3rd year lessons UNIT 01 PART 02

The superlatives of inferiority
Archaeologists are still undecided about which of these Saharan
sites contains the fewest traces of these ancient civilizations.
 Only the least amount of merchandise transited through it.
Interact with the students to help them explain how the comparative
and superlative forms of quantity words are formed. Help the students
synthesize information by drawing the table on page 217 on the board.
Quantifiers Comparative forms Superlative forms
Refer the students to the Grammar Reference pp.216-217 to check
their answers.
Task3 (p.24)
1. How much 2. Little (not much) 3. the least 4. Less than
5. Much 6.many 7. More 8. most 9. much 10. little
11.less 12. fewer 13. many (a lot of) 14. the most
Grammar explorer II (p.25)
Task 1 (p.25)
Complex sentences (Concession)
Despite the fact that that it was considered a trading post by both the
Romans and the Phoenicians, only the least amount of merchandise
transited through it.
In spite of the fact that the Casbah underwent some changes during
the French colonial rule, it still remains the throbbing cultural heart of
the city of Algiers.
Complex sentence (Time)
After the Turkish Baba Aruj brothers had gained control of the city
in 1516, Algiers thrived as a relatively independent city under the
nominal control of the Ottoman Empire.
Task 2 (p.25)
A. but, yet, however, though, although (concession)
When, as soon as (time)
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B. Emphasize the sequencing of the actions (First action: past perfect,
Second action: simple past) Refer the students to Grammar Reference
pp. 226-227.
Task 3 (p.25)
A. As soon as Tarik Ibn-Ziyad (had) crossed the Straits of
Gibraltar, he gave his famous speech. (As soon as can also be in
middle position.
B. After the Muslims had settled in Andalusia, they transformed
it into a prestigious cultural area. (After can also be placed in
middle position and replaced by when.)
C. Though/ despite the fact that/in spite of the fact that
Andalusia had an extremely diverse population, it maintained
its social cohesion and harmony for many years.
D. The Muslims had stayed in Andalusia until the Spaniards
captured the Alhambra in 1492 and brought down the
Kingdom of Grenada.
E. Though/ despite the fact that/in spite of the fact that the
Muslims left Andalusia in 1492, Islamic civilization remains an
enriching element of the Spanish cultural heritage.
Vocabulary Explorer (pp.26-27)
Task 1 (p.26)
Aim: vocabulary building through affixation
Invent (v), invention, inventor (n), inventive (adj), inventively
(adv.)
Enrich (v), enrichment (n), enriching (adj.), adv. none
Achieve (v), achievement, achiever (n), achievable (adj.), (adv.)
none
Devote (v), devotion, devotee (n), devoted (adj.), devotedly (adv.)
Responsibility (n), responsible (adj.), responsibly (adv.)
Improve (v), improvement (n), improved (adj.), (adv.) none
Practise (v), practice (n), practical (adj.), practically (adv.)
Hospitality (n), hospitable (adj.), (v.) none, hospitably (adv.)
Dedicate (v), dedication (n), dedicated (adj.), (adv.) None
(V) none, science (n.) ,scientific (adj.) scientifically (adv.)
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Develop (v), development(n.) ,developed/developing (adj.)
(adv.) none
(V) none, culture(n), cultural (adj.), culturally (adv.)
Task 2 (p.26)
1. enrich 2. enrichment 3. had invented 4. inventions
5. achievements 6. scientific 7. cultural 8. improvement
(=development) 9. responsibility 10. devoted (dedicated)
11. inventive 12. scientific 13. improved
Task 3 (p.27)
A. The Aztec civilization disintegrated as a result of the Spanish
conquest. The Spanish conquistador Hernan Ferdinand Cortés
(1485-1547) dispossessed the Aztecs of their wealth and
depopulated the major Aztec cities.
B. Historians disagree on the real causes of the fall of Maya (also
Mayan) civilization. Some of them say that its disintegration
was due to the spread of epidemics. But other disapprove by
arguing that it came as a result of the deregulation of the
climate and domestic dissatisfaction and discontent.
Task 4 (p.27)
Some of the words which can carry prefixes dis- or de- are :
disappoint, disagree, dissatisfaction, decentralize, demilitarize …
Task 5 (p.27)
well-informed - well-known – well-established - well-kept – wellrefined
– well-founded – well-balanced – well-preserved – wellsupported
– well-documented – well-appreciated
1. well-refined 2. well-preserved/kept - 3. well-documented
4. well-informed 5. well-appreciated
Task 1 (p.28)
Jean François Champollion le Jeune (1790-1832) studied Egyptian
hieroglyphics. At the beginning he thought that he could decipher this
system of writing by using the Coptic language from which he
believed Ancient Egyptian developed. But he was proved to be
terribly wrong. When he realized that he was just lying to himself, he
stopped trying to decipher the hieroglyphics with the help of the
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Coptic language and turned to the study of the hieroglyphics as an
independent system of writing. The study of the Rosetta Stone, a slab
of basalt with inscriptions dating from 197 BC permitted him to
discover the mysteries of the hieroglyphic system of writing in 1824.
Champollion enjoyed great popularity among his contemporaries.
Today he is considered the founder of Egyptology.
Task 2 (p.28)
Studied, permitted /id/
Developed, stopped/t/
Proved, realized, turned, considered, believed /d/
Task 3 (p.28)
Aim: Sound-spelling links (pronunciation of the letters ch)
-Archives, architect, architecture, archipelago, alchemy, archaic,
archetype, epoch, archaelogy, Archemides, archangel /k/
-Church, coach, archer, archway, archduke, artichoke //
Task 4 (p.28)
Follow the instruction. Ask your students to give other examples.
Think, pair, share (p.30)
Study the closely the model essay below and make the best use of it
in preparation for the exercise.
There are three major threats to our civilisation, which can lead to the
destruction of mankind. We have first nuclear energy, which has been
a constant liability ever since the explosion of atomic bombs in 1945;
there is also pollution, a major cause for concern with the massive and
noxious increase in industrial activities and mechanisation; finally,
climate change constitutes another threat, as an outcome of the first
two mentioned problems.
The escalation of nuclear weaponry since World War Two has
exposed humanity to a nuclear war that would not compare at all with
Hiroshima and Nagasaki, since it could wipe out life on earth many
times over. The Cold War was a period of tension between the two
most heavily equipped nations in terms of nuclear warheads, the USA
and the USSR. The Détente that came after did not suppress all
worries, since other countries have the bomb, and could use it any
time.
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There are also indirect consequences to owning nuclear energy.
Indeed, a lethal form of pollution can originate from it if accidents in
nuclear power plants occur. But apparently less dangerous forms of
pollution, generated by an ever- increasing industrialisation, can also
cause severe illnesses and deaths. We can think of all the chemicals
dumped by factories underground, or in rivers and seas, or of the
enormous amounts of smoke emitted in the air by factories and
vehicles. All of these are causing all sorts of illnesses in humans and
threatening wildlife.
Apart from these direct consequences, the third threat to our
civilisation, climate change, is directly related to the first two
mentioned. Smoke has resulted in the greenhouse effect, responsible
for the increase in mean temperature in the world. Consequently, the
ice caps in the north and south poles are shrinking, the sea level is
rising, rains have become irregular, hurricanes are more frequent,
monsoons are more destructive, droughts have intensified, and have
reached usually wet parts of the world. Therefore, the danger of
famine is real , and can even lead to dramatic wars over the possession
of the meagre resources remaining. Surely the impending threat of
nuclear warfare, and the lethal chemicals spread in the environment
make the world a dangerous place to live. The tons of smoke sent out
in the atmosphere also constitute a health hazard, and are responsible
for climate change. There are indeed urgent measures to be taken by
governments to make human activities safer if our civilisation is to
survive and thrive.
TAKE A BREAK (p.30)
E.g.
Once upon a time, in a little island called Ithaca, on the western coast
of Greece, there lived a king named Odyssseus (which means a ‘man
of wrath’ in Greek). The name was changed into Ulysses by the
Romans , and we shall call him Ulysses. We do not know much about
Ulysses when he was a little boy, except that he used to hunt with his
maternal grandfather Autolycus on Mount Parnassus. It was during
one of these hunts that a boar wounded him.
When he grew up, he became distinguished among Greek leaders for
his cleverness and cunning … . (To be continued by students).
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Note: All tales begin with ‘Once upon a time’ and end with ‘and
lived happily ever after’.
Research and report (p.31)
The report can be presented in the form of a class presentation
(speaking from notes on the diagram) or an interview.
Advise the students to present the information in a climax order (from
the least to the most important piece of information).
Use maps to represent the spread of Islamic civilization and
pictures/drawings of famous people and monuments.
E.g
In the history of mankind, Islam gave rise to a civilization which soon
became a model for many nations all over the world. This Muslim
civilization emerged in Arabia in the seventh century of the Christian
Era when the Prophet Muhammed (Blessed Be His name) revealed
God’s message. Out of Islam rose a civilization that could not be
confined to the Hidjaz … (To be continued by students).
LISTENING AND SPEAKING (pp.32- 35)
Skills and strategies outcomes (p.32)
Go through the preview with your students to make the objectives of
this section explicit.
Before listening (p.32)
A. It represents the Phoenician civilization.
B. It originated in what is known as Jordan and Lebanon today.
C. It spread to the Mediterranean Basin.
D. Carthage (Tunis), Icosium (Algiers), Hippo (present-day
Annaba)
Students can come out with further information.
As you listen (p.33)
Task 1 (p.33)
Students check answers to the task in the before-reading rubric (p.32)
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Task 2 (p.33)
Have the students go through the text in the coping box. Interact with
the students and clarify further the notions if necessary.
1D - 2B - 3E - 4C. 5A
Task 3 (p.33)
If necessary, let the students check the meaning of the words in the
dictionary. The students will do the task from memory. Then check
their answers by listening to the script a second time.
Key: b. peaceful c. nomadic d. business-minded f. knowlegeable
Have the students give their justifications. Key words from the script
are enough as a justification.
After listening (p.34)
Have the students skim through the text in the coping box. Then
have them interact in order to elicit the genres (historical accounts,
tales, novels, short stories, newspaper and radio reports…) in which
the chronolological pattern is used. (1C 2 E 3A 4G 5B 6F 7D)
Slight changes in the ordering are possible. This should be a good
opportunity for a short class discussion.
Saying it in writing (pp.34-35)
Western civilization is one of the world’s twenty-six
civilizations. It started in Crete, the largest Greek island in the eastern
Mediterranean sea, about 3,000 years ago. The civilization that rose in
Crete was called the Minoan civilization because Crete at that time
was under the rule of the legendary King Minos. Ancient Greek
civilization originated more than 2,000 years ago on the shores of the
Ionian and Aegean Seas. Ancient Greece made innovations in
philosophy, politics, science, architecture, and the arts, and Greek
culture forms the basis of Western civilization to this day. Then came
the Roman civilization. … (To be continued by students)
Reading and writing (p.36)
Skills and strategies outcomes (p.36)
Make the students aware of the objectives of the section by giving
them time to skim through the preview.
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الموضوع الأصلي : 3rd year lessons UNIT 01 PART 02

المصدر : ملتقى الجزائريين والعرب

الموضوع الأصلي : 3rd year lessons UNIT 01 PART 02

المصدر : ملتقى الجزائريين والعرب