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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