Publications

Publications

 

School of Success is a biographical self-study book that contains a reading passage about a teacher and a series of comprehension and grammar tasks in addition to some word games and jokes.

 

The Author

         Souad Belbachir taught English at the Intermediate school for 9 years. Then she graduated from the University of Oran in 1991, and worked as a teacher-trainer at ITE from 1991 to 1999. She taught English in 'Colonel Lotfi' Secondary School from 1999 to 2005. She was awarded for educational excellence by the Ministry of National Education in 2004. She is now doing research on Education and Pedagogy at the National Centre of Pedagogical Documentation, CNDP Oran.

 She is the author of:

1.A Collection of Games & Activities for All Ages (1995) OPU

2.Activities for Learners of English (1996) OPU

3.Songs and Poems to Prepare your BAC EXAM Painlessly (1997) Maison du Livre

4.Snow White and the 7 Dwarfs (1998) Ed. Dar El Gharb

5.Be Ready for the BAC Exam (1999) Ed. Ibn Khaldoun

6.New Horizons 3AS (2001)

7.Road to Success 3AS (2002) CMI

8.Bright Future 3AS (2002) Ed. Dar El Gharb

9.Path to Progress 3AS (2003) Ed. Dar El Gharb

10.  Modern Songs and Exercises (3AS) (2004) Homologué par   L’INRE

11.  Dawning Hopes (2AS) (2004) Ed. Dar El Gharb

12.  Puss in Boots 2AM,3AM, 4AM, 1AS (2005) Dar ElGharb

13.  Little Red Riding Hood 2AM, 3AM, 4AM, 1AS (2005) Dar Elgharb

14.  Sunrise 1AS (2006) Dar ElGharb

15.  A Ray of Sunshine (2006) Dar ELGharb

16.  Eureka! 2AS (2007) Dar El Gharb

17. HELLO! 4AM (2007) Dar ElGharb       

18 .The Flamingos A Novella (2007) Dar EL Gharb                      

19.Writing through the Competence Based Approach CNDP(2007)        

20. Project Pedagogy ( CNDP 2008)     

21.Golden Glow 3AS (2008) OPU

22. Rainbow (2009) OPU

23.The School of Success

Sunrise Sample

Big Business For Cyberteens

 

 

     Some young Americans love computers, but not for playing games. Trent, Danny and Charles run their own computer advice companies. 

 

     Their fascination for computers began at  an early age. Danny   Kalmick, from California, got his first computer at age five. When he was 11, he understood how it worked. Now Danny, 14, owns Kalmick & Co. , fixing computers and giving advice. So far, he has 50 clients.

 

     Trent Einsenberg, 16, from Minneapolis, realised he could make money from his computer knowledge when he easily found the solution to a problem described on the Internet. Compaq, a top computer manufacturer, saw his response and offered him a job.

 

     Trent had to refuse : he was only 14 ! But now, he has his own business, F1 computer. He starts his day at 5.30 a.m. in order to fit in both school and work, and clients sometimes call him at 1a.m. for help.

 

     Demand for computer consultants is growing. “We spend 30-40 hours a week on our business”, says Charles Ross, 18, who created Pixelstorm in Florida with  his brother and a friend . But what about school ? Charles says the business helps him be more organised and get top grades.

 

    How do these cyber teens see their futures ?  Charles wants to continue developing Pixelstorm, but for Trent, computers may just be a hobby : “I’m not in the computer business to make money,” he told Easy speakeasy. “I enjoy helping people, so may be I’ll be a doctor.  

 

                                                            Easy SPEAKEASY Nov 1997 anglais TERMINALE BEP

                                

1.  Fill in the table below according to the text above.

 

People

Age

 

Places

 

 

 

 

2. Answer the questions according to the text .

a. Do some young Americans love computers ?

b. What do Trent, Danny and Charles run ?

c. What age did  Danny get his first computer ?

d. Who offered Trent a job ?

e. Why did he have to refuse ?

f. Does he run his own business now ?

g. Is Charles a good student ? Quote from the text to justify your answer.

h. Will Trent become a doctor in the future ?

 

3. Find the meaning of each of the underlined words in the text above . Use the words in sentences of your own.

 

 4. Reorder the following sentences to make a short paragraph.

Use sequencers: First, then, next, , …..finally……

 

How to use  the phone.

a.       speak

b.      pick up the receiver

c.       when the conversation is over,

      d.   dial the phone number

      e.    hang up

      f.    or use auto- dial if it is stored.  

 

5. Fill in the blanks in the text below using the following words .

myself  - a - more - - have- until

     Last  week my father bought …….1….. portable  computer. He did not want me to use it because  he needed it for his work.  Moreover, I have my own computer at home. One day, as he was at work, I took his computer and started ..….2….. on the web.   I enjoyed …3…..surfing and I  forgot the time.  I didn’t notice that my father   was standing by my side …..4…… he  said, “Didn’t I tell you not to use my computer ?”   I stood up, frightened and said, “I’m sorry Dad,  but your computer is …5….. sophisticated than mine and  it helps me do a good job.” 

He smiled at me and replied, “Okay, Dwight. You don’t …6….. to  be frightened, I’ll allow you to use it, if you take care of it.” I was very happy.

 

 

6.  You admire what the ‘cyber teens’ are doing. Write a letter of congratulations to Charles for the good job he is doing and the top grades he gets.

 

Eureka Sample

 

DISCOVERING LANGUAGE

 

 

 

                                 Human Rights Embody the Fundamental Values of Civilizations

 

People are different, and so their cultures.

People live in different ways, and civilizations also differ.

People speak in a variety of languages.

People are guided by different religions.

People are born different colours, and many traditions influence their lives with varying colours and shades.

People dress differently and adapt to their environment in different ways.

People express themselves differently. Music, literature and art reflect different styles as well.                 

But despite these differences, all people have one single common attribute: they are all human beings-nothing more, nothing less. 

 

And however different they may be, all cultures embrace certain common principles:

No culture tolerates the exploitation of human beings.

No religion allows the killing of the innocent.

No civilization accepts violence or terror.

Torture is abhorrent to the human conscience.

Brutality and cruelty are appalling in every tradition.

 

In short, these common principles, which are shared by all civilizations, reflect our fundamental human rights. These rights are treasured and cherished by everyone, everywhere.

So cultural relativity should never be used as a pretext to violate human rights, since these rights embody the most fundamental values of human civilizations. The  Universal Declaration of Human Rights is needed universally, applicable to both East and West. It is compatible with every faith and religion. Failing to respect our human rights only undermines our humanity.

     Let us not destroy this fundamental truth; if we do, the weak will have nowhere to turn.

 

Shirin Ebadi

                                                              2003 Nobel Prize winner

                                           (From Human Development Report 2004)

1. Read the text and answer the questions

a. Are people different?

b. Do they live in the same ways?

c. Is the Declaration of Human Rights needed all over the world ?

d. What does “ this fundamental truth” refer to ?  

 

2. Classify the following words according to the pronunciation of their final -s 

          Civilizations- languages- beings-differences-tolerates.

 

/s/

/z/

/iz/

 

 

 

 

 AFTER READING

 

 

 

                                                  GRAMMAR DESK

 

Read the sentences below:

1. Leaders were able to find a solution to the problem.

2. So far, they have always been able to negotiate.

3.  I’m sure you can write a letter to UNESCO in English.

4. They could not impose the new law on the citizens.

 

a. What does the auxiliary can in sentence 3 express ? Do you know its other functions ? Try to give examples.

b. Can has 2 past forms. What are they ? Which form can be replaced by managed to?

c. Has been able to in the second sentence is the present perfect form of can. What is the future form of can? 

 

 

 

 

 

 

 

PRACTICE

 

1. Fill in the blanks with was/were able to, can, can’t, will be able to, could, couldn’t, has/have been able to.

 

a. I ……………(not)forget the text above, the words are so powerful!    

 

b. Despite the fences and the armed guards, the young slave …………………..escape from bondage last night. The white men …………(not) catch him although they tried hard.

 

c.  Martin Luther King said to the police, “ You …………..do nothing to stop me. I will fight for freedom until the end of my life.”

 

d. “I hope I…………… to restore peace in this area very soon.”

 

e. “I ……………(not)use weapons to fight for my rights, but I …………write a poem to denunciate violence, injustice and oppression in the world.” Said the child. 

 

f. They have been playing the piano since childhood, and they …………always …………….to compose songs of liberty, peace, and love.

 

2. Pair work. Complete the responses using was/were able to. Then act out the short dialogues.

Example:

You: Did you solve the problem ?

Your partner : Yes, it was difficult. But we were able to do it at the end.

 

You: Did they finally organize their ‘March of Freedom?’

Your partner: ……………………………….                                     

 

You: Your essay   on Human Rights was too long, wasn’t it?

Your partner: …………………………………………

 

You: The demonstrators started throwing stones at the police.

Your partner: ……………………………………….

                                                                                                                                              

Golden Glow

      'Golden Glow' has been designed to help SE3 pupils and teachers to have a variety of texts and tasks that will help them prepare their exams and the new baccalaureate paper. The book contains 6 units and about 40 texts followed by tasks congruent with the new syllabus. I have tried to select interesting and short texts to help both the pupils and teachers to work painlessly and in enjoyable atmosphere. At the end of the book, the pupil will find the list of some irregular verbs, phonemic chart, and grammar references.

This modest work is just an attempt, and I hope it will convey something of the interest and illumination I can gain from the feedback of colleagues.