Anglais 1ere Win Skills Guide

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1
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I. Proverbs, quotes, sayings … IV. Reading strategies

II. Unit overview V. Lead-in
III. Reading
VI. Learning context IX. Communication activity

VII. Unit review … X. Speaking
VIII. Writing XI. Let’s keep in mind
XII. Listening XV. Language corner

XIII. Unit review … XVI. Free oral communication
XIV. Let’s practise XVII. My english tests
JD Éditions
21 B.P. 3636 Abidjan 21
Côte d’Ivoire
GUIDE D’UTILISATION DES CONTENUS NUMÉRIQUES DE JD ÉDITIONS.
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spécimens ?
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2-1 Si vous êtes un nouvel abonné(e), inscrivez-vous en cliquant sur «
Cliquer ici » pour créer votre compte et remplissez attentivement
tous les champs.
NB : Après votre inscription, la validation se fait en 48H maximum.
2-2 Si vous êtes déjà abonné(e), entrez vos identifiants :
▪ E-mail
▪ Mot de passe renseigné lors de votre inscription.
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1- Quand vous êtes connecté (e), cliquez sur la matière concernée dans la
rubrique des corrigés ou spécimens.
2- Cliquez ensuite sur la couverture de l’ouvrage concerné.
3- Et voilà, c’est fait ! Bonne lecture.
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1- Quand vous êtes connecté (e), cliquez sur la matière.
2- Cliquez ensuite sur la couverture de l’ouvrage.
3- Après le chargement du document, dans la barre de menu située en bas,
4- Cliquez sur les trois points (…) à l’extrême droite.
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c- Après le chargement du fichier, cliquez sur sauvegarder en fonction
du support utilisé, soit sur votre smartphone ou ordinateur.
d- Choisissez l’espace de sauvegarde puis enregistrer … et c’est tout !
NB : Attendez environ 30s à 2 min pour que le téléchargement du fichier PDF soit
effectif.
Merci pour votre attention !
Teacher’s Book 1re 4

FOREWORD
Dear colleagues,
We have a new set of student’s books called Win Skills for Ivorian schools. These
books are for teenagers in the second cycle of secondary school. They follow a
special way of teaching, called Competence-Based Language Teaching.
The Win Skills 1re book has 10 units. They cover the four language skills : speaking,
writing, listening, and reading. They also include sections such as language
corner, free oral communication, unit review, and project task.
This book is for classroom teachers like you. It gives you ideas and insights on
how to manage your class. The suggestions are helpful, but you can adapt them
if necessary. The time for activities is not fixed because some things might be
hard for students. We picked pictures that can help students learn better. Bring
in realias to boost your students’ understanding.
It's really important to get ready before teaching. Read and understand the goals
and suggestions in the book. We made short notes at the start of the student's book
to help you. If you need more help, you can go through those recommendations.
We added classroom language, quotes, sayings, and proverbs to the book. They
can enhance students’ interest in the lessons. Some quotes are from famous
people like Michelle Obama and Albert Einstein. They can inspire the kids a lot.
Each lesson begins with a series of questions and image analysis (LEAD-IN) that
enable learners to form their own opinions and better focus on the theme of the
lesson.
In this teacher's book, we provide you with suggestions for feedback sessions,
as far as communication activities are concerned. Students should try to bring
out their own ideas based on the examples. They are free to express themselves
in writing and don't need to use our suggestions all the time. Encourage them to
explore their own paths of creativity.
One distinctive feature that sets Win Skills 1re apart is the incorporation of some
tests. These tests mirror important exams and can be assigned as homework to
aid students in achieving better outcomes.
5 Teacher’s Book 1re

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.
One last thing, in Win Skills 1re, both sections of "Free Oral Communication"
and "Project Task" are a major opportunity immersing learners in authentic and
natural communication.
We hope you have a great time using our books. Have fun teaching !
The authors

UNIT 1 : TRAVEL AND WORLD TOURISM
▶ FAMOUS QUOTE
Invite your students to read the quote from Albert Einstein silently and try to
explain it to their peers.
Possible explanation : Albert Einstein may have been stating that through
studying Nature, one can better comprehend why things happen in life.
▶ PICTURE ANALYSIS
Ask the students to look at the pictures and answer the questions. They may
do it with their neighbours or in groups of 4 students.
Expected answers :
▪ Each picture shows an Ivorian tourist site.
▪ Picture A shows the Waterfalls in Man and Picture B shows the Basilica our
Lady of Peace of Yamoussoukro.
▪ Picture C is related to ecotourism.
LESSON 1 : READING
▶ LEAD-IN
Allow a couple of minutes for students to read the lead-in task and discuss
the difference between ‘tourism’ and ‘ecotourism’.
Expected answer :
▪ Tourism : the business of providing services such as transport, places to stay,
or entertainment for people who are on holiday.
▪ Ecotourism : the business of organizing holidays to places of natural beauty
in a way that helps local people and does not damage the environment.
Learning context
Ask the students to read the learning context silently. Then choose a few
students to read it aloud to the class. Finally, ask a few questions about it.

POSSIBLE QUESTIONS EXPECTED ANSWERS
When is the scene taking place ? On World Environment Day.
What are the students going to They are going to read some magazine
do? What for ? pages in order to learn more about
ecotourism and its drawbacks to the
environment.
What will the lesson be about ? It will be about Natural resources.
What main skill are we going to It’s Reading.
develop ?
READING STRATEGIES
A- Skimming
Ask the students to read the text quickly and answer the two questions.
They should do it individually first, then compare their answers with their
neighbours’. As they do the activity, move around to supervise and provide
help when necessary. Do not exceed 5 min for the task. When the time is
over make them stop and conduct feedback. Write any acceptable proposal
on the board.
Possible answers :
▪ African natural beauties
▪ African ecotourism
B- Vocabulary (scanning)
Ask the students to read the text again and do the task. They can do it
individually and then compare their answers with their neighbours’ or do it in
pairs. When the time is up, make them stop and conduct feedback.
Expected answers : 1- c / 2- e / 3- a / 4- b / 5- f / 6- d
C- Vocabulary extension
Ask the students to use the words from the box to build appropriate
sentences. Make it a pair-work. Set the timing and move around to supervise
and provide help when necessary. When the time is up, make them stop and
conduct feedback.

Expected answers :
1- drift
2- spearhead
3- dissimilar
4- steady
5- scenery
6- whilst
D- Detailed comprehension
Ask the students to read the text again and answer the questions. Set the
grouping mode, and time the activity. Then, move around to supervise and
provide help when necessary. When the time is up, make them stop and
conduct feedback.
Expected answers :
1- African continent succeeded in maintaining alive its tourism business during
the eighties.
2- It refers to landscape, wildlife and scenery.
3- In setting apart more than 25% of its land to preserve wildlife.
4- It’s known as the land of «thousand of hills».
5- It’s doing well in the sections of infrastructures, financial development,
political stability and health development.
6- Free answer.
COMMUNICATION ACTIVITY
Ask students to read the communication activity. Tell them that they are going
to do the activity in groups of 4 students. Make sure they understand the task by
asking a few questions about it. Explain the task to help them better understand
it if necessary. Then set the timing, and ask them to prepare their production. Go
around the classroom and provide help when needed. When the time is over, tell
them to stop. Choose a few groups to present their ideas. Ask the rest of the class to
listen and react to give additional ideas. Provide feedback about possible mistakes.
■ Possible ideas :
Definition of ecotourism :
Ecotourism is the business of organizing holidays to places of natural beauty
in a way that helps local people and does not damage the environment.

The advantages of eco-tourism industry for a country :
▪ Sustainable rural development based on environmental protection ;
▪ The creation of jobs ;
▪ Education and awareness about endangered animals and climate change ;
▪ The improvement of life quality for locals ;
▪ Etc.
Solutions to cope with the drawbacks of ecotourism on the environment :

▪ Review and improve regulations about ecotourism ;
▪ Ensure the benefits of tourism to local communities ;
▪ Develop and promote experiences in the city or territory that benefit both
tourists and residents ;
▪ Educate travellers and tell them how to be more responsible and respectful
of the place ;
▪ Etc.
Note : Value any relevant idea coming from the students. Make sure the examples
they give align with the ideas provided.
LESSON 2 : SPEAKING
▶ LEAD-IN
Ask the students to look at the pictures for a couple of minutes and answer
the questions.
Expected answers :
Picture A shows an ecotourism tour in the Banco forest, whereas picture B shows
the Liana bridge in Man.
All the sites are worth seeing because :
▪ they contain natural beauty ;
▪ you learn more about the fauna and the flora ;
▪ you breathe fresh and clean air ;
▪ you learn more about local people’s culture and history ; etc.

Learning context

What characters are mentioned in Canadian friends.
the text ?
What are they coming for ? They are coming for a visit to the Taï forest.
What will the lesson be about ? It will be about sustainable resources.
What main skill are we going to It’s Speaking.
develop ?
A- LANGUAGE FUNCTION
I- Give a few minutes to the students to read the sentences silently. Analyze the
sentences with them. Then, explain how to express recent actions with the
present perfect and unfinished actions using the present perfect continuous.
II- Ask the students to match each tense to the appropriate structure. They do
it individually first, then they compare their answers with their neighbours’.
Move around to supervise and provide help when necessary. When the time
is over, make them stop and conduct feedback.
Expected answers :
1- Present perfect = S (subject) + have / has + past participle.
2- Present perfect continuous = S (subject) + have / has + been + V-ing
III- Give a few minutes to the students to do the task.

Expected answers :
a- Present perfect : 1 ; 3
b- Present perfect continuous : 2 ; 4
LET’S KEEP IN MIND

Allow a few minutes for your students to go through the information in the box.
You may emphasize some relevant rules or examples to facilitate students’
understanding of the functions and structures.

B- LET’S PRACTISE
For each task, state the grouping mode, set the timing and ask the students to do
the activity. As they do the task, move around to supervise, monitor, and explain
things when necessary. When they are done, ask them to stop and conduct
feedback.
Expected answers :
I) 1- has written
2- has won
3- has ... been
4- have finished
5- have ... not paid
6- has realized
II) 1- has been working

2- have been waiting
3- have been living
4- has been playing
5- has (she) been working / has (she) worked
6- have (you) been learning
7- have been looking for
III) 1- has been reading

2- have called
3- have (you) picked
4- has run
5- has (Traoré) been waiting
6- has been studying
▪ Give a few minutes to students to read the instructions of the activity.

▪ Make sure they understand the whole task. Explain and define if necessary.
▪ Now inform them that they will work in pairs (with their neighbours).
▪ Allow enough time for this and give help if needed.

▪ When the 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 aloud 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 of dialogue
Jonathan : Hi, my friend. I’m having a stay in Côte d’Ivoire. Would you like to
help me visit some tourist sites ?
You : Yes, of course.
Jonathan : Can you give me some of the famous tourist sites worth seeing ?
You : I can name some places like : the Taï Forest ; the Waterfalls in Man ;
the Liana bridge of Man ; the Basilica of our Lady of Peace of Yamoussoukro
; the Beaches of Monogaga (Grand Béréby) ; the National Parc of Banco ; the
National Museum ; etc.
Jonathan : Wow, you’ve got an attractive country. I will be glad to visit one of
those places before flying back home.
You : It will be my pleasure to serve as your guide. Unfortunately, too many
tourists have brought pollution there : garbage ; including food, plastics, tins,
aluminium cans, glass, and papers have overpolluted some sites. Besides, the
wildlife is menaced by poachers and timber cutters.
Jonathan : What a pity ! But, what measures have the authorities taken to
protect the sites ?
You : They have reviewed and improved some regulations. Thanks to the efforts
of the agents of the Forest and Waters Departments and village associations
fighting against desertification and wildlife extinctions, environmental
protection is being reinforced.
Jonathan : Good. The protection of the environment is a global issue. We are
all concerned about it, no matter the country and the continent we live in.
You : You are right, bro. Thank you.
Jonathan : You are welcome.

PRONUNCIATION
Study the rules of the pronunciation of the “ed” at the end of the verbs with your
students. Practise the examples with them. Make sure they understand the rules.
Then ask them to do the assigned tasks.
Ask the students to do the task with their neighbours first. Then, choose a few
students to pronounce them aloud to the class. Invite the class to appreciate
their mates’ pronunciations of the words.
Set the grouping mode and time the activity. Then ask the students to do it.
▪ /id/ : founded ; oriented ; recommended ; respected ; highlighted
▪ /d/ : learned ; involved ; ; outlined ; suffered ; used
▪ /t/ : stopped ; worked ; fixed
LESSON 3 : LISTENING
▶ LEAD-IN
Tell the students to read the instruction and look at the pictures for a while
and guess what would be discussed. They may guess what cultural features
are portrayed.
Expected answers :
Picture A : The Abissa festival of the Nzema people in the town of Grand-Bassam.
Picture B : Ghanaian works or Art.
Learning context

Where is it taking place ? It’s taking place in Lycée Moderne of
Ferkéssédougou.
What are the students doing ? They’re listening to a podcast / to
What for ? know more about Ghanaian tourist
attractiveness.
What will the lesson be about ? It will be about Africa’s tourist features.
What main skill are we going to It’s Listening.
develop ?

■ LISTENING ACTIVITIES
A- Make your students read the instructions and get prepared to select the
general idea as they listen to the podcast.
Expected answers : The audio is about the tourism industry in Ghana (b).
B- Make your students read the instruction and the statements. Then, ask
them to do the task as they listen to the podcast again. They should do it
individually first, and then compare their answers with their neighbours’.
Expected answers : 1- T / 2- F / 3- F / 4- T / 5- T / 6- T
C- Make your students read the instruction, and get prepared to do the task as
they listen to the podcast again.
Expected answers : look at / opening up / coming in / look for / staying with
■ LISTENING PASSAGE
The tourism industry in Ghana, I think most often has evolved around
business, tourism and then also conferences and events. And I think a lot
of companies, a lot of organizations, a lot of institutions are bringing events
and conferences to Ghana, especially because when you look at West
Africa, Ghana seems to be the most stable and peaceful country in West
Africa. And so that is why a lot of conferences and events are coming. But
business in general, I mean, Ghana is still opening up. You know, recently
we change the government and so a new government is in place. And so it
means that a lot more people are coming in to come and look for business
opportunities and things like that. And so that is what Villa prides itself in.
We mostly have business people staying with us at the hotel.
▪ Make sure they understand the whole task. Explain, define if necessary.
▪ Now, inform them that they will work in pairs (with their neighbours).
productions.

production aloud to the class.
▪ With the whole class, build an email to be written on the board. The students
should copy this in their copybook.
▶ Email writing
▪ Proposals to appease the worries of the pen friend :
- the authorities have taken some measures for more security ;
- many tourists come to our country and return safe ;
- most important hotels have reinforced their security devices ;
- most tourist guides are professional and aware of security issues...
▪ Some tourist attractions in the country :

the Taï forest ; the Waterfalls in Man ; the Liana bridge of Man ; the
Basilica our Lady of Peace of Yamoussoukro ; the beaches of Monogaga
(Grand Béréby) ; the National parc of Banco ; the National Museum...
▪ Invitation to come and visit a given site :

(free answer)
LESSON 4 : WRITING
▶ LEAD-IN
Ask students to discuss in small groups the issue in the Lead-in box.
Possible answers :
▪ I would be interested in visiting natural beauties to learn more about flora
and fauna ;
▪ I would be interested in visiting famous buildings to learn more about the
history of the country ;
▪ etc.
Learning context

Where is it taking place ? On the occasion of International Natural
Disaster Day.
Who is organizing the event ? The American Embassy.
What is the event about ? A writing competition.
How are students getting prepared They are reading a text from a magazine.
for the competition ?
What main skill are we going to It’s Writing.
develop ?
WRITING STRATEGIES
Go through the strategies for describing a tourist attraction carefully with your
students. Go step by step to equip them with the necessary tools they need to
write. Make sure they follow and understand.
A- Ask the students to study the model text and analyse its structure. Ask them
to guess what each part corresponds to.
B- Allow a few minutes to students to do the matching individually first, then
ask them to compare their answers with neighbours’.
Expected answers : 1- E / 2- C / 3- B / 4-A / 5-D
C- Give a few minutes to students to do the matching in pairs. When the time
is over, ask volunteers to present their answers. Peers listen to correct if
necessary. Write the correct answers on the board.
Expected answers :
1- «It’s giant» ; «It’s loud» ; «The water vapour goes high» ; «It’s stunning».
2- Yes, he did. He said : «I really enjoyed my time there, but It was expensive.»
3- The lexical items he used to show appreciation are : ‘‘magnificent” ; “stunning”
; “enjoyed”...
▪ Make sure they understand the whole task. Explain, define if necessary.
▪ Now inform them that they will work in pairs (with their neighbours).

productions.
production out to the class.
▪ With the whole class, build an email to be written on the board. The students
should copy this in their copybook.
Example of email
Dear Topman,
I hope you are doing well. I have received your last email in which you told me
your desire to come and visit some tourist sites in my country. I’m writing to
propose a tourist site worth seeing.
In fact, my country is covered with tourist attractive sites, but one place is
my favourite one : the Basilica our Lady of Peace of Yamoussoukro. It’s a giant
building realised by late President Felix Houphouët-Boigny. He was particularly
proud of it.
Yamoussoukro is worth visiting because it’s our political Capital. It’s 230
kilometers from Abidjan. We drive almost 3 hours to get there by a nice
highway. The city is free from traffic jams and all sorts of pollution. You will
enjoy visiting the Hôtel President, the Peace Foundation building and the
presidential palace where the late president was buried. The Basilica itself is
a highly religious place where many visitors come daily.
During my last visit there, I enjoyed taking some selfies from there. The
holiness of the place amazed me too much and filled me with more spirituality.
I will be happy to welcome you a week stay. My parents have made a few
arrangements to make you enjoy it.
See soon.
Yours
Melki Ourega
LANGUAGE CORNER
This section deals with specific grammar or vocabulary points of the unit.
1- SYNONYMS
Go through the definition and give examples to help the students discover
what a synonym is.

LET’S PRACTISE :
I- Expected answers : 1- c / 2- b / 3- c / 4- a / 5- c / 6- c / 7- c / 8- a / 9- a / 10-d
II- Expected answers :

1) a- The house is big.
b- The house is large.
2) a- The girl is happy.
b- The girl is glad.
3) a- Dad is angry.
b- Dad is mad.
2- RELATIVE PRONOUNS
Go through the explanations to help the students discover what relatives
pronouns are.
LET’S PRACTISE :
Expected answers : 1- whom / 2- that / 3- who / 4- which / 5- whom
3- PREPOSITIONS
Go through the definition and examples to help the students discover what
prepositions are.
LET’S PRACTISE :
Expected answers :
I- 1- from / 2- with / 3- on / 4- with / 5- from / 6- with / 7- to
II- 1- at / 2- by / 3- for / 4- for / 5- like / 6- on ; in
4- LARGE NUMBERS AND DATES

Move from the definitions and examples to help the students learn how to say large
numbers and dates. Then give them some exercises among the ones prescribed.
LET’S PRACTISE :
Ask the students to do the activity in pairs. Time the activity. Move around to
supervise and provide help when necessary. Make them stop when the time is
over and then conduct feedback.

Expected answers :
I- a- 237, 263 / b- 19, 000, 050 / c- 3, 695, 061 / d-17, 075 / e- 420, 142 / f-2,
948, 022
II- a- One hundred and twenty-nine / b- One hundred and fifty-five thousand,
three hundred and fifteen / c- nine hundred and ninety-nine thousand, nine
hundred and ninety-nine / d-Three hundred and thirteen / e- Twenty-five
thousand, eight hundred and thirty-two / f- Four hundred and eighty-nine
thousand, two hundred and fifty-seven / g- Twenty-three thousand, five
hundred and fifty-nine / h- Thirty-nine thousand, two hundred and forty-
eight / i- ninety-nine thousand, two hundred and thirteen / j- Three hundred
and thirty-three, nine hundred and twenty-eight / k- One thousand, five
hundred and seventy-two / l- nineteen
III- a- nineteen seventy-nine / b- 1832 / c- Twenty eleven / d- 1999 / e- Twenty
ohs seven
FREE ORAL COMMUNICATION

This section gives a real opportunity for learners to communicate freely.
■ COMMUNICATION STRATEGIES
Go through the communication strategies with your students to equip them with
the tools they need to succeed in the task they are going to be assigned.
A- ASSIGNMENT
Note that it sounds like a communication situation. Tell your students to read
the assignment and ask them a few questions about it to make sure they
understand what they have to do.
B- TIME TO GATHER INFORMATION
Guide the students through the different phases to collect as much information
as possible. The collected data will help them succeed in the task.
For each phase, set the grouping mode, time the activity, move around to supervise and
provide help if necessary. When the time is up, ask them to stop and conduct feedback.
▶ Phase 1
Picture and table analysis
Possible answers :

1- The different environmental fields negatively impacted by tourism are :
▪ degradation of vegetation ;
▪ adverse effects on wildlife ;
▪ water and air pollution ;
▪ rainforest degradation...
2- Tourism can have a link with natural disasters :

It’s demonstrated that tourism has something to do with global climate
change, which is the main cause of some natural disasters all over the world.
▶ Phase 2
Have the students read the text and answer the questions.
Possible answers :
1- The text is highlighting the fact that tourism often puts pressure on natural
resources.
2- Tourism can lead to : soil erosion, incresed pollution, natural habit loss,
species instinction.
▶ Phase 3 :
Students listen and take notes
LISTENING PASSAGE
Everyone’s talking about climate change. But what is our climate? And why is
it changing ? Our climate is the earth’s normal weather over a very long time.
It usually takes hundreds, or thousands of years for the climate to change.
But recently, our climate has been changing much faster. All these changes
make life harder for our plants, animals, and for people around the world. And
the biggest cause of climate change is humans. When we use fuel, like oil
and gasoline, or remove forests to make room for cities or farms, we release
greenhouse gases into our atmosphere. These greenhouse gases cause our
climate to get warmer.
Possible answers :
The main responsible for climate change is Humans.
When we use fuel, like oil and gasoline, or remove forests to make room for
cities or farms, we release greenhouse gases into our atmosphere: our planet get
warmer.

C- TIME TO PLAN YOUR PRESENTATION
Study the different tips with your students to help them plan their
presentations.
D- TIME TO TALK
Go through the recommendations with your students to help them succeed
in their presentations.
UNIT REVIEW
For each activity, set the grouping mode, time the activity, and move around to
supervise and provide help if necessary. When the time is up, ask them to stop
and conduct feedback.
Expected answers :
I- 1- b / 2- c / 3- a / 4- d / 5- f / 6- h : 7- g / 8-i / 9-k / 10-j / 11-e
II- 1- has been raining

2- have visited / haven’t visited
3- haven’t met
4- have been playing
5- have known
6- have ... completed
7- has improved
III- 1- of / 2- in / 3- from / 4- on / 5- from / 6- from
IV- 1- who / 2- how much / 3- when / 4- who / 5- whose
PROJECT TASK
Ask your students to read the topic and try to understand it. Ask them a few
questions to make sure that they know what they have to do.
Go through the different steps with them to help them succeed in the task.
Organize the class in groups. Time the activity and ask them to do it. Move around
to supervise and provide help when necessary. When the time is over, ask them
to stop and conduct feedback (Students come in front of the class and perform
their sketches).

UNIT 2 : NATURAL RESOURCES
▶ FAMOUS QUOTE
Invite your students to read the quote from Theodore Roosevelt silently and try to
explain it to their neighbours. Then, ask them a few questions.
a- According to Theodore Roosevelt, what is the link between natural resources
and the well-being of the nation ?
b- How do the behaviours in the present impact future life ?
Suggested answers :
a- According to him, the nation behaves well if it treats the natural resources
well.
a- If people preserve the resources, future generations will benefit, but if
resources are depleted, a lot of harm will be done to people in the future.
■ PICTURE ANALYSIS
Ask the students to look at the pictures and answer the questions. They can
do it with their neighbours or in groups of 3 or 4 students.
Expected answers :
▪ We can see a lake, a forest and a timber track moving.
▪ They are all related to nature. They are Natural Resources.
▪ I would prefer to live in the place shown in Picture A, because it is a beautiful
place.
▪ Yes, sun, wind, coal, oil, natural gas, etc.
LESSON 1 : READING
▶ LEAD-IN
Ask the students to read the different questions and analyse them. They
could discuss it in groups of 4 in 5min before giving the answers. This activity
will lead them to the day’s lesson.
Expected answers :
▪ I think we can list water, wind, food, sun, etc.
▪ They come from Nature.

Learning context
Ask the students to read silently the learning context. Then choose a few

What will be held in your country ? The next COP 21.
What are you supposed to do ? We are supposed to read a text.
What will the lesson be about ? It will be about the preservation of
natural resources.
What main skill are we going to develop ? It’s Reading.
▶ Reading the text
A- Skimming (Read the text quickly)

Ask the students to read the text quickly and answer the question related
to the general idea. They should do it individually first, then compare their
answers with their neighbours’. As they do the activity, move around to
supervise and provide help when necessary. Do not exceed 5 min for the
task. When the time is over, make them stop and conduct feedback. Write
the correct answers on the board.
Expected answers : a- Paragraph 8 / b- Paragraph 1 / c- Paragraph 6 /

d- Paragraphs 4 -5
B- Scanning (Vocabulary)
Ask the students to read the text again and choose the best answers. They
can do it individually and then compare their answers with their neighbours’
or do it in pairs. Here again, after setting the grouping mode, and time the
activity. Move around to supervise and provide help when necessary. When
the time is up, make them stop and conduct feedback.
Expected answers : 1- a- the same way / 2- b- an area full of wood / 3- c-
calculated / 4- a- bad use / 5- a- destroyed / 6- a- that controls the flow of
liquid / 7- b- a bag that can be used over again
Ask the students to use the words from the box to complete the passage.
They can do it individually and then compare their answers with their

neighbours’ or do it in pairs. Time the activity, then move around to supervise
conduct feedback.
Expected answers : 1- weighed / 2- reusable bags / 3- wooded area /

4- depleted / 5- waste / 6- as
can do it in pairs or in groups of 3 or 4 students). Here again, after setting
the grouping mode, set the timing and move around to supervise and provide
help when necessary. When the time is up, make them stop and conduct
feedback.
Expected answers : 1- b / 2- c / 3- d / 4- d / 5- b / 6- a
Ask the students to read the communication activity. Tell them that they are
going to do the activity in groups of 4 students. Make sure they understand the
task by asking a few questions about it. Explain the task to help them better
understand it if necessary. Then, set the timing, and ask them to prepare their
discussion. Go around the classroom and provide help when needed. When the
time is over, tell them to stop. Choose a few groups to present their ideas. Ask
the rest of the class to listen and react to give additional ideas. Provide feedback
about the mistakes.
Any good production from the students should be reinforced and put on the board
as a model.
LESSON 2 : SPEAKING
▶ LEAD-IN
Be sure the students understand what is asked. Some questions can lead you
to know that.
Expected answers :
▪ They are talking about men.
▪ No, Estelle is talking about men in general.
▪ Kaddy is referring to the men of her community.

Learning context

Where is it taking place ? It’s taking place in the English club of the
school.
Which role are you going to play ? Discuss the matter.
develop ?
I- Give a few minutes to the students to read silently the sentences and analyse
them.
II- Ask your students to do the task individually.
Expected answers : 1- general / 2- specific / 3- abstract / 4- preceded / 5- definite
For the part of LET’S KEEP IN MIND, the teacher will explain clearly the different
points. The teacher could provide some examples to help students if possible.
B- LET’S PRACTISE
For each task, state the grouping mode. Set the timing and ask the students to do
feedback.
Tell to the students to consider the explanations given in the LET’S KEEP IN MIND
part on the previous page.
Expected answers :
I- 1- Ø / 2- Ø / 3- the / 4- the / 5- Ø ; the / 6- the
II- Usually used with THE = winter / USA / Moon / Second / Longest
Usually used without THE = Sunday / Great Britain / Queen Elisabeth II /
French / Tennis / Hamburger / Titanic / Ghana

Here, since five subjective points are going to be debated, the teacher could
organise the class into groups to be more efficient. He will let them express their
opinions and try to help them by correcting their mistakes.
PRONUNCIATION
Study the rules of the pronunciation of \thƏ \ for the first case with your students.
Practise the examples with them. Make sure they master the rules.
Study the rules of the pronunciation of the \thi\ for the second case with your
students. Practise the examples with them. Make sure they master the rules.
A- Ask the students to do the tasks with their neighbours first. Then, choose
a few students to pronounce them aloud to the class. Invite the class to
appreciate their mates’ pronunciations of the words.
The earth = \thi\ --- the size = \thƏ \ --- the world = \thƏ \ --- the inhabitants
= \thi\ --- the immense = \thi\ --- the tropics= \thƏ \ --- the globe= \thƏ \
--- the forest = \thƏ \ --- the island = \thi\ --- the carribbean= \thƏ \ --- the
same = \thƏ \ --- the soil = \thƏ \
B- Set the students in pairs and time the activity. Then, ask the students to
do the activity. Make sure they understand the task by performing it with
a strong student. When the time is over, ask them to stop and present the
scores they got.
▶ LEAD-IN
Tell the students to look at the pictures for a while and try to answer the
questions.
Possible answers :
1- Fossil fuel is a hydrocarbon-containing material such as coal, oil, and natural
gas, formed naturally in the Earth’s crust from the remains of dead plants
and animals.
2- They are minerals. Non-renewable resources.
Learning context

What are you going to do ? We are going to listen to a podcast.
What for ? In order to discuss its theme.
With whom are you going to dis- With our classmates
cuss ?
What will the lesson be about ? It will be about Natural resources’ role in
people’s lives.
What main skill are we going to It’s Listening.
develop?
▶ LISTENING ACTIVITIES
Make your students read the instructions for each activity before they listen. For
each task, make them listen to the podcast once or twice. Then, conduct feedback.
A- Ask the students to listen to podcast N° 1 and fill in the gaps.
Expected answers :
B- Ask the students to do the task as they are listening to podcast N°2. They do
it individually first, then allow them a few minutes to compare their answers
with their neighbours’.
Expected answers : 1-d / 2-c / 3-b / 4-a / 5-d
LISTENING PASSAGE 1
Fossil fuels are fuels produced from the remains of ancient plants and animals.
They include coal, petroleum (oil), and natural gas. People rely on fossil fuels to
power vehicles like cars and airplanes, to produce electricity, and to cook and
provide heat.
In addition, many of the products we use today are made from petroleum. These
include plastics, synthetic rubber, fabrics like nylon, medicines, cosmetics,
waxes, cleaning products, medical devices, and even bubble gum.
LISTENING PASSAGE 2
Fossil fuels formed over millions of years. Once we use them up, we cannot
replace them. Fossil fuels are a nonrenewable resource.
We need to conserve fossil fuels so we don’t run out. However, there are other
good reasons to limit our fossil fuel use. These fuels pollute the air when
they are burned.

Burning fossil fuels also releases carbon dioxide into the atmosphere,
contributing to global warming. Global warming is changing ecosystems.
The oceans are becoming warmer and more acidic, which threatens sea
life. Sea levels are rising, posing risks to coastal communities. Many areas are
experiencing more droughts, while others suffer from flooding.
Scientists are exploring alternatives to fossil fuels. They are trying to
produce renewable biofuels to power cars and trucks. They are looking to
produce electricity using the sun, wind, water, and geothermal energy—
the Earth’s natural heat.
Everyone can help conserve fossil fuels by using them carefully. Turn off
lights and other electronics when you are not using them. Purchase energy-
efficient appliances and weatherproof your home. Walk, ride a bike, carpool,
and use public transportation whenever possible.
Ask the students to read the communication activity. Tell the students that the
activity should be done individually. Make sure they understand the task by asking
a few questions about it. Explain the task to help them better understand it if
necessary. Then, time the activity and ask them to do it. Move around the classroom
and provide help when needed. When the time is over, tell them to stop. Finally,
conduct feedback (Choose a few students to present their paragraph. Ask the rest
of the class to listen and react after the presentation concerning the mistakes.)
Example
Gold exploitation, also known as gold mining, can have significant negative
impacts on the environment and surrounding communities. While gold mining
can bring economic benefits, such as job creation and tax revenue, the drawbacks
of gold exploitation can far outweigh the benefits.
One of the biggest drawbacks of gold exploitation is the destruction of the
environment. Gold mining often involves the use of heavy machinery and chemicals,
which can lead to deforestation, soil erosion, and water pollution. In addition, gold
mining can cause the release of harmful chemicals, which can have long-term
effects on the health of local populations and wildlife. They can also contaminate
nearby water sources, making them unsafe for consumption and agricultural use.
Another major drawback of gold exploitation is the displacement of local
communities. Gold mining often takes place on land that is traditionally used by

indigenous communities for agriculture, hunting, and fishing. These communities
may be forced to relocate, and their livelihoods may be destroyed.
Finally, gold exploitation can have political drawbacks. In some cases, gold
mining may be controlled by corrupted or oppressive governments, which may
use the revenue generated by gold mining to enrich themselves at the expense
of local communities. This can lead to social unrest, violence, and even conflicts.
In conclusion, we can say that while gold mining can bring economic benefits, the
drawbacks of gold exploitation are significant and should not be overlooked. As
such, it is important for governments, mining companies, and local communities
to work together to ensure that gold mining is conducted in a sustainable and
responsible manner, with a focus on minimizing the negative impacts on the
environment and local communities.
Note that this production is a mere example. Any good production from the
students should be reinforced and put on the board as a model
LESSON 4 : WRITING
▶ LEAD-IN
Give the students a few minutes to discuss the questions of the lead-in
activity. State a grouping mode. Make sure they understand the task and
time the activity. Move around to supervise and when the time is over, ask
them to stop and conduct feedback.
Expected answers :
▪ It is illegal gold exploitation.
▪ Wounds, death, jail and the country’s impoverishment
▪ Sensitization, arrests and imprisonment.
Learning context

What is a motivating factor here ? A competition will be organized to
join SAVE THE PLANET.
Who is the initiator ? The Environment Club.
What are you going to do ? Produce an article
What main skill are we going to develop ? It’s Writing.

■ WRITING STRATEGIES
Go through the strategies for writing an article carefully with your students.
Go step by step to equip them with the necessary tools they need to write
that article. Make sure they follow and understand.
▶ Model Article
Ask the students to read the model article and do the different activities
that follow it. Set the timing for each task, go around the class to supervise
and give help when necessary. When they are done, ask them to stop and
conduct feedback.
Expected answers :
A- Be sure your students analyse and understand what is asked.
B- 1 = Title / 2 = introduces / 3, 4 and 5 = details / 6 = concluding / 7= author
C- Production
Ask the students to read the model article and write their own. Set the timing
for this task, go around the class to supervise and give help when necessary.
When they are done, ask them to stop and conduct feedback.
Ask the students to read the communication activity. State a grouping mode.
Make sure they understand the task by asking a few questions about it. Explain
the task to help them better understand it if necessary. Then, time the activity
and ask them to do it. Move around the classroom and provide help when needed.
When the time is over, tell them to stop. Choose a few students to present their
productions. Ask the rest of the class to listen and react for additional information.
Finally, conduct feedback.
Example of production
SAVE OUR FORESTS
Côte d’Ivoire, a country located in West Africa, is known for its rich forests and
biodiversity. However, this natural heritage is under threat due to the misuse of
forests. The rapid deforestation of the country is a serious issue that needs to
be addressed urgently. In this article, we will denounce this misuse of forests
and suggest measures to stop this phenomenon.

The misuse of forests in Côte d’Ivoire is primarily caused by human activities
such as logging, mining, and agriculture. These activities have led to the loss
of biodiversity, soil degradation, and a decrease in water quality. Furthermore,
the loss of forest cover has also impacted the livelihoods of local communities
that depend on forests for their survival.
The government of Côte d’Ivoire needs to take urgent action to address the
misuse of forests. One of the most effective measures would be to implement
stronger laws and regulations to protect the forest cover. The government
could also provide incentives for companies that engage in sustainable forest
management practices.
Another measure that could be taken is the promotion of alternative
livelihoods for local communities that depend on forests. This could include
the promotion of ecotourism, agroforestry, and sustainable agriculture. By
providing alternative livelihoods, the government can reduce the pressure on
forests for subsistence.
Furthermore, increased public awareness about the importance of forests
could also help reduce the misuse of forests in Côte d’Ivoire. This could be
achieved through campaigns and education programs that highlight the
importance of forests for biodiversity, climate regulation, and local livelihoods.
In conclusion, the misuse of forests in Côte d’Ivoire is a serious issue that needs
to be addressed urgently. The government needs to implement stronger laws
and regulations to protect the forest cover, provide incentives for sustainable
forest management practices, promote alternative livelihoods for local
communities, and increase public awareness about the importance of forests.
By taking these measures, we can ensure that the forests of Côte d’Ivoire are
preserved for future generations.
By Sir Jean Jacques N’cho,
Journalist at DAB TIAP Magazine
LANGUAGE CORNER
1- FORMING ANTONYMS
Give a few minutes to your students to read the table silently, and then study it
with them. You could for example read it progressively with them and explain it
step by step so that they could follow and clearly understand the point.

LET’S PRACTICE
Ask the students to do the activities. Move around to supervise and provide help
when necessary. Make them stop when the time is over and then conduct feedback.
Expected answers :
I- 1- dependence (example) / 2- tolerance / 3-unbelievable / 4- unreliable /
5-unaware / 6- discredit
II- Ask the students to do the activities. Move around to supervise and provide
help when necessary. Make them stop when the time is over and then
conduct feedback.
2- COLLOCATION WITH VERBS

Be sure your students follow the explanation of that point. They could for
example read it progressively, and you explain it step by step so that they
could follow and clearly understand the point.
LET’S PRACTISE
Ask the students to do the activities. Move around to supervise and provide
conduct feedback.
1- Expected answers :
To earn : a degree / money /a living
To feel : tired / embarrassed / jealou
To spend : time / money / energy
To feel like : sleeping / eating
To win : a business / a competition / a battle / a game
2- Expected answers : Words from my own

Accept any other words which are grammatically correct.

This section gives a real opportunity for your learners to communicate freely.
▶ COMMUNICATION STRATEGIES
Go through the communication strategies with your students to equip them
with the tools they need to succeed in the task they are going to be assigned.

A- ASSIGNMENT
See the article in communication activity in lesson 4. The arguments
developed there may help you to produce your talk here.

For each phase, set the grouping mode, and time the activity. Move around
to supervise and provide help if necessary. When the time is up, ask them to
stop and conduct feedback.
▶ Phase 1
Picture analysis
Possible answers :
▪ I can see a desert in Picture A.
▪ I can see a map in picture B. It shows the place where the project Great Green
Wall will be implemented.
▪ No, it is the first time.
▶ Phase 2
▪ The general idea is the expansion of the desert.
▪ The Sahara expansion, the reduction of vegetation, the desertification,
the deforestation and the droughts are the reasons for implementing the
GGW.
▶ Phase 3
The difficulties in implementing the GGW : insufficient funds, lack of oversight
and improperly allocated technical support.
Listening passage
The GGW has been championed by advocates as a prime example of land
restoration initiatives. However, the project is worryingly behind schedule.
In 2020, the Great Green Wall was only 4% complete ahead of its planned
2030 completion date. The delays and missed timelines are due to a number
of reasons, but mainly insufficient funds, lack of oversight and improperly
allocated technical support.
Adapted from https : //www.faci https://earth.org/the-great-green-wall-legacy/ nghistory.org/
resource-library

presentations.
D- TIME TO TALK
UNIT REVIEW 2
For each activity, set the grouping mode, and time the activity. Then move around
to supervise and provide help if necessary. When the time is up, ask them to stop
Expected answers :
I- 1- natural resources (example) / 2- renewable energy / 3- non-renewable
energy / 4- raw materials / 5- flood / 6- drought
II- 1- Ø / 2- A ; a / 3- Ø / 4- the / 5- a / 6- a
III-
NATURAL ARTIFICIAL
trees / natural gas / water /
RENEWABLE
sun / plants / animals
papers / bricks /
NONRENEWABLE metals / coal / oil / timber
plastic bags
PROJECT TASK
Organize the class into groups. Time the activity and ask them to do it. Move
around to supervise and provide help when necessary. When time is over, ask
them to stop and conduct feedback (Students come and display their work).
Select the best ones and stick them on the board. The teacher may decide to
conduct the project as an assignment.

UNIT 3 : DEADLY VIRUSES AND DISEASES
▶ FAMOUS QUOTE
Invite your students to read silently the quote from Daniel Gerhard Brown and
try to explain it to their neighbours. Then, ask them a few questions about it.
a- What does Daniel Brown compare a virus to ?
b- What does he say about it ?
Suggested answers :
a- It is fear.
b- He says fear travels faster than a virus.
Expected answers :
1- In Pictures A and B, I can see mmicrobes an viruses.
2- They cause diseases.
3- I think they are doctors and nurses.
4- To protect themselves against the Covid-19 pandemic.
5- They are putting a dead body in a hearse.
LESSON 1 : READING
▶ LEAD-IN
Ask the students to read the different questions and analyse them. They
could discuss it in small groups for 5min before giving their answers. This
activity will lead them to the day’s lesson.
Expected answers :
▪ It suggests washing hands regularly.
▪ By preventing to be in contact with infected saliva or other micro-particles.
Learning context

Where is the scene taking place ? In Lycée Moderne of Bangolo.
Who is the person that the students of Lycée The representative of the World
Moderne of Bangolo are receiving ? Health Organization.
What do the students do ? And why ? They read brochures to collect
information for a discussion.

Ask the students to read the two texts quickly and say what they have in
common. They should do it individually first, then compare their answers
with their neighbour’s. As they do the activity, move around to supervise and
provide help when necessary. Do not exceed 5 min for the task. When the
time is over, make them to stop and conduct feedback. Write the correct
answer on the board.
Expected answer : b- current diseases
Ask the students to read the texts again and find out the words or expressions
whose meanings or synonyms are given. They can do it individually and then
compare their answers with their neighbours’ or do it in pairs. Here again,
after setting the grouping mode, time the activity. Then, move around to
supervise and provide help when necessary. When the time is up, make them
Expected answers :
Text A : 1- crossed over / 2-spread / 3- undetected / 4- launched / 5- incurable
/ 6-improved / 7-declined
Text B : 8- cropped up / 9- lockdown / 10-lingering / 11-uneven
C- Ask the students to read the instruction and do the task. Set the grouping
mode and time the activity. Move around to supervise and provide help when
necessary. When the time is over, tell them stop and conduct feedback.
Expected answers : 1- crossed over / 2- spread / 3- undetected / 4-launched
/ 5- incurable / 6- improve / 7- declining / 8- cropped up / 9- lockdown /
10-uneven

D- Ask the students to read the instruction and do the task. Set the grouping
necessary. When the time is over, tell them stop and conduct feedback.
Expected answers :
Dates Country / Organisations Actions/ Events
1981 USA 121 people died of HIV
Launched the global Programs
1987 WHO
on AIDS
1988 Worldwide 5-10 million were living with HIV
The rate of deaths from AIDS
Since 2010 Worldwide
has declined by 47 %
Existence of confirmed cases of
January 2020 WHO
COVID-19
E- CRITICAL THINKING ACTIVITY

Ask the students to read the activity. Make sure they understand the task
by asking a few questions about it. Explain the task to help them better
understand if necessary. Then, set the grouping mode and time the activity.
Go around the classroom and provide help when needed. When the time is
over, tell them to stop. Finally, conduct feedback.
It is difficult to predict the future of COVID-19 with certainty, but it is possible

that it will continue to circulate in populations, potentially becoming endemic
like other respiratory viruses, such as the common cold.
While vaccines are effective in preventing severe diseases and death from
COVID-19, they may not provide complete protection against infection or
transmission, particularly as new variants of the virus emerge. Ongoing
transmission of the virus in some parts of the world may also allow for the
development of new variants that may be more resistant to existing vaccines.
However, it is important to note that efforts to control the spread of the virus
through vaccination, public health measures, such as mask-wearing and
social distancing, and improved treatments can help to reduce the impact of
COVID-19 on individuals and communities. Additionally, ongoing research into
the virus and its variants may lead to the development of new treatments or
more effective vaccines in the future.

students should be reinforced and put on the board as a model.
LESSON 2 : SPEAKING
▶ LEAD-IN
Ask the students to look at the pictures and answer the questions.
Expected answers :
▪ They are verbs
▪ Verbs + prepositions
Learning context
Give a few minutes to the students to read silently and analyse the table. Study
it with them to help them better understand it
B- LET’S PRACTISE
Tell to the students to consider the meaning of the phrasal verbs in the table
above and do the task.
Expected answers : 1- picked out / 2- watch out / 3- run out / 4- make out /
5- get out
For LET’S KEEP IN MIND, the teacher will explain clearly the different phrasal
verbs. The teacher could provide some examples to help students if possible.
Ask the students to read the communication activity. Make sure they understand
the task by asking a few questions about it. Explain the task to help them better
understand it if necessary. Then, time the activity and ask them to do it. Go around
the classroom and provide help when needed. When the time is over, tell them to
stop. Finally, conduct feedback (Choose a few groups to present their conversations.
Ask the rest of the class to listen and react when a mistake appears.)

Note : Since this activity is a subjective one, the teacher himself will conduct
everything with regard to his students’ level.
PRONUNCIATION
Study the rules of the pronunciation of /O/ in the middle of words. Practise the
examples with them. Make sure they understand the rules.
Ask the students to do the tasks with their neighbours first. Then, choose a few
students to pronounce the words aloud to the class. Invite the class to appreciate
their mates’ pronunciations.
▶ LEAD-IN
Tell the students to look at the picture for a while and try to answer the
questions.
Learning context
■ LISTENING ACTIVITIES
Make your students read the instructions for each activity before they listen.
For each task, make them listen to the podcast once or twice. Then, conduct
feedback.
A- Ask the students to listen to the podcast and choose the best general idea.
They should do it individually.
Expected answers : 3- the key facts about Ebola diseases
B- Ask the students to do the task as they are listening to the podcast again.
They do it individually first, then allow them a few minutes to compare their
answers with their neighbours.
Expected answers : 1- b / 2- b / 3- b / 4- a / 5- a
C-
Transmission and spread Actions to control the Treatment and care

of the disease spread of the Ebola disease
1- break out 1- drop out 1- find out
2- make out 2- get out 2- watch out

LISTENING PASSAGE
AEbola virus disease (EVD), formerly known as Ebola haemorrhagic fever, is
a rare but severe, often fatal illness in humans.
The virus is transmitted to people from wild animals and spreads in the
human population through human-to-human transmission.
The average EVD case fatality rate is around 50%. Case fatality rates have
varied from 25% to 90% in past outbreaks.
Community engagement is key to successfully controlling outbreaks.
Good outbreak control relies on applying a package of interventions, namely
case management, infection prevention and control practices, surveillance
and contact tracing, a good laboratory service, safe and dignified burials and
social mobilisation.
Vaccines to protect against Ebola have been developed and have been used
to help control the spread of Ebola outbreaks in Guinea and in the Democratic
Republic of the Congo (DRC).
Early supportive care with rehydration, symptomatic treatment improves
survival. Two monoclonal antibodies (Inmazeb and Ebanga) were approved
for the treatment of Zaire ebolavirus (Ebolavirus) infection in adults and
children by the US Food and Drug Administration in late 2020.
Pregnant and breastfeeding women with Ebola should be offered early
supportive care. Likewise, vaccine prevention and experimental treatment
should be offered under the same conditions as for the non-pregnant
population.
https://www.who.int/news-room/fact-sheets/detail/ebola-virus-disease?gclid=Cj0KCQjwhY
■ Critical thinking activity

understand it if necessary. Then set the grouping mode, time the activity and
ask them to do it. Move around the classroom and provide help when needed.
When the time is over, tell them to stop. Finally, conduct feedback (Choose a few
sttheudents to present their works. Ask the rest of the class to listen and react
after the presentation as far as mistakes are concerned.)

The Ebola virus disease (EVD) is primarily spread through contact with bodily
fluids of an infected person or animal, including blood, urine, saliva, and
faeces. To reduce the spread of Ebola virus disease, it is important to take the
following precautions :
1- Wash your hands frequently with soap and water or use an alcohol-based
hand sanitizer.
2- Avoid direct contact with the bodily fluids of an infected person or animal,
especially if they are sick or have died from the disease.
3- Do not touch the bodies of people who have died from Ebola.
4- Use protective gear, such as gloves, masks, and goggles, if you are caring
for someone with EVD or working in an Ebola treatment center.
5- Cook meat thoroughly and handle it with care to avoid contact with blood
or other bodily fluids.
Note : that this production is a mere example. Any good production from the
LESSON 4 : WRITING
▶ LEAD-IN
Give the students a few minutes to discuss the first point of the lead-in
activity.
Expected answers :
▪ Yes, it is very important, because we need to keep in touch with our friends.
▪ Mobile phones, letters, social networks, email.
Learning context

What are the students doing ? They are writing.
What are they writing ? They are writing emails to their
friends.

■ WRITING STRATEGIES
Go through the strategies for writing an informal email carefully with your
students. Go step by step to equip them with the necessary tools they need
to write that essay. Make sure they follow and understand.
A- Model Email
Study the model Email with the students.
B- Ask the students to read the instruction and do the task. Set the grouping
necessary. When the time is over, tell them to stop and conduct feedback.
Expected answers : 1- salutation / 2- introduction / 3- body / 4- closing / 5-
name of the sender
C- Ask the students to read the instruction and do the task. Set the grouping
Expected answers :
They are very close. They might be friends or relatives. Through the terms :
1- Dear Harold / How are you doing ? / Hope you are fine and OK / Hope to hear
from you soon / are some expressions which justify our viewpoint.
2- She is sending the email to talk about the prevention of pandemic diseases
in the world.
3- basic hand hygiene / respiratory hygiene / use of personal protective
equipment like face masks / safe injections / safe burial / restriction of
movements.
understand it if necessary. Then, time the activity and ask them to do it. Move
around the classroom and provide help when needed. When the time is over, tell
them to stop. Finally, conduct feedback (Choose a few students to present their
production. Ask the rest of the class to listen and react when a mistake appears.)

Subject : Important Message Regarding Covid-19.

Dear friend Prunelle,
I hope this email finds you well.
I am writing to you today to discuss the ongoing situation regarding the
Covid-19 pandemic. As we are all aware, the virus continues to spread rapidly
and poses a significant threat to our health and well-being. It is important
that we all take the necessary measures to avoid the spread of the virus and
protect ourselves and others around us.
The dangers of Covid-19 are real and have been widely documented. It is
highly contagious and can be transmitted through respiratory droplets when
an infected person coughs, sneezes, or talks. It is important to note that some
people with Covid-19 may not show any symptoms but can still spread the
virus to others. This makes it even more critical that we all do our part in
preventing the spread of this disease.
To avoid the spread of Covid-19, we must follow the guidelines set by the
health authorities. These include wearing a mask in public places, washing our
hands frequently, maintaining social distancing, avoiding large gatherings, and
staying home if we feel unwell. These measures may seem small, but they can
have a significant impact on preventing the spread of the virus.
I urge you my friend to take this situation seriously and take the necessary
precautions to protect yourself and those around you. We all have a role to
play in fighting this pandemic, and together, we can make a difference.
If you have any questions or concerns, please do not hesitate to reach out to
me. Let us all do our part in keeping ourselves and our communities safe.
Best regards,
Your friend Hannielle
LANGUAGE CORNER

REPORTED SPEECH
Be sure your students follow the explanation of that point. They could for example
read it progressively and you explain it step by step so that they could follow and
clearly understand the point.
LET’S PRACTISE
Ask the students to read the instruction and do the task. Set the grouping mode
and time the activity. Move around to supervise and provide help when necessary.
When the time is over, tell them to stop and conduct feedback.
Expected answers :
1- The expert said that the pandemic was spreading to all the countries.
2- He said they worked hard on that issue.
3- The UN Secretary-General ordered the heads of state to take the necessary
measures to stop the pandemic.
4- The reporter inquired the reason why so many people were dying.
5- He said he liked that song.
6- She asked me where my sister was.
7- She said that she didn’t speak Italian.
8- They told me to say hello to Jim.
9- He said that the film had begun at seven o’clock.
ERRATUM : Une erreur de numérotation s’est glissée dans le “LET’S PRACTISE”

de la page 65 du manuel. Veuillez la signaler aux élèves en leur demandant
de la corriger au bic rouge (remplacer ‘‘10’’ par ‘‘9’’). Merci pour votre bonne
compréhension.
■ COMMUNICATION STRATEGIES
A- ASSIGNMENT
See the email in communication activity in lesson 4. The arguments developed
there may help you to produce your presentation here.

For each phase, set the grouping mode, time the activity, move around to
supervise and provide help if necessary. When the time is up, ask them to
▶ Phase 1
Picture analysis
Possible answers :
▪ They are undergoing a flood. They are walking in dirty water.
▪ They may face diseases like cholera, guinea worm, etc.
▶ Phase 2
Here, Guide the students through the different points to collect as much
information as possible. The collected data will help them succeed in the task.
▶ Phase 3
LISTENING PASSAGE
Students listen to the audio and take notes.
Dr Pirutinsky’s tips for parents to cope with technology addiction include :
In conversations, acknowledge the benefits your children get from technology
but help them understand the risks involved. Teach them how to maintain
their privacy online and avoid sharing personal information. Be a model for
this in your own online behaviour. Be available to your children in case they
encounter harassment or inappropriate content.
Pay attention. Monitor how much time your child spends online, what they
do and how frequently they log on. Monitor your own usage as well and try
to cut down if you notice overuse or a constant urge to check social media
feeds, texts and emails.
Work with your child to set guidelines for technology use.
Establish limits for when and where technology should be used. Consider
making mealtimes screen-free times and bedrooms tech-free zones. Set
an example by placing your own device in another room before dinner and
plugging your device into a charger in the kitchen before going to bed.

Study the different tips with your students to help them plan their presentations.
D- TIME TO TALK
UNIT 3 REVIEW
For each activity, set the grouping mode, time the activity, move around to
Expected answers :
I- 1- a asymptomatic / 2- c (coronavirus) / 3- a (COVID-19) / 4- c (infect) /
5- a (a pandemic)
II- a- Pfizer-BioNTech COVID-19 / b- people aged 16 and older / c- A vaccine
is a substance that can prevent you from getting a given disease / d- you
have to wear a mask.
III- Analyze the model email and even the one in lesson 4, communication
activity, it may help your students to deal with this exercise.
IV- 1- He said that he liked that song.
2- She asked me where my sister was.
3- She said that she didn’t speak Italian.
4- They asked me to say hello to Jim.
5- He said that the film had begun at seven o’clock.
6- She told the boys not to play on the grass.
7- She asked him where he had spent his money.
8- He said he never made mistakes.
9- He wanted to know if she knew Robert.
10- The stuntman advised the audience not to try that at home.
V- 1- a (carry on) / 2- a (call for) / 3- d (is over) / 4- c (broke in) / 5- a (broke
down) / 6- b (come on)

PROJECT TASK
Select the best ones and stick them on the board.

UNIT 4 : CRIME AND VIOLENCE
▶ FAMOUS QUOTE
Invite your students to read silently the quote from Mahatma Gandhi and try
to explain it to their neighbours. Then, ask them a few questions.
a- What is the issue raised by Mahatma Gandhi ?
b- Is he in favour of violence ?
c- Why did Gandhi reject violence ?
Suggested answers : Mahatma Gandhi says that he is against violence because,
when applied for a good reason, the benefit is momentary while the damage it
causes is forever.
a- Violence
b- No, he is against violence
c- He rejected violence because its benefits pass quickly, compared to the harm
it does.
Ask the students to look at the pictures and answer the questions that follow.
They can do it with their neighbours or in groups of 3 or 4 students.
Expected answers :
▪ The pictures are about crime and violence.
▪ The possible causes : feelings of frustration, neglect, abuse, poverty,
unemployment, economic crisis, armed conflicts, trivialization of violence
by television, social networks, lack of communication, intolerance, lack of
forgiveness, …
▪ Consequences of violence : injuries, deaths, financial losses, property
damages, traumatism, psychological and emotional troubles.
▪ To fight against violence, we need a strong political will to protect all victims,
ensure that the rights of people to live in safety are respected, provide
effective justice, train professionals to take care of victims, strengthen
security plans, raise awareness, …

LESSON 1 : READING
▶ LEAD-IN
Ask the students to look at the picture for a few minutes, and then answer
the questions. This activity will lead them to the day’s lesson.
Expected answers :
▪ Young people, youngsters.
▪ In Picture A, a young girl is bullying her friend by pulling her hair. In picture B,
the young girl is shouting at her friend. And in picture C, a young boy is being
discriminated.
▪ No, it isn’t.
Learning context

When is the scene taking place ? On the National Day against violence.
Where is it taking place ? At a session of my school English Club.
They’re reading a text about violence
What are the students doing ? What and crime committed by youngsters.
for ? To sensitize their friends about the
issue.
It will be about violence and crime
What will the lesson be about ?
committed by youngsters.
What main skill are we going to
Reading.
develop ?

A- Skimming
Asks the students to read the text quickly and choose the best general idea.
neighbours’. As they do the activity, move around to monitor and provide help
when necessary. Do not exceed 5 min for the task. When the time is over, make
them stop and conduct feedback. Write the correct answer on the board.
Expected answer : c- street children in Congo and Côte d’Ivoire.

Ask the students to read the text again and find the words or expressions
whose meanings or synonyms are given below. They can do it individually
and then compare their answers with their neighbours’ or do it in pairs. Here
again, after setting the grouping mode, set the timing and move around to
monitor and provide help when necessary. When the time is up, make them
Expected answers : 1- emphasis ; 2- petty ; 3- roam ; 4- theft ; 5- bearing ;
6- stigma ; 7- idle ; 8- anxiety ; 9- peer
C- Detailed comprehension
Ask the students to read the text again and do the task. Set the grouping
Expected answers : 1- c ; 2- c ; 3- c ; 4- c ; 5- c ; 6- c
going to do the activity in groups of four (4) students. Make sure they understand
understand it if necessary. Then, set the timing, and ask them to prepare their
discussion. Go around the classroom and provide help when needed. When the
time is over, tell them to stop. Choose a few groups to present their ideas. Ask
the rest of the class to listen and react to give additional ideas. Provide feedback
about the mistakes.
Hi everyone,
I am here today to address an issue that is threatening our society : juvenile
delinquency.
It is a serious issue that harms individuals and creates social problems.
Juvenile delinquency refers to the behaviour of minors who engage in illegal
activities or commit crimes.
One of the major causes of juvenile delinquency is the absence of parental
involvement.

Parents who are absent or fail to provide adequate attention and guidance
to their children can create a gap in their lives, leading them towards bad
influences. Another factor is peer pressure, which often leads children to make
poor decisions or engage in criminal activities to please their friends.
Juvenile unacceptable behaviour can have serious and lasting consequences.
Children involved in such behaviours often develop psychological and
emotional issues such as depression, anxiety, and post-traumatic stress
disorder. They may also face legal consequences, which can send them to
prison and endanger their future in terms of education or employment. The
victims of juvenile delinquency can suffer physical, mental, and emotional
harm as a result of the offender’s actions.
However, there is good news ; there are solutions available to prevent
delinquent behaviour among youth. First, parents must take a more active role
in their child’s life, providing them with love, support, and guidance towards
positive behaviour. Educating children about the dangers and consequences
of delinquent behaviour is also essential.
In conclusion, we must all work together to address the causes and
consequences of juvenile delinquency. By providing children with the resources
and support they need, we can give them a chance to grow up into responsible
and productive members of society. Let us take strong measures towards
achieving this goal.
Thank you.
LESSON 2 : SPEAKING
▶ LEAD-IN
Ask the students to look at the pictures for a few minutes, and then answer
Expected answers :
▪ Picture A shows sexual harassment.
▪ Pictures B and D point out domestic violence.
▪ Picture C portrays the law of silence.

Learning context

When is the scene taking place ? During an English Club session.
Where is it taking place ? At a session of your school English
Club.
What are the students doing ? What for ? They’re discussing different types
of crimes. / To be well-informed.
What will the lesson be about ? Types of crimes.
What main skill are we going to develop ? Speaking.
I- Give a few minutes to the students to read silently the sentences and
understand them. For each sentence, ask them to point out the idiom and
understand its meaning. Then study the sentences with them laying the
stress on idioms.
II- Ask the students to study active and passive statements. Focus on when to
use the active or the passive.
B- LET’S PRACTISE
For this task, state a grouping mode, set the timing and ask the students to do the
activity. As they do the task, move around to supervise, monitor, and explain things
when necessary. When they are done, ask them to stop and conduct feedback.
Expected answers : 1- make off ; 2- cover ; 3- fess up ; 4- have a run-in ;
5- red-handed ; 6- white-collar
Ask the students to read the communication activity. Help them organize the
different groups. Make sure they understand the task by asking a few questions
about it. Explain the task to help them better understand it, if necessary. Then,
time the activity and ask them to do it. Go around the classroom and provide help
when needed. When the time is over, tell them to stop. Finally, conduct feedback
(Choose a few groups to present their talk. Ask the rest of the class to listen and
react when a mistake appears.)

Follow this rubric to prepare your discussion
■ Name the type of crime :
▪ Armed robbery
▪ Sexual abuse
▪ Sexual harassment
▪ Child abuse
▪ Domestic violence
▪ Rape
■ Say how the criminal was arrested :
▪ He / She was caught red-handed.
▪ He / She was reported by a witness.
▪ He / She was seen on a security camera.
▪ He / She was arrested by the police.
■ Mention if he / she was sent to prison or acquitted :
▪ He / She was sent to prison
▪ He / She was acquitted
■ Solutions to put an end to this crime :
Accept any relevant solution.
Hi everyone,
Today, I want to talk about a juvenile criminal case that has recently
shocked Yopougon, where I live. Earlier in the month, a modest shopkeeper,
known as ‘‘boutiquier’’, had been the victim of an armed robbery.
With a gun in hand and wearing a mask, the young criminal entered the store
and angrily demanded money from the shopkeeper. However, thanks to the
quick thinking of the shopkeeper, who was able to secretly press the panic
button, the police arrived on time, arrested the young delinquent, and took him
to the police station.

After an investigation, it was found that the accused was indeed guilty of
committing the crime. He was then brought before the court in Yopougon,
where he was sentenced to 2 years of imprisonment for his behaviour.
To put an end to such crimes, it is important that we take strong measures.
One solution could be to raise youngsters’ awareness through programs that
educate them about the consequences of bad behaviour. We also need to
encourage our communities to be vigilant and report any suspicious behaviour
to the authorities. Finally, we need to equip the police with modern technology,
better communication tools, and training to tackle such incidents quickly and
efficiently.
Thank you for your attention.
PRONUNCIATION
Study the rules of the pronunciation of the sounds “Ʌ” and “ɑ” with your students.
Practice the examples with them. Make sure they master the rules. Go through
the rules and examples with them.
In this activity, the student should do the tasks with their neighbours first. Then,
choose a few students to pronounce them aloud to the class. Invite the class to
Expected answers :
/ Ʌ/ /ɑ/
None ; won ; cup ; subway ; brother ; Forgot, moderate ; gossip ; document
divulges ; subsidies ; month. ; loss ; colleagues ; common ; project.
▶ LEAD-IN
Tell the students to look at the picture for a while and answer the questions
that follow. They should discuss their answers with their neighbours and
justify their answers.
Possible answer :
▪ Sexual harassment is any unwanted comment, gesture, or action that is
sexual in nature.
▪ Women are predominantly the victims
▪ Confide in someone you trust, confront the harasser

Learning context

When is the scene taking place ? On the celebration of Zero Violence Day
Where is it taking place ? At a session of your school English Club
What are the students doing ? ▪ They’re listening to an audio about
sexual harassment
What for ?
▪ to learn more about it.
What will the lesson be about ? It will be about sexual harassment.
What main skill are we going to Listening.
develop ?
feedback.
A- Ask the students to listen to the audio and select the best option that states
the general idea of the audio passage. They should do it individually.
Expected answers : c- sexual harassment
B- Ask the students to do the task as they listen to the audio again. They do it
individually first, then allow them a few minutes to compare their answers
with their neighbours.
Expected answers : 1- feel ; 2- loosing ; 3- three ; 4- keep ; 5- steal ; 6- file
C- Ask the students to listen to the audio again and say if the statements below
are true or false. They do it individually first and then compare their answers
with their peers. Then the teacher conducts feedback.
Expected answers : 1- T ; 2- F ; 3- T ; 4- F ; 5- T ; 6- F

LISTENING PASSAGE
If you suspect you are being sexually harassed at work, you may not know what
to do about it. You are being made to feel uncomfortable, but you are afraid
to speak up for fear of losing your job. Sexual harassment in the workplace
should not be taken lightly. If you find yourself in this sticky situation, here are
three things you should do.
First, gather evidence and document the illegal behaviour. Keep records of
what happened and save emails or other documents, but do not steal, copy, or
take documents that are confidential or employer-owned that you don’t have
a right to.
Second, report to a supervisor. Typically, you are required to notify your
employer before legal action.
Ask the students to read the communication activity. Tell them that the activity
should be done individually. Make sure they understand the task by asking a few
questions about it. Explain the task to help them better understand it if necessary.
Then, time the activity and ask them to do it. Move around the classroom and
provide help when needed. When the time is over, tell them to stop. Finally,
conduct feedback (Choose a few students to present their speech. Ask the rest
of the class to listen and react when a mistake appears.)
Follow this rubric to prepare your speech
■ Define sexual harassment :
Sexual harassment is any uncomfortable and unwanted situation felt by a
woman that is sexual in nature.
■ Mention two causes :
Gender inequality, gender norms, other forms of discrimination and
disadvantage (Power disparities in society also stem from a range of other
factors, including race, disability, age, visa status, economic vulnerability,
geographic location and career stage).
■ Suggest two measures to stop it :
In order to prevent sexual harassment, we must reduce gender inequality and
other forms of discrimination and disadvantage, and eliminate contextual
factors known to increase the risk of it occurring.

Example of talk
Hi everyone,
I am here today to tell you about a very important issue that affects
people of all genders, ages, and backgrounds : Sexual harassment.
Sexual harassment is defined as any unwanted sexual behaviour or advances that
make a person feel uncomfortable, intimidated, or violated. It can take many forms,
such as physical touching, verbal comments, or even online messages or images.
There are several reasons why sexual harassment happens. One reason is a
lack of awareness and education about what it is and how it affects others.
Another reason is power dynamics, where someone may use their position of
authority to force or intimidate someone into unwanted sexual behaviour.
If we want to stop sexual harassment, we must take necessary steps to prevent
it from happening in the first place. Firstly, we need to educate ourselves and
others about what sexual harassment is and why it is harmful. This means
creating safe spaces for individuals to speak up about their experiences
and providing resources for those who have been affected by it. Secondly,
we need to punish those who engage in sexually harassing behaviour. This
includes implementing policies and procedures that make it clear that sexual
harassment is unacceptable and will not be tolerated.
Definitively, sexual harassment is a serious issue that affects many people.
Increasing our awareness and taking action to prevent it will guarantee safer
and more respectful environments for everyone.
Thank you.
LISTENING PASSAGE
If you suspect you are being sexually harassed at work, you may not know what
to do about it. You are being made to feel uncomfortable, but you are afraid
to speak up for fear of losing your job. Sexual harassment in the workplace
should not be taken lightly. If you find yourself in this sticky situation, here are
three things you should do.
First, gather evidence and document the illegal behaviour. Keep records of
what happened and save emails or other documents, but do not steal, copy, or
take documents that are confidential or employer-owned that you don’t have
a right to.
Second, report to a supervisor. Typically, you are required to notify your
employer before legal action.

Third, contact an employment lawyer for you to file your claim. Depending on
your claim, the statute of limitations can be as short as three months.
What do men gain from sexual harassment? There are at least three
motivations, namely sex, power, and gender identity protection, which have
been hypothesized to drive harassing behaviours.
Adapted from: https ://klinglerlaw.com/faq/what-should-i-do-if-i-believe-im-being-sexually-
harassed-at-work/
LESSON 4 : WRITING
▶ LEAD-IN
Show a newspaper article to the students and ask them a few questions about it.
▪ What kind of writing is a report ?
▪ Is a report a formal or an informal writing ?
▪ Is there a difference between a report and an article ?
Expected answers :
▪ It’s a specific type of writing that presents factual information in a structured
and organized manner.
▪ It is a formal writing
▪ Yes, there are differences between a report and an article. Reports are
generally more focused on presenting factual information. Articles can be
informative, persuasive, or entertaining.
Learning context

When is the scene taking place ? During an English Club session
Where is it taking place ? At school
What do the students do ? They write a report on the action
of man on the planet.
What for ?
To save the earth.
What will the lesson be about ? Writing a report.
What main skill are we going to develop ? Writing.

▶ WRITING STRATEGIES
Go through the strategies for writing a report carefully with your students.
Go step by step to equip them with the necessary tools they need to write a
report. Make sure they follow and understand.
A- The model report
Ask the students to study the sample article and do the different activities
that follow it. Set the timing for each task, go around the class to supervise
and give help when necessary. When they are done, ask them to stop and
conduct feedback.
Expected answers :
B- 1- The report asserts that violence against children and youth is a reality in
Côte d’Ivoire.
2- Violence in Côte d’Ivoire affects 58% of girls and 66.55% of boys.
3- The study was conducted by the National Institute of Statistics (NIS).
4- The survey states that the factors that impact the issue of violence are :
poverty ; wars ; civil strife, etc.
5- Number 3.
6- Yes, because it states that violence against children and youth is a reality
in Côte d’Ivoire.
C- 1- C / 2- B / 3- D / 4- A
D- Checklist of a report
1- yes ; 2- yes ; 3- yes ; 4- yes ; 5- yes ; 6- yes ; 7- yes ; 8- yes
Ask the students to read the communication activity. Set a grouping mode. Make
sure they understand the task by asking a few questions about it. Explain the
task to help them better understand it if necessary. Then, time the activity and
students to present their production. Ask the rest of the class to listen and react
when a mistake appears.)
Follow this rubric to prepare your report.
▪ propose an attractive title / heading ;
▪ Introduction (Paragraph 1)

- assert a fact on sexual harassment.
- state the figures.
- mention the source of the study.
- announce the results / findings.
▪ In paragraph 2, mention 2 causes of sexual harassment.
▪ In paragraph 3, point out 2 consequences of sexual harassment.
▪ In paragraph 4, restate the main idea and make a recommendation.
Example of report
SEXUAL HARASSMENT IN CÔTE D’IVOIRE

Sexual harassment is a universal problem that affects individuals of
different genders, ages, and social statuses. In Cote d’Ivoire, a study
reveals that 90% of girls and 10% of boys are victims of sexual harassment
in various public and private institutions. The study was conducted
in May 2023 by the National Institute of Statistics (NIS). The survey
pinpoints that many factors favour sexual harassment in Cote d’Ivoire.
First, almost all women victims of sexual harassment are in a subordinate
position, which makes them vulnerable. Most cases of sexual harassment take
place in the workplace, and women are expected to tolerate such behaviour
from men. Second, there is a lack of policy implementation to prevent sexual
harassment in public and private institutions. This situation creates an
environment for such acts.
Victims of sexual harassment suffer different consequences. According to the
survey, these negative effects range from psychological trauma to an impact
on their careers. Victims of sexual harassment often suffer from depression,
anxiety, and post-traumatic stress disorder (PTSD). In terms of career, it
negatively impacts the victim’s career as it impairs their ability to work effectively.
As a solution, the government should establish and enforce laws to prohibit
sexual harassment in all public and private institutions. They should raise
people’s awareness and encourage women to report such acts.
LANGUAGE CORNER
This section deals with specific vocabulary and grammar points of the unit.
1- SUFFIXES
Move from the examples to help the students discover what a suffix is and
the meaning it conveys.

LET’S PRACTISE
supervise and provide help when necessary. Make them stop when the time
is over and then conduct feedback.
Expected answers : 1- undisciplined ; 2- harmful ; 3- illegal ; 4- irrational
2- Determiners
Move from the examples to help the students discover the meaning of each
determiner and when to use it.
LET’S PRACTISE
I- Expected answers : 1- little / 2- a few / 3- few / 4- little
II- Expected answers : 1- many / 2- much / 3- a lot of / 4- much
III- Expected answers : 1- any / 2- some / 3- any / 4- some
This section gives your learners a real opportunity to communicate freely.

A- ASSIGNMENT
Expected answers :
▪ The “law of silence” refers to a social phenomenon where people decide to
remain silent and not to denounce certain issues, such as sexual harassment,
child abuse, or injustice.
▪ The causes of this situation are as follows : fear and worry about the
consequences they might face if they break the information / certain topics
are surrounded by social stigma / lack of trust in the authorities responsible

for addressing issues
▪ opinion about the “law of silence” can vary among people.
▪ In cases of violence and abuse, the right attitude is to break the “law of
silence” and take appropriate actions.

Guide the students through the different phases to collect as much
information as possible. The collected data will help them succeed in the
task.
▶ Phase 1
Picture analysis
Possible answers :
▪ Children are victims of physical violence and sexual abuse.
▪ They are afraid of denouncing adults or perpetrators of such acts.
▪ I have this perspective for the following reasons. Adults who abuse children
are more powerful and influential than their victims. For this reason, kids
worry about the consequences they might face if they break the silence.
▶ Phase 2
Have the students read the text and answer the questions.
Possible answers :
▪ Problem raised : child abuse.
▪ Perpetrators of this violence : family members.
▪ Common solution : “Law of silence” through amicable arrangements.
Students give relevant ideas to support their answers.
▶ Phase 3
Students listen and take notes
Possible answers :
▪ Consequence(s) of the issue raised in the reading passage : impunity of the
perpetrator and preventing victims from accessing the justice system

▪ Difficulties encountered by victims : discouragement and costs of medical
certificates
LISTENING PASSAGE
Obstacles to access to justice for child victims

These practices favour the impunity of perpetrators and prevent victims
from accessing the justice system. Moreover, when a victim decides to
file a complaint, the victim is faced with a number of obstacles, which risk
to discourage the victim to obtain justice. For example, victims often face
difficulty lodging a complaint, to compile a case file and to gather proof
of the violence and abuse suffered. Furthermore, despite the commitments
made by the Ivorian authorities, the victims have to bear the costs of the
preparation of medical certificates.
Adapted from
https://bice.org/en/ivory-coast-violence-and-sexual-abuse-toward-children-is-always-at-
the-centre-of-the-united-nations-concerns/

presentations.
D- TIME TO TALK
UNIT REVIEW
For each activity, set the grouping mode, time the activity, move around to
Expected answers :
I- 1- c ; 2- d ; 3- a ; 4-b ; 5- g ; 6- h ; 7- e ; 8- f
II- 1- forgery ; 2- larceny ; 3- acquaintance rape ; 4- embezzlement ; 5- rape
III- 1- Innocent people have been sent to prison by mistake.
2- Homicide and assault are included in crimes against the person.

3- The defendant is protected by the law from overly harsh penalties.
4- Bullying is sometimes seen as “gateway behaviour”.
5- “Rape shield” law has been passed by most countries.
PROJECT TASK
Select the best ones and stick them on the board.

UNIT 5 : HUMAN RIGHTS
▶ FAMOUS QUOTE ANALYSIS

The teacher invites his students to read silently the quote from NELSON R.
MANDELA and try to explain it to their neighbours.
Then, ask them a few questions.
a- List three basic Human rights.
b- According to Mandela, why Human Rights shouldn’t be denied ?
c- In what countries are human rights generally not respected ?
Suggested answers : Nelson R. Mandela’s words gave a clearer definition to
dehumanization ; to impose on them a wretched life of hunger and deprivation
is to dehumanize them. His mission as an anti-apartheid revolutionary was to
establish equality and freedom for all women, men and children. He stood for the
fundamental rights of all human beings, regardless of gender, nationality or race.
This is also the very idea for which Nelson Mandela was jailed for 27 years.
a- Everyone has the right to life, liberty and security of persons, freedom of
opinion and expression, the right to work and education.
b- For him, all human beings are born equal and deserve fair treatment before
the law.
c- Dictatorship Nations and countries with a shortage of democracy.
▶ Picture analysis
Expected answers :
1- The pictures are about mass-protest to claim rights ; rights to education ; equal
rights for all men and women, boys and girls, blacks and whites ; freedom of
speech.
2- The statement in picture C can be justified by the lack of freedom of
speech. Every human being is entitled to express his/her opinions freely and
governments should protect/guarantee freedom of expression to all.

LESSON 1 : READING
▶ LEAD-IN :
Expected answers :
▪ The name of each character :
A- JOHNSON HELEN SIRLEAF ;
B- TAWAKKOL KARMAN ;
C- MARTIN LUTHER KING JUNIOR ;
D- DESMOND TUTU.
▪ The country where each of them is from : A- LIBERIA ; B- YEMEN ; C- The USA ;
D - SOUTH AFRICA
▪ The two women are still alive, but the two men passed away.
Learning context
When is the scene taking place ? At the English club meeting.
Where is the scene taking place ? In our school.
What’re the students doing ? They’re reading leaflets they received

What for ? from an Australian NGO. / To promote
basic principles of Human rights among
themselves.
What will the lesson be about ? It will be about Human Rights or the
promotion of Human Rights.
What main skill are we going to It’s Reading.
develop ?

A- Skimming :
Ask the students to read the text quickly and suggest a title to it. They should
do it individually first, then compare their answers with their neighbours’.
As they do the activity, move around to supervise and provide help where
necessary. Do not exceed 5 min for the task. When the time is over, make
SUGGESTED TITLE : Female African celebrities.
Ask the students to read the text again and find out the words or expressions
whose meanings or synonyms are closest to the ones listed. They can do
it individually and compare their answers with their neighbours’ or do it in
pairs. Here again, after setting the grouping mode, Time the activity. Move
around to supervise and provide help when necessary. When the time is up,
make them stop and conduct feedback.
Expected answers : 1 – f (example) ; 2- j ; 3- g ; 4- d ; 5- i ; 6- a ; 7- e ; 8- h ; 9- b
Ask the students to use the words or phrases from the box to complete
the paragraph. They can do it individually and then compare their answers
with their neighbours’ or do it in pairs. Set the grouping mode, and time the
activity. Move around to supervise and provide help when necessary. When
the time is up, make them stop and conduct feedback.
Expected answers : 1- intented (example) ; 2- struggle ; 3 – understanding ;
4- violations ; 5- crossroads ; 6- give credit ; 7- neglect
Ask the students to read the text again and answer the questions. Here
again, set the grouping mode, and time the activity. Move around to supervise
conduct feedback.
Expected answers :
1- There were : Tawakkol Karman ; Ellen Johnson Sirleaf and Leymah Gbowee.
2- The decision aimed at drawing attention to the suppression of women’s
rights worldly and spurring their fight for greater equality.

3- They are fighting for education, employment and access to healthcare.
4- It will give Yemini Human Rights fighters more strength in their struggle.
5- They had always been on the front line of the fight for peace despite crass
neglect.
understand it if necessary. Then, set the grouping mode, time the activity and
ask them to prepare their speech. Go around the classroom and provide help
(choose a few pairs to present their speech. Ask the rest of the class to listen and
react when a mistake appears).
Example of a formal speech
■ Civilities
▪ Honourable members of the NGO,
▪ Dear guests,
▪ Ladies and gentlemen,
■ Introduction
E.g : I am…….(name), chairman of the Ivorian Non-Governmental Organization
“Women’s rights matter”
▪ Question/topic to deal with
▪ Conclusion : Thank the audience
■ BODY OF THE SPEECH
1- Examples of some Human rights :
▪ The right to life and liberty
▪ Freedom of opinion and expression
▪ The right to work and education
▪ The right to social protection, to an adequate standard of living and to
the highest attainable standards of physical and mental well-being.
2- Human Rights are basic rights that belong to all of us simply because
we are human. They embody key values in our society such as fairness,
dignity, equality and respect. They are an important means of protection
for us all, especially those who may face abuse, neglect and isolation. Most

importantly, these rights give us power, enable us to speak up and challenge
poor treatment from a public authority.
3- The power of human rights lies in the very fact that they treat everyone as
equal in terms of possessing human dignity. Humanity will be preserved
from any abuses and violations; be they physical or moral and spiritual.
Without human rights, there can be no sustained peace, no stability, and no
protection from harm. No equality, no democracy, no space to speak up. No
online safety, no end to the digital divide, and no hope of an internet that puts
people over profit. No way to protect the well-being and safety of children,
young people, the elderly, disabled persons, refugees, or minorities, no
sustainable development, and possibly no human future at all. Human rights
are the key to our collective human future.
▪ CONCLUSION : Thank the audience

Note that this detailed presentation is a mere example. The teacher could suggest
a full production after revising some productions from students
LESSON 2 : SPEAKING
▶ LEAD IN
the questions. This activity will lead them to the day’s lessons.
Expected answers :
1- Violation of children’s Rights or abuses against children’s Rights.
2- a : Right to security or protection in times of conflicts ;
b : Right to be protected from Child labour ;
c : Right to education, leisure, culture and the arts ;
d : Right to be protected from physical violence.
Learning context

When is the scene taking place ? During an English club meeting.
Where is the scene taking place ? It’s taking place in our school.
What’re the students doing ? They’re exchanging on a given topic / They

What for ? want to promote children’s rights
To promote children’s rights. It will be about Human Rights or the
promotion of Human Rights.
What will the lesson be about ? It will be about the celebration of Human
Rights Day.
develop ?
Give a few minutes to the students to read silently the sentences and analyse
them. For each sentence, ask them to point out the type of conditional sentence
it expresses. Then study the sentences with them laying the stress on their forms
and the tenses used.
Expected answers :
Sentence 1 : 0 conditional : If + present tense (If clause) => Present simple (main
clause).
Sentence 2 : Conditional 1 : If + present tense (If clause) => Future simple (main
clause).
Sentence 3 : Conditional 2 : If + past tense (If clause) => Present conditional
(main clause)
Sentence 4 : Conditional 3 : If + past perfect (If clause) => Conditional perfect
(main clause).
Then, invite the students to read the ‘’Let’s keep in mind’’ to summarize the use
of conditional sentences.
B- LET’S PRACTISE
For each task, state a grouping mode, set the timing and ask the students to do
feedback.

Expected answers :
I- 1- gave (example) ; 2- wouldn’t have been ; 3- will tell ; 4- bought ; 5- bring ;
6- wouldn’t have ; 7- heat
II-
2- If Mary knew how to play handball, we would invite her.
3- If it wasn’t hot today, I wouldn’t refuse Mike to go to the cinema.
4- If the repairman had repaired my laptop yesterday, I could have used it now.
5- If she could speak Russian fluently, the meeting would take place.
6- If I had a car, I would go to the beach.
Ask the students to read the communication activity. Set the grouping mode.
Make sure they understand the task by asking a few questions about it. Explain
the task to help them better understand it if necessary. Then, time the activity
and ask them to do it. Go around the classroom and provide help when needed.
When the time is over, tell them to stop. Finally, conduct feedback (choose a
spokesman/woman in a few groups to read their presentation). Ask the rest of
the class to listen and react when a mistake appears.
Example of presentation : It’s an informal talk.
1- Greetings
E.g. : *Good morning / Hi / Hello friends / Dear members of the English-
speaking club.
* Ladies and gentlemen,
2- Introduction
E.g. : *My name is …./ I’m……
3- Topic to be discussed.
E.g. : *I’m happy to talk about basic children’s Rights with you today.
* I want to talk to you about children’s Rights.
4- Development
▪ Example of basic children’s Rights :
- The right to life

- The right to health
- Freedom of thought
- The right to special protection from harm
▪ Why children’s Rights should be respected by adults :

They’re less likely to do harmful things, they make good choices, and they tend
to act in ways that are in their own best interest, so children must be respected,
and their emotions must be respected for better cognitive development. We
should nourish their inquisitive mind, we should set forth, applaud that curiosity.
Because your child will become what you are; so, be what you want them to be
and time spent with your child is never wasted.
▪ Drawbacks resulting from children’s rights violation :

The protection of children from harmful practices is of critical relevance for the
realization of children’s rights. Across regions, millions of children have been
subject to various forms of practices that have devastating consequences on
the child’s life, development, health, education and protection. For example,
violence against children from adults should come to an end, whether accepted
as ‘’tradition’’ or disguised as ‘’discipline’’. There can be no compromise in
challenging violence against children.
▪ Suggested solutions to preserve children’s rights :

The U.N (United Nations) must make countries ratify or adopt unanimously
protocols, and conventions forbidding child prostitution, child pornography, the
sale of children and the involvement of children in conflict. As recognised by the
League of Nations in 1924, ‘’Mankind owes to the child the best that it has to
give’’.
PRONUNCIATION
Set a grouping mode and time the activity. Then, ask the students to do the ac-
tivity. When the time is over, ask them to stop and conduct feedback (choose a
few students to pronounce them aloud to the class. Invite the class to appreciate
their mates’ pronunciations of the words.)
Expected answers : 1- A (example) ; 2- B ; 3- D ; 4- B ; 5- C ; 6- C

▶ LEAD IN
Tell the students to look at the pictures for a while and guess the types of
women’s rights which are violated in pictures A and B.
Expected answers :
▪ Women’s rights that are violated :
Picture A : The right to be protected from physical harm ;
Picture B : The right to be protected from domestic violence.
▪ Picture C portrays equal Human Rights for all human beings whether they
are men or women.
▪ In picture D, we can see various Human Rights.
Learning context

When is the scene taking place ? During an English class.
Where is the scene taking place ? It’s taking place in my school.

They are listening to an audio about
the protection of women’s rights. /
What‘re the students doing ? What for ?
To raise the population’s awareness
about the issue.
What main skill are we going to develop ? It’s Listening.
feedback.
A- Ask the students to do the task as they listen to the audio. They should do it
individually.
Expected answers : C : The uprising of women for their rights.

B- Ask the students to do the task as they listen to the audio again. They do it
individually first, then allow them a few minutes to compare their answers
with their neighbours’.
Expected Answers : 1- f (example) ; 2- h ; 3- g ; 4- a ; 5- c ; 6- b ; 7- d ; 8- e.
C- Ask the students to listen to the podcast again and answer the questions.
They do it individually first and then compare their answers with their peers’.
Then, the teacher conducts feedback.
Expected answers :
a- There are six basic Human Rights : The right to live free from violence and
discrimination / the right to enjoy the highest attainable standard of physical
and mental health / the right to be educated / the right to own property / the
right to vote / the right to earn an equal wage.
b- They are still victims of sex and gender inequalities / discriminations.
c- No, they aren’t. They are still fighting inequalities.
d- They organize movements to make laws change or take to the streets to
demand the full respect of their rights.
Ask the students to read the communication activity. You may ask a few questions
to make sure they understand how to carry out the task. Time the activity and
ask them to do it. Move around the classroom to supervise and provide help when
needed. When the time is over, tell them to stop. Finally, conduct feedback.
Choose a few students to read out their talk. Ask the rest of the class to listen
and react when a mistake appears.
In the talk, make sure the answers to the three questions appear.
LESSON 4 : WRITING A FORMAL LETTER
▶ LEAD IN
Ask the students to look at the picture and say what it refers to.
Expected answer :
The picture is related to a formal letter; it is sent to Mr N’Zoré MESSOU, a Director
of banking.

Learning context
When is the scene taking place ? During the end-of-year activities of

the English club.
Where is the scene taking place ? Lycée Moderne of Molonou.
What do the students do ? What for ? They send a letter to the British
Council in Côte d’Ivoire. / To ask for
a support .
What will the lesson be about ? Writing a formal letter.
Go through the writing strategies carefully with your students. Study the
different connectors with them.
Make sure they follow and understand.
A- Ask the students to read the model text and do the task. State the grouping
mode and time the activity. Go around the class to supervise and give help when
necessary. When the time is over, ask them to stop and conduct feedback.
Expected answers : 1- g (example) ; 2- j ; 3- d ; 4- c ; 5- e ; 6- h ; 7a- I ; 7b- k ; 8- b ;
9- a ; 10- f
B- Ask the students to do the task. State the grouping mode and time the
activity. Go around the class to supervise and give help when necessary.
When the time is over, ask them to stop and conduct feedback.
Expected answers : b ; c ; e ; g
C- Ask the students to read the model text and do the task. State the grouping
mode and time the activity. Go around the class to supervise and give help
when necessary. When the time is over, ask them to stop and conduct
feedback.
Expected answers : a ; d ; f ; h

Ask the students to read the communication activity. You may ask a few questions
to make sure they understand how to carry out the task. Time the activity and
ask them to do it. Move around the classroom to supervise and provide help when
needed. When the time is over, tell them to stop. Finally, conduct feedback.
Choose a few students to read out their talk. Ask the rest of the class to listen
and react when a mistake appears.
TO THE BRITISH COUNCIL LYCEE MODERNE MOLONOU,

IN CÔTE D’IVOIRE POB 99, TIEBISSOU, CÔTE D’IVOIRE.
April, 20th 2023
Dear Sir / madam,

With a view to better organize the endly activities of our English club, we wish
you could help us by accepting the sponsoring.
In fact, by these celebrations, we aim not only at promoting the English
language but also entertain ourselves after a hardworking school year.
We agree that your busy schedule and various solicitations could cause
discomfort in satisfying our strong will. Yet, we rely on your unshakable
attachment to the youth and especially to everything related to English.
My friends and I stay positive and expect the fulfillment of our wishes.
Yours faithfully.
CRIS ANOH, CHAIRMAN
OF THE ENGLISH CLUB
LANGUAGE CORNER
1- ‘’Which’’ and ‘’What’’ in questions

Study the uses of ‘’which’’ and ‘’what’’ with nouns and in questions. Then,
‘’which’’ and ‘’what’’ used as pronouns in questions too.

LET’S PRACTISE :
For each task, set a grouping mode and time the activity. Move around to
Expected answers :
I- 1- which (example) ; 2- what ; 3- which ; 4- which ; 5- what ; 6- which ;
7- which ; 8- which ; 9- what ; 10- which ; 11- which ; 12- which.
2- CRIME AND CRIMINALS

Give a few minutes to your students to read the table and try to understand
it. Then, study it with them.
LET’S PRACTISE :
set a grouping mode and time the activity. Move around to supervise and
provide help when necessary. Make them stop when the time is over and
then conduct feedback.
Expected answers : 1- b ; 2- c ; 3- c
The section gives a real opportunity for your learners to communicate freely.
A- ASSIGNMENT

Guide the students through the different phases to collect much information
as possible. The collected data will help if necessary. When the time is up,

ask them to stop and conduct feedback.
▶ PHASE 1
PICTURE ANALYSIS :
Possible answers :
1- Yes, because doing the right thing is the most admirable trait one can have.
You don’t have to bother about whether other people notice it or not, that’s
not why you’re doing it. You are doing it because it’s the right thing to do ;
because it positively benefits not only you but it’s good for the world too.
Aung is right to the extent that ‘’the strongest prison is the one where you
are afraid to leave even though the door is open! There is no more heavy
imprisonment than being afraid to be free! ‘’, Mehmet Murat Ildan.
2- Yes, there are. First, they’re women human rights defenders. Secondly, they
use non-violent actions in their struggle.
▶ PHASE 2
Expected answers :
a- The courageous life of Aung San Suu Kyi
b- She’s an example of determination and self-sacrifice
▶ PHASE 3
Expected answers :
a- Her refusal to give up her seat on a public bus.
b- I would have reacted as she did because only the fight pays.
c- She believed that ‘’if you don’t stand for something you will fall for anything’’.
At its core, this adage is about the importance of decision-making that’s
guided by a set of values. In other words, if you are such a person who does
not stand for anything then you’re condemned to be easily led as part of the
crowd and more easily tricked by those who may not have your best interests
at heart to do things and follow actions that very possibly are to your own
detriment or harm people that you care about.

LISTENING PASSAGE
Magdalena
The UNESCO-Malala Centers in Guatemala work with local partners to
provide sustainable teaching programmes in rural areas where economic
problems and distance from school limit girls’ access to education. They
offer educational programmes in the language of the participants that
will contribute to their personal and socioeconomic development.In 2018,
Magdalena became the first educational coordinator for the local UNESCO-
Malala Center, created as part of the new project supported by the UNESCO-
Malala Fund for Girls’ Right to Education(…)It is essential to listen to what
girls and women want and need. It is why in the first stage of the project
two participatory workshops were held in April 2018 in the UNESCO-Malala
Centers in the municipalities of San Andrés Xecul and Santa MaríaChiquimula,
for which many participants had to register with their fingerprints because
they could not read or write. One woman said: «I want to learn practical skills
that can help me generate my own income». For another woman, learning
to read meant not getting lost in the street. A young girl hoped to become
a teacher; a woman wanted to help her children with their homework(…)
This fund was established in 2012 following the brutal assassination
attempt against Malala Yousafzai, a young Pakistani activist for girls’ right to
education. It acknowledges the transformative power of education to create
values and practices that respect and promote human rights, social inclusion,
gender equality and peace.

presentations.
D- TIME TO TALK
Go through the recommendations with students to help them succeed in
their presentations.
UNIT REVIEW

Expected answers :
I- 1- c (example) ; 2- g ; 3 – f ; 4- h ; 5- a ; 6- j ; 7- I ; 8- d ; 9- e ; 10- b
II- 1- type 2 (example) ; 2- 0 conditional ; 3- type 1 ; 4- type 2 ; 5- type 3 ;
6- type 1 ; 7- type 3.
III- 1 – have ; 2 – wouldn’t have been ; 3 – work ; 4 – wanted ; 5- wouldn’t have
resigned.
IV- Possible answers :
a- challenging work
c- a good salary ;
b- recognition for your achievements ;
d- responsibility at work ;
e- respect from colleagues ;
f- success.
Note : You may accept any other reasonable ranking
PROJECT TASK
questions to make sure that they know what they have to do. Go through the
different steps with them to help them succeed in the task.
Organise the class into groups. Time the activity and ask them to do it. Move
around to supervise and provide help when necessary. When the time is over, ask
them to stop and conduct feedback.

UNIT 6 : TECHNOLOGY AND OUR LIVES
▶ FAMOUS QUOTE
Invite your students to read silently the quote from Steven Paul Jobs and try
to explain it to their neighbours. Then, ask them the following question :
What is the role of Technology in people’s lives according to Steven Paul
Jobs ?
Suggested answer :
According to Steven Paul Jobs Technology only amplifies true leadership in
people’s lives.
Ask the students to look at the picture and answer the questions. They can
Possible answers :
1- We can see a man with many appliances in his hands at the same time.
2- I think this picture is about Technology.
3- Technology is an omnipresent tool in our lives.
LESSON 1 : READING
▶ LEAD-IN
Ask the students to read the different questions and answer them. They can
discuss their answers in pairs or in groups. This activity will lead them to the
day’s lesson.
Expected answers :
▪ (This answer is subjective) It’s computers / mobile phones ;
▪ Studies and communication ;
▪ Depravation and Hacking.
Learning context

What do the students receive ? What for ? They received some brochures. /
To get better informed.
What will the lesson be about ? It will be about Technology.
A- Skimming
Ask the students to read the text quickly, then suggest a title and a general
idea. They should do it individually first, then compare their answers with their
neighbours’. As they do the activity, move around to supervise and provide help
them stop and conduct feedback. Write the correct answers on the board.
Possible answers :
1- The omnipresence of Technology in our lives.
2- The text is about the positive and negative impacts of technology on people’s
lives.
Ask the students to read the text again and match the words or expressions
in Column A with their meanings or synonyms in Column B. Set a grouping
mode, and time the activity. Then move around to supervise and provide
feedback.
Expected answers : 1- f (example) / 2- e / 3- b / 4- a / 5- c / 6- g / 7- d
Tell your students to consider the meaning of the words from the correction
of the table above. Let them produce their own sentences and help them if
necessary.
1- Technology grew up rapidly in the past few decades.
2- It affects the life of people and changes the way of their learning, thinking,
and communicating.

3- Both technology and society are co-related, co-dependent, and co-influenced
each other.
4- Technology improves Communication, Education-learning process and
Agriculture.
5- Technology increases unemployment and cybercrimes.
6- Technology makes people lazy, emotionally weak and creates sleeping
problems. It reduces physical activity, and people are spending less time
with their family and friends.
the task by asking a few questions about it. Explain the task to them to help them
better understand if necessary. State the grouping mode and set the timing, and
ask them to prepare their speech. Go around the classroom and provide help
(Choose some of them to make their speech in front of the class. Ask the rest of
the class to listen and react when a mistake appears.)
Example of discussion
Noura : How can you define technology ?

Anzoumana : Technology could be defined as all the technical, electronic and
computer means conceived to accelerate and facilitate the execution of daily
tasks.
Noura : Do you think Technology is succeeding in this mission ?
Anzoumana : Yes, I think it is perfectly succeeding in this mission. First of all,
at the level of communication, we could not have dreamed of anything better.
The cell phone allows us to communicate everywhere in the world. Moreover,
thanks to the Internet, the educational and learning field is fulfilled because it
facilitates research. Even in other areas of work, there is software that allows
training and facilitates the exercise of various jobs.
Noura : Wow, that’s great ! But when you say it like that, it’s as if technology
had no disadvantages ; is that the case ?
Anzoumana : No, that is not the case. Like any human work, technology
unfortunately has its drawbacks. For example, technology has increased the
rate of depravation of morals. There is a proliferation of pornographic videos
and obscene scenes on social networks. There is also a new type of crime that
has developed because of technology, that is cyber criminality.

Noura : What can be done to protect teenagers from the drawbacks of
technology ?
Anzoumana : I think that technology with all its software and social networks
is a new phenomenon. We must therefore include in the school curriculum a
course on the use of technology by teenagers. In addition, parents must ensure
the proper use of ICT and social networks. They can go further by putting codes
on devices and software to control everything. This could keep teenagers away
from the dangers of technology.
Thank you very much brother, this discussion will allow me to do my
presentation on that topic at school tomorrow.
LESSON 2 : SPEAKING
▶ LEAD-IN
Be sure the students understand what is asked. Some questions can lead you
to know that.
Expected answer : The speech is about social networks.
Learning context

Who are the organizers of the conference ? The members of the English club
of the school.
What is the theme of the conference ? Social Networks.
What is the goal of the conference ? It’s to raise awareness about
social network impacts.
What main skill are we going to develop ? It’s speaking.
Analyse the sentences with your students to allow them to discover the
connectors.

Expected answers :
1- They are linking words or expressions. They are logical connectors.
2- Accept any good answer and any good explanation from the students.

For the table, the teacher will explain clearly the different connectors. The
teacher may provide some examples to help students if possible.
B- LET’S PRACTISE
Make sure the students understand what they have to do. State the grouping
mode and set the timing, and ask them to do the task. Go around the classroom
conduct feedback.
Expected answers : 1- unless / 2- as long as / 3- in case / 4- in case / 5-unless
/ 6- in case
better understand it if necessary. Then, time the activity and ask them to do it.
Go around the classroom and provide help when needed. When the time is over,
tell them to stop. Finally, conduct feedback (Choose a few groups to present their
discussions. Ask the rest of the class to listen and react after the presentation,
concerning the mistakes.)
As this format is the same as the previous one (discussion), we could take the
communication activity of the previous lesson as a model.
PRONUNCIATION
Study the rules of the pronunciation of the “S” in different words with your

▶ LEAD-IN
Tell the students to look at the picture for a while and try to answer the
questions.
Possible answers :
▪ We can see a hand with a chain holding a smartphone.
▪ I think this picture means that we are too stuck to our smartphones nowadays
as if we were chained to the phone. It’s a kind of addiction.
Learning context

What are you going to do ? I am going to take part in a
conference and take notes.
What for ? To explain the omnipresence of
phones in our lives.
To whom are you going to explain ? To my friends.
What will the lesson be about ? People’s addiction to phones
feedback. During feedback, lay the stress on the parts where the answers
could be found.
A- Ask the students to listen to podcast 1 and choose the best general idea.
Expected answers : b- the addiction to phones (A- b)
B- Ask the students to do the task as they are listening to podcast 1 again.
answers with their neighbours’.

Expected answers :
1- A smartphone, tablet, or computer can be a hugely productive tool.
2- Social media or playing game.
3- Nomophobia.
4- The games, apps, and online worlds.
C- Ask the students to listen to the podcast N°2 and do the activity. They do it
individually first and then compare their answers with their peers’. Then the
teacher conducts feedback.
Expected answers :
1- Ok
2- Wrong : It is faster than transportation.
3- Wrong : The most beautiful invention for me is the computer.
4- Wrong : Some people say that the telephone is more useful than the computer.
5- Wrong : The computer is still the most necessary of all technological inventions.
6- Ok
7- Wrong : I personally find computers nicer than phones.
LISTENING PASSAGE 1
Thanks to technology, today’s life is easier than in ancient time’s life. While a
smartphone, tablet, or computer can be a hugely productive tool, compulsive
use of these devices can interfere with work, school, and relationships. When
you spend more time on social media or playing games than you do interact
with real people, or you can’t stop yourself from repeatedly checking texts,
emails, or apps; even when it has negative consequences in your life ; it may
be time to reassess your technology use.
Smartphone addiction, sometimes colloquially known as “Nomophobia”
(fear of being without a mobile phone), is often fueled by an Internet overuse
problem or Internet addiction disorder. After all, it’s rarely the phone or tablet
itself that creates the compulsion, but rather the games, apps, and online
worlds it connects us to.
https : //www.helpguide.org/articles/addictions/smartphone-addiction.htm#

LISTENING PASSAGE 2
1- Technology is more important than transportation.
2- It is more fast than transportation.
3- The more beautiful invention for me is the computer.
4- Some people say that telephone is most useful than computer.
5- Computer is still the most necessarier of all technological inventions.
6- It is more efficient than the telephone in every way.
7- I personally find computer more nicer than phone.
better understand it if necessary. State a grouping mode, and time the activity,
then ask them to do it. Move around the classroom and provide help when needed.
students to present their mail. Ask the rest of the class to listen and react after
the presentation, concerning the mistakes.)
Example of email
To : robpierre@gmail.com
Object : Making calls is better than sending messages
The cell phone allows two modes of remote communication. Calls and
messages. A message is anything written or spoken and sent in a reduced
format that does not allow an instant exchange with the correspondent. As
for the call, it is defined as a direct communication with the correspondent,
by means of an instantaneous vocal exchange. Note that these two means of
communication have both advantages and disadvantages.
For example, messages have the quality of not disturbing the correspondent
in a meeting or in the middle of a work session. One of the particularities of
messages is their traceability and conservation.
As for calls, they have the advantage of putting the two correspondents in direct
contact. This makes it possible to know if the correspondent is reachable or not.
Calls also reassure that you are talking to the person you want to talk to.

However, in order to make a choice, one should consider the negative aspects
of calls.
Calls are more effective than messages when you want to know if the person
is reachable. Also, calls are more comfortable than messages. Messages
are more tiring than calls because they require prior intellectual work in
writing. Messages are delayed, which means that they are not suitable for
emergencies. Finally, calls are more confidential than messages. For all these
reasons, I prefer calls to messages.
I hope you will understand.
Good Bye and let’s keep in touch, my friend.
LESSON 4 : WRITING
▶ LEAD-IN
Give the students a few minutes to discuss the questions. Then, conduct
feedback.
Possible answers :
▪ It is a writing format.
▪ I know three types of essays : Narrative essay / Argumentative essay / For
and Against essay.
▪ It refers to an essay in which you give your opinion about a topic with
arguments to support your viewpoint.
Learning context

Who are the people who are going to write ? The students.
What are they going to write about ? Technology and its effects on
our lives.
What are they going to write ? An opinion essay.

Go through the strategies for writing an opinion essay carefully with your
A- Give a few minutes to the students to read the model text first. Then, study
it with them.
B- Ask the students to answer the questions.
Expected answers :
1- Four parts.
2- 1st part : Introduction / 2nd part : Arguments in favour / 3rd part : opposed
arguments / 4th part : Conclusion.
3- The goal is to express your opinion and try to convince others (with arguments)
that your viewpoint is the best.
C- Make sure the students understand the task by asking a few questions about it.
Explain the task to them to help them better understand it if necessary. State a
grouping mode, and time the activity, then ask them to do it. Move around the
classroom and provide help when needed. When the time is over, tell them to
stop. Finally, conduct feedback (Choose a few students to present their work.
Ask the rest of the class to listen and react when a mistake appears.)
better understand it if necessary. State a grouping mode, and time the activity,
students to present their work. Ask the rest of the class to listen and react when
a mistake appears.)
■ Example of production
Since this format is the same as the model text, we could ask the student to
follow the example.
LANGUAGE CORNER

1- DOUBLE COMPARATIVE
Study the sentences with the students. Then, move to the explanations. You
can choose a few students to read the explanations while you explain them
step by step so that they could follow and clearly understand the point.
LET’S PRACTISE
conduct feedback.
Expected answers :
1- The more people come to the party, the more food we need. (example)
2- The more difficult the test is, the more students should study.
3- The longer the play lasts, the more bored the audience becomes.
4- The more high-tech the car is, the more expensive the model will cost.
5- The fuller the church is, the better the pastor is.
6- The funnier the comic is, the better sales the CD will have.
7- The more money you spend, the less money you save.
2- LIKE
Go through the explanations with the students.
LET’S PRACTISE
conduct feedback.
Expected answers :
1- What is Adjamé like ?
2- How is Mary ?
3- What is your new car like ?
4- What does your new boss look like ?
5- What’s your hotel like ?
6- What’s your wife like ?

A- ASSIGNMENT
You can refer to the communication activity of Lesson 1 Reading as a model.
It may help you.

supervise and provide help if necessary. When the time is over, ask them to
▶ Phase 1
Picture analysis
Possible answers :
▪ I can see a computer, a tablet and a smartphone
▪ Computer = computer science / Tablet = communication / Phone =
communication
▪ My favourite is the computer (Here it is a subjective answer).
▪ It is so important because it allows me to organize my life and do any type of work.
▶ Phase 2
task.
▶ Phase 3
1- Technology has a universal impact on human society.
2- All inventions have the goal to meet the needs of society.
3- Social, economic, daily life, and behaviours.

LISTENING PASSAGE
No single piece of technology, even failed technology, has had zero
impact on human society. Since “necessity is the mother of invention,” all
invented technology was created to meet the needs of society and is thus
innately tied to the culture and its populace’s behaviours. Once developed,
whatever problem is solved by the technology then alters the behaviours
and operations of the society, which may result in new problems, different
economic structures, or new ways of life, which may then give way to even
more technological innovations.
Adapted from https ://www.brainspire.com/blog/technology-and-society-how-technology-
changed-our-lives.

Study the different tips with your students to help them plan their presentations.
D- TIME TO TALK
UNIT REVIEW 6
For each activity, set the grouping mode and time the activity, move around to
supervise and provide help if necessary. When the time is over, ask them to stop
Expected answers :
I- 1- mouse / 2- memory stick / 3- microphone / 4- headphones / 5- screen /
6- desktop / 7- webcam / 8- keyboard / 9- tablet touch screen / 10- laptop
/ 11- Wi-Fi / 12- printer
II- 1- more intelligent / 2- the worst / 3- the wettest / 4- better / 5- the most
powerful / 6- funnier
III- 1- in case / 2- unless / 3- as long as / 4- unless / 5- in case
PROJECT TASK
Ask your students to read the topic and try to understand it. Ask them a few questions
to make sure that they know what they have to do. Go through the different steps
with them to help them succeed in the task. Organize the class into groups. Time
the activity and ask them to do it. Move around to supervise and provide help when
necessary. When the time is over, ask them to stop and conduct feedback.

UNIT 7 : POLITICAL CHANGE
▶ FAMOUS QUOTE
Invite your students to read silently the quote from George Washington and
try to explain it to their neighbours. Then, ask them a few questions.
a- What is the basis of the American political system according to George
Washington ?
b- What does the phrase “to alter the Constitutions” mean to you ?
Suggested answers :
a- According to G.W the basis of the American political system is the right
of the people to make and to alter their constitutions of government.
b- It means “to change slightly”, “to modify the Constitutions of government”.
Ask the students to look at the picture and answer the questions that follow.
Expected answers :
1- The picture is about elections.
2- No, this way is not applied everywhere.
3- Democracy, Dictatorship, Monarchy, Oligarchy, etc. The one applied in my
country is Democracy.
LESSON 1 : READING
▶ LEAD-IN
Expected answers :
▪ I can see a person sharing some prospectuses.
▪ I think it is a way of informing people, It may be time for an electoral campaign.
Learning context

What will the lesson be about ? It will be about political changes.
Why have the students decided to read To understand how political changes
the text ? occur in other African countries.

A- Skimming
Ask the students to read the text quickly and choose the best general idea.
They can do it individually first, then compare their answers with their
Expected answer : A : 2-The change of politics in Africa
whose meanings or synonyms are closest to the ones listed. They can also
do it individually and then compare their answers with their neighbours’ or
do it in pairs. Here again, after setting the grouping mode, time the task. Then
move around to supervise and provide help when necessary. When the time
is up, make them stop and conduct feedback.
ERRATUM : Une erreur technique s’est glissée dans la consigne de l’activité (B)
de la page 131 du manuel. Veuillez la signaler aux élèves en leur demandant de
la corriger au bic rouge (remplacer ‘‘listedbelow’’ par ‘‘listed below’’). Merci
pour votre bonne compréhension.
Expected answers : a-ushered in (Example) / b- Lusophone / c- widespread /

d- struggle / e- landscape / f- arena / g- underpin / h- occurring / i- outcomes
Ask the students to use the words from the box to complete the passage.
They can do it individually and then compare their answers with their
neighbours’ or do it in pairs. Time the activity, then move around to supervise
conduct feedback.

Expected answers : 1- landscape (example) / 2-widespread / 3-shaping /
4-underpin / 5-outcomes / 6- struggle / 7-usher in.
can do it in pairs or in groups of 3 or 4 students. Here again, after setting the
grouping mode, set the timing and move around to supervise and provide help
when necessary. When the time is up, make them stop and conduct feedback.
ERRATUM : Une erreur d’omission a été constactée dans la reponse de

l’exemple de l’activité (D) de la page 132 du manuel. Veuillez la signaler aux
élèves en leur demandant de la corriger au bic rouge (remplacer ‘‘1- T’’ par
‘‘1- T (line 1)’’). Merci pour votre bonne compréhension.
Expected answers : 1- T (Line 1) / 2- T (Lines 4-5) / 3- T (Lines 12-13) / 4-F-(Lines

16-17) / 5- T (Lines 20 - 21) / 6- F (Line 23)
the task by asking a few questions about it. Explain the task to them to help
them better understand if necessary. Then, set the grouping mode, and time
the task before you ask them to prepare their speech. Go around the classroom
conduct feedback (Choose some of them to make their speech in front of the
class. Ask the rest of the class to listen and react when a mistake appears.)
Example of speech
Hello, dear party members,
Good morning dear voters,
On this special day, I have been chosen to be the spokesperson for the party.
Today, we are going to talk about the political changes already made in Africa,
the ones we could suggest, and the contribution of good national politics to the
economic development of the country.
First of all, the main change made in the electoral process in Côte d’Ivoire,
our country, we can talk about the “And” / “Or” case. Speaking of “And”, this
situation obliged all the candidates in the presidential elections to be Ivorian
by father and mother. The change has allowed us to move to ‘’Or’’, that is to
say, from now on, a person who has only one Ivorian among his two parents,
can be a candidate for the presidential elections.

As new changes, we can propose for example the reduction of the duration of
a presidential mandate from 5 to 4 years as in the United States, this will allow
opponents to be more patient since the wait will not be as long as in the past.
In addition, we can propose a new law of life sentences for all the instigators
of Coups d’Etat. This new law will demotivate all those who would be tempted
to do so.
Finally, we believe that good national politics allow development in the sense
that it could attract investors. Moreover, good national politics favour peace,
social cohesion and therefore the economic prosperity of the country.
I hope dear voters that this speech will allow everyone to understand a good
number of things.
I thank you all.
Made in Abidjan on 18th April 2023.
LESSON 2 : SPEAKING
▶ LEAD-IN
Ask the students to look at the pictures and read the speech for a few
minutes, and then answer the questions. This activity will lead them to the
day’s lesson.
Possible answers :
▪ The conference was about political systems.
▪ Picture A refers to Democracy / Picture B refers to Monarchy / Picture C
refers to Dictatorship.
Learning context

When is the scene taking place ? During a conference.
What is the conference about ? Types of governments.
Which role are the students going to play ? They’re participants, they are
going to provide an oral summary
after the conference.
Give a few minutes to the students to try and answer the questions. Then study
the table with them.
Expected answers :
▪ A blessing in disguise can mean a good thing but not seen like that at the
beginning.
▪ Such a phrase is called an idiom.
For the table, the teacher will explain clearly the different idioms. The teacher
can provide some examples to help students if possible.
B- LET’S PRACTISE
Tell to the students to consider the meaning of the idioms in the table on the
previous page and do the task.
Expected answers : 1- that’s the last straw (example) / 2- beat around the bush
/ 3- so far so good / 4- No pain, no gain / 5- Hang in there / 6- the benefit of the
doubt / 7- get out of hand / 8- break a leg
better understand it if necessary. Then, time the activity and ask them to do it.
Go around the classroom and provide help when needed. When the time is over,
tell them to stop. Finally, conduct feedback (Choose a few groups to present their
discussions. Ask the rest of the class to listen and react when a mistake appears.)
As this format is the same as the previous one (Speech), we could take the
communication activity of the previous lesson as a model.

PRONUNCIATION
Study the rules of the pronunciation of the “R” at the beginning of the verbs
and nouns with your students. Practise the examples with them. Make sure
they understand the rules.
Ask the students to do the tasks with their neighbours first. Then, choose
a few students to pronounce them aloud to the class. Invite the class to
▶ LEAD-IN
Tell the students to look at the picture for a while and try to answer the questions.
Possible answers :
▪ I can see a military patrol. I think they are trying to prevent some
demonstrations.
▪ I think it happens after the elections.
▪ I think some candidates have note accepted the results of the elections. It
turned into street riots.
Learning context

What are you going to do ? I am going to listen to a BBC
radio broadcasting programme.
What for ? To make a report about violence
after elections.
To whom are you going to make the report ? To my Nigerian pen-friend.
What will the lesson be about ? It will be about violence after
the elections.

feedback. During feedback, lay the stress on the parts where the answers
could be found.
A- Ask the students to listen to the podcast and choose the best general idea.
They should do it individually.
Expected answers : C- the reasons for post-election violence
LISTENING PASSAGE
B-In Africa,
Ask thethe
students
reasonstofor
dopost-election
the task as they are listening
violence to the
are almost the same.
podcast again.
Kenya’s
They do it individually first, then allow them a few minutes to compare
presidential election on August 8, 2017, was marred by serious human rights their
violations, including unlawful killings and beatings by police during protests
and house-to-house
Expected answers : operations in western Kenya, Human Rights Watch said
today. At least 12 people were killed and over 100 were badly injured.
1- Kenya’s presidential election took place on August 8, 2017.
2-Kenyan authorities should
The investigation was madeurgently investigate
by Human Rights the crimes, and ensure that
Watch.
officers found to have used excessive force are held to account.
3- At least 12 people were killed and 100 were badly injured.
4-“The brutalNamwaya
Otsieno crackdown on African
is an protesters and residents
researcher at Humanin the western counties,
Rights.
part of a pattern of violence and repression in opposition strongholds,
C-undermined the national
Ask the students elections,”
to listen said Otsieno
to the podcast againNamwaya, Africa
and fill in the researcher
gaps. They do it
at individually
Human Rightsfirst and then compare their answers with their peers’. Thenand
Watch. “People have a right to protest peacefully, the
Kenyan authorities should
teacher conducts feedback. urgently put a stop to police abuse and hold those
responsible to account.”
Expected answers : 1- violation / 2- protests / 3- watch / 4- injured
Adapted from:htpps//reliefweb.int/report/world/violence-african-elections
understand it if necessary. Set the grouping mode, time the activity and ask them
to do it. Move around the classroom and provide help when needed. When the
time is over, tell them to stop. Finally, conduct feedback (Choose a few students
to present their discussions. Ask the rest of the class to listen and react when a
mistake appears.)

Example
Hello, dear members of the group,

I have a message for you.
After listening to an audio on post-electoral violence in Africa, one of the
members of our common group thought it would be good for me to share some
information with you.
Indeed, the causes of post-election violence in Africa are more or less known
to all.
Candidates declared losers do not generally accept the results. Or the electoral
process is so riddled with irregularities that every one disputes the results.
Sometimes the sitting president does not want to give up power even though
he or she has lost.
This causes violence throughout the country. The consequences are tensions
all over the country, arrests, injuries and deaths in the country during the post-
election violence.
This must stop in our African countries. This requires a political education of
African citizens.
Africans must be trained and educated on the higher interest of the nation.
They must be categorical and refuse all proposals related to violence, war and
coups.
LESSON 4 : WRITING
▶ LEAD-IN
Give the students a few minutes to discuss questions with neighbours, then
conduct feedback.
Expected answers :
▪ It refers to a writing format based on two contradictory positions
▪ a- Pros and cons essay
Learning context

Who are the people who are going to write ? The students of our school.
On which topic are they going to write? On post-electoral violence .
What are they going to write ? A For and Against Essay.
Where will this essay be posted ? In the English Club Magazine.
Go through the strategies for writing a For and Against Essay carefully with
your students. Go step by step to equip them with the necessary tools they
need to write that essay. Make sure they follow and understand.
A- Give a few minutes to your students to read the model text, then study it with
them.
B- Ask the students to do the task. Go around the class to supervise and give
help when necessary. When they are done, ask them to stop and conduct
feedback.
Expected answers :
1- Four parts.
2- 1st part : Introduction / 2nd part : For part (Arguments in favour) / 3rd part :
Against part (Arguments in contradiction) / 4th part : Conclusion.
3- The goal is to show that any topic may have two sides, the positive aspect
and the negative one. Nothing can achieve unanimity.
C- Ask the students to do the task. Go around the class to supervise and give
help when necessary. When they are done, ask them to stop and conduct
feedback.
The liberalization of school uniforms has some positive aspects. First of all, it
will allow all students to get out of the frustrations related to school uniforms.
Especially in primary schools and in remote areas and villages where buying
a school uniform is a luxury. Some parents do not have the financial means to
fulfill this mission. The liberalization would be a relief for them.
Contrarily to the above aspect, we note that the liberalization of school
uniforms would constitute a danger for the students themselves but also for
the school environment in general. Clearly, school dress allows students to be
identified and distinguished from those who are not. Thus, the liberalization
of this one would cause the infiltration in the school environment of thugs
and delinquents. This would cause damage in the school world.

Finally, the liberalization of school uniforms has both advantages and
disadvantages. The advantages are mainly financial, while the disadvantages
are security-related.
The government will have to carefully analyze the situation in order to choose
the lesser evil.
better understand it if necessary. Set the grouping mode and time the activity,
■ Sample of production
As this format is the same as the one in C (For and Against Essay), we could
take it as a model.
LANGUAGE CORNER
1- FORMING ADJECTIVES WITH THE SUFFIXES AL and IC

Make sure your students follow the explanation of that point. They could for
example read it progressively while you explain it step by step so that they
LET’S PRACTISE
conduct feedback.
Expected answers : 1- professional / 2- patriotic / 3- national / 4- rhythmic /
5- echoic / 6- accidental / 7- educational / 8-artistic.
2- USING COORDINATING CONJUNCTIONS

Make sure your students follow the explanation of that point. They could for
example read it progressively while you explain it step by step so that they

LET’S PRACTISE
conduct feedback.
Expected answers : 1- but / 2- for / 3- yet / 4- and / 5- or / 6- so /7- nor
A- ASSIGNMENT
See the sample in lesson 3 Unit 7, Communication Activity.

task.
▶ Phase 1
Picture analysis
Possible answers :
The two pictures show different types of demonstrations. They are all related to
politics in Africa. The protesters are clearly protesting against the political power
sitting, maybe against the political system set at that time.
▶ Phase 2
1- Political change is the modification of the political system. Political change
is all the changes, all the modifications related to the political system.
2- Political change occurs when a country’s government or leader changes.
Sometimes political change occurs every few decades.

▶ Phase 3
1- Internal and External political change
2- Internal change is more representative of the will of the people.
3- External political change is the result of more powerful countries attempting
to assert influence in a region.
Listening passage
There are two types of political change, internal and external. Most often,
internal change is more representative of the will of the people and
generally external political change is the result of more powerful countries
attempting to assert influence in a region. However, both changes can have
positive effects on the people living in the country and on the stability of the
government.
Adapted from https://study.com/academy/lesson/political-change-definition-lesson-quiz.html

presentations.
D- TIME TO TALK
UNIT REVIEW 7
For each activity, set the grouping mode, and time the activity. Then, move around
to supervise and provide help if necessary. When the time is over, ask them to
Expected answers :
I- 1- E / 2-D / 3-F / 4-G / 5-C / 6-B / 7- A
II- a- The head of the State suggested a bill to the national assembly for
increasing the length of a presidential mandate.
b- When in a country politics are well conducted, there is no Coup d’État.
III- 1- an arm and a leg / 2- a blessing in disguise / 3- actions speak louder than
words / 4-over the moon / 5- drop in the ocean.

IV- Here, the teacher will give the floor to the students. He /She will analyse and
accept any good answer from the students. He could correct some answers
and tell them to take the consensual ones.
Possible answers :
a- It is a formal piece of writing in which a topic is considered from opposing
points of view.
b- To summarize is to express the most important facts or ideas about something
in a short and clear form.
c- It is to give reasons or evidence for supporting an idea or opinion.
d- It is to give reasons why something is wrong.
V- 1- opinions / 2-reasons / 3-disagree / 4-formal / 5-plan
Essay writing : Here the teacher could explain clearly the topic and be sure that
the students understand the exercise. He could move around to supervise and
provide help if necessary. He could even give it as homework.
VI- 1- for / 2- or / 3- and / 4- yet / 5- nor / 6- but / 7- so.
PROJECT TASK
them to stop and conduct feedback (Students come and present their works).

UNIT 8 : AFRICAN CULTURAL HERITAGE
▶ FAMOUS QUOTE
Invite your students to read silently the quote from Léoplold Sédar Senghor
and try to explain it to their neighbours. Then, ask them a few questions.
a- Is the equilibrium in Léoplold Sédar Senghor a good one ?
b- What were the two sides of the split in his life ?
Suggested answers :
a- No, it wasn’t, it was an unstable one.
b- The two sides were the exigencies Black-African culture and those of modern
life.
■ PICTURE ANALYSIS
Expected answers :
1- These pictures are related to culture, precisely to African culture.
2- They teach us the diversity of the meaning of the word culture. In culture, we
have arts, dances, clothes, and religions.
LESSON 1 : READING
▶ LEAD-IN
Ask the students to read the different questions and answer them. They can
discuss them in pairs for 5 min before giving the answers. This activity will
lead them to the day’s lesson.
Possible answers :
▪ I think about all the things related to the culture that Africans possess from
their ancestors.
▪ Belief in ancestors’ divinities and masks.
▪ The Masks dances in some tribes and the particular building of huts in the
North of Côte d’Ivoire.

Learning context

When is the scene taking place ? During an African Arts and Culture
Day.
Where is it taking place ? In my school.
What are the students doing ? They are reading a text.
What will the lesson be about ? It will be about African culture.

Ask the students to read the text quickly and answer the questions. They
should do it individually first, then compare their answers with their
neighbours’. As they do the activity, move around to supervise and provide
help when necessary. Set the timing. When it is over, make them stop and
conduct feedback. Write the correct answer on the board.
Possible answers :
A : 1- The general idea of the text is about African Culture.
2- Africa : a rich cultural heritage.
Ask the students to read the text again and use the suggested words to
label the pictures below. They can do it individually and then compare their
answers with their neighbours or do it in pairs. Here again, after setting the
grouping mode, and time the activity. Then, move around to supervise and
conduct feedback.
Expected answers : 1- jewellery (example) / 2- painting / 3- woodcarving /
4- brass / 5- sculpture / 6- leather artwork

C- Scanning (Vocabulary)
Ask the students to read the text again and do the task. State the grouping
mode, and time the activity. Then, move around to supervise and provide
feedback.
Expected answers : P1- Arts and crafts / P2- Jewellery and masks / P3- Religion
and storytelling / P4- Clothes.
Ask the students to read the text again and do the task. State the grouping
mode, and time the activity. Then, move around to supervise and provide
feedback.
Expected answers :
1- African arts and crafts involve sculpture, paintings, pottery, ceremonial and
religious headgear and dress.
2- He said that in African art the soul force behind the creation of the object is
more important than the object itself.
3- Masks are used in various ceremonies. They are used for depicting ancestors
and spirits, mythological characters and deities.
4- Folktales play an important role in preserving an entire cultural group’s
identity.
5- We do it just for an elegant effect.
understand if necessary. Then, state the grouping mode, set the timing, and
ask them to prepare their dialogue. Go around the classroom and provide help
(Choose some of them to perform their dialogue in front of the class. Ask the rest

Example of dialogue
Gbala : Hello Mr Tohaly. I heard that you are against the conservation of our
traditional culture.
Tohaly : Hello Mr Gbala. Yes, I’m against that. I don’t see the utility of these
barbaric things in an increasingly modern world.
Gbala : First of all you must know the definition of African culture. African
culture is all the artistic, traditional, religious and identity heritage of our
African ancestors. To answer your question, I can say that the utility of these
things is the preservation of our identity. Our traditional culture is our identity.
Tohaly : Which identity are you talking about ? I already have my National
Identity Card. I don’t need these things to know my identity anymore.
Gbala : No, you are wrong ! Each people has its own culture, there is an element
that characterizes them. Even the Westerners that you want to follow in their
modernity do not abandon their traditional culture. For example, they have
cultural events like Halloween. So those things are important for young people,
they must know their origin.
Tohaly : Oh, now I understand ! You mean that we have to keep some cultural
elements in order not to disappear. We must promote our heritage such as
arts, dances, and masks that are specific to us.
Gbala : Exactly ! You have understood everything, my brother. Some promoting
events, some traditional attractions like the “Popo Carnival”, the “Generation
Festival’’ in “Ebrié and Adjoukrou” communities must be our tools to preserve
African culture.
Tohaly : Thank you. You’ve helped me understand. From now on, I commit
myself to fighting for the preservation of our cultural heritage.
LESSON 2 : SPEAKING
▶ LEAD-IN
Be sure the students understand what is asked. Some questions can help you
know that.
Suggested answer :
The message of the old African traditionalist is about Oral Tradition in African
Culture

Learning context

Where is the action taking place ? It’s taking place in our school.
They’re exchanging about African
What are the students doing ?
culture.
Give a few minutes to the students to read silently the speech on page 152 and
analyse the phrase in bold : make up
Expected answers :
▪ It is formed with a noun + a preposition.
▪ A phrasal verb.
▪ Look for / Wait for / Make up …
For the part of LET’S KEEP IN MIND, the teacher will explain clearly the different
phrasal verbs.
B- LET’S PRACTISE
Tell to the students to consider the meaning of the phrasal verbs in the LET’S
KEEP IN MIND part on the previous page and do the activity. State the grouping
mode, and time the activity. Then, move around to supervise and provide help
when necessary. When the time is over, make them stop and conduct feedback.
Expected answers : 1- for / 2- out / 3- up / 4- up
understand if necessary. Then, state the grouping mode, set the timing, and
ask them to prepare their dialogue. Go around the classroom and provide help

(Choose some of them to perform their dialogue in front of the class. Ask the rest
As this format is the same as the previous one (Dialogue), we could take the
communication activity of the previous lesson as a model to help the students
write their own.
PRONUNCIATION
Study the rules of the pronunciation of the /a/ for the first case with your
Study the rules of the pronunciation of the /ei/ for the second case with your
▶ LEAD-IN
Tell the students to look at the pictures for a while and try to answer the
questions.
Possible answers :
1- We can see in these pictures two groups of people wearing two different
clothes styles.
2- I think it is the group wearing Bubu (Group A).
3- Yes, we can. Because each dress belongs to a particular region. These people
might be from the North of Côte d’Ivoire.
Learning context

What are you going to do ? We are going to listen to a podcast
What for ? For discussing its theme.
With whom are you going to discuss ? With our Nigerian pen-friends.
What will the lesson be about ? It will be about the significance of
clothes in African Culture.
feedback.
A- Ask the students to listen to the podcast and choose the statement that best
summarizes it. They should do it individually.
Expected answers : 3- the importance of African clothing
B- Ask the students to do the task as they are listening to the podcast again.
Expected answers :
1- We recognise the monk by his dress.
2- We know that by the outfit this person wears.
3- The clothing style of each people is considered as its trademark.
4- The cultural diversity is made by the fact that each region has its own clothing
style and this creates diversity during traditional ceremonies.
LISTENING PASSAGE
The place of clothing in African culture is very important. Although it is said
that the dress does not make the monk, it is necessary to note that one
recognizes the monk by his dress. This being said, according to the outfit worn
by a person, in Africa, we can know where he comes from. In most cases, each
people has their own dress, considered as their trademark. In Côte d’Ivoire for
example, the regions are identifiable through their clothing. This is what makes
the cultural diversity of Côte d’Ivoire. All the people are formidably dressed
during traditional ceremonies.

understand it if necessary. Set the grouping mode and time the activity and ask
them to do it. Then, move around the classroom and provide help when needed.
students to present their paragraph. Ask the rest of the class to listen and react
after the presentation concerning the mistakes.)
■ Example
In this paragraph, I would like to talk about African traditional costumes. The
African traditional costumes are diverse and are very important in African
culture. Their importance is first of all at the level of cultural identity. Clearly,
people can be quickly recognized by the clothes they wear. Thus, we can
easily distinguish a people A from a people B and promote cultural mixing or
prevent cultural errors. To go further, there are clothes that belong to a given
hierarchical class. For example, there are outfits of kings, outfits of notables,
outfits of village There are even outfits adapted to each ceremony in Africa,
there are costumes for joy and there are others for moments of sadness. As
for the Ivorian outfits, there is the Kamandje, the Kaftan, the Tapa, the Kita,
the Kogora and the Bogolan to name a few. If I have an outfit to advise you, it
would be the Bubu, because it is wide, it is allowed in all regions and it goes
in all types of ceremonies.
LESSON 4 : WRITING
▶ LEAD-IN
Give the students a few minutes to discuss the points of the lead-in activity.
Expected answers :
▪ It starts with an introduction which seems to be a context.
▪ We have the introduction, the development (the beginning of the story, the
middle events and the end of the story) and the conclusion.
Learning context

Who is telling you the story ? My Grandfather Williams Glahi.
What are you going to do ? I am going to write.
What are you going to write ? A narrative essay.
Go through the strategies for writing a Narrative Essay carefully with your
A- Model Essay : Ask the students to read and study the model Essay. Set the timing
and the grouping mode for each task. Go around the class to supervise and give help
B- Ask the students to analyze the model text and do the task. Set the timing
and the grouping mode for each task. Go around the class to supervise and
give help when necessary. When they are done, ask them to stop and conduct
feedback.
Expected answers :
1- Five parts.
2- 1st part : Introduction / 2nd part : Beginning of the story (Body) / 3rd part : Middle
events (Body) / 4th part : End of the story (Body) / 5th part : Conclusion.
3- The goal is to develop the skill of telling stories. It is to be more organised and
creative in telling stories.
the task by asking a few questions about it. Explain the task to them to help
them better understand it if necessary. Set a grouping mode, time the activity

As traditional events vary from place to place, so do their characteristics. Like

the “Fatchwè” ceremony in Ghana, there is a traditional ceremony in Côte d’Ivoire
that particularly attracts my attention, it is the rice festival in “Béthé” land.
It is a festival of rejoicing that marks the end of the rice harvest, the main
foodstuff in the Béthé world. The preparation of the festival is done over a long
period of time and requires a lot of creativity from the organizers. Once the
harvest period has arrived, each family harvests its rice and divides it into three
unequal parts. The first part is reserved for the family’s consumption, the second
part is reserved for marketing, and the third part is reserved for the next sowing.
The general preparation consists of getting new clothes, preparing sketches
and traditional dances. Once the ceremony begins, there is a parade of different
families with a quantity of rice in their hands to represent the fruit of their
efforts, that is to say, the abundant harvest that they have made.
Different rice meals are presented and distributed for direct consumption to
the delight of all participants in the festival. After that comes the part of the
artistic performances such as the sketch, songs and especially the dance
“Gbégbé”, cultural identity of the people Béthé. One can hear the crowd
shouting and jubilating to the sound of the drums while accompanying the
dancers with the dance performances. Béthé. One can hear the crowd shouting
and jubilating to the sound of the drums while accompanying the dancers with
the dance performances.
The ceremony ends with a fashion show to designate the best-dressed man and
woman of the party. This is the perfect opportunity to discover the Béthé people
in all their splendour. The family that has made the largest harvest in the village
is also designated. This initiative is taken to encourage all the families to give the
best of themselves at work, for self-sufficiency in rice in the village.
To end our story, let us remember that each region has its own traditional
ceremony and this is what makes its identity. There are warriors’ festivals and
festivals of rejoicing as in the case of the story we have just told. We believe
that we have contributed to the knowledge of the young generations for the
conservation of our cultural heritage through this story of the rice festival in
the Béthé land. That’s why I invite you next year to my country to see the same
festival so that you will understand everything.

LANGUAGE CORNER
1- USING CONJUNCTIONS ALTHOUGH, EVEN THOUGH, IN SPITE OF, DESPITE
Be sure your students follow the explanation of that point. For example, they
can read it progressively and you explain it step by step so that they can
follow and clearly understand the point.
LET’S PRACTISE
conduct feedback.
Expected answers : 1- even though /2- despite / 3- in spite of / 4- even though /
5- in spite of / 6- despite /
2- USING GERUND
Be sure your students follow the explanation of that point. For example, they
can read it progressively and you explain it step by step so that they can
follow and clearly understand the point.
LET’S PRACTISE
conduct feedback.
Expected answers : 1- listening / 2- painting / 3- playing / 4- setting /
5- emigrating / 6- dancing / 7- reading
A- ASSIGNMENT
See the dialogue in the communication activity of lesson 2. The arguments
developed there may help students produce their speech here.

▶ Phase 1
Picture analysis
Possible answers :
▪ I think these people are from Côte d’Ivoire. I know that by their clothing way
and this mask is a Gouro mask.
▪ They are at a traditional event in which a mask is dancing.
▪ Yes, what they are doing is part of their culture.
▪ By promoting their culture, organising regular cultural and traditional events
and through oral tradition.
▶ Phase 3
information as possible. The collected data will help them succeed in the task.
1- Indigeneous / 2- From all over the world / 3- culture mixed from African,
Arabs, Europeans and South Asian / 4- Much of traditional African customs
have remained throughout.
Listening passage
The vast majority of people living in Africa are indigenous; however, people
from all over the world have migrated to Africa for hundreds of years. Arabs
began crossing into North Africa from the Middle East in the 7th century,
A.D., bringing with them the religion of Islam. Europeans began settling in
the southern portion of the continent in the mid-17th century, as did South
Asians, who settled in the areas of Uganda, Kenya, Tanzania and South Africa.
Over the centuries, African culture has meshed with cultures from around
the world, although much of the traditional African customs have remained
throughout.
Adapted from https://www.victoriafalls-guide.net/african-culture.html

presentations.
D- TIME TO TALK
UNIT REVIEW 8
to supervise and provide help if necessary. When the time is over, ask them to
Expected answers :
I- 1- of / 2- out / 3- off / 4- up / 5- up
II- 1- though / 2- neither - nor / 3- if / 4-unless / 5- before / 6- either – or /
7- while / 8- not only – but / 9- when / 10- still / 11- although / 12- since /
13- until / 14- as –as / 15- why / 16- but / 17- because / 18- where / 19-
both - and / 20- otherwise.
PROJECT TASK
them to stop and conduct feedback (Students come and present their works).

UNIT 9 : OUR CONSUMER SOCIETY
▶ FAMOUS QUOTE
Invite your students to read silently the quote from Jeff Bezos and try to
answer the following questions.
a- What is consumerism ?
b- Why do people generally buy new things ?
c- What do you understand by Jeff’s quote ?
Suggested answers :
a- A theory that favours buying goods for consumption.
b- People generally buy things because they need them immediately or in the
near future.
c- The quote means that buying things can be negative if the articles or goods
we buy do not bring us true happiness.
Expected answers :
▪ Picture A is about recycling.
▪ The pictures show the variety of goods people may buy and the role of
parents in satisfying their children’s desires.
▪ I think supermarkets focus their marketing policies on trying to sell more and
more products to their customers.
LESSON 1 : READING
▶ LEAD-IN
Possible answers :
▪ GUCCI, HERMES, ADIDAS, ROLEX, ZARA, Cartier…
▪ Yes, I have / No, I haven’t.
▪ Yes, it is / No, it isn’t.

Learning context

When is the scene taking place ? During an English class.
Where is it taking place ? In the classroom.
What are the students doing ? What for ? They’re reading a text about
fashion. / To discover the dangers
related to the issue.
What will the lesson be about ? It will be about fashion.
A- Skimming
Ask the students to read the text quickly and find its general idea. They should
do it individually first, then compare their answers with their neighbours’.
As they do the activity, move around to supervise and provide help when
necessary. Do not exceed 5 min for the task. When the time is over, make
Expected answer : The text is about the potential for the development of fast
fashion in Africa, and the possible negative impact of the industry.
whose meanings or synonyms are closest to the ones listed. They can do it
individually and then compare their answers with their neighbours’ or do it
in pairs. Here again, after setting the grouping mode, time the task and move
around to supervise and provide help when necessary. When the time is over,
Expected answers : 1- retailers ; 2- garment ; 3- supply chain ; 4- sails ; 5- trends ;
6- wages

Ask the students to use the words in bold from the text from the box to
complete the passage. They can do it individually and then compare their
answers with their neighbours’ or do it in pairs. Set the timing and move
around to supervise and provide help when necessary. When the time is over,
Expected answers : 1- garments ; 2- trend ; 3- supply chain ; 4- wage ; 5- retailers ;
6- sail
Ask the students to read the text again and answer the questions. They
can do it in pairs or in groups of 3 or 4 students. Here again, after setting
the grouping mode, time the activity. Then, move around to supervise and
conduct feedback.
Expected answers :
1- Fast fashion is attractive to customers because the items produced by this
industry are at a low price.
2- The garment industry is the second largest employer in Africa.
3- The advantages that Ethiopia are : low wages, proper infrastructure, access
to ports, young and enthusiastic people and labour market management that
favours investors.
4- The companies established at Palms Shopping Malls are Levi’s, Mango, Nike
and Swatch.
5- The fashion industry has a negative impact on the environment : it is
responsible for 10% of global carbon emissions worldwide.
Ask the students to read the communication activity. Tell them that they
are going to do the activity in pairs. One will say why he/she prefers wearing
fashion brands while the other doesn’t think they are important. Make sure they
understand the task by asking a few questions about it. Explain the task to help
them better understand it if necessary. Then, set the timing, and ask them to
prepare their dialogue. Go around the classroom and provide help when needed.
pairs to role-play their dialogue. Ask the rest of the class to listen and react to the
errors and mistakes afterwards.)

Example of dialogue
Georges : You know what ? I like fashion brands, and I wear them all the time.
They make me feel special.
Kader : I see… Do you know the impact of the big fashion brands on the
environment ?
Georges : They make stylish clothes, and nowadays their items are not too
expensive. That’s what I know.
Kader : ok. It’s true they make stylish clothes. Do you know that this industry
is responsible for 10% of global carbon emissions worldwide? That is to say
that with the big fashion factories and the amount of energy used to produce
clothes on a large scale, the industry contributes a lot to climate change.
Georges : I didn’t use to see things from this angle.
Kader : Besides, the garment industry generally produces clothing items in
poor countries where employees sometimes work in inhumane conditions.
Examples of these countries are Thailand, Bangladesh. In China for instance
the situation of the Uighurs, a minority religious group used as manpower in big
fashion companies, is constantly provoking denunciation from international
Humans’ Rights NGOs.
Georges : I get your point, but we all like fashion. Don’t we ?
Kader : We all do! But if as customers we become sensible about issues like the
environment and human rights violations, we can decide to boycott products
made by fashion brands who do not respect them. Unfortunately, the vast
majority of the big fashion brands do not care about sustainable development.
Georges : You mean we should wear garments which are eco-friendly even if
they are not fashion brands ?
Kader : Exactly ! The most important thing is to wear decent clothes whose
production is not detrimental to the environment, not to enrich companies who
don’t care about future generations.
Georges : That’s totally correct ! If our customers change, the big fashion
brands will follow the movement and commit to sustainable development.
Kader : Absolutely !

LESSON 2 : SPEAKING
ERRATUM : Une erreur d’orthographe s’est glissée dans le “sous titre” de

la leçon, à la page 169 du manuel. Veuillez la signaler aux élèves en leur
demandant de la corriger au bic rouge (remplacer ‘‘trands’’ par ‘‘trends’’).
Merci pour votre bonne compréhension.
▶ LEAD-IN
Ask the students to look at the pictures for a few minutes, and then answer
Expected answers :
▪ The pictures show different types of clothes worn by people.
▪ They are about traditional and modern clothes.
Learning context

When is the scene taking place ? During an English Club meeting.
Where is it taking place ? It’s taking place in our school …
What are the students doing ? They’re talking about fashion in
our country.
What will the lesson be about ? It will be about fashion.
What main skill are we going to develop ? It’s Speaking.
I- Give a few minutes to the students to read silently the sentences and analyze
them. For each sentence, ask them to point out the tense of the verb(s) and
say what that tense expresses. Then study the sentences with them laying
the stress on the tenses and their functions.
II- Ask the students to look at the sentences in Activity I and match each tense
to its corresponding structure.
Expected answers : 1- a & b ; 2-c

B- LET’S PRACTISE
For each task, state a grouping mode, set the timing and ask the students to do the
activity. As they do the task, move around to supervise, monitor, and explain things
Expected answers :
I- The passive sentences are 2 and 3.
II- 1- a (going to -future) ; 2- d (will future) ; 3- d (simple past) ; 4- c (present
progressive)
about it. Explain the task to help them better understand it if necessary. Then,
(Choose a few groups to present their discussions. Ask the rest of the class to
listen and react afterwards to errors and mistakes.)
Example of paragraph
Fashion can be presented as the prevailing trend over a certain period of time.
In clothing style, for example, fashion items include shirts, T-shirts, jeans,
shorts and accessories like caps, hats, belts, jewellery, etc…
For me, it’s not necessary to follow fashion and there are many reasons for
this. Indeed, I believe the number one reason for wearing clothes is to cover
our nudity. If we get ordinary clothes to help us reach that simple goal, then
it’s fine; and these “simple” clothes are generally cheaper than fashionable
clothing items. Buying fashionable garments can be very expensive, and it’s no
surprise that it is the choice of the richest.
In short, we definitely don’t have to follow fashion to have decent clothes to put on.
PRONUNCIATION
Study the rules of the pronunciation of words containing silent sounds. Practise
the examples in the tables with them. Make sure they clearly identify the sound
which is not pronounced despite its appearance in the spelling.

1- Ask the students to do the tasks with their neighbours first. Then, choose a
few students to pronounce them aloud to the class. Invite the class to assess
2- Set a grouping mode and time the activity. Then, ask the students to do the
activity. When the time is over, ask them to stop and conduct feedback.
Expected answers :
Silent /l/ Silent /t/ Silent /w/ Silent /n/

couldn’t ; balm ; hustle ; fasten ; wrangle ; answer ; limn ; condemn ;
would ; salmon ; castle ; bristle wrist ; sword ; wreck hymn ; contemn
calf
▶ LEAD-IN
Tell the students to look at the pictures for a while and guess what the people are
doing. They should discuss their answers with their neighbours and justify their
answers.
Possible answers :
1- People are using digital means of payment.
2- Yes / no.
Learning context

When is the scene taking place ? During a visit to Ghana.
Where is it taking place ? In a clothing store.
What are the girls doing ? What for ? They’re listening to the manager of
the store. / to make their choices.
What will the lesson be about ? It will be about shopping.

A- Listening for general idea.
The students listen to the podcast and choose the best general idea. They
should do it individually.
Expected answer : a- Digital payment methods and customers’ choices of
articles in African e-commerce.
B- Comprehension
Ask the students to do the task as they are listening to the podcast again.
answers with their neighbours. For feedback, play the passage again for the
students to know why their answers are correct or not.
Expected answers : 1- F ; 2- F ; 3- T ; 4- F ; 5- T ; 6- F
C- Listening for specific information. (Proceed as in the previous activity)

Expected answers : 1- unique ; 2- revolution ; 3- credit ; 4- preference ; 5- average.
LISTENING PASSAGE
The African landscape of digital payments is quite unique. Data on digital
payment platforms in Africa shows that mobile money payments with M-Pesa
were much more common than those made with African credit cards. Mostly
unknown in advanced economies, mobile money represents a revolution in other
markets, making financial services easily accessible throughout the country,
including remote rural areas. Mobile money allows customers to receive, store,
and spend money using a mobile phone even without internet access.
Another common payment method used for e-commerce is cash-on-delivery.
In economies with low credit card penetration and less trust in digital payments
made in advance, cash-on-delivery remains a common payment method.
Other characteristics which define online shopping in specific markets are
consumer preferences on what to buy online. A survey conducted by Statista
in several African countries investigated the items consumers in Egypt, Kenya,
Morocco, South Africa, and Nigeria, prefer to buy online. In all these countries,
digital buyers stated to purchase clothing, shoes, and consumer electronics
online. Despite the rapid growth of the e-commerce sector on the continent,
online shopping in Africa still lags behind the global average, even in Africa’s
driving markets. According to recent data, some 41 percent of internet users
in Egypt make online purchases. In South Africa, the share of digital buyers is
around 47 percent, while the worldwide average is 58 percent.
Adapted from https://www.statista.com/topics/7288/e-commerce-in-africa/#dossierKeyfigures.

understand it if necessary. Set the grouping mode, time the activity and ask them
to do it. Then, move around the classroom and provide help when needed. When the
time is over, tell them to stop. Finally, conduct feedback (Choose a few students to
present their discussions. Ask the rest of the class to listen and react afterwards.)
■ Example of talk
Good morning, friends !
Nowadays, people can purchase items in two different ways: buying in
physical shops or online. Even if the latter form of shopping experience is
gaining momentum in our era of information and communication technologies,
my view is that buying in physical shops is more beneficial.
In fact, shopping in physical stores develops social relationships because
people have face-to-face discussions, and bargain prices in some cases.
Such interpersonal relationship is crucial in securing the loyalty of clients.
Furthermore, the customer has the opportunity to see, touch, and feel the
actual thing he/she wants to buy.
As we can notice from the advantages listed above which may be missing
in online shopping, we can clearly say that in-store shopping offers a better
shopping experience, especially for the customer.
Thank you.
LESSON 4 : WRITING
▶ LEAD-IN
Give the students a couple of minutes to look at the picture and answer the questions.
Suggested answers :
1- Yes, the picture makes me feel like buying it.
2- We have the illustration, a body, a logo…
Learning context

When is the scene taking place ? During a copy writing competition.
Who organizes the competition ? An international company.
What do the students do ? They take part in the copywriting
What for ? competition / To win a scholarship.
What will the lesson be about ? It will be about Writing a print
advertisement.
Go through the strategies for writing a print ad with your students. Go step
by step to equip them with the necessary tools they need to write a print ad.
Make sure they follow and understand.
LET’S PRACTISE
Set the grouping mode, and time the task. Then, go around the class to
supervise and give help when necessary. When they are done, ask them to
Expected answers : 1- heading ; 2- image ; 3- subheading ; 4- logo ; 5- body ;
6- call to action.
understand it if necessary. Set a grouping mode, and time the activity. Then,
afterwards.)

Example of print advertisement
MADE TO LAST LONGER

THE PEN YOU HAVE BEEN WAITING FOR…
The one you will need all year round cause it

uses a little ink with good quality results and …
it’s durable !
Buy 2 and get two more. Use the gift code BRPNS.
▪ Check your production

Allow your students to check their production by completing the table. This
will make them assess their own work and correct the weaknesses of their
production.
LANGUAGE CORNER
1- Passive sentences – “be” vs “get”
Move from the examples to help the students uncover the difference in use
between the two forms of passive. Then, explain its uses to them focusing
on the examples.
LET’S PRACTISE
For each activity, state a grouping mode and time the activity. Then, move
around to supervise and provide help when necessary. Make them stop when
the time is over and then conduct feedback.
I- Expected answers : 1- was ; 2- is ; 3- is / was ; 4- get ; 5- been ; 6- got ; 7- got.

II- Expected answers :
1- The new vocabulary was copied into her notebook.
2- Sung Ho was talked into buying a new car by the salesperson.
3- The bubbling pot of pho was seasoned with star anise by the chef.
4- The onions were chopped and the ginger was grated by the sous chef
(example).
5- All the cherries on her tree were eaten by the crow.
6- This year, several tourists in Phuket have been bitten by monkeys.
2- MODALS & SEMI-MODALS

Move from the examples to help your students understand how to use modals
and semi-modals. Next, go through the explanations in the book with them.
Then, use the table to show examples of each category.
LET’S PRACTISE
Ask the students to do the activities. Arrange the grouping mode and time
the activity. Move around to supervise and provide help when necessary.
Make them stop when the time is over and then conduct feedback.
Expected answers : 1- are not allowed ; 2- should ; 3- be able ; 4- can ; 5-could ;
6- may not ; 7- ought
with the tools they need to succeed in the task they are going to deal with.
A- ASSIGNMENT


▶ Phase 1
Picture analysis
Possible answers :
▪ They are about Black Friday deals.
▪ It refers to a period of sales where customers can buy items at cheaper prices
▶ Phase 2
Expected answers :
▪ The country with the most searches on Black Friday in 2021 is the USA.
▪ The second was Germany.
▪ The sales made during Black Friday are seasonal.
▶ Phase 3
LISTENING PASSAGE
Shoppers around the world are planning to buy online and in physical shops.
In some countries, shoppers have a rather small budget in mind, like Indians
($69), Filipinos ($68), Nigerians ($61), Kazakhstanis ($58) or Pakistanis ($35).
In contrast, consumers who declare to spend record-breaking amounts come
from the USA ($485), Canada ($430), the United Kingdom ($397), Ireland
($339) and the United Arab Emirates ($291). According to the data from 2021,
when shopping online during Black Friday, purchasing with smartphones was
a global trend, noted among others in the United Kingdom, Germany, Turkey,
or Indonesia.
Adapted from: https://black-friday.global/
Expected answers :
▪ They plan to buy online and in typical shops.
▪ The average budget a Nigerian plans to spend on Black Friday is $61.
▪ An American plans to spend $485.
▪ Shoppers generally use smartphones to buy online.

presentations.
D- TIME TO TALK
UNIT REVIEW 9
Expected answers :
I- 1- existing ; 2- satisfied ; 3- delivery ; 4- reliable ; 5- requirements ; 6- valuable ;
7- complaints ; 8- payment.
II- 1- The shopping list has been forgotten in the car by me.
2- Premium articles are sold by this store.
3- Bananas have been given to the monkeys by the tourists.
4- The best employees of the month will be rewarded by the manager.
5- The next fashion show will be attended by them.
6- The cake had already been eaten by us when she joined us.
III- 1- is spoken ; 2- were being entertained ; 3- has been amplified ;
4- is interested ; 5- are not allowed ; 6- will be sold ; 7- is being flooded.
IV- 1- can ; 2- have to ; 3- may ; 4- must ; 5- must ; 6- might.
PROJECT TASK
questions to make sure that they know what they have to do. Go through the
different steps with them to help them succeed in the task. Organize the class
into groups. Time the activity and ask them to do it. Move around to supervise and
provide help when necessary. When time is over, ask them to stop and conduct
feedback (Students come and display their work). Select the best ones and stick
them on the board.

UNIT 10 : FRIENDS, DATING AND ENTERTAINMENT
▶ FAMOUS QUOTE
Invite your students to read silently the quote from Herodotus and try to
answer the following questions.
a- Do you have friends ?
b- What does this quote mean ?
c- Do you agree with Herodotus ?
Suggested answers :
a- Yes, I do. / No, I don’t.
b- This quote means that friends are more important than all material things a
person can possess.
c- Yes, because even when you are rich you need a person with whom you can
share time with or confide in.
Expected answers :
1- Picture A is about friendship, while picture B is about dating.
2- The man is probably in love with her, and he wants to ask her out.
LESSON 1 : READING
▶ LEAD-IN
Expected answers :
▪ The bonds : friendship or brotherhood. They may be friends, brothers, sisters
▪ They look happy and joyful.
Learning context

When is the scene taking place ? On July 30, the International
Friendship Day.
Where is it taking place ? At the English club.
What are the students doing ? They’re reading a text about
What for ? friendship. / To discuss its benefits
in a person’s life.
What will the lesson be about ? It will be about friendship.
A- Skimming
Ask the students to read the text quickly and choose the best general idea.
Expected answer :
The text is about : the importance of happy friends in our quest for happiness.
whose meanings or synonyms are closest to the ones listed. They can do it
individually and then compare their answers with their neighbours’ or do it in
pairs. Here again, after setting the grouping mode, set the timing and move
around to supervise and provide help when necessary. When the time is up,
ERRATUM : Une erreur de frappe s’est glissée dans l’item (3) de l’activité, à
la page 185 du manuel. Veuillez la signaler aux élèves en leur demandant de
la corriger au bic rouge (remplacer ‘‘diminishes’’ par ‘‘diminish’’). Merci pour
votre bonne compréhension.
Expected answers : 1- triggers ; 2- flip side ; 3- wear off ; 4- findings ; 5- gloomy
Ask the students to use their answers from exercise B to complete the
passage. They can do it individually and then compare their answers with

their neighbour’s or do it in pairs. Set the grouping mode, set the timing and
Expected answers : 1- triggered ; 2- gloomy ; 3- wore off ; 4- findings ; 5- the flip
side
Ask the students to read the text again and answer the questions. Then
they can compare their answers with their neighbours’ or in groups of 3 or
4 students. Here again, after setting the grouping mode, set the timing and
Expected answers :
1- A chain reaction triggered by a person’s happiness can last up to one year.
2- It’s happiness.
3- Christakis believes happiness can’t happen in any place because the spread
of happiness is constrained by geography.
4- According to the findings, money does not procure more happiness than
human presence. “the friend of a friend can have a greater influence than
hundreds of bills in your pocket” ( justification).
going to do the activity in pairs. Make sure they understand the task by asking
a few questions about it. Explain the task to help them better understand it
if necessary. Then, set the timing, and ask them to prepare their dialogue. Go
around the classroom and provide help when needed. When the time is up, tell
them to stop. Finally, conduct feedback (Choose the reporters of a few groups to
read their presentation. Ask the rest of the class to listen and react afterwards.)
■ Example of exposé
Hello everyone.
I’m going to talk to you about the topic “Does money procure more happiness
than human presence?” I will start by showing the truth in such a position,
and then its limits before giving my position on the issue.
On the one hand, money may procure more happiness because it allows a
person to buy whatever he/she wants, and satisfy his / her material needs

including those of his / her parents. As a matter of fact, being able to afford
whatever we need procures a great feeling of happiness.
On the other hand, human presence can have a more decisive impact on a
person’s happiness. This is the example of people who though they are very
rich, but for some reasons like sickness, disability or imprisonment don’t
enjoy the presence of close parents or friends. The result of such a situation
is that they live in misery despite all the wealth they have.
All in all, we can retain that both money and human presence are important
in people’s happiness ; and the lack of either condition will negatively impact
our quest for happiness.
Thank you for your attention.
LESSON 2 : SPEAKING
▶ LEAD-IN
Suggest answers :
The pictures are about entertainment / pastimes / hobbies/distractions /
recreation activities…
▪ I prefer A (run in bags), B (riding a bicycle), C (music), D (playing football).
▪ I practise football, handball, basketball, gymnastics, karate, listening to
music, watching TV, reading…
Learning context

When is the scene taking place ? During my Ghanaian friend’s stay
in my city / town.
Where is it taking place ? It’s taking place in my town/city.

What are you doing ? Why ? We’re talking about forms of
entertainment each one prefers. /
To know each other better.
What will the lesson be about ? It will be about entertainment.
What main skill are we going to develop ? It’s Speaking.
I- Using the past simple

Give a few minutes to the students to read silently the sentence and analyze
it. Ask them to point out the tense of the verb(s) and say what that tense
expresses. Then study the sentence with them laying the stress on the tense
and its functions.
Expected answers :
1- The action described in S1 is past.
2- Through the time reference : 1971.
II- Using the present perfect

Give a few minutes to the students to read silently the sentence and analyze
it. Ask them to point out the tense of the verb(s) and say what that tense
expresses. Then study the sentence with them laying the stress on the tense
and its function.
Expected answers :
1- The action described in S2 is past.
2- No, there is no clue indicating when the action took place.
B- LET’S PRACTISE
For each task, state a grouping mode, set the timing and ask the students to do
feedback.
I- Expected answers : 1- wished ; 2- have called ; 3- have you visited ; 4- read ;
5- learned.
II- Expected answers : 1- have changed ; 2- said ; 3- argued ; 4- considered ;
5- has turned ; 6- has made ; 7- had.

about it. Explain the task to help them better understand it if necessary. Then,
(Choose a few groups to present their discussions. Ask the rest of the class to
listen and react during the feedback.)
Example of dialogue
Tapé : Tell me Kapeu ; what kind of entertainment you prefer ?

Kapeu : Well … I like playing video games, listening to music, and playing
basketball. What about you ?
Tapé : I like swimming, dancing, and reading.
Kapeu : Oh really ? Have you ever played basketball ?
Tapé : Yes, I have. But I didn’t quite enjoy the game when I played it for the first
time. Besides, I’m not tall so you can imagine… have you ever got the chance
to swim in a swimming pool ?
Kapeu : No, man. I did swim in the past, but that was in my village … I mean in
the river.
Tapé : Sounds great to swim in a river. Isn’t it ? I’d love to try that.
Kapeu : Sure, you will certainly love that if you have the opportunity to visit
your village.
Tapé : Thanks Kapeu.
Kapeu : Thank you, Tapé.
PRONUNCIATION
Study the rules of the pronunciation of words containing silent sounds.

Practice the examples in the tables with them. Make sure they clearly identify
the sound which is not pronounced despite its appearance in the spelling.
1- Provide the model for the students to know how to pronounce. Then make
them repeat chorally and individually. Ask the students to do the tasks with
their neighbours first. Then, choose a few students to pronounce them aloud to
the class. Invite the class to assess their mates’ pronunciations of the words.

2- Set a grouping mode and time the activity. Then, ask the students to do the
activity. When the time is up, ask them to stop and conduct feedback.
Expected answers : Words with pronounced /r/ : red ; rope ; right ; boring ; agree ;
craving ; room ; friend
Words in which/r/ is not pronounced.
Expected answers : card ; four ; neighbour ; born ; door.
▶ LEAD-IN
Tell the students to look at the pictures for a while and guess what the
people are doing. They should discuss their answers with their neighbours
and justify their answers.
Possible answers :
▪ Picture A (group of people holding hands in the air), picture B (two people
linking pinky fingers), picture C (people holding each other by the shoulder on
Friendship Day), picture D (people probably watching a public performance
on National Best Friend Day)
▪ Yes, I have. / No, I haven’t.
▪ I think it is good to celebrate friendship.
Learning context

When is the scene taking place ? On International Friendship Day.
Where is it taking place ? The American Corner.
What are the students doing ? They’re watching a video recording
What for ? about friendship. / to promote love
and peace.
What will the lesson be about ? It will be about friendship.

■ Listening for general idea
The students listen to the passage and note down what it is about. They
should do it individually, and then compare answers among neighbours.
Expected answer : the passage is about the history of the International Friendship
Day.
■ Listening for detailed information
Ask the students to do the task as they listen again to the passage. They do
it individually first, then allow them a few minutes to compare their answers
with their neighbours’. For feedback, play the passage more than once for the
students to know why their answers are correct or not.
Expected answers : 1- b (the first Sunday of August) ; 2- c (July 30) ; 3- a (the
role true friends play in our lives) ; 4- a (ties a friendship band on his / her friend’s
wrists).
LISTENING PASSAGE
Friendship is one of the most valuable things in life and to mark the importance
of this beautiful relationship, Friendship Day is observed every year. One might
meet and enjoy with their friends every other day, but it is only fair to have a day
dedicated to celebrating this unmatchable bond. As such, every year the first
Sunday in the month of August is celebrated as Friendship Day. This year, it falls
on August 7. While the United Nations has declared July 30 as International
Friendship Day, India continues to celebrate it on the first Sunday of August.
This day was first proposed in 1958 in Paraguay. However, it is known to have
originated in 1930 from Hallmark cards, by Joyce Hall. It is a day to celebrate
the role close friends play in our lives, and how they shape us as people. People
usually celebrate Friendship Day by tying a friendship band on each other’s
wrists. It is treated as a promise to be each other’s best friends forever. On this
day, friends enjoy each other’s company and go out to have a good time. They
even send greetings to each other and exchange gifts and flowers.
Adapted from https://indianexpress.com/article/lifestyle/life-style/friendship-day-2022-date-
when-isfriendship-day-in-2022-8060461/

Ask the students to read the communication activity. Make sure they understand the
task by asking a few questions about it. Explain the task to them to help them better
understand it if necessary. Set the grouping mode, time the activity and ask them to
do it. Move around the classroom and provide help when needed. When the time is
over, tell them to stop. Finally, conduct feedback (Choose a few students to present
their voice message. Ask the rest of the class to listen and react afterwards.)
▶ Example of a voice message

Hey Appiah. I hope this finds you well in your country. You know, brother,
you’re a true friend to me.
I remember the day I called you and told you how my grades were becoming
bad in English… I remember that when my so-called friends I have here were
laughing at me for my bad results, you were the only one to give words of
encouragement. You even offered to explain to me lessons I didn’t understand
online. You promised and you did it, and my results have improved. That
means a lot to me.
Remember that anytime you’ll need me I’ll be there for you, brother. Thank
you for being my best friend, bro.
Bye.
LESSON 4 : WRITING
▶ LEAD-IN
Give the students a minute to look at the pictures.
Suggested answers :
1- Yes, I have. / No, I haven’t.
2- Different cases : faulty item, delayed delivery, wrong product or article (un)
delivered…
3- Item was changed, coupon offered for next purchase, apologies offered, a
free gift offered, free return of defective item…

Learning context

When is the scene taking place ? After my Nigerian friend’s bad
shopping experience.
What did your friend do ? He wrote me an email.
What do you have to do ? What for ? write him back / To console him.
What will the lesson be about ? It will be about writing an informal
letter or email.
Go through the strategies for writing an informal letter or email with your
to write a print ad. Make sure they follow and understand.
A- Model text
Ask the students to study the model and try to identify the points mentioned
in the writing strategies.
B- Matching activity
Set a grouping mode and time the activity. Then, ask the students to do the
Expected answers : 1- c (disaster, failure) ; 2- e (containing nothing) ; 3- d
(strongly desiring) ; 4- a (treated like an idiot) ; 5- b (vendor).
C- Questions on the model text

Set a grouping mode and time the activity. Then, ask the students to do the
1- The writer is his friend.
2- He starts the letter with the informal salutation “Hey Alex”.
3- It’s the 2nd paragraph.
4- The writer addresses him as “man”, which is informal.
5- Yes, the writer uses contractions.

▪ P1 : I’m writing / ‘cause (because).
▪ P2 : I’d (had) been… / couldn’t (could not) easily… / I can’t (cannot) tell...
▪ P3 : I’m (I am) going… / he’ll (will) hear… / I’ll (will) never… / you’ll (will)
learn…
Ask the students to read the communication activity. Set a grouping mode. Make
sure they understand the task by asking a few questions about it. Explain the task
to them to help them better understand it if necessary. Then, time the activity
students to present their group work. Ask the rest of the class to listen and react
afterwards.)
Hello Sydney
I received your recent letter, and I’m very sorry for what happened to you. I had
a similar experience a week ago you know... .
I went to a restaurant to have some “Garba”, a popular dish made of cassava
semolina and fried tuna. I ordered my garba and chose my piece of fish, which
was accompanied by chopped pepper, tomato and onion. I was really eager to
enjoy my meal, but, as I tasted the fish, I noticed it was rotten… I parted the fish
and smelled it… and understood there was something wrong with that fish.
I showed it to the seller. He recognized that I was right and kindly offered to
change the piece of fish I’d chosen ; which he did. So after the problem was
settled, I happily returned to my table and enjoyed my meal.
Hopefully, there was a happy ending in my situation, but you didn’t get that
chance. With the amount of money you put into the purchase of the mobile
phone, I think you should’ve been more prudent with the false good bargain
presented to you. Let’s beware of too good bargains, brother !
Kind regards
Alex
■ Check your production

Allow your students to check their production by completing the table. This
will make them assess their own work and correct the weaknesses of their
production.

LANGUAGE CORNER
1- EXCLAMATIVE SENTENCES
Move from the examples to help the students uncover the difference in use
between the two ways of expressing exclamation.
LET’S PRACTISE
For each activity, set a grouping mode and time the activity. Then, ask the
students to do the activity. When the time is over, ask them to stop and
conduct feedback.
I- Expected answers :
1- What a smart girl !

2- How incredibly tall they are !
3- What a talented daughter you have !
4- How we ate a lot !
5- How beautifully he played his partition.
6- What a great performance !
7- How I love it !
8- What beautiful beaches the country has !
II- Expected answers : 1- How ; 2- How ; 3- What a ; 4- What a ; 5- What a ;

6- What ; 7- How ; 8- you have.
2- EXPRESSING THE FUTURE

Move from the examples to help your students understand how to express
the future with “will” and “be going to”. Next, ask them to read the definition
in the book. Then, go through examples of either category.
Expected answers :
1- S3
2- S2
3- S1

LET’S PRACTISE
Ask the students to do the activity. Arrange the grouping mode and time the
activity. Move around to supervise and provide help when necessary. Make
them stop when the time is over and then conduct feedback.
Expected answers : 1- are going to ; 2- will be ; 3- will not / won’t ; 4- are going
to play ; 5- am going ; 6- are going to fly.
with the tools they need to succeed in the task they are going to deal with.
A- ASSIGNMENT

task.
▶ Phase 1
Picture analysis
Possible answers :
1- In-person, via mobile phone, emails, social networks, SMS, …
2- Men and women of all ages (children, teenagers, adults, elderly people).
3- Any of the answers to 1.

▶ Phase 2
Expected answers :
1- Friendships are important because friends appear as a support network that
can positively or negatively influence teenagers.
2- Parents can take time to understand how their child is experiencing the
world of teenagers.
▶ Phase 3
LISTENING PASSAGE
Friendships help teenagers develop emotionally and morally and boost social
skills. Not only do teenagers learn how to communicate with others, but
healthy friendships can be instrumental in helping them learn to control their
emotions and express their feelings constructively. However, some teenagers
struggle socially and have trouble making and keeping friends.
Adapted from: https://www.verywellfamily.com/making-and-keeping-friends-2633627
Expected answers :
1- Friendships help teenagers develop emotionally and morally and boost social
skills.
2- No, some struggle to make and keep friends.

presentations.
D- TIME TO TALK
in their presentations
UNIT REVIEW 10
For each activity, set the grouping mode, and time the activity. move around to
supervise and provide help if necessary. When the time is over, ask them to stop
and conduct feedback

Expected answers :
I-
Sports games Performing arts Literature
football ; swimming ; ludo ; scrabble ; comedy ; circus ; poetry ; history
rugby ; cycling monopoly ; chess opera ; concert books ; novel
II- 1- have never played ; 2- announced ; 3- became ; 4- have not / haven’t eaten ;
5- did not / didn’t ; 6- gave ; 7- have just gone out.
III-
1- am going to meet
2- will help
3- are going to
4- will probably
5- will be
6- are not going to let
7- I will do / I’ll do
IV- 1- B : I have / I’ve lost

2- A : are you going to do
B : will go
3- B : I will / I’ll
4- A : you visited
B : I have visited
PROJECT TASK
around to supervise and provide help when necessary. When time is up, ask them
to stop and conduct feedback (Students come and display their work). Select the
best ones and stick them on the board.

TEST 1 (ANSWER KEY)
PART ONE : READING FOR COMPREHENSION
A- VOCABULARY
1- employment (example)
2- foreign
3- labour
4- insurance
5- crucial
6- cross-border
7- remote
8- digitalization
9- commitments
10- increase
11- inward
B- COMPREHENSION CHECK
1- The text is about the importance of the tourism sector in the world, and
the commitments taken by countries to regulate the sector.
2- WTO stands for World Trade Organisation.
3- GDP stands for Gross Domestic Product.
4- Tourism contributes to employment, GDP, and the generation of foreign
exchange in nearly all WTO members.
5- Tourism-related services typically generate a lot of job opportunities.
6- Tourism and travel-related services include: services provided by hotels
and restaurants, travel agencies and tour operator services, and other
related services.
7- It’s both customers and employees.
8- The level of commitments by sub-sector varies widely for tourism and
travel-related services.
9- It’s half (about 65) of the WTO members with commitments on tourism
that have been involved in tourist guide services.
10- The services negotiations started in 2000.

PART TWO : LANGUAGE IN USE

TASK A TASK A
1- have helped (example) 1- Ø (example)
2- have been contributing 2- Ø
3- have known 3- a
4- has been leading 4- Ø
5- have have helping 5- Ø
6- have been taking 6- Ø
7- have seen 7- Ø
8- have built 8- the
9- have been taking 9- the
10- have been destroying 10- Ø
11- have convinced 11- a
PART THREE : WRITING
Criteria for self-evaluation
Task 1 (paragraph writing)

Is the final product structured as a good paragraph (topic sentence, Yes / no
supporting sentences, conclusion) ?
Does it mention the danger of the abusive use of natural resources ? Yes / no
Does it mention the drawbacks on human life ? Yes / no
Does it include some solutions ? Yes / no
Task 1 (paragraph writing)

Is the final product structured in paragraphs (introduction, body, Yes / no
conclusion) ?
Does it include a list of important tourist sites in your country ? Yes / no
Does it include a call to come and visit your country ? Yes / no
Does it include economic benefits of tourism for your country ? Yes / no

TEST 2 (ANSWER KEY)
A- VOCABULARY
1- ostensibly
2- snatch
3- jaws
4- imperialist
5- defiant
6- unfounded
7- strong
8- murder
9- ultimate
1- The text is about Russian expansionism.
2- He signed a document that accepted some Ukrainian regions as members of
the Russian Federation.
3- He made his speech as the Ukrainian Army was liberating territory to which
Russia was laying claim.
4- He commended to the Army to draft hundreds of thousands of new soldiers.
5- He considered Russian World as being composed of Ukraine and untold other
lands.
6- The daughter of the philosopher Aleksander Dugin was.
7- The Ukrainian Government is.
8- He says Westerners are giving up traditional values.
9- They consider Russian ideology as a threat.
10- He said that their ultimate objective is to subjugate people around the world
and force them to give up traditional values.

TASK A
« 1- He thought he would be the strongest in tomorrow’s world. 2-He said the
USA could have solved the problem if they wanted to discuss it. 3- He said that a
Ukrainian soldier had had a traumatism. 4- He claimed that his objective was to
free the world from wrong considerations. 5- He argued that nuclear war could
never be positive for our (their) world. 6- He thought that it could be possible
for them to have a frank discussion. 7- He added that American soldiers might
be strong, but they would not be the best. 8- He declared that they could have
started that war the year before, but they had thought of their children. 9- He
claimed that their hope had been to live in a world in which each country knew its
place. 10- Fianally, he begged everyone to stop their thinking way.»
TASK B
1- a lot of
2- many
3- many
4- a lot of
5- much
6- much
7- much
8- much
9- much
10- many
11- much
Here, the teacher will conduct the correction, according to the common and
known features of the chosen exercise. He should take into account the given
instructions.

TEST 3 (ANSWER KEY)

A- VOCABULARY CHECK
1- daily (Example)
2- tied
3- lack
4- burdensome
5- famished
1- Yes, Sports are quite significant for human because they are part of
human’s life
2- since his childhood (L1-2)
3- By shaking arms and legs (L3-4)
4- Exercises are food for the body. (L13)
5- Polo and Horseback riding (L7)
6- It makes work burdensome (L10-11)
7- It helps us to stay in good health. It also keeps us energized, vigilant,
focused,
8- lively and courageous. (L13-14)
9- Games foster a sense of teamwork, good sportsmanship and calmness.
(L14-15)
10- In India Games and sports are considered just as a kind of amusement.
(L18)
TASK A
1- comes apart
2- have come to an agreement
3- come to an end
4- come on time
5- will come into play
6- come close to
7- come to a decision

TASK B
1- L1- There are many kinds (Example)
2- L2- do
3- L2- for enjoying
4- L2- some sports
5- L3- very few
6- L3- in order
7- L4- successfully

Here, the teacher will conduct the correction, according to the common and
known features of the chosen exercise. He should take into account the given
instructions.

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1

I. Proverbs, quotes, sayings … IV. Reading strategies

VI. Learning context IX. Communication activity

XII. Listening XV. Language corner

A- Comment s’inscrire et se connecter sur la plateforme des corrigés et

B- Comment Consulter nos ouvrages ?

C- Comment télécharger un ouvrage ?

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Solutions to cope with the drawbacks of ecotourism on the environment :

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POSSIBLE QUESTIONS EXPECTED ANSWERS

III- Give a few minutes to the students to do the task.

LET’S KEEP IN MIND

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II) 1- has been working

III) 1- has been reading

▪ Give a few minutes to students to read the instructions of the activity.

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POSSIBLE QUESTIONS EXPECTED ANSWERS

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▪ Some tourist attractions in the country :

▪ Invitation to come and visit a given site :

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II- Expected answers :

4- LARGE NUMBERS AND DATES

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FREE ORAL COMMUNICATION

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2- Tourism can have a link with natural disasters :

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II- 1- has been raining

III- 1- of / 2- in / 3- from / 4- on / 5- from / 6- from

IV- 1- who / 2- how much / 3- when / 4- who / 5- whose

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POSSIBLE QUESTIONS EXPECTED ANSWERS

▶ Reading the text

A- Skimming (Read the text quickly)

Expected answers : a- Paragraph 8 / b- Paragraph 1 / c- Paragraph 6 /

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Expected answers : 1- weighed / 2- reusable bags / 3- wooded area /

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POSSIBLE QUESTIONS EXPECTED ANSWERS

LET’S KEEP IN MIND

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POSSIBLE QUESTIONS EXPECTED ANSWERS

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