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Form 9 – Unit 1 – The Earth in Space
Lesson 1 – Origin of the Universe
o Discussion Questions
 Where were you born?
 Is the town (village) you were born in large or small?
 What continent is Moldova situated on?
 How many planets go around the Sun?
 What is the name of the galaxy the solar system belongs to?
 Is there only one or are there more galaxies in the universe?
o Vocabulary – taken from text (p. 9)
 matter
materie
 to assume
a presupune
 star
stea
 to expand
a lărgi
 to occur
a se întîmpla
 to predict
a prezice
 to discover
a descoperi
 to prove
a verifica
o Students work in groups, using the vocabulary words, to write about how they think the universe
was created. The students will then present their ideas.
o Text “The Big Bang” (p. 9)
 Students skim text and identify unfamiliar words, which they then look up in their
dictionaries.
 ex. 1, p. 10 – Scan the text and supply answers to the following questions:
 Why do some planets have moons and satellites while others don’t?
o Some planets have moons and satellites because they are large enough.
 What is happening in the universe nowadays?
o Nowadays, the universe is expanding.
 Whose observations provided for the foundation of the Big Bang Theory?
o Edwin Hubble’s observations provided for the foundation of the Big Bang
Theory.
 ex. 2, p. 10 – Work in small groups. Read the sentences below and reorder them so that
they are in the correct sequence.
 Some 15 to 20 billion years ago, matter and energy were concentrated in one
place.
 It was really hot in this place.
 Because it was so hot, an explosion happened.
 This explosion is known as the ‘Big Bang’.
 Because of the force of gravity, this matter formed clusters called galaxies.
 Even today, these galaxies continue to race away from the centre of the universe.
o Homework
 to learn new words
 to complete ex. 3, p. 10
 If the Big Bang theory is correct, the energy left from the Big Bang will be evenly
spread out throughout the universe. This energy is known as background
radiation. And indeed, scientists have discovered that the background radiation is
almost the same throughout the entire universe. This constant background
radiation is one observation that supports the Big Bang theory.
 to write a summary of the text
1
Form 9 – Unit 1 – The Earth in Space
Lesson 1 – Origin of the Universe (Part 2 - Grammar)
o Check Homework
 crossword (see handout)
 collect summaries
o Motivation - noun compounds – each student given one half of a noun compound. They form
pairs based on who has the other half. Then they write sentences using their compounds.
after
home
birth
cave
water
bath
day
some
noon
work
day
man
fall
room
time
body
o Grammar – Noun Compounds (use Grammar box, p. 10)
 A noun tells what something or someone is called. Nouns can be simple or compound
(two words put together to form one noun).
 Ways of Forming:
 noun + noun (goldsmith)
 noun + gerund (sightseeing)
 adjective + noun (redbreast)
 gerund + noun (looking-glass)
 pronoun + noun (he-man)
 noun + preposition (runner-up)
 verb + noun (scarecrow)
 noun + preposition + noun (man-of-war)
o Practice with Noun Compounds – Students in two groups will be given nouns to form
compounds and say how they are formed (using one of the types from above). They will then
look up the meaning of the words they are unfamiliar with in dictionaries, and write sentences
using them.
after
book
birth
table
air
tea
pan
paper
cave
horse
parent
home
car
cup
Group 1
noon
shelf
day
top
port
time
cake
back
man
fly
hood
work
pet
board
time
bath
in
out
no
bed
police
some
bread
ant
water
wheel
fall
day
Group 2
table
room
doors
side
body
room
woman
one
bin
eater
fall
barrow
out
time
2
Form 9 – Unit 1 – The Earth in Space
o Homework
 to complete ex. 3, p. 8 (speaking)
 How did our universe begin?
 How old is our universe?
 What theories about the past, present, and future of our universe do you know
about?
 to complete ex. 1, p. 10 (grammar)
 pot in which metals can be melted – melting pot
 boat to break up ice in shipping lanes – ice boat
 region near some place or thing – someplace/somewhere
 shaking of the earth – earthquake
 pain in an ear – earache
 state of being a boy – boyhood
 commander above all other officers – commander in chief
 museum of painting, sculptures, etc. – art museum
 person who writes plays – playwright
 land high above sea level – high ground

to complete ex. 13, p. 22, and write sentences with the words)
Column A
radio
grass
maidinfantry
point-by-point
strike
waiting
going-to-bed
proof
dress
Column B
broadcast
lands
in-waiting
man
method
outs
room
rituals
reading
making
3
Form 9 – Unit 1 – The Earth in Space
Lesson 2 – The Beginnings of Life
o Check Homework
 ex. 3, p. 8 (speaking)
 ex. 1, p. 10 (grammar)
 ex. 13, p. 22
o Motivation – create a “spider gram” around the word “life,” and then as a class discuss how life
began on earth.
LIFE
o Vocabulary – taken from text (p. 11)
 to swirl
a se învîrti
 to revolve
a învîrti
 crust
crustă
 to pour
a vărsa
 to release
a elibera
 trench
tranșee
 about
aproximativ
 mass
masă
 around
în jurul
 to change into
a deveni
 yet
încă
 thus
astfel
 due to
datorită
 to crawl
a se tîrî
 to develop
a dezvolta
 to boil
a fierbe
 to cool
a răci
o Text “The Beginnings of Life” (p. 11)
 Read the text as a whole class.
 Students, in pairs, write two questions about the text that the other students will then have
to answer.
o Homework
 to learn new words
 Creativity: to write a dialogue between a human and an extraterrestrial
 to complete ex. 1 & 2, p. 12 (understanding what you’ve read)
4
Form 9 – Unit 1 – The Earth in Space
Lesson 2 – The Beginnings of Life (Part 2 – Grammar)
o Check Homework
 questions from the previous lesson:
1. Life on Earth began (on land / in the sea).
2. The first land animals were fish who developed lungs.
3. translate: astfel - thus
4. Earth has a mass of approximately 6 sextillion tons.
5. The crust was formed when rock cooled.
6. translate: datorită – due to
7. There was no oxygen in the early atmosphere and there were no animals yet.
8. Before a child learns to walk, it learns to crawl.
9. The Earth revolves around the sun.
10. It rains when water in the air condenses.
 ex. 1, p.12 – Scan the text and find out how much the earth weighs. six sextillion tons
 ex. 2, p. 12 – In groups, discuss the answers to the following questions:
 What happened about 4.6 billion years ago? the earth formed
 How were mountains and ocean beds formed? hot gases and liquid rock broke
through the crust
 Due to what process did the first animals appear? photosynthesis
o Grammar – Noun Derivation (p. 13)
 Conversion – forming a new word from another part of speech without adding anything
 to race » race
 poor » poor
 Contraction – shortening a word
 a fountain pen » pen
 examination » exam
 Affixation – adding either a prefix or a suffix
 rage » outrage
 courage » discouragement
 Deflexion – changing the word
 long » length
 sing » song
o Practice – students, in two groups, will match nouns with the words they are derived from and
will then which method was used to form them
 Conversion
 to lift » lift
 to strike » strike
 to plan » plan
 to show » show
 Affixation
 citizen » citizenship
 to correct » correction
 to meditate » meditation
 similar » similarity
 to connect » connection
 meek » meekness
 to improve » improvement
 secure » security
 identity » identification
 percept » perception
 to require » requirement
 train » training
 Deflexion
 to choose » choice
 long » length
 to shoot » shot
 deep » depth
 to feed » food
 defend » defense
 to devise » device
 wide » width
5
Form 9 – Unit 1 – The Earth in Space
o Homework
 ex. 1, p. 13 – form nouns from the following words and name the way the noun is formed
1. deep » depth (deflexion)
2. to result » result (conversion)
3. to matter » matter (conversion)
4. to place » place (conversion)
5. hot » heat (deflexion)
6. to force » force (conversion)
7. to affect » affect (conversion)
8. to cause » causation (affixation)
9. to occur » occurrence (affixation)
10. to speed » speed (conversion)
11. to develop » development (affixation)
12. to fish » fish (conversion)
13. to hammer » hammer (conversion)
14. to chisel » chisel (conversion)
15. to pile » pile (conversion)
16. precious » preciousness (affixation)
17. mountainous » mountain (contraction)
18. to hate » hate (conversion)
19. wise » wisdom (affixation)
20. wide » width (deflexion)
21. to employ » employment (affixation)
22. person » personality (affixation)
23. cool » cooler (affixation)
24. to indicate » indication (affixation)
 write sentences using 10 of the nouns you formed in ex. 1, p. 13
6
Form 9 – Unit 1 – The Earth in Space
Lesson 3 – The Stars
o Check Homework
 ex. 1, p. 13
 collect sentences
o Worksheet
o Homework
 ex. 2, p. 15 – tell the answers to the following questions
 Why do stars seem tiny? because they are so far away
 What is another name for small stars? dwarf stars
 How large is the diameter of the earth? 8000 miles
 ex. 3, p. 15 – say whether the following statements are true or false
 Some stars appear to be very bright. Others look very dim. true
 The solar system is situated in the M-8 Galaxy. false
 Our galaxy is the only galaxy in the universe. false
 Stars are not the same size. true
 Stars do not change their positions. false
7
Form 9 – Unit 1 – The Earth in Space
Lesson 3 – The Stars (Part 2 – Grammar)
o For this lesson, instead of teaching the plural of compound nouns, it’s a good idea to begin
reviewing the verb tenses necessary for Conditional, which is presented in Unit 2. I reviewed
Present Simple during this lesson.
o Check Homework
 ex. 2, p.15
 ex. 3, p.15
o Motivation – Guess what? – The teacher reads the following description, and the students have to
listen and then say what astrological sign the description is about.
“This is the first sign of the Zodiac. People born under this sign are leaders. They prefer to
initiate rather than to complete. They display leadership, and they are called the pioneers of
the Zodiac. The symbol of this sign is the ram. They are blunt and to the point. They are
born between March 21 and April 19.” Aries
Then the teacher shows the students the text, with the verbs in bold, and the students have to
identify what verb tense is used. “As you can see, all of the verbs are in present simple tense,
which is the tense we are reviewing today.”
o Present Simple
 Use - We use Present Simple when speaking about actions or things that are habitual or
always true. (I go to school every day.)
 Key Words – the following words are frequently used in sentences with present simple
 always
 usually
 sometimes
 every (day, week, month, year, summer, etc.)
 Form – In affirmative, negative, and interrogative, all persons have the same form except
3rd person singular (he/she/it)
 + use the base of the verb (to work » I work)
for 3rd person singular, use the base of the verb + s (he works)
 - use “do” + “not” + “base” (I do not work)
for 3rd person singular, use “does” + “not” + “base” (he does not work)
 ? use “do” + “pronoun” + “base” (do I work?)
for 3rd person singular, use “does” + “pronoun” + “base” (does he work?)
 Exceptions – for 3rd person singular, affirmative:
 verbs that end in -sh »
-ch »
-ss »
+ “es” (to wash » she washes)
-s »
-x »
 verbs that end in -“consonant” + “y” » y + “ies” (to fly » she flies)
Affirmative
I work
you work
he/she/it works
we work
you work
they work

Short Forms:
Negative
I do not work
you do not work
he/she/it does not work
we do not work
you do not work
they do not work
“do not” » “don’t”
Interrogative
do I work?
do you work?
does he/she/it work?
do we work?
do you work?
do they work?
“does not” » “doesn’t”
8
Form 9 – Unit 1 – The Earth in Space
o Practice – As a whole class, three different example sentences are presented on the board, with
the verb in its infinitive form. Students will put the verb in the correct form, and transform each
sentence into the other two forms (affirmative, negative, and interrogative)
 I (to walk) to school every day. » I walk to school every day.
I don’t walk to school every day.
Do I walk to school every day?
 He (not to read) every night. » He doesn’t read every night.
Does he read every night?
He reads every night.
 (they, to eat) lunch at noon? »
Do they eat lunch at noon?
They eat lunch at noon.
They don’t eat lunch at noon.
o Homework
 to conjugate the verbs “to play,” “to cry,” “to watch” in present simple and then write a
sentence with each verb in affirmative, negative, and interrogative
I play
you play
s/he/it plays
we play
you play
they play

I don’t play
you don’t play
s/he/it doesn’t play
we don’t play
you don’t play
they don’t play
do I play?
do you play?
does s/he/it play?
do we play?
do you play?
do they play?
I cry
you cry
s/he/it cries
we cry
you cry
they cry
I don’t cry
you don’t cry
s/he/it doesn’t cry
we don’t cry
you don’t cry
they don’t cry
do I cry?
do you cry?
does s/he/it cry?
do we cry?
do you cry?
do they cry?
I watch
you watch
s/he/it watches
we watch
you watch
they watch
I don’t watch
you don’t watch
s/he/it doesn’t watch
we don’t watch
you don’t watch
they don’t watch
do I watch?
do you watch?
does s/he/it watch?
do we watch?
do you watch?
do they watch?
to research your own astrological sign and write a short description of it using present
simple tense
9
Form 9 – Unit 1 – The Earth in Space
Lesson 4 – Wanderers among the Stars
o Check Homework
 conjugate “to cry,” “to watch,” and “to play” in present simple
 collect descriptions of astrological signs
o Based on their homework, students will get into groups to describe what their astrological sign
“means” and say whether they believe astrology is true
o Vocabulary – taken from text, p. 17
 around
în jurul
 wanderer
rătăcitor
 to resemble
a asemăna cu
 to doubt
a nu crede
 fluffy
pufos
 soil
pămînt
 to consist of
a fi alcătuit din
 largely
în mare măsură
 dry
uscat
 almost
aproape
 mist
ceață
 frozen
înghețat
o Text – read “Colorful Planets” (p.17), and practice answering questions.
One of my biggest frustrations with teaching is that when I ask a question about the text, the
students respond by finding the sentence in the text that answers the question and repeating that
sentence to me. So I spent this lesson helping the students understand how to write a complete
response to a question by using the question itself. We took a few example questions and walked
through them as a class. The students rearrange the words of the question to formulate the
beginning of the response, then find the answer in the text.
Q: What are the best known members of the solar system?
A: The best known members of the solar system are … the nine planets.
Q: What is a planet?
A: A planet is … a large space object that moves around the sun.
Q: What did the word “planet” mean?
A: The word “planet” meant … “wanderer.”
Q: Do scientists think Mercury has life on it?
A: Scientists … do not think that Mercury has life on it.
After the students understood the idea, they closed their books, and formulated the beginning
of the answer to the following questions:
Q: What is Mercury covered with?
A: Mercury is covered with … mountains and craters.
Q: What is one of the brightest objects in our sky?
A: One of the brightest objects in our sky is … Venus.
Q: What is Earth called?
A: Earth is called … the “watery” planet.
10
Form 9 – Unit 1 – The Earth in Space
o Homework
 to answer the following questions about the text, using what we practiced in class
Q: What is Mars called?
A: Mars is called … the “red” planet
Q: What is Saturn made of?
A: Saturn is made of … frozen gases.
Q: What are Jupiter’s colored bands made of?
A: Jupiter’s colored bands are made of … frozen gases.
Q: Why is Uranus green?
A: Uranus is green because … it is made of frozen gases.
Q: What does the sun look like from Pluto?
A: From Pluto, the sun looks like … a distant star.
Q: What color is Neptune?
A: Neptune is … pale blue.
Q: What are the four largest planets?
A: The four largest planets are … Jupiter, Saturn, Uranus, and Neptune.
Q: Which planet is sixth from the sun?
A: … Saturn is the sixth planet from the sun.


to learn the new vocabulary words
to write two additional questions about the text, which we will answer during the next
class
11
Form 9 – Unit 1 – The Earth in Space
Lesson 4 – Wanderers Among the Stars (Part 2 – Grammar)
o For this lesson, there is no grammar presented, but it’s a good idea to review the verb tenses
necessary for Conditional, which is presented in Unit 2. I reviewed Past Simple during this
lesson.
o Check Homework
 questions about the text
 to write two additional questions about the text – each student exchanges their questions
with another student
o Students read through the short text on p. 18 “The Fastest and the Slowest,” and identify what
tense each of the verbs is in.
“Mercury is the fastest planet in the solar system (present simple). A year on Mercury is only 88
days long (present simple)! It takes Mercury only 88 Earth days to make one complete rotation
around the sun (present simple). This planet was called Mercury by the Romans after their
swift-footed messenger of the gods (past simple).
Saturn earned its name because it seemed to move slowly among the stars (past simple). The
Romans called this large planet Saturn after their god of time (past simple).”
Last week, we reviewed Present Simple tense, and this week we will be reviewing Past Simple.
o Past Simple
 Use – a short action that began and ended in the past
 Key Words – the following words are frequently used in sentences with past simple
 yesterday
 _______ ago
 in _______ (year, month, season, etc.)
 last (week, month, year, summer, etc.)
 Form – In affirmative, negative, and interrogative, all persons have the same form.
 + regular verbs: add “ed” to the base of the verb (I worked)
irregular verbs: use 2nd column form (I ate)
 - use “did” + “not” + “base” (I did not work / I did not eat)
 ? use “did” + “pronoun” + “base” (did I work? / did I eat?)
 Exceptions – regular verbs, affirmative:
 verbs that end in -“consonant” + “y” » y + “ied” (to cry » she cried)
Affirmative
Regular
Irregular
I worked
I ate
you worked
you ate
s/he/it worked s/he/it ate
we worked
we ate
you worked
you ate
they worked
they ate

Negative
Regular
I did not work
you did not work
s/he/it did not work
we did not work
you did not work
they did not work
Short Forms:
Interrogative
Irregular
Regular
Irregular
I did not eat
did I work?
did I eat?
you did not eat
did you work?
did you eat?
s/he/it did not eat did s/he/it work? did s/he/it eat?
we did not eat
did we work?
did we eat?
you did not eat
did you work?
did you eat?
they did not eat
did they work?
did they eat?
“did not” » “didn’t”
o Practice – As a whole class, three different example sentences are presented on the board, with
the verb in its infinitive form. Students will put the verb in the correct form, and transform each
sentence into the other two forms (affirmative, negative, and interrogative)
 I (to walk) to school yesterday. » I walked to school yesterday.
I didn’t walk to school yesterday.
Did I walk to school yesterday?
12
Form 9 – Unit 1 – The Earth in Space

He (not to eat) last night. »

(they, to go) to sleep? »
He didn’t eat night.
Did he eat last night?
He ate last night.
Did they go to sleep?
They went to sleep.
They didn’t go to sleep.
o Homework
 to conjugate the verbs “to play,” “to cry,” “to fly” in past simple and then write a sentence
with each verb in affirmative, negative, and interrogative
I played
you played
s/he/it played
we played
you played
they played

I didn’t play
you didn’t play
s/he/it didn’t play
we didn’t play
you didn’t play
they didn’t play
did I play?
did you play?
did s/he/it play?
did we play?
did you play?
did they play?
I cried
you cried
s/he/it cried
we cried
you cried
they cried
I didn’t cry
you didn’t cry
s/he/it didn’t cry
we didn’t cry
you didn’t cry
they didn’t cry
did I cry?
did you cry?
did s/he/it cry?
did we cry?
did you cry?
did they cry?
I flew
you flew
s/he/it flew
we flew
you flew
they flew
I didn’t fly
you didn’t fly
s/he/it didn’t fly
we didn’t fly
you didn’t fly
they didn’t fly
did I fly?
did you fly?
did s/he/it fly?
did we fly?
did you fly?
did they fly?
to write a report on your favorite planet, using both present simple and past simple tenses
13
Form 9 – Unit 1 – The Earth in Space
Lesson 5 – Round Up
o Vocabulary Review – Unit 1 Crossword
o Noun Compounds – match the word in Column A with the word in Column B to form noun
compounds. Then select three of those compounds to write sentences with.
Column A
cup
birth
home
day
water
no
bath
car
cave
out
Column B
board
day
work
time
fall
body
room
pet
man
doors
Column A
Column B
time
table
parent
some
air
in
tea
bed
after
book
pan
hood
one
port
side
time
room
noon
shelf
cake
o Noun Formation – form nouns from the following words
 to plan - plan
 to lift - lift
 to choose - choice
 to race - race
 to show - show
 to strike - strike
 to devise - device
 to feed - food
 to sound - sound
 wide - width
 deep - depth
 to defend - defense
 long - length
 to shoot - shot
 to sing - song
 to drip - drop
 to require - requirement
 citizen - citizenship
 correct - correction
 to identify - identity
 secure - security
 to connect - connection
 to improve - improvement
 meek - meekness
14