FRIENDS AND FRIENDSHIP
TO SSSSSSSS
Thought You Were
by Carmen
I used to think,
Our friendship was the best.
Now we can really,
Put it to the test.
You were always there for me,
This I know,
Always right there,
Being alone is what I wanted though.
Every time something bad happened,
You always said it was my fault.
When that started,
My love for you came to a halt.
Why would you blame me,
For something I didn't do?
Can't you just for once believe,
That what I say could be true?
I know it's hard,
To face reality,
Because it's a lot easier,
To make this illusion what you see.
I thought I was your best friend,
Come to find out I wasn't even close.
The sting of the truth,
Is what hurt me the most.
I thought you were my best friend,
Now I know that's not true.
Goodbye,
Our friendship is through.
Wednesday 29 April 2009
FRIENDS AND FRIENDSHIP : TO SSS
FRIENDS AND FRIENDSHIP
TO SSSSSSSSSSSSSS
How Could You?
by Unseen Exposure
How could you turn your back on me when I screamed your name so loud?
How could you let me fall away from you, did you get too proud?
How could you watch as I died a gruesome death and broke apart?
How could you walk away from me, or were you never really there to start?
How could you be so cruel to me when all I ever tried to do was fit in?
How could you be so hypocritical when I spoke my secrets from deep within?
How could you have said those things and pretended that they were true?
How could you have meant them all-I don't understand what you're trying to do.
How could you pull the floor from beneath me when I just learned to stand?
Please, could you just explain this to me, Because I don't understand..
How could you play this game of pretend and play the part of a friend?
How could you be so thoughtless, how could you want this all to end?
How could you look me in the eye and say the cruelest of words?
How could you say you listened to me when you never really heard?
How could you stick this knife in my chest, then twist it where you wanted it to go?
Please answer me all these questions, I really need to know
How could you have done things things and live with no regret?
How could you not remember what you said, how could you forget?
How could you say you'd do it, and then never really follow through
But really, I just have one question to ask ... I just want to know, How could you??
www.poemslovers.com/love_poems/broken_friendship/poems/2618.html
TO SSSSSSSSSSSSSS
How Could You?
by Unseen Exposure
How could you turn your back on me when I screamed your name so loud?
How could you let me fall away from you, did you get too proud?
How could you watch as I died a gruesome death and broke apart?
How could you walk away from me, or were you never really there to start?
How could you be so cruel to me when all I ever tried to do was fit in?
How could you be so hypocritical when I spoke my secrets from deep within?
How could you have said those things and pretended that they were true?
How could you have meant them all-I don't understand what you're trying to do.
How could you pull the floor from beneath me when I just learned to stand?
Please, could you just explain this to me, Because I don't understand..
How could you play this game of pretend and play the part of a friend?
How could you be so thoughtless, how could you want this all to end?
How could you look me in the eye and say the cruelest of words?
How could you say you listened to me when you never really heard?
How could you stick this knife in my chest, then twist it where you wanted it to go?
Please answer me all these questions, I really need to know
How could you have done things things and live with no regret?
How could you not remember what you said, how could you forget?
How could you say you'd do it, and then never really follow through
But really, I just have one question to ask ... I just want to know, How could you??
www.poemslovers.com/love_poems/broken_friendship/poems/2618.html
Monday 27 April 2009
CONDITIONAL CLAUSES : SECOND CONDITIONAL
CONDITIONAL CLAUSES
SECOND CONDITIONAL
We use the Second Conditional to talk about a future situation that is unlikely or impossible to happen and to give advice. It’s unreal present.
The verb in the if-clause is in the past tense; the verb in the main clause is in the conditional tense:
If someone stole my bag, I would immediately contact the police. (But I don't think that anyone will try to steal the bag. The meaning here is future.)
If I had money, I would buy a house in Monte Carlo. (But I don't have the money. The meaning here is present)
There is no difference between the first and second conditionals as far as time is concerned. The first conditional, like the second conditional refers to the present or future. The past tense in the if-clause is not a true past but a subjunctive, which indicates improbability or unreality.
Use
1.When the supposition is contrary to known facts.
"If I lived in New Karia, I wouldn't have to commute there each day." (But I don't live in Karia.)
"If I were you, I would plant some trees in your garden." (But I'm not you)
2.When we don't expect the action in the if-clause to happen:
"If I saw a ghost, I would run as fast as I could." (But I don't expect to see a ghost.)
"If I bought an Alpha Romeo, everyone would admire me." (But I don't intend to buy a car.)
Possible variations of the basic form:
Variations of the main clause might or could may be used instead of would:
If you tried again, you would succeed. (certain result)
If you tried again, you might succeed. (possible result)
If I knew her number, I could ring her up. (ability)
If he had a permit, he could get a job. (ability or permission)
The continuous conditional form may be used instead of the simple conditional form:
Salma is on holiday; she is touring Italy.
"If I were on holiday I would / might be touring Italy too."
REMEMBER REMEMBER REMEMBER
When we are using conditional type two, we are imagining a situation which is untrue. It is contrary to facts, to reality. We are in fact talking about a situation in the present and we express it with a verb in the simple past.
Situation / fact / reality:
I’m not rich. So I…….
If I were rich, I would……… In this conditional sentence I’m just imagining being rich.
I’m poor. So I…….
If I weren’t poor, I might / could / would……Again , I’m just imagining I’m not poor but in fact I’m poor.
I don’t have a passport. So I can’t travel abroad and I will stay in the “ bled “.
If I had a passport, I could / would be able to / might / would travel abroad and I wouldn’t stay in the “ bled “.
But the reality is that I will stay in the “ bled “ and I won’t / can’t travel abroad because simply I don’t have a passport.
SECOND CONDITIONAL
We use the Second Conditional to talk about a future situation that is unlikely or impossible to happen and to give advice. It’s unreal present.
The verb in the if-clause is in the past tense; the verb in the main clause is in the conditional tense:
If someone stole my bag, I would immediately contact the police. (But I don't think that anyone will try to steal the bag. The meaning here is future.)
If I had money, I would buy a house in Monte Carlo. (But I don't have the money. The meaning here is present)
There is no difference between the first and second conditionals as far as time is concerned. The first conditional, like the second conditional refers to the present or future. The past tense in the if-clause is not a true past but a subjunctive, which indicates improbability or unreality.
Use
1.When the supposition is contrary to known facts.
"If I lived in New Karia, I wouldn't have to commute there each day." (But I don't live in Karia.)
"If I were you, I would plant some trees in your garden." (But I'm not you)
2.When we don't expect the action in the if-clause to happen:
"If I saw a ghost, I would run as fast as I could." (But I don't expect to see a ghost.)
"If I bought an Alpha Romeo, everyone would admire me." (But I don't intend to buy a car.)
Possible variations of the basic form:
Variations of the main clause might or could may be used instead of would:
If you tried again, you would succeed. (certain result)
If you tried again, you might succeed. (possible result)
If I knew her number, I could ring her up. (ability)
If he had a permit, he could get a job. (ability or permission)
The continuous conditional form may be used instead of the simple conditional form:
Salma is on holiday; she is touring Italy.
"If I were on holiday I would / might be touring Italy too."
REMEMBER REMEMBER REMEMBER
When we are using conditional type two, we are imagining a situation which is untrue. It is contrary to facts, to reality. We are in fact talking about a situation in the present and we express it with a verb in the simple past.
Situation / fact / reality:
I’m not rich. So I…….
If I were rich, I would……… In this conditional sentence I’m just imagining being rich.
I’m poor. So I…….
If I weren’t poor, I might / could / would……Again , I’m just imagining I’m not poor but in fact I’m poor.
I don’t have a passport. So I can’t travel abroad and I will stay in the “ bled “.
If I had a passport, I could / would be able to / might / would travel abroad and I wouldn’t stay in the “ bled “.
But the reality is that I will stay in the “ bled “ and I won’t / can’t travel abroad because simply I don’t have a passport.
CONDITIONAL CLAUSES : FIRST CONDITIONAL
CONDITIONAL CLAUSES
FIRST CONDITIONAL
We use the First Conditional to talk about a future situatioon that is possible.
The verb in the if-clause is in the present tense; the verb in the main clause is in the future simple. It doesn't matter which comes first. There is usually a comma between the two clauses.
If you try very hard, you'll certainly succeed.
Jawad will be late if you don't lend him your car.
This type of sentence implies that the action is very probable.
Note that the meaning here is present or future, but the main verb in the if-clause is in a present, not future tense.
1 . Possible variations of the basic form:
Sometimes instead of if + present + future, we may have:
a)if + present + may/might (possibility)
If the climate keeps warming, the Arctic might be warm enough for swimming.
b)if + present + may (permission) or can (permission or ability)
If your documents are in order, you may/can leave at once. (permission)
If it stops raining , we can go out." (permission or ability)
c)if + present + must, should or any expression of command, request or advice.
If you want to look slim, you must/should eat less meat.
If you want to look slim, you had better eat less meat.
If you want to look slim, eat less meat.
d) When if is used to mean as / since, a variety of tenses can be used in the main clause.
2. Variations of the if-clause.
Instead of if + present tense, we can have:
a)if + present continuous, to indicate a present actions or a future arrangement.
If you are waiting for a bus (present action), you'd better join the queue.
If you are looking for Salim, you'll find him upstairs.
If you're staying for another night (future arrangement), I'll ask the manager to give you a better room.
b)if+ present perfect.
If you have finished dinner, I'll ask the waiter for the bill.
If she has written the letter, I'll post it.
If they haven't seen the museum, we'd better go there today.
FIRST CONDITIONAL
We use the First Conditional to talk about a future situatioon that is possible.
The verb in the if-clause is in the present tense; the verb in the main clause is in the future simple. It doesn't matter which comes first. There is usually a comma between the two clauses.
If you try very hard, you'll certainly succeed.
Jawad will be late if you don't lend him your car.
This type of sentence implies that the action is very probable.
Note that the meaning here is present or future, but the main verb in the if-clause is in a present, not future tense.
1 . Possible variations of the basic form:
Sometimes instead of if + present + future, we may have:
a)if + present + may/might (possibility)
If the climate keeps warming, the Arctic might be warm enough for swimming.
b)if + present + may (permission) or can (permission or ability)
If your documents are in order, you may/can leave at once. (permission)
If it stops raining , we can go out." (permission or ability)
c)if + present + must, should or any expression of command, request or advice.
If you want to look slim, you must/should eat less meat.
If you want to look slim, you had better eat less meat.
If you want to look slim, eat less meat.
d) When if is used to mean as / since, a variety of tenses can be used in the main clause.
2. Variations of the if-clause.
Instead of if + present tense, we can have:
a)if + present continuous, to indicate a present actions or a future arrangement.
If you are waiting for a bus (present action), you'd better join the queue.
If you are looking for Salim, you'll find him upstairs.
If you're staying for another night (future arrangement), I'll ask the manager to give you a better room.
b)if+ present perfect.
If you have finished dinner, I'll ask the waiter for the bill.
If she has written the letter, I'll post it.
If they haven't seen the museum, we'd better go there today.
CONDITIONAL CLAUSES : ZERO CONDITIONAL
CONDITIONAL CLAUSES
ZERO CONDITIONAL
The zero conditional is used when describing situations which have automatic or habitual results : (scientific facts general or personal truths The probability of the result is 100%.)
If you heat ice, it melts." (will melt is also possible)
If there is a shortage of any product, prices of that product go up.
My parents get angry if I come home late.
As you can see, both the main clause and the if clause are in the Present Simple.
The zero conditional is often used to give instructions:
Press the button if you want a receipt.
If you want to leave a message, speak after the tone.
ZERO CONDITIONAL
The zero conditional is used when describing situations which have automatic or habitual results : (scientific facts general or personal truths The probability of the result is 100%.)
If you heat ice, it melts." (will melt is also possible)
If there is a shortage of any product, prices of that product go up.
My parents get angry if I come home late.
As you can see, both the main clause and the if clause are in the Present Simple.
The zero conditional is often used to give instructions:
Press the button if you want a receipt.
If you want to leave a message, speak after the tone.
Friday 24 April 2009
MINI-GRAMMAR: THE FUTURE 2 : PREDICTIONS
THE FUTURE 2 : PREDICTIONS
We can use both will and going to + infinitive to make predictions about the future.
You'll really enjoy the trip.
You're really going to enjoy the trip.
We use going to + infinitive when we have present evidence for the prediction.
It's going to rain later this afternoon.
(There are black clouds in the sky.)
I'm not going to finish this today.
(I still have a lot of work and it's already late.)
In many situations, it is possible to use both will and going to.
We can use both will and going to + infinitive to make predictions about the future.
You'll really enjoy the trip.
You're really going to enjoy the trip.
We use going to + infinitive when we have present evidence for the prediction.
It's going to rain later this afternoon.
(There are black clouds in the sky.)
I'm not going to finish this today.
(I still have a lot of work and it's already late.)
In many situations, it is possible to use both will and going to.
MINI-GRAMMAR: THE FUTURE 1 : FUTURE PLANS
THE FUTURE 1 : FUTURE PLANS
We use going to + infinitive to talk about future plans and intentions. These are things that we definitely want to do, but we haven't made firm arrangements yet.
We're going to get some new PCs tomorrow.
We use the present continuous to talk about things we have already decided to do and made arrangements for.
We're getting the two o'clock flight from Oujda Angad to Casablanca.
(= We've already bought the tickets.)
We tend not to use going to + infinitive with the verbs go and come. We prefer to use the present continuous.
They're going to Marrakech next summer.
What time are you coming?
We use will + infinitive to talk about the future when we haven't made any plans or arrangements. This is often used with probably, possibly or perhaps.
We haven't made any plans yet, we'll probably decide what to do when the others arrive tomorrow.
We use going to + infinitive to talk about future plans and intentions. These are things that we definitely want to do, but we haven't made firm arrangements yet.
We're going to get some new PCs tomorrow.
We use the present continuous to talk about things we have already decided to do and made arrangements for.
We're getting the two o'clock flight from Oujda Angad to Casablanca.
(= We've already bought the tickets.)
We tend not to use going to + infinitive with the verbs go and come. We prefer to use the present continuous.
They're going to Marrakech next summer.
What time are you coming?
We use will + infinitive to talk about the future when we haven't made any plans or arrangements. This is often used with probably, possibly or perhaps.
We haven't made any plans yet, we'll probably decide what to do when the others arrive tomorrow.
MINI-GRAMMAR: TIME LINKERS ( SIMPLE PAST / PAST CONTINUOUS / PAST PERFECT )
TIME LINKERS ( SIMPLE PAST / PAST CONTINUOUS / PAST PERFECT )
We can use while, as and when to show that two actions happen at the same time (= two simultaneous actions happening at the same time ).
He was reading a letter while / as / when she was watching TV.
While / As/ When she was watching TV, he was reading a letter.
We can use the moment, as soon as and when to show that one action happens immediately after another one.
The child fell asleep the moment / as soon as / when he climbed onto the sofa.
The moment / As soon as / When the child climbed onto the sofa, he fell asleep.
We can use by the time, before and after to show that one action has happened before another.
The party had finished by the time we arrived.
By the time we arrived, the party had finished.
Before he went to bed, he had answered the mail.
After he had answered the mail, he went to bed.
We can use while, as and when to show that two actions happen at the same time (= two simultaneous actions happening at the same time ).
He was reading a letter while / as / when she was watching TV.
While / As/ When she was watching TV, he was reading a letter.
We can use the moment, as soon as and when to show that one action happens immediately after another one.
The child fell asleep the moment / as soon as / when he climbed onto the sofa.
The moment / As soon as / When the child climbed onto the sofa, he fell asleep.
We can use by the time, before and after to show that one action has happened before another.
The party had finished by the time we arrived.
By the time we arrived, the party had finished.
Before he went to bed, he had answered the mail.
After he had answered the mail, he went to bed.
MINI-GRAMMAR: THE PAST PERFECT SIMPLE
THE PAST PERFECT SIMPLE
We use the past perfect to talk about completed actions in the past that happened before other actions in the past.
The police arrived, but the pickpocket had run away.
(= The pickpocket ran away and then the police arrived.)
We often use the past perfect and the past simple together to show the order in which two actions took place.
Compare the following pair of sentences:
He had married her when he bought a new flat. (= He married her and then he bought the flat.)
He married her when he had bought a new flat. (= He bought the flat and then he married her.)
We use the past perfect to talk about completed actions in the past that happened before other actions in the past.
The police arrived, but the pickpocket had run away.
(= The pickpocket ran away and then the police arrived.)
We often use the past perfect and the past simple together to show the order in which two actions took place.
Compare the following pair of sentences:
He had married her when he bought a new flat. (= He married her and then he bought the flat.)
He married her when he had bought a new flat. (= He bought the flat and then he married her.)
MINI-GRAMMAR: THE SIMPLE PAST AND THE PAST CONTINUOUS
THE SIMPLE PAST AND THE PAST CONTINUOUS
We use the past continuous for actions in progress at a particular time in the past. These actions are incomplete.
At nine o'clock last night, he was watching TV.
We use the past simple for completed past actions.
He decided to buy a new car.
We often use the past continuous and the past simple together. We use the past continuous for longer, 'background' actions and we use the past simple for shorter, completed actions.
They were having dinner in a restaurant and they decided to go to a nightclub.
We use the past continuous for actions in progress at a particular time in the past. These actions are incomplete.
At nine o'clock last night, he was watching TV.
We use the past simple for completed past actions.
He decided to buy a new car.
We often use the past continuous and the past simple together. We use the past continuous for longer, 'background' actions and we use the past simple for shorter, completed actions.
They were having dinner in a restaurant and they decided to go to a nightclub.
Thursday 23 April 2009
MINI-GRAMMAR LESSON: Modals of obligation, permission & prohibition (present & past time)
Modals of obligation, permission and prohibition (present & past time)
Permission
We use can + infinitive and is/are allowed to + infinitive to talk about permission in the present.
You can vote in Morocco when you are eighteen.
The children are allowed to watch TV until ten o'clock.
We use could + infinitive and was / were allowed to + infinitive to talk about permission in the past.
Many years ago people could smoke anywhere.
He was allowed to stay out until twelve o'clock.
Obligation
We use must + infinitive and has / have to to talk about obligation in the present.
You must arrive 30 minutes before your flight.
We have to leave soon.
We use had to + infinitive to talk about obligation in the past.
He had to pay a lot of tax last year.
No obligation / Lack of obligation
We use needn’t+ infinitive , don't /doesn't have to + infinitive and don't / doesn't need to + infinitive talk about something that is not necessary (but it is allowed).
You don't have to come if you don't want to.
I don't need to wear a tie to work.
We use didn't have to + infinitive and didn't need to + infinitive to talk about an absence of obligation in the past.
We knew the restaurant manager so we didn't have to pay for our meal.
They didn't need to get up early because it was a holiday.
Prohibition
We use can't + infinitive, mustn't + infinitive and isn't / aren't allowed to + infinitive to talk about something that is not allowed, something which is forbidden.
You can't enter Spain without a visa.
You mustn't open your papers before the exam begins.
The students aren’t 't allowed to take mobile phones to school.
We use couldn't + infinitive and wasn't/weren't allowed to + infinitive to talk about prohibition in the past.
Moroccan school children couldn't have long hair in the 1960s and 1970s.
The children were not allowed to speak.
Permission
We use can + infinitive and is/are allowed to + infinitive to talk about permission in the present.
You can vote in Morocco when you are eighteen.
The children are allowed to watch TV until ten o'clock.
We use could + infinitive and was / were allowed to + infinitive to talk about permission in the past.
Many years ago people could smoke anywhere.
He was allowed to stay out until twelve o'clock.
Obligation
We use must + infinitive and has / have to to talk about obligation in the present.
You must arrive 30 minutes before your flight.
We have to leave soon.
We use had to + infinitive to talk about obligation in the past.
He had to pay a lot of tax last year.
No obligation / Lack of obligation
We use needn’t+ infinitive , don't /doesn't have to + infinitive and don't / doesn't need to + infinitive talk about something that is not necessary (but it is allowed).
You don't have to come if you don't want to.
I don't need to wear a tie to work.
We use didn't have to + infinitive and didn't need to + infinitive to talk about an absence of obligation in the past.
We knew the restaurant manager so we didn't have to pay for our meal.
They didn't need to get up early because it was a holiday.
Prohibition
We use can't + infinitive, mustn't + infinitive and isn't / aren't allowed to + infinitive to talk about something that is not allowed, something which is forbidden.
You can't enter Spain without a visa.
You mustn't open your papers before the exam begins.
The students aren’t 't allowed to take mobile phones to school.
We use couldn't + infinitive and wasn't/weren't allowed to + infinitive to talk about prohibition in the past.
Moroccan school children couldn't have long hair in the 1960s and 1970s.
The children were not allowed to speak.
MINI-GRAMMAR LESSON: THE SIMPLE PAST AND THE PRESENT PERFECT
THE SIMPLE PAST AND THE PRESENT PERFECT
When we talk about past actions, we can sometimes choose between the past simple and the present perfect.
We use the past simple:
• when we ask when the event happened (with when).
When did she arrive at Rabat?
When did you last see Ikrame?
• when we say when the event happened (with time expressions like yesterday, last week, one night, that indicate a finished time).
She got there two weeks ago.
He gave up his job last year.
We use the present perfect:
• when the time is not stated. The event happened in the past, but the time is not important. We often use the present perfect to talk about general experience.
Have you ever been to Dakhla?
They've visited many interesting places.
• with time expressions that do not specify the exact time (e.g. ever, never, already, yet, since, just, recently).
He has just begun his journey.
My brother has already visited six different countries.
• when we talk about actions in the past that happened in a period of time which is unfinished.
He has made a lot of friends in the last few weeks. [in the last few weeks includes present time).
Common expressions that refer to unfinished time are:
during
in the last few days / weeks / months / years
over
Some time expressions can refer to both finished time and unfinished time.
Have you done anything interesting this morning?
(= It is still the morning.)
Did you do anything interesting this morning?
(= The morning is now finished.)
Other expressions that we can use with both tenses include today, this week, this month, etc.
When we talk about past actions, we can sometimes choose between the past simple and the present perfect.
We use the past simple:
• when we ask when the event happened (with when).
When did she arrive at Rabat?
When did you last see Ikrame?
• when we say when the event happened (with time expressions like yesterday, last week, one night, that indicate a finished time).
She got there two weeks ago.
He gave up his job last year.
We use the present perfect:
• when the time is not stated. The event happened in the past, but the time is not important. We often use the present perfect to talk about general experience.
Have you ever been to Dakhla?
They've visited many interesting places.
• with time expressions that do not specify the exact time (e.g. ever, never, already, yet, since, just, recently).
He has just begun his journey.
My brother has already visited six different countries.
• when we talk about actions in the past that happened in a period of time which is unfinished.
He has made a lot of friends in the last few weeks. [in the last few weeks includes present time).
Common expressions that refer to unfinished time are:
during
in the last few days / weeks / months / years
over
Some time expressions can refer to both finished time and unfinished time.
Have you done anything interesting this morning?
(= It is still the morning.)
Did you do anything interesting this morning?
(= The morning is now finished.)
Other expressions that we can use with both tenses include today, this week, this month, etc.
MINI-GRAMMAR LESSON: THE PRESENT SIMPLE AND THE PRESENT CONTINUOUS
THE PRESENT SIMPLE AND THE PRESENT CONTINUOUS
We use the present simple:
•to talk about facts (things that are always true) and permanent situations.
He lives in a small flat.
The sun always rises in the east.
•to talk about habits and actions that happen regularly.
He drives the kids to school every day.
We use the present continuous:
•to talk about actions that are happening at the moment of speaking.
He's trying to explain a problem to them.
Look! It is raining .
•to talk about temporary situations and activities.
She's going through a lot of troubles these days.
We can sometimes use both the present simple and the present continuous. Our choice depends on how we see the action.
I live in Salé. (= I think this is permanent.)
I'm living in Salé. (= I think this is temporary.)
We use the present simple:
•to talk about facts (things that are always true) and permanent situations.
He lives in a small flat.
The sun always rises in the east.
•to talk about habits and actions that happen regularly.
He drives the kids to school every day.
We use the present continuous:
•to talk about actions that are happening at the moment of speaking.
He's trying to explain a problem to them.
Look! It is raining .
•to talk about temporary situations and activities.
She's going through a lot of troubles these days.
We can sometimes use both the present simple and the present continuous. Our choice depends on how we see the action.
I live in Salé. (= I think this is permanent.)
I'm living in Salé. (= I think this is temporary.)
Monday 20 April 2009
WORKING MOTHERS IN MOROCCO
WORKING MOTHERS IN MOROCCO
In the last two decades, there have been tremendous changes in our social life. More and more women are working outside their homes as doctors, nurses, and teachers or simply as unskilled workers. This has greatly affected the lifestyle of many Moroccan families. Some people think that working mothers sometimes neglect their Children and have little time to look after their homes and their children.
There is no doubt that some working women find it difficult to take care of their children while working outside. However, women are not the only ones to blame for this situation. Taking care of the children is not the responsibility of mothers alone. Fathers should share this responsibility with their wives and lend them a helping hand with some of the housework.
Working mothers are educated and can help their children with their homework. In addition, working mothers bring money home and help their husbands to face the ever increasing cost of living. They share in the high expenses of living and they buy their children nice clothes and toys which jobless mothers cannot afford.
Bringing up children is the duty of both the man and the woman. If husbands and wives and their children help each other, women won't have big problems working outside and being good mothers taking good care of their children.
In the last two decades, there have been tremendous changes in our social life. More and more women are working outside their homes as doctors, nurses, and teachers or simply as unskilled workers. This has greatly affected the lifestyle of many Moroccan families. Some people think that working mothers sometimes neglect their Children and have little time to look after their homes and their children.
There is no doubt that some working women find it difficult to take care of their children while working outside. However, women are not the only ones to blame for this situation. Taking care of the children is not the responsibility of mothers alone. Fathers should share this responsibility with their wives and lend them a helping hand with some of the housework.
Working mothers are educated and can help their children with their homework. In addition, working mothers bring money home and help their husbands to face the ever increasing cost of living. They share in the high expenses of living and they buy their children nice clothes and toys which jobless mothers cannot afford.
Bringing up children is the duty of both the man and the woman. If husbands and wives and their children help each other, women won't have big problems working outside and being good mothers taking good care of their children.
MOROCCAN IMMIGRANTS IN EUROPE
MOROCCAN IMMIGRANTS IN EUROPE
Immigration is not a new phenomenon. Throughout history, immigration has always had a positive effect on the enrichment of cultures and also on creating an atmosphere of cultural and religious diversity in the host communities.
In many cases this contact between different cultures has led to tolerance and understanding since these different cultures could coexist peacefully and in a harmonious way.
There are many Moroccan immigrants in Europe who left their country for different reasons. Some went for studying but the majority went to look for a job and better living conditions. However, very few Moroccan immigrants are successful and many find it difficult to adapt to a foreign culture.
In the 60s and 70s of the last century, the first Moroccan immigrants were welcomed to Europe although they worked in very hard conditions. Most of these immigrants were unskilled and illiterate. They didn't speak their host country's language. Therefore they had problems to communicate and adapt to their new life. Moreover, they thought they could stay there for a short period of time and come back home.
Unfortunately, these immigrants settled there, married and had children. Their children are their main source of problems. First, these immigrants’ children don't study well at school for different reasons and thus find themselves unemployed because they don’t have the necessary qualifications which would enable them to compete with the others in the job market. Second, they don't listen to their parents and find it difficult to adapt both to their new life and their home country culture. They are torn between two cultures and two identities. The parents feel guilty and responsible for this situation..
To sum up, it's good to travel around the world or go studying abroad. However, it's very difficult to live there for ever and not many immigrants succeed in adapting to a foreign culture.
Immigration is not a new phenomenon. Throughout history, immigration has always had a positive effect on the enrichment of cultures and also on creating an atmosphere of cultural and religious diversity in the host communities.
In many cases this contact between different cultures has led to tolerance and understanding since these different cultures could coexist peacefully and in a harmonious way.
There are many Moroccan immigrants in Europe who left their country for different reasons. Some went for studying but the majority went to look for a job and better living conditions. However, very few Moroccan immigrants are successful and many find it difficult to adapt to a foreign culture.
In the 60s and 70s of the last century, the first Moroccan immigrants were welcomed to Europe although they worked in very hard conditions. Most of these immigrants were unskilled and illiterate. They didn't speak their host country's language. Therefore they had problems to communicate and adapt to their new life. Moreover, they thought they could stay there for a short period of time and come back home.
Unfortunately, these immigrants settled there, married and had children. Their children are their main source of problems. First, these immigrants’ children don't study well at school for different reasons and thus find themselves unemployed because they don’t have the necessary qualifications which would enable them to compete with the others in the job market. Second, they don't listen to their parents and find it difficult to adapt both to their new life and their home country culture. They are torn between two cultures and two identities. The parents feel guilty and responsible for this situation..
To sum up, it's good to travel around the world or go studying abroad. However, it's very difficult to live there for ever and not many immigrants succeed in adapting to a foreign culture.
Thursday 16 April 2009
BACCALAUREATE ENGLISH EXAM LM JULY 2008
BACCALAUREATE ENGLISH EXAM LM JULY 2008
Souad was afraid not to finish her education. The schools were located dozens of kilometres away from her home, and she had no way to get there each day. ln addition, her family couldn't afford to pay for her schooling.
When Souad learned about a boarding school where students live and study, she jumped at the chance to continue learning. The boarding school in Tighassaline, a small village in the Middle Atlas, was supported by an aid organisation and run by a local group, the Rural Girls Scholarship Committee. The committee runs a dormitory for gifted middle school girls who cannot afford to continue studying. It provides scholarships for boarding, lodging, and financial support to cover books and fees. When Souad applied, she was accepted. She was able not only to complete middle school, but also to continue to high school.
When Souad finished middle school, the school director invited her to continue living in the dormitory so that she could complete her high school education. In return, he asked her to tutor the younger girls and help them with their homework. Souad was grateful; she knew that her family was too poor to pay for her studies.
"I feel that 1 have been given a wonderful opportunity, and 1 know that opportunities in life don't come twice. 1have succeeded in middle school and 1 don't want to lead the same life as my mother. 1 know that education has changed my life. My interests are different from those of my sisters and 1have learned to make my own decisions and judgments."
With tears in her eyes, Souad thanked everybody for having given her the opportunity to complete her secondary education. "1 want you to be proud of me," she said. "And 1 want to do something for girls and women later on."
In July 2005, the first group of scholarship students graduated from Tighassaline after completing three years of middle school. The aid organisation is hoping to increase the number of girls benefiting from scholarships and to aid more girls like Souad to finish their schooling.
I- COMPREHENSION : (15 POINTS)
A. ARE THESE SENTENCES TRUE OR FALSE. JUSTIFY. (3 pts)
1. Souad's home was far from school.
2. Souad's family was rich enough to support her education.
3. Souad thinks that education has changed her personality.
B. ANSWER THESE QUESTIONS IN YOUR OWN WORDS. (2 pts)
1. What help does the aid organisation offer to the girls?
2. What did Souad do when she finished middle school?
C.WHAT DO THE UNDERLINED WORDS IN THE TEXT REFER TO? (3 pts)
1. There( paragraph 1 ) =
2. It ( paragraph 2 ) =
3. Their ( paragraph 5 ) =
D. FIND IN THE TEXT WORDS OR EXPRESSIONS THAT MEANTHE SAMEAS: (2 pts, 0.5 each)
1. situated (parag 1):
2. took the opportunity (parag 2):
3. teach (parag 3):
4. help (parag 6):
E. COMPLETE THESE SENTENCES IN YOUR OWN WORDS. (3 pts)
1. Souad feels that she is very lucky because....
2. Souad cried while....
3. One of the aims of the organisation is trying to....
F. WHICH OF THE FOLLOWING WOULD BE THE BEST TITLE FOR THE PASSAGE? (2 pts)
1.A village in the Middle Atlas.
2. A successful school headmaster.
3. A rural student's success story.
Title:
II- LANGUAGE (15 POINTS)
A. FILL IN THE GAPS WITH THE APPROPRIATE WORD OR EXPRESSION FROM THE LIST. (3 pts)
1. My friend Kamal looks happy and satisfied today; he……. weIl on the test.
(must have done, mustn't have done, needn't have done)
2. Kamal managed…….. the test yesterday.
(passes, pass, to pass)
3. Amazingly, he……….. despite his handicap.
(is succeeding, has succeeded, will succeed)
B. MATCH THE WORDS THAT GO TOGETHER TO MAKE APPROPRIATE COLLOCATIONS. (3 pts)
1. take a. energy
2. sense of b. humour
3. local c. community
d. care
Answers: 1:................2:................3:.................
C. REWRITE THE SENTENCES BEGINNING WITH THE WORDS GIVEN. (3 pts)
1. John didn't follow his father's advice about high studies.
John wishes.....
2. "Do you know how to install an antivirus?" The shop assistant asked Mike.
The shop assistant asked Mike.....
3. Candidates must send their applications before the end of June.
The applications.....
D. GIVE THE CORRECT FORM OF THE WORDS BETWEEN BRACKETS. (3 pts)
The Moroccan government has taken serious measures to reduce (illiterate).....among women. It also raises their (aware).....to the importance of education in human (develop)......
E. JOIN THE PAIRS OF SENTENCES WITH THE LINKING WORDS GIVEN. MAKE ANY NECESSARY CHANGES. (3 pts)
1. Aziza learnt how to read and write. She learnt how to do business. (as well as)
2. Michael worked hard in and out of school. That’s why he got excellent marks. (because)
3. Adil worked in the evenings. He wanted to save money to buy a computer (in order to)
III- WRITING ( 10 POINTS )
You saw a film you liked very much in the cinema, on TV, etc. Write a review of that film.
(Approximately 200 words)
Here are some suggestions to help you:
• Title of the film,
• When and where you saw it,
• Where it is set (place, time),
• Type of film (love story, detective story, thriller, science fiction, etc)
• Actors in the film, film director, etc.
• The story, how it ended,
• Your reaction to the film.
BACCALAUREATE ENGLISH EXAM SC JULY 2008
BACCALAUREATE ENGLISH EXAM SC JULY 2008
Thomas Edison lit up the world with his invention of the electric light. Without him, the world might still be a dark place. However, the electric light was not his only invention. He also invented the phonograph, the motion picture camera, and over 1,200 other things. About every two weeks he created something new.
The Edisons moved to Michigan when Thomas was seven. Surprisingly, he attended school for only two months. His mother, a former teacher, taught him a few things, but Thomas was mostly self-educated. His natural curiosity led him to start experimenting at a young age with electrical and mechanical things at home.
When he was 12 years old, he got his first job. He became a newsboy on a train that ran between Port Huron and Detroit. He set up a laboratory in a baggage car of the train to continue his experiments in his spare time. Unfortunately, his first work experience did not end well. Thomas lost his job when he accidentally set fire to the floor of the baggage car.
Thomas, then, worked for five years as a telegraph operator, but he continued to spend much of his time conducting experiments. He got his first patent in 1868 for a vote recorder run by electricity. In 1870, he sold another invention, a stock-ticker, for $40,000. A stock-ticker is a machine that automatically prints stock prices on a tape. He was then able to build his first shop in New Jersey.
Edison was handicapped; he was totally deaf in one ear and hard of hearing in the other, but he thought of his deafness as a blessing in many ways. It kept conversations short, so that he could have more time for work. He called himself a "two-shift man" because he worked 16 out of every 24 hours. Edison died at the age of84 on October 18th, 1931, New Jersey. He left numerous inventions that improved the quality of life all over the world.
I. COMPREHENSION (15 POINTS)
A. WHICH OF THE FOLLOWING WOULD BE THE BEST TITLE FOR THE PASSAGE?
Circle the correct number. (2 pts)
1.The story of a genius
2.The story of a lazy boy
3.The story of a train boy
B.ARE THESE SENTENCES TRUE OR FALSE. JUSTIFY. (4 pts)
1.The only thing that Edison invented was the electric light.
2.Edison started his first experiment at the train baggage car.
3.Edison started working at an early age.
4.Edison spent most of his time working.
C. CHOOSE THE RIGHT ORDER OF EVENTS IN THE TEXT. (only 1 sentence is correct, tick it). (2 pts)
*Edison first became a telegraph operator, then became a newsboy, and finally got his patent.
*Edison first became a newsboy, then became a telegraph operator, and finally got his patent.
*Edison first became a newsboy, then got his patent, and finally became a telegraph operator.
D. COMPLETE THESE SENTENCES IN YOUR OWN WORDS. ( 2 pts)
1.Edison continued his experiments on the train by......
2.The stock-ticker is used for......
E. PICK OUT FROM THE TEXT EXPRESSIONS OR PHRASES WIDCH SHOW THAT: (3 pts)
1.Edison didn't spend a long time at school .(parag 2).......
2.His first job experience was not a success. (parag 3)......
3.Edison considered his deafness in a positive way. (parag5)......
F. WHAT DO THE UNDERLINED WORDS OR EXPRESSIONS IN THE TEXT REFER TO? (2 pts)
1.him ( paragraph 2 )=
2.that ( paragraph 5 )=
II. LANGUAGE (15 POINTS)
A. REWRITE THE SENTENCES BEGINNING WITH THE WORDS GIVEN. (3 pts)
1.The headmaster received the school champions.
The school champions.....
2."I'm not satisfied with your work," the boss told Janet.
The boss told Janet....
3.Dr Falahi didn't get a visa. He couldn't attend the conference in France.
If....
B. PUT THE VERBS BETWEEN BRACKETS IN THE CORRECT TENSE OR FORM. (3 pts)
Leila missed the interview yesterday morning; her train (already, to leave) ........ the station when she got there. Now she wishes she(to tell)...her mother
(to wake).....her up earlier.
C. FILL IN THE GAP WITH AN APPROPRIATE PHRASAL VERB. ( 4 pts)
(stand for - write down - bring about - look up - look after - apply for - get on )
1. When students find very difficult words in a text, they can them in a dictionary.
2.John asked his wife to .....the job advertised in the newspaper.
3.The government has introduced a new plan to....important changes in education.
4.Ali: What does NGO......?
Hamid: Non Governmental Organisations.
D. FILL IN THE GAPS WITH THE APPROPRIATE WORDS OR EXPRESSIONS FROM THE LIST. (2pts)
(looking forward to- combine- gifted- caring- damaged - interest- disappointed- amazing)
Reda is a……young student; he does complex mathematical calculations quickly. He also Shows……. in foreign languages. His ability to write in English is ........... He is.....publishing an English school magazine soon.
E. MATCH EACH SENTENCE WITH ITS APPRORIATE FUNCTION. (3 pts)
I. Due to his frequent absence from work, Tony was not promoted.
2.Sarah is exercising hard in order to lose weight.
3.Young people use the Internet to access information. Moreover, they use it for entertainment.
a. purpose
b. addition
c. concession
d. cause/effect
Answers : (1)...... (2)...... (3)......
III. WRITING (10 POINTS)
One of your relatives or neighbours was illiterate, but he /she benefited a lot from literacy classes organised by a local NGO. Tell the story of that person describing his /her feelings and what he / she gained as a person and as a member of the community. (Approximately 150 words) These suggestions might help you:
• Who the person is (name, age, etc.),
• What the NGO has contributed to the success of these classes;
• How has he/she known about and join the literacy classes;
• Where and when these classes were given;
• Why were these classes important for him/her;
• What he/she gained from these classes (socially, financially and personally);
• Your personal views about how to encourage literacy classes.
BACCALAUREATE ENGLISH EXAM SC JUNE 2008
BACCALAUREATE ENGLISH EXAM SC JUNE 2008
Rachida was born in a rural Moroccan village, Ain Jdid, in 1973. She is married and has four children. Her husband is a seasonal agricultural worker who earns about 700 dhs per month when he works.
When an aid organisation offered literacy classes in her village, Rachida immediately recognised that an excellent opportunity was suddenly offered to her. The class signalled a new beginning for Rachida - if she took classes, she would be able to read and write, add and subtract, and acquire skills that were always reserved for others. When she first learnt how to write her name on a slate and then on paper, she was overjoyed. Although Rachida and her classmates were laughed at by some villagers as they walked to school each day, they ignored them and were proud of their accomplishment.
The course went a step beyond providing basic literacy training to the women of Ain Jdid. Those who performed the best on the final exam were also offered support in setting up a business- a farm animal cooperative. Armed with their newly acquired numeracy and literacy skills, and with technical assistance from the organisation, they started a successful business. Their example gave rural women a new image -that of independent female entrepreneurs who could manage their own businesses. They were no longer field workers.
Rachida now buys and sells farm animals through the cooperative and earns enough income to support her family. More importantly, she can share the joy of learning with her school-aged children and help them with their homework. She is confident about the future. She says her new skills have given her more than just an income. "Through this programme, women have paved the way to a new life," she said.
As a proof to the programme's success, now even some of the men in the village who had criticised Rachida and her classmates want to attend literacy classes.
I- COMPREHENSION (15 POINTS)
A. ARE THESE STATEMENTS TRUE OR FALSE? JUSTIFY. (3 pts)
1. Rachida is originally from a big city.
2. Some villagers made fun of women going to literacy classes.
3. Some women of the village became independent.
B. ANSWER THESE QUESTIONS lN YOUR OWN WORDS. (4 pts)
1. What opportunities did literacy classes offer to Rachida?
2. Which group of women benefited from technical assistance?
3. How do Rachida's children benefit from her literacy?
4. Why did some villagers change their opinion about the literacy programme?
C. WHAT DO THE UNDERLlNED WORDS lN THE TEXT REFER TO? (2 pts)
1. They ( paragraph 2 )=
2. Them ( paragraph 2 )=
D. FIND IN THE TEXT WORDS OR EXPRESSIONS THAT MEAN THE SAME AS: (4 pts)
1. periodical (parag. 1)
2. very happy (parag. 2)
3. starting (parag. 3)
4. money (parag. 4)
E. WHICH OF THE FOLLOWING WOULD BE THE BEST TITLE FOR THE PASSAGE? (2 pts)
1.Female entrepreneurs change rural men's life.
2.Literacy changes a rural woman's life.
3.Rural men change rural women's life.
Title :
II. LANGUAGE (15 POINTS)
A. GIVE THE CORRECT FORM OF THE WORDS BETWEEN BRACKETS.(2 points)
Moroccan NGOs have made great efforts to combat illiteracy. They help youths with basic knowledge and (manage)…… skills. They also train them to become (financial) ……independent.
B. FILL IN THE GAP WITH AN APPROPRIATE PHRASAL VERB.(2 pts)
( picked up - found out - grew up - went through - turned down )
1. Jane was accepted to work in a bank but she………the job because the salary was not interesting.
2. My uncle Ibrahim………his American accent when he was working in the USA.
C. MATCH THE WORDS TO MAKE APPROPRIATE COLLOCATIONS (2 pts)
1- have a- care
2- information b- technology
c- fun
Answers: 1………………………….. 2……………………….
D. REWRITE THE SENTENCES BEGINNING WITH THE WORDS GIVEN.(3 pts)
1. "Do we need a lot of money for the project?" sorne villagers asked the manager.
Some villagers asked……………….
2. The cooperative awarded a prize to Rachida.
Rachida......
3. Salah didn't buy the farm because he didn't get financial support from the bank.
If.......
E. PUT THE VERBS BETWEEN BRACKETS lN THE CORRECT TENSE.( 3 pts)
1. The city council (to build) .........a new stadium two years ago.
2. Before she became a doctor, Salma (already- to work) .......as a biology teacher for 2 years.
3. At the moment, a foreign NGO (to prepare).......a huge project for human development in rural areas in Yemen.
F. JOIN THE PAIRS OF SENTENCES WITH THE LINKING WORDS GIVEN.( 3 pts)
1. The local authorities opened new schools. They wanted to serve their community better.(so as to)
2. The government invests a lot of money on tourism. Not many tourists visit our town. (however)
3. Tom and his wife needed more money. They decided to work over time. (because)
III- WRITING ( 10 POINTS )
Countries around the world celebrate different events (national/international, cultural, or religious).
Choose one of the events celebrated in Morocco (e.g. Aid Al Fitr, Imilchil festival, New Year's Eve, Moussems, etc.) and write a letter to tell your pen friend about it.( Approximately 150 words)
These ideas might help you:
• the event / festival celebrated,
• where and when it is celebrated,
• how people celebrate it (any special meals, clothes, visits , feelings, etc)
• the importance of this celebration in our culture,
• your own feelings, opinions and / or attitudes.
Wednesday 15 April 2009
MOROCCANS AND FAST FOOD
MOROCCANS AND FAST FOOD
Why is fast-food becoming so popular in Morocco?
In the past people in Morocco used to eat healthy, freshly prepared food with their families in the home.Today however, many people, particularly young people, prefer to eat fast food such as hamburgers, fried chicken, shawarma, pizza or simply mlawi and harsha. There are many reasons why this change has occurred, but fast-food also has some serious effects on individuals and society.
There are many reasons for the popularity of fast food. One of the main reasons is the change in lifestyle.Many people in Morocco are working long hours, shifts, or long school days. They don’t have time to find ingredients or prepare good food. Women are now starting to work in Morocco, and this can result in less time being available for preparing family meals. Another cause is the huge number of young, affluent people in Morocco. The rapid development of the country has meant that young people, who comprise over 55% of the population, have money to spend. A third reason is advertising. Morocco is a very modern, free market country, with all forms of media such as the Internet and satellite television, and people like to try
new products and different kinds of fast food, local or imported.
However, this change in diet can have some serious effects. One effect is on health. Many individuals in Morocco are becoming obese. These people will be less productive and have conditions such as heart diseases and diabetes. Another result of fast food is the loss of the family tradition of eating together. The weekly Friday gathering of the family around the big couscous dish is loosing ground in favour of sandwiches in snacks or mahlabas. Children and adults rarely eat together now, and thus get less opportunity to talk and discuss family matters. A further effect is economic. Although fast food is not very expensive, it costs more than cooking properly for yourself.
In conclusion, fast food, although it is convenient and tasty, can have serious health and social effects. People should learn to choose fast food carefully and remember the pleasure of eating good food in good company at home among family and friends.
MOBILE PHONES HAVE BECOME INDISPENSABLE
MOBILE PHONES HAVE BECOME INDISPENSABLE
We have just welcomed the 21st century. This is the age of high-tech; in all aspects of our lives, we are confronting new communication devices provided by high technology. People are becoming more and more dependent on using these devices because they make their lives easier.
Today virtually everybody is using a cellular phone. Now people are able to carry their phones wherever they go. They are making phone calls, regardless of the time, place and situation. It is true that technology is making our lives easier and more practical. For example, today parents like their children to carry cellular phones so that they can reach them at anytime.
From my point of view, the cellular phone is indispensable for emergency situations and for business. It's also practical to avoid stress. Unexpected hassles are always cropping up; and using a cell phone can eliminate the stress they cause. For example, if you are in a traffic jam and know you will arrive late to work, you can call your boss and inform him of the situation, overcoming this unexpected hassle. Or, if you have a small car accident, you can call people to inform them of your situation.
The widespread use of this device is amazing. It has become an important part of our daily lives. Whenever people forget their phones at home, they feel uncomfortable or unable to function. Another advantage of having a cellular phone is that you can connect to the Internet and check your e-mail. In addition, you can access information such as news or movie schedules and much more.
Life is now fast and hectic, and this high tech communication device has become indispensable. We need cell phones to keep up with the fast pace of life and the new demands of life in our ever changing world.
We have just welcomed the 21st century. This is the age of high-tech; in all aspects of our lives, we are confronting new communication devices provided by high technology. People are becoming more and more dependent on using these devices because they make their lives easier.
Today virtually everybody is using a cellular phone. Now people are able to carry their phones wherever they go. They are making phone calls, regardless of the time, place and situation. It is true that technology is making our lives easier and more practical. For example, today parents like their children to carry cellular phones so that they can reach them at anytime.
From my point of view, the cellular phone is indispensable for emergency situations and for business. It's also practical to avoid stress. Unexpected hassles are always cropping up; and using a cell phone can eliminate the stress they cause. For example, if you are in a traffic jam and know you will arrive late to work, you can call your boss and inform him of the situation, overcoming this unexpected hassle. Or, if you have a small car accident, you can call people to inform them of your situation.
The widespread use of this device is amazing. It has become an important part of our daily lives. Whenever people forget their phones at home, they feel uncomfortable or unable to function. Another advantage of having a cellular phone is that you can connect to the Internet and check your e-mail. In addition, you can access information such as news or movie schedules and much more.
Life is now fast and hectic, and this high tech communication device has become indispensable. We need cell phones to keep up with the fast pace of life and the new demands of life in our ever changing world.
TELEVISION AND ITS HARMFUL EFFECTS ON CHILDREN
TELEVISION AND ITS HARMFUL EFFECTS ON CHILDREN
Over the past forty years, television sets have become standard pieces of equipment in most homes, and watching television has become a standard activity for most families. Children grow up watching television in the morning, in the afternoon, and often in the evening as well. Although there are many excellent programs for children, many people feel that television may be a bad influence on children for three main reasons.
First of all, some programs are not good for children to see. For example, there are many police stories on television. People are killed with guns, knives, and even cars. Some children might think that these things could happen to them at any time. Therefore, they can become frightened. In addition, some youngsters might begin to think that violence is a normal part of life because they see it so often on television. They may begin to act out the violence they see and hurt themselves or their playmates.
Second, television may affect children's reading ability. Reading requires skills and brain processes that watching television does not. If children watch television too many hours each day, they don't practise those skills they need to learn how to read.
Finally, television may affect children's schoolwork in other ways. If they spend too much time watching television, they may get behind in their homework. Also, if they stay up to watch a late movie, they may fall asleep in class the next day. Consequently, they will not learn their lessons, and they could even fail in school.
In conclusion, if children watch too much television or watch the wrong programs, their personalities can be harmed. Furthermore, their progress in school can be affected. Therefore, parents should know what programs their children are watching. They should also turn off the television so that their children will study.
Over the past forty years, television sets have become standard pieces of equipment in most homes, and watching television has become a standard activity for most families. Children grow up watching television in the morning, in the afternoon, and often in the evening as well. Although there are many excellent programs for children, many people feel that television may be a bad influence on children for three main reasons.
First of all, some programs are not good for children to see. For example, there are many police stories on television. People are killed with guns, knives, and even cars. Some children might think that these things could happen to them at any time. Therefore, they can become frightened. In addition, some youngsters might begin to think that violence is a normal part of life because they see it so often on television. They may begin to act out the violence they see and hurt themselves or their playmates.
Second, television may affect children's reading ability. Reading requires skills and brain processes that watching television does not. If children watch television too many hours each day, they don't practise those skills they need to learn how to read.
Finally, television may affect children's schoolwork in other ways. If they spend too much time watching television, they may get behind in their homework. Also, if they stay up to watch a late movie, they may fall asleep in class the next day. Consequently, they will not learn their lessons, and they could even fail in school.
In conclusion, if children watch too much television or watch the wrong programs, their personalities can be harmed. Furthermore, their progress in school can be affected. Therefore, parents should know what programs their children are watching. They should also turn off the television so that their children will study.
THE ADVANTAGES OF THE INTERNET
THE ADVANTAGES OF THE INTERNET
Nowadays, no one can deny the importance of the Internet. Sitting in front of a computer, clicking a mouse three times, you can get access to the information highway, which provides you numerous valuable sources of information. Thanks to the Internet, people can quickly sell, advertise and share knowledge, idea, and personal feelings.
Because we are easy to access to so much information, it can create some problems to us. Children are easily suffering from inappropriate information on the Internet, since it is very hard to control information from the Internet. More and more porn pages are quickly emerging and continuously sending emails to children's account. With their curiosity, children click on these links that lead to these pages, and see things that they should not have seen. They do not realize that they are unconsciously affected because their parents cannot examine all the content they view.
Consequently, children are now becoming the number one victims of sex abuse and criminals in America where it is very easy to access bad websites such as porn sites and sex forums. It is the Internet that probably causes problems to children if parents do not pay much attention to them.
Although the Internet offers us large amount of information, its reliability is dubious because many untrue news stories can be posted to it and cause confusions to many people. It is very difficult for us to find out what websites are reliable and what are not. My teacher, for example, is advocating her students to use books to study, research, or write a report instead of using the information on the Internet.
In conclusion, the Internet causes trouble to people, especially young people and children. Although people can get access to up-to-date knowledge and information, problems caused by using information from the Internet are inevitable. Therefore, while the Internet can provide a lot of useful information, its hard cannot be underestimated.
Nowadays, no one can deny the importance of the Internet. Sitting in front of a computer, clicking a mouse three times, you can get access to the information highway, which provides you numerous valuable sources of information. Thanks to the Internet, people can quickly sell, advertise and share knowledge, idea, and personal feelings.
Because we are easy to access to so much information, it can create some problems to us. Children are easily suffering from inappropriate information on the Internet, since it is very hard to control information from the Internet. More and more porn pages are quickly emerging and continuously sending emails to children's account. With their curiosity, children click on these links that lead to these pages, and see things that they should not have seen. They do not realize that they are unconsciously affected because their parents cannot examine all the content they view.
Consequently, children are now becoming the number one victims of sex abuse and criminals in America where it is very easy to access bad websites such as porn sites and sex forums. It is the Internet that probably causes problems to children if parents do not pay much attention to them.
Although the Internet offers us large amount of information, its reliability is dubious because many untrue news stories can be posted to it and cause confusions to many people. It is very difficult for us to find out what websites are reliable and what are not. My teacher, for example, is advocating her students to use books to study, research, or write a report instead of using the information on the Internet.
In conclusion, the Internet causes trouble to people, especially young people and children. Although people can get access to up-to-date knowledge and information, problems caused by using information from the Internet are inevitable. Therefore, while the Internet can provide a lot of useful information, its hard cannot be underestimated.
HOW CAN NEW TECHNOLOGIES HELP STUDENTS IN THEIR STUDIES?
HOW CAN NEW TECHNOLOGIES HELP STUDENTS IN THEIR STUDIES?
With the help of technology students nowadays can learn more information and learn it more quickly. New technologies have helped students cross boundaries, have opened up new horizons for them and have increased the speed at which they get information.
New technology in the form of Internet has helped break the limitations of a country's frontiers. A student sitting in a small town in Morocco or elsewhere can access the latest course material released by MIT on his topic of interest. He can gain access to the latest info that his happening in physics and thus improve his knowledge. He can browse through the previous papers in physics and go deeper in his specialized study. And how long does this all take? A click of a mouse. Compare this with searching through the mazes of his small hometown library only to find some outdated articles while wasting a great part of his time.
Technology has helped open up many new avenues that previously were considered impossible. Take for example the simple LCD projectors. They give a visual feel of the subject that the student is studying helping him to learn not only quickly but also effectively. In addition, video conferencing enables students to ask questions over far distances and interact with their teachers to make some study matters clearer.
In concluding I would like to say that technology has played a major role not only in increasing the speed at which students learn but also in bringing a radical change in the way they learn it.
With the help of technology students nowadays can learn more information and learn it more quickly. New technologies have helped students cross boundaries, have opened up new horizons for them and have increased the speed at which they get information.
New technology in the form of Internet has helped break the limitations of a country's frontiers. A student sitting in a small town in Morocco or elsewhere can access the latest course material released by MIT on his topic of interest. He can gain access to the latest info that his happening in physics and thus improve his knowledge. He can browse through the previous papers in physics and go deeper in his specialized study. And how long does this all take? A click of a mouse. Compare this with searching through the mazes of his small hometown library only to find some outdated articles while wasting a great part of his time.
Technology has helped open up many new avenues that previously were considered impossible. Take for example the simple LCD projectors. They give a visual feel of the subject that the student is studying helping him to learn not only quickly but also effectively. In addition, video conferencing enables students to ask questions over far distances and interact with their teachers to make some study matters clearer.
In concluding I would like to say that technology has played a major role not only in increasing the speed at which students learn but also in bringing a radical change in the way they learn it.
Friday 10 April 2009
WRITING A PARAGRAPH
WRITING A PARAGRAPH
What is a paragraph?
A paragraph is a group of sentences that develop an idea. The first sentence of a paragraph should be indented.
The sentences in the paragraph support and give examples of the main idea.
Paragraph Structure
A paragraph should have a logical structure that is easy to put into an outline:
I. Topic Sentence
II. Supporting Detail
III. Supporting Detail
IV. Supporting Detail
V. Concluding Sentence
Topic Sentences
A topic sentence is the sentence that tells the reader the main idea of the paragraph. The topic sentence should contain only one main idea. It should be specific and detailed. The topic sentence is often found at the beginning of the paragraph, but it can be in other places, too.
Supporting Details
The topic (which is introduced by the topic sentence) should be discussed fully and adequately. Again, this varies from paragraph to paragraph, depending on the author's purpose, but writers should beware of paragraphs that only have two or three sentences.
Some methods to make sure your paragraph is well-developed:
Use examples and illustrations
Cite data (facts, statistics, evidence, details, and others)
Examine testimony (what other people say such as quotes and paraphrases)
Use an anecdote or story
Define terms in the paragraph
Compare and contrast
Evaluate causes and reasons
Examine effects and consequences
Analyze the topic
Describe the topic
Concluding Sentence
It restates your topic sentences, preferably in slightly different words. It finishes with a strong sentence that sums up your main point.
A rounding off, possibly by summarizing what has been said or drawing a logical conclusion from it.
Types of paragraphs
There are basically four types of paragraphs: narrative, descriptive, expository and persuasive.
- A narrative paragraph conveys a story, usually in a clear order, with a beginning, a middle and an end.
- A descriptive paragraph presents a definite description of a person, place, thing or idea.
- An expository paragraph provides facts, offers directions or defines terms.
- A persuasive paragraph offers information to support or refute an opinion.
What is a paragraph?
A paragraph is a group of sentences that develop an idea. The first sentence of a paragraph should be indented.
The sentences in the paragraph support and give examples of the main idea.
Paragraph Structure
A paragraph should have a logical structure that is easy to put into an outline:
I. Topic Sentence
II. Supporting Detail
III. Supporting Detail
IV. Supporting Detail
V. Concluding Sentence
Topic Sentences
A topic sentence is the sentence that tells the reader the main idea of the paragraph. The topic sentence should contain only one main idea. It should be specific and detailed. The topic sentence is often found at the beginning of the paragraph, but it can be in other places, too.
Supporting Details
The topic (which is introduced by the topic sentence) should be discussed fully and adequately. Again, this varies from paragraph to paragraph, depending on the author's purpose, but writers should beware of paragraphs that only have two or three sentences.
Some methods to make sure your paragraph is well-developed:
Use examples and illustrations
Cite data (facts, statistics, evidence, details, and others)
Examine testimony (what other people say such as quotes and paraphrases)
Use an anecdote or story
Define terms in the paragraph
Compare and contrast
Evaluate causes and reasons
Examine effects and consequences
Analyze the topic
Describe the topic
Concluding Sentence
It restates your topic sentences, preferably in slightly different words. It finishes with a strong sentence that sums up your main point.
A rounding off, possibly by summarizing what has been said or drawing a logical conclusion from it.
Types of paragraphs
There are basically four types of paragraphs: narrative, descriptive, expository and persuasive.
- A narrative paragraph conveys a story, usually in a clear order, with a beginning, a middle and an end.
- A descriptive paragraph presents a definite description of a person, place, thing or idea.
- An expository paragraph provides facts, offers directions or defines terms.
- A persuasive paragraph offers information to support or refute an opinion.
THE POSITIVE EFFECTS OF PHYSICAL EXERCISE ON OUR HEALTH
THE POSITIVE EFFECTS OF PHYSICAL EXERCISE ON OUR HEALTH
The purpose of this paper is to discuss the effects of exercise in your absolute health (mental, social, and physical health). If you are not well in one of the three parts, you are not completely healthy. Exercising is a free time activity that helps people to feel good in every aspect of the health definition.
The best known part that exercising improves is the physical part. The physical effect of exercising is that every part and system of our body is in continuous movement. There are many parts in our body that benefit from exercise, but one of the most important parts that exercising helps is the cardiovascular system. For example, when you exercise, muscles move, and to move, muscles need oxygen in the blood, so the heart has to pump blood in a faster rhythm to keep the muscles moving. This trains your heart and lungs giving you more strength for the future.
Another part of the definition of health is mental health. This aspect is for me one of the aspects that makes people exercise. Exercise distracts and relaxes you for a while because in your exercise, you are discharging many feelings and incommodities, such as stress. Many people feel that after exercising, all the problems and pressures of their lifestyle disappear or at least are forgotten for a while. While exercising problems of our lives can be solved because you are calm and relaxed, and it is just much easier to think clearly.
The social aspect of health is helped with exercise because many of the sports are or can be made with someone else. This makes stronger relationships because you meet people that are like you and share the same things. I think that this makes you feel more secure and learn about human relationships.
Exercising is an activity that touches the three aspects of health. By exercising you could improve the functioning of your body, be calm in your mind, and meet new people which make a healthier life. I think that another benefit of exercising is the satisfaction of doing something that helps you to live healthy. This idea causes many people to think of exercise as a drug. You should try it. Exercise, and be healthy.
The purpose of this paper is to discuss the effects of exercise in your absolute health (mental, social, and physical health). If you are not well in one of the three parts, you are not completely healthy. Exercising is a free time activity that helps people to feel good in every aspect of the health definition.
The best known part that exercising improves is the physical part. The physical effect of exercising is that every part and system of our body is in continuous movement. There are many parts in our body that benefit from exercise, but one of the most important parts that exercising helps is the cardiovascular system. For example, when you exercise, muscles move, and to move, muscles need oxygen in the blood, so the heart has to pump blood in a faster rhythm to keep the muscles moving. This trains your heart and lungs giving you more strength for the future.
Another part of the definition of health is mental health. This aspect is for me one of the aspects that makes people exercise. Exercise distracts and relaxes you for a while because in your exercise, you are discharging many feelings and incommodities, such as stress. Many people feel that after exercising, all the problems and pressures of their lifestyle disappear or at least are forgotten for a while. While exercising problems of our lives can be solved because you are calm and relaxed, and it is just much easier to think clearly.
The social aspect of health is helped with exercise because many of the sports are or can be made with someone else. This makes stronger relationships because you meet people that are like you and share the same things. I think that this makes you feel more secure and learn about human relationships.
Exercising is an activity that touches the three aspects of health. By exercising you could improve the functioning of your body, be calm in your mind, and meet new people which make a healthier life. I think that another benefit of exercising is the satisfaction of doing something that helps you to live healthy. This idea causes many people to think of exercise as a drug. You should try it. Exercise, and be healthy.
THE DANGERS OF SMOKING 2
THE DANGERS OF SMOKING
There have been numerous campaigns against cigarette smoking communicating that this vice causes death. But a threat to health doesn’t seem to be a good reason for quitting anymore. People somehow block themselves and ignore all the information that is given to them. The purpose of this essay is to discuss three effects of cigarette smoking, besides the broadly mentioned possibility of developing cancer or dying, which are the smell of smoke, the stained teeth, and the cost of doing it.
The first effect of cigarette smoking, and probably the one that the non-smokers hate the most, is that it permeates everything around it. Smokers usually have smelly hair, breath, clothes, and, if they smoke indoors, a smelly room. The stench of cigarette smoke is very penetrating and hard to remove. Even if the person quits smoking the odour remains for a long time.
The second effect of cigarette smoking is one that most people don’t even take into consideration. It stains the teeth yellow or sometimes even brown. Since this effect is long term, most people are not aware of it when they begin smoking. The truth is that a cigarette stain is very hard to eliminate from the teeth, and it will probably end up costing a considerable amount of money. Yellow teeth are disgusting because they give an unhygienic image and make people look older.
The third effect of smoking is that it will eventually end up affecting the smoker’s personal economy. Depending on the country the prices of cigarettes can differ. But even at an affordable price the regular consumption of cigarettes will eventually take its economic toll.
These are only three out of many other effects that cigarette smoking can have, but to any sensible person they are more than enough to realize that smoking is bad. People can’t possibly be proud of calling themselves smokers. It is terrible for health as well as personal appearance. In the end, those who live in poverty, stink of smoke, and have yellow teeth are the people who are affected the most by this life threatening activity.
There have been numerous campaigns against cigarette smoking communicating that this vice causes death. But a threat to health doesn’t seem to be a good reason for quitting anymore. People somehow block themselves and ignore all the information that is given to them. The purpose of this essay is to discuss three effects of cigarette smoking, besides the broadly mentioned possibility of developing cancer or dying, which are the smell of smoke, the stained teeth, and the cost of doing it.
The first effect of cigarette smoking, and probably the one that the non-smokers hate the most, is that it permeates everything around it. Smokers usually have smelly hair, breath, clothes, and, if they smoke indoors, a smelly room. The stench of cigarette smoke is very penetrating and hard to remove. Even if the person quits smoking the odour remains for a long time.
The second effect of cigarette smoking is one that most people don’t even take into consideration. It stains the teeth yellow or sometimes even brown. Since this effect is long term, most people are not aware of it when they begin smoking. The truth is that a cigarette stain is very hard to eliminate from the teeth, and it will probably end up costing a considerable amount of money. Yellow teeth are disgusting because they give an unhygienic image and make people look older.
The third effect of smoking is that it will eventually end up affecting the smoker’s personal economy. Depending on the country the prices of cigarettes can differ. But even at an affordable price the regular consumption of cigarettes will eventually take its economic toll.
These are only three out of many other effects that cigarette smoking can have, but to any sensible person they are more than enough to realize that smoking is bad. People can’t possibly be proud of calling themselves smokers. It is terrible for health as well as personal appearance. In the end, those who live in poverty, stink of smoke, and have yellow teeth are the people who are affected the most by this life threatening activity.
Using Simple Sentences to Express Cause
Using Simple Sentences to Express Cause
Words / expressions that can be used
Cause---------------------------Effect
Unemployment ---------------> Immigration.
causes
is a cause of
results in
leads to
brings about
gives rise to
is responsible for
Words / expressions that can be used
Effect-------------------------Cause
Immigration <--------------- Unemployment. is caused by is due to is the result of results from is a consequence of occurs as a result of arises from
Words / expressions that can be used
Cause---------------------------Effect
Unemployment ---------------> Immigration.
causes
is a cause of
results in
leads to
brings about
gives rise to
is responsible for
Words / expressions that can be used
Effect-------------------------Cause
Immigration <--------------- Unemployment. is caused by is due to is the result of results from is a consequence of occurs as a result of arises from
EFFECTS OF LIVING IN A FOREIGN COUNTRY
EFFECTS OF LIVING IN A FOREIGN COUNTRY
Living away from your country can be a really interesting and unforgettable
experience, but at the same time it has very important effects on one's life. The
purpose of this essay is to discuss the three main effects that living in another
country can produce in your personal life.
The major effect, and also a very common one, is that once you start a regular life
away from home, you miss everything. This fact doesn't mean that you are unhappy
but that you are aware of being on your own. Missing your family and the attention
they all paid to you is a very usual thing to do. Little details like sitting on a Sunday morning watching TV alone instead of helping your dad organizing his things or having a nice chat with your mom makes you realize how valuable your family really is. It is also completely acceptable to miss all the facilities you used to have back at home, like your house, your car, your bed, and your bathroom. It's obvious then that you have started to appreciate everything you had back where you belong.
The second main effect would be learning how to accept another type of society and
culture into your daily life. Since you are living in a place with different customs and traditions from yours, you have to be able to develop yourself in unknown conditions. This means making new friends, learning other points of view, accepting different opinions and values, and seizing every opportunity you have to go to new places. Therefore, you'll be able to achieve true knowledge. Suggesting to change your mind totally or to be square minded would be foolish; the best thing to do would be to stick to your most important values and, according to them, change those that you believe could be improved.
The most significant effect of living away from home is the independent behaviour that grows inside of you. Living on your own far from your family gives you a lot of
experiences toward organizing your life. Since it is up to you and no one else to go to school, clean your room, wash your clothes, and organize your expenses, it is
predictable that you will have a good and strong meaning of responsibility. Being
A Student's Cause/Effect Essay, The Effects of Living in a Foreign Country
independent and responsible will help you get through life every goal you want to
achieve.
Living far from home, even for a short period of time, can be really hard at the
beginning. We have to remember that all changes are difficult, but they are
necessary to go through them to build character. Most important of all, it helps us
appreciate everything we have. Not realizing how lucky we are can be a really bad
mistake because things don't last forever and we have to make the best out of them.
Living away from your country can be a really interesting and unforgettable
experience, but at the same time it has very important effects on one's life. The
purpose of this essay is to discuss the three main effects that living in another
country can produce in your personal life.
The major effect, and also a very common one, is that once you start a regular life
away from home, you miss everything. This fact doesn't mean that you are unhappy
but that you are aware of being on your own. Missing your family and the attention
they all paid to you is a very usual thing to do. Little details like sitting on a Sunday morning watching TV alone instead of helping your dad organizing his things or having a nice chat with your mom makes you realize how valuable your family really is. It is also completely acceptable to miss all the facilities you used to have back at home, like your house, your car, your bed, and your bathroom. It's obvious then that you have started to appreciate everything you had back where you belong.
The second main effect would be learning how to accept another type of society and
culture into your daily life. Since you are living in a place with different customs and traditions from yours, you have to be able to develop yourself in unknown conditions. This means making new friends, learning other points of view, accepting different opinions and values, and seizing every opportunity you have to go to new places. Therefore, you'll be able to achieve true knowledge. Suggesting to change your mind totally or to be square minded would be foolish; the best thing to do would be to stick to your most important values and, according to them, change those that you believe could be improved.
The most significant effect of living away from home is the independent behaviour that grows inside of you. Living on your own far from your family gives you a lot of
experiences toward organizing your life. Since it is up to you and no one else to go to school, clean your room, wash your clothes, and organize your expenses, it is
predictable that you will have a good and strong meaning of responsibility. Being
A Student's Cause/Effect Essay, The Effects of Living in a Foreign Country
independent and responsible will help you get through life every goal you want to
achieve.
Living far from home, even for a short period of time, can be really hard at the
beginning. We have to remember that all changes are difficult, but they are
necessary to go through them to build character. Most important of all, it helps us
appreciate everything we have. Not realizing how lucky we are can be a really bad
mistake because things don't last forever and we have to make the best out of them.
FAMILY PLANNING IN MOROCCO : SMALL OR LARGE FAMILY?
FAMILY PLANNING IN MOROCCO : SMALL OR LARGE FAMILY?
For a long time, Moroccan families have not traditionally used birth control. Because of this, it is very common to find big families. Therefore, the population in Morocco has increased considerably affecting not only the family itself but the whole country as well. Overpopulation is a serious problem that represents an obstacle to Morocco’s economic progress. Family planning would help to assure family life success as well as increase the chances of Morocco’s economic growth as opposed to population growth.
The first reason why Moroccan families should plan their families is that in this way they can better distribute attention, time, and care among the members of the family. When a couple responsibly decides the number of children they want and can raise, they obtain a clearer perspective of the family life they expect to have. Consequently, a family is able to enjoy benefits such as having better communication with each other, sharing important moments, and strengthening family ties.
The second reason why Moroccan families should plan their families is the possibility of providing for their children's education. Morocco’s general level of education is very low due to a large number of population who do not even finish elementary school. A major reason for this problem is a non-planned family. If a couple with insufficient economic resources has many children, it is very obvious they will not be able to give them an adequate education. A proof of this is the big number of children on the streets asking for money. On the other hand, a planned family helps increase the educational level among the children. Therefore, children will be given a chance to be competitive in the daily changing world.
Finally, the third reason why Moroccans should plan their families is the fact that Morocco has more chances of improving its competitiveness and quality of life in many aspects. We all know that family represents the basis of a society. Therefore, each and every family contributes to Morocco’s economic and social situation. If we could have more conscious and responsible families planning the number of their children, our opportunities for economic growth would be increased. Building a better a place to live increases the possibilities of receiving better services, avoiding geographical distribution problems, and improving our expectations of economic growth.
Morocco’s future depends a lot on its families. For this reason, each couple should make a conscious and responsible use of their rights to decide the number of children they want. Planning our families will enable us to distribute time, care, and attention among the members of the family. Planning our families will give us the opportunity to afford education for our children. Planning our families will increase Morocco’s possibilities for growth in many aspects. We should consider these enormous benefits when deciding the number of children we want. Fewer children in families will raise the quality of life both within the family and in Morocco. However, the responsibility for the final decision is only yours.
For a long time, Moroccan families have not traditionally used birth control. Because of this, it is very common to find big families. Therefore, the population in Morocco has increased considerably affecting not only the family itself but the whole country as well. Overpopulation is a serious problem that represents an obstacle to Morocco’s economic progress. Family planning would help to assure family life success as well as increase the chances of Morocco’s economic growth as opposed to population growth.
The first reason why Moroccan families should plan their families is that in this way they can better distribute attention, time, and care among the members of the family. When a couple responsibly decides the number of children they want and can raise, they obtain a clearer perspective of the family life they expect to have. Consequently, a family is able to enjoy benefits such as having better communication with each other, sharing important moments, and strengthening family ties.
The second reason why Moroccan families should plan their families is the possibility of providing for their children's education. Morocco’s general level of education is very low due to a large number of population who do not even finish elementary school. A major reason for this problem is a non-planned family. If a couple with insufficient economic resources has many children, it is very obvious they will not be able to give them an adequate education. A proof of this is the big number of children on the streets asking for money. On the other hand, a planned family helps increase the educational level among the children. Therefore, children will be given a chance to be competitive in the daily changing world.
Finally, the third reason why Moroccans should plan their families is the fact that Morocco has more chances of improving its competitiveness and quality of life in many aspects. We all know that family represents the basis of a society. Therefore, each and every family contributes to Morocco’s economic and social situation. If we could have more conscious and responsible families planning the number of their children, our opportunities for economic growth would be increased. Building a better a place to live increases the possibilities of receiving better services, avoiding geographical distribution problems, and improving our expectations of economic growth.
Morocco’s future depends a lot on its families. For this reason, each couple should make a conscious and responsible use of their rights to decide the number of children they want. Planning our families will enable us to distribute time, care, and attention among the members of the family. Planning our families will give us the opportunity to afford education for our children. Planning our families will increase Morocco’s possibilities for growth in many aspects. We should consider these enormous benefits when deciding the number of children we want. Fewer children in families will raise the quality of life both within the family and in Morocco. However, the responsibility for the final decision is only yours.
GROWTH OF CITIES
GROWTH OF CITIES
In recent decades, cities have grown so large that now about 50% of the Earth's population lives in urban areas. There are several reasons for this occurrence. First, the increasing industrialization of the nineteenth century resulted in the creation of many factory jobs, which tended to be located in cities. These jobs, with their promise of a better material life, attracted many people from rural areas. Second, there were many schools established to educate the children of the new factory labourers. The promise of a better education persuaded many families to leave farming communities and move to the cities. Finally, as the cities grew, people established places of leisure, entertainment, and culture, such as sports stadiums, theatres, and museums. For many people, these facilities made city life appear more interesting than life on the farm, and therefore drew them away from rural communities.
In recent decades, cities have grown so large that now about 50% of the Earth's population lives in urban areas. There are several reasons for this occurrence. First, the increasing industrialization of the nineteenth century resulted in the creation of many factory jobs, which tended to be located in cities. These jobs, with their promise of a better material life, attracted many people from rural areas. Second, there were many schools established to educate the children of the new factory labourers. The promise of a better education persuaded many families to leave farming communities and move to the cities. Finally, as the cities grew, people established places of leisure, entertainment, and culture, such as sports stadiums, theatres, and museums. For many people, these facilities made city life appear more interesting than life on the farm, and therefore drew them away from rural communities.
LIFE IN THE CITY AND LIFE IN THE COUNTRYSIDE
LIFE IN THE CITY AND LIFE IN THE COUNTRYSIDE
Teenagers from the city live a different life from that of their country counterparts. First of all, the adolescent from the city has more to entertain her. But the country teens have nowhere to go. In the city there is always a movie to watch, or a shopping centre in which to browse around and catch up on the latest styles, or youth centres where sports may be played. But rural teens usually live more than three miles out of town, and if they are too young to drive, or can't have the car, they are stuck at home. All the movie houses and shopping centres are either in town, or close to it. For the city teen, there is always the telephone on which one may catch up privately on the local gossip. But because there are quite a few people on the country party-line, the country teen can accomplish very few private conversations. As a whole, urban teens lead a different life than rural teens.
Teenagers from the city live a different life from that of their country counterparts. First of all, the adolescent from the city has more to entertain her. But the country teens have nowhere to go. In the city there is always a movie to watch, or a shopping centre in which to browse around and catch up on the latest styles, or youth centres where sports may be played. But rural teens usually live more than three miles out of town, and if they are too young to drive, or can't have the car, they are stuck at home. All the movie houses and shopping centres are either in town, or close to it. For the city teen, there is always the telephone on which one may catch up privately on the local gossip. But because there are quite a few people on the country party-line, the country teen can accomplish very few private conversations. As a whole, urban teens lead a different life than rural teens.
THE EFFECTS OF COMPUTER GAMES ON CHILDREN
THE EFFECTS OF COMPUTER GAMES ON CHILDREN
Computer games have been popular for decades now and many households have at least one. However it can be seen that playing these games causes social, educational and personal problems of several kinds both to youngsters and society.
Firstly, youngsters who spend a great deal of time in front of a monitor are not studying, playing sport, socialising or learning about life. The skills which they need in order to interact with others and succeed in the real world are not being nurtured.
Moreover, studies have shown that this generation of young males is actually growing less than previous generations due to lack of exercise. Following from this, they are more likely to be overweight and less healthy, so more prone to diseases such as diabetes.
In addition, the games themselves are often quite violent and dangerously sexist. For example, there are games which show graphic fighting scenes where the most brutal is most applauded. Women are shown as either sexy, but weak, or as improbable amazons. Violence against women is often part of these games which encourages misogynistic behaviour. The language tends to be violent and sexist which further adds to the problems of the lack of interaction and social skills.
It is easy to imagine the effects of such games on young minds. If we wish children to grow up to become well-adjusted members of society, these games should be more tightly controlled.
Computer games have been popular for decades now and many households have at least one. However it can be seen that playing these games causes social, educational and personal problems of several kinds both to youngsters and society.
Firstly, youngsters who spend a great deal of time in front of a monitor are not studying, playing sport, socialising or learning about life. The skills which they need in order to interact with others and succeed in the real world are not being nurtured.
Moreover, studies have shown that this generation of young males is actually growing less than previous generations due to lack of exercise. Following from this, they are more likely to be overweight and less healthy, so more prone to diseases such as diabetes.
In addition, the games themselves are often quite violent and dangerously sexist. For example, there are games which show graphic fighting scenes where the most brutal is most applauded. Women are shown as either sexy, but weak, or as improbable amazons. Violence against women is often part of these games which encourages misogynistic behaviour. The language tends to be violent and sexist which further adds to the problems of the lack of interaction and social skills.
It is easy to imagine the effects of such games on young minds. If we wish children to grow up to become well-adjusted members of society, these games should be more tightly controlled.
THE DANGERS OF SMOKING
THE DANGERS OF SMOKING
Smoking has many serious effects. The most obvious effect is the deterioration of a smoker's health. Smoking increases the risk of lung disease, increases blood pressure, increases the risk of heart attacks, and reduces the flow of oxygen to the brain. Smoking creates respiratory problems. A smoker's cough expels phlegm, a thick mucus in the nose and the throat that wants to escape the body. Prolonged use may lead to emphysema and the need to hook up to a machine to pump enough oxygen into the lungs. Another effect of this habit is that smoking breeds halitosis; a smoker's breath always smells foul and repulsive. Smoking frequently results in social isolation because fewer people smoke or want to be in the presence of second-hand smoke. Friends and acquaintances often bluntly tell their smoking friends that they don't want the smell in their cars or in their homes. The strong, offensive odour of smoke clings to smokers' clothing, hair, and skin. The final effect of smoking is that it depletes the pocketbook. Smoking is now an expensive habit, and the price of cigarettes continues to rise. The effects of smoking are many, which leaves one wondering why intelligent people do not find a way to break their harmful addiction.
Smoking has many serious effects. The most obvious effect is the deterioration of a smoker's health. Smoking increases the risk of lung disease, increases blood pressure, increases the risk of heart attacks, and reduces the flow of oxygen to the brain. Smoking creates respiratory problems. A smoker's cough expels phlegm, a thick mucus in the nose and the throat that wants to escape the body. Prolonged use may lead to emphysema and the need to hook up to a machine to pump enough oxygen into the lungs. Another effect of this habit is that smoking breeds halitosis; a smoker's breath always smells foul and repulsive. Smoking frequently results in social isolation because fewer people smoke or want to be in the presence of second-hand smoke. Friends and acquaintances often bluntly tell their smoking friends that they don't want the smell in their cars or in their homes. The strong, offensive odour of smoke clings to smokers' clothing, hair, and skin. The final effect of smoking is that it depletes the pocketbook. Smoking is now an expensive habit, and the price of cigarettes continues to rise. The effects of smoking are many, which leaves one wondering why intelligent people do not find a way to break their harmful addiction.
MOBILE PHONE AND MANNERS
MOBILE PHONE AND MANNERS
Cell phones are everywhere, and some people don't know what the limits of cell phones use are. Nowadays, that's the biggest problem. People disturb other people, first with the ringing of their cell phones and then with their conversations because they usually speak very loudly. People need to learn how to use cell phones correctly. If there is an emergency, cell phones are acceptable; but remember that just a few years ago few people had cell phones and the whole society survived! Nowadays people can't seem to live without this kind of technology. They talk in restaurants, in restrooms, in cars, in hospitals, and at parties. It's incredible ! The use of cell phones must be restricted in places such as cinemas, theatres, museums, classrooms, and hospitals. They should have get tickets when they use them in inappropriate places, like people get parking tickets when they park in inappropriate places.
Cell phones are everywhere, and some people don't know what the limits of cell phones use are. Nowadays, that's the biggest problem. People disturb other people, first with the ringing of their cell phones and then with their conversations because they usually speak very loudly. People need to learn how to use cell phones correctly. If there is an emergency, cell phones are acceptable; but remember that just a few years ago few people had cell phones and the whole society survived! Nowadays people can't seem to live without this kind of technology. They talk in restaurants, in restrooms, in cars, in hospitals, and at parties. It's incredible ! The use of cell phones must be restricted in places such as cinemas, theatres, museums, classrooms, and hospitals. They should have get tickets when they use them in inappropriate places, like people get parking tickets when they park in inappropriate places.
Saturday 4 April 2009
PRESENT SIMPLE OR PRESENT CONTINUOUS?
PRESENT SIMPLE OR PRESENT CONTINUOUS?
Put the verbs in brackets into the appropriate form of the Present Simple or Present Continuous Tense.
I. It usually (rain)….. at this time of the year but today the sun (shine)…….brightly.
2. I (see)…… my dentist this afternoon.
3. What (you /prepare)….. for dinner? It smells delicious.
4. Doha, you really should cut on sweets. You (get)….. fatter every time we meet.
5. This hat (not suit)…… the dress I've just bought.
6. My sister (like)….. English a lot but she (not enjoy)…… Maths and Chemistry.
7. Who (drive)….. that Mercedes that's parked outside?
8. I really (not think)…… that wall colour is the biggest problem now!
9. I'm afraid you can't see Rajaa now. She (have)……lunch with her fiancé.
10. The light from the Sun (take)…. about eight and a half minutes to reach the Earth.
11. This week we (send)….. all the mail by couriers because the Post Office is on strike.
12. John (not come)….here tonight. He (work)…. all night.
13. Now you can be sure that summer is near. It (get)….. hotter and hotter every day.
14. My sister never (clean)…. her bedroom, in fact she (hardly/ do)……any housework.
15. A/ What (your brother /do)…… for the living?
B/ Oh, this and that, you know, he (not have)…… any permanent job.
16. We (move)…… house next week and the removal company (come)……..at 5 o'clock this afternoon.
17. A/ Why (you /taste)….. the stew?
B/ To see if it (need)….. any spices.
18. A/ Hakim (seem)….. to be rather nervous.
B/ Well, he (appear)…… in the evening TV news, that's why.
19. We haven't made any serious plans for the summer holidays, but we (think)…… to visit Dakhla this year.
20. Leila, why (you /always /leave)…. your dirty coffee mug on my desk? It's really irritating.
21. Life is so difficult! Unemployment rate (get)…. higher, prices (get)…… higher, everything (get)….. higher, only our salaries are still the same!
22. Maryam is away this week. She (do)…. a nursing course in Kenitra.
23. Let's go over there! They (feed)….. the seals.
24. My Indian friend Vishnu (think)….. it is wrong to eat meat.
25 (you /know)…. who this watch (belong)….. to?
26. Mother is downstairs in the kitchen. She (have)…. breakfast.
27. A/ What your mother (do)…. now?
B/ The thing that she really (hate)….. She (iron)….. clothes.
28. My husband's sense of direction is not very good. Actually he (get)….. lost very easily.
29. Our old refrigerator has broken down completely and we (look)…… for a new one.
30. Majda (do)….. the shopping and she'll be back in about half an hour.
31. He is not at all a religious person and he (not /believe)…… in reincarnation, ghosts or life after death.
32. This is a historic moment. The King's car (just /arrive)….. in front of the palace.
33. This is only a temporary job. I (help)…. in the restaurant until they find a new chef.
34. I'm so excited! Lamia and her children (come)…. round to see us tonight.
35. Excuse me, what time (the train to Marrakech /leave)……?
36. The midnight sun phenomenon is amazing! Just imagine the sun (not set)……. for six months I
37. I often (walk)…… to work when the weather is fine.
38. Public transport (become)……. more and more expensive nowadays.
ANSWERS
I. rains / is shining;
2. am seeing;
3. are you preparing;
4. are getting;
5. doesn't suit;
6. likes / doesn't enjoy;
7. drives;
8. don't think;
9. is having;
10. takes;
11. are sending;
12. isn't coming / is working;
13. is getting;
14. cleans / hardly does;
15. does your brother do /doesn't have;
16. are moving / is(are) coming;
17. are you tasting / needs;
18. seems / is appearing;
19. are thinking;
20. are you always leaving;
21. is getting I are getting / is getting;
22. is doing;
23. are feeding;
24. thinks;
25. do you know / belongs;
26. is having;
27. is your mother doing / hates / is ironing;
28. gets;
29. are looking ;
30. is doing;
31. doesn't believe;
32. is just arriving;
33. am helping;
34. are coming;
35. does the train ... leave;
36. doesn't set.;
37. walk
38. is
Put the verbs in brackets into the appropriate form of the Present Simple or Present Continuous Tense.
I. It usually (rain)….. at this time of the year but today the sun (shine)…….brightly.
2. I (see)…… my dentist this afternoon.
3. What (you /prepare)….. for dinner? It smells delicious.
4. Doha, you really should cut on sweets. You (get)….. fatter every time we meet.
5. This hat (not suit)…… the dress I've just bought.
6. My sister (like)….. English a lot but she (not enjoy)…… Maths and Chemistry.
7. Who (drive)….. that Mercedes that's parked outside?
8. I really (not think)…… that wall colour is the biggest problem now!
9. I'm afraid you can't see Rajaa now. She (have)……lunch with her fiancé.
10. The light from the Sun (take)…. about eight and a half minutes to reach the Earth.
11. This week we (send)….. all the mail by couriers because the Post Office is on strike.
12. John (not come)….here tonight. He (work)…. all night.
13. Now you can be sure that summer is near. It (get)….. hotter and hotter every day.
14. My sister never (clean)…. her bedroom, in fact she (hardly/ do)……any housework.
15. A/ What (your brother /do)…… for the living?
B/ Oh, this and that, you know, he (not have)…… any permanent job.
16. We (move)…… house next week and the removal company (come)……..at 5 o'clock this afternoon.
17. A/ Why (you /taste)….. the stew?
B/ To see if it (need)….. any spices.
18. A/ Hakim (seem)….. to be rather nervous.
B/ Well, he (appear)…… in the evening TV news, that's why.
19. We haven't made any serious plans for the summer holidays, but we (think)…… to visit Dakhla this year.
20. Leila, why (you /always /leave)…. your dirty coffee mug on my desk? It's really irritating.
21. Life is so difficult! Unemployment rate (get)…. higher, prices (get)…… higher, everything (get)….. higher, only our salaries are still the same!
22. Maryam is away this week. She (do)…. a nursing course in Kenitra.
23. Let's go over there! They (feed)….. the seals.
24. My Indian friend Vishnu (think)….. it is wrong to eat meat.
25 (you /know)…. who this watch (belong)….. to?
26. Mother is downstairs in the kitchen. She (have)…. breakfast.
27. A/ What your mother (do)…. now?
B/ The thing that she really (hate)….. She (iron)….. clothes.
28. My husband's sense of direction is not very good. Actually he (get)….. lost very easily.
29. Our old refrigerator has broken down completely and we (look)…… for a new one.
30. Majda (do)….. the shopping and she'll be back in about half an hour.
31. He is not at all a religious person and he (not /believe)…… in reincarnation, ghosts or life after death.
32. This is a historic moment. The King's car (just /arrive)….. in front of the palace.
33. This is only a temporary job. I (help)…. in the restaurant until they find a new chef.
34. I'm so excited! Lamia and her children (come)…. round to see us tonight.
35. Excuse me, what time (the train to Marrakech /leave)……?
36. The midnight sun phenomenon is amazing! Just imagine the sun (not set)……. for six months I
37. I often (walk)…… to work when the weather is fine.
38. Public transport (become)……. more and more expensive nowadays.
ANSWERS
I. rains / is shining;
2. am seeing;
3. are you preparing;
4. are getting;
5. doesn't suit;
6. likes / doesn't enjoy;
7. drives;
8. don't think;
9. is having;
10. takes;
11. are sending;
12. isn't coming / is working;
13. is getting;
14. cleans / hardly does;
15. does your brother do /doesn't have;
16. are moving / is(are) coming;
17. are you tasting / needs;
18. seems / is appearing;
19. are thinking;
20. are you always leaving;
21. is getting I are getting / is getting;
22. is doing;
23. are feeding;
24. thinks;
25. do you know / belongs;
26. is having;
27. is your mother doing / hates / is ironing;
28. gets;
29. are looking ;
30. is doing;
31. doesn't believe;
32. is just arriving;
33. am helping;
34. are coming;
35. does the train ... leave;
36. doesn't set.;
37. walk
38. is
CONDITIONAL
CONDITIONAL
Choose whether the verb should be in the CONDITIONAL tense, or in the FUTURE tense:
1.Tomorrow I ________ to the movies.
a) would go
b) will go
2. If I had a lot of money, I ________ a house in Mexico.
a) would buy
b) will buy
3. When I have a lot of money, I ________ a house in Mexico.
a) would buy
b) will buy
4. He told me that he ________ later.
a) would come
b) will come
5. If I were you, I ________ to her.
a) would not talk
b) will not talk
6. I ________ my brother tomorrow.
a) would see
b) will see
7. I ________ to find someone to fix my computer.
a) will try
b) would try
8. She promised me that her father ________ me.
a) would pay
b) will pay
9. The students thought that he ________ their professor.
a) will be
b) would be
10. They ________ my car tomorrow.
a) would fix
b) will fix
ANSWERS:
1) b
2) a
3) b
4) a
5) a
6) b
7) a
8) a
9) b
10) b
Choose whether the verb should be in the CONDITIONAL tense, or in the FUTURE tense:
1.Tomorrow I ________ to the movies.
a) would go
b) will go
2. If I had a lot of money, I ________ a house in Mexico.
a) would buy
b) will buy
3. When I have a lot of money, I ________ a house in Mexico.
a) would buy
b) will buy
4. He told me that he ________ later.
a) would come
b) will come
5. If I were you, I ________ to her.
a) would not talk
b) will not talk
6. I ________ my brother tomorrow.
a) would see
b) will see
7. I ________ to find someone to fix my computer.
a) will try
b) would try
8. She promised me that her father ________ me.
a) would pay
b) will pay
9. The students thought that he ________ their professor.
a) will be
b) would be
10. They ________ my car tomorrow.
a) would fix
b) will fix
ANSWERS:
1) b
2) a
3) b
4) a
5) a
6) b
7) a
8) a
9) b
10) b
THE PASSIVE VOICE
THE PASSIVE VOICE
These sentences are in the ACTIVE VOICE. Rewrite them in the PASSIVE VOICE:
EX: The teacher told Michael to be quiet. = Michael was told to be quiet.
1. The elderly woman bought the car.
The car ________________________ by the elderly woman.
2. The other students were laughing at her.
She ________________________ by the other students.
3. The teacher explained the lesson to us.
The lesson ________________________ to us by the teacher.
4. She is laughing at me.
I ________________________ by her.
5. They are following him.
He ________________________ by them.
6. Everyone here speaks Chinese.
Chinese ________________________ by everyone here.
7. William Faulkner wrote “As I Lay Dying”.
“As I Lay Dying” ________________________ by William Faulkner.
8. The little boy robbed me.
I ________________________ by the little boy.
9. The police are interrogating the suspects.
The suspects ________________________ by the police.
10. Everyone loves her.
She ________________________ by all / everyone.
ANSWERS:
1) was bought
2) was being laughed at
3) was explained
4) am being laughed at
5) is being followed
6) is spoken
7) was written
8) was robbed
9) are being interrogated
10) is loved
These sentences are in the ACTIVE VOICE. Rewrite them in the PASSIVE VOICE:
EX: The teacher told Michael to be quiet. = Michael was told to be quiet.
1. The elderly woman bought the car.
The car ________________________ by the elderly woman.
2. The other students were laughing at her.
She ________________________ by the other students.
3. The teacher explained the lesson to us.
The lesson ________________________ to us by the teacher.
4. She is laughing at me.
I ________________________ by her.
5. They are following him.
He ________________________ by them.
6. Everyone here speaks Chinese.
Chinese ________________________ by everyone here.
7. William Faulkner wrote “As I Lay Dying”.
“As I Lay Dying” ________________________ by William Faulkner.
8. The little boy robbed me.
I ________________________ by the little boy.
9. The police are interrogating the suspects.
The suspects ________________________ by the police.
10. Everyone loves her.
She ________________________ by all / everyone.
ANSWERS:
1) was bought
2) was being laughed at
3) was explained
4) am being laughed at
5) is being followed
6) is spoken
7) was written
8) was robbed
9) are being interrogated
10) is loved
CONDITIONAL TENSES
CONDITIONAL TENSES
choose the correct tense of the verb.
1. If I lose my job, I ________ for a new one. (to look)
a) will look
b) would look
c) look
2. If she hadn't told me to stay, I ________. (to go)
a) will go
b) would have gone
c) would go
3. We ________ to come to the party if we had known that our friends would be there. (to agree)
a) would not agree
b) did not agree
c) would not have agreed
4. If you come tonight, I ________ a fish tagine. (to make)
a) will make
b) would make
c) will have made
5. If I were him, I ________that job. (to take)
a) would take
b) did take
c) will take
6. He will never speak to me again if he ________ what happened. (to find out)
a) will have found out
b) finds out
c) would find out
7. Our cat ________ you if you rub her belly. (to bite)
a) will bite
b) would bite
c) would have bitten
8. I ________ you if I hadn't thought it was important. (to tell)
a) will not tell
b) wouldn't have told
c) would not tell
9. If I ________ you were coming, I would have prepared lunch. (to know)
a) knew
b) had known
c) will know
10. If I were you, I ________ to the beach instead of going to work. (to go)
a) will have gone
b) will go
c) would go
ANSWERS:
1)a
2)b
3)c
4)a
5)a
6)b
7)a
8)b
9)b
10)c
choose the correct tense of the verb.
1. If I lose my job, I ________ for a new one. (to look)
a) will look
b) would look
c) look
2. If she hadn't told me to stay, I ________. (to go)
a) will go
b) would have gone
c) would go
3. We ________ to come to the party if we had known that our friends would be there. (to agree)
a) would not agree
b) did not agree
c) would not have agreed
4. If you come tonight, I ________ a fish tagine. (to make)
a) will make
b) would make
c) will have made
5. If I were him, I ________that job. (to take)
a) would take
b) did take
c) will take
6. He will never speak to me again if he ________ what happened. (to find out)
a) will have found out
b) finds out
c) would find out
7. Our cat ________ you if you rub her belly. (to bite)
a) will bite
b) would bite
c) would have bitten
8. I ________ you if I hadn't thought it was important. (to tell)
a) will not tell
b) wouldn't have told
c) would not tell
9. If I ________ you were coming, I would have prepared lunch. (to know)
a) knew
b) had known
c) will know
10. If I were you, I ________ to the beach instead of going to work. (to go)
a) will have gone
b) will go
c) would go
ANSWERS:
1)a
2)b
3)c
4)a
5)a
6)b
7)a
8)b
9)b
10)c
CONDITIONAL TENSES
CONDITIONAL TENSES
Choose the correct tense of the verb.
1. If I ________ you, I would apologize to her right away. (to be)
a) was
b) were
c) have been
2. If I run into her, I ________ her that you're looking for her. (to tell)
a) would tell
b) tell
c) will tell
3. If you ________ that again, I will call the police. (to do)
a) to do
b) do
c) will do
4. He would never have asked her out for dinner if she ________ willing to go out with him . (to be)
a) hadn't been
b) wasn’t
c) will not be
5. If you were her, what ________? (to do)
a) would you do
b) did you do
c) do you do
6. If she hadn't gone to Canada, she ________ Celin Dion. (to meet)
a) would not meet
b) did not meet
c) would not have met
7. If it doesn't start snowing, we ________ this evening. (to go skiing)
a) won't go skiing
b) wouldn't go skiing
c) don't go skiing
8. If you had saved some money earlier, you ________ broke right now. (to be)
a) would not have been
b) will not be
c) are not
9. If I ________ at the airport so late, I would not have missed my flight. (to arrive)
a) didn't arrive
b) hadn't arrived
c) would not arrive
10. If you buy one t-shirt, you ________ the second one free (to get).
a) will have got
b) would get
c) get
ANSWERS:
1)b
2)c
3)b
4)a
5)a
6)c
7)a
8)a
9)b
10)c
Choose the correct tense of the verb.
1. If I ________ you, I would apologize to her right away. (to be)
a) was
b) were
c) have been
2. If I run into her, I ________ her that you're looking for her. (to tell)
a) would tell
b) tell
c) will tell
3. If you ________ that again, I will call the police. (to do)
a) to do
b) do
c) will do
4. He would never have asked her out for dinner if she ________ willing to go out with him . (to be)
a) hadn't been
b) wasn’t
c) will not be
5. If you were her, what ________? (to do)
a) would you do
b) did you do
c) do you do
6. If she hadn't gone to Canada, she ________ Celin Dion. (to meet)
a) would not meet
b) did not meet
c) would not have met
7. If it doesn't start snowing, we ________ this evening. (to go skiing)
a) won't go skiing
b) wouldn't go skiing
c) don't go skiing
8. If you had saved some money earlier, you ________ broke right now. (to be)
a) would not have been
b) will not be
c) are not
9. If I ________ at the airport so late, I would not have missed my flight. (to arrive)
a) didn't arrive
b) hadn't arrived
c) would not arrive
10. If you buy one t-shirt, you ________ the second one free (to get).
a) will have got
b) would get
c) get
ANSWERS:
1)b
2)c
3)b
4)a
5)a
6)c
7)a
8)a
9)b
10)c
REFUSING PERMISSION : EXAMPLES
REFUSING PERMISSION : EXAMPLES
You mustn’t lose your train ticket.
I don’t want you to speak to me like that.
I’d rather you didn’t talk about that.
I wouldn’t want him coming and asking questions.
You are not allowed to use a dictionary.
I’ve been forbidden to take part in this match.
I absolutely forbid you to run in the corridors.
It is strictly forbidden to photograph the paintings.
I couldn’t possibly allow you to do that by yourself.
We cannot allow such events to occur again.
There is no question of us leaving you here!
We regret to inform you that we are full.
I’d prefer you to contact me again in September.
I absolutely refuse to go to Sicily.
I am totally opposed to our establishing a partnership with them.
I am afraid I must sanction you.
On no account must you forget your passport.
You mustn’t lose your train ticket.
I don’t want you to speak to me like that.
I’d rather you didn’t talk about that.
I wouldn’t want him coming and asking questions.
You are not allowed to use a dictionary.
I’ve been forbidden to take part in this match.
I absolutely forbid you to run in the corridors.
It is strictly forbidden to photograph the paintings.
I couldn’t possibly allow you to do that by yourself.
We cannot allow such events to occur again.
There is no question of us leaving you here!
We regret to inform you that we are full.
I’d prefer you to contact me again in September.
I absolutely refuse to go to Sicily.
I am totally opposed to our establishing a partnership with them.
I am afraid I must sanction you.
On no account must you forget your passport.
GIVING PERMISSION : EXAMPLES
GIVING PERMISSION : EXAMPLES
You can help yourself to the cakes, if you like.
I have nothing against it if James comes with you.
I’ll allow you to have the keys for the evening.
You have my permission to sit down.
Please sit down.
You are allowed to remain silent.
It’s all right by me if she goes to her friend’s.
There’s nothing against her coming with us.
Chakib’s mother was agreeable to him marrying Dounya.
Of course, we must stick together.
We would be delighted to accept your invitation.
The use of a calculator is permissible.
You can help yourself to the cakes, if you like.
I have nothing against it if James comes with you.
I’ll allow you to have the keys for the evening.
You have my permission to sit down.
Please sit down.
You are allowed to remain silent.
It’s all right by me if she goes to her friend’s.
There’s nothing against her coming with us.
Chakib’s mother was agreeable to him marrying Dounya.
Of course, we must stick together.
We would be delighted to accept your invitation.
The use of a calculator is permissible.
ASKING FOR PERMISSION : EXAMPLES
ASKING FOR PERMISSION : EXAMPLES
Could I have confirmation as soon as possible?
Can I have the go-ahead to launch this product on the market?
Are we allowed to treat this person like that?
Would it be all right if I stayed here for a while?
Would it be possible for us to postpone the appointment?
Is swimming allowed here?
Would you allow me to come with you?
Could I bring my friends home?
I wanted to ask you if I could leave at 4 p.m. tomorrow.
I hope you won’t mind if I bring a friend.
I’d like to introduce you to Jalal, if you don’t mind.
May I ask you to translate that for me?
Do you have any objection to my proposing a toast?
May we visit the Kasbah?
Is it all right with you if I bring a friend?
Do you not mind people thinking these things about you?
Would it bother you if I asked you to look after bike for a minute?
Would you let me attend this meeting?
Would you have any objection to him coming back later?
With your permission, I’d like to see that document again.
Is there any chance of you lending me some money?
I wonder if I could possibly use your toilet?
Could I have confirmation as soon as possible?
Can I have the go-ahead to launch this product on the market?
Are we allowed to treat this person like that?
Would it be all right if I stayed here for a while?
Would it be possible for us to postpone the appointment?
Is swimming allowed here?
Would you allow me to come with you?
Could I bring my friends home?
I wanted to ask you if I could leave at 4 p.m. tomorrow.
I hope you won’t mind if I bring a friend.
I’d like to introduce you to Jalal, if you don’t mind.
May I ask you to translate that for me?
Do you have any objection to my proposing a toast?
May we visit the Kasbah?
Is it all right with you if I bring a friend?
Do you not mind people thinking these things about you?
Would it bother you if I asked you to look after bike for a minute?
Would you let me attend this meeting?
Would you have any objection to him coming back later?
With your permission, I’d like to see that document again.
Is there any chance of you lending me some money?
I wonder if I could possibly use your toilet?
How to refuse permission
How to refuse permission
There is no question of it.
You can't ...
I cannot allow you to ...
I cannot give you permission to ...
I absolutely refuse to let you ...
I'm totally opposed to our ...
I'm afraid I have to disappoint you ...
There is no question of it.
You can't ...
I cannot allow you to ...
I cannot give you permission to ...
I absolutely refuse to let you ...
I'm totally opposed to our ...
I'm afraid I have to disappoint you ...
How to give permission
How to give permission
You can ..., if you want .
I have nothing against it ...
I'll allow you to ...
You have my permission to ...
Please do what you feel you need to ...
You can ..., if you want .
I have nothing against it ...
I'll allow you to ...
You have my permission to ...
Please do what you feel you need to ...
How to ask for permission
How to ask for permission
Is smoking allowed/May I smoke?
Would you allow me to ...
Could I ...
I wanted to ask you if I could ...
I hope you won't mind if I ...
I'd like to ..., if you don't mind.
May I ask you to ...
Do you have any objection to ... being ...
Is smoking allowed/May I smoke?
Would you allow me to ...
Could I ...
I wanted to ask you if I could ...
I hope you won't mind if I ...
I'd like to ..., if you don't mind.
May I ask you to ...
Do you have any objection to ... being ...
Friday 3 April 2009
REPORTED SPEECH
REPORTED SPEECH
Fill in each blank with the correct form of the verb:
1. “I will try to help you.”
The man promised he ________________________ to help me.
2. “I haven’t been able to reach her.”
He said that he ________________________ to reach her.
3. “I went to the party.”
She told everyone that she ________________________ to the party.
4. “I’m going to sing you a song.”
My grandmother said that she ________________________ to sing me a song.
5. “Have you seen Jack since Friday?”
My friend asked if I ________________________ Jack since Friday.
6. “Did you manage to finish the project?”
They wanted to know if we ________________________ to finish the project.
7. “I love this band!”
My daughter said that she ________________________ this band.
8. “Don’t give up!”
He told her ________________________.
9. “Don’t worry!”
The police officer told us ________________________.
10. “We are planning a trip to Morocco.”
Caroline said that she and her friends _____________________a trip to Morocco.
ANSWERS:
1) would try
2) hadn’t been able
3) had gone
4) was going
5) had seen
6) had managed
7) loved
8) not to give up
9) not to worry
10) were planning
Fill in each blank with the correct form of the verb:
1. “I will try to help you.”
The man promised he ________________________ to help me.
2. “I haven’t been able to reach her.”
He said that he ________________________ to reach her.
3. “I went to the party.”
She told everyone that she ________________________ to the party.
4. “I’m going to sing you a song.”
My grandmother said that she ________________________ to sing me a song.
5. “Have you seen Jack since Friday?”
My friend asked if I ________________________ Jack since Friday.
6. “Did you manage to finish the project?”
They wanted to know if we ________________________ to finish the project.
7. “I love this band!”
My daughter said that she ________________________ this band.
8. “Don’t give up!”
He told her ________________________.
9. “Don’t worry!”
The police officer told us ________________________.
10. “We are planning a trip to Morocco.”
Caroline said that she and her friends _____________________a trip to Morocco.
ANSWERS:
1) would try
2) hadn’t been able
3) had gone
4) was going
5) had seen
6) had managed
7) loved
8) not to give up
9) not to worry
10) were planning
REPORTED SPEECH
REPORTED SPEECH
Fill in each blank with the best form of the verb
1. “Why can’t I go with you?”
She asked why she ________________________ with me.
2. “Have you ever been to this café?”
He wanted to know if I ________________________ to that café.
3. “Come later.”
I told him ________________________ later.
4. “Where will you live when you get there?”
My parents asked me where ________________________ when I got there.
5. “I would not do that.”
My brother claimed that he ________________________ that.
6. “I’ve seen all of your movies.”
Angelica told Brad Pitt that she ________________________ all of his movies.
7. “We’re getting off at the next stop.”
My father said that we ________________________ at the next stop.
8. “I won’t be able to meet you on Friday.”
My friend thought that she ________________________ to meet me on Friday.
9. “I wouldn’t go there.”
The police officer said that he ________________________ there.
10. “We are having a great time!”
My friends wrote that they ________________________ a great time.
ANSWERS:
1) couldn’t go
2) had ever been
3) to come
4) I would live
5) would not do
6) had seen
7) were getting off
8) would not be able
9) wouldn’t go
10) were having
Fill in each blank with the best form of the verb
1. “Why can’t I go with you?”
She asked why she ________________________ with me.
2. “Have you ever been to this café?”
He wanted to know if I ________________________ to that café.
3. “Come later.”
I told him ________________________ later.
4. “Where will you live when you get there?”
My parents asked me where ________________________ when I got there.
5. “I would not do that.”
My brother claimed that he ________________________ that.
6. “I’ve seen all of your movies.”
Angelica told Brad Pitt that she ________________________ all of his movies.
7. “We’re getting off at the next stop.”
My father said that we ________________________ at the next stop.
8. “I won’t be able to meet you on Friday.”
My friend thought that she ________________________ to meet me on Friday.
9. “I wouldn’t go there.”
The police officer said that he ________________________ there.
10. “We are having a great time!”
My friends wrote that they ________________________ a great time.
ANSWERS:
1) couldn’t go
2) had ever been
3) to come
4) I would live
5) would not do
6) had seen
7) were getting off
8) would not be able
9) wouldn’t go
10) were having
REPORTED SPEECH
REPORTED SPEECH
Fill in each blank with the best form of the verb :
1. “My parents are coming tomorrow.”
She told me that her parents ________________________ the following day.
2. “I don’t know why I’m so tired.”
My uncle admitted that he didn’t know why he ________________________ so tired.
3. “I will call you tomorrow.”
I told her that I ________________________ her the following day.
4. “We don’t know who will win the election.”
The reporters told us that they didn’t know who ________________________ the election.
5. “Get off the phone!”
My mom told me ________________________ the phone.
6. “I have been to Poland.”
He claimed that he ________________________ to Poland.
7. “We’re taking a trip to the mountains this weekend.”
They said they ________________________ a trip to the mountains that weekend.
8. “Why are you so sad?”
My friend wanted to know why I ________________________ so sad.
9. “I don’t know. I’ll tell you the following day.”
He said that he ________________________ and that he ___________ me the following day.
10. “Are you going out tonight?”
My sister wanted to know if I ________________________ that night.
ANSWERS:
1) were coming
2) was
3) would call
4) would win
5) to get off
6) had been
7) were taking
8) was
9) didn’t know; would tell
10) was going out
Fill in each blank with the best form of the verb :
1. “My parents are coming tomorrow.”
She told me that her parents ________________________ the following day.
2. “I don’t know why I’m so tired.”
My uncle admitted that he didn’t know why he ________________________ so tired.
3. “I will call you tomorrow.”
I told her that I ________________________ her the following day.
4. “We don’t know who will win the election.”
The reporters told us that they didn’t know who ________________________ the election.
5. “Get off the phone!”
My mom told me ________________________ the phone.
6. “I have been to Poland.”
He claimed that he ________________________ to Poland.
7. “We’re taking a trip to the mountains this weekend.”
They said they ________________________ a trip to the mountains that weekend.
8. “Why are you so sad?”
My friend wanted to know why I ________________________ so sad.
9. “I don’t know. I’ll tell you the following day.”
He said that he ________________________ and that he ___________ me the following day.
10. “Are you going out tonight?”
My sister wanted to know if I ________________________ that night.
ANSWERS:
1) were coming
2) was
3) would call
4) would win
5) to get off
6) had been
7) were taking
8) was
9) didn’t know; would tell
10) was going out
Agreeing and disagreeing
Agreeing and disagreeing
Agreeing
"I think you're right."
"I agree with you."
Strong agreement
"I couldn't agree with you more."
"You're absolutely right."
"I agree entirely."
"I totally agree."
Agreeing in part
"I agree with you up to a point, but..."
"That's quite true, but..."
"I agree with you in principle, but..."
Disagreeing
"I'm not sure I agree with you."
"(I'm afraid) I don't agree."
"(I'm afraid) I disagree."
"(I'm afraid) I can't agree with you."
"(I'm afraid) I don't share your opinion."
Note that when you disagree with someone, you can often sound more polite by using a phrase such as "I'm afraid..."
Disagreeing strongly
"I don't agree at all."
"I totally disagree."
"I couldn't agree with you less."
Agreeing
"I think you're right."
"I agree with you."
Strong agreement
"I couldn't agree with you more."
"You're absolutely right."
"I agree entirely."
"I totally agree."
Agreeing in part
"I agree with you up to a point, but..."
"That's quite true, but..."
"I agree with you in principle, but..."
Disagreeing
"I'm not sure I agree with you."
"(I'm afraid) I don't agree."
"(I'm afraid) I disagree."
"(I'm afraid) I can't agree with you."
"(I'm afraid) I don't share your opinion."
Note that when you disagree with someone, you can often sound more polite by using a phrase such as "I'm afraid..."
Disagreeing strongly
"I don't agree at all."
"I totally disagree."
"I couldn't agree with you less."
Giving your opinion
Giving your opinion
There are many ways to give your opinion in English. What you say depends on how strong your opinion is.
Giving your opinion neutrally
"I think…."
"I feel that…."
"In my opinion….."
"As far as I'm concerned….."
"As I see it……"
"In my view……"
Giving a strong opinion
"I'm absolutely convinced that….."
"I'm sure that….."
"I strongly believe that……"
"I have no doubt that….."
There are many ways to give your opinion in English. What you say depends on how strong your opinion is.
Giving your opinion neutrally
"I think…."
"I feel that…."
"In my opinion….."
"As far as I'm concerned….."
"As I see it……"
"In my view……"
Giving a strong opinion
"I'm absolutely convinced that….."
"I'm sure that….."
"I strongly believe that……"
"I have no doubt that….."
Making requests in English
Making requests in English
When you ask someone to do something for you, or ask if you can do something, it's important to sound polite. Here are some of the common ways that you can do this.
Asking someone to do something for you
"Could you open the door for me, please?"
"Would you mind opening the door for me, please?"
"Can you open the door for me, please?"
Note: could and can are followed by the verb without to.
Would you mind is followed by the verb and -ing.
Asking if you can do something
"Can I use your computer, please?"
"Could I borrow some money from you, please?"
"Do you mind if I turn up the heating?"
"Would you mind if I turned up the heating?"
Note: Could is more polite that can.
Do you mind if is followed by the verb in the present tense, but
Would you mind if is followed by the verb in the past tense.
When you're using these two sentences, you don't use please. It's already polite!
When you ask someone to do something for you, or ask if you can do something, it's important to sound polite. Here are some of the common ways that you can do this.
Asking someone to do something for you
"Could you open the door for me, please?"
"Would you mind opening the door for me, please?"
"Can you open the door for me, please?"
Note: could and can are followed by the verb without to.
Would you mind is followed by the verb and -ing.
Asking if you can do something
"Can I use your computer, please?"
"Could I borrow some money from you, please?"
"Do you mind if I turn up the heating?"
"Would you mind if I turned up the heating?"
Note: Could is more polite that can.
Do you mind if is followed by the verb in the present tense, but
Would you mind if is followed by the verb in the past tense.
When you're using these two sentences, you don't use please. It's already polite!
Asking for information
Asking for information
1. Can you tell me...?
2. Could you tell me...?
3. I'd like to know...
4. D'you know...
5. (Got / Have you) any idea...?
6. Could anyone tell me...?
7. (Do / Would) you happen to know...?
8. I don't suppose you (would) know...?
9. I wonder if you could tell me...?
10. I wonder if someone could tell me...?
1. Can you tell me...?
2. Could you tell me...?
3. I'd like to know...
4. D'you know...
5. (Got / Have you) any idea...?
6. Could anyone tell me...?
7. (Do / Would) you happen to know...?
8. I don't suppose you (would) know...?
9. I wonder if you could tell me...?
10. I wonder if someone could tell me...?
Saying Sorry
Saying Sorry
1. Sorry.
2. I'm (so / very / terribly) sorry.
3. Ever so sorry.
4. How stupid / careless / thoughtless of me.
5. Pardon (me)
6. That's my fault.
7. Sorry. It was all my fault.
8. Please excuse my (ignorance)
9. Please don't be mad at me.
10. Please accept our (sincerest) apologies.
1. Sorry.
2. I'm (so / very / terribly) sorry.
3. Ever so sorry.
4. How stupid / careless / thoughtless of me.
5. Pardon (me)
6. That's my fault.
7. Sorry. It was all my fault.
8. Please excuse my (ignorance)
9. Please don't be mad at me.
10. Please accept our (sincerest) apologies.
Asking somebody's opinion
Asking somebody's opinion
1. What do you think of...?
2. What do you think about...?
3. How d'you feel (about...)?
4. What d'you reckon (about...)?
5. What's your opinion of...?
6. (What do think about) that?
7. What are your views on...?
8. Where do you stand (on...)?
9. What would you say to... / if we...?
10. Are you aware of.....?
1. What do you think of...?
2. What do you think about...?
3. How d'you feel (about...)?
4. What d'you reckon (about...)?
5. What's your opinion of...?
6. (What do think about) that?
7. What are your views on...?
8. Where do you stand (on...)?
9. What would you say to... / if we...?
10. Are you aware of.....?
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