The People’s Democratic Republic of Algeria
Ministry of National Education
NEW PROSPECTS
TEACHER’S BOOK
SECONDARY EDUCATION, YEAR THREE
S.A. ARAB M. BENSEMMANE B. RICHE
The National Authority for School Publications
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Contents
ERRATA ………………………………………………………… 04
KEY FEATURES OF THE COURSEBOOK ……………..…. 10
ANSWER KEY: UNIT 1 ………………..………………..…….. 22
ANSWER KEY: UNIT 2 ……………………………………….. 42
ANSWER KEY: UNIT 3 ……………………………………….. 55
ANSWER KEY: UNIT 4 ……………………………………….. 69
ANSWER KEY: UNIT 5 ……………………………………….. 82
ANSWER KEY: UNIT 6 ……………………………………….. 98
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UNIT ONE: EXPLORING THE PAST (pp. 14-44)
Use the pictures as an entry to the theme of the unit.
E.g. What do the pictures represent/show?
Where are these monuments located? etc.
Get the students acquainted with the project outcome by referring
them to page 42 so as to set them thinking about it.
LISTEN AND CONSIDER (pp.15-20)
Language outcomes (p.15)
Go through the language outcomes with your students so they will
have a clear understanding of what the learning objectives of the
section are.
Getting started (p.15)
1. The civilizations represented on the map are (from left to right) :
Ancient Greek, Ancient Egyptian, Sumerian, Babylonian and
Indus Valley civilization.
You may try to elicit the names of the civilizations that later
flourished in the same areas.
2. The right answer is the Sumerian Civilization. There is no need to
confirm or infirm the hypotheses made by the students at this stage
of the lesson since the objective of the question is to raise interest
and to make hypotheses. Students will check their answers by
listening to the script in the Let’s hear it rubric.
3. Just as for the first question, the aim here is not to test the students
but to get them involved in the lesson.
4. The students will give their own definitions. The important point
here is to make them think about the theme of the unit. Have some
students jot down the words they associate with civilization (E .g.
sculpture, literature, astronomy…) on the board and justify their
choice.
Let’s hear it (p.16)
Task 1 (p.16)
Ancient Greek civilization: 4,000 years ago - Ancient Egyptian
civilization: 5,000 years ago - Sumerian civilization: 5,500 years ago
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-Indus Valley civilization: 4,500 years ago - Chinese Civilization:
4,200 years ago
Task 2 (16)
Sumerian civilization 1 (5,500 ago) - Ancient Egyptian civilization 2
(5,000 years ago) - Indus Valley civilization 3 (4,500 years ago)-
Chinese civilization 4 (4,200 years ago) Ancient Greek civilization 5
(4,000 years ago)
Task 3 (p.16)
A.The Sumerian civilization is the oldest civilization in the
world. T
B. Most of the ancient civilizations rose along rivers. T
C. Agriculture did not form the basis of ancient civilizations. F
D.Ancient civilizations flourished during periods of peace. T
E. Most ancient civilizations fell into ruins because of war. T
F. Ancient Egyptians invented agriculture. F
Task 4 (p.16)
Have the students compare their answers. Then engage them in a
discussion particularly with reference to answers to question D and E.
These are important issues and should develop consciousness about
the importance of peace for development, refinement in the arts and so on.
Task 5 (p.17)
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 marjor cause of the collapse of these
civilizations ?
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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.
Around the text (pp.17-19)
Grammar Explorer 1 (p.17)
For me (zero article) civilization is synonymous with (zero article)
refinement, (zero article) refinement in (zero article) architecture, in
(zero article) law, and in (zero article) life styles. (The) culture and
(the) literature of (a) society also contribute to (the) flourishing of its
civilization.
Encourage students to explain the use of the three types of articles in
English. Place emphasis on the zero article before abstract nouns.
Refer students to the Grammar Reference on pp.211-212) only once
they have tried to do the task. If necessary, devise a task of your own
to consolidate the students’ knowledge of articles.
Grammar Explorer II (pp.17-18)
A. 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).
B. The negative of had to, were able to, and used to are in this order:
didn’t have to (absence of obligation), were unable to, and didn’t
use to.
Make sure the students use these negative in sentences for
illustration.
Refer students to SE2 Grammar Reference, pp.197-198.
Task (p.18)
used to live - used to hunt – used to farm – had to migrate – were
able to survive.
Vocabulary explorer (pp.18-19)
Task 1
A. rise – originate- start- begin- emerge
B. mature- develop- evolve – expand- spread - flourish –bloom
C. decline- collapse-fall to decay- into ruins- vanish- disappear
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Each of the three categories (A-C) contain verbs which are more or
less simmilar in meaning. So it doesn’t really matter which comes first
in its category.
Task 2 (p.18)
1= rise(= emerge) 2= mature 3= disappear (=vanish, fall into ruins,
fall to decay) 4= originated, began, started, emerged) 5= spread (=
expanded) 6= developed (=evolved) 7= evolved 8= flourished
9= declined 10= collapsed (fell into ruins, fell to decay)
Make sure the students realize the importance of appropriacy in the
choice of the words. Synonyms should be used to avoid repetition.
Task 3 (p.19)
Go through the tips to make the students aware of what dependent
prepositons are before setting them to task.
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.
The sentences should be rearranged in the form of a paragraph. Refer
the students to the Grammar Reference pp.212-215 to check some of
their answers to task 3 above.
Pronunciation and spelling (p.20)
A. When was (weak form) Christopher Columbus born ?
B. It was (weak form) in 1450.
A. Was (weak form) he a Spaniard ?
B. No, he wasn’t (strong form). He was (weak form) Italian (emphasis
on Italian).
A. Were (weak form) there many good Italian navigators and
explorers in Columbus’s time ?
B. Yes, there were (strong form) quite many. Amerigo Vespucci was
(weak form) one of them. America was (weak form) named after
him.
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A. Does that mean that Italian explorers were (weak form) the only
ones who explored North America ?
B. No, they weren’t (strong form) the only ones. There were (weak
form) also Portuguese, Spanish, French, Dutch, and Brititish
explorers.
Note: The weak form is used when the auxiliary verb is at the
beginning or in the middle of a sentence, and when it is not stressed.
The strong form is used when the auxiliary verb is at the end of
sentence, or stressed.
Think, pair, share (p.20)
Make sure the students contrast the past (used to/had to/were able to)
with the present (verbs in the present simple). Provide them with some
link words (unfortunately, however, on the one hand, on the other
hand). Insist on the need for a concluding sentence.
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,
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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.
READ AND CONSIDER (pp.21-29)
Language outcomes (p.21)
Go through the language outcomes preview with your students to have
them acquainted with the objectives of this section.
Getting started (p.21)
1. Have the students identify the location of Algerian World Heritage
sites, preferably on a map.
The Casbah of Algiers : (City of Algiers) (1992) ; The Banu
Hammads’ Qalaa: on the western side of Djebel Maadid,
overlooking the Hodna plains, some 100 km away from Bejaia
(1980) : 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; 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. Djemila: (formerly known as Cuicul)
December 17, 1982, 50 km away from Setif ; Tipaza : (December 17,
1982) 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.
Questions 2 and 3 can admit of more than one answer.
This definition of the concept of World Heritage Site can be helpful
for you :
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 outsanding universal value, often for
historical reasons, and are therefore preserved.
The students who have followed the new programme have already
come across the concept in the MS3 book.
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3. The importance is in the justification of the answer provided by the
students and in making the students aware of the cultural heritage of
their country and of its value.
Taking a closer look (p.21)
Interact orally with the students using the title and the illustration to
the text on pages 22-23.
E.g. What does the picture represent? What does the text deal with?
Where is it taken from ? To whom is it addressed?
Have them skim through the text to check some of the answers they
have providing during the interaction. Then move on to the task
proper.
Key:
1. False 2.True 3.True 4.True 5.False
Have the students refer to the text to justify their answers.
Around the text (pp.23-27)
Grammar Explorer I (pp.23-24)
A. The comparatives of superiority: It has more rock drawings and
engravings than any other prehistoric Saharan sites.
The comparatives of equality: No country in North Africa has as
much access to the Mediterranean sea and the Sahara as Algeria.
These rock paintings, engravings and remains have yielded as
much information as we need in order for us to have a clear picture
of life used to be like in the Sahara of Prehistoric times.
The Tassili-n’Ajjar seems to have had as few exchanges with
the Phoenician and Roman civilizations as the other Saharan sites
of our country.
The comparatives of inferiority
Algiers had less influence on international commerce than other
Algerian maritime cities because it had fewer natural harbours
(than the other maritime cities).
Algeria has less World Heritage Sites than some other countries.
B. The superlatives of superiority
Of all the sites of Southern Algeria, the Tassili n’Ajjer has the
most prestige.
It contains the most remains.
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The superlatives of inferiority
Archaeologists are still undecided about which of these Saharan
sites contains the fewest traces of these ancient civilizations.
Only the least amount of merchandise transited through it.
Interact with the students to help them explain how the comparative
and superlative forms of quantity words are formed. Help the students
synthesize information by drawing the table on page 217 on the board.
Quantifiers Comparative forms Superlative forms
Refer the students to the Grammar Reference pp.216-217 to check
their answers.
Task3 (p.24)
1. How much 2. Little (not much) 3. the least 4. Less than
5. Much 6.many 7. More 8. most 9. much 10. little
11.less 12. fewer 13. many (a lot of) 14. the most
Grammar explorer II (p.25)
Task 1 (p.25)
Complex sentences (Concession)
Despite the fact that that it was considered a trading post by both the
Romans and the Phoenicians, only the least amount of merchandise
transited through it.
In spite of the fact that the Casbah underwent some changes during
the French colonial rule, it still remains the throbbing cultural heart of
the city of Algiers.
Complex sentence (Time)
After the Turkish Baba Aruj brothers had gained control of the city
in 1516, Algiers thrived as a relatively independent city under the
nominal control of the Ottoman Empire.
Task 2 (p.25)
A. but, yet, however, though, although (concession)
When, as soon as (time)
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B. Emphasize the sequencing of the actions (First action: past perfect,
Second action: simple past) Refer the students to Grammar Reference
pp. 226-227.
Task 3 (p.25)
A. As soon as Tarik Ibn-Ziyad (had) crossed the Straits of
Gibraltar, he gave his famous speech. (As soon as can also be in
middle position.
B. After the Muslims had settled in Andalusia, they transformed
it into a prestigious cultural area. (After can also be placed in
middle position and replaced by when.)
C. Though/ despite the fact that/in spite of the fact that
Andalusia had an extremely diverse population, it maintained
its social cohesion and harmony for many years.
D. The Muslims had stayed in Andalusia until the Spaniards
captured the Alhambra in 1492 and brought down the
Kingdom of Grenada.
E. Though/ despite the fact that/in spite of the fact that the
Muslims left Andalusia in 1492, Islamic civilization remains an
enriching element of the Spanish cultural heritage.
Vocabulary Explorer (pp.26-27)
Task 1 (p.26)
Aim: vocabulary building through affixation
Invent (v), invention, inventor (n), inventive (adj), inventively
(adv.)
Enrich (v), enrichment (n), enriching (adj.), adv. none
Achieve (v), achievement, achiever (n), achievable (adj.), (adv.)
none
Devote (v), devotion, devotee (n), devoted (adj.), devotedly (adv.)
Responsibility (n), responsible (adj.), responsibly (adv.)
Improve (v), improvement (n), improved (adj.), (adv.) none
Practise (v), practice (n), practical (adj.), practically (adv.)
Hospitality (n), hospitable (adj.), (v.) none, hospitably (adv.)
Dedicate (v), dedication (n), dedicated (adj.), (adv.) None
(V) none, science (n.) ,scientific (adj.) scientifically (adv.)
Devote (v), devotion, devotee (n), devoted (adj.), devotedly (adv.)
Responsibility (n), responsible (adj.), responsibly (adv.)
Improve (v), improvement (n), improved (adj.), (adv.) none
Practise (v), practice (n), practical (adj.), practically (adv.)
Hospitality (n), hospitable (adj.), (v.) none, hospitably (adv.)
Dedicate (v), dedication (n), dedicated (adj.), (adv.) None
(V) none, science (n.) ,scientific (adj.) scientifically (adv.)
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Develop (v), development(n.) ,developed/developing (adj.)
(adv.) none
(V) none, culture(n), cultural (adj.), culturally (adv.)
Task 2 (p.26)
1. enrich 2. enrichment 3. had invented 4. inventions
5. achievements 6. scientific 7. cultural 8. improvement
(=development) 9. responsibility 10. devoted (dedicated)
11. inventive 12. scientific 13. improved
Task 3 (p.27)
A. The Aztec civilization disintegrated as a result of the Spanish
conquest. The Spanish conquistador Hernan Ferdinand Cortés
(1485-1547) dispossessed the Aztecs of their wealth and
depopulated the major Aztec cities.
B. Historians disagree on the real causes of the fall of Maya (also
Mayan) civilization. Some of them say that its disintegration
was due to the spread of epidemics. But other disapprove by
arguing that it came as a result of the deregulation of the
climate and domestic dissatisfaction and discontent.
Task 4 (p.27)
Some of the words which can carry prefixes dis- or de- are :
disappoint, disagree, dissatisfaction, decentralize, demilitarize …
Task 5 (p.27)
well-informed - well-known – well-established - well-kept – wellrefined
– well-founded – well-balanced – well-preserved – wellsupported
– well-documented – well-appreciated
1. well-refined 2. well-preserved/kept - 3. well-documented
4. well-informed 5. well-appreciated
Task 1 (p.28)
Jean François Champollion le Jeune (1790-1832) studied Egyptian
hieroglyphics. At the beginning he thought that he could decipher this
system of writing by using the Coptic language from which he
believed Ancient Egyptian developed. But he was proved to be
terribly wrong. When he realized that he was just lying to himself, he
stopped trying to decipher the hieroglyphics with the help of the
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Coptic language and turned to the study of the hieroglyphics as an
independent system of writing. The study of the Rosetta Stone, a slab
of basalt with inscriptions dating from 197 BC permitted him to
discover the mysteries of the hieroglyphic system of writing in 1824.
Champollion enjoyed great popularity among his contemporaries.
Today he is considered the founder of Egyptology.
Task 2 (p.28)
Studied, permitted /id/
Developed, stopped/t/
Proved, realized, turned, considered, believed /d/
Task 3 (p.28)
Aim: Sound-spelling links (pronunciation of the letters ch)
-Archives, architect, architecture, archipelago, alchemy, archaic,
archetype, epoch, archaelogy, Archemides, archangel /k/
-Church, coach, archer, archway, archduke, artichoke / /
Task 4 (p.28)
Follow the instruction. Ask your students to give other examples.
Think, pair, share (p.30)
Study the closely the model essay below and make the best use of it
in preparation for the exercise.
There are three major threats to our civilisation, which can lead to the
destruction of mankind. We have first nuclear energy, which has been
a constant liability ever since the explosion of atomic bombs in 1945;
there is also pollution, a major cause for concern with the massive and
noxious increase in industrial activities and mechanisation; finally,
climate change constitutes another threat, as an outcome of the first
two mentioned problems.
The escalation of nuclear weaponry since World War Two has
exposed humanity to a nuclear war that would not compare at all with
Hiroshima and Nagasaki, since it could wipe out life on earth many
times over. The Cold War was a period of tension between the two
most heavily equipped nations in terms of nuclear warheads, the USA
and the USSR. The Détente that came after did not suppress all
worries, since other countries have the bomb, and could use it any
time.
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There are also indirect consequences to owning nuclear energy.
Indeed, a lethal form of pollution can originate from it if accidents in
nuclear power plants occur. But apparently less dangerous forms of
pollution, generated by an ever- increasing industrialisation, can also
cause severe illnesses and deaths. We can think of all the chemicals
dumped by factories underground, or in rivers and seas, or of the
enormous amounts of smoke emitted in the air by factories and
vehicles. All of these are causing all sorts of illnesses in humans and
threatening wildlife.
Apart from these direct consequences, the third threat to our
civilisation, climate change, is directly related to the first two
mentioned. Smoke has resulted in the greenhouse effect, responsible
for the increase in mean temperature in the world. Consequently, the
ice caps in the north and south poles are shrinking, the sea level is
rising, rains have become irregular, hurricanes are more frequent,
monsoons are more destructive, droughts have intensified, and have
reached usually wet parts of the world. Therefore, the danger of
famine is real , and can even lead to dramatic wars over the possession
of the meagre resources remaining. Surely the impending threat of
nuclear warfare, and the lethal chemicals spread in the environment
make the world a dangerous place to live. The tons of smoke sent out
in the atmosphere also constitute a health hazard, and are responsible
for climate change. There are indeed urgent measures to be taken by
governments to make human activities safer if our civilisation is to
survive and thrive.
TAKE A BREAK (p.30)
E.g.
Once upon a time, in a little island called Ithaca, on the western coast
of Greece, there lived a king named Odyssseus (which means a ‘man
of wrath’ in Greek). The name was changed into Ulysses by the
Romans , and we shall call him Ulysses. We do not know much about
Ulysses when he was a little boy, except that he used to hunt with his
maternal grandfather Autolycus on Mount Parnassus. It was during
one of these hunts that a boar wounded him.
When he grew up, he became distinguished among Greek leaders for
his cleverness and cunning … . (To be continued by students).
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Note: All tales begin with ‘Once upon a time’ and end with ‘and
lived happily ever after’.
Research and report (p.31)
The report can be presented in the form of a class presentation
(speaking from notes on the diagram) or an interview.
Advise the students to present the information in a climax order (from
the least to the most important piece of information).
Use maps to represent the spread of Islamic civilization and
pictures/drawings of famous people and monuments.
E.g
In the history of mankind, Islam gave rise to a civilization which soon
became a model for many nations all over the world. This Muslim
civilization emerged in Arabia in the seventh century of the Christian
Era when the Prophet Muhammed (Blessed Be His name) revealed
God’s message. Out of Islam rose a civilization that could not be
confined to the Hidjaz … (To be continued by students).
LISTENING AND SPEAKING (pp.32- 35)
Skills and strategies outcomes (p.32)
Go through the preview with your students to make the objectives of
this section explicit.
Before listening (p.32)
A. It represents the Phoenician civilization.
B. It originated in what is known as Jordan and Lebanon today.
C. It spread to the Mediterranean Basin.
D. Carthage (Tunis), Icosium (Algiers), Hippo (present-day
Annaba)
Students can come out with further information.
As you listen (p.33)
Task 1 (p.33)
Students check answers to the task in the before-reading rubric (p.32)
35
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 2E 3A 4G 5B 6F 7D)
Slight changes in the ordering are possible. This should be a good
opportunity for a short class discussion.
Saying it in writing (pp.34-35)
Western civilization is one of the world’s twenty-six
civilizations. It started in Crete, the largest Greek island in the eastern
Mediterranean sea, about 3,000 years ago. The civilization that rose in
Crete was called the Minoan civilization because Crete at that time
was under the rule of the legendary King Minos. Ancient Greek
civilization originated more than 2,000 years ago on the shores of the
Ionian and Aegean Seas. Ancient Greece made innovations in
philosophy, politics, science, architecture, and the arts, and Greek
culture forms the basis of Western civilization to this day. Then came
the Roman civilization. … (To be continued by students)
Reading and writing (p.36)
Skills and strategies outcomes (p.36)
Make the students aware of the objectives of the section by giving
them time to skim through the preview.
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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
2. Picture 1
3. One of the most famous was Tutankhamun (whose tomb was
discovered near Luxor in 1922).
4. 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.
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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 (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
.
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
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.
38
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, oneffifth
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 Godking.
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
39
I. Read the text carefully and answer with True or False. Correct
the false statements. (2.5points)
a) The Aghlabids ruled the Maghrib in the eighth century.
b) Mahdiyya was a rival caliphate to Baghdad in the ninth century.
c) The Berber dynasty built the Great Mosque of Tlemcen.
d) 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)
a) that (of Baghdad), line 4
b) (brilliant) ones, line 7
c) (among) others, line 18
d) Its (population), line 29
(Answers: a: caliphate, b: periods, c: great minds, d: Bidjaya)
III. Circle the answer (a, b or c) which bests corresponds to each
of the following statements (2 pts)
1. “A rival caliphate” means:
a) a rich caliphate
b) an old caliphate
c) a competing caliphate
2. “Andalusian art is refined” means:
a) it is delicate
b) it is declining
c) it is remarkable
3. “A galaxy of great minds” means:
a) a large number of clever people
b) a gathering of scientists
c) an amalgam of ideas
4. “The heirs of the Almohads” means:
a) the ancestors of the Almohads
b) the leaders of the Almohads
c) the followers of the Almohads
(Answers: 1:c, 2:a, 3:b, 4:c)
40
IV. Use of English
A/ Transform the following sentences, using a verb in place of the
underlined noun (2pts)
a) The Almohads were the protectors of a galaxy of great minds.
b) The followers of the Almohads were affected by loss of vitality.
c) It was Ibn Khaldun who reported population decline.
d) 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)
a) The Euroafrican empire ………………from Tripoli to seville.
b) Arab scholars………………….to practical sciences.
c) 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)
41
يتبع...................
جنسي
موضوع: حلول تمارين كتاب الانجليزية للسنة الثالثة ثانوي(بدون تحميل) 
الجمعة 6 سبتمبر 2013 - 16:35
