Unit four:

Science or fiction?

Theme Functions Grammatical structures Vocabulary building Pronunciation / spelling

*Expressing -If : conditional types 1& 2 - Compound words -Emphatic stress (do/
condition - Phrasal and did)
Fiction * Asking for/ -Past forms of may/can prepositional words. - Stress in compound
giving Advice - If only words.
or * Expressing - Adverbs: well- past - Rising & falling
regrets participle. Well-informed intonation
Reality  *Making
speculations
? * Expressing
wishes
Theme  : Fiction or Reality? Level  : 2nd year
Sequence one  : Discovering Language Streams  : Literary
Main functions  : *Expressing condition Reference  : Getting Through
* Asking for/ giving Advice
* Expressing regrets
*Making speculations
* Expressing wishes
Rubric one  : Warming up

Aim : to introduce the grammar and the vocabulary of the unit

Timing Aims Tasks Procedures
THINK IT OVER (p. 138) I elicit my students answers about the
To introduce photos and drawings on page 138 :
learners to the T: What do the pictures show?
topic of the file, L: They represent scenes of some films.
that is Science or T: Did you see these films?
Fiction?. L: Yes, we did.
T: What do they talk about?
L: They talk about the future, Martians,...
T: So, are they real or imaginary?
L: They are imaginary.
T: What do we call this type of films?
L: We call them science fiction films.
* To revise the WORDS TO SAY (p. 138) I ask some learners to read the words in
pronunciation of order to detect any pronunciation problem
words related to to remedy it in the SAY IT LOUD AND
the topic. CLEAR rubric.
* To focus on
compound words
Theme: Fiction or Reality? Level: 2nd year
Sequence one: Discovering Language Streams: Literary
Main functions: *Expressing condition Reference: Getting Through
Rubric two  : Reading

Aim : to engage learners to do various reading tasks, all revolving around the expository
Timing Aims Tasks text Procedures
DISCOVRING LANGUAGE (pp. 139- 145)
Before you read 
Activity one:
To assess Look at the book cover, then answer the following I bring with me a science fiction book of
learners’ questions: Jules Verne and interact with my learners
knowledge about a. Who is the author of the book? about it:
the topic b. What is the theme of the book? T: What is this?
c. Give some titles of books you have read or films L: It is book.
you have seen about science fiction. T: What type of information do you think
Key  : it contains? A story, a report…?
a. The author of the book is H.G. Wells. L: It contains a story.
b. The theme of the book is science fiction. T: What do we call this type of books?
c. I have seen: Star Wars, I. Robot, Matrix, Star L: We call them novels.
Gate, Aliens... T: I mention the different parts of the
Novel: the title of the novel, the author,
The short stories if there are, … The
same points are applied later on the
Activity two: book cover on page 139.
The text is about science fiction films, which of the
To introduce the following words do you expect to find in the reading From the title of the book, learners try to
vocabulary of the passage? predict the words that they can find in the
text. text.
 Films- documentaries- imaginary- books- Martians-
spirits.
Key  :
To expend Films- imaginary- books- Martians
vocabulary of the Activity three: Now, learners refer to their daily life to
topic Mention three things you know about science fiction remember the characteristics of science
films? fiction films they already saw on TV.
Key  :
Learners may state:
*They are imaginary.
*They talk about the future.
*They have high technology.
As you read 
Read the text carefully, then do the following activities.
To identify the Activity two  : Now, learners skim the text for the first
general idea of Circle the right answer a, b or c: time in order to find the general.
the text. The text is about...
a. Science fiction films.
b. Science fiction books
c. The Martians invasion to earth.
Key  :
a. Science fiction films.
To identify the Activity three  : Learners skim the text so as to identify the
idea of each In which paragraph is it mentioned... idea of each paragraph.
paragraph. a. Illustration of some Sci- fi films?
b. Definition of science fiction?
c. The main features of Sci- fi films.
Key:
a. §3 b. §1 c. §2
To read for Activity four  : Now, learners scan the text in order to
specific Say whether the following statements are true or false? answer the questions and to find the
information. a. Sci- fi films contain stories of the past. synonyms and the opposites in the next
activity.
 b. They are all about Martians.
c. People like to see them.
Key  :
To decode a. False b. False c. True
meanings of Activity two page 140  :
words. Key  :
a. The supposition on which all science fiction
films and books are based is: “what would
happen if Martians invaded our planet?”
b. The scenarios that science fiction writers and
film makers make about Martians are different
because some of them think that they are
To read for dangerous and some others think that they are
specific friendly.
information. c. Sci- fi takes its ideas from current ideas in
science.
Activity five  :
What do the following words refer to in the text?
They (§1- L6) =.................................
Its (§3- L4) =......................................
His (§3- L8) =....................................
Key  :
They (§1- L6) = writers and film makers
Its (§3- L4) = human nature
His (§3- L8) = a monster

To sum up the Learners have to connect the general idea

reading passage. Post reading  of the text in the second activity and the
Activity six  : main ideas of the paragraphs in the forth
Summarize the text using the previous activities. activity in order to get the summary.
Key  :
 The text is about science fiction films. The author
introduced his text with a definition of science fiction.
To revise the use Then, he gave the main features of science fiction and I interact with my learners about the
of if conditional. finally, he illustrated some of these films. sentences: The verbs, their tenses, and the
meaning of each sentence.
Grammar desk
Conditional

Example (01)  :
IF I through a glass, it smashes
Present present
Conditional type 0:
Form: If+ present simple , +present simple.
Meaning: it is a general truth (reality)
Example (02)  :
If it is sunny, we will go to the beach tomorrow
Present future
Conditional type 1:
Form: If+ present simple , + future simple
Meaning: it is a future possibility.
Example (03)  :
If I were you I would apologise.
Past simple
Conditional type 2:
Form: If+ past simple , + would + stem
Meaning: unreal (imaginary) thing in the present.
Example (04)  :
If I had been a little bit taller, I would have joined
the army. Past perfect
Form: if+ past perfect , + would have+ past
participle
Meaning: unreal (imaginary) thing in the past.
To practice the In both activities, learners have to read the
use of full idea first in an attempt to understand
conditional. Practice its meaning, then; they put the verbs in the
(form) Activity one page 141  : appropriate form.
Key  :
a. If animals could speak, they would complain
about our ingratitude to them.
b. I would change my destiny if time travel was
possible.
c. If Hitler had not existed, the history of the world
would have been different.
d. If Arabs had not translated and (had not)
To practice the conserved Greek scientific works, humanity Learners read then the read the sentences
use of would have lost an important part of its cultural in order to match each one with its
conditional. heritage. appropriate function.
(meaning) Activity two page 141  :
Key  :
To consolidate a. Advice I interact with my learners about the
the use b. Regret sentences given and try to provide them
conditional. c. Blame with some ideas to complete the
Activity three page 141  : sentences. Then, I divide them into groups
Key: to do the task.
a. If Thomas Edison hadn’t invented the light bulb,
we would have lived in the dark.
b. If Alexander Fleming hadn’t discovered
penicillin, we would have died
c. If Albert Einstein had died before developing
nuclear physics; researchers would have not
invented the nuclear bomb.
To practice the d. If World War II had not happened, we would
use of modals in have lived in peace.
conditional.
 Activity four page 142  :
Key:
To practice a. Could I brainstorm the topic of the newspaper
conditional type b. Could article. Then, I remind them about the
4. c. Might layout of a newspaper article: catchy
d. Could headline, lead-in and the article proper.
Write it right Learners will use their background
Free production. knowledge in history to write their article.
Theme: Fiction or Reality? Level  : 2nd year
Sequence one: Discovering Language Streams  : Literary
Main forms: *Emphatic stress (do/ did) Reference  : Getting Through
*Stress in compound words.
* Intonation in requests.
Rubric three: Say it Loud and clear

Aim :*To develop learners pronunciation skills

*To give learners training in chosen items
Timing Aims Tasks Procedures
SAY IT LOUD AND CLEAR (p. 20)
To illustrate the Activity one page 143 I read aloud the dialogue putting an
use of emphatic Key  : emphasis on do and don’t so that learners
stress. the words which are emphasized are don’t and do can underline the emphasised words.
Activity two page 143
To practice the Key:
use of emphatic You: Do come to watch a science fiction film with me if I have to draw learners’ attention to the
words. you can. tenses of the verbs. If the verb is in the
Your partner: that will be nice! present, we add do. And if the verb is in
You: I did enjoy that film. the past, we add did.
Your partner: So did I. It did give me a fright.
You: I do believe in the existence of Martians.
Your partner: So, do I
To discover how Activity three page 143 Each time I read a sentence, I ask a learner
to pronounce Key: to repeat in order to learn to pronounce
emphatic words. The emphatic words are written in bold type. them with the appropriate emotive
emphasis.
Activity two page 147
To discover the Key:
pronunciation of You have said it (falling), they might (rising)… but we I read the paragraph with the appropriate
statements. know that argument is based on ignorance of science intonation on the words in bold. By the
(falling). There are new diseases all the time (falling): end, learners will conclude that intonation
mad cow, bird flu… science also creates problems goes down in statements except in case
(falling). It does not just solve them (falling). where the statement is not finished.
To discover the Activity five:
pronunciation of Listen to your teacher reading the words, then put stress I read the words aloud putting emphasis
compound nouns where necessary: on the first part each time. By the end,
Space-suit; sound effects; fantasy films; space-craft; learners discover that compound nouns are
space-rocket; space-vehicle; space-time; space-helmet; stressed on the first part.
science fiction; natural sciences; social sciences;
applied sciences; outer space; Space ship; finger prints;
eye witness; flying causer; third kind
Key:
‘Space-suit; ‘sound effects; ‘fantasy films; ‘space-craft;
‘space-rocket; ‘space-vehicle; ‘space-time; ‘space-
helmet; ‘science fiction; ‘natural sciences; ‘‘social
sciences; ‘applied sciences; ‘outer space; ‘Space ship;
‘finger prints; ‘eye witness; ‘flying saucer; ‘third kind
Theme: Fiction or Reality? Level  : 2nd year
Sequence one: Discovering Language Streams  : Literary
Main forms: *Adverb+ past participle Reference  : Getting Through
*Completing/finding dictionary entries
related to the topic.
Rubric three: Working with words

Aim :*To build learners’ vocabulary related to the unit

*To train them on how to use a monolingual
dictionary
Timing Aims Tasks Procedures
Working with words (p. 43)
To practice the Activity one page 144 Learners will follow the examples in
use of adverbs. Key  : forming adverbs by adding the past
a. Well known participle of the verb to well.
b. Well written
c. Well appreciated
d. Well informed
e. Well paid.
*To build Activity three page 145
learners’ Key: Learners read the dictionary entries to get
vocabulary a. Look up the different meanings of the verb look in
related to the unit b. Back to order to place them in the examples
*To train them on c. Look after appropriately.
how to use a d. Looking down
monolingual e. Looking forward
dictionary f. Looking into
g. Looked away.
Activity four page 145
Key  :
Learners give as many examples as possible.
Activity five page 145
Key  :
Two special meanings for look up and look down: The first meanings are denotative and the
Look up: (1) turn the eyes upwards (e.g., the ceiling) second are connotative.
(2) search for something.
Look down: (1) turn the eyes downwards (e.g., the
floor)
(2) Look with disregard/ contempt.
Activity six page 145
Key  :
Key in the dictionary.
Theme  : Fiction or Reality? Level  : 2nd year
Sequence two  : Developing skills Streams  : Literary
Main functions  : Predicting Reference  : Getting Through
Rubric one  : Listening and speaking.

Aim : * to develop learners’ intellectual and language skills.

Timing Aims Tasks Procedures

LISTENING AND SPEAKING (p. 146- 148)
Pre-listening
Activity one page 146
*To assess Key: I interact with my learners about the photo
learners a. They are injecting a vaccine against bird flu. as a support but I don’t check the answers
knowledge about b. The woman wearing a mask is cautious; she’s to the questions in this stage.
the topic. afraid of contamination by the bird flu
epidemics.

While listening
o confirm the Activity two page 146  : Now, learners listen to the passage in
prediction of the Listen to the text, then check the answer to the activity order to confirm their predictions
activity above.
 above.
Key  :
a. They are injecting a vaccine against bird flu.
b. The woman wearing a mask is cautious; she’s
To read for afraid of contamination by the bird flu The teacher reads the text another time to
specific epidemics. enable learners to choose the appropriate
information. Activity three  : answer.
Listen again to your teacher and choose the right
answer a, b or c:
1. The passage is a. a TV show.
b. a radio talk.
c. a dialogue.
2. Ali is worried about a. himself
b. the past
c. the future
3. He is worried because of a. wars
b. hereditary diseases
c. death
4. Said considered Ali pessimistic because
a. He took the advantages of genetic
engineering.
b. He took the undesirable consequences of
genetic engineering.
c. He is afraid of polio.
5. Ali is for genetic engineering because
a. Researchers are manufacturing artificial
blood.
b. Researchers are transplanting animal
organs.
c. Researchers create problems.
Key:
1. The passage is c. a dialogue
2. Ali is worried about: c. the future
 3. He is worried because of: b. hereditary diseases
4. Said considered Ali pessimistic because: b. he
took the undesirable consequences of genetic
engineering.
5. Said is for genetic engineering because
To develop a. Researchers are manufacturing artificial
learners’ blood.
productive skills. Activity four page 146
Key:
a. A sentence used to ask for an explanation: what
do you mean?
b. A sentence used to interrupt someone: wait a
minute!
c. A word used to resume speaking after being
To sum up the interrupted: well Learners have just to match the answers of
listening passage. Post Listening the activity three to get the summary of
Activity six  : the passage
Summarize the text using the previous activity.

Key  :
The passage is a dialogue between Said and Ali. Ali is
worried about the future because of hereditary diseases.
Said considered Ali pessimistic because he took the
undesirable consequences of genetic engineering.
Whereas, Said is for genetic engineering because
researchers are manufacturing artificial blood which
save humans’ lives.

Your
Tip boxturn
Page 147 Activity one page 147
Key: First, I have to go through the tip box
To practice the There are many possible answers. before I move on to the activities.
 use og You: Anyway so far industry hasn’t just solved
explanation and problems. It has also created some others.
clarification Your partner: I didn’t quite catch what you mean.
expressions. You: Well… Take the case of pollution for example.
Because of industrial wastes, rivers, seas and the earth
are dying. The air is poisoned; water is polluted; and
the land is full of tons of rubbish.
To express regret. Activity two page 147
Key:
There are many possible answers.
If I had worked at school, I would have succeeded in
getting a good job. And if had got a good job, I would
have bought a beautiful car……

Theme  : Fiction or Reality? Level  : 2nd year

Sequence two  : Developing skills Streams  : Literary
Main functions  : * Expressing condition Reference  : Getting Through
*Making speculations
Rubric two  : Reading and writing

Aim :*to understand the similarities and differences between people.

* to compare and contrast learners’ way of living with others at the local
level.
Timing Aims Tasks Procedures
READING AND WRITING (p.24- 27)
Before you read 
To assess Before setting the students to the task, I
Activity one page 24  :
learners’ Key  : brain storm the different parts of the food
knowledge about 1. e. fats: wafers, pastry, …. pyramid. Once the learners have matched
the topic 2. d. dairy: cheese, milk, … the parts of the pyramid with the
3. b. meats: chicken, beef, mutton, …. categories of food to which they belong,
4. a. vegetables: lettuce, carrots, … they copy down the food items for each of
5. f. fruits: bananas, apples, … the categories.
6. c. bread: rice, bread, doughnuts, …
Activity two page 24:
*To assess Key: In this activity, I play the role of a
learners’ Our grandparents used to eat more fresh vegetables, monitor. Each time learners advance their
knowledge about diaries, meats and bread. This is because they used to opinions, I try them give the justification
the topic. raise animals and grow their vegetables and cereals. In why they hold such opinions.
*To brainstorm addition, they used to devote too much time for
all learners’ ideas cooking. Nowadays, we consume more fats because we
about eating don’t have time to cook and because of the bad effect of
habits in the past. advertising which promote the fast food

As you read
Read the text carefully, then do the following activities.

Activity two  :
The general idea of the text is:
To identify the a. How to be a good father Learners skim the text to get its general
general idea of b. Fishing in the Atlantic Ocean idea.
the reading c. The radical change in our eating habits.
passage. Key  :
d. The radical change in our eating habits.
Activity three  :
Match the idea with its corresponding paragraph.
To identify the §1 a. Time determination to what and how people Learners skim the text so as to identify the
idea of each eat. idea of each paragraph.
paragraph. §2 b. The causes behind changing our eating habits.
Key  :
 §1. b §2. a
Activity four  :
To read for Say whether the following statements are true or false: Learners scan the text in order to answer
specific a. Nowadays, people prefer preparing food which the questions and to find the synonyms
information. takes more efforts and time. and the opposites in the next activity.
b. At weekends, people eat in restaurants.
c. They prefer eating traditional dishes.
Key:
a. false b. false c. true
To read for Activity five:
specific Answer the following questions according to the text :
information. a. Have people chosen to change their eating
patterns?
b. What is the breakfast meal called? Why?
Key  :
a. No, they haven’t
b. It is called “a shared meal” because all the
members of the family have it together.
Activity five  :
*To make 1. What do the following words refer to in As usual, I remind my learners that if the
learners aware of the text? word is a noun the synonym or the
the different That (L2): ………….. opposite have to be a noun, or if it is an
techniques/ It (L4): …………….. adjective, the synonym or the opposite
strategies for They (L9): ………… must be a an adjective and so on.
avoiding 2. Find in the text :
repetition. a. Synonyms to : eating patterns (§1) = …………..
*To decode Contrary to (§1) = ………….
meanings of Enjoy his meal (§1) = ………….
words. The whole house hold (§1) =
…….
b. Opposites to : chosen (§1) # ……………
declined (§1) # ………….
Traditional (§2) # …………
 Key  :
a. What do the following words refer
to in the text?
That (L2): consumption
It (L4): this change
They (L9): people
b. Find in the text:
a. Synonyms to: eating patterns(§1) = eating habits
Contrary to (§1) = by contrast
Enjoy his meal (§1) = eat his meal
The whole house hold (§1) = the
members of family
b. Opposites to : chosen (§1) # imposed
declined (§1) # increased
traditional (§2) # modern
Post reading 
To sum up the Activity four  : Learners have to link the main idea with
reading passage Summarize the text using activities two and four. the paragraphs’ ideas in order to get the
Key  : summary.
The author talked about the radical changes in our
eating habits. First, he stated the causes behind this
change. Then, he discussed the impact of time on how
and what people eat.

To analyze an Activity three page 24 I interact with my learners about the text.
information and Key: They may agree as they may disagree with
evaluate it. I agree with the author when he says that our eating what the author said since he has
habits have completely changed because our lives have expressing his opinion only. The most
changed. Nowadays, our mothers work; so, when we go important thing is that they can justify
home at noon, we don’t find her. In this case, we are their opinions.
 obliged to eat fats, dairies or only fruits. To tell the
truth, Friday and feasts are the only days in which we
gather and have traditional meals.
To learn how to Activity five page 25
write definitions Key:
using relative  A restaurant is a place where people dine out.
pronouns  A waiter is a person who serves clients in a
restaurant.
 Beef is the meat/ flesh which/ that comes from
an ox, a bull or a cow.
 Ramadan is the month when Muslims fast.
 A widow is a woman whose husband is dead.
 This is the man whom I meet yesterday.
Learners will write definitions using
relative pronouns and their corresponding
categories.
By the end of the activity, I interact with
my Learners to enable them to deduce the
rules of using relative pronouns in
definitions
T: The relative pronoun in the first
sentence is ……
L: where
T: It replaces which noun?
L: It replaces “restaurant”.
T: So, the relative pronoun “where” is
used to replace subjects.
The other examples are studied in the
same way. By the end, the results of the
study summed up in a table.

To illustrate the Activity six page 26 Learners use their own words to make the
use of defining Key: sentences meaningful.
relative clauses. a. Food which contains chemicals is dangerous for
health.
b. A person who serves meals at the restaurant is
called a waiter.
c. Summer is the season when most people take
To illustrate the their holidays.
use of non- Activity seven page 26: Learners have to insert the non-defining
defining relative Key: relative clauses a, b and c in the sentences
clauses. 1, 2 and 3 in order to get meaningful
 1. London, which is the capital of the United sentences. They have to pay attention to
Kingdom, has eight million inhabitants. punctuation
2. The Earl of Sandwich, who invented the first
sack called sandwich, was an admiral of the
English Fleet.
3. Hamburg, which gave its name to the most
To practice the popular fast food in the world, is a German Before setting learners to task, I give
use of town. examples to illustrate the use the
comparatives. comparatives. I encourage my learners to
Write it out put the slogans within a description of a
Activity one page 26 car of their own choice.
Answer:
*To illustrate the Learners are free to give their own answers. I have to go through the tip box with my
use of learners before they do the completion
comparison and activity. The answers are not necessarily
contrast Activity two page 27 the ones given.
expressions. Answer:
*To practice the (§1): - the climate is cold.
use of the lexis of - people wear warm clothes.
the unit. - The climate is hot
- They wear light clothes.
(§2) - people wear traditional clothes when
going
to parties.
- people put on suits and ties during
ceremonial occasions.
(§3) - used to wear djellabas
- trousers and shirts
- Shachias.
- wear sports caps.
(§4) - fashion
- jeans and sports shoes
- traditional clothing.