رد: البنات الي ما اختبروا ريدنق 1 ، lane212 !
مســــاء العصر هههه كيفكم ياحلويــن ؟؟ والله مانمت الا ٦ الصبح :(
الانلايز يا حبيبتي انا زيك والله مو فاهمته :( انا كان ودي احد فيكم يفهمني اياه او الاقي حاجه عنه في المنتدى
هذا حل من صفحه ٧٠ الى ٨٠
Exercise 13: Analyzing writing style, page 70
1. The author uses reporting verbs throughout the passage and also uses verbs in the present tense and the present passive to discuss scientific findings.
2. Examples: “The alarm stage is called…” “The alarm stage is accompanied by…” “The alarm reaction was designed…”
3. Knowing about the elements of scientific writing helps the reader to recognize when scientific writing is being used by an author. This should the reader to slow down and carefully follow the development of the scientific information. It also helps the reader know how certain vocabulary such as found, consists, and recognized are being used in the scientific context.
Exercise 14: Using context clues, page 71.
1. A possible new sentence: The engineer made a discovery about trains wheels that could be layered over the many different uses of these wheels to help them operate more effectively.
Uses of context: Context helps readers define and understand words. In this case, the new term, layered over, was used in contrast to specific situations. Consequently the reader can see layered over indicates a general sense: it applies to all situations.
2. A possible new sentence: Stress in the modern world is very persistent.
Uses of context: The context can point out the importance of reference words. In this example, “its” is a reference word which ties persistence to the stressor. Thus, the reader knows that persistence is related to the existence of stress. Additionally, the word is used to show that because of its “persistence,” a stressor does more harm. The context tells us that persistence increases the amount of stress.
Exercise 15: Finding the text organization, page 74
A.
1. The alarm stage
2. The resistance stage
3. The exhaustion stage
B. Suggested notes on paragraph 6:
The Text—Paragraph 6—The Resistance Stage
Possible notes
Death may occur within the first few hours or days of exposure to a stressor that is so damaging (such as extreme cold) that its persistence is incompatible with life. But if survival is possible and the stressor continues, the body attempts to adapt to it as best it can. Selye called this part of the GAS the resistance stage (also called adaptation stage). During this stage, the body attempts to return to a normal biological state by restoring spent energy and repairing damage. Yet arousal remains high, though not as high as during the alarm reaction. This prolonged bodily arousal may be accompanied by such emotional reactions as anger, fatigue, and irritability.
Transition from the last paragraph
an example
Use of contrast to introduce the main topic: the resistance stage
Definition of the main idea
Further definition and explanation of the resistance stage
C. Discussion should follow where students investigate the elements of paragraphs 7 and 8. They should identify similar elements to those found in paragraphs 2 and 6 above.
Exercise 16: Finding the total organizational structure, page 76
The Body’s Response to Stress—The General Adaptation Syndrome
I. Introduction
a. Research basis by Hans Selye
b. Definition of GAS
c. Introduction of the stages
II. The Alarm Stage
a. Definition
b. Example
.
c. Explanation
d. Additional physiological and psychological factors
e. Triggers of stress
f. Summary and significance of initial response to stress
III. The Resistance Stage
a. The results of over exposure to initial stress
b. Adaptation introduces the resistance stage
c. Definition
d. Characteristics of the resistance stage.
IV. The Exhaustion Stage
a. Introduction of the exhaustion stage
b. Definition
c. Results of exhaustion
d. Differences between the stress of our ancestors and modern-day stress.
Exercise 17: Understanding graphs, page77.
1. No
2. Yes
3. Yes
4. Yes
5. Answers may vary, but probably … Yes
Exercise 18: Reading graphs, page 79.
1. Level of resistance, Time
2. They show and increase in the two factors.
3. The top shows the stages of stress as a graph from the beginning to the end.
The middle shows drawings of an individual who is experiencing stress.
The bottom gives a written deion of the stages of stress.
4. The changes in color reflect the changes in the stages of stress.
Exercise 19: Interviewing classmates, page 80.
The answers will vary as the responses depend on the personal experiences of the students. The instructor should emphasize having the students use the terminology and concepts introduced in the readings about stress.
محلوله لكن والله كنت اتمنى احد يساعدني على فهمها ..
على فكره تمرين ٢٨ في صفحه ٩١ مهم وتمارين الاختبار راح تكون بهالطريقه خصوصا كلمات الفوكابلري ..
بنات لاتستغريون لو طمرت تمرين او تمرينين انا مسويه طباعه لورقه الدوره وماشيه عليه ومعلمه على الاشياء الي قالتها فهمتو علي؟ بس زود حرص اقرالكم كل حاجه ..
يالله بسم الله نبدا الشابتر الي بعده ٣
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