BURKINA FASO

Unité - Progrès - Justice

----------------------
Ministère de l’Education nationale, de l’Alphabétisation
et de la Promotion des Langues nationles

O ON WITH NGLISH 4 e

4 e

Teacher’s book

Rédacteurs :
- Constantin SANON, Inspecteur de l’enseignement secondaire ;
- Osséni DOULKOUM, Inspecteur de l’enseignement secondaire ;
- Hermann Kpenpal SOMDA, Inspecteur de l’enseignement secondaire ;
- Tendouindé Bruno NIKIEMA, Inspecteur de l’enseignement secondaire ;
- Francis Nindia COULIDIATY, Inspecteur de l’enseignement secondaire ;
- Armel Judicaël BELEM, Inspecteur de l’enseignement secondaire ;
- Ibourahima OUANDE, Inspecteur de l’enseignement secondaire ;
- Juliette BAZIE/KONKOBO, Professeur Certifié des Lycées et Collèges ;
- Badjiou BAYALA, Professeur Certifié des Lycées et Collèges.

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 BURKINA FASO
Unité - Progrès - Justice
----------------------
Ministère de l’Education nationale, de l’Alphabétisation
et de la Promotion des Langues nationles

[Link]

Éditeur

Centre National des manuels

et fournitures scolaires
BP 7130 Ouagadougou 03
Téléphone : (226) 25372062
© 2022

Production éditoriale
Direction Générale de la Qualité
de l’Education Formelle /CENAMAFS
Dépôt légal : Bibliothèque nationale du Burkina (BNB)
Copyright : MENAPLN
ISBN :

Tous droits de reproduction et d’adaptation réservés

pour tout pays.
La reproduction en tout ou en partie du présent manuel
sous quelque forme et par quelque procédé que ce
soit, tant électronique que mécanique, en particulier
par photocopie sans autorisation du MENAPLN est
interdite. Toute contrefaçon sera sanctionnée par
Mise en page : Pindéba Marc SANKARA l’article 614 de la loi 025-2018/an du 31 mai 2018
Illustrations : Allassane OUEDRAOGO portant code pénal et de l’article 116 de la loi 048-
Couverture : Joseph OUEDRAOGO 2019/an du 12 novembre 2019 portant protection de la
propriété littéraire et artistique au Burkina Faso et par
la convention de Berne pour la protection des œuvres
littéraires et artistiques du 09 septembre 1886 modifiée
par l’acte de Paris du 28 septembre 1979.

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PRÉFACE

3
4
AVANT-PROPOS

5
Contents

6
Contents

7
 GUIDE : PARTIE THEORIQUE

I. Profil spécifique de sortie

Le profil de l’apprenant au sortir de l’enseignement post-primaire est celui d’un
citoyen ayant acquis des compétences linguistiques et communicationnelles en anglais
pour utiliser la langue comme outil de communication dans le contexte scolaire et
académique d’une part, et dans les situations d’interaction de la vie sociale d’autre
part. Il doit donc être à mesure de s’exprimer à l’oral comme à l’écrit en respectant
les règles de base de la langue et avec la capacité d’écouter, lire et comprendre
respectivement des productions orales et écrites en lien avec différentes situations
de la vie courante. Pour ce faire, et conformément à l’orientation méthodologique
des nouveaux curricula, l’enseignement/apprentissage de l’anglais s’inscrit dans
l’Approche Par les Compétences (APC).

II. Orientations épistémologiques et didactiques

L’APC est un ensemble de principes qui visent à construire l’enseignement/
apprentissage sur la base de compétences, qui sont évaluées dans le cadre de la
réalisation d’un ensemble de tâches complexes (situation d’intégration).

L’APC s’appuie sur le constructivisme, le socioconstructivisme et la cognition située.

Ainsi, elle:
- place l’apprenant au cœur du processus d’apprentissage ; ainsi celui-ci apprend
mieux car il est actif et responsable et. (Piaget)

- met l’accent sur la dimension relationnelle de l’apprentissage. Ce dernier apprend

efficacement quand il est en interaction avec d’autres personnes. (Perret Clermont,
Doise et Mugny)

- prône la prise en compte du contexte de l’apprenant dans le processus

d’enseignement/apprentissage, c’est-à-dire que l’enseignant doit partir des réalités
proches du vécu quotidien de l’enfant dans la construction des connaissances.
(Lave)

a. Les méthodes
L’approche méthodologique est essentiellement éclectique. Elle fait appel aux approches
qui préparent l’élève avec les ressources linguistiques et communicationnelles
adéquates pour l’outiller à faire face à une situation de communication réelle dans la
vie courante. Ainsi, elle prend en compte :

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 L’approche communicative
L’approche communicative est basée sur le principe de la compétence de
communication. Elle se concentre sur l’acquisition des quatre compétences de base,
à savoir : le listening, le speaking, le reading, et le writing.

 L’approche actionnelle
L’approche actionnelle considère que communiquer c’est agir, vivre. La communication
n’a de sens que dans l’action réelle. L’approche actionnelle met l’accent sur l’utilisation
de la langue cible dans la société réelle et se fait par projets. Les dispositifs d’intégration
de la langue cible avec un contenu sont nécessaires. Cette approche s’appuie sur
la réalisation d’une tâche, d’une action socio-langagière. Elle est proposée dans le
Cadre Européen Commun de Référence pour les langues.

b. Démarches méthodologiques
Une intervention pédagogique selon l’APC commence par une situation d’apprentissage
et se termine par une situation d’intégration :
- La situation d’apprentissage : en pédagogie, une situation d’apprentissage est
une situation-problème que le pédagogue imagine dans le but de créer un espace
de réflexion et d’analyse autour d’une question à résoudre, de permettre aux élèves
de conceptualiser de nouvelles représentations sur un sujet précis à partir de cet
espace-problème. (dico des concepts clés, 4è édit, 2003)

- La situation d’intégration : c’est une situation-problème dans laquelle les

élèves doivent mobiliser des ressources pour réussir la tâche considérée. C’est une
situation-problème qui est l’image de ce qui est attendu en termes de performance
de la part de l’élève à la fin d’un ensemble d’apprentissages de savoirs, savoir-faire
et savoir-être.

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c. Démarches, techniques, et matériels didactiques selon la
compétence
COMPETENCES RECOMANDATIONS TECHNIQUES SUPPORTS
A ACQUERIR POUR LA CONDUITE PEDAGOGIQUES DIDACTIQUES
DES ACTIVITES PRECONISEES POSSIBLES
Speaking - Activer la réflexion -Exploitation -Supports
chez l’apprenant ; d’images vidéo, audio
(Expression -Amener les élèves -Brainstorming et visuels
orale) à extérioriser -Travail en groupes (dessins,
leurs idées ; de deux et plus photos, affiches
-Amener les élèves (pair/group work) publicitaires,
à échanger entre -Variation des slogans, films,
eux en se posant partenaires de vidéos, cartes,
des questions travail (voisin posters…) ;
NB : La leçon ; -Organiser du même banc, -Objets
d’expression une discussion entre voisin de devant extérieurs
orale peut les apprenants ou de derrière) relatifs au
aboutir au -Se déplacer pour -Démonstration thème du jour ;
développement apprécier le travail (exemple par soi- -Manuels
d’une autre des apprenants même ou par scolaires.
compétence des apprenants)
comme - Jeux de rôles
l’expression (dialogues)
écrite -Résolution de
problèmes
-Discussions/débats
-Dramatisation
(mettre les
apprenants en
situation fictive).
Writing -Commencer par -Travail individuel -Supports
(Expression des activités guidées suivi d’échange vidéo, audio
écrite) (guided activities) de production en et visuels
-Evoluer vue de corrections (dessins,
progressivement vers par les pairs (peer photos, affiches
des activités moins correction) publicitaires,
guidées (less guided) slogans, films,
-Se déplacer pour Types d’activités : vidéos, cartes,
apprécier le travail -copier (copying), posters…) ;
des apprenants -exercices à trous -Objets
-Faire écouter la (gap filling), extérieurs
production d’un pair -phrases à compléter relatifs au
ou un groupe de (sentences thème du jour ;
travail de temps à completion), -Manuels
autre. -rédaction de scolaires.
paragraphe
(paragraphe writing)
-résumé (summary),
-narration, lettre,
rapport, etc.

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Listening -Lire un passage -Aller du plus simple -Supports
(Compréhen relativement court et au plus complexe ; vidéo, audio
sion orale) simple à une vitesse -Ecouter une et visuels
légèrement inférieure production orale (dessins,
à la normale ; et discriminer photos,
NB : La leçon -Faire écouter un des sons ; affiches
d’écoute peut passage (dialogue, -Ecouter une publicitaires,
aboutir au conversation, chanson, production orale et slogans, films,
développement etc.) du niveau identifier des mots ; vidéos, cartes,
d’autres de l’apprenant ; -Ecouter une posters…) ;
compétences -Amener les production orale -Objets
comme apprenants à connaître pour en extraire extérieurs
l’expression les questions ou l’idée générale relatifs
écrite et le type d’activité - Ecouter une au thème
l’expression avant l’écoute ; production orale du jour ;
orale -Accorder deux pour en extraire -Manuels
possibilités d’écoute des informations scolaires.
au moins pour chaque spécifiques
activité.

Reading -Faire lire un texte -Skimming (lire Textes écrits

(Lecture) pour en extraire un texte pour sous diverses
l’’idée générale en extraire formes
-Faire lire un l’’idée générale) (bandes
NB : La leçon texte pour trouver -Scanning (lire un dessinées,
de lecture peut des informations texte pour trouver dialogues,
aboutir au spécifiques des informations passages
développement -Faire résumer un spécifiques) écrits issus
d’autres texte d’extraits de
compétences magazines,
comme de journaux,
l’expression de livres,
écrite et d’internet…)
l’expression
orale

La démarche méthodologique pour l’enseignement/apprentissage de l’anglais selon

la nouvelle approche curriculaire est interactive et place l’apprenant au centre du
processus d’apprentissages en l’amenant à découvrir les ressources.
De manière pratique, pour couvrir une leçon du manuel, l’enseignant devra assurer
quatre séances de 55 minutes. Les trois premières séances, qui sont des séances
d’apprentissage, se déclineront en deux phases : une phase de découverte (Discovery
phase) et une phase d’exercices pratiques (Practice phase). La quatrième séance est
une séance de consolidation (Consolidation session). La séance de consolidation
consiste en une activité dans laquelle l’apprenant mobilise les ressources acquises
au cours de la leçon en vue d’exécuter une tâche.
A la fin de la deuxième leçon de l’unité, l’enseignant conduira une séance qui portera
sur une activité d’intégration (Situation of integration / Problem solving).

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 Framework for learning sessions
(Canevas des séances d’apprentissage 1, 2 et 3)
PHASES LESSON TEACHER’S ACTIVITIES STUDENT’S OBSERVATIONS /
STAGES AND ACTIVITIES REMARKS
TIMING
1. Introductory stage

a. Warm-up Greetings, date, song, poem, game, Answers and performs

anecdote, physical expressions/ tasks
movements

b. Review of - Questioning Answers and performs

previous lessons - Simulation tasks
or prerequisites

c. Introductory - Lead-in activity Listens, observes and

activity and - Presentation of the learning context performs tasks
learning context (oral explanation, video, audio,

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Songs, Images)

2. Input stage

-Presents the new words or -Listens and repeats Teacher provides model
- Vocabulary phrases in context, Chorally, in rows, sentences on board.
(Vocabulaire) -Uses realia, pictures, m i m e s individually …
Discovery définitions, explantions, synonyms, -Observes and reads
phase antonymes, questioning,
- Grammar -Observes and Teacher can also teach
(language function Teaches grammar inductively, that analyses the grammar deductively if
and language is giving examples and getting the examples; necessary, that is going
structure) students draw the rules. -Draws the rules. from the rules to the
examples.
-Listening Helps the students to familiarise with -Observes
-Speaking the tools necessary to perform the -Analyses
-Reading task. The tools and the tasks vary -Listens
-Writing according to the skill taught -Responds
-Performs tasks
 3. Manipulation stage

Controlled Engages students in Student Activities here are those for

stage controlled activities. The type performs the which the good answers has
of activities varies according task mainly one form:
to the skill taught. -gap filling
Practice -MCQ, matching
Phase -True/false
-picture labelling
-Change form …
Engages students in semi- Student Activities here are those with
Semi- controlled activities. The type performs the possibilities of different good
of activities varies according task answers:
controlled
to the skill taught. -finish the sentence
stage -write a sentence under the
picture

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(15 mn) -limited response questions …
- Follow up/Homework (3 mn) Assigns a homework activity Copies the
homework
- Copying (7 mn) Indicates what to copy Copies
- Administrative tasks Checks attendance Answers the roll-
Fills in the record book call
 Framework for the consolidation session
(Canevas de séance de consolidation)

STAGES AND AIM TEACHER’S LEARNER’S TECHNIQUES OBSERVATION

TIMING ACTIVITIES ACTIVITIES
1. Preparation

Set a -Greets class -Responds -Individually Any other warm up activity is

Warm up stress-free -Asks the date -Tells the date and -Chorally possible
(3 minutes) atmosphere -Initiates a song, writes it on board
for example -Sings
2. Task setting
Provide [Link] activity 1- Listens -Individual work
students and to teacher’s -Pair work
with the organizes instructions -Group work
tools learners.

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Preliminary necessary 2. Gives clear 2- Starts
activities to execute instruction working
the task. 3. Sets
(05 minutes) appreciation
criteria.
4. Times
activity
and starts
monitoring

3. Task execution
Executing the Get Monitors, helps Executes the Depending on the Activity written on the board
task students to if necessary task following activity: + other instructions to follow
practise the teacher’s -individually
(20 min) skill(s). instructions -in pairs, or
-in groups
 4. performance
-Get -Listens to and -Presents work -Individual Keep in mind that assessment
Presenting the students to / or observes result to the presentations is individual even in group
results perform in student’s class -Role-play … presentation.
front of class production -Listens and
(10 min) / show the -Takes notes appreciates
outcome of - Writes down
work. important/
recurring
mistakes
-Listens to or -Listens to or -Student/student
reads some reads some interaction Final
Feedback Evaluate productions productions production
(10 min) the -Teacher/Student written on board when
outcome -Makes -Makes necessary
improvements contributions
Interaction
on language
and ideas (final

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production)
Keep trace Indicates what Copies the final
Copying and of the lesson. to copy production
administrative
tasks Control -Checks Answers the roll-
(7 min) attendance attendance call
and keep
-Fills in the record
records
book
 Framework for the problem-solving session
(Canevas de séance de la situation d’intégration)
STAGES AND AIM TEACHER’S LEARNER’S TECHNIQUES OBSERVATION
TIMING ACTIVITIES ACTIVITIES
1. Preparation

Set a -Greets class -Responds -Individually Any other warm up

Warm up stress-free -Asks the date -Tells the date and -Chorally activity is possible
(3 minutes) atmosphere -Initiates a song, for writes it on board
example -Sings
2. Task setting
Prepare 1-Sets the 1-Listens to
students communication teacher’s instructions -Individual work
Preliminary
to task situation and the -Pair work
activities
execution communication 2-Gets ready to -Group work
(05 minutes) problem. work

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2-Gives clear
instruction
3-Sets
appreciation
criteria.
4-Times activity
and starts
monitoring
5-Sets activity and
organizes learners.
3. Problem solving
Practise the -Monitors work Executes the task Depending on the Activity written on
Solving the skill(s) -Helps if necessary following teacher’s activity: the board or on
problem instructions -individually papers
-in pairs, or
(20 min) -in groups
 [Link]
Perform -Listens to and / or -Presents work -Individual Keep in mind that
Presenting in front observes student’s result to the Presentations assessment is
the results of class / production class individual even in
Show the -Takes notes -Listens and -Role-play group presentation.
(10 min) outcome of -Writes down important/ appreciates
work. recurring mistakes

Evaluate -Listens to or reads some -Listens to or -Student/student Final

the productions reads some interaction production
Feedback outcome -Makes improvements on
(10 min) productions -Teacher/Student written on board
language and ideas (final -Makes Interaction when necessary
production) contributions

Keep trace Indicates what to copy Copies the lesson

Copying and of the
administrative

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lesson.
tasks
(7 min) Control -Checks attendance Answers the roll-
attendance call
-Fills in the record book
and keep
records
. d. L’évaluation
L’enseignant doit privilégier les évaluations formatives sans pour autant occulter
celles sommatives. Ces évaluations doivent être en congruence avec les compétences
définies pour la classe de troisième (3e) dans le curriculum.

L’évaluation formative est permanente car elle comprend aussi bien les évaluations
faites à la fin de chaque leçon, que les évaluations-remédiation, et les situations
d’intégration. Elle doit privilégier l’auto-évaluation et l’évaluation par les pairs. Il
faut réaliser au moins une (01) situation d’intégration à la fin de chaque unité.
Qu’elle soit formative ou sommative, l’évaluation doit toujours être critériée afin
d’être objective et promouvoir la culture de la réussite. Par ailleurs, elle devra prendre
en compte les trois domaines taxonomiques : cognitif, psychomoteur et socioaffectif.

III. Les recommandations

A l’enseignement explicite des quatre compétences (Listening, speaking, reading,
writing) s’ajoutera l’enseignement de la grammaire, du vocabulaire, de la
prononciation…

Ainsi, les points de grammaire seront traités en se focalisant sur une fonction (ce
pour quoi le point de grammaire est utilisé en situation de communication) et
les exemples d’utilisation devront intégrer les thèmes et le vocabulaire de l’unité
considérée.

Le vocabulaire prendra en compte les mots les plus usuels de la langue anglaise dont
la maîtrise peut permettre à l’apprenant moyen de s’exprimer de façon satisfaisante
en fin de cycle. On partira du milieu de vie de l’apprenant pour s’étendre de plus en
plus vers des thèmes émergents et des concepts moins familiers, conformément au
curriculum.

En outre, il est rappelé que l’expression écrite, notamment le paragraph writing doit
faire l’objet d’un enseignement avant toute évaluation.

Enfin, il est également recommandé à l’enseignant de :

­ - parler de manière naturelle ;
­ - donner des consignes claires ;
­ - corriger les erreurs des apprenants avec tact pour éviter de les frustrer, car
tout apprentissage se fait par essais et erreurs ;
­ - s’assurer que les apprenants ont maitrisé la notion enseignée avant de
continuer ;
­ - encourager les interventions volontaires chez les apprenants ;
­ - dispenser le cours en anglais même si de temps à autre, une autre langue peut
être utilisée ;
­ - prêter attention aux difficultés des apprenants et mener des séances de

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­ - promouvoir l’utilisation de l’anglais à travers le théâtre, les poèmes, les contes,
les sketchs, les jeux de rôle en classe, et lors des journées culturelles ;
­ - rendre les leçons plus attrayantes en utilisant des jeux ;
­ - accorder plus de temps aux activités dans les phases de pratique, de consolidation
et d’intégration.
­
IV. Situation d’intégration et grille de correction critériée

a. Principes de l’intégration
L’opérationnalisation de l’intégration des acquis est réalisée à travers la résolution de
situations complexes ou situations d’intégration. La situation d’intégration ou situation
problème est dite complexe parce qu’elle constitue un moment de démonstration,
de mobilisation et de réinvestissement des ressources pour résoudre un problème
proche de la vie courante. En d’autres termes c’est un exercice (devoir, travail,
situation problème) donné aux apprenants et qui les amène à réinvestir l’ensemble
des acquis de l’unité pour apporter une solution à un problème en traitant l’exercice
qui leur est proposé.
Il faut noter que « la tâche » liée à une situation d’intégration est l’anticipation du
produit attendu. Elle reflète strictement l’énoncé de la compétence.

b. Les constituants d’une situation d’intégration

Une situation d’intégration est composée de quatre constituants : (1) un contexte,
(2) un support, (3) une fonction et (4) une consigne traduisant la tâche demandée
à l’apprenant.
(1) Le contexte décrit l’environnement dans lequel on se situe.
(2) Le support est l’ensemble des éléments matériels, virtuels ou réels présentés à
l’apprenant (texte écrit, illustration, photo, etc.) et qu’il doit exploiter pour résoudre
la situation-problème. Le support comprend l’information sur la base de laquelle
l’apprenant va agir ; selon les cas, l’information peut être complète ou lacunaire,
pertinente ou parasite.
(3) La fonction précise dans quel but la production est réalisée. La plupart du
temps, elle est une fonction sociale.
(4) La consigne est l’ensemble des instructions de travail qui sont données à
l’apprenant de façon explicite. Elle constitue la traduction de la tâche à réaliser par
l’élève. Elle doit être suffisamment claire pour préciser la forme observable sous
laquelle la production demandée doit apparaître : sous forme écrite ou orale, sous
la forme d’un texte ou d’un schéma, etc.

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C. Exemple d’activité d’intégration

I integrate.

SPEAKING:

Your elder brother, his wife and their two children live in a wealthy neighbourhood
of the town. Last year, he refused to host his young cousin. The elder brother also
avoids collaborating with the other family members. You talked about it to a school
friend and he said he agrees with your elder brother’s perception of family and
family life.

You took some classes on traditional and modern families and generation gap. In
these classes, you also studied some grammar points and vocabulary in relation to
these topics. You decided to talk to your friend to bring him/her to change his/her
mind?

After a fifteen-minute preparation and in a three-minute talk, using well-built

sentences, you will express:

1. one advantage of having a small family.

2. one disadvantage of refusing to collaborate with the other family members.

3. one argument against your elder brother’s rejection of the old vision of family
and family life.

Speak fluently using an acceptable pronunciation.

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Criteria-based marking grid (grille de correction critériée)
Criteria Pertinence Language Coherence Refinement
(critères) (Instruction accuracy (relevance of criteria
executed) (grammar, ideas + logical (overall
vocabulary organisation presentation)
and of the task
pronunciation) executed)

Instructions
(Consignes)
Instruction 1: Indicator 1: Indicator 1: Indicator 1: Indicator 1:
Express one A speech is Appropriate The advantage fluency
advantage of performed grammar is given is Indicator 2 :
having a small /0.5 pt used / 1 pt relevant pronunciation
family. Indicator 2: /1.5 pt
one advantage Indicator 2: Indicator 2:
of having a Appropriate The speech is
small family is vocabulary is well organized
given. used / 1 pt and convincing
/0.5 pt 2/pt /1.5 pt
/1 pt /3 pts

Instruction Indicator 1: Indicator 1: Indicator

2 : Express one A speech is Appropriate 1: The
disadvantage performed grammar is disadvantage
of refusing to /0.5 pt used /1 pt given is
collaborate Indicator Indicator 2: relevant
with the 2 : one Appropriate /1.5 pt
other family disadvantage vocabulary is Indicator 2:
members of refusing to used /1 pt The speech is
collaborate /2 pts well organized
with the and convincing
other family /1.5 pts
members is /3 pts
given /0.5 pt
/1 pt

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Instruction 3 : Indicator Indicator 1: Indicator 1:
Express one 1: A speech Appropriate The argument
argument against is performed grammar is given is
your elder brother’s /0.5 pt used /1 pt relevant /1.5
rejection of the old Indicator 2: Indicator 2: pt
vision of family and one argument Appropriate Indicator 2:
family life. against your vocabulary is The speech is
elder brother’s used /1 pt well organized
rejection of /2 pts and convincing
the old vision Indicator /1 pt
of family and 3: Well built /3 pts
family life . sentences are
/0.5 pt used /0.5 pt
/1.5 pt

/1 pt
TOTAL /3 pts /6pts /9 pts /2 pts
TOTAL GENERAL: /20 pts

22
 UNIT 1

FAMILIES

Skill levels to achieve

In relation to the themes «Traditional families vs modern families» and
«Generation gap», the learners will be able to :
 read and understand a written text in a simple language;
 listen and understand an oral production in a simple language;
 communicate orally in a simple way when the interlocutor speaks
slowly, clearly and facilitates the interaction;
 write a simple and coherent text to describe an experience or
express an opinion.

LESSON 1

TRADITIONAL FAMILIES VS MODERN FAMILIES

___________________________
Function : Talking about family relations

I DISCOVER.

Text : Traditional and modern families

Vocabulary :
There are various techniques for teaching vocabulary. They include :

- using synonyms / antonyms / visual aids to explicit the phrases/expressions of the

text.

- explaining words directly in English using words that the learners are already
familiar with.

- contextualising the phrases taking examples from the learner’s social environment
or social daily practices; the text must also be the first basis guiding the explanation
or meaning of the vocabulary phrases or expressions in order to better put them in
context.

- The teacher can also invite the learners to contribute with their own examples and
remedy the pronunciation problems, if any.

23
Here for example, the teacher can :

- draw the students attention to the different elements of each social unit in the
chart, to prepare them for the practice activity.

Grammar :

Lay emphasis on the inductive approach, involving learners more in the activities
towards drawing the rules by themselves. Create a context (giving examples) with
the new structure (the comparatives and superlatives) and progressively bring the
learners to draw the rule in relation to these comparisons by themselves. Then, give
contextualised communicative examples.

I PRACTISE.

Language :

1. Answer key : 1. F ; 2.T ; 3.T ; 4.F ; 5.T

2. Answer key : a. aunt; b. nephew; c. father-in-law

3. Answer key : a. smaller than/less small than; b. larger than/less large than;
c. more modern than/less modern than

4. Answer key : a. the most/the least numerous; b. the richest/the least rich;
c. the most intelligent/the least intelligent

Comprehension :

Answer key :

a. The three groups of people in an extended family are the parents (father and
mother), children and relatives (grandparents, uncles, aunts, cousins, etc.).

b. The two differences can be chosen from the following : first, the modern family is
smaller in size compared to the traditional family. Second, there is less solidarity
in the modern family in contrast to what exists in a traditional family. Third,
people live isolated in a modern family whereas in a traditional family people
live together in the same place. Finally, unlike the traditional family, the modern
family is easier to care for.

c. It is more difficult to care for the traditional family today because of the influence/
impact/effect of modern life style/way of life.

24
I CONSOLIDATE.

Discussion in groups :

Conduct a session that will enable learners to use what they studied in this lesson
(lesson 1).

Group discussion :

Organize the pupils in small groups. Let them discuss for some minutes and come
up with two positive and two negative aspects related to the African and Western
families. Then, stop them, get them together and help them summarize the best
ideas generated by the groups during their work.

Choose the two aspects from the following lists.

Possible answers :

1. Positive aspects of the African families : solidarity, mutual respect, unity,

brotherhood, friendship, among the family members.

2. Positive aspects of the Western families: easy access to education, health, food,
clothing, housing.

3. Negative aspects of the African families: difficult access to good education, health,
food, clothing, housing.

4. Negative aspects of the Western families: individual life, living in isolation, being
selfish, ending one’s life in a pension house.

25
 UNIT 1

FAMILIES

LESSON 2

Generation gap
Function : Talking about family relations
_______________________
Discussion on the image :
Ask the pupils to look at the picture carefully and invite them to brainstorm on it.

Possible answers :
a. On the picture, I can see an old man and a little girl manipulating a cell phone.
Behind them, I can see a house with a door opened.
b. The man looks old and he is wearing Faso Danfani clothes.
c. The girl is young and is wearing a school uniform.
d. I think the old man is the girls’ grandfather.
The girl is the old man’s granddaughter.

Vocabulary :
There are various techniques for teaching vocabulary (See Vocabulary in Unit 1:
lesson 1)
Here for example, the teacher can :
- get the students to observe each picture ;
- pronounce each corresponding word or phrase ;
- have the students repeat.

Grammar :
Lay emphasis on the inductive approach, involving learners more in the activities
towards drawing the rules by themselves. Create a context (giving examples) with
the new structures (past frequentative tense and coordination) and progressively
bring the learners to draw the rule in relation to these grammar points by themselves.
Then, give contextualised communicative examples.

Writing :
Teach the pupils that a paragraph is composed of a topic sentence and supporting
sentences.

26
I PRACTISE

Language
1. For this vocabulary activity, remind the learners to refer to the vocabulary
previously studied and have them fill in the gaps.

Answer key : 1. glued to, screen ; 2. smartphones ; 3. to be in ; 4. Browse

2. Remind the learners to refer to the grammar on “phrases to express some past
habits” and have them build sentences following the example set.

Possible answers :

- I used to study under a tree in the afternoons.

- In the past, people used to travel on foot.
- When I was in primary school, we used to play football barefoot.

3. Remind the learners to refer to the grammar on “coordination” and have them
build sentences following the example set.

Possible answers :
- To come / to wash: Come and wash your hands in this bucket.
- To go/ to read: Go and read what is written on the board.
- To come / to get: You can come and get your food now.
Comprehension :
Ask learners to read the text and answer the questions.
Possible answers :

1. There are three characters in the text.

2. Nonga is always connected to the phone because he wants to keep his followers
informed and to be connected to the world.

3. Nonga is addicted to the phone and has no time for anyone else.

Writing : Remind the learners to refer to the lesson on paragraph writing to identify
the components of the paragraph proposed.

Answer key :
1. topic sentence ; 2. supporting sentence ; 3. supporting sentence.

I CONSOLIDATE
Listening :

Ask the learner to focus on the listening text. Then, read or play the text 2 or 3
times at an acceptable pace for the students to listen and complete the text with the
missing words.

27
Answer key :

Script : Sophie is a modern 15-year-old young girl. She is very angry with her
parents because she wants a smartphone, but they refuse to buy it. They say that
Sophie is still too young to have her own phone and they fear the bad use she may
make of it.

Writing :
Tell the students to write a paragraph composed of a topic sentence and supporting
sentences.
Suggested paragraph :

My aunt complains about the way I dress, but I really like it for two reasons. First,
I dress according to current fashion, like most girls my age. Second, I need to feel
comfortable and at ease in my clothes.

I INTEGRATE
SPEAKING :

Tell the students that a “situation of integration” is also called “problem solving”. It
is a task requiring them to exploit the various resources acquired by the end of each
unit. The learners will also rely on their previous learning and life experiences.

- Briefly describe the situation of integration, pointing out the important components
(context, tools/materials) used as a basis for performing the task according to the
instructions.

- Give the class 15 minutes to prepare and 3 minutes to do their oral presentations.

About assessment / marking grid

There are four (4) permanent criteria :

- Pertinence : Is the testee performing the “gesture / act” expected from him/her?
(just the existence, not the quality).

- Language accuracy : Are the language tools (grammar, vocabulary, pronunciation

…) well used?

- Coherence : - are the ideas relevant?

- are the ideas logically organised?
- is there coherence in the whole production?

- Refinement (perfectionnement) : It’s a secondary criterion. If a learner is not

successful at it, it will not jeopardise her/his competence. Usually, a maximum of
10% of the overall grade will be allocated to it.

28
Possible answers :

1. One advantage of having a small family is that it is easy to take care of every
member of the family in terms of daily needs (health, education, food, housing…)
2. One disadvantage of refusing to collaborate with the other family members is that
you could live isolated, receive less support from extended family members, etc.
3. One argument against your elder brother’s rejection of the old vision of family and
family life is that no one can be happy without the extended family in terms of good
or bad social events such as wedding ceremonies, funerals, etc.

For the criteria-based marking grid, see Page 23??

29
 UNIT 2

HEALTH

Skill levels to achieve

In relation to the themes «Diseases» and «Traditional and modern
medicine», the learners will be able to:
• read and understand a written text in a simple language;
• listen and understand an oral production in a simple language;
• communicate orally in a simple way when the interlocutor speaks slowly,
clearly and facilitates the interaction;
• write a simple and coherent text to describe an experience or express
an opinion.

LESSON 1

Diseases
Function : Talking about symptoms, transmission mode
- Giving advice
_______________________

I DISCOVER.

Vocabulary :
There are various techniques for teaching vocabulary (See Vocabulary in Unit 1:
lesson 1)
Here for example, the teacher can :
- get the students to observe each picture;
- pronounce each corresponding word or phrase
- have the students repeat

30
Grammar
- Teach the students the rule of the passive using the simple past or the present
progressive form.
- Tell the students that “ought to” and “should” are synonymous and they are
generally used to give advice or to make suggestions.

I PRACTISE
Language

1. Tell the students to remember the vocabulary seen in the student’s book while
doing this matching activity.
Answer key : 1.c; 2.b; 3.a
2. Tell the students to keep in mind the rules governing the use of the passive by
using the simple past or present progressive form.
Answer key :
a. Some medicines are being taken by Tani for her treatment.
b. Some medicines were bought by Aunt Teryir at the pharmacy last week.
c. The market place is being cleaned by the villagers.
d. The patients were cured in this hospital.
e. English is spoken here.
f. Millet is grown in Burkina Faso.
3- Remind the students that their sentences should be meaningful.
Answer key :
- Children ought to always respect their parents.
- You should report the incident to the police.
Comprehension :
Refer the students to the text to answer the true/false and wh-questions below.
Answer key :
1. a. false; b. false; c. true
2. a. People catch malaria after being bitten by an infected mosquito.
b. Two signs of malaria are fever/vomiting /headache.
c. In case of complications of the disease, death can occur.
I CONSOLIDATE
Listening : give the listening task and text, then read or play the audio two to three
times while the students complete the task.
Malaria is an …. (1) caused by the bite of an infected mosquito. Indeed, when that
mosquito bites someone, it transfers the ……. (2) to that person’s……. (3) But with
an effective treatment, most people will ….. (4) from the disease.
Answer key : (1) infectious disease ; (2) parasites ; (3) bloodstream ;
(4) recover

31
 UNIT 2

HEALTH

LESSON 2

Traditional and modern medicine

Function : Giving advice
_______________________

Discussion on the image :

Get the students work in pairs or groups to answer the questions set. After the
pair or group work, have the students give the answers they found in their pairs or
groups.

Possible answers :
a. We see a man / a traditional healer in front of medicines in picture one. In pic-
ture two, we see a pharmacy, a dispensary and a nurse with a stethoscope around
her neck.
b. In picture one, we see a traditional doctor and in picture two, we see a nurse / a
modern doctor.
c. Sick people in my country usually go to a traditional doctor’s or to a hospital/
dispensary.
d. People can get modern medicines at the pharmacy and the traditional ones at a
healer’s.

Vocabulary :
There are various techniques for teaching vocabulary (See Vocabulary in Unit 1 :
lesson 1)
Here for example, the teacher can :
- get the students to observe each picture;
- pronounce each corresponding word or phrase;
- have the students repeat.

Grammar : have the students read carefully the sentences. Help them analyse the
sentences and get them draw the rules for the negative imperatives, the indirect
imperatives and the insistence form of the imperatives.

32
I PRACTISE

Language :
1. Tell the students to remember the vocabulary studied in this lesson and have
them fill in the gaps.
Answer key : a. maternity ward; b. cure ; c. a traditional healer ; d. a medical
prescription ; e. nurse ; f. a consultation
2. Tell the students to remember the (negative) imperative forms studied in the
lesson and have them write the words in the gaps.
Answer key : a. Don’t /Do not go ; b. Don’t / Do not play; c. Don’t / Do not
feed ; d. Don’t / Do not be
3. Tell the learners to remember the indirect forms of imperatives studied in the
lesson and have them write the appropriate forms.
Answer key : a. He told me to put out the rubbish; b. She warned me not
to shout at him ; c. They advised me to take an umbrella with me ; d. They
ordered me not to open the window.
I CONSOLIDATE
SPEAKING
Remind the students that in their pairs or small groups they will exchange in English
to find the drawbacks. They will also find someone to take notes and report to the
class. If the group is large enough, they can chose a time keeper and a discussion
coordinator. This will help involve different group members in the work.
Possible ideas :
- Two drawbacks of consulting a modern doctor:
First, the consultation of a modern doctor is costly and it can take a long time before
you meet him/her.
Second, the prescription of a modern doctor is usually costly.
- Two drawbacks of consulting a traditional healer.
First, the prescription of a traditional healer lacks precision.
Second, the traditional healers don’t make scientific analysis of the diseases.

I INTEGRATE
Writing
Tell the students that a “situation of integration” is also called “problem solving”. It
is a task requiring them to exploit the various resources (ideas and languages items)
acquired by the end of each unit. The learners will also rely on their previous lear-
ning and life experiences.

33
Suggested paragraph :
One way to avoid malaria is to sleep under a mosquito net. Two advantages of
consulting a modern doctor are the precision of the prescription and the efficiency
of the treatment. One advantage of consulting a traditional healer is the low cost of
medicine.
For more details about the exploitation of this grid, see the note on Unit I assessment
grid (About assessment / marking grid).

Criteria Pertinence Language Coherence Refinement

(Instruction accuracy (relevance criteria
executed) (grammar, of ideas (overall
vocabulary and + logical presentation)
pronunciation) organisation
of the task
Instructions executed)
Instruction1: Indicator: Indicator 1 Indicator 1: Indicator
Suggest one One (1) way to : Appropriate The suggest 1 : The
(1) way to avoid malaria is grammar is ed way to handwriting
avoid malaria. suggested. /1 used /1 pt avoid malaria is legible /1
pt Indicator 2 is relevant. pt
/1 pt : Appropriate /1.5 pts
vocabulary is Indicator 2 Indicator
used /1 pt : The ideas 2 : the copy
/2 pts provided is neatly
are well presented /1
organized pt
/1.5 pts
/3 pts
Instruction Indicator : two Indicator 1 Indicator 1:
2 : state two (2) advantages : Appropriate The two (2)
(2) advantages are provided/1 grammar is a d va n t a g e s
of consulting a pt /1 pt used /1 pt are relevant.
modern doctor. Indicator 2 /1.5 pts
: Appropriate Indicator 2
vocabulary is : The ideas
used /1 pt provided
/2 pts are well
organized
/1.5 pts
/3 pts

34
Instruction Indicator : one Indicator 1: Indicator
3 : give one (1) advantage is Appropriate 1 : The
(1) advantage given/1 pt grammar is advantage
of consulting /1 pt used /1 pt given is
a traditional Indicator 2: relevant /1.5
healer Appropriate pts
vocabulary is Indicator
used /1 pt 2: The ideas
/2 pts provided are
well-organized
/1.5 pts
/3 pts
TOTAL /3 pts /6 pts /9 pts /2 pts

35
 UNIT 3

YOUNG PEOPLE IN DANGER

Skill levels to achieve

In relation to the themes « Drug addiction », and « Young people in
artisanal mine sites », the learners will be able to:
• read and understand a written text in a simple language;
• listen and understand an oral production in a simple language;
• communicate orally in a simple way when the interlocutor speaks slowly,
clearly and facilitates the interaction;
• write a simple and coherent text to describe an experience or express
an opinion.

LESSON 1

Drug addiction
Function : Giving reasons; Persuading
_______________________

I DISCOVER :
Discussion on the image :
Ask the students to look carefully at the picture for a minute. Then, have them
answer the questions.
Possible answers
a) The substances on the table are called drugs (heroin, cocaine, amphetamine,
sleeping pills, alcohol and cigarette).
b) They can be classified into two categories : hard drugs (heroin, cocaine,
amphetamine) and soft drugs (sleeping pills, alcohol and cigarette).
c) The young usually consume these substances.
d) Possible reasons: peer pressure, social glorification of alcohol and drugs in the
media (TV and movies) – feel-good effects/thrill seeking, ...
Vocabulary :
There are various techniques for teaching vocabulary (See Vocabulary in Unit 1:
lesson 1)
Here for example, the teacher can :
- have students read the sentences and infer the meanings of the words/phrases
in bold ;
- pronounce each corresponding word or phrase ;
- have the students repeat.

36
Grammar :
Lay emphasis on the inductive approach, involving learners more in the activities
towards drawing the rules by themselves. Create a context (giving examples) with
the new structure (adjectival nouns and one) and progressively bring the learners
to draw the rule in relation to adjectival nouns and one by themselves. Then, give
contextualised communicative examples.
I PRACTISE

Language
1. Tell the students to remember the vocabulary seen in the student’s book as they
match the words/phrases with their meanings.
Answer key : 1.c; 2.d; 3.a; 4.e ; 5.b
2. Tell the students to keep in mind the rules governing the use of the adjectival
nouns.
Answer key : a. The old are expected to be the wisest people in the community;
b. The young must always work hard ; c. The Ghanaian are said to be disciplined in
traffic.
3. Tell the students to keep in mind the rules governing the use of one.
Answer key : a. oneself; b. One ; c. one another

Comprehension : ask learners to read the text and answer the questions.
Answer key :
1. She was 14 years old when she started taking drugs.
2. Sally left her first friend because she was afraid he would kill her.
3. Possible consequences of drug consumption include depression, loneliness,
madness, prostitution, etc.
4. Sally decided to become a volunteer for an anti-drug project because she wanted
to help other users stop consuming drugs.

I CONSOLIDATE.
Group discussion :
Note : organize the students in small groups. Let them discuss and come up with
answers and select the best ideas.
Possible answers :
- Consequences : a weakened immune system, heart disease, lung disease, and
sexually transmitted diseases and other diseases.

- Solutions : Schools can create awareness raising activities on alcohol and drug-
related issues. Communication activities through the media – TV, radio, cell phones,
Internet – would also help prevent this problem.

37
 UNIT 3

YOUNG PEOPLE IN DANGER

LESSON 2

Young people in artisanal mine sites

Function : Giving reasons ; Persuading
_______________________

I DISCOVER.

Discussion on the image

First, put the students in pairs. Then, ask them to observe the image. Finally, have
them answer the questions.
Possible answers
a. In the picture, I can see young people standing by the side of a well.
b. It is a mine site.
c. There are three people in the picture.
d. They are washing the crushed rock in search of gold.
e. They are working in this place to earn money.
f. The working conditions are harsh.
Vocabulary :
There are various techniques for teaching vocabulary (See Vocabulary in Unit 1:
lesson 1)
Here for example, the teacher can:
- Have students read the sentences and discover their meanings ;
- pronounce each corresponding word or phrase ;
- have the students repeat.

Grammar :
Lay emphasis on the inductive approach. (See Grammar in Unit 1: lesson 1)

38
I PRACTISE.
Language
1. Tell the students to remember the vocabulary seen in the student’s book as they
fill in the gaps.
Answer key : a. drop out; b. precocious; c. dig; d. crush; e. Harsh
2. Tell the students to keep in mind the rules governing the use of the present tense
with future meaning.
Answer key : 1. are; 2. will take out; 3. will get back; 4. falls; 5. discovers; 6.
breaks down; 7. arrive; 8. get.
3. Tell the students to keep in mind the rules governing the use of the present tense
with future meaning.
Possible answers (answers will vary): 1. I’ll give him the message. 2. they will
call us. 3. I’ll buy a house. 4. he sends me a message 5. they receive their money.
6. I’ll go back home. 7. I’ll leave the mine site. 8. won’t work.

I CONSOLIDATE.

Writing : remind the learners to refer to the lesson on paragraph.

Suggested paragraph
Children shouldn’t work in mine sites for the following two reasons. First, they have
not fully reached their physical development stage to be able to do hard work.
Second, they should attend school to acquire knowledge and skills for their future
lives.
I INTEGRATE.
Speaking
After the preparation, get the students to perform their presentations and you mark
their performances using the grid.
Possible answers :
1. In leaving school you’ll sure miss out an opportunity to acquire qualifications. So,
you may not get a good job in the future.
2. On the mine site, you could be exposed to drug abuse. You can also have some
physical and mental health problems.
3. You will inevitably face respiratory problems and risks of accidents
(cave-ins, landslides, exposure to hazardous chemical products)

For more details about the exploitation of this grid, see the note on Unit I assessment
grid (About assessment / marking grid).

39
 Criteria-based marking grid (grille de correction critériée)

Criteria Pertinence Language Coherence Refinement

(Instruction accuracy (relevance of criteria
executed (grammar, ideas + logical (overall
vocabulary organisation presentation)
and of the task
pronunciation) executed)
Instructions
Instruction Indicator 1 Indicator 1 Indicator Indicator 1 :
1 : Indicate : A speech : Appropriate 1 :One (1) Pronunciation
one (1) is performed grammar is relevant /2 pts
opportunity /0.5 pts used /1 pt opportunity is
he/she will Indicator Indicator 2 provided /1.5
miss by not 2 : One (1) : Appropriate pts
completing opportunity vocabulary is Indicator
his/her studies is expressed used /1 pt 2 : A well-
/0.5 pts /2 pts organized and
/1 pt convincing
speech is
performed
/1.5 pts
/3 pts

40
Instruction Indicator 1 Indicator 1 Indicator
2 : Point out : A speech is : Appropriate 1 : the
two (2) bad performed /0.5 grammar is consequences
consequences pts used /1 pt provided are
of using drugs Indicator 2 Indicator 2 relevant /1.5
: Two (2) bad : Appropriate pts
consequences vocabulary is Indicator 2 : A
of drugs are used /1 pt well-organized
expressed /0.5 /2 pts and convincing
pts speech is
/1 pt performed
/1.5 pts
/3 pts

Instruction Indicator 1 : Indicator 1 Indicator 1

3 : Mention A A speech is : Appropriate : the two (2)
two (2) severe performed /0.5 grammar is severe risks
risks he/she pts used /1 pt are relevant
will face living Indicator 2 : Indicator 2 /1.5 pts
and working in Two (2) severe : Appropriate Indicator
mine sites risks are pointed vocabulary is 2 : A well-
out/0.5 pts used /1 pt organized and
/2 pts convincing
/1 pt speech is
performed
/1.5 pts
/3 pts

TOTAL /3 pts /6 pts /9 pts /2 pts

41
 UNIT 4

TEEN TIMES

LESSON 1

Skill levels to achieve

In relation to the themes “Teen times, Environmental education,
Women’’, the learners will be able to:
• read and understand a written text in a simple language;
• listen and understand an oral production in a simple language;
• communicate orally in a simple way when the interlocutor speaks
slowly, clearly and facilitates the interaction;
• write a simple and coherent text to describe an experience or
express an opinion.

CHARACTERISTICS OF TEENAGERS
Function: Talking about teenagers, their rights, and civic
responsibilities
_______________________

(MASCOTTE) I DISCOVER
VOCABULARY
For teaching vocabulary, see Vocabulary in Unit 1, lesson 1.
Here for example, the teacher can:
- Have students read the sentences and infer the meanings of the words/
expressions in bold.
- Pronounce each word or expression.
- Have the students repeat.
-
GRAMMAR: use inductive approach (See Grammar in Unit 1, lesson 1).
(MASCOTTE) I PRACTISE
LANGUAGE
1. Tell the students to remember the vocabulary seen in the student’s book as
they fill in the blanks with the words/expressions.
Answer key
a. selfies; b. teenagers; c. hairdressing; d. claim for.
2. Tell the students to keep in mind the rules governing the use of “so do I; so is
he; I think so; neither/nor do I”.

42
 Answer key
a. So did I.
b. So will Yéli.
c. Neither/nor does my uncle.
d. So does Gouyir.
3. Tell the students to keep in mind the rules on the use of “own”.
Answer key
a. Why borrow my bike? Why don’t you use your own bike?
b. We stayed at friends’, but we had our own house.
c. I live with my parents, but I have my own room.
4. Tell the students to keep in mind the rules on the use of “each”.
Answer key
a. In football, each team has eleven players.
b. You look different each time I see you.
c. You will always learn something from each book you read.
COMPREHENSION
Ask learners to read the text and answer the questions.
Possible answers
1. Three domains in which young people are characterised are: physical, social
and emotional.
2. What parents and teenagers have in common is that all of them want to be
listened to and considered in society.
3. The element showing that teenagers like their freedom is that they don’t
want any obstacle to the realisation of their dreams.
4. Teenagers expect their parents first, to respect them and second, to accept
their vision of the world.
I CONSOLIDATE
SPEAKING
The teacher organises groups, gets them to discuss and find three (3) things that
they believe are the most important for a teenager today, then they justify their
viewpoints.
Possible answers
- They are concerned with their body image.
- They tend to romanticise boys and girls’ relationships.
- They want their vision of the world to be accepted by adults.
- They want to be in fashion and be accepted as such.
- They want their intimacy to be respected.
- Etc.

43
 UNIT 4

TEEN TIMES

LESSON 2

CHILD’S RIGHTS AND CIVIC RESPONSIBILITIES

Function : Talking about teenagers, their rights, and civic
responsibilities
_______________________

I DISCOVER
READING
I read the text and discover the language.
VOCABULARY
For teaching vocabulary, see Vocabulary in Unit 1, lesson 1.
Here for example, the teacher can:
- have students read the words or expressions in bold and infer their meanings.
- pronounce each corresponding word or expressions.
- have the students repeat.
GRAMMAR
Lay emphasis on the inductive approach in teaching these grammar points (See
Grammar in Unit 1, lesson 1).

I PRACTISE
LANGUAGE
Tell the students to read the text carefully as they perform the activities.
Answer key
1. a. duties b. well-being c. abuse d. starting point e. threat
2.
a. All that counts for him is money.
b. There are few police officers in this city, which explains the rise in criminality.
c. She lost all that she owned.
d. Many young people refuse manual work, which is the reason for their
unemployment.
3. Tell the students to keep in mind the rules on the use of “who or which”.
Answer key
a. I’ve seen the man who came to the party yesterday.
b. The shirt which I bought is expensive.
c. The woman who is coming is our English teacher.
d. I read a book which is very interesting.

44
 COMPREHENSION
Ask learners to read the text and answer the questions.
Answer key
1. A child is a human being who is below the age of eighteen.
2. Three basic child rights are: the right to education, the right to health
protection and the right to free speech.
3. Three basic child duties are: the responsibility to attend school, the obligation
to take care of his/her health and the respect of the rights of other children
and adults.
4. Adults must give children all they need to live.
5. The two important documents guiding child rights are the Convention on the
Rights of the Child and the African Charter on the Rights and Welfare of the
Child.
I CONSOLIDATE
LISTENING
Give the listening task, then read the text or play the related audio two to three
times while the students listen and write down three (3) child rights and three (3)
child duties in the appropriate column.
Tell the students to simply write down the key words of rights and duties (not full
sentences).
Text: Child rights and duties.
Children have rights and duties. They must have a name, a nationality from birth,
education, health care, food, shelter, and freedom. But there are also many things
that children must do: they must respect and obey their parents, do housework,
help and take care of their brothers and sisters, and be polite to adults.
Possible answers
Child rights Child duties

1. name 1. respect parents

2. nationality from birth 2. obey parents
3. education 3. do housework
4. health care 4. help brothers and sisters
5. food 5. take care of brothers and sisters
6. shelter 6. be polite to adults
7. freedom

I INTEGRATE
WRITING
For more details about the exploitation of the grid, see the note on Unit I assessment
grid (about assessment / marking grid).

45
 Criteria-based marking grid

Criteria P e r t i n e n c e Language Coherence Refinement

( I n s t r u c t i o n accuracy (relevance of criteria
executed) (grammar, ideas + logical (overall
vocabulary and organisation presentation)
pronunciation) of the task
Instructions executed)
Instruction Indicator Indicator 1: Indicator Indicator
1: give 1: two (2) appropriate 1: the 1:
two (2) characteristics grammar is used. characteristics the paper
characteristics of teenagers (1 pt) of teenagers is well-
of teenagers. are given. (1 Indicator 2: are relevant. presented. (1
pt) appropriate (1.5 pts) pt)
vocabulary is Indicator Indicator 2
used. (1 pt) 2: the : the paper is
characteristics error-free. (1
/2 pts of teenagers pt)
provided are
well organized. /2 pts
(1.5 pts)

/3 pts

46
Instruction Indicator 1: Indicator 1: I n d i c a t o r
2 : state two two (2) duties a p p r o p r i a t e 1: the duties
(2) duties of of children are grammar is used. of children
children. stated. (1 pt) (1 pt) provided are
Indicator 2: relevant. (1.5
a p p r o p r i a t e pts)
vocabulary is I n d i c a t o r
used. (1 pt) 2: the duties
of children
/2 pts provided are
well organized.
(1.5 pts)

/3 pts
Instruction 3: I n d i c a t o r Indicator 1: Indicator 1:
suggest your 1: one useful a p p r o p r i a t e the piece of
uncle one useful piece of advice grammar is used. advice given is
piece of advice is given. (1 pt) (1 pt) relevant. (1.5
so that he can Indicator 2: pts)
change his appropriate Indicator
attitude towards vocabulary is 2: the piece
children. used. (1 pt) of advice
given is well-
/2 pts organized and
convincing.
(1.5 pts)

/3 pts
/2 pts
TOTAL /3 pts /6 pts /9 pts

47
 UNIT 5

ENVIRONMENTAL EDUCATION

Skill levels to achieve

In relation to the themes “Climate change” and “Eco-citizenship’’, the
learners will be able to:
• read and understand a written text in a simple language;
• listen and understand an oral production in a simple language;
• communicate orally in a simple way when the interlocutor speaks
slowly, clearly and facilitates the interaction;
• write a simple and coherent text to describe an experience or
express an opinion.

LESSON 1

CLIMATE CHANGE: CAUSES AND EFFECTS

Functions: - Talking about causes and effects of climate change
_______________________

I DISCOVER

Discussion on the image

Ask the students to look carefully at the picture for a minute. Then, have them
answer the questions.
Possible answers
a) I can see:
- a heavy rain
- much water
- houses and trees half submerged
- two persons in the water
- many objects floating on the water
b) There are two people in the water.
c) It is raining / there is a big rain; there are objects floating on the water; etc.
d) Possible causes: inundation /floods; heavy rain; climate change; etc.

VOCABULARY
For teaching vocabulary, see Vocabulary in Unit 1, lesson 1.
Here for example, the teacher can:
- get the students to observe the picture;

48
 - pronounce each corresponding word or phrase
- have the students repeat
GRAMMAR
Lay emphasis on the inductive approach in teaching these grammar points (See
Grammar in Unit 1, lesson 1).
I PRACTISE
LANGUAGE
1. For this vocabulary activity, remind the learners to refer to the vocabulary
previously studied and have them match the words with their definitions.
Answer key: 1.d; 2.c; 3.b; 4.e; 5.a
2. Remind the learners to refer to the grammar on “Noun formation: Prefix: eco-;
Suffix: -ship; -ness” and have them form two (2) nouns with the prefix “eco-“and
the suffixes “-ness, -ship” following the examples set in the lesson.
Possible answers
- Eco-: ecotax; ecosystem; ecotourist; ecological; ecofriendly; etc.
- -ship: friendship; membership; relationship; etc.
- -ness: illness; happiness; kindness; etc.
COMPREHENSION
Ask learners to read the text and answer the questions.
Possible answers
1. Climate change is the important variation of the weather which becomes
warmer, wetter, or drier.
2. The causes of climate change include: the burning of fossil fuels, deforestation,
greenhouse gases, air pollution, etc.
3. Among the consequences of climate change we have flooding, drought,
bushfires, storms, heat, etc.
I CONSOLIDATE
WRITING
Remind the learners to refer to the lesson on paragraph writing.
Suggested paragraph
I suggest two ways of reducing climate change. First, I will sensitise my classmates
and friends to protect the environment. Second, I will write a letter to the government
to pass laws in order to control gases’ emission.

49
 UNIT 5

ENVIRONMENTAL EDUCATION

LESSON 2

ECO-CITIZENSHIP
Functions: Sensitising to environmental issues
_______________________

I DISCOVER
VOCABULARY
For teaching vocabulary, see Vocabulary in Unit 1, lesson 1.
GRAMMAR
Lay emphasis on the inductive approach in teaching these grammar points (See
Grammar in Unit 1, lesson 1).
I PRACTISE
LANGUAGE
1. For this vocabulary activity, remind the learners to refer to the vocabulary
previously studied and then, instruct them to use the proposed phrases to fill in the
blanks in the sentences.
Answer key
1. animals’ wandering; 2. environmental awareness; 3. traditional media; 4.
advertising campaigns; 5. environmental sustainability.
2. Remind the learners to refer to the grammar on “Indirect interrogation” and change
the questions into sentences beginning with the phrases between parentheses.
Answer key
1. Let our classmates know what the main cause of climate change is.
2. Tell me if all the people in your neighbourhood are aware of the climate change.
3. Let us know what environmental issues you have studied in class.
4. Tell your friends if you plan to join a nature protection organization.
5. Let everybody know how you fight against plastic pollution.
COMPREHENSION
Ask learners to read the text and answer the questions.
1. Answer key: 1.T; 2.T; 3.F; 4.T
2. Answer key
1. The three main dimensions related to the concept of environmental citizenship
are political, economic and social ones.
2. All the citizens are concerned with the government environmental initiatives
in Burkina.

50
 3. The citizens can take actions individually or collectively to protect the
environment.
4. The measures taken by the Government of Burkina Faso to protect the
environment are as follow: avoiding abusive cutting of trees, preventing
animals’ wandering, fighting against bushfires and keeping the environment
clean.
I CONSOLIDATE
LISTENING
Give the listening task and text, then read or play the audio two to three times while
the students complete the task.
Text: Save the Earth
Without the earth we have nowhere to live, along with many other organisms. If
we don’t save the Earth now, our children or grandchildren might not be able to see
it for long. Our atmosphere is weakening, and we have to do something about it
fast.
We could plant more trees to create more oxygen to keep the bad air away from the
atmosphere, or we could just stop deforestation.

Answer key: earth; organisms; atmosphere; deforestation (in order of

occurrence in the text).

I INTEGRATE
SPEAKING
After the preparation, get the students to perform their presentations and mark
their performances using the grid.
Possible answers
1. Possible causes of climate change: industrial air pollution; greenhouse gases;
bushfires; etc.
2. Possible effects of climate change: inundation/floods; drought; extreme
temperatures; etc.
3. Some actions to promote eco-citizenship: sensitisation campaigns; environmental
literacy; passing and enacting laws; etc.
For more details about the exploitation of this grid, see the note on Unit I assessment
grid (About assessment / marking grid).

51
 Criteria-based marking grid

Criteria Pertinence L a n g u a g e Coherence Refinement

(Instruction a c c u r a c y (relevance of criteria
executed) ( g r a m m a r, ideas + logical (overall
vocabulary and organisation presentation)
pronunciation) of the task
Instructions executed)
Instruction 1: Indicator 1: Indicator
Indicator Appropriate 1: One (1)
1: A speech grammar is relevant cause
Give one is performed used /1 pt is provided Indicator 1 :
(1) cause of /0.5 pts Indicator 2: /1.5 pts Fluency
climate change Appropriate Indicator2: A
Indicator 2: vocabulary is well-organized
One cause used /1 pt and convincing Indicator 2 :
is given/0.5 speech is Pronunciation
pts performed/1.5
/2 pts pts /2 pts
/1 pt /3 pts

52
Instruction 2: Indicator 1: Indicator 1: Indicator
A speech is Appropriate 1: the effect
performed/0.5 grammar is provided is
State one (1) pts used /1 pt relevant /1.5
effect of climate Indicator 2: pts
change Indicator 2: Appropriate Indicator 2: A
One (1) effect vocabulary is well-organized
of climate used /1 pt and convincing
change is given speech is
/0.5 pts performed
/2 pts /1.5 pts
/1 pt /3 pts
Instruction 3: Indicator 1: Indicator 1: Indicator 1:
Suggest one A speech is A p p r o p r i a t e the suggested
(1) action to performed/0.5 grammar is action is
promote eco- pts used /1 pt relevant /1.5
citizenship Indicator 2: pts
Indicator 2: Appropriate Indicator 2: A
one (1) action vocabulary is well-organized
is suggested used /1 pt and convincing
/0.5 pts speech is
performed
/1 pt /2 pts /1.5 pts
/3 pts
/2 pts
TOTAL /3 pts /6 pts /9 pts

53
 UNIT 6

WOMEN

Skill levels to achieve

In relation to the themes « Women’s empowerment », and « The
contribution of women to economies », the learners will be able to:
• read and understand a written text in a simple language;
• listen and understand an oral production in a simple language;
• communicate orally in a simple way when the interlocutor speaks
slowly, clearly and facilitates the interaction;
• write a simple and coherent text to describe an experience or
express an opinion.

LESSON 1

WOMEN’S EMPOWERMENT
Functions: alking about women and development
_______________________

I DISCOVER
Ask the students to look carefully at the picture for a minute. Then, have them
answer the questions.
Possible answers
a. I see a school girl doing some Mathematics/ figures on a board, etc.
b. Yes, I do. I like this picture because the girl is doing some Mathematics
exercises. This means that she is hardworking.
NB: be prepared to manage negative answers.
c. The girl is in front of a board/ in a classroom/at school, etc.
d. She is doing a Mathematics exercise.
e. Yes, it is. School is important for girls because they can get good jobs and
take care of their families.
NB: be prepared to manage negative answers.
VOCABULARY
For teaching vocabulary, see Vocabulary in Unit 1, lesson 1.
Here for example, the teacher can:
- Have students read the sentences and infer the meanings of the words/
expressions in bold.
- Pronounce each word or expression.
- Have the students repeat.

54
GRAMMAR
Lay emphasis on the inductive approach in teaching these grammar points (See
Grammar in Unit 1, lesson 1).
I PRACTISE
LANGUAGE
1. Tell the students to remember the vocabulary studied in the student’s book
before they fill in the gaps.
Answer key
a. empowerment; b. equality; c. skills; d. labour market; e. shape; f. safety; g.
strengthening
2. Tell the students to keep in mind the rules governing the use of verb +
preposition and correct the sentences where necessary.
Answer key
a. Some pupils are not willing to learn their lessons.
b. The police sometimes control the traffic because they care for people’s
safety.
c. Some people are afraid of killing a snake.
d. Raogo is very pleased with his new bicycle. He rides it every day.
3. Ask learners to read the text and answer the questions.
Answer key
a. Girls’ education is important because it contributes to promote gender
equality and strengthen society.
b. After sending girls to school, people must also ensure their safety while in
school.
c. To be competitive on the labour market, girls must complete their education,
and learn additional skills and competencies.
d. Education can help girls contribute to social development by shaping their
critical thinking so that they can make the right decisions about their lives.
I CONSOLIDATE
SPEAKING
After the preparation, get the students perform their presentations.
Possible answers
Some advantages of girl’s education:
An educated girl can:
- provide school fees for her brothers and sisters;
- help her parents;
- contribute to her own family’s expenses;
- be useful to the society and her country;
- participate in the country’s development;
- get a good job.
- Etc.

55
 UNIT 6

WOMEN

LESSON 2

THE CONTRIBUTION OF WOMEN TO ECONOMIES

Function: Talking about women and development
_______________________

I DISCOVER
Ask the students to look carefully at the picture for a minute. Then, have them
answer the questions.
Possible answers
a. I see a woman selling vegetables and cereals at the market/ buyers,
customers, etc.
b. The woman is at a market.
c. She is selling vegetables/ She is sitting behind a stall (table), etc..
d. Yes, I do. I like it because this activity provides money and can make people
be independent.
NB: be prepared to manage negative answers.
VOCABULARY
For teaching vocabulary, see Vocabulary in Unit 1, lesson 1.
Here for example, the teacher can:
- have students read the words or expressions in bold and infer their meanings.
- pronounce each corresponding word or expressions.
- have the students repeat.
GRAMMAR
Lay emphasis on the inductive approach in teaching these grammar points (See
Grammar in Unit 1, lesson 1).
I PRACTISE
LANGUAGE
1. Tell the students to remember the vocabulary studied in the student’s book
before they choose the letter corresponding to the correct answer.
Answer key: 1. b; 2. c; 3. c; 4. b.
2. Tell the students to keep in mind the rules governing the use of the
-ING after prepositions.
Answer key: 1. before signing; 2. after eating; 3. without breaking;
4. before leaving; 5. before opening; 6. without making

56
COMPREHENSION
Refer the students to the text to answer the wh-questions.
Answer key:
1. Aminata wished to complete her studies, get a paid job and take care of her
life.
2. She abandoned school because she became pregnant while she was still a
‘4e’ class student.
3. An NGO chose her to participate in a women’s economic empowerment
training, which helped her fulfill her dream.
4. Aminata’s businesses are a small-scale sewing business and a fashion
clothes shop.
5. Aminata helps develop her country by recruiting, training and employing
other women.
I CONSOLIDATE
WRITING
Remind the learners to refer to the lesson on paragraph writing.
Suggested paragraph
In my opinion, women can contribute to the economy of their country by two ways.
First, they can create peaceful and stable business companies and employ many
people. Second, women generate income for the country because they are involved
in the economic activities such as production, transformation and distribution.
I INTEGRATE
WRITING
Suggested paragraph
Parents’ refusal to send girls to school reduces their chance to contribute to the
economic development. Many girls do not go to school because of their parents’ wrong
vision of girls’ schooling. Yet, girls and women must access land and professional
training. They will become agents of economic development to their countries such
as, creating enterprises.
For more details about the exploitation of the grid, see the note on Unit I assessment
grid (About assessment / marking grid).

57
 Criteria-based marking grid

Criteria P e r t i n e n c e Language Coherence Refinement

( I n s t r u c t i o n accuracy (relevance of criteria
executed (grammar, ideas + logical (overall
vocabulary and organisation presentation)
pronunciation) of the task
Instructions executed)
Instruction 1: Indicator 1: Indicator 1: Indicator 1: Indicator 1:
Give one (1) A paragraph Appropriate the provided The paper is
cause of girls’ is written/0.5 grammar is cause of girls’ error-free.
non-schooling. pts used /1 pt non-schooling /1 pt
Indicator 2: is relevant
Indicator 2: A p p r o p r i a t e /1.5 pts Indicator
One cause vocabulary is Indicator 2: the copy
of girls’ non- used /1 pt 2: The ideas is neatly
schooling is /2 pts p r o v i d e d presented.
given /0.5 are well /1 pt
pts organised.
/1 pt /1.5 pts /2pts
/3 pts
Instruction 2: Indicator 1: Indicator 1: Indicator
state two (2) a paragraph Appropriate 1: the ways
ways that can is written/0.5 grammar is that can help
help reinforce pts used /1 pt reinforce
w o m e n ’ s Indicator 2: w o m e n ’ s
capacities. Indicator Appropriate capacities
2: two (2) vocabulary is stated are
ways that can used /1 pt relevant /1.5
help reinforce /2 pts pts
w o m e n ’ s Indicator
capacities are 2: The ideas
stated /0.5 p r o v i d e d
pts are well
/1 pt organised.
/1.5 pts
/3 pts

58
Instruction Indicator 1: Indicator 1: Indicator 1:
3: give one (1) a paragraph Appropriate the contribution
contribution is written/0.5 grammar is of women to
of women to pts used /1 pt the country’s
the country’s e c o n o m i c
e c o n o m i c Indicator Indicator 2: development is
development. 2: one (1) A p p r o p r i a t e relevant /1.5
contribution vocabulary is pts
of women to used /1 pt Indicator
the country’s /2 pts 2: The ideas
e c o n o m i c provided are
development is well organised.
given/0.5 pts /1.5 pts
/3 pts
/1 pt

TOTAL /3 pts /6 pts /9 pts /2 pts

59
 UNIT 7

ROAD SAFETY

Skill levels to achieve

In relation to the themes “Statistics on road accidents” and “Preventing
road accidents”, the learners will be able to:
• read and understand a written text in a simple language;
• listen and understand an oral production in a simple language;
• communicate orally in a simple way when the interlocutor speaks
slowly, clearly and facilitates the interaction;
• write a simple and coherent text to describe an experience or
express an opinion.

LESSON 1

STATISTICS ON ROAD ACCIDENTS

Function: talking about road safety
_______________________

I DISCOVER
SPEAKING
Table: Road accidents statistics in Burkina Faso (2020-2021)
Ask the students a few questions and have them discuss the information in the table.
Possible answers
1. Students read out the figures.
2. The table is about statistics on road accidents in Burkina Faso.
3. The periods are the years 2020 and 2021.
4. First, we see that the number of accidents of 2020 is higher than those of
2021. Second, the number of the injured of 2020 is higher than that of 2021.
Finally, the number of deaths of 2021 is less than that of 2020.
In short, the figures of 2020 are higher than those of 2021.
VOCABULARY
For teaching vocabulary, see Vocabulary in Unit 1, lesson 1.
Here for example, the teacher can:
- Have students read the sentences and infer the meanings of the words/
expressions in bold.
- Pronounce each word or expression.
- Have the students repeat.

60
 Possible definitions
­ Speeding: driving too fast
­ Hit-and-run: when a driver hits someone or something and just runs away.
­ Highway Code: the official road safety manual
­ Overloading: exceeding the limits of authorised weight
­ Drunk driving: driving under the influence of alcohol

GRAMMAR: use inductive approach (See Grammar in Unit1, lesson 1).

Draw the students’ attention to the use of a comma when the adverbs of
place or time are in the first position in given sentences.
E.g. Tomorrow, there will be a meeting with the school administration.
I PRACTISE
LANGUAGE
1. Tell the students to remember the vocabulary seen in the student’s book as
they match the words and phrases with their definitions.
Answer key: 1.e; 2.d; 3.a; 4.b; 5.c
Tell the students to keep in mind the rules governing the use of “a time
when”; “a place where”; “the reason why”
and replace the underlined expressions.
Answer key
a. I understand the reason why Poko failed her exam.
b. I’ll never forget the day when I first met you.
c. Do you know a shop where I can find sandals?
d. Do you know the reason why he doesn’t like me?
2. Tell the students to keep in mind the rules governing the use of
“adverbs and their places” and write the statements correctly.
Answer key
a. We can’t certainly afford a new car.
b. The tourists didn’t walk far.
c. Tom is cutting the paper carefully. / Tom is carefully cutting the paper.
d. Natasha can also play the violin.
COMPREHENSION
Answer key
a. The critical period of accidents is towards the end of the year, precisely
between December 25th and January 1st and during the other celebrations.
b. Two (2) main reasons of traffic accidents are speeding and the effects of
alcohol or drugs.
c. Two (2) ways to reduce road accidents are to take some precautions in
traffic and to strictly respect the Highway Code.

61
 I CONSOLIDATE
SPEAKING
Conduct a speaking session that will enable learners to use what they studied in
lesson 1.
Here for example, organise the class into small groups (consider your teaching
environment) and have them choose a reporter before you set them to task.
Encourage the students to discuss in English to find four (4) pieces of advice to
reduce road accidents. Then, each reporter will read out their findings to the class.
Possible pieces of advice
1. Teaching the Highway Code in schools.
2. Not driving under the influence of alcohol.
3. Respecting speed limits.
4. Respecting the traffic lights.
5. Etc.

UNIT 7

ROAD SAFETY

LESSON 2

REDUCING ROAD ACCIDENTS

Function: talking about road safety
_______________________

I DISCOVER
Discussion on the image
Ask the pupils to look at the picture carefully and invite them to brainstorm on
it.
Possible answers
a. In the picture, I can see an accident/ a motorbike on the road/ a man
standing near the motorbike, ...
b. The motorbike is broken/ damaged/ crashed, ...
c. The motorbike is on the road/ on the ground, ...
d. The people are looking at the accident/ at the motorbike on the ground,
...
VOCABULARY
For teaching vocabulary, see Vocabulary in Unit 1, lesson 1.
Here for example, the teacher can:
- have students read the words or expressions in bold and infer their meanings.

62
 - pronounce each corresponding word or expressions.
- have the students repeat.
Possible definitions
Road user: anyone who uses a road, such as a pedestrian, cyclist or motorist,
car driver, etc.
Speed limit: the maximum speed at which a vehicle may legally travel on a
particular road.
Helmet: a protective head covering
Seat belt: a belt used to secure someone in the seat of a motor vehicle or
plane.
Traffic lights: three coloured lights for controlling traffic.
Crashed motorbike: damaged motorbike
GRAMMAR
Lay emphasis on the inductive approach in teaching these grammar points (See
Grammar in Unit 1, lesson 1).

I PRACTISE
LANGUAGE
1. For this vocabulary activity, remind the learners to refer to the vocabulary
previously studied and have them fill in the gaps.
Answer key: a. helmets; b. road users; c. traffic light; d. seat belts; e. speed limit
2. Remind the learners to refer to the grammar on “the past perfect tense and have
them build sentences following the example set.
Answer key
a. Before they got married, they had lived together for two years.
b. The instructor had spoken about the importance of the Highway Code during
the training before we completed the session.
c. The drivers had been sensitised to the respect of the Highway Code for a
week before they went to Lomé.
3. Remind the learners to refer to the grammar on “during vs. for” and fill in the
gaps with “for” or “during”.
Answer key: a. during ; b. during ; c. for
COMPREHENSION
Ask learners to read the text and answer the questions.
Possible answers
1. Three (3) best practices are respecting speed limits, wearing helmets and
seat belts and avoiding cell phone use in traffic.
2. The leading cause of road accidents in Burkina Faso is speeding.
3. It is dangerous to use mobile phones while driving because all our attention
is drawn to the message of our interlocutor.
4. Road accidents ruin families and the country’s economy.
.

63
I CONSOLIDATE

LISTENING
For this activity, organise the class into sets of five (5) students line up or consider
the rows as groups when the class is overcrowded. Then, prepare a set of secret
messages related to the covered topic. After that, whisper each secret message to
the first student who in turn whispers it to his/her neighbour behind. The process
goes on until the last student receives the message that he/she will report on the
board correctly for his/her group to score two (2) points.
As it is a group competition, you may repeat the process using other secret messages
as much as the time allows. By the end, the winning group will be congratulated and
the losers will be encouraged to better next time.
Sample secret messages
1. A drunken driver is dangerous.
2. It is not safe to neglect traffic lights.
3. Never ride a motorbike without a helmet.

WRITING
Tell the students to write a paragraph of fifty (50) words in which they will point out
two (2) causes of traffic accidents and propose two (2) measures of prevention.
Remind them of the different parts of a well-structured paragraph.

Suggested paragraph
There are many road accidents today. First, these accidents are caused by
the ignorance of the Highway Code by some road users and second by drunk
drivers. So, we should learn and respect the Highway Code and also avoid
drunk driving. These two measures can help to prevent road accidents.

I INTEGRATE
SPEAKING
Tell the students that a “situation of integration” is also called “problem solving”. It
is a task requiring them to exploit the various resources acquired at the end of each
unit. The learners will also rely on their previous learning and life experiences.
Give the class fifteen (15) minutes to prepare their speeches on road safety and
three (3) minutes to individual students to deliver his/her speech in front of the
class.

64
Criteria-based marking grid
Criteria Pertinence L a n g u a g e Coherence Refinement
accuracy

Instructions
Instruction Indicator 1: Indicator 1: Indicator 1: Indicator 1:
1: show two A speech is Appropriate The causes fluency /1 pt
(2) causes of performed grammar is given are
road accidents. /0.5 pts used /1 pt relevant Indicator 2:
/1.5 pts pronunciation
I n d i c a t o r Indicator 2: Indicator 2: /1 pt
2: Two (2) A p p r o p r i a t e The causes
causes of road vocabulary is given are well-
accidents are used /1 pt expressed and
shown. /0.5 convincing
pts /1.5 pts

Instruction Indicator 1: Indicator 1: Indicator

2: list two (2) A speech is Appropriate 1: The
consequences performed grammar is consequences
of road /0.5 pts used /1 pt listed are
accidents. Indicator 2: relevant
Appropriate /1.5 pts
vocabulary is Indicator
Indicator 2: used /1 pt 2: The
Two (2) consequences
consequences listed are well-
of road expressed and
accidents are convincing
listed /0.5 /1.5 pts
pts

65
Instruction Indicator 1: Indicator 1: Indicator 1: The
3: propose two A speech is Appropriate two (2) measures
(2) measures performed grammar is proposed are
to avoid road /0.5 pts used /1 pt relevant /1.5 pts
accidents. Indicator 2: Indicator 2: The
Appropriate two (2) measures
Indicator 2: vocabulary is proposed are
two (2) used /1 pt well-expressed
measures to and convincing
avoid road /1.5 pts
accidents are
proposed /0.5
pts
/2 pts
TOTAL 3 pts 6 pts 9 pts

TOTAL GENERAL: /20 pts

66
 UNIT 8

INFORMATION AND COMMUNICATION

TECHNOLOGIES

Skill levels to achieve

In relation to the themes “Statistics on road accidents” and “Preventing
road accidents”, the learners will be able to:
• read and understand a written text in a simple language;
• listen and understand an oral production in a simple language;
• communicate orally in a simple way when the interlocutor speaks
slowly, clearly and facilitates the interaction;
• write a simple and coherent text to describe an experience or
express an opinion.

LESSON 1

ADVANTAGES AND DRAWBACKS OF ICTs

Function: Talking about ICTs

I DISCOVER
Discussion on the image
Ask the pupils to look at the picture carefully and invite them to brainstorm on it.
Possible answers
a. The people that I see are in a living room/house, etc.
b. The people that I see are members of a family /parents and children.
c. The father is listening to the radio.
The mother is watching television.
Their son and bigger daughter are scotched to their respective phone
screens.
Their younger daughter is talking over the phone.
VOCABULARY
For teaching vocabulary, see Vocabulary in Unit 1, lesson 1.
Here for example, the teacher can:
- get the students to observe the picture;
- pronounce each word or phrase in bold type;
- have the students repeat.

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GRAMMAR: use inductive approach (See Grammar in Unit 1, lesson 1).
I PRACTISE
LANGUAGE
1. For this vocabulary activity, remind the learners to refer to the vocabulary
previously studied and have them match the words and phrases with their
synonyms.
Answer key: 1. d 2. a 3. e 4. c 5. b
2. Remind the learners to refer to the grammar on conjunctions until/till,
while, and as soon as to express time and so as to and in order to to
express purpose and have them build sentences following the examples given.
Possible answers
1. As soon as we read the text of the movie, the teacher showed us the movie.
2. Students go to the English laboratory so as to improve their pronunciation.
3. While Sambo was busy watching his favorite movie on TV. His telephone
rang.
4. People used landline (home) telephones until/till smartphones were created.
COMPREHENSION
Ask learners to read the text and answer the questions.
1. Answer key: 1. T ; 2. T ; 3. T ; 4. F
2. Possible answers
1. ICTs are used to communicate, create, disseminate, store or manage data.
2. Everybody can benefit from ICTs, for example teachers and students.
3. Three (3) technological resources a teacher can use are e-books, audiovisual
materials, and graphics.
4. Two (2) problems linked to the use of ICTs are cyberbullying/ harassment and
eye strain.
I CONSOLIDATE
WRITING
Remind the learners to refer to the lesson on paragraph writing.
Suggested paragraph
The use of ICTs can have benefits and risks as well. One benefit of ICTs is that they
allow people to share information, money, and resources from one single location.
As for the risks, they sometimes provide information that could be false, bullying,
and violent.

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 UNIT 8

INFORMATION AND COMMUNICATION

TECHNOLOGIES

LESSON 1

THE NET GENERATION

Function: Talking about ICTs

I DISCOVER
Discussion on the image
Ask the pupils to look at the picture carefully and invite them to brainstorm on it.
Possible answers
1. In this picture I see: family members sitting at table/ a man and a
woman eating/ the father and the mother are eating/the two (2) children (a girl
and a boy) have full plates in front of them but they are not eating/rather, they
are scotched to their respective phone screens, etc.
2. There are four (4) people in the picture.
3. The man and the woman are eating.
4. They are scotched to the screen of their respective cell
Phones.
VOCABULARY
For teaching vocabulary, see Vocabulary in Unit 1, lesson 1.
Here for example, the teacher can
- get the students to observe the picture;
- pronounce each word or phrase in bold type;
- have the students repeat.
I PRACTISE
LANGUAGE
1. Remind the learners to refer to the vocabulary previously studied and have
them match the words and phrases with their definitions.
Answer key: 1. e 2. c 3. a 4. b 5. d
2. Remind the learners to refer to the vocabulary previously studied and have
them fill in the gaps with the appropriate word or phrase.
Answer key
Many traders import and sell technological devices nowadays. What motivates

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 them is that many young people, also called the “Y” generation, are addicted
to these devices. To cope with the new trends, some of them, who cannot buy
smartphones for cash, feel obliged to negotiate with the sellers. Many young
people of the millennium generation use their phones on a daily basis to the
detriment of their studies.

READING
Ask learners to read the text and answer the questions.
Possible answers
1. Two (2) other names for the ‘Y’ generation are the Millennium generation
and the Internet generation.
2. One (1) thing that the ‘Y’ generation does, and which cannot be done by
the old one is that the “Y” generation is capable of receiving and organizing
more than one piece of information at the same time.
3. Two (2) domains in which the “Y” generation influences business nowadays
are fashion and consumption.
4. Two (2) favorite objects of the ‘Y’ generation are tablets and smartphones.
I CONSOLIDATE
LISTENING
1. Ask the students to listen carefully and say whether the following statements are
“True” or “False”. Then, read the statements twice while they do the task.
Answer key: a. T b. F c. T d. F e. T f. T
2. Ask the students to listen carefully and fill in the blanks with the missing word
or phrase. Then, read or play the audio two to three times while they complete the
task.

Text: Students and the Net

What do students do on the Net? They (a) surf the Net. They do academic researches,
send mails or SMS to friends, respond to invitations and organise parties. They
also (b) chat online with their friends and share the latest (c) videoclips. Many
students are (d) addicted to the Net. They spend their time (e) downloading and
listening to music or watching films.
Answer key: a. surf; b. chat; c. videoclips; d. addicted; e. downloading
I INTEGRATE
WRITING
Suggested paragraph
The Internet has both advantages and disadvantages in education. As an advantage,
students can have access to educational resources through the Internet. However,
Internet tends to create addiction in students, distracting them from their studies. So,
one way to reduce Internet dependence is by using the Internet only for schoolwork.

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Criteria-based marking grid

Criteria P e r t i n e n c e Language Coherence Refinement

(Instruction is accuracy (relevance of criteria
executed) (grammar, ideas + logical (overall
vocabulary organisation presentation)
and of the task
pronunciation) executed)
Instructions
Instruction Indicator 1: Indicator 1: Indicator 1: Indicator
1: a paragraph is A p p r o p r i a t e The good use 1: The paper
point out one written/0.5 pts grammar is of the Net is error-free.
(1) good use used. /1 pt pointed out is /1 pt
of the Net for Indicator 2: Indicator 2: relevant. /1.5
a student One (1) good A p p r o p r i a t e pts Indicator
use of the Net vocabulary is Indicator 2: the copy
for a student used. /1 pt 2: The ideas is neatly
is pointed out. /2 pts provided are presented.
/0.5 pts well organized. /1 pt
/1 pt /1.5 pts
/3 pts

Instruction Indicator 1: Indicator 1: Indicator 1:

2: give one a paragraph is A p p r o p r i a t e The negative
(1) negative written/0.5 pts grammar is impact given
impact of used. /1 pt is relevant.
the Net for a Indicator 2: Indicator 2: /1.5 pts
student. one (1) negative A p p r o p r i a t e Indicator
impact is given. vocabulary is 2: The ideas
/0.5 pts used. /1 pt provided are
/1 pt /2 pts well organized.
/1.5 pts
/3 pts

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Instruction 3: Indicator 1: Indicator 1: Indicator
suggest your a paragraph Appropriate 1: The piece
classmates is written/0.5 grammar is of advice
one (1) useful pts used. /1 pt suggested is
piece of advice Indicator 2: relevant. /1.5
so that they Appropriate pts
can change Indicator 2: vocabulary is Indicator
their attitudes one (1) useful used. /1 pt 2: The ideas
t o w a r d s piece of advice /2 pts provided are
overusing the is suggested. well-organized.
Net. /0.5 pts /1.5 pts
/1 pt /3 pts
/2 pts
TOTAL /3 pts /6 pts /9 pts

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 LEXIS FOR THE TEACHER

Administrative tasks/duties: filling in the record book and checking the attendance
Assessment: evaluation / testing/checking pupils’ performances
Checking attendance: verifying the presence of learners
Coherence : agreement, consistency / congruity / logical arrangement
Consolidation: reinforcement/ strengthening
Contextualise: put/used in a meaningful context
Controlled activities: activities carried out under the teacher’s guidance
Controlled stage : practice stage in which activities are teacher-guided
Criteria : principles or standards by which something may be measured
Deductive approach: a way of drawing conclusions by going from the general to
the specific
Evaluate: assess/ test / check pupils’ performance
Feedback: information about reactions to a learner’s performance of a task which
is used as a basis of improvement / comment/criticism/observation/ reaction, etc.
Fluency : facility/ eloquence/ command/ ability to speak or write
Follow up: homework/reinforcement activity
Indicator : a sign showing the condition or existence of something
Inductive approach: a way of drawing conclusions by going from the specific to
the general
Input stage : a stage where information or resources are given to learners /
presentation stage
Instruction : order/ direction/guidance
Interaction: reciprocal action/ cooperation/ situation in which two or more people
act upon one another.
Keep trace of: keep track of/ continue to be informed or know about someone or
something
Language accuracy : language exactness or correctness
Lead-in activity: activity introducing the theme of the lesson
Learning context: learning situation / environment
Matching: pairing items
MCQ: Multiple Choice Questions
Monitoring: checking / guiding / controlling /supervising
Outcome: result
Output stage: production stage
Peer correction: correction of students’ production by other learners
Performance : action or process of doing a task / achievement
Pertinence : instruction executed accordingly / relevance /congruity

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Phrase: small group of words standing together as a conceptual unit
Picture labelling: process of identifying or marking various details in an image
Practice phase: application stage
Prerequisite: something required as a prior condition for something else to happen
or exist / requirement / precondition
Problem solving: process of finding solutions to complex issues
Production: output from the learners
Realia : objects and materials from everyday life, specially when used as teaching
aids
Record book: a book in which lessons or activities are recorded.
Refinement criteria : norms determining an overall presentation/ physical display/
layout/ quality of a performance or result
Roll-call: reading aloud of an official list of names / checking attendance
Semi-controlled stage: semi-guided stage, flexibly controlled by the teacher
Skill: competence / proficiency /aptitude/ know-how / ability
Stress-free atmosphere: relaxing / anxiety-free atmosphere
Task: activity /assignment /work to be done
Warm up (activity): activity preparing the learners to start a lesson

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 RECOMMENDED DOCUMENTS

I. GRAMMAR AND VOCABULARY

1. 6000 verbes anglais et leurs composés, formes et emplois ; G. Quenelle et D.
Hourquin Hatier Bescherelle.
2. A communicative grammar of English; Geoffrey Leech and Jan Svartvik
Longman.
An A to Z of English grammar and usage; Geoffrey N. Leech, Benita
Cruickshank, Roz Ivanic.
Basic English Grammar; Michael Swan Oxford University Press.
English grammar in use; Raymond murphy Cambridge University Press 1998.
English grammar today; Ronald Carter et al. Cambridge University Press 2011.
English Vocabulary in Use; Michael Mc Carthy and Felicity O’Del Cambridge
University Press.
Essential grammar in use; Raymond murphy Cambridge University Press 2007.
Grammar and practice; Jimmie Hill And Rosalyn Hurst.
Pratique de l’anglais de A à Z ; Hatier 2011 Michael Swan, Françoise Houdart.
Understanding phrasal verbs; M J Murphy Nelson Thornes Ltd.

II. DICTIONARIES
1. Cambridge Advanced Learners’ Dictionary
2. Collins du Management English- French; French – English
3. Dictionary of Key Words; Mary Edwards
4. English Language Dictionary; Collin’s Cobuild
5. Harrap’s Shorter Dictionary English - French; French – English
6. Oxford Advanced Learners’ Dictionary
7. Robert et Collins English - French; French - English
8. Webster’s English Dictionary
9. Thesaurus

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