Guide Prof Win Skills Anglais 3ieme

Teacher’s Book
WIN SKILLS
3 e
Learning context Let’s keep in Mind

Good to know Let’s consolidate
Lesson sessions BEPC format tests
Teacher’s Book
WIN SKILLS
3
e
JD Éditions
21 B.P. 3636 Abidjan 21
Côte d’Ivoire
Forword
Dear colleagues,
Win skills is a new collection of student’s books for ivorian schools. It is
designed specifically for teenage students in the first cycle of secondary
school. It has been prepared according to the Competency-Based Language
Teaching (CBLT) syllabus.
Win skills 3e contains 8 units, divided into three lessons each. The lessons
are also divided in 3 sessions. Students are directed by an arrow to the
Consolidation session at the end of each unit. The Consolidation session
covers one or two page (s) depending on editorial requirements.
The aim of this teacher’s book is to give you suggestions for classroom
management. They should not be taken for granted. This is the reason why
time limits have been removed from the instructions. In fact, timing of
exercises or activities within a lesson varies according to the difficulty of the
task and the abilities of the students. Pictures have been selected to best fit
your students’ learning needs. The activities are designed for this sake. Be
prepared to bring realias to improve your teaching.
Good preparation for the lessons is most important. You should read through
and thoroughly understand the aims and suggestions before going to class.
We have offered you a brief and concise comment for each section in the
presentation note which appears in the very beginning of the student’s book.
Consult it if necessary for a better understanding of the teaching approach.
As you can see, various quotes, sayings and popular proverbs have been
added to the 3e student’s book. They have been designed to act as lead-
ins. The aim is to sharpen the learner’s curiosity for the subject under study.
Although optional, you can whet students’ appetite by using them. Knowing
that some of those quotes come from famous personalities like Bob Marley,
Martin Luther King, Bill Gate, etc. you can never imagine what source of
motivation they can be for the kids.
For each lesson, what to put on the board for students to copy is up to you.
The Let’s keep in mind heading may help. But, it should not be systematic.
Please, feel free to improve or put them differently. You are the only master
of your class.
In this teacher’s book, some proposals have been made to assist you in the
feedback sessions, as far as Communication activities are concerned. They
should not be taken for granted. Students are expected to use their abilities
Teacher’s Book 3e 4
to create original exchanges based on some models. They should feel free in
their writing activities. Don’t hurry to reveal our proposals as time saving tools.
Give as much prompts as you can to guide students for genuine productions.
One of the particularities of Win Skills 3e, and not the least, is the 8 tests it
contains. They are normative and summative assessments in the format of
BEPC exam. Please, make your students optimize their chances of success by
assigning them those tests as homework.
In Win skills student’s books, the four skills (Speaking, Writing, Listening and
Reading) are equally treated according to the official syllabus. Therefore,
it’s our pleasure to inform you that Listening podcasts are available on the
official Internet site of the publisher. You should download and use them in
order to enhance your teaching. You may need the help of your PU chairman
or the regional Adviser to collect the Internet site address of the publisher.
Morever, feel free to get in touch with some of the authors you may know for
extra recommendations or suggestions.
May the use of our book be an enriching experience for you.
The authors
5 Teacher’s Book 3e
UNIT 1 : LIFE AT SCHOOL (Speaking)
LESSON 1 : MY FIRST HOLIDAYS IN MY VILLAGE
Lead-in : Ask students to turn to page 9. Then ask them if they agree with what
Giada De Laurentis has said. Allow a couple of minutes for brainstorming.
Note : Keep in mind that this section is not compulsory.
Learning context : Ask students to read silently the learning context. Then
read it aloud and choose a few students to read it too for the class. Then ask
a few questions about it.
POSSIBLE QUESTIONS EXPECTED ANSWERS

On what occasion is the scene taking The scene is taking place at the
place ? English club meeting.
Where is the scene taking place ? It is taking place in my school.
What are the students of 3 doing ? They are talking about how they
e
/ Why ? spent their holidays / in order to

share their experiences.
What is the lesson about ? The lesson is about holiday activities.
What main skill are we going to The skill to perform is Speaking.
perform ?
Note : The above questions should be conducted orally. No need to write
them on the board.
SESSION 1
A - LET’S EXPLORE
Listen and repeat 1 (Vocabulary content)
Step 1 :
Ask students to turn to page 10.
• Allow a couple of minutes for students to read silently the dialogue
between Oriane and Ezechiel to bring out what their conversation is
about.
• Ask a volunteer to answer.
Expected answer : The 2 characters are talking about their past holiday
activities.
Step 2 :
• Present the vocabulary items, explain them.
• Students listen and repeat. Check the pronunciation and correct if
necessary.
• Make sure the students understand that those items correspond to
holiday activities.
• Write them on the board.
Vocabulary related to holiday activities : tap palm wine / hunting / digging
up yams / fishing / swim in (river) / planting tomatoes
Listen and repeat 2 (Language function)
• Name two « strong » students to roleplay the dialogue.
• Draw the attention of the class on the language function, then put
the structures on the board.
Language function (talking about past actions with the past simple) : Did…
go / Did… enjoy / went / arrived
B - LET’S PRACTISE
Exercice 1 :
• Individual work.
• Students are allowed a few minutes to match the pictures to the
corresponding descriptions.
• When time is over, ask the class to suggest the answers.
• Put them on the board.
Expected answers : 1-to rest / 2-to set a trap / 3-to tap palm wine / 4-to
swim / 5-to dig up yams / 6-to go fishing
Exercice 2 :
• Students work in pairs.
• Allow a few minutes for this exercise. Move around the room and give
help if necessary.
• The first pair to complete the exercise should read their answers to
the class.
• Encourage their classmates to pay attention and react when a
mistake occurs.
Expected answers : 1-spent / 2-set / 3-planted / 4-finished / 5-went /
6-caught
C - LET’S TAKE HOME
Tell the class to do the exercise at home and get prepared for feedback next class.
Expected answers : 1-did you go / 2-I was / 3- I had / 4-were you / 5- I wasn’t
/ 6- We were / 7- Did you meet / 8- I didn’t
LET’S KEEP IN MIND

At the end of the session, recommend the students to revise their lesson by
keeping in mind the items, structures or grammar points presented in this section.
SESSION 2
A - LET’S EXPLORE
Step 1 :
• Ask students to turn to page 12.
• Allow a couple of minutes for students to read silently the text to
bring out what it is about.
Expected answer : The text is about what Kadniel did during his holidays.
Step 2 :
necessary.
holiday activities.
Vocabulary related to holiday activities : traveled / to play marbles / have
fun / went to the beach
the structure on the board.
Language function (using time markers with past actions) : Two months ago
/ Last week…
Exercice 1 :
• Give a few minutes to students to complete the sentences.
• Put the correct answers on the board.
Expected answers : 1-marbles / 2-travel / 3-have fun / 4-miss / 5-go to the
beach / 6-homesick
Exercice 2 :
• Allow a few minutes for this task. Move around the room and give
help if necessary.
• Name a pair to read their answers to the class.
mistake appears.
Expected answers : 1- last / 2- previously / 3- ago / 4- 2023 / 5- yesterday / 6- in
Expected answers :
1- Last year, I spent my holiday in Abuja city.
2- I traveled by car.
3- I played marbles with my best friend / I went to do shopping every
Saturday, etc.
4- I returned 5 days ago.
Note : Any other correct answers can be accepted.
keeping in mind the items, structures or grammar points presented in this
section.
SESSION 3
• Tell the class to turn to page 14.
• Give a few minutes to students to read individually and silently the
passage and the instructions of the activity.
• Make sure they understand the whole task. Explain, define if necessary.
• Now inform them that they will work in pairs (with their neighbour).
• Allow enough time for this and give help if needed.
• When time is over, ask students to stop and get ready to present their
productions.
• Then call on named students (at least two pairs) to come and present
their production out to the class.
• With the whole class, build a dialogue to be written on the board. The
students should copy this in their copybook.
Note : The production below is a mere example. Other similar productions
can be accepted. Guide students so that they can produce their dialogues by
themselves.
Example :
Bertine : Hi, Sali !
Sali : Hello, Bertine !
Bertine : Tell me, my friend, where did you spend your holidays ?
Sali : I spend my holidays in my village.
Bertine : Nice. Were you with your parents or some friends ?
Sali : I was with my parents, naturally. And you ?
Bertine : I spent my holidays in Abidjan with my aunt Cathy. By the way, did
you enjoy your holidays? What did you do ?
Sali : I spent all my time working on farm. I help my parents digging yams and
planting tomatoes. What about you ?
Bertine : Cool. I spent much time having fun : I listened to music, I went to
the beach every Saturday, etc. I met new friends there. And you, who did you
meet ?
Sali : I met my cousins from nearby villages.
Bertine : I think that you had a good time.
Sali : You too !
LESSON 2 : MY SCHOOL MEMORIES
Lead-in : Ask students to turn to page 15. Then ask them what they understand
about the quotation. Allow a couple of minutes for brainstorming.
read it aloud and choose a few students to read it too for the class. Then, ask
Who did you receive ? I received my Liberian pen friend.
When did you receive him ? I received him during the long holidays.
What did you talk about / why We talked about our past habit when
we were in primary school / in order
to exchange souvenirs.
them on the board.
SESSION 1
A - LET’S EXPLORE
Step 1 :
between Oria and Meh and bring out what their conversation is about.
Expected answer : The 2 characters are talking about their school
memories.
Step 2 :
necessary.
school memories.
Vocabulary related to school memories : to attend / to sweep / to respect /
to stay (at school) / to do homework / to clean the blackboard / to take part
in (sport tournaments)
• Name two « strong » pairs of students to roleplay the dialogue.
• Allow a couple of minutes for this.
Language function (expressing past habits) : Used to + verb
Exercice 1 :
Expected answers : 1 - sport tournaments / 2 - to sweep the schoolyard /
3 - to collect rubbish / 4 - to queue up / 5-to do homework / 6-to clean the
board.
Exercice 2 :
help if necessary.
the class.
mistake appears.
Expected answers :
1- A- What did you use to do in primary school ?
B- In primary school, I used to attend class regularly.
2- A- What did you use to do in 6eme ?
B- In 6e I used to be on time in class.
3- A- What did you use to do in 4e ?
B- In 4e I used to take part in sport tournaments.
4- A- What did you use to do in primary six ?
B- In primary six I used to respect the school rules.
5- A- What did you use to do last year ?
B- Last year I used to take part in the English club meeting.
Expected answers :
1- I used to bully school girls.
2- Apo used to go to school on foot.
3- She used to be very rude with teachers.
4- Girls used to fetch water from the well.
section.
SESSION 2
A - LET’S EXPLORE
Step 1 :
between Jérôme and Denis and bring out what their conversation is
about.
Expected answer : The 2 characters are talking about their friend’ past habits.
Step 2 :
necessary.
school memories.
Vocabulary related to school memories : to cheat / to chat in class / to fight
/ to break all the rules / to bully / to quarrel …
Language function (expressing past habits) : Would + verb (would fight /
would skip / would be / would punish …)
Exercice 1 :
• Give a few minutes to the students to match the words to their
synonyms or definition.
Expected answers : 1- b / 2- d / 3- e / 4- a / 5- f / 6- g / 7- c
Exercice 2 :
help if necessary.
mistake appears.
Expected answers :
1- A : What would you do when you were at primary school ?
B : I would attend school regularly.
2- A : Ok ! And what would you do when you were in the classroom ?
B : I would follow attentively the teacher’s explanations.
3- A : What would you eat at breaktime ?
B : At breaktime I would eat bread and drink juice.
4- A : How would you behave with your friends ?
B : I would not quarrel with my friends, we would study together.
Note : Answers may vary.

Expected answers :
1- I would bully schoolgirls.
2- Apo would go to school on foot.
3- She would be very rude with teachers.
4- Girls would fetch water from the well.
section.
SESSION 3
productions.
themselves.
Example :
Kimber : Hi, John ! What did you use to do in primary school ?
John : Hello, Kimber ! In primary school I used to play a lot in the schoolyard.
And you ?
Kimber : I would also play at school.
John : Ok ! But how would you behave with your classmates and teachers ?
Kimber : I would be very shy and respectful towards my teachers ! And you
were you calm too ?
John : No, I would sometimes bully my friends and quarrel with them. But I
would respect my teachers.
LESSON 3 : MY SCHOOL SCORES
about the quotation of Benjamin Franklin. Allow a couple of minutes for
brainstorming.

What have the students of 3e They have just received the marks of
from your school just received ? their first English test.
What did they discuss about ? / They discuss about their results. /in
why order to improve them.
them on the board.
SESSION 1
A - LET’S EXPLORE
Step 1 :
between Junior and Romeo and bring out what their conversation is
about.
Expected answer : The 2 characters are talking about their schoolwork.
Step 2 :
necessary.
schoolwork.
Vocabulary related to schoolwork : school year / failing examination / failure
/ term / pass exam / move up to / mock exam / half term
• Name two « strong » students to role-play the dialogue.
Language function (Expressing conditions) : If …+ verb / would + verb
Exercice 1 :
• Students are allowed a few minutes to fill the gaps with appropriate
words.
Expected answers : 1-taking / 2-examination / 3-mock exam / 4-school year
/ 5-terms / 6-passed.
Exercice 2 :
help if necessary.
the class.
mistake appears.
Expected answers : 1- learnt / 2- would get / 3- will not fail / 4- start / 5-
would be

Tell the class to do the exercise at home and get prepared for feedback next
class.
Expected answers :
1- If you revise well, you will have good results.
2- If you played all the time, you would fail your exam.
3- If I didn’t study, I would stay down.
4- If you skip school, you will have problems with your parents.

section.
SESSION 2
A - LET’S EXPLORE
Look, listen and repeat (Vocabulary content)
• Point to each picture and read the captions aloud. Students listen and
repeat. Check the pronunciation and correct if necessary.
schoolwork.
Vocabulary related to schoolwork : a report card / an oral test / a grade / an
average / a presentation / a rank
Listen and repeat (Language function)
Language function (expressing conditions) : Unless…+ verb / will + verb
Exercice 1 :
• Give a few minutes to the students to complete the paragraph.
Expected answers : 1 - oral / 2 - quiz / 3 - grade / 4 - average / 5 - tests / 6 -
ranked / 7 - report card
Exercice 2 :
• About a few minutes for this task. Move around the room and give
help if necessary.
mistake appears.
Expected answers :
1- Unless you have good grades, you will not have the average.
2- Unless you have a good rank, you will not be rewarded.
3- Unless you come on time, you will stay out of the classroom.
4- Unless you work hard, you will stay down.
5- Unless you prepare the presentation, you will have a bad grade.

class.
Expected answers : 1- c / 2- d / 3- a / 4- e / 5- b
section.
SESSION 3
productions.
themselves.
Example :
Hereka : Tell me Meh, what is your grade in this test ?
Meh : I’ve got a bad mark. I’ve got five out of twenty.
Hereka : Oh ! that’s pretty bad. If you worked hard, you would get a good grade
Meh : Yes, you are right. I’ll do better next time.
Hereka : Unless you study regularly your lessons, you will always have bad
grades.
Meh : Yes, if I study my lessons, I will have a better grade.
LET’S CONSOLIDATE 1
• Students work individually.
• When time is over call on named students to give the answers.
Expected answers :
I. 1-Travel / 2-holiday / 3-schoolyard/ 4-homework / 5- skip school /
6-failure
II. 1- spend / 2- hunting / 3- shopping / 4- fun / 5- attend / 6- time /
7- rules / 8- bully
III. 1- will / 2- ago / 3- used / 4- wouldn’t / 5- unless /
IV. a) Past habits at six years old
- When I was six years I used to pee in bed.
- When I was six years I used to play marbles with my friends.
- When I was six years I steal meat in my mum’s sauce.
V. b) School memories
- When I was in primary school, we would fetch water for our teachers.
- When I was in 6e, we would play in the schoolyard during the breaktime.
- When I was in 4e, we would work in groups to have good grades.
UNIT 2 : WOMEN AT WORK (Speaking)

LESSON 1 : VILLAGE WOMEN’S ACTIVITIES
Lead-in : Ask students to turn to page 29. Then ask them to comment on the
quotation (the African proverb). Allow a couple of minutes for brainstorming.
On what occasion is the The scene is taking place on the occasion of
scene taking place ? the celebration of INTERNATIONAL WOMEN’S
DAY
Where is the scene taking It is taking place at the English club of the
place ? school.
What do the students of They decide to give a presentation
3e decide to do ?
What is the topic of the The topic is RURAL WOMEN’S ACTIVITIES
presentation
Why do they decide to They decide to give a presentation so as
give a presentation ? to show their courage and honour them
Note : The questions should be conducted orally. No need to write them on
the board.
SESSION 1
A - LET’S EXPLORE
women’s activities.
Vocabulary related to women’s activities : to take care of the family / to
feed a baby / to breastfeed a baby / to do cooking / to fetch water / knitting
/ handicraft / wickerwork
Language function (expressing abilities) : can + verb / to be able to + verb /
will be able to + verb / couldn’t + verb
Exercice 1 :
• Students are allowed a few minutes to do the matching.
Expected answers : 1- d / 2- f / 3- e / 4- a / 5- b / 6- c
Exercice 2 :
help if necessary.
the class.
mistake occurs.
Expected answers : 1- can / 2- were able / 3- could / 4- was able / 5- will be
able

class.
Expected answers :
1- Rural women can now make important decisions.
2- Women could take care of large families.
3- These girls will be able to achieve great things tomorrow.
4- Mum was not able to understand it before, but now she can accept it.

section.
SESSION 2
A- LET’S EXPLORE
• Point to each picture and read the captions out loud. Students listen
and repeat. Check the pronunciation and correct if necessary.
• Make sure they understand that those items are related to women’s
activities.
Vocabulary related to women’s activities : to grind cereals / to pound yam
/ to winnow rice : to grow crops : to smoke fish : to sew clothes / to weave a
basket / to spin cotton into thread
Language function (reporting what is said in the past) : She said that… / She
told… / He announced … / They claimed…
Exercice 1 :
Expected answers : 1- grow crops / 2- smoke fish / 3- firewood / 4- carry /

5- spin cotton / 6- winnow the cereals / 7- sew clothes
Exercice 2 :
help if necessary.
mistake occurs.
Expected answers :
1- A : What did the chairperson of women of values say ?
B : He said that women could be really emancipated if they gave
them a chance.
2- A : What did Mr Meh comment ?
B : Mr Meh commented that even though women are vulnerable, they
played an important role.
3- A : What did Mrs Declotilde answered ?
B : She answered that women needed to be educated so that they
could get the best opportunities.
4- A : What did the lecturer state ?
B : The lecturer stated that rural women were able to do things we
could barely imagine.

class.
Expected answers : 1- sick / 2- laughter / 3- aggressive
SESSION 3
productions.
Note : The dialogue below is a mere example. Other similar dialogues can
be accepted. Guide students so that they can produce their interviews by
themselves.
Example :
Student : Hello, Mr Kwasi ! What can you say about rural women’s activities
and abilities ?
Mr Kwasi Rachel : Well, I can say that rural women are able to do many
activities such as fetching water, taking care of large familes. And they are
able to do the same jobs as men.
Student : So, what do you think the government can do to help them ?
Mr Kwasi Rachel : In the past, the government could only sensitize people to
respect women’s right, but now the government can encourage and provide
funds for women activites. And I am sure it will be able to do better in the future.
Student : I get you. Now can you tell us what are the concrete measures
taken by the government.
Mr Kwasi Rachel : The minster in charge of women affair said that the
government would provide training and assistance to rural women to develop
their activities.
Student : Thanks a lot for your time and answers.
Mr Kwasi Rachel : you’re welcome.
LESSON 2 : WOMEN’S RIGHTS AND DUTIES

Lead-in : Ask students to turn to page 35. Then ask them to say what they
know about Bob Marley and what he said. Allow a couple of minutes for
brainstorming.

Where is the scene taking It is taking place during an English class.
place ?
What does the teacher He asks them to prepare and give a presentation
ask the students to do ?
What is the topic of the The topic is WOMEN’S RIGHTS AND DUTIES
presentation
What is the objective of The objective is to better inform the rest of the
the presentation ? class about women’s rights and duties
them on the board.
SESSION 1
A - LET’S EXPLORE
Step 1 :
• Allow them a couple of minutes to go through dialogue between the
journalist and Suzan.
• Ask them what their conversation is about.
Expected answer : They are talking about women’s rights in South Africa.
Step 2 :
necessary.
women’s rights and duties.
Vocabulary related to women’s rights and duties : fair pay / gender equality
/ own any property / household management / keeping the house clean /
sexual harassment / to work in an office.
Language function (expressing rights / expressing duties) : have the right to
+ noun / It is … duty to + verb / It is … responsibility to + verb
Exercice 1 :
• Students are allowed a few minutes to complete the sentences.
Expected answers : 1- equal and fair pay / 2- be free / 3- own a property /
4- harassment / 5- household management
Exercice 2 :
help if necessary.
the class.
mistake occurs.
Expected answers :
1- It is women’s responsibility to manage the household.
2- It is women’s duty to keep the house clean.
3- Women have the right to equal and fair pay.
4- Women have the right to gender equality.
5- Women have the right to be free from sexual harassment.
6- It is women’s duty to take care of the baby
Expected answers :
A - Women’s Rights : gender equality / sexual harassment / own a property /
equal and fair pay / to be free
B - Women’s Duties : to keep the house clean / household management
SESSION 2
A - LET’S EXPLORE
Step 1 :
• Allow them a couple of minutes to read silently the passage.
• Ask them what the passage is about.
Expected answer : The passage is about women’s right and duties.
Step 2 :
necessary.
women’s rights and duties.
Vocabulary related to women’s rights and duties : role division : raise children
/ breadwinners / positive discrimination / women’s leadership / healthcare /
qualification
Language function (making comparisons) : adj + er + than / less + than + adj
/ as + adj + as
Exercice 1 :
Expected answers : 1- raising the children/ 2- breadwinner / 3- earns money
/ 4- getting involved / 5- positive discrimination / 6- qualification / 7- role
division
Exercice 2 :
help if necessary.
mistake appears.
Expected answers : 1- as intelligent as / 2- less vigorous than / 3- stronger
than / 4- as useful as / 5- less weak than / 6- more diplomatic than

Expected answers : 1- more / 2- more / 3- less / 4- less / 5- more
SESSION 3
productions.
• With the whole class, build a production to be written on the board.
The students should copy this in their copybook.
Note : The production is a mere example. Other similar dialogues can be
accepted. Guide students so that they can produce their presentations by
themselves.
Example :
It is important to talk about women’s right, but it is also important to know
women’s duties. For example, it is women’s duty to breastfeed the babies. It
is also their duty to manage the household.
But today women’s tend to have the same rights and duties as men. We can
see some women who play the role of breadwinners as men. And in public
services men are not more paid than women.
LESSON 3 : SENDING GIRLS TO SCHOOL
Lead-in : Ask the students to turn to page 41. Then ask them their opinion on
this African proverb. Allow a couple of minutes for brainstorming.

Where is the scene taking place ? It is taking place during an English
class.
What does the teacher ask the He asks them to prepare and give a
students to do ? presentation
What is the topic of the presentation The topic is THE IMPORTANCE OF
GIRLS’ SCHOOLING FOR THEIR
FUTURE
them on the board.
SESSION 1
A - LET’S EXPLORE
Step 1 :
• Allow them a couple of minutes to go through the dialogue between
the farmer and the Director.
Expected answer : The 2 characters are talking about girls’ schooling.
Step 2 :
necessary.
girls’ education.
Vocabulary related to girls’ education : school-aged girl / school fees /
school education / compulsory / be educated / reduce illiteracy / girls’ school
/ vocation school
Language function (expressing opinions) : What do you think … / In my opinion
/ I think (that) … / I believe (that)…
Exercice 1 :
• Students are allowed a few minutes to match the phrases or words to
their synonyms or definitions.
Expected answers : 1- c / 2- a / 3- e / 4- d / 5- f / 6- b
Exercice 2 :
• Allow about a few minutes for this exercise. Move around the room
and give help if necessary.
the class.
mistake appears.
Expected answers :
1- A : What do you think about girls’ education ?
B : I think girls’ education is important because it guarantees them a
bright future.
2- A : What is your opinion about the creation of vocational schools ?
B : In my opinion, vocational schools give girls practical skills.
3- A : What do you think about girls’ schools ?
B : I believe that it increases the number of school girls.
4- A : What do you think about compulsory education in your country ?
B : I think that it obliges parents to send girls (daughters) to school.
5- A : What is your opinion about paying school fees before sending
children to school ?
B : In my opinion it reduces the chances for poor families.

class.
Expected answers :
1- I believe that girls should go to school to be independent.
2- In my opinion girls should go to school to be independent.
3- I think that girls should go to school to reduce illiteracy.
4- I believe that girls should go to school to be educated.
5- In my opinion girls should go to school to get a good job.
6- I think that girls should go to school to promote gender equality.

section.
SESSION 2
A - LET’S EXPLORE
Step 1 :
• Allow them a couple of minutes to go through the passage.
Expected answer : the text is about obstacles to girls’ education.
Step 2 :
necessary.
girls’ education.
Vocabulary related to girls’ education : face challenges / orphans / make up
… mind / drop out of school / forced marriage / early pregnancy / pregnant
/ expelled
Language function (expressing opinions) : From my point of view … / as far as
I’m concerned … / What do you mind … / To my mind …
Exercice 1 :
• Give a few minutes to the students to match the phrases or words to
their synonyms or definitions.
Expected answers : 1- c / 2- b / 3- g / 4- f / 5- e / 6- a / 7- d
Exercice 2 :
help if necessary.
mistake appears.
Expected answers :
1- I think girls’ education is important because it guarantees them a
bright future.
2- From my point of view, the creation of vocational schools guarantees
girls a job.
3- As far as I am concerned, girls schools increase the number of school
girls.
4- To my mind compulsory education in my country increases the
number of school girls.
5- I think that paying school fees before sending children to school
reduces the chances for poor families.

class.
Expected answers : 1- opinion / 2- me / 3- point / 4-eyes

SESSION 3
Tell the class to turn to page 46.
productions.
• With the whole class, build a production to be written on the board.
The students should copy this in their copybook.
Note : The production is a mere example. Other similar presentations can be
accepted.
Example :
Ladies and Gentlemen,
Sending girls to school is very important. This will permit them to study and
get some diplomas to expect a good job. In addition, I believe that girls should
be educated because it will help them to be more emancipated. Therefore
to reduce girls’ illiteracy, the government can favour positive discrimination.
The authorities could also sensitize and encourage parents to send their
daughters to school.
Thank you for your attention.
Expected answers :
I. 1- school girl / 2- breadwinner / 3- school fees/ 4- positive
discrimination / 5- gender equality / 6- breastfeeds
II. 1- household / 2- keep / 3- fetch water / 4- care / 5- illiterate
III. 1- A car runs faster than a bicycle.
2- Rural women are less educated than city women.
3- City women look more attractive village women.
4- The mobile phone is as useful as the computer.
5- Village is less noisy than city.
LET’S HAVE FUN
Have students learn and recite this poem to friends.
UNIT 3 : TRAVELLING (Writing)

LESSON 1 : DIFFERENT MEANS OF TRANSPORT
Lead-in : Ask students to turn to page 49. Then ask them if they agree with
Gustavo Petro. Allow a couple of minutes for brainstorming.
What are your Nigerian pen friends They are planning to visit you soon.
planning to do ?
What did they send you ? They sent a message via WhatsApp.
What information do they want to They want to get some information
get ? about the means of transport in your
country.
How do you reply to them ? I write them back.
them on the board.
SESSION 1
A - LET’S EXPLORE
• Make sure the students understand that those items are related to
means of transport.
Vocabulary related to means of transport : a motorbike / a tricycle / a van /
a bus / a personal car / a bicycle
Language function (making comparisons) : Adj + er + than / more + adj + than
/ less + adj + than / as + adj + as
Exercice 1 :
help if necessary.
mistake appears.
Expected answers :
1- A car is faster than a bicycle.
2- Travelling by public means of transport is less marvellous than
travelling by personal car.
3- Two motorbikes are as expensive as a small car.
4- Travelling by a van is more dangerous than travelling by a “Sotra” bus.
Exercice 2 :
help if necessary.
mistake appears.
Expected answers : 1- b / 2- c / 3- a

class.
Expected answers :
1- My father’s car is bigger than that of my uncle’s.
2- My new bicycle is less big than my previous one.
3- You must use a smaller key to open the door.
4- This car is as cheap as the other one.
5- There is a difference ; this one is more interesting than the last one.

section.
SESSION 2
A - LET’S EXPLORE
means of transport.
Vocabulary related to means of transport : a yacht / to fly a plane / a coach
/ a lorry / a hoverboard / a railway / to sail a boat / a subway train
Language function (expressing preferences with « prefer ») : Prefer to + verb
/ Prefer to + verb-ing
Exercice 1 :
• Give a few minutes to the students to complete the sentences.
Expected answers : 1- plane / 2- fly / 3- train / 4- coach / 5- lorry / 6- ship
Exercice 2 :
help if necessary.
mistake occurs.
Expected answers :
1- I prefer the plane to the helicopter.
2- Prisca prefers the ship to the yacht.
3- Eureka and Venance prefer travelling by subway to travelling by ship.
4- Thomas and Ousmane prefer riding a motorcycle to sailing a yacht.
5- Evaflore and Carlin prefer flying a plane to flying a helicopter.
6- We prefer a scooter to a hoverboard.

class.
Expected answers :
1- Amira prefers the car to the bicycle. Or Amira prefers the bicycle to the
car.
2- Bipoya prefers a ship to a yacht. Or Bipoya prefers a yacht to a ship.
3- Zedwen and Apisco prefer going on foot to riding a horse. Or Zedwen
and Apisco prefer riding a horse to going on foot.
4- Silaire prefers riding a motorbike to riding a scooter. Or Silaire prefers
riding a scooter to riding a motorbike.
5- Cherone prefers sailing a boat to riding a motorcycle.
section.
SESSION 3
• Allow them a few minutes to complete the first task to elicit the plan.
Expected answers :
A : topic sentence
B : supporting sentences or ideas
C : concluding sentence
• Read the communication activity and instructions with the students
and explain if necessary.
• Give enough time to the students to produce their first draft.
• Allow the students to exchange their first draft with their partner for
peer correction.
• Allow the students to take back their draft to produce their final version.
• With the whole class, build a consensual production to be written on
the board. The students should copy this in their copybook.
Note : The production is a mere example. Other similar productions can
be accepted. Guide students so that they can produce their paragraphs by
themselves.
Example : There are many means of transport in my city. For example, we can
use a van, ride a motorbike or use public cars.
But travelling by motorbike or tricycle can be very dangerous because of the
numerous accidents they can cause.
That is why I prefer using cars, coach or public cars.
LESSON 2 : I WOULD LIKE TO TRAVEL BY PLANE

Lead-in : Ask students to turn to page 55. Then ask them how we can travel by
air and which air transport can take more people. Allow a couple of minutes
for brainstorming.

What does your British pen friend He invites me to visit London.
invite you to do ?
What do you do once back to Côte Once back to Côte d’Ivoire I write him
d’Ivoire / why ? a letter / to thank him and describe
my travel.
them on the board.
SESSION 1
A - LET’S EXPLORE
air travel.
Vocabulary related to air travel : a trolley / a flight ticket / flight costs / to
weigh luggage / a flight / flight booking
Language function (making comparisons – the superlative) : the + adj + est
/ the + most + adj
Exercice 1 :
• Students are allowed a few minutes to complete the passage with
the words from the box.
Expected answers : 1- flight booking / 2- flight costs / 3- flight ticket / 4-
flight / 5-airport / 6- suitcase / 7- luggage / 8- flight schedule.
Exercice 2 :
help if necessary.
the class.
mistake appears.
Expected answers : 1- the most expensive / 2- schedule / 3- luggage / 4- the
lowest

Expected answers : 1- flight cost / 2- flight booking / 3- flight ticket / 4-
flight / 5- suitcase / 6- trolley / 7- weigh your luggage
section.
SESSION 2
A - LET’S EXPLORE
air travel.
Vocabulary related to air travel : a checking desk / a lounge / a carousel
/ a control tower / to board a flight / a flight attendant / to disembark / a
departure
Language function (using progressive (double) comparisons) : more and more
/ less and less
Exercice 1 :
help if necessary.
mistake occurs.
Expected answers :
1- Planes are becoming less and less frightening ...
2- Carousels are becoming more and more performant.
3- Flight attendants are becoming less and less sympathetic.
4- Check-in desk is more ansd more warmful.
5- Control tower is becoming less and less crowded.
6- Flight is becoming more and more stressful.
Exercice 2 :
help if necessary.
mistake occurs.
Expected answers :
A. Signature : 7
B. Salutation : 4
C. Sender’s email id : 1
D. Ending statement : 6
E. Subject or the reason of writing mail : 3
F. Main body (content of the email) : 5
G. Recipient email id : 2

class.
Expected answers : 1-T / 2-F / 3-T / 4-T / 5-F
section.
SESSION 3
activity.
• Make sure they understand the whole task. Explain, define if
necessary.
• Give enough time to students to produce their first draft.
• Allow the student to exchange their first draft with their partner for
peer correction.
• Allow the students to take back their drafts to produce their final
versions.
the board. The students should copy this in their copybooks.
can be accepted. Guide students so that they can produce their articles by
themselves.
Example : At the airport there are many departments. When you arrive, you
first go to the check-in desk to have information about your flight ticket. Then
you go to weigh the luggage. After this step, you can go and wait for your
departure time in the lounge. When the time of the flight comes, before you
board the plane, you go through the customs officer checking point. After this,
you can queue-up in front of the plane where the flight attendants will guide
you to your seat. But you will remark that there are fewer persons waiting at
the airport today than in the past, and the control is stricter than in the past.
LESSON 3 : LET’S VISIT AMERICA !

Lead-in : Ask students to turn to page 61. Then ask them what they think of the
quotation of Lyndon H. Jonhson. Allow a couple of minutes for brainstorming.

What opportunity was given to some They were given the opportunity to
students in your school ? visit the USA.
What does the chairperson of the He asks them to write a paragraph.
English club ask them to do once
back ?
What is the topic of the task they are The paragraph is about the tourist
asked to do ? places they visited.
Why are they asked to do this task They are asked to write a paragraph
in order to share experiences.
them on the board.
SESSION 1
A- LET’S EXPLORE
Step 1 :
Expected answer : The text is about tourist attractions.
Step 2 :
necessary.
tourist attractions.
Vocabulary related to tourist attractions : tourist sites / attractions /
wonderful / to discover / resorts / amusement parks / green spaces / leaflet
/ ecotourism
Language function (making suggestions) : Let’s + verb / how about + verb-
ing / what about + verb-ing / shall we + verb
Exercice 1 :
• Students are allowed a few minutes to use the words from the box to
describe the pictures.
Expected answers : 1- tourist sites / 2- a leaflet / 3- a resort / 4- tourist
attractions / 5- ecotourism / 6- an amusement park.
Exercice 2 :
• About a few minutes for this exercise. Move around the room and give
help if necessary.
the class.
mistake appears.
Expected answers :
1- a. Let him go to an amusement park.
b. How about going to an amusement park ?
2- a. What about reading a leaflet ?
b- Shall he read a leaflet?
3- a. Let him do some research on internet.
b. What about doing some research on internet ?
4- a. Let them go to a national park.
b. How about going to a national park ?

Expected answers : 1- tourists / 2- resorts / 3- amusement parks / 4- green
spaces / 5- tourist sites / 5- wonderful

section.
SESSION 2
A - LET’S EXPLORE
tourist attractions.
Vocabulary related to tourist attractions: the Statue of Liberty / the Golden
Gate Bridge / the Metropolitan Museum of Art / the Niagara’s Fall / the White
House / Virginia Beach / Manhattan Skycrappers / Florida’s tourist site
Language function (accepting / refusing suggestions) : Why not ! / Sorry, I
can’t / I’d rather not / Yes, with pleasure …
Exercice 1 :
help if necessary.
mistake appears.
Expected answers :
1. You : How about visiting the old post office of Grand-Bassam ?
Partner : Thanks, but I’m not interested.
2. You : How about going to the beach ?
Partner : Yes, with pleasure.
3. You : Let’s go to Assinie Mafia.
Partner : Sorry, I can’t. My parents will never accept to leave me go there.
4. Partner : How about going for swimming ?
You v I’d rather not. I don’t know how to swim.
Note : The above answer are opitional. You may accept any other reasonnable
answers.
Exercice 2 :
• Give a few minutes to the students to complete the groups of words
with the missing letters.
Expected answers :
A. Signature : 6
B. Date : 2
C. Closing word : 5
D. Greeting : 3
E. Body : 4
F. Address : 1

Expected answers : optional

SESSION 3
letter and the instructions of the activity.
• With the students take five minutes to elicit the plan of the letter.
• Read the communication activity and instructions with the students
and explain if necessary.
• Give enough time the students to produce their first draft.
• Allow the students to exchange their first draft with their partner for
peer correction.
• Allow the students to take back their draft to produce their final version.
can be accepted. Guide students so that they can produce their letters by
themselves.
Dear Appiah,
I hope you are fine. I am very well, too. I am very happy to write you back to
tell you about my visit in USA.
In fact, I am visiting wonderful places here in USA. Yesterday, I went to see
the Statue of Liberty in New York and the Metropolitan Museum of art. These
are quite amazing and famous sites. Today, I am going to the Virginia Beach
to relax with some friends.
Unfortunately, I can’t join you in England because of lack of time. But why
don’t we plan a visit to USA together next time ? I am sure it will be great.
I hope to read you again.
All the best
Student’s name
Expected answers :
I. 1- Disembark / 2- flight attendant / 3- lorry / 4- bus / 5- risk / 6-
flight
II. 1- travelling / 2- most comfortable / 3- travelling / 4- less expensive
/ 5- attend / 6- faster
LET’S HAVE FUN
1- torch / 2- tablet / 3- feet / 4- crown / 5- robe
UNIT 4 : FASHION (Writing)

LESSON 1 : MODERN OR TRADITIONAL OUTFITS ?
through Alexander McQueen’s statement. Allow a couple of minutes for
brainstorming.
What is the event organized in Lycée It is a Cultural Day.
Moderne of Andokoi ?
What do the students of 3e decide They decide to write a paragraph.
to do ?
What is the topic of the paragraph ? The paragraph is on modern and
traditional clothes.
Why do they decide to write this With a view to publish it in the
paragraph ? English club magazine.
them on the board.
SESSION 1
A - LET’S EXPLORE
traditional clothes.
Vocabulary related to traditional clothes : a dashiki long-sleeved shirt / a
kaftan bubu / a vlisco cloth / a raffia cloth / a kente cloth / a bazin / batik
short-sleeved shirt / traditional outfits
Language function (giving reasons) : That is the reason why… / as…
Exercice 1 :
• Students are allowed a few minutes to complete the outfits’
description.
Expected answers : 1- batik short-sleeved shirt / 2- a dashiki long-sleeved
shirt / 3- kente cloth / 4- raffia cloth / 5- kaftan bubu / 6- bazin
Exercice 2 :
help if necessary.
the class.
mistake appears.
Expected answers :
1- I like bazins as they are comfortable.
2- Our traditional clothes value our culture, that’s the reason why I like them.
3- I prefer wearing batik shirts as they are beautiful.
4- Fashion changes all the time, that’s the reason why I hate being
fashionable.
5- My father wears kente cloth as he goes to the traditional wedding.

Expected answers :
1. Kaftan bubu / 2. Batik shirt / 3. Kente cloth / 4. Vlisco fabric / 5. Bazin
section.
SESSION 2
A - LET’S EXPLORE
modern clothes.
Vocabulary related to modern clothes : high-heeled shoes / an off shoulder
dress / a bow tie / a sweater / second-hand clothes / sandals
• Name a student to read aloud the short passage.
• Check the pronunciation and correct if necessary.
Language function (giving reasons) : Because … / that’s why …
Exercice 1 :
• Give a few minutes to the students to use the words in the box in
order to complete the pictures description.
Expected answers : 1-second-hand clothes / 2-sandals / 3- an off shoulder
dress / 4- high-heeled shoes / 5- bow tie / 6- sweaters
Exercice 2 :
help if necessary.
mistake appears.
Expected answers :
1- a. Tights are fashionable, that’s why young girls wear them.
b. Young girls wear tights because they are fashionable.
2- a. Second-hand clothes are less expensive, that’s why the youth
prefer them.
b. The youth prefer second-hand clothes because they are less
expensive.
3- a. There is a wedding ceremony, that’s why the woman bought high-
heeled.
b. This woman bought high-heeled, because there is a wedding
ceremony.
4- a. Modern clothes are fashionable that’s why Teenagers like them.
b. Teenagers like modern clothes because they are fashionable.
5- a. It is very cold that’s why I am wearing a sweater.
b. I am wearing a sweater because it is very cold.

class.
Expected answers :
1. It is cold, that’s why she decided to wear a sweater.
2. When I am at home I wear relax shoes like sandals.
3. During Miss Côte d’Ivoire competition, the ladies wear high heeled shoes.
4. When you hear “yougouyougou”, it is all about second-hand clothes.
5. I like modern outfits, that’s why I regularly watch fashion show.

SESSION 3
Tell the class to turn to page 74.
productions.
Note : Answers may vary from one student to another. Guide students so that
they can complete the dialogue to make it follow the expected pattern.
Expected answers :
1- Welcome Abel and nice to meet you.
2- Well, people are wearing traditional clothes.
3- No, they are not suitable for the occasion. But special guest can wear
them.
4- Yes, they are very original.
5- We will be very glad to have you.
6- Yes, of course such a ceremony is always accompanied by a mask
performance.
7- Yes, of course! You can.
8- You’re welcome. Enjoy the rest of the show.
LESSON 2 : ATTENDING A FASHION SHOW
Lead-in : Ask students to turn to page 75. Then ask them to give the name of
one actor of fashion in Côte d’Ivoire or in the world. Allow a couple of minutes
for brainstorming.
What fashion event did you attend I attended the last fashion show
last year ? organized by Gilles Touré.
What does the teacher ask you to do The teacher asks me to write
during an English class ? an article for the English Club
magazine.
Why does he ask you to do it ? He asks me to do it in order to
describe the fashion show and
promote the ivoirian culture.
them on the board.
SESSION 1
A- LET’S EXPLORE
Step 1 :
Expected answer : the text is about fashion shows.

Step 2 :
necessary.
fashion shows.
Vocabulary related to fashion shows : fashion week / showcase / ready-to-
wear / fashion show / fashion brands / fashion houses / the lattest trends /
fashion industry / must-haves.
Language function (expressing « likes » and « dislikes ») : fond of + verb-ing
/ fond of + noun / can’t bear…
Exercice 1 :
• Students are allowed a few minutes to match the words to their
synonyms.
Expected answers : 1- d / 2- e / 3- b / 4- f / 5- g / 6- a
Exercice 2 :
help if necessary.
the class.
mistake appears.
Expected answers :
Likes Dislikes
I don’t mind I don’t really feel like
I really love it I can’t bear it
I’m also fond of

Expected answers : 1- railroad / 2- rubbish / 3- flash card / 4- movie industry.
At the end of the session, recommend to the students revise their lesson by
SESSION 2
A - LET’S EXPLORE
Step 1 :
• Allow them a couple of minutes to go through the dialogue.
Expected answer : The text is about fashion shows.
Step 2 :
necessary.
fashion shows.
Vocabulary related to fashion shows : fashionista / supermodel / parading /
accessories / catwalks / spotlights / fashion victim
Language function (persuading / dissuading) : I can assure of my support / I
am absolutely certain she can / I am afraid you can’t do it…
Exercice 1 :
help if necessary.
mistake appears.
Expected answers :
1 = D. The headline
2 = E. The introduction
3 = C. The body
4 = A. The concluding sentence
5 = B. Author or writer of the article.
Exercice 2 :
help if necessary.
mistake appears.
Expected answers :
1. a. I can assure you of my full support.
b. I’m afraid, you can’t do it.
2. I’m thin and tall. I think, I can be a model.
a. I am absolutely certain you can.
b. I would strongly advise you against that.
3. Céline is poor but she wants to wear the most expensive clothes.
a. I am afraid She can’t afford it.
b. I can assure her my full support (I can even lend her money)
4. Gilles Touré’s last collection was a success. He wants to create
another one.
a. I am absolutely certain he can.
b. I am afraid he can’t do it.
Note : This exercise is about to manipulate the structures of persuading and
dissuading people. Accept any reasonable answers from students. The above
answers are mere examples.

class.
Expected answers :
Persuading Dissuading
- I can assure you of my full - I would strongly advise you
support. against that.
- I am absolutely certain you can.
- I’m afraid you can’t do it.

SESSION 3
activity.
peer correction.
• Allow the student to take back their draft to produce their final
version.
can be accepted. Guide students so that they can produce their articles by
themselves.
Example :
A wonderful show !
The fashion show organized by the Ministry of Culture was wonderful.
The designers showcased some new fashion brands that people appreciated a
lot. Many persons were fond of the clothes made with traditional materials. But
some people said that they can’t bear some of the accessories on male models.
Actually, I am absolutely certain you will be impressed by all these new
collections and parades if you assist.
Awassa D.
LESSON 3 : DON’T MISUSE COSMETICS !
Lead-in : Ask students to turn to page 81. Then ask them if they agree with Zoé
Saldana’s statement and why. Allow a couple of minutes for brainstorming.
What event did the students of 3e of They attended a conference.
your school attend ?
What was the event about ? The conference was about the
misuse of cosmetics.
What do the students decide to do ? They decide to write a passage
about the bad effects of bleaching
creams on the skin.
Why do they decide to do it ? They decide to write a passage
in order to sensitize their fellow
students on the phenomenon of
using bleaching creams.
them on the board.
SESSION 1
A - LET’S EXPLORE
cosmetics.
Vocabulary related to cosmetics : fair complexion / dark complexion / make-
up / a lipstick / facial cleaner / braids / shea butter / cosmetics
Language function (expressing causes and effects) : because + proposition /
since + proposition / due to + noun
Exercice 1 :
• Students are allowed a few minutes to match the phrases or words to
their synonym or definition.
Expected answers : 1- d / 2- c / 3- f / 4- b / 5- a / 6- e / 7- g
Exercice 2 :
help if necessary.
the class.
mistake appears.
Expected answers :
1- Since we rarely use bleaching creams, we don’t have dots on our skins.
2- Betty looks old today because she didn’t make-up.
3- Due to the excessive use of bleaching creams, she got some dermal
infections.
4- Since women want to be more attractive, they bleach their skins.
5- Due to the non-access to chemical creams, village girls look natural.
6- Due to her regular use of shea butter, her skin stays fresh.

Expected answers :
1- I went to the doctor’s.
2- Her new shoes were too small.
3- I had nothing to wear.
4- Mrs Ayereby uses excessively cosmetics / he has skin worries (the
latter can be accepted)
SESSION 2
A - LET’S EXPLORE
Step 1 :
Expected answer : The dialogue is about bleaching products or creams
and their side effects.
Step 2 :
necessary.
the side effects of cosmetics.
Vocabulary related to side effects of cosmetics : whitening / bleaching
products / creams / side effects / harmful / skin cancer / spots / dermatologist
• Draw the attention of the class on the language function, and then
put the structures on the board.
Language function (giving advice) : should + verb / ought + verb…
Exercice 1 :
• Give a few minutes to the students to complete the passage with the
words from the box.
Expected answers : 1- bleaching creams / 2- side effects / 3- skin cancer /
4- skin whitening / 5- depigment / 6- bleach / 7- harmful
Exercice 2 :
help if necessary.
mistake appears.
Expected answers :
1- She should use natural creams like shea butter.
2- Women shouldn’t harm their skin health with whitening creams.
3- She should consult a dermatologist for a prescription.
4- People shouldn’t neglect skin whitening side effects.
5- We should go to a dermatologist when we discover spots on our skin.
6- Parents should tell their children about skin cancer.
class.
Expected answers : 1- cosmetic products / 2- bleach / 3- harmful / 4- side
effects / 5- spots / 6- should

SESSION 3
activity.
peer correction.
• Allow the student to take back their draft to produce their final version.
can be accepted. Guide students so that they can produce their paragraphs
by themselves.
Example :
Bleaching creams are creams used to change the colour of people’s skin.
Some examples of bleaching creams are “Carro white” and “Gold skin”. These
bleaching creams are very dangerous, because they can cause diseases like
spots on the skin and even skin cancer. That’s why young people should avoid
using them.
Expected answers :
I- 1- complexion / 2- cosmetics / 3- accessories / 4- fashion / 5- outfit
/ 6- bleach
II- 1- products / 2- make up / 3- victims / 4- latest trend / 5- outfits /
6- traditional / 7- raffia clothes
III- 1-Watching / 2- fond / 3- bear / 4- of / 5- can’t
IV-
- Older people are more attracted by their traditional culture than the
younger generation. The younger generation prefers copying from
western cultures. Whereas old people prefer staying attached to
their old way of living. In one word the young generation seems not
at all interested in our tradition which is not the case for their elders.
- Traditional clothes are less and less worn by younger people. They
prefer wearing jeans, tee shirts and shirts which they find fashionable.
Indeed for them, traditional clothes are old-fashion. To cut it short it is
almost impossible to see a young person wearing traditional clothes.
- Fashion shows promote the culture of a country. In fact during fashion
show there is also an advertisement of clothes from the regions of
the country. People can see the different traditional outfits that value
and highlight the country’s cultural identity. Fashion shows are then
occasions to present reaffirm our country’s cultural heritage.
V-
1- I like tuxedos as they are comfortable.
2- Traditional clothes value our culture, that is the reason why I like them.
3- I prefer wearing skirts as they are cheap.
4- Fashion changes all the time, that’s why I hate being fashionable.
5- My father wears a bow tie as he goes to the office.
6- Teenagers want to live their time, that’s why they prefer modern clothes.
7- My parents are poor, that’s the reason why I prefer second hand clothes.
LET’S HAVE FUN

1- SHIRT / 2- SLIPPERS / 3- TIE / 4- SKIRT / 5- BELT / 6- COAT / 7- SCARF /
8- DRESS / 9- TROUSERS / 10- CAP / 11- GLOVES / 12- SOCKS / 13- BLOUSE
/ 14- SHOES / 15- BOOTS / 16- HAT / 17- JACKET / 18- T-SHIRT
Note : Warn students not to fill the boxes where appear figures.
Hidden sentence : “I like casual clothes”
UNIT 5 : CITY OR VILLAGE ? (Listening)

LESSON 1 : LIFE IN CITIES
Lead-in : Ask students to turn to page 91. Ask them to comment on what
Herbert Prochnow said. Allow a couple of minutes for brainstorming.
What are we going to do today ? We are going to listen to an audio
recording.
What is the aim of the task ? It is to talk about city life.
them on the board.
SESSION 1
A - LET’S EXPLORE
city life.
Vocabulary related to city life : skycrapers / a shop / a shanty town /
buildings / a shopping mall / a tarred road
Language function (expressing preferences) : (I) prefer + verb-ing
Exercise 1 :
• Students must complete the task as they listen to an audio recording
or the teacher’s voice.
• When time is over, each student is made to compare his / her answers
with the neighbour’s. Then correction gets started.
LISTENING PASSAGE
1- A building is a tall edifice of superposed rooms or offices.
2- A shanty town is a place in the city where very poor people live.
3- The entertainments are all the services and infrastructures for
the well being of the citizens.
4- A shopping mall is a very large commercial centre where you can
find a big supermarket, many stores and fast-food restaurants.
5- The Burj Khalifa, which is 828-meter tall is the tallest skyscraper
in the world.
6- Adou is a trader ; he sells clothes and fashion accessories in his
shop at the Treichville big market.
7- It is really comfortable to travel on a tarred road because it is
faster and there is no agitation in the vehicle.
Exercise 2 :
• Give a few minutes to the students for the task.
Expected answers :
1- I prefer playing scrabble.
2- He prefers speaking English.
3- Akou prefers working in a skyscraper.
4- We prefer visiting the zoo.
5- They prefer revising the lessons after dinner.
6- You prefer listening to music.

Tell the class to do the homework and get prepared for feedback next class.
Expected answers :
1. I prefer living in the city.
2. Mr. Ourega prefers working in the city / in the village.
3. Oria and Kadniel prefer visiting a building / a shanty town.
4. Meh and I prefer doing shopping in a shopping mall / buy articles in
a shop.
5. Thérèse prefers speaking English / French.

SESSION 2
A - LET’S EXPLORE
city life.
Vocabulary related to city life : a town / litter / a factory / entertainment /
city dwellers
Language function (expressing preferences) : would rather + verb
Exercise 1
• Give a few minutes to the students to complete the sentences.
Expected answers : 1- city dwellers ; / 2- urban life / 3- rent / 4- entertainment
/ 5- factories / 6-litter / 7 - town
Exercise 2
• Students compare answers among neighbours.
• During correction, play or read the passage over to pinpoint the
expected answers for the students.
• Try as much as possible to make the feedback process student-centred.
LISTENING PASSAGE
City life is very exciting. In fact, city dwellers enjoy various facilities such
as hospitals, schools and universities. They can go for entertainment
to the cinema. That’s why cities are crowded. Nevertheless city life is
very expensive and noisy. Therefore, many poor people would rather
live in shanty towns. These people generally don’t have access to
good healthcare. They must daily struggle to find a job with a few job
opportunities offered in these overcrowded big cities.

Encourage the class to do the homework and get ready for feedback next class.
Expected answers :
1- prefer
2- would rather
3- would rather
4- prefer
5- would rather

At the end of the session, recommend to the students revise their lesson by
SESSION 3
BEFORE LISTENING
• Invite students to turn to page 96.
• Tell the class that you are at the final session of the lesson: “Life
in cities”. Then ask a few questions to refresh their minds about the
learning context of the lesson.
• If a loudspeaker is available for the day’s lesson, show it and tell the
students that they are going to listen to it.
WHILE LISTENING
A. General idea
• Set the task. Then allow a couple of minutes for students to go over
the different options before playing the recording. The teacher may
tell the students that the recording will be played only twice, to keep
them focused on the task.
• After playing the recording, make students compare their answer
with their neighbours’.
• For correction, play the recording again to make sure that those who
didn’t get the correct answer have a chance to understand why.
Expected answer :
The recording is about : 1 – visit in some cities of Côte d’Ivoire.
B. Detailed comprehension
• Set the task. Then go over the different options to choose from with
the students, and explain when necessary.
• Now inform them that they will work individually and do the task as
they listen to the recording. Playing the recording twice might be
necessary to allow the students to do the task.
• For correction, play the recording as much as possible to make
students understand why their answers are correct or not.
Expected answers : 1- b ; 2- c ; 3- b ; 4- a
POST LISTENING
C. (dialogue)
The production below is a mere example. Other similar productions can be
accepted. Guide the production of the students so that they can produce their
own dialogues.
Example :
John : Hi, my friend. How are you today ?
You : Hey, John. I’m fine, thanks. And you ?
John : I’m fine too. Do you like the city ?
You : Yes, I like the city very much.
John : Nice. In your opinion, what are the advantages of city life ?
You : There are many advantages to city life. In the city, there are beautiful
buildings, entertainments places like cinemas, restaurants, stadiums and
also big schools and hospitals.
John : Yes, that’s right.
You : Do you like the city too ?
John : Yes. I really appreciate the city !
LISTENING PASSAGE
I recently visited some cities in Cote d’Ivoire during my last holidays. It
was really an amazing experience going round different exciting places.
I do remember well, when I went to Abidjan I discovered various malls.
My visit in Plateau was exciting as well. I was impressed by the buildings
everywhere. At the end of my stay there, I went for shopping in one of
those famous malls in Marcory. To tell you the truth, I enjoyed spending
time in Marcory because there were lots of entertainments there.
LESSON 2 : LIFE IN VILLAGES

about the quotation. Allow a couple of minutes for brainstorming.
read it aloud and choose a few students to read it too for the class. Then ask
What are we going to do today ? We are going to listen to a VOA audio
recording
Why ? In order to talk about village life.
them on the board.
SESSION 1
A - LET’S EXPLORE
village life.
Vocabulary related to village life : a hut / a hunter / to fetch water / a bumpy
road / to sow / to harverst
Language function (expressing wishes) : wish… had + noun
Exercise 1 :
• Put them on the board. Note that students can participate in writing
the correct answers on the board.
Expected answers : 1-e / 2-g / 3-a / 4-b / 5-c / 6-f / 7-d
Exercise 2 :
• Students listen to the audio recording or teacher’s voice. Then
compare answers among neighbours.
• Then proceed to correction.
• Once the expected adjective are found, write down the students’
comparative sentences which make sense.
Expected answers :
1- I wish it rained a lot this year.
2- I wish the road to my willage was tarred.
3- I wish I had a big plantation.
4- I wish they liked farm work.
5- I wish they didn’t drink too much palm wine.

Expected answers : 1- village chief ; 2- sow ; 3- hunter ; 4- bumpy road
section.
SESSION 2
A - LET’S EXPLORE
Step 1 :
Expected answer : The passage is about village life.
Step 2 :
necessary.
village life.
Vocabulary related to village life : peaceful / palm wine / hardworking /
supportive / moonlight / to date / cheap
Step 1 :
• Ask students to give a caption to the picture.
• Call on vulunters to answer.
Expected answer : A village courtyard.
Step 2 :
• Ask students to read silently the passage.
Language function (expressing purposes) : would rather + verb
Exercise 1 :
• Give a few minutes to the students to fill in the gaps with the words
from the box.
Expected answers : 1- peaceful / 2- date / 3-palm wine / 4-hospitable / 5-
cheap / 6- hardworking / 7- supportive
Exercise 2 :
help if necessary.
• This activity gives opportunity for interaction, so have one student
ask the expected question and then make him/her give the floor to a
classmate to provide the answer.
Expected answers :
1- A : Why do village girls go to the river ?
B : Village girls go to the river in order to fetch water.
2- A : Why do the students return to the village ?
B : They return to the village so as to help their parents.
3- A : Why do farmers grow cash crops ?
B : They grow cash crops so that they can make money.
4- A : Why does Konan buy a rifle ?
B : He buys a rifle in order to hunt wild animals.
5- A : Why do farmers work hard on their farms ?
B : They work hard so that they can increase their harvest.

Expected answers :
1. HOSPITABLE
2. EXPENSIVE
3. HARDWORKING
4. SUPPORTIVE

section.
SESSION 3
BEFORE LISTENING
• Tell the class that you are at the final session of the lesson: “Life in
villages”. Then ask a few questions to refresh their minds about the
WHILE LISTENING
A. General idea
• Set the task. Then allot 1 minute for students to go over the different
options before playing the recording. The teacher may tell the
students that the recording will be played only twice, to keep them
focused on the task.
Expected answer : The recording is about : 3 – A description of village life.
B. Listening for specific information 1
• Set the task. Then go over the different options to choose from with
the students, and explain when necessary.
students understand why their answers are correct or not.
Expected Answers : 1- a (quiet) / 2- b (hut) / 3- b (fetch) / 4- a (hospitable)
C. Listening for specific information 2
• Proceed as in activity B.
Expected answers : 1- b (the village is quiet) / 2- c (fetch water) / 3- a
(firewood) / 4- c (hospitable)
POST LISTENING
D. (dialogue)
It may include the following.
- Advantages of village life :(natural food, hospitable people, peaceful
place, everything is cheap, etc…)
- Inconveniences of village life (bumpy roads, no clean water, no
electricity, no job opportunities, difficult life, etc.)
LISTENING PASSAGE
This is the first time I am spending the holidays in my village. Life here is
so quiet that in the morning you only hear birds singing. Here I sleep in a
hut but it is very comfortable. Every morning I can see the women going
to fetch water in group. In the afternoon you’ll see these same women
coming back from farm, where they went to fetch firewood for cooking.
What I like in village life is that life is joyful and people are so hospitable.
Usually when there is a problem it is solved peacefully under the authority
of the village chief.
LESSON 3 : WHAT CAUSES RURAL EXODUS ?

Lead-in : Ask students to turn to page 103. Then ask them to define the word
“country” found in the quotation. Allow a couple of minutes for brainstorming.

What is your objective according to Sensitise our friends about the
the learning context ? consequences of rural exodus.
How are we going to get information By listening to an audio recording
to sensitise our friends ? from the BBC.
them on the board.
SESSION 1
A - LET’S EXPLORE
rural migration.
Vocabulary related to rural migration : a school leaver / a drought / a flood /
to look for a job / a backbreaking work / manpower
Language function (expressing consequences) : as a result + proposition /
therefore + proposition
Exercise 1 :
• Students listen to the teacher to complete the text with the missing
words.
LISTENING PASSAGE
Kwaku is a brilliant student who attended the local grammar school of
the village. He unfortunately suffered some hardships when his father
lost all his harvest in a bushfire. As a result of this situation, young
Kwaku migrated to town to continue his schooling. He is a hardworking
schoolboy. Therefore, he doesn’t want to be a school leaver and be
obliged to do backbreaking work on a farm later on.
Exercise 2 :
help if necessary.
mistake appears.
Expected answers :
1. I want better job opportunities ; as a result, I move to the city.
2. There are regular floods. Therefore, my cousins in the village have
abandoned farming.
3. Her father wanted her to marry Babou ; as a result, Aisha left the
village.
4. Akou finds farm work backbreaking. Therefore, he goes to Abidjan.
5. The company needs new workers ; as a result, it is hiring.

Expected answers :
1. a school leaver
2. reasons for living the village : droughts, floods, backbreaking work,
hardships (students should come up with 2 words or expressions from
the above list)
section.
SESSION 2
A- LET’S EXPLORE
rural migration.
Vocabulary related to rural migration : a robbery / disappointment / beggers
/ drug addiction / overpopulation / unemployment
Language function (making suggestions) : How about + verb-ing / What
about + verb-ing / I suggest + proposition
Exercise 1 :
words.
LISTENING PASSAGE
These days, young people move from their village to the town in order
to improve their livelihoods. Some think that it is due to lack Of facilities
and entertainments places in the village. This phenomenon impacts
seriously the village and the cities. Not only does it create a lack of
manpower in the village, but it also contributes to the proliferation of
shanty towns in the cities.
Exercise 2 :
help if necessary.
• During feedback, encourage their classmates to pay attention and
react when a mistake appears.
Expected answers :
1. How about building more schools ?
2. What about creating more entertainment ?
3. How about building new roads ?
4. What about creating more jobs in the villages ?
5. How about sensitising young people ?
6. What about mechanising agriculture ?

Expected answers :
1. How about travelling by car ?
2. What about playing basketball tonight ?
3. Big cities are being overpopulated.

section.
SESSION 3
BEFORE LISTENING
• Tell the class that you are at the final session of the lesson: “What
causes rural exodus?” Then ask a few questions to refresh their minds
about the learning context of the lesson.
WHILE LISTENING
A. General idea
Expected answer : the recording is about : c) causes and drawbacks of rural
exodus.
• Set the task.
• For correction, play the recording as much as possible to make sure
the students pinpoint the expected answers.
Expected answers :
The causes of rural exodus raised by the speaker are :
(Teacher may accept two among the below proposals)
 Lack of basic commodities
 Lack of basic facilities in most rural areas
 Less job opportunities in the countryside apart from farm works
 Lack of entertainment
 Etc.
• Proceed as in activity B.
Expected answers :
The consequence of rural exodus raised by the speaker
(Accept any of the following)
 Jobless people
 Insecurity
 Proliferation of slums
POST LISTENING
D. (a presentation)
1) use the information provided above concerning exercise B (causes)
and exercise C (consequence)
2) Some solutions :
 Electrifying rural areas
 Creating drinking water supplies for rural populations
 Promoting schooling programs in rural areas
 Promoting sports facilities and activities in villages
 Promoting basic care centres in rural areas
Note : Guide the production of the students so that they can produce their
own presentations.
LISTENING PASSAGE
Rural exodus is a serious issue that affects almost every country.
This is basically due to a huge difference between cities and the rural
areas in terms of living standard. In fact there is a real lack of basic
commodities and facilities in most rural areas. You need to go to town
to have access to clean water and electricity. Besides, the countryside
offers less job opportunities apart from farm works. Another reason
why young people leave the village is the lack of entertainment.
However once in big cities young people get disappointed for they can’t
get what they were dreaming of. The few jobs opportunities available
demand better qualification and it becomes even a problem for them
to get an accommodation. As a result there are more jobless people,
insecurity and a proliferation of slums.
Expected answers :
I- 1- c. → The weather is getting very bad ; as a result, I have to leave now.
2-e. → The teacher was not present. Therefore, the students were
playing in the school yard.
3-b. → Anita received a present from her father this morning ; as a
result, she was very happy.
4- a. → This football team is not playing well. Therefore, the manager
will make some changes.
5-d. → I need to buy a new book ; as result, I’m going to buy it at the
bookstore.
II- 1- backbreaking
2- flood
3- looking
4- manpower
5- School leaver
III- 1- in order to
2- so as to
3- so that
4- so that
5- in order to
LET’S HAVE FUN
1. MONKEY
2. FROG
3. SNAIL / SQUIRREL
4. HEN
5. DOG
UNIT 6 : HUMAN RIGHTS (Listening)

LESSON 1 : CITIZENS’ RIGHTS
Lead-in : Ask students to turn to page 111. Then ask them what they think
about Wangari Maathai’s statement. Allow a couple of for brainstorming.

What does the teacher do during the Make the students listen to a tape
English class ? recording.
What will the recording be about ? Human Rights violations in the world.
Why are they going to listen to the To discuss the issue of Humans’
recording ? Rights.
them on the board.
SESSION 1
A- LET’S EXPLORE
Step 1 :
Expected answer : The dialogue is about what a good citizen is.
Step 2 :
necessary.
Human rights.
Vocabulary related to Human rights : citizen / freedom / sensitise / denied /
wrongdoer / fair
Step 1 :
• Allow students a couple of minutes to go through the dialogue.
• Ask them what it is about.
Expected answer : The dialogue is about some Human rights.
Step 2 :
Language function (Expressing opinions) : In my opinion / I think / as far as I
am concerned / From y point of view.
Exercise 1 :
words.
Expected answers : 1- c / 2- b / 3- d / 4- a / 5- f / 6- e
Exercise 2 :
help if necessary.
the class.
• Encourage classmates to pay attention and react to their peers’
mistakes.
Expected answers :
1. In my opinion, children are entitled to free medical treatment.
2. From my point of view, any citizen has the right to vote.
3. As far as I’m concerned, teenagers are supposed to state out their
opinions.
4. I think, we are allowed to denounce Human Rights violations.
5. In my opinion, a journalist has the right to freedom of expression.
Expected answers :
1- far as I’m concerned
2- my point of view
3- wrongdoer
4- fair
SESSION 2
A - LET’S EXPLORE
Look, listen and repeat (Vocabulary content) :
Human rights.
Vocabulary related to Human rights : a shelter / equality / to torture /
discrimination / claiming / the law / enforce
Listen and repeat (Language function) :
Language function (expressing rights) : have the right to + verb / to be allowed
to + verb / to be entitled to + verb
Exercise 1 :
• Students listen to the teacher and complete the task.
• Then ask the class to suggest the answers.
LISTENING PASSAGE
Education is a fundamental human right . In the school environment, students
should not experience any form of violence or discrimination . In fact,
equality of treatment is very important in interactions with teachers and
also in testing. In a more participative perspective, parents are allowed to
meet teachers to discuss ways of improving their children’s performance
at school.
Exercise 2 :
• Give a few minutes to students to listen to the teacher and complete
the task.
mistake appears.
Expected answers :
1. Women are allowed to express their opinions.
2. People in a democracy have the right to choose their President.
3. I am entitled to freedom of speech.
4. Girls are allowed to join the army.
5. A child has the right to have his say.
6. All patients are entitled to receive good treatment in public
hospitals.

Expected answers : 1- law / 2- claim / 3- enforcement / 4- equal

section.
SESSION 3
BEFORE LISTENING
• Tell the class that you are at the final session of the lesson: “Citizens’
Rights” Then ask a few questions to refresh their minds about the
WHILE LISTENING
A. General idea
Expected answer : the recording is about : c / Human Rights violations in
some part of the world.
• Set the task.
Expected answers : 1- T / 2- T / 3- F / 4- F / 5- F / 6- T
POST LISTENING
C. (a presentation)
The students should resort to :
 the structures to express opinions
 Possible reasons (parents’ lack of money, forced by military groups ;
opportunity to have a job and have some money ; desire to imitate
heroes they see in films, manipulation by recruiters in military groups, etc.
Note : Guide the production of the students so that they can produce their
own presentations.
LISTENING PASSAGE
In Uganda, 1.500 people die each week in the internally displaced person
camps. According to the world Health Organization, 500.000 have died
in these camps. This situation is changing because the government is
providing them with adequate houses and they are having enough to eat.
Vietnamese authorities forced at least 7.500 drug addicts and prostitutes
into 71 overpopulated rehabilitation camps, providing no treatment and
forcing them to work. Those who refuse to work were beaten by guards.
In northern Uganda, the LRA (Lord’s Resistance Army) had kidnapped
20.000 children over 20 years old and forced them into service as soldiers
or sexual slaves for the army. A child’s place is at school and his opinion
is to be taken into account. During the war in Syria some European
countries closed their borders to thousands of people fleeing the conflict.
Many journalists all over the world are tortured to death because of their
articles.
LESSON 2 : OUR DUTIES AND RESPONSIBILITIES

Lead-in : Ask students to turn to page 117. Then ask them their opinions about
the statement of Phillips Brooks. Allow a couple of minutes for brainstorming.
Learning context : Ask students to read silently the learning context. Read it
aloud then, ask a few questions about it to make sure the students understand it.

Where is the scene taking place ? At a meeting of our English Club
And what happens there ? The coordinator makes students
listen to a VOA recording.
What is the recording about ? Human duties
Why do you listen to the recording ? To discuss the topic of human duties.
them on the board.
SESSION 1
A - LET’S EXPLORE
our duties in society.
Vocabulary related to our duties in society : to help / volunteers / to obey /
pay taxes / to vote / on duty / bear responsibility / to fulfil
• Give a couple of minutes to students to read the passage.
• Draw their attention on the language function, then put the different
structures on the board.
Language function (expressing necessity) : must + verb / have to + verb / It’s
our duty to + verb
Exercise 1 :
• Students are allowed a few minutes for this task.
Expected answers :
1. on duty
2. volunteering
3. fulfils
4. duty
5. bear responsibility
6. obey
7. vote
8. payment of taxes
Exercise 2 :
• Then ask them to compare their answers with neighbours.
• Move around the room and give help if necessary.
Expected answers :
1- a- We must know our rights as citizens.
b- It’s our duty to know our rights as citizens.
2- a- A good student must respect his teachers.
b- It’s a good student’s duty to respect his teachers.
3- a- Parents have to take care of their children.
b- It’s parents’ duty to take care of their children.
4- a- Pénawa must work hard to please his father.
b- Pénawa has to work hard to please his father.

Encourage the class to do the homework and get ready for feedback next
class.
Expected answers :
1. I have to go to school.
2. Sidney has to visit his village
3. She must attend the classes.
4. It’s Ali’s duty to help his mother.

section.
SESSION 2
A- LET’S EXPLORE
Step 1 :
Expected answer : The dialogue is about what a good citizen should be.
Step 2 :
necessary.
our duties in society.
Vocabulary related to our duties in society : obedient / regulations /
responsibility / role model / take part / accountable for
• Name two other « strong » students to roleplay the dialogue between
Traoré and Dogo.
the different structures on the board.
Language function (expressing absence of necessity) : needn’t + verb /
doesn’t to + verb / don’t have to + verb
Exercise 1 :
• Give a few minutes to the students to complete the task.
Expected answers : 1- f / 2- e / 3- c / 4- b / 5- d / 6- a
Exercise 2 :
• Allow about a few minutes for this task. Move around the room and
give help if necessary.
mistake appears.
Expected answers :
1. You don’t have to bully your younger brothers to make them respect you.
2. She doesn’t have to run to school ; (because) she won’t be late.
3. He needn’t take his umbrella ; it’s not going to rain.
4. We don’t need to be professional athletes to practise sport.
5. You don’t have to clean the board ; (because) you are not on duty today.
Expected answers :
1. doesn’t have
2. needn’t to
3. don’t have to
4. don’t need
section.
SESSION 3
BEFORE LISTENING
• Invite the students to turn to page 122.
• Tell the class that you are at the final session of the lesson on “Duties
and Responsibilities” Then ask a few questions to refresh their minds
about the learning context of the lesson.
WHILE LISTENING
A. General idea
Expected answer : the recording is about : b / the duties of a citizen
• Set the task. In so doing, the teacher may go over the pronunciations
of the different options in each set; this may help the students know
how the words are pronounced before they are made to single out the
one actually used in the passage.
Expected answers :
1- (a- owes)
2- (c- duty)
3- (a- need)
4- (b- government)
• Set the task.
• Now, inform them that they will work individually and do the task
as they listen to the recording. Playing the recording twice might be
Expected answers : 1- T / 2- F / 3- T / 4- T
LISTENING PASSAGE
A citizen is a member of a country who owes loyalty to the government
of that country. Citizens have rights and the government is in charge with
protecting those rights. A duty is some action citizens must accomplish
in order to help their communities. In United States, duties includes :
- obeying the law : by doing this, the citizen contributes to the peace,
safety and order in his community.
- paying taxes : when you are a taxpayer, you support the different
projects of the government. Citizenship is based on these four major
pillars :
- be informed and vote ;
- the need to respect the rights and property of others ;
- to participate in your community and government ;
- the obligation to respect the opinions of others.
LESSON 3 : LET’S PROMOTE NON-VIOLENCE

Lead-in : Ask students to turn to page 123. Then ask them their opinion
about the statement of Martin Luther King. Allow a couple of minutes for
brainstorming.
Learning context : Ask students to read silently the learning context.
Read it aloud yourself and ask a few questions about it to check students’
understanding.
Where is the scene taking place ? It is taking place during an English class.
What does the teacher make the To listen to a recording about tolerance
students do ? and non-violence.
Why ? To promote the concepts of tolerance
and non-violence
them on the board.
SESSION 1
A- LET’S EXPLORE
tolerance and citizenship.
Vocabulary related to tolerance and citizenship : discrimination / to quarrel
/ to fight / acceptance / diversity / peace
Language function (expressing obligations) : must + verb / ought to + verb
Exercise 1 :
words.
LISTENING PASSAGE
Let us unite to defeat and exclusion that violate Human rights and sow the
seed of conflict. Let us unite to counter divisive discourses. Let us foster
tolerance. We ought to embrace diversity and even beyond, cultivate
acceptance, stamp out rejection of any kind and preserve the inherent
dignity shared by all Human beings.
Exercise 2 :
• Students compare answers with neighbours.
help if necessary.
mistake appears.
Expected answers :
1- He must accept people from other countries.
2- Religious leaders ought to promote tolerance in their sermons.
3- A referee must be fair.
4- We ought to reject divisive language.
5- They must unite to be stronger.
6- Papou ought to commit himself to non-violence.

Tell the class to do the homework and get prepared for feedback next class.
Expected answers : 1- a / 2- f / 3- e / 4- b / 5- g / 6- d / 7- c
session.
SESSION 2
A - LET’S EXPLORE
Listen and repeat 1 : (Vocabulary content)
Step 1 :
Expected answer : The dialogue is about some threats of social cohesion.
Step 2 :
necessary.
tolerance and citizenship.
Vocabulary related to tolerance and citizenship : threats / hatred / racism /
nepotism / xenophobia / chauvinism / to forbid
• Name two other « strong » students to roleplay the dialogue between
Traoré and Dogo.
the different structures on the board.
Language function (expressing prohibitions) : ought not to + verb / oughtn’t
to + verb
Exercise 1 :
• Invite students to listen to you or a podcast to complete the text with
the missing words or phrases.
• Ask students to compare their answers. Then ask them to suggest
the answers.
• Put correct answers on the board.
LISTENING PASSAGE
Today, xenophobia, racism and discrimination on ethnic and religious
grounds are unfortunately on the rise. If we want our world to be a
better place, threats like prejudice, hate crimes, and hate speech must
be forbidden in all aspects of our lives ; especially on social media. We
oughtn’t to promote discrimination in all its forms. Each of us has an
individual and collective responsibility to promote tolerance. We must all
stand and work together to safeguard freedom and ensure equality within
and between communities.
Exercise 2 :
help if necessary.
mistake appears.
Expected answers :
1. We oughtn’t to encourage division among brothers.
2. He has heart problem. You oughtn’t to inform him about the accident.
3. She oughtn’t to hate foreigners. We all come from somewhere.
4. Vanessa, you oughtn’t to be xenophobic; don’t forget that you are
going to study abroad.
5. We oughtn’t to fight each other because what unites us is stronger
than what divides us.

Encourage the class to do the homework and get ready for feedback next
class.
Expected answers :
1. jealousy
2. hatred
3. nepotism
4. racism
5. xenophobia
6. chauvinism

section.
SESSION 3
BEFORE LISTENING
• Invite the students to turn to page 128.
• Tell the class that you are at the final session of the lesson on “Let’s
Promote Non-Violence” Then ask a few questions to refresh their
minds about the learning context of the lesson.
WHILE LISTENING
A. General idea
• Setting the task. Tell students that the passage will be played or
read 2 times to keep them focused. As they listen, they will have to
complete the sentence with what they think is the general idea of
the passage.
Expected answer : the audio passage is about : the UNESCO and the creation
of the International Tolerance Day.
NB : The history of International Tolerance Day, may also be accepted as the
general idea.
• Set the task. In so doing, allow the students to go over the different
statements first. Once this is done, tell them that they are going to
listen to the passage again and say whether each of them is true or
false.
Expected answers :
1- T ; 2- T ; 3- T ; 4- T ; 5- F ; 6-F ; 7- T ; 8- F
• Set the task. Tell the students that as they listen to the
passage, they will have to jot down the correct answers in their
copybook. Playing the recording twice might be necessary to
allow the students to do the task.
sure the students pinpoint the expected answers.
Expected answers :
1- The year which was proclaimed as the year of tolerance is : c – 1995
2- The principles of tolerance are: respect, acceptance, appreciation of
diversity, forms of expression, ways of being human
3- The UNESCO created the UNESCO-MADANJEET SINGH prize to : c-
promote tolerance and non-violence.
LISTENING PASSAGE
The brief History of International tolerance Day is as under. In 1993, at
the initiative of UNESCO, United Nations proclaimed 1995 as “The year
for Tolerance.’’ UNESCO’S 1995 Declaration of principles on tolerance
was, “Tolerance is respect, acceptance, and appreciation of the rich
diversity of our world’s cultures, our forms of expression and ways of
being human.” This declaration initiated the General Assembly of the
United Nations for the proclamation of tolerance day. One year late, in
1996, the UN General Assembly prescribed all the Member states to
celebrate 16, November as international day for Tolerance. The chosen
date of 16, November also celebrates the adoption anniversary the above
declaration. For the promotion of Tolerance and non-violence, UNESCO
created “The UNESCO-Nadanjeet Nobel Prize” with an amount of us $
100 000 in 1995. The prize is awarded every two years to individuals or
organizations at international tolerance day. The 2018 winners of this
prize were Manon Barbeau (a Canadian filmmaker) and “The coexist
Initiative’’ (a non-profit organization of Kenya)
Expected answers :
I- 1- quarrel / 2- citizen / 3- hatred / 4- acceptance / 5- tolerance / 6- have
II- 1- duty / 2- a role model / 3- a wrongdoer / 4- the law / 5- a volunteer
/ 6- on duty
III- 1- must / 2- oughtn’t to / 3- needs to / 4- oughtn’t to / 5- doesn’t have to
IV. Examples of sentences giving opinions
 In my opinion, equality between men and women is a necessity in our
modern society.
 As far as I’m concerned, armed conflicts are very bad for social cohesion.
 To my mind, rural exodus exists because villages are not attractive.
LET’S HAVE FUN
nepotism – hatred – forbidden – xenophobia – threat – ought not to -
chauvinism
UNIT 7 : HYGIENE AND HEALTH (Reading)

LESSON 1 : DO YOU KNOW AN ENDEMIC DISEASE ?
Lead-in : Ask students to turn to page 131. Then ask them if they agree with
Guy Fawkes. Allow a couple of minutes for brainstorming.

On what occasion is the scene taking On the occasion of the World Health
place ? Day.
What assignment have you received ? We are asked to read a text.
What is the lesson about ? The lesson is about endemic diseases.
What main skill are we going to The skill to perform is Reading.
perform ?
them on the board.
SESSION 1
A- LET’S EXPLORE
Step 1 :
• Allow a couple of minutes for students to go through the table.
Expected answer : The passages are about endemic diseases.
Step 2 :
necessary.
endemic diseases.
Vocabulary related to endemic diseases : endemic / epidemic / pandemic /
disease / outbreak / spread / malaria / chicken pox…
Language function (expressing passive) : are / is + PP / can be + PP
Exercice 1 :
Expected answers : 1- b / 2- a / 3- d / 4- e / 5- c
Exercice 2 :
help if necessary.
the class.
mistake appears.
Expected answers :
1- Infections are caused by poor sanitations.
2- Malaria is declared an endemic by The World Health Organisation.
3- Diseases can be caused by poor sanitation.
4- Millions of people are infected in Africa
5- Breeding site for malaria is provided by heavy rains.
class.
Expected answers :
1- The text is about endemic or epidemic diseases.
2- It is an endemic.
3- Because it is always found in some regions.
4- It refers to an epidemic.
5- An epidemic can be caused by a disease that is native to that region,
or a disease that is new to a particular region.
section.
SESSION 2
A- LET’S EXPLORE
Step 1 :
malaria as an endemic disease.
Vocabulary related to endemic diseases : symptoms / preventive measures
/ diagnosis / treatment / cure
Note : You may need to present the lexical items in the above list in the
following way :
 Symptoms (of malaria) : a high temperature ; sweats and chills ;
headaches ; muscle pains ; cough ; difficulty to breathe ; vomiting…
 Preventive measures : apply mosquito repellent ; drape mosquito
netting over beds ; put screens on windows and doors…

 Diagnosis : blood test
 Treatment / cure : syrup ; injection ; drugs
• Give the class a few minutes to study the table.
• Then go through the table aloud.
• Introduce the lesson about the passives.
• Put the different structues in bold on the board.
Language function (expressing passive) : is said to be / It is said that / is
considered to be / It is considered that…
Exercice 1 :
• Give a few minutes to students to fill the gaps.
Expected answers : 1- preventive / 2- mosquito nets / 3- symptoms / 4-
diagnose / 5- blood test / 6- syrup
Exercice 2 :
help if necessary.
mistake appears.
Expected answers :
1- The test results are said to be available within a few hours.
2- It is considered that malaria is an endemic disease.
3- A blood test is said not to be necessary to diagnose a disease.
4- It is said that sleeping under a mosquito net is a preventive measure.
5- Malaria is said to be frequently found in Africa and South America.
6- Typhoid fever and cholera are considered to be endemic diseases like
malaria.

Expected answers : 1- d / 2- a / 3- e / 4- b / 5- c

section.
SESSION 3
• Give enough time to students to read individually and silently the
instructions of the activity.
• Ask students to do all the tasks in their copybooks.
Expected answers :
A- The text is about (c) : Important fact on malaria.
B- 1- h / 2- e / 3- a / 4- i / 5- c / 6- b / 7- d / 8- f / 9- g
C- 1- Yes, it is. It can cause death (any other reasonable answer can be
accepted).
2- They are : fever ; headache ; chills and vomiting.
3- If not treated within 24 hours, it can cause death.
4- It reduces the duration of the disease ans prevents death.
5- It can destroy resistant parasites.
D-
• Allow enough time for this exercise and give help if needed.
• When time is over, ask students to stop their productions.
• Ask some of them to read presentation.
• Note the recurring mistakes (pronunciation, vocabulary, structure…)
• Provide feedback and write a consensual speech (presentation) on
the board.
Note : The production is a mere example. It should not be taken for granted.
Example :
Laddies and gentlemen.
Dear parents,
Malaria is a dangerous endemic disease. It means, it is always present in
our region. The first symptoms are fever and chills. They can rapidly become
severe without treatment.

But how can we prevent malaria ? People say sleeping under a mosquito net
is a preventive measure. Applying mosquito repellent can also work. When
a patient presents some of the symptoms mentioned above. He or she must
have a blood test for confirmation and receive treatment for rapid recvery.
LESSON 2 : HYGIENE AT SCHOOL

Lead-in : Ask students to turn to page 139. Then ask them what they
understand about the quotation. Allow a couple of minutes for brainstorming.

Where did the scene take place ? It took place in class.
When did the teacher ask his To read leaflets about the importance
students to do ? of hygiene at school.
What main skill are we going to The skill to perform is Reading.
perform ?
them on the board.
SESSION 1
A - LET’S EXPLORE
Look, listen and repeat 1 (Vocabulary content)
• Make sure the students understand that those captions correspond
to hygiene at school.
Vocabulary related to hygiene at school : to weed the garden / to sweep
the schookyard / to collect rubbish / to throw rubbish in a dustbin / to dirty
hands / to wash hands with soap / satinizer / to wipe one’s nose with a
handkerchief / to spit in the streets

Look, listen and repeat 2 (Language function)
• Ask students to observe the pictures and read the sentences silently.
Language function (giving advice) : should + verb / shouldn’t + verb
Exercice 1 :
Expected answers : 1- rubbish / 2- dusbin / 3- sweeping / 4- spit
Exercice 2 :
help if necessary.
the class.
mistake appears.
Expected answers :
1- Henry shouldn’t eat with dirty hands.
2- School children should sweep the classroom every day.
3- Children should wash their hands before eating.
4- People shouldn’t spit in the streets.
5- People shouldn’t throw rubbish in a dustbin.

class.

Expected answers :
HEALTHY ATTITUDES UNHEALTHY ATTITUDES

- sneeze in a handkerchief ; - throw rubbish on the floor ;
- weed the schoolyard ; - washing hands without soap ;
- clean the hands with a sanitizer ; - wipe your nose without a handkerchief ;
- throw garbage in the dustbin ;
- avoid spitting in the streets

section.
SESSION 2
A - LET’S EXPLORE
to hygiene at school.
Vocabulary related to hygiene at school : to cough into your elbow / to scrub
your hands / to rinse your hands / to dry your hands with a towel / to sneeze
into your elbow / a hand sanitizer / to kill / eliminate germs / soap
Look, listen and repeat 2 (Language function)
Step 1 :
• Ask students to observe the pictures and read the sentences silently.
Step 2 :
• Name volunteers to roleplay the dialogue.
• Read them out loud. Students listen and repeat.

Language function (expressing a purpose) : in order to + verb / so as to + verb
/ so that it can + verb
Exercice 1 :
• Give a few minutes to the students to fill the gaps with the words
from the list.
Expected answers : 1- sneezing / 2-germs / 3-scrub / 4-soap / 5-towel /
6-sanitizer
Exercice 2 :
help if necessary.
mistake appears.
Expected answers :
1- A : Why do you sneeze into your elbow ?
B : I sneeze into my elbow in order not to spread germs in the air.
2- A : Why do you sweep your classroom ?
B : We sweep our classroom so that we can remain heathy.
3- A : Why do you brush your teeth ?
B : I brush my teeth so as to avoid toothache.
4- A : Why do you clean your hands with a sanitizer ?
B : I clean my hands with a sanitizer so that I can avoid infections.
5- A : Why do you rinse your hands with clean water ?
B : I rinse my hands with clean water in order to eliminate germs.
6- A : Why do you wash your hands before eating ?
B : I wash my hands before eating so as not to catch diseases.

class.

Expected answers : 1-in order to / 2-so as not to / 3-so that / 4-in order to /
5-so as not to
section.
SESSION 3
Expected answers :
A- The text is about (c) : The characteristics of a clean school.
B- 1- policies / 2- overall / 3- hosting / 4- enrol / 5-aesthetic / 6- staff /
7- safe / 8- overcrowded
C-
1- They should contain the general hygiene of a school.
2- It’s by creating health clubs and organizing information session
about hygiene.
3- The natural look of the school can impact them.
4- A classroom that is not overcrowded.
D-
• Provide feedback and write a consensual speech (presentation on
the board.
Note : The production below is a mere example. It should not be taken for
granted.
Example :
School hygiene is its cleanliness. When a school is clean it preserves
students’ health and it will motivate parents to enrol their children there. On
the contrary, when there is lack of hygiene in a school, students are exposed

to bacteria. In order to promote hygiene in my school I can be member of the
hygiene club and organise information sessions about hygiene in my school.
LESSON 3 : STOP AIDS !

Lead-in : Ask students to turn to page 146. Then ask them what they
understand about the quotation. Allow a couple of minutes for brainstorming.
What have the students of your They have received booklets from
school just received ? the embassador of the USA.
What are the books about ? They are about HIV / AIDS.
What assignment have they received ? To read them in order to sensitize
our friends who were missing to the
meeting.
them on the board.
SESSION 1
A - LET’S EXPLORE
Step 1 :
• Allow a few minutes to students to go through the table silently and
say what it is about.
Expected answer : It’s about relevant information about HIV/AIDS.
Step 2 :
necessary.
HIV/AIDS.

Vocabulary related to HIV/AIDS : condom / blood transfusion / kissing
/ pregnancy / skin rashes / weight loss / Acquired Immune Deficiency
Syndrome
Language function (using question tags for checking information) : isn’t it ? /
can’t / can it / didn’t it / it is / doesn’t she / doesn’t / does it
Exercice 1 :
• Students are allowed a few minutes to complete the text with the
word from the box.
Expected answers : 1- pregnancy / 2- skin rashes / 3- blood transfusion / 4-
lost of weight / 5- kissing
Exercice 2 :
• Allow a few minutes for this exercise.
• Then ask students to check their answers with partners or neighbours.
the class.
mistake appears.
Expected answers : 1- c / 2- d / 3- e / 4- a / 5- b

Expected answers : 1. true / 2. false / 3. false / 4. true / 5. false
section.

SESSION 2
A - LET’S EXPLORE
Listen and repeat (Vocabulary content)
Step 1 :
• Allow a few minutes to students to go through the table silently and
say what it is about.
Expected answer : It’s about relevant information about HIV / AIDS.
Step 2 :
necessary.
HIV/AIDS.
Vocabulary related to HIV/AIDS : get tested for HIV / abstinence / faithfull
/ antiretroviral / therapy / HIV-positive / antibodies / cure
Language function (making recommendations) : Stay with… / Don’t have
Exercice 1 :
Expected answers : 1-C / 2-B / 3-E / 4-A / 5-F / 6-D
Note : Mind the fact that there is a mistake in the example. It’a rather : « 1-C »
, not « 1-B »

Exercice 2 :
help if necessary.
mistake appears.
Expected answers :
1- Don’t have sexual intercourses with several partners.
2- Don’t have sex without condoms.
3- Get tested for HIV during pregnancy.
4- Practise abstinence if you want to avoid early pregnancy.
5- Don’t use Antiretroviral drugs, if you are not HIV positive.
6- Remain faithful to your sexual partner.

Tell the class to do the exercises at home and get prepared for feedback next
class.
Expected answers :
Exercise 1 : 1-C / 2-E / 3-D / 4-B / 5-A
Exercise 2 : 1-false / 2-true / 3-true / 4-true / 5-true (if you are already
tested HIV-positive) / 6-false

section.
SESSION 3
Expected answers :
A- The text is about (b) : The preventive measures and the spread of HIV
/ AIDS in Ivory Coast.

B- 1-d / 2-a / 3-f / 4-b / 5-g / 6-c / 7-e
C- 1- b / 2- d / 3- a / 4- c / 5- d
D-
• Provide feedback and write a consensual speech (presentation) on
the board.
granted.
Example :
Dear Friends,
HIV/AIDS is a global pandemic endemic disease. HIV (human immunodefi
ciency virus) is a virus that attacks the body’s immune system. If HIV is not
treated, it can lead to AIDS, which stands for Acquired Immune Deficiency
Syndrome. But how can HIV be transmitted ? It is transmitted when : you
have unprotected sex (sex without a condom) with an infected person ; you
have blood transfusion with a contaminated blood ; a drug addict has an
injection with an infected equipment ; you have an accidental puncture by an
infected equipment. But they are preventive measures against HIV/AIDS. Get
tested for HIV ; Choose less risky sexual behaviours ; Practise abstinence ; Use
condoms every time you have sex, etc. There is no cure for HIV infection. But
HIV disease can be treated by a combination of three or more antiretroviral
(ARV) drugs.

Expected answers :
I- 1- outbreak / 2- endemic / 3- pandemic / 4- epidemic
II- 1- Malaria is caused by mosquito bites.
2- Fever and headache are caused by malaria.
3- Malaria is said to be an endemic disease.
4- It is said that malaria is an endemic disease.
III- 1- should / 2- shouldn’t / 3- should / 4- shouldn’t
IV- 1- They clean their classroom so as to be healthy.
2- We don’t throw rubbish in the schoolyard in order to keep our
environment clean.
3- We use hand sanitizer in order not to catch diseases.
4- I wash my hands before eating so that I can avoid germs.
V- 1-T / 2-F / 3-F / 4-F
LET’S HAVE FUN

1- CARIES / 2- DENTIST / 3- TOOTHBRUSH / 4- TOOTHPASTE / 5- TOOTH /
6- FLOSS
UNIT 8 : INFORMATION AND COMMUNICATION

TECHNOLOGIES (Reading)
LESSON 1 : THE COMPUTER ERA
Lead-in : Ask the students to turn to page 157. Then ask them what they think
about Kate James’ statement. Allow a couple of minutes for brainstorming.

Where is the scene taking place ? It is taking place in Lycée Moderne
of Abengourou.
What are the students of 3e doing ? They are reading a text on computer.
What is the aim of this task ? The task has for aim to discuss the
importance of computer.
them on the board.

SESSION 1
A - LET’S EXPLORE
to computer.
Vocabulary related to computer : a desktop computer / a laptop computer /
a printer / a scanner / a webcam / a pen drive / a flash drive
Step 1 :
• Ask students to observe the pictures and say what is about.
Expected answer :
The picture is about a man communicating through webcam.
Step 2 :
Language function (describing a routine with the present simple) : do… use …
for ? / use … to + verb
Exercice 1 :
• Individul work.
Expected answers : 1-a laptop computer / 2-a scanner / 3-a desktop
computer / 4-a printer / 5-a pen driver / 6-a webcam

Exercice 2 :
help if necessary.
the class.
mistake occurs.
Expected answers :
1- Always go to bed at 10 p.m.
2- She has a new laptop.
3- Every year, Robert buys a webcam for his desktop.
4- Many students usually revise their lessons to prepare for tests.
5- Children like electronic gadgets.
6- You don’t like this football league, do you ?

Expected answers :
1- A cashier always scans articles’ prices.
2- Every day a secretary processes a text.
3- The boss of the company never processes a text.
4- Famous YouTubers regularly post new videos.
5- Computer scientists regularly save their files on a flash drive.
6- A journalist never uses a webcam for his video reports.
section.
SESSION 2
A - LET’S EXPLORE

• Make sure they understand that those items are related to computer.
Vocabulary related to computer : data / software / to store / to edit /
hardware / to delete / files / folders
Language function (describing an action in progress) : is / are / am +verb-ing
Exercice 1 :
• Give a few minutes to the students to do the matching.
Expected answers : 1-b / 2- g / 3- a / 4- e / 5- f / 6- h / 7- c / 8- d
Exercice 2 :
help if necessary.
mistake appears.
Expected answers :
1- Look ! The secretary is typing texts with the keyboard.
2- Look ! The boss is controling everything in the desktop computer.
3- Come and see ! The computer scientists are storing data easily in the
computer.
4- Can you hear the beeps ? The cashier is scanning the articles’ prices.
5- Keep quiet ! Clemso and Pépé are sleeping in the bedroom.
6- 6. I am printing documents right now.
class.

Expected answers :
1- Toto is studying his lessons at the moment.
2- We are enjoying the English lesson.
3- Wait please ! I am talking with my father on the phone.
4- They are not shooting a live event on Facebook.
SESSION 3

Expected answers :
A- The text is about (c) : The role of computer system.
B. 1-d / 2- f / 3-a / 4-b / 5- c / 6- e
C. 1- F (L1)
2-F (L2-3)
3-T (L4)
4-F (L8)
5-F (L12)
B-
• Provide feedback and write a consensual dialogue on the board.
granted.
Example :
Wobé : (1) What’s a computer ?
Kolo : A computer’s an electronic machine used for storing and processing data.
Wobé : Can you list two examples of hardware ?
Kolo : (2) Of course. I can name keyboard and printer.
Wobé : What’s a software used for ?
Kolo : (3) A software is used for specific tasks.

Wobé : Do you have a computer at home ?
Kolo : (4) No, I haven’t / Yes, I have.
Wobé : (5) Thank you for this conversation !
Kolo : You’re welcome, my friend !
LESSON 2 : WHAT A WONDERFUL CELLPHONE !

Lead-in : Ask the students to turn to page 164. Then ask them to give their
opinions on the quotation. Allow a couple of minutes for brainstorming.

Where is the scene taking place ? It is taking place at an English club
meeting.
What does the coordinator ask the He asks them to read a text on their
students to do ? phones.
What is the objective of the task ? The objective is to discuss their uses.
them on the board.
SESSION 1
A - LET’S EXPLORE
Step 1 :
• Allow them a couple of minutes to go through the dialogue between
Uncle Meh and Ezechiel.
Expected answer : They are talking about cellphones.
Step 2 :
necessary.

cellphones.
Vocabulary related to cellephones : cell phone / landline phones / smartphone
/ a tablet / sim card / network
Listen and repeat 2 : (Language function)
Language function (expressing alternative choices) : either … or
Exercice 1 :
Expected answers : 1- landline phone / 2- networks / 3-a tablet / 4- a
smartphone / 5- a sim card / a cell phone
Exercice 2 :
help if necessary.
the class.
mistake occurs.
Expected answers :
1- People of the new generation prefer either smartphones or tablets.
2- Prisca and Anne use either fixed phone or cell phone.
3- Byron prefers either making a call or sending an SMS.
4- Mouchmador calls with either Orange sim card or MTN sim card.
5- Léo and Morris work on either tablets or computers.

Expected answers :
1- a landline phone
2- a sim card
3- a smarphone
4- a network
5- a cell phone
section.
SESSION 2
A - LET’S EXPLORE
Step 1 :
• Allow them a couple of minutes to read silently the text.
• Ask them what the text is about.
Expected answer : the text is about cellphones.
Step 2 :
necessary.
cellphone.
Vocabulary related to cellphone : making calls / keeping in touch / to text /
to send / SMS / MMS / to take pictures
Language function (expressing alternative choices) : neither …nor

Exercice 1 :
Expected answers :
1- neither
2- nor
3- keep in touch
4- call
5- SMS
6- take pictures
7- MMS
Exercice 2 :
help if necessary.
mistake appears.
Expected answers :
1- People of the new generation like neither landline phones nor big old
phones.
2- Yvelise uses neither SMS nor MMS.
3- Depalmier wants neither make a simple call nor make a video call.
4- Dinké can neither download or upload pictures.
5- Mum Pauline will neither send MMS nor text.
6- Dad prefers neither sending SMS nor taking pictures.
class.
Expected answers :
1- SMS / 2- to text / 3- to take pictures / 4- MMS/ 5- to keep in touch

SESSION 3
• Make sure they understand the whole task. Explain, define if
necessary.
Expected answers :
A- The text is about smartphones.
B- 1-f / 2-c / 3-a / 4-d / 5-e / 6-b
C- 1-F (L1-L2) / 2-T (L3) / 3-F (L8) / 4-T (L9) / 5-T (L12-L13)
D-
• Provide feedback and write a consensual dialogue on the board.
granted.
Example :
Séry : What brand of mobile phone have you got ?
Koua : (1) I have a smartphone.
Séry : When did you buy it ?
Koua : (2) I bought it last week.
Séry : What are the main features of your smartphone ?
Koua : (3) I can use fingers to control the touch screen and send MMS with it.
Séry : What accessories has your smartphone got ?
Koua : (4) It has stylus and some wireless earphones.
Séry : Which service provider do you prefer using ?
Koua : I prefer using either Orange or MTN service.
LESSON 3 : LET’S KEEP IN TOUCH WITH THE INTERNET !

Lead-in : Ask students to turn to page 171. Then ask them to comment on Bill
Gates’ statement. Allow a couple of minutes for brainstorming.

Where is the scene taking place ? It is taking place in my school.
What are the students are asked to ? They are asked to read a text on
Internet.
What is the aim of this task ? The aim is to discuss its advantages
and drawbacks.
them on the board.
SESSION 1
A- LET’S EXPLORE
Step 1 :
• Ask them what the text is about.
Expected answer :
the text is about the importance of Internet in today’s daily life.
Step 2 :
necessary.
the Internet and its uses.
Vocabulary related to Internet and its uses : a cybercafé / subscription /
online / social networks / upload / download / browse / research engine /
offline

Language function (asking and answering « yes » or « no » questions) : Do
… use ? / Yes, I do / Have … benefited ? / No, I haven’t
Exercice 1 :
Expected answers :
1-online / 2-offline / 3-a subscription / 4-download / 5-search engine
Exercice 2 :
help if necessary.
the class.
mistake appears.
Note : Ask pairs to choose one to ask the printed question and the other one
to answer.
Expected answers :
1- A : Do people make research on the Internet ?
B : Yes, they do.
2- A : Do good citizens create their mailboxes ?
B : Yes, they do.
3- A : Is Didier Drogba the brother of Mark Zuckerberg ?
B : No, he isn’t.
4- A : Are hackers good examples for today’s youth ?
B : No, they aren’t.
5- A : Are students learning English in your school ?
B : Yes, they are.

class.

Expected answers :
1- A : Can you browse when you are offline ?
B : No, I can’t.
2- A : Does Eureka know how to do research on search engine ?
B : Yes, he does.
3- A : Are Facebook and WhatsApp social networks ?
B : Yes, they are.
4- A : Could you download the new song of Josey from Youtube for me
to listen ?
B. No, I couldn’t.
5- A. Will Internet subscription grant me full access to Internet ?
B. Yes, it will.

section.
SESSION 2
A - LET’S EXPLORE
Step 1 :
Expected answer : the text is about the Internet and its uses.
Step 2 :
necessary.
the Internet and its uses.
Vocabulary related to the Internet and its uses : cybercriminality / piracy /
identity theft / privacy / cyberbullies / hack / copyrights / blogs

Language function (asking ans answering « wh questions ») : What… ? /
When … ? / Where … ?
Exercice 1 :
• You may ask them to compare their answers with neighbours.
Expected answers :
1- hack / 2- cyberbully / 3- copyright / 4- piracy / 5- identity theft / 6-
addicted
Exercice 2 :
help if necessary.
mistake appears.
Expected answers :
1- What is a real danger for Internet users ?
2- How can Businessmen sell their products ?
3- Who are victims of identity theft ?
4- What can Cybercriminals easily hack ?
5- Why do the policemen usually arrest hackers ?
6- When did studies and researches on Internet addiction start ?

class.

Expected answers :
1- A : What is ‘‘browsing the Internet’’ ?
B : It’s the fact of surfing on the Internet.
2- A : Where do hackers menace and harass people ?
B : On the Internet.
3- A : What should the owner of a special product on the Internet have ?
B : The copyright.
4- A : How are pirates also called on the Internet ?
B : They are also called hackers.
5- A : When were young hackers caught by the police in Côte d’Ivoire ?
B : In 2012.
6- A : Why do some people become addicted to the Internet ?
B : Because they abuse the Internet.

section.
SESSION 3
Expected answers :
A- The text is about the dangers of the Internet
B- 1-pupils / 2-surf / 3-booking / 4-chat / 5-offline / 6-choice
Note :
draw the attention of students on the fact that the answer of item 2 is to be
researched in line 3 rather than in line 4. Write on the board : “browse (L3)”.
C- 1-T (L1-L2) / 2-T (L3) / 3-F (L6-L7) / 4-F (L8-L9) / 5-T (L12-L13)
D-

• Provide feedback and write a consensual paragraph on the board.
Note : The below production is a mere example. It should not be taken for
granted.
Example :
Internet is important in today’s life, but it can expose to many dangers.
For example: hacking and addiction. On the contrary, Internet has many
advantages. As students, you don’t need to go to the library to get a book for
your literature lesson. There are many sites where you can find a necessary
e-book. With Internet you get in touch with friends and relatives. In conclusion,
I can say that Internet can be a good friend if you don’t spend all your time on
it, and become an addicted.
Expected answers :
I- 1-SCANNER / 2- PEN DRIVE / 3- SUBSCRIPTION / 4- NETWORK /
5-WEBCAM / 6-KEEP IN TOUCH / MAKE A CALL
Note : For item 2, write on the board : « nPe vedrei », and replace item 3 by :
« criSubsponti ».
II- 1- internet / 2-social work / 3-search engines / 4-suscription / 5-social
networks / 6-keep in touch / 7-making / 8-call / 9-smartphones /
10-landline
III- 1- is / 2- implies / 3-has demonstrated / 4-get / 5-are developing
/ 6-pop up
IV- 1- Where can Yvelise go for her research ?
2- Why does Hereka use his phone ?
3- How do people get information ?
4- When did his Internet subscription expire ?

5- What has Mark Zuckerberg invented ?
6- Who has invented Facebook ?
LET’S HAVE FUN

1- CAMCORDER / 2- COMPUTER / 3- CDPLAYER / 4- LAPTOP / 5-
CALCULATOR / 6- USBPEN / 7- PLAYSTATION / 8- MP3PLAYER / 9- PRINTER
/ 10- SMARTPHONE / 11-CAMERA / 12- WEBCAM
Note : Warn students not to fill the boxes where appear fugures.
Hidden sentence : “Do you use them ?”

MY ENGLISH TESTS
WARNING
All writing pieces given as keys (examples) in this section should not be
taken for granted. Accept any other reasonable productions, provided
they take into account the different suggested skills and tasks.
TEST 1
PART ONE : READING FOR COMPREHION
N° A. VOCABULARY CHECK N° B- COMPREHENSION CHECK

1 c 1 T (L1)
2 f 2 F (L4)
3 i 3 T (L7)
4 a 4 F (L7 - 8)
5 e 5 F (L7 - 8)
6 d
7 j
8 g
9 h
PART TWO : LANGUAGE IN USE
N° TASK A N° TASK B
1 was 1 will
2 went 2 Would have
3 had 3 see
4 broke 4 had
PART THREE : WRITING

I spent my last holidays in Abidjan, precisely in Yopougon. I was at my uncle’s,
and we did a lot of activities. For example, I played marbles with my cousins.
Then my uncle took me to the beach in Grand-Bassam, and I went shopping
with my aunt.
It was really interesting and funny.

TEST 2
PART ONE : READING FOR COMPREHENSION

1 c 1 T (L1)
2 i 2 F (L3)
3 f 3 T (L5-6)
4 e 4 F (L8-9)
5 d 5 F (L14-15)
6 a
7 h
8 b
9 g
1 violations 1 couldn’t
2 learn 2 can
3 duties 3 to (ex)
4 household 4 will be able

Women have many responsibilities in our society. However, they enjoy various
rights.
In fact, they have the right to education. And when they work, they have the
right to fair and equal pay and social security.
Unfortunately, these rights are not always respected in my country. But it is
very important to respect women’s rights because it is the guarantee for a
balanced and stable society contributing to the development of our country.

TEST 3

1 J 1 T (L1)
2 a 2 T (L 6 - 7)
3 d 3 F (L7)
4 i 4 T (L8)
5 g 5 T (L16)
6 c
7 e
8 f
9 h
1 how about 1 easier
2 visit 2 prefer
3 Going 3 fastest
4 let’s 4 richer and richer

I lived exciting moments during the holidays because I travelled a lot.
I went to my hometown Man in August. I travelled by coach and it was very
comfortable.
But once there, I used vans or motorbikes to move from one place to another.
In fact, I visited many wonderful places during my stay there. I went to the
famous waterfall of Man and I discovered the amazing lianas bridge.
I really enjoyed my holidays.

TEST 4

1 commitment 1 T (L1)
2 dress 2 F (L3)
3 involves 3 T (L4 - 5)
4 covering 4 F (L8 - 9)
5 dress 5 F (L14 - 15)
6 dress
7 emphasize
8 identity
9 revealed
1 c 1 I prefer wearing skirts as they are cheap.
2 d 2 We wore traditional outfits since we were celebrating
paquinou festival.
3 a 3 People buy mud cloth shirt because they are beautiful.
4 b 4 He has skin dots because of bleaching creams.

African traditional clothes are very important. They permit to identify clearly
an African among other peoples. In addition, the traditional clothes represent
an excellent mean to value and to promote our cultures and traditions abroad.
With the traditional clothes, african people look respectable with their
accessories, generally made of gold.

TEST 5
N° A- VOCABULARY CHECK N° B- COMPREHENSION CHECK

1 i 1 T (L1)
2 g 2 T (L1-2) / (L7)
3 C 3 F (L3)
4 b 4 F (L5 - 6)
5 j 5 F (L13 - 14)
6 e
7 d
8 a
9 f
1 prefer going 1 more expensive
2 prefers going 2 more hardworking
3 would rather revise 3 more
4 would rather do 4 safer

Rural exodus is the movement of populations from the country to urban
areas. Due to the hardship of village life, especially when there is drought,
young manpower go to cities to look for jobs. Unfortunately, once in cities,
they face the problem of lack of jobs and shelter. Some become drug addicts
or commit robberies to survive.

TEST 6

1 e 1 F (L1 - 2)
2 a 2 T (L2 - 3)
3 j 3 F (L8 - 9)
4 f 4 F (L12)
5 b 5 T (L13 - 15)
6 I
7 H
8 c
9 d
1 displaced 1 must
2 children 2 have to
3 camps 3 don’t have to
4 violence 4 ought to

Nowadays, due to the poverty of their families, many young girls work in
other people’s families. In such cases they bear many responsabilities : they
must cook the meals, they have to do washing, and, sometimes, they do
babysitting. Very often, they don’t receive love and attention in turn, but they
are treated as slaves. They don’t have to watch television as the rest of the
family. What a pity !

TEST 7
N° A. VOCABULARY CHECK
1 acute
2 throughout
3 disrupted
4 pandemic
5 concerted
6 implement
7 threat
8 slow
9 healthcare providers
N° B - COMPREHENSION CHECK
1 It is SARS-CoV-2 : an acute respiratory syndrome coronavirus.
2 It was first reported in Wuhan, China.
3 By severely disturbing national and international travel, supply
chains, and the global manufacturing industry.
4 African countries adopted preventive measures such as social
distancing in all age groups, handwashing, and face mask-wearing.
N° TASK A
1 Covid-19 is caused by SARS-Cov-2.
2 Social and community life have been disrupted by Covid-19.
3 New strategies were impleted by the World Health Organisation.
4 A new lifestyle to mankind is imposed by Covid-19.
N° TASK B
1 declared
2 has changed
3 wear
4 recorded

Hi, dear friend.
I hope you are doing well. I am texting you to give you my opinion about your
last time’s reaction. It seems that you are not respectful to the preventive
measures against COVID-19. This pandemic is very dangerous. It has already
killed millions of people around the world. If you refuse to wear face-masks
and don’t respect social distancing, you become an easy prey. Therefore,
please wash regularly your hands and don’t shake hands.
Take care.
TEST 8
N° A- VOCABULARY CHECK N° B- COMPREHENSION CHECK
1 a 1 F (L1)
2 i 2 F (L2)
3 h 3 T (L4 - L5)
4 d 4 F (L6)
5 b 5 T (L12)
6 e
7 c
8 f
9 g

1 scanning 1 neither
2 scans 2 either
3 scan 3 or
4 nor
Internet is a network of millions computers around the world. It is very
important in today’s life, but it can expose to many dangers. It can create
addiction. Morever, some people use it to bully and harass others. On the
contrary, Internet has many advantages. As students, you don’t need to go to
the library to get a book for your literature lesson. There are many sites where
you can find a necessary e-book.

Achevé d'imprimer sous les presses de : JD ÉDITIONS
Pour le compte de JD Éditions.
Tél. : 25 23 00 17 50
Mise en page : JD Éditions

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Teacher’s Book

Learning context Let’s keep in Mind

POSSIBLE QUESTIONS EXPECTED ANSWERS

/ Why ? spent their holidays / in order to

LET’S KEEP IN MIND

C - LET’S TAKE HOME

POSSIBLE QUESTIONS EXPECTED ANSWERS

C - LET’S TAKE HOME

LET’S KEEP IN MIND

C - LET’S TAKE HOME

UNIT 2 : WOMEN AT WORK (Speaking)

C - LET’S TAKE HOME

LET’S KEEP IN MIND

Expected answers : 1- grow crops / 2- smoke fish / 3- firewood / 4- carry /

C - LET’S TAKE HOME

LESSON 2 : WOMEN’S RIGHTS AND DUTIES

POSSIBLE QUESTIONS EXPECTED ANSWERS

C - LET’S TAKE HOME

LESSON 3 : SENDING GIRLS TO SCHOOL

POSSIBLE QUESTIONS EXPECTED ANSWERS

C - LET’S TAKE HOME

LET’S KEEP IN MIND

C - LET’S TAKE HOME

LET’S KEEP IN MIND

UNIT 3 : TRAVELLING (Writing)

C - LET’S TAKE HOME

LET’S KEEP IN MIND

C - LET’S TAKE HOME

LESSON 2 : I WOULD LIKE TO TRAVEL BY PLANE

POSSIBLE QUESTIONS EXPECTED ANSWERS

C - LET’S TAKE HOME

C - LET’S TAKE HOME

LESSON 3 : LET’S VISIT AMERICA !

POSSIBLE QUESTIONS EXPECTED ANSWERS

C - LET’S TAKE HOME

LET’S KEEP IN MIND

C - LET’S TAKE HOME

LET’S KEEP IN MIND

UNIT 4 : FASHION (Writing)

C - LET’S TAKE HOME

C - LET’S TAKE HOME

LET’S KEEP IN MIND

Expected answer : the text is about fashion shows.

C - LET’S TAKE HOME

C - LET’S TAKE HOME

LET’S KEEP IN MIND

C - LET’S TAKE HOME

LET’S KEEP IN MIND

LET’S HAVE FUN

UNIT 5 : CITY OR VILLAGE ? (Listening)

C - LET’S TAKE HOME

LET’S KEEP IN MIND

C - LET’S TAKE HOME

LET’S KEEP IN MIND

LESSON 2 : LIFE IN VILLAGES

C - LET’S TAKE HOME

C - LET’S TAKE HOME

LET’S KEEP IN MIND

LESSON 3 : WHAT CAUSES RURAL EXODUS ?