you suggest I do..?
 Can/Could you give me some advice (about…)
 What would you do (in this situation)?
1-5- Giving advice

 If I were you, I would………..…  I think you should………..
 Why don’t you …………….….?  Maybe you should……….
 You’d better …………….……..  I suggest you…………..…
 You ought to/should/’d better…  How about (verb+ing…)?
 If you take my advice, you’ll …  You might try (verb+ing)
 It might be a good idea to …….  I would advise you to……
 I advise you to……………….  My advice would be to…
 Have you thought about……..?
UNIT EIGHT: RESPONDING TO GOOD/BAD NEWS
1-6- 8-1- TESPONDING TO GOOD NEWS

 Wow, that sounds exciting !  I’m glad to hear that!
 That’s great !  Great news!
 How fantastic !  Incredible!
 What fantastic / good / brilliant /  Superb!
great / wonderful / splendid news!  Sounds great!
 That's good / brilliant / great /  Lucky you!
wonderful / splendid news!  Oh, how wonderful!
 That sounds like great news!  I can’t believe that!
 Congratulations!
1-7- 8-2- RESPONDING TO BAD NEWS

 I’m awfully sorry that……………..  Please, accept my deepest
 I’m sorry to hear that…………….. sympathy.
 I’m sorry to hear such terrible  I know how you must be feeling.
news.  That must be awful !
 My goodness!  Oh, dear !
 I can’t believe it!  Too bad !
 Poor you!  That’s awful / a pity / unfortunate.
 I do sympathize with you.
40
UNIT NINE: EXPRESSING CERTAINTY AND UNCERTAINTY

Q: do you think scientists will discover a vaccine for COVID-19?
A- Positive Certainty 100%: I am sure/positive /certain that scientist will discover…
B- Probability 75%: It is likely that scientist will discover…….
C- Possibility 50%: Perhaps, scientists will discover……
D- Improbability 25%: It is unlikely that scientists will discover.
E- Impossibility/ negative certainty 0%: I am sure scientists will Not discover….
N.B: levels A and E are considered as certainty

Levels B, C and D are considered uncertainty
6- A: Positive certainty:
 I am sure/positive/certain/cocksure that….
 …..definitely/absolutely…………………
 There is no doubt that………………..….
 No one can deny that………………...….
 ……must……………………………...…
 It is crystal clear that……………………..
7- B: Probability:
 It is probable/likely that………………………..….
 ….should………………………………………….
 I think/guess/expect/ bet/suppose/believe that……
 ….probably………………………………………..
8- C: Possibility:
 Perhaps/ maybe………………………………….
 It is possible that……………..……………..….
 ..can/ could/ may/ might……………………….
 There is a chance/ possibility that……………..
9- D- Improbability:
 It is improbable /unlikely that……………….…
 I do not think……………………………….….
 I doubt that…………………………………..…
10- E - Impossibility:
 It is impossible that………………………….....
 There is no way that……………………….…...
 ….cannot………………………….……………
 Definitely/absolutely….not……………………
41
UNIT TEN: EXPREESSING REGRET

11- Three structure are used to express regret:
 Should/no + have + past participle

 I wish+ past perfect
 Conditional type three: if +past perfect + would + have +past participle
e.g:
 If only I had driven slowly!
 If I had driven slowly, I would not have had such an accident.
 I should have driven slowly!
 I should not have driven fast

1- MATCH EACH EXPRESION WITH ITS APPROPRIATE FUNCTION
A- I should have driven more 1- Complaining

slowly ! 2- Asking for advice
B- What do you think I 3- Showing lack of
should do? understanding
C- Excuse me, I ‘d like to 4- regret
express my dissatisfaction
about the service here.
D- I don’t get you
2- COMPLETE THE FOLLOWING EXCHANGES APPROPRIATELY
Will you
show us the ……………………
way to the ……………………
post office, ……………………
please? …………….
42
3- WRITE AN APPROPRIATE RESPONSE TO THE FOLLOWING

SITUATIONS
A- You are at home preparing for an exam, but your neighbour’s children
are making a lot of noise.
You: ………………………………………………………………
Your neighbor: …………………………………………..………..
B- You would like to hear your teacher’s opinion about COVID-19
lockdown.
 You: ………………………………………………………..?
 Your teacher: ………………………………………………
 You (express agreement):………………………….………
 You (express disagreement): ………………………….……
C- you have been rude to your teacher.

 (Express regret): ……………………………………………….
 (Apologize): …………………………………………………..
 Your teacher (accepts apology): …………………..…………..
“When freedom they wished for most was freedom

from responsibility, then they cease to be free”
New York governor –during COVID-19
43
4- WRITING
44
LANGUAGE SUPPORT FOR WRITING
1- Talking about things like one`s favorite sport.

 I am very much keen on/I have always been interested in………………………
because of the following reasons. First, …………….. . Second,
………………… . Third, …………………. . Last but not least,
……………….. .
 Nothing is as interesting for me as ……………… . I like ………… for the
following reasons. First, …………… Second, ……………. …etc
2- Telling a story
 Once upon a time, I was on my way back home when……………….. At first,
I did not quite understand what was going on. But when I paid attention, I
realized that it was……………….. . At that moment, I felt my hair stood on
end. I had my heart in my throat/ I froze and could not decide what to do
next……… Then I started shouting/ shouted for help, but unfortunately, help
was the last thing to expect. So I decided to …………………… . Before I
………………. , I …………………… . Then, I …………………… . Finally,
I ………………….. From that day on, I made up my mind to.../ never to
……………….. .
3- Writing an email
Dear X/Y,
3-1: writing about a controversial topic
 In response to your email, I am writing to ……………..…
 Thanks for your email, I actually find it very interesting,…
 Well, to tell you the truth, this is what I think, ………..…
 I do not agree with the people who think that……………
 For me what counts the most is ……………………...…..
 People hold different views about………………….…….
3-2: talking about cultural aspects
 I am so happy to share with you the way Moroccans
celebrate……………………………………….……………
 It is a bit different from your country, ……………….…….
 Here in Morocco, we …………………………………..…
 On the day of ………………, most families go out/ visit each
other/wear new clothes/do a lot of shopping. As for kids,
they……………. . I really like the day of ………….. because it is a
chance for me to ………. . On this special day, we usually
cook………………. . We also love to wear……….…….. .
 The day of ………… is so special for us here in Morocco. We
celebrate it in a very special way. In the morning, we ……………..
. in the afternoon, we ……………….. As for the evening, people
here in Morocco prefer to…………. .
45
We usually prepare special meals like ‘Pastilla’, ‘mechoui’, kebab,

or sometimes we prefer to go out and do some barbecuing. What is
also particular about this day is the fact that we serve a lot of
different home-made cakes, serve a lot of mint tea.
4- Writing an argumentative essay
4-1: Introduction
 …………… is one of the most controversial issues in our modern
life. People have different, even conflicting, views about …….. .So
we may wonder who holds the most plausible/reasonable arguments
about…………………………………………………………..
4-2: Body
 Some people believe that ………………… . They also think that
………… . Another argument these people advance is that fact
that…………………………………………………………... .
 But it is a wrong idea we get if we believe that this is the only side
of the coin because this issue of …………. has another aspect that
we need as well to consider. So one first argument for/ against is
……………. To make things even clearer, we might advance
that……………. The third argument to put forward is
………………………………………………………………. .
4-3: Conclusion:
 On the basis of the aforementioned arguments, I believe that………… has
more advantages than drawbacks. So people need to revisit their way of
looking at……………………………………………………..………..
 To sum it up, I strongly believe that …………… So many people are
invited to rethink their way of looking at this debatable issue
of…………………………………………………………………….. .
 To cut a long story short, we may conclude that …………………….
5- Writing a report
1- A title
2- Introduction:
 Who organized the event?
 When and where was the event organized?
 What was the topic?
 Who participated in the event? How many people attended?
3- Body:
 What were the activities that took place in the event?
 What were the main ideas that were discussed in the event?
 Were there any recommendations in the meeting/event?
4- Conclusion:
 Give an evaluation of the meeting/event: If successful, why?
 What was the reactions of the participants?
-------------------------------------------------------------------
46
6. Wrting about cause and effect

Introduction
…………… (topic) ……………. is a serious matter/issue/phenomenon that
threatens/affects………………..negatively/positively our …….. It is the outcome of different
reasons and of course it has several effects too. So let us shed light on both causes and
consequences of ……… (topic) ………………………………………………………...
II. Body
There are several/numerous/plenty of reasons behind …….. (topic) ……... To begin with,
………………………… (1st cause) …………………………………………. Next,
………….
(2nd cause)…………………….. In addition to this, …………………………(3rd
cause)………...
………..(your subject matter)………….leads to different consequences/results/effects.
Firstly…………(1st effect)…………………………. Secondly, ……………..(2nd
effect)………..
Thirdly, ………………………….(3rd effect)……………………………………..….
III. Conclusion
On the basis of what we mentioned above, ……..(topic)………. has many effects on
……………. Hence there are numbers of measures to be taken urgently so as to curb this
phenomenon or at least minimize its negative impact.
An example
Introduction
No one can deny that brain drain is an impactful phenomenon that casts its shadows on
developing countries negatively. It is the outcome of different reasons and of course it has
several effects too. I am going to shed light on both causes and consequences of brain drain.
Body
There are several reasons behind brain drain. To begin with, low wages and income push
skilled workers to leave their countries for better monetary gains. Next, there is a lack of
satisfactory working conditions in the workplace. In addition to this, social unrest, political
conflicts and wars drives a lot of people to emigrate to safer countries.
Brain drain induces a set of aftermaths. Firstly, doctors, engineers, scientists & students
seek better working conditions. Secondly, developing countries are deprived of their
potential that can bring change . Thirdly, the absence of the driving force to change
perpetuates dependence.
Conclusion
As mentioned before, brain drain has many effects on developing countries. Hence there
are numbers of measures to be taken urgently such as offering jobs and better wages for
skilled workers and providing adequate facilities for them.
47
Example 2
Why do children drop out of school?
INTRODUCTION: people go to school mainly for education. Therefore, we are going to talk
about education in general and then move on to shed light on reasons why children drop out
of school.
BODY
PARAGRAPH 1: CAUSE 1: the distance which separates school from home.
EFFECTS:
• Students have to walk for a long distance to get to school.
• During rainy weathers, roads are simply impractical.
• Students may get cut off from the rest of the world during inundations.
PARAGRAPH 2: CAUSE 2: Poverty/ lack of funds.
EFFECTS:
• A lot of parents can’t afford buying school things.
• Parent can’t afford school transportation.
PARAGRAPH 3: CAUSE 3: Family dysfunction.

EFFECTS:
• Domestic violence
• drug addiction
• repudiation
• CONCLUSION: Based on what we raised above , we can conclude that............
7. Writng an article
Some traits of an article writing.

 Start/invest time in choosing an attractive eye - catching title.
 Start the first letter in bold.
 Write in columns.
 There must be an introduction, body and conclusion.
 If you can draw, try to include a picture related to the theme of the topic of
the article
 Use journalistic style: short direct simple sentences.
48
Example
On the verge of extinction!!
A ministry official told It is closely guarded by

Yonhap news: "It is tens of thousands of
believed that the troops on both sides
photographed bear, about following the signing of
eight to nine months old the armistice, putting a
A rare Asiatic black bear and weighing about 25 to halt to the 1950-53
has been spotted in the 35 kilograms, is a Korean War.
Demilitarized Zone descendant of the Asiatic
(DMZ), South Korea's black bears who inhabited Around 6.5 million
government says. the DMZ region for quite visitors come to the DMZ
a long time." every year to peek
It was captured on video through the fence at North
in the eastern part of the South Korean soldiers had Korea. However due to
zone that divides North reported seeing bears in warmer ties between the
and South Korea. the past however there two nations, hiking trails
was not any photographic are being established in
The Asiatic black bear is evidence. the DMZ near the border
classified as endangered towns of Cheorwon and
by the World Wildlife The DMZ is a strip of Paju.
Fund. land 250km (155 miles)
long and 4km (2.5 miles) The South Korean
The DMZ has become a wide that runs across the government has long been
haven for plants and Korean Peninsula. It is planning an "ecological
wildlife with South currently heavily mined tourism belt" in the area.
Korea's government and fortified with barbed
predicting there are over wire, rows of surveillance
100 endangered species cameras and electric
that call the area home. fencing.
8. BOOK REVIEW
…………….(mention the title of the book)……………… is one of the books that I
had the chance to read. It was written by………….. (name of writer)……………….
…………... It is a …………(genre e.g. an action / detective / story / drama / humour / thriller
/ science -fiction / comedy / adventure etc.)………………… book. The major characters of
the book are ……….(names of characters)……………………….
…………….(Name of the book)…………………… is about ………………. (give a
brief summary of the book)……………………………………………………………..……..
I really ………………….(you opinion/evaluation)………… because it………
I recommend people to read the book because………………………………………
One thing I learnt form the book is …………………………………………………
49
9. FILM TRVIEW
Elements to include in a film review
 Film title
 Producer and Year of  The story(summary)
publication  Special effects
 Type of film  Your
 Setting (place and time) opinion/recommend it to
 The stars(hero/heroine) someone
……………. (Title of the film) ……………… is one of my favorite films.
I watched it more than once because……..
The film was was produced by…………. (name of producer)
………………. in (date of production) …………... It is a …………
(genre e.g. an action / detective / story / drama / humour / thriller / science
fiction/ comedy / adventure.) ………………… film. Starring in this film
are …….(names of actors) ………………………. The hero/heroine of the
film is ………… What I appreciated in (hero/heroine) is his/her sense
of…… I learnt that ………………………………………………………. .
The main topic of the film revolves around…… ……………….
The story starts ……….. (give a brief summary of the film)
……………………. .
To put the whole film in a nutshell, I really …………………. (you
opinion/evaluation)………… I do recommend you to watch the film
especially if you are a lover of ………(type).
50
OTHER EXPRESSIONS
 It is widely believed that ……………………………..……………….…..

 Now it is beyond question that……………………………………….……
 Regardless of ……………………………………………………….……..
 One on the outstanding ( features/traits/characteristics) of ……. is ……...
 Most people would agree that…………………………………………….
 I cannot find the right words to describe………………………………..
 What I went through on that day was unbearable/unforgettable.
 Whenever I remember what happened, my hair stood on end.
 That was such a wonderful experience/day that I will never forget.
 I was so happy that I cried out of joy.
 No one can deny that………………………………….………….…….....
 One drawback of …………… is …………………….…………….……..
 One advantage of …………… is………………………..………………..
 …………. Is one of the phenomena of our modern life.
 What I like most in ……………….. is …………….……………….……
 What I find inconceivable/difficult to understand/accept in/ about
…………….. is ……………………………………………………….….
 It is one thing to …………………. but it is quite another thing to…….…
 To start with, I would say that ……………………………………..……..
 There is too much controversy about the advantages and disadvantages of
…………….
 As far as I am concerned, ……………….. is…………….………….……
 It is widely believed that………………………………….………….……
SAMPLE WRITING TASKS
1- GUIDED WRITING
Complete this paragraph about where you prefer to live: the city or the countryside
I prefer to live in ……………….. because of many reasons. First,

…………………………………………………..…..
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………………………………………
51
2- FREE WRITING
Your e-pal asks you to describe a cultural event. Write an email in which you
describe a cultural event of your choice.
Dear…….. ,
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
……………………………………………………………………………………… .
DO NOT WRITE YOUR NAME OR SIGN YOUR EMAIL
52
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My Guide To Bac Exams

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Brahim ELOUAFI ELT Supervisor Casablanca-Settat

MY GUIDE TO BAC EXAMS

Have a go and score high.

April, 20th, 2020

Unit one: the gift if youth

Unit Two: Humor

Unit Three: Formal/informal/non formal

Unit Four: Sustainable development

To sustain – sustainable development – durable-leave an

Unit Five: Women and power

Emancipate/emancipation – equality – discrimination – to

Unit Six: Cultural Values

Culture – values – diversity – moral/morality –

Unit Seven: Citizenship

Citizenship – active citizen – civic behaviour – patriotism –

Unit Eight: International Organisations

Nongovernmental organisations/NGOs – stand for –

Unit Nine: Advances in Science and Technology

A sword with double edge – science – technology – pros and

Unit Ten: Brain Drain

Drain – brain drain/brain gain-

DO WHAT YOU CAN WITH WHAT YOU HAVE WHERE

Adjective antonym Example

pretty ugly Mona Lisa is a pretty picture by

Safe/secure Hazardous He works in hazardous conditions.

vacant occupied The post of an accountant is vacant,

nonconformist Girls tend to be more conformist than

adjective antonym Examples

THINK GLOBALLY AND ACT LOCALLY.

SAMPLE BAC EXERCISES

1- FILL IN THE GAPS WITH APPROPRIATE WORDS FROM THE LIST

Reward - polygamy – income – diversity - sponsor

2- PUT THE WORDS IN BRACKETS IN THE CORRECT FORM.

3- MATCH THE WORDS THAT GO TOGETHER TO MAKE APPRPOPRIATE

1- Our association is organizing a ……………………… against the first cigarette.

5- MATCH TO FORM COLLOCATIONS

6- MATCH THE WORDS WITH THE CORRESPONDING ANTONYMS

a- Guilty 1-- artificial

a- Permanent 1- provide 4- everlasting

1- We will ……………… early in the morning. We have to be at the airport in time.

UNIT ONE: GERUND OR INFINITIVE

1-2- Adjective +infinitive, e.g it is easy/difficult/early…. to answer/to set off...

 Advise someone to …..

2- Bare infinitive= infinitive without “to” :

UNIT TWO: MODALS

NEEDN’T/not have to:

Can/could/may/might + have+ past participle

ADVISABILITY/DUTY IN THE PAST

Should (not) /ought to + have + past participle

CERTAINTY IN THE PAST

Must + have + past participle

 OBLIGATION IN THE PAST: had to

 OBLIGATION IN THE FUTURE: will have to

 Absence of obligation in the future: will not have to

 Absence of obligation in the past: did not have to

UNIT THREE: PAST PERFECT

PAST PERFECT CONTINOUS

USE : An activity/action was happening in the past before another past

PUT THE VERBS IN BRACKETS INTO THE CORRECT TENSE/FORM

UNIT FOUR: FUTURE PERFECT

STRUCTURE: Will+ have+ past participle

USE: It enables us to talk about an action/process which will be finished at a future

PUT THE BRACKETED VERBS INTO SIMPLE FUTURE OF FUTURE PERFECT