3rd year lessons UNIT 06 PART 08

Think, pair, share (p.149)
I sometimes think with awe about the possible consequences for
life on earth if a comet collided with our planet. I can imagine it
hurtling through the atmosphere before it makes its terrible impact on
some part of a continent. Scientists do say that a similar incident took
place many thousand years ago, and provoked the extinction of many
giant animal species, including dinosaurs.
An enormous crater would form, and possibly cause a volcanic
eruption which would send a heavy layer of particles and ash high up
in the sky to stop the sun rays from reaching the Earth. Our planet
would then be in the dark for many years, and consequently the
temperatures would drop considerably.
A change in the climate could indeed occur, rainfalls and
snowfalls would be frequent, heavy and long lasting, and floods would
result from them; the sea level would probably rise, and cause some
flat regions of the Earth to be totally immersed.
Another possible consequence of the impact would be a gigantic
earthquake which would destroy many inhabited areas and kill a huge
number of people. If the impact were near an ocean, a tsunami could
develop and flood vast areas of flat land, causing many people to die
or become homeless.
Facts in the past have shown that a disaster like an impact of a
heavenly body on Earth could destroy life, or at least alter living
conditions dramatically. The same could be repeated if another
collision occured. This is why scientists are thinking up space
programmes to find ways of preventing another accident of this kind.
TAKE A BREAK (p.150)
Idiomatic expressions
A. 1. b saw stars 2. a was born under an unlucky star 3. c
Thank his lucky star
B. 1= a over the moon 2= d mooning over 3= b once in a blue
moon 4= c crying for the moon
Poem
Here are some questions that can be asked to the students.
1. Explain how, in the first two lines, the poet manages to give us a
history of the means of transport.
89
2. What comparison helps us to understand the challenges that must be
met by the first settlers on other planets?
3. How can you tell that the author expects journeys through space to
be quick?
4. How does the author show that he expects mostly younger people to
journey out into space?
5. Americans are always asked, in Autumn, to ‘mail early for
Christmas’. How is this expression related to the title of the poem?
RESEARCH AND REPORT (p.151)
Assignment 1 (p.151)
The competition can be organized in the form of a show asking
questions like: Who was the astronomer who said that the earth was
flat? What’s the title of the book that he is best known for? Where
was Ptolemy born? What was his nationality? The students will play
the roles of host and guest in the show.
Assignment 2 (p.151)
This assignment can take the form of a demonstration class or a news
reading.
Assignment 2 (p.151)
Eclipse: passage of an astronomical body through the shadow of
another. The term is usually used for solar and lunar eclipses, which
may be either partial or total, but may also refer to other bodies, for
example, to an eclipse of Jupiter’s satellites by Jupiter itself. An
eclipse of a star by a body in the Solar System is also called an
occultation.
A solar eclipse occurs when the Moon passes in front of the Sun
as seen from Earth, and can happen only at new Moon. During a total
eclipse the Sun’s corona can be seen. A total solar eclipse can last up
to 7.5 minutes. When the Moon is at its farthest from the Earth it does
not completely cover the face of the Sun, leaving a ring of sunlight
visible. This is an annular eclipse. Between two and five solar eclipses
occur each year but each is visible only from a specific area. A lunar
eclipse occurs when the Moon passes into the shadow of the Earth,
becoming dim until emerging from the shadow. Lunar eclipses may be
partial or total, and they can happen only at full Moon. Total lunar
90
eclipses last up to 100 minutes; the maximum number each year is
three.
A total solar eclipse visible from southwestern England took
place on 11 August 1999 and lasted for two minutes. This was the first
total solar eclipse to be visible from the UK since 1927, the next will
be in 2090.
(From the Huchinson Encylopedia, 2001 Edition)
Assignment 3 (p.151)
The etymology of the words is Arabic.
Assignment 4 (p.151)
E.g. One of the myths says that the Earth stands on a bull’s horns.
LISTENING AND SPEAKING (p.152)
Skills and strategies outcomes (p.152)
Let the students skim through the preview so as to get acquainted with
the objectives of the section.
Before listening (p.152)
1. ET stands for extra-terrestrial. Students have already come across
this term.
Questions 2, 3 and 4 are open-ended questions. There are many
possible answers.
5. See text on science-fiction in SE2 textbook.
As you listen (p.153)
Have students skim through the text in the coping box before setting
them to task.
Task 1 (p.153)
The clues are not necessarily the ones that students will identify:
a. They work for the S.E.T.I(Search for Extra-terrestrial
Intelligence)
laboratory.
b. Beyond the solar system perhaps even beyond the Milky Way
c. For many centuries we were ignorant of what we call the New
World today.
d. The S.E.T.I researchers are determined to distance themselves
from science fiction and fantasy.
91
Task 2 (p.153)
Students will discuss the following statement:
‘That would shed light on the origin, the nature and the future of the
universe as a whole.’ Students don’t have to agree on one single
answer.
After listening (p.154)
Students skim through the text in the coping box. Engage a discussion
with the students to check that they have inderstood the main ways of
expressing agreement or disagreement with stative verbs. (See Coping
box, p.154.)
Task 1 (p.154)
Allocate the necessary time to the students to prepare their dialogues.
E.g.
A: Is what they telling us about space laboratories true?
B: I (don’t) think so.
A: Why?
B. …
Task 2 (p.154)
The task can be done in groups. Let the groups brainstorm one of the
topics before they engage in dialogue. Make sure the students use the
right tenses.
Saying it in writing (p.155)
E.g. I think that astronomy is one of the most useful sciences today.
For one thing, it’s thanks to astronomy that we can predict such
catastrophes as tsunamis and hurricanes. Right now as I ‘m speaking
to you there are satellites hovering above us in the skies watching for
any hurricane that may hit us….
Reading and writing (p.156)
Skills and strategies outcomes (p.156)
Let the students skim through the preview. Then interact with students
to make explicit the objectives of the section.
Before reading (p.156)
Task 1 (p.156)
92
The answer is C. because the paragraph in question is a lead-in. Its
purpose is to entice the reader to read the whole article or news story.
It is signed by a journalist by the name David Grinspoon.
Task 2 (p.156)
It fits in the beginning because “why” indicates that a rhetorical
question is asked and we expect that it will be answered in what
comes next.
Task 3 (p.156)
An answer/ a discussion of the issue raised in the lead-in.
N.B. Students will suggest answers to the three questions, but try not
to answer them at this stage. They will check their answers while
doing task 1 in the as-you-read rubric.
As you read (p.157)
Task 1 (p.157)
Students will skim through the rest of the text to check the guesses
they have made in the before-reading task.
Task 2 (p.158)
A. The NASA fired a copper explosive barrel in the path of Tempel
1 in order to learn about the impact that a collision with comets
might have on our planet. Or
….in order to learn about the life secrets that lie within the hole of
the comet.
B. Deep impact
C. Paragraph 5
D. The dinosaurs would not have disappeared if they had known
how to divert the course of comets. The space programme is vital
because it can help avoid the kind of collision that caused the
disappearance of dinosaurs.
Tasks 3 and 4 (pp.158-159)
Crater = hole (relation of synonymy); Mixed reactions = not
complelety positive/good. The three sentences give clues in three
different ways: not really fine (not good); analogy and a rhetorical
question. Hurt: (word coming in topic sentence) = doing harm
(idiomatic expression in the concluding sentence) The parallel that the
author draws between the mission and digging for sand specimens in a
93
beach provides another clue for understanding the meaning of the
word.
Demolish = destroy (relation of synonymy) Ice crust = frozen rock
(synonymy) Lacked =/= had The meaning of lack can be guessed
either from the context of the sentence “The dinosaurs disappeared
because they lacked a space programme.” It also also guessed from
the concluding sentence of the paragraph “ … because we have
knowledge….)
After reading (p.159)
Possible answers:
1. The decision to shoot at the comet is unreasonable/too quick and
can have bad consequences.
2. There is no need to be worried about the shooting at the comet
because it is as harmless as picking up a few sand specimen for
study.
Or the mission is totally harmless because …
3. Human life can’t be destroyed by the collision of our planet with
a comet because we know how to divert their course.
Task 2 (p.159)
A.Type of discourse: Argumentative
B.Function: Persuading the reader about the importance of a space
programme.
C.Category of reasoning: It is mainly a reasoning based on analogy
Writing development (pp.160 –161)
You often hear people say, ‘The budget devoted to space
programmes is wasted money.’ Many people support this statement by
saying that these huge amounts can be invested in projects to combat
diseases. Likewise, many other people consider that space exploration
is a wild dream and that the money spent on these explorations is
needed to relieve poverty in Africa. Though I understand that there is
an urgency to fight diseases and relieve poverty in our continent, I
don’t think it is right to abandon investment in space explorations.
Why?
In the first place, many of the advances made in medicine are
indirectly the result of space exploration. For instance, …
Project outcome (p.162)
94
Assessment (p.163)
Text 5 (p.36) The Martians are coming
I. Read the text carefully and answer with True or False(3 pts)
a) The radio programme was broadcast on Halloween day.
b) The news announcers were real actors.
c) An announcement was made before the show began that the
programme was unreal.
d) Everybody was trying to leave the town by car.
e) The Americans killed the Martians with poisonous gas.
f) The programme was about London in the 1890s.
(Answers: aF,bT,cT, dF,eF,fF)
II. What is the main idea of this text? Justify your choice.( 1.5pts)
a) Halloween eve is a good night to scare people.
b) People are ready to believe anything that seems realistic to
them.
c) A Martian invasion could cause much panic among people.
(Answer: b). a and c are also acceptable provided the choice is
justified.
III. What do these words refer to in the text? (2 pts)
a) One (a good one) §1
b) it (seem) §1
c) their (suitcases) §3
d) others (tried) §3
(Answers: a: story, b: the show, c: people, d: people)
IV. Use of English:
A/ Find in the text a synonym for each of the following words
(3pts)
a) scenery §1
95
b) frightening §1
c) tried § 3
d) intruders (from outer space) § 3
(Answers: a:setting, b:scary/terrifying, c: attempted, d: aliens)
B/ Complete these sentences with words or expressions from the
box below. Use each word or expression at least once (3,5pts)
Should ; don’t have to ; didn’t have to; must ; have to ; had to; mustn’t
a) You……………..do your homework now if you don’t want to
b) I really ………….remember to send my brother a birthday card
c) My parents say I …………..be home by 8 o’clock at the latest
d) You………………buy a monolingual dictionary. You can refer
to it every time you are unsure of what a word means
e) You…………….come into my room without knocking
f) I didn’t come to your birthday because I ………………stay at
home with my mother who was ill
(Answers: a: don’t have to, b: must, c: have to, d: should, e: mustn’t, f:
had to)
C/ Complete the second sentence so that it has the same meaning
as the first sentence. Use the passive voice. You must use between
two and five words (1pt)
a) Welles made some changes in the original story
Some changes……………….by Welles in the original story
b) Somebody had eaten all the food by the time we arrives
All the food………………..by the time we arrived
c) Our teacher gave us some good advice to help us pass the
Baccalauréat exam
We…………………some good advice by our teacher to help us
pass the Baccalauréat exam
d) When we woke up, we discovered that the wind had blown
down a large tree during the night
When we woke up, we discovered that a large tree…………….
96
(Answers: a: were made, b: had been eaten, c: were given, d: had been
blown down)
D/ Find the corresponding verb or noun to the following words (1 pt)
NOUN VERB ADJECTIVE
a) Adaptation
b) Invasion
c) ?
d)
e) ?
f) ?
g) ?
h) ?
?
?
decided
?
smell
interrupted
described
scary
fictional
(Answers: a: adapt, b: invade, c: decision, d: scare, e: smell f:
interruption, g: fiction, h: description)
V- Writing: Write a twenty-line essay on ONE of the following
topics (5 pts)
A/ Imagine the Martians invaded the planet Earth. What do you think
would surprise them about our lives, and what would they change?
B/ Some people say that reading science fiction stories helps to
imagine new worlds and create new ways of life. Do you agree with
this statement?
Time for … (p.164)
97
UNIT SIX: KEEP COOL (pp. 165- 195)
Introduce the theme of the unit by asking questions about the two
pictures. Refer the students to the project outcome on page 193.
Listen and consider (pp.166-170)
Language outcomes p.166.
Students will get acquainted with the language outcomes by skimming
through the text of the preview.
Getting started (p.166)
1. Biyouna, Salah, Bakhta …
The other questions are open-ended.
Let’s hear it (p.167)
Task 1 (p.167)
1.C 2.B 3. A 4.D 5. E
Task 2 (p.167)
Students don’t have to agree on the statements.
Around the text (pp.167-168)
Grammar explorer I (p.167)
1. The 2. the 3. the 4. zero article 5. zero article 6.a
7. zero article 8. the 9.a 10. a 11. zero article 12.an
Grammar explorer II (p.168)
Task 1 (p.168)
A. must = obligation mustn’t= prohibition
B. have to =necessity
C. don’t have to= lack of obligation
D. Should = advice
E. Ought to= advice
Task 2 (p.168)
Make sure you give time to students to prepare the dialogue before
they act it out.
Vocabulary explorer (p.169)
98
Tasks1 and 2 (p.169)
Positive Negative
Noun Adjective Noun Adjective
Fun
Humour
Happy
Help
Joy
Comedy
Thought
Optimism
Funny
Humorous
Happiness
Helpful
Joyful
Comic
Thoughtful
Optimistic
Stress
Tragedy
Self-centredness
Self-satisfaction
Sickness
Worry
Stressful
Tragic
Self-centred
Self-satisfied
Sick
Worried
Task 3 (p.169)
Broaden - deepen – widen – shorten – darken – roughen – soften
Please note that humanity and humour belong to neither category.
Humour broadens our minds because it allows us to see the funny
side of life. Moreover it can deepen and widen our emotional lives
since it develops in us that capacity to laugh at ourselves. Without it,
our life expectancy would shorten and our prospects would darken.
More importantly, while hardships roughens our lives, humour
softens them.
Task 4 (p.170)
Some of the items can be figure either in the positive or negative
column. It depends on how you look at things.
Positive Negative
Noun Adjective Noun adjective
Self-help
Self-reliance
Self-discipline
Self-esteem
Self-defence
Self-sacrifice
Self-denial
Self-educated
Self-reliant
Self-made
Self-effacing
Self-condifent
Self-possessed
Self-assured
Self-supporting
Self-assertive
Self-pity
Self-deception
Self-satisfied
Self-conscious
Self-assertive
Self-fulfilling
99
Self-evident and self-portrait belong to neither category whereas
some of the other items can belong to either category depending on
the student’s point of view.
Task 5 (p.170)
1. Self-educated 2. self-effacing 3. self-control 4. self-help
5. self-esteem 6. self-reliance 7. self-denial/self-sacrifice
Pronunciation and spelling (p.171)
Tasks 1 and 2 (p.171)
Sound /h/ in accented words and in initial position.
Henry – heroes – heroines – humanity – history – homeland - heart
Sound /h/ in unaccented words
Honourable – honest- humour
Task 3 (p.171)
The sound-spelling link = 4 letters for two sounds
Task 4 (p.171)
Use the weak form of “of” except for made of where the strong form
of of must be used .
Think, pair, share (p.172)
Dear Miserable,
I’m very sorry to hear that you are having difficulty coping with
stress and anxiety, due to the forthcoming final examination. I more
than sympathise with your being depressed. Let me tell you however
that taking a few commonsense steps would restore confidence and
cheerfulness in you.
I think you are working too hard, and not taking enough time for
breaks. Do you know that cramming and doing exercises endlessly
produce more anxiety in you? That’s why you don’t feel you have
time to spare for your friends, and to enjoy some of the pleasures of
life you are entitled to.
So, as I said, you should relax and sleep regularly, meanwhile
leaving your brain to process the hardest points of lessons and
activities. You should go out for walks or practise some sport
everyday to help you relax. You ought not to worry constantly about
100
the time when your exam occurs, lest you would lose your
concentration on the appointed day.
Think that after all, you have reached a good level of
competence, and that you have enough strategies at this stage to
decide how to organise your work. Let me tell you again that when
the exam comes, always start with the things you can do easily and
leave time for the most tricky parts.
I’m sure that when the time comes, you will be able to overcome
your stress and perform quite successfully.
I wish you all the best.
Aunt Hillary
Reading and writing (pp.173-178)
Language outcomes (p.173)
Let students skim through the preview to get them acquainted with the
objectives of the section.
Getting started
1. The lady is comforting the weeping child. You can take the
opportunity to ask other questions. E.g. Who is the lady?
Questions 2-6 are open-ended questions.
Taking a closer look (p.174)
Tasks 1 and 2 (p.174)
1. Nearly all of them.
2. The great majority of them would rather let all of it out and say
what they feel than bottle it up inside and make matters worse.
3. They give little attention to people who complain in public.
4. They hug one another when they score a goal.
5. The American people are extrovert because they show their
feelings whereas the British are both introvert and phlegmatic. The
British tend to hide their feelings and are not easily moved. This is
not necessarily the way students will formulate the answer.
N.B Let students c²heck up the meaning of the words (extrovert,
introvert and phlegmatic) if necessary.
101
Make sure you give students the necessary time to think over the
second part of task 2 before you set them to task.
Around the text (p.175)
Grammar explorer (p.175)
Sentences expressing likes and dislikes:
 Almost all of them enjoy talking about their own experiences.
 (…) a national tendency to avoid showing strong emotion (…)
 The British like to keep a stiff upper lip.
 Many elderly people do not like to see this.
Sentences expressing preferences:
 Nearly all Americans believe that it is better to share what they
think or feel.
 When some of them are upset they prefer to cry rather than
retain their tears.
 The great majority of them would rather let all of it out and say
what they feel than bottle it up inside and make matters worse.
 They prefer hiding them (their feelings).
A. The form of the verbs are: -ing , the to-infinitive or the infinitive
without to.
B. and C. The verbs enjoy, dislike, don’t mind and avoid are
always followed by a gerund whereas like, love, hate and can’t
stand, prefer can be followed by either a gerund or an infinitive.
D. It is better is followed by the to-infinitive whereas rather is
followed by an infinitive without to.
Tasks 2 and 3 (p.176)
Students follow the model provided in the textbook. Provide context
to make the task more communicative. E.g. Making students play the
role of journalist/ interviewer ( conducting a survey about spare time
activities) and that of interviewee.
Grammar explorer II (p.176)
Task 1 (p.175)
 Women sometimes kiss each other on the cheek as a greeting.
 Players now hug one another when they score.
A. They are double/compound pronouns used as object .
B. They express reciprocity.
102
C. One another is used with the same meaning as each other. The
former is used in preference to each other when reference is made
to more than two persons.
D. Give names to the players and the women in the sentences
which the students have picked up to make the reciprocal
relationships more explicit.
E.g. Jane and Maud kiss other other on the cheek.
 Jane kisses Maud. Maud kisses Jane. (repetition of the structure)
Task 2 (p.177)
1. each other 2. each other 3. each other 4. one another 5. one
another 6. one another
Grammar explorer III
Task 1 (p.177)
 Nearly all Americans believe …
 A great many of them expect …
 Almost all of them enjoy talking …
 When some of them are upset …
 Few Americans consider it bad to show…
 Few British people would dare venture even a little anger …
 Many British youths now show feelings …
Elicit other quantifiers before students move to the second part of the
task.
See Grammar Reference pp. 216-217.
Task 2 (p.178)
1. many/ a great many 2. some 3. a little 4. a little 5. most /
nearly all 6. all 7. few 8. many/some 9. much 10. little
Vocabulary explorer (p.178)
Task 1 (p.178)
A. Let all of it out: to air / express one’s feelings angrily
B. bottle it up: to hide/not show one’s feelings
C. to show no emotion, sign of fear or anxiety
103
D. to show even a little anger
E. to avoid interfering with other people’s problems/business
Task 2 (p.178)
Adjectives Adverbs Nouns
Bitter
Friendly
Happy
Lonely
Sad
Tender
Humorous
Kind
Peaceful
Graceful
Generous
Courageous
Selfish
Pessimistic
Chauvinistic
Enthusiastic
Faithful
Bitterly
Happily
Sadly
Tenderly
Humorously
Kindly
Peacefully
Gracefully
Generously
Courageously
Selfishly
Pessimistically
Chauvinistically
Enthusiastically
Faithfully
Bitterness
Friendship/friendliness
Happiness
Loneliness
Sadness
Tenderness
Humour
Kindness
Peace
Grace
Generosity
Courage
Selfishness
pessimism
Chauvinism
Enthusiasm
Faith
Pronunciation and spelling (p.179)
Task 1 (p.179)
// /

الموضوع الأصلي : 3rd year lessons UNIT 06 PART 08

المصدر : ملتقى الجزائريين والعرب

الموضوع الأصلي : 3rd year lessons UNIT 06 PART 08

المصدر : ملتقى الجزائريين والعرب