3rd year lessons UNIT 02 PART 03

Before reading (p.36)
1. Picture One represents one of the three pyramids at Giza, the Great
Pyramid of Khufu /Cheops near Cairo. (230 m/755 ft square and
147m/481 ft high. The three pyramids at Giza were considered one of
the Seven Wonders of the World in Antiquity ( the Pyramids of Egypt,
the Hanging Gardens of Babylon, the Temple of Artemis at Ephesus,
the Statue of Zeus at Olympia, the Mausoleum at Halicarnassus, the
Colossus of Rhodes, and the Pharos (lighthouse) at Alexandria)
Picture Two represents a mummy of an Egyptian Pharaoh and Horus
(in ancient Egyptian mythology, the hawk-headed sun god, son of Isis
and Osiris, of whom the pharaohs were declared to be the incarnation)
Picture Three: Mask of the Pharoah
2. Picture 1
3. One of the most famous was Tutankhamun (whose tomb was
discovered near Luxor in 1922).
4. The story of Sidna Musa (Moses) Moses, the Story of Sidna Yucef
(Joseph)
As you read (p.37)
Task 1 (p.37)
Students should be encouraged to do this as quickly as possible
Key words :
A. in the introduction: civilization - rose - Egypt decline - fall
B. in the conclusion: decline, fall
The choice of words may be subject to debate.
Task 2 (p.37)
Possible title: The Rise and Fall of Ancient Egyptian Civilization
Have the students check the validity of the title. You can jot some of
the students’ titles on board and let the class choose the best one.
Task 3 (p.39)
A. §2 B.§4 C.§1 D.§3 E.§6 F.§5
Irrelevant idea: G.
Task 4 (p.39)
Go through the text in the coping box to raise awareness of the
importance of scanning in reading. Compare and contrast the skills of
scanning and skimming.
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A. The major difference between Sumer and Ancient Egypt is that
the former remained a land of small city states whereas Egypt
became united under the rule of a single king.
B. The benefits that the ancient Egyptians derived from their system
of national governement are protection and internal peace.
C. The name Pharaoh means Great House in Ancient Egyptian.
D. They were the dwelling places of the spirit of the Pharaoh.
E. Howard Carter discovered the tomb of Tutankhamun in 1922.
Task 5 (p.39)
Explain to the students that the failure to understand such links will
certainly lead to a serious misunderstanding of the text. Before setting
them to task, refer the students to the Coping on page 68.
 The people of Egypt became united under the rule of a single
king (this) §1
 The Pharaoh’s government (it) § 2
 The land (its), the raiding warbands (which) §2
 The Pharaoh could make new laws (so) §2
 The Egyptians derived great benefits from their system of
national government (this) §3, The Egyptians (They) §3 , The
Egyptians (their) §3, All other lands (them) §3
 The people (they) §4, The Pharaoh (he) §4 The people (they) §4,
The Pharaoh (him) §4
 The Pharaoh (he, he, his) §5, The Pharaohs (their) §5
After reading (p. 40)
Task1(p.40)
Have the students go through the coping box. Elicit the fact it is
important to find out the function of texts because that helps better
understand the writer’s purpose.
Key: The discourse is mostly narrative but it takes an argumentative
turn at the end.
It is important to follow up with an explanation that narration and
description are sometimes used in argumentative texts.
Task 2 (p.40)
Before involving the students in the task, review with them what
summarizing means and the techniques that should be used.
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Writing a good summary is a difficult task which is rarely done
satisfactorily, even by advanced students. The best way of training the
students to write summaries is to prepare them through practice in
underlining important/key words and main ideas and in perceiving the
structure of the text. This is essentially what has been done throughout
the previous tasks of this section.
Points to watch when assessing students’ summarizing:
1. The summary is too short and the main idea is not expressed.
2. The summary is too long. It does not fit the one-fourth, oneffifth
of the original.
3. There are too many details and the key ideas do not stand out.
4. The wrong key ideas have been selected
5. The information they contain is wrong.
6. The summary is not written in one’s own words.
7. The summary is not an accurate and objective account of the
text:
it is pervaded with personal reactions.
Proposed summary of the text (about 10 lines):
Ancient Egyptian civilization emerged along the Nile Valley as
a result of the unification of all Egyptians under the central authority
of one single king, the Pharaoh. The Pharaoh’s government
guaranteed both external and internal security to the people of Egypt.
As a consequence, the Egyptians grew very proud of their country and
became so fond of the Pharaoh that they worshipped him as a Godking.
This national pride and identification with the Pharaoh kept the
unity of ancient Egypt and made its civilization prosper for many
centuries. But the economy of ancient Egypt was ruined by all the
resources that the Pharaohs put into the building of pyramids and the
burial of their treasures in their own tombs. Economic collapse caused
the gradual decline and fall of ancient Egyptian civilization.
Writing development (pp.40-41)
Follow the procedure provided in the textbook.
Project outcome (p.42)
Assessment (p.43)
Text 2 (p.240) :The Spread of Civilisation in the Maghrib and its
Impact on Western Civilisation
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I. Read the text carefully and answer with True or False. Correct
the false statements. (2.5points)
a) The Aghlabids ruled the Maghrib in the eighth century.
b) Mahdiyya was a rival caliphate to Baghdad in the ninth century.
c) The Berber dynasty built the Great Mosque of Tlemcen.
d) The Almohad encouraged the development of science.
e) The rise osf western civilisations followed the fall of the
Maghribian ones.
(Answers: a:F, b:F, c:F, d:T, e:T)
II. What do the words below refer to in the text? (2 pts)
a) that (of Baghdad), line 4
b) (brilliant) ones, line 7
c) (among) others, line 18
d) Its (population), line 29
(Answers: a: caliphate, b: periods, c: great minds, d: Bidjaya)
III. Circle the answer (a, b or c) which best corresponds to each
of the following statements (2 pts)
1. “A rival caliphate” means:
a) a rich caliphate
b) an old caliphate
c) a competing caliphate
2. “Andalusian art is refined” means:
a) it is delicate
b) it is declining
c) it is remarkable
3. “A galaxy of great minds” means:
a) a large number of clever people
b) a gathering of scientists
c) an amalgam of ideas
4. “The heirs of the Almohads” means:
a) the ancestors of the Almohads
b) the leaders of the Almohads
c) the followers of the Almohads
(Answers: 1:c, 2:a, 3:b, 4:c)
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IV. Use of English
A/ Transform the following sentences, using a verb in place of the
underlined noun (2pts)
a) The Almohads were the protectors of a galaxy of great minds.
b) The followers of the Almohads were affected by loss of vitality.
c) It was Ibn Khaldun who reported population decline.
d) Epidemics were a consequence of this tragic shift of population.
(Answers: a: …protected a galaxy…, b: …the Almohads lost their
vitality, c: …reported that the population was declining, d:
Epidemics resulted from this…)
B/ Fill in the table below with the corresponding form (1.5 pts)
NOUN VERB ADJECTIVE ADVERB
a) ?
b)
c) culmination
d) ?
e) delicacy
f) ?
?
combining
observed
?
?
chiefly
greatly
(Answers: a: chief, b: great, c: culminate, d: combination e:
delicate, f: observation)
C/ Using information from the text, complete the blanks in these
sentences with expressions containing “used to” (2 pts)
a) The Euroafrican empire ………………from Tripoli to seville.
b) Arab scholars………………….to practical sciences.
c) Kayrawan……………………..hundreds of thousands inhabitants
in the ninth century.
d) Nomads ………………..live all over the Maghrib before thirteenth
century.
(Answers: a: used to stretch, b: used to devote themselves, c: used
to have, d: used to be)
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D/ Find synonyms for the following words (2 pts)
a) the highest point (§1)
b) mainly (§2)
c) plain (§2)
d) followed (§3)
(Answers: a: apogee, b: chiefly, c: sober, d: succeeded)
IV. Write a twenty-line essay on either of the following topics (6pts)
A) Read again the last paragraph of the text and comment upon the
following excerpt: “Ibn Khaldun (…) saw population decline as one of
the factors in the decline of a civilization”.
B) Write a letter to the World Heritage Committee of the United
Nations requesting it to include one of the historical sites in your
country in its official list. Emphasize the historical importance of the
site.
C) Write an opinion letter about the effects of globalism on the local
cultures/civilizations in the world.
D)Write a story involving some famous character (man, woman,
child) in your local folk culture or in world culture.
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UNIT TWO: ILL-GOTTEN GAINS NEVER
PROSPER.
Introduce the theme of ethics in business by interacting with the
students using the pictures as starters.
Make the project outcome explicit by talking about the final objective
of the unit as a whole.
Listen and consider (pp.46-52)
Language outcomes (p.46)
Go through the preview to make the objectives of the section clear to
the students.
Getting started (p.46)
The task of saying what the picture shows can be done through
matching the picture with one of the practices in task 1. Thus you can
tell the students to go through practices in task 1 and identify the one
that the picture best illustrates. The answer is A. Then you interact
with the students about who the people in the picture are, and then
move on smoothly to task 1.
Task 1 Open questions
A. C , D unethical practices
B. This question can admit many answers. E; ethical
practice.
Task 2 This task can admit of many answers. First, discuss some
tentative interpretations. Then write down on the board the one
explanation that the students regard as the most pertinent.
Let’s hear it (p.47)
A. The Right-to-Know Association is an anti-corruption body.
B. Transparency International publishes an annual report about
the level of corruption in most countries of the world.
C. So you think there are chances of winning the fight against
corruption.
D. Sorry to interrupt you, but should citizens be involved in this
fight to stop corruption?

الموضوع الأصلي : 3rd year lessons UNIT 02 PART 03

المصدر : ملتقى الجزائريين والعرب

الموضوع الأصلي : 3rd year lessons UNIT 02 PART 03

المصدر : ملتقى الجزائريين والعرب