Ancient Civs.2014 2015

Secondary Education: Year three
EXPLORING THE PAST

Theme: ANCIENT CIVILIZATIONS
General aim of the unit:To expose learners to the world
of ancient civilizations in its different dimensions.
Specific aims of the unit: By the end of the unit pupils
should be able:
1- To demonstrate awareness on the importance of studying
ancient civilizations.
2- To discover the historical records, the main achievements as
well as the contributions of ancient civilizations one another in
the scientific research.
3- To learn about the lifestyles of ancient people: beliefs,
traditions, myths, eating and dressing habits.
Project outcome: Writing the profile of an ancient civilization.

 Short account on the importance of studying ancient
civilizations
 When and where the selected civilization rose?
 The main achievementsof the selected civilization in the fields
developed
 How this civilization contributed to other civilizations in the
scientific research?
 Short account on the lifestyles of the people belonging to this
civilization
Unit 01:Exploring the Past Theme: Ancient CivilizationsLesson:preview/ project
Aims of the lesson: To introduce the theme of the unit and highlight the main points of the project.
Tasks/ aims Teacher’s work Learner’s work T

1-About the unit : • T. interacts with his pupils to • Pupils respond orally to
elicit information related to the T’s questions.
Aim: To activate learners’ prior title of the unit. • Pps study the picture on
knowledge and introduce the p.14 and say what it
theme of the unit. • While introducing the topic, T. 15
signifies for them.
have his pps look at picture p.14 mn
explore it to elicit the main ideas
and vocabulary.
2- project workshop • T. links his pps with a real • Pupils guess discuss, 20
situation to elicit information interpret and deduce what mn
Aim: To brainstorm the main concerning the targeted project. will be the content of the
ideas of the project and scheme its • project in accordance
While interacting with his pps, T.
work plan. jots down the main steps of the with the overall purpose
project in a form of map tree. • Pupils communicate the
content and classify them
according to their
importance.
• Pps take notes
3-Group division • T. asks pps to form their groups • Pps form their groups and 15
according to their affinity write down their names in mn
Aim:To make pps feel • T. reminds his pps that each a sheet of paper
responsibility towards their member within the group should • Pps copy down the work
assignment without feeling participate and communicate plan of the project.
arbitrariness. something (collecting photos,
drawing, communicating a piece
of information, copying, giving
one’s point of view, writing the
draft, evaluating…)
• T. reminds his pps to feel free to
ask their T. for any help in order
to put into practice their project
works.
• T. reminds his pps that ready-
made or ‘copy pasting’ works are
totally rejected by the teacher.
• T. sets the deadline for project
restitution.
• T. reminds pps that the best
article will be published on the
next School Wall Magazine to
encourage readership.
About the unit: Brainstorming
TT: Today, we will get in touch with a new unit entitled ‘Ancient civilizations’. What can
you understand from this title? Focus on the familiar words.
PP: To study old/earliercivilizations. To learn how people in the past
builtgreatcivilizations.
TT: Now what does the word’ civilization’ mean?
PP: development- has an easy life …
TT: Civilization is ‘the art of living in city’. It comes from the great word ’civis’= city
TT: Well can you derive a verb and an adjective?
PP1: civilize(se)- civilized(sed)- civilizational
TT: Can you give me some examples of ancient civilizations?
PP:Chinese, Roman, Egyptian, Sumerian, Indus valley…
TT:Is it important to study these civilizations?PP:Of course
TT: Why?
PP: we can discover the lifestyles of ancient people: the myths, the beliefs, the traditions,
the eating and the dressing habits.
PP:To discover theachievementsof these civilizations as well as theircontributionsone
another.
TT:These civilizationsfell or collapseda long time ago. Have they left remaining (ruins) of
them?PP: temples, terraces, monuments, buried caves, rock paintings, engravings…
TT: So these ruins are called World Heritage Sites. Well look at the pictures on page 14.
We have some examples. What does picture 1 and 2 show?
PP:pict1 shows the Roman ruins- the city ofThamugadi(Timgad)in Batna.Pict2
showsTheHanging Gardens of Babylon(Iraq today): one the 7 wonders
TT: Do you know any other World Heritage Sites?
PP:TassiliN’ajjer, TheCasbah, The Pyramids…
About the Project outcome:

TT: Now, suppose you are asked to writethe profile of an ancient civ. Which main points
should talk about?
PP1:
 Short account on the importance of studying ancient civilizations
 When and where this civilization rose?
 The main achievements of the selected civilization in the fields developed
 How this civilization contributed to other civilizations in the scientific research?
 Short account on the lifestyles of the people belonging to this civilization
Unit 01:Exploring the pastTheme: Ancient Civilizations Lesson:Listen and consider
Aims of the lesson: - To develop the listening and the speaking skills. -To make the learners aware of the
importance of studying ancient civilizations.

1-Anticipate : • T. interacts with his pupils to elicit information • Pupils respond orally to T’s
Aim: To activate related to the previous session. questions.
learners’ prior • T. instructs his pps look at pictures p.16 and tell • Pps study the picture on 1
knowledge, what they represent for them. p.16 and say what signifies 5
introduce the topic • T. interacts with pps to elicit the related voc. for them. m
and prepare them to n
the listening stage.
2- Prediction • Now T. invites pps to discuss the statements • Ppsdiscuss the statements in
guide: in the prediction guide the prediction guide
Aim: To set a • T. should not correct his pps at this stage
purpose for
listening.
3-Listen and check • T. instructs pps to listen to a passage which will • pps listen and check 10
Aim: To check be simulated by their T. and check their their predictions mn
answers and get the predictions.
gist of the listening
passage.
3-Listen and fill in • T. invites pps to listen to the first part of the • PPs listen to the first part of
the table(task interview and complete the table in task one p.16 the interview and complete
onep.16) with with correct dates the table in task one p.16
correct dates • Now, T invites pps to communicate their with correct dates
Aim: To check a answers to the class. • Volunteers to communicate
detailed • T. invites them to order them chronologically their answers to the class.
understanding • Volunteers to communicate
the chronological order of
the listedcivs
4- Listen and • T. invites to listen two the second part of the • Ppslisten two the second 10
answer the interview andanswer the comprehension part of the interview and mn
questions questions on the board. answer the comprehension
Aim: To check a • Now, T. invites pps to communicate their questions on the board.
more detailed answers to the class. • Volunteers to communicate
understanding of their answers to the class.
the listening
passage
After listening • T. invites pps to discuss the opinion question • Pps discuss, and express 10
Aim: To discuss • Now, T. invites them to communicate their their opinions, communicate mn
the drawbacks of answers to the class their answers to the class.
satellites
1-
2- Anticipate:
TT: Can you remind me of some examples of ancient civilizations?
PP: Chinese, Roman, Egyptian, Sumerian, Indus valley…
TT: Is it important to study these civilizations? PP: Of course
TT: Why?
PP: we can discover the lifestyles of ancient people: the myths, the beliefs, the traditions, the eating and
the dressing habits.
PP:To discover the achievements of these civilizations as well as their contributions one another.
TT: Well,do you think that modern civ has benefited from ancient civilizations?
PP: Of course. Thanks to the scientific research of ancient people, modern civilization has made giant leap
in all sectors (medicine, technology, satellites ….)
Prediction guide:Well here are some statements about food consumption. Say whether you agree
or not. Why?
Statements I agree I disagree
a- Most of ancient civilizations rose along rivers.
b- The life of earliest people was based on commerce.
c- Because of peace, ancient people transformed their simple life into city life.
d- War was the only factor which caused the fall of most of civs.
TT: Now, in order to confirm whether your predictions are true or false, listen to the following interview on
ancient civs.
Task one: Now listen to the following passage and check your answers in the prediction guide task.
TT: Now what is the oldest civilization in the world according to you?
PP: Different answers
Task one p.16: Well,listen to the first part of the interview and fill in the table with correct dates
Keys to task 1+2 p.16:
Ancient Greek civ Ancient Egyptian civ Sumerian civ Indus Valley civ Chinese c iv
4000 years ago 5000 years ago 5500 years ago 4500 years ago 4200 years ago
5 2 1 3 4
Smooth transition: Which life did the earliest peoplelead? Complex or simple?
PP: different answers
Task three: Well in order to your answers, listen to the second part of the interview and answer the
comprehension questions on the board.
a- Which life did the earliest people lead?
b- Where did they build their farming villages?
c- Did they practice commerce besides farming? Justify your answer.
Keys to task three: a- The earliest people led a simple life based on farming. b- They built their farming
villages along the banks of rivers. c- Yes, they did. The Sumerians for example used to barter (exchange)
goods (corn-dates…) with the neighbouring villages.
After listening: According to you, what can cause the fall of our modern civilization?
Key: War is the most threatening factor for our modern civ. However, there are other factors like killer
diseases, epidemics, the use of nuclear weapons, natural disasters…etc.
Unit 01:Exploring the past Theme: Ancient Civilizations Lesson:Grammar Explorer 1
Aim of the lesson: - To recycle the use of definite- and indefinite articles.
1-Quick revision: • T. interacts with pps to elicit information • Pps reminds T. of
Aim: To revise the pre- related to the previous session briefly. the previous session
requisites and introduce • While interacting, T. introduces the 5
language point through example situations mn
the language point.
on the board.
2- Observe and deduce • T. interacts with pps by asking some • Pps 15

Aim: To deduce the rules specific questions on the example observe/discover/ mn
of the language point. situations on the board to deduce the rules. deduce
• T. jots down the rules on the board.
3-Task 1 • T. invites pps to choose the correct article • Volunteers to give 5

Aim:To check pps’ from the lists. their answers mn
understanding orally. • T. reads the sentences to the class
Task 2 • T. invites pps to fill in the gaps of the • Volunteers to 10

Aim:To fill in the gaps sentences on the board with the correct communicate their mn
with a correct article article. answers to the class.
• T. sets time limit
• T. jots down the keys on the board.
3-Task 3 • T. invites his pps to omit the underlined • Volunteers to report 15

Aim:To consolidate the definite articles where necessary. their answers to the
lgepoint. To focus on • T. sets pps for task. class. mn
zero article use.
5- Free production • T. invites ppsthink of personal examples • Volunteers to report 10

bearing articles their examples to the mn
Aim:To be able to use class.
articles in personal
examples.
1-ANTICIPATE:
TT: Last session we talked about ancient civilizations. Can you remind me how the historian Dr Skipp
defined the word civilization? PP: different answers
Consider:
1- Civilization is the art of living in cities.2- Acivilization was built in Mesopotamia along therivers of
UN. Generic use‘of construction’ 1st reference ‘of construction’
Plu.C.N Name of place
theTigrisand Euphrates. It is theoldest civilization in theworld.

name of rivers superlative adj the only one that exists
T. interactswith pps to deduce the rules of the language point.
Task one(Oral drills):Here are some examples. Choose the correct article from the lists. Sometimes
none is used.
1- How many civilizations has (a- the- an) world known so far?
2- I don’t know (a- an- the) definition of (the - a- an) civilization.
3- ( an –a - the)Ancientcivilizations flourished during (the –a) peace times.
4- (The- a –an) archaeologists in (the- a- an) Peru discovered (the- an – a) ruins of (the- an- a)
MacchuPuchu city.
5- About 105 A.D, (a – an- the) Chinese official called Ts’aiLum discovered that (the- a- an) paper
could be made from (the- an- a) bark.
Task02: Supply the appropriate article in the gaps ( a- an –the). Sometimes we have zero article.
1- This morning, I bought _____ book of______ ancientcivilizations and ______ envelope.
____ book is in my bag, but I don’t know where is ____ envelope.
2- ________ Ancient Egyptian civilization rose in _______ Nile Valley. _____ Egypt today remains
one of____ famous countries which possess as many ____ World Heritage Sites.
Take ____exampleof _____ pyramids. They areclassified as one of ______ Seven Wonders of
_______ world.
3- No country in _____ NorthAfrica has as much access to ____ Mediterranean and _____ Sahara as
____ Algeria.
Keys:1- a - Ø - an - the - the 2- Ø - the - Ø - the - Ø - the - the - the – the 3- Ø - the - the - Ø
Task03: Delete the unnecessary definite articles.
Thehistory shows that thecivilizations enriched one another. This enrichment is often the results of
contacts of various kinds. In their contact, for example,the Greek genius contributed to the improvement
ofthe scientific successes. When the Roman civilization fell to the ruins, it was the turn of the Arabs to the
take the responsibility of carrying on the torch of the civilization.

Task one (Oral drills):Here are some examples. Choose the correct article from the lists. Sometimes
none is used.
1- How many civilizations has (a- the- an) world known so far?
2- I don’t know (a- an- the) definition of (the - a- an) civilization.
3- ( an –a - the) Ancient civilizations flourished during (the –a) peace times.
4- (The- a –an) archaeologists in (the- a- an) Peru discovered (the- an – a) ruins of (the- an- a)
MacchuPuchu city.
5- About 105 A.D, (a – an- the) Chinese official called Ts’aiLum discovered that (the- a- an) paper
could be made from (the- an- a) bark.
Task02: Supply the appropriate article in the gaps ( a- an –the). Sometimes we have zero article.
1- This morning, I bought _____ book of______ ancient civilizations and ______ envelope.
____ book is in my bag, but I don’t know where is ____ envelope.
2-________ Ancient Egyptian civilization rose in _______ Nile Valley. _____ Egypt today remains
one of _____ famous countries which possess as many ____ World Heritage Sites. Take
___example
of _____ pyramids. They areclassified as one of ______ Seven Wonders of _______ world.
3- No country in _____ North Africa has as much access to ____ Mediterranean and _____ Sahara as
____ Algeria.
Task03: Delete the unnecessary definite article.
Thehistory shows that the civilizations enriched one another. This enrichment is often the results of
contacts of various kinds. In their contact, for example,theGreek genius contributed to the improvement
ofthe scientific successes. When the Roman civilization fell to the ruins, it was the turn of the Arabs to
takethe responsibility of carrying on the torch of the civilization.

Aim of the lesson: - To recycle the use of verb idioms expressing past ability, past habit and obligation in the past.
1-Quick revision: • T. interacts with pps to elicit information • Pps reminds T. of
the language point.
on the board.
2- Observe and deduce • T. interacts with pps by asking some • Pps 15

Oral drilling: • T. gives pps some cues to build sentences • Volunteers to 10

Aim:To check pps’ using the cues on the board. communicate their mn
understanding orally. sentences.
Task 01 p.40 • T. invites pps to add suitable verb idioms • Volunteers to 10

Aim:To check pps’ to the verbs in brackets in task 1p.18 communicate their mn
understanding through a • T. sets pps to task. answers to the class.
written task.
5- Free production • T. invites pps to relate briefly their life • Pps write their first 15
when they were teenagers by using the drafts mn
Aim:To produce a piece verb idioms already revised. • Pps exchange their
of writing using the lge • T. guides pps with some helping notes drafts with their
points studied • T. sets pps for task. partners
• T. asks pps to exchange their drafts for • Pps rewrite their
error checking. drafts
• If time doesn’t allow to improve the best • pps communicate
production, T can assign this task to be their paragraph
finished at home. writing to the class.
1-ANTICIPATE:
TT: in Listen and Consider’ sessionthe historian Dr Skipp talked about how the Sumerians built a
civilization along the banks of Euphrates and Tigris rivers. Well, were they obliged to learn the techniques
of farming to survive in life?
PP1: Yes, of course.
TT:Were the Sumerians able to control the waters of the rivers? PP:yes, they were.
TT:Now, did they to barter (exchange food crops they cultivated with the neighbouring villages?
PP: yes, they did.
Consider the following examples:
. 1- The Sumerians had tolearnthe techniques of farming in order to survive. (On the board)
2- They were able tocontrol the waters of the rivers Tigris and Euphrates.(On the board)
3- They used tobarter their food crops with the neighbouring villages. (On the board)
T. interacts with pps and prompts them to deduce the rules of the language point.
Oral drills:A- Here is some cues. Express obligation in the past.

1- Our grandparents were very poor. They – to migrate to France in 1950’s
2- My tooth was hurting meyesterday. So, I- leave school to visit a dentist.
B- Now express a past obligation with the following cues.
1- The volcano was erupting. The scientist- to take some photographs.
2- They – not- to climb a 3000 metre mountain.
C- Now express a past habit with the following cues.
1- When I was a child, I – to put- a burnous
2- In 1970’s, most of parents – to send their daughters to school.
Keys to Task01 p.18:

1- Used to live 2- used to hurt 3-used to farm 4- had to migrate 5- were able to survive
Free production:In no more than 40 words, relate or say how your life was like when you were a teenager.
Have a good use of used to – had to and was able to.
A sample short account:

My life when I was a teenager didn’t use to be the same as the one I live today. I used to practise sports a
lot after class. On weekends, I had to help my father in our small garden to cultivate the land. Then, I had
to feed two cows and a donkey. Most of the children of my age were poor. So, we didn’t use to put onnew
clothes. The school I went to was very far from the village I lived in. So, I and my friends had to get up
early to arrive early at school. We used to commute five kilometres a day on foot because we
couldn’tafford school transportation. Although the conditions of life were very difficult, we were able to
obtain excellent marks at school. Life used to be sweet, then.
Unit 01:Exploring the PastTheme: Ancient Civilizations Lesson:Vocabulary explorer
Pronunciation and spelling
Aim of the lesson: - To practise thematic lexis in context.
Quick revision: • T. interacts with pps to elicit information • Pps reminds T. of
Aim: To revise the related to the previous session briefly. the previous session
pre-requisites and 5 mn
introduce the thematic
vocabulary.
Task 1 p.18 (pair • T. invites ppsto consider the words in the blue • Pps do the activity. 20m
work) box task 1 p.18. • Volunteers to n
Aim:To practice word • T. reads them aloud to the class and invites to communicate their
look up their meanings of the hand-outs suggestions to the
thematic lexis in
distributed to them. class.
context • T. asks them to place the words in the curved •
line.
Oral drill: • T. invites pps to select one or two words from • Pps communicate 05
Aim:To practice the box and put them in meaningful sentences their sentences mn
orally word thematic of their own orally to the class
lexis at the sentence
level.
Task 02 p.18/19 • Now, T asks them fill in the gaps with words • Volunteers to 15
Aim:To use the from the curved line (task 2p.18). communicate their mn
thematic lexis in • T. reads the passage aloud to the class answers to the class.
• T. sets time limit .
context
Consolidation • T. invites pps to select two or three words • Volunteers to 10

practice from the box and use them to write communicate their mn
Aim:To consolidate meaningful sentences answers to the class.
• T. selects the best examples and invites • Volunteers to jot
the use of the
volunteers to jot them on the board. their sentences on
thematic lexis in • T. invites the class to identify the mistakes if the board
context there are any and then correct to make the
examples improved
Unit 02:Exploring the PastTheme: Ancient CivilizationsLesson:Vocabulary Explorer
My Dictionary
- achieve: to succeed in reaching a particular goal, status or standard, especially by making an effort for a
long time – to succeed in doing sth (syn): attain, accomplish (adj)achievable (opp) unachievable (n)
achievement.
- architecture: the art and study of designing buildings
- archaeology: (n) the study of cultures of the past and periods of history by examining the remains of
buildings and objects found in the ground.Archaeologist(n) the person specialized in archaeology. (adj)
archaeological (e.g.) archaeological excavations/evidence
- barter: (v) to exchange goods, services …etcfor other goods without using money
- civilization: (n) the art of living in cities – (adj): civilizational - civilized - uncivilized (v) to civilize(se)
- excavation: (n) the activity of digging in the ground to look for old buildings or objects that have buried
for a long time.
-contribution:(n) an action or service that helps to cause or increase something (syn): donation
contributor(n) a person or something that helps to cause sth(adj) contributory (v) to contribute
- culture: the customs, beliefs, art, way of life of a particular country or group (v) to culture (biology,
medical) to grow a group of cells or bacteria for medical research (adj) cultural –cultured(educated) (adv)
culturally
- devotion: (n) the act of spending a lot of money, time or energy on sth(syn): dedication(v) devote (adj)
devoted (adv) devotedly
- epoch: (n) a period of time in history, especially one during which important events or changes happen
(syn) era
- enrich: (v) to improve the quality of something, esp by adding sth to it. (syn) enhance (n) enrichment
(adj) enriching
- fall:(n) loss of political, economic, military, power or success of a country, city… (syn): ruin, fall to ruin,
defeat, decline, collapse, vanish, disappear (opp): rise
- flourish: (v)to develop quickly and become successful-to become fully grown or developed- to become
healthy (syn): grow well, thrive, evolve, , mature, bloom, to flower, to prosper… (opp): fall
- found: (v)to start sth such as an organization or institution… especially by providing money (syn)
establish
- heritage: (n) the history, traditions and qualities that a country or society that has had for many years and
are considered parts of its character
- myth :(n)1-a story from ancient times, especially one that was told to explain natural events or to
describe the early history of a people (syn) legend (adj) mythic , mythical2- mythology:(n) the ancient
myths of a particular culture or society (adj) mythological
- prehistory:(n) the period of time in history before information was written down
-rise: (v,n) the act of becoming important, successful, powerful(syn) : appear , emerge, start, begin…
1- Anticipate:
TT: Can you remind me of some examples of ancient civilizations?

PP: Chinese, Roman, Egyptian, Sumerian, Indus valley…
TT:Where did most of ancient civilizations rise?
PP: Most of them rose along rivers. (On the board)
TT:Which of these words can youreplace the word ‘rise’ in the sentence?Emerged- fell- flourished?
PP: emerged
Task one p.18:

TT: Well,there is a list of words related to the theme. Find their synonyms in the dictionary?
PP: emerge= appear start= begin rise= appear= originate= emerge flourish= grow= develop=
spread =evolve= bloom = expand = mature collapse= fall to decay/ to ruins = decline= vanish =
disappear
TT:Now, place the words on the curved line representing the rise and the fall of civilizations.
Task two p.18/19: Now fill in the gaps with the words from the curved line.
Keys: 1- rose(= emerged) 2-matured 3- disappeared (=vanished, fell into ruins, fell to decay) 4 –
originated, began, started, emerged e 5 – spread (expanded)6 – developed (=evolved) 7- evolved 8=
flourished 9= declined 10= collapsed (fell into ruins, fell to decay)
Aim of the lesson: - To revise the pre-requisites and practise dependent prepositions in context.
Aim: To revise the related to the previous session briefly. the previous session
pre-requisites 5 mn
presentation • T. interacts with his pps to elicit example • Pps discover some 20
Aim: to make pps situations bearing dependent prepositions other examples of mn
discover how are • T. continues the interaction, to deduce the dependent
language. prepositions in
dependent
• T. invites pps to see some other examples in Grammar Reference
prepositions use in Grammar reference p.212-215) p.212-215)
sentences
Task one • Now, T. sets pps to an oral drill where they • Pps practise orally 10
are asked to say which preposition is suitable propositions mn
Aim: to practice from the lists proposed)
dependent • T. jots down the keys on the board.
prepositions orally
Task two(Multiple • T. asks pps to choose the correct preposition • Pps choose the 10
choice task) in the task jotted on the board. correct preposition mn
Aim : to practice • T. sets time limit in the task jotted on
the board
dependent
• Volunteers to
prepositions through a communicate their
written task answers to the class
Consolidation • T. invites pps have a look at task 3 p.19 • PPs have a look at 10
task(Task 3 p.19): • T instructs to rewrite the parts of sentences task 3 p.19 mn
Aim: To join parts of that follow using the dependent prepositions.) • PPs do the activity
• T. sets time limit • Volunteers to
sentences with
• T. asks volunteers for answers communicate their
appropriate dependent • If times allows, T can ask pps to think of answers to the class
prepositions examples of their own using prepositions.
Free production: • T. invites ppsto think of some examples • Volunteers to 10

Aim: To make bearing dependent propositions. T. reminds communicate their mn
personal examples them that they can use Grammar Reference p. examples to the
212-215 class
using dependent
prepositions
1- Anticipate:
TT: Las session you read the historical account in task 2.We have learnt when and where the Maya civ
flourished. Now what about Ancient Egyptian civ?
PP:Ancient Egyptian civilization flourished along the Nile River.
TT: What were the Egyptians interested in?
PP:The Egyptians were interestedin farming and architecture. (On the board)
TT: Were they good at building canals?
PP:yes. They were goodat building canals. (On the board)

TT:Did they contribute to the development of architecture?PP: yes
They contributedto the development of architecture. (On the board)

The teacher interacts with pps to make them discover dependent prepositions through the Grammar
Reference p .212-215
Task one (Oral drill): Here are some sentences. Say which preposition is correct.
1- Our school is different (of- for- from- yours).
2- Are ancient civilizations similar (with- to – on) our modern civilization?
3- She is not satisfied (on-to- with) her mark in British civilization.
4- Tom has applied (to- for- about) the post of secretary.
Task two: Choose the best preposition to complete the meaning of the sentences.
1- I am very fond (on- of – about) studying ancient civilizations.
2- According (at_ to –about) Peter, civilization is culture. But I don’t agree (to-with- about) him.
3- You shouldn’t rely (on- at –with) friends in exams.
4- “Can you remind (with- about- of) some ancient civilizations?” the teacher asked us.
5- Our new unit deals (of-with-at) ancient civilizations.
Keys to task 2 p.19:
1- …consisted of the Nile Delta
2- ….contributed to the development of geometry.
3- …..interested in geometry, it was basically….
4- …. depended on the Nile River.
5- … used… on drinking …..
6- …. were derived from their attempt…
7- …. good at geometry that Greek scientists ….
Unit 01:Exploring the past Theme: Ancient CivilizationsLesson:Think, pair, share
Aims of the lesson: To be able to communicate anarrative presentation by re-investing the language points
previously studied.
1-pre-writing • T. interacts with his pupils to • Pupils respond
Aim: To activate learners’ prior elicit information related to the orally to T’s 10
knowledge and prepare them to pre-requisites questions. mn
the writing phase. • T. sets a purpose for writing to
- To set a purpose for writing. raise pps’ interest and link them
to the topic.
• While introducing the topic, T.
brainstorms the main ideas
paving the way to mind-
mapping.
2- Composing /drafting • T. links his pps with a real • Pupils start writing 15m
Aim : To scheme the first draft situation to set them for their first draft n
by expanding the notes in the drafting(.T. writes the instruction • Pupils are
mind- mapping on the board) conferencing with
• T. divides the class into balanced their peers and T.
groups.
ask any help in order to put in
practice their ideas.
• T. sets sufficient time for drafting.
3-Revising organisation / • T. asks each group head to • Pupils exchange 15m

content communicate the drafts to the their drafts with n
Aim:To spot the areas of class.T. reminds the class to listen peer group for
weakness and revise carefully and have comments. eventual
organization and content. • T. asks his pps to exchange drafts comments.
for peer assessment(comments)
• T. checks the group works, helps
pps with his constructive remarks
4- Rewriting/ editing: • T. asks the groups to write the • Pupils start writing 10
Aim:To provide readership final draft paying attention to the final draft. mn
(real audience). spelling,punctuation,capitals and
grammar mistakes.
-To raise pps’ awareness on
what they have produced.
next school wall magazine.
• If time doesn’t to finish the work,
T. will give it as an assignment
for pps to be completed at home.
1-ANTICIPATE:
TT: In ‘Listen and consider’ session Dr Skipp the historian talked briefly on the lifestyles of the Sumerians
(the social life). Can you remind me what sort of life they led?
PP: They led a simple life based on farming and commerce. So, they used to exchange food crops with the
neighbouring villages. They used to tamewild animals also.
TT: Now think of your grandparents or people of your town a century ago? Did you think they led a simple
life? PP:yes.
TT:Where did they get their food for life?PP: from the land- they had to farm land and tame domestic
animals- most of them had to immigrate to Europe especially France to save their families from poverty.
*The teacher continues the interaction paving the way to mind mapping that will be jotted on the board.
What was your grandpartents’ life like a century
ago ?
Area of life Information Achievements

1-food a-Farming: to cultivate crops(barley, wheat, vegetables, - assure food self-sufficiency
source dates) b–tame domestic animals: for meat, milk …c-
immigrationto Europe meet the needs of their family,
save them from poverty
2-Family Few of them/to go to school- poverty – most of them / -Teachgood manners fortheir
educatio to leave school at early age children :(self-respect, tolerance,
n brotherhood, solidarity…)
-family ties /the social tissue
strengthened
3- Crafts a-Women and men: make home utensils from clay or -meet the demands of the local
wood: jars for storage- jugs for drinking, spoons, markets- to keep the traditional
casserole dishes, plates…b- women: make traditional dressing habits alive.
clothes and tapestry (jellaba, burnous, rugs…)
Topic: Using the information in the table, write a short narrative presentationon your grandparents’
lifestyles.
A sample narrativepresentation:
What Was Our Grandparents’ Life Like?
Life in our town Berriane a century ago didn’t use to be the life we lead today. Indeed, our grandparentsused to
lead a simple life based mainly on farming land and taming domestic animals. For instance, they used to
cultivate crops such as barley, wheat, vegetables, dates… as well as tame goats, cows, sheep…and other
animals fortheir meat and milk. So, they had to work hard on land or immigrate to Europe to meet the
needs of their families and save them from poverty.
From the side of family education, nothing seemed better for children. Just a few of them were sent to
school to be educated; however, most of themhad to help their parents in the fields. This is because of
poverty. Those who had the chance to go to school couldn’tgo beyond the elementary level. Although
children were deprived from school education especially girls, they used to behave politely towards their
elders because they were taught the good manners like self-respect, tolerance, brotherhood and solidarity.
Consequently, our grandparents were able to strengthen the family ties and the social tissue.
As for the handiworks or crafts, women and men together were able to develop this traditional field.In fact,
theyused tomake home utensils from clay or wood. For example, jars were made for storage and jugs for
drinking. Besides, a lot of things like spoons, casserole dishes, and plates were produced. Add to
this;women used tomake traditional clothes and tapestry such as jellaba, burnous and rugs. Crafts people
managed tomeet the demands of the local markets and keep the traditional dressing habits alive.
In the end, we can say that things are changed radically in all the fields of life today.
Topic: Using the information in the table, write a short narrative presentation on your grandparents’
lifestyles.
A sample narrative presentation:
Life in our town Berriane a century ago didn’t use to be the life we lead today. Indeed, our grandparents used
to lead a simple life based mainly on farming land and taming domestic animals. For instance, they used to
animals for their meat and milk. So, they had to work hard on land or immigrate to Europe to meet the
needs of their families and save them from poverty.
school to be educated; however, most of them had to help their parents in the fields. This is because of
poverty. Those who had the chance to go to school couldn’t go beyond the elementary level. Although
elders because they were taught the good manners like self-respect, tolerance, brotherhood and solidarity.
As for the handiworks or crafts, women and men together were able to develop this traditional field.In
fact, they used to make home utensils from clay or wood. For example, jars were made for storage and jugs
for drinking. Besides, a lot of things like spoons, casserole dishes, and plates were produced. Add to this;
women used to make traditional clothes and tapestry such as jellaba, burnous and rugs. Crafts people
Topic: Using the information in the table, write a short narrative presentation on your grandparents’
lifestyles.
A sample narrative presentation:
Life in our town Berriane a century ago didn’t use to be the life we lead today. Indeed, our grandparents used
to lead a simple life based mainly on farming land and taming domestic animals. For instance, they used to
animals for their meat and milk. So, they had to work hard on land or immigrate to Europe to meet the
needs of their families and save themfrom poverty.
school to be educated; however, most of them had to help their parents in the fields. This is because of
poverty. Those who had the chance to go to school couldn’t go beyond the elementary level. Although
elders because they were taught the goods manners like self-respect, tolerance, brotherhood and solidarity.
As for the handiworks or crafts, women and men together were able to develop this traditional field.In
fact, they used to make home utensils from clay or wood. For example, jars were made for storage and jugs
for drinking. Besides, a lot of things like spoons, casserole dishes, and plates were produced. Add to this;
women used to make traditional clothes and tapestry such as jellaba, burnous and rugs. Crafts people
Unit 01:Exploring the past Theme: Ancient Civilizations Lesson:Read and Consider
Aims of the lesson: -To make learners aware of the importance of World HeritageSites

1- Anticipate: • T. interacts with his pupils to elicit • Pupils respond orally to T’s
Aim: To activate information related to the previous questions.
learners’ prior session. • Pps discuss the picture on 10
p.22as a background to elicit mn
knowledge, introduce
the related voc
the topic and prepare • T. interacts with his pps through the series
them to the reading of questions (exploiting the picture on
phase. p.22 as a background to elicit the related
voc
(At the crossroads of civilizations- World
Heritage Site - monument -rock
engravings, paintings- trading post, • Ppsconsider, discuss the 10
b-Prediction guide: culture…). questions in the rubric mn
Aim: To set a purpose “Getting started” p.21
for reading. • While introducing the topic, T. instructs
his ppsto discuss the questions in the
rubric “Getting started” p.21
2-Read and check: • T. instructs pps to read the text p.22/23 • ppsread and check their 10
Aim: To check and check their predictions to the predictions. mn
answers and get a prediction guide task. • Volunteers to communicate
general understanding • T instructs pps to communicate their their predictions to the class.
answers and justify them. • pps justify them
of the reading passage
3-Read/ match • T. instructs pps to read the text again and • Pps. read the text again and 10
paragraphs and matchparagraphs and ideas match paragraphs and ideas mn
ideas • T. sets a time limit • Volunteers to communicate
• T. invites volunteers to communicate their their answers and justify
Aim: To check
answers and justify them. them.
detailed
understanding.
4- Read/answer • T. instructs pps to read the text again and • Pps read again the text and 10
comprehension. qqs answer the qqson their hand-outs. answer the qqs in taskin task mn
Aim: To check a more • T. sets a time limit 03 in their hand-outs.
• T. invites volunteers to communicate their • Volunteers to the board to
detailed
answers and report them on the board. write down their answers.
understanding.
5-After reading: • T. invitesppsdiscuss the opinion question • Ppsdiscuss, argue and give 5
Aim: To be able to on the board by supporting it with examples mn
express one’s opinion concrete arguments and examples • Now, volunteers to report
• If time doesn’t allow finishing the task, T. their opinions to the class
can assign it as homework.
1-ANTICIPATE:
TT: In the previous sessions, we learnt that the water of the rivers isa factor which helped ancient people
built strong civilizations.Well let’s take the example of Algeria. Do you think it is at the crossroads of
civilizations?
PP:Yes. Many civilizations were built in our country.
TT: Can you give me some examples of civilizations which crossed Algeria years ago?
PP:The Roman - The Phoenician- TheAmoravid - The Almowad – The Ottoman – The Islamiccivs...
TT:Well are there any ruins left behind these civs? Help yourself with the picture p.22
PP:Yes. They have leftmonuments- rock engravings or paintings- Statues…
TT:This we callWorld Heritage Sites. Do you think that they are important- for humanity?
PP:Yes, because they provide us information of the historical, scientific and social life of the ancient
people.
TT: Algeria is said to possess some historic sites. Can you give me some examples?PP:Timgad – Tipaza …
Prediction guide:Have a look at the rubric “Getting started” and discuss the questions 1 -3
Task one: Read the passage page 22/23 and check your answers in the prediction guide.
Keys to the prediction guide task: - The Casbah of Algiers (Algies city) - The BanuHammadsQalaa
(western side of Maadid Mounts) 100km away from Bejaia. – Timgad (Thamughaddi) (east of Batna) -
The M’zab Valley (Ghardaia) – Djemila( 50 km away from Setif) - Tipaza ( Tipaza city) - TassilliN’ajjer
( eastern part of the Ahaghar)
Smooth transition: Well you have just read the text. According to you how many main ideas are
developed?
Task two: Read the text again and match ideas with paragraphs.
paragraphs Ideas
Paragraph 1 a- The Algerian Sahara is the cradle of civilizations
Paragraph 2 b- The influence of the Ottomans over the city of Algiers
Paragraph 3 c- The importance of the geographic position of Algeria in the Mediterranean
Paragraph 4 d- The importance of early Algiers city
Keys:
Paragraph 1 Paragraph 1 Paragraph 3 Paragraph 4
C A D B
Smooth transition: According to you why is Algeria marked by many ancient civilizations?
Task three:Read the text again and answer the comprehension questions on your hand-out
A- What has made Algeria open to many ancient civilizations?
B- Why the TassiliN’ajjer is considered the most important site in the south of Algeria?
C- According to the author, do we know much on the earliest times of Algiers? Justify your answer.
Keys:
A- The geographic position of Algeria has made it open to many ancient civilizations.
B- The TassiliN’ajjer is considered the most important site in the south of Algiers because it has more rock
paintings and engravings and it contains the most remains of the prehistoric civilizations of the Sahara.
C- No, we don’t.” There is little knowledge about its earliest times…”
After reading:According to you, why is it highly important to preserve the historical sites inAlgeria?
Justify your answer.
Possible key:It is highly important to preserve these historical sites in Algeria because it represents the
cultural identity. Thanks to these historicalmonuments, rock engravings, paintings andstatues, future
generations will learn about the true history of their country as well as thescientific and social life of the
ancient people.
Unit 01:Exploring the past Theme: Ancient Civilizations Lesson:Read and Consider
Prediction guide: Have a look at the rubric “Getting started” and discuss the questions 1 -3
Task one: Read the passage page 22/23 and check your answers in the prediction guide.
Task two: Read the text again and match ideas with paragraphs.
paragraphs Ideas
Paragraph 1 a- The Algerian Sahara is the cradle of civilizations
Paragraph 2 b- The influence of the Ottomans over the city of Algiers
Paragraph 3 c- The importance of the geographic position of Algeria in the Mediterranean
Paragraph 4 d- The importance of early Algiers city
Keys:
Paragraph 1 Paragraph 1 Paragraph 3 Paragraph 4
………. ……….. …… ……
Task three:Read the text again and answer the comprehension questions on your hand-out
A- What has made Algeria open to many ancient civilizations?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………………………………..
B- Why the TassiliN’ajjer is considered the most important site in the south of Algeria?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………………………
C- According to the author, do we know much on the earliest times of Algiers? Justify your answer.
…………………………………………………………………………………………………………
……………………………………………………………………………….
After reading: According to you, why is it highly important to preserve the historical sites in Algeria?
Justify your answer.
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………
Unit 01:Exploring the past Theme: Ancient CivilizationsLesson:Grammar Explorer 1
Aim of the lesson: - To practise quantifiers in association with their comparative and superlative forms.
the language point.
on the board.
Observe and deduce • T. interacts with pps by asking some • Pps 15

Oral drilling:(M.C.A) • T. asks pps choose the correct form of the • Volunteers to 10
Aim:To check pps’ quantifiers between brackets to complete the communicate their mn
understanding orally. meaning of the sentences. choice.
3-Task 03 p.24 • T. asks pps to read the short texts in task3 • Volunteers to 15
Aim:To consolidate the p.24 and then insert the suitable form of communicate their
lge point quantifiers in the blanks to complete the answers to the mn
meaning of the sentences. class.
• T. sets pps for task.
5- Free production • T. invites to think of some examples using • Volunteers to 10

the language point studied. communicate their mn
Aim:To be able to • If time doesn’t allow, T. assign this as sentences to the
produce sentences homework class.
containing comparative
and superlative forms of
quantifiers by using
one’s own words.
1-ANTICIPATE:
TT:In the previous sessions, we talked the ancient civilizations that marked Algeria.What have these civs
left us as heritage?
PP:They have left many historical sites or monuments like Timgad, Tipaza, TassiliN’ajjer…
TT:Now take the example TassliN’ajjer site. It has the most prestige of the seven sites. Why?
PP: Because ithas more rock paintings and engravings.
TT:Do you have much information on the earliest times of Algiers?
PP:No, we don’t. We have little information.
Presentation:Now, consider the example situations on the board:
1- Ancient civilizations in Algeria have left many historical sites.
2- Tassili N’’ajjer has the mostprestige because it has more rock paintings and engravings.
3- We have littleinformation on the earliest times of Algiers.

T. interacts with ppsand prompts them to deduce the rules of the language point.
Some –many- few – a lot of – little – any –much – none- all … are quantifiers. They are used to express quantity or
number.
Comparative forms Superlative forms

quantifiers superiority inferiority Equality superiority inferiority
Many more(than) //////////// as many as the most //////////
Much more(than) ///////////// as much as the most ///////////
Little ///////////// less(than) as little as //////////// the least
few fewer (than) ///////////// as few as //////////// the fewest
Oral drills: Choose the correct form of quantifiers in brackets.

1- The Chinese civilization is (more- the most- little) ancient than the Greek civilization. But the
Sumerian is (the least- the most – more) ancient civilization in the world.
2- Egypt possesses (less -much –many- as many)historical sites as Algeria.
3- The Great Mosque of Tlemcen remains (more- much- the most-) remarkable evidence of Almoravid
art.
4- The ancient peoples were (less- more - few) interested in farming because it represented their main
source of life?
5- I am good at history, but I have (few- little- the most) knowledge on ancient civilizations.
Keys to Task 03 p.24:
1- much- 2- little 3- the least 4- less than 5-many 6- many 7- more 8- most
9- much 10- little 11- less 12- fewer 13-many 14- the most
Free production:Using the quantifiers and their comparatives and superlatives, write sentences in of your
own.
Unit 01:Exploring the past Theme: Ancient CivilizationsLesson:Grammar Explorer 2
Aim of the lesson: - To practise link words of time and concession.

the language point.
on the board.
Observe and deduce • T. interacts with pps by asking some • Pps 15

Oral drilling:(M.C.A) • T. asks pps choose the correct link words • Volunteers to 10
Aim:To check pps’ between brackets to complete the meaning communicate their mn
understanding orally. of the sentences. choice.
3-Task 04 p.25 • T. asks pps to read the pair of sentences in • Volunteers to 15

Aim:To be able to link task 4 p.25 and then link by using the communicate their
sentences using appropriate link words (conjunctions) sentences to the mn
from the green box. class.
appropriate conjunctions
• T. sets time limit.
Consolidation task • T. asks pps to read sentences in the • Volunteers to 10

Aim: To consolidate the consolidation task jotted on the board and communicate their mn
lge point then rewrite them paying attention to tense sentences to the
concordance. class.
• T. sets time limit.
• T. jots down the keys on the board
5- Free production • T. invites to think of some examples using • Volunteers to 10

the language point studied. communicate their mn
Aim:To be able to • If time doesn’t allow, T. assign this as sentences to the
produce sentences homework class.
containing comparative
and superlative forms of
quantifiers by using
one’s own words.
1-ANTICIPATE:
TT:In the previous sessions, we talked the ancient civilizations that marked Algeria.Do we have much
information on the earliest times of Algiers?
PP:No, we don’t.
TT:Emir Bulughin rebuilt Algiers in the 10 the century AD. Was it after or before the decline or the fall of
the Roman civilization?
PP: It wasafter the decline of this civ.
TT: Did Algiers port have much influence on international commerce even though it was an important
trading post?
PP:No, it was not.
Presentation:Now, consider the example situations on the board:
1- Emir Bulughin rebuilt Algiers city after the Roman civilization had fallen.
2- Despite the fact that Algiers was an important trading post; it had less influence on international
commerce.
Teacher interactswithpps and prompts them to deduce the rules of the language point through the
technique of substitution, rewriting and clause identification. Teacher draws attention on the correct
use of past tenses with time conjunctions
(a)- After- before – until –till – as soon as – during the time - while… are time conjunctions.
(b)-Despite the fact that – in spite of the fact that – in spite of+ verb-ing - although - though - even though -
however …. are conjunctions expressing concession.
Oral drills: Choose the correct conjunction in brackets.

1- I went to bed (before- although- until) I had cleaned my teeth.
2- (Before- although- after)he drove slowly, he had had an accident.
3- The Egyptiansevolved in an arid environment (after -though –as soon as)they built a great civilization.
4- Were the robbers in the bank (when- however- until-) the police arrived?
5- (until- while- before)I was surfing on the net; I got a message on Facebook.
6- (Despite the fact that- when- until) ancient civilizations have disappeared, they have contributed to the
scientific research today.
Keys to Task 03 p.25:
1- As soon as TarekIbnZiad crossed the Straits of Gibraltar, he gave his famous speech.2- After the
Muslims had settled in Andalusia they transformed it into a prestigious cultural area.3- Despite the fact
that Andalusia had an extremely diverse population, it maintained its social cohesion 4- The Muslims
had stayed in Andalusia until the Spaniardscaptured the Alhambra and brought down the kingdom of
Granada
Consolidation task: Re-write sentence (b) so that it means the same meaning as sentence (a).
a- Islamic civilization remains an enriching element of the Spanish cultural heritage although the
Muslims left Andalusia in 1492.
b- In spite ….
a- I wasn’t offered the job until I had had an interview with the school headmaster.
b- I was …………………………………….. when ……………………………………..
a- Before she signed the part time job contract, she had read the conditions.
b- She didn’t ………………………………… until …………………………
a- However he is good at history, he couldn’t answer some questions on ancient civilizations.
b- In spite of ………………………………………………………………………….
Aim of the lesson: - To practise word building with suffixes(ment- tion-- ive- able- al …)and prefixes of
negationas well as check morpho- phonemic association.
Quick revision: • T. interacts with pps to elicit basic vocabulary • Ppscommunicate
Aim: To revise the related to the previous session briefly. basic vocto the class
pre-requisites 5 mn
Word building • T. interacts with his pps to elicit example • Pps practise word 20
Aim: To increase situations bearing basic voc and then let them derivation mn
learner’s stock of voc practise word derivation while reminding • Pps copy the table
them on the main suffixes in English for on their coby book
and practise word
nouns, adjs and adverbs. and fill it with their
building • Now. T. invites pps to see task 1 p.26 (table). missing member of
• T. selects some words only and invites them each family using
to find their missing member of each family appropriate suffixes
using appropriate suffixes • volunteers to the
• T. sets time limit board to jot down
• T. invites some volunteers to the board to jot the words
down the words
Task two p.26 • T. invites pps to use the obtained words in • PPs read the passage 10
task one to fill in the gaps (task2 p.26) an fill with the mn
Aim: to use the • T. limits the text and reminds pps to use the correct words from
selected words in right tense for verbs the table
context • T. sets time limit
• T. volunteers to communicate their answers
• T. jots down the keys on the board
Task 3 p.27 • T. asks interacts with through an example • pps practise orally 15
Aim : to practice situation to introduce prefixes of negation antonyms with
prefixes of negation • T. has his pps practise orally antonyms with prefixes of negation mn
prefixes of negation • pps read the short
• Now, T invites them to read the short passages in task 3 p.
passages in task 3 p. 27 and then put the 27 and then put the
words in bold type into antonyms using words in bold type
appropriate prefixes. into antonyms using
• T. sets time limit appropriate prefixes.
• T. invites them to compare their answers with • Volunteers to
those of your partners communicate their
• T. volunteers to communicate their answers answers to the class
• T. jots down the keys on the board • Volunteers to
• T. invites to think of some antonyms formed communicate their
by the use of prefixes of negation and put sentences to the
them in meaningful sentences class
2- Anticipate:
TT: In the previous session we talked about the ancient civilizations. Have they contributed to the
enhancement (improve the quality, value or statue of sth /sb) of the scientific progress?
PP:Of course. They founded the principles of science: chemistry, astronomy, medicine…
TT:Can give some examples?
PP:TheAncient Egyptians developedfarming and architectural techniques. The Sumerians invented the first
written cuneiform (a system of writing) - The Greeksdeveloped rational thinking to found theories and
analyse mythical explanations - The Chinese invented the paper, ink, printer, compass and gun-powder…
TT:Well consider the word science. How many other words of the same family you can build?
PP:scientist- scientific – scientifically
TT:Well there some key words in task 1 p.26. Find their missing member of each family by using
appropriate suffixes.
Keys to task one p .26:

Verb noun adjective adverb
invent invention- inventor- inventiveness inventive inventively
enrich enrichment enriching /////////////////////
achieve achievement achievable ////////////////////
/////////////////////////// science- scientist scientific scientifically
///////////////////////// culture cultural culturally
develop development developing- ed //////////////////
Task two p .26:Use the obtained words in the table to fill in the gaps.
Keys:
1- enriched
2- enrichment.
3- had invented
4- inventions
5- achievements
6- scientific
7- cultural
Prefixes of negation:
Consider the following example situation on the board:
Thanks to the work of archaeologists we have uncovered the past cultures of peoples.
T interacts with pps to deduce the rule of the lge point.
Oral drill: Here are some words. Find their antonyms by adding appropriate prefixes of negation.
connect – literate - convenient - civilized - mature – stable - known - relevant – pack – equality-
development- formal - compress(decompress) - compose(decompose) - militarize(demilitarize)
Task 3 p.27: (a) Add negative prefixes d- or dis to the words in bold type in texts A and B below so
they make sense.
(b) Compare your answers with those of your partners.
Keys to task 3 p.27:

A- disintegrated - depossessed/ dispossessed - populated B – disagree - disintegration -
disapprove - deregulation - dissatisfaction - discontent
(c) Now find words which can contain prefixes de- or dis and put them in meaningful sentences of
your own.
Unit 01:Exploring the past Theme: Ancient CivilizationsLesson:Think, pair, share
Aims of the lesson: To be able to communicate An expository presentation by re-investing the language points
previously studied.
1-pre-writing • T. interacts with his pupils to • Pupils respond
Aim: To activate learners’ prior elicit information related to the orally to T’s 10
knowledge and prepare them to pre-requisites questions. mn
the writing phase. • T. sets a purpose for writing to
- To set a purpose for writing. raise pps’ interest and link them
to the topic.
• While introducing the topic, T.
brainstorms the main ideas
paving the way to mind-
mapping.
2- Composing /drafting • T. links his pps with a real • Pupils start writing 15m
Aim : To scheme the first draft situation to set them for their first draft n
by expanding the notes in the drafting(.T. writes the instruction • Pupils are
mind- mapping on the board) conferencing with
• T. divides the class into balanced their peers and T.
groups.
ask any help in order to put in
practice their ideas.
• T. sets sufficient time for drafting.
3-Revising organisation / • T. asks each group head to • Pupils exchange 15m

content communicate the drafts to the their drafts with n
Aim:To spot the areas of class.T. reminds the class to listen peer group for
weakness and revise carefully and have comments. eventual
organization and content. • T. asks his pps to exchange drafts comments.
for peer assessment(comments)
• T. checks the group works, helps
pps with his constructive remarks
4- Rewriting/ editing: • T. asks the groups to write the • Pupils start writing 10
Aim:To provide readership final draft paying attention to the final draft. mn
(real audience). spelling,punctuation,capitals and
grammar mistakes.
-To raise pps’ awareness on
what they have produced.
next school wall magazine.
• If time doesn’t to finish the work,
T. will give it as an assignment
for pps to be completed at home.
1-ANTICIPATE:
TT: In the previous sessionswe introduced the main factors that caused the decline of ancient civilizations.
Can you remind me some of them?PP: wars- epidemics- natural disasters…
TT: Now think of our modern civ. Can climate change, for insta
nce, cause the fall of our modern civ?
PP:yes.
TT:How can this happen?PP: Temperatures are getting high and the rate of CO2 augments too and; as a
result; there’s global warming. This causes a radical change generating natural disasters such as cyclones,
snowstorm … devastating in their way everything.
TT:What other factors can be the threat to thedisappearance of our modern civ?
PP:nuclear warfare (the aggressive competitioninnuclear weapons)
*The teacher continues the interaction paving the way to mind mapping that will be jotted on the board.
Major threats to our modern civilization
Threat Consequences
1- Nuclear - Accidents in nuclear plants: Chernobyl(1986- Kiev)- Fukushima(2010- Japan)
warfare - Radioactive waste discharge-dangerous diseases (skin cancer- deficiency in
immune system- bone deformation…) - Contamination of food, waters, air
- possible nuclear war
- water/air polluted -diseases and allergies (asthma- high blood pressure -lung and
2- Pollution skin cancers…- greenhouse effect (increase of CO2) - rise of temperatures–
Global warming -
3- Climate change - natural disasters- melting of the Arctic ice poles- material and human damage-
hunger – victims- World Heritage Sites threatened
Our modern civilization is threatened to

disappearance
Topic: Using the information in the table, write a short expository presentation on the major threats to our
modern civilization.
A sample expository presentation:
Our modern civilization faces three major challenges: nuclear warfare, pollution and climate change.
To begin with,the world populations today are worried about a possible nuclear war because many
nations are engaged in a nuclear warfare and then the number of nuclear plants is increasing more and
more. Indeed, the world has experienced accidents in nuclear power stations such as the Chernobyl
Accident in Ukraine (Kiev) in 1986 and Fukushima tragedy in Japan (2010). Consequently, toxic
radioactive waste is discharged everywhere reaching even the farthest parts of the world. This is really
alarming because the waters, the air and the food crops are contaminated.As a result, millions of people
are affected by dangerous diseases like skin cancer, deficiency in the Immune System, bone deformation
and other hazardous allergies. Recent studies have shown that radioactivity waste has long term effects
on future generations. Take the example of Regan nuclear tests during the French occupation in Algeria.
Thousands of babies are born with bone deformation and hundreds have developed cancer disease.
Then, environmentally speaking, we find the problem of pollution which is generated by the increase in
CO2 of greenhouse effect, gas exhaust and smoke of factories. As result, new killing diseases have
appeared like asthma, high blood pressure and heart attack causing the death of millions of human
beings worldwide.Add to this, the temperatures are going up causing the problem of global warming.
Another challenge is climate change which is resulted from global warming. It is so serious that it
provokes frequent natural disasters like cyclones, typhoons, snowstorms and drought. In fact, many
parts of the world are devastated and millions of victims have registered. Also, there’s high risk of
melting ice for the Arctic poles. Not only this, but even World Heritage Sites are threatened to melt away.
To sum up, we can say that our modern civilization is really threatened to disappearance.
Topic: Using the information in the table, write a short expository presentation on the major threats to
our modern civilization.
alarming because the waters, the air and the food crops are contaminated. As a result, millions of people
Then, environmentally speaking, we find the problem of pollution which is generated by the
increase in CO2 of greenhouse effect, gas exhaust and smoke of factories. As result, new killing diseases
have appeared like asthma, high blood pressure and heart attack causing the death of millions of human
beings worldwide. Add to this, the temperatures are going up causing the problem of global warming.
Topic: Using the information in the table, write a short expository presentation on the major threats to
our modern civilization.
alarming because the waters, the air and the food crops are contaminated. As a result, millions of people
Then, environmentally speaking, we find the problem of pollution which is generated by the
increase in CO2 of greenhouse effect, gas exhaust and smoke of factories. As result, new killing diseases
have appeared like asthma, high blood pressure and heart attack causing the death of millions of human
beings worldwide. Add to this, the temperatures are going up causing the problem of global warming.
Unit 01:Exploring the past Theme: Ancient CivilizationsLesson:Listening and Speaking

Aims of the lesson: - To develop the listening and the speaking skills. - To make the learners
aware of the importance of the Phoenician civilization in contributing the scientific ideas to other
peoples.
1-Anticipate : • T. interacts with his pupils to elicit information • Pupils respond orally to
Aim: To activate related to the previous session. T’s questions.
learners’ prior
the topic and prepare
them to the listening 15m
stage. n
2- Consider /predict:
Pps study the map p.32
Aim: To set a purpose • T. instructs his pps look at map p.32 and tell
which civilization it represents. and tell which civilization
for listening. it represents.
• T. interacts with pps to elicit the related voc.
3-Listen and check • T. instructs pps to listen to the lecture which • pps listen to the lecture 10
will be simulated by their T. and check their simulated by their teacher
Aim: To check answers. predictions. and check their predictions mn
4--Listen and order • T. invites pps to listen for the second time and • pps listen for the second 10
statements order the statements in task two p. 33 time and order the
Aim: To trace the • T. simulates the text. statements in task two p. mn
• T. invites volunteers to give their answers 33
chronological timeline
• T. jots the keys(order) on the board • volunteers to give their
of the civilization answers
5- Consolidation • T. invites pps to listen for the third time and • Pps listen for the 10
task(Listen /answer answer the comprehension questions on the volunteers to give their
comp. questions board answers mn
• Now, T. simulates the lecture for the third time • Volunteers ‘s answers
Aim: To check a more
• T. invites pps to communicate their answers to
detailed understanding the class
of the listening • T.jots the answers on the board.
passage
6- After listening • T. invites pps to use the information in task • Pps use the information in 10 m
Aim: To express one’s 2p.33 and the consolidation task on the board task 2p.33 and the
opinion on stated to summarize the listening passage to one fifth consolidation task on the
(40 words approximately) board to summarize the
points of view
• T reminds pps of the main summarizing listening passage to one
techniques fifth
• If time doesn’t allow to finish this activity, T
can assign it as homework
ANTICIPATE:
TT: Last session we talked about the ancient civilizations that marked Algeria. Well, can you remind me of
some examples?
PP: The Roman civ- The Ottoman- The Phoenician…
TT: Well, Which civilization has marked the Southern Algeria?
PP: It was the civilization of the Phoenicians and that of the Romans.
TT: Well,what historical monuments or Heritage Sites did they leave for us?
PP:TassiliN’ajjer.
TT: What was the main food source for the Roans and the Phoenicians?
PP:The Romans’life was based on commerce and farming, however, the Phoenicians depended on
commerce (traders and sailors).
Prediction guide:
TT: Now, look at the map on p.32 and tell me which civilization it represents? A-Roman B-Phoenician
C- Ottoman D-Almohad?
PP: Different answers.
The teacher continues the interaction while jotting the answers of the volunteers on the board without
correcting pps’ answers at this stage.
Questions Answers
A Roman – Phoenician – Almohad- Ottoman
B Island of Crete – desert(Jordan and Lebanon)– Tripolitania- Iran and western Anatolia
C Eastern Europe – North Africa - eastern Asia - The Mediterranean Basin
D Carthage (Tunis), Icosium (Algiers), Hippo (present-day Annaba)-
Task one:Well in order to check your prediction, listen to your teacher simulating the following
lecture. Thencheck your answers.
Smooth transition: Did the Phoenicians expand to European regions? PP: yes/ no …
Task two: Well in order to check your answer, listen to the debate again and reorder the sentences in
task 2 p.33 to reconstruct the historical timeline of this civ.
Keys:
1 2 3 4 5
D B E C A
Smooth transition: What was the main achievement of this civilization? PP: different answers
Consolidation Task: Well in order to check your answer, listen to the debate again and answer the
following questions on the board.
1- What sort of life did the Phoenicians lead?
2- Which sectors did they develop?
3- What was their main achievement?
4- Did they contribute something to other peoples? Justify.
Keys: 1- They led a nomadic life2-commerce and sailing. 3-They adapted alphabetic writing as a solution
to international trade4-Yes, they did.” They spread ideas and inventions”.
After listening:Now, using the information in task 2 p.33 and the consolidation task, summarise the
listening passage to one fifth.
Possible key: The Phoenicians rose in the desert. Their life was mostly nomadiclife, but they could settle
in Phoenicia (Lebanon today). Through trading and sailing, theyserved as mediators because they could
spread scientific ideas to other peoples. Their main achievement was the adaptation of the alphabetic
writing to make the international trade easier.
Unit 01:Exploring the past Theme: Ancient CivilizationsLesson:Reading/ Writing

Aims of the lesson: - To develop the reading and the writing skills. - To make the learners
aware of the secrets behind the great achievements of Ancient Egyptian civilization.
1-Anticipate : • T. interacts with his pupils to elicit information • Pupils respond orally to
Aim: To activate related to the previous session. T’s questions.
learners’ prior
the topic and prepare
them to the listening 20m
stage. n
2- Consider /predict:
• Pps study the pictures p.36
Aim: To set a purpose • T. instructs his pps look at the pictures p.36
anddiscuss the questions in the rubric. and discuss the questions
for reading in the rubric
• T. interacts with pps to elicit the related voc.
• T. invites pps to discuss the statements on the • pps to discuss the
board(agree or disagree) statements on the
board(agree or disagree)
3-Read and check • T. instructs pps to read to the text which and • ppsreads to the textand 10
check their predictions. check their predictions
Aim: To check answers. mn
5- Skimming: • T. invites pps to read the text for the second • ppsread the text for the 10
Read andmatch time and match paragraphs and ideas in task second time andmatch
Aim: To be able to two p. 39 paragraphs and ideas in mn
match paragraphs and • T. sets time limit task two p. 39
ideas. To check a • T. invites volunteers to give their answers • volunteers to give their
general understanding. • T. jots the keys on the board. answers
5- ScanningRead / • T. invites pps to read for the third time and • Ppsread the text for the 15
answer comp. answer the comprehension questions on the third time and answer the
questions board comprehension questions mn
• Now, T. sets time limit in tasj 4 p.39
Aim: To check a
• T. invites pps to communicate their answers to • Volunteers ‘s answers
detailed understanding the class
• T.jots the answers on the board.
ANTICIPATE:
TT: Last session we talked about the ancient civilizations. Well, can you remind me of some examples?
PP: The Roman civ- the Chinese- theAncient Egyptian…
TT: Well, take for example the Ancient Egyptian civ. When and where did start?
PP: It rose in the Nile valley around 5000 years ago.
TT: Well, what historical monuments or Heritage Sites did they leave for us? Help yourselves with the
pictures p .36.
PP:The pyramids.
PP:picture 1: one of the three pyramids at Giza. It is considered one the Seven Wonders in the World.
Picture 2: a Mummy of an Egyptian king andHorus (in ancient Egyptian mythology, the hawk headed
represents Osiris and Anubis (god of the dead), Picture 3:Mask of king pharaoh
TT:Which Ancient Egyptian king have you heard of? What was he famous for?
PP: Akhenaton, Tutankhamun (they were famous for their authority)
TT:Which stories in your stories are associated with Egypt?
PP:The story of Moses and Joseph (Mussa and Yusuf) - Blessed Be Their Names
Prediction guide:
TT: Now here are some statements. Say if you agree or disagree. Why?
Statements I agree I disagree
1- Because of the authority of king pharaoh, Ancient Egyptians made a great
civilization.
2- The idea of pyramids came to birth as king pharaoh encourage art.
3- The factor of war caused the declined of this civilization.
Task one:Well in order to check your prediction, read the passage p .37/38. Thencheck your answers.
Smooth transition: By the way, how many paragraphs are there in the passage? PP: there are six.
Task two: Well each paragraph has a main idea. Skim through the text and match paragraphs with
their corresponding ideas in task 2 p.39. One idea is irrelevant.
Keys:
§§1 §§2 §§3 §§4 §§5 §§6
C A B F D E
The irrelevant idea is G

Smooth transition:According to you, what caused the decline of Ancient Egyptian civilization? PP:
different answers.
Consolidation Task: Well in order to check your answer, scan through the text and answer the
questions in task 3 .p39(A-B-D-E)
Question E in task 3 p.39 is replaced by the following: Does the writer think that the fallof the Egyptian
civilization is caused by the invasion another civilization? Justify your answer.
Keys: A- The major difference between Sumer and Ancient Egyptis that the former remained a land of
small cities whereas Egypt became united under the rule of a single king
B- The benefits that the Ancient Egyptians derived from their system of national government are
protection and internal peace.
D-They were the dwellings of the spirit of the Pharaoh
E-No, he doesn’t. The Egyptians buried the treasure of the dead pharaohs in their tombs that thiscaused
the disappearance of their civilization through time.
Unit 01:Exploring the past Theme: Ancient CivilizationsLesson:Reading/ Writing (follow-up

activities)
Aims of the lesson: - To develop the reading and the writing skills. - To make the learners
word derivation as well as techniques of summarizing.
1-Anticipate : • T. interacts with his pupils to elicit • Pupils respond orally to
Aim: To revise the information related to the previous session. T’s questions.
pre-requisites briefly
and prepare learners to
follow up activities.
10
mn
3-Word • T. gives pps an example illustrating word • ppsscan through the 15
reference(Task reference in the text text and link the words in
5p.39) • T. instructs pps to scan through the text and the bold type with the items mn
thenlink the words in the bold type with they refer to.
Aim: To be able to the items they refer to( §§1+2+3 only)
make a word • T. sets a time limit • volunteers to
• T. invites volunteers to communicate their communicate their
reference.
answers to the class answers to the class
Summarising • T. invites pps to use the information in tasks • ppsread the text for the 25
Aim: To be able to 3+4 p. 39 to summarise the reading passage second time and match
summarize the to one-fifth paragraphs and ideas in mn
reading passage. • T. reminds the summarising techniques and task two p. 39
provides pps with the starting point • volunteers to give their
• T. sets time limit answers
• T. invites pps to exchange their drafts with
their partners for error checking.
• Now, T. selects the best summary, jots it on
the board and then improves it together
withpps.
ANTICIPATE:
TT: Last session we read the text about Ancient Egyptian civilization. Well, can you remind when and
where this civ rose?
PP: It rose around 2649 B.C (5000 years ago) along the banks of the River Nile…
TT: Well, what caused the decline of this civ?
PP: The Ancient Egyptians buried the treasure of the dead king pharaohs in rock tombs; consequently, their
economy declined and eventually the civilisation disappeared.
TT: Well, let’s see the reading passage again. The writer has used many pronouns, possessive adjectives,
demonstratives… in the text. Let’s take examples’ this’ §§1 - ‘it’- ‘which’ –‘they’ in §§2. What is the
purpose?
PP:To avoid repetition of words, expression or whole ideas.
Task five p.39:Well go through §§ 2+3 and say what or who the words in bold type refer to. An
example is given to you for the word ‘this’ in §§1.
Keys:
§§2 it = the government which = the raiding war bands they = the laws so= make new laws
§§3 this= the Egyptians derived great benefits from their system of nation government they = the
Egyptians their = the Egyptians they = the Egyptians they= the Egyptians them =
people
Smooth transition: According to you, what type of discourse is the reading passage?Pp: different
answers. .
Have a quick look at the coping box on p.40 and let’s first discover the main types of discourse.
Key: The discourse is mostly narrative but it takes an argumentative turn at the end.
It is important to follow up with an explanation that narration and description are sometimes used in
argumentative texts.
Smooth transition: How did find the reading passage, easy or difficult? Why? pp: different answers
After reading: Well, using the information in tasks 3+4 p .39, summarise the reading text to one- fifth.
A sample summary:
Ancient Egyptian civilization emerged along the Nile Valley as a result of the unification of all Egyptians
under the authority of the king pharaoh. Because the pharaoh’s government guaranteed security to all
Egyptians, they become proud of him and their country. This national pride and strong belief in the
pharaoh made this civilization prosper for many centuries.However, Ancient Egypt experienced economic
collapse as the Egyptians used to bury all the treasures of the dead king pharaohs in their tombs. This is
what caused the fall of this civilization.

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Secondary Education: Year three

EXPLORING THE PAST

Project outcome: Writing the profile of an ancient civilization.

Tasks/ aims Teacher’s work Learner’s work T

About the Project outcome:

Tasks/ aims Teacher’s work Learner’s work T

2- Observe and deduce • T. interacts with pps by asking some • Pps 15

3-Task 1 • T. invites pps to choose the correct article • Volunteers to give 5

Task 2 • T. invites pps to fill in the gaps of the • Volunteers to 10

3-Task 3 • T. invites his pps to omit the underlined • Volunteers to report 15

5- Free production • T. invites ppsthink of personal examples • Volunteers to report 10

Plu.C.N Name of place

theTigrisand Euphrates. It is theoldest civilization in theworld.

T. interactswith pps to deduce the rules of the language point.

Task03: Delete the unnecessary definite articles.

take the responsibility of carrying on the torch of the civilization.

2- I don’t know (a- an- the) definition of (the - a- an) civilization.

3- ( an –a - the) Ancient civilizations flourished during (the –a) peace times.

____ book is in my bag, but I don’t know where is ____ envelope.

Task03: Delete the unnecessary definite article.

takethe responsibility of carrying on the torch of the civilization.

2- Observe and deduce • T. interacts with pps by asking some • Pps 15

Oral drilling: • T. gives pps some cues to build sentences • Volunteers to 10

Task 01 p.40 • T. invites pps to add suitable verb idioms • Volunteers to 10

Oral drills:A- Here is some cues. Express obligation in the past.

Keys to Task01 p.18:

A sample short account:

Consolidation • T. invites pps to select two or three words • Volunteers to 10

TT: Can you remind me of some examples of ancient civilizations?

Task one p.18:

Free production: • T. invites ppsto think of some examples • Volunteers to 10

PP:yes. They were goodat building canals. (On the board)

They contributedto the development of architecture. (On the board)

3-Revising organisation / • T. asks each group head to • Pupils exchange 15m

Area of life Information Achievements

Tasks/ aims Teacher’s work Learner’s work T

Observe and deduce • T. interacts with pps by asking some • Pps 15

5- Free production • T. invites to think of some examples using • Volunteers to 10

1- Ancient civilizations in Algeria have left many historical sites.

3- We have littleinformation on the earliest times of Algiers.

Comparative forms Superlative forms

Oral drills: Choose the correct form of quantifiers in brackets.

Keys to Task 03 p.24:

Aim of the lesson: - To practise link words of time and concession.

Observe and deduce • T. interacts with pps by asking some • Pps 15

3-Task 04 p.25 • T. asks pps to read the pair of sentences in • Volunteers to 15

Consolidation task • T. asks pps to read sentences in the • Volunteers to 10

5- Free production • T. invites to think of some examples using • Volunteers to 10

Oral drills: Choose the correct conjunction in brackets.

Keys to task one p .26:

Keys to task 3 p.27:

3-Revising organisation / • T. asks each group head to • Pupils exchange 15m

Major threats to our modern civilization

Our modern civilization is threatened to

Unit 01:Exploring the past Theme: Ancient CivilizationsLesson:Listening and Speaking

Unit 01:Exploring the past Theme: Ancient CivilizationsLesson:Reading/ Writing

The irrelevant idea is G

Unit 01:Exploring the past Theme: Ancient CivilizationsLesson:Reading/ Writing (follow-up

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book is in my bag, but I don’t know where is envelope.