Unit One. Exploring the Past “Ancient Civilizations”

Listen & Consider 
Getting Started

BRAINSTORMING
1Use
Use the
 the pictures as an entry to the theme of the unit.
E.g. What do the pictures represent/show?
r epresent/show?
 Where are these monuments located? Etc.....
2Get
Get the
 the students acquainted with the project outcome y referring them to page !2 so as to
set them thin"ing aout it.

  Chichen Itza- 

Taj Mahal 

Christ the
Redeemer 

Thamugadi -Timgad-

Colosseum

Machu Picchu- 
Peru- 

Petra  
Petra Great Wall of China

The Hanging Gardens of Babylon

One of the ancient SEVEN WONDERS OF THE WORLD

1
 

LISTEN & CONSIDER

Language Outcomes
Go through the language outcomes with your students so they will ha#e a clear
understanding of what the learning ojecti#es of the section are.
$ %nforming& as"ing and answering questions with ago '...
$  (arrating& using had to) us
used
ed to
to)) was ale to * past simple of to e.
$ Using dependent prepositions& adj + prep and #+ prep
$ ,ronuncing& was/were/wasn-t/weren-t/ in connected speech.
$

Gi#ing a tal" aout changes in lifestyles.

Getting state!
$ Loo" at the ma# $e%o& an! ans&e the 'uestions that fo%%o&(

)* What ancient ci#iliations are represented in the map?

 he
ci#iliations
ci#iliations represented on the map are 0from left to right &
ncient Gree") ncient Egyptian) 3umerian) 4aylonian and %ndus 5a 5alley
lley ci#iliations.
6ou may try to elicit the names of the ci#iliations that later flourished in the same areas.
+* Which ci#iliation) do you thin") is the oldest?

  he right answer is the Sumeian ,i-i%i.ation. here is no need to confirm or infirm
the hypotheses made y the students at this stage of the lesson since the ojecti#e of the
question is to raise interest and to ma"e hypotheses. 3tudents will chec" their answers y
listening to the script in the Let/s hea it ruric.
0* Why do you thin" these ci#iliations first flourished in these areas?
  7ust as for the first question) the aim here is not to test the students ut to get them

in#ol#ed in the lesson.

% thin" these ci#iliations first flourished in these areas ecause they were li#ing in
  peace.
1* What8s your definition of ci#iliation? What do you associate with it?
  he students will gi#e their own definitions. he important point here is to ma"e them

thin" aout the theme of the unit. 9a#e some students jot down the words they associate
 

with ci#iliation 0E.g. sculpture) literature) astronomy' on the oard and justify their
choice.
 n ad#anced state of intellectual) cultural) and material de#elopment in human
society) mar"ed y progress in the arts and sciences) the e:tensi#e use of record;"eeping)
including writing) and the appearance of comple: political and social institutions.
  The type of culture and society developed by a particular nation or region or in a particular
epoch.
 <ultural or intellectual refinement= good taste. / >odern society with its con#eniences.

Let/s Hea it
Unit 1) 3cript 1& isten and <onsider 
Fist #at of the a!io inte-ie&
 Dr.. Victor
 Dr Victor Skipp, a professor of ancient ciili!ations, is ans"ering #uestions during a radio
broadcast.
Ra!io inte-ie&e( %8ll start with a tric"y question if you don8t mind. 9ow many ci#iliations
has the world "nown so far?
D2 S"i##( Well)
ell) historians don8t agree on the e:act numer. ccording to some of them) there
ha#e een +3 o +4 ci-i%i.ations on the whole.
Ra!io inte-ie&e( nd which one is the world8s
wor ld8s earliest ci#iliation?
ci-i%i.ation22 %t
D2 S"i##( The &o%!5s ea%iest ci-i%i.ation is #o$a$%6 the Sumeian ci-i%i.ation
flourished on the an"s of the igris and Euphrates ri#ers in >esopotamia 0present;day %raq
aout @)@AA years ago. s for the Egyptian ci#iliation) it emerged aout @)AAA years ago. %t
was ased along the (ile 5alley. hen came the %ndus 5alley ci#iliation aout !)@AA years
ago and the <hinese ci#iliation along the lower #alley of the 6ellow Bi#er aout !)2AA years
ago.
Ra!io inte-ie&e( What aout what is "nown as ncient Gree" ci#iliation?
D2 S"i##( Well) ncient Gree" ci#iliation started in the %sland of <rete some !)AAA years ago
and then spread to mainland Greece where it flourished appro:imately 1@A 4.<.
Ra!io inte-ie&e( his was when the Bomans too" o#er) % suppose. (ow) what aout the
 (ew World?
World? Cid any ancient ci#iliations emerg
emergee there?
D S"i##( 6es) in the (ew World similar ci#iliations e#ol#ed in >esoamerica 0the Dlmec
aout )2AA years ago and in ,eru 0the <ha#in aout 2)FAA years ago.
)* Listen to the fist #at of the a!io inte-ie& a$out ancient ci-i%i.ations 7 note
!o&n each of the fi-e $o8es $e%o& ho& %ong ago each of them $egan2
$egan 2
Ancient Gee"  Ancient Eg6#tian Sumeian In!us Va
Va%%e6
%%e6 ,hinese
,i-i%i.ation ,i-i%i.ation ,i-i%i.ation ,i-i%i.ation ,i-i%i.ation
!)AAA years ago @)AAA years ago @)@AA years ago !)@AA years ago !)2AA years ago

+* ,om#ae 6ou ans&es to tas" ) a$o-e &ith those of 6ou #atne2 Then o!e the
ci-i%i.ations chono%ogica%%6 using the &hee% $e%o&2
) 3umerian ci#iliation 0@)@AA ago ; + ncient Egyptian ci#iliation 0@)AAA years ago  
0 %ndus 5alley
5alley ci#iliation 0!)@AA year
yearss ago ; 1 <hinese ci#iliation 0!)2AA years ago  
9 ncient Gree"
Gree" ci#iliat
ci#iliation
ion 0!)AAA years ago
 

1 3U>EB%(

@ GBEEH    2 EG6,%(

  ! <9%(E3E  %(CU3

0* Listen to the secon! #at of the a!io inte-ie&2 :ut a tic" ;< in the ight $o8 to
in!icate &hethe statements ;A*F< ae tue ;T ; T<= fa%se ;;F
F<= o not mentione! ;NM
;NM<< in
the inte-ie&2 An e8am#%e is #o-i!e!2
Secon! #at of the a!io inte-ie&
Ra!io Inte-ie&e( Bight. 9ow can you e:plain that practically all of the ci#iliations you
mentioned de#eloped around ri#ers?
D2 S"i##( hat8s a good point. %f you allow me) %8ll egin y defining what we e:actly mean
 y ci#iliation.
ci#iliation. $
 $ "ould say that ciili!ation is %the art of liing in cities% . 4ut efore the first
cities could e uilt and with them the earliest ci#iliations) people had to learn how to farm the
land) how to tame wild animals and how to li#e the simple life of a farming #illage. What %
mean is that the foundations of ci#iliation were laid y the first farmers and craftsmen
craftsmen.. nd
naturally) where could these farmers find a more fertile land to culti#ate and sustain city life
than on the an"s of ri#ers li"e the igris) the Euphrates) or the (ile?
Ra!io inte-ie&e( nd % suppose that it must ha#e ta"en a long time for ci#iliation to
 ecome 8#isile8 and de#elop e#en on the an"s of these ri#ers.
D2 S"i##( hat8s right. et8s ta"e the case of the 3umerian ci#iliation. s you can imagine)
hardly any rain fell in >esopotamia e#en at that time. 3o away from the ri#ers the soil was too
dry for farming. Dn the other hand= e#ery year the ri#ers flooded) which meant that close to
them most of the land was a permanent swamp. %n some places there was too little water) in
others too much. 3o if progress from #illage life to city life was to e made) the 3umerians had
to control a great ri#er. his they were ale to do. Iirst) they uilt huge an"s on oth sides of 
the Euphrates) so that e#en at flood time) it could e contained within its own ed. hen) they
constructed an irrigation system constituted
constituted of canals) reser#oirs and dams to control the
distriution of water.
Ra!io Inte-ie&e( % imagine that efore the 3umerians were ale to uild their cities and
de#elop their ci#iliation) they had other difficulties to o#ercome.
o#er come.
D2 S"i##( <ertainly. Ior e:ample the 3umerians had to import many raw materials necessary
for ci#ilied life ecause they were not a#ailale in >esopotamia. hey imported these raw
materials from different localities of the world situated in 3yria) Dman) fghanistan) and e#en
in Europe. he 3umerians had no money. 4ut their farming was so efficient y this time that
the land was producing far more than the inhaitants actually needed for themsel#es. 3o they
used to arter their products) e:changing their own surplus of corn and dates) leather) wool) and
 pottery for the goods they needed.
Ra!io inte-ie&e( % see. nother question) if you allow me.
D2 S"i##( ,lease) go ahead.
Ra!io inte-i e&e( %s there any e:planation as to why ancient ci#iliations collapsed after 
inte-ie&e(
ha#ing uilt imposing cities) fine palaces and temples?
D2 S"i##( Well) the e:planation is simple. Ior the most part) progress from ca#e life to
 

peacefull and settled

ci#iliation had ta"en place in peacefu settled conditio
conditions.
ns. 4ut at one stage of ncient
9istory) these ci#ilied countries were in#aded and destroyed y less ci#ilied ones in search of 
food.. Dften the cities were unale to protect themsel#es ecause they had internal prolems)
food
and their people had ecome too soft and easygoing as a result of their wealth and prosperity.
he in#aders) on the other hand) though they were less cle#er) were tough) #igorous and
determinedJ 
0dapted from 5ictor 3"ipp) Dut of the ncient World
T   F NM
o ldest ci#iliation in the world. T
A2 he 3umerian ci#iliation is the oldest 

B2 >ost of the ancient ci#iliations rose along ri#ers. T 

,2 griculture did not form the asis of ancient ci#iliations. F 

D2 ncient ci#iliations flourished during periods of peace. T 

E2 >ost ancient ci#iliations fell into ruins ecause of war. T 

F2 ncient Egyptians in#ented agriculture. F 

1* ,om#ae 6ou ans&es to tas" 0 a$o-e &ith those of 6ou #atne2

9a#e the stude
students
nts compare their answers. he
henn engage them in a discus
discussion
sion
 particularly with reference to answers to question C and E. hese are important issues and
should de#elop consciousness aout the importance of peace for de#elopment) refinement in the
arts and so on.
9* >se as much infomation as 6ou can fom tas"s )= + an! 0 on the #e-ious #age to
com#%ete the !ia%ogue $e%o&2 :a6 attention to the fame! infomation .
?ou( Ho& man6 ci-i%i.ations has the &o%! "no&n so fa@
?ou #atne( Well, according to some historians the world has known 26 or 27 civilizations so far.
?ou( Which one is the o%!est  ea%iest ci-i%i.ation@
?ou #atne( he world8s earliest ci#iliation is proaly the 3umerian ci#iliation.
?ou( Ho& %ong ago !i! it stat  $egin  f%ouish  ise@
?ou #atne( %t started in >esopotamia some !AAA years ago
?ou( What aout the Ancient Eg6#tian ,i-i%i.ation@ When an! &hee !i! it stat@
?ou #atne( Well, ncient !gyptian civilization started some 5,000 years ago along the Nile
Valley.
?ou ( What was the major cause of the collapse of these ci#iliations?
?ou #atne( Acco!ing to most histoians= the mao cause &as &a2 Most of the ancient
ci-i%i.ations fe%% into uins as a esu%t of e8tena% in-asions2
 

ARO>ND THE TECT

Gamma E8#%oe I
Fill in each of the blanks in the text below with a zero article , a definite , or an  Indefinite
article . Then explain why you have used each of them.
 &ncourage students to e'plain the use of the thre
threee types of articles in &nglish. (lace
emphasis on the !ero article before abstract nouns. )efer
nouns.  )efer students to the Grammar )eference
on pp.*++-*+*
pp.*++-*+* only once they hae tried to do the task. $f necessary, deise a task of your o"n
to consolidate the students kno"ledge of articles.
Ior me (zero article) ;)< ci#iliation is synonymous with (zero article) ;+< refinement /
impro#ement) (zero article) ;0< refinement in (zero article) ;1< architecture) in 0 zero
 zero article) ;9<
law) and in (zero article) ;3< life styles. (The) ;4< culture * (The) ;< literature of ;a < ;

society also contriute to (The) ;)< flourishing of its ci#iliation.

  zero article! (zero article) ;)< ci#iliation. a$stact nouns
  definite! (The) ;4< culture. Definite as it efes to a #aticu%a cu%tue2
 n indefinite article! ". ;a< ;< society. In!efinite as it efes to an6 societ62
See Gamma Refeence= ##2+))*+)+
GRAMMAR REFEREN,E
Atic%es
>nits ) * 3
here are two articles in English& the definite and the indefinite
indefinite.. 3ometimes nouns require
no article at all= in which case the term .eo 0A article is used.
The in!efinite atic%e
he   indefinite article is /Kn/) written Lan/  efore #owel sounds and /K/) written La/ in
1he
other cases. here are also stressed forms / æn/ and /eІ/ used when the word is emphasied or 
 pronounced y itself.
1 We use a/an in the following ways&
)2 efore singular countale nouns which we "now nothing aout.
E.g. >y father wor"s in a factory.
+2 with the names of professions and occupations.
E.g. 3he is an e:ecuti#e) and he is a waiter 
02 in e:pressions of measurements.
E.g. We hired this tractor for CMC )AAA an hour.
Dli#e oil costs CMC AA.AA a liter this year.
12 efore a noun which means all things of the same
same "ind.
E.g.  detecti#e is a man/woman whose jo consists in in#estigating crimes.
 friend in need is a friend indeed.
The !efinite atic%e
1 he definite article)
article) written Lthe/) is pronounced / I/  efore #owel sounds
sounds)) 0/ K /) in
rapid speech) /K /K/ in other cases. here is also a stressed form / i(/ chiefly used when the word
is pronounced y itself or for purposes of emphasis.
1 We use Lthe/ in the following ways&
)2 when it is clear from the conte"t what particular person, animal, thing or place we#re talking about .
E.g. %8ll meet you in front of the post offi
office.
ce.
 

+2 efore a noun that we ha#e mentioned efore.

E.g. 9e had a #illa and a yacht) ut he sold the #illa a month ago.
02 efore adjecti#es to specify a category of people or things.
E.g. the rich) the poor) the unemployed) the Welsh) the World Wide We We

12 when the oject or group of ojects is the only one that e:ists or has e:isted.
E.g. the stars) the sun) the pyramids) the human race
92 when we tal" aout an institution shared y the people as a whole.
E.g. the radio) the tele#ision) the telephone
32 when we refer to what is general or typical for a whole class of ojects or animals.
animals .

E.g. The tiger is a eautiful animal. 0We mean here all tigers.
eo atic%e ;<

)2 We do not put an article efore uncountale 0or mass nouns used in general statements.
E.g. ;< >oney is the root of all ;< e#il.
+2 here is no article efore astractions 0astract nouns.
E.g. ll nations should wor" for ;< peace) ;< honesty) ;< generosity and ;< courage.
02 here is no article efore names of places and people.
E.g. ;< ,oland) ;< Nueen Eliaeth %%) ;< 9ouari 4oumediene irport.
12 We do not normally use the with the names of meals.
E.g. What time is ;< lunch ? What

did you
did
92 here is no definite article efore  you ha#eschool)
prison) for ;< rea"fast ?
hospital) uni#ersity when these institutions
are used for the purpose for which they e:ist.
E.g. When % lea#e ;< school) %8ll go to ;< uni#ersity.
6. $ut when these institutions are not used for the purpose for which they e"ist,
e"ist, we use the definite article.
E.g. >r <hai went to the school to meet his daughter8s teacher 
42 here is ero article efore plural nouns.
E.g. We8re e:pecting ;< #isitors.
Gamma E8#%oe II
#onsider sentences $%& below. Then answer 'uestions % on the next pae.
)* he 3umerians ha! to import many of the raw materials necessary for ci#ilied life
 ecause they were not a#ailale in >esopotamia.
+* hey &ee a$%e to control the Euphrates.
0* hey use! to arter their goods.

A2What meaning does each of the items in old type con#ey?

A2 LHa! to/) L &ee a$%e to/) and Luse! to/ e:press in this order& oligation
oligation//necessity in the
 past) aility in the past) hait in the past 0or contrast etween present and past realities.
B2  What the negati#e and interrogati#e forms of the items are in old? %llustrate them in
B2
sentences of your own.
B2 The negati-e of had to) to) were ale to
to)) and used to are in this order& L!i!n/t ha-e to/
0asence of oligation) L &ee una$%e to/) and L!i!n/t use to/.
>a"e sure the students use these negati#e in sentences for illustration.
  (ati#e %ndian mericans !i!n/t ha-e to ma"e a choice so as where to li#e.
  fter 1FA) most of nati#e %ndian mericans &ee una$%e to li#e in eastern lands.
  (ati#e %ndian mericans !i!n/t use to %i-e in southern rich lands.
 

9a#e another loo" at &as a$%e to= ha! to in 3E2 Grammar Beference) pp 1OP;1OF
Q dd use! to= &as&ee a$%e to or ha! to to the #ers in rac"ets to ma"e the te:t elow
meaningful.
oday) most nati#e mericans li#e in reser#ations and nearly OPR of them west of 
oday)
>ississippi. 4ut centuries ago) their ancestors use! to li#e all across merica. hey use! to
hunt the uffalo in the prairies. hey also use! to farm maie) manioc) potatoes) peanuts) cacao
* pepper. 4ut after 1FA) most of them ha! to migrate westward to reser#ations ecause of the
U3 go#ernment-s policy of forced migration. hough the li#ing conditions in the reser#ations

were difficult)
ci#iliation the %ndians &ee a$%e to sur#i#e * contriute to what it is called merican
today.
 

VO,AB>LAR? EC:LORER 
Each of the three categories contains #ers which are more or less similar in meaning. 3o it
doesn-t really matter which comes first in its category.
)* oo" up in the dictionary the meaning of the words in the lue o:. hen place them on
the cur#ed line to represent the rise * fall of ci#iliations.
F%ouish e-o%-e !e-e%o# matue $%oom e8#an!
Emege -anish  !isa##ea
Begin fa%% to !eca6 to uin
stat !ec%ine
oiginate co%%a#se
Rise Fa%%
Fa%%
Each of the three categories contains #ers which are more or less similar in meaning. 3o it doesn-t really
matter which comes first in its category.

Emerge
Emerge)) flourish
flourish)) e#ol#e
e#ol#e)) de#elop
de#elop)) collapse
collapse)) rise) originate)
originate) !ec%ine) spread
spread)) fa%% to !eca6to
uin) -anish) mature
mature== !isa##ea) start) egin)
egin) loom) e:pand

+* Iill in the lan"s in the te:t on the ne:t page with appropriate words from the cur#ed line
in tas" 1 ao#e. Use the right tense. here are some irrele#ant words. oo" up in the
dictionary the meaning of the words in the lue o:. hen place them on the cur#ed line
to represent the rise * fall of ci#iliations.
>a"e sure the students realie the importance of appropriacy in the choice of the words. 3ynonyms
should e used to a#oid repetition
9istory shows that ci#iliations ise ; ) ) and Emege ;+ < = and then !isa##ea ;0<=
sometimes without a trace. his is the case of ancient >aya ci#iliation in the (ew
World. he >aya ci#iliation state! ;1< in the 6ucatan ,eninsula in <entral merica
aout 2AAA 4<. ater) it e8 e8#a
#an! e! ;9< to >e:ico) Guatemala) and 4elie. he >aya
n!e!
ci#iliation !e-e%o#e! ;3< a form of writing that could e:press all types of thought and
language. %t also e-o%-e! ;4< a highly de#eloped system of go#ernment and of agriculture)
as well as an incredily accurate system for measuring time. %t f%ouishe! ;< in the
classical period etween 2@;O2@ .C. fter that) it gradually !ec%ine! ;<  efo  e forr e it
finally co%%a#se!  fe%% into uins  fe%% to !eca6 ;)< in the fifteenth century) proaly
 eca
 e caus
us e o f di
dise
seas
asee s ) or
o r ep
epid
idem
emic
ics)
s) or su dd
dden
en en
en#i
#iro
ronm
nmen
enta
tall cha
c hang
ng es
es..
0* Ha-e a %oo" at the ti#s $e%o&2 Then e&ite the #ats of sentences that fo%%o&
using the !e#en!ent #e#ositions in e! t6#e2
Go through the tips to ma"e the students aware of what dependent prepositons are efore
setting them to tas".
he sentences should e rearranged in the form of a paragraph. Befer the students to the
Grammar Beference pp.212;21@ to chec" some of their answers to tas"  ao#e.

TI:S
3ome adjecti#es and #ers in English are always followed y specific prepositions called

dependent
 par
 partic
ticula prepositions.
ularr #er
#er or adj
adjecthere
i#e.. %tare
ecti#e noes specific
ta"es
ta" practicerules as to which
and memori
memoriing preposition
ing to learn
lea goes
rn to ass
associ with
ociate
ate which
#ers and
adjecti#es with suitale prepositions. E.g.
 

A2 he Egyptians were good at uilding canals.

canals.
B2 ncient Gree"s elie#ed
Gree"s elie#ed in many gods.

)2 a2 ncient Egypt consisted mainly of the ile Delta.

+2 a2 %t contriuted greatly to the deelopment of geometry.
02 a2 %f its people were interested in geometry) it was asically for practical purposes.
12 a2 ncient Egypt depended a lot on the ile )ier.
92 a2 %ts waters were used for drinking and irrigation.
32 a2 >any geometric laws were deri#ed from their attempt to control the "aters of the ile.
42 a2he ncient Egyptians ecame so good at  geometry that Greek scientists like Thales "ent
to study geometry in &gypt.
+. /ncient &gypt consisted mainly of the ile Delta. *. $t contributed  greatly to the
de#elopment of geometry. 0. $f its people "ere interested in  geometry, it "as basically for 
 practical purposes. 1 /ncient &gypt depended a lot on the ile )ier. 2. $ts "aters "ere used 
 for drinking and irrigation.3. 4any geometric la"s "ere deried  from their attempt to control 
the "aters of the ile.5. The /ncient &gyptians became so  good at  geometry that Gre Greek 
ek 
 scientists like Thales "ent to study geometry in &gypt.
See Gamma Refeence ##= +)+*+)9
Prepositions
Units 1 -4-6
 A preposition links nouns, pronouns n! p"rses to ot"er #or!s in  senten$e.

 preposition is a word which) as its name implies) is placed efore a pronoun or a noun
 phrase) i.e. a phrase whose most important word is a noun.
E.g. S...T y
S...T y us ; ,ronoun; S....T with my est friend; noun phrase  
phrase  

 preposition usually indicates the temporal) spatial or logical relationship of its oject to
the rest of the sentence as in the following e:amples&
E.g. he oo" is on  $eneath  against  $esi!e  o-e the tale.
E.g. 3he read the oo" !uing class.
Co%%on prepositions
$ he most common English prepositions are simple) i.e. they consist of one word only.
only. 9ere

is a list of common simple prepositions

simple prepositions&&
aout around   y o#er under  
ao#e   as down past until
across with   on opposite
after ehind from than within
against elow   in through without
along etween into   to
among eyond li"e toward0s
at during round   up

E.g. We had to wait at the station fo three hours.

 

$ Dther
Dther prepositions
 prepositions)) consisting of more than one word)
word) are called comple: prepositions.
prepositions. 9ere
are some of them&
ccording to  due to  y
 y means of   along with  e:cept for   in comparison
comparison  with  as for 
 ecause of   up to  in connection to
out of   in relation to away from  owing to  in addition to  ecause

 A!e$ti'e ( preposition
preposition
h %n order to ha#e their meaning complete some adjecti#es are followed y prepositions.
prepositions. 9ere
are some of the most useful ones.
$ A!ecti-e  of 
afraid of proud of suspicious of en#ious of  
ashamed of jealous of conscious of tired of  
aware of scared of fond of short of  

 (ice / "ind / generous / mean / stupid

stupid / silly/ 0impolite / rude / unreasonale of someone to...
E.g. $ re you afraid of sna"es?
E.g. $ han" you. %t was #ery "ind of you to help me.
$ A!ecti-e  &ith
angry &ith  annoyed &ith  familiar &ith  ored
 ored &ith  delighted &ith furious &ith
 pleasant &ith  satisfied &ith.
 pleasant E.g. %8m delighted with my new
new camera.
 camera.

ngry
A!ecti-es  othe
at annoyed #e#ositions
a$out good at hopeless at interested in sorry a$out "een on close to
different fom similar to2 E.g. 9er handwriting is similar to yours.

)er* ( preposition
$ 3ome #ers always or typically ha#e a particular preposition after them.
apologie 0to someone fo something ; apply fo a jo ; appro#e/disappro#e of something ;
 elie#e in something ; elong to someone ; care a$out someone ; care fo someone/something
  collide &ith someone/something ; complain to someone aout something  
dream a$out someone/something ; dream of  eing something/doing something;concentrate on
something ; consist of ; crash into someone/something ; deal &ith something ; depend on

someone/something
/something ; hear fom of an illness
; diesomeone ; happen
; laugh to someone/something
at someone/something ; hear
; listen to a$out someone
someone/something
; loo" afte someone/something  listen to someone/something ; meet &ith someone ; pay
someone fo something; profit fom something ; rely on someone/something ; refer to
something; search fo someone/something ; shout at someone  smile at someone ; suffer 
fom an illness ; thin" a$out someone/something ; thin" of someone/something ; wait fo
someone/something ; write to someone
$ he #er and the preposition
the preposition together sometimes e:press a single idea.
idea.
E.g. She takes after 67 resembles her grandmother
her grandmother..
$ Dther #ers may e followed
followed y
 y one or another preposition depending on the meaning which
we want to con#ey.
E.g. A2 Dur prolems result fom our negligence. 0cause
B2 he change of policy has resulted in failure. 0consequence
 

A2 Dur success consists in our aility to respond quic"ly to new prolems.

B2 he team consists of e:perienced players.
A2 We8#e agreed on a date for the marriage.
B2 We8#e agreed to see her this afternoon.
,. % agree &ith you entirely.
$ We do not use a preposition with these #ers.
:hone someone E.g. E.g. Did
 Did you phone your sister yesterda
sister yesterday8
y8
Discuss something E.g. 9e shall discuss many items at the meeting.

0go into
EnteResist isomeonesomething
nto a place E.g. The E.g.
candidate felt nerous
They hae resistedas she entered
occupation forthe e'amination
half a century. hal l.
l.
Em#hasi.estess something E.g. She emphasized*stressed the importance of careful driing.
)er*( o*e$t (preposition
3tudy this list and rememer the structure&
$ ccuse someone of 0doing something
E.g. Said accused
accused )ashid
 )ashid of being
being selfish.
 selfish.
$ s" someone fo something
E.g. He
E.g. He "rote to the trael agency asking them for a refund.
$ 4orrow something fom someone
E.g. % had no money left. % had to to orrow
 orrow V 2A fom a colleague of mine.
$ ,refer someone/something to someone/something
E.g. $
E.g. $ prefer
 prefer oranges to apples
apples..
$ ,rotect someone/something from someone/something
E.g. She "ears sunglasses to protect
to protect her eyes from the
the sun.
 sun.
$ ,ro#ide someone &ith something
E.g. The school proides
school proides poor
 poor students with books.
$ Bemind someone of something
E.g. She reminds me of my mother .
$ Warn someone a$out someone/something
E.g. 4eteorologists hae "arned all the citi!ens about climate change.
E.g. 4eteorologists
:RON>N,IATION 7 S:ELLING
The &ea" fom is used when the au:iliary #er is at the $eginning or in the mi!!%e of a
sentence) and &hen it is not stesse! .
The stong fom is used when the au:iliary #er is at the en! of sentence) or stesse!2
%n the  phonology of st stre
resss;
s;ti
ti med la
lanngu
guag
agees) the &ea" fom of a word is a form that may e used
when the word has no stress) and which is  phonemically distinct from the stong fom used when
the word is is stressed. he strong form ser#es as the ci cita
tati
tio
on for
fo rm.  wea" form is an unstressed
syll
sy lla
alle) and is therefore distinct from a clitic form) which is not a syllale at all ut rather fused with
the end syllale of an adjacent word.  word may ha#e multiple wea" forms) or none. %n some
conte:ts) the strong form may e used e#en where the word is unstressed.
)2 9ow do you e:pect spea"ers  and 4 in the dialogue elow to pronounce the  p  p ast
 ast f o r  ms
 ms
of the a u :iliary L $ e / ? < i r cl
cl e what y ou thin" is the c o r  rect
  rect pronunciation.
A( When was & K. & . <hristopher <olumus orn ?
B(   %t was
B(  was    & K.  & .  i n  1!@A.
A( Was & K. & . he a 3paniard?
 

B(  (o
 (o)) he
h e wasn8t & K.nt & .nt nt . 9e was & K. & .  %talian.
A( Were & K &0( there many good %talian na#igators and e:plorers in <olumus8s
time?
B( 6es) there were &K &0( quite many. merigo 5espucci was &K. & .  one of them.
merica was &K. & . named after him.
A: %oes that mean that &talian e"plorers were /wK/ /w3:/ the only ones who e"plored 'orth merica(
 (o
B (  ( o ) t h e y w e r  en
 e n 8t
 8 t  & Kn t &0(nt the only ones. here were  & K  &0( also
,ortuguese) 3panish) Irench) Cutch) and 4ritish e:plorers.
 Act out the !ia%ogue a$o-e &ith 6ou #atnes ;$oo"s c%ose!<2
 
T"ink, pir, s"re
+ Prepre  s"ort tlk *out t"e ollo#in topi$.
 +o dern
 +ode rn ci
civi
vili
liza
zati
tion
on ha
hass k ep
eptt cha
c han
nin
in at
a t a fa
fast
st  pa
 pace
ce..
 4ake sure the students contrast the past 6used to:had to:"ere able to "ith the present 6erbs in
the present simple.
simple. (roide them "ith some link "ords 6 u unfortunately,
nfortunately, ho"eer, on the one
hand, on the other hand 
 . $nsist on the need for a concluding sentence.
 century ago) people were ale to li#e in etter conditions than their parents than"s to the
 progress made in science and technology. 4ut in practice) the outcome of this progress was
slow to materialise. Ior instance) most people still used to tra#el long distances on foot or y
stage coach. nd as mechanisation was not introduced significantly in daily acti#ities)
household chores still had to e done manually) and were therefore time consuming.
Dn the other hand) community life was still an asset for social cohesion) since people had
more opportunities to meet and interact. 3o they were ale to chat with neighours at shops or 
in clus and ha#e a cup of coffee with friends or relati#es and tell stories and jo"es. i"ewise)
family #isits were frequent and "ept the fol"lore ali#e) with the grandparents who used to tell
traditional tales or sing lullaies or fol" songs to their grandchildren. Unfortunately) with the
de#elopment of audio#isual means such as the cinema) radio) tele#ision and then personal
appliances li"e the computer) <C;BD>s and C5Cs) the chancesch ances of socialisation are dwindling
and the lac" of interaction etween people may increase stress) loneliness and an:iety.
<ould we then complain that we are missing out on some ingredients in life which used to
ma"e our great grandparents happier? his is proaly so) since closer contacts among
neighours)
neigh ours) friends and famili es had to e  eneficial for communal harmony. 9owe#er)
families
scientific progress in all fields) particularly in medicine) modes of transportation and
communication) and agriusiness can only show that our li#es are today quite fulfilling and) if 
anything) more comfortale than a century ago.
Iollow this procedure&
) 2 ist what  pe o ple used to/had to/ were able to !o a centu centu 
 66
ago in the following areas &
A2  e
 eli
lief
efs/
s/cu
cust
sto
o ms
ms/t
/tra
radi
diti
tion
ons/
s/my
myth
thss
B2 lifestyles 0clothing) food and drin") transport
,2 industry) crafts ...

 &.g
 &.g.
them.  /trael
centu
ce ntury
rycar
by ago...
 , most
m ost peo
people
ple used to trael oerland on foot or by coach.
coach . Today , most of 
 

+2 3elect the most rele#ant ideas and write down your tal" in three short paragraphs. Use
appropriate lin" words from sentence to sentence and from
fro m a paragraph to another.
02 E:change drafts with your partner for error chec"ing.
12 Write a re#ised #ersion of your tal" and read it aloud to your classmates.
READ & CONSIDER
Go through the language outcomes preie" "ith your students to hae them ac#uainted 
"ith the ob;ecties of this section.
Lnue Out$o%es
  Co%prin. T"e $o%prti'e & superlti'e o /unti0ers
  E2pressin $on$ession #it" t"ou", in spite o3
  E2pressin ti%e reltions #it" $onun$tions #"en, *eore 3
  or%in ne# #or!s #it" pre02es
#it" pre02es !e- & !is-
  Des$ri*in t"ins, pl$es & people usin #ell (pst prti$iple
  Spellin #or!s. sto p Qsto pp
 ppe!,
e!, tr 
 tr 
 5 Qtr ie!31
  Pronoun$in letters $"7 & inl -e!7
  8ritin n e2positor5 ess5
9ettin Strte!
9ettin Strte!
f 
+. Hae the students identify the location of /lgerian 9
9orld
orld Herit
Heritage
age sites, preferably on a
map.
)2 Whee ae the sites situate! e8act%6@
Hee ae A%geia5s se-en Wo%! Heitage Sites(
 The ,as$ah of A%gies ( 0<ity of A%gies 01OO2.

  The Banu Hamma!s/ Ja%aa& on the western side of Cjeel >aadid) o#erloo"ing the
9odna plains) some 1AA "m away from Beaia 01OFA.
  Timga!( 0<olonia) >arciana rajana) hamugadi 0Cecemer 1P) 1OF2 situated 11A "m
to the south of <irta 0today-s <onstantine) a few "ilometres south;east
south;east of today-s
today-s Batna) 2P
"m to the west of a
aoult)
oult) at the foot of the Aues mountain range.
  The M.a$ Va%%e6& 0Cecemer 1P) 1OF2 he >a 5alley consists of fi#e small fortified
towns 0Hsour & El teuf) 4ou (oura) 4eni %sguen) >eli"a and Ghardaia.
 Demi%a( 0formerly "nown as <uicul Cecemer 1P) 1OF2) @A "m away from Setif .

 Ti#a.a ( 0<ity of A%gies 0Cecemer 1P) 1OF2

  Ta
Tassi%i
ssi%i N/a e ( 1OF2) 01OF in the Sahaa)
N/ae eastern part of the haggar   0altitude
 etween 1AAA and 2@AA m= he lgerian go#ernment declared the >edda" region situated on
the heights of the city of Danet a national par" in 1OP2.
+2 Wh6 &ee the6 !ec%ae! Wo%! Heitage Sites@
☺ Nuestions + and 0 can admit of more than one answer.
f This definition of the concept of 9orld Heritage Site can be helpful for 
 you<
 / 9orld Heritage site is a place or structure included on an official list produced by
the 9orld Heritage =ommittee of the >nited ations. (laces are chosen for the list because
they are considered to be of outstandin universal value , often for historical reasons, and are
1
 

therefore presered.
f The students "ho hae follo"ed the ne" programme hae already come across the
concept in the 4S0 book.
02 Do 6ou "no& of an6 othe sites in 6ou count6 &hich !ese-e to $e inc%u!e! in the
>nite! Nations
Natio ns officia%
officia % %ist of Wo%! Heitage
Heita ge Sites@
Sites @ Name them an! sa6 &h6 &h6 the6
the6
!ese-e to $e inc%u!e! in this %ist2
☺ Nuestions 0 can admit of more than one answer.
f &. The importance is in the ;ustification of the ans"er proided by the students and in
&.
making the students a"are of the cultural heritage of their country and of its alue.
1 ac des Diseau: is a freshwater lake with an area of 120 
hectares in winter and 70 in Dry spells. Despite its small
size, it is home to nesting many rare species. Its flora is also 
very rich. For some plant species it is the only station. ake
of !irds is "y localization north of the national highway ##, a
nat$ral choice for ed$cation

1 ou >erouane >osque is the mosque Abou

Merouane dating from the the end of 4 E century is one of the
four large sanctuaries of the cetre of North Africa. It forms
with the mosque Sidi Boumeddiène afine of !lemcen" the mausoleum of Sidi #$ba around
Bis$ra" the tomb of Ibn %a$aria &ahiya E'(%ouaoui in Be)a*a" hautslieu+ crowned country.
1
create3aint ugustine
and -ro)ect <hurch& Augustine of of
4asilicaimage
a -owerful ,i--o /04(4/1
himself A2 too$
beyond the great -ainsand
churches to
towns where he wrote and taught in 3oman north Africa. ,e succeeded in this
self(-resentation
self(-resentation beyond his wildest dreams.
1 Buins of 9ippone&!hese ruins are older oerdraft in the Maghreb5 east are well
maintained and desere turning -erha-s more es-ecially as one
will be -leased to discoer there Sa*d ahamani" the conseratie
of the museum and im-assioned
im-assioned archaeology and of history... !o
isit the seere thermal baths of se-time" the 6istern of
,adrian" the forum and the su-erb theatre.

  Tkin  $loser look 

y Rea! the te8t on the ne8t #ages an! ma" the statements $e%o& as tue ;T< o fa%se ;F<
acco!ing to the te8t2 ,oect the fa%se ones2
y $nteract orally "ith the students using the title
title and the illustration to the te't on pages **-
*0.
 &.g. 9hat does the picture
picture re
represent8
present8 9hat does the te't deal "ith8
9here is it taken from8 To "hom is it addressed8
y  Hae them skim through the te't to check some of the ans"ers they hae proiding 
during the interaction. Then moe on to the task proper.
y Hae the students refer
refer to the te't to ;ustify thei
theirr ans"ers.
)2 lgeria has as %itt%e access to the >editerranean and the 3ahara as the other (orth
frican countries. 0X1 ;F< No count6 in Noth Afica has as much access to the
Me!iteanean an! the Sahaa as A%geia2
2. lgeria has less World
World 9eritage 3ites than some other countries. 0X1 ;T
;T<<

1!
 

. We don8t ha#e much information aout what life was really li"e in the 3ahara during
the ,hoenician and Boman periods. 0X2 ;T
;T<<
!. Dnly the smallest amounts
a mounts of goods transite d through the port of lgiers durin
during
g
the ,hoenician and Boman periods. 0X ;T
;T<<
@. (o other site in lgeria has as few Dttoman architectural
architectur al features
feature s as the <as
<asa
ah
h
of lgiers. 0X! ;F<. Tthe Ottomans tansfome! the achitectua% chaacte of the
cit6 $6 constucting mos'ues an! #a%aces simi%a to those in Asia Mino an!

 
eecting the famous &hite*&ashe! mi%ita6 fotification "no&n as the ,as$ah2
 Aroun! t"e te2t 
 Aleri t t"e Crossro!s o Ci'ili:tions
Ci'ili:tions
No count6 in Noth Afica has as much access to the Me!iteanean an! the Sahaa
as A%geia2 %ts pri#ileged geographic position has made it open to many of the ancient
ci#iliations that flourished in the >editerranean 4asin and to those that prospered in frica
south of the 3ahara. oday few countries in the world can oast of as many World 9eritage
3ites as our country. ipaa) Cjemila) assili n8 jjer) imgad) the >8Ma 5alley) he
Nalaa of the 4anu 9ammad) and the <asah of lgiers are standing witnesses oth to its
ci#iliational genius and to its enriching contacts with other ci#iliations. ;K)<
Df all the sites of 3outhern lgeria) the a
assili
ssili n8 jjer 
has the most prestige
prestige.. %t has more roc" paintingss
painting and
engra#ings than any other prehistoric 3aharan sites)

and it 3ahara.
of the containshese
the most
roc"remains of
paintings)
paintings) the
engr
en prehistoric
prehis
gra# ingtoric
a#ing s an ci#iliati
ci#il
andd reiations
remai ons
mains
ns
ha#e yielde d as much infor information
mation as we need in order for us
to ha#e a clear pictur
picturee of what life used to e li"e in the
3ahara of prehistoric times. hey show clearly that the
lgerian 3ahara was one of the cradles of ci#iliation. h
hee
assili
a ssili n8 jjer seems to ha#e had as few e:changes with the
,hoenician and Boman ci#iliations as the other 
3aharan sites of our country. rchaeologists
rchaeolog ists are still
undecided aout which of these 3aharan sites contains the fewest traces of these ancient
ci#iliations. 6et the traces that ha#e already een unco#ered in the assili n8jjer spea" 
eloquently of the fruitful contact of the ,hoenician and Boman ci#iliations with that of the
3ahara. ;K+<
%n the northern part of lgeria) the <asah of lgiers undoutedly holds the most important
 position among the historic sites. %ts history is closely lin"ed with the history of the city of 
lgiers. lgiers was uilt during multiple conquests) and layers of well;refined cultures can e
found in its architecture and social character. here is little "nowledge aout its earliest times
when it was founded y the ,hoenicians as one of their trading posts. %t was "nown to the
<arthaginians and to the Bomans as %cosium. he 5andals destroyed %cosium in the @th century
.C. Ii#e centuries later) Emir 4ulughin reuilt the town into an important >editerranean
trading port called al;7aa 8 ir. Until then) lgiers had less influence on international commerce
than the other lgerian maritime cities ecause it had fewer natural harors. herefore) despite
the fact that it was considered a trading post y oth the Bomans and ,hoenicians) only the
least amount of merchandise transited through it. ;K0<
fter the ur"ish 4aa ruj rothers had gained control of the city in 1@1) lgiers thri#ed
as a relati#ely independent city under the nominal control of the Dttoman Empire. ater) the
 

Ottomans tansfome! the achitectua% chaacte of the cit6 $6 constucting mos'ues

an! #a%aces simi%a to those in Asia Mino an! eecting the famous &hite*&ashe! mi%ita6
fotificatio
fotification ,as$ah22 %n spite of the fact that the <asah underwent some
n "no&n as the ,as$ah
changes during the )rench colonial rule, it still remains the throbbing cultural heart of the city of lgiers.
(§4)
 dapted from
from 
fricana
fricana the ncycl
ncyclopaedia
opaedia o
off the f
frican
rican and fri
frican
can merican

 Aroun! t"e te2t 

9r%%r E2plorer 1

1. Pick out the sentences which contain the comparatives & the superlatives
of quantifiers in the text above. Write them in the corresponding boxes
on the next page.
Interact with the students to hel- them e+-lain how the com-aratie
and su-erlatie forms of quantity words are formed. ,el- the students
synthesi'e information by drawing the table on -age 789 on the board.

A)2 The com#aati-es of su#eioit6& %t has moe roc" drawings and engra#ings than any
other prehistoric 3aharan sites.
A+2 The com#aati-es of e'ua%it6& (o country in (orth frica has as much access to the
>editerranean 3ea and the 3ahara as lgeria.
  hese roc" paintings) engra#ings and remains ha#e yielded as much information as
we need in order for us to ha#e a clear picture of life used to e li"e in the 3ahara of
,rehistoric
times.
  he assili;n-jjar
assili;n-jjar seems to ha#e had as few e:changes with the ,hoenician and
Boman ci#iliations as the other 3aharan sites of our country.
A02 The com#aati-es of infeioit6
  lgiers had %ess influence on international commerce than other lgerian maritime
cities ecause it had fe&e natural harours 0than the other maritime cities.
  lgeria has %ess World 9eritage 3ites than some other countries.
B2)2 The su#e%ati-es of su#eioit6
  Df all the sites of 3outhern lgeria) the assili n-jjer has the most prestige.
  %t contains the most remains.
B2+2 The su#e%ati-es of infeioit6
  rchaeologists are still undecided aout which of these 3aharan sites contains the
fewest traces of these ancient ci#iliations.
  Dnly the %east amount of merchandise transited through it.
,OM:ARITIVES OF S>:ERLATIVES OF
3U,EB%DB%6 moe than   3U,EB%DB%6 the most
ENU%6 as much ...as %(IEB%DB%6 the %east
the fe&est
%(IEB%DB%6 %ess ... than
fe&e fe& fe&e
e
...  than
...
 

2. Consider the comparatives & the superlatives in the boxes ou have filled
in task 1 above & explain how the are formed.
%nteract with the students to help them e:plain how the comparati#e and superlati#e forms
of quantity words are formed. 9elp the students synthesie information y drawing the tale on
 page 21P on the oard.
:uantifiers 6om-aratie forms Su-erlatie forms
many more ( as many as the most
much more ( as much as the most
little less ( as little as the least
few fewer ( as few as the fewest

3efer the students to the ;rammar 3eference --.78<(789 to chec$ their

answers.
;UANTIIERS Units 1 ;  ; !
 ,ounta$%e an! uncounta$%e nouns
countale nouns uncountale nouns
a glass water  
an apple mil" 
a pound money
 people crowd
f 
s"ing and
s"ing  answering questions aout quantity using countale nouns
)2 Nuestion& 9ow man6 people are there in the restaurant?
 :ossi$%e ans&es(
There are a lot of:lots of people
of people in the restaurant.
restaurant.
There are many
many people
 people in the restaurant.
restaurant. +++++++++++++
There are a fe" people
fe" people in the restaurant.
restaurant. +++++
There are some
are some people
 people in the restaurant.
restaurant. +++++
There are fe"
are fe" people
 people in the restaurant.
restaurant. ++++
There aren%t many
many people
 people in the restaurant.
restaurant. ++++
There aren%t any
any people
 people in the restaurant.
restaurant. A
There are no
no people
 people in the restaurant%%.
restaurant%%. A

f 
s"ing and
s"ing  answering questions aout quantity using uncountale nouns.
+2 Nuestion& 9ow much money ha#e you got in your poc"et?
 :ossi$%e ans&es(

 $ hae a lot of:a great deal of money in my pocket. ????????

 $  hae
 hae got much money in my pocket.
 $ hae got some
got some money in my pocket. ?????

 $ hae got a little money in my pocket. ?????

 $ hae got little money in my pocket.. ????
 

 $ haen%t got much money in my pocket. ????

 $ haen%t got any money in my pocket. @
 $ hae got no money in my pocket. @
Note
1 We use many 0countale nouns and much 0uncountale nouns in questions aout
quantity.
1 %n spo"en English) we usually use a lot of/lots of 0with countale and uncountale nouns
in positi#e sentences) ut in written English we often use many 0countale nouns
1
1 We often
ittle anduse
fewmuch in negati#e
0without sentenceshey
a are negati#e. 0not in positi#e
mean ones.
not much)
much ) not enough. he spea"er is
not happy aout it.
1  little and a few are  positi#e
 positi#e.. hey mean some
some)) quite enough.
enough. he spea"er is happy
aout it.

enough ! too much ! too man

Q =hen we want to say that we hae a sufficient quantity of something" i.e. as
much as needed or as many as needed we use enough.
E.g. "!here>s enough ? as much food as needed2 food for

"!here are enough ?e4erybody.

as many as needed2 boo$s for
e4erybody.
Q =hen we want to say that we hae an e+cessie quantity of something" we use
too much or too many.
E.g. "&ou -ut too much sugar in your tea.
"&ou hae made too many mista$es.
Comparative and superlative forms of quantifiers
:uantifiers 6om-aratie forms Su-erlatie forms
many more ( as many as the most
much more ( as much as the most
little less ( as little as the least
few fewer ( as few as the fewest

f #xamples$ %he comparatives and the superlatives of man and much

much..
" I ha4en@t got many boo$s. I mean" I ha4en@t got as many boo$s as my
sister.
" My sister has got more boo$s than I" but most of her boo$s are

" I ha4en@t got much money. I ha4en@told.

got as much money as Said. Said has more
money2 than I" but our friend Small has the most money. ,e has a -art(time )ob.
 

Note
1 More and the most are res-ectiely the com-aratie and su-erlatie forms of
many with countable nouns.
 

More and the most are also res-ectiely the com-aratie and su-erlatie
1
forms of much with uncountable nouns.
f #xamples$ %he comparatives and the superlatives of man and much much..
" !here is little rain this year. &es" but there was een less rain last year
" #ur school has few boy students. It has 91 boys in a total of 11 students.
" #ur school has een fewer boy students. It has only 01 boys in a total of
81 students.
" My friend@s school has the fewest boy students. &ou $now" it has only 71 in a total of
01.
Note
1 !he com-aratie form of little is less
less"" not littler.
quantityCCamount to re-lace less.
1 =e can also use ad)ecties li$e a smaller  quantity
E.g. !here is a smaller quantity of water in this well than in that one oer
there.
1 !he su-erlatie forms of little is the least"
least" but we can also use the smallest 
quantity..
quantity
E.g. Dader has the smallest amount of money in his -oc$et.
< ill in the blanks in the short exchanges below with appropriate quantifiers
'man( few( much( little)( or their comparative and superlative forms.
A2- 9ow much ;)< merchandise transited through the port of lgiers in comparison with the
 ports of 3"i"da and nnaa in the ,hoenician period? 8
B2 -Well) in those days there was #ery %itt%e ;not much< ;+< merchandise that transited through
lgerian ports on the whole. 4ut in comparison with the ports of 3"i"da and nnaa) only the
%east ;0< quantity of merchandise circulated through the port of lgiers) % mean) %ess than ;1<
either through the port of 3"i"da or that of nnaa.8
A2 89ow much ;9< trading posts did the ,hoenicians) % mean the <arthaginians) ha#e on the
 (orth frican coast after their defeat y the Bomans in the Iirst and 3econd ,unic Wars ?8
B2 8 Well) actually they didn8t ha#e man6 ;3<. hey used to ha#e moe ;4<) ut they lost most
;< of them to the Bomans.8
A2 89ow much ;< influence did the ,hoenician/<arthaginian ci#iliation e:ert on that of the
 (umidians?-
B2 8Well) at the eginning) it e:erted %itt%e ;)< influence. 4y this % mean that it had %ess ;))<
influence than that of the Bomans. 6ou "now) at the eginning) the <arthaginians had fe&e
;)+< contacts with the (umidians than the Bomans. 4ut when the Bomans urnt down <arthage
in the third ,unic War 01!O ; 1! 4< man6 ;a %ot of< ;)0< <arthaginian refugees settled in
 (umidia. %t was then that the <arthaginian ci#iliation e:erted the most ;)1< influence on the
 (umidians.8
9r%%r e2plorer II =p>?@
)2 ,ic" out from the te:t on pages 22 and 2 the sentences that e:press concession and
time) and write them in the tale elow.
 

3entences e:pressing concession 3entences e:pressing time

,om#%e8 sentences ;,oncession
,om#%e8 sentence ;Time<
Des#ite the fact that that it was considered a Afte the ur"i
ur"ish
sh 4aa
4aa ruj rothe
rothers
rs ha!
trading
trading post y oth the Bomans and the gaine! control of the city in 1@1) lgiers
,hoe
,h oeni
nici
cian
ans)
s) on
only
ly th
thee lea
least
st am
amou
ount
nt of  thi-e! as a relati#ely independent city under 
merchandise transited through it. the nominal control of the Dttoman Empire.
In s#ite of the fact that the <asah underwent
some changes during the Irench colonial rule)
it still remains the throing cultural heart of 
the city of lgiers.

+2 Befer to the sentences you ha#e pic"ed out 0in tas" 1 ao#e and answer the questions
 elow.
A2 Which other conjunctions can you use to con#ey the same relations as those e:pressed
in the sentences you ha#e written in the tale ao#e?
,oncession( ut) yet) howe#er) though) although.
Time( when) as soon as
B2 Which tenses are used in the sentence0s that e:press time
time?? Why?
Emphasie the sequencing of the actions 0Iirst action& past perfect) 3econd action& simple past
simple  past
st n!
+ actions in the #ast( ) :ast :efect * ha! gaine!* + Sim#%e :ast *thi-e!* Acco!ing
to thei occuence in tems of time chono%og62
Reer t"e stu!ents to 9r%%r Reeren$e pp >>6->>
Link #or!s =!is$ourse $onne$tors@ A%% >nits
  Whether you spea" or write) you need to help people ma"e sense of what you say y
signaling to them how one idea leads on to another. he words and phrases which ha#e this
connecting function are called %in" &o!s or !iscouse connectos. hey generally
generally   come
come   at
the eginning of a sentence. heir most important functions are as follows&
1 Enu%
Enu%e
ertin.
$ Beinnin a list& first) to egin with) to start with) first of all) etc.
E.g. To begin "ith , $ suggest you get yourself a ;ob.
a ;ob.
$ Continuin a list& second 0or secondly) ne:t) then) after this) etc.
E.g. e't
E.g.  e't you
 you look for a conenient place to lie
lie in.
$ inis"in a list& lastly) at long last) finally) e#entually) in the end) etc.
E.g. Ainally
E.g. Ainally she
 she managed to escape.
1 Re-inor$in.
4esides) furthermore) moreo#er) what is more) in addition)addition ) etc. are to reinforce an
argument in a situation where a preceding argument is considered insufficient.
E.g. $
E.g. $ "on%t be attending the lecture
lecture this afternoon. $ hae some "ork to complete
complete.. Besides , the
lecturer stammers so much that one can hardly understands "hat he says.
he says.
1 E2plinin.
6ou can e:plain a point already made in three ways&
$lri5in
$$ y its meaning
y i'in  %ore & that
pre$ise is) that is to say
!es$ription 0often written
& namely) in otheri.e.
words) to put it in more
words)
 

simply
simply)) rather ..
..
E.g.. =heating at e'ams, namely asking your classmates to help you, is punishable.
E.g
$ y gi#ing an illustrtion & for e:ample) E.g.) for instance) etc.

1 Co%prin.
%n comparison with) li"e) li"ewise) similarly) compared) oth ... and ...) neither ...nor...)
etc.
E.g. the doctor adised him to stop smoking. Similarly , he recommended
recommended him to eat much less
and take plenty of e'ercise.

1 Contrstin.
4ut) howe#er) and yet) while) whereas) con#ersely) on the one hand) on the other hand
e:press $ontrst
E.g. iing
E.g. iing in the country is #uite healthyC
healthyC and yet
and yet it can be rather boring at times.
1 Con$e!in.
dmittedly) despite 0the fact that) in spite of 0the fact that) though) naturally) certainly)
dmittedly) certainly)
of course) ne#ertheless) this eing said) etc. e:press $on$ession
E.g. $
E.g. $ agree "ith you that "ork is the key to successC this being said   , there is no reason "hy you
 should stay a"ake all night st udying.
udying.
1 E2pressin $usereson.
to ) etc. signal $use or reson
4ecause) as) since) for) due to) owing to) reson
E.g. She has to stay in bed asas she
 she is ill.
1 E2pressin ee$tresult$onse/uen$e.
3o) and so) thus) as a result) as a consequence) consequently) therefore) so + adjecti#e +
that ) such+ noun 0phrase +that etc.
E.g. He
E.g.  He "as inoled in a car crash yesterdayC
yesterdayC as a conse#uence, he had to be taken to
hospital.
hospi tal.

1 E2pressin purpose.
3o that) to) in order to) so as to) in order that)
that ) etc. are used to e:press purpose.
E.g. ou must cross that bridge in order to reach the other bank of the rier.
1 Intensi5in.
 $n fact, as a matter of fact,
fact, actually, indeed 
 , etc.
E.g. Eohn
E.g.  Eohn "as sulkingC in fact he didn%t say a "ord for the "hole eening.
1 Inerrin.
%f not) otherwise) then) in that case) that implies) etc'
E.g. ou must get some more petrol. Fther"ise , "e "on%t hae enough to get us to
to the ne't 
to"n.

1 E2pressin ti%e.
fter) efore) when) while) since) meanwhile) shortly afterwards) later) earlier)
earlier) up to )
from...to) at the same time) etc.
E.g. Said came back home at 2 p.m. Shortly after"ards , his father arried.
 

1 In!i$tin trnsition.
s far as ...is concerned) now) as for) as regards) to turn to) incidentally) y the way)
with reference to) etc.
E.g. 9e can leae most of the details of the proposal until the ne't meeting. /s
meeting. /s far as money is
concerned, this needs careful consideration.
1 Su%%in up$on$lu!in.
%n a word) to sum up) in short) on the whole) to conclude) all in all) in conclusion) etc.
E.g. $n
E.g. $n conclusion , $ feel confident that she "ill
"ill make the best of her stay in your establishment.
establishment.

02 <omine the pairs of sentences 0;I with appropriate conjunctions from the o: elow.
Use the appropriate tenses
tenses..
When) efore) after) though) although) as
soon as) in spite of the fact that) despite the
fact that

A2 a2 a
ari"
ri" %n;Miyad 0cross the 3traits of Giraltar.
$. a
ari"
ri" %n;Miyad 0gi#e his famous speech.
A2As soon as ari" %n;Miyad 0ha! cosse! the 3traits of Giraltar) he ga-e his famous
A2As
speech.
B2 a2 he >uslims 0settle in ndalusia. 4
$2 he >uslism 0transform ndalusia into a prestigious cultural area.
B2Afte
B2Afte the >uslims ha! sett%e! in ndalusia) they tansfome! it into a prestigious cultural
area. 0Afte can also e placed in middle
middle position
 position and replaced y &hen.
,2 a2 ndalusia 0ha#e an e:tremely di#erse population.
$2 ndalusia 0maintain its social cohesion and harmony for many centuries.
,2 Though  !es#ite the fact that  in s#ite of the fact that ndalusia ha! an e:tremely
di#erse population) it maintaine! its social cohesion and harmony for many years.
D2 a2 he >uslims 0stay in ndalusia.
$2 he 3paniards 0capture the 
lhamra
lhamra in 1!O2) and 0ring down the Hingdom of 
Granada.
D2 he >uslims ha! sta6e! in ndalusia unti% the 3paniards ca#tue! the lhamra in 1!O2
and $ought down the Hingdom of Grenada.
E2 a2 he 3paniards 0regain power in ndalusia
$2 >any ndulusians 0ta"e refuge in the >aghreian maritime cities.
E2 Afte he 3paniards ha! egaine!  power in ndalusia) many ndalusians too" refuge in
the >aghreian maritime cities.
F2 a2 he >uslims 0lea#e ndalusia in 1!O2
$2 %slamic ci#iliation 0remain an enriching element of the 3panish cultural heritage.
F2 Though !es#ite the fact thatin s#ite of the fact that the >uslims %eft ndalusia in 1!O2)
the %slamic ci#iliation emains an enriching element of the 3panish cultural heritage.
)OCABULAR EFPLORER
)2 ,o#6 the ta$%e $e%o& on 6ou e8ecise $oo" an! fi%% in the missing mem$e of each
fami%6/ &hene-e #ossi$%e2
Aim 5ocaulary uilding through affi:ation
 

VERBS   NO>NS ADE,TIVES ADVERBS

in#ent in#ention) in#ento in#enti-e in#enti#e
in#ent i#e%6
enrich enrichment enriching
achie#e achie#ement ) achie#e achie#a$%e
de#ote de#otion=
ion= de#otee de#ote! de#oted
de#ot ed%6
responsiilit6 responsi$%e responsi%6
impro#e impro#ement impro#e!
,ractis/ce  practice  practica%  practical
 practic al%6
hospitali.e   hospitalit6)
hospital hospita$%e hospita
hospit a%6
hospital
hospi tali
iation
dedicate dedication dedicate!
science) scientist scientific scientifical%6
scientifical
de#elop de#elopment de#elope!/de#eloping
culture culture   cultur a%
a% cultur aall%6

FOLLOW >: TO S>MMARIE AFFICAT

AFFICATION
ION
)ERB NOUN SUIFES   ADGECTI)E  AD)ERB
SU44IFES SU44IFES SU44IFE
S

*i.e ;ion
ion=
= ;o
o=== ;*ment
ation=
ation *ment= = ;e
ion== ;it6
ion e=
= ;=ist
it6= ;ee
ee==; i-e=== ;;ing
i-e
;;i$%e
i$%e= ing=
e!== =;;a%
e! a$%e=
a$%e
a%= =
= ;ific ;%6

 ffixation is the result of adding an affi' to a root "ord 

 ffixation is the morphological process "hereby an affi' is attached to a roo t or 
 stem
 stem..
  suffix is an affi' that is attached to the end of a root or
or stem
 stem..
$.  -eutral or weak suffixes
These suffi'es, "hich are mostly of Fld &nglish origin, do not affect stress placement 
i.e. they do not cause stress to be shifted. $n all the compounds containing these suffi'es the
 stress pattern of the
the radical is retained
retained in the deriatie<
E.g. analyse Y analysale
3ome of the most frequently met neutral or wea" suffi:es are&
;ale ;ery ;ess ;ish ;i#e ;ure ;dom ;ness ;ship ;ed and ;ing 0inflectional
suffi:es

.  /tron or stress attractin suffixes

These suffi'es appear to be of t"o different types< those that attract stress to the
 syllable immediately preceding
preceding them and those that attract stress on to themseles.
themseles. These
 suffi'es hae generally entered
entered &nglish from atin,
atin, Greek and Arench.
Arench.
Suffi'es "hich attract stress on to themseles. Some of the most typical ones are thethe follo"ing<
 follo"ing<
;itis ;oma ;osis ;ee ;ese
+2 Discuss 6ou ans&e to tas" ) a$o-e &ith 6ou #atne2 Then fi%% in the $%an"s in the
te8t $e%o& &ith &o!s fom the ta$%e2 >se the coect tense2
9istory shows that ci#iliations enrich ;)< one another. his enrichment ;+< is often the
result of contacts of #arious "inds. Ior e:ample) though ncient Egyptians had in#ented ;0<
;0 <
many things and achie#ed important scientifi
scientificc successes on their own) t he
heyy did
d id no t
 

"eep t h ese in#entions ;1< and achie#ements ;9< for themsel#

themsel#  es. %n th eir co ntac t with
ncient Egypt) Gree" tra#elers and scientists li"e hales orrowed oth scientific ;3< ;3 <
and cultural ;4< ideas from the ancient Egyptians. Gree" genius contriuted to the impro#ement
/ de#elopment ;< of these ideas. When the Boman ci#iliation fell to ruins) it was the turn
of the ras to ta"e the responsiility ;< of carrying on the torch of ci#iliation.
ra caliphs li"e al8>amun and 9arun al;Bashid were de#oted / dedicated ;)<  patr  pa tron
onss
of the arts and sciences. hey welcomed the most in#enti#e ;))< scientists and artists in
their courts. hese scientists did not only sa#e the Gree" scientific ;)+< heritage from
loss) ut they further impro#ed ;)0< it efore transmitting it to the West.
02 A!! negati-e #efi8es !e* o !is* to the &o!s in $o%! t6#e in te8ts A an! B $e%o& so
that the6 ma"e sense2
A2 he tec ci#iliation !isintegrated integrated as a result of the 3panish conquest.
he 3panish conquistador 9ernZn Ierdinand <ortes 01!F@;1@!P !is possessed  pos  posses
sesse
sed
d
the tecs of their wealth and !e populated  populated the major tec cities.
B2 9istorians !isagree agree on the real causes of the fall of >aya ci#iliation. 3ome of 
them say that its !isintegration integration was due to the spread of epidemics. 4ut others
!isappro#e appro#e y
e  y argu
arguing
ing tha
thatt it cam
camee as a res
result
ult of the !eregulation regulation of the
climate)
climat e) and domestic
domestic !issatisfaction satisfaction and !iscontent content
content..
  :efi8 !is*
) e:pressing negation& !isad#antage.
+ denoting re#ersal or asence of an action or state& !iseconomy.
0 denoting remo#al) separation) or e:pulsion& !is ud [ !is ar.
1 e:pressing completeness or intensification of an action& !isgruntled.
  :efi8 !e*
) 0forming #ers and their deri#ati#es down= away& !escend [ !educt
duct.. completely&
!enude.
+ 0added to #ers and their deri#ati#es denoting remo#al or re#ersal& !e;ice.
0 denoting formation from& !e#eral.
12 ,om#ae 6ou ans&es to ttas"
as" ) a$o-e &ith those of 6ou #atne2 Then fin! othe
&o!s &hich can ca6 the #efi8 !e* an! !is* an! use them in sentences of 6ou o&n2
3ome of the words which can carry prefi:es !is* or !e* are&
Cisad#antage)disale)disarm) disappoint) disagree) dissatisfaction)
decentralie) demilitarie '

92 Fi%% in the $%an"s &ith &e%%  the #ast #atici#%e fom of the -e$s in ita%ics2 Some -e$s
ae ie%e-ant2 An e8am#%e is gi-en2
inform  kno"  establish keep  refine found  balance  presere support  appreciate  document 
rchaeologists with well;estalished reputation argue that Easter %sland had a well;refined
01 ci#iliation efore the Europeans8 arri#al there on Easter 3unday in 1P22. Dn the
 as
  as i s o f t h e well;preser#ed/"ept 02  s t a t u e s s t i l l s t a n d i n g o n t h e hills of 
Easter %sland) they elaorated a well;documented 0 theory to e:plain the disappearance
of this ci#iliation . ccordin
ccordingg to this theory) if ci#ci#ili
iliati
ation
on in East
Easter
er %slan
%sland
d
disappeared)
disappea red) it was ecause the Easter %slanders
%slanders were n ot wel well;i
l;info
nformed
rmed 0! aout the
dangers of cutting down trees in order to erect o#er FAA statues for their gods.
hese statues are well; appreciated 0@  y totour
uris
ists
ts to
toda
day
y
A teacher a!!ects eternit".
eternit ". #e can never tell $here his in!l%ence ends.  #enr" Ada's
Ada's
 

Be our
our C"il!Hs irst, Best, Lonest Lstin, n! ost Inor%ti'e Te$"erJ

Pronun$ition n! Spellin

)2 The &o!s in $o%! t6#e in th thee te8t $e%o& contain s#e%%ing mista"es 2 ,oect them
them22
7ean Iran\ois <hampollion le 7eune 01POA;1F2< st dyed studied
u y
  Egyptian
hieroglyphics. t the b
 begi ning eginning he thought that he could decipher this system of 
writing y usei ng using the <optic language from which he bel eveed elie#ed ncient
i
Egyptian devel opped de#elo#ed ed.. 4ut he was provd pro#e
 pro#ed to e terri e terrily wrong.
b y
l
When he realied that he was just l ieingl6ing to himself) he stoped triing sto##ed tr 6ing to
decipher the hieroglyphics with the help of the <optic language and t ur nned tur ned to the
study of the hieroglyphics as an independent system of writing. he study of the Bosetta 3tone)
a sla of asalt with inscriptions dat ting dating from 1OP 4<. per mi ted permitted him to
disco#er the mys ers myster ie
t
 y ies of the hieroglyphic system of w
 wr it
ting writing in 1F2!.
<hampollion enj oi
e d enjo6ed great popula
popularity
rity among his contempora r s contemporar ie
 y ies.
oday he is consi derr edconsideed the founder of Egyptology

Spellin rules A%% >nits

  *ouns( verbs( and ad+ectives can have the following endings,suffixes$
$ (oun + *s* es 0plural  oo" s ideas matches
$ 5er + *s *es 0after he) she) it etc wor" s enjoys flourishes
$ 5er + *ing wor" ing
ing enjoying flourishing
See Grammar Reference pp. 234-235.

$ 5er + *e! wor" e!

e! enjoye! #isite!
 

$ djecti#e + *e 0comparati#e cheape highe narrowe

$ djecti#e + *est 0superlati#e cheapest highest narrowest
$ djecti#e + *%6 0ad#er cheap%6 high%6 narrow%6
  When we use these endings) there are sometimes changes in spelling
 

$ *ouns and verbs -!s

-!s !es
f he ending is *es when the word 0noun or #er ends in *s = *ss= *sh= *ch or *8
& E.g. match 0n match
ches
es  us 0n uses
teach 0# teach
ches
es sear ch
ch 0# sear ches
ches
 (ote also her o her oes go goes do does etc.
" Words ending in !
f %f a word ends in a consonant  ;6
$ ;6 changes to&
; ie efore *s ) E.g.) cit6 cities ) carr 6 carr ies
ies
; i efore *e! ) E.g.) appl6 applie!
; i efore *e and *est) E.g.) eas6 easie easiest
; i efore *%6) E.g.) eas6 easi%6
$ *6 !oes not change
; efore *ing) E.g.) stud6 stud6ing
; if the word ends in a -o&e% 6 ;*a6=
;*a6= *e6
*e6== *o6
*o6== *u6<
E.g.) pla6  pla6s) pla6e!) mon"e6 mon"e6s
 (ote sa6 sai!) pa6  pai!) la6 lai!
"Words ending in !ie
f 
%f  a
%f  #er ends in*ie) *ie changes to *6 efore *ing.
E.g. die d6ing) tie t6ing) lie l6ing
"Words ending in !e
f 
%f  a
%f  #er ends in *e) we lea#e out *e efore *ing.
E.g. write writing
 &'ceptions< be bein  see  seein , agree agreein) 
f we add on%6 *! not *e! for the past 0of regular #ers.
on%6*!
E.g.) hope hope!) dance dance!
f %f an adjecti#e ends in*e)
; we add respecti#ely * and *st for the comparati#e and the superlati#e.
E.g. wide wide the widest
f We "eep *e efore the ad#er ending in *%6.
E.g. polite  polite%6
f %f an adjecti#e ends in *%e) we lea#e out *e and add *6 for the a!-e$.
E.g. proa%e  proa%6 ) possi%e  possi%6
"oubling consonants
f %f a #er or an adjecti#e ends in consonant owel consonant 'C/C)( we double the
final consonant  efore ;ing) ;ed) ;er and]est
plan  planning  planned
E.g. plan ed)) ig  igger  iggest

f %f the word has more than one syllale)

syllale) we double the final consonant onl if
the final sllable is stressed.
E.g. preFER  preferring preferred) eGIN  eginning
 

f %f the fina% s6%%a$%e is not stesse!) we do

not double the final consonant.
E.g.VIsit #isting #isited ) deVElop de#eloping de#eloped

f %f the fina% s6%%a$%e is not stesse!) and the %ast consonant is l) the consonant ma
be left single or double.
E.g. tra#el tra#eling tra#eled or tra#elling a#eelled
tr a#
f 0;rt) ;rn ) ;c" ) etc.) we do
%f a word ends in a c%uste of two consonants 0;rt) not double
the consonant.
E.g. start star ting star ted) turn
turn tur ning tur ned) thic"
thic" thicker 
f We do not double the final consonant if it en!s &ith t&o -o&e%s  a
consonant
0oil(!eed ( !ain ) etc..
E.g. oil  oiling oiled) cheap cheaper cheapest) e:plain e:plaining e:plained
f We do not double  or w at the end of words if the are preceded b
a vowel.
E.g. sta staing staed) new newer newest) gr ow gr owing
+2 ,om#ae 6ou ans&es to tas" ) a$o-e &ith those of 6ou #atne2 Then #ic" out the
 –
-e$s en!ing in edan! c%assif6 them in the ta$%e $e%o&2

t  i !  !

#=s="=f=0=t 0=  t= !
Ce#elo#ed) sto# ped permitted ,ro-ed) reali.ed) tur ned)
considered) elie-ed)
studied

See ;rammar 3eference --. 7/<(7/9.

 

2F
 

2O
 

02 ,%assif6 the &o!s in the $o8 $e%o& in the ta$%e that fo%%o&s acco!ing to the
#onunciation of the %ettes ch
ch/2
/2
  im& 3ound;spelling lin"s 0pronunciation of the letters ch

ar cch
hies  chur ch
ch  ar cch
hitect  coach  ar cch
hitecture  ar ch
ch  al cch
hemyar ch
chaic
aic 
  ar cch
hipelago
ipelago  
  
chetype
ar ch etype 
  epoch  ar cch
her 
er  ar ch
chaeology- artichoke
oke 
  /r 
 /r ch
chimedes
imedes 
  ar ch
ch"ay
"ay 
  ar cch
hduke
duke  
ar ch
changel 

 t F    "  
 
<hur 
<hur ch)
ch) coach
coach)) ar cher)
cher) rch
r chives,
ives, arch
architect,
itect, arch
architecture,
itecture, archipelago, alch
alchemy,
emy, arch
archaic,
aic,
ar chway)
chway) ar chdu"e)
chdu"e) artich
articho"e
o"e arch
ar chetype,
etype, epoch
epoch,, arch
archaeology
aeology,, r
rch
chimedes,
imedes, arch
archangel
angel
12 No& %isten to 6ou teache ea!ing a%ou! the &o!s in tas" 0 7 chec" 6ou ans&es2
Iollow the instruction. s" your students to gi#e other e:amples.

T"ink, pir, s"re =p1<K@

Study the closely the model essay below and make the best use of it in preparation for the exercise.
Iollow the guidelines elow to write an e8#osito6 essay aout the challenges faced by our
modern ciili!ation.
. Work individually. *elect three ideas from the thesis statement in the essay structure below.
Essa6 stuctue
Into!uction( Thesis Statement
here are three major threats to our ci#iliation&
 uclear "arfare ; pollution  climate change ;
Bo!6 K)( To#ic Sentence  su##oting sentences
Bo!6 K+( To#ic Sentence  su##oting sentences
Bo!6 K0( To#ic Sentence  su##oting sentences

,onc%usion
Thesis Statement  connectos Su##oting !e
!etai%s connectos   E8#ess(
To#ic sentence e8am#%e= cause=

esu%t=
 ustificationP
Into!uction( here
are three major threats
to our ci#iliation'.
Bo!6 K)!N"#lear
$ar%are!
Bo!6 K+ & 'oll"tion!
Bo!6 K0*
K0* ,%imate
,hange*
,onc%usion( There are
indeed urgent ...

A
 

+2 7ot down details aout the ideas you ha#e selected using a networ" tree.
Into!uction(
here are three major threats to our ci#ilisation.
 nuclear warfare) e:plosion of atomic oms in 1O!@=<old war 
 pollution)
 pollution) a major cause for concern with the massi#e
massi#e and no:ious increase in industry
 climate change as an outcome of the first two mentioned prolems.

Bo!6 K)!N"#lear $ar%are!

  he escalation of nuclear weaponry since World War wo has e:posed humanity to a
nuclear war that would not compare at all with 9iroshima and (agasa"i
he <old War
War a period of tension etween the two most hea#ily equipped nations in terms
of nuclear warheads) the U3 and the U33B.
 he
he Dtente
 Dtente that came after did not suppress all worries/ what aout the country?
Bo!6 K+ & 'oll"tion!
 here are also indirect consequences to owning nuclear energy.
 a lethal form of pollution
pollution can originate from it if nuclear power plants accidents.
  e#er; increasing industrialisation) can also cause se#ere illnesses and deaths.
 chemicals dumped y factories underground) or in ri#ers and seas)
  enormous amounts of smo"e emitted in the air y factories and #ehicles.
ll of these are causing all sorts of illnesses in humans and threatening wildlife.

Bo!6 K0* K0* ,%imate ,hange*

 part from these direct consequences) the third threat to our ci#ilisation) climate change)
 directly related to the first two mentioned.
  3mo"e has resulted in the greenhouse effect) responsile for the increase in mean
temperature in the world.
  <onsequently) the ice caps in the north and south poles are shrin"ing) the sea le#el is
rising) rains ha#e ecome irregular)
  hurricanes are more frequent) monsoons are more destructi#e) droughts ha#e intensified
  the danger of famine is real) lead to dramatic wars o#er the possession of the meagre
resources remaining.
 lethal chemicals spread in the en#ironment ma"e the world a dangerous place to li#e.
he tons of smo"e sent out in the atmosphere also constitute a health haard) and are
responsile for climate change.
,onc%usion
  urgent measures to e ta"en y go#ernments to ma"e human acti#ities safer if our
ci#ilisation is to sur#i#e and thri#e.
02 Write a first draft essay using the structure pro#ided ao#e. hen e:change drafts with your
 partner for error chec"ing.
Essa6 stuctue
  Fom( in!entation= #unctuation*ca#ita% -s sma%% %ettes*
  ,ontent( tansition within K*sentence tansition* ,onnectos
tansition between K*#aaga#h tansition* ,onnectos
12 Write a re#ised #ersion and share your ideas with the class.

1
 

POSSIBLE OUTPUT 

Into!uction(
here are three major threats to our ci#ilisation) which can lead to the destruction of
man"ind. We ha#e first nuclear energy) which has een a constant liaility e#er since the
e:plosion of atomic oms in 1O!@= there is also pollution)
pollution) a major cause for concern with the
massi#e and no:ious increase in industrial acti#ities and mechanisation= finally) climate change
constitutes another threat) as an outcome of the first two mentioned prolems.

Bo!6 K)!N"#lear $ar%are!

he escalation of nuclear weaponry since World War wo has e:posed humanity to a
nuclear war that would not compare at all with 9iroshima and (agasa"i) since it could wipe out
life on earth many times o#er. he <old War was a period of tension etween the two most
hea#ily equipped nations in terms of nuclear warheads) the U3 and the U33B. he  Dtente
that came after did not suppress all worries) since other countries ha#e the om) and could use
it any time.

Bo!6 K+ & 'oll"tion!

here are also indirect consequences to owning nuclear energy. %ndeed) a lethal form of 
 pollution can originate from it if accidents in nuclear power plants occur. 4ut apparently less
dangerous forms of pollution) generated y an e#er; increasing industrialisation) can also cause
se#ere illnesses and deaths. We can thin" of all the chemicals dumped y factories
underground) or in ri#ers and seas) or of the enormous amounts of smo"e emitted in the air y
factories and #ehicles. ll of these are causing all sorts of illnesses in humans and threatening
wildlife.
Bo!6 K0*
K0* ,%imate ,hange*
part from these direct consequences) the third threat to our ci#ilisation) climate change) is
directly related to the first two mentioned. 3mo"e has resulted in the greenhouse effect)
responsile for the increase in mean temperature in the world. <onsequently) the ice caps in the
north and south poles are shrin"ing) the sea le#el is rising) rains ha#e ecome irregular)
hurricanes are more frequent) monsoons are more destructi#e) droughts ha#e intensified) and
ha#e reached usually wet parts of the world. herefore) the danger of famine is real) and can
e#en lead to dramatic wars o#er the possession of the meagre resources remaining. 3urely the
impending threat of nuclear warfare) and the lethal chemicals spread in the en#ironment ma"e
the world a dangerous place to to li#e. he tons of smo"e sent out in the atmosphere also
constitute a health haard) and are responsile for climate change.

,onc%usion
here are indeed urgent measures to e ta"en y go#ernments to ma"e human acti#ities safer if 
our ci#ilisation is to sur#i#e and thri#e.

2
 

☺  TAE A BREA 
☺
  Fin! infomation a$out the Ancient Gee" m6th of >%6sses 7 ogani.e a sto6te%%ing
session in c%ass2 He%# 6ouse%f &ith the i%%ustation $e%o&2
 (ote& ll tales egin
tales egin with IFnce upon a time and end with Iand lied happily eer after .
Pris7s A*!u$tion o Melen

On$e
*eutiul upon in
#o%n  ti%e, MelenS"e
t"e #orl! o Tro5, in 9reek
#s t"e %or %5t"olo5,
$use o t"e#s t"e %ost 
Tron
8r, in #"i$" 9ree$e !eete! t"e $it5 o Tro5
Melen #s t"e !u"ter o eus, t"e kin o t"e o!s, n! Le!,  "u%n
*ein A$$or!in
A$$or!in to one
one %5t", eus ppere!
ppere! in t"e or% o  s#n #"en "e
'isite! Le! Melen lter "t$"e! ro%  s#nHs e ro% #"i$" Melen #s
*orn
8"en Melen #s  $"il$"il!,
!, n At"eni
At"enin
n ell in lo'e #it" "er n! ki!
ki!npp
nppe!
e!
"er MelenHs *rot"ers res$ue! "er
"er "er n5 9reek "eroes $ourte! Melen, *ut 
s"e %rrie! enelus, t"e kin o Sprt
 A Tron prin$e n%e! Pris 'isite!
Sprt #"ere enelus, "us*n! o Melen,
trete! "i% s  ro5l uest Mo#e'er
Mo#e'er,, #"en
enelus let Sprt to o to  unerl, Pris
*!u$te!
*!u$ te! Melen =#"o per"ps #ent #illinl5@
#illinl5@ n! lso $rrie!
$rrie! o %u$" o 
enelusH #elt" In
I n Tro5,
Tro5, Melen n! Pris #ere %rrie!- roun! 1>KK BC- 
enelusH
enel usH *rot"er,
*rot"er, A%
A%e%no
e%non,n, le!  9reek r%5 in
instst Tro5 to #in
Melen *$k Pris #s kille!
kille! !urin t"e #r
#r Melen t"en %rrie! PrisH
PrisH *rot"er 
#"o #s lso kille! Ater t"e 9reeks $pture! Tro5, Melen n! enelus
#ere "ppil5 reunite! n! li'e! "ppil5 e'er ter 
MelenHs
MelenHs perso
personlit5
nlit5 "s lon s$inte!
s$inte! #rite
#riters
rs So%
So%ee ut"o
ut"orsrs "'e
 portr5e! "er s  !e$eitul #o%n !ri'en *5 pssion to *etr5 "er $ountr5 
n! %il5 But ot"er #riters "'e rer!e! Melen s n inno$ent 'i$ti% o "er 
o#n *eut5
T"e 9reek Siee o Tro5 
T"e 9reek r%5 li! sieesiee to Tro5
Tro5 or 1K 5ers *ut $oul! not 
$on/uer t"e $it5 T"e #r *en to o *!l5 or t"e 9reeks ter A$"illes, t"eir 
*r'est
*r'est #rri
#rrior
or,, let t"e *tt
*ttle0el!
le0el! A$"il
A$"illes
les reuse
reuse!
! to 0"
0"tt *e$
*e$use
use
 A%e%non,
 A%e%no n, t"e 9reek $o%%n!er,
$o%%n!er, "! insulte! "i%


 

T"e Trons, le! *5 Me$tor, !ro'e t"e 9reeks *$k to t"eir s"ips A$"illes
0nll5 returne! to $o%*t ter "is *est rien!, Ptro$lus, "! *een slin *5 
Me$tor A$"illes kille! Me$tor to 'ene Ptro$lusH !et"
T"e Trons
Trons re$ei'e! "elp ro% t"eir llies, t"e Et"iopins n! n r%5 
o #o%en #rriors $lle! A%:ons But 
 A$"illes en*le! t"e 9reeks to !eet 
t"eir ene%ies *5 killin t"e /ueen o 
t"e A%:ons, n! t"e kin o t"e
Et"iopins Pris, i!e! *5 t"e o! Apollo,
lter s"ot A$"illes in t"e "eel #it" n rro# n! kille! "i%

T"e ll o Tro5 & T"e Tron Morse he Gree"s uilt a huge wooden horse)
which has ecome "nown as the rojan horse) and placed it outside the walls of roy. Ddysseus
and other warriors hid inside the horse while the rest of the Gree" army sailed away.
he prophetess <assandra and the priest aocoon warned the rojans against ta"ing the horse
into their city. 4ut 3inon) a Gree" prisoner)) persuaded them that the
prisoner
horse was sacred and would ring the protection of the gods.
he rojans then pulled the horse into roy
roy.. hat night they fell
asleep after celerating their apparent #ictory. Ddysseus and
his companions then crept out of the horse and opened the city
gates for the rest of their warriors) who had returned from
a neary island.
he Gree"s too" ac" 9elen) "illed almost all the rojans) and urned roy. >enelaus) who
had een determined to "ill his faithless wife) was soon ta"en
 y 9elen8s eauty and seducti#eness that he allowed
her to li#e. ccording to the eneid) the few rojan
sur#i#ors included the warrior eneas) whose descendants
founded Bome.

C5$lops, Pol5p"e%us

<yclops in Gree" mythology was any memer of a race of 

giants with one eye in the middle of the forehead. he est;"nown of 
the <yclopes was ,olyphemus. he epic poem) the Ddyssey
Ddyssey))
descries how the Gree" hero Ddysseus and his men sailed to an
island inhaited y ,olyphemus. he <yclops imprisoned the
Gree"s and ate si: of them. fter Ddysseus made ,olyphemus drun") he and his sur#i#ing men put
out the giant8s eye with a urning sta"e and escaped. he lind ,olyphemus prayed to his father)
the sea god ,oseidon) to punish Ddysseus. s a result) Ddysseus suffered many hardships and
delays efore reaching his home.

!
 

T"e Sirens
3irens were sea nymphs in Gree" mythology who li#ed on an island. he 3irens8 sweet singing
lured sailors to destruction on their island8s roc"y shores. %n some stories) the 3irens would die if 
someone sailed past unmo#ed y their singing. he hero Ddysseus 0Ulysses in atin put wa: in
his sailors8 ears so they could not hear the 3irens. hen he had them tie him to the mast. Ddysseus
could thus listen to the 3irens without endangering his ship. %n art) 3irens were first portrayed as
 irds with women8s
women8s heads and later
later as women with irds8
irds8 legs and sometimes
sometimes wings.
wings.
Penelope &Ul5sses
On$e upon  ti%e in t"e kin!o% o It"$ li'e! Penelope,  ret 
0ure in 9reek %5t"olo5 S"e #s t"e #ie o O!5sseus =Ul5sses in Ltin@,
kin o It"$ S"e *e$%e %ous or "er it"ulness to "er "us*n! Ater 
t"e *irt" o t"eir son, Tele%$"us, O!5sseus let on n e2pe!ition inst Tro5
Me !i! not return or >K 5ers5ers,, *ut Penel
Penelope
ope re%ine
re%ine!! it"u
it"ull to "i% Mer 
stor5 is tol!
tol ! in t"e epi$
e pi$ poe% t"e O!5sse5
n5
 n5 no*
no*les
les ro
ro%
% It"It"$
$ n! nei nei"*
"*ouri
ourin
n is
isln
ln!s
!s $o$ourte
urte!! Pen
Penelo
elope,
pe,
$li%in t"t O!5sseus #oul! ne'er return,
*ut s"e reuse! to re%rr5
re%rr5 or t"ree 5ers, s"e
"el! suitors o *5  tri$k S"e si! t"t s"e
%ust irst #e'e  s"rou! or "er t"er
t"er-in-
-in- l #,
Lertes E$" ni"t s"e unr'elle! #"t s"e "!
#o'en t"t !5
 Ater  %i!ser'nt re'ele! PenelopeHs !e$eption, s"e pro%ise! to sele$t 
t"e suitor #"o $oul! strin n! s"oot O!5sseusH ret *o#
*o# E$" suitor trie!
n! ile!
 ile! A *er
*er,, #"o "! $o%e to t"e pl$e n! #s i'en s"elter,
ske! to tr5 Me esil5 strun n! s"ot t"e *o# T"e *er #s O!5sseus in
!isuise 8it" t"e *o#, "e kille! t"e suitors O!5sseus reine! "is kin!o%
n! #s reunite! #it" Penelope n! li'e! "ppil5 e'er ter 
Ul5sses7s Mo%e$o%in ;Return to It"$-
he Gree"s finally defeated the rojans after 1A years of fighting) and Ulysses set sail for 
%thaca. Curing his return #oyage) he #isited the
land of <yclopes 0one; eyed giants. Ulysses was
captured y ,olyphemus) a <yclops) ut
he escaped after   linding the <yclops with a
heated sta"e. ,olyphemus prayed for  
re#enge to his fa
f ather) the sea god ,oseidon.

@
 

,oseidon then tried to ma"e Ulysses8s return home as difficult as possile. With some help from
the goddess thena) Ulysses finally reached home after 1A years of wandering and many thrilling
ad#entures.
Curing Ulysses8s long asence) se#eral nolemen had mo#ed into his palace. he men c laimed
that Ulysses must ha#e died) and they demanded that ,enelope marry one of them. ,enelope
finally agreed to marry the man who could string Ulysses8s huge ow and shoot an arrow through
12 a:es.
Ulysses arri#ed at the palace the day efore the archery contest) disguised as a eggar. ,enelope
allowed him to enter the contest. 9e was the only one who could perform the feat. fter re#ealing
his iden
identity)
tity) he "illed the nolemen with the help of thena)
thena) elemachus) and loyal ser#ants. 9e
then was reunited with his wife and lied happily eer after .
RESEARCM & REPORT 
y ,a6 out a esea
eseach
ch to fi%% in the s#i!egam $e%o& &ith e%e-ant infomation2
y En%i-en 6ou s#i!egam $6 inc%u!ing #ictues of achie-ements in Is%amic ci-i%i ci-i%i.ation2
.ation2
h The report can be presented in the form of a class presentation 6speaking from notes on the
diagram or an interie".
h  /dise the students to present the informati
information
on in a clima' ord
order
er 6from the least to the most
important piece of information.
h >se maps to represent the spread of $slamic ciili!ation and pictures:dra"ings of famous
 people and monuments.
monuments.
 &.g 
 $n the history of mankind
mankind,, $slam gae rise to a ciili!ati
ciili!ation
on "hich soon became a model for 
many nations all oer the "orld. This 4uslim ciili!ation emerged in /rabia in the seenth cent 
cen t ury
ury
of the =hristian &ra "hen the (rophet 4uhammed 6Blessed Be His name reealed Gods
message. Fut of $slam rose a ciili!ation that could not be confined to the Hid;a! J 6To be
continued by students.

W
 

LISTENIN9 & SPEAIN9

S"i%%s an! Stategies Outcomes
Go through the preie" "ith your students to make the ob;ecties of this section e'plicit.
y >a"ing * chec"ing hypotheses/predictions.
y istening for gist.
y istening to details.
y Becogniing * showing a sequence of e#ents.
y Gi#ing a narrati#e account.
h Befoe %istening
y oo" at the map elow * answer the questions that follow&

A2Which ancient ci#iliation) do u thin") it represents?

%t represents
B2 Where the ,hoenician
did it originally rise? ci#iliation.
rise?
%t originated in what is "nown as 7ordan and eanon today.
,2 %n which regions of the world did it spread?
%t spread to the >editerranean 4asin.
D2 Which important cities/trading posts est represent this ci#iliation in the >aghre? %dentify
them on the map. dd any missing ones if possile.
<arthage 0unis) %cosium 0lgiers) 9ippo 0present;day nnaa
Students can come out "ith further information.
h As 6ou %isten
)2 isten to a lecture aout the ci#iliation represented on the map on the pre#ious page and chec"
your answers to the questions on the same page.
Students check ans"ers to the task in the before-reading rubric

$ 9a#e a loo" at the coping o: elow. hen do tas"s 2 and  that follow.

,o#ing
%n many listening situations) whether in your own language or in a foreign one) it is necessary
to ecogni.e and se'uence the main i!eas in order to e ale to fo%%o& the thea! of &hat is
$eing sai!. We call this %istening for gist 0main ideas. When you listen for gist) it is not
necessa6 to un!estan! e-e6 &o!. 6ou should concentrate on recogniing "e6 &o!s) i.e. the
&o!s that the spea"er considers to e im#otant and which are usually stesse! in English.

2. 3entences ;E elow are not in order. isten to the lecture again and eo!e them according to
their occurrence in the lecture. Write letters ;E in the following tale.
P
 

Drder in the lecture 1 2  ! @

7umled sentences C. 4 E < 
Have the students go through the text in the coping box. Interact with the students and clarify further the notions if necessary.
@. . he ,hoenicians didn8t simply arter their goods) ut they also spread the alphaet in the
>editerranean
>editerrane an 4asin.
2. 4. ater they settled along the eastern shore of the >editerranea
>editerranean.
n.
!. <. 4y 1AAA 4.<.) they sailed from one end of the >editerranean to another.
1. C. Driginally) the ,hoenicians used to li#e in the desert.
. E. Cown to 12AA 4.<.) most of their trade was with Egypt.
02 isten again to the same lecture and se%ect from the o: elow the 1 tems that est descrie the
qualities of the people who de#eloped the ci#iliation represented on the map on page 2. 7ustify
your choice.
a2 warli"e $2 peaceful c2 nomadic !2 usiness;minded
 usiness;minded e2 ignorant f2 "nowledgeale
 $f necessary, let the students check the meaning of the "ords in the dictionary. The students
s tudents "ill do the task from
task  from
memory. Then check their ans"ers by listening to the script a second time.
 Hae the students gie their ;ustifications. Key "ords from the script are enough as a  ;ustification.
a ;ustification.
h Afte %istening
%istening
$ 9a#e a loo" at the coping o:. hen do the tas" that follows.
,o#ing
When we gi#e a historical account or tell the story of something o someone) we resort to an
organiationall pattern ased on chono%og6. o con#ey chronological order we use&
organiationa
$ ,ast tenses 0generally the past perfect * occasionally the past perfect
$ 3equencers which e:press&
)2 the eginning of a list & first) to start with) to egin with) originally) etc.
+2 the continuation of a list & ne:t) then) shortly afterwards) later) e tc.
02 the end of a list& finally) at last) e#entually) in the end) etc.
$ ime conjunctions& when) as soon as) while) efore) after) once) etc.
$ Tas"( he sentences elow are not in o!e. Re*o !e them to get a coherent te:t aout the
Re*o!e
history of paperma"ing. Write letters ;G in the tale elow. hen e:plain how you ha#e found
the order of the sentences.
Drder in the lecture 1 2  ! @  P
7umled sentences < E  G 4 I C
 Hae the students skim through the te't in the coping bo'. Then hae them interact in order to elicit the
 genres 6historical accounts, tales, noels, short stories, ne"spaper and radio reportsJ in "hich the
chronolological pattern is used. 6+= * & 0/ 1G 2B 3A 5D,
Slight changes in the ordering are possible. This should be a good opportunity for a short class discussion.
. . Ior a long time paperma"ing with such materials was a monopoly of the <hinese.
@. 4. he ras impro#ed the paperma"ing process consideraly.
1. <. out the year 1A@ .C.)
.C.) a <hinese official called s8ai;um disco#ered that paper could e
made from ar") old linen and other materia ls.
P. C. %t reached the >aghri aout 11AA)
11AA) and then was introduced into 3pain) Irance) %taly and
Germany.
2. E. %t was so made until aout the eighth or ninth century .C.
 

. I. he craft spread to 4aghdad and Camascus.

Camascus.
!. G. he ras learned the secret from <hinese prisoners) captured in the fighting around
3amar"and etween PA! and P@A .C.
.C. nno Comini / n are#iation used with a date) indicating how many years ha#e passed since the irth of 
7esus. he are#iation may appear efore the date 0 .C. 1OFF) or it may appear after the date 01OFF .C.. %t
stands for anno Domini)
Domini) a atin phrase meaning ^in the year of our ord._ 0=ompare
0 =ompare 4.<.

h Sa6ing it in &iting
$ ,repare a short historical account of the de#elopment of Western ci#iliation using the timelines
on the ne:t page. 4efore writing and gi#ing your account to the class) %ist) se%ect and ogani.e the
major e#ents in a timeline of your own.
this! 9este
Stat %i"e this! estern
rn ciili!ation is one of the "orlds t"enty-si' ciili!ations. $t started in
=rete, the largest Greek island in the eastern 4editerranean Sea, about 0,@@@ years ago. The
ciili!ation that rose in =rete "as called the 4inoan ciili!ation because =rete at that time "as
under the rule of the legendary King 4inos. /ncient Greek ciili!ation originated more than *,@@@
 years ago on the shores of the $onian and /egean Seas. /ncient Greece made innoations in
 philosophy,
 philosop hy, politics
politics,, science, architect
architecture,
ure, and the arts, and Gre
Greek
ek cultur
culturee forms the basis of 
9estern ciili!ation to this day. Then came the )oman ciili!ation. J 6To be continued by
 students
 

Re!in & 8ritin

 4ake the students a"are of the ob;ecties of the section by giing them time to skim through the preie".
the preie".
S"i%%s an! stategies outcomes
y S"imming
y Scanning
y I!entif6ing efeence &o!s y
Recogni.ing t6#es of !iscouse
y Summai.ing
h Befoe ea!ing(
y oo" at the picture 1; then answer the following questions&
1. What does each of the pictures represent?
1. :ictue One represents one of the three pyramids at Gia) the Great ,yramid of Hhufu
/<heops near <airo. 02A m/P@@ ft square and 1!Pm/!F1 ft high. he three pyramids at G ia
were considered one of the 3e#en Wonders of the World in ntiquity 0the ,yramids of 
Egypt) the 9anging Gardens of 4aylon) the emple of rtemis at Ephesus) the 3tatue of 
Meus at Dlympia) the >ausoleum at 9alicarnassus) the <olossus of Bhodes) and the
,haraohs 0lighthouse at le:a ndria; (#onorar" Candidate since )%l" *++,-
le:andria;
:ictue T&o represents a mummy of an Egyptian ,haraoh and 9orus 0in ancient Egyp tian
mythology) the haw";headed sun god) son of %sis and Dsiris) of whom the pharaohs were declared
to e the incarnation
:ictue Thee& >as" of the ,haraoh
2. Which one of them shows one of the 3e#en Wonders of the World? ,icture 1
. Which ncient Egyptian "ing ha#e u heard of?
+ne of the most famous was Tutankhamen whose tomb was discovered near -u"or in /220.
!. Which stories in your culture are associated with Egypt? 3ay a few words aout them.
he story of 3idna >usa 0>oses >oses) the 3tory of 3idna 6ucef 07oseph
NOTE. Ol!  8on!ers )ersus Ne#  8on!ers
Chichen Itza in %cat/n0 1exico Great Wall of China Machu Picchu in C%zco0 Per2

Christ the Redeemer in 3io de )aneiro0

)aneiro 0 4razil Petra in )ordan Roman Colosseum in 3o'e0 5tal" Taj Mahal in  Agra05ndia
 

h As 6ou ea!(
 9a#e a loo" at the coping o: * do tas" 1 that follows&
,o#ing
S"imming means reading quic"ly for gist 0general meaning. 6ou s"im through a written te:t
in order to find out aout the topic and its general organia tion.
When you are as"ed to s"im through a te:t) you nee!n/t "now e#ery word * sentence in the
te:t. 6ou should concentrate) instead) on recogniing "e6 &o!s) i.e. words that the writer 
considers to e important. Hey words are often repeated in the te:t.
)2 *kim through the introduction and the conclusion of the te"t below and pick out four to si" key words.
Students should be encouraged to do this as #uickly as possible
as possible
Qe6 &o!s (
A2 in the introduction( ci#iliati
ci#iliation
on ; rose ; Egypt decline ; fall
B2 in the conclusion& decline) fall / he choice of words may e suject to deate.
Te8t
0X1 ncient Egyptian ci#iliation rose in the (ile 5alley. s in 3umer) the need for an
irrigation system first led farmers to join together and cooperate. 4ut the onding together of men
de#eloped much further in Egypt. 3umer remained a land of small city states whereas the people
of Egypt ecame united under the rule of a single "ing. This made of Egypt the first nation in
history.
0X2 he ,haraoh8s go#ernment did many important things. It  protected the land and its
inhaitants y organiing defenses to "eep out the raiding war;ands &hich sometimes attac"ed
the country from the desert. he preser#ing of internal peace was another of the ,haraoh8s tas"s.
he people ofof a nation can only li#e together
together if the rulers
rulers ma"e sure that the laws
laws are oeyed.
>any of the laws of the Egyptians were traditional) that is to say) the6 had grown up gradually)
o#er the centuries.
centuries. 4ut the ,haraoh
,haraoh could ma"e new laws) and did so) whe whene#
ne#er
er he tho
though
ughtt it
necessary.
0X %n countless ways) then) the Egyptians deri#ed great enefits from their system of nationa l
go#ernment. 4ut this was only one reason
reason why the6 stayed a united people throughout ancient
times. nother reason was thei national pride and strong sense of elonging together. he
Egyptians felt that the6 were pri#ileged to ha#e een orn in Egypt. ll other lands) the6 thought)
were cold and dar") and the people who li#ed in them more a"in to animals than to human eings.
0X! %t was the ncient Egyptians8 feelings and eliefs aout the ,haraoh that pro#ided the
strongest unifying force of all. %n 3umer) the "ing of each city was thought to e the chief ser#ant
of the city8s god. he Egyptian idea of "ingship went further than this. hey thought that their " ing
was himself a li#ing god) a di#ine ruler who had magic control o#er the weather and the (ile) and
who alone rought safety) prosperity and happiness to the nation. he ,haraoh was re#ered to such
a degree that his people dared not mention him y name. The6 only spo"e of the palace in which
he li#ed. hat is why the6 called him ,haraoh) which means `great house8.
0X@ When we realie how much the ,haraoh meant to the Egyptians) it is easier to understand
how the pyramids came to e uilt. 3ince he was a god) he could not e allowed to die. %t was
 elie#ed that his spirit would sur#i#e only if his ody were preser#ed) together with e#erything
that was needed for its future well;eing. he pyramids) therefore) were designed as eterna l
dwelling places for the god;"ings from where the dead ,haraohs would continue thei magic wor" 
 

for their `elo#ed land8.

th
0X he effort and resources needed to uild pyramids were so great that from the 2@ century
4.< onwards) they had perforce to ecome smaller and smaller. he later ,haraohs were uried)
not in pyramids) ut in roc" toms. 6et the contents of the toms remained as e:tra#agant as
 efore. When 9oward <arter disco#ered the tom of utan"hamen in 1O22 it pro#ed to contain the
most incredile urial treasure e#er found. With all this treasure going into the ground instead of 
 eing in#ested) it was no surprise that e#entually the ,haraohs pro#ed to e the major cause ehind
the decline and fall of ancient Egyptian economy) and therefore of its ci#iliation.
0 Irom 5ictor 3"ipp) Out of the Ancient Wo%!) ,enguin)  p.W1.

+2 Use the "ey words you ha#e pic"ed out in tas" 1 0page P to gi#e a title to the te:t.
:ossi$%e tit%e( he Bise and Iall of ncient Egyptian <i#iliation
 Hae the students check the alidity of the title.
tit le. o
ou
u can ;ot some of the students titles on board and let the class
choose the best one.
02 (ow
 (ow)) s"im through
through the whole
whole te:t * match ideas ;G elow
elow with their corresponding
corresponding X. Dne of
the ideas is irrele#ant. Write the numers of X in the o:es.
K+ . he ,haraoh8s go#ernment and its functions.
K1 4. he ,haraoh and his importance for the political unity of Egypt.
K) <. he unification of ancient Egypt.

K0
K3 C. ,atriotic
E. he feelings
,haraoh8s in ancient
ruining Egypt.economy.
of Egyptian
K9 I. he idea ehind the uilding of the pyramids.
%B G. he importance of u utan"hamen-s
tan"hamen-s treasure.
!. 9a#e a loo" at the coping o: and do the tas" that follows.
1 Go through the te't in the coping bo' to raise a"areness of the importance of scanning in reading.
=ompare and contrast the skills of scanning and skimming.
and skimming.
<oping
Scanning means reading
reading for s#ec
s#ecific
ific #ieces of information
#ieces information 0a fact) or a deta
detail)
il) or a particula
particular 
r 
word. When you scan written te:ts) your eyes shou%! mo-e 'uic"%6 to find the information you
are interested in. %gnore irrele#ant items. What counts here is your power of oser#ation.

 Tas"( 3can the te:t and answer the following questions.

Go through the te't in the coping bo' to raise a"areness of the importance of scanning in reading. =ompare
and  skimming.
and contrast the skills of scanning and skimming.

. What is the major difference etween ancient 3umer and ancient Egypt?
he major difference etween 3umer and ncient Egypt is that the former remained a land of
small city states whereas Egypt ecame united under the rule of a single "ing.
4. What are the enefits that ancient Egyptians deri#ed from their system of national go#ernment?
he enefits that the ancient Egyptians deri#ed from their system of national go#ernment are
 protection and internal peace.
,2 What does the name ,haraoh8 mean in the ancient Egyptian language?
he name ,haraoh means Geat House in ncient Egyptian.
D2 Why were the pyramids important for ancient Egyptians?
hey were the dwelling places of the spirit of the ,haraoh.
 

E. Who disco#ered utan"hamen-s tom?

9oward <arter disco#ered the tom of uta
utan"hamen
n"hamen in 1O22.
@. <ircle and lin" the words written in old in the te:t with the items they refer to.
Eg) the #eo#%e of Eg6#t $ecame unite! un!e the u%e of a sing%e " ing2
This made Egypt the first nation in history. 0X1
 &'plain to the students that the failure to understand such links "ill certainly lead to a  serious
misunderstanding of the te't. Before setting them to task, refer the students to the =oping on page 3L.
  he people of Egypt ecame united under the rule of a single "ing 0this X1
  he ,haraoh-s go#ernment 0it X 2
  he land 0its) the raiding
raiding war
war ands 0&hich X2
  he ,haraoh could ma"e new laws 0 so X2
  he Egyptians deri#ed great enefits from their system of national go#ernment 0 this
X) he Egyptians 0The6 X ) he Egyptians 0 thei X) ll other lands 0them X
  he people 0the6 X!) he ,haraoh
,haraoh 0he X! he people
people 0the6 X!)
X!) he ,haraoh 0him
him<< X!
  he ,haraoh 0he= he= his X@) he ,haraohs 0thei X@

h Afte ea!ing(
1. 9a#e a quic" loo" at the coping o: elow. hen decide which type of d iscourse
the te:t you ha#e studied elongs to.
,O:ING
here are fi-e major types of discourse in prose te:ts& !esci#ti-e= e8#osi e8#os i to6=
naati-e= agumentati-e and #esci#ti-e2
s their name indicates) !esci#ti-e te:ts do just that& they !esci$e  pe
 peop
ople
le)p
)pla
lace
ces)
s) th
thin
ings
gs))
 E8#osito6 te:ts e8#%ain how things wor") and &h6 these things ae &hat the6 ae .
 Naati-e te:ts te%% the story of something or someone.
 Agumentati-e te:ts are te:ts which !efen!  po  poin
ints
ts of #i
#iew.
ew.
 :esci#ti-e te:ts are te:ts which gi-e instuctions2
Note( here may e more than one type of discourse in the same te:t.
 Hae the students go through the coping bo'. &licit the fact it is important to find out the function of te'ts
because that helps better understand the "riters purpose.
"riters  purpose.
he discourse is mostly narrati#e ut it ta"es an argumentati#e turn at the end.
 $t is important to follo" up "ith an e'planation that narration and description are sometimes used in
argumentatie te'ts.

2. Write a short summary of the te:t 0aout one;fifth of it you ha#e studied. 6our teacher will
tell you aout the strategies for ma"ing a summary.
 Before inoling the students in the task, reie" "ith them "hat summari!ing means and the techni#ues that 
 should be used.
Writing a good summary is a difficult tas" which is rarely done satisfactorily) e#en y ad#anced students.
he est way of training the students to write summaries is to prepare them through practice in underlining
important/"ey words and main ideas and in percei#ing the structure of the te:t. his is essentially what has  een
done throughout the pre#ious tas"s of this section.
:oints to &atch &hen assessing stu!ents/ summai.ing(
1. he summary is too short and the main idea is not e:pressed.
2. he summary is too long. %t does not fit the one;fourth)
one;fourth) one;fifth of the original.
 

. here are too many details and the "ey ideas do not stand out.
 

!. he wrong "ey ideas ha#e een selected

@. he information they contain is wrong.
. he summary is not written in one-s own words.
P. he summary is not
not an accurate aand
nd ojecti#e account of the te:t& it is per#aded
per#aded with personal reactions.
:o#ose! summa6 of the te8t ;a$out ) %ines<(
ncient Egyptian ci#iliation emerged along the (ile 5alley as a result of the unification of 
all Egyptians under the central authority of one single "ing) the ,haraoh. he ,haraoh-s
go#ernment guaranteed oth e:ternal and internal security to the people of Egypt. s a
consequence) the Egyptians grew #ery proud of their country and ecame so fond of the ,haraoh
that they worshipped him as a God;"ing. his national pride and identification with the ,haraoh
"ept the unity of ancient Egypt and made its ci#iliation prosper for many centuries. 4ut the
economy of ancient Egypt was ruined y all the resources that the ,haraohs put into the uilding
of pyramids and the urial of their treasures in their own toms. Economic collapse caused the
gradual decline and fall of ancient Egyptian ci#iliation.

  Witing !e-e%o#ment
y he picture elow illustrates the story of 7oseph / 3idna 6ucef. 3tudy it. hen write your 
own #ersion of the story following the guidelines on the ne:t page
 Aollo" the procedure proided in the te'tbook 

i nterpret dreams. Cue to jealousy) his

7oseph is famous for his coat of many colors and his God;gi#en aility to interpret
 rothers sold him as a sla#e. E#entually he wor"ed under the Egyptian official ,otiphar  ut was freed and  ecame
the chief ad#iser 0#iier to the Egyptian ,haraoh) allegedly around either the 9y"sos Era or the >iddle Hingdom
of Egypt period) according to Henneth Hitchen.
1. 7ot down ideas aout the story using the cycle of episodes elow. 3ome of the e#ents in the
episodes are gi#en to you.
7oseph-s rother jealousy
Episode 1

7oseph thrown down a well

Episode @ Episode 2

>erchants heard him calling for help

Episode 
Episode !

2. 3elect the idea from your cycle of episodes * start writing your draft narrati#e.Con-t pay
attention to mista"es at this stage.
. <hec" whether your ideas are de#eloped correctly. hen re#iew your story for grammar *
spelling mista"es.
!. E:chan
E:change
ge drafts with your partner for error chec"ing.
 

@. 9and your re#ised #ersion of the story to your teacher.

:oect Outcome
Ma"ing the #ofi%e of an ancient ci-i%i.ation ;E2g2 Geece<
?ou #ofi%e shou%! inc%u!e the fo%%o&i
fo%%o& ing(
   %nform
%nformation
ation aout the place where and the time when ncientncient Gree" ci#iliation
flourished

<hronology
here are no fi:ed or uni#ersally agreed upon dates for the eginning or the end of the anc ient
Gree" period. %n common usage it refers to all Gree" history efore the SSBoman EmpireTT) ut
historians use the term more precisely. 3ome writers include the periods of the Gree";spea"ing
SS>ycenaean Greece[>ycenaeanTT ci#iliation that collapsed aout SS11@A 4<TT) though most
would argue that the influential SS>inoan ci#iliation[>inoanTT was so different from later Gree" 
cultures that it should e classed separately.
%n Gree" school oo"s) ancient times is a period of aout OAA years) from f rom the catastrophe of 
SS>ycenaeTT until the conquest of the country y the SSBoman Bepulic[BomansTT) di#ided into
four periods ased on styles of art and culture and politics. he historical line starts with SSGree" 
Car" gesTT 0SS11AA 4<[11AATT*ndash=SSFAA 4<TT. %n this period artists use geometrical schemes
such as squares) circles and lines to decorate SSamphoraTTs and other pottery. he SSrchaic period

in Greece[archaic
artists made largerperiodTT 0SSFAA sculptures
free;standing 4<[FAATT*ndash=SS!FA 4<TT
in stiff) hieratic represents
poses with thethose years SSarchaic
dreamli"e when the
smileTT. %n the classical period 0!OA*ndash=SS2 4<TT artists perfected the style that since has
 een ta"en as e:emplary& SS<lassical Greece[classic
Greece[classicalTT)
alTT) such as the SS,arthenonTT. he years
following the conquests of SSle:ander the Great[le:anderTT are referred to as the SS9ellenistic
Greece[9ellenisticTT)
Greece[9ellenisticT T) 02*ndash=SS1! 4<TT) or SSle:andriaTTn period= aspects of 9ellenic
ci#iliation e:panded to Egypt) the e#ant) >esopotamia) ,ersia and eyond.
raditionally) the ancient Gree" period was ta"en to egin with the date of the first recorded
SSDlympic GamesTT in SSPP 4<TT) ut many historians now e:tend the term ac" to aout SS1AAA
4<TT. he traditional date for the end of the ancient Gree" period is the death of SSle:ander the
GreatTT in 2 4<. he following period until the integration of Greece into the SSBoman
BepulicTT in 1! 4< is classed SS9ellenistic Greece[9ellenisticTT.

hese datesrunning
continuum are historians8
until thecon#entions and some writers
ad#ent of SS<hristianityTT in thetreat
SSrdthe ancient Gree" ci#iliation as a
centuryTT.
   %nfor
%nformati
mation
on on two ncient
ncient Gree
Gree"" majo
majorr citi
cities
es 0E.g. thens)
thens)
3parta
Athens (Gr ee ee67  Αθήνα/Athina, 6atharevo%sa (old!ashioned-7  Αθήναι/Athinai -0
-0 the capital and
la
larg
rges
estt cit" in Gre ec e0
e0 do'inates the  Attica peripher"7 as one o! the $orld8s oldest cities0 its
recorded histor" spans at least 90+++ "ears.
=>?
:oda" the Gree6 capital0 E%rope8s ;th largest con%r<at on0  ion0 is rapidl" <eco'ing a leading <%siness
centre in the E%ropean
E%ro pean Uni Union
on.. :his <%stling and cos'opolitan 'etropolis $ith an %r<an pop%lation
o! 9.9 'illion and a 'etropolitan pop%lation o! a<o%t 9.; 'illion people is central to econo'ic0
!inancial0 ind%strial0 political and c%lt%ral li!e in Greece. :he cit" proper has a land area o! 9@ 6'
=*?
(>B s 'i-0 $hile the %r<an agglo'eration o! Athens spans D>* 6' (>B@ s 'i-.

 Ancient Athens $as a po$er!%l cit"st at e.

e. A center !or the arts0 learning and philosoph"
philosoph"00 ho'e
 

=9?=D?
o! Plat o8s
 o8s  A6ade'ia and  Aristot l
 le8s L"ce%'0  Athens $as also the <irthplace o! Socrates0
P er ic
ic le s0
s0 Sop
opho
ho cles and its 'an" other pro'inent philosophers0 $riters and politicians o! the
ancient $orld. 5t
 

=B? =F?
is $idel" re!erred to as the cradle o! es tern Ci Civil
viliz
izati
ation
on00 and the <irthplace o! de'ocrac"0
de'ocrac"0
largel" d%e to the i'pact o! its c%lt%ral and political achieve'ents d%ring the Bth and Dth cent%ries
=,?
4C on the rest o! the then 6no$n E%ropean continent.
:he heritage o! the classical era is still evident in the cit"0 portra"ed thro%gh a n%'<er o! ancient
'on%'ents and art$or6s the 'ost !a'o%s o! all <eing the Parthenon on the  Acropol is0  is0 standing
as an epic land'ar6 o! $estern civilization. :he cit" also retains a vast variet" o! 3o'an and
4"zantine 'on%'ents0 as $ell as a s'all n%'<er o! re'aining Otto'an 'on%'ents proHecting the
cit"8s long histor" across the cent%ries. Land'ar6s o! the 'odern era are also present0 dating
<ac6 to >;9+ (the esta<lish'ent o! the independent Gree6 state-0 and ta6ing in the Gree6
Parl a
 ia'ent (>@th cent%r"- and the Athens :rilog" (Li<rar"0 Universit"0 and Acade
and  Acade'"-.
'"-.

 Athens $as the host cit" o! the !irst  'odernda" Ol"'pic Ga'es in >;@F0 and >+; "ears later it
=;?
$elco'ed ho'e the S%''er Ol"'pics0 $ith great s%ccess.

Sparta (Ior ic ic7 JKMN Spártā0  Attic

 Attic77 JKMN Spártē- $as a Iorian Gree6 'i lilittar" cit "  " &
stat e0
 e0 originall" centered in Laconia. Sparta e'phasized 'ilitar" training0 and a!ter achieving nota<le
victories over the  Athenian and Persian E'pires0 regarded itsel! as the nat%ral protector 
=>?
o! Greece. Laconia or Lacedae'on (QRTVWX- $as the na'e o! the $ider cit"st a  ate
centered at the cit" o! Sparta0 tho%gh the na'e Sparta is no$ %sed !or <oth. :he Yings o! 
=*?
Sparta $ere <elieved to <e the direct descendants o! # er ac e
 les.

:he cit" o! Sparta la" at the so%thern end o! the central Laconian plain0 on the right <an6 o! the
E%rotas 3iver. 5t $as a strategic site0 g%arded on three sides <" 'o%ntains and controlling the
ro%tes <" $hich invading ar'ies co%ld penetrate Laconia and the so%thern Peloponnes%s via the
Langhda Pass over 1t :a :a"
"get%s. At the sa'e ti'e0 its distance !ro' the seaZSparta $as *, 'iles
!ro' its seaport0 G"t hi% 'Z'ade
'Z'ade it di!!ic%lt to <loc6ade.
    short acco
account
unt of the life styles) eliefs) customs)
customs) myths)
myths) and laws of these
cities
Sparta $as0 a<ove all0 a 'ilitarist state0 and e'phasis on 'ilitar" !itness <egan virt%all" at <irth.
Shortl" a!ter <irth0 the 'other o! the child <athed it in $ine to see $hether the child $as strong. 5! the
child s%rvived it $as <ro%ght <e!ore the elders o! the tri<e <" the child8s !ather. :he elders then
decided $hether it $as to <e reared or not. 5! !o%nd de!ective or $ea60 the <a<" $as le!t on the $ild
slopes o! 1o%nt  :a"g etos  also 6no$n as Apothetae0 or as the Place o! 3eHection  to die <%t it
$as also co''on !or these reHected children to <e adopted <" the helots. 5n this $a" the Spartans
atte'pted the 'aintenance o! high ph"sical standards in their pop%lation. [ro' the earliest da"s o! 
the Spartan citizen0 the clai' on his li!e <" the state $as a<sol%te and strictl" en!orced.
   &nform
&nformation
ation on the contr
contribution
ibutionss made by ncient !gypt and 1hoenicia
1hoenicia to ancient reek
civilization
    su summ
mmararyy of th thee ma
majo
jorr ac
achi
hie#
e#em
emen
ents
ts of ththis
is ci
ci#i
#ili
lia
ati
tion
on in sci
scien
ence
ce)) ph
phil
ilos
osop
ophy
hy))
go#ernment'
  %nformation on the ci#iliations that sa#ed the Gree" cultural heritage for
man"ind. (.4.
man"ind.  (.4. %llustrate your profile with maps) pictures of monuments) etc.

A%tenati-e #oects
$  oo"let/leaflet/guideoo" aout the cultural heritage of your region ;monuments) ruins) crafts;
$ >a"ing a timeline from the most ancient ci#iliations 0<hinese) Egyptian) tec ) etc.to the
most modern ones) highlighting their most important contriutions to man"ind.
Timeline of Greek mirations
 

Cistriution of the 9ellenic races

Some key historical eents hae also been included for conte't, but this timeline is not intended to cover history
not related to mirations. There is more information on the historical conte't of these migrations in Hi  sto ry of   Gre ece.
story
 

:e*+th centu6 B,E  ] Gree" tries migrate into the 4al"ans.

+th centu6 B,E  ] 3ettlements estalished on the Gree" ,eninsula
)4th centu6 B,E  ] Cecline of 1i 1innoa
oann civiliza tion ) possily due to the eruption of :hera. 3ettlement of 
chaeans and %onians in the Gree" peninsula 0 1"cenaean civ ililizaza tio
ionn.
)0th centu6 B,E  ] Iirst colon
col onies estalished in sia >inor.
))th centu6 B,E  ] Coric tries mo#e into
i nto peninsular Greece.
th centu6 B,E  ] >ajor coloniation of sia >inor.
th centu6 B,E  ] Iirst major colonies estalished in Sicil" and 3outhern %taly.
3th centu6 B,E  ] <olonies estalished across the >editerranean and the 4 la la c6 Sea
1th centu6 B,E  ] <ampaign of le:ander the Great= Gree" colonies estalished in i n newly founded cities of 
P to e
 l e'aic Eg"pt and sia.
+n! centu6 B,E  ] <onquest of Greece y the 3o' 3o'an an E'
E'pi
pire
re. >igrations of Gree"s to Bome.
1th centu6  ] Estalishment of Eastern 3o'an 04yantine Empire. >igrations of Gree"s throughout the
Empire) mainly towards <onstantinople.
4th centu6 3la#ic conquest of se#eral parts of Greece) Gree" migrations to 3outhern %taly ta"e place. 4yantine
Emperors capture main 3la#ic odies and transfer them to <appadocia. 4osphorus re;populated y >acedonian
and <ypriot Gree"s.
th centu6 4yantine dissolution of sur#i#ing 3cla#iniai and full reco#ery of the Gree"  peninsu
 peninsula.
la.
th centu6 Betromigrations of Gree"s from all parts of the Empire 0mainly from 3outhern %taly and 3icily into
 parts of Greece that were depopulated y the Sl a   avic 5nvasions 0mainly western ,eloponnese and /hessaly.
)0th centu6  ] 4yantine Empire dissol#es) <onstantinople ta"en y the Iourth <rusade= ecoming the capital of 
Latin
the Lati n E'pi
E'pire
re. Beconquered after a long struggle y the Empire of (icaea) ut fragments remain separated.
>igrations etween sia >inor) <onstantinople and mainland Greece ta"e  place.
)9th centu6  ] <onquest of 4yantium y the Dttoman
Dtt oman Empire. Gree" diaspora into Europe egins. Dttoman
settlements in Greece. ,hanariot Gree"s occupy high posts in Eastern European millets.
)0s ] <reation of the 1odern Gre Gr ee6 Sta
St ate. %mmigration to the \e$
\e $ o
orl
rld
d egins. arge;scale migrations
from <onstantinople and sia >inor to Greece ta"e  place.
))0  ] >acedonia partitioned= Unorganied migrations of Gree"s) 4ulgarians and ur"s towards their respecti#e
states.
))s ] appro:imately @)AAA Pontian Gree6s "illed =*?.
))  ] :reat" o !  \e%ill "
 "= Greece and 4ulgaria e:change populations) with some e:ceptions.
)+0  ] reaty of ausanne= Greece and ur"ey agree to e:change populations with limited e:ceptions of the
Gree"s in <onstantinople) %mros) enedos and the >uslim minority 0mainly Gree"s) ,oma"s) Boms and ur"s of 
est e ern :hrace. 1)@ million of sia >inor and ,ontic Gree"s settle in Greece) and some !@A thousands of
>uslims settle in /ur"ey.
)14  ] Co' o'''%nist regime in 3o'ania  egins e#ictions of the Gree" community) appro:. P@)AAA migrate.
)1  ] Gre
Gree6
e6 Ci vil  ar. ens of thousands of Gree" co''
Civil ''%n %nis ts and their families flee into Eastern 4loc
ists
nations. housands settle in :as h6 en t.
)9s ] >assi#e emigration of Gree"s to est  Ge Ger'
r'an
an ") the United 3tates) ustralia) <anada) and other
countries.
)99  ] 5stan<% l Pogro' against Gree"s. E:odus of Gree"s from the city accelerates= less than 2AAA remain
today.
)9  ] arge Gree" community in  Alexandria flees \asser8s regime in Eg"pt.
)3s ] 3ep%<lic o!  o !  C"pr%s created) as an independent Gree" state) under Gree") ur"ish and 4ritish  protectio
 protection.
n.
Economic emigration continues.
)41  ] :%r6ish in
i nvasion o ! C"p C "prr%s. lmost all Gree"s li#ing in (orthern <yprus flee to the south and the
United Hingdom.
)s ] >any ci#il war refugees were allowed to re;emigrate to Greece. Be#erse migration of Gree"s from
Germany also egins.
)s ] <ollapse of SovSo vie
iet t Union. ppro:. 1AA)AAA ethnic Gree"s migrate from Georg a  ia) Ar'eni a
 a) southern
3%ssia and lania to Greece.
 

im plements the Schengen :r

+  ] Greece fully implements :re
eat".
+s ] 3ome statistics indicate
i ndicate the eginning of a trend of re#erse migration of Gree"s from the Uni
United
ted 3tates
and ustralia.

$ Crawing the wheel of ci#iliation.

!esson Se"uence #$er$ie%
9a#ing estalished that ci#iliations de#eloped from settled farming communities) students egin to
understand the characteristics ; oth seen and unseen ; that shape the identity of ci#iliations. 3tudents
use a graphic organier) the ^Wheel of <i#iliation_ to organie their study. imit in#estigations here to
>esopotamia and the %ndus Bi#er 5alley regions to "eep students from getting too diy. the (ile Bi#er
ci#iliation of Egypt will e e:amined during a class research project in 3 @.
3tudents will study ancient <hina during a later unit on economics.
0The 1heel of #ivilization2 
! >NIT 32)  :ATTERNS OF SETTLEMENT
IN THE AN,IENT AND MODERN WORLDS
!esson Se"uence &
Session MS'( Indicators MCPS Content )ocus
$  ci#iliation is a highly organied society that has de#eloped forms of go#ernment) religion) written language)
art) sciences and learning.
$ <i#iliations ha#e oth seen and unseen elements including religion) social) economic)and political systems)
human and physical geographic characteristics) forms of e:pression) and science and technology.
Wo%! Histo6
$ analye the cultural de#elopment of >esopotamia) and the %ndus Bi#er 5alley...
Geoga#h6
$ e:plain interrelationships among
#h6sica% and human chaacteistics that shape the identity of #%aces
$ analye population growth and sett%ement
#attens
Wo%! Histo6;3ame as ,re#ious
:eo#%es of the Nations an! Wo%!
$ analye how the en-ionment and cultural !iffusion influence thede#elopment of ...cultures
he Bule of ?aw
Wo%! Histo6 * 3ame s ,re#ious
:eo#%es of the Nation an! Wo%!
$ analye characteristics that are used to organie people into cultures
Wo%! Histo6 ; 3ame as ,re#ious
:o%itica% S6stems
$ analye the relationships among maintaining order under the u%e of %a&) protecting indi#idual rights)
andpro#iding for the common goo!
$4etween @AA 4<E and 2AA 4<E) 3umer in >esopotamia de#eloped into a ci#iliation that included temples)
irrigation systems) e:tensi#e trade) a written language) religion) and independent city;states.
$ Writing) which first appeared in 3umer) is a critical element in the growth of a ci#iliation and contriutes to the
de#elopment of laws) literature) and record "eeping.
$ >ohenjo;Caro and 9arappa were cities in a ci#iliation that flourished in the %ndus Bi#er 5alley around 2@AA
4<E.
$ %n 1@AA <E) rayans) an %ndo;European people) migrated into the region) spreading and estalishing a new
ci#iliation.
$ Bule of law) ha#ing an estalished legal code that applies to e#eryone) is an essential element in the de#elopment
of ci#iliations.
$ 9ammurai-s <ode is one of the earliest records of rule of law in a ci#iliation.
$ >a"ing the profile of one ci#iliation of pre;<olumian merica.
 

:he pre*Colum+ian era incorporates all period s%<divisions in the histor" and prehistor" o !  the
 A'ericas <e!ore the appearance o! signi!icant E % ro pean in!l%ences on the A'erican continents.
hile technicall" re!erring to the era <e!ore Christopher Col%'<%s0 in practice the ter' %s%all"
incl%des the histor" o!  A'erican indigeno%s c%lt%res as the" contin%ed to develop <e"ond the
!i
!irs >D@*00 %ntil the" $ere con%ered or signi!icantl" in!l%enced <" the
rstt Col%'<ian landing in >D@*
E%ropeans8 presence0 even i! this happened decades or even cent%ries a!ter the initial landing.

PreCol%'<ian is %sed especiall" o!ten in the context o! the great ind

in dige
genno%
o%ss ci
civvi iz
 lizat ions o! 
o  !  the
 A'ericas0 s%ch as those o! 1esoa'erica (the  Azt e
 A'ericas0  ec and 1a"a- and the  Andes (5nca0
a0 1o
1ocche0
Chi<
Ch i<ch
ch a0 Ca]aris-.

PreCol%'<ian ci civ
vili z
 zations independentl" esta<lished d%ring this long era characteristics and
hall'ar6s $hich incl%ded per'anent or %r<an settle'ents0 agric%lt%re0 civic and 'on%'ental
architect%re0 and co'plex societal hierarchies. 1an" o! these civilizations had long ceased
to !%nction <" the ti'e o! the !irst per'anent E%ropean arrivals (c. late >Bth  earl" >Fth cent%ries-0
and are 6no$n onl" thro%gh archae o log ic a l investigations. Others $ere conte'porar" $ith this
period0 and are also 6no$n !ro' historical acco%nts o! the ti'e. A !e$ (s%ch as the 1a"a- had their 
o$n $ritten records. #o$ever0 'ost E%ropeans o! the ti'e largel" vie$ed s%ch text as heretical and
!e$ s%rvived Christian p"res. Onl" a !e$ hidden doc%'ents re'ain toda"0 leaving 'odern
historians $ith gli'pses o! ancient c%lt%re and 6no$ledge.

[ro' <oth indigeno%s A'erican and E%ropean acco%nts and doc%'ents0 A'erican civilizations at
the ti'e o! E%ropean citation enco%nter
=citation needed ? possessed 'an" i'pressive !eats s%ch one o! the 'ost pop%lo%s
cities in the $orld as $ell as 'odern theor" o! astrono'" and 'athe'atics.

here the" persist0 the societies and c%lt%res $hich are descended !ro' these civilizations 'a"
no$ <e s%<stantivel" di!!erent in !or' !ro' that o! the original. #o$ever0 'an" o! these peoples and
their descendants still %phold vario%s traditions and practices $hich relate <ac6 to these earlier 
ti'es0 even i! co'<ined $ith those 'ore recentl"&adopted.

We$ sites(
www.ci#iliation.ca  / www  "id
www.ci#iliation.ca ."id a do we .co
.co  m // w
 www.historyfor"ids.org
www.jeu
ww.jeu:#i
:#ideo
deopc.
pc.com
com   / www.samidata.net  / www.s"yminds.net