CONTENTS OF THE FIRST

DISPATCH

1. OFFICIAL SYLLABUS :

2. PEDAGOGICAL RECOMMENDATIONS :

2.1 GENERAL RECOMMENDATIONS

2.2 SPECIAL ADVICE

3. CONTENTS OF THE FIRST DISPATCH :

UNIT 1 SPORTS

UNIT 2 YOUTH

UNIT 3 EMIGRATION

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 OFFICIAL SYLLABUS

FUNCTIONS : NARRATING

Describing Speculations about past events

POSSIBLE INPUTS :
- past events :historical, social, political, scientific.
- extract from a novel about :

• Apartheid
• Black people in NoRTH America
• Industrial Revolution
- Natural phenomena
e.g : Earthquakes, floods ect . . .
LANGUAGE FORMS :
- verbs :
• Stem +ed
• Had + stem + ed
• Was / were+ stem + ing
- Time clauses :
• when, while, after, before, as soon as, jut as + clause.
e.g =.... kunta was passing near the barn
when he
spotted a thick iron wedge
• After, before, while + stem + ing.
e.g = while sailing through the Mediterranean Sea, the
explorers did research into the effects of pollution on marine
life.
• No sooner + had + stem + ed .... than + clause.
e.g. No sooner had the boat arrived there than the islands
were hit by a hurricane.

condition al type III :

• If + had + stem +ed
• have + stem + ed
e.g. If they had stayed under cover, they wouldn't have been shot

2
FUNCTIONS : Reporting- Deducing / Drawing conclusions - Accusing
/Denying.
POSSIBLE INPUTS :
- Reporting an investigation into a social and economic problem or
crime
- Proceeding in a tribunal.
- Description of a trial - e.g : Diary of Angela Davies .
LANGUAGE FORMS :
Verbs : Stem + ed
Had + stem + ed
was / were + stem + ing
Is / are
there is / there are
Has / have + stem + ed
Deducing :
• Must have + stem + ed
• Couldn't have + stem + ed
e.g He must have hidden the weapon
it couldn't have been him because he was at my
house all day.
• markers :
therefore - thus - so - consequently.
- Reporting questions :

He asked if .................
He wondered what ............
He wanted to know when............
He tried to find out who..............
e.g = the police wanted to know what he had done the night before.
- Denying : Deny, claim, maintain, insist.
• certainly not. e.g = He denied stealing the money.
He insisted that he had nothing to do with the robbery.

purpose clauses : + could

so that 
 + would + stem
In order that 
+ might

3
FUNCTIONS : DESCRIBING : Planning - predicting - Expressing
probability.
POSSIBLE INPUTS : Describing a project :
• scientific research
• space exploration
• solar energy
• medical discoveries / inventions
• human / social achievement, by the year 2000
( futurology )
• Reform of the Algerian educational system
• Promotion of agriculture in Algeria.
LANGUAGE FORMS :
Verbs : Stem (s)
Is / are
there is / there are
Has / have
Has / have + stem + ed
will + stem Is to + stem
e.g = Tanzania is to sell Algeria $ 15 million of
agriculture and
industrial goods in a government - to government
agreement.

- Future perfect simple : will have + stem + ed

e.g Scientists predict that in 20 years we will have improved methods of

prevention of heart diseases

- Passive in the present simple continuous :

is / are being + stem + ed
e.g : old buildings are being restored.
would 

- Modals in the passive : could  be + stem + ed
might 

e.g = the traffic policies would be extended to favour cyclists and public
transport users.
• will have to be + stem + ed
e.g = Delivery schedules to commercial permits will have to be tightened up

4
Expressing probability :
might 
Modals :  + stem
could 
e.g = ......... In the future anyone on earth could glean the information
stored in a satellite.
Adverbs : likely - unlikely - possibly - probably - etc..

FUNCTIONS : Past process.

POSSIBLE INPUTS : - How things were made in the past.
e.g = printing
olive oil making.
- How things used to be done
e.g = Irrigation - coal mining.
LANGUAGE FORMS :
Verbs : Stem + ed
was / were + stem + ed
e.g = the flat pages of printing type were pushed by
steam
power.
had been +stem+ed
e.g = the whole process was repeated until the desired
thickness
had been built up.
- Sequence markers : First, then, next, finally.
- Time markers : x ..... years ago
In 1880
In the 18 th century
- Relative clauses : where, which ( defining and non
defining )
Defining which :

e.g = ...... then, the grain was piled in to form a

mound which was covered with straw
• Non defining which :
e.g : cristal whiteness could be given by adding an
oxyde ofmanganese, which came to be known as glass
makers soap

- Result clause :

5
 e.g = Root foods and grains were spread in the sun until
most of the moisture had evaporated.
- Expressing means :
e.g = the first glass vessels were made by winding
threads of hot molten glass...

FUNCTIONS : making hypotheses.

POSSIBLE INPUTS : Describing / making hypotheses about past events,
things, places.
e.g = origin of life the earth flight
- Tentative explanations of mysterious happenings

LANGUAGE FORMS :

Verbs : Stem (s)

Has / have + stem + ed
stem + ed
there was / there were
was / were + stem + ed

- making hypotheses :

may 

might  have + stem + ed
could 
e.g = the muscles of the archaeopteryx 's could have attached to
the wishbone, even though the bird had no keel.

may 

might  have been + stem + ed
could 
e.g = the first wings might have been employed to catch insects

- Adverbs : presumably, probably, may be, perhaps, apparently,

almost,certainly.
e.g = may be the archaeopteryx's ancestors used their wings for
balance rather than lift

6
- Tentative explanations :
to seem

to appear  To have + stem + ed


thought 

• To suggest that ....., Is / are believed  to


it seems

• appears  that


e.g = the animals appear to have perished by drowning.

FUNCTIONS : Comparing / Contrasting.

POSSIBLE INPUTS :

• Species : Man and ape

• Geographical areas / economies
• Ways of life / customs
• Scientists and their achievements
• People / characters
• Evolutions of family life (size, nature,...)
LANGUAGE FORMS :
Verbs : Describing in the present :

Stem (s)
Is / are
Has / have
there is / there are
Describing in the past :
• Stem+ed
• Was / were
• Had
• There was / there were.
- Superlatives : the least, the most, the furthest
e.g = .... this method is the least expensive.

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 - Quantifiers : all, most, some, a few... ( of ), others.
e.g = Most animals crave salt when they 're short of it
Some people by contrast, crave salt all the time while others never want it.
.......as
e.g = By the end of this century; Ethiopia will have as many people as Britain.
Bangladesh may eventually have twice as many people as the U.S.A.
- Similarly, likewise in the same way.
- Differences : unnlike, while,whereas, on the other hand however, nevertheless
in contrast.
e.g = man has possessed the secret of making fire for thousands of years. In
contrast, neither apes nor any other animals possess this secret

-state or habit in the past : used to / would

e.g = pirates used to / would bury their treasure

FUNCTIONS : Instructing
POSSIBLE INPUTS :
- Travel regulations
- Immigration Acts
- Youth hostel regulations
- School regulations
- Highway code
- Holiday camp regulations
LANGUAGE FORMS :
Verbs :
Stem (s)
Is / are
Is / are + stem + ed
Has / have
Will be + stem + ed

- Modals in the passive :

be + stem + ed
e.g = All foreign currency and precious metals brought into Algeria must be
declared.
A dog or a cat should not be embarked for the voyage to Britain until the owner
has been given the number of the landing licence.

8
Expressing obligation :
It is necessary to ........
It is essential that ........
It is strictly forbidden to........
To be required to........
e.g you are required to make a currency declaration at the customs office at your
point of entry. It is strictly forbidden to bring any of the following items into
Algeria : drugs, weapons, etc...

- Condition : If, only if, unless, provided that.

e.g = parties of tourists and cultural and sporting groups can

travel on a collective passport provided that all members are
of the same nationality.
No deposit can be returned unless the vacancy caused by
cancellation can be filled
.

- Reduced relative clauses :

e.g = Visitors permanently resident outside Europe are

allowed to take with them......
Students travelling : from other towns should inquire at their
Local railway or coach station.
The fares quoted in this programme are correct at the time of
going under press.

FUNCTIONS : Eliciting and expressing opinions - Arguing.

POSSIBLE INPUTS :
- Development issues.
- Nuclear weapons.
- Space research.
- Women and work.
- Medical research.
- Death penalty.
- Co -education.
-Mass - media, etc...

9
LANGUAGE FORMS :
Verbs :
Stem (s)
Is / are
Has / have
there is / there are.

Eliciting opinions :

What do you think of ?....

What's your opinion on / about ?....
How do you feel about ? ...
Are you in favour / against ?....
Don't you think that ?...

Expressing opinions :

I think ....
I believe ....
In my opinion....
I'm in favour / against.....
I agree / I don't agree ....

Discourse connectors :

• Addition : also, addition to, moreover, besides,furthermore

• Contrast : but, however, on the other hand, although, though, yet.
• Cause : because, for, since, as.
• Result : therefore, as a result, consequently, thus, because of this.
• Condition : if, povided that, unless, as long as.
Intensification : on the contrary, in fact, as a matter of fact.
Explanation : that is, in other words.

• Exemplification : for instance, for example, such as.

• Order of ideas as : first, secondly, thirdly, lastly, finally, next.
• Complex prepositions : according to, as for, due to, except
for, owing to, along with
.

10
 Phrases : Introduction markers :
• To begin with....
• In this section we shall look at ...
• By way of introduction....
• The purpose of this essay is......
- Importance markers :
• It is essential to realize that ....
• I is well worth noting that .....
- Summary markers :
• To sum up......
• Briefly, we can say that ....
• In more concise terms, this means .....
• To be brief .... / To be short .....
- Conclusion markers :
• It is clear from all I have said before .....
• Finally, you can see that .....
- Discussion markers :
• On the one hand, .... on the other hand ....
• I admit / we must admit that ....
• I am opposed to ....
• one of the advantages is .....
• It can't be denied that ....
•

FUNCTIONS : Making request.

POSSIBLE INPUTS :
- Business letter.
- Personal letter.
- Dialogue / conversation.

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LANGUAGE FORMS :

EXPOSITORY SPOKEN

- I should be grateful if you would send - Can you spare a moment, please ?
me your book list of ...... - Could I have another cup of tea ?
- Would you lend me some money ?
- We should appreciate your sending us - Would you mind opening the window ?
immediately a wide choice of samples. - Do you mind if I open the window ?

- Perhaps you could also let me know

your terms of business.

- would you please send us

FUNCTIONS : Expressing regrets

POSSIBLE INPUTS :
- Business letter.
- Personal letter.
- Dialogue / conversation.
LANGUAGE FORMS :

EXPOSITORY SPOKEN

- I'm sorry to hear that ....
- We regret we can no longer grant you
credit ....
- Unfotunately, I regret to inform you
that ....
- I am sorry I couldn't attend your
wedding .
- What a pity you weren't at the party.
If only 
-  I had seen this film !
I wish 
- We shouldn't have left him alone.
- That's too bad ! we missed him by an
inch.

FUNCTIONS : Complaining - Expressing reproach.

POSSIBLE INPUTS :
- Business letter.
- Personal letter.
- Dialogue / conversation.

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LANGUAGE FORMS :

EXPOSITORY SPOKEN

- You should have wrapped them in - I'd / would like to know why.......
plastic material. - I think it is a shame to ......
- Will you please deliver the envelopes - I'm sorry to have to say this, but.....
by Friday at the latest. - I'm sorry to trouble you, but......
- We should therefore appreciate your - Look, I'm sorry to trouble you,
looking into this matter and letting us but....
know the results.
- We hope that such an accident will not
occur again.
- We shall appreciate the replacement of
the album as soon as possible.

FUNCTIONS : Apologizing..
POSSIBLE INPUTS :
- Business letter.
- Personal letter.
- Dialogue / conversation.
LANGUAGE FORMS :

EXPOSITORY SPOKEN

- I must write to apologize for the way I - I'm

behaved at your party last night. terribly 
- We are sorry to inform you that we 
stopped production of fruit juice. awfully  sorry
- I do apologize for... so 
- I'm extremely sorry that the order 
- Please forgive me for...
was so late.
- Please accept our apologies for any must 
inconvenience caused by the delay
-I  apologize for...
do 
- I just don't know what to say.

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 GENERAL RECOMMENDATIONS
With this first dispatch, you will need :
- a note book ( 120 pages )
- an English dictionary
- a pen, a ruler, a pencil and a rubber
- Work regularly - It is better to study half an hour a day every day than 5 hours
one day, and nothing the rest of the week.
- If you can, work with friends.
-Follow the instructions in the booklet very carefully.
- Keep the booklet, you will need it later.
- Do not write in this booklet in pen. Use a pencil you can erase answers if you
wish to redo certain activities later.
- Learning is thinking : so think before you answer. Think before you write.
Think when you compare your answers with the key. You can discover by
yourself how language works.
- Always re-read your answers, you can correct many mistakes.
- Timing is suggested for each unit. Follow it.
- When you finish a unit, look again at its objective. Can you do the things
mentioned in the objective ? If the answer is No, do the unit again.
- Give yourself marks for each activity. See if you are making any progress.
- Read the " special advice " page very carefully.
- Copy all the reading passages on your copy - book.

14
 SPECIAL ADVICE

GETTING READY :
The aim of these parts is to introduce you to general topics. The questions are to
be answered orally. Preferably in English, otherwise in Arabic. You may, if you
wish, make a few quick notes.
The key does not always contain the answer because this section refers to your
personal experience,your familiar environment, your opinion.

ACTIVITIES : ( Related to the text ).

Before reading the passage, look at the title (what does it suggest to you ? ), the
pictures ( when they exist ), the lay out or presentation ( Is it a letter ? Is it a
dialogue ? Is it an advertisement ? etc ... )
- Try to get a rough idea of what the text is going to be about from the 3
elements above.
- Read the instructions carefully and follow them.
- Read the text quickly a first time to get a general idea of the contents.
- Read a second time more slowly without being disturbed or stopped by the
words which are new to you.
- What to do with difficult words ? we recommend the following technique :
a - Ignore the difficult word : Imagine it does not exist. See if you can
understand the general sense of a sentence without being disturbed by the word.
b - Look in the context ( the words that come before or after the new word ) to
guess its general sense. A number of difficult words or expressions are explained
later, either immediately afterwards or elsewhere in the passage.
c - Read on and revise your guess.
- In any case, be satisfied with approximation. No need to have an exact
definition of the new word (s).
d - If nothing works, look up the word in a dictionary.
- Read the questions related to the text : first quickly then carefully.
- Go back to the text and locate the words, phrases, sentences or paragraphs
which contain the answer.

15
CONCENTRATION IS NEEDED :

- Write the answers in note - form, in pencil, on rough paper.

- Go through the questions and answers, compare them with the key.

ACTIVITIES : ( others )

- Read the instructions carefully.

- If an example is given, study it well.
- Do the activity set.
- Read your answers again.
- Compare your answers with the key.

PATTERN SUMMARY - USE OF ENGLISH :

The aim of these parts is to provide you with a formal grammatical or functional
pattern, to give you the rules.
Before looking at them, try to draw your own grammatical rules.
LEISURE TIME :
This part contains games, quizzes, puzzle. We hope you will find them
a pleasant refreshing change and useful too. They re-introduce some words used
in the unit.
KEY :
This part is aimed at SELF - CORRECTION and SELF -
EVALUATION. All the activities in each unit are followed by suggested
answers at the end of the unit.
When : - you have finished the activity or activities concerned.
- you have read your answers again, AND you are satisfied
with your own answers.
THEN, and ONLY THEN can you compare your answers with those
suggested in the key.
If your answers are correct, give yourself a good mark. If you are not
satisfied, ask yourself WHY ? WHAT’S WRONG ? Then do the same activity
again, 2 or 3 days later.

16
 SPORTS

OBJECTIVES OF THE UNIT :

By the end of this unit, you should be able to reconstruct a piece
of narrative and compare people (personality features, life, career)
...
TIME NECESSARY :
About 15 hours, that is 1 hour a day for 15 days.

UNITS OR LESSONS TO BE REVIEWED

SIMPLE PAST - PAST PERFECT. HABITUAL PAST.
Adverbs of frequency - time adjuncts.

MATERIAL TO BE PREPARED
Sport magazines.

REFERENCES :
new lines : Units 1 - 3.
midlines : Units 7.

UNIT PLAN
• GETTING READY - D. W. U. WORDS
• ACTIVITIES 1 to 7 - ACTIVITY 15
• PATTERN SUMMARY - PATTERN SUMMARY
• GETTING READY - LEISURE TIME
• ACTIVITIES 8 to 11 - KEY
• GETTING READY
• ACTIVITY 12
• D .W. U. WORDS
• ACTIVITIES 13 to 14
• D .W .U. WORDS

17
GETTING READY SPORTS

* What kind of sport do you practise ?

* What facilities are offered to young people ?

* What can be done to promote sports in

Algeria ?

* Are all sports within anyone's reach in

Algeria, or are some sports reserved to a
certain category of people ?......

18
19
 ACTIVITY 1.1.

This sportman was a famous tennis - player. Do you know him ?

In the following passage he talks about his early years in tennis.
Read the passage and try to find out as much as you can about him.

* Championship in which he took

part.

* At what age he won his first

important match.

* List other things you would like

to know about him.

My Life in Tennis
My father was one of the country's leading table- tennis players. I n the
summer of 1965 he won a tennis racket as first prize in the city champioships
and gave it to me. I had my first tennis racket at the age of nine. Soon, I attended
a beginner's class at the Sodertalje Tennis Club. I arrived at the tennis court of
the club at 7 o'clock every morning and wouldn't leave until my parents collected
me at dark. The role of my parents was perfect. They were helpful but never
interfered with my tennis. I was obviously crazy about tennis from the beginning
and they gave assistance all the time.

20
 I was ten when I met Percy Rosberg, the best coach in Sweden. I got a
chance to play with him for half an hour ; he was interested in the way I was
playing and asked me to train with him at the Salk club in STOCKHOLM.
I started to go to the club seven days a week. I travelled by train from
Sodertalje to Stockholm every day after school for five years.
The tournaments I remember best are those Ihad when I was very
young. I won my first tournament at 11 in the Sormland country Championships.
The next summer I won my age division in the Swedish National School
Championships.
At thirteen, I travelled to Malen, in the south of Sweden, for the
national junior championships, and I won both the thirteen and fourteen age
divisions. I was on my way.
When I was fourteen I was selected to represent Sweden in a junior
tournament in Berlin. It was my first experience of international travel. From
then on, I dedicated myself totally to tennis.

DEALING WITH UNFAMILIAR WORDS :

1. I was crazy about tennis: I like tennis more than anything else.
2. to give assistance : to help.
3. to coach : to train ( a coach : a trainer ).
4. I was on my way : I was on my way to success.

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 ACTIVITY 1.2.
Read the text again, then complete the following table
.

EVENTS AGE OR DATE

1. He got his first tennis racket when he was 9 /at 9

2.He ............................................................... in 1965

3. He .........................................Percy Rosberg ..............................................

4. He ............................................ the Salk club ..............................................

..
………….

5. He .............. his age division in the Swedish

national championships. ..............................................

6. He ............................................................... at 13.

7. He ....................................... to represent ..............................................

Sweden ...................................... in Berlin

ACTIVITY 1.3.
Fill in each gap with one word. Do not refer to the text ( on page 24 ) until you
finish the exercise.

I ............my first tennis racket at the age ........... nine. My parents were
very helpful. I was obviously crazy about tennis from the ............ and they gave
assistance all the time. I was ......... I met Percy Rosberg, the best ........ in
Sweden. I started .........with him at the Salk club in Stockholm. I ......... my first
tournament at 11 in the Sormland Country Championships. From then on I won
every year. I was on my way. At 14, I was ......... to represent Sweden in a junior
tournament in Berlin.

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 BEFORE COMPLETING A GAP FILLING EXERCICE,
READ THROUGH THE ENTIRE PARAGRAPH FIRST.
THEN START FILLING THE GAPS.

ACTIVITY 1.4.
Study the 2 following headlines A O B.
A. TENNIS STAR TO MARRY AFTER SURPRISE DEFEAT
B. DID HE JUMP OR WAS HE PUSHED ?

They both appeared in London newspapers on the same day. Which sentences go
with headline A ? which go with headline B ?.
1. The body of a man was found in the river Thames near Tower Bridge
yesterday.

2. John Mac Elbow will not be seen again this year on the centre court at
Winbledon.

3. He was beaten yesterday afternoon by an unknown German,Gunther

Schiefgang.

4. He was later identified as Murray King, 52, a well known agent in the film
and advertising world.

5. Afterwards, he was asked if there was any truth in reports that he intended to
retire from tennis.

6. He had last been seen alive four days earlier in a London gambling club.
7. Two models who worked for him, Jennifer Bradbury and Caroline Moor, have
recently complained that King had been cheating them.

8. " Not at all " he said. " I'll be back next year and what's more, I'll win the title
next year, too ".

9. According to them, he had gambled away large sums of money which should
have been paid to them instead.

10. But he admitted that he had not been playing lately.

23
11. " Something has been wrong with my game lately and I just don't know what
it is, " he told the reporters.

12. The causes of his disappearence and death have still not been fully
explained.

13. However, the police said last night that they were considering two
possibilites.

14. " But everyone goes through bad times now and then, " he added.

15. These were murder or suicide.

16. He also said it was true that he and the film star, Claudia Whitney, were
planning to get married next week.

17. His secretary told the reporters last night that he also owed money to people
in the London underworld.

18. " I think It's very likely that some of those criminals got tired of waiting for it
and pushed him into the river, " she said

WHEN SEPARATING TWO TEXTS, LOOK FOR

PRONOUNS ( HE, SHE, THEY, THEM ...) AND THEIR
REFERENTS. THIS WILL HELP YOU MAKE
RELATIONS BETWEEN THE SENTENCES.

ACTIVITY 1.5.

a. Read the sentences again and find words that have the same meaning as
the following expressions.
1. didn't win ( sentence 3 ).
2. stop working ( sentence 5 ).
3. the opposite of dead ( sentence 6 ).
4. lost money by playing games of chance ( sentence 9 ).
5. lowest social position or not recommended people ( sentence 17 ).

24
b. What / who do the following words refer to ?
1. He ( sentence 3 ).
2. He ( sentence 4 ).
3. Them ( sentence 9 ).
4. These ( sentence 15 ).

ACTIVITY 1 6.

Read the sentences again and pick / out the ones concerning the tennis - star
and write out the paragraph.

ACTIVITY 1.7.

1. Study the following sentences.

A. A journalist asked john Mac Elbow if there was any truth in reports that he
intended to retire from tennis.
B. A reporter asked John Mac Ellow : " John is there any truth in reports that
you intend to retire from tennis " ?
They have the same meaning. In sentence A, the journalist's question is
reported.
In sentence 3, the exact words used by the journalist are reproduced and are
placed between quotation marks ( " .... " ).
What other changes do you notice regarding the pronouns or the tenses
used ?
SENTENCE B is in DIRECT SPEECH.
SENTENCE A is in REPORTED SPEECH.
2. Now, you classifly sentences 4,5,6,7 and 8 into each of the 2 categories.

REPORTED SPEECH DIRECT SPEECH

3. What are the exact words said in sentences 5.15 and 18.
5 " ............................................................" , the reporter asked
11 " .......................................................... ", J. Mac Elbow said

25
16 " .......................................................... ", J. Mac Elbow said

PATTERN SUMMARY
:
REPORTING VERBS DIRECT SPEECH REPORTED
SPEECH
INDIRECT

He said that ..... is was

He added that .... can could
He denied that .... has had
He explained that .... wants wanted
He told me that doesn't want didn't want
will would
Notice when you use told and when you use said
I told him 
 that it was impossible.
He told me
I said 
 that it was impossible.
He said 

GETTING READY :
Have you ever skied ?
Can you ski where you live ?
Is there snow in winter ?
Skiing is a dangerous sport, isn't'it ?
Skiers can get injured, can't they ?
Well that's what happened to a great skier,Ingrid Schuster.
Read what the following article says about her.

INGRID'S BACK ! ( Kitzbuhel Saturday.)

Ingrid Schuster, Austria's top woman skier, won the World Cup Downhill Race
here today- her first race since her terrible fall at Wengen nine months ago where
she broke both her legs, in a 90 K.ph. crash. Doctors said she would never ski
again, but 22 year- old Ingrid didn't believe them. " I was sure I would ski again.
I just knew it," she told me after she had won the race. " getting fit again was
very hard work and it took a long time. But I knew that one day, I would race

26
again. I wanted my first race to be here at Kitzbuhel, in front of all my fans, but
I didn't really expect to win. I just wanted to take part. Winning today was great.
It made all the hard work worthwhile. "

ACTIVITY 1. 8.
Read the text and answer the following questions.
1. Where did Ingrid win her comeback race ?
2. Where did she have her bad fall ?
3. How fast was she going when she fell ?
4. What did the doctors say after she fell ?
5. Where did she want her first race to be after her accident ? why ?
6. Did she expect to win her first race ?
K. p. h. : kilometer per hour.
M. p. h : mile per hour
downhill : What could the opposite be ? ( up hill )
I just knew it. ″just ″ is used to indicate emphasis. I was absolutely
certain about it.

ACTIVITY 1 .9.
Before he could write the article about Ingrid the reporter had to talk to her.
Here is a part of the interview. The following words are missing. Could you put
them in their right place.

a. So - b. But - c. Yes - d. Well - e. Doing - f. getting - g. Said - h. Told - i. Why.

j. Would.

REPORTER : Nine months ago, the doctors ............... you'd never ski again.
INGRID : ......... I didn't believe them.

REPORTER : ....... not ?

INGRID : ...... I don't know. Something just told me that I ..... ski again

REPORTER : was ......... fit again difficult for you ?

INGRID : ....... , it was. They ...... me to do the same exercises every day ......
these exercises were really boring. I got really fed up with them.

REPORTER : ...... now you've won at Kitzbuhel. What a great comeback !....
done, Ingrid !

27
INGRID : Thanks very much.

ACTIVITY 1.10.

In the following text a few sentences ( a - b - c - d - e ) have been scrambled.

Can you put them in the correct order ? Dancer becomes ice star by
accident.

When Andrea Martin was a child, it was her ambition to dance in the
ballet. For years she hoped to do this, and trained and practised.
a. But she was told she would not be able to continue her dance training.
b. One of them was ice - skating.
c. She later had two operations on it in hospital.
d. But when she was 13, she fell and injured her foot badly.
e. So she gave up her ambition and tried to do other things instead.She
found that her training as a dancer helped to learn this very quickly. Andrea is
now 21 years old and is the star of the Ice Show Golden Skates. In an interwiew
she had this to say : " You can do any thing if you try hard enough !"

ACTIVITY 1.11.

a. Rewrite the paragraph about Andrea Martin. ( If you can't do it, refer to the
keys for the correct order ).

b. Look at the words underlined in ( ACTIVITY 10 ). For each one find the
word or group of words for which it stands. The first example is given :

e.g : 1 - ... this → dance in the ballet.

2 - ... it ...
3 - other things ...
4 - ... this ...

WORDS LIKE " THIS ", " IT, " THEM " MAKE
CONNECTIONS BETWEEN PARTS OF A TEXT. IT IS
IMPORTANT TO REALISE WHAT THESE WORDS
REFER TO. THEY MAY REFER TO A WORD, A
PHRASE, A SENTENCE, OR SEVERAL SENTENCES
IN ANOTHER PART OF THE TEXT.

28
GETTING READY

* What are this couple ?

* Where are they ?

* What do you know about this sport ?

*Is it expensive ?

Does it require special

equipment ?

ACTIVITY 1.12.

Read the following paragraph quickly and find out who the couple are and what
competition they took part in. Where did the competition take place ?

THEY DANCE TO VICTORY ON ICE

Clad in simple black outfits, the handsome couple glided across the
ice, bodies and limbs in perfect unison, their every movement in harmony with a
plaintive harmonica. As the music ended nearly four minutes later,there was a
hushed silence before the spell broke and the crowd leaped to its feet, cheering
and shouting, many holding back tears. Then came the scores. For artistic merit,
five of the seven judges gave them a perfect score, a full six marks, The
maximum score ever to be won by any skater in international competition. Their
victory has earned Jayne tornvill and Christopher deam a place in skating

29
history. " In Copenhagen, " wrote a journalist in The observer " : Jayne and
Chris brought. ice dancing to a level of perfection that the world never before
experienced ".

DEALING WITH UNFAMILIAR WORDS :

Match the following words in column A With their definitions in column B.

A B

1. CLAD : a. silence or stillness that fell over the audience,

( line 1 ). especially after noise.

2. OUTFITS : b. specially dressed.

( line 1 )

3. GLIDED : c. a set of clothes and special shoes needed by sportsmen.

( line 1 ).

4 HUSHED SILENCE : d. moved along smoothly, continuously and

( line 3 ). effortlessly across the ice.

5.THE SPELL BROKE e. the fascination was over.

(line 4 ).

IS YOUR HANDWRITING NEAT EASY TO READ ?

BE CAREFUL WITH SPELLING.

30
 ACTIVITY 1.13.

A: Read the paragraph again and find words or phrases showing that the
crowd :
1. Was completely quiet. ( line 5 ).
2. Stood up. ( lines 6.7 ).
3. Showed its excitement and joy. ( line 7 ).
B. Answer the following questions :
1. What musical instrument was heard ?
2. How long did the performance last ?
3. Describle the audience's reaction
a. during the performance
b. when the performance ended.
4. What is the highest possible mark ?

ACTIVITY 1.14.
Read the following paragraphs ( 2 and 3 ) and find :

1. the factors that helped the young people start their career.
2. why the trainer chose Jayne Tornvill as patner for Christopher Dean.
Towards the end of 1976, a teacher at the rank spotted Jayne and
thought she might make a good partner for a promising young male skater she
was training,Christopher Dean. The teacher suggested that he and Jayne team -
up for a six month trial period, concentrating on ice - dancing with its emphasis
on precision, timing and artistic impression. Their rapport was almost
instantaneous : " When we started to dance together, our minds were right in
tune ", Says Chris. Their later trainer Betty Callaway says : " I took them on
because they were both such nice people and because they had a lot of talent.
But most important, because they work so hard - harder than any couple I've
ever trained. They are completey dedicated. "
Both were working full time, Jayne as an insurance clerk and Chris as a
Nottingham policeman with frequent shifts. They grew in Nottingham, in
England's midlands, and came from families of modest means. His father was an
electrician, her parents ran a candy shop. In order to accommodate both their
jobs, they would often start practising well after 10 p.m. and continue until 2.30
a.m., by special permission of the rink manager. It was after the 1980 Olympics
that the couple made a crucial decision : to have a hope of winning the World
Championship and the 1984 Olympics, they must give up their jobs and train full
time. Until now they had relied on their savings, plus small grants from the

31
sports council and the sports Aid Foundation. But their expenses were soaring :
training costs, handsome boots with special blades, at least four costumes each
year, plus practice outfits. After they had mentioned in a television interview that
they needed sponsorship, they received a generous grant of § 14,000 from the
Nottingham City Council.

DEALING WITH UNFAMILIAR WORDS

Find the words in the text that mean the same as :

1. a period during which one shows one's skills, qualites and abilities. ( L.4 ).
2. they devote their time and energy to training. ( L.9 ).
3. to work by brigade. ( L.11 ).

Here is the rest of the text.

A handsome couple who might pass for brother and sister, Jayne and
Chris both have a natural, easygoing manner and remain remarkably untouched
by their new-found fame. Temperamentally, they are different. Jayne, 25, seldom
flusters before performances, while Chris, nine months younger, is given to
occasional outbursts when things go awry. " I can get pretty fiery ", he concedes,
" but Jayne is always placid, and cools me down ". Each brings to the
partnership a special ingredient. Chris is a skilled choreographer and the ideas
man. " Suggestions for new movements, new steps, new routines simply tumble
out of him ", says their trainer, Betty Callaway. " And it is Jayne who takes them
and makes them work. Both are blessed with a keen musical ear. but perhaps
more important of all, there is an uncanny telepathy between them. They don't
need to speak to know what the other is thinking. "
.... Later on they won the Gold medal, World Champioships, 1983, and
the Gold Medal in the Sarajevo Olympics, 1984.

32
 DEALING WITH UNFAMILIAR WORDS
Match the following words or expressions in columm A with definitions in
columm B.
A B
1. FLUSTERS : a. easily made angry.
2. OUTBURST : b. to go wrong.
3. TO GO AWRY : c. holy, sacred / to be fortunate.
4. FIERY : d. become nervous or confused.
5. BLESSED : e. mysterious, strange.
6. KEEN : f. an outpouring or explosion of laughter or
7. UNCANNY anger ...
g. sharp, sensitive.

What does " pretty " ( l . 5 ) mean in " I can get pretty fiery "? - pretty here
means : very, quite, rather.

ACTIVITY 1.15

A Although Chris and Jayne have many points in common, they are quite
different. Read paragraph 4 ( page 31 ) and fill in the table below :

COMMON POINTS DIFFERENCES

CHARACTER PARTNERSHIP

JAYNE - both have a natural -

easygoing manner -

- -

CHRIS - -
- -

NEW SENTENCES START WITH A CAPITAL

LETTER.
NEW PARAGRAPHS ARE INDENTED.

33
 PATTERN SUMMARY

EXPRESSING

SIMILARITIES DIFFERENCES

Both ...... and ........ ......... while ...........

They both ............. .......... but ..............
Both of them ...... whereas .................
Like ...... .......... however ......
......... have ........... in common .......... different from.

B. Use the information in the table ( refer to keys if necessary ) and write a
paragraph to describe Jayne and Chris. Use the following language forms :

1. EXPRESSING SIMILARITIES :

- Both Jayne and Chris are / were ....

- They are both .....
- Both of them ......

1. EXPRESSING DIFFERENCES :

- Chris is ........ while Jayne .........

- Chris is ........ But Jayne ............
- Whereas Chris is ....... Jayne .....

3. ADVERBS :

- Seldom, always .......

- Pretty ..........., quite ......., very .....

34
 ACTIVITY 1.16.

There is extra information concerning Jayne Tornvill and

Christopher Dean.

Life : Jayne-born 7 th October 1957. Nottingham.

Chris-born 27 th July 1958. Nottingham.

CAREER : 1976 : British Nothern Ice Dance champions.

1978-84 : British Ice Dance champions.
1981-82-83. European champions. World
Champions-Gold medal.
1984 : Sarajevo Olympics. Gold medal.
1985 : Embarked on professional career.

Now write 2 paragraphs about the life and career of the 2 dancers using the
information above and the information in ACTIVITY 14.

Life : names date of birth. place of birth - family - education – occupation

CAREER : training - competitions - medals won.

35
LEISURE TIME

" The Lighter Side "

1 2 3 4 5 6 7

8 9

10 11

13 14 15

16 17 18

19 20 21 22

23 24

25 26

ACROSS DOWN THE ASTERISK *

1 A starlike sign used as a footnote 1 Powder material left after fire The asterisk looks like a spider, a
marker. 2 Heavenly body spot, a smudge, or a paw print, but
8 A sudden or violent outbreak of 3 Preposition really it's not a star that's so small
wind. rain snow. Etc. 4 Mistake that it seems very far, But it's closer,
9 Preposition 5 Room ( abdr ). Much closer,
10 Half a laugh 6 Committed a moral fault Than stars ever are.
11 Any person or thing. unit 7 Joint in the middle of the leg " Look, " says the asterisk,
12 An enclosed space in a house or 13 Bird with large eyes that " First look at me,
other building sleeps during the day Then look at the bottom
15 Opposite of southwest ( abbr. ) 14 A greater amount And see what you see. "*
17 Put words on paper yesterday 16 Arrived At times, though, a row
19 Everything : everybody : 18 Having been pulled apart ; Of asterisks stout
completely. ripped Is left in the ***** where a word is
21 Was carried in a vehicle or on an 20 Went first; showed the way left out.
animal 22 Chew and swallow food Other stars may be bright
23 1st person pronoun 24 that man In the night
24 3rd person pronoun But I'd say
25 Rim, border, cutting part of a That the asterisk's bright ***
knife Both by night
26 Negative word And by day.

* What you see, if you look, is a

note such as this
but for the asterisk, reader, you
miss.
** Space.
*** Intelligent, that is.
RICHARD ARMOUR

36
 Solution to crossword puzzle

A S T E R I S K

S T O R M I N

H A R O N E

R O O M N E

C W R O T E

A L L R D E
O
M E H E R A

E D G E N O T

K E Y

ACTIV PAGE SUGGESTED ANSWERS REFERENCE - OBSERVATIONS -

ITY RECOMMANDATIONS
1. 20 Were your guesses correct ?
2. ... attended a beginner's class at Try and do this exercice later.
2. 22 the " Sodeltaje " Tennis club ... Do it without looking at the reading
3. ... met ... When he was 10. passage- other words can be used :
4. ... trained with him ... when he for example :
was 10. n° 7 : was chosen was asked . etc..
5. ... won ... when he was 11.
6. ... travelled to Malen
7. ... was selected ... when he was
14
1. won - 2. of. 3. beginning.
3. 22 4. when. 5. coach - 6. training.
7. won - 8. selected.
A. 2. 3. 5. 8. 10. 11. 14. 16. Rewrite the two separate texts on
4. 23 B. 1. 4. 6. 7. 9- 12. 13. 15. 17. 18 your notebook.
a. 1. Was beaten. 2. to retire This is another good way of
5. 24 3. alive. 4 gambled. 5. people in improving your vocabulary.
the London underworld.
b. 1. Mac Elbow. 2. a man.
3. 2 models. 4. 2. possibilities.
6. 24 REFER TO KEYS ACTIVITY 4. A.

37
 K E Y

ACTI PAGE SUGGESTED ANSWERS REFERENCE - OBSERVATIONS

VITY - RECOMMANDATIONS

7. 25 2/ REPORTED SPEECH. 4.5.6. Pay attention to the question

DIRECT SPEECH. 7.8. marks in direct speeck. " "
3/. 5. " Is there any truth in reports that "
you intend to retire from tennis *. In picturesque speech they are
11. " I have not been playing lately " sometimes called " sixty six "
16. " It is true that the film star Claudia and " ninety nine "
Withney and I are planning to get " "
married next week ".

8. 26 1. at Kitzbihel. All these questions are factual

2. at Wengen questions. Their answers are
3. 90. k. p. h. explicitly given in the text.
4. she would never ski again. That is why they are easy.
5. At Kitzbihel because all her fans
were there.
6. no, she didn't.

9. 27 1. said. 2. But. 3. Why. 4 would

5. getting. 6. Yes 7 told.8. doing.
9. So - 10. Well.

10. 27 d. c. a . e. b. Did the underlined words help

you ?
Refer to activity 10
11 a. 28 2. foot. 3. them. 4. ice- skating.
b.
D.W. 29 1. b - 2. c - 3.d - 4. a.
U.w

12. 29 - Jane Tornvill and Christopher Dean. Write other questions yourself
- International Competition in and find their answers in the text.
Copenhagen.

38
 K E Y

ACTI PAGE SUGGESTED ANSWERS REFERENCE -

VITY OBSERVATIONS -
RECOMMANDATIONS

13. A. 30 1. a hushering and shouting.

1. The harmonica
2. Four minutes.
3. a. the audience was completely silent.
b. The audience was very excited
B.

14 30 1. A teacher at the training school rink

helped them meet and train together and
gave them the chance to start as a skating
couple.
- Thanks to the grant of § 14,000 received
from Nottingham Council, they gave up
their Jobs and could train full time.
2. The trainer chose Jayne Tornvill as a
partner for Chistopher Dean because they
complete each other admirably.

D.W.U. 31 1. a trial period.

W 2. dedicated. 3 to work in shifts.

15. 32 common points :

- untouched by their newfound fame. The information is given in a table
- blessed with a musical ear form - Try and write two paragraphs
- uncanny telepathy between them. : one about similarities, the other
differences : ( character ). about differences - you will then add
Jayne : - seldom flusters. - a short introduction
- always placid. - a brief conclusion and you have a
Chris : occasional outbursts Differences ( good text.
partnership ).
Jayne : takes her partner's ideas and
makes them work.
Chris : skilled choreographer the ideas -
man.
D.W.U 31 1. d - 2. f - 3. b - 4. a - 5. c - 6. g - 7. e.
.W

39
 YOUTH

OBJECTIVES OF THE UNIT :

By the end of this unit, you should be able to relate an incident
defending a standpoint.

TIME NECESSARY :
About 15 hours, that is 1 hour a day for 15 days.

UNITS OR LESSONS TO BE REVIEWED

Simple past - habitual past - phrasal. verbs - determiners -
phrasal verbs.

MATERIAL TO BE PREPARED
Newspaper articles dealing with incidents.

REFERENCES :
New Lines : Units 8 -1.
Midlines : Units 12 - 14.

40
 UNITE PLAN

GETTING READY WORD STUDY D.W.U WORDS

ACTIVITIES 1to 3 ACTIVITIES 8 to 10. ACTIVITIES 12 AND 13

GETTING READY USE OF ENGLISH LEISURE TIME

ACTIVITIES 4 to 6. PATTERNSUMMARY KEY

GETTING READY ACTIVITY 11

ACTIVITY 7 GETTING READY

GETTING READY :

A good percentage of the population in Algeria is represented by youths.

Are they all busy doing something throughout the year ?
Do they all go to school, or university or have a job ?
No, of course not. What happens when young people have nothing to do and
nowhere to go ? ...
They usually get into trouble. John Brown a youth got into trouble. In
the following text, he tells us about it.

ACTIVITY 2.1.

Read the text, and put the following main ideas in the correct order.

A. The father's reaction.

B. The child's feelings.
C. The authorities’ reaction.
D. The destruction of the hut.
E. The farmer's reaction

41
THE HUT INCIDENT

I remember the very first quarrel I had with my father. I got into trouble
with the police. I was with a few friends and we went into a field and started
breaking down a sort of little hut. We would play on it and generally pull it to
pieces, quite harmlessly. All my friends would do this and one day I was pulling
bits of wood off when suddenly from out of nowhere came a farmer carrying a
shotgun. He had a dog with him, and one of his assistants. They grabbed the
three of us and bundled us onto a car and took us off to the nearest police station
and we were charged. My father went up to see the farmer that night, after he
had heard about it, and tried to get him to withdraw the charge. They all went
down to the police-station, and they said, " well we're terribly sorry but we can't,
" and I had to go to court about a week later. I was eleven at that time. My father
was very upset. From then onwards I've always found it difficult to communicate
with my father. I don't think he has ever forgiven me for that first incident.

ACTIVITY 2.2.
A. Read the text again and complete the following table :

TIME SUBJECT VERB OBJECT PLACE

One day, my friend and went into a field.

I started breaking
was pulling
came
was carrying
grabbed
bundled
were charged

B. now that you have completed the table, use the information to write a brief
story of the incident using connectors.
Start like this :
One day my friends and I went into a field. .......

42
 ACTIVITY 2.3.
Imagine you are the farmer, report the incident to the police. Your
version of the incident is different from John Brown's version .He is
exaggerating the facts.
The introduction and the conclusion are provided. Read them and
complete the report taking into consideration the exaggeration of the facts. The
names of the other boys are Paul Griffith and Peter Smith.

Sunday, September 27 th

It was 2 o'clok in the afternoon. For more than a week I noticed that
my shed was being seriously damaged. Every morning I would find wood lying
on the ground so I decided to keep watch.

BODY OF THE REPORT

My shed is completely ruined and it will undoubtedly cost me hundreds of

pounds to get it repaired. These little hooligans deserve strict punishment.

signature

43
 GETTING READY
John Brown narrated the hut incident. Now a B.B. C. talk producer is
asking him a few questions.
Can you predict in what way this incident affected the father's and the
child's behaviour.

Now read the interview and check whether your guesses were true.

INTERVIEWER : How old were you then ?

JOHN BROWIN : I was 11. My father was very upset. From then onwards I've
always found it difficult to communicate with my father. I
don't think he has ever forgiven me for that first incident.

INTERVIEWER : You said you feel alienated from that age. Was this a very
conscious
feeling ? Did you feel at the age of 11 or 12, " I'm different
from other
boys " ?

JOHN BROWN : I did. I can remember isolated incidents, especially when I

was 14 or 15, at grammar school, when I felt completely
different from everybody else. I had three or four very close
friends in grammar school, and I was too embarrassed to
bring them home.

DEALING WITH UNFAMILIAR WORDS :

1. quarrel : fight.
2. harmlessly : with no hidden aim or purpose
3. grabbed : took violently
4. bundled : put by force
5. were charged : had to go to court

44
 ACTIVITY 2.4.

Now read the interwiew again and tick (X) the phrases corresponding to the
father's and son's reactions and feelings in the appropriate column.

Feelings / REACTIONS FATHER CHILD

1. was upset

2. didn't forgive him

3. found it difficult to
communicate with him

4. felt alienated

5. felt different from others

ACTIVITY 2.5.

Use the table in ACTIVITY 4. ( refer to the keys ) to label the following
diagram. The arrows symbolize the father's and son's reactions.

THE INCIDENT

upset

didn't forgive his son

FATHER
SON

45
 ACTIVITY 2.6.

Using the table in ACT. 4 and the diagram in ACT.5 ( you can refer to the
keys) write a short paragraph ( 2 or 3 sentences ). The following sequence
markers can be used.
after - from then on - since then - after that ...

GETTING READY :
From all that you have studied about the incident, the father's feelings
and reactions ;

* What kind of personality features would you attribute to the father ?

* Can you imagine what personality features could the mother have ?

Think of some adjectives that can qualify the father's and the mother's
personality features.
Then read the rest of the interview and check whether your guesses
were true.

* How many adjectives in your list correspond to the ones in the interview ?

INTERVIEWER : Can you explain to yourself now the basis for the difference
between you and your father ? What is it ?

JOHN BROWN : He was very intelligent and he was brought up in a very hard
way. His father died quite early and he was pushed into the
Navy instead of going to College. Having been in the Navy
for so long and having come from a background where
mother is the main influence, he is very, very rigid and
authoritative; and he bases such ridiculous arguments on
my behaviour, things about manners, politeness, haircuts,
instead of important things.
INTERVIEWER : What about your mother ? Is she authoritative like your
father ?
JOHN BROWN : My mother is somehow the complete opposite of my father ;
she is well-balanced and never worries about anything for
very long ; she is a very good mother and a very good wife.
I suppose that is the reason I get on"well" with her ; she

46
 doesn't tell me what to do very much, although we have
arguments.
INTERVIEWER : Why wasn't your mother sufficient to keep you
respectable ?
JOHN BROWN : I think I needed the authority, or at least the friendship of
a father for me to come through without getting into trouble
; but I had no sort of guiding hand from my father after the
age of eleven.

ACTIVITY 2.7.

Read the second part of the interview and fill in the following table with the
mother's and father's personality features ( use adjectives ).

N.B Some of the adjectives have to be worked out.

FATHER MOTHER

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

" I'm thinking of leaving home-Have you any stupid,

unhelpful. middle-aged comments to make ?"

47
 WORD STUDY

Study the following example :

* A rigid person exhibits the following characteristics :

1. He / she is usually hard to convince.

2. He / she never changes his / her mind.
So we can define a rigid person as
1. a person who never changes his / her mind
2. or a person who is usually hard to convince.
Now, in the same way, give definitions for the following adjectives :
1. good
2. mean
3. authoritative
4. well - balanced
5. understanding

ACTIVITY 2.8
Choose the appropriate word from the list and fill in each gap so that the text
makes sense.

a. youth b. wrong c. than d. think e. same f. misbehaviour. g. home h. crime. i.

punishment. j. delinquent k. problems l. be.

This century has been called the century of the child because of an
increased recognition of the problems and needs of children and youth.
In the past, the children, when convicted, were treated in the .........
manner as adults. They were tried in the same courts and punished in the same
way. Up - to - date courts now hold that a ........ under sixteen or eighteen years
of age is incapable of committing ....... . Moreover, society now believes that the
blame for errors of young people should ........ put primarily upon the family,
neighbourhood, or communitty, or all three, rather ........ upon the individual. It
has been shown again and again that if a child is ......., it is because he has
acquired his behavour patterns from disorganised ......... or neighbourhood.
Broken homes often mean broken lives for young people.

48
 ACTIVITY 2.9
A magistrate is interviewed. A magistrate is a kind of judge who deals
with people who have committed small crimes. The magistrate describes a man
who got into trouble shortly after he came out of prison.

Read the interview carefully then answer the following questions.

INTERVIEWER : What happened ?

MAGISTRATE : I can remember the man ........ he came before me ....... and
he'd only just come out of prison. He lived in a very small
town. His family was there, his wife and children and his
old mother.
Everybody knew everybody else in that town and nobody wanted to
give him a job, naturally.
And the trouble he' d been in was that he' d broken into somebody's house and
had taken some money....when money he came before me, I found out a lot
about the man. He had actually tried really very hard to get a job, but he couldn't.
He said he'd broken into the house in order to get some money ....... . He said he
didn't have enough money to feed his family ....... But I think he did it because
he ....... wanted to get caught ........ he wanted to be sent back to prison ... .He
knew that in prison he wouldn't have the same problems he had outside. Nobody
would look down on him because he'd been in prison. He wouldn't feel that there
was no place for him ...... He wouldn't have to worry about food or money,
either.

INTERVIEWER : What finally happened to the man ? What did you do with
him ?

MAGISTRATE : Well, I sent him back to prison. What else could I have done
? The man had broken the law again . He had been in
prison before.

INTERVIEWER : What do you think will happen to the man when he comes
out again ?

MAGISTRATE : Well, probably the same sort of thing ..... He' ll be out for a
few months, he'll get into trouble again and back he'll go !
Back to prison.

49
1. What had happened before the man came before the judge ?

2. What sort of place did the man live in and what was his problem ?

3. What sort of crime had he committed ?

4. Why did the man say he had committed the crime ?

5. Why does the judge think the man committed the crime ?

6. In what way would prison be better for the man ?

7. What did the judge finally do with the man ?

USE OF ENGLISH

.Throughout this unit past tenses have been used. Why ? because the topic was
narration. Things that happened in the past, experiences in the past.
Let's see some examples :

* went into.
* started breaking.

* was pulling.
* came.

* was carrying.
* grabbed.

*bundled.
*had broken.

* had been.

* had come.
* would look.

* would play.
* would do.

50
 PATTERN SUMMARY

NARRATING

(A) (B) (C)

WOULD + STEM HAD + STEM + ED
STEM + ED
habitual past sudden past action before
actions actions past actions

A ex : - We would play on it.

- all my friends would do this.

B ex : - They grabbed us ...

- They took us....
- my father went .... he tried ..
C ex : - ......... after he had heard about it.

ACTIVITY 2.11.
This is the story of a boy. A narration. Read it and put the verbs in brackets in
the correct tense.
There was a time in my boyhood when I ( feel ) that Father ( handicap)
me severely in life by naming me after him, " Clarence ". All the Clarences in
the fiction I read ( be ) horrible. However, Father never ( hear ) of these stories
and he ( be ) too independent to care if people ( think) his name fancy. He
( pay) no attention to the prejudices of others, except to disapprove of them. He
( have ) plenty of prejudices himself, of course, but they ( be ) his own.

51
 Solution to crossword puzzle

P S Y C H O L O G Y

R E E L R P O E

A T A L L P E N S

C R E S N E T

T O S A S E

I N S T R U C T O R

C T E N S E D

E A R E N E A

T I E R E A S Y

M O R O S E T O

GETTING READY :

What is juvenile delinquency ?

What words does it bring to your mind ? Make a list.

* How do the authorities deal with delinquents in Algeria ?

* Do you agree with their methods ?

The following sentences have been taken from a passage. Each of them starts a
new paragraph.
They are called topic sentences.

* Read them and try to find out what the passage is about.

Paragraph 1 : The newspapers tell us of a new method for dealing with

juvenile delinquency, It is a hard method.

Paragraph 2 : I know of no proof that a person has ever been made good by
violence, or by cruelty, or by hatred.
* Now read each sentence separately and try to imagine what idea the writer will
develop in each paragraph.

* Read the following text and check whether your guesses were correct.

52
JUVENILE DELINQUENCY :

The newspapers tell us of a new method for dealing with the problem.
It is a hard method : the youngsters are sentenced to reform schools. Regimen in
these shools consists of hard drills and strict punishment for offenders. One
picture I saw shows boys drilling with huge logs on their shoulders. At such
oppressive places, there seem to be no privileges. But such harsh treatment never
gets down to root causes. Much worse, such treatment inspires hatred to most
adolescents, and its harshness will undoubtedly create permanent haters of
society.

However, in recent years, probation officers have shown a sincere

desire to try to understand the delinquent. The psychiatrists, too, have gone a
long way to teach the public that delinquency is not wickedness but rather a form
of sickness that requires sympathy and understanding. The tide is flowing
toward love instead of toward hatred, moral indignation. It is a slow tide. But
even a slow tide carries a little of the contamination away : and in time the tide
must grow in volume.

I know of no proof that a person has ever been made good by violence,
or by cruetly, or by hatred. In my long career, I have dealt with many problem
children, many of them delinquents. I have seen how unhappy and hateful they
are, how inferior, how suspicion, how emotionally confused. They are arrogant
and disrespectful to me because I am a teacher, a father substitute, an enemy. I
have lived with their tense hatred and suspicious. But here in Summerhill, these
potential delinquents govern themselves in a self-governing community ; they
are free to learn and they are free to play.
They are never preached at, never made afraid of authority.

DEALING WITH UNFAMILIAR WORDS

Find words in the text that mean the same as the following words or expressions
1. L. 3. condemned : ....
2. L. 4. rules applied in an institution : .....
3. L. 5. an exercise repeated many times so that it becomes mechanical : .....
4. L. 5. a person who breaks the law : .......
5. L. 7. a piece of tree - trunk / a heavy piece of wood : ......
6. L. 13. for their first offence young offenders'behaviour is watched over, they
are on : ..
7. L. 19. tendency / trend : .....
8. L. 21. intolerant, narrow - minded : ......

53
9. L. 33. an image of the father : ......
10. L. 39. given a talk about morals or religion : .....

ACTIVITY 2.12.
A. Read the first paragraph of the passage and answer the following questions :

1. What is life like in reform schools ? Pick up the words and phrases which
describe the treatment inflicted to juvenile delinquents.
2. Does the writer approve of such treatment ? Justify your answer with evidence
from the text.

B. Read the second paragraph of the passage and answer the following
questions:
1. Has the people's attitude toward delinquents changed ?
2. In what way has the pychiatrist's role been important?

C. Read the second paragraph again and complete the following diagram (1) :
The arrow below illustrates the change in attitude toward the delinquent
A = traditional feelings and attitudes toward delinquents.
B = new attitudes and feelings toward delinquents.

What are these feelings and attitudes ? Write the words or phrases corresponding
to them under A and B.

DIAGRAM 1.

DELINQUENCY = WICKEDNESS DELINQUENCY = SICKNESS

A B
Feelings. 1. ..................... 1. .......................
2......................... 2. .........................
3. ....................... 3. .........................
D. In what way do adults' attitudes and feelings influence the delinquents'
feelings :

a. toward himself ?
b. toward adults ?

54
Complete diagram 2

DIAGRAM 2

SOCIETY / FAMILY
d ye
e tc
r ln
t ee
a ul
h ro
ci
v
DELINQUENT
A B

How he / she feels toward How he / she feels

himself or herself :
toward adults :
1. unhappy 1. ..............
2. .................................. 2. ...................
3. ................................... 3. ....................
4. ................................... 4. .....................

E. Using the answers in diagrams 1 and 2 ( refer to keys if necessary ), write 2

paragraphs :
You may start like this :

We tend to associate delinquency with wickedness .....

ACTIVITY 2.13.

This is part of a reader's contribution to a survey carried on the causes

of delinquency in the Algerian newspaper, " Horizon ".
" ...... Why do so many young people turn into delinquents ? I think this
is mainly due to the fact that the young today are given everything, and they take
it for granted that they should be given everything. Also they......

You are going to write a letter to the newspaper saying what you think are the
causes of delinquency. The following may help you :

55
A. Looking for main ideas :
Think of the possible causes of juvenile delinquency. Write down the
three most important ones.

1.
2.
3.

B. Looking for details :

Now supply specific details to expand each of the ideas chosen :
You may follow this pattern :
e.g : Main idea : The disruption of the family unit.

Supporting details : a. loose family ties b. family reduced to mother / father c.

more and more mothers go out to work. d. little help provided by society to
support working parents.

C. Writing the draft :

1. Organise your ideas into paragraphs. Choose the connectors you will need
from the following lists.
a. First - secondly - in the first place - in addition - one of the main causes -
besides - moreover etc.
b. but - however - on the contrary etc.
c. therefore - as a result - so since etc.

2. Supply a suitable conclusion ( 1 or 2 sentences ).

D. Now you can write your letter on the following model. Use the opening
and the ending supplied.

56
 Your mame
Your adress
the date

The Editor - in - Chief

Horizon
21, rue de la liberty
Algeries.

Dear Sir,

I read Mr salim Lakhdar's letter which appeared in your newspaper of

( date )
I must say that he holds strange views on the problem of delinquency.
It is far too easy to make assertions such as his : " Young people are given
everything ... "
In my opinion, one has to look elsewhere for the real causes of
delinquency. ...

BODY OF THE LETTER

( conclusion : 1 or 2 sentences )

Yours faithfully

Signature.

57
 LEISURE TIME

" The Ligher Side "

1 2 3 4 5 6 7 8

9 9

11 11

13 14 15

16 17 18

20 20 21 22

24

26

30

ACROSS DOWN ADD A LETTER *

1 The science of mind and 1 what language learners need a lot A.From each word below,
behavior of make two new words by
9 A device on which something 2 Put in place; assign a time. Price, adding a letter (1) at the end;
flexible ( string. wire, etc.) is etc : fixed, (2) at the beginnig.
wound established, firm, a group of 1. go - 3. arm- 5. hat-
10 American short-story writer related things; a division of a - go - arm - hat
and poet tennis match 2. oil - 4. hear - 6. not-
11 In any way (usually used 3 Twelve months or 365 days -oil -hear -not
with a negative. not _____ ( 4 Community language learning B. Form new words as in A
two words ) ( abdr ). (above ). In addition, form a
13 Pointed instrumends used 5 Alternative conjunction; third word by adding a letter at
for writing correlative of closed the beginning and the end of
14 Plural ending 6 Opposite of closed the word
15 a material made of string. 7 Past participle of go 1. at- 4. in- 7. ever- 10.
cord, thread, etc... tied, twisted, 8 The day before today all-
or woven together; a device 12 Students -at - in -ever -
made of such material; and 17 Preposition all
used to catch fish; a fabric used 18 Binaural ( threedimensional ) -at- -in- -ever -
to devide a court, as in tennis or sound system from reproduction of all-
volleyball recorded material ( phonograph 2. he- 5. on- 8. car-

58
16 Preposition records tapes, etc. ) 11.ear-
18 South America ( abbr.) 19 A picture or view; part of a -he- -on- -car- -
20 Teacher; trainer, educator play; the time and place at which ear-
23 A form of a verb showing an action occurs -he- -on- -car- -
when the action occurs; 21 One of a series of steps used in ear-
stretched tightly; strained going up or down from one level to 3. an- 6. pin- 9. eight- 12.
another can-
22 Pronoun -an -pin -eight- -
can-
solutions
Word Circles : 1. teachers 2.
remember3. expected 4.
magnetic
5. arranged
Add a letter : ( Note. these are
only some of the possible
answers; some other words
could also be corret answers. )

24 A form of to be 26 Consume; have a meal; take A : 1 got; ago 2. oily; boil,

25 A compass point; food into the body soil, toil. Army; fam, 4. heart;
abbreviation of New England 27 in the direction of ( and shear 5. hate; that, what, chat
27 A row, or layer, one who reaching toward ); as far as 6. note; knot
ties 29 Thus; therefore; in order that; B. 1 ate; hat, cat, ral, mat, sat;
28 Not difficult as a result; in such a way late, mate, hate 2, her, hen;
30 Gloomy; sullen; glum; she, the; then,
depressed when 3, and; any; may, can,
31 Word used before a verb to pan, tan; cane, bank, want 4.
indicate the infinitive ink; tin, pin;pint, tiny; line 5.
one ton, son;
gone, tone 6 pint, pine, pink;
spin; spine 7. every; never,
sever, lever; severe B. care,
card; scar, scare, scart 9.
eighty, weight, height; weight
10. ally, wall, call, tall, fall,
ball, tally, rally 11.earn; hear,
tear, wear, year; learn, heart,
heart, weary, yeam 12.cane;
scan; scant

59
 K E Y
REFERENCE -
ACTIV PAG SUGGESTED ANSWERS OBSERVATION -
ITY E RECOMMDATIONS

1. 39 D. E. C. A. B. you may think of other " titles "

2. A. 40 TIM SUBJEC VERB OBJ PLAC

E T ECT E

One my Went a field This exercise is not

day, friends into very easy - Please be
and I patient Do not look at
the Key before you
attempt your own
answer.

We Started a
breaking little
hut

a farmer Came

the Was a
farmer carrying shot
gun
us
the Grabbled
farmer
and his
assistant

// Bundled us into a
car

the Took us to the

farmer nearest
and police
his station
assistant

We were
charged
B. One day, my friends and I went into a
field. We started breaking a little hut. While This is one possibility -

60
 I was pulling down bits of wood, a farmer There are others.
came. He was carrying a shotgun. Then, the
farmer and his assistant grabbed us and
bundled us into the nearest police station.
Finally, we were charged.

41 My assistant and I were hiding when we Other possibilities exist.

saw john Brown, Paul Griffith and Peter
Smith rushing towards the shed. They were
carrying big iron bars with them. The three
hooligans bed into theroof started
destroying it with the bars. Then

my assistant and I hurried towards them. As

soon as they heard us, they climbed down
and ran away, but we managed to catch
them and put them in our car.

4. 43 1. o2. Father - 3.4 o5. : child You must justify Your

answers not give simple
guesses.
43 INCIDENT
6.

didn't forgive
Son
FATHER
found it difficult to
communicate

43 After the incident, the father was so upset Did you use the past
that he didn't forgive his son. From then on, tense ?
the child found it difficult to communicate On your note book, make
with his father and felt not only alienated a list of irregular verbs.
but different.
445
FATHER : intelligent - authoritative. You can find other
synonymous adjectives in
MOTHER : well - balanced good - under the dictionary.
standing.
46
WORD 1. A good person is a person who is kind
STUDY and willing to help others.
2. A mean person is a person who is lacking
generosity.
B. An authoritative person is a person who

61
likes commanding the others.
4. A well - balanced person who is regular
in behaviour, habits...
5. An understanding person is a person who
understands other people's feelings.

62
 K E Y

Activit PAG SUGGESTED ANSWERS REFERANCES-

y E OBSERVATIONS-
RECOMMENDATIONS

8. 46 1.e - 2. a - 3. h - 4. l - 5. c - 6. j - 7. g Do not just make guesses !

think before you write.

9. 47 1. The man had just come out of prison.

2. He lived in a very small town and nobody
wanted to give him a job.
3. He'd broken into somebody's house and taken
some money.
4. because he wanted to get some money for his
family.
5. he wanted to get caught and sent to prison
again.
6. In prison he wouldn't have to worry about
food or money.
7. He finally sent him to prison.

10. 47 The man had just come out of prison. He lived in Pay attention to
a small town where every body knew everybody - capital letters
else. The man tried hard to get a job, but nobody - punctuation
accepted to give him one. One day, he broke into - tenses
a house to get some money He said he didn't
have enough money to feed his family. The
judge thinks he did it because he wanted to get
caught. He knew that in prison he wouldn't
worry about money and food. The judge sent
him back to prison.

1. felt - 2. handicapped - 3. were- The verbs are used in the

4. heard - 5. was - 6. thought - 7. paid - past. it's a narration
11. 49 8. had - 9. were.

D.W.U. 50 1. sentenced - 2. regimen - 3 - drill - 4. offender -

W. 5. log - 6. probation - 7. tide - 8. bigoted - 9 - a
father substitute - 10. preached.

12.A 51 A. 1. It's a hard life :

hard drilling with huge logs on their shoulders -
harsh treatment.

63
 2. no, he doesn't
He thinks that reform schools are oppressive
places and such harsh treatment inspires hatred
to most adolescents.
12. B B. 1. Yes, it has.
2. The psychiatrists have tried to teach people
that delinquency is not wickedness but rather a
form of sickness which requires sympathy and
understanding.
12. C C. 1. 1. hatred - 2..3. bigoted, moral indignation.
B. 1. love. 2. sympathy. 3. Understanding.
12. D D. 2. Hateful - 3. inferior - 4 emotionally
confused.

K E Y

Activit PAG SUGGESTED ANSWERS REFERANCES-

y E OBSERVATIONS-
RECOMMENDATIONS

52
B. 1. Arrogant. 2. disrespectful.
12. E 3. hateful - 4. suspicious.
E. § 1. We tend to associate delinquency
with wickedness, and the usual feelings
towards a young offender are those of
indignation and hatred. However a change
of attitude has been taking place these last
years - Psychologists have been trying to
demonstrate that a delinquent is not a
wicked person but a sick youngster who
needs help and understanding, sympathy
and love.
§ 2. According to Neil, delinquency is
caused by cruelty, violence and hatred of
adults. A juvenile delinquent is an
unhappy youngster who feels inferior and
is emotinally confused, and who, in his
turn, hates adults and is arrogant and
disrespect ful to them.

64
 EMIGRATION

OBJECTIVES OF THE UNIT :

By the end of this unit, you should be able to describe a
conflictual situation, write a report, write a reply letter on
specific problems.

TIME NECESSARY :
About 12 hours, that is 1 hour a day for 12 days.

UNITS OR LESSONS TO BE REVIEWED

passive voice (simple present - simple past ). Present perfect
continuous - Reporting in the passive - comparative of
superiority.

MATERIAL TO BE PREPARED
Articles on problems of emigration - cultural clash.....

REFERENCES :
New : Unit 9
Midlines : Unit 6.

UNIT PLAN
• GETTING READY
• D.W. UNFAMILIAR WORDS
• ACTIVITIES 1 TO 4.
• PATTERN SUMMARY
• ACTIVITIES 5 to 7.
• D.W. UNFAMILIAR WORDS
• ACTIVITIES 8 & 9
• LEISURE TIME
• KEY

65
 GETTING READY :
one day while at work.

66
" THE DILEMMA OF SECOND GENERATION IMMIGRANTS "

- What does this title suggest to you ?

- Can you explain " second generation immigrations " ?
- What problems do you think they have to face ?
- What words do you associate with the title .
- Why do you think people emigrate ?
- How do you imagine their living conditions ?
Think of possible answers to the above questions.
Now read the following text and check whether your guesses were right
and see how many of the words you thought of are found in it.

67
TEXT :
Certain European countries count amongst their populations today a very large
number of immigrants from a variety of countries and cultures. This means that the most
diverse cultures are destined to exist permanently in the host country. This necessary and
unavoidable co-existence gives rise to conflicts if the group concerned continue to ignore,
or even to oppose,one another.
According to statistics, 85 percent of immigrants belong to the working class and their
working conditions are extremely hard. A large majority of them are illiterate and
incapable of reading writing their native language. To this major handicap must be added
the effect of being removed from their traditional cultural milieu, their unhealthy living
conditions (75 per cent of the insanitary dwellings in France are occupied by immigrants),
precarious economic conditions and permanent legal insecurity. Immigrants are
confronted with an industrial civilization which is interested in them only as productive
individuals, denies their rights to be different and ignores their cultural potentialities
consequently immigrants and their children live on the fringe of social and civic life.
Nevertheless, second generation " immigrants " have never emigrated from anywhere !
The marginalization, not to say the rejection, of immigrants, is due to racial or
xenophobie prejudice, often transmitted via the media, which belittles the culture of
people from formerly colonized countries. This problem is, relatively speaking, less
manifest in the case of Italian, Portuguese and Spanish immigrants, because of a cultural
heritage shared in common with the host country.
Immigrants especially those of Islamic origin are cut off from their roots without
succeeding in acquiring the cultural identity of the host country. Consequently they live
in a cultural " no man's land ". Whereas adult immigrants, whose personalities have
already been formed by a set of value, moral codes, customs, myths, and symbols, can to
a certain degree, resist the " dangers " of their new situation, second generation
immigrants cannot escape exposure to the effects of a double sub - culture.
The result is that immigrants constitute an anxious, disturbed population. The initial
insecurity and inequalities lead to a loss of interest in acquiring literacy which places
them at a disadvantage as regards access to employment or job advancement. Belonging
to underprivileged socio - economic milieux, deprived of their traditional cultural support,
having in many cases only an inadequate command of the host country's language, the
children of immigrants have a disturbing school failure rate.
In fact, what is needed is to ensure that society regards the child of an immigrant as a
person and not as the fruit of an economic policy. He is indeed a person with his own
capacities and gifts, who has a right to education and training just as he has right to be
different.

68
 DEALING WITH UNFAMILIAR WORDS
Match the following words in column A. with thier appropriate definition or
synonym in column B.

A B

1. precarious. a. capacities.

2. potentialities. b. border, the least important area.

3. fringe. c. uncertain, unsafe

4. xenophobic prejudice. d. devaluates

5. belittles. e. irrational hatred of foreigners. Xenophobia from

Greek : xeno :stranger , phobia : pathological fear
and dislike.

ACTIVITY 3.1.

The following main ideas are given in scrambled order. Read the text and
match them with their corresponding paragraph and order them.

§ 4. a. Immigrants ' loss of identity and its effects.

§. b. Immigrants ' social and economic problems.

§. c. The writer 's opinion on the rights of immigrants' children.

§. d. Diversity of population and cultural conflict.

§. e. Disrespect of the host country towards immigrants ' cultures.

69
 ACTIVITY 3.2.

A. skim over the text and find the words that precede the following.

i.e Paragraph 1 : country → host country

Paragraph 2 : class, conditions, language, milieu, dwellings, insecurity,
civilization, life.
Paragraph 3 : prejudice, countries, heritage
Paragraph 4 : origin, identity, codes, advancement, failure.
Paragraph 5 : policy.

USE OF ENGLISH :
host country : This is a compound noun. It is a group of words ( usually two )
that functions as a single part of speech. We find :
a. noun + noun b. adjective + noun
c. verb + noun d. gerund + noun

B. Using the compound nouns in ACTIVITY 2. A complete the following

table.

NOUN + NOUN host country

ADJECTIVE + NOUN

VERB + NOUN

GERUND + NOUN

70
 ACTIVITY 3.3

A. Read paragraphs 2 and 3 and list the phrases or sentences which express
the idea of rejection.

B.Pick out the information that deals with the situation of immigrants living
in Europe in paragraphs 2 and 3 and fill in the following table

SOCIAL WORKING / CULTURAL / CIVIL RIGHTS

CLASS LIVING EDUCATIONAL
CONDITIONS PROBLEMS

- 85 % belong - hard working - illiterate -permanent insecurity

to working conditions - -
class - - -
- - -

" Bertie - 1 forgot to tell you MR. and MRs. Singh like their curry a little warmer than we do "

71
 ACTIVITY 3.4

The following statements express ideas contained in paragraph 4. Read

the passage, then complete the statements with their causes and effects
using your own words.
Immigrants have lost their cultural identity as / since ................................
Adult immigrants can,better than their children,face the effects of a double
sub-culture, because. . . . . . . . . . . . . . . . . . . . .
Second generation immigrants are exposed to two different cultures : their
parents' culture and the host country's culture.Consequently............. . .
Immigrants live in permanent insecurity and under precarious economic
conditions; the result is that.. . . . . . . . . . . . . . . . . .
Their difficulty in finding interesting jobs is due to....Immigrants " children find
it difficult to master the language of the host country, this is why . . . . . . . . .
* Immrgrants.

PATTERN SUMMARY

CAUSES EFFECTS

because .... consequently ...

as ... therefore ...

since ... the result is that ...

this is due to ... this is why ...

because of ... this leads to ...

as a result ...

72
 ACTIVITY 3.5

The marginalization of immigrants is due to racial or xenophobic

prejudice. The following passage tells us more about racial oppression. A
few words are missing. Supply them.

Racial oppression invades the lives of black people on an infinite

variety of levels. When the economy begins to falter, we are automatically the
first ........... When the economy is on its feet, we continue to live in a depressed
........... Unemployment is generally twice as high in the ghettos ....... it is in the
country as a whole and even ........... among black women and youth.

In black communities, wherever they are located, there exists an ever

present reminder that our universe ........... remain stable in its dullness, ........
poverty. From Birmingham to Harlem, black ......... are occupied, patrolled and
often attacked ......... the police.

The function of the police, " to protect and serve the people, " becomes
the grotesque caricature of protecting and preserving the interests of our
oppressors and serving us ..... but injustice.

IF YOU HAVE DIFFICULTY IN THINKING OF THE

VOCABULARY FOR A GAP-FILLING EXERCICE,
LOOK AT THE WORDS SURROUnDING THE GAP
AND TRY TO WORK OUT WHAT PART OF SPEECH
IS NEEDED.

ACTIVITY 3.6
A. Racial prejudice gives rise to a series of violent confrontations in places with
mixed societies, very often against the police. The following newspaper article is
an example of this.

Read it and find out who was involved in this London riot

73
 53 INJURED IN LONDON RIOT AFTER POLICE

SHOOT BLACK RIOTERS

London - fifty three persons The police called the

were injured as about 250 youths shooting a " tragic
rampaged through the London mistake " and set up an
district of Brixton, the police inquiry under a senior
said Sunday. It was the second officer.
outbreak of serious violence But when the officer
on Britain this month. tried to visit the
The unrest of Saturday night Grace family home,
followed the shooting by the witnesses said, he was
police of a black woman ( Cherry Grace ) in a raid driven off by a large
on her home. Youths most of them black, looted crowd of youths.
shops, set fire to cars and
attacked a police station.

B. Read the newspaper article again and answer the following questions.
1. Why did the youths riot ?
2. What did they do while rioting ?
3. When and where did this happen ?
4. How did the police explain the shooting of the black woman ?
5. The black community didn't believe them. How do you understand this from
the text ?

ACTIVITY 3.7

Re - order the following sentences to make a coherent paragraph.

A. It is harder for them to be accepted because they try to keep their own
religion, language and customs.

8. This leads to conflict between the generations.

C. There are nearly 1,000,000. people of different origins, that is, from India,
Pakistan and East Africa now living in Britain.

74
D. Many Asians are between two cultures, the one they meet at school and work,
and their parent's culture.

E. Any person who goes to live in a foreign country has problems getting used to
a new way of life, but Asians have special problems.

TEXT :

BEING ARAB AT UNCLE SAM'S

" Nationally, anti Arab sentiments are dwindling as people stop

stereotyping Arab Americans. " So says Faris Bouhafa of the American - Arab
Anti - Discrimination Committee in Washington D.C. ; which represents 2.5
million people.

In the early years of their immigration, Arab Americans of many

nationalities tended to cluster together as other ethnic groups did. But as they
fanned out over the country, the second and third generations, acquiring
education, tended to assimilate, although keeping their ethnic devotion to their
regional culinary tastes from lamb dishes to pita bread.

Arab immigration to the United States began with a trickle more than
100 years ago. When pedlars found business good, they stayed. A wave came
from the Lebanese region after 1900, some to escape the crumbling ottoman
Empire's oppression.

In 1919, immigrants built the nation's first mosque, in the Detroit

enclave of Highland Park.New arrivals come to join families there or seeck
comfort in a place with the familiarity of their homeland, but they find life
harder than did their predecessors.

" Arabs are now more accepted than a few years ago.It's parly
education effort of organizations like ours, and also because media coverage of
the Palestine uprising " has humanized " in the past 18 months, " Bouhafa says.

Now, some Arab American experts say, the Lebanese and Palestinian havoc and
the violence throughout the Middle East has reawakened a sense of identity.
In early days, many well-known Arab Americans who tended to play
down their ethnicity, fade into the fabric of society.Now it's spinning, it's going
to take off. An Arab-American has just been appointed in the white House. His
grand father was Lebanese, " They're starting right now, the American public, to

75
realize we're part of the salad bowl. We will add to the texture of this country a
new ingredient ".

DEALING WITH UNFAMILIAR WORDS

Match the following words with their dictionary definitions.

1. cluster a. spread
2.fanned b. look for
3. havoc c. travelling vendor of small wares
4. pedlar d. stick / stay together
5.seek e. devastation / destruction
.

ACTIVITY 3.8

Read the text and answer the following questions.

1. How did the Arabs use to live in the early years of their immigration ?

2. Have the second and third generations kept the same way of life ? In what
way have they changed ?

3. What reawakened the sense of identity among the Arab Americans ?

ACTIVITY 3.9
Mr Peter Manson is a newspaper correspondent for social affairs in Paris. A
recent racial incident among the Algerian community has led him to interview a
number of Algerians before writing his report on the Algerian immigration in
France.

His report revolves around the following points. ( Study them, then write Mr
Manson's report .)

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1. Working and living conditions :

- 85 % are miners, car factory workers, dustmen etc ...

- a lot of them live in slums.
- a few of them live in small flats.

2. Cultual clash :

- older generation, rural origin, illiterate find it difficult to adapt to modern way
of life.
- second generation immigrants better educated, some attend high school, seek
integration.

3. Marginalization :

- rejected because different.

- things get worse because of unemployment.
- become targets of anti-immigration campaigns.

- 4. Their future :

- adult immigrants hope to return when retired home immigrants want to be

integrated.
- young immigrants want to be integrated.

5. Conclusion :

- Second generation immigrants more aware of necessity to undertake actions.

- They gather into associations in order to claim respect of cultural identify and
equality of rights.

The report may begin like this :

One of the most acute problems the French government has to face after
unemployment, is immigration. Most of the immigrants the country receives
come from North Africa, especially Algeria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.................................................................
........................................

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 LEISURE TIME

" The Lighter Side "

1 2 3 4 6
7 8
9
10 11 12
13
15 16 22
18
19 26

ACROSS DOWN TIME FOR A SMILE

1 Vehicle of 1 Language specialist One night a man came upon a boy looking for
communication 2 Equally; in the same something under a streetlight, the man asked the
tongue; the speech ammount or degree; in boy what he had lost, the boy said that he had lost
(and writing) of a the same manner; his watch, Since it was obviously not there, the
particular country, while man asked the boy if he was sure that he had lost
nation, or group. 3 Complete a school his watch in that spot. The boy said that he had lost
7 Form of to be. course; obtain a the watch at another place. Farther down the street.
8 Movement of the degree The man then asked the boy why he was looking
head to signify 4 Article for the watch under the streetlight. the boy replied,
agreement 5 Move; procedure " well, sir, the light is much better here".
understanding. or (abdr ).
assent 6 Teaches; develops A man was carrying a grandfather clock through
9 Express in words; the mind or character the streets of the city. He was obviously doing it
speak; state, utter. by training with a lot of difficulty. Finally, another man came
10 Better than 9 Thus up to him and asked, " Pardon me, it's none of my
average; suitable; 12 Article business, but don't you think a wristwatch would be
proper; not bad. 16 Organ of hearing simple "?
11 And so forth; and 17 Observe; use the As I was walking along a street in a small town a
others of the same eyes; have the power man came up to me and asked, " What time is it " ?
kind (abbr.) of sight; understand. Ilooked at my watch and answered, It’s five
13 You and me. o'clock " " I must be going crazy, " said the man. "
14 Half of a laugh All day long I keep getting different answers ".
15 A thought; mental
picture.
17 Put in a place or The policeman rang the doorbell, not'knowing quite
position; a group of how he was going to break the news, The door
related items; fixed, opened and a woman stood there gazing anxiously
established, firm into the policeman"s eyes, " I " m sorry to tell you
18 Preposition this, but your husband"s new watch is broken. "
19 Patient; untiring; "Broken ?" she said. " How did it happen?" The
indefatigable policeman replied, "A piano fell on him. "
What time is it when an elephant sits on a fence ?
Time to get a new fence.

78
Solution to crossword puzzle

L A N G U A G E

I S R N O D

N S A Y U

G O O D E T C

U U S H A

I D E A S E T

S A T E E

T I R E L E S S

A RIDDLE
MY face is marked.
My hands keep moving;
l've no time to play- l must run all day.
What am l ?
A TIMELY VERSE
A clock is an - - - -
That's used to tell - - - - -
( though l'm a - - - - - - embarrassed
To - - - - - -such a rhyme )
- ED.
ANSWERS
Riddle : A clock.
A timely verse : item, time, emit

79
 K E Y

ACTIV PA SUGGESTED ANSWERS References-

ITY GE OBSERVATIONS -
RECOMMANDATI
ONS
D.W.U. 64 1.c - 2 a - 3. b - 4. e - 5. D -
W
1. 64d. § 1 - b. § 2 - e. § 3 -
a. § 4 - c. § 5.
2.A 646 §2. working class- working conditions native
5 language- cultural milieu- insanitary dwellings-
legal insecurity- industrial civilization- civic life.
§3. racial or xenophobic prejudice- colonized
countries-cultural heritage.
§4. islamic origin- cultural identity- moral codes-
job advancement-school failure.
§5. economic policy.
use of 65 noun + noun : host country- job advancement- you can find other
English school failure. compound nouns
. adjective + noun : native language cultural milieu- in the
insanitary dwellings- legal insecurity. industrial texts seen previously.
B. civilization- civil life. Racial xenophobic prejudice- First think about their
colonized countries-cultural heritage-islamic meanings and then
origin-cultural identity-moral codes-economic look
policy. them up in a
gerund + noun : working class-working conditions. dictionary.

3.A. 65 - extremely hard working conditions.

- insanitary dwellings.
- precarious economic conditions.
- permanent legal inscurity.
- the industrial civili zation regards them only as
productive individualsdenies their right to be
different and ignores their potentialities.
- they live on the fringe of social life and civic life
- marginalisation - rejection.
- racial or xenophobic .
- live on the unhealty - removed from - only as
fringe of insanitary traditional milieu productive
B. 65 social life. dwellings -potentialities indviduals
-recarious ignored - live on the
economic - culture belittled fringe of
conditions civic life.

80
 K E Y
1. ... they are cut off from their roots ( traditional cultural
4. 66 milieu ). which are causes ?
2. ... their personalities have already been formed by a set of which are
values, moral codes, customs and symbols that can to a consequences ?
certain extend resist the dangers of their new situation. you can use your
3. ... they constitute an anxious, disturbed population. thinking - and you can
4. ... they live on the fringe of social and civic life. also look at the
5. ... their illiteracy. linguistic markers ...
6. ... they have a disturbing school failure rate.
5. 67 1. victim - 2. state - 3. as 4. Higher Sometimes, more
5. must. 6. its - 7. ghettos - 8. By - 9. Nothing than one word is
possible.
6.A 68 Youths, most of them black.
1. because the police shot a black woman during a raid on
her home.
2. while rioting they looted shops, set fire to cars and
attacked a police - station.
4. The police considered the shooting of the black woman as
a tragic mistake and set up an inquiry under a senior officer.
5. The black community didn't believe them because they
drove off the senior officer who tried to visit the Grace
family home.

7.. 68 C. E. A. D. B..

D.W. 70 1. d - 2. a - 3. e - 4. c - 5. B
W.E
1. In the early years of their immigration, the Arabs used to
cluster together as other ethnic groups. Uncle Sam's is
2. As the first generation spread out over the country, the The United States
second and the third generations tended to assimilate thanks
to the education they acquired.
3. organisations such as the American Arabs
Antidiscrimination Committe and also the massmedia as it
is the case for the palestinian problem which has awakened
the sense of identity among the Arabs Americans.
make full sentences, then...link them.................
9 117

81