Exploring The Past: Ancient Civilizations

UNIT ONE: EXPLORING THE PAST (pp.
14-44)
Topic: Ancient Civilizations
Thamugadi ( Timgad )
The Hanging Gardens of Babylon

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EXPLORING THE PAST
 Pedagogical year: 2016/ 2017.

 School: Bab El Assa High School .
 Level: Third years.
 Streams: Literary Streams / Foreign Languages
 Unit: Exploring The Past.
 Theme: Ancient Civilisations.
 Sources:
- The student course book “ New Prospects”.
- The official teachers’ Book of the third year.
- The “OXFORD Advanced Learners’ Dictionary.
- Teacher’s own sources; (books, the internet, etc.)
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Unit plan
Unit1: Exploring The Past Level : Third Year

Book: New Prospects Streams: F.L/L.PH
Input
-Listening script: - A radio interview about Ancient Civilisations.
- The Phoenecians.
- Reading passages: - Algeria at the crossroads of civilisations.
- Ancient Egyptian.
By the end of this unit ,my learners should be able to

make the profile of an ancient civilisation in which :
they narrate about when and where ancient
civilisations flourished using the past simple and the
past perfect ,speak about beliefs and customs using
‘’used to’’ and talk about the past achievements of
ancient civilisations.
Skills:
 Making and checking hypotheses/predictions
 Listening for gist.
 Listening for details.
 Recognising and showing a sequence of events.
 Using illustrations to tell stories.
 Giving a narrative account.
 Skimming/scanning.
 Identiffying refernce words.
 Recognising types of discourse.
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 Summarizing.
 Writing an expository essay.
 Writing a story.
Functions:
 Informing.
 Narrating.
 Comparing.
 Expressing concession and time relations.
Language Forms:
 Questions and answers with ‘’ago’’.
 Definite and indefinite articles.
 Narrating: had to/used to/was (were) able to.
 Expressing concession and time: although,in spite of.../past perfect
with before,after,as soon as, until...
 Comparatives and superlatives of quantifiers: much-more-the
most/little- less- the least.
Vocabulary:
 Words related to rise and fall of civilisation.
 Dependent prepositions.
 Word building of verbs, nouns, adjs and advs.
 Negative prefixes.
 “well+p.p(v).”
Pronunciation
 Stress in compound words.
 Shift of stress: noun- verb/ syllable stress.
 Final “ ed ”.
 Pronunciation of “ ch”.
 Spelling rules.( doubling consonants.)
Materials Needed:
 The text book.
Sequence plan
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Topic : Ancient civilisations Streams: F.L/P.H
Sequence 1: Listen and Consider Book: New Prospects
Final Objective:
By the end of this sequence, my learners should be able to write a short talk about the lives of
people in ancient and modern times by narrating and expressing concession.
Functions Language forms Phonology Lexis Materials

needed
Informing Questions and answers Words related The text
with ago. Stress in to rise and fall book
Narrating compound words. of civilisations.
Definite and indefinite *Shift of stress.
articles.
Narrating using : Dependent

Had to- used to- prepositions:
was(were) able to. with,for,of…
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Unit warming up

Aim: To introduce the unit.

Teacher introduces the title and the theme of the unit “ Ancient civilisations” by interacting with
the learners using pictures as starters and explaining the key words.
“Exploring The Past”
exploring→explore(v) = discover and search.

the past : the time that has gone by , things that happened in an earlier time .
Exploring the past = discover and search about things that happened in an earlier time and
unknown places etc.
T: What do the pictures represent ?
Lrs: respond.
If they fail to give any information .Teacher reads and explains the key words and the vocabulary
related to the topic.
Lrs: the first picture shows the monument of Timgad . The second picture represents the
Hanging Gardens of Babylon which is also a monument .
T :where are these monuments located(situated) ?
Lrs: the first one in Batna (Algeria) and the second one in Iraq.
T: what is the relation between the two pictures ?
Lrs: both of them represent famous ancient monuments which have special historical importance.
Teacher now tries to make a link between the pictures and the topic of the unit “Ancient
civilisations”.When we speak about monuments it means we want to remind people of a famous
person or event i.e to remind people of ancient civilisations.
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 Unit one project planning
 Level: Third years.
 Unit one : Exploring The Past
 Topic: Ancient Civilisations.
 Project: Making the profile of an ancient civilisation.
Introduction :
Aim :to introduce the topic.

Teacher introduces the theme of Ancient civilisations by interacting with the learners using the
pictures.Then, she encourages them to discuss the title and the topic of the unit, and their relation with
the project .
Teacher should also make the project outcome explicit by talking about the final objective of the
unit as a whole.
The unit’s project :Making the profile of an ancient civilisation.
Profile = a short description.
I) - Aspects of the project: (suggested sub-themes).
A)Choose an ancient civilisation e.g (Greece , Egyptian…).

B)Information about when and where this ancient civilisation fiourished.
C)Informaion on the major cities .
D)A short account of the life styles, beliefs,customs, mythsand laws of these cities.
E)A summary of the major achievements of this civilisation in science, philosophy, politics,etc
Illustrations :maps, pictures of monuments, etc.
Useful Language :
 Narrating using: had to/used to/was (were) able to.

 Expressing concession and time: although,in spite of... / past perfect and past
simple with : before,after,as soon as, until...
 Comparatives and superlatives of quantifiers: much-more-the most/little- less-
the least.
 Give information about a civilisation using :ago
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Lesson plan

Topic : Ancient civilisations Streams: F.L/L.PH
Sequence 1: Listen and Consider Bab El Assa High School
Lesson: Listening Comprehension Teacher: Mr Nichane Aek
Getting Started:
Aim: To introduce the theme of ancient civilisations through pictures and questions.
Lesson Steps
Warm up :
Teacher first trirs to introduce the meaning of civilisation through a discussion with learners.
*civilization (sation) N=a society, its culture and its way of life during a particular period of time
or in a particular part of the world.
*civilize(ise) V= to educate and improve a person or a society, to make sb’s behaviour or manners
better.
*civilized(ised) adj= having or showing polite and reasonable behaviour.≠uncivilized
Task 1 :
Instruction: Look at the map and answer questions.
Aim: -To extract information from a map.
-To interpret a map.
Teacher directs the learners to the map and asks them to answer the questions.
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1- What ancient civilisations are represented in the map?
2- Which civilisation, do you think, is the oldest?
3- Why do you think these civilisations first flourished in these areas?
4- What’s your definition of civilisation? What do you associate with it?
*Learners guess answers:
They answer the questions according to the map and their knowledge.
1. The civilizations represented on the map are (from left to right) :
Ancient Greek, Ancient Egyptian, Sumerian, Babylonian and Indus Valley civilization.
2. The Sumerian Civilization is the oldest one.

3. Because these areas contain plenty of water in their rivers. ( The Nile, Euphrates, Tigris , …)
4. Defining civilization :
- Civilization is always associated with words like : sculpture, literature, astronomy, science,
economy, commerce, agriculture, technology, art, industry, politics, philosophy, religion,
culture, …
Civilisation
politics
Culture religion and beliefs customs & traditions history science&literature
Task 2 :
Instruction: Read the passage below and answer the quetions.
Aim: To recognize the different ancient civilisations and their history and recall their
background khnowledge.
Text :
The World has known many civilisations. According to some historians, there have been 26 or 27
civilisations on the whole. The earliest one is the Sumerian civilisation which flourished on the
banks of the Tigris and Euphrates rivers in Mesopotamia( present- day Iraq) about 5500 years ago.
The Egyptian civilisation emerged about 5000 years ago.Then it came the Indus Valley civilisation
about 4500 years ago, and the Chinese civilisaton about 4200 years ago.These ancient civilizations
flourished during periods of peace and most of them fell into ruins because of war.
1) Ask questions on the underlined words.

2) What is the oldest civilisation in the world ?
Key :
1) Ask questions :
a- How long ago did the Sumerian civilisation begin/start ?
b- Which civilisation emerged about 5000 years ago ?
c- How long ago did the Indus Valley civilisation begin/start/ emerge/flourish ?
2) The Sumerian civilisation is the oldest one.
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Lesson plan

Sequence 1: Listen and Consider Bab El Assa High School
Lesson: Grammar Explorer (Revision) Teacher: Mr Nchane Aek
Obligation / Ability / Habit in the past
-Competency: Interaction.
Final Objective:
By the end of this lesson, my learners should be able to:
 express obligation, ability and habit in the past.
Lesson Steps
1) Awareness phase
Task:
Instruction: Choose the correct form of the verbs between ( ).
Aim:
-To urge learners to use the grammatical structures desired.
Passage :
The World has known 26 or 27 civilisations.The Sumerian is the oldest one.It rose in
Mesopotomia and flourished on the banks of the Tigris and Euphrates5500 years ago.
To develop their economy,Sumerians (have to/ had to) import many of the raw materials
necessary for the civilised life because they were not available in Mesopotomia. As a result, they
(are /were )able to control Euphrate from where they invaded a lot of places and could enrich their
trade which expanded and started to spread.Sumerians(use to/ used to) barter goods in order to
increase their revenue and avoid the collapse of their civilisation.
Key:
Had to – were able to – used to.
2) Observation phase
Task 1:
Instruction: Study the previous examples then complete the following table:
Aim:
To study the examples given in terms of form and meaning then deduce the rule.
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//////////// Meaning Negative form Interrogative form
Had to .................................... ...........................to+v(….) ……….+s+……….. +v(inf)?
Used to ………………………. …………………to+v(…..) Did+s +…………+v(inf) ?
Was/were ………………………. ……….not/………not able ……../……….+s+………….+v

able to to+ …….. (inf) ?
Key:
1)Had to→ obligation in the past- did not have to +v(inf)- did +s+have to +v(inf) ?
2) Used to→ habit in the past- did not use to+v(inf) – did +s+use to+v(inf) ?
3) Was/were able to→ability in the past- was not/were not able to+v( inf) – was /were+s+ able
to+v(inf) ?
3) Application phase
Task p 18 :
Instruction: Add used to /was-were able to /had to to the verbs in ( ) to make the text
meaningful.
Aim: to express obligation, ability and habit in the past.
Key:
Today, most native Americans live in reservations, and nearly 97% of them west
of the Mississippi. But centuries ago, their ancestors used to live all across America.
They used to hunt the buffalo in the prairies. They also used to farm maize, manioc,
potatoes, peanuts, cacao and pepper. But after 1830, most of them had to migrate
westward to reservations because of the US government’s policy of forced migration.
Though the living conditions in the reservations were difficult, the Indians were able
to survive and contribute to what is called American civilization today.
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Lesson plan

Sequence 1: Listen and Consider Bab El Assaa High School
Lesson: Vocabulary Explorer Teacher: Mr Nichane Aek
Vocabulary related to rise and fall of civilizations / Dependent prepositions.
-Competency: Interaction and Interpretation.
Final objective:
 distinguish different words’families and write meaningful passages using vocabulary related
to rise and fall of civilisations.
 Use dependent prepositions appropriately.
I) Vocabulary related to rise and fall of civilizations

Passage :
The World has known 26 or 27 civilisations.The Sumerian is the oldest one.It rose in
Mesopotomia and flourished on the banks of the Tigris and Euphrates5500 years ago.
To develop their economy,Sumerians had to import many of the raw materials necessary for
the civilised life because they were not available in Mesopotomia. As a result, they were able to
control Euphrate from where they invaded a lot of places and could enrich their trade which
expanded and started to spread.Sumerians used to barter goods in order to increase their revenue
and avoid the collapse of their civilisation.
Task1 :
Instruction: Read the passage above then pick out words that refer to rise or fall of civilisations
Aim: to urge learners to use the vocabulary desired.
Key: Rose - flourished - To develop - expanded – collapse - spread - increase - started
Teacher asks learners to add other words that know related to this vocabulary .
Task1p 18:
Instruction: Classify the words in the box in the table below.
Aim: to distinguish different words’families related to rise and fall of civilisations.
Emerge – flourish – evolve – collapse- rise – originate – decline – spread – fall to decay – into
ruins – vanish – mature – disappear- start – begin – bloom – expand.
Key:
A) Rise originate- start- begin- emerge
B) Flourish mature- develop- evolve – expand- spread - bloom
C) Fall decline- collapse-fall to decay- fall to ruins- vanish-disappear
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Application
Task:
Instruction: Fill in the gaps using the most appropriate verbs of the previous task.
Aim: to write a meaningful passage using vocabulary related to rise and fall of civilisations.
In the past many empires........................and ........................... .How did these empires.....................?

First, an ambitious and strong leader who plans succesful military attacks. Then, an empire
can’t ........................ without a powerful army. Thirdly, ...............................countries by changing
their customs, beliefs and even religions, so invading people’s minds.
Key:
Rose – fell /collapsed - flourish / develop - succeed - invading
) Dependent prepositions.
Tips:
Some adjectives and verbs in English are always followed by specific prepositions
called dependent prepositions. There are no specific rules as to which preposition
goes with which particular verb or adjective. It takes practice and memorizing to learn
to associate verbs and adjectives with suitable prepositions.
Examples:
1- The Egyptians were good at building canals.
2- Ancient Greeks believed in many gods./3- She looks after a baby.
Task 3p19:
Aim: to Use dependent prepositions appropriately.
Key:
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.
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Lesson plan

Sequence 1: Listen and Consider Bab El Assa School
Lesson: Think,Pair,Share Teacher: Mr Nichane Aek
Competency: Production
Final objective:
By the end of this lesson, my learners should be able to write a short talk about the lives of
people in ancient times and modern times.
-Skills: Interpreting, writing

Lesson Steps
Step one: Lead in
Aim: to get the learners involved in the topic and suggest ideas about it.
Lead in: Ancient civilisations.

Egyptian, Greek, Sumerian…. Civilisations.
Teacher : what are the words that are associated with civilisation ?
Learners give possible answers :
Lrs : culture, religion, beliefs, customs, traditions,lifestyles, science , literature…
T : was life in the past the same as nowadays ?
Lrs : No, there is a
difference./ Of course, no.
Task:
Instruction: List what people used to/ had to/ were able to do a century ago and what they do
nowadays in the table below.
////////////////////////// A century ago Nowadays
Beliefs -People used to believe in Awliae -People believe in money.
Salihin.
Customs -The family used to meet together to -The family meet each other only on
exchande ideas. occasions.
Traditions -People used to be preserved. - People are open minded.
Myths -Djeha,Loundja... -Films.
Life styles -Women used to wear Hayek and men -fashionable clothes,strange....
( clothes, food, used to wear Barnous. -unhealthy food,snacks, not fresh...
transport) - Food was simple but healthy. -People travel by cars, planes,
-People had to travel using animals trains.
(horses, camels or by foot)
Industry -People had to work as farmers, crafts -People work in services, factories
men, fishermen.. or business.
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Teacher now writes the topic on the board.
Topic :
Prepare a short talk about the lives of people in ancient times and modern times.
*Jot down ideas about your plan.

*Organize your talk.
1- Introduction :( life in the past and in the present in general.)
2-Body: (the difference between the lives of people in ancient and modern times in many aspects.)
3-Conclusion: (what do you prefer? life in the past or life in the present?)
Useful language:
-Use the modals:“used to/had to/ wrere able to” to express the past.
-Link words: but, yet, however, unfortunately, on the one hand, on the other hand).
Teacher makes sure learners contrast the past (used to/had to/were able to) with the present
(verbs in the present simple).
Step two: Pair work

Aim To improve learners’ writing skills by guiding them to write an essay depending on the
given notes and exchange their ideas.
1) Prepare an introduction
2) Write a draf t(body)
3) Suggest conclusion ( your preference)
Step three: Class work
Aim: To give the learner a chance to exploit his recently acquired language skills and items
and write a suggested paragraph on the board.
Once learners have exchanged their drafts and read them.

-A sample paragraph will be written on the board.
-Error correction
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A suggested paragraph:
Life styles in the past were totally different to what we live in the present time. This is due to
the fast development in all fields especially in science and people's thinking.
A century ago people used to believe in ‘’ Awliaa Salihin’’, stones and fire
but today they believe in money.In the past, people had more occasions to meet
together to tell jokes and stories however, nowadays the people meet together only
on occasions i.e every one has his/her personal life. Many years ago
people used to be preserved for instance, girls had to stay at home in contrast in the
present day people are open minded and the traditions approximately disappear and
they neglect what the others say. In addition, in the past many myths existed for
example, Loundja, Djoha... on the contrary to what we have today;
movies, films, series...
In the past people used to eat simple and healthy food if we compare with what we eat
today as:’snacks( unhealthy – not fresh).
Men had to wear djalaba and Barnous and for women Hayek.Now
most people like to dress jeans, shirts... In the past people used to travel long
distances on foot or animals, nowadays they use comfortable means of transport
such as : cars, trains and planes.
Speaking about industry, they used to work as farmers, craftsmen, fishermen...
contrary to nowadays, they work in many services and business.
To conclude, in my opinion although technology has invented a lot of things which have
made our life easier, we don’t feel happy on contray people in the past.
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Sequence plan

Sequence 2: Read and Consider Book: New Prospects
Final Objective:
By the end of this sequence, my learners should be able to write an expository essay about
the challenges faced by modern civilisations :
 expressing concession.
 Comparing.
Functions Language forms Phonology Lexis Materials

needed
Comparing Comparatives and Word building The text
superlatives with Final “ed ”. of verbs, nouns, book.
Expressing quantifiers. adjs and advs. *Visual aids.
concession and *Pronunciation of
time relations. Concession :although, “ch”.
but, however.../before,
after,as soon as,until… * Spelling rules Negative
(doubling prefixes.
consonants .)
Past simple/past *Well+ p.p(v)
perfect.
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Lesson plan

Sequence 2: Read and Consider Bab El Assa High School
Lesson: Reading comprehension Teacher: Mr Nichane Aek
 Reading comprehension
Text: Algeria At The Crossroads of civilisations.

Materials Needed: Visual aids
Objectives:
- To read and evaluate information by judging a piece of writing .

- To improve the learner’s comprehensive capacities by making him/her searching for specific
notes and details while reading a text.
Skills: Reading, writing

Materials needed: visual aids, picture
Stage One: Before Reading
Step one: Lead in
Task
Instruction: Match the words/phrases in column (A) with their definitions in column (B).
Aim:
- To pave the way to the new vocabulary.
- To be familiar with the new vocabulary related to the topic.
words Definitions
1- Heritage a- The art or the process of cutting designs on wood, stone, metal etc
2- Engraving b- To talk with too much pride about s.th that you have or you can do.
3- Boast c- to provide with infomation
4- To yield d- The history, traditions and qualities that a country or a society has had
for many years that are considered an important part of its character.
Key:
1→d 2→ a 3→ b 4→c
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Step two: Interpreting pictures
Task:
Instruction: Match each picture with its name.
Aim:
-To pave the way to the topic of the lesson.
-To interpret pictures and recall learners background knowledge.
picture 2 picture 3 picture 4

picture 1
Picture 5 picture 6 picture7
Key:
Picture 1→ The Casbah of Algiers
Picture 2→ The Banu Hammads’ Qalaa
Picture 3→ Timgad
Picture 4→ Tassili N’ajjer
Picture 5→ The Mzab Valley
Picture 6→ Djemila
Picture 7→ Tipaza
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The Casbah of Algiers The Banu Hammads’ Qalaa
Timgad Tassili N’ajjer
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The Mzab Valley Djemila
Tipaza
Step three: Anticipate
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Task
Instruction: The previous pictures represent the Algerian World Heritage Sites. Where are the
sites exactly situated?
Aim:
-To make the learners hypotheses about the reading passage.
-To predict the topic of the text.
*Learners predict the topic of the text and give their answers.
*It is not necessary that they come out with one correct answer.
*N.B: Before starting with the second stage - TEACHER interacts orally with the learners using
the title and the picture.
What does the picture represent? What does the text deal with? Where is it taken from? To whom is
it addressed?
- Learners respond;
1- The picture represents rock paitings and engravings in the prehistoric era.
2- It is taken from Tassili n’Ajjer, in the Sahara of Algeria.
Stage Two: Reading

Step one: Read & Check
Aim:
-To check the learners’ previous predictions.
Task :
Instruction: Read the text and check your previous answer.
*Learners read and check their answers.
Key: -The Algerian World Heritage Sites:
● The Casbah of Algiers : (City of Algiers) (1992) →in Algiers.
● The Banu Hammads’ Qalaa: on the western side of Djebel Maadid, overlooking the Hodna
plains, some 100 km away from Bejaia (1980) →in Bejaia.
● Timgad: (Colonia, Marciana Trajana, Thamugadi) (December 17, 1982) situated 110 km to
the south of Cirta (today’s Constantine), a few kilometres south-east of today’s Batna, 27
km to the west of Tazoult, at the foot of the Aures mountain range→in Batna.
● Tassili N’ajjer : 1982, (1986) in the Sahara, eastern part of the Ahaggar (altitude between
1000 and 2500 m); The Algerian government declared the Meddak region situated on the
heights of the city of Djanet a national park in 1972.→in Sahara.
● The Mzab Valley : (December 17, 1982) The Mzab Valley consists of five small fortified
towns (Ksour) : El Ateuf, Bou Noura, Beni Isguen, Melika and Ghardaia.→in Ghardaia.
● Djemila: (formerly known as Cuicul) December 17, 1982, 50 km away from Setif ;
(December 17, 1982)→in Setif
● Tipaza : →in Tipaza.
Step two: Skimming
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Task:
Instruction: Read the text and match each idea with its corresponding paragraph .
*Learners read the text silently and do the task.
Aim: To skim through the text and read for general details.
Ideas Paragraphs
a- Thanks to rock paintings, engravings and remains we have much §1

information about what life was really like in the Sahara in prehistoric times.
b- Only the smallest amounts of goods transited through the port of Algiers §2
during the Phoenician and Roman periods.
c- Algeria has more World Heritage Sites than other countries of the
region. §3
Key: §1 → c §2 → a §3 → b
Step three: Scanning

Aims:
-To scan through the text and read for specific details.
-To improve the learner’s comprehensive capacities by making him/her searching for specific
Task1 :
Instruction: Are the following statements true or false ?
1- Algeria has as little access to the Mediterranean and the Sahara as the other North
Africain Countries. ( § 1 )
2- Algeria has less World Heritage Sites than the other countries. ( § 1 )
3- We don’t have much information about what life was really like in prehistoric times. ( §2)
4- Only the smallest amounts of goods transited through the port of Algiers during the
Phoenician and Roman periods. ( § 3 )
Key:
1 2 3 4
F F F T
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Algeria at the Crossroads of Civilizations
Algeria at the Crossroads of Civilisations.
No country in the North Africa has as much access to the Mediterranean and the Sahara as
Algeria. Its privileged geographic position has made it open to many of ancient civilisations that
flourished in the Mediterranean Basin and to those that prospered in Africa south of the Sahara.
Today few countries in the region can boast of as many World Heritage Sites as our country.
Tipaza, Djemila (Setif), Tasslin’Ajjer ( in Sahara), Timgad( in Batna), the M’Zab Valley ( in
Ghardaia), The Qualaa of the Banu Hammad ( in Bejaia), and the Casbah of Algiers are standing
witnesses both to its civilisational genuis and to its enriching contacts with other civilisations. (§1)
Of all the sites of Southern Algeria, the Tassili n’Ajjer has the most prestige. It has more rock
paintings and engravings than any other prehistoric Sahara sites, and it contains the most beautiful
remains of the prehistoric civilisations of the Sahara. These rock paintings, engravings and remains
have yielded as much information as we need in order to have a clear picture of what life used to be
like in the Sahara in prehistoric times. They show clearly that the Algerian Sahara was one of the
cradles of civilisation. The Tassili n’Ajjer seems to have had as few exchanges with the Phoenecian
and Roman civilisations as the other Saharan sites of our country. (§2)
In the northern part of Algeria, the Casbah of Algiers undoubtedly holds the most important
position among the historic sites. Its history is closely linked with the history of the city of Algiers.
Algiers was built during multiple conquests,and layers of well -refined cultures can be found in its
architecture and social character. There is little knowledge about its earliest times when it was
founded by the Phoenecians as one of their trading posts. It was known to the Carthaginians and to
the Romans as Icosium. The Vandals destroyed Icosium in the 5th century A.D. Five centuries later,
Emir Bulughin rebuilt the town into an important Mediterranean trading port called al-Jaza’ir. Until
then, Algiers had less influence on international commerce than the other Algeiran maritime cities
because it had fewer natural harbours. Therefore, despite the fact that it was considered a trading
post by both the Romans and the Phoenecians, only the least amount of merchandise transited
through it. (§3)
( Adapted from Africana from 3AS ‘’New Prospect’’)
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Additional information
*Why were they declared World Heritage Sites?
-They were declared World Heritage Sites because they embody an advanced state of human
society in the past, in which a high level of culture, art, science, industry, and government
had been reached. They are unique and they incarnate mankind history and values of our
ancestors. / because of their historical value.
*The definition of the concept of World Heritage Site:

A World Heritage site is a place or structure included on an official list produced by
the World Heritage Committee of the United Nations. Places are chosen for the list
because they are considered to be of outstanding universal value, often for historical
reasons, and are therefore preserved
*Other sites in Algeria which deserve to be included in the United Nations list of World
Heritage Sites because of their national and international values:
Al-Mansourah ; Tlemcen The Hanging Bridges, Constantine
El mosque Bacha- Oran Sidi Boumediene Mosque, Tlemcen
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Lesson plan

Lesson: Grammar Explorer Teacher: Mr Nichane Aek
Expressing Concession and Time
Obligation / Ability / Habit in the past

-Competency: Interaction.
Final objective:

 express concession and time.
Lesson Steps
) Expressing Concession (Concessive clauses)
1) Awareness phase
Task:
Instruction: Match each sentence from column (A) with its corresponding one from (B) so as they
make a meaningful complex sentence.
Aim:
(A) (B)
1-The port of Algiers was considered a trading a-They were determined to gain the war.
post during the Phoenincian and Roman periods. b-Only the smallest amounts of goods transited
2-Invaders were less clever. through it.
Key: 1→b 2→a
*Teacher asks learners to read the matched sentences then asks them what they notice.
Possible answers :
Lrs : both sentences represent two opposite ideas /each part represents the opposite for the second
part.
Task 1:
Instruction: Join the previous sentences with the appropriate linkers: because, but, as a result,
however.
Aim:
-To study the examples given in terms of form and meaning then deduce the rule.
26
Key:
a- Invaders were less clever but they were determined to gain the war.
b- Invaders were less clever however, they were determined to gain the war.
c- Invaders were less clever yet, they were determined to gain the war.
d- Though /although/even though Invaders were less clever , they were determined to gain the
war.
e- Invaders were determined to gain the war though /although/even though they were less
clever.
f- Inspite the fact that/ despite the fact that invaders were less clever , they were determined to
gain the war.
g- Inspite of /despite being less clever, they were determined to gain the war.
Learners notice :
Both sentences represent two opposite ideas /each part represents the opposite for the second
part.
 Two opposite ideas : concession
T : what are the link words that can be used to express concession ?
Lrs : but /however /yet/Though /although/even though /Inspite of /despite/Inspite the fact
that/ despite the fact that.
Task 2:
Instruction: Complete the blanks
Aim: To enable learners to deduce the rule
We can express………………..( two opposite ideas) using the following connectors :

1- But/………………./........................../.though/……………………../
…………………………………………………./…………………………………+
………………..phrase.
2- ………………………………/…………………………..+……………........ phrase.
Key:
-Concession
1-But /however/yet /though/ although/ even though/ Inspite the fact that/ despite the fact that
+ verb phrase
2- Inspite of /despite + noun phrase
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) Expressing Time (Time clauses)
1) Awareness phase
Task:
Instruction: Read the passage then, underline the verbs.
Aim:
Great civilisations had flourished before they fell down. In the century ,
Toynbee explained in his famous books about history how civilisations had risen
and had fallen. Before him, Ibn Khaldun had also developed very interesting ideas
about the subject.
Key:
Past perfect verbs Past simple verbs

had flourished Fell
had risen Explained
had fallen
had developed
Task 1:
Instruction: Explain the difference between actions in the past simple and actions in the past
perfect:
Aim:
-To study the examples given in terms of form and meaning then deduce the rule.
Key:
The past perfect is used to express actions in the past that had happened before other ones that
we put in the past simple.
Civilisations had flourished before they fell down.
The action of flourishing took place before the action of falling.
So, when we have two actions happened in the past; the first aciton put in the past perfect and the
second in the past simple.
Teacher: what are the link words that can be used ?
Possible answers:
Lrs: before+ past simple....+ past perfect
Learners deduce that :after /when + past perfect....+past simple
Now learners can express this sentence differently:
Civilisations had flourished before they fell down.
a- After/ when/ as soon as Civilisations had flourished , they fell down.
b- Civilisations didn’t fall down until they had flourished .
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Task 2:
Instruction: Complete the blanks
Aim: To enable learners to deduce the rule
*To express two actions happened in the past ; one before the other, we use :
1-Past perfect to express the first action and we use as linkers ( after /……………/…………/
…………………./………………….+……………….action
2-Past simple to express the second action and we use as linkers ( ……………+………..action.
Key:
1-as soon as/once/ when/ until + first action.
2-before +second action.
3) Application phase
Task 1:
Instruction: Complete the second sentence so that it means the same as the first one.
Aim: To express concession correctly.
1-a) He was very ill but he went to school.

b)
……………………………………………………………………..though…………………………
………………………….
2- a) Andalusia had an extremely diverse population however, it maintained its social cohesion and
harmony for many years.
b) In spite of the fact that............................................................................................
3- a) Some people earn much money but they are not happy.
b) In spite of...................................................................................................................
Key:
1- b) He went to school though he was very ill.

2- b) In spite of the fact that Andalusia had an extremely diverse population, it maintained its
social cohesion and harmony for many years.
3- b) In spite of being rich, some people are not happy./ earning much money , some people
are not happy.
Or: b) In spite of some people’s richness, they are not happy.
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Task 2:
Instruction: Combine the pairs of sentences (A-F) with the given conjunctions, putting the verbs in
the right tense.
Aim: To express time relations with correct tenses.
a-I (finish) my homework. (after)

b-I (go) to sleep.
1-………………………………………………………………………………………………
a-Tarik Ibn-Ziyad (cross) the Straits of Gibraltar. (as soon as)

b-Tarik Ibn-Ziyad (give) his famous speech.
2- ......................................................................................................................................
a-She (succeed) in the BAC Exam. (before)

b-She (go) at university.
3- ....................................................................................................................................
a-The Muslims ( settle)in Andalusia. ( once)

b-The Muslims ( transform) Andalusia into a prestigious cultural area.
4- .................................................................................................................................
Key:
1- After I had finished my homework, I went to sleep.
2- 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. )
3- Before she went at university, she had succeeded in the BAC Exam.
► (before can also be in middle position.)
4- Once 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.)
30
Task 4p 25 : (Combining with conjunction)
Instruction: Combine the pairs of sentences (A-F) with appropriate conjunctions from the
box. Use appropriate tenses.
Aim: to express concession and time relations with correct tenses.

Key:
5- 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 )
6- 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.)
7- 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.
8- The Muslims had stayed in Andalusia until the Spaniards captured the Alhambra in 1492
and brought down the Kingdom of Grenada.
9- 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.
N.B : I should separate between concession and time in two tasks
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Lesson plan

Sequence 2: Read and Consider Bab El ASSA High School
(Vocabulary building through affixation )
Final objective:
By the end of this lesson, my learners should be able to :

 build new words’ families through affixation and distinguish between them .
 write meaningful passages using these words’families correctly.
 use the negative prefixes ‘’de’’ and ‘’dis’’ to form the opposite of words.
Lesson Steps
Task 1p26: ( Table Completion )

Instruction: Fill in the missing member of each ‘family’ whenever possible.
Aim: To build new words’ families and distinguish between them .
Key:
Verb Noun Adjective Adverb
invent invention - inventor Inventive inventively
enrich enrichment enriching ●
achieve achievement - achiever achievable ●
devote devotion - devotee devoted devotedly
● responsibility responsible responsibly
improve improvement improved ●
practise practice practical practically
● hospitality hospitable hospitably
dedicate dedication dedicated ●
● science scientific scientifically
develop development developed - developing ●
● culture cultural culturally
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(●) = none
Task 2, p 26 : ( Gap-filling )
Instruction : Fill in the blanks in the text with words from the table. Use the correct tense
with verbs.
Aim: to write meaningful passages using the previous words’families correctly.
Key:
History shows that civilizations (1) enrich one another.
This (2) enrichment is often the resullt of contacts of various
kinds. For example, though Ancient Egyptians (3) had
invented many things and achieved important scientific
successes on their own, they did not keep these (4) inventions
and (5) achievements for themselves. In their contact with
Ancient Egypt, Greek travellers and scientists like Thales
borrowed both (6) scientific and (7) cultural ideas from the
ancient Egyptians. Greek genius contributed to the (8)
improvement / development of these ideas. When the Roman civilization fell to
ruins, it was the turn of the Arabs to take the (9) responsibility of carrying on the
torch of civilization. Arab Caliphs like Al-Ma’mun and Harun Al-Rashid were (10)
devoted / dedicated patrons of the arts and sciences. They welcomed the most (11)
inventive scientists and artists in their courts. These scientists did not only save the
Greek (12) scientific heritage from loss, but they further (13) improved it before
transmitting it to the West.
Task 3, p 27 : ( Negative Prefixes “de” – “dis” )

Instruction : Add negative prefixes “de” – “dis” to the words in bold type in texts A and B
so that they make sense.
Aim: to use the negative prefixes ‘’de’’ and ‘’dis’’ to form the opposite of words.
■ dis = opposite of; not
■ de = down; off/away; undo action
Key:
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.
33
Task 4, p 27 : ( More examples )
Aim: to enrich learners’ vocabulary .
■ Some of the words which can carry prefixes dis- or de- are :
1) dis = disappoint - disorder - displace - disrespect - displease - dissimilar -

discomfort - discover - disappear - disobey - dislike - disconnected -
dishonest …
2) de = decentralize - depress - deactivate - decode - deplume - destabilize -

devalue - depopulate - deodorize - dethrone - demilitarize - decrease
■ Sentences :
1) dis =
He has totally disappeared for several days.
I completely disagree with her on this subject.
My friend disliked the film, but the others enjoyed it.
The classroom was in total disorder with papers all over the floor.
2) de =
Sport is being debased by commercialism
Finally, he managed to decode the message.
There has been a decrease of 3% in imports.
Stop deforesting our area !
Torture always dehumanizes both the torturer and his victim.
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Lesson plan
Unit 1: Exploring The Past Level : Third Year

Well +Past Participle
Final objective:

form compound adjectives with ‘’well +p.p(v)’’ and use them in meaningful passages.
Warm up :
Teacher starts the discussion with some questions.
T : do you know /hear about the Egyptian Pyramids ?
Lrs : yes, of course.
T : why do you know them ?
Lrs : because they are famous / well-known. →Egyptian Pyramids are famous/well-known.
T : what is the category of the word famous .
Lrs : it is an adjective .
T : What is about the word well-known ?
Lrs : it is also an adjective.
T : how many parts are there in this adjective ?
Lrs : two parts it means a compound adjective.( the first part is well and the second part is the
past participle of the verb know.)
Learners deduce that we can form adjectives with well +p.p (v)
Task5, p 27 : Fill in the blanks with ( Well + Past Participle ) form of the verbs in italics.Some
verbs are irrelevant.
Aim: to form compound adjectives with ‘’well +p.p(v)’’ and use them in meaningful passages.
The List :
[ well-informed ● well-known ● well-established ● well-kept ● well-refined ● well-founded ●
well-balanced ● well-preserved ● well-supported ● well-documented ● well-appreciated ]
Archaeologists with well-established reputation argue that

Easter Island had a (1) well-refined civilization before the
Europeans arrival there on Easter Sunday in 1722. On the basis
of the (2) well-preserved / kept statues still standing on the
hills of Easter Island, they elaborated a (3) well-documented
theory to explain the disappearance of this civilization.
According to this theory, if civilization in Easter Island disappeared, it was because
the Easter Islanders were not (4) well-informed about the dangers of cutting down
trees in order to erect over 800 statues for their gods. These statues are (5) well-
35
appreciated by tourists today.
Lesson plan
Unit: Exploring The Past Level : Third Year

Lesson: Pronunciation and Spelling Teacher: Mr Nichane Aek
Final objective:
- Spell words correctly when adding such endings.
- Pronounce the final ‘’ed’’ correctly.
- Pronounce the letters ‘’ch’’.
Lesson Steps
Task 1, p 28 : ( Correction of Spelling Mistakes )

Aim: to Spell words correctly when adding such endings as : ed, ing, s, er.
( See Grammar Reference , pp. 234-235 )
Mistakes : [ studyed - beginning - using - believeed - developped - provd -
terribley - lieing - stoped - triing - turnned - datting - permited - mysterys - writing -
enjoied - contemporarys - considerred ]
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 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 : ( Pronunciation of the Final “ed” )

Pick out the verbs ending in “ed” then classify them according to the pronunciation of their final “
ed” .
Aim: to Pronounce the final ‘’ed’’ correctly.
Key:
/ d / / t / / id /
Proved - realized - Developed - Studied - permitted
36
turned - considered stopped
- believed
The final “ed” is pronounced :

1) / t / after the sounds: / p – k –s – f - O- ∫- t∫ - /
2) / id / after the sounds: / t- d /
3) / d / after the remaining sounds.
Task 3, p 28 : (Sound-spelling links / Pronunciation of the letters “ch” )
classify them according to the pronunciation of their final “ ed” .
Aim: to Pronounce the letters ‘’ch’’ correctly.
Key:
/ t∫ / / k /
church - coach - archer - archives - architect -

archway - archduke - architecture - archipelago -
artichoke alchemy - archaic -
archetype - epoch -
archaeology - Archimedes -
archangel
Further examples =
■ / k / sound =
school - scholar – epoch – Christmas - monarch – scholastic – orchid – monarchy -

stomach - character - ache - characteristic - chlorophyll - chord - charisma -
chorus - chemist - schemechemistry- synchronize - archeology(or archaeology)-
mechanic - archaic -
and all the psych- words
■ / t∫ / sound =
March - champion - charity - chocolate - chimpanzee - achieve -

Massachusetts - exchange - enchanted - franchise - approach - ostrich -
sandwich
Archaeology Archimedes Chemistry
37
Lesson plan

Lesson: Think,Pair,Share Teacher: Mr Nichane Aek
Expository Essay
Final objective:
By the end of this lesson, my learners should be able to write an expository essay about the
challenges faced by modern civilisations.
Lesson Steps
Step one:
Lead in : Ancient civilisations.

Egyptian, Greek, Sumerian…. Civilisations.
Teacher : Are all the ancient civilisations still existing nowadays ?
Lrs : No, not all of them./ some of them fell.
T : why did some of them fall ?
Learners give possible answers :
Lrs : because of many wars /colonisation/conquests /natural disasters that lead to the disappearance
of some civilisations…

Topic:
The modern civilisation is facing serious Challenges. Write an expository essay

where you state the major threats (factors) that menace our civilization.
*Expository essay (an essay that explains how things work.)
Task :
Here a list of ideas, select three of them that represent major threats to our civilisation :
■ Developing agriculture ■ nuclear warfare ( nuclear energy ) ■ refinement in architecture
pollution ■ building canals ■ natural catastrophes ( climate ccchange ) ■
38
*To refine= to improve sth by making small changes to it
Key:
The ideas selected are : ■ nuclear warfare ( nuclear energy ) ■ pollution
natural catastrophes ( climate change ) ■
Jot down ideas about your plan.

*Organize your essay.
1- Introduction :( Mention the three major threats to our civilisation in general.)
2-Body: (the consequences of the three major threats to our civilisation in details.)
3-Conclusion: (Necessity to urgent measures to be taken to keep civilisation alive.)
Useful language:
-Express concession: inspite the fact that, although...

-Express time
-Well+past participle.
Step two: Pair work

Aim: To improve learners’ writing skills by guiding them to write an essay depending on the
2) Write a draft(body)
3) Suggest conclusion

-Error correction
39
A suggested expository essay:
Inspite of the fact that modern civilisation has a great influence on humans life
because it has changed their life style and their habits, actually it faces serious challenges
because of many factors among them three major threats: nuclear
energy, pollution and climate change.
First, the nuclear energy which is used urgently as what

happened in Hiroshima and Nagasaki (Japan 1945) and Reggan
(Algeria) because of the atomic bomb.This energy causes different
types of pollution which is one of the most dangerous causes of
civilisation disappearance.It is mainly caused by industrialisation
specially
noxious gases which has the worst effect on people’s health (severe
illnesses and deaths) and world climate.Third, the climate change is
another threat which may destroy our civilisation such as: the ice caps in the north and
south poles are melting, the sea level is rising, storms are more frequent, droughts have
reached usually wet parts of the world i.e the natural disaster Global
Warming.Therefore, the danger of famine is real.
All in all ,these three major threats have serious drawbacks.For

this reason, governments should work hard in order to solve and
prevent this problem.In other hand, organisations should take measures and
responsibilities to protect our civilisation and our life.
Sequence plan

Topic : Ancient civilisations Streams: F.L/L.P.H
Sequence 3: Listening and Speaking Book: New Prospects
Final Objective:
By the end of this sequence, my learners should be able to write a short historical account
through:
- Recognising and showing a sequence of events.
- Giving a narrative account.
40
Skills Lexis Materials needed
Recognising and showing a .Vocabulary related to The text book.
sequence of events. narrating a sequence of *Visual aids.
events and the development
Giving a narrative account. of civilisations.
Lesson plan

Sequence 3: Listening and Speaking Bab El Assa High School
Lesson:Getting started Teacher: Mr Nichane Aek
Final objective:
- To get information about the history of a civilisation through recognising and showing a
sequence of events.
Lesson Steps
Getting Started
Aim: to introduce Phoenician Civilisation by Making hypotheses/ predictions
Task1:
Raising interest:
- Learners are guided look at the map and discuss the civilization it represents.
41
Instruction: Look at the map below and answer the questions
Aim: to interpret pictures and recall learners background knowledge.

Key:
A. The map 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)
Task2:
Instruction:Complete the passage below with the following:
trade - the Mediterranean - Egypt – founded - trade - the alphabet - the Phoenicians
Aim: to get information about the history of a civilisation through recognising and showing a
sequence of events.
Originally, the Phoenicians these skilful sailors and traders, who brought us the alphabet, used to
live in the desert. Later, they settled along the eastern shore of the Mediterranean. Down to 1200
B.C., most of their ...................(1)was with...................(2) . By 1000 B.C., they sailed from one end
of Mediterranean to another. ....................(3)didn’t simply barter their goods, but they also
spread .....................(4) in the ...........................(5) Basin, they ......................(6) trading posts and
cities like Carthage in Tunisia, and Icosium (Algiers) and Hippo( Annaba), in present- day Algeria.
Key:
1→ trade 2→ Egypt 3→ the Phoenicians 4→ the alphabet 5→ the Mediterranean 6→ founded
42
Lesson plan

Lesson:Wirting Teacher: Mr Nichane Aek
Final objective:
- To recognise a sequence of events.

- To identify organizational pattern based on chronology.
- To produce a piece of writing about the history of paper making.
Lesson Steps
- Learners are guided to look at the coping box .
Coping:
43
When we relate a story or a historical account, we resort to an organisational pattern
based on chronology. To convey chronological order we use the:
■ past tenses( generally the past simple and occasionally the past perfect.)
■ sequencers which express:
● beginning : first - to start / begin with - originally - etc…
● continuation : next - then - shortly afterwards - later - etc …
● end : finally - at last - eventually - in the end - etc …
■ time conjunctions : when - as soon as - while - before - after - once - etc …
Make learners understand more the coping box by explaining the key words:
*historical account :
*historical :connected with the past
*account: a written or spoken description of sth that has happened/an explanation or a
description of an idea, a theory or a progress.
So, historical account : is an explanation or a description of a history or a progress that has
happened in the past.
*chronological order: a number of events arranged in the order in which they happened.
Task:
Instruction:Re-order the following sentences to get a coherent text about the history of
papermaking.
Aim: to write about the history of papermaking with the help of the coping box.
Key:
A- For a long time, papermaking with such materials was a monopoly of the Chinese.
B- The Arabs improved the papermaking process considerably.
C- About the year 105 A.D., a Chinese official called Ts’ai-Lum discovered that paper could be
made from bark, old linen and other materials.
D- It reached the Maghrib about 1100, and then was introduced into Spain, France, Italy and
Germany.
E- It was so made until about the eighth or ninth century A.D.
F- The craft spread to Baghdad and Damascus.
G- The Arabs learned the secret from Chinese prisoners, captured in the fighting around
Samarkand between 704 and 750 A.D.
Key:
( Ordering Sentences )
44
Order 1 2 3 4 5 6 7
Sentences C E A G B F D
Lesson plan

Lesson:Wirting Teacher: Mr Nichane Aek
Final objective:
By the end of this lesson, my learners should be able to write a short historical account of
the development of Western civilisation using language and skills acquired through their
previous lessons.
Lesson Steps
Step one:
Lead in : Ancient civilisations (Greek and Roman civilisations)..
45
Teacher : What do these two civilisations represent ?
Lrs : They represent the first civilisations for Europe (Western civilisation) / the cradle of Western
civilisation/ the Western civilisation started with these two great civilisations.
T : Did the Western civilisation know other events / periods
Lrs : Yes, it did. So, the Western civilisation passed by many periods until nowadays.

Topic :
Write a short historical account of the development of Western civilisation.
Task :
Complete the following table to write the historical account.
Aim: to write a short historical account of the development of Western civilisation using their
background knowledge.
Names of Periods Most events and characteristics in each period

1)The Antiquity (B.C) *(Greek and Roman civilisations)
A) Greek civ→started in Crete(the largest island in Greek)→called the
Minoan civ→about 3000 years ago under the rule of the king Minos.
*Innovations : philosophy, politics, science, architecture …
B) Roman civ→originated in Rome→expanded to Western Europe→the
Meditteranean→North Africa.
*Achievements in: politics, arts and science→strong Empire.
*Disappearance because of dishonesty and injustice of rulers.
2)The Middle Ages *It started from the collapse of the Roman civ.
*Church had all the power to govern.
*Europe used to live in corruption, tyranny, poverty…
*Islamic Eastern (Abbasid rule-Turkish rule)→development.
3)The Renaissance *Europeans started to liberate themselves from church’s fetters .

(14th century) *Development in all the aspects(exploration of new continent America),
commerce was grown, powerful innovation : paper…
4)The Enlightenment *Religious reformation(amendment).

(16th century) *Retreat the role of church.
46
5)The Industtrial *Europeans developed in industry( used new sources of energy as : coal,
Revolution fuel / built many factories.)
(18th century)
6)The 19 and 20th * The Industrial Revolution led many European countries to
centuries… colonisation…

*Organize your historica account.
1- Introduction :( Introducing Western civilisation in general.)
2-Body: (the development of Western civilisation throgh the periods of time in details.)
3-Conclusion:
Useful language:
- past tenses
- time conjunctions : when - as soon as - while - before - after - once - etc …
Step two: Pair work


-Error correction
A suggested historical account:

Western Civilization
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 King Minos. Ancient Greek civilization
originated more than 2,000 years ago.This period was well-known by innovations in
philosophy, politics, science, architecture, and the arts. Then, came the Roman civilization.
It originated in Rome and expanded to Western Europe, the Meditteranean and North
47
Africa.It was famous for its political, artistic and scientific achievements.Despite the fact
that Romans had built a strong Empire, they led their civilization to the disappearance
because of dishonesty and injustice of rulers. The Middle Ages is the period in European
history which started from the collapse of the Roman civilisation and the church had all the
power to govern so, Europe used to live in corruption, tyranny, poverty…whereas Islamic
Eastern (Abbasid rule-Turkish rule) at that time was well-developed. Then, Europe
witnessed a new age called The Renaissance (14th century) in which Europeans started to
liberate themselves from church’s fetters and developed in all the aspects ( e.g : exploration
of the new continent America) by Cristopher Columbus, the commerce was well- grown
and powerful innovations were varied such as : paper ,printing… .After that, The
Enlightenment age (16th century) emerged which was characterised by expanding
knowledge of freedom, human rights, democracy and happiness. The role of church
retreated. During the 18th century, Europeans developed industry, they used new sources
of energy as : coal, fuel, built many factories and invented the modern means of
transportation and communication. The need to the rawmaterials and sources of energy led
many European countries to colonisation in the 19th and 20th centuries.
So, Western civilization passed with different periods to reach its high level of
development.
Sequence plan

Topic : Ancient civilisations Streams: F.L/L.P.H
Sequence 4:Reading and Writing Book: New Prospects
Final Objective:
By the end of this sequence, my learners should be able to :
- Write a summary of a reading passage.
- Write a narrative text / story.
Functions Skills Lexis Materials needed

* Narrating. * Making and checking *Vocabulary related The text book.
hypotheses/predictions. to narrating past *Visual aids.
events/story .
*Using illustrations to tell
stories.
*Identiffying refernce words.
*Summarizing.
*Recognising types of discourse
48
*Writing a story.
TEXT
Ancient Egyptian civilisation rose in the Nile Valley. As in Sumer, the need for an irrigation
system first led farmers to join together and cooperate. Sumer remained a land of small city
states whereas the people of Egypt became united under the rule of a single king. This made of
Egypt the first nation in history. (§1)
The Pharaoh’s government did many important things. It protected the land and its
inhabitants by organising defences to keep internal peace. The people of a nation can only live
together if the rulers make sure that the laws are obeyed. (§2)
It was the Ancient Egyptians’ feelings and beliefs about the Pharaoh that provided the
strongest unifying force of all. The Egyptians thought that their king was himself a living god, a
divine ruler who had magic control over the weather and the Nile, and who alone brought safety,
prosperity and happiness to the nation. That is why; his people dared not mention him by name.
They only spoke of the palace in which he lived. That is why they called him Pharaoh, which
means “Great House”. (§3)
When we realize how much the Pharaoh meant to the Egyptians, it is easier to understand
how the pyramids came to be built. Since he was a god, he could not be allowed to die. It was
believed that his spirit would survive only if his body were preserved in these dwelling places. (§4)
49
The effort and resources needed to build pyramids were so great. The later Pharaohs were
buried, not in pyramids, but in rock tombs. When Howard Carter discovered the tomb of
Tutankhamun in 1922 it proved to contain the most incredible burial treasure ever found. With
all this treasure going into the ground instead of being invested, it was no surprise that eventually
the Pharaohs proved to be the major cause behind the decline and fall of ancient Egyptian
economy, and therefore of its civilisation. (§5)
(Adapted from Victor Skipp, Out of the Ancient World, Penguin from 3AS “New Prospect”)
Lesson plan

Sequence 4:Reading and Writing Bab El Assa High School
Lesson:Reading Comprehension Teacher: Mr Nichane Aek
 Reading comprehension
Text about: (Ancient Egyptian Civilisation –adapted-).
Input: Reading a text about the Egyptian civilisation.

Competencies: Interaction, interpretation and production.
Objectives:
 To read for gist (general meaning).
 To read and evaluate information by judging a piece of writing .
 To improve the learner’s comprehensive capacities by making him/her searching for
specific notes and details while reading a text.
 To produce a short piece of writing.
50
Skills: Reading, writing -
Materials needed: visual aids, pictures.
Lesson Steps
Stage One: Before Reading

Step one: Lead in
Task
Instruction: Match the words/phrases in column (A) with their definitions in column (B).
Aim:
- To pave the way to the new vocabulary
- To be familiar with the new vocabulary related to the topic.
Words Definitions
1. A mummy a. He was one of the most famous Ancient Egyptian kings.
2. Tomb b. Preserving a dead body by treating it with special oils and
3. Tutankhamun wrapping it in cloth.
4. Dwelling c. A large grave, esp one built of stone above or below the
ground.
d. A house, flat, apartment, etc where a person lives.
Key:
1→ b 2→ c 3→ a 4 →d
Step two: Interpreting pictures

Task:
Instruction: Match each picture with its name.
Aim:
-To pave the way to the topic of the lesson.
-To interpret pictures and recall learners background knowledge.
1) Mask of the Pharoah→................................
2) the Great Pyramid of Khufu→.........................
3) a mummy of an Egyptian Pharaoh→......................
Picture (1)
51
Picture (2)
Picture (3)
Key:
1) Mask of the Pharoah→ Picture (3)
2) the Great Pyramid of Khufu→ Picture (1)
3) A mummy of an Egyptian Pharaoh→Picture (2)
Step three: Anticipate

Aim:
-To make the learners hypotheses about the reading passage.
--To express opinions /to predict the topic of the text.
Task
Instruction: With the help of the pictures above, what do you think the topic of the text
will be about?
a) Civilisations in the past.

b) The Egyptian Civilization
c) The Roman Civilization
*Learners predict the topic of the text and give their answers.
*It is not necessary that they come out with one correct answer.
52
Stage Two: Reading
Step one: Read & Check
Aim:
-To check the learners’ previous predictions.
*Learners read and check their answers.
Task :
Instruction: Read the text and check your previous answer.
Key:
*The topic of the text is about The Egyptian Civilization.
Step two: Skimming
*Learners are guided to look at the coping box .
Coping :
Skimming = reading quickly for gist ( general meaning ) ► main ideas and general organization
► key words ( often repeated in the text )
Task
Instruction: *Now, give a title to the text using the key words.
(Six key words )
a) In the introduction: civilization - rose - Egypt decline - fall
b) In the conclusion: decline - fall
* Title:
● The Rise and Fall of Ancient Egyptian Civilization
Task
Instruction: Read the text and match each idea with its corresponding paragraph .
Aim :
- To skim through the text and read for general details.
Learners read the text silently and do the task.
Ideas Paragraphs
A- The Pharaoh’s government and its functions. §1
B- The Pharaoh and his importance for the political unity of Egypt. §2
C- The unification of ancient Egypt. §3
D- The Pharaoh’s ruining of Egyptian economy. §4
E- The idea behind the building of the Pyramids. §5
Key : ( Matching )
Pargraphs §1 §2 §3 §4 §5
Ideas C A B E D
53
Step three: Scanning
( Comprehension Questions )
Coping:
Scanning = reading for specific information ( a fact, a detail, a particular word )
► power of observation .
Task1 :
Instruction: Answer the following questions according to the text.
Aims:
-To scan through the text and read for specific details.
-To improve the learner’s comprehensive capacities by making him/her searching for specific
Comprehension Questions:
1- What is the major difference between Ancient Sumer and Ancient Egypt?
2- What are the benefits that the ancient Egyptians derived from their system of national
governement?
3- What does the name Pharaoh mean in Ancient Egyptian language?
4- Why were the pyramids important for ancient Egyptians?
5- How did the Pharaoh ruin the Egyptian economy?
Key : potential answers
1- The major difference between Ancient 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.
2- The benefits that the ancient Egyptians derived from their system of national governement are
protection and internal peace.
3- The name Pharaoh means Great House in Ancient Egyptian.
4- The Pyramids were important for Ancient Egyptians because they were the dwelling places of
the spirit of the Pharaoh.
5- When Howard Carter discovered the tomb of Tutankhamun in 1922 it proved to contain the most
incredible burial treasure ever found. With all this treasure going into the ground instead of being
invested, it proved the Pharaohs were the major cause behind the decline and fall of ancient
Egyptian economy.
Stage Three: Post-reading

Task :
Instruction: Fill in the gaps using these words: coffins, bury, mummies, life.
Aim: To produce a short piece of writing.
The Ancient Egyptians used to believe in…….... after death. For a person to live in the next
world, the body had to remain intact. They were able to preserve their dead as …………for
54
centuries. The early Egyptians used to ………their dead in the sand. Later, they began burying them
in ………………. .
Key :
The Ancient Egyptians used to believe in life after death. For a person to live in the next world,
the body had to remain intact. They were able to preserve their dead as mummies for centuries. The
early Egyptians used to bury their dead in the sand. Later, they began burying them in coffins.
The king Tutankhamun
55
Tutankhamun's face
Additional information
Instruction: Look at the picture then answer the following questions.

Teacher relies on pictures to help learners to interpret them easily.
Aim:
-To interpret pictures and recall learners back ground knowledge.
-To introduce the theme (Studying the history of an ancient civilisation)
Questions :
1- What does each picture represent ?
2- Which civilisation do they represent ?
3- Which one of them shows one of the SevenWonders of the World ?
4- Which Ancient Egyptian King have you heard of/ What was he famous for ?
Potential Answers :
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)
56
■ 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- They represent the Egyptian civilisation.
3- Picture one, the Great Pyramid of Khufu (Cheops ), is one of the Seven Wonders of the World.
4- One of the most famous Ancient Egyptian kings was Tutankhamun

whose tomb was discovered near Luxor in 1922. He ruled the Valley of
Kings for nine years and died at the age of ninteen. King Tut remains the
most famous Egyptian pharaoh today because of his tomb which contain
fabulous treasures, especially his famous death mask which covered the
face of his mummy.
( In 2005 scientists reconstructed
Tutankhamun's face )
4- The main stories in our culture, associated with Egypt, are the story of
Sidna Musa (Moses) and the Story of Sidna Yucef (Joseph).
Lesson plan

Lesson:Reading Comprehension Teacher: Mr Nichane Aek
After reading.
Task 1, p.40 : ( Type of Discourse )

Have a quick look at the coping box below. Then decide which type of discourse the text you have
studied belongs to.
 Aim:
- To recognize the different types of discourse.
Coping:
57
( Types of Discourse )
● They are extremely important because they help us detect the function of the text
and the writer’s purpose.
● In prose texts, there are five major types:
1- descriptive = describe people, places, things, etc.
2- expository = explain how things work and why they are what they are.
3- narrative = tell stories of people and things.
4- argumentative = defend points of view.
5- prescriptive = give instructions.
Key :
● The discourse in the text is mostly narrative but it takes an argumentative turn at the end.
► Note : There may be more than one type of discourse in the same text. Narration and
description are sometimes used in argumentative texts, separately and together.
Task 2, p.40 : ( Summarizing the text )
Write a short summary of the text ( about ten lines) you have studied.
 Aim:
- To summarize the text.
■ A summary - or précis - is a shorter version of a longer piece of writing.It

gives only the main points of sth, not the details.
■ Through all the activities we did in this sequence, we have practised the
main techniques of summarizing (detecting main ideas and general organization - key words –
reading for specific information - facts, details, particular words – ordering ideas – reference
words – types of discourse )
■ When summarizing , try to avoid the following:

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, one-ffifth 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.
58
Key :
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 God-king.
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.
Lesson plan

Lesson:Writing Development Teacher: Mr Nichane Aek
*Competencies : interaction, production
Final Objective:

- Write a narrative text/ a story.
* Skills : Writing
Lesson Steps
Step one: Lead in

59
Lead in : Ancient Egyptian civilisation.
Teacher : Which stories in your culture are associated with Egypt ?
Lrs : The stories in our culture, associated with Egypt, are the story of Sidna Musa (Moses) and
the Story of Sidna Yucef (Joseph).
T : Which king of Egypt have you heard of in the story of Sidna Musa (Moses)?
Lrs : It is the Pharaoah.
T : What was he famous for ?
Lrs : He was a strong, harsh, unfair and a cruel person.
Topic:
The Egyptian civilisation is famous of many stories among them the story of Sidna
Musa (Moses). Write a story about this perfect prophet.

*Organize your story.
1- Introduction : (Introducing the story as an important one in the history of Egypt.)
2-Body: (the story of Sidna Musa (Moses) in details.)
3-Conclusion: it is considered as a lesson to humanity.
Useful language:
- past tenses
- time conjunctions : when - as soon as - while - before - after - once - etc …
Step two: Pair work


-Error correction
The title :
Moses and Pharaoh
60
Most of miracles in our religion is the story of Moses and Pharaoh which is well-known in
the history of ancient Egypt.
Moses was born in late 14th century in Egypt. To save Moses from death, his mother
sent him flouting down the Nile River in a basket because Pharaoh used to kill every new born. At
that time the Hebrews first came to Egypt in search of food during a time of great famine. Later,
they were considered as slaves. Pharaoh and his wife found Moses. So, the wife asked the pharaoh
to keep him as her baby and a worker in the future. Moses’s sister Miriam watched over him until
Pharaoh’s daughter came to the river to wash, Miriam told her that she knew a woman who could
be a nurse for the baby, it was his mother who was very sure that he will return because Allah
promises her. Moses grew up as an Egyptian prince in the Royal House but, he never forgot he was
a Hebrew. One day Moses lost his temper and killed an Egyptian who had beaten a Hebrew slave
to death. He had to runaway to another land. After Moses had been chosen as God’s Messenger.
God spoke to him from a burring bush and told him that he must go back and free the Hebrews
from slavery. Moses went to Pharaoh to ask him to set the Hebrews free. Pharaoh did not want to
lose his slaves. Awful things began to happen in Egypt, there were ten plagues before each one.
Moses had warned Pharaoh what would happen and told him that the disasters will be sent by
Allah. The situation became so serious between them. So, Pharaoh permitted the Hebrews to leave
Egypt. As a result, they moved quickly in order to save themselves. After that, he changed his mind
again and sent his army after them to bring them back. The army chased the Hebrews to the banks
of the Red Sea, they would have been trapped but, a miracle happened. Allah told Moses to lift up
his rod as he did so the waters parted to make a dry path. They were able to make their escape.
Pharaoh told his army that waters opened for him but Moses lifted up his rod again and the waters
of the sea closed on Pharaoh and his army. Allah had saved the Hebrews. Say: “God is !....”
This is the story our God’s Messenger Moses that we should learn from it and take it as a
lesson in our life.
Teacher: Mr Nichane Aek
61

Exploring The Past: Ancient Civilizations

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UNIT ONE: EXPLORING THE PAST (pp.

The Hanging Gardens of Babylon

 Pedagogical year: 2016/ 2017.

Unit1: Exploring The Past Level : Third Year

By the end of this unit ,my learners should be able to

Functions Language forms Phonology Lexis Materials

Narrating using : Dependent

Unit1: Exploring The Past Level : Third Year

Aim: To introduce the unit.

exploring→explore(v) = discover and search.

 Level: Third years.

 Unit one : Exploring The Past

 Topic: Ancient Civilisations.

 Project: Making the profile of an ancient civilisation.

Aim :to introduce the topic.

The unit’s project :Making the profile of an ancient civilisation.

Profile = a short description.

I) - Aspects of the project: (suggested sub-themes).

A)Choose an ancient civilisation e.g (Greece , Egyptian…).

 Narrating using: had to/used to/was (were) able to.

Unit1: Exploring The Past Level : Third Year

*Learners guess answers:

2. The Sumerian Civilization is the oldest one.

Culture religion and beliefs customs & traditions history science&literature

1) Ask questions on the underlined words.

Unit1: Exploring The Past Level : Third Year

Obligation / Ability / Habit in the past

Used to ………………………. …………………to+v(…..) Did+s +…………+v(inf) ?

Was/were ………………………. ……….not/………not able ……../……….+s+………….+v

Unit1: Exploring The Past Level : Third Year

Vocabulary related to rise and fall of civilizations / Dependent prepositions.

-Competency: Interaction and Interpretation.

I) Vocabulary related to rise and fall of civilizations

Key: Rose - flourished - To develop - expanded – collapse - spread - increase - started

In the past many empires........................and ........................... .How did these empires.....................?

Aim: to Use dependent prepositions appropriately.

Unit1: Exploring The Past Level : Third Year

-Skills: Interpreting, writing

Step one: Lead in

Lead in: Ancient civilisations.

*Jot down ideas about your plan.

Step two: Pair work

Step three: Class work

Once learners have exchanged their drafts and read them.

Unit1: Exploring The Past Level : Third Year

Functions Language forms Phonology Lexis Materials

Unit1: Exploring The Past Level : Third Year

Text: Algeria At The Crossroads of civilisations.

- To read and evaluate information by judging a piece of writing .

Skills: Reading, writing

picture 2 picture 3 picture 4

Picture 5 picture 6 picture7

Timgad Tassili N’ajjer

Step three: Anticipate

Stage Two: Reading

● The Casbah of Algiers : (City of Algiers) (1992) →in Algiers.

Step two: Skimming

a- Thanks to rock paintings, engravings and remains we have much §1

Step three: Scanning