الثالثة ثانوي شعبة ادب و فلسفة و اتمنى ان تستفيدو من التصحيح
Use the pictures as an entry to the theme of the unit.
E.g. What do the pictures represent/show?
Where are these monuments located? etc.
Get the students acquainted with the project outcome by referring
them to page 42 so as to set them thinking about it.
LISTEN AND CONSIDER (pp.15-20)
Language outcomes (p.15)
Go through the language outcomes with your students so they will
have a clear understanding of what the learning objectives of the
section are.
Getting started (p.15)
1The civilizations represented on the map are (from left to right) :
Ancient Greek, Ancient Egyptian, Sumerian, Babylonian and
Indus Valley civilization.
You may try to elicit the names of the civilizations that later
flourished in the same areas.
. 2The right answer is the Sumerian Civilization. There is no need to
confirm or infirm the hypotheses made by the students at this stage
of the lesson since the objective of the question is to raise interest
and to make hypotheses. Students will check their answers by
listening to the script in the Let’s hear it rubric.
. 3Just as for the first question, the aim here is not to test the students
but to get them involved in the lesson.
. 4The students will give their own definitions. The important point
here is to make them think about the theme of the unit. Have some
students jot down the words they associate with civilization (E .g.
sculpture, literature, astronomy…) on the board and justify their
choice.
Let’s hear it (p.16
Task 1 (p.16)
Ancient Greek civilization: 4,000 years ago – Ancient Egyptian
civilization: 5,000 years ago – Sumerian civilization: 5,500 years ago
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-Indus Valley civilization: 4,500 years ago – Chinese Civilization:
4,200 years ago
Task 2 (16)
Sumerian civilization 1 (5,500 ago) – Ancient Egyptian civilization 2
(5,000 years ago) – Indus Valley civilization 3 (4,500 years ago)-
Chinese civilization 4 (4,200 years ago) Ancient Greek civilization 5
(4,000 years ago)
Task 3 (p.16)
A.The Sumerian civilization is the oldest civilization in the
world. T
B. Most of the ancient civilizations rose along rivers. T
C. Agriculture did not form the basis of ancient civilizations. F
D.Ancient civilizations flourished during periods of peace. T
E. Most ancient civilizations fell into ruins because of war. T
F. Ancient Egyptians invented agriculture. F
Task 4 (p.16)
Have the students compare their answers. Then engage them in a
discussion particularly with reference to answers to question D and E.
These are important issues and should develop consciousness about
the importance of peace for development, refinement in the arts and so on.
Task 5 (p.17)
You: How many civilizations has the world known so far ?
Your partner : Well, according to some historians the world has
known 26 or 27 civilizations so far.
You : Which one is the oldest/earliest civilization ?
Your partner : The oldest/earliest civilization is the Sumerian
civilization.
You : How long ago did it start/begin/flourish/rise ?
Your partner : It started in Mesopotamia some 4000 years ago.
You : What about the Ancient Egyptian Civilization ? When and
where did it start ?
Your partner : Well, Ancient Egyptian Civilization started some
5,000 years ago along the Nile Valley.
You : What was the marjor cause of the collapse of these
civilizations ?
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Your partner: According to most historians, the major cause was
war. Most of the ancient civilizations fell into ruins as a result of
external invasions.
Around the text (pp.17-19)
Grammar Explorer 1 (p.17)
For me (zero article) civilization is synonymous with (zero article)
refinement, (zero article) refinement in (zero article) architecture, in
(zero article) law, and in (zero article) life styles. (The) culture and
(the) literature of (a) society also contribute to (the) flourishing of its
civilization.
Encourage students to explain the use of the three types of articles in
English. Place emphasis on the zero article before abstract nouns.
Refer students to the Grammar Reference on pp.211-212) only once
they have tried to do the task. If necessary, devise a task of your own
to consolidate the students’ knowledge of articles.
Grammar Explorer II (pp.17-18)
A. Had to, were able to, and used to express in this order:
obligation/necessity in the past, ability in the past, habit in the
past (or contrast between present and past realities).
B. The negative of had to, were able to, and used to are in this order:
didn’t have to (absence of obligation), were unable to, and didn’t
use to.
Make sure the students use these negative in sentences for
illustration.
Refer students to SE2 Grammar Reference, pp.197-198.
Task (p.18)
used to live – used to hunt – used to farm – had to migrate – were
able to survive.
Vocabulary explorer (pp.18-19)
Task 1
A. rise – originate- start- begin- emerge
B. mature- develop- evolve – expand- spread – flourish –bloom
C. decline- collapse-fall to decay- into ruins- vanish- disappear
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Each of the three categories (A-C) contain verbs which are more or
less simmilar in meaning. So it doesn’t really matter which comes first
in its category.
Task 2 (p.18)
1= rise(= emerge) 2= mature 3= disappear (=vanish, fall into ruins,
fall to decay) 4= originated, began, started, emerged) 5= spread (=
expanded) 6= developed (=evolved) 7= evolved 8= flourished
9= declined 10= collapsed (fell into ruins, fell to decay)
Make sure the students realize the importance of appropriacy in the
choice of the words. Synonyms should be used to avoid repetition.
Task 3 (p.19)
Go through the tips to make the students aware of what dependent
prepositons are before setting them to task.
1. Ancient Egypt consisted mainly of the Nile Delta. 2. It
contributed greatly to the development of geometry. 3. If its people
were interested in geometry, it was basically for practical purposes. 4
Ancient Egypt depended a lot on the Nile River. 5. Its waters were
used for drinking and irrigation.6. Many geometric laws were derived
from their attempt to control the waters of the Nile.7. The Ancient
Egyptians became so good at geometry that Greek scientists like
Thales went to study geometry in Egypt.
The sentences should be rearranged in the form of a paragraph. Refer
the students to the Grammar Reference pp.212-215 to check some of
their answers to task 3 above.
Pronunciation and spelling (p.20)
A. When was (weak form) Christopher Columbus born ?
B. It was (weak form) in 1450.
A. Was (weak form) he a Spaniard ?
B. No, he wasn’t (strong form). He was (weak form) Italian (emphasis
on Italian).
A. Were (weak form) there many good Italian navigators and
explorers in Columbus’s time ?
B. Yes, there were (strong form) quite many. Amerigo Vespucci was
(weak form) one of them. America was (weak form) named after
him
شكرا.
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