MINISTERE DE L’EDUCATION NATIONALE,

DE L’ENSEIGNEMENT TECHNIQUE ET DE
LA FORMATION PROFESSIONNELLE
Union – Discipline - Travail

LEÇONS D’ANGLAIS PREPAREES

NIVEAU : CINQUIEME

PARTICIPANTS SUPERVISEUR
 PARTICIPATION
Mr ANZOUA Richard (Collège Moderne de Diarabana) SUPERVISION
Mr TRAORE Mamadou

 Mr ANZOUA
Mr TRAORE Losséni
Richard(Collège
(CollègeModerne
Modernede
deKotogwanda)
Diarabana) Inspecteur Pédagogique
Mr TRAORE Mamadou de

 Mrs ADJA Agoua Jeanne (Collège Moderne D. Ouattara d’Aboisso)
Mr TRAORE Losséni (Collège Moderne de Kotogwanda) l’enseignement Secondaire
Inspecteur Pédagogique

 Mr ASSEMAN
Miss Richmond
ADJA Agoua Jeanne(Collège
(CollègeModerne
ModernedeD. Bondoukou)
Ouattara d’Aboisso) APFC
APFCTouba
Touba

 Mr BAMBLE Seydou (Collège Moderne de Solignougo)
Mr Asséman Richmond (Collège Moderne de Bondoukou)
 Mr BAMBLE Seydou (Collège Moderne de Solignougo)
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Unit 1
 Level: 5ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 1: DISCOVER MY SCHOOL
SESSION 1
Source: Learn it, do it 5è
Situation d'apprentissage : Un(e) élève de la 5ème 2 du Lycée Djibo Sounkalo de Bouaké
reçoit la visite de son correspondant Libérien. Elle l’envoie dans son école pour la lui
faire découvrir.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
A secondary school – a gate
– an office – a staffroom – a This is the staffroom.
Showing things
classroom – a school
uniform – a laboratory – a These are the classrooms.
library

INPUT PHASE
Vocabulary

a secondary school:
Lycée Mamie Adjoua is an office a staffroom:
a gate teachers’ room
a secondary school

a classroom a library: Place where students in their

a laboratory
students read books school uniform
Language function: Showing things

We use:
“This is ……” to indicate something which is close, not far.
“These are ……..” to indicate many things which are close, not far.
So, the plural of “this is” is “these are”

Examples:

This is the gate.

These are secondary school students.

PRACTICE PHASE
Activity 1: Reorder the letters to find meaningful words linked to school. Number one
is an example.
1 – FOSTROMAF STAFFROOM
2 – RFNIMOU …………………
3 – RYLOBATRAO ………………….
4 – TEGA ………………..
6 – BYLIARR ………………
7 – FCOIEF ……………..
Activity 2: Look at the pictures and complete the description with “This is …..” or
“These are …… One is done as example.

This is a secondary school. …………………………. School girls.

…………………….. teachers. ………………………….. an office.

Homework: Do exercise 3 page 7 (Learn It, Do It)

 Level: 5ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 1: DISCOVER MY SCHOOL
SESSION 2
Source: Learn it, do it 5è
Situation d'apprentissage (Rappel)
Un(e) élève de la 5ème 2 du Lycée Djibo Sounkalo de Bouaké reçoit la visite de son
correspondant Libérien. Elle l’envoie dans son école pour la lui faire découvrir.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
A: Can you show me the
A garden – an infirmary – a Asking and giving the
playground? or
canteen – a restroom – a location of places
Where is the playground?
playground – a school yard
B: It’s behind the staffroom.

INPUT PHASE
Vocabulary

a garden a playground the school yard

a canteen: the place where an infirmary: where pupils go

students have the lunch when they are sick or injured a restroom = toilet
Language function: Asking and giving the location places

These pictures show the different locations (places)

of the ball in relation to the box. So, “in, on, under,
next to, behind, in front of, between” are
prepositions to locate things.
Example: In the first picture,
The ball is in the box
We can use them also to show a place.
Example: A: Can you show me the playground?
B: It’s behind the staffroom.

PRACTICE PHASE
Activity 1: Look at the school plan. Then, write the names of the different places. Do it
like in the example.
Example: G – The school yard
A ……………………… B …………………………
C ……………………… D ………………………...
E ……………………... F ………………………..
G The school yard H ………………………..
I …………………….. J ……………………….
K ……………………

Activity 2: Look at the school plan in activity 1. Then, with your neighbour, ask and
answer questions like in number 1.
1 – The laboratory
Student A: Where is the laboratory?
Student B: It’s next to the headmaster’s office/ It’s between 5ème 3 and the staffroom.
2 – the playground
3 – 4ème 3
4 – the infirmary
5 – the staffroom
6 – the restrooms
7 – the library
8 – the canteen

Homework: Exercise 3 page 17 (English For All)

Level: 5ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 1: DISCOVER MY SCHOOL
SESSION 3
Source: Learn it, do it 5è
Situation d’évaluation (Communication activity)
Un(e) élève de la 5ème 2 du Lycée Djibo Sounkalo de Bouaké reçoit la visite de son ami
Ghanéen. Il l’envoie visiter son école pour la lui faire découvrir. Etant cet élève,
1 – cite les différents éléments qui composent ton école ;
2 – utilise l’expression appropriée pour lui présenter ta salle de classe ;
3 – Un dialogue se tient entre toi et ton hôte qui veut que tu lui montres la localisation
de certains endroits de ton école. Avec ton voisin, étudiez le plan ci-dessous et
complétez le dialogue, puis pratiquez-le.
Your friend: Can you show me the laboratory?
You: (1)…………………………………………………………………….
Your friend: Where is the canteen?
You: (2)…………………………………………………………………….
Your friend: (3)…………………………………………………………….
You: It is between the canteen and classroom 1.

CANTEEN CLASSROOM
PLAYGROUND 1

CLASSROOM
LABORATORY 2

CLASSROOM

RESTROOMS
SCHOOL YARD 3

STAFFROOM

GARDEN HEADMASTER’S
OFFICE
GATE

MY SCHOOL PLAN
 Level: 5ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 2: LIFE AT COLLEGE KASSERE
SESSION 1
Source: Learn it, do it 5è
Situation d'apprentissage : Un(e) élève de la 5ème 1 du Collège Moderne de
Soulignougo reçoit la visite de son ami Nigérian. En vue d’échanger des expériences sur
leurs systèmes scolaires, il lui raconte les actions que les élèves accomplissent à l’école.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
To line up – to be late – to
receive a report – to mark –
Describing actions The students are listening to the
to put on – to write – to
teacher
clean – to listen to the
teacher

INPUT PHASE
Vocabulary

to be late: Aya starts

to put on your to listen to the teacher:
class at 07:15. She to line up: to make a
khaki uniform to be attentive to what
arrives at school at queue the teacher says
07:20. She is late.

to write: Aïcha to receive a report: to to clean: The pupils are

writes the date on take the test paper from cleaning the school yard to mark the papers: to
the board the teacher correct the students’
papers
Language function: Describing actions
The students are cleaning the school yard. You can see
them doing the action while we describe it. We use the
present continuous or progressive (am/ is/ are + verb +
ing) to describe ongoing actions (actions that are happening
at the moment we are speaking).
Example
Question: What are the students doing in the picture?
Answer: They are cleaning the school yard.
PRACTICE PHASE
Activity 1: Look at the pictures and use the words or expressions from the box to
describe them. One is done for you as example.
are receiving the reports – are listening to the teacher – is writing –
are cleaning the school yard – are lining up – is marking the papers

1) The girl is writing. 2) They …………………

3) The teacher ……………….. 4) They ……………………..

5) The students …………….. 6) The students ……………….

Activity 2: With your neighbour, use the information from activity 1 to ask and answer
questions like in the example.
Example:
1) A: What is the girl doing?
B: She is writing.
2) ………………………………………………………………………………….
3) …………………………………………………………………………………
4) …………………………………………………………………………………
5) ………………………………………………………………………………..
6) ………………………………………………………………………………..

Homework: Do exercise 2 page 11-12 (Learn It, Do It)

 Level: 5ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 2: LIFE AT COLLEGE KASSERE
SESSION 2
Source: Learn it, do it 5è
Situation d'apprentissage (Rappel)
Un(e) élève de la 5ème 1 du Collège Moderne de Soulignougo reçoit la visite de son ami
Nigérian. En vue d’échanger des expériences sur leurs systèmes scolaires, il lui raconte
les actions que les élèves accomplissent à l’école.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
To revise – to play – to draw
– to sing – to get up – to Asking for permission May I go out, please?
work hard – to go up – to Can I go out, please?
stay down

INPUT PHASE
Vocabulary

to revise: The students revise their to play: The boys are playing football.
lessons at home

to draw: He is drawing a picture to sing: She is singing

To get up = to wake up and get out of the bed

To work hard: to work a lot
Ex: Konaté wants to have a good average. So he works hard.
To go up: to advance, to go to upper class; to move to the next class.
Ex: Sita is in 5ème now. If she works hard, she will go up. She will be in 4ème.
To stay down: to repeat the same class.

Language function: Asking for permission

This student wants to go out. She is asking for
permission to the teacher. To ask for permission, she
can use the expressions below:
- May I go out, please?
Or
- Can I go out, please?

PRACTICE PHASE
Activity 1: Complete the text below with the appropriate words or expressions from the
box. Write your answers like in the example.
Example: 1. get up.
stay down – put on – get up – line up – can – work hard – on time – go up – to be late

I am a student in 5ème. When I 1 (…….) in the morning, I wash myself and 2 (………)
my school uniform. Then, I have breakfast and I go to school. I leave my house at 6:30 to
arrive at school 3 (……….) because I don’t want 4 (…………..).
At school, all the students 5 (………...) in front of their classes before entering. Pupils
who are late always ask the teacher if they 6 (……….) get in. Our teachers encourage us
to be on time and to learn our lessons. They say that if we 7 (…………), we will 8
(………….); but if we are lazy, we will 9 (…………).
Activity 2: Study the situations and ask for the correct permission in each case. Work
with your neighbour. Do it like in the example.
Example: 1. Can I get in, please?
1. You want to get in the classroom .........................................
2. In the classroom, you want to go out. ………………………….
3. You want to ask a question to the teacher. …………………………..
4. You want to use your friend’s pen. ………………………….

Homework: Do exercise 4 page 20 (English For All).

Level: 5ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 2: LIFE AT COLLEGE KASSERE
SESSION 3
Source: Learn it, do it 5è
Situation d’évaluation (Communication activity)
Après avoir visité ton école, ton ami Ghanéen veut savoir en quoi consiste ta journée
d’école en vue de comparer les actions à mener dans un système éducatif francophone à
celles du système éducatif Anglophone. En tant que cet élève,
1 – raconte comment tu te prépares pour aller à l’école et comment vous entrez en classe ;
2 – dis les actions que vous accomplissez à l’école ;
3 – ce matin tu es en retard au cours de 7 h. Tu demandes la permission au professeur
pour rentrer. Avec ton voisin écrivez le dialogue que vous avez eu, et jouez-le.
 Level: 5ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 3: WHAT DO YOU LEARN AT SCHOOL?
SESSION 1
Source: Learn it, do it 5è
Situation d’apprentissage.
Les élèves de la 5ème 1 du Lycée Mamie Adjoua de Yamoussoukro ont reçu l’emploi du
temps de leur correspondant Ghanéen. Intrigués par les inscriptions sur cet emploi du
temps, ils décident d’en discuter avec leur professeur d’Anglais pour s’y familiariser.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
School subjects (English –
Maths – French –
Asking and giving opinions A: How do you find English?
Geography – history ...) -
B: I find English easy.
easy – break – form – learn
– favorite

INPUT PHASE
Vocabulary
School subjects: Maths – English – Arts etc… are school subjects.
Easy: not difficult
Form: level at school.
Example: form 1 = 6ème, form 2 = 5ème
To learn: to study
Favourite: first-choice, what we prefer or like best.
Example: My favourite subject is English.
Break: pause.
Example: We have break every day at 10 O’clock.

Language function: Asking and giving opinions

Example:
A: How do you find English?
B: I find English easy.
PRACTICE PHASE
Activity 1: In the following grid, 10 names of school subjects are hidden. Find them and
circle them like in the example. You can read them from left to right and from top to
bottom.
Activity 2: With your neighbour, ask and answer questions like in the example. Use the
information in each section.
Example: 1) A: How do you find English?
B: I find English interesting.
1. English/ interesting
2. Physics/ difficult
3. Civics/ easy
4. Physical training/ tiring
5. Arts/ boring

Homework: Exercise 2 page 15 (Learn It, Do It)

 Level: 5ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 3: WHAT DO YOU LEARN AT SCHOOL?
SESSION 2
Source: Learn it, do it 5è
Situation d’apprentissage (Rappel)
Les élèves de la 5ème 1 du Lycée Mamie Adjoua de Yamoussoukro ont reçu l’emploi du
temps de leur correspondant Ghanéen. Intrigués par les inscriptions sur cet emploi du
temps, ils décident d’en discuter avec leur professeur d’Anglais pour s’y familiariser.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
O’clock – half past – quarter A: What subject do you have on
Naming school subjects
past/ to – to start class – to Tuesdays at 8 O’clock?
end class – to resume class B: I have Mathematics.

INPUT PHASE
Vocabulary
O’clock 8: 00 = Eight O’clock

Half past 8: 30 = Half past Eight or Eight thirty

Quarter to 8:45 = Quarter to nine or forty-five past Eight or Eight forty-five
To start class = to begin the courses
To end class = to finish the courses
To resume = to recommence / restart
Example: After the break, we resume class at 10:30.
Language function: Naming subjects

A: What subject do you have on Tuesdays

at 10:45?
B: I have Physics.

PRACTICE PHASE
Activity 1: Look at Kouakou’s time table and complete the sentences about it with the
missing words. The first sentence has been done for you as an example.
Example: a- Maths

Monday Tuesday Wednesday Thursday Friday

07 :30 – 08 :25 Arts English

08 :25 – 09 :20 Maths English Maths Maths

09 :20 – 10 :15

10 :15 – 10 :30 BREAK

10 :30 – 11 :25 Maths English

French Physics
11 :25 – 12 :20 French French

12 :20 – 14 :00 BREAK

14 :00 – 15 :00 History

Sports
15 :00 – 16 :00 Geography

16 :00 -17 :00

a- On Mondays, Kouakou has…………. at twenty-five past eight.

b- On Mondays, Kouakou has ………………………. at twenty-past eleven
c- Every day, ……………….a quarter past ten to half past ten, there is a break.
d- On Mondays and Fridays, Kouakou starts classes……………..half past seven.
e- On Tuesdays, Kouakou has Sports …………………the afternoon.
f- After ………………………..on Thursdays, Kouakou…………………..classes with a
French lesson.
Activity 2: Use the information from the different sections to ask and answer questions
with your neighbour like in the example.
Example: 1) A: What subject does Kouakou have on Mondays at 8:45?
B: It’s Maths.
1) Mondays at 8:45 (Maths)
2) Tuesdays at 11:25 (French)
3) Wednesdays at 10:30 (English)
4) Fridays at 10:30 (Physics)

Homework: Exercise 3 page 16 (Learn It, Do It)

Level: 5ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 3: WHAT DO YOU LEARN AT SCHOOL?
SESSION 3
Source: Learn it, do it 5è
Situation d’évaluation (Communication activity)
Un(e) élève de la 5ème 1 du Lycée Mamie Adjoua de Yamoussoukro reçoit la visite de son
correspondant Libérien. Celui-ci souhaite connaitre l’emploi du temps de son ami pour
comprendre ce qu’il fait à l’école. Etant cet(te) élève :
1. cite les matières que tu fais à l’école :
2. Voici une copie de ton emploi : dis les jours et les heures auxquelles tu fais Anglais,
Maths, Physique et Français ;
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
7:30 – 8:25 English French Maths Physical
8:25 – 9:20 Maths French Geography Training
9:20 – 10:15 Maths Civics French Arts
10:15 – 10:30 B R E A K
10:30 – 11:25 Maths
11:25 – 12:30 History Science English
A F T E R N O O N
14:00 – 15:00
15:00 – 16:00 Physics
16:00 – 17:00 French
17:00 – 18:00 English

3. il demande ton opinion sur les matières suivantes : Anglais, Français, Maths et
Physique. Avec ton voisin, écrivez le dialogue que vous allez avoir et présentez-le au
reste de la classe.
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Unit 2
LEVEL: 5ème
SKILL: Speaking
UNIT 2: AT HOME
LESSON 1: MY FAMILY TREE
SESSION 1
Situation d’apprentissage : En vue de mieux faire connaissance avec leurs amis
Ghanéens pour discuter des membres de leur famille, les élèves de la 5ème du Collège
Moderne Dominique Ouattara d’Aboisso apprennent les noms des différents membres
de la famille élargie.
LESSON CONTENT
Vocabulary Language function structure
Extended family- Asking relation between - What relation is Mr
grandparents- family members. Kabran to Davila?
grandmother- grandfather- - Mr Kabran is Davila’s
grandchildren- grandson- grandfather.
granddaughter- son-
daughter
INPUT PHASE
Vocabulary:

1- Extended family ≠ nuclear family.

2- Grandparents: Your father’s or mother’s parents.
3- Grandmother: the mother of your mother or father.
4- Grandfather is the father of your mother or father.
5- Son is the male child or the boy of a family.
6- Daughter is the female child or the girl of a family.
7- Grandchildren are the children of the children in a family.
8- Grandson is the son of one’s child.
9- Granddaughter is the daughter of one’s child.
Language function: Asking about relation between members of a family

Issa Rokia

Paul Fatim Seydou Bakary Cécile

Alain
Martine Jean

To know the relation between the different members of a family, we say:

What relation is … to …?
Example: What relation is Issa to Jean?
The answer is: Issa is Jean’s grandfather.

PRACTISE PHASE
Activity 1: Complete the sentences with the following words from the box below.
Example: 1 - grandparents

mother’s – grandson – grandparents – grandfather – grandmother –

granddaughter

Sophia: Hi Nathan! How are you doing?

Nathan: Hello, Sophia! I’m fine, thanks.
Sophia: Where are you going?
Nathan: I’m going to greet the parents of my parents.
Sophia: Right! So they are your (1)………………………………….?
Nathan: Of course! One is my (2)…………… and another is my (3)……………….
Sophia: Well! So what relation are you to them?
Nathan: I am their (4) ………………………………… because I am a boy.
Sophia: Ok, for me, I am a girl. So, what relation am I to the mother of my mother?
Nathan: You are the (5)……………………… of your (6)…………….. mother.
Sophia: Thanks a lot. Good bye!
Nathan: Bye!
Activity2: Look at the family tree below; then, ask and answer questions like in the
example. Work in pairs.

Issa Rokia

Paul Fatim Seydou Bakary Cécile

Alain
Martine Jean

Example: 1- Issa and Jean. 1-a- What relation is Issa to Jean?

1-b- Issa is Jean’s grandfather.

2- Seydou and Alain.

2-a- ………………………………………………………………………………………
2-b- ……………………………………………………………………………………...

3- Alain and Issa.

3-a- ………………………………………………………………………………………
3-b- ……………………………………………………………………………………...

4- Martine and Rokia

4-a- ………………………………………………………………………………………
4-b- ……………………………………………………………………………………...

5- Rokia and Alain.

5-a- ………………………………………………………………………………………
5-b-………………………………………………………………………………………

6- Martine, Jean, Alain and Issa.

6-a- ………………………………………………………………………………………
6-b- ……………………………………………………………………………………...

Homework
Exercice3 page 18-19 of Learn it, do it 5ème
LEVEL: 5ème
SKILL: Speaking
UNIT 2: AT HOME
LESSON 1: MY FAMILY TREE
SESSION 2
Situation d’apprentissage (Rappel)
En vue de mieux faire connaissance avec leurs amis Ghanéens pour discuter des
membres de leur famille, les élèves de la 5ème du Collège Moderne Dominique Ouattara
d’Aboisso apprennent les noms des différents membres de la famille élargie.
LESSON CONTENT
Vocabulary Language function structure
Aunt; uncle; niece; Expressing future plans. - What are you doing
nephew; wife; husband; tomorrow morning?
son-in-law; daughter-in- - I am going to school
law

INPUT PHASE
Vocabulary:
1- Aunt is the sister of your father or mother.
2- Uncle is the brother of your father or mother.
3- Niece is the female child (daughter) of your brother or sister
4- Nephew is the male child (son) of your brother or sister.
5- Wife is the woman that a man marries.
6- Husband is the man that a woman marries.
7- Son-in-law is the husband of one’s daughter.
8- Daughter-in-law is the daughter of one’s son.

Language function: Expressing future plans

To express future plans, we can use the present continuous or progressive (am /is /are +
verb-ing)
Example: I am going to school tomorrow.
To ask a question about future plans, you say for example:
What are you / we / they doing tomorrow?
What is he /she doing tomorrow?
PRACTICE PHASE
Activity 1: Find the missing letters to have extended family members’ names.
1- Au..t → aunt
2- ..ife →…………….
3- Husb….d →……………
4- N….c.. →…………….
5- ..eph..w →……………….
6- Un…… →……………….

Activity 2: Use the information in each section to ask and answer questions to express
future plans. Do it with your neighbor.
1. Visit / next week / my mother / you
Question: what are you doing next week?
Answer: I am visiting my mother.

2. Go / tomorrow / to church / he
Question: ………………………………………………………………………………?
Answer: ………………………………………………………………………………...?
3. Play / next Sunday afternoon / football / they /
Question: ……………………………………………………………………………….?
Answer: …………………………………………………………………………………

Homework: Use the (4) four verbs to express the future plans
1-Eat : ………………………………………………………………………………….
2- Sleep: ……………………………………………………………………………...
3-Speak: ………………………………………………………………………………..
4-Stay: …………………………………………………………………………………
LEVEL: 5ème
SKILL: Speaking
UNIT 2: AT HOME
LESSON 1: MY FAMILY TREE
SESSION 3
Situation d’évaluation (communication activity)

En échangeant par appel vidéo avec ton ami américain, tu

lui fais parvenir une de tes photos de famille. Pour l’aider
à se familiariser aux membres de la famille,

1. donne le nombre total des membres de ta famille sur cette photo ;

……………………………………………………………………………………………
………………………………………………………………………………………
2. cite les membres de ta famille présents dans la photo ;
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………...
3-établis les relations qui existent entre les membres de ta famille.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………………..
LEVEL: 5ème
SKILL: Speaking
UNIT 2: AT HOME
LESSON 2: A SUNDAY WITH MY FAMILY
SESSION 1
Situation d’apprentissage:
Les élèves de la 5ème du Collège Moderne Dominique Ouattara d’Aboisso parlent avec
leur professeur d’Anglais des activités dominicales des membres de leur famille du
retour du weekend.
Lesson content
Vocabulary Language function structure
To brush – to shave- to Using the present tense What does mother do
make up – to plug in – to to talk about daily every morning?
remove – a pillow - a activities Mother removes the
blanket- a bedsheet – bedsheet.
church- mosque

INPUT PHASE
Vocabulary

Mosque Church Bedsheet Blanket Pillow

To brush
one’s teeth To shave To remove: he To plug in: to
To make up is removing the connect
bedsheet

Language function: Using present tense to talk about daily activities.

To describe or talk about a person’s daily activities, we use the present simple.
Example: Mother removes the bedsheet every morning.
And the question is: What does mother do every morning?
PRACTISE PHASE
Activity1: Look at the pictures and write the corresponding names. Choose them in this
box. Number 1 is an example.
Example: 1-Mosque

Church-mosque-bedsheet-blanket-pillow-to shave- to put make up-to brush teeth

1- mosque 2- ………………… 4- ……………..

3- ……………….

5- …………….. 6- ………………….. 7-……………… 8- ……………

Activity 2: With your neighbour, ask and answer questions using the phrases in the
boxes. Do like in the example (Number 1).

1) Anna 2) Mel’s father 3) You

go to the cinema read the newspaper watch TV
on weekends every day every Sunday

4) Mum 5) The students of 5ème3 6) Grandpa

go to church do their exercises listen to the radio
on Sundays every weekend every morning

Example: 1) What does Anna do on weekends?

Anna goes to the cinema on weekends.
Homework
Ask and answer questions about what you do at home. Use the phrases below.
 on Sundays, on weekends, every morning, on Fridays, every day
 to tidy the bedroom – to sweep the floor – to play hopscotch – to wash myself –
to do the laundry – to wash the dishes – to go to church.
1. What do you do every morning?
Every morning I wash myself.

2 …………………………………………………………………………?
……………………………………………………………………….
3………………………………………………………………………….?
………………………………………………………………………...
4 …………………………………………………………………………..?
………………………………………………………………………….
5……………………………………………………………………………?
…………………………………………………………………………..
LEVEL: 5ème
SKILL: Speaking
UNIT 2: AT HOME
LESSON 2: A SUNDAY WITH MY FAMILY
SESSION 2:
Situation d’apprentissage: (Rappel)
Les élèves de la 5ème du Collège Moderne Dominique Ouattara d’Aboisso parlent avec
leur professeur d’anglais des activités dominicales des membres de leur famille du
retour du weekend.
Lesson content
Vocabulary Language function structure
To iron – to switch on – Using the past simple What did father do last
to switch off – to lay tense to ask and give Sunday?
down – to sweep – to information Father ironed the clothes
read – a newspaper – a
socket

INPUT PHASE
Vocabulary

To switch on: to
put ON ≠ to switch To switch off = to Newspapers: “Soir
off. He switches on put OFF ≠ to To sweep: She’s Info” is a
the torch switch on sweeping the floor newspaper

To iron: My father To lay down Sockets / a socket

To read: The boy irons his clothes
is reading a book. every morning
Language function: Using the past simple tense to ask and give information
To ask about what a person did in the past (past activities), we say:
What did you do yesterday / last year / in 2019 etc.?
Example: What did father do last Sunday?
The answer is: Father ironed his clothes / He ironed his clothes.

PRACTISE PHASE
Activity 1: Discuss with your friend to guess what it is.
Example: 1- iron
1- We use it to set up clothes after wash them. It is ………………………………..
2- Push on the torch to have the light. It is …………………………………………
3- Push off the torch because it is morning. It is……………………………………
4- Make a place clean because it is dirty means ……………………………………
5- We read it to have information day by day. It is………………………………...
6- It means to take a rest. It is……………………………………………………….

Activity 2: With your neighbour, ask and answer questions about your past activities.
Do like in the example (Number 1).

1. Last Saturday / to go to the cinema

A: What did you do last Saturday?
B: Last Saturday, I went to the cinema.
2. Yesterday / to iron her clothes (Rose)
A:……………………………………………………………………………………….?
B:………………………………………………………………………………… ……..
3. This morning / to brush his teeth (Beugré)
A:……………………………………………………………………………………….?
B: ………………………………………………………………………………………..
4. During the last holidays / to go Abidjan mall and to play games
A:……………………………………………………………………………………….?
B: ………………………………………………………………………………………..
5. Last month / to visit my aunt
A: ………………………………………………………………………………………?
B: ………………………………………………………………………………………...
6. Last Sunday / to learn my lessons.
A : ……………………………………………………………………………………...?
B: ………………………………………………………………………………………....
Homework: For next session, write three (3) sentences about some activities you did at
home with your family.
Example: Last Sunday, I watched cartoons on TV with my family.

1……………………………………………………………………………………….. .

2 ………………………………………………………………………………………. .

3 ……………………………………………………………………………………….. .
LEVEL: 5ème
SKILL: Speaking
UNIT 2: AT HOME
LESSON 2: A SUNDAY WITH MY FAMILY
SESSION 3:
Situation d’évaluation (communication activity)
Pour le compte du journal du Club d’anglais du Collège Moderne Dominique Ouattara
d’Aboisso, il est demandé aux participants du club de niveau 5ième, de relater ce qui
rend leur weekend en famille différent des autres jours. Pour ce faire,
1. cite les membres de ta famille ;
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
2. donne quatre activités que font chaque jours les 4 membres de la famille. ;
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
3. relate 3 activités du dimanche passé qu’ont fait des membres de ta famille ;
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
4. lis ta production.
LEVEL: 5ème
SKILL: Speaking
UNIT 2: AT HOME
LESSON 3: THE TCHONRON SOUP
SESSION 1:
Situation d’apprentissage:
Lucia, une élève de la 5ème du Collège Moderne Dominique Ouattara d’Aboisso qui
aime faire la cuisine se rend chez sa camarade Ramata le weekend pour apprendre à
préparer un repas sénoufo, la sauce Tchonron. Elles discutent des ingrédients et étapes
afin de réussir la confection de cette sauce.
Lesson content
Vocabulary Language structure
function
Bean leaves – Giving First, wash the leaves bean and chop them
groundnuts- salt instructions to Second, put them in a cooking pot
– to roast – to describe a Third,………………………………………..,
chop – to taste - process Finally,…………………………………… .
potash- to add –
prawn- soup

INPUT PHASE
Vocabulary
Teacher presents new vocabulary words related to cooking through pictures, gestures
and makes students repeat before writing the words on the board.

Groundnut Soup Prawn Salt Potash

To chop bean To add To roast To taste

Bean leaves leaves
Language function: Giving instruction to describe a process.
To describe a process, we can use linking words or connectors (First / second / Third /
After / And / Then / Next / Finally) + instructions.
Example: To cook Tchonron soup,
First, wash the bean leaves;
Second, chop them with a Knife;
Third,………………………………..
Etc.
-The instructions can be what we must do. We call them the DOs
Example: Wash the bean leaves. (Verb + object)
The instructions can also be what we must not do: We call them The DON’Ts
Example: Don’t put meat in Tchonron soup. (Don’t + Verb + object)

PRACTISE PHASE
Activity: Reading the following dialogue between Ramata and her mother, find the
appropriate word from the box to complete it. Write your answers like in the example.
Example: 1- tchonron soup
Tchonron soup- groundnuts- then- potash- prawn- first- then- salt- taste- chop-
second- soup- finally- third

Ramata: Please Mum, what do you cook today?

Mother: A favorite meal of our region, North of Cote d’Ivoire.
Ramata: What is it, mother?
Mother: It is the (1)………………………………………………………………………
Ramata: Tchonron Soup? Please, mother, can you explain me how to cook it?
Mother: Of course my daughter. These are ingredients to cook it. We will cook
together. So follow me carefully.
Ramata: No problem, mum.
Mother: (2)………………, wash the bean leaves, (3)…………………… them with a
knife and put them in a cooking pot.
Ramata: Ok,and (4)…………………………?
Mother: Add some water in a cooking pot and put it on a cooker for thirty minutes.
Add some (5)…………………………… to preserve the green colour.
Ramata: It’s interesting! And what else mother?
Mother: In (6)………………………… take the cooked leaves out of the pot, put them
in a small mortar and mash them up. Put the green paste of leaves back into the cooking
pot and pound the non-roasted (7) ………………… And sieve the powder.
Ramata: And (8)……………………………….?
Mother: Add the groundnuts (9)……………………………………to the paste of
leaves in the cooking pot. Stir it with a spoon. And (10)…………………………, add
the (11)………………………… powder and the (12)……………………………. . You
can (13)…………………… You (14)………………… after twenty minutes. And get
the cooking pot off the fire.
Ramata: The meal is ready yet! So let me set a table.
Mother: Let go and enjoy your meal!

Homework
At home, with your friend make a dialogue to give instructions to make coffee for your
family’s Sunday breakfast.
LEVEL: 5ème
SKILL: speaking
UNIT 2: AT HOME
LESSON 3 : THE TCHONRON SOUP
SESSION 2:
Situation d’apprentissage: (Rappel)
Lucia une élève de la 5ème du Collège Moderne Dominique Ouattara d’Aboisso qui aime
faire la cuisine se rend chez sa camarade Ramata le weekend pour apprendre à préparer
un repas sénoufo, la sauce Tchonron. Elles discutent des ingrédients et étapes afin de
réussir la confection de cette sauce
Lesson content
Vocabulary Language function structure
To keep – pepper – Expressing obligation You must wash bean
ingredients – okra – with “must” or “must leaves before chopping
meat – oil – yam- fish- not” them
palm nuts You must not put meat in
Tchonron Soup

INPUT PHASE
Vocabulary

Okra
Pepper Meat Fish
Oil

To keep: To put
into the right Yam
Ingredients place Palm nuts
Language function: Expressing obligation with “must” or “must not”.
To express an obligation in English, we use:
-Must for what is recommended, permitted or allowed. (the Dos)
Example: You must wash the bean leaves before chopping them.

-Must not or mustn’t for what is not recommended, permitted or allowed. (The
DON’Ts)
Example: You must not / mustn’t put meat in Tchonron soup.

PRACTISE PHASE
Activity 1: Circle the odd-one-out. Number 5 is an example.
1-Roast – Chop – Add – Eat – Sleep
2-Pepper – Okra – Onions – Carrot – Sugar
3-Prawn powder – groundnuts powder – palm nuts
4-Fish – Meat – Chicken – Rice
5-Yam – Cassava - Tomatoes

Activity 2: Your friend wants to cook the Tchonron Soup. Tell him/her what to do.
Complete the dialogue with must or must not. One is done for you as an example.
Then, perform the dialogue in front of the class in pairs.

Horo: Good morning!

Ouattara: Hello! How are you?
Horo: I’m fine, thanks and you?
Ouattara: I’m good, thanks!
Horo: Excuse me, I want to cook the Tchonron Soup, can you help me?
Ouattara: Yes, sure! You …………..……wash the bean leaves, chop them and put them
in a cooking pot. Next, you …………………. add some potash.
Horo: Ok! it is on the cooker now. I have some roasted groundnuts here.
Ouattara: No, no! You ………………… roast the groundnuts. You …must… pound
non-roasted groundnuts in a mortar.
Horo: Oh, really? But can I put some prawns in my soup?
Ouattara: Yes, but you ……………………… put meat in the “Tchonron” soup.
Horo: All right! Now, I add the salt and the prawn powder. Do you want to taste it?
Ouattara: Oh yes! With pleasure! Hummmmm! It’s delicious!!!
Horo: Thank you!
Ouattara: You’re welcome!
Homework: Write four sentences to express obligations.
1→……………………………………………………………………………………….
2→……………………………………………………………………………………….
3-→………………………………………………………………………………………
4→…………………………………………………………………………………….....
LEVEL: 5ème
SKILL: Speaking
UNIT 2: AT HOME
LESSON 3: THE TCHONRON SOUP
SESSION 3:
Situation d’évaluation (communication activity)
Un concours culinaire est organisé par l’Ambassade des USA à l’occasion de la fête des
mères pour toutes les filles de la 5ème des écoles de la ville. Un prix est réservé à l’école
qui aura fait le meilleur plat traditionnel. En tant que participante au concours et
soucieuse de faire gagner ton école,
1- dis de quelle région vous avez choisis le repas ;
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………..
2- donne le nom de la recette.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………
3- cite les ingrédients pour la confection de cette recette.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
………………………………………………………………………………..
4- décris les étapes de la confection de cette recette en utilisant des instructions avec
l’impératif et les obligations avec must ou mustn’t
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………
 W
R
I
T
I
N
G

Unit 3
Level: 5ème
Skill: Writing
Unit 3: TIME AND DATE
LESSON 1: WHAT’S THE WEATHER LIKE TODAY?
SESSION 1
Source: Learn it, do it 5è P30-31
Situation d'apprentissage :
Lors d’une rencontre du club d’anglais au Collège Moderne de Bondoukou, le président
demande à un élève de 5eme3 de rédiger un paragraphe pour parler du climat et des
différentes saisons en Côte d’Ivoire en vue de publier dans le journal de ce club dans la
rubrique « RECHERCHE DE CORRESPONDANTS ETRANGERS ».

TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Sunny – rainy – cloudy Asking and answering What’s the weather like today?
– hot – cold – windy questions about the weather -it’s cold
-it’s hot
INPUT PHASE
Vocabulary

The weather is windy the weather is rainy the weather is cloudy

The weather is sunny it’s hot it’s cold

Language function: Asking and answering questions about the weather

To describe this weather, we say:

It’s cloudy
To ask question about the weather, we say:
What’s the weather like?

So, we have: A: What’s the weather like?

B: It’s Cloudy
PRACTICE PHASE
Activity: Do it with your partner. Look at the pictures, ask and answer questions about
the weather. Do like in the example.
Example:
1) Question: what’s the weather like today?
Answer: It’s rainy

1) Question:…………………………………………………..?
Answer:…………………………………………………………

2) Question:…………………………………………………..?
Answer:…………………………………………………………

3) Question:…………………………………………………..?
Answer:………………………………………………………

4) Question:…………………………………………………..?
Answer:…………………………………………………………

Homework: Exercises 2 and 3 page 32 in your workbook (Learn it, do it 5ème)

Level: 5ème
Skill: writing
Unit 2: TIME AND DATE
LESSON 1: WHAT’S THE WEATHER LIKE TODAY?
SESSION 2
Source: Learn it, do it 5è P32-33
Situation d'apprentissage (Rappel)
Lors d’une rencontre du club d’anglais au Collège Moderne de Bondoukou, le président
demande à un élève de 5eme3 de rédiger un paragraphe pour parler du climat et des
différentes saisons en Côte d’Ivoire en vue de publier dans le journal de ce club dans la
rubrique « RECHERCHE DE CORRESPONDANTS ETRANGERS ».

TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Snow – rainy season – Giving the number of -how many seasons are
spring – winter – dry season seasons in your country there in your country?
–summer – autumn -there are four seasons
INPUT PHASE
Vocabulary
Rainy season: a moment of the year when it rains a lot.
Dry season: season when it is hot and there is no rain. (= The harmattan)

→ the snow

In Europe or America there are four main seasons which are:

Winter: a season which lasts from December to January and during this period it snows
and it is cold.
Spring: season from March to May.
Summer: a sunny and pleasant season taking place from July to September.
Autumn: a season from September to December, during this period it’s windy and
limbs of trees fall.

Language function: Giving the number of seasons in your country

To ask a person about the number of seasons in his country, we say:
How many seasons are there in your country?
The answer is:
For example: There are four seasons: spring, winter, summer, and autumn
PRACTICE PHASE
Activity 1:
Match each definition from column A with the correct meaning in column B. write
your answers like in the example. Do it alone and then compare with your partner.
Example: 1-g

COLUMN A COLUMN B
1.Season between September and December a. Snowy
2.Sunny and pleasant season b. Rainy season
3.Extremely cold season from December to February c. Spring
4.Hot season with no rain d.Winter
5.Season when it frequently rains e.Dry season
6.Covered with snow f. Summer
7.Season from March to May g. Autumn

Activity 2:
With your partner, write a correct question and a correct answer about the seasons in
each country mentioned. Number 1 is an example.
Example:
1- Question: How many seasons are there in Niger?
Answer: There are two seasons

1- Garba: I am from Niger, there is a long dry season and a very short rainy season
Question:……………………………………………………………………….?
Answer: …………………………………………………………………………………
2- Brad: I come from USA. The seasons in my country are: spring, summer, autumn,
and winter.
Question:……………………………………………………………………….?
Answer: …………………………………………………………………………………
3-Esmel: My home country is Cote d’Ivoire. The seasons here are two, the rainy season
and the dry season.
Question:……………………………………………………………………….?
Answer: …………………………………………………………………………………
Level: 5ème
Skill: writing
Unit 3: TIME AND DATE
LESSON 1: WHAT’S THE WEATHER LIKE TODAY?
SESSION 3
Source: Learn it, do it 5è
Situation d’évaluation (communication activity)
Lors d’une rencontre du club d’anglais au Collège Moderne de Bondoukou, le président
demande aux élèves de 5eme3 de rédiger un paragraphe de 5 lignes maximum pour parler
du climat et des différentes saisons de Cote d’Ivoire en vue de publier dans le journal de
ce club dans la rubrique « RECHERCHE DE CORRESPONDANTS ETRANGERS ».
Etant un élève de la classe,
1. dis le temps qu’il fait dans ta région actuellement ;
2. donne le nombre de saisons qu’il y a dans ta région, énumère-les ;
3. rédige un paragraphe où tu décris ces saisons avec leurs périodes ;
4. lis ta production aux autres membres du club.
 Level: 5ème
Skill: Writing
Unit 3: TIME AND DATE
LESSON 2: TIME IS MONEY
SESSION 1
Source: Learn it, do it 5è P 34
Situation d'apprentissage :
En vue de mieux gérer leurs moments d’échanges avec leurs correspondants
Américains, les élèves de 5eme 3 du Collège Moderne de Bondoukou écrivent des lettres
pour donner leurs emplois du temps et leurs programmes de la semaine.
TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Midday – midnight – schedule Asking about daily schedule What do you usually do on
– lunch – dinner – to watch Monday morning?
- On Monday morning,
I go to school

INPUT PHASE
Vocabulary
A schedule: personal time table, programme

Moments Actions
Morning Go back to school
Noon Have lunch
Afternoon Go back home
Evening Learn lessons
Night Watch TV /go to bed
Midnight Sleep

To watch: to look at
Midday: 12 O’clock in the day
Midnight: 12 O’clock at night
Breakfast: the meal you eat in the morning before going to school in the morning
Lunch: the meal you eat at 12 O’clock in the day.
Dinner: the meal you eat in the evening
Language function: Asking about daily schedule
To ask someone about their plans or schedule, we say for example:
1-What do you usually do on Monday morning?
The answer is for example:
- I go to school
2-What does Aya usually do on Monday afternoon?
- She cooks the meal

PRACTICE PHASE
Activity1:
Answer each question on people’s schedules with the words between parentheses like in
number 1.
Example: 1- what does the teacher usually do every night? (to plan his lesson)
-he plans his lesson
1- What does the teacher usually do every night? (to plan his lesson)
………………………………………………………………………………………
2- What do the students usually do every night? (to learn their lesson)
………………………………………………………………………………………….
3-what does Mrs. Assoumou do every morning? (to go to office)
…………………………………………………………………………………………..
4- What do your sisters usually do at 7 p.m.? (to watch television)
…………………………………………………………………………………………..

Activity2:
Match each word or expression from column A with its meaning in column B. Write
your answers like in the example. Do it alone then compare with your partner.
Example: 1-C
Column A Column B
1- 12 O’clock in the day a. Midnight
2- Timetable b. Dinner
3- 12 O’clock meal c. Midday
4- Look at d. Schedule
5- Evening meal e. Lunch
6- 12 O’clock at night f. watch

Homework:
During a chat on the internet with your Ghanaian pen pal, he / she tells you about what
he / she does every day. In your turn, describe in a few lines how you spend your day
Level: 5ème
Skill: Writing
Unit 3: TIME AND DATE
LESSON 2: TIME IS MONEY
SESSION 2
Source: Learn it, do it 5è P 35
Situation d'apprentissage (Rappel)
En vue de mieux gérer leurs moments d’échanges avec leurs correspondants
Américains, les élèves de 5eme 3 du Collège Moderne de Bondoukou écrivent des lettres
pour donner leurs emplois du temps et leurs programmes de la semaine.

TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
To be in a hurry - to be on Giving time of daily At what time do you go to
time - to be late - take a activities school every Monday?
shower - waste time - go -I go to school at 7 a.m
shopping

INPUT PHASE
Vocabulary

To be on time: Yao has class at 8 o’ clock, he arrives at school at 7.30. So, he is on

time.

To be late: Aya has class at 7 o’clock. She arrives at 7:30. So, she is late.

To be in a hurry

Go shopping: go to the supermarket to buy articles

To take a shower: to wash your body

Waste time ≠ save time

Language function: Giving time of daily activities
To ask a person about his daily activities, you say:
-At what time do you go to school every Monday?
The person answers for example:
-I go to school at 7 a.m.

PRACTICE PHASE

Activity 1:
Complete the sentences below with the appropriate words from the box. Write your
answers like in the example. Do it alone then compare with your partner.
Example: 1- take a shower

Go shopping – late – take a shower – in hurry – waste time – on time

1. Every morning, I……………………………just after I Wake up.

2. I am…………………because I don’t want to arrive ……………….. in class.
3. Every Saturday, my parents ……………………….. at the market.
4. If you………………….. , you will not finish your homework.
5. Our teacher is very punctual; he always arrives ………………………in class.

Activity 2:
Use the information in the table and with your neighbour, ask and answer questions
about the activities of the people. Do it like in the example.
Example: 1. A: What time does Mr. Karamoko go to bed?
B: He goes to bed at 11 p.m.

People Activities Period

1 Mr. karamoko go to bed 11 p.m.

2 The students start class 7 a.m.
3 Gertrude learns her lessons 9 p.m.
4 Dally and Christ have breakfast 6 a.m.
5 Mr. Loba drives his children to school 8 a.m.
6 You come back home 5 p.m.
Level: 5ème
Skill: Writing
Unit 2: TIME AND DATE
LESSON 2: TIME IS MONEY
SESSION 3
Source: Learn it, do it 5è
Situation d'évaluation (Communication activity)

En vue de mieux échanger avec leurs correspondants Américains, les élèves de 5eme 3
du Collège Moderne de Bondoukou, au cours d’un échange sur internet, écrivent des
paragraphes pour leurs amis Américains dans le but de donner leurs emplois du temps
et leurs programmes de la semaine. En tant qu’élève de cette classe,
1. choisis un jour de la semaine où tu feras la liste de tes activités favorites ;
2. mentionne la période de chaque activité ;
3. rédige un paragraphe de cinq (5) lignes maximum pour décrire chaque activité
avec sa période d’exécution.
Level: 5ème
Skill: WRITING
Unit 2: TIME AND DATE
LESSON 3: ADON’S SCHEDULE
SESSION 1
Source: Learn it, do it 5è P 37
Situation d'apprentissage : A l’occasion de la journée de l’anglais au Collège
Moderne de Bondoukou, l’Ambassadeur des Etats Unis en Côte d’Ivoire demande à un
élève de 5ème 3 d’écrire un texte où il donnera son programme de la semaine et ses
projets à venir dans le but de vérifier leur maitrise de la langue.

TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Messy – tidy – take a quiz Talking about future plan I’m visiting my parents next
– travel – to plan week.

INPUT PHASE
Vocabulary
To travel: to move from one point to another.
To plan: to project to do something.
To take a quiz: To have a little evaluation.
A tidy student: an ordered student, a student who is well organized.
A messy student: a disorganized student

Language function: Talking about future plan

To talk about your future plans, you can use the present continuous or present
progressive
Example:
I’m visiting my parents next week. = means that I plan to visit my parents next week.
Next week is not yet arrived. It’s in the future.
PRACTICE PHASE
Activity 1:
Match each word or expression from column A with its meaning in column B. Write
your answers like in the example. Do it alone then compare with your partner.
Example: 1-d
COLUMN A COLUMN B
1.to project to do something a. to take a quiz
2. in good order b. messy
Move from one city to another c. travel
4. in disorder d. to plan
5.to have a small evaluation e. tidy

Activity 2:
Complete each sentence with the correct form of the verb between parentheses.
Write your answers like in the example.
Example: 1. I’m buying
1. I………………………..a new pen tomorrow. (to buy)
2. My mother……………….my favourite food in the evening. (to cook)
3. Rita and Bamba ………………..an exciting movie on Saturday. (to watch)
4. John……………. to the village in the holidays. (to go)
5. Peter and Carrel…………………their marriage in January. (to celebrate)
6. Mrs. Koffi………………driving lessons next year. (to take)
 Level: 5ème
Skill: Writing
Unit 2: TIME AND DATE
LESSON 3: ADON’S SCHEDULE
SESSION 2
Source: Learn it, do it 5è p 38
Situation d'apprentissage (Rappel)
A l’occasion de la journée de l’anglais au Collège Moderne de Bondoukou,
l’Ambassadeur des Etats Unis en Côte d’Ivoire demande à un élève de 5ème 3 d’écrire un
texte où il donnera son programme de la semaine et ses projets à venir dans le but de
vérifier leur maitrise de la langue.

TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
A final test - to go back - to Describing a processing First, I wake up, second I
resume - a bridge with connectors. take a bath, next I wear
my clothes, finally I go to
school.

INPUT PHASE
Vocabulary
A bridge: This is the liana bridge of man

A final test: the last evaluation of the year.

To resume: to restart
To go back: to return

Language function: Describing a processing with connectors.

To describe your daily activities in English, we use some connectors or linking
words+ the present simple
Example:
When I get up in the morning, first, I brush my teeth, second I take a bath, next I wear
my clothes, then I have my breakfast and finally I go to school.
PRACTICE PHASE
Activity:
In this text about Adon’s Saturday schedule,
A. write the verbs between parentheses in the correct forms;
B. choose the appropriate word from the box to complete each gap.
Write your answers like in the example.
finally – then – first – next - second

Adon has several activities on Saturday morning. …(1)…….., he (a- wake up) at 6
o’clock. ……….(2)…………he (b-wash) the family car. …..(3)….he (c-take) a bath.
…….(4)………. He (d-have breakfast). …(5)……….., he (e-play) football with his
friends. After the football game, they (f-eat) delicious food.
Examples:
A-Verb forms: a-wakes up

B- Appropriate words: 1-first

Level: 5ème
Skill: Writing
Unit 2: TIME AND DATE
LESSON 3: ADON’S SCHEDULE
SESSION 3
Source: Learn it, do it 5è
Situation d'évaluation (Communication activity)
Au cours d’une compétition organisée par l’Ambassade des Etats-Unis en Côte d’Ivoire
à l’intention des élèves du Collège Moderne de Bondoukou, l’Ambassadeur demande
aux élèves de 5ème 3 de rédiger un paragraphe dans lequel ils décriront à leurs
correspondants Nigérians les activités qu’ils mènent chaque dimanche dans le but de
vérifier leur maîtrise de la langue. Faisant partie de ces élèves,
1. présente-toi à l’ambassadeur ;
2. fais un tableau où tu mentionneras ton programme ;
3. utilise les connecteurs étudiés pour rédiger un texte décrivant dans l’ordre toutes
les activités que tu mènes les dimanches ;
4. lis ta production à Monsieur l’Ambassadeur.
 W
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Unit 4
Level: 5ème
Skill: WRITING
Unit 4: JOBS AND OCCUPATIONS
LESSON 1: WHAT DOES YOUR MOTHER DO?
SESSION 1
Source: Learn it, do it 5è P40-41
Situation d'apprentissage :
A l’approche de la fête des mères, les élèves de la 5ème 3 du Collège Moderne de
Bondoukou sont invités par le club d’Anglais de leur école pour rendre hommage à
leurs mères. Chaque élève doit rédiger un texte pour le compte du journal du club
d’Anglais en vue de décrire la profession de sa mère.

TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
A cook – a housewife – Asking and answering What does your mother do?
a greengrocer – a barber questions about people’s jobs She is a housewife
– a plumber – a car
washer – a cashier – a
tailor
INPUT PHASE
Vocabulary

a cashier a cook a housewife a greengrocer

a barber a plumber a car washer a tailor

Language function: Asking and answering questions about jobs

If we want to have information about the job of our friend’s mother, we ask this
question:
What does your mother do?
The answer is: She is a housewife or a tailor etc.
PRACTICE PHASE
Activity 1: Use the information in each number to write correct questions and answers
like in number 1. Do it with your partner.
Example: 1) Question: What does Tim do?
Answer : He is a teacher.
1) Tim (teacher)
Question:…………………………………………………..?
Answer:…………………………………………………………

2) Awa (housewife)
Question:…………………………………………………..?
Answer:…………………………………………………………
3) Adigun (car washer)
Question:…………………………………………………..?
Answer:………………………………………………………
4) Kwessy (plumber)
Question:…………………………………………………..?
Answer:…………………………………………………………

Activity 2: Put the words in the right order to find names of job like number 1. Start
with the capital letter. Do it individually, then compare with your partner.
Example: 1- teacher
1- reacThe: ………………………………
2- shieraC: ………………………………
3- rePlmub: ……………………………..
4- Grcerneergo: ………………………….
5- orTlia: ………………………………….

Homework: Exercise 1 page 41 in your workbook; Learn it, do it 5è

 Level: 5ème
Skill: WRITING
Unit 4: JOBS AND OCCUPATIONS
LESSON 1: WHAT DOES YOUR MOTHER DO?
SESSION 2
Source: Learn it, do it 5è 41-42
Situation d'apprentissage (Rappel)
A l’approche de la fête des mères, les élèves de la 5ème 3 du Collège Moderne de
Bondoukou sont invités par le club d’Anglais de leur école pour rendre hommage à
leurs mères. Chaque élève doit rédiger un texte pour le compte du journal du club
d’Anglais en vue de décrire la profession de sa mère.

TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Pilot – waitress – flight Describing jobs and - What does a pilot do?
attendant – computer occupations - He flies planes
scientist – lawyer – architect
– dentist

INPUT PHASE
Vocabulary

a pilot = he flies a computer scientist

a flight attendant = she = an expert in an architect = a
planes person who designs
takes cares of computer science
passengers in a plane house plans

a lawyer = a
professional of law a dentist a waitress = a lady
who defends people who serves people in
before the court a restaurant
Language function: Describing jobs and occupations
I told my friend that my mother is a flight attendant. But, he doesn’t know what this job
means. He wants me to describe what activity exactly she does. So, to know exactly
about my mother’s job, he can ask:
What does a flight attendant do?
And my answer will be: She takes care of passengers in a plane.

PRACTICE PHASE
Activity 1: Match each definition from column A with the correct meaning in column
B. Write your answers like in the example. Do it alone and then compare with your
partner.
Example: 1-e

COLUMN A COLUMN B
1. Peter defends accused people at the tribunal. a. architect
2. Coulibaly flies planes. b. waitress
3. Salomon is an expert in computer science. c. pilot
4. James is a doctor who cures teeth pains. d. waitress
5. I design building plans. e. lawyer
6. Anna serves food and drinks in a restaurant f. computer scientist

Activity 2: In pairs, use the information in the boxes, then ask and answer questions.
Number 1 is an example.
1. Antoine / (a barber) 2. Thierry / (an architect)

3. She / (a cashier) 4. He / (a plumber)

5. Sophie / (a housemaid) 6. She / (a waitress)

1. A: What’s Antoine’s job? B: Antoine is a barber / He is a barber.

2. ……………………………? …………………………………………………
3. ……………………………? …………………………………………………
4. ……………………………? …………………………………………………
5. ……………………………? …………………………………………………
6. ……………………………? …………………………………………………
Level: 5ème
Skill: WRITING
Unit 3: JOBS AND OCCUPATIONS
LESSON 1: WHAT DOES YOUR MOTHER DO?
SESSION 3
Source: Learn it, do it 5è
Situation d’évaluation (communication activity)
A l’occasion de la fête des mères, Le journal du Club d’Anglais du Collège Moderne de
Bondoukou veut dédier des pages spéciales à la mère. Le président du Club demande
donc aux élèves de la 5ème de rédiger un paragraphe qui décrit les métiers et professions
de leurs mères en vue de rendre hommage à ces valeureuses mamans. Faisant partie des
élèves de 5ème,
1-donne le nom de ta maman ;
2- précise sa profession ;
3-décris dans un paragraphe les activités qu’elle mène dans le cadre de son travail.
Level: 5ème
Skill: WRITING
Unit 4: JOBS AND OCCUPATIONS
LESSON 2: WHAT DO YOU USE A MAP FOR?
SESSION 1
Source: Learn it, do it 5è P 44-45
Situation d'apprentissage:
Lors d’une compétition organisée par le club d’Anglais du Collège Moderne de
Bondoukou, le président demande aux élèves de 5ème d’écrire un paragraphe dans lequel
ils parleront des outils ou objets utilisés par leurs parents dans leurs différents métiers.
TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Map – plan – scales – Talking about the use of - What is a sponge used for?
trolley – laptop – tray - work tools. - It’s used for washing cars
cash register - sponge
INPUT PHASE
Vocabulary

a map a plan scales a tray

a sponge
a cash register a laptop a trolley

Language function: Talking about the use of work tools.

If we want to know about the use or the utility of a specific work tool (for example a
sponge) the question is:
What is a sponge used for?
The answer is: It is used for washing cars?
PRACTICE PHASE
Activity1:
Fill in the gaps with the words from the box. Do it individually then compare with your
partner. Write your answers like in the example.
Example: 6- anti-virus software

Trays – anti-virus software – scale – trolley – laptops – map – cash registers

There are several facilities today. If you want to know the location of a country or a
city. You just need to refer to a (1)………………At the market, a
(2)…………………helps to measure the exact weight of fruits and vegetables you want
to buy. In a supermarket, costumers put the different articles they buy into a
(3)………………..and roll it to the cashiers. As for the cashiers, they use a
(4)…………………to collect the costumers’ money and to calculate their changes
quickly. In addition, supermarket managers have (5)……………………. which help
them to store information and to order new products. To avoid attacks from hackers,
they install an (6)…………………… on their computers. In a restaurant, the waitresses
serve people on a (7)………………All these facilities have made life easier in this
modern society.

Activity 2: Say what the tools are used for. With the information from the box, ask and
answer questions with your neighbour. One has been done for you as an example.
Example: 1- A: What are plans used for?
B: They are used to build houses.

1- Plans / build houses

2- Computer / build roads 3-a cash register / collect people’s money

4-Tray / serve people in a restaurant 5- scales / weight fruit and vegetables

6- an engineer / maps

Homework: Exercise 2 page 45; Learn it do it 5è

Level: 5ème
Skill: WRITING
Unit 4: JOBS AND OCCUPATIONS
LESSON 2: WHAT DO YOU USE A MAP FOR?
SESSION 2
Source: Learn it, do it 5è P 45-46
Situation d'apprentissage (Rappel)
Lors d’une compétition organisée par le club d’Anglais du Collège Moderne de
Bondoukou, le président demande aux élèves de 5ème d’écrire un paragraphe dans lequel
ils parleront des outils ou objets utilisés par leurs parents dans leurs différents métiers.

TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Shearer – plunger – dental Talking about users of work -whose tool is the shearer?
chair – floor cloth – law tools. -It’s the barber’s tool.
book
INPUT PHASE
Vocabulary

a shearer a law book a plunger a floor cloth a dental chair

Language function: Talking about users of work tools.

If you want to know to whom belong each tool mentioned, you say for example:
Whose tool is the shearer?
The answer is:
It’s the barber’s tool.
PRACTICE PHASE
Activity 1: Match each tool in column A with the appropriate job in column B. Do like
in the example.
Example: 1-f
COLUMN A COLUMN B
1.A law book a-Plumber
2. A shearer b- Dentist
3. A floor cloth c- Barber
4. A dental chair d- Car washer
5. A sponge e- House maid
6. A plunger f- Lawyer

Activity 2: Use the information from activity 1, then ask and answer questions with
your neighbour about the users of the tools.
Example: 1- A: Whose tool is the law book?
B: It is the lawyer’s tool.

Homework: Exercise 2 page 46; Learn it do it 5è

Level: 5ème
Skill: WRITING
Unit 3: JOBS AND OCCUPATIONS
LESSON 2: WHAT DO YOU USE A MAP FOR?
SESSION 3
Source: Learn it, do it 5è
Situation d'évaluation (Communication activity)
Lors d’une compétition organisée par le club d’Anglais du Collège Moderne de
Bondoukou, le Président demande aux élèves de la 5ème d’écrire un paragraphe dans
lequel ils parleront des outils ou objets utilisés par leurs parents dans l’exercice de leurs
différents métiers. En tant qu’élève de 5ème,
1. dis les métiers que font ton père et ta mère ;
2. cite les outils utilisés par chacun d’eux ;
3. rédige un paragraphe de cinq (5) lignes au plus dans lequel tu décris
les rôles de chaque outil.
 Level: 5ème
Skill: WRITING
Unit 4: JOBS AND OCCUPATIONS
LESSON 3: WHERE DOES AUNT ENOH WORK?
SESSION 1
Source: Learn it, do it 5è P 48-49
Situation d'apprentissage :
Le jour de la célébration de la fête du travail, l’ambassade des Etats Unis à Abidjan
organise une cérémonie à laquelle sont conviés les élèves de la 5ème 3 du Collège
Moderne de Bondoukou. L’Ambassadeur leur demande de rédiger un paragraphe pour
décrire le lieu de travail de leurs parents en vue de partager cela avec des invités venus
de l’Amérique.

TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
A school – a building site – Talking about work place Where does the waitress
a car wash – an office – work?
a restaurant – a law court – - She works in a
a greengrocer’s shop restaurant

INPUT PHASE
Vocabulary

a school a building site a car wash an office

a court a greengrocer’s a restaurant

shop

Language function: Talking about work places

-The place where a waitress works is called a restaurant. So, we say:

A waitress works in a restaurant
-To ask question about the place a waitress works, we can say:
Where does a waitress work?
PRACTICE PHASE
Activity 1:
Match each job from column A with its appropriate workplace in column B. Write your
answers like in the example. Do it with your partner.
Example: 4-f
COLUMN A COLUMN B
1. A waitress a. An office
2. A greengrocer b. A building site
3. A lawyer c. A restaurant
4. A teacher d. A greengrocer’s
5. An engineer shop
6. A car washer e. A law court
7. A secretary f. A school
g. A car Wash

Activity 2:
Here are answers, ask the corresponding questions. Write your answers like in number
1. Do it with your partner.
Example: 1- Where does a greengrocer work?
1-The greengrocer works in a greengrocer’s shop:……………………………………
6- A lawyer works in a law court: ……………………………………………
7- A waitress works in a restaurant: ………………………………………….
8- A car washer works at a car wash: …………………………………………
9- A secretary works in an office:……………………………………………
10- An engineer works at a building site:………………………………………
Level: 5ème
Skill: WRITING
Unit 4: JOBS AND OCCUPATIONS
LESSON 3: WHERE DOES AUNT ENOH WORK?
SESSION 2
Source: Learn it, do it 5è P 49-50
Situation d'apprentissage (rappel)
Le jour de la célébration de la fête du travail, l’ambassade des Etats Unis à Abidjan
organise une cérémonie à laquelle sont conviés les élèves de la 5ème 3 du Collège
Moderne de Bondoukou. L’Ambassadeur leur demande de rédiger un paragraphe pour
décrire le lieu de travail de leurs parents en vue de partager cela avec des invités venus
de l’Amérique.
TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Crowded – cool – smelly Using adjectives to describe Murielle Ahouré runs fast
– fragrant – dusty – fast places, performances and
objects.

INPUT PHASE
Vocabulary
Fast: rapid ≠ slow
Crowded: full of people. During the final phase of football competitions, the stadium is
crowded
Dusty: The road from Agboville to my village is dusty.
Smelly: something / a place which smells bad ≠ fragrant
Fragrant: with a good and pleasant smell.
Example: I like the smell of your perfume. It’s fragrant.
Cool: the inside of a refrigerator is very cool ≠ hot

Language function: Using adjectives to describe places, performances and objects.

If you want to describe a place, a performance or an object, you use adjectives.

Example: Murielle Ahouré runs fast.

APPLICATION PHASE
Activity 1: Reorder the letters in each list to obtain adjectives. Start with the capital
letter. Number 1 is an example.
1. oloC = Cool
2.tasF
3. lySelm
4.trangraF
5. tysuD
6. edowrC

Activity 2: Complete each sentence below with the right word from the box. Do it
individually then compare with your partner. Write your answers like in the example.
Example: 6-fast

dusty – crowded – smelly – cool – fragrant – cool – fast

1- Supermarkets are always …………………. at Christmas time.

2- The kitchen is …………………..because of dustbin.
3- The air conditioner makes the office ……………………….
4- Marie’s shop is ………………… because she sprayed a good perfume in it.
5- This place is always ……………..because people put rubbishes on it.
6- I like plane because it goes ………………………

Homework: Exercise 1 and 2 page 50 (Learn it, do it 5è)

Level: 5ème
Skill: WRITING
Unit 4: JOBS AND OCCUPATIONS
LESSON 3: WHERE DOES AUNT ENOH WORK?
SESSION 3
Source: Learn it, do it 5è
Situation d'évaluation (Communication activity)
Le jour de la célébration de la fête du travail, l’ambassade des Etats-Unis à Abidjan
organise une cérémonie à laquelle sont conviés les élèves de la 5ème 3 du Collège
Moderne de Bondoukou. L’Ambassadeur leur demande d’écrire un paragraphe pour
décrire le lieu de travail de leurs parents en vue d’informer des invités venus des Etats-
Unis. En tant qu’élève de cette classe,
1. donne le métier de deux membres de ta famille ;
2. dis le lieu de travail de chacun d’eux ;
3. rédige un paragraphe de 5 lignes pour décrire les lieux de travail des deux
membres cités.
 L
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Unit 5 G
 Level: 5ème
Skill: Listening
Unit 5: CLOTHES AND COLOURS
LESSON 1: THE MARKET PLACE
SESSION 1
Source: Learn it, do it 5è
Learning context: A student of 5ème 2 of Collège Moderne of Kotogwanda visiting
Ghana goes to the market with his Ghanaian penfriend to buy clothes. At the market, they
listen to a trader promoting his colourful clothes in order to make the best choice.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
- What do schoolboys wear at
a hat – a scarf – sandals – Asking and answering
school?
pyjamas – a shirt – shorts – questions about clothes
- They wear Khaki uniform.
trousers – socks – shoes

INPUT PHASE
Vocabulary

a hat a scarf sandals

shoes a shirt
trousers

shorts socks pyjamas

Language function: Asking and answering questions about clothes: WH- questions
The schoolboy wears khaki uniform at school. To
know what students wear at school, we ask the
question:
“What do schoolboys wear at school? And we
answer: “They wear khaki uniform”.
Example: Soro: What do schoolboys wear at
school?
Néli: They wear khaki uniform.

PRACTICE PHASE
Activity 1: Listen and decide if the description is true (T) or false (F). Do it like in number
one.

1 2 3 4
1

…… False .........................
........................... ………………….

5 6 7 8

……………
………… ………………. …………

Listening text:
Picture 1 is a dress. Picture 2 are trousers.
Picture 3, there are pyjamas. Picture 4 is a scarf.
Picture 5 is a hat. Picture 6, there are socks.
Picture 7 are sandals. Picture 8, there are trousers.
Activity 2: With your neighbour, use the given words in each section to ask and answer
questions about what people wear.
Example: 1. A: What does Soro wear?
B: Soro wears a shirt, trousers, socks and shoes.
1. Soro (a shirt/ trousers/ socks/ shoes)
2. Julia (a scarf/ shorts/ a shirt)
3. Dad (pyjamas/ sandals)
4. The boys (hats/ shorts/ sandals)

Homework: Do exercise 2 page 54 (Learn It, Do It)

 Level: 5ème
Skill: Listening
Unit 5: CLOTHES AND COLOURS
LESSON 1: THE MARKET PLACE
SESSION 2
Source: Learn it, do it 5è
Learning context (Recall)
A student of 5ème 2 of Collège Moderne of Kotogwanda visiting Ghana goes to the
market with his Ghanaian penfriend to buy clothes. At the market, they listen to a trader
promoting his colourful clothes in order to make the best choice.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
A: Do girls wear trousers to go to
A skirt – a dress – earrings – school?
Describing what people
a ring – a belt – a tie – a B: No, they don’t.
wear.
bracelet – a wrapper – a A: Do boys wear khaki uniform
wallet to go to school?
B: Yes, they do.

INPUT PHASE
Vocabulary

a skirt a dress a wrapper

an earring a ring a bracelet

a belt a tie a wallet

Language function: Describing what people wear with Yes / No questions
A: Do schoolboys wear Khaki uniform to go to
school?
B: Yes, they do
A: Do girls wear Khaki uniform to go to school?
B: No, they don’t

PRACTICE PHASE
Activity 1: Listen and match the people from column A with the clothes or accessories
they have in column B.
Example: 1 – d.
Column A: People Column B: Clothes or Accessories
1. Schoolboys a. ties and a cap
2. Policemen b. white blouse and a stethoscope
3. Taxi-drivers c. trousers and a tie
4. Butchers d. khaki uniform
5. Teachers e. knives and meat saw
6. doctors f. blue uniform and weapon

Activity 2: Use the information from activity 1 and with your partner, ask and answer
questions like in the example.
Example: 1 – A: Do schoolboys wear white blouse and a stethoscope?
B: No, they don’t. They were khaki uniform.
Level: 5ème
Skill: Listening
Unit 5: CLOTHES AND COLOURS
LESSON 1: THE MARKET PLACE
SESSION 3
Source: Learn it, do it 5è
Communication activity (Situation d’évaluation)
During his stay in Ghana, a student of 5ème 2 of Collège Moderne of Kotogwanda goes
to the market to buy some clothes before he goes back to his motherland. There, he listens
to a trader promoting his articles. Being this student,
1. listen to the trader and list the different clothes he is selling;
2. cite the different clothes you want to buy.

Listening text:
Trader: Come and buy! Come and buy!
There is everything here you need! I have
beautiful trousers, nice skirts, shoes, socks,
belts, colourful shirts, shorts, sandals,
wallets, dresses, scarves and handbags for
beautiful women. Come and buy! Come
and buy!
You: Hello madam!
Trader: Hello, miss. Can I help you?
You: Yes. I would like to buy a dress,
sandals, a scarf and a bracelet.
Trader: OK. Here you are. Don’t you need
earrings?
You: No, thanks. It’s good for me.
Trader: Right. Thanks and goodbye.
 Level: 5ème
Skill: Listening
Unit 5: CLOTHES AND COLOURS
LESSON 2: MY FAVOURITE CLOTHES
SESSION 1
Source: Learn it, do it 5è
Learning context: In visit in Osseykro (Ghana) with their English teacher, the students
of 5ème 3 of Lycée Municipal of Niablé listen to a Ghanaian clothes seller talking about
his articles in order to make their choice.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
a cap – gloves – sunglasses –
Talking about likes and A: Which shirt do you like?
a pullover – an underwear –
dislikes B: I like the pink one.
a handbag – a purse – a suit
– a necklace

INPUT PHASE
Vocabulary

a cap gloves sunglasses

a pullover an underwear a handbag

a purse a suit a necklace

Language function: Talking about likes and dislikes
This girl loves the pink dress. To say what she loves, you
say: “She likes the pink dress”.
And to ask the question about the colour of the dress she
likes, you can say: “Which dress do you like?

So, to ask someone about the kind of thing they like, we say:
“Which ..............do you like?”
The answer is:
“I like the pink dress”.
If you don’t like something, you say:
I don’t like ................ or I dislike ......................
PRACTICE PHASE
Activity 1: Write the name of each object like in number 1.
Ex: Use the words from the box below to identify the pictures. Number 1 is an example.

a purse – a suit – sunglasses – gloves – a necklace – an

underwear – a pullover – a cap

1 - a necklace 2 ……………….. 3 …………………

4 …………………. 5 ………………….. 6 ………………….

8 ………………… 9 ………………….
7 ……………….
Activity 2: Ask as many questions as possible with the words in the table. Do it with
your neighbour.
Example: 1 - Which cap does your father like?
- dress - your father
- gloves - you
- cap - boys
Which - glasses - do - girls like?
- wrapper - does - men
- handbag - the teacher
- suit - pupils

…………………………………………………………………………………………...
…………………………………………………………………………………………...
…………………………………………………………………………………………...
…………………………………………………………………………………………...
…………………………………………………………………………………………..

Homework: Do exercise 4 page 81 (English for All 5ème).

 Level: 5ème
Skill: Listening
Unit 5: CLOTHES AND COLOURS
LESSON 2: MY FAVOURITE CLOTHES
SESSION 2
Source: Learn it, do it 5è
Learning context (Recall)
In visit in Osseykro (Ghana) with their English teacher, the students of 5ème 3 of Lycée
Municipal of Niablé listen to a Ghanaian clothes seller talking about his articles in order
to make their choice.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
Colours: yellow – red – A: Which colour does your father
black – white – green – grey Talking about preferences prefer?
– blue – purple – orange – B: He prefers blue.
pink – brown – indigo

INPUT PHASE
Vocabulary

black white yellow red

blue green orange purple

brown pink grey indigo

Language function: Talking about preferences

Among all the colours of shirt, Olivier likes the blue one better than
the others. We can also say: “Olivier prefers blue”.
The question is: Which colour does Olivier prefer?

PRACTICE PHASE
Activity 1: As you listen to the teacher, put colours in each space numbered from 1 to 8.

1 2 3 4

5 6 7 8

Listening text:
1. Blue 2. Yellow 3. Black 4. Purple 5. Red 6. Pink
7. Green 8. Orange

Activity 2: With your partner, practise asking and answering questions about the
colours you prefer.
Example: A: Which colour do you prefer?
B: I prefer blue, black and white

Homework: Exercise 2 page 61 (Learn It, Do It)

Level: 5ème
Skill: Listening
Unit 5: CLOTHES AND COLOURS
LESSON 2: MY FAVOURITE CLOTHES
SESSION 3
Source: Learn it, do it 5è
Communication activity (Situation d’évaluation)
A student of 5ème 2 of Collège Moderne of Kotogwanda who is visiting his friend Steven
in Accra (Ghana), listens to the conversation between his friend’s parents about the
clothes they want to buy for him for the coming Ramadan. Being this student, listen
carefully in order to tell your friend about the surprise.
1. While listening, write in front of each name the types of clothes chosen. (See the
table below)
2. As you listen again, mention the details related to the size and the colours of the
clothes chosen for each person. (See the table below)
Names Clothes Colour Size
Mr Adigun - shoes - -
- - -
- - -
Mrs Adigun - - -
- - -
- - -
Steven Adigun - - -
- - -
- - -
Christiane Adigun - - -
- - -
- - -
Listening text: Mr Adigun and his wife are preparing to go shopping for Christmas.
Mr Adigun: Darling, don’t forget our trip to Noe market tomorrow morning for our
Christmas clothes.
Mrs Adigun: How can I forget this fantastic project?
Mr Adigun: By the way, which clothes do you plan to buy? We must have precise
ideas to avoid wasting times.
Mrs Adigun: Just two kinte wrappers and a golden necklace.
Mr Adigun: As for me, I am going for shoes. All my shoes are too old.
Mrs Adigun: Christiane wants a fashionable skirt and black shoes. She wears size 2.
Mrs Adigun: How about Steven?
Mrs Adigun: He prefers washed-out blue jeans and size 3 basketball shoes.
Mr Adigun: For Christmas?
Mrs Adigun: He wants to be on fashion.
 Level: 5ème
Skill: Listening
Unit 5: CLOTHES AND COLOURS
LESSON 3: HOW MUCH IS IT?
SESSION 1
Source: Learn it, do it 5è
Learning context: In visit in Takoradi (Ghana) with their English teacher, a group of
students of 5ème of Collège Moderne Dominique Ouattara Aboisso listen to a Ghanaian
clothes trader to know the price of his clothes in order to buy some of them.

Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
- Can I help you?
Sell – buy – help – article –
Using shopping language - Do you have a smaller size?
size – fitting room – go
shopping

INPUT PHASE
Vocabulary
To sell: to vend
To buy: to pay with money
To help: to aid, to assist
An article: a merchandise
Fitting room: changing room, room where you go to try on clothes before buying them.
To go shopping: to go to the shop to buy things.
Size: dimension
Language function: Using shopping language
This man wants to buy jeans. The seller and he will use
shopping language to exchange. Listen to their
conversation and pay attention to the language they use:
Trader: Can I help you?
Client: Yes, I want to buy blue jeans.
Trader: Which size?
Client: Size 30. How much are they?
Trader: 10,000 FCFA.

PRACTICE PHASE
Activity 1: Listen to the conversation between a shop assistant and a client and fill in the
gaps with the missing words.
Shop assistant: Come in, Sir! Do you need a help?
Client: I’m just having a look.
Shop assistant: Ok, if you need any help, please ask me.
Client: By the way, can you tell me (1)…………….trousers are?
Shop assistant: Right in front of you. You could find all (2)…………………
Client: Well, these jeans are not bad. Do you have these in black, Sir?
Shop assistant: Black jeans! They are (3)………….these days.
Client: I want black jeans or nothing!
Shop assistant: Let me check. Which size do you want, please?
Client: (4)…………………
Shop assistant: Here you are! There is the (5)…………!
(The client comes out of the fitting room, smiling).
Client: They suit me (6)………………………..
Shop assistant: You‘re really (7)…………….
Client: How much are they, please?
Shop assistant: 15,000 FCFA.
Client: Here you are!
Shop assistant: Thank you.
Client: You’re welcome!
Listening text:
Shop assistant: Come in, Sir! Do you need a help?
Client: I’m just having a look.
Shop assistant: Ok, if you need any help, please ask me.
Client: By the way, can you tell me where trousers are?
Shop assistant: Right in front of you. You could find all kinds.
Client: Well, these jeans are not bad. Do you have these in black, Sir?
Shop assistant: Black jeans! They are rare these days.
Client: I want black jeans or nothing!
Shop assistant: Let me check. Which size do you want, please?
Client: Size 32.
Shop assistant: Here you are! There is the fitting room!
(The client comes out of the fitting room, smiling).
Client: They suit me beautifully.
Shop assistant: You‘re really lucky.
Client: How much are they, please?
Shop assistant: 15,000 FCFA.
Client: Here you are!
Shop assistant: Thank you.
Client: You’re welcome!
Activity 2: Read the completed conversation above between the shop assistant and the
client and put a cross (×) in front of each statement to say whether they are true (T) or
false (F). Do it like in the example.
Statements T F
1 The shop assistant is very patient. X
2 The client wants some help.
3 The client does not like the jeans.
4 The client wants black jeans.
5 The client can find everything he needs.
6 The client wants size 23.
7 Black jeans are rare in the area.
8 The jeans are 51,000 FCFA.

Homework: Do exercise 2 page 83-84 (English for All)

 Level: 5ème
Skill: Listening
Unit 5: CLOTHES AND COLOURS
LESSON 3: HOW MUCH IS IT?
SESSION 2
Source: Learn it, do it 5è
Learning context (Recall)
In visit in Takoradi (Ghana) with their English teacher, a group of students of 5ème of
Collège Moderne Dominique Ouattara Assouba listen to a Ghanaian clothes trader to
know the price of his clothes in order to buy some of them.

Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
To cost – a price – to - How much is this tie?
bargain – to wrap – Asking and giving prices - It’s 1,000 FCFA
expensive – on sale – to
browse

INPUT PHASE
Vocabulary (10 min)
To cost = The hat costs 1,500 FCFA
A price = an amount of money required to buy something
To bargain = to negotiate the price of an article
To wrap = to envelop
Expensive = which requires a large sum of money as a price
On sale = to be sold
Example: Every article in a shop is on sale.
To browse = to look through, to search, to scan
Language function: Asking and giving the price
If you want to ask for the price of a shirt for example, you say:
How much is the shirt?

And the shop assistant will give the prize by saying: It is 2,000 FCFA.
or
It costs 2,000 FCFA.
Example: Client: How much is this tie?
Trader: It’s 1,500 FCFA. / It costs 1,500 FCFA

PRACTICE PHASE
Activity 1: As you listen, write the prices of the articles like in the example.

1)…5,000 FCFA….. 2) ……………….. 3)………………

4)……………….. 5)………………. 6)…………………

7)………………. 8)……………… 9)…………………

Listening text:
1. This pullover costs 5,000 FCFA.
2. The earrings are 2,500 FCFA.
3. The skirt’s price is 12,000 FCFA.
4. The trousers are 10,000 FCFA.
5. The shirt costs 9,000 FCFA.
6. The socks cost 1,000 FCFA.
7. The cap costs 3,500 FCFA.
8. This tie’s price is 2,000 FCFA.
9. This suit costs 70,000 FCFA.

Activity 2: Use the information from activity 1. With your partner, ask and give the
prices of the different articles.
Example: 1) A: How much is the pullover?
B: It is 5,000 FCFA.
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………

Homework: Do exercise 3 page 88 (English for All)

Level: 5ème
Skill: Listening
Unit 5: CLOTHES AND COLOURS
LESSON 3: HOW MUCH IS IT?
SESSION 3
Source: Learn it, do it 5è
Communication activity (Situation d’évaluation)
A student of 5ème 3 of Lycée Moderne of Aboisso is
going to Accra (Ghana) soon for Christmas shopping. In
order to improve his English for the trip, he decides to
listen to a dialogue between a seller and a client. Being
this student,
1. as you listen, circle the articles that the client has bought from the list below.
A tie – a shirt – trousers – shorts – shoes – sandals – an underwear – a skirt –
earrings – sock.
2. fill in the blanks while you listen again your teacher read the text.
Seller: Come and buy! Come and buy!
Client: Good afternoon, Madam!
Seller: What (1) …………….. I do for you?
Client: I want two pairs of (2) …………………... for my son, please!
Seller: What (3) ……………. of shoes and what (4) …………..?
Client: I want heavy (5) ……… shoes for school and (6) ……… ones for Christmas.
Seller: Well! What size do you want?
Client: (7) ………… my son is wearing now is size 7; but he is (8) …………. so we
need a (9) …………… size.
Seller: Here are two pairs of size 8. I think they will (10) ………….. him.
Client: How much is (11) …………….. pair?
Seller: 8,000 FCFA each.
Client: OK, here is the (12) ……………….; 16,000 FCFA.
Seller: Thanks! Do you want (13) ……………. else?
Client: No, it’s OK!
Seller: Goodbye, Sir!
Client: Goodbye! Have a nice day!
Listening text:
Seller: Come and buy! Come and buy!
Client: Good afternoon, Madam!
Seller: What can I do for you?
Client: I want two pairs of shoes for my son, please!
Seller: What sort of shoes and what size?
Client: I want heavy walking shoes for school and light ones for Christmas.
Seller: Well! What size do you want?
Client: Those my son is wearing now is size 7; but he is growing so we need a bigger
size.
Seller: Here are two pairs of size 8. I think they will suit him.
Client: How much is each pair?
Seller: 8,000 FCFA each.
Client: OK, here is the money; 16,000 FCFA.
Seller: Thanks! Do you want anything else?
Client: No, it’s OK!
Seller: Goodbye, Sir!
Client: Goodbye! Have a nice day!
 L
I
S
T
E
N
I
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Unit 6 G
 Level: 5ème
Skill: Listening
Unit 6: FOOD AND DRINKS
LESSON 1: DO YOU KNOW THE MENU?
SESSION 1
Source: Learn it, do it 5è
Learning context: A student of 5ème 2 of Collège Moderne of Diarabana visiting Ghana
goes to a restaurant with his Ghanaian pen-friend. He listens to him ordering their meal
in order to know the dishes of his country.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
Can I have fried rice with
dishes – restaurant – menu –
chicken? Or
to order – a piece of bread– Ordering a meal
I want to have fried rice with
a slice of cake – a glass of
chicken.
water – a cup of tea – a drink

INPUT PHASE
Vocabulary

dishes = different types of

a restaurant food menu

to order: pass a command a piece of bread a slice of cake

a glass of water a cup of tea bottles of soft drinks

Language function: Ordering a meal

When you go to a restaurant, you are given a menu card to choose what you
want to eat. To pass the command or order your meal, you can say:
“Can I have fried rice and chicken?”
Or
“I want to have fried rice and chicken”.
PRACTICE PHASE
Activity 1: While you listen to the teacher, fill in the chart.
Starters Dishes Drinks

- salad bread - -
- - -
- - -
- - -

Listening text 1:
Starters: salad and bread, mixed vegetables with deviled eggs, avocado with bread.
Dishes: attieke with fish, pounded yam with okra soup, fried rice with chicken, placali
with spinach soup.
Drinks: coke, lemonade, sorrel juice, coffee.

Activity 2: While you listen to the teacher, write down the expressions which are used to
order a meal.
………………………………………………………………………………………….
…………………………………………………………………………………………..
………………………………………………………………………………………….
Listening text 2:
1. A cup of tea, please.
2. Can I help you?
3. What can I do for you?
4. Can I have a glass of fresh water?
5. How can I help?

Homework: Do exercise 2 page 68 of your workbook Learn It, Do It.

 Level: 5ème
Skill: Listening
Unit 6: FOOD AND DRINKS
LESSON 1: DO YOU KNOW THE MENU?
SESSION 2
Source: Learn it, do it 5è
Learning context (Recall)
A student of 5ème 2 of Collège Moderne of Diarabana visiting Ghana goes to a restaurant
with his Ghanaian pen-friend. He listens to him ordering their meal in order to know the
dishes of his country.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
starter – main dish – dessert
– orange juice – sorrel juice Can I help you? Or
Offering to help
– lemon juice – a waiter How can I help you?
sense verbs: to smell – to
look – to taste – to sound

INPUT PHASE
Vocabulary

main dish
a starter a dessert a waiter

orange juice lemon juice sorrel juice ginger juice

Sense verbs: to taste – to look – to sound – to feel – to smell.
To sound: Listening to the menu of omelette sounds good
To feel: I feel nausea after eating garba.
To Taste: Mum tastes the soup to see if it is well seasoned.
To look: The food Mum prepared looks delicious.
Language function: Offering to help
If you are a waiter or a waitress in a restaurant, you can
propose your help to customers (clients) by saying these:
“Can I help you?”
Or
“How can I help you?”

PRACTICE PHASE
Activity 1: Complete each of the sentences below with the right verb from the box.
Sounds – looks – smells – tastes

Example: 1- Mum is cooking in the kitchen; it smells good.

1- Mum is cooking in the kitchen; it ……………….. good.
2- Apple juice ………………… sweet.
3- Jules is dressed up today; he ………………….. charming.
4- Who is playing that music? It ………………. good.

Activity 2: While you listen to the teacher, complete the dialogue between the waiter
and the client.
Waiter: Can I help you?
Client: ……………………………………………………………………………..
Waiter: Sure, here you are. Enjoy your meal!
Client: ……………………………………………………………………………
Waiter: Anything for the dessert and drinks, please?
Client: ……………………………………………………………………………
Waiter: Give me two minutes, sir!
Client: ……………………………………………………………………………
Listening text:
Waiter: Can I help you?
Client: Sure, I am hungry! Can I have some pounded plantain and okra soup?
Waiter: Sure, here you are. Enjoy your meal!
Client: Thanks! Wow! It tastes so good!
Waiter: Anything for the dessert and drinks, please?
Client: Just a bottle of coke and that will do.
Waiter: Give me two minutes, sir!
Client: Take your time. Don’t run!
Level: 5ème
Skill: Listening
Unit 6: FOOD AND DRINKS
LESSON 1: DO YOU KNOW THE MENU?
SESSION 3
Source: Learn it, do it 5è
Communication activity (Situation d’évaluation)
During the holidays, the students of 5ème 2 of Collège Moderne of
Diarabana visit Accra where their pen-friend Kwesi works as a waiter
in a restaurant. When a client comes, he offers his help and listen to
them in order to take their orders. As a student of 5ème 2,
1. list the different types of food people can eat in a restaurant;
2. one of the important client of the restaurant calls to order a meal.
While you listen to the record, complete the chart below.

STARTER MAIN DISH DRINK

- - -
- deviled eggs - -

3. with your neighbour, play the client and the waiter by offering to help and ordering a
meal.

Listening text:
Waiter: Hello, can I help you?
Client: I want to order something, please.
Waiter: Go ahead! I’m listening.
Client: As appetizers, I want some mixed vegetables. I also want some deviled eggs.
Waiter: Good! How about the main dish?
Client: Some pounded plantain and groundnut soup.
Waiter: What do you want for drinks?
Client: A big bottle of sorrel juice.
Waiter: Thanks. See you very soon.
Client: See you.
 Level: 5ème
Skill: Listening
Unit 6: FOOD AND DRINKS
LESSON 2: YOUR DIET AND YOUR HEALTH
SESSION 1
Source: Learn it, do it 5è
Learning context: During a meeting of the English club of Collège Moderne of Tanda,
the students of 5ème are listening to an American dietitian’s advice so that they care about
their diet to stay healthy.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
Keep fit – thin – fat – to lose How about drinking a glass of
Making suggestions
weight – to gain weight – lemon juice?
healthy – diet

INPUT PHASE
Vocabulary
To keep fit = to be fine, to be in good health
Healthy = fine

fat
Thin

Lose weight = become thinner

Gain weight = become fatter

Diet = nutrition
Language function: Making suggestions
This is Emma. She is fat. She wants to lose weight. To help her, you
can suggest some solutions. You can say for example: How about
drinking lemon juice?
So you use “how about + verb + ing” to make suggestions.

PRACTICE PHASE
Activity 1: Complete the text below with the words or expressions from the box. Write
your answers like in the example.
thin – weight – keep fit – fat – gain – healthy
Example: 1 - healthy
Having a (1) …………….. diet can help you to (2) …………. ……………………
Aya has eaten so much junk food that she is (3) ………….. today. Now, she wants to
lose (4) …………………..
By her side, her sister Meliane who is very (5) …………. is trying to (6) …………
weight.

Listening text:
Having a healthy diet can help you to keep fit.
Aya has eaten so much junk food that she is too fat today. Now, she wants to lose
weight.
By her side, her sister Meliane who is very thin is trying to gain weight.
Activity 2: While you listen to the teacher read the dialogue between a patient and the
doctor, write down the patient’s parts.
Doctor: What’s wrong with you, young man?
Patient: …………………………………………………………………………....
Doctor: I see; you need to take a rest. You look tired.
Patient: …………………………………………………………………………….
Doctor: You want to lose weight, fine. How about changing your diet?
Patient: …………………………………………………………………………….
Doctor: You should not eat fatty food. And you should practise sport.
Patient: ……………………………………………………………………………
Doctor: You should also eat organic food too.

Listening text:
Doctor: What’s wrong with you, young man?
Patient: I feel bad. I have a headache.
Doctor: I see; you need to take a rest. You look tired.
Patient: This is true and I am gaining weight.
Doctor: You want to lose weight, fine. How about changing your diet?
Patient: What should I do or eat, doctor?
Doctor: You should not eat fatty food. And you should practise sport.
Patient: Is this all, doctor?
Doctor: You should also eat organic food too.

Homework: Use “how about” to make suggestions with these structures.

- practise sport
- eat healthy food.
 Level: 5ème
Skill: Listening
Unit 6: FOOD AND DRINKS
LESSON 2: YOUR DIET AND YOUR HEALTH
SESSION 2
Source: Learn it, do it 5è
Learning context (Recall)
During a meeting of the English club of Collège Moderne of Tanda, the students of 5ème
are listening to an American dietitian’s advice so that they care about their diet to stay
healthy.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
You should eat organic food
sick – organic food – fatty Giving advice with should (good action)
food – sugary food – salty or shouldn’t You shouldn’t eat too much
food – spicy food salty food (bad)

INPUT PHASE
Vocabulary

organic food: food which fatty food: food which sugary food: food which
contains organic materials makes fat contains much sugar

salty food: food spicy food: food full of a sick person: a person
containing much salt spice suffering from a disease
Language function: Giving advice
You should eat organic food. (good for your health)
“should + verb” for good action.

You shouldn’t eat too much sugary food (bad for your health. It
provokes diabetes)
“shouldn’t + verb” for bad action.

So, to give advice we can use should (for good actions) and shouldn’t (or bad actions)

PRACTICE PHASE
Activity 1: While you listen to the teacher, fill in the table below.
Fatty food Salty food Spicy food Sugary food
- - - -
- - - -
- - - -
- - - -

Listening text:
Cake – fatty meat and fish – canned soup – spicy chicken – honey – avocado – coke –
chips – spicy meatballs – cheese – sorrel juice – sandwich – butter – sweets – bread –
chocolate – pizza – nuts – pepper soup

Activity 2: Use the expressions in the box to make some suggestions. Number 1 is an
example.
Take an anti-malaria pills – develop your muscles – take some aspirin –
practise sport – take a rest – eat organic food

PAINS SUGGESTIONS
1- I have a headache You should take some aspirin.
2- Ali is losing weight
3- Dad is tired
4- This man is too fat
5- I feel weak
6- The children have malaria
Level: 5ème
Skill: Listening
Unit 6: FOOD AND DRINKS
LESSON 2: YOUR DIET AND YOUR HEALTH
SESSION 3
Source: Learn it, do it 5è
Communication activity (Situation d’évaluation)
Dali and you, his neighbour of 5ème 2 in Collège Moderne of Tanda, are visiting Ghana.
There, Dali falls sick and you go with him to the doctor’s to receive a treatment. The
doctor tells you what your neighbour is suffering from and what to do. As you listen to
the doctor,
1- complete the table below
WHAT DALI IS SUFFERING FROM WHAT TO DO
- He aches all over

2- answer these questions below.

a) What is wrong with Dali?
b) What treatment does the doctor recommend to him?
c) According to the doctor, what could Dali do to get strong?
d) What should he do when he gets better?
Listening text:
Doctor: Hello! How are you?
You: I am fine.
Doctor: Right! I want to tell you what your friend is suffering from.
You: Okay, I am listening to you.
Doctor: He aches all over and he is sweating a lot.
You: So what should we do now?
Doctor: He should take some anti-malaria pills; he should take two days’ rest.
You: What else could he do?
Doctor: He could take some vitamins to get strong.
You: You mean he is weak?
Doctor: Yes, and he should practise sports when he gets better.
You: Thank you, doctor!
Doctor: You’re welcome!
 Level: 5ème
Skill: Listening
Unit 6: FOOD AND DRINKS
LESSON 3: MY FAVOURITE MEAL
SESSION 1
Source: Learn it, do it 5è
Learning context: The Embassy of USA is organizing a cooking contest between the
schools of the region of Bondoukou to promote traditional dishes. To prepare themselves,
the students of 5ème 1 of Lycée Moderne of Transua are following a cooking programme
on a Ghanaian TV channel.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
To like – to prefer –
I prefer ginger juice to beer.
vegetables – lemonade – Expressing preferences
I’d rather drink ginger juice.
roasted chicken – fried fish –
fried rice – groundnuts soup

INPUT PHASE
Vocabulary

to like to prefer vegetables a lemonade

roasted chicken fried fish fried rice groundnut soup

Language function: Expressing preferences

So I like fried fish and roasted chicken. If I

I like fried fish. have to choose between the two things I like,
I will express my preference by saying:
I prefer roasted chicken to fried fish
Or
I also like roasted I’d rather eat roasted chicken.
chicken.

PRACTICE PHASE
Activity 1: This activity is about cooking an omelette. While you listen to the teacher
read the text, write the expressions or words you hear in the table below.
EXPRESSIONS WORDS
- crack eggs -
- -
- -
- -
- -

Listening text:
Expressions: crack eggs; cut up onions; add up salt; pour some oil; slide the omelette.
Words: bowl; slices; pan; fry; mixture; plate

Activity 2: With your partner, make suggestions and reply to them using the information
in the table.
Example: 1) A: How about going to dance tonight?
B: I’d rather watch a good film / I prefer watching a good film
Proposals Preferences
1- How about going to dance tonight? - to watch a good film.
2- Let’s play football today. - to play ludo.
3- Do you want a glass of beer? - to appreciate a coke.
4- We are going to France next summer. - to visit England.
5- Should I put on the TV? - to read a book.
6- Do you want some sorrel juice? - to drink some apple juice.
 Level: 5ème
Skill: Listening
Unit 6: FOOD AND DRINKS
LESSON 3: MY FAVOURITE MEAL
SESSION 2
Source: Learn it, do it 5è
Learning context (Recall)
The Embassy of USA is organizing a cooking contest between the schools of the region
of Bondoukou to promote traditional dishes. To prepare themselves, the students of 5ème
1 of Lycée Moderne of Transua are following a cooking programme on a Ghanaian TV
channel.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
A recipe – to cook – to add Firstly, secondly …….. and then,
Describing a process
– to fry – to wash – to boil – after that, lastly
to pour – to chop

INPUT PHASE
Vocabulary

A recipe: a set of to cook = to

prepare food to add salt to fry fish
instructions for preparing food

To wash a carrot to boil water to pour to chop

Language function: Describing a process.

This is an omelette. To explain how to make it, we use

sequence words + imperative: First – Second – Third – After
– Then – next – before – finally.

So, to cook an omelette, first, take your eggs and crack them
into a bowl. Second, add a pinch of salt and pepper before mixing them with a fork.
Third, bring your pan to a high heat and add oil. Then, pour in your mixture and cook
on a high heat for 2 minutes. Finally, serve immediately with a piece of bread.

PRACTICE PHASE

Activity 1: As you listen to the description of the people, complete the table with +
when they like the food or – when they dislike them. Do it like in the example.

● “+” ═ LIKE

● “ − “ ═ doesn’t like

Rosted Pounded Fried fish and Pepper soup

chicken plantain with attiéké and rice
okra soup
Ornella +
Koffi
Koné −

Listening text:

Ornella likes roasted chicken. She also likes fried fish and attiéke. She doesn’t like pepper
soup and plantain.

Koffi only likes pounded plantain with okra soup; he likes pepper soup and rice too.

NB: Only the teacher should have this text to read while students listen.
Activity 2: As you listen to the record, fill in the different gaps with the missing words.

Example: 1 – Firstly

Cooking scrambled eggs is easy. (1)…... I put three eggs and a spoon of milk in the bowl.
Secondly, I …(2)… the eggs and the milk. Then I add …(3)…and fresh pepper. After
that, I fry …(4)……….. in a pan. Then, I …(5)………..the eggs. …(6)……, I serve the
eggs and add some ……(7)…..of potato.

………………………………… …………………………………………..

……………………………….. ………………………………………….

……………………………….. ……………………………………………

…………………………………

Listening text:

Firstly, I put three eggs and a spoon of milk in the bowl. Secondly, I beat the eggs and
the milk. Then I add a pinch of salt and fresh pepper. After that, I fry the mixture in a
pan. Then, I scramble the eggs. Finally, I serve the eggs and some slices of tomato.
Level: 5ème
Skill: Listening
Unit 6: FOOD AND DRINKS
LESSON 3: MY FAVOURITE MEAL
SESSION 3
Source: Learn it, do it 5è

Situation d’évaluation (Communication activity)

In order to be the winner of the cooking competition the United States embassy is
organising in the region of Bondoukou, the 5eme1 students of Lycée Moderne of Transua
receive through an sms the description of the recipe of fried rice. But, the recipe is in
disorder. Fortunately, their teacher has the audio version of the ordered text. As a student
of the class,

1. while you listen to the record, write the number in front of each statement like in the
example.

Example: - put the pot on the fire. 1

- Add the vegetables and water, and cook for 10 minutes;

- Cover the pot and let them meat boil for 10 minutes;

- Fry the meat stir for 2 minutes;

- Season the meat with salt and pepper;

- Add pepper and salt;

- Put the pot on the fire;

- Wash the rice and put it into the pot;

- Pour the oil into the pot;

- Let the tomato sauce boil until it dries;

- Cut up the onions, carrots, the garlic and the cabbage;

- After 10 to 15 minutes, your fried rice is ready;

- Mix the tomato paste with the water and pour it into the pot. Then stir. Add the onions,
tomatoes and garlic;

2. Write the instructions in the right order to have the written version of the recipe.
Listening text:

1 - Put the pot on the fire

2- Add the vegetables and water, and cook for 10 minutes.

3- Cover the pot and let them meat boil for 10 minutes.

4- Fry the meat stir for 2 minutes.

5- Season the meat with salt and pepper.

6- Wash the rice and put it into the pot.

7- Pour the oil into the pot.

8- Let the tomato sauce boil until it dries.

9- Cut up the onions, carrots, the garlic and the cabbage.

10- After 10 to 15 minutes, your fried rice is ready.

11- Mix the tomato paste with the water and pour it into the pot. Then stir. Add the
onions, tomatoes and garlic.

12 – Add pepper and salt.

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Unit 7
 Level: 5ème
Skill: Reading
Unit 7: HEALTH AND ENVIRONMENT
LESSON 1: I TAKE CARE OF MY BODY
SESSION 1
Source: Learn it, do it 5è
Learning context: The students of 5ème 1 of College Moderne Kotogwanda are reading
a text on salubrity in order to sensitize their fellow students on caring about their health.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
a mosquito net – to rest – to
We must wash our hands before
wash hands – to brush the Expressing prohibition or
eating (obligation)
teeth – to take a bath – an obligation
You mustn’t urinate in the river
insecticide – to practice
(prohibition)
sports – to keep fit

INPUT PHASE
Vocabulary

a mosquito net to rest to wash the hands to take a bath

to keep fit = to be in a
an insecticide to brush the teeth To practice sports good health
Language function: Expression obligation or prohibition
-To express an obligation in English, we use must + verb

Example: We must wash our hands with soap to avoid corona

virus disease

It’s an obligation for us to wash our hands with soap.

-To express a prohibition or what a person is not allowed (permitted) to do, we use
mustn’t + verb

Example: You mustn’t urinate in the river.

(You are not permitted to urinate in the river)

PRACTICE PHASE
Activity 1: Use the expressions from the box to identify the pictures below. Number 1 is
an example.
Take a bath; Brush your teeth; Sleep under a mosquito net; Use
insecticides; wash your hands with soap; Practise sport; Keep fit.

Example: 1 – Use insecticides

1 2

3 4
 5 6

Activity 2: Read the information in the table below. Say what the different people must
or mustn’t do to stay healthy. Write your answers like in the example.
Example: Aka mustn’t refuse to practice sports.
Aka refuse to practice sports
Sékou wash his body every day with soap and water
Zokou touch his eyes with dirty hands
Bernard sleep under a mosquito net
Soro drink too much beer

Homework: Do exercise 2 page 80 of your workbook.

 Level: 5ème
Skill: Reading
Unit 7: HEALTH AND ENVIRONMENT
LESSON 1: I TAKE CARE OF MY BODY
SESSION 2
Source: Learn it, do it 5è
Learning context (Recall)
The students of 5ème 1 of College Moderne Kotogwanda are reading a text on salubrity
in order to sensitize their fellow students on caring about their health.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
Comb – soap – shampoo – A: What do we have to do to be
Expressing obligation with
cotton bud – towel- toilet in good health?
“have to”
paper – hand sanitizer – nail B: we have to wash our body
clippers everyday.

INPUT PHASE
Vocabulary

a comb a soap cotton bud

a shampoo

a towel toilet papers a hand sanitizer a nail clipper

Language function: Expression obligation using have to.

My father is sick. It is an obligation for him to

go to hospital. He must go to hospital or we can
also say: “My father has to go to hospital’’.
So to express an obligation we can use:
Have/ has to + verb
Example:
We have to wash our hands with a hand
sanitizer to avoid corona virus disease.

Question: what do we have to do to avoid

Corona virus disease?

PRACTICE PHASE

Activity 1

Read the names below. Circle the ones you can use for your body hygiene.

BOOK - COPY BOOK- COMB – SOAP –RICE – GATE - SHAMPOO – COTTON

BUD – TOWEL – TOILET PAPER – TREES – SCHOOL – LABORATOARY – HAND
SANITIZER – SOCKET – NAIL CLIPPERS – BED – WATER – HAT – NEWSPAPER

Activity 2

Choose the right information from the table below. Then ask and answer questions with
your neighbour like in the example:
Example:
A: What do we have to do for good body hygiene?
B: We have to wash our body every day.

 We have to wash our body.

 Brush our teeth every Monday
 Use a sponge and some soap to wash our body
 Eat fatty food
 Wash our hands before eating.
 Use cotton buds to clean our ears.
 Comb our hair.
 Swim in polluted water.
-  Use a towel to dry our body after a bath.
Level: 5ème
Skill: Reading
Unit 7: HEALTH AND ENVIRONMENT
LESSON 1: I TAKE CARE OF MY BODY
SESSION 3
Source: Learn it, do it 5è

SITUATION D’EVALUATION (Communication activity)

The 5eme1 students of Collège Moderne of Kotogwanda are reading a text from Newsweek
about taking care of one’s body in order to be in good health. As a member of the class,
read the text and answer the questions.
Angenor is a boy who makes his parents unhappy. People call him dry boy because he
doesn’t like washing his body. After a football match, Angenor goes straight to the
kitchen and gets some food to eat. After eating, he watches television for some time,
and later goes to bed.
Angenor’s mother is very sad because her son never listens to her. He never combs his
hair. His nails are always black and his mouth is really smelly.
But today Dry boy is going to hospital with his mother because he has pimples on his
skin. After examining him, the doctor says that Dry boy must take care of his body. He
must take a shower every day, brush his teeth, comb his hair and regularly wash his
hands before meals.

1) What is the text about?

…………………………………………………………………………………………
2) Why do people call Angenor Dry boy?
……………………………………………………………………………...............
…………………………………………………………………………………….
3) What is the consequence of his refusal to take care of his body?
………………………………………………………………………………………
……………………………………………………………………………………
4) Write down the recommendations of the doctor after examining Angenor.
……………………………………………………………………………………………
……………………………………………………………………………………..
 Level: 5ème
Skill: Reading
Unit 7: HEALTH AND ENVIRONMENT
LESSON 2: KEEP YOUR ENVIRONMENT SAFE
SESSION 1
Source: Learn it, do it 5è
Learning context: The American cultural center has provided the English club of Lycée
Moderne Bad of Koun-Fao with newspapers talking about salubrity and current diseases.
During an English Club meeting, the 5eme1 students are reading them to have more
information in order to sensitize their fellow students.

Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
Bushfire – water pollution –
- Water is polluted by domestic
air pollution – air pollution – Expressing causes
rubbish.
soil pollution – noise
- Air pollution is due to factories
pollution – flood.

INPUT PHASE
Vocabulary

Bushfire Water pollution Air pollution

Soil pollution Noise pollution Flood

Language function: Expressing causes
This is air pollution. It is factories that are responsible for it
or factories cause it. So, we can say:
-Air pollution is caused by factories.
- Air pollution is due to factories.
To talk about causes, we can use different expressions:
……is / are caused by ……....
or
..….. is / are due to ………….

Example: Air is polluted by factories.

Or air pollution is due to factories.

PRACTICE PHASE
Activity 1: Use the expressions from the box to identify the pictures below. Number 1 is
an example.

Soil pollution – flood – bushfire – air pollution – noise pollution – water pollution

Example: 1 – air pollution

1 2

3 4

5 6
Activity 2
What can cause these damages? Complete the chart with words or expressions from the
box below.
Deforestation – loud music – car fumes – absence of firebreaks – plastic bags –
farming – erosion – garbage in water – noisy vehicles – heavy traffic – uncollected
garbage – careless farmers – careless smokers

Damages Causes
Soil pollution ……………………………………………
……………………………………………
Floods ……………………………………………
…………………………………………..
Bushfires ……………………………………………
………………………………………….
Air pollution ……………………………………………
………………………………………….
Water pollution ……………………………………………..
…………………………………………….
Noise pollution ………………………………………………
………………………………………………

Homework: Do exercise 3 page 85 Learn It, Do it.

 Level: 5ème
Skill: Reading
Unit 7: HEALTH AND ENVIRONMENT
LESSON 2: KEEP YOUR ENVIRONMENT SAFE
SESSION 2
Source: Learn it, do it 5è
Learning context (Recall)
The American Cultural Center has provided the English club of Lycée Moderne Bad of
Koun-Fao with newspapers talking about salubrity and current diseases. During an
English Club meeting, the 5eme1 students are reading them to have more information in
order to sensitize their fellow students.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
replant – wind – firebreak –
clean energy – Giving advice - We should replant trees
biodegradable – renewable – - We shouldn’t cut down trees
faucet - recyclable

INPUT PHASE
Vocabulary

a firebreak: a gap The solar energy is

to replant The wind
made to stop the permanent: it is a
progress of fire renewable energy

Biodegradable: This Recyle: that can

banana peel is be broken and
biodegradable utilize again as
component A faucet Fumes
materials.
Language function: Giving advice with should or shouldn’t
They are replanting a tree. Replanting trees is a good thing.
To tell someone to do things that are necessary or useful, we
use:” should + verb”
Example: we should replant trees.

This man is polluting water. This attitude is not good. To tell

someone not to do something bad, we use: “shouldn’t + verb”.
Example: You shouldn’t pollute water.

PRACTICE PHASE

Activity 1: Match the words or expressions in column A with their meanings in column
B. One meaning in column B is not concerned.

Example: 1 – k

Column A Column B

1 – to replant a) – unused food thrown away.

2 – Firebreak b) – Regulator for controlling the flow of a liquid from a

reservoir.
3 – Renewable
c) – a container outside the house, used for keeping waste until
4 – Biodegradable it is taken away
5 – Fumes d) – what is used to cook.
6 – Rubbish e) – smokes that are unpleasant to breathe in.
7 – Dustbin f) – break down and reuse component materials.
8- Faucet g) – that can be replace easily to use again.
9 - Recycle h) – clean piece of land made to prevent fires from spreading.

i) – that can naturally be changed by bacteria into substances

that do not harm the environment.

k) – to plant again.
 Activity 2
Read the information in the boxes and practice a dialogue with your neighbour:
Example: A: How can we keep our environment safe?
B: To keep our environment clean, we should turn off faucets when we aren’t
using water /
To keep our environment clean, we shouldn’t play loud music.

1 – Turn off your faucets when you aren’t using water 2 – Play loud music

4 –Plant plenty of trees 3 – Use fewer chemicals to clean your home 5 – Burn our forests

6 – Talk about water problems How can we keep our 7 – Prevent river water to get polluted
that affect your community environment clean?

9 – Use public transportation 8 – Reduce fumes from factories 10 – Always use recyclable products

12 – Avoid plastic bags 11 – Throw litter in dustbins 13 – Make firebreaks

3…………………………………………………………………………………………
4…………………………………………………………………………………………
5…………………………………………………………………………………………
6…………………………………………………………………………………………
7…………………………………………………………………………………………
8…………………………………………………………………………………………
9………………………………………………………………………………………
10……………………………………………………………………………………
11………………………………………………………………………………………
12………………………………………………………………………………………
13……………………………………………………………………………………….

Homework: Do exercise 4 pages118 of you book English For All.

Level: 5ème
Skill: Reading
Unit 7: HEALTH AND ENVIRONMENT
LESSON 2: KEEP YOUR ENVIRONMENT SAFE
SESSION 3
Source: Learn it, do it 5è
Situation d’évaluation (Communication activity)
The United States Embassy is organizing a competition of the cleanest school in the
department of Koun-Fao during the “Environment Day” celebration. To help their school
win the prize, the students of 5eme 1 of Lycée Moderne of Koun-Fao are reading a text on
“How to keep your environment safe” in order to have some information. As a member
of the class, read the text and answer the questions.

THE CHALLENGE
It’s late, but Louty can’t sleep. He is thinking about the municipality’s environment
competition. The competition is organized every year on the Earth Day. Each of the five
quarters of the city compete to get the prize of the Best Initiative for the Protection of
the Environment.
Bloma is Louty’s quarter. Last year, they won the prize. They made filters and covers
for the city’s gutters. First, they cleaned them; then, they put up prohibition signs to
sensitize people to keep the gutters clean. As a result, there was no flood during the
rainy season. Sema, another quarter, is a serious candidate. Young people think they
have the best ideas this year. But, Louty and his friends also think the mayor and the
jury will like their project. Louty finally sleeps with hope of winning tomorrow.

1- List two things that Bloma did to win last year.

………………………………………………………………………………………
2 – What was the advantage of Bloma’s work?
………………………………………………………………………………………
3 – Name the candidate which threatens Bloma this year.
………………………………………………………………………………………
4 – As the chairperson of the committee, write a paragraph of 5 lines maximum in which
you say what people should do or shouldn’t do to keep their environment safe.
 Level: 5ème
Skill: Reading
Unit 7: HEALTH AND ENVIRONMENT
LESSON 3: HEALTH AND WATER
SESSION 1
Source: Learn it, do it 5è
Learning context: The United States Embassy in Cote d’Ivoire is sponsoring “Water
Day” at San Pedro. During a meeting of the English Club of Lycée Moderne 1 San-
Pédro, the members are reading the leaflets on WATER AND HEALTH the Embassy
gave them in order to discuss their contents.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
diseases – diarrhoea –
Expressing probability
cholera – anemia – malaria – This can be malaria.
epidemic – pandemic

INPUT PHASE
Vocabulary (10 min)
Diseases = maladies
Epidemic = the appearance of a disease in a large number of people at the same time.
Ex: Congo recently faced an epidemic of Ebola.
Pandemic = disease existing in the whole world
Ex: The world is facing a pandemic of Covid-19.

Diarrhoea

Cholera = serious infection of the bowels caused by drinking infected water.

Anaemia = absence of red blood cells in the blood.
Malaria = disease caused by the bite of a particular type of mosquito.
Language function: Expressing possibility
Allan is not feeling well this morning. He goes to the
doctor’s and explains the symptoms:
Allan: I have a fever, chills, a headache, muscle
aches, tiredness, nausea and vomiting.
Doctor: OK I see. This can be malaria.
We can use “can be” to express the possibility or
probability.

PRACTICE PHASE

Activity 1: Read the texts below and say which diseases each of them describes.
Write your answers in the space provided like in the example.

Text 1: ……………………………………………………………………………….

This disease is caused by different factors: iron deficiency and infection related to
hygiene, poor sanitation, dirty water and water. It occurs when the red blood cells do
not carry enough oxygen to the tissues of the body.

Text 2: ……………………………………………………………………………….
This disease is likely to appear where water supplies, sanitation, food safety and
hygiene practices are not good. Overcrowded communities with bad sanitation and
unsafe drinking-water supplies are most frequently affected.

Text 2: ………………………………………………………………………………..
It is mostly caused by gastrointestinal infections. Contaminated water is an
important cause of this disease. It consists in the passage of loose of liquid stools
more frequently than is normal for the individual.

Text 4: ……………Malaria………………………………………………………….
This disease includes fever, chills, headache, muscle aches, tiredness, nausea and
vomiting. It is caused by four species of plasmodium parasites. People get this
disease by an infected anopheles mosquito bite.
Activity 2: Look at the description or symptoms and say what disease it can be.
Example: He doesn’t have enough iron in his body. It can be anaemia.
1. She goes to toilet too many times. ……………………………………………..
2. He has a terrible fever. ………………………………………………………..
3. He doesn’t have enough red blood cells. ………………………………………
4. They have diarrhoea and vomit a lot. …………………………………………

Homework: At home, try to find 3 diseases caused by water.

 Level: 5ème
Skill: Reading
Unit 7: HEALTH AND ENVIRONMENT
LESSON 3: HEALTH AND WATER
SESSION 2
Source: Learn it, do it 5è
Learning context: (Recall)
The United States Embassy in Cote d’Ivoire is sponsoring “Water Day” at San Pedro.
During a meeting of the English Club of Lycée Moderne 1 San-Pédro, the members are
reading the leaflets on WATER AND HEALTH the Embassy gave them in order to
discuss their contents.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
symptoms – to affect – virus Expressing obligation or
– bacteria – parasites – prohibition with must or You must drink clean water.
faeces/ poos – hepatitis - mustn’t You mustn’t urinate in the river.
cramps

INPUT PHASE
Vocabulary
Symptoms = indicators, manifestation of a disease.
To affect = to influence
Virus = microbe
Bacteria = germs, microorganism
Parasite = an organism which provokes diseases.
Faeces = excrements
Poo = piece of solid waste from the body.
Hepatitis = a serious disease of the liver caused by viral infections.
A cramp = a painful contraction of a muscle which cannot be controlled.
Language function: Expressing obligation or prohibition with must or mustn’t
To express an obligation, we use “must + verb” for a good action to do.

Ex: Alicia must drink clean water.

For a bad action, we use “mustn’t + verb” to interdict.

Ex: You mustn’t drink dirty water from the river.

PRACTICE PHASE

Activity 1: Reorder the letters to find other words about water-related diseases.

Example: 1 – POOS

1. OPOS = …………… 4. EACESF = …………… 7. ARSMCP = ……………..

2. IVSUR = …………. 5. YMPMTOSS = ………. 8. TEPTHIISA = …………

3. ABACERIT = …….. 6. TRAPASESI = ………. 9. ECBTIUAMR = ………..

Activity 2: Use the structures below to build sentences using “must” or mustn’t”. Write
your answers like in the example.

Example: 1 – You must drink clean water.

1. drink clean water.

2. urinate in the stream.

3. swim in a dirty.

4. boil and filter river water before drinking it.

5. keep ponds near the house.

Homework: Do exercise 2 page 89 – 90 of your workbook Learn It, Do It.

Level: 5ème
Skill: Reading
Unit 7: HEALTH AND ENVIRONMENT
LESSON 3: HEALTH AND WATER
SESSION 3
Source: Learn it, do it 5è
Situation d’évaluation (Communication activity)

To prepare their exposé on water diseases, the students of 5ème 1 of Lycée Moderne 1 of
San-Pédro are reading a text on the topic to get more information. As a student of this
class, as you read the text below, do the tasks that follow it.

THE SICK VISITOR

Yomy came to visit our mother, mum Lila. He was her junior brother. He was no really
well because he frequently had diarrhoea and vomited. Yomy liked fishing and going to
the farm. But, any time we fished, he defecated into the river. Many women took water
for their families not far from our fishing place. A week later, Yomy left the village.

The news was bad. The son of our neighbour, Gata, was sick. He was a kind and
hardworking student. So, his parents immediately thought that some sorcerers wanted to
eat his spirit. They went to see Yoroné, a fetish woman. But Yoroné found no trace of
sorcery. To me, Gata had the symptoms of my uncle Yomy’s disease. They took Gata to
the Regional Hospital. The doctor said he had cholera. After receiving treatment, Gata
came back to the village with the doctor. The doctor asked the villagers to boil the water
from the river before drinking it. He also told everybody to wash their hands before
touching food.

1. As you read the text, write whether the statements below are true (T) or false (F). Justify
your answers by indicating the lines. Do it like in the example.

1. Uncle Yomy visited his sister in the village. T (L 1)

2. When fishing uncle Yomy made poos in the bush.

3. The villagers fetched water of the river.

4. Gata was suffering from cholera.

5. The doctor told the villagers that they could drink the water of
the river without any precautions.
2. You are member of the village. After the incident of Gata’s sickness, you decide to
sensitize your parents on how to treat water in order to prevent diseases related to polluted
water. Write a paragraph of 5 lines maximum in which you say what people must or
mustn’t do.

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………
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Unit 8
 Level: 5ème
Skill: Reading
Unit 8: SPORTS AND GAMES
LESSON 1: WHAT DO YOU KOW ABOUT BASKETBALL?
SESSION 1
Source: Learn it, do it 5è
Learning context: The students of 5ème 1 of Collège Moderne Bondoukou are reading a
text about basketball in order to have some information about it and discuss.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
A court – a coach – a ball –
- I play basketball.
a team – a player – a hoop – Talking about sports
- Yao goes racing.
a basket – the boundary
- We do swimming.

INPUT PHASE
Vocabulary

a court a ball a hoop a basket

a team a player A coach A boundary

Language function: Talking about sports

To talk about sports, you can use many structures.

Ex: I play basketball.

 Amanda does karate.

We go swimming.

PRACTICE PHASE
Activity 1: Reorder the letters in each list to find the correct words.
Example: 1 – HOOP
1 – OPOH =
2 – AKETBS =
3 – CORUT =
4 – META =
5 – CACHO =

Activity 2: With the words in the box below, make sentences like in the example.
Example: To play football
 Football
 Basketball
 Jumping
 Baseball
 Swimming
To go  Chess
To play
 Tennis
To do
 Karate
 Racing
 Handball
 Judo
 Taekwondo
 volleyball

Homework: At home, write four (4) sentences to talk about different sports you practice.
 Level: 5ème
Skill: Reading
Unit 8: SPORTS AND GAMES
LESSON 1: WHAT DO YOU KOW ABOUT BASKETBALL?
SESSION 2
Source: Learn it, do it 5è
Learning context (Recall)
The students of 5ème 1 of College Moderne Bondoukou are reading a text about
basketball in order to have some information about it and discuss.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
A referee – a match – to
catch the rebound – to The basketball was invented in
Giving information in the
dribble – to shoot a baseline America.
passive
shot – to score – a dunk – to It is played by two teams of 5
make a pass players in each.

INPUT PHASE
Vocabulary (10 min)

a basketball
a referee match to catch a rebound a dunk

to shoot a
to dribble baseline shot to score to make a pass
Language function: Giving information in the passive
To make a sentence in the passive, you use To be + Past
participle
Example: People invented basketball in America. They
play it with 2 teams of 5 players in each.
Basketball was invented in America.
It is played by 2 teams of 5 players in each.

PRACTICE PHASE

Activity 1: (06 min) Circle the words or expressions related to basketball like in the
example.
A COACH - A BALL – A HOOP – A GOALKEEPER – A COURT – A BOXER – A RACER –
TO CATCH THE REBOUND – TO MAKE A PASS – A DUNK – A GOAL POST – TO DRIBBLE –
A TEAM – TO SHOOT A BASELINE SHOT – A REFEREE – A POLICEMAN – CHESS – RUGBY –
TO SCORE

Activity2: (05 min) Match the sports in column A with the correct information in column
B to build meaningful passive sentences like in the example.
Example: 1-g: A handball team is composed of 7 players.
Column A Column B
1. A handball team a) is played on a pitch 120m long and 90m wide.
2. A basketball match b) is played with a racket.
3. A football team c) is played with 15 players.
4. Rugby d) is played by 2 teams of 5 players in each.
5. Swimming e) is composed of 11 players. (
6. Tennis f) is practiced in a swimming pool.
7. A football match g) is composed of 7 players.

HOMEWORK: Underline the correct form of the verb in each sentence to make
meaningful passive sentences. Number one is done as example.
Example: 1. A basketball competition (organizes/ is organizing/ is organized) in Côte
d’Ivoire.
1. A basketball competition (organizes/ is organizing/ is organized) in Côte d’Ivoire.
2. International referees (are invited/ is invited/ am invited) for that.
3. The Ivorian team (was training/ was trained/ trained) by Coach Djadji Clément.
4. The American players (were given/ give/ gave) the champion’s trophy.
Level: 5ème
Skill: Reading
Unit 8: SPORTS AND GAMES
LESSON 1: WHAT DO YOU KOW ABOUT BASKETBALL?
SESSION 3
Source: Learn it, do it 5è
Communication activity (Situation d’évaluation)
During a contest of reading organised by the United States’ Embassy in Côte d’Ivoire,
the students of 5ème 1 of Collège Moderne Bondoukou read a text on the life of a
basketball player in order to discuss the topic. As students of the class, read the text and
answer the questions that follow it.

MICHAEL JORDAN, THE STAR

Michael Jeffrey Jordan is an exceptional American basketball player. He was born in
Brooklyn, New York on February 17th, 1963. He was the third son of a family of 5
children. He is 1.98m tall. James and Dolores Jordan are his parents. He has two older
brothers, one older sister and one younger brother. His family moved to Wilmington,
North Carolina when Michael was young.
He earned a basketball scholarship to the University of North Carolina at Chapell Hill.
He played in the University team.
In 1984, Jordan was selected by the Chicago Bulls and played 13 seasons for the Bulls
and won 6 NBA championships.
Michael Jordan won many more awards. He is one of the best retired American
professional basketball player.

1. Give the name of the basketball player described in the text.

…………………………………………………………………………………………
2. Name the team in which he played during 13 seasons.
…………………………………………………………………………………………
3. Was Jordan a good basketball player? Justify your answer.
………………………………………………………………………………………..
……………………………………………………………………………………….
 Level: 5ème
Skill: Speaking
Unit 8: SPORTS AND GAMES
LESSON 2: A FOOTBALL STAR
SESSION 1
Source: Learn it, do it 5è
Learning context:
The students of 5ème 1 of College Moderne Bondoukou are reading a text about a
football star in order to discuss about his career.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
A team – a player – a
defender – a midfielder – a
Talking about player’s role
striker – a goalkeeper – to Drogba plays as a striker.
in the game
shoot the ball – to head the Kolo is a defender.
ball

INPUT PHASE
Vocabulary

a football team football players a goalkeeper Eboué is a defender

Iniesta is a
Drogba is a striker to shoot the ball to head the ball
midfielder
Language function: Talking about player’s roles in the games

This is a pitch. On it, each football player has a role. To talk about
it, you can say for example:
Drogba plays as a striker or
Drogba is a striker.

PRACTICE PHASE
Activity: (10 min) Read the small paragraph below and complete it with the words or
expressions in the box. Number 1 is an example.
defender – football team – a striker – head – midfielder – shoot – goalkeeper
Example: 1- a striker
Drogba was an international football player of Côte d’Ivoire. He played as 1………. He
was a very good attacker. He could 2……………. or 3………………. the ball to score.
The national 4…............ ………… of Côte d’Ivoire is named “Les Eléphants”. Drogba
played with other good players like the 5…………………. Copa Barry, the
6…………………. Yaya Touré and the 7………………. Kolo Touré.

Homework: At home, do exercise 1 page 94 of Leant It, Do It.

 Level: 5ème
Skill: Reading
Unit 8: SPORTS AND GAMES
LESSON 2: A FOOTBALL STAR
SESSION 2
Source: Learn it, do it 5è
Learning context (Recall)
The students of 5ème 1 of College Moderne Bondoukou are reading a text about a
football star in order to discuss about his career.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
Talented player – fans – to
win – a draw – a
Expressing addition Yaya Touré can defend; he can
performance – an
score goals as well.
achievement – a happiness

INPUT PHASE
Vocabulary (10 min)

A talented football player: Drogba is a talented player

Football fans = supporters

To win = to get a victory

Ex: Manchester wins the game against Chelsea

Score: 4 – 0

Draw = equality

Score: 2 – 2
 Happiness = joy

Performance = great success

Achievement = execution of an action

Talent = natural aptitude

Language function: Expressing addition

You use “as well” to say that a person can do two actions equally.

Ex: Drogba attacks; in addition he defends. To

express the addition, we say: Drogba attacks; he
defends as well.

PRACTICE PHASE
Activity 1: (5 min) Match the words or phrases from column A with their meanings in
column B. Write your answers like in the example.
Example: 1 = c
Column A Column B
1. natural aptitude a. achievement
2. supporters b. win
3. get a victory c. talent
4. equality d. performance
5. execution of an action e. fans
6. great success f. draw
Activity 2: (6 min) Express addition with the words in each list. Write your answers like
in the example.
Example: 1. Drogba is a good striker; he is a good group leader as well.
1. Drogba (good striker/ good group leader)
………………………………………………………………………………………….
2. Copa Barry (stop several penalties/ score a decisive penalty)
…………………………………………………………………………………………..
3. Côte d’Ivoire (win trophies in football/ win trophies in athletics)
…………………………………………………………………………………………
4. I (like football/ like basketball)
……………………………………………………………………………………….
5. Sports (procure money/ procure celebrity)

Homework: Choose 4 players of the national football team of Côte d’Ivoire and
describe them in 4 lines using the expression of addition.
Level: 5ème
Skill: Reading
Unit 8: SPORTS AND GAMES
LESSON 2: A FOOTBALL STAR
SESSION 3
Source: Learn it, do it 5è
Communication activity (Situation d’évaluation)
For the further discussion on international football organised by the English Club of
Collège Moderne Bondoukou, the students of 5ème 1 read a text on the life of a football
star in order to gather information. As a student of the class, read the text and answer the
question that follow it.

Goalkeeper Boubacar Barry scored a decisive penalty against The Black Stars of Ghana
at the 23rd Africa Cup of Nations’ final in Bata. The ninety minutes ended on a 0-0 nil.
Then, a 30 min extra time also ended on the same score. So, a series of penalty kicks
started. On the 8th session, the veteran Copa Barry pushed away Razak Braimah’s kick.
There was a great moment of excitement from the Ivorian supporters. A moment of great
suspense followed. Copa was to kick the 9th kick. If he scored, Côte d’Ivoire would be
the winner. All the supporters held their breaths. Copa concentrated, then skilfully
directed the ball on the right side of the nest. Côte d’Ivoire was the winner! The whole
nation was excited. What a wonderful day!

1. Give a title to the text.

………………………………………………………………………………………….
2. Name the football star described in the text and tell the name of his country.
……………………………………………………………………………………….
3. Say why Copa Barry was the hero of the whole nation of Côte d’Ivoire during this final.
…………………………………………………………………………………………..
………………………………………………………………………………………….
 Level: 5ème
Skill: Reading
Unit 8: SPORTS AND GAMES
LESSON 3: BE AN ACTIVE LEARNER!
SESSION 1
Source: Learn it, do it 5è
Learning context:
The students of 5ème 1 of Collège Moderne Bondoukou are reading a text about sports
and games in order to get enough information about them and discuss about it.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
Athletics – karate – rugby –
Expressing the end of a Drogba is no more the captain of
judo – jogging – cycling –
status the Ivorian national football
swimming – climbing
team.

INPUT PHASE
Vocabulary (10 min)

athletics karate rugby judo

cycling swimming
jogging climbing

Language function: Expressing the end of a status (10 min)

To talk about the end of a status or what someone has stopped doing you use “no more +
adjective or a noun”
Ex: Drogba is no more the captain of ‘’The Elephants of Côte d’Ivoire’’
I am no more sad.
PRACTICE PHASE
Activity 1: Complete each word with the missing letters to get names of games. Write
your answers like in the example.
Example: 1. Athletics
1. a – – l – t – – s …………………….. 5. c – – l – – g ……………………….
2. – u – – …………………………….. 6. – – r – – e ………………………….
3. – w – m – – n – ……………………. 7. c – – m – i – – ……………………..
4. j – g – i – – g ……………………… 8. – u – b – …………………………….

Activity 2: Transform each of the following sentences like in number 1.

1. Drogba is still a player of the Ivorian national team.
Drogba is no more a player of the Ivorian national team.
2. Samuel Eto’o is still the best footballer in Africa.
…………………………………………………………………………….
3. The Elephants are still the African champions.
…………………………………………………………………………..
4. Rigobert Song is still the captain of the Indomitable Lions of Cameroon.
……………………………………………………………………………
5. Many people still watch local football matches
……………………………………………………………………………
6. Zokora Maestro still plays for Asec Mimosa.
……………………………………………………………………………

Homework: Do exercise 2 page 98 of your workbook Learn It, Do It.

 Level: 5ème
Skill: Reading
Unit 8: SPORTS AND GAMES
LESSON 3: BE AN ACTIVE LEARNER!
SESSION 2
Source: Learn it, do it 5è
Learning context (Recall)
The students of 5ème 1 of Collège Moderne Bondoukou are reading a text about sports
and games in order to get enough information about them and discuss about it.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
consistency – decline –
injury – fix – to put an end Expressing impersonal
The session of objects is named
to – trophy – medal – silver statements with the passive
the session of small materials.
– gold – bronze

INPUT PHASE
Vocabulary (10 min)

Trophy

Gold 1st

Medals Silver 2nd

Bronze 3rd

Injury

Consistency = the capacity to remain the same

To decline = to go down, to reduce

To fix = to repair, to arrange, to solve

To put an end to = to stop, to finish.

Language function: Expressing impersonal statements with the passive voice
To make a passive sentence, we use “Subject + to be + past participle”.
Example: The session of object is named the session of small materials.

PRACTICE PHASE
Activity 1: The following text is about games. Complete it with the appropriate words
from the list. Write your answers like in the example.
Example: 1 – trophies.

bronze – injury – trophies – fix – medals – consistent – gold – put an end to – decline – silver

There are several games in sports. In every game, the practitioners fight to win
(1)………….. To get (2)………….. results, they need to adopt a healthy lifestyle and to
train hard. Unfortunately, the career of a sportsman can be stopped by a bad
(3)……………. When that happens, special doctors help to (4)………… the problem.
In sport competitions, the winner generally receive (5)…………… The colors of those
metals vary according to the position of the winners. A winner who comes first gets a
(6)………………. medal; the second winner, a (7)……………, and the third one, a
(8)……………… medal.
The majority of the sport practitioners have better results when they are younger. In
becoming older, their results often (9)…………… and that lead them to
(10)…………………. their career.
Activity 2: Rewrite each sentence starting with the underlined word(s). Write your
answers like in the example.
Example: 1 – Laurent Pokou was called the Man of Asmara.
1. People called Laurent Pokou the Man of Asmara.
………………………………………………………………………………………
2. People say the career of a sportsman is usually brief.
…………………………………………………………………………………..
3. They think Neymar is a potential winner of the Ballon d’Or.
………………………………………………………………………………………….
4. People present Côte d’Ivoire as a big nation of football in Africa.
………………………………………………………………………………………….
5. Many Ivorians regard Wilfred Zaha as the future Drogba.
……………………………………………………………………………………….
6. People name the Nigerian national team the Super Eagles.

Homework: Make 3 passive sentences to describe your favourite sportsmen.

Level: 5ème
Skill: Speaking
Unit 8: SPORTS AND GAMES
LESSON 3: BE AN ACTIVE LEARNER
SESSION 3
Source: Learn it, do it 5è
Communication activity (Situation d’évaluation)
After the lesson on sports and games, the English Club of Collège Moderne Bondoukou
organises a competition of reading between the classes of 5ème. The students of 5ème 1
who are taking part in the contest want to win the competition. So they are reading a text
in order to do the activities that follow it. As a member of the class, read the text and
answer the questions.

Malay society is rich with a variety of traditional games. These games are usually played
during free times. Traditional games are very popular among people who live in rural
areas. They have been played by our ancestors since their young age. Nowadays, most of
the traditional games are no more played by the children as they are attracted by playing
computer games. However, some of the children who live in rural areas are still interested
in some traditional games. The most popular traditional games played by children are
“congkak, wau, gasing, batu Seremban” and many more. There is no doubt that Malay
traditional games represent a priceless cultural heritage that can never be replaced. They
symbolize our custom and the identity of our nation.

1. Say what the text is about.

…………………………………………………………………………………………..
2. List the traditional games played in Malay society.
………………………………………………………………………………………….
3. The author holds the traditional game of his society in high consideration. Find in the
text the sentence which supports this idea.
…………………………………………………………………………………………..
…………………………………………………………………………………………..
4. Choose a traditional game of your area and describe it in 5 lines maximum.
……………………………………………………………………………………….
………………………………………………………………………………………….
…………………………………………………………………………………………..
………………………………………………………………………………………….
………………………………………………………………………………………….