Unit one : Ancient civilisations( Exploring the Past)

FILE 01
Sequence one : Listen and consider
The aims of the sequence
I- Getting Started Asking and answering questions with ago
Using the articles
Narrating: using had to, used to, was able to
and past simple of be
Using dependent prepositions:adj+prep and
verb+prep
Giving a talk about changes in lifestyles
Pronouncing was/were/wasn't/weren't in
connected speech

Introducing
Introducing new
new unit
unit
Identifying
Identifying the
the new
new project
project
Defining
Defining different
different civilizations
civilizations

Students’
Timing Tasks’ aims Teacher’s Activities Expected
-2hours- performances

20 Warm up
minutes
 Discuss , guess and exchange ideas oral
 Oral discussion interaction

 Get the students to be familiar with

the famous civilizations 'works Answer the
questions

 The teacher expresses shortly the

project outcome to the students Brain
storming
Getting started (p15)
Aim : To get my
students involved in  Oral discussion
the lesson.
- What are the famous ancient
20
civilizations that you know?
minutes Oral and
- Where did they situate?
written
- What are their famous works?
responses
- What do the pictures represent in
page 14 ?
- Where are these monuments
located?
- Can you think about other
monuments and their locations?
Unit one : Ancient civilisations( Exploring the Past)

 The teacher asks the students to

look on the pictures p14 and
answer the questions below:
- What ancient civilizations are
represented on the map?
 The civilizations represented on
20 the map are (from left to right)
minutes :Ancient Greek, Ancient Egyptian,
reading the
Sumerian, Babylonian and Indus
text
Valley civilization.
- Which civilization do you
think is the oldest?
 The right answer is the Sumerian
Civilization
- Why do you think that 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.
- What’s your definition of a
civilization? what do you
associate with it
 The students will give their own
definitions. The important point
here is to make them think about Ask questions
the theme of the unit. Have some from the text
students jot down the words they
associate with civilization (E .g.
sculpture, literature, astronomy…) on
the board and justify their
choice.
20
minutes let’s hear it : p16
 The teacher reads the text on p 196
Task one: p16 Getting the
20 chronological
ancient ancient Sume Indus Chinese
minutes Aim: To check a carful Greek Egyptian rian valley civ order of
civ civ civ civ events from an
understandig to the 4000 5000 5500 4500 4200 interview
years years ago years years years ago
First part of the ago ago ago

interview Task 3 p 16
A. The Sumerian civilization is the oldest
civilization in the world. T
20 B. Most of the ancient civilizations rose
minutes 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.
Unit one : Ancient civilisations( Exploring the Past)

FILE 02
Sequence one : Listen and consider

II- Vocabulary explorer (pp.18-19)

AIMS :
AIMS :
Vocabulary of civilization
adj + prepositions
verb+ prepositions (to, on, in, rely…
etc)

Timing Tasks 'aims Teacher’s Activities

Students’ Expected
-1 hour- performances

 The teacher explains for the Think about the

students the meaning and meaning of words
synonyms of civilizations in
10
the world
minutes
- Emerge = appear
Collapse = fall, break
- Flourish= expand , prosper
- Evolve = develop Decline
= decrease
Task 1 p18
-The teacher explains orally the Look on the
synonyms of the words dictionary
20 To know about
A. rise – originate- start- begin-
minutes Vocabulary related to
the rise and fall of emerge
civilizations B. mature- develop- evolve –
expand- spread - flourish –bloom Oral interaction
C. decline-collapse-fall to decay-
into ruins-vanish- disappear 25

Task 02 p 18
1= rise(= emerge)
2= mature
3= disappear (=vanish, fall into
20 Fill in the gaps with
ruins, fall to decay)
Minutes the vocabulary of the
4= originated, began, started,
previous task
emerged) 5= spread (=expanded)
6= developed (=evolved) 7=
evolved
8= flourished
9= declined 10= collapsed (fell into
ruins, fell to decay)
Make sure the students realize the
importance of appropriacy in the
choice of the words. Synonyms
should be used to avoid repetition.
Unit one : Ancient civilisations( Exploring the Past)

Task 03 p 19
Go through the tips to make the
students aware of what dependent
prepositions are before setting
them to task.
1. Ancient Egypt consisted mainly of
the Nile Delta.
2. It contributed greatly to the
development of geometry.
3. If its people were interested in
geometry, it was basically for
10 practical purposes.
minutes 4.Ancient Egypt depended a lot on
Aim :To make the the Nile River. match sentences
using prepositions
students aware of what 5. Its waters were used for drinking
and irrigation.
dependent prepositions
6. Many geometric laws were
are. derived from their attempt to
control the waters of the Nile.
7. The Ancient Egyptians became so
good at geometry that Greek
scientists like Thales went to study
geometry in Egypt.
the students to the Grammar
Reference pp.212-215 to check
Unit one : Ancient civilisations( Exploring the Past)

FILE 03
Sequence one : Listen and consider

III- Grammar explorer (p.17)

AIMS :
AIMS :
Past
Past simple
simple of
of questions
questions /ago
/ago
Was/were
Was/were able
able to
to
Had
Had to
to

Students’
Timing Tasks'aims Teacher’s Activities Expected
-1 hour- performances

Grammar explorer
20 Aim: to consolidate For me (zero article) civilization is ask questions
minutes with different
the students’ synonymous with (zero article)
structures
knowledge of refinement, (zero article) refinement in
articles (zero article) architecture, in (zero
article) law, and in (zero article) life
styles. The culture and the literature of
a society also contribute to the
flourishing of its civilization.
interact orally
-Grammar Explorer II (pp.17-18) with students

( Obligation / Ability / Habit in the past )

25 Task 01 p 17: practise the forms

Minutes of was-were
A. Had to, were able to, and used to
express in this order:
obligation/necessity in the past, ability in
the past, habit in the past (or contrast
between present and past realities).
B. The negative of had to, were able to, and
used to are in this order: didn’t have to
(absence of obligation), were unable to, and
didn’t use to.
Refer students to SE2 Grammar
Reference, pp.197-198.
15
minutes Task 02 p18:
used to live - used to hunt – used to farm –
had to migrate – were able to survive.
Unit one : Ancient civilisations( Exploring the Past)

FILE 04
Sequence one : Listen and consider

IV- Pronunciation and spelling

AIMS :
AIMS :
Weak
Weak forms
forms of
of was
was and
and were
were

FILE 05
Sequence one : Listen and consider
Unit one : Ancient civilisations( Exploring the Past)

Think,pair, share
Students’
Timing Tasks'aims Teacher’s Activities Expected
-1 hour- performances

Think, pair and shair

Brain storming
The teacher makes sure that the students
01 contrast the past (used to/had to/were able
to give a talk
hour to) with the present (verbs in the present
about changes in simple). Provides them with some link words Give ideas related
(unfortunately, however, on the one hand, on to the topic and
lifestyles the other hand). Insists on the need for a try to link them in
concluding sentence. one paragraph
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 mechanization 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.
The teacher negotiates with the students the
main ideas of the text and use them in the
paragraphs

Sequence two : Read and consider FILE 6

I- Getting started (p21)

I- Getting started (p21)
AIMS :
AIMS :
Identifying
Identifying locations
locations on
on aa map
map
Describing
Describing places.
places.
Unit one : Ancient civilisations( Exploring the Past)

Comparing:
The comparative and the superlative
of quantifiers/

Timing Tasks’ aims Teacher’s Activities

Students’ Expected
-1 hour- performances

15 Warm up:
minutes  The teacher asks students if they Oral interaction
do know where are the places of with the teacher
these monuments
 The teacher draws a map on the
board and then asks students to
find where exactly is the center of
the heritage monuments
Aim: To check my Task one p 21:
15 1) 1-The Casbah of Algiers : (City of
minutes students’ Algiers) (1992) ;
background 2- The Banu Hammads’ Qalaa: Hodna
knowledge plains, some 100 km away from
Bejaia(1980) Brain storming
3- Timgad: (Thamugadi) (December 17, General Cultural
1982) situated 110 km to the south of
Cirta (today’s Constantine), a few
kilometres south-east of today’s Batna,
4- The Mzab Valley : (December 17,
1982) Ghardaia.
5- Djemila: December 17, 1982, 50 km
away from Setif ;
6-Tipaza : (December 17,1982)
7- Tassili N’ajjer : 1982, (1986) in the Answer the
Sahara, Ahaggar (altitude between 1000 question
and 2500 Djanet a national park in 1972.

2) This definition of the concept of World Give illustrations

Heritage Site can be helpful for you : A to reinforce their
World Heritage site is a place or structure knowledge
included on an official list produced by
the World Heritage Committee of the
United Nations. Places are chosen for to
be World Heritage Sites because of
their outstanding universal value,
often for historical reasons

3). The importance is in the justification Scan the text to

of the answer provided by the students find the correct
and in making the students aware of the answers
cultural heritage of their country and of
Unit one : Ancient civilisations( Exploring the Past)

its value.
Task two p 21
Aim: To skim  The teacher Interacts orally with the
10 students using the title and the
minutes
through the text to
illustration to the text on pages 22-
check some of the 23.
answers 1- E.g. What does the picture
represent? What does the text deal
with?
2- Where is it taken from ? To whom is
it addressed?
20
minutes  The teacher asks students to read the
text and find answers to the
questions below and above:

1. False 2.True 3.True 4.True

5.False
Have the students refer to the text to
justify their answers

FILE 07
Sequence two : Read and consider
AIMS :
Form adj, nouns, verbs and adverbs through
I- Vocabulary
affixation explorerresponsibility
responsible/
Form verb opposites
Approve/disapprove
Unit one : Ancient civilisations( Exploring the Past)

Timing Teacher’s Activities

Students’ Expected
-1 hour- performances

Task 1 (p.26)
20 Students fill in the
minutes gaps with the
correct word.
Aim: vocabulary building through affixation

Verb Noun Adjective Adverb Add affixations

invent invention, inventive inventively (prefix/suffix) to
inventor form nouns, verbs,
Enrich enrichment enriching none adjectives and
Achieve achievement, achievable none adverbs
achiever
Devote devotion, devoted devotedly
devotion,
none responsibility responsible responsibly
Improve improvement improved none
Practise practice practical practically
Complete the
none, hospitality hospitable hospitably
paragraph with
Dedicate dedication dedicated none the correct words
none, science scientific scientifically from the previous
Develop development developed none table
developing
none, culture cultural culturally

Task 02 (p 26)
Guess the words
1. enrich 2. Enrichment 3. had invented 4. inventions through their
15 5. achievements 6. scientific 7. Cultural 8. improvement functions
minutes (=development) 9. responsibility 10. devoted (dedicated) (v, adj, n, adv.)
11. inventive 12. scientific 13. Improved

Task 3 (p.27)
15
minutes A. The Aztec civilization disintegrated as a result of the
Spanish
conquest. The Spanish conquistador Hernan Ferdinand Cortés
(1485-1547) dispossessed the Aztecs of their wealth and
depopulated the major Aztec cities.
Unit one : Ancient civilisations( Exploring the Past)

B. Historians disagree on the real causes of the fall of Maya

(also
Mayan) civilization. Some of them say that its disintegration
was due to the spread of epidemics. But other disapprove by
arguing that it came as a result of the deregulation of the
climate and domestic dissatisfaction and discontent.

Aim :To enrich my students vocabulary item

10
minutes Task 4 (p.27) Some of the words which can carry prefixes
dis- or de- are
disappoint, disagree, dissatisfaction, decentralize, demilitarize

Sequence two : Read and consider FILE 08

I- Grammar explorer I

AIMS :
AIMS :
Comparatives and superlatives : the most/the
least
Quantifiers : Few / little / much / many
Enough / plenty
Timing Tasks’ aims Teacher’s Activities Students’ Expected
Unit one : Ancient civilisations( Exploring the Past)

-1 hour- performances

Warm up:
15 The teacher introduces the new lesson Listen and
minutes by giving a clear and precised definition interact
to the words comparatives and
superlatives.

Task01 p 23p:
30 A. The comparatives of superiority:
minutes Distinguish the - It has more rock drawings and
difference between the engravings than any other prehistoric
three types of Saharan sites.
comparing and The comparatives of equality: pick out the
contrasting. - No country in North Africa has as correct sentence
much access to the Mediterranean from the text
sea and the Sahara as Algeria.
- These rock paintings, engravings
and remains have yielded as much
information as we need in order for
us to have a clear ……….times.
- The Tassili-n’Ajjar seems to have
had as few exchanges with
the Phoenician and Roman
civilizations as the other Saharan
sites of our country.
The comparatives of inferiority
- Algiers had less influence on
international commerce than other
Algerian maritime cities because it
had fewer natural harbours (than
the other maritime cities).
- Algeria has less World Heritage Sites
than some other countries.
B. The superlatives of superiority
- Of all the sites of Southern Algeria, the
Tassili n’Ajjer has the fill in the gaps
most prestige. It contains the most with the correct
remains. quantifier
The superlatives of inferiority

- Archaeologists are still undecided

about which of these Saharan sites
contains the fewest traces of these
ancient civilizations.
- Only the least amount of
merchandise transited through it.
Interact with the students to help them
explain how the comparative and
superlative forms of quantity words are
formed.
Task 02 p 24:
15 1. How much 2. Little (not much) 3. the
Unit one : Ancient civilisations( Exploring the Past)

minutes least 4. Less than

5. Much 6.many 7. More 8. most 9. much
Practise the different 10. little
11.less 12. fewer 13. many (a lot of) 14.
use of quantifiers the most

Sequence two : Read and consider FILE 09

I- Grammar explorer II

AIMS :
AIMS :
Complex sentences (Concession)
Complex sentence (Time)
Timing Tasks’ aims Teacher’s Activities
Students’ Expected
-1 hour- performances

Warm up
10  The teachers explains the rules of using Revise the rules of
Unit one : Ancient civilisations( Exploring the Past)

minutes conjunctions before starting the activity conjunctions

 He earns $1,000 per day. Nevertheless, he
doesn't have any money
 Definition: The use of a word, phrase or
sentence that diminishes and may contradict
implications of a statement or description.
 Words or phrases commonly used in English
to indicate concession are "however,"
"nevertheless," "despite," "in spite of," "even
so," and "although."
Task 1 (p.25)
Complex sentences (Concession)
Expressing Despite the fact that that it was considered a Skim the text to
20 concession through trading post by both the Romans and the find the correct
minutes various coordinators Phoenicians, only the least amount of answers
and conjunctions merchandise transited through it.
In spite of the fact that the Casbah underwent
some changes during the French colonial rule,
it still remains the throbbing cultural heart of
the city of Algiers.
Complex sentence (Time)
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.
Expressing Task 2 (p.25)
sequencing of A. but, yet, however, though, although
actions through (concession)
10 time markers and When, as soon as (time)
minutes adverbs of time. B. Emphasize the sequencing of the actions
(First action: past perfect, Second action:
simple past) Refer the students to Grammar
Reference pp. 226-227.
Task 3 (p.25)
summative A. As soon as Tarik Ibn-Ziyad (had) crossed Combine the
20 evaluation to check the Straits of sentences with the
minutes the learners Gibraltar, he gave his famous speech. (As soon appropriate
understanding as can also be in conjunction
middle position.
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.
D. The Muslims had stayed in Andalusia until
the Spaniards
captured the Alhambra in 1492 and brought
down the Kingdom of Grenada.
E. Though/ despite the fact that/in spite of
the fact that the
Muslims left Andalusia in 1492, Islamic
civilization remains an
enriching element of the Spanish cultural
heritage.
Unit one : Ancient civilisations( Exploring the Past)

FILE 10
Sequence two : Read and consider

I- Pronunciation and spelling

AIMS :
AIMS :
Pronunciation of /ed/
Pronunciation of /ch/

Timing Teacher’s Activities

Students’ Expected
-1 hour- performances

Warm up :
Unit one : Ancient civilisations( Exploring the Past)

10 - The teacher revises with the students the rules of the Listen and
minutes pronunciation of the final /ed/ and /s/ understand

Aim:
10 Various types of spelling rules
minutes Check the correct
Task 1 (p.28) answer
Jean François Champollion le Jeune (1790-1832) studied Egyptian
hieroglyphics. At the beginning he thought that he could decipher
this system of writing by using the Coptic language from which he
believed Ancient Egyptian developed. But he was proved to be
terribly wrong. When he realized that he was just lying to himself,
he stopped trying to decipher the hieroglyphics with the help of
the Coptic language and 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 dating from 197 BC permitted him
to discover the mysteries of the hieroglyphic system of writing in
1824. Champollion enjoyed great popularity among his
contemporaries. Today he is considered the founder of Practise the
15 Egyptology. pronunciation of
minutes the final /ed/
Task 2 (p.28)
Studied, permitted /id/
Developed, stopped/t/
Proved, realized, turned, considered, believed /d/

15 Task 3 (p.28)
minutes

Aim:
Sound-spelling links (pronunciation of the letters ch)

-Archives, architect, architecture, archipelago, alchemy, archaic,

archetype, epoch, archaelogy, Archemides, archangel /k/
10 -Church, coach, archer, archway, archduke, artichoke /tʃ /
minutes
Task 4 (p.28)
Follow the instruction. Ask your students to give other examples.

Sequence two : Read and consider FILE 11

I- Think, pair and share

AIMS :
AIMS :
Writing an expository research
Students’
Timing Teacher’s Activities Expected
-2hours- performances

. Think, pair, share (p.30)

Listen and
10 Aim: understand
to be aware about the challenges facing modern
civilization
Unit one : Ancient civilisations( Exploring the Past)

minutes

50 work
minutes Study closely the model essay below and make the best use of it individually
in preparation for the exercise. to complete the
essay about
 The teacher guides the students as they work individually to civilization
complete the essay
There are three major threats to our civilisation, 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 weaponry 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 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 constitute a health hazard, and are responsible for climate change. There are
indeed urgent measures to be taken by governments to make human activities safer
if our civilisation is to survive and thrive

FILE 15
Sequence three : Listening and Speaking

I-Before ,While and After Listening The aims of the sequence

Making
Making and
and Checking
Checking hypotheses/Predictions
hypotheses/Predictions
Listening
Listening for
for gist
gist and
and detail
detail
Recognizing
Recognizing and
and showing
showing aa sequence
sequence of
of events
events
Summarizing
Summarizing
Writing
Writing aa story
story

Timing Teacher’s Activities

Students’ Expected
-2hours- performances
Unit one : Ancient civilisations( Exploring the Past)

Before listening (p.32)

20
minutes Aim
Aim
To
To make
make and
and check
check predictions
predictions

A.It represents the Phoenician civilization. Look at the map

B.It originated in what is known as Jordan and Lebanon
today.
C. It spread to the Mediterranean Basin.
D. Carthage (Tunis), Icosium (Algiers), Hippo (present-day
Annaba)
As you listen (p.33)

15 Task 2 (p.33)
minutes
Aim
Aim
To
To recognize
recognize and
and show
show aa sequence
sequence of
of events
events

1D - 2B - 3E - 4C. 5A reorder sentences

15 Task 3 (p.33)
minutes If necessary, let the students check the meaning of the words in the
dictionary. The students will do the task from memory. Then check
their answers by listening to the script a second time.

Aim
Aim
To listen for gist in order to get the main ideas

b. peaceful c. nomadic d. business-minded f. knowledgeable

After listening (p.34)

Aim
Aim
20 To give a historical account about papermaking using the past
minutes tenses

Have the students skim through the text in the coping box. Then
have them interact in order to elicit the genres (historical accounts,
tales, novels, short stories, newspaper and radio reports…) in which
the chronolological pattern is used.
re-order sentences
1C 2E 3A 4G 5B 6F 7D
Unit one : Ancient civilisations( Exploring the Past)

Slight changes in the ordering are possible. This should be a good

opportunity for a short class discussion.

Saying it in writing (pp.34-35)

50 give a narrative
Aim
Aim
minutes account of the
To give a short historical account of the development of
development of
Western civilization by using the timeliness
Western civilization

Western civilization is one of the world’s twenty-six

civilizations. It started in Crete, the largest Greek island in the
eastern Mediterranean sea, about 3,000 years ago. The
civilization that rose in Crete was called the Minoan civilization
because Crete at that time was under the rule of the legendary
King Minos. Ancient Greek civilization originated more than
2,000 years ago on the shores of the Ionian and Aegean Seas.
Ancient Greece made innovations in philosophy, politics, science,
architecture, and the arts, and Greek culture forms the basis of
Western civilization to this day. Then came the Roman
civilization. … (To be continued by students)

Sequence Four : Reading and writing FILE 12

I-Before Reading The aims of the sequence

Skimming / Scanning
Identifying reference word
AIMS :
AIMS : Recognizing types of discourse
Skimming
Skimming
Scanning Summarizing
Scanning Writing a story

Timing Teacher’s Activities

Students’ Expected
- 1hour- performances
Unit one : Ancient civilisations( Exploring the Past)

Skills and strategies outcomes (p.36)

15 Make the students aware of the objectives of the section by
minutes giving them time to skim through the preview.

Warm up:
15  The teacher asks students to think about the Seven Wonders of
minutes the World. Brain storming
 The asks the students to suggest seven wonders of the world
for the year 2009

Before reading (p.36)
30
minutes AIM:
AIM:
To motivate students to the reading passage

1. Picture One represents one of the three pyramids at Giza, the Look on the
Great Pyramid of Khufu /Cheops near Cairo. (230 m/755 ft square pictures and
and 147m/481 ft high. The three pyramids at Giza were considered guess their
one of the Seven Wonders of the World in Antiquity ( the Pyramids identifications
of Egypt, the Hanging Gardens of Babylon, the Temple of Artemis at
Ephesus, the Statue of Zeus at Olympia, the Mausoleum at
Halicarnassus, the great wall of china, and the Pharos (lighthouse)
at Alexandria)
Picture Two represents a mummy of an Egyptian Pharaoh and
Horus (in ancient Egyptian mythology, the hawk-headed sun god,
son of Isis and Osiris, of whom the pharaohs were declared to be
the incarnation)
Picture Three: Mask of the Pharoah Strucure a story
2. Picture 1 of Sidna Musa
3. One of the most famous was Tutankhamun (whose tomb was
discovered near Luxor in 1922).
4. The story of Sidna Musa (Moses) Moses, the Story of Sidna Yucef
(Joseph)

Sequence Four : Reading and writing FILE 13

I-While Reading

AIMS :
AIMS :
Skimming / Scanning
Skimming Scanning
Identifying
Identifying reference
reference words
words
Timing Teacher’s Activities
Students’ Expected
- 1 hour- performances

15 As you read (p.37)

minutes Task 1 (p.37)

Aim
Aim of
of task
task one
one and
and two
two
To skim through a text to find out the main ideas
Unit one : Ancient civilisations( Exploring the Past)

Key words :
A. in the introduction: civilization - rose - Egypt decline - fall Give a title to the
B. in the conclusion: decline, fall text
15
minutes Task 2 (p.37)
Possible title: The Rise and Fall of Ancient Egyptian Civilization
Have the students check the validity of the title. let the class choose the
best one.
15 Task 3 (p.39)
minutes
Aim
Aim
To skim through the text to find out the general organisation Match the
correct ideas
with their
paragraphs
15 A. §2 B.§4 C.§1 D.§3 E.§6 F.§5 Irrelevant idea: G.
minutes Task 4 (p.39)

Aim Scan the text to

Aim
To scan through the text to find out specific pieces of answer the
information questions

A. The major difference between Sumer and Ancient Egypt is that

the former remained a land of small city states 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.
C. The name Pharaoh means Great House in Ancient Egyptian.
D. They were the dwelling places of the spirit of the Pharaoh.
E. Howard Carter discovered the tomb of Tutankhamun in 1922.

Sequence Four : Reading and writing FILE 14

I-After Reading

Aim
Aim
Recognizing
Recognizing Types
Types of
of discourse
discourse
Summarizing
Summarizing
Timing Teacher’s Activities
Students’ Expected
- 2hours performances

Task 5 (p.39)
20
minutes
Aim
Aim Find the
To make students able to identify reference words
Unit one : Ancient civilisations( Exploring the Past)

reference words

The people of Egypt became united under the rule of a single king
(this) §1
-The Pharaoh’s government (it) § 2
-The land (its), the raiding warbands (which) §2
-The Pharaoh could make new laws (so) §2
-The Egyptians derived great benefits from their system of
-national government (this) §3, The Egyptians (They) §3 , The
Egyptians (their) §3, All other lands (them) §3
-The people (they) §4, The Pharaoh (he) §4 The people (they) §4,
-The Pharaoh (him) §4
The Pharaoh (he, he, his) §5, The Pharaohs (their) §5

After reading (p. 40)

Task1(p.40) Comprehend and

20 distinguish
minutes Aim between the
Aim
To recognize the different types of discourse types of essays

Have the students go through the coping box. Elicit the fact it is
important to find out the function of texts because that helps better
understand the writer’s purpose.

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.
 The teacher explains to the sts the four types of writing
styles in English

Task 2 (p.40)
20
minutes Aim
Aim
To make students able to write a short summary of the text

The best way of training the students to write summaries is to

prepare them through practice in underlining important/key words
and main ideas and in perceiving the structure of the text.

Points to watch when assessing students’ summarizing:

1. The summary is too short and the main idea is not expressed.
2. The summary is too long. It does not fit the one-fourth, one fifth
of the original.
Unit one : Ancient civilisations( Exploring the Past)

3. There are too many details and the key ideas do not stand out.
4. The wrong key ideas have been selected
5. The information they contain is wrong.
6. The summary is not written in one’s own words.
7. The summary is not an accurate and objective account of the
text: it is pervaded with personal reactions.

Proposed summary of the text (about 10 lines):

30
minutes Write a summary
Ancient Egyptian civilization emerged along the Nile
to the text about
Valley as a result of the unification of all Egyptians under the ancient Egyptian
central authority of one single king, the Pharaoh. The Pharaoh’s civilization
government ;guaranteed both external and internal security to
the people of Egypt.As a consequence, the Egyptians grew very
proud of their country and became so fond of the Pharaoh that
they worshipped him as a Godking. This national pride and
identification with the Pharaoh kept the unity of ancient Egypt
and made its civilization prosper for many centuries. But the
economy of ancient Egypt was ruined by all the resources that
the Pharaohs put into the building of pyramids and the ;burial
of their treasures in their own tombs. Economic collapse
caused the gradual decline and fall of ancient Egyptian
civilization.

Writing development (pp.40-41)

Aim
Aim
30 Students follow the guidelines to write their own version of a
minutes narrative story about the Ancient Greek myth of Ulysses