MINISTERE DE L’EDUCATION NATIONALE,

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

LEÇONS D’ANGLAIS PREPAREES

NIVEAU : QUATRIEME

PARTICIPANTS SUPERVISEUR
 Mr ANZOUA Richard (Collège Moderne de Diarabana) Mr TRAORE Mamadou
 Mr TRAORE Losséni (Collège Moderne de Kotogwanda) Inspecteur Pédagogique de
 Mrs ADJA Agoua Jeanne (Collège Moderne D. Ouattara d’Aboisso) l’enseignement Secondaire
 Mr ASSEMAN Richmond (Collège Moderne de Bondoukou) APFC Touba
 Mr BAMBLE Seydou (Collège Moderne de Solignougo)
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Unit 1
 Level: 4ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 1: WHERE DID YOU SPEND YOUR LAST HOLIDAYS?
SESSION 1
Source: English For All 4e
Learning context:
During the first English class, the teacher asks his students of 4ème 1 of College Moderne
Solignougo to talk about how they spent the last holidays in order to share their experience
to the rest of the class.
Lesson content
VOCABULARY LANGUAGE FUNCTION STRUCTURES
To spend holidays- to grow
A- Where did you spend your
tomatoes- to weed- to swim
Talking about past actions holidays?
in the river- to play football-
B- I spent my holidays in
to win a cup- to write a letter
Abidjan.

INPUT PHASE
Vocabulary

To weed: the children are

weeding the garden To swim in the river: the To play football
boy is swimming in the river

To win a cup: Ivorian To write a letter: From

football players won the Abidjan, Akpo is writing a To grow tomatoes = to
African Nation Cup in 2015 letter to his parents in cultivate or plant tomatoes
Ghana.

To spend holidays: To stay for the vacation. I spent my holidays in Bouaké.

Language function: Talking about past actions
To talk about past actions in English, we use the simple past:
Example: I spent my holidays in my village. I helped my father in the farm. I swam in
the river with my friends.

PRACTICE PHASE
Activity 1: Fill in the gaps with the words or phrases below. Write like in the example.
Example: 6-play

weed- write a letter- stayed- spent- grows- swim- play

Abdul is a farmer. He ... (1)…maize and rice in his farm. His sons, Souleymane and
Abu…… (2)…….last holidays with him. They help him …… (3)…..the farm to take out
bad weed. When they finish, they go to the river to …… (4)…. On Sundays, they don’t
go to the farm. They often … (5)……to their Uncle and …. (6)…. football in the
afternoon. They … (7)……all the holidays long with their father.

Activity 2: Answer the different questions using the phrases between brackets. Number
one is done as an example.
1- What did Amara do yesterday? (swim in the river)
Amara swam in the river yesterday
2- What did Zana and Abou do last week? (weed the garden)
3- Where did Thomas spend his holiday? (in Accra, Ghana)
4- What did the Ivorian football team in 2015? (win the National Cup)
5- What did Aruna and his friends do yesterday? (play a football match)

Homework: Construct some sentences with the different words or phrases below in the
past simple tense.
- to grow tomatoes
- to weed
- to write a letter
- to spend
 Level: 4ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 1: WHERE DID YOU SPEND YOUR HOLIDAYS?
SESSION 2
Source: English For All 4e
Learning context (Recall)
During the first English class, the teacher asks his students of 4ème 1 of College Moderne
Solignougo to talk about how they spent the last holidays in order to share their experience
to the rest of the class.
Lesson content
VOCABULARY GRAMMAR STRUCTURES
A- regular verbs
ex: Rama cooked rice
To fly to - to read a book - to rule: verb+ed
do some exercises - to cook - Past form of regular and cook=cooked
to go fishing - to dance - to irregular verbs dance=danced
cut mangoes B- Irregular verbs
Fly=flew
Do=did

INPUT PHASE
A-Vocabulary input

To read a book To do some exercises To go fishing: to catch fish

To cook = to prepare food To cut mangoes To dance

To fly to: to voyage by plane to

Ex: Last year I flew to Paris.
B-Grammar: Past form of regular and irregular verbs
A- Regular verbs (Verb + ed)
Yesterday, Alice cooked rice and danced with some friends
Cook = cooked
Dance = danced
Play = played
B- Irregular verbs
Grow = grew go = went
Swim = swam Spend = spent
Win = won Fly = flew
Write = wrote Read = read
Do = did cut = cut

PRACTICE PHASE
Complete the passage below with the missing words or phrases from the box. Number 1
is an example.
Example: 1- went fishing

Play - cut- do some exercises- go fishing- cook- read- dance

Last Sunday, Thomas and some friends wanted to eat some fish so they (1)………in the
morning. They caught many fish. Back home, they….. (2)……….the fish and
(3)………them. They were very happy. They (4)………..music and…(5)……. At night,
Thomas … (6)…….and (7)………a book.

HOMEWORK: Put the verb between brackets into the past tense.
I (1- to visit) my Uncle in Touba during last holidays. I (2-to spend) all the holidays with
him. He (3- to have) a farm where he (4- to grow) yams and cassava. My Uncle (5- to
work) a lot. I (6- to write) a letter to my parents and also (7- to read) some books. I
really (8- to enjoy) my holidays in Touba.
Level: 4ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 1: WHERE DID YOU SPEND YOUR LAST HOLIDAYS?
SESSION 3
Source: English For All 4e
Communication activity (Situation d’évaluation)
The students of 4eme 1 of Collège Moderne Solignougo are back from the holidays. They
meet at their English Club and talk about the holidays. As a student of this class,
1- say where you went and how you went there;
2- talk about what you did;
3- explain how you felt.
 Level: 4ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 2: WE USED TO SING THE NATIONAL ANTHEM
SESSION 1
Source: English For All 4e
Learning context
At a Birthday ceremony, some students of 4eme1 of Collège Moderne Solignougo meet a
Ghanaian boy. They talk about their first year in secondary school in order to exchange
their school memories.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
Sing the National Anthem-
A- What did you use to do
clean the school yard- attend
Expressing past habits when you were in 6e?
a meeting- water tomatoes-
B- We used to sing the
organize a party
National Anthem

INPUT PHASE
Vocabulary
Language function: Expressing past habits

When Yao was in Primary six (CM2), he had the habit of beating his friends. Now, he is
in 4ème, he no longer beats his friends. This was his past habit. He has stopped it now.
To express Yao’s past habit in English, we say:
Yao used to beat his friends when he was in Primary six.
So, to express past habits, we use the expression “used to”
Example: I used to climb up mango trees when I was a child
To ask questions about past habits, we say:
What did you use to do?

PRACTICE PHASE
Activity 1: Complete the text below with the words or phrases in the bank.
Wins a prize- organizes a party- sing the National Anthem- attend-water- clean

Example: 2- clean

On Mondays, early in the morning, all the students gather around the Nation flag and …
(1)…… The students of 4eme 1…… (2)…..their classroom before the teacher comes. On
Wednesdays they often…… (3)…..the English Club in the afternoon. Julie is the top
student of the class. Each year, she… (4)…… At home, she helps her mother ……
(5)…the vegetables in the garden. At the end of the school year, the school … (6)… and
the students dance.

Activity 2: In pairs with your neighbor, ask and answer questions about what you used
to do in your previous classes 6eme and 5eme. You can use these ideas:
Sing the National Anthem- attend the English Club- grow tomatoes- organize a
party- play football at school- water flowers at school- clean the school yard

Example: A: What did you use to do in 5eme?

B: when I was in 5eme, I used to play football with some friends in the afternoon
and you, what did you use to do?
A: We used to water flowers at school

Homework: Express some past habits with the phrases below.

- Organize a party
- Sing the National Anthem
- Win a prize
 Level: 4ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 2: WE USE TO SING THE NATIONAL ANTHEM
SESSION 2
Source: English For All 4e
Learning context (Recall)
At a Birthday ceremony, some students of 4eme 1 of Collège Moderne Solignougo meet
a Ghanaian boy. They talk about their first year in secondary school in order to exchange
their school memories.
LESSON CONTENT
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
School memories- to Expressing obligation in the
remember- to enjoy- to past Last year I had to accompany my
memorize- to tell funny brother to school every day.
stories

INPUT PHASE
Vocabulary
School memories: the souvenirs of school we keep in mind
To remember: to recall something we had forgotten
To enjoy: to appreciate
To memorize: to keep in mind
Ex: I have to memorize the irregular verbs in 4e
To tell funny stories: to tell stories that make people laugh
Ex: The comedian tells funny stories and the audience laugh.
Language function: Expressing obligation in the past
During the last holidays, I went to see my parents in Abidjan. My father has a car. It was
an obligation for me to wash his car every Sunday. So in English, to express that
obligation, we say:
Last holidays, I had to wash my father’s car every Sunday.
So, we use “had to” to express obligations in the past.
The question about past obligations is: What did you have to do?

PRACTICE PHASE
Activity 1: Complete the following sentences with: memorize, souvenirs, remember-
enjoy, tell funny stories.
1- I had forgotten everything. Now I …………….
2- I have good ………….of my last holidays
3- In 5eme, we had to ……….a poem for recitation
4- At the telecast '' Bonjour'', the humorists used to .............
5- I really ……..my holidays with my Uncle.

Activity 2: With your neighbor, make a short dialogue in which you say what you had to
do in the past. Use these ideas:
- Help my parents in the farm
- Clean the school yard with the other students of my class
- Water the flowers at home
- Memorize my lessons before going to bed
- Sing the Nation Anthem on Mondays
Example: 1- A: what did you have to do in the past?
B: I had to go to the village on holidays.

Homework: Exercise 4 page 22 (Learn It, Do It)

Work with your partner: complete the sentences with ‘use to’ or ‘used to’
1- In primary school, our class……..be clean
2- Did you……..walk to school?
3- When my parents were young, they …….travel a lot.
4- Last year, our English Club……..reward good students.
5- Last year our friend Konan didn’t ……….take the bus to go to school
6- Affoué’s sister…….cook some cakes on Sundays.
7- Did you ……..study your lessons during the holidays?
Level: 4ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 2: WE USE TO SING THE NATIONAL ANTHEM
SESSION 3
Source: English For All 4e
Communication activity (Situation d’évaluation)
The students of 4eme 1 of Collège Moderne Solignougo are attending the English Club
meeting. The Chairman asks them to talk about their school memories when they were in
6eme in order to know about their past. In a dialogue with your neighbor say
1- what you used to do;
2- what you had to do

These ideas can help you

- To clean the school yard,
- Sing the national Anthem,
- Attend the English Club,
- Organize a party,
- Water tomatoes in the school garden,
- Memorize the lessons,
- Play in the school yard
 Level: 4ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 3: DO YOU WANT TO GO UP?
SESSION 1
Source: English For All 4e
Learning context
The students of 4eme 1 of Collège Moderne Solignougo have received the papers of their
first test in English. Some of them are discussing about their marks in order to improve
them.
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
To fail- to improve- the
Expressing conditions
average- to cheat- to If they work hard, they will go up
congratulate- to sit for- to go
up

INPUT PHASE
Vocabulary

To sit for an exam To fail To pass

To cheat To be lazy To work hard

To improve : to ameliorate To congratulate: to felicitate

Average
Language function: Expressing condition
Remi is in 4ème this year. He would like to go up to 3ème next year. But, he can go up
on the condition that he works hard. So, to express that condition we say:
If Rémi works hard, he will go up to 3ème.
The structure is: IF + Present simple + Future

PRACTICE PHASE
Activity 1: Choose the correct word or phrase to complete the sentence. Number one is
an example.
Example: 1-b
1- My father always ……..me when I have good marks at school.
a- passes b- congratulates

2- The students of 3eme will …….BEPC exam this year.

a- sit for b- pass

3- Adama does not learn his lessons at home, he is too…….

a- fail b- lazy

4- Yesterday, during the quiz, he wanted to …….because he had not learnt his
lessons.
a- cheat b- congratulate

5- My sister has got 12/20 at the last test, she gets the ………
a- average b-work hard

6- If you want to pass, you should ………

a- fail b- work hard

Activity 2: Complete the sentences below with the right verb forms like in the
example
Example: 1- will have
1- If you learn your irregular verbs, you (have)………good marks at English.
2- If they (cheat)………., they will be punished.
3- If I work regularly, I (improve) …………….my results.
4- If we disturb the class, the teacher (punish)………………us.
5- If you don’t work hard, you (have) ………….bad marks.
6- If Aya (go up) …………..to 3eme, she will sit for BEPC exam.
7- If we work hard, we (win)……….prizes.
Homework: Match the phrases in column A with the ones in column B to make
meaningful sentences expressing condition.
Example: 1-c
 Level: 4ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 3: DO YOU WANT TO GO UP?
SESSION 2
Source: English For All 4e
Learning context (Recall)
The students of 4eme 1 of Collège Moderne Solignougo have received the papers of their
first test in English. Some of them are discussing about their marks in order to improve
them.

VOCABULARY LANGUAGE FUNCTION STRUCTURES

To be sent out- to stay down- Asking and answering What will happen if the
to go up- to help each other- about condition students don’t work hard?
to advise

INPUT PHASE
Vocabulary
To be sent out: to be excluded

To stay down: to repeat a class

To go up: to move to an upper class ≠ to stay down

Ex: the students of 4eme will go up to 3eme next year

To help each other: to assist one another

Ex: I help you and you help me: we help each other

To advice: to tell somebody what they should do / to counsel

Ex: I advise you to learn your lesson
Language function: Asking and answering about condition

Last time we talked about how to express a condition. Today we are continuing with the
same. Let’s consider this condition: If the students of 4eme 1 work hard, they will go
up to 3eme next year. But now tell me:
What will happen if the students of 4eme 1 don’t work hard?

Student 1: If the students of 4eme 1 don’t work hard, they will not go up to 3eme.
Student 2: If the students of 4eme 1 don’t work hard, they will stay down in 4eme.
Example: If you follow, you will understand the lesson.
Question: What will happen if you don’t follow?
Answer: if you don’t follow, you will not understand the lesson.

PRACTICE PHASE
Activity 1: Match the phrases in column A with their ending in column B to make
meaningful sentences. Write your answers like in the example:
Example: 6- b

Column A Column B
1- Alice has good marks, she a- failed

2- The students who are sent out b- respect all the teachers

3- Thomas didn’t succeed in BEPC c- will go up next year

exam, he
d- work in the same group
4- Jean opens his copy book during
the quiz, he e- cannot go to school anymore

5- They help each other because they f- cheats

6- I advise you to
Activity 2: Considering the different answers below, ask the questions. The first one is
an example.
1- Question: what will happen if you revise your lessons regularly?
Answer: If I revise my lessons regularly, I will improve my results

2- Question: ……………………………………………………………..
Answer: If I have a very bad result at the end of the year, I will be sent out

3- Question: ………………………………………………………………….
Answer: If Aya does not get the average at the end of the year, she will stay down.

4- Question: ………………………………………………………………….
Answer: If the students of 4eme go up, they will sit for BEPC exam next year.

5- Question: ………………………………………………………………….
Answer: My father will congratulate me if I pass my exam.

6- Question: ………………………………………………………………….
Answer: The teacher will punish Sarah if she cheats.

Homework
Write a paragraph of ten (10) lines maximum in which you explain what you and your
comrades used to do when you where in primary school.
Level: 4ème
Skill: Speaking
Unit 1: AT SCHOOL
LESSON 3: DO YOU WANT TO GO UP
SESSION 3
Source: English For All 4e
Communication situation (Situation d’évaluation)
The English Club of Collège Moderne Solignougo is organizing a meeting. The students
of 4eme 1 are attending this meeting to talk about their school year. As a student of this
class, you join the talk and give your opinion about the first trimester which will finish
very soon. In pairs with your neighbor, produce a dialogue in which you:
1-tell and ask him / her what has worked and what hasn’t (In which subjects you
got the average and where you fail);
2- say why you failed or got the average;
3- tell him your objective for next trimester and ask him his / hers;
4- explain to him the conditions to reach his / her objective.
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Unit 2
Level: 4ème
Skill: Speaking
Unit 2: AT HOME
LESSON 1: WHAT CAN RURAL WOMEN DO?
SESSION 1
Source: Learn it, do it 4è P20-21
Learning context:
During a ceremony organized by the US embassy at Collège Moderne of Bondoukou for
the celebration of Women’s Day, a student of 4ème 2 reads a speech about rural women’s
activities in order to show their courage.
TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Rural women - to get up Expressing abilities with can -In my village women can fetch
- to go to the field – / to be capable of water. / are capable of fetching
domestic chores - to water.
fetch water - to - In my village women are not
breastfeed capable of fetching /can’t fetch
- to wash the dishes. water.

INPUT PHASE
Vocabulary
Rural women: women who live in villages.
To get up: to wake up
Example: Every day, rural women get up early in the morning to start working.
Domestic chores: all the activities women do at home (cooking / sweeping the floor /
washing the children, washing the dishes etc)
Example: My mother does the domestic chores alone every day when we go to school.
To fetch water: to go and get water.
Example: Every morning at 5 a.m. my sister goes to fetch water in the river.

To breastfeed: to feed a baby with breast. →

To wash the dishes: to wash the plates.
Example: When we finish eating, my mother washes the dishes.
To go to the field: to go to the plantation.
Example: Rural women go to the field to take vegetables in order to cook the meal.
Language function: Expressing abilities with can / to be capable of
In my village women are able to do many things such as ‘to fetch water’. If I want to say
it in correct English, I will say for example:
In my village women can fetch water. / In my village women are capable of fetching
water.
So we use can or to be capable of to express abilities or capacities
But, there are some activities they can’t do or are not able to do. Example: Teach English.
In my village, women are not capable of teaching English. / In my village, women can’t
teach English.
So to express incapacities, we use can’t or not to be capable of

PRACTICE PHASE
Activity 1: Fill in the gaps with the words below. Number 1 is an example. Do it with
your partner.
breastfeeds-rural-gets up-wash the dishes-go to the field-fetch-chores

Example: 1-rural-to go to the field-chores

-to fetch-to
Mrs Achi is my aunt, we live breastfeed
in SOROBANGO. Like all the (1)…………….women, she
does many domestic
-to (2)……………….Every
wash the dishes. morning, she (3)…………….at 5 a.m. She
sweeps the house, after, she (4)…………….her baby. At 7 o’clock, she goes to the river
to (5)…………. water. When she comes back, we take our bath while she is cooking the
breakfast. After finishing to eat, we (6)…………… and together we
(7)…………………to work.
Activity 2: Look at the table and make sentences using can and capable of.
Example: 1- a) Rural women are capable of going to the field.
b) Rural women can go to the field.
1 Go to the field
2 Cook the meal
3 Sweep the house
4 Take care of babies
5 Fetch water

1- a)………………………………………………b)………………………………..

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

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

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

5- a)………………………………………………b)………………………………..

Homework: Exercise 1 page 20 in your workbook (Learn it, do it 4ème)

Level: 4ème
Skill: Speaking
Unit 2: AT HOME
LESSON 1: WHAT CAN RURAL WOMEN DO?
SESSION 2
Source: Learn it, do it 4è P21-22
Learning context (Recall)
During a ceremony organized by the US embassy at Collège Moderne of Bondoukou
for the celebration of women’s day, a student of 4ème 2 reads a speech about rural
women’s activities in order to show their courage.
TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
To catch fish- to smoke Reporting people’s speeches -John said: ‘women
fish smoke fish every
- to learn how to read and Saturday’.
write- to sew clothes -John said that women
- to fry plantain or ‘alloco’ enjoyed themselves
- hardworking every Saturday.
INPUT PHASE
Vocabulary
Hardworking: A courageous person, a person who works hard.
Example: My mother is a hardworking woman; she does many domestic chores alone.
To sew clothes: to make or repair clothes with a sewing machine.
Example: My mother is a tailor, she sews clothes.

To learn how to write and write:

To catch fish: In my village, women go
Illiterate women go to school in order
to catch fish in the river every Saturday.
to learn how to read and write

To smoke fish: My mother smokes To fry plantain: To cook “Alloco” with hot oil
My sister and my mother fry plantain to sell
fish to sell to the market
 Language function: Reporting people’s speeches
John, Aya and Bruce, 3 students have a conversation about rural women activities.
-John said: ‘Women smoke fish every Saturday’. (Direct speech)
Aya couldn’t hear what her friend said. So she asked Bruce about what john said. To
help Aya, Bruce reports what John said by saying:
-John said that women smoked every Saturday. (Indirect speech)
Bruce has reported what John said
Note that the present simple of the verb in the direct speech has become a past simple
in the reported speech

PRACTICE PHASE
Activity 1: Here is a list of activities rural women do ; look at the pictures and write
under each the corresponding activity. One description is not concerned. Number 1 is an
example. Do it alone then compare with your partner.
Catch fish-to smoke fish- learn how to read and write-sew clothes-fry plantain –fly plane

-fry plantain or alloco

1-Fry plantain 2-………………… 3-………………….. 4-………………………

5-……………………..
Activity 2: Rewrite the sentences reporting what people said. Write your answer like the
example. Do it with your partner.
Example: 1- Paul said to Ali that Aya was a teacher.

1-Paul said to Ali: ‘Aya is a teacher’…………………………………………………………..

2-Aicha said: ‘They sweep the class at 7o’clock’………………………………………..
3-Guei said: ‘Yao’s sister takes care of him’ …………………………………………..
4-Aminata said:’ The boss comes with Ali’……………………………………………...
5-William said to Yao: ‘Mum cooks the meal’………………………………………….

Homework: Exercise 2 page 22 in your workbook (Learn it do it 4ème)

Level: 4ème
Skill: Speaking
Unit 2: AT HOME
LESSON 1: WHAT CAN RURAL WOMEN DO?
SESSION 3
Source: Learn it, do it 4è

Communication activity (Situation d’évaluation)

During a ceremony organized by the US embassy at Collège Moderne of Bondoukou for
the celebration of Women’s Day, a student of 4ème 2 reads a speech about rural women’s
activities in order to show their courage. After the speech, the Ambassador asks you to:
1- tell the assembly the different activities rural women can do;
2- say also what rural women are not able to do;
3- give your opinion about rural women’s work.
Level: 4ème
Skill: Speaking
Unit 2: AT HOME
LESSON 2: WOMEN’S RIGHTS AND DUTIES
SESSION 1
Source: Learn it, do it 4è P24-25
Learning context:
After taking part in a conference organized by the English club of Collège Moderne
Bondoukou on women’s rights and duties, girls of 4eme 2 have a discussion to have
information about their rights and duties.
TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Right- duty- feed Giving rights and duties with -women have the right to
children- get married- : have the right to / have vote.
send girls to school- to the duty to -women have the duty to
vote- to respect husbands- respect their husband.
to demonstrate
INPUT PHASE
Vocabulary
A right: what is considered to be morally good and that you can do.
A duty: an obligation, something you have to do.
Examples of right:
To vote: to express your choice or opinion during an election.
Example: During the elections, people vote for their candidates.
To get married: to become officially and legally the husband or the wife of a person.
Example: It’s a right for me to get married with the person I want.
To demonstrate: to protest by marching or meeting.
Example: Many women demonstrated against the non-respect of their rights last
Saturday in Abidjan.
Examples of duty:
To feed children: to give food to children.
It is an obligation for parents to feed children.
To respect: to treat with kindness,with esteem
Women are obliged to respect their husbands.
Send girls to school: Parents must send girls to school because they are intelligent like
boys.
Language function: Giving rights and duties with: have the right to / have the duty to
As every human being, women have rights and duties. If you want to talk about their
rights, you use this expression: have the right to
Example: Women have the right to vote.
You can also use the phrase: “have the duty to” to express their duties or obligations.
Example: Women have the duty to respect their husband.

PRACTICE PHASE
Activity1:
Classify the phrases in the box below in the right column. An example is done for you.
Do it with your partner.

Go to school- give food to children- get married- choose candidates in an election-

protest against government’s decisions.

RIGHTS DUTIES
- Go to school

Activity 2: Incomplete sentences are made using the information from the table in activity
1.Use the expressions ‘have the right to or have the duty to ‘to make complete and
meaningful sentences. One has been done for you as an example.
1. Women have the right to go to school.
2. Parents …………………give food to their children.
3. Women ……………….protest against government’s decisions.
4. Aya and Akissi………………choose their candidates.
5. Girls…………………get married with the person they want.

Homework: Exercise 1 & 2 pages 24-25 (Learn it, do it 4ème)

Level: 4ème
Skill: Speaking
Unit 2: AT HOME
LESSON 2: WOMEN’S RIGHTS AND DUTIES
SESSION 2
Source: Learn it, do it 4è P24-25
Learning context (Recall)
After taking part in a conference organized by the English club of Collège Moderne
Bondoukou on women’s rights and duties, girls of 4eme 2 have a discussion to have
information about their rights and duties.
TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
To ill-treat - have a say - Making comparisons -Adjective +er +than
arranged marriage - Yao is taller than Ali.
stronger – weaker - deprive -more +adjective+ than
English is more interesting
than biology
INPUT PHASE
Vocabulary

To have a say: to have the right to speak.

Women must have a say when there is a meeting.

To deprive: to take something away from someone.

In some Muslims countries, women are deprived of their right to speak.

Arranged marriage: a marriage parents organize without taking the opinion of the girl.
In my village, parents used to organize arranged marriages between old men and young
girls.

To ill-treat: to treat someone badly by violence or not taking care.

Aya was severely ill-treated by her parents because she refused to marry an old man.

Stronger: powerful, a person who has or uses great force.

In our traditions, people say that men are stronger than women.

Weaker: not strong

Women are considered to be weaker than men.
Language function: Making comparisons.

There are two ways to compare things, animals and people.

1) For short adjectives (one or two syllables): Adjective +er +than

Example: Yao is taller than Ali.
2) For long adjectives (more than two syllables): more +adjective+ than
Example: English is more interesting than biology

PRACTICE PHASE
Activity 1: Read the dialogue below and fill in the gaps with the
words in the box. Number 2 is an example. Do it alone then
compare with your partner.
Excision/ ill-treat/ have a say/ arranged marriage/ stronger/ weaker/ deprive
Example: 2-excision

Aicha is talking about her social condition and the ill-treatment women suffer in her
community with her friend Ekissi.

Aicha: Hello Ekissi, I’m not sure to be with you at school this year.
Ekissi: What’s happening?
Aicha: My father has decided to engage me in an (1)………………..with an old and rich
man called Bamoussa.
Ekissi: Do such practices still exist in your community?
Aicha: Of course, girls and women also suffer that horrible mutilation named (2)……
Ekissi: What about your mother? Can’t she (3)………………. in this problem?
Aicha: Never, Men (4)………………….them of all their rights. You know that in our
culture, men are considered to be the (5)………………sex and women the
(6)…………..sex . They always 7………………. women.

Activity 2: With your partner, reorder the words to build correct and meaningful
sentences showing comparison. Write your answer like the example.
Example: 1- Life expectancy is higher for women than for men in some countries.
1. some /expectancy /is/ women/ Life /for/ higher/ for/ countries/ than/ men/
in.
2. boy/ is/ than/ Yao/ taller/ This.
3. girl/ is/ This/ sister/ beautiful/ more/ your/ than.
4. my/ Abidjan/ is/ than/ bigger/ village.
5. plane/ The/ than / is/ faster/ car.

Homework: Exercise 1 page 26 (Learn it, do it 4è)

Level: 4ème
Skill: Speaking
Unit 2: AT HOME
LESSON 2: WOMEN’S RIGHTS AND DUTIES
SESSION 3
Source: Learn it, do it 4è
Communication activity (Situation d’évaluation)
After taking part in a conference organized by the English club of Collège Moderne
Bondoukou on women’s rights and duties, girls of 4eme 2 have a discussion to have
information about their rights and duties. AS a student of this class,
1. give 5 examples of women’s rights;
2. give 5 examples of Women’s duties;
3. tell your friends different abuses women suffer.
 Level: 4ème
Skill: Speaking
Unit 2: AT HOME
LESSON 3: GIRLS MUST GO TO SCHOOL TOO
SESSION 1
Source: Learn it, do it 4è P29-30
Learning context: On the occasion of Women’s Day, the students of 4ème 2 from
Collège Moderne of Bondoukou prepare a speech on ‘the importance of sending girls to
school’ to present at the meeting of the English club in order to sensitize their friends.
TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Preconceptions - to Giving opinion using: I my In my opinion / For me / I
discriminate- school fees- opinion /For me / I think think that girls must go to
sexual harassment- early that school like boys
pregnancy

INPUT PHASE
Vocabulary
Preconception: A prejudice, an idea or opinion you have before having the true
information.
Example: Villagers have preconceptions that girls are not intelligent like boys.

To discriminate: to treat differently, in a worse way a person or a group of people.

Example: In some villages, girls are discriminated in favour of boys.

Sexual harassment: the fact of threatening someone to have sex.

Example: Girls are sometimes victims of sexual harassment from teachers when they go
to school.
Early pregnancy: the fact of being pregnant before being 18 years old.
Example: Last year, there were many early pregnancies in 6eme at Collège Moderne of
Bondoukou.
School fees: the money you pay before having access to a school.
Example: Some parents don’t send their girls at school because they have no money to
pay school fees.
Language function: Giving opinion using In my opinion / For me/ I think that
If you want to give your opinion about a topic, you can use expressions like:
- In my opinion,...................
-For me,...............................
-I think that..........................
Examples:
In my opinion, girls must go to school like boys.
For me, girls must go to school like boys.
I think that girls must go to school like boys.

PRACTICE PHASE
Activity 1:
Match the words or expressions in column A with their definitions or synonyms in column
B. Write your answers like in the example. Do it alone then compare with your partner.
Example: 1 - e
COLUMN A COLUMN B
1. School fees a. think in advance
2. Early pregnancy b. treat differently
c. threaten to have sex
3. Sexual harassment
d. pregnancy before
4. Discriminate 18 years old
5. Preconception e. money paid for a
person to go to
school

Activity 2: With your neighbor, discuss why some parents refuse to send their daughters
to school. Give your opinions using the expressions that have been studied.
The ideas below can help you
-They cannot pay for school fees
-They have pre-conceived ideas
-The place of girls is at home
-Parents think they are not as clever as boys
-They cannot succeed like boys because they don’t have the same abilities
Etc.
You will report your opinions to the class.

Homework: Exercise 1 page 29 (Learn it, Do it 4ème)

Level: 4ème
Skill: Speaking
Unit 2: AT HOME
LESSON 3: GIRLS MUST GO TO SCHOOL TOO
SESSION 2
Source: Learn it, do it 4è P 30-31
Learning context (Recall)
On the occasion of Women’s Day, the students of 4ème 2 from Collège Moderne of
Bondoukou prepare a speech on ‘the importance of sending girls to school’ to present at
the meeting of the English club in order to sensitize their friends.

TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
To Succeed - early Making proposal using : -Parents should send girls
marriage - be should / shouldn’t +verb to school.
independent – - Parents shouldn’t
scholarship - clever neglect girls’ school
- boarding school. performance.

INPUT PHASE
Vocabulary
Clever: intelligent, have the capacity to do something
Example: Girls are as clever as boys so we must send them to school.
To succeed: to pass, to have good results.
Example: Last year, my sister succeeded in her BEPC exam.

Boarding school: a school where students are granted accommodations. They live there
and do everything there.
Example: Putting girls in boarding schools permits to avoid early pregnancies.

Scholarship: money government or organizations pay for the studies of a person.

Example: Aya won a scholarship to study at Oxford University.

Early marriage: marriage of people who have not reached the age of 18.
Example: Last week the authorities denounced a case of early marriage of a young girl of
13 years.
To be independent: not to be controlled or influenced by any people.
Example: If girls go to school, they can have good jobs and be independent.
Language function: Making proposal using: should / shouldn’t + verb
If you want to make a proposal, you can use the expressions should or shouldn’t. For
example, if I want to sensitize parents to send their girls to school, I will say:
Parents should send girls to school
If you want to sensitize them about girls’ school performance, you can say:
Parents shouldn’t neglect girls’ school performance.

APPLICATION PHASE
Activity 1: Read the passage below and fill in the gaps with the words in the box. Number
1 is an example. Do it alone then compare with your partner.
Example: 1-succeed

succeed- early marriage- be independent- scholarships- clever

-boarding school.
Some parents think that girls cannot (1)……………….. at school like boys. So they
decide to marry them with old men even if they are too young, this is called
(2)………………..I think that, they are wrong. Girls are as (3)……………. as boys, they
can succeed like them if they go to school. If they work harder, they can win
(4)………………..to study in foreign universities and come back in their countries to
have good jobs and become financially (5)………………….

Activity 2: Choose between should or shouldn’t to make proposals to school

administration and parents about girl’s schooling. With your partner, make meaningful
sentences using group of words in the table below. One is done for you as an example.

- Sensitize parents on the

importance of school
School administration Should / shouldn’t - Encourage parents who
marry their daughters to
old men.
- Send their girls to school
- Neglect their girls’school
Parents Should / shouldn’t performance
- Give girls advice when
they go to school.

1. Parents should send their girls to school.

2. …………………………………………………………………………………..
3. …………………………………………………………………………………..
4. …………………………………………………………………………………..
5. …………………………………………………………………………………..
Level: 4ème
Skill: Speaking
Unit 2: AT HOME
LESSON 3: GIRLS MUST GO TO SCHOOL TOO
SESSION 3
Source: Learn it, do it 4è
Communication activity (Situation d’évaluation)
On the occasion of Women’s Day, the students of 4ème 2 from Collège Moderne of
Bondoukou prepare a speech on ‘the importance of sending girls to school’ to present at
the meeting of the English club in order to sensitize their friends. As a student of this
class,
1. tell your friends why parents don’t send girls to school;
2. say why it is important to send girls to school;
3. present your work to your friends.
 W
R
I
T
I
N
G

Unit 3
Unit Level: 4ème
Skill: Writing
Unit 3: TRAVELLING
LESSON 1: HOW DO YOU GO TO SCHOOL?
SESSION 1
Source: English For All 4e
Learning context:
During a competition organized by the English Club of the Collège Moderne Dominique
Ouattara Aboisso, the Chairman asks the students of 4ème 1 to write a paragraph about
the different means of transport in order to compare them and decide which ones they
prefer.
Lesson content
VOCABULARY LANGUAGE STRUCTURE
FUNCTION
A bus - a van - a coach - a Expressing choice with I like coaches.
train - a taxi - a car – a like and dislike I dislike vans
lorry – a boat

INPUT PHASE

Vocabulary

A lorry / a truck A bus A car A van

A coach A taxi / a cab A train A boat / a ship

Language function: Expressing choice with like and dislike
To express preferences in English, we can use “to like”, “to enjoy”, and “to be fond
of”
Examples:
I like coaches.
I enjoy coaches.
I am fond of coaches.
To express what you don’t like, you can use “to dislike”, “not to enjoy” and “not to
be fond of”
Examples:
I dislike vans.
I don’t enjoy vans.
I am not fond of vans.

PRACTICE PHASE
Activity1: Re-order the letters in each list to write words related to means of transport.
The first letter is in capital letter. Do it individually first, then compare your answers with
your neighbour’s. Follow this example.
Example: 1.n-a-V Van
2.n-r-T-i-a ……………………………….
3.i-a-T-x ……………………………….
4.C-r-a ………………………………
5.h-o-a-c-C ………………………………
6-o-a-B-t ………………………………
7-y-o-r-L-r ………………………………
Activity 2: Look at the table and follow the example to write some sentences about what
these people like and dislike. Compare your answers with your neighbour’s. Follow this
example:
Example: I like coach but I dislike bus.

NAME AYA I KONAN and KONE

PAUL
LIKE bus coach car bicycle

DISLIKE coach bus train car

1-…………………………………………………………………………………………
2- ………………………………………………………………………………………...
3- ………………………………………………………………………………………...

Homework: Exercise 7 page 53 of English For All 4ème

Level: 4ème
Skill: Writing
Unit 3: TRAVELLING
LESSON 1: HOW DO YOU GO TO SCHOOL?
SESSION 2
Source: English For All 4e
Learning context (Recall)
During a competition organized by the English Club of the Collège Moderne Dominique
Ouattara Aboisso, the Chairman asks the students of 4ème 1 to write a paragraph about
the different means of transport in order to compare them and decide which ones they
prefer.
Lesson content
VOCABULARY LANGUAGE STRUCTURE
FUNCTION
To go on foot- a bicycle- Making comparison *Short adjectives
a motorcycle -a with short and long A plane is faster than a car
motorbike-a scooter-a adjectives *A long adjectives
plane- a canoe- a horse – A car is more comfortable than a
a ferry bicycle.

INPUT PHASE
Vocabulary

A motorbike / a
A scooter A canoe
To go on foot motorcycle

A plane A bicycle A horse A ferry

Language function: Making comparison with short and long adjectives
1- Short adjectives
Examples of adjectives: cheap, big, small, slow, fast, tall, short, nice, ugly….
Structure: ..... + adjective + er + than + ....
Example:

A car A plane
A plane is faster than a car.
A car is slower than a plane.

2-Long adjectives
Examples of adjectives: comfortable, expensive, beautiful, intelligent, powerful,
dangerous…
Structure: ..... + more + adjective + than + ....
Example:

A bicycle A motorbike

A motorbike is more comfortable than a bicycle

PRACTICE PHASE
Activity 1: Write the name of these means of transport using the words from the box. One
has been done for you as an example.

A plane- a motorcycle- a canoe- a scooter- to go on foot- a bicycle

1-……………. 2-………….. 3-…………………

4-……………… 5-………….. 6- to go on foot

Activity 2: Look at the information below, then write sentences to compare the different
means of transport with the adjectives ‘’cheap’’ and “expensive”. One has been done for
you as an example.
A car: 5 million CFA
A van: 15 million CFA
A coach: 30 million CFA
A motorcycle: 400,000 CFA
1-A van / a car: A van is cheaper than a car
2- A car / a coach: ………………………………………………………………………
3- A coach / a van: ………………………………………………………………………
4- A van / a coach: ………………………………………………………………………
5- A coach / a car: ……………………………………………………………………….
6-A van / a motorcycle: …………………………………………………………………

Homework: Exercise 8 page 53 English For All; 4ième

Level: 4ème
Skill: Writing
Unit 3: TRAVELLING
LESSON 1: HOW DO YOU GO TO SCHOOL?
SESSION 3
Source: English For All 4ème
Communication activity
The Nigerian pen-friend of the students of 4ème 1 of Collège Moderne Dominique
Ouattara of Aboisso wants to visit them soon. He sent them a letter to get some
information about the means of transport in their country. As a student of 4ème 1, write
back a letter in which you tell him:
1-how you go to school;
2-which means of transport you like best;
3-why you prefer it to other means of transport;
4-how you feel about it.

This is the pen-friend’s letter. Look at it and follow the model.

P.O Box 7
Lagos. Nigeria
Jake Street 3 p
May 7th 2020
Dear friend,
How are you? I hope you’re fine. I am doing very well at the moment. I write
you this letter to tell you that I will visit your country very soon.
I want to have some information about the means of transport you use in your
country. How do you go to school? What’s your best mode of transport? What
do you advise me?
Write soon.
Michael Opkara
Level: 4ème
Skill: Writing
Unit 3: TRAVELLING
LESSON 2: I WOULD RATHER TRAVEL BY PLANE
SESSION 1
Source: English For All 4ème
Learning context:
For their English Club magazine, the students of 4ème 2 of Collège Moderne Dominique
Ouattara decide to write a paragraph about travelling in order to make comparisons
between means of transport and share their preferences with their readers.
Lesson content
VOCABULARY LANGUAGE STRUCTURE
FUNCTION
A Passport - a boarding Expressing preferences I would rather travel by
pass - an airport - to land - with would rather. plane.
to take off - a runway - an
ID card – to book
INPUT PHASE
Vocabulary

Boarding pass: a card

giving a passenger
An airport A Passport permission to get on a To land : to come
plane down

To take off : to Runway : Surface

on which planes To book : to make
leave the ground
take off and land a reservation An ID card
Language function: Expressing preference with would rather
To express preferences in English, we often use the expressions: “would rather” and
“would prefer’’.
Examples:
I would rather travel by plane would rather + verb
I would prefer to travel by plane. would prefer + to + verb

PRACTICE PHASE
Activity 1: Choose the appropriate words from this list to complete this conversation
between a customer and an air-company agent. One word is not concerned. Write your
answers like in number 1.
Example: 1- book

runway – ID card – take off – book – lands – passenger – passport – boarding pass

Customer: Hello sir, I’m going to Accra next week. I am here to (1)-………. a place.
Travelling agent: Hello Madam, welcome to Kenyan Airline. Do you have a valid (2)-
……………….? It is required to go to a foreign country.
Customer: No sir, but I have a brand new national (3)-…………….
Travelling agent: I think this can be OK if you don’t plan to go anywhere else after the
plane (4)……………..in Accra. Have you received all the compulsory vaccines?
Customer: Yes, sir.
Travelling agent: Great! Now you can pay for your (5)………………………..
Customer: At what time does the plane (6)-…………………………..?
Travelling agent: At 2. P.m. The plane is already on the (7)-………………….So you
need to arrive at the airport at least one hour and a half before that time.
Customer: Don’t worry, I will be on time.
Activity 2: Write your reply to each of the statements below using the words in brackets
like in number 1.
Statements Your reply
1-Your best friend: “Let’s go to the beach You: (go to a zouglou concert). I would
on Saturday.” rather go to a zouglou concert.
2-Mother: “We are going to have rice for You: (to eat attieke)……………………...
dinner.”
3-Father: “I promise you a visit to San- You: (to travel by bus)…………………..
Pédro by plane.”
4-Classmate: “I plan to visit London You: (to visit Johannesburg)…………….
when I become bigger.”
5-Air hostess: “We have a coke, beer and You: (to drink water)…………………….
fruit juice.”

Homework: Write at home (4) sentences to express your preference with (would rather
and would prefer). Number five is an example.
1-
2-
3-
4-
5- I would prefer to drink coffee for my breakfast. But I would rather drink coffee for
my breakfast.
Level: 4ème
Skill: Writing
Unit 3: TRAVELLING
LESSON 2: I WOULD RATHER TRAVEL BY PLANE
SESSION 2
Source: English For All 4e
Learning context (Recall)
For their English Club magazine, the students of 4ème 2 of Collège Moderne Dominique
Ouattara decide to write a paragraph about travelling in order to make comparisons
between means of transport and share their preferences with their readers.
Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
A Luggage - a departure A plane is the most
board - a checking desk – Expressing Superlative comfortable.
steward / stewardess – safe –
expensive – cheap -
comfortable
INPUT PHASE
Vocabulary

Departure board: Steward: a person

Luggage Checking desk It gives information who takes care of
about the times passengers in a plane /
planes leave. stewardess (female)
Safe: in security
Expensive: costing a lot of money
Cheap ≠ expensive
Comfortable: pleasant
Language function: Expressing Superlative

6 million CFA 18 million CFA 12 million CFA

To compare the three cars using the superlative, we say:

The white car is the most expensive of the three. (expensive = long adjective)
The white car is the least expensive of the three. (expensive = long adjective)
The red car is the cheapest of the three. (cheap is a short adjective)
So to compare using the superlative in English, the structures are:
-the most + adjective / the least + adjective for long adjectives
-the + adjective-est for short adjectives

PRACTICE PHASE
Activity 1: Match each word from column A with its meaning in column B. One word in
column B is not concerned. Write your answers like in the example.
Example: 1 - f

Column A Column B
1-Agreeable a-stewardess

2-Providing security b-cheap

3-Baggage c-safe

4-Requiring less money d-expensive

5-A male flight attendant e-luggage

6-Requiring a lot of f-comfortable

money g-ticket
7-A female flight
h-steward
attendant
Activity 2: Write the superlative of the adjectives between brackets. Number one is an
example.
Example: 1- the fastest
1-Cheetah are ……………………animals we can find. (fast)
2-The Nile is ……………………..river in the world. (long)
3-Elvis Presley is one of……………………….rock singers. (popular)
4- Switzerland is one of……………………….countries in the world. (rich)
5- Apples are …………………………….fruit. (delicious)

Homework: Exercise 6 page 58-59 of English For All, 4ème

Level: 4ème
Skill: Writing
Unit 3: TRAVELLING
LESSON 2: I WOULD RATHER TRAVEL BY PLANE
SESSION 3
Source: English For All 4ème

Communication activity
The Ghanaian pen friend of the students of 4ème 2 of Collège Moderne Dominique
Ouattara of Aboisso is planning to visit Côte d’Ivoire during the next holidays and he
asks them to send him / her information about the available airline companies. As a
student of 4ème 2, write a paragraph to inform him / her. In your letter,
1-give a list of the important African airline companies you know;
2-tell your friend which company to choose;
3-give him / her the reasons why you have chosen this company.
Level: 4ème
Skill: Writing
Unit 3: TRAVELLING
LESSON 3: HOW ABOUT VISITING GRAND-BASSAM?
SESSION 1
Source: English For All 4e
Learning context:
During a competition organized by the British Embassy, the students of the 4ème 5 of the
College Moderne Dominique Ouattara of Aboisso are asked to design tourist brochures
in order to promote their country.
Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
Tourism – tourists –tourist -Why don’t we invite Larry to
sites – tourist guides – Making suggestions visit Côte d’Ivoire?
tour – beach – stay - -How about visiting Grand
craftsmen Bassam?
-Let’s visit Assinie!

INPUT PHASE
Vocabulary
Tourism: travelling for fun, pleasure, entertainment to discover new places.
Tourists: people who travel for fun
Tourist sites: Places that the tourists visit.
Tourist guides: People who accompany the tourists and show them places.
Tour: a visit to a place to look around that place and learn about it.
Beach: An area near the sea
Stay: A period of time that you spend in a place
Craftsmen: artisans. They make jewelry, statues, metal ornaments etc.
Language function: Making suggestions
To make suggestions in English, we can use the expressions below
How about / what about + verb-ing?
Why don’t we + verb?
Let’s + verb!
Examples: How about going to the beach next Saturday?
Why don’t we go to the beach next Saturday?
Let’s go to the beach next Saturday!

PRACTICE PHASE
Activity 1: Complete the following text with the appropriate words from the box below.
Write your answers like in number 1.
Example: 1- tourist sites

Beaches – tourist guides – stay – tourism – tourist sites – tourists – tour - craftsmen

Côte d’Ivoire is a wonderful country located in West Africa. It is famous not only for its
agricultural products, but also for its numerous (1)-…………… Every year, the country
receives (2)-…………….. from diverse origins: Europeans, Americans, Chinese etc. The
arrival of foreigners in a country is a good source of money for people like hotel owners,
restaurant workers, and also (3)-…………….. who help them discover the most attractive
places. Sometimes, they go on a (4)…………………for several days. During his two-
week (5)-……………..in Côte d’Ivoire last year, a Japanese tourist bought a very
beautiful statue. He was surprised to learn later that it was made by local (6)-……………..
Although the economy of certain countries is mainly based on
(7)…………………..others like Côte d’Ivoire take little advantage from their big
potential in this field. For example, the exciting (8)-…………………of Assinie,
Monogaga, and Grand Bereby don’t receive enough visitors for lack of publicity.
Activity 2: Using the situation between parentheses, make a suggestion to each
person asking for your help like in situation 1.
Situation 1:
Yao: “My car has broken down.”
You: (to call a mechanic / why) Why don’t you call a mechanic?
Situation 2
Your junior brother: “I always get bad marks at school.”
You: (to learn your lessons / how about) ………………………………..
Situation 3
Your best friend: How are we going to spend the next weekend?
You: (to watch a football match on television / let’s) …………………………
Situation 4
Awa: “I have a terrible toothache.”
You: (to see a dentist / why) …………………………….
Situation 5
Adama: “It’s very hot in this room.”
You: (to open the windows / what about) ………………………..

Homework: Exercise 5 page 64 English For All 4ème

Level: 4ème
Skill: Writing
Unit 3: TRAVELLING
LESSON 3: HOW ABOUT VISITING GRAND-BASSAM?
SESSION 2
Source: English For All 4e
Learning context (Recall)
During a competition organized by the British Embassy, the students of the 4ème 5 of the
College Moderne Dominique Ouattara of Aboisso are asked to design tourist brochures
in order to promote their country.

Lesson content
VOCABULARY LANGUAGE STRUCTURE
FUNCTION
Sightseeing – museum – Accepting or refusing That’s a good idea!
go shopping – souvenirs – suggestions
reservation - dish – rent – No, I’m sorry, I can’t
zoo

INPUT PHASE
Vocabulary
-Sightseeing: travelling to visit tourist places
-Museum: a place where ancestral objects are kept
-Go shopping: to go to shops to buy things.
Example: My mother goes shopping in a supermarket every weekend.
-Souvenirs: Before my pen friend Akpo moves back to his home country Ghana, he
buys some souvenirs for his parents.
-Reservation: To avoid missing the coach going to Yamoussoukro at 6. a.m., you have
to make a reservation of the ticket in advance.
-Dish: food or meal
Example: “Placali” is an African dish.
-Rent: to pay an amount of money for the use of something that doesn’t belong to you.
Example: When my pen friend comes to visit me, he always rents a car for his shopping
and business.
-Zoo: a place where many different species of animals are kept so that people can see
and watch them.
Language function: Accepting or refusing suggestions
There are different expressions or phrases for accepting or refusing suggestions in
English.
-To accept suggestions, we can use:
That’s a great idea / Great idea! / That’s wonderful / That’s interesting / That’s kind of
you etc.
To refuse suggestions, we can use:
No, thanks / I’m sorry I can’t / Bad idea! / I couldn’t agree etc.

PRACTICE PHASE
Activity 1: Complete the following text with the appropriate words from the box below.
Write your answers like in example number 1.
Example: 1- reservation

Shopping – museum – sightseeing – souvenirs – reservation – dish – rent - zoo

I like travelling. Before I go to a country, I make a (1)-………………… in a good hotel.

When I arrive, I (2)-……………a car to facilitate my movements. Then, I first visit the
(3)-……………..of the host city because I love ancestral objects. Unfortunately, during
my recent trip to Ghana with my family, my children forced me to go to the (4)-
…………….first because they wanted to discover exotic animals. Then we went (5)-
……………in a mountainous area. Before the journey back, we went (6)-…………….to
the artisanal market of Accra. We bought several (7)-…………….and presents for our
relatives and friends. My wife promised to try one delicious cereal (8)……………from
the Ghanaian cuisine at home. We enjoyed our trip a lot.
Activity 2: Read the terms and write Yes or No to accept or to refuse. Follow this
example:

Terms Accepting suggestions Refusing suggestions

Why not?

that would be fantastic

No, let’s not

I couldn’t agree more

Yes, with pleasure

That sounds like a good idea

Yes, I would love to

That’s a good idea but

I don’t feel like it No Yes

Homework: Learn it, Do it, Exercise 2, page 43

Level: 4ème
Skill: Writing
Unit 3: TRAVELLING
LESSON 3: HOW ABOUT VISITING GRAND-BASSAM?
SESSION 3
Source: English For All 4ème

Communication activity
In order to contribute to the promotion of tourism in their country, during an English club
meeting, the Chairman asks students of 4ème from College Moderne Dominique Ouattara
of Aboisso to write a paragraph for their English Club magazine to attract tourists. Being
a student of 4ème,
1-give the name of your country and say where your country is located (situated);
2-list some sites tourists can visit in your country;
3-describe what people can see or do there;
4-suggest some tourist sites and give the reasons for your preferences.
 W
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Unit 4
Level: 4ème
Unit 4: FASHION
Skill: Writing
LESSON 1: WHAT WOULD YOU LIKE TO WEAR?
SESSION 1
Source: Learn It, Do It 4è
Learning context:
For the celebration of the “Cultural Day” organized by the Embassy of England in Côte
d’Ivoire, the Chairman of the English Club asks the students of 4ème 1 of Collège
Moderne Soubré to write a paragraph to describe the clothes people wear in their region
during a traditional event. The best paragraph will be published in the periodicals of the
Embassy.

Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
Kita cloth – tapa cloth – A: What are you wearing?
kamanje cloth – bubu – Describing what people
Baoule cloth – agbada – are wearing B: I’m wearing a bubu.
indigo cloth – bazin cloth
INPUT PHASE
Vocabulary

Kita cloth: Traditional Kamanje cloth: Agbada: traditional

cloth of Ghana Traditional cloth of cloth of Nigeria and
Tapa cloth Gouro people Benin

Baoule cloth Indigo cloth Bubu cloth Bazin cloth

Language function: Describing what people are wearing
This woman is wearing a bazin cloth. To inquire about what she is
wearing, you ask this question:
Question: What is the woman wearing?
Answer: She is wearing a bazin cloth.

PRACTICE PHASE
Activity 1: Match each definition from column A with the appropriate meaning in
column B. Write your answers like in the example.
Example: 1. C: Kita cloth

A B

1. I am a traditional cloth fabricated in a. Tapa cloth

Ghana
2. I am a cloth made of the bark of a b. Bubu
tropical tree
3. Muslims generally wear me to pray. c. Kita cloth
4. I am a traditional cloth fabricated by
artisans from central Côte d’Ivoire. d. Agbada
5. I am the favourite cloth for moslem
women during celebrations.
e. Baoule cloth
6. I am a traditional cloth popular in
Nigeria and Benin.
7. I am a traditional cloth popular in f. Kamanje cloth
the Marahoue region

g. Bazin
Activity 2: Look at each picture and ask and answer like 1. Do it with your neighbour.

Pelagie / Tapa cloth Atowla / Baoule cloth

Question: What is Pélagie wearing? Question: …………………….?
Answer: She is wearing a Tapa dress. Answer: ………………………

Amy and Fanta / Indigo cloth Kodjovi and Adigun / Agbada

Question: ………………………? Question: ……………………….?
Answer: ………………………… Answer: ………………………...

Fofana / Bubu Irié / Kamanje cloth

Question: …………………….? Question: ………………………….?
Answer: ………………………. Answer: …………………………..

Homework: Do exercise 4.A page 71 (English for All).

Level: 4ème
Unit 4: FASHION
Skill: Writing
LESSON 1: WHAT WOULD YOU LIKE TO WEAR?
SESSION 2
Source: Learn It, Do It 4è
Learning context (Recall)
For the celebration of the “Cultural Day” organized by the Embassy of England in Côte
d’Ivoire, the Chairman of the English Club asks the students of 4ème 1 of Collège
Moderne Soubré to write a paragraph to describe the clothes people wear in their region
during a traditional event. The best paragraph will be published in the periodicals of the
Embassy.

Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
Striped shirt – flowery A: Why do like modern
dress – tights – checked Giving reasons cloth?
shirt – boots – raincoat –
jacket – fur coat B: I like modern clothes
because they are more
comfortable.

INPUT PHASE
Vocabulary

Striped shirt Checked shirt Flowery dress Fur coat

Raincoat Jacket Tights Boots

Language function: Giving reasons
Lee is wearing a denim jacket. He has his reasons for loving it. If
you want to know the reason, you can ask him the question below:
Question: Why do you like denim jacket?
Answer: I like denim jacket because it is more comfortable.
N.B: You use “Why” to ask for reasons and “Because” to give
reasons.

PRACTICE PHASE
Activity 1: Look at each picture and complete the sentences with the appropriate types
of clothes from the box below. Write your answers like in the example.

Striped – flowery – tights – fur – boots – raincoat – jacket – checked

Example: 1. Tights

Paterne is wearing ……………… Cedric and Mathew are wearing

…………….. shirts.

Gertrude is wearing a …………. Abdoul and Boli are wearing

dress. wellington …………………
Didier is wearing a ………………. Eunice is wearing a ………… coat.

Jack is wearing a ……………. shirt. Alex is wearing a ………………

Activity 2: Use the structures in each section then, ask and give reasons with your
neighbour like in the example. (The reasons are in between the parentheses).
Example: 1. A: Why do you wear tights?
B: I wear tights because I want to be on fashion.
1. You / tights (want to be on fashion)
2. Cedric and Mathew / striped shirts (fond of stripes)
3. Gertrude / flowery dresses (like flowers)
4. Boli and Abdoul / wellington boots (afraid of snakes)
5. Didier / jacket (work in a cool office)
6. Eunice / fur coat (live in a cold country)

Homework: Exercises 4.B page 71 and 4.C page 72 (English for All)
Level: 4ème
Unit 4: FASHION
Skill: Writing
LESSON 1: WHAT WOULD YOU LIKE TO WEAR?
SESSION 3
Source: Learn It, Do It 4è
Communication situation (Situation d’évaluation)
For his future presentation on African traditions and dressing styles, the American pen
friend of a student of 4ème 1 of Lycée Moderne of Soubré wants some information
about the traditional and modern clothes in Côte d’Ivoire. Being this student, write a
paragraph for him in which you,
1. list 2 of the most popular traditional and modern clothes in your country;
2. tell him which ethnic group wears each type of the clothes;
3. give the reasons why each group of people like their clothes.
Level: 4ème
Unit 4: FASHION
Skill: Writing
LESSON 2: PREPARING FOR THE NEXT FASHION SHOW
SESSION 1
Source: Learn It, Do It 4è
Learning context:
A student of 4ème 2 of Collège Moderne Grand-Bassam is sent by the English Club of
his school to attend the Accra Fashion Week. Once back, the chairman asks him to write
a paragraph about it to be published in the magazine in order to inform the other members.
Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
Fashion show – designer – The top model is wearing
collection – top model – Describing a fashion show a long-sleeved shirt.
catwalk – baggy trousers –
short-sleeved dress – long-
sleeved dress
INPUT PHASE
Vocabulary

A fashion show a designer A collection

a top model

Baggy trousers = This lady wears a short- a long-sleeved

a catwalk ample trousers sleeved dress dress
Language function: Describing a fashion show using the present continuous
This picture describes a fashion show. To describe
what people are wearing during a fashion show, you
use the present continuous tense or present progressive
Example: The top models are wearing Ciss Saint
Moïse’s collection.
So, to describe what people wear, we use: “am / is /
are + verb + ing”.
The question is: What is / are............ wearing?
Example: What are the top models wearing?

PRACTICE PHASE
Activity 1: Match each definition from column A with the appropriate meaning in column
B. One word or expression in column B is not concerned. Write your answers like in the
example.
Example: 1. d: catwalk

A B

a. designer
1. An elevated passage that leads to a
podium
b. top model
2. A ceremony for presenting new
clothing creations
c. sleeve
3. A man or woman who wears new
clothing creation for promotion
d. catwalk
4. Part of the shirt where you put your
arms
e. fashion show
5. A group of objects relation to the
same product
f. collection
6. Ample
7. A person who designs new clothing g. baggy
items
h. customer
Activity 2: Write appropriate questions to the underlined words. Write your answers
like in the example.
Example: 1. What is Aya wearing?
1. Aya is wearing an indigo dress.
2. Willy is wearing baggy trousers.
3. Patrick and Bob are wearing long-sleeved shirts.
4. Ibrahim is wearing a white bubu.
5. Maguy is wearing a flowery shirt.
6. The players are wearing checked T-shirts.

Homework: Exercise 4 page 75 (English for All)

Level: 4ème
Unit 4: FASHION
Skill: Writing
LESSON 2: PREPARING FOR THE NEXT FASHION SHOW
SESSION 2
Source: Learn It, Do It 4è
Learning context (Recall)
A student of 4ème 2 of Collège Moderne Grand-Bassam is sent by the English Club of
his school to attend the Accra Fashion Week. Once back, the chairman asks him to write
a paragraph about it to be published in the magazine in order to inform the other
members.
Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
hairdresser – cap – I can assure you that the
sneaker – seller – barber – Persuading fashion was great.
customer – cool – latest
INPUT PHASE
Vocabulary

a hairdresser = a female hair stylist a barber = a male hair stylist a seller = a vendor

a customer = a client sneakers a cap

Cool = super
Latest = recent, in fashion
Language function: Persuading
To convince or persuade someone that something is certain, you can use the structure “I
can assure you that ……” to state the assertion.
Example: I can assure you that the fashion show will be a big event.

PRACTICE PHASE
Activity 1: Choose the appropriate words from the list to complete the sentence about
each of the pictures below. Write your answers like in the example.

Barber – sneakers – customer – cap – hairdresser – seller

Example: 1. Seller

Georgia is a …………………………. Celine is a …………………………

This is a ………………………….. Alex is a ………………………

These are …………………………….. Joshua is a ……………………

Activity 2: Rewrite each of the following sentences like in number 1.
Example: 1. I can guarantee you that I will be at the fashion show.
I can assure you that I will be at the fashion show.
1. I can guarantee you that I will be at the fashion show.
………………………………………………………………………………….
2. I can guarantee you that the plane will arrive on time.
…………………………………………………………………………………
3. I can guarantee you that the fashion show will be exciting.
………………………………………………………………………………..
4. I can guarantee you that these top models will become popular.
……………………………………………………………………………….
5. I guarantee you that an African designer will win the trophy.
………………………………………………………………………………
6. I can guarantee you that the prices of these clothes will become expensive soon.
……………………………………………………………………………….
7. I can guarantee you that your child will love this cap.
……………………………………………………………………………….

Homework: Exercise 6 page 76 (English for All)

Level: 4ème
Unit 4: FASHION
Skill: Writing
LESSON 2: PREPARING FOR THE NEXT FASHION SHOW
SESSION 3
Source: Learn It, Do It 4è
Communication activity (Situation d’évaluation)
A student of 4ème 2 of Collège Moderne Grand-
Bassam represented the English Club of his school
at the Fashion Show. Once back, the chairman asks
him to write an article for the club’s magazine about
this event in order to inform the other members.
Being this student, write the article in which you:

1. list the people who work for the fashion show;

2. describe what the top models were wearing;
3. persuade your readers in a paragraph of five (5) lines to participate in the next fashion
show in Lagos.
Level: 4ème
Unit 4: FASHION
Skill: Writing
LESSON 3: BE PROUD OF YOUR SKIN COLOUR
SESSION 1
Source: Learn It, Do It 4è
Learning context:
After attending a conference on the use of cosmetics, the students of 4ème 1 of Lycée
Moderne Agnibilékrou decide to write an article about the dangers related to the misuse
of cosmetics in order to sensitize their fellow students.
Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
Cosmetics – perfume – - What should I do?
lipstick – nail varnish – Asking and giving advice
moisturizer – hair gel – using “should” - You should keep your
blush – bleaching cream – natural skin.
lotion
INPUT PHASE
Vocabulary

cosmetics = beauty products a perfume a lipstick

a moisturizer = a pomade which

a nail varnish humidifies dry skin a blush

Caro White is a bleaching cream.

It changes the skin colour a hair gel a lotion
Language function: Asking and giving advice using “should”
You can use “should + verb” to give advice, a recommendation or counsel.
Example: You should be proud of your skin colour.
To ask for advice, you can say this: “What should I do?

PRACTICE PHASE
Activity 1: Match each definition from column A with the appropriate meaning in
column B. One word or expression in column B is not concerned. Write your answers
like in the example.
Example: 1. d: cosmetics

A B

1. beauty products
2. lip-painting instruments a. moisturizer

3. body liquid that emits an agreeable b. bleaching cream

odour c. varnish
4. nail-painting product d. cosmetics
5. a cream that changes black skin into e. lipsticks
light skin
f. hair gel
6. a product that helps to change a dry
surface into humid surface g. perfume
Activity 2: Write a correct answer for each question choosing the right option between
parentheses to give advice using “should”. Write your answers like in number 1.
1. What should I do? (bleach my skin / keep my natural skin colour)
You should keep your natural skin colour.
2. What should girls do? (use cosmetics moderately / use cosmetics excessively)
………………………………………………………………………………………
3. What should parents do? (encourage their children to use bleaching cream/ encourage
their children to remain natural)
……………………………………………………………………………………..
4. What should Anna do? (respect her parents / insult her parents)
……………………………………………………………………………………
5. What should Willy do? (wear extravagant clothes at school / wear authorized clothes
at school)
…………………………………………………………………………………….
6. What should we do? (polish our nails regularly / keep our nails dirty)
……………………………………………………………………………………..

Homework: Exercise 5 page 79 (English for All)

Level: 4ème
Unit 4: FASHION
Skill: Writing
LESSON 3: BE PROUD OF YOUR SKIN COLOUR
SESSION 2
Source: Learn It, Do It 4è
Learning context (Recall)
After attending a conference on the use of cosmetics, the students of 4ème 1 of Lycée
Moderne Agnibilékrou decide to write an article about the dangers related to the misuse
of cosmetics in order to sensitize their fellow students.
Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
Dark complexion – light - What should I do?
complexion – to bleach Expressing prohibition
the skin – lip gloss – dots using “shouldn’t” - You should keep your
– harmful – skin cancer – natural skin.
eyeliner pencil
INPUT PHASE
Vocabulary

dark complexion = black

skin colour light complexion = lip gloss
clear skin colour

skin dots skin cancer Eyeliner pencil

To bleach the skin = to change the skin colour with bleaching creams
Harmful = dangerous
Language function: Expressing prohibition using “shouldn’t”
This lady has bleached her skin. This is not a good thing to do.
To stop other girls from doing that, you can advise them by
saying: “You shouldn’t bleach your skin”.
So, we use “shouldn’t + verb” to prohibit or prevent bad
actions.

PRACTICE PHASE
Activity 1: As you read this text about cosmetics, fill in the gaps using the appropriate
words from the box. Write your answers like in the example.
Example: 1. bleach

skin – light – dots – cancer – bleach - harmful

Sheila is a hairdresser and a seller of skin care products. A lot of women come to her
salon every day to buy some products to (1) ……………… their skin. With those
products, dark (2) ……………. women become very (3) …………….. after just a few
days. Many black women are convinced that having a lighter skin colour makes them
more attractive. On the contrary, the excessive use of cosmetics is sometimes (4)
……………. as it exposes to diseases such as skin (5) ………… and skin (6) ………...
The dots on the woman’s skin are very ugly. Although Sheila is conscious of all these
risks, she never discourages her customers in their choices of skin bleaching products.
Activity 2: Write a correct answer for each question choosing the right option between
parentheses to prohibit actions using “shouldn’t”. Write your answers like in 1.
1. What shouldn’t I do? (bleach my skin / keep my natural skin colour)
You shouldn’t bleach your skin.
2. What should girls do? (use cosmetics moderately / use cosmetics excessively)
………………………………………………………………………………………
3. What shouldn’t parents do? (encourage their children to use bleaching cream /
encourage their children to remain natural)
……………………………………………………………………………………..
4. What shouldn’t Anna do? (respect her parents / insult her parents)
……………………………………………………………………………………
5. What shouldn’t Willy do? (wear extravagant clothes at school / wear authorized
clothes at school)
…………………………………………………………………………………….
6. What shouldn’t we do? (polish our nails regularly/ keep our nails dirty)
……………………………………………………………………………………..

Homework: Exercise 2 page 57 (Learn It, Do It)

Level: 4ème
Unit 4: FASHION
Skill: Writing
LESSON 3: BE PROUD OF YOUR SKIN COLOUR
SESSION 3
Source: Learn It, Do It 4è
Communication activity (Situation d’évaluation)
After attending a conference on the use of cosmetics, the students of 4ème 1 of Lycée
Moderne Agnibilékrou decide to write a paragraph about the dangers related to the
misuse of cosmetics in order to sensitize their fellow students. As a member of the class,
write this article in which you:
1. give the main reasons why people use bleaching creams;
2. mention three (3) consequences of bleaching creams;
3. write a paragraph of ten (10) lines in which you say what people should do and what
they shouldn’t do to stay safe.
 L
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Unit 5 G
Unit Level: 4ème
Skill: LISTENING
Unit 5: CITY OR VILLAGE?
LESSON 1: I WISH I LIVED IN ABIDJAN
SESSION 1
Source: English For All 4e
Learning context:
The students in 4ème 2 from Collège Moderne Dominique Ouattara d’Aboisso listen to a
radio broadcast about the life in Abidjan in order to give a presentation on modern cities
at an English Club meeting of their school.
Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
A pavement - cinema - a
supermarket - a Expressing wishes I wish I lived in Abidjan.
swimming-pool - a
roundabout - Pharmacy

INPUT PHASE
Vocabulary

a pavement a swimming pool a cinema

a supermarket a roundabout a pharmacy

Language function: Expressing wishes

To express wishes in English, we use the phrase “I wish I +Preterit (verb)”
Examples:
I wish I lived in Abidjan.
PRACTICE PHASE
Activity1: Put the letters into the correct order to find out appropriate words. Start with
the capital letter. Number 1 has been done for you as an example.
Example: 1.c-a-r-h-P-a-m-y Pharmacy
2.m-S-r-e-a-k-u-p-t-e ……………………………….
3.p-S-g-i-m-o-w-m-o-n-i-l ……………………………….
4.i-m-n-a-e-C ………………………………
5-e-v-n-a-m-P-e-t ………………………………
6-t-u-R-n-o-a-o-u--d-b ………………………………

Activity 2: Use the ideas in the box to express your wishes. One has been done for you
as example.
Student A: I wish I saw a pavement. What about you?
Student B: I wish I visited Paris.

see a pavement – visit Paris – visit a supermarket – go to the cinema – visit an

airport – live in Abidjan – live I Yamoussoukro

Student A: ………………………………………………………
Student B:…………………………………………………..

Student A: …………………………………………………………
Student B:…………………………………………………………

Student A: …………………………………………………………
Student B:………………………………………………………….

Homework:
At home, write four sentences to express your wishes.
1-……………………………………………………………………………………….
2-……………………………………………………………………………………….
3-………………………………………………………………………………………...
4-…………………………………………………………………………………………
5-I wish I travelled to London.
Level: 4ème
Skill: LISTENING
Unit 5: CITY OR VILLAGE?
LESSON 1: I WISH I LIVED IN ABIDJAN
SESSION 2
Source: English For All 4e
Learning context (Recall)
The students in 4ème 2 from Collège Moderne Dominique Ouattara d’Aboisso listen to a
radio broadcast about the life in Abidjan in order to give a presentation on modern cities
at an English Club meeting of their school.
Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
A university - a fire
brigade - buildings - a I work hard to pass my exam.
crowd - a bridge - a Expressing purpose
parking lot - a crossroads I work harder in order to pass my
- traffic lights - a traffic exam.
jam - a highway
INPUT PHASE
Vocabulary

A highway Buildings A traffic jam Traffic lights Crossroads

A parking lot A university Fire brigade A crowd A bridge

Language function: Expressing purpose

To express an objective or a purpose in English, we can use the phrase “in order to” or
the word “to”
Example: I worked harder in order to pass my exam.
I worked harder to pass my exam.
PRACTICE PHASE
Activity 1: Listen to the description of the picture. Write True if the description
corresponds to the picture and False if the description doesn’t correspond. And write the
correct name of each picture. Do it like number 6.

1-A- 2-A- 3-A-

B- B- B-

5-A- 6-A-TRUE
4-A-
B- B-FIRE BRIGADE
B-

Listening text
1-Picture one is a swimming pool
2-Picture two is a traffic jam
3-Picture three is a bridge
4-Picture four is traffic lights
5-Picture five is crowd
6-Picture six is fire brigade
Activity 2: Use the words from each list to obtain a correct sentence expressing a purpose.
One has been done for you as an example.
1-I / work hard / improve my English
I want to work harder in order to improve my English.
2- Konan / go to Abidjan/ see buildings
……………………………………………………………………………
3- I / learn my lesson / go to university
………………………………………………………………………………
4- Koffi and Sekou / become firemen / save people
………………………………………………………………………………..
5- They / become architects / build buildings
………………………………………………………………………………..
6-Aissata / work hard/ go up
………………………………………………………………………………

Homework: With your friend at home do exercise 4 B page 87 English For All 4e
Level: 4ème
Skill: LISTENING
Unit 5: CITY OR VILLAGE?
LESSON 1: I WISH I LIVED IN ABIDJAN
SESSION 3
Source: English For All 4e
Communication activity (Situation d’évaluation)
The English teacher of 4ème 2 of Collège Moderne Dominique Ouattara of Aboisso reads
a text to express people’s purposes. He asks the students to give him some information
according a text. As a student of 4ème2, listen to your teacher and in the following table:
1-write the names of the people, their ambitions and the reasons for their choice;

PEOPLE AMBITIONS REASONS

2-write your ambition and justify your choice;

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

3-read your production to the class.

Listening passage
My name is Kouakou. I am in 4ième in Collège Moderne Dominique Ouattara d’Aboisso.
I have two friends; Zokou and Ramata. We work hard in order to reach our objectives.
I want to become a doctor in order to help sick people. For that, I study my science
lessons carefully.
Ramata wants to help sick people too. But she wants to become a pharmacist.
Zokou has a different ambition. He wants to become an engineer to build roads with
roundabouts, crossroads, bridges and traffic lights.
Level: 4ème
Skill: LISTENING
Unit 5: CITY OR VILLAGE?
LESSON 2: IS VILLAGE LIFE BETTER?
SESSION 1
Source: English For All 4e
Learning context:
During the trip organized by the British Embassy in “Takoradi”, the students of 4ème 2
of Collège Moderne Dominique Ouattara listen carefully to villagers’ talk about their life
in order to make comparison between village life and city life in their English Club
magazine and express the reasons for their preference.
Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
To plant - to grow - food Expressing feelings. I feel happy.
crops - cash crops – coffee I am glad to see you
- a cashew tree – weed –
cocoa – happy – proud –
sad – worried – glad

INPUT PHASE
Vocabulary

To plant / to
grow Weeds Coffee Cocoa Cashew tree

Ashamed Proud Worried Sad Happy / Glad

Food crops: crops grown for direct consumption like carrots, tomatoes, onions, okra,
cabbages are food crops
Cash crops: crops grown for commercial purpose like coffee, cocoa, cotton are
examples of cash crops
Language function: Expressing feelings
To express feelings in English, we use: to be / to feel + adjective of feeling

Example: I am happy
or
I feel happy

PRACTICE PHASE
Activity: Listen and write the description under the correct picture to express people’s
feeling. Number 5 is an example.

1-………… 2-………… 3-………….. 4-………….. 5- Proud

Listening text
1- sad; 2-cocoa ; 3-worried; 4-happy ; 5-Proud
Activity 2: Put the words into the correct order to make meaningful sentence. Following
example 4, do it with your neighbor.
1- she / very / is / Today /birthday / Anna’s / happy / is
……………………………………………………………………………….
2-glad / am / meet / you / to / again / I / very
……………………………………………………………………………
3-boys / really / The / bored / with / game / same / are / the
…………………………………………………………………………….
4-excited / She / so / when / news / the / was / she / good / heard
She was so excited when she heard the good news.
5- amazed / when / were / they / what / discovered / They / happened.
……………………………………………………………………………..
6- worried / losing / about / job / his / He.
……………………………………………………………………………….

Homework: At home, write the verb to be and the adjective in each of the above sentence.
Number 4 is an example.
1-
2-
3-
4-was….. excited
5-
6-.
Level: 4ème
Skill: Listening
Unit 5: CITY OR VILLAGE
LESSON 2: IS VILLAGE LIFE BETTER
SESSION 2
Source: English For All 4e
Learning context (Recall)
During the trip organized by the British Embassy in “Takoradi”, the students of 4ème 2
of Collège Moderne Dominique Ouattara listen carefully to villagers talk about their life
in order to make comparison between village life and city life in their English Club
magazine and express the reasons for their preference.
Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
to fish – fisherman - a The teacher was ill. So, the
hunter – a field of rice - a Expressing reasons with students went home.
river - a hut - a village – a due to, as and so As the teacher was ill the
farmer students went home.
Due to the teacher’s illness
the students went home

INPUT PHASE
Vocabulary

a river a village a hut

the fisherman is fishing in

the river a hunter a farmer in his field of rice
Language function: Expressing reasons with due to, as and so
To express reasons in English, we can use:
-Due to
Example: Due to the teacher’s illness, the students went home.
-As
Example: As the teacher was ill the students went home.
-so
Example: The teacher was ill so the students went home.

- “because of” and “because”.

Examples: The students went home because the teacher was ill.
The students went home because of the teacher’s illness.

PRACTICE PHASE
Activity 1: Look at the pictures then, ask a question to know what each picture represents
and answer them with your neighbor. Follow the example.
1 2 3

4 5

Question1: What is picture number 4?

Answer1: It is a fisherman / It is to fish

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

Question 3: ……………………………………………………………………………..?
Answer3: ………………………………………………………………………………...
Question 4: ………………………………………………………………………….. ...?
Answer 4: ………………………………………………………………………………..
Question 5: ……………………………………………………………………………..?
Answer 5: ………………………………………………………………………………
Activity 2: Listen and complete each sentence with the missing word or expression.
Example: 1- Due to
1-(1-…….) their friendship, Niamkey and Kra are glad to see each other.
2-Soro’s plantation is under the flood, (2-…..) he is very sad.
3-N’goran got a lot of money, (3- …….) he is very happy.
4- (4-…..) he has a big plantation, Yao is proud.
5- I lost my job (5-………….) I was ill for several months.
6-I was feeling tired (6-…..) I decided to take a break.
7-(7-…..) Koffi was sick, he didn’t come to school.

Listening passage:
1-Due to their friendship, Niamkey and Kra are glad to see each other.
2-Soro’s plantation is under the flood, so he is very sad.
3-N’goran got a lot of money, so he is very happy.
4- As he has a big plantation, Yao is proud.
5- I lost my job because I was ill for several months.
6-I was feeling tired so I decided to take a break.
7-As Koffi was sick, he didn’t come to school.

Homework: Exercises 3 & 4 page 91 of English For All, 4ème

Level: 4ème
Skill: LISTENING
Unit 5: CITY OR VILLAGE
LESSON 2: IS VILLAGE LIFE BETTER?
SESSION 3
Source: English For All 4e
Communication activity (Situation d’évaluation)
During an English Club meeting in Collège Moderne Alassane Ouattara of Aboisso, the
Chairman asks the students of 4ème to listen to an audio tape about Zokou in order to see
how he spent his last holidays. Being a student of 4ème, as you listen to the passage,
1-say where Zokou spent his holidays and why;
……………………………………………………………………………………….
2-list the places Zokou visited;
…………………………………………………………………………………………
…………………………………………………………………………………………
3- write how he felt during these holidays.
…………………………………………………………………………………………
………………………………………………………………………………………
Listening passage:
Last year, Zokou spent the long holidays in the big city of Abidjan. He went there because
he had a very good average. So, his father was proud of him and he offered him a trip to
Abidjan.
Zokou was so excited at the idea of visiting the big city of Abidjan. He made the trip from
his village by lorry; the journey was long and tiring, but Zokou enjoyed it.
In Abidjan, Zokou visited a lot of places like the fire brigade of Yopougon, and the
University of Cocody. He saw a lot of buildings, big roundabouts.
He sometimes felt sad when thinking about his best friend Séry, who stayed in the village,
working on the farm with his father. After two weeks, Zokou went back to his village,
very happy.
Level: 4ème
Skill: LISTENING
Unit 5: CITY OR VILLAGE
LESSON 3: ZOKO LEAVES HIS VILLAGE TO THE CITY
SESSION 1
Source: English For All 4e
Learning context:
During an English class, the students of 4ème 2 of Collège Moderne Dominique Ouattara
listen to an audio recording about rural exodus in order to discuss about its reasons and
consequences and sensitize young people.

Lesson content
VOCABULARY LANGUAGE STRUCTURE
FUNCTION
Employment - rural He was so lazy that he
exodus - juvenile Expressing consequence failed his exam.
delinquency - tiring work
– youngsters - attractive
places - overcrowded

INPUT PHASE
Vocabulary
Employment = occupation, job, work. The work or occupation for which one is used
and often paid
Rural exodus: movement of young people from rural areas (villages) to urban areas
(towns) to find better living conditions
Juvenile delinquency: the habitual committing of criminal acts or offenses by young
people
Attractive places: beautiful / pleasant places
Tiring work: difficult work / job
Youngsters: young people
Overcrowded: full of people.

Language function: Expressing consequence

To express consequences in English, we can use “so…..that”:
Structure: “so + adjective+ that”
Examples: He was so lazy that he failed his exam.
PRACTICE PHASE
Activity 1: As you listen to the teacher, write each meaning you hear in front of the correct
word or expression. Do like in number 1
1-employement The act of employing
2-rural exodus …………………….
3-attractive …………………….
4-overcrowded …………………….
5-juvenile delinquency …………………..
6-tiring …………………..
7-youngsters …………………..

Listening meanings
a- The act of employing
b- the fact of leaving the village for the city
c- Beautiful
d- Too many people in an area
e- Illegal behavior by young people
f- which causes fatigue
g- Young people
Activity 2: Write correctly the following sentence to express consequences like in
number 1.
1- The towns / crowded / people live in bad conditions
The towns are so crowded that a lot of people live in bad conditions.
2-Life in rural areas / hard / young people leave to towns
……………………………………………………………………
3-Working in the village / tiring / youngsters go to towns
……………………………………………………………………..
4-In towns, some places / attractive / youngsters refuse to go back to the village
………………………………………………………………………
5-Employment / rare / many young people fall into temptations
………………………………………………………………………
6-Rural exodus / acute / the government is going to take strong decisions
………………………………………………………………………
7-Rural exodus / important / towns are now overcrowded
……………………………………………………………………...
8-Juvenile delinquency / common / parents refuse to let their children go to towns
……………………………………………………………………………

Homework: Exercise 6 page 95 for English For All, 4è

Level: 4ème
Skill: LISTENING
Unit 5: CITY OR VILLAGE
LESSON 3: ZOKO LEAVES HIS VILLAGE TO THE CITY
SESSION 2
Source: English For All 4e
Learning context (Recall)
During an English class, the students of 4ème 2 of Collège Moderne Dominique Ouattara
listen to an audio recording about rural exodus in order to discuss about its reasons and
consequences and sensitize young people.

Lesson content
VOCABULARY LANGUAGE STRUCTURE
FUNCTION
Bad living condition – Expressing result He worked so well that he
depopulation – poverty – passed his exam.
temptation - drug
addiction

INPUT PHASE
Vocabulary
- Bad living condition: which is not good for living
- Poverty: Any deficiency of elements or resources that are needed to live
- Drug addiction: drug dependence.
- Temptation: is something attractive or seductive (alcohol, sex, cigarette, drug)
- Depopulation: The reduction of inhabitants

Language function: Expressing result

-To express result, we can use “so…..that”
Structure: “so + adverb + that”
Example: He worked so well that he passed his exam.
PRACTICE PHASE
Activity 1: Find the missing letters in following words. Write your answers like in
example number 6.
1-D- - o- - - at- - - ……………
2-T- - -ta- io- …………..
3-Ad- - -tio- …………
4-D- -g …………
5-Pov- - -y …………
6-B- - Bad
7-Liv- - - …………

Activity 2: With your neighbor, complete each sentence with the correct form of adjective
to express result. Follow example 3.
1-Rural exodus increases (…quick……) in a few years, there might have no more youth
in villages.
…………………………………………………………………………………
2-In some districts, people live (…..bad……) they are always sick.
…………………………………………………………………………………
3-population grows (…..rapid…..) in a few decades, our planet will be overcrowded.
Population grows so rapidly that in a few decades, our planet will be
overcrowded.
4-Last night, it rained (…heavy….) there were flood everywhere.
…………………………………………………………………………………
5-He works (….hard) on his farm (……..) he always has good harvests.
…………………………………………………………………………………
6- Yao took care of his child (…careful……) he avoided drug addiction.
…………………………………………………………………………………

Homework: Exercise 5 page 95 English For All 4è

Level: 4ème
Skill: LISTENING
Unit 5: CITY OR VILLAGE
LESSON 3: ZOKO LEAVES HIS VILLAGE TO THE CITY
SESSION 3
Source: English For All ,4ème

Communication activity (Situation d’évaluation)

During a competition organized by the American Embassy in Collège Moderne
Dominique Ouattara of Aboisso, the students of 4ème are asked to listen to an audio
recording in order to talk about its content. As a student of 4ème, while you listen to the
recording,

1-give a title to the passage;

…………………………………………………………………………………

2-quote the different causes of this phenomenon according the text;

……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
…………………………………………………………………………………
3- fill in the passage with the six missing words;
Rural exodus is the moving of young people from village to town. The main reason why
young people are leaving rural areas is the improvement of their (1)-………. Most of the
rural areas present (2)-……… living conditions. First of all, there is no clean water, no
(3)-…………………. and the rural jobs are very difficult and (4)-………… There are no
(5)-…………………………. places such as pubs, cinema, and night clubs. Besides, there
are no (6)-…………………… schools; students after primary school are obliged to go to
the city so that they can continue their studies.
4-Write in 6 lines maximum some solutions to reduce it.
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
………………………………………………………………………………
…………………………………………………………………………………………..
Listening passage: Causes of rural exodus
Rural exodus is the moving of young people from village to town. The main reason why
young people are leaving rural areas is the improvement of their (1-life). Most of the rural
areas present (2-bad) living conditions. First of all, there is no clean water, no (3-
electricity) and the rural jobs are very difficult and (4-tiring). There are no (5-attractive)
places such as pubs, cinema, and night clubs. Besides, there are no (6-secondary) schools;
students after primary school are obliged to go to the city so that they can continue their
studies.
 L
I
S
T
E
N
I
N

Unit 6 G
Level: 4ème
Unit 6: HUMAN RIGHTS
Skill: Listening
LESSON 1: I KNOW MY RIGHTS
SESSION 1
Source: Learn It, Do It 4è
Learning context:
During the English class, the teacher makes the students of 4ème 3 of Lycée Moderne
Bouna listen to an audio tape about Human Rights Violation in the world in order to
discuss the issue.

Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
right – life – security – I have the right to life.
education – love – Expressing rights
nutrition – health Koffi has the right to
education.

INPUT PHASE
Vocabulary
A right = something that you are morally or legally permitted to do or to have
Life = existence
Security = protection
Education = school
Love: Parents must love their children
Nutrition = food
Health: People have the right to medical care when they are sick.

Language function: Expressing rights

When we talk about rights in English, we can use “have / has

the right to’’
Example: Children have the right to education. / Children
have the right to go to school.
PRACTICE PHASE
Activity 1: While you listen to the teacher read the text, write TRUE or FALSE under
each picture. Do it like in number 1.

1. FALSE 2. ……………………….

3. ……………… …………. 4. …………………………..

5. ………………………….. 6. ……………………………..
Listening passage:
Picture 1: Children have the right to education.
Picture 2: Children have the right to name.
Picture 3: We have the right to health.
Picture 4: Everyone has the right to life.
Picture 5: Children have the right to love.
Picture 6: We have the right to protection.
Activity 2: Choose the appropriate sentence from the box for each of the situation below.
Write your answers like in the example.
Example: 1. Friend: “He has the right to love”.

We have the right to nutrition – He has the right to love – We have the right
to health – Children have the right to education

Situation 1: Father to his friend: “I don’t like my son Dally; he is too short”.
Friend: “……………………………………………………………………”
Situation 2: Mother to children: “You refuse to clean the house today. So there is no food
for you”.
Children: “…………………………………………………………………”
Situation 3: Your uncle to you: “My children will help me on my farm. They will not go
to school”.
You: “………………………………………………………………………”
Situation 4: Doctor to patients: “I have received in the waiting room five people, I can’t
receive you”.
Waiting patients: “…………………………………………………………”

Homework: Exercise 3 page 103 (English for All)

Level: 4ème
Unit 6: HUMAN RIGHTS
Skill: Listening
LESSON 1: I KNOW MY RIGHTS
SESSION 2
Source: Learn It, Do It 4è
Learning context (Recall)
During the English class, the teacher makes the students of 4ème 3 of Lycée Moderne
Bouna listen to an audio tape about Human Rights Violation in the world in order to
discuss the issue.

Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
work – freedom of speech A: What rights do we
and opinion – leisure – Inquiring about rights have?
vote – resting time –
citizenship B: We have the right to
work

INPUT PHASE
Vocabulary

work = job, employment resting time = a break, a leisure = enjoyment,

time when you are not playing, having good
working time

Freedom of speech:
This ID card shows your Liberty of expression
belonging to Côte d’ivoire. To vote
It’s your citizenship
Language function: Inquiring about rights
To ask about someone’s rights, you can ask the question below:
“What rights do I have?” or “What rights do we have?”
The answer is for instance: I / We have the right to citizenship, the right
to education, the right to health etc

PRACTICE PHASE
Activity 1: As you listen to the teacher read the text, fill in the gaps with the missing
words or expressions. Write your answers like in the example.
Example: 1. Right to life.
Criminality is growing in modern societies. In Côte d’Ivoire, teenagers referred to as
microbes don’t care about (1) …………… because they frequently kill innocent people
with an incredible impunity. The policemen in charge of insuring the (2) ……………. to
the population are among the victims of these young criminals who generally operate with
knives. Some of the young killers say they have become violent because they want to take
their revenge on society for the non-respect of their (3) …………… while the children of
the same age group are at school. In response to their request, the Ivorian government is
organising a re-socialization programme in which, in addition to their right to education,
their (4) ……………. is also respected. They also benefit from the (5) …………….. after
lunch and after dinner. The objective of all these positive measures is to help them
abandon their anti-social behaviour.

Activity 2: This is a conversation between you and your neighbour about rights. Write
your parts and practice it with your neighbour. Number has been done for you as an
example.
Example: 1. what rights do children have?
1. You: ………………………………………………………………..?
Your neighbour: Children have the right to education.
2. You: ………………………………………………………………...?
Your neighbour: The populations have the right to health.
3. You: ………………………………………………………………....?
Your neighbour: A mother has the right to respect.
4. You: ……………………………………………………………….....?
Your neighbour: Any person has the right to a name.
5. You: ………………………………………………………………?
Your neighbour: Students have the right to protection.
Listening passage
Criminality is growing in modern societies. In Côte d’Ivoire, teenagers referred to as
microbes don’t care about (1) right to life because they frequently kill innocent people
will an incredible impunity. The policemen in charge of insuring the (2) right to security
to the population are among the victims of these young criminals who generally operate
with knives. Some of the young killers say they have become violent because they want
to take their revenge on society for the non-respect of their (3) to education while the
children of the same age group are at school. In response to their request, the Ivorian
government is organising a re-socialization programme in which, in addition to their right
to education, their (4) right to nutrition is also respected. They also benefit from the (5)
right to rest after lunch and after dinner. The objective of all these positive measures is
to help them abandon their anti-social behaviour.

Homework: Exercise 2 page 74 (Learn It, Do It)

Level: 4ème
Unit 6: HUMAN RIGHTS
Skill: Listening
LESSON 1: I KNOW MY RIGHTS
SESSION 3
Source: Learn It, Do It 4è
Communication activity (Situation d’évaluation)
For the preparation of their presentation on human rights, the chairman of the English
Club of Lycée Moderne Bouna makes the students of 4ème 3 listen to an audio tape about
the topic. You are a member of the class. As you listen to the record:
1. choose the right option;
The text is about
a) the place of human rights
b) the people opposed to human rights
c) the history of human rights

2. match the phrases in column A with their endings in column B while you listen again.

A B

1. one of the most a. rights

2. 48 states initially b. important events

3. the vast majority of c. applied

4. our collective d. agreed to the declaration

5. uphold the e. responsibility

6. its principle are fully f. countries accept it

Listening passage
Human Rights Day is one of the most important events on the United Nations calendar.
It takes place on the 10th December every year. It was on this day in 1948 that the UN
created the Universal Declaration of Human Rights. Only 48 States initially agreed to the
Declaration. Of course, the vast majority of the countries accept it today.
The High Commissioner for Human Rights describes the importance of this day: “On
Human Rights Day, it is my hope that we will act on our collective responsibility to
uphold the rights enshrined in the Universal Declaration. We can only honour the
towering vision of that inspiring document when its principles are fully applied
everywhere, for everyone.”
Level: 4ème
Unit 6: HUMAN RIGHTS
Skill: Listening
LESSON 2: WHAT ARE YOUR DUTIES?
SESSION 1
Source: Learn It, Do It 4è
Learning context:
During a meeting of the English Club of Lycée Moderne Gouverneur Abdoulaye Fadiga
Touba, the chairman makes the students of 4ème listen to an audio tape about Human
duties in order to discuss the issue.

Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
duty – obey my parents – I have to respect my
work hard – respect the Expressing duties parents
teachers – pay taxes – help
sick people – help parents I must respect my parents
in housework It’s my duty to respect
my parents

INPUT PHASE
Vocabulary
A duty = an obligation

to obey my parents = do
to work hard To respect my teachers
what they ask me to do

help the parents in the

to pay taxes to help sick person
housework
Language function: Expressing duties
We can use the phrase “It’s my / your/ our duty
to......” and modal verbs “Must” and “Have /
has to” to talk about our duties.
Examples:
It’s my duty to pay taxes.
I have to pay our taxes.
I must pay our taxes.

PRACTICE PHASE
Activity 1: As you listen to the teacher read the text, fill in the gaps with the missing
words or expressions. Write your answers like in the example.
Example: 1. duties.
As a child, I want my parents to take good care of me. To me, children don’t have only
rights; they have (1)……………too. One of them is (2)………………their parents. In
many traditions, disobedient children suffer from maledictions. Another important duty
of children is (3)………………at school to procure moral satisfaction to their families.
At home, children have domestic duties. For example, they can do some
(4)…………….like washing the family car or sweeping the floor of the house. Duties are
not limited to children. Adults have the duty (5)……………..to contribute to the
development of their countries. They also have the duty (6)…………….to their families.

Listening passage:
As a child, I want my parents to take good care of me. To me, children don’t have only
rights; they have (1) duties too. One of them is (2) to obey their parents. In many
traditions, disobedient children suffer from maledictions. Another important duty of
children is (3) to work hard at school to procure moral satisfaction to their families. At
home, children have domestic duties. For example, they can do some (4) housework like
washing the family car or sweeping the floor of the house. Duties are not limited to
children. Adults have the duty (5) to pay taxes to contribute to the development of their
countries. They also have the duty (6) to provide housing to their families.
Activity 2: Match each of the following statements with the person who said it. Write
your answers like in number 1.

It’s my duty to wash my father’s car – I have to work hard at school – It’s my duty
to give food to my family – We have to pay taxes – It’s my duty to provide health
care to my children – I have the duty to protect my population

1. It’s my duty to work hard at school

2. …………………………………………….

3. …………………………………………

4. ……………………………………….

5. ………………………………………..

6. ……………………………………………...

Homework:
Level: 4èmeExercise 2 page 106 (English for)
Unit 6: HUMAN RIGHTS
Skill: Listening
LESSON 2: WHAT ARE YOUR DUTIES?
SESSION 2
Source: Learn It, Do It 4è
Learning context (Recall)
During a meeting of the English Club of Lycée Moderne Gouverneur Abdoulaye Fadiga
Touba, the chairman makes the students of 4ème listen to an audio tape about human
duties in order to discuss the issue.

Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
tidy my bedroom – do A: What are your duties at
own laundry – clean the Inquiring about duties home?
house – respect the
regulation – learn my B: I have to help my
lessons parents

INPUT PHASE
Vocabulary

to do own laundry = to wash your own

to tidy my bedroom = to arrange my bedroom clothes

to learn the lessons to clean the house

To respect the regulations = to respect the law

Language function: Inquiring about duties
To know about someone’s duties or obligations, we
ask:
What are your duties?
The answer is for instance: I have to clean the
house / I have to respect the law / It’s my duty to
respect my parents / I must learn my lessons etc.

PRACTICE PHASE
Activity 1: As you listen to the teacher read the text, complete the spidergramme with the
words related to duties. Do it like in the example.

Respect the
regulations

DUTIES OF
PEOPLE
Listening passage:
1. respect the regulations 7. Work hard
2. protect the family 8. Food and education
3. health care 9. Obey the parents
4. help sick people 10. Tidy the bedroom
5. pay the taxes 11. love
6. to vote 12. Study the lessons

Activity 2: This is a conversation between you and your neighbour about rights. Write
your parts and practice it with your neighbour. Number 1 has been done for you as an
example.
Example: 1. What are your duties at school?
1) You: ……………………………………………………………………...?
Your neighbour: Its’ my duty to learn my lessons.
2) You: ……………………………………………………………………...?
Your neighbour: I have to help in the housework.
3) You: ……………………………………………………………………...?
Your neighbour: It’s my duty to pay my taxes.
4) You: ……………………………………………………………………....?
Your neighbour: Children have to respect their parents.
5) You: …………………………………………………………………........?
Your neighbour: Teachers have to educate students.

Homework: Exercise 1 page 78 (Learn It, Do It)

Level: 4ème
Unit 6: HUMAN RIGHTS
Skill: Listening
LESSON 2: WHAT ARE YOUR DUTIES?
SESSION 3
Source: Learn It, Do It 4è
Communication activity (Situation d’évaluation)
The students of 4ème of Lycée Moderne GAF Touba are
attending a conference of an expert sent by UNICEF to sensitize
poor countries’ children about their rights and duties. As a
student of this level, do the tasks below while listening.

A. answer by true (T) or false (F) to these statements. Then, correct the false ones;
1) Childhood is a period of distraction.
2) In the world, some children are obliged to work.
3) The children who work receive a lot of money.
4) The working conditions in sweatshops are pleasant.
5) In sweatshops, people work with machines.

B. listen again and choose the right options;

1) Children generally work in:
a. farms b. clothing c. electronic factories

2) circle the continent which is not mentioned in the passage.

a. Europe b. Africa c. Asia

3) The violation of labor laws in the sweatshops is revealed by

a. the U.S Department of security.
b. the U.S Department of law.
c. the U.S Department of labor.

Listening passage: Child Labor and Sweatshops

For many, childhood is a time of fun, learning, and exploring. For children who work,
they generally do not work long hours or in poor conditions. Some children across the
globe, however, are forced to work long hours, in terrible conditions, and for low pay.
These children generally work in clothing or electronic factories in the global south, or
the poor and underdeveloped nations in Africa, Asia, and Latin America.
In many cases, these children work in what we call sweatshops or factories where working
conditions are extremely hostile. Sweatshops are defined as workplaces where labor is
menial, tiring, underpaid, where workers are abused (verbally and physically), and,
according to the U.S department of Labor, where owners regularly violate labor laws.
Level: 4ème
Unit 6: HUMAN RIGHTS
Skill: Listening
LESSON 3: WE HAVE TO PROMOTE TOLERANCE
SESSION 1
Source: Learn It, Do It 4è
Learning context
After the political conflict in Côte d’Ivoire, the authorities invite the ambassador of USA
in Côte d’Ivoire who is an expert in conflict resolution to give a conference. The students
of 4ème 3 of Lycée Moderne 1 Adzopé attend it in order to help promote tolerance in
their region.

Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
Peace – forgiveness – - I’ve got to accept
brotherhood – solidarity – Expressing tolerance differences
tolerance – war – charity
- I mustn’t reject people
who don’t share my
opinions.

INPUT PHASE
Vocabulary

peace = non-violence forgiveness = pardon, brotherhood = unity

reconciliation among family members

solidarity = unity charity = donation, the fact war = armed conflict

of giving to other people

Tolerance = acceptance of others

Language function: Expressing tolerance
This picture shows Martin Luther King’s fight for
equality between black and white. To achieve this
goal, he used to sensitize all his fellows about
tolerance by saying: “You’ve got to accept
differences; you mustn’t reject people because of
their differences”.
So, to express tolerance, we use these structures:
have got to + good or positive attitude or action.
and
mustn’t + bad or negative attitude or action.
Examples:
- I’ve got to help people in need.
- I mustn’t insult other ethnic groups.

PRACTICE PHASE
Activity 1: As you listen to the teacher read a passage, fill in the gaps with the missing
words. Write your answers like in the example.
Example: 1. peace
Today, we live in an increasingly diverse society. This reality could help to reduce wars
and to promote (1) …………… in the world. Unfortunately in Africa, the populations are
permanently forced to leave their home countries because of frequent political (2)
…………… This is very surprising for a continent with a long tradition of (3)
……………., a value that helps people never to live in solitude. Most of the tensions in
Africa are generated by a lack of (4) …………. that leads to reject all the contradictory
opinions. It is therefore important to reinforce the feelings of (5) ………. and integration
of all the Africans. That will lead to the (6) ………….. of all the warring groups.

Listening passage:
Today, we live in an increasingly diverse society. This reality could help to reduce wars
and to promote (1) peace in the world. Unfortunately in Africa, the populations are
permanently forced to leave their home countries because of frequent political (2)
conflicts. This is very surprising for a continent with a long tradition of (3) solidarity, a
value that helps people never to live in solitude. Most of the tensions in Africa are
generated by a lack of (4) tolerance that leads to reject all the contradictory opinions. It
is therefore important to reinforce the feelings of (5) brotherhood and integration of all
the Africans. That will lead to the (6) reconciliation of all the warring groups.
Activity 2: Use the information below to express tolerance with “I’ve got to” or “I
mustn’t” according to the situation. Write your answers like in the example.
Example: 1. I’ve got to work together with other people.
1. work together with other people
………………………………………………………………………………………
2. fight discrimination
……………………………………………………………………………………..
3. promote social cohesion
……………………………………………………………………………………
4. respect contradictory opinions
…………………………………………………………………………………..
5. guarantee equal rights
…………………………………………………………………………………..
6. reject foreign culture
………………………………………………………………………………….
7. terrorize weaker friends.
…………………………………………………………………………………

Homework: Exercise 7 page 111 (English for All)

Level: 4ème
Unit 6: HUMAN RIGHTS
Skill: Listening
LESSON 3: WE HAVE TO PROMOTE TOLERANCE
SESSION 2
Source: Learn It, Do It 4è
Learning context (Recall)
After the political conflict in Côte d’Ivoire, the authorities invite the ambassador of USA
in Côte d’Ivoire who is an expert in conflict resolution to give a conference. The students
of 4ème 3 of Lycée Moderne 1 Adzopé attend it in order to help promote tolerance in
their region.

Lesson content

VOCABULARY LANGUAGE STRUCTURE

FUNCTION
Peacemaker – narrow- - What must we do to
mindedness – Discussing tolerance
promote tolerance?
conservatism – dogmatism
– partisanship – - We must be open-
sectarianism – open- minded to the differences.
mindedness

INPUT PHASE
Vocabulary
Peacemaker = a person who tries to establish peace between people in conflict
Narrow-mindedness = closed-minded, Intolerant
Open-mindedness = the quality of a person who is willing to consider ideas or opinions
that are new or different from their own; tolerant
Conservatism = the fact of being stuck to traditional thoughts
Dogmatism = the character of a person who states their opinions in a strong way and
reject any other opinion
Sectarianism = the character of a person who supports a particular religious group,
especially in such a way as not to be willing to accept other beliefs
Partisanship = the fact of supporting a person, principle or a political party without
considering the matter very carefully
Language function: Discussing tolerance
These two people are strongly opposed. To know about the attitudes or
conditions which promote tolerance, the questions are:
What must we do to promote tolerance?
What mustn’t we do to promote tolerance?

The answers can be:

We must be open-minded. Must + good attitude
We mustn’t be partisan. Mustn’t + bad attitude

PRACTICE PHASE
Activity 1: Match each definition from column A with its appropriate meaning in column
B. Write your answers like in the example.
Example: 1. d
A B

1. armed conflict a. forgiveness

2. the fact of accepting b. sectarianism

3. promoter of peace c. narrow-mindedness

4. the fact of promoting traditional values d. war

5. partisanship e. peacemaker

6. opposition to contradictory opinions f. open-mindedness

7. pardon g. acceptance

8. receptiveness to contradictory ideas h. conservatism

Activity 2: The text below is about tolerance. Put the verbs in brackets in the correct
tenses or forms using “must” or “mustn’t”. Write your answers like in the example.
Example: 1. must promote
No development is possible in a warring society. There, we (1- to promote) peace and
tolerance everywhere. For example we (2- to be) narrow-minded. On the contrary, we (3-
to be) open-minded. My advice to all of you is that you (4- to accept) living and
collaborating with other people from other origins. You (5- to encourage) discrimination
and sectarianism. All the people are born equal according to the Universal Declaration of
Human Rights. This means we (6- to live) in solidarity and brotherhood for a lasting peace
in society and in the world.

Homework: Exercise 7 page 111 (English for All)

Level: 4ème
Unit 6: HUMAN RIGHTS
Skill: Listening
LESSON 3: WE HAVE TO PROMOTE TOLERANCE
SESSION 3
Source: Learn It, Do It 4è
Communication activity (Situation d’évaluation)
The students of 4ème 3 of Lycée Moderne Korhogo are attending a conference held in
the embassy of USA in Côte d’Ivoire in order to help promote tolerance in their region.
Being a member of the class, do all the activities that follow while listening to the audio
tape.
A. What is the text about?
……………………………………………………………………………………
B. As you listen again, choose the right options
1. What does the speaker want in the world?
a) money
b) violence
c) armies
d) peace

2. select two domains where the government can invest if there is no war according to
the text;
a) sports
b) schools
c) hospitals
d) arms

3. as you listen again, note down the attitudes which promote peace and tolerance.

Listening passage:
Peace is the only thing we all hope in the world. I wonder if it will ever come. It seems
so simple, really. Why can’t everyone live in peace? It seems a lot easier to do that than
to fight useless wars. If there was peace in the world, everyone’s life would be better.
Governments could spend all the money they waste on armies on education and
healthcare.
We really need peace. There have been too many wars in our history. I would say well
over 99 percent of the world’s people want peace. Only a tiny minority doesn’t want
peace, although they say they do. World leaders need to think more carefully about how
they can achieve peace in the world. We need open-mindedness, brotherhood, forgiveness
and solidarity to make our world a peaceful one. No more partisanship, no more
sectarianism and no more narrow-mindedness if we want to give a livable world to our
children tomorrow.
 R
E
A
D
I
N
G

Unit 7
 Level: 4ème
Skill: Reading
Unit 7: HEALTH AND HYGIENE
LESSON 1: WE CAN AVOID DISEASES!
SESSION 1
Source: English For All 4e
Learning context:
The English Club of Collège Moderne Solignougo is organizing a training session on the
occasion of Hygiene and Health Day celebration. The students of 4eme 1 read a text in
English about chronic diseases in order to have more information on the different
precautions to take.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
Stomach ache- to suffer Should + verb
from headache- to recover- Ex: You should go to hospital
Giving advice
temperature- medicine-
patients

INPUT PHASE
Vocabulary

1) To have stomach ache 2) To have headache 3) To recover

4) To check temperature 5) Medicine 6) Patients = sick people

To fall sick= to be ill ≠ to be fine

Language function: Giving advice
When you want to give advice to somebody in English, you can use “should + verb”
Example: You say you have a headache, you should go to hospital. (= I recommend you
to go to hospital).

PRACTICE PHASE
Activity 1: Fill in the gaps with the words or phrases below. Do it like in the example.
Example: 1- sick

Temperature- medicine- patient- have headache-

recover- stomach ache- sick
Edmond is a student of 4eme. This morning, he has not gone to school because he fell
……(1)……. He was complaining about his belly. They took him to hospital where some
……(2)…….were waiting for the doctor. The doctor first checked his …………(3)…..,
examined his belly and said the ……(4)……… was due to some bad food he had eaten.
Then, he gave him some ……(5)…….. that will help him …(6)…… quickly. Finally, the
doctor touched Edmond’s head and asked him if he felt some pains in the head. As he
didn’t ……(7)…….., he simply answered “No, Doctor”.

Activity 2: Give advice using the phrases between brackets. Number one is done as an
example.
1- There is an accident on the highway, we (call an ambulance).
There’s an accident on the highway, we should call an ambulance.
2- Konan doesn’t feel well, he (go to hospital).
- ………………………………………………………………………………
3- The classroom is dirty, the students (clean) it.
- ………………………………………………………………………………..
4- The Doctor gave Aka a prescription, he (go to pharmacy and buy medicaments).
- ………………………………………………………………………………..
5- Aka has bought the pills prescribed by the Doctor, he (swallow them) now.
- ………………………………………………………………………………
6- The Doctor wants to take a patient’s temperature, he (use a thermometer).
- ………………………………………………………………………………..
Homework: Read the dialogue below and answer the questions that follow it.
Father: Good morning, doctor.
Doctor: Good morning sir; what’s wrong with the girl?
Father: She spent the whole night vomiting. She complains about a severe stomach ache.
Doctor: What did she eat yesterday?
Father: I can’t tell; you know; you can never say what children eat outside.
Doctor: Let me see…She’s gone weak… her eyes are red…She must be suffering. We’re
going to keep her as a precaution…But go to the pharmacy to buy these medicines…
(Some time later, the father is back).
Father: Here you are, Doctor.
Doctor: Good. Your daughter is suffering from cholera. We’re going to keep her for a
couple of days. You’d better go and wait outside please…
Father: Is she going to be alright, Doctor?
Doctor: Of course, she needs a closer attention.
Father: Thank you Doctor.
Doctor: Don’t mention it.

1-Where did the father take his daughter to?

2-Why?
3-What was she suffering from?
4-Did the doctor take care of her? How?
 Level: 4ème
Skill: Reading
Unit 7: HYGIENE AND HEALTH
LESSON 1: WE CAN AVOID DISEASES
SESSION 2
Source: English For All 4e
Learning context (Recall)
The English Club of Collège Moderne Solignougo is organizing a training session on the
occasion of Hygiene and Health Day celebration. The students of 4eme 1 read a text in
English about chronic diseases in order to have more information on the different
precautions to take.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION

A prescription - to vomit - a
Active: A mosquito bit Kobenan
thermometer - to take
Expressing passive actions Passive: Kobenan was bitten by
precautions - to have malaria
a mosquito.
– dirty - clean

INPUT PHASE
A-Vocabulary input

. Prescription Thermometer To vomit

Take precautions Have malaria

Dirty≠ Clean
B-Language function: Expressing passive actions.
Transformation techniques to turn Active Actions into Passive Actions
-The subject of Active sentence becomes object in Passive sentence
-The object of Active sentence becomes subject in Passive sentence
-Put ‘to be’ in the tense of Active verb and add the past participle of Active verb
Remark: You introduce the object of the Passive sentence with ‘by’
Examples
1-Present simple (Passive)
Example:
Active sentence: The headmaster congratulates the top student.
Passive sentence: The top student is congratulated by the headmaster.
2-Present continuous (passive)
Example:
Active sentence: The headmaster is congratulating the top student.
Passive sentence: The top student is being congratulated by the headmaster.
3-Present perfect (Passive)
Example:
Active sentence: The headmaster has congratulated the top student.
Passive sentence: The top student has been congratulated by the headmaster.
4-Past simple (Passive)
Example:
Active sentence: The headmaster congratulated the top student.
Passive sentence: The top student was congratulated by the headmaster.
5-Future simple (Passive)
Example:
Active sentence: The headmaster will congratulate the top student.
Passive sentence: The top student will be congratulated by the headmaster
PRACTICE PHASE
Activity 1: Match the words in column A with their definitions in column B. Do like in
the example: 6- d

Column A Column B
1. Thermometer a- a paper delivered by the doctor indicating the
2. To vomit medicine to buy
3. Precautions b- device used to check temperature
4. Malaria c- measures taken to prevent something
5. Prescription d- which is not clean
6. dirty e- to eject out food we have eaten through the
month.
f- A disease caused by mosquito bite

Activity 2: Turn these sentences into Passive form or Active form.

1. The sick boy was given an injection by the nurse.
Active form: The nurse gave the sick boy an injection.
2. Her mother told her to take precautions next time.
……………………………………………………………………………………
3. All the patients are visited by the Doctor every day.
……………………………………………………………………………………
4. They are driving him to the hospital.
……………………………………………………………………………………
5. She has been bitten by a mosquito and she has got malaria.
……………………………………………………………………………………
Homework: Rewrite the sentences starting by the underlined words or phrases.
1. The doctor gave my brother a prescription.
A prescription was given by the doctor to my brother.

2. The school is organizing a party in the weekend.

……………………………………………………………………………………
3. The meeting was directed by the Chairman.
……………………………………………………………………………………
4. The students take some precautions to prevent diseases.
…………………………………………………………………………………
5. The little boy has broken the calabash.
……………………………………………………………………………………
6. All these criminals will be arrested by the police.

…………………………………………………………………………………
Level: 4ème
Skill: Reading
Unit 7: HEALTH AND HYGIENE
LESSON 1: WE CAN AVOID DISEASES
SESSION 3
Source: English For All 4e
Communication activity (Situation d’évaluation)
During a competition organized by the British Embassy in Collège Moderne Solignougo
on the occasion of the World Health Day celebration, the students of 4ème are asked to
read rules about health and then, write an article for their school English Club magazine
in order to sensitize their fellows. Being a student of 4ème, as you read the rules below,
in your article,
1-say what we should do to stay healthy;
2-write what we shouldn’t do to avoid diseases;
(Ten lines maximum)
3- read your production to your friends.

Wash your hands very often – stop picking your nose – have healthy diet – don’t share
personal items - cut your nails regularly – don’t drink alcohol – practice sports- drink a
lot of water – avoid smoking – wash your body very often – sleep under mosquito nets
 Level: 4ème
Skill: Reading
Unit 7: HEALTH AND HYGIENE
LESSON 2: KEEP YOUR SCHOOL CLEAN TO BE HEALTHY!
SESSION 1
Source: English For All 4e
Learning context
The English Club of Collège Moderne Solignougo invites a representative of UNOCI, to
sensitize the members of the Club about hygiene at school. The participants receive some
leaflets in English that they read to learn the good attitudes they should hold to keep their
school clean. The students of 4eme 1 take part in the meeting.
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
A gutter- A pond of water- to
1. To my mind
suffocate- A water tap- to
Expressing opinion 2. I think that
collect litter- healthy
3. According to…..

INPUT PHASE
Vocabulary

A gutter To suffocate: to have

A pond of water
respiration blocked

To be healthy: not to be
A water tap To collect litter: to gather sick
ordure
Language function: Giving opinion
When you want to give your opinion about something, you can say;
- In my opinion,…………………….
- I think that……………………….
- According to (somebody’s idea)..

There is a National competition in order to discover the five

cleanest schools in the country. The schools selected will be
rewarded. Two students of 4eme 1 are giving their opinions
about what they should do to win the competition.

Patricia: Good morning, Mohamed! According to the Principal, our school is

participating in a National competition where the five cleanest schools will be rewarded.
Mohamed: Our school should win this competition. I think that we should start keeping
the toilets and the classrooms clean.
Patricia: In my opinion, we should not forget to clean the gutters and collect the litter to
keep the school clean
Mohamed: That’s genial! We should also make some decorations to make our school
look lovely.

PRACTICE PHASE
Activity 1: Complete the text below with the words or phrases in the bank.
the gutters- ponds of water- water taps- healthy-
precautions- collect litters - diseases

Example: 7- diseases
To keep our school clean, we should…..(1)…..scattered everywhere in the school yard
and clean …… (2)…… to make the dirty water circulate. We should also avoid dirty
…..(3)…….shed everywhere. Let’s drink clean water from… (4)……to remain
…..(5)……. All these are some…… (6)…...to be taken to avoid … (7)……
Activity 2: Give your opinion by linking these phrases. Do like in the example.
Example: 1- I think that we should wear shoes to avoid being hurt by a nail.
1. Wear shoes / being hurt by a nail.
2. Sleep under a mosquito net / having malaria
3. The educator said: “students should clean their classrooms every day /to be in good
health”.
4. Use a handkerchief when you cough/contaminating fellows
5. My mother said “drink clean water from water taps/contracting diseases”

Homework: Exercise 5A page 126-127 English For All 4e.

 Level: 4ème
Skill: Reading
Unit 7: HEALTH AND HYGIENE
LESSON 2: KEEP YOUR SCHOOL CLEAN TO BE HEALTHY!
SESSION 2
Source: English For All 4e
Learning context (Recall)
The English Club of Collège Moderne Solignougo invites a representative of UNOCI, to
sensitize the members of the Club about hygiene at school. The participants receive some
leaflets in English that they read to learn the good attitudes they should hold to keep their
school clean. The students of 4e1 take part in the meeting.
LESSON CONTENT
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
A dustbin- litter- bushy- to Making suggestions Why don’t you go to hospital
congratulate- to inhale-
How about going to hospital
rubbish
Let’s go to hospital

INPUT PHASE
Vocabulary

Litter: they are putting the Bushy: where there is a lot of

weed
A dustbin litter in the dustbin

Rubbish: there is rubbish To congratulate: the

everywhere in the classroom Headmaster is
To inhale: to respire congratulating the teachers
Language function: Making suggestion
François is a pupil in 4eme. He loves fishing and playing football. At the weekend, he
wants his friend to accompany him to the river to catch some fish. So, he proposes to go
fishing on Saturday morning. Here is their conversation:
François: Why don’t we go fishing on Saturday morning?
Dramane: Sorry, on Saturday morning, I’m busy. How about going on Sunday in the
morning?
François: Not possible, I’m going to church. Let’s go in the afternoon!
Dramane: Alright! It’s Ok.
So, when you want to make a proposal or a suggestion in English, you can use;
- Why don’t we………….?
- How about……………...?
- Let’s…………………….!

PRACTICE PHASE
Activity 1: A student of 4eme is accounting for the conditions in which their school was
when they arrived and what they did to change their school environment. Select the words
in the box to fill in the text below.
Example: 4- gutters
The dustbin- the litter- congratulates- inhale- bushy-
rubbish- gutters
This year, when we start the new school year, the school yard was ……(1)…… Before
we start classes, we cleaned the weed, collected all ……(2)…….and put it in
………(3)…… The classrooms were very dirty and the ……(4)………were blocked
with……(5)……….. you could ………(6)……bad odor from the toilets. With strong
determination, we succeed in cleaning our school and the headmaster ……(7)……..all
the students for the good work we had done.
Activity 2: For each situation, make a suggestion like in number 1. Use the items in the
box below. Some phrases can be used twice.
Clean it - collect it - go to hospital - wet it before cleaning the board
- weed it - disinfect them - open the windows - clean them

1- I’m suffocating why don’t you open the windows?

2- Our classroom is dirty ……………………………………………………..
3- There is much litter in our school yard ………………………......................
4- The gutters are full of rubbish ……………………………………………….
5- The board is dirty. …………………………………………………………...
6- I don’t feel well today ………………………………………………………
7- The duster is dry …………………………………………………………….
8- Our school garden is bushy ………………………………………………….
9- The toilets are very dirty …………………………………………………….

Homework: Exercise 7 Page 128 (English For All 4e)

Yapi was a 3rd form student. His parents used to give him pocket money and he would
buy anything he could eat.
One day, when he arrives at school, he bought some meat that he put in a loaf of bread
and enjoyed it.
Some time later, he felt a serious stomach ache and he had to go to the toilets many times.
He was taken to the school infirmary. He was given some pills and felt better. But when
he came back home, the pain started again and he was taken to hospital by his parents.
He remained there for three days. His parents were worried for he never told them what
he had eaten.
The doctor advised them to make sure that Yapi did not eat in the streets.
Questions
1. Was Yapi a seller?
2. What did he eat at school?
3. How did he feel after eating
4. Did they take him home straight?
5. How long did he remain at the hospital?
6. How did his parents feel when he was at the hospital?
Level: 4ème
Skill: Reading
Unit 7: HEALTH AND HYGIENE
LESSON 2: KEEP YOUR SCHOOL CLEAN TO BE HEALTHY!
SESSION 3
Source: English For All 4e
Communication activity (Situation d’évaluation)
As a student of 4eme 1 from Collège Moderne Solignougo, you receive the letter below
from your Nigerian friend. In the letter, he asks you for some advice about how to keep
his school clean. Read the letter and answer him back. In your answer;
- give your opinion about his situation,
- make some suggestions to help him have a clean school.
(10 lines maximum)

P.O BOX 96291

Lagos, Nigeria
Lagos, September 20th 2019
Dear pen friend,
I am very happy to write to you at the beginning of this new school year. I hope that you
spent nice holidays. Have you already started class ?
Here, we are going to start classes in two weeks. I’m the President of our school
environment club. The headmaster wants us to clean our school environment first before we
start classes. He has given some money to me for my actions ; but I don’t know exactly
what to do.
The school is very bushy, the classrooms are very dirty ; and the toilets smell badly. I
have a meeting with my classmates next week to plan what to do. I really need your help.
What do you think we should buy ? What actions can I take to have a clean and lovely
school ?
Write back soon.
Your Nigerian penfriend

S. Latundi
SUNDAY LATUNDI
 Level: 4ème
Skill: Reading
Unit 1: HEALTH AND HYGIENE
LESSON 3: BE ON THE SAFE SIDE!
SESSION 1
Source: English For All 4e
Learning context
The representative of UNAIDS in Côte d’Ivoire has come to sensitize the students of
Collège Moderne Solignougo about HIV/AID. The students of 4eme 1 attend the meeting
and are given some leaflets in English. They read them in order to learn more and sensitize
their fellows about HIV.
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
To exercise - a razor blade - Had better + verb
to be admitted at hospital - to Expressing strong advise You have been sick for three
swallow - to be depressed - to days; you had better go to
pollute hospital.

INPUT PHASE
Vocabulary

To be admitted at the
To exercise A razor blade hospital

To swallow Depressed To pollute

Language function: Expressing strong advice
On Mondays, Aminata has class at 7:00 in the morning. Last Monday, she came late and
the teacher simply gave her advice by saying: “Aminata, it’s not good to come late to
school. You should not come late next time.”
Today is Monday and she has come late again. So, the teacher is angry. He says: “Last
Monday you came late and I advised you to come on time. But, today you have come late
again! Ok, if you come late again next time, you’ll be punished.” So, you had better
come on time next time!
So, if you want to express strong advice, you can use,
had better (’d better) + verb
Example: You have been sick for three days; you’d better go to hospital.

PRACTICE PHASE
Activity 1 Match the words in Column A with their definitions in Column B. Write your
answers like in the example: 5- a

Column A Column B
1. To exercise a- To be taken to
2. Depressed b- Feeling unhappy
3. To pollute c- To take down into the stomach
4. To swallow d- Blade used to shave people
5. To be admitted at e- To practice sport
6. Razor blade f- To contaminate something with noxious substance

Activity 2: Use the expressions in the table to make correct sentence by giving advice.
Example: 1. You had better wash your hand cleanly.
1. Your hands To wash cleanly
2. The toilets To use appropriately
3. The litter To collect everywhere
4. The windows To open widely
5. The furniture To dust entirely
6. The classroom To clean nicely

Homework: Exercise 4 page 132 English For All 4e

 Level: 4ème
Skill: Reading
Unit 7: HEALTH AND HYGIENE
LESSON 3: BE ON THE SAFE SIDE!
SESSION 2
Source: English For All 4e
Learning context (Recall)
The representative of UNAIDS in Côte d’Ivoire has come to sensitize the students of
Collège Moderne Solignougo about HIV/AID. The students of 4eme 1 attend the meeting
and are given some leaflets in English. They read them in order to learn more and sensitize
their fellows about HIV.

LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
A pregnant woman - to hug -
a blood transfusion - to test - I recommend that you check
Making recommendations
bread feeding - a skinny man your status
- avoid drinking alcohol - a
balanced diet

INPUT PHASE
Vocabulary

A pregnant woman To hug A blood transfusion

To test Breastfeeding A skinny man

Avoid drinking alcohol

Check your status A balanced diet
Language function: Making recommendations
When you want to tell somebody that something is good or useful for him, you can say:
I recommend that………………………………………
Example: I recommend that you check your status about HIV

PRACTICE PHASE
Activity 1: Choose the correct word or expression to complete the sentence.
Example:
1. People go to hospital to make tests to know whether they are HIV positive or
negative. That means, they;
a) Check their status b) make blood transfusion c) hug

2. When you eat food and drinks from different group, you follow
a) A pregnant woman b) a balanced diet c) a skinny man

3. This man is very sick. He is becoming thinner and thinner. So you can say, he’s
a) Skinny b) pregnant c) polluted

4. This woman is lacking blood. The Doctor says they will give her some. This action
is called
a) Pollution b) status checking c) blood transfusion

5. Every day, when Dad comes back home, he embraces his son. So they
a) Test b) hug c) check

6. My sister is awaiting a baby. She’s

a) Pregnant b) depressed c) skinny
Activity 2: Make recommendations with the information below like in number 1.
1. She exercises every Saturday morning. (to exercise 2 times a week to feel better)
I recommend that she exercises 2 times a week to feel better.

2. Sarah cuts her nails with ambulant nail cutters. (to cut her nails at home to avoid
infections).
……………………………………………………………………………………

3. Her mother said she should put the rubbish in a plastic bag. (to protect the
environment)
……………………………………………………………………………………

4. Her husband told her to meet the doctor every month. (to be in good health).
……………………………………………………………………………………

5. Job doesn’t know his serology. (to check his status).

…………………………………………………………………………………..

Homework:
Find out five (05) ways of transmission of HIV
Level: 4ème
Skill: Reading
Unit 7: HEALTH AND HYGIENE
LESSON 3: BE ON THE SAFE SIDE!
SESSION 3
Source: English For All 4e
Communication activity (Situation d’évaluation)
On the occasion of World Health Day celebration, the English Club of College Moderne
Solignougo invites a doctor from UNOCI to sensitize the students about HIV/AIDS. The
students of 4eme 1, taking part in the meeting, are given the text below to read and do the
tasks that follow it. As a student from this class;
1-read the text and fill in the gaps with the words in the box above;

Breasfeeding- tested- blood tranfusion- hug- pregnancy-

kiss- person- infected- pregnant
HIV/AIDS
HIV is a dangerous disease ; it destroy your immunity and you can die pretty easily when
you fall sick. HIV can spread in different ways: the most frequent way to get HIV is from
sexual intercourse with someone who is affected. It can also spread from a woman who
is (1)……………..to her child during (2)……………., childbirth or (3)………… This
spread of HIV called mother-to-child transmission of HIV. A third way to get HIV is to
cut your nails with nail cutters who walk up the streets. In the past, some people were
infected wih HIV after receiving a (4)………………...or organ transplant from a
(5)……………….who was infected. Today, this risk is very low because donated blood
and organs are carefully (6)…………… You can’t get HIV from casual contact with a
person who is infected with HIV, for example from a (7)…………..or (8)…………. And
you can’t get HIV from contact with objects such as toilets seats, or dishes used by a
person infected with HIV.
Adapted from https:/aidsinfo.nih.gov/education-materials/fact-sheets/20/48/the basics-
of-hiv-pevention
2-say what the text is about;
3- say whether these statements are true or false and justify your answer.
Example: a) True (Line 1)
a) HIV is a disease that can rapidly kill you when you fall sick.
b) Sexual relations with an infected person remain the principle way of
contamination of HIV.
c) It’s possible to get HIV from casual contact with infected people.
d) HIV can’t be transmitted through contact with objects such as toilet seats, or
dishes used by a person infected with HIV.
4- write a paragraph of 10 lines maximum in which you:
a) advise people about the attitude to have to avoid HIV
b) make some recommendations to live healthy.
 R
E
A
D
I
N
G

Unit 8
Level: 4ème
Skill: Reading
Unit 8: INFORMATION AND COMMUNICATION TECHNOLOGIES
LESSON 1: CAN YOU USE A COMPUTER?
SESSION 1
Source: Learn it, do it 4è P100-101
Learning context:
For a presentation at the next meeting of the English club, students of 4ème 2 from
Collège Moderne of Bondoukou read a text in order to discuss the role of computers in
nowadays life.
TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Mouse – processor Asking and answering -What is a computer composed
- monitor – printer question to describe a of?
- key board computer. -A computer is composed of
a mouse, a keyboard,
a processor and a monitor.
INPUT PHASE
Vocabulary
The monitor: part of the computer where images appear.→

The mouse: instrument that controls the movement

of the pointer on the computer. →

The keyboard: part of the computer where we type letters and words. →

The processor: central unit of a computer. →

The printer: a material which permits to print all the information contained in the
computer.→
Language function: Asking and answering question to describe a computer.
If you want to know if a person knows the different parts of a computer, you ask this
question:
-What is a computer composed of?
If you want to give the answer to show that you master, you say:
- A computer is composed of a mouse, a keyboard, a monitor and a processor.

PRACTICE PHASE
Activity 1: Look at the table and tick the right answer. Number 1 is an example. Do it
alone then compare with your partner.
Numbers Sentences TRUE FALSE
1 The monitor is the part of the computer where we can
see images. 
2 The mouse permits to type texts

3 The processor is the central unit of the computer

4 The printer permits to print all the information of the
computer.
5 The keyboard permits to control the movement of the
pointer of the computer

Activity 2: Here are some answers, with your partner, ask question to each of them. Do
it like the example.
Example: 1-what is a computer composed of?
1. A computer is composed of the mouse, the monitor and the processor.
2. A keyboard is composed of alphabet and numbers key.
3. A file is composed of a collection of information.
4. The mouse is composed of left and right click button, and up and down scroll
button.

Homework: Exercise 1 page 100 in your workbook (Learn it, Do it 4è)

 Level: 4ème
Skill: Reading
Unit 8: INFORMATION AND COMMUNICATION TECHNOLOGIES
LESSON 1: CAN YOU USE A COMPUTER?
SESSION 2
Source: Learn it, do it 4è P101-102
Learning context (Recall)
For a presentation at the next meeting of the English club, students of 4ème 2 from
Collège Moderne of Bondoukou read a text in order to discuss the role of computers in
nowadays life.
TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Computer science - laptop Expressing use with : -The pen drive is used to
computer - desktop used to / used for save files.
computer - pen drive – -the pen drive is used
folder - file. for saving file.

INPUT PHASE
Vocabulary
Computer science : study and use of the computer.
In our school we study computer science.

Laptop computer: a computer with a battery that you can carry.→

Desktop computer: a computer with no battery that you cannot carry.→

A pen drive: a material used to save files and folders.→

A file: a piece of paper that contains information on a specific subject.→

A folder: a group of files that is stored on a computer.→

Language function: Expressing use with: used to / used for
To talk about the utility or the use of something, we use: used to / used for
For example, I want to talk about the utility of a pen drive, I will say:
-The pen drive is used to save files. Or the pen drive is used for saving file.

PRACTICE PHASE
Activity 1: Match the words in column A with their definitions or functions in column
B. Write your answers like in the example. Do it alone then compare your answers with
your neighbour’s
Example: 1-e
WORDS DEFINITIONS /FUNCTIONS
1. A laptop computer a. Study and use of the computer
2. A desktop computer b. A group of files that are stored on a computer.
3. A file c. A piece of paper that contains information on a
4. A folder specific subject
5. A pen drive d. A material used to save files and folders.
6. A computer science e. A computer with a battery that you can carry.
f. A computer with no battery that you cannot carry

Activity 2: With your neighbour, study the different situations and make sentences using
used to or used for to talk about the uses of the computer. Number one is an example.
Example: 1- a) The mouse is used for selecting elements on the screen.
b) The mouse is used to select elements on the screen.
1. The mouse / select elements on the screen.
a)…………………………………………………………………………………
b)…………………………………………………………………………………
2. The screen / display a text or a picture.
a)…………………………………………………………………………………
b)…………………………………………………………………………………
3. The mouse / click on icons.
a)…………………………………………………………………………………
b)…………………………………………………………………………………
4. The keyboard / type texts.
a)…………………………………………………………………………………
b)…………………………………………………………………………………
5. Pen drive / save files and folders.
a)………………………………………………………………………………….
b)………………………………………………………………………………….

Homework: Exercise 2 page 102 in your workbook (Learn it, Do it 4è)

Level: 4ème
Skill: Reading
Unit 8: INFORMATION AND COMMUNICATION TECHNOLOGIES
LESSON 1: CAN YOU USE A COMPUTER?
SESSION 3
Source: Learn it, do it 4è
Communication activity (Situation d’évaluation)
For a presentation at the next meeting of the English club, students of 4ème 2 from
Collège Moderne of Bondoukou read a text in order to discuss the role of computers in
nowadays life. As a student of this class, while reading the text below, answer these
questions:
1. write a brief definition of a computer;
2. make a list of the main parts of this machine;
3. find out the basic role of the computer.

TEXT
The computer is an electronic device that manipulates information or data. It plays several
functions. First, it has the ability to store information or data for future use. Secondly, the
computer permits to type texts, to send emails, to play videos, music and video games.
Computers are composed of basic parts: the Central Processing Unit (CPU), the keyboard,
the mouse, the monitor. In modern societies, it is difficult to work without this device.
Level: 4ème
Skill: Reading
Unit 8: INFORMATION AND COMMUNICATION TECHNOLOGIES
LESSON 2: LOOK AT MY NEW SMARTPHONE
SESSION 1
Source: Learn it, do it 4è P104-105
Learning context:
During a meeting of the English club of Collège Moderne of Bondoukou, 4ème 2 students
read a text talking about the use of cell phones in order to discuss their importance in
modern life.

TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Cell phone – smartphone Using prepositions (for and -We use the cell phone to
- Keypad - memory card – to) to describe functions of call.
menu -pin code - the cell phone. -We use the cell phone for
phonebook. calling.

INPUT PHASE
Vocabulary
Cell phone: a mobile phone, a cellular.→

A keypad: A small set of keys with numbers on them to operate a mobile phone or a
calculator.
Example: I use the keypad of my cellphone to write a message.
A memory card: a material used for the conservation of information.
A smartphone: a mobile phone that can be used as a computer.→

The menu: a list of different functions of the phone.

Example: To open the different functions of the phone, you open the menu.
Pin code: a secret code you put to have access to the mobile phone.
Example: My pin code is 5555.
A phonebook: a function which contains phone numbers.
In my phonebook, there are many addresses and phone numbers.
Language function: Using prepositions (for and to) to talk about the role of the cell
phone.
If you want to talk about the role of the cell phone, you can use these prepositions: to or
for.
Example: We use the cell phone to call. Or we use the cell phone for calling.

PRACTICE PHASE
Activity 1: Fill in the gaps with the words from the box. Write your answers like in the
example. Do it alone then compare with your partner.

Smartphone - memory card – menu - pin code - phonebook.

Example: 1-Smartphone
Ali, a user of cell phone is talking about the different functions of its smartphone and their
uses.
Thanks to its fantastic abilities and intelligence, the 1………………..has imposed itself
universally these years. It is everywhere and is used for many things. It works like a
computer and is much secured. If you want to have access to the phone, you need to type
a 2…………………..I like this phone because if you want to save data, music, pictures
and videos, you can put a 3……………………into it. When you open the
4…………………….you can see many functions. For example, the
5…………………….., this function permits to save contacts and addresses.

Activity2: Complete the following sentences using the appropriate option below each
sentence. Number one is an example.
Example: 1- to
1. People use the mobile phone……………. surf on internet.
a) for b) to
2. We can use the phonebook………………selecting a contact.
a) for b) to

3. Businessmen use the cell phone …………….doing business.

a) for b) to
4. Young people use the cell phone…………….play music.
a) For b) to

Homework: Exercise 1 pages 104 (Learn it, Do it 4è)

Level: 4ème
Skill: Reading
Unit 8: INFORMATION AND COMMUNICATION TECHNOLOGIES
LESSON 2: LOOK AT MY NEW SMARTPHONE
SESSION 2
Source: Learn it, do it 4è P105-106
Learning context (Recall)
During a meeting of the English club of Collège Moderne of Bondoukou, 4ème 2
students read a text talking about the use of the cell phone in order to discuss their
importance in modern life.
TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Charger – battery - to dial Expressing past actions using -When was the telephone
- make a call - to ring the simple past tense. invented?
- a cable - earphones. - It was invented more than
150 years ago.
INPUT PHASE
Vocabulary

A cell phone battery: a device which permits to give power to a cell phone.→

A charger: a material which permits to put energy in the battery.→

A cable: a set of wires covered by plastic which permits to connect the phone with a computer.
→

Earphones: a small piece of equipment you put on your ears to listen to music, radio or
communicate.

Example: When I travel, I put on my earphones to listen to music because I don’t

want to disturb the other passengers.

To make a call: to telephone someone, to contact by telephone.

To dial: to type numbers of the keypad of your cell phone in order to make a call.→
Language function: Expressing past actions using the simple past tense.
If you want have information about past actions, you ask this question:
Example: When was the telephone invented?
And you answer: It was invented more than 150 years ago.

PRACTICE PHASE
Activity 1: With your neighbour, read the definitions below and say if they are true or
false. Write T for true and F for false. Number 1 is done for you.
Sentences True / False
A battery is a small piece of equipment you put on your ears to listen T
to music, radio or communicate.
A charger is a material which permits to put energy in the battery. …........

Earphones are set of wires covered by plastic which permits to connect the ……...
phone with a computer.
To make a call is to telephone someone, to contact by telephone. ………

To dial is to type numbers of the keypad of your cell phone in order to ………
make a call.

Activity 2: In this text about communication system in the older days, put the verbs in
correct tenses. Do it with your partner and write your answers like in the example.
Example: 1-communicated
There has been a big progress in the communication system. In ancient societies, people
(1-to communicate) with rudimentary means. In traditional Africa when there (2-to be)
some important events, griots (3-to move) in the village streets to inform the population
orally. Sometimes, they (4-to use) drums.

Homework: Exercise 2 page 106 (Learn it do it 4è)

 Level: 4ème
Skill: Reading
Unit 8: INFORMATION AND COMMUNICATION TECHNOLOGIES
LESSON 2: LOOK AT MY NEW SMARTPHONE
SESSION 3
Source: Learn it, do it 4è
Communication activity (Situation d’évaluation)
During a meeting of the English Club of Collège Moderne of Bondoukou, 4ème 2 students
read a text talking about the use of the cell phone in order to discuss its importance in
modern life. As a student of this class, while reading the text below do the activities that
follow.

TEXT
People used letters to communicate between each other. They also used the telegraph
but only a few people had it in the 1800s. During the 1840s, the invention of the telegraph
by F.B Morse helped to send messages much more quickly.
What was life before the telephone was invented?
The telephone was invented in the 1870s. Alexander Graham Bell was the first
person to register the invention of the telephone at the patent office. His competitor
Alisha Gray registered a similar patent just a few hours after he did.

Activity 1: Circle the right answers.

1. What was the easiest means of communication during the 1800s?
a) The computer b) the email c) the letter d) the telegraph
2. What did Alexander Graham and Alisha gray share in common?
a) A family link b) friendship c) an invention subject d) a phone number
3. Who was the first inventor of the telephone?
a) F.B Morse b) Alisha Gray c) Louis Amstrong d) Alexander Graham Bell

Activity 2: Complete the table below with the right information from the text.
Three communication Important dates in
tool mentioned communication history Names of invention
-………………………… -…………………………. -………………………….
-………………………… -…………………………. -………………………….
-………………………… -………………………… -………………………….
 Level: 4ème
Skill: Reading
Unit 8: INFORMATION AND COMMUNICATION TECHNOLOGIES
LESSON 3: WORK AT CYBERCAFE
SESSION 1
Source: Learn it, do it 4è P108-109
Learning context:
During a meeting of the English Club of Collège Moderne of Bondoukou, students of
4ème 3 read a text about internet to talk about its importance in our society.

TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Email address - web site - Expressing the duration with: -She has worked on internet
web page - to surf - Since or For. for 2 hours.
computer games. -We have learned how to use
internet since 2016.

INPUT PHASE
Vocabulary
An email address: an electronic address.
My email address is 123jhon@gmail.com
A website: a set of pages of information on the Internet about a particular subject, which
have been published by the same person or organization, and often contain color pictures,
video and sound.
The website to follow courses on internet is www.ecole-ci.online
A web page: a page of information on the Internet about a particular subject that forms a
part of a website. ↓
To surf: to spend time visiting a lot of websites, to navigate.
If you want to surf on the internet you go to the cybercafé.
A computer game: a game which is played on a computer in which the pictures that
appear on the screen are controlled by pressing keys or moving a joystick.→

Language function: Expressing the duration with: Since or For.

If you want to express the duration of an action, you can use since or for.
 Since is used to talk about the beginning or the starting point of an action.
Example: We have learned how to use internet since 2016.

 For is used to talk about the duration of an action.

Example: She has worked on internet for 2 hours.

PRACTICE PHASE
Activity 1: Here is a text about Internet and communication. Fill in the gaps with the
appropriate words from the box. Write your answers like in the example. Do it alone then
compare with your partner.
Web page – email - web sites - computer games - surf
Example: 1-email
Communication has become very easy today. To get a document from distant area, you
don’t need to go there. You can receive it on your (1)………………….. address. Do you
need information about specific institutions? Simply visit their (2)………………to get it.
It is also possible to create a personal (3)……………….on a site for specific reasons.
Such pages are for example useful when you are conducting a research project. All this
is possible by internet. Young people who have no computer go to ‘cybercafé’ to
(4)……………… on the net for research while other who are not interested by research
play (5)…………………
Activity 2: Read the text below and choose the right option by underlining it. Number
one is done for you.
My name is Regis. Let me say a few things about myself. My first language is French. I
have learned English 1-for/since I entered secondary school in 2015. We are currently
in 2020 so I have learned English 2-for/since five years. I can make simple sentences.
My sister Anna has lived in Korhogo 3- for/since five years ; she is in Terminale A. My
uncle Zangan is a farmer in western Cote d’Ivoire. He has cultivated coffee and cocoa
4- for/since many years.

Homework: Exercise 2 page 109 (Learn it, Do it 4è)

 Level: 4ème
Skill: Reading
Unit 8: INFORMATION AND COMMUNICATION TECHNOLOGIES
LESSON 3: WORK AT CYBERCAFE
SESSION 2
Source: Learn it, do it 4è P109-110
Learning context (Recall)
During a meeting of the English Club of Collège Moderne of Bondoukou, students of
4ème 3 read a text about internet to talk about its importance in our society.

TEACHING POINTS
VOCABULARY LANGUAGE FUNCTION STRUCTURES
Password - to download - a Asking questions and giving -How can I save a text I
virus - to login - to log out - answers about the use of typed on my computer?
to delete - to copy and computers. -copy it, open the main
paste - to cut and paste. window and paste it.

INPUT PHASE
Vocabulary
A password: a secret word or combination of letters or numbers which is used for a
computer to prove who you are.
Example: when I turn on my computer, I type my password to have access.
To download: transfer information from another computer to your computer.
Example: I download online courses on my computer in order to watch them later.
A virus: a harmful program which destroys files in your computer.
Example: I have taken a virus while surfing on the internet, it damaged my computer.
To delete: to remove, to eliminate.
Example: When a virus got in my laptop, it deleted all my important files.
To login: to connect to a computer via internet ; to enter by entering your information
Example: To access my mail address, I login then I put my password.
To log out: to disconnect from a computer which is connected on internet.
Example: When I finish reading all the messages on my email address, I log out because
I don’t want any person to read them.
To copy and paste: to produce an identical file or document on an area on the computer
and stick in another.
To cut and paste: to move a file from one area of the computer and stick to another.
Language function: Asking questions and giving answers about the use of computers.
If you don’t master the use of computer and you want to save a text you typed for
example, you ask this question:
-How can I save a text I typed on my computer?
Answer: Copy it, open the main window and paste it.

APPLICATION PHASE
Activity 1: Match the words in column A with their definitions in column B. Do like in
the example. Do it alone then compare your answers with your partner’s.
Example: 1- d
Column A Column B
1. Login a) A secret code in letters or
2. Log out numbers.
3. Virus b) Remove something
4. Delete c) Disconnect from a computer.
5. Download d) Connect to a computer
6. Password e) A harmful program which
destroys files in your computer
f) Transfer data from another
computer to yours.

Activity 2:
Use the words in-between parentheses to answer each of the questions below. Write
your answers like in the example.
Example: 1- Enter your username and your password then press ok.
1. How can I login a computer? (to enter your user name- to enter your
password- to press ok.)
2. How can I turn on my laptop? (to find the ‘on’ button- to push the button)
3. How can I download a file from google drive? (to go to google Drive- to
click on a file – to press on ok)
4. How can I create an email address? (to click on administration- to click on
new account- to enter the new address.)
Level: 4ème
Skill: Reading
Unit 8: INFORMATION AND COMMUNICATION TECHNOLOGIES
LESSON 3: WORK AT CYBERCAFE
SESSION 3
Source: Learn it, do it 4è
Communication activity (Situation d’évaluation)
During a meeting of the English club of Collège Moderne of Bondoukou, students of
4ème 3 read a text about internet to talk about its importance in our society. As a student
of this class, as you read the text below about communication, answer the questions that
follow it:
1-say how computers were in the beginning;
2-talk about what developers created to help computer users;
3-explain the impacts of computers on social relations.

TEXT
In the beginning, computers were as big as large rooms. It is only later that they have
become smaller and smaller, accessible to anyone. This has given way to personal
computers. Later, developers created new applications to help users perform many things
from word processing to image editing. A large scale of programs, some free and others
costly have opened new horizons in information technology.
Now computers have noticeable impacts on social relations. They have enabled entirely
new forms of social interactions, activities and organizations. With the internet, working
with a computer has become a part of daily life thanks to its basic features such as
widespread usability and access. In addition, to face communication that characterized
humans for centuries, a new form of virtual communication has become predominant.
Adapted from Wikipedia