STUDENT'S B O O K

Win
S k ills

Sp eak ing
Wr i t i n g
Listen ing
Reading
Skills

J D Editions
3 0 0 0
2 Edition auerm
t ent F C FA
 STUDENT’S BOOK

WIN SKILLS
4 EN
IM e
ÉC
TRAORÉ Mamadou
Inspecteur Pédagogique Principal, APFC - Abidjan IV
CAMARA Pénawa Simplice
Inspecteur Pédagogique Principal, APFC - Abidjan III
KAMAGATÉ Daouda,
Professeur de Lycée
SP

ABOU Harissou Zaman

Professeur de Lycée
KOUASSI Kouakou Anzoua Richard
Professeur de Collège
DRISSA Sitapha
Professeur de Collège

JD Éditions
21 B.P. 3636 Abidjan 21
Côte d’Ivoire
 NOTE DE PRÉSENTATION
Le Manuel WIN SKILLS 4e 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 :

LESSON 1

MY LAST HOLIDAYS
I. Proverbs, quotes, sayings…

EN
SPEAKING

Learning context
Ils ont été conçus pour servir de déclencheur (lead-in). L’objectif
visé est d’aiguiser la curiosité de l’apprenant pour le sujet à
The students of 4e from Collège Moderne of Diarabana are
back from the holidays. During their first English class,
the teacher asks them to talk about how they spent their
holidays, in order to share their experiences with the class.
« No matter what’s going on

l’étude. Quoique facultatif, l’enseignant peut mettre ses élèves

in your life right now, school
memories always make you
happy. »

— [Link] —

GOOD TO KNOW

Vocabulary
en appétit en y ayant recours.
content

Vocabulary related to holiday activities

Language
functions

- Using the past simple of regular and irregular verbs

- Using the past simple of auxiliaries “TO BE” and “TO HAVE”

My dictionary

Mammals : mamifères To enjoy : aimer, apprécier Sound : son

Skipping : saut

Nine
Rope : corde

C’est la situation d’apprentissage. Elle se rapporte à des faits de

société tirés de l’environnement socioculturel de l’élève. Ainsi,
To cherish : chérir

Student’s Book 4e

II. Learning context

IM LESSON 1

MY LAST HOLIDAYS

Learning context

The students of 4e from Collège Moderne of Diarabana are

back from the holidays. During their first English class,
the teacher asks them to talk about how they spent their
holidays, in order to share their experiences with the class.
SPEAKING

« No matter what’s going on

in your life right now, school
memories always make you

à chaque fois qu’il / elle aborde une nouvelle leçon, l’élève est happy. »

— [Link] —

GOOD TO KNOW
immergé (e) dans des circonstances contextualisées dans Vocabulary
content

lesquelles il / elle peut se retrouver ; ce qui confère à

ÉC
Vocabulary related to holiday activities

Language
functions

l’apprentissage un caractère réaliste. Les situations proposées -

-
Using the past simple of regular and irregular verbs
Using the past simple of auxiliaries “TO BE” and “TO HAVE”

dans ce manuel peuvent être adaptées aux réalités des My dictionary

apprenants. Mammals : mamifères

Skipping : saut
To enjoy : aimer, apprécier
Rope : corde
Sound : son
To cherish : chérir

Nine 9 Student’s Book 4e

LESSON 1

MY LAST HOLIDAYS SPEAKING

Learning context

III. Good to know

SP

The students of 4e from Collège Moderne of Diarabana are

back from the holidays. During their first English class,
the teacher asks them to talk about how they spent their
holidays, in order to share their experiences with the class.
« No matter what’s going on
in your life right now, school
memories always make you
happy. »

— [Link] —
À l’entame de chaque nouvelle leçon, cette rubrique
GOOD TO KNOW

Vocabulary
évoque les centres d’intérêt lexicaux qui seront
abordés (VOCABULARY CONTENT), et les fonctions
content

Vocabulary related to holiday activities

Language

langagières à l’étude (LANGUAGE FUNCTION).

functions

- Using the past simple of regular and irregular verbs

- Using the past simple of auxiliaries “TO BE” and “TO HAVE”

L’élève est ainsi mis en appétit !

My dictionary

Mammals : mamifères To enjoy : aimer, apprécier Sound : son

Skipping : saut Rope : corde To cherish : chérir

Nine 9 Student’s Book 4e

JD Éditions, Abidjan 2022 ©

ISBN : 978-2-493344-09-0
Toute reproduction, quel qu’en soit le procédé, est interdite sous peine de poursuites judiciaires.
 LESSON 1

MY LAST HOLIDAYS SPEAKING

IV. My dictionary
Learning context

The students of 4e from Collège Moderne of Diarabana are

back from the holidays. During their first English class,

Pour chaque leçon, sont définis, en français, tous les mots et

the teacher asks them to talk about how they spent their
holidays, in order to share their experiences with the class.
« No matter what’s going on
in your life right now, school
memories always make you

expressions qui pourraient éventuellement représenter un

happy. »

— [Link] —

GOOD TO KNOW

Vocabulary
content
obstacle à la compréhension des consignes. Les auteurs ont
préféré les inscrire en cet endroit plutôt qu’à la fin du livre ;
Vocabulary related to holiday activities

Language
functions

-
-
Using the past simple of regular and irregular verbs
Using the past simple of auxiliaries “TO BE” and “TO HAVE”
réduisant ainsi les difficultés de l’élève à aller les chercher

EN
My dictionary
aussi loin.
Mammals : mamifères To enjoy : aimer, apprécier Sound : son
Skipping : saut Rope : corde To cherish : chérir

Nine 9 Student’s Book 4e

V. Session (s) Session 1

Session focus

Cette notion correspond aux séances 1 et 2 de la leçon.

Vocabulary Language function Structure
to spend the holidays ; to play
A : Where did you spend your last
football ; to go fishing ; killing
Using the past holidays ?
birds ; slingshot ; to swim in the
simple of regular B : I spent my last holidays in my village.

Chacune d’elles commence par LET’S EXPLORE qui est la

river ; to work on the farm ; to set

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 LET’S
PRACTISE qui est la phase de manipulation. Plusieurs types
d’outils d’évaluation ont été utilisés. Ces dernières activités
IM A
traps ; to ride a bicycle ; to water
crops ; gardening

Let’s explore

Listen and repeat 1

and irregular verbs A : What did you do during the holidays ?
B : I worked on my father’s farm.

Adja and Anzoua are having a conversation about their last holidays.
Adja : Hello, Anzoua. Where did you spend your last holidays ?
Anzoua : I spent my last holidays in my village.
Adja : What did you do there ?
Anzoua : I did a lot of things, you know. I worked on my father’s farm. I practised gardening
and watering the crops. I went fishing and hunting with my friends and we set traps to catch
animals. We had a lot of fun when we went hunting birds. We killed birds with our slingshots.
Sometimes, we swam in the river. And when we stayed in the village, we rode bicycles or
played football.
Adja : Wow ! I see that you did many things. Did you enjoy these moments ?
Anzoua : Oh yes, I did ! I cherished every single moment. It was a wonderful period.

Listen and repeat 2

Sidney : What did you do during the holidays ?

Assemien : I played marbles with my friends.
Sidney : Did you enjoy your holidays ?
Assemien : Yes, I did. They were fantastic.

se terminent par LET’S TAKE HOME : un ou deux exercices à B Let’s practise

1. Identify the pictures by their descriptions from the box below.

traiter à la maison pour parachever la phase de manipulation.

Example : 1- Playing football

killing birds with a slingshot ; setting a trap ; working on the farm ; watering crops ;
fishing ; playing football ; swimming in the river ; riding a bicycle
ÉC
Student’s Book 4e 10 Ten

1 2 3 4

5 6 7 8
SP

2. Put the verbs in brackets in the correct tense and form. Example : 1- went

I’m Yannis. During the last holidays, I 1- (to go) to my village to visit my grandfather. There,

VI. Let’s keep in mind

I 2- (to spend) a nice time. I 3- (to help) him cultivate his farm. I 4- (to work) on the farm
every day, except Sunday. During that day, my friends and I 5- (to swim) in the river in the
morning and in the afternoon, we 6- (to play) football.

C Let’s take home

Fill in the table with the regular verbs in the past simple, according to the pronunciation of
Enfin, un résumé simplifié du contenu
the final ‘‘-ed’’
‘‘-ed’’.. Then practise saying them. Do like in the Example.

cared ; waited ; stopped ; raised ; calmed ; fixed ; visited ; added ; coughed ; walked ;
termine la séance. Le vocabulaire et les
fonctions langagières examinés sont
mixed ; tempted ; loved ; intended ; organized ; mounted ; called ; animated ; locked ;
stretched ; fined ; listed ; looked

-ed → /d/
Cared
ed → /t/ ed → /id/
passés en revue. L’élève y trouve une
LET’S KEEP IN MIND
occasion de vérifier ses acquis avant de
Now, I know :
• vocabulary related to holiday activities
passer à la séance suivante.
Ex : spend the holidays ; play football ; killing birds with a slingshot ; etc.
• how to use the past simple
Ex : I played football with my friends during the holidays.
I spent my holidays in my village.

Eleven 11 Student’s Book 4e

 Session 3
COMMUNICATION ACTIVITY
VII. Communication activity
Back home from the holidays, you meet Lamine, a Gambian student who has just arrived
in your school. He asks you some questions about your holidays and the activities you did
during that period. Your conversation is presented below, but unfortunately your parts are
missing.
C’est la situation d’évaluation et la finalité de chaque
A. Complete the dialogue with your missing parts ;

Lamine : Hello, my friend ! How are you doing ?

You : (1) …
leçon. Cette troisième et dernière séance de la leçon
Lamine : I’m fine, thanks. Tell me, where did you spend your holidays ?
You : (2) …
Lamine : Really ! What did you do ?
You : (3) …
se focalise sur un exercice de communication : Il
Lamine : Did you enjoy yourself during that period ?
You : (4) …
Lamine : Thanks for telling me about your last holidays.
You : (5) …
donne l’occasion à l’élève de réutiliser ses acquis
B. With your partner, practise your different dialogues.
en toute autonomie, en faisant appel à toutes les
habiletés qui ont fait l’objet de la leçon, et bien plus.

EN
Student’s Book 4e 14 Fourteen

VIII. Let’s Consolidate

Let’s consolidate 1
I. Use the descriptions in the box to identify the pictures. Example : 1- school subjects
killing birds with a slingshot ; raising the National flag ; sitting for an exam ;
participating in class ; school subjects ; coming back from shopping

Cette rubrique intervient à la fin de chaque thème ou

unité. Des exercices de vocabulaire et de grammaire
(fonctions langagières), qui se veulent englobants sont
proposés à l’élève. En les traitant, il / elle consolide ses
acquis. Puis, enfin, pour joindre l’utile à l’agréable, LET’S
HAVE FUN, vient boucler la boucle : il s’agit de poèmes, de
chansonnettes, de charades, et autres activités ludiques.
IM 1

4
2

in the pictures below. One is done as an example.

Example : 1- A : What did Kate use to do ? / B : She used to listen to music.

1. Kate / listen to music 2. Hermann / cheat in

tests
3. the students / clean
the school yard
3

6
II. With your neighbour, ask and answer questions about the past habits of the different people

Alan / bully small

III. Your penfriend who has freshly come from the USA wants to know more about you. So, he
boys

asks you some questions about what you used to do and what you had to do in primary school.
Write the dialogue you had with him. Then practise it.

LET’S HAVE FUN

Learn and recite this poem Some period in the school were boring
In the school, teachers were restless
POEM : SCHOOL LIFE
Time spent with each other is priceless
Some of our mistakes are not acceptable Some friends were interested in fighting
ÉC
Moments spent at school are unforgettable Waiting for the bell to ring was very exciting
When teachers got late for the class In the life, we are facing many fears
We all were found outside the class Thanks to school for giving us beautiful years.
Like a lion has a habit of roaring

Twenty-seven 27 Student’s Book 4e

TEST 1
PART ONE : READING FOR COMPREHENSION

Read the text below and do all the activities that follow.

FIRST SCHOOL DAY

My best memory of school is the first day at school. It was a wonderful first day at primary
school. It was my first day without the toys. I wore a uniform with a nice style. Primary school
was far larger than my small kindergarten had been. It was a nice day. My mother woke me

IX. My english Tests

up early. She gave me my bath and walked with me to school. We didn’t need to take a coach.
5 My school, a new one, was around the corner from my house. We unexpectedly found my
teacher in the hallway and my mother introduced me to her. Miss Seuss, who was about
SP

30 years old was a tall and pretty woman. She always had a smile on her face. After a brief

10
conversation with Mom, Miss Seuss, my mistress, took me by the hand and we walked to my
classroom and Mom went away very quickly. She didn’t look back as if she was about to cry. I
was excited and anxious at the same time.
Il s’agit d’une évaluation normative et sommative
What was going to happen next ? It was only a half-day and I was in the afternoon class. I got
switched to the morning class for some reason half way through the year and learned about
dans le format des sujets d’examen. Mon manuel
getting up early.

Adapted from the Internet

« Win Skills 4e » offre à l’apprenant une occasion
A. VOCABULARY CHECK
privilégiée de bien se préparer et d’optimiser ses
The words in column A are from the text. Match each of them with its definition or synonym in
column B. One option in column B is not concerned. Write your answers like this : 1- i chances de réussir l’évaluation écrite du BEPC en
Column A
a. enthusiastic
Column B
Anglais.
1. wonderful (L. 1)
b. changed ; shifted
2. kindergarten (L. 3)
c. beautiful
3. coach (L. 4)
d. bus
4. unexpectedly (L. 5)
e. corridor
5. hallway (L. 6)
f. female teacher
6. pretty (L. 7)
g. memory
7. mistress (L. 8)
h. pre-school
8. excited (L. 10)
i. superb
9. switched (L. 12)
j. surprisingly

One hundred eighty-one 181 Student’s Book 4e

 TABLE OF CONTENT
UNIT 1 : LIFE AT SCHOOL (SPEAKING)
LESSON VOCABULARY LANGUAGE FUNCTION PAGE
- Using the
he past simple of regular and irregular
Lesson 1 Vocabulary related verbs
09
My last holidays to holiday activities - Using the
he past simple of auxiliaries “to be” and
“to have”
- Expressing
essing past habits

EN
Lesson 2 Vocabulary related
- Expressing
essing obligations or necessities in the 15
My school memories to school memories
past
Lesson 3 Vocabulary related
Expressing conditions 21
School work to school work
Let’s consolidate 1 27

UNIT 2 : WOMEN AT WORK (SPEAKING)

LESSON
Lesson 1
What can village women
do ?
Lesson 2
Women have rights and
IM
VOCABULARY
Vocabulary related
to rural women’s
activities
Vocabulary related to
women’s rights and
LANGUAGE FUNCTION

-
-

-
Expressing abilities with « can / can’t »
Expressing
Reporting
Reporting what is said, using « could »

Making comparisons
comparisons with short adjectives
PAGE

29

35
- Making comparisons
comparisons with long adjectives
duties too ! duties
Lesson 3
Vocabulary related to Expressing opinions with « for me » / « in my opinion » /
ÉC
Zeinab must also go to 41
girls’ schooling « I believe that » / « I think that »
school !
Let’s consolidate 2 47

UNIT 3 : TRAVELING (WRITING)

LESSON VOCABULARY LANGUAGE FUNCTION PAGE
SP

- Expressing ‘‘likes’’ and ‘‘dislikes’’

Lesson 1 Vocabulary related to
- Making comparisons with short and long 49
How do you go to school ? means of transport
adjectives
Lesson 2 Vocabulary related to - Expressing preferences
55
At the airport travel - Expressing comparisons with the superlatives

Lesson 3 Vocabulary related to - Making suggestions

61
Let’s visit tourist sites tourism - Accepting or refusing suggestions

Let’s consolidate 3 67
 UNIT 4 : FASHION (WRITING)
LESSON VOCABULARY LANGUAGE FUNCTION PAGE
Lesson 1 Vocabulary related - Asking
sking and answering questions about what
Traditional and modern to traditional and people are wearing 69
outfits modern clothes - Giving reasons
easons with “because” and “because of”
Lesson 2
Vocabulary related - Expressing
essing ‘‘likes’’ and ‘‘dislikes’’

EN
Ready for the fashion 75
to fashion shows - Persuading
ersuading and dissuading
show !
- Asking
sking for and giving advice with “should” or
Lesson 3 Vocabulary related
“shouldn’t” 81
Stay natural ! to cosmetics
- Giving reasons
easons with “since”
Let’s consolidate 4 87

UNIT 5 : CITY OR VILLAGE LIFE ? (LISTENING)

LESSON
Lesson 1
Life in the city
Lesson 2
Life in the village
IM
VOCABULARY
Vocabulary related -
to city life -
Vocabulary related -
to village life -
LANGUAGE FUNCTION
Expressing wishes
Expressing
Expressing
Expressing purposes
Expressing feelings
Expressing
Expressing
Expressing reasons
PAGE

89

95

Lesson 3 Vocabulary related - Expressing results

Expressing
101
Rural exodus rural exodus - Expressing
Expressing suggestions
Let’s consolidate 5 107
ÉC
UNIT 6 : HUMAN RIGHTS (LISTENING)
LESSON VOCABULARY LANGUAGE FUNCTION PAGE
Lesson 1 Vocabulary related to - Expressing rights
111
I have some rights Human Rights - Agreeing / Disagreeing
Lesson 2 Vocabulary related - Expressing duties
SP

117
I have duties, too ! to duties - Giving reasons
Vocabulary - Expressing obligations / necessity or absence of
Lesson 3
related to necessity 123
Let’s be peacemakers !
tolerance - Expressing prohibitions
Let’s consolidate 6 129
 UNIT 7 : HYGIENE AND HEALTH (READING)
LESSON VOCABULARY LANGUAGE FUNCTION PAGE
- Inquiring about diseases
diseases
Lesson 1 Vocabulary related to endemic - Giving advice
vice with ‘‘ought to’’
131
Endemic diseases diseases + verb / ‘‘ought not to’’ + verb
- Expressing
essing passive actions

EN
Lesson 2 Vocabulary related to hygiene - Expressing opinions
Expressing
139
A clean school for a good health at school - Making suggestions
suggestions
- Giving strong
strong advice
Lesson 3
Vocabulary related to HIV / AIDS - Making recommendations
recommendations 146
AIDS, rather prevent than cure

Let’s consolidate 7 154

UNIT 8 : INFORMATION AND COMMUNICATION TECHNOLOGIES (READING)

LESSON

Lesson 1
Master computer to open doors
IM
VOCABULARY

Vocabulary related to computers

-

-
LANGUAGE FUNCTION

-
Describing computer
Describing
operations
Giving instruc
instructions (the
imperative)
Describing the functions of a
PAGE

157

Lesson 2 Vocabulary related to mobile

phone 164
What a wonderful cellphone ! phones
- Expressing past actions
- Using the present perfect
ÉC
Lesson 3
Vocabulary related to the Internet - Using “since / for” with 171
Stay connected !
present perfect
Let’s consolidate 8 178
My english tests 180
Irregulars verbs 198
SP
 UNIT 1
LIFE AT SPEAKING

SCHOOL

EN
IM
ÉC
SP

Student’s Book 4e 8 Eight

 LESSON 1

MY LAST HOLIDAYS SPEAKING

Learning context

EN
The students of 4e from Collège Moderne of Diarabana are
back from the holidays. During their first English class,
the teacher asks them to talk about how they spent their
holidays, in order to share their experiences with the class.
« No matter what’s going on
in your life right now, school
memories always make you

GOOD TO KNOW
IM happy. »

— [Link] —

Vocabulary
content
ÉC
Vocabulary related to holiday activities

Language
functions

- Using the past simple of regular and irregular verbs

- Using the past simple of auxiliaries “TO BE” and “TO HAVE”
SP

My dictionary

Mammals : mamifères To enjoy : aimer, apprécier Sound : son

Skipping : saut à la corde Rope : corde To cherish : chérir

Nine 9 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
to spend the holidays ; to play
A : Where did you spend your last
football ; to go fishing ; killing
Using the past holidays ?
birds ; slingshot ; to swim in the
simple of regular B : I spent my last holidays in my village.

EN
river ; to work on the farm ; to set
and irregular verbs A : What did you do during the holidays ?
traps ; to ride a bicycle ; to water
B : I worked on my father’s farm.
crops ; gardening

A Let’s explore

Listen and repeat 1

IM
Adja and Anzoua are having a conversation about their last holidays.
Adja : Hello, Anzoua ! Where did you spend your last holidays ?
Anzoua : I spent my last holidays in my village.
Adja : What did you do there ?
Anzoua : I did a lot of things, you know. I worked on my father’s farm. I practised gardening
and watering the crops. I went fishing and hunting with my friends and we set traps to catch
animals. We had a lot of fun when we went hunting birds. We killed birds with our slingshots.
Sometimes, we swam in the river. And when we stayed in the village, we rode bicycles or
played football.
ÉC
Adja : Wow ! I see that you did many things. Did you enjoy these moments ?
Anzoua : Oh yes, I did ! I cherished every single moment. It was a wonderful period.

Listen and repeat 2

Sidney : What did you do during the holidays ?

Assemien : I played marbles with my friends.
Sidney : Did you enjoy your holidays ?
SP

Assemien : Yes, I did. They were fantastic.

B Let’s practise
1. Identify the pictures by their descriptions from the box below.
Example : 1- Playing football

killing birds with a slingshot ; setting a trap ; working on the farm ; watering crops ;
fishing ; playing football ; swimming in the river ; riding a bicycle

Student’s Book 4e 10 Ten

 1 2 3 4

EN
5 6 7 8
2. Put the verbs in brackets in the correct tense and form. Example : 1- went

IM
I’m Yannis. During the last holidays, I 1- (to go) to my village to visit my grandfather. There,
I 2- (to spend) a nice time. I 3- (to help) him cultivate his farm. I 4- (to work) on the farm
every day, except Sunday. During that day, my friends and I 5- (to swim) in the river in the
morning, and in the afternoon, we 6- (to play) football.

C Let’s take home

Fill in the table with the regular verbs in the past simple, according to the pronunciation of
ÉC
the final ‘‘-ed’’
‘‘-ed’’.. Then practise saying them. Do like in the Example.

cared ; waited ; stopped ; raised ; calmed ; fixed ; visited ; added ; coughed ; walked ;
mixed ; tempted ; loved ; intended ; organized ; mounted ; called ; animated ; locked ;
stretched ; fined ; listed ; looked

-ed → /d/ ed → /t/ ed → /id/

Cared
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to holiday activities
E.g. : to spend the holidays ; to play football ; killing birds with a slingshot ; etc.
• how to use the past simple
E.g. : I played football with my friends during the holidays.
I spent my holidays in my village.

Eleven 11 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
to come back from shopping ; to
Using the past simple
sunbathe ; to visit the zoo ; to watch - I had a wonderful moment.
of auxiliaries “to be”
TV ; to rest ; to listen to music ; to - I was really happy in those moments.
and “to have”

EN
dance at a party

A Let’s explore

Listen and repeat

This is the rest of the conversation between Adja and Anzoua.
Anzoua : It’s your turn to tell me about your last holidays. Where did you go ?
IM
Adja : I went to Abidjan.
Anzoua : Wow ! You were lucky ! What did you do during the holidays ?
Adja: I had a wonderful time during these holidays. First, I rested a lot. I visited the zoo ; I did
some shopping with my friends ; I watched TV and listened to music. On Sundays, my friends
and I sunbathed on the sandy beaches of Port-Bouët. I remember these days when we danced
so joyfully at a friend’s birthday party.
Anzoua : I guess that you really had a great moment.
Adja : You guess right !
ÉC
Look, listen and repeat

Ozoua : Were you happy of your holidays ?

Jeanne : Yes, I was really happy.
Ozoua : Did you have a good time ?
SP

Jeanne : Yes, I had. It was a wonderful moment.

B Let’s practise
1. Look at the pictures and identify each of them by its description in the box.
Example : 1- visiting the zoo

coming back from shopping ; resting ; visiting the zoo ; sunbathing at the beach ;
watching TV ; listening to music

Student’s Book 4e 12 Twelve

 1 2 3

EN
4 5 6
2. Put the verbs in brackets in their correct tense and form, then practise the conversation
IM
with your partner. Example : 1- were
Abou : Where 1- (you / be) during the holidays ?
Viviane : 2- (I / be) in Yamoussoukro.
Abou : 3- (you / go) alone ?
Viviane : No, 4- (I / go) there with my junior sister.
Abou : 5- (you / have) a good moment there ?
Viviane : Yes, 6- (we / have) a lovely time.
ÉC
C Let’s take home
Complete the paragraph below with “had’’, ‘‘was’’ or ‘‘were”. A verb can be used many times.
Example : 1- was
Last night, I (1) ... in my bed when I heard a noise in the kitchen. I came out to check what (2) ...
going on. It (3) … my junior brother. He (4) … a headache and he (5) … in the kitchen looking for a
medicine. We (6) … all afraid when we found ourselves face to face.
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to holiday activities
E.g. : to come back from shopping ; to sunbathe at the beach ; etc.
• how to use the past simple of the auxiliaries “to be” and “to have”
E.g. : I had a wonderful time during the holidays.
I was really joyful.
My friends and I were at a party.

Thirteen 13 Student’s Book 4e

 Session 3
COMMUNICATION ACTIVITY
Back home from the holidays, you meet Lamine, a Gambian student who has just arrived
in your school. He asks you some questions about your holidays and the activities you did
during that period. Your conversation is presented below, but unfortunately your parts are

EN
missing.

A. Complete the dialogue with your missing parts.

Lamine : Hello, my friend ! How are you doing ?

You : (1) …
Lamine : I’m fine, thanks. Tell me, where did you spend your holidays ?
You : (2) …
Lamine : Really ! What did you do ?
You : (3) …

You : (4) …
IM
Lamine : Did you enjoy yourself during that period ?

Lamine : Thanks for telling me about your last holidays.

You : (5) …

B. With your partner, practise your different dialogues.

ÉC
SP

Student’s Book 4e 14 Fourteen

 LESSON 2

MY SCHOOL MEMORIES SPEAKING

Learning context

EN
At a birthday ceremony, some students of 4e from
Lycée Leboutou of Dabou meet a Ghanaian boy. They
talk about their primary school experiences in order to
exchange their school memories.
« School life gives the best
memories of life.»

GOOD TO KNOW
IM — Mithilesh Ranjan —

Vocabulary
content
ÉC
Vocabulary related to school memories

Language
functions
- Expressing past habits
- Expressing obligations or necessities in the past
SP

My dictionary
Beginning : début Stroke : bâton
Stubborn : têtu (e), obstiné (e) To match : faire correspondre
Ending : fin, terminaison

Fifteen 15 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
to fetch water ; to bully ; to fight ; A : What did you use to do ?
to cheat ; to chat in class ; to raise B : I used to chat in class.
Expressing past
the national flag ; to clean the A : Did you use to steal your classmates’
habits
school yard ; to recite a poem ; to things ?

EN
weed the school garden B : Yes, I did. / No, I didn’t.

A Let’s explore
Listen and repeat
When I was in primary school, we used to do a lot of things. We used to fetch water for our
master, raise the national flag, bully small pupils, clean the schoolyard, fight at school. We
also used to learn poems by heart and recite them. Some students used to cheat during tests

Listen and repeat

IM
and chat while the master was explaining the lesson. On Fridays, we used to weed the school
garden.

Malika : Mathilde, can you tell me about your Malika : Did you use to fetch water for your
primary school memories. master ?
Mathilde : Yes, of course ! Mathilde : No, we didn’t. I did my primary
Malika : What did you use to do ? school in a city.
ÉC
Mathilde : We used to raise the national flag Malika : Did you use to chat in class ?
every Monday morning. Mathilde : Yes, we did ; my neighbour Louise
and I.

B Let’s practise
1. Identify the pictures by the descriptions from the box.
Example : 1- to fetch water for the school master
SP

to raise the national flag ; to bully small pupils ; to chat in class ; to fetch water for the
school master ; fighting ; reciting a poem ; to clean the school yard ; to cheat in tests

1 2 3 4
Student’s Book 4e 16 Sixteen
 5 6 7 8

EN
2. Complete the dialogue below asking the appropriate question to each answer. Then with
your partner practise it to the class.
Example : 1- What did the big boys use to do ?

A : (1) : ... ? B : No, I didn’t use to cheat during the tests.

B : The big boys used to bully the smaller A : (3) : … ?
pupils. B : Yes, we did. We used to clean the school
A : (2) : … ? yard when it was very dirty.

C Let’s take home

IM
Match the expressions in column A with their definitions or meanings in column B. One
word in column B is not concerned.
Do like this : 1-c

Column A Column B
ÉC
a. to tell
1. to raise
b. to maltreat
2. to chat
c. to elevate
3. to cheat
d. to take out the dirt
4. to bully
e. to speak
5. to fight
f. to combat
6. to recite
g. to use fraud to get something
7. to clean
h. to clean
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to school memories
E.g. : to fetch water ; to bully ; to fight ; etc.
• how to express a past habit
E.g. : I used to be a hardworking student.
I didn’t use to chat in class.

Seventeen 17 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
to play marbles ; to rote learn ;
to compete in a race ; to flog the
Expressing obligations A : What did you have to do ?
pupils ; to coloriate ; to weed the
in the past B : I had to clean the school yard.

EN
school garden ; to draw ; to sing ;
to raise the flag

A Let’s explore
Look, listen and repeat 1

IM In primary school, we used to play marbles at the break or

compete in a race at breaktime. In class, we used to draw and
coloriate pictures. We also used to sing a lot. It was fun. But
what was less fun, was when we had to rote learn our lessons
to recite them after or weed the school garden. When we failed
to do that, the master used to flog us with a stroke.
ÉC
Look, listen and repeat 2

Christelle : What did you have to do when you were in

primary school ?
Arnaud : I had to rote learn and recite my lessons.
Christelle : Did you have to weed in the school garden ?
SP

Arnaud : Yes, I did.

B Let’s practise
1. Look at the pictures and identify each of them by its description in the box.
Example : 1- to coloriate

to rote learn ; to weed the school garden ; to draw ; to play marbles ; to

coloriate ; to compete in a race ; to flog the pupils ; to sing

Student’s Book 4e 18 Eighteen

 1 2 3 4

EN
5 6 7 8
2. Use the information from the list below to write three (03) sentences to express past
habits and three (03) sentences to express obligations in the past.
One is done as example for you : 1- I used to play marbles.

Past habits : 1) ... Obligations in the past : 1) …

2) …
3) …
IM 2) …
3) …
List : Play marbles ; fetch water for the master ; compete in a race ; fight ; bully the small
girls ; rote learn the lessons ; chat with the neighbour ; raise the National flag ; cheat in
tests ; weed in the school garden

C Let’s take home

ÉC
Complete the sentences below with the appropriate words from the box to get meaningful
sentences. Example : 1- marbles
flog ; sing ; marbles ; coloriate ; compete

1. I used to play … with my friends during pupils.

break time. 4. In the Arts lessons, pupils used to …
2. During physical education session, we pictures.
used to ... in a race. 5. Every morning, we used to … a song
SP

3. The school master used to … the stubborn before starting class.

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to school memories
E.g. : to play marbles ; to compete in a race ; to flog the pupils ; etc.
• how to express an obligation in the past
E.g. : A : What did you have to do in primary school ?
B : We had to water the crops in the school garden.

Nineteen 19 Student’s Book 4e

 Session 3
COMMUNICATION ACTIVITY
During a telephone call, your American penfriend John would like to be informed about your
primary school memories in order to better know you. Below is your conversation.
A. Complete it with your missing parts.

EN
John : Hello, buddy ! I still have happy school memories. I was a very good student when I
was in primary school. How about you ?
You : (1) …
John : Oh really ! What did you use to do ?
You : (2) …
John : Do you still do the same things today ?
You : (3) …
John : What did you have to do when you behaved badly at school ?
You : (4) …

You : (5) ...

IM
John : Were there bullies in your school ?

John : What did they use to do ?

You : (6) …
John : How did your teachers treat them ?
You : (7) …
B. With your partner, practise your different dialogues.
ÉC
SP

Student’s Book 4e 20 Twenty

 LESSON 3

SCHOOL WORK SPEAKING

Learning context

EN
The students of 4e of your school have just received the
papers of their first test in English. They are discussing
about their marks in order to improve them.
« Education is the key to
unlocking the world, a

GOOD TO KNOW
IM passport to freedom. »

— Oprah Winfrey —

Vocabulary
content
ÉC
Vocabulary related to school work

Language
function

Expressing condition
SP

My dictionary
More or less : plus ou moins Don’t mention it ! : De rien !
You’re welcome ! : Pas de quoi ! Compulsorily : obligatoirement

Twenty-one 21 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
- If I work hard, I will get
school subjects ; learning the lessons ;
good grades.
participating in class ; average ; sitting for Expressing condition
- I will get good grades if

EN
an exam ; passing an exam ; grade
I learn my lessons.

A Let’s explore

Look, listen and repeat 1

Melki : Hi, Blédja ! How are you doing ?
Blédja : Great ! What about you ?
IM Melki : I’m well. I’ve heard, you received the papers of your
first test in English. Did you do well ?
Blédja : More or less. My grade is not so high, but I have got
the average. I will improve it next time if I continue to learn
hard my lessons in English and in the other subjects.
Melki :That’s
:That’s the spirit ! But do you participate in class ?
Blédja : No, I don’t.
Melki : Don’t forget that you’ll sit for an exam next year. You
will pass it if only you work hard. Participation in class is the
ÉC
key to success.
Blédja : Thanks, bro for the pieces of advice.
Melki : Don’t mention it !

Look, listen and repeat 2

Laura, can Yes, of

SP

you give me course ! If

advice so that I you participate in
get a good average class and learn your
at the end of the lessons, you will do
first term ? very well.

Thanks Your‛re
a lot, my welcome !
friend !

Student’s Book 4e 22 Twenty-two

B Let’s practise
1. Complete the sentences below with the words or expressions from the box.
Do like this : 1- grade

sit for ; school subjects ; grade ; pass ; average ; participate ; learn

1. We received the papers of our first English test. I’ve got a good …

EN
2. In our educational system, we study many …
3. I must … my lessons because I have a test tomorrow.
4. Our teachers appreciate it when their students … in class.
5. The first term will end soon. I hope I will have the …
6. My senior brother is in 3e. He will … the BEPC exam in June.
7. Drissa works hard because he wants to … his exam.

2. Choose the best option each verb in brackets to get sentences expressing condition (type 1).

1.
2.
3.
4.
Example : 1- will be
IM
The teacher (will be / is) on time if he hurries up.
If I (practise / will practise) English, I will speak the language very soon.
If Kieran participates in class, his teachers (appreciate / will appreciate) that.
I (get / will get) a good grade if I sit for the test.
5. The teacher will explain the lesson again if the students (will ask / ask) him.
ÉC
C Let’s take home
Put the verbs in brackets in the correct tense to get meaningful sentences expressing
conditions (type 1). Example : 1-works
1. If Amidou (to work) hard, he will be the top of the class.
2. The teacher will mark the papers if he (to have) time.
3. The boy (to do) well if he has all the books.
4. If you go to London, you (to speak) English compulsorily.
SP

5. We will play football if we (to finish) our homework.

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to school work
E.g. : school subjects ; learning the lessons ; participating in class ; etc.
• how to express condition
E.g. : If I work hard at school, I will find a good job.

Twenty-three 23 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
to go up ; to succeed ; - If you worked hard, you would go up.
to fail ; to stay down ; to Expressing condition
improve ; to be expelled ; (type 2) - She would pass her exam if she studied her
lessons.

EN
to be hardworking

A Let’s explore
Look, listen and repeat Arnaud : Prisca, what’s your school result for the first term ?
Prisca : I did well. I’ve got a good average. If things continue
this way I will go up, I will succeed
succeed.. What about you ?
IM Arnaud : My first term result isn’t good. I failed in Maths,
Physics and Biology. If I don’t improve my grades, I will stay
down or will be expelled.
Prisca : No, this will never happen. I know you are a
hardworking student. You will make it.
Arnaud : Thanks for encouraging me.
Prisca : Don’t mention it !
ÉC
Look, listen and repeat

I have not
sen Souleymane
in class this year.
What‛s wrong with
him ?
SP

He has stayed
down because he
didn‛t get good
average.

Oh,
what a pity !
He would go up if
he studied his
lessons.
Student’s Book 4e 24 Twenty-four
B Let’s practise
1. Match the words or expressions in column A to their meanings or synonyms in column B.
Do like this : 1-b

Column A Column B
1. To go up a. to be excluded

EN
2. To stay down b. to advance
3. To be expelled c. to be studious
4. To improve d. to repeat the class
5. To be hardworking e. to ameliorate

2. Put the verbs in brackets in the correct tense to get sentences expressing condition (type 2).
Example : 1- had

1. English would be easier if I (to have) a dictionary.

2. Konan (to go up) if he studied hard.
3.
4.
5.
IM
If we (to do) our homework, we would avoid the punishment.
If Amenan dealt with Activity 4, she (to get) the average.
Bertrand would go up if he (to get) 14/20 in English.

Let’s take home

C
Put the verbs in brackets in the correct tense and form to express conditions.
Example : 1-would succeed
ÉC
1. I (to succeed) if I worked hard.
2. If I worked hard, I (to get) the average in the first term.
3. You would be late if you (not / to hurry) up.
4. If I (to improve) my grades, I would be rewarded.
5. Hortense (to speak) English if she lived in Ghana.
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to school results
E.g. : to go up ; to succeed ; to fail ; to stay down ; to improve ; etc.
• how to express condition (type 2)
E.g. : Hamed would go up to 3e if he studied his lessons.

Twenty-five 25 Student’s Book 4e

 Session 3
COMMUNICATION ACTIVITY
After one month at school, you are having a conversation with your Ghanaian friend Betty
about your current performance. The dialogue is presented below.
A. Complete each of your parts in the conversation ;

EN
Betty : Hello, my friend !
You : (1) …
Betty : What’re your current school results ?
You : (2) …
Betty : Ok ! But if I had time before, I would go to your house last weekend to revise.
You : (3) …
Betty : Great ! We have to work together. If we work together, we will have excellent grades.
You : (4) …
Betty : Goodbye !
You : Goodbye !
IM
B. With your partner, practise your different dialogues.
ÉC
SP

Student’s Book 4e 26 Twenty-six

 Let’s consolidate 1
I. Use the descriptions in the box to identify the pictures. Example : 1- school subjects
killing birds with a slingshot ; raising the National flag ; sitting for an exam ;
participating in class ; school subjects ; coming back from shopping

EN
1 2 3

4
IM 5 6
II. With your neighbour, ask and answer questions about the past habits of the different people
in the pictures below. One is done as an example.
Example : 1- A : What did Kate use to do ? / B : She used to listen to music.
ÉC

1. Kate / listen to music 2. Hermann / cheat in 3. the students / clean Alan / bully small
tests the school yard boys
III. Your penfriend who has freshly come from the USA wants to know more about you. So, he
asks you some questions about what you used to do and what you had to do in primary school.
Write the dialogue you had with him. Then practise it.
SP

LET’S HAVE FUN

Learn and recite this poem Some period in the school were boring
In the school, teachers were restless
POEM : SCHOOL LIFE
Time spent with each other is priceless
Some of our mistakes are not acceptable Some friends were interested in fighting
Moments spent at school are unforgettable Waiting for the bell to ring was very exciting
When teachers got late for the class In the life, we are facing many fears
We all were found outside the class Thanks to school for giving us beautiful years.
Like a lion has a habit of roaring

Twenty-seven 27 Student’s Book 4e

 UNIT 2
SPEAKING

WOMEN

EN
AT WORK
IM
ÉC
SP

Student’s Book 4e 28 Twenty-eight

 LESSON
LESSON 1 1

WHAT CAN VILLAGE WOMEN DO ? SPEAKING

Learning context

EN
During a celebration of Women Day organized by the US
Embassy in your school, a student of 4e gives a speech about
rural women’s activities in order to show their courage and
honour them.
«If you take away land from
women in the rural areas (...)
you take away the very thing

GOOD TO KNOW
IM that they identify with.»
— Melania Chiponda —

Vocabulary
content
ÉC
Vocabulary related to rural women’s activities

Language
functions

- Expressing abilities with ‘‘can’’ / ‘‘can’t’’

SP

- Reporting what is said, using ‘‘could’’

My dictionary
To sweep : balayer Heavy : lourd Rural : rural
Compound : cour Ability : habilité, aptitude, capacité Maker : constructrice
Washing-up : vaisselle Cornerstone : pierre angulaire, pivot, pilier
Laundry : lessive

Twenty-nine 29 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
household ; to collect firewood ; to A : What can a village woman do ?
fetch water ; to do the laundry ; to cook Expressing abilities B : A village woman can wash
the meal ; to do the washing-up ; to and inabilities clothes but she can’t write and

EN
babysit children read letters.

A Let’s explore
Look, listen and repeat 1

Rural women are very busy in their daily lives. They are
responsible for all the household works. They have to go to
IM farm and collect firewood that they use later to cook the
meal for the family at home. In addition to that, they walk
long distances to fetch water from a river or a well. They also
do the laundry, the washing-up and babysit the children.

Look, listen and repeat 2

ÉC
My name is Sanata. I live in a small village in the north of
Côte d’Ivoire. I am a rural woman. I didn’t go to school so I
can’t read or write letters. But there are many activities I can
do. For example I can collect firewood in the bush near the
village, I can cook food for my family and I can pound rice.
SP

B Let’s practise
1. Identify the pictures by using the phrases in the box. Write your answers like this :
Example : 1-to do the washing-up

to do the laundry ; to fetch water ; to babysit children ; to do

the washing-up ; to collect firewood ; to cook the meal.

Student’s Book 4e 30 Thirty

 1 2 3

EN
4 5 6
2. Choose the correct option between brackets to complete each sentence related to rural
women’s activities. Example : 1- go
1. Rural women can (to go / go / going) to the fields.
IM
2. In the village, not all the women (can / can’t / cannot) cook delicious meals.
3. In general, women living in the village can’t (reads / reading / read) or write letters.
4. Ozoua (can’t / can / cannot) fetch water from the well, but she can’t cook the meal.
5. Can you (to do / do / doing) the washing-up for me ?

C Let’s take home

Fill in the passage below about rural women’s activities with the suitable words or expressions
ÉC
from the box. Example : 1- sweeps

can ; firewood ; fetch ; can’t ; washing-up ; sweeps ; does

A rural woman has a busy day. Every morning, she (1) … her house compound and goes to
(2) … water from the river. After that, she does the (3) … and cooks breakfast for the family.
While at the field, she collects (4) … for cooking the dinner in the evening. At the weekends,
she (5) … the laundry. She can wash a lot of clothes. In addition to the domestic chores, the
rural woman (6) … babysit all the children of the family without complaining. Unhappily, many
SP

rural women (7) … read and write their own names.

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to rural women’s activities
E.g. : household ; to collect firewood ; to do the laundry ; etc.
• how to express abilities with can / can’t
E.g. : A : What can a village woman do ?
B : She can cook meals ; wash clothes. But she can’t write and read letters.
Thirty-one 31 Student’s Book 4e
 Session 2
Session focus
Vocabulary Language function Structure

housewife ; domestic chores ; to carry Grandma said that she could

Reporting what is said,
firewood ; bundle of firewood ; to give work on the poultry farm from
using ‘‘could’’

EN
birth ; to feed the poultry ; poverty the morning to the evening.

A Let’s explore
Look, listen and repeat
Women are the cornerstones of families and makers of nations
because they give birth. I think that a housewife is as important
as a secretary or a teacher. She is the one who does the
domestic chores while her husband is at work. For example,
IM women in the village carry heavy bundles of firewood on their
heads, and can walk several kilometers to join their homes. In
addition to that, some rural women can run their poultry farm.
Every day, they feed their poultry. Finally, their work permits
to support the family and reduce poverty that has become
endemic in most of african rural areas.

Look, listen and repeat

ÉC
Carole : Hello, Adjoua ! Let me ask you something. Do you
think that village women are hard-working ?
Adjoua : Yes, I do. And you ?
Carole : So, do I. My grandma told me something amazing
about rural women
women.
Adjoua : What did she tell you ?
Carole : She told me that they could carry heavy bundles of
firewood on their heads and walk five kilometers a day.
Adjoua : That’s great ! Thank you for sharing that information
SP

with me.
Carole : Don’t mention it. Bye !

B Let’s practise
1. Study the speech below and match each part with the correct name. Example : 1- B = Greeting

A. Conclusion : remind them the main point D. Closing word : thank them
B. Greeting : greet the audience E. Body : deliver them the content of your speech.
C. Introduction : tell the audience who you are, (Support your main point with facts, details and
what you are going to talk about and why. explanation in two or three paragraphs.)

Student’s Book 4e 32 Thirty-two

 Good morning, Ladies and gentlemen ! 1
My name is Naomi Kouassi, student in 4e 1 from Lycée Municipal of Koumassi.
2
On the occasion of the celebration of the Rural Women’s Day, I would like to show the
actions of the brave village women and praise them. We have to honour them because
they are the cornerstones of our society. They play an important role in everyday life ;
which makes our society work perfectly. They walk long distances to fetch water and
collect firewood so as to cook meals for the whole family. They raise poultry, sell farm 3

EN
products to earn money in order to help support the family. They get up early in the
morning to do the laundry and the washing-up.
For all these reasons, rural women of the world deserve to be celebrated today. I want
to end my words by saying this : HAPPY WOMEN’S DAY to those women ! 4
Thanks. 5

2. Read the statements below and report them to your neighbour. Take it in turn. Example :
1- Awa and Zeinab said proudly that they could set up their own business.
1.
2.
3.
4.
5.
IM
“We can set up our own business”, Awa and Zeinab said proudly.
“Most rural women can’t read and write”, the teacher revealed.
“I can walk on a long distance to fetch water from the river”, my grandma told me.
“Men can’t give birth to children like women”, Liza told her sister.
“Women can work on a farm”, my father convinced me.

C Let’s take home

ÉC
The passage below is about a rural woman’s activities. Fill in the gaps with the appropriate
missing words or groups of words to make the passage meaningful. Example : 1- rural

go to field ; sweeps ; rural ; breastfeeds ; gets up ; wash the dishes ; fetch ; chores ; cooks breakfast

My aunt lives in a small village called Obodroupa. Like all (1) ... women, she does many domestic
(2) ... every morning. She (3) ... at 5 a.m. She (4) ... the house. She also (5) ... her baby. At 7
o’clock, she goes to the river to (6) ... water. When she comes back, we take our bath while she
SP

(7) ... in the kitchen. After eating, we (8) ... , and together, we (9) ... in order to collect firewood.

LET’S KEEP IN MIND

Now, I know :
• vocabulary to rural women’s activities
E.g. : housewife ; domestic chores ; to carry firewood ; bundle of firewood ; etc.
• how to report what is said using ‘‘could’’
E.g. : He told me that a rural woman could carry a heavy bundle of firewood.

Thirty-three 33 Student’s Book 4e

 Session 3

COMMUNICATION ACTIVITY
On the occasion of the celebration of the International Women’s Day, the representative of
a Kenyan NGO called, “Power to Rural Women” is organizing a competition. You are asked to

EN
deliver a speech to show rural women’s courage. In your speech,
- list some rural women’s activities ;
- talk about what they can do and what they can’t do.
- say what you think about rural women.
The best speech will benefit from a guided visit to Nairobi.

IM
ÉC
SP

Student’s Book 4e 34 Thirty-four

 LESSON 2

WOMEN HAVE RIGHTS AND DUTIES TOO ! SPEAKING

Learning context

EN
After taking part in a conference organized by the English
Club of your school on Women’s Rights and Duties, you
decide to report it to the rest of the class in order to inform
your classmates about the issue.
« Human rights are women’s
rights, and women’s rights

GOOD TO KNOW
IM are human rights.»

— Hillary Clinton —

Vocabulary
content
ÉC
Vocabulary related to women’s rights and duties

Language
functions

- Making comparisons with short adjectives

- Making comparisons with long adjectives
SP

My dictionary
To report : rapporter More : plus Regarded : consideré
Classmates : camarades de classe Less : moins Skillful : habile
Hopeful : qui donne de l’espoir Decade : décennie Free : libre
Standard of living : niveau de vie Life expectancy : espérance
de vie

Thirty-five 35 Student’s Book 4e

 !"##$%&'(
Session focus
Vocabulary Language function Structures
suffrage ; sexism ; wages ;
- She is busier than before.
feminism ; empowerment ; Making comparisons
- This way to the farm is
unfair ; egalitarian ; weaker ; with short adjectives
shorter than the other one.

EN
money ; struggle ; management ;

) Let’s explore

Look, listen and repeat 1

IM As a woman, I have some rights. For example, I have the

right to a suffrage ; the right to live free from violence and
harm ; the right to a healthy, educated life, to a land and
productive resources. Unfortunately, we are victims of
sexism and unfair treatments in the society because we are
seen as the weaker sex. If women wish to have egalitarian 8. Duty
7. Unfair
[Link]
Empowerment
[Link];
4. Wages
h. Autonomy and self-determination of people and communities
g. The movement aimed at equal rights for women
; Struggle f.; Management
Feminism
Feminism; Empowerment
3. Sexism
Prejudice or discrimination
e. Legal
Egalitarian

Suffrage ; Sexism ; Wages ;

2. Suffrage
1. Right
COLUMN A
; Session 1
1 based on gender
2
or moral; responsibility,
; Weaker
c. Right to vote
b. Salary ; income
Vocabulary
a. Unjust
obligation than the other one.
with short adjectives
d. Something you are permitted to do or have
; rally, Making comparisons legally

Language function
SessionCOLUMN
focus B
This way to the farm is shorter
She is busier than before

Structure

treatments as men, they should struggle for equal wages in

their workplaces. And for their empowerment, they ought to
join feminist movements.
ÉC
Constance YAHI, a women’s rights defender

MenMen have higher

have higher salary than
salary than women
Look, listen and repeat 2 women
forforthethe samesame
job. Howjob.
can
How can
we improve things?we improve
things ?
SP

Student’s Book 4e 36 Thirty-six

 * Let’s practise
1. The words in column A are related to women’s rights. Match them with their meanings or
synonyms in column B. Example : 1-d

COLUMN A COLUMN B
1. Right a. unjust
2. Suffrage b. salary ; income

EN
3. Sexism c. right to vote
4. Wage d. something you are permitted to do
5. Feminism e. legal or moral responsibility, obligation
6. Empowerment f. prejudice or discrimination based on gender
7. Unfair g. the movement for the promotion of equal rights for women
8. Duty h. the fact of giving more autonomy to a person

2. Put the adjectives in brackets in their comparative forms.

Example : 1- higher

8. Duty
7. Unfair
[Link]
Empowerment
[Link];
Feminism
4. Wages

1. Right
COLUMN A
h. Autonomy and self-determination of people and communities
g. The movement aimed at equal rights for women
; Struggle f.; Management
e. Legal
Egalitarian
Feminism; Empowerment
3. Sexism
2. Suffrage
1 based on gender
2
Prejudice or discrimination
; Session 1
or moral; responsibility,
; Weaker
c. Right to vote
Suffrage ; Sexism ; Wages ;
b. Salary ; income
Vocabulary
a. Unjust
obligation than the other one.
with short adjectives
d. Something you are permitted to do or have
; rally, Making comparisons legally

Language function
SessionCOLUMN
focus B
This way to the farm is shorter
She is busier than before

Structure
1.
2.
3.
4.
5.
IM
Life expectancy is (high) for women than for men in most countries.
American women generally live (long) than women in most other countries.
In traditional Africa, men are (rich) than women.
In traditional India, it is thought that boys are (good) than girls.
Women are said to be (weak) than men.
6. It is generally thought that men are (strong) than women.

C Let’s take home

ÉC
These sentences below are about women’s rights and duties. Complete each of them with
the most appropriate word to make it meaningful. Example : 1- duty

duty ; struggle ; weaker ; greater ; right ; empowerment

1. It’s the parent’s … to pay for their children’s school fees.

2. Women are still regarded as the … sex.
3. To avoid being exploited, women should … for their rights.
SP

4. One way to help women emancipate is to permit their …

5. It’s a woman’s … to set up her own business.

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to women’s rights
E.g. : suffrage ; sexism ; wages ; feminism ; empowerment ; unfair ; etc.
• how to make comparisons with short adjectives
E.g. : Women are said to be the weaker sex.

Thirty-seven 37 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
Housework is more difficult than office
responsibilities ; harassment ; to
Making comparisons work.
rally ; to look after ; to support ;
with long adjectives Office work is less difficult than
segregation ; duties ; to improve

EN
housework.

A Let’s explore

Look, listen and repeat 1

Women don’t have rights only. They also have many

responsibilities called duties. A woman must have a good
IM management of her household. Therefore, it is the woman’s
duty to look after the children. She has to make money to
support her husband by starting up a new business for
example. Although women’s rights are constantly violated,
they try to improve their living conditions by fighting
against sexual harassment and social segregation. That is
why it is an excellent idea for all women to rally for their
rights.
ÉC
Angeline Kidjo, an artist

Look, listen and repeat 2

Office
I work is less
think that office difficult than land
work is more stressful work even if it is
than land work. So I stressful
prefer working on
SP

farm.

Student’s Book 4e 38 Thirty-eight

B Let’s practise
1. The sentences below are about women’s rights and duties. Complete each of them with
the appropriate word or expression from the box to make it meaningful.
Example : 1- responsibilities

harassment ; rallied ; look after ; responsibilities ; support ; segregation

1. In Africa, women have a lot of …

EN
2. One of them is to … children at home.
3. They also have to … their husbands in the household expenses.
4. Despite what they do, they are often victims of … by men.
5. Recently in Kenya, a group of woman created a union to fight against the … against them.
6. Many women … the movement.
2. Change the adjectives in brackets into comparatives.
Example : 1- more hardworking

1.
2.
3.
4.
5.
IM
Some women are (hardworking) than men.
It is (difficult) to respect the law than to break it.
There are (educated) women in Africa than in Europe.
Life is (expensive) in the village than in the town.
We are (hopeful) for women’s emancipation nowadays than we were three decades ago.

C Let’s take home

ÉC
In your exercise book, classify the phrases below in the table into women’s ‘‘rights’’ and
‘‘duties’’. One is done for you as an example.

respect their husbands ; own their business ; have food security and
nutrition ; take care of the children ; have a decent standard of living ; pay
taxes to the government ; vote for a political leader ; free speech

Women have the right to Women have the duty to

SP

Free speech

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to women’s duties
E.g. : responsibilities ; harassment ; rally ; look after ; support ; etc.
• how to make comparisons with long adjectives
E.g. : Some women are more hardworking than men. / Some men are less hardworking
than women.

Thirty-nine 39 Student’s Book 4e

 Session 3

COMMUNICATION ACTIVITY
On the occasion of the celebration of the International Women’s Day, you talked with Mrs
Sixsay, a Liberian lawyer, who is an expert in women’s rights and duties. The dialogue is

EN
presented below, but unfortunately, the parts of Mrs Sixsay are missing. You are asked to,
- fill in the dialogue with the parts of Mrs Sixsay ;
- roleplay the dialogue with your neighbour.
The best performances will be rewarded by the British Embassy.
Dialogue :
You : Hello, Mrs Sixsay ! I would like to ask you a few questions about women’s rights and
duties.
Mrs Sixsay : (1) ...
IM
You : What rights do women have ?
Mrs Sixsay : (2) …
You : Do they have duties too ?
Mrs Sixsay (3) …
You : Can you list some of these duties ?
Mrs Sixsay (4) ...
You : It’s believed that most of the time, their rights are violated. Can you enumerate some
of the abuses they are victims of ?
ÉC
Mrs Sixsay (5) ...
You : Now, in your opinion ; what can be done to protect women’s rights ?
Mrs Sixsay (6) ...
You : Thanks, Madame. Now, I think I’m better informed and can be a good defender of
women’s rights.
SP

Student’s Book 4e 40 Forty

 LESSON 3

ZEINAB MUST ALSO GO TO SCHOOL ! SPEAKING

Learning context

EN
On the occasion of the Women’s Day organized in your
school by the British Embassy, the students of 4e decide
to give a presentation on The importance of sending girls
to school, in order to sensitize the population.
« Mean girls go far in high
school. Kind women go far in

GOOD TO KNOW
IM life. »

— Mandy Hale —

Vocabulary
content
ÉC
Vocabulary related to girls’ schooling

Language
function
Expressing opinions with “For me”/ “In my opinion” / “I believe
that” / “I think that”
SP

My dictionary

Oral presentation : exposé oral Mean : moyen (ne)

To sensitize : sensibiliser To think : penser
Ladies and gentlemen : Mesdames et messieurs To believe : croire

Forty-one 41 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
barrier ; prejudice ; child marriage ; For me, a child’s place is at school.
disability ; challenge ; harmful ; child Expressing opinions In my opinion, child labour is a
labour barrier to girl’s schooling.

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

Journalist : What’s the most important challenge for the ivorian

government ?
Minister : Girls’ schooling is a major challenge fforor the ivorian
government.
IM
Mariatou Koné, Minister of National Education
Journalist : Why ?
Minister : Because many girls don’t go to school.
Journalist : What are the causes of this situation ?
Minister : There are many. The main causes are
child labour and child marriage. Of course, there’re other barriers, such as prejudices and sexism.
Journalist : Why is girls’ education so important for you ?
Minister : Firstly, education is a right for all the children. And I think that refusing to send a girl to
school can be harmful to her. She will not be able to read and write. That can be a real disability
ÉC
in her future life.

Look, listen and repeat 2

For
me, it’s a
What’s your fundamental right
opinion about girls’ for them to go to
schooling ? school.
SP

In my
opinion, it’s
You’re right ! because some
But why dont’ so parents ignore their
many girls go to daughters’ rights.
school ?

Student’s Book 4e 42 Forty-two

B Let’s practise
1. The words in column A are related to girls’ education. Match them with their meanings in
column B. Example 1- f

Column A Column B
1. Challenge a. obstacle
2. Prejudice b. psychological or physical handicap

EN
3. Barrier c. dangerous
4. Child labour d. wrong preconceived opinion on people
5. Harmful e. children exploitation through hard work
6. Disability f. demanding or difficult situation

2. In pairs, use the clues below to ask questions and give answers, expressing your opinions.
Example : 1- A : Should girls stay at home and do housework ?
B : For me / In my opinion, girls’ place is at school.

1. Girls should stay at home and do housework. / Girls’ place is at school.

2.
3.
4.
5.
6.
IM
It is the children’s duty to pay for their school fees. / It is the parents’ responsibility to pay for it.
Only boys should be sent to school. / Both girls and boys should have access to education.
Girls are smarter than boys. / Girls are as intelligent as boys.
Girls’ schooling is a waste of time and money. / Educating women has a lot of advantages.
Child labour is a crime. / It is against the law to make children work.
ÉC
C Let’s take home
Write true (T) or false (F) for the statements below.
1. Child marriage should be encouraged.
2. Child labour can be a cause of women’s illiteracy.
3. It’s harmless to get pregnant early.
4. School authorities should encourage sexism about girls.
SP

LET’S KEEP IN MIND

Now, I know
• vocabulary related to girls’ schooling.
E.g. : barrier ; prejudice ; child marriage ; disability ; challenge ; etc.
• how to express opinions with ‘’For me’’ / ‘’In my opinion’’
E.g. : For me, / In my opinion, girls should go to school.

Forty-three 43 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
early pregnancy ; school fees ; I think that sexual harassment in schools
boarding school ; scholarship ; has to be punished.
Expressing opinions
sexual harassment ; domestic I believe that building boarding schools

EN
chores would boost girls’ schooling.

A Let’s explore
Look, listen and repeat 1

school fees
IM sexual harassment domestic chores
ÉC
boarding school scholarship early pregnancy

Look, listen and repeat 2

I believe that
the government
What should should build more
be done to boarding schools for
promote girls’ girls.
SP

education ?

What do
you think the I think that
government can do scholarships could
to encourage girls to be granted to the
stay in schools ? best students.

Student’s Book 4e 44 Forty-four

B Let’s practise
1. Complete the sentences below with the words or phrases from the box to make them
meaningful. Example : 1- school fees

boarding schools ; school fees ; scholarships ; early

pregnancy ; domestic chores ; sexual harassment

EN
1. In general, … in excellent private schools are very high.
2. People, accused of … on school girls, must be punished.
3. Doing … such as washing one’s clothes is different from child labour.
4. Sometimes, … is caused by forced marriage of younger girls.
5. The ivorian government should support school girls from poor families by granting …
6. Building … for girls can be a solution to early pregnancies in schools.

2. Choose the best option between (a, b, c) to express your opinion. Example : 1- c

a) As
IM
1. … me, early pregnancy at school is an important issue to be addressed this year.
b) From c) For
2. I … that parents should not ask children to do a lot of domestic chores.
a) thinking b) think
3. I … school develops girls’ potentials.
c) think that

a) believing that b) believe that c) believes that

4. … opinion, schools should be near to students’ homes.
a) My b) In c) In my
ÉC
C Let’s take home
Discuss the questions below with your neighbour, then express your opinion.
1. Why do some parents refuse to send girls to school ?
2. What do you think are the drawbacks of women’s illiteracy ?
3. What do you believe should be done to reduce early pregnancies at school ?
SP

4. Who are the most intelligent at school ? Girls or boys ?

5. How can girls’ schooling be promoted ?

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to girls’ schooling
E.g. : early pregnancy ; school fees ; boarding school ; sexual harassment ; etc.
• how to express opinion with ‘’I think’’ / ‘’I believe’’
E.g. : I think / I believe that all girls should be granted scholarships.

Forty-five 45 Student’s Book 4e

 Session 3

COMMUNICATION ACTIVITY
As a representative of the UNICEF in Liberia, you have to deliver a talk about the obstacles
to young girls’ schooling in this country. In your talk,

EN
- give reasons why some girls don’t go to school or abandon school ;
- explain the benefits of sending girls to school ;
- suggest solutions to promote girls’ education.

IM
ÉC
SP

Student’s Book 4e 46 Forty-six

 Let’s consolidate 2
I. The conversation below is about girls’ schooling. With your partner, reorder the words of the
sentences to express opinions. Get ready to roleplay it in front of the class.
Example : 1- I believe, it is very good for a girl to go to school.

A: Is it good for a girl to go to school ?

B:

EN
(1)- believe / is / good / for / I / go / very / school / to / girl / it / to / a
A: What can school bring to girls ?
B: (2)- think / develops / I / girls’ potentials / school / it
A: What’s the main benefit of sending girls to school ?
B: (3)- believe / is / benefit / the / empowerment / main / I
A: What’s another benefit of girls’ education ?
B: (4)- think / benefit / girls’ skill / improvement / is / other / I / the / of

II. Choose the word or expression that best completes each sentence below.
Example : 1- duty
1.
2.
3.
4.
IM
Is it a woman’s exclusive (demand / duty) to perform household chores ?
Can men accept to do the (baby-sitting / baby-boom) in the place of women ?
Peasant women have to (work / walk) both on the farm and at home.
It is the woman who (gives / brings) birth to children.

III. Complete the sentences with ‘‘can ; can’t’’ to make them meaningful.
Example : 1- can’t
ÉC
1. Rural women… do office works.
2. She is a village woman, she … work as a medical doctor.
3. It is reported that Aïcha … speak six different languages. She’s polyglot.
4. Ozoua … carry a bundle of firewood, but she can cook delicious meals.

LET’S HAVE FUN

SP

Learn and recite this poem

A woman with a book
and a pen
has the power
to move nations
A woman with a mind and a voice
has the power
to change the world
By Sasha Temerte. ([Link])

Forty-seven 47 Student’s Book 4e

 UNIT 3
WRITING

TRAVELLING

EN
IM
ÉC
SP

Student’s Book 4e 48 Forty-eight

 LESSON 1

HOW DO YOU GO TO SCHOOL ? WRITING

Learning context

EN
It’s the weekly meeting of the English Club of Lycée
Moderne of Anyama. For the next visit of their Nigerian
pen-friend, the students of 4e are writing a letter in order
to inform him about the different means of transport
« When I see a school bus,
people use in their country.
it’s just depressing to me.
The poor little kids. »

GOOD TO KNOW
IM — Dolly Parton —

Vocabulary
content
ÉC
Vocabulary related to means of transport
Language
functions
- Expressing ‘‘likes’’ and ‘‘dislikes’’
- Making comparisons with short and long adjectives
SP

My dictionary

Cycling : faire du vélo Speeding : accéleration, excès de vitesse Neighbouring : voisin

Boring : ennuyeux Thanks to : grâce à

Forty-nine 49 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
ship ; bus ; horse ; helicopter ; Expressing ‘‘likes’’ and A : Emilie and Ignace like school bus.
taxi ; boat ; airplane ‘‘dislikes’’ B : Marius dislikes airplanes.

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

a bus
IM a ship a horse
ÉC
a boat an airplane a helicopter

Look, listen and repeat 2

Emilie : Hello, Ignace ! How are you ?

SP

Ignace : I’m well ! And you ?

Emilie : Well, thanks ! How fantastic it is to take the bus
today again ! I like the school bus.
Ignace : Humm ! Taking the school bus is more and more
boring to me. I dislike it now. I prefer the taxi.
Emilie : Why do you prefer taxis ?
Ignace : Taxis are more comfortable and faster than
school buses.
Emilie : Yeah, my friend Ignace, you are right to some
extent.

Student’s Book 4e 50 Fifty

B Let’s practise
1. Complete the paragraph below with the following words to make it meaningful. One option
is not concerned : Example : 1- taxi

boat ; taxi ; buses ; airplane ; horse ; ship

EN
Every morning, I go to school by ‘’Woro Woro’’, which is a (1) ... . My mother takes the (2) …
when she goes to Paris. If you move to the Port Autonome of Abidjan, you can visit a (3) … .
Many students go to school thanks to the school (4) … . People living near the lagoon can take a
(5) ... to move to Treichville or Plateau.

2. Look at the table below, then ask and answer questions about what the people like or
dislike.
Example : Student A : What does Yahoua like and dislike ?
Student B : He likes taxis, but he dislikes horses.

N°
1
2
3
Yahoua
IM
People

Ignace and Mary

Marius
taxis
Likes

school buses
airplanes
horses
boats
ships
Dislikes

4 Doudou helicopters airplanes

5 Doumbia and I taxis boats
ÉC
C Let’s take home
Reorder the letters in the box to obtain names of means of transport and make a sentence
with each one of them to express your likes or dislikes.

ESHOR ; PIHS ; OOLHCS SBU ; POCLIEHRTE

SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to means of transport
E.g. : ship ; bus ; horse ; helicopter ; taxi ; boat ; airplane ; etc.
• how to express likes and dislikes
E.g. : I like taxis.
She dislikes horses.

Fifty-one 51 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
to go on foot ; bicycle ;
Comparing with short - A bicycle is slower than a motorcycle.
car ; motorcycle ; train ;
and long adjectives - A car is more comfortable than a scooter.
scooter ; van

EN
A Let’s explore
Look, listen and repeat

a bicycle
IM a scooter a motorcycle

a train a car a van

ÉC
Listen and repeat
Bolou : Good morning, Serge !
Serge : Good morning, my friend Bolou ! I can see that you go to school by taxi.
Bolou : Our school is so far. That’s why I prefer to go there by taxi.
Serge : Do you think that taxis are fast ?
Bolou : Of course, my dear friend. Taxis are faster than buses.
And you Serge, how do you go to school every day ?
SP

Serge : I go to school by car every morning. My father drops me there.

He says that his car is faster and more comfortable than taxis.

B Let’s practise
1. Study the paragraph below and do the activities below.
a. Match each part in column A with its description in column B.
1. The topic sentence a. reminds the readers of the main point.
2. The body b. announces the main point.
3. The concluding sentence c. supports (shows, explains or proves) the main point.

Student’s Book 4e 52 Fifty-two

 b. What is the paragraph about ? And in which part do you find the answer ?
c. How many means of transport are mentioned in the paragraph ? Cite them.

Most types of means of transport exist in our country. 1

For road transport, we have cars, vans, coaches, buses and motorbikes. We can even add
traditional means of transport, such as our feet and horses. Concerning air transport, there

EN
are helicopters and planes held by big airline companies like Air Côte d’Ivoire, Air France, etc.
As for maritime transport, there are water buses, ships for transporting goods from and to our 2
country and yachts. Railway transport is also represented. There are trains to transport goods
to neighbouring countries like Mali and Burkina Faso.
In one word, Côte d’Ivoire is an emerging country which is investing in the development of all
means of transport. 3

2. Reorder the following words to build comparative meaningful sentences.

Example : 1- A plane is faster than a van.
1.
2.
3.
4.
IM
plane / is / van. / faster / A / than / a
car / train. / slower / than / A / a / is
A / scooter / bicycle. / more / is / than / a / comfortable
is / motorcycle / than / faster / foot. / on / going / Travelling / by

C Let’s take home

Use the items below to build comparative sentences.
ÉC
Example : 1- The train is longer than the car.
1. Train / car / long
2. bicycle / scooter / expensive
3. plane / ship / comfortable
4. van / bus / fast
5. Travelling on foot / riding a motorcycle / tyring
SP

LET’S KEEP IN MIND

No, I know :
• vocabulary related to means of transport
E.g. : to go on foot ; bicycle ; car ; motorbike ; train ; scooter ; etc.
• how to compare with short and long adjectives
E.g. : A van is faster than a scooter.
A motorcycle is more expensive than a bicycle.

Fifty-three 53 Student’s Book 4e

 Session 3
COMMUNICATION ACTIVITY
Your Nigerian pen-friend Michael Okpara is planning to visit you soon. He writes you a letter to
get some information about the means of transport in your country. In your reply,

EN
- list the means of transport used in your country ;
- name the different means of transport used to go to different places ;
- write about which ones people like or dislike among the means of transport.
Below is your pen-friend’s letter.

Lagos, Nigeria
PO box 7
Jake street 3p
April 7th 2021
Dear friend, IM
How are you ? I hope you’re fine. I am doing very well. I write you this letter to tell you that I will
visit your country very soon. So, I want to know about the means of transport people use in your
country. How do people go to school ? How do they go to work, neighbouring cities and villages ?
What do people like most ? What means of transport do you advise me to use ?
Write soon
Michael Okpara
ÉC
SP

Student’s Book 4e 54 Fifty-four

 LESSON 2

AT THE AIRPORT WRITING

Learning context

EN
You have recently travelled to Lagos by plane to visit
Babalola, your Nigerian friend. Back home, you decide to
write and send him a letter so as to describe him your
travel.
« Happiness begins in the
air. »

GOOD TO KNOW
IM — English saying —

Vocabulary
content
ÉC
Vocabulary related to air travel

Language
functions

- Expressing preferences
- Expressing comparisons with the superlatives
SP

My dictionary
Waiting hall : salle d’attente Travellers : voyageurs
Stewardess : hôtesse de l’air Sky : ciel

Fifty-five 55 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
runway ; traffic control tower ; to I would prefer to travel by ‘‘Corsair’’.
Expressing
land ; to take off ; boarding pass ; I would rather go to Paris by ‘‘Air
preferences
departure board ; airport France’’.

EN
A Let’s explore

Look, listen and repeat

IM
a departure board a runway to take off
ÉC

to land a boarding pass an airport

Listen and repeat

SP

Koffi, Marius and Ashley are talking about Ashley : Indeed, there are so many other
their future travel to Ghana for a visit to their airplane companies, and I even heard that
pen friend. ACCRA AIRWAYS is very comfortable too.
Koffi : Which means of transport is better to Koffi : You must be right Ashley, but I would
travel with my dear friends ? rather go for AIR CÔTE D’IVOIRE.
Ashley : I would prefer to travel by ACCRA Marius : OK, I think AIR CÔTE D’IVOIRE is our
AIRWAYS. national company. Let’s choose it.
Marius : Do you think ACCRA AIRWAYS is Ashley and Koffi : Fantastic !
good ? What about other companies ?

Student’s Book 4e 56 Fifty-six

B Let’s practise
1. Reorder the letters to get appropriate words or groups of words related to air travel.
Example : 1- Runway

1. y n u R a w 3. a B o r g i n d s s P a
2. o T l d a n 4. p a D r e e r t u r o a B d

EN
2. Complete the sentences below with the words or groups of words from the list to obtain
appropriate sentences.

prefer to go ; rather ; rather stay ; prefer ; would ; to stay

1. I don’t want to go to Nigeria by car. I … prefer to take the plane.

2. The plane is too much expensive, I would … go by coach.
3. I would … along with you.
4.
5.
6.
IM
I would prefer … in this hotel for a long time, it is very comfortable.
I would… with some relatives.
She would …to visit many other countries.

C Let’s take home

ÉC
Make three (03) sentences with « would rather » and three (03) others with « would prefer »
to express your preferences.

LET’S KEEP IN MIND

SP

Now, I know :
• vocabulary related to air travel
E.g. : runway ; traffic control tower ; to land ; to take off ; boarding pass ; etc.
• how to express preferences
E.g. : I would prefer to go to San-Pédro by plane.
I would rather stay in this big hotel.

Fifty-seven 57 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
to book ; luggage ; ID card ;
Making comparison with the The plane is the fastest means of
passport ; custom officer ; pilot ;
superlative transport.
passenger

EN
A Let’s explore

Look, listen and repeat

The airport is a place where people go to travel by plane. Once at the airport, you need to book
your luggage. You do the booking with your passport. Your ID card is sometimes required by
the customs officers who check it. After obeying to all the rules, you can now join the group of
IM
passengers to board a plane, where the pilot is waiting for you for the taking off.

to book a customs officer luggage

ÉC

a pilot an ID card a passport

SP

Listen and repeat

John : Hello, Paul ! How are you doing ?

Paul : Hello, John ! I’m well, thanks ! What’s the news ?
John : Oh, nothing wrong. I just want you to advise me the cheapest means of transport for
Bouaké.
Paul : No problem. The train’s the most affordable and the best means of transport for Bouaké.
John : Ok, but how ? Can you tell me more ?
Paul : I’ve already experienced that trip and it was one of the happiest trips of my life.
John : Thanks, my friend. You’ve convinced me. I also hope that the day of my travel will be one
of the nicest.

Student’s Book 4e 58 Fifty-eight

B Let’s practise
1. Study the layout of the informal letter below. Then match each part with its correct
description. Example : 1- D

1 A Best regards !
Writer’s address
F April, 21st 2023

EN
2 Date Kpan Daniel

3 How are you doing ? As far as I am

Calling formula concerned, I am very fine.
I am writing this letter to tell you that I made
a wonderful and safe return in my country.
4 I have appreciated the moment we shared B
Body of the letter together in Lagos and I hope to receive you
in my country one of these days.
Write back to give me some of your news.
5
P.O Box 87 Man
Closing formula 6 (Côte d’Ivoire) D E

1.
2.
IM
Signature

2. Complete the sentences. Use the superlative form of the adjectives in brackets.
Example : 1- What is the best airplane company in West Africa ?
What is (good) airplane company in West Africa ?
Air Côte d’Ivoire is (comfortable) company in West Africa.
Dear Friend,

3. FHB international airport is (big) of the country.

4. The plane is (fast) means of transport in the world.
5. The plane is (safe) means of transport.
ÉC
C Let’s take home
Use the adjectives between brackets to compare the items below with the superlative.
Example : 1- The plane is the most expensive.
1. the plane / the car / bicycle (expensive)
2. the airport / the bus station / the subway station (big)
3. a pilot / a bus driver / a lorry driver (competent)
SP

4. travelling by plane / travelling by train / sailing by boat (safe)

5. an identity card / a passport / a boarding pass (common)
6. a bus station / an airport / a car station (crowded)

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to air travel
E.g. : to book ; luggage ; ID card ; passport ; customs officer ; pilot ; etc.
• how to express comparisons with the superlative
E.g. : The plane is the fastest means of transport.

Fifty-nine 59 Student’s Book 4e

 Session 3

COMMUNICATION ACTIVITY
Your American pen-friend invited you to visit him in New York last holidays. You travelled by
plane. Back home, you decide to write him a letter to describe your trip. In your letter,

EN
- compare the airport of New York to that of Félix Houphouët-Boigny ;
- mention which airline companies you took and say if you liked them ;
- suggest which company to choose if one day your pen-friend decides to pay you a visit, and
give the reasons for your choice.

NEW YORK AIRPORT FÉLIX HOUPHOUËT-BOIGNY AIRPORT

Built in 1948 Built in 1975
Size : 4,930, 000 squares meters Size : 25 000 square meters

Delta Air Lines

IM
16 million passengers / year 2 million passengers / year

SOME FAMOUS AIR COMPANIES IN THE WORLD

ExpressJet Airlines Royal Air Maroc

Frontier Airlines Kenyan Airways
Ethiopian Airways
CORSAIR ACCRA Airways
ÉC
EMIRATES Air France

JetBlue Airways BRUXELLES AIRLINES

SP

Student’s Book 4e 60 Sixty

 LESSON 3

LET’S VISIT TOURIST SITES ! WRITING

Learning context

EN
During a competition organised by the British Embassy,
the students of 4e of Lycée Municipal 2 of Attécoubé are
asked to write an article promoting tourist sites in their
country.
« It’s better to see something
once than to hear about it a
IM hundred times. »

— Russian proverb —

GOOD TO KNOW
ÉC
Vocabulary
content
Vocabulary related to tourism

Language
functions

- Making suggestions
SP

- Accepting or refusing a suggestion

My dictionary
Sand : sable Neighbourhood : voisinage Craftsmen : artisans
Mountain : montagne Seaside : balnéaire, bord de mer Provided that : pourvu que
To plan : planifier, programmer Fauna : faune Flora : flore

Sixty-one 61 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language functions Structure
beach ; craftsmen ; the women’s - Why don’t we invite James to visit
monument ; resorts ; craftsmen Côte d’Ivoire ?
Making suggestions
market ; the old post office ; the - How about visiting Grand-Bassam ?

EN
museum ; tourist sites - Let’s visit Abidjan !

A Let’s explore
Look, listen and repeat 1

IM Since my childhood, I have always dreamt about

visiting Grand-Bassam for its several tourist
sites, such as the museum, its wonderful
beaches, the colonial old post office. There
is also the women’s monument that will be
fantastic to discover. Finally, I will visit the
fabulous resorts, in Grand-Bassam and the
ÉC
market.

Look, listen and repeat 2

SP

Marie : How are you doing, Anne ?

Anne : I’m well.
Marie : It’s been a long time since we
moved to Abidjan to visit a tourist site.
Why don’t we plan another visit ?
Anne : Good idea, but how about visiting
another town like San-Pédro ?
Marie : San-Pédro will be for next time.
Let’s go and visit Grand-Bassam first.

Student’s Book 4e 62 Sixty-two

B Let’s practise
1. The pictures below describe some tourist sites in Grand-Bassam. Choose the right name
from the following list to identify each picture. Example : 1- the women’s monument

the women’s monument ; the craft market ; the beach ; the old post office ; the museum.

EN
1 2 3 4 5
2. Your Liberian friend is paying you a visit and wants to visit some tourist places. Make him
some suggestions for each situation.
Do like this : 1- I need to visit a beautiful city in Côte-d’Ivoire. (Visit Grand-Bassam)
→ How about visiting Grand-Bassam ?

1.
2.
3.
4.
IM
I need to visit a beautiful city in Côte-d’Ivoire. (Visit Grand-Bassam)
I want to relax and be nearby the Ocean. (Go to the beach of Grand-Bassam)
I want to buy some traditional clothes. (Visit the museum of costume)
I would like to see a historical monument. (Go to see the women’s monument)
5. I would like to see old stamps. (Visit the old post office of Grand-Bassam)

C Let’s take home

ÉC
Rewrite the following words in the correct order to have meaningful sentences making
suggestions. Example : Why don’t we visit the old post office ?
1. visit / Why don’t / post / old / office / the / we / ?
2. women’s monument / to visit / go / Let’s / the
3. don’t we / at the beach / go relaxing / Why / ?
4. go and buy / don’t we / at the craftmen market / Why / souvenirs / ?
5. the / How about / to see / Basilica / going / of Yamoussoukro / ?
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to tourism
E.g. : beach ; the women’s monument ; resorts ; craftsmen market ; etc.
• how to make suggestions
E.g. : Why don’t we go to see the museum ?
How about going to the beach ?
Let’s visit Grand-Bassam !

Sixty-three 63 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
souvenir ; abissa festival ; - That is a good idea !
go sightseeing ; reservation ; Accepting or refusing suggestion
attraction - No, I am sorry.

EN
A Let’s explore
Look, listen and repeat 1
Grand-Bassam is one of the oldest cities in Côte-d’Ivoire. It’s
a city located in the South-East of Abidjan, at around 30 Km.
When you go there, there are a lot of souvenirs that one can
buy at lower cost. The town is also well-known for its annual
IM ceremony called Abissa festival.
festival. It gathers thousands of
people coming from everywhere. That festival is an attraction
for many tourists. You can even make a reservation in case
you want to go sightseeing.

Look, listen and repeat 2

ÉC
Fransisca : Let’s go to the cinema tonight to see a movie.
Anaël : I’m sorry, I can’t, because I’m too busy today.
Fransisca : How about having a tea party tomorrow ?
Anaël : Yeah, great idea indeed ! Provided it’s in the afternoon.
SP

B Let’s practise
1. Study the article and do the tasks below.
a. Match the numbered spaces to their descriptions. Example : a- Title of the article
- Signature (or author’s name)
- Title of the article
- Body of the article
- Concluding sentence
- Topic sentence
b. What can tourists visit in Grand-Bassam ?

Student’s Book 4e 64 Sixty-four

 A PARADISE TO VISIT ONCE IN LIFE 1
The picturesque city of Grand-Bassam is a paradise on Earth
arth that one should visit at least once 2
in his life.
This city of the South-East Côte d’Ivoire is an historical city full of wonderful places to visit like
the Old Post office, the Victory Bridge, the Museum of Costumes, the Craft Market, the Women’s
Monument and its sandy and heavenly beaches. There are many resorts in Grand-Bassam, and
their annual ceremony of “Abissa festival” can be an event of great interest for the tourists. It is 3

EN
very difficult to get bored in Grand-Bassam. The population is hospitable and you can taste all
sorts of dishes (african, european and asian) in this city.
Grand-Bassam is a place where you will feel at home. So, come and visit. 4
COULIBALY Yaya 5
2. Look at the following expressions used to reply and say if it’s ‘’accepting’’ or ‘’refusing’’.
Example : 1- Accepting
Obou : Let’s go to the zoo.
Fanta : (1) That’s wonderful.
IM
Ashley : Why don’t we go to the museum this afternoon ?
Jack : (2) Sorry, I don’t have much time.
Celine : Why don’t we go for a walk ?
Marcel : (3) That’s a good idea.
Dave : How about having a dinner together ?
John : (4) No, Thanks !

C Let’s take home

ÉC
Classify the expressions in the box according to what they express. Write them in the
appropriate column. One is done as an example.

Why don’t we ; Let’s ; Why not ? ; That would be good ; Bad idea ! ;
Sorry, but ; That’s interesting ; Yes, that’s a good idea

Making suggestions Accepting suggestions Refusing suggestions

Why don’t we ... ...
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to tourism
E.g. : souvenir ; abissa festival ; go sightseeing ; reservation ; etc.
• how to accept a suggestion
E.g. : That’s a good idea ! / Great idea !
• how to refuse a suggestion
E.g. : I couldn’t agree more. / No, thanks.

Sixty-five 65 Student’s Book 4e

 Session 3

COMMUNICATION ACTIVITY

For the promotion of tourism in Côte d’Ivoire, the Chairman of the English club of your school

EN
asks the students of 4e to write an article about tourist sites in their regions. As a member of
that level, in your article,

- give an attractive title ;

- list the different tourist sites of the city you have chosen ;
- suggest a site that tourists must visit.

IM
ÉC
SP

Student’s Book 4e 66 Sixty-six

 Let’s consolidate 3
I. Match the items in Box A to their synonyms or definitions in Box B. Example : 1- e

BOX A BOX B
1. luggage a. a person
son who checks the baggage of passengers
2. a pilot b. a person who travels by plane

EN
3. a passenger c. a person who flies a plane
4. a customs officer d. a card
ard people use to get in a plane
5. a passport e. baggage
6. an airport f. a station for planes.

II. Complete
ete each sentence with the suitable superlatives. Use the verbs in brackets.
a. This Mercedes is the (expensive) car I have ever seen.
b. The pupil who is coming is the (good) student of our school.
c. Jane and Benny are the (bad) singers of the team.
d.

III. Your
IM
My new car is the (fast) of the town.

our British friend, Edward wants to visit some tourist places in Côte d’Ivoire. Read the
situations and make a suggestion for each case. Then practise the conversations with your
neighbour.
Example : 1- A : I need to visit a city in Côte d’Ivoire. (Visit Grand-Bassam)
B : How about visiting Grand-Bassam ?
1. I need to o visit a city in Côte d’Ivoire. (Visit Grand-Bassam)
ÉC
2. I’d
d like to cross a bridge. (Cross the victory bridge of Grand-Bassam)
3. I want
ant to know more about traditional clothes. (Visit the museum of costumes)
4. I want
ant to relax and be close to the sea. (Go to the beach of Grand-Bassam)
5. I have
have never seen a historical monument. (Go to see the women’s monument)
6. I want
want to visit a craft articles’ site. (Take a walk tour to the craft market of Grand-Bassam)

LET’S HAVE FUN The whole night we danced on fresh grass,

Learn and recite this poem
SP

Started with bachata and then free form ;

Grand-Bassam : the house tells a poem Our spirits were high with liquid and air,
We live in a house beside the ocean, Oblivion to where we go and where we come
Where time and tide waits for all ; from.
It’s just been one day so far, The chirping of the birds and croaking of
But we had fun while the waves stood tall. frogs,
The house feels like a home, The roaring of waves and songs crickets sing ;
Where friends enjoy and together dine ; This house is telling us a poetry,
We cooked together and shared stories, A poem which makes the soul grow wings.
We loved the pasta after the ocean’s brine. Sourajit Ghosh (SG)

Sixty-seven 67 Student’s Book 4e

 UNIT 4
WRITING

FASHION

EN
IM
ÉC
SP

Student’s Book 4e 68 Sixty-eight

 LESSON 1

TRADITIONAL AND MODERN OUTFITS WRITING

Learning context

EN
On the occasion of the celebration of the ‘‘Cultural Day’’,
the chairman of the English Club asks the students of 4e
from Lycée Moderne of Divo to write a paragraph, in order
to describe the clothes people wear in their regions during
special events. « Good clothes open all
doors. »

GOOD TO KNOW
IM — Thomas Fuller —

Vocabulary
content
ÉC
Vocabulary related to traditional and modern clothes

Language
functions

- Asking and answering questions about what people are wearing

- Giving reasons with “because” and “because of”
SP

My dictionary
Elderlies : vieux Nowadays : de nos jours Custom : coutume
Western : de l’ouest ; occidental (e) Youngsters : jeunes Scrambled : en désordre
Nearby : à côté To sew : coudre Mandingo : malinké

Sixty-nine 69 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language functions Structure

kita ; indigo cloth ; mud cloth ; A : What are you wearing ?

Asking and answering B : I’m
’m wearing a Tapa cloth.
kente cloth ; bazin bubu ; kamanje
questions about what
bubu ; danfani ; dashiki dress ; A : What’s Adjoua wearing ?

EN
people are wearing
tapa cloth B : She ’s wearing a Kente cloth.
She’s

A Let’s explore
Look, listen and repeat 1

Kita
IM
(Akan ; Côte d’Ivoire)
Dashiki dress
(West Africa)
Kamanje bubu
(Gouro ; Côte d’Ivoire)
ÉC
Bazin bubu (Mali) Mud cloth Danfani bubu
(Sénoufo ; Côte d’Ivoire) (Burkina Faso)
SP

Indigo shirt Tapa cloth

Kente cloth
(West Africa) (Dida ; Côte d’Ivoire)
(Ashanti ; Ghana)
Look, listen and repeat 2

Johnson : Wow ! This woman is so well dressed ! Amédée,

what’s she wearing ?
Amédée : She’s wearing a Dashiki dress.
Johnson : It’s very nice ! Where can I find a dress like that ?
Amédée : It’s a very popular clothing item in West Africa.

Student’s Book 4e 70 Seventy

B Let’s practise
1. Activity 1 : Complete the paragraph below with the words or groups of words in the box.
Write your answers like this : 1- kamanje bubu

danfani ; tapa cloth ; dashiki dress ; kente cloth ;

kamanje bubu ; kita ; bazin bubu ; mud cloth

EN
Western Africa is very rich in culture and tradition. In clothing domain, we can see different
traditional clothing items, some worn on special days and others worn by elderlies living in villages.
In Côte d’Ivoire for example, we have the (1) … , worn by Gouro people, the (2) … of Dida people
and the (3) … of Akan people. Sénoufo people make beautiful bubus and shirts with (4) (4)…… . In the
neighbouring countries of Burkina Faso, we have the (5) (5)…… , and in Ghana, the Ashanti wear
proudly their (6) … . During religious events, the Muslims put on their (7) … . Nowadays, many
of these african traditional outfits are getting modernized. So, it is common to see youngsters
wearing these fashionable clothes like (8) … in the streets of the capitals.

2. Look at the pictures below, and with your neighbour, ask and answer questions about what
people are wearing.

1
IM
Example : 1- A : What’re these elderlies wearing ?
B : They’re wearing kamanje bubu.

2 3 4 5
ÉC
These elderlies Osei Kipré and Ozoua Anzoua Abdul
(kamanje bubu) (kente cloth) (tapa cloth) (mud cloth) (bazin bubu)

C Let’s take home

SP

Describe in a paragraph of six (06) lines the traditional clothes people wear in your region
during special events. Mention the people who wear these traditional clothes.

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to traditional clothes
E.g. : kita ; indigo cloth ; mud cloth ; kente cloth ; bazin bubu ; etc.
• how to describ what people are wearing
E.g. : My grandfather is wearing a kente cloth.

Seventy-one 71 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
- The elderlies wear traditional clothes
bandana ; trainers ; tights ; denim because of their attachment to
trousers ; silk sweater ; flowery customs and traditions.
Giving reasons
dress ; striped shirt ; cap ; suit ;

EN
denim miniskirt ; tie - Young people like modern clothes
because they feel more comfortable.

A Let’s explore

Look, listen and repeat 1

In all modern cities of Africa, especially the Sub-

IM Saharan african cities, the youngsters have adopted
the european fashionable clothes. In the streets of
most cities, you see beautiful girls and boys wearing
trainers, caps, bandanas, flowery dresses, denim
trousers and tights with denim miniskirts. In the
air-conditioned offices of successful workers, the
landscape is quite different. There, you have people
wearing striped shirts, silk sweaters, suits and ties.
ÉC
Look, listen and repeat 2

Ruth : Why do youngsters love wearing modern

clothes ?
Larissa : They love wearing modern clothes
SP

because they feel more comfortable.

Ruth : And why do girls love miniskirts so much ?
Larissa : They love them because of fashion.

B Let’s practise
1. Use the words or expressions from the box to identify the pictures below. Example : 1- cap

flowery dress ; denim miniskirt ; bandana ; silk sweater ; tie ; cap ; striped shirt ; tights

Student’s Book 4e 72 Seventy-two

 1 2 3 4

EN
5 6 7 8
2. With your neighbour, ask and answer questions, related to traditional and modern clothes.
Example : 1- A : Why is Hamed wearing a suit ?

1.
2.
3.
4.
IM
B : Hamed is wearing a suit because he works in an office.

Hamed is wearing a suit. / He works in an office.

Alice wears a bandana. / It’s stylish.
You put on a cap. / The sun
The children are wearing their silk sweaters. / The weather is cold.
5. You like trainers. / Their comfort.
6. Mabindia is wearing tights. / She goes jogging.
ÉC
C Let’s take home
Make sentences with the sets of words below to express reasons with “because of”. Compare
your answers with your neighbour’s.
Example : 1- Kadi likes kente clothes because of their beauty.
1. Kadi / to like kente clothes / their beauty.
2. People / to wear a neck tie / their position in the administration.
3. Affia / to put on a bandana / the fashion show.
SP

4. Doukou / to prefer bazin fabrics / their quality.

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to modern clothes
E.g. : bandana ; trainers ; denim trousers ; silk sweater ; flowery dress ; etc.
• how to express reasons
E.g. : I like modern clothes because they feel comfortable.
I like modern clothes because of fashion.

Seventy-three 73 Student’s Book 4e

 Session 3

COMMUNICATION ACTIVITY
You are attending a festival in your village. Your Liberian friend, Christ Emmanuel, wants you to
describe, via WhatsApp, the clothes people are wearing. In your message,

EN
- name the clothes people are wearing ;
- say if these clothes are traditional or modern ;
- give the reasons why some people like wearing traditional clothes, whereas others don’t.

IM
ÉC
SP

Student’s Book 4e 74 Seventy-four

 LESSON 2

READY FOR THE FASHION SHOW !

WRITING

Learning context

EN
You are sent by the English Club of your school to attend
the Accra Fashion Week. Once back, the coordinator asks
you to write a paragraph describing the event in order to
inform the other members of the club.
« Fashion is the armor
to survive the reality of

GOOD TO KNOW
IM everyday life. »

— Bill Cunningham —

Vocabulary
ÉC
content

Vocabulary related to fashion shows

Language
functions
- Expressing ‘‘likes’’ and ‘‘dislikes’’
- Persuading or dissuading
SP

My dictionary
Touch-ups : retouches Ready : prêt (e) To broadcast : diffuser
D-day : jour-J To try on : essayer Icon : icône
Exhibited : exposé (e), présenté (e) To hate : haïr Scene : scène

Seventy-five 75 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language functions Structure
fashion show ; collection ; - I like traditional clothes a
fashion designer ; top model ; lot.
Expressing ‘‘likes’’ and ‘‘dislikes’’
hairdresser ; barber ; catwalk ;
- Bini likes wearing shorts.

EN
make-up artist ; audience

A Let’s explore

Look, listen and repeat 1

Tomorrow, the 11th Edition of the ‘‘Accra Fashion Week’’

is going to take place. Everything is getting ready for that
important event. The organizers are making the catwalk
IM and the chairs of the audience clean while the make-up
artists, the barbers and the hairdressers are doing their
best to make the top models as attractive as possible. The
designers are making the last touch-ups on their collections.
The top models will try them on before the D-day. It will be
a memorable event, this is Accra Fashion Week.

Look, listen and repeat 2

I like
ÉC
miniskirts a
lot.
As far
as I am
concerned, I
like wear
wearing
ing
dresses.

I dislike
SP

wearing long
dresses.

B Let’s practise
1. Identify the pictures by the descriptions in the box. Example : 1- a collection

a fashion designer ; a top model ; a collection ; a fashion show ;

a hairdresser ; an audience ; a barber ; a catwalk

Student’s Book 4e 76 Seventy-six

 1 2 3 4

EN
5 6 7 8
2. Look at the emoticons, then write sentences describing what people ‘‘like’’ or ‘‘dislike’’.
Example : 1- Esther likes flowery dresses.
1. Esher (flowery dresses)
2. Joseph (ties)

= like
IM = dislike
3. Bouyé (kamanje bubus)
4. Satou (denim miniskirts

= hate = love

C Let’s take home

ÉC
Match the words or expressions in column A to their definitions or meanings in column B.
Write your answers like this : 1- d

Column A Column B
1. a fashion show a. a public.
2. a catwalk b. a woman who makes other women’s hair.
3. a top model c. a group of things of the same nature.
4. a designer d. an event during which collections of clothes are exhibited.
5. a collection e. a platform, a podium.
SP

6. an audience f. a person who creates collections of clothes.

7. a hairdresser g. a person who wears clothes to show them during fashion shows.

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to fashion shows
E.g. : fashion show ; collection ; fashion designer ; top model ; hairdresser ; etc.
• how to express ‘‘likes’’ and ‘‘dislikes’’
E.g. : I like striped shirts.
Ornella likes wearing denim skirts, whereas Joseph dislikes ties.

Seventy-seven 77 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
- Try on this bazin bubu. I’m
ready-to-wear ; latest ; fashionable ; sure you’ll like it.
Persuading /
advertise ; exhibition ; famous ; fashion
Dissuading - I’m afraid you can’t afford

EN
capitals ; old-fashioned
this shirt. It’s too expensive.

A Let’s explore
Look, listen and repeat 1

IM In fashion capitals like Abidjan, the quote which

says that «every day is a fashion show and the
world is the runway», is a reality. People wear the
latest and fashionable ready-to-wear clothes
created by famous designers like Gilles Touré and
Pathé’O. After one year, the same clothes become
old-fashioned. Youngsters copy artists and film
stars who advertise for the designers who are
always creating new fashion. They often discover
ÉC
the new clothes during exhibitions in the streets of
the capitals.

Pathé’O and Gilles Touré, two famous designers

Look, listen and repeat 2

SP

Danielle : Hello, Julia ! What do you think about this

blouse ?
Julia : Hi, Danielle ! I’m sure it will fit you very well. You
can buy it.
Danielle : Will it be great with my denim trousers ?
Julia : I’m afraid it won’t do it.
Danielle : Okay, thanks for your help !
Julia : Don’t mention it. You’re my best friend.

Student’s Book 4e 78 Seventy-eight

B Let’s practise
1. Match the words or expressions about fashion in column A with their synonyms or meanings
in column B. Do it like this : 1- d

Column A Column B
1. fashionable a. important ; well-known
2. latest b. an exposition

EN
3. ready-to-wear c. ancient ; outdated
4. to advertise d. chic ; modern ; stylish
5. an exhibition e. new
6. famous f. clothes made in standard size
7. old-fashioned g. to publicize
2. Classify the statements below according to whether they are ‘’persuading’’ or ‘’dissuading’’
‘’dissuading’’.
One is done as an example for you.

I can assure you that you are awesome ; I am sorry, but it is not a good idea ; I am sure that
IM
this fashion show will be a big event ; I am afraid the shirt does not fit you ; I guarantee you
that Gilles Touré will be a worldwide designer ; I urge you not to go there.

Dissuading
-
Persuading
I can assure you that you are awesome.

C Let’s take home

ÉC
Complete the paragraph below with the words or expressions from the box to make it
meaningful. Example : 1- exhibition

famous ; ready-to-wear ; latest ; exhibition ; old-fashioned

On may, 30th 2021, I attended the (1) … of the new collection of Pathé’O in Abidjan. The collection
was mainly composed of (2) … which are clothes you buy and wear directly. Because of this
(3) … creations, the clothes he made last year are now (4) ... . Pathé’O is one of the (5) …
SP

african icon on the international fashion scene.

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to fashion trends
E.g. : fashion capitals ; ready-to-wear ; latest ; fashionable ; old-fashioned ; etc.
• how to persuade
E.g. : I am sure the clothes will fit you very well.
• how to dissuade
E.g. : I am afraid you can’t afford this suit. It is too expensive.

Seventy-nine 79 Student’s Book 4e

 Session 3

COMMUNICATION ACTIVITY
You attended a fashion show organized by the Ivorian designer Gilles Touré. As a “journalist”
working for the English Club Magazine of your school, you have to write a report about the

EN
ceremony. Your article will be published in the next issue of the English Club Magazine. In your
article,

- name the clothes you saw during the ceremony ;

- indicate the ones you liked and disliked there ;
- persuade or dissuade your friends to come to the next fashion show.

IM
ÉC
SP

Student’s Book 4e 80 Eighty

 LESSON 3

STAY NATURAL !
WRITING

Learning context

EN
After attending a conference on the use of cosmetics by
an American dermatologist, the students of 4e from your
school decide to write an article for their English Club
magazine. This article is about the dangers related to the
use of bleaching creams, in order to sensitize their fellow « The black skin is not a
students. badge of shame, but rather a
glorious symbol of national

GOOD TO KNOW
IM greatness. »
— Marcus Garvey —

Vocabulary
content
ÉC
Vocabulary related to cosmetics

Language
functions

- Asking for and giving advice with “should” or “shouldn’t”

- Giving reasons with “since”
SP

My dictionary
To stare at : regarder fixement Cosmetics store : magasin de produits cosmétiques
Complexed : complexé Enough : suffisant ; assez
Badge : insigne Shame : honte
Greatness : grandeur

Eighty-one 81 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
bleaching cream ; dark complexion ;
light complexion ; fair complexion ; Giving reasons with Rima bleaches her skin, since she
to be proud ; to bleach ; attractive ; “since” wants to have a lighter complexion.

EN
perfume

A Let’s explore

Look, Listen and repeat 1

Roseline : Hello, Sali ! Tell me, Sali : Oh never ! Natural creams

why do you think some young and perfumes are good enough
IM girls and women use bleaching
creams to change the colour of
their skin ?
Sali : Hi ! They think that they
will be more attractive if they
for me.
Roseline : I’m very proud of you !
If only all african ladies could be
like you are.
Sali : Thanks for your
have a fair complexion or a compliments !
lighter one. Roseline : You’re welcome.
Roseline : Would you accept to Goodbye !
ÉC
bleach your skin ? Sali : Bye !

Look, Listen and repeat 2

Tell me,
Since Linda, why do
I want to be you use bleaching
creams ?
SP

more attractive, I
use bleaching creams
to have a lighter
complexion.

Student’s Book 4e 82 Eighty-two

B Let’s practise
1. Match the words or expressions in column A to their meanings or definitions in column B.
Write your answers like this : 1- d

Column A Column B
1. dark complexion a. noble
2. to bleach b. clear skin

EN
3. bleaching products c. very beautiful
4. proud d. black skin
5. fair complexion e. cosmetics used to lighten the skin
6. attractive f. to lighten

2. With your neighbour, use the clues below to ask and answer questions.
Example : 1- A : Why does Félicité go to the cosmetics store ?
B : She goes to the cosmetics store since she wants to buy a cream.
1. Félicité goes to the cosmetics store / want to buy a cream
2.
3.
4.
5.
IM
Girls bleach their skins / would like to be more attractive
You don’t bleach your skin / be proud of the colour of my skin
Edwige uses this perfume / want to smell very good
The man is staring at me / to love your dark complexion

C Let’s take home

ÉC
Write sentences expressing reasons, using “since”.
Example : 1- Carla bleaches her skin since she wants to be attractive.
1. Carla / to bleach her skin / to be attractive
2. Girls / to use bleaching creams / to be pretty
3. Perla / to buy bleaching creams / to change her complexion
4. Honorine / to lighten her skin / not to be proud of her complexion
5. Catherina and Melania / to use perfume / to have good smell
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to cosmetics
E.g. : bleaching cream ; dark complexion ; light complexion ; etc.
• how to give reasons
E.g. : Since she wants to be more attractive, she uses bleaching products.

Eighty-three 83 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
A : What should a dark complexion girl avoid ?
dermatologist ; dermal B : A dark complexion girl should avoid
infection ; skin cancer ; Asking for and giving bleaching her skin.

EN
skin spots ; side effects ; advice
skin rash ; harmful ; ugly A : What shouldn’t dark complexion girls do ?
B : They shouldn’t bleach their skins.

A Let’s explore
Look, Listen and repeat 1
Dermatologist : Hello, Miss ! What’s wrong with you ?
IM Patricia : Hi, doctor ! I’ve got skin problems.
Dermatologist : Do you use bleaching creams ?
Patricia : Yes, doctor.
Dermatologist : You shouldn’t use such products.
Patricia : Why, doctor ?
Dermatologist : Simply because they’re harmful for your
skin.
ÉC
Patricia : What’re the side effects of bleaching products ?
Dermatologist : Bleaching products can give you skin spots,
skin rash and skin cancer. They can spoil your beauty in such a way that you become very ugly.
And you may get the opposite of what you’re looking for. So, you should avoid using them.
Patricia : Ok, thanks doctor for your advice.
Dermatologist : It’s my pleasure !

Look, Listen and repeat 2

SP

Patient : Doctor, what shouldn’t I do to avoid

skin problems ?
Doctor : You shouldn’t use bleaching creams
since they are harmful for the skin.
Patient : Okay, what should I do then to be
attractive ?
Doctor : You’re already attractive. You should
keep the natural colour of your skin.

Student’s Book 4e 84 Eighty-four

B Let’s practise
1. Match the words or expressions in column A to their definitions or meanings in column B.
Do like this : 1- e

Column A Column B
1. a dermatologist a. a serious disease of the skin which destroys normal body cells
2. side effects b. red spots on the skin caused by an illness

EN
3. ugly c. not beautiful
4. skin cancer d. dangerous
5. skin rash e. a doctor who studies and treats skin diseases
6. dermal infections f. skin diseases
7. harmful g. bad effects caused by the use of a product

2. Fill in the gaps with “should” or “shouldn’t” to give advice.

Example : 1- should
1. African women … be proud of their skin colour.
2. Fatim … advise bleaching creams to her junior sisters.
3.
4.
5.
6.
7.
IM
I … overuse bleaching products.
Girls … keep the natural colour of their skin.
Evelyne … use a bleaching soap.
We … see a dermatologist regularly.
The government … forbid the sale of bleaching products.

C Let’s take home

ÉC
Fill in the paragraph below with the words or groups of words from the box to make it
meaningful. Do it like this : 1- side effects

should ; harmful ; shouldn’t ; skin cancer ; dermatologists ; side effects

Skin bleaching has become a serious phenomenon nowadays. Many girls don’t know that it has
several (1) … . One of the worst consequence is (2)… . Girls (3) … follow the recommendations
of (4) … who continuously warn people about the dangers of bleaching
bleaching. For doctors, girls have
to be proud of their skin colour. They (5) … take risks that can be (6) … to their health.
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to cosmetics
E.g. : dermatologist ; dermal infection ; skin cancer ; skin spots ; etc.
• how to give an advice
E.g. : You should keep the natural colour of your skin.
You shouldn’t bleach your skin.

Eighty-five 85 Student’s Book 4e

 Session 3
COMMUNICATION ACTIVITY
The British NGO “Proud of My Black Skin” is organizing a writing competition. The aim of the
competition is to sensitize young people about the dangers of the use of bleaching creams. You
decide to write an article to participate in the competition. In your piece of writing,

EN
- give three (03) reasons why people use bleaching creams ;
- mention three (03) consequences of using bleaching creams ;
- suggest two (02) things people should do and two (02) things they shouldn’t do to avoid skin
problems.

Write your production in not more than twelve (12) lines.

IM
ÉC
SP

Student’s Book 4e 86 Eighty-six

 Let’s consolidate 4
I. Reorder
eorder the letters in each section to find words related to clothes. The first letter is in
capital. Example : 1- Tapa cloth
1. a-T-a-p locht 3. t-u-i-S 5. e- T-i
e-T-i
e-T -i

EN
2. S-e-r-a-w-e-t 4. g-h-i-T-s-t 6. D
D-i-n-a-n-f-a
-i-n-a-n-f-a

II. Fill
ll in the blanks below with the words or groups of words from the box to make the
paragraph meaningful : Write your answers like this : 1- designer

designer ; collection ; fashion capitals ; ready-to-wear ; latest ; fashionable.

Christophe Kané is a famous (1) ... . Every year, he presents his (2) ... composed of the newest
and (3) ... articles of clothing. He travels to Paris, New york and other (4) ... to advertise his
creation. His clothes are never old-fashioned. They always remain (5) ... . Clients can wear his

III. Complete

1.
Do like this : 1- since
We
IM
clothes as soon as they buy them. They are (6) ...

ete the sentences below with “since” or “because of” to give reasons.

e wear sweaters … it is too cold.

2. I like
ike jacket … they make me look like a V.I.P.
3. Young
oung girls wear tights … fashion.
4. People
eople wear traditional clothes … they want to promote their culture.
ÉC
5. Many y people wear second-hand clothes … the price.
6. Young
oung boys prefer modern clothes … they are fashionable.

IV. Your
our sister tells you she wants to use bleaching creams to lighten her skin. You disagree with
that idea. Write a paragraph of ten (10) lines in which you try to dissuade her to do that.

5
1
SP

2
6
LET’S HAVE FUN
Fill the crossword with the
3
corresponding names of clothing
items. 7

8
4

Eighty-seven 87 Student’s Book 4e

 UNIT 5
LISTENING
CITY OR
VILLAGE ?

EN
IM
ÉC
SP

Student’s Book 4e 88 Eighty-eight

 LESSON 1

LIFE IN THE CITY LISTENING

Learning context

EN
The students of 4e from Lycée Moderne Adzopé 1 are
getting prepared to give a presentation on modern cities
at the next English Club meeting of their school. They
listen to a BBC broadcasting about Abidjan in order to
compare Abidjan in the past to Abidjan today.

« Big cities, big dreams and

solitude all around. »

GOOD TO KNOW
IM — Sonali Bendre —

Vocabulary
content
ÉC
Vocabulary related to city life

Language
functions
- Expressing wishes
- Expressing purposes
SP

My dictionary
King-size : très grand Unfortunately : malheureusement To listen : écouter
Ugliness : laideur To match : relier / faire correspondre Purpose : but
Inhabitant : habitant Poverty : pauvreté Wish : souhait
To get : obtenir
To light : éclairer To cross : traverser

Eighty-nine 89 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
city ; traffic light ; tarred road ;
crossroad ; supermarket ; factory ; Expressing wishes with ‘’wish +
I wish I lived in a city.
bridge ; police station ; skyscraper ; past simple’’

EN
highway

A Let’s explore

Look, listen and repeat 1

a traffic light
IM a tarred road a supermarket a crossroad
ÉC
a factory a bridge a skyscraper a highway

Look, listen and repeat 2

SP

Amadou : Basile, do you like living in the village ?

Basile : No I don’t. I wish I lived in a city.
Amadou : Why do you say that ?
Basile : There are so many opportunities in town.
Amadou : You’re right but don’t forget there’re
many dangers in cities too.
Basile : I know but, not everything is bad in cities.
Amadou : Ok, I see the point.

Student’s Book 4e 90 Ninety

B Let’s practise
1. Choose the appropriate words or expressions from the box to fill in the gaps of the sentences
below about cities. Example : 1- city

supermarket ; skyscrapers ; factory ; city dweller ; city ; traffic lights

1. I went to Abidjan. It is a big ... 4. My uncle lives in Abidjan. He is a ...

EN
2. There are very high buildings called ... 5. My uncle works in a ... where they make
3. There are many cars. So, ... are used to shoes.
regulate the circulation. 6. We went to the ... to buy some articles.

2. Read the sentences below. Use “wish” to express wishes with the second sentence of each
number. Example : 1- I wish you were here.

1. I am in Hotel Ivoire. You are not here.

2. Mary wants to go to the supermarket. She does not have money.
3.
4.
5.
6.
IM
My friends cannot visit the basilica. They don’t live in Yamoussoukro.
Living in Abidjan is interesting. Unfortunately, I am in my village.
They are on the beach. They cannot swim.
Young people like the city. They are villagers.

C Let’s take home

Write the words or expressions in the right order to express wishes.
ÉC
Example : 1- I wish you visited the supermarkets.
1. you / the supermarkets / I wish / visited
2. they were / wish / at the / I / concert
3. wishes / worked / her parents / in an airport / Alice
4. didn’t get / I / in the test / wish / I / a bad mark
5. in Bouaké / to school / I / I / went / wish
6. a big stadium / I wish / built / for us / they
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to city life
E.g. : city ; traffic light ; tarred road ; crossroad ; supermarket ; factory ; etc.
• how to express wishes
E.g. : I wish I lived in a big city.

Ninety-one 91 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
pollution ; traffic jam ; crowded
place ; downtown area ; uptown Amoin goes to the city in order to
Expressing purposes
area ; slum ; precarious house ; find a good job.

EN
car smoke ; gutter ; dirty place

A Let’s explore

Look, listen and repeat 1

a traffic jam
IM a downtown area an uptown area a slum
ÉC
a precarious house a car smoke a gutter a dirty place

Look, listen and repeat 2

SP

Abou : Why do young people go to the city ?

Sery : They go to the city in order to get good
jobs.
Abou : Is that why your brother went to the city ?
Sery : No, he went there in order to continue
his studies.
Abou : Ok, I see. Thanks.
Sery : You are welcome my brother.

Student’s Book 4e 92 Ninety-two

B Let’s practise
1. Match the words or expressions in column A to their synonyms or definitions in column B.
One option in column B is not concerned. Do like this : 1- d

COLUMN A COLUMN B
1. precarious a. destruction of the quality of the environment with bad substances
2. a downtown area b. perilous place where people live in a condition of poverty

EN
3. a slum c. residential part of a city
4. pollution d. insecure / unstable
5. crowded e. place where one road crosses another
6. an uptown area f. containing too many people
g. a city center
2. Choose the appropriate option between brackets to answer the questions expressing
purposes with “in order to”. Then practise the dialogue with your partner.
Example : 1- People go to the city in order to find good jobs.
1.
2.
3.
4.
5.
IM
Why do people go to the city ? (be villagers / find good jobs)
Why do people visit the zoo ? (see animals / buy animals)
Why do people use traffic lights ? (light the road / regulate the circulation)
Why do people go to the supermarkets ? (do shopping / read books)
Why do people build gutters ? (evacuate dirty water / swim in it)

C Let’s take home

ÉC
Here are some words or expressions related to the city. Write each of them in the appropriate
part of the chart. One is done for you.

supermarket ; pollution ; slum ; uptown area ; smoke ;

skyscraper ; traffic jam ; tarred road ; precarious

PLEASANT UNPLEASANT
- pollution
SP

LET’S KEEP IN MIND

Now I know :
• vocabulary related to city life
E.g. : pollution ; traffic jam ; crowded place ; downtown area ; etc.
• how to express purposes
E.g. : He went to the city in order to find a good job.

Ninety-three 93 Student’s Book 4e

 Session 3

COMMUNICATION ACTIVITY
You are participating in a listening competition organized by the English Club of your school. You
have to listen to a podcast about a city and do the activities that follow.
A. As you listen to the podcast, observe the pictures and note down the numbers of the

EN
elements mentioned in the presentation of the city.

HOSPITAL

1
IM 2 3
ÉC

4 5 6
SP

B. As you listen to the podcast again, say if the C. In a paragraph of twelve (12) lines
statements below are true or false. Write maximum,
(T) for true and (F) for false. Example : 1-T
- name a big city you know in Côte d’Ivoire ;
1. A crowd is a group of people gathered - reveal the places and facilities existing
together. in that city ;
2. There are many jobs in cities. - state the negative aspects of life in that
3. People can work in a café. city.
4. Cities are often polluted.
5. There are four types of pollution in the city.

Student’s Book 4e 94 Ninety-four

 LESSON 2

LIFE IN THE VILLAGE LISTENING

Learning context

EN
During an English class, the teacher asks his students of
4e to listen to a VOA (Voice Of America) program about
city life and village life in order to compare them, express
their feelings and give the reasons for their feelings.

« The sun does not forget

a village just because it is

GOOD TO KNOW
IM small. »

— African proverb —

Vocabulary
content
ÉC
Vocabulary related to village life

Language
functions

- Expressing feelings
- Expressing reasons
SP

My dictionary
To live : vivre, habiter To feel : se sentir Feeling : sentiment
To care about : s’occuper de, se soucier de ; To cross out : barrer To underline : souligner
To be hidden : être caché Living conditions : To remove : enlever
conditions de vie Bundle : fagot

Ninety-five 95 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure

hut ; hamlet ; farm ; peasant ;

A : How are you in the village ?
dusty road ; firewood ; river ; Expressing feelings
B : I’m very happy in the village.

EN
traditional ceremony

A Let’s explore
Look, listen and repeat 1

a hut
IM a farm a peasant
ÉC

a dusty road a bundle of firewoods a traditional ceremony

Look, listen and repeat 2

SP

Ozoua : I’m happy when I’m in my village. In the city,

I’m upset because life is difficult there.
Nadré : Yes, you’re right. It’s the same feeling for me.
I feel sad in the city. But I’m delighted to live with my
family in the village.
Ozoua : By the way, what’s the name of your village ?
Nadré : I’m from Yopoyoué. And you ?
Ozoua : Me, I’m from Tipadipa.

Student’s Book 4e 96 Ninety-six

B Let’s practise
1. Nine (9) words related to village life are hidden in these letters. Find them and write them
down. You can read the words from up to down or from left to right.
Example : 1- hamlet
E K H U T B I F A P
H F I R E W O O D E

EN
A U G D U S T Y M A
M O K T S V B C H S
L R I V E R U F E A
E G W U R M M A T N
T R E B O O P R L T
B X S I H T Y M I K
J E P C V U G K P U
O T R A D I T I O N

1.
2.
IM
2. Choose the right options between brackets to complete the sentences.
Example : 1- happy
Adou has got a big farm in the village. He is very (happy / upset)
In the village, we cook on (crossroad / firewood).
3. Today, we are participating in a (peasant / ceremony) in the village.
4. My friend’s brother lives in a (hamlet / river) near our village.
5. My neighbour prefers the village. In the city, he is very (delighted / upset).
ÉC
C Let’s take home
Here are some words or groups of words. Find out the ones that are not related to the village.

to cook ; a farm ; a skyscraper ; a dusty road ; a hamlet ; a city

dweller ; a tarred road ; a factory ; a hut ; a traffic jam ; a town
SP

LET’S KEEP IN MIND

Now I know :
• vocabulary related to village life
E.g. : hut ; hamlet ; farm ; peasant ; dusty road ; firewood ; river ; etc.
• how to express feelings
E.g. : We are very happy to live in a village.

Ninety-seven 97 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
king ; queen ; darkness ;
A : The air in the village is very good.
country boy ; to clean ; to Expressing reasons with
B : Yes, that’ss due to the natural and
sweep ; broom ; thatched roof “to be due to”
clean environment.

EN
; cattle ; herdsman

A Let’s explore

Look, listen and repeat 1

a country boy
IM a king a queen a broom to sweep
ÉC
a thatched roof a cattle a herdsman to clean the darkness

Look, listen and repeat 2

Cedric has lost his hut in fire. A new hut has been
SP

built by the villagers.

Cedric : Thank you Karim. I’ve a better living
condition in the village due to your help.
Karim : I told you that village life is interesting due
to the solidarity of people.
Cedric : Yes, excatly. Thank you again.
Karim : You’re welcome, my brother.

Student’s Book 4e 98 Ninety-eight

B Let’s practise
1. Reorder the letters to find words related to village life. The first letter is in bold.
Example : 1- BROOM
1. O M R O B A 3. T U C L E T A 5. C E N U Q E
2. A L N E L C 4. E R H S D N A M T 6. W I P E S E

EN
2. Rewrite the sentences below to express reasons. Use “due to”.
to”. Discuss your answers with
your partner. Example : 1- The villagers live in harmony due to solidarity.

1. The villagers live in harmony. There is solidarity.

2. The river is full of water because. It’s the period of rains.
3. There is a good climate in my village because there is the forest around.
4. The villagers live in darkness. They have a problem of electricity.
5. People are happy in my village. The reason is the good living condition.

C Let’s take home IM

Write the words or expressions in the correct order to have meaningful sentences related to
the village. Example : 1- That hut has got a thatched roof.
1. a thatched roof / That hut / has got
2. the broom / the house / to sweep / We use
3. the absence / due to / The village air / of pollution / is good
4. is healthy / The
The village life / the clean environment / due to
ÉC

LET’S KEEP IN MIND

Now I know :
SP

• vocabulary related to village life

E.g. : king ; queen ; darkness ; country boy ; to clean ; to sweep ; broom ; etc.
• how to express reasons
E.g. : The village is clean due to the villagers’ solidarity.

Ninety-nine 99 Student’s Book 4e

 Session 3

COMMUNICATION ACTIVITY

The English club of your school is organizing a debate about rural life. In order to participate,

EN
you decide to listen to a BBC radio report about life in the village. Do the activities that follow :

A. As you listen to the report, choose the number of the best general idea among the 3
options.
1. Advantages of life in the village
2. Difficulties of life in the village
3. Advantages and disadvantages of life in the village

B. As you listen to the report again, write down the letters corresponding to the correct
answers. IM
1. What’s the possible positive
aspect of village life ?
a. It’s relaxing
b. It’s peaceful
2. Why can village life be boring ?
a. Because there’s no activity
b. Because many people’re old
c. Because life’s slower
c. It’s quiet and safe
ÉC
3. Why is it difficult to get to places or 4. What do the difficulties of
travel ? village life provoke ?
a. Because the roads are bad
a. Poverty
b. Because the transportation
system is not good b. Rural exodus
c. Because people refuse to travel c. Suicide

C. After listening to the report, you meet your Ghanaian friend Mensah who asks you
SP

questions about your village. With your neighbour, provide answers to his questions below
and present the dialogue to the class.
Mensah : Hello, my friend ! Mensah : Is it good to live there ?
You : (1 ) … You : (4) …
Mensah : What’s the name of your village ? Mensah : Why ?
You : (2) … You : (5) …
Mensah : Where’s it located ? Mensah : What’s the main problem there ?
You : (3) … You : (6) …

Student’s Book 4e 100 One hundred

 LESSON
LESSON 3 3

RURAL EXODUS LISTENING

Learning context

EN
During an English class, the students of 4e listen to an audio
recording about rural exodus in order to discuss its causes
and consequences. Then they decide to sensitize young
people about the phenomenon.

« Better the head of a village

than the tail of a town. »

GOOD TO KNOW
IM — Corsian proverb —

Vocabulary
content
ÉC
Vocabulary related to rural exodus

Language
functions
- Expressing results
- Making suggestions
SP

My dictionary
Tail : queue Need : besoin Phenomenon : phénomène
Strong : fort Full : plein, rempli Unfortunate : malheureux

One hundred and one 101 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
rural exodus ; city-dweller ; A : The village is so silent that you can
countrywoman ; to leave ; old Expressing a result hear the birds singing.

EN
man ; well-being ; labour force ; with “so ... that”.
countryman ; depopulation B : The food is so natural that it is healthy.

A Let’s explore

Listen and repeat

IM
Awa : Sarah, do you know that many young people are leaving our village for the city ?
Sarah : Really Awa ! That’s what’s called rural exodus.
Awa : My grandfather is an old man. He cannot work on his farm. My brothers and my cousins
are his labour force. But now, they’re going to the city.
Sarah : This is very unfortunate. They think their well-being depends on the city.
Awa : I don’t like living in the city. I’m a countrywoman and I prefer that.
Sarah : I prefer that too. They don’t want to be country boys anymore. That situation leads to the
depopulation of the village.
ÉC
Awa : That’s so bad. …

Look, listen and repeat

Abdoul : Hi, Kouassi ! Have you seen

SP

these huts destroyed ?

Mariam : Yeah, Abdoul ! The rain was so
violent that it destroyed them all.
Abdoul : Absolutely. It was so strong
that the river is full of water now.
Mariam : What a pity ! We need solidarity
to rebuild them.

Student’s Book 4e 102 One hundred and two

B Let’s practise
1. Match the words or expressions in column A to their contraries or opposite in column B. One
option in column B is not concerned. Example : 1-e

COLUMN A COLUMN B
1. city-dweller a. to stay

EN
2. well-being b. young man
3. to depopulate c. bad condition / poor situation
4. old man d. worker
5. to leave e. villager
6. countryman f. city man
g. to augment the population

2. Link each pair of sentences below to express a result with “so ... that”.
that”. Discuss your answers
with your partner.
Example : 1- The wind was so strong that it destroyed some huts.
1.
2.
3.
4.
5.
IM
The wind was strong. It destroyed some huts.
He felt sad in the village. He went to the city.
My village is clean. We have a healthy environment.
Farm work is difficult. Young people prefer city life.
City life is attractive. Many people leave the village.

C Let’s take home

ÉC
Read the statements below. For each of them, write (T) if it is true or (F) if it is false.
Do like this : 1- F
1. Rural exodus is when young people live in the village.
2. To leave a place means we quit it.
3. A country boy lives in the city.
4. To depopulate is to augment the number the population.
5. Well-being is prosperity.
6. A rural dweller does not live in a rural area.
SP

LET’S KEEP IN MIND

Now I know :
• vocabulary related to rural exodus
E.g. : rural exodus ; to leave ; labour force ; well-being ; rural dweller ; etc.
• how to express a result
E.g. : The food is so natural that it is healthy.

One hundred and three 103 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
homeless ; unemployment ; A : I’m hungry.
Making suggestions using
jobless ; drug-addict ; thief ; B : What / how about cooking a meal ?
cooking
- Why don’t you … ?
beggar ; temptation ; burglar ; A : I cannot cook.
- What / how about ... ?

EN
street children B : Why don’t you buy some food ?

A Let’s explore
Look, listen and repeat

a homeless man
IM unemployment this man is jobless
ÉC
a drug-addict policemen and a thief a beggar
SP

drinking alcohol is a temptation a burglar street children

Listen and repeat

Siriki : I‘ve a job interview today, but I’ve no Siriki : He’s at a conference in Grand-Bassam.
money for the taxi. Adjobi : How about taking money from your
Adjobi : What about taking a bus ? uncle ?
Siriki : I’m completely broke. Siriki : It’s not a bad idea. Thank you for your
Adjobi : Why don’t you ask your father to suggestions.
drive you there ?

Student’s Book 4e 104 One hundred and four

B Let’s practise
1. Choose the appropriate words or expressions from the box to fill in the sentences below.
One option in the box is not concerned. Example : 1- homeless

jobless ; temptations ; beggar ; unemployment ; homeless ; street children ; thief

1. A person who has no place where to live is ...

EN
2. When you don’t have a job, you are ...
3. A person who illegally takes things which are for some other people is a ...
4. In the city, there is a problem of job. There is ...
5. A person who asks for money or food is a ...
6. Alcohol, drugs and sex are ...
2. Complete each dialogue. Use the expressions between brackets to make suggestions. Then
practise the dialogues with your neighbour.
Example : 1- Why don’t you go to hospital ?

1.
2.
IM
- What about going to hospital ?
- How about going to hospital ?

I am not fine. (go to hospital)

I have no job here in the city. (try to find a job)
3. I find city life very difficult. (return to your village)
4. I don’t earn enough money in my activity. (change your activity)
ÉC
C Let’s take home
Write a paragraph of twelve (12) lines maximum to tell your Ghanaian friend what you know
about rural exodus. In your writing,
- define rural exodus ;
- give the causes and the consequenses ;
- give your opinion.
SP

LET’S KEEP IN MIND

Now I know :
• vocabulary related to rural exodus
E.g. : homeless ; unemployment ; jobless ; drug-addict ; thief ; temptation ; etc.
• how to make suggestions
E.g. : A : I cannot cook.
B : Why don’t you buy some food ? / What about buying some food ? /
How about buying some food ?

One hundred and five 105 Student’s Book 4e

 Session 3

COMMUNICATION ACTIVITY
During a competition organized by the American Embassy in your school, you are asked to
listen to a Voice of America (VOA) report about rural exodus and do the tasks below. While you

EN
are listening to the report,
A. choose its best general idea among the 3 options.
The report is about :
1. the causes of rural exodus
2. the consequences of rural exodus
3. the causes and consequences of rural exodus

B. write down the letter of the correct ending of the sentences below.

a. rural flight
b. rural area
c. climate change
IM
1. Rural exodus can also be called 2. Conflicts, violence and natural resources are
a. the minor causes of rural exodus
b. the root causes of rural exodus
c. the pull factors of rural exodus

3. Many migrants do not have the education 4. Rural exodus contributes to

a. to be inserted in urban society
ÉC
a. the reduction of labour force in cities
b. to have money b. the reduction of labour force in villages
c. to have a decent job c. the reduction of labour force in cities
and villages

C. Fill in the report with the appropriate missing words.

Rural exodus or rural flight or even urban-rural migration is the (1) ... of people from rural
areas to urban areas. Conflicts, violence and natural disasters are among the root causes of
SP

rural exodus. Many (2) ... are compelled to move because of socio-economic factors, including
poverty, food insecurity, lack of employment opportunities, limited access to social protection,
natural resource depletion and the adverse impacts of environmental degradation and (3) ...
change. Unfortunately, once in the city, the migrants are faced with the tough reality. Many
migrants do not have the education or the skills to acquire decent (4) ... in the cities and then
forced into unstable, low paying jobs. Rural flight also contributes to the reduction of labour
force in (5) ... and urban growth.

Student’s Book 4e 106 One hundred and six

 Let’s consolidate 5
I. The words
ords or expressions below are related to village or city lives. Write each of them in
the part it corresponds to. One is done for you.

EN
hut ; pollution ; traffic light ; firewood ; dusty road ; cattle ;
skyscraper ; city dweller ; herdsman ; factory ; supermarket ;
peasant ; slum ; uptown area ; hamlet

Village City
- hut

II. Listen
en to the text and choose the appropriate ending among the three (03) options.
Example : 1- C

a. city life.
b. village life.
c. rural exodus.
IM
1. The passage is about ...

2. Rural
al exodus has ...
a. manyy consequences.
ÉC
b. one consequence.
c. no consequences.
consequences.
3. In the
the departure areas, the population is ...
a. st
stable.
able.
b. rreduced.
educed.
c. augmen
augmented.
ted.
SP

4. In the
the rural exodus, children are ...
a. concer
concerned.
ned.
b. no
nott concerned.
c. e
excluded.
xcluded.
5. Tha
Thatt situation creates a deficit in agricultural social ...
a. procession schemes.
b. profession schemes.
c. protection schemes.

One hundred and seven 107 Student’s Book 4e

 III. Use the expressions “due to” or “so ... that” where they are appropriate to link the sentences.
Example : 1- City life is so difficult that some people go back to their villages.
1. City life is difficult. Some people go back to their villages.
2. Akpess is happy in the village. He refuses to go to the city.
3. The village is empty. The rural exodus is the reason.
4. The farmers
armers haven’t got good crops. That is caused by the lack of rain.

EN
5. Aman’s house is small. His cousin cannot live with him.

IV. With
h your partner, ask and answer questions. Use the ideas given in the table below.
Example : A- I wish I lived in a village.
B- Why do you prefer the village ?
A- Because the village is peaceful.

Village City
- I could work in factories - the village is peaceful

V. Yacou
-
- I could
IM
farm work is difficult
d earn enough money
- we eat natural food in the village
- the air of the village is not polluted

acou has gone to the city. But he finds that city life is difficult. He called his friend Beslene
to ask for suggestions. Use the expressions between brackets to write Beslene’s suggestions.
Then practise the dialogue with your partner.
Example : 1- Why don’t you live with your cousin Salif ?

Yacou : Hello, Beslene ! I’ve a problem of housing here in the city.

ÉC
Beslene : Hello, Yacou ! 1- (live with your cousin Salif). ...
Yacou : Salif said that his house’s crowded.
Beslene : 2- (rent a house). ...
Yacou : I’ve no money. I don’t even have a job
job.
Beslene : 3- (work with your uncle in the shoe factory). ...
Yacou : My uncle said there’s no place in that factory for new workers.
Beslene : 4- (ask him to help you find a job in another factory). ...
SP

Yacou : Unemployment’s a crucial problem here. It’s not easy to find a job, not at all.
Beslene : 5- (come back to the village). ...
Yacou : I don’t want to go back to the village empty-handed.
Beslene : Take heart ! Goodbye. I’m working on my farm.
Yacou : Thank you Beslene. Goodbye.

Student’s Book 4e 108 One hundred and eight

 EN
LET’S HAVE FUN
Fill the crossword with the corresponding city places. Write your answers like
this : 1- CHURCH

9
2 IM 7
5
3

8
6

10 11

12 13 14
ÉC
15
16

17 18

19

20
SP

One hundred and nine 109 Student’s Book 4e

 UNIT 6
HUMAN LISTENING

RIGHTS

EN
IM
ÉC
SP

Student’s Book 4e 110 One hundred and ten

 LESSON 1

I HAVE SOME RIGHTS LISTENING

Learning context

EN
During an English class, the teacher makes his students
of 4e listen to a BBC (British Broadcasting Corporation)
programme about the Human Rights Violation in the
world in order to discuss the issue.
« A right is not what
someone gives you ; it’s
what no one can take

GOOD TO KNOW
IM away from you. »
— Ramsey Clark —

Vocabulary
content
ÉC
Vocabulary related to Human Rights

Language
functions

- Expressing rights
- Agreeing / Disagreeing
SP

My dictionary

Citizen : citoyen Law : loi Constitutional right : droit

Fully : complètement Inherent to : inhérent à / constitutionnel
Mainly : principalement inséparable de Discrimination : discrimination
To promote : promouvoir Civil right : droit civil Even : même
To be entitled to : avoir droit à To deserve : mériter

One hundred and eleven 111 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
life (to live) ; education (to go to
school) ; nutrition (to eat) ; healthcare - t’s my right to go to school.
It’s
Expressing rights
(medical care) ; identity ; to love ; - ’ve the right to play.
I’ve

EN
protection ; security

A Let’s explore
Listen and repeat
Anzoua : Hello, Harissou ! Do you know your rights ?
Harissou : Hi, Anzoua ! Yes, of course.
IM
Anzoua : Great ! Can you tell me some of them ?
Harissou : Okay ! As all human beings, I’ve the fundamental right to life, the right to an identity,
the right to nutrition, the right to education, the right to healthcare, the right to love and
protection.
Anzoua : Wonderful ! You’re good. It’s important to know your rights.
Harissou : Yes, you’re right. Goodbye !
Anzoua : Bye !
ÉC
Look, Listen and repeat

What‛s
your I have the
fundamental right to live.
right ?
SP

Yes, of
Do you have course ! This is
the right to even another basic
healthcare too ? right for all human
beings.

Student’s Book 4e 112 One hundred and twelve

B Let’s practise
1. Say what right each picture corresponds to. Example : 1- The right to life

the right to nutrition ; the right to an identity ; the right to life ; the
right to education ; the right to medical care ; the right to love

EN
1 2 3

4
IM 5 6
2. Reorder the words from each list to make a meaningful sentence about human rights.
Example : 1- Children have the right to education.
1. education / right / have / Children / to / the
ÉC
2. the / to / We / right / healthcare / have
3. right / protected / It’s my / to be / as a citizen
4. children’s / to / good food / eat / right / It’s
5. right / to / an identity / Anybody / the / has

C Let’s take home

SP

List four (04) children’s rights which are not mentioned in this session.

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to Human Rights
E.g. : the right to life ; the right to love ; the right to education ; etc.
• how to express rights
E.g. : I’ve the right to education.
It’s my right to receive medical care.

One hundred and thirteen 113 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
- A : I think that all human rights must
to vote ; the right to freedom fully be applied and respected.
of speech ; the right to work ; - B : I agree with you.

EN
the right to have fun (the right Agreeing or disagreeing
to play) ; the right to equality ; - A : For me, women don’t have the
the right to justice right to vote.
- B : I disagree with you on that point.

A Let’s explore

Look, listen and repeat 1

IM Human rights are rights that are inherent to all
human beings, regardless of race, sex, nationality,
ethnicity, religion or any other status. Human rights
include mainly the right to freedom of speech,
the right to justice, the right to work, the right to
have fun, the right to equality and many more. Any
citizen has the right to vote. Everyone is entitled
to these rights, without discrimination. All humans,
ÉC
men and women are born equal before God and the
law. If rights are fully applied, we are sure to live in
a peaceful and fair society.

Look, listen and repeat 2

SP

Anaël : All humans are born equal

before God and the law.
Fransisca : I agree with you, Anaël.
Anaël : However, woman shouldn’t
have the same rights as men.
Fransisca : I disagree with you on that
point. Women are not inferior to men.
We are all equal.

Student’s Book 4e 114 One hundred and fourteen

B Let’s practise
1. Listen to your teacher and complete the paragraph below with the appropriate words you
hear. Example : 1- life
Every person has a fundamental right to (1) ... and human decency. The right to have a (2) ... and
the right to school (3) ... are also fundamental. A child has the right to a caring family. A family
that (4) ... him. He has the right to eat properly or to (5) ... in order to be in good (6) ...

EN
2. Use “I agree” or “I disagree” to support the respect of human rights in the different situations
below. Example : 1- I disagree

Yao : The right to love is not important.

You : (1) … with that opinion. It’s a fundamental right.
Losséni : Girls don’t have the right to go to school.
You : (2) … with that. Their place is at school.
Solange : All the children around the world are equal.
IM
You : (3) … with this point of view. Unfortunatey, this is not the case in many areas.
Bidja : As citizens, we have the right to freedom of speech.
You : (4) … with that assertion because some people are in prison for their opinions.

C Let’s take home

Complete
omplete the passage with the words or expressions from the box below to have a meaningful
paragraph. Example : 1- have
ÉC
have ; doesn’t have the right to ; has the right to ;
have the right to ; don’t have the right to
Children (1) ... rights. Every child (2) ... a name and a nationality since the birth. In other words,
they (3) ... live. A child has the right to healthy food, lodging and medical services, a good
environment in general. Children must receive help and protection. Parents (4) ... abandon
them. an adult (5) ... force
force a child to work.
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to Human Rights
E.g. : the right to freedom of speech ; the right to work ; etc.
• how to agree with someone
E.g. : I agree with you.
• how to disagree with someone
E.g. : I disagree with you on that point.

One hundred and fifteen 115 Student’s Book 4e

 Session 3
COMMUNICATION ACTIVITY
The listening competition organized by the American Cultural Center on the International
Human Rights’ Day is going to take place in a few days. As the representative of your school
English Club, your English teacher makes you do this listening exercise so as to better prepare

EN
you to win the competition.
While you listen to the passage,
A. choose the statement that best summarizes it ;
The passage is about :
a. women’s rights. b. children’s rights. c. Human Rights.
B. say whether the statements below are true or false. Write T for true and F for false.
Example : 1- T
1.
2.
3.
4.
5.
IM
All children should be treated equally.
Children don’t need a nationality to belong to a country.
The right to health does not include nutrition and a safe working environment.
The right to primary education is not necessary to help children develop discipline.
Children have the right to live in their family.
C. fill in the gaps with the appropriate missing words. Example : 1- deserve
All children (1) ... equal treatments, despite their differences. They have rights, no matter what
ÉC
race, color, religion, language, ethnicity, gender or abilities that define them.
The right to an identity
Children are (2) ... to a name, legally registered with the government, and a nationality to belong
to a country.
The right to health
(3) ... care, nutrition, protection from (4) ... habits (including drugs) and safe working environment
are covered under the right to health.
SP

The right to education

The right to free primary education is critical for helping children develop discipline, life skills
while finding a safe and (5) ... environment to nature a child’s psychological development. This
includes (6) ...
...,, abuse or neglect.
The right to a family life
Children must live with their parents until it is dangerous for them. Children who do not have
access to a family life, have the right to special care and must be (7) ... properly, by the people
who respect their ethnic group, religion, culture and language.

Student’s Book 4e 116 One hundred and sixteen

 LESSON 2

I HAVE DUTIES, TOO ! LISTENING

Learning context

EN
At an English Club meeting of your school, the Chairman
makes the students of 4e listen to a passage from the
declaration on Human Rights and Responsibilities in order
to discuss about human duties.

« Never mind your

happiness ; do your duty. »

GOOD TO KNOW
IM — Peter Drucker —

Vocabulary
content
ÉC
Vocabulary related to duties

Language
functions

- Expressing duties
- Giving reasons
SP

My dictionary

To behave : se comporter Commitments : engagements

Towards : envers Infrastructure : infrastructure
Burden : fardeau

One hundred and seventeen 117 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
- It’s my duty to obey my parents.
duty ; obligation ; to pay taxes ; to - I have the duty to work hard at
help old people ; the duty to obey school.

EN
his parents ; to respect classroom Expressing duties
rules ; to study the lessons ; to - It’s my responsibility to pay taxes.
keep the environment clean - I have the obligation to study my
lessons.

A Let’s explore
Listen and repeat 1

Yavo : Hello, Sophie !

Sophie : Hi, Yavo !
IM
Yavo : As students, I think we have many duties.
Sophie : What does it mean ?
Yavo : It means that we’ve some obligations towards ourselves, our parents, other people and
even our country.
Sophie : Can you list some examples of duties you’re talking about, please ?
Yavo : Yes, It’s our duty to study our lessons and respect our teachers.
ÉC
Sophie : I can see now. We even have the duty to keep our environment clean and respect
classroom rules.
Yavo : Of course. But don’t forget, it’s also our duty to obey our parents. As future adults, we’ll
have the duty to pay taxes.
Sophie : Exactly ! Thanks and goodbye !
Yavo : See you !

Listen and repeat 2

SP

Mrs Traoré, an English teacher is asking her students about their duties and responsibities.
Mrs Traoré : Good morning, Class !
Class : Good morning, Madam !
Mrs Traoré : Do you know that you have some duties ?
Class : Yes, Madam.
Mrs Traoré : Fantastic ! Then what’re your duties, class ?
Naomie : I’ve the duty to study my lessons.
Kouassi : It’s our responsibility to keep our classroom clean.
Moses : It’s also our duty to respect the teachers and our parents.

Student’s Book 4e 118 One hundred and eighteen

 Bakary : We don’t have to break the school rules.
Mrs Traoré : Very good ! You are a good class. Do your duties and you will be good citizens, O
OK ?
Class : Yes, Madam.
Mrs Traoré : Clap for yourselves !

B Let’s practise
1. Use the expressions from the box to identify each picture below.

EN
Example : 1- the duty to pay taxes

to pay taxes ; to obey the parents ; to study one’s lessons ;

to keep our environment clean ; to help old people

1
IM 2 3 4
2. Use the information of Exercise 1 to express your duties and responsibilities.
Example : 1- I have the duty to pay taxes. / - It’s my responsibility to pay taxes.
5

C Let’s take home

ÉC
Complete the dialogue below with your missing parts. You will perform it with your neighbour
before the class.
Biosson : What’re your duties at home ?
You : (1) At home, …
Biosson : OK. Now, what’re your responsibilities at school ?
You : (2) …
Biosson : Do you have to throw rubbish in the school yard ?
SP

You : (3) …

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to duties
E.g. : duty ; obligation ; to help old people ; the duty to obey one’s parents ; etc.
• how to express my duties
E.g. : I have the duties to obey my parents. / It’s my responsibility to pay taxes.

One hundred and nineteen 119 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
to tidy the bedroom ; to be kind to - Angui sends his daughters to
others ; to be well-dressed ; to sweep school, as he is a good father.
the floor ; to do the laundry ; to Giving reasons
- school,
Djédjé works hard at school,

EN
behave correctly ; housework ; school
regulations since he doesn’t want to fail.

A Let’s explore
Look, listen and repeat 1

Our African society is very traditional and respectful of its values.

IM Children have to respect their parents as they are the ones who
look after them, feed them and educate them. They also have to
behave correctly towards their elders and fellows. They have to
help the family in all the housework. When they wake up in the
morning, they have to tidy the bedroom, sweep the floor and
do the laundry if they have dirty clothes. Before going to school,
they have to be well-dressed too. At school, they have to be
kind to the other students and respect the school regulations.
ÉC

Look, listen and repeat 2

Méliane : Hi, Moustapha ! Why do children have to help in the
housework ?
SP

Moustapha : Hi, Méliane ! This’s a good question. As our

parents take care of us, we’ve to help them in return to show
our gratitude.
Méliane : Ok, this is true. Something else, why do we’ve to
work so hard at home after classes ? It’s like a burden.
Moustapha : Since our parents pay for our school fees, we’ve
to revise our lessons and do our homework.
Méliane : Ok, thank you !
Moustapha : You’re welcome !

Student’s Book 4e 120 One hundred and twenty

B Let’s practise
1. Match the words or expressions in Column A with their meanings or synonyms in Column B.
Write your answers like this : 1- f

COLUMN A COLUMN B
1. to be kind a. to wash clothes
2. housework b. prescribed rules or laws

EN
3. to sweep c. to keep neat and organized
4. to do the laundry d. to clean
5. regulations e. the domestic tasks
6. to tidy f. to be gentle

2. With your neighbour, use the information below to ask and answer meaningful questions.
Example : 1- A : Why does Myriam have to work hard ?
B : - Myriam has to work hard since she wants to go up to 3e.
- Myriam has to work hard as she wants to go up to 3e.

1.
2.
3.
4.
IM
Myriam has to work hard / she wants to go up to 3e
My father is a good citizen / he pays his taxes
Women have to feed the family / it’s their responsibility
My parents take care of me / I am still a child

C Let’s take home

ÉC
Answer the questions below using “since” or “as” to give reasons.
Example : 1- Children have to respect their parents as it’s their duty. / Since it’s their duty,
children have to respect their parents.
1. Why do children have to respect their parents ?
2. Why do students have to study their lessons ?
3. Do you pay taxes ? Justify.
4. Why do women cook food for the family ?
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to duties
E.g. : to tidy the bedroom ; to be kind to others ; to be well-dressed ; to sweep ; etc.
• how to give reasons with “since” and “as”
E.g. : I have to respect my parents since it’s my duty.
Ali has to work hard as he wants to go up to 3e.

One hundred and twenty-one 121 Student’s Book 4e

 Session 3
COMMUNICATION ACTIVITY
The British Embassy is organizing a listening competition in your school next week on the
importance of accomplishing one’s duties. Fortunately, as you turn on your television, you fall
on a programme dealing with the same topic on English Club TV. To get well prepared for the

EN
coming competition, you decide to listen to the programme. As you listen,

A. choose the statement that best summarizes it ;

The program is about :

a. Ada’s dream to move to London.
b. Ada’s difficult life in London.
c. Ada’s happiness to be in London.

Example : 1- F
1.
2.
3.
IM
B. decide whether the statements below are true or false. Write T for true and F for false.

Ada moved from Lagos to London to get her Baccalaureate degree.

Life was easy for Ada in England.
English people consider duties as moral or legal obligations.
4. Ada was given an accommodation and a job in obligation.
5. She couldn’t pay her taxes.
ÉC
6. In England, the accomplishment of duties preserves social cohesion and citizenship.

C. fill in the gaps with the appropriate missing words to make the passage meaningful.
When Ada got her Baccalaureate degree, she decided to leave Lagos for London, which was
her dream when she was 8. In England, life was difficult because she had to accomplish
her (1) … . For English people, a duty is what a citizenship must do by moral or legal
(2) … . She was refused house and job. She was treated by English people as a second class
(3) … . Since she was not capable of (4) … (5) … is a duty every person living in England
must accomplish. The social cohesion and citizenship of England is preserved by the (6) …
SP

of duties.

Student’s Book 4e 122 One hundred and twenty-two

 LESSON
LESSON 3 3

LET’S BE PEACEMAKERS ! LISTENING

Learning context

EN
The Ambassador of the USA in Côte d’Ivoire who is an
expert in conflicts resolution is giving a talk on tolerance
tonight on Voice Of America (VOA). The students of 4e of
your school are encouraged to listen to him in order to
help promote tolerance in their regions.
« Tolerance and patience
should not be read as signs
of weakness. They are signs

GOOD TO KNOW

Vocabulary
IM of strength.»
— Dalai Lama —

content
Vocabulary related to tolerance
ÉC
Language
functions

- Expressing obligations / necessity and absence of necessity

- Expressing prohibitions
SP

My dictionary
Peaceful : paisible To sensitize : sensibiliser Despite : malgré
To gather : rassembler Issue : question ; problem Therefore : donc, par
Awareness campaign : To interfere : intervenir conséquent
campagne de sensibilisation Matter : affaire One another : les uns les autres
Battlefield : champ de bataille To abuse : insulter

One hundred and twenty-three 123 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
- I have got to promote tolerance.
war ; help ; peacemaker ; Expressing obligations / - We don’t have to p
promote
romote violence.
reconciliation ; solidarity ; necessity and absence of - We must accept our differences.

EN
tolerance necessity - The government mustn’t tolerate
violence.

A Let’s explore
Look, listen and repeat 1

IM We all dream of living in a peaceful and lovely

environment. This is an ideal dream. But for this
dream to come true, we must promote human
values, such as tolerance, solidarity, help and
reconciliation. We are all encouraged to be
peacemakers in order to prevent the numerous
wars between people.
ÉC
Look, listen and repeat 2

Larissa : What do you think of the different

conflicts in most countries of the world ?
Roland : I think that situation is horrible and
SP

sad. So many countries are in trouble.

Larissa : What can we do to change the
situation ?
Roland : For me, we’ve got to promote
tolerance, love and justice and respect.
Larissa : You’re right, my dear ! We must
accept one another despite our differences.
We don’t have to encourage violence.

Student’s Book 4e 124 One hundred and twenty-four

B Let’s practise
1. Match the words in column A about tolerance with their definitions or synonyms in column B.
Example : 1- d

Column A Column B
1. reconciliation a. aid, assistance
2. tolerance b. the fact of supporting or assisting someone in need

EN
3. help c. armed conflict
4. war d. making two persons or group of people friendly again after a conflict
5. peacemaker e. indulgence
6. solidarity f. someone who initiates peace between people in conflict

2. Use the information below to promote tolerance with “have got to” or “don’t have to” ; ‘‘must’’
or ‘‘mustn’t’’. Example : 1- I have got to promote social cohesion.

1. promote social cohesion 4. guarantee equal rights

2. encourage discrimination 5. reject other’s opinions

C
3. fight against violence

Let’s take home

IM 6. campaign for solidarity

Complete the table with the appropriate information from the list below. Then write down
the sentences. Example : 1- We’ve got to promote solidarity.
ÉC
promote solidarity ; campaign for tolerance ; wage war ; help each other ; to be
peacemakers ; encourage violence ; accept other people’s difference ; reject people

We’ve got to … We don’t have to ….

- Promote solidarity

LET’S KEEP IN MIND

SP

Now, I know :
• vocabulary related to tolerance
E.g. : help ; peacemaker ; reconciliation ; solidarity ; tolerance ; etc.
• how to express obligations
E.g. : We’ve got to promote tolerance.
• how to express necessity
E.g. : We must accept each other.
• how to express absence of necessity
E.g. : We don’t have to encourage violence.

One hundred and twenty-five 125 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
- It’s prohibited to abuse old people.
forgiveness ; acceptance ; - It’s not allowed to use guns to solve a
censure ; weapons ; non- problem.

EN
violence ; cacophony ; Expressing prohibitions
rejection ; brotherhood ; - You’rere not permitted to remain unkind
social cohesion to a friend in need.
- It’s forbidden to promote intolerance.

A Let’s explore
Look, listen and repeat
The proliferation of weapons and their use is
IM provoking conflicts everywhere in the world. All
the cacophony resulting from misunderstanding
between people and countries is creating a social
dissolution. A censure is sometimes imposed
to journalists who want to denounce the horror
on the battlefields. This is enough. We must do
something to make this world a better place to live
ÉC
in. We must promote brotherhood, forgiveness,
acceptance of others in order to reinforce social
cohesion. We must fight against rejection and
separation.

Listen and repeat

SP

Kouka : Hello, Sita ! I heard that there’re many interdictions in your community. Is that true ?
Sita : Yes, you’re right !
Kouka : Can you list some of those interdictions ?
Sita : Yes, why not ? For example, it’s forbidden to insult other people ; it’s not allowed to
destroy other people’s properties.
Kouka : Ok. I even heard that it’s not permitted to use weapons to solve problems. Therefore,
people have to sit down and discuss any problems. Is that correct ?
Sita : Yes, of course ! On top of that, it’s prohibited to promote violence in our sayings and acts.
Kouka : Thanks, Sita and goodbye !
Sita : Bye !

Student’s Book 4e 126 One hundred and twenty-six

B Let’s practise
1. As you read the paragraph below about Nelson Mandela, a South African peacemaker,
complete it with the appropriate missing words or expressions from the box to make it
meaningful. Example : 1- non-violence

censured ; forgiveness ; cacophony ; brotherhood ; non-violence ;

EN
Nelson Mandela was a South African leader who fought for (1) ... . He promoted (2) ... between
South African sons. But during his struggle, Mandela was (3) ... after organising meetings in his
own country. This situation provoked a (4) ... in some townships of South Africa. Once released
from prison, Mandela’s (5) ... to his opponents made him one the greatest pacifist presidents in
the world.

2. Use the information in brackets to express prohibitions.

Example : 1- It’s not allowed to cheat during tests.

1. Dany wants to cheat during tests. ( not allowed )

2.
3.
4.
IM
Your brother who is six years old wants to watch movies on violence. (not permitted)
Rebels use children as soldiers in armed conflicts. (prohibited )
Rosalie hates her neighbour after a quarrel. ( forbidden )

C Let’s take home

Match each verb in column A with the corresponding ending in column B to promote peace
ÉC
in your country. Example : 1- e
Column A Column B
1. help a. differences between people.
2. forgive b. conflicts in the world.
3. promote c. solidarity and non-violence.
4. prevent d. your brother’s bad actions.
5. accept e. someone in danger.
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to tolerance
E.g. : forgiveness ; censure ; weapons ; non-violence ; cacophony ; etc.
• how to express prohibitions
E.g. : It’s forbidden to reject people because of their religion.
It’s not allowed to use a gun against a fellow.

One hundred and twenty-seven 127 Student’s Book 4e

 Session 3

COMMUNICATION ACTIVITY
On the International Day of Tolerance, the Embassy of South Africa in Côte d’Ivoire is organizing
a listening competition about tolerance. You are asked to listen to a podcast and do the tasks

EN
that go along with it. As you listen to the podcast,
A. say what it is about ;

B. decide whether the statements below are true or false. Write T for true and F for false
ffalse.
alse
Example : 1- T
1. Tolerance is the respect of the various ways of being human.
2. Tolerance doesn’t mean freedom of thoughts.
3. People must be kind to one another.
4.
5.
IM
Tolerance also means acceptance of other cultures, countries and races.
People must avoid discrimination and violence to promote peace.
C. After listening to this podcast about tolerance, you decide to deliver a speech to
sensitize the members of your English Club about its importance. In your production,
- define tolerance ;
- say two (02) things people can do to promote it ;
- mention two (02) of its benefits.
ÉC
SP

Nelson Mandela, 1918-2013

Student’s Book 4e 128 One hundred and twenty-eight

 Let’s consolidate 6
I. Make meaningful sentences with each of the following words.
Example : a- Women have the same rights as men.

EN
a. Rights b. Duties c. Non-violence d. Forgiveness e. Tolerance

II. Complete the passage below about children’s rights with the phrases or expressions
from the following list. Write your answers like this : 1- the right to life

don’t have the right ; the right to life ; doesn’t have the right ; has the right to ; have the right to

All Children have (1) … . A child (2) … to disobey his parents. Every child (3) … a name and a
nationality. Children also (4) … medical care. People (5) … to abuse children.

IM
III. On the occasion of the conference on Human Rights held in Durban (South Africa), you met
Zuma, a South African young leader who wanted to test your mastery of the topic. Below is
the dialogue you had. Complete it with your parts.

Example : 1- Hello, Zuma ! I’m fine, thanks.

And you ?
Zuma : For me, rights are more important than
duties. Do you agree ?
Zuma : Hello, mate ! How are you ? You : No, (6) … . For me, rights go along with
You : (1) … duties. Your rights can be my duties and my
rights can be your duties. So, for me, rights and
ÉC
Zuma : I’m fine, too. Where do you come from ?
duties are both very important.
You : (2) …
Zuma : I see the point now. I can say that I
Zuma : Do you know your rights ?
totally agree with you. Thanks for teaching me
You : (3) … this great lesson.
Zuma : Can you cite some of them ? You : You’re welcome ! Goodbye, Zuma !
You : (4) … Zuma : Goodbye, bro ! Safe return to your
Zuma : And what’re your duties ? country !
You : (5) …
SP

« My child, listen when Will crown you with grace

LET’S HAVE FUN Your father corrects you. and be a chain of honor
Learn and recite these Don’t neglect your around your neck. »
proverbs mother’s instruction. -Proverbs 1 : 8-9
What you learn from them

One hundred and twenty-nine 129 Student’s Book 4e

 UNIT 7
READING

HYGIENE

EN
AND HEALTH
IM
ÉC
SP

Student’s Book 4e 130 One hundred and thirty

 LESSON
LESSON 1 1

ENDEMIC DISEASES
READING

Learning context

EN
On the occasion of the World Health Day celebrated in
your school, you read a text related to some diseases so
as to be informed about the precautions you should take
to prevent them.

« An apple a day keeps the

doctor away. »

GOOD TO KNOW
IM — A Welsh proberb —

Vocabulary
content
ÉC
Vocabulary related to endemic diseases

Language
functions
- Inquiring about diseases
- Giving advice with ought to + verb / ought not to + verb
SP

- Expressing passive actions

My dictionary

Surrounding : environnement To settle : installer To belong : appartenir

Inquiry : enquête ; investigation To avoid : éviter Ward : garde (à l’hôpital)
Senior editor : rédacteur en chef To quote : citer Lung : poumon

One hundred and thirty-one 131 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure

- Inquiring about
diseases ; stomachache ; to have A : What
What’s’s wrong with you ?
diseases
temperature ; prescription ; to vomit ;
- Giving advice with : B : II’ve got a pain in my arm.
’ve
I’ve

EN
to suffer from ; pain ; patient ; medical
ought to + verb / ought not A : You ought to see a doctor.
checkup ; healer ; medicine
to + verb

A Let’s explore
Look, listen and repeat
IM
ÉC
a patient a medical checkup a prescription he’s got a pain in the foot

the girl is vomiting a stomachache Billy has a temperature Some medicines

SP

Look, listen and repeat

Alpha : Hello, Gbizié ! I’m not feeling well. Gbizié : No ! You ought not to buy street
Gbizié : Hi, Alpha ! What’s wrong with you ? medicines.
Alpha : I’m suffering from headache and I’ve Alpha : Ok ! Thanks for your advice.
got a pain in all my body. Gbizié : Don’t mention it. Bye !
Gbizié : You ought to go to the hospital.
Alpha : I was going to buy some medicines in
the market.
Student’s Book 4e 132 One hundred and thirty-two
B Let’s practise
1. Choose the appropriate words or expressions from the box to fill in the gaps in the sentences
below. One option is not concerned. Example : 1- sick.

healthy ; prescriptions ; sick ; the medicines ; is vomiting ; a medical checkup ; a pain

EN
1. You don’t look fine. Are you ... ?
2. When
hen you feel ... in your stomach for example, you ought to go to hospital.
3. Sometimes,
times, ... is recommended when you go to hospital.
4. At the hospital, the doctors will give you ...
5. You go to the pharmacy to buy ...
6. Sarah has eaten a bad food. She ...

2. Complete the sentences below with “ought to” or “ought not to” in order to give advice.
Example : 1- ought to

1.
2.
3.
4.
When
Patients
IM
Bahi has got some fever. He ... see a doctor.
hen we are sick, we ... go to hospital.
atients ... choose their medicines without a medical prescription.
Wee ... buy our medicines with a prescription.
5. Everybody
verybody ... drink clean water in order to have a good health.
6. People
eople ... refuse medical checkups when they go to hospital.
ÉC
3. Use the expressions in the box to practise a dialogue with your partner.
Example : 1- A : What’s wrong with you ?
B : I‘ve got a temperature. / I’m suffering from malaria.

suffering from a pain in my

- malaria
malaria - chest
- a fever
fever - head
- a headache
headache - stomach
SP

C Let’s take home

Read the text below and do the activities that follows.
Hospital People
You’ll meet lots of people in the hospital, from the moment you arrive until you are ready to
leave. You can meet as many as 30 people just on your first day !
You’ll meet nurses who will help to get you settled and show you around the hospital floor.

One hundred and thirty-three 133 Student’s Book 4e

 While you’re in the hospital, nurses will take care of you night and day. Every few hours, they’ll
check your temperature to see how you’re feeling and if you need anything. Nurses will also
bring you any medicine you may need while you’re sick.
Adapted from [Link]/en/kids/hospital.

Write T when the sentence is true and write F when it is false. Do like this : 1- T (L1)

EN
1. You will meet lots of people in the hospital.
2. You can meet as many as 30 doctors.
3. You will meet doctors who will help to get you settled.
4. Nurses will take care of you.
5. Every day, they will check your temperature.
6. Nurses will also bring you any food you need.

LET’S KEEP IN MIND

IM
Now, I know :
• vocabulary related to endemic diseases
E.g. : diseases ; prescription ; to vomit ; to suffer from ; pain ; patient ; etc.
• how to inquire about diseases
ÉC
E.g. : What’s
What’s wrong with you ? / I’mI’m suffering from malaria.
• how to give advice
E.g. : You ought to go to hospital when you are sick.
SP

Student’s Book 4e 134 One hundred and thirty-four

Session 2
Session focus
Vocabulary Language function Structure
symptom ; endemic ; epidemic ; - Malaria is transmitted by mosquitoes.
pandemic ; to spread ; outbreak ; Expressing passive
to recover ; to mop up ; cleaning actions - A prescription was received by the
patient.

EN
events ; to weed

A Let’s explore

Read, listen and repeat

Mrs Ramata, the doctor of the hospital of Tabakoro is receiving a patient in her office. Here is
their conversation.
Patient : Good afternoon, Doctor !

time to time.
IM
Doctor : Hello ! What’s wrong with you ?
Patient : I feel really sick. I’m cold. I’ve pains in my head and in my stomach. I also vomit from

Doctor : These are the symptoms of malaria. It’s an endemic disease affecting our region.
Patient : Oh my God ! I’m reassured. I thought it was the pandemic of COVID-19.
Doctor : It’s not COVID-19. As you know, malaria is spread by mosquitoes. People of the village
should organise cleaning events to weed bushy places and to mop up dirty waters.
ÉC
Patient : Thank you Doctor. I’ve heard that there is an outbreak of cholera here.
Doctor : Yes, it’s an epidemic disease that spreads quickly and kills a large number of people.
Always drink clean water and you will avoid it.
Patient : Thanks Doctor and goodbye ! We’re going to follow your instructions.
Doctor : Goodbye ! Use the medicines I’m prescribing you and you will recover soon.

Listen and repeat

SP

Lorie : Gaël, I heard that mosquitoes transmit malaria.

Gaël : Yes, It’s true. Malaria is transmitted by mosquitoes’ bites.
Lorie : You told me that the Doctor informed the students about that.
Gaël : Absolutely. The students were informed by the Doctor in a conference yesterday.

One hundred and thirty-five 135 Student’s Book 4e

 B Let’s practise
1. Match the words or expressions in column A with their synonyms or definitions in column
B. One option in column B is not concerned. Do like this : 1- f

COLUMN A COLUMN B
1. to spread a. a sudden appearance of a disease

EN
2. a pandemic b. a disease
ase that affects many individuals in a population
3. a symptom c. to regain health
4. an endemic d. a disease
ase that affects many people in many countries or many continents
5. an outbreak e. a substance
ubstance used to regain health
6. to recover f. to
o disperse ; to transmit to many people
7. an epidemic g. a disease
ase that is always present in a certain population or region
h. a sign that
hat indicates a disease

2. Rewrite the sentences below starting by the underlined words or expressions.

Example : 1- A prescription is received by the patient.

1. The patient
2. Mosquitoes
3. My mother
IM
atient receives a prescription.
squitoes transmits malaria.
ther never buys medicines in the
streets.
4. Yesterday,
esterday, the nurse controlled my
temperature.
5. The doctor
doctor gave instructions to the
patients.
6. The nurses
nurses pay particular attention to
children.
ÉC
C Let’s take home
1. Read the text below and give short answers to the questions that follow.
Not all infectious diseases terms are created equal. The distinction between the words
“pandemic,” “epidemic,” and “endemic” is regularly obscured, even by medical experts. This
is because the definition of each term is fluid and changes as diseases become more or less
prevalent over time.
SP

An epidemic is a disease that affects a large number of people within a community, population,
or region. A pandemic is an epidemic that’s spread over multiple countries or continents.
Endemic is something that belongs to a particular people or country.
Adapted from [Link]
epidemic-endemic-and-an-outbreak/

1. What
What is the text about ?
2. Is tthe distinction between the words “pandemic”, “epidemic” and “endemic” always clear ?
Justify your answer.
3. Where does the epidemic disease appear ?
4. How does a pandemic disease disease spread ?

Student’s Book 4e 136 One hundred and thirty-six

 2. Match the words or groups of words in Box A to their synonyms or definitions in Box B.
Do it individually, then compare your answers with your neighbour's. Example : 1- F.

BOX A BOX B
1. A pandemic A. a disease provoked by mosquitoes’ bites.
2. An epidemic B. to prevent, to keep away from.

EN
3. A treatment C. a disease rapidly affecting many people in a specific community.
4. Covid-19 D. to return to a normal condition of health.
5. Malaria E. a disease provoked by the coronavirus.
6. To recover F. a disease that affects several continents.
7. To avoid G. a medical solution to stop a disease.

LET’S KEEP IN MIND

Now, I know : IM
• vocabulary related to endemic diseases
E.g. : symptoms ; endemic ; epidemic ; pandemic ; to spread ; outbreak ; etc.
• how to express passive actions
E.g. : Malaria is spread by mosquitoes’ bites. / Malaria is transmetted by mosquitoes.
ÉC
SP

One hundred and thirty-seven 137 Student’s Book 4e

 Session 3

COMMUNICATION ACTIVITY

You have to prepare an exposé in English about diseases. Therefore, you go to the digital library

EN
of the American Embassy and you find an article dealing with the threat of diseases. You decide
to read it. Do the tasks that follow.

A. Read the article and note down the best general idea among the three proposals.

The text is about ...

1. the return of dangerous diseases.
2. tuberculosis in Rwanda.
IM
3. the symptoms of Tuberculosis.
THE NEW THREAT OF DISEASES
Many diseases that doctors thought had almost disappeared are now making a comeback.
Britain’s National Health Service (NHS) has reported a serious rise in the number of people with
diseases such as tuberculosis, cholera, measles and whooping cough. An NHS spokesperson said
that Tuberculosis is now more common in England than it is in less developed countries such as
Rwanda, Iraq, and Guatemala. Tuberculosis is also increasing across the globe. In 2013, it killed
1.5 million people worldwide, and that number is rising. Tuberculosis largely affects very poor
ÉC
people. It is an infectious disease that affects the lungs. Its symptoms include bad coughs, fever,
weight loss and sweating.
Adapted from [Link]

B. Read the text again and give short answers to the questions below.
1. What is making a comeback ?
2. What does NHS stand for ?
3. Where is Tuberculosis more common ?
SP

4. How many people were killed by Tuberculosis in 2013 ?

5. List two (02) symptoms of Tuberculosis.
C. Back from the digital library of the American Embassy, the senior editor of the English
Magazine of your school asks you to write an article about diseases.
- define epidemic and pandemic ;
- give some examples of diseases and say what provokes them ;
- suggest some solutions to avoid or treat them.

Student’s Book 4e 138 One hundred and thirty-eight

 LESSON 2

A CLEAN SCHOOL FOR A GOOD HEALTH

READING

Learning context

EN
At an English club meeting, you receive leaflets from
an American Hygiene Expert. The coordinator of the
club asks you to read them in order to learn the ways of
keeping your school clean.
« Hygiene is two thirds of
health. »

GOOD TO KNOW
IM — A Lebanese proberb —

Vocabulary
content
ÉC
Vocabulary related to hygiene at school

Language
functions
- Expressing opinions
- Making suggestions
SP

My dictionary
Bacteria : bactéries Soap : savon
School staff : personnel de l’école To throw away : jeter
Lack : manque, absence

One hundred and thirty-nine 139 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
dustbin ; rubbish ; sanitizer ; to - Why don’t you see a doctor ?
disinfect ; unclean ; towel ; bushy ; Making suggestions
pound of water ; cobweb - I suggest (that) you see a doctor.

EN
A Let’s explore
Read, listen and repeat

a dustbin
IM some rubbish a sanitizer to disinfect

a towel unclean hands a pound of water a cobweb

ÉC
Listen and repeat
Aude : Hello, Lamine ! I’m sick.
Lamine : Hi, Aude ! Why don’t you go to hospital ?
Aude : It’s a good idea. But, I wanted to go straight to the pharmacy.
Lamine : No, I suggest (that) you go and see a doctor first.
SP

Aude : Ok, thanks for your advice and bye !

Lamine : Bye !

B Let’s practise
1. Complete the passage below with the words or expressions related to hygiene from the
box. Example : 1- bushy

bushy, rubbish, ponds of water, cobwebs, dustbin

Student’s Book 4e 140 One hundred and forty

 Boni’s school is really dirty. The schoolyard is full of herbs and grass. It is totally (1) ... . When it rains,
you can see dirty (2) ... in which mosquitoes live. There is no (3) ... and students are obliged to throw
(4) ... away on the ground. In classrooms, spiders have built (5) ... everywhere on the roofs.

2. Use the information from Column B to make suggestions to the problems in Column A. Do
like in the example. Then practise the conversations with your partner.
Example : 1- A : I’ve a headache.

EN
B : Why don’t you take some aspirin ?

COLUMN A COLUMN B
Have a headache Take some aspirin
The schoolyard is bushy Weed the schoolyard
The classrooms are dirty Sweep the classrooms
Have a pain in the foot Go to hospital

C Let’s take home

IM
Read the text and answer the questions that follow.
Medical experts recommend washing hands with soap and water when they are dirty. Hand
washing reduces the amounts of all types of bacterias and chemical products on hands. But
if soap and water are not readily available, using a hand sanitizer can help school staff and
students avoid getting sick and spreading bacterias to others. They say that people should not
use only hand sanitizers. Always wash hands with soap and water after using the toilets and
ÉC
when hands are visibly dirty. Washing hands regularly is very important.
Adapted from : https : //[Link]/handwashing/[Link]

1. What is a text about ?

2. Is washing hands so important ? Justify.
3. When should we wash our hands ?
4. How should we wash our hands ?
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to hygiene
E.g. : dustbin ; rubbish ; sanitizer ; to disinfect ; unclean ; towel ; bushy ; etc.
• how to make suggestions
E.g. : Why don’t we throw rubbish away in a dustbin ?
The headmaster suggests (that) the gardener weeds the school yard.

One hundred and forty-one 141 Student’s Book 4e

 Session 2

Session focus
Vocabulary Language function Structure
- I think that hygiene is important.
sanitation ; to litter ; to
- According to the headmaster, it is important

EN
rinse ; garbage ; germs ;
Expressing opinions to sweep classrooms.
to contaminate ; to collect
rubbish - From the doctor’s point of view, dustbins
are necessary in a school.

A Let’s explore
Listen and repeat

IM
The medical representative of UNOCI is giving a speech in your school to sensitize students
about hygiene. Here is a part of his speech.
‘‘Good morning dear students. School sanitation is is the concern of everybody. You ought to
keep your school clean. Don’t litter the school yard. When the schoolyard is dirty or when you
sweep the classrooms, you ought to collect rubbish, put the garbage into dustbins. Use soaps
or sanitizers to clean your hands and rinse them because there are germs everywhere. Thus,
you will avoid being contaminated and you will stay healthy’’.

Look, listen and repeat

ÉC
Bahon : Hi, Bilé ! Can you notice how the school authorities are putting pressure on us in order
to clean the school ?
Bilé : I think that hygiene is really important to avoid diseases. According to the headmaster,
it is important to sweep classrooms to stay healthy.
Bahon : I understand now why our class representatives were invited to a conference on
hygiene last week.
Bilé : I was one of them. The conference was delivered by Dr Zamblé. From the doctor’s point
of view,
view, dustbins are necessary in a school to collect rubbish.
SP

Student’s Book 4e 142 One hundred and forty-two

B Let’s practise
1. Use the words or expressions from the box to complete the definitions below.
Do like this : 1- to collect rubbish.

sanitation ; to rinse ; to litter ; garbage ; to collect rubbish ; germs

1. To pick up rubbish and put it into a bag or a dustbin is ...

EN
2. ... is rubbish or materials which have no more utilities.
3. The hygienic measures to have a good health is called ...
4. To throw rubbish in a clean place is ... that place.
5. To wash using water and no soap is ...

2. In turns with your neighbour, use the information from the box below to give opinions.
Example : 1- From my point of view, the students should disinfect their toilets regularly.

-
-
-
Structures
In my opinion
From my point of view
According to me
IM -
-
-
-
Ideas
we should sweep the classrooms.
the students ought to wash their hands every time.
people ought to put the garbage into dustbins.
the students should disinfect their toilets regularly.

C Let’s take home

ÉC
For the magazine of your English club, you decide to write a paragraph about hygiene at
school. In your production,
- give some hygienic measures at school ;
- mention the advantages of hygiene ;
- talk about the consequences of lack of hygiene at school.
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to hygiene
E.g. : sanitation ; to rinse ; to litter ; garbage ; to collect rubbish ; germs ; etc.
• how to express opinions
E.g. : According to me / I think / From my point of view, we should sweep our
classrooms every day.

One hundred and forty-three 143 Student’s Book 4e

 Session 3

COMMUNICATION ACTIVITY
The English Club of your school, in collaboration with the Health and Hygiene Club is organising
a competition. The theme is about hygiene at school. To win the competition, you have to

EN
complete all the activities that follow.
A. Read the text and note down the best title among the three options.
The text is about :
- dirty schools.
- students’ personal hygiene at school.
- strategies and importance of a cleanliness at school.

HYGIENE AT SCHOOL
IM
Schools are a breeding ground of viruses, bacteria, dirt, dust, and infections. Poor hygiene
leads to teacher, student, and staff absences, which can cost billions of dollars to compensate.
The way to a clean school is one clean classroom at a time. You ought to start by sensitizing
your friends about the tasks they can do to keep their classrooms and the school clean. For
5 example, students can set aside a day each week to tidy up and mop up the classrooms and
the whole school. They ought to do regular disinfection of all surfaces in their classrooms,
especially doorknobs, desks and chairs. These basic rules will help you and everyone at the
school maintain a good level of hygiene on a daily basis. A clean working environment can
ÉC
increase productivity, improve the students and teachers’ mood, and reduce the number of
10 absences. Keeping the school clean, tidy, and safe for everyone’s health is a result of the
teamwork between students, teachers, and the school administration.
Adapted from https : // [Link]/1512/[Link]

B. Match the words or expressions from the text in Box A to their synonyms or definitions in
Box B. One option in Box B is not concerned. Do like this : 1-e
SP

BOX A BOX B
1. breeding ground (L1) a. reserve
2. leads to (L2) b. sensibilizing
3. sensitizing (L4) c. collaboration
4. set aside (L5) d. provokes
5. improve (L10) e. favourable place
6. teamwork (L12) f. ameliorate
g. sanitizing

Student’s Book 4e 144 One hundred and forty-four

 C. Read the text again and give short answers to the questions.
1. What can be the consequences of poor hygiene at school ?
2. Cite one action students ought to do to have a clean environment ?
3. What are the advantages of a clean environment at school ?

EN
D. Write
rite a paragraph about the cleanliness of your school. In your production,

- describe the actions that make a school unclean ;

- make suggestions to keep your school clean.
12 lines maximun

IM
ÉC
SP

One hundred and forty-five 145 Student’s Book 4e

 LESSON 3

AIDS, RATHER PREVENT THAN CURE READING

Learning context

EN
The representative of UNAIDS in Côte d’Ivoire has come
to sensitize the students of your school about HIV/AIDS.
Before he leaves, he distributes you some leaflets in English.
He asks you to read them in order to learn more about the
issue and sensitize your friends who were missing.
« AIDS is an absolutely
tragic disease. The
argument about AIDS’

GOOD TO KNOW
Vocabulary
content
IM being some kind of divine
retribution is crap. »
— Calvin Klein —

Vocabulary related to HIV / AIDS

ÉC
Language
functions

- Giving strong advice

- Making recommendations
SP

My dictionary
Needles : aiguilles Cell : cellule (dans le sang) PreP (Pre-exposure
Blood : sang To expect : attendre ; s’attendre à Prophylaxys) : Prophylaxie
To neglect : négliger To share : partager Pré-exposition
Crap : merde, grossier Delivery : accouchement

Student’s Book 4e 146 One hundred and forty-six

Session 1
Session focus
Vocabulary Language function Structure

blood transfusion ; white cells ; - You had better take precautions to

unborn baby ; pregnancy ; virus ; Giving strong advice avoid AIDS.
carrier ; infection ; skinny ; faithful - People had better not neglect AIDS.

EN
A Let’s explore

Look, listen and repeat

- Abstinence
- Be faithful

During pregnancies :
from an infected
mother to the unborn
IM - Use condoms
Acquired Immune
Deficiency Syndrome
(AIDS)

baby
Unprotected sexual
WHAT IS AIDS ?
contacts
ÉC
WHAT CAUSES AIDS ?
WHAT IS HIV ?
Human
HOW IS AIDS TRANSMITTED ?
Immunodeficiency
Sharing needles to
Virus (HIV)
inject drugs

A carrier : a person
Blood transfusion infected who looks
SP

healthy

A very dangerous
Destroy white cells
disease

An infection Become skinny

One hundred and forty-seven 147 Student’s Book 4e

 Listen and repeat
Séry : You had better take precautions to Séry : Yeah ! HIV infection has become a
avoid AIDS. worldwide issue.
Sory : You are right my friend. People had Sory : We had better sensitize our relatives to
better not neglect AIDS. be cautious.

B Let’s practise

EN
1. Match the words or expressions from the diagram in List A with their definitions in List B.
Do like this : 1- d

List A List B
1. unborn baby a. a kind of germ that causes diseases.
2. blood transfusion b. a disease caused by a bacteria or a germ.
3. white cells c. way of giving blood to a sick person.
4. virus d. future baby.
5. infection e. period of time when a woman is expecting a baby.
6. pregnancy IM
or “had better not” where necessary.
f. part of the blood that helps fights diseases.

2. In turns with your neighbour, use the information in the box to give advice. Use “had better”

Example : 1- You had better take precautions in order to be protected against AIDS.

COLUMN A COLUMN B
- take precautions
- avoid AIDS
ÉC
- share needles with friends
in order to - be protected against AIDS
- use a razor used by someone before you
- keep healthy
- sterilize equipments like needles

C Let’s take home

Write a paragraph on what you know about AIDS. In your production,
- say what AIDS stands for ;
- mention the causes ;
SP

- explain how people can catch it and how they can avoid it.
Your paragraph will be published in the magazine of your English club.

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to HIV / AIDS
E.g. : blood transfusion ; unborn baby ; virus ; infection ; pregnancy ; etc.
• How to give strong advice
E.g. : You had better take precautions to avoid AIDS.

Student’s Book 4e 148 One hundred and forty-eight

Session 2
Session focus
Vocabulary Language function Structure
- Doctors recommend that people
condom ; to shake hands ; syringe ; should take precautions against
Making AIDS.
insect bite ; antiretroviral drugs ; blood
recommendations

EN
test ; mouth-to-mouth resuscitation - Doctors recommend people to
remain faithful to avoid AIDS.

A Let’s explore
Look, listen and repeat

antiretroviral drugs
(ARV)
IM condoms to shake hands
ÉC
she is doing a a mouth-to mouth
blood test an insect bite resuscitation

Listen and repeat

Kassi : Hello, Saindou ! What’re the precautions to take to remain healthy ?

SP

Saindou : Hi, Kassy ! Doctors recommend that we should follow the rules of hygiene.
Kassi : Is that all ?
Saindou : No ! They also recommend that teenagers should practise abstinence.
Kassi : But, what to do in case they’re already sexually active ?
Saindou : In that case, they recommend to avoid unprotected sex.
Kassi : That sounds reasonable. You mean they should use condoms ?
Saindou : Yes, indeed !
Kassi : Thank you for the information.
Saindou : You’re welcome.

One hundred and forty-nine 149 Student’s Book 4e

 B Let’s practise
1. Choose the appropriate words or expressions from the box to fill in the sentences below.
One option in the box is not concerned. Write your answers like this : 1- condoms

condoms ; shake hands ; kissing ; bites ; a blood test ; antiretroviral drugs ; syringe

EN
1. The use of ... can help protect against AIDS.
2. A laboratory
aboratory analysis performed on a blood sample to find diseases is ...
3. Malaria is transmitted through mosquitoes’ ...
4. Governments
vernments offer ... to patients suffering from AIDS.
5. Usually, when we greet people, we ...
6. In hospitals,
spitals, doctors or nurses use one ... for one patient.

-
-
Doctors
Parents
IM
2. In turns with your partner, use the information from the box to make recommendations.
Example : 1-Parents recommend that children should wash their hands before eating.

-
-
-
children
children
patients
p atients
people
peopl e
-
-
-
wash their hands before eating
wash
use condoms in se
do the
the blood test
sexual relations

- Follow
Follow their treatments correctly
ÉC
C Let’s take home
Read the text below and say if the sentences that follow are true or false. Write T for true
and F for false and justify your answers by indicating the lines of the text. Example : 1- T (L1)

Transmission
SP

HIV can be transmitted via the exchange of a variety of body fluids from infected people,
such as blood and breast milk. HIV can also be transmitted from a mother to her child
during pregnancy and delivery. Individuals cannot get infected through ordinary day-to-
day contact such as kissing, hugging, shaking hands, or sharing personal objects, food or
5 water.
Behaviours and conditions that put individuals at greater risk of contracting HIV include
having unprotected anal or vaginal sex and sharing contaminated needles, syringes and
other injecting equipment and drug solutions when injecting drugs.
Adapted from : https ://[Link]/news-room/fact-sheets/detail/hiv-aids

Student’s Book 4e 150 One hundred and fifty

1. The exchange of body fluids from infected people can transmit HIV.
2. A mother cannot transmit HIV to her baby during pregnancy.
3. You can catch AIDS by kissing an infected person.
4. Eating with an infected person can transmit AIDS.
5. Having unprotected sex can provoke HIV transmission.

EN
6. You cannot catch AIDS by sharing contaminated needles or syringes.

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to HIV / AIDS
IM
E.g. : condom ; to shake hands ; antiretroviral drugs ; syringe ; blood test ; etc.
• how to make recommendations
E.g. : Doctors recommend that we should follow the rules of hygiene.
Doctors recommend to practise abstinence.
ÉC
SP

One hundred and fifty-one 151 Student’s Book 4e

 Session 3
COMMUNICATION ACTIVITY
The British Embassy is celebrating the World AIDS Day in your school. During the event, you
receive a text about AIDS. You decide to read it in order to take part in a debate at your next
English club meeting. Read it and do all the tasks that follow.

EN
A. Read quickly the text and select the best general idea among the three proposals.
The text is about :
- the recommendations to avoid AIDS.
- the causes of HIV/AIDS and how it develops in human body.
- the people who get infected with HIV.

HIV AND AIDS

IM
AIDS is caused by a virus called HIV, the Human Immunodeficiency Virus. If you get infected
with HIV, your body will try to fight the infection. It will make «antibodies» special molecules
to fight HIV. Being HIV-positive, or having HIV disease, is not the same as having AIDS. Many
people are HIV-positive but don’t get sick for many years. As HIV disease continues, it slowly
wears down the immune system. Viruses, parasites, fungi and bacteria that usually don’t
5 cause any problems can make you very sick if your immune system is damaged. These are
called «opportunistic infections.» People can be infected with HIV, and later develop AIDS.
A person can get infected with HIV from anyone who’s infected, even if they don’t look sick
and even if they haven’t been tested HIV-positive yet.
ÉC
Adapted from [Link]
comprehensionaids/128559

B. Read the text again and match the words or expressions 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. Example : 1- c

BOX A BOX B
SP

1. caused (L1) a. attempt

2. try (L2) b. defeats
3. fight (L3) c. provoked
4. sick (L4) d. ill
5. wears down (L5) e. cure
6. damaged (L6) f. combat
g. destroyed

Student’s Book 4e 152 One hundred and fifty-two

C. Read the text again and say if the statements below are true or false. Write T for true and
F for false. Quote the lines of the text to justify your answers.
Do like this : 1-T (L1)
1. AIDS is provoked by HIV.
2. Antibodies are molecules that protect the body from HIV.
3. There is no difference between being HIV positive and having HIV disease.

EN
4. HIV defeats the immune system of the body.
5. A person can be HIV infected and have no symptoms.

D. With your neighbour, complete the dialogue below between Namy and Emelle. Then
present it to the class.
Namy : What does AIDS stand for ?
Emelle : (1) …
Namy : What’s the virus that causes AIDS ?
Emelle : (2) …
IM
Namy : How can people contract HIV/AIDS ?
Emelle : (3) …
Namy : How can we avoid HIV/AIDS ?
Emelle : (4) …
Namy : What’s a PreP ?
Emelle : (5) …
Namy : During your English lesson, what did your teacher say about ART ?
Emelle : (6) …
ÉC
Namy : What did he recommend to young people in order to avoid HIV/AIDS ?
Emelle : (7) …
SP

One hundred and fifty-three 153 Student’s Book 4e

 Let’s consolidate 7
I. Write
rite the letters in the correct order to find the correct words related to health and
environment. A letter is given for each word. Example : 1-PREGNANCY

1. N – E – P – N – Y – G – A – R – C _R__ __ __ __ __ __ __
= __R__

EN
2. M – E – C – I – N – D – I – E = __
_ __ D __ __ __ __ __
3. B – U – T – S – N – I – D = __
_ __ __ __ __ __ N
4. B – I – B – H – U – R – S = __
_ __ __ B __ __ __
5. P – O – M – M – Y – T – S = __
_ __ __ __ T __ __
6. D – O – B – O – L = __
_ __ __ O __

II. Read
ead the text below and give short answers to the questions that follow.
IM
Malaria is a life-threatening disease. It’s typically transmitted through the bites of an infected
Anopheles mosquito. Infected mosquitoes carry the Plasmodium parasite. When this mosquito
bites you, the parasite is released into your bloodstream.
Once the parasites are inside your body, they travel to the liver, where they mature. After several
5 days, the mature parasites enter the bloodstream and begin to infect red blood cells.
Within 48 to 72 hours, the parasites inside the red blood cells multiply, causing the infected cells
to burst open.
ÉC
The parasites continue to infect red blood cells, resulting in symptoms that occur in cycles that last
two to three days at a time.
10 Malaria is typically found in tropical and subtropical climates where the parasites can live.
Adapted from : https ://[Link]/health/malaria
1. Give a title to the text.
Give
2. Is malaria
malaria a dangerous disease ? Justify your answer.
3. What
W hat transmits malaria ?
4. What
W hat happens after several days of contamination ?
SP

5. How
Ho w long do parasites take to multiply inside the red blood cells ?

III. Here
Here is a dialogue between a doctor and a patient. Use the words or expressions from the box
to complete it. Then practise the dialogue with your partner. A word or expression in the box
is not concerned.
Example : 1- wrong with

checkup ; suffer from ; malaria ; recover ; wrong with ;

bites ; a prescription ; mosquitoes ; pains

Student’s Book 4e 154 One hundred and fifty-four

Patient : Good morning, Doctor !
Doctor : Good morning, miss ! What’s (1) ... you ?
Patient : I’ve got (2) ... in my legs and in my arms.
Doctor : Do you (3) ... rheumatism ?
Patient : No, sir. I received insects’ (4) ... in the market last Saturday.

EN
Doctor : I see. Were they (5) ... ?
Patients : I don’t know sir.
Doctor : I suggest a (6) ... .Then I’ll give you (7) ...
Patient : Thank you Doctor. I want to (8) ... rapidly.
Doctor : You’re welcome !

LET’S HAVE FUN

IM
Seven (7) words related to health are hidden in these letters. Find them and write
them down in your exercise book. Example : 1- NURSE
ÉC
SP

One hundred and fifty-five 155 Student’s Book 4e

 UNIT 8
READING

INFORMATION AND

EN
COMMUNICATION
TECHNOLOGIES IM
ÉC
SP

Student’s Book 4e 156 One hundred and fifty-six

 LESSON 1

MASTER COMPUTER TO OPEN DOORS

READING

Learning context

EN
To get well-prepared for a presentation about ‘‘the role of
computers today’’, at the next meeting of the English Club,
you read a text about computers.

« The computer was born

to solve problems that did
not exist before. »

GOOD TO KNOW
IM — Bill Gates —

Vocabulary
content
ÉC
Vocabulary related to computers

Language
functions

- Describing computer operations

- Giving instructions (the imperative)
SP

My dictionary
The greatest : le / la plus grand (e) Screen : écran Unpack : déballer
All-in-one : tout-en-un Steps : étapes Accurate : exact, précis
Everything : toute chose Honey : chéri (e) Software : logiciel
Computer science : l’informatique

One hundred and fifty-seven 157 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
mouse ; keyboard ; desktop computer ; - A computer is used to
laptop computer ; printer ; compact disc Describing computer digitalize human’s work.

EN
(cd) ; pen drive ; central processor unit operations - A keyboard is used for typing
typing
(cpu) ; power cable texts.

A Let’s explore
Look, listen and repeat 1

Computer is one of the greatest of human’s inventions. There are

IM two types of computers : the desktop and the laptop.
The desktop is a physical computer unit which consists of
a monitor, a CPU, a keyboard and a mouse. It is designed for
regular use at one location. It requires main power supply to
work.
The laptop which is an all-in-one computer, uses battery or AC
power that can last several hours. It can easily be carried.
Be it a desktop or a laptop, they have the same parts and
ÉC
functions and you can use a Compact Disc or a pen drive with
them.
Bill Gate

Look, listen and repeat 2

Gabelaud : You’re right. It’s used for
digitalizing the work.
SP

Dally : The computer is used to ease human life.

Student’s Book 4e 158 One hundred and fifty-eight

B Let’s practise
1. Match each part of the computer in column A with its role in column B. Example : 1- d

Column A Column B
1. monitor a. move the cursor
2. mouse b. store information
3. keyboard c. connect the computer to the sector

EN
4. pen drive d. show the text and pictures
5. power cable e. type a text

2. Use the information of Activity 1 to make sentences like in the examples.

Examples : 1- a - The monitor is used to show the text and pictures.
b - The monitor is used for showing the text and pictures.

C Let’s take home IM

Identify the pictures by the descriptions from the box below. Example : 1- CPU

power cable ; keyboard ; desktop computer ; mouse ;

monitor ; laptop computer ; pen drive ; CPU
ÉC
1 2 3 4

5 6 7 8
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to computers
E.g. : mouse ; keyboard ; desktop computer ; laptop computer ; pen drive ; etc.
• how to use the passive to describe the use of something
E.g. : A keyboard is used to type a text.
A keyboard is used for typing a text.

One hundred and fifty-nine 159 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
to plug in ; to plug out ; to - Switch your computer off before going
restart ; to display ; to process home !
Giving instructions
a text ; to print ; to switch on ; - Don’t clean the computer with a wet

EN
to switch off tissue.

A Let’s explore
Listen and repeat 2

A computer can do everything you order it. You can process a text with it or display pictures
or films on the screen. You can also print the text you
you type on a computer. But before using
a computer, there are some steps you must follow. If you are working on a desktop, you must
IM
plug the power cable in a socket, then you switch the machine [Link]. Sometimes, you need to
restart the computer to finish the installation of a software. When you finish working, it is
advised to switch the apparatus off and plug out the power cable. Follow these instructions
and you will keep your computer safe.

Listen and repeat 1

Mother : Don’t stay late on the computer. Turn it off and go to bed, please !
ÉC
Son : Please mom, I’m doing some researches for my presentation.
Mother : OK. Download the pages and register them. You will continue tomorrow.
Son : Understood, mom.
Mother : Thanks, honey. You are a good boy.
Son : Kiss ! See you tomorrow !
Mother : See you tomorrow, honey !
SP

B Let’s practise
1. Match the words or groups of words in column A to their synonyms or meanings in column B.
Do like this : 1- c

Column A Column B
1. to plug in a. to start again
2. to switch on b. to impress
3. to restart c. to connect the power cable to the sector
4. to switch off d. to show
5. to print e. to turn on
6. to display f. to extinct

Student’s Book 4e 160 One hundred and sixty

 2. Match the verbs in column A with the appropriate parts of a computer in column B to give the
appropriate instructions. Example : unpack the machine

Column A Column B
to unpack the machine
to insert the charger

EN
to connect the charger in the socket
to plug the battery in the laptop
to restart the computer to install the program

C Let’s take home

As you read the text below, say whether the statements that follow are true or
false. Write (T) for true and (F) for false. Give the line references to justify your
answers. Example : 1- F (L1)
IM
First of all, computers are devices. They are very accurate and can do jobs very quickly
if compared to humans.
Computers used to be very big and heavy in the old days. They also took a lot of space.
Computers scientists have developed small computers chips to make computers
5 smaller and thinner. They made memories with larger capacity and storage.
Further, people can do many tasks in a very short time. They can use it personally and
professionally. For example, we can use computers at work and at home.
Finally, computers are small, compact, mobile and very light. For example, tablets, iPads
ÉC
and smartphones. People are afraid that the computers will replace people in the future.
1. Computers are humans. 5. We use computers in offices only.
2. Computers do jobs slowly. 6. Tablets, smartphones, iPads are not
3. They were smaller in the beginning. computers.
4. Today, scientists have made small 7. People are very happy because
computers. computers will take their jobs away.
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to computer uses
E.g. : to plug in ; to plug out ; to display ; to process a text ; to print ; etc.
• how to give instructions
E.g. : Plug in the cable in the socket. / Don’t switch off the computer.

One hundred and sixty-one 161 Student’s Book 4e

 Session 3
COMMUNICATION ACTIVITY
In order to get prepared for a presentation about the use of computers, you go to the library of
the Ghanaian Embassy in order to gather information. Fortunately, at the library, you discover a
text about computers. Read it and do the tasks below.

EN
A. Read the text and state the main role of a computer.
Computers can be instructed to perform a variety of things. Instructions that tell a computer
what to do are called programs. The most common ones are : Word processing, Spreadsheet,
Database and Communication programs.
The Word Processing Programs are used to type, edit, rearrange or delete texts. Spreadsheet
5 programs enable the user to make tables easily for budget and financial plans. Database programs
are used for storing large quantities of data (or information) in the computer. Communication
programs help people exchange information with one another and with databanks which are large
collections of information stored in huge centralized computer. In addition to those ones, there
IM
are also recreational and educational programs which are used for playing games, composing
10 and listening to music. It is obvious that in the coming years, people will be developing and using
more sophisticated programs to cover their personal needs.
Adapted from https : //[Link]/faculty/wolfe/book/Readings/[Link]

B. Match the items from the text in Box A to their definitions or synonyms in Box B. Do it
individually, then compare your answers with your neighbours’. Example : 1-d
Box A Box B
ÉC
1. instructions (L1) a. large collection of information
2. word processing (L2) b. program for board and table
3. spreadsheet (L2) c. satisfy
4. database (L3) d. tasks to do
5. sophisticated (L11) e. program for texts
6. to cover (L11) f. developed
SP

C. Read the text again and say if the statements below are true or false. Write T for true and
F for false. Refer to the lines of the text to justify your answers. Do like this : 1- F (L1-2)
1. Computers are not made to receive instructions.
2. A computer can be called ‘‘program’’.
3. Words processing and Spreadsheet are programs.
4. The database is a program that collects information.
5. People won’t use sophisticated programs.

Student’s Book 4e 162 One hundred and sixty-two

 D. The dialogue
ogue below, between Abié and Boli, is about the use of computers. Complete it,
then practise it with your neighbour.
Abié : (1) … ?
Boli : A program is a software that gives instruction to a computer.

EN
Abié : Can you list two (02) examples of a program ?
Boli : (2) …
Abié : What is a Word Processing Program used for ?
Boli : (3) …
Abié : What do you use Spreadsheet Program for ?
Boli : (4) …
Abié : (5) … !
Boli : You’re welcome ! Good bye !
IM
ÉC
SP

One hundred and sixty-three 163 Student’s Book 4e

 LESSON 2

WHAT A WONDERFUL CELLPHONE ! READING

Learning context

EN
During a meeting of the English Club of Collège Moderne
of Dualla, the students of 4e read a text about the uses
of cellphones in order to discuss their importance in
modern life.

« The telephone gives us

IM the happiness of being
together yet safely apart. »
— Mason Cooley —
GOOD TO KNOW

Vocabulary
content
ÉC
Vocabulary related to mobile phones

Language
functions
- Describing the function of a phone
- Expressing past actions
SP

My dictionary
Social networks : réseaux sociaux Smart : intelligent To chat : bavarder
Powerful : puissant Cheating : tricher Box : boîte
Update : mise à jour To download : télécharger Device : appareil
Together : ensemble

Student’s Book 4e 164 One hundred and sixty-four

Session 1
Session focus
Vocabulary Language function Structure
fixed telephone ; cordless - We use a phone to make a call.
telephone ; cell phone ; Describing the functions
smartphone ; network ; of a phone - We use a phone for getting in

EN
battery ; charger ; sim card touch with friends.

A Let’s explore
Listen and repeat
Sitapha : Hello, bro ! How are you ?
Kamagaté : I’m fine ! What about you ?
IM
Sitapha : I’m well. You know what ? I’ve a smartphone now.
Kamagaté : What’s a smartphone ? Is it a new type of cellphone like mine ?
Sitapha : Yes, it’s a cellphone but it’s more powerful and smarter than a cellphone. It works like
a computer.
Kamagaté : Wow ! Technology is developing very fast. From the fixed telephone, we got the
cordless phone and then the cellphone. And today, we have smartphones. Tell me, bro, does
your smartphone use a sim card ?
Sitapha : Yes, of course. It even uses those of our current networks.
ÉC
Kamagaté : When you unpacked it what did you see in the box ?
Sitapha : There were a charger, a battery and the telephone itself.

Look, listen and repeat

I use a smartphone for keeping in

touch with my business partners.
SP

What do you use a smartphone for ?

I also use it to take photographs
when I visit a country.

B Let’s practise
1. Use the words or groups of words related to cellphones from the box to correspond to the
following descriptions. Example : 1- a telephone.

a telephone ; a sim card ; networks ; a cellphone ; a charger

One hundred and sixty-five 165 Student’s Book 4e

 1. A phone with a cable, made to stay in a precise place.
2. A small card inside a mobile phone, carrying an identification number.
3. An operator that permits the sim card to be connected.
4. A device used to put energy in a battery of a mobile phone.
5. A small phone with which we can move everywhere.
2. Reorder the words or expressions below to find meaningful sentences talking about the

EN
functions of the telephone. Example : 1- People use telephones to keep in touch.

1. telephones / in touch. / use / People / to keep

2. surfing / Bouri / on social networks. / uses / for / a smartphone
3. a charger / the battery. / charging / We / for / use
4. Dad / a cellphone / to / uses / his business. / run
5. cheating. / WhatsApp / Some candidates / for / use

C Let’s take home IM

As you read the text below, answer the questions that follow it.
A smartphone is a cellular phone with an integrated computer and other features not
originally associated with telephones such as an operating system, web browsing, and the
ability to run software applications.
Smartphones can be used by individuals in both a consumer and a business context, and
5 are now almost integral to everyday modern life.
Many consumers use their smartphones to engage with friends, family and brands on social
ÉC
networks. Social media platforms such as Facebook, Instagram, Twitter and LinkedIn all
have mobile apps that a user can download from their phone’s app store. These apps make
it possible for smartphone users to post personal updates and photos while on the go.
Adapted from [Link]
1. What is the text about ?
2. What is a smartphone, according to the text ?
3. List three (03) uses of smartphones.
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to mobile phones
E.g. : cordless telephone ; cellphone ; smartphone ; etc.
• how to express the function of a phone
E.g. : I use a smartphone to download videos.
I use a smartphone for downloading videos.

Student’s Book 4e 166 One hundred and sixty-six

Session 2
Session focus
Vocabulary Language function Structure
airtime : sms ; mms ; to dial ; to
Alexander Graham Bell invented the
charge ; to make a call ; to send a Expressing past actions
telephone in 1876.
message ; to receive a message

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

A cellphone can do many things. To use it, you must charge the
battery first. Then you put some airtime in it. You are ready to use
IM your phone now. You can do many things with it. You can write and
send an SMS or an MMS to other people. When they receive your
message, they can answer back by sending you a message too. If
you want to hear the voice of your distant relative, you simply dial
their number and make a call.

Look, listen and repeat 2

ÉC
Alexander Graham Bell invented the first
telephone in 1876. He tested it himself to make
sure that it worked. His invention amazed the
whole world.
SP

In 2007, the American inventor Steve Jobs

revolutionized the telephone by inventing the iPhone
smartphone.

One hundred and sixty-seven 167 Student’s Book 4e

 B Let’s practise
1. Match the words or groups of words in column A to their meanings or synonyms
in column B. Example : 1-c

Column A Column B
1. to dial a. to transmit

EN
2. SMS b. credit for phone call
3. to send c. to compose a number
4. to charge d. Short Message Service
5. MMS e. to put energy in
6. airtime f. Multimedia Messaging Service

2. Put the verbs in brackets in the correct tense and form.

Example : 1- Steve Jobs invented iPhone.
1. Steve Jobs (to invent) iPhone in 2007.
IM
2. Last year, the government (to extend) the local phone numbers to 10 digits.
3. Yesterday, I (to buy) a new smartphone.
4. Hermann (to send) an SMS to his American friend last week.
5. Last week, Ibrahim’s phone (to break) down.
6. My uncle (to make) a call an hour ago.

C Let’s take home

ÉC
Put the letters in the correct order to find meaningful words related to telephone.
Example : 1- Airtime
itrAmine liDa denS geMases laCl
SP

LET’S KEEP IN MIND

Now, I know :
• vocabulary related to mobile phones
E.g. : to make a call ; to send a message ; airtime ; etc.
• how to express past actions
E.g. : Alexander Graham Bell invented the telephone in 1876.

Student’s Book 4e 168 One hundred and sixty-eight

Session 3

COMMUNICATION ACTIVITY
In order to get prepared for a presentation about telephones, you do some research on the Internet.
You come across the text below. Read it and do the tasks that follow.

EN
A. As you read the text quickly, write down the statement that best summarises it.
The text is about :
- the invention of telephone.
- the use of telephone.
- the origin of telephone.

A telephone, or phone, is a telecommunication device that permits two or more users

to conduct a conversation when they are not in the same space to be heard directly. A
IM
telephone converts sound, typically and most efficiently the human voice, into electronic
signals suitable for transmission via cables or other transmission media over long distances,
5 and replays such signals simultaneously in audible form to its user. The word telephone has
been adapted into the vocabulary of many languages. First invented in 1876 by Alexander
Graham Bell and further developed by many others, the telephone was the first device
in history that enabled people to talk directly with each other across large distances.
Telephones rapidly became indispensable to business, government, and households, and
10 are today some of the most widely used small appliances. The essential elements of a
telephone are a microphone (transmitter) to speak into and an earphone (receiver) which
ÉC
reproduces the voice of the distant person. In addition, most telephones contain a ringer,
which produces a sound to announce an incoming telephone call
Adapted from [Link]

B. As you read the text again, 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.
Do like this : 1- d

Column A Column B
SP

1. device (L1) a. transforms

2. converts (L3) b. largely
3. suitable (L4) c. at the same time
4. simultaneously (L5) d. machine
5. further (L7) e. accurate
6. widely (L10) f. more

One hundred and sixty-nine 169 Student’s Book 4e

 C. As you read the text again, give short answers to the questions below. (2 lines maximum)
1. When was the telephone invented ?
2. Who are the users of the telephone ?
3. What is a telephone used for ?
4. List the main elements of the telephone.
D. After
fter reading the text above, you got a lot of information. Your teacher asks you to write a

EN
newspaper article to be published in the magazine of your English Club. The topic is “The
importance of the telephone”.
In your article,
- talk about the origin of the telephone ;
- mention the use of the telephone in the past ;
- explain the current uses of a smartphone.

IM
ÉC
SP

Student’s Book 4e 170 One hundred and seventy

 LESSON 3

STAY CONNECTED !
READING

Learning context

EN
During a meeting of the English Club of Lycée Municipal
of Koumassi, the students of 4e read a text related to
Internet to talk about its importance in today’s society.

« We are all now connected

by the Internet, like
neurons in a giant brain. »

GOOD TO KNOW
IM — Stephen Hawking —

Vocabulary
content
ÉC
Vocabulary related to the Internet

Language
functions

- Using the present perfect

- Using “since / for” with the present perfect
SP

My dictionary

Files : dossiers Via : par ; à travers Brain : cerveau

Feedback : retour ; rétroaction Unlock : déverrouiller Application : demande
Giant : géant

One hundred and seventy-one 171 Student’s Book 4e

 Session 1
Session focus
Vocabulary Language function Structure
email address ; modem ;
mailbox ; website ; social The Internet has improved the mode of
Using the present perfect

EN
media ; wi-fi ; cybercafé ; communication.
homepage

A Let’s explore

Look, Listen and repeat

Granddad : What’re you doing with the laptop ?

Grandson : I’m sending an email to the University for my
IM application.
Granddad : How is it possible to send a mail via a computer, tell
me ?
Grandson : I connect the computer to the Wi-Fi and I get to
the homepage by putting the website of the school. I fill in the
application files and send them.
Granddad : And how will you receive the feedback ?
Grandson : I will receive a message in my mailbox. I mentioned my email address.
ÉC
Granddad : Let me have a look at all of this... What’s that ?
Grandson : It’s a social media. It’s called LinkedIn.

Listen and repeat

This is Yannis’ speaking

‘‘I have created my first email address recently. I have already received many mails in my
SP

mailbox. I have just sent my application to enter the famous university Félix Houphouët-Boigny
of Abidjan, Cocody’’.

B Let’s practise
1. Identify the pictures below with the descriptions from the box.
Do like this : 1- A website

a mailbox ; a Wi-Fi modem ; an Email address ; a website ; a homepage ; social medias

Student’s Book 4e 172 One hundred and seventy-two

 [Link]
1
2 3

EN
My_school@[Link]

4 5 6
2. Put the verbs in brackets in present perfect.
Example : 1- We have received many messages in the mailbox.
1. We (to receive) many messages in the mailbox.
2.
3.
4.
5.
IM
Dad (to buy) a new desktop computer for a home use.
Yahoo (to update) its homepage recently.
They (to connect) the computer to the Wi-Fi modem.
Facebook (to turn) into Meta.

C Let’s take home

ÉC
Conjugate the structures below in the present perfect. Do it in your exercise book.

1. To write an email 2. To create an email address

I… I…
He / She … He / She …
We … We …
You … You …
They … They …
SP

LET’S KEEP IN MIND

Now, I know :
vocabulary related to the Internet
E.g. : email address ; social media ; wi-fi ; cybercafé ; homepage ; modem ; etc.
• how to use the present perfect
E.g. : I have created my email recently.
Ernest has bought a new computer.

One hundred and seventy-three 173 Student’s Book 4e

 Session 2
Session focus
Vocabulary Language function Structure
password ; text chat ; - I have created my e-mail address since
Using the present perfect 2008.
browser ; to download ;
with ‘‘for’’ and ‘‘since’’

EN
hacker ; surfing ; skype - I have used e-mails for 13 years.

A Let’s explore

Look, Listen and repeat 1

Sidney : Fatim, you have received a new message on

your mobile phone.
IM Fatim : Ok thanks. I’m text chatting with a classmate
for the moment.
Sidney : Which media are you using ?
Fatim : We’re using Skype.
Sidney : Can I use your computer to browse websites
to find information for my presentation ?
Fatim : Yes, but let me enter the password to unlock it
for you. When surfing, pay attention not to download
ÉC
everything because hackers are operating on the web.
Sidney : OK ! Don’t worry. I will browse safe websites.

Look, Listen and repeat 2

SP

Tatiana : Wow ! We’re in 2023 already. I’ve

had my Twiter account since 2015. So I’ve
used this social network for 8 years now.
Ketsia : Really ? I’ve had my account for 2
years only. I‘ve used it since 2021.

Student’s Book 4e 174 One hundred and seventy-four

B Let’s practise
1. Match the words or expressions in column A to their meanings or synonyms in column B.
Example : 1-f

Column A Column B

EN
1. to browse a. to transfer files into a computer by copying them
2. a hacker b. secret code
3. skype c. to discuss through messages
4. surfing d. social media used to make calls and text chats
5. to download e. computer expert who steals people’s information
6. to text chat f. to search information through the Internet
7. password g. browsing the Internet

2. Complete the sentences below with “since” or “for” to make them meaningful.

1.
2.
3.
4.
Example : 1- since IM
Computer have entered our household … 1990.
Olivier has used a smartphone … three years.
I have used Skype … a month.
The boy has got a mobile phone … 2019.
5. They have surfed the Internet … five hours.
ÉC
C Let’s take home
Make three sentences using “for” and three sentences using “since” with the present perfect.
You will read them to the class next time.

LET’S KEEP IN MIND

SP

Now, I know :
• vocabulary related to the Internet
E.g. : password ; to text chat ; browser ; to download ; hacker ; surfing ; skype ; etc.
• how to use “since” or “for” with the present perfect
E.g. : I have created my Skype account since 2015.
I have used this account for seven years.

One hundred and seventy-five 175 Student’s Book 4e

 Session 3

COMMUNICATION ACTIVITY

For a presentation at the next meeting of the English Club of your school, you go to a cybercafé

EN
in order to collect information. You come across the text below. Read it and do the tasks that
follow.

A. Read the text quickly and write down the statement that best summarizes it.
- the invention of the Internet ;
- the dangers of the use of the Internet ;
- the benefits of the use of the Internet.

The Internet is a global system of interconnected computer networks to serve several

IM
billion users worldwide. Internet has been the most useful technology of the modern
times which helps us not only in our daily lives, but also our personal and professional
lives developments. The use of the Internet offers a variety of benefits to everyone who is
5 willing to use it.
For the students and educational purposes, the Internet is widely used to gather information
so as to do the research or add to the knowledge of any sort of subject they have. Even the
personal business and the professions like doctors, access the Internet to filter the necessary
information for their use. The Internet is therefore the largest encyclopedia for everyone, in
10 all age categories. The Internet has served to be more useful in maintaining contacts with
ÉC
friends and relatives who live abroad permanently. The easiest communication means like
the Internet chatting systems, Facebook and the emails are the best and the most common
ways for keeping in touch with the people around the world.
Adapted from [Link]

B. Read the text again and 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.
Example : 1- d
SP

Box A Box B
1. useful (L2) a. objectives
2. variety (L4) b. world of knowledge
3. purposes (L6) c. select
4. filter (L8) d. necessary
5. encyclopedia (L9) e. in another country
6. abroad (L11) f. diversity

Student’s Book 4e 176 One hundred and seventy-six

 C. Read
ead the text again and give short answers to the questions below. (2 lines maximum)

1. How is the Internet useful to students ?

2. What are the services provided by the Internet ?
3. According to the text, is the Internet dangerous ? Why ?

EN
D. Back
ack from a reading competition organized by the British Embassy, you have been
chosen to produce a speech about “the use of the Internet in our daily lives”.

Write down your speech in which you,

- define the Internet ;
- talk about its uses since its creation.
(10 lines maximum)

IM
ÉC
SP

One hundred and seventy-seven 177 Student’s Book 4e

 Let’s consolidate 8
I. Use the descriptions in the box to identify the pictures. Example : 1- mouse
compact disc ; printer ; mouse ; CPU ; sim card ; laptop ; monitor ; smartphone

EN
1 2 3 4

II. Put the

5
IM 6

he verbs in brackets in the suitable tense.

Example : 1- Bill Gates invented Microsoft in 1990
7 8

1. Bill
ll Gates (to invent) Microsoft in 1990.
2. The studentsts (to study) computer science for 5 years.
3. Allan
llan (to teach) ICT since 2010.
ÉC
4. My mother
mother (to buy) a new smartphone last week.
5. Wee (to send) an email one month ago.
III. Complete
Complete the sentences below with “to” or “for” to express a purpose.
Example : 1- We use a smartphone for accomplishing many tasks
1. We use a smartphone … accomplishing many tasks.
We
2. Businessmen
Busine ssmen use the telephone … develop their business.
3. The teacher
teacher uses a Wi-Fi modem … connect his computer to the Internet.
SP

4. People
People use computers … browsing the Internet.
5. Aïcha
A ïcha and Phoebe use Messenger … text chatting.
IV. Choo
Choose
se the best option to get meaningful sentences. Example : a- for
a. I use a comput
computer (for / to) processing a text.
b. You
Y ou can use a smartphone (for / to) text chat with your friends.
c. Ivorians
Iv orians have used mobile phones (for / since) 1996.
d. Cecilia has used this phone number (for / since) 10 years.
e. Businessmen use Skype (for / to) make video calls.

Student’s Book 4e 178 One hundred and seventy-eight

 LET’S HAVE FUN
Look at the numbers on the pictures and write the names of computer parts in the
crossword puzzle : 1- speaker

EN
IM
ÉC
SP

One hundred and seventy-nine 179 Student’s Book 4e

 MY ENGLISH

EN
IM
ÉC
SP

TESTS
TESTS
Student’s Book 4e 180 One hundred and eighty
 TEST 1
PART ONE : READING FOR COMPREHENSION

Read the text below and do all the activities that follow.

FIRST SCHOOL DAY

EN
My best memory of school is the first day at school. It was a wonderful first day at primary
school. It was my first day without the toys. I wore a uniform with a nice style. Primary school
was far larger than my small kindergarten had been. It was a nice day. My mother woke me
up early. She gave me my bath and walked with me to school. We didn’t need to take a coach.
5 My school, a new one, was around the corner from my house. We unexpectedly found my
teacher in the hallway and my mother introduced me to her. Miss Seuss, who was about
30 years old was a tall and pretty woman. She always had a smile on her face. After a brief
conversation with Mom, Miss Seuss, my mistress, took me by the hand and we walked to my

10
IM
classroom and Mom went away very quickly. She didn’t look back as if she was about to cry. I
was excited and anxious at the same time.
What was going to happen next ? It was only a half-day and I was in the afternoon class. I got
switched to the morning class for some reason half way through the year and learned about
getting up early.

Adapted from the Internet

ÉC
A. VOCABULARY CHECK
The words in column A are from the text. Match each of them with its definition or synonym in
column B. One option in column B is not concerned. Write your answers like this : 1- i

Column A Column B
a. enthusiastic
1. wonderful (L. 1)
SP

b. changed ; shifted
2. kindergarten (L. 3)
c. beautiful
3. coach (L. 4)
d. bus
4. unexpectedly (L. 5)
e. corridor
5. hallway (L. 6)
f. female teacher
6. pretty (L. 7)
g. memory
7. mistress (L. 8)
h. pre-school
8. excited (L. 10)
i. superb
9. switched (L. 12)
j. surprisingly

One hundred and eighty-one 181 Student’s Book 4e

B. COMPREHENSION QUESTIONS
Read the text again and note down the correct answer. Example : 1- a
1. The narrator had 2. The narrator
rator was accompanied by
a. a good first school day a. his female parent
b. a bad first school day b. his male parent
c. a long first school day c. his sister
3. The narrator had 4. For
or his first school day, the narrator was both

EN
a. a female teacher a. excited
xcited and happy
b. a male teacher b. excited
xcited and anxious
c. an English teacher c. anxious
xious and wicked
5. The narrator used to have class only 6. The narrator
narrator had the habit to
a. in the afternoon a. ge
gett up late
b. in the morning b. ge
gett up early
c. in the night c. ge
gett up soon

PART TWO : LANGUAGE IN USE

1. If they
IM
Task A. Complete the sentences with ‘‘will’’ or ‘‘would’’. Example : 1- will
hey are invited, they ... come to the party.
2. He … take
ake an aspirin if he had a headache.
3. If I were
ere you, I … not come.
4. I … succeed
ucceed if you give me a chance.
ÉC
Task B. Complete the following dialogue with the missing verbs. Example : 1- were
Sekou : When you (1) ... a little boy, did you use to cry for food ?
Blé : Yes, I (2) … I remember I (3) … to cry when I was hungry.
Sekou : (4) ... your mother use to give you advice ?
Blé : Yes, she (5) … to talk to me, and she still does.
SP

PART THREE : WRITING

You are having a conversation with Davies, your Canadian friend. He wants you to tell him about
your last holidays. Complete the dialogue.
Davies : Where did you spend your last holidays ? Davies : What games did you play ?
You : I spent my last holidays in my village. You : (3) …
Davies : How long did your holidays last ? Davies : Did you enjoy your holidays ?
You : (1) … You : (4) …
Davies : Did you go with your parents ? Davies : When did you come back home ?
You : (2) … You : (5) …

Student’s Book 4e 182 One hundred and eighty-two

 TEST 2

PART ONE : READING FOR COMPREHENSION

Read the text below and do all the activities that follow.

EN
THE PLACE OF WOMEN IN SOCIETY
Far from being inferior, women are capable of sharing all the responsibilities of everyday life
with men. Man and woman have been rightly compared to the two sides of the same coin, the
wheels of the same carriage.
The main responsibility of a woman is to preserve the human race. Biology decrees that it is
5 only the women who can bear and give birth to children.
Then, as a mother, a woman’s role is unique : she brings up children with extreme and protective
care. The first school of a child is the lap of his mother. Napoleon said : “Give me good mothers
and I will give you a good nation”.

10
IM
Educated women can do much to reform humanity. In modern age, women are brightly
demonstrating their talents in all the fields of progress. They are serving as teachers, doctors,
engineers, administrators and even heads of states. More education among women means
more progress of society. Gender equality should be a concern for men.

[Link]
ÉC
A. VOCABULARY CHECK
The words in column A are from the text. Match them to their synonyms in column B. Write your
answers like in the example. Example : 1- f

Column A Column B
1. sharing (line 1) a. attention
2. coin (line 2) b. brilliantly
SP

3. preserve (line 4) c. preoccupation

4. decrees (line 4) d. domains
5. care (line 7) e. piece of metal used as money
6. lap (line 7) f. partaking
7. brightly (line 9 ) g. perpetuate
8. fields (line 10) h. knee
9. concern (line 12) i. commands

One hundred and eighty-three 183 Student’s Book 4e

B. COMPREHENSION QUESTIONS
Choose the correct option to complete each statement, according to the text. Write your answers
like in the example. Example : 1-b
1. Man and woman are compared to the two 3. Ass a mother, a woman’s role is unique means :
sides of the same coin because : a. she bearsars children.
a. woman is inferior to man. b. she gives es birth to children.

EN
b. woman and man complement each other. c. she brings up children
children with care.
c. man is superior to woman. 4. In modern n age, women have talents :
2. Preserving the human race is : a. in all
all the domains of progress.
a. the only one responsibility of a woman. b. in a few
few domains of progress.
b. the exceptional responsibility of a woman. c. onl
onlyy as teachers, doctors and engineers.
c. the essential responsibility of a man.

PART TWO : LANGUAGE IN USE

IM
Task A. The following sentences are from the text. Rewrite each sentence like in the example.
Example : 1- “Man and woman are compared to the two sides of the same coin”.
The elder said that man and woman were compared to the two sides of the same coin.
1. “Man and womanoman are compared to the two sides of the same coin”.
- The elder der said that ...
2. “The
The main responsibility of a woman is to preserve the human race”.
ÉC
- A wise woman
woman advised the young girls that …
3. “It is only
y the women who can bear and give birth to children”.
- A scientist
scientist repeated that …
4. “E
“Educated
ducated women can do much to reform humanity”.
- The minister
minister recognized that …
Task B. Here are some sentences about different situations on women’s rights and duties.
Complete each sentence with the correct option. Write your answers like in the example.
Example : 1-a
SP

1. A woman
woman is not … a man.
a) lless
ess capable than b) capable than c) as capable
2. In the
the past, mothers were … than today.
a) lless
ess old b) old c) older
3. W
Women
omen are … than men.
b) mor
more protective b) protective c) less protective
4. Between
etween man and woman, who is … ?
a) responsible more b) more responsible c) responsible less

Student’s Book 4e 184 One hundred and eighty-four

PART THREE : WRITING

You are interviewed by the English Club magazine of your school on women’s rights and duties.
Answer the interviewer’s questions and give your opinion when needed.
Interviewer : Do you think that women have equal rights as men today ?
You : (1) …

EN
Interviewer : In which fields do inequalities still exist ?
You : (2) …
Interviewer : According to you, what can the government do to address wage inequalities in the
workplace ?
You : (3) …
Interviewer : Now, what can be done to combat sexual violence and harassment ?
You : (4) …
Interviewer : Well, next to their rights what are women’s main duties ?
You : (5) …
IM
Interviewer : Do you think that women are aware of their duties as well as their rights ?
You : (6) ...
ÉC
SP

One hundred and eighty-five 185 Student’s Book 4e

 TEST 3

PART ONE : READING FOR COMPREHENSION

Read the text below and do all the activities that follow.

EN
TRAVELLING
Travel is something which people do every day. It is very difficult to avoid the need to travel. It
may be a trip to school, university or to work. Travelling can often take a long time, especially
when great distances need to be covered. People often enjoy travelling abroad for holidays.
But for some people, travelling is not fun at all. Some people suffer from travel sickness. This
5 means that they will become unwell each time they travel.
Travelling can be either affordable or costly. It often depends on how far you want to travel
and the choice of transport. Using a bicycle will not cost anything as you power it by using
your legs. However, the use of a bicycle can be hard work and can take a lot of time to travel

10
IM
long distances. Cars and motorcycles are faster modes of transport, but are more expensive
to use as gasoline is needed for them to work. It can usually be assumed that the longer you
wish to travel, the more expensive and time consuming it will be.
The use of a plane is necessary for people wanting to travel very long distances. A pilot will
fly a plane from an airport for many thousands of miles to take people to places far away.
Although traffic is rarely a problem for airplanes, it can take a lot of preparation to travel by
15 plane. People often need to arrive at the airport three hours prior to departure.
ÉC
Adapted from [Link]

A. VOCABULARY CHECK
Match each word from the text in column A with its synonym or meaning in column B.
Write your answers like in the example : Example : 1- A
SP

BOX A BOX B
1. travel (L1) A. go on a journey
2. trip (L2) B. unpleasant
3. covered (L3) C. ride
4. abroad (L3) D. voyage
5. fun (L4) E. pleasure
6. unwell (L5) F. accessible
7. affordable (L6) G. travelled
8. power (L7) H. before
9. prior to (L15) I. overseas ; to other countries

Student’s Book 4e 186 One hundred and eighty-six

B. COMPREHENSION QUESTIONS
Say if the statements below are true (T) or false (F). Give the lines of the text to justify your
choices. Example : 1- T (L1)

1. Travel is an action people always do.

2. People always enjoy travelling abroad for holidays.
3. Travelling can never be affordable or costly.

EN
4. A plane is necessary for long distances.
5. People arrive at the airport long time before the departure.

PART TWO : LANGUAGE IN USE

TASK A. The text below is about a rich American trader and the different means of transport
she uses. Complete it with the words or expressions from the box :
Example : 2- bicycle
IM
walks ; by sailing ; travel by plane ; bicycle

Likane is a very rich trader. She lives in USA, near the sea. She goes to her job 1. ... her boat. From
time to time, she rides her 2. ... just to practise sport. It is only to move to the pharmacy that she
3. ... because it is not far. But, she is obliged to 4. ... when she comes to Africa.
TASK B. Complete the following paragraph with the appropriate words or expressions in brackets
to make it meaningful. Do like this : 1- prefer
ÉC
I 1- (prefer / would rather / prefers) the bus to the car because the drivers of buses are generally
careful. My brother says he 2- (prefer / would rather / prefers) travel by plane because he does
not like boat. Unfortunately, he has no money. So, for the time being, he 3- (prefer / would rather
/ prefers) travelling by car. I always tell him that cars are better than everything, I personally
4- (prefer / would rather / prefers) cars.

PART THREE : WRITING

SP

You are taking part in a writing competition on the following topic “Your favourite means of
transport”.
In a paragraph of twelve (12) lines maximum,
- mention the different means of transport in your area ;
- say which ones you prefer ;
- give the reasons why you prefer them.

One hundred and eighty-seven 187 Student’s Book 4e

 TEST 4

PART ONE : READING COMPREHENSION

Read the text below and do all the activities that follow it.

EN
FASHION SHOWS
A fashion show is an event put on by a fashion designers to showcase their upcoming line of
clothing and accessories during fashion week. Fashion shows start every season, particularly
in the summer and winter seasons. This is where the latest fashion trends are made. The two
most influential fashion weeks are Paris fashion week and New York fashion week, which
5 are both semi-annual events. The Milan, London and Berlin fashion weeks are also of global
importance.
It is a typical fashion show, models walk on the catwalk dressed in the clothing created by
the designer. Clothing is illuminated on the runway using various forms of lighting and special

10
effects. IM
The order in which each model walks out wearing a specific outfit is usually planned in
accordance to the statement that the designer wants to make about their collection.
Occasionally, fashion shows take the form of installations, where the models are static,
standing or sitting in a constructed environment.

Adapted from [Link]

ÉC
A. VOCABULARY CHECK
Match the words or expressions in Column A with their meanings or synonyms in Column B
according to the text. One option in Column B is not concerned.
Example : 1- event : b- occasion

Column A Column B
SP

a. the two
1. event (L1)
b. occasion
2. showcase (L1)
c. advertise
3. upcoming (L1)
d. the stage where models walk
4. trends (L3)
e. in agreement with
5. both (L5)
f. future
6. global (L5)
g. clothing item
7. runway (L8)
h. modes
8. outfit (L10)
i. international
9. in accordance to (L10 -11)
j. foregoing

Student’s Book 4e 188 One hundred and eighty-eight

B. COMPREHENSION QUESTIONS
Read the text again and give short answers to the following questions. (2 lines maximum)
1. In what seasons do fashion shows begin ?
2. Where do the two most influential fashion show weeks happen ?
3. Does clothing enlighten the runway ? Justify your answer.
4. Whoho makes the decision about the order in which each model walks ?

EN
PART TWO : LANGUAGE IN USE

Task A : The following sentences are related to fashion. Choose the best option between brackets.
Write your answers like this : Example : 1-shouldn’t
1. Teenagers (should / shouldn’t) follow fashion blindly.
2. Designers (should / shouldn’t) be more and more imaginative.
3. We (should / shouldn’t) teach our children how to wear traditional clothes.
4.
IM
I think that we (should / shouldn’t) copy our clothing style from abroad.

Task B : Complete the paragraph below with ‘’because’’ or ‘’because of ‘’

Example : 1- because of
My grandparents used to tell me that when it’s very sunny, it is better to wear a long-sleeved shirt (1) … the
high risk of malaria. But I don’t think that the sun can give malaria (2) ... doctors say that malaria is caused
by mosquito bites. I prefer short-sleeved shirts (3) … they are more comfortable. But, Africans usually wear
T-shirt (4) … the hot weather.
ÉC
PART THREE : WRITING

You invite your Nigerian friend Ikwe to a fashion show, but he refuses to come because he does
not know the importance of fashion shows.
Write a paragraph of twelve (12) lines maximum to tell him the importance of fashion shows. In
your piece of writing,
SP

- ssay
ay what a fashion show is ;
- eexplain
xplain what the participants do there ;
- per
persuade
suade him on the necessity for him to come and attend it.

One hundred and eighty-nine 189 Student’s Book 4e

 TEST 5

PART ONE : READING FOR COMPREHENSION

Read the article below and do all the activities that follow it.

EN
RURAL EXODUS
Rural exodus is due to favourable, unfavourable and neutral factors. Factors that determine
why a person migrates are related to the place of residence or origin. These factors are also
related to the new settlement, known as the destination. Both the origin and destination are
characterized by factors that support, reject or are neutral.
5 The favourable attributes of a location are pull factors, which attract a person. The unfavourable
attributes operating at a location are the push factors, which compel a person to move away.
Both pull and push factors can apply simultaneously at the place of origin as well as at the

10
IM
destination. Typically, the causes of rural exodus are economic, socio-political and ecological.
Economic factors are concerned with overall state of the economy. Socio-political factors
include war and political unrest whereas ecological factors are related to climate change and
the lack of natural resources.

Adapted from Migration and Its Impact on Cities Report 2017

A. VOCABULARY CHECK
ÉC
The words or expressions in column A are from the text. Match each of them with its definition
or synonym in column B. One option in column B is not concerned. Write your answers like in the
example. Example : 1- C

Column A Column B
1. rural exodus (L.1) a. locality
2. factors (L.1) b. oblige
3. settlement (L.3) c. migration of people from villages to cities
SP

4. attributes (L.5) d. absence

5. compel (L.6) e. general
6. simultaneously (L.7) f. strangely
7. overall (L.9) g. instability
8. unrest (L.10) h. characteristics
9. lack (L.11) i. at the same moment
j. causes

Student’s Book 4e 190 One hundred and ninety

B. COMPREHENSION QUESTIONS :
Read the text again and decide if the following statements are true or false. Write T for true and F
for false. Quote the lines of the text to justify your answers like in the example. Example : 1- F (L1)

1. Rural exodus is due to six factors.

2. The place of residence is also called the destination.
3. The positive characteristics of a location are the pull factors.

EN
4. Pull and push factors always apply at different moments.
5. There are three main causes of rural exodus.

PART TWO : LANGUAGE IN USE

Task A. Silué is writing a paragraph for the English magazine of the school about the wishes of
young people when they move to the city. Help him correct his text by putting each verb between
brackets in the correct tense and form. Example : 1- moved
IM
Young people wish they (1- to move) to the city. They wish they (2- live) in big and beautiful houses.
They wish they (3- to work) for important companies. Finally, they wish they (4- to earn) a lot of
money.
Task B. The paragraph below is about Attoungbré’s dream to go to the city. Read it and choose
the correct answer among the options. Example : 1- wishes
Like many other villagers, Attoungbré 1- (wish / wishes / wishing) he went to the city. He is so 2-
(excited / exciting / excitingly) that he is saving money to make his dream come true. Attoungbré
ÉC
is then ready to migrate 3- (because / due to / in order to) become richer in the city. However, he
is worried 3- (because / due to / in order to) his parents’ reluctance to let him go there.

PART THREE : WRITING

As a journalist working for the English magazine of your school, write a paragraph of twelve (12)
SP

lines maximum about rural exodus. In your production,

- giv
give
e the definition of rural exodus ;
- indic
indicate
ate the causes of this phenomenon ;
- men
mention
tion some of its consequences.

One hundred and ninety-one 191 Student’s Book 4e

 TEST 6

PART ONE : READING FOR COMPREHENSION

THE GIANT OF AFRICA BECOMES A GIANT OF HUMAN RIGHTS

EN
Nigeria, Africa’s most populous country, is appropriately nicknamed the ‘’ Giant of Africa’’. But
a big population can mean big problems, including human trafficking, being ranked the 8th
worst country internationally, and 67 percent of the population living in poverty.
To change this, YOUTH FOR HUMAN RIGHT (YHR) Nigeria representative Pascal Chukwuebuka
5 Nwoga has been delivering human rights education since 2012. “ We lack human rights knowledge,”
he says, “so I am trying to address that people should understand that our rights must be understood
and applied if we want to have peace, development and then love in our society.”
Of what inspired him, he says, “I grew up in an environment where some kids are maltreated.

10
IM
These children would work, and they kept working, working, working. It was like enslavement
for them.
There was a very big discrimination, so I grew up with those memories, and was trying to
protect children’’.

From : YOUTH FOR HUMAN RIGHT : NEWS- MAKING HUMAN RIGHTS A GLOBAL REALITY
ÉC
A. VOCABULARY CHECK :
The words in column A are from the text. Match each of them with its synonym or definition in
column B. Example : 1- e

Column A Column B
1. populous (L1) a. someone who acts on behalf of another person or a group of people
2. nicknamed (L1) b. slavery
3. ranked (L2) c. no violence
SP

4. representative (L4) d. classified

5. lack (L5) e. crowded
6. applied (L7) f. ill-treated
7. peace (L7) g. called with an informal name
8. maltreated (L8) h. implemented
9. enslavement (L9) i. absence

Student’s Book 4e 192 One hundred and ninety-two

B. COMPREHENSION QUESTIONS
Read the text again and give short answers to the following questions (2 lines maximum).
1. Why is Nigeria called the “Giant of Africa.” ?
2. Who is the representative of (YHR) Nigeria ?
3. Did Pascal Chukwuebuka Nwoga decide to deliver human right education ? Justify.
4. Did Pascal Chukwuebuka Nwoga grow up in a good environment ? (Justify)

EN
PART TWO : LANGUAGE IN USE

Task A. The passage below is about children’s duties towards their families. Complete it with the
phrases from the box to make it meaningful. Example : 1- have to

have to ; don’t have to ; has to ; doesn’t have to

IM
Our parents care for us and are responsible for making us happy. In return, we (1) … respect them
and make them feel happy too. My elder sister, for example, (2) … help our mother in house chores.
We (3) … to fight. The elder sister or brother should take care of younger ones, but he or she (4) …
beat them if they behave badly. Everything must be reported to parents.
Task B. The following passage is about some of the rights and duties at school. Complete it with
the best option in brackets to make it meaningful. Write your answers like in the example.
Example : 1- know
We have to 1- (know / go) school safety procedures. We have to take care of the environment
ÉC
2- (to / since) we have to live in a safe environment. It’s not 3- (permit / permitted) to waste water
and electricity. If we 4- (not agree with / don’t agree with) our friends, we have to refer to our
teachers and not (fighting / having fun) with them.

PART THREE : WRITING

On the occasion of Human Rights Day, your school English club asks you to write an article about
SP

children’s rights and duties in order to sensitize your community members. In your article,
- mention three (3) important rights of children ;
- list three (3) of their duties ;
- say if their rights are applied in your country or not. Support your point of view with examples.

One hundred and ninety-three 193 Student’s Book 4e

 TEST 7

PART ONE : READING FOR COMPREHENSION

Read the article below and do all the activities that follow it.

EN
KOBENAN’S DISEASE
Kobenan is a student in 4e. A month ago, he suddenly felt unwell. He had a temperature. He
sneezed and had a sore throat. He also had a headache and a cough. He was vomiting and had
stomachache. His whole body ached. His mother prepared traditional medicines for him but
that didn’t help much. She wanted to give him some medicines from the street, but his father
5 recommended that they should go to the hospital.
The family went to the hospital to see the doctor. He practised a medical checkup and examined
Kobenan’s lungs. He felt his pulse and took his temperature. The doctor then said that Kobenan
had malaria. He told him to stay in bed and to have a rest. He prescribed him an anti-malaria

10
IM
treatment and he added that Kobenan and his family ought to sleep under a mosquito net.
Kobenan’s father bought all the necessary pills and other medicines at the chemist’s. He
followed all the doctor’s instructions and very soon he felt much better. In ten days he fully
recovered and went back to school.

Adapted from https : //[Link]/english-esl-worksheets/search/disease

A. VOCABULARY CHECK
ÉC
The words in column A are from the text. Match each of them with its definition or synonym in
column B. One option in column B is not concerned. Example : 1- j

Column A Column B
1. temperature (L.1) a. repose
2. sore (L.2) b. migraine
3. headache (L.2) c. respected
4. whole (L.3) d. pharmacy
SP

5. checkup (L.6) e. entire

6. rest (L.8) f. pick up
7. chemist’s (L.11) g. painful
8. followed (L.11) h. returned to a normal condition of health
9. recovered (L.12) i. examination
j. fever

Student’s Book 4e 194 One hundred and ninety-four

B. COMPREHENSION QUESTIONS
Read the text again and give short and precise answers to the questions below.
1. When did Kobenan suddenly feel unwell ?
2. List two of his symptoms.
3. What did his father recommend ?
4. How did Kobenan feel ten days later ?

EN
PART TWO : LANGUAGE IN USE

Task A. Kobenan is reporting what the doctor told him. Put the verbs of his report between
brackets in the correct tense and form. Example : 1- was
The doctor told me that I (1- to be) certainly bitten by a mosquito. He added that many people
(2- to come) to hospital last week because of malaria. He confirmed that mosquitoes (3- to
transmit) that disease. He said that patients (4- to take) anti-malaria pills to recover rapidly.
IM
Task B. The paragraph below is about Covid-19. Read it and choose the correct answer among
the options. Write your answers like this : 1- caused
Covid-19 is 1- (causing / caused / causes) by the coronavirus. People 2- (ought / should / ought
not) to take precautions to avoid that disease. They 3- 3- (ought / had better / had better not )
neglect Covid-19 because it is really a mortal disease. Scientists 4- (thinks / think / thinking) that
Covid-19 can be eradicated if people strictly follow all the instructions given by doctors.
ÉC
PART THREE : WRITING

On the occasion of the World Malaria Day, the editor of the English magazine of your school asks
you to write a paragraph about how that dangerous disease affects people in your area. In your
production,
- ssay
ay what malaria is ;
- de
describe
scribe how people can catch that disease ;
- rrecommend
ecommend solutions to prevent and treat it.
SP

One hundred and ninety-five 195 Student’s Book

1954
e
 TEST 8

PART ONE : READING FOR COMPREHENSION

Read the text below and do all the activities that follow.

EN
COMPUTERS
A computer is a programmable machine designed to automatically carry out a sequence of
arithmetic or logical operations. The first use of the word “computer” was recorded in 1613,
referring to a person who carried out calculations, or computations, and the word continued
with the same meaning until the middle of the 20th century.
5 From the end of the 19th century, the word began to take on its more familiar meaning, a
machine that carries out computations. In the beginning, computers were big as a large room.
It is only later that they have become smaller and smaller, accessible to anyone. This has
given way to personal computers. Later, developers created new applications to help users

10
IM
perform many things from word processing to image editing. A large scale of programs, some
free and others costly, have opened new horizons in information technology.
Now, computers have noticeable impact on social relations. They have enabled entirely new
forms of social interactions, activities, and organizations. With the Internet, working with
computers has become part of our daily lives thanks to its basic features such as widespread
usability and access. In addition to face communication that characterized humans for
15 centuries, a new form of virtual communication has become more predominant.
Adapted from htpps://[Link]/site_php_files/[Link]
ÉC
A. VOCABULARY CHECK
Match each word or expression from the text in column A to its synonym or meaning in column B.
Write your answers like this : 1- a

Box A Box B
SP

1. carry out (L1) a. execute

2. arithmetic (L2) b. utility
3. century (L4) c. characteristics
4. word processing (L9) d. expensive
5. scale (L9) e. period of 100 years
6. costly (L10) f. allowed ; permitted
7. enabled (L11) g. calculation
8. features (L13) h. texts typing
9. usability (L14) i. range

Student’s Book 4e 196 One hundred and ninety-six

B. COMPREHENSION QUESTIONS
Read the text again and say if the statements below are true or false. Write T for true and F for
false. Give the lines of the text to justify your answers. Example : 1- F (L2)
1. The word “computer” is a new word.
2. Computers have always been small.
3. Computers were accessible to anyone in the beginning.

EN
4. All computer applications are free.
5. Computers
ers and the Internet have modified new social relations.

PART TWO : LANGUAGE IN USE

Task A. Here is a paragraph written by an expert in computer science. Some words are missing.
Read it and fill in the gaps with : used to ; used for ; use for. Example : 1 - use for
It is clear that the only device we (1) … printing texts is a printer. But some printers have also the
IM
scan function, so from time to time, they are (2) … scanning documents. In one word, they have a
double function, they can be (3) … print and scan files.
Task B. The paragraph below has been taken from a book written by Mark Zuckerberg, the
inventor of Facebook. Try to find the missing words among these suggestions : since ; for ; 2004
(1) … is the year in which I have created Facebook. But it has become very popular (2) … 2010. I
mean, it has reached all the continents (3) … 12 years now.
ÉC
PART THREE : WRITING

After reading a text about computers, the editor of the American magazine named “Zedwen
News” asks you to write a paragraph about the importance of computers and the Internet. In
your article,
- men
mention
tion the origin of computer ;
- ttalk
alk about its progressive transformation ;
SP

- men
mention
tion the current uses of computers and the Internet.
Your article will be published in an American magazine.
(12 lines maximum)

One hundred and ninety-seven 197 Student’s Book 4e

 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
7 bleed bled bled saigner

EN
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
15 catch caught caught attraper
16 choose
17 cling
18 clothe
19 come
IM chose
clung
clad / clothed
came
chosen
clung
clad / clothed
come
choisir
s’accrocher
habiller / recouvrir
venir
20 cost cost cost coûter
21 cut cut cut 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
Student’s Book
Book 44ee 198 One hundred and ninety-eight
 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
57
58
59
60
prove
put
quit
read
ride
IM
proved
put
quit
read
rode
proven / proved
put
quit
read
ridden
prouver
mettre
quitter
lire
monter (vélo, cheval)
61 ring rang rung sonner / téléphoner
62 rise rose risen lever
63 run ran run 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
SP

71 shut shut shut fermer

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
One hundred and ninety-nine 199 Student’s
Student’s Book
Book 44ee
 81 steal stole stolen voler / dérober
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

EN
88 throw threw thrown jeter
89 understand understood understood comprendre
90 wake woke woken réveiller
91 wear wore worn porter (avoir sur soi)
92 win won won gagner
93 write wrote written écrire

IM
COMMENT OPTIMISER SON APPRENTISSAGE DES VERBES IRRÉGULIERS

I. VERBES IRRÉGULIERS DONT LES TROIS FORMES SONT IDENTIQUES

Certains verbes irréguliers sont faciles à assimiler car ils gardent sous leurs trois formes, infinitif, prétérit
ÉC
et participe passé une orthographe identique. Voici ces verbes.
to bet bet bet parier
to burst burst burst éclater
to cost cost cost coûter
to cut cut cut couper
to hit hit hit frapper
to hurt hurt hurt blesser, faire mal
SP

to let let let permettre

to put put put mettre
to shut shut shut fermer
to spread spread spread s’étendre, se répandre
to read read read lire

Student’s
Student’s Book
Book 44ee 200 Two thousand
II. VERBES IRRÉGULIERS DONT DEUX FORMES SONT IDENTIQUES
Il arrive que deux formes soient similaires. Voyons à présent ces différents cas de figure.
a) Base verbale et participe passé identiques
Quand l’infinitif et le participe passé sont identiques, il convient de mémoriser la formule du verbe
irrégulier en anglais au prétérit.
to become became become devenir
to come came come venir
to run ran run courir

EN
b) Prétérit et participe passé identiques
Lorsque le prétérit et le participe sont identiques, des variations peuvent s’opérer sur les terminaisons
des verbes et les allitérations de voyelles au sein du mot.
• Terminaison en (T)

to build built built construire

to bend bent bent plier, se pencher
to dream dreamt dreamt rêver
to burn
to feel
to kneel
to keep
to learn
IM
burnt
felt
knelt
kept
learnt
burnt
felt
knelt
kept
learnt
brûler
sentir
s’agenouiller
garder
apprendre
to leave left left partir
to lend lent lent prêter
ÉC
to light lit lit allumer, éclairer
to lose lost lost perdre
to sleep slept slept dormir
to smell smelt smelt sentir
to spell spelt spelt épeler
to spend spent spent dépenser
to spoil spoilt spoilt gâter, gâcher
to mean meant meant signifier
SP

to send sent sent envoyer

to sweep swept swept balayer

• T
Terminaison
erminaison en (D)
to have had had avoir, prendre
to hear heard heard entendre
to clothe clad clad vêtir
to slide slid slid glisser
to make made made faire

Two thousand one 201

201 Student’s Book 4ee
• Terminaison en (GHT)
to buy bought bought acheter
to catch caught caught attraper
to bring brought brought apporter
to teach taught taught enseigner
to think thought thought penser
to fight fought fought se battre

EN
to seek sought sought chercher

• Terminaison en (AID)
to lay laid laid poser à plat
to pay paid paid payer
to say said said dire

• Allitération en (E)
to bleed
to feed
to meet
to hold
to behold
IM
bled
fed
met
held
beheld
bled
fed
met
held
beheld
saigner
se nourrir
rencontrer
tenir
contempler
to lead led led mener
ÉC
• Allitération
ation en (U)
to dig dug dug creuser
to hand hung hung suspendre
to stick struck struck coller

• Allitér
Allitération
ation en (O)

to get got got obtenir

SP

to sell sold sold vendre

to tell told told dire
to shine shone shone briller
to shoot shot shot tire (projectile)
to win won won gagner

• Allitération en (A)
to sit sat sat être assis
to spit spat spat cracher

Student’s Book
Student’s Book 44ee 202
202 Two thousand two
• Allitération en (OUND)
to bind bound bound lier, relier
ton find found found trouver
to grind ground ground moudre
to wind wound wound serpenter

• Allitération en (OOD)

EN
to stand stood stood être debout
to understand understood understood comprendre
to withstand withstood withstood résister
to misunderstand misunderstood misunderstood mécomprendre

III. VERBES IRRÉGULIERS DONT LES FORMES SONT DIFFÉRENTES

Enfin, certains verbes en anglais prennent une forme différente à l’infinitif, au prétérit et au participe
passé.

to begin
to cling
IM
«I» à l’infinitif ; «A» au prétérit ; «U» participé passé

began
clang
begun
clung
commencer
s’accrocher
to drink drank drunk boire
to ring rang rung sonner
to sing sang sung chanter
ÉC
to sink sank sunk couler, s’enfoncer
to swim swam swum nager

IV. PARTICIPE PASSÉ TERMINANT EN (EN)

to awake awoke awoken s’éveiller
to break broke broken casser
to choose chose chosen choisir
SP

to speak spoke spoken parler

to steal stole stolen voler
to wake woke woken réveiller
to drive drove driven conduire
to eat ate eaten manger
to fall fell fallen tomber
to forbid forbade forbidden interdire
to forget forgot forgotten pardonner
to hide hid hidden cacher
to bite bit bitten mordre

Two thousand three 203

203 Student’s Book 4e
 to freeze froze frozen geler
to give gave given donner
to ride rode ridden aller à cheval, à bicyclette
to rise rose risen s’élever, se lever
to see saw seen voir
to shake shook shaken secouer
to write wrote written écrire
to take took taken prendre

EN
V. « -EW » AU PRÉTÉRIT ET «WN» AU PARTICIPE PASSÉ

to blow blew blown souffler

to draw drew drawn dessiner
to fly flew flown voler
to grow grew grown grandir
to know knew known connaître
to throw

VI. CAS PARTICULIERS

IM
threw thrown lancer

to show showed shown montrer

to be was/were been être
ÉC
to bear bore born (sup)porter
to swear swore sworn jurer
to do did done faire
to go went gone aller, partir
to lie lay lain s’éteindre
to wear wore worn porter (sur soi)
to make made made faire, fabriquer
SP

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1er trimestre 2022
Dépôt légal N° 18424 du 08 Mars 2022

Two thousand four 204 Student’s Book 4e

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