NEW PROSPECTS TEACHER’S BOOK SECONDARY EDUCATION, YEAR THREE
CONTENTS (CLICK BELOW LINKS)
ERRATA
UNIT FIVE: IT’S A GIANT LEAP FOR MANKIND (pp.135-164)
Use the pictures to elicit the theme of the unit. Then refer the students to page 162 to get them acquainted
with the project outcome.
LISTEN AND CONSIDER (pp.136-141)
Language outcomes (p.136)
Let the students skim through the preview so as to get acquainted with the aims of the section..
Getting started
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 .
Let’s hear it (p.137)
Task 1 (p.137)
C.1 E.2 B.3 A.4 F.5 D.6
Task 2 (p.137)
A. It is 610 kms away from the Earth
B. It is roughly cylindrical in shape.
C. It is 13 m long.
D. It weighs more than 11 tons.
Around the text (pp.137-140)
Grammar Explorer (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.
Task 1 (p.138)
1. B 2. C 3. D 4. A 5.F 6.E
Task 2
Students combine the sentences to get a description of a telescope.
Grammar explorer II (p.138)
Task 1 (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.
Vocabulary explorer
Task 1 (p.139)
Verbs
Weigh, takes, travel
Nouns
Height, weight, length, depth.
Distance, speed.
Kilometres, metres. Hours, minutes, seconds
Adjectives
High, tall, heavy, long, wide, deep
Task 2 (p.139)
1.B 2. A 3.C 4. E 5. D
Task 3 (p.140)
1. believed 2. Belief 3. Proved 4. Proof
Pronunciation and spelling (pp.140-141)
Tasks 1 and 2 (p.140)
Stress usually falls on the second syllable for verbs and on the first syllable for nouns.
Task 3 (140)
Stress shift: The stress pattern of the verbs and nouns are different. In verbs, it falls on the second syllable
whereas in nouns it falls on the first syllable. In addition, the letter n is pronounced differently. Check the
pronunciation of the words in the dictionary.
Task 4 (p.140-141)
Blue (corrective stress) - Russian (corrective stress)
Think, pair, share (p.141)
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.
READ AND CONSIDER (p.142)
Language outcomes (p.142)
Let students skim through the preview so as to get acquainted with the objectives of this section.
1. Pluto is no longer considered a planet. According to experts, it’s just a member of an asteroid belt beyond
Neptune, along with 12 newly discovered mini-worlds.
2. One year / 365 1/4 days
3. Possible answer: Astronomy is a science whereas astrology is a pseudo-science. The former studies the
sun, the moon, stars and planets to get information about them whereas the latter observes them with the
belief that their positions will tell about man’s destiny.
Taking a closer look (p.142)
Task 1 (p.142)
Start from bottom left :
Sun- 1.Mercury, 2.Venus, 3. Earth (Moon in the black box) , 4.Mars, 5. Jupiter, 6. Saturn , 7. Uranus, 8.
Neptune 9. Pluto is no longer considered a planet.
Task 2 (p.142)
A. meteors- comets- asteriods- satellites/moons- planets - stars.
B. The moon orbits the earth whereas the planets orbits the sun.
C. The heavenly bodies.
D. The heat energy and light energy make life possible on Earth.
E. They are likened to huge mirrors because they reflect the light from the sun.
Task 3 (p.142)
10,000 -32 X 5/9 27,000,000 -32 X 5/9
Around the text (pp. 145-148)
Grammar explorer I (p.145)
Comparatives of adjectives
Comparatives of superiority:
q They are far more remote from us than any other heavenly bodies.
q More distant planets have larger orbits
Comparatives of equality:
Elicit an example
Comparatives of inferiority:
q Moving around some of the planets are smaller balls …
q You might also catch a glimpse of swarms of even smaller particles…
q Their light is less intense than that of the sun.
Comparatives of adverbs
q More distant planets have larger orbits and travel far more slowly.
Other examples:
q More distant planets have larger orbits and travel less quickly.
q More distant planets have larger orbits and don’t travel as quickly as the ones which are close to the
sun.
Task 2 (p.145)
There are many possible answers.
E.g. The Earth is more remote/distant from the sun than Mercury.
Mercury is closer/nearer to the sun than the Earth.
The information in the box is taken from the Hutchinson Encyclopaedia.
Grammar explorer II (p.146)
Task 1 (p.146)
Similarities
‘all travelling in the same direction’ (§1)
Elicit other examples with other link words: E.g. both… and…, neither… nor, similar to, like …
Differences
q Compared with the other stars, the sun is of average size, but it is a giant in comparison with even the
largest planets.
q The planets of the solar system are different from the distant stars.
q Unlike stars, which shine with their own light, the planets give off no light of their own.
q Jupiter, for example, takes more than eleventh Earth years to make one complete revolution around the
sun while Earth makes its path around the just in just 365 ¼ days….
Elicit other examples from the students.
Task 2
Comparing/contrasting terms to use within a clause.
1. A and B are the same/alike/similar/comparable.
2. Both A and B are … /Neither A nor B is …
3. A and B are different/unlike/ disimilar.
4. A is the same as/ similar to/ like /resembles B.
5. A is as _____ as B.
6. A differs/ is different from B.
Link words to use between clauses, sentences and paragraphs
Category
1. Similarity
2. Difference
Coordinators
1. And
2. But .yet
Subordinators
1……
2.While, whereas
Transition words
1. Likewise, similarly, also, too
2.However, in contrast, conversely on the other hand, contrary to …
Grammar explorer III (p.146)
A. The sentences express supposition/hypothesis.
B. Past simple + would+verb The author is just supposing/imagining things.
Grammar explorer IV (p.146)
A. The verb travel.
B. Dynamic/action verbs
C. Know/are/see
D. Stative verbs
E. See Grammar Reference p.223.
Task (p.147)
A. Well, because now I understand astronomy is important.
A: Sorry I don’t understand what you mean.
A: Oh , I see that you have a telescope in your attic.
B. Actually, I didn’t buy it. You know, it used to belong to my grandfather. I still remember the day when he
gave it to me.
Vocabulary explorer (p.147)
Task 1 (p.147)
A. tiny B. recognize C. streaming D. catch a glimpse E. radiating F. twinkling G. give off H. huge I.
speeding
Task 2 (p.148)
Astrologist - astronomer - astrophysicist -observers - scientist- psychologist
Pronunciation and spelling (p.148)
Task 1 (p.148)
First rule: E.g. Cats, seeds, cameras …
Second rule: Potatoes, buses, boxes, matches, bushes …
Third rule: datum- data, stimulus- stimuli …
Fourth rule: wife- wives, sheaf-sheaves
Fifth rule: belief- beliefs, proof-proofs …
Task 2 (p.148)
Theories - categories - theses men - women - beliefs - men- women -facts- origins - hypotheses.
/S/
Facts
Astrophysicists
Beliefs
/Z/
Astronomers
/IZ/
Theses
Hypotheses
Theories/mysteries
Think, pair, share (p.149)
I sometimes think with awe about the possible consequences for life on earth if a comet collided with
our planet. I can imagine it hurtling through the atmosphere before it makes its terrible impact on some part of
a continent. Scientists do say that a similar incident took place many thousand years ago, and provoked the
extinction of many giant animal species, including dinosaurs.
An enormous crater would form, and possibly cause a volcanic eruption which would send a heavy layer
of particles and ash high up in the sky to stop the sun rays from reaching the Earth. Our planet would then be
in the dark for many years, and consequently the temperatures would drop considerably.
A change in the climate could indeed occur, rainfalls and snowfalls would be frequent, heavy and long
lasting, and floods would result from them; the sea level would probably rise, and cause some flat regions of
the Earth to be totally immersed.
Another possible consequence of the impact would be a gigantic earthquake which would destroy many
inhabited areas and kill a huge number of people. If the impact were near an ocean, a tsunami could develop
and flood vast areas of flat land, causing many people to die or become homeless.
Facts in the past have shown that a disaster like an impact of a heavenly body on Earth could destroy
life, or at least alter living conditions dramatically. The same could be repeated if another collision occured.
This is why scientists are thinking up space programmes to find ways of preventing another accident of this
kind.
TAKE A BREAK (p.150)
Idiomatic expressions
A. 1. b saw stars 2. a was born under an unlucky star 3. c Thank his lucky star
B. 1= a over the moon 2= d mooning over 3= b once in a blue moon 4= c crying for the moon
Poem
Here are some questions that can be asked to the students.
1. Explain how, in the first two lines, the poet manages to give us a history of the means of transport.
2. What comparison helps us to understand the challenges that must be met by the first settlers on other
planets?
3. How can you tell that the author expects journeys through space to be quick?
4. How does the author show that he expects mostly younger people to journey out into space?
5. Americans are always asked, in Autumn, to ‘mail early for Christmas’. How is this expression related to the
title of the poem?
RESEARCH AND REPORT (p.151)
Assignment 1 (p.151)
The competition can be organized in the form of a show asking questions like: Who was the astronomer who
said that the earth was flat? What’s the title of the book that he is best known for? Where was Ptolemy born?
What was his nationality? The students will play the roles of host and guest in the show.
Assignment 2 (p.151)
This assignment can take the form of a demonstration class or a news reading.
Assignment 2 (p.151)
Eclipse: passage of an astronomical body through the shadow of another. The term is usually used for solar
and lunar eclipses, which may be either partial or total, but may also refer to other bodies, for example, to an
eclipse of Jupiter’s satellites by Jupiter itself. An eclipse of a star by a body in the Solar System is also called
an occultation.
A solar eclipse occurs when the Moon passes in front of the Sun as seen from Earth, and can happen
only at new Moon. During a total eclipse the Sun’s corona can be seen. A total solar eclipse can last up to 7.5
minutes. When the Moon is at its farthest from the Earth it does not completely cover the face of the Sun,
leaving a ring of sunlight visible. This is an annular eclipse. Between two and five solar eclipses occur each
year but each is visible only from a specific area. A lunar eclipse occurs when the Moon passes into the
shadow of the Earth, becoming dim until emerging from the shadow. Lunar eclipses may be partial or total,
and they can happen only at full Moon. Total lunar eclipses last up to 100 minutes; the maximum number each
year is three.
A total solar eclipse visible from southwestern England took place on 11 August 1999 and lasted for
two minutes. This was the first total solar eclipse to be visible from the UK since 1927, the next will be in
2090.
(From the Huchinson Encylopedia, 2001 Edition)
Assignment 3 (p.151)
The etymology of the words is Arabic.
Assignment 4 (p.151)
E.g. One of the myths says that the Earth stands on a bull’s horns.
LISTENING AND SPEAKING (p.152)
Skills and strategies outcomes (p.152)
Let the students skim through the preview so as to get acquainted with the objectives of the section.
Before listening (p.152)
1. ET stands for extra-terrestrial. Students have already come across this term.
Questions 2, 3 and 4 are open-ended questions. There are many possible answers.
5. See text on science-fiction in SE2 textbook.
As you listen (p.153)
Have students skim through the text in the coping box before setting them to task.
Task 1 (p.153)
The clues are not necessarily the ones that students will identify:
a. They work for the S.E.T.I(Search for Extra-terrestrial Intelligence)
laboratory.
b. Beyond the solar system perhaps even beyond the Milky Way
c. For many centuries we were ignorant of what we call the New World today.
d. The S.E.T.I researchers are determined to distance themselves from science fiction and fantasy.
Task 2 (p.153)
Students will discuss the following statement:
‘That would shed light on the origin, the nature and the future of the universe as a whole.’ Students don’t have
to agree on one single answer.
After listening (p.154)
Students skim through the text in the coping box. Engage a discussion with the students to check that they
have inderstood the main ways of expressing agreement or disagreement with stative verbs. (See Coping
box, p.154.)
Task 1 (p.154)
Allocate the necessary time to the students to prepare their dialogues.
E.g.
A: Is what they telling us about space laboratories true?
B: I (don’t) think so.
A: Why?
B. …
Task 2 (p.154)
The task can be done in groups. Let the groups brainstorm one of the topics before they engage in
dialogue. Make sure the students use the right tenses.
Saying it in writing (p.155)
E.g. I think that astronomy is one of the most useful sciences today. For one thing, it’s thanks to astronomy
that we can predict such catastrophes as tsunamis and hurricanes. Right now as I ‘m speaking to you there
are satellites hovering above us in the skies watching for any hurricane that may hit us….
Reading and writing (p.156)
Skills and strategies outcomes (p.156)
Let the students skim through the preview. Then interact with students to make explicit the objectives of the
section.
Before reading (p.156)
Task 1 (p.156)
The answer is C. because the paragraph in question is a lead-in. Its purpose is to entice the reader to read
the whole article or news story. It is signed by a journalist by the name David Grinspoon.
Task 2 (p.156)
It fits in the beginning because “why” indicates that a rhetorical question is asked and we expect that it will be
answered in what comes next.
Task 3 (p.156)
An answer/ a discussion of the issue raised in the lead-in.
N.B. Students will suggest answers to the three questions, but try not to answer them at this stage. They will
check their answers while doing task 1 in the as-you-read rubric.
As you read (p.157)
Task 1 (p.157)
Students will skim through the rest of the text to check the guesses they have made in the before-reading
task.
Task 2 (p.158)
A. The NASA fired a copper explosive barrel in the path of Tempel 1 in order to learn about the impact that
a collision with comets might have on our planet. Or
….in order to learn about the life secrets that lie within the hole of the comet.
B. Deep impact
C. Paragraph 5
D. The dinosaurs would not have disappeared if they had known how to divert the course of comets. The
space programme is vital because it can help avoid the kind of collision that caused the disappearance of
dinosaurs.
Tasks 3 and 4 (pp.158-159)
Crater = hole (relation of synonymy); Mixed reactions = not complelety positive/good. The three sentences
give clues in three different ways: not really fine (not good); analogy and a rhetorical question. Hurt: (word
coming in topic sentence) = doing harm (idiomatic expression in the concluding sentence) The parallel that
the author draws between the mission and digging for sand specimens in a beach provides another clue for
understanding the meaning of the word.
Demolish = destroy (relation of synonymy) Ice crust = frozen rock (synonymy) Lacked =/= had The
meaning of lack can be guessed either from the context of the sentence “The dinosaurs disappeared
because they lacked a space programme.” It also also guessed from the concluding sentence of the
paragraph “ … because we have knowledge….)
After reading (p.159)
Possible answers:
1. The decision to shoot at the comet is unreasonable/too quick and can have bad consequences.
2. There is no need to be worried about the shooting at the comet because it is as harmless as picking up
a few sand specimen for study.
Or the mission is totally harmless because …
3. Human life can’t be destroyed by the collision of our planet with a comet because we know how to divert
their course.
Task 2 (p.159)
A.Type of discourse: Argumentative
B.Function: Persuading the reader about the importance of a space programme.
C.Category of reasoning: It is mainly a reasoning based on analogy
Writing development (pp.160 -161)
You often hear people say, ‘The budget devoted to space programmes is wasted money.’ Many people
support this statement by saying that these huge amounts can be invested in projects to combat diseases.
Likewise, many other people consider that space exploration is a wild dream and that the money spent on
these explorations is needed to relieve poverty in Africa. Though I understand that there is an urgency to fight
diseases and relieve poverty in our continent, I don’t think it is right to abandon investment in space
explorations. Why?
In the first place, many of the advances made in medicine are indirectly the result of space exploration.
For instance, …
Project outcome (p.162)
Assessment (p.163)
Text 5 (p.36) The Martians are coming
I. Read the text carefully and answer with True or False(3 pts)
The radio programme was broadcast on Halloween day.
The news announcers were real actors.
An announcement was made before the show began that the programme was unreal.
Everybody was trying to leave the town by car.
The Americans killed the Martians with poisonous gas.
The programme was about London in the 1890s.
(Answers: aF,bT,cT, dF,eF,fF)
II. What is the main idea of this text? Justify your choice.( 1.5pts)
Halloween eve is a good night to scare people.
People are ready to believe anything that seems realistic to them.
A Martian invasion could cause much panic among people.
(Answer: b). a and c are also acceptable provided the choice is justified.
III. What do these words refer to in the text? (2 pts)
One (a good one) §1
it (seem) §1
their (suitcases) §3
others (tried) §3
(Answers: a: story, b: the show, c: people, d: people)
IV. Use of English:
A/ Find in the text a synonym for each of the following words (3pts)
scenery §1
frightening §1
tried § 3
intruders (from outer space) § 3
(Answers: a:setting, b:scary/terrifying, c: attempted, d: aliens)
B/ Complete these sentences with words or expressions from the box below. Use each word or
expression at least once (3,5pts) Should ; don’t have to ; didn’t have to; must ; have to ; had to;
mustn’t
You……………..do your homework now if you don’t want to
I really ………….remember to send my brother a birthday card
My parents say I …………..be home by 8 o’clock at the latest
You………………buy a monolingual dictionary. You can refer to it every time you are unsure of what a
word means
You…………….come into my room without knocking
I didn’t come to your birthday because I ………………stay at home with my mother who was ill
(Answers: a: don’t have to, b: must, c: have to, d: should, e: mustn’t, f: had to)
C/ Complete the second sentence so that it has the same meaning as the first sentence. Use the
passive voice. You must use between two and five words (1pt)
Welles made some changes in the original story
Some changes……………….by Welles in the original story
Somebody had eaten all the food by the time we arrives
All the food………………..by the time we arrived
Our teacher gave us some good advice to help us pass the Baccalauréat exam
We…………………some good advice by our teacher to help us pass the Baccalauréat exam
When we woke up, we discovered that the wind had blown down a large tree during the night
When we woke up, we discovered that a large tree…………….
(Answers: a: were made, b: had been eaten, c: were given, d: had been blown down)
D/ Find the corresponding verb or noun to the following words (1 pt)
Noun
Adaptation
Invasion
?
?
?
?
?
VERB
a.?
b. ?
c. decided
d. ?
e. smell
f. interrupted
g. described
h.?
adjective
a.?
b. ?
c. ?
d. scary
e. ?
f. ?
g. fictional
h.?
(Answers: a: adapt, b: invade, c: decision, d: scare, e: smell f: interruption, g: fiction, h: description)
V- Writing: Write a twenty-line essay on ONE of the following topics (5 pts)
A/ Imagine the Martians invaded the planet Earth. What do you think would surprise them about our lives, and
what would they change?
B/ Some people say that reading science fiction stories helps to imagine new worlds and create new ways of
life. Do you agree with this statement?
Time for … (p.164)
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