Skills for Life. Year 4 - Secondary Education - Student's Book

280 Pages·3.826 MB·English

REPUBLIC OF TUNISIA
MINISTRY OF EDUCATION
Writing Team
Jawida Ben Afia , Inspector General of Education
Jameledine Aichi , Teacher Trainer
Fatma Bechoual , Teacher
Rachid Najar , Inspector
Evaluation Team
Mohamed Ben Abdallah Inspector
Abdennour Khemiri Inspector
National Pedagogic Centre
©All rights reserved for National Pedagogic Centre
PREFACE
' Skills for Life ' is a book for students in Year 4 Secondary Education. It
addresses all students in various streams through a common core of lessons, with
additional material for the Arts students to be covered in the two weekly extra
hours. These are labelled : ForArts Students.
The book is made up of an Introductory Unit, 4 nine-lesson Units and 3
Consolidation Units (Checking Year 3,Check your Language and Skills 1&2)
with a last section entitled ADD-ONS including a Grammar Reference,
Vocabulary strategies, Irregular Verbs and a Word List .
The units are based on all four language skills which are developed in an
integrated manner .This skills blend is reflected in the use ofINTO in the lesson
titles which are labelled :Speaking INTO Reading , Listening INTO Writing,
Reading INTO Writing, Speaking INTO Listening.
This skill integration takes students from the construction of meaning through
listening and reading passages to communicating in speech and writing.
The listening and reading texts are exploited for information and linguistic
content and serve as a springboard for production. They come from different
sources: novels, magazines, newspapers, ads, leaflets, poems, songs, plays… to
sensitize students to different genres.
The learner is led to construct knowledge and learn how to reinvest it in a range
of situations that relate to real life.
Activities range from group work and pair work to webquests and
projects.The integration of Information Communication Technology and the
development of personal projects foster students' autonomy and creativity beyond
the classroom .
Students are also engaged in using various sources of information such as
dictionaries of synonyms and antonyms, thesauruses and the Internet.
Language is not only a means of communication to interact with others
inside and outside the classroom but it is also handled as a system. Language
components are presented in meaningful contexts and recycled at various levels
of complexity. Grammar is dealt with inductively to get the students to reflect on
language and how it works. Pronunciation is also given due importance through
a variety of activities that allow further practice of sounds, word stress and
intonation.
Practice of linguistic items is catered for in the Grammar Focus ,Lexical
Focus and Pronunciation Focus sections included within the lessons.
Three permanent components are to be found at the end of each lesson : My
New Words, My Grammar and WHAT I CAN DO NOW.
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After completing two units, students are provided with a set of activities
labelled as 'Check your Language and Skills' for further practice of the
language acquired and a better skills development.
Portfolios are used by students to keep track of their progress through
creating vocabulary files, various pieces of writing , summaries of texts or
stories , poems and a selection of information they get through Webquests.
We hope the implementation of the official syllabus has been carried out
successfully and that students will engage in enjoyable learning and acquire a
better mastery of the language which will enable them to pursue learning for life
using skills and strategies that shape the profile of the autonomous learner.
The Textbook Writing Team
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CONTENTS
Preface
CHECKING YEAR (cid:4) PROGRAMME (cid:2)(cid:6)
INTRODUCTORY UNIT FIRST IMPRESSIONS (cid:2)(cid:3)
Learning Quiz 18
Check some synonyms and antonyms 19
Digital Language Pal 20
Get to know your book 20
Check your definitions, collocations, idioms and phrasal verbs 21
Englishman in New York 27
Finding out about English(es) 29
Webquest 1 :American and British English 30
How good are you at Pronunciation? 30
Recognising text types 32
Cultures and Languages 34
UNIT (cid:2) ART SHOWS AND HOLIDAYING (cid:4)(cid:5)
1. Holidaying 37
Webquest 2 (The Seychelles)
2. Space Tourism 41
3.Art Shows, Strings 47
4. Exploring a Song: Immortality 54
5. Walking Tour 59
6.APackage Tour 64
Project Work 1 (My Festival) 67
7.At the Travel Agency 68
8. Put a little drama in your travel 74
9. The Winter's Tale (Part 1) 77
Arts Session 1. The Winter's Tale (Part 2) 82
Arts Session 2. Tale end...? 85
Webquest 3 : Shakespeare's Plays
5
UNIT (cid:7) EDUCATION MATTERS (cid:8)(cid:3)
1. School-related Words 88
2. Education for all 93
3. Virtual Schools 97
4. Online Learning 101
5. Comparing Educational Systems 103
6.Age or …? 107
7. Lifelong Learning 111
8. Reading the Back Cover of a Book 115
9.Alexander Graham Bell 118
Project Work 2 EXPOSITORYTEXTS 123
Webquest 4 : Text Structure-Expository Texts
Arts Session 3 . Later 124
Arts Session 4 . Writing a Narrative 128
CHECK YOUR LANGUAGE AND SKILLS (cid:2) (cid:2)(cid:7)(cid:11)
UNIT (cid:4) CREATIVE(cid:9) INVENTIVE MINDS (cid:2)(cid:4)(cid:10)
1. Inventions-related Words 136
Webquest 5 : Robots 138
2. Technology: ABlessing in Disguise? 142
3. The Father of Playstation 147
4. Prize Winners 151
5. Women choose to opt out 156
6. The Brain Drain 161
7. Scientists' Achievements 168
8. The Daffodils 174
9. Writing as a Process : Argumentative Text 180
Arts Session 5 : The Bard's Sonnet 18 182
Arts Session 6 : As You Like It 186
Arts Session 7 : Project Work 3(More on Text Structure) 189
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UNIT (cid:10) LIFE ISSUES (cid:2)(cid:11)(cid:2)
1. Life Concerns 193
2.Attitudes 198
3. If …,a poem by Kipling 202
4. Consumerism 205
5. Ecodriving 211
6. Urban Exodus 218
7. A Newscast 222
8. Staff Management 227
9. Job Ads 232
Arts Session 8 : The Richer, The Poorer 235
Arts Session 9 : ASecret for Two 240
Arts Session 10 : What a Wonderful World! 245
CHECK YOUR LANGUAGE AND SKILLS (cid:7) (cid:7)(cid:10)(cid:8)
BEFORE WE SAY 'GOOD BYE' (cid:7)(cid:5)(cid:10)
The Road to Success 255
Organising your PORTFOLIO 257
How good are you at Skills and Strategies? 258
Feedback on the book 259
ADD(cid:12)ONS
Grammar Reference 261
Irregular Verbs 272
Vocabulary Strategies and Affixation 275
Word List 276
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FFAREWELL TO..,
HELLO TO…
HOW CREATIVE ARE YOU?
Write your own poem. Follow the model.
YtÜxãxÄÄ àÉ Üxáà|Çz
YtÜxãxÄÄ àÉ à|Åx ãtáà|Çz
[xÄÄÉ àÉ áàâwç|Çz
[xÄÄÉ àÉ ÜxyÄxvà|Çz
lxá àÉ {tÜw ãÉÜ~
aÉ àÉ |wÄxÇxáá
lxá àÉ {ÉÅxãÉÜ~
aÉ àÉ Äté|Çxáá
]tã|wt UxÇ Ty|t
Farewell to ……………………………
Farewell to ……………………………
Hello to …………………………………
Hello to …………………………………
Yes to …………………………………
No to …………………………………
Yes to …………………………………
No to …………………………………
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