3as Asronomy Solar System Unit Preparation

Secondary Education: Year three
It’s a Giant Leap for

Theme: Astronomy and the Solar system
General aim of the unit:To expose learners to the outer
spaceworld in its different dimensions.
Specific aims of the unit: By the end of the unit pupils
should be able:
1- To demonstrate awareness on the importance of space
exploration for mankind.
2- To discover the historical records of astronomical and
astrophysical works of famous astronomers and astrophysicists.
3- To discover the latest advancements and innovations in space
equipment (spacecraft- satellites...) as well as the latest
discoveries made in the field of astronomy and astrophysics.
4- To distinguish between disciplines related to the scientific
research of the outer space (astrology-astronomy- astrophysics)
Project outcome: Writing scientific reports for an astronomy school

magazine.
 Short historical accounts on important astronomical and
astrophysical works (first explorers)
 Latestachievements in space exploration (innovations in
equipment (spacecraft- satellites...) as well as the latest discoveries
made in the field of astronomy and astrophysics
 Short report on the solar system
 Short report on the advantages of satellites
Unit 03:It’s a giant leap for mankindTheme: astronomy & the solar systemLesson:preview/
project
Aims of the lesson: To introduce the theme of the unit and highlight the main points of the project.
Tasks/ aims Teacher’s work Learner’s work T

1-About the unit : • T. interacts with his pupils to • Pupils respond orally to
elicit information related to the T’s questions.
Aim: To activate learners’ prior title of the unit. • Pps study the picture on
knowledge and introduce the p.106 and say what it
theme of the unit. • While introducing the topic, T. 15
signifies for them.
have his pps look at picture p.106 mn
explore it to elicit the main ideas
and vocabulary.
2- project workshop • T. links his pps with a real • Pupils guess discuss, 20
situation to elicit information interpret and deduce what mn
Aim: To brainstorm the main concerning the targeted project. will be the content of the
ideas of the project and scheme its • project in accordance
While interacting with his pps, T.
work plan. jots down the main steps of the with the overall purpose
project in a form of map tree. • Pupils communicate the
content and classify them
according to their
importance.
• Pps take notes
3-Group division • T. asks pps to form their groups • Pps form their groups and 15
according to their affinity write down their names in mn
Aim:To make pps feel • T. reminds his pps that each a sheet of paper
responsibility towards their member within the group should • Pps copy down the work
assignment without feeling participate and communicate plan of the project.
arbitrariness. something (collecting photos,
drawing, communicating a piece
of information, copying, giving
one’s point of view, writing the
draft, evaluating…)
• T. reminds his pps to feel free to
ask their T. for any help in order
to put into practice their project
works.
• T. reminds his pps that ready-
made or ‘copy pasting’ works are
totally rejected by the teacher.
• T. sets the deadline for project
restitution.
• T. reminds pps that the best
article will be published on the
next School Wall Magazine to
encourage readership.
About the unit: Brainstorming
TT: Today, we will get in touch with a new unit entitled ‘It’s a giant leap for mankind’.
What can you understand from this title? Focus on the familiar words.
PP: Man has a made a great progress in science/technical progress which mankind has
benefited from.
TT: What are the fields that man has made progressin? PP: electronics, medicine,
informatics, communications, satellites...
TT: Well what about space exploration? Do you think that man has made a giant leap in
this field?
PP: Of course. He has first uncovered the mysteries of our solar system. He has improved
the scientific research in astronomy and astrophysics.
TT: Can you give some examples of these advancements?
PP: invention of powerful satellites and space crafts as well space telescopes or space
shuttles.
TT: Well do you know some space centres specialised in the special research?
PP1: The NASA in the USA.
TT: Have a look at some pictures in your textbook page 135 and tell me what they represent
for you?
PP:Picture one the Old Royal Observatory at Greenwich: The national astronomical
observatory of the UK founded in 1675 at Greenwich, S.E London to provide navigational
information for sailors at first. It is famous for its work resulted in Greenwich Time and
Greenwich Meridian being adopted as international standards of reference.
PP: Picture two shows the Astrophysical and Geological centre in Algeria.
TT: What is the purpose of the two centres?
PP: they provide us with information about the outer space or universe (the solar system;
moon, the sun, the stars, the asteroids, the planets…; their movement, positions, distances).
They can also forecast the weather changes; detect the occurrence of certain phenomena
like eclipseof the sun or the moon.
TT: Can you tell who were the pioneers (the first people) founded the first principles of
astronomy and astrophysics?
PP: The Greeks (Ptolemy- Thales)
About the Project outcome:
TT: Now, suppose you are asked to writesome scientific reports on space explorationfor
your school magazine, on which points you should focus?
PP1: Short historical accounts on important astronomical and astrophysical
worksin the past.
(On the board)
TT: What are the next steps?
PP2: latest achievements in space exploration (innovations in space equipment
(spacecraft- satellites...) (on the board)
PP3: the latest discoveries made in the field of astronomy and astrophysics(On the
board)
PP4: Short report on the solar system (On the board)
PP5: Short report on the advantages of satellites (On the board)
Unit 03:It’s a giant leap for mankindTheme: astronomy & the solar systemLesson:Listen and
consider
Aims of the lesson: - To develop the listening and the speaking skills. -To make the learners aware of the
advantages and the drawbacks of satellites.

1-Anticipate : • T. interacts with his pupils to elicit • Pupils respond orally to
Aim: To activate learners’ information related to the previous session. T’s questions.
prior knowledge, introduce • T. instructs his pps look at pictures p.136 and • Pps study the picture on 1
the topic and prepare them tell what theyrepresent for them. p.136 and say what 5
to the listening stage. • T. interacts with pps to elicit the related voc. signifies for them. m
n
2- Prediction guide:
Aim: To set a purpose
for listening. • Now T. invites pps to guess the usage of • Ppsguess the usage of
satellites from the suggested usages in the satellites from the
prediction guide suggested usages in the
• T. should not correct his pps at this stage prediction guide
3-Listen and check • T. instructs pps to listen to a passagewhich • pps listen and check 10
Aim: To check answers will be simulated by their T. and check their their guessing mn
and get the gist of the guessing.
listening passage.
3-Listen and reorder • T. invites pps to listen for the second time • PPs to listen for the
statements and reorder the statements (A-F) in task one second time and reorder
p.137. the statements (A-F) in
Aim: To check a detailed • task one p.137.
Now, T invites pps to communicate their
understanding answers to the class. • Volunteers to
• communicate their
answers to the class.
4- Listen and answer • Pps compare their 10
the questions • T. invites pps to compare their answers with answers with their mn
Aim: To check a more their partners and then answer the partners and then answer
detailed understanding of comprehension questions in task two p.137 the comprehension
the listening passage • Now, T. invites pps to communicate their questions in task two
answers to the class. p.137
• Volunteers to
communicate their
answers to the class.
After listening • T. invites pps to discuss the opinion question • Pps discuss, and express 10
Aim: To discuss the on satellites their opinions, mn
drawbacks of satellites • Now, T. invites them to communicate their communicate their
answers to the class answers to the class.
1- Anticipate:
TT: Last session we talked about the progress made in astronomy and astrophysics. Can you define
astronomy and astrophysics?
PP: Astronomy:/3’strDn3mI/ the scientific study of the moon, the stars, planets, sun….
Astrophysics: /ᵆstr3ᵘ’fIZIKS/ the scientific study of the physical and chemical structure of the moon,
stars…
TT: which means do astronomers useto get information from the outer space?
PP: giant telescopes and space satellites or space shuttles
TT: Well there are pictures on page 136. Have a look at them and tell me what they represent for you.
PP: Both of them represent satellites.
TT: In what ways are they different?
PP: Picture 1 represents a natural satellite that rotates around a planet other than the earth; however,
picture 2 represents an artificial satellite made by man for a definite purpose.
TT: Do you know what and when was the first satellite launched intoorbit?
PP:It was Sputnik 1 in 1957. It was launched by the Soviet Union.
TT:How many satellites have been launched into orbit so far?
PP:About 4,000 satellites
TT:Well, do you know what are satellites used for?
PP:Different answers.
Prediction guide: Here are some tasks for satellites. Tick the ones you think appropriate.
a- To survey the earth for detecting any unprecedented danger or disaster.
b- To forecast weather changes and assure a military inspection.
c- As a gunfire to destroy areas or populations.
d- To provide precise signals to plan navigation for ships or other vehicles.
e- To communicate radio waves, pictures or videos from the outer space to earth stations.
f- To obstruct objects coming into the planet earth.
g- To detect minerals from the ground.
Task one: Now listen to the following passage and check your answers in the prediction guide task.
TT: Now do you know how telecommunication satellites work?
PP: Different answers
Task one p.137: Wellthere are sentences that summarise the waytelecommunication satellites work.
Read them carefully. Now, listen to the text again and order the sentences (A_F).
c- 1 e-2 b-3 a- 4 f-5 d-6
TT: According to you how muchdoes a satellite weighapproximately?
PP: Different answers.
Task four: Well in order to confirm this, listen again to the passage and answer the questions in task 2 p.137.
a- It’s 610 km away from the earth.
b- It’s roughly cylindrical in shape.
c- 13 m long.
d- It weighs more than 11 tons.
After listening: According to you,can satellites be used negatively?Justify your answer.
Possible key: Satellites have many advantages; however, they have some drawbacks, too. First, a great
number of developed nations use them to direct missiles to bombard any targeted area. Second, they use
them to spy other nations’ security systems in order to uncover any military plotsas well as investigate in
the public’s daily personal life. Indeed, the USA has been accused of spying the European peoples’
liferecently. This is considered as violation for the liberty of individuals.Second, since satellites move
through the atmosphere at very rapid pace, they are not reliable for transmitting data and recording
information for one specific region of the Earth.Errors might be made by the satellite or anyone working on
it. Third, there are also circumstances, such as weather which may be impossible to alter, that affect the
satellite's signal. Finally,satellites cost too much for the building and launching into space. In 2008, "The
Sunday Times" reported that the cost of launching a satellite using a new French rocket would be $120
million.
Unit 03:It’s a giant leap for mankindTheme: astronomy & the solar system Lesson:Grammar
Explorer 1
Aim of the lesson: - To be able to describe an object or a piece of equipment using the semi-modal verb ’used
to’ +infinitive or ‘used for ’+gerund.
1-Quick revision: • T. interacts with pps to elicit information • Pps reminds T. of
Aim: To revise the pre- related to the previous session briefly. the previous session
requisites and introduce • While interacting, T. introduces the 5
language point through example situations mn
the language point.
on the board.
2- Observe and deduce • T. interacts with pps by asking some • Pps 15

Aim: To deduce the rules specific questions on the example observe/discover/ mn
of the language point. situations on the board to deduce the rules. deduce
• T. jots down the rules on the board.
3-Task 1 • T. gives pops some cues to build sentences • Volunteers to report 5

Aim:To check pps’ expressing the semi-modal verb ’used to’ their sentences. mn
understanding orally. +infinitive or ‘used for ’+gerund.
•
Task 01 p.138 • T. invites pps to match the questions in • Volunteers to match 10

Aim:To check pps’ green box with appropriate the questions in mn
understanding through a answersopposite box in blue. green box with
• T. sets pps to task. appropriate answers
written task.
• T. jots down the keys on the board. opposite box in blue.
3-Task 02 p.138 • T. asks pps to use the information in task1 • Volunteers to use the 15
Aim:To consolidate the andthen write a short paragraph describing information in task1
lge point trough the telescope. and then write a mn
• T. sets pps for task. short paragraph
paragraph writing.
• T. jots down the keys on the board. describing the
telescope.
• Volunteers to report
their pieces of
writing to the class.
5- Free production • T. invites pps to propose some equipment • Volunteers to report 10
(pair work) or objects they know and jots them on the their pieces of mn
board writing to the class.
Aim:To produce a piece • T. invites them to work with their partners
of writing using the lge to produce a piece of writing introducing
point studied thelge point studied.
• T. sets pps for task.
• If time doesn’t allow correcting the
paragraph, it can be given as home
assignment.
1-ANTICIPATE:
TT: Last session we talked about satellites. Can you remind me of their some their usages?
PP1:Satellites are used to survey the earth and make weather forecasts.(On the board)
PP2: Theyare used for sending signals.(On the board)
TT:Consider the underlined words in the example situations on the board. Are they nouns –
verbs or adjs?PP: They are verbs.
TT:Are they full verbs? PP: No, they are semi- modal verbs.
TT:What are they followed by?
PP: in sentence 1, it is followed by an infinitive and in sentence 2 by a gerund.
TT: When do we use these forms?
PP: When we describe the purpose of something.
TT:Can you build the question to ask about the purpose of satellites?
PP: What are the satellites used for?(On the board)
T. continues the interaction and prompts pps to deduce the rules of the language point.
Rule: used to+ infinitive/ used for + gerund are semi- modal verbs. They are used when we describe the purpose of
something. To ask about the purpose of something we use the following structure: What is it /are they used for?
Note: Never confuse with the following: I used to drink much coffee. (A past habit) or I am used to urban noise.
(= I am accustomed to urban noise)
Oral drills:Here are some cues. Build sentences using the structures previously seen.
1- The vacuum flask/keep liquids hot or cold 2- Theremote control/ control electronic
equipmentfrom distant place. 3- The scissors/cut paper or other material.4- the
thermometer/ measure the temperature.
Keys to Task01 p.138:

1-B 2- C 3- D 4- A 5- F 6- E
A telescope is an optical instrument. It magnifies pictures of faint and distant objects.
It has a cylindrical shape and it is composed of a case, an eyepiece lens and object lens. It
is made of metal and glass. It is use for observing the stars.
Free production: Work with your partners and write a short descriptionon the proposed
objects. Use the structures used to+infinitive and used for+gerund.
A microwave oven- a computer – stethoscope ….
A sample description: A microwave oven iselectronic equipment.It operates by electricity.
It is has a square or rectangular shape and it is composed of a handle, an inside lamp and
manual or digital buttons. It is used for heating, reheating, cooking or defrosting food
quickly using electromagnetic waves.
Explorer 2
Aim of the lesson: - To be able to ask about the space measurement and dimension using ‘what and ‘how’
constructions.
the language point.
on the board.

Oral drilling: • T. gives pps some cues to build questions • Volunteers to 5

Aim:To check pps’ on dimensions and size. communicate their mn
understanding orally. sentences.
Task 01 • T. invites pps to ask questions on the • Volunteers to 10

Aim:To check pps’ underlined words communicate their mn
understanding through a • T. sets pps to task. questions to the
• T. jots down the keys on the board. class.
written task.
3-Task 01 p.138/139 • T. asks pps to use the information in the • Volunteers to 15

Aim:To consolidate the blue box so as to write the questions. communicate the
lge point • T. sets pps for task. questions to the mn
• T. jots down the keys on the board. class.
5- Free production • T. invites pps to work in pairs • Pairs of pps 10

(pair work) • T. invites them to work with their partners communicate their mn
to produce a conversation using the dialogues to the
Aim:To produce information in the fact boxes. class.
conversation using the • T. sets pps for task.
lge point studied
1-ANTICIPATE:
TT: Last session we talked about satellites. Can you remind me of how much does the Hubble Space
Telescope weigh?
PP1: It weighs 11 tons.
TT:What about its length? PP:It is 13 m long.
TT:Consider the following example: The Hubble Space Telescope is cylindrical.It is 13 m long and it
weighs 11 tons.(On the board)
TT: Ask questions on the underlined words.
PP: 1- What is the shape of the Hubble Space Telescope? 2- How long is it? Or what is its length? 3- How
much dos it weigh? Or what is its weight?(On the board)
TT:What are the ‘wh’ words in these questions used for?
PP: They are used to ask about the dimension (height, width and length) and size (How large or how small
a person or thing is).
Dimension: a measurement in space for example height, width and length. Size: How large or how small
a person or thing is. One of the number measurements of cloths, shoes ….
Rule: When we want to ask about measurements, we use the following‘What’ or ‘how’ constructions:
‘How’ construction ‘What’ construction measurements
How large/wide….? What is the widthof…? Width
How large…? What is the area of….? area
How large / how small…? What is the size of…? What size….? size
How long…? What is the length of…? length
How tall/high…? What is the height of…? height
How deep…? What is the depth of…? depth
How far…? What is the distance of….? distance
How fast/speedy…? What is the speed of …? speed
How heavy… ?/ How much does /do… weigh? What is the weight of…? weight
How much time does it take for….to….?/How long….? What is the time put ….? duration
Oral drills: Here are some answers to questions. Find their questions.
1-The Mississippi River is 3778 km long. 2- Algeria is 2381.741 square km. 3- Peter is 1.75m tall. 3- I
take a size 42 in shoes. (What size do you take?/ what size are you in shoes?) 4- Algiers is 610 km far
from Ghardaia.

A- What was the weight of Sputnik 1? How heavy was…? How much did Sputnik 2 weigh?B- How far is
the moon from the earth?C- How much time does it take for our planet to make one complete revolution
around the sun?D- How high is the Mount Everest? E- How tall was Yuri Gagarin?F- How long is the
planet Mars?/ How large is it?/ How deep is it? G-How fast does light travel?
Consolidation task: Ask ‘wh’ questions on the underlined words.

1- Jupiter is 142,800 km in diameter2- Neptune is 4.5 billion kmfar from the Sun.3- The sun is about 4.6
billion years old. 4- It takes 365/366 days to earth to make a complete revolution round the sun.
Free production: Work with your partners and write a short conversation about a selected planet from the
fact boxes.
Unit 03:It’s a giant leap for mankindTheme: astronomy & the solar system Lesson:Vocabulary
explorer
Pronunciation and spelling
Aim of the lesson: - To practise word derivation as well as recycle the use of plural forms and stress
for disyllabic words.

Quick revision: • T. interacts with pps to elicit information • Pps reminds T. of the
Aim: To revise the related to the previous session briefly. previous session
pre-requisites and 5
introduce the thematic m
vocabulary. n
Task 1 p.139 • T. invites pps to go to task 2 p.138 of their • Pps do the activity. 1
Aim:To practice word textbooks and pick out words in relation to • Volunteers to 0
derivation in relation measurements and then classify them in the communicate their m
table of task 1 p.139 sentences to the class.
to the space n
• T. jots the answers of the pps on the board.
measurements Then asks them to derive verbs and advs for
the selected nouns.
• Now, T asks them to put some key words of
the lists in meaningful sentences.
Task 02 p.139 • T. gets pps’ attention on the example situation • Pps have attention on 1
Aim:To practice space to identify the type of measurement the example situation 0
measurements. expressed. to identify the type of m
• Now, T. sets pps to task 2p.139 (matching measurement
n
task) expressed.
• T. asks volunteers for answers. • pps do task 2p.139
• T. jots down the keys on the board. (matching task)
• Volunteers’ answers.
Task 03 p.140 • T. gets pps’ attention on the example • Pps have attention on 1
Aim:reclycle the use situation, then invites them to transform the the example situation. 5
of plural forms in sentence replacing the singular form of the Then volunteers m
nouns by the plural one. transform the sentence
context. n
• T. asks pps to classify the words on the board replacing the singular
in the table form of the nouns by
• Now, T. sets pps to task 3p.140 (gap filling) the plural one.
• T. asks volunteers for answers. • pps classify the words
• T. jots down the keys on the board. on the board in the
table
• pps do task 3 p.140
(gap filling)
• Volunteers’ answers.
Pronunciation/ • T. gets pps’ attention on underlined words of • pps consider, deduce 1
spelling the example situation on the board. Now, T. • Pops underline the 5
invites them to identifythe category of the stressed syllable and
Aim:reclycle the underlined word as well as its number of practice stress orally. m
stress for disyllabic syllables and stress to deduce the lge point • Pps listen to their n
words. targeted. teacher and identify the
• T. asks pps to underline the stressed syllables stressed syllables.
Task 3p. 140 in the words jotted on the board
• Now, T. invites his pps to listen to himreading
the short text in task 3 p.140 while
identifying te stressed syllables of the words
in bold type.
• Now .T asks pps to think of some words
having two syllables and communicate the to
the class with the right pronunciation
ANTICIPATE:
TT: Last session we sawhow to askaboutmeasurements. Can you tell me which measurements we dealt
with?
PP1: width, speed, length, size,...
TT:Well go back to task 3 p.139. Use the information in the blue box then fill in the table task 1 p.140
verbs nouns adjectives
weigh Weight- height- length- depth- High- tall – heavy -long – wide
distance- speed- width - deep-
Well derivenouns and adverbs from the following:-
nouns Verbs adverbs
height To heighten Highly/
length To lengthen lengthwise/ lengthways
depth To deepen deeply/deep
speed To speed speedily
width To widen widthways
 Examples for the adverbs widthways and lengthways:
Cut the banana in half lengthways. Cut the cake in half widthways.
Keys to task 2p.145:
1- B 2- A 3- C 4- E 5 - D
Plural forms:
A satellite is an invention which helps man to discover the outer space.
TT:can you supply the plural form of the underlined words?
PP: satellites – inventions - men
Oral drilling: Here are some nouns. Classify them in the table.
Curricula- strata- university- belief -fish (pl/ sing) - hero - criterion –debris/debri/(pl/ sing)- fragments –
women- bodies- hypothesis- phenomenon- halves
1- believe 2- belief 3- proved 4- proof
Pronunciation/ spelling: stress in disyllabic words
Consider the example situation:

The planet earth rotates round the sun.
T. continues the interaction and prompts pps to deduce the rules of the language point
Oral drilling:Here are some verbs and nouns. Classify them according to their stressed syllables.
derive– orbit – project- maintain- desert - insult- rebel /’reb3l/- status- design –planet
Stress on the first syllable Stress on the second syllable
Orbit-project-desert- insult –rebel- status- design- Derive- project- maintain- desert- insult-design
planet
Increase - increasing -increases - decreases - decrease
Unit 03:It’s a giant leap for mankindTheme: astronomy & the solar system Lesson:Think, pair,
share
Aims of the lesson: To be able to communicate an expository presentation by re-investing the language
previously studied.
1-pre-writing • T. interacts with his pupils to • Pupils respond
Aim: To activate learners’ prior elicit information related to the orally to T’s 10
knowledge and prepare them to pre-requisites questions. mn
the writing phase. • T. sets a purpose for writing to
- To set a purpose for writing. raise pps’ interest and link them
to the topic.
• While introducing the topic, T.
brainstorms the main ideas
paving the way to mind-
mapping.
2- Composing /drafting • T. links his pps with a real • Pupils start writing 15m
Aim : To scheme the first draft situation to set them for their first draft n
by expanding the notes in the drafting(.T. writes the instruction • Pupils are
mind- mapping on the board) conferencing with
• T. divides the class into balanced their peers and T.
groups.
ask any help in order to put in
practice their ideas.
• T. sets sufficient time for drafting.
3-Revising organisation / • T. asks each group head to • Pupils exchange 15m

content communicate the drafts to the their drafts with n
Aim:To spot the areas of class.T. reminds the class to listen peer group for
weakness and revise carefully and have comments. eventual
organization and content. • T. asks his pps to exchange drafts comments.
for peer assessment(comments)
• T. checks the group works, helps
pps with his constructive remarks
4- Rewriting/ editing: • T. asks the groups to write the • Pupils start writing 10
Aim:To provide readership final draft paying attention to the final draft. mn
(real audience). spelling,punctuation,capitals and
grammar mistakes.
-To raise pps’ awareness on
what they have produced.
next school wall magazine.
• If time doesn’t to finish the work,
T. will give it as an assignment
for pps to be completed at home.
1-ANTICIPATE:
TT: Last session we dealt with the two main types of satellites. Can you remind me of them?
PP: natural satellites- artificial satellites.
TT: What is the satellite of our planet earth? PP:the moon.
TT:Well has man tried to explore the moon?PP: yes.
TT:What were the first nations that explored the moon?
PP:Russia and America.
TT:Who was the first man who set his foot on the moon?
PP:Neil Armstrong and Buzz Adrian (American astronauts). It was on July 21st 1969.
*The teacher continues the interaction paving the way to mind mapping that will be jotted on the board.
The Moon
characteristics Data Moon exploration

1-geological composition rocky - Ptolemy (Greek
2- temperatures + 110(sunlit) observer), 100-170 A.D
- 170(lunar nights) observed the moon with
a quadrant.
3- Age 4.6 billion years
- The US Apollo Space
4- Atmosphere - no life- no oxygen- no water
program initiated by the
5- diameter 3.476 km president John F.
6- surface gravity 0.16(1/6) that of the Kennedy in 1961.
earth - July 20, 1969, Neil
7- average distance from 381.155km Armstrong and Buzz
the earth Adrian (US astronauts)
8- orbits around the earth in a west- to- east first men landed on the
direction every 27.32 days moon during the Apollo
9-diameter 3.476 km 11 flight
Topic: Using the information in the table, write a short expository presentation of the moon.
A sample expository presentation of the moon:
The Moon: Mother’s Earth
Our solar system is composed of different elements such as the planets, the sun,comets, asteroids, stars, galaxies
and the moon. The latter is an earth satellite orbiting around the earth once every 27 .32 days and shines at
night by light reflected by the sun. It has a rocky geological composition and a diameter of about 3.476 km.
According to astronomers, the moon’s existence goes back to 4.6 billion years. Its surface gravity is about
1/6 that of the earth. Concerning the temperatures, they are wide apart: on the sunlit side they can reach
+110 and on lunar nights they can go below 170 degree Celsius. The moon presents no sign of life because
it contains no water and no oxygen.
Man has been interested in the exploration of the moon a long time ago. As a matter of fact, the first
pioneers were the Greeks. Ptolemy, the famous Greek astronomer (100-170 A.D) observed the moon with a
quadrant.Since then, many astronomical works were made. In the mid- twentieth century, and over the Cold
War, the powerful nations America and Russia devoted huge sums of money for space exploration. Indeed,
The US Apollo Space program was initiated by the president John F. Kennedy in 1961. On July 20, 1969,
the two American astronauts Neil Armstrong and Buzz Adrianlanded on the moon for the first time in
history during the Apollo flight 11.
Today, there are plans to build space bases on the moon to set giant telescopes and launch space ships from
there to distant planets.

Our solar system is composed of different elements such as the planets, the sun, comets, asteroids, stars,
galaxies and the moon. The latter is an earth satellite orbiting around the earth once every 27 .32 days and
shines at night by light reflected by the sun. It has a rocky geological composition and a diameter of about
3.476 km. According to astronomers, the moon’s existence goes back to 4.6 billion years. Its surface
gravity is about 1/6 that of the earth. Concerning the temperatures, they are wide apart: on the sunlit side
they can reach +110 and on lunar nights they can go below 170 degree Celsius. The moon presents no sign
of life because it contains no water and no oxygen.
quadrant. Since then, many astronomical works were made. In the mid- twentieth century, and over the
Cold War, the powerful nations America and Russia devoted huge sums of money for space exploration.
Indeed, The US Apollo Space program was initiated by the president John F. Kennedy in 1961. On July 20,
1969, the two American astronauts Neil Armstrong and Buzz Adrian landed on the moon for the first time
in history during the Apollo flight 11.
Today, there are plans to build space bases on the moon to set giant telescopes and launch space ships
from there to distant planets.

Our solar system is composed of different elements such as the planets, the sun, comets, asteroids, stars,
galaxies and the moon. The latter is an earth satellite orbiting around the earth once every 27 .32 days and
shines at night by light reflected by the sun. It has a rocky geological composition and a diameter of about
3.476 km. According to astronomers, the moon’s existence goes back to 4.6 billion years. Its surface
gravity is about 1/6 that of the earth. Concerning the temperatures, they are wide apart: on the sunlit side
they can reach +110 and on lunar nights they can go below 170 degree Celsius. The moon presents no sign
of life because it contains no water and no oxygen.
quadrant. Since then, many astronomical works were made. In the mid- twentieth century, and over the
Cold War, the powerful nations America and Russia devoted huge sums of money for space exploration.
Indeed, The US Apollo Space program was initiated by the president John F. Kennedy in 1961. On July 20,
1969, the two American astronauts Neil Armstrong and Buzz Adrian landed on the moon for the first time
in history during the Apollo flight 11.
Today, there are plans to build space bases on the moon to set giant telescopes and launch space ships
from there to distant planets.
Unit 03:It’s a giant leap for mankindTheme: astronomy & the solar systemLesson:Read and
Consider
Aims of the lesson: -To make learners discover the solar system.

1- Anticipate: • T. interacts with his pupils to elicit • Pupils respond orally to T’s
Aim: To activate information related to the previous questions.
learners’ prior session. • Pps discuss the picture on 15
• T. interacts with his pps through the series p.143 as a background to mn
knowledge, introduce
of questions (exploiting the picture on elicit the related voc then
the topic and prepare p.143 as a background to elicit the related label the 9 heavenly bodies
them to the reading voc( universe-solar system- heavenly in the picture
phase. body- rotate-revolve-revolution-remote-
-astronomy…). Then T. invites them to
label the 9 heavenly bodies in the picture.
• While introducing the topic, T. instructs

b-Prediction guide: • Ppsconsider the list of things
his ppsto consider the list of things and
Aim: To set a purpose tick the one that may make our solar and tick the one that may
for reading. system make our solar system
2-Read and check: • T. instructs pps to read the text p.143/144 • ppsread and check their 10
Aim: To check and check their predictions to the predictions. mn
answers and get a prediction guide task. • Volunteers to communicate
• T instructs pps to communicate their their predictions to the class.
general understanding
answers and justify them. • pps justify them
of the reading passage
3-Read/ say true or • T. instructs pps to consider the statements • Ppsconsider the statements 10
false statements on the hand-outs given to them. Now, T. on the hand-outs given to mn
Aim: To check asks them to read the text p. again and say them. Now, T. asks them to
whether they are true or false and justify read the text p. again and say
detailed
their answers. whether they are true or false
understanding. • T. sets a time limit and justify their answers.
• T. invites volunteers to communicate their • Volunteers to communicate
answers and justify them. their answers and justify
them.
4- Read/answer • T. instructs pps to read the textagain and • Pps read again the text and 15
comprehension. qqs answer the qqs in task 03 in their hand- answer the qqs in taskin task mn
Aim: To check a more outs. 03 in their hand-outs.
• T. sets a time limit • Volunteers to the board to
detailed
• T. invites volunteers to communicate their write down their answers.
understanding. answers and report them on the board.
5-After reading: • T. invites two heavenly bodies and try to • Ppsconsider the two 5
Aim: To be able make a comparison in a piece of writing heavenly bodies and try to mn
toexpresssimilarities • If time doesn’t allow finishing the task, T. make a comparison in a piece
can assign it as homework. of writing
and differences by
• Now, volunteers to report
comparing two their writing to the class
heavenly bodies
1-ANTICIPATE:
TT: In the previous sessions, we talked about the outer space or our universe.Well suppose you travelled
into the space with a group of astronauts, what would see as heavenly bodies?
PP: planets, the moons, stars, galaxies....
TT:Well havelook at the picture p.143 in your book. What does it represent?
PP:The solar system.
TT:Well can you label the heavenly bodies presented in the picture?
PP: 1- Mercury 2- Venus 3 – Earth 4 - Mars 5- Jupiter 6 – Saturn 7 -Uranus 8 - Neptune 9-Pluto
Prediction guide:
Here is a list of things that make up our solar system. Classify them in the table.
1-The moon 2- spaceships 3- Jupiter 4- asteroids 5- Uranus 6- meteors 7 -the sun 8- UFO
9- galaxies 10- extra-terrestrials 11- comets 12- space suit 13- earth 14-pluto 15- stars 16- Mars
17 - Saturn 18-Venus 19-Mercury 20- aerospace
Things included in the solar system Things not included in the solar system
1-The moon 3- Jupiter 4- asteroids 5- Uranus 2- spaceships 8- UFO 10- extra-terrestrials
6- meteors 7 -the Sun 9- galaxies 11- 12- space suit 20- aerospace
comets 14-pluto 15- stars 16- Mars 17 -
Saturn 18-Venus 19-Mercury
Task one: Read the passage page 143/144 and check your answers in the prediction guide.
TT: A lot of people get wrong information about our solar system. So are you good at astronomy?
PP: No/yes…
TT: Well in order to confirm whether you are good at astronomy, say if these statements are true or false.
a- There are thousands of little planets called asteroids.
b- Some planets have moons.
c- Comets look like bright stars with tails.
d- The Sun is not a starand it is lighter than the earth.
e- The Sun is smaller than the nine planets and it rotates around heavenly bodies.
f- Stars are remote suns that bright less that the Sun.
g- Each planet gets its light from its own.
h- Remote planets have smaller orbits and travel more slowly.
Task two: Read the passage page 143/144 and check your answers in the prediction guide.
a b c d e f g h
T T T F F T F F
Task three:Read the text again and answer the comprehension questions on page 142.
A- What are the heavenly bodies thatconstitute the solar system?
Rank them according to size (from the smallest to the largest)
B- In what way is the orbit of the moon different from those of the planets?
C- Whose speed is 12 miles per second?
D- What makes life possible on earth?
E- Why are the planets likened to huge mirrors?
Keys:
A- Meteors – comets – asteroids – moons – planets– stars- galaxies
B- The moon orbits around the earth whereas the planets orbit around the sun
C- The heavenly bodies.
D- The heat andlight energy make life possible on earth.
E–They are likened to huge mirrors because they reflect the light from the sun.
After reading:Are there any similarities and differences between earth and Jupiter? Justify your answer.
Possible key:The two planets have some similarities and differences. Both earth and Jupiter rotate around
the Sun.Then, earth gets its light from the Sun the same as Jupiter. However, Jupiter is larger than earth in
diameter.Unlike earth,Jupiter takesmore time 11 Earth yearsto make one complete revolution around the
Sun. Add to this, contrary to Jupiter, life is possible on earth.
Unit 03:It’s a giant leap for mankindTheme: astronomy & the solar systemLesson:Read and
Consider
Prediction guide:
Here is a list of things that make up our solar system. Classify them in the table.
1-The moon 2- spaceships 3- Jupiter 4- asteroids 5- Uranus 6- meteors 7 -the sun 8- UFO
9- Galaxies 10- extra-terrestrials 11- comets 12- space suit 13- earth 14-pluto 15- stars 16-
Mars 17 - Saturn 18-Venus 19-Mercury 20- aerospace
Things included in the solar system Things not included in the solar system
A lot of people get wrong information about our solar system. So are you good at astronomy?
Well in order to confirm whether you are good at astronomy, say if these statements are true orfalse.
a- There are thousands of little planets called asteroids.
b- Some planets have moons.
c- Comets look like bright stars with tails.
d- The Sun is not a starand it is lighter than the earth.
e- The Sun is smaller than the nine planets and it rotates around heavenly bodies.
f- Stars are remote suns that bright less that the Sun.
g- Each planet gets its light from its own.
h- Remote planets have smaller orbits and travel more slowly.
Task two: Read the passage page 143/144 and check your answers in the prediction guide.
a b c d e f g h
………. ………. ………. …………… ……… …………. ………… ……………
. . . . … . … .
Task three:Read the text again and answer the comprehension questions on page 142.
A- What are the heavenly bodies that constitute the solar system?
Rank them according to size (from the smallest to the largest)
…………………………………………………………………………………………………………
…………………………………………….
B- In what way is the orbit of the moon different from those of the planets?
…………………………………………………………………………………………………………
…………………………………………………..
C- Whose speed is 12 miles per second?
……………………………………………………………………………
D- What makes life possible on earth?

…………………………………………………………………………………………………………
…………………………………………………..
E- Why are the planets likened to huge mirrors?
…………………………………………………………………………………………………………
……….
After reading: Are there any similarities and differences between earth and Jupiter? Justify your answer.
Explorer 1
Aim of the lesson: - To compare and contrast heavenly bodies using comparative and superlative adjectives or
adverbs.
the language point.
on the board.

Oral drilling: • T. asks ppschoose the correct form of the • Volunteers to 5

Aim:To check pps’ adjectives to complete the meaning of the communicate their mn
understanding orally. sentences. choice.
Task 01 • T. invites pps to complete the sentences on • Volunteers to 10

Aim:To check pps’ their hand-outs with comparatives or communicate the mn
understanding through a superlatives from the box. sentences.
• T. sets pps to task.
written task.
• T. jots down the keys on the board.
3-Task 02 p.145 • T. asks pps to use the information in the • Volunteers to 15

Aim:To consolidate the table so as to write sentences by communicate their
lge point introducing the comparatives and sentences to the mn
superlatives. class.
5- Free production • T. invites to think of some examples using • Volunteers to 10

the language point studied. communicate their mn
Aim:To produce a piece • If time doesn’t allow, T. assign this as sentences to the
of writing using the lge homework class.
point studied
1-ANTICIPATE:
TT:In the previous sessions, we talked about the outer space or our universe.Can you remind me of the
components of the solar system?
PP: planets, the moons, stars, galaxies....
TT:Now if we come to compare the nine planets, which one is the smallest? And which one is the largest?
PP: The smallest planet is Pluto and the largest one is Jupiter.
TT: Well consider the following example situations on the board:
1- More distantplanets havelargerorbits2- Venus issmaller thanJupiter.3- The light of the stars is less
intensethanthat of the Sun.4-Jupiter has as much manymoons asUranus. 5- Remote planets travel more
slowly(On the board)
Oral drills: Choose the correct form of adjectives or adverbs.

1- Pluto is (tinier- the tiniest- tiny) planet.
2- Neptune has (more -much –many-most) moons than Mars.
3- Saturn has the (more- much- most-) moons.
4- Which planet is the (farther- far- farthest) from the Sun?
5- Nearer planets travel (slow- slowest- more slowly) than distant ones.
6- The oceans are not (as deep as-deepest as- the deepest) the seas.
Task two:Complete the following sentences with comparative or superlative forms from the box.
more-coldest- the least- easiest - more quickly - as developed as - hottest - as high as - nearer
1- Satellites are put in different orbits. The ……………. orbit to reach is one …….………… to the
Earth.
2- Japan is ………….………. the U.S.A in the field of satellites.
3- Jupiter has ……………. Moons than Mars and Pluto has ………………..
4- The Sun’s centre temperature may be ……………..……27.000.000 million degrees Fahrenheit.
5- The …………………....… planet is Venus; however, the ….………………… is Pluto.
6- The field of electronics is developed …………..………….. than any other domains.
A- The earth is more distant from the Sun than Mercury

B- Mercury is nearer to the Sun than the Earth.
C- Neptune travels more quickly than Mercury and Venus.
D- Neptune has larger orbits than Earth and Venus
E- The diameter of Earth is smaller than that of Neptune.
F- Neptune has the largest diameter of the listed planets.
Free production:Use comparatives and superlatives in sentences of your own.
Explorer 1
Oral drills: Choose the correct form of adjectives or adverbs.

1- Pluto is (tinier- the tiniest- tiny) planet.
2- Neptune has (more -much –many-most) moons than Mars.
3- Saturn has the (more- much- most-) moons.
4- Which planet is the (farther- far- farthest) from the Sun?
5- Nearer planets travel (slow- slowest- more slowly) than distant ones.
6- The oceans are not (as deep as-deepest as- the deepest) the seas.
Task two:Complete the following sentences with comparative or superlative forms from the box.
more -coldest- the least- easiest - more quickly - as developed as - hottest - as high as - nearer
1- Satellites are put in different orbits. The ……………. orbit to reach is one …….………… to the
Earth.
2- Japan is ………….………. the U.S.A in the field of satellites.
3- Jupiter has ……………. Moons than Mars and Pluto has ………………..
4- The Sun’s centre temperature may be ……………..……27.000.000 million degrees Fahrenheit.
5- The …………………....… planet is Venus; however, the ….………………… is Pluto.
6- The field of electronics is developed …………..………….. than any other domains.

Keys to Task 02 p.145:
A- ………………………………………………………………………………………………..
B- ………………………………………………………………………………………..
C- ……………………………………………………………………….
D- ……………………………………………………………………………………..
E- ………………………………………………………………………………………..
F- …………………………………………………………………………………………….
Explorer 2
Aim of the lesson: - To compare and contrast heavenly bodies using link words of similarities and differences.
the language point.
on the board.

Oral drilling: • T. asks pps choose the correct link words to • Volunteers to 5
Aim:To check pps’ complete the meaning of the sentences. communicate their mn
understanding orally. choice.
Task 01 • T. invites pps to combine the sentences on • Volunteers to 10

Aim:To check pps’ their hand-outs with link words in brackets communicate the mn
understanding through a • T. sets pps to task. sentences.
written task.
3-Task 02 p.146 • T. asks pps to usethe information in the • Volunteers to 15

Aim:To consolidate the table so as to write sentences by communicate their
lge point introducing the link words of similarities sentences to the mn
and differences. class.

point studied
1-ANTICIPATE:
TT:In the previous sessions, we talked about the outer space or our universe.Can you remind me of the
components of the solar system?PP: planets, the moons, stars, galaxies....
TT: if we come to compareVenus and Earth, are there any similarities?PP: Yes. Both of them rotate around
the Sun.
TT:Now, are there any differences?PP: Yes. Life is possible on Earth, but on Venus it is not.
TT:Well consider the following example situations on the board:
1-Venus orbits around the Sun the same asJupiter2- The planets have no light of their own unlike the stars.
3- Jupiter takes 11 years to make one complete revolution while Earth makes it in one year. (On the
board)
T. interacts with his pps and prompts them to deduce the rules of the language point by the process of substitution.
TT: Which of the link words can replace ’the same as’ in example 1? But – similar to – contrary to- unlike
TT:Which of the link words can replace ’unlike’ in example 2? However – contrary to–in contrast to
TT:Which of the link words can replace ’while’ in example 3? However – contrary to – yet- whereas- like
T. continues the interaction and prompts pps to deduce the remaining rules of the language point by the process
ofrewriting.
1 - Rewrite sentence 1 by introducing the link word ‘both…and’ 2- Rewrite sentence 2 by starting it as
follows:Contrary to planets ….
Keep in mind: link words of similarities are: both …and - the same as – similar to –likewise (the same) – similarly –
identical to/with-neither …nor
Link words expressing differences are:but- however –yet-– while – whereas -in contrast to – contrary to – by
contrast- unlike - not the same as – conversely - different from – on the one hand… on the other hand
Oral drills: Choose the correct link word.

1- Pluto and Venus are (like- both- while) planets.
2- The diameter of Neptune is (the same as–different from –similar to) that of Mars.
3- Neptune has more moons than Mars; (similarly- however- unlike-), Saturn has most moons.
4- (Unlike- whereas- but) Uranus, life is possible on Earth.
5- Distant planets travel more quickly (yet- in contrast to- like) nearerones.
6- I have chosen astronomy as a specialty and I have expected that my classmate Peter to do (however-
likewise- different from).
Task two:Combine the following pairs of sentences using the link words in brackets. Make any
necessary change.
1- The Sun gives off light.The Stars give off light, too.(both…and)
2- The atmosphere of Saturn is composed of helium and hydrogen. The atmosphere of Jupiter is
composed of helium and hydrogen ( the same as)
3- Yuri Gagarin made a rotation around the Moon. Neil Armstrong set foot on the Moon.(whereas)
4- The planets travel into the space. The Sun is held in a fixed position.( yet)
5- Some people think that space exploration is beneficial to man. Some others believe it is waste of
time.(however)
6- My uncle thinks that extra-terrestrials exist. My father bears a different point of view. (contrary to)
7- John doesn’t want to study astronomy. David doesn’t want to study astronomy. (neither…nor)

A- Venus and Earth are approximately the same in diameter.
B- Neptune is different from Neptune in diameter.
C- It takes 0.241 earth years for Mercury to make one complete revolution; but it takes 164.8 years for
Neptune to do it.
D- Neptune has larger orbits unlike Earth and Venus
E- The diameter of Earth is smallcontrary to Neptune.
Explorer 2
Oral drills: Choose the correct link word.

1- Pluto and Venus are (like- both- while) planets.
2- The diameter of Neptune is (the same as–different from –similar to) that of Mars.
3- Neptune has more moons than Mars; (similarly- however- unlike-), Saturn has most moons.
4- (Unlike- whereas- but) Uranus, life is possible on Earth.
5- Distant planets travel more quickly (yet- in contrast to- like) nearer ones.
6- I have chosen astronomy as a specialty and I have expected that my classmate Peter to do (however-
likewise- different from).
Task two: Combine the following pairs of sentences using the link words in brackets. Make any
necessary change.
1- The Sun gives off light. The Stars give off light, too.(both…and)
………………………………………………………………………………………………….
2- The atmosphere of Saturn is composed of helium and hydrogen. The atmosphere of Jupiter is
composed of helium and hydrogen ( the same as)
…………………………………………………………………………………………………………
…………………………………………………………….
3- Yuri Gagarin made a rotation around the Moon. Neil Armstrong set foot on the Moon.(whereas)
…………………………………………………………………………………………………………
………………………………………………………
4- The planets travel into the space. The Sun is held in a fixed position.( yet)
………………………………………………………………………………………………………
5- Some people think that space exploration is beneficial to man. Some others believe it is waste of
time.(however)
…………………………………………………………………………………………………………
………………………………………………………….
6- My uncle thinks that extra-terrestrials exist. My father bears a different point of view. (contrary to)
…………………………………………………………………………………………………………
………………………………………………………………………………
7- John doesn’t want to study astronomy. David doesn’t want to study astronomy. (neither…nor)
…………………………………………………………………………………………………………
………………………………………………………………………………………….

A- …………………………………………………………………………………………………………
B- …………………………………………………………………………………………………... …
C- …………………………………………………………………………….. ………………………..
D- ……………………………………………………………………………………………………….
E- ………………………………………………………………………………………………………….
Explorer 3
Aim of the lesson: - To practise the state and dynamic verbs in context.
the language point.
on the board.

Oral drilling: • T. asks pps choose the correct form of the • Volunteers to 5
Aim:To check pps’ Verbs in brackets to complete the meaning of communicate their mn
understanding orally. the sentences. choice.
Task 01 • T. invites pps to give the correct form of • Volunteers to 10

Aim:To check pps’ the verbs in brackets to complete the communicate the the mn
understanding through a meaning of the sentences on their hand- correct form of the
outs. verbs in brackets.
written task.
• T. sets pps to task.
3-Task 02 p.146 • T. asks ppsto spot (find out) the mistakes • Volunteers to 15
Aim:To consolidate the and correct them to complete the meaning communicate the
lge point of the conversation p.147. correct form of the mn
• T. sets pps for task. verbs to the class.

point studied
1-ANTICIPATE:
TT:In the previous session, we talked about the outer space or our universe.Can you remind me of the
components of the solar system?PP: planets, the moons, stars, galaxies....
TT:Do you think that most of people know that life if possible only on our planet Earth?
PP: Yes.
TT:Now, do they know that planets travel into the space?PP: maybe/maybe not.
TT:Well consider the following example situations on the board:
1-Most people know that life if possible only on our planet Earth2- The nine planets travel into the space3-
We can see the movement of planets with a giant telescope.(On the board)
T. interacts with his pps and prompts them to deduce the rules of the language point.
TT: Which of the underlined verbsdescribe an action? PP:travel

TT:What do we callthe verbs that refer to an action? PP:dynamic /action verbs
TT:Which of the underlined verbs describe a state? PP:know/see
TT:What do we call the verbs that refer to a state? PP:state /stative verbs
T. continues the interaction and prompts pps to deduce the remaining rules of the language point by the process of
rewriting.
Keep in mind:Action or dynamic verbs describe events which happen in a definite period of time and have a definite
beginning and end. They can be put in both simple and progressive forms.
Stative verbsdescribe states which continue over a period of time and need not have a definite beginning and end.
They are usually put in simple form. Here are some common stative verbs: like –love- hate –detest-think-understand-
-know- see – hear- smell- touch- taste – prefer- want – seem - appear – belong – possess …
Oral drills: Choose the correct form of the verbs in brackets.

1- You (don’t seem- are not seeming) very happy today.
2- What (do you think- are you thinking) of space exploration?
3- She (is thinking-thinks)of spending her summer holiday abroad.
4- The dinner (smells – is smelling) good.
5- Most people (believe – are believing) that extra- terrestrials don’t exist.
6- Tomorrow we (see - are seeing) a new professor of astrophysics at the university.
Task two:Give the correct form of the verbs in brackets (simple or progressive)
1- Do you (to know) when was Ptolemy born? I (to suppose) that he was born in 100 A.D.
2- I (to see) that you (not to understand) the difference between astronomy and astrology.
3- Developed nations (topossess) giant telescopes. They (to use) them to provide us with information
about the outer space.
4- (You/ to take) some lessons on astronomy next week?
5- I (to conclude) from your analysis that you (to agree) with me on the fact that space exploration is
beneficial to man.
6- Scientists (to state) that the formation of our universe is due to the Big Bang. It (to mean) the
single explosion which occurred billion years ago.
7- My sister Meriem(to prefer) science fiction films than social ones.Now, she (to watch) the latest
movie entitled ‘The Aliens’.
Keys to Task p.147:
A- Love - know.B- understand A- don’t understand- mean B- mean A- see - suppose - B- know -
belongs - remember
Free production:Use stative or dynamic verbs in sentences of your own.
Explorer 3
Action and state verbs
Keep in mind:
Action or dynamic verbs describe events which happen in a definite period of time and have a definite beginning and
end. They can be put in both simple and progressive forms.
Stative verbsdescribe states which continue over a period of time and need not have a definite beginning and end.
They are usually put in simple form. Here are some common stative verbs: like –love- hate –detest-think-understand-
-know- see – hear- smell- touch- taste – prefer- want – seem appear – belong – possess …
Oral drills: Choose the correct form of the verbs in brackets.

1- You (don’t seem- are not seeming) very happy today.
2- What (do you think- are you thinking) of space exploration?
3- She (is thinking- thinks)of spending her summer holiday abroad.
4- The dinner (smells – is smelling) good.
5- Most people (believe – are believing) that extra- terrestrials don’t exist.
6- Tomorrow we (see- are seeing) a new professor of astrophysics at the university.
Task two:Give the correct form of the verbs in brackets (simple or progressive)
1- Do you (to know) ………………….when was Ptolemy born? I (to suppose)……………………..
that he was born in 100 A.D.
2- I (to see) that you (not to understand) …………………………….the difference between
astronomy and astrology.
3- Developed nations (to possess)……………………… giant telescopes. They (to use)
………………………………..them to provide us with information about the outer space.
4- (You/ to take) ………………………………some lessons on astronomy next week?
5- I (to conclude)………………… from your analysis that you (to agree)……………….. with me on
the fact that space exploration is beneficial to man.
6- Scientists (to state)……………….. that the formation of our universe is due to the Big Bang. It
(to mean)…………………….. the single explosion which occurred billion years ago.
7- My sister Meriem (to prefer)…………………… science fiction films than social ones. Now, she
(to watch) ………………………………….the latest movie entitled ‘The Aliens’.
Task p.147:
B- Love - know. B- understand A- don’t understand- mean B- mean A- see - suppose - B- know
- belongs - remember
Free production:Use stative or dynamic verbs in sentences of your own.

………………………………………………………………………………………………………..
……………………………………………………………………………………………………….
………………………………………………………………………………………………………..
………………………………………………………………………………………………………
Unit 03:It’s a giant leap for mankindTheme: astronomy & the solar system Lesson:Vocabulary
explorer
Pronunciation and spelling
Aim of the lesson: - To practise definitions, recycle the use of plural forms as well as the pronunciation of
final‘s’.
Quick revision: • T. interacts with pps to elicit information • Pps reminds T. of the
Aim: To revise the related to the previous session briefly by the previous session
pre-requisites and means of definitions. 5
introduce the thematic m
vocabulary. n
Task 1 p.147 • T. invites ppsconsider the definitions (A-F) of • Pps do the activity. 1
Aim:To practice task 1 p.147 of their textbooks and find in the • Volunteers to 0
definitions through text p.143/144 words and phrases that match communicate their m
the meaning of these definitions. answers to the class.
context. n
• T. sets time for pops for skimming through • Volunteers to
the paragraphs communicate their
• T. jots the answers of the pps on the board. sentences to the class
• T. invites pps to make sentences with some of
the obtained words of their own.
Task 02 p.148 • T. gets pps’ attention on the example situation • Ppshave attention on 1
Aim:To practice to identify suffixes targeted and interacts with the example situation 0
them to deduce the rules. to identify the targeted
suffixation(ist-er- or) • T. gives pps a list of nouns and tells them to language m
form names of jobs by adding the appropriate • pps do task 2p.148 n
suffix. • Volunteers’ answers.
• Now, T. sets pps to task 2p.148 (matching • Volunteers’ examples
task)
• T. asks volunteers for answers.
• T. asks pps to think of some names of job
constructed with the suffixes studied and put
them in sentences of their own
Pronunciation/ • T. gets pps’ attention on the example • Pps have attention on 1
spelling situation, and then invites them to transform the example situation. 5
the sentence replacing the singular form of Then volunteers m
Task 02 p.148 the nouns by the plural one. transform the sentence
n
Aim:Torecycle the • T. asks volunteers to listen to their teacher replacing the singular
use of plural forms, listing some singular nounsand give their form of the nouns by
plural forms paying attention their the plural one.
check a morpho-
pronunciation. • pps do task 2 p.148
phonemic • Now, T. sets pps to task 2p.148 • pps classify the words
associationand review • T. asks volunteers for answers. on the board in the
the pronunciation of • T. jots down the keys on the board. table(final ’s’)
final ‘s’. • Now T. invites them select the words ending
in ‘s’ and then classify them in the table
ANTICIPATE:
TT: Last session we talked about the progress made in astronomy and astrophysics. By the way can you
remind me of the definitions for the words astronomy and astrophysics?
PP: Astronomy:/3’strDn3mI/ the scientific study of the moon, the stars, planets, sun….
Astrophysics: /ᵆstr3ᵘ’fIZIKS/ the scientific study of the physical and chemical structure of the moon,
stars…
TT: Well consider the definitions in task 1 p.147 in the rubric vocabulary explorer. Now go back to the
previous text we have read (text p.143/144) and then find the words or phrases that match these definitions.
Keys to task 1 p.147:
A= tiny B= recognize C= streaming D= catch a glimpse E=incandescent (technical usage) -very
bright or full of emotion (formal usage) F = twinkling
TT: Now use some of the obtained words in sentences of your own.
Suggested examples:
1-Remote stars in the night appear tiny. 2- You must recognize that space exploration has brought many
benefits for man.3- The sunlight streams into the windows of my room. I have a streamingcold (a lot
liquid coming from the nose) 4-I catch a glimpse of my brother in the crowd then; suddenly, he’s
disappeared. 5- Today incandescent lamps are replaced by neon ones. 6 – In the night we can see the
twinkle of the harbour lights in the distance.
Suffixation: ist- er -or

TT:Do you know what we call the person who is specialized in the study of science? PP: a scientist.
Now consider the example situation on the board:
Ascientistisa researcherwho studies one or more of the natural sciences.
The teacher interacts with his pupils to deduce the targeted language point .
Keep in mind: To form names of jobs we need noun/verb+suffix ‘ist’- ‘er’ -‘or’
Oral drilling: Here are some nouns and verbs. Form names of jobs by adding appropriate suffix.
Act- biology - drive – direct- beg -explore -found– organize -perform - geography

1-astrologist 2- astronomer 3- astrophysicist 4- observers5 -scientist 6- psychologist
Pronunciation/ spelling: plural forms/ the pronunciation of final ‘s’
Plural forms:TT: Go back to the example you have just seen (the one which illustrates the names of jobs).
Rewrite it by replacing the underlined singular nouns by plural ones.
Scientists are researcherswho study one or more of the natural sciences.
T. interacts with pps to review the rules of the language point( see Tips BOX P.148).
Oral drilling: Here are some singular nouns. Give their plural forms.
Stratum- university- belief -news (pl/ sing) - hero - criterion –debris/debri:/( pl/ sing)- event- body-
knowlege- phenomenon- half
1- theories 2- categories 3- theses 4-men5- women 6- beliefs7- mysteries8- facts 9-origins 10-
hypotheses
The pronunciation of final’s’:

Task: Classify all the nouns ending in ‘s’ in the following table:
/s/ /z/ /iz/
Facts- astrophysicists- beliefs Theories- categories- mysteries- Theses- hypotheses
origins - astronomers
share
Aims of the lesson: To be able to communicate ashort essay based on hypothesis by re-investing the
language previously studied.
1-pre-writing • T. interacts with his pupils to • Pupils respond
Aim: To activate learners’ prior elicit information related to the orally to T’s 10
knowledge and prepare them to pre-requisites questions. mn
the writing phase. • T. sets a purpose for writing to
- To set a purpose for writing. raise pps’ interest and link them
to the topic.
• While introducing the topic, T.
brainstorms the main ideas
paving the way to mind-
mapping.
2- Composing /drafting • T. links his pps with a real • Pupils start writing 15m
Aim : To scheme the first draft situation to set them for their first draft n
by expanding the notes in the drafting(.T. writes the instruction • Pupils are
mind- mapping on the board) conferencing with
• T. divides the class into balanced their peers and T.
groups.
ask any help in order to put in
practice their ideas.
• T. sets sufficient time for drafting.
3-Revising organisation / • T. asks each group head to • Pupils exchange 15m

content communicate the drafts to the their drafts with n
Aim:To spot the areas of class.T. reminds the class to listen peer group for
weakness and revise carefully and have comments. eventual
organization and content. • T. asks his pps to exchange drafts comments.
for peer assessment(comments)
• T. checks the group works, helps
pps with his constructive remarks
4- Rewriting/ editing: • T. asks the groups to write the • Pupils start writing 10
Aim:To provide readership final draft paying attention to the final draft. mn
(real audience). spelling,punctuation,capitals and
grammar mistakes.
-To raise pps’ awareness on
what they have produced.
next school wall magazine.
• If time doesn’t to finish the work,
T. will give it as an assignment
for pps to be completed at home.
1-ANTICIPATE:
TT: Last session we dealt with astronomy and the job of astronomers. Do you how astronomers or
scientists explain the creation of the universe?
PP: They said that this is because of the single large explosion (the theory of Big Bang).
TT: What about the extinction of the dinosaurs? PP:may be because of the volcanoes- collision of
comets/asteroids with our planet Earth.
Pre-writing: set a purpose for writing
TT:Well suppose if comet collided with our planet, what would happen?
PP: We would have serious consequences (millions of people would die- climate change- the spread of
poisonous gases….)
TT:Well let’s put the suggested consequences in the following chain of events.
*The teacher continues the interaction
Collision with a paving
comet the way to mind mapping that will be jotted on the board.
Events Consequences
Event one A crater formed- volcanic eruption- spread of dust- planet earth
be in the dark for many years- material and human damage-
-reduction of oxygen –noxious gases- suffocation
Temperatures drop / go up sharply- climate change occur-
Event two rain/snow falls be frequent-flooding- ice age -drought - tsunami-
desertification- pollution
Food and water polluted- serious diseases- shortage of food and
Event three
water - - few people survive- starvation…
Final outcome Extinction of many species
Topic: Using the information in the table, write a short hypothetical essay predicting possible
consequences if a comet collided with our planet Earth. Have a good use of the second conditional, link
words of result, modals expressing probability as well as state and dynamic verbs.
A sample essay:
What Would Happen If a Comet Collided With Our Planet?
I suppose if a comet collidedwith our planet Earth, the consequences would be very serious and probably we
wouldexperience an apocalyptic scene.
First, a crater would be formed and this would probably cause a volcanic eruption devastating everything in its
way: buildings, roads and electricity and gas networks. Then, because of this deep impact, heavy dustwould
cover most parts of the world; and so, our planet would be in the dark for many years. Add to this, the rate
of oxygen would be reduced because of the spread of noxious gases. Consequently, the survivors would be
suffocated and;I think that life might be almost impossible then. Second, the climate map would know a
radical change. The temperatures would probably go up sharply and the world would know a series of
natural disasters such as flooding, tsunami, drought and desertification. As a result, most parts of the world
would beunder water and food crops and drinkable water would be polluted. Third, there would be food
and water shortage and; I presume that millions of living creatures would die from starvation and diseases.
However, the temperatures might drop as well and; therefore, the consequences would be dramatic. For
instance, there might be frequent snow or freeze storms and the survivors would probably live an ice age
for a couple of years. More serious than this, the remaining living creatures might be threatened to
extinction mainly the human race.
In the end, I think that scientists today work hard to find ways in order to prevent possible disasters.
share
Collision with a comet
Events Consequences
be in the dark for many years- material and human damage- -
reduction of oxygen – noxious gases- suffocation
Event three water - - few people survive- starvation…
share
Collision with a comet
Events Consequences
be in the dark for many years- material and human damage- -
reduction of oxygen – noxious gases- suffocation
Event three
water - - few people survive- starvation…
share
A sample essay:
I suppose if a comet collided with our planet Earth, the consequences would be very serious and probably we
would experience an apocalyptic scene.
First, a crater would be formed and this would probably cause a volcanic eruption devastating
everything in its way: buildings, roads and electricity and gas networks. Then, because of this deep impact,
heavy dust would cover most parts of the world; and so, our planet would be in the dark for many years.
Add to this, the rate of oxygen would be reduced because of the spread of noxious gases. Consequently, the
survivors would be suffocated and; I think life might be almost impossible then. Second, the climate map
would know a radical change. The temperatures would probably go up sharply and the world would know a
series of natural disasters such as flooding, tsunami, drought and desertification. As a result, most parts of
the world would be under water and food crops and drinkable water would be polluted. Third, there would
be food and water shortage and; I presume that millions of living creatures would die from starvation and
diseases. However, the temperatures might drop as well and; therefore, the consequences would be
dramatic. For instance, there might be frequent snow or freeze storms and the survivors would probably
live an ice age for a couple of years. More serious than this, the remaining living creatures might be
threatened to extinction mainly the human race.
share
A sample essay:
I suppose if a comet collided with our planet Earth, the consequences would be very serious and probably we
would experience an apocalyptic scene.
First, a crater would be formed and this would probably cause a volcanic eruption devastating
everything in its way: buildings, roads and electricity and gas networks. Then, because of this deep impact,
heavy dust would cover most parts of the world; and so, our planet would be in the dark for many years.
Add to this, the rate of oxygen would be reduced because of the spread of noxious gases. Consequently, the
survivors would be suffocated and; I think life might be almost impossible then. Second, the climate map
would know a radical change. The temperatures would probably go up sharply and the world would know a
series of natural disasters such as flooding, tsunami, drought and desertification. As a result, most parts of
the world would be under water and food crops and drinkable water would be polluted. Third, there would
be food and water shortage and; I presume that millions of living creatures would die from starvation and
diseases. However, the temperatures might drop as well and; therefore, the consequences would be
dramatic. For instance, there might be frequent snow or freeze storms and the survivors would probably
live an ice age for a couple of years. More serious than this, the remaining living creatures might be
threatened to extinction mainly the human race.
Unit 03:It’s a giant leap for mankindTheme: astronomy & the solar systemLesson:Reading and
writing
Aims of the lesson: -To expose learners to argumentative reading passages with reference to their functions
and categories of reasoning.

1- Anticipate: • T. interacts with his pupils to elicit • Pupils respond orally to T’s
Aim: To activate information related to the previous questions.
learners’ prior session. • Pps discuss the picture on 15
• T. interacts with his pps through the series p.143 as a background to mn
knowledge, introduce
of questions to elicit the related elicit the related voc then
the topic and prepare voc( universe- heavenly body- deep label the 9 heavenly bodies
them to the reading impact collision- collide -comet – in the picture
phase. explosion- fire - rocket…). Then T. invites
them to label the 9 heavenly bodies in the
picture.
b-Prediction guide:
• While introducing the topic, T. instructs
Aim: To set a purpose • Ppsconsider the list of things
his ppsto consider and discuss statements
for reading. in the prediction guide (hand out)agree or and tick the one that may
disagree. make our solar system
2-Read and check 1: • T. instructs pps to skim through the text • ppsread and check their 10
Aim: To check a p.157/158 and check their predictions to predictions. mn
general understanding the prediction guide task. • Volunteers to communicate
• T instructs pps to communicate their their predictions to the class.
of the text.
answers and justify them. • pps justify them
3-Read and check 2 • T. instructs pps toreadthe paragraph p.156 • Pps read the paragraph p.156 10
Aim: To get pps and then answer the questions in task one, and then answer the mn
familiar with the two and three on the same page. questions in task one, two
• T. invites to communicate their answers to and three on the same page
journalistic style(lead-
the class • Volunteers to communicate
in) their answers to the class
4- Read/answer • T. instructs pps to read the text again and • Pps read again the text and 15
comprehension. qqs answer the qqs in task 03 in their hand- answer the qqs in taskin task mn
Aim: To check a outs. 03 in their hand-outs.
detailed understanding • T. sets a time limit • Volunteers to the board to
• T. invites volunteers to communicate their write down their answers.
of the text. answers and report them on the board.
5-After reading: • T. invites discuss the type of discourse of • Pps discuss the type of 5
Aim: To be able to the reading passage. discourse of the reading mn
express a point of • Now, T invites them to consider the coping passage.
box on page 159 and then discuss the • Pps consider the coping box
view as well as
function and the category of reasoning of on page 159 and then discuss
discover the functions the reading passage. the function and the category
and categories of an • If time doesn’t allow finishing the task, T. of reasoning of the reading
argumentative texts. can assign it as homework. passage.
• Volunteers answers
1-ANTICIPATE:
TT: Last session we dealt with astronomy and the job of astronomers. Do you how astronomers or
scientists explain the creation of the universe?
PP: They said that this is because of the single large explosion (the theory of Big Bang).
TT: What about the extinction of the dinosaurs? PP:may be because of the volcanoes- collision of
comets/asteroids with our planet Earth.
Pre-writing: set a purpose for reading
TT:Well, suppose if comet was directing towards our planet, would man be able to face the danger?
PP: -Yes, because I think he possesses sophisticated technology to divert this danger and avoid any
possible collision.
No, I think even though he possesses sophisticated technology, the impact would be deep.
Prediction guide:
Well here are some statements about the debate raised on space programmes. Say whether you agree or
disagree. Why?
Statements I agree I disagree
a- Man has knowledge about comets and space science. So, he can detect
possible collision of comets with our planet.
b- We should fire cometsdirecting towards our planet with rockets.
c- Space science is vital for humanity.
TT:Now, who do you thinkthis lengthy text is written by,ajournalist, a scientist or a writer?
PP: different answers
TT: Well to help you get the right answer, consider the short paragraph on page 156. It is taken from
lengthier text. Read it quickly and then answer the questions in tasks one, two and three on the same page.
Keys to the tasks:
1-The paragraph is written by a journalist(David Grinspoon)2-It is taken from a newspaper article because
the paragraph in question is a lead-in. Its purpose is to entice the reader to read the whole article or news
story.3– The paragraph fits in the beginning of the text because “why” indicates that a rhetorical question is
asked and we expect that it will be answered in what comes next.
Task three:Read the text again and answer the comprehension questions on page 158
A- Why did the NASA fire an explosive barrel in the path of Temple 1? Give one reason only.
B- Did people approve of throwing rockets at comets?
C- The author believes that the origin of life Earth can be explained through a better knowledge of
space. What paragraph indicates that?
D- Why is space science vital for humanity according to the author? Explain by analogy with the fate
of the dinosaurs.
Keys:
A-In order to learn about the impact that a collision with comets might have on our planet. B- No, they
didn’t. C- Paragraph five. D- The dinosaurs wouldn’t have disappeared if they had known how to divert
the course of comets. The space programme is vital it can avoid the kind of collision that caused the
disappearance of dinosaurs.
After reading:1-According you, what type of discourse is the reading passage, descriptive, narrative,
argumentative or expository? Justify your answer.
Possible key:It is argumentative text because, right at the beginning, the author is defending an opinion.
“So we can learn about the impact that a collision…” “We will also have the chance to look at the crater…”
“In this way, we will also learn about the life secrets that lie deep within the hole of the comet.
“This explosion is not going to hurt anyone or anything”.
2-Discuss the function of this argumentation as well as its category of reasoning.
Possible key:function: The author is persuading the reader on the importance of space programme
persuasive. Category of reasoning: it is based on analogy (he presents concrete arguments by comparing
situations (past and present)
Unit 03:It’s a giant leap for mankindTheme: astronomy & the solar systemLesson:Reading and
writing
Prediction guide:
Well here are some statements about the debate raised on space programmes. Say whether you agree or
disagree. Why?
Statements I agree I disagree
d- Man has knowledge about comets and space science. So, he can detect
possible collision of comets with our planet.
e- We should fire comets directing towards our planet with rockets.
f- Space science is vital for humanity.
Task two: Who do you think this lengthy text is written by, a journalist, a scientist or a poet?
Well to help you get the right answer, consider the short paragraph on page 156. Read it quickly and then
answer the questions in tasks one, two and three on the same page.
Keys to the tasks:
1-The paragraph is written by a …………………………………………………………..2-It is taken
from……………………………………
Its purposeis ………………………………………………………………...
3–The paragraph ………………………………………………………………………………………………
……………………………………………………………………………………………………..
Task three:Read the text again and answer the comprehension questions on page 158
A- Why did the NASA fire an explosive barrel in the path of Temple 1? Give one reason only.
……………………………………………………………………………………………….
………………………………………………………………………………………………..
B- Did people approve of throwing rockets at comets?
………………………………………………………………………………………………………..
……………………………………………………………………………………………………
C- The author believes that the origin of life Earth can be explained through a better knowledge of
space. What paragraph indicates that?
……………………………………………………………………………………………………….
………………………………………………………………………………………………
D- Why is space science vital for humanity according to the author? Explain by analogy with the fate
of the dinosaurs.
…………………………………………………………………………………………………………
…………………………………………………………………………………………………..
…………………………………………………………………
Unit 02:It’s a giant leap for mankindTheme: astronomy & the solar system Lesson:Writing development
Topic: Using the information in the table, write a short polemical essay on space exploration. Have a good use of the
second conditional, link words of result, enumeration, contrast and addition.
A sample polemical essay:
Space Exploration: For or Against?
Thanks to the big efforts made in sciences: electronics, medicines, technology and astronomy, the world has known a
great change in life. This is really a giant leap for mankind. Today, strong nations like USA and Japan and European
countries devote big sums of money to space exploration. But is space exploration beneficial for humanity or is it
just wasted money?
Some people argue that space exploration is beneficial to mankind. Firstly, thanks to the development of satellites,
weather changes or possible dangers like earthquakes or collision of comets can be detected or predicted in advance.
Secondly, international events are broadcast as they occur. Thirdly, we are able to get in touch or communicate with
the farthest point or place in the world even if it is in the outer space. Take for the example a case of a wreck of an
important ship in the midst of Atlantic Ocean. Rescue troops can receive an SOS message instantly via
telecommunication satellites; and so, they can alleviate the worse damage. Add to this, owing to the invention of
space heated technology, firemen use the same equipment to save people in fires without being hurt. As a
consequence, we can say that space exploration is a necessity.
However, some other people state that space exploration is just wasted money. They maintain that if these huge
sums of money were devoted to welfare projects, millions of people would be saved. Indeed, we can sponsor
vaccination campaigns, in Africa or in India to eradicate the killer diseases like cancer and AIDS. Also, we could
improve the learning opportunities and quality education for the underprivileged children in order to cut down on
illiteracy. Likewise, we would fight the ghost of hunger or starvation in poor countries. Consequently, the world
would live in peace, stability, justice and harmony.
In the end, I think that although space exploration demands big sums of money, it would be unthinkable to abandon
it. We have just to give priority serious issues.
Unit 02:It’s a giant leap for mankindTheme: astronomy & the solar system Lesson:Writing development
Topic: Using the information in the table, write a short polemical essay on space exploration. Have a good use of the
second conditional, link words of result, enumeration, contrast and addition.
A sample polemical essay:
Space Exploration: For or Against?
Thanks to the big efforts made in sciences: electronics, medicines, technology and astronomy, the world has
known a great change in life. This is really a giant leap for mankind. Today, strong nations like USA and Japan and
European countries devote big sums of money to space exploration. But is space exploration beneficial for humanity
or is it just wasted money?
Some people argue that space exploration is beneficial to mankind. Firstly, thanks to the development of
satellites, weather changes or possible dangers like earthquakes or collision of comets can be detected or predicted in
advance. Secondly, international events are broadcast as they occur. Thirdly, we are able to get in touch or
communicate with the farthest point or place in the world even if it is in the outer space. Take for the example a case
of a wreck of an important ship in the midst of Atlantic Ocean. Rescue troops can receive an SOS message instantly
via telecommunication satellites; and so, they can alleviate the worse damage. Add to this, owing to the invention of
space heated technology, firemen use the same equipment to save people in fires without being hurt. As a
consequence, we can say that space exploration is a necessity.
However, some other people state that space exploration is just wasted money. They maintain that if these huge
sums of money were devoted to welfare projects, millions of people would be saved. Indeed, we can sponsor
vaccination campaigns, in Africa or in India to eradicate the killer diseases like cancer and AIDS. Also, we could
improve the learning opportunities and quality education for the underprivileged children in order to cut down on
illiteracy. Likewise, we would fight the ghost of hunger or starvation in poor countries. Consequently, the world
would live in peace, stability, justice and harmony.
In the end, I think that although space exploration demands big sums of money, it would be unthinkable to
abandon it. We have just to give priority serious issues.

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Secondary Education: Year three

It’s a Giant Leap for

Project outcome: Writing scientific reports for an astronomy school

Tasks/ aims Teacher’s work Learner’s work T

Tasks/ aims Teacher’s work Learner’s work T

2- Observe and deduce • T. interacts with pps by asking some • Pps 15

3-Task 1 • T. gives pops some cues to build sentences • Volunteers to report 5

Task 01 p.138 • T. invites pps to match the questions in • Volunteers to match 10

Keys to Task01 p.138:

2- Observe and deduce • T. interacts with pps by asking some • Pps 15

Oral drilling: • T. gives pps some cues to build questions • Volunteers to 5

Task 01 • T. invites pps to ask questions on the • Volunteers to 10

3-Task 01 p.138/139 • T. asks pps to use the information in the • Volunteers to 15

5- Free production • T. invites pps to work in pairs • Pairs of pps 10

Keys to Task01 p.138:

Consolidation task: Ask ‘wh’ questions on the underlined words.

Tasks/ aims Teacher’s work Learner’s work T

Pronunciation/ spelling: stress in disyllabic words

Consider the example situation:

3-Revising organisation / • T. asks each group head to • Pupils exchange 15m

characteristics Data Moon exploration

The Moon: Mother’s Earth

The Moon: Mother’s Earth

Tasks/ aims Teacher’s work Learner’s work T

• While introducing the topic, T. instructs

D- What makes life possible on earth?

2- Observe and deduce • T. interacts with pps by asking some • Pps 15

Oral drilling: • T. asks ppschoose the correct form of the • Volunteers to 5

Task 01 • T. invites pps to complete the sentences on • Volunteers to 10

3-Task 02 p.145 • T. asks pps to use the information in the • Volunteers to 15

5- Free production • T. invites to think of some examples using • Volunteers to 10

Oral drills: Choose the correct form of adjectives or adverbs.

2- Japan is ………….………. the U.S.A in the field of satellites.

5- The …………………....… planet is Venus; however, the ….………………… is Pluto.

6- The field of electronics is developed …………..………….. than any other domains.

Keys to Task02 p.145:

A- The earth is more distant from the Sun than Mercury

Free production:Use comparatives and superlatives in sentences of your own.

Oral drills: Choose the correct form of adjectives or adverbs.

2- Japan is ………….………. the U.S.A in the field of satellites.

4- The Sun’s centre temperature may be ……………..……27.000.000 million degrees Fahrenheit.

5- The …………………....… planet is Venus; however, the ….………………… is Pluto.

6- The field of electronics is developed …………..………….. than any other domains.

Free production:Use comparatives and superlatives in sentences of your own.

2- Observe and deduce • T. interacts with pps by asking some • Pps 15

Task 01 • T. invites pps to combine the sentences on • Volunteers to 10

3-Task 02 p.146 • T. asks pps to usethe information in the • Volunteers to 15

5- Free production • T. invites to think of some examples using • Volunteers to 10

Oral drills: Choose the correct link word.

Keys to Task 02 p.145:

Free production:Use comparatives and superlatives in sentences of your own.

Oral drills: Choose the correct link word.

Keys to Task 02 p.145:

Free production:Use comparatives and superlatives in sentences of your own.

2- Observe and deduce • T. interacts with pps by asking some • Pps 15

Task 01 • T. invites pps to give the correct form of • Volunteers to 10

5- Free production • T. invites to think of some examples using • Volunteers to 10