The People’s Democratic Republic of Algeria

Ministry of National Education

TEACHER’S BOOK
GETTING THROUGH
SECONDARY EDUCATION: YEAR TWO
B. RICHE S. A. ARAB
M. BENSEMMANE
H. AMEZIANE
H. HAMI
The National Authority for School Publications

Contents
General introduction …………………............................…....................………....... 03
Answer keys: Unit One...................................................................11
Answer keys: Unit Two ................................................................. 27
Answer keys: Unit Three ............................................................... 39
Answer keys: Unit Four ................................................................ 50
Answer keys: Unit Five ................................................................. 58
Answer keys: Unit Six.................................................................... 67
Answer keys: Unit Seven .............................................................. 77
Answer keys: Unit eight ................................................................ 85
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GENERAL INTRODUCTION
Getting Through implements the National Curriculum for English issued by the Ministry
of Education in December 2005. It follows the guiding principles which frame the curriculum,
and which take account of the social and educational background of our learners, as well as the
cultural values of Algeria.
A major aim of this book is to make both the teacher and the learner come to a fruitful
interaction. This does mean that the appropriate attitude should be taken by the instructors to
make learners a responsible party to the successful completion of their studies. The book is in
effect the material representation of that philosophy. Teachers are strongly advised to read the
curriculum outlined by the Ministry of Education to comprehend it, and to make sense of the
different activities we have included in the student’s book. We should like this course to be a
pleasant and engaging experience for both students and teachers.
Getting Through is devised in such a way that it becomes a handy and flexible pedagogic
medium for use, and one which does not seek to inhibit teachers from creating activities other
than those included here. We have, on the other hand, duly adhered to the guidelines and
instructions of the Ministry of National Education regarding this stage of learning . We hope that
teachers will find in it the resources, the inspiration and the support they need to conduct their
classes effectively.
DESCRIPTION OF THE COURSEBOOK
 This description is aimed at providing useful information to teachers on the textbook, and
on how to use it. To this effect, we shall try to answer some of the questions that can naturally
come to mind.
I-Why Getting Through and who is it for?
II-How is Getting Through organised?
III-What methodology is used?
VI-How to make the most of the book?
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I-Why Getting Through and who is it for?
Getting Through is the title found to indicate the intermediate stage of English language
learning. It marks the period when students are “getting through” the passageway leading to their
final year of studies, to be completed with the baccalaureate examination. It is , therefore, a vital
stage when knowledge and skills are reinforced, following the four-year course at the middle
school and the first year at the secondary school. We have applied the same principles of the
competency-based approach to be found in the first five textbooks, and we have made sure that
the three competencies described in the National Curriculum are being developed at all stages of
this book, through various tasks and activities. Let us recall the competencies that the learner is to
develop.
ð- Interact orally in English
ð- Interpret oral and written messages
ð- Produce oral and written messages
Furthermore, the second year of the secondary school (SE2) is the stage when students are
“specialising” in different streams (science, maths, technology, etc.). This is taken into
consideration, through the fact that there are teaching units in the course more particularly
addressed to ‘science and technology’ streams, or ‘language and literature’ streams.
II-How is Getting Through organised?
The coursebook is organised in eight didactic units. Each unit deals with a specific topic
suggested by the curriculum designers. As said earlier, in each unit, the student will have many
opportunities to develop the three competencies of interaction, interpretation and production,
as we have devised a variety of tasks and activities leading gradually to the building of the
project.
Each unit contains three main rubrics. But before approaching each, the learner will
consider a Time to think section, which introduces the new vocabulary that will be used. It also
aims to brainstorm students and get them to tell what they know about a specific topic. This is
an important part of schemata activatum in which the learners contribute their own knowledge
and connects it with that contained in the text.

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DISCOVERING LANGUAGE
Discovering Language is the first rubric. It aims at engaging learners to do various reading tasks,
all revolving around the main expository text. It includes:
ð- a Grammar Desk that the students can consult for help with
the comprehension of the text,
ð- a Practice section which offers some activities designed to consolidate
the grammar, the vocabulary and the pronunciation learned previously.
These activities can be done in ones or in pairs,
ð- a Say it Aloud and Clear section in which the student develop their
pronunciation skills,
ð- and a Working with Words section which focuses on vocabulary building. For this
activity the students may be required to work with a monolingual dictionary (English- English),
to develop their dictionary skills and enlarge their lexical fund.
DEVELOPING SKILLS
The Developing Skills rubric includes two main sections: