Lesson Anglais 3ème (112 Pages)

LESSON
Anglais
3ème
CLASSE DE 3è
ANGLAIS CÔTE D’IVOIRE – ÉCOLE NUMÉRIQUE
U 1- SCHOOL LIFE L 1: My first holiday in my village

S1
Learning Context: After the long vacation, school reopens. During the first class, your English
teacher asks each student to share with classmates their holiday memories. You will exchange
on the way you spent your last holidays.
LESSON CONTENT
Language Function Structure/ Grammar Vocabulary
-Talking about past The past simple tense to travel, a trip, to pay a visit, welcome,
events. Regular/ irregular verbs to have fun, hunting, fishing, to set
Where did you go …? traps,
I went…
Did you ….travel?
Adverbial phrases with the past
tense.
Last year I went to …..
A week ago, we travelled.
A – Vocabulary (Related to holidays activities)

To travel: to go to a location by car, by plane or on foot
A trip: a travel
To pay a visit: to visit someone
To welcome: to receive with pleasure.
To have fun: to have a good time
To hunting: to chase animals
To go fishing: to catch fishes
To work on the farm: to cultivate the land.
To set traps: to make a device to catch animals.
B- Language Function: Talking about past events using the past simple.
1- Where did Kofi go last holidays? → He went to his village.

2- When did Koffi travel? → He travelled two months ago.
3- What did he do in his village? → He worked on the farm.
4- Did Kofi enjoy his holidays? → Yes he did. He enjoyed his holidays, he had fun.
5- What did Kofi eat? → He ate fish.
Adverbial phrases with the past tense: ‘On’, ‘In’, ‘Last’, ‘Ago’
1. Côte d’Ivoire became independent on August 7, 1960
2. Charles went to London in 2010
3. Last week /month/ year/summer/ I visited the USA
4. Three days/ four weeks/ two years ago Yao travelled.
PRACTICE ACTIVITIES
Activity 1: Fill in the gaps using the words in the box below.
hunting - fun - paid - traps - fishing - farm - village

Last the holidays, Sekou went to his village. He 1)………. a visit to uncle Issa. He worked on
the 2)………. with his cousins. They planted vegetables. Sometimes they went 3)………. in the
forest. To catch small animals, they set 4)………. They also went 5)………. in the river .Sekou
enjoyed 6)………. life .He had 7)………. He came back two weeks ago.
Activity 2
Select the appropriate adverb in each of the following sentences.
1- Bila travelled (on/ in/ last) 2015.
2- (On/ In/Ago) 15 May 1998, Sally visited New York.
3- (Last/ In / On) year, we organized a festival in the village.
4- Five months (in/ ago/ last), John gave his grandma a present.
5- Aunt Anita came back home (in/ ago / last) week.
Activity 3: Complete the conversation below putting the verbs in brackets in the correct
tense and form.
Konaté: Where (be) 1 you during the last holidays?

Yao: I (go) 2 to my village and you?
Konaté: I (spend) 3 my last holidays in Ghana. I (travel) 4. by plane. I (come) 5 back two
weeks ago.
Yao: So you (have) 6 a good time.
Konaté: Yes I (enjoy) 7 my holidays.
S2
Learning Context: After the long vacation, school reopens. During the first class, your English
teacher asks each student to share with classmates their holiday memories. You will exchange
on the way you spent your last holidays.
LESSON CONTENT
Language function Structure/grammar Vocabulary
Talking about past events. Sequence adverbs: To go to the beach, feelings ,
First,…/ Second,/ Next…/ to show someone around, to feel
Last,…/ Finally,... homesick, to miss someone, family
reunion
A- Vocabulary (related to holiday memories)
To go to the beach: To go to the seaside.
To show someone around: to help someone visit a place.
To feel homesick: To feel like going back home, to be nostalgic
A family reunion: When all the members of the family meet to discuss an issue.
To miss someone: To want to see someone
Feelings: emotions
B- Language function: Talking about past events using time markers
First/ First of all second third…. next after that last(ly)/finally
First, we went to Bouaké.

Second, we visited the town.
PRACTICE ACTIVITIES
Activity 1: Select the best word or expression from the box to complete each of the following
sentences.
beach showed miss homesick family reunion
1- I went to London 5 years ago. Now, I want to see my mother. I…………her very
much.
2- I feel ………… I want to return to my village.
3- When I visited London in 2015, Stephen ………… me around the city.
4- During the holidays, people go to Assinie………. .
5- In December, there is a ………… and we celebrate Christmas.
Activity 2: Put the verbs between brackets in the past simple tense.
Last Saturday, Kouakou 1-………… (to want) to go to his village .He 2-………… (to buy)
a ticket and he 3-………… (to get) on the coach which 4- ………… (to go) to Bonoua. When
he 5-………… (to arrive), his parents 6- ………… (to be) very happy to see him. First they 7-
………… (to welcome) him. After that they 8- ………… (to cook) a delicious meal. Then they
9-………… (to invite) the neighbours to eat. Finally, all the family 10- (to enjoy) that week-
end.
Activity 3: Select the appropriate expression to complete the sentences.
After that - second - finally - first - then
I spent my holidays in Daloa with my parents. 1….. We went to the station to take a coach.
2………we bought our ticket. ..3……..we travelled for two hours and arrived at 4pm.We stayed
in Daloa for a week. ……4… We visited the National Park of Marahoué. …5….. we returned
to Abidjan last Saturday.
S 3:
COMMUNICATION ACTIVITY
A /Your Ghanaian friend came to visit you. He wants to know how you spent the last holidays.
- tell him where and when you went during the holidays.
- say how you went there.
- recount him what you did there from the beginning to the end.
B / Michael, your Ghanaian penfriend wrote you a letter telling you about his last holidays in
Accra. He wants to know how you spent your holidays. Write him back. In your letter
- say where and when you went during the last holidays.
- tell him how you travelled.
- describe the activities you had.
CLASSE DE 3è
U1- SCHOOL LIFE -L2- Memories of School

S1
Learning context: The next debate of the English Club of Lycée Moderne Bonoua will be
about Primary School Memories. In order to prepare for that meeting, the students of 3e 5 are
talking about school memories with their teacher of English.
LESSON CONTENT
Language function Structure/Grammar Vocabulary
Expressing past habits and -used to. Memories - to queue up-
actions. -did you use to ……? flag-raising - national
- didn’t use to. anthem - to bully -to weep
A- Vocabulary (Related to school memories).

Memories: things from the past that you remember.
To queue up: to line up (picture) / Mimes / at primary school, students queued up before
entering classrooms
Flag- raising: picture
National anthem: The national anthem of Cote d’Ivoire is l’Abidjanaise.
To bully: to brutalise / (picture)
To weep: to cry. / (picture)
B- Language function: Expressing past habits and actions using ‘used to’.
At primary school, we used to queue up before entering class.
I used to play marbles when I was a little boy.
Did you use to steal your mother’s money?
No, I didn’t; I didn’t use to steal her money.
PRACTICE ACTIVITIES
Activity 1: Complete these sentences with the following words from the box.
Flag raising - national anthem - queue up – bully - memories
Example: Every morning, we queue up before entering class.
1. Every morning, we queue up before entering class.
2. We all assembled in the school yard for ………. every Monday.
3. At a signal from the headmaster, all the pupils started singing the….……….
4. The bigger boys in the school menaced and ………. the smaller ones.
5. I still remember many things from primary school. Some of these ……….are really
good.
Activity 2: Look at the list of activities in the box below. Choose three (3) things you did
in the past, but that you don’t do now. Write 3 sentences with ‘used to’.
Bully girls - cheat in class – suck my thumb – bring presents to bullies –

play with friends – clean the school garden – sing in class.
1. ……………………………………………………………………………
2. ……………………………………………………………………………
3. ……………………………………………………………………………
Activity 3 : Match each part of the sentences in column A with its ending in column B to
build meaningful sentences.
Column A Column B
1- When I was a child a) bully the small boys and girls.
2- The big boys used to b) use to sleep in class?
3- Every Monday morning, we used to c) I used to cry a lot.
4- Did you d) use to take a bath.
5- My little brother didn’t e) sing the national anthem.
S2
Learning context: The next debate of the English Club of Lycée Moderne Bonoua will be
about Primary School Memories. In order to prepare for that meeting, the students of 3eme 5
are talking about school memories with their English teacher.
LESSON CONTENT
Language function Structure/ Grammar Vocabulary
Expressing past habits and Would + verb Compulsory, to stand to
actions. attention, to snatch away,
challenging, to whip, to cherish
A- Vocabulary
Compulsory = obligatory
Example: School education is compulsory in our country.
To stand to attention=To stand without making any movement.
Example: The soldiers stand to attention when their superiors come.
To snatch away= to take by force
Example: Bad boys snatch away people’s phones and run away.
Challenging= difficult
To whip = to beat severely
To cherish: to love
B- Language function: Expressing past habits and past actions using ‘would’.
• At primary school, we would play in the school yard every day.
• What would the big boys do at lunch time?
• The big boys would snatch our food away at lunch time.
PRACTICE ACTIVITIES
Activity 1: Complete the following paragraph with the appropriate words from the
box below.
Challenging - stand to attention - snatch away - whipped – cherish - compulsory
The flag-raising ceremony was …1 compulsory. For all the students. When time came
everybody would 2 (………..) The school memory I still 3 (………..) very much today is
the little gifts our teacher used to offer us when we gave an answer to a 4 (………..)
question. Unfortunately, sometimes a big boy would 5 (………..) and ran away with it.
The teacher 6 (………..) the culpable, but bullying would not stop.
Activity 2: Reorder the words below to make meaningful sentences.
1- -a courageous/ Sometimes / tell / the bullies’/cruelty / would / boy/ the teacher/
about →Sometimes a courageous boy would tell the teacher about the bullies’
cruelty.
2- whip/the bullies/until/cried/they/ The teacher/would.
3- would/ stand for/The students/for/attention/ten minutes.
4- our classroom/at the end of/return to/would/ flag-raising ceremony/ We/the.
5- would/ the teacher’s wife/firewood/Every Sunday/We / bring.
Activity 3: Match the pieces of sentences below to make meaningful sentences.
A B
1 When we didn’t do our homework a) for the teacher’s wife.
2 We used to play marbles b) the teacher used to beat us.
3 The teacher used to make us stand up c) used to steal our money and food.
4 The big boys in our class d) when we were at primary school.
5 Girls would fetch water e) when we slept in class.
S3
A / You are in Accra on an educational holiday with your school English club. Your
Ghanaian new friends want to know about your past experience at primary school in your
country. Write him a letter about your primary school memories.
- Talk about your primary school.
- Say what you used to do.
- Mention actions your schoolmasters would do.
B / During a stay in Ghana, you have a conversation with your Ghanaian friend James about
your primary school memories. Write a paragraph in each
- give information about your primary school ( name ,location)
- tell him about things you used to do.
- say what your teachers and friends did.
CLASSE DE 3è
U 1 - SCHOOL LIFE- L3- School work

S1
Learning context: The students of 3e 2 of Lycée Moderne Belleville Bouaké have just
received the first copies of the English test. During the feedback they discuss about their
results in order to see how they can improve their school work.
LESSON CONTENT
Language function Structure/grammar Vocabulary
Expressing condition If clause/result clause a test, a grade ,
If he works well, he will pass his a mock exam, a report card,
exam. a class presentation,
a homework
A- Vocabulary (Related to school work).

A test: our first English test was very easy.
Grades or marks: 15/20 is a very good mark or grade.
A mock exam: students take mock exams to prepare for final exams.
A report card: When my father received my school report card, he was very happy
because my marks on it were good.
A class presentation: exposé.
A homework: schoolwork given to the students by the teacher that you do at home.
The English teacher gave us a homework yesterday.
B- Language function: Expressing condition

If clause (condition) Main clause (result)
If we study our lessons, We will get good marks
(Present simple) (future)
If I get good marks, I will be the top of the class.
• If Moussa works hard, he will have better marks.

or - Moussa will have better marks if he works hard.
• If Elisa doesn’t study her lessons, she will not (won’t) have good results.
or - Elisa won’t have good results if she doesn’t study her lessons.
PRACTICE ACTIVITIES.
Activity 1: Find the words or expressions matching the following definitions or sentences.
mock exam , homework , grades, class presentation , report card ,
1. What the teacher gives you after correcting your copies.
……………………………………………………..
2. Exercises you do at
home……………………………………………………………………………………
3. The document your parents receive from your school at the end of the
term………………………
4. Before the examination, the students of 3e will have a………………………… to
prepare the BEPC.
5. The teacher asks you to work in group for the ………………………….
Activity 2: Write the verbs in brackets in these sentences in the correct form or tense.
Number 1 is an example.
1. If you (to work) harder, your marks (to be) better.
If you work harder, your marks will be better
2. Your school results (to improve) if you (not to be) lazy.
3. If I (to listen) to native speakers regularly, I (to speak) English better.
4. If Alan (not to revise) his lessons, he (to have) a bad mark.
5. You (not to have) bad marks if you (to make) efforts.
6. If we (to do) well at the English test, the teacher (to give) us a prize.
Activity 3 : Answer these questions.

What things will you do if you win a lot of money at the lottery?
What will happen if a student does not work hard?
S2
Learning context: The students of 3e 2 of Lycée Moderne Belleville Bouaké have just
received the first copies of the English test. During the feedback they discuss about their
results in order to see how they can improve their school results.
LESSON CONTENT
Language function Structure/Grammar Vocabulary
Expressing condition -If you learned your lessons, To grumble, to improve, to
you would get good marks. congratulate, to make a
mistake, to miss class, to
-If Souleymane had worked
cheat
harder, he would have
passed the exam.
A – Vocabulary
To grumble : to complain ; to say you are not happy.
Example : Students grumble when they get bad marks.
To improve: to ameliorate; to better
Solange wants to go to London to improve her English.
To congratulate: to felicitate.
Example: The teacher congratulates the good students.
To make mistakes: to make errors.
To miss class: not to be present in class; not to go to class.
Example: Bad students always miss class.
b- Language function: Expressing condition

Study the different uses of conditional in the chart.
If-clause(clause) Main clause (result) Conditional Action
If we study our lessons, We will get good marks. First form Possible in the
(Present simple) (Future) future
If we studied our lessons, We would get good marks.
If I were you, I would work harder. Second Not possible in the
form present
(Past simple) (Conditional)
If you had studied your You would have got good Third form Impossible in the
lessons, marks. past
(Past perfect) (Past conditional)
PRACTICE ACTIVITIES
Activity 1: complete this conversation between a teacher and his students with these words:
improve, congratulate, grumbling, making mistakes
miss classes.
Follow the example.
Teacher: ok, I think, you all have your copies of the test now. I want to 1 congratulate those
who have excellent marks in this test. As for the others, if you want your results to
2……………., you must work harder. It is also important not to 3……………………… .
When you are taking a test, don’t forget to read your copies several times to avoid
4………………………………………..
Student: please Sir (a student interrupts the teacher)
Teacher: yes, David, you look angry. What are you 5………………………..about?
Student: I’m complaining about my mark, Sir. The total is 12 not 09.
Teacher: you’re sure? Let me have a look at it. Yeah, you’re right.
Activity 2: Match these pieces of sentences in column A with those in column B to get
meaningful sentences.
COLUMN A COLUMN B
1-If you work hard at school, a) he wouldn’t have gone to prison.
2-If you studied your lesson well, b) you will put your future life in
danger.
3-If the boy hadn’t stolen the bag, c) she would have become a doctor.
4-If you cheat at school, d) you will pass your exam.
5-If the students did their homework, e) you wouldn’t have bad marks.
6-If the girl hadn’t neglected her studies, f) they would improve their school
results.
Activity 3: Write conditional sentences (first, second and third form) using these pieces
of sentences.
1- Come late for class/ miss the quiz.
2- Fight in the classroom/be punished.
3- Get up early/ be on time.
4- Cut your hair/be allowed to enter class.
S3
COMMUNICATIVE ACTIVITY
A / Before the exams, you are discussing with your Ghanaian classmate about his schoolwork.
He used to neglect his studies but now he wants to improve his marks and succeed. To help
him:
- Tell him what would have happened if he hadn’t done these things: miss class;
cheat in class ……
- Say what will happen if he does these things: wake up early; learn lessons …..
- encourage him to work hard to succeed.
B / The British Council organizes a competition for school English clubs .The first prize is a
trip to Ghana. As the Chairman of your club, you decide to talk to your club members to
motivate them.
-list 2 advantages if a student speaks English.
-say what will happen if you win the first prize.
- tell them what would happen if you lost.
CLASSE DE 3è
ANGLAIS
CÔTE D’IVOIRE – ÉCOLE NUMÉRIQUE
U2-WOMEN AT WORK L 2-What are women’s rights and duties?

S1
Learning context: Today is the International Women’s Day. During their English
class, the students of 3eme 5 of College Moderne Biankouma are studying a poster of
a battered woman to discuss it.
LESSON CONTENT
Language function Structure / Grammar Vocabulary
right to vote, right to education,
Expressing rights -I have the right to……. right to do run a business, to claim,
to demonstrate, right to health
A- Vocabulary (related to women’s rights)
The right to vote: the right to freely choose your favourite candidate during an
election.
The right to education: the right to go to school and be able to read and write.
The right to health: the right to receive medical treatment.
To run business: to buy or sell from someone or a company.
To claim: to demand, say that something is for you.
To demonstrate: to make a public protest to show that you are not happy.
B- Language function : Expressing one’s rights

• Sally has the right to education.
• In modern societies, women have the right to vote.
PRACTICE ACTIVITIES
Activity 1: Read the opinion of each of the people below and say which right he
or she is fighting for.
Example: 1. The right to (gender) equality.
1. Alice: “Women are as important as men.”
2. Djenebou: “Take me to hospital when I am sick.”
3. Mariam: “Let me choose my husband.”
4. Sarah: “ Same diploma, same salary”
5. Gertrude: “ Let me choose the candidate I like”
6. Vanessa: “I must go to school like Peter.”
7. Aya: “ Let me exchange with any trader I want”
Activity 2: With a partner, ask and answer questions on the people of activity one
like in number 1.
1. (Alice): Which right is Alice fighting for?
➢ Alice is fighting for gender equality.
2. (Djenebou): ………………………………………………………………………..
➢ ……………………………………………………………………………….
3. (Mariam): …………………………………………………………………………
➢ ………………………………………………………………………………
4. (Sarah): ……………………………………………………………………………
➢ ……………………………………………………………………………….
5. (Gertrude): …………………………………………………………………………
➢ ……………………………………………………………………………….
6. (Vanessa): …………………………………………………………………………
➢ ……………………………………………………………………………….
7. (Aya): ……………………………………………………………………………..
➢ ……………………………………………………………………………….
S2
Language function Structures / Grammar Vocabulary

feed, take care of, provide
Expressing duties - It’s my duty to…… education, provide housing,
- It’s my responsibility to… provide medical care, provide
clothing
A- Vocabulary (Related to women duties)
Feed: provide food to

Take care of her family: protect their children
Provide decent clean housing to their family: give a good residence to their
family.
Provide education to their children: Help their children to receive school
education.
Provide health care to their family: Help their children to receive medical
treatment when they are sick.
B- Language function: Expressing duties

It’s my duty to provide education to my children.
It’s my responsibility to provide education to my children.
It’s a mother’s duty to cook for her family.
It’s mother responsibility to cook for her family.
Activity 1: In the following statements, there are three rights and four duties;
underline the four duties.
1. Feed my children
2. Give the best education to your sons and daughter
3. Choose my religion
4. Benefit from the protection of the national police
5. Inherit from my parents
6. Find a house to my family
7. Cure my children when they are sick.
Activity 2: Join each expression from column A with the appropriate ending in
column B to express a right or a duty.
Example: 1e. I have the right to say what I think.
COLUMN A COLUMN B
1. I have the right a. when they are sick.
2. it’s a mother’s duty b. to educate their children.
3. children must receive a good treatment c. to vaccinate his daughter.
4. it’s parents’ responsibility d. to protect her children.
5. it’s Sylla’s duty e.. to say what I think.
S3
COMMUNICATION ACTIVITY 1
Today is the International Women’s Day. As a representative of an American NGO

fighting for women’s rights, you are invited by an association of Liberian women
living in a local refugee camp for a presentation on their rights. In your presentation,
- Give a brief definition to human rights.
- Mention examples of rights formerly refused to women in many countries.
- Inform your audience about the rights the women have nowadays.
According to the Ivorian constitution, wives have the same rights as their husbands in
the homes. What do you think of that?
a) Discuss this statement in groups of four.
b) Choose a spokesperson and report your position to the class
HOMEWORK
Complete the sentences below with the appropriate phrase from activity 1,
Session 2
1. I have the right to…
2. It’s my duty/my responsibility to …
3. …………………………………………………………………….
CLASSE DE 3è
ANGLAIS
U2-WOMEN AT WORK L 3-Girls at school?

S1
Learning context: During the celebration of women’s day, the students of 3eme 5 of College
Moderne Biankouma are presenting the importance of sending girls to school in order to
sensitize people about their success in social life.
LESSON CONTENT
To send someone to
Expressing opinions -I think that girls should go to school school - to be good at –
-I believe that girls should go to school to be bad at- to pass- to
praise – to take an exam
A- Vocabulary (related to girls at school)
• To send someone to school: at 6 years old, parents must send their children to
school to learn how to read and to write.
• To be good at is to be competent/ excellent at a particular thing.
• To be bad at ≠ to be good at
• To pass is to succeed in.
• To praise is to encourage someone.
• To take an exam is to be a candidate in an exam.
B- Language function : Expressing opinions
• I think that girls should go to school.

• I believe that girls should go to school.
• I think that students must learn their lessons.
• I believe that students must learn their lessons.
Activity 1: Match each word or expression from column A with its opposite in
column B. Follow the example.
Example: 1-c
COLUMN A COLUMN B
1. to be good at a. to fail
2. to send someone to school b. discourage
3. to pass c. to be bad at
4. to praise d. to avoid going school.
1: …c…. 3: ………….
2: ……. 4: …………..
Activity 2: Practise the dialogue with a partner by giving your opinions. Use the ideas
from the box for the topic below: Why should girls go to school?
To be independent – to be educated – to know how to read and write

– to have a good position in life- to take care of her future family
A- ..........................................................................................................................................
B- ..........................................................................................................................................
A- ...........................................................................................................................................
B- ...........................................................................................................................................
A- ...........................................................................................................................................
B- ...........................................................................................................................................
S2
Learning context: During the celebration of women’s day, the students of 3eme 5 of College
Moderne Biankouma are presenting the importance of sending girls to school in order to
sensitize people about their success in social life.
LESSON CONTENT
- As far as I’m concerned, girls School fees-boarding schools- a
Expressing opinions should go to school. scholarship - good job- average-
- In my opinion, girls should go disciplines
to school.
A- Vocabulary (Related girls education)

• School fees: money paid for a person to go to school.
• A boarding school is a school where students stay to live and study.
• A scholarship is the money paid to support students’ education.
• Good job! is said to encourage and congratulate a student.
• A discipline is a subject studied such as English, Maths.
• An average is the result a student gets by adding marks of a discipline and
dividing the total by the number of marks.
B- Language function: Expressing opinions

• As far as I’m concerned, girls should go to school.
• In my opinion, girls should go to school.
• As far as I’m concerned, students must learn their lessons.
• In my opinion, students must learn their lessons.
PRACTICE ACTIVITIES
Activity 1: Match each word or expression from column A with the appropriate
meaning in column B. Follow the example.
Example: 1-e
COLUMN A COLUMN B
1. scholarship a. result of obtained marks
2. good job! b. subjects
3. boarding school c. congratulation
4. average d. dormitory
5. disciplines e. money for helping students.
2: ……. 4: …………..
3: ……. 5: …………..
Activity 2: Fill in each of the blanks in the paragraph below with the appropriate
expression from the box.
Prize giving- school fees- send girls -scholarship- win a prize
Example: 1-Prize giving

Today is the (1)…………… ceremony at College Moderne Biankouma. A special prize will
be given to parents who have their girls among the candidates. It is so important to
(2)…………… to school! Each girl will (3)…………… according to her work. It’s a pity for
Mariam because her father didn’t pay for her (4)…………… So, she will lose her
(5)……………
S3
During the celebration of women’s day, the students of 3eme 5 of College Moderne
Biankouma are presenting the importance of sending girls to school in order to sensitize
people about their success in social life.
In groups of four persons, choose a well-known educated woman.
In your presentation, include the following points:
- Mention her name and her country;
- Talk about her actions;
- Invite girls to work hard to become successful women.
Debate: “Educating a boy is educating one individual; but educating a girl is educating a
whole nation.”
In group of 4 persons, give your opinions about it and reasons to support your point of view.
HOMEWORK
Choose the appropriate ideas from the box to give your opinion about this topic: ‘Why
should we send girls to school?’
1- to be independent
2- to have early pregnancy
3- to be educated
4- to know how to read and write
5- to have a good position in life
6- to insult adults
7- to give good advice to her parents
8- not to die in childbirth
9- to do the domestic chores
10- to beat anyone
A CLASSE DE 3è
U3 –TRAVELLING- L1-Different means of transport

S1
Learning Context: In preparation of an article writing to be published in the English Club magazine, the
students of 3e7 at Lycée Moderne Korhogo are writing about the different means of transport in their area.
LESSON CONTENT
Language Fonction Structure / Grammar Vocabulary
1. Comparative of inferiority:
less + short or long adjective +
than
- Walking is less comfortable than riding
a car. to walk -to ride a horse-
to ride a tricycle
2. Comparative of equality:
to ride a motorbike
Comparing as + short or long adjective + as to ride a scooter
- A bicycle is as fast as a tricycle. goat- camel- donkey.
3. Comparative of superiority:
a) short adjective + er + than: The
plane is faster than the train.
b) more + long adjective + than: The
plane is more comfortable than the horse.
A- Vocabulary
To walk
To ride a horse
To ride a bicycle
To ride a tricycle
To ride a motorbike
To ride a scooter
Goat- camel- donkey
NB: the teacher uses pictures to present the vocabulary words or expressions above .
B-Language function (Fonction langagière): Comparing

1. Comparative of inferiority:
Less + short or long adjective + than
-The town of Toumodi is less big than Abidjan.
- Walking is less comfortable than riding a car.
2. Comparative of equality:
as + short or long adjective + as
- A bicycle is as fast as a tricycle.
- A boat is as comfortable as a train.
3. Comparative of superiority:
a) Short adjective + er + than: The plane is faster than the train.
b) More + long adjective + than: The plane is more comfortable than the horse.
PRACTICE ACTIVITIES
Activity 1: Use the words from the box to identify the pictures below. One word is not
concerned. Write your answers like in the example.
A horse – feet – a camel – a bicycle – a motorbike – a tricycle- a donkey–

a goat – a scooter
Example: 1. a motorbike
3............................. 4..............................
1......................... 2............................
5.............................. 6............................ 7............................. 8............................
Activity 2: With your neighbour, use the information from the box to ask and answer
questions like in the example.
Example: 1) A: Which is faster, a donkey or a horse?

B: The horse is faster than a donkey.
1) The donkey / the horse (fast)

2) The motorbike / the bicycle (expensive)
3) Riding a bicycle / walking 10 km (tiring)
4) A camel / a donkey (big)
5) Riding a scooter / riding a tricycle (interesting)
Homework: Exercise 3 page 55

Student’s book English for All 3e
U 3- TRAVELLING-L1- Different means of transport-

S2
Learning Context: In preparation of an article writing to be published in the English Club magazine, the
students of 3e7 at lycee moderne Korhogo are writing about the different means of transport in their area.
LESSON CONTENT
prefer to ........
A: Which means of To drive a car-
transport do you prefer? a lorry-
the train or a the plane? to pilot a ship-
Expressing preferences to fly a plane- a coach
B: I prefer the plane/ I A Yatch- a canoe
prefer to travel by plane.
Or
I would rather/‘d rather
travel by plane.
A- Vocabulary
To drive a car
A lorry
To pilot a ship
To fly a plane
A coach
A yatch
A canoe
NB: the teacher uses pictures and mimes to present the vocabulary words above.
Language function: Expressing preferences

Prefer to ........
A: Which means of transport do you prefer? The train or the plane?
B: I prefer the plane/ I prefer to travel by plane. Or
Would rather…. / ‘d rather
- I would rather travel by plane./
- I‘d rather travel by plane.
A: How do you go to school?

B: I go to school by bus or by car.
A: Which means of transport do you prefer? The bus or the car?
B: I prefer the car/ I prefer to go to school by car. Or - I would rather /go to school by car./
I‘d rather go to school by car
PRACTICE ACTIVITIES
Activity 1: Use the words from the box to identify the pictures below. Write your
answers like in the example.
A train – a bus – a yatch – a car – a plane –

a ship – a coach– a lorry – a canoe – a tram
A- ………………. B- ………………
C- ……………… D- ……………….
Activity 2: Choose the right words to complete each of the sentences below like in the
example.
Example: - 1- on
1- I’m not living far from my school; every morning, I go to school………………. Foot.
(by/ on)
2- For our next trip to the village, we have a choice between the bus and the train. I
prefer…………….. by bus. ( travel/ to travel)
3- …………………… by bus is faster, but I prefer the train because it is safer. ( Travel/
Travelling)
4- Which means of transport ……………………..? ( prefer your parents/ do your
parents prefer)
5- They always travel…………………….. a private car. It is their favourite means of
transport. (on/ in)
Activity 3: With your neighbour, use the information from the box to ask and answer
questions like in the example.
Example: 1) A: Which means of transport do you prefer?
B: I prefer cars because they are safer. And you?
A: I would rather travel by planes because they are fast and comfortable.
Car (safe)
Plane (fast and comfortable)
Train (fun)
Coach (cheap)
Homework: Exercise 7 page 56

Student’s book English for All 3e
U3- TRAVELLING-L1- Different means of transport-

S3
Communication activity 1
You are preparing a draft for a paragraph writing to promote tourism in your country to be
published in your English Club magazine. In your writing, put a particular accent on the
different means of transport available. Take into account the points below:
1. List the means of transport available in your country;
2. Tell him which means of transport you prefer;
2. State the reasons for your choice.
Communication activity 2
In order to help your American pen friend prepare a presentation on the most
popular means of transport in African countries, write about the
situation in your country.
1. List the means of transport commonly used in big cities;
2. Inform him/ her about the means of transport used in inter- city journeys;
3. Express your preferences among the available means of transport and
justify your choices.
(10 to 12 lines)
A
CLASSE DE 3è
ANGLAIS
U3: TRAVELLING L2: TRAVELLING BY PLANE

S1
Learning context: Invited to London by his British pen-friend, a student of 3ème 2 of
Lycée Moderne of Grand-Bassam has taken the plane for the first time. Once back home,
in Côte d’Ivoire, he writes a letter to his pen friend to tell him how his travel was.
Lesson content
Structures
Language function Vocabulary
To check passport and plane More and more people travel to
Making a double
ticket – to check in / out – to London today
comparative
fill in a boarding card – to
wait in the departure lounge
A- Vocabulary
to check passport and plane ticket to check the luggage in / out
to fill in a boarding card to wait in the departure lounge

B- Language function: Making double comparative
The double comparative in English can be built as follows:
-Superiority
1) For short adjectives we have: adjective-er + and + adjective-er
Example: Planes are faster and faster today.
2) For long adjectives, we have: more and more + adjective
Example: Planes are more and more comfortable today.
-Inferiority
For long and short adjectives, we have: less and less + adjective
Example: The visa is less and less expensive
PRACTICE PHASE
Activity 1: Match the pictures with their descriptions in the box below. Do it like in the
example.
departure lounge – visa – passport – ticket – luggage – fill in the boarding card
1...........visa................ 2...................................... 3..................................
4……………………. 5………………………. 6……………………

Activity 2: Make sentences expressing a double comparative of superiority with the
information in each section. Do it like in the example.
Example: 1. Airports are bigger and bigger today.

1) Airports / big
2) Working in an airport / exhausting
3) Planes tickets / expensive
4) Planes / heavy
5) The distance between countries / small
6) Departure lounge / luxurious
L2: Travelling by plane

SESSION 2
Source: English For All 3è
Learning context (Recall)
Invited to London by his British pen-friend, a student of 3ème 2 of Lycée Moderne of
Grand-Bassam has taken the plane for the first time. Once back home, in Côte d’Ivoire,
he writes a letter to his pen friend to tell him how his travel was.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
To board a plane – to take Emphasizing feelings using I was so excited at the idea to
off – to land – to meet “so” board a plane for the first time
A- Vocabulary
to board a plane = to get on a plane to take off = to mount in the air
to land = to come down to meet = to encounter

B- Language function: Emphasizing feelings using “so”
This plane is so beautiful. “SO” helps to emphasize the
degree of beauty of the plane.
SO + adjective here means Very, Really.
PRACTICE PHASE
Activity 1: Fill in the passage below with the words or expressions from the box. Write
your answers like in the example.
took off – landed – met – departure lounge – ticket – board
Example: 6 – met
The first time I had to travel by plane, I was so excited. In the (1. .................. ), I could see
a lot a people. When came the time to (2................), the flight attendant checked my
(3.................) and I boarded the plane. Some moment later, the plane (4........ .......). We
left Abidjan. The flight lasted 5 hours and the plane (5. ........... ) finally in the International
Airport Charly de Gaulle of Paris. I (6...............) my pen friend there and he took me
home. It was a fantastic day!
Activity 2: Rewrite the following sentences using “so” to emphasize the feelings. Write
your answers like in the example.
Example: 1) I was so excited to visit Paris for the first time.
1) I was excited to visit Paris for the first time.
2) Amenan is happy to pass her exam.
3) We are proud that Côte d’Ivoire is the champion of Africa Nations Cup.
4) Yaya is the top of the class: he is intelligent.
5) The plane ticket costs 2 million. It is expensive.
Homework: Exercise 5 page 60 (English for All)

S3
Source: English For All 3è
Communicative activity
After your stay in Ghana on the invitation of your Ghanaian friend, you decide to write
to him in order to share your feelings about your first travel by plane. In your paragraph,
1) explain to your friend what happened at the airport before the plane takes off;
2) tell him the way you felt about your first travel by plane.
Homework: Exercise 4 page 60 (English for All)

CLASSE DE 3è
U4-FASHION AFRICA - L1 - Modern and traditional clothes

S1
Learning Context: The students of 3e4 of Lycée Moderne jeunes filles Bouake are writing articles for
publication in the English Club Magazine to promote local clothes in their area.
LESSON CONTENT
Language Function Structure / Grammar Vocabulary

Giving reasons or explanations I like baggy trousers because -baggy – tiny – old-fashioned -
they are comfortable underwear – pants – bubu - kita
A- Vocabulary
KITA BUBU BAGGY (trousers)
Tiny: very small, not big or fat

e.g: Nowadays, young people wear tiny trousers
Old fashioned: ancient, outmoded
e.g: afro is an old fashioned hair style
Underwear: clothes worn next to the skin, under other clothes
Pants: trousers
B- Language function: Giving reasons or explanations:
Example: I don’t like baggy jeans because they old fashioned.

Why don’t you like baggy clothes? I don’t like baggy clothes because they are old fashioned.
PRACTICE ACTIVITIES
Activity 1: fill in the gaps with the appropriate words from the box below.
baggy old-fashioned tiny underwear pants
1- Exampe: I really need a new pair of …pants… for the upcoming ceremony.
2- These loose sweaters my father gave me don’t fit me; they’re too ………..
3- Baggy clothes are ………….nowadays. People don’t wear them anymore.
4- Today, young girls prefer …………..clothes to baggy ones.
5- You should wash your ……………...daily to avoid catching diseases.
Activity 2: re-write the sentences below like in the example.
1- He likes tiny jeans/ he thinks himself too young.

He likes tiny jeans because he thinks himself too young.
2- He is saving money/ he wants to travel to Europe.
…………………………………………….
3- She travelled to America/ she could not find a good school in her country.
…………………………………………………………………………
4- He missed the train/ he woke up late.

…………………………………………………………………………..
5- I like traditional clothes/ they are original.
………………………………………………………………………….
6- Young people like wearing jeans/ they are fashionable.
………………………………………………………………………….
S2
Learning Context: The students of 3e4 of Lycée Moderne jeunes filles Bouake are writing articles for
publication in the English Club Magazine to promote local clothes in their area.
LESSON CONTENT

He made a local cloth in order to a sweater – a waistcoat – a belt –
Expressing purpose take part in the fashion show. tights – trainers – panties –
He made a local cloth so that he handmade
might take part in the fashion
show
A- Vocabulary
A sweater: A pullover
e.g: we wear a sweater when it’s cold.

A waistcoat:
eg: before wearing his jacket, my uncle wore a waistcoat.
A belt: (picture)
tights: (picture)
Trainers: (picture)
Panties: (picture)
Handmade: made by hand, not by machine.
B- Language function: Expressing purpose

e.g: He is designing local clothes because he wants to wear them during the parade.
He is designing local clothes in order to wear them during the parade.
He is designing local clothes so that he might wear them during the parade.
PRACTICE ACTIVITIES
Activity 1: Fill in the gaps with the words from the box below.
Example: 1- trainers
tights handmade trainers panties belt sweater
1. I need a new pair of…. trainers…. to play basketball.

2. The weather is cold, so put on your …………..
3. Most of the girls prefer wearing ……. ……… rather than skirts.
4. You need a ……………… to wear these loose trousers.
5. Most of traditional clothes are ……..………by local craftsmen.
6. Most girls prefer …………….. as underwear.
Activity 2: re-write the sentences below by linking the phrases with:
because, so that, in order to.
Write your answers like in the example.
1- He likes tiny jeans/ he thinks himself too young.
He likes tiny jeans because he thinks himself too young.
2- He is saving money/ to travel to Europe. …………………………………………….

3- She travelled to America/ she could not find a good school in her country.
…………………………………………………………………………
4- He missed the train/ he woke up late.

…………………………………………………………………………..
5- I like traditional clothes/ they are original.
………………………………………………………………………….
6- Young people buy blue jeans/ they are fashionable.
…………………………………………………………………………..
7- They organised a fashion show/ to promote local clothes.
S3: COMMUNICATION ACTIVITY
A- Your English teacher wants you to write a paragraph about this topic: “Many young African boys
and girls are fashion victims today.”
In your paragraph:
a) give your opinion about the topic
b) say why many young people follow fashion
c) mention the effects of fashion on African young people.
B- As a reporter of the English Club Magazine of your school, you have recently attended a fashion
show to cover that event. Write your article to be published in the magazine.
The ideas below may help you.
1- describe the scene.

2- describe the participants and their clothes
3- give your impression about the event.
CLASSE DE 3è
U4-FASHION AFRICA – L2 - Fashion show

S1
Learning Context: The students of 3e3 of lycee modern jeunes filles Bouake, are writing articles about a
fashion show that took place at Centre Culturel Jacques Aka Bouake for publishing in their school English
Club Magazine.
LESSON CONTENT

You should buy this dress. It fits you Advertisement –
Persuading and dissuading very well. (Persuading) catwalk –ready-to-
You shouldn’t wear these clothes. wear- seamstress- to
They are out-dated (dissuading) plait - wig
A- Vocabulary
An advertisement: a publicity
A catwalk: a stage on which models parade
A ready-to-wear: a prêt-à-porter
A seamstress: a female tailor
To plait: to braid, to interweave hair (natter)
A wig: a peruke
B- Language function: persuading or dissuading.
e.g: you should buy this dress. It fits you very well. (Persuading)
You should not wear these clothes. They are out-dated (Dissuading)
PRACTICE ACTIVITIES
Activity 1: Match the words in column A with their meanings or definitions in column B
COLUMN A COLUMN B
1- a seamstress a- A show during which new clothing collections are presented to the public
2- an advertisement b- A woman whose job is to make clothes
3- a fashion show c- False hair women use to complete their own hair
4- a wig d- The action of making a product known by the public
Activity 2: Say if the following sentences are dissuading or persuading.
1- You must buy these earrings. They are really smart. ……………………………………
2- You mustn’t put on this wig. You look awful. ………..……………………………………
3- You ought to be on fashion to be attractive. ………………………………………………
4- You shouldn’t wear everything because some fashionable clothes are immoral…………..
S2
Learning Context: The students of 3e3 of Lycée modern jeunes filles Bouake, are writing articles about a fashion
show that took place at ‘Centre Culturel Jacques Aka’ Bouake for publishing in their school English Club Magazine.
LESSON CONTENT

Likes: I like wearing jeans / I am fond A model – to be fond of
Expressing likes and of / I am crazy about wearing jeans. – to be crazy about -
dislikes Dislikes: I dislike / I hate wearing fashion shop – fashion
designer- trendy
wigs
A- Vocabulary
Model: a person whose job is to wear clothes at fashion shows and for magazine photographs
To be fond of : To have affection for someone or something
Fashion shop : a shop where you can buy trendy articles.
To be crazy about: to like someone or something very much
Fashion designer: someone whose job is to design clothes.

Eg: Pate O’ is a famous African fashion designer.
trendy: fashionable
B- Language in use: Expressing dislikes.

Eg: teenagers hate to wear formal suits.
My sister is crazy about wearing wrappers.
Our music teacher is fond of reggae music.
PRACTICE ACTIVITIES
Activity 1: fill in the gaps with the words below.
show catwalk clothes models
Viviane Westwood showed her ……………. at the Paris ready-to-wear collection on Tuesday night.
But it was elegance at price. Westwood expected her …………….. to go on to the ………..… in platforms
that no self-respecting person would be seen dead in. Even Naomi Campbell, super-model, found it rather
too much, falling on her back in the middle of the …………………..
Activity 2: write two (2) sentences to express your dislikes using the expressions “hate to”, and two (2)
sentences to express your likes using the expression “crazy about”.
1)………………………….......... 1)..........................................................
2)……………………………… 2)...........................................................
S3- COMMUNICATION ACTIVITY
You have represented your school English club at a fashion show in Lagos (Nigeria). Write an article for the club’s
magazine about this event.
In your article,
• say how many people participated

• reveal what you gained in going to that ceremony
• persuade your readers to participate in fashion shows.
CLASSE DE 3è
U4-FASHION AFRICA L3: Be proud of your skin colour
S1
Learning Context: The Liberian ministry of Health is organizing a conference in Monrovia on the theme
“The effects of bleaching creams on the skin”. You represent your school English Club at this conference
in order to write the report in the club’s magazine.
LESSON CONTENT

- Asking for advice - What should I do? Cosmetics – perfume – lipstick –
- Giving advice - You should keep your natural skin nail varnish – moisturizer – hair
gel – blush – nail polish – cream
lotion
A- Vocabulary
Cosmetics: a substance that you put on your face or body to make it more attractive.
Perfume: a liquid that you put on your skin to make yourself smell nice
Lipstick: (picture)
Nail varnish: (picture)
Moisturizer: a cream that is used to make the skin less dry
Hair gel: (picture)
To blush: to go red because of embarrassment.
Nail polish: (picture)
cream lotion:
B- Language function: Asking for advice, giving advice
Asking for advice: What should I do?

Giving advice: You should keep your natural skin
PRACTICE ACTIVITIES
Activity 1: Match each definition in Column A with the appropriate meaning in Column B. One
word in column B is not concerned. Example: 1-d
COLUMN A COLUMN B
1- beauty products a- moisturizer
2- lip-painting instruments b- bleaching cream
3- body liquid that omit an agreeable odour c- varnish
4- nail-painting product d- cosmetics
5- a cream that changes black skin into light skin e- lipsticks
6- a product that helps to change a dry surface into humid surface f- perfume
Activity 2: Write a correct answer for each question choosing the right option between
parentheses to give advice.
1. What should I do? (bleach my skin / keep my natural skin colour)
=>You should keep your natural skin colour.
2. What should girls do? (use cosmetics moderately/ use cosmetics excessively)
=> ………………………………………………………………………………….
3. What should parents do? (encourage their children to use bleaching creams/ encourage their children
to remain natural)
=> ……………………………………………………………………………………
4. What should Anna do? (respect her parents/ insult her parents)
=> ……………………………………………………………………………………..
5. What should Willy do? (wear extravagant clothes at school/ wear authorized clothes at school)
=> …………………………………………………………………………………………..
6. What should we do? (polish our nails regularly / keep our nails dirty).
=> ………………………………………………………………………………………………
S2
Learning context: The Liberian ministry of Health is organizing a conference in Monrovia on the theme
“The effects of bleaching creams on the skin”. You represent your school English Club at this conference
in order to write the report in the club’s magazine.
LESSON CONTENT

-what shouldn’t I do? Complexion - dark complexion – light
Expressing prohibition -you shouldn’t polish your nails in complexion – bleach the skin –
class bleaching cream – lip gloss – ugly -
harmful
A- Vocabulary
Complexion: the natural colour of the skin
Dark complexion ≠ light skin
To bleach the skin: to use products to make the skin white
Bleaching cream: cream used to make the skin white
Lip gloss (picture)
Ugly≠ beautiful
Harmful= dangerous
B- Language function: Expressing prohibition

-what shouldn’t I do?
-you shouldn’t bleach your skin.
PRACTICE ACTIVITIES
Activity 1: Read the text below about cosmetics and use the appropriate words from the box to fill in the
gaps
skin – light – dots – ugly – bleach - harmful
Sheila is a hairdresser and a seller of skin care products. A lot of women come to her salon everyday to buy
some products to (1)..................... their skin. With those products, dark (2) .................... women become
very (3).............................. after just a few days. Many black women are convinced that having a lighter
skin makes them more attractive. On the contrary, the excessive use of cosmetics is sometimes
(4)......................... as it exposes to diseases such as skin (5)....................... and skin cancer. The dots on a
woman’s skin are very (6)................... to see. Although Sheila is conscious of all these risks, she never
discourages her customers in their choices of skin bleaching products.
Activity 2: Here is a list of situations. Put each of them in the right column (Prohibition or permission)
brush your teeth regularly – cheat in class – wear decent clothes at school – bleach your skin – use
vegetal creams - come late in class – pollute the environment – speak English in the English class -
respect school regulations.
PROHIBITION PERMISSION
S3: COMMUNICATION ACTIVITY

A- After attending a conference on the use of cosmetics, write an article to be published in your
English club’s magazine.
In your article,
• give the main reasons why people use cosmetic products
• mention the consequences of these products on the human skin
• say what people should do and what they should not do to be healthy.
CLASSE DE 3è
UNIT 5 : CITY OR VILLAGE L 1: In the city

S1
Learning context : During a conference initiated by their school english club about cities, the
students of 3è from EAJP/ENS listen to an expert in order to identfify some aspects of city
life and discuss them.
LESSON CONTENT
Language function Structure / grammar Vocabulary
Expressing preference S + would prefer + to infinitive Urban area, city dweller,
public facilities, a toll bridge,
S + would prefer + verb (ing) tarred road, railway, heavy
traffic, commercial building, a
firm.
A- Vocabulary
Urban area: City
City dweller: a person who lives in the city

e.g: city dwellers love to wear fashionable clothes
Public facilities: public infrastructures →e.g: Hospitals, schools, stadiums and
universities are some public facilities that exist in cities.
A Tarred road: a road in excellent condition →e.g: Modern cities have tarred roads
everywhere.
A railway: a road for trains

Heavy traffic: when there are many cars moving on roads →e.g: A consequence of
the heavy traffic in Abidjan is traffic jams.
A firm: a company →e.g: International firms have headquarters in big cities like
Abidjan.
B- Language function: Expressing preference with ‘’would prefer’’

Do you prefer to live in the city or village?
a- S + would prefer + to infinitive
I would prefer to live in the city because I love cities.
b- S + would prefer + verb (ing)
I would prefer living in the city because a city is more exciting.
PRACTICE ACTIVITIES
Activity 1 : Listen to the short passage about city life and fill in the gaps with the words you
hear. No 1 is an example.
There are many reasons I love the city life. First, transportation is very accessible because there
are many tarred
………………. roads everywhere and that permits cars to move easily. Also,
International 2…………… are a source of many job opportunities for 3………………………
who don’t have any job. In addition, 4……………………………. like cinema houses, theatres
and stadiums are places where you can go for amusement and recreation. Besides, people who
want to go other places can travel by train because a 5………………………. also exists.
However the only problem is that because of the heavy traffic the air is polluted.
Adapted from www.studymoose.com
Activity 2 : Use the information underlined below to write sentences expressing
preference No 1 is an example.
1- City dwellers / to live in an apartment/ to live in a villa

_______________________________________________________________________
City dwellers would prefer to live in a villa
2- I / to be too early / to be late →…………………………………………………………
3- We / to listen to classical music / to listen to hip hop

→…………………………………………………………
4- My best friend/ to dance / to play tennis
→…………………………………………………………
5- She / to have dinner at home / to have a dinner in a restaurant.
→…………………………………………………………
S2
Learning context : During a conference initiated by their school english club about cities, the
students of 3è from EAJP/ENS listen to an expert in order to identfify some aspects of city life
and discuss them.
LESSON CONTENT
Language function Structure / grammar Vocabulary
Expressing preference I would rather live in the city entertainment, accommodation,
with health service, noisy, a pub, a
‘Would rather’ I’d rather live in the city mall, a flat, to be in a hurry,
because it is more modern. plenty of
A- Vocabulary
Entertainment: amusement, enjoyment
e.g: youngsters play video games for entertainment.
Accomodation : residence, house
health service: A place where people receive medical treatments
Noisy: ≠ silent. e.g: cities are generally noisy because there are lots of cars.
A pub: a bar e.g: city dwellers go to pubs for drinking and dancing.
A mall: a commercial complex e.g: you can find different supermarkets in a mall.
A flat: an apartment e.g: city dwellers prefer to live in big flats.
To be in a hurry: to move quickly to do something or go somewhere. Eg: In the city, people
don’t have time, they are always in a hurry.
B- Language function
Would rather
S + Would rather / ‘d rahter + ver (inf)
I would rather live in the city / I’d rather live in the city because it is more modern.
S + Would rather / ‘d rahter + ver (inf)
She’d rather live in the city because there are many facilities.
PRACTICE ACTIVITIES
Activity 1: Listen to the short passage about city life and fill in the gaps with the words you
hear. No 1 is done for you.
People living in cities never have enough time, they are always in a 1. hurry when they
are going to work or for any other business. On weekends, it is at 2…………. that you may find
them especially when they want to drink and dance, they also like to go to beaches for
3…………………. When you have money you can go shopping to big 4………… like Sococé.
But, accommodation in the city is a real problem because of the high cost of 5………………...
If I had to make a choice, I would prefer to live in my village because it is calm, not
6………………...
Activity 2 : Use ‘’would rather’’ to write the sentences below differently. No1 is an example.
1. She prefers to rent a flat in Abidjan.

She would rather rent a flat in Abidjan
2. Adjoua would prefer to live in a big city.

_____________________________________________________________________
3. Teenagers would prefer wearing fashionable clothes.

_____________________________________________________________________
4. Some students prefer eating at the canteen.

_____________________________________________________________________
5. Many people would prefer to travel by plane

_____________________________________________________________________
S3
COMMUNICATION SITUATION
During one of their activities, the members of the English club of EAJP/ENS visit the US
embassy in Cote d’Ivoire to learn more about American cities. Once there, they listen to an
American city dweller talking about his city. They listen carefully in order to disscuss the reason
why people prefer living in a city.
Task
1. Listen to the audio and do the activities on the worksheet
2. Discuss the question in the activity 3
RESSOURCES
S1- Transcript for activity 1

are many tarred roads everywhere and that permits cars to move easily. Also, International
firms are a source of many job opportunities for city dwellers who don’t have any job. In
addition, facilities like cinema houses, theatres and stadiums are places where you can go for
amusement and recreation. Besides, people who want to go other places can travel by train
because a railway also exists. However the only problem is that because of the heavy traffic
the air is polluted.
S2- Transcript of the passage in activity 1

People living in cities never have enough time, they are always in a hurry when they are going
to work or for any other business. On weekends, it is at pubs that you may find them especially
when they want to drink and dance, they also like to go to beaches for entertainment. When
you have money you can go shopping to big malls like Sococé. But, accommodation in the city
is a real problem because of the high cost of flats. If I had to make a choice, I would prefer to
live in my village because it is calm, not noisy.
Worksheet
Activity 1 : Listen to the short passage about city life and fill in the gaps with the words you
hear. No 1 is an example.
There are many reasons I love the city life. First, transportation is very accessible because
tarred roads everywhere and that permits cars to move easily. Also,
there are many ……………………….
International 2…………… are a source of many job opportunities for 3………………………
who don’t have any job. In addition, 4……………………………. like cinema houses,
theatres and stadiums are places where you can go for amusement and recreation. Besides,
people who want to go other places can travel by train because a 5………………………. also
exists. However the only problem is that because of the heavy traffic the air is polluted.
Adapted from www.studymoose.com
Activity 2 : Use the information underlined below to write sentences expressing

preference No 1 is an example.
6- City dwellers / to live in an apartment/ to live in a villa

___________________________________________________________________________
City dwellers would prefer to live in a villa
7- I / to be too early / to be late

___________________________________________________________________________
8- We / to listen to classical music / to listen to hip hop

___________________________________________________________________________
9- My best friend/ to dance / to play tennis

___________________________________________________________________________
10- She / to have dinner at home / to have a dinner in a restaurant.

___________________________________________________________________________
Transcript for activity 1

are many tarred roads everywhere and that permits cars to move easily. Also, International
firms are a source of many job opportunities for city dwellers who don’t have any job. In
addition, facilities like cinema houses, theatres and stadiums are places where you can go for
amusement and recreation. Besides, people who want to go other places can travel by train
because a railway also exists. However the only problem is that because of the heavy traffic
the air is polluted.
Worksheet
Activity 1: Listen to the short passage about city life and fill in the gaps with the words you
hear. No 1 is done for you.
People living in cities never have enough time, they are always in a 1. hurry when they
are going to work or for any other business. On weekends, it is at 2…………. that you may find
them especially when they want to drink and dance, they also like to go to beaches for
3…………………. When you have money you can go shopping to big 4………… like Sococé.
But, accommodation in the city is a real problem because of the high cost of 5………………...
If I had to make a choice, I would prefer to live in my village because it is calm, not
6………………...
Activity 2 : Use ‘’would rather’’ to write the sentences below differently. No1 is an example.
6. She prefers to rent a flat in Abidjan.

1. She would rather rent a flat in Abidjan
7. Adjoua would prefer to live in a big city.

2. _____________________________________________________________________
8. Teenagers would prefer wearing fashionable clothes.

3. _____________________________________________________________________
9. Some students prefer eating at the canteen.

4. _____________________________________________________________________
10. Many people would prefer to travel by plane

5. _____________________________________________________________________
Transcript of the passage in activity 1

People living in cities never have enough time, they are always in a hurry when they are going
to work or for any other business. On weekends, it is at pubs that you may find them especially
when they want to drink and dance, they also like to go to beaches for entertainment. When
you have money you can go shopping to big malls like Sococé. But, accommodation in the city
is a real problem because of the high cost of flats. If I had to make a choice, I would prefer to
live in my village because it is calm, not noisy.
Transcript of the text to be used
I was born and raised in a big city and I really enjoy it because there are always many things to
do. I think living in the city has many advantages. One of the advantages of city life is that
everything is closer to home, such as shops, malls, some facilities such as hospitals, schools
and other places. If you are a student, you have a better choice of schools and higher quality of
education, and if you have already finished school it’s easier to find a good, well-paid job and
have a sucessful career.
In the city, there are also tarred roads and many kinds of entertainment available such as
restaurants, cinemas, theatres, night clubs, museums, art galleries and sporting events. There is
always something to do.
But of course living in the big city also has some disadvantages. The air is polluted, traffic is
heavy and it can be very noisy. In addition, shops and public transport are sometimes very
crowded. It can also be unsafe, as many big cities have a high rate of crime. The cost of living
is also high.
Worksheet
Activity 1 : Listen to an extract of city dweller’s talk and select the best option.
The speaker is presenting
a- The advantages of life in the city
b- The disadvantages of city life
c- The good and bad aspects about city life.
Activity 2 : Listen to the audio document again and say if the statements below are true or
false.
Statements Answers
1 The speaker was born in a big village False
2 He thinks that living in the city has no advantage
3 Students have better choice of schools in cities
4 A city gives a lot of well-paid job opportunities
5 Living in the city has no disadvantage
6 Traffic in the city can be heavy and noisy
Activity 3 : Listen to the passage again and fill in the gaps with the words you hear.
I was born and raised in a big city and I really enjoy it because there are always many things to
do. I think living in the city has many 1……………………………. One of the advantages of
city life is that everything is closer to home, such as shops, 2……………….., some
3…………….. such as hospitals, schools and other places. If you are a student, you have a
better choice of schools and higher quality of education, and if you have already finished school
it’s easier to find a good, well-paid job and have a 4………………….. career.
In the city, there are also 5…………………. roads and many kinds of 6………..……….
available such as restaurants, cinemas, theatres, night clubs, museums, art galleries and sporting
events. There is always something to do.
But of course living in the big city also has some disadvantages. The air is polluted, traffic is
7……………………. and it can be very 8……………….. In addition, shops and public
transport are sometimes very crowded. It can also be unsafe, as many big cities have a
9………………. rate of crime. The cost of living is also high.
Activity 4: In groups of four students, discuss the question below.

Why do people prefer to live in cities ?
.
CLASSE DE 3è
UNIT 5 : CITY OR VILLAGE L2: Village life

S1
Learning Context : During a visit to a Ghanaian village, the students of 3e from EAJP/ENS
listen to an elder talking about village life. They listen carefully in order to discuss the
importance of life in the village with the other members of their English club.
LESSON CONTENT
Long adjectives Countryside, tribe, chieftain, to
the most + long adjective solve (problem/conflict), the
the least + long adjective palaver tree, custom, to stick
together, hardworking
Comparing with the
Short adjectives
superlative
the + short adj +-est
Irregular adjectives
A- Vocabulary
Countryside: rural area, non-city environment
Tribe: ethnic group, family
Chieftain: the leader of a traditional community
To solve (a problem/ conflict): to find a solution to
Palaver tree: the place where people meet to discuss the village problems.
A Custom: a tradition, a rite
To stick together: to stay unified, in solidarity
Long adjectives → the most + long adjective / the least + long adjective
• Abidjan is the most developed city of CI.
• The bus is the least expensive means of transport.
Short adjectives → the + short adj +-est

• Abidjan is the biggest city of CI
Irregular adjectives
• Good the best
• Bad the worst
• Far the farthest / the furthest
PRACTICE ACTIVITIES
Activity 1 : Listen to the short passage about village life and fill in the gaps with the
words you hear. No 1 is done for you.
For their holidays, many people like to go back to their village in the 1. countryside.
Life there is organized around a solid hierarchy. The 2……………….. who is the head of the
community has to maintain order in the community, he also makes sure that all the
3………………. of the tribe are respected. He also guarantees solidarity among the people
because they all have to 4……………………. together. So whenever there is a conflict, he
summons everybody under the 5………………………… which is the traditional place where
problems are 6…………………………..
Activity 2 : Complete the sentences below with the superlative

1. Anoumabo is ……………………….. (famous) Ebrié village.
2. Who is ……………………….. (tall) person in your family ?
3. Village life is ……………………….. (good)
4. He thinks Chinese is ……………………….. (difficult) language.
5. People in villages are ……………………….. (friendly) of all.
6. Show me ……………………….. (beautiful) house of this village.
S:2
Learning Context : During a visit to a Ghanaian village, the students of 3e from EAJP/ENS
listen to an elder talking about village life. They listen carefully in order to discuss the
importance of life in the village with the other members of their English club.
LESSON CONTENT
• Prefer x to y Field, peaceful, relaxing, restful,
• I’d prefer (ing)…….to caring, hospitable, fresh (air),
Expressing preference
…….verb (ing dirty, dusty (road)
A- Vocabulary
Field: plantation, farm

Peaceful: not noisy, calm
Relaxing: quiet, calm, peaceful
Restful: peaceful, calm, relaxing
Caring: affectionate, helpful, sympathetic
Hospitable: generous, welcoming to people who come from a different place
fresh (air): clean, not polluted
dusty (road); a road in bad condition
dirty: not clean
• Prefer + noun + to + noun→ Anoble prefers village life to city life because it is
cheaper.
• Prefer + verb (ing) + to + verb (ing) → Koné prefers living in his village to living to
the city because it is peaceful.
PRACTICE ACTIVITIES
Activity 1 : Listen to the short passage about village life and fill in the gaps with the words
you hear. No 1 is done for you.
Most Ivorian villages don’t have tarred roads but 1. tarred roads. However, the most
important about these villages is that their popumlations are welcoming and
2………………………..… They are so eager to help and assist people coming from other
places. In addition, most people go back to the village to enjoy the 3. ……………………
atmosphere even if they will have to go to the 4. …………….…. too. There is no risk to suffer
from air pollution over there because the air is clean and 5. …………………... As a whole,
village life is really enjoyable and 6. ………………………..
Activity 2 :
1. I / city life / village life (calm)
I prefer village life to city life because it is calm.
2. Many students / to spend their holidays in the village / to stay in the city.
--------------------------------------------------------------------------------------------------------
3. Villagers / to work on fields / to watch TV.
4. Girls / traditional clothes / modern clothes

-------------------------------------------------------------------------------------------------------
5. City dwellers / village food / fast food

-------------------------------------------------------------------------------------------------------
6. My sister / to do the dishes / to wash her clothes
--------------------------------------------------------------------------------------------------------
COMMUNICATION ACTIVITIY
At the invitation of their Ghanaian friends to attend a traditional ceremony, the students of 3e
from EAJP /ENS listen to the chieftain of the community talk about village life. They listen
carefully in order to discuss some of the key points during the next session of their school
English .
Task
1. Listen to an extract of the chieftain’s speech then do the activities on your worksheet.
2. Discuss with your club partners some the life you prefer (city or village).
RESSOURCES
Transcript for activity (S1)
For their holidays, many people like to go back to their village in the countryside. Life there
is organized around a solid hierarchy. The chieftain who is the head of the community has to
maintain order in the community, he also makes sure that all the customs of the tribe are
respected. He also guarantees solidarity among the people because they all have to stick
together. So whenever there is a conflict, he summons everybody under the palaver tree
which is the traditional place where problems are solved.
Transcript of activity (S2)

Most Ivorian villages don’t have tarred roads but dusty roads. However, the most important
about these villages is that their popumlations are welcoming and hospitable. They are so eager
to help and assist people coming from other places. In addition, most people go back to the
village to enjoy the relaxing atmosphere even if they will have to go to the field too. There is
no risk to suffer from air pollution over there because the air is clean and fresh. As a whole,
village life is really enjoyable and peaceful.
Transcript of the speech

Nowadays, there is no true difference between living either in an African city or a
village. And we can say so for many reasons. First, development is now noticeable in both
villages and cities. In fact, you may find the same modern facilities of villages in cities and so
because everybody has a right to a better life. Infrastructures that improve life shouldn’t be
present somewhere and absent somewhere else. I think everybody deserves the best. Also, local
authorities should try to convince communities about the importance of adapting modernity to
village life. It doesn’t mean that population have to abandon their customs and culture, no on
the contrary, it is all about associating cultural aspects with modernity mainly because the world
has become a big village and we should be connected to one another.
Worksheet
Activity 1 : Listen to the extract of the chieftain’s speech and select the best option.
The chieftain is talking about :
a- the importance of cultural values
b- the importance of modernity
c- life in cities and villages in the past
d- life in cities and villages today
Activity 2 : Listen to the audio document and say if the statements below are true or false.
Statements Answers
1 The speaker thinks that there’s a difference between city life and village life False
2 The facilities in cities are also remarkable in villages too
3 He also thinks local authorities should convince population not to adopt modernity
4 The speaker wants the population to associate modernity with culture
5 He wants people to abandon cultural values
6 To him, the people all over the world are connected to one another.
Activity 3 : Listen to the record again and fill in the gaps of the paragraph with the words you
hear
Nowadays, there is no true 1 difference between living either in an African city or a village.
And we can say so for many 2…………………….. First, development is now noticeable in
both villages and cities. In fact, you may find the same modern facilities of villages in cities
and so because everybody has a right to a 3…………………………… life. Infrastructures that
4……………………….. life shouldn’t be present somewhere and absent somewhere else. I
think everybody deserves the best. Also, local authorities should try to convince communities
about the importance of 5…………………….. modernity with village life. It doesn’t mean that
population have to abandon their customs and culture, no on the contrary, it is all about
6……………………….. both cultural aspects and modernity mainly because the world has
become a big village and we should be 7………………………. to one another.
Activity 4: Discuss the following topic with your partners
‘‘City or Village’’ which one do you prefer ? justify your choice.

CLASSE DE 3è
UNIT 5 : CITY OR VILLAGE L 3: Rural Exodus
S1
Learning Context : The English Club of EAJP/ENS has been selected by the US embassy to
take part in a campaign against rural exodus, but before, they listen to an expert who explains
what the phenomenon is in order to convince other youngsters not to practice it.
LESSON CONTENT
• People move to cities Rural exodus, drought, lack of,
living standards, manpower,
because of the lack of better overpopulation, , overcrowded,
Expressing cause job opportunities. slum, to deal with,
and effect
• Since there is ………
• due to the …….
A- Vocabulary
Rural exodus: when people leave their rural area for urban areas or cities for
economic reasons →e.g: it is mainly youngsters who practice rural exodus.
Living standards: the conditions in which people live →e.g: people move to
ameliorate their living standards.
lack of: absence or insuffiency of… →e.g: The lack of job opportunities is the most
important cause of rural exodus.
drought: the long season in which there is no rain →e.g: During the drought season,
plantations produce nothing.
manpower: the people who are able to work →e.g: during Rural exodus, the
manpower leaves villages.
(over)crowded: a place that contains too many people or things →e.g: cities become
overcrowded due to rural exodus.
slum: a very poor and crowded area in a city → e.g: ‘Gobelet’ is a popular slum in
cocody.
To deal with: to treat →e.g: Governments should deal with the issue of rural exodus.
Overpopulation: when the population number is excessively high.
→e.g: overpopulation is a serious consequence of rural exodus.
B- Language function: Expressing cause and consequence

CAUSES
People move to cities / lack of better job opportunities in cities.
→ People move to cities because of the lack of better job opportunities.
→ because of the lack of better job opportunities.People move to cities
→ Since there is a lack of better job opportunities in villages, people move to cities
→ due to the lack of better job opportunities in villages, people move to cities.
CONSEQUENCE
There was no company in my village / I moved to Abidjan
• There was no company in my village, so, I moved to Abidjan.

• There was no company in my village, as a result, I moved to Abidjan.
• There was no company in my village, consequently, I moved to Abidjan.
PRACTICE ACTIVITIES
Activity 1 : Listen to the teacher then fill in the gaps of the passage below. No1 is done
for you.
Abidjan is an 1. overcrowded city because there are too many people who live in it. Most of
them came from their villages in search of a better life, that is 2……………………………..
But we notice that some people’s living 3………………………………. have not changed, they
live in misery in dirty 4…………………….. that are sometimes dangerous and not healthy.
They live there because they don’t have any job, there is a 5………………….. job opportunities
for them. They abandoned their village because of natural phenomenons like
6………………………………… that destroys their plantations.
Activity 2 : Reorder the words to make correct sentences expressing cause or
consequence with the words between brackets
1. leave the village / People / poverty / (because of )

-----------------------------------------------------------------------------------------------------------------
2. John / he went to Abidjan / had no job in his village (so)
----------------------------------------------------------------------------------------------------------------
3. The farmers / the drought/ stopped planting (due to)
-----------------------------------------------------------------------------------------------------------------
4. he decided to go to Abidjan / Nobody wanted to help him / (consequently)
-----------------------------------------------------------------------------------------------------------------
5. we are learning English / we want to travel to the USA (since)
----------------------------------------------------------------------------------------------------------------
6. they study their lessons / They have better marks (as a result)
-----------------------------------------------------------------------------------------------------------------
S:2
Learning Context : The English Club of EAJP/ENS has been selected by the US embassy to
take part in a campaign against rural exodus, but before, they listen to an expert who explains
what the phenomenon is in order to convince other youngsters not to practice it.
LESSON CONTENT
• Suggest + verb (inf) unemployment, to increase,
• Let’s + verb (inf) steps, to sensitize, policy, to
Making suggestions • Can/Could + verb (inf) tackle, to support, a green job,
• How about / what about + depopulation
verb (ing)…. ?
A- Vocabulary
Unemployment: The situation in which people don’t have any job →e.g: it is mainly
youngsters who
To increase: to augment →e.g: the number of slums increases because of rural exodus.
steps: measures, actions →e.g: local leaders should take steps to stop rural exodus in their
communities.
To sensitize: to make campaign to convince people →e.g: NGOs sensitize teenagers about
the risks of rural exodus.
A policy: A plan of action of a government or an organization →e.g: the policy of the
governments is to assist people in rural areas.
to tackle: to deal with, to treat →e.g: authorities should tackle rural exodus because it has a
lot of consequences.
to support: to ecourage, help and give assistance to → e.g: villagers usually support their
neighbours .
B- Language function: Making suggestions
1- Suggest + verb (inf)→ I suggest governments to create a green job in your village
2- Can/Could + verb (inf) →The government can / could help youngsters in rural
areas.
3- Let’s + verb (inf) → Let’s convince everybody to stay in their village.
4- How about / what about + verb (ing)…. ?→How about creating more job
opportunities in villages ?
PRACTICE ACTIVITIES
Activity 1 : The passage below is an extract of an interview. Listen to the audio band and fill
in the gaps of the paragraph with the words you hear.
The governement has decided to take 1. steps against the phenomenon of rural exodus. It has
also made the decision to encourage the villagers who want to develop jobs that do not affect
the environment because they are 2……………….. The objective is to 3………………….. this
problem in order to find a good and efficient solution to it. I think that it’s a good thing because,
our villages are being abandoned and the number of unemployed people is also
4 ………………………………. The political measures or 5……………………………..
should be associated with campaigns to sensitize young people.
Activity 2 :
Read the situations below then make suggestion for each of them
1. Teenagers who don’t go to school don’t know what to do. (they /learn a job)
-------------------------------------------------------------------------------------------------------------
2. Authorities have abandoned rural populations. (governments / to help them)
-------------------------------------------------------------------------------------------------------------
3. Village women need support. (to empower them)
------------------------------------------------------------------------------------------------------------
4. There are no job opportunities in villages. (to create green jobs)
-----------------------------------------------------------------------------------------------------------
5. Almost all the forests are destroyed. (I / to replant trees)
---------------------------------------------------------------------------------------------------------
6. My sister wants to be good at English (I / her / to learn her irregular verbs)
------------------------------------------------------------------------------------------------------------
S3
In order to be part of a campaign team that will visit Ivorian rural areas, the students of 3e
from EAJP/ENS are invited to a conference at the US embassy. They listen to a specialist
talking about an aspect of rural exodus and discuss the issue. They also suggest solutions to
the phenomenon
Task
1. Listen to the specialist and do the activities on the worksheet

2. Discuss the topic in order to suggest solutions to the phenomenon.
RESSOURCES
Transcript for activity 1-S1
Abidjan is an overcrowded city because there are too many people who live in it. Most of them
came from their villages in search of a better life, that is rural exodus. But we notice that some
people’s living standards have not changed, they live in misery in dirty slums that are
sometimes dangerous and not healthy. They l
ive there because they don’t have any job, there is a lack of job opportunities for them. They
abandoned their village because of natural phenomenons like drought that destroys their
plantations.
Transcript of activity 1-S2

The governement has decided to take steps against the phenomenon of rural exodus. It has
also made the decision to encourage the villagers who want to develop jobs that do not affect
the environment because they are green. The objective is to tackle this problem in order to
find a good and efficient solution to it. I think that it’s a good thing because, our villages are
being abandoned and the number of unemployed people is also increasing. The political
measures or policies should be associated with campaigns to sensitize young people
Transcript
Hey everybody !!! I’m the representative of an international NGO working for the promotion
of youth development and I’m here today to talk about the consequences of rural exodus.
First, let’s say that rural exodus is when people who can work decide to leave their village for
cities. And the reasons for that are so numerous . There are for example, poverty, search for a
better life, more happiness and so on and so forth. However, let me tell you that this
phenomenon has a lot of negative effects. To start, let’s say that the workforce abandon the
village and that increase poverty, depopulation and famine there. In cities, problems like
insecurity, lack of accomodation and even women prostitution may appear too mainly because
there isn’t enough work for everybody.
If I were you, I wouldn’t leave my village because we have to create happiness wherever we
are not move to another place. Thanks for your attention and I hope, you’ll follow my advice.
CLASSE DE 3è
UNIT 6: HUMAN RIGHTS L 1: My Rights

S1
Learning Context : It is the international Day for the promotion of Human rights, the English
Club of EAJP / ENS initiates a video-conference on the topic with an international expert
working at the United Nations headquarters. The students of 3e from EAJP/ENS take part in the
conference and discuss the problem related to their rights
LESSON CONTENT
Think / In my opinion / / To me Constitution, law, Citizen,
citizenship, to enforce, to
Expressing Opinion I believe / From my point of view achieve, , to be held in, to be
tortured, custody
A- Vocabulary
Constitution: the fundamental written law of a country
A law: In our country, the law is voted at the parliament.

Citizen: A person living in a country from which he originates or not.
Citizenship: when you are a citizen
To achieve: to obtain something after some efforts
To be held in: to be maintained in
To be tortured: to be badly treated physically and mentally
Custody: prison
B- Language function: Expressing Opinion

• I think we should be protected
• In my opinion, respecting rights is very important.
• To me
• I believe that
• From my point of view
PRACTICE ACTIVITIES
Activity 1 : Listen to the teacher then underline the correct option. No1 is done
for you
1. It is not normal and that is against the fundamental law of our country that is the
a) parliament
b) Communication
c) Constitution
2. If you are …………………… ; in detention you can protest and even complain.
a) led
b) held
c) fled
3. The ……………… who pays his taxes
a) Citizen
b) Citizenship
c) Peasant
4. It is also authorities’ role to …………………. the law.

a) Endorse
b) Enforce
c) Enjoy
5. . It is also authorities’ role to guarantee that nobody is tortured.

a) Torture
b) Tortured
c) Tortures
Activity 2 : Put the words below in the correct order to make sentences expressing
opinion. No1 is an example
1) Girls’ education
I think that girls’ education is very important
2) The role of the police / to enforce the law
------------------------------------------------------------------------------------------------------------
3) English / to be important
------------------------------------------------------------------------------------------------------------
4) Everybody / to respect the constitution

------------------------------------------------------------------------------------------------------------
5) A student / to work hard

------------------------------------------------------------------------------------------------------------
S:2
Learning context : It is the international Day for the respect of Human rights, the English Club
of EAJP / ENS initiates a video-conference on the topic with an international expert working at
the United Nations headquarters. The students of 3e from EAJP/ENS take part in the conference
and discuss the problem related to their rights.
LESSON CONTENT
I have the right to go to school to enroll for school, jail, to
You don’t have the right to … deserve, to sit for (a test,
Talking about rights
contest), to (be) allow(ed) to, to
apply, to be entitled to
A- Vocabulary
To enroll for school: To go to school
Jail : custody, prison

To deserve: to merit
To sit for (a contest/ test): to be candidate for
To apply: to execute or put in practice
To be entitled to: to have the right to do something
To allow someone to: to permit someone to do something
Affirmative sentences
• I have the right to
to go to school
• It’s my right to
Negative sentences
• You don’t have the right to bully young students.
PRACTICE ACTIVITIES
Activity 1 : Listen to the extract of the audio and circle the correct word you hear.
An example is done for you.
People should apply / imply / supply the law whatever it takes. Every single right is important
and has to be totally respected. There shouldn’t be neither discrimination nor racism in
education. For example , every parent should recall / enroll / install their kids for school so
that they could have equal chances and could fit / sit / stick for any international competition.
We all reserve / deserve / preserve love and attention and we are entitled / titled / entitle to
receive them from our parents and the whole society. The people who don’t respect all these
points should be sent to mail / jail / sail.
Activity 2 : Use the ideas suggested to talk about rights. One example is done for you
1. children / to go to school
Children have the right to go to school.

2. parents / not to illtreat their kids
------------------------------------------------------------------------------------------------------------
3. passengers / to smoke in a plane
------------------------------------------------------------------------------------------------------------
4. villagers / to development
-----------------------------------------------------------------------------------------------------------------
5. children / not to go out at night
-----------------------------------------------------------------------------------------------------------------
For the celebration of Human rights international Day, the representation of the United Nations
Organization (UNO) in Abidjan has initiated a series of activities to inform students about their
rights and how important they are. As participants, the students of 3e from EAJP/ENS attend a
conference and listen to its speaker in order to give their opinion about the topic.
Tasks
1- Listen to the podcast
2- Do the activities on your worksheet
3- Present your ideas about the discussion topic to the class
RESSOURCES
Transcript for activity 1 S1
The police should not arrest anyone without any reason because it is not normal and that is
against the fundamental law of our country that is the constitution. If you are held in detention
you can protest and even complain. The citizen who pays his taxes should benefit from the
protection of the law. It is also authorities’ role to enforce the law and guarantee that nobody
is tortured.
WORKSHEET
Transcript of the podcast
Every country has its constitution inspired by the standard of the Universal Declaration of
Human Rights for its citizens to follow. But some want to show that they are above the law.
They do things how they like and how they want. Our government shouldn’t permit that to
happen. On the contrary, they should enforce the law and punish those who don’t respect it.
Punishing is different from torturing. And if someone wants to create troubles, they must be
held in jail until they understand what life in society means. This is the aim everybody should
help to achieve. We should exemplarily do what was defined by the United Nation’s Human
Declaration. That’s how our country can become strong, respected and appreciated by the whole
world.
Activity 1: Listen to the podcast and select the best options.
The speaker is talking about :

a. Women’s rights
b. The importance of the constitution
c. The origin of Human rights
d. The respect of the law in countries
Activity 2: Listen to the podcast again and say if the statements below are True (T) or False (F)
Statements Answers
1. Every country’s constitution is inspired by the Universal Declaration of Human Rights True
2. Some people think that they are above the law and do things how they like.
3. Governments should permit the disorder to happen.
4. Governments should torture people who don’t respect the law.
5. The people who create troubles should be held in custody.
Activity 3: Listen to the podcast again and fill in the gaps of the paragraph below.
Every country has its 1. constitution inspired by the standard of the Universal
Declaration of Human Rights for its citizens to follow. But some want to show that they are
above the 2………………... They do things how they like and how they want. Our government
shouldn’t permit that to happen. On the contrary, they should 3……………………. the law
and punish those who don’t respect it. Punishing is different from 4………………………. .
And if someone wants to create troubles, they must be held in 5……………………………
until they understand what life in society means. This is the aim everybody should help to
6……………………... We should exemplarily do what was defined by the United Nation’s
Human Declaration. That’s how our country can become strong, respected and appreciated by
the whole world.
Activity 4 : Discussion
In groups of four, discuss the following topic.
Do you think that human rights are important ? why ?

CLASSE DE 3è
UNIT 6: HUMAN RIGHTS L2 : My duties

S1
Learning context : During an english club meeting at EAJP/ENS, the students of 3è listen to a
report in which an expert of UNICEF is talking about people’s fundamental duties. Then they
discuss their importance for social development with the other members.
LESSON CONTENT
S + have to + verb To be in charge of (something):
To comply with (the law):
S + need to + verb To be accountable for (something)
Expressing necessity To be dutiful to
S + must + verb To take part in
To do the laundry
A regulation
A- Vocabulary
To be in charge of (something): to be responsible for (something)
→e.g: The parliament is in charge of voting laws.
To comply with (the law): to obey / to conform to

→eg: Any citizen should comply with the law.
To be accountable for (something) : to answer for / to explain

→e.g: Parents are accountable for their children’s bad attitudes.
To bear responsibility for : to accept the consequences of

→e.g: If you break the law you should bear responsibility for that.
To be dutiful to: to be respectful

→e.g: Young people should be dutiful to adults.
To take part in: to participate in

→e.g: We pay taxes to take part in the country’s development.
To do the laundry: to do the washing / to wash clothes.

e.g: I do the laundry on Saturdays.
A regulation: a rule / a law

→e.g: Students must respect school regulations.
• S + have to + verb →Citizens have to respect the laws.
• S + need to + verb →We need to obey our parents.
• S + must + verb → We must come to class on time.
PRACTICE ACTIVITIES
Activity 1 : Listen to the passage below and complete with the correct words . No1 is
an example
In a well organized society or country people have to 1. comply with a set of 2.
…………………. Such fundamental 3. ………………………….. are esssential for the
national development of the country. However, people cannot be 4.
………………………………to admit them. As a 5. ………………….citizen of the country,
we need to understand and learn our rights and duties for the welfare of the society and the
country. As soon as individuals have the right, their 5. ……………………….. towards personal
and social 6. ……………………………….also increase.
Activity 2 : Rewrite the sentences below using “have to” and “need to” to express
necessity.
Example:
1. Parents must take care of their children.
a) Parents have to take care of their children.
b) Parents need to take care of their children.
2. Parents must take care of their children.

3. States must protect their citizens.
4. Children must respect their parents.
5. Students must respect their teachers.
6. Citizens must pay their taxes.
S:2
Learning Context : During an english club meeting at EAJP/ENS, the students of 3è listen to
a report in which an expert of UNICEF is talking about people’s fundamental duties. Then
they discuss their importance for social development with the other members.
LESSON CONTENT
Expressing • don’t have to employment – chore – mandatory
absence of • needn’t be - school regulations – an impost –
• don’t need to to blame
necessity
A- Vocabulary
• An employment : a job
• A chore : a task / a thing to be done
• Mandatory : obligatory
• School regulations : school rules
• An impost : a tariff / a tax
• To blame… for : to declare someone is responsible for something
• To censure : to condemn
B- Language function: Expressing absence of necessity

• You don’t have to be old to take responsibility.
• You needn’t be a man to have good job.
• We don’t need to be rich to become leader.
PRACTICE ACTIVITIES
Activity 1 : Listen to the passage below and complete the blank spaces with the correct
words. One example is done for you.
A responsible citizen abides by all the laws and order of the country. He knows his rights
and duties. He also knows that paying 1. impost and sending children to school are things which
are 2…………………….. Being responsible means that you can take 3………. for bad things
you did deliberately especially mistakes that occur in the domain of 4………………………...
Generally we start learning about our duties and responsibilities at school where there are
5………………… to be respected and 6…………… to be executed.
Activity 2 : Use the information from the table below to make sentences expressing absence
of necessity using either “don’t have to.....” or “don’t need to.... or needn’t……..”.
Example: 1. Children don’t need to lie to the parents.
1. lie to parents
2. cheat in the tests to have good marks
3. steal my school mates’ things
4. destroy public properties
5. starve the children to punish them
During an english club meeting at EAJP/ENS, the students of 3è listen to a report in which an
expert of UNICEF is talking about people’s fundamental duties. Then they discuss their
importance for social development with the other members.
Task :
1. Listen to the audio and do the activities on the worksheet.
2. Discuss the question in activity 3.
RESSOURCES
Transcript of the text to be used S-1
In a well organized society or country people have to comply with a set of laws. Such
fundamental duties are esssential for the national development of the country. However, people
cannot be compelled to admit them. As a responsible citizen of the country, we need to
understand and learn our rights and duties for the welfare of the society and the country. As
soon as individuals have the right, their responsibilities towards personal and social welfare
also increase.
Listening passage. S2-A2

A responsible citizen abides by all the laws and order of the country. He knows his rights and
duties. He also knows that paying impost and sending children to school are things which are
mandatory. Being responsible means that you can take blame for bad things you did
deliberately especially mistakes that occur in the domain of employment. Generally we start
learning about our duties and responsibilities at school where there are regulations to be
respected and chores to be executed.
Transcript of text to be used

Fundamental duties are not legally enforceable. It is a duty for states and individuals to
perform their part of duty for the welfare of the society. So the duty to preserve your heritage,
to respect national symbols, to keep your surroundings clean etc… are duties that one cannot
be enforced in the courts but in good faith. They are expected to be followed to ensure a well-
functioning of the society. So, we can say that the duty is moral in nature. There are no sanctions
if one does not perform their duties but if the rights others are violated then there are legal
sanctions of infringing one’s right of enjoying their rights. Fundamental duties are defined as
the moral obligations of all citizens to help promote a spirit of patriotism and to maintain unity.
They play an important role in the development of a nation.
Adapted from https://blog.ipleaders.in/the-concept-of-rights-and-duti
Worksheet
Activity 1: Listen to the report and select the best option.
The report is about: a) our rights and duties today
b) the importance of human rights
c) the nature of fundamental duties
d) human rights and good governance
Activity 2: Listen to the audio document again and say if the statements below are True (T) or
False (F)
Statements Answers
1. Fundamental duties are legally enforceable false
2. Preserving your heritage and respecting national symbols are duties
3. The respect of duties ensure a good fonctioning of the society
4. Duty is not moral in nature
5. There are legal sanctions when people’s rights are violated
6. Duties are important for the a nation’s development
Activity 3: Listen to the audio again and fill in the gaps of the paragraph below with the words
you hear.
Fundamental 1. duties are not legally enforceable. It is a duty for states and individuals to
perform their part of duty for the 2. …………………… of the society. So the duty to preserve
your 3. ………………………, to respect national symbols, to keep your surroundings clean
etc… are duties that one cannot be enforced in the 4. ……………………………but in good
faith. They are expected to be followed to ensure a well- 5 …………………………of the
society. So, we can say that the duty is 6. ……………………in nature. There are no 7.
………………………… if one does not perform their duties but if the rights others are violated
then there are legal sanctions of 8. ……………………………….. one’s right of enjoying their
rights. Fundamental duties are defined as the moral obligations of all citizens to help 9.
…………………………….. a spirit of 10………………………….. and to maintain unity.
They play an important role in the 11……………………….. of a nation.
Adapted from https://blog.ipleaders.in/the-concept-of-rights-and-duties.
Activity 4 : Discussion
In groups of 4, discuss this topic :
‘’Are duties necessary in our modern societies ? why ? ‘’

CLASSE DE 3è
ANGLAIS
Unit 7: HYGIENE AND HEALTH L1: Is it an epidemic or a pandemic?

S1
Learning context: On the occasion of the International Day of Hygiene and Health in Collège Moderne of
Bondoukou, the students of 3ème 8 read a text in English related to endemic diseases in order to be informed on
risky behaviours.
LESSON CONTENT
Language function Structure /Grammar Vocabulary
Epidemic-pandemic-disease-
Expressing impersonal Covid-19 is said to be contagious. malaria- diarrhea-AIDS- to
passive heal
A- Vocabulary
A disease: an
illness, a malady
Example: Covid-19
is a disease.
Malaria: a disease caused by the bite of
a mosquito.
Example: Malaria kills many people in
Africa.
Diarrhea / diarrhoa: an illness in which the body's solid waste is more
liquid than usual and comes out of the body more often.
Example: When you suffer from cholera, you have diarrhea.
To heal: to become well again after a disease.
Example: Last week, I suffered from malaria. I had some quinine, now I am healed.
AIDS: a disease transmitted by HIV through sexual contact, blood
transfusion and from mother to children.
Example: There is no vaccine for AIDS.
Epidemic: a disease which affects people on a specific geographic region.
Pandemic: a contagious disease which spreads around the world.
Example: Covid-19 has become a pandemic disease; it contaminates many
people around the world.
B- Language function: Expressing impersonal passive

Example:
Active: People say COVID-19 is contagious.
Passive: COVID-19 is said to be contagious.
PRACTICE ACTIVITIES
Activity 1: Match the words in column A with their definitions in column B.
Write your answers like the example. Do it alone then compare with your
neighbour.
Example: 3-d
Column A Column B
a. Illness
1. Epidemic
b. a disease transmitted by
2. Pandemic
sexual contact,
3. To heal
c. When body's solid waste
4. Malaria is more liquid than usual.
5. Diarrhea
d. To become well again
6. Disease after a disease.
e. a disease transmitted by
the bite of a mosquito
Activity 2: With your partner, rewrite the sentences like in the example.
Example: 5- People say malaria is an endemic disease in Africa. → Malaria
is said to be an endemic disease in Africa.
1. People say that AIDS was a fatal disease in the 1980s.
2. People think that pandemics are worldwide epidemics.
3. People say that epidemics are limited to one specific geographic region.
4. People claim that an endemic disease is constantly present in a group
or a geographic area.
5. People say that malaria is an endemic disease in Africa.
S2
Learning context: On the occasion of the International Day of Hygiene and Health in Collège
Moderne of Bondoukou, the students of 3ème 8 read a text in English related to endemic diseases in order
to be informed on risky behaviours.
LESSON CONTENT
Language function Structure /Grammar Vocabulary
Asking questions and A: -What are the symptoms High fever - body ache -
answering about of typhoid fever? lack of appetite – headache
symptoms B:-You have high fever, –
of diseases. headache and lack of drugs – prescription -
appetite. typhoid fever
A- Vocabulary
Typhoid fever: a dangerous disease caused by dirty water and food.
Example: If you don’t often wash your hands before eating, you can have typhoid fever.
High fever: when the temperature of the body is over
37° C.
Example: High fever is one symptom when you suffer
from malaria.
Lack of appetite: loss of appetite ; absence of the
desire to eat Example: when you are sick, you lack of
appetite.
Headache: pain you feel inside your head.
Example: When I don’t sleep early, I have headache the day after.
Drug: a medicine used to cure a disease ; a
medicament Example: Paracetamol is a
drug.
A Prescription: a piece of paper on which a doctor writes the details of the
medicine or drugs that you need when you are sick.
Example: When I was sick, I went to the hospital. The doctor gave me a
prescription, then I went to the pharmacy.
Body aches: pains in your body making that you feel very tired as you worked too
much.
B- Language function: Asking questions and answering about symptoms of diseases.
To have information about the symptoms of a disease, example typhoid fever, you
ask this question:
- What are the symptoms of typhoid fever?
To answer this question describing the symptoms of the disease, you say:
-You have high fever, headache and lack of appetite.
PRACTICE ACTIVITIES
Activity 1: Read the passage below and fill in the gaps with the words from the box.
Write your answers like in the example. Do it alone then compare your answers with
your neighbour’s.
headache – drugs – prescription - typhoid fever - high fever
Example: 1- typhoid fever

(1)-…………is a dangerous disease you can get if you don’t often wash your hands. If
your temperature is higher than the normal, it is what people call (2) ...................... ; you
have to see a doctor who will examine you and give you a (3) ......................... which
permits you to go and buy your (4)-………………….or medicines at the drugstore or
pharmacy. Some people have terrible (5)-………………..after a hard work. They take
aspirin to cure their pains.
Activity 2: With your partner, look at the information in table below ; then ask and answer
questions to talk about symptoms of diseases. Finally, read your works aloud for the class.
Number 1 is done for you.
Example: 1- A: What are the symptoms of malaria?
B: When you have malaria, you have high fever, body aches, headache and
lack of appetite.
Diseases symptoms
1- Malaria High fever, body aches, headache, lack

of appetite.
High fever, body aches, diarrhea,

2- Ebola bleeding, headaches.
3- Cholera Dehydration, vomiting, diarrhea.
S3
On the occasion of the International Day of Hygiene and Health in Collège Moderne of
Bondoukou, the students of 3ème 8 read a text in English related to endemic diseases in
order to be informed on risky behaviours. As a student of this class,
1. say what the text is about;
2. list the diseases mentioned in the text;
3. mention the symptoms of each disease according to the text
RESSOURCES
Homework: Exercise 4 page 119 in your book (English For All 3è)
CLASSE DE 3è
ANGLAIS
Unit 7 HYGIENE AND

HEALTH
L3: HIV-FREE
GENERATION
S1
Learning Context : During his visit in Bondoukou, the Ambassador of USA in Cote d’Ivoire comes
to a meeting of the English Club of Collège Moderne of Bondoukou. There, he gives the members booklets
written in English talking about HIV / AIDS. He asks the students of 3ème 2 to read them in order to sensitize
their mates.
LESSON CONTENT
Using question tags -HIV/AIDS is difficult to AIDS-HIV- to do blood test-
to express opinion, catch; isn’t it? Yes, it is sexual intercourse- to
possibility or - AIDS is not mortal at that contract- blood transfusion
probability. time; is it?
- No , it isn’t
A- Vocabulary
AIDS: Acquired Immune Deficiency Syndrome; it is a serious disease
caused by a virus called HIV.
Example: In the past, many people died from AIDS in the world. People
catch AIDS through sexual contact.
HIV: Human Immuno-deficiency Virus (the virus responsible for AIDS).
Sexual intercourse: the fact of having sex
Example: Having unprotected sexual intercourse can give you AIDS.
Blood transfusion: a process in which blood that has been taken from one
person is put into another person's body, especially after an accident or
during an operation.
Example: After they got an accident, the doctor recommended to do blood
transfusion to the patients because they lost too much blood.
To do blood test: a scientific examination of a person's blood.
Example: To know if you are HIV positive or negative, you need to do your blood test.
To contract: to catch or become ill with a
disease Example: He contracted malaria
while he was travelling.
B- Language function: Using question tags to express opinion, possibility or probability.
To express opinion, possibility or probability in English, you can use question tags.
Example: 1) A: HIV /AIDS is difficult to catch; isn’t it?

B: Yes, it is
2) A: AIDS is not mortal;
is it? B: No, it isn’t
PRACTICE ACTIVITIES
Activity 1: Here is a passage about what people think of AIDS, read it and
fill in the gaps with the appropriate words or phrases from the box. Write
your answers like the example. Do it alone then compare with your partner.
AIDS- contracted- sexual intercourse- blood transfusion- do blood test- HIV
Example: 1- AIDS
Some people say that (1)-………… is an invention to frighten people. But for
doctors, when you (2)-………….and you are tested positive, it means that
you (3) ............................................................................................................................ the
virus. In most cases, this contamination is due to various causes. (4) .....................for
example is one of the principal causes. There is also unprotected (5)................. which can
cause the disease. Some patients need (6) .................... because they had an accident and
lost too much blood.
Activity 2: With your partner, answer the questions below. Number one is
done for you.
1. A-AIDS is difficult to catch; isn’t it?
B- Yes, it is
2. A- There is no cure for AIDS, is there?
B-………………………………………………………………………………..
3. A- You can catch AIDS from blood transfusion; can’t you?

B-…………………………………………………………………………………
4. A-You can’t get AIDS from handshake, can you?
B-…………………………………………………………………………………
S2
Learning context: During his visit in Bondoukou, the Ambassador of USA in Cote
d’Ivoire comes to a meeting of the English Club of Collège Moderne of Bondoukou. There,
he gives the members booklets written in English talking about HIV / AIDS. He asks the
students of 3ème 2 to read them in order to sensitize their mates.
LESSON CONTENT
-You must practice Abstinence- condom- shaver-
abstinence to avoid pimples- lose weight-
AIDS. constant fever- fidelity
Giving advice with the
imperative, must, -Practice abstinence to
mustn’t. avoid AIDS
-You mustn’t have sexual
intercourse without
condom.
A- Vocabulary
Abstinence: refrain from having sex before marriage

Example: The best way to avoid AIDS is to practice
abstinence.
Fidelity: the fact of having no partner except yours.

A condom: a thin rubber covering that we wear during sex to stop a woman
becoming pregnant or to protect against infectious diseases. →
A shaver: a razor →
Example: using the same shaver with someone can give AIDS.
Lose weight: become thinner.
Example: Awa was sick for long time, she didn’t eat during that period so she lost weight.
Constant fever: having fever all the time.
Example: When you suffer from malaria and you don’t take any medicine, you have
constant fever.
B- Language function: Giving advice with the imperative, must, mustn’t.
If you want to give advice in English, you can use the imperative or must, mustn’t.
For example, if you want to tell someone to practice abstinence to avoid AIDS, you can
say:
- Practice abstinence to avoid AIDS or
- You must practice abstinence to avoid AIDS.
If you want to tell someone to avoid sexual intercourse without condom you can say:
- You mustn’t have sexual intercourse without condom.
PRACTICE ACTIVITIES
Activity 1: Here is a text about AIDS used to sensitize students. Use the words or phrases
from the box below to complete it. Write your answers like the example. Do it alone then
compare your answers with your partner’s.
Abstinence - constant fever - loses weight – fidelity - condoms
Example: 5-fidelity
The virus which causes AIDS enters the cells and destroys them so that they can no longer
defend the body. Once these defenses are destroyed, the body is opened to all infections.
The person infected (1)-………………and becomes thinner and thinner. He feels tired
and has (2)-……………………………. Sometimes, he loses his hair and suffers from
violent headaches. If you want to avoid all this, never go to bed with your partner without
protection. Use (3)-…………………during each sexual intercourse or if you have no
partner, practice sexual (4) ........................ Some people who are married prefer practicing
(5) to avoid AIDS.
Activity 2: With your partner, study the different situations and give advice using
must or mustn’t. Number 1 is an example
Example: 1-You must practice abstinence or fidelity.
1. Practice abstinence or fidelity.
2. Use condoms during sexual intercourse.
3. Share the same shaver with someone.
4. Use infected needles.
RESSOURCES
Homework: Exercise 4 page 131-132 (English For All 3è)

Homework: Exercise 6 page 136 (English For All 3è)
S3
During his visit at Bondoukou, the Ambassador of USA in Côte d’Ivoire comes to a
meeting of the English Club of Collège Moderne of Bondoukou. There, he gives the
members booklets written in English talking about HIV / AIDS. As a member of this club,
as you read the text below, do the tasks below.
TEXT
Some people say that the disease AIDS is just an invention to frighten people. But for
doctors, when you are tested positive to the HIV, it means that you contracted the virus.
In most cases, this contamination is due to various causes. Sexual intercourse for example
is one of the principal causes. In addition, we have girls’ abuse or rape and any other cases
where patients need blood transfusion because they lack of blood. The infected person
loses weight and gets thinner and thinner. He feels tired and sweats a lot. Sometimes he
loses his hair and suffers from constant fever. Ugly pimples may appear on his skin. Never
go to bed with your partner without protection. Use condoms and be faithful. Otherwise,
if you catch AIDS, you will have long and painful death. You must be careful.
1. say what the text is about;

2. complete the table with the right information from the text.
How to catch AIDS Symptoms Preventive measures
Example: sexual contact Example: feels tired Example: use condoms
without condoms ………………………… ………………………….
………………………… ………………………… ………………………….
………………………… …………………………. …………………………..
…………………………
Basic English grammar
TO BE : ETRE
Positive Negative Questions
I am ’m am not ’m not Am I ?
You are ’re are not aren’t Are you ?
He, she, it is ’s is not isn’t Is he, she, it ?
we are ’re are not aren’t Are we ?
you are ’re are not aren’t Are you ?
they are ’re are not aren’t Are they ?
Yes/No questions - be (am, are, is)
Subject and verb change their position in statement and question.
statement You are from Germany.

1
question Are you from Germany?
We always use the short answer, not only "Yes" or "No".

If the answer is "Yes", we always use the long form.
Example: Yes, I am.
If the answer is "No", we either use the long or the contrated form (short form).
Example: No, I am not - No, I'm not.
Yes, I am.
Are you from Germany? am not.
No, I
'm not.
Is he your friend? Yes, he is.
Are Peter and John from England? Yes, they are.
Questions with question words - be (am, are, is)
Question word Verb Rest Answer

Where are you from? I'm from Stuttgart.
What is your name? My name is Peter.
How are Pat and Sue? They're fine.
TO HAVE : AVOIR, posséder
Positive Negative Questions
I have got ( ’ve got) haven’t got have I got ?
You have got ( ’ve got) haven’t got have you got ?
He, she, it has got ( ’s got) hasn’t got has he, she, it got ?
we have got ( ’ve got) haven’t got have we got ?
you have got ( ’ve got) haven’t got have you got ?
they have got ( ’ve got) haven’t got have they got ?
Has Mary got a car? Yes, she has.
Has she got an American car? No, she hasn’t. She has got a Seat. 2
Personal pronouns, Possessive determiners, Possessive pronouns
Personal pronouns
Possessive Possessive
as object
as subject determiners pronouns
(accusative and
(nominative)
dative)
I me my mine
you you your yours
he him his his
she her her hers
it it its its
we us our ours
3
you you your yours
they them their theirs
1 2 3 4
We have some books. The books are for us. These are our books. The books are ours.
Plural in English
singular + -s
singular plural
a car two cars
a cassette two cassettes
a lamp two lamps
a hat two hats
a cup two cups
Add -es after sibilants:
singular plural
4
a box two boxes
a sandwich two sandwiches
a suitcase two suitcases
a rose two roses
a garage two garages
Substitute y after consonant with -ies:
singular plural
a city two cities
a lady two ladies

Add -s after vowel + y:
singular plural
a boy two boys
a day two days
Nouns on -f or -fe:
add -s substitute with -ves
singular plural singular plural
a roof two roofs a thief two thieves
a cliff two cliffs a wife two wives
a sheriff two sheriffs a shelf two shelves

5
Add -s for words ending in -ff.
Always use a dictionary if you are not sure.
Nouns on -o form the plural by adding -s or -es.
add -s substitute with -ves
singular plural singular plural
a disco two discos a tomato two tomatoes
a piano two pianos a potato two potatoes
a photo two photos a hero two heroes
There is no rule when to use -s or -es. We often add -s with technical words.
Irregular plural forms:
singular plural
a man two men
a woman two women
a child two children
a person two people
a foot two feet
6
The definite article - the
The definite article the is the same for all genders in singular and in plural:
the boy, the girl, the cat, the computers
[ ] [ ]
the following word starts with a spoken
the following word starts with a spoken vowel
consonant
the girl the English girl
the book the MP3
the school the old school
the unit the uncle
Here a [ ] is pronounced at the beginning of Here a [ ] is pronounced at the beginning of
the word. the word.
The indefinite article - a

The indefinite article a is the same for all genders.
a boy, a girl, a cat
The indefinite article has no plural form.

a boy - boys
7
We use an if the following word starts with a vowel SOUND.
the following word starts with a vowel

the following word starts with a consonant
SOUND
a boy an aunt
a school an old school
a girl an American girl
Mind the pronunciation of the following word.
a unit an uncle
This u sounds like a consonant, so we use a. This u sounds like a vowel, so we use an.
Use of the indefinite article a/an
- before phrases of time and measurements (per week/weekly)
We have English 4 times a week.

I go on holiday twice a year.
Our car can do 220 kilometers an hour.
Tomatoes are $2 a kilo.
- before phrases of jobs
My father is a car mechanic.
- with a noun complement
He is a good boy.
No article.
without the definite article

general words (indefinite)
Life is too short.
I like flowers.
names of persons.
Peter and John live in London.
Aunt Mary lives in Los Angeles.
public buildings, institutions, means of transport (indefinite) 8
Mandy doesn't like school.
We go to school by bus.
Some people go to church on Sundays.
names of countries in the singular; summits of mountains; continents; towns; streets
Germany, France; but the USA, the Netherlands and the UK
Mount Whitney, Mount McKinley;
Africa, Europe;
Cairo, New York
Oxford street
Uncountable nouns
Cheese, rice, water, wine, beer, coffee, information, advice…
Plural of the indefinite article “a”
We are students.
months, days of the week (indefinite)
The weekend is over on Monday morning.
July and August are the most popular months for holidays.
The articles a/an and the in Englisch - Exercises
Decide whether to use the definite article >the< or not.
1) My grandmother likes flowers very much.
2) I love tea.
3) See you on Wednesday.
4) I always listen to radio in the morning.
5) Alex goes to work by bus.
6) Don't be late for school.
7) Dennis plays trumpet.
8) We often see our cousins on Sunday.
9) She wants to go to Paris.
10) What about going to Australia in July?

Fill in the article >a<, >an< or >the< where necessary. Choose >x< where no article is used. 9
1) I like blue T-shirt better than red one.
2) Their car does 150 miles hour.
3) Where's USB drive?
4) Do you still live in Bristol?
5) Does your mother work in old office building?
6) Carol's father works as electrician.
7) I like cheese.
8) What do you usually have for breakfast?
9) You are students in history at the university.

's - Apostrophe, genitive -
English:
Ronny's brother
Singular:
Add 's:
Mandy's brother plays football.
My teacher's name is ...
Plural:
Add the apostrophe ' to regular plural forms:

The girls' room is very nice.
The Smiths' car is black.
Add 's to irregular plural forms:

The children's books are over there.
Men's clothes are on the third floor.
If there are multiple nouns, add an 's only to the last noun:
10
Peter and John's mother is a teacher.
Nouns Apostrophe 's en 313
Write apostrophe 's into the gaps.

Answer: I met Mandy's sister yesterday.
1) This is book. (Peter)
2) Let's go to the . (Smiths)
3) The room is upstairs. (children)
4) sister is twelve years old. (John)
5) and bags have blue stickers. (Susan - Steve)
6) shoes are on the second floor. (men)
7) My car was not expensive. (parents)
8) CD player is new. (Charles)
9) This is the bike. (boy)

Form of the Simple Present
We use the infinitive of the verb. In the 3rd person Singular (he, she, it - or a name) we put
an -s to the end of the infinitive.
infinitive - 3rd person Singular (he, she, it) infinitive + -s
Affirmative sentences:
I/we/you/they play football.

He/she/it plays football.
Negative sentences:
We use the auxiliary do.

I/we/you/they do not play football.
He/she/it does not play football.
NOTE: We often use short forms in negative sentences in the Simple Present:
I/we/you/they don't play football.
He/she/it doesn't play football. 11
Questions:
Do I/we/you/they play football?

Does he/she/it play football?
Simple Present - Spelling
Be careful with some words when using the 3rd person singular.
1) verbs ending in a sibilant [s] [z] [ʃ] [ʒ] [ʧ] [ʤ] or verbs ending in -o preceded by a
consonant
We add -es to the infinitive.
Examples:
I watch - he watches
I pass - he passes
I go - he goes
I do - he does
2) verbs ending in -y
verbs ending in 'y' preceded by a vowel (a, e, i, o, u): Add -s.
Example:
I play - he plays
verbs ending in 'y' preceded by a consonant: Change 'y' to 'i' and add 'es'.
Example:
I hurry - he hurries
Special verbs in the Simple Present
1) have as a full verb
affirmative sentence negative sentence question

I, we, you, they:
I have breakfast. I do not have breakfast. Do I have breakfast?
he, she, it:
He has a shower in the morning. He does not have a shower. Does he have a shower?
2) be as a full verb
12
I am from Britain. I am not from Britain. Am I from Britain?
he, she, it:
He is from Britain. He is not from Britain. Is he from Britain?
we, you, they:
We are from Britain. We are not from Britain. Are we from Britain?
We often use the short forms with this verb.
3) do as a full verb

I, we, you, they:
I do an exercise. I do not do an exercise. Do I do an exercise?
he, she, it:
He does an exercise. He does not do an exercise. Does he do an exercise?
4) modal auxiliaries can, could, may, must, need, will etc.

every time (I, he, she, it, we, you, they):
I can play tennis. I cannot play tennis. Can I play tennis?
NOTE:
We can substitute don't (can't) for do not (cannot).
Modals have the same form every time regardless the subject. We do not add an -s to the
infinitive
13
Exercises
A) Fill in the verbs in brackets into the gaps.
Example: He never writes a letter.

The pupils songs in the classroom. (to sing)
The boys computer games. (not/to play)
B) Which answers are correct?

1) Which of the following words are used with the Simple Present (signal words)?
always
at the moment
every day
now
often
sometimes
yesterday
2) Which verb forms go with the Simple Present? 14

Infinitive
Infinitive + -ed
Infinitive + -ing
Infinitive + s
have + Infinitive + -ed
C) Fill in the correct verb forms.
1) His friend to school.
2) Every morning my mother at 6 o'clock.
D) Negate the sentences.
Example: He works on the computer. - He does not work on the computer.
1) Mr Smith teaches French.

2) Anne and Sue carry a box.
E) Which sentences/questions are correct?
1) In which sentence is the Simple Present used correctly?

Andrew wash the dishes.
Andrew washes the dishes.
Andrew washs the dishes.
2) Which sentence is in the Simple Present?

He has read a book.
He is reading a book.
He read a book.
He reads a book.
He will read a book.
A) Fill in the correct verb forms. 15

1) The lesson at 8.30.
2) It rain in the desert.
3) They wear school uniform.
4) Tomorrow Sunday.
B) Fill in the verbs in brackets into the gaps.
Example: He never writes a letter.
1) Water when it . (to expand) (to freeze)
2) She to lose weight. (to try)
3) My aunt often queues. (to jump)
4) We sometimes around the shops. (to look)

C) Form questions.
Example: where / they / to have / breakfast
Where do they have breakfast?
1) who / to help / Roger / in the shop (Roger = Subject)
2) can / I / to get / you / a glass of water
3) your parents / to wait up for you
4) why / not to clean / you / your shoes
D) Negate the sentences.
Example: He works on the computer. - He does not work on the computer.
1) We are from Nigeria. 16

2) Anne has lunch at home.
3) She wants to become a superstar.
4) The banks close at 2 o'clock.
E) Ask for the underlined part.
Example: Lydia lives in Bulgaria. - Where does Lydia live?
1) Mel works in an office.
2)The child plays the trumpet.
3) I like cycling because it's fun.

4) We write to four pen friends.
4) Which verb forms are correct?

she agrees
she annoys
she cries
she hurrys
she kissis
she rushes
she teachs
she worrys
G) Rewrite the sentences and use short forms or long forms.

17
Example: He doesn't work in the garden. - He does not work in the garden.
1) She does not like rice.
2) You shouldn't eat so much meat.
3) They don't walk to school.
4) I'm not Spanish.

Questions
Question without question words Short answer

Yes, he is.
Is he from London?
No, he isn't.
Yes, they are.
Are the boys at your school?
No, they aren't.
Yes, I can.
Can you play ice-hockey?
No, I can't.
Yes, we have.
Have we got ketchup?
No, we haven't.
Yes, she has.
Has she got a mobile phone?
No, she hasn't. 18
Yes, they do.
Do they live in a flat?
No, they don't.
Yes, he does.
Does he work in an office?
No, he doesn't.
Yes, it did.
Did it rain yesterday?
No, it didn't.
Yes, they are.
Are they writing a test now?
No, they aren't.
Yes, we will.
Will we arrive on time?
No, we won't.
Question words with Examples
Question word Example

where Where do you live?
who Who are you?
when When do you get up?
what What are you doing?
why Why do you smoke?
whose Whose book is this?
which Which bus do you take to school?
how How old are you
Exercises
Questions Question w ords i en 401
Put in What, Where, Why, When, How into the gaps and form meaningful questions.
Example: ____ often do you play volleyball?
Answer: How often do you play volleyball?
1) do you like best?
2) does Bill get up in the morning?
3) don't you go by bus, Max?
4) hobbies does Andrew have? 19

5) do they go to every week?
6) old is Mike?
7) is Susan's birthday?
8) are my exercise books?
9) are you doing at the moment, Sally?
10) do the Robinsons live?

Lesson Anglais 3ème (112 Pages)

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LESSON

U 1- SCHOOL LIFE L 1: My first holiday in my village

A – Vocabulary (Related to holidays activities)

1- Where did Kofi go last holidays? → He went to his village.

hunting - fun - paid - traps - fishing - farm - village

Konaté: Where (be) 1 you during the last holidays?

B- Language function: Talking about past events using time markers

First/ First of all second third…. next after that last(ly)/finally

First, we went to Bouaké.

U1- SCHOOL LIFE -L2- Memories of School

A- Vocabulary (Related to school memories).

Bully girls - cheat in class – suck my thumb – bring presents to bullies –

U 1 - SCHOOL LIFE- L3- School work

A- Vocabulary (Related to school work).

B- Language function: Expressing condition

• If Moussa works hard, he will have better marks.

Activity 3 : Answer these questions.

b- Language function: Expressing condition

U2-WOMEN AT WORK L 2-What are women’s rights and duties?

A- Vocabulary (related to women’s rights)

B- Language function : Expressing one’s rights

Language function Structures / Grammar Vocabulary

A- Vocabulary (Related to women duties)

Feed: provide food to

B- Language function: Expressing duties

Today is the International Women’s Day. As a representative of an American NGO

U2-WOMEN AT WORK L 3-Girls at school?

A- Vocabulary (related to girls at school)

B- Language function : Expressing opinions

• I think that girls should go to school.

To be independent – to be educated – to know how to read and write

A- Vocabulary (Related girls education)

B- Language function: Expressing opinions

Example: 1-Prize giving

U3 –TRAVELLING- L1-Different means of transport

B-Language function (Fonction langagière): Comparing

A horse – feet – a camel – a bicycle – a motorbike – a tricycle- a donkey–

5.............................. 6............................ 7............................. 8............................

Example: 1) A: Which is faster, a donkey or a horse?

1) The donkey / the horse (fast)

Homework: Exercise 3 page 55

U 3- TRAVELLING-L1- Different means of transport-

Language function Structure / Grammar Vocabulary

Language function: Expressing preferences

A: How do you go to school?

A train – a bus – a yatch – a car – a plane –

Homework: Exercise 7 page 56

U3- TRAVELLING-L1- Different means of transport-

U3: TRAVELLING L2: TRAVELLING BY PLANE

to check passport and plane ticket to check the luggage in / out

to fill in a boarding card to wait in the departure lounge

1...........visa................ 2...................................... 3..................................

4……………………. 5………………………. 6……………………

Example: 1. Airports are bigger and bigger today.

L2: Travelling by plane

to board a plane = to get on a plane to take off = to mount in the air

to land = to come down to meet = to encounter

took off – landed – met – departure lounge – ticket – board

Homework: Exercise 5 page 60 (English for All)