the gifts of youth presentation

• English Tests

Ticket 2 English Unit 1 The Gift of Youth

You will find in this post a concise summary of all the important elements of “Ticket 2 English Unit 1 The Gift of Youth”. It includes vocabulary, functions, grammar, and writing.

Table of Content

Expressing Opinion

Disagreeing, grammar: gerund and infinitive, writing: descriptive essay, vocabulary ticket 2 english unit 1 the gift of youth, qualities of youth.

• Adventure:  willingness to take the risk.
• Imagination:  the mental ability to form new ideas.
• Passion:  intense enjoyment, interest, or excitement.
• Ambition:  a strong desire to do or achieve something.
• Vigor:  physical strength or good health.
• Creativity:  the ability to generate new methods or innovative ideas.
• Vitality:  the state of being strong and active.
• Talent:  natural aptitude, ability, or skill.
• Audacity:  courage, fearlessness, disposition to do something.
• Curiosity : the desire to learn or know more about something.
• Resilience : the ability to recover quickly from difficulties.
• Flexibility : the ability to adapt to new situations and circumstances.
• Open-mindedness : the willingness to consider new ideas and perspectives.
• Empathy : the ability to understand and share the feelings of others.

Some Youth think adults are : old-fashioned, intolerant, severe, bossy, undemocratic, mean, nosy, and authoritarian.

Some Adults think youths are : rebellious, intolerant, strong-headed, thoughtless, careless, immature, untidy, disobedient, and adventurous.

Functions: Expressing Opinion

Asking about opinion.

• What do you think about….
• In your opinion, …?
• What’s your opinion….?
• Any initial thoughts on …?
• Do you have any particular views on …?
• Are you for or against…..?
• Do you think that …..?
• If I asked your opinion about …………, what would you say?
• Would I be correct in saying …?
• How do you feel about …?
• Do you share the view that …?
• Please tell me your opinion on …
• Would you agree that …?
• I think…
• As far as I’m concerned…
• To my mind,…
• According to me,…
• Some people may disagree with me, but …
• As I see it, …
• It seems to me that…
• In my point of view / my opinion,…
• From my point of view…
• To the best of my knowledge, …
• To my mind / To my way of thinking, …
• I am of the opinion that…
• I have come to the conclusion that …
• Personally speaking / Speaking for myself, …
• I’m no expert (on this), but …
• I take the view that. ..
• My personal view is that…
• In my experience…
• As far as I understand / can see/see it,…
• I agree with you / I do agree
• You’re definitely right.
• I share the same view.
• I couldn’t agree more.
• We are on the same wavelength.
• It’s so lovely to meet someone who thinks that way too.
• That is logical.
• I can’t argue with that.
• (I have) No doubt about it
• That is a more convincing argument, I must admit.
• That’s a good point.
• I see your point.
• (That) It makes sense (to me).
• I’m afraid. I respect your point, but I can’t entirely agree with it.
• I see what you mean, but I’m not entirely convinced.
• I respect your point, but I can’t entirely agree with it.
• That’s only sometimes true.
• You could be correct, but…
• It’s hard to argue with that, but…
• I’m not sure I agree with you
• I think you might be wrong
• I can see a hole in that argument.
• That’s not the way I see it.
• Sorry, but I am not convinced.
• It is old-fashioned to say that.

Click here to see this lesson: GERUND AND INFINITIVE LESSON.

A descriptive paragraph or essay is characterized by the use of Adjectives. It tells how something looks, feels, smells, tastes, and/or sounds. A good description is a word picture; the reader can imagine the object, place, or person in his or her mind. When describing a person, you should speak about the physical appearance of that person and his/her personality.

• What does s/he look like? (physically)
• How does s/he dress?
• What does s/he look like? (personality)
• What attracts you to that person?
•  What do you like most about him or her?

An Example of a Descriptive Paragraph (Describing a Person)

(Topic Sentence)  Bob is my best friend at school.  (Supporting Sentences: Physical Appearance)  I’ve known him since primary school. He is a tall person with a strong body. He has a round face with brown eyes. His hair is black and curly. Though young, he looks older than his age because of some wrinkles on his face. He also has dimples on his cheeks which makes him look handsome. Bob usually wears casual clothes. He is not keen on brands and fashion. (Supporting Sentences: Personality)As for his personality, Bob is a shy and introverted person. He does not like being around people. Bob is a brainy guy. We call him the geek because of his love for IT, Not to mention that he is an honest and trustworthy person.  (Concluding Sentence)  To sum up, Bob is one of the people I admire most.

Another Example of a Descriptive Paragraph

When I was two or three years old, I lived in a house with a strange atmosphere. I do not remember anything about the house except the stairway. It was dark, squeaking, and relatively narrow, and its steps were a little high for me to climb up. From the bottom of the stairway, it seemed like an endless climb to the top. Beyond the darkness at the top of the stairway was an elegant, middle-aged woman leaning against the wall. I had to pass her every time I went to my room, for my room was the first room beyond the stairs on the second floor. The woman wore a beautiful dress with a quiet pattern and a tinge of blue, and her peaceful eyes stared at me every time I went up the stairs. As I carefully climbed up the last step, her eyes became fixed on me. She didn’t talk, nor did she move. She just stood there and watched me climb up the stairs. One day I touched her, but she did not react. Her face did not change expression, nor did she even blink. She just kept staring at me with her glittering eyes. Later, we moved out of the house, and I never saw her again. Now I know that the woman was a dummy. My aunt, who lived in the house, used it for her dressmaking class.

RELATED ARTICLES MORE FROM AUTHOR

Ticket 2 English Unit 2 Humor

Ticket 2 English Unit 3 Education

Ticket 2 English Unit 4 Sustainable Development

84 comments.

teacher please, we need to write about what guides students to be effective at school. 2nd bac btw 🙂

[…] Gifts of Youth Review – Ticket 2 […]

teacher please, we need to write about what guides students to be effective at school. 2nd bac btw

Do u have the voices of youth lesson

thanks for the effort building this website . which you all the best and thanks again <3

Thanks teacher

thank you so much teacher excellent job

Thank youu verry mush my teathee

By the way, your IP Address is 105.157.180.74 and it permits me to do different things with it. I could have deleted the message by I won’t do it so as to let you find your mistakes, jerk.

thank you so much teacher

Hello teacher I am your pupil

Hello Sufiane. Nice to see you here

Comment:tankyou

My pleasure

We say ”THANK YOU” not ”TANKYOU” Brooo

Not me who said it آ بوراص

Thank you very much for all your efforts.

You are welcome

hi sir thank u very much for your instractions .Please can u tell me how to present 2 year bac vocabullary exercises i really need them thanks again

Hello Anonymous. Set the setting by triggering their knowledge about the subject matter. Do one sentence as a sample. Give them time to do the other sentences. Make pair correction (that is students exchange their books with their friends and correct them) Make class correction. and you are done.

I hope that’s clear 🙂

Go f……. yourself, you don’t even know how to spell ”INSTRUCTIONS” Brooooo

Jerk, that wasn’t me who said it 😀 😀 😀

thnks you mester nabil i need to help me plz in production

You are welcome. Do you mean Writing?

Dear brother Nabil,

Thank you ever much for all the efforts you have put into this promising website, you’re honestly doing a great job. This year, I’ll be teaching with Ticket 2 English Second Baccalaureate classes and I’ve been meaning to ask if you had any ready-made lesson plans for it… I’d really appreciate it if you do, I just need to get inspired from the techniques and managerial tools…

Looking forward to hearing from you,

Your fellow teacher,

Best of regards,

Hello, dear Yassine. The ones I have are the ones posted already here. They belong to Gateway 2. But you can make use of them as it is the same syllabus with different layouts.just see which lesson you are going to teach in Ticket 2 and look for it in Gateway 2 then you are done. Ps: There are some lesson plans related to Ticket 2 here

you are the best yhank you

Trying to be so 😀

As an English oracticing for 21 years , I encourage you from the bottom of my heart for the effort you have made . This will , beyond any doubt , be of much help to the Moroccan students as long as it provides them with hand-on , up-to-date material . Nonetheless , I have a little remark which I hope you will receive with an open mind . My remark is about pronunciation ; I kindly advise you to watch stress , intonation , word transcriptionetc . This way you will make much better your valuable work and students will profit more . My remark is , by no means , demeaning to your work . On the contrary , it should be seasoning to so remarkable an effort .

Thanks a bunch Ssi Belkhadir for your encouraging words. The problem when recording videos is that one needs professional material and setting. When not having so, the results might not be as satisfactory. Yet I said اللهم العماش و لا بلاش 😀 . I do thank you for your remark.

Thanks sir I found this web site very good to me Good work

Most welcome

thank’s sir , this is my first time checking your website and i found it very helpful , and i enjoyed the story about the mannequin 🙂

Hello teacher can I have your email thanks .

[email protected]

THANK YOU VERY MUCH

You are welcome.

thank you very much ,god protect you

Ameen. You too.

Hello mr nabil

Do we say miss Amal or miss Aziza?

Please teacher a want answers of thé magic of humour p26

Mr NaBil sVP BghiT writings dyal Page 17 Svp Ma3raftCh Liih

Hi mr nabil i am so proud becouse we have a persen like god bless you

thanks a lot it’s help very good

Traduction de thanks a lot its help very good Essayez avec l’orthographe thanks a lot it’s help very good شكرا جزيلا مساعدتها جيد جدا

thank you teacher nabil a lot you help me . also for the perfect paragraphe for the stairway and mannequin hhhh thank’s

thanks a lot it’s help very good

thank you so much for all this great work and effort Sir .. its very usful than i actually thought .. greetings from Marrakesh (:

PS : please if you could add some exercies to challenge our abilites by the end of the unit .. it would nice

with pleasure Miss Fatima. your idea is innovative. Incha Allah I will try to add some exercises

thanks for sharing si Nabil

With pleasure

Thank you Mr Nabil

With pleasure 🙂

Good job sir thank you so much for your help ✌✌

really i like it it’s too hopeful . thanks fo ur support sir.may Allah bless you!!

It’s a duty dear Youssef 🙂

really i like it it’s too hopeful . thanks fo ur support sir

You are welcome 🙂

thank you really this is so helpful

Don’t mention it 🙂

Good work the best one thank u so much i like it

you hae agood personalities mr nabile i witch to good futor for you

Thanks Miss sara

Keep it up my teacher 🙂

Thanks Faouzi <3

hello all, how r u doing ??? indeed it is too intresting ,i thank you so much for u r efforts..

Hello Said. I am very fine Alhamdo Lilah Don’t mention it 🙂

thanks alot

Not at all 🙂

Excellent Job , Thank you so much for your noble Help My dear Sir

With pleasure Miss Aziza 🙂

Thanks for that rich lesson

Don’t mention it Miss Najlae 🙂

thanks a looot . It is really a great work & an excellent review of the unit . may Allah bless you

And may Allah the Almighty bless you too Miss Amal 🙂

very good it very good fo ase thankes

thanks Miss karima

millions of thanks for hardwork and for your your help as well

LEAVE A REPLY Cancel reply

Save my name, email, and website in this browser for the next time I comment.

• Privacy Policy
• Terms of Service

• Bright Future Now Overview
• Bright Future Now Content
• Bright Future Now Process
• Bright Future Network
• Course Registration
• Bright Future Now Testimonials
• Find Out More from Bright Future Network Members
• Financial Aid Application Form
• Scholarship Fund Donation Form
• Foundation Stones’ Main Thread
• What Time Is It?
• Tools For The Journey
• CI’s Long-Term Strategy
• Culture As Interface
• Human Operating-System Literacy
• Systems Literacy
• The Stoa Series Videos
• About In Context
• Back Issue Listing
• Context Institute’s Donation Form
• REDES in Senegal Donation Form
• Bright Future Now Scholarship Fund
• About Context Institute
• CI News Archive
• Context Institute’s History
• The Story Of The CI Logo
• Terms of Use
• Privacy Policy
• Copyright Policy
• Header Images

The Gifts Of Youth

By charles johnston, m.d..

One of the articles in Generation NExT (IC#43) Originally published in Winter 1995/96 on page 16 Copyright (c)1995, 1997 by Context Institute

When we hear the word "youth" on the evening news, we almost instinctively expect to hear about problems. Indeed we have seen dramatic increases over the last 20 years in youth-related concerns – teen suicide and homicide, gang involvement, teen pregnancy, adolescent alcohol and drug abuse, and so on.

When I look at youth issues in terms of what will be required to shape a healthy future, three questions come immediately to mind:

Canaries in a Mine

How do we make sense of the dramatic increases seen in "youth problems" over recent decades? Depending on one’s perspective, one might interpret such increases very differently and suggest very different solutions.

A political conservative might see these dilemmas as evidence of a disintegrating moral and social order, and advocate the teaching of traditional values. A political liberal might argue that they demonstrate how we have failed our children, and advocate the creation of more youth programs and more mental health services directed toward youth.

The best in each of these views holds a part of the truth. The future seems certainly to ask that we think more deeply about values and be more attentive to the well-being of youth. But neither view in and of itself gets to the heart of the issue, and each has the potential to do as much harm as good. As I see things, if our actions are to make the world better for youth, we need to understand the experience of youth and youth problems from a larger, more historical and systemic perspective.

When I stand back this way, two insights stand out. The first is that "youth problems" are only in a limited sense about youth. Part of adolescents’ job in the psyche of culture is to act out (for action is their voice) whatever the culture as a whole is neglecting to look at. A close look at the needs fulfilled by "problem" behaviors supports this notion that youth today are functioning like canaries in a mine for the culture as a whole. Each need reflects dimensions of experience where present culture is often impoverished.

Gangs, for example, offer a sense of belonging – at a time when most people experience a diminishing sense of connection in their communities. Violence, by helping one feel potent – in charge – offers an antidote to how little power many people feel to affect their lives. Drugs, depending on the substance, offer experiences of significance, release, or emotional and spiritual connectedness, all things we often hunger for in these times.

The most provocative of today’s "youth problem" statistics – the more than doubling of both youth suicide and youth homicide rates over the last 10 years – can be seen as calling out, alerting us to our time’s most central challenge. We face today a fundamental crisis of personal and cultural purpose. Increases in teen suicide confront us with the unsettling fact that a growing percentage of our youth, often many of the best and brightest, lack a vision of the future sufficiently compelling to warrant the vulnerabilities of daily life. Homicide rates reflect a related lack of hope, a doubt that life has worth, projected onto others.

So the first contribution of a more systemic perspective is to alert us to the cultural dimension of youth issues.

Next Evolutionary Steps

The second is to point out how effectively engaging youth issues will require more than just a shifting of the "problem" from individual to culture. While the notion that youth are victims of a dysfunctional culture may provide some useful insights, in the end, I would argue, it misrepresents the larger part of the picture. And more importantly, it blinds us to many of the approaches with the greatest potential to benefit youth and society.

Step back sufficiently and one sees that our youthful canaries in the mine are more often alerting us to needed next steps in the evolution of culture rather than to major cultural errors. This is not to suggest that mistakes have not been made. And it is not to suggest that there is not pain or real danger.

But, talk to youth about their pain and their concerns and you will rarely find them advocating a return to the way things used to be. Rather, they are concerned about how complex life has become and the new questions it presents. They recognize that ways we have done things before won’t work for the challenges ahead and worry that we may not find new solutions, or find them quickly enough.

If we are going to be most effective in our actions, it is important for us to recognize that while there are always problems to solve, in most instances the job is less one of rectifying past errors than of getting on with needed next cultural tasks.

Modeling Creative and Courageous Lives

These notions point toward two overarching strategies for addressing youth concerns beyond the general good works of compassionate parenting, good schooling, and community support. In the end, such more limited, short-term responses to youth concerns – from counseling programs, to night basketball, to tougher penalties for certain kinds of transgressions – can be effective only to the degree they are carried out in conjunction with these more encompassing strategies.

The first strategy addresses most directly today’s crisis of hope and purpose, though it is only indirectly a youth strategy. Living creative and courageous lives is the single most powerful gift adults can offer youth concerned about a meaningful future.

When we live lives that contribute, we offer youth examples of adults grappling with the magnitude of modern life. Our actions model what it means to live purposefully in the face of an uncertain future. More than this, they directly contribute to the creation of a future worth living.

When Seattle school children were asked in the early 1980s to draw images of the future, many drew nuclear devices exploding over the city. But one student said, "I’m not afraid of nuclear destruction because my dad goes to work every day to prevent that from happening." His father directed Target Seattle, a community education project on preventing nuclear war. The child’s response surprised both teachers and parents.

In order for our efforts to be successful, our children need not consciously understand their purpose or origin. Neither do our efforts need to be of great proportion. They can be anything from a basic integrity in daily relationships to fixing the hole in the ozone layer. The simple fact that we are involved in things larger than ourselves communicates that life in these times matters and is worthy of courageous participation.

Creative Roles for Youth

The second strategy addresses youth more specifically. This approach focuses on discovering and articulating new, more potent and timely roles for youth in society’s workings.

In many ways, the conditions of young people in modern society have greatly improved. While there are notable exceptions in areas of high poverty, young people in the developed world can choose from rich new educational opportunities and benefit from greater overall safety, health, and prosperity. They enjoy legal protections from the exploitation of child labor and child abuse.

At the same time, today’s youth easily feel estranged from significance in culture. It is hard for youth to feel they have a contributing role. Acknowledgment of youth usually has more to do with being successful "little adults" than anything that comes from the particular richness and unique experience of childhood. Combined with today’s general "crisis of purpose" in culture, this creates a precarious situation at best.

Two parallel changes have altered the experience of being young through time. The first change is that today, the period of preparation prior to assuming full participation and responsibility in the adult world has dramatically lengthened.

In tribal societies, one enters directly into the adult world through rites of passage at puberty. In modern times, entry into the adult world has been delayed at least into the late teens, often well into the 20s.

Secondly, we have seen in recent centuries a gradual loss of active ways for youth to contribute to family and community. The economies of hunting and gathering, agriculture, and early commerce and industry provided means for even young children to participate directly in adult activity. Almost all roles for young people today relate in some way to preparation for adulthood.

If adolescence is to be a healthy experience, our youth need not just to feel that the future has purpose, but that they have a meaningful role in that purpose. In every part of cultural life, we must find the means to involve youth in a potent way in the things that matter most.

Youth’s Unique Gifts

Realizing more vital roles for youth will require much more than well-meant, but ultimately patronizing, efforts at inclusion. To be successful, we need to look closely at two things: first, the unique resources that youth potentially bring to the table, and second, how these resources can contribute to engaging the challenges ahead. Roles for youth that authentically empower must tap youth’s special gifts and do so in ways that make real contributions.

How are youth different from adults? Most obviously, youth are younger than adults and have yet to learn much about the adult world. In this way they are "less" than adults. But youth and adults are different in other ways as well. As developmental psychology teaches us, different stages in our growing up are tied to the pre-eminence of different ways of making sense of our worlds.

A first, very simple observation in this regard offers potentially powerful insight into ways youth can contribute in times ahead. Children tend to be more playful and imaginative, adults more logical. While children differ greatly from one another, in general they tend to be experimenters. They are engaged in the creation of new fresh life.

What is the future significance of this? We can only begin to understand. But it is fascinating to ponder the implications of having available a segment of society naturally adept at improvisation and visioning when one lives in times such as ours defined by rapid change and the need to see things in new ways. Obviously the task is much more complex than the romantic image of turning all decisions over to the kids. But if we are not finding ways to tap youth’s creative capacities in grappling with the future, we are likely wasting a resource not only valuable for the task, but critical to it.

The challenges ahead demand not just innovation but new kinds of values and perspectives. A more detailed look at how people of different ages process experience suggests a further role for youth: they can contribute to our understanding of appropriate priorities for the future and what these priorities will demand of us.

One way psychology talks of age-specific differences is in terms of defining "intelligences." A lot can be learned from understanding these intelligences and the "world views" that tend to accompany them. Painting with a very broad brush, we can think of four defining "intelligences."

Each of these intelligences – that of the body, the symbolic, and the emotional and moral – has at some time in the evolution of human societies been regarded as what most fundamentally defines truth. Each has had a greatly diminished presence in modern times. With the Scientific Age, reason – the fourth intelligence, that which moves to pre-eminence during adulthood – came to define truth and our other intelligences were lumped together under the label "subjective." Reason tends to value most the material. Consistent with this, today’s economically-defined world sees anything that does not contribute directly to the "bottom line" as of secondary importance.

A look at critical questions ahead suggests that the values and perspectives contributed by each of our various "intelligences" have essential future roles. Twenty-first century tasks will require more complete kinds of understanding and more complete kinds of values. Our times challenge us to learn how to think and act, in new ways, from the whole of ourselves.

Each intelligence can be seen to offer something distinct and important. For example, the body intelligence of infants reminds us of the task of remembering our own bodies and reconnecting with nature, the Earth as body. The symbol-based intelligence of childhood helps us envision new possibilities and transcend the rush and stress of a machine-order life. Its sensibilities encourage us to engage life more playfully and creatively. And the emotional and moral intelligence of adolescence offers critical ingredients for these times when the pivotal concerns in all spheres are increasingly questions of value – questions of what really matters and the kind of world we want to live in.

Let Kids Be Kids

The need to address questions with a greater systemic completeness points toward important new contributions for youth. A good example can be seen in a recent survey that found that two-thirds of children regard the environment as our time’s most important issue. This would be expected given that greater connection with the natural world found in each of childhood’s defining intelligences. Our youth, as they gain greater voice, will likely provide critical leadership for the task of saving the planet.

Utilizing all that youth can contribute will demand changes in all spheres of culture. It will require education that better taps the unique intelligences of youth and helps youth learn to exercise their intelligences with a more active voice. It will require finding more active roles for youth throughout our communities. It will require finding ways to involve youth in cultural decision-making processes at all levels – not just to include them but to hear and utilize their unique voices. And it will require youth to step up to the plate, to take the greater responsibility that comes with a greater voice.

Initially, the creation of more meaningful roles for youth may simply reflect a conviction in culture that effective decisions require the participation of all of culture’s diversity. Children are an important part of this diversity. In time, it should reflect a deepening appreciation of the particular gifts available from the parts of diversity that children hold.

There are potential traps in rethinking the role of youth, ways to misunderstand what is being asked. "Youth empowerment" is not about idealizing youthful sensibilities – and thus denying youth’s limited experience and perspective. Also, it is not about equating new potency and voice with an earlier assumption of the roles and appearances of adulthood.

The task can seem paradoxical. The future asks us to let kids be kids – that we quit presenting images and expectations demanding that they act like small adults. Children on television rarely act like real children, and modern marketing idealizes a sexual and social sophistication that undermines childhood sensibilities. At the same time, the future challenges youth to take what they discover as kids and bring it strongly and "maturely" into the cultural dialogue, to assume, with everyone else, a new responsibility in today’s world.

This article is from The Tasks of Our Time , part of a series on the future developed by the Institute for Creative Development (ICD) and adapted as part of the New Generations of Leaders project. Dr. Charles Johnston, a psychiatrist and futurist and author of Necessary Wisdom and The Creative Imperative, is director of ICD, PO Box 51244, Seattle, WA 98115.

Source: Kids Count Data Book: State Profiles of Child Well-Being, produced by the Annie E. Casey Foundation

It is interesting that the same baby boom generation that once didn’t trust anyone over 30 now so often depicts youth in negative terms. Much of how we see youth has less to do with who they are than our fears about what they represent.

Adolescents threaten adults on multiple levels. With their budding abilities to think independently they challenge our beliefs and our authority. In their ambivalent venturings into the world they regularly abandon us, becoming less and less concerned with our approval. And in their blossoming sexuality and potency they confront us with our fears about sexuality and potency in general and, more specifically, with fears that our own may be waning.

These dynamics are amplified, for good or ill, by broader cultural changes. Historically, parents have in general known what to teach their children and known first hand the worlds their children were exploring. Increasingly, truth is not so obvious. Once-reliable societal handholds of all sorts – from culturally defined gender roles to clear allies and enemies on the global front – are falling away. The pace of change today means children walk in realities their parents have never experienced and often have a hard time imagining.

All these things make adolescents easy targets for projected adult fears. Our times challenge us to own these projections. This means better acknowledging life’s uncertainties, old and new, so we do not need to project our fears of these uncertainties onto our children. And it means better understanding the inner experience of youth, in order that youth voices will seem less confusing and threatening.

Most of all, it means better appreciating the gifts that youth have to offer – and particularly what these gifts have to offer for the unique challenges of our time.

Stay Connected

CI News will soon be moving to Substack with a lot of new content. Sign up now to be the first to know and get moved over automatically.

• Name * First Last

* Required Field

Our privacy policy keeps your email address safe & secure. For back issue go to the CI News Archive . For help go to the Stay Connected page.

• Name This field is for validation purposes and should be left unchanged.

Copyright © 1979 - 2024 by Context Institute

Engage With This Work

Comment | Contact | Privacy | Terms of Use

Lessons and exercises for 2nd year Bac students

Starter: review, parts of the speech, english tenses, regular vs irregular verbs, unit 1: gifts of youth, vocabulary: gifts of youth, talents & qualities, function: expressing opinion, grammar: infinitive or gerund.

Video Lesson: Gerunds and Infinitives - Part 1

Video Lesson: Gerunds and Infinitives - Part 2

Reading Comprehension: Gifts of Youth

Writing: describing a person, unit 2: humor, vocabulary: humor, function: making requests, grammar: present modals & past modals.

Video Lesson: Present Vs Past Modals

Reading Comprehension: Humor

Writing: the narrative paragraph, units 1 and 2 review, unit 3: education, vocabulary: education collocations, function: expresssing purpose, grammar: the past perfect tense.

Video Lesson: The Past Perfect Tense

Video Lesson: The Past Perfect Negative

Video Lesson: The Past Perfect Continuous

Video Lesson: The Past Perfect Continuous Negative

Video Lesson: Past Perfect vs. Past Simple

Video Lesson: Past Perfect Continuous vs. Past Perfect

Reading Comprehension: Education

Writing: a report about an event, unit 4: sustainable development, vocabulary: sustainable development collocations, function: expressing cause and effect, grammar: the future perfect tense.

Video Lesson: The Future Perfect Tense

Video Lesson: The Future Perfect Negative

Video Lesson: The Future Perfect - Yes/No Questions

Video Lesson: The Future Perfect - Information Questions

Video Lesson: The Future Perfect Continuous Tense

Reading Comprehension: Sustainable Development

Writing: the formal letter, units 3 and 4 review, unit 5: women and power, vocabulary: women's rights, word formation: suffixes (-ation; -ment; -ance; -ence; -ism; -ity), function: expressing addition and concession, grammar:the passive voice.

Video Lesson: Active vs. Passive

Video Lesson: The Passive Voice

Video Lesson: Passive with a form of "to get

Reading Comprehension: Women and Power

Writing: a book review, unit 6: cultural values, vocabulary: cultural values (definitions, antonyms, collocations), function: complaining + making & accepting apologies, grammar: phrasal verbs.

Video Lesson: Phrasal Verbs 1

Video Lesson: Phrasal Verbs 2

Reading Comprehension: Cultural Values

Writing: the informal letter (the personal letter), review: units 5 and 6, unit 7: citizenship, vocabulary: citizenship (definitions, collocations), function: asking for and giving advice, grammar: reported speech.

Video Lesson: Direct Speech

Video Lesson: Reported (Indirect) Speech

Reading Comprehension: Citizenship

Writing: application form, unit 8: international organizations, vocabulary: international organizations (acronyms, concerns & jargon), function: responding to good news & bad news, grammar: linking words.

Video lesson: How to use English connectors / Linking Words

Reading Comprehension: International Organizations

Writing #1: a short essay about an ngo, writing #2: a formal email to the un about causes and effects of a social problem., review: units 7 and 8, unit 9: science & technology, vocabulary: science & technology (branches, gadgets & collocations).

Video lesson: Technology - Its impact on your world of work

Function: Expressing Certainty & Uncertainty

Video Lesson: Expressing certainty

Grammar: Review of Conditional Type 2

Video Lesson: Review of Conditional Type 2

Grammar: Conditional Type 3

Video Lesson: Conditional Type 3

Reading Comprehension: Science & Technology

Writing: an essay about advantages and disadvantages, unit 10: brain drain, vocabulary: brain drain (definition, collocations, antonyms).

Video Lesson: What is brain drain?

Word Formation: Prefixes

Function: expressing regret about past events, grammar: restrictive (defining) vs non-restrictive (non-defining) relative clause.

Video Lesson: Defining Relative Clause

Video Lesson: Non-Defining Relative Clause

Reading Comprehension: Brain Drain

Writing: review (paragraph vs essay), review: units 9 and 10, more documents, irregular verbs list, verbs & verb tenses, communication/functions, grammar summary, linking words, writing samples, writing: short samples, english (شرح بااللغة العربية), national exams, national exam sh 2023, national exam sh 2022, national exam sh 2021, national exam sh 2020, national exam sh 2019, national exam sh 2018, national exam sh 2018 (2), national exam sh 2017, national exam sh 2017 (2), national exam l 2018, national exam l 2018 2, national exam s 2018, national exam s 2018 2, national exam l 2017, national exam l 2017 2, national exam s 2017, national exam s 2017 2, national exam l 2016, national exam l 2016 2, national exam s 2016, national exam s 2016 2, national exam sh 2016, national exam sh 2016 2, national exam l2 2015, national exam s 2015 2, national exam sh 2015, national exam sh 2015 2, national exam l 2012, national exam s 2012, national exam sh 2012, national exam s 2011, national exam l 2011, national exam sh 2011, national exam s 2010, national exam sh 2010, national exam sh 2009, national exam sh 2008.

• Preferences

Gifts Of Youth PowerPoint PPT Presentations

We've detected unusual activity from your computer network

To continue, please click the box below to let us know you're not a robot.

Why did this happen?

Please make sure your browser supports JavaScript and cookies and that you are not blocking them from loading. For more information you can review our Terms of Service and Cookie Policy .

For inquiries related to this message please contact our support team and provide the reference ID below.

•   Recalls
•   Business Education
•   News Releases
•   Regulatory Robot
•   Calendar Events
•   Multimedia

Igloo Products Recalls Youth Sipper Bottles Due to Choking Hazard

• Share it on Facebook
• Share it on Twitter

The silicone cover on the sipper can detach while in use, posing a choking hazard to children.

About 31,500

Igloo at 800-273-7024 from 8 a.m. to 5 p.m. PT Monday through Friday, email at  [email protected] , or online at  www.igloocoolers.com/recalls or  www.igloocoolers.com and click on “Recalls” at the bottom of the page for more information.

Recall Details

This recall involves the Igloo 12 oz. Youth Sipper Bottle. “IGLOO” is printed on the side of the stainless-steel bottle. The bottle’s lid has a silicone cover on the sipper. They were sold in various colors, including: pink top and purple body; purple top and pink body; blue top and green body; and green top and blue body.

Consumers should immediately take the recalled bottles away from children, stop using them, and contact Igloo to receive a replacement bottle or refund. Consumers should destroy the silicone spout by removing the silicone spout and cutting it into two separate pieces down the center. Consumers should then take a photo of the spout in two separate pieces, then discard the two pieces in the trash. Consumers should submit a photo of the spout in two separate pieces to [email protected] to receive a refund in the form of a $15 online store credit, a $15 gift card to be mailed to consumers, or a replacement bottle. If consumers have the original purchase receipt, they can submit a photo of the receipt along with a photo of the destroyed bottle for a full refund in the form of the original method of payment. Consumers who purchased the recalled bottles at Rural King must contact Igloo to receive a replacement bottle, or a refund in the form of a $15 credit to purchase another product at igloocoolers.com or the Igloo company store in Texas, or a $15 gift card. Customers who purchased at Academy Sports + Outdoors can also return the product directly to the store for a full refund in the form of the original method of payment, a $15 gift card, or store credit.

The firm reported one incident of the silicon sleeve coming off. No injuries have been reported.

Igloo Products Corp., of Katy, Texas

请注意：各位委员会委员对相关题目可能会发表声明。请访问 www.cpsc.gov/commissioners 搜寻这一或其它题目的相关声明。

Related Recalls

•   Search Product Safety Reports
•   About Government Recalls
•   Recalls from around the world

The U.S. Consumer Product Safety Commission (CPSC) is charged with protecting the public from unreasonable risk of injury or death associated with the use of thousands of types of consumer products. Deaths, injuries, and property damage from consumer product-related incidents cost the nation more than $1 trillion annually. CPSC's work to ensure the safety of consumer products has contributed to a decline in the rate of injuries associated with consumer products over the past 50 years.

Federal law prohibits any person from selling products subject to a Commission ordered recall or a voluntary recall undertaken in consultation with the CPSC.

• Visit CPSC.gov.
• Sign up to receive our e-mail alerts .
• Follow us on Facebook , Instagram @USCPSC and Twitter @USCPSC .
• Report a dangerous product or product-related injury on www.SaferProducts.gov .
• Call CPSC’s Hotline at 800-638-2772 (TTY 301-595-7054).
• Contact a media specialist .

You are about to leave the U.S. Consumer Product Safety Commission (CPSC) public website.

The link you selected is for a destination outside of the Federal Government. CPSC does not control this external site or its privacy policy and cannot attest to the accuracy of the information it contains. You may wish to review the privacy policy of the external site as its information collection practices may differ from ours. Linking to this external site does not constitute an endorsement of the site or the information it contains by CPSC or any of its employees.

Click Ok if you wish to continue to the website; otherwise, click Cancel to return to our site.