Unit Three 

: Astronomy and the Solar System

Sequence One : Listen and Consider

Text :

On October 1957 , the Soviet Union launched the world’s first satellite , Sputnik 1. Since then, about 8.900
satellites have been launched in the Solar system. (§1)

Satellites are important to us in many ways that are often taken for granted. They provide us with radio and cable
TV. They allow us to make cellular phone calls from long distances. They also provide us with a global positioning
system (GPS) so that we can find directions. Besides, satellites orbit the Earth to relay weather forecasts and help
space research. (§2)

Satellites orbit the Earth at a distance between 160 and 2000 Kms , this depends on the type and use of the
satellite. GPS satellites for instance, are at 12.4000 miles from Earth. As for the orbiting speed, satellites must orbit at
about 7000 mph which permits them to make one revolution in 24 hours. Today, satellites may vary in size. The
heaviest and largest satellite (ISS) with a weight of 419.455 kg while the world’s smallest and lightest satellite, named
Kalamsat , weighing 64 grams. Such a tiny or miniaturized cubic satellite was developed by an 18 years old Indian
student to reduce the large economic cost of satellite launch and that related to its construction. (§3)

An extract from 0The Launch of Space Satellites

2001-2009.state.gov

A preview to the whole unit

1- Match the titles or headings in the box below ( A – F ) with the corresponding pictures (1 – 6 )

●
a- A space station
b-The solar system d- National Aeronautics and Space Administration
c-A spacecraft launch e. An astronaut

Pre-listen

●
●
 1. What do the pictures represent?
……………………………………………..
2. Are the two (objects) the same ?
3. In what way are they different ?
…………………………………………………………………………………………………………………………………………………………………………

2-What do you know about artificial satellites / use the graphic below:
Topic: ……………………………………………

What I know What I want to know What I 1-learnt

I. During – Listening

Listen and Check:

Listen to your teacher read the passage and modify information in the previous chart.----1

As you listen :

Llisten to the passage then deal with the following activities:

Act One: Re-order sentences ( a – d ) below according to their appearance in the passage:

a- Large and small satellites differ in dimensions and distance from the Earth.
b- Smaller or miniaturized satellites require lower budget than larger ones.
c- Artificial satellites are useful to you in different ways.
d- Thousands of artificial satellites have been launched to the outer space so far.

Answer :

a b c d

Act Two : Answer the following questions :

A. How many artificial satellites have been sent to the Solar System since the launching of Sputnik 1 ?
 …………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………..
B. What are space weather satellites used for ?
……………………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………
…………………………………………………………………………………………………..
C. How far are GPS satellites from the Earth ?
……………………………………………………………………………………………………………………………………………….
D. What is the weight of Kalamsat ?

…………………………………………………………………………………………………………………………………

Grammar In Context

1. Consider question (C – D) in the previous activity then answer the questions

a. What question words are used in the two questions about dimensions or weight?
…………………………………………………………………………………………………………………..
b. What are the question words in each sentence/ question followed by ?
………………………………………………………………………………………………………………………………………………

Reminder

- …………………+ verb + noun……………………..?

…………………… + adjective + verb………………..?

Act :

A. Go through the words given in the box below then classify them according to their grammar category in the
appropriate table ( verb - noun – adjective )

High – rotate – distance – many – weight – wide – weigh – much – fast – height –
long – width – shape – heavy revolve – depth – tall – deep – length – rotation.

Verb Noun Adjective

B. Go through the table and pick out two syllable verbs , nouns and adjectives then classify them in the table
according to which syllable is stressed.

1st Syllable 2nd Syllable

 Practice
Act : Ask the questions which the underlined words or phrases answer

a-Sputnik 1 weighed 84 KG
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………...
b-Kalamsat is cubic in shape
………………………………………………………………………………………………………..
…………………………………………………………………………………………………………….
c-The international Space Station takes about 92 minutes to orbit the Earth
…………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………
d-The Moon is 105.696 Km from planet Earth

……………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………

II. Post – Listening ( set as a home assignment)

Use the notes in the Fact File below to write a description of the Sun

Fact File
- Sun: largest star at center of solar system
- Average diameter: 864,000miles ( about 109 times the size of
Earth)
- Rotation period at equator: about 27 days
- Rotation period at poles: about 36 days
- Surface temperature: 10, 000degrees Farenheit
- Age: about 4.6 billion years
- Importance for Earth: source of light - heat

Unit Three: Astronomy and the Solar System

Sequence Two: Read and Consider

We know that the planets of the Solar system are different from the distant stars, other heavenly bodies and from
one another in some very important ways. (§1)
 Unlike stars, which shine with their own light, the planets give off no light of their own. All we can see is the light
from the Sun that they reflect back to us as if they were huge mirrors in the sky. In addition , each one of the eight
planets travels in its own special path or orbit around the Sun held in place by the powerful force of the Sun’s gravity.
More distant planets have larger orbits and travel far more slowly. Like Uranus, Neptune which is the farthest planet
from the Sun, takes more time to make one complete revolution around the Sun compared to the other planets. Now,
suppose you were in space, what would you see between the orbits of planets Mars and Jupiter? There would be
thousands of little planets; asteroids revolving around the Sun you would also see comets n starry-headed objects
sometimes with long tails. You might as well catch a glimpse of swarms of even smaller particles, the meteors, swilling
through space. (§2)

Despite their small size compared to planets, asteroids, comets which are also known as planetoids or mirror
planets , can be dangerous for us. Many have hit Earth in the past, and more may crash into our planet in the future.
(§3)

Adapted from https//solarsystem.nasa.gov/planets

Pre- Reading :
The teacher provides pupils with the crossword puzzle sheet below then invites them to refer to the given definitions and find
the hidden words or phrases.

10

/ 5

15

3
12 8 11
14
7

4
2

13

Across
1. Our solar system is part of this galaxy.
2. The largest planet in our solar system.
3. The force that keeps a planet moving and not falling.
4. Now called a dwarf planet.
5. The branch of science dealing with celestial objects , space and the physical universe as a whole.
6. T he collection of 8 planets and their moons in orbit round the Sun, together with smaller bodies.
7. Big balls of frozen gas, dust and rock orbiting the Sun.
8. The closest planet to the Sun.
9. The path that an object takes in space when it goes around a star, a planet, or a moon.

Down
10. Layer of gas that surrounds a planet.
11. Rocky space objects at varying size between the orbits of Jupiter and Mars.
12. An event in which two or more bodies exert forces on each other in a short time. It is closer in meaning to
impact.
13. Covers 70% of Earth’s surface.
14. Small particles of masher in the solar system that enter Earth’s atmosphere and can be bright light in the night
sky, also known as shooting stars.
15. Named the red planet.

Read andCheck:

Skim the reading passage (handouts) to check your guess.

During reading
Read the text carefully and do the activities below :

Act One : Skim the text then fill in the table

What ( heavenly bodies ) Where ( location )

Act Two : Answer the following questions according to the text .

A. Are the planets huge mirrors in reality as mentioned in §2? Which word or expression is used to indicate that ?
B. Why do asteroids represent a threat to Earth

Step 1 : Scan the passage then fill in Venn diagram below ( similarity maybe inferred )

Planets Stars

Step 2 : find other comparisons in the passage and display them through Venn diagram
 Neptune Uranus

inferred similarity : orbit the Sun / have larger orbits / travel much more slowly ( than other planets )

planets Asteroids

Post Reading

Topic : Evidences of celestial bodies such as asteroids, comets meteorites having already hit Earth ,were brought
by many scientists who strongly believe that any collision would be extremely disastrous on our planet.
Write a composition of about 80 to 100 words informing your classmates about the effects of possible
collision with a comet or any other celestial body.
Use the notes given in the table below:

Event Effects ( what would happen )

Comet / any other 1st effect : collision to cause a crater on Earth’s surface => lead to volcanic eruption
celestial body / to
collide with Earth 2nd effect : a shift in Earth’s orbit => climate change => melting of glaciers and raising sea levels /
to cause floods => great freeze

3rd effect : final outcome => extinction of human kind

Step 01 : The teacher brainstorms the topic by highlighting the key words / the main idea

Step 02 : Pupils set a plan for their writing on the basis of the given ideas / notes in the table and the language
they will reinvest i.e.; if conditional type 2 / modals and expressions for probability , possibility ( many , might ,
probably , perhaps…) / link words expressing result : as a result – consequently – so…that – such…that /
opinion verbs.

Step 03 : Pupils write an initial draft of the composition then a clean one.

Expected Production:
In my opinion, if a comet or any other celestial body collided with planet Earth, the consequences would be
extremely disastrous.
First, I think that such collision would cause a big crater on the surface of our planet which might lead to a
volcanic eruption. As a result, debris would flow up to 100 mph, destroying everything in their path. Another
effect of the collision would be possible shift in Earth’s orbit causing climate change. Consequently, I suppose that
glaciers will possibly melt with a rise in sea levels which would cause floods and a great freeze. The last and most
dangerous effect would perhaps consist in the extinction of human kind and the destruction of life on Earth.
To conclude , I am one of those who think that space research should be encouraged so that we could prevent
any threat from the outer space.

NB:
 The conclusion the concluding sentence pupils are expected to come out with is quite appropriate for two main
reasons. On one hand it fits the topic and main idea, and on the other it is an announcement to the main topic of
reading and writing sequence that will follow.

Learning Objective : Pupils WBAT write an expository paragraph on the effects of a collision.
Home Assignment :
Combine the pairs of sentences using the connector between brackets. Make necessary changes:

1. Earth has atmospheres. Asteroids have no atmosphere (whereas)

2. Mars is a rocky planet with atmospheres. Earth is a rocky planet with atmospheres too. (both…and)
3. Asteroids don’t have a specific origin. Comets have no specific origin as well. ( neither…nor)
4. Space research can be beneficial to medicine. Space research can be beneficial to farming technology
(as….as)
5. Astronomy is a science. Astrology is a pseudo-science which observes the position of the stars , planets to
know how they affect people’s future ( unlike)

Pupils expected answer :

1. Earth has atmospheres whereas asteroids have no atmospheres. / ………………………..whereas asteroids don’t
2. Both Mars and Earth is / are (a) rocky plant(s).
3. Neither asteroids nor comets has / have a specific origin.
4. Space research can be as beneficial to medicine as farming agriculture.
5. Unlike astronomy, astrology is a pseudo-science which observes the position of the stars, planets… to know
how they affect people’s future.

Learning Objective : Pupils WBAT compare and contrast

●
● Grammar In Context :
● Presentation

Step 1 :

The teacher refers pupils to the reading passage (§1) then asks them the following question:
T : what would happen if you were in space ?
Pp: if we /you were in space, we/you would see thousands of little planets.

The teacher notes the sentence on the board

● If we you were in space, you would see thousands of little planets.

Learning Objective : pupils WBAT to identify the grammar pattern within context

Step 2 :
Consider the sentence on the board then choose the letter of the correct answer.
A. The sentence expresses…… a. unreal present and future b. future possibility c. impossible past
B. If in the condition clause can be replaced by…. a. when b. suppose c. unless
C. The sentence is … a. type 1 conditional b. type 2 conditional c. type 3
conditional

After dealing with the MCQ quiz above , the rule of conditional type 2 is noted on the board.
 N.B : The teacher uses the MCQ quiz and pupils’ answer to make a review of type 1 (Unless) and 2 conditionals in
terms of form and use by drawing the corresponding rules.

Pupils expected answer :

A B C

a c c

● Practice

1. Mechanical Drill : ( dealt with orally and optional for time constraints)

● Choose the letter of the correct answer

A. If life ( to be ) possible on Mars or Venus , we would live there.
a. were b. had been c. is
B. If a planet (to have) a small orbit, it will take less time to rotate the Sun.
a. has b. had been c. had

C. Comets might destroy life, if ( to collide) with Earth.

a. collided b. will collide c. had collided

D. If satellites have not been set into orbit, our life on Earth (to be) different.

a. would be b. would have been c. will be

E. Unless we use a telescope, we (to see) distant objects.

a. would see b. won’t see c. will see

Pupils expected answer :

A B C D E

a b a b c

Learning Objective : pupils WBAT memorize the pattern in terms of form

2. Meaningful Drill :

Re- write sentence ‘’b’’ so that it means the same as sentence ‘’a’’

1. A- Asteroids are not considered planets because they are too small and numerous.
B-If…………………………………………………………………………………………………………………………
2. A- He doesn’t know the importance of space research for humanity, so he believes it’s a waste of time.
B- If…………………………………………………………………………………………………………………………………………………………
3. A- Space researches must be encouraged in order for scientists to prevent a possible comet collision with
Earth.
B- If…………………………………………………………………………………………………………………………
4. A- Poor countries don’t have the necessary technological and financial means to access space.
 B- If…………………………………………………………………………………………………………………………………………..
5. A- If we give importance to science, we’ll improve our lives for better.
B- Unless …………………………………………………………………………………………………………………………
6. A- The student didn’t have enough information to give a description of the Solar system.
B- If…………………………………………………………………………………………………………………………………

Pupils expected answer :

1. If asteroids were not too small and numerous, they would be considered planets.
2. If he knew the importance of space research for humanity, he wouldn’t believe it is a waste of time.
3. If space researches are encouraged, scientists will prevent a possible comet collision with Earth.
4. If poor countries had the necessary technological and financial means, they could access space.
5. Unless we give importance to science, we won’t improve our lives for the better.
6. If the student had enough information, he could have given a description of the Solar system.

Learning Objective : pupils WBAT express sentences differently with the three types of conditional