التصنيف: اللغة الأنجليزية السنة الثانية ثانوي
اللغة الأنجليزية السنة الثانية ثانوي
أولاً: صياغته:
تتم صياغة زمن المضارع المستمر عن طريق استخدام تصريف فعل الكينونة (to be) في زمن المضارع البسيط مع الضمائر ثم إضافة ing في نهاية الفعل الرئيسي
am, is, are ing
ثانياً: استخداماته:
1- يعبر عن حدث يحدث الآن مثل:
She is listening to the radio now.
They are playing football at this moment.
I can not see him now, he is making an interview.
ملحوظة:
يستخدم زمن المضارع المستمر عادة مع الكلمات التالية:
now, at this moment, at present, this week, this month, this year
My parents are coming to stay with me this weekend.
She is going to the cinema at this moment.
كما يستخدم مع كلمات لفت الانتباه مثل:
look, listen, take care, hurry up, behold…
Hurry up! We are reaching the island.
Listen! She is singing.
Look! While I am studying, he is playing.
Behold! He is praying now.
Take care! It is getting hotter.
عند إضافة ing للفعل فيجب ملاحظة ما يلي:
أولاً: الفعل المنتهي بحرف e يتم حذف هذا الحرف منه ونضع ing مثل:
come? coming
write? writing
close? closing
describe? describing
decorate? decorating
arrive? arriving
ride? riding
rise? rising
weave? weaving
wave? waving
undertake? undertaking
strike? striking
become? becoming
drive? driving
arise? arising
hide? hiding
ما عدا فعلي “dye” و “be” حيث نقول:
be? being
dye? dyeing
ثانياً: الفعل المنتهي بحرفي ee نضع ing بدون حذفهما مثل:
see? seeing
agree? agreeing
foresee? foreseeing
flee? fleeing
ثالثاً: الفعل المنتهي بحرف ساكن مسبوق بحرف متحرك فإننا نقوم غالباً بمضاعفة الحرف الأخير ثم إضافة ing مثل:
cut? cutting
travel? traveling
begin? beginning
bid? bidding
forbid? forbidding
forget? forgetting
get? getting
hit? hitting
knit? knitting
shut? shutting
spin? spinning
spit? spitting
split? splitting
swim? swimming
upset? upsetting
win? winning
2- يعبر عن المستقبل خاصة مع أفعال الحركة مثل:
go, come, leave, stay, sleep, fly, do, have….
Are you doing your homework tonight?
I am leaving for Cairo tomorrow.
We are staying here till the next Summer.
She is flying to Moscow next week.
He is coming in few minutes.
We are going to Alexandria next month.
3- يستخدم مع حدثين يحدثان معاً في وقت الكلام مثل:
While I am doing my homework, my sister is washing up.
We are watching television and my mother is cleaning the house.
She is waiting for me while I am hiding in the car.
4- يستخدم مع كلمة “always” لكي يعبر عن المضايقة من جانب المتحدث مثل:
He is always talking in the class.
She is always asking for help.
You are always annoying me.
We are always looking at those bad boys.
I am always asking questions with no answer.
لا يتم استخدام الأفعال التالية في زمن المضارع المستمر:
أ- أفعال الحواس مثل:
See, hear, feel, taste, smell
ب- الأفعال الدالة على المشاعر والعواطف مثل:
Adore, love, like, desire, want, wish, fear, hate, detest, dislike
ت- الأفعال الدالة على النشاط الذهني مثل:
Agree, understand, appreciate, value, believe, think, expect, know, mean, realize, recognize, trust, remember
ث- أفعال التملك مثل:
Belong, owe, own, possess
ج- الأفعال المساعدة ما عدا فعلي “be” و “have” في بعض الاستخدامات
ح- مع أفعال أخرى مثل:
Appear, seem, concern, consist, contain, include, hold, keep, cost, remain, involve, matter
وبدلاً من استخدام الأفعال السابقة في زمن المضارع المستمر يمكننا القول:
I understand you now.
While I am cleaning the clothes, he appears from nowhere.
حيث بالرغم من وجود الكلمات الدالة على المضارع المستمر فإننا قد استخدمنا تلك الأفعال في زمن المضارع البسيط.
ثالثاً: تمارين:
تمرين رقم 1:
صحح الفعل بين القوسين:
1. You can not see her now, she (have) a shower.
2. Do not disturb people while they (work).
3. This woman is never satisfied, she always (complain).
4. Are you doing your homework tonight? No, I (read) a new novel.
5. How Aly (get) on at school?
6. Do you see what Ahmed (do)?
7. Stop! You (not see) the red light?
8. What you (wait) for?
9. She is in the kitchen now. She (wash) up.
10. Look! While I (study), he (play).
11. He always (talk) in the class.
12. I am (leave) for Cairo tomorrow.
13. She is (fly) to Moscow next week.
14. We are (stay) here till the next Summer.
15. She is waiting for me while I (hide) in the kitchen.
16. He is (come) in few minutes.
17. I am (cut) the chicken now.
18. Our National Team is always (win) the matches.
19. He is always (ask) for help.
20. Are you (do) your homework tonight?
تمرين رقم 2:
اختر الإجابة الصحيحة من بين الأقواس وضعها في مكانها المحدد:
1. What …………….. with his car now? (he does, he is doing, is he doing)
2. Do not get off the bus while it ………………. (running, is running, was running)
3. I ………. it now. (want, wants, am wanting)
4. At this moment, I …………. two new shirts. (has, have, am having)
5. Look! She …………….. (playing, plays, is playing)
رابعاً: حلول التمارين:
حل تمرين رقم 1:
1. You can not see her now, she is having a shower.
2. Do not disturb people while they are working.
3. This woman is never satisfied, she is always complaining.
4. Are you doing your homework tonight? No, I am reading a new novel.
5. How Aly is getting on at school?
6. Do you see what Ahmed is doing?
7. Stop! You do not see the red light?
8. What are you waiting for?
9. She is in the kitchen now. She is washing up.
10. Look! While I am studying, he is playing.
11. He is always talking in the class.
12. I am leaving for Cairo tomorrow.
13. She is flying to Moscow next week.
14. We are staying here till the next Summer.
15. She is waiting for me while I am hiding in the kitchen.
16. He is coming in few minutes.
17. I am cutting the chicken now.
18. Our National Team is always winning the matches.
19. He is always asking for help.
20. Are you doing your homework tonight?
حل تمرين رقم 2:
1. What is he doing with his car now?
2. Do not get off the bus while it is running.
3. I want it now.
4. At this moment, I have two new shirts.
5. Look! She is playing.
[COLOR=#313131][FONT=Droid Arabic Naskh]-
Telling the time
02:00
It’s two o’clock
02:05
It’s five past two
02:08
It’s eight past two
02:15
It’s fifteen past two
It’s quarter past two
02:20
It’s twenty past two
02:30
It’s thirty past two
It’s half past two
02:40
It’s forty past two
It’s twenty to three
02:45
It’s forty five past two
It’s quarter to three
02:55
It’s fifty five past one
It’s five to three
03:00
It’s three o’clock
تعتبر اللغة الانجليزية من اهم اللغات شرقا فهي لغة العصر ولغة العلوم والتكنولوجيا ولها دور مميز في السياحة في مصر
تعد فوائدها علينا جميعاً في حياتنا
1- عمل ممتاز وبسهولة
2- تبادل الخبرات مع اي شخص في اي دولة
3- التطور الثقافي في معرفة مايدور حول العالم
فيديو توضيحي للبرنامج
لتحميل البرنامج علي هاتفكم من جوجل بلاي في الروابط الآتية:-
What do we mean by The past Simple Tense?
هو الزمن الذي يتحدث عن نشاط أو حدث أو فعل معين حدث وإنتهى في الماضي
يعني كذا مثال على الطاير ,,,, أمل غابت عن المدرسة أمس . طيب إذا
How to form the Past simple Tense?
كيف نصيغ زمن الماضي البسيط؟
هناك صياغتين للماضي البسيط :
أولا : الصيغة المنتظمة (الغير شاذة) وهذه بكل بساطة تكون بإضافة فقط حرفي
(ed)
إلى نهاية الفعل فيصبح الفعل ماضي . ولكن ننتبه إلى أن هذه الطريقة لاتتبع
Regular Verbs
وقد يتسائل البعض ماهي الأفعال المنتظمة وهل هناك قائمة بها عشان
لكن الآن دعونا نأخذ أول صيغة للماضي ..وهي مثل ماقلنا :
Subject V-ed Complement
إذا الفاعل ثم الفعل مضافا له حرفي Ed ثم بقية الجملة سواء كان فيها مفعول به أولا .
أمثلة :
It rained yesterday.
لقد امطرت بالأمس .
إذا الفعل الأساسي هو Rain وكان في المضارع ولما حولنا الفعل إلى
Naser arrived last night.
وصل ناصر الليلة الماضية
.إذا الحدث هنا وقع وإنتهى في الليلة الماضية وهو وصول ناصر
ثانيا: الصيغة الشاذة ومن الإسم نلاحظ أنها الصيغة التي لايضاف
When to use The Past Simple?
متى نستخدم الماضي البسيط؟
أولا / في حالة التعبير عن نشاط أو فعل معين حدث في وقت محدد في الماضي
Yesterday أمس
last night الليلة الماضية
year ago منذ سنة
last week الأسبوع الماضي
last month الشهر الماضي
Examples:
It rained yesterday.
لقد امطرت بالأمس .
Naser arrived last night.
وصل ناصر الليلة الماضية
They camehere ayear ago.
ثانيا/ أيضا في حالة التعبير عن حدث معين ليس له زمن محدد في الماضي .
Examples:
He went to town .
لقد ذهب إلىالبلدة.
إذا لايوجد هنا وقت محدد هنا لوقت ذهابه .
He spoketo the captin about it.
لقد كلم القائد عنه. (لايوجد وقت محدد عن الوقت الذي تكلم فيه)
ثانيا/ أيضا في حالة التعبير عن حدث معين ليس له زمن محدد في الماضي
Examples:
He wentto town .
لقد ذهب إلىالبلدة.
إذا لايوجد هنا وقت محدد هنا لوقت ذهابه .
He spoketo the captin about it.
لقد كلم القائد عنه. (لايوجد وقت محدد عن الوقت الذي تكلم فيه)
The negative
النفي
مثلا عندنا هذه الجماة المثبتة
I walkedto school yesterday
نحولها إلى جملة منفية نستخدم
did not وإختصارها
Didn’t
ثم نضع الفعل الأصلي وليس الماضي
إذا تصبح الجملة:
I Didn’t to school yesterday.
وصيغة النفي هذه تأتي مع جميع الضمائر اللي عارفينها .
كيف نصيغ السؤال ؟
How to form Q.?
نستخدم أيضا في السؤال الفعل did سواء كان مثبت أو منفي .Didn’t
أمثلة:
Didyou go out last night?
هل ذهبت ليلة البارحة؟
ولو لاحظنا إن إذا إستخدمنا did على طول الفعل الأساسي يكون في صيغته
When did Yaser die?
متى توفى ياسر؟
ملاحظة/لاننسى إن الفعل be يعني is-am-are
الماضي من :
was -were
ملاحظة أخرى /نحن لانستخدم على الإطلاق الفعل did سواء في حالة النفي أو السؤال مع الفعلين
was -were
The Four Seasons
الاتجاهات الاربعة في اللغة الانجليزية
The Four Directions
north-east
north-west
south- west
south- east
1- الفعل do يأخذ الضمائر التالية :
I , you , they ,we
2- الفعل does يأخذ الضمائر التالية :
He , she ,it
وحتى ننفي حدث معين نضيف كلمة not إلى Do أو Does
أمثلة :
انا لاأحب الأرز .
هي لاتحب الأرز .
شـكــ وبارك الله فيك ـــرا لك … لك مني أجمل تحية .
شكرا
الحاضر
do ___ I , You , We , They اسم جمع
does __ He , She , It , اسم مفرد
الماضي
did à I , He , She , It , You , We ,They.
done___ I , He , She , It , You , We ,They.
:do , does , did التصريف الثالث
do ing =doing
do s =does
تستخدم الافعال did does do
1- فعلا مساعد لصياغة النفي
2- فعلا مساعد لصياغة السؤال
3- فعلا مساعد لصياغة الاستفسارات المختصرة بمعنى اليس كذلك
4- فعلا مساعد لصياغة توكيد الفعل
هو يبدو فعلا بحالة جيدة he does seem well
هي تبدو فعلا بحالة جيدة she does seem well
هو/هي "غير العاقل" يبدو /تبدو فعلا بحالة جيدة it does seem well
انا ابدو فعلا بحالة جيدة i do seem well
انت تبدو فعلا بحالة جيدة you do seem well
نحن نبدو فعلا بحالة جيدة we do seem well
هم يبدون فعلا بحالة جيدة they do seem well
5- فعلا عاديا بمعنى يعمل .يؤدي .ينجز .يقوم ب
He does his work well. هو يقوم بعملة جيد
She does her work well. هي تقوم بعملها جيدا
it does its work well هو/هي "غير العاقل" يقوم بعملة / تقوم بعملنا جيدا
I do his my well انا اقوم بعملي جيدا
You do your work well. انت تقوم بعملك جيدا
We do our well. نحن نقوم بعملنا جيدا
They do their well. هم يقومون بعملهم جيدا
هذا شرح مبسط عسى ان يكفي اعتذر عن التقصير
محادثة التحيات – في وداع الاخرين – الى اللقاء
تعليم اللغة الانجليزية – محادثة التحيات – في وداع الاخرين – الى اللقاء – 1
لقد جئتك مودعا
متى سترحل؟
اني عائد الى وطني يوم الاحد
الى اللقاء اذن ، مع اطيب تمنياتي
الى اللقاء . بلغ تحياتي الى باقي أفراد العائلة ، اليس كذلك؟تعليم اللغة الانجليزية – محادثة التحيات – في وداع الاخرين – الى اللقاء – 2
جئتكم مودعا
في أي وقت سترحل؟
قطاري يغادر في الساعة 7.25
حسنا ، الى اللقاء ، اتمنى لك رحلة موفقة
الى اللقاء ، تذكر أن تمر بي اذا صادف وكنت في روماتعليم اللغة الانجليزية – محادثة التحيات – في وداع الاخرين – الى اللقاء – 3
اني اتصل لاقول لكم الى اللقاء
متى ستغادر؟
سأسافر في قارب – مركب الساعة 11.35
الى اللقاء اذن ، ولا تنسى ان تبقى على اتصال
الى اللقاء ، واشكرك على كل شيءتعليم اللغة الانجليزية – محادثة التحيات – في وداع الاخرين – الى اللقاء – 4
لقد جئت مودعا
اي وقت ستغادر؟
أحاول ان اغادر عند العاشرة
الى اللقاء اذن ، بلغ تحياتي الى الاهل – الوالدين
الى اللقاء . دعنا نراك العام القادم
The unit content’s:
I)-Discovering language.
* Grammar:
• Can / could.
• Verb idioms: was / will be able to …
•Must / have / need to …
• Should have + past participle.
* Pronunciation:
• Primary stress in connected speech.
• Pronunciation of abbreviations /Intonation.
* Vocabulary:
• Vocabulary related to peace.
•Making a word chart using abbreviations.
II)-Developing skills.
* Functions:
• Expressing ability and possibility.
•Expressing obligation and absence of obligation.
• Expressing appreciation.
* Skills:
• Listening for gist.
•Listening for specific information.
• Reading dictionary entries.
•Discussing style.
•Writing a public address.
•Writing a contract.
•Writing a poem
~* PART ONE.*~:
Discovering language:
:: Pre-reading. (Page: 38)::
:: As you read. (Page: 38)::
:: Post reading “Grammar Desk”. (Page: 39)::
:: Practice. (Pages: 40 / 41)::
:: Write it right. (Page: 41)::
:: Say it loud and clear. (Page: 42)::
:: Working with words. (Page: 43)::
Pre-reading
Answers to pre-reading:
1. they are called "the blue helmets" or the "UN" peacekeeping troops.
2. They are working for the United Nations Organization.
3. They are from Algeria.
4. The buildings are destroyed because of the war that might be there.
5. The soldiers’ chief duty is to bring peace back to this area.
6. Yes* I do. / Of course I do. Because living in peace is a necessity. Or;
No* I don’t like to be one of them. Because it is a very hard job* etc.
Activity two: p (39) *
a) The horrors of the modern warfare made Man think of the preservation of
Human life.
b) The League of Nations was not able to / incapable to stop fascism because it
Had no power of its own.
c) The UN Security Council is the body that can settle disputes.
d) One of the many possible titles is: The U.N’s organizations and duties
After reading
Answers to activities in the grammar desk:
a. "Can" expresses possibility. It can express other functions such as ability
And permission.
E.g.* – Can you go out* sir? Expresses permission.
– We can do this exam. It’s easy. Expresses ability.
b. The two past forms of can are "could" and "was/were able to". We can
Replace was/were able to by manage to.
c. The future form of "can" is "will be able to".
Practice
Activity one: p (40) *
a. The League of Nations couldn’t impose economic sanctions on warlike
Nations.
b. Germany will be able to join the Security Council soon because it is the
Third economic power in the world.
c. The UN General Assembly can only make recommendations to the Security
Council. It can’t make decisions.
d. The United Nations Organization has been able to create a permanent
Military force yet.
E. Dag Hammarskjöld* who served as Secretary General of the UN from 1953
To 1961* was able to organize peacekeeping task forces.
f. UN peacekeeping troops* called ‘blue helmets’* can use force only for
Temporary self-defense purposes. They can maintain peace* but they can’t
Prevent war.
g. The United Nations Educational Scientific and Cultural Organization
(UNESCO) was able to launch its Peace Program only after the end of the
Cold War.
Activity Two: p (40)*
1. Can you hear what he’s saying? a. Ability.
2. We could build a culture of peace by being more tolerant. b. Possibility.
3. contrary to what people think* women can be tall and strong. c. Possibility.
4. "I’ve hurt her feeling. What can I do?"
"Well* you could apologize to her." d. suggestion
5. I wonder if you could come here and talk it over. e. Request.
6. At the age of 17* you can take your driving license with your parents’ consent* but you can’t drive. f. Permission.
7. Don’t lean out of this window; you could fall down. g. Warning.
8. Can I help you? h. Offer.
Activity three: p (41)*
You: Did they settle the dispute?
Your partner: Yes* it took them a lot of time of negotiation* but they were
Able to arrive to an agreement finally.
You: The exercise was difficult* wasn’t it?
Your partner: Yes* it was such a difficult one that no one could do it in
Class. But with the help of third year pupils we were able to find its
Answer at home.
You: My car broke down in a forest road.
Your partner: Oh! I see. But if you were not able to repair it* you wouldn’t
Drive it back here.
Say it loud and clear.
Activity one: p (42)*
– Journalist: ….Could you spare a few minutes please?
El-Baradai: Certainly.
– Journalist: ……….. How do you feel about it?
El-Baradai: It’s great. That’s another victory of peace against war.
– Journalist: Would you mind saying in which sense please?
El-Baradai: Not at all. I mean … of mass destruction.
– Journalist: May I ask you another question?
El Baradai : Sure.
-Journalist: I wonder if you could tell me something about the chances of
peace for the next decade please.
El Baradai: Yes. ……………………………….worthy was to make.
-Journalist: Will you please give us some examples?
El Baradai: Well* for example* we have to wage war against global
warming ………………
Working with words.
Activity one: p (43)*
~*PART TWO .*~ :
Developing skills:
:: Listening and speaking. (Pages: 44 / 45):
:: Your turn. (Page: 45):
:: Write it up. (Pages: 46 / 47):
:: Reading and writing. (Pages: 48 / 49):
:: Write it out. (Page: 50):
:: Unit details. (Page: 51):
:: Pupils’ self assessment. (Page: 52):
:: Exploring matters further. (Pages: 53 / 57):
Listening and speaking:
Activity one: p (44)*
*~* The suggested (teacher’s) questions to activity one:
A. Who do you think* are these two persons in the picture?
B. Are they in a cafeteria/ restaurant?
C. So where do you guess are they* then?
D. How do you know?
E. Do they look happy? Why?
*~* Expected (Pupils’) answers to activity one:
A. I guess they are two girls/pupils/young pupils* etc.
B. No* they are not.
C. I think they are at school/ in class/at home doing their exercises* etc.
D. Because they are wearing school uniforms/ they have school blouses/ school clothes/ they have pens and books/copy books* etc.
E. No. One of them doesn’t perhaps she had a bad mark/She found the exercise
so difficult/ she couldn’t know the answer/ was not able to solve the equation* etc. Or simply; yes* they are very happy!
Activity three:
a- The speakers are two girlfriends / classmates.
b- They are in the classroom.
c- The problem is that Leila is angry/sad/upset.
d- Yes* it is solved at the end after Maya apologized to Leila.
e- Leila feels so sad and angry with her friend Maya. Leila is sad because Maya made her classmates laugh about her .She told her that she was stupid. Finally* Maya apologized to Leila and the problem was solved.
Activity four:
Leila: Ok. You made fun of me.
Maya: No* didn’t. (The stress falls on ‘did’)
Leila: Yes you did. ………….. (The stress falls on ‘did’)
Maya: When?
Leila: yesterday* in front of all my classmates.
Maya: Did I? …………. (The stress falls on ‘I’)
Leila: But you did. (The stress falls on ‘did’)
Your turn:
Activity one: p (45)*
You: You lent my books to Farida without my permission.
Your partner: Sorry* I shouldn’t have done so .I should have asked you first.
You: The teacher shouted at me for no obvious reason.
Your partner: he shouldn’t have done that for any reason.
You: She borrowed my bag without letting me know.
Your partner: She shouldn’t have taken it without your permission. Otherwise you could say she has stolen it.
You: I’m angry with you. You said I was overweight.
Your partner: I am so sorry. I didn’t mean to make fun of you. I shouldn’t have said that.
Activity two: p(46)*
You: You have arrived late again.
Your partner: Sorry* the bus broke down and I had to come on foot. O
You: She hasn’t said a kind word to us since the morning.
Your partner: She must be angry with us. D
You: Don’t panic! You can’t be late for the exam. It doesn’t start till 10:15. D
Your partner: Right* then. I shall take my time
Write it right:
Activity one: p (46)*
– We have to tolerate differences at school.
– Pupils have to respect one another in class and outside.
– We have to keep cool and should not be hot-tempered.
– Everybody must not impose himself/herself on others.
– We do not need to always agree with one another. Differences are always possible and sometimes necessary.
– We should settle disputes peacefully.
– We don’t have to/mustn’t be violent.
– We should accept the opinions of others.
– We must learn to listen to one another.
– We should not/ must not insult others or make fun of them for no reason. We shouldn’t shout at each/one another.
– Pupils must not cheat in the exam.
Activity three: p (47)*
A) Rights and responsibilities:
B) The class charter:
Article Two: Duties and Responsibilities
a. Pupils have the responsibility to work hard in our studies.
b. We must respect our teachers and the school authorities.
c. We must also respect the opinions of one another.
d. We must not be aggressive or behave violently.
e. Pupils have to tolerate differences and respect the rights of
Every pupil amongst them.
f. We shall promote a culture of peace and coexistence.
g. Pupils should cooperate to solve their individual and common
Problems.
h. We must help keep our school clean* safe and friendly.
i. We mustn’t be the cause of school* disorder.
Reading and writing:
Activity one: p (48)*
a- The picture talks about slave trade that was in the past. Illustration.
b- The boat seems to be in Africa. I think it is going to America.
c- Indeed those dates are very important and famous in the American history because of the events that happened during them;
i- George Washington was the first American president.
Ii- July 04th* 1783 was America’s Independent day.
Iii- Abraham Lincoln was another US president.
Iv- 1861- 1865 was the era of American Civil War.
v- Martin Luther King Jr. a black Afro-American priest. He was one of
the leaders of Civil Right movement in America.
vi- August 1963 represents the date of the march of about 200*000
people on Washington DC to demand racial equality.
Activity two: p (48)*
a. Martin Luther King Jr. was one of the black American leaders of the Civil Rights Movement in America in the 1960s.
b. He hoped/wished/expected his children to be free from racial discrimination and prejudice.
c. Martin Luther King Jr.’s address in the article is in an oratorical style. The clear characteristics of this style are repetition of words* phrases and ideas. He use this style in order to stimulate his audience to make them feel what he feels; the injustice of racial discrimination and segregation.
d. One possible answer is: yes* because it is righteous and logical and because it includes a good wish for black Americans in the future.
Activity three: p (49)*
*Address: Speech or talk to an audience.
* Can: ability or capacity to do something.
* Spiritual: a religious song as sung by Negroes in the USA.
♦ The task.
Imagine that you are in (the assigned location). You are going to deliver a speech about (a specific subject). Using the notes on the board* and the try to imitate Martin Luther King Jr. To address the audiences who are listening to you. Use as much of the auxiliaries that you learnt in this unit as possible. The speech-organizing plan provided on page 50 may help you.