TAKE A BREAK (p.30)
E.g.
Once upon a time, in a little island called Ithaca, on the western coast of Greece, there lived a king named Odyssseus (which means a ‘man of wrath’ in Greek). The name was changed into Ulysses by the Romans , and we shall call him Ulysses. We do not know much about Ulysses when he was a little boy, except that he used to hunt with his maternal grandfather Autolycus on Mount Parnassus. It was during one of these hunts that a boar wounded him.
When he grew up, he became distinguished among Greek leaders for his cleverness and cunning … . (To be continued by students).
Note: All tales begin with ‘Once upon a time’ and end with ‘and lived happily ever after’.
Research and report (p.31)
The report can be presented in the form of a class presentation (speaking from notes on the diagram) or an interview.
Advise the students to present the information in a climax order (from the least to the most important piece of information).
Use maps to represent the spread of Islamic civilization and pictures/drawings of famous people and monuments.
E.g
In the history of mankind, Islam gave rise to a civilization which soon became a model for many nations all over the world. This Muslim civilization emerged in Arabia in the seventh century of the Christian Era when the Prophet Muhammed (Blessed Be His name) revealed God’s message. Out of Islam rose a civilization that could not be confined to the Hidjaz … (To be continued by students).
LISTENING AND SPEAKING (pp.32- 35)
Skills and strategies outcomes (p.32)
Go through the preview with your students to make the objectives of this section explicit.
Before listening (p.32)
It represents the Phoenician civilization.
It originated in what is known as Jordan and Lebanon today.
C. It spread to the Mediterranean Basin.
D. Carthage (Tunis), Icosium (Algiers), Hippo (present-day Annaba)
Students can come out with further information.
As you listen (p.33)
Task 1 (p.33)
Students check answers to the task in the before-reading rubric (p.32)
Task 2 (p.33)
Have the students go through the text in the coping box. Interact with the students and clarify further the notions if necessary.
1D - 2B - 3E - 4C. 5A
Task 3 (p.33)
If necessary, let the students check the meaning of the words in the
dictionary. The students will do the task from memory. Then check their answers by listening to the script a second time.
Key: b. peaceful c. nomadic d. business-minded f. knowlegeable
Have the students give their justifications. Key words from the script are enough as a justification.
After listening (p.34)
Have the students skim through the text in the coping box. Then have them interact in order to elicit the genres (historical accounts, tales, novels, short stories, newspaper and radio reports…) in which the chronolological pattern is used. (1C 2 E 3A 4G 5B 6F 7D)
Slight changes in the ordering are possible. This should be a good opportunity for a short class discussion.
Saying it in writing (pp.34-35)
Western civilization is one of the world’s twenty-six civilizations. It started in Crete, the largest Greek island in the eastern Mediterranean sea, about 3,000 years ago. The civilization that rose in Crete was called the Minoan civilization because Crete at that time was under the rule of the legendary King Minos. Ancient Greek civilization originated more than 2,000 years ago on the shores of the Ionian and Aegean Seas. Ancient Greece made innovations in philosophy, politics, science, architecture, and the arts, and Greek culture forms the basis of Western civilization to this day. Then came the Roman civilization. … (To be continued by students)
Reading and writing (p.36)
Skills and strategies outcomes (p.36)
Make the students aware of the objectives of the section by giving them time to skim through the preview.
Before reading (p.36)
1. Picture One represents one of the three pyramids at Giza, the Great Pyramid of Khufu /Cheops near Cairo. (230 m/755 ft square and 147m/481 ft high. The three pyramids at Giza were considered one of the Seven Wonders of the World in Antiquity ( the Pyramids of Egypt, the Hanging Gardens of Babylon, the Temple of Artemis at Ephesus, the Statue of Zeus at Olympia, the Mausoleum at Halicarnassus, the Colossus of Rhodes, and the Pharos (lighthouse) at Alexandria)
Picture Two represents a mummy of an Egyptian Pharaoh and Horus (in ancient Egyptian mythology, the hawk-headed sun god, son of Isis and Osiris, of whom the pharaohs were declared to be the incarnation) Picture Three: Mask of the Pharoah
Picture 1
One of the most famous was Tutankhamun (whose tomb was discovered near Luxor in 1922).
The story of Sidna Musa (Moses) Moses, the Story of Sidna Yucef (Joseph)
As you read (p.37)
Task 1 (p.37)
Students should be encouraged to do this as quickly as possible
Key words :
A. in the introduction: civilization - rose - Egypt decline - fall
B. in the conclusion: decline, fall
The choice of words may be subject to debate.
Task 2 (p.37)
Possible title: The Rise and Fall of Ancient Egyptian Civilization
Have the students check the validity of the title. You can jot some of the students’ titles on board and let the class choose the best one.
Task 3 (p.39)
A. §2 B.§4 C.§1 D.§3 E.§6 F.§5
Irrelevant idea: G.
Task 4 (p.39)
Go through the text in the coping box to raise awareness of the importance of scanning in reading. Compare and contrast the skills of scanning and skimming.
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.
The benefits that the ancient Egyptians derived from their system of national governement are protection and internal peace.
The name Pharaoh means Great House in Ancient Egyptian.
They were the dwelling places of the spirit of the Pharaoh.
Howard Carter discovered the tomb of Tutankhamun in 1922.
Task 5 (p.39)
Explain to the students that the failure to understand such links will certainly lead to a serious misunderstanding of the text. Before setting them to task, refer the students to the Coping on page 68.
q The people of Egypt became united under the rule of a single king (this) §1
q The Pharaoh’s government (it) § 2
q The land (its), the raiding warbands (which) §2
q The Pharaoh could make new laws (so) §2
q 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
q The people (they) §4, The Pharaoh (he) §4 The people (they) §4, The Pharaoh (him) §4
q The Pharaoh (he, he, his) §5, The Pharaohs (their) §5
After reading (p. 40)
Task1(p.40)
Have the students go through the coping box. Elicit the fact it is important to find out the function of texts because that helps better understand the writer’s purpose.
Key: The discourse is mostly narrative but it takes an argumentative turn at the end.
It is important to follow up with an explanation that narration and description are sometimes used in argumentative texts.
Task 2 (p.40)
Before involving the students in the task, review with them what summarizing means and the techniques that should be used.
Writing a good summary is a difficult task which is rarely done satisfactorily, even by advanced students. The best way of training the students to write summaries is to prepare them through practice in underlining important/key words and main ideas and in perceiving the structure of the text. This is essentially what has been done throughout the previous tasks of this section.
Points to watch when assessing students’ summarizing:
1. The summary is too short and the main idea is not expressed.
2. The summary is too long. It does not fit the one-fourth, 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.
Proposed summary of the text (about 10 lines):
Ancient Egyptian civilization emerged along the Nile Valley as a result of the unification of all Egyptians under the central authority of one single king, the Pharaoh. The Pharaoh’s government guaranteed both external and internal security to the people of Egypt. As a consequence, the Egyptians grew very proud of their country and became so fond of the Pharaoh that they worshipped him as a 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.
Writing development (pp.40-41)
Follow the procedure provided in the textbook.
Project outcome (p.42)
Assessment (p.43)
Text 2 (p.240) :The Spread of Civilisation in the Maghrib and its
Impact on Western Civilisation
I. Read the text carefully and answer with True or False. Correct the false statements. (2.5points)
The Aghlabids ruled the Maghrib in the eighth century.
Mahdiyya was a rival caliphate to Baghdad in the ninth century.
The Berber dynasty built the Great Mosque of Tlemcen.
The Almohad encouraged the development of science.
e) The rise osf western civilisations followed the fall of the Maghribian ones.
(Answers: a:F, b:F, c:F, d:T, e:T)
II. What do the words below refer to in the text? (2 pts)
that (of Baghdad), line 4
(brilliant) ones, line 7
(among) others, line 18
Its (population), line 29
(Answers: a: caliphate, b: periods, c: great minds, d: Bidjaya)
III. Circle the answer (a, b or c) which best corresponds to each of the following statements (2 pts)
1. “A rival caliphate” means:
a rich caliphate
an old caliphate
a competing caliphate
2. “Andalusian art is refined” means:
it is delicate
it is declining
it is remarkable
3. “A galaxy of great minds” means:
a large number of clever people
a gathering of scientists
an amalgam of ideas
4. “The heirs of the Almohads” means:
the ancestors of the Almohads
the leaders of the Almohads
the followers of the Almohads
(Answers: 1:c, 2:a, 3:b, 4:c)
IV. Use of English
A/ Transform the following sentences, using a verb in place of the underlined noun (2pts)
The Almohads were the protectors of a galaxy of great minds.
The followers of the Almohads were affected by loss of vitality.
It was Ibn Khaldun who reported population decline.
Epidemics were a consequence of this tragic shift of population.
(Answers: a: …protected a galaxy…, b: …the Almohads lost their vitality, c: …reported that the population was declining, d: Epidemics resulted from this…)
B/ Fill in the table below with the corresponding form (1.5 pts)
NOUN VERB ADJECTIVE ADVERB
a) ?
b)
c) culmination
d) ?
e) delicacy
f) ?
?
combining
observed
?
? chiefly
greatly
(Answers: a: chief, b: great, c: culminate, d: combination e: delicate, f: observation)
C/ Using information from the text, complete the blanks in these sentences with expressions containing “used to” (2 pts)
The Euroafrican empire ………………from Tripoli to seville.
Arab scholars………………….to practical sciences.
Kayrawan……………………..hundreds of thousands inhabitants in the ninth century.
d) Nomads ………………..live all over the Maghrib before thirteenth century.
(Answers: a: used to stretch, b: used to devote themselves, c: used to have, d: used to be)
D/ Find synonyms for the following words (2 pts)
the highest point (§1)
mainly (§2)
plain (§2)
followed (§3)
(Answers: a: apogee, b: chiefly, c: sober, d: succeeded)
IV. Write a twenty-line essay on either of the following topics (6pts)
A) Read again the last paragraph of the text and comment upon the following excerpt: “Ibn Khaldun (…) saw population decline as one of the factors in the decline of a civilization”.
B) Write a letter to the World Heritage Committee of the United Nations requesting it to include one of the historical sites in your country in its official list. Emphasize the historical importance of the site.
C) Write an opinion letter about the effects of globalism on the local cultures/civilizations in the world.
D)Write a story involving some famous character (man, woman, child) in your local folk culture or in world culture.
الرئيسية 
العاب فلاش 
