Lesson Anglais 5ème (131 Pages)

LESSON
Anglais
5ème
CLASSE DE 5è
ANGLAIS CÔTE D’IVOIRE – ÉCOLE NUMÉRIQUE
UNIT 5: CLOTHES AND COLOURS. (Vêtements et couleurs)

Lesson 2 : Colours( les couleurs)
Lesson context: The students of 5e1 at College Moderne Dimbokro are listening
to a teenagers’ debate about colours on holidays on BBC radio to participate in a
discussion on clothes and colours for today’s teenagers.
LESSON CONTENT
VOCABULARY LANGUAGE FUNCTION STRUCTURE
Colours Asking // giving colours What colour(s) + is it/
Black – white – are there?
orange – green- Ex: What colour is it?
blue- purple – It’s blue.
yellow-
Dark and light Expressing preferences Prefer/prefers........to.....

colours Ex: Awa prefers dark
Dark green- dark purple bazin to blue
blue- dark yellow- one.
light green- light
blue- light yellow
SESSION 1
Vocabulary: Words and expressions related to colours.(Mots et expressions
relatifs aux couleurs)
Language function
Asking and giving colours
what colour is it? It is blue.
Is it green? Yes it is/ No, it isn’t, it’s red.
Practice
Activity 1
Follow the instuctions to put the colour in the pictures proposed. Number 1 is an
example.
Blue red green

Purple orange yellow
Activity 2
Ask or give the colour. Number is an example.
1. Wh
what colour is it? It’s blue.
2.
.....................................................? it’s red.
3.
What colour is it? ........................................................

4.
What colour is it? .........................................................

5.
.......................................................? it’s black.

SESSION 2
Vocabulary: Words and expressions related to dark and light colours. (Mots et
expressions relatifs aux couleurs foncées et aux couleurs claires)
Language function
Expressing preferences
I prefer dark colours to light ones.
My sisters prefers light green tee-shirts to dark green ones.
Subject + prefer/ prefers .....................to........................
Practice
Activity 1
Give the name of the different colours from top to down. Number 1 is an
example.
Top...........bright red......................................................................
.......................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................
Down..............................................................................................
Activity 2
Express your prefence between the clothes which are proposed . Number 1 is an
example.
1.
I prefer the light blue tee-shirt to the light purple one.
2.
.............................................................................................................
3.
..................................................................................................................................................
SESSION 3
Communication task
Your English teacher presents a dialogue between Johnson Yeboah and Opokou
two Ghanaian teenagers who are talking about the clothes they prefer. Listen to
him carefully. Then, write down:
• The clothes Yeboah prefers.
• The clothes Opokou prefers.
• The colours for holidays.
The dialogue
Yeboah: Hi, Opokou, How’s life?
Opokou: I’m fine. You’re wearing a nice dark blue shirt.
Yeboah: Thank you. I like dark blue shirts and blue jeans.
Opokou: I prefer light colours to dark ones. I like wearing light green tee-shirts
and white shorts.
Yeboah: Do you know the colours for holidays?
Opokou: Yeah! Black and white.
Yeboah: Eh,,,,,,Pokou, you’re always in fashion.
Opokou: Life is life.
°
CLASSE DE 5è
LEVEL: 5eme
SKILL: Reading
UNIT 7: HEALTH AND ENVIRONMENT (santé et environnement)
Lesson 2 : Insanitary places and common diseases (Endroits insalubres et

maladies courantes)
Learning context: The students in 5e6 at college Moderne of Bengassou are
reading the letters from their American penfriends which talk about insanitary
places and common diseases in their country.
LESSON CONTENT
Insanitary – salubrious Should/ shouldn’t
– rubbish- rubbish can – Giving advice +verb
to collect- to sweep- to Ex: We should sweep
throw away- to prevent- our classroom.
to protect oneself against
–
Disease- stomachache- Subject + cause/
headache- toothache- Expressing causes causes + complement
malaria- chickenpox – Ex: Mosquito bites
conjunctivitis – cold and cause malaria.
flu – diarrhea –
coronavirus-covid-19 -
malaria- AIDS- typhoid
fever- fever
SESSION 1
Vocabulary: Words and expressions related to common diseases. (Mots et
expressions relatifs aux maladies courantes.)
• A disease/ a sickness/ an illness = a malady
• Fever: When I have a disease and my temperature is high, I have fever.
• Common diseases
Diarrhea – conjunctivitis (pink eye) – chickenpox (varicella) – malaria –
coronavirus-covid-19 – AIDS – typhoid fever- tuberculosis
Cold and Flu
Stomachache headache toothache
Language function
Expressing causes
Mosquito bites cause malaria. Microbes in the mouth cause toothache. Eating
many mangoes causes stomachache.
Practice
Activity 1
Put the letters in order to obtain meaningful words
Example :
1) lailcearv varicella
2) rhidaera ………………………….
3) limara …………………………..
4) rfeev …………………………..
5) sdsesaie …………………………..
Activity 2: Match the common diseases in column A with their symptoms in

column B. Number 1 is an example.
A B
Diseases Symptoms Answers
1. Headache a. respiration problems, coughing 1.c
2. AIDS b. spots on the skin, fever.
3. conjunctivitis c. pain in head, fever
4. coronavirus d. diarrhea, tuberculosis, fever
covid-19
5. chickenpox e. red eye- blurry vision.
6. malaria f. strong fever, yellow vomiting
Activity 3: Write the correct sentences with the words and expressions in the
parentheses. Number 1 is an example.
1) (cold and flu, respiration problems, coughing / coronavirus, covid-19)
Covid-19 can cause cold and flu, respiration problems and coughing.
2) (bacteria infection of eye / conjunctivitis)
................................................................................................................................
3) (malaria / mosquito bites)
..............................................................................................................................
4) (stomachache / eating too much)
................................................................................................................................
5) (chickenpox/ spots on the skin and fever in the children)
................................................................................................................................
6) (toothache / eating without brushing the teeth)
................................................................................................................................
SESSION 2
Vocabulary: Words and expressions related to insanitary conditions (mots et
expressions relatifs a l’insalubrité)
• Insanitary place: A place which is very dirty.
• Salubrious place: A place which is clean.
r rubbish leftover food
rubbish can
To sweep To collect To throw rubbish away
• To prevent: to stop
• To protect oneself against: to keep safe from, defend, guard
Language function
Giving advice
We should keep our environment clean.
We shouldn’t live in dirty places.
Subject + should/shouldn’t + verb + complement
Practice
Activity 1
Match the words in column A with those in column B to obtain meaningful
expressions.Example :1-c/an insanitary place.
A B
1) An insanitary a) rubbish
2) To throw away b) food
3) To sweep c) place
4) Leftover d) the floor
5) To prevent e) oneself
6) to protect f) malaria
Activity 2
Read the paragraph and then complete it with the words from the box. Number
1 is an example.
salubrious rubbish sweep clean insanitary sick
It is important to live in 1...salubrious.....places. That is why we should

2.......................the different rooms every morning, collect 3..................and throw
it away into the rubbish can. We shouldn’t create 4........................conditions not
to be 5..................... We should keep environment.6..................to prevent illness.
Activity 3
Complete the sentences with should or shouldn’t to give appropriate advice.
Number 1 is an example.
1- We ...should....live in salubrious conditions to feel well.
2- People..................prevent coronavirus, covid-19 by washing their hands
regularly.
3- Students ..............eat too much to prevent stomachache.
4- We...............protect ourselves against malaria by sleeping under mosquito
nets.
5- We....................create dirty places by throwing rubbish away from the
rubbish can.
6- We....................practice personal hygiene to prevent skin diseases.
SESSION 3
Communication task
During the English club meeting you are reading an article in an American health
magazine on the spread of conjunctivitis. The article is below. Read it and do the
activities that follow.
PINKEYE
This inflammation of eye (also called conjunctivitis) causes redness, blurry
vision, and crusty eyes. Pinkeye in younger kids is most often caused by a
bacterial infection, which must be treated with antibiotic drops. (Note: It can
also result from a virus, which doesn't require medication, or allergies or an
irritant in the air, which can be addressed with allergy eyedrops.) The sick
child shouldn't return to class until he's been treated for at least one day. He
should wash his hands regularly and avoid touching his eyes and sharing
hand towels, blankets, or pillows so he doesn't infect anyone else in his home.
Extracted from https://www.parents.com/health/the-10-most-common-childhood-illnesses/

Activity 1
answer the following questions
1. Give a synonym to the word “PINKEYE”
......................................................................................................................
2. Enumerate the symptoms of this disease.

.....................................................................................................................
3. Say what causes this disease.
...........................................................................................................................................
4. Give the medicine people use to treat this disease.
..............................................................................................................................................
5. Say what the sick child can do to prevent this disease.
.................................................................................................................................................
Activity 2
For the celebration of the health Day , you are asked to present an esposé on
conjunctivitis .In your presentation :
✓ Say what conjunctivitis is
✓ State the causes of and the symptoms of conjunctivitis
✓ suggest the measures to avoid conjunctivitis
CLASSE DE 5è
UNIT 7: HEALTH AND ENVIRONMENT( santé et environnement)

Lesson 3: Water and health (l’eau et la santé)
Learning context: During the international day of health, the students in 5 e1 at
College Moderne Dimbokro are reading an article on the importance of water in
the world in the New York post magazine to get some information for their next
speech at the English club meeting.
LESSON CONTENT
Water from the tap – Giving advice Must / mustn’t
water from the well- Ex: We must drink
water from the river- water from the tap.
polluted water- to filter-
to save water – to waste Expressing one’s opinion Ex: For me, we
water should see a doctor
Health- to feel well – to to take medicine.
feel worse- to recover
from- medicine- sick
SESSION 1
Vocabulary: Words and expressions related to water. (Mots et expressions
relatifs à l’eau)
Water from the tap water from the well

Water from the river Polluted water
• To filter: you should filter water from the river before drinking.
• To infect= to contaminate
• To save water# to waste water: To use water correctly.
Language function: giving advice

We must drink clean water to prevent sickness.
We mustn’t waste water.
Subject + must/mustn’t + verb+ object
Practice
Activity 1
Complete the sentences with the words or expressions from the list. Number 1 is
an example.
save - polluted water - waste - river - tap - well
1. Water from the ....tap....is clean water. We can drink it to prevent illness.
2. Dirty water is................................................. Do not drink it!
3. Water from the...........................is interesting but we should filter it before
drinking.
4. Many people were drinking water from the ...............at the village. Today
they drink water from the tap.
5. It is not good to.................water. Please, ..........water to protect our planet.
Activity 2
Use the words or expressions in parentheses to give advice. Use must or
mustn’t. Number 1 is an example.
1. We mustn’t waste water. ( we / waste water)
2. ............................................................................(people / drink dirty
water)
3. .................................................................(students / waste water at
school)
4. ....................................................(we / save water for the future
generation)
5. .....................................................( children / parents protect against
diseases)
6. .....................................................( we / drink polluted water to be sick)
Activity 3: must or mustn’t?

a- You ………………. always drink clean water.
b- Children …………………. swim in polluted waters.
c- Villagers …………………..boil water from the well before drinking.
d- At the smallest sign of diarrhea, we…….…………go to the hospital.
e- We ……………………let the water run after usage.
SESSION 2
Vocabulary: Words and expressions related to health. (mots et expressions
relatifs à la santé.)
• To be healthy: to have a good health
• To be sick / ill # to be healthy: if you are not healthy, you are sick or
ill.
• To suffer from: I’m suffering from a headache.
• To feel worse: when I suffer from a headache I feel worse.
• Medicine / tablet / pill = medicament
• To recover from: if I take medicine, I will recover from headache.
• To feel better= to feel well: if you are sick and you take medicine, you
will feel better.
Language function: Expressing one’s opinion

For me, we should see a doctor to take medicine.
I think it is important to practice sports to be healthy.
Practice
Activity 1
This paragraph is about Yao’s story. Complete it with the words from the list to
make it meaningful. Number 1 is an example
healthy - sick - suffering from - recover - medicine -
must
Yao is 1.... sick........ He is going to hospital with his parents to see the doctor.
He is 2..........................malaria. He must take some 3.................... The doctor
said if he takes them correctly, he will 4...................from this disease. He is
going to bed early to feel 5........................tomorrow. The doctor also says he
6..............stay at home for some days to feel better.
Activity 2: Make good sentences to express opinion with: I think or for me

…………………………...he is suffering from tuberculosis.
…………………………… he will recover very soon.
……………………………..you must take that medicine
………………………….the patient is seriously sick.
………………………….you mustn’t drink the water from the well.
SESSION 3
Communication task
You are participating in a competition at the American embassy. You receive a
text which talks about water. Read it and do the activities that follow.
WHY IS WATER IMPORTANT FOR HEALTH?

It’s common to hear that water is essential for our health. But why?
This substance makes up a majority of our body and is included in
many functions such as regulating body temperature and helping
our brain function.
We get most of our water from drinking but food also contributes a
small amount to our daily water. Our body loses water through
sweat during physical activity and in hot environments. Sweat
keeps our body cool. It regulates body temperature when we’re
exercising or in warm temperatures.
To sum up we think that our body uses water to sweat, urinate, and
have bowel movements. We also need enough water in our system
to be healthy and avoid constipation.
Extracted from https://www.healthline.com/health/food-nutrition/why-is-water-

important#mood
Activity 1
Read the statements. Write (T) if they are true or (F) if they are false.
1. Water is dangerous for our health ..F..

2. Water stops our body temperature........................
3. We get our water from drinking and food............................
4. Our body keeps water through physical activity and in hot
temperatures.................................
5. We need water to be healthy.........................
6. Water is good to prevent constipation.......................
7. We use water not to sweat and urinate.......................
Activity 2
Read the text again and in ACIVITY 1 write the correct sentences in lieu of the
false ones.
1/ Water is essential for our health.

CLASSE DE 5è
UNIT 7: HEALTH AND ENVIRONMENT (Santé et environnement)

Lesson 1: Hygiene and the parts of the body (l’hygiène et les parties du
corpshumain)
Learning context: On the international day of health, the students of 5e 2 at
Collège Moderne Dimbokro are reading a text about the importance of hygiene
to have a good health in order to have a discussion with their classmates of
other 5e classes.
LESSON CONTENT
VOCABULARY LANGUAGE FUNCTIONS STRUCTURES
Expressing obligation Must/ mustn’t + verb
The parts of the Ex: I must keep my
body- hygiene- to body clean.
wash- to brush the Using the imperative form to
teeth- clean- dirty – give order Verb+ complement
to do the washing – Ex: Put up your
up- to do the dishes- hands.
to care for
SESSION 1
Vocabulary: Words and expressions related to the parts of the body
The parts of the body

Language function: Giving order with the imperative form.
Turn your head!
Touch your legs!
Verb + complement
N.B. negative form: do not/ don’t + verb+ complement. Ex: Don’t sleep in
class! /Do not eat too much!
Practice:
Activity1: Name the different parts of the body below. Number 1 is an
example.
1. hand 2……………………………. 3……………… 4………………. 5………………….
6…………………….. 7……………………… 8………………………. 9…………………… 10…………………..
Activity 2: Give order with the expressions in the parentheses. A) is an

example.
A. Wash your hands before eating! (to wash your hands before eating)
B. ...................................................! (to go to bed at 9.00)
C. ....................................................!( to touch your mouth with your hands)
D. .....................................................( to put the basket on your head)
E. ......................................................( not to close your eyes)
F. .......................................................(to shut your mouth)
G. ........................................................(not to make a noise)
Activity 3: match the parts of the body with human sense
1-to touch a- ear
2-to smell b- eye
3-to taste c- body
4-to hear d-nose
5- to see e- tongue
SESSION 2
Vocabulary: Words and expressions related to hygiene (Mots et expressions
relatifs à hygiène)
• Hygiene: hygiène
• To wash: I wash my hands before eating.
• Clean: Wash your hands to make them clean.
• Dirty# clean: Go and wash yourself! You are dirty.
• To do the washing-up: To wash clothes.
• To do the dishes: To wash plates, forks, glasses, etc.
• To brush one’s teeth= to clean one’s teeth
• To care for: I care for my teeth by brushing them.
Language function: Expressing obligation
We must practice hygiene to be clean!

We mustn’t make our hands dirty.
Subject + must/ mustn’t + verb +complement
Practice
Activity 1: Use the words from the box to complete the sentences. Number 1 is
an example.
Dirty hygiene washing-up dishes clean wash

1. ....Wash.....yourself before going to school!
2. You must practice dental...................not to have a pain in your teeth.
3. When your clothes are......................., you do the............................
4. ........................your teeth before going to bed at night.
5. We do the.......................when we finish eating.
Activity 2: Complete the sentences with must or mustn’t. Number 1 is an

example.
1. We....must.... make our body clean.
2. You .................wash your hands before taking your meal.
3. We................clean our teeth after dinner.
4. She......................do the washing-up when her clothes are clean.
5. They ......................sleep in class when the teacher is there.
6. We..........................practice hygiene to be nice.
Activity3: write either these statements are true or false
1- I must eat the classroom
2- She mustn’t clean her nails
3- I must see the dentist regularly to keep my teeth safe.
4- you must walk with naked foot.
5- Yao mustn’t wash his hands after using the toilets.
6- Sadjo must sweep the compound.
7- Students mustn’t wear uniform to go to school.
SESSION 3
Communication task
Your English teacher has chosen you to talk about the importance of personal
hygiene. To help you to have more information, he asks to read the text below
and to do following activities.
THE IMPORTANCE OF PERSONAL HYGIENE PRACTICES
Every day, you come into contact with millions of outside germs and viruses. They
can infect your body, and in some cases, you’re not feeling well. Germs on your
hands can easily enter your body through your mouth, nose, eyes, or ears.
So, wash your hands when you touch food, before you eat, any time you
touch an animal. You must know that personal hygiene is how you care for
your body. This practice includes bathing, washing your hands, brushing
your teeth, and more. The best ways to learn more about why hygiene is so
important is to practice it.
Extracted and adapted from https://www.healthline.com/health/personal-

hygiene#qa
Activity 1: Select the right expressions to complete the sentences according to

the text.
1. We are always in contact with:
a. Our teachers
b. Germs and viruses
c. Our parents
2. When microbes infect our body:

a. We are feeling happy.
b. We are feeling well.
c. We are not feeling well.
3. Wash your hands:

a. Before meals
b. After meals
c. During meals
Activity 2: After reading the text, you want to sum it up. Choose the words or
expressions in parentheses to complete it and make it meaningful,
Personal hygiene practices are (sleeping in my bed/ washing the parts of my

body/ eating every day). They can help me and people around me (to feel well,
not to feel well). If I want to know that personal hygiene is important I must
(practice it / not practice it).
CLASSE DE 5è
UNIT 8: SPORTS AND GAMES (SPORTS ET JEUX)

Lesson 1: The importance of sports.
Learning context: The students of 5eme 4 of Collège Moderne Dimbokro have

received a text in English from their Liberian friend. This text deals with the
importance of sports. Their teacher of English asks them to read it for discussion.
LESSON CONTENT
VOCABULARY LANGUAGE STRUCTURES
FUNCTIONS
Words and expressions related
to sports and games Possessive adjective + favourite
a. sports Expressing + sport/game is ...........
athletics – cycling – rugby preferences
boxing - swimming – football Example: My favourite sport is
b. games football.
draughtboard - cards - scrabble
video games - ludo – marbles
Words related to the importance
of sports Expressing In order to + verb
team – wealthy – to keep fit purpose Ex: I play football in order to become
to socialize – weight wealthy.
SESSION 1
VOCABULARY
a. sports
cycling rugby Boxing swimming
b. games
scrabble video games draughtboard marbles

LANGUAGE FUNCTION: Expressing preferences (exprimer les préférences)
STRUCTURE: Possessive adjective + favourite + sport/game is ...........
Examples:
A. What’s your favourite sport? B. My favourite sport is football.
A. What’s Konan’s favourite game? B. Konan’s favourite game is ludo.
A. What’s the boys’ favourite sport? B. The boys’ favourite sport is cycling.
Practice
ACTIVITY 1: The letters are not in order in the exercise below. Find the words.
Example : drugahbarodt = draughtboard
tahltices = .................. crdas =................... cliyncg = ..... ………..
slrabcbe = ................. dolu = ................ rubyg =........................
bnoxig = .................. wsiminmg = .................... mrlebas= …………….
ACTIVITY 2: Ask and answer questions. Do like in the example.
Example: Kadjo / football
Q. What’s Kadjo’s favourite sport?
A. Kadjo’s favourite sport is football.
1. Aya/ draughtboard
Q .........................................................................................................................
A .........................................................................................................................
2. his parents /swimming

Q .........................................................................................................................
A .........................................................................................................................
3. The teacher/ athletics
Q ..........................................................................................................................
A .........................................................................................................................
4. I / scrabble
Q .........................................................................................................................
A .........................................................................................................................
SESSION 2
VOCABULARY: Words related to the importance of sports.
team: ASEC is a football team.
wealthy: rich
to keep fit: to be physically and mentally well, fine.
to socialize: to fraternize with people
weight: mass (le poids)
disease: Corona is a dangerous disease.
healthy: very well, fine
LANGUAGE FUNCTION : Expressing purpose (exprimer le but)
STRUCTURE: in order to + verb
Example: I play football in order to become wealthy.
Practice
ACTIVITY 1: Answer the questions. Do like in the example.
Example: Anoh /keep fit
Q. Why does Anoh practise sport?
A. Anoh practises sports in order to keep fit.
1. Aline/ be physically well.

Q. Why does Aline play handball?
A. ........................................................................................................................
2. the boys/ become wealthy

Q. Why do the boys play football?
A. ..........................................................................................................................
3. the students / develop physically
Why do the students practise sports at school?
A. ..........................................................................................................................
4. I/ control my weight
Q. Why do you practise cycling?
A. .......................................................................................................................
5. people / control weight and combat some diseases
Q. Why do people practise sports?
A. ..........................................................................................................
ACTIVITY 2: Complete the sentences with words from the box. N° 1 is an example.
Example: 1- team
wealthy - healthy - diseases - keep fit - socialize - team - weight
1. The name of our regional ............................is N’ZI FC.

2. You .............................with many people when you practise sport.
3. Sports help us ........................................... and combat .............................
4. It’s a known fact that many people practise sports to be .................................
5. Some footballers have much money. They are ...................................
6. Practising sport can help us control our ...................................
SESSION 3
COMMUNICATION TASK
Your haveLiberian friend has shared the text below with you on your Facebook page.
a text in English. Show your comprehension of the text by doing the activities that
follow it.
TEXT
People practise different kinds of sports: team sports like football and basketball, and
individual sports such as cycling and athletics. There are many good reasons for
joining a sport. People practise sports in order to benefit from many advantages.
Sports require you to move your body, and it’s a commonly known fact that exercise
is good for your health. They help us feel good, both physically and mentally. The
amelioration of physical and mental development of children is certainly one of the
most important contributions of sports. Physical activity helps control weight and
combats diseases. Though individual sports are great, team sports actually teach you a
life lesson: the success of a team. If you are a teenager and you have not played a
sport yet, now is the perfect time to give it a try!
Adapted from : https://www.mma-tx.org/blog/13308/7-good-reasons-teenagers-
should-play-sports/
ACTIVITY 1: Read the text quickly. Then circle the good answer.
The text is about:
a. the importance of sports.
b. the importance of games.
c. the importance of sports and games.
ACTIVITY 2: Read the text again. Then circle the good answers.
1. People practise team sports like:
a. handball and basketball.
b. tennis and rugby.
c. football and basketball.
2. People practise:
a. individual sports.
b. team and individual sports.
c. team sports.
3. Practising sports is:
a. advantageous for our health.
b. dangerous for our health.
c. not necessary for our health.
ACTIVITY 3: Your Liberian friend wants to have your opinion about sports in Cote
d’Ivoire. You have decided to send him an e-mail.
1- mention some names of sports people practise in Cote d’Ivoire;
2. identify people’s favourite sport and say why they like it;
3. give your opinion about practising sports.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
UNIT 1: AT SCHOOL
LESSON 1: DISCOVERING MY SCHOOL
LESSON TYPE: SPEAKING
SESSION 1
Learning context: The 5è 1 students of CM Dimbokro receive their English speaking

friends. They show them around the different buildings in order to make them discover
their school.
LESSON CONTENT
COMPETENCE CONTENUS
C 1:Traiter des situations
relatives à la Vocabulary: A school, a staffroom, a library, science laboratory,
communication orale au the headmaster’s office, a canteen.
moyen d’un langage très
simple Language Function: Asking and giving direction.
. Grammar / Structure : prepositions ( behind, in front of, on the left of)
ex: Can you tell me where the libary is?
⟹It is behind the canteen.
Vocabulary words and expressions related a school. (Mots et expressions liéés à l’écloe)
A school a staffroom a library
the headmaster’s office science laboratory a canteen.
Language Function: Asking and giving direction.

Grammar / Structure : prepositions ( behind, in front of, on the left of)
⟹It is behind the canteen.
Practice
ACTIVITY 1: Reoder the letters to find the right words. Number 1 is an example
Ex: Office
1-coffie ……………………
2-sfatf-moro………………….
3-brilary………………….
4-necante…………………………
ACTIVITY 2: Ask and answer questions. There is an example.

Ex: a) Science lab/ behind/ library
A -Excuse me, can you tell me where the science lab is?
B-It is behind the library.
b) The toilets/ on the left of/ that classroom.
A-................................................................................................................................................................
B-................................................................................................................................................................
c) Canteen /in front of/ the football ground.
A-................................................................................................................................................................
B-............................................................................................................................................................
ACTIVITY 3 Look at the school plan in the board. Answer the questions using the words for
locating places.
OFFICE INFIRMARY LAB PLAYGROUND

STAFFROOM LIBRARY CANTEEN GATE
TOILETS RESTROOMS GARDEN
1) A- Where’s the office?

B- (Behind) It’s behind the infirmary
2) A- Where are the Restrooms?
B-(in front of)……………………………………………………….
3) A-Where’s the canteen?
B-(next to )………………………………………………………….
4) A- Where’s the lab ?
B- (Behind)…………………………………………………………….
SESSION 2
LESSON CONTENT
COMPETENCE CONTENUS
C :1 Traiter des situations

relatives à la Vocabulary: School yard, infirmary, playground, gate, conference
communication orale au room
simple
. Language Function: Asking and giving direction.
Grammar / Structure : preposition ( between,next to, on the right of)
⟹It is is next to the canteen
Vocabulary: Words and expressions related to school (Mots et expressions liés à l’école)
School yard infirmary playground
The gate conference room
Language Function: Asking and giving direction.

Grammar / Structure : Prepositions ( between,next to, on the right of)
⟹It is is next to the canteen.
PRACTICE
ACTIVITY 1: Answer questions about your school.
1- What is the name of your school?
...............................................................................................................................................
2- Is there a canteen in your school?
................................................................................................................................................
3 – Is your conference room big or small?
................................................................................................................................................
ACTIVITY 2: Make meaningful affirmative and interrogative sentences.

Ex: see- you-headmaster-the-coming-can
- Can you see the headmaster coming?
a) Can you/ where /the toilets/are ?/show me

.............................................................................................................................................................
b) Are the toilets next to the classrooms

.............................................................................................................................................................
c) Headmaster’s office/ tell/ me /Can /you /where /the/ is

.............................................................................................................................................................
ACTIVITY 3 Match each question in column A with the word in column B which is its answer. And
then make a meaningful sentence like in the example.
Example: 1-c: students urinate in the restrooms.
1- Where do students urinate? a- library

2- Where do teachers meet ? b- canteen
3- Where do you have lunch at school? c- restrooms
4- Where can you see the nurse? d-staffroom
5- Where does the headmaster receive people? e-infirmary
6- Where do pupils read books? f- office
SESSION 3
ACTIVITY 1: Complete the sentences with words from the box. There is an example: a: staffroom
Staffroom - gate- canteen - entrance- library
a) At school, teachers meet in the ........................................................................

b) The watchman opens the .......................................of the school at six o’clock.
c) The main ..............................is on the other side of the wall.
d) Students read and borrow books in the school ..................................................
e) At midday, students have lunch in the school....................................................
COMMUNICATION TASK :
Dans le cadre des activités de votre club d’Anglais , le professeur d’anglais superviseur te demande de
montrer ton école aux nouveaux membres du club :
A - Prends un groupe de 2 à 3 élèves
B- Ecoute leurs questions sur les différents endroits de votre école.
C- Reponds à leurs questions.
COMMUNICATION TASK 2
Your Liberian friend Weha is visiting you. He asks you to take him round your school. Use the plan in
exercise 3 to show him the different places of your school and what people do there.
UNIT 1: AT SCHOOL
LESSON 2: LIFE AT COLLEGE KASSERE
SESSION 1
TARGET COMMUNICATIVE SITUATION/LEARNING CONTEXT: During an activity of the English
club meeting of CM Dimbokro the chairman asks the 5è students to describe their school
yard and talk about their studies. (Durant une activité du club d 'Anglais du collège moderne
de Dimbokro, le Président du club d’anglais demande aux élèves de 5eme de décrire la cours
de l'école et de parler de leur travail à l'école.)
LESSON CONTENT
COMPETENCE CONTENUS
C 1 : Traiter des situations

relatives à la Vocabulary : School results, to line up, to work hard, to repeat, to
communication orale au move up, to be late, to be on time, to raise the flag.
simple Language Function: Describing actions in progress
. Grammar / Structure : Present continuous
.
Ex :The students are lining up in the front of the classroom
.
Vocabulary related to school: (Mots et expressions liés à l’école)
to line up to raise the flag

school results: Yao had very good marks at the end of the term. His school results are very good
(16/20).
to work hard: Yao’s school results are very good. He works hard.
to move up = to go to 4eme
to repeat: to stay down in 5ème.
to be late: to arrive after the time or to come after the time.
to be on time # to be late
Practice
ACTIVITY 1:Complete the sentences with words from the box.
Lining up - works hard- repeat - results- be late
1- Kokou’s marks are not good at all. He is going to repeat his 5eme class next year.
2- In picture 2, the teacher is announcing the pupils’ ................................................................
3- The 5eme students are.................................................................. in fornt of their class room.
4- Many pupils will....................................................... .............this morning becaue of the rain.
5- My siter is top of her class. She .................................................................
Language Function: Describing actions in progress

Grammar / Structure : Present continuous
Ex :The students are lining up in the front of the classroom
Subject + is/are+ verb ing +complement
Pracitce
ACTIVITY 2: Write questions for answers. There is an example;
a) Pupils/play football
A- Are pupils playing football?
B- No they aren’t, they are playing volleyball.
b) Teacher /write on the board
. A- ........................................................................................................................................................
B-No he isn’t he is announcing pupils’ results.
c) Teachers and pupils/have fun

A-……………………………………………………………………………………………….......
B-No, they aren’t ,they are raising the flag.
ACTIVITY 3: Answer questions by the affirmative or negative according to the indication.

When it is negative say what is going on.
Example: 1) No, he isn’t, he is walking to his office
1) Is the headmaster talking to the pupils ?

(Negative / to walk to his office)………………………………………………………………..
2) Are the pupil having lunch in the canteen?
(Afirmative)…………………………………………………………………
3) Are the teachers lining up ?
(Negative / to discuss)…………………………………………………………….
4) Is the doorkeeper closing the gate?
(Negative / to open it)………………………………………………………………..
5) Is the bell ringing?
(Affirmative)………………………………………………………………………..
6) Are the pupils cleaning the school yard?
(Negative/ to play Football)………………………………………………………….
SESSION 2
LESSON CONTENT
COMPETENCE CONTENUS

relatives à la Vocabulary: To have a meeting, lazy, marks, good job, nice job,
communication orale au well done, Excellent, very good, congratulations.
simple. Language Function: Asking for permission.
Grammar / Structure :
May I go out sir/ madam?
Yes, you may.
Vocabulary related to school results (Mots et expressions liés aux résultats

scolaires):
To have a meeting: Come together.
Lazy: Someone who does not like working.
Mark= grade 16/20
Good job= nice job= excellent job
Well done= very good= congratulations.
Practice
ACTIVITY 1: Complete the table with the opposite of the words
Words expressions Opposites

To be on time
To be lazy
To repeat
Language Function: Asking for permission.

May I go out sir/ madam?
Yes, you may.
Practice
ACTIVITY 2: How do you ask for permission in the following situations?
1- You want to answer the question.

2- The lesson is not over and you want to go out.
3- You want to borrow a pen from a neighbour.
ACTIVITY 3: Complete the table. The first case is an example.
Situation Asking for permission

You want to get in the classroom. May I get in, Sir ?
You want to ask a question
May I clean the board, Sir?
May I open my book, Sir?
SESSION 3
ACTIVITY 1: Find words. Some letters are missing.
1- C-ng-a-u-a-i-n
2- V-ry go-d
3- E-c-l-e-t
ACTIVITY 2: SITUATION D ’EVALUATION (COMMUNICATION TASK)
Pour évaluer si vous savez demander et accorder la permission en Anglais, le professeur te

demande de jouer les rôles du professeur et de l’élève.
a- Joue le rôle du professeur et accorde la permission à quatre élèves.
b- Demande la permission d’aller aux toilettes, d’aller a l’infirmerie d’emprunter la gomme
d’un élève.
COMMUNICATION TASK 2
Your English teacher takes you and your friends to the National library. There you spend 3 hours.
Your teacher asks you to role play the following situations with the library keeper. Complete your
part.
You:………………………………………..
Library Keeper: Good Morning! Yes, you may get in.
You: .…………………………………………………………..
Library Keeper: No, you can’t sit in the armchair. But you may sit on this chair.
You: …………………………………………………………………..
Library Keeper: Yes , you can borrow 2 books at the same time.
UNIT 1:AT SCHOOL
LESSON3: WHAT DO YOU WANT TO LEARN AT SCHOOL?
LESSON TYPE:SPEAKING
SESSION 1
TARGET COMMUNICATIVE SITUATION: En vue de faciliter leurs correspondances sur Internet,

les élèves de la 5è2 du C.M D décrivent leur emploi du temps à leurs amis anglophones et
citent leurs matières préférées. (The 5è2 students of CM Dimbokro describe their time table
and present their favorite subjects to their English speaking friends on the Internet in order to
facilitate their relationship).
LESSON CONTENT
COMPETENCE CONTENUS

relatives à la Vocabulary: French, English, biology, history, maths, break,
communication orale au fun, easy, difficult, to resume.
simple.
Language Function: Describing habitual actions
Grammar / Structure : Simple present /prepositions
.
We have French before English
I have break at 10 o’clock
Vocabulary: Words related to school subjects (Mots et expressions liés aux disciplines
scolaires)
French, English, biology, history, maths.
Break = recreation
Fun=interesting
Easy # difficult
To resume= to begin again
Practice
ACTIVITY 1: Find the words. There are in disorder. There is an example.
1- rekba= break
2- deripo
3- saye
4- gintertistne
Language Function: Describing habitual actions

Grammar / Structure : Simple present /prepositions
We have French before English
I have break at 10 o’clock
Practice
ACTIVITY 2: Look at your timetable and answer the questions.

1- What do you have on Mondays from 7: 00 to 8:00?
2- Do you have class from seven to nine next Tuesday?
3- What sujects do you have on Friday?
ACTIVITY 3: Ask questions for the following answers.

Example: 1) When does Zokou have English?
1) ………………………………………………………………………..
Zokou has English on Mondays, Wednesdays and Fridays.
2) ……………………………………………………………………….
The pupils of 5e3 have sports on Tuesdays.
3) ………………………………………………………………………
We have a break everyday
4) ………………………………………………………………………
Fatim has physics on Thursdays.
SESSION 2
LESSON CONTENT
COMPETENCE CONTENUS
Vocabulary: Geography, physics, art, civics, music, favourite, to
C 1 : Traiter des situations start, to end, boring, useful.
relatives à la
communication orale au Language Function: Asking and giving one’s opinion.
moyen d’un langage très Grammar / Structure :
simple.
How do you find English?
.
I think it is easy /difficult
I find it easy /difficult
Vocabulary: Words related to school subjects (Mots et expressions liés aux disciplines
scolaires)
Geography, physics, art, civics, music
Favourite: I like football. It’s my favourite sport.
To start = to begin
to end # to end
boring = not interesting
useful. = important
Practice
ACTIVITY 1: Complete the sentences with the words below.
Favourite- difficult- finds- boring.
1-My sister doesn’t like art, she ....................................................it........................................................
2-English is one of my ................................school subjects.
3-A lot of people find Maths .........................................................not me.
Language Function: Asking and giving one’s opinion.

How do you found English?
I think it is easy /difficult
I find it easy /difficult
Practice
ACTIVITY 2: Ask and answer questions with the following words.
English/easy -- Biology /interesting -- History /important-- Geography useful.
Ex:How do you find English?

⟹ I think it is easy
ACTIVITY 3 : answer the questions by the Affirmative or negative following the indications.
Example :1) (Negative / interesting) No, it isn’t. it is interesting.
1) Is English boring ?
(Negative / interesting) No, it isn’t. it is interesting.
2) are Maths easy?
(Negative/ difficult) ……………………………………………………………………….
3) Is French important?
(Affirmative)………………………………………………………………………………
4) Are Geography and History the same?
(Negative / different)……………………………………………………………................
SESSION 3
SITUATION D'EVALUATION 1:
Vous venez d'achever la leçon sur vos matières scolaires. Pour vous évaluer à l’oral ton
professeur te demande de:
a) Cite en Anglais les matières que vous avez en 5eme.
b) Enumère les matières que tu trouves difficiles.
c) Donne ta ou tes matières préférées, en disant pourquoi tu les aimes..
SITUATION D'EVALUATION 2:
COMMUNICATIVE ACTIVITY 2 :
Your Gambian friend Salif calls you and you talk about school subjects. You ask him some
questions. Complete your part in the dialogue and role play it with your neighbor.
Example: 1) Do you have school on Saturdays in Gambia?
1) You:…………………………………………………………………………………….
Salif: No, we don’t have school on Saturdays in Gambia.
2) You:…………………………………………………………………………………….
Salif: We have subjects like, ARTS, sciences, History, Biology etc.
3) You:……………………………………………………………………………………..
Salif: No, I don’t find English Difficult. It is rather easy and interesting.
4) You:……………………………………………………………………………………..
Salif: I find Maths difficult.
UNIT 2: AT HOME (A LA MAISON)
LESSON 1: MY FAMILY TREE
SESSION 1
Learning context :
We are in the school yard of College Modern of Bocanda. Some students of 5eme3 are
talking about their family members in order to familiarize.
LESSON CONTENT
VOCABULARY LANGUAGE STRUCTURES

FUNCTIONS
words related to the family members
(les mots relatifs aux membres d’une - Who’s this? This is my father.
famille) -Identifying people - What’s your father’s name?
grandmother – grandfather – father – My father’s name’s Yao.
mother – brother – sister – uncle –
aunt – relative- family tree
- How old is your father?

He’s forty-eight.
-Talking about age
Numbers : 21 – 100
-Talking about the - How many brothers do you have?
number of family I have six brothers.
members
SESSION 1
VOCABULARY: Words related to the family members (mots relatifs aux membres
d’une famille)
The family tree below represents the different members of a family.
Practice 1
ACTIVITY : The words below are mixed. Find them. An example is given.
Example: graonmthder = grandmother
fahetr= ………………………. motehr = ………………. bhroter = ……………..….
gradfatnhre = ………………………… sitser = …………… anut =………….
uclne = ……………….
LANGUAGE FUNCTION : Identifying the family members (identifier les membres d’une
famille)
STRUCTURES: Who’s this? This is my father.

What’s your father’s name? My father’s name’s Yao.
Practice 2
ACTIVITY : Ask and answer questions about the following pictures. An example is given.
Example: uncle/ Charles sister/ Samilikan

Q1. Who’s this? Q1 …………………………………………………………
A1. This is my uncle. A1 …………………………………………………………
Q2. What’ your uncle’s name? Q2 …………………………………………………………
A2. My uncle’s name’s Charles. A2 …………………………………………………………
mother/ Amenan grandfather/ Konan

Q1…………………………………………………………… Q1……………………………………………………………
A1…………………………………………………………… Q1…………………………………………………………
Q2…………………………………………………………… Q1……………………………………………………………
A2…………………………………………………………… A2……………………………………………………………
Practice 3
ACTIVITY: complete the table. The first case is an example.
Members of the family Definitions

Grandfather My mother’s father
The daughter of my father’s brother
Uncle
The sister of my father or my mother
Cousin
The mother of my father
SESSION 2
VOCABULARY : numbers from 21 to 1OO (les nombres de 21 à 100).
A. It is important to know the numbers that end in 0.

(Il est important de connaitre les nombres qui se terminent par 0)
• 20 – twenty
• 30 – thirty
• 40 – forty
• 50 – fifty
• 60 – sixty
• 70 – seventy
• 80 – eighty
• 90 – ninety
• 100 – one hundred
B. For the other numbers, put the numbers ending in zero + a number
from 1 to 9.
(Pour les autres nombres, on écrit les nombres se terminant par zéro + un chiffre de 1 à 9)
• 20 – twenty • 40 – forty • 80 – eighty
• 21 – twenty-one • 41 – forty-one • 81 – eighty-one
• 22 – twenty-two • 42 – forty-two • 82 – eighty-two
• 23 – twenty-three • 43 – forty-three• 83 – eighty-three
• 24 – twenty-four • 44 – forty-four • 84 – eighty-four
• 25 – twenty-five • 45 – forty-five • 85 – eighty-five
• 26 – twenty-six • 46 – forty-six • 86 – eighty-six
• 27 – twenty-seven • 47 – forty-seven• 87 – eighty-seven
• 28 – twenty-eight • 48 – forty-eight• 88 – eighty-eight
• 29 – twenty-nine 49 – forty-nine 89 – eighty-nine
NB: You need to use a hyphen (-) when you write the numbers between
21 and 99.
(N’oubliez pas de mettre un tiret (-) entre les 2 mots lorsque vous écrivez les nombres
de 21 à 99
Practice1
ACTIVITY: Write the numbers in letters. An example is given.

Example: 45 = forty – five
29 = ………………..…………. 62 = ……………………………. 84 = ………………….………..
93 = …………………….……… 37 = ………………….………… 78 =……………………….……
81 = …………………….……… 56 = ………………….………… 99 =……………………….…
LANGUAGE FUNCTIONS :
A. Talking about age (demander et dire l’âge)
STRUCTURE: How old is your father?
He’s forty-eight years old.
B. Talking about the number of the family members (demander et dire le nombre des
membres d’une famille)
STRUCTURE: How many brothers do you have? I have six brothers.
Practice 2
ACTIVITY 1: Ask and answer questions. An example is given.
Example: father / 43 Q. How old is your father?
A. My father is forty-three years old.
1. aunt / 25 Q………………………………………………………………………………………………………….
A………………………………………………………………………………………………………….
2. mother / 32 Q………………………………………………………………………………………………………….
A………………………………………………………………………………………………………….
3. brother / 21 Q…………………………………………………………………………………………………………
A………………………………………………………………………………………………………….
4. sister / 29 Q………………………………………………………………………………………………………….
A………………………………………………………………………………………………………….
5. grandmother / 85 Q………………………………………………………………………………………………
A………………………………………………………………………………………………
ACTIVITY 2: Look at the pictures. Then ask and answer questions. An example is given.
Q : How many sisters do you have ?
A : I have two sisters
sisters
Q : ............................................................
A :………………………………………………………….
grandmothers
Q :………………………………………………………………
A :…………………………………………………………………
brothers
Q :……………………………………………………………
A :……………………………………………………………
grandfathers
Q :……………………………………………………………
A :……………………………………………………………
brothers and sisters
Practice 3
Activity 3: Complete the table. The first case is an example.
Questions Answers
How old are you? I am sixteen.
How many brothers and sisters do you have?
my grandfather is eighty years old
No, I don’t have a nephew.
Yes, my father is forty-six.
How many fingers do you have
SESSION 3
COMMUNICATION TASK
You are having a recreation in the school yard of College Modern Bocanda. You and some of
your classmates are talking about their family members in order to familiarize.
ACTIVITY 1. Answer your friend’s questions.
Classmate: Hi, How are you? My name’s Kouame.

You : ………………………………………………………………………………………………………………………………..
Classmate: You dropped something!
You : Oh! That’s a photo album.
Classmate: Here you are.
You : Thanks, Amelin.
Classmate: Who’s this?
You : ……………………………………………………………………………………………………………………………………
Classmate : It looks like you have a large family. How many brothers and sisters do you
have?
You : …………………………………………………………………………………………………………………………………..
Classmate : How old is your brother?
You: …………………………………………………………………………………………………………………………………...
Classmate: I am an only child.
You: Kouame, our teacher is coming. Let’s enter the classroom.
ACTIVITY 2: Your American friend wants to know about your family. You have decided to
write a short e-mail to introduce him your family members. In your e-mail:
• Mention your name and your age;

• Tell him the name of your father and your mother;
• Add the number of brothers and sisters you have;
• Give the names and the ages of your brothers and sisters.
UNIT 2: AT HOME
LESSON2: A SUNDAY WITH MY FAMILY
SESSION 1
TARGET COMMUNICATIVE SITUATION : Zon un élève de 5eme échange avec son correspondant
anglophone au téléphone. Ils parlent des activités qu’ils font à la maison lorsqu’ils ne vont pas
à l’école en vue de savoir plus sur leurs habitudes quotidiennes.
LESSON CONTENT
COMPETENCE CONTENUS
C2 : Traiter des situations

relatives à la Vocabulary: To brush ones teeth, to put on makeup, to shave, bed
communication orale au sheet, blanket, to switch on/off the light, to sweep.
simple.
. Language Function: Describing ongoing actions
Describing habitual actions
.
Grammar / Structure : Simple present and present continuous
-Awa is making her bed.
-She makes her bed every morning.
Vocabulary: Words and expressions related to daily activities (Mots et expressions liés
aux activités quotidiennes)
to sweep to brush one’s teeth to shave a bed sheet
a blanket to switch on the light to switch off the light to put on makeup
Language Function: Describing ongoing actions

Describing habitual actions
Grammar / Structure : Simple present and present continuous
-Awa is making her bed.
-She makes her bed every morning.
PRACTICE
ACTIVITY 1: Find the words. There are in disorder. There is an example.
1- vashe=shave
2- kemapu
3- kamblet
4- rhubs
ACTIVITY 2: Match the questions in A with the appropriate answers in B.

A B
What are you looking for? I do some house work.
Do you sleep with pillows? He is reading a newspaper.
What is dad doing in the sitting room? When I finish my homework.
When do you watch TV? I am looking for my torch.
What do you do during the weekend? No I don't like pillows.
1- What are you looking for? ⟹ I am looking for my torch

2- ......................................................................................................................................................
3- .....................................................................................................................................................
4- ......................................................................................................................................................
5- ......................................................................................................................................................
ACTIVITY 3: complete with the appropriate form of the verb.

Example: 1) take
1) Every day I (to take) a shower before going to school.

2) My parents are in the living room, they (to look) the TV set.
3) My sister and I always (to make) our bed ourselves.
4) My uncle (not to read) Newspapers, he doesn’t like reading.
5) Our mother never (to pound) yam, my sister does it all the time.
6) Are you busy now? No, I (to do) my homework.
SESSION 2
LESSON CONTENT
COMPETENCE CONTENUS
C 2: Traiter des situations

relatives à la Vocabulary: To learn, to revise, to go to church, to go to the
communication orale au mosque, to pray, to go fishing, to wash the dishes to read a
moyen d’un langage très newspaper.
simple.
Language Function: Describing past actions.
Grammar / Structure : Simple past
.
What did you do last weekend?
I visited my grandparents.
Vocabulary: Words and expressions related to daily activities (Mots et expressions liés
aux activités quotidiennes)
to go to church to go to the mosque to pray
to go fishing to wash the dishes to read a newspaper. to learn/ to study
Language Function: Describing past actions

Grammar / Structure : Simple past
What did you do last weekend?
I visited my grandparents
Practice
ACTIVITY 1: Find the words. There are some letters missing.
1- M-sq-e
2- R-v-se
3- N-w-p-p-r
ACTIVITY 2 : Ask and answer questions with the expressions below.

Last saturday /play football-- Sunday /go to church-- last night/read a book-- Last weekend /revise my
lessons
A- What did you do last Saturday?
B- Last Saturday I played football.
A-.........................................................................................................................................................
B-.........................................................................................................................................................
A............................................................................................................................................................
B..........................................................................................................................................................
A.........................................................................................................................................................
B.........................................................................................................................................................
ACTIVITY 3 : complete with the appropriate form of the verb.

Example: 1) shaved
1) Adama (to shave) his head last week.
2) When he finished, zady (not to switch off) the light.
3) Because of his toothache, Bolla (not to brush) his teeth five days ago.
4) I was sick yesterday, so my mother (to make) my bed.
5) Before she went out, my aunt (to take) her umbrella.
6) My father (to plug in) his radio and laid down on the sofa.
SESSION 3
SITUATION D’ EVALUATION
Comme devoir de maison, le professeur te demande de décrire ce que tu fais à la maison les
weekends.
a- Fais cinq phrases sur tes activités pendant les weekends.
b- Lis ces phrases en classe.
SITUATION D’ EVALUATION 2
Your Ghanaian friend calls you through WhatsApp. He asks you to tell him what you do every
weekend. He also asks you do say what you did last week. Your English teacher asks you to
tell your classmates what you said. In your speech say:
A- What you do on Saturdays and Sundays; in the morning, in the afternoon and in the
evening
B- What you did on last Sunday, Tuesday, Wednesday, Thursday and Friday.
SITUATION D’ EVALUATION 2
Your Ghanaian friend calls you through WhatsApp. He asks you to tell him what you do every
weekend. He also asks you do say what you did last week. Your English teacher asks you to
tell your classmates what you said. In your speech say:
A- What you do on Saturdays and Sundays; in the morning, in the afternoon and in the
evening
B- What you did do last Sunday, Tuesday, Wednesday, Thursday and Friday.
UNIT 2 : AT HOME
LESSON 3 : The tchonron soup
SESSION 1
TARGET COMMUNICATIVE SITUATION: A l’ occasion du concours culinaire organisé par le club
d'Anglais du collège moderne de Dimbokro, les élèves de 5eme2 apprennent les noms des
ingrédients en Anglais afin de mieux présenter leurs recettes.
LESSON CONTENT
COMPETENCE CONTENUS
C2 : Traiter des situations

Vocabulary: To roast, to chop, to cut, to taste, to pound, peanuts,
relatives à la
to fry, smoked fish to slice.
communication orale au
simple. Language Function: Describing a process
. Grammar / Structure : The imperative
Ex :First, cut the onion
Then, wash the tomatoes.
Vocabulary: Words and expressions related to a recipe (Mots et expressions liés à une recette
de cuisine)
to roast to chop to cut to taste
to pound peanuts to fry smoked fish

Language Function: Describing a process
Grammar / Structure : The imperative
Ex :First, cut the onion
Then, wash the tomatoes.
Practice
ACTIVITY 1: Find the words. They are not in order. There is an example
1- Dnpou= pound
2- Aentspu=...............................................
3- Satet=...................................
4- Kingoco=............................
ACTIVITY 2: Reorder the sentences to describe how to prepare mixed vegetable dish.
a- Wash your hands
b- Slice the onions, garlic and ginger into small pieces separately.
c- Add salt and pepper
d- Fry onion garlic and ginger
e- Put the mixed vegetable into the pan
f- Add water fry for 15 minutes.
....................................................................................................................................................................
....................................................................................................................................................................
ACTIVITY 3 Here are some sentences. Match each sentence with its picture.
Example: 1- B
1) The cook always tastes the dish before serving it.
2) Roasted chicken is good with attieke.
3) To make a vegetable dish, you have to chop the onions.
4) Fatou is pounding some plantains.
5) He is cutting the potatoes.
6) Mum is frying some cakes.
A B C
D E F G
SESSION 2
LESSON CONTENT
COMPETENCE CONTENUS
C 2: Traiter des situations

relatives à la Vocabulary : Stove, cooker, fire, to mash, prawns, recipe, to stir,
communication orale au salt.
simple.
Language Function: Expressing obligation
.
Grammar / Structure : Must/mustn’t
. You must wash your hands before eating, you mustn’t eat too
much salt.
Vocabulary related to kitchen (Mots liés à la cuisine)
stove cooker fire to mash
Prawns to stir salt.

Language Function: Expressing obligation
Grammar / Structure : Must/mustn’t
You must wash your hands before eating, you mustn’t eat too much salt.
Practice
ACTIVITY 1: Rewrite the instructions. Number 1 is an example.
1- Don’t put chilli in the sauce ⟹You mustn’t put chilli in the sauce
2- Use only smoked fish ⟹
3- Cover the pot ⟹
4- Don’t cook it for long time ⟹
SESSION 3
ACTIVITY 1: Answer questions
A- Can you cook?

B- What are your favourite vegetables?
C- Does your father help your mother in the kitchen?
SITUATION D' EVALUATION
Le professeur d’anglais te demande d 'expliquer comment preparer la nourriture de base de ta region.

.
a) Donne le nom de ta recette.
b) Cite les differents ingredients.
c) Explique comment preparer ce plat.
ACTIVITY 3: Read the sentences bellow and complete with or mustn’t

Example: 1) must
1) Before making omelette you…………………………..break the eggs.
2) Dad doesn’t like hot dish, you…………………………put too much pepper.
3) To cook rice, you…………………………………boil water first.
4) To cook ‘’Foutou’’, you…………………………………. pound some yam.
5) Mum wants roasted chicken so, you……………………………….buy a chicken.
6) When frying cakes, you………………………………………..cover the pot.
SESSION 3
ACTIVITY 1: Answer questions
A- Can you cook?

B- What are your favourite vegetables?
C- Does your father help your mother in the kitchen?
SITUATION D' EVALUATION 1
Le professeur d’anglais te demande d 'expliquer comment preparer la nourriture de base de ta region.

.
a) Donne le nom de ta recette.
b) Cite les differents ingredients.
c) Explique comment preparer ce plat.
SITUATION D' EVALUATION 2
You went to visit your Gambian friend in Gambia. There, he taught you how to
cook the best meal of his family. Back to your school, your English teacher asks
you to tell your classmates how to cook this meal. To do so try to answer these
questions.
a) What is the name of the meal?

b) What are its ingredients?
c) What must and mustn’t you do during its preparation?.
CÔTE D’IVOIRE – ÉCOLE NUMÉRIQUE
UNIT 3 : Time and Date

Lesson 1 : What’s the weather like today ?
SESSION 1
Learning context : The teacher of English is having a lesson with his students of 5 e
3 of Lycée Moderne 1 de Grand-Bassam to prepare them to reply to their British

pen friend who wanted to know about the weather in Cote d’Ivoire.
LESSON CONTENT
LANGUAGE FUNCTION STRUCTURES VOCABULARY
• Asking and answering • What’s the weather rainy season - dry
questions about the like ? season - winter
weather • It’s cold
spring - summer
• Describing time season
• how many seasons
fall / autumn:
• Describing time seasons are there in your
country ?
• there are 4 (four)

seasons
VOCABULARY : words and expressions related to the weather

The weather : the time, the atmosphere
clouds / cloudy
the wind / to blow

to rain / rainy / the rain
the sun / sunny / to shine
he is cold # he is hot
LANGUAGE FUNCTION : Asking and answering questions about the weather

Question : what’s the weather like today ?
Answer : - It’s raining./ The weather is fine.
Practice 1
Activity 1 : Complete the sentences with the correct words.
Sun – clouds – wind – cold – weather – raining
1. The ………….. is blowing.

2. It’s …………… ; I am ………….
3. The ………….. in Côte d’Ivoire is fine.
4. There are a lot of …………. In the sky.
5. The ……….. shines.
Activity 2 : choose the right answer
1. The sun is shining.
a. The weather is fine.
b. The weather is bad.
2. It’s raining abundantly.
3. The wind is blowing.
4. It’s raining.
a. She is hot.
b. She is cold.
Activity 3: reorder the following words to get complete question and answers
about the weather
1- /the/?/is /village/what/your/weather/in /like/
2- /in/weather/my /fine/is/village/the/
3- /shining/in/sun/the /today
4- /weather/is /the/the/in/what/like/raining season/?
SESSION 2
VOCABULARY : words related to seasons
rainy season # dry season : In CI, there are two main seasons : the rainy season
and the dry season.
winter : In the USA, the season from January to March when it snows and the
weather is bad.
spring : In the USA, the season from April to June when it rains a lot.
summer : In the USA, the season from July to September when it’s hot and the sun
shines.
fall / autumn: In the USA, the season from October to December when it’s
windy and the leaves of trees fall.
LANGUAGE FUNCTION : Describing time and seasons
Question : How many seasons are there in your country ?
Answer : There are two main seasons.
Question : When is it cold in the USA ?
Answer : It’s in winter / January.
Practice 2
Activity 1 : Match each definition from column A with the correct meaning in
column B. write your answers like in the example.
Example : 1-g
COLUMN A COLUMN B
1. Season between October and December a. Snowy
2. Sunny and pleasant season b. Rainy season
3. Extremely cold season from January to March c. Spring
4. Hot season with no rain d. Winter
5. Season when it frequently rains e. Dry season
6. Covered with snow f. Summer
7. Season from April to June g. Autumn
Activity 2 : Write your answers for the following questions.

1. How many seasons are there in
a. Cote d’Ivoire ? There …… two main ……….
b. USA ? ……………………………………….
2. What’s the weather like in
a. the rainy season ? ………………….
b. dry season ? ………………………..
c. spring ? …………………………….
Activity 3: The following dialogue is about seasons in the words. Fill in the
gaps with the missing words to obtain complete sentences
A: When does….. usually rain in your country?
B: It …….. from April to November
A: How many seasons …… ……. in your country?
B: The are two
A: when …… hot in your country?
B: It is generally…… between February and April
SESSION 3
COMMUNICATION TASK 1: Your American pen friend Karl wants to know
what the weather's like in your country. In your reply to his letter, describe the
weather and talk about the seasons in your country. Then, ask him some questions
about the weather and seasons in his country too.
Dear Karl,
…………………………………………………….
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
Good bye
Write your name
COMMUNICATION TASK 2: You are participating in an international forum

organised by the American embassy on climate change in the world. You send your
contribution by sms. In your contribution,
-introduce yourself and say where your country is located
-list the main types of climate in your country and briefly describe each of them
-ask the other participants to give you the same information about their countries
UNIT 3 : Time and Date
Lesson 2 : Time is money
SESSION 1
Learning context : On whatsApp, students of 5 1 write some messages to their
e
friends in Ghana about their schedule of the week.

Lesson Content
Language function Structures Vocabulary
• What do you usually Schedule – noon – lunch –
do in the morning? in midnight – dinner – watch tv –
• Describing daily the morning, I go to late – to learn – to waste time
schedule school. – to be busy – in a hurry – a.m
• Asking about time • At what time do you / p.m
of daily activities go to school every
using prepositions Tuesday ?
• I go to school at 07
o’clock
VOCABULARY :
schedule : program, timetable, agenda
to be busy : when you are busy, you don’t have time .
in a hurry : quickly, rapidly
noon : midday, 12 o’clock
midnight : 00 :00
a.m. : noon
p.m. : after noon
lunch : midday meal
LANGUAGE FUNCTION : Describing daily schedule

Person 1 : what do you usually do in the morning ?
Person 2 : In the morning, I go to school.
NB : use of the present simple tense
Practice 1
Activity 1 : Match each word or expression from column A with its meaning in
column B. write your answers like in the example.
Example : 1- f
COLUMN A COLUMN B
1-midnight a) 12 o’clock in the day
2-dinner b) Timetable
3-midday c) 12 o’clock meal
4-schedule d) Look at
5-lunch e) Evening meal
6-watch f)12 o’clock at night
Activity 2 : Answer each question on people’s schedules with the words between
brackets like in the example.
1. What does your teacher usually do every night ? ( to plan lesson)
She plans her lessons.
2. What do you do every evening ? (to learn my lesson)
3. What do your friends usually do at 4 p.m. ? (to play games)
4. What does Mrs Kouadio do every morning ? ( to go to the market )
5. What does Effua usually do at noon ? ( to have lunch)
6. What do your sisters usually do at 7 p.m. ? ( to watch tv )
Activity 3: Complete the table below by saying which moment of the day
correspond to the following activities. The first one is an example.
COLUMN A COLUMN B
1- I watch TV or I go to bed evening
2- The students go to school
3- We study our lessons
4- The family has lunch
5- Everybody is sleeping
6- The students leave school
SESSION 2
VOCBULARY :
to learn : to study, to revise
to waste time : to pass time doing unimportant things
to be late # to be on time
to take a shower : to wash oneself using a shower
in a hurry : quickly, rapidly
LANGUAGE FUNCTION : Asking about time of daily activities using time

prepositions
Person 1 : At what time do you go to school every Monday ?
Person 2 : I go to school at 06 :30 a.m.
Time prepositions :
in the morning / afternoon/ evening
At noon / night / midday / midnight
Practice 2
Activity 1 : Complete the sentences below with the appropriate words from the
box. Write your answers like in the example.
Example : 1- take a shower
Go shopping – late – take a shower – in hurry – waste time – on time
1. Every morning, I …………. just after I wake up.

2. I am …………………. Because I don’t want to arrive …………. in class.
3. Every Saturday, my parents ………….. at the supermarket.
4. If you …………….. , you will not finish your homework.
5. Our teacher is very punctual; he always arrives ………………. in class.
Activity 2 : Write a correct question on the activities of the people in this table.
Write your answers like in the example.
Example : 1- what time does Mr Ndraman go to bed ?
PEOPLE ACTIVITIES PERIOD
1. Mr Ndraman go to bed 12 p.m.
2. You start class 7.a.m.
3. Kim learn her lesson 10 :30 a.m.
4. Max and Kyria play chess 3 p.m
5. Mrs kocora go swimming 8 a.m.
6. they visit the zoo 5 p.m.
Activity 3: Rewrite the following words in order to obtain meaningful

sentences
1-/ do/to/school/ time/students/go/ what /usually /?
2- /go/morning/to//they/the/generally/in/school/
3-/in/what/does/do/Mr. Kouadio /evening/?/the/
4-/He/evening/prepares/his/lessons/the/in/
Communication task 1
You chat on the internet with your British pen friend Cole. He tells you about what
he does every day. In your turn, describe in a few lines how you spend your day.
• List your daily activities at home and at school
• Specify the period of each activity
You have received a letter in which your Liberian friend wants to know your
schedule of one day in the week. In your reply,
-Indicate the day you are going to talk about
-list your activities at home and at school
-Specify the period of each acyivity
UNIT 4 : JOBS AND OCCUPATIONS

Lesson 2 : What do you use a map for ?
SESSION 1
Learning context: In preparation for the Career Day organized by the American
Embassy, the students of 5 2 are having an English lesson to learn work tools.
e
Lesson Content
• Talking about • What does a Map – plan – scales – cash register –
the use of work waitress do trolley – laptop – tray – anti-virus
tools with a tray? software – sponge – shearer – plunger –
• Expressing • What is a tray floor cloth – dental chair – law book
possession used for ?
• Whose tool is
the shearer?
VOCABULARY : Words related to work tools

a map : people use it to locate a country or a city.
a plan : people use it to build houses.

scales : people use them to measure the exact weight of fruit and vegetables.
a cash register: people use it to collect money and calculate the change.
a trolley : people use it to transport things in the supermarket.
a tray : people use it to serve food.
an anti-virus software : people use it to protect computers against viruses.
LANGUAGE FUNCTION : Talking about the use of work tools

Question : what does a waitress do with a tray ? or what is a tray used for ?
Answer : she uses it for serving food in the restaurant.
PRACTICE 1
Activity 1 : Reorder the letters in each list to find the tools people use to work.
Number 1 an example.
1. NLPA = PLAN
2. YELRLOT = …………………
3. SAHC TGRERESI = …………………
4. AYTR = ………………………..
5. TOPAPL= ………………………
6. SSACLE = ………………………..
Activity 2 : Say what the work tools are used for. With the information in the
boxes, ask and answer questions.
Architects / plans
A computer scientist / anti-virus software
A greengrocer / scales
A flight attendant / trolley
Engineers / maps
A cashier / cash registers
Example :
Question : What does a cashier use the cash registers for ?
Answer : He uses them to collect money and calculate the change.
SESSION 2
VOCABULARY : Words related to work tools
a sponge : a car washer uses it to wash cars.
a shearer : the barber uses it to cut people’s hair.
a plunger : the plumber uses it to repair water pipes.
a floor cloth : the housewife uses it to clean the house.
a law book : the lawyer uses this book to defend or accuse people.
LANGUAGE FUNCTION : Expressing possession ( ‘s)
Question : whose sponge is this ?
Answer : it’s the car washer’s sponge.
PRACTICE 2
Activity 1 : Write the missing words to find work tools. Number 1 is an example.
1. S PONGE
2. __ H __ __ R E R
3. P L __ __ G __ R
4. F __ O __ R C __ __ T H
5. D __ __ T __ L C __ A __ R
6. __ __ W B O __ __
Activity 2 : Read the information in the table below and write a dialogue like in the
example.
JOBS WORK TOOL
Barber shearer
Car washer sponge
Dentist dental chair
Housemaid floor cloth
Lawyer law book
Computer scientist anti-virus software
Example :
A : Whose tool is the anti-virus software ?
B : It’s the computer scientist’s tool.
A : What does he use the anti-virus for ?
B : He uses it to repair computers.
SESSION 3
Communication task 1:
Write a message that you will send through whatsApp to your Liberian friend Weah
in which you talk about the job you want to do,
In your letter,
-name the tools required
-say what they are used for.
Write an application letter to an American NGO offering funds to people for the
development of individual projects. In your letter,
1-indicate the job you can do
2-describe this job briefly
3-give the names of the tools you need and say what each of them is used for.
UNIT 4 : Jobs and Occupations

Lesson 3: Where does Aunt Enoh work?
SESSION 1
Learning context: During the career day organized by the English club of Lycée
Moderne 1 de Grand-Bassam, the students of 5 1 visit different work places in
e
order to write a paragraph about them.
Lesson Content
• Talking about work • Where does a Building site- law court – shop – car
palces car washer wash – dental clinic – workshop –
• Describing places/ work? smelly – cool – fragrant – dusty –
objects / • He works in a muddy - fast
performance car wash.
• Usain Bolt
runs fast
VOCABULARY : Words related to work places

a building site: An engineer works at a building site.
a law court: A lawyer works at a law court.
a shop: The barber and the greengrocer work in a shop.
a car wash: the car washer washes cars in a car wash .
a plane: where the pilot works.
LANGUAGE FUNCTION : Talking about work places

Question : Where does the cook work ?
Answer : He / she works in a kitchen.
Question : Please, can you tell me where accountants work ?
Answer : They work in offices.
Practice 1
Activity 1: Match the jobs in column A with the work places in column B. Write
your answers like in the example.
COLUMN A COLUMN B ANSWERS
1. An engineer a. Office 1. h
2. A lawyer b. House 2. …
3. Barbers and greengrocers c. Restaurant 3. ….
4. A car washer d. Law court 4. ….
5. Pilots e. Shop 5. ….
6. A housemaid f. Car wash 6. …
7. A cook g. Plane 7. …
h. Building site
Activity 2 : Reorder the letters to find meaningful words linked to work places.
1. R A C H A W S = CAR WASH
2. E C I F O F = …………………….
3. R K W O H O S P = ………………...
4. N K T H I E C …………………….
5. T N A R R A T S E U = ……………….
6. A W L T R C O U = …………………..
SESSION 2
VOCABULARY :
smelly : having a bad odour
crowded : full of persons
fast : rapid
fragrant : perfumed
muddy : after the rain, the soil of the playground is muddy.
LANGUAGE FUNCTION : Describing places / objects / performances

The socks of Tom are smelly.
SOTRA’s buses are crowded.
Muriel Ahouré runs fast.
Practice 2
Activity 1 : Complete each sentence below with the suitable word from the box.
Fragrant – crowded – fast – smelly – dusty - cool
1. Road building sites are generally ……dusty………..

2. ‘Adjamé Forum’ market is always ……………
3. The air-conditioner makes the headmaster’s office ………………
4. Akoua’s house is ………… because of the good perfume she uses.
5. During the Olympic Games, Ta Lou Marie Josée ran ………… to be the
first.
6. In front of the shop, there is a big dustbin that makes it ………..
Activity 2:
Here are answers. Ask the corresponding questions. The first one is an
example.
Q: Where does aa greengrocer work?

A: The greengrocer works in greengrocer’s shop.
Q:………………………………………………………………………. ?
A: The dentist works in a dental clinic
Q:……………………………………………………………………….. ?
A: Architects work on building sites.
Q:………………………………………………………………………….?
A: The can washer works in a car
Q: ………………………………………………………………………….. ?
A: I don’t work. I am a student.
SESSION 3
Communication task
With your Ghanaian friend Akwam, you discussed on Facebook about the
work and workplaces of your parents.
1- write your part of your dialogue.
2- practice it with a partner.
You : Hi, Akwam ! How are you doing ?

Akwam : Hello ! I’m fine thanks. What’s the job of your father ?
You : …………………………………….
Akwam : Great ! where does he work ?
You : ……………………………….
Akwam : Can you describe me his workplace ?
You : .....................................................
…………………………………………….
Akwam : Fantastic !
You : Can you tell me about your father’s job and workplace ?
Akwam : Of course, let us meet tomorrow. It’s time to go to school.
You : Ok, bye !
To help the English club make a catalogue about the jobs in the families of
its members, write a paragraph about the job of one member of your family.
In your paragraph,
1-Indicate which family member you are going to talk about
2-Mention the job he or she does
3-Give the name of his/her workplace and describe this workplace briefly
CLASSE DE 5è
Level: 5ème
Skill: Listening
Unit 5: CLOTHES AND COLOURS
LESSON 1: THE MARKET PLACE
Source: Learn it, do it 5è
Learning context: A student of 5ème 2 of Collège Moderne of Kotogwanda visiting
Ghana goes to the market with his Ghanaian penfriend to buy clothes. At the market,
they listen to a trader promoting his colourful clothes in order to make the best choice.
SESSION 1
Lesson content
LANGUAGE
VOCABULARY STRUCTURES
FUNCTION
Hat – a scarf – sandals – Asking and answering - What do schoolboys wear at

pyjamas – a shirt – shorts – questions about clothes school?
- They wear Khaki uniform.
trousers – socks – shoes
INPUT PHASE
Vocabulary
a hat a scarf sandals
shoes a shirt
trousers
shorts socks pyjamas
Language function: Asking and answering questions about clothes: WH-

questions
The school boy wears khaki uniform at school. To

know what students wear at school, we ask the
question:
“What do schoolboys wear at school? And we

answer:
“They wear khaki uniform”.
Example: Soro: What do school boys wear at school?

Néli: They wear khaki uniform.
PRACTICE PHASE
Activity 1: Listen and decide if the description is true (T) or false (F). Do it like in
number one.
……
1 False …2 …………. ………………..
3 4 ……………
1
……………
5 6 ………… 7 8 …………
……………….
Listening text:
Picture 1 is dress. Picture 2 are trousers.
Picture 3, there are pyjamas. Picture 4 is a scarf.
Picture 5 is a hat. Picture 6, there are socks.
Picture 7 are sandals. Picture 8, there are trousers.
Activity 2: With your neighbour, use the given words in each section to ask and
answer questions about what people wear.
Example: 1. A: What does Soro wear?
B: Soro wears a shirt, trousers, socks and shoes.
1. Soro (a shirt/ trousers/ socks/ shoes)
2. Julia (a scarf/ shorts/ a shirt)
3. Dad (pyjamas/ sandals)
4. The boys (hats/ shorts/ sandals)
Activity 3
The words are not in order. Write them correctly to make a sentence. Number 1
is an example.
1. are / sisters / what / my / wearing? What are my sisters wearing?

2. Amenan / wearing / skirt / is / a .................................................................
3. Mariam/ wearing/ Akissi/ are/ shoes. ..........................................................
4. they/ wearing ?/ are/ what ..........................................................................
5. She/ tee-shirt/ wearing/is/a skirt./ and/ a
........................................................
6. What/ teacher/ wearing?/the/ is ....................................................................
SESSION 2
Learning context (Recall)
A student of 5ème 2 of Collège Moderne of Kotogwanda visiting Ghana goes to the market
with his Ghanaian penfriend to buy clothes. At the market, they listen to a trader promoting
his colourful clothes in order to make the best choice.
Lesson content
VOCABULARY LANGUAGE FUNCTION STRUCTURES
A: Do girls wear trousers to go to
A skirt – a dress – earrings – a Describing what people wear. school?
ring – a belt – a tie – a bracelet B: No, they don’t.
– a wrapper – a wallet A: do boys wear khaki uniform to
go to school?
B: Yes, they do.
INPUT PHASE
Vocabulary
a skirt a dress wrapper
an earring a ring a bracelet
belt a tie a wallet
Language function: Describing what people wear with Yes / No questions
A: Do schoolboys wear Khaki uniform to go to

school?
B: Yes, they do
A: Do girls wear Khaki uniform to go to school?
B: No, they don’t
PRACTICE PHASE
Activity 1: Listen and match the people from column A with the clothes or accessories they
have in column B.
Example: 1 – D.
Column A: People Column B: Clothes or Accessories
1. Schoolboys a. ties and a cap

2. Policemen b. white blouse and a stethoscope
3. Taxi-drivers c. trousers and a tie
4. Butchers d. khaki uniform
5. Teachers e. knives and meat saw
6. doctors f. blue uniform and weapon
Activity 2
Underline the right answers in the parentheses. Number 1 is an example. Example: 1 – A: Do

schoolboys wear white blouse and a stethoscope?
B: No, they don’t. They were khaki uniform.
1. Men and women (wear/ wears) traditional clothes at the village.

2. (Do/ Does) your mother wear a suit to go to her office?
3. Students (wear/ wears) uniform at school.
4. What does a doctor (wear/ wears) at the hospital to work?
5. We (don’t wear/ doesn’t wear) miniskirts to go to school.
6. She (don’t wear/ doesn’t wear) trainers at night.
Activity 3: With your neighbour, use the given words in each section to ask and answer
questions about what people wear.
Example: 1. A: What does Soro wear?

B: Soro wears a shirt, trousers, socks and shoes.
1. Soro (a shirt/ trousers/ socks/ shoes)
2. Julia (a scarf/ shorts/ a shirt)
3. Dad (pyjamas/ sandals)
4. The boys (hats/ shorts/ sandals)
SESSION 3
Communication activity (Situation d’évaluation)
During his stay in Ghana, a student of 5ème 2 of Collège Moderne of Kotogwanda
goes to the market to buy some clothes before he goes back to his motherland. There,
he listens to a trader promoting his articles. Being this student,
1. listen to the trader and list the different clothes he is selling.
2. cite the different clothes you want to buy.
Listening text:
Trader: Come and buy! Come and buy!
There is everything here you need! I have
beautiful trousers, nice skirts, shoes,
socks, belts, colourful shirts, shorts,
sandals, wallets, dresses, scarves and
handbags for beautiful women. Come and
buy! Come and buy!
You: Hello madam!
Trader: Hello, miss. Can I help you?
You: Yes. I would like to buy a dress,
sandals, a scarf and a bracelet.
Trader: OK. Here you are. Don’t you
need earrings?
You: No, thanks. It’s good for me.
Trader: Right. Thanks and goodbye.
Your English teacher presents a conversation between Ama and Mariam. Listen
to him and complete the dialogue.
Mariam: Hi, Ama! How are you?
Ama: I’m ......................thanks. And you?
Mariam: I’m fine, …….. you.
Ama: What ……… your mother?
Mariam: She’s fine. I like the ……… you wear on Sundays. It’s nice.
Ama: Look at what I’m........................ today. Is it not..................?
Mariam: It is but your long............... is beautiful.
Ama: Ok! See you later!
Mariam: Bye! Bye!
For the teacher
Mariam: Hi, Ama! How are you?

Ama: I’m fine, thanks?
Mariam: She’s fine. I like your dress you wear on Sundays. It’s nice.
Ama: Look at what I’m wearing today. is it not nice?
Mariam: it is but your long dress is beautiful. I will give it to you tomorrow.
Ama: OK! See you later!
Mariam: Bye! Bye!
CLASSE DE 5è
Level: 5ème
Skill: Listening
Unit 6: FOOD AND DRINKS
LESSON 1: DO YOU KNOW THE MENU?
SESSION 1
Learning context: A student of 5ème 2 of Collège Moderne of Diarabana visiting
Ghana goes to a restaurant with his Ghanaian pen-friend. He listens to him ordering
their meal in order to know the dishes of his country.
Lesson content
LANGUAGE
FUNCTION
dishes – restaurant – menu – Can I have fried rice with

to order – a piece of bread– Ordering a meal chicken? Or
a slice of cake – a glass of I want to have fried rice with
water – a cup of tea – a drink chicken.
INPUT PHASE
Vocabulary
dishes = different types of

a restaurant food menu
to order: pass a command a piece of bread a slice of cake

a glass of water a cup of tea bottles of soft drinks
Language function: Ordering a meal
When you go to a restaurant, you are given a menu card to choose what
you want to eat. To pass the command or order your meal, you can say:
“Can I have fried rice and chicken?”

Or
“I want to have fried rice and chicken”.
PRACTICE PHASE
Activity 1: While you listen to the teacher, fill in the chart.
Starters Dishes Drinks
- salad bread - -
- - -
- - -
- - -
Listening text 1:
Starters: salad and bread, mixed vegetables with deviled eggs, avocado with bread.
Dishes: attieke with fish, pounded yam with okra soup, fried rice with chicken, placali
with spinach soup.
Drinks: coke, lemonade, sorrel juice, coffee.

Activity 2: While you listen to the teacher, write down the expressions which are used
to order a meal.
………………………………………………………………………………………….
…………………………………………………………………………………………..
………………………………………………………………………………………….
Listening text 2:
1. A cup of tea, please.
2. Can I help you?
3. What can I do for you?
4. Can I have a glass of fresh water?
5. How can I help?
Homework: Do exercise 2 page 68 of your workbook Learn It, Do It.
SESSION 2
A student of 5ème 2 of Collège Moderne of Diarabana visiting Ghana goes to a
restaurant with his Ghanaian pen-friend. He listens to him ordering their meal in order
to know the dishes of his country.
Lesson content
LANGUAGE
FUNCTION
starter – main dish – dessert

– orange juice – sorrel juice
Offering to help Can I help you? Or
– lemon juice – a waiter
How can I help you?
sense verbs: to smell – to
look – to taste – to sound
INPUT PHASE
Vocabulary
a starter main dish a dessert a waiter
orange juice lemon juice sorrel juice ginger juice
Sense verbs: to taste – to look – to sound – to feel – to smell.

To sound: Listening to the menu of omelette sounds good
To feel: I feel nausea after eating garba.
To Taste: Mum tastes the soup to see if it is well seasoned.
To look: The food Mum prepared looks delicious.
Language function: Offering to help
If you are a waiter or a waitress in a restaurant, you can

propose your help to customers (clients) by saying these:
“Can I help you?”

Or
“How can I help you?”
PRACTICE PHASE
Activity 1: Complete each of the sentences below with the right verb from the box.
Sounds – looks – smells – tastes
Example: 1- Mum is cooking in the kitchen; it smells good.
1- Mum is cooking in the kitchen; it ……………….. good.
2- Apple juice ………………… sweet.
3- Jules is dressed up today; he ………………….. charming.

4- Who is playing that music? It ………………. good.
Activity 2: While you listen to the teacher, complete the dialogue between the waiter
and the client.
Waiter: Can I help you?
Client: ……………………………………………………………………………..
Waiter: Sure, here you are. Enjoy your meal!
Client: ……………………………………………………………………………
Waiter: Anything for the dessert and drinks, please?
Client: ……………………………………………………………………………
Waiter: Give me two minutes, sir!
Client: ……………………………………………………………………………
Listening text:
Waiter: Can I help you?
Client: Sure, I am hungry! Can I have some pounded plantain and okra soup?
Waiter: Sure, here you are. Enjoy your meal!
Client: Thanks! Wow! It tastes so good!
Waiter: Anything for the dessert and drinks, please?
Client: Just a bottle of coke and that will do.
Waiter: Give me two minutes, sir!
Client: Take your time. Don’t run!
SESSION 3
During the holidays, the students of 5ème 2 of Collège Moderne of
Diarabana visit Accra where their pen-friend Kwési works as a
waiter in a restaurant. When a client comes, he offers his help and
listen to them in order to take their orders. As a student of 5ème 2,
1. list the different types of food people can eat in a restaurant;
STARTER MAIN DISH DRINK

2. one of the - - -
important client of
- deviled eggs - -
the restaurant calls
to order a meal.
While you listen to the record, complete the chart below.
3. with your neighbour, play the client and the waiter by offering to help and ordering
a meal;
Listening text:
Waiter: Hello, can I help you?
Client: I want to order something, please.
Waiter: Go ahead! I’m listening.
Client: As appetizers, I want some mixed vegetables. I also want some deviled eggs.
Waiter: Good! How about the main dish?
Client: Some pounded plantain and groundnut soup.
Waiter: What do you want for drinks?
Client: A big bottle of sorrel juice.
Waiter: Thanks. See you very soon.
Client: See you.

CLASSE DE 5è
Level: 5ème
Skill: Listening
LESSON 2: YOUR DIET AND YOUR HEALTH
SESSION 1
Learning context: During a meeting of the English club of Collège Moderne of
Tanda, the students are listening to an American dietitian’s advice so that they care
about their diet to stay healthy.
Lesson content
LANGUAGE
FUNCTION
Keep fit – thin – fat – to lose Making suggestions How about drinking a glass of
weight – to gain weight – lemon juice?
healthy – diet
INPUT PHASE
Vocabulary
To keep fit = to be fine, to be in good health
Healthy = fine
fat
Thin
Lose weight = become thinner
Gain weight = become fatter

Diet = nutrition
Language function: Making suggestions
This is Emma. She is fat. She wants to lose weight. To help her, you
can suggest some solutions. You can say for example: How about
drinking lemon juice?
So you use “how about + verb + ing” to make suggestions.
PRACTICE PHASE
Activity 1: Complete the text below with the words or expressions from the box.
Write your answers like in the example.
thin – weight – keep fit – fat – gain – healthy
Example: 1 - healthy
Having a (1) …………….. diet can help you to (2) …………. ……………………
Aya has eaten so much junk food that she is (3) ………….. today. Now, she wants to
lose (4) …………………..
By her side, her sister Meliane who is very (5) …………. is trying to (6) …………
weight.
Listening passage 1:
Having a healthy diet can help you to keep fit.
Aya has eaten so much junk food that she is too fat today. Now, she wants to lose
weight.
By her side, her sister Meliane who is very thin is trying to gain weight.
Activity 2: While you listen to the teacher read the dialogue between a patient and the
doctor, write down the patient’s parts.
Doctor: What’s wrong with you, young man?
Patient: …………………………………………………………………………....
Doctor: I see; you need to take a rest. You look tired.
Patient: …………………………………………………………………………….
Doctor: You want to lose weight, fine. How about changing your diet?
Patient: …………………………………………………………………………….
Doctor: You should not eat fatty food. And you should practise sport.
Patient: ……………………………………………………………………………
Doctor: You should also eat organic food too.
Listening passage 2:
Doctor: What’s wrong with you, young man?
Patient: I feel bad. I have a headache.
Doctor: I see; you need to take a rest. You look tired.
Patient: This is true and I am gaining weight.
Doctor: You want to lose weight, fine. How about changing your diet?
Patient: What should I do or eat, doctor?
Doctor: You should not eat fatty food. And you should practise sport.
Patient: Is this all, doctor?
Doctor: You should also eat organic food too.
Homework: Use “how about” to make suggestions with these structures.
- practise sport
- eat healthy food.
SESSION 2
During a meeting of the English club of Collège Moderne of Tanda, the students are
listening to an American dietitian’s advice so that they care about their diet to stay
healthy.
Lesson content
LANGUAGE
FUNCTION
Giving advice with should You should eat organic food

sick – organic food – fatty
or shouldn’t (good action)
food – sugary food – salty You shouldn’t eat too much
food – spicy food salty food (bad)
INPUT PHASE
Vocabulary
organic food: food which fatty food: food which sugary food: food which
contains organic materials makes fat contains much sugar
salty food: food spicy food: food full of a sick person: a person
containing much salt spice suffering from a disease
Language function: Giving advice
You should eat organic food. (good for your health)
“should + verb” for good action.
You shouldn’t eat too much sugary food (bad for your health.
It provokes diabetes)
“shouldn’t + verb” for bad action.
So, to give advice we can use should (for good actions) and shouldn’t (or bad actions)
PRACTICE PHASE
Activity 1: While you listen to the teacher, fill in the table below.
Fatty food Salty food Spicy food Sugary food
- - - -
- - - -
- - - -
- - - -
Listening text:
Cake – fatty meat and fish – canned soup – spicy chicken – honey – avocado – coke –
chips – spicy meatballs – cheese – sorrel juice – sandwich – butter – sweets – bread –
chocolate – pizza – nuts – pepper soup
Activity 2: Use the expressions in the box to make some suggestions. Number 1 is an
example.
Take an anti-malaria pills – develop your muscles – take some aspirin –
practise sport – take a rest – eat organic food
PAINS SUGGESTIONS
1- I have a headache You should take some aspirin.
2- Ali is losing weight
3- Dad is tired
4- This man is too fat
5- I feel weak
6- The children have malaria
SESSION 3
Dali and you, his neighbour of 5ème 2 in Collège Moderne of Tanda, are visiting
Ghana. There, Dali falls sick and you go with him to the doctor’s to receive a
treatment. The doctor tells you what your neighbour is suffering from and what to do.
As you listen to the doctor,
1- complete the table below
WHAT DALI IS SUFFERING FROM WHAT TO DO
- He aches all over
2- As you listen again, answer these questions below.
a) What is wrong with Dali?
b) What treatment does the Doctor recommend to him?
c) According to the doctor, what could Dali do to get strong?
d) What should he do when he gets better,
Listening text:
Doctor: Hello! How are you?
You: I am fine.
Doctor: Right! I want to tell you what your friend is suffering from.
You: Okay, I am listening to you.
Doctor: He aches all over and he is sweating a lot.
You: So what should we do now?
Doctor: He should take some anti-malaria pills; he should take two days’ rest.
You: What else could he do?
Doctor: He could take some vitamins to get strong.
You: You mean he is weak?
Doctor: Yes, and he should practise sports when he gets better.
You: Thank you, doctor!
Doctor: You’re welcome!

CLASSE DE 5è
Level: 5ème
Skill: Listening
LESSON 3: MY FAVOURITE MEAL
SESSION 1
Learning context: The Embassy of USA is organizing a cooking contest between the
schools of the region of Bondoukou to promote traditional dishes. To prepare
themselves, the students of 5ème 1 of Lycée Moderne of Transua are following a
cooking programme on a Ghanaian TV channel.
Lesson content
LANGUAGE
FUNCTION
To like – to prefer –
vegetables – lemonade – Expressing preferences I prefer ginger juice to beer.
roasted chicken – fried fish – I’d rather drink ginger juice.
fried rice – groundnuts soup
INPUT PHASE
Vocabulary
to like to prefer vegetables a lemonade
roasted chicken fried fish fried rice groundnut soup
Language function: Expressing preferences

I like fried fish.
So I like fried fish and roasted chicken. If I
have to choose between the two things I
like, I will express my preference by saying:
I I prefer roasted chicken to fried fish also like
roasted
Or
chicken.
I’d rather eat roasted chicken.
PRACTICE PHASE
Activity 1: This activity is about cooking an omelette. While you listen to the teacher
read the text, write the expressions or words you hear in the table below.
EXPRESSIONS WORDS
- crack eggs -
- -
- -
- -
- -
Listening text:
Expressions: crack eggs; cut up onions; add up salt; pour some oil; slide the omelette.
Words: bowl; slices; pan; fry; mixture; plate
Activity 2: With your partner, make suggestions and reply to them using the
information in the table.
Example: 1) A: How about going to dance tonight?
B: I’d rather watch a good film / I prefer watching a good film
Proposals Preferences
1- How about going to dance tonight? - to watch a good film.
2- Let’s play football today. - to play ludo.
3- Do you want a glass of beer? - to appreciate a coke.
4- We are going to France next summer. - to visit England.
5- Should I put on the TV? - to read a book.
6- Do you want some sorrel juice? - to drink some apple juice.
SESSION 2
The Embassy of USA is organizing a cooking contest between the schools of the
region of Bondoukou to promote traditional dishes. To prepare themselves, the
students of 5ème 1 of Lycée Moderne of Transua are following a cooking programme
on a Ghanaian TV channel.
Lesson content
LANGUAGE
FUNCTION
A recipe – to cook – to add Describing a process Firstly, secondly …….. and then,
– to fry – to wash – to boil – after that, lastly
to pour – to chop
INPUT PHASE
Vocabulary
A recipe: a set of to cook = to to add salt to fry fish

instructions for preparing food prepare food
To wash a carrot to boil water to pour to chop
Language function: Describing a process.
This is omelette. To explain how to make it, we use sequence

words + imperative: First – Second – Third – After – Then
– next – before – finally.
So, to cook omelette, first, take your eggs and crack them into a bowl. Second, add a
pinch of salt and pepper before mixing them with a fork. Third, bring your pan to a
high heat and add oil. Then, pour in your mixture and cook on a high heat for 2
minutes. Finally, serve immediately with a piece of bread.
PRACTICE PHASE
Activity 1: As you listen to the description of the people, complete the table with
+ when they like the food or – when they dislike them. Do it like in the example.
● “+” ═ LIKE
● “ − “ ═ doesn’t like
Rosted Pounded Fried fish and Pepper soup

chicken plantain with attiéké and rice
okra soup
Ornella +
Koffi
koné −
Listening text:
Ornella likes roasted chicken. She also likes fried fish and attiéke. She doesn’t like
pepper soup and plantain.
Koffi only likes pounded plantain with okra soup; he likes pepper soup and rice too.
NB: only the teacher should have this text to read while students listen.
Activity 2: As you listen to the record, fill in the different gaps with the missing
words.
Example: 1 – Firstly
Cooking scrambled eggs is easy. (1)…... I put three eggs and a spoon of milk in the
bowl. Secondly, I …(2)… the eggs and the milk. Then I add …(3)…and fresh pepper.
After that, I fry …(4)……….. in a pan. Then , I …(5)………..the eggs. …(6)……, I
serve the eggs and add some ……(7)…..of potato.
………………………………… …………………………………………..
……………………………….. ………………………………………….
……………………………….. ……………………………………………
…………………………………
Listening text:
Firstly, I put three eggs and a spoon of milk in the bowl. Secondly, I beat the eggs and
the milk. Then I add a pinch of salt and fresh pepper. After that, I fry the mixture in a
pan. Then, I scramble the eggs. Finally, I serve the eggs and some slices of tomato.
SESSION 3
Situation d’évaluation (Communication activity)
In order to be the winner of the cooking competition the United States embassy is
organising in the region of Bondoukou, the 5eme1 students of Lycée Moderne of
Transua receive through an sms the description of the recipe of fried rice. But, the
recipe is in disorder. Fortunately, their teacher has the audio version of the ordered
text. As a student of the class,
1. while you listen to the record, write the number in front of each statement like in the
example.
Example: - put the pot on the fire. 1
- Add the vegetables and water, and cook for 10 minutes.
- Cover the pot and let them meat boil for 10 minutes.
- Fry the meat stir for 2 minutes.
- Season the meat with salt and pepper.
- Add pepper and salt.
- Wash the rice and put it into the pot.
- Pour the oil into the pot.
- Let the tomato sauce boil until it dries.
- Cut up the onions, carrots, the garlic and the cabbage.
- After 10 to 15 minutes, your fried rice is ready.
- Mix the tomato paste with the water and pour it into the pot. Then stir. Add the
onions, tomatoes and garlic.
2. Write the instructions in the right order to have the written version of the recipe.
Listening text:
1 - Add the vegetables and water, and cook for 10 minutes.
2- Cover the pot and let them meat boil for 10 minutes.
3- Fry the meat stir for 2 minutes.
4- Season the meat with salt and pepper.
5- Season the meat with salt and pepper.

6- Wash the rice and put it into the pot.
7- Pour the oil into the pot.
8- Let the tomato sauce boil until it dries.
9- Cut up the onions, carrots, the garlic and the cabbage.
10- After 10 to 15 minutes, your fried rice is ready.
11- Mix the tomato paste with the water and pour it into the pot. Then stir. Add the
onions, tomatoes and garlic.
12 – Put the pot out of the fire

Basic English grammar
TO BE : ETRE
Positive Negative Questions
I am ’m am not ’m not Am I ?
You are ’re are not aren’t Are you ?
He, she, it is ’s is not isn’t Is he, she, it ?
we are ’re are not aren’t Are we ?
you are ’re are not aren’t Are you ?
they are ’re are not aren’t Are they ?
Yes/No questions - be (am, are, is)
Subject and verb change their position in statement and question.
statement You are from Germany.

1
question Are you from Germany?
We always use the short answer, not only "Yes" or "No".

If the answer is "Yes", we always use the long form.
Example: Yes, I am.
If the answer is "No", we either use the long or the contrated form (short form).
Example: No, I am not - No, I'm not.
Yes, I am.
Are you from Germany? am not.
No, I
'm not.
Is he your friend? Yes, he is.
Are Peter and John from England? Yes, they are.
Questions with question words - be (am, are, is)
Question word Verb Rest Answer

Where are you from? I'm from Stuttgart.
What is your name? My name is Peter.
How are Pat and Sue? They're fine.
TO HAVE : AVOIR, posséder
Positive Negative Questions
I have got ( ’ve got) haven’t got have I got ?
You have got ( ’ve got) haven’t got have you got ?
He, she, it has got ( ’s got) hasn’t got has he, she, it got ?
we have got ( ’ve got) haven’t got have we got ?
you have got ( ’ve got) haven’t got have you got ?
they have got ( ’ve got) haven’t got have they got ?
Has Mary got a car? Yes, she has.
Has she got an American car? No, she hasn’t. She has got a Seat. 2
Personal pronouns, Possessive determiners, Possessive pronouns
Personal pronouns
Possessive Possessive
as object
as subject determiners pronouns
(accusative and
(nominative)
dative)
I me my mine
you you your yours
he him his his
she her her hers
it it its its
we us our ours
3
you you your yours
they them their theirs
1 2 3 4
We have some books. The books are for us. These are our books. The books are ours.
Plural in English
singular + -s
singular plural
a car two cars
a cassette two cassettes
a lamp two lamps
a hat two hats
a cup two cups
Add -es after sibilants:
singular plural
4
a box two boxes
a sandwich two sandwiches
a suitcase two suitcases
a rose two roses
a garage two garages
Substitute y after consonant with -ies:
singular plural
a city two cities
a lady two ladies

Add -s after vowel + y:
singular plural
a boy two boys
a day two days
Nouns on -f or -fe:
add -s substitute with -ves
singular plural singular plural
a roof two roofs a thief two thieves
a cliff two cliffs a wife two wives
a sheriff two sheriffs a shelf two shelves

5
Add -s for words ending in -ff.
Always use a dictionary if you are not sure.
Nouns on -o form the plural by adding -s or -es.
add -s substitute with -ves
singular plural singular plural
a disco two discos a tomato two tomatoes
a piano two pianos a potato two potatoes
a photo two photos a hero two heroes
There is no rule when to use -s or -es. We often add -s with technical words.
Irregular plural forms:
singular plural
a man two men
a woman two women
a child two children
a person two people
a foot two feet
6
The definite article - the
The definite article the is the same for all genders in singular and in plural:
the boy, the girl, the cat, the computers
[ ] [ ]
the following word starts with a spoken
the following word starts with a spoken vowel
consonant
the girl the English girl
the book the MP3
the school the old school
the unit the uncle
Here a [ ] is pronounced at the beginning of Here a [ ] is pronounced at the beginning of
the word. the word.
The indefinite article - a

The indefinite article a is the same for all genders.
a boy, a girl, a cat
The indefinite article has no plural form.

a boy - boys
7
We use an if the following word starts with a vowel SOUND.
the following word starts with a vowel

the following word starts with a consonant
SOUND
a boy an aunt
a school an old school
a girl an American girl
Mind the pronunciation of the following word.
a unit an uncle
This u sounds like a consonant, so we use a. This u sounds like a vowel, so we use an.
Use of the indefinite article a/an
- before phrases of time and measurements (per week/weekly)
We have English 4 times a week.

I go on holiday twice a year.
Our car can do 220 kilometers an hour.
Tomatoes are $2 a kilo.
- before phrases of jobs
My father is a car mechanic.
- with a noun complement
He is a good boy.
No article.
without the definite article

general words (indefinite)
Life is too short.
I like flowers.
names of persons.
Peter and John live in London.
Aunt Mary lives in Los Angeles.
public buildings, institutions, means of transport (indefinite) 8
Mandy doesn't like school.
We go to school by bus.
Some people go to church on Sundays.
names of countries in the singular; summits of mountains; continents; towns; streets
Germany, France; but the USA, the Netherlands and the UK
Mount Whitney, Mount McKinley;
Africa, Europe;
Cairo, New York
Oxford street
Uncountable nouns
Cheese, rice, water, wine, beer, coffee, information, advice…
Plural of the indefinite article “a”
We are students.
months, days of the week (indefinite)
The weekend is over on Monday morning.
July and August are the most popular months for holidays.
The articles a/an and the in Englisch - Exercises
Decide whether to use the definite article >the< or not.
1) My grandmother likes flowers very much.
2) I love tea.
3) See you on Wednesday.
4) I always listen to radio in the morning.
5) Alex goes to work by bus.
6) Don't be late for school.
7) Dennis plays trumpet.
8) We often see our cousins on Sunday.
9) She wants to go to Paris.
10) What about going to Australia in July?

Fill in the article >a<, >an< or >the< where necessary. Choose >x< where no article is used. 9
1) I like blue T-shirt better than red one.
2) Their car does 150 miles hour.
3) Where's USB drive?
4) Do you still live in Bristol?
5) Does your mother work in old office building?
6) Carol's father works as electrician.
7) I like cheese.
8) What do you usually have for breakfast?
9) You are students in history at the university.

's - Apostrophe, genitive -
English:
Ronny's brother
Singular:
Add 's:
Mandy's brother plays football.
My teacher's name is ...
Plural:
Add the apostrophe ' to regular plural forms:

The girls' room is very nice.
The Smiths' car is black.
Add 's to irregular plural forms:

The children's books are over there.
Men's clothes are on the third floor.
If there are multiple nouns, add an 's only to the last noun:
10
Peter and John's mother is a teacher.
Nouns Apostrophe 's en 313
Write apostrophe 's into the gaps.

Answer: I met Mandy's sister yesterday.
1) This is book. (Peter)
2) Let's go to the . (Smiths)
3) The room is upstairs. (children)
4) sister is twelve years old. (John)
5) and bags have blue stickers. (Susan - Steve)
6) shoes are on the second floor. (men)
7) My car was not expensive. (parents)
8) CD player is new. (Charles)
9) This is the bike. (boy)

Form of the Simple Present
We use the infinitive of the verb. In the 3rd person Singular (he, she, it - or a name) we put
an -s to the end of the infinitive.
infinitive - 3rd person Singular (he, she, it) infinitive + -s
Affirmative sentences:
I/we/you/they play football.

He/she/it plays football.
Negative sentences:
We use the auxiliary do.

I/we/you/they do not play football.
He/she/it does not play football.
NOTE: We often use short forms in negative sentences in the Simple Present:
I/we/you/they don't play football.
He/she/it doesn't play football. 11
Questions:
Do I/we/you/they play football?

Does he/she/it play football?
Simple Present - Spelling
Be careful with some words when using the 3rd person singular.
1) verbs ending in a sibilant [s] [z] [ʃ] [ʒ] [ʧ] [ʤ] or verbs ending in -o preceded by a
consonant
We add -es to the infinitive.
Examples:
I watch - he watches
I pass - he passes
I go - he goes
I do - he does
2) verbs ending in -y
verbs ending in 'y' preceded by a vowel (a, e, i, o, u): Add -s.
Example:
I play - he plays
verbs ending in 'y' preceded by a consonant: Change 'y' to 'i' and add 'es'.
Example:
I hurry - he hurries
Special verbs in the Simple Present
1) have as a full verb
affirmative sentence negative sentence question

I, we, you, they:
I have breakfast. I do not have breakfast. Do I have breakfast?
he, she, it:
He has a shower in the morning. He does not have a shower. Does he have a shower?
2) be as a full verb
12
I am from Britain. I am not from Britain. Am I from Britain?
he, she, it:
He is from Britain. He is not from Britain. Is he from Britain?
we, you, they:
We are from Britain. We are not from Britain. Are we from Britain?
We often use the short forms with this verb.
3) do as a full verb

I, we, you, they:
I do an exercise. I do not do an exercise. Do I do an exercise?
he, she, it:
He does an exercise. He does not do an exercise. Does he do an exercise?
4) modal auxiliaries can, could, may, must, need, will etc.

every time (I, he, she, it, we, you, they):
I can play tennis. I cannot play tennis. Can I play tennis?
NOTE:
We can substitute don't (can't) for do not (cannot).
Modals have the same form every time regardless the subject. We do not add an -s to the
infinitive
13
Exercises
A) Fill in the verbs in brackets into the gaps.
Example: He never writes a letter.

The pupils songs in the classroom. (to sing)
The boys computer games. (not/to play)
B) Which answers are correct?

1) Which of the following words are used with the Simple Present (signal words)?
always
at the moment
every day
now
often
sometimes
yesterday
2) Which verb forms go with the Simple Present? 14

Infinitive
Infinitive + -ed
Infinitive + -ing
Infinitive + s
have + Infinitive + -ed
C) Fill in the correct verb forms.
1) His friend to school.
2) Every morning my mother at 6 o'clock.
D) Negate the sentences.
Example: He works on the computer. - He does not work on the computer.
1) Mr Smith teaches French.

2) Anne and Sue carry a box.
E) Which sentences/questions are correct?
1) In which sentence is the Simple Present used correctly?

Andrew wash the dishes.
Andrew washes the dishes.
Andrew washs the dishes.
2) Which sentence is in the Simple Present?

He has read a book.
He is reading a book.
He read a book.
He reads a book.
He will read a book.
A) Fill in the correct verb forms. 15

1) The lesson at 8.30.
2) It rain in the desert.
3) They wear school uniform.
4) Tomorrow Sunday.
B) Fill in the verbs in brackets into the gaps.
Example: He never writes a letter.
1) Water when it . (to expand) (to freeze)
2) She to lose weight. (to try)
3) My aunt often queues. (to jump)
4) We sometimes around the shops. (to look)

C) Form questions.
Example: where / they / to have / breakfast
Where do they have breakfast?
1) who / to help / Roger / in the shop (Roger = Subject)
2) can / I / to get / you / a glass of water
3) your parents / to wait up for you
4) why / not to clean / you / your shoes
D) Negate the sentences.
Example: He works on the computer. - He does not work on the computer.
1) We are from Nigeria. 16

2) Anne has lunch at home.
3) She wants to become a superstar.
4) The banks close at 2 o'clock.
E) Ask for the underlined part.
Example: Lydia lives in Bulgaria. - Where does Lydia live?
1) Mel works in an office.
2)The child plays the trumpet.
3) I like cycling because it's fun.

4) We write to four pen friends.
4) Which verb forms are correct?

she agrees
she annoys
she cries
she hurrys
she kissis
she rushes
she teachs
she worrys
G) Rewrite the sentences and use short forms or long forms.

17
Example: He doesn't work in the garden. - He does not work in the garden.
1) She does not like rice.
2) You shouldn't eat so much meat.
3) They don't walk to school.
4) I'm not Spanish.

Questions
Question without question words Short answer

Yes, he is.
Is he from London?
No, he isn't.
Yes, they are.
Are the boys at your school?
No, they aren't.
Yes, I can.
Can you play ice-hockey?
No, I can't.
Yes, we have.
Have we got ketchup?
No, we haven't.
Yes, she has.
Has she got a mobile phone?
No, she hasn't. 18
Yes, they do.
Do they live in a flat?
No, they don't.
Yes, he does.
Does he work in an office?
No, he doesn't.
Yes, it did.
Did it rain yesterday?
No, it didn't.
Yes, they are.
Are they writing a test now?
No, they aren't.
Yes, we will.
Will we arrive on time?
No, we won't.
Question words with Examples
Question word Example

where Where do you live?
who Who are you?
when When do you get up?
what What are you doing?
why Why do you smoke?
whose Whose book is this?
which Which bus do you take to school?
how How old are you
Exercises
Questions Question w ords i en 401
Put in What, Where, Why, When, How into the gaps and form meaningful questions.
Example: ____ often do you play volleyball?
Answer: How often do you play volleyball?
1) do you like best?
2) does Bill get up in the morning?
3) don't you go by bus, Max?
4) hobbies does Andrew have? 19

5) do they go to every week?
6) old is Mike?
7) is Susan's birthday?
8) are my exercise books?
9) are you doing at the moment, Sally?
10) do the Robinsons live?

Lesson Anglais 5ème (131 Pages)

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LESSON

UNIT 5: CLOTHES AND COLOURS. (Vêtements et couleurs)

Dark and light Expressing preferences Prefer/prefers........to.....

Blue red green

What colour is it? ........................................................

What colour is it? .........................................................

.......................................................? it’s black.

Lesson 2 : Insanitary places and common diseases (Endroits insalubres et

Stomachache headache toothache

Activity 2: Match the common diseases in column A with their symptoms in

r rubbish leftover food

To sweep To collect To throw rubbish away

salubrious rubbish sweep clean insanitary sick

It is important to live in 1...salubrious.....places. That is why we should

Extracted from https://www.parents.com/health/the-10-most-common-childhood-illnesses/

2. Enumerate the symptoms of this disease.

UNIT 7: HEALTH AND ENVIRONMENT( santé et environnement)

Water from the tap water from the well

Language function: giving advice

Activity 3: must or mustn’t?

Language function: Expressing one’s opinion

Activity 2: Make good sentences to express opinion with: I think or for me

WHY IS WATER IMPORTANT FOR HEALTH?

Extracted from https://www.healthline.com/health/food-nutrition/why-is-water-

1. Water is dangerous for our health ..F..

1/ Water is essential for our health.

UNIT 7: HEALTH AND ENVIRONMENT (Santé et environnement)

The parts of the body

1. hand 2……………………………. 3……………… 4………………. 5………………….

6…………………….. 7……………………… 8………………………. 9…………………… 10…………………..

Activity 2: Give order with the expressions in the parentheses. A) is an

Language function: Expressing obligation

We must practice hygiene to be clean!

Dirty hygiene washing-up dishes clean wash

Activity 2: Complete the sentences with must or mustn’t. Number 1 is an

Extracted and adapted from https://www.healthline.com/health/personal-

Activity 1: Select the right expressions to complete the sentences according to

2. When microbes infect our body:

3. Wash your hands:

Personal hygiene practices are (sleeping in my bed/ washing the parts of my

UNIT 8: SPORTS AND GAMES (SPORTS ET JEUX)

Learning context: The students of 5eme 4 of Collège Moderne Dimbokro have

cycling rugby Boxing swimming

scrabble video games draughtboard marbles

2. his parents /swimming

1. Aline/ be physically well.

2. the boys/ become wealthy

1. The name of our regional ............................is N’ZI FC.

Learning context: The 5è 1 students of CM Dimbokro receive their English speaking

A school a staffroom a library

the headmaster’s office science laboratory a canteen.

Language Function: Asking and giving direction.

ACTIVITY 2: Ask and answer questions. There is an example.

OFFICE INFIRMARY LAB PLAYGROUND

1) A- Where’s the office?

C :1 Traiter des situations

School yard infirmary playground

The gate conference room

Language Function: Asking and giving direction.

ACTIVITY 2: Make meaningful affirmative and interrogative sentences.