Let’s Review the Present Simple

For third-person singular verb forms in the present simple, we add -s, -es or -ies
at the end of the verb.
Task01: Add third-person singular verb endings to the verbs (-s, -es or -ies).
1. teach ..................... 9. buzz.....................
2. fly ..................... 10. watch.....................
3. run ..................... 11. sit.....................
4. push ..................... 12. guess.....................
5. fix ..................... 13. stop.....................
6. do ..................... 14. worry.....................
7. dance ..................... 15. finish.....................
8. go ..................... 16. have.....................
What are the spelling rules for present simple third-person singular verb forms?
For most verbs, we add................................................................................................
For verbs ending with a consonant and -y, we add............................................................
For verbs ending in -s, -z, -ch, -sh, -o, or -x, we add.........................................................
For the verb have, we add............................................................................................
Task02: Underline the correct present simple verb form in each sentence.
1. My family go / goes on holiday in the summer.
2. I often eat / eats dinner at my friend’s house.
3. Emma do / does her homework in the evening.
4. They play / plays football every afternoon.
5. We eat / eats eggs for breakfast.
6. My brother never watch / watches television.
7. He never finish / finishes his homework on time.
8. Mrs. White sweep / sweeps the floor twice a week.
9. My dog bark / barks at night.
10. You listen / listens to the radio every morning.
11. Becky and Liz go / goes to the swimming pool every week.
12. My parents live / lives in Paris.
Task03: Complete the present simple affirmative and negative sentences with the verbs in brackets.
1. Fish......................... (not fly). They......................... (swim).
2. I......................... (wash) the dishes, but I ......................... (not put) them away.
3. They......................... (not clean) the kitchen before they ......................... (eat) dinner.
4. Neil......................... (try) to be a good boy, but he ......................... (not behave) well.
5. The sun......................... (not rise) in the west. It......................... (rise) in the east.
6. A spider......................... (not have) wings. A bird......................... (have) wings.
7. Sarah......................... (not like) swimming. She......................... (like) to play tennis.
8. He......................... (not be) American. He......................... (be) Canadian.
9. I......................... (be) a student. I......................... (not be) a teacher.
10. Class......................... (start) at 9 o'clock. It......................... (not start) at 8 o'clock.
11. Tom......................... (not play) football. He......................... (play) computer games.
12. Sarah......................... (brush) her hair every morning before she......................... (go) to school.
13. I.................. (not catch) a cold in the summer, but I often ...................... (catch) a cold in the winter.
15. They......................... (not do) their homework together. They......................... (do) it alone.
1
 Let’s Review Present Tenses
Task01: Match each sentence with the correct present tense.
1. I am drinking coffee now. ....... a. present simple
2. I drink coffee every morning. ....... b. present perfect simple
3. I have drunk six coffees today. ....... c. present perfect continuous
4. I have been drinking coffee since I woke up. ....... d. present continuous

Task02: Match the sentence halves together to make present tense sentences.
1. I clean the floor ....... a. twice. It's a fantastic city.
2. I am cleaning the floor ....... b. all morning, and it's still dirty.
3. I have been cleaning the floor ....... c. which is why it's still wet.
4. I have just cleaned the floor, ....... d. next summer to visit my friend.
5. I go to Rome ....... e. every summer since I was a child.
6. I have been to Rome ....... f. once a week. Then, I dry it.
7. I am going to Rome ....... g. right now. It's very dirty.
8. I have been going to Rome ....... h. every year to visit my uncle

Task03: Complete the sentences by putting each verb in brackets in the correct present tense.
1. I.................................. (not / do) my homework yet. I'll do it soon.
2. He is very athletic. He................................. (go) to the gym every day.
3.................................. (you / read) anything interesting at the moment?
4. I'm going to buy a new car soon. I................................. (save up) for one for over a year.
5. It................................. (rain) at the moment. I hope it clears up soon.
6. We................................. (not / see) each other very often because he lives far away.
7. They................................. (marry) for nearly 25 years. It's their anniversary soon.
Task04: Read each sentence and decide if the verb tense is correct. If you think it is incorrect, cross
out the mistake and correct it.
1. We know each other for 5 years. 5. We are going to school five days a week.
2. I have just had a cup of tea. 6. Rim is having a party tonight.
3. Amine wears a blue shirt today. 7. I am feeling tired recently.
4. I have been having my car for 10 years. 8. He has been living there for two years.

Task05: Now, complete the sentences with the verbs below in the correct present tense.
cry wait not/eat bake go have be not/go live know

1. Karim................................ a shower at the moment. Can he call you back later?

2. I ................................. to London three times. My aunt lives there.
3. Mark usually ................................. to bed late at the weekend.
4. I ................................. for the bus for nearly an hour. I hope it comes soon.
5. Rami ................................. in Paris for the past five years, so his French is excellent.
6. Nour ................................. to Rim's party tonight. She has too much homework.
7. Sara's face is all red. I think she.................................
8. He's my oldest friend. We ................................. each other since we were in high school.
9. Maria ................................. a cake right now because it's her mother's birthday.
10. Although we're not vegetarians, we ................................. meat very often

2
 Let’s Review Past Tenses
Task01: Match the verbs in bold in each sentence with the correct past tense.
1. At 7:00 last night, I was eating dinner. a. past simple
2. The phone rang at 8:00 last night. b. past continuous
3. I had been drinking coffee all day, so I couldn't sleep. c. past perfect
4. I didn't eat dinner as I had eaten a big lunch. d. past perfect continuous
Task02: Write the name of the past tense that completes each description.
1. The ................................. describes events that happened before another past event.
2. The ................................. describes completed events in the past.
3. The ................................. describes actions in progress before another past event.
4. The ................................. describes actions in progress at a particular time in the past.
Task03: Circle the past tense verb forms that best complete each sentence.
1. Sue cried / was crying because she had peeled / had been peeling onions.
2. I broke / was breaking my leg while I was skiing / had been skiing last year.
3. I ironed / was ironing my uniform when you called / had called.
4. I turned off / was turning off the light and went / had gone to bed.
5. We were / were being hungry because we had missed / had been missing lunch.
6. I woke / was waking him up because he had snored / had been snoring loudly.
7. Joe worked / had been working out a lot before the race, so he was / had been very fit.
Task04: Complete the sentences with the verbs in brackets in the correct past tense.
1. I went to the doctor because I........................... (not / feel) well for a few weeks.
2. The washing machine was broken so I........................... (fix) it.
3. By the time we arrived, the film........................... (already/start).
4. Alice's face was burnt because she........................... (sunbathe) all afternoon.
5. I........................... (do) my homework when you called.
6. Many people........................... (wait) for the shop to open when the owner arrived.
7. I was in a hurry because my alarm........................... (not / go off) and I' d woken up late.

Task05: Complete each sentence with a verb from the box in its correct past tense form.
still rain - already/leave - forget - cry - brush -cut - spend -play -not/can -meet

1. We .............................. on the first day of college and have been friends ever since.
2. When we arrived at the airport, our flight ............................ so we went back home.
3. I'm wearing a plaster because I .............................. myself this morning.
4. I .............................. my teeth when I noticed there was a huge spider on the wall.
5. I took my umbrella with me because it .............................. when I left the house.
6. I was on another call, so I .............................. answer the phone.
7. I couldn't go to the concert because I .............................. all my money the week before.
8. Her face was all red and it was obvious that she..............................
9. Amir missed the appointment because he .............................. about it.
10. Majd .............................. with his phone when he should have been studying.

3
 Let’s Review Irregular Verbs
Task01: Put the irregular verbs in the correct column. There are 10 present tense irregular
verbs and 10 past tense irregular verbs.
B/ Draw lines between the present tense and past tense forms of each verb.
meet found Present tense Past tense
wrote eat ………………………………. ……………………………….
take built ……………………………….. ………………………………..
ate come ………………………………… …………………………………

build leave …………………………………. ………………………………….

left drank ………………………………… …………………………………

have met …………………………………. ………………………………….

…………………………………
came took …………………………………
………………………………….
drink find ………………………………….
………………………………..
had write ………………………………..
……………………………….
……………………………….
Task02: Complete the sentences below with the verbs from the box. Use each verb once.
Have- took- leave- build- came- ate - met - drink- found - write - drank - meet - eat - come-
built- take -wrote- find- had- left
1. The staff ................ to the office early yesterday. At the office, they ............... coffee and .............. emails.
2. On weekends, Sam and I.................... a snack, and then we .................... things with Lego.
3. He .................... my laptop without asking and didn't .................... a note to tell me.
4. We ................. a great time yesterday! We ................ our group members, and then we ................. a robot
together.
5. I .................... these glasses on that bench. Did you .................... them there?
6. Katie ................ a big piece of cake. She didn't ............... any soda. She ............... without saying goodbye.
7. I always .................... to work at 8:00, and I .................... Jana for lunch at 12:00.
8. Did you .................... your keys? I didn't .................... them, and Mounir doesn't .................... them either.
Task03: Guess what your partner did yesterday. Complete the sentences with past simple irregular
verbs and your ideas. Then, check to see if your guesses are right or wrong.
1. I think you ................... at ................... in the morning. get up (time)
2. I think you ................... ................... at breakfast time. drink (name of drink)
3. I think you ................... ................... yesterday. wear (item of clothing)
4. I think you ................... home at .................... leave (time)
5. I think you ................... lunch with ................... eat (person)
6. I think you ................... ................... in the afternoon. feel (adjective)
7. I think you ................... ................... in the afternoon. speak to (person)
8. I think you ................... ................... yesterday. buy (item)
9. I think you ........... ........ ................... for dinner. make (food)
10. I think you ................... to ................... in the evening. go (place)
4
 PARAGRAPH VS ESSAY
‫مقارنة بني عناصر الفقرة واملقال‬
‫ ففي السنوات األوىل والثانية كان‬،‫من الضروري على طًالب البكالوراي التمييز بني كيفية كتابة فقرة قصرية ومقال‬
‫التكيز حول كتابة فقرة قصرية ومن املفروض أن التالميذ قد متكنوا من كتابة فقرة أو على األقل معرفة العناصر‬
ً
‫ أما فيما خيص كتابة الوضعية يف‬،‫السنة سيتعلم التلميذ كتابة ع ًدة أنواع من املقاالت‬
ً ‫ ويف هذه‬،‫الضرورية لكتابتها‬
.‫ ميكن للتالميذ ذوي املستوى املتوسط والضعيف االكتفاء بكتابة فقرة بدل املقال‬،‫شهادة الباكالوراي‬
Topic sentence Introduction + Thesis statement
Paragraph Essay
Supporting ideas Body paragraphs
(Transitional ideas)

Concluding sentence Conclusion

Topic sentence Thesis statement Both express the main idea or central focus
Supporting ideas/ details Body paragraphs Both link to the main idea.
Concluding sentence Concluding paragraph Both restate the main idea or summarize the
main ideas.
TEXT TYPES ‫أمناط النًصوص‬
Type Characteristics
Narrative - It tells a story / Past tenses/ Time expressions/ Dates/ Chronology in events
ّ ‫النّص ال‬
‫سردي‬ ‫الزمين لألحداث‬
ً ‫ تسلسل‬/‫تواريخ‬/‫الزمان‬
ً ‫ ظرف‬/‫ استعمال الزمن املاضي‬/‫قصة ما‬
ً ‫ يسرد‬-
Argumentative - It discusses a topic, an opinion or a problem ‫ يناقش موضوعا أو رأاي أو إشكالية ما‬-
‫النًص الحجاجي‬
- It aims at convincing the reader about a given opinion ‫– يهدف إلقناع القارئ برأي ما‬
- The writer states his view (for or against) )‫ يطرح الكاتب رأيه اخلاص (مع أو ضد‬-
- It contains facts and information to support arguments ‫ يشمل حقائق و معلومات لدعم احلجج‬-
- Use of declarative verbs (in Present): say, claim, believe, think
- .‫ يعتقد‬،‫ يرى أ ًن‬،‫ يقول‬:‫ استعمال األفعال التالية يف املضارع‬-
- Expressions of agreement and disagreement ‫ استعمال عبارات االتفاق و االختالف‬-
- Examples and quotes are given ‫ تقدمي األمثلة و الرباهني و االقتباسات‬-
Expository - Informational/ dealing with scientific/ historical subjects
‫النًص التفسيري‬ ‫ نص اخباري يعاجل مواضيع علمية واترخييًة‬-
- It aims at explaining a topic in a logical way without showing personal opinion.
‫ يهدف لتفسري املواضيع بطريقة منطقية وموضوعيًة دون اظهار رأي الكاتب‬-
It presents facts and gives information. ‫– يعرض احلقائق واملعلومات‬
- Present tense - Use of statistics/ examples… ‫ األمثلة واالحصائيات‬/‫ استعمال زمن املضارع‬-
Descriptive - It describes people, places, things, etc. ‫– وصف األشخاص واألماكن واألشياء‬
‫النًص الوصفي‬
- Overusing adjectives ‫الصفات بكثرة‬
ً ‫ استعمال‬-
Prescriptive - It gives advice, instructions / Imperative form. Use of modal verbs (can/must..)
‫النًص االرشادي‬ ‫ استعمال صيغة األمر واألفعال املشروطة‬/‫يق ًدم النصائح و التوجيهات‬-
5
 BAC THEMES FOR LITERARY
STREAMS
BAC BAC THEMES FOR LPH BAC THEMES FOR F.L
YEAR
0202 +++++++++++++++++++++++ ++++++++++++++++++++++++++++++

2022 The Roman empire Tassili N’Ajjer, a tourist resort

‫اإلمرباطورية الرومانية‬ ‫املنتجع السياحي طاسيلي انجر‬
Illicit trade in artifacts
‫التجارة غري املشروعة للقطع األثرية‬
2021 Factors of the Maya Tipasa, a World Cultural Heritage Site
civilization’s collapse
‫عوامل اهنيار حضارة املااي‬ ‫ أحد مواقع التاث الثقايف العاملي‬،‫تيبازة‬
2020 New discoveries in south of The Athenians’ great educational
Cairo advances in ancient times
‫اكتشافات أثرية جديدة يف جنوب القاهرة‬ ‫اإلجنازات التعليمية العظيمة لألثينيني يف العصور القدمية‬
2019 The Inca empire ‫حضارة اإلنكا‬ ++++++++++++++++++++++++++++++
2018 The Indus civilization The contributions of Islamic Civilization
‫ اإلندوس‬:‫حضارة وادي السند‬ ‫مسامهات احلضارة اإلسالمية‬
2017 The importance of Sahara “The Sumerians” ‫السومريون‬
Desert in the history of the
great medieval African
empires.
‫أمهية الصحراء الكربى يف اتريخ اإلمرباطورايت‬
‫األفريقية العظيمة يف العصور الوسطى‬
2016 Agriculture: The Basis of The history of English ‫اتريخ اإلجنليزية‬
Civilization.
‫الزراعة أساس احلضارات‬
2015 Women rights in Ancient Egypt The Islamic civilization ‫احلضارة اإلسالمية‬
‫حقوق املرأة يف مصر القدمية‬
2014 Muslims and Human Sparta (ancient Greece)
Civilization )‫سبارات ( اليوانن القدمية‬
‫املسلمون و احلضارة اإلنسانية‬

6
 Unit GLOSSARY
Amphitheaters ‫المدرجات‬ Extremist groups ‫الجماعات‬ Famine ‫المجاعة‬
ّ
‫المتطرفة‬
ّ
Artifacts ‫االثار‬ Excavation ‫التنقيب‬ Mausoleum ‫رضي ح‬
ّ
Archaeological ‫التحقيقات‬ Emperor ‫امباطور‬
‫ر‬ Maritime port ‫ميناء بحري‬
ّ
investigations ‫األثرية‬
‫ر‬ ّ ‫ر‬
Betterment ‫حسي‬ ‫الت‬ Geometric ‫تصاميم‬ Monuments /‫مبن أثري‬
designs ّ
‫هندسية‬
‫ر‬ ّ ّ ‫ر‬
Buildings , palaces, ‫ القصور‬،‫المبان‬
‫ي‬ Hypotheses ‫فرضيات‬ Mankind ‫البشية‬
‫الفاتحون‬ ‫ارث‬ ‫ر‬
‫الماض‬ ‫ر‬
Conquerors Heritage Nostalgia ‫الحني اىل ّ ي‬
‫تابوت‬ ‫تهريب االثار‬ ‫السكانر‬
ّ ‫االنفجار‬
Coffin Illicit trade Overpopulation ‫ي‬
ّ
Calendar ‫نظام التقويم‬ Ancestors /‫األجداد‬ Prestigious ‫مرموق‬
‫السلف‬ ّ
ّ
Cuneiform ‫المسمارية‬ Insulation ‫العزل‬ Ruins ‫ بقايا‬/‫اثار‬
ّ ّ
Collapse ‫انهيار‬ Indigenous ‫السكان‬ Renaissance ‫عرص النهضة‬
‫ر‬
‫األصليي‬
Colonization ‫االستعمار‬ Kingdom ‫مملكة‬ Sophistication ّ
‫الر يق‬
ّ ّ
Conquest ‫الغزو‬ Looting ‫النهب‬ Unregulated ‫السياحة الغب‬
ّ
tourism ‫منظمة‬
Beliefs ‫المعتقدات‬ Harbor ‫ميناء‬ Myths ‫األساطب‬
ّ ّ
Engravings ‫النقوش‬ Architecture ‫الهندسة‬ World heritage ‫العالم‬
‫ي‬ ‫الباث‬
ّ
‫معمارية‬
ّ ّ ّ ّ
Agriculture ‫الزراعة‬ Irrigation ‫الري‬ Inhabitants ‫السكان‬
ّ ّ
Archeological sites ‫مواقع أثرية‬ Traditions ‫التقاليد‬ Tomb ‫قب‬ ‫ر‬
The prairies ‫الباري‬ ‫ر‬ Treasures ‫الكنوز‬ Customs ‫عادات‬
ّ ّ
Hospitality ‫حسن‬ Kingship ‫الملكية‬ Prehistoric ‫ما قبل التاري خ‬
‫الضيافة‬
Collected vocabulary from and “Bac Exams":
Islamic civilization ‫الحضارة‬ Inca Empire ‫حضارة االنكا‬ Pharaoh ‫فرعون‬
ّ
‫االسالمية‬
ّ ّ
Babylonian civ ‫الحضارة البابلية‬ The Ottoman ‫االمباطورية‬
‫ر‬ Sparta/ Spartans /‫اسبطة‬ ‫ر‬
Empire ّ
‫العثمانية‬ ّ ‫االسب‬
‫طيون‬ ‫ر‬
Christian civ ‫الحضارة‬ The Vikings ‫الفايكينغ‬ Monarchy ُ
‫الملك‬
‫ي‬ ‫الحكم‬
ّ
‫المسيحية‬
Roman civ ‫الحضارة‬ Mesopotamia ّ ‫بالد‬
‫الرافدين‬ Byzantine Empire ّ
‫امباطورية‬‫ر‬
‫ومانية‬ ّ ‫الر‬
ّ ‫ر‬
‫ببنطا‬
Phoenician civ ‫الحضارة‬ Germanic people ‫الشعوب‬ The Carthaginians ّ
‫القرطاجيون‬
ّ ّ ‫الج‬ ّ
‫الفينيقية‬ ‫رمانية‬
/‫النورمان‬
ّ ّ
Sumerian civ ‫الحضارة‬ Normans Tigris and Euphrates ‫الدجلة و‬
ّ ّ
‫السومرية‬ ‫المجوس‬ rivers ‫الفرات‬
‫النوميديير‬ ّ ُ
Maya civ ‫حضارة المايا‬ Numidians Middle ages ‫العصور‬
‫الوسىط‬
ّ
Greek civ ‫الحضارة‬ Necropolis /‫جنائزية‬ ‫ُمدن‬ The Athenians ّ
‫األثينيون‬
ّ
‫اليونانية‬ ‫ُمدن المون‬
ّ ‫حضارة‬ ُّ ّ
Indus civ ‫السند‬ Ancient Egyptians ‫المرصيون‬ Hieroglyphics ‫وغليفية‬‫الهب‬
ُ
‫القداىم‬
ّ
Anglo-Saxon ‫إقليم األنجلو‬ Garden of Eden ‫جنات عدن‬ Mediterranean Basin ‫حوض البحر‬
territory ‫سكسونية‬ ّ ‫الم‬
‫توسط‬ ُ
B.A ‫قبل الميالد‬ A.D ‫بعد الميالد‬ Dynasty ‫ساللة حاكمة‬

7
8
 Unit:
1) Used to/ Had to/ was, were able to
Task01: Fill in the gaps with the appropriate phrase: Used to / Had to / Was, were able to.

1- Long ago, people …………………. hunt and gather food to survive.

2- Children in ancient societies ……………….. play with simple toys made from natural materials.
3- The young pharaoh ……………… unite the kingdom and bring peace to the land.
4- During wars and conflicts, warriors ……………….. defend their villages and protect people from danger.
5- The Mayans ………………… develop a sophisticated calendar system.
2) Quantifiers
Task02: Fill in the gaps with the appropriate article (the, a, an, or zero article) to complete the sentences.
1- In ____ morning, we saw ____ beautiful sunrise over _____ mountains.
2- ___English is my second language.
3- We visited ____ historical museum and learned about ancient civilizations.
4- Yesterday, we saw ____ shooting star in ____ sky.
5- There is ____ old oak tree at ____ end of ____ street.
3) Articles
Task03: Fill in the gaps with the appropriate quantifier.
1- She has……………….. friends in this city. (few/ little)
2- There is ………………. sugar left in the bowl. (few/little)
3- ……………….. students attended the workshop.(many/much)
4- He has ………………. experience in handling such situations. (many/much)
4) Pronunciation of the final “ed”
Task04: Classify the following words according to the pronunciation of their final "ed".
talked - played - jumped - laughed- cried - called- watched- asked- touched- passed- started- finished- invited

Unit:
1) Used to/ Had to/ was, were able to
Task01: Fill in the gaps with the appropriate phrase: Used to / Had to / Was/were able to.
1- Long ago, people …………………. hunt and gather food to survive.
2- Children in ancient societies …………….. play with simple toys made from natural materials.
3- The young pharaoh ……………… unite the kingdom and bring peace to the land.
4- During wars and conflicts, warriors ………………. defend their villages and protect people from danger.
5- The Mayans ………………….. develop a sophisticated calendar system.
2) Quantifiers
Task02: Fill in the gaps with the appropriate article (the, a, an, or zero article) to complete the sentences.
1- In ____ morning, we saw ____ beautiful sunrise over _____ mountains.
2- ___English is my second language.
3- We visited ____ historical museum and learned about ancient civilizations.
4- Yesterday, we saw ____ shooting star in ____ sky.
5- There is ____ old oak tree at ____ end of ____ street.
3) Articles
Task03: Fill in the gaps with the appropriate quantifier.
1- She has ………….friends in this city. (few/ little)
2- There is …………….sugar left in the bowl. (few/little)
3- ………………..students attended the workshop.(many/much)
4- He has ………………. experience in handling such situations. (many/much)
4) Pronunciation of the final “ed”
Task04: Classify the following words according to the pronunciation of their final "ed".
talked - played - jumped - laughed- cried - called- watched- asked- touched- passed- started- finished- invited
9
10
 Unit: Ancient Civilizations Level: 3rd Year Literary Streams
DIAGNOSTIC ASSESSMENT
PART ONE: 1/ Reading Comprehension:
Read the text carefully and do the activities that follow.

The ancient Egyptians created many impressive buildings. What is perhaps most impressive is that they built
these structures without the help of the machines we have today. Some of the most famous structures the
ancient Egyptians built were the pyramids.
The pyramids are triangle-shaped buildings that are out in the desert. They were used as tombs for ancient
Egyptian Pharaohs and their families. "Pharaoh" is the name of the ruler of ancient Egypt, like a king or an
emperor. So far, archeologists, historians who study ancient cultures, have found over 100 pyramids in Egypt.
They are still exploring so are likely to find more.
Outside many of the pyramids, the ancient Egyptians built large statues called Sphinx. These statues are of
mythical (imaginary) creatures. The creatures have the head of a man or bird and the body, legs, and tail of a
lion. They were built in front of the pyramids as guards for the tombs of the Pharaohs.
The pyramids were built on the west bank of the Nile. Many were built near the Egyptian city of Giza. The
pyramids of Giza are some of the largest structures ever built. According to anthropologists, it took 20,000 to
30,000 people to build each pyramid. They also think that it took over 20 years to build some of the structures.
Inside the pyramids, archeologists have found many beautiful items such as jewelry, statues, furniture, and
writing that have helped them learn more about the ancient Egyptian cultures.
Adapted from: https://www.really-learn-english.com/english-reading-practice-article-egypt.html

Task01: Write the letter that corresponds to the right answer:

1. The ancient Egyptians created many impressive ____________
a. Vehicles b. Structures c. Crops
2. The pyramids were used as ____________
a. Food stores b. Houses c. Burial places
3. Archeologists are: ____________
a. Philosophers b. Culture historians c. Human race specialists
4. The Sphinx were built in front of the pyramids ____________
a. To decorate tombs b. To be worshiped c. To protect tombs
Task02: Answer the following questions according to the text:
a. Did ancient Egyptians use machines to build pyramids? Justify.
b. How many people did the pyramids take to build?
c. What have archeologists found inside the pyramids?
Task03: What or who do the underlined words refer to in the text:
a. They (§1) b. many (§4) c. them (§5)
11
2/ Text Exploration:
Task01: Give the opposites of the following words keeping the same root:
words opposites
connect
code
obey
colonize
honest
Task02: Classify the following words according to the pronunciation of the final “ED”:
constructed - buried - protected- stopped- believed - blocked
/d/ /t/ /id/

Task03: Fill in the gaps with the correct quantifier:

a. There are ……………………pyramids in Giza city. (many/much)
b. Pharaohs used to eat ………… meat (little/ few) and ……………vegetables. (much/ a lot of)
c. Royal tombs contain …………………. gold. (many/much/ a lot of)
Task04: Fill in the gaps with the appropriate grammatical structures (used to - had to - was/were able to):
1. The ancient Romans owned very strong military, political and social institutions; therefore,
they.................................. build one of the greatest empires in world history.
2. Slaves ………………… obey the orders of their masters because they were punished by beating and
imprisonment for disobedience.
3. Ancient Indians had fit and strong bodies because they............................ eat healthy food every day.

Task05: Fill in the blanks with: “well + the past participle” form of the verbs between brackets:
A. Some pyramids were smaller, less …………...….and often hastily constructed. (to build)
B. Egyptians used the hardest materials to produce ………............statues. (to design)
C. The ancient Greeks were brave and ……………………. (to educate)
PART TWO: Written Expression: Choose one of the following topics:
Topic01: Our grandparents’ lifestyle was simpler in many ways. Write a short paragraph in which
you describe your grandparents past habits. Make the best use of the following notes:
- To wake up early (praying el Fajr / to have breakfast)
- To work in their own business (farming/ raising animals..)
- To cook healthy food on the open fire using homegrown vegetables.
- To have a family lunch around one table.
- To enjoy face-to-face conversations.
Topic02: Despite the luxury and ease of modern lifestyles, many people prefer ancient ways of
living. Write a short paragraph about your favourite lifestyle. Justify your choice.

Topic Sentence Supporting Sentence (s)

Supporting detail(s): explanations/ examples…

Concluding Sentence
Unit: Ancient Civilizations
12
Unit: Ancient Civilizations

Label pictures (1-8) with words in the box:

1 2 3 4

5 6 7 8

Classify pictures (1-8) in the table according to the civilization they belong to. Translate the
civilizations’ names into Arabic.
Indus civ Ancient Egyptian Islamic civ Roman civ Sumerian civ Maya civ
......‫احلضارة‬ civ ..........‫ احلضارة‬...........‫احلضارة‬ ........‫احلضارة‬ ........‫احلضارة‬
.............‫احلضارة‬
…………… ……………………. ……………… ……………….. ……………….. ……………….

Match the words “ANCIENT” and “CIVILIZATION” with their synonyms from the
box:
Advancement
Historic

ANCIENT Primitive
CIVILIZATION
Development
Bygone
Education
Antique
Progress
Out-of-date

13
* Collected vocabulary from third year textbook “New Prospects”.
Complete the table as shown in the example:
Noun Verb Adjective
Civilization ‫احلضارة‬ To civilize civilized

Discovery/ Discoverer ‫ ُمكتشف‬/‫اكتشاف‬ To ……………… -ed/-able

Ruins ‫آاثر‬ To ……………… -able/ -ous/ -ed

Contribution ‫ُمسامهة‬ To ……………… -ive

Achievement ‫إجناز‬ To ……………… -able/-ed

Flourishing/ Flourishment ‫إزدهار‬ To ……………… -ed/-ing

Disappearance ‫ تالشي‬/‫اختفاء‬ To ……………… -ed/ -ing

Prosperity ‫ انتعاش‬/‫إزدهار‬ To ……………… -ous/-ing

Reserve ‫احتياطي‬ To ……………… -able/ -ed

Dependence ‫ عدم االستقاللية‬/‫التبعية‬ To ……………… -ent

Construction ‫بناء‬ To ……………… -ive

Remains ‫بقااي‬ To ……………… -ing/-ed

Improvement ‫حتسني‬ To ……………… -ed/-able/-ing

Collapse ‫اهنيار‬ To ……………… -ed/-ing/-ible

Decline ‫ تقهقر‬/ ‫تراجع‬ To ……………… -al/-ing

UNIT PROJECT
- You are going to work individually and in groups to make a classroom display, telling the story
of your city.
1/ Make decisions
a. In small groups, decide on the focus of your project: your city in Syria.
b. Choose some important historical points to focus on. These could be
◗ Historical events with key dates
◗ Important people
◗ Important places
2/ Do research
a. Each member of the group should choose an area of culture, a place, or an event to
research.
b. Do the research using books, the Internet, tourist leaflets, etc.
c. Decide, as a group, what to include in each part of your display, and who is going to
produce each part of the display.
3/ Making the display
a. Write up your research and add pictures, with descriptions, of what they show.
b. Think of headings for each part of the display.
4/ Events/Dates
5/ Presentation
Display your material in the classroom. Make it as attractive and interesting as possible.
as attractive and interesting as possible. Adapted from: haines_simon_english_for_starters

14
 Unit: Ancient Civilizations Sequence01

Before Listening/Reading
Match civilizations (1-4) with their first emergence locations:

1 2 3 4
Indus civilization Ancient Egypt Ancient China Sumerian civ (Mesopotamia)

Huang He Valley The Indus River Tigris/Euphrates Rivers The Nile River
(The Yellow River) )‫(الدّجلة و الفرات‬
 The four civilizations above are known as Valley River civilizations. In your opinion, how did this
geographical location contribute to the emergence of ancient civilizations? Do you know other
factors?

While Listening/Reading
 Read the text and check your answer to the previous question:
Ancient civilization refers specifically to the first settled communities that became the basis for later states,
nations, and empires. Many civilizations were able to flourish and develop into great empires due to many
factors.
First of all, the geography is the single most important factor that decides if a civilization will prosper and
survive throughout centuries. Rivers, for example, served the first civilizations to prosper by providing a steady
supply of drinking water, fishing and making the land fertile for farming. Moreover, rivers facilitated the
transportation of people who had to travel to search for food. Some of the first civilizations that were located on
the banks of rivers include: The Ancient Egyptians, who were based on the Nile, the Mesopotamians in the Fertile
Crescent on the Tigris/Euphrates rivers, the Ancient Chinese on the Yellow River, and the Ancient India on the
Indus.
Another important factor is long-distance trade. Ancient merchants used to exchange goods through the Silk
and Spice routes in addition to the Incense Route, which was controlled by the Arabs. Cities along trade routes
grew rich acting as international marketplaces. Moreover, they were considered as the main arteries of contact
between ancient empires. Even new inventions, religious beliefs, artistic styles, languages, and social customs, as
well as raw materials, were transmitted by ancient people through trade routes.
With the increased contact between cultures caused by trade, conflicts often then resulted when rulers looked
to seize the riches of rival states and empires, therefore waging wars to get access to resources is another vital
element for a civilization to grow and remain stable for a long period of time.
 Read the text again and do the following tasks:
Task01: Say whether the following statements are true or false according to the text:
a. Ancient civilization refers to the modern communities.
b. The geographical location is the most essential factor for civilizations’ prosperity.
c. Trade routes were the major connection highways between ancient empires.
Task02: Answer the following questions according to the text:
a. How did rivers serve the first civilizations to prosper?
b. State the factors of civilizations’ prosperity mentioned in the text?
c. Were trade routes used to transmit goods only? Justify.
15
 After Listening/Reading “ARTICLES”
Grammar Explorer 01:

 Find the seven ARTICLES MISTAKES in the following sentences:

The Algeria is situated in north of the Africa. It has an beautiful city called Tlemcen
where you can find the Sidi Boumediane mosque. City has become religious and
cultural centre of Islam.
 Check the table of rules, then do the tasks that follow:
Indefinite articles Definite article Zero Article
a/an ‘The’
when talking about When talking about When talking about
 Non – Specific Nouns  Specific Nouns Non- Specific
(in general) (in particular) Abstract Ideas
ّ ّ ّ
‫أثناء التحدث عن األشياء بصفة عامة‬ singular/ plural/ countable/ (in general)
ّ ‫جردة بصفة‬ ّ ‫أثناء‬
ّ ‫التحدث عن أشياء ُم‬
‫أي بدون تحديد‬ uncountable/ abstract nouns ‫عامة‬
ّ ّ ّ
‫أثناء التحدث عن األشياء بشكل خاص‬ ‫وغي محددة‬
‫ر‬
ّ ُ
‫ومحدد‬
‫غي‬‫ ر‬/‫ أسماء معدودة‬/‫ جمع‬/‫( ُمفرد‬
ُ /‫معدودة‬
ّ ‫الم‬
)‫جردة‬
Singular countable nouns Things already introduced countries and geographical
ُ ُ ‫مع األسماء‬ ّ
‫المفردة و المعدودة‬ ‫أثناء التحدث عن أشياء سبق ذكرها‬ names
ّ
ّ ‫ المواقع الجغر‬/‫الدول‬
‫افية‬ ‫أسماء‬
Introduced for the first Unique nouns Places‫أسماء األماكن‬
time (The sun/ The moon)
ّ ‫الشء‬
ّ‫ألول مرة‬ ّ ّ ‫رن‬
‫حي نتحدث عن ي‬ ‫األسماء الفريدة‬
Names of professions and Collective adjectives people, games,
occupations (The poor/ The blind) ‫أسام األشخاص واأللعاب‬
‫ي‬
‫أسماء المهن‬ ‫الصفة الت تحمل ن‬
‫معت الجماعة‬ ّ
‫ي‬
Expressions of With compass directions nationalities (except when
measurements (The North/ The South) referring to the group
ّ specifically The Egyptians/ The
‫وحدات القياس‬ ‫اتجاهات البوصلة‬
Americans..)
)‫اجلنسيّات (ابستثناء اإلشارة اىل جمموعة حم ّددة‬

Task: Fill in each of the blanks in the text below with (the/a/an/0), then explain why
you have used each of them.
………1…….. Greece is located at southeast end of Europe. In many parts of
………2……world, people wanted beautiful Greek pottery. This pottery has been found
as far away as …….3…… western coast of ……4………… Africa.
But ……5……… Athens was near ………6…….. sea, and it had ……7……… good harbor.
It was …8…….Romans who first found …9…….. way to set …10……… arch on top of
two tall pedestals such that it would span highways.
16
Grammar Explorer 02: Narrating using: "used to, had to, was/ were able to"
A. Read sentences (1-2-3), then classify them in the table according to the meaning they convey:
1. Many civilizations were able to flourish.
2. People who had to travel to search for food.
3. Ancient merchants used to exchange goods.
Past Habit Past Obligation Past Ability
(repeated action) (achievement)
Sentence
Rule

Let’s Practise:
Task01: Fill in the gaps with the grammatical structures (used to- had to- was/ were able to):
1. The Nagano region produce the longest life expectancy in Japan because people there
……………….… have a healthy diet and regular physical activity.
2. Some Roman emperors were declared gods so citizens ………………. obey them strictly.
3. The Greek were atheists, they ………………… worship lots of different gods and goddesses.
4. The Chinese ancient upper class …………………. read and write unlike the poor peasant
farmers who were illiterate.
5. Ancient Chinese story-tellers ………. tell ghost and animal stories which always had a moral.
Task02: Rewrite sentence “B” so that it means the same as sentence “A”:
1. A/ The food Ancient Egyptians ate depended on their class. Richer people like pharaohs had the
habit to eat meat, eggs, figs and grapes. Whereas, Poorer people, like farmers were obliged to
eat bread and onions.
B/………………………………………………………………………………………………
…………………………………………………………………………………………………
2. A/ The Mesopotamian’s had the ability to build many canals for irrigation purposes.
B/………………………………………………………………………………………………
3. A/ Romans were accustomed to wear big rings which drew attention and revealed the status of the
wearer.
B/………………………………………………………………………………………………
4. A/ The ancient Egyptians were forced to raise cats in their houses because they were very
sacred and considered as guardians.
B/ ………………………………………………………………………………………….…
Forming opposites using: de / dis
Vocabulary Explorer
STREAMS
Add the prefix (de or dis) to form opposites:

Like =/=……………. Activate =/=…………….

Construct =/=……..……. Advantage=/=…….……….

More words: appear- classify- agree- trust- colorize- allow- toxify- respect
17
18
Unit: Ancient Civilizations s Option01

 Read the paragraph and identify the sentence types using hints from the box:
Supporting detail – Topic sentence – Supporting idea – supporting the new idea –
Concluding sentence – Transitional sentence

1………………. 2 …...…………… 3………….……

School life in Sparta was completely tough. The purpose of education was to produce and
maintain a powerful army; as a result, Spartan boys had to join military schools at age 6. They
learned how to read and write, but those skills were not given much importance as military ones.
Military schools had a severe system. The boys were often beaten and kept hungry. They used to spend
the night away from home, in the barracks, with the men. They were taught that stealing and killing
could save their lives someday. Nearly everything in the Spartan educational system was about war and
battle. Spartan girls went to school to learn to be warriors. Their school was not as brutal, but all
girls in ancient Sparta could wrestle and fist fight and handle a weapon. They were even taught how
to kill. The Spartans believed that strong women produced strong babies. Besides, the women might
have to defend the city if the men were away at war. No great works of art came out of Sparta. But most
of the other Greek city-states wanted Sparta on their side. The Spartans’ harsh school lifestyle made
them great friends one can have in times of war. https://greece.mrdonn.org/education.html

…4………………… …5…………………. …6………………….

 Complete the table according to the text:
Text Topic Text Type Verbs Tense
(what is it about?)
...................................................... ................................................ ...........................................
....................................... ................................................ ..........................................
LET’S WRITE: Using the following notes, write a composition of 100 to 120 words to describe
the school life in ancient Athens.
Purpose of Education for boys Education for girls
Education
- To - To be taught at home until they were 6 years - Homeschooled by
produce old. their mothers
good - To join school to learn: reading /writing/ - To learn reading/
citizens math and science/ playing musical writing
instruments (the flute)/ how to debate and - To learn cooking/
give a persuasive speech) sewing clothes
- After high school: to attend military school - How to run a house
(to be good warriors)

Useful Language
 Make the best use of the grammar you have learnt in this sequence (had to/ used to/ were able to)
 Use the necessary link words: To begin with, first, next, finally, etc. / Because, since, for, as,
therefore, etc.

19
 Write down your thoughts, then exchange ideas with a partner:
My thoughts My partner’s thoughts
…………………………………………….. …………………….………………………….
…………………………………………….. ……………………………………………….
…………………………………………….. …………………………….…………………
Use your thoughts and your partner’s to write your “PARAGRAPH”.
Now, swap paragraphs with a classmate and use the paragraph writing CHECKLIST below to
give each other feedback.
There is a clear topic sentence Yes No

There are supporting ideas and supporting details

Ideas are generally well organized and easy to follow
The concluding sentence clearly links back to the topic sentence
Punctuation and spelling have been checked

EXTRA WRITING: SELECTED TOPICS FROM BAC EXAMS:

Topic One: (BAC 2014 F.L) Using the following notes, write a composition of 120 to 150 words to
describe the daily life of the people of ancient Greece.
Houses: built, clay-brick, stone, more than one room, a courtyard.
Food: varied, fruits, vegetables, fish, rarely eat meat only in religious feasts.
Clothes: home-made, decorated to present their city-states.
Entertainment: dance, music…….
‫مواضيع خمتارة من اختبارات شهادة البكالوراي‬
‫لسكان‬
ٌ ‫ كلمة تصف فيها احلياة اليومية‬051 ‫ اىل‬041 ‫ لغات أجنبية) أُكتب فقرة تتاوح كلماهتا من‬4102 ‫(بكالوراي‬:10 ‫املوضوع‬
:‫اليوانن القدمية مستعينا ابألفكار التالية‬
‫ فناء‬،‫ أكثر من غرفة واحدة‬،‫ احلجر‬،‫ مبنية ابستعمال الطوب الطيين‬:‫املنازل‬
.‫ تناول اللحم اندر ومقتصر على املناسبات الدينية فقط‬،‫ مسك‬،‫ خضراوات‬،‫ فواكه‬،‫ متنوع‬:‫األكل‬
.‫ تزيني يوحي هبوية املنطقة‬،‫ صنع منزيل‬:‫املالبس‬
‫ املوسيقى‬،‫ الرقص‬:‫التفيه‬
Topic Two: (BAC 2014 LPH) Using the following notes, write a composition of 100 to 120 words on the
great achievements made by the Islamic civilization in different fields.
- Develop architecture (houses/ mosques/castles)
- Spread literature and arts (music, books, poetry)
- Made many discoveries and inventions (astronomy/ chemistry, medicine)

)‫ أداب وفلسفة‬4102 ‫ (بكالوراي‬:14 ‫املوضوع‬

‫ حول اإلجنازات العظيمة الّت حققتها احلضارة اإلسالمية يف خمتلف اجملاالت مستعينا‬041 ‫ اىل‬011 ‫أُكتب فقرة تتاوح كلماهتا من‬
:‫ابألفكار التالية‬
)‫ قُصور‬،‫ مساجد‬،‫ تطوير اهلندسة املعمارية (منازل‬-
)‫ الشعر‬،‫ ال ُكتب‬،‫ نشر األدب وال ُفنون (املوسيقى‬-
)‫ الطب‬،‫ الكيمياء‬،‫– حتقيق العديد من االكتشافات واالختاعات (علم الفلك‬
20
Unit: Ancient Civilizations s Option02

 Give titles to the following pictures.

…………………………. ……………………….. ………………………….

 Answer questions (1-8). Use hints from the box.

1- Where did ancient people use to live?

2- What were their houses made up from?
Box of hints: (Useful Words):
3- What did ancient people use to eat?
Give examples. Houses: caves, huts, wooden houses, mud-brick
4- What cooking tools did they use to use? structures.
5- What did they use to wear? Food: fruits, vegetables, fish, domesticated animals,
6- What were their clothes made up from? crops, wheat, barley, rice.
7- What did they use to wear? Cooking tools: clay pots, stone ovens..
8- What were their clothes made up from? Clothing: animal skins, fur, wool, plant fibers..

 Share your answers with your class-mate.

 Use your thoughts and your partner’s to write a “PARAGRAPH” in which you describe
ancient lifestyle in terms of housing, food and clothing.
Start like this:
In ancient times, people lived uniquely with their special homes, food, and
Topic Sentence
clothing. They used to live in …………. ………….Their houses were made
Ideas 01+ Supporting ideas
from……………………………………………………………………………..
For food, ancient people relied on ………. They used to eat……… They also
Idea 02+ Supporting ideas used to grow crops like …………….Cooking tools were …………., like ….....
………………………………………………………………………………….
Idea03+ Supporting ideas Their clothing was made using ………………………………………………
………………………………………………………………………………….
Concluding Sentence All these ancient habits and practices created a truly one-of-a-kind way of life.

 Now, swap paragraphs with a classmate and use the paragraph writing CHECKLIST below to
give each other feedback.

There is a clear topic sentence Yes No

There are supporting ideas and supporting details

Ideas are generally well organized and easy to follow
The concluding sentence clearly links back to the topic sentence
Punctuation and spelling have been checked

21
Other Topics Related to Sequence 01 (BAC Collection)
Topic one: In your class, many pupils were not able to talk about the Islamic civilization. Therefore, your
teacher asked you to write an article of about 80 to 100 words to inform your classmates about its achievements
and contributions to humanity.
The following notes may help you:
Governing ways / Organized society/ Scientific achievements/ New irrigation and agricultural systems
Discoveries / essential for modern studying
:‫جمموعة من املواضيع املُدرجة يف البكالوراي واملُتعلقة ابلُزء األول من الوحدة‬
ّ ‫ مل‬:‫املوضوع األول‬
‫ لذلك طلب منك أستاذك أن تكتُب مقالة عدد‬،‫يتسّن للعديد من التّالميذ يف قسمك التح ّدث عن احلضارة اإلسالميّة‬ ُ
‫ ميكنك االستعانة‬.‫ هبدف اخبار زمالئك حول إجنازات احلضارة االسالميّة ومسامهتها جتاه البشريّة‬،‫ كلمة‬011 ‫ اىل‬01 ‫كلماهتا حوايل‬
:‫ابألفكار التّالية‬
‫الضرورية للدراسة احلديث‬
ّ / ‫ االكتشافات‬/‫ أنظمة الري والزراعة اجلديدة‬/‫ االجنازات العلمية‬/‫ املجتمع املنظّم‬/‫طُرق احلكم واخلالفة‬
ُ ُ
Topic two: Languages and cultures become richer when they encounter others. Using the following notes,
write a composition of 120 to 150 words about the factors that contributed to the enrichment of culture in
Algeria.
- strategic geographic situation - contact with a variety of civilizations
- tolerance towards other cultures - the genius of its people- abundance of its resources
‫ كلمة تتناول‬051 ‫ اىل‬021 ‫ أكتب فقرة يرتاوح عدد كلماهتا من‬،‫تتطور اللّغات والثّقافات ابحتكاكها مع الغري‬ ّ :‫املوضوع الثاين‬
ُ
:‫ استعن ابألفكار التّالية‬،‫فيها العوامل اليت سامهت يف اثراء الثّقافة يف اجلزائر‬
‫ سخاء املوارد‬-‫الشعوب‬
ّ ‫ دهاء وعبقريّة‬-‫ التّعايش مع ثقافات الغري‬-‫تنوعة‬
ّ ُ‫ التّواصل مع احلضارات امل‬-‫املوقع اجلغرايف االسرتاتيجي‬
Topic three: You recently visited the Pyramids as part of an exchange programme between the ministry of
national education and that of Egypt. Your teacher asked you to prepare a report on your visit to share with
your schoolmates. Write an article of about 80 to 120 words to your school magazine to tell about the rise and
achievements of the ancient Egyptian civilization.
The following notes may help you:
along the Nile river /- 5000 BC/ The Pharaoh/ the absolute monarch of the country
Achievements: The Pyramids/ irrigation systems/ mummification
‫ طلب منك أستاذك اعداد‬،‫ قمت بزايرة األهرامات‬،‫ يف إطار برانمج تبادل ثقايف بني وزاريت الرتبية احملليّة واملصريّة‬:‫املوضوع الثالث‬ ُ
‫ كلمة تتناول فيها نشئه احلضارة‬021‫ و‬01 ‫ أُكتب مقالة جمللّة املدرسة ترتاوح كلماهتا بني‬.‫تقرير حول زايرتك ملشاركته مع زمالئك‬
:‫ قد تُفيدك األفكار التالية‬.‫املصريّة واجنازاهتا‬
‫السلطة املطلقة للبالد‬
ُّ /‫ فرعون‬/‫ ماقبل امليالد‬5111 /‫على طول ضفاف هنر النّيل‬
ً
ّ ‫ أنظمة‬/‫ األهرامات‬:‫اإلجنازات‬
‫ التّحنيط‬/‫الري‬
Topic four: Many students mistakenly believe that ancient civilizations made no contributions to modern
societies. Use the following ideas to write an article of about 80 to 120 words, in which you explain and
shed light on those contributions to your fellow students.
The following notes may help you:
-Developing systems of writing -Improving agriculture and irrigation -Inventing tools and making discoveries
-Organizing social life
‫ أُكتب‬،‫للمجتمعات احلديثة‬
ُ ‫ ُُيطئ الكثري من التّالميذ يف االعتقاد أ ّن احلضارات القدمية مل تُق ّدم أيّة ُمسامهات‬:‫املوضوع الثالث‬
ُ
:‫ استعن ابألفكار التّالية‬،‫الضوء على هاته املسامهات‬
ّ ‫ تسلّط فيها‬،)‫ كلمة‬021 ‫ اىل‬01 ‫وجهة لزمالئك (ترتاوح كلماهتا من‬ ّ ‫مقالة ُم‬
.‫ تنظيم احلياة االجتماعيّة‬-‫ اخرتاع الُمع ّدات والقيام ابالكتشافات‬-‫الري‬
ّ ‫الزراعة و‬
ّ ‫ حتسني‬-‫تطوير تقنيات الكتابة‬
22
Unit: ANCIENT CIVILIZATIONS Sequence02

Before Reading
 Label pictures (1-7) with words from the box, then classify them in the table below:

Trade -Natural Disasters- Warfare- Agriculture- Overpopulation- Pandemic(s)- Water resources

5
Factors led to the Rise of civilizations Factors led to the Collapse (downfall) of
civilizations
…………………………………………………… ……………………………………………………….
…………………………………………………… ……………………………………………………….

While Reading
 Read the text and check your answers to the previous question.
In the early ages of human existence, the greatest civilizations existed near the river valleys which acted
as a reliable source of water for agriculture, trade and other human needs. Most of the ancient civilizations
had flourished enormously before they completely vanished from the pages of history and the Maya
civilization is one of them. Scientists are still discovering Mayan temples that have been covered by the
jungle for many centuries. These findings have led people and scientists to wonder why the Mayas
mysteriously disappeared after having prospered. The Mayas are recognized for their refined calendar and
writing systems, architecture, and other aspects of their culture. They built magnificent temples and palaces
and their territory extended along some southern parts of Central America. However, around 900 A.D., most
of those areas were abandoned.
Many hypotheses have been established to explain what could have happened to such a great civilization.
Some archaeologists believe it declined because of overpopulation which may have caused a lack of
resources. Others think it may have collapsed due to warfare. There are even some non-science-based ideas
saying that the civilization might have been invaded by aliens. But, more plausible options have been
proposed by scholars whose last archaeological investigations suggest that climate change must have caused
less rain. This produced severe droughts and loss of crops which led the Mayas to abandon their cities.
Adapted from: www.garneteducation.com
 Read the text carefully to do the following activities.
Task01: Say whether the following statements are true or false.
a- The Mayas are admired for their great achievements in different fields.
b- It is difficult to explain the fall of the Mayan civilization.
c- The Mayas abandoned their cities because of floods.
23
Task02: Answer the following questions according to the text.
a- Did the Mayas expand their territory to South America? Justify your answer.
b- List two possible reasons that led to the collapse of the Mayan civilization.
c- Explain how climate change could have been the cause of the decline of the Maya civilization?
Task03: Choose the general idea of the text.
a- The rise of the Maya civilization
b- The achievements of the Maya civilization
c- Reasons for the collapse of the Maya civilization

After Reading
Grammar Explorer 01:
 Classify the following words in the table:


Countable Nouns Uncountable Nouns

………………………………… ……………………………………
………………………………… ……………………………………
…………………………………. ……………………………………
 Complete the Reminder:
Many/ few/ a little/ a lot of/ much are called …………………They are used to express…………………
Many / Few/ are used with ………………………………………………. nouns.
A little / much are used with ………………………………………. nouns.
A lot of is used with ……………………………………………….

 Complete the table:

Quantifier Comparative Superlative Negative Interrogative
Many / Much more The …………….
(Superiority ) How Many?
Few ……………………. The fewest Not many/None
(inferiority ) How Much?
Little Less The ……………..
(inferiority )
PRACTICE: Fill in the blanks with appropriate quantifiers or their comparative and
superlative forms:
1. The Roman religious’ festivals included ………………... gladiatorial shows. (many/ much)
2. How ……………………water does Egypt get? (many/ much)
3. The Sapa Inca and the nobles had …………………… privileges. (a lot of/ many/ much)
4. How ………………… World Heritage Sites are there in Algeria? (much/ many)
5. Today there are ………. than 93 pyramids in Egypt. Giza contains the…………remains. (most/more)
6. Only …………. citizens survived from the Inca empire after the Spanish conquest. (little/ few)
7. Literacy was included in the Spartan curriculum but it was given …………… importance than
military training and survival skills. (the least/ less)

24
Grammar Explorer 02: “Past simple / Past perfect”
 Read sentences (1-2):
 Underline the verbs in each sentence:
1. The ancient civilizations had flourished enormously before they vanished.
2. The ancient civilizations vanished after they had flourished enormously.
 Choose the correct answer: Actions in sentences (1-2) happened:
a. In a chronological order (one after another)
b. At the same time.
 Complete the table:
Sentence 01 Sentence 02
st
Tense of 1 action
Tense of 2nd action
Sequence word
Sentence structure
 Read the reminder, then do the tasks that follow:
The past perfect is used to describe an action that was completed before another action in the
past. It is often used with the past simple.
Past perfect structure: Subject + had + past participle
Sequence words are often used to help make the chronological order of these actions clearer.
Words and phrases like after, by then and as soon as are used before the past perfect.
Phrases such as by the time are used before the past simple. Words like before and when
can be used with both tenses. Example: She had cleaned her house before her guests arrived.

Task01: Rewrite the sentence parts in the correct order:

1. after / they had mummified the dead bodies/ The priests buried the pharaohs
2. joined the military school / before / The Athens boys had learnt reading and writing
3. climbed the pyramid / The tourists had taken permission / before
Task02: Rewrite sentence “B” so as it means the same as sentence “A”:
1. A/ Spartan girls had joined the military school before they learnt how to run a house.
B/ After .............................................................................
2. A/ Queen died after she had suffered a lot of illness.
B/ Before ...................................................................
Task03: Complete the past perfect and past simple sentence halves with your own ideas.
1. As soon as I had finished the exam .............................................................................
2. Before my teacher got angry with me ...................................................................................
3. After my mum had told me not to ...............................................................................
EXTRA PRACTICE: Selected task from BAC EXAMS
1. Combine each pair of sentences with one of the connectors given between brackets. Make
changes where necessary.
a) The Athenian society moved forward. Athens renounced military oriented education. (after)
b) Ancient Egyptians mummified the bodies of the dead. They put the mummies in tombs. (after)
c) He graduated from college. He found a job. (as soon as)
2. Give the correct form of the verbs in brackets.
1. After the Spartans (to defeat) ……………………… the Helots, they became much more powerful.
2. After the Spanish (conquer) …………………… the Inca Empire, they captured the Sapa Inca. It
(be) ………………… the first step in a long campaign that (take) ……………… decades of
fighting but ended in Spanish victory in 1572. The conquest of the Inca Empire (lead)
……………… to campaigns into present-day Chile and Colombia.
25
 “ASKING QUESTIONS”
1. Fill in the gaps with the appropriate “Question Word”:

What – When- Where- Who- Why- How- Which

1. ……………did Algeria gain independence?  In July 5, 1962 (Time/Date)

2. ………….. discovered America?  Explorer Christopher Columbus (People)
3. …..…did the Maya empire collapse?  Because it was conquered by Spain (Reason)
4. ……religion did ancient China choose to embrace?  Taoism, and Buddhism (Choice)
5. ……. did ancient Egyptians preserve the pharaohs corpses?  Mummification
(Process/ Manner)
6. ………… did Ibn Sina invent?  A device to monitor stars coordinates (Information)
7. …………..was Sumer located?  Near the Tigris and Euphrates Rivers (Place)

2. Ask questions about the underlined words:

1. Confucianism, Taoism, Buddhism, and the early folk religion are the four ancient
Chinese beliefs.
2. The Numidians are the Berber population of Numidia.
3. The Roman empire collapsed in AD 476.
4. Scientists have discovered an ancient Mayan city under Guatemalan jungle.
5. Cleopatra died by suicide.
6. Queens preferred jewelry gifts.

EXTRA PRACTICE: Selected content from BAC EXAMS 

Task: Ask the questions which the underlined words answer.
1. Waiting for the punch line focuses attention on the speaker.
2. For maximum effect, humour should be employed deliberately.
3. Good behaviour often brings a reward.
4. Business managers must understand finance and marketing.
5. Children work in factories to help their needy families.
6. Children can acquire learning responsibilities and work experience.
7. The Indus people developed their own system of writing.
8. The Indians built public buildings and palaces.
9. Plagiarism has increased because school systems are tolerant.
10. Some students are good at languages.
11. He has made too much efforts to succeed.

26
 “EXPRESSING CONCESSION”
Choose from the box the appropriate “link word” to combine sentences 1 and 2. Justify your choice.

and
however
because

1/The Ancient Egyptians didn’t have advanced tools 2/ They built huge impressive pyramids

Combine again sentences (1 and 2) using the following connectors: (despite/ although/ in spite of).
(Make the necessary changes.)
Check the reminder, then do the tasks that follow:
Reminder: To express “CONCESSION” (two contrasting ideas) we use:
 Although /Even though / Though /In spite of the fact that / Despite the fact that + CLAUSE (S+V)
 In spite (of) / Despite + Noun Phrase or Gerund (verb + ing), + the rest of the sentence
(They can all be used at the beginning or in the middle of the sentence)
 S + V……; however, S + V…. or S+V ... . However, S+V……..
N.B: We can also express concession using but, yet, nevertheless
Task01: Fill in the gaps with the appropriate connectors:
1- The Incas built vast and well-organized cities,.................. they didn't have a written language to record their history.
(despite/ however)
2- ....................the scarcity of resources, the Inca civilization created an extensive network of roads and bridges.
(In spite of/ However)
3- ....................the Mayans didn't have modern tools, they were skilled in studying the stars and making calendars.
(despite/ although)
Task02: Complete sentence (B) so that it means the same as sentence (A):
Selected sentences from BAC EXAMS (2012/2022):
1. A/ The British came from different origins, but they succeeded to build a flourishing society.
B/ In spite of .........................................................................
2. A/ Youths are aware of the dangers. They take risks.
B/ Despite ......................................................................................
3. A/ Although Muslim countries dispose of considerable resources, they remain underdeveloped.
B/ Despite ...................................................................................
4. A/ children do most of the hard work. They are badly paid.
B/Although...................................................................................
5. A/ The young boy succeeded in his studies although he was poor.
B/ Despite ..........................................................................................
6. A/ There was a police force in the city but Romans were still assaulted and robbed.
B/ Although...........................................................................................................
Task03: Combine each pair of sentences with the connectors given between brackets. Make
changes where necessary.
1. The Helots fought for their freedom. They were defeated. (although)
2. The site of Tipaza is classified as a World Heritage Site. Little effort is made to preserve it. (although)
3. The teachers were preoccupied with other subjects. The moral aspect was not neglected. (although)
4. Whistleblowing is necessary. A lot of companies are not in favour of whistleblowing. (despite)
5. Governments are making efforts to eradicate corruption. It is still prevalent in our society. (despite)
6. The soil was arid. Sumerians developed a sophisticated agriculture. (although)
7. Kidnappers are severely punished. Child abductions rates are still on the increase. (although)
8. People still love sport. Sport has become corrupt. (although)

27
 Vocabulary EXPLORER
VOCABULARY Explorer: “Forming words using suffixes:” ic, ment, y, ily, able:”
Complete the table:
Word Root + Suffix = New Word
Adjective or Noun or Adverb
Excite ment Excitement
Ease ily
Accept able
Govern ment
Improve ment
Consider able
Profit able
Terrify ic
Health y
Symbol ic
Task: Fill in the gaps with the appropriate words from the table above:
1. The construction of roads and railways made a significant ….....…….. in the quality of life.
2. Magic was an ………………….. practice in ancient Egypt.
3. Archeologists found real …………………… in their research.
4. The town is too isolated and too small for a………………service.
5. The fire caused ………………. damage to the church.
6. ……………….. is a great achievement of civilization.
7. Our ancestors used to live a ………………………. lifestyle.
8. The major problems of the city can be………………….. identified.
9. Searching for pharaohs inside the old tombs is very exciting but …………………..
10. Petra is one of the most fascinating culturally …………………… structures in the world.

Pronunciation of final ‘ed’

Check the following table. Then, do the task below:
The final “ed” (of the past simple and past participle tense) is pronounced:
/d/ /t/ /Id/
After vowels and: After: After:
/b/, /g/, /l/, /m/, /n/, /ŋ/, /j/, / f /, / k /, / p /, / s /, / θ, / ∫ /t ∫/ /t/, /d/
/ð/, /z/,/v/,/ʒ/, /dʒ/
Task: Read the following verbs aloud, then classify them in the correct columns
according to the sound of the final “ed”:

educated - civilized- improved - collapsed - skipped - finished - searched -

worked- answered - ended - declined - located - created - arranged-
developed - extended- disappeared

28
Unit: Ancient Civilizations Sequence02
1) Name pictures (A-B-C) using your background knowledge:

A B C

CIVILIZATION
2) Now discuss with your partner the following questions and write your notes on a draft:
a- How do pandemic diseases threaten modern civilizations? Give examples
b- How does climate change endanger our modern civilizations? Give examples
c- How do nuclear weapons lead to the collapse of modern civilization? Give examples
3) Use your notes and your partner’s to write an essay about the threats faced by modern
civilizations, respecting the following EXPOSITORY GUIDLINE:
The main idea of the essay
Introducing the Topic + Thesis (usually written at the end of the introduction)
Introduction Statement
The main idea of the
paragraph + examples / explanations
Body Topic Sentence+Supporting
(At least one§) Sentence(s)+ Concluding Sentence

Conclusion You shouldn’t present any new Information

Summarizing the topic in very
concise terms
HELPFUL NOTES:
- Pandemics: Cholera, flu, covid / WHO: Corona most global disaster: reached 199 countries,
death of 25,237 / Prior research: most civilizations /destroyed by deadly pandemics.
- Climate change: Drought/heatwaves/rising of sea levels/ harming animals/ loss of shelter
In 2021, deadly heatwaves in Canada and Pakistan and, wildfires in Greece and Siberia.
- Nuclear weapons: destruction, death, and injury, a wide area of impact.
Scientists at Rutgers University: A nuclear conflict between Russia and the United States / to kill
three-fourths of the world’s population in 2 years.

4) Now, swap paragraphs with a classmate and use the paragraph writing
CHECKLIST below to give each other feedback.
There is a clear thesis statement in the introduction Yes No
There is a clear topic sentence in each paragraph
There are supporting sentences and details for each topic sentence
The conclusion clearly links back to the thesis statement
Punctuation and spelling have been checked
29
 Plan02 / Slow Learners:
 Complete the essay by writing PARAGRAPHS 02 and 03 as shown in
PARAGRAPH 01. Write your own conclusion by Summarizing the topic in very
concise terms.

Introduction Great civilizations have come and gone over time.

Today, our modern civilizations are enjoying prosperity;
however, they are facing many risks and challenges. Thesis
Pandemics, climate change and nuclear weapons are some of
Statement
the threats that may lead to the collapse of modern
civilizations.
Topic S To begin with, pandemics such as cholera, flu and
plague have devastating effects which endanger the existence
of humanity. These infectious diseases can kill thousands of
Supporting S
people in a short time. For instance, the COVID-19
pandemic has led to a dramatic loss of human life worldwide.
According to the WHO, Corona is the most global health
Details(examples)
disaster because it reached 199 countries and caused the
death of 25,237 people. Moreover, a prior research shows
Concluding S that most ancient civilizations were destroyed by deadly
pandemics. In short, deadly pandemics are without doubt a
serious risk to the existence of modern civilizations.
In addition, ………………………………………………………….
Paragraph02 …………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………

Furthermore, ………………………………………………………...
Paragraph03 ………………………………………………………………………………….
………………………………………………………………………………….

In conclusion, ……………………………………………………….
…………………………………………………………………………………
Conclusion
…………………………………………………………………………………
…………………………………………………………………………………

30
Sample Essay:
Great civilizations have come and gone over time. Today, our modern civilizations are enjoying
prosperity; however, they are facing many risks and challenges. Pandemics, climate change and
nuclear weapons are some of the threats that may lead to the collapse of modern civilizations.
To begin with, pandemics such as cholera, flu and plague have devastating effects
which endanger the existence of humanity. These infectious diseases can kill thousands of people
in a short time. For instance, the COVID-19 pandemic has led to a dramatic loss of human life
worldwide. According to the WHO, Corona is the most global health disaster because it reached 199
countries and caused the death of 25,237 people. Moreover, a prior research shows that most ancient
civilizations were destroyed by deadly pandemics. In short, deadly pandemics are without doubt a
serious risk to the existence of modern civilizations.
In addition, our global civilization is in danger of collapse because of the hazards of
climate change. More frequent and intense drought, storms, heat waves, rising sea levels, melting
glaciers and warming oceans can directly devastate people’s livelihoods and communities. In 2021,
scorching temperatures caused deadly heatwaves in Canada and Pakistan and set off wildfires in
Greece and Siberia. Not only this but food security and access to fresh water are also at risk due to
rising temperatures. All in all, climate change is one of the biggest threats facing modern civilizations
and humanity.
Furthermore, modern civilizations are facing challenges for survival because of nuclear
weapons. A nuclear weapon would cause great destruction, death, and injury and have a wide area of
impact. According to scientists at Rutgers University, a nuclear conflict between Russia and the
United States would kill three-fourths of the world’s population in 2 years. In brief, as long as nuclear
weapons exist, human civilizations can be wiped out whether as the result of an accident or a
deliberate act.
In conclusion, despite enjoying a prosperous life and progress, modern civilizations are
threatened with collapse because of pandemics, climate change and nuclear weapons.

Sample Essay:
Great civilizations have come and gone over time. Today, our modern civilizations are enjoying
prosperity; however, they are facing many risks and challenges. Pandemics, climate change and
nuclear weapons are some of the threats that may lead to the collapse of modern civilizations.
To begin with, pandemics such as cholera, flu and plague have devastating effects
which endanger the existence of humanity. These infectious diseases can kill thousands of people
in a short time. For instance, the COVID-19 pandemic has led to a dramatic loss of human life
worldwide. According to the WHO, Corona is the most global health disaster because it reached 199
countries and caused the death of 25,237 people. Moreover, a prior research shows that most ancient
civilizations were destroyed by deadly pandemics. In short, deadly pandemics are without doubt a
serious risk to the existence of modern civilizations.
In addition, our global civilization is in danger of collapse because of the hazards of
climate change. More frequent and intense drought, storms, heat waves, rising sea levels, melting
glaciers and warming oceans can directly devastate people’s livelihoods and communities. In 2021,
scorching temperatures caused deadly heatwaves in Canada and Pakistan and set off wildfires in
Greece and Siberia. Not only this but food security and access to fresh water are also at risk due to
rising temperatures. All in all, climate change is one of the biggest threats facing modern civilizations
and humanity.
Furthermore, modern civilizations are facing challenges for survival because of nuclear
weapons. A nuclear weapon would cause great destruction, death, and injury and have a wide area of
impact. According to scientists at Rutgers University, a nuclear conflict between Russia and the
United States would kill three-fourths of the world’s population in 2 years. In brief, as long as nuclear
weapons exist, human civilizations can be wiped out whether as the result of an accident or a
deliberate act.
In conclusion, despite enjoying a prosperous life and progress, modern civilizations are
threatened with collapse because of pandemics, climate change and nuclear weapons.
31
32
Sample paragraph for slow learners:

Modern civilizations are at risk due to pandemics, climate change, and nuclear weapons, which could
lead to their collapse. Deadly pandemics like cholera, flu, and COVID-19 have devastating effects,
endangering humanity. For instance, the COVID-19 pandemic caused a dramatic loss of life worldwide.
Ancient civilizations also faced destruction from such pandemics. Climate change is another major threat.
More intense droughts, storms, heatwaves, and rising sea levels can devastate communities. Scorching
temperatures caused deadly heatwaves and wildfires in recent years.
The danger of nuclear weapons poses a significant challenge. Their use could cause immense destruction and
loss of life. As long as nuclear weapons exist, civilizations remain vulnerable. In conclusion, despite their
prosperity and progress, modern civilizations face serious risks from pandemics, climate change, and nuclear
weapons."

Sample paragraph for slow learners:

Modern civilizations are at risk due to pandemics, climate change, and nuclear weapons, which could
lead to their collapse. Deadly pandemics like cholera, flu, and COVID-19 have devastating effects,
endangering humanity. For instance, the COVID-19 pandemic caused a dramatic loss of life worldwide.
Ancient civilizations also faced destruction from such pandemics. Climate change is another major threat.
More intense droughts, storms, heatwaves, and rising sea levels can devastate communities. Scorching
temperatures caused deadly heatwaves and wildfires in recent years.
The danger of nuclear weapons poses a significant challenge. Their use could cause immense destruction and
loss of life. As long as nuclear weapons exist, civilizations remain vulnerable. In conclusion, despite their
prosperity and progress, modern civilizations face serious risks from pandemics, climate change, and nuclear
weapons."

Sample paragraph for slow learners:

Modern civilizations are at risk due to pandemics, climate change, and nuclear weapons, which could
lead to their collapse. Deadly pandemics like cholera, flu, and COVID-19 have devastating effects,
endangering humanity. For instance, the COVID-19 pandemic caused a dramatic loss of life worldwide.
Ancient civilizations also faced destruction from such pandemics. Climate change is another major threat.
More intense droughts, storms, heatwaves, and rising sea levels can devastate communities. Scorching
temperatures caused deadly heatwaves and wildfires in recent years.
The danger of nuclear weapons poses a significant challenge. Their use could cause immense destruction and
loss of life. As long as nuclear weapons exist, civilizations remain vulnerable. In conclusion, despite their
prosperity and progress, modern civilizations face serious risks from pandemics, climate change, and nuclear
weapons."

33
34
TOPICS RELATED TO SEQUENCE 02: (BAC COLLECTION)
Topic One: Most of the ancient civilizations fell mostly because of wars, droughts and natural
disasters and our modern civilization is facing more challenges that can lead to its collapse.
As a member of Greenpeace organization in your country, write a public statement of about 80
to 120 words to convince decision makers worldwide to take action to preserve our civilization.
Make the best use of the following notes
- ban nuclear weapons
- more money to fight pandemics
- reduce pollution and global warming
- encourage renewable energies
:‫جمموعة من املواضيع املُدرجة يف البكالوراي واملُتعلقة ابلُزء الثاين من الوحدة‬
‫ واليوم تواجه حضاراتنا احلديثة‬،‫ اهنارت معظم احلضارات القدمية نتيجة احلروب واجلفاف والكوارث الطّبيعيّة‬:‫املوضوع األول‬
ُ
)‫ كلمة‬021‫اىل‬01 ‫ أكتب خطااب (من‬،‫السالم األخضر يف دولتك‬ ّ ‫ كونك عضو يف منظّمة‬.‫حتدايت أكثر قد أتدي اىل سقوطها‬ ّ
:‫ استعن ابألفكار التّالية‬.‫ابّتاذ اإلجراءات حلماية حضارتنا‬
ّ ‫تقنع فيه صانعي القرار عرب العامل‬
‫منع األسلحة النووية‬
‫ختصيص ميزانية أكرب احماربة األوبةة‬
‫تقليل التلوث واالحتباس احلراري‬
‫تشجيع الطاقات املتجددة‬
Topic Two: Our modern civilization faces many threats (nuclear warfare, climate change...) which
may lead to its collapse. Most of these menaces are the consequence of human activity. Write an
opinion article of about 120 to 150 words for an electronic newspaper to urge the decision makers
worldwide to take action to preserve our civilization from disappearing.
‫ أغلب هذه‬،‫ؤدي اىل اهنيارها‬ ّ ،‫ تُواجه حضارتنا احلديثة ع ّدة هتديدات (احلروب النّوويّة‬:‫املوضوع الثاين‬
ّ ُ‫) ممّا قد ي‬..‫تغري املناخ‬ ُ
‫الّتاذ‬
ّ ‫صنّاع القرار يف العامل‬
ُ ‫ كلمة) جلريدة الكرتونيّة حلث‬051 ‫ اىل‬021 ‫ أُكتب مقالة رأي (من‬،‫حدايت نتاج ملمارسات بشريّة‬
ّ ّ‫الت‬
.‫اإلجراءات حلماية حضارتنا من التّالشي‬
Topic Three:
Today the Arab nation is facing serious problems. Is it a sign of its decline as a civilization? Write a
composition of 120 to 150 words to sate your opinion.
You can use the following notes:
- Instability/ internal and external conflicts
- Economic dependency/ reliance on oil incomes
- Attempts to solve out the situation

‫ فهل يع ّد ذلك عالمة من عالمات التقهقر احلضاري؟ أكتب فقرة‬،‫األمة العربيّة مشاكل وخيمة‬
ّ ‫ تواجه اليوم‬:‫املوضوع الثالث‬
ُ
:‫ استعن ابألفكار التّالية‬.‫ كلمة) تق ّدم فيها وجهة نظرك‬051 ‫ اىل‬021 ‫(من‬
‫ صراعات داخليّة وخارجيّة‬/‫عدم االستقرار‬
‫ االعتماد على مداخيل البرتول‬/‫التّبعيّة االقتصادية‬
‫حماوالت إلنقاذ الوضع‬

35
36
Unit: Ancient Civilizations Sequence03
Before Listening/ Reading
A) Label the historical sites (1-7) with their names from the box. In which Wilaya are they
located?
Al Qal'a of Beni Hammad - Djémila - Kasbah of Algiers- M'Zab Valley -Timgad - Tipasa -
Tassili

While Listening/ Reading

 Read the text carefully to do the activities that follow:
Timgad, also called THMUGAS, is an archaeological site and ancient Roman city. It is located
near the modern-day town of Timgad in the Aurés mountains of Algeria, in the east of the city of
Batna. Timgad was founded by Emperor Trajan around AD 100 and served as a Roman-Berber
colony for veterans of Trajan’s army.
This wonderful World Heritage Site is a popular tourist destination. Visitors may see the remnants
of a beautiful second-century Trajan arch. The site includes a 3,500-seat theater, a forum, and a
series of 14 bath complexes, among other sights. There's even a public library, as well as the ruins
of temples and churches which demonstrate the later Christian presence in Timgad. An interesting
point to note about the ruins of Timgad is that all of the homes built there were similar in size, a sign of
equality amongst Rome’s citizens.
Timgad is historically important as it shows the presence of a fully developed library system in
this Roman city, indicating a high standard of learning and culture. Unfortunately, destructive
threats in the region including looting or illicit trafficking, pollution and the lack of public interest in
cultural heritage have put this valuable historic site at risk; therefore, urgent practical measures must
be taken by authorities in order to preserve it from decay and transmit its cultural value to future
generations.
Adapted and edited from: https://www.heritagedaily.com
Task01: Say whether the following statements are true or false according to the text:
a. Timgad was a military settlement for Emperor Tarjan.
b. Timgad’s ruins demonstrate a social inequality amongst Rome’s citizens.
c. Unethical practices in the region have put Timgad in danger.
Task02: Reorder the following ideas according to their appearance in the text:
a. Historical significance of the site
b. Location of the site
c. The need for site preservation
d. Threats faced by the site
e. Description of the site
37
 Post Listening/ Reading
Task: Rewrite the description of TIMGAD using your own words. Make the best use of the following notes:
USEFUL LANGUAGE FOR DESCRIBING A “PLACE/ Landmark”
Adjectives Location Phrases
- Stunning (absolutely beautiful) - It is situated in - It is known for …
- Fascinating (very attractive) - It is located in - It is popular with….
- Touristy (full of tourists) - It is characterized by……
- Peaceful (calm) - The good thing about the place is that...
- Polluted =/= Unspoiled - It is full of / It contains/ there is/ there are
Homework: The following screenshots are captured from a video of a heritage tour in “Tassili
Najer” published by the Algerian Youtuber “Mohamed Djamel Taleb”. Check the complete
video on his YouTube channel, then answer questions (1-5).
Video Title: THE ALGERIAN SAHARA

1) What is the video about?

2) Have you liked the heritage sites shown in the video?
3) Have you felt like you want to visit the sites and explore more about them?
4) Do you think that people nowadays care about historical sites and heritage? Why?
5) According to you, how can we benefit from social media to spread awareness about the
importance of preserving such valuable historic resources which are ignored and threatened by
decay?
SAY IT IN WRITING
Topic: You watched a video about a heritage travel in Djanet and Tassili Najer published by the
Algerian Youtuber “Mohamed Djamel Taleb”. You were impressed by these fascinating sites which are
ignored by most people and authorities. Write an article for your Facebook school page to talk about the
essential role of social platforms in promoting public awareness and access to “Heritage sites”.
The following notes may help you:
- To create travel YouTube channels dedicated for heritage sites, examples: Khoubaib, Mohamed
Djamel Taleb (vlogs/documentaries, films).
- Raise awareness about “historic prevention” through online lectures by heritage experts on
Facebook, Instagram…
- To make a coordination between authorities and influencers (hosting special events/ offering trips for
volunteers: to clean/ take care of heritage sites)

Topic Sentence Supporting Sentence (s)

Supporting detail(s): explanations/ examples…

Concluding Sentence
38
Sample paragraph:
SAMPLE PARAGRAPH
Topic sentence
Social platforms play an effective role in promoting public awareness
and access to the ignored “Heritage sites” which require urgent attention.
Supporting First, creating travel YouTube channels dedicated for heritage sites is a
Idea brilliant idea. Algerian Youtubers such as khoubaib and Mohamed J.T
have succeeded in promoting public engagement with archeological sites
through publishing high quality and thrilling vlogs, short films and
documentaries that offer historical information, facts and mysteries about
Detail(s) different heritage sites around the world. Moreover, heritage and culture
experts can share online lectures on Facebook and Instagram to raise public
awareness of the importance of preserving heritage sites. In addition to
More supporting this, it would be a genius idea to make a coordination between influencers
Ideas + details and the authorities responsible for cultural heritage. This collaboration can
include offering volunteer trips to clean heritage buildings and preserve
them from decay. Besides, special events can be hosted in these sites with
the presence of famous influencers who will attract their fans to visit and
explore these valuable places. To conclude, influencers and social
platforms can contribute to the recognition that these sites had an
outstanding universal value.
Concluding
Sentence

Sample paragraph:
SAMPLE PARAGRAPH
Topic sentence
Social platforms play an effective role in promoting public awareness
and access to the ignored “Heritage sites” which require urgent attention.
Supporting First, creating travel YouTube channels dedicated for heritage sites is a
Idea brilliant idea. Algerian Youtubers such as khoubaib and Mohamed J.T
have succeeded in promoting public engagement with archeological sites
through publishing high quality and thrilling vlogs, short films and
documentaries that offer historical information, facts and mysteries about
Detail(s) different heritage sites around the world. Moreover, heritage and culture
experts can share online lectures on Facebook and Instagram to raise public
awareness of the importance of preserving heritage sites. In addition to
More supporting this, it would be a genius idea to make a coordination between influencers
Ideas + details and the authorities responsible for cultural heritage. This collaboration can
include offering volunteer trips to clean heritage buildings and preserve
them from decay. Besides, special events can be hosted in these sites with
the presence of famous influencers who will attract their fans to visit and
explore these valuable places. To conclude, influencers and social
platforms can contribute to the recognition that these sites had an
outstanding universal value.
Concluding
Sentence
39
40
SHORTER SAMPLE PARAGRAPH

Social platforms play an essential role in promoting awareness of "Heritage sites,"

which require urgent attention. Firstly, creating dedicated travel YouTube channels is a brilliant
idea. For example, Algerian Youtubers like khoubaib and Mohamed J.T have succeeded in
engaging the public with thrilling vlogs and documentaries about historical sites worldwide.
Additionally, culture experts can share lectures on Facebook and Instagram to raise awareness of
preserving heritage sites. Moreover, a collaboration between influencers and authorities can
organize volunteer trips to clean and preserve these valuable places. In conclusion, influencers
and social platforms contribute significantly to recognizing the outstanding universal value of
these sites.

SHORTER SAMPLE PARAGRAPH

Social platforms play an essential role in promoting awareness of "Heritage sites,"

which require urgent attention. Firstly, creating dedicated travel YouTube channels is a brilliant
idea. For example, Algerian Youtubers like khoubaib and Mohamed J.T have succeeded in
engaging the public with thrilling vlogs and documentaries about historical sites worldwide.
Additionally, culture experts can share lectures on Facebook and Instagram to raise awareness
of preserving heritage sites. Moreover, a collaboration between influencers and authorities can
organize volunteer trips to clean and preserve these valuable places. In conclusion, influencers
and social platforms contribute significantly to recognizing the outstanding universal value of
these sites.

SHORTER SAMPLE PARAGRAPH

Social platforms play an essential role in promoting awareness of "Heritage sites,"

which require urgent attention. Firstly, creating dedicated travel YouTube channels is a brilliant
idea. For example, Algerian Youtubers like Khoubaib and Mohamed J.T have succeeded in
engaging the public with thrilling vlogs and documentaries about historical sites worldwide.
Additionally, culture experts can share lectures on Facebook and Instagram to raise awareness
of preserving heritage sites. Moreover, a collaboration between influencers and authorities can
organize volunteer trips to clean and preserve these valuable places. In conclusion, influencers
and social platforms contribute significantly to recognizing the outstanding universal value of
these sites.

41
42
 Unit: Ancient Civilizations Option02
Say it in Writing
Check the historical events of the Islamic civilization and in put them in the right chronological order.
The Abbasid The The death of
The Golden The Mongol
Caliphate Conquest the Prophet
Age Invasion
of Mecca Mohamed (PBUP)

Period of cultural Winning the Making incredible Terrible for the Having a big
and intellectual battle and progress in Islamic world/ a lot impact on Islamic
flourishing.. becoming science, math, and of damage/ Leading history.
powerful and arts/ amazing to the end of the
respected. discoveries. Abbasid Caliphate.
………… ….………. ………….. ………..… .………….

630 CE 632 CE 750 CE, From 8th to 14th 1258 CE

Centuries

Unit: Ancient Civilizations Say it in Writing Option02

Check the historical events of the Islamic civilization and in put them in the right chronological order.
The Abbasid The The death of
The Golden The Mongol
Caliphate Conquest the Prophet
Age Invasion
of Mecca Mohamed (PBUP)

Period of cultural Winning the Making incredible Terrible for the Having a big
and intellectual battle and progress in Islamic world/ a lot impact on Islamic
flourishing.. becoming science, math, and of damage/ Leading history.
powerful and arts/ amazing to the end of the
respected. discoveries. Abbasid Caliphate.

………… ….………. ………….. ………..… .………….

630 CE 632 CE 750 CE, From 8th to 14th 1258 CE

Centuries
43
 SAY IT IN WRITING

Topic: Write a short historical account of the Islamic civilization using the historical events
from the previous task. Use hints from the boxes above.

Start like this:

The history of the Islamic civilization had many important events. In................ CE,………….
.............................................................................................................................................................
............................................................................. Later, in .......................CE, ..................................

…………………………………………………...............................................................................
Years later, in.............. CE, .................................. ............................. During this period, ...............
...........................................................................................................................................................
Unfortunately, in ..................CE.......................... .............................................................................
Despite the challenges, the legacy of the Islamic civilization has given us many important things that
we still use and learn from.

SAY IT IN WRITING

Topic: Write a short historical account of the Islamic civilization using the historical events
from the previous task. Use hints from the boxes above.

Start like this:

The history of the Islamic civilization had many important events. In................ CE,………….
.............................................................................................................................................................
............................................................................. Later, in .......................CE, ..................................

…………………………………………………...............................................................................
Years later, in.............. CE, .................................. ............................. During this period, ...............
...........................................................................................................................................................
Unfortunately, in ..................CE.......................... .............................................................................
Despite the challenges, the legacy of the Islamic civilization has given us many important things that
we still use and learn from.

44
  Topics related to the theme of “Heritage Sites”: (BAC COLLECTION)
Topic01: Algeria is rich in historical and archaeological sites. Unfortunately, most of them are exposed to
decay and degradation. Write a newspaper article of about 120 to 150 words to urge the authorities to value this
cultural heritage and take practical measures to protect it.
Make the best use of the following notes:
- Encourage archaeological research /Uncover buried parts / hidden vestiges - Rehabilitate buildings of historical
interest - Carry out regular maintenance works / cleaning campaigns - Build fences / walls / Post permanent
safety guards / Prevent visitors from damaging the sites - Pass laws against illegal trade / smuggling
archaeological objects
:‫جمموعة من املواضيع املُدرجة يف البكالوراي واملُتعلقة مبوضوع ااألماكن األثريةا‬
‫ أُكتب مقال صحفي (ترتاوح عدد‬،‫معرض لالنداثر‬ َ ‫ لكن من املُؤسف أ ّن أغلبها‬،‫ اجلزائر غنيّة ابملواقع التّارُييّة واألثريّة‬:‫املوضوع األول‬
ُ
.‫السلطات على تثمني هذا اإلرث الثقايف واّتاذ إجراءات فعليّة حلمايته واحلفاظ عليه‬
ّ ‫ كلمة) حلث‬051 ‫ اىل‬021 ‫كلماته من‬
:‫استعن ابألفكار التالية‬
‫ محالت النّظافة‬/ ‫الصيانة ال ّدوريّة‬
ّ ‫ القيام أبعمال‬- ‫املهمة‬
ّ ‫ إعادة أتهيل املباين التّارُيية‬- ‫ االاثر املخفيّة‬/‫ كشف األجزاء املدفونة‬/‫تشجيع البحث األثري‬
‫ هتريب القطع األثرية‬/ ‫ إصدار قوانني ضد التجارة غري املشروعة‬- ‫ منع الزوار من حتريب املواقع‬- ‫حراس دائمني‬ ّ ‫ وضع‬/‫بناء األسوار واجلدران‬
Topic02: Today, most of the young have little interest in the cultural heritage of their country. As a student
aware of the value of this heritage, write an article of about 120 to 150 words for your school magazine to
sensitize your schoolmates to be curious about the history of their country and proud of their identity.
Make the best use of the following notes:
- read / inquire into history - create / join cultural associations - visit museums / historical sites ...
- watch historical films/ documentaries - talk with / ask the elderly ...
ّ ‫ معظم‬:‫املوضوع الثاين‬
‫ أكتب مقاال جمللّة املدرسة‬،‫ كونك طالبا يعرف قيمة هذا اإلرث‬،‫الشباب اليوم ال يويل اهتماما لإلرث الثّقايف لبلدهم‬ ُ
:‫ استعن ابألفكار التالية‬.‫ كلمة) حلث زمالئك لالطّالع على اتريخ بلدهم واالعتزاز هبويّتهم‬051 ‫ اىل‬021 ‫ترتاوح كلماته (من‬
– ‫ واثئقية‬/ ‫ مشاهد افالم اترُيية‬- ‫ املواقع التارُيية‬/ ‫ زايرة املتاحف‬- ‫ االنضمام إىل مجعيات ثقافية‬/‫ انشاء‬- ‫ البحث يف التاريخ‬/ ‫املطالعة‬
.‫ التحدث مع كبار السن‬/‫االستفسار‬
Topic three: You visited Egypt and you were fascinated by the pyramids, the oldest and best preserved of all
ancient wonders, which were built about 2600 BC. Write a poster of about 80 to 100 words for your school wall
journal telling about your visit and how you felt in such mysterious and gigantic structures.
،‫ قبل امليالد‬2011 ‫اليت مت بناءها منذ حوايل‬ ّ ‫ قمت بزايرة مدينة مصر وانبهرت ابألهرامات‬:‫املوضوع الثالث‬
ّ ‫اليت تعد أقدم العجائب احملفوظة و‬ ُ
‫ كلمة) تسرد فيه تفاصيل زايرتك وتصف شعورك أثناء تواجدك جبوار هاته‬051 ‫ اىل‬041( ‫أكتب ُملصقا جمللّة جدار املدرسة ترتاوح كلماته بني‬
.‫األبنية العمالقة والغامضة‬
USEFUL LANGUAGE
Suggest solutions/ measures/ Urge authorities to Describe a visit/ trip
Sensitize take measures
 People should ..  to advise (that)  To be amazed/ impressed
 Researchers/ experts suggest  to ask (that) by ....
that we should ..  to demand (that)  I had seen many historical
 I think that people ought to stop…  to forbid (that) monuments but the
 Maybe more efforts  to insist (that) excellent manner in which
/research should be done to  to propose (that) ….. is built is exceptional
promote…….  to recommend (that)  I thoroughly enjoyed the
 One idea is to search for ways to..  to request (that) trip to…….
 Another idea is to……….  to require (that)  I can confidently say that it
 It would be good if …….  to suggest (that) is one of the most
memorable trips of my life
so far
45
46
Unit: Ancient Civilizations Sequence04

Before Reading
A) Find the missing letters to name pictures (1-2-3-4):
B) Choose the correct answer: Contributions (1-2-3-4) belong to:
C) If you know other contributions of the Islamic civilization, share them with the class.
1. The Roman civilization 2. The Chinese Civilization 3. The Islamic Civilization

1 2 3 4
..ff.. . . me . . A.g.br. A . r p . . ne

While
While-Reading
Reading: Read the text and check your answers to the previous questions.
Islamic inventors have changed and molded the modern-day world as we know it. Talented and hardworking
Muslims such as Jabir Ibn Hayyan, Al-Jazari, Al-Zahrawi and Abbas ibn Firnas, discovered things that we still
hold onto now. (§1)
Islamic scholars studied the mathematics of earlier civilizations in Greece, India, and China. They then
made advances in many areas including geometry and trigonometry. Perhaps the most important mathematical
advancement was in the area of algebra. Two great Islamic mathematicians, al-Khwarizmi and Omar Khayyam,
helped develop algebra into a separate field of mathematics. Algebra has aided in building almost everything in
the 21st Century, from towering skyscrapers to long bridges. (§2)
Astronomy was an important part of Islamic science. It was used for navigation, determining an accurate
calendar, and also for determining the direction of Mecca and prayer times. Islamic astronomers built large
observatories for viewing the stars. They also designed detailed celestial globes showing the positions of the stars
and planets in relation to the Earth. New tools were developed including the quadrant and the astrolabe. (§3)
Islamic medicine was well-advanced. Doctors were required to attend medical schools where they studied the
works of the Ancient Greeks and Indians to which they added new medical theories and ideas. Most major cities
had large hospitals. One of them was in Cairo, Egypt was said to help 4,000 patients a day. (§4)
Due to the scarceness and importance of water in the Middle East, much of the efforts of Islamic engineers
went into ways to store and move water. They built dams, irrigation canals, waterwheels, pumps, aqueducts, and
cisterns. They also invented various ways to measure water and control the flow of water. Islamic engineers also
made significant contributions in the areas of optics, mechanics, clocks, wind power, and chemistry. (§5)
These inventions are but a handful of hundreds if not thousands that Muslim inventors and scholars
contributed towards. A great number of the everyday items we use in the modern world are products of such
great inventors and scholars. (§6)
Adapted from: https://www.alhakam.org/5-muslim-inventions-that-shaped-our-world
 Read the text again and do the following tasks:
Task01: Choose the correct answer: The text is:
a. A book extract b. A website article c. A newspaper article
Task02: Say whether the following statements are true or false according to the text:
a. Algebra is a branch of Geography.
b. Astronomy was also used for religious purposes.
c. The majority of major cities had a small hospital.
d. Muslims’ inventions are no longer used in the modern world.
Task03: Who or what do the underlined words refer to in the text?
a. they (§2) b. it (§3) c. where (§4) d. them (§4)
47
Task04: Put the following ideas in the order they appear in the text:
a. Islamic contributions in Engineering
b. Islamic contributions in Mathematics
c. Islamic contributions in Medicine
d. Islamic contributions in Astronomy
Task05: Give a title to the text.
Task06: Match the following words with the corresponding synonyms:
1. areas a. construct
2. build b. lack
3. scarceness c. Improvement
4. advancement d. fields

After Reading
Task07: Reorder the following sentences to get a coherent passage. Then, retell the story using
your own words. Give a title to the story.
a. Kaldi reported his findings to the abbot of the local monastery, who made a drink with the
berries and found that it kept him active through the long hours of evening prayer.
b. The Arabian coffee-drinking began almost 12 centuries ago,
c. when an Abyssinian goat herder named Khalid noticed that after eating the berries from a
certain tree, his goats became so energetic that they did not want to sleep at night.
d. As coffee reached the Arabian Peninsula, it began a journey which would bring these beans
across the globe.
e. The abbot shared his discovery with the other monks at the monastery, and the knowledge of the
energizing berries began to spread.

Ancient Mythology
1) Match Greek mythical creatures (1-5) with descriptions (A-E):

1 2 3 4

A) I am Pegasus, B) I am C) I am D) I am Medusa, a E) I am
a flying horse with Centaur, I am Cyclops, a winged female Minotaur, a
wings. half man and giant one- creature having a monster with the
half horse. eyed creature. head of hair body of a man and
consisting of snakes. the head of a bull.

2) Check the box, then do the task that follows:

Myths are traditional stories that can be either factual or fictional. These folktales
typically teach a lesson about right or wrong, which is called a moral.

48
WRITING DEVELOPMENT/Homework: Pictures (A-J) represent a Greek myth:
1) Put events (A-J) in the right order and give a title to the story.
2) What moral lesson did you learn from the story? Recite your own story version to the class.

49
50
Unit: Ancient civilizations UNIT ASSESSMENT UNIT
Task01: Label pictures (1-5) using the underlined words in the text:

1 ……………………………… 2 ………………………… 3…………………… 4…………………………… 5 …………………

Studying the history of ancient civilizations contributes to our cultural understanding and intellectual
development. Exploring the past can potentially help to define identities by providing religions and
communities with knowledge about where they came from and what their ancestors did. It also helps them to
draw meaning to why things are the way they are. By studying history, people can trace their origins and
traditions and teach them to future generations which will help to preserve culture.
Studying the history of ancient civilizations also contributes to scientific progress. If we understand the
origins of issues, then we can better understand similar issues that we face today. One example is the study
of pandemics, starting with their origins. There are historical accounts of plagues, etc. that have allowed
scientists to track the progression of the disease through the ages to the present day. This has helped them to
work on new treatments or cures. In other cases, these scientists are able to work with actual physical
evidence, gathered from archeological sites, such as those dating back to ancient Rome or Egypt. An
example is the work being done in cancer research, thanks to mummies, that is providing new information
for scientists as to the progression of the disease over a wider temporal period than previously thought
possible.
Studying the history of ancient world has contributed to the progress of hundreds of other areas. These
include sociology, psychology, social structure, health and safety, linguistics, forensics, construction,
planning; and the list goes on and on.
https://www.opententacademy.com/learning-past-reasons-studying-ancient-history
Task01: Choose the correct answer. The text is about:
a. Factors of civilizations collapse.
b. Benefits of studying history of ancient civilizations.
c. Importance of historic preservation.
Task02: Reorder ideas according to their appearance in the text:
a. Learning about ancient history improves scientific research.
b. History studies improved hundreds of research fields.
c. Exploring the past helps to identify origins and identities.
Task03: Ask questions about the underlined words:
a. Physical evidence was gathered from archeological sites.
b. Artifacts are man-made objects.
c. The Romans were impressive organizers and managers.
Task04: Complete the table with vocabulary you learnt from the unit:
Ancient civilizations Sumerian civ …………..…… ……………… ………………
Factors of civilizations Abundance of ……………… ……………… ………………
Rise water resources
Factors of civilizations Pandemics ……………… ……………… ………………..
Collapse

51
Task05: Combine each pair of sentences with one of the connectors given between brackets.
Make changes where necessary.
a. Alexander the great conquered Egypt. He installed a Greek government to control his
administration of Egypt. (after)
b. The Sumerians lived in Sundaland. They migrated to Mesopotamia. (before)
Task06: Rewrite sentence “B” so that it means the same as sentence “A”:
1. A/ In addition to working on the noble’s land, Chinese the farmer were obliged to give
gifts to the noble.
B/……………………………………………………………………………………………
2. A/ Due to the hot weather in Egypt, most craftsmen and women had the habit to wear
white linen clothes.
B/………………………………………………………………………………………….
3. A/ Ancient Egyptians were great traders, they had the ability to develop the trading
sector in Egypt.
B/………………………………………………………………………………………….
Task07: Complete the chart as shown in the example:
Verb Noun Adjective
Example to achieve achievement achieved
………………. cure ……………….
…………….. civilization ……………..
to economize ……………… …………….
Task09: Classify the following words according the pronunciation of their final “ed”:

Civilized – worked – studied – celebrated – developed - depended

/d/ /t/ /id/

Task10: Some students think that the study of ancient civilization is useless . Write a
composition of about 80 to 100 words to your school magazine to inform them about the
importance of learning about ancient civilizations. Use ideas from the text.

52
Secondary School:
Level: Third Year Literary Streams Full Name: ………………….………

First Term English Test

Part one: Reading
A/ Comprehension:
Read the text carefully then do the activities.
The word Mesopotamia comes from Greek words meaning "land between the rivers." The rivers are
the Tigris and Euphrates. The first settlers to this region did not speak Greek, it was only thousands of
years later that the Greek-speaking Alexander the Great, King of Macedonia, conquered this land and
carried his culture. (§1)
The Sumerians were the first people to migrate to Mesopotamia. They lived in city-states.
They were divided into three social classes. The upper class included the richest and most influential
people such as kings, priests, and government officials. The middle class of the Sumerian society
included artisans, farmers, fishermen, merchants, and traders. They traveled much to other neighboring
towns to trade wheat, tools, and barley for copper. The lower class included enslaved people. These
slaves were captured, then sold and bought among the upper class; they worked in temples and on
farms. (§2)
Mesopotamia is considered the cradle, or beginning, of civilization where many advances took
place. One of the great contributions the Sumerians made to civilization was their many inventions.
They invented the first form of writing, a number system, the first wheeled vehicles, sun-dried bricks,
and irrigation for farming. All of these things were important for the development of modern
civilization. (§3)
Adapted from www.ducksters.com
1. Say whether the following statements are true or false. (2.5pts)
a. The first inhabitants of Mesopotamia were Greek-speaking. (………………)
b. The priests belonged to the aristocratic class. (………………)
c. Slaves worked in trade. (………………)

2. Identify the paragraphs in which the following ideas are mentioned. (2pts)
a. There was a social hierarchy in Mesopotamia. (………………)
b. The Sumerians contributed to the advancement of modern civilizations. (………………)

3. Answer the following questions according to the text. (3pts)

a. Who were the first people to migrate to Mesopotamia?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
b. What did the middle class include?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
c. Pick up two inventions of the Sumerians?
…………………………………………………………………………………………………
…………………………………………………………………………………………………

4. Find what or who the underlined words in the text refer to. (1.5)
a- his (§1): ……………………. b- they (§2): ………………… c- where (§3): .......................

53
B/ Text exploration:
1. Find words in the text whose definitions follow. (3pts)
a) Workers in a skilled trade, especially one that involves making things by hand (§2) ……………..
b) Buildings devoted to the worship of a god or gods. (§2) ……………………..
c) The practice of supplying land with water so that crops and plants will grow. (§3) ……………….
2. Give the opposites of the following words keeping the same root. (2pts)
a) inhabited ≠ …………. b) important ≠………… c) populated ≠ ................. d) appear≠………….
3. Complete sentence (b) so that it means the same as sentence (a). (1pt)
1- a) The Sumerian slaves were obliged to live in the farms with animals.
b) The Sumerian .........................................................................................................................
2- a) After the Sumerians had flourished all over Mesopotamia, they mysteriously disappeared.
b- Before ....................................................................................................................................

4. Ask questions which the underlined words answer. (1pt)

a. Archeologists have discovered over 50 different types of fish.
…………………………………………………………………………………………………………
b. Over 50 different types of fish were written down in clay tablets.
…………………………………………………………………………………………………………

5. Fill in the gaps with words from the list given: (4pts)

important - ate - cultivated- enjoyment - survive

Many ancient cultures left their traces in Mesopotamia and these cultures had very

much in common. They ….1….……….……….. the same kinds of crops and had the same

domestic animals. They also …2………………..……….. very similar food.

At first, meals were important in order to…3…………………..…., and satisfy hunger,

later, food was also consumed for …4…………………..…….

54
Suggested task instead of FILLING THE GAPS:

5. Using notes from the table, describe the heritage site of “ Tassili Najer” in no more than
five lines. (4pts)

Tassili Najer Location Characteristics Importance

- Outstanding - On a vast - Famous for - To record climate
- Exceptional plateau in prehistoric cave changes, animal
- Worth visiting southern art. migrations and
Algeria - Full of rock the evolution of
paintings and mankind in the
engravings Sahara.

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

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

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

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

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

55
 ANSWER KEYS
A/ Reading Comprehension
Task01: True or False (2.5pts)
a False b True c False
Task02: Identifying the paragraphs: (2pts)
a paragraph 02
b paragraph 03
Task03: Answering questions according to the text. (3pts)
a. The Sumerians were the first people to migrate to Mesopotamia?
b. The middle class included artisans, farmers, fishermen, merchants, and traders.
c. Two inventions of the Sumerians: a number system, the first wheeled vehicles
Task04: Find what or who the underlined words in the text refer to. (1.5)
a- his (§1): Alexander the Great, King of Macedonia b- they (§2): The Sumerians
c- where (§3): Mesopotamia
B/ Text exploration:
Task01: Findings words in the text whose definitions follow. (3pts)
a) artisans (§2)
b) temples (§2)
c) irrigation (§3)
Task02: Giving the opposites of words keeping the same root. (2pts)
a) inhabited ≠ uninhabited b) important ≠ unimportant c) populated ≠ unpopulated d) appear≠ disappear

Task03: Completing sentence (b) so that it means the same as sentence (a). (1pt)
1- b) The Sumerian had to live in the farms with the animals.
2- b) Before they mysteriously disappeared, the Sumerians had flourished all over Mesopotamia.
Task04: Asking questions which the underlined words answer. (1pt)
a. What have archeologists discovered?
b. Where were over 50 different types of fish written?
Task05: Filling in the gaps with words from the list given: (4pts)
1 cultivated 2 ate 3 survive 4 enjoyment

Suggested task instead of FILLING THE GAPS:

Using notes from the table, describe the heritage site of “Tassili Najer” in no more than five
lines. (4pts)
Tassili Najer is an outstanding heritage site located on a vast plateau in southern Algeria.
This wonderful place is famous for prehistoric cave art. It is full of stunning rock paintings
and engravings. Tassili Najer is an important and exceptional archeological site since it
records climate changes, animal migrations and the evolution of mankind in the Sahara. It is
really worth visiting.

56