Astronomy 1

Level: Third year / Scientific streams
Source : New Prospects book
Theme: Astronomy and The Solar System
Learners Outcomes:
۩ developing awareness of the importance of satellites for present-day societies
۩. Raising awareness about man’s place in the universe through the exploration of the theme of
astronomy
Intercultural outcomes:
۩ developing interest in outer-space exploration
۩ discussing change of mentalities brought about by the advances in astronomy
۩ raising awareness about the contributions that various peoples have made to astronomy
Language Outcomes:
Functions Grammar Vocabulary and sound system

Word building Pronunciation
 Describing the  used to / used for
functions of objects  Forming nouns from  Stress in two-syllable
 Asking &  how heavy….? nouns adding suffixes verbs
answering questions ………..a weight of ……. ist – er
about  Reading figures  Pronouncing the final
measurements  Forming nouns from ‘s’
 Comparing and  Comparatives of superiority verbs and adjectives
contrasting and equality with short and Eg: hot(adj) ; heat(N)
long adjectives
 If-conditional type 2  Forming singular and
 Making plural nouns from
hypotheses  Reported questions verbs
/suppositions
Skills and Strategies Outcomes:

۩ writing a newspaper article using deductive or concessive reasoning
Time: About 12 hours
Material needed: Pictures, posters, worksheets, school book, portable computer, data show
…
Part One
LISTEN AND CONSIDER (pp.136-141)

Time: 4h
AIM: States the linguistic objectives to be achieved by the end of the sequence.
Language outcomes:
Functions Grammar Vocabulary Pronunciation
 Describing the  used to / used for  Forming nouns from  Stress in two-
functions of objects verbs and adjectives Eg: syllable verbs
 Asking &  how heavy….? hot(adj) ; heat(N)  Stress shift V / N
answering questions ………..a weight of …….
about measurement  Reading figures  Forming singular and
 Reported questions plural nouns from verbs
Procedure:
I- Introduce the theme of the unit through questions and answers around the pictures on the
data show screen.
II- Let students skim through the language outcomes preview in order to be aware of the
objectives of this section.
Getting started (p.136)
AIM: To activate students’ background knowledge about the topic (astronomy and the
solar system )
Possible answers
1. They represent satellites 2. They are similar in the sense that they orbit the Earth. 3. They
are different. One of them is a natural satellite and the other is an artificial satellite. 4. Elicit
as much information as you can. 5.Yes, Alsat .
Around the text (pp.137-140)

AIM: Exploit the discussions lead so far for language use and focus on grammar, lexis and
pronunciation
Grammar Explorer I(p.137)
A. They express purpose/function of objects.
B. The verbs which follow them either are in the infinitive or have the –ing form.
C. We can only use the preposition for.
Key to Task 1 (p.138)
1. B 2. C 3. D 4. A 5.F 6.E
Key to Task 2: Students combine the sentences to get a description of a telescope.
Possible out put:

A telescope is an optical instrument. It magnifies pictures of faint and distant object. Its
shape is cylindrical. It consists of a case an eyepiece lens and an object lens. It is made of
metal and glass. It is used for observing the stars
Grammar explorer II (p.138)
A. How
B. It is roughly cylindrical in shape. (before a preposition phrase)
It is 13 m long. (after a noun/ measurement)
Other possibilities: It has a cylindrical shape. Its shape is cylindrical.

A. How much does Sputnik I/Sputnik 2 weigh?
B. How far is the moon from the Earth?
C. How long does it take our planet to make one revolution round the sun?
D.How high is Mount Everest?
E. How tall was Yuri Garin?
F. How long … How wide - How deep…?
G. How fast does light travel?
N.B. Some of the words in the box can function both as adjectives and adverbs.
Grammar Explorer III:
AIM: introduce reporting questions and review reporting statements.
Consider sentences 1-4 and answer the questions A- E that follow.
1. “How long is the satellite?”The reporter asked.

2. “does it weight 200 kilos?”The reporter wanted to know.
3. The reporter asked how long the satellite was.
4. The reporter wanted to know if it weighed 200 kilos
A-Who is speaking in SS 1-2? Who is speaking in SS 3-4?

B-What tense is used in the speech in SS 1-2? What tense is used in the speech in SS 3-4?
C-What do you notice about the position of the subject in SS 1-2 and in SS 3-4?
D- What type of question is 1? What type is 2? Is the ‘if’ in SS 4 meaning the conditional?
E- How do we call SS 1-2 and SS 3-4?
Keys:
A- in SS 1-2 the reporter is speaking. In SS 3-4 someone else is speaking.
B-In SS 1-2 the present simple is used. In SS 3-4 the past simple is used.
C-In SS 1-2 the subject is placed before the aux and the Verb. In SS 3-4 the subject is placed
after the verb.
D-QQ1 is a wh- QQ whereas QQ2 is an auxiliary QQ (yes/no QQ).
E- SS 1-2 are direct speeches SS 3-4 are indirect speeches.
Task: Rewrite SS B so that it means the same as SS A.
1. A- “How does the solar system work?” He asked.

B-He asked how ……………………………….
2. A-“The planets orbit around the sun.” The astronomer answered.
B- The astronomer answered that ……………………………….
3. A- “Is the sun a planet?”She wandered.
B- She wandered if ………………………………………………
4. A-“The sun is a star.”He explained.
B- He explained that …………………………………………….
Keys:
1.B- He asked how the solar system worked.
2.B- The astronomer answered that the planets orbited around the sun.
3.B- She wandered if the sun was a planet.
4.B- He explained that the sun was a star.
Vocabulary explorer
Verbs Nouns Adjectives
Weigh, takes, travel Height, weight, length, High, tall, heavy,
depth. long, wide, deep
Distance, speed.
Kilometres, metres.
Hours, minutes,
seconds
1.B 2. A 3.C 4. E 5. D
1. believed 2. Belief 3. Proved 4. Proof
Pronunciation and spelling (pp.140-141)
AIM: To increase pupils’ understanding of the sound-spelling relationship.

Key to Tasks 1 and 2 (p.140)
Stress usually falls on the second syllable for verbs and on the first syllable for nouns.
Key to Task 3 (140)
Stress shift: The stress pattern of the verbs and nouns are different. In verbs, it falls on the second syllable where
in nouns it falls on the first syllable. In addition, the letter n is pronounced differently.
Think, pair, share (p.141)

AIM: To interact with peers then produce.
Paragraph sample:
The Moon is an earth satellite orbiting our planet from a distance of 384,000kms on
average, and its orbit is in a west-to-east direction. Its surface gravity is only 0.16 that of the
Earth (one sixth), and it does not seem to have life on it, since it has neither atmosphere nor
water. Minimum and maximum temperatures on it are wide apart, with +110˚C on the sunlit
side and –170˚C in lunar nights. The geology of this satellite is rock only, and its age is about
4,6 billion years.
Plans to reach the Moon on space crafts have been on scientists’ minds since early 20th
century. But they became more concrete when the Russians launched space crafts Sputnik 1
and Sputnik 2 in 1957, the second one carrying dog Laika. In 1961, Yuri Gagarin orbited the
Earth, followed by the American astronaut John Glenn in 1962. Finally, America won the
honour of reaching the Moon before Russia, when Neil Armstrong set foot on it on July 21st
1969.
There are at present plans to build a space base on the Moon, to set a giant telescope and
launch space ships from there to distant planets, and perhaps to other solar systems.

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Level: Third year / Scientific streams

Source : New Prospects book

Theme: Astronomy and The Solar System

Functions Grammar Vocabulary and sound system

Skills and Strategies Outcomes:

LISTEN AND CONSIDER (pp.136-141)

Around the text (pp.137-140)

Key to Task 2: Students combine the sentences to get a description of a telescope.

Possible out put:

Key to Task 2 (p.138)

Grammar Explorer III:

AIM: introduce reporting questions and review reporting statements.

Consider sentences 1-4 and answer the questions A- E that follow.

1. “How long is the satellite?”The reporter asked.

A-Who is speaking in SS 1-2? Who is speaking in SS 3-4?

Task: Rewrite SS B so that it means the same as SS A.

1. A- “How does the solar system work?” He asked.

AIM: To increase pupils’ understanding of the sound-spelling relationship.

Think, pair, share (p.141)

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