STUDENT'S B O O K

Win
S k ills

Speaking
Wr itin g
Listening
Reading

3 0 0 0
J D Editions
LEdion autrement F CFA
 STUDENT’S BOOK

WIN SKILLS
5 EN
I M e
ÉC
GOUHI Gahé Théophile
Inspecteur Pédagogique Principal, APFC - Abidjan III
DOGO Ange Guy
Inspecteur Pédagogique, APFC - Abidjan I
OURÉGA Gnangbo Sylvestre
Inspecteur Pédagogique Principal
SP

BLÉ Gbala Hyacinthe

Professeur de Lycée
DIOMANDÉ Ousmane Bah
Professeur de Lycée

JD Éditions
21 B.P. 3636 Abidjan 21
Côte d’Ivoire
 NOTE DE PRÉSENTATION
Le Manuel WIN SKILLS 5e a été élaboré en tenant compte des besoins et des préoccupations,
aussi bien de l’enseignant que de l’élève. Il est conforme au Programme Éducatif en vigueur et
répond aux exigences de l’Approche par les Compétences (APC), dont la finalité est de parvenir
à asseoir, chez l’élève, les capacités d’agir et d’interagir dans des situations de la vie courante.
Pour parvenir à cet objectif ambitieux, les auteurs proposent les rubriques suivantes :

EN
I. Learning context
C’est la situation d’apprentissage. Elle se rapporte
à des faits de société tirés de l’environnement
socioculturel de l’élève. Ainsi, à chaque fois qu’il /
elle aborde une nouvelle leçon, l’élève est immergé
(e) dans des circonstances contextualisées dans
I M lesquelles il / elle peut se retrouver ; ce qui confère
à l’apprentissage un caractère réaliste. La situation
d’apprentissage est en français pour en faciliter la
compréhension aux élèves de 5e ; des débutants.
ÉC

II. Good to know

À l’entame de chaque nouvelle leçon, cette rubrique
évoque les centres d’intérêt lexicaux qui seront
SP

abordés (VOCABULARY CONTENT), et les fonctions

langagières à l’étude (LANGUAGE FUNCTION). L’élève
est ainsi mis en appétit !

©
JD Éditions, Abidjan 2021
ISBN : 978-2-493344-08-3
Toute reproduction, quel qu’en soit le procédé, est
interdite sous peine de poursuites judiciaires.
 III. My dictionary
Pour chaque leçon, sont définis, en français, tous les
mots et expressions qui pourraient potentiellement

EN
représenter un obstacle à la compréhension des
consignes. Les auteurs ont préféré les inscrire en
cet endroit plutôt qu’à la fin du livre ; réduisant ainsi
les di!cultés de l’élève à aller les chercher aussi
loin.

IV. Session (s)

MCette notion correspond aux séances 1 et 2 de

la leçon. Chacune d’elles commence par LET’S
EXPLORE qui est la phase de présentation du
nouveau vocabulaire et des fonctions langagières
souvent présentées sous forme de dialogue pour les
rendre plus communicatives. À cette étape succède
I
LET’S PRACTISE qui est la phase de manipulation.
Plusieurs types d’outils d’évaluation ont été utilisés.
ÉC
Ces dernières activités se terminent par LET’S TAKE
HOME : un ou deux exercices à traiter à la maison
pour parachever la phase de manipulation.
SP

V. Let’s keep in mind

Enfin, un résumé simplifié du contenu termine la
séance. Le vocabulaire et les fonctions langagières
examinés sont passés en revue. L’élève y trouve une
occasion de vérifier ses acquis avant de passer à la
séance suivante.
 VI. Communication activity
C’est la situation d’évaluation et la finalité de chaque

EN
leçon. Cette troisième et dernière séance de la leçon
se focalise sur une situation de communication : Elle
donne l’occasion à l’élève de réutiliser ses acquis
en toute autonomie, en faisant appel à toutes les
habiletés qui ont fait l’objet de la leçon, et bien plus.
La situation d’évaluation est en français pour en
faciliter la compréhension aux élèves de 5e qui sont
des débutants.

I M
ÉC
VII. Let’s Consolidate
Let’s consolidate 1
I. Match the words or expressions related to school life to their definitions.
Write your answers like this : 1- g

Cette rubrique intervient à la fin de chaque thème ou

1. Gate a. the patriotic song of a country.
2. Staffroom b. to queue up.
3. Playground c. a restaurant in a school.

unité. Des exercices de vocabulaire et de grammaire

4. National anthem d. not interesting.
5. To line up e. amusement area in a school.
6. Canteen f. a common room for teachers in a school.
7. Boring g. entrance.

II. Little Melki is describing what is going on in the school yard at the break time. Help him
conjugate the verbs. Write your answers like this : 1- are playing
(fonctions langagières), qui se veulent englobants sont
I can see some boy students who (1- play) … football. Over there, some girls (2- discuss)
… in small groups. My friend Ahmed (3- revise) … his lessons. Look, the headmaster
(4- give) … instructions to the educators to make students clean the school yard. It’s the end of the
proposés à l’élève. En les traitant, il / elle consolide
ses acquis. Puis, enfin, pour joindre l’utile à l’agréable,
break time. The students (5- line up) … to enter their classrooms. My English teacher (6- walk) …
toward my classroom. He (7- carry) … a big bag.

III. The dialogue below is related to locating places. Complete it with the missing words or
groups of words from the box. Write your answers like this : 1- Can you tell

on the left ; as far as ; turn right ; corner ; can you tell ; opposite ; laboratory
LET’S HAVE FUN, vient boucler la boucle : il s’agit de
poèmes, de chansonnettes, de charades, et autres
SP

Man : Excuse me. (1) … me the way to the canteen ? Man : And at the library ?
You : Yes, sure. Turn left at the (2) … of this building. You : (4) … and walk along the (5) … .
Man : That yellow building over there ? Man : OK. Then ?
You : Yes. Then go (3) … the library. You : Go (6) … the wall. The canteen is (7) … .
activités ludiques.
LET’S HAVE FUN
Choose the right answer.
Why did the teacher wear sunglasses in the classroom ?
• Because it was sunny.
• Because the students were so bright.
• Because the class was at the beach.

Twenty-seven 27 Student’s Book 5e

 TABLE OF CONTENT
UNIT 1 : AT SCHOOL !SPEAKING)
LESSON VOCABULARY LANGUAGE FUNCTION PAGE
Lesson 1 : Vocabulary related to - Locating places in a school
09
This is my school places in a school - Asking and giving directions
- Talking about what people are doing at the
Lesson 2 : Vocabulary related to
moment 15

EN
School life school life
- Asking for permission
Lesson 3 : Vocabulary related to - Naming school subjects
21
School subjects school subjects - Asking and giving opinions
Let’s consolidate 1 27

UNIT 2 : AT HOME !SPEAKING)

LESSON VOCABULARY LANGUAGE FUNCTION PAGE

Lesson 1 :
My family tree

Lesson 2 :
A weekend at home
I
Lesson 3 :
members M
Vocabulary related
to extented family

Vocabulary related to
daily activities

Vocabulary related to
-

-
-
-

-
Asking and answering questions about family
relationships
Asking and answering about people’s age
Expressing future plans
Using the present simple to talk about daily
activities
Using the past simple to talk about past activities

Expressing obligations with ‘‘must’’

29

36

Mum is in the kitchen utensils and 42

ÉC
- Talking about ongoing actions
kitchen actions
Let’s consolidate 2 48

UNIT 3 : TIME AND DATE !WRITING)

LESSON VOCABULARY LANGUAGE FUNCTION PAGE
Lesson 1 :
-
SP

Vocabulary related to Describing the weather

What’s the weather 51
weather and seasons - Describing seasons using prepositions of time
like today ?
- Describing daily activities
Lesson 2 : Vocabulary related to
- Asking and answering questions about time 59
What a busy week ! daily activities
and date

Lesson 3 : Vocabulary related to - Talking about future plans

65
Elie’s agenda future plan activities - Describing sequences

Let’s consolidate 3 71
 UNIT 4 : JOBS AND OCCUPATIONS !WRITING)
LESSON VOCABULARY LANGUAGE FUNCTION PAGE
Lesson 1 : - Asking and answering questions
Vocabulary related to jobs and
What does your mother about people’s jobs 73
occupations

S
do ? - Expressing possession
Lesson 2 :
- Talking about work tools

EN
What is an electric Vocabulary related to work tools 79
- Expressing possession
clipper used for ?
Lesson 3 : - Asking and answering questions
Vocabulary related to
Where does your father about workplaces 85
workplaces
work ? - Describing workplaces
Let’s consolidate 4 91

UNIT 5 : CLOTHES AND COLOURS !LISTENING)

LESSON

Lesson 1 :
Let’s get dressed !

Lesson 2 :
I
Look at my blue watch !
VOCABULARY

-
M
Vocabulary related to items of

Vocabulary related to
accessories and underwear
-

clothing, shoes and accessories -

Vocabulary related to colours -

LANGUAGE FUNCTION
Describing what people are
wearing
Asking and answering questions
about what people wear
Asking and answering questions
about accessories and underwear
Describing the colours of clothes
PAGE

89

96

Lesson 3 :
ÉC
- Vocabulary related to numbers - Asking and giving prices
Let’s go shopping for 103
- Vocabulary related to shopping - Expressing preferences
clothes !
Let’s consolidate 5 109

UNIT 6 : FOOD AND DRINKS !LISTENING)

LESSON VOCABULARY LANGUAGE FUNCTION PAGE
Lesson 1 : Vocabulary related to food and - Ordering food
SP

117
At the restaurant drinks - Expressing preferences
Lesson 2 : Vocabulary related to fruit and - Expressing quantities
126
At the greengrocer’s vegetables - Making comparisons
Lesson 3 :
- Expressing necessities
Welcome to the cooking Vocabulary related to recipes 130
- Describing a process
show !
Let’s consolidate 6 136
 UNIT 7 : HEALTH AND ENVIRONMENT !READING)
LESSON VOCABULARY LANGUAGE FUNCTION PAGE
- Expressing obligations / prohibitions
Lesson 1 : Vocabulary related to body with ‘‘must / mustn’t’’
139
My body hygiene hygiene - Expressing obligations / prohibitions
with ‘‘have to / don’t ; doesn’t have to’’

EN
Lesson 2 : - Giving advice with ‘‘ought to / ought
Vocabulary related to the
I should protect my not to’’ 147
dangers of environment
environment - Giving advice with ‘‘should / should not’’
Lesson 3 : - Expressing possibilities
Vocabulary related to
Water, source of life - Expressing obligations 156
water and diseases

Let’s consolidate 7 161

LESSON
Lesson 1 :
The importance of sports
Lesson 2 :
The african cup of nations
I
Lesson 3 :
M
UNIT 8 : SPORTS AND GAMES !READING)
VOCABULARY
Vocabulary related to
sports
Vocabulary related to
football
Vocabulary related to
LANGUAGE FUNCTION

Expressing preferences

-
-

-
Giving reason
Expressing a goal

Making suggestions
PAGE

163

169

175
The importance of games games
ÉC
Let’s consolidate 8 181
Irregulars verbs 182
SP
 AT UNIT 1
SPEAKING

SCHOOL

EN
School
I M
ÉC
SP

Student’s Book 5e 8 Eight

 LESSON 1

THIS IS MY SCHOOL SPEAKING

Learning context
Situation d’apprentissage

EN
Les élèves de la 5e 1 du Lycée Co! Gadeau
de Tiébissou reçoivent leurs correspondants
Nigérians dans leur école. Dans une
visite guidée, ils leur font découvrir leur
établissement tout en échangeant sur les
noms des différents lieux visités.

I GOOD TO KNOW
Vocabulary
M
Content
ÉC
Vocabulary related to places in a school

Language
functions
- Locating places in a school
- Asking and giving directions
SP

My dictionary
Below : ci-dessous Flore : palier, étage Plenty : plein, beaucoup
To borrow : emprunter Great : super Stories : histoires
Broken : cassé, gâté Lost : perdu To cross : traverser
Building : bâtiment Of course : bien sûr To knock : frapper (à une porte)
Once : une fois To leave : partir, quitter
By the way : d’ailleurs
Over there : là-bas To wish : souhaiter
Care : soin, attention

Nine 9 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure
grammar school ; headmaster’s A : Can you show me the canteen ?
o!ce ; secondary school ; Locating places in a B : It’s behind the Science laboratory.
gate ; school yard ; classroom ; school A : Where is the principal’s o!ce ?

EN
staffroom ; to locate ; laboratory B : It’s next to the library.

A Let’s explore

Look, listen and repeat

a grammar / secondary
I school
M a gate
a school yard a classroom
ÉC

a staffroom / a headmaster’s o!ce a science laboratory a library

teachers’ room

Listen and repeat

SP

Ozoua : Abedi, welcome to my school. Let Ozoua : It’s in front of my classroom. We

me help you locate some places. have plenty of interesting books there.
Abedi : Ok, thank you, my friend. Can you Abedi : Take me there. I want to see what
show me where the headmaster’s o!ce is ? short story books I can borrow.
Ozoua : It’s behind the science laboratory. Ozoua : Sure. But, before we go to the
His o!ce is in the administration building library, let’s greet my English teacher. He’s
over there. in the staffroom, next to the gate.
Abedi : Great ! I think, I should greet him Abedi : Ok, let’s go !
before leaving. By the way, where is the
library ?
Student’s Book 5e 10 Ten
 B Let’s practise
1. Put the letters below in the correct order to find names of school places.
Example : 1- Staffroom
1. f-o-S-t-r-o-m-a-f 3. r-y-L-o-b-a-t-r-a-o 5. b-y-L-i-a-r-r
2. C-l-o-r-a-s-o-s 4. t-e-G-a 6. f-c-O-i-e-f

EN
2. Ask and answer questions with your partner about places in your school. Follow the example.
Example : A- Can you show me where the library is ?
B : It’s next to the gate.
1. The library / The gate (next to)
2. Staffroom / The administration building (in front of)
3. Headmaster’s o!ce / Administration building (in)
4. The science laboratory / The library (behind)

C Let’s take home

M
Melki and Anaël meet in the school yard. Complete their dialogue below with the appropriate
words or expressions from the box. Example : 1-office
I school yard ; next to ; show ; office

Melki : Hello, Anaël ! How are you ?

ÉC
Anaël : Hi, I’m fine. And you ?
Melki : I’m fine, too. Thank you.
Anaël : I wish to go to the Headmaster’s (1) ... . But I don’t know where it is. Could you please
(2) … me ?
Melki : Of course. From the gate, cross the (3) … , the administration is there. It’s a yellow
building. The headmaster’s o!ce is (4) … the staffroom.
Anaël : Fine. See you later. Bye.
Melki : Good bye.
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to places in a school
Ex : classroom ; staffroom ; headmaster’s office ; etc.
• how to locate places
Ex : The staffroom is behind the laboratory.

Eleven 11 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure
A : Can you tell / show me the best way to
canteen ; infirmary ; vice- the canteen ?
principal’s o!ce ; computer Asking and giving B : Yes, go straight along the way, then turn

EN
room ; toilets / restrooms ; directions left.
garden ; bursar’s o!ce A : Where are the toilets ?
B : They’re on the left of the administration.
A Let’s explore
Look, listen and repeat 1

I a canteen
M an infirmary / a nurse’s o!ce a vice-principal’s o!ce
ÉC
a computer room toilets / restrooms a bursar’s o!ce

Look, listen and repeat 2

GIVING DIRECTIONS PREPOSITIONS OF PLACE
SP

turn left turn right go straight go past ... cross at the corner next to opposite between
ahead of ...

Listen and repeat

Mister Sangaré : Excuse-me, boy. Can you tell Melki : After you get out from the bursar’s o!ce,
me where the bursar’s office is ? cross the playground and go straight to the
Melki : It’s in the administration building. Once rooms next to the gate. 5e 2 is the last classroom
inside, turn left. at the corner.
Mister Sangaré : By the way, my son is in 5 2. Mister Sangaré : Thanks a lot, young man.
e

Where is his classroom ? Melki : You are welcome, sir !

Student’s Book 5e 12 Twelve

 B Let’s practise
1. In your copybook, match each school place with its definition. Example : 1-b
1. Computer room a. toilets in a public building.
2. Garden b. room equipped with computers.
3. Bursar’s o!ce c. store that sells food and drinks in a school.
4. Infirmary d. place where students grow vegetables.

EN
5. Canteen e. the o!ce of payments in a school.
6. Restrooms f. the hospital of the school.

2. Use the clues below to ask and answer questions related to places.
Example : 1. Restrooms / turn left after this building.
A : Can you show me where the restrooms are ?
B : Turn left, after this building.

2. The teachers’ room / it’s on your left. 5. The principal’s o!ce / go upstairs, it’s on

C
M
3. The science laboratory / it’s on the first
floor.
4. The library / go downstairs, it is next to
I the infirmary.

Let’s take home

your left.
6. The computer room / go straight, it is in
front of you.
ÉC
Reorder the words or groups of words below to get prepositions of places. Start the answers
by the capital letters in the list.
1. w-e-t-B-e-n-e 2. t-e-O-p-s-p-i-o 5. r-e-N-a
3. t-o N-t-x-e 4. t-A h-t-e c-r-o-n-e-r f-o
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to places in a school
E.g. : infirmary ; toilets ; computer room ; etc.
• how to ask and give directions
E.g. : A : Can you show me the canteen ? B : Go straight, then turn left.

Thirteen 13 Student’s Book 5e

 Session 3

COMMUNICATION ACTIVITY
Situation d’évaluation
Tu reçois la visite de ton ami Ghanéen, Abedi, dans ton école. Au cours d’une visite guidée tu

EN
lui fais découvrir l’école. À partir du plan ci-après,

1. complète le dialogue ci-dessous en répondant aux questions avec les prépositions

appropriées. Example : 1- next
Abedi : Where’s the laboratory in your school ?
You : Here it is. It’s (1) ... to the canteen. (next to)
Abedi : Where’s the staffroom ?
You : (2) ... (between)
Abedi : Where’s classroom 1 ?
You : (3) ... (in front of)
Abedi : Where’re the restrooms ?
You : (4) ... (behind).
I
$ CANTEEN
M PLAYGROUND
CLASSROOM
1
$
ÉC
CLASSROOM
$ LABORATORY 2
$ CLASSROOM
$ RESTROOMS SCHOOL YARD 3

$! STAFFROOM
SP

$
$ HEADMASTER’S
GARDEN
OFFICE
$ GATE

''''''''''''''''''''''''''''''''''''''''''''''''''
=>'?@ABBC'DC!) $

MY SCHOOL PLAN

Student’s Book 5e 14 Fourteen

 LESSON 2

SCHOOL LIFE SPEAKING

Learning context
Situation d’apprentissage

EN
Les élèves de 5e du Lycée Moderne 1
de Gagnoa reçoivent la visite de leurs
amis Nigérians. En vue d’échanger leurs
expériences sur le fonctionnement de
l’école dans leurs différents pays, ils
se racontent les actions que les élèves
accomplissent à l’école dans chacun de
I
GOOD TO KNOW
M ces deux pays.

Vocabulary
ÉC
content

Vocabulary related to school life

Language
functions

- Talking about what people are doing at the moment

SP

- Asking for permission

My dictionary
Right after : juste après To borrow : emprunter To perform : effectuer
Routine : habitude, routine To guess : deviner Tonight : ce soir
Class representative : Reply : réponse
Chef de classe

Fifteen 15 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure
to line up ; to sing the
national anthem ; to have
a lesson ; to take a test ; to Talking about what people A : What are the students doing now ?

EN
mark the papers ; to copy a are doing B : They’re lining up.
lesson ; to revise a lesson ; to
practise sports

A Let’s explore
Look, listen and repeat
I 1

to line up
M 2

to sing the national

3

to clean the school yard

4

to take a test
anthem
ÉC
5 6 7 8

to have a lesson to practise sports to copy a lesson to revise

SP

Listen and repeat

The teacher is sick. He is having a telephone conversation with Ada, the class representative.

Teacher : Hi, Ada ! How are you doing ? the bursar’s o!ce ; others are playing in the
Ada : I’m doing well, sir. school yard.
Teacher : Tell me, where are you at present ? Teacher : I guess you are taking the names of
Ada : I’m in class now, sir. the trouble makers.
Teacher : Can you tell me what the students Ada : Exactly, sir ! I’m preparing the list for you.
are doing at the moment ? Teacher : Nice, Ada. I’ll be in class tomorrow
Ada : Some students are lining up in front of morning.

Student’s Book 5e 16 Sixteen

 B Let’s practise
1. Look at the pictures in Let’s explore, and with your partner, ask and answer questions, like in
the example.
A : What are the students doing in picture 1 ? A : What’s the student doing in picture 4 ?
B : They’re lining up. B : He’s taking a test.

EN
2. Use the clues to ask and answer questions with your partner. Then practise the dialogues
with him. Example : 1- A : What’s Naomie wearing ?
B : She’s wearing a mask.

1. Naomie / to wear a mask 4. The students / to line up.

2. Jack / to listen to the teacher 5. They / to revise their lessons.
3. We / to receive the first term reports.

C Let’s take home

M
Write the verbs in brackets in the correct tense and form to describe what people are doing.
Example : 1-is revising
1. Paul (to revise) his English lesson
immediately.
2. Louis and Seka (to run) to school.
I
3. We (to sweep) the classroom floor.
4. The students of 4e 1 (to play) basketball
at the moment.
5. I (to read) an English book now.
6. Thomas (to do) his homework.
ÉC

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to school life
E.g. : to line up ; to take a test ; to revise ; etc.
SP

• how to talk about what people are doing

E.g. : The students are singing the national anthem.

Seventeen 17 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure
to draw ; to work hard ; to put A : May I go out, please ?
on ; to write ; to work on a B : Yes, you may / No, you may not.
Asking for permission
project ; to give a presentation ; A : Can I go out, please ?

EN
to take an exam ; to be late B : Yes, you can / No, you can’t

A Let’s explore
Look, listen and repeat

I to put on Mto be late to work on a project to write

ÉC
to draw to give a presentation to take an exam to work hard

Listen and repeat 1

Asking for permission Giving permission Refusing to give permission
Can I sit here ? Yes, please No, please don’t / No, you can’t.
May I go out please, Sir / Madam ? Yes, you may No, you may not.
SP

Could I borrow your ruler ? Yes, sure / Yes, no problem I am sorry, but that’s not possible.
Would you mind if I use your pen? Yes, of course I am afraid, you can’t

Listen and repeat 2

Cathy : Please Maria, can I borrow your ruler to Maria : Sure ! But try to finish up your drawing
work on my project ? quickly. I have to do my homework before we go
Maria : No, I’m sorry. That is not possible. I’m for lunch.
working with it, at present. Cathy : Ok, thank you. I must work hard to be
Cathy : Sorry. May I use your colour pencils, then ? ready for my presentation tomorrow.

Student’s Book 5e 18 Eighteen

 B Let’s practise
1. Look at the emoticons and choose the appropriate reply. Then with your partner perform
the dialogues. Example : 1- A : May I open the door ?
B : Yes, of course.
1. A : May I open the door ? (Yes, of course / Sorry, not right now)
2. May I sit here, please ? (Sure / No, You may not)

EN
3. Can I join your game ? (Yes, feel free to / I am sorry, but that’s not possible)
4. Would you mind if I take your English book home ? (Yes, please / Sorry, I am afraid
you can’t)
5. Could I borrow your pencil case ? (Yes, no problem / No, sorry. I need it for work)

2. Reorder the words to build meaningful sentences related to permission.

Example : 1- May I take the pencil ?

C
2. in / May / come / I / ?
M
1. I / take / pencil / the / May / ?

3. open / the / I / May / door / ?

I Let’s take home
4. Sorry / right / not / now.
5. Yes / may. / you

Complete the dialogue with the words or groups of words in the box. Example : 1- Can I go
ÉC
can I go ; Great ; I’m afraid you can’t ; but ; Why not ; you can ; May I

Blé : (1) … to Hyacinthe’s house tonight ? Mum : (4) … you have class tomorrow.
Mum : No, (2) … . Blé : Ok, ok. (5) … go on Saturday night, then ?
Blé : But, Mum, (3) … ? He’s got a new Mum : Yes, of course (6) …
computer game. Blé : (7) … . Thanks, Mum.
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to school life
E.g. : to draw ; to work hard ; to be late ; to put on ; to write ; etc.
• how to ask for and give permission
E.g. : A : May I go out, Sir, please ? B : Yes, you may !

Nineteen 19 Student’s Book 5e

 Session 3

COMMUNICATION ACTIVITY
Situation d’évaluation

EN
Dans une conversation téléphonique avec ton correspondant Nigérian, il te fait
remarquer qu’il souhaiterait s’informer sur le système éducatif ivoirien afin de mieux
comprendre son fonctionnement. Dans votre échange,

1. décris-lui comment vous accédez à la salle de classe ;

2. parle-lui de ce qui se passe en classe, pendant les cours ;
3. Dis-lui comment vous demandez la permission dans diverses situations.

I M
ÉC
SP

Student’s Book 5e 20 Twenty

 LESSON 3

SCHOOL SUBJECTS SPEAKING

Learning context
Situation d’apprentissage

EN
Les élèves de 5e du Collège Moderne
de Ouragahio ont reçu l’emploi du
temps de leur correspondant Ghanéen.
Ne comprenant pas le contenu de cet
emploi du temps, ils décident d’en
discuter avec leur professeur d’Anglais
pour s’y familiariser.
I
GOOD TO KNOW
M
ÉC
Vocabulary
content

Vocabulary related to school subjects

Language
functions
- Naming school subjects
SP

- Asking and giving opinions

My dictionary
Brush : brosse Paint : peinture Towards : vers, en direction de
Chemicals : produits chimiques Sometimes : quelquefois World : monde
Citizen : citoyen Tonight : ce soir
Mountain : montagne

Twenty-one 21 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure
A : What subject do you have on
English ; Mathematics ; Geography ; Tuesdays at 8 o’clock ?
French ; History ; Civics ; Biology ; B : I’ve Mathematics.
Naming school

EN
Chemistry ; Physical training ; Arts ;
subjects A : What do you have on Tuesdays from
Physics ; O’clock ; Half past ; Quarter
past / to 14:00 to 16:00 o’clock ?
B : I’ve Physics.

A Let’s explore

Look, listen and repeat

I7:30-8:25
8:25-9:20
9:20-10:15
MONDAY
M Baba’s timetable

TUESDAY

Maths
Maths
WEDNESDAY
French
French
Civics
THURSDAY FRIDAY
Physical
Training
Arts
10:15-10:30 B R E A K
ÉC
10:30-11:25 English Maths
Biology
11:25-12:30 History English
A F T E R N O O N
14:00-15:00
15:00-16:00 Physics Maths
16:00-17:00 French Geography
17:00-18:00 English French
SP

Listen and repeat

A : What subject does Baba have on Tuesdays B : He has French on Tuesdays, Wednesdays
at 8 O’clock ? and Thursdays.
B : He has Mathematics. A : What subject does Baba have on Fridays,
A : What does Baba have on Mondays ? from 7:30 to 9:20 ?
B : He has English and History. B : He has Physical training.
A : When does Baba have French ?

Student’s Book 5e 22 Twenty-two

 B Let’s practise
1. Put the letters below into the correct order to find names of school subjects.
Example : 1- History
1. r-y-t-o-H-i-s 5. G-r-a-g-e-o-p-h-y
2. g-y-l-o-B-i-o 6. v-i-C-s-c-i
3. m-i-s-C-h-e-t-r-y 7. c-a-l-s-i-P-h-y n-i-n-g-t-r-a-i

EN
4. M-a-m-a-t-i-c-s-t-h-e

2. With your partner, ask and answer questions about your new timetable.
Example : 1- A : What subjects do we have on Mondays ?
B : We have Maths, French and Biology.

1. Mondays / at 15 o’clock 4. Thursdays / from 14:00 o’clock to 16:00

2. Tuesdays / at 11 o’clock o’clock
3. Wednesdays / from 8:00 o’clock to 12:00 5. Fridays / at 7:00 o’clock

C
o’clock

Let’s take home

M
Complete the dialogue below with the words from the box. Example : 1- in
I
civics ; subjects ; in ; timetable ; of course ; When

Alicia : Hi, Peter ! What class are you (1) … this year ?
ÉC
Peter : Hi, Alicia ! I’m in 5e 3.
Alicia : Ok. Have you received your (2) … ?
Peter : Yes, (3) … .
Alicia : Do you have teachers in all the different (4) ... ?
Peter : Only the (5) … teacher is missing.
Alicia : (6) … do you have English ?
Peter : We’ve English on Mondays, Wednesdays and Thursdays.
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to school subjects
E.g. : English ; Mathematics ; Civics ; Physical training ; Arts ; Physics ; etc.
• how to talk about timetable and school subjects
E.g. : I’ve English on Mondays, from eight to nine o’clock.

Twenty-three 23 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure
easy ; bad at ; di!cult ; interesting ; A : How do you find English ?
break time ; to learn ; favourite ; to start B : I find it easy / It’s easy.
Asking and giving
class ; to end class ; to resume class ;
opinions A : Do you like Mathematics ?

EN
lazy ; marks ; dislike ; boring ; good at ;
exciting ; fun ; tiring B : No, I find it boring.

A Let’s explore

Listen and read

I am Ourega Anaël. I go to Lycée Moderne of Ouragahio. I love my teachers. My class is on the

M
second floor. I play with my friends at break time. On Tuesdays, the first lesson is Biology. The
teacher makes us look at the plants. It is interesting. The second lesson is English. We sometimes
play games and sing. It’s exciting. The third lesson is Mathematics. I find it difficult. Music class
is after break. It’s fun. Mrs Hoba plays the piano and the students dance.
I
Listen and repeat
ÉC
A : How do you find Biology ? A : How does Ourega find English ?
B : I find it interesting. / It’s interesting. B : He finds it exciting.

B Let’s practise
1. With your partner, use the clues below to ask and give opinions about the school subjects.
Example : 1- A : How do you find English ?
SP

B : I find it interesting.

1. English / interesting
2. Physics / di!cult
3. Civics / easy
4. Physical training / tiring
5. Arts / boring

Student’s Book 5e 24 Twenty-four

 2. Complete the passage below about Yannis’ school subjects with the words in the box below :
Example : 1- favourite.

favourite ; learn ; marks ; interesting ; dislike ; boring

My name is Yannis. Geography is my (1) ... subject. Some students find it (2) …, but I think it’s

EN
(3) … . You can (4) … many things about the world : countries, rivers, oceans and mountains. I
always have good (5) … in Geography. On the contrary, I (6) … Chemistry because of the dangerous
chemicals.

C Let’s take home

Answer the following questions with your own information.
How many subjects are you learning at school ?
When do you have Mathematics ?
How do you find this subject ?
M
What is your favourite subject, then ?
Oh, really ? Do you have good marks in English ?
I
ÉC
LET’S KEEP IN MIND
NOW, I KNOW :
• vocabulary related to school subjects
E.g. : difficult ; easy ; exciting ; to end class ; to resume class ; lazy ; etc.
• how to ask and give an opinion
E.g. : A : How do you find English ? B : I find it easy / exciting.
SP

Twenty-five 25 Student’s Book 5e

 Session 3

COMMUNICATION ACTIVITY
Situation d’évaluation

EN
Tu reçois la visite de ta correspondante Libérienne. Celle-ci souhaite connaître ton emploi
du temps. Dans un dialogue,

- cite les matières que tu apprends à l’école ;

- indique les jours et les heures auxquelles tu fais Anglais, Maths, Physique et Français ;
- explique-lui comment tu trouves les disciplines suivantes : Anglais, Français, Maths et
Physique.

I M
ÉC
SP

Student’s Book 5e 26 Twenty-six

 Let’s consolidate 1
I. Match the words or expressions related to school life to their definitions.
Write your answers like this : 1- g

1. Gate a. the patriotic song of a country.

2. Staffroom b. to queue up.

EN
3. Playground c. a restaurant in a school.
4. National anthem d. not interesting.
5. To line up e. amusement area in a school.
6. Canteen f. a common room for teachers in a school.
7. Boring g. entrance.

II. Little Melki is describing what is going on in the school yard at the break time. Help him
conjugate the verbs. Write your answers like this : 1- are playing

M
I can see some boy students who (1- play) … football. Over there, some girls (2- discuss)
… in small groups. My friend Ahmed (3- revise) … his lessons. Look, the headmaster
(4- give) … instructions to the educators to make students clean the school yard. It’s the end of the
break time. The students (5- line up) … to enter their classrooms. My English teacher (6- walk) …
toward my classroom. He (7- carry) … a big bag.
I
III. The dialogue below is related to locating places. Complete it with the missing words or
groups of words from the box. Write your answers like this : 1- Can you tell
ÉC
on the left ; as far as ; turn right ; corner ; can you tell ; opposite ; laboratory

Man : Excuse me. (1) … me the way to the canteen ? Man : And at the library ?
You : Yes, sure. Turn left at the (2) … of this building. You : (4) … and walk along the (5) … .
Man : That yellow building over there ? Man : OK. Then ?
You : Yes. Then go (3) … the library. You : Go (6) … the wall. The canteen is (7) … .
SP

LET’S HAVE FUN

Choose the right answer.
Why did the teacher wear sunglasses in the classroom ?
• Because it was sunny.
• Because the students were so bright.
• Because the class was at the beach.

Twenty-seven 27 Student’s Book 5e

 UNIT 2
AT SPEAKING

HOME

EN
I M
ÉC
SP

Student’s Book 5e 28 Twenty-eight

 LESSON 1

MY FAMILY TREE SPEAKING

Learning context
Situation d’apprentissage

EN
Les élèves de 5e du Lycée Moderne de
Bangolo reçoivent leurs amis Libériens.
Ils échangent sur leurs familles élargies
respectives en vue de mieux faire
connaissance.

I
GOOD TO KNOW
M
Vocabulary
ÉC
content

Vocabulary related to extended family members

Language
functions

- Asking and answering questions about family relationships

SP

- Asking and answering questions about people’s age

- Expressing future plans

My dictionary
Alone : seul (e) To perform : effectuer Travel : voyage
Clue : indice Tonight : ce soir Whole : entier, entière
To fly : prendre un vol (avion)

Twenty-nine 29 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure
- Asking and
answering question A : Who is Zouh to Harold ? / What
grandchildren ; grandfather ; about family relation is between Zouh and Harold ?

EN
grandmother ; grandparents ; relationships B : She’s Harold’s grandmother.
granddaughter ; grandson - Asking and A : How old is your Grandmother ?
answering questions B : She’s 67 years old. / She’s 67.
about people’s age

A Let’s explore

Look, listen and repeat

I M Zouh Doh
ÉC
Séhé Gbela Débohi Dieya
SP

Dessegnon Guelasson
Harold

Harold’s family tree

Student’s Book 5e 30 Thirty

 Look at Harold’s family tree and study the sentences below.
Zouh is Harold’s grandmother.
Doh is Harold’s grandfather.
Zouh and Doh are Harold’s grandparents.
Dessegnon is Zouh and Doh’s granddaughter.
Harold is Zouh and Doh’s grandson.
Guelasson, Dessegnon and Harold are Doh’s grandchildren.

EN
Listen and repeat
Look at Harold’s family tree again and study the conversation below.
Lorie : Who are Doh and Zouh to you ?
Harold : Doh and Zouh are my grandparents.
Lorie : And what relation is between Guelasson and Doh ?
Harold : Guelason is Doh’s grandson, just like me.
Lorie : How old is he ?

B
I M
Harold : I think he’s 11 years old.

Let’s practise
1. Put the letters into the right order to get names related to family members.
Example : 1- Son
ÉC
1. n-o-S 5. d-r-a-n-G-t-a-p-r-e-n-s
2. d-r-a-n-G-t-a-f-e-h-r 6. i-f-e-W
3. d-G-r-n-a-t-h-o-m-e-r 7. g-a-D-u-r-e-t-h
4. d-a-n-b-s-H-u 8. r-a-n-G-d-o-n-s

2. With your partner, look carefully at Harold’s family tree. Then ask and answer questions.
Example :
SP

A : Who’s Zouh to Dessegnon ?

or, What relation is between Zouh and Dessegnon ?
B : Zouh’s Dessegnon ‘s grandmother, or, Dessegnon is Zouh’s granddaughter.
A : And how old is Zouh ?
B : She’s 70 years old. / She’s 70.

1. Zouh (70) / Dessegnon 3. Guelasson (13) / Doh

2. Doh / Dessegnon (16) 4. Gbela (45) and Dessegnon (16) / Doh

Thirty-one 31 Student’s Book 5e

 3. Here are some definitions of names of family members. Find them.
Example : 1- son
1. He is my male child ... 5. They are the children of my children …
2. She is my female child ... 6. My grandmother is my father’s …
3. She is the mother of my mother … 7. They are the father and mother of my
4. My grandfather is my mother’s … parents …

EN
C Let’s take home
Choose the correct option to complete each sentence. Example : 1- your parents’parents
1. Your grandparents are (your father’s son / your sister’s son / your parents’ parents)
2. Your sister is (the son of your sister / the son of your grandfather / the daughter of your
parents)
3. Your grandfather is (the father of your father / the father of your cousin / the father of your
I niece)

parents)
M
4. Your mother is (your female child / your male child / your female parent)
5. Your brother is (the son of your grandmother / the son of your mother / the father of your

6. Your grandchildren are (the children of your children / the children of your parents / the
children of your grandparents)
ÉC
LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to extended family members
E.g. : grandfather ; grandson ; granddaughter ; etc.
• how to ask and answer questions about family relationships
SP

E.g. : A : Who is Zokou to Séry ? B : Zokou is Séry’s grandfather.

• how to ask and answer questions about people’s age
E.g. : A : How old is your grandmother ? B : She’s 70.

Student’s Book 5e 32 Thirty-two

 Session 2
Session focus
Vocabulary Language function Structure
uncle ; aunt ; niece ; nephew ;
Expressing future
cousin ; brother-in-law ; sister- We are visiting our grandparents tomorrow.
plans
in-law

EN
A Let’s explore
Listen and repeat 1
Ama : Hello, Dessegnon ! Where are you going ?
Dessegnon : Hi, Ama ! I’m going home.
Ama : But why are you running ?

Ama : Is he coming alone ?

M
Dessegnon : To get home quickly. My uncle, Dieya, is paying us a visit today.

Dessegnon : No, he’s coming with his wife, aunt Débohi and their child ; my cousin Guelasson.
Ama : Ok, I see. Are your parents at home ?
Dessegnon : Yes, with my grandparents. Look, here’s our family photograph.
Ama : Oh really ! Who is that man with a moustache ?
I
Dessegnon : That’s my father, and next to him, is my mother.
Ama : Oh they look so young ! Do you have any nephew ?
ÉC
Dessegnon : Not yet ! My brother, Harold is not married yet, so I don’t have any sister-in-law
either.
Ama : Good. I think I must let you go. Goodbye !
Dessegnon : Goodbye, Ama !

Listen and repeat 2

Ama : Well, Dessegnon, tell me : why is your uncle coming with his wife ?
SP

Dessegnon : Because we are having a family dinner this evening.

Ama : Oh, really ?
Dessegnon : Yes. But before this, my family is taking a decision about my cousin’s travel.
Ama : Where is he travelling to ?
Dessegnon : He’s flying to London in a few days.

Thirty-three 33 Student’s Book 5e

 B Let’s practise
1. Complete the following sentences with the appropriate words or expressions from the box.
Example : 1 - cousin

brother-in-law ; niece ; nephew ; aunt ; uncle ; sister-in-law ; cousin

1. The son of your uncle is your … 5. The husband of your sister is your …

EN
2. The daughter of your sister is your … 6. The sister of your mother is your …
3. Your sister’s son is your … 7. The brother of your father is your …
4. Your brother’s wife is your …

2. Look at the table below, then ask and answer questions about your future plans. Work with
your partner. Follow the example.
You : What’re you doing next weekend ?
Partner : I’m going to the beach with my brother. And you ?

-
-
-
I Your plans
go to church / on Sunday
M
You : I’m going to church on Sunday.

play basketball / in the evening

study your lesson / at night
-
-
-
Your partner’s plans
go to the beach with my brother / next weekend
visit the national museum / next week
watch a film / before going to bed
ÉC
C Let’s take home
Build meaningful sentences from this table. Example : I am eating a pawpaw this morning.

I - tomorrow
- eating - to London
He - this evening
- are - playing - a pawpaw
She - tonight
- is - copying - the english lesson
It - on Sunday
- am - travelling - the birth of a baby
You - this morning
- celebrating - football
SP

We - this weekend
They

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to extended family members
E.g. : brother-in-law ; nephew ; niece ; etc.
• how to express future plans
E.g. : We are having a family dinner next month.

Student’s Book 5e 34 Thirty-four

 Session 3

COMMUNICATION ACTIVITY
Situation d’évaluation

Tu reçois ton ami Sud-africain Zuma. Une fois à la maison, tu lui présentes les membres de ta

EN
famille élargie. Ci-dessous se trouve votre conversation. Complète-la avec ton voisin, et tous les
deux, présentez-la au reste de la classe.

You : My friend, this is my home. All the members of my extended family are present. This is Ibo,
my grandfather.
Zuma : What’s the name of this old woman and who is she to you ?
You : (1) …
Zuma : Who are your aunt and uncle ?
You : (2) …

M
Zuma : Who is your brother-in-law and who is his wife ?
You : (3) …
Zuma : I see that your whole family is present. Are you going to do something special ?
You : (4) …
I
ÉC
SP

Thirty-five 35 Student’s Book 5e

 LESSON 2

A WEEKEND AT HOME SPEAKING

Learning context
Situation d’apprentissage

EN
Durant le weekend, tu reçois un appel
téléphonique de ton correspondant
Américain qui souhaite s’informer sur tes
activités quotidiennes ainsi que celles de
la semaine écoulée. Vous engagez une
conversation pour connaître les activités
menées par chacun de vous.

I
GOOD TO KNOW
M
ÉC
Vocabulary
content

Vocabulary related to daily activities

Language
functions
SP

- Using the present simple to talk about daily activities

- Using the past simple to talk about past activities

My dictionary

Before : avant To match with : relier, faire correspondre

Guests : invités To reorder : réorganiser, ordonner à nouveau
Maid : servante Whole : entier, entière

Student’s Book 5e 36 Thirty-six

 Session 1
Session focus
Vocabulary Language function Structure

church ; mosque, to brush one’s

teeth ; to iron the clothes ; to cut Talking about daily A : What does Christ usually do on
nails ; to mow the lawn ; to read activities using the Sundays ?

EN
the newspaper ; to have dinner ; to present simple B : He usually goes to church.
sweep the floor

A Let’s explore

Look, listen and repeat

I
to brush one’s teeth
M
to iron clothes to mow the lawn to go to the mosque
ÉC

to go to church to sweep the floor to read the newspaper to have dinner

SP

Listen and repeat

Sékou : Hello, Gossio ! How are you ? Gossio : I often read the newspaper, or I iron
Gossio : Hello, Sékou ! I’m fine, thanks. my father’s clothes. And you, what do you
Sékou : Tell me, what do you usually do on often do on Saturdays ?
Sundays ? Sékou : I often sweep the floor or mow the
Gossio : I usually go to church. lawn.
Sékou : Good. And what do you do after Gossio : Great !
church ?
Th
Thirty-seven 37 Student’s Book 5e
 B Let’s practise
1. Complete the following words or expressions with missing letters.
Example : To mow the lawn

a. To . o . the l . w. d. To i . . n the c . . . . es g. To r . . d the n . . . pa . . .

b. . o s . . e e. To . . .ep the f l. o . h. To h . . . d . . n . .
c. To . r . . h te . . h f. . . u r . h i. To c . . n ..l .

EN
2. Complete the sentences below with the appropriate words or expressions from the box.
Example : a- iron

cutting her nails ; reads a newspaper ; brush my teeth ;

iron ; sweeps the floor ; has dinner ; mows the lawn

a. I am going to … my father’s clothes. e. When I get up in the morning, I take a bath

b. The gardener … one time in two weeks and … before going to school.

C
I when the grass has grown.

the market.
d. My father … every morning.

Let’s take home

M
c. Every morning, the maid … before going to
f. In the evening, my family … together.
g. Alida is in her bedroom, she is ... before
going out.

Use the clues between brackets to answer to the following questions.

ÉC
1. A : What does Solange usually do on 4. A : What do Isabelle and Esther usually
Sundays ? (go to church) do when they want to go out ? (cut their
B : She usually goes to church on nails)
Sundays. 5. A : What do you usually do when you are
2. A : What does Mohamed usually do on ready to go to school ? (brush my teeth)
Fridays ? (go to mosque) 6. A : What does your father usually do in
3. A : What does Tazéré usually do before the sitting room ? (read a newspaper)
SP

going to school ? (sweep the floor)

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to daily activities
E.g. : to brush teeth ; to read the newspaper ; to iron the clothes ; etc.
• how to talk about daily activities
E.g. : A : What does Aka usually do on Sundays ? B : He usually mows the lawn of
the garden.

Student’s Book 5e 38 Thirty-eight

 Session 2
Session focus
Vocabulary Language function Structure
to cook the meal ; to wash the A : What did Dessegnon do last week ?
dish ; to go to the market ; to Talking about past B : She tidied the bedroom.
tidy the bedroom ; to watch activities using the

EN
TV ; to do homework ; to wash past simple A : Did Sekou go to the mosque last Friday ?
clothes B : Yes, he did. / No, he didn’t.

A Let’s explore
Look, listen and repeat

I
to cook the meal
M to wash the dish to go to market
ÉC

to tidy the bedroom to do homework ( on computer) to wash clothes

Listen, read and answer

SP

My name’s Harold. This is my family. We live in guests arrived. After the meal, I couldn’t do my
a very big house. There are a lot of things to homework or watch TV, because I was tired.
do every day and every week. Last week, Aunt
Débohi came to visit us with her family. So, we 1. What did Dessegnon do last week ?
tidied the bedrooms with my sister Dessegnon. 2. Did the mother cook the meal before going
My mother cooked a delicious meal for to the market ?
everybody. Before cooking the meal she went 1.
to the market to buy everything she needed to 3. What did the father do before the guests 2.
make a special dish. Dessegnon washed the arrived ?
dishes before and after the meal. And I washed 4. Why couldn’t Harold do his homework ?
dad’s clothes. He read a newspaper before the

Thirty-nine 39 Student’s Book 5e

 B Let’s practise
1. Ask and answer questions with your partner.
Example : 1- A : What did mother do yesterday ?
B : She cooked the meal for the family.

2. What did Moni do yesterday ? (iron the the meal last time ? (go to the market)
clothes) 5. What did Fallone do last Monday ? (tidy

EN
3. What did Kimbo do two weeks ago ? the bedroom)
(read a newspaper) 6. What did the housewife do yesterday ?
4. What did the women do before cooking (cook the meal)

[Link] the sentences with the correct form of the verbs between brackets.
Example : 1- cooked

1. My mother (cook) ... the meal for the family 4. The student (do) ... his homework last Sunday.
yesterday. 5. My elder brother (pass) ... his BEPC exam in

C
Iyesterday.

Let’s take home

M
2. Dessegnon (tidy) ... her bedroom to days ago.
3. Sekou (wash) ... his clothes the day before
2018.
6. The maid (go) ... to the market one hour ago.

Complete these expressions with the missing letters to get appropriate daily activities.
ÉC
a) C . . k the . . al d) . . . . a news. .per f) wash the c . . . . . s
b) T . d . th. bed. . . . e) go t. t.e m . . . . t g) w. . h the d . . . . s
c) T . . r . . the clothes

LET’S KEEP IN MIND

SP

NOW, I KNOW :
• vocabulary related to daily activities
E.g. : to cook the meal ; to wash the dish ; to tidy the bedroom ; etc.
• how to talk about past activities
E.g. : A : What did your sister do yesterday ?
B : She tidied the bedroom. / She went to the market.

Student’s Book 5e 40 Forty

 Session 3

COMMUNICATION ACTIVITY
Situation d’évaluation

Tu rends visite à ton ami Ghanéen pendant le week-end. Il souhaiterait en savoir davantage

EN
sur les activités que tu mènes pendant les jours ouvrables, les jours non ouvrables et les
activités que tu as déjà menées. Dans ta réponse,

1. cite quelques activités que tu mènes habituellement les jours où tu vas à l’école ;
2. dis ce que tu fais habituellement pendant le week-end ;
3. décris-lui tes activités de la semaine écoulée.

I M
ÉC
SP

Forty-one 41 Student’s Book 5e

 LESSON 3

MUM IS IN THE KITCHEN SPEAKING

Learning context
Situation d’apprentissage

EN
Ton amie Ghanéenne vient passer quelques
jours chez toi, dans la maison familiale.
Pendant qu’elle t’aide à faire la vaisselle,
vous échangez sur le rôle de chaque
ustensile de cuisine afin de mieux les
ranger.

I GOOD TO KNOW
Vocabulary
M
content
ÉC
Vocabulary related to kitchen utensils and actions

Language
functions

- Expressing obligations with ‘‘must’’

SP

- Talking about ongoing actions

My dictionary

Bakery : boulangerie Glass : verre à boire Shelf : étagère

Chore : corvée Plates : assiettes To mime : mimer
Courtyard : cour Heating : chauffage To roast : rôtir
Currently : présentement ; Process : procédure To store : ranger
actuellement Scumming : en train d’écumer
Fridge : réfrigérateur

Student’s Book 5e 42 Forty-two

 Session 1
Session focus
Vocabulary Language function Structure
- We must wash our hands
knife ; spoon ; fork ; skimmer ;
Expressing obligations before cooking.
cooking pot ; saucepan ; frying
and prohibitions - You must not / mustn’t fry
pan ; cooker

EN
the groundnuts in a pot.

A Let’s explore
Look, listen and repeat

I
a knive / knives
Ma spoon a fork a skimmer / skimmers
ÉC

a cooking pot a saucepan / saucepans a frying pan a cooker

SP

Listen and repeat

A : This is the kitchen. Can you see all these and knives and skimmers together on other
utensils ? shelves.
B : Sure ! But what must we do ? B : That’s a lot of job, but I like doing this. I
A : Well, we must wash them. Then we must usually help my mother with such chores at
store them. home.
B : What do you mean exactly ? A : That’s great ! But we mustn’t break
A : We must put the pans on one shelf, and anything !
the spoons and forks together in this bowl, B : You’re right, we must not.

Forty-three 43 Student’s Book 5e

 B Let’s practise
1. Complete each sentence below with the correct word or expression. Example : 1- glass

a. You can use a … to drink water. d. People eat food with a … and a ... . They
b. You use a … to fry fish. also use a …
c. Mum uses a … to cook food in. She does e. When Mum is cooking some soup, she

EN
this on a modern ... uses a …

2. Build conversations with your partner. Use the clues below.

Example : 1- A : What must we do now ?
B : We must wash the utensils.
1. We / now / wash the utensils 4. Mothers / for their children / take care of
2. the children / after school / help their them
parents at home 5. People / before drinking water from the

C
I
Let’s take home
M
3. You / when you are hungry / cook some
food
river / boil it
6. You / if you want to cook faster / cook your
food on a modern cooker

Use ‘‘must’’ or ‘‘mustn’t’’ to complete the following sentences. Example : 1- must

1. When the soup is scumming, we … use a 4. You … eat with dirty hands.
ÉC
skimmer. 5. The cook … use a frying pan to fry the
2. You … use a skimmer for serving food. fish.
3. If you want to keep your food fresh, you … 6. After washing the dishes, you … put them
put it in the fridge. on the shelves.
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to kitchen utensils
E.g. : cooker ; frying pot ; skimmer ; etc.
• how to express obligations
E.g. : We must buy a new cooker.
• how to express prohibitions
E.g. : You mustn’t use an old frying pot for cooking.

Student’s Book 5e 44 Forty-four

 Session 2
Session focus
Vocabulary Language function Structure
to boil ; to filter ; to chop ; to
Talking about ongoing Mum is frying some meat in the
bake ; to fry ; to taste ; to taste ;
actions kitchen. She is not filtering the juice.
lunch ; breakfast ; to grind

EN
A Let’s explore
Look, listen and repeat

I
to boil
M
to filter to chop to bake
ÉC

to fry breakfast lunch to grind

Listen and repeat

SP

Dad : Where is your mother ? Harold : Dad, I’m revising my lessons.

Harold : She’s in the kitchen. Dad : Where are your brother and sister ?
Dad : What’s she doing ? Harold : They’re helping Mum in the kitchen.
Harold : She’s cooking the meal. Dad : No, they’re not helping her. I can see them
Dad : And you, what are you doing here, in the in the courtyard, they’re playing !
living room ? Harold : Ok, sorry, Dad !

Forty-five 45 Student’s Book 5e

 B Let’s practise
1. Complete the following sentences with one of the words in the box.
Example : a- filter / boil

grinds ; fry ; boil ; lunch ; chops ; filter

EN
1. Water from the well is not safe ; you must … 3. I like boiled eggs, but when you … them, I
it before drinking it, or you must … it. really don’t enjoy them.
2. To use an onion to make an omelette, Mum 4. What do you have for … ?
… it in small pieces. 5. The maid … the grains to obtain some
powder.

2. Use the correct form of the verb between brackets. Example : 1- is cooking

1. Mum is in the kitchen, she (cook) ... the 3. What’s your father (do) ... in the garage ?

C
I meal.

(watch) ... TV.

Let’s take home

M
2. The chidren are in the living room. They
He (repair) ... his car.
4. Dessegnon and her friend (help) ... Mum in
the kitchen.

Complete the following sentences with the correct expression from the box.
Example : 1- are playing
ÉC
is baking ; are washing ; is reading his newspaper ; are playing ; is frying

1. The children are in the courtyard, they … . 4. The cook ... some cakes in the bakery.
2. Sekou’s mother is in the kitchen ; she … 5. The girls are in the kitchen ; they … the
some eggs. dishes.
3. My father is in the living room ; he ….
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to kitchen actions
E.g. : to chop ; to filter ; to taste ; to grind ; lunch ; breakfast ; etc.
• how to talk about ongoing actions
E.g. : Mum is chopping some onions with a knife.

Student’s Book 5e 46 Forty-six

 Session 3

COMMUNICATION ACTIVITY
Situation d’évaluation

Ton amie Ghanéenne te rend visite à la maison. Tu l’invites dans la cuisine où ta mère et

EN
tes sœurs sont occupées à faire la cuisine. Tu les présentes et décris ce qu’elles font. Dans
ta présentation,

1. cite les noms des ustensiles de cuisine de ta mère ;

2. décris les actions qu’elles y mènent.

I M
ÉC
SP

Forty-seven 47 Student’s Book 5e

 Let’s consolidate 2

I. Draw your family tree, then present the different members of your family to your partner.

EN
II. Complete the sentences with the correct form of the verb in brackets : Example : 1- went

1. During last holidays, I … to my village (go). ago (have).

2. My sister ... the dishes yesterday night 5. Last day, the students … some mangoes
(wash). (buy).
3. They … the lawn last Saturday (mow). 6. My sister … the floor last time (to sweep).
4. My family ... a family meeting two days

III. Choose the odd one out in the lists below. Example : 1- chop

granddaughter
3. fridge ; skimmer ; knives ; sons
I M
1. sister ; grandfather ; chop ; brother
2. grandparents ; newspaper ; grandson
4. to sweep the floor ; to mow the lawn ; to
clean the garden ; to iron the clothes
5. to serve food ; to bake bread ; to wash the
dishes ; to read a newspaper.

IV. Give the past simple of the following verbs. Example : 1- visited
ÉC
1. visit 4. watch 7. listen 10. go 13. put
2. play 5. work 8. cook 11. find 14. do
3. climb 6. dance 9. enjoy 12. say 15. sing

V. Analyze the clues below, then use them to ask and answer questions, expressing future plans.
Example : 1- A : What’s Brou doing tomorrow ?
B : Brou’s visiting the airport / He’s visiting the airport.
1. visit the airport / tomorrow / Brou
SP

2. travel to Manhattan / on Monday / Glahi and Diarra

3. Plan her timetable / this afternoon / Mrs Akaffou
4. Take his car from the garage / this morning / Breki
5. go back to his village Toukouzou / tomorrow / Mr Leba
6. cook their ‘’Kplé bah’’ meal / for this afternoon / Glazahi and his wife

Student’s Book 5e 48 Forty-eight

 VI. Your friend, John, wants to cook ‘’Tchonron soup’’. Tell him what to do. Complete the dialogue
with ‘’must’’ or ‘’must not’’. Then with your neighbour, perform the dialogue in front of the
class. Example : 1- must wash
John : Good morning !
You : Hello, John !
John : I would like to cook ‘’Tchonron soup’’. But, I don’t know the process. Can you help me ?

EN
You : Yes, of course. You (1) ... the bean leaves, chop them and put them in a cooking pot. Next, you
(2) ... add some potash.
John : But, I have some roasted groundnuts here.
You : No, no ! you (3) ... roast the groundnuts. You (4) ... pound non-roasted groundnuts in a mortar.
John : Oh, really ! Can I put some prawns in my soup ?
You : Yes, you can. But, you (5) ... put meat in ‘’Tchonron soup’’. It is not necessary.

John : Thanks a lot !

You : You are welcome !
I M
John : All right ! Now, I’m adding salt and the prawn powder. Do you want to taste it ?
You : Oh, yes ! With pleasure ! Hummmmm ! It’s delicious !!!
ÉC
LET’S HAVE FUN
Learn and recite this little poem
Once upon a memory,
Someone wiped away a tear.
Held me close and loved me,
Thank you, Mother dear.
SP

Forty-nine 49 Student’s Book 5e

 UNIT 3
WRITING
TIME
AND DATE

EN
I
Monday Tuesday
M
Wednesday Thursday Friday Saturday Sunday
ÉC
SP

Student’s Book 5e 50 Fifty

 LESSON 1

WHAT’S THE WEATHER LIKE TODAY ? WRITING

Learning context
Situation d’apprentissage

EN
En vue d’échanger avec ton
correspondant Ghanéen sur le temps
qu’il fait dans vos pays respectifs, tu
rédiges une lettre pour décrire le temps
et les saisons.

I GOOD TO KNOW

Vocabulary
M
content
ÉC
Vocabulary related to weather and seasons

Language
functions

- Describing the weather

- Describing seasons using prepositions of time
SP

My dictionary
Weather forecast : la météo Half sentence : demi-phrase Below : ci-dessous
Ending : terminaison Stormy : orageux Under : sous

Fifty-one 51 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure
sunny ; rainy ; cloudy ; hot ; Describing the A : What’s the weather like ?
cold ; windy ; fine ; bad ; stormy weather B : The weather is windy / it’s windy.

EN
A Let’s explore

Look, listen and repeat

I sunny M cloudy stormy

ÉC
bad weather snowy rainy
SP

it’s hot it’s cold windy

Listen and repeat

PERIODS WEATHER CHARACTERISTICS

It’s hot / it’s dry / it’s cold (harmattan) /
November to February Sunny
it’s windy = the wind blows a lot.
March to October Rainy It rains a lot / it’s humid / it’s cloudy = it’s going to rain.

Student’s Book 5e 52 Fifty-two

 What It
is the weather is sunny
like in December ? and hot.

What It
is the weather is rainy and
like in June ? humid.

EN
B Let’s practise
1. Look at the pictures and write down the correct weather. Example : 1- sunny

cold ; windy ; cloudy ; hot ; rainy ; sunny

I 1
M 2 3
ÉC
4 5 6
SP

2. Use the clues from Exercise 1 to build and practise a conversation about the weather with
your neighbour.
Example : 1- A : What’s the weather like in picture 1 ?
B : The weather is sunny / It’s sunny / The sun is shining.

NB : Continue with pictures : 2 ; 3 ; 4 ; 5 ; 6.

Fifty-three 53 Student’s Book 5e

 C Let’s take home

1. Find the missing letters to obtain words related to the weather.

Example : 1- HOT

1) H _ T 2) R _ IN _ 3) SN _ W _ 4) C_ O _ DY 5) S _ N _ Y

EN
6) C _ LD 7) W _ ND _
2. Complete each description of the weather below with the words from the box.
Example : 1- sunny

cold ; windy ; hot ; rainy ; sunny

1. The sun is shining, it’s … 3. The wind is blowing, it’s …

2. It is raining a lot these days. We are in a … 4. The temperature indicates 39 °c, it’s …
period.
I
LET’S KEEP IN MIND
M 5. The temperature indicates 5 °c, it’s very …
ÉC
NOW, I KNOW :
• vocabulary related to the weather
E.g. : seasons ; rainy season ; dry season ; windy ; snowy ; etc.
• how to describe the weather
E.g. : The weather is sunny today. / It is rainy and humid in June.
SP

Student’s Book 5e 54 Fifty-four

 Session 2
Session focus
Vocabulary Language function Structure
A : How many seasons are there in Côte d’Ivoire ?
seasons ; snow ; rainy
Describing seasons B : There are 2 seasons : the dry season and the
season ; dry season ;
using prepositions of rainy season.
autumn / fall ; spring ;

EN
time In December / On Monday / In the morning / At
summer ; winter
night / From May to June

A Let’s explore
Look, listen and repeat

THE TWO SEASONS IN CÔTE D’IVOIRE

DRY SEASON
-
-
-
I It is hot ;
It is cold (harmattan) ;
It is windy
M RAINY SEASON
-
-
It rains a lot ;
It is humid

THE FOUR SEASONS IN EUROPE

ÉC

In spring, it is warm and sunny. In summer, it is sunny and very hot.

SP

During fall / autumn the wind blows a lot and

the leaves of trees fall. In winter, there is snow and it is really cold.

Fifty-five 55 Student’s Book 5e

 Listen and repeat
Arielle lives in Europe. She is having a telephone chat with Elie who lives in Côte d’Ivoire.
Here is their conversation.
Arielle : Hello, Elie !
Elie : Hi, Arielle !
Arielle : Tell me, how many seasons are there in Côte d’Ivoire ?
Elie : There are two seasons : the dry season and the rainy season.

EN
Arielle : What’s the weather like in the dry season ?
Elie : It’s hot in the day and very cold at night.
Arielle : When is the rainy season ?
Elie : From March to November, we’re in the rainy season.
Arielle : What’s the weather like in the rainy season ?
Elie : It rains a lot and it’s humid.
Arielle : Thank you, Elie ! I will be with you in December, precisely on December 25th.
Elie : That sounds wonderful, Arielle ! I’m looking forward to it.

B Let’s practise
M
1. Complete the descriptions with the correct seasons. Example : 1- autumn / fall
I
rainy season ; winter ; spring ; dry season ; summer ; autumn / fall
ÉC
1. Yellow and brown leaves fall ; it is …
2. There is snow and it’s really cold ; it is …
3. It is warm and sunny ; it is …
4. It is sunny and very hot ; it is …
5. It is very hot and dry ; it is the …
6. It rains a lot ; it is the …

2. Complete with the correct time preposition. Example : 1- to

SP

on ; to ; from ; in ; at ; in

1. From November ... February, it is the dry season in C.I.

2. It is very hot … the morning.
3. It is sometimes cold … night.
4. … December, I was in France.
5. In winter, it snows ... January to March.
6. … Fridays, it usually rains a lot.

Student’s Book 5e 56 Fifty-six

 C Let’s take home
Match each half sentence in column A with its ending in column B. Example : 1 - D

Column A Column B

1. There are two main seasons in Côte d’Ivoire : A. it is sometimes cold at night.
2. It usually rains from ... B. we are in the rainy season.

EN
3. It is usually dry, hot and cold (harmattan) in ... C. we are in the dry season.
D. the rainy season and the dry
4. In the dry season, season
5. When it rains a lot, it’s humid and it’s warm, E. December.
6. When it is very hot, dry and cold (harmattan), F. March to October.

LET’S KEEP IN MIND

I NOW, I KNOW :
M
• vocabulary related to seasons
E.g. : rainy season ; dry season ; summer ; etc.
ÉC
• how to describe seasons
E.g. : There are two main seasons in Côte d’Ivoire.
• how to use time prepositions
E.g. : On Monday / In April / At midday / From July to December…
SP

Fifty-seven 57 Student’s Book 5e

 Session 3

COMMUNICATION ACTIVITY
Situation d’évaluation
Ton correspondant Ghanéen désire passer les vacances en Côte d’Ivoire. Pour éviter d’être victime

EN
des intempéries lors de son séjour, il t’envoie un email, pour te demander des informations sur les
différentes saisons dans ton pays en vue de mieux se préparer. Dans ta réponse à son courriel,

1. cite les différentes saisons en Côte d’Ivoire ;

2. mentionne les moments précis de ces saisons au cours de l’année ;
3. décris quel temps il fait au cours de ces saisons.

Dear friend,

M
I am coming soon in your country. It is my first visit there. I need to know about the seasons, so
that I can take some precautions. For example, how many seasons are there in your country ?
What’s the weather like in each of these seasons ? Give me as much information as you can.

Yours sincerely
Kodjo Prince
I
ÉC
SP

Student’s Book 5e 58 Fifty-eight

 LESSON 2

WHAT A BUSY WEEK ! WRITING

Learning context
Situation d’apprentissage

EN
Les élèves de 5e du Collège Moderne
de M’Pouto souhaitent mieux gérer
les moments d’échanges avec leurs
correspondants Américains. Pour ce
faire, ils leur envoient un message, via
Telegram, pour décrire leur emploi du
temps et leur programme de la semaine.

I
GOOD TO KNOW
M
ÉC
Vocabulary
content

Vocabulary related to daily activities

Language
functions
- Describing daily activities
SP

- Asking and answering questions about time and date

My dictionary
Daily : quotidien Schedule : programme
Happy birthday (HBD) : joyeux anniversaire Statements : a!rmations, énoncés.
Prayer : prière

Fifty-nine 59 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure
schedule ; midday (noon) ;
dinner ; breakfast ; to help at Describing daily A : What do you usually do in the morning ?
home ; to get up ; lunch ; to go activities B : In the morning, I usually go to school.
to school ; to watch cartoons

EN
A Let’s explore
Listen and repeat 1

MOMENTS OF THE DAY DAILY ACTIVITIES

In the morning : 06:00 – 12:00 I usually have breakfast and go to school.

At noon / midday : 12:00

In the afternoon : 12:01 – 18:00

In the evening : 18:01 – 21:00

I M I always have lunch.

I sometimes help at home.

I usually do some homework and have dinner.

ÉC
Listen and repeat 2

Ruth : What do you usually do at noon ?

Akui : I usually have lunch. And you, what do you often do every afternoon ?
Ruth : I watch cartoons.
Akui : Great !

B Let’s practise
SP

1. For each picture, write the corresponding daily activity. Exanple : 1- get up

sleep ; have breakfast ; go home ; have lunch ; do his homework ; go to school ; have dinner ; get up

1 2 3 4

Student’s Book 5e 60 Sixty

 5 6 7 8

EN
2. With your partner, look at the clues ; then ask answer questions like in the example.
Example 1- A : What do you usually do in the morning ?
B : I usually brush my teeth.

1. You / in the morning / brush my teeth 3. Henry / in the afternoon / helps at home
2. Alice / at noon / has lunch 4. You / in the evening / do homework

C Let’s take home M

Complete the paragraph below with the appropriate words from the box to know more about
Lamine’s daily activities. Example : 1- schedule
I
breakfast ; midnight ; watch ; schedule ; dinner ; lunch
ÉC
My name is Lamine. Here is my (1) ... every day. When I wake up, I brush my teeth and I take my
(2) ... at 7:00 in the morning. I have (3) ... at midday. I usually have my (4) ... at 19:30. After that,
I (5) ... television. Then I study my lessons up to (6) ... . Finally, I go to bed.

LET’S KEEP IN MIND

SP

NOW, I KNOW :
• vocabulary related to daily activities
E.g. : to help at home ; to get up ; breakfast ; etc.
• how to talk about daily activities
E.g. : Attabi usually goes to bed at 10.00 p.m.

Sixty-one 61 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure
A : When is your birthday ?
birthday party ; cake ;
Asking and answering B : My birthday’s on March 20 / It’s on March
guest ; presents / gifts ;
questions about time 20 .
th

EN
invitation card ; to sing ;
and date A : What time is your birthday party ?
to cut ; to share
B : It’s at 03:00 in the afternoon.

A Let’s explore

Listen and repeat 1

I M
DEAR Members of the English club
INVITATION CARD

YOU’RE INVITED TO MY BIRTHDAY PLACE : At home

PARTY 3 : 00 p.m. : Reception of the guests
3 : 30 p.m. : Opening prayer
PLEASE COME TO MY PARTY 3 : 35 p.m. : Birthday song and dance
ÉC
DATE : March 20 5 : 00 p.m. : Cake cutting and sharing
TIME : From 03:00 p.m. to 06:00 5 : 30 p.m. : Presents and dance
p.m.
Elie
SP

Listen and repeat 2

A : Hello ! B : It’s at 03:00 p.m.
B : Hello ! A : What’s the schedule ?
A : How old are you ? B : At 03:00 p.m. : reception of the guests
B : I’m eleven years old. 03:30 p.m. : opening prayer
A : When is your birthday ? 03:35 p.m. : birthday song and dance
B : It’s on March 20. A : Thank you and enjoy your party !
A : What time is your birthday ? B : You’re welcome !

Student’s Book 5e 62 Sixty-two

 B Let’s practise
1. Use the words from the box to identify the pictures below. Example : 1- cake cutting
birthday cake ; cake cutting ; guests ; singing happy birthday song ; gifts ; cake sharing

3
1 2

EN
4 5 6

I M
2. Look at the clues, then ask and answer questions.
Example : 1- A : How old is Elie ?
B : Elie is 4 years old.
1. Elie / old / 11 years (How old …)
2. Elie’s / birthday / February 8 (When …)
4. the cake cutting / time / 6 : p.m. (What time
…)
ÉC
3. the reception of the guests / time / 4 : 00 5. Presentation of the presents / time / 6 : 30
p.m. (What time …) p.m. (What time …)

C Let’s take home

Reorder the words below to make four correct sentences about birthday.
1. are / old / you / How / ? 3. My / is / birthday party / 3:00 p.m. / at /.
SP

2. birthday / on / My / October 22nd / is / . 4. time / party / is / birthday / your / What / ?

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to a birthday party
E.g. : a birthday party ; a guest ; to sing ; etc.
• how to ask and answer questions about time and date
E.g. : A : When is your birthday party ? B : It’s on July 31st, at 4.00 p.m.

Sixty-three 63 Student’s Book 5e

 Session 3

COMMUNICATION ACTIVITY
Situation d’évaluation
Pour la célébration de ton anniversaire, tu rédiges une lettre d’invitation aux membres du Club

EN
d’Anglais de ton école en précisant le programme des activités de cette journée.
Dans ton invitation,
1. indique la date de ton anniversaire ;
2. donne l’heure de début et de fin de la cérémonie ;
3. précise les activités de ladite cérémonie et le moment précis pour chaque activité.

I M
ÉC
SP

Student’s Book 5e 64 Sixty-four

 LESSON 3

ELIE’S AGENDA WRITING

Learning context
Situation d’apprentissage

EN
L’Ambassade des États-Unis, en partenariat
avec le Ministère de l’Éducation Nationale et
de l’Alphabétisation, organise un concours
intitulé ‘’ENGLISH DAYS’’. Pour y participer,
les élèves de 5e du Collège Moderne de
Bingerville rédigent un paragraphe dans
lequel ils décrivent leur programme d’activités
pour la semaine à venir.
I
GOOD TO KNOW
M
ÉC
Vocabulary
content
Vocabulary related to future plans activities

Language
functions
- Talking about future plans
SP

- Describing sequences

My dictionary

Before : avant (de) To store : ranger

Meaningful : significatif, qui a un sens Under : sous
To match : associer, relier Waterfalls : cascade, chute d’eau

Sixty-five 65 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure

physical education ; to take a A : What are you going to do next week ?

test ; to travel ; to play video B : I’m going to take an English test.
games ; to go to church ; Talking about future plans

EN
A : When are you going to have an
to do homework ; to visit English test ?
grandmother B : On Wednesday.

A Let’s explore
Listen and read

M Elie’s agenda for next week

On Tuesday, in the afternoon, Elie is going to do physical education. On Wednesday, in the morning,
he is going to do his homework. After that, on Thursday, in the morning, he is going to take an
English test. On Friday, after school, he is going to play video games. Next Saturday, he is going
to visit his grandmother. Finally, on Sunday, in the morning, he is going to church.
I
Look, listen and repeat
ÉC
Today is Sunday. Anne and Mira are talking about what Elie is
going to do next week.
Anne : What’s Elie going to do on Tuesday afternoon ?
Mira : Elie’s going to do physical education.
Anne : When is he going to visit his grandmother ?
Mira : He’s going to visit his grandmother next Saturday.
SP

B Let’s practise
1. Find the missing letters to obtain correct words or expressions related to a Elie’s agenda.
Example : 1- COMPUTER GAME
1. CO _ PUT _ R GA _ E 3. HO _ EW _ RK
2. PH_SIC_L ED_CAT_ON 4. VIS _ T

Student’s Book 5e 66 Sixty-six

 2. Reorder the words or groups of words below to build meaningful sentences about future
plans. Example : 1- My father is going to visit Man next week.

1. visit Man / is / next week. / My father / going to 4. I / do some gardening / am going to / in the
2. computer games / My brother / to play / is afternoon. / next Saturday
going to / on Friday. 5. The students of 4e / next year. / are / take

EN
3. The students / are / of 5e 1 / have a test / on the BEPC exam / going to
Tuesday. / going to

C Let’s take home

Complete each sentence below with the correct option from the box.
Example : 1- are going to

1.
2.
I
3.
M
are going to ; is going to ; am going to / are going to

Yao and his brother ... visit their parents next Saturday.
The children … have a test on Monday.
My name is Junior, I ... have a writing competition next Friday.
4. My sister Anne ... celebrate her birthday on Saturday in the afternoon.
ÉC

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to future plans activities
SP

E.g. : to play video games ; to visit grandma ; to go to church ; etc.

• how to talk about future plans
E.g. : I am going to visit Grandma next Wednesday.

Sixty-seven 67 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure
First, I have breakfast ;
messy ; tidy ; planning ; to resume ; to take
Describing sequences second, I go to school ;
a quiz ; to sit for an exam ; to pass an exam
next, I take a test.

EN
A Let’s explore

Look, listen and repeat

I a tidy room
M a messy room

Interrogation écrite
to resume school
ÉC
to sit for an exam a quiz to pass an exam

Look, listen and repeat 2

Henry’s sister’s activities before going to school.
SP

1. First, she wakes up. 2. Second, she takes a shower. 3. Then, she brushes her teeth.

4. After that, she gets dressed. 5. Next, she has breakfast. 6. Finally, she goes to school.

Student’s Book 5e 68 Sixty-eight

 B Let’s practise
1. Complete the descriptions below with the correct choice from the box. Example : 1- tidy

messy ; pass ; tidy ; sit for ; resume

1. When a room is in order, it is ... 4. When students return to school after

EN
2. When you are a candidate for an exam, you holidays, they ... school.
… it. 5. When a place is in disorder, it is …
3. If you succeed in an exam, you … it.

2. Fill in the following paragraph about Aude’s daily activities with the time sequencers in the box.

finally ; second ; first ; after that ; then ; next

M
Aude is a young school girl. Her life is a routine. Every day, in the morning, when she wakes
up, she does a lot of things ; (1) … she brushes her teeth , (2) … she takes a shower, (3) … she
goes and says hello to her parents. (4) … she takes her breakfast at 7 a.m. (5) … she revises her
lessons a little bit and (6) … she goes to school.
I
C Let’s take home
ÉC
Write the order in which you do the following daily activities. Example : 1- get up ; 2-...

eat lunch ; eat dinner ; go to bed ; get up ; eat breakfast ; go to school

SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to daily activities and actions
E.g. : to resume school ; to sit for an exam ; to pass an exam ; etc.
• how to describe sequences
E.g. : First, Kragbé wakes up. Second, he brushes his teeth…

Sixty-nine 69 Student’s Book 5e

 Session 3

COMMUNICATION ACTIVITY
Situation d’évaluation

Au cours d’une compétition organisée par l’Ambassade des États-Unis en Côte d’Ivoire à l’intention

EN
des élèves du Lycée Moderne de Guitry, l’ambassadeur demande aux élèves de 5e de rédiger
un paragraphe dans lequel ils décrivent à leurs correspondants anglophones leurs di!érentes
activités de la semaine à venir. Faisant partie de ces élèves,
1. présente ton programme d’activités de la semaine à venir dans un tableau ;
2. décris-le dans un paragraphe de six (6) lignes.

I M
ÉC
SP

Student’s Book 5e 70 Seventy

 Let’s consolidate 3
I. Complete the sentences below about seasons with the missing words from the box.
Example : 1- weathers

fall / autumn ; winter ; summer ; spring ; weathers

EN
The weather and the four seasons !
1. In Europe there are four different seasons with different (1) ...
2. When the weather is very cold and there is snow everywhere, it is (2) …
3. When leaves of trees fall on the ground, we are in (3) …
4. This season is neither too cold nor too hot, but is pleasant, it is (4) …
5. This season is very hot and very sunny, time to go on holidays, it is (5) …
II. Complete the statements below about Eulalie with the groups of words from the box.
Example : 1- gets up

2. She has breakfast …

I M
in the evening ; at noon ; gets up ; in the morning

1. Eulalie usually … at 07:00 in the morning. 3. She has lunch …

4. She usually has dinner …

III. Here is a conversation you have with Henry. Complete the missing parts.
ÉC
Example : 1- hello

Henry : Hello, my friend ! Henry : What time is your birthday party ?

You : (1) ... , Henry ! You : (4) ...
Henry : How old are you ? Henry : Who are the guests ?
You : (2) ... You : (5) ...
Henry : When is your birthday ? Henry : Thank you !
You : (3) ... You : (6) ...
SP

LET’S HAVE FUN And dress by yellow candle-light.

Learn and recite this poem In summer, quite the other way,
I have to go to bed by day.
Bed In Summer I have to go to bed and see
In winter I get up at night The birds still hopping on the tree.

Seventy-one 71 Student’s Book 5e

 UNIT 4
WRITING

JOBS AND

EN
OCCUPATIONS
I M
ÉC
SP

Student’s Book 5e 72 Seventy-two

 LESSON 1

WHAT DOES YOUR MOTHER DO ? WRITING

Learning context
Situation d’apprentissage

EN
En vue de rédiger un texte en hommage aux
mamans, lors de la prochaine fête qui leur est
dédiée, les élèves de 5e du Lycée Goffry Kouassi
Raymond (GKR) de Sassandra apprennent à décrire
les métiers et occupations de leurs mères.

I
GOOD TO KNOW
M
ÉC
Vocabulary
content

Vocabulary related to jobs and occupations

Language
functions
- Asking and answering questions about people’s jobs
SP

- Expressing possession

My dictionary
Tail : la queue To sweep : balayer
To inquire about : demander des Water pipes : canalisations d’eau
renseignements, se renseigner sur

Seventy-three 73 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure
A : What does your mother do ?
housemaid ; waiter ; barber ; Asking and answering B : She’s a waitress.
waitress ; cashier ; architect ; questions about A : What does a waitress do ?

EN
plumber ; dentist people’s jobs B : She serves food and drinks in a
restaurant.

A Let’s explore
Look, listen and repeat

I a cashier
M
a waitress a barber an architect
ÉC
a housemaid a plumber a waiter a dentist

Listen and repeat

JOBS AND OCCUPATIONS DESCRIPTIONS

a waiter / a waitress serves food to people in a restaurant.
a cashier receives clients’ payments or money.
SP

a barber cuts men’s hair.

an architect designs and builds houses.
a plumber repairs water pipes.
a housemaid cleans and sweeps people’s houses.
a dentist treats people’s teeth.

A : What does your mother do ?

B : She’s a housemaid.
A : What does a housemaid do ?
B : She cleans and sweeps people’s houses.

Student’s Book 5e 74 Seventy-four

 B Let’s practise
1. Reorder the letters below to find the correct names of jobs. Example : 1- DENTIST

1. TIDENTS 3. LUMPREB 5. DAIMSEHOU

2. CHIARCETT 4. RETAIW 6. RESSTAWI

2. Use the clues in the box to describe the job of each person in the list below.

EN
Example : 1- Sandra is a housemaid. She cleans people’s houses.

cleans people houses ; cuts men’s hair ; serves meals in a

restaurant ; designs houses ; treats people’s teeth

1. Sandra / a housemaid
2. Ko! / a barber
3. John / a waiter
4. Peter / an architect

C
5. Prisca / a dentist

Let’s take home

M
Complete the sentences below with the appropriate jobs from the list below.
I
Example : 1- housemaid
ÉC
architect ; housemaid ; cashier ; dentist ; plumber

1. Aya sweeps and cleans houses ; she is a …

2. My father treats people’s teeth ; he is a …
3. My cousin is a … ; he repairs water pipes.
4. Amélie is a … ; she works in a supermarket and collects money.
5. My uncle Faé is an … ; he makes beautiful house designs.
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to jobs and occupations
E.g. : cashier ; waitress ; barber ; architect ; plumber ; housemaid ; etc.
• how to describe people’s jobs
E.g. : Ozoua is a waitress ; she serves meals in restaurants.

Seventy-five 75 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure
car washer ; cook ; lawyer ; flight My mother likes her job.
Expressing
attendant ; engineer ; greengrocer ;
possessions You like your job. I also like mine.
computer scientist ; housewife

EN
A Let’s explore
Look, listen and repeat

I a car washer
M a cook a lawyer a flight attendant
ÉC
an engineer a greengrocer a computer scientist a housewife

Listen and repeat

Subject pronouns Possessive adjectives Possessive pronouns

- I have a book. - This is my book. - It is mine.
SP

- You have a book. - This is your book. - It is yours.

- He has a book. - This is his book. - It is his.
- She has a book. - This is her book. - It is hers.
- (we avoid using its alone
- It has a tail. - This is its tail.
as a possessive pronoun)
- We have a book. - This is our book. - This is ours.
- You have a book. - This is your book. - This is yours.
- They have a book. - This is their book. - This is theirs.

Student’s Book 5e 76 Seventy-six

 B Let’s practise
1. Identify the pictures below with their descriptions from the box.
Example : 1- a flight attendant

a car washer ; a cook ; a greengrocer ; a flight attendant ; a lawyer ; a computer scientist

EN
1 2 3

4
M 5
2. Choice the best option among the proposals in between brackets to complete the
I
sentences. Example : 1- our
1. This is ... car (our / ours / we)
6

4. This is … house. (they / their / theirs)

ÉC
2. This computer is … (my / mine / I) 5. This restaurant is … (their / theirs / they)
3. This is … bicycle. (your / yours / you) 6. This pen is … (her / hers / she)

C Let’s take home

Complete with the best option. Example : 1- my
1. I am in 5e 1. … name is Lisa. (his / her / my her / she / hers)
/ your) 4. My mother has a new car. It is … (she / his
SP

2. This is my pen, it is … (my / hers / mine / / hers / her)

theirs) 5. Whose car is it ? It’s ... (my / me / mine / I )
3. My sister is a doctor. This is … car. (his /

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to jobs and occupations
E.g. : car washer ; flight attendant ; greengrocer ; etc.
• how to express possession
E.g. : Pabo likes his job. Koné and Zézé like theirs, too.
Seventy-seven 77 Student’s Book 5e
 Session 3

COMMUNICATION ACTIVITY
Situation d’évaluation
À l’occasion de la fête des mères, le journal du Club d’Anglais du Lycée Goffry Kouassi Raymond

EN
(GKR) de Sassandra veut dédier des pages spéciales à la mère. Le Président du Club demande
donc aux élèves de 5e de rédiger un article de journal qui décrit les métiers et professions de leurs
mères en vue de rendre hommage à ces valeureuses mamans. Faisant partie des élèves de 5e ,
dans ta production,
1. donne le nom de ta maman ;
2. précise sa profession ;
3. décris les activités qu’elle mène dans le cadre de sa profession.

I M
ÉC
SP

Student’s Book 5e 78 Seventy-eight

 LESSON 2

WHAT IS AN ELECTRIC CLIPPER USED FOR ?

WRITING

Learning context
Situation d’apprentissage

EN
En vue de produire un article pour le compte du
magazine du club d’Anglais du Lycée Moderne de
Sakassou, les élèves de 5e rédigent un paragraphe
pour décrire des outils utilisés dans différentes
professions.

I
GOOD TO KNOW
M
Vocabulary
ÉC
content

Vocabulary related to work tools

Language
functions

- Talking about work tools

- Expressing possession
SP

My dictionary
Mortar : ciment ; mortier Plaster : plâtre Weeds : mauvaises herbes
Owner : propriétaire To spread : étaler ; repandre Wood : bois

Seventy-nine 79 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure
A : What’s an electric clipper used for ?
camera ; handsaw ; ladle ; B : It’s used for cutting hair.
Talking about work
electric clipper ; whistle ; A : What does your father use an electric
tools

EN
syringe ; trowel ; hoe clipper for ?
B : He uses an electric clipper for cutting hair.

A Let’s explore
Look, listen and repeat

I a camera
M a ladle a whistle a syringe
ÉC
a handsaw a hoe an electric clipper a trowel

Listen and repeat

Tools Uses
Camera takes photographs
Ladle serves sauce or soup into dishes
SP

Cooker cooks the meal

Whistle draws attention / direct the tra!c
Syringe makes injections
Handsaw cuts wood
Hoe works on the farm / dig the soil / remove weeds
Electric clipper cuts hair
Trowel applies and spreads mortar and plaster

A : What’s a camera used for ? A : What does your father use a camera for ?
B : It’s used for taking photographs. B : He uses a camera for taking photographs.

Student’s Book 5e 80 Eighty

 B Let’s practise
1. Reorder the phrases below to obtain appropriate sentences about work tools.
Example : 1- My father uses a camera for taking photographs.

1. My father / a camera / take photographs. 4. My sister / a syringe / make injections.

2. My mother / a ladle / serve sauce or soup. 5. My aunt / a hoe / work on the farm.

EN
3. My uncle / an electric clipper / cut hair. 6. My brother / a handsaw / cut wood.

2. Look at the table on page 80. Then with your partner, ask and answer questions about work
tools. Example : 1- A : What’s a trowel used for ?
B : It’s used for spreading mortar.

1. A trowel 2. A handsaw 3. A whistle 4. A syringe 5. A hoe

2.
I
3.
4.
Let’s take home
M
Reorder the words or groups of words below to make meaningful sentences or questions
about work tools. Example : 1- A ladle is used for serving soup or sauce.
1. A ladle / for / serving / is used / soup or sauce.
What is / used for / a handsaw / ?
My sister / a syringe / uses / for / injections / making.
What does / use / a syringe / for / your sister ?
ÉC
5. A handsaw / for / cutting / is used / wood.

LET’S KEEP IN MIND

NOW, I KNOW :
SP

• vocabulary related to work tools

E.g. : camera ; ladle ; electric clipper ; whistle ; syringe ; trowel ; handsaw ; etc.
• how to talk about work tools
E.g. : An electric clipper is used for cutting hair.

Eighty-one 81 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure

A : Whose law book is this ?

law book ; scales ; sewing B : It’s the lawyer’s (law book).
Expressing
machine ; sponge ; tray ;
possessions

EN
cash register ; plunger A : Whose scales are these ?
B : They are The greengrocer’s (scales).

A Let’s explore
Look, listen and repeat 1

I a law book
M scales a sewing machine a tray
ÉC
a cash register a plunger a sponge a broom

Look, listen and repeat 2 Whose

electric clipper It‛s the
is this ? barber‛s
SP

JOBS AND OCCUPATIONS TOOLS

Lawyer Law book
Greengrocer Scales
Tailor / dressmaker Sewing machine
Car washer Sponge
Waitress Tray
Cashier Cash register
Plumber Plunger
Housewife Broom

Student’s Book 5e
Eighty-two 82 Eighty-two
 B Let’s practise
1. Complete the sentences below with the correct work tools from the box.
Example : 1- law book

broom ; sewing machine ; law book ; scales ; plunger ; cash register

EN
1. My father is a lawyer. He uses it to defend 4. My uncle is a plumber. He uses it to repair
and accuse people. It is a … water pipes. It is a …
2. My mother is a greengrocer. She uses them 5. My sister is a cashier. She uses it to collect
to weigh fruit and vegetables. They are … money. It is a …
3. My aunt is a dressmaker. She uses it to 6. My cousin is a housewife. She uses it to
make dresses. It is a … sweep the floor. It is a …

2. Ask and answer questions with your partner about work tools.
Example : 1- A : Whose law book is this ?

1. law book
2. scales
I M
B : It’s the lawyer’s (law book)

3. sewing machine
4. tray
5. cash register
6. plunger
7. sponge
8. broom

C Let’s take home

ÉC
Name other people that can use the following tools.
1. A law book
2. A scale
3. A cash register
4. A sponge
5. A broom
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to work tools
E.g. : law book ; scales ; sewing machine ; sponge ; tray ; cash register ; etc.
• how to ask and answer questions about the owner of a tool
E.g. : A : Whose sewing machine is this ? B : It’s the tailor’s.

Eighty-three 83 Student’s Book 5e

 Session 3

COMMUNICATION ACTIVITY
Situation d’évaluation

Lors d’une compétition organisée par le Club d’Anglais du Lycée Municipal de Sakassou, le

EN
Président demande aux élèves de 5e de rédiger un paragraphe de six lignes sur les outils ou objets
de travail de leurs parents, en vue d’échanger sur les métiers et professions de ceux-ci. En tant
qu’élève de cette classe, dans ta rédaction,
1. dis les métiers qu’exercent ton père et ta mère ;
2. cite les outils ou objets utilisés par chacun d’eux ;
3. décris le rôle de chaque outil.

I M
ÉC
SP

Student’s Book 5e 84 Eighty-four

 LESSON 3

WHERE DOES YOUR FATHER WORK ?

WRITING

Learning context
Situation d’apprentissage

EN
Lors d’un concours de rédaction organisé par le
Club d’Anglais de ton école, les élèves de 5e rédigent
un paragraphe sur les noms des lieux de travail de
différentes professions.

I M
GOOD TO KNOW
ÉC
Vocabulary
content
Vocabulary related to workplaces

Language
functions
SP

- Asking and answering questions about workplaces

- Describing workplaces

My dictionary
Crowded : plein de (monde) Garbage dump : dépotoir Muddy : boueux,
Dirty : sale Good guess ! : bien deviné ! couvert de boue
Ending : fin Good job ! : bravo ! Noisy : bruyant

Eighty-five 85 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure
greengrocer’s shop ; car A : Where does a cook work ?
wash ; o!ce ; law court ; Asking and answering B : He works in a kitchen.
restaurant ; building site ; questions about workplaces A : Where do cooks work ?

EN
fire station ; supermarket ; B : They work in kitchens.

A Let’s explore

Look, listen and repeat

I a supermarket
Ma law court a greengrocer’s shop an o!ce
ÉC
a car wash a building site a fire station a restaurant

Listen and repeat

SP

Franck : Hello, Elie ! Franck : Where do your uncles work ?

Elie : Hi, Franck ! Elie : They work in a barber’s shop.
Franck : Where does your father work ? Franck : Where does your aunt Eulalie work ?
Elie : He works in a fire station. Elie : She works on a plane.
Franck : How about your mum ? Does she work Franck : Good job ! You know the workplaces of
in a hospital ? your parents !
Elie : No, she works at a law court. Elie : Thank you !
Franck : Is she a lawyer ? Franck : You are welcome !
Elie : Yes, you made a good guess !

Student’s Book 5e 86 Eighty-six

 B Let’s practise
1. Match each half sentence about workplaces with its ending. Example : 1- c

COLUMN A COLUMN B
1. A cashier works in ... a. an o!ce
2. A waitress works in ... b. a fire station

EN
3. A lawyer works at ... c. a supermarket
4. A fireman works in ... d. a restaurant
5. A car washer works at ... e. a law court
6. A director works in ... f. a car wash

2. Now, look at Exercise 1 and write questions and answers like in the example. Then practise it.
Example : 1. A : Where does a cashier work ?
B : He works in a supermarket.

1.
I
2.
Let’s take home M
Complete each sentence with the correct workplace. Example : 1- at a car wash.
My father is a car washer . He works ...
My mother is a waitress. She works …
3. My sister Eulalie is a director. She works …
ÉC
4. My cousin is a fireman. He works …

LET’S KEEP IN MIND

SP

NOW, I KNOW :
• vocabulary related to workplaces
E.g. : a supermarket ; a law court ; a car wash ; etc.
• how to ask and answer questions about workplaces
E.g. : A : Where does a cashier work ? B : He works in a supermarket.
A : Where do cashiers work ? B : They work in supermarkets.

Eighty-seven 87 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure
library ; pharmacy ; fragrant ; A : What’s a pharmacy like ?
market ; kitchen ; hotel ; smelly ; Describing workplaces
good smelling ; air-conditioned B : It is clean and air-conditioned.

EN
A Let’s explore

Look, listen and repeat

I a market
M a library a pharmacy
ÉC

an air-conditioned room fragrant / good smelling smelly

SP

Listen and repeat

Work places Descriptions
Pharmacy clean, air-conditioned
A : What’s a hotel like ?
Library quiet, calm B : It’s comfortable, clean and
Market crowded, noisy air-conditioned.
Kitchen fragrant / good smelling A : What is a market like ?
O!ce air-conditioned and cool B : It’s smelly.
Hotel comfortable, clean, air-conditioned
Garbage dump dirty, muddy, smelly

Student’s Book 5e 88 Eighty-eight

 B Let’s practise
1. Use the clues below to ask and answer questions with your partner.
Example : 1- A : What’s a garbage dump like ?
B : It’s dirty and smelly.

1. A garbage dump / dirty and smelly 4. Your mother’s kitchen / fragrant and good
2. A pharmacy / clean and airconditioned smelling

EN
3. A market / crowded and noisy 5. A library / quiet and calm

2. Read the passage below and complete it with the missing words from the list in the box.
Example : 1- crowded

comfortable ; crowded ; smelly ; fragrant ; conditioned

My name is Zico. I live in Adjamé near the market. The market is a (1) … and noisy place. My

C
M
mother cooks delicious meals. Her kitchen is always smelling good and (2) … . My uncle works in
a pharmacy near the market. It is an air (3) … place. Near the market, there is a garbage dump.
The place is dirty and (4) … . There is a new hotel near my house. It is very (5) …
I
Let’s take home
Reorder the words or groups of words to make meaningful sentences or questions.
ÉC
Example : 1- What is a restaurant like ?

1. is / a restaurant / What / like ? 3. A market / and crowded. / is / noisy

2. is / air-conditioned./ A pharmacy 4. is comfortable / A hotel / air-conditioned.
/ and

LET’S KEEP IN MIND

SP

NOW, I KNOW :
• vocabulary related to workplaces
E.g. : library ; pharmacy ; market ; kitchen ; hotel ; smelly ; fragrant ; good ; etc.
• how to describe workplaces
E.g. : A pharmacy is clean and air-conditioned.

Eighty-nine 89 Student’s Book 5e

 Session 3

COMMUNICATION ACTIVITY
Situation d’évaluation
C’est la célébration de la fête du travail au Lycée Boga Doudou de Lakota. Pour agrémenter la

EN
cérémonie, l’Ambassadeur des États-Unis en Côte d’Ivoire, parrain de la cérémonie, demande aux
élèves de 5e de rédiger un paragraphe sur les professions et lieux de travail de leurs parents, en
vue de partager cela avec des invités venus de l’Amérique. Faisant partie de ces élèves, dans ta
production de 6 lignes maximum,
1. présente les métiers ou professions de trois membres de ta famille ;
2. indique le lieu de travail de chaque membre ;
3. décris le lieu de travail de chacun.

I M
ÉC
SP

Student’s Book 5e 90 Ninety

 Let’s consolidate 4
I. Write the missing letters to find correct adjectives. Example : 1- SMELLY

1. S_ELL_ 3. A_R-CON_ITION_D 5. SYR_N_G_

2. FRA_RAN_ 4. N_ISY 6. DE_ TI_T

EN
II. Complete each sentence with the correct job or occupation. Example : a- waitress

1. Aya serves food in a restaurant. She is a …. 3. He treats patients’ teeth. He is a …

2. She collects customers’ money. She is … 4. Blé cuts men’s hair. He is a …

III. Write correct answers to the following questions. Example : 1- It is the car washer’s.

1. Whose sponge is this ?

2. Whose plunger is this ?
I
the example :
M 3. Whose electric clipper is this ?
4. Whose dental chair is this ?

IV. Use the clues below to ask and answer questions about jobs. Work with your partner like in

Example 1- A : What does a barber do ? B : He cuts men’s hair.

ÉC
A : Where does he work ? B : He works in the barber’s shop.

1. A barber 3. A plumber 5. A housemaid

2. An architect 4. A waitress 6. A cashier
SP

LET’S HAVE FUN

Miming game
Mime a job and ask your friends to guess it.

Ninety-one 91 Student’s Book 5e

 UNIT 5
LISTENING

CLOTHES

EN
AND COLOURS
I M
ÉC
SP

Student’s Book 5e 92 Ninety-two

 LESSON 1

LET’S GET DRESSED ! LISTENING

Learning context

EN
In order to prepare their excursion to Ghana,
the students of 5e of Lycée Gouverneur
Aboulaye Fadiga (GAF) of Touba listen to
a text describing clothes and what people
are wearing.

I GOOD TO KNOW
M
Vocabulary
ÉC
content

Vocabulary related to items of clothing, shoes and accessories

Language
functions
- Describing what people are wearing
- Asking and answering questions about what people wear
SP

My dictionary

Accessories : accessoires Old-fashioned : démodé, dépassé Topic : sujet

Item of clothing : vêtement Purchase voucher : bon d’achat Trader : commerçant
Jewels : bijoux To advertise : faire la publicité Bold : gras
Salesperson : vendeur To listen : écouter

Ninety-three 93 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure
A : What’re you wearing ?
suit ; jacket ; pyjamas
Describing what people are B : I’m wearing a jacket.

EN
(pajamas) ; dress ; pants ;
wearing A : What’s Cheryne wearing ?
boxer shorts ; socks ; hat
B : She’s wearing socks.

A Let’s explore
Look, listen and repeat

I pyjamas
M a dress a jacket pants
ÉC

a hat socks boxer shorts panties

Listen and repeat

Yasseen and Chéryne are having a telephone conversation.
SP

Yasseen : Hello, Chéryne ! I’m going to the restaurant with my family.

Chéryne : Hello, Yasseen ! What are you wearing to go there ?
Yasseen : I’m wearing a shirt, pants and shoes.
Chéryne : Ok ! What’s your mother wearing ?
Yasseen : She’s wearing a long dress.
Chéryne : Good ! And what are your brothers wearing ?
Yasseen : They’re wearing jackets.
Chéryne : Thanks and goodbye !
Yasseen : Bye !

Student’s Book 5e 94 Ninety-four

 B Let’s practise
1. Listen to the song “Let’s Get Dressed” and underline the items of clothing you can hear.
Example : 4- Coat

1. Shirt 4. Coat 7. Hat

2. Pants 5. Socks 8. Pyjamas

EN
3. Trousers 6. Shoes

2. In the paragraph below, N’dri is describing the clothes the members of his family are
wearing. Read the text, note and correct the mistakes in colour it contains. Example : 1- I am
My name is N’dri. I is wearing a uniform to go to school. My father is a doctor. He is wearing a
coat to work. My mother Aïcha am wearing a dress to go to the market. My brothers are wear
pyjamas at night to go to bed. My sister Aïssata wearing a hat because it is hot.

C Let’s take home

I M
Complete the dialogue between a salesperson and a customer with the words in the box
below. Example : 1- clothing

clothing ; dress ; pyjamas ; socks ; hat

Salesperson : Good morning, Madam ! What accessories or items of (1) … would you like ?
Customer : I would like to buy a (2) … to cover my head when I’m going out.
ÉC
Salesperson : The weather is so hot. Here is what you need. Anything else ?
Customer : Do you have some (3) … I could wear to go to bed ?
Salesperson : No, we don’t ! Sorry !
Customer : Ok, no problem ! I hope you are selling soft (4) … . My children could wear them
before putting on their shoes.
Salesperson : Yes, we have them over there in the underwear department.
Customer : A last thing for me, I would like to have a beautiful (5) … to go to parties and
celebrations.
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to clothing
E.g. : suit ; jacket ; pyjamas ; dress ; pants ; boxer shorts ; socks ; hat ; etc.
• how to describe what people are wearing
E.g. : A : What’re you wearing ? B : I’m wearing a jacket.

Ninety-five 95 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure
A : Do you wear a jacket to go to a party ?
trainers ; handbag ; rings ; Asking and answering B : Yes, I do. / No, I don’t.
necklace ; scarf ; sandals ; questions about what
A : Do guests put on suits to attend a meeting ?

EN
earrings ; tie people wear
B : Yes, they do. / No, they don’t.

A Let’s explore
Look, listen and repeat 1

I a tie
M a scarf a ring earrings
ÉC
a necklace a handbag trainers sandals

Look, listen and repeat 2

SP

Paul : Educators are very strict about clothes to wear at school.

Emelle : Do students wear sandals to go to school ?
Paul : No, they don’t ! It’s not permitted.
Emelle : Ok ! Do you put on trainers to go there ?
Paul : Yes, I do. I love trainers.
Emelle : Does your sister Makoumba wear earrings at school ?
Paul : Yes, she does. But, educators do not like expensive and
brilliant jewels.
Emelle : Does your neighbour Sam put on a tie in class ?
Paul : No, he doesn’t. He thinks ties are old-fashioned.

Student’s Book 5e 96 Ninety-six

 B Let’s practise
1. With your partner, use the phrases below to ask and answer questions about what people wear.
Example : 1- A : Do women teachers wear necklaces at school ?
B : Yes, they do.
1. Women teachers / wear necklaces at school (yes)
2. Konan / put on pyjamas to go to the market ? (no)

EN
3. The President / wear trainers in his o!ce ? (no)
4. Sarah / put on a dress to go to a party ? (yes)

2. Listen to the teacher or the podcast and give the names of the characters below, according
to the description of what each of them is wearing. Example : 1- Mimi

I
1 2
M 3 4
ÉC
C Let’s take home
Answer the following questions. Example : 1- Yes, I do.
1. Do you wear sandals to go to the market ? 3. Do your brothers wear shorts at home ?
2. Does your father put on a suit to go to 4. Do you put on a jacket when it is cold ?
work ? 5. Does your sister wear pyjamas to sleep ?
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to accessories and shoes
E.g. : scarf ; tie ; sandals ; rings ; earrings ; trainers ; handbag ; necklace ; etc.
• how to ask and answer questions about what people wear
E.g. : A : Do guests put on suits ? B : Yes, they do. / No, they don’t.

Ninety-seven 97 Student’s Book 5e

 Session 3
COMMUNICATION ACTIVITY
You’re participating in a listening competition organised by the English Club of your school. You
have to listen to a conversation between Curtis and John and do all the activities that follow. The
winner of the competition will receive a 50, 000 francs purchase voucher for items of clothing,
accessories, jewels and shoes.

EN
A. Listen to the dialogue between Curtis and John and choose the topic of their conversation
among the two options.
1. Curtis and John exchange information on clothes that boys, girls, men and women wear at
school.
2. Curtis and John exchange information on clothes that boys, girls, men and women wear at
church.
3. Curtis and John exchange information on clothes that boys, girls, men and women wear at
home.

M
B. Listen to the dialogue again and,
1. note the item of clothing that boys put on :
I
ÉC
A B C

2. note the items of clothing that girls wear :

SP

A B C
Student’s Book 5e 98 Ninety-eight
 3. note the clothes that men and women wear :

EN
A
B C

M
C. After listening to the conversation, write a paragraph about clothes that each member of
your family (father, mother, brothers and sisters) wears to go to work, to school or to the
market.
I
ÉC
SP

Ninety-nine 99 Student’s Book 5e

 LESSON 2

LOOK AT MY BLUE WATCH !

LISTENING

Learning context

EN
Visiting Osseykro (Ghana) with their English
teacher, the students of 5e from Lycée
Djedji Amondji come across a Ghanaian
clothes seller. They listen to him describing
his colourful underwear and accessories in
order to make their choices.

I
GOOD TO KNOW
M
Vocabulary
ÉC
content
- Vocabulary related to accessories and underwear
- Vocabulary related to colours

Language
functions
- Asking and answering questions about accessories and underwear
SP

- Describing the colours of clothes

My dictionary
Charcoal : charbon Guessing game : jeu de devinette Sunrays : rayons du soleil
Complexion : teint, Sky : ciel To come across : rencontrer
couleur de peau

Student’s Book 5e 100 One hundred

 Session 1
Session focus
Vocabulary Language function Structure

A : What do girls wear to swim ?

Asking and answering B : They wear swimsuits.
belt ; bra ; gloves ; tank
questions about

EN
top ; bracelet, watch ; A : What do people wear to protect their
accessories and
swimsuit ; sunglasses eyes against sunrays ?
underwear
B : They wear sunglasses.

A Let’s explore
Look, listen and repeat 1
I
a watch
Ma bracelet gloves a belt
ÉC

sunglasses a bra a tank top a swimsuit

Look, listen and repeat 2

SP

Kate : Let’s play a guessing game on underwear and accessories.

Jeanne : That’s a good idea !
Kate : Ok ! What do girls wear to swim ?
Clovis : They wear swimsuits.
Kate : Correct ! What do people wear to protect their eyes against
sunrays ?
Clovis : They wear scarves.
Kate : No, sorry ! It’s not correct.
Jeanne : They wear sunglasses.
Kate : That’s right ! Bravo !

One hundred and one 101 Student’s Book 5e

 B Let’s practise
1. Listen to the teacher or the podcast and complete the text by choosing the correct
accessories or underwear mentioned. Number 1 is an example.

Gniré and her friends are at the market to buy clothes and underwear. Gniré wants to buy a

EN
(1) a- b- and her friend Tenin wants to have a new (2) a- b- . Boys

also want to buy new things. Ibrahim is interested in purchasing (3) a- b- . As for

Séry, he would like to get a (4) a- b- for his sister Emma.

2. Guess the clothes according to their uses. Then practise the conversation with your partner.
Example : 1- A : What do we wear on trousers to catch it ?
B : It is a belt.

M
2. What do girls wear under their blouse ?
3. What do we wear to decorate hands
I (wrist) ?
4. What do we wear to protect hands ?
5. What do boys wear under their shirt ?

C Let’s take home

ÉC
Complete the dialogue below with the appropriate words. Example : 1- do
Fathen : What (1) ... girls wear to swim ?
Namy : (2) ... is a swimsuit.
Fathen : What do (3) … wear to protect our hands ?
Namy : They (4) … gloves.
Fathen : What (5) … a boy put on under his pants ?
Namy : Boxer (6) …
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to accessories and underwear
E.g. : belt ; bra ; gloves ; tank top ; bracelet, watch ; swimsuit ; etc.
• how to ask and answer questions about accessories and underwear
E.g. : A : What do girls wear to swim ? B : It is a swimsuit.

Student’s Book 5e 102 One hundred and two

 Session 2
Session focus
Vocabulary Language function Structure
A : What colour is the skirt ?
yellow ; green ; blue ;
Describing the colours of B : It’s blue. / It’s a blue skirt.
black ; purple ; grey ;
clothes A : What’s the colour of the scarf ?
pink ; brown

EN
B : The colour of the scarf is yellow.

A Let’s explore
Look, listen and repeat 1

I blue
M green yellow black
ÉC
brown grey pink purple

Look, listen and repeat 2

SP

Tom : In my school, schoolgirls wear blue skirts and

white blouses.
Sylvia : Ok ! The colours of the uniform are different in
my school.
Tom : What colour is the skirt that schoolgirls wear in
your school ?
Sylvia : It’s pink.
Tom : What’s the colour of the blouse ?
Sylvia : The colour of the blouse is grey.
Tom : Cool !

One hundred and three 103 Student’s Book 5e

 B Let’s practise
1. Write in your copybook the colour corresponding to each item of clothing.
Example. 1- yellow

EN
1. a ... blouse 2. ... gloves 3. a ... hat 4. a ... belt

I 5. a … swimsuit

2. Answer the following questions.

M
6. ... pants

1. What colour is your favourite shirt ?

2. What colour are your father’s favourite
shoes ?
7. a ... tank top 8. a ... scarf

3. What’s the colour of taxis in your city ?

4. What’s the colour of your English book ?
5. What colour is the sun ?
ÉC
C Let’s take home
Guess the clothes according to their uses. Follow the example.
1. A : What do we wear on trousers to tighten it ? B : It’s a belt.
2. A : What do we wear to know the time ? B : ...
3. A : What do girls wear under their blouse ? B : ...
4. A : What do we wear to decorate hands (wrist) ? B : ...
5. A : What do we wear to protect hands ? B : ...
SP

6. A : What do boys wear under their shirt ? B : ...

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to colours
E.g. : yellow ; green ; blue ; black ; purple ; grey ; pink ; etc.
• how to describe colour of clothes
E.g. : A : What’s the colour of the scarf ? / B : It’s pink.

Student’s Book 5e 104 One hundred and four

 Session 3

COMMUNICATION ACTIVITY
You are in Ghana and you listen to a radio advertisement of a seller, presenting his different items
of clothing. You want to use the information from the advertisement to write a small text about

EN
people’s favourite colours and clothes. Your paragraph will be published in the school magazine
of your school. Listen to the advertisement and do all the activities that follow.
A. Listen to the podcast or the teacher and note down the correct sentence among the three
options :
1. The seller is presenting items of clothing for students, children and babies.
2. The seller is presenting items of clothing for men, women and young people.
3. The seller is presenting items of clothing for teachers and doctors.

below :

b- The trousers are …

c- The shirts are …
I M
B. Listen to the podcast or the teacher again and write the correct ending to the sentences

a- The seller has trousers, jeans, pyjamas and …

d- The seller also has underwear, handbags, skirts and …

f- The shorts and socks are…
ÉC
e- The skirts are …
C. Write a paragraph about the colours of your favourite items of clothing. In your text,
1. name four clothes you like ;
2. specify the colour of each item of clothing ;
3. mention the occasions on which you like wearing them.
SP

One hundred and five 105 Student’s Book 5e

 LESSON 3

LET’S GO SHOPPING FOR CLOTHES !

LISTENING

Learning context

EN
Visiting Kumasi (Ghana) with their English
teacher, the students of 5e of Lycée
Moderne Bonoua get in a clothes shop. As
they want to buy some articles, they listen
to the salesperson who gives the prices of
the different items of clothing.

I GOOD TO KNOW
M
Vocabulary
ÉC
content

- Vocabulary related to numbers

- Vocabulary related to shopping

Language
functions
- Asking and giving prices
SP

- Expressing preferences

My dictionary
Credit card : carte de crédit Kept : gardé, conservé Price tag : étiquette
Customer : client (e) Price : prix To take courses : suivre des
Doll : poupée cours

Student’s Book 5e 106 One hundred and six

 Session 1
Session focus
Vocabulary Language function Structure
A : How much does the dress cost ?
B : It costs 20,000 francs.
Large numbers Asking and giving prices
A : How much do the trainers cost ?

EN
B : They cost 25,000 francs.

A Let’s explore
Look, listen and repeat 1

I 2,500
Two thousand,
five hundred
M 30,400
Thirty thousand,
four hundred
88,600
Eighty-eight thousand,
six hundred
170,000
One hundred and
seventy thousand
ÉC
208,510 500,000 690,000 1,000,000
Two hundred and eight Five hundred Six hundred and One million
thousand, five hundred thousand ninety thousand
and ten

Look, listen and repeat 2

SP

Salesperson : Hello ! Can I help you find something ?

Fatu : Yes ! I want to buy some clothes. How much does
the blue dress cost ?
Salesperson : It costs 20, 000 francs.
Fatu : Ok ! How much do the orange pants cost ?
Salesperson : They cost 10,500 francs.
Fatu : What about the blue pants over there ?
Salesperson : It’s the same price.
Fatu : So, I will take the blue dress and the orange pants.
Salesperson : Good choices !

One hundred and seven 107 Student’s Book 5e

 B Let’s practise
1. Match the number written in letters to the corresponding prices tag under each
article. Number 1 is an example.

a. Two thousand d. Four thousand, nine hundred and forty

b. Ten thousand, six hundred and seventy e. Nine hundred thousand
c. Thirty-five thousand, eight hundred f. One million, five hundred thousand

EN
fr 2,000 (Two thousand) fr 4,940 (…) fr 900,000 (…)

I fr 35,800 (...)
M fr 1,500,000 (…) fr 10,670 (…)

2. Listen to the conversation between Namy and Elisabeth and complete the table below by
noting down the clothes and the price each of them is going to pay.
ÉC
Namy Elisabeth

fr 1,200
SP

fr 3,890

fr 5,450

Student’s Book 5e 108 One hundred and eight

 C Let’s take home
1. Match each number in column A to its corresponding spelling in column B.
Example : 1- f

Column A Column B
1. 1,860 a. One billion
2. 19,675 b. One hundred and twenty thousand, three hundred and ten

EN
3. 120,310 c. Twenty-five million, eight hundred and twenty-five thousand
4. 4,295,600 d. Nineteen thousand, six hundred and seventy-five
5. 25,825,000 e. Four million, two hundred and ninety-five thousand, six hundred
6. 1,000,000,000 f. One thousand, eight hundred and sixty

2. Find the questions to the answers below : Example : 1- How much do the pants cost ?
1. The pants cost fr 2,000.
2. The jacket costs fr 15,000.
3. The ring costs fr 55,990.
4. The earrings cost fr 500.
5. The socks cost fr 1,000.
6. It is fr 25,000.
I M
ÉC
LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to large numbers
E.g. : 10,000 (ten thousand) ; 200,000 (two hundred thousand) ; etc.
• how to ask and give prices
E.g. : A : How much does the dress cost ?
SP

B : It’s francs 15,000.

One hundred and nine 109 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure
clothes shop ; receipt ; shop
assistant ; mannequin ; till (cash - I prefer taking the red shirt.
Expressing preferences
desk) ; changing room ; fitting - They would rather pay cash.

EN
room ; to try on ; to pay cash ;

A Let’s explore
Look, listen and repeat

I a clothes shop
M
changing rooms a shop assistant a till
ÉC
a mannequin a receipt to try on to pay cash

Listen and repeat

Aude : Good morning, Madam ! May I help you ?
Michelle : Yes. I’m looking for a nice shirt.
Aude : Ok ! We’ve it in blue, yellow and pink. Which colour do you prefer ?
Michelle : I prefer taking the pink shirt.
Aude : Good ! Let’s go to the till. Do you pay by credit card ?
SP

Michelle : No. I would rather pay cash.

B Let’s practise
1. Use the phrases below to build sentences expressing preferences. An example has been
done to help you. Example : 1- Bamba prefers wearing suits.
→ Bamba would rather wear suits.

1. Bamba / wear suits 3. Amira / try the dress on before buying it

2. The girls / go to the clothes shop 4. Fathen / buy the grey socks

Student’s Book 5e 110 One hundred and ten

 2. Listen to the teacher or the podcast and write down the information corresponding to the
clues below. Example : 1- Tina
1. My name : ...
2. Age : …
3. My mother’s name : …
4. Clothes my mother prefers buying : …
5. Clothes I would rather take : …

EN
6. Name of my favourite clothes shop : …

C Let’s take home

Complete the dialogue between a shop assistant (SA) and a customer (C) with the words
from the box below. You will roleplay it with your partner at the next English class. One word
in the box is not concerned. Example : 1- mannequin

SA : Ok, it (2) … 19,800 francs.

C : No, problem ! I will take it.
I M
mannequin ; rather ; prefer ; try ; costs ; changing

SA : Good afternoon, Madam ! May I help you ?

C : Yes. I would like to buy the dress on the (1) … over there.

SA : Good ! Do you want to (3) … it on before ?

C : Yes, if possible.
ÉC
SA : Please, go to the (4) … room on your left.
C : Are you going to pay cash or by credit card ?
SA : I (5) … paying by credit card.

LET’S KEEP IN MIND

SP

NOW, I KNOW :
• vocabulary related to shopping
E.g. : clothes shop ; shop assistant ; mannequin ; till (cash desk) ; etc.
• how to express preferences
E.g. : I prefer paying cash. / I would rather pay cash.

One hundred and eleven 111 Student’s Book 5e

 Session 3

COMMUNICATION ACTIVITY

You are about to apply for a job as a shop assistant in a clothes shop where customers speak

EN
English. As a preparation for the coming interview, you listen to a dialogue between a Ghanaian
shop assistant and a customer. Listen to the podcast or the teacher and do the activities that
follow.

A. Listen to the dialogue between the shop assistant and the customer and say whether the
statement below is true (T) or false (F). If false, provide the correct answer.
• The shop assistant is presenting clothes for children and students.

1. The black suits cost :

a) CFA 2,500
I
2. An underwear costs :
M
B. Listen again to the dialogue and choose the correct endings to the sentences.

b) CFA 10,500 c) CFA 23,000

a) CFA 800 b) CFA 1,000 c) CFA 1,300

ÉC
3. The colours of the skirts are :
a) brown, green and grey b) brown, pink and blue c) brown, red and white

4. A wrapper costs :
a) CFA 10, 000 b) CFA 11,000 c) CFA 12,000
SP

C. With your neighbour, use the answers from task B to complete the dialogue below between
a shop assistant (SA) and a customer (C). Then come and roleplay it before the class with
your partner.
SA : Good morning ! May I help you ?
C : Good morning ! I just want to ask for the prices of some items of clothing. How much do the
black suits cost ?
SA : (1) …

Student’s Book 5e 112 One hundred and twelve

 C : How much does an underwear cost ?
SA : (2) …
C : Wow ! Those brown skirts are very beautiful ! What are the other colours of your skirts ?
SA : (3) … Which skirts do you prefer taking ?
C : (4) … Let me see the wrappers. How much does each of them cost ?
SA : (5) …

EN
I M
ÉC
SP

One hundred and thirteen 113 Student’s Book 5e

 Let’s consolidate 5
I. Label the items of clothing and accessories in Sandra’s bedroom. Example : f- coat

EN
I M
II. Match each question in column A to its function in column B. Example : 1-d

Column A Column B
ÉC
1. How much does the dress cost ? a. Asking for the price of many items.
b. Asking for the description of
2. How much do the sandals cost ?
someone’s clothes.
3. What colour is the shirt ? c. Asking for what a person wears.
4. Do boys put on sandals to go to school ? d. Asking for the price of one item.
5. What are you wearing ? e. Asking for the colour.

III. Match each sentence in column A to its function in column B. Example : 1-b
SP

Column A Column B
a. Describing clothes someone is
1. The dress costs 1,000 francs.
wearing.
2. Christelle is wearing pants. b. Giving the price of one item.
3. Amira would rather pay cash. c. Giving the colour.
4. It is a swimsuit. d. Expressing a preference.
5. It is yellow. e. Naming clothes someone puts on.

Student’s Book 5e 114 One hundred and fourteen

 IV. Work with your partner and build conversations. Follow the example.
You : I’ve bought new shoes.
Your partner : Oh really ? What colour are they ?
You : They’re black.
Your partner : And how much do they cost ? Or, how much are they ?
You : They cost 5,000 cfa. Or, they’re 5,000 cfa.
1. I bought new shoes (black - 5,000 cfa).

EN
2. He got a nice shirt (green - 3,500 cfa).
3. My sister bought a new skirt (blue - 4,000 cfa).
4. I bought a new handbag (red - 6,500 cfa).

LET’S HAVE FUN

recite it to your friends.

Poem : (1) ... don’t Make the Man
I
I am wearing (2) …,
M
Listen to the teacher or the podcast and complete
the poem with the missing words. Then learn it and

But don’t treat me like vandals.

ÉC
He is wearing a (3) …,
But he might be a spy.

They put on beautiful (4) …

And also on their fingers some rings,
SP

But they are not married to Kings.

So, let’s get dressed

Whatever we pursuit,
And don’t be stressed
Even if you are wearing a (5) …

One hundred and fifteen 115 Student’s Book 5e

 UNIT 6
FOOD
LISTENING

AND DRINKS

EN
I M
ÉC
SP

Student’s Book 5e 116 One hundred and sixteen

 LESSON 1

AT THE RESTAURANT
LISTENING

Learning context

EN
Soon, you are going to visit your Liberian
penfriend in Monrovia. In order to be able
to interact with people in restaurants there,
you listen to a podcast about ordering food
and expressing preferences.

I GOOD TO KNOW
Vocabulary
M
content
ÉC
Vocabulary related to food and drinks

Language
functions
- Ordering food
- Expressing preferences
SP

My dictionary
Main dish : plat principal To crunch : croquer Visual icon : icône visuelle, emoji
To sip : siroter To lick : lécher, laper Waiter : serveur (restaurant)
Starter : entrée To taste : gouter Penfriend : correspondant (e)

One hundred and seventeen 117 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure
mixed vegetables ; bread and salad ;
avocado puree ; meatballs ; fried rice - Can I have fried rice and grilled fish ?
and grilled fish ; pounded plantain

EN
Ordering food - I would like to have fried rice and
and palm nut soup ; pounded yam
and ground nut soup ; french fries grilled fish.
and fried chicken

A Let’s explore

Look, listen and repeat

I mixed vegetables
M
bread and salad avocado puree meatballs
ÉC

pounded plantain pounded yam and french fries and fried fried rice and
and palm nut soup groundnut soup chicken grilled fish

Listen and repeat

SP

Waiter : Hi, Madam ! Anything to eat ?

Ketsia : Yes, please. Can I have fried rice and grilled fish ?
Waiter : Sure. Anything else ?
Ketsia : What do you have as dessert, please ?
Waiter : We have fruit, tea and coffee.
Ketsia : I would like to have some tea, please.
Waiter : No problem, Madam. I‘ll be back in a few minutes.

Student’s Book 5e 118 One hundred and eighteen

 B Let’s practise
1. Write the missing letters to find the correct food names : 1- Bread

1. Br_a_ 3. Mi_ed ve_et_bl_s 5. A_oc_d_ p_re_

2. Fr_ed ri_e 4. Po_n_ed pla_tai_ 6. Pal_ nu_ _ou_

EN
2. Complete the dialogue between a waiter (W) and a customer (C) with the missing words
or structures, then practise it with your partner. Example : 1- you

W : Good afternoon, Madam ! May I help (1) … ? W : Anything else ?

C : Yes. I (2) … like to have some (3) … plantain, C : Yes, I would like to (6) … some salad, too.
please. W : Great ! I will be back with your order in five
W : Ok ! With what soup ? minutes.
C : (4) … I have it with palm (5) … soup. C : Thank you very much.

C Let’s take home

M
Rewrite the sentences like the examples provided.
Example : 1- B : I would like to have fried chicken.
I
2- B : Can Guédé have pounded yam ?

1. A : Can I have fried chicken ? 4. Pabo would like to have grilled fish.
ÉC
2. A : Guédé would like to have pounded yam. 5. Can Koné and Séry have mixed vegetables ?
3. Can the tourists have ground nut soup ?

LET’S KEEP IN MIND

SP

NOW, I KNOW :
• vocabulary related to starters and main dishes
E.g. : mixed vegetables ; avocado puree ; fried rice and grilled fish ; etc.
• how to order food
E.g. : Can I have avocado puree, please ? / I would like to have avocado puree.

One hundred and nineteen 119 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure
- I prefer coffee to tea.
coffee ; tea ; wine ; soft drinks ; ice Expressing
cream ; milkshake ; cake ; cookies preferences - Ahouré prefers drinking coffee to
eating cakes.

EN
A Let’s explore
Look, listen and repeat

I coffee M tea wine soft drinks

ÉC
a cake cookies an ice cream a milkshake

Listen, read and answer

Affoué’s preferences
There are so many choices for drinks and dessert at “Deliciousness”, Affoué’s favourite restaurant.
But, she has her preferences. For drinks, Affoué prefers soft drinks to wine. When it is time for
SP

dessert, she prefers eating a good cake to licking ice cream.

Read the text above and answer the following questions :
1. What is the name of Affoué’s favourite restaurant ?
2. What is Affoué’s preference between soft drinks and wine ?
3. What is her preference for dessert ?

Student’s Book 5e 120 One hundred and twenty

 B Let’s practise
1. Look at the pictures and the visual icons and write sentences expressing preferences.
Example : 1- Makoumba prefers coffee to tea.

EN
1- Makoumba … 2- Christelle … 3- Students …

4- Children … 5- Camille … 6- I …

M
2. Listen to the teacher or podcast and write down in your copybook Tuo’s preferences among
the drinks and desserts below. Example : 1- Coffee
I
ÉC
1. … 2. … 3. … 4. … 5. …

C Let’s take home

Write sentences to express your personal preferences between the options.
Example : 1- I prefer coffee to tea.
1. coffee / tea 3. eat cake / lick ice cream
SP

2. pounded yam and groundnut soup / 4. have bread and salad / eat meatballs
pounded plantain and palm nut soup

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to drinks and desserts
E.g. : coffee ; tea ; wine ; soft drinks ; ice cream ; milkshake ; cake ; etc.
• how to express preferences
E.g. : I prefer cake to milk shake / I prefer drinking coffee to eating meatballs.

One hundred and twenty-one 121 Student’s Book 5e

 Session 3

COMMUNICATION ACTIVITY
You are at a restaurant in Monrovia (Liberia) and the waiter comes to your table with the menu.
Listen to him and do all the activities that follow.

EN
A. Listen to the waiter and find the name of the restaurant.
B. Listen to the waiter again and choose the pictures corresponding to the answers of the
questions. Example : 1-A

1. What are the starters in the restaurant ?

I M
ÉC
2. What are the main dishes in the restaurant ?
SP

Student’s Book 5e 122 One hundred and twenty-two

 3. What are the desserts in the restaurant ?

EN
4. What drinks are proposed ?
I M
ÉC

C. With your neighbour, answer the waiter’s questions. Do like in the example.

Waiter : Hello, my boy ! What would you like as a starter, please ?

SP

You (1) : Hi, Sir ! I would like to have meatballs, please.

Waiter : And for main dishes ?
You (2) : …
Waiter : Sure, you can ! What would you like to have as dessert, please ?
You (3) : …
Waiter : Great ! What do you prefer drinking ?
You (4) : …
Waiter : I will be back with your order in 5 minutes.
You (5) : …

One hundred and twenty-three 123 Student’s Book 5e

 LESSON 2

AT THE GREENGROCER’S LISTENING

Learning context

EN
An American dietician is giving a presentation
at your next English club meeting. In order
to get prepared for the event, you listen to a
text about fruit and vegetables.

I GOOD TO KNOW

Vocabulary
M
ÉC
Content
Vocabulary related to fruits and vegetables

Language
functions
- Expressing quantities
- Making a comparison
SP

My dictionary
Benefits : bienfaits Nut : noix végétable Skin : peau
Dietician : diététicien Prickly : épineux Sour : aigre
Flesh : chair, pulpe Seed : pépin To grow : pousser
Garden : jardin Shape : forme To provide : fournir

Student’s Book 5e 124 One hundred and twenty-four

 Session 1
Session focus
Vocabulary Language function Structure
- Aïssata eats a lot of tangerines.
- Watermelon provides a great deal of
tangerine ; soursop ; guava ; energy.
Expressing
cashew ; lemon ; strawberry ;

EN
quantities - I always eat a few strawberries in the
grapes ; watermelon
morning.
- A little guava tree is growing in the yard.

A Let’s explore
Look, listen and repeat

I a tangerine
Ma soursop a watermelon a cashew
ÉC
a guava a lemon a strawberry a bunch of grapes

Listen, read and answer

The fruit basket
SP

There is a basket containing fruits on the table of the dining-room. There are a lot of tangerines
and guavas. Tangerines and guavas provide of a great deal of energy. There are a few lemons
and watermelons. Aminata always drinks a little watermelon juice every morning before going
to work.

Read the text above and answer the following questions :

1. Where is the fruit basket ?
2. What quantity of tangerines and guavas does it contain ?
3. Do guavas and tangerines provide much energy ?
4. What quantities of lemons and watermelons are there in the fruit basket ?
5. Does Aminata drink a lot of watermelon juice ?

One hundred and twenty-five 125 Student’s Book 5e

 B Let’s practise
1. Match each fruit in column A to its corresponding characteristic in column B.
Example : 1- g.

Column A Column B
1. Tangerine a. a small green or purple fruit that grows in a bunch.

EN
2. Watermelon b. a red or golden-yellow fruit with a nut at the bottom.
3. Soursop c. a large melon with green skin and red flesh.
4. Guava d. a small and red fruit with yellow seeds on the surface.
5. Strawberry e. a green fruit with prickly skin, white flesh and black seeds.
6. Cashew f. an oval fruit with green or yellow skin, pink flesh and yellow seeds.
7. Grape g. a green or yellow mandarin with a small and round shape.

2. Read the paragraph below and replace the pictures by their appropriate names.
Example : 1- b.

lot of vitamins C in (2) a-

b-
I M
Fruit are tasty and good for health. A (1) a-

b-

helps the body fight against diseases.

b- is sweet and delicious. There is a

. N’cho, Guéi and Gnahoré like eating (3) a-

. Fruit are very important and dieticians reveal that eating a (4) a- b-
ÉC
C Let’s take home
Complete the sentences with the correct quantifier between the two options. Write the
answers in your copybook like in the example : 1- a lot of

1. The greengrocer sells a great deal of / a 3. A bunch contains a lot of / a little grapes.
lot of guavas. 4. The dietician gives a few / a great deal of
2. I need to drink a little / a few fruit juice information on the benefits of fruit.
SP

every morning.

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to fruits
E.g. : cabbage ; cassava ; eggplant ; pumpkin ; spring ; onion ; etc.
• how to express quantities
E.g. : A lot of or a few tangerines / A great deal of or a little energy.

Student’s Book 5e 126 One hundred and twenty-six

 Session 2
Session focus
Vocabulary Language function Structure
cabbage ; cassava ; eggplant ;
Making a comparison
pumpkin ; spring ; onion ; spinach ; Cucumber is sweeter than pumpkin.
with short adjectives

EN
french bean ; cucumber

A Let’s explore
Look, listen and repeat

I cabbage M
eggplants pumpkin cucumbers
ÉC
spinachs french beans spring onions cassavas

Listen, read and answer

The world of vegetables

Vegetables have different shapes, tastes, colours and vitamins. When we compare them, it
appears that a pumpkin is bigger than an eggplant. Cucumbers are sweeter than spring onions.
SP

Spinaches are greener than French beans. A cabbage is richer in vitamins C than a cassava.
Vegetables are different , but they are all good for our health.

Read the text above and answer the following questions :

1. Is there any difference between vegetables ?
2. What comparison can we make between a pumpkin and an eggplant ?
3. Compare cucumbers and spring onions.
4. Are french beans greener than spinaches ?
5. Which vegetable is richer in vitamins C ? A cabbage or a cassava ?

One hundred and twenty-seven 127 Student’s Book 5e

 B Let’s practise
1. Listen to the podcast or the teacher and write the names of the vegetables that are in Toh
Bi and Amoin’s vegetable garden. Example : 1- Cabbage.

EN
1 2 3 4

5 6 7 8

M
2. Read the sentences and choose the correct options to complete them.
Example : 1- A pumpkin is bigger than an eggplant.

1. A pumpkin is ... than an eggplant (big ; 4. Vegetables contain ... sugar fruits (low ;
bigger ; biggest). lower ; lowest).
2. For Pabo, French beachs are ... than 5. Bilé thinks that the taste of pumpkin is ...
I
cucumbers (gooder ; good ; better).
3. This particular cabbage is ... than a spinach
than the taste of cucumber (badder ; bad ;
worse).
(sourer ; sour ; soure).
ÉC
C Let’s take home
Reorder the scrambled words in brackets to find the names of vegetables and complete the
text below. Example : 1- cabbage.
Our vegetable garden is just behind our house. The garden is full of sweet and colourful vegetables.
There are (1- bbacgea) and (2- pukinmp). There are also (3- ssacaav) and (4- planeggt). We
grow (5- Fenrch banse) too. My mother would rather eat (6- mccuuber) and my father prefers
SP

(7- gnirsp onnios) to (8- nachspi).

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to vegetables
E.g. : cabbage ; pumpkin ; french beans ; etc.
• how to make a comparison
E.g. : Cucumber is sweeter than spinach. / Cabbage is better than eggplant.

Student’s Book 5e 128 One hundred and twenty-eight

 Session 3

COMMUNICATION ACTIVITY
You are at the market of Accra (Ghana). You meet a greengrocer who is describing the fruits and
vegetables he is selling. Listen to him and do all the activities that follow.

EN
A. Listen to the greengrocer and say whether the statements below are true (T) or false (F).
• The shop assistant is presenting clothes for children and students.
• The greengrocer only sells fruits and vegetables produced in Ghana.
B. Listen to the podcast or the teacher again and choose the correct answer to the questions :
1. What quantity of watermelons and lemons are there ?
A- A lot B- A great deal C- A few

A- A great deal B- A fewM

2. What quantity of guava juice is there ?
C- A little

3. What comparison does the greengrocer make between his French beans and the ones sold
in supermarket ?
I
A- His French beans are bigger B- His French beans are sweeter C- His French beans are
ÉC
longer

4. How many kinds of fruits and vegetables should we eat every day to stay healthy ?
A- 3 B- 4 C- 5
C. Write a paragraph about fruits and vegetables that are for sale in the market of your area.
In your text,
- name the varieties of fruits and vegetables available ;
SP

- give information about their quantity ;

- compare the fruits and vegetables available in the market of your area.

One hundred and twenty-nine 129 Student’s Book 5e

 LESSON 3

WELCOME TO THE COOKING SHOW ! LISTENING

Learning context

EN
In order to prepare for a lunch at a liberian
restaurant, the students of 5e from Jean
Piaget listen to a podcast about giving food
recipes.

I GOOD TO KNOW
Vocabulary
content
M
ÉC
Vocabulary related to recipes

Language
functions

- Expressing necessities
- Describing a process
SP

My dictionary
Bees : abeilles Neighbourhood : quartier ; voisinage Summary : résumé
Container : récipient Oven : four To sort out : ranger
Dairy products : produits laitiers Pancake : crêpe To stir : mélanger
Enjoy your meal : bon appétit Riddle : devinette Whisk : fouet
Mistake : erreur Sequencer : connecteur

Student’s Book 5e 130 One hundred and thirty

 Session 1
Session focus
Vocabulary Language function Structure
to peel ; to add up ; to bake ; - You have to peel the potatoes.
to crack ; to pour ; to crush ; to Expressing necessities
beat ; to chop - You need to crack the eggs.

EN
A Let’s explore

Look, listen and repeat

I to peel Mto add up to bake to crack

ÉC
to crush to beat to chop to pour

Listen, read and answer

The recipe for omelette

SP

The instructions are simple to cook omelette for 2 people. You need to have 4 eggs and some
oil. You have to crack the eggs and beat them. Then chop some tomatoes and onions to add. You
need to pour the beaten eggs in the boiling oil. 5 minutes later, your omelette is ready. Enjoy your
meal !

Read the text above and answer the following questions :

1. What dish is the recipe for ?
2. Do we need water to cook omelette ?
3. What do you have to do with the eggs ?

One hundred and thirty-one 131 Student’s Book 5e

 B Let’s practise
1. Reorder the words or groups of words to express necessities.
Example : 1- You have to peel the potatoes.

1. the potatoes. / peel / have to / You

A E
2. crack / You / need to / the eggs.

EN
3. the eggs. / have to / beat / You
B F
4. chop / need to / You / the onions.

5. You / crush / the onions. / have to / the

potatoes / and
C G
6. some / add up / You / salt. / have to

I D

Let’s take home

M
7. oil. / You / some / need to / pour

8. bake / the whole / You / need to

2. Match the obtained sentences with the corresponding pictures. Example : 1- H

H

C
ÉC
Match the cooking verbs in Box A with their meaning in Box B. Example : 1- b

BOX A BOX B
1. To add up a. to stir rigorously an ingredient with a fork or spoon
2. To bake b. to put an ingredient in
3. To beat c. to press and reduce an ingredient to a paste
4. To chop d. to cut something into pieces
SP

5. To crush e. to cook food in an oven

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to a recipe
E.g. : to peel ; to add up ; to bake ; to crack ; to pour ; to crush ; to beat ; etc.
• how to express necessities
E.g. : You need to peel the banana. / You have to crush the tomatoes.

Student’s Book 5e 132 One hundred and thirty-two

 Session 2
Session focus
Vocabulary Language function Structure
First of all, you have to …
mustard ; sugar ; butter ; oil ; After that, you need …
honey ; milk ; cheese ; yeast ; Describing a process After a while, you …

EN
seasoning cube Later, you need to …
At last, you need to …

A Let’s explore

Look, listen and repeat

I seasoning cube
M sugar butter cheese
ÉC
yeast mustard honey milk

Listen, read and answer

SP

Cooking a delicious pancake

Here is the process for cooking a pancake. First of all, you need to take a big bowl. After
that, you have to add up some flour, milk, yeast, eggs and salt into the bowl. After a while,
you need to mix the whole with a whisk. Later, you have to use some butter to cook the
pancakes. At last, you need to cook the pancakes in a frying pan.

Read the text above and answer the following questions :

1. What dish is the recipe for ?
2. List the 5 actions necessary to cook it.

One hundred and thirty-three 133 Student’s Book 5e

 B Let’s practise
1. Below is a text describing the process for cooking mixed vegetables. Fill in the blanks with
the sequencers from the box. Example : 1- First of all

First of all ; At last ; After a while ; Later ; After that

EN
Cooking mixed vegetables is quite easy. (1) …, you need to chop the vegetables. (2) …, you
have to pour water on the vegetables and let them boil. (3) …, you can add up a pinch of salt.
(4) …, you need to pour some oil and (5) …, you can add up a seasoning cube. The meal is ready !

2. Listen to the teacher or the podcast and write the ingredients Aminata needs for her
recipe. Example : 1- butter ;
2 ... ;
3 ... ;
4 ... ;

C
5 ... ;

Let’s take home

M
Reorder the sentences below and add the appropriate sequencer to write a paragraph
I
describing how to cook rice. Example : First of all, you have to put a saucepan on the fire.
ÉC
You pour water in the saucepan. You put a saucepan on the fire.
You add some rice in the water. You wait for about 15 minutes.
You can add a pinch a salt to the water.
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to a recipe
E.g. : seasoning cube ; sugar ; butter ; honey ; milk ; oil ; cheese ; mustard ; etc.
• how to describe a process
E.g. : First of all, you need to peel the banana. After that, you have to …

Student’s Book 5e 134 One hundred and thirty-four

 Session 3

COMMUNICATION ACTIVITY
Situation d’évaluation
You listen to a cooking program on the Ghanaian radio “Okay FM”. You want to learn a recipe and

EN
cook for your mother’s birthday party. Listen to the program and do all the activities that follow.
A. Listen to the podcast or the teacher and say what meal the recipe is for.
B. Listen again and choose the correct answers to the questions among the 3 options.
Example : 1) A-3
1) How many ingredients are necessary for the recipe ?
A- 3 B- 5 C- 7

A- add some salt

M
2) What is the first action to do ?
B- peel the plantain

3) How should we chop the plantains ?

A- in triangles
I B- in square

4) How long should the oil boil ?

C- pour some water

C- in cubes
ÉC
A- 5 min B- 10 min C- 15 min

5) When should we stop frying the plantain ?

A- until oil finishes B- until water finishes C- until each side of the plantain is golden
brown

6) What can we eat it with ?

A- eggs or fish B- peanut soup or palm nut soup C- cookies
SP

C. After listening to the program, you decide to write a short summary of the recipe. Complete
the paragraph below with the suitable words.
(1) …, salt and oil are the ingredients for the recipe. First, I (2) … the plantain and I cut them
in (3) … . Then, I boil the oil for about (4) … in a large frying pan. (5) …, I fry the plantains and
the meal is ready. We can eat it with (6) …

One hundred and thirty-five 135 Student’s Book 5e

 Let’s consolidate 6
I. Your uncle Drissa is opening a restaurant in an English-speaking neighbourhood. As the waiter
of the restaurant, help him classify in the menu, the food and drinks in the box below.
Example : 1- Avocado puree

EN
Avocado puree ; French fries and fried chicken ; Cookies ; Wine ; Meatballs ; Soft drinks ;
Pounded yam and ground nut soup ; Milkshake ; Tea ; Fried rice and grilled fish

Column A Column B
Starter Drinks
1. 1.
2. 2.
Main dish 3.
1.
2.
3.
M Desserts
1.
2.

II. Read the sentences and write the corresponding orders. Follow the example.
I
1. Your mother wants you to cook the meal.
→ Cook the meal !
ÉC
2. She wants you to taste the food.
3. Mum wants you to pound the plantains.
4. She needs you to cut up the onions.
5. She wants you to crack the eggs in a bowl.
6. She wants you to add a pinch of salt.
SP

III. Just after the opening of your restaurant, you receive the first customer. With your neighbour,
complete the conversation you have with him and roleplay it to the class.
Example : (1)- What would you like to have as a starter ?
You : Good morning, Sir ! Here is the menu. (1) … You : (4) …
Customer : (2) … Customer : Ok ! In this case, I will take (5) … for
You : What main dish do you prefer ? dessert. Can I have (6) … to drink ?
Customer : (3) … You : Sure, you can ! I will be back with your order
You : Ok ! What would you like to have as dessert ? in 5 minutes.
Customer : I’m hesitating. Which one is sweeter ? Customer : (7) …

Student’s Book 5e 136 One hundred and thirty-six

 LET’S HAVE FUN

What I am ? Guess the word behind the descriptions below.

1. I am a fruit. I am a green or yellow mandarin and I have a small and round shape.

EN
2. I am a vegetable. I am long and I have a dark green skin and light green flesh. People
often eat me with salad or mixed vegetables.
3. I am a vegetable. I am large and round and I have a thick orange skin.
4. I am a very delicious liquid and I am produced by bees.
5. I am a sequencer. I am used to describe a process. I introduce the final action of the
process.

I M
ÉC
SP

One hundred and thirty-seven 137 Student’s Book 5e

 UNIT 7
READING
HEALTH
AND

EN
ENVIRONMENT
I M
ÉC
SP

Student’s Book 5e 138 One hundred and thirty-eight

 LESSON 1

MY BODY HYGIENE
READING

Learning context

EN
The students of 5e of Lycée Sainte-Marie
of Cocody are reading a text about health
and hygiene in order to take care of their
body and stay healthy.

I GOOD TO KNOW
M
Vocabulary
ÉC
content

Vocabulary related to body hygiene

Language
function
SP

- Expressing obligations / Prohibitions with : ‘‘must’’ ; ‘‘mustn’t’’

- Expressing obligations / Prohibitions with : ‘‘have to ; don’t / doesn’t have to’’

My dictionary
Entitled : intitulé To sneeze : éternuer
To cough : tousser To spit : cracher
To defecate : déféquer

One hundred and thirty-nine 139 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure
comb ; toilet paper ; cotton - We must brush our teeth every morning.
Expressing obligations
bud ; towel ; brush ; nail - You mustn’t use dirty towel to dry your
and prohibitions
clipper ; soap ; sponge body.

EN
A Let’s explore
Look, listen and repeat

I a comb
M
a toilet paper a cotton bud a toothbrush
ÉC
a towel nail clippers a soap a sponge

Listen and repeat

MUST MUST NOT (MUSTN’T)

SP

Brush the teeth Eat with dirty hands

Cut nails Put fingers in your mouth
Shave Put fingers in your nose
Take a bath Spit everywhere
Clean ears Wear dirty clothes

Silaire : What must we do to have clean teeth ? Vero : We mustn’t eat with dirty hands.
Vero : We must brush them regularly. Silaire : Thank you for your good advice.
Silaire : What mustn’t we do to have good Vero : You are welcome !
health ?

Student’s Book 5e 140 One hundred and forty

 B Let’s practise
1. Match each hygiene tool or product to its definition. Example : 1- a

TOOLS DEFINITIONS
1. Soap a. a substance used with water to wash and clean.
2. Towel b. a stick with cotton used to clean ears.

EN
3. Comb c. an instrument used for cutting nails.
4. Toilet paper d. sheets of paper used in toilets.
5. Nail clippers e. a small plastic material used for arranging the hair.
6. Toothbrush f. a piece of cloth used for drying one’s body.
7. Cotton bud g. a small brush used for cleaning the teeth.
2. Write the best answer between the two options in these sentences.
Example : 1-must.

1. You must / mustn’t brush your teeth with a toothbrush when it is old.

C
I toothbrush.

their clothes without soap. M

2. Tohaly and Gbala must / mustn’t wash

3. Dakele must / mustn’t change his

Let’s take home

4. You must / mustn’t clean your ears with a
cotton bud.
5. Prunelle must / mustn’t use a towel to dry
water on his body.

Read the text below and answer to the following questions in your exercise copybook.
ÉC
Why must I wash my hands ?
Your hands are very important ! When you touch things like your hair or your friend’s hands,
you get a lot of bacteria on your hands. When you eat something with your dirty hands, the
bacteria get inside your body, making you very sick. So, you must wash your hands with soap
to destroy all of the bacteria.
1. Can you get bacteria on your hands when you touch your hair ?
2. What must you do before you eat ?
3. What can happen when you eat with dirty hands ?
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to hygiene
E.g. : comb ; toilet paper ; cotton bud ; towel ; brush ; nail clipper ; soap ; etc.
• how to express obligations and prohibitions
E.g. : You must cut your nails regularly / You mustn’t eat with dirty hands.

One hundred and forty-one 141 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure
to shave ; to dry oneself ; to brush - We have to cut our nails
one’s teeth ; to cut one’s nails ; to Expressing obligations and regularly.
defecate ; to spit in the streets ; to prohibitions - You don’t have to clean

EN
wash one’s hand ; to urinate your ears with a pen.

A Let’s explore

Look, listen and repeat

I to shave
M to defecate in the streets to brush one’s teeth
ÉC

to cut one’s nails to dry oneself to wash one’s hands

SP

to spit in the streets to urinate in the streets

Student’s Book 5e 142 One hundred and forty-two

 Listen and repeat

1. A : What do I have to do for having a beautiful face ?

B : You have to shave regularly. (Good action)
2. A : What doesn’t he have to do with a soap ?
B : He doesn’t have to brush his teeth with a soap. (Bad action)

EN
B Let’s practise
1. Make a meaningful sentence with each of the clues in the table. Do it like in the examples.
Line A :
- We have to brush our teeth every day.
- We don’t have to urinate in the streets.

I A.
B.
C.
D.
E.
HAVE TO

M
Brush our teeth every day
Wash hands before eating
Take a bath regularly
Dry your hair after a bath
Clean ears with cotton bud
A.
B.
C.
D.
E.
DO NOT HAVE TO
urinate in the streets
defecate in the streets
sneeze in your hands
cough in your hands
spit in the streets

2. Read the text and say if the sentences below are true or false. In your exercise copybook,
ÉC
write T for true and F for false. Example : 1-T
We have to keep a perfect personal hygiene because it is very important for our health. As
students, we always have to wash our body with soap. We also have to brush our teeth with
toothpastes that contain a lot of calcium. We don’t have to wear dirty clothes.

1. Our personal hygiene has to be perfect. 3. We have to wash our body with toothpaste.
2. Personal hygiene is not important for our 4. We have to brush our teeth with soap.
health.
SP

5. We have to wear clean clothes.

C Let’s take home

Reorder the letters below to get actions related to body hygiene.
Example : 1- To shave
1. (To) h-a-s-v-e 4. (To) k-a-e-t a t-h-a-b
2. (To) s-h-r-u-b t-t-e-e-h 5. (To) r-y-d r-h-i-a
3. (To) s-h-a-w d-h-a-n-s 6. (To) d-y-r s-e-n-o-l-e-f
One hundred and forty-three 143 Student’s Book 5e
 2. Note the best answer between the 2 options. Example : 1- have to
1. You have to / don’t have to shave fingers in his nose.
regularly. 4. You have to / don’t have to take a
2. You have to / don’t have to sneeze in bath with your clothes.
someone’s face. 5. Franck has to / doesn’t have to use a

EN
3. Bilé has to / doesn’t have to put his sponge to wash his body.

LET’S KEEP IN MIND

I NOW, I KNOW :
M
• vocabulary related to hygiene
E.g. : to shave ; to wash one’s hands ; to brush one’s teeth ; etc.
• how to express obligations and prohibitions
E.g. : You have to cut your nails regularly. / She doesn’t have to eat with dirty hands.
ÉC
SP

Student’s Book 5e 144 One hundred and forty-four

 Session 3

COMMUNICATION ACTIVITY
The British Embassy is organising in your school a sensitization campaign on personal hygiene.
During the ceremony, the students are asked to read a newspaper’s article about the consequences

EN
of a bad personal hygiene. As a student of 5e ,
read the text and do all the tasks that follow.

A. Read quickly the text, and in your exercise copybook, write down the good answer.
a. The text is about parents’ hygiene.
b. The text is about washing hands.
c. The text is about children’s hygiene.

BE CLEAN !
M
Children need to keep themselves clean. This cleanliness becomes important when it comes to
being and remaining healthy and feeling good about themselves.

Hygiene is not only important for health reasons. Good personal hygiene for kids will also
I
increase the child’s self-esteem and confidence, they will not be sad. Personal hygiene is the
5 way we care for our bodies. It includes many activities, such as washing hands with good
ÉC
soaps, brushing teeth with good toothpaste, and bathing. It avoids being smelly and preventing
pimples on the skin. For kids, good personal hygiene will help them stay healthy. Well-kept
hygiene will prevent illnesses and help build the child’s self-awareness. We are exposed to
millions of germs every day and have to keep ourselves clean, not to get sick.

10 Adopting good hygiene habits is more than just washing hands. In addition, teaching the kids the
importance of having a healthy hygiene routine early on enables them to stick to this routine.
SP

Adapted from ostimo. February 8. 2021

One hundred and forty-five 145 Student’s Book 5e

 Match the words from the text in Box A to their definitions or synonyms in Box B. Do it individually,
then compare your answers with your neighbour’s. Write your answers like this : 1- C

BOX A BOX B
1. sad (L4) A. a substance used to brush the teeth

EN
2. soap (L5) B. microbes
3. toothpaste (L6) C. unhappy
4. smelly (L6) D. unpleasant odour
5. pimples (L6) E. a substance used to take a bath
6. illness (L8) F. sickness
7. germs (L8) G. spots

C. Read the text again and give short answers to the questions below.

1. Do children need to be dirty ?

M
Example : 1- No, children need to keep themselves clean.

2. When does cleanliness become important ?

3. Define personal hygiene.
I 4. How will good personal hygiene help kids ?
5. How can children prevent illness ?

D. Zouzouko is your friend. He is a very dirty boy. You decide to help him to take care of his
body. Write him a mail. In it,
ÉC
- tell him what he must do in order to have a good personal hygiene ;
- say what he mustn’t do.
SP

Student’s Book 5e 146 One hundred and forty-six

 LESSON 2

I SHOULD PROTECT MY ENVIRONMENT

READING
Learning context
Situation d’apprentissage

EN
The students of Molonoublé are at the
American Embassy for the celebration of
the World Environment Day. During the
ceremony, they read brochures about the
dangers that menace the environment.

I
GOOD TO KNOW
M
ÉC
Vocabulary
content
Vocabulary related to the dangers of the environment

Language
functions
- Giving advice with : ‘‘Ought to’’ / ‘‘Ought not to’’
SP

- Giving advice with : ‘‘Should’’ / ‘‘Should not’’

My dictionary
Abnormal : anormal Harmful : dangereux Shaking : tremblement
Dustbin : poubelle Rate : taux To avoid : éviter
Famous : célèbre Rubbish : ordures Warming : rechauffement

One hundred and forty-seven 147 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure
A : What ought you do to stop the desert
progression ?
natural disaster ; bushfire ; B : I ought to plant trees.
earthquake ; flood ; drought ; Giving advice

EN
climate change ; heatwave A : What oughtn’t you do to avoid
bushfire ?
B : I ought not to start fire in the bush.

A Let’s explore
Look, listen and repeat

I
an earthquake
M a bushfire a heatwave
ÉC

a flood a drought a climate change

SP

Listen and repeat

Zomassa : What ought we do to stop climate change ?

Guehibo : We ought to take care of the environment.

Djolo : What oughtn’t we do during flood ?

Zirignon : We ought not to move in the water.

Student’s Book 5e 148 One hundred and forty-eight

 B Let’s practise
1. Complete the sentences with ‘‘ought to’’ or ‘‘ought not to’’.
Example : 1- ought to

1. We ... protect the environment. 4. If we want to avoid drought, we ... cut

2. Villagers … use bushfire to kill animals. down trees.

EN
3. During the heatwave, people … drink a lot 5. We … destroy the forest.
of water.

2. Read the text and say if the statements below are true or false. Write T for true and F for
false in your copybook. Example : 1-F

Natural disasters
I don’t know your opinion, but I think there are more natural disasters now than before. Every
time I turn on the news there’s some kind of disaster. There are bushfires in Australia and

M
California, earthquakes in China, hurricanes in Mexico and droughts in Africa. I’m sure global
warming is creating more natural disasters. I’m lucky. Where I live, we don’t have natural
disasters. I’ve never experienced anything like the things on TV.

1. There are no natural disasters today.

2. According to the text, Europe is not
I
concerned by natural disasters.
3. There are droughts in Africa.
4. Natural disasters are caused by global
warming.
ÉC
C Let’s take home
Read the sentences and decide which option we must use between ‘‘ought to’’ and ‘‘ought
not to’’. Example : 1- ought not to

1. Swim in the floodwater 4. Go out to see an earthquake

2. Start fire in the bush 5. Take care of the environment
3. Plant trees in the forest
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to the dangers of the environment
E.g. : natural disaster ; bushfire ; earthquake ; flood ; climate change ; etc.
• how to give advice
E.g. : We ought to protect the environment. / You ought not to start a bushfire.

One hundred and forty-nine 149 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure
A : What should we do to avoid deforestation ?
noise pollution ; tsunami ;
hurricane ; air pollution ; soil B : We should plant trees.
Giving advice
pollution ; deforestation ; A : What shouldn’t we do to avoid dirty water ?

EN
water pollution
B : We should not pollute the river.

A Let’s explore
Look, listen and repeat

I a tsunami
M
soil pollution water pollution hurricane
ÉC

deforestation air pollution noise pollution soil erosion

Listen and repeat

SP

Gbaté : What should we do to have a good atmosphere ?

Lago : We should take care of the air.
Gbaté : What shouldn’t we do to have clean water ?
Lago : We shouldn’t pollute the river.
Gbaté : Why is it important ?
Lago : We should protect our environment to stay healthy.

Student’s Book 5e 150 One hundred and fifty

 B Let’s practise
1. Read the following sentences and fill in the gaps with : «should» or «shouldn’t».
Example : 1- shouldn’t

1. People ... destroy the forest.

2. Tom ... throw rubbish in the street. It’s bad for the environment.
3. In my opinion, people ... use solar energy. It’s clean and cheap.

EN
4. Students ... throw away plastic in the school yard. It’s not clean.
5. We ... replant trees if we want to avoid deforestation.
6. People ... use biodegradable bags. It’s eco-friendly.
7. Please Mum, what ... I do to keep my environment clean ?
8. You ... urinate in the river.
2. Read the text and give short answers to the questions below.
When the air is dirty, it has become polluted. Air pollution is made up of gases, dust, odors,
particles, smoke, fumes, and other substances which can be harmful to humans, animals,

M
plants, and all living organisms. The air is contaminated and unclean. Air pollution affects the
Earth’s atmosphere. The atmosphere of the Eart is like a blanket of air which protects all life.
Without the atmosphere, life would not exist.
1. What are the elements composing air pollution ?
2. What is the atmosphere of the Earth like ?
3. Is life possible without the atmosphere ? Justify your answer.
I
ÉC
C Let’s take home
Read the sentences and decide which option we must use between should and should not.
Example : Should not
1. Make noise everywhere 4. Put the rubbish in the dustbin
2. Destroy the environment 5. Respect law about bushfires
3. Clean around your house
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to the dangers of the environment
E.g. : water pollution ; tsunami ; hurricane ; air pollution ; soil pollution ; etc.
• how to ask and give advice
E.g. : People should plant trees. / They shouldn’t pollute water.

One hundred and fifty-one 151 Student’s Book 5e

 Session 3

COMMUNICATION ACTIVITY
It is the World Environment Day. The American Embassy organises series of seminars on the
different types of pollution. You participate in the seminars and you read a leaflet about noise

EN
pollution.
Read the leaflet and do all the activities that follow :

A. Read quickly the text, and in your exercise copybook, write the correct answer.
a. The text is about the definition, causes and consequences of noise pollution.
b. The text is about noise pollution and its possible effects.
c. The text is about the rate of noise in the environment.

M NOISE POLLUTION
Noise is defined as an unpleasant sound that has an adverse effect on the human ear. Noise
pollution is the increase in the rate of noise in the environment. The causes of the pollution
are moving vehicles, man-made machines and loud music. Noise can be caused by anything
but these three sources are the main reasons for the noise pollution around us. Noise can be
I
extremely dangerous, especially when it is all around.
ÉC
B. Match the words from the text in Box A to their definitions or synonyms in Box B. Do it
individually, then compare your answers with your partner’s. One option is not concerned.
Example : 1- D

BOX A BOX B
A. automobiles
1. noise (L1)
B. augmentation
2. increase (L2)
C. irritation
SP

3. vehicles (L3)
D. loud and unpleasant sound
4. dangerous (L5)
E. harmful

Student’s Book 5e 152 One hundred and fifty-two

 C. Read the text and give short answers to the questions below. Example : It’s a loud and
unpleasant sound.

1. What is a noise ? 3. List two causes of a noise pollution.

2. What is noise pollution ? 4. When can noise be extremely dangerous ?

EN
D. As a journalist working for the English Magazine of your school, you are asked to write an
article about types of pollution and natural disasters. In your article,
1. name some types of pollution that affect your country ;
2. name natural disasters that affect your country ;
3. give some pieces of advice to stop them.

I M
ÉC
SP

One hundred and fifty-three 153 Student’s Book 5e

 LESSON 3

WATER, SOURCE OF LIFE READING

Learning context
Situation d’apprentissage

EN
On the occasion of the celebration of the “World
Health Day” in Lycée Municipal of Koumassi, the
students of 5e read a text about water-related
diseases in order to get enough information to
sensitize their fellow students.

I
GOOD TO KNOW
M
ÉC
Vocabulary
content

Vocabulary related to water and diseases

Language
functions

-
SP

Expressing possibilities
- Expressing obligations

My dictionary
Abnormal : anormal Liver : foie Rubbish : ordures
Against : contre Main : principal Shaking : tremblement
Dustbin : poubelle

Student’s Book 5e 154 One hundred and fifty-four

 Session 1
Session focus
Vocabulary Language function Structure
A : How can we contract malaria ?
fever ; mosquito repellent ; B : We can contract malaria by mosquito bites.
Expressing
mosquito bites ; mosquito net ;
possibilities A : Can we get malaria by drinking dirty water ?

EN
headache ; stagnant water
B : Yes, we can. / No, we can not.

A Let’s explore

Look, listen and repeat

I
a mosquito repellent
M a headache a stagnant water
ÉC

a mosquito bite fever a mosquito net

SP

Listen and repeat

Agbadou : How can we contract malaria ?

Abié : We can contract malaria by mosquito bites.
Doukrou : Can we contract hepatitis by mosquito bites, too ?
Tazéré : No, we can not.
Mr New : Can we contract cholera by drinking dirty water ?
Mr Diamond : Yes, we can.

One hundred and fifty-five 155 Student’s Book 5e

 B Let’s practise
1. Reorder the words to make correct sentences about malaria.
Example : 1- How can we catch malaria ?

1. catch / we / How / malaria / can / ? / malaria / avoid / ?

2. bites. / transmit / can / malaria / Mosquito 4. water / mosquitoes / attract / Stagnant /
can

EN
3. use / to / repellent / we / mosquito / Can

2. Read the text and fill in the blanks with the appropriate missing words and expressions.
Example : 1- dangerous
Malaria is very (1) ... . People (2) ... catch it through mosquito (3) … . We can
(4) … malaria if we sleep under a mosquito (5) … . We can also use a (6) … to keep mosquitoes
away from us We have to make disappear any (7) … around our house.

C
I Let’s take home

3. T- N- G- A- A- N- T- S
M
1. Reorder the letters to get meaningful items related to malaria.
Example : 1- mosquito net
1. M-Q-I-O-S-U-O-T E-T-N

T- W- R- A- E
4. A- L- I- M- A- R- A
2. T–O-U- S- O- I- Q- M P- E- L- E- L- R- T- E- N 5. O- U- T- S- Q- M- O- I E- T- I- B
ÉC

LET’S KEEP IN MIND

NOW, I KNOW :
SP

• vocabulary related to water and diseases

E.g. : fever ; mosquito repellent ; mosquito bites ; mosquito net ; headache ; etc.
• how to express possibility
E.g. : A : How can we avoid malaria ? / A : Can we contract malaria by mosquito bites ?
B : We can avoid it by using repellents. / B : Yes, we can.

Student’s Book 5e 156 One hundred and fifty-six

 Session 2
Session focus
Vocabulary Language function Structure
stomachache ; diarrhoea ; vomiting ;
Your body is so hot, you may
diseases ; symptoms ; hepatitis A ; Expressing probabilities
have fever.
a virus

EN
A Let’s explore
Look, listen and repeat

I stomachache
M diarrhoea symptoms
ÉC
a disease vomiting viruses

Listen and repeat

Cenhia : You seem very tired, you may have malaria.
Doua bi : You vomit too much, you may have cholera.
Bayera : Look at his face, he may have a headache.
SP

B Let’s practise
1. Complete the sentences with the words or expressions in the box below. Write your answers
in your copybook. Example : 1- diseases

stomachache ; vomiting ; diseases ; symptoms ; diarrhoea

1. Malaria and cholera are … when they drink dirty water.

2. ... is a disease which makes you defecate 4. The synonym of ... is «throwing-up».
too much. 5. Some … of malaria are headaches and
3. … is an abdominal pain people can have fever.

One hundred and fifty-seven 157 Student’s Book 5e

 2. Reorder the words to make correct sentences. In your exercise copybook, write your
sentences like in the example.

1. bites / transmit / may / malaria / Mosquito 3. may / dirty / Drinking / provoke / water /
→ Mosquito bites may transmit malaria. stomachache

2. water / hepatitis A / Contaminated / 4. and / Vomiting / be / symptoms / fever /

EN
cause / may may / cholera / the / of

3. Read the text and give short answers to the questions below.

Cholera is a bacterial disease. It usually spreads through contaminated water. Cholera causes
severe diarrhoea and dehydration. Cholera can kill people in a few hours. So, it must be treated
in time. Modern sewage and water treatment have virtually eliminated cholera in industrialized
countries. But cholera is still present in Africa, Southeast Asia and Haiti.
1. What is cholera ?

C
2. How many people catch it ?
I
Let’s take home
M
3. What have virtually eliminated cholera in industrialized countries ?

According to your comprehension of the lesson, try to define in your own words,
ÉC
1. Cholera 4. Stomachache
2. Disease 5. Symptoms
3. Vomit

LET’S KEEP IN MIND

SP

NOW, I KNOW :
• vocabulary related to diseases
E.g. : stomachache ; diarrhoea ; vomiting ; diseases ; symptoms ; a virus ; etc.
• how to express a probability.
E.g. : You may suffer from malaria. / Cholera may provoke vomiting.

Student’s Book 5e 158 One hundred and fifty-eight

 Session 3

COMMUNICATION ACTIVITY

The British Embassy is organising a sensitization campaign on health and water in your school. You

EN
are invited to the ceremony and you find this newspaper’s article about diseases caused by water.
Read the article and do all the activities that follow.

A. Read quickly the text and write in your copybook the best main idea among the proposals.
a. The text is about the definition, mode of transmission and solution to hepatitis A.
b. The text is about the vaccines that prevent hepatitis A.
c. The text is about the viruses that cause hepatitis A.

HEPATITIS A

to function.
M
Hepatitis A is a very contagious liver infection. It is caused by the hepatitis A virus. The virus is
one of several types of hepatitis viruses. It causes inflammation and affects your liver’s ability

You’re most likely to get hepatitis A from contaminated food or water ; you can also get it
5 from close contact with a person or object that’s infected. Mild cases of hepatitis A don’t need
I
treatment. Many infected people recover completely without any serious liver damage.
Practicing good hygiene, including washing hands frequently, is one of the best ways to
ÉC
protect against hepatitis A. Vaccines are available for people most at risk.

B. Match the words from the text in Box A to their definitions or synonyms in Box B. Write your
answers in your copybook. Example : 1-e

BOX A BOX B
1. contagious (L1) a. capacity
2. ability (L2) b. be healthy after a disease
SP

3. mild (L5) c. not severe

4. recover (L6) d. manners
5. ways (L7) e. transmissible by contact with an infected person

One hundred and fifty-nine 159 Student’s Book 5e

 C. Read the text and give short answers to the questions below. Number 1 is an example.

1. What causes hepatitis A ? 3. Do all people infected with the hepatitis

→ Hepatitis A virus causes hepatitis A. virus die from the disease ?
4. How may people avoid hepatitis A ?

EN
2. How can people catch the disease ?

D. Your friend Carlin has an exposé about malaria. He needs your help to complete his work.
Answer his questions, then with your partner, come and present the dialogue to the class.

Brou : Hello, my friend ! You (4) : ...

You (1) : ... Brou : What’re the symptoms of malaria ?
Brou : What’s malaria ? You (5) : ...
You (2) : ... Brou : How can we avoid it ?

You (3) : ...

Brou : What attracts mosquitoes ?
I M
Brou : How can we contract malaria ? You (6) : ...
Brou: Thank you, my friend !
You (7) : ...
ÉC
SP

Student’s Book 5e 160 One hundred and sixty

 Let’s consolidate 7
I. Reorder the letters below to find the names of hygiene tools and products.
Example : 1- towel

1. ewoTl 3. liTote apepr 5. bomC 7. laNi plicerps

EN
2. poaS 4. ponegS 6. Thotoshrub 8. toCotn dub

II. Build as sentences as possible with the clues in the table below.
Example : 1- You have to shave regularly. / 2- You do not have to urinate in the streets.

HAVE TO DO NOT HAVE TO

Shave regularly Urinate in the streets
Wash hands before eating Defecate in the streets
Take a bath regularly

M
Dry your hair after a bath
Clean ears with cotton bud
Sneeze in your hands
Cough in your hands
Spit in the streets

III. Use the information from the brackets to ask and answer questions about hygiene.
Do like in the examples.
I
1. A : (you / before eating) ? B : (cut nails / clippers)
ÉC
→ What do you have to do before eating ? 3. A : (Aya / protect her teeth) ?
B : (wash hands / soap) B : (brush teeth / toothpaste)
→ I have to wash my hands with soap. 4. A : (Your mother / keep hair clean) ?
2. A : (sister / be clean) ? B : (wash hair / shampoo)

LET’S HAVE FUN

SP

Read the following definitions and find the

corresponding words. Then fill in the crosswords below. 2
3
1. Abnormal change of the climate
2. Shaking of the earth 1CL I MA T E C HA N G E
3. Abnormal heat at a given time
4. Fire in the forest 4
5. Dry season

One hundred and sixty-one 161 Student’s Book 5e

 UNIT 8
READING

SPORTS
AND GAMES

EN
I M
ÉC
SP

Student’s Book 5e 162 One hundred and sixty-two

 LESSON 1

THE IMPORTANCE OF SPORTS

READING

Learning context

EN
During an English class in Lycée Pierre Gadié of
Yopougon, the teacher makes his pupils of 5è1
read a text about the importance of sports in
order to encourage them to practise sports.

I M
GOOD TO KNOW
ÉC
Vocabulary
content
Vocabulary related to sports

Language
function
SP

Expressing preferences

My dictionary
Fight: combat Opponent : adversaire Skilled : habile, doué Middle : milieu

One hundred and sixty-three 163 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure

cycling ; running ; long A : What’s your favourite sport ?

jump ; javelin throw ; judo ; Expressing preferences
gymnastics ; boxing ; karate B : My favourite sport is football.

EN
A Let’s explore
Look, listen and repeat

I javelin throw
M
cycling boxing long jump
ÉC
running gymnastics judo karate

Listen and repeat

Tissé : What sport do you practise ? Tissé : What’s your favourite sport ?
Habib : I practise football. Habib : My favourite sport is tennis.
SP

B Let’s practise
1. Classify these sports into individual or collective sports. Some of them may be individual
and also collective. Cycling = A and B

cycling ; running ; long jump ; javelin throw ; judo ;

gymnastics ; boxing ; karate.

A. INDIVIDUAL B. COLLECTIVE

Student’s Book 5e 164 One hundred and sixty-four

 2. During the English Club activities, you and your partner have the below discussion.
Complete it. Examples : 1- What sport do you practise ?
2- I practise karate.

Esaie : What (1) … Disso : Esaie, what’s (6) … ?

Disso : I (2) … Esaie : It’s long jump.
Esaie : Well ! (3) … ? Disso : Great ! Can you tell me what sport your

EN
Disso : My favourite sport is running. What little brother practises ?
about you ? Esaie : He … (7)
Esaie : I (4) … but my (5) … is cycling.

C Let’s take home

Reorder the words below to get meaningful sentences about sports.

2. I / running / practise /
M
1. sport / is / a / collective / Football

3. Cycling / the / of my / is / favourite /

sport / friend.
4. Boxing / sport / an / individual / is
I 5. Favourite / javelin / sport / Richard’s /
throw / is
6. Tennis / individual / an / is / sport
ÉC
LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to sports
E.g. : cycling ; running ; long jump ; javelin throw ; judo ; gymnastics ; etc.
• how to express preferences
E.g. : A : What’s your favourite sport ? / B : My favourite sport is handball.
SP

One hundred and sixty-five 165 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure

jogging ; football ; swimming ; A : Which sport do you prefer ?

volleyball ; tennis ; handball ; Expressing preferences B : I prefer basketball. / I prefer playing
basketball ; wrestling.

EN
basketball.

A Let’s explore

Look, listen and repeat

I jogging M
wrestling football basketball
ÉC
handball volleyball tennis swimming

Listen and repeat

Likane : Which sport do you prefer ? Likane : Which sport do you prefer ?
Dakele : I prefer volleyball. Dakele : I prefer playing Volleyball.
SP

B Let’s practise
1. Read the definitions below and find the corresponding sports.
Example : 1- Football

1. A sport played with feet and a ball on a 4. It is played with hands, a ball and a net at
green field. the middle of the field.
2. It is played with rackets, a small ball, and a 5. It is played with hands, a ball and a basket
net at the middle of the field. placed higher.
3. It consists in moving in water. 6. A fight in which you make the opponent fall.

Student’s Book 5e 166 One hundred and sixty-six

 2. Look at the table below and write what people prefer. Follow the example.
= prefer
= do not prefer

Swimming Play football Running

1. Murielle Ahouré
2. Phelps

EN
3. Drogba
4. Monica
5. Messi

1. A : Which sport does Murielle Ahouré prefer ? 3. Drogba

B : She prefers running. 4. Monica
2. Phelps 5. Messi

C Let’s take home

M
Read the definitions and say if they are True (T) or False (F). Write your answer like this : 1-T
I
1. Football is a sport played with feet and and a net at the middle of the field.
a ball on a green field. 5. Tennis is played with hands, a ball and a
ÉC
2. Boxing is played with rackets, a small basket placed higher.
ball, and a net at the middle of the field. 6. Wrestling is a fight in which you make
3. Running consists in moving in water. the opponent fall.
4. Volleyball is played with hands, a ball

LET’S KEEP IN MIND

SP

NOW, I KNOW :
• vocabulary related to types of sports
E.g. : football ; tennis ; handball ; volleyball ; basketball ; swimming ; etc.
• how to express preferences
E.g. : I prefer football / Amira prefers playing handball.

One hundred and sixty-seven 167 Student’s Book 5e

 Session 3

COMMUNICATION ACTIVITY
The English Club of Lycée Co! Gadeau of Tiébissou is organizing a reading competition on sports
and games for the pupils of 5e. To prepare themselves to win the contest, they read a text about

EN
the topic in order to have more information.

A. As a student of that class, read the text and answer the questions that follow.

What is sport ?
Sport can be defined as a regular physical activity. Practicing sport has some benefits for
the health. Scientists say that it can permit to reduce the risk of certain diseases such as

M
obesity, anxiety, cancer, etc. There are many sports a student can practise at school and at
home. Running, swimming, playing football or basketball are some possibilities for young
5 people and also for adults. A person who doesn’t practise a sport will very often complain
about his health. Very skilled people may do sport professionally and gain lots of money like
Didier Drogba.
I
ÉC
1. How can we define sport ?
2. How many sports are named in the text ?
3. What categories of people can practise sport ?
4. If someone never practises sport, what will happen to him ?
5. What is the benefit of doing sport professionally ?
6. Is the practice of sport good for the health ? Justify your answer.

B. As a representative of your English Club, you are asked to write and perform a speech in
SP

front of all the students of your school.

- Mention some popular sports ;

- Say why they are important for people’s life ;
- Talk about your favourite sport.

Student’s Book 5e 168 One hundred and sixty-eight

 LESSON 2

THE AFRICAN CUP OF NATIONS

READING

Learning context

EN
To get well-prepared for a contest about
sport, organized by the English Club of their
school, the students of 5e of Lycée Municipal
of Marcory decide to read a text about the
African Cup of Nations.

I
GOOD TO KNOW
M
ÉC
Vocabulary
content
Vocabulary related to football

Language
functions
- Giving reasons
SP

- Expressing a goal

My dictionary
Duty : devoir Prize : prix (récompense) To glide : glisser
Enthusiasm : enthousiasme To blame : blâmer To perforrm : produire
Healthy : sain ; en bonne santé Contest : concours

One hundred and sixty-nine 169 Student’s Book 5e

 Session 1
Session focus
Vocabulary Language function Structure
A : Why do we generally lose the competition ?
referee ; stadium ; B : We lose the competition because we miss the
goals ; footballer ; penalty kick.
Giving reasons

EN
trophy ; goalkeeper ; A : Why do we win local football matches ?
spectators ; team B : We have many supporters here, that’s why we
win the local football matches.

A Let’s explore

Look, listen and repeat 1

I a team
M
a goalkeeper a footballer the goals
ÉC

a stadium a referee spectators a trophy

Look, listen and repeat 2

SP

Opperi : Why do you play football ?

Glahi : I play football because I like sport.

Brekibia : Why do you run every day ?

Topman : I want to stay healthy, that’s why I run every day.

Student’s Book 5e 170 One hundred and seventy

 B Let’s practise
1. Match each word with its corresponding definition. Example : 1- a

Words Definitions
1. Footballer a. a professional player of football.
2. Referee b. an ornament as a prize for the winner.

EN
3. Spectators c. a player in the goals to stop shoots of the adversary.
4. Trophy d. the square equipment in which footballers score.
5. Goalkeeper e. an assemble of players.
6. Goals f. persons who come to watch the match.
7. Team h. a person who rules the match.
2. Fill in the gaps with because or that’s why. Example : 1-because
I like watching matches in a stadium (1) … ; it’s very exciting. When you are in a stadium, you
can feel the enthusiasm of the spectators (2) … . I prefer going there. When you see the way

C
M
people believe in their national team, you understand the way they behave. They can even die
(3) … they love too much their country. (4) … we encourage our national team to perform a good
football match (5) … ; it’s their job. We should not blame them when they lose a match (6) …
they know their duty. (7) … we should support them.
I
Let’s take home
ÉC
Write your own sentences using the two proposals for each case. Do it like in the example.
1. Goalkeeper (good) / that’s why
→ The goalkeeper is good, that’s why he stops the shoots.
2. Spectators / because 4. Trophy / that’s why 6. Referee / because
3. Footballer / because 5. Goals / that’s why
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to football
E.g. : referee ; stadium ; footballer ; trophy ; goalkeeper ; spectators ; team ; etc.
• how to give a reason
E.g. : Why did you lose ?
B : We lost because we didn’t play well. / We didn’t play well. That’s why we lost.

One hundred and seventy-one 171 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure
pair of cleats ; penalty A : I practise sport in order to have good
spot ; jersey ; locker health.
Expressing purpose
rooms ; slide tackle ; B : Harley wears his pair of cleats to play

EN
shoot football.

A Let’s explore

Look, listen and repeat

I
locker rooms
M a slide tackle pair of cleats
ÉC

a penalty spot a jersey a shoot

SP

Listen and repeat

Taté : Why do you go to the stadium ?
Godji : I go to the stadium to support our national football team.

Agbadou : Why does Sadio Mané train every day ?

Abié : He trains himself every day in order to be performant on the field.

Student’s Book 5e 172 One hundred and seventy-two

 B Let’s practise
1. Match the different parts to get meaningful sentences. Example : 1-C

1. The team trains hard ... A. in order to become a very important person.
2. She wants to see her friend Nina ... B. for getting a good mark.
3. I am going to school ... C. for winning the competition.
4. Ali learns his lessons ... D. in order to give her information.

EN
5. This man practises sports ... E. for telling them to be fair-play during the match.
6. The referee meets the players ... F. in order to have a good health.

2. Match the expressions in the table with their corresponding definitions.

Example : 1-e

Words Definitions
1. Penalty spot a. a kick.
2.
3.
4.
5.
I Pair of cleats
A jersey
A shoot
Locker rooms
M b.
c.
d.
e.
a special room for players and staff.
a particular uniform for playing football.
a special shoes for footballers.
the place where we put the ball to shoot a penalty.

C Let’s take home

ÉC
Write your own sentences using the two proposals in each case.
Example : 1- We organise African Cup of Nations in order to promote african football.

1. African Cup of Nations / in order

2. Penalty spot / in order
3. Locker rooms / for
4. Shoot / for
SP

5. Slide tackle / in order

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to football
E.g. : pair of cleats ; penalty spot ; jersey ; locker rooms ; slide tackle ; etc.
• how to express a purpose
E.g. : We train well in order to win the match. / We train well to win the match.

One hundred and seventy-three 173 Student’s Book 5e

 Session 3

COMMUNICATION ACTIVITY
During a competition organized by the British Council, the students of 5e from Lycée des Jeunes
Filles of Yopougon are asked to read and demonstrate their understanding of a text about the

EN
ambitions of a young African football fan.

A. As a competitor, read the text and answer the following questions.

A football fan’s ambitions

My name is Tissé and I like sports. I like watching african football competitions. Football is
an interesting sport. In this sport, there are some rules that we must respect. The referee
is the person who obliges the different players to respect these rules. If, for example, you

M
commit a foul, you can have a yellow card or a red card when the fault is serious. I like
5 football because of good players like Didier Drogba and Cristiano Ronaldo. My dream is to
be a professional football player. I never miss to watch big competitions such as the African
Cup of Nations and the World Cup.
I
1. Who obliges the players to respect the rules ?
2. What can you have when you commit a serious fault in a football game ?
ÉC
3. Does Tissé like football ?
4. Is Tissé’s ambition to become a football player ?
5. List the competitions named in the text ?

B. In a paragraph of eight (8) lines maximum, write about a football match that you really
appreciated during an edition of African Cup of Nations.

- Specify the match you appreciated ;

SP

- Say what you appreciated ;

- Express the purposes for which this match was organised.

Student’s Book 5e 174 One hundred and seventy-four

 LESSON 3

THE IMPORTANCE OF GAMES

READING

Learning context

EN
In order to discuss the importance of games
in the society, the students of Lycée Moderne
3 of Agboville read a text about traditional
games during an English class.

I
GOOD TO KNOW
M
ÉC
Vocabulary
content
Vocabulary related to games
Language
function
Making suggestions
SP

My dictionary
Dad : papa Hole : trou Seed : grain
Dice : dé (ludo) Less : moins To throw : jeter
Hanging : suspendu Pawn : pion

One hundred and seventy-five 175 Student’s Book 5e

 Session 1

Session focus
Vocabulary Language function Structure

awalé game ; cards game ; A : How about playing ludo ?

ludo ; draughts ; video game ; Making suggestions B : I suggest (that) we play a video

EN
scrabble game.

A Let’s explore
Look, listen and repeat

I
draughts
M awalé game a video game
ÉC
SP

a ludo game scrabble cards

Listen and repeat

Adaobi : I want to play a game. N’dozié : I suggest (that) we play draughts.
N’dozié : How about playing cards ? Adaobi : Good idea !
Adaobi : No, I want a game on a board.

Student’s Book 5e 176 One hundred and seventy-six

 B Let’s practise
1. Odd one out. Write in your copybook the word which is not in the same category with the
others. Example : 1-Awalé

1. Football / Awalé / Running / Cycling 4. Volleyball / Ludo / Judo / Karate

2. Cycling / Basketball / Video game / 5. Rugby / Baseball / Scrabble / Basketball
Running

EN
6. Cards / Karate / Swimming / Running
3. Draughts / Tennis / Boxing / Scrabble

2. Complete the following dialogue. Use “ How about ” or “suggest that…” .

Example : 1-How about
Latifa : Malika, we can’t stay like that. (1) … play cards.
playing football ? Malika : No, (4) … we watch TV.

C
M
Malika : That’s a good idea. But, I don’t like
football. I (2) … we play tennis.
Latifa : Tennis ? I can’t play tennis. I (3) … we
I
Let’s take home
Latifa : We haven’t got a TV set. I (5) … we
play chess.
Malika : That’s a good idea ! I like it.

Complete the following suggestions with the missing parts.

ÉC
Example : 1- How about
1. … playing football all the day ? 5. … playing marbles with our friends in the
2. … play video game in the morning and yard ?
cards in the afternoon. 6. … playing Awalé game with the old men at
3. … play draughts tomorrow morning. night ?
4. … play scrabble and video game in the 7. … play basketball next Sunday.
afternoon.
SP

LET’S KEEP IN MIND

NOW, I KNOW :
• vocabulary related to games
E.g. : awalé game ; cards game ; ludo ; draughts ; video game ; scrabble ; etc.
• how to make a suggestion
E.g. : I suggest (that) we play cards. / How about playing cards ?

One hundred and seventy-seven 177 Student’s Book 5e

 Session 2
Session focus
Vocabulary Language function Structure
baby-foot ; jumping rope ; A : What about playing baby foot ?
chess game ; monopoly ; Making suggestions
hopscotch ; swing ; B : Let’s play hopscotch.

EN
A Let’s explore
Look, listen and repeat

I baby-foot
M chess game monopoly
ÉC
jumping rope hopscotch swing

Listen and repeat

Keren : Come and play hopscotch with me. Keren : No, I don’t want to calculate too much
Prunelle : Sorry, I don’t like it. What about today. Let’s play jumping rope.
playing chess ? Prunelle : OK, let’s go.
SP

B Let’s practise
1. Complete the following dialogue with the words or expressions from the box.
Example : 3- let’s play

let’s ; monopoly and swing ; What about going ; let’s play ; what about

Student’s Book 5e 178 One hundred and seventy-eight

 Keren : Good morning, Prunelle. Please, give condition.
me two names of your favourite games. Keren : You’re right ! So (3) … baby-foot.
Prunelle : My two favourite games are (1)… . Prunelle : No ! It makes too much noise, Dad is
Keren : Ok ! (2) …hopscotch ? sleeping. (4) … to swing ?
Prunelle : I like it too, but it needs good physical Keren : Good idea ! (5) … go now !

EN
2. Complete the following sentences to have meaningful suggestions with What about or Let’s + verb.
Example : 1- What about

1. … playing marbles today ? 5. … playing monopoly in the bedroom ?

2. … play hopscotch this afternoon. 6. … playing video games with Harley ?
3. … play chess on Tuesday. 7. … jumping rope this evening ?
4. … play baby-foot with our friends.

C Let’s take home M

The paragraph below is about the African Cup of Nations. Fill in the blanks with the appropriate
elements from the box. Example : 1- won
I
lost ; defeated ; won ; scored ; watched ; played
ÉC
In 2015, our National team (1) ... the African Cup of Nations. Many Ivorians (2) ... the final on their
television screen. All the competition long, our national team (3) ... a very good game. We (4) ...
the Black Stars of Ghana at penalty shootouts. They (5) ... the match when our goalkeeper (6) ...
the last penalty kick.

LET’S KEEP IN MIND

SP

NOW, I KNOW :
• vocabulary related to games
E.g. : baby-foot ; chess game ; monopoly ; hopscotch ; jumping rope ; etc.
• how to make suggestions
E.g. : What about playing hopscotch ? / Let’s play hopscotch.

One hundred and seventy-nine 179 Student’s Book 5e

 Session 3

COMMUNICATION ACTIVITY
In order to change the bureau of the English Club of your school, a competition is organised. It
consists in reading a text related to traditional games and demonstrate its best understanding.

EN
The winner will be chosen as the future English Club chairman. As a competitor, read the text
below and do the following tasks.

King Awalé
In villages, people play some games to pass time. Among those games, there is one they
like too much. It’s Awalé game. Awalé is played on a board with two rows of six holes. The
row in front of you is your own ground. The game starts with four seeds in each hole. To

M
sow, you must take all the seeds of any holes and lay them out along the holes against the
5 direction of the clockwise. If the last hole where you sow is the land of the other player and
there are two or three seeds in, you remove them from the board and you keep them.

A. Say if the statements are true (T) or false (F).

I
1. Villagers dislike Awalé game.
2. In Awaé game, there are twelves holes.
ÉC
3. The game begins with less than four seeds in each hole.
4. The seeds are laid in the clockwise direction.
5. Awalé game is played by two persons.

B. As you read the text, your Nigerian friend Ikechuku wants you to describe your favourite
game in a small paragraph of 10 lines. In your paragraph,

- name your favourite game ;

SP

- say why you prefer it ;

- describe how it is played.

Student’s Book 5e 180 One hundred and eighty

 Let’s consolidate 8
I. Complete the paragraph below with the appropriate words or expressions from the box.
Example : 1- stressed

enjoy ; comfortable ; relax ; life lessons ; stressed ; skills

Studying all the time makes children feel (1) ... . Games are a great way to help them (2) ... and feel

EN
more (3) ... . Many kids (4) ... games because they teach them (5) ... and help them develop many
personal (6) ...

II. Use the right words or expressions from the box to complete the sentences below.
Example : 1- performance

talents ; promising ; performance ; team work ; fans ; stars

1. Egypt won the ACN seven times, what a ... !

2.
3.
4.
5.
6.
M
Madagascar is a ... team. In the future, they will be a great football nation !
Didier Drogba and Samuel Eto’o are african famous football ... .
Many african ... prefer to go to Europe to continue their careers.
African ... are very passionate. They love their teams in good or bad times.
Playing football is a ... . It is not an individual work.
I
III. Read carefully the information in the table and complete the dialogues. In the next English
class you will present it with your partner.
ÉC
CAF Most Promising Talent of the Year
Year Player Name National Team Dialogue :
2017 Patson Daka Zambia A : Who was the best Egyptian player in
2016 Kelechi Iheanacho Nigeria 2012 ?
2015 Etebo Oghenekaro Nigeria B : Mohamed Salah (1) ...
2014 Yacine Brahimi Algeria A : How many talented players from Ghana
2013 Kelechi Iheanacho Nigeria are mentioned in the table ?
SP

2012 Mohamed Salah Egypt B : They are (2) ...

A : Who are they ? (name them)
2011 Souleymane Coulibaly Ivory Coast
B : (3) ...
2010 Kwadwo Asamoah Ghana
2009 Dominic Adiyiah Ghana
2008 Salomon Kalou Ivory Coast

LET’S HAVE FUN

Guess what I am
I am played on a board with too rows of six holes. You are ...

One hundred and eighty-one 181 Student’s Book 5e

 IRREGULAR VERBS
Anglais ( Infinitif ) Prétérit Participe passé Français ( Infinitif )
1 be was, were been être
2 beat beat beaten battre
3 become became become devenir
4 begin began begun commencer
5 bend bent bent plier / se courber
6 bite bit bitten mordre

EN
7 bleed bled bled saigner
8 blow blew blown souffler / gonfler
9 break broke broken casser
10 bring brought brought apporter
11 build built built construire
12 burn burnt / burned burnt / burned brûler
13 buy bought bought acheter
14 can could could pouvoir
I15 catch
16 choose
17 cling
18 clothe
19 come
20 cost
21 cut
M
caught
chose
clung
clad / clothed
came
cost
cut
caught
chosen
clung
clad / clothed
come
cost
cut
attraper
choisir
s’accrocher
habiller / recouvrir
venir
coûter
couper
22 dig dug dug creuser
ÉC
23 do did done faire
24 draw drew drawn dessiner / tirer
25 dream dreamt / dreamed dreamt / dreamed rêver
26 drink drank drunk boire
27 drive drove driven conduire
28 eat ate eaten manger
29 fall fell fallen tomber
SP

30 feed fed fed nourrir

31 feel felt felt se sentir / ressentir
32 fight fought fought se battre
33 find found found trouver
34 forget forgot forgotten / forgot oublier
35 get got gotten / got obtenir
36 give gave given donner
37 go went gone aller
38 grow grew grown grandir / pousser
39 have had had avoir
40 hear heard heard entendre
Student’s Book 5e 182 One hundred and eighty-two
 41 hide hid hidden cacher
42 hit hit hit taper / appuyer
43 hold held held tenir
44 hurt hurt hurt blesser
45 keep kept kept garder
46 know knew known connaître / savoir
47 learn learnt learnt apprendre
48 leave left left laisser / quitter / partir

EN
49 lend lent lent prêter
50 let let let permettre / louer / laisser
51 light lit / lighted lit / lighted allumer
52 lose lost lost perdre
53 make made made fabriquer
54 meet met met rencontrer
55 pay paid paid payer
56 prove proved proven / proved prouver
57
58
59
60
61
62
63
Iput
quit
read
ride
ring
rise
run
put
quit
read
rode
rang
rose
ran
M put
quit
read
ridden
rung
risen
run
mettre
quitter
lire
monter (vélo, cheval)
sonner / téléphoner
lever
courir
ÉC
64 say said said dire
65 see saw seen voir
66 sell sold sold vendre
67 send sent sent envoyer
68 shake shook shaken secouer
69 shoot shot shot tirer / fusiller
70 show showed shown montrer
71 shut shut shut fermer
SP

72 sing sang sung chanter

73 sit sat sat s’asseoir
74 sleep slept slept dormir
75 slide slid slid glisser
76 speak spoke spoken parler
77 spell spelt spelt épeler / orthographier
78 spend spent spent dépenser / passer du temps
79 spread spread spread répandre
80 stand stood stood être debout
81 steal stole stolen voler / dérober
One hundred and eighty-three 183 Student’s Book 5e
 82 sweep swept swept balayer
83 swim swam swum nager
84 take took taken prendre
85 teach taught taught enseigner
86 tell told told dire / raconter
87 think thought thought penser
88 throw threw thrown jeter
89 understand understood understood comprendre

EN
90 wake woke woken réveiller
91 wear wore worn porter (avoir sur soi)
92 win won won gagner
93 write wrote written écrire

I M
ÉC
SP

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Student’s Book 5e 184 One hundred and eighty-four

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