Theme: science or fiction?

Unit 07: Technology and the arts.

Function: Expressing condition, Asking for and giving advice, Expressing regret, Blaming,
Making speculations, Expressing wishes.
References: Getting through/ Personal support.
Level: 2AS

Content of the Unit

General aims: to enable the pupils to:
*Expressing condition
*Asking for and giving advice.
*Expressing regret.
*Blaming
*Making speculations.
*Expressing wishes.

Language points:
*If-conditional type 2.
*If-conditional type 3.
*If only.
*Well+ past participle.

Pronunciation:

* Comma pauses.
* Vowels and diphthongs.
* Sounds alike (homophones-homonyms).
Vocabulary:
* Vocabulary related to films, literature..
* Compound words.
* Phrasal and prepositional verbs.
Skills:
Reading a newspaper article about science fiction. (sci-fi).
Reading for specific information.
Listening to a conversation.
Managing through a conversation.
Reading for general ideas.
Writing a short newspaper article.
Writing a short biography.
Writing and reporting a poem.
Project:
Writing Miscellanies.
Making a repertory.

By : Mr . Salem Zemali

Rubrics
Think it
Over

Lesson Plan
Go through the preview and make the students
aware of the objectives to be reached in this unit.
Brainstorm the project work and let the students agree
on the project they will carry out.
Interact with your students using the pictures.
The pictures are supposed to make the students aware
of the topic of the unit.

Words to
Say

All the words in the checklist are compound

words. Focus on stress when you read them aloud. The
rules for stress in compound words have already been
given in this book.

Discover Before you read p.139:

Look at the picture of the book cover. Then ask and
the
language answer these questions?

Key:
It is not necessary to check all the answers at this stage.
Your students are supposed to check some of their
answers in the As you read activity.
a-The author of the book is H.G.Wells.
b-The titles of novels included in the book are:
The time Machine,and The War of the
Worlds.
c-Their theme is science fiction.
d-Suggested answer: I like films like Star Wars
or ET.
e- Suggested answer: yes, I do. I like it because it
narrates imaginary scientific and futuristic
stories.

As you
Read

Task 01p. 139:

Read the text and Check the answers you have not
checked in the Before you read rubric.

Aims
-Pupils will enter the
new file smoothly.

-Pupils will interact

with the teacher and
interpret the
pictures.

T.A
15mn

15mn

-Pupils will be able

to read the checklist
phonetically.

-Pupils will be able

to describe a book
cover.
25mn
-Pupils will be able
to ask and answer
wh questions.
-Pupils will know
some vocabulary
words related to
fiction.

-Pupils will check

their answer for the
previous task.

10mn

Task 02p. 140:

Read the text again and answer the questions.
Key:
a- All science fiction films are based on the following
hypothesis: what if it were real?
b- They are different because some scenarios are built
on the supposition that Martians are dangerous whereas
some of them suppose that they are friendly.
c- Sci-fi takes its ideas from current ideas in science.
d- Dr Jekil and Mr Hide teaches us to remain close to
human nature and not try to upset it. (The answer to
this question can be formulated in different ways.)

30mn
-pupils will be able
to answer questions.

By : Mr . Salem Zemali

After
Reading

Practice

Grammar desk page 140:

Read the following sentences and answer the questions

after them?
Key:
1- The conjunction If expresses condition.
2- The tense of the verb in the if-clauses of
sentences a, b and c is the past simple. The
clauses are about something unreal, unlikely or
untrue. They refer to either to the future or
present, but not to the past.
3- The modal used in the result clauses is would.
The future form of this modal is will. Let s
consider sentence d:
1- The past tense used in the if-clause is the past
perfect simple.
2- It refers to something impossible, something
which did not happen.The speaker is
dreaming of or imagining a different past.
But the past cannot be changed!
3- The speaker uses would have + past
participle.
The teacher refers to Grammar reference n 11 page
201-202.

-Pupils will be able

to understand and
use If-conditional
type 2, If-conditional
type 3.
1h

Task 01p. 141:

-Pupils will practice

what they have
Key:
understood from the
a. If animals could speak, they would complain about grammar desk.
our ingratitude to them.
Conditional types 2
b- I would change my destiny if time travel was
and 3.
possible.
c- If Hitler had not existed, the history of the world
would have been different.
d-If Arabs had not translated and (had not)
conserved Greek scientific works, humanity would
have lost an important part of its cultural heritage.
-Pupils will
Task 02p. 141:
understand the use
Match the sentences in column A with their functions
of functions such as
in column B.
regret, blame,
Key:
advice.
a-Advice
b-Regret
c-Blame
-Pupils will be able
Task 03p. 141:
Group work: speculate and add some endings to the if- to interact with each
other in order to
clauses below.
write endings to the
Key:
Brainstorm the if-clauses before you set your students if-clauses.
to task. Provide them with any necessary help.
Put the verbs between brackets into the right tense.

25mn

15mn

25mn

By : Mr . Salem Zemali

Task 04p. 142:

Make the statements less categorical by replacing would

by the past forms of the modals may and can.
Key:
a-could
b-could
c-might
d-could

Write it
Right.

Say it
Loud
and
Clear

-Pupils will practice

more the use of
would, by the past
forms of may and
can.

15mn

Task p. 142:

Write a short newspapers article speculating about how

things would have been different if the events below
had not happened.
Key:
Brainstorm the topic of the newspaper article. Dont
forget to remind them about the layout of a newspaper
article: catchy headline, lead-in and the article proper.
The students will use their background knowledge in
history to write their articles.

-Pupils will write an

article using the
conditional types
2and 3.

1h

Task 01p. 143:

Listen to your teacher and underline the word which is

emphasised in each of the following drawings?
Key:
Pupils will give their own answers.
The words which are emphasized are: dont and do.

-Pupils will listen

and interpret the
drawings.

15mn

-Pupils will use

auxiliaries do
did.

20mn

Task 02p. 143:

Make the first sentence of each exchange more

emphatic by adding do or did? Then act out.

Key:
You: Do come to watch a science fiction film with me
if you can!
Your partner: That will be nice!
You: I did enjoy that film!
Your partner: So did I. It did give me a fright.
You: I do believe in the existence of Martians.
Your partner: So do I.

Task 02p. 143:

Listen and pronounce sentences with the appropriate

emotive emphasis?

key
The emphatic words are written in bold type.

-Pupils will interact

orally.

-Pupils will listen

and repeat
pronunciation of
emotive.

20mn

Task 01p. 144:

4

By : Mr . Salem Zemali

Working
with
Words

Complete the following sentences with well+ the past

participle form of the following verbs?
Key:
a- well known
b- well written
c- well appreciated
d- well informed
e- well paid

-Pupils will be able

to use well+ past
participle.

15mn

-Pupils will make a

chart using
vocabulary related to
science/fiction.

30mn

-Pupils will use

dictionaries to
supply adverbs and
preposition.

20mn

Task 02p. 144:

Make a chart of compound words. Use the entry

examples in page 138 as a model.
Key: (this task to be set as a homework).
It is preferable that your students limit themselves to
compound words related to the topic of the unit. e.g.,
space-suit; space-craft; space-rocket; space-vehicle;
space-time ; space-helmet; science fiction; natural
sciences; social sciences; applied sciences

Task 03p. 145:

Read the dictionary entry on the left and supply the

right adverb or preposition to the example on the right?

Key:
3-a-look up
b-back to
c-look after
d-looking down
e-looking forward
f- looking into
g-looked away

Task 04p. 145:

Rewrite the dictionary entry and supply the correct

examples?
Key:
The students will give as many examples as possible.

-Pupils will give their 15mn

examples.

Task 05p. 145:

The verbs look up and look down in the dictionary

have two special meanings each. Why? Discuss.

Key:
Two special meanings for look up and look down:
look up: (1) turn the eyes upwards(e.g., the ceiling)
(2) search for something look down: (1) turn the eyes
downwards (e.g., the floor) (2) look with
disregard/contempt
Note: The first meanings are denotative, and the
second meanings are connotative. Illustrate the
difference between phrasal and prepositional verbs.

Task 06p. 145:

Encourage your students to include other phrasal and

prepositional verbs. ( to be given as a homewok).

Task 01p. 146:

Look at the picture below and answer the following
5

-Pupils will use

dictionary and check
meanings.

-Pupils will write a

chart using verbs
such as: turn, give
put.

15mn

20mn

By : Mr . Salem Zemali

Listening questions?
Key:
and
speaking a-They are injecting a vaccine against bird flu.

b-The woman wearing a mask is cautious; shes afraid

of contaminated by the bird flu epidemics

Task 02p. 146:

Listen to your teacher and check your answers to task
01?

-Pupils will interact

and interpret the
picture orally.
-Pupils will listen
and check their
answers to task 01.

10mn

Task 03p. 146:

Listen again and synthesise the dialogue in your own

words?
Key:
Explain the meaning of the word synthesize before
you set the students to task. When we synthesize texts
we are generally interested in the general ideas which are
conveyed by these texts. As an alternative activity, you
can give three short summaries of the conversation
between Ali and Said and let the students choose the
most appropriate. Students will discuss their own
choices if there are many.

10mn

-Pupils will listen

and paraphrase the
dialogue with their
own words.

10mn

Task 04p. 146:

This time listen to your teacher and note down?

Key:
-A sentence used to ask for an explanation: What do
you mean?
-A sentence used to interrupt someone: Wait a minute! -Pupils will listen
again and guess the
- A word used to resume speaking after being
meaning of
interrupted: Well
sentences.
Task 05p. 147:
Listen to your teacher and mark the intonation with
arrows. The pauses are on the words in bold type?

20mn

Key:

The intonation goes down at the end of statements except

in case where the statement is not finished.
Said it might (Intionation goes up) science time
problems them

25mn
-Pupils will listen
and mark the
intonation.

Task 01 p.147:

Your
Turn

Go through the tip box before you move on to the

activities.
Pair work: prepare a short dialogue and take turns in
asking for and giving explanations using the tip box
above?

30mn

Key:

There are many possible answers.

You: Anyway so far industry hasnt just solved problems.
It has also created some others.
Your partner: I didnt quite catch what you mean.
You: WellTake the case of pollution for example.
Because of industrial wastes, rivers, seas and the earth are
dying. The air is poisoned; water is polluted,; and the land

-Pupils will interact

to make short
dialogues using
intonation.

By : Mr . Salem Zemali

is full of tons of rubbish.

Task 02 p.147:
Speculate about your childhood by saying in what ways
it would/ might/ could have been different.
Key:
There are many possible answers. Give any necessary help
to your students.
I think about my childhood with many regrets. For
example, if I had worked at school, I would have
succeeded in getting a good job. ... (This activity can be
continued as a chain game. ) And if I had got a good job, I
would have ...

-Pupils will make a

speculation using
previous
background.

15mn

Task 01 p.148:
Write it
Up

Go through the tip box and explain the difference between

prose and poetry.
The students are supposed to use the past perfect tense in
the first stanza.

Key:

Sometimes I lie in bed at night

And think how my life could have been quite all right
I think and think of all the opportunities I had lost.
Oh! If only I had thought of working hard at school ...

Task 01 p.149:

Reading
and
Writing

Look at pictures 1 and 2 and discuss what scientific law

principle each of them illustrate?
Dont check the students answers at this stage.
Picture1: Archimedes principle / the law of buoyancy
(Refer to the text in Exploring Matters Further page 97)
Picture 2:- Isaac Newtons discovery of the universal law
of gravitation.
gravitation
-These laws and principles were discovered by accident.
Task 02 p.149:
Read and check your answers to questions of task 01?
Check your students answers to the questions in activity
one.
Task 03 p.150:
a-The topic of the text i.e. related to scientific discoveries.
b-The main idea of the text is that some famous
discoveries were made by accident.
c-The author of the text tries to convince/persuade the
reader that scientific discoveries are not always the result
of ingenuity.
d- He gives two examples to illustrate his point.
e- I agree with the author because the argument of the
text is well constructed./The students can also disagree by
saying that it is true that chance plays an important role in
scientific discoveries, but chance alone is not enough. We
need people of genius to note/observe what is happening
at the moment the miracle happen.
Tip Box p.150:

-Pupils will read the

information and
complete the
following.
-Pupils will know
some words related
to poetry.
-Pupils will use the
conditional.
-Pupils will interpret
pictures.
-pupils will know
some scientific
words.

-Pupils will check

their answers of task
01.

1h

20mn

10mn

30mn

By : Mr . Salem Zemali

Go through the tip box and explain to the students how

they discuss a text.
Task 03 p.150:
Now use your answers in exercise 3 above and the
expressions in the tip box to write a short commentary
about the text on p.149.

Key:

Possible answer:
This text is about scientific discoveries. The author
believes that some famous discoveries were made by
accidents. He gave us two examples to convince us. I
dont really agree with him.It is true that some of the
greatest discoveries happen by accident; but it is also true
that it takes a genius to understand the meaning of the
accident. It also takes a lifetime of toil and perspiration to
make an invention.
The teacher explains the tip box before he set the students
to task.

-Pupils will be able

to use their
background
knowledge.

1h

-Pupils will write a

short commentary.

Task p.151:
Write a short autobiography about Michael Faraday?

Write it
Out

Key:
Possible answer
The greatest name in the history of electrical research in
the first half of the nineteenth century is that of Michael
Faraday. His career furnishes a classical example of a poor
boy who made good as a scientist. He was born in
Newington, Surrey, England in 1791. Faraday was the
third son of a poor blacksmith who moved to London to
mend his fortunes. Faraday never went beyond elementary
grades in school. He dropped out and was apprenticed to
London bookbinder at an early age. Endowed with the
curiosity that is the characteristic of the true scientist,
young Michael started to read some of the books he was
binding. He saved money to attend lectures on science.
Later, he worked as a laboratory assistant to Sir Humphry
Davy, one of the famous scientists at the time. His duties
included bottle washing and other disagreeable chores. Sir
Humphry Davy was jealous, so Michael quitted his job
and spent the rest of his time doing research and teaching.
Faraday married Sarah Barnard, a Silversmith daughter
who was a devoted wife. He became a professor of
chemistry in 1833. He discovered the principle of the
dynamo, and then the radio waves in 1845. He studied
electrolysis and introduced scientific terms such as
anode and cathode. Though Faradays electrical
discoveries represent his chief contributions to science, he
also did important work in chemistry.

-Pupils will be able

to write
autobiography.
-Pupils use what
they have learned in
this file in this
autobiography.

1h

By : Mr . Salem Zemali