Download Unit 07: Science or fiction

Level: 2nd year
Stream: Lit
Unit 07: Science or fiction?
In this unit my pupils will learn the following
Sequence 01: Discovering language
 Grammar:
If- conditional type “2”
If conditional type ‘3”
If only
 Pronunciation:
 Emphatic stress (do and did)
 Stress in compound words
 Vocabulary
Vocabulary related to science fiction
Adverb+ past participle: well known, well documented
Sequence2: Developing skills
 Function:
Expressing condition
Giving advice
Expressing regret
Laying blame on someone
Making speculation
Expressing wishes
 Skills:
Reading a newspaper article about science fiction
Reading for specific information
Listening to a conversation
Reading for general ideas
Writing a short newspaper article
Writing a short biography
Writing and reading a poem


:
Writing Miscellanies
Making a repertory
Unit 07: Science or fiction?
Level: 2nd year
Stream: Lit
Sequence one: Discovering Language
Lesson: Introducing the unit through pictures on data show
Think it over
Time required: 30m n
Materials needed: computer, data show, textbook, and power point.
New vocabulary items related to the unit: Fiction, science, characters, setting……………
Procedure:
Anticipation
T asks pupils some questions to elicit from them
T: Have you ever watch a film and you still remember it? Why?
Ps: Yes, there are lot of films because it tells a real story, or it has an imaginary creatures and it’s a
fiction / because of its high scientific designs.
T: Have you watch the film of “Mars attacks”, look at the pictures on data show
Ps: Yes, We have
T: What were the beautiful things there?
Ps: It was the setting and the characters that were imaginary and terrible
T: Good, so is that film a dramatic one? Why?
Ps: No it is not, because it is a fiction film and it used scientific ideas.
T: So, what our unit around?
Ps: It is “Fiction and science”
Aim: To brain storm learners and push them to anticipate therefore elicit from them and make them
understand what the discusses topic is
 Think it over
Act: Look at the pictures and say what they represent
 Words to say
Act: Listen to the teacher read the words then repeat them carefully
Aim: To push the learners to pronounce words and practise stressing compound words
Level: 2nd year “Sc.Exp/ TM”
School year: 2009/2010
The Brothers’ Abbess secondary school
-
Test paper number one of second term
Part one: Reading and interpreting
A) Comprehension
Read the text carefully and answer the questions below
Laser uses
The word “Laser” is an acronym. That is, it’s word made by putting together the initial letters of
other words. And the other words are; Light Amplification Stimulated Emission of Radiation.
Lasers are being used by medical researchers for many things for instance to attack cancer cells.
Lasers are being used for communications. Lasers beams have carried television broadcasts for many
kilometres. They are also already at work in factories, where they are used for cutting, measuring and
other tasks. Computer engineers are starting to use lasers so as to build new types of computers that
will be smaller and work faster than today’s models.
Thus, lasers offer a brilliant new opportunity to do new things in science, engineering, medicine,
industry.
a- Read the second paragraph fro the text above and say how many passive sentences?
bcde-
The word laser is a group of words, what are these words?
When can lasers be used?
Do lasers uses make the experiment very easy?
Why do engineers use lasers for?
Find synonyms
For example
In order to
give
2nd year (lit)
Unit 7: Science or fiction?
Sequence one: Discovering language
Time allowance: 2 hours
Materials needed: Text book, computer, black board
 Before you read
Activity page 139: Look at the picture of the book cover. Then answer these questions
Aim: To push the learners to analyse a book cover and use their own reflections
 As you read
Activity 2 page 140: Read the text and answer the questions
Aim: To read a text and answer questions therefore developing learners’ comprehension about
science-fiction films.
 After you read “Grammar desk”
Procedure:
Task page140: Pps should read the examples given on the questionnaire and answer the questions
below.
Aim: To introduce the language points if conditional type2-3
 Look at the example:
a- If Martians invaded our planet, they would help us cure cancer.
"If" Clause
Condition
b- If I were you,
"Result" Clause
Result
I would work hard.
T: Can sentence “a” be true? Why?
Ps: No, it is not true, because the speaker is imagining that one day Martians will invade our planet.
But Martians do not exist.
T: Now, what about sentence “b”?
Ps: The second one the speaker is imagining himself that he is me. But it can’t really be me
T: Why do we use conditional 2?
Ps: It is used to talk about the present, and to imagine “sth” totally different from the real situation
now or in the future.
T: Now, try to read the next example and ask questions
Unreal Conditions--present “Conditional 2”
If + past simple
would + stem
 The verb 'to be', when used in the 2nd conditional, is always conjugated as 'were'
If clause=simple past
Result clause=would or could + base form of verb
If I had more time,
I'd do exercises everyday.
If you were* rich,
You could buy a large house in the suburbs.
If Patricia owned a dog,
she would walk him everyday.
Unreal Conditions--past:
If clause=past perfect
Result clause=would have + past participle or would + be
If Ronald had stayed in school,
he would have gotten a better job.
If I had invented the personal computer,
I would be rich today.
If the kids hadn't eaten all the ice cream,
we could have had dessert.
We use type 03 conditional when we imagine a different past, i.e.; an unreal past.
Practices:
 Act 1 page141: Put the verbs between brackets into the right tense. The write of the sentences
below is imagining the past and the future to be different.
Aim: To practise the language points seen so far.
 Act 3 page141:PPs match the sentences in column A with their functions in column B
Aim: To practise with the use of conditions types2-3 and identify their functions
 Act 03 page 141: (group work) PPs ask speculate and add some endings to the if-clauses. An
example given
Aim: To brainstorm students and push them use and write correct sentences with if-clauses
type3.
 Write it right ( page 142)
Act: Write a short newspaper article speculating about how things would have been different if
the events below had not happened. Give examples to illustrate your speculations about each
event in the box
Aim: To push the learners to use their background knowledge in history to write a newspaper
article with the use of if-conditional
Unit 07: Science or fiction?
Stream: Lit
Level: 2nd year
Text book: Getting through
Lesson: Say it loud and clear “Emphatic words”
Time allowance: 1 hour
Material needed: text book, blackboard
 Procedure:
Anticipation:
Aim: To brainstorm learners and let them anticipate before practising
Task: Asking questions to present the lesson
Act 1page143: Look at the cartoon in your left and listen to your teacher and underline the words
which are emphasised.
Aim: To push the learners to listen and identify words which are emphasised.
Key: The words are “don’t, do”
Act: Make the first sentence more emphatic by adding- do or did
Aim: To practice and pronounce the emphatic words fluently
- Come to watch a science fiction film
- I enjoyed the film.
Act 3 page143: Listen to your teacher reading the sentences and learn to pronounce them with the
appropriate emotive emphasis.
 Procedure:
Task: Now listen and try to find where the emphatic words are?
Elicit: They are written in bold such as “so, such, oh …”
Aim: To listen and repeat therefore practising pronouncing emphatic stress
Unit 07: Science or fiction?
Level: 2nd year
Stream: Lit
Text book: Getting through
Lesson: The unit project
Time allowance: 1 hour
Material needed: text book, blackboard
 Procedure:
Anticipation:
Task: The teacher asks pupils to open their books on page 153.
Asks a pupil to read the content of the project and offer help when necessary
1- Your first project will be presented as a journal or magazine. They include the following
a- A what –if section answering these questions
b- A shortlist of fantasies
c- A section about wishful changes (hopes)
d- An advice section
* Support cartoons and drawings in your miscellanies “Use conditional type two”
2- Your second project will be about “Repertory of Inventions& Discoveries”
Make a repertory about human achievements it means: inventions, discoveries in medicines,
technology, astronomy..
It will be presented in a form of wall sheet or magazine feature; it should include many pictures
photos ….
* Use it- conditional type three to say the importance of the achievements
Aim: To push learners to work, practise, analyse and make something concrete through their project
Unit 07: Science or fiction?
Stream: Lit
Level: 2nd year
Text book: Getting through
Lesson: Working with words “Adverb+ past participle of the verb”
Time allowance: 30m
Material needed: text book, blackboard
 Procedure:
Anticipation:
Teacher asks pupils some questions to introduce the lesson
Act 1 page 144: Complete the sentences with well+ the past participle form of these verbs: Writeappreciate-inform-pay-know. An example given
Aim: To practise with the use of the new vocabulary items about compound words acquired.
 Home work: Check in the dictionary the meaning of these compound words then use them in
your own sentences.
- Well-prepared
- Well-done
- Sea-bird
- Night- mare
- Sun-rays
Unit 07: Science or fiction?
Level: 2nd year
Stream: lit
Sequence 2: Developing skills
Listening and speaking
Functions: Expressing regret
Making speculations
Expressing condition
Asking for and giving explanations
Skills: Listening to a conversation
Writing and reading a poem
Managing through a conversation
Time required: 2 hours
Materials needed: Textbook- pictures
Procedure:
 Anticipation
Aim: To brainstorm learners and make them tell what they know about the topic and contribute with
their knowledge
Task: Show the learners pictures related to the topic (bird flu, mad cow.) and push them discuss the
topic
Activity 1 page 146: Look at the picture below and answer the questions
 Listen and check
Task 3 page 146: Listen to your teacher and try to summarize the dialogue in your own words
Aim: To listen to a dialogue and sum up it in his /her own style
Task3 page146: Now listen to the dialogue and take some notes
Aim: To listen and figure out some needed elements therefore developing learners’ listening skills
 Tip box
Task: Ask the learners’ to go trough the tip box to discuss the points there
 Your turn
Activity 1 p147 (pair work). Use the tips above to prepare a short dialogue and take turns in asking
for and giving explanations. Look to example giving.
Aim: To push the learners work together and build dialogues through the tip box
 Write it up
Task 1 p 148: Read the information in the tip box below and complete the poem of”
lament” below.
Aim: To brainstorm learners and push them to write a poem of grieves and regret.
Level: 2nd year
Stream: lit
Unit 07: Science or fiction?
Sequence 2: Developing skills
 Reading and writing
Functions: Expressing wishes
Making suppositions
Skills: Reading for general ideas
Reading for specific information
Writing a short biography
Time required: 2 hours
Materials needed: Textbook- pictures about experiments
Procedure:
 Anticipation
Aim: To brainstorm learners and make them tell what they know about the topic and contribute with
their knowledge.
Task: Look at the pictures and discuss what scientific law or principle each of them illustrates.
Elicit: They represent experiments
Task 1 p149: Look at the pictures and discuss what scientific law or principle each of them
illustrates. Say in which situations (circumstances) these law and principles were discovered.
Aim: To interpret pictures about some discovered laws
Act 3 p150: Read the text on page 149 and answer the questions.
The Brothers’ Abbess secondary school
Level: 2nd year “Sc.Exp/ TM”
Timing: 1 hour
Test paper number “1” of the second term
Part one: Reading and interpreting
Read the text carefully and answer the questions below
A) Comprehension
Everyone knows that some objects float in water and that others do not. An object that floats in
water might sink in alcohol, and one that sinks in water might float in glycerine. All liquids possess
in varying degrees the property that is called buoyancy.
If you throw a piece of dry wood into a pond or a pool, the wood floats; because a body wholly or
partly immersed in a fluid is buoyed upward with a force equal to the weight of the volume of liquid
it displaces. And thus the discovery of what today is known as Archimedes’ principle.
A
Wood
B
C
Figure – A block of wood weighs 5 ounces (A). It is
put into an overflow can water up to the spout (B). The
displaced water flows into the container at the side of
the overflow can
© The weight of the displaced water equals the weight
of the block (wood)
container
1-What do the drawings (picture) above represent?
Displaced water
1
2-Read the text and say if these statements are true or false
a- All objects are alike, a wood or an iron float in water.
b- If we put a piece of dry wood in a pool, it floats
c- The displaced water in the container equal the weight of the piece of wood
3
3- Answer the questions according to the text
a- What happens if you put a dry wood in water?
b- Do all liquids have the same buoyancy?
2
B) Text exploration
1- Find in the text opposites of the following words
Sink (§1)
same (§1)
Wet (§2)
2- Complete the table below by finding the noun of each adjective.
Nouns
………………..
……………
Adjectives
creative
real
3
more (§2)
3
………..
expert
3- Complete the sentences below by putting verbs between brackets into the right tense 4
a- Plants (die) if you (not water) them carefully.
b- If it (rain) tomorrow, we (not have) a picnic.
c- A long time ago, many experiments (do) by scientists.
Part two: Writing
04 points
Write a short paragraph comparing between the process of photosynthesis and the respiration
system in plants.
The Brothers’ Abbess secondary school
Level: 2nd year “Sc.Exp/ TM”
Timing: 1 hour
The correction of test paper number “1” of the second term
Part one: Reading and interpreting
Read the text carefully and answer the questions below
A) Comprehension
1- The drawings (picture) above represent an experiment
1
2-Read the text and say if these statements are true or false
a- All objects are alike, a wood or an iron float in water.
b- If we put a piece of dry wood in a pool, it floats
c- The displaced water in the container equal the weight of the piece of wood
3
False
true
true
3- Answer the questions according to the text
a- if you put a dry wood in water, it floats.
b- No, the do not
2
B) Text exploration
1- Find in the text opposites of the following words
Sink (§1) ≠float
same (§1) ≠varying
3
Wet (§2) ≠ dry
2- Complete the table below by finding the noun of each adjective.
3
Nouns
Creativity/ creation
reality
Adjectives
creative
real
experiment
expert
3- Complete the sentences below by putting verbs between brackets into the right tense 4
a- Plants die if you do not water them carefully.
b- If it rains tomorrow, we will not have a picnic.
c- A long time ago, many experiments were done by scientists.
Part two: Writing
04 points
Write a short paragraph comparing between the process of photosynthesis and the respiration
system in plants.
Home work
Task 1: Complete the table below
Verb
To read
Past simple
………………
recycled
Past participle
……………..
Brought
To break
put
To fight
Won
met
Activity 2: Use the sentences below with if and write the verbs between brackets into the correct
form.
a- Plants / not to get water. They / to die
b- You/ not to wash. You / to smell bad
c- A car / to run/ out of petrol. It / to stop
Activity 3: Ask questions to the underlined words
1- If she does water the plants, they die.
1
2- The student will have an exam next week.
1