El –Guettar New Hish School.

Grade : THIRD YEAR (Literature & Philosophy / Foreign

Languages)
Unit One: EXPLORING THE PAST.
Theme: ANCIENT CIVILIZATION.
Textbook: NEW PROSPECTS.

UNIT PLAN
‍‌SEQUENCE01: LISTEN AND CONSIDER.
 Informing : asking and answering questions with ago ...
 Narrating : using had to ; used to ; was able to and past simple of to be .
 Giving a talk about changes in lifestyles.

SEQUENCE02: READ AND CONSIDER.

 Expressing time relations with conjunctions when ; before ...
 Forming new words with prefixes & suffixes
 Describing things , places and people using well-past participle.
 Spelling words : stop =stopped / trye = tried .
 Pronouncing letters ch & final “ed”.
 Writing an expository essay.

SEQUENCE03: LISTENING AND SPEAKING.

 Making and checking hypotheses / predictions .
 Listening for gist .
 Listening for detail.
 Recognizing and showing a sequence of events .
 Giving a narrative account.
SEQUENCE04: READING AND WRITING.
 Skimming.
 Scanning.
 Identifying reference words .
 Summarizing
 Writing a story .

 ALTERNATIVE PROJECTS (Written expressions):

Making a timeline from the most ancient civilizations to the most modern ones.
Drawing the wheel of civilization.
Making the profile of one civilization of the Islamic civilization.

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 El-Guettar New High School.
Grade : THIRD YEAR (Literature & Philosophy / Foreign
Languages).
Unit One : EXPLORING THE PAST.
Theme : ANCIENT CIVILIZATIONS.
Textbook : NEW PROSPECTS.

SEQUENCE PLAN
SEQUENCE01: LISTEN AND CONSIDER.

Objective: By the end of this sequence, my pupils should be able to narrate a past event as
well to give a talk / write about changes in lifestyles overtime.

 FUNCTIONS:

 Informing: asking and answering questions about past events.

 Narrating.

 LANGUAGE FORMS:

 Articles: a, an / the / the zero article.

 The simple past tense.

 SKILLS :

 Predicting / interpreting.
 Note taking.

 LEXIS:
 Topical lexis and expressions related to narration such as: flourished,
emerged, collapsed…

 PHONOLOGY :

 Assimilation: pronunciation of /d /of the semi-modals used to & had to.

 VISUAL AIDS:

 Pupils’ textbooks, data show…

 TIME EXPECTED:

 07-08 hours.

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 LESSON PLAN

Warming up: (Oral activity): Open ended questions (discussion).

Aim: To introduce the topic of the unit and to attract the learners’ attention towards it through asking
questions about the pictures mentioned in pp.14-Interpreting them-

E.g. what do the pictures represent/show? Where are these monuments located? etc.

Rubric 01: GETTING STARTED.

Pre -Listening Task: Making predictions / guessing

Aim: To interpret the pictures mentioned in this rubric through answering the questions as well as to
introduce the grammatical points / notions that will be covered in this sequence.
Key:

1. The civilizations represented on the map are (from left to right): Ancient Greek, Ancient Egyptian,
Sumerian, Babylonian and Indus Valley civilization.
2. The right answer is the Sumerian Civilization.
3. It is up to the pupils to answer the questions.
4. The students will give their own definitions:
What is civilization?

Civilization is a form of human culture in which many people live in urban centres, have mastered
the art of smelting metals, and have developed a method of writing.

Rubric 02: LET’S HEAR IT.

While -Listening Task: Involving pupils in listening / speaking from notes.
Aim: To check pupils’ understanding to the conversation.
Key:
Ancient Greek civilization: 4,000 years ago - Ancient Egyptian civilization: 5,000 years ago - Sumerian
civilization: 5,500 years ago -Indus Valley civilization: 4,500 years ago - Chinese Civilization: 4,200
years ago
Follow up Task: Reordering historical epochs.
Aim: To classify the previous civilizations chronologically in a chart.
Key:

1 2 3 4 5
Sumerian Ancient Egyptian Indus Valley Chinese Ancient Greek
Civilization(5.500yea Civilization(5000yea Civilization(4.500year Civilization(4.200year Civilization(4.
rs ago) rs ago) s ago) s ago) 000years ago)

While -Listening Task: Listening to specific information.

Aim: To check pupils’ understanding to the conversation.
Key:

A. The Sumerian civilization is the oldest civilization in the world. True

B. Most of the ancient civilizations rose along rivers. True
C. Agriculture did not form the basis of ancient civilizations. False
D. Ancient civilizations flourished during periods of peace. True
E. Most ancient civilizations collapsed because of war. True
F. Ancient Egyptians invented agriculture. False

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Post -Listening Task: Dialogue completion or Asking questions act .
Aim: To ask ‘WH’ questions-about the framed information.
Key:
You: How many civilizations has the world known so far?
Your partner : Well, according to some historians the world has known 26 or 27 civilizations so far.
You: Which one is the oldest/earliest civilization?
Your partner: The oldest/earliest civilization is the Sumerian civilization.
You : How long ago did it start/begin/flourish/rise ?
Your partner: It started in Mesopotamia some 4000 years ago.
You: What about the Ancient Egyptian Civilization? When and where did it start?
Your partner: Well, Ancient Egyptian Civilization started some 5,000 years ago along the Nile Valley.
You: What was the major cause of the collapse of these civilizations?
Your partner:: According to most historians, the major cause was war. Most of the ancient civilizations
fell into ruins as a result of external invasions.

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 Rubric 03: AROUND THE TEXT.
Grammar Explorer I: Revision
Expressing habit in the past / ability & obligation.

Task: Expressing obligation/necessity, ability and habit in the past.

Aim: To use modals to express obligation/necessity, ability and habit in the past.
Examples :

 The Sumerians had to import many raw materials.

 They were able to control the Euphrates .
 They used to barter their goods.

Reminder : .

 Had to, were able to, and used to express in this order: obligation/necessity in the past,
ability in the past, habit in the past (or contrast between present and past realities).
1 -Had to is the past simple of must and have to :
 Its negative form is : *Didn’t have to + verb ( inf ) → past simple .
*Mustn’t + verb (inf ) .
*don’t have to / doesn’t have to + verb (inf ) →Present simple.
 Interrogative form : *Did + subject + have to + verb (inf)+ …….. ?
*Must + subject + verb (inf) +…….. ?
*Do / does + subject + have to + verb (inf) +…… ?
2 -Was / were able to are the past form of « be able to » :
 Its negative form : *was n’t / weren’t able to + verb (inf) .
*Was / were unable to + verb (inf) .
 Its interrogative form : *Was / were + subject + verb (inf) + ……. ?
3- Used to is used to express habit in the past and it has no present form.
 Its negtaive form : * Didn’t use to + verb (inf) ……
 Interrogative form : *Did + subject + use to + verb (inf)+……. ?

Task : Give the correct form of the verbs between brackets :

Aim :
Key :
1-When I was younger ,I used to get up early.
2- I don’t like reading now but I used to read a lot in the past.
3-In the past , people used to worship animals .
4-The Egyptians were able to build the pyramids.
5-Most Syrians had to migrate because of the war.
6-It was so cold yesterday so I had to buy a new coat.
7- When I was young I used to work to help my family .

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 Vocabulary Explorer
Task 01 : Choose the right answer :
Aim: To enrich the learners vocabulary .
Key:
1- Emerged means ....... : a-Appeared b-Bloomed c-Matured .
2- Spread means ........: a-Vanished b-Expanded c-Rose .
3- Declined means ......: a-Spread b-Start c-Fell .
4- Collapsed means ........: a-started b-Developed c-Disappeared .

Task 02 :Classify the words below according to the table :

Aim : To draw the learners attention to the different stages of civilizations .

Key ;

Collapse - rose – spread - emerged – vanished - evolved - decline - disappeared - appeared - started –

Bloomed – fell – expanded - flourished - matured - began .

Beginning Development Fall End

Emerged -appeared - Bloomed –mature – Decline – fell - collapse Vanished - disappeared

rose - started - began spread – developed – .
evolved - flourished –
expand

Task 03 : Divide the words below into root and affixes :

Aim :
Key :

Words Prefix Root Suffix

Expansion ////// Expand Sion

Prosperity //////// Prosper Ity

Disappearance Dis Appear Ance

Civilized ////// Civilize Ed

Dependent ////// Depend Ent .

Task 04 : Famous landmarks worksheet.

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 Pronunciation and Spelling.

Task: Oral correction – Assimilation-(pronunciation of the letter “d” of the semi-modals “used to”/
“had to”).
Aim: To make the students aware of the pronunciation of the letter “d” of the semi-modals “used to”/
“had to”
Key:
The letter “d” in the semi-modal used to is pronounced /t/ because of
assimilation. In other words the voiced /d/ sound of used assimilates itself to the
/t/ sound of to of the semi-modal used to /ju:stə/.

Task : Classify the words below according to the pronunciation of their final”ed” :
Aim : To remind the learners about the pronunciation of final “ed”
(contributed – used - derived - developed - originated - depended - flourished – declined )

/t/ /d/ / id /

Used –flourished –developed Derived –declined Contributed –originated

–depended

Task 02 : Classify the words below according to the number of their syllables :
Aim :
Key :
Ancient – rise - prosperity - civilization - dependent - vanish .

1syll 2sylls 3sylls 4sylls 5sylls

Ancient Dependent Prosperity Civilization

Rise Vanish

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  Think, pair, share
Task: Writing a narrative essay.
Aim: To write a narrative essay comparing life as it was in the past (used to / had to
/ were able to) and at the present day (verbs in the present simple).
PROCEDURES:
PUPILS’ TASK

Step01: Individual work.

 Thinking / comparing the lifestyles, beliefs, customs, traditions, religion, myths…
 Citing / Writing the first draft.
Step02: Pair work.
 Exchanging / sharing the first draft.
 Spotting / correcting the mistakes.
 Writing the final version of the essay.
Step03: Group work –all the class.
 Reading aloud some samples.
TEACHER’ S TASK

Step04:
 Choosing pupils’ best productions and writing them on the whiteboard.
 It would be better to write pupils’ productions on the whiteboard.
 Otherwise, writing / handing a sample essay to them
 The outline :
1/ Introduction :
Explain the statements above in few lines .
2/ Body :
 §01 : Say what are the different changes that happened i our modern life .
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  §02: Say how did our ancestors use to live (beliefs, customs , traditions , lifestyle....)
3/ Conclusion :
Give your point of view (Which life do you prefer to live, today’s life or past’s life?

Unit 01 : Ancient civilizations p 20.

A century ago, people were able to live in better conditions than their parents thanks to
the progress made in science and technology. But in practice, the outcome of this progress
was slow to materialise. For instance, most people still used to travel long distances on
foot or by stage coach. And as mechanisation was not introduced significantly in daily
activities, household chores still had to be done manually, and were therefore time
consuming.

On the other hand, community life was still an asset for social cohesion, since people
had more opportunities to meet and interact. So they were able to chat with neighbours at
shops or in clubs and have a cup of coffee with friends or relatives and tell stories and
jokes. Likewise, family visits were frequent and kept the folklore alive, with the
grandparents who used to tell traditional tales or sing lullabies or folk songs to their
grandchildren. Unfortunately, with the development of audiovisual means such as the
cinema, radio, television and then personal appliances like the computer, CD-ROMs and
DVDs, the chances of socialisation are dwindling and the lack of interaction between
people may increase stress, loneliness and anxiety.

Could we then complain that we are missing out on some ingredients in life which
used to make our great grandparents happier? This is probably so, since closer contacts
among neighbours, friends and families had to be beneficial for communal harmony.
However, scientific progress in all fields, particularly in medicine, modes of transportation
and communication, and agribusiness can only show that our lives are today quite
fulfilling and, if anything, more comfortable than a century ago.

9
 El –Guettar New High School.

Level : THIRD YEAR (Literature & Philosophy / Foreign

Languages).
Unit One : EXPLORING THE PAST.
Theme : ANCIENT CIVILIZATIONS.

SEQUENCE PLAN
SEQUENCE02: READ AND CONSIDER.
Objective: By the end of this sequence, my pupils should be able to write an expository essay in
which they explain how things work.

10
  FUNCTIONS:

 Describing things, places and people..

 Expressing concessions.
 Comparing.
 LANGUAGE FORMS:
 Simple present tense
 Well + past participle.
 Forming new words by adding prefixes:de-,dis-
 Forming new words by adding suffixes:-ic,-ment.
 Past perfect tense with time markers: when, after, before…

 SKILLS :
 Responding to a text (Skimming and scanning reading).
 Distinguishing between the occurrence of two past events.
 Writing an expository essay.

 LEXIS:
 Topical lexis, words and expressions such as: history, civilization, fall,
collapse…

 PHONOLOGY :
 Pronunciation of the final “ed”.
 Pronunciation of the letters ch

 VISUAL AIDS:

 Pupils’ textbooks, flash cards, handouts, pictures…


 TIME EXPECTED: 07-08 hours.

LESSON PLAN

Rubric 01: GETTING STARTED.

Pre-reading warming up task: Open ended questions.

Aim: To identify / locate some of the Algeria’s World Heritage Sites on a map.
Key:
1. The Casbah of Algiers : (City of Algiers) (1992)
2.The Banu Hammads’ Qalaa: on the western side of Djebel Maadid, overlooking the Hodna plains,
some 100 km away from Bejaia (1980) :
3.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;

11
4.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.
6.Djemila: (formerly known as Cuicul) December 17, 1982, 50 km away from Setif ;
7.Tipaza : (December 17, 1982)
8.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.

Rubric 02: TAKING A CLOSER LOOK.

While-reading warming up Task: Interpreting a picture (open ended questions)-skimming reading.

Aim: To enable pupils to recall previous knowledge.

Procedures :E.g. what does the picture represent? What does the text deal with? Where is it taken from?
To whom is it addressed? -It is up to the pupils to answer the questions.

Post –reading Task: Locating specific information (Scanning reading).or MCQ :

Aim: To check pupils’ more detailed understanding of the text.
Key:
1. False 2.True 3.True 4.True 5.False .
Task : Matching ideas with their paragraphs .
Aim : To check the learners deep understanding .
Key :
a-Social behaviours and buildings can reflect the civilizations that came across the North of Algiers.
b-The Casbah was rebuilt during the rule of the Turks .
c-Algiers had not enough harbours to be an eminent trade place .
d-The different Algerian Heritage sites

a b c d

§2 §4 §3 §1

Task : Finding words definitions :

Aim : To enable them guess meaning through context :
Key :
a-The possibility to go further § 01 === Access .
b-To be proud of something § 01 === Boast of .
c-the small bed of small children § 02 === Cradles .
d-The actions of making under the authority of others § 03 === Conquests .
e-People who damage public property § 03 === Vandals .
f-Closer area to the sea § 03 === Maritime .

12
Task : Answering the questions :
Aim : To check their deep understanding to the text.
Key :
1-Was Algeria a so privileged place that is prevented civilization to spread South words?
2-What did the Algerian Sahara represent for Romans and Phoenecians ?
3-Who first founded Icosium ?
4-What happened to it in the 5th century A.D ?
5-How many stages of control did Algiers go through until now ?
Key :
1-No , it wasn’t .By contrast , it opened the way for civilization to flourish in Africa.
2-It represented the Cradles of civilization.
3-It was the Phoenecians .
4-It was destroyed by the Vandals .
5-First the Phoenecians then the Romans .Next , the Ottoman Empire .Finally, the French colonists .

Rubric 03: AROUND THE TEXT.

Grammar Explorer I.
Quantifiers / Comparative &Superlative
Ex :

1-Today , few countries neglect their cultural heritage .

2-We have little information about certain ancient civilizations.

3-There are many historical sites in the world .

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4-We don ‘t have much knowledge about the earliest times of the city of Algiers

Reminder :

Countifiers Countable nouns

Many Many

Little Few

Much Uncountable nouns

Few Much

Little

Quanitifiers Comparative Superlative

Equality Superiority Inferiority
Many As many as More ....than /////// The most
Much As much as More ....than ///////// The most
Few As few as ////// Fewer than The fewest

Little As little as /////// Less than The least

Task : Adapted act .

Grammar Explorer II

1 / Expressing Concession

Task: Expressing concession.

Aim: To discriminate / distinguish between concession and time reference as well as to be aware of the
time relations as these sentences are expressed.
Key:
A /Concession :
 Study the example below :
1-He is popular but he’ didn’t win the elections .
→Although / even though / though he is popular , he didn’t win the elections .
14
 →Despite / in spite of his popularity , he didn’t win the elections.
→Despite / in spite of being popular , he didn’t win the elections .

Reminder :

 To express concession , we use :

 Although / though / even though / but / however + subject +
verb .
 Despite the fact that / in spite of he fact that +su bject + verb .
 Despite / in spite of + Noun .

Task : Combining the pairs below :

key :

1-a- Andalusia had an extremely diverse population, b-it maintained its social cohesion and harmony
for many years.
→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.
2-a- The Muslims left Andalusia in 1492. b- Islamic civilization remains an enriching
element of the Spanish cultural heritage.
→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.
3-a-Slavery was a sort of inequality . b-It was considered legal in the past.
→Although Slavery was a sort of inequality , it was considered legal in the past.
4-a- They hurt my feelings b-I don’t tell them.
→Though they hurt my feelings , I don’t tell them.
5-They quarrel a lot . b-They love each other .
→Even though they quarrel a lot , they love each other .

2/ Time :
 Study the examples below :
 After the Egyptians had mummified the Pharaoh , they buried him in the pyramids .

Had mummified buried Future

Past perfect Past simple

1 st action 2nd action

15
  Before the Egyptians buried the pharaoh , they had mummified him .
 The Egyptians didn’t bury the pharaoh until they had mummified him.
 As soon as the Egyptians had mummified the pharaoh , they buried him in the pyramids .

Reminder :
 After / Until / Till / as soon as + past perfect + past simple .
 Before / When / By the time + past simple + past perfect .
 Until + past perfect = past simple negative . (Didn’t + verb (inf)

Task: Joining the pairs below using time expressions

Aim: To recognise time relations - which action occurs first - with the conjunctions: when, before,
after… as well as to practise and consolidate further the use of the past perfect and the simple past.
Key:
A -As soon as Tarik Ibn-Ziyad had crossed the Straits of Gibraltar, he gave his famous speech.
B -After the Muslims had settled in Andalusia, they transformed it into a prestigious cultural area.
C- The Muslims had stayed in Andalusia until the Spaniards captured the Alhambra in 1492 and
brought down the Kingdom of Grenada.
D -After they had prepared themselves , they left the town .
E-Before she attacked anyone , the police had cornered and shot her several times.
F-They had taken the holidays before they went on a visit.

Or
1- The Arabs had conquered Persia before they spread the Islamic culture and civilization.
2- After the Phoenicians had settled in the Maghreb they built trading posts.
3- As soon as the archaeologist had excavated the remains , they displayed them in the museum .
4- The French didn’t leave Algeria until the Algerians had defeated them .

Or
Join the pairs below using the time conjunctions below :

1- The Phoenicians arrived in Mesopotamea . They Became twon dwellers (As sson as )
→As soon as the Phoenicians had arrived to Mesopotamia , they became town dwellers;
2- The Egyptologist studied the Rosetta stone .They were able to decipher Hieroglyphics (Before )
→The Egyptologist had studied the Rosetta stone , before they were able to decipher hieroglyphics .
3- The Ottomans remained in Algeria . The French invaded Algiers in 1830 (Until)
→The Ottomans had remained in Algeria until the French invaded Algiers in 1830

Vocabulary Explorer.
Task: Forming new words (gaps filling the missing word category.)

16
Aim: To derive / form new vocabulary words from the given words by adding suffixes (changing their
functions / category).
Key:
verbs nouns adjectives adverbs

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 //////////////////////////
////////////////////////// Hospitality hospitable Hospitably
Dedicate Dedication dedicated //////////////////////////
////////////////////////// Science/scientist scientific Scientifically
Develop Development developed/developing //////////////////////////
////////////////////////// culture cultural culturally

Task: Give the opposites of the words keeping the same root.
Aim: To derive the opposite meaning keeping the same root by adding prefixes .
Key:
word Opposites Word Opposites
Content Discontent Agree Disagree

Approve Disapprove Increase Decrease

Satisfaction Dissatisfaction Code Decode

Appoint Disappoint Active Inactive

Responsible Irresponsible Sufficient insufficient

Prononciation and Spelling.

Task: Classify the words below according to the number of their syllables :
Aim: To unable the learners count well the numbers of syllables per words .
Key :
Pharaoh - ancient – king - civilized - nation – state – inhabitant - Phoenician –scientist – laughed

1syll 2sylls 3sylls 4sylls

17
 King Pharaohs Civilized Inhabitant
Laughed Ancient Phoenician Hieroglyphics
State Nation
Scientist

Task: Oral correction (pronunciation of the final /-ed/)

Aim: To raise pupils’ awareness of the pronunciation of the final “ed” as well as to
have fluency practice of it.
Key:
/d/ /id/ /t/
Proved, realized, turned, considered, believed Studied, permitted – Developed, stopped
ended

Task: Oral correction (pronunciation of the letters /ch/)

Aim: To raise pupils’ awareness of the pronunciation of the final “ch” as well as to
have fluency practice of it.
Key:
Chef - echo - teacher - archaic - machine - rich - chemist - parachute - chaos - architect - cheap
.

/ / / k/ / /

Teacher Echo Chef

Rich Archaic Machine

Cheap Chemist Parachute

Architect

Think, pair, share.

Task: Writing an expository essay.
Aim: To write an expository essay about the challenges faced by modern
civilizations as well as to be aware of the essay structure.
PROCEDURES:
PUPILS’ TASK

18
Step01: Individual work.
 Thinking / jotting down personal ideas…
 Citing / Writing the first draft.
Step02: Pair work.
 Exchanging / sharing the first draft.
 Spotting / correcting the mistakes.
 Writing the final version of the essay.
Step03: Group work –all the class.
 Reading aloud some samples.

TEACHER’ S TASK
Step04:
 Choosing pupils’ best productions and writing them on the whiteboard.
 It would be better to write pupils’ productions on the whiteboard.
 Otherwise, writing / handing a sample essay to them:

The outline :
Introduction : Mention the threat facing our modern civilization .
Body :

 Nuclear power : atomic bomb / Hiroshima and Nagasaki .

 Pollution and its effects on the environment .
 Climate change / spread of diseases / Terrorism ......

Conclusion :
Suggest a solution

Unit 01 : P 29

19
 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 danger 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 which constitutes another threat, as an outcome of the first two mentioned
problems.
The growth of nuclear weaponry since World War II 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 Russia. The Détente that came after did not suppress all worries, since other countries have the bomb, and could
use it any time.

There are also indirect consequences to owning nuclear energy. Indeed, a dangerous 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.
The third threat to our civilisation is climate change which is directly related to the first two mentioned.
Smoke has resulted in the greenhouse effect, responsible for the increase of 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 , 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 insufficient
resources remaining. Surely the coming threat of nuclear warfare, and the fatal chemicals spread in the
environment make the world a dangerous place to live in . The tons of smoke sent out in the atmosphere also
constitute a health hazard, and are responsible for climate change.

Therefore ; urgent measures should be taken by governments to make human activities safer if our
civilisation is to survive and thrive.

El Guettar New Hish School.

Grade : THIRD YEAR (Literature & Philosophy / Foreign

Languages).
Unit One : EXPLORING THE PAST.
Theme : ANCIENT CIVILIZATIONS.
SEQUENCE PLAN
SEQUENCE03: LISTENING AND SPEAKING.
20
 Objective: By the end of this sequence, my pupils should be able to speak than prepare and write
a short historical account of the development of a western civilization.

 FUNCTIONS:

 Predicting / guessing.
 Interpreting a picture-map.

 SKILLS :

 Listening for specific information.

 Speaking and Writing about the raise and fall of a civilization.

 LEXIS:
 Topical lexis and expressions related the reasons / causes of spread and the
results / consequences of the collapse of certain civilizations.

 VISUAL AIDS:

 Pupils’ textbooks, Map, dictionaries.

 TIME EXPECTED:

 03-04 hours.

LESSON PLAN

Rubric 01: BEFORE LESTENING.

Task: Interpreting a map / open ended questions.

Aim: To recall previous knowledge (general knowledge).

Key:
A. It represents the Phoenician civilization.
B. It originated in what is known as Jordan and Lebanon today.

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 C. It spread to the Mediterranean Basin.
D. Carthage (Tunis), Icosium (Algiers), Hippo (present-day Annaba)

Rubric 02: AS YOU LISTEN.

Task 1 : Choose the right answer :
Aim: To check the learners understanding to the listening script .

A- 1-The Phoenician civilization rose first in :

a- Palestine and Jordan
b-Syria and Lebanon .
B-The phoenicians were known to be skilful ……:
a-Farmers and craftsmen
b-Sailors and traders .
C-The phoenicians used to live :
a-a settled life
b- a nomadic life
D- The phoenicians depended mostly on:
a- Agriculture
b-Trade ( business )
E- The phoenicians spread their civilization to :
a- Asia and America
b-Europe and the Mediterranean Sea
Task 2 : Reorder the ideas below according to their occurrence in the text :
Aim: To rearrange the jumbled sentences according to their occurrence in the
listening script.
Key:
a-The phoenicians did’t simply barter their goods , but they also spread the alphabet .
b- later they settled along the eastorn shore of the Mediteranean Sea.
c-By 1000 B.C , they sailed from one end of the Mediteranean to another .
d-Originally the Phoenicians used to live in the desert .
e-Down to 1200 B.C , most of their trade was with Egypt

a b c d e

Task 4 : Answering the questions :

Aim : To check the learners’ understanding to the listening script .

Key :

1-Did the Phoenician civilization start in Lebanon ?  No , it didn’t .

2-Which economic activity had they practised ? They practised trade and sailing
3-What were the phoenicians achievements?→Their achievement were as follow : trading posts in
Tunisia and Algiers .They spread ideas and their invention and they invented the alphabet .

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 Rubric 03: AFTER LISTENING.
Task 1 : Reordering jumbled sentences.
Aim: To rearrange the jumbled sentences according to the sequence / chronological
order of events.
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 crafts spread to Baghdad and Damascus.
g-The Arabs learned the secret from Chinese prisoners ; captured in the fighting around Samarkand
between 704 and 750AD

key :

1=C / 2= E / 3 =A / 4 =G / 5= B / 6 = F / 7= D .

Rubric 04: SAY IT IN WRITING.

Task 1 : Writing a piece of narrative.
Aim: To write a narrative essay through making them following a chronological timeline of
development of a western civilization.
Key:

A sample paragraph.
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.
…

El –Guettar New High School.

GRADE: THIRD YEAR (Literature & Philosophy / Foreign

Languages).
UNIT THREE: EXPLORING THE PAST.
THEME: ANCIENT CIVILIZATIONS.

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 SEQUENCE PLAN
SEQUENCE04: READING AND WRITING.

Objective: By the end of this sequence, my pupils should be to write a short summary of a
reading text following guidelines, instructions and strategies for making a summary.

 FUNCTIONS:

 Interpreting pictures.

 LANGUAGE FORMS:

 The simple past tense.

 SKILLS :

 Skimming and scanning.

 Recognizing types of discourse.
 Summarizing.
 Writing a story.

 LEXIS:

 Words and expressions related to narration.

 VISUAL AIDS:

 Pupils’ textbooks, pictures, data show.

 TIME EXPECTED:

 05-06 hours.

LESSON PLAN

Rubric 01: BEFORE READING.

Pre-reading warming up task: (oral activity) interpreting pictures / open ended questions (discussion).

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Aim: To transfer visual information to verbal form as well as to acquire an idea
about Ancient Egyptian Civilization-as a transition to the following rubric, while
reading.
Key:
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, and the Mausoleum at Halicarnassus, the
Colossus of Rhodes, and the Pharos (lighthouse) at Alexandria)

2.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 3.Picture Three : Mask of the Pharoah

 One of the most famous kings was Tutankhamun (whose tomb was discovered near Luxor in
1922).
 The story of Sidna Musa (Moses) Moses, the Story of Sidna Yucef (Joseph).

Rubric 02: AS YOU READ.

Task 1 : Skimming reading.

Aim: To check pupils’ overall understanding to the reading passage through extracting the key words
from the text.
Key:
Key words :
A. Introduction: Egypt civilization rose
B. Conclusion: decline, fall

Task 2 : Multiple choice question (for Lit & Phi) / giving a suitable title to the text (For Lan).
Aim: To choose / give a suitable title to the reading passage.
Key:
a)Ancient Egyptian achievements
b)The Rise and Fall of Ancient Egyptian Civilization
c)The importance of pyramids for Ancient egyptians.
Possible title: b) The Rise and Fall of Ancient Egyptian Civilization.

Task 3 : Matching ideas with their corresponding paragraphs.

Aim: To make pupils’ aware of the importance of ideas’ coherence in a reading a
text.
Key:
A = §2 B = §4 C = §1 D = §3 E = §6 F = §5 Irrelevant idea: G.

Task 4 : Scanning reading (locating specific information).

Aim: To check pupils’ overall understanding to the reading passage.
Key:

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 A. The major difference between Sumer and Ancient Egypt is that the former remained a land of small
city states whereas Egypt became united under the rule of a single king.
B. The benefits that the ancient Egyptians derived from their system of national governement are
protection and internal peace.
C. The name Pharaoh means Great House in Ancient Egyptian.
D. They were the dwelling places of the spirit of the Pharaoh.
E.Howard Carter discovered the tomb of Tutankhamun in 1922.

Task 5 : Identifying reference words.

Aim: To guess the meaning of reference words from context.

Key:
 The people of Egypt became united under the rule of a single king (this) §1
 The Pharaoh’s government (it) § 2
 The land (its), the raiding warbands (which) §2
 The Pharaoh could make new laws (so) §2
 The Egyptians derived great benefits from their system of national government (this) §3, The
Egyptians (They) §3 , The Egyptians (their) §3, All other lands (them) §3
 The people (they) §4, The Pharaoh (he) §4 The people (they) §4, The Pharaoh (him) §4
 The Pharaoh (he, he, his) §5, The Pharaohs (their) §5.

Rubric 03: AFTER READING.

Task 1 : Identifying the type of discourse.

Aim: To determine the type of discourse through identifying the function of the text that helps them to
understand the writer’s purpose on which s/he conveys his / her message.
Key:
The discourse is mostly narrative but it takes an argumentative turn at the end.

Rubric 04: WRITING DEVELOPMENT.

Task 1 : Summarizing the reading passage.

Aim: To write a short summary of the text following the instructions, techniques and strategies for
making a summary.
Key:
PROCEDURES:
PUPILS’ TASK

Step01: Individual work.

 Thinking about the chronological order of the pictures on pp.41/ jotting down personal ideas…
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  Citing / Writing the first draft.
Step02: Pair work.
 Exchanging / sharing the first draft.
 Spotting / correcting the mistakes.
 Writing the final version of the essay.
Step03: Group work –all the class.
 Reading aloud some samples.
TEACHER’ S TASK

Step04:
 Choosing pupils’ best productions and writing them on the whiteboard.
 It would be better to write pupils’ productions on the whiteboard.
 Otherwise, writing / handing a sample summary to them:

Suggested 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.

Task 2 : Studying the picture about the story of Joseph / Sidna yucef using the guidelines on page41.

Aim : To enable them produce a piece of writing .

Key :

“The Story of Sidna Yucef”

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 The story of the prophet “Joseph” peace be upon him is one of the strangest and the most exiting
story in Islam because of its variety of events . From Bad to good , fear to courage , freedom to slavery ,
separation and gathering …..etc . The story is about what Joseph saw in his dreams .He saw the sun ,the
moon and all the planets are kneeing to him when he got up , he told his father about it .Thus , his father
advised him not to tell his brothers .Joseph was so handsome and attractive , as a result , his brothers
envied him , and wee jealous of him and they thought that their father loved him more .This is why , they
tried many times to get rid of him .

One day they begged their father to permit Joseph go with them to graze .Their father refused but
they promised him that they would take care of him and they insisted . Unfortunately , his father
accepted .

They went together and there they let him and came back home with his shirt stained with blood and they
pretended that they wee crying. The father asked : “ What happened ?” , “Where is your brother ?”.They
answered : “ Sorry dad , we had lost Joseph .He was playing and suddenly the wolf ate him” After his
pretended death , his father felt sick and he became blind .

Joseph was playing when a group of people found him . As a result they decided to take him and
sold him as a slave to the king of Egypt . He brought well and when he reached puberty , he became more
and more attractive and enchanting this is why the king’s wife tried to seduce him but he refused. One
day , she was trying to did so , and suddenly the king entered and found them alone .The women started
to crying and she accused him that he was trying to seduce her .She said to the king : “ He was trying to
seduce me , please put him in jail”.

The servant heard her than he said to the king : “ Sir , if his shirt is tore from the front , so she is
right .But if his shirt is tore from the back then your wife is lying”. Fortunately , Joseph was right but
even though , the king kicked him out and put him in jail.

One day , Joseph became the king of the country and by accident , his brothers came to buy from the
country when he saw them , he knew that they were his brothers .Thus , the second time when they
returned, he asked someone to steal something from the market in order to accuse them of the theft . and
then he took one of them as an hostage and he chose the young one.

His brothers begged him that their father would not believe them .So he asked them to bring their
father who was blind .When his father came , he threw his shirt on his face so he b retrieved his
sight .After , he told all what happened to him and his brothers regretted of all what they did .

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