Unit : Eploring the Past

01 Theme :Ancient Civilizations

LANGUAGE OUTCOMES OF (LISTEN AND CONSIFER)

►Informing: asking and answering questions with

ago…..,when did…,where was/were…..etc
►Use of articles;

►Narrating :using had to , used to , was/were able to and past

simple of “to be”;

►Using dependent prepositions : adj +preposition and verb +

preposition;

►Pronouncing was/were , wasn’t/weren’t in connected speech;

►Giving a talk about changes in lifestyles

Mrs :Hamidi Fatima

 Unit : Eploring the Past
01 Theme :Ancient Civilizations

Teacher’s activities & questions Students’ reactions & answers

--The pyramids ,touristic places……
--What is Egypt famous for?
--Who built the Egyptian pyramids? --the pharaohs ,ancient Egyptians….
--Who are pharaohs? --rulers or governors of ancient Egypt
--How long ago did Ancient Egyptian Civ. start? --It started around 5000 years ago.
--Do you know some aspects of Ancient Egyptian --invented Hieroglyphics (system of writing)
--believed in the existence of an afterlife
Civilization? --mummified the bodies of dead people
--In economy: they exchanged economic
relations with neighboring countries
(they imported wood and metals)
--they developed agriculture and irrigation
--stored food for times of need…..etc
In religious beliefs:
--considered the pharaoh as a living god who
had control over the weather and the Nile
river
--believed that the spirit of the pharaoh
would survive after death
--considered the cat as a sacred animal
--Yes, in present-day Iraq
--Now, have you heard about the
Sumerians?→→→ --it began around 5500 years BC.
--When did the Sumerian civilization begin? --BC stand for :Before Christ
--Sumerians developed agriculture
--What do the two letters BC stand for?
--invented razors, the sailboat ,axes ,the
--Can you give some aspects of the Sumerian Civ.? wheel, The hammer…etc
--they had a monarchy as a system of gov.
--they applied and respected the laws
--they built many cities along the Euphrates

and the Tigris

Mrs :Hamidi Fatima

 Unit : Exploring the Past
01 Theme :Ancient Civilizations

Together, choose an early civilization to research , and present to

the class

Begin looking at books in class and doing research with your group
members on the internet

As a part of your presentation for the class you will create

documents to stick them on the wall to make a gallery of ancient
civilizations

It will include information on your civilization about :

 Geography *Writing
 Time Period *Slavery
 Government *Arts
 Economy *Rise and fall
 Beliefs *Technology
 Contributions

Mrs :Hamidi Fatima

 Unit : Exploring the Past
01 Theme :Ancient Civilizations

Getting Started :
Task1P15 :
Look at the map below and answer the questions that follow:
1- What ancient civilizations are represented in the map?
► The civilizations represented on the map are (from left to right) :
Ancient Greek, Ancient Egyptian, Sumerian, Babylonian and Indus Valley civilizations. You
may try to elicit the names of the civilizations that later flourished in the same areas.
2-Which civilization, do you think, is the oldest?
The oldest civilizations is the Sumerian Civilization.
3-Why do you think these civilizations first flourished in these areas?
Just as for the first question, the aim here is not to test the students but to get them involved in the lesson.
I think these civilizations first flourished in these areas because they were living in peace.
4-What's your definition of civilization? What do you associate with it?
An advanced state of intellectual, cultural, and material development in human society, marked by progress
in the arts and sciences, the extensive use of record-keeping, including writing, and the appearance of
complex political and social institutions.
The type of culture and society developed by a particular nation or region or in a particular
epoch. Cultural or intellectual refinement; good taste. / Modern society with its convenience

Mrs :Hamidi Fatima

 Unit : Exploring the Past
01 Theme :Ancient Civilizations

Let’s hear it :
Listen to a radio interview then do the following activities :
Activity1 : the interview was about :
a- Old discoveries b- Modern Civilizations c-Ancient civilizations
Activity2 : Listen to the first part of the radio interview about ancient civilizations & note
down each of the five boxes below how long ago each of them began.
Ancient Greek Ancient Egyptian Sumerian Indus Valley Chinese
civilization civilization civilization civilization civilization
4000 years ago 5000 years ago 5500 years 4500 years ago 4200 years ago
ago
Activity3 : Compare your answers to task 1 above with those of your partner. Then order the civilizations
Chronologically using the wheel below:
(1)SUMERIAN CIVILIZATION) --(O2): EGYPTIAN CIVILIZATION)--- (3) INDUS
VELLEY CIVILIZATION)-- (4)CHINESE CIVILIZATION--- (5)ANCIENT
GREEK CIVILIZATION
Activity4: Listen to the second part of the radio interview. Put a tick ( ) in the right box to
indicate whether statements (A-F) are true (T), false (F), or not mentioned (NM) in the interview. An
example is provided.
A. The Sumerian civilization is the oldest civilization in the world. T
B. Most of the ancient civilizations rose along rivers. T
C. Agriculture did not form the basis of ancient civilizations. F
D. Ancient civilizations flourished during periods of peace. T
E. Most ancient civilizations fell into ruins because of war. T
F. Ancient Egyptians invented agriculture. F
Note: this activity can be left as home work
Activity 5Use as much information as you can from tasks 1, 2 and 3 on the previous page to complete the
dialogue below. Pay attention to the framed information.
You: How many civilizations has the world known so far?
Your partner: Well, according to some historians the world has known 26 or 27 civilizations so far.
You: Which one is the oldest / earliest civilization?

Your partner: The world's earliest civilization is probably the Sumerian civilization.

You: How long ago did it start / begin / flourish / rise?

Your partner: It started in Mesopotamia some 4000 years ago
You: What about the Ancient Egyptian Civilization? When and where did it start?
Your partner: Well, Ancient Egyptian civilization started some 5,000 years ago along the Nile Valley.
You : What was the major cause of the collapse of these civilizations?

Your partner: According to most historians, the major cause was war. Most of the ancient
civilizations fell into ruins as a result of external invasions.

Mrs :Hamidi Fatima

 Unit : Exploring the Past
01 Theme :Ancient Civilizations
Lesson : Language Aspect « Vocabulary »

I/Vocabulary related to the rise and fall of civilizations

Teacher’s activities & questions Students’ reactions & answers

--Let’s go back to what we have seen recently

--Sumerian, Egyptian, Greek, Indus
in the beginning of this unit. Someone to tell
valley and Chinese civilization
me what are the five basic ancient civilizations
we’ve already seen?
--Do you know any other ancient civilization --the Aztec civilization in Mexico,
apart from these ones? (Here students may be Maya civilization in central America
assisted by their teacher by giving them some ,the Islamic civilization, the Roman
cues :names of countries ,aspect of a given civilization,..
civilization ,why not a picture representing
the strong Roman army…etc)
--Now, I want you to tell me why these --because of fertile soil along rivers
(Tigris & Euphrates & the Nile…)
civilizations appeared, developed and --Good weather conditions (good climate)
flourished in these areas? --stability and peace
--rich natural resources
--strategic geographical situation.
--students just listen to their teacher
--Let me tell you that those civilizations
developed and became prosperous because
--Here the teacher welcomes any
trade relations with other countries as well as
precious contributions from his or
colonization. For instance, the Islamic
her students
civilization became powerful after Arabs
conquered many Roman and Persian
--because of wars and external invasions
provinces.
--natural disasters and epidemics (illnesses)
--Now, tell me why ancient civilizations fell --corrupt governors
and collapsed?
--sudden environmental changes (eg: Maya
Activity 1page 18: civ.
Each of the
--Yes, three
very good.categories contains
Have you noticed verbs which --students
a logical are more open
or less similar
their in meaning.
textbooks on pageSo
18.
process of any civilization. (The teacher draws
it doesn’t really matter which comes first in its category.
the curved line on the white board as it is on
Look up in 18)
page the dictionary the meaning of the words in the blue box. Then place them on
the curved
line to represent the rise & fall of civilizations.
Key: Flourish /evolve/ develop/ mature/ bloom /expand
Emerge vanish / disappear
Begin fall to decay/ to ruin
start decline
originate collapse
Rise Fall

Mrs :Hamidi Fatima

 II/ How to use dependent prepositions

Procedure : Here the teacher writes the two sentences given as examples on the W.B. .The two
Dependent prepositions (at & in ) should be differentiated in color from the rest of the
sentence. The teacher asks two or three students to read the sentences .Then, the teacher
underlines the adjective “good” The teacher asks what is the nature of the underlined word. (Is
it a noun?...a verb?....an adverb?). Next the same technique with the verb “believed” . After that,
the teacher underlines the two dependent prepositions in the same color and asks his students
about the nature of the two words.
Finally, the teacher asks his or her students to give their own example (either verbs or
adjectives followed by a preposition).
Conclusion: So, we conclude that in the English language some adjectives and verbs are always followed by
specific prepositions called “dependent prepositions” We learn their use by practice and memorization.
Activity 2 page 18: Have a look at the tips below. Then rewrite the parts of sentences that
follow using the dependent prepositions in red type.

1. a. Ancient Egypt consisted mainly of the Nile Delta.

2. a. It contributed greatly to the development of geometry.
3. a. If its people were interested in geometry, it was basically for practical purposes.
4. a. Ancient Egypt depended a lot on the Nile River.
5. a. Its waters were used for drinking and irrigation.
6. a. Many geometric laws were derived from their attempt to control the waters of the Nile.
7. a. The Ancient Egyptians became so good at geometry that Greek scientists like Thales went to
study geometry in Egypt.

Note: tell students that they can write a meaningful paragraph using the sentences above.
More examples of ( Verb + preposition )

Some verbs always or typically have a particular preposition after them.

apologize (to someone) for something - apply for a job - approve/disapprove of something - believe in something - belong to
someone - care about someone - care for someone/something – collide with someone/something - complain to someone about
something – dream about someone/something - dream of being something/doing something-concentrate on something -
consist of - crash into someone/something - deal with something
- depend on someone/something - die of an illness - happen to someone/something - hear about someone
/something - hear from someone - laugh at someone/something - listen to someone/something - look after
someone/something – listen to someone/something - meet with someone - pay someone for something-
profit from something - rely on someone/something - refer to something- search for
someone/something - shout at someone – smile at someone - suffer from an illness - think about someone/something -
think of someone/something - wait for someone/something - write to someone
(Adjective + with)
angry with / annoyed with / familiar with /bored with / delighted with / furious with /pleasant with/ satisfied
with. / E.g. I'm delighted with my new camera

Mrs :Hamidi Fatima

 Unit : Exploring the Past
Theme :Ancient Civilizations
Lesson : Language Aspect « Grammar »

Articles

Warm-up: Here it is preferable to refresh students’ memory as far as the use of articles
(definite and indefinite) is concerned.(See grammar reference pp.211-212)
The indefinite articles “a” and “an” are used 1-before singular countable nouns 2-names of
professions and occupations3-in expressions of measurements…. .
The definite article “the”is used when we are talking about particular person, animal or thing
. 2-before adjectives 3- When the object is the only one that exists.
Zero article :we don’t put an article in front of nouns when we mean sth in general .before
uncountable nouns ,before names of places and people ,parts of day and night.

Activity 1 P17:
Fill in each of the blanks in the text below with a zero article, a definite, or an Indefinite
article. Then explain why you have used each of them.
Key:
For me (zero article) (1) civilization is synonymous with (zero article) (2) refinement /
improvement, (zero article) (3) refinement in (zero article) (4) architecture, in (zero
article) (5)
law, and in (zero article) (6) life styles. (The) (7) culture & (The) (8)
literature of (a ) (9) society also contribute to (the) (10) flourishing of its civilization.
Note the following:
A zero article: (zero article) (1) civilization. abstract nouns

A definite: (The) (7) culture. Definite as it refers to a particular culture.

An indefinite article: …. (a) (9) society. Indefinite as it refers to any society.

Mrs :Hamidi Fatima

 Unit : Exploring the Past
Theme :Ancient Civilizations
Lesson : Language Aspect « Pronunciation »

Weak forms of was and were

Note :

The weak form is used when the auxiliary verb is at the beginning or
in the middle of a sentence, and when it is not stressed. The strong
form is used when the auxiliary verb is at the end of sentence, or
stressed.

Activity 1P20 :

A:When was (weak form) Christopher Columbus born ?

B:It was (weak form) in 1450.
A: Was (weak form) he a Spaniard ?

B: No, he wasn’t (strong form). He was (weak form) Italian (emphasis on Italian).

A: Were (weak form) there many good Italian navigators and explorers in Columbus’s time ?
B:Yes, there were (strong form) quite many. Amerigo Vespucci was (weak form) one of them. America
was (weak form) named after him.
A:Does that mean that Italian explorers were (weak form) the only ones who explored North
America ?
B:No, they weren’t (strong form) the only ones. There were (weak form) also Portuguese, Spanish,
French, Dutch, and Brititish explorers.

Mrs :Hamidi Fatima

 Unit : Exploring the Past
Theme :Ancient Civilizations
Lesson : Think , pair , share

Activity 1 :

Use notes and ideas from the table below to write a short talk about the following topic:
Modern civilization has kept changing at fast pace.

Customs / traditions /Social Lifestyles: clothes ,food and Industry /crafts

aspects / economy…. drink /transport /Communication
/entertainment
--had to use the --majority of people
--wear clothes made of wool
skin of animals as work in agriculture
and leather
clothes
--celebrate traditional --they were skillful in
marriages --they eat simple meals handicrafts
--families meet on and drink milk or
several occasions water --meet personally in
order to communicate
--families used to have --used animals in transport --didn’t use mobile phones
many children --in free time, they tell --didn’t use modern
--didn’t use to put their stories and sing folk machines in producing
money in banks songs tools, clothes,….etc
--didn’t use to watch TV
--were able to reach
distant places on foot

A century ago, people were able to live in better conditions than their parents thanks to the progress
made in science and technology. But in practice, the outcome of this progress was slow to materialise. For
instance, most people still used to travel long distances on foot or by stage coach. And as mechanisation was not
introduced significantly in daily activities, household chores still had to be done manually, and were therefore
time consuming.

On the other hand, community life was still an asset for social cohesion, since people had more
opportunities to meet and interact. So they were able to chat with neighbours at shops or in clubs and have a cup
of coffee with friends or relatives and tell stories and jokes. Likewise, family visits were frequent and kept the
folklore alive, with the grandparents who used to tell traditional tales or sing lullabies or folk songs to their
grandchildren. Unfortunately, with the development of audiovisual means such as the cinema, radio, television
and then personal appliances like the computer, CD-roms and DVDs, the chances of socialisation are dwindling
and the lack of interaction between people may increase stress, loneliness and anxiety.

Could we then complain that we are missing out on some ingredients in life which used to make our great
grandparents happier? This is probably so, since closer contacts among neighbours, friends and families had to
be beneficial for communal harmony. However, scientific progress in all fields, particularly in medicine, modes of
transportation and communication, and agribusiness can only show that our lives are today quite fulfilling and, if
anything, more comfortable than a century ago.

Mrs :Hamidi Fatima

 Unit : Exploring the Past
Theme :Ancient Civilizations
Lesson : Reading and interpreting

Warming up :

Have the students identify the location of Algerian World Heritage sites, preferably on a map.

( The Casbah of Algiers ) = in the city of Algiers

( The Banu Hammads’ Qalaa ) =in Maadid ,M’sila. / (Timgad ) =in Batna
(Tassili N’ajjer )= in the Algerian Sahara, not far from Djanet. /(The Mzab Valley )= in
Ghardaia (Djemila)= in Setif / (Tipaza ) = in Tipaza
2.Why were they declared world heritage sites?
Questions 2 and 3 can admit of more than one answer.

This definition of the concept of World Heritage Site can be helpful for you :

A World Heritage site is a place or structure included on an official list produced by the World Heritage Committee
of the United Nations. Places are chosen for the list because they are considered to be of outsanding universal
value, often for historical reasons, and are therefore preserved.

The students who have followed the new programme have already come across the concept in the MS3 book.

3. The importance is in the justification of the answer provided by the students and in making the students aware of
the cultural heritage of their country and of its value.

Taking a closer look :

Activity 1: (a)Read the text on the next pages and mark the statements below as true

(T) or false (F) according to the text. Correct the false ones.
1.=(False ) =Algeria has much access to the Mediterranean…………………countries.
2. (False )= Algeria has many world heritage sites…………………………..of the region.
3. (False )= We have much information about what life was………………..Roman periods.
4. (True)
5. (True)
Activity 2 :
a/ Propose another possible title to the text.
►Algeria’s World Heritage sites.
►Algeria as a cradle of civilizations.
b/Where are prehistoric remains situated in Algeria.
► Prehistoric remains in Algeria are situated in the Sahara and exactly in the
Tassili.
c/ .What can you say about the Tassili N’Ajjer as a cradle of civilization?
► The Tassili N’Ajjer is an important cradle of civilization because it contains various paintings
,engravings and contains the most beautiful remains of prehistoric civilization.

Mrs :Hamidi Fatima

 Unit : Exploring the Past
Theme :Ancient Civilizations
Lesson : Language Aspect « Vocabulary »

Affixes

Consider the following words

Invent ( V) invention, inventor (n), inventive (adj), inventively (adv.)

VERB SUFFIXE NOUN SUFFIXES ADJECTIVE SUFFIXES ADVERB SUFFIXES

ize -ion, -or, -ment, -er, -ee,- -ive, -ing, -able, -ly

ation, -ion, -ity, -ist ible, -ed, -al, -ific

Task 1 (p.26)
Aim: vocabulary building through affixation

VERBS NOUNS ADJECTIVES ADVERBS

Invent invention inventive inventively
enrich enrichment enriching //////////////////

achieve achievement achievable /////////////////

devote devotion devoted devotedly

////////////////// responsibility responsible responsibly

improve improvement improved //////////////////

practice practice practical practically

////////////////// hospitality hospitable hospitably

dedicate dedication dedicated //////////////////

////////////////// science scientific scientifically

develop development Developed/developing //////////////////

////////////////// culture cultural //////////////////

Mrs :Hamidi Fatima

 Unit : Exploring the Past
Theme :Ancient Civilizations
Lesson : Language Aspect « Vocabulary »

Describing people , places and things using : well+ past participle

Prodcedure: The teacher turns around the classroom and chooses a copy-book from a student
who has a good writing ,he comes to the WB and says : “Mounia ,your copy-book is well-written”.
Then, he writes on WB : Mounia’s copy-book is well-written. After that, the teacher turns
around the boys and selects a student who is well-dressed that day. The teacher informs all the
class that he is well-dressed . As done with Mounia, the teacher writes on WB : Yacine is well-
dressed today. The adds a third sentence which is : Our secondary-school is well-situated .He asks
two or three students to read the three sentences

After that, he underlines «well-written » , «well-dressed» and «well-situated ».

Teacher : Asks his students to identify the nature of the underlined words.
Teacher :Are they verbs?
Students: No,they aren’t
Teacher :Are they adjectives?
Students : Yes
Teacher : What kind of adjectives ? Look they are composed of two parts? So, they are comp……?
Students : They are compound adjectives .
Teacher : After the two words have been identified ,asks them what are they used for? Look at
the three sentences , you have ( Mounia’s copy-book , Yacine and secondary-school ) = things ,
persons and places) . Compound adjectives are used for describing things, persons and places
.

Teacher : Can you give me some examples ?

Activity 5 page 27 : Fill in the blanks with well + the past participle form of the verbs in italics.
Some verbs are irrelevant. An example is given.

Archaeologists with well-established reputation argue that Easter Island had a well-refined (1)
civilization before the Europeans' arrival there on Easter Sunday in 1722. On the basis
of t h e well-preserved / kept ( 2 ) s t a t u e s still standing on the hills of Easter Island, they
elaborated a well-documented (3) theory to explain the disappearance of this civilization. According to
this theory, if civilization in Easter Island disappeared, it was because the Easter Islanders were
not well-informed (4) about the dangers of cutting down trees in order to erect over 800 statues
for their gods. These statues are well- appreciated (5) by tourists today

Mrs :Hamidi Fatima

 Unit : Exploring the Past
Theme :Ancient Civilizations
Lesson : Language Aspect « Grammar »

Comparatives and superlatives of quantifiers

Consider the examples:

1- Its geographic position has made it open to many of the ancient civilizations .
2- Algiers had few natural harbours.
3-Algeria has much access to the Mediterranean and the Sahara .
4- There is little knowledge about its earliest times.

Quantifiers like : many – few – little – much – a lot of – some – any……..etc

are used to indicate a quantity or a number .

Quantifiers Comparative form Superlative form

Many More – as many as The most
Much More – as much as The most
Little Less - as little as The least
Few fewer - as few as The fewest

Activity1: Fill in the blanks with the appropriate quantifier (many , few , much ,little )or
their comparative and superlative forms:
A/ How many trading posts did the Carthaginians have on the North African coast?
B/Actually , they didn’t have many.They used to have more ,but they lost most of
them to the Romans .
C/How much influence did the Carthaginian civilization exert on the Numidians?
D/well, at the beginning , it exerted little influence .So it had less influence than
the Roman one.
Activity 2: Fill in the blanks with the appropriate quantifier (many , few , much ,little )

--There is little / much water in the container. (uncountable noun)

--Mounia has few / many books . (countable noun)

-- I always put little sugar in my coffee . (uncountable noun)

--There is much noise in the city of Algiers. (uncountable noun)

--There are as many pupils in this class as the other .(countable noun)

--Most third year students revise their lessons at home. ( with countable and uncountable nouns)

16
Mrs :Hamidi Fatima
 Unit : Exploring the Past

Theme :Ancient Civilizations

Lesson : Language Aspect « Grammar »

Expressing Concession

Consider the examples:

1- There are many journalists working in Lybia inspite of / despite the danger .
2- Although the stadium was crowded, we found a place.
3- Inspite of/ Despite her constant work , Sabrina didn’t succeed in her BACexam.

Note : Although , though, despite of the fact that, despite , despite of ,but ,however
,yet….are link words used to express concession.
After « in spite of » or « despite » , we can use a noun , a pronoun ( this / that /
what / or word +ing)

Activity : Complete the sentences using :despite - although -though-in spite of .

1.Ancient people invented useful tools………...the lack materials and severe conditions.
2…………………his good memory, the student cannot remember what the teacher said in
the lesson of grammar.

3………………….ancient Egyptians didn’t have modern machines, they succeeded in

building huge pyramids.

4………………….she didn’t use a dictionary, she understood all the text of English.

5The criminal was sentenced to death……………….there was strong evidence of his

innocence.
6……………………writing quickly, the majority of students didn’t finish the lesson.

Mrs :Hamidi Fatima

 Unit : Exploring the Past

Theme :Ancient Civilizations

Lesson : Language Aspect « Grammar »

Time relations

Consider the following examples :

1- After the Turkish Baba Aruj brothers had gained control of the city in 1516, Algiers thrived
as a relatively independent city under the nominal control of the Ottoman Empire.
2- Said came back home at 5 pm.Shortly afterwards, his father arrived .

For expressing time we use : After,before, when , since,meanwhile,shortly,afterwards,later

, earlier , up to , from ….to ,at the same time , while ..etc

(First action: past perfect, Second action: simple past

Activity 4 P25:
Combine the pairs of sentences (A-F) with appropriate conjunctions from the box below. Use the
appropriate tenses.
When, before, after, though, although, as soon as, in spite of the fact that,
despite the fact that

Key:
A)-As soon as Tarik Ibn-Ziyad (had) crossed the Straits of Gibraltar, he gave his famous
speech.

B)- After the Muslims had settled in Andalusia, they transformed it into a prestigious
cultural area. (After can also be placed in middle position and replaced by when.)

C)- Though / despite the fact that / in spite of the fact that
Andalusia had an extremely diverse population, it maintained its social cohesion and
harmony for many years.

A. D) The Muslims had stayed in Andalusia until the Spaniards captured the Alhambra in 1492
B. and brought down the Kingdom of Grenada.
C. E) Though/ despite the fact that/in spite of the fact that the Muslims left Andalusia in
D. 1492, Islamic civilization remains an enriching element of the Spanish cultural heritage.

Mrs :Hamidi Fatima

 Unit : Exploring the Past

Theme :Ancient Civilizations

Lesson : Language Aspect « Pronunciation »

Pronunciation of final /ed/

Activity 1 page 28 : The words in bold type in the text below contain spelling mistakes.
Correct them.
Jean François Champollion le Jeune (1790-1832) studyed studied Egyptian hieroglyphics. At
the begining beginning he thought that he could decipher this system of writing by
useing using the Coptic language from which he believeed believed Ancient Egyptian
developped developed. But he was provd proved to be terribley terribly wrong. When he
realized that he was just lieing lying to himself, he stoped triing stopped trying to decipher
the hieroglyphics with the help of the Coptic language and turnned turned to the study
of the hieroglyphics as an independent system of writing. The study of the Rosetta Stone, a slab
of basalt with inscriptions datting dating from 197 BC. permited permitted him to discover
the mysterys mysteries of the hieroglyphic systemof writting writing in1824. Champollion
enjoied enjoyed great popularity among his contemporarys contemporaries. Today he is
considerred considered the founder of Egyptology
Activity 2 page 28 : Compare your answers to task 1 above with those of your partner.
Then pick out the verbs ending in –ed and classify them in the table below.
/ t / / d / / id /

Developed - Proved – realized - turned - Studied -

stopped considered -believed permitted

II/Pronunciation of the letter « ch »

Activity 3 page 28 : Classify the words in the box below in the table that follows
according to the pronunciation of the letters ‘ch’.
/k/ /t∫/

Archives – architect – architecture – Church – coach – archer – archway –

archipelago Alchemy – archaic - archetype - archduke artichoke

epoch - Archimedes Archaeology - archangel

archipelago /a:kipel g / : a group of Islands and the sea surrounding them

--archetype /a: kitaip / : an example (person or thing ) / --
--archaic / a:keik / : old and no longer used./ -- archer /a: t ∫../ : a person who shoots with arrows
Mrs :Hamidi Fatima
--archangel / a:keind3l /: the highest rank or position
- archway / a: t ∫wei/ : a passage or an entrance with an arch over it (half a circle)
- archduke / a: t ∫dju:k / : a son of the emperor
Unit : Exploring the Past

Theme :Ancient Civilizations

Lesson : Think,Pair and share

Warm-up :
Procedure: The teacher asks his students why are there many breathing illnesses today .
Accordingly, students are going to give many answers and the target one is : …..because of
pollution. The teacher informs his students that pollution is one of the most serious challenges
human beings face nowadays. The teacher asks his students to tell him about other similar
challenges which represent a threat to human life as well as modern civilization in general . The
expected answers are going to be : nuclear weapons, starvation (as it is the case in Somalia ) ,
natural disasters (Earthquakes ,Tsunami in Asia and the floods in Bab Eloued), diseases
(especially in African countries ), economic collapse or crisis , collision with heavenly or
celestial bodies and global warming.(Here the teacher explains further what is meant by
global warming and collision with heavenly bodies and in what way are they risky for the life
of humanity ).
There are three major threats to our civilization, which can lead to the destruction of
mankind. We have first nuclear energy, which has been a constant liability ever since the
explosion of atomic bombs in 1945; there is also pollution, a major cause for concern with the
massive and noxious increase in industrial activities and mechanisation; finally, climate change
constitutes another threat, as an outcome of the first two mentioned problems.
The escalation of nuclear weapones since World War Two has exposed humanity to a
nuclear war that would not compare at all with Hiroshima and Nagasaki, since it could wipe out
life on earth many times over. The Cold War was a period of tension between the two most
heavily equipped nations in terms of nuclear warheads, the USA and the USSR. The Détente
that came after did not suppress all worries, since other countries have the bomb, and could
use it any time.
There are also indirect consequences to owning nuclear energy. Indeed, a lethal form of
pollution can originate from it if accidents in nuclear power plants occur. But apparently less
dangerous forms of pollution, generated by an ever- increasing industrialisation, can also cause
severe illnesses and deaths. We can think of all the chemicals dumped by factories
underground, or in rivers and seas, or of the enormous amounts of smoke emitted in the air by
factories and vehicles. All of these are causing all sorts of illnesses in humans and threatening
wildlife.
Apart from these direct consequences, the third threat to our civilisation, climate change,
is directly related to the first two mentioned. Smoke has resulted in the greenhouse effect,
responsible for the increase in mean temperature in the world. Consequently, the ice caps in
the north and south poles are shrinking, the sea level is rising, rains have become irregular,
hurricanes are more frequent, monsoons are more destructive, droughts have intensified, and
have reached usually wet parts of the world. Therefore, the danger of famine is real , and can
even lead to dramatic wars over the possession of the meagre resources remaining. Surely the
Mrs :Hamidi Fatima
impending threat of nuclear warfare, and the lethal chemicals spread in the environment make
the world a dangerous place to live. The tons of smoke sent out in the atmosphere also
 Unit : Exploring the Past
Theme :Ancient Civilizations
Lesson : Think,Pair and share

Warming-up: The teacher holds a discussion with his students about some aspects of
(Egyptian , Sumerian and Greek civilizations ) .Then, he informs his students that today’s
lesson is about another civilization which emerged in Lebanon and Jordan a long time ago.
(Can you guess what is it?)
Task page 32 : Look at the map below & answer the questions that follow:
Which ancient civilization, do u think, it represents? ► It represents the Phoenician
civilization.
B. Where did it originally rise? ► It originated in what is known as Jordan and Lebanon today.
C. In which regions of the world did it spread? ►It spread to the Mediterranean Basin.
D. Which important cities/trading posts best represent this civilization in the Maghreb? Identify
them on the map. Add any missing ones if possible. ► Carthage (Tunis), Icosium (Algiers),
Hippo (present-day Annaba) (Students can come out with further information.)

Act.1 page 33: Listen to a lecture about the civilization represented on the map on the
previous page and check your answers to the questions on the same page.
Activity 2 page 33: Sentences A-E below are not in order. Listen to the lecture again and
reorder them according to their occurrence in the lecture. Write letters A-E in the following
table.
Order in the lecture
1 2 3 4 5
Jumbled sentences
D B E C A
Meaningful paragraph:
Originally, the Phoenicians used to live in the desert. Later they settled along the eastern
shore of the Mediterranean. Down to 1200 B.C., most of their trade was with Egypt. By 1000
B.C., they sailed from one end of the Mediterranean to another. The Phoenicians didn't simply
barter their goods, but they also spread the alphabet in the Mediterranean Basin.
Activity 3 page 33: Listen again to the same lecture and select from the box below the 4
terms that best describe the qualities of the people who developed the civilization
represented on the map on page 32. Justify your choice.
a. warlike / b. peaceful / c. nomadic/ d. business-minded/ e. ignorant/ f. knowledgeable
Task page 34 :Have a look at the coping box. Then do the task that follows.
The sentences below are not in order. Re-order them to get a coherent text about the history of
papermaking. Write letters A-G in the table below. Then explain how you have found the order of
the sentences.
Order of the sentences 1 2 3 4 5 6 7

Jumbled sentences C E A G B F D
Mrs :Hamidi Fatima
Now,I’m going to talk about the Phoenecians.They used to live in the desert , in what is known as
Jordan today.They led a nomadic life .But in the course of time ,they managed to win a home for
themselves along the eastern shore of the Mediterranean .
Down to 1200Bc ,most of their trade was with Ancient Egypt .But By 1000 B.C., they sailed from
one end of the Mediterranean to another ,bartering their goods everywhere.
When Phoenicians travelled over these vast areas ,they didn’t simply do business.They also
spread ideas and inventions .They needed a practical system of writing to carry on their
international trade,and an alphabet was the solution.

Mrs :Hamidi Fatima

Theme: Exploring the Past
Unit:Ancient Civilizations
Lesson : Reading and interpreting

Read the text carefully then do the following activities:

Islam appeared in the Arabian Peninsula in the early 7th century CE. It quickly spread throughout the
Middle East before moving cross North Africa and into Spain and Sicily. By the 13th century, Islam had
spread across India and Southeast Asia. The reasons for the success of Islam, and the expansion of its empire,
can be attributed to the strength of the Arab armies, the use of common language, and fair treatment of
conquered people.
Arab armies were able to quickly conquer territory through the use of advanced tactics and the
employment of horse and camel cavalry. Islamic rulers were very tolerant of conquered people and welcomed
conversion to the Islamic faith. All Muslims had to learn Arabic so that they could read the Qur’an, the
Islamic holy book. This common language helped to unite many different ethnic groups within the Islamic
empire. It also made possible the easy exchange of knowledge and ideas especially during the Abbasid Dynasty
when it experienced a golden age.
Islamic scholars studied both Greek and Indian mathematics before making important contributions of
their own. The most well-known Islamic mathematician was AL Khawarizmi, who pioneered the study of
algebra. Physicians developed treatments for cataracts, used a variety of herbal remedies and were able to
treat a variety of injuries. Islamic pharmacists were the first to mix sweet tasting syrups with medicine,
ensuring that they would be taken. Ibn Sina, a famous Islamic physician, wrote a book called Canon on
Medicine, which was an encyclopedia of Greek, Arabic and his own knowledge of medicine. This book became
the standard text in Europe for over five hundred years.
Adapted from www.isl civ.com

1- Are the following statements true or false? Write T or F next the letter corresponding
to the statement.
a- The Islamic civilization could reach Sicily in the 13th c. F
b- All the Muslims were obliged to learn the Arabic language. T
c- The Arab civilization reached its intellectual and cultural summit under the Abbasid dynasty. T
d- The Islamic scientists could contribute to the advance of mathematics before the Greeks and the
Indians. T

2- In which paragraph is it mentioned that Muslims contributed in the development of

all sciences? 3§

3- Fill in the following table with information from the text:

The factors behind the spread of the Islamic The scientists’ achievement .
civilization in the 7th and 13th centuries.
1. The strength of the Arab armies 1: The study of algebra
2: Fair treatment of the conquered people. 2: Treatment of cataracts
3: The use of advanced tactics 3: The use of a variety of herbal remedies
4: Writing famous books in medicine

4- The text is : a- argumentative b- narrative c- expository

5- Imagine what (B) says to complete the following dialogue .
A : Did you watch yesterday documentary?
B : No, I didn’t. What was it about?
A : The TV documentary was about the decline of Islamic civilization.
Mrs :Hamidi Fatima
 B : What were the main causes of its decline?
A :One of the main causes was the fight for power.
B : Did it mention other causes?
A :Yes, it did, it mentioned also other causes among them external invasions

Theme: Exploring the Past

Unit:Ancient Civilizations
Lesson : Writing Development

Activity :

In our culture , some stories are associated with The Ancient Egyptian Civilization like the
story of Sydna Yusuf “Joseph”.

Using the following notes , write a narrative composition about him

 His brothers plotted to kill him .

 He was sold into the slave market of Egypt.
 He was prisoned .
 He became the king’s chief minister .

Mrs :Hamidi Fatima