♥ Academic year 2011/2012

♥ School: Djaber Ibn Hayan

♥ Level: Third year

♥ Streams: Literary streams.

♥ Unit: Three

♥ Title: Schools: Different and alike

♥ Theme: Education in the world.

♥ The student’s book of third year (New Prospects)

♥ The teacher’s book for year3.

♥ The internet.

♥ The Oxford Advanced Learners’ Dictionary.

♥ Describing a process

♥ Expressing condition

♥ Expressing warnings

♥ Expressing obligation and necessity

♥ Asking for and giving advice

♥ Expressing desire and wish

♥ Expressing quantity

♥ Comparing and contrasting

Expressing condition with if

Expressing warning with unless

Expressing desire and wish: I wish/ I were/ I had

Asking for and giving advice with should, ought to and if I were you

Expressing obligation with have and must

Forming adjectives with suffixes –ive and –al

Comparing and reciting a wish poem

Expressing quantity with a lot of, a great deal of, etc

Using comparatives of short and long adjectives

Expressing similarity and difference with like, whereas, …

Describing a process using the present simple passive

Forming nouns from verbs by adding –ing and –tion

Pronouncing the final ‘s’

Spelling of the comparative of adjectives

Writing: Describing my school

Skimming

Paragraphing ideas

Scanning

Making logical links between sentences and paragraphs

T: What do the pictures represent?
Learners: the first picture represents students in an amphitheatre.
T: what are they doing?
L: they are listening and taking notes.
L: they are studying.
T: what about the second picture?
L: It represents students in a library.
T: so our unit will be about what.
L: it will be about Education.
T: Are educational systems the same in the entire world?
L: No each country has its own educational system.
T: So in this unit we are going to compare between the different educational systems in the
world.

Rubrics Teacher interaction learner Aims

Listen To elicit pupils’

opinions about the
and consider
? Getting started theme of the unit.
Look at the pictures, and then discuss the following questions.
1. What will you do when you complete your Secondary Education?
2. What will you do if you pass the Bacalauréat examination?
 Getting 3. Do you think your parents will accept your choice? What if they
started don’t?
4. In your opinion, what is the most important thing about education:
Creating good citizens, preparing people for life, or creating a
workforce.

Key answer:
The questions in this rubric are personalized and seek to elicit opinions.
The varied answers given by pupils could lead to a brief discussion about
the theme of the unit. The accompanied pictures generally stand for
various professions and jobs.

Here are some possible answers:

1. When I complete my secondary education, I will..... .....................

2. If I pass my Baccalaureate examination, I will...................................
3. I think that my parents will accept my choice. If they don’t I will try to
convince them
4. In my opinion, the most important thing about education is creating
good citizens.
Let’s hear it
Task 1 p 76: You are about to listen to a conversation between a
secondary school headmaster and a pupil’s father. Before you do study To improve
questions A-F. pupils' listening
capacities by
A. Why did Mr. Harris go to see the headmaster? listening to a
B. What has Mr. Harris’s son, William, decided to do? dialogue and
C. What do Mr and Mrs Harris feel William ought to do? Why? find some specific
D. What alternative job could be taken by William according to the details (answers to
headmaster? the questions
E. Where would William study if he wanted to become a commercial given.)
artist?
F. What advice does the headmaster give Mr. Harris about William’s
choice?
1

Task 2 p 76: Now listen to the conversation and answer questions A-F
above. Then summarize the conversation in your own words.
The listening script:

A child’s Parent in the Headmaster’s Office

Headmaster: Good morning Mr. Harris. Do sit down. I understand you
you’d like to have a word with me about William.
 Mr. Harris: Yes, that’s right, Headmaster. I feel I should see you as
soon as possible before William does anything he’ll regret.
Headmaster: Regret, Mr. Harris?
Mr. Harris: Well, you see, he’s set his heart on becoming an artist,
and my wife and I think he ought to take up something more secure. A
mean even if he went to an Art School, there’d be no guarantee he
could get a good job afterwards.
Headmaster: He could probably teach, Mr. Harris.
Mr. Harris: He wouldn’t like that. He says he wouldn’t be a teacher
even if it were the last job on earth- Oh, I beg your pardon,
Headmaster, I didn’t mean…
Headmaster: Not at all, Mr. Harris. I wouldn’t have been a teacher
myself if I’d had my way. I’d have been an actor if my parents let me.
So I have some sympathy with William’s problem. Now, let’s see… If
he wants to be an artist, he’ll have to decide what sort of artist he wants
to be.
Mr. Harris: I don’t quite follow you, Headmaster.
Headmaster: Well, what I mean is, if he wanted to be a commercial
artist, graphics, cartoons, that sort of thing, he might do very well if he
took an art course at a Technical College.
Mr. Harris: But art, Headmaster. It’s so chancy. I wish he weren’t so
set on it.
Headmaster: I don’t think you should stand in his way, Mr. Harris. If I
were you, I’d let him decide for himself. You’d better accept the fact
that nowadays people don’t worry about security the way we did when
we were young. And as I said, unless you let him make his own choice
now, he will reproach you for any of his study failures later.
Mr. Harris: Well, I must admit my wife and I would have felt much
happier if he’d chosen to do something else. Anyway thank you for
your advice, Headmaster.
Headmaster: You’re welcome.

Key to tas2:
A. Mr Harris went to see the headmaster in order to discuss about
his son, William.
B. William has decided to become an artist.
C. They feel he should/ought to choose something more
secure.
D. The alternative job that could be taken up by William is that
of commercial artist.
E. If he wanted to become a commercial artist, he might do
very well to take an art course.
F. He shouldn’t stand in his way.
2

Proposed summary:
William has decided to become an artist and his parents refuse
his choice because they feel that he ought to take up something more
secure. That’s why his father wants to see the headmaster in order to
discuss the son’s choice. The headmaster has proposed an alternative
job of a commercial artist instead, and advised the father not to stand
in his son’s way. To revise the
 Around the text three types of
Grammar conditional.
Explorer I Grammar Explorer I To discriminate
between uses and
Consider sentences 1-4 and do tasks A and B that follow. forms of the three
1. If he went to an Art School there’d be no guarantee that he could major
get a good job afterwards. Conditional types.
2. He wouldn’t be a teacher even if it were the last job on earth.
3. I wouldn’t have been a teacher myself if I’d had my way.
4. If he wants to be an artist, he’ll have to decide what sort of artist he
wants to be.
A. Arrange the sentences above according to the conditional type
which they belong to: typr1, type2, or type3.
B. Explain what each conditional type express and draw the rules
governing the forms and uses of the various conditional types.

Have another look at if-conditional in

SE2 Gr Ref, pp.201-2

Key answer:

1. If he wants to be an artist, he’ll have to decide what sort of artist he

wants to be.
2. If he went to an Art School there’d be no guarantee that he could
get a good job afterwards.
3. He wouldn’t be a teacher even if it were the last job on earth.
4. I wouldn’t have been a teacher myself if I’d had my way.

*Real conditional:
-Conditional type “0”: the condition can be true at any time
(when, whenever)
If (present simple), (present simple)
-Conditional type “1”: something possible in the future.
If (present simple), (future simple)
*Unreal conditional:
-Conditional type “2”: unreal condition in present or future.
If (past simple), (would/could/might/should + stem)
-Conditional type “3”: unreal condition in the past.
If (past perfect), (would/could/might/should + have + past
participle.

3
To further
consolidate and
Task 1 p 77: Consider situations A-G below and write sentences with if practice the use of
the three types of
A. I am not tall and strong enough to be a policeman or firefighter. Conditional in
B. He didn’t get the required marks to go on a training course to be a context.
doctor. So he took a course in computer science.
C. Work hard and you will succeed.
D. Ger your Baccalaureate and I will offer you a motorcycle.
 E. She failed her Baccalaureate because she had not worked hard.
F. Farida is jobless. She regrets not having taken into account the job
market at the time of her enrollment at the university.
G. You must study harder; otherwise you won’t pass your bac exam
with distinction.

Key to task 1:

Pupils should be made aware of the use of ‘if’ in the sentence. If can be
either in initial or mid position.
a) If I were tall enough, I would be a policeman or firefighter.
b) He would have gone on training course to be a doctor if he had got the
required marks.
c) If you work hard, you will succeed.
d) I will offer you a motorcycle if you get your Baccalaureate.
e) If she had worked hard, she would not have failed her Baccalaureate
examination.
f) Farida would have got a job, or she wouldn’t have been jobless if she
had taken into account the job market at the time of her enrolment at
university.
g) If you don’t study harder, you won’t pass your Baccalaureate, or if you
studied harder, you would pass your Baccalaureate.

To recognize the
Grammar Explorer II use of ‘unless’
Grammar introducing a
Explorer II condition.
Consider the following sentences and answer questions A-C that follow. To express
warning using
Unless you let him make his own choice, he will reproach you for any of ‘Unless’.
his study failures later.

A. What tense are the verbs preceding and following unless?

B. Which of the following can be used in replacement of unless?
a. except if
b. if +not
c. even if
d. if + not

C. What does unless express? a. promise b. wish c. warning

See Grammar Reference p.220

Key answer:
A. Unless (present simple) + (future).
B. Unless can be replaced with except if and if…not.
If you don’t let him make his own choice, he will reproach you for
any of his study failure.
Except if you let him make his own choice, he will reproach you for
any of his study failure...
 C. Warning.
To practise the
Pupils should be referred to page 220 for further details about the use and use of unless
function of unless. correctly.
To express
Task: Rewrite the sentences below using unless. Make any necessary warning about
changes. specific situations
A. You must study more or you won’t pass your bac exam. using unless.
B. You must listen carefully or you won’t know what to do in your
exam.
C. We must hurry or we’ll miss the school bus.
D. She must get more information or she won’t complete her project.

Key answer:
A. Unless you study more, you won’t pass your baccalaureate exam.
B. Unless you listen carefully, you won’t know what to do in your
exam.
C. We will miss the school bus unless we hurry. To introduce the
D. Unless she gets more information, she won’t complete her project. grammar notion
of expressing
Grammar Grammar Explorer III desire and wish
Explorer III with “I wish”.

Consider sentences 1-5 below and answer questions A-D that follow.

1. I wish he weren’t so set on.

2. I wish there were an art school in my neighbouhood.
3. I wish I had taken your advice six months ago.
4. I wish I could help you with the math lesson.
5. I wish William would change his mind soon.
A. Which sentence expresses a wish about the past? What tense is
used?
B. Which sentences express a wish about the future?
C. Which sentence expresses a wish about the future?
D. Which tense is used to express a wish about the present and the
future?
See Grammar Reference pp. 218-219
Key answer:

A. Wish about the past (sentence 3). The tense used is the past
perfect.
B. Wish about the present (sentences 1, 2, and 4).
C. Wish about the future (sentence 5).
D. The tense used to express a wish about the present and the future is
the past simple.
5

Task: Fill in the wish chart below with sentences expressing a wish. Use
the verb wish + were, had, could or would.

WISH CHART
 Physical appearance I wish I were taller. Then
Character/personality
Abilities
Possessions

Key answer:
The teacher encourages the class to fill in the table and selects some good
examples to write on the board.

WISH CHART

Physical appearance I wish I were taller. Then

Character/personality I wish I had a strong personality.
To identify how
Abilities I wish I would be a minister. obligation is
expressed using
Possessions I wish I possessed a plane company. ‘must’.
To identify how
advice is given
Grammar Explorer IV
Grammar using ‘if I were
Explorer IV Consider sentences A-D below and answer questions 1-2 that follow. you’, ‘should’ and
‘ought to’.
A. If I were you, I’d let him decide for himself.
B. I think he ought to take up something more secure.
C. I don’t think you should stand in his way.
D. I must admit my wife and I would have felt much happier if he’d
chosen something else.
1. What do the underlined words in the sentences express?
2. Which modal is synonymous with have to? Are the two modals similar
or different in meaning when they are in the negative? Explain.

Key answer:
1. The underline words express the following functions;
If I were you expresses advice.
…he ought to expresses advice.
….you should expresses advice.
I must …. expresses obligation.
2. Have to is synonymous with the modal ‘must’. These two modals are
not similar. They are totally different when they are in the negative form.
Do not have to expresses lack of obligation.
Must not expresses prohibition.
Fill in the blanks
in the text below
6
with must, have
Task: Fill in the blanks in the text below ust, have to, should, ought to, to, should, ought
or their negatives. There are many possibilities. to or their
negatives.
In the united States most students who win a scholarship to the
university …..1….maintain a certain grade level so as not to lose it. High
school students….2…. (not) study all the subjects in the curriculum. They
 decide for themselves which subjects to take. They ….3….(not) break the
codes of honour and conduct of their school. They….4….be very good at
sports because this may earn them a place in a prestigious university.

Key answer:

In the united States most students who win a scholarship to the university
must maintain a certain grade level so as not to lose it. High school
students don’t have to study all the subjects in the curriculum. They
decide for themselves which subjects to take. They mustn’t break the To enrich the
codes of honour and conduct of their school. They should/ought to be pupils’ vocabulary
very good at sports because this may earn them a place in a prestigious with lexis that
university. concern with the
Vocabulary theme.
Explorer Vocabulary Explorer
Rewrite the items in bold type in sentences A-D below using equivalents
1-4 from the green box that follows.

A. He has set his heart on becoming an artist.

B. He ought to take up something more secure.
C. I couldn’t have been a teacher myself if I’d had my way.
D. I don’t think you should stand in his way.

1. was free to choose 2. Is determined

to
3. prevent him from doing what he wants 4. engage in

Key answer:
A. He has is determined to become an artist.
B. He ought to engage in something more secure.
C. I couldn’t have been a teacher myself if I was free to choose.
D. I don’t think you should prevent him from doing what he wants.
E.

TIPS
A collocation refers to the way in which words frequently occur
together in language use. E.g. timetable, school bag, notice-board.
Collocations may be spelt as two separate words, two words joined by a
hyphen (-), or simply as a single word.

Task: Look at the groups of words A-G. Keep the words and
expressions that collocate with school and education and cross out the
ones that don’t.
A. Bed-and -breakfast/ boarding/ co-educational/ school
B. School/ mate/ colleague/ report/ leaving age.
C. Assist/ attend/ drop out of/ school.
7

D. Comprehensive/distant/grammar/ school
E. Public/expensive/ state/ school
F. Compulsory/obligatory/necessary/education
G. Further/ supplementary/ higher/ education
Key answer:

A. Bed-and -breakfast/ boarding/ co-educational/ school

B. School/ mate/ colleague/ report/ leaving age.
C. Assist/ attend/ drop out of/ school. To get pupils fill
D. Comprehensive/distant/grammar/ school in the blanks with
E. Public/expensive/ state/ school right words and
F. Compulsory/obligatory/necessary/education collocations.
G. Further/ supplementary/ higher/ education

Task 3: Fill in the blanks in sentences A-G below with suitable

collocations with school and education. Refer to task 2 above for help.

A……are open for children over eleven of all abilities.

B. I have lost touch with most of my former………., except for Said.
C. The name ………is very illogical since it means a private for the
rich and privileged in Britain.
D. The Algerian ……..provides free and compulsory education until
the age of sixteen.
E. The……..age in Britain and Australia is the same: sixteen.
F. As every ……..says, maths is difficult.
G. ……..in Britain generally lasts from age five to age eleven.
Key to task 3:

A. Comprehensive schools are open for children over eleven of all To derive correct
abilities. adjectives from
B. I have lost touch with most of my former school mates, except for specific nouns
Said. using the suffixes
C. The name ………is very illogical since it means a private for the ‘ive’ and ‘al’.
rich and privileged in Britain.
D. The Algerian educational system provides free and compulsory
education until the age of sixteen.
E. The leaving age in Britain and Australia is the same: sixteen.
F. As every school child says, maths is difficult.
G. Compulsory education in Britain generally lasts from age five to
age eleven.
Task 4 p 80: Replace the nouns and verbs in brackets with their adjectives
so that the written speech below by a school inspector makes sense. Use
suffixes –ive or –al.
‘Ladies and gentlemen,
In order to improve our (education) system, we should take (effect)
measures. To begin with, we should make our examination system more
(selection) so that both our student and teachers will work harder. Second,
we should give more importance to (function) literacy. By this I mean that
we ought to make our courses more (practice) so as to enable the students
to fulfill their roles outside school. Third, we ought to make our teaching
more (attraction) so that the students will be more (response) to what we
teach them. In short, we must be both (innovation) and (construction) in
the training we give to our students.’
8

Key to task 4:
Nouns Adjectives
education educational
 effect effective
selection selective
function functional
practice practical
attraction attractive
response responsive
Think, innovation innovative

pair, share
construction constructive


Think, pair, share
Task one:
Writing wish poems
Think about wishes related to studying. Write a draft stanza of four to six
lines/verses on a sheet of paper.
A stanza is a part of a poem. It does not matter if you repeat the same
structures. Pay attention to your rhyme, i.e. the repetition of the same
sound at the end of the lines/verses. E.g.
To make pupils
I wish I had a computer in my brain
able to express
To free me from calculating strain
advice, obligation,
I wish my teachers would stop giving warnings
prohibition and
I wish my parents would accept
lack of obligation.
Task two:
Writing a checklist of recommendation for the baccalaureate exam.
Prepare a checklist of tips reminding students of what should/ought to,
and must do during the Baccalaureate exam. Use unless to give warnings.

Key to task 1:
Poem 1
I wish I had a computer in my brain
To free me from calculating strain.
I wish my teachers would stop giving us warnings
I wish my parents would not refuse.
Poem 2
I wish words could come to me like whispers
And that I could compose better papers
English is the subject I like best
I wish it would help me pass the test.
Poem 3
I wish I could cope well enough
To work a miracle that day
Oh examiners don’t be tough
And let me just have my way.
9

Key to task 2:

What you should do What you must/mustn’t do

Must do Mustn’t do
 *Pupils should go to *They must have *They mustn’t leave
bed early to get up confidence in the examination room
early themselves and their after the beginning of
*They should stop capacities. the exam unless they
revision at least 2 *they must write their are ill.
days before the day of names correctly on *They shouldn’t leave
the exams. the examination even if the subject is
*They ought to papers. easy before the time
organize their revision *they must deal with allowed.
time. the compulsory *They shouldn’t think
*They should take questions of a subject once it is
enough rest before over.
and during the exams
period.
*They should revise
all the examining
subjects.
*They ought to begin
with the simple To introduce the
questions. main subject of
*They ought to take the second part
all their time and implicitly.
avoid being in hurry. To encourage
*They should improve pupils' free oral
their handwriting. reaction towards a
Read specific language
and ? interest.
consider
Getting To compare some
started of the national
(Algerian) school
Getting started criteria and
academic titles
Discuss the following questions. with their
equivalent in
1. What do you know about education in Britain? Have you ever Britain and
heard of any famous British university or college? Which one? elsewhere.
2. What do you think is the equivalent of lycée in Britain?
3. The abbreviations below are qualifications/degrees. In which order
do you think they are conferred?
Master of Arts/science (M.A/M.Sc)- Doctor of philosophy (Ph.D) -
Bachelor of Arts/Science (B.A/B.Sc)- Master of Philosophy (M.Phil.)-
General Certificate of Secondary Education (GCSE)
4. What are some of the equivalents of the academic qualifications
above in your country?

10
 Key answer:

1. Many possible answers.

Education in Britain differs from that in our country. It is more developed
and universally well-known. The two famous British universities are:
OXFORD and CAMBRIDGE.
2. “Lycée” is the equivalent of Comprehensive school/ Grammar
school/High School in Britain.
3. GCSE(General certificate of Secondary Education)
BA/B.Sc (Bachelor of Arts / Bachelor odf science)
Taking a M.A/M.Sc (Master of Arts / Master of Science)
closer look M.Phil (Master of Philosophy)
Ph.D. (Doctor of Philosophy)
* The picture is a snapshot taken during a graduation ceremony. Focus on
ceremonial dress: mortarboard and gown.

Taking a closer look

Task 1 p 83: Read the text (Education in Britain) to answer these
questions.

A. Why are politicians who promise little money for education less
popular than the ones who promise a lot?
B. Do British children receive the two stages of their primary
education in the same schools?
C. Which of the following adjectives best describe access to
university in Britain and the Unites States? a. difficult b. easy c.
selective d. free
D. What are school performance tables published annually for?

Key to task 1:
A. Politicians who promise little money for education less popular than the
ones who promise a lot because education has a lot of importance for the
British people.
B. No, not all of them. Some of them receive their primary education at an
infant school and then a junior school whereas others receive it at a To identify
primary school that combines the two. quantifiers.
To distinguish
11 between
 quantifiers used
C. The adjective that best describes access to university in Britain and the with countable
Grammar USA is: selective. and/or
Explorer I D. School performance tables are published annually in order to show how uncountable
well individual schools have done in tests and exams. nouns.
To identify
Around the text quantifiers that
could be used with
both nouns.
Grammar Explorer I

Task 1 p 84: Pick out from the text the sentences that contain quantifiers.
Then answer questions A-D below.
A. Which quantifiers are used with countable nouns only?
B. Which quantifiers are used with uncountable nouns only?
C. Which quantifiers are used with both countable and uncountable
nouns?
D. Which two quantifiers do we usually use to ask questions about
quantity?

Key to task 1:
No subject has as much importance for the British people as that of
education
Most citizens believe that...............................
Politicians who promise to spend a great deal of money on education
are more popular than those who promise only a little.
Recently there has been a lot of talk.
A lot of people are afraid..................
Education must be reserved for the privileged few.
Education is less accepted............
Some received their primary education at an infant school.
Secondary schools are much larger than primary schools.
.......in as many subjects as they can manage.
Some students will start work while a few others stay at school
This requirement is more or less similar...............
The previous ones in at least two major aspects.

A. The quantifiers which are used with countable nouns only are: most, a
lot of, few/a few and some.
B. The quantifiers which are used with uncountable nouns only are: much
and a great deal of.
C. The quantifiers that can be used with both countable and uncountable
nouns are: a lot of, a great deal of and some.
D. The two quantifiers that we usually use to ask questions about quantity
are many and much.

Task 2 p 84: Rank the quantifiers in the sentences you have picked out
from the text on the lines on the next page. Add any other quantifier you
know of. Then give examples of your own to illustrate their use.

12
 Quantifiers going with countable nouns

No All

Quantifiers going with uncountable nouns

No All

See Grammar Reference pp.216-217.

Key to task 2:
Grammar
Explorer II Countable nouns: No few some a few many/most/a lot of
all

Uncountable nouns: No little some a little much/most/a great deal of all

Grammar Explorer II

Task 1 p 85: Read the text again and pick out the sentences which contain
comparatives of adjectives. Arrange the sentences in the table below.

Comparatives of Sentences

Superiority

Equality

Inferiority

Key to task 1:

Comparatives of Sentences

At election time, politicians who promise to

spend..........are more popular than those
who......
Superiority Secondary schools are much larger than
primary schools.
Students may have to travel longer distances
by school bus or public transport.

No subject has as much importance for the

Equality British people as that of education.

Private education is less accepted in Britain

Inferiority than it is in USA

13
 1. Comparative of superiority:
a. short adjectives: *adjectives of one syllable: longer than,
bigger than, ....
*two-syllable adjectives ending with [y-
w]: heavier than, narrower than
adjective + er than
b. long adjectives: *two-syllable adjectives and more:
more + adjective than
* Two-syllable adjectives ending in ‘-le’ may be considered
as short or long adjectives:
[gentler than ]or [more gentle than]
c. irregular adjectives: better, worse, farther/further,
older/elder, more, less.
2. Comparative of equality: *as + adjective + as [positive] To learn how to
*not as/so + adjective + as express similarity
[negative] using similar to
Grammar as careful as, not as dangerous as, not so tall as... and like.
Explorer III 3. Comparative of inferiority: *less + adjective than To learn how to
less good than, less influencing than, less big express
than contrast/difference
using different
from and unlike
To enable pupils
discover sentences
Grammar Explorer III
expressing
similarities and
Task 1 p 86: Read the text and pick out the sentences describing contrast in the
similarities and differences. Leave out the sentences with comparatives text.
and superlatives.

Comparison/contrast sentences
Similarities

Differences(contrast)

Key to task 1:

Comparison/contrast sentences

Similarities This requirement is more or less similar to what

is required by American universities.
Unlike the old system, the present system sets
the same subjects for all.
Some receive their primary education at an
infant school and then a junior school whereas
Differences(contrast) others receive it at a primary school.
It has made the current educational system
different from the previous ones in at least two
major aspects.

14
 Task 2 p 86: Consider the sentences in the table you have filled in task 1
above and identify the link words expressing similarity and difference. Do
Grammar you know of any other link words expressing similarity and difference?
Explorer IV Use them in sentences of your own.

See Grammar Reference pp.226-7 To consolidate

Key to task 2: and revise the use
Link words expressing similarity: similar of the passive
Link words expressing difference: Unlike, whereas, different from voice.
Other link words to express similarity: like, both similarly... To spot the
Other link words to express difference: but, however, conversely, while... major differences
between the
Grammar Explorer IV passive and active
voice.
Consider sentences 1and 2 below and answer questions A-D that follow. To make pupils
aware of the
1. Standards at schools are closely watched by parents. passive use
2. Schools are regularly visited by inspectors. priority in the
language.
A. How do we know that the verbs in sentences 1-2 are in the passive To make pupils
voice? aware of the use
B. How can we turn the verbs into the active voice? and omission of
C. Why do you think the passive is used instead of the active? the preposition by
D. Is it always necessary to use the preposition by? Why or why not? in the passive
sentence.
Key to task:
A. We know that the verbs in sentences 1-2 are in the passive voice by the
form of the verbs in these sentences which is: the auxiliary ‘to be’
followed by ‘the past participle of the verb’ and ‘the preposition by’.
B. We can turn these verbs into the passive by writing:
- Parents watch standards at schools closely.
- Inspectors visit schools regularly.
C. The passive is used instead of the active voice here because the writer
seems more interested in what happened (the object) rather than who does
(the subje
D. No, it isn’t always necessary to use the preposition ‘by’ in the passive
voice. ‘By’ is used only if the subject is definite (known).

Task 1 p 87: Turn the sentences with the items in bold type into passive so
as to get a coherent description of the process of writing a composition.
Start the sentences with the items in bold type.

Educationists regard writing as a process. They require students to

examine closely the teacher’s instructions so as to understand the sort of
composition s/he expects them to produce. Students brainstorm the topic
for ten to fifteen minutes in order to generate ideas. They jot down these
ideas in the form of diagrams such as network trees and spider maps.
Once they finish the brainstorming, they select the most relevant ideas.
Students organize the selected ideas in a plan. They write a first draft
composition to flesh out the plan. As soon as they do this, they revise the
draft to correct errors in spelling and grammar. They also review it in
order to see whether it is coherent or not. Educationists advise students
not to hand their teachers before they correct all mistakes.
15
 Key to task 1:
Expanding the
Writing is regarded as a process by educationalists. Students are learner's lexical
required to examine closely the teacher’s instructions so as to memory by
understand the sort of composition they are expected to produce. The obtaining some
topic is brainstormed by students for ten to fifteen minutes in order to words
generate ideas. These ideas are jotted down in the form of diagrams related to the
Vocabulary such as network trees and spider maps. Once the brainstorming is main subject of
Explorer finished, the most relevant ideas are selected. The selected ideas are the unit and using
organized in a plan by students. them in context.
A first draft composition is written to flesh out the plan. As soon as Forming noun
this is done, the draft is revised to correct errors in spelling and from verbs using
grammar. It is coherent or not. Students are advised not to hand their suffixes ing, ion
composition to the teacher before all mistakes are corrected. and ation.

Vocabulary Explorer

Task 1 p 87: Transform the verbs in brackets into nouns by adding

suffixes – ing and –ion /ation so as to get a meaningful text.

(Educate) is the process of (develop) intellectual capacity, manual

skills, and social awareness, especially through (instruct). At the
(begin), (learn) takes place mainly in the home. At the age of 5 or 6,
children start (go) to school. This compulsory (school) lasts for nearly
10 years. It helps to complete the process of (socialize), and it provides
the minimum (train) and (inform) for function normally in society.

Key to task 1:

Education is the process of developing intellectual capacity,

manual skills, and social awareness, especially through instruction. At
the beginning, learning takes place mainly in the home. At the age of
5 or 6, children start going to school. This compulsory schooling lasts
for nearly 10 years. It helps to complete the process of socialization
and it provides the minimum training and information for
functioning normally in society.

Task 2 p 88: Put the items on the left around the appropriate heading in
the mindmap on the right. Then, in pairs, add three more items to each
category.

16
 fail – pass – successful Nouns Adjectives
do a course- to get a commendation
be up to standards- take up a course
graduate- succeed- take (exams)
hardworking- qualified- assess Education
evaluate- assessment- to fall behind
to hold a degree- school fees- timetable
skills- training- go to university
Verbs and phrases
key to task 2:

Nouns Adjectives

Assessment – school Successful – qualified

fees –timetable_
Hard-working
Skills - training

Education

Fail – pass – do a course – succeed –

to get a commendation – be up – take up a
course – graduate –assess –take (exams) –
evaluate – to fall behind – to hold degree – go
to university.

Verbs and phrases

Task 3 p 88: Fill in the blanks in the text below with appropriate items
from the mindmap you have completed in task 2 above.

Karim ….1….his Baccalaureate exam last June. If he….2….it with

distinction, he will…3… But if he …4…, he will …5… in a vocational
training school to become either a plumber or an electrician.
To raise pupils'
Key to task 3: awareness about
the musicality of
Karim took his Baccalaureate exam last June. If he passes it with spoken English.
distinction, he will go to university. But if he fails, he will do a course in To discriminate
a vocational training school to become either a plumber or an electrician. between the three
sounds /s, z/ and
/iz/ produced as a
17 result of
 pronouncing the
Pronunciation and spelling final ‘s/es’ of some
verbs and plural
Task 1 p 88: Go back to the text and pick out all the words ending in s nouns.
and class them in the table below.

/s/ /z/ /iz/

Key to task1: See Grammar Reference pp.236-237.

/s/ /z/ /iz/

Students Citizens Ages

States Politicians
Tests combines
Subjects schools
Aspects Towards To compare the
Sets others American and tha
Standards Algerian
tables Educational
Reading
Exams , is system using
and
comparison/
writing
The ‘s’ is pronounced /s/ after /p/, /t/, /k/ contrast
The ‘s’ is pronounced /z/ after b d g j l m n ŋ(ng) r v z ð(th in the) and all structures.
vowels. To encourage
The ‘s’ is pronounced /iz/ after /s/,/z/,/ʧ/,/ʃ/, / dʒ/, /ʒ/ students’ oral
communication in
English.

Before reading
Study the diagram about education in the USA. Then answer the
questions.

18
Separating
 paragraphs by
In what ways the Algerian educational system similar to and different identifying the
from the American one? different ideas
expressed
Key to task: throughout the
reading passage.
The educational systems in Algeria and USA are similar in some To learn the
aspects and different in others. Both of them go through three stages: importance of
elementary education, secondary education and university studies. Like ideas’ coherence
in USA, pupils in Algeria attend their primary and secondary education in a written text.
between the age of 5 and 18. In USA, children have to attend the nursery
between the age of 3 and 5, but in Algeria some children do at the age of To label
4. In USA, pupils can choose the kind of study to follow between the age paragraphs with
of 11 and 18. In Algeria, however, pupils have to go through two stages: their appropriate
middle school and secondary school. main ideas.
As you read
Task 1 p 98: Skim through the text and divide it into five paragraphs.
Don’t write on your books. Use square brackets to indicate the
beginnings and the endings of the paragraphs. E.g.
[Although…………]§1

Task 2 p 98: Match the paragraphs you have identified in task 1 above
with 5 of the jumbled ideas A-F below. One of the ideas is the title of the
text.
A. The school system
B. Points of conflict
C. The government and education.
D. Types of education
E. Education in the US
F. The quality of education.

Key to task 1:

* Paragraph one: (Although in general Americans prefer … between the

ages of 5 and 18.) (§1)
* Paragraph two: (Formal education is usually considered … the cost for
people who live in the state.) (§2)
* Paragraph three: (By some standards …. Graduate from college or
university.) (§3)
* Paragraph four: Most educational institutions are public… so that they
will have advantages later in life.) (§4)
*Paragraph five: Americans agree on the importance of education
….their beliefs.) (§5)

Key to task 2:

19
 Education in the US

Paragraph one: The government and education

{Although ………………………………………the ages of 05 and
18.}

Paragraph two: The school system

{Formal education …………………………………who live in the state.}

Paragraph three: The quality of education.

{By some standards …………….………08 millions are illiterate.}

To make pupils
scan through a
Paragraph four: Types of education. reading passage to
pick out the link
{Most educational ………………………………later in life.}
words used.

Paragraph five: Points of conflict.

{Americans agree ……………………………their beliefs.}

Task 3 p 99: Have a look at the coping box below. Then scan the rest of
he text on pp 100. Spot all the link words and explain the type of meaning
relationship each of them express.

Coping

Link words (also called discourse connectors) are words that establish
logical relationships/connections in sentences, between sentences, or
between paragraphs. Therefore, when you read, you should pay
attention to the link words because authors often include them in order
to help you better understand the text.

E.g. Unlike other countries (Relationship of contrast)… education,

See Grammar Reference pp.226-227

20
Key to task 3:

Although there is a Federal Department of Education…(concession)

Since the Constitution does not state that education is a responsibility
of the Federal Government… (cause )
As a result, each of the 50 states is free to determine … (effect).
In turn, however, state constitutions give actual control…
(Concession)….
By contrast to other countries … (contrast), there is, therefore,
(consequence) a very large amount of local control over education in
the United States.
However (contrast) in relation to the first paragraph), because local
and state taxes support the public schools, ….(cause) there are
significant differences in the quality of education (effect).
States and communities that are able or willing to pay more for
schools, buildings, materials, and teachers almost always have better
educational systems than those that cannot or do not.
Thus (deduction) for example (exemplification), the average
expenditure per pupil for secondary education in the U.S. was $4,000
in 1986.
But (contrast) some states such as Alaska, New Jersey, and Wyoming
spent more than 5,000 per pupil.
In order to reduce the differences in the quality of education,
(purpose) the Federal government sometimes provides special funds
to poorer areas and school districts.
But (contrast) in general Americans are worried that more Federal
help could eventually lead to less independence and less control in
state education.

After reading
Task 1 p 100: Now discuss the following questions.
A. Have the link words you have identified in the as-you-read rubric
helped you in any way to better understand the text above?
B. Which other link words can you use in replacement for those in the
text?
C. Are there any link words that are not needed to understand the
logical relationships (between the sentences and between the
paragraphs) in the text? Which ones?
D. What link words can you add to make the meaning clearer to thr
reader?
Key to task 1:

A. Yes, because they make the inter-sentence and inter-paragraph

relationships more explicit.
B. Unlike = contrary to / in contrast to / by contrast to
Although = despite
Since = because / as
As a result = as a consequence/consequently/so/thus/hence
Therefore= as a result/as a consequence/
By contrast = contrary to /unlike
However = ye
Thus = So
 21

For example = for instance

In order to = to, so as to
But = yet / however

C. Mind the students that “it is not necessary to use link words when the To make pupils
meaning relationship between sentences and paragraphs is explicit”. Apart get jumbled
from but, and, so, yet and however, the other link words should be used sentences into the
sparingly. For example, As a result in the clause ‘As a result, each of the correct order.
50 states is free to determine its own system for its own public schools is
not really needed.’ We can have two independent clauses instead. The
other link words that can be omitted are: therefore, however, thus, and
for example.
D. We can link the first sentence with the second sentence of the
paragraph with because.

Task 2 p 101: The sentences below are not in order. Re-order them to get
a coherent text. Then use link words to make the relationship between the
sentences more explicit.

A. This idea is more or less accepted all over the world.

B. The job market is changing rapidly as a result of technological
advance.
C. Today, many adults go back to school to broaden their knowledge
and learn something they enjoy doing.
D. The idea of continuing or lifelong education has become more
important than ever before.
E. People are afraid of losing their jobs if they don’t keep upgrading
and updating their occupational skills.
F. In the near future, all of them will return to school mostly for
occupational reasons.
G.
Key to task 2:

The order of the sentences depends on whether the emphasis is on cause

or effect.

Cause

(D) The idea of continuing or lifelong education has become more

important than ever before because (B) the job market is changing
rapidly as a result of technological advance. (A) This idea is more or
less accepted all over the world (E) as people are afraid of losing their
jobs if they don’t keep upgrading and updating their occupational
skills. (C) Today, many adults go back to school to broaden their
knowledge and learn something they enjoy doing. (F) But in the near
future, all of them will return to school mostly for occupational
reasons.

22
Effect
(B) The job market is changing rapidly as a result of technological
advance. That is the reason why/so/consequently/as a consequence
(D) the idea of continuing or lifelong education has become more
important than ever before. This idea is more or less accepted all over
the world because (E) people are afraid of losing their jobs if they
don’t keep upgrading and updating their occupational skills. If, (C)
today many people go back to school to broaden their knowledge and
learn something they enjoy doing, (F) in the future, all of them will
return to school mostly for occupational reasons.

23