FICHES 1ere ABCD

Name: AROUA F. Epiphane School: Form: 1ere ABCD Size:

Grade: Documents: All in need Strategies: The useful ones Competences: The useful ones

Syllabus 1ere ABCD

LS n° 1 : Loved or exploited ? ABCD Vocabulary 3: Don’t be confused

Picture interpretation Communication 2: Expressing frequency, degree, manner
Study skill and place
Vocabulary 1: Rights and abuses LS n°4 for CD 5 for AB: Getting a job
Communication 1: Expressing obligation and unnecessary action Picture interpretation
Speech: Stress Reading/Study skill: Making notes and exchanging
Vocabulary 2: An inspiration to young people information
Communication 2: Expressing contrast Communication 1: What you have to/ought to do
Composition: Writing that includes argument Vocabulary 2: Don’t be confused
LS n°2: Computer magic ABCD Communication 2: Predicting progress
Picture interpretation LS n°6: Politics and elections AB
Reading: Private property Picture interpretation
Vocabulary 1: Computers Reading: Electing an American president
Communication 1: Expressing past habit Vocabulary 1: Elections
Vocabulary 2: Word formation: verbs in ify ; ise Communication 1: Expressing past time
Communication 2: Agreeing and disagreeing Vocabulary 2: Phrasal verb with stand
LS n°3: Anyone can succeed ABCD Communication 2: Apologizing and accepting apologies
Picture interpretation
Reading: Women’s world banking
Vocabulary 1: Words that go with make and do
Communication 1: Referring, using pronouns
Vocabulary 2: Don’t be confused
LS n°4: Customs and traditions AB
Reading
Vocabulary 1: Synonyms
Communication 1: Placing a group of adjectives in the right order (DGSACPOMN)
Vocabulary 2: Phrases with adverbs
Warming up-Telling the date- Revision- Brainstorming for the day lesson for the beginning of any lesson.
 Activities Teaching process Learning process Competence Suggested answers Observations
s and
strategies
LS n° 1 : Loved or exploited ABCD
Objective: At the end of the LS, students will be able to know what rights and duties are. They will also be able to use some
vocabulary words related to rights and duties.
Brainstorming -ask students the following -Listen to the teacher IW .a Charter is an agreement , a document that states
questions and let them answer and answer the CW what should be done or respected by a group or a
orally. questions orally CD1 community.
.What is a charter? /a convention? CTD2 .A child is a person under 18 (years old).
.Who can be considered as a child? CT1,2,6 .No, it isn’t because he must enjoy all his rights.
.Is it good to abuse children? Why? Rights Duties
.Give examples of children’s rights To life to love their parents,
and duties To be with to obey, to learn
Parents, what is good/right,
Must have a home, to respect, to study
Food, cloth, to be hard, help other
Cared for and kept people,
Safe, must be protected
Picture interpretation a-ask the students to read and - read and answer the idem + 1-The children are respectively from Asia, America,
answer the questions on the picture. questions on the CD2 Europe, and Africa. I know through their clothes,
This activity may be oral. picture. colour of their skin, and hair.
2-The picture shows children from different continents
to demonstrate that children‘s rights are the same in
every continent.
3-The picture show boys and girls to let people know
that children rights are for both boys and girls equally

b-invite the students to study the list

of the rights and say the picture it -study the list of the IW R1,4------) Pict 2
illustrates (the pict 1is on page 7, 2 rights and say the CW R 2, 7-----) Pict 4
and 3 on page 8) picture it illustrates. PW R3--------)Pict 3
CD1 R4---------) Pict 5
CTD2 R5---------)Pict 6
CT1,2,6 R6--------)Pict 7
 R7--------)Pict 8
R8-------)Pict 1
R9--------)Pict 9
Study skill: Skimming -ask the students to read each text -read each text basing IW Text1(words: soldiers, rifles, fighters, warlord) R3
(reading quickly to find main basing on some words connected to on some words CW Text 2(words: excluded seldom allowed to see) R
ideas) each right to say the right which is connected to each PW 5,7,8
violated. right to say the right CD2 Text 3(slave trader, selling, kidnap, forced to work) R
which is violated. CTD2 2,4,7
CT1,2,6 Text4 (woke up, worked, half-hour break, work until
midnight) R4
Text 5(girl, pointless, killed,) R 1, 8
Text 6 (illiterate, twice as many women, fewer girls)
R8
Text 7 (cruel, punishments, locked, isolation,
removed) R6
Text 8 (dying, life, health, school, rich, poor) R1,8,9
Text 9 (slave, struggle, given away, impoverished,
condemned, drudgery, despair, chores, abuse,
malnourished) R2,4,5,6,7
Vocabulary: Rights and abuses a-ask the students to match each -match each phrase IW 1------) e 2-----) c 3-----) g
phrase with its illustration. with its illustration. PW
* Use the numbers and CW 4-----) f 5-----) b 6-----) d
the letters. CTD2
CT1,2,6 7-----) a
b-tell the students to match each
expressions with its synonym. -match each idem Expressions Synonyms
expression with its In danger at risk
synonym. To abduct to kidnap
Armed conflict war
Killing babies infanticide
Prisoner captive
To allow to permit
To force to make
Responsibilities duties
Communication 1:Expressing a-invite the students to observe the -observe the picture IW Should is used to express obligation.
obligation and unnecessary picture and read the sentence beside and read the sentence PW We can also use ought to
action it. beside it CW alternatively.
Objective: to enable students .which word is used to express CD2
to talk about present and past obligation in the sentence? CTD2
obligations using both positive CT1,2,6 For present obligation use:
and negative forms. b-tell them to study the sentences in S+should/ought to + BV (right
examples. things)
-study the sentences in S+shouldn’t/ought not to+ BV
examples (wrong things)

For past obligation use:

S+should have/ought to have +PP
(right things)
S+shouldn’t have/ought not to have
c-ask the students to use the +PP (wrong things)
sentences in the boxes to express Examples
appropriate obligations. -use the sentences in PW *Parents should/ought to look after
the boxes to express CW their children
appropriate CD2 * Parents shouldn’t/ought not to make
obligations. CTD2 their children fight as soldiers.
CT1,2,6 *Peter’s mother should have/ought to
have given him some love….
d-have them read the dialogue
between Paul and Emile and answer
these questions.
1-Did Ali go to the station early? -read the dialogue 1-Yes, he did
2-Did he need to go? between Paul and idem 2-No, he didn’t
3-Was it necessary? Emile and answer 3-No, it wasn’t
4-Why these questions. 4-Because two hours before are too
many and just 15mn are enough.

e-writing -write for each picture idem For unnecessary action use:
-ask the students to write for each what people S+needn’t have +PP if the action was
picture what people should/shouldn’t do; done
should/shouldn’t do; should have should have done/ S+ didn’t have to +BV if the action
done/ shouldn’t have done; didn’t shouldn’t have done; wasn’t done
have to/needn’t have done. didn’t have to/needn’t
have done.
Pict 1: The man didn’t have to pay
the ticket.
Pict 2: The driver shouldn’t have
driven too fast.
Pict 3: The boy shouldn’t have
 climbed the mango tree.
Pict 4: The man shouldn’t have
entered by the short door.
Pict 5: The villager shouldn’t have
used his donkey in the city.
Pict 6: The visitor needn’t have
brought/bought the pillows.
Speech: Stress a-invite the students to read these -read the verbs. IW Discuss prevent continue
Objective: to enable the verbs . CD1 prevent
students to use correct stress CD2 Recover
when pronouncing verbs that CTD2 When students misread the words,
start with a prefix. CT1,2,6 draw their attention to when verbs
start with a prefix, the stress is on the
b-tell students to say the words in -say the words in the idem syllable after it.
the box stressing the syllables in box stressing the
colour. syllables in colour. Exception: disagree, undisturbed,
comment, subdivide, forecast,
c- ask the students to read the -read the sentences
sentences respecting the stress. respecting the stress.
Vocabulary 2: An inspiration -ask the students to choose one of -choose one of each IW 1-grew up 9-in order
to young people each word to fill in the gap. word to fill in the gap. PW 2-brought up 10-watching
CW 3-deserted 11-read
CTD2 4-old 12-knowledge
CT1,2,6 5-education 13-improved
6-teenager 14-medical
7-knife 15-achievement
8-weak 16-inspiration
Communication 2: Expressing a-ask the students to read Mr. -read Mr. Coulibaly’s IW
contrast/opposition/concession Coulibaly’s good and bad qualities good and bad qualities CD2
. and realize that they are in contrast and realize that they CTD2
with each other. are in contrast with CT1,2,6
each other.

b-invite two good students to act the -act the conversation IW

conversation out dramatically out dramatically. PW
CW
CTD2
CT1,2,6
c-speaking
 -ask the students to make a Example
conversation comparing, contrasting -make a conversation Pierre: I think applicant 1 would do
the 2 applicants through their good comparing, PW the job well .He is really chatty.
and bad qualities to decide who to contrasting the 2 CD1 Anne-Marie: But he talks too much!
appoint for the post of disc jockey. applicants through CD2 That’s the trouble.
their good and bad CTD2 Pierre: Nevertheless he is very
qualities to decide CT1,2,6 entertaining. He is better than
who to appoint for the applicant 2. Although applicant 2 is
post of disc jockey. amusing, some of his jokes would
upset some our listeners. He often
insults people.

Students may add personal ideas.

The teacher may also use other
situational context to help the
understanding.
Words such as although/though (bien que), even if /even though(même si , quand bien meme), inspite of /despite(malgré,en dépit de), whatever/no matter what (quoi
que, quelque soit ce que…), whoever/no matter who (quiconque), no matter how/however (si…..que….soit…),whenever/ no matter when (quelque soit le moment),
wherever/no matter where (quelque soit le lieu), instead of (au lieu de) are used to express contrast.
Patterns:
Ex: She is beautiful but she can’t have a husband. Although/though+S+V+adj/adv+…/inspite of/despite+her/his +noun(from the adj)+ S+V/ inspite
of/despite+her/his+being+adj+S+V+… inspite of/despite+the fact that+S+V+adj+….Although/though she is beautiful, she can’t have a husband.
Philomène doesn’t learn her lessons, she is playing. Instead of +BV1+ing+…..S+V….Instead of learning her lessons, she is playing games.
He is poor but he is generous. Adj/adv+as/though+S+V+S…. Poor as he is, he is generous.
Ex: Fulberte is intelligent but she doesn’t know the tense of the verb. (student)
Lorsque l’accent est mis sur un objet, une personne, un lieu, un temps, le mot désignant ces choses sont exclus dans le rephrasing.
Ex: you may buy a car for Alice, she will not be happy. No matter what may buy for Alice, she will not be happy.
Even if the police come, tell them I am not at home. Whoever/no matter who comes, tell them I am not at home.
You can go to choumichoumi I will not forget you. Wherever/ no matter where you can go, I will not forget you.
You may come at midnight, I will open the door for you. Whenever/ no matter when you may come, I will open the door for you.
Consolidation exercises (anglais pour le BAC page 83)
Listening comprehension: a-introduce the listening activity with the -discuss with the CD1 Students should mention names of
Tempo boy discussion on the taxi drivers in the teacher. CW boys who help drivers in their
republic of Benin to let them know who CTD2 activity.
help them in their driving activity. CT1,2,6

b-invite the students to listen to the text -listen to the text

carefully. carefully.
 IW
c-ask them to say if these sentences are - say if these sentences CD1
true or false. are true or false. CTD2
1-a tempo has 4 wheels. CT1,2,6
2-the tempo has takes up to 20
passengers. IW 1-false
3-drivers use adults as tempo boys. PW 2-false
4-a tempo boy becomes sick at the end of CW 3-false
the work. CTD2 4-true
CT1,2,6
d-tell the students to read the 5 questions, - read the 5 questions,
listen to the text again, and write down listen to the text again, idem
note to answer the questions. and write down note
to answer the
questions.
1-A tempo is a small three wheeled
bus in Bangladesh.
2-A tempo boy cleans and maintains
the tempo, tries to get passengers,
collects their fares and guides the
driver through traffic.
3-Drivers prefer to employ boys
under 12 because they can be trusted
e-ask the students to find the antonyms of -find the antonyms of idem with money and are willing to do any
these words from the text. these words from the kind of work.
1-private 4-heavy text. 4-The boys may fall off the tempo.
2-expensive 5-girls 5-The laws of Bangladesh forbid
3-front IW boys under 15 to do this kind of
CW work.
f-discussion in the book. -discuss the situation CD1
in the book using CTD2 1-public 2-cheap
arguments. CT1,2,6 3-back 4-light
5-boys.
Composition: Writing a-the teacher explains the condition in -listen to the teacher’s IW Before you include argument in a piece of writing:
that includes argument. which this kind of writing takes place. (it explanation and get CW *think carefully about the topic and decide what you
is like a debate) with two sides (for and informed with CD1 really believe.
against) . Then, introduce the example of Ahmadou’s position CTD2 *note any arguments and information which support
Saliou’s letter asking for advice about of who should bring CT1,2,6 what you believe.
who should bring up his son. up Abdoul. *note any arguments and information against your
 position
When you write:
*mention arguments against your position
*show that they are untrue or weak.
*mention arguments that favour your position
b-take the students now through the -listen to the teacher’s idem *give details, facts, reasons information to support
guidelines and explain. explanation. your position.
*state your conclusion.

c-tell the students to study Ahmadou’s

letter to his brother and fill in the -study Ahmadou’s IW 1-position 5-against
analysis. letter to his brother PW 2-contrasting 6-evidence
and fill in the analysis. CW 3-in favour of 7-argument
CTD2 4-supports
CT1,2,6 Expressions to introduce arguments against your
position:
*It is sometimes said that…
*Some people argue that….
*Those who are against …say that…
*There are those who claim that…..
Expressions to introduce your arguments :
However , but , on the other hand , although , in spite
of , despite , nevertheless , even so , yet , even if , all
the same , on the contrary.

d-writing - choose one in the Are you for or against divorce?

-tell the students to choose one in the listed topics and write IW Marriage is a union between two people specially a
listed topics and write an argument assay an argument assay on PW man and woman. Normally, people get married for the
on it. it. CW better and for the worse. It is sometimes said that
CD3 divorce is a solution when there is a serious problem
CTD2 in the house. Those who are for divorce certainly have
CT1,2,6 their reasons. But divorce is not always the solution.
There are many ways other than divorce to solve
problems in the house. It is true that some women
sometimes misbehave in the house. Nevertheless
problems must be solved adequately. In spite of the
problems husband and wife may have , they must
avoid divorce for the children sake Children are the
ones suffer the most; they will be motherless and will
 certainly not have good education because the
children education is first and foremost mothers job.
So, divorce is not a model to follow in a modern and
correct family.
Structure: would rather; a-ask the students to study these -study these sentences IW a-
wish sentences and answer the questions. and answer the PW 1-form of the verb : BV
1-I would rather go to school questions. CW 3- form of the verb : full infinitive
2-I wish to become a president CTD2 2- form of the verb: simple past
3-I would rather you had come CT1,2,6 b-I would rather = je préfererais
a-what is the form of the verbs after S+ would rather +BV
would rather and wish? Eg: S+ would rather sing
b-suggest a formation in each case. *in a present context
S1+ would rather+S2+ simple past
Eg: I would rather he wasn’t a tempo boy
*in a past context
S1+ would rather+S2+past perfect
Eg: I would rather you had not been a t
empo boy
*in a future context
S1+ would rather+S2+simple past
Eg: I would rather we left next month

I wish = je souhaite
S+ wish+ full infinitive
*in a present context
S1+wish+S2+simple past
Eg: she wishes her brother ate this time
*in a past context
S1+wish+S2+past perfect
Eg: My mother didn’t go America. I wish she had
gone
*in a future context
S1+wish+S2+conditional
Eg: I wish he would call me tomorrow
NB: when there is not a clear context, a time indicator,
in the different cases, use the simple past after the
second subject
Rephrasing
I’m sorry, I regret, what a pity, it is pity (that),it is
 pitiful, what a shame, if only, would rather
To rephrase sentences with some of these expressions
present and past context are used. When the initial
sentence is negative, the rephrased one with “wish”
should be affirmative and vice versa.
Eg: I’m sorry Abdoul doesn’t go to the city
*I wish Abdoul went to the city
I regret that you went to that party.
*I wish you hadn’t gone to that party.Consolidation
exercises Anglais pour le BAC page 29 &159
CONSOLIDATION EXERCISES
B-Communication: Expressing obligation
1- 1-should 2-ought 3-should 4-shouldn’t 5-oughtn’t 6-should 7- shouldn’t 8- ought 9- ought 10- ought 11- shouldn’t
2- 1- needn’t have watered 2-needn’t have brought 3-didn’t have to make 4-didn’t have to use 5-didn’t have to write 6-needn’t have climbed
C-Expressing contrast
1-but 2-although 3-but 4-however 5- however 6-although 7-on the other hand 8-but.
 LS n° 2 : Computer magic ABCD
Objective: to help students realize the importance of the computers in the modern world and how they are used without
forgetting their drawbacks.
Brainstorming -ask students this question and have them -answer the question IW Guided their answers.
answer. CW
-What are computers used for? CD1
CTD2
CT1,2,6
Picture interpretation a-tell the students to observe the pictures -observe the pictures IW 1-manufacturing
and match heading to the picture. and match heading to CW 2-solving crime
the picture. CD2 3-navigation
CTD2 4-education
CT1,2,6 5-design
6-entertainment
7-writing and publishing
b-ask the students to choose the words to -choose the words to
complete the caption for each of the picture complete the caption for idem 1-robot
in a) each of the picture in a) 2-information
3-calculates
4-learn
5-design
6-playing
7-edit
Study skill: skimming Oral -read and answer the IW 1-the private information the text is
Objective: to enable -ask a student to read the questions one by questions. CW about is the information in a person’s
students discover quickly one for answer. (procedure: reading the CD2 computer.
the ideas in a text through question, thinking about the answer, CD1 2-The name is Paul. He has been
some hints. answering) CTD2 hacking (finding a way of seeing
CT1,2,6 information in other people’s computer
without right)
3-The thing mentioned is Paul’s
computer.
4-the topic of the fifth paragraph will be
how Paul managed to reach computers
all over the world from his home.
5-the phrase that means the same is
breaking the law. I would read the text
to learn more about D.
Reading comprehension: a- have the students answer these questions -answer the questions idem
Private property orally. orally.
-do computers serve only for good things?
-what bad things can computers be used
for?

b-tell the students to read the text for 15mn. - read the text.
IW
CD2
CTD2
CT1,2,6
c-ask the students to say if the sentences are -say if the sentences are
right or wrong. right or wrong. IW
1-according to the text, Paul committed a PW 1-wrong
crime by having access to someone’s CW 2-right
computer. CD2 3-wrong
2-Paul’s computer is very important for CTD2 4-wrong
him. CT1,2,6
3-he doesn’t need a secret word before
entering a computer.
4-Paul’s mother succeeded in stopping him
from using computer.

d-have them answer the questions -answer the questions idem 1-it is a crime when a person has no
1, 2 , 3, 5 , 9 c. 1, 2 , 3, 5 , 9 c. right to see this information.
2-Paul was not sent to prison because
the court considered that he was a
computer addict and could not stop what
he was doing.
3-we can play games, run a travel
organization, keep health records.
5-by using his computer, Paul didn’t eat,
he took less exercise when he gave up
swimming and this affected his health.
9c-her actions made him aggressive.

e-let them find the synonyms for these - find the synonyms for idem 1-young
words/phrases. these words/phrases. 2-addict
1-not old P1 3-illnesses
 2-somebody who can’t do without it P1 4-ignored
3-sicknessses P2
4-not considered P3

f-have them discuss this question orally. -discuss this question IW Open discussion.
*what do you think computers must really orally. CW
be used for? CD1
CTD2
Homework: translate the passage of the 5th CT1,2,6
paragraph into French: How was
Paul….near his home.
Vocabulary 1: Computers. a-have the students listen and repeat these -listen and repeat these IW
words. words. CW
Catalogue - keyboard – printer CD1
-pointer/cursor - modem/server - CTD2
Screen. CT1,2,6

b-ask them to match the computer’s parts -match the computer’s IW 1-screen
numbered from 1 to 7 with the vocabulary parts numbered from 1 PW 2-printer
words. to 7 with the vocabulary CW 3-catalogue/menu
words. CD2 4-modem/server
CTD2 5-keyboard
CT1,2,6 6-pointer/cursor
7-mouse
CPU: Central Processing Unit
Speaker
c-let them match the computer’s parts with -match the computer’s
their uses. parts with their uses. idem 1-F
2-A
3-B
4-D
5-C
6-G
d-speaking 7-E
-have them ask questions and answer them -ask questions and
like the ones in the example. answer them like the PW
What does the…..do? ones in the example. CD1
What is the …….for? CTD2
CT1,2,6
Communication 1: a-have students read the sentences and note -study and note. IW For past action repeated regularly,
Expressing past habit. that when two actions done regularly are CW S+ used to/would+BV
joined by and, we don’t repeat used to or CD2 Ex: I used to go to school lat(repeated)
would. CTD2 S+would never/never used to/used not
CT1,2,6 to/didn’t used to+BV
Ex: when I was a child, my grandmother
used not to punish me.
Did+S+BV+?
Ex: did he use to walk all day?

-when two actions done regularly are

joined by and, we don’t repeat used to
or would.
Ex: Paul used to stay in his house and
enter people’s computers.
b-tell the students to use one of the -use one of the idem
situations presented in the book to write situations presented in
dialogues about how things used to be. the book to write
dialogues about how
things used to be.

c-ask them to write the verbs into the

correct form and use the simple past if it is -write the verbs into the 1-used to work
not a past habit. correct form. idem 2-please
3-used to/would stay
4-miss
5-play
6-would he do/did he use to
7-put
8-make
9-presented
10-told 13-believe
11-had 14-heard
12-couldn’t 15-entered
Vocabulary: word a-have the students read the contextual -read the contextual IW
formation : verbs in-ify ,- situation and listen to your explanation. situation and listen to CD1
ise your explanation. CTD2
b-ask them to turn the words in italics into CT1,2,6
 verbs using –ify, -ise. -turn the words in italics
into verbs using –ify, - IW a-equalise
ise. PW b-categorise
CTD2 c-simplify
CT1,2,6 d-purify
ize is American pronunciation.

c-ask them to complete the verbs with –ise, -complete the verbs with idem 1-emphasise 7-subsidise
-ify, -ised, or ified. –ise, -ify, -ised, or ified. 2-modernised 8-identify
3-computerised 9-specify
4-terrified 10-sympathise
5-horrified 11-summarise
6-economise 12-minimise
Communication a-invite the students to read the -read the conversation IW
2:Agreeing and conversation and see how people agree and and see how people CD1 Agreeing Disagreeing
disagreeing disagree each other. agree and disagree each CTD2 I entirely agree I don’t go along with …
other. CT1,2,6 I disagree with I’m afraid I can’t agree
b-ask them to put the words in italics in -put the words in italics you with you on that
categories: Agreeing and disagreeing. in categories: Agreeing IW Exactly I take a different view
and disagreeing. PW That’s what I I disagree
CTD2 think, too
CT1,2,6 absolutely
NB: study the expressions on pages 31 and 202
c-speaking
-have the students hold a discussion on one -hold a discussion on GW
of the given points where they agree on one of the given points CD1
some points and disagree on others. where they agree on CTD2
some points and CT1,2,6
disagree on others.

d-writing -write a dialogue in IW

-invite them to write a dialogue in which which two people agree PW
two people agree and disagree on one of the and disagree on one of CTD2
above topics they didn’t choose. the above topics they CT1,2,6
didn’t choose.
Listening: love-link a-explain the introduction agency to the -listen to the teacher’s IW
students and let them have ideas about it explanation. CD1
through the short paragraph talking about it. CTD2 A-the wrong name (Marie-Ange & Philippe)
CT1,2,6 Marie-Ange met Philippe through love-link. She was
 b-ask them listen to the texts and make a -listen to the texts and impressed by his well-written letter. They met for a
short account of them (summarise) make a short account of IW meal in a restaurant and liked each other. But Marie-
NB:follow the steps. them (summarise) PW Ange was not amused when Philippe called her by the
CD1 wrong name. However, they were soon talking about
CTD2 marriage.
CT1,2,6
B-Mother checks up (interviewer & Robert)
Robert was given Christiane’s name and address by
love-link. His mother saw the address and visited her
in the shop where she worked without saying who she
was. Robert and Christiane met and walked beside the
sea in the moonlight. When they decided to get
married, Robert’s mother admitted she had already
met Christiane and liked her very much.

C-A joke (interviewer & Jeanne)

Jeanne was divorced and had three children. She met
Amadou at her home where her excited children
wouldn’t leave them alone. In fact, the noisy children
made them feel relaxed. Eventually, they got to know
each other better and when Amadou said “will you
marry me”?She said “of course I will”
Composition: Finding a a-take the students through the information -study the information IW To add ideas, words, some linking
partner in the table and let them notice how ideas in the table. CD2 words are used. Some of them come at
are added. CTD2 the beginning, some at the middle and
CT1,2,6 other at the end of the sentence.
In addition, what is more, besides (that),
furthermore, and moreover are used at
the beginning.
b-invite the students to write out the -write out the paragraph Also in the second or third place.
paragraph and add the suitable connecting and add the suitable IW Too, as well at the end.
words or phrases. connecting words or PW
phrases. CTD2 1-In addition 4-besides these
CT1,2,6 2-also 5-too/as well
3-too/ as well 6-what is more
c-ask the students to write a paragraph on -write a paragraph on IW
one of these topics using words/phrases that one of these topics using PW
add ideas. words/phrases that add CD3
ideas. CTD2
 CT1,2,6
Consolidation exercises
A-Vocabulary 1: computers.
1-mouse 2-pointer 3-printer 5-screen 4-word processor 6-links 7-menu 8-keyboard

B-communication 1: Expressing past habit

1-heard 2-used to drive 3- used to belong 4- used to be 5- used to/would drive 6- used to/would put 7- used to/would terrify 8- used to/would get 9-
used to/would drive 10-drove 11-ended 12-did he use to have 13- used to enjoy 14- used not to mind 15- used to/would pay
C-Communication 2: Agreeing and disagreeing.
1-absolutely 2-agree 3-think 4-disagree 5-with 6-share 7-different 8-entirely 9-go along

B-Vocabulary 2: word formation: verbs ending in –ify , -ise

1-identified it 2-verified it 3-notified 4-localised 5-mobilise 6-publicise 7-emphasise 8-immunise 9-intensify 10-dramatise 11-televise it
 LS n°3: Anyone can succeed ABCD
Objective:
Brainstorming -have the students answer the questions - answer the questions IW Support what they s ay with evidence
orally and provide them with orally giving evidence. CD1 Mentioning men and women working
information they don’t know. CTD2 hours including housework for women
CT1,2,6 and conclude.
Picture interpretation -invite the students to observe the -study the pictures and Students should say the opportunities the
pictures and say whether any group of say whether any group idem groups of people have according to their
people have more opportunities in life of people have more nationality, religion, race, language,
than another group. opportunities in life than lifestyle..
another group.
Reading comprehension: a-invite the students to answer the -answer the questions IW -he is a blind person. Proof: is has a dog
Text B questions orally. orally. CD1 guiding him.
*study the picture and say the kind of CTD2
disability David has. Give a proof. (he CT1,2,6
is the one binding)

b-ask the students to read the text. -read the text. IW

CD2
CTD2
CT1,2,6

c-tell them to write true or false for -write true or false for IW
these sentences. these sentences. PW 1-false
1-David works in a ministry in the CD2 2-true
United Kingdom. CTD2 3-true
2-his father died when he was 12. CT1,2,6
3- David also went to the university.

d-have the students answer these -answer these questions. idem 1-David Blunkett is a politician.
questions. 2-Facts showing his determination: he
1-what is David Blunkett’s career? overcame blindness and became member
2-list some facts from the text to show of the parliament; his father died when he
determination from David Blunkett. was 12 but decided to go to school even
night school; learned secretarial skills;
rejected dark glasses and white stick.
e-have them find the synonyms for -find the synonyms for
these words. these words. idem 1-carrer
 1-profession P1 2-neceesary
2-compulsory P3 3-pupils
3-students P3 4-qualifications
4-certifications P4

d- invite them to discuss this topic. -discuss this topic. IW

*choose one disable person you know CW
and talk about his determination. CD1
CTD2
CT1,2,6
Vocabulary: words that go a-Take the students through the table. -study the table. IW
with make and do CW
CD1
CTD2
CT1,2,6

b-ask the students to say whether make -say whether make or do idem -do
or do go with these words : go with these words. -make
-some weeding -do
-a comment -do
-some housing -make
-housework -make
-a bookcase
-an attempt Note: To make do with something is to
accept it although it is not what you
really want.
Ex: I don’t have a car so I make do with
my motorbike.
NB: Have the students put the table in
their copybook.

IW Text A Text B
c-invite the students to list phrases with -list phrases with make PW Make Make a loan Make a
make and do that occur in text A p36-37 and do that occur in text CW Make her successful
and B p38 A p36-37 and B p38 CD2 business career for
CTD2 successful himself
CT1,2,6 Make money Make a
mistake
 do Do much By doing a
better first class job.
Did 65% of
the world’s
work

d-ask the students to choose one or two -choose one or two of idem 1-done 9-make
of the words for each gap. the words for each gap. 2-done 10-make
3-make do 11-done
4- done 12-done
5-make 13-done
6-make 14-made
7-make 15-do
8-do 16-make
Communication 1: Referring, a-invite the students to study the first -study the first table and IW
using pronouns table and notice how to use reflexive notice how to use CW
pronouns. reflexive pronouns. CD2
CTD2
CT1,2,6

b-ask them to study the second table -study the second table idem 1-subject 2-selves 3-pronoun
and complete the sentence using and complete the
pronoun, subject or selves. sentence using pronoun,
subject or selves.

c-writing
-have the students complete the -complete the sentences IW 1-me , him ,himself
sentences using the listed pronouns. using the listed PW 2-it , itself , it , me ,
pronouns. CW 3-herself , her
CTD2 4-us , yourselves
CT1,2,6 5-ourselves , us

d-have the students read other uses of -read other uses of idem
reflexive pronouns. reflexive pronouns.

e-speaking in pairs: personal and -describe the picture to IW 1- 1-him 2-her

reflexive pronouns each other completing PW 1- 1-him 2-her 3-each other
-tell the students to describe the picture the sentences with the CD1 2- 1-myself 2-himself 3-ourselves
 to each other completing the sentences appropriate pronouns. CTD2 3- 1-himself 2-him 3-her
with the appropriate pronouns. CT1,2,6 4- 1-herself 2-herself

f- speaking in pairs: reflexive pronouns -match the pictures with IW 1-------) B-------) themselves
and each other the correct reflexive PW 2-------) H-------) themselves
-have the students match the pictures pronouns: CW 3-------) D-------) each other
with the correct reflexive pronouns: themselves/each other. CTD2 4-------) F--------) each other
themselves/each other. CT1,2,6 5-------) A-------) themselves
6-------) E-------) each other
7-------) C-------) themselves
8-------) G-------) each other
NB: we use one another for more than
two people
Vocabulary 2: Don’t be a-take the students through the -go through the IW
confused examples and have them study them. examples and study CW
Make sure students are aware of the them. Be aware of the CD2
problem and the correct English usage problem and the correct CTD2
in each case. English usage in each CT1,2,6
case.
a- 1-bear 2-support
b-have them complete the each gaps - complete the each gaps idem b- 1-put on/gain 2-earn
with the correct word. with the correct word. c- 1-change 2-money
Communication 2: a-introduce an activity on If clauses. -perform the activity. IW
Expressing conditions/ If -recall them the formation during CW PW
clauses. when difficulties occur. CW
CTD2
CT1,2,6
Ex: If I had opportunity, I would help you.
*did +S+BV+ main clause
Did……………………………………….
Ex: I would accept your opinion if I were you.
*Were +S (in if clause)+…+main clause
Were I……………………………………
Ex: If I had come, I would have seen you.
*had+ S+ PP+ main clause
Had I………………………………………
b-recall them also If omission. 1-if +S1+simpl.pr (NF)+S2+simpl.future (AF)=
c-the use of Unless. Unless+ S1+simpl.pr (AF)+S2+simpl.future (AF) Ex:
2- if +S1+simpl.pr (NF)+S2+simpl.future (NF)=
 Unless+ S1+simpl.pr (AF)+S2+simpl.future (NF) Ex:
3- if +S1+simpl.pr (AF)+S2+simpl.future (NF)=
Unless+ S1+simpl.pr (AF)+S2+simpl.future (AF) Ex:
4- if +S1+simpl.pr (AF)+S2+simpl.future (AF)=
Unless+ S1+simpl.pr (AF)+S2+simpl.future (NF) Ex:
Exercises.

e-writing
-tell the students to write the -write the appropriate idem 3-trained 4-could represent 5-could compete 6-
appropriate form of the verbs in form of the verbs in trained 7-would have 8-lost 9-would be 10-ate
parentheses. parentheses. 11-would be 12-had 13-had 14-would/could be 15-
studied 16-would do 17-did 18- would/could
become 19-listened 20- would be
Consolidation: anglais pour le BAC page 16
Composition : explaining an a-invite the students to think about -think about IW -women are not often leaders in the
idea disadvantages faced by women in the disadvantages faced by PW educational system and are given not
areas of education, work in home, women in the areas of CD1 important place.
outside work, position in the society. education, work in CTD2 -at home , they do alone all the works
home, outside work, CT1,2,6 after outside works
position in the society. -they are given more work than men
outside or do all the work where they
should work with men.
-in the society they have low level
position
b- take them through the guidelines and -go through guidelines IW
ask them to write the complete essay on and write the complete PW
the disadvantages faced by women. essay on the CD1
disadvantages faced by CTD2
women. CT1,2,6
Structure : Subject inversion a-ask the students to read this sentence -read this sentence IW -never do Muslims eat pork
carefully and suggest another order for carefully and suggest PW The normal order of a sentence is S+V+O/Compl but
it. another order for it. CW sometimes, it is possible to have other order due to the
-Muslims never eat pork. CTD2 subject inversion starting with never, nowhere, not
-NEVER………………………………. CT1,2,6 only, no sooner nor ,neither, at no time, not long ,on no
account, in no circumstances, not even once ,in
vain/vainly….
Patterns
Not only+do/does/did+S+BV…but+S+also+V …
Not only+do/does/did+S+BV...but+S+V+as well
 No sooner+had+S+PP+than+S+simpl past.
Hardly/not long+had+S+PP+when+S+simple past
This order is respected only if those expressions are at
the beginning when they are at the middle, no inversion
of subject.
Ex: Maroufath eats bread and gala
Not only does Maroufath eat bread but she also eats
gala
With the intensive words such as often, well, so badly,
enough, very much the order is intensive words+V+S+
…/+auxi(to be)+S+PP
Ex: he is often sick
Often is he sick.
But if the sentence stars with the adverbs :in, out, up,
down, round, over, back, forward….we add: V+S if the
S is a noun (Paul, john…)
Ex: Paul went out-----) out went Paul but when the S is
a pronoun (he, she…) there is no inversion
Ex: he went out------) out he went
Consolidation: anglais pour le BAC page 68
Consolidation exercises
A-Vocabulary : words that go with make and do
1-make 2-make 3-make 4-made 5-made 6-made 7-done 8-made 9-do 10-done 11-done 12-make 13-made 14-did 15-did 16-doing
B-communication 1:Pronouns
1-himself, him, each other 2-yourself, myself, yourself, yourself 3-it, yourself, yourself, me 4-ourselves , each other, themselves
LS n°4: Customs and traditions AB
Brainstorming -hold the discussion with the students with -discuss answering the IW
the brainstorming questions. questions CD1
*what traditional are the events take place in CTD2
your area every year? CT1,2,6
-what character do they have military?
Religious? Other?
-who takes part? How are they dressed?
What do they do and why?
Reading a-invite the students to read the text B -read the text B IW
CD2
CTD2
CT1,2,6
b-ask write true or false for these sentences.
1-the event in the text is American. -write true or false for IW
2-in England a woman can’t be a Queen. these sentences. PW
3-what helps the soldiers to regroup after CD2
separation is the colour of their regiment. CTD2
4-during this event, musical instruments are CT1,2,6
used. 1-false 2-fase 3-true 4-true

c-tell them to answer these questions. -answer these questions. idem 1-the event is held on the Queen’s
1-on which occasion the event is held? birthday every year.
2-describe the Queen dressing in a sentence. 2-the Queen wears the uniform of one of
her regiments consisting of a red tunic
decorated with gold braid and
epaulettes, white gloves with white
plume in her hat.

d-tell them to match the picture on page 52 -match the picture with idem A-plume B-epaulettes C-braid D-
with the words on page 51. the words. tunic E-glove F-reins

e-ask them to write a paragraph to describe - write a paragraph to IW

the event of the independent day in Benin. describe the event of the PW
independent day in CD3
Benin. CTD2
CT1,2,6

Vocabularly1:Synonyms b-ask the students to match each word with -match each word with IW Alive-------) opposite of dead
 its meaning. its meaning. PW costume----) set of traditional or special
CW clothes
CTD2 deed--------)an action
CT1,2,6 to enthrall--) to hold someone’s
attention completely
feat---------)an impressive action
lively-------)opposite of dull and
opposite of lacking of spirit
outfit-------)any set of clothes
robe(s) ----)clothe worn by an important
person at a ceremony
Communication 1: a-take the students through the introductory -go through the IW The heading
Placing a group of paragraph and the table and show them the introductory paragraph CD1 DGSACPOMN
adjectives in the right order of the heading. and the table to see the CD2 Determiner General Size/shape Age Colour
order. order of the heading. CTD2 Participle Origin Material Noun
CT1,2,6

b-ask them to put these adjectives into their -put the adjectives into 1-a shiny new steel pan
right place according to the heading. their right place IW 2-a small beautifully-carved Chinese wooden box
according to the CW 3-cold refreshing spring water
1-a steel-shiny-new-pan heading. CTD2
2-a Chinese-beautifuly.carved-wooden- CT1,2,6
small-box
3-spring-cold-refleshing-water

c-writing
invite them to copy the table and place each -copy the table and idem
of the adjective and noun in the phrases place each of the
below. adjective and noun in
the phrases below.

Determiner General Size/shape age colour Participle origin Material noun

A Tall Bearded Police officer
A Broken foreign Electricity generator
His eldest Unmarried daughter
A High Woven Glass fence
Delicious golden Maize-flour cake
A Magnificent Wide brown river
A new orange Nylon carpet
 An Enormous Cloth-wrapped bundle
An Expensive blue Silk shirt
An Old green Bus ticket

d-speaking -describe the picture IW a-a tall northern cattle farmer

-tell them to describe the picture using the using the words CD1 b-a colossal black and white imported
words supplied in the right order. supplied in the right CD2 bull
order. CTD2 c-a strong white plastic bag
CT1,2,6 d-small round pearl earrings
e-a huge modern concrete building
f-smart red leather shoes
g-a happy young guitar player
Vocabulary 2:phrases a-take the students through the introductory -go the introductory IW
with adverbs sentences and the examples. sentences and the CD2
examples. CTD2
CT1,2,6

b-invite them to complete the first gap with -complete the first gap IW 1-an exceptionally strong person
an adverb formed from the adjective in with an adverb formed PW 2-an amazingly fast race
italics and the second gap with the right from the adjective in CW 3-an unexpectedly long delay
noun. italics and the second CTD2 4-an unbelievably easy exercise
gap with the right noun. CT1,2,6 5-an unusually long speech
6-a highly polished car
7-a recently painted room
8-a seriously ill patient
Vocabulary 3:Don’t a-take the students through the examples -go through the IW
confused! and have them study them. Make sure examples and study CW
students are aware of the problem and the them. Be aware of the CD2
correct English usage in each case. problem and the correct CTD2
English usage in each CT1,2,6
case.

b-have them complete the each gaps with - complete the each gaps idem a-1-lively 2-alive
the correct word. with the correct word. b-1-costumes 2-custom
c-1-tunic 2-tonic
Communication 2: a-tell the students to complete the table with -complete the table with idem Top to bottom
Expressing frequency, the adverbs according to the meanings. the adverbs according to Always-generally-normally-usually-
degree, manner and place. the meanings. often-frequently-occasionally-
 sometimes-rarely-seldom-never

b-take them through the second box -go through the second idem Single word adverbs of the frequency
showing them the position of the adverb to table to see the position (like never, usually) come after an
the verb/auxiliary. of the adverb to the auxiliary (is, has) and before a main
verb/auxiliary. verb. But adverb of frequency can come
at a first word in a clause to emphasise
an idea.
Ex: I usually take some form of
exercise.
Sometimes I play tennis.
Adverbial expressions more than one
word that indicate a specific frequency
go at the end or at the beginning to
emphasise an idea.
Have to and has to count as main verbs.
c-speaking in pairs
-invite the students to tell their partners how -tell their partners how PW Picture 1: I always go to school by taxi
often they do each action shown in these often they do each CTD2 -I never go to school by taxi
pictures using the words below each action shown in these CT1,2,6 -I have never come to school by taxi
picture. pictures using the words - I seldom go to school by taxi
below each picture. - I go to school by taxi every day
- I go to school by taxi on Monday and
Friday
- I go to school by taxi on the first day of
every month
Proceed the same for the other pictures.
Listening and note – a-invite the students to read the outline -read the outline notes to IW
taking notes to see the sort of information they see the sort of CW
should listen for. information they should CD2
listen for. CTD2
CT1,2,6

b-tell them to copy the outline living the -copy the outline living IW
blanks. the blanks. CD3

IW
c- ask them to listen the text twice and fill -listen the text twice and CD1 Posts: some uses and customs
in the blanks. fill in the blanks. CTD2 Uses: many and varied
 CT1,2,6 Ex: 1-clothes 2-money 3-cooking
4-drink 5-sit 6-fetch 7-water
Post may say who you are
Ex:8-calabashes 9-setted 10-pots
11-customs 12-rules 13-men 14-
women 15-a normal red cooking pot
16-a pot with three big horn-like legs
17-pots 18-a close relative dies
19-the colour 20-mouring the death of a
husband or wife.
Composition: description a-take the students through the guideline to -go through the IW
enable them to see what a description is. guideline to see what a CW
description is. CD2
CTD2
CT1,2,6
b-tell them to read the two texts A&B in -read the two texts A&B
their book again to see how description is in their book again to IW
made and write description of one of the see how description is PW
traditional events in their area. made and write CW
description of one of the CD3
traditional events in CTD2
their area. CT1,2,6
CONSOLIDATION EXERCISES
A-Vocabulary: 1-unpleasant 2-overloaded 3-smartly 4-cheerful 5-steeply 6-lively 7-noisily 8-worried
9-miserably 10-helpless
B- Communication 1: Using a group of adjectives
1-small yellow automatic camera 2-smart green plastic case 3-shiny red leather 4-large yellow photograph album 7-cheap green plastic strap
8-small green photograph album 9-large new paint brush 10-large black capital letters

C- Communication 2: Adverbs
1-don’t go 2-do sometimes enjoy 3-to a restaurant with a friend last week 4-they never say 5-is marriage always 6-my friend confidently at that
moment 7- hands affectionately under the table 8-they frequently come here 9-they come every Tuesday 10-they never speak
11-they always hold hands under the table 12-never judge by appearance

LS n°4 for CD 5 for AB: Getting a job

Brainstorming -ask the students to think of jobs -think of jobs and list them IW Manual: blockmaker, mechanic…..
and list them as manual or as manual or professional CW Professional: teacher, lawyer…..
professional CD1 Skilled work: nurse, electrician, photographer…
CTD2 Semi-skilled works: driver, cleaner…
CT1,2,6
Picture interpretation a-ask the students to match each -match each picture with IW 1-actor
picture with each of the each of the occupation CW 2-lawyer
occupation CD1 3-construction worker
CTD2 4-journalist
CT1,2,6

b-ask them now to answer the -answer the questions idem

questions

occupations Does Qualities needed Training and skills

Lawyer Defends people and General knowledge and good memory, intelligence , persistence, Certificate with legal training
cases imagination
journalist Gives information, Persistence, accepts discomfort , write well Training on the job
writes articles and books
Actor Acts in films or theatre Acting ability, determination, courage Training at drama school, experience on the
job
Construction Builds houses Physical strength, reliability, prudence, mechanical and engineering Technical training
worker skills

Reading skill: a-put the class into two groups. -read the texts IW
making notes and The first group reads the text A CD3
exchanging and the second the text. CTD2
information CT1,2,6
b-text B readers ask questions -answer the questions
about Mr Mthembu’s present IW Mr Mthembu’s present work and education:
work and education. CW 1-text A
-text A readers ask questions CD1 *an insurance company
about Mr Mthembu’s career. CTD2 *chief executive (managing director)
CT1,2,6 *44
*highly qualified ; 60% white
*Soweto
*winning political rights for black people
*went to university
 *one year
*he was expelled
2- text B
Mr Mthembu’s career.
*after university he became a door-to-door insurance
salesman
*in his spare time he engaged in political activity
*he likes the job because it gave him spare time.
*next he started his own business
*his company merged with another one
*His company was a small one before. Then it becomes
a very big one.
Vocabulary: a-tell the students to match the -match the expressions with IW Expressions meanings
Application forms expressions with the meaning or the meaning or synonyms. CW Personal particulars details of names,agesex,nationality,family
synonyms. CD2 To delete to cross out
CTD2 Marital status whether you have or have had a
CT1,2,6 husband/wife
Spouse husband or wife
N° number
Eligible allowed to do or have something
In block capitals WRITTEN LIKE THIS
Maiden name a woman’s surname before her marriage
Experience previous work
To complete to fill in
To omit to leave out
Position job or post
First language mother tongue

1-f
b- tell the students to match the -match the expressions with idem 2-i
expressions with the meaning or the meaning or definitions. 3-g
definitions. NB: use the numbers and 4-j
letters
1-applicant a-someone being interviewed for a job 5-a 10-d
2-letter of application b-an ability or attitude 6-e 11-l
3-interview c-lacking employment/unemployment 7-h 12-c
4-interviewer d-a person’ profession 8-k
5-interviewee e-a person or other which pays for the service of another person 9-b
6-employer f-a person who applies/asks for a job
7-employee g-a face –to- face discussion or interrogation for the assessment of a candidate or an applicant
8-vacancy h-a person who works for another person
9-qualification i-a written request for employment
10-career j-someone who interviews
11-employment k-an unoccupied job/an available job
12-jobless l-the work or occupation for which one is used and often paid
Communication 1: a-take the students through the -through the examples in IW Must and have to express what is necessary to do (obligation)
what you have examples in their book. their book. CW ought to or should express weak obligation. Use doesn’t have
to/ought to do. CD2 to/don’t have to or needn’t to say what is not necessary to do.
CTD2
CT1,2,6
b-competition in pair
-tell them to say what the nurse or -say what the nurse or the IW The answer are on page 86
the hairdresser has to do or hairdresser has to do or PW
doesn’t have to do. doesn’t have to do. CD1
CTD2
CT1,2,6
c-invite them to study the contrast -study the contrast in the
in the two sentences and complete two sentences and complete IW 1-must 2-weak 3-otherwise
the gaps in the table. the gaps in the table. PW
CD2
CTD2
CT1,2,6

d-speaking in pair speak in pairs pointing to idem

-tell students to speak in pairs picture B or C for their 1-
pointing to picture B or C for their partner to build up sentence Pointing B picture
partner to build up sentence using using have to ought to for A I ought to finish this essay now. But I’m too tired
have to ought to for A Pointing C picture
I have to finish this essay now otherwise I will no marks
2-
Pointing B picture
I ought to train every day .But I don’t have time
Pointing C picture
I have to train every day otherwise I won’t win the race
3-
Pointing B picture
I have to mend this roof otherwise it will leak
 Pointing picture
I ought to mend this roof. But I can’t because I hurt my arm
4-
Pointing B picture
We have to leave these mangoes until they are ripe otherwise we
will get stomach aches.
Pointing C picture
We ought to leave these mangoes until they are ripe. But we had
better pick them now or thieves will steal them.
Speech: Intonation a-ask a good students to say the -say the statements and The word which expresses the disagreement is stressed and the
when contradicting statements and contradict him listen to the teacher PW voice falls on it.
with the words four and brothers. contradict them with the CD1 The first syllable bro is stressed and falls on thers
words four and brothers. CTD2 Three and four are in contradiction, sisters and brothers are in
CT1,2,6 contradiction.
b-speaking in pair -perform the activity as
-invite a first partner to read the indicated by the teacher. idem
statement and the second partner Words to be stressed
to contradict in one way and the 1-a)white b)black dog
second partner to repeat the 2-a) or b) two cars/five houses
statement and the first partner 3-a) , b) or c) five to five /five past six/ ten to six
contradicts differently. 4-a)sister’s tall b)short
Vocabulary: Don’t a-take the students through the -go through the examples IW Two events clash when they are scheduled to take place
be confused examples and have them .Make and study them. Be aware CW at the same time
sure students are aware of the of the problem and the CD2 a-crash/clash
problem and the correct usage in correct usage in each case. CTD2 1-crash 2-clash
each case. CT1,2,6 b-famine/hunger
1-famine 2-hungry
b-have them complete the each - complete the each gaps c-painkilling/ painstaking
gaps with the correct word. with the correct word. idem 1-painstaking 2-painkiller

Communication: a-invite the students to study these -study these sentences and IW 1-the sentences have future intention.
Predicting the sentences and answer the answer the questions. PW 2- a-progressive future b-future perfect
progress questions. CW 3- We use the progressive future when we are interested in the
1-my mother will be cooking at CD2 progressive aspect of the future action that is we see the action
home CTD2 performed in future .Future perfect is used when we foresee the
2-By this time tomorrow we will CT1,2,6 end or completion of a future action.
have slept progressive future: S+shall/will+be+bv+ing
a- what is the intention in the two Key words:this time+future date;future date+at this time
sentences? future perfect: S+shall/will+have+PP
 b what is the tense in each case? Key words:By +future date; in a day’s/week’s….time ;in two
c- say in which context we use days’/weeks’….time
these tenses. Future perfect continuous
S+shall/will+have been+bv+ing for action still in progress in the
future.
Future of intention: is/are going to+bv
Exercise: anglais pour le BAC page 11.
Composition : Letter a-explain what is a letter of -listen to the teacher’s IW Job you wish to apply for
of application application for the students. Say explanation and complete PW Qualifications and experience
in which condition it is written the analysis space with the CW Reason for applying
-have them read the letter in phrases. CD2 Names and addresses of referees
example and complete the CTD2 NB: a referee is a person who writes his personal
analysis space with the phrases. CT1,2,6 assessment of applicant saying whether in his opinion
he would be suitable for a particular job. This letter is a
reference. It is confidential. A testimonial is written by
the employer and makes some general remarks usually
favourable to the employee. The employee is free to see
it.
b-take the students through the -go through the guidelines. IW
guidelines. PW
CW
CD2
CTD2
CT1,2,6
c-writing
invite the students to write a letter -write a first draft of their IW
of application for one of the jobs letter PW
in this advertisement -students criticize their first CW
draft (perhaps pairs criticise CD3
each other’s) CTD2
-write their second draft CT1,2,6
Structure : Asking a-tell the students to ask questions -ask questions to have these IW 1-what is my name?
questions to have these answers and say answers and say how they PW 2-how old am I?
how they form the questions. form the questions CW 3-where are we going to?
1-my name is Kossou CTD2 4-who is a girl?
2-I am ten years old CT1,2,6 QW+do/does+S+BV+…. +? (Present verbs)
3-we are going to Bonou QW+did+S+BV+…. +? (past verbs)
4-Dora is a girl QW+S+auxi+S+PP/gerund/BV/+…. +? (verbs with auxi)
*Auxi+S+BV/gerund/PP+? for Yes/No questions.
 When the underlined word is a subject---) QW+ verb+…. + ?
What---) for profession when---) period, time where---) place
who---) subject whose---) possession how---) manner/mean
how far---)distance between 2 points how often---) frequency
how many---) number how much---) prize how long---)
length/duration which---) choice why---) reason
what do/does/did+S+look like---) physical appearance
what is+S+like---) moral description & weather
Exercises page 78, 79, 80 Anglais pour le BAC/ Live English
Pge 17, 18
Structure: Question a-have the students answer the -answer the questions on the IW a-There are two sequences in each lettered sentences.
tag questions on the following following sentences. PW b-The first sequence is affirmative and the second is negative
sentences. CW c-we notice that the second sequence is like a question. The
1-I am a student, aren’t I? CTD2 auxiliary of the verb in the first sequence is used followed by the
2-He went to school, didn’t he? CT1,2,6 subject and the question mark.
a-How many sequences are they Tag = auxiliary+subject+?
in each lettered sentence? Affirmative sentence----) Negative tag and vice versa
b-What is the form of each Verb-----------------------) auxiliary
sequence? Name----------------------)pronoun subject
c-what do you notice in the That/this-------------------) it
second sequence? That/this boy/girl---------)he/she
There-----------------------)there
Nobody-----------
Everybody--------
Somebody--------they
Anybody----------
Someone----------
One------------------------)one
General nouns (family, club, police)---)they
Imperative------) tag---) will you?
Let+object------) will you?
Let’s-------------) shall we?
Ex: let us go, will you?
Let’s go, shall we?
*In a negative or interrogative sentences, dare and need are
auxiliaries. They are ordinary verbs in affirmative sentences so the
auxiliary verb “to do”.
Ex: you need to come, don’t you?
*David dares not call my name, dares he?
 When to have is a possession, there two possible answers.
Ex: I have a pen, don’t I/haven’t I?
Exercises page 52 Anglais pour le BAC
CONSOLIDATION EXERCISES
A-Vocabulary: Application forms
1-complete 2-capitals 3-position 4-particulars 5-maiden 6-delete 7-marital 8-apply 9-spouse 10-mother 11-Education 12-Experiene
B-communication 1: what you have to/ought to do
1-ought to 2-does’t have to 3-have to 4-don’t have to 5-ought to 6-don’t have to 7-has to 8-oughtn’t to 9-ought to 10-have to
B-communication 2: Predicting progress
1-will have crossed 2-will have been flying 3-will have had 4-will have been travelling 5-will have been 6-will have spent;will have put 7-will have met
 LS n°6: Politics and elections AB
Brainstorming -have the students think of -think of phrases related to IW Voter card: carte d’électeur
phrases related to political parties, political parties, elections CW To vote : voter
elections and government. and government. CD1 Rally : réunion,rassemblement
CTD2 Campaign: champagne
CT1,2,6 Candidate : candidat
Republican party : les Républicains
Progressive party : les progressistes
To win : gagner
Ballot : bulletin de vote
Picture interpretation -give students time to discuss the -take time to discuss the idem 1-he fells joy, a sense of victory
picture before answering the picture before answering 2-he wants every person to have a vote
questions. the questions. 3-he wants his hands free for waving and
gesticulating
4-a political rally

-ask them if they know the -say the occasion idem It was on the release of Nelson MANDELA from
occasion in which the event prison (South Africa) on 11th February 1990 after he
happened? had lived there for 26 years. People now think that
everybody has the right to vote and the Apartheid
reign was over.
Reading a-ask the students to say the steps -say the steps of a idem
comprehension of a presidential election in their presidential election in their
country. country.

b-invite them to write true or false -write true or false for the IW
for the sentences. sentences. PW 1-false
1-the presidential election is held CW 2-true
every five years in America. CD2 3-false
3-primary
2-there are only two political CTD2 4-true
parties in America. CT1,2,6 elections
3-the delegates are chosen at the 1-candida- 2-campai-gn and party
general election. meeting
tes show up is prepared
4- there are many pre-elections are held
before the general election.

c-invite them study the text again -study the text again and idem
and complete the chart with the complete the chart with the
six steps in the election process in six steps in the election
 America using passive form of process in America using
some verbs. passive form of some verbs.

4-party 5- 6-
conven- presiden election
tion is tial itself is
held campagn held.

b-have the students take place in -discuss the question. IW

this discussion: do you think that CW
cheating will disappear one day CD1
from election process? CTD2
CT1,2,6
Vocabulary 1: a-invite the students to use the -use the words in each list IW A- 1-leaders, campaign, 2-voter 3-political 4-polcies,vote
Elections words in each list to complete the to complete the gaps and PW Order: 2,1,3,4
gaps and decide the order for the decide the order for the CW B-1-station 2-ballot,box
pictures in each case. pictures in each case. CTD2 Order: 1, 2
CT1,2,6 C-1-results 2- counted 3- candidate, seat ,assembly
Order: 2, 1,3

b-let them answer the questions -answer the questions next IW 1-what is a secret is the voter’s decision about who to vote for.
next to the cartoons. to the cartoons. PW 2-a floating voter has not yet decided who to vote for.
CW
CTD2
CT1,2,6
Structure: the passive a-have the students answer the -answer the questions on IW
voice questions on these sentences. these sentences. PW
1-People vote for the candidates CW
2-the candidates are voted for by CTD2
people. CT1,2,6
a-what is the nature of people and a-people: subject, candidates: object
candidates? b-they change their position in sentence 2
b-what do you notice about their c-vote is in simple present
position in sentence 2? d-voted is the PP of vote ; people is the agent
c-what is the tense of the verb complement.
vote? e-object(subject)+to be+PP+by+AC
d-what is the nature of voted and
people in sentence 2?
 e-basing on what you now know
suggest a formation for passive
voice sentence.
Simp.pr: the man chooses his candidate PV:S+am/are/is+PP+by+AC His candidate is chosen by the man
Pr.cont: I am using this ballot PV:S+am/are/is+being+PP+by+AC
Simp.past: we took the seat PV:S+was/were+PP+by+AC
Pact cont: they were briging election materials PV:S+was/were+being+PP+by+AC
Pres.perfect: you have won the election PV:S+has/have+been+PP+by+AC
Pres.perfect cont: he has been opening the box PV:S+has/have+been+being+PP+by+AC
Past perfect: the man had held the campaign PV:S+had+been+PP+by+AC
Past perf.cont: you had been giving the results PV:S+had+been+being+PP+by+AC
Fut.perf: I will have voted that candidate PV:S+will have+been+PP+by+AC
Fut.perf.cont: we will have been voting that candidate PV:S+will have+been+being+PP+by+AC
Cond.perf: they would have followed him PV:S+would have+been+PP+by+AC
Cond.perf.cont:she would have been having information PV:S+would have+been+being+PP+by+AC
Future progr: I will be running for the election PV:S+will be+being+PP+by+AC
Modal verbs : daddy must help us PV:S+modal+be+PP+AC NB:is/are/am/was/were+going to can be considered as a modal
Imperative: open your book PV: S+must/is to/should+be+PP/ Let+obj+be+PP
Impersonal sentences:
They say that is a democratic candidate AV: S1+present+that+S2+present PV1:It is+PPv1+that+S2+V2……./PV2:S2+is/am/are+PPv1+infinitiveV2……..
They declare that he won the election AV: S1+present+that+S2+Simple past PV1:It is+PPv1+that+S2+V2……./PV2:S2+is/am/are+PPv1+to have+PPv2……
Potin said that she had an accident AV: S1+sim.past+that+S2+Simpl past PV1:It was+PPv1+that+S2+V2…/PV2:S2+was/were+PPv1+(to have+PPv2)/infiV2…
NB:S2--)present cont---) to be+VBv2+ing in PV. S2--) past cont---) to have been +VBv2+ing in PV.
Causative verbs have/get
The teacher has the students learn the lessons AV:S+have/has+agent+BV+obj PV: S+has/have+obj+PPbv+by+agent
I get my brother to buy that book AV:S+get/gets+agent+infinitive+obj PV:S+get/gets+obj+PP infinitive+by+agent
NB: perception verbs (see, watch, hear…) are followed by infinitive in passive voice. I saw the boy enter the room. The boy was seen to enter the room.
To let is followed by base verb either in active or passive.
Exercises page 59 Anglais pour le BAC
Vocabulary 2 : a-ask the students to study the -study the example and IW Try to guest the meaning of the phrases.
Phrasal verbs with example and work out the work out the meaning of CW
stand meaning of the phrases in colour. the phrases in colour. CD1
CTD2
CT1,2,6

b –invite them to match each -match each phrasal verb IW Phrasal verbs meanings
phrasal verb with its meaning. with its meaning. PW Stand down resign
CW Stand by(intransitive) look on and do nothing
 CTD2 Stand by someone stay loyal to someone
CT1,2,6 Stand for (1) offer oneself for election
Not stand for (2) refuse to tolerate or accept something
Stand for (3) represent
Stand in take someone’s place
Stand out be clearly seen or remembered
Stand up to defend oneself against someone
Stand(someone)up fail to meet someone as arranged
c-have students build sentences or -build sentences or IW/PW
dialogues using the phrases in the dialogues using the phrases CTD2
boxes. in the boxes. CT1,2,6
Communication 2: a-take the students through each -go through each IW When we did something we think bad to someone, we apologise
Apologising and conversation paying attention to conversation paying CD2 saying: I’m very sorry, please forgive me, forgive please, I do
accepting apologises expressions used when attention to expressions CTD2 apologise, I (do) beg your pardon, please forgive/excuse me
apologizing used when apologizing CT1,2,6 for+gerund; excuse me. For the person we are apologising for to
answer say: it doesn’t matter, don’t worry, that is ok, that’s quite
all right. There’s no need to say any more about it, no harm done,
there’s no need to apologise, it’s really not a matter of great
importance.
b-ask them to make up practice -make up practice saying a PW Situation 1
saying a short conversation for short conversation for each PW A: Excuse me. Those are my boots you’re wearing
each of these situations. of these situations. CD1 B: I’m sorry. I didn’t know that they are yours
CTD2 A: That’s perfectly all right. Can I have them back soon?
CT1,2,6 B: of course yes.
Situation 5
A: Please teacher. I apologise for coming late to school
B: It doesn’t matter, don’t worry.
A: could I have my seat?
B: of course yes. But don’t repeat that next time.
Listening: interviews -invite the students to read the - read the questions first IW A-
before election questions first, listen to each listen to each discussion CW 1-he leads the Liberal Party
discussion and give oral answers and give oral answers for CD1 2-he thinks he is great on television, is good at accusing the
for the questions. the questions. CTD2 crowds and is good looking
CT1,2,6 3-when it is time to vote, he won’t vote
NB: at the end of each section of B-
answers read the discussion to 4-Ms Bakia will vote for Mrs Wali, the Natural Law Party
allow them to discuss their 5-keeping cars out of cities and stopping people eating meat.
answers. C-
6-80% of them
 7-the interviewer’s job is to interview people for opinion polls
8-Mr Bah doesn’t believe everything they say.
Composition: A a-take the students through the -through the guidelines in IW
report of an event guidelines in their book. their book. CW
CD2
CTD2
CT1,2,6

b-tell the students to think of an -think of an election event IW

election event they have attended they have attended and CW
and write a narrative reporting of write a narrative reporting CD3
the event with the use of past of the event with the use of CTD2
tense, reported speech and past tense, reported speech CT1,2,6
adverbs of past time. and adverbs of past time.
CONSOLIDATION EXERFCISES
A- Vocabulary :Politics and elections
1-campaigning 2-elections 3-party 4-meeting 5-campaigners 6-leader 7-posters 8-candidates 9-politicies 10-votes 11-polling 12-result

C-communication 2: Aplogising and accepting apologises

1-sorry 2-all 3-apologise 4-need 5-excuse 6-clumsy 7-right 8-matter 9-beg 10-for