Ancient Civilizations Unit Plan

Intercultural Outcomes
Developing positive attitudes towards one's culture and those of other people
Raising awareness about the contribution of the various civilizations to man's progress.
Project Outcomes
Making the profile of an ancient civilization.
Learner's Outc
o
mes
Raisin awareness about the
facing modern civilization:
g
challenges
conservation
natur and human resources, peace and sustainable
of
al
development, technological progress, etc.
Language Outcomes
Function
m
Gra mmar
past simple of be.
adjectives +
Questions with
ago
past perfect with:
when, as soon as,
until, afte r
used to - hhad to
was/were able to
though, although,
inspite of, despite
the comparatives
and superlatives of
quantifiers.
definite andn
indefinite articles.
well+past
participle
prepositions.
verb +
preposition.
negative
prefixes: dis,de
Informing
Narrating
Expressing
Concession
Comparing
Vocabulary
suffixes: -tion,
-ment , -ed,
-able, -ic, -ty
Skill and
a
Outcomes
s
Strategies
338376869
Phonology
We
aak forms of
was and were.

Pronunciatio
n of final -ed
Stress shift.
Spelling rules :
s
doubling
con onants.
Listening and
Speaking
Making and checking
hypotheses /
predictions.
Listening for gist

Listening for
details
Writing
W
Skimming
Scanning
identifying
referents of
reference words
recognizing and
showing a sequence
of events.
recognizing types
of discourse
representing
findings on a
chart
summarizing
using illustrations
to tell stories
writing an
expository essay
giving a
narrative
account
338376869
Reading
and
writing a story
Listen and Consider
Learner's Outcomes
to access and activate students'
background from a map
Getting
Started
Let's
hear it
to listen and respond to a radio interview

about ancient civilizations.
Around the text

= Grammar &
Vocabulary
Pronunciation and
Spelling
Think, Pair , Share
To exploit the text for language use and

focus on its grammatical and lexical content
To increase students understanding

of the sound-spelling relationships
To interact with peers for a particular purpose
Language Outcomes
Gramm
ar
Definite and
indefinite
Vocabula
ry
articles.
Pronunciation
Had to, was able to,

used to
Words related
to rise and
collapse of
civilization.
Dependent
preposition
s.
Weak forms of was

and were.
Getting started:
Task: to look at the map of ancient civilizations and answer the

questions.
Lets hear it:
Task 1 p 16: to listen to the first part of a radio interview about

ancient civilizations and complete a chart about the periods
of beginning.
Task 2 p 16: to order the civilizations chronologically using a wheel.
Task3 p 16: to listen to the second part of the interview and tick the
right box to indicate whether statements are true, false or
not mentioned.
Task 4 p 16: Peer assessment.
Task 5 p 16: to use most of the information in the previous tasks to
complete a conversation about ancient civilizations.
Around the Text:
Grammar Explorer I: Definite and Indefinite Articles

Task p 17: to fill in the blanks with an article and justify the choice.
Grammar Explorer II: Had to, was able to, used to
Task p 18: to add used to, was/were able to or had to the verbs in
brackets to make a meaningful text.
Vocabulary Explorer:
Task 1p 18: to use a dictionary to put words on a curved line
representing the rise and fall of civilizations.
Task 2 p 18: to complete a close passage with words from the
previous task.
Task 3 p 19: to match parts of sentences using dependent
prepositions.
Pronunciation and Spelling:
Task p 20: to circle the correct pronunciation of was and were in a
dialogue (weak form)
Think, Pair, Share:

Task p 20: to prepare a short talk about continuous change of modern
civilization at a fast pace.
1) To list what people used to / had to / were able to do a

century ago in particular areas.
2) To select the most relevant ideas and write the first draft.
3) Peer assessment.
4) To write the final draft and read t aloud.
Read and
Consider
Learner's Outcomes
To brainstorm the topic from the students'
prior knowledge and cultural background.
Getting
Started
Taking a closer
look
to respond to a text by looking at its

content and form
Around the text

= Grammar &
Vocabulary
Pronunciation and
Spelling
To increase students understanding of the

sound- spelling relationships
Think, Pair , Share

Take a
Break
Research &
Report
To exploit the reading text for language

use and focus on its grammatical and
lexical content
To interact with peers for a particular purpose
A lighter side rubric for students to relax

before moving to the next sequence
To encourage students to look for
information, collaborate and be ready for
their project.
Language Outcomes
Gramm
ar
Vocabula
ry
Comparatives
and
.com
Pronunciation
superlatives of
quantifiers.
Expressing
concession and
time.
Word building
of verbs,
nouns,
adjectives and
adverbs.
Negative
prefixes de- &
dis Well+past
participle
www.eltalgeria.webs
.com
Pronunciation of final
-ed.
Getting started:
Task p 21: to get introduced to Algerias seven World Heritage sites.
Taking a Closer Look:
Task p 21: to read the text and say if the statements are true or false.
Around the text:
Grammar Explorer I: Comparatives and Superlatives of Quantifiers
Task 1 p23: to pick out sentences containing comparatives and
superlatives then to classify them in a given chart.
Task 2 p 24: to consider the chart in the previous task and draw a
conclusion.
Task 3 p 24: to fill in the blanks with the appropriate quantifier many,
few, much, little , or their comparative and superlative forms.
Grammar Explorer II: Expressing time and Concession
Task 1 p 25: to pick out from the text p 22 & 23 sentences that express
time and concession and write them in a table.
Task 2 p 25: to consider the sentences picked out in the previous task.
Task 3 p 25: to combine pairs of sentences with appropriate conjunctions
using the appropriate conjunctions ( when before after
though although as soon as until in spite of the fact that
despite the fact that) using the appropriate tenses.
Vocabulary Explorer:
I)
Derivations Morphology
Task 1 p 26: to fill in a table with the missing member of each
family of a word whenever possible.
Task 2 p 26: to fill in the blanks with words from the previous
task.
II)
Negative Prefixes
Task 3 p 27: to add negative prefixes to the words in bold in
texts A and B so that they make sense.
Task 4 p 27: to find other words which can have the same
prefixes and use them in personal sentences.
III)
Well + past participle: Review
Task 5 p 27: to fill in the blanks with well+ the past participle
form of the verbs in italics.
Pronunciation and Spelling:

I)
Doubling Consonants
Task 1 p 28:
a) to correct words in bold containing spelling mistakes.
b) Peer assessment and conclusion.
II)
Pronunciation of final ed
Task 2 p 28: to pick out the verbs ending in ed from the
previous task then to classify them according to the
pronunciation of their final ed.
Think, Pair, Share:

Topic: to write an expository essay about the challenges faced by our
modern civilization.
Task 1 p 29: to select 3 ideas from the thesis statement in the given
essay structure.
Task 2 p 29: to jot down details about the selected ideas using a
network tree.
Task 3 p 29: to write the first draft then exchange with classmates for
peer assessment.
Task 4 p 29: to write the final draft.
Take a break:
Task: to organize a storytelling session in class about Greek

mythology.
Ps. Some powerpoint presentations are attached to the pdf file.
Research and Report:
Task: to carry out a research about the Islamic civilization and fill in a
spidergram with relevant information.
Listening and Speaking
Learner's Outco
m
es
To prepare students for an aural text

through pre listening activities
Before
Listening
As you
listen
To listen for gist then for details
After
Listening
Say
in
it
Writing
A post listening stage in which students

confirm their understanding
A transitional rubric for it prepares

students for the next sequence
Skills and Strategies Outcomes

Making and
checking hypotheses /
predictions.
Listening for gist

Listening for details
recognizing and
showing a sequence of
events.
representing
findings on a chart
using illustrations to
tell stories
giving a narrative
account
www.eltalgeria.webs.com
Before Listening:
Task p 32: to look at a map of a civilization and answer questions.
As you listen:
Task 1 p 33: to listen to a lecture about the civilization presented on
the map and check the answers in the previous task.
Task 2 p 33: to listen to the lecture again and reorder the
sentences according to their occurrence.
Task 3 p 33: to listen again and select from a box 4 terms that best
describe the qualities of people who developed the
civilization presented in the lecture.
After Listening:
Task p 34: to reorder sentences to get a coherent test about the history
of papermaking, taking into consideration the organizational
pattern of giving a historical account.
Say it in Writing:
Task p 34: to prepare a short historical account of the development of
western civilization using timelines.
.com
Reading and Writing
Learner's Outco
m
es
Befoe Readin
r
g
To activate students' pre-existing knowledge.
As you
read
To respond to a historical text.
After
reading
to
Writin
developme
g
nt
assess
comprehensionof
the passage.
reading
To use language outcomes , skills

and strategies outcomes to do the
writing tasks
Skills and Strategies Outcomes

Skimming
Scanning
identifying
referents of
reference words
recognizing types of
discourse
summarizing
writing an expository
essay
writing a story
Text: Ancient Egyptian Civilization

Before Reading:
Task p 36: to look at pictures of Ancient Egypt and answer questions.
As you read:
Task: to skim through the text and check the answers of questions in
the previous task.
Task 1 p37: to skim through the introduction and the conclusion of the
text and pick out four to six key words.
Task 2p39: to use the key words picked out in the previous task to give
a title to the text.
Task 3 p39: to skim through the whole text and match ideas with
their corresponding paragraphs (one idea is irrelevant)
Task 4 p39: to scan the text and answer questions.
Task 5 p39: to link the words written in bold in the text to the items
they refer to.
After Reading:
Task 2 p 40: to summarize the text following the strategies in the
coping box.
Writing Development:
Topic: to narrate the story of Joseph / Sidna Yucef
Task 1: to brainstorm the topic from the learners prior knowledge.
Task 2: to use a cycle of episodes to jot
down ideas. Task 3: to select some ideas
and write the first draft. Task 4: Peer
assessment.
Task 5: to write the final draft.
Assessm
ent
Language Assessment:
.com
Task 1 p 43: to show what can really be done with the language
items checklisted in the learning log by using them in
illustrative personal sentences.
Skills and Strategies Assessment:
Assignments can be prepared from the Resource
Portfolio p 240-244. For more material click on one of
ELTAlgeria web rubrics:
BAC Samples
Teaching Materials
www.eltalgeria.webs
.com

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Intercultural Outcomes

was and were.

Listening for gist

Listen and Consider

to listen and respond to a radio interview

Around the text

Think, Pair , Share

To exploit the text for language use and

To increase students understanding

Had to, was able to,

Weak forms of was

Task: to look at the map of ancient civilizations and answer the

Task 1 p 16: to listen to the first part of a radio interview about

Grammar Explorer I: Definite and Indefinite Articles

Think, Pair, Share:

1) To list what people used to / had to / were able to do a

to respond to a text by looking at its

Around the text

To increase students understanding of the

Think, Pair , Share

To exploit the reading text for language

To interact with peers for a particular purpose

A lighter side rubric for students to relax

Well + past participle: Review

Pronunciation and Spelling:

Think, Pair, Share:

Task: to organize a storytelling session in class about Greek

Research and Report:

Listening and Speaking

To prepare students for an aural text

To listen for gist then for details

A post listening stage in which students

A transitional rubric for it prepares

Skills and Strategies Outcomes

Listening for gist

Reading and Writing

To activate students' pre-existing knowledge.

To respond to a historical text.

To use language outcomes , skills

Skills and Strategies Outcomes

Text: Ancient Egyptian Civilization

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