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Andry RAJAONARIVELO M1/S7 2017

MINISTERE DE L’EDUCATION
ARRETE n° 22.771/2017
NATIONALE
Fixant les programmes scolaires d’ANGLAIS
***************
des classes de Seconde, Premières A-C-D et
Terminales A-C-D

LE MINISTRE DE L’EDUCATION NATIONALE,

Vu la Constitution ;
Vu la Loi n°2004-004 du 26 juillet 2004, modifiée par la Loi n°2008-011 du 17 juillet 2008, portant
orientation générale du système d‟éducation, d‟enseignement et de formation de Madagascar ;
Vu le Décret n°2009- 1172 du 25 septembre 2009 fixant les attributions du Ministre de l‟Education
Nationale, ainsi que l‟organisation générale de son Ministère ;
Vu le Décret n°2016-250 du 10 avril 2016 portant nomination du Premier Ministre, Chef du
Gouvernement;
Vu le Décret n°2016-265 du 15 avril 2016, modifié et complété par les décrets n°2016-460 du 11 mai
2016, n°2017-148 du 02 mars 2017, 2017-262 du 20 avril 2017 et 2017-590 du 25 aout 2017, portant
nomination des membres du Gouvernement ;
Vu l‟Arrêté n°1617-96/MEN du 02 avril 1996 fixant les programmes scolaires des classes de
Onzième, Sixième, et Seconde ;
Vu l‟Arrêté n°5268-97/MinESEB du 10 juin 1997 fixant les programmes scolaires des classes de
Dixième, Cinquième et Premières A-C-D ;
Vu l‟Arrêté n°2532-98/MinESEB du 07 avril 1998 fixant les programmes scolaires des classes de
Neuvième, Quatrième et Terminales A-C-D ;

ARRETE :
Article premier. – Les programmes d‟enseignement d‟Anglais des classes de Seconde, Premières A-
C-D et Terminales A-C-D sont fixés et seront appliqués à compter de l‟année scolaire 2017-2018
suivant les dispositions portées en annexe du présent arrêté.
Article 2. – Toutes dispositions contraires antérieures à celles mentionnées dans le présent arrêté sont
et demeurent abrogées.
Article 3. – Le Secrétaire Général du Ministère de l‟Education Nationale, le Directeur Général de
l‟Enseignement Secondaire et de la Formation de Masse, le Directeur de l‟Enseignement Secondaire,
le Directeur des Etudes et des Recherches Pédagogiques, ainsi que toutes les Services Techniques
Déconcentrés du Ministère de l‟Education Nationale sont chargés, chacun en ce qui le concerne, de
l‟exécution du présent arrêté.
Article 4. – Le présent arrêté sera enregistré et communiqué où besoin sera.

Antananarivo le,

Andry RAJAONARIVELO i
Andry RAJAONARIVELO M1/S7 2017

HAFATR’ANDRIAMATOA MINISITRA
Ao anatin‟ny politikan‟ny teti-pivoaran‟ny fanabeazana ny Minisitera ankehitriny. Eo
anivon‟ny lisea, ny fanatsarana ny kalitaon‟ny fampianarana sy ny fanabeazana no anisan‟ny
vaindohan-draharaha. Singa iray ao anatin‟izany ny fanatsarana ny kirakiram-pampianarana.

Mba hanatrarana izany tanjona izany dia miroso amin‟ny fanavaozana ny fandaharam-
pianarana ny Minisitera.

Tsikaritra fa na dia mahazo salan‟isa tsara aza ny mpianatra dia vitsy no tena mahay
maneho ny heviny amin‟ny fiteny vahiny izay ianarany. Koa anisan‟ny vina voafaritra ny
ahazoan‟ny zaza Malagasy mahafehy ny teny vahiny sy mahay maneho hevitra amin‟izany
fiteny izany. Iarahantsika rehetra manaiky ny filana ny fahaizana ny teny Anglisy amin‟ny
fanohizana ny fianarana eny amin‟ny Oniversité, na amin‟ny fidirana amin‟ny tontolon‟ny
asa.

Ny taom-pianarana 2017-2018 no anapariahana sy ampiharana ny fandaharam-


pianarana vaovao ho an‟ny taranja anglisy manerana ny nosy. Andalam-panatontosana ny
taranja hafa kosa ny Minisitera ankehitriny.

Ny traikefantsika mpampianatra no andry iankinan‟ny fanatsarana mba tena ho lova


tsara indrindra ho an‟ny zaza Malagasy tokoa ny fianarana. Koa mampahery ny mpanabe
tsirairay amin‟ny fanatanterahana ny adidy lehibe sy masina izay iandraiketantsika.

Andry RAJAONARIVELO

ii
TABLE OF CONTENT
ARRETE ………………………………….…………………………………..………..…………..i
HAFATR’ANDRIAMATOA MINISITRA………………………………………………...........ii
OBJECTIVES OF ENGLISH TEACHING IN MADAGASCAR……………………….........iv

CURRICULUM CONTENT……………………………………………………………...............v

UNIT SUMMARY………………………………………………………………………...............1
UNIT 1: SMALL TALK AND OFFERING HELP (TWO WEEKS)………….………………3
UNIT 2: HEALTH ISSUES (THREE WEEKS)…… ……………………………………..........6
UNIT 3: MASS MEDIA (TWO WEEKS) …………………………………………....................9
UNIT 4: COMMUNICATION (TWO WEEKS) ………………………….………..................11
UNIT 5: JOB SKILLS (TWO WEEKS)………………………………………..…....................14
UNIT 6: BUYING AND SELLING (TWO WEEKS)………………………….…...…….........17
UNIT 7: TRAVELLING IN MADAGASCAR (TWO WEEKS)…………………...................21
UNIT 8: MALAGASY CUSTOMS AND TRADITIONS (THREE WEEKS)………….........24
UNIT 9: THE ENGLISH SPEAKING WORLD (TWO WEEKS)…………………....….......27
UNIT 10: ENVIRONMENTAL ISSUES IN MADAGASCAR (THREE WEEKS)…….....30

TEACHER’S GUIDE ………...………………………………...………………………..…….33

UNIT 1: SMALL TALK AND OFFERING HELP (TWO WEEKS)……..........................34


UNIT 2: HEALTH ISSUES (THREE WEEKS)………………….…………………..………40
UNIT 3: MASS MEDIA (TWO WEEKS)………………………….………………..………. 45
UNIT 4: COMMUNICATION (TWO WEEKS)…………………….………………….........49
UNIT 5: JOB SKILLS (TWO WEEKS)…………………..………………………………..…52
UNIT 6: BUYING AND SELLING (TWO WEEKS)…………………….…………….........55
UNIT 7: TRAVELLING IN MADAGASCAR (TWO WEEKS)………….........................56
UNIT 8: MALAGASY CUSTOMS AND TRADITIONS (THREE WEEKS)....................62
UNIT 9: THE ENGLISH SPEAKING WORLD (TWO WEEKS)………………...…….….. 64
UNIT 10: ENVIRONMENTAL ISSUES IN MADAGASCAR (THREE WEEKS………....66
APPENDIX ………………….…………………………………………………….......................71

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OBJECTIVES OF ENGLISH TEACHING IN MADAGASCAR

Teaching English in Malagasy schools aims at providing students with tools


To communicate orally and in writing
To give and express their opinions
To be aware of other countries‟ cultures
To know worldwide news

Objectives of English teaching in lycées:


After their lycée studies, students will be able to:

Express themselves in basic conversations and in different situations


Understand spoken and written English

Exit profiles for première students:


At the end of “Première”class the students will be able to:

Communicate in various real life situations related to what they have learnt
Give feed back in listening and reading activities
Express their viewpoint in oral activities and discussion classes related to the units of
the curriculum
Produce writing paragraph about description, narration, advice or letters in English

Weekly teaching hour:


Première A: 4 hours
Premières C/D : 2 hours

Andry RAJAONARIVELO

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CURRICULUM
CONTENT

Andry RAJAONARIVELO
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Unit summary

Unit 1 : Small Talk and Unit 2 : Health Issues Unit 3: Mass Media Unit 4: Communication Unit 5: Job Skills
Offering Help (2 wks) (3 wks) (2 wks) (2 wks) (2 wks)

Language functions : Language functions: Language functions: Language function: Language function:
Initiating and maintaining a Asking about one‟s health Talking about mass media Reading informal Reading a job ad
conversation Describing symptoms Reading and writing news letters/email messages Grammar:
Grammar: Grammar: stories Writing text messages Must have/need to
Verb: Present perfect Review “Wh” questions “to be” Grammar: Grammar: have/should have (review)
“for” and “since” with Review the verb “to be” in Information questions with Verb: affirmative and To be willing to + base form
present perfect “yes/no” questions and “Who”, “What”, “Where”, negative imperatives (review) of verb
____________________ responses “When”, “What happened?”, Time clauses: if/always/never To be able to + base form of
Language functions: etc.(review) Prefixes: im-, un-, in-, dis- verb (review)
Offering to do things Language functions: Simple past (review) Expressing conditions: To be skilled at + gerund
Responding to the offer Asking for and offering advice Past progressive (review) “Otherwise” Modal: Can
Declining an offer and suggestions Relative clauses: who, when, ____________________ ____________________
Grammar: where, whose. which, that Language functions: Language functions:
May I/Can I for offering to Grammar: Quantifiers: most, almost all Writing formal email Writing a resumé
do something Should/shouldn‟t messages/letters Stating objectives on a
Using “let me” to offer to Advise/suggest + base form of Grammar: resumé
do something verb Could you please…? for Grammar:
Verbs + gerunds polite request (review) Verbs: past tense (review)
Affirmative and negative As: worked/served as a(n)
commands (review) waitress…

Language functions:
Understanding and answering
job interview questions
Grammar:
Verb: present progressive
(review)
Verb: simple past (review)
Verb: present perfect
(review)

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Unit 10: Environmental


Unit 6: Buying and Selling (2 Unit 7: Travelling In Unit 8: Malagasy Customs Unit 9: The English Speaking
Issues in Madagascar
wks) Madagascar (2 wks) and Traditions (3 wks) World (2 wks)
(3 wks)
Language function: Language function: Language function: Language function : Language functions:
Stating prices Describing with comparatives, Describing customs and Reporting information about Offering explanations
Grammar: contrasts and superlatives traditions countries Suggesting solutions
Numbers (in the thousands) Grammar: Grammar: Grammar : Grammar:
Adjectives: comparative/ Passive Nouns: nationality Gerunds after by: “We can
Language functions: contrast (review and expanded) Time clauses with before, Adjectives: nationality improve the environment by
Asking how much things cost Adjectives: superlative after, when, as soon as Verb: passive (review) changing our habits.”
Clarifying prices and costs ____________________ (review) ____________________ Verb + preposition + gerund
with rising intonation Language function: Must/mustn‟t (review) Language function: combination
Declining and accepting an Expressing time and distance Verb – noun combinations: -to Comparing and contrasting Adjective + preposition +
offer while travelling bless - blessing Grammar: gerund combination
Negotiating for a better price Adverbs of frequency (review) Expressions of comparison Infinitives after the verb “to
Grammar: and contrast be”-“One idea is to recycle.”
Grammar: Ever words: whenever, wherever ____________________ In order + infinitive
Questions with “what” Questions: How long? How Language function:
(review) and “How much” far?/How often? Expressing hypothetical
Asking questions using Common expressions with situations
intonation and tags: “275,000 “other” Grammar:
Ariary?” “275,000 Ariary, Adverbs: hourly, daily, etc. Conditional: If clause, simple
right?” past
This/that/these/
Those
Comparative/
Contrast
Too/enough

Language function:
Describing money matters
Grammar:
Conditional: true in the
present/future

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Andry RAJAONARIVELO
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Unit 1: SMALL TALK and OFFERING HELP (Two weeks)

General objectives:
Students will be able to:
Initiate and maintain a conversation
Offer to do things for someone and respond appropriately

Specific objectives:
Students will be able to:
Ask and answer questions about things they have seen and done
Complete sentences using the present perfect and either “for” or “since”
Ask someone to slow down, repeat and clarify in order to maintain a conversation
Express a problem requiring assistance, offer assistance and respond accordingly
Language Functions Grammar Vocabulary and Expressions Suggested Activities and Assessment
Initiating and Verb: Present perfect Expressions for initiating: Simulation 1:
maintaining a “for” and “since” -You look familiar. Have we met 1. Teachers present prompts on the board and
conversation with present perfect before? students list (one or two word) responses.
-Do you mind if I ask you a Possible prompts: Interesting things I have seen /
question? Interesting places I have visited/Interesting people I
-Have you been in Madagascar have met/Good books I have read/Interesting things
for a long time? I have done/etc.
Possible alternative prompts: How long have you
Maintaining the conversation: been in Madagascar –a member of this English
(review) Club
-Can you slow down please? 2. Teachers guide students to create sentences with
-I‟m sorry? their responses.
-I beg your pardon? I have seen a lemur.
-Pardon (me)? I have been in this English Club for 3 months
-One more time please? I have met the mayor.

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-Can you repeat that? 3. Teachers instruct students to convert their answers
-Can you say that again, please? into questions:
-If I understand correctly, you Have you (ever) seen a lemur?
mean… How long have you been a member of this
English Club?
Conversation Gambits: Have you (ever) met the mayor?
-actually… 4. In pairs or in small groups, students answer
-well… accordingly.
-uh… Yes I have. No I haven‟t
Simulation 2:
1. The teacher writes sample time expressions with
“for” and “since” on the board.
Example: (for…) (since…)
…a few minutes …9:15
…an day …yesterday
…a year …2014
2. The teacher then states additional time
expressions and students decide whether they go with
(for) or (since).
3. Now the teacher asks students to think of more
expressions for both (for) and (since). The teacher
lists them under the appropriate heading.
4. After the teacher writes a few sample sentences
with the expressions, the students create their own.
Examples:
I have been in class for a few minutes.
I have attended this school since 2014.
Simulation/drill:
The teacher (or students) purposely speaks quickly
or unclearly on a brief topic. Students must respond
by using an expression like “Can you slow down
please?”, “I‟m sorry?”, “Can you repeat that?”.The
teacher (or students) responds in turn.

Andry RAJAONARIVELO
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Offering to do “May I/Can I” for Offering: Student directed simulations:


things offering to do -May/Can I help you, give you a 1. The teacher provides samples of mini dialogues
Accepting and/or something lift, lend you my pen, etc.? demonstrating how individuals can offer and
declining an offer Using “let me” to -Let me give you my pen, use my accept or decline offers of various kinds.
offer to do phone, etc. 2. The teacher then assigns groups of students a role
something play situation where one of the speakers is in need
Accepting: of help and the other offers it.
-Thank you Examples:
-That‟s very kind of you, than you. A demanding date and her boyfriend (or vice versa)
A fussy grandmother and her grandchildren
Declining: A spoiled child and his or her mother/father
-I‟ll be fine (See Teacher‟s Guide.)
-Thank you, but I can manage. 3. Students create a dialogue and present it in front
-Thank you, but I can handle it. of the class.
Wishing someone Fixed expressions: Student generated dialogue:
good health I am sorry to hear that you are sick. Student A is assigned an illness:
I am sorry to hear that. Cold
I hope you get better soon. Flu
I hope you feel better soon. Toothache
I hope it is not anything serious. Stomach ache
I wish you a quick recovery (more Malaria
formal language) Broken leg
Student B answers with an expression and creates
their own

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Unit 2: HEALTH ISSUES (Three weeks)

General objective:
Students will be able to describe how they feel and ask for and give advice on what to do in the event of illness

Specific objectives:
Students will be able to:
Ask about people‟s health
Describe their health
Give a report on a disease and/or illness
Ask for and give advice and suggestions

Language
Grammar Vocabulary and Expressions Suggested Activities and Assessment
Functions
Asking about one’s Review “Wh” Asking: Dialogue Practice:
health questions “to be” -How is your health? 1. Students listen to, repeat and read a sample
Describing Review the verb -How are you feeling? dialogue where someone is asking about another
symptoms “to be” in -Are you feeling Ok? person‟s health.
“yes/no” -What‟s wrong? 2. In pairs or in groups, students write their own
questions and -What‟s the problem? dialogue including asking about one‟s health and
responses Describing how one feels/symptoms: describing symptoms.
- I am/I feel fine, great, tired, weak, Group work:
nauseas, dizzy, sick to my stomach, etc. 1. The teacher assigns a disease or illness to groups
- I have a headache, a toothache, a of students.
stomach ache, a back ache, etc. 2. Each group researches the assigned disease or
- I feel pain in my chest, throat, neck,back, illness and creates a poster by listing symptoms,
- My stomach, teeth hurt(s). the cure and/or prevention.
- My ankle, arm. is sore. 3. Students then report their findings to the whole
class.
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- My/your ankle, hand, eyes


- Is/are swollen
- It hurts when I move, cough,
- bend over, stand up, etc.
- Ouch! That hurts!
Expressions with “I have…”:
- a cold
- diarrhea
- a fever
- pain
- an infection
- AIDS
- a nose bleed
- a broken arm
- high (low) blood pressure
Additional verbs:
- to catch a cold
- to be HIV-positive
- to cough
- to sneeze
- to sweat
- to shiver
- to vomit
- to bleed
- to get a blood test
- to suffer from pneumonia, etc.
- to sprain one‟s ankle
- to break one‟s arm, leg, etc.
- to infect
- to be infected
Diseases:

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- measles/mumps/Ebola/hepatitis/choler/de
ngue fever/bronchitis/flu/pneumonia,
Asking for advice Should/shouldn‟t Asking for advice: Group work:
Offering advice Advise/suggest + - What should I do? 1. Students write a do‟s and don‟ts list for someone
and suggestions base form of verb - What do you recommend/ who has the cold, flu, a sprained ankle, etc.
Verbs + gerunds suggest I do? 2. Each group then writes and performs dialogue
Commands - What do you advise I do? between a patient and nurse/doctor and
(Review) - Do you have any suggestions? patient/two friends, etc. using the expressions
from the unit.
Offering advice/suggestions:
- You should stay in bed, etc.
- You shouldn‟t get out of bed, …
- I advise/suggest you drink
- plenty of fluids ,etc.
- Try + gerund
- How about + gerund
- Avoid + gerund

Affirmative commands:
- Rest
- Call a doctor
- Stay in bed
- Prepare/drink herbal tea

Negative commands
-Don‟t move
-Don‟t get out of bed
-Don‟t eat too much

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Unit 3: MASS MEDIA (Two weeks)


General objectives:
Students will be able to:
Talk about mass media
Read, listen to and write a news story

Specific objectives:
Students will be able to:
Discuss how they get the news
Predict, read and confirm the contents of a news story
Create and write a short news article based on a headline

Language
Grammar Vocabulary Suggested Activities and Assessment
Functions
Information questions News sources: Rank order:
Talking about with “Who”, “What”, - TV/radio/internet/social 1. Students brainstorm the ways we get the news.
mass media “Where”, “When”, networking sites/books/ 2. The teacher writes the list of ideas on the board
Reading news “What happened?”, magazines/newspapers/news Example: radio, TV, from our friends, etc.
stories etc.(review) websites 3. Students rank the brainstormed sources in the order of
Writing news Simple past (review) how they use them (from all of the time, most of the
stories Past progressive (review) Newspapers: time some of the time, none of the time)
Relative clauses: who, - Headlines/lead story/front 4. They then share their lists with other classmates. The
when, where, whose. page/weather (section)/ whole class will take a poll to determine the sources
which, that sports (section)/local, most commonly and least commonly used.
national, international Scanning the newspaper
news/fashion/ 1. The teacher brings in enough new or old newspapers for

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food/opinion/obituary/ groups of students


scandal/news story/comics 2. The students scan the newspaper and list the various
sections (headline news stories, local news,
international news, sports, horoscope, etc.)
3. Students rank the sections in order of their references.
Verbs: Reading news stories:
- to get/read/hear the news 1. Teacher gives a headline of a short news story (perhaps
one related to health/diseases for continuity from the
- to check a phone message previous unit)
- to educate 2. Students generate vocabulary that might appear in the
- to inform article
- to influence 3. Students generate “Wh” questions that may be
- to advertise answered in the article.
4. Students read the article to find the answers to the
- to entertain
generated questions.
- to broadcast live
5. Teacher discusses unknown vocabulary
- to change the channel
- to flip through the Writing/Listening:
paper/TV channels 1. The teacher writes a headline based on one of the
following news topics: a scandal/ a crime/a sports
event/etc.
TV/Radio 2. In small groups students create a news story based on
- talk show/news program/ the headline
reality
show/series/music/ (The Headline)
sitcoms/cartoons/sports Who?
- to turn up/down the What?
volume When?
- to turn off/on the Where?
What else happened?
TV/radio What were the results?

Additional vocabulary:
- readers 3. After the articles have been written, a representative
from each group stands up and reads the article.
- listeners Groups listen for similarities and differences.
- viewers

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- audience Listening/Speaking:
1. Students jot down details of an abbreviated news story
that the teacher reads out loud.
2. In pairs or small groups, student share the details they
heard from the teacher‟s story.
3. They then restate the story. Groups listen to each
other‟s stories to check if all the details were stated.

Andry RAJAONARIVELO

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Unit 4: COMMUNICATION (Two weeks)


General objective:
Students will be able to make appropriate use of letters, email and cell phones to communicate

Specific objectives:
Students will be able to:
Use vocabulary associated with sending emails and using cell phones
Read and write a basic text message/email message/letter

Language
Grammar Vocabulary and Expressions Suggested Activities and Assessment
Functions
Reading informal Verb: affirmative Verbs: Reading:
letters/email and negative - to make sure 1. Students read a series of short emails. Based on the
messages imperatives - to be polite written message, they write an appropriate subject title
Writing text (review) - to take calls in the subject line.
messages Time clauses: - to set the phone to vibrate Example:
always/sometimes/ - to vibrate Subject Title: Possible response → “Meeting Change”
never - to ring Hi Kevin!
Prefixes: im-, un-, - to email
in-, dis- - to state I just wanted to let you know that our meeting for
Expressing
Thursday has been changed to next Tuesday at 10:00
conditions: Adjectives with prefixes: am. I hope this doesn‟t cause you any problems.
“Otherwise” - appropriate - inappropriate
- clear – unclear Call me if you have a question.
- correct – incorrect
- important - unimportant Best wishes,
- proper – improper Tom

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- polite – impolite Writing:


- necessary - unnecessary 1. In small groups students identify and/or determine
- respectful – disrespectful essential information in written messages and convert
them into a text message.
Nouns/Expressions: Example:
- screen Could you please pick me up at school at 10:00 am. I
- email address look forward to getting home. It was a long day.
- recipient → Pick me up at school. 10:00 am.
- cell phone ringer Please meet me at the bus stop at noon. Don‟t forget to
- ring tone bring your books. They are very important. → Meet me
- subject line at noon. Bus stop. Bring books.
(Students may compete to see who can write the shortest
Additional expressions : message without losing the essential meaning.)
- to the point 2. Students complete sentences with “always”,
- brief “sometimes”, “never”
I ____interrupt people when they are talking on the
phone.
I ____ eat and talk on the phone at the same time.
If I am in class, I ____take calls.
If I am in class/church/etc., I ____ send text messages.
3. Students complete sentences with the word”otherwise”
and a resulting condition.
Keep your text messages brief. Otherwise, ___
Always speak with a clear voice. Otherwise, ___
Never be disrespectful to your recipient, Otherwise, ___
Use a proper greeting in letters. Otherwise, ___

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Writing formal Could you Greetings: Writing:


email/ please…? for polite - Dear Mr./Mrs./Doctor/Jones 1. Students convert an informal letter to a formal letter.(See
messages/letters requests (review) - To Whom it May Concern Teacher‟s Guide)
2. Students complete a formal letter requesting their
Greeting, stating principle, teacher, the mayor, etc. to give them
your purpose, Stating your purpose: something, to do something for their school, community,
closing remarks - I‟m writing to enquire (to ask) etc.
- about…
- I‟m writing in reference to…
- I‟m writing to inform you that…

Closing remarks:
- Thank you for your consideration
- Please don‟t hesitate to let me
- know if you have any questions.
- I look forward to hearing from
- you
- Best regards,
- Best wishes,
- Sincerely,
- Thank you,

Andry RAJAONARIVELO

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Unit 5: JOB SKILLS (Two weeks)


General objective:
Students will be able to develop skills related to obtaining a job

Specific objectives:
Students will be able to:
Read and understand a job ad
Write a resume
Write, ask and answer job interview questions
Language
Grammar Vocabulary and Expressions Suggested Activities and Assessment
Functions
Reading a job ad Must have/need to Adjectives: Reading:
have/should have - (highly) desirable Students read a sample job ad (See Teacher‟s Guide)
(review) - reliable and complete the following chart:
To be willing to + - responsible Job Title:
base form of verb - energetic Location:
To be able to + base Additional Vocabulary:
form of verb (review) - candidates Required skills:
To be skilled at + - applicants
gerund - individual Desired characteristics:
Modal: Can - to be required
- requirement Listening:
The teacher now reads additional job ads out loud
- to be in good physical shape
(three times for each). Students complete the chart
- to have a strong background in…
(see Teacher‟s Guide) as follows:
- to be willing to + infinitive 1st for listening only
- to be able to + infinitive 2nd for writing
- to be skilled at + gerund 3rd for checking what has been written
- can use various computer applications)
/can speak English,French, etc.

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Writing a résumé Verbs: past tense Expressions: Filling in a resume template:


Stating objectives on (review) - objectives 1. The teacher assigns a job title to groups of
a résumé As: worked/served as - qualifications students. (nurse, teacher, security guard,
a waitress… - employment (history) carpenter, etc.)
- skills 2. Students brainstorm a list of skills, characteristics
- I am seeking… and qualifications appropriate for the assigned
- Worked as a(n)… job.
- dates: (2014 to 2015), (from 3. Individually or in groups, students complete a
2009to 2015), etc. resume template (see Teacher‟s Guide) based on
assigned job titles, or on a job they aspire to.
Understanding and Verb: present Interview questions/answers: Role play:
answering job progressive (review) - Tell me about yourself. 1. The teacher selects and gives resumes from the
interview questions Verb: simple past - Why should we hire you? above activity to groups.
(review) Answer formats: 2. Each group prepares interview questions based
Verb: present perfect - I am a student, on the resumes.
(review) - I‟m good at + gerund 3. Each group selects interviewers and interviewees.
- I‟m skilled at + gerund Interviewers in group B interviews a candidate or
- I can + base form of verb two from group A. Interviewers in group C
- I am + adjective interview candidates from group B, etc.
- I am currently + present 4. As interviews, take place, the class votes on the
progressive most promising candidates based on poise, clarity
- Have you ever done this kind of work of responses and quality of responses.
before?
Answer formats:
- Yes, I have. Then explain
(use past tense, present perfect)
- Not yet, however, I am learning,
studying, practicing, etc.
- No I have never done that.
- Why are you interested in this
position?

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Answer formats:
- I‟m interested in this job
because…
- How much do you think you
should be paid?
Answer formats:
- Based on my experience,
knowledge, background, etc.,
- I think I should earn…
- When can you start?
Answer formats:
- Immediately
- Next week
- As soon as possible, etc.

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Unit 6: BUYING AND SELLING (Two weeks)

General objectives:
Students will be able to:
Communicate in shopping situations
Talk about issues related to money

Specific objectives:
Students will be able to:
State and note prices
Ask about and clarify the cost of items
Negotiate for a price and either accept or decline it
Use the future conditional in discussing issues related to money

Language
Grammar Vocabulary and Expressions Suggested Activities and Assessment
Functions
Stating prices Numbers (in the - numbers Drill:
thousands) - prices 1. The teacher shows flash cards with prices.
- names of foreign currency: 2. Students call out the numbers as listed on flash
(U.S. dollar, euro, etc.) cards.
Example:

100 Ariary 200 Ariary


10,000 Ariary 20,000 Ariary
100,000 Ariary 225,000 Ariary
775,000 Ariary 999,000 ariary

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Dictation:
1. Students listen to statements and write down the
numbers (prices) they hear.
Examples: Teachers read…
- One kilo of bananas is 600 Ariary in Manakara, but
1,000Ariary in Tana.
- It costs 5,000 Ariary to take a taxi to Shoprite.
- A cup of coffee costs 4,000 Ariary at that hotel.
- 50,000 Ariary for a book!? That‟s crazy!
- The price of gas is rising. It now costs 150,000
Ariary to fill a tank. Etc.

Asking how much Questions with Asking the price: Drill:


things cost “what” (review) 1. The teacher (or student) offers prompts on
- How much? flashcards-
Clarifying Questions with
“How much…?” - How much does/do Example:
prices/costs with
rising intonation - this/that/these/those cost?
Asking questions
Declining and using intonation and - How much is it/this/that? A watch A coat
accepting an offer tags: “275,000 - How much are these/those? An umbrella Sunglasses
Negotiating for a Ariary?” “275,000 - What is the price of…? A pair of A sweater
better price Ariary, right?” shoes
This/that/these/ Stating the price:
those - It costs... 2. The students ask how much the item is. The
Comparative/ - You can have teachers states the price (written on the back of the
contrast - it/this/that/these/those for 200,000 card). – Example: “That‟ll be $37.45”. The student
Ariary, etc. responds with a clarification using rising
intonation, “$37.45?” or “$37.45, right?” Students
may also respond with, “How much?”, “I‟m sorry.
Can you repeat that?” etc.

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Negotiating a better offer: Role play:


1. Students listen to and repeat dialogues based on
- That‟s too much/too expensive! buying and selling things at a market.
- These are not fresh enough. 2. Students are divided into ten or more groups. Each
- Can you offer a lower/fairer group has a specific product or two that they must
price? price and advertise (with a sign, etc.)
3. A student from each group is selected to be a
Accepting the offer: buyer. The teacher gives each buyer the same
- That‟s fair (enough). amount of money (recreated on slips of paper)
4. The buyers then go around to the other groups (the
- That‟s reasonable(enough).
sellers) and try to get the most products by
- Ok, I‟ll take it.
bargaining, etc.
- I‟ll take it/them/this /that/these 5. After a certain time limit, the teacher calls stop.
/those for 100,000 Ariary. The buyer who has the most products and the most
money leftover are the winners. The sellers with
Other expressions: the most money are also winners.
- I‟m just looking, thank you.
- I‟ll think about it.
- Here is your change.
- Here you are

Adjectives:
- cheap/low/high/fair/ripe/
fresh/new/old/expensive/
reasonable/stylish

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Describing Conditional: Verbs: (suggestions) Sentence completion:


issues related true in the - to lend (review)
present/future - to borrow (review) Students complete sentences expressing possible
to money
- to bargain future situations regarding the handling of money.
- to budget Examples:
- to purchase If I lend money to my friends, they will
- to spend _______________
- to save
When I borrow money from my friends, I will
- to waste one‟s money
______________.
- to have money problems
If I budget my money wisely,
- to manage money
I_____________________.
wisely/poorly/badly
- to open a savings account If you manage your money badly, you _______
- to open a checking account (See Teacher‟s Guide for more examples.)
- to be in debt
- to be broke
- to owe
- to pay someone back
- to withdraw money
- to pay by phone
- to buy credits
- to be out of credits
Nouns:
- savings
- ATM (Automated Teller
Machine)
- Orange money/Airtel money
Adjectives:
- poor/rich/wealthy/broke

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Unit 7: TRAVELLING IN MADAGASCAR (2 weeks)

General objective:
Students will be able to talk about topics related to travelling in Madagascar
Specific objectives:
Students will be able to
Describe Madagascar by using comparative, contrasting and superlative expressions
Ask and answer questions related to time and distance while travelling in Madagascar

Language
Grammar Vocabulary and Expressions Suggested Activities and Assessment
Functions
Describing with Adjectives: Adjectives: Writing:
comparatives, comparative/ - large 1. Students will brainstorm a list of adjectives
contrasts and contrast (review and - big describing Madagascar/its cities etc.
superlatives expanded) - populated Examples: Madagascar
- important Beautiful
Adjectives: - remote Unique
superlative - common Etc.
- popular Example: Antananarivo
- polluted Crowded
- long Polluted
- wide Etc.
- high 2.Students complete sentences with an appropriate
- wet Adjective in the comparative:
- dry Madagascar is _____ than Comoros.
- wild Tana is _____than Antsirabe.
July in Tana is _____ than in January.

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3. Students complete the sentences with an


appropriate superlative form of an adjective.
Madagascar is _____ country in the world.
My town is _____ in Madagascar.
Listing/Discussion:
1. Students list their thoughts about various aspects
of Madagascar based on topics such as the
following:
The biggest problems
The most precious wildlife
2. In groups, students now compare their thoughts
with their classmates.
Example:
A: I think poverty is the most
Important issue.
B: I disagree. I think pollution is.
C: I think pollution is the biggest problem in
the cities, but not in the country. I agree with
A.
3. Groups come to a consensus and call out their
ideas.
Example:
“We think poverty is the biggest problem.”
“We believe the lemur is the most precious
animal.
4. The teacher writes the responses on the board and
then the class tallies responses to find out what
the best, most beautiful, the biggest, the rarest,
etc. is in the country

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Expressing Questions: How Expressions: Dialogue:


time and long? How - What‟s the best/worst/ 1. Dialogue practice related to asking and answering
distance while far?/How often? fastest/way to get toTana questions about time and distances while traveling.
travelling Common from here? Teacher → Students
expressions with - How long does it take to Student→ Student
“other” get/fly/drive to Tana from 2. Students complete one-sided dialogues.
Adverbs: hourly, here?
daily, etc. Listening:
- It takes (about) an hour, two
1. The teacher reads a monologue by a foreign traveler
days, etc. to get to Tana in Madagascar. (See Teacher‟s Guide.)
from here. 2. The students listen and answer teacher-directed
- How far is it? prediction and confirmation questions throughout the
- It‟s an hour drive./It‟s a two monologue.
day trip./etc.
- How often does the bus, Listening/Speaking:
etc..leave? Students ask and answer questions like the following:
- Every other hour, day, etc. How long does it take you to walk to school, the
- Hourly, daily, weekly, park, the store, etc. from home?
monthly, yearly How often do you use the bus, taxi brousse, etc.?
- in advance
- to check in
- to go through security
- heavy traffic
- whenever
- wherever

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Unit 8: MALAGASY CUSTOMS AND TRADITIONS (Three weeks)

General objective:
Students will be able to describe Malagasy customs and traditions

Specific objectives:
Students will be able to
Write about a particular Malagasy custom or tradition
Give an oral presentation describing a particular Malagasy custom or tradition

Language
Grammar Vocabulary and Expressions Suggested Activities and Assessment
Functions
Describing Passive Passive expressions: Reading:
customs and Time clauses with - to be held in or at… 1. Students read a paragraph about Birthdays in the
traditions before, after, when, as - to be considered to be… United States. (See Teacher‟s Guide)
soon as (review) - to be known for… 2. Students underline the expressions “to be + past
Must/mustn‟t (review) participle”
- to be believed that…
Verb – noun 3. Students circle the adverbs of frequency
- to be expected that
combinations
- to be circumcised Brainstorming:
Adverbs of frequency
- to be based on the idea/ belief that Teacher puts students into groups and assigns a
(review)
- to be supposed to… particular celebration or custom in Madagascar.
Students brainstorm ideas by writing sentences
Time clauses: using the underlined and circled expressions from
- Before babies reach their third the reading above. (See Teacher‟s Guide)
month, they will get their first a. Famadihana → exhumation
haircut. b. Famorana → circumcision

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- When a “famadihana” is c. Ala volon-jaza → first haircut


celebrated, the family will d. Vodiondry→ engagement
get together. e. Fandevenana →burial ceremony
- After a boy is circumcised he
will enter manhood. Writing:
- He will blow out the candles as Students use their ideas and the model paragraph
soon as the cake is served. (Birthdays in the United States) to write a
description of their assigned celebration or custom.
Expressions:
- to involve + gerund (it involves
Speaking:
singing and dancing,) Students use the content of their paragraph to
- to take place in/at a time or place present an oral report describing a particular
(It takes place in April.) Malagasy custom or tradition.
- It is customary to… (It is
customary to offer rum to
ancestors, etc.) Guidelines:
Verb-noun combinations: Where and when is it held?
- to bless – blessing What does it involve?
- to symbolize – symbol What is expected
- to offer – offering What are the beliefs?
- to sacrifice – sacrifice What do guests do?
- to devote – devotion What do hosts do?
- to respect – respect Who is invited?
- to circumcise – circumcision Sample structure:
- to believe – belief We would like to describe the
unique/interesting/important/etc.
- to celebrate – celebration
Malagasy celebration/tradition/
- to expect – expectation custom known as…
- to invite – invitation This celebration/tradition/
- to attend – attendance customs is held (when) (where)
- to gather – gathering It always/often/usually/ etc.
- to venerate – veneration involves…and…

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- to donate – donation It is believed that…


- to exhume – exhumation Friends, relatives, etc. are
Other verbs: invited
- to serve It is expected that guests…
- to host It is expected that hosts….
- to slaughter an animal Etc.
Other nouns: Audience rates presentation in the
- guest/present/gift/family following ways:
reunion/ancestors/ritual/straw Have all the questions been
mat/shroud/deceased/remains of answered?
the deceased Was the presentation clear and
understandable?
Did the presenters present in an
Foods/beverages
original and interesting way?
- local rum/greasy rice/pork belly
Note: In order to ensure that all members of
the group participate, encourage
dramatizations. Also ask presenters to bring
pictures and objects to help make the
presentation clear an understandable!

Andry RAJAONARIVELO

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Unit 9: THE ENGLSH SPEAKING WORLD (Two weeks)


General objective:
Students will be able to talk about English speaking countries

Specific objectives:
Students will be able to:
Read, listen to and report information about English speaking countries
Write statements using comparative and contrast expressions
Express hypothetical situations relating to travelling, studying and living in an English speaking country

Language
Grammar Vocabulary Suggested Activities and Assessment
Functions
Reporting Nouns: nationality Numbers (in the millions): Reading:
information about Adjectives: nationality 3,000,000 square kilometers 1. The teacher states the country (I.e., Great Britain)
countries Verb: passive (review) Nouns/Adjectives of nationality: the students will read about
- Unites States – American 2. Students get into small groups and list what they
- United Kingdom – Britain, British already know about the country.
- Ireland – Irish 3. The students then read the text (See Teacher‟s
Guide.) to confirm their listed knowledge. Students
- Australia – Australian
also fill in a fact sheet with specific details:
- Canada – Canadian Example:
- South Africa- South African United States
- Kenya – Kenyan Population:
Countries and their capitals: Capital city:
- U.S. –Washington DC Famous landmarks:
- UK – London Etc

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Cardinal directions: Listening:


- north (northeast, northwest) 1. The teacher writes the name of another country on
- south (southeast, southwest) the board and provides a few multiple choice and/or
- east True/False statements about the country. Students
- west respond according to their background knowledge.
2. The teacher then reads information about the
Passives: country (See Teacher‟s Guide.). Students listen and
- to be located check and/or correct their answers.
- to be situated Report:
- to be exported 1. The teacher assigns a country to individuals in a
- to be grown group where English is either the official or a widely
spoken language (Canada, New Zealand, Kenya,
- to be produced
etc.). Each student finds facts about the country and
completes a chart. Example:

Name of country:
Population:
Capital city:
Famous landmark:
Interesting fact #1:
Interesting fact # 2:

2. The students then gives an oral report to the group.


3. Group members note interesting facts learned from
the report. (to be used in the writing activity that
follows)

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Comparing and Expressions of Comparing: Sentence Completion:


contrasting comparison and - also Using expressions of comparing and contrasting,
contrast - as well students complete the sentences:
- in like manner Although Washington DC is the capital of the
Contrasting: United States, the largest city is New York.
- whereas Antananarivo is the capital city in Madagascar.
- however It is also the largest city.
- but Both Australia and Madagascar are island
- in contrast nations; however, Australia is the largest island
- although in the world. In contrast, Madagascar is the 4th
largest. Etc.

Writing:
Based on facts gathered from oral reports and
structure from the above exercises, students write
sentences using comparative/contrast statements.
Expressing Conditional: If clause, Sentence Completion:
hypothetical simple past If I lived in Canada, I______.
situations If I went to Great Britain, I ___.
If I were an exchange student in Australia, I____.
I would learn to speak English if I ___
I would have a British accent if I _____

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Unit 10: ENVIRONMENTAL ISSUES IN MADAGASCAR (Three weeks)

General objective:
Students will be able to discuss environmental issues in Madagascar and ways to deal with them

Specific objectives:
Students will be able to:
Explain what they think are the most serious environmental issues in Madagascar
Suggest ways on how to alleviate and/or solve environmental issues in Madagascar

Language
Grammar Vocabulary Suggested Activities and Assessment
Functions
Offering Gerunds after by: “We can Verbal expressions: Ranking order:
explanations improve the environment - to believe in + gerund 1. The teacher and students generate a list of
Suggesting by changing our habits.” - to disagree with + gerund environmental issues in Madagascar
solutions Verb + preposition + - to forget about + gerund (deforestation, slash and burn techniques, etc.)
gerund combination 2. The students copy the list from the most serious to
- to keep on + gerund
Adjective + preposition + the least serious in their opinion.
- to talk about + gerund
gerund combination 3. Students select the top two or three most serious
- to be afraid of + gerund problems from their list and write sentences
Infinitives after the verb
“to be”-“One idea is to - to be aware of + gerund explaining why.
recycle.” - to be involved in + gerund Example:
In order + infinitive: - to be sorry about + gerund “I think the slash and burn technique is the most
. serious problem in Madagascar today because it
Habitats: destroys the soil and causes erosion.”
- rainforest/mountains/desert/ “I think deforestation is another serious problem. It
- coral reef/mangrove/ocean/ destroys the habitat of our wildlife.” Etc.
4. Students share their ideas with group mates.
- rivers/lakes

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Resources: Brainstorming
- gold/precious gems/precious 1. The teacher assigns an issue (overpopulation,
metals/fish/seafood/wildlife/ pollution, etc.) to groups of students. They in turn
spices (vanilla, cinnamon, etc.). brainstorm ways to alleviate or solve the problem:

Threats: Problem: Air pollution


- deforestation Solutions:
- slash and burn agriculture Walk when possible
- illegal logging Demand that drivers can
- overfishing only use their cars on
certain days.
- water/air pollution
- soil erosion 2. Students write suggestions based on their ideas
- overpopulation using expressions from the vocabulary list.
- overexploitation For our children to be healthy, we must work hard
- industrial waste to clean up the environment.
- arson One idea is to reduce the amount of
- illegal hunting/poaching waste by recycling paper and plastic.
Groups organize themselves to answer the
Consequences question, “What do you think is the most
- flood/drought/famine/erosion/ serious environmental problem in Madagascar
land slide/animal extinction/ today? “What are some solutions?”
diseases

Protective measures:
- national parks (Madagascar
National Parks : MNP)
- natural reserves
- conservation
- sustainable tourism
- ecotourism

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- to alleviate poverty
- to recycle paper/glass/plastic
- to use renewable energy
- to use public transportation
- to save water
- to use low energy light bulbs
- to preserve
- to protect
- to take care of
- to ban the use of…
- to clean up
- to punish violators

Other related vocabulary


- biodiversity/flora/fauna/
natural resources/chemical
fertilizer/organic food

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TEACHER’S
GUIDE

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Unit 1: SMALL TALK AND OFFERING HELP (Two weeks)
 Grammar Point A: Present perfect
Usage: To talk about experience that happened in the past.
Formation
Subject pronouns + have +past particle of the verb
Affirmative Singular Affirmative Plural
st
1 person: I have moved to Tana We have moved to Tana.
2nd person: You have moved a lot You have moved a lot.
rd
3 person: He/She has moved to Tana They have moved to Tana.

Correct form of the auxiliary “have” + the past participle of the verb
Note when using the subject pronoun you present perfect is used to comment on the
experience.
Example:
You have eaten too much, You have lived in many places, You have been busy.

Difference from simple past:


Let‟s start with an example. Can you tell the difference between these two sentences?
Simple past: I lived in Ihosy. (you don‟t live there anymore)
Present perfect: I have lived in Ihosy. (talking about the experience of living in Ihosy)

Both refer to an action that happened in the past.


Use ever when asking questions about an experience.
Use never when describing an experience that has not happened before now.
Have you ever eaten eel? I have never eaten eel.
Have you? No, never!
Is she ever on time? No, never!
Have you ever smoked? No I have never smoked.
Have you ever been to the United States? No I have never been there.

 Structured practice:
Practice with “Have you ever . . . ?”
Partner A
Asking questions with, “Have you ever . . . ?” is a great way to get to know someone. Use
the model below to find out interesting facts about your partner.

Example: break your arm


Partner A: Have you ever broken your arm?
Partner B: Yes, I have –or-No, I haven‟t (but I have broken my nose once)

Partner A asks:
go snorkeling
go to Nosy Be
see a lemur in the wild

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meet someone from Canada
eat shark
sprain your ankle
travel abroad
see the movie: spiderman/ batman
go to concerts
student suggestions
(Now ask your own questions using, Have you ever . . . plus the past participle)
Partner B
Asking questions with, “Have you ever . . . ?” is a great way to get to know someone. Use
the model below to find out interesting facts about your partner.

Example: break your arm


Partner A: Have you ever broken your arm?
Partner B: Yes, I have –or-No, I haven‟t (but I have broken my nose once)

Partner B form questions from the statements below:

go camping in one of Madagascar‟s national parks.


see a ghost
eat escargot/eel
belong to an English Club
meet someone from Korea
visit Tsingy of Bemaraha National Park
drink iced tea
student‟s own ideas . . .
(Now ask your own questions using, Have you ever . . . plus the past participle)

Questions using the present perfect


Have you been to Ihosy? Yes, I have.
Have you? No, I haven‟t
Have you met our teacher before? Yes, I have!
How long have you known her? . . . for three years.

 Structured Practice:
In small groups students find as many true statements about their group as they can in 10
minutes using the following guide:
One person
Two people
Three people in our group has +ed
Everyone have
No one
One student reports findings to the class

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 Grammar Point B: Present Perfect
Use since and for with present perfect when the action has not finished yet.
Use since if the experience began at a Use for when talking about an experience
specific point in the past that happened over a period of time
since 2pm for three years
since 2014. for two hours
She has lived in Ihosy since September. Aina has lived in Ihosy for 3 months.
She has lived in Ihosy since I was 14 years Aiia is still living in Ihosy.
old We have lived in Madagasar for 5 years.
She is still living in Ihosy. We are still living in Madagascar
They have been here since Monday. He has been home for three days.
They are still here. He is still home.
You have been in class since 10 am. We have been in class for 3 hours.
You are still in class They are still in class.

 Structured practice: “for” and “since” drill


Students either write or say what comes before each of the expressions below.
Example:
I have lived in Tana since September 2016.
I have lived here for 6 weeks.

May last week early this morning late last night three months
a year a week Awhile some time a long time

Extension: Ask students to answer these question:


What have you done in the last five years?
What have you studied since 2013?

Extension: Exaggerate something:


I have lived here for a million years
We haven‟t eaten for a week!
She has had a crush on him since the day she was born!
I haven‟t slept since 2002.
I haven‟t seen you for ages.

Extension: complete the sentences with an appropriate expression.


I have known my teacher for . . . I have been able to write I have been up for . . .
I have known my teacher since . . . in English for . . . I have been up since . . .
I have been able to write
in English since . . .
I have had my shoes for . . . I have lived in this town I have had my school
I have had my shoes since ... for ... uniform for….
I have lived in this town I have had my school
since . . . uniform since . . .

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Grammar note: Sometimes “since” can come before a time clause.
Examples:
I have lived here since I was born.
I have studied English since I was a child.
I have learned a lot since you were my teacher 

 Practice: “since” with a time clause


Complete the sentences with a time clause.
I have lived in this city since I
My friend and I have known each other since I/we
I have played soccer, basketball etc. since I
I have enjoyed singing, dancing, cooking, etc. since I

 Grammar Point: –Using May I/Can I/Let me-for offering to do something.


Formation: May/Can I/Let me+ infinitive without to/base form of the verb
“May I …” –is the formal form
A store clerk or a hotel receptionist would use “May I” when talking to customers.
“Can I …” –is the less formal form, but can be used in formal situations.
“Let me …” –is an informal declarative statement

 Practice: Mini Dialogues: disappearing dialogues


Teacher writes dialogue on the board. Students practice with a partner. Teacher
erases one word from each dialogue line. Student‟s practice with the missing
information. Repeat until only one or two words per dialogue line remain.
Students have to rely on their memory!

“May I . . . ?” “Can I . . . ?” “Let me . . . “


1. A: Hi Julienne! How are you? 1. A: Oh no! I don‟t have enough money for
B: Tired! These bags are heavy. the bus.
A: Can I help carry a couple for you? B: Here! Let me lend you some.
B: That‟s very kind of you. 2. A: I can‟t reach the top of the blackboard.
Thank you B: Let me help you get that.
2. A: It‟s raining again and I left my umbrella at 3. A: Wow! You have an arm load.
home. B: Yea! The teacher asked me to bring
B: Can I give you a lift? these books to her.
A: Thank you, but I‟m just going next door. A: Let me open the door for you.
3. A: May I help you find something? B: Thanks!
B:Yes please I am looking for notebooks. 4. A: How far is Imerintsiatosika?
A: You can find them in the third aisle on the left. B: About 20 minutes outside the city.
B: Thank you very much. A: Can you give me directions?
4. A: Hello, how may I help you? B: Let me give you a map.
B: I would like to find a place where I can see A: Thank you!
lemurs.
A: Ok! You have a couple of choices. You can go
to the zoo, or to the Lemurs Park in Imerintsiatosika.
Note: Sometimes in very casual situations we offer to do something by using ―Here!‖ plus an
imperative sentence. ―Here! Take my seat.‖ ―Here! Use my pen.‖ Etc.

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 Practice: “May I”/”Can I”/”Let me”/
Role play situations:
In pairs students are given one situation to act out. After they have acted it out ask students to write
it down as an A/B dialogue. If students have access to computers or cell phone they can record
themselves and use to transcribe. Be sure they write it as it was spoken, because spoken language is
very different from written language
Example: After a fight with your best friend you are trying to make up:
A: Can I drive you home?
B. No thanks, I can walk.
A: Ohhh let me drive you, I really want to.
B: ohhh ok.
Possible situations:
A grandchild offering to do something to help her fussy grandmother.
A child/teen offers to help mother/father (around the house . . . . )
A nurse offers to help/assist a cranky patient in a hospital. –can‟t walk, can‟t contact family,
isn‟t comfortable, can‟t sleep
A neighbor offers to help a neighbor. –watching children, bringing food when sick, helping
with hard work.
A passionately in love boyfriend always offering things to his very demanding girlfriend –
paying for everything, buying her anything, never letting her do anything –always offering to
buy her food, candy, drives, water, carrying her bags, waiting for her. Never letting her do
anything for herself!
A classmate who doesn‟t understand what to do
Alternative Small Talk Activity
1. Partner generate and write a list of topics they think are appropriate or inappropriate for small
talk. On a flip chart write down the two column titles. Fill in the Inappropriate Small Talk in
the US. Discuss with students if these topics are appropriate in Madagascar. Have students fill in
the Appropriate Small Talk in Madagascar column with their own ideas –use the possible
ideas below, as clues/prompts as needed.
2. When the list is complete students will choose a topic that they are familiar and comfortable with
and role play with a partner or in a small group setting.
a. Some sentence starters are:
i. Did you hear about . . . ?
ii. What do you think about . . . ?
iii. Have you ever . . . ?
iv. Did you do anything interesting this weekend?

Andry RAJAONARIVELO

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Appropriate Small Talk in Madagascar Inappropriate Small Talk in the US
(Possible ideas) (Possible ideas)
the weather marital status
one‟s health politics
family religion
work salary
friends that you have in common race
where someone is from age
fashion etc.
movies
music
sports

Supplemental: share ideas. The students make one final list of 5 appropriate topics and one list of 5
inappropriate topics. They share/compare their lists with the whole class

Andry RAJAONARIVELO

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Unit 2: HEALTH ISSUES (Three weeks)
Warm up: Simon Says Game

Rules: The only time students follow the instructions is when the teachers (or leader) says “Simon
Says‟” before the instruction. If the teacher does not say “Simon Says” before and the students do
the action, they have to sit down.
For example:
1. Teacher/Leader: Simon says: “Raise your right hand.” -all students should raise their right hand.
(If they don‟t they have to sit down)
2. Teacher/Leader: “Stand on one foot.” –no students should stand on one foot. (If they do they
have to sit down)

Reviewing body parts


1- Drawing and labelling
Have a body quickly drawn on the board (by the teacher or by a student)
Make the students take turn to label the different parts of the body. Let them write what they know.
Then put on the board the name of the parts they may not know.

They probably know


- Head - Neck - Arm
- Hair - Back - Hand
- Nose - Stomach / belly - Leg
- Mouth - Chest - Foot (feet)
- Tooth (teeth) - Shoulder - ...

They may not know


- Throat - Toe
- Wrist - Thigh - Forearm
- Fingers - Navel - Thumb
- Knee - Elbow - Waist
- Ankle -Breasts - ...

 Practice : Complaining
Fill the blanks with parts of the body
My .................................... hurts when I lift something heavy .
My left .............................. hurts when I run.
My ................................... hurts when I swallow food.
My .................................... aches when I have to sit on the hot and crowded bus for a long time.
I get a .............................. ache when I eat beans.
These pants are too tight around my ………………………! I really need to lose some weight!
She stopped ………………………. feeding him as soon as he started teething!

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Grammar Review: “to be” in wh questions
Formation:
QU –question word A –auxiliary (“to be”) S –subject
What Is your name?

Who –asks a question about a person.


Who is your doctor? Who is your dentist?
What –asks a question about something.
What are your symptoms? What‟s wrong? What happened to you? What‟s the problem?
How –asks a question about descriptions.
How are you feeling? How is your health? How is your mother? Wow! How did you
manage to do that?
When- asks a question about time.
When is your appointment? When did you begin to feel sick?
 Practice: “to be” in wh questions:
Jeopardy-like Game: On index cards students will have the following statements. They form the
questions.
Possible answer to questions:
My doctor is Dr. Lara I have a sore throat.
What is your doctor’s name? What’s the problem?
It hurts when I stand up. Yesterday
When does it hurt? When did these symptoms start?
About a week ago I fell off a horse!
When did you begin to feel this way? What happened to you?
I feel great! I have malaria!
How are you feeling? What is wrong with you?
My mom‟s name is Julienne. My next of kin is my sister, Colette
What is your mother’s name? Who is your next of kin*?
The name of person sitting next to you. I have chest pain.
What’s the name of the person sitting next What’s the problem?
to you?
I don‟t want to talk about it! I have a toothache
What is the problem? What is wrong with you?
I saw a dentist last week My throat is sore and I have a fever.
When did you last see a dentist? What are your symptoms?
He had a heart attack. After not riding horses for 15 years, I went
I am so sorry to hear that, how did he die? on a 2-day ride.
How did you get so sore?
*next of kin –this the person that they will contact if there is a medical emergency.
Question Grammar Review: the auxiliary verb “to be” in “yes/no” questions.

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Formation: The “to be” verb moves to the front:
Examples:
Is he sick? Yes, he is.
Are you going to see a doctor? Yes, later today.
Are they planning on operating? No.
Question Grammar Review: the active verb in “yes/no” questions
Formation: Add /do/ before the statement (change the subject “I” to “you”)
Examples:
Do you feel sick?
Did you throw up?
Does he have a headache?
Do they use bottled water?

Activity: Symptoms
Charades competition: Teams compete to see how many expressions, vocabulary, etc. can be
guessed in a specified amount of time.

1. The teacher divides the class into two teams.


2. From each team a student will come up one at a time and act out the symptoms listed on a
card in a two minute period.
3. Teammates must respond appropriately by asking a “yes/no” question.
4. Whichever team correctly guessed and stated the most words and/or expressions within the
time period wins.

Sample cards
Students from Team A: Students from Team B:
headache backache
toothache dizzy
feeling nauseas sweaty
sore ankle nose bleed
tired broken arm
sneezing vomiting
 Grammar point : Asking for advice using should :
Form :(Wh) + should + subject + base form of verb
Example 1: I feel miserable. What should I do?
Example 2: Should I call a doctor?
 Practice: Asking for advice using should :
Teacher writes the following on the board or on a flip chart and students have to rewrite in the
correct order. Students check each others work or check as a class.
should / what / do / I / for a headache ?
drink liquids / should / I / when I have the flu ?
what / for / a sorethroat / do / I / should / ?
baby / give / hot milk / should / I / my / sick / some / ?
take / I / for / pains and aches / should / what / ?
for a stomachache / what / do / should / I / ?

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Sample A/B dialogues for practice : Students read or alternatively uses prerecorded
available on accompanying listening CD

At a doctor’s office:
A: Hello, what can I do for you today?
B: Well last night I woke up with a very high fever. And this morning I am sneezing, coughing and
have diarrhea.
A: Is anyone else in your house sick?
B: My son had a cold last week.
A: Ok let me take your temperature.
B: How is it?
A: It‟s a bit high. I think you have a flu.
A: You should take today off, and stay in bed and drink plenty of fluids. Call me if it doesn‟t clear
up in a few days.
B: Ok thanks.

Backache
A: What's wrong with you? You look tired.
B : I have a backache.
A : You should get some rest.
B : I wish I could but I have too much to do.

Headache
A : Are you OK?
B : No, I'm not. I have a headache.
A : Take some aspirin.
B : I did but it didn‟t help much.

Toothache
A : What's the matter with you?
B : It's my tooth. It really hurts.
A : Oh, really? Have you taken some aspirin.
B : No, not yet, but I probably will.

A cold
A: How are you feeling today?
B: I have a terrible cold!
A: Where do you think you picked that up?
B: A lot of people in my class have it. Maybe I got it there.
A: Have you taken anything for it?
B: No, but I think I‟ll go home to rest, and drink plenty of liquids for a while.
A: That‟s the best cure!
B: My mother also has this special potion with hot tea, honey, ginger, and lemon that works
miracles.
A: Careful though, if you don‟t feel better in a few days you should see a doctor.
B: Ya, but before I do I‟ll try a few home remedies!
A: You don't look so good.
B: I feel horrible. I think I picked up a bug.

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A: Do you know who you got it from?
B: A lot of people in my class are sick. I probably picked it up there.
A: Did you take any cold medication?
B: I've been taking vitamin C and zinc and trying to get some rest.
A: That‟s what doctors recommend.
B: My grandmother swears by hot chicken soup for a cold.
A : You should go home, put on a big pot of it and have a nap!
B : I think I will!

A: How are you doing?


B: I am feeling a bit under the weather. I think I have that crud* that is going around.
A: I know it's going around the school.
B: My neighbour hasn't been feeling so well. Maybe I got it from him.
A: I have some cold tablets, if you would like one.
B: No thanks, I think I just need some rest and hot soup.
A: Ya, drinking liquids and getting rest is the best idea.
B: My grandmother thinks that honey and whiskey is a good cure for a cold.
B : Well, you should always listen to grandma !
*crud used here is slang for flu or cold

Additional vocabulary for suggesting: avoid eating heavy, spicy foods/take (this) medication/take
two pills twice a day, one spoonful every two hours,

Andry RAJAONARIVELO

Page45
Unit 3: MASS MEDIA (Two weeks)

 Practice: Fairy Tale: News Story


A fairy tale is a made up story about fictional characters. In this fairy tale the main characters are:
Billy Goats –fictional goats that can talk
Trolls –a fictional human-like creature that is very ugly and very strong. Shrek was a troll.
Students read the story and answer the questions.
Who is the article about?
What is the article about?
When did this happen?
Where did this take place?
Why did this happen?

Example article:
Who: the three Billy goats gruff
What: gave up their hold on the bridge
When: late last night
Where:the meadow next to the bridge
Why: the troll came back with his family to take back the bridge

The Three Billy Goats


The troll that the Three Billy Goats chased off has regained control of the bridge. Not one to be
taken down, the troll returned last night after being away for six months. This time, he brought
help—his family. The trolls challenged the Billy Goats to a duel in the meadow next to the bridge.
When the Billy Goats saw that they’d be fighting 20 trolls instead of one, they ran. ―You should
have seen them!‖ said the youngest Billy Goat. ―They were ugly and huge! I thought they were
going to eat us for breakfast!‖ The eldest Billy Goat hung his head when asked about the challenge.
―We may be goats,‖ he said, ―but even goats has its limits.‖ Be careful when crossing the
bridge…or find another route!
–adopted from www.edworksheets.com
Teacher Directed Activity: Using Malagasy newspapers –Thursday “Midi” English or use
Malagasy articles and form 5 w questions.
Review information questions using the 5W for news items:
Teacher provides students with news story from Malagasy newspapers (any language), and students
answer the following 5W questions in English.
See sample below:
 Practice: 5W Using news article about Celine Dion:
 Read the article and answer the 5W questions :
Who is the article about?
What is the article about?
When did the story take place?
Where did the story take place?
Why was the story written? –or why is the story important?

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 Summarize the story :
Web article dated: Happy Birthday to Nelson and Eddy Dion!
(Recorded passage. Please listen to the curriculum support CD)
https://ca.news.yahoo.com/celine-dion-celebrates-twins-6th-012000954.html
Celine Dion's youngest sons turned 6 years old on Sunday, and what better place to celebrate than
the Happiest Place on Earth?

"Family time in Disneyland for the twins' 6th birthday!" she captioned an adorable pic taken by
Denise Truscello of herself with Nelson, Eddy, and her 15-year-old son, Rene-Charles, from their
magical day.

It was a big day for Dion's twins, who celebrated their first birthday since their father, Rene
Angelil, died in January after a long battle with throat cancer.

"I asked for some books for children to help me to how to guide them through this. Especially the
twins, of course," the 48-year-old singer said in a recent interview with Yahoo News. "And it kind
of, like, shook me up so much. It was not my way of wanting to talk to my children."

The "Power of Love" singer revealed that she ultimately reached her children though film --
Pixar's Up in particular.

"Up saved my life," Dion admitted. "I said, 'What is the movie that Ellie died in?' And they said,
'Ellie died in the movie Up, Mom.' I said, 'That's it. Ellie,' I said. 'Well, I want you to know listen
to me.' I said, 'Papa is now with Ellie.'"

 Grammar Point: Simple Past and Past Progressive Review

Simple past Talking about action that is finished


Form: Subject +past verb +object Ex: I saw a man.
Past progressive Talking about an action that happened in the
Subject + past “to be” +verb ing past
Use when or while if two actions happened I was sleeping.
at the same time I was sleeping when I heard a loud noise.
I heard a loud noise while I was sleeping

 Practice Review: What was happening?


In groups students create sentences describing what they were doing when:
a. the rooster crowed this morning
b. your sibling was born
c. the clock struck 12 on New Year‟s Eve (2016)
d. current event (for example the solar eclipse of September 2016, Cyclone Enawo, recent
earthquake)

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 Grammar Point: Relative Clauses (who, when, where, whose, which, that)
Function: Relative clauses expand on either the subject or the object in a sentence.
The man who was running was the thief. man –subject / who was running –relative
clause
The man was the thief who had stolen the thief –object /who had stolen the money –
money relative clause

The President who was elected in 2013 lives in Tana.


It was Monday when I saw him at ShopRite!
The ShopRite where I saw him was very busy!
The cashier whose cousin I know was packing his groceries.
The President who knows my family had lunch with my dad.
Madagascar, which is in Africa, has 150 different species of lemurs.
*Notice the use of commas –we use them here because the relative clause is extra information that we could
leave out without changing the meaning.
Madagascar has 150 species of lemurs that live in protected areas.

 Practice: Combine these sentences


Example: Daddi Love is coming to Mahajanga! He is going to give a concert.
Daddi Love is coming to Mahajanga where he is going to give a concert.

1. Celine Dion took her twins to Disneyland. They celebrated their 6th birthday.
2. In Madagascar farmers continue to burn the brush. The countryside is stripped bare by
decades of burning.
3. Tiana‟s brother found an injured owl on the street. He took it home to look after it.
4. The effects of deforestation are causing farmers to suffer. Deforestation dries up streams.
5. „Tavy‟ is used to create farmland. „Tavy” is the practice of burning land to create new
growth.
6. The mountains are stripped bare of almost all the flora and fauna. The mountains were once
were full of flora and fauna.
7. We are the next generation of Malagasy. We will inherit our families land.
8. Decisions are made today. These decisions affect our future.

 Practice Reading Activity: Local Social News Story


Pre-reading: Prediction
a. What words do you associate with “shark”? Brainstorm words you associate with “shark.”
b. Based on the title, what questions do you expect to be answered?
During reading: Check if you predictions were right!
a. Look for words from your brainstormed list. Did you find any?
b. Look for answers to your questions. Did you find any?
Post reading: Vocabulary discussion, etc.
a. What new words did you learn from the context?
b. Role play –TV reporter and a witness

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Shark seriously Injures Mahambo Surfer
By the: Madagascar News Company (MNC) –October 30, 2015
(MNC) –A 20-year old woman suffered grave injuries Saturday when a shark attacked her while
she was surfing off Mahambo beach just before noon, the police said.
Other surfers pulled the injured woman from the water, and put her into a taxi brousse. She was
rushed to the nearest hospital before the local beach patrol could respond.
A police officer who was with the victim at the hospital just before surgery said the woman suffered
a 14-inch bite wound on her left leg. Later doctors said she was in fair condition. It was too early to
tell if she would be able to walk again
The attack occurred about 2 kilometers from Mahambo Beach Resort. Officials did not release the
victims‟ name.

Andry RAJAONARIVELO

Page49
Unit 4: COMMUNICATION (Two weeks)
How to properly send an Email Message:
Always choose an email address containing part of your name. This way, the person you are
emailing recognizes you. Otherwise, the recipient may send your message to the “spam” folder.
State the reason why you are sending an email in the subject line. Statements like “Party
Initiation‖ ―Homework Questions‖ tells the recipient what the message is about. Subject titles
like “Hi‖ or ―Hello‖ are unclear.
Begin your message with “Hi” or “Hello” only with friends and people you know well.
Otherwise, Use Dear Mr./Mrs./Miss/Ms, and their surname. i.e.: Maria Fricker –Ms. Fricker
Conclude your message politely with expressions like “Best Wishes”, “I look forward to
hearing from you.”, and “Sincerely”
Keep your messages to the point. Writing pages and pages of text is inappropriate
Make sure your spelling is correct.
Never send impolite messages. Otherwise, you are doing what is called “flaming.”
Use appropriate capitalization. OVERCAPITALIZING IS LIKE SHOUTING.
Don‟t be disrespectful in our email message. Remember that being respectful on the internet is
like showing respect in everyday situations.

 Reading Activity: Finding clues from the context


What does recipient mean?
What does “to the point” mean?
What does “text” mean?
What does “overcapitalizing” mean?
What is a “spam folder”?
1. Find words with the opposite meanings of the following:
Clear
Appropriate
Polite
Respectful

Writing Activity: Subject Lines

Read the following messages and write a clear and brief subject title. Suggestions are
provided.

Subject Title: Thursday Meeting Rescheduled


Hi Kevin!
I just wanted to let you know that our meeting for Thursday has been changed to next
Tuesday at 10:00am. I hope this doesn’t cause you any problems. Call me if you have
any questions.
Best wishes,

Mavo

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Subject Title: Friday Class Attendance
Dear Mrs. Jones,

I hope this message finds you well.

I am writing to inform you that I will not be able to come to class on Friday. I have a
doctor’s appointment that day.

Thank you for your understanding.

Sincerely,
Tina Parker

Changing informal commands to polite requests using “could”


1. Send me the assignment. –Could you please send me your assignment
2. Give me your pen. –Could I use your pen for a moment?
3. Call me as soon as you can. Could you please call me at your earliest convenience?
4. Pick me up at 8:00 am. If it is not an inconvenience, could you please pick me up at 8:00 am?
5. Tell me what time we are meeting. Could you please tell me what time we are meeting?
A: to your friend
Subject Line: Meeting you –call me!
Hey Bill:

I can’t meet today. Give me a call and we’ll reschedule.

CIAO,
Sally

Now rewrite in a formal style to your teacher, Mr. Pearson


Subject line: Meeting Wednesday, November 2.
Dear Mr. Pearson,

Unfortunately, I am unable to meet with you on Wednesday. Would it be possible to


reschedule for either Friday, or possibly next week.

Best regards,

Sally Struthers

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 Grammar Point –Time Clause: always, sometimes, never.
Formation: time clause + verb
I always read emails aloud before sending them! This really helps to find small mistakes.
I sometimes forget to spell check before sending an email!
I never hit send before spell checking emails!

 Practice Review Activity:


What is something that you sometimes do when writing an informal email?
What should you never do when writing formal emails?
Why do you sometimes find an email from a friend in your spam folder?
When sending emails what is considered inappropriate?
Why is overcapitalizing considered disrespectful?
Why is using “Hi” in the subject line unclear?

Andry RAJAONARIVELO

Page52
Unit 5: JOB SKILLS (two weeks)
 Practice: Brainstorm jobs students are eligible for and fill in the following categories
Job Title Qualifications Education Experience

 Practice Listening Activity: Job Ad Samples –students fill in the missing information -
bolded
Job Title: Job Title: Job Title Job Title
Salesperson
Company Name: Company Name: Company Name: Company Name:
Tana Taxi Company
Location: Location: Location:Antsirabe Location:

Required skills: Required skills: Required skills: Required skills:


Sales and cash
register Desired Desired Desired characteristics:
experience, and characteristics: characteristics: Knowledge of regional
work with culture and history
customers Good physical
condition
Desired
Good communication
characteristics:
skills

Baobab Biscuit Bakery located in Antananarivo seeks a full time salesperson to work at its
main store. Applicants should have sales experience. The preferred candidate will be able to
work with customers and tend a cash register* Friendly, reliable and responsible individuals are
especially encouraged to apply. If interested, call us at 456-329-0987
*to use a cash register

Tana Taxi Company located in the capital city is looking for a reliable driver to work full time.
Applicants must be willing to work evenings as well as weekends. Flexibility is necessary.
Those interested must be skilled at repairing minor car problems. Good knowledge of French
and English is highly desirable. For more questions about salary and benefits, please call 810-
378-2947.
Hotel Jacaranda in Antsirabe is seeking a waiter/waitress to work in its Palm Court restaurant.
Candidates must be able to work with an international clientele. A basic knowledge of both
French and English is necessary. Hardworking, sociable and energetic individuals are
encourage to apply. Contact us at 748-098-1324
The Isoraka Tourist Information Center located in the capital city‟s historical district is looking
for a guide for local and foreign visitors. Individuals with a strong background in the region‟s
cultural and historical heritage are encouraged to apply. The candidate must be in good physical
condition as walking throughout the city is required. In addition, good communication skills are
essential. Please call 987-294-0924, if interested.

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 Practice writing activity: sample CV (suggestions are in bold)
Name
Address
Email address
Phone

Objective:
I am seeking a full time driver position
I would like to apply for the position of cashier
I am seeking a part-time waitress position
I am seeking a tour guide position that will allow me to use my historical knowledge of
my country.

Employment history/Experience : Always start with most current


Job Title, Date began to Date ended
Company Name
Address
Responsibilities: Describe what you have done.

Education: Always start with most current


Degrees/Diplomas ; Name of Institution, City, Country; 2000-2001.

Special skills:
Microsoft Word 10
Social Networking
Photography
Sewing
Music (guitar etc. . .)

 Practice: Research a position that you would like to apply for, fill in the categories below
with as much information as possible. Create a resume (using template above)
Job Title Qualifications Education Experience

Alternative Interview questions with suggestions for answers in italics.


Tell me about yourself!
o Talk about your work experience, and education
Why do you want to work for our company?
o Show some knowledge about the company by having some specific idea about why
you have chosen that company.
What are your strengths/qualities?
o Be honest –loyal, patient, hard worker, serious, gets along well with others, prompt,
have experience
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What do you consider to be your main weakness?
o Employers ask this question but you don’t have to answer, you can say that there is
nothing that I can think of that would give you cause for concern.
What special skills do you have?
o These skills show the qualities they are looking for. For instance: if they are looking
for a tour guide then you can talk about your involvement with a historical society. If
a waitress, you can talk about your interest in dance/sport/physical fitness. Think
about what qualities or traits they are looking for and match your special skills to
these.
What jobs have you had before? Why did you leave the job?
What grades have you received at school?
What questions do you have for us?
o Always have some questions about the job ready.
o What are the hours?
o What they are looking for in an employee.
o Ask a question about the history of the company.
 Practice: Role play interviewing
In pairs students decide on a company that they are both familiar with.
Step 1:
Partner A: Interviewer: using the questions above write down the answers that you would expect
from an ideal candidate
Partner B: Interviewee: using the questions above write down how you would answer
Step 2:
Partner A interviews partner B. Would you hire them? Discuss why or why not.

Page55
Unit 6 BUYING AND SELLING (Two weeks)
Flyswater game:
1. Teacher puts several numbers on the board.
2. Teacher calls two students (reps from 2 teams) to the front and gives each a fly swatter.
3. Teacher and/or students call out numbers.
4. The two students with fly swatters must compete to be the first one to swat the number
being called.
5. The first one to swat the right number earns a point for his/her team.
6. After a few rounds, another pair of student come up to be the “fly” swatters

 Practice: Alternate groups of student perform mini-dialogues (given by the teacher or


prepared by the students) in front of the class and classmates write the prices they hear.
Example:
A: How much do those shoes cost?
B: 300,000.
A: Wow. They‟re expensive.
B: You can have them for 275,000.
A: I‟ll take them for 200,000 Ariary. Etc.

 Practice dialogue ideas: phones accessories, clothes, shoes, electronics, jewelry, -and
anything else you bargain for.

Finding cost equivalents


Students will go to OANDA currency converter to find cost equivalents for specified items in
different currencies –Example: A taxi ride in Tana for 6000 Arairy equals $1.87 US

1. 1.97 US dollars
2. 1.86 Euro
3. 77.44 Mauritius Rupee
4. 23.64 South African Rand, Etc.
5. 5 Pounds
6. 10 Canadian Dollars
Examples to find cost equivalents: milk, jeans, bus fare, cars, coffee, 100 cell phone minutes, 1
month internet fees, notebooks, coke/Fanta, etc.
Alternative exercise:
Students will research the cost of tuition for a degree they may be interested in. Compare this to the
same degree in a US university.

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Unit 7: TRAVELLING IN MADAGASCAR (Two weeks)
Using the generated adjectives, the teacher will give examples of how comparisons are made.
Comparatives are used to compare.
rich-richer
One syllable adjectives big-bigger
wide-wider
happy –happier
Two syllable adjectives funny -funnier
busy-busier
polluted –more polluted
Three or more syllable adjectives beautiful –more beautiful
delicious –more delicious
Good –better
Irregular adjectives Bad –worse
Far –further
is/are as rich as
Is/are . . . as
is/are as famous as
is/are as polluted as
Madagascar examples
is/are as good/bad as

Using the adjectives below, the teacher will give examples of how superlatives are made.
Superlatives are the super stars!

the richest
One syllable adjectives the biggest
the smartest

The happiest
Two-syllable adjectives The busiest
The most patient/the most famous

The most polluted


Three or more syllable adjectives The most beautiful
The most fantastic

The best
Irregular adjectives
The worst

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 Practice:
Write on board the adjectives below. In small groups students will complete both the comparative
and superlative forms. When they are finished groups exchange their lists and score for form and
spelling. The winner is the team with the most correct form and spelling.
1. important –more important, the most important
2. remote –more remote, the most remote
3. common –more common, commoner*, the most common
4. popular –more popular, the most popular
5. populated –more populated, the most populated
6. polluted –more polluted, the most polluted
7. mysterious –more mysterious, the most mysterious
8. strange –stranger, the strangest
9. scary –scarier, the scariest
10. pretty –prettier, the prettiest
11. wild –wilder, the wildest
12. good –better, the best
Exceptions: There are some two syllable adjectives that have two forms in the comparative
and superlative:
able –abler, more able, the ablest, the most able
angry –angrier, more angry, the angriest, the most angry
clever, cleverer, more clever, the cleverest, the most clever
common –commoner, more common, the commonest, the most common
cruel –crueler, more cruel, the cruelest, the most cruel
friendly –friendlier, more friendly, the friendliest, the most friendly
gentle –gentler, more gentle, the gentlest, the most gentle
handsome –handsomer, more handsome, the handsomest, the most handsome
narrow –narrower, more narrow, the narrowest, the most narrow
pleasant –pleasanter, more pleasant, the pleasantest, the most pleasant
polite –politer, more polite, the politest, the most polite
quiet –quieter, more quiet, the quietest, the most quiet
simple –simpler, more simple, the simplest, the most simple
sour –sourer, more sour, the sourest, the most sour
 Practice: Superlatives
1. Students complete the sentences with an appropriate superlative form of an adjective
a. Madagascar is the country in the world.
b. My town is the in Madagascar.
c. I am the in my family
d. The president is the in our history.

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 Practice: Superlatives
2. Students list their thoughts about various aspects of Madagascar as in the following:
a. The biggest problems
b. The most beautiful places to visit.
c. The most interesting things about the country.
d. The most important crop (fruit, vegetable, specie, etc. )
e. The best national park to visit.
f. The strangest customs.
g. The rarest animal/plant.
h. The most beautiful plant/tree/flower.
i. The most famous person/actress/athlete
j. The most talented person/actress/athlete/Malagasy person

 Practice: Comparatives
1. Using the information from above in small groups students compare their ideas with classmates.
Example: A: I think poverty is the most important issue today.
B: I disagree. I think pollution, and deforestation are the biggest problems.
C: I agree that pollution is the biggest problem in the cities, but not in the country. I agree
with A. Poverty is a bigger problem in the country.
2. Groups come to a consensus for the items discussed and call out their superlatives. “We thing
poverty is the biggest problem.” “We believe the lemur is the most precious animal.” “We feel
that the Jacaranda tree is the most beautiful in Madagascar.”
3. The teacher writes the responses on the board and then the class tallies responses to find out
what is Madagascar‟s best, most beautiful, biggest, rarest, etc.

 Practice: Superlatives: An open-ended dictation


1. Give students an example of a sentence using a superlative.
a. For example: Andasibe is the best national park in Madagascar.
What is the superlative in the sentence? What is it describing? Students answer: The
superlative is describing the national park.
b. Tell students that you are going to read some sentences and you want them to listen for
the superlative:
2. Teacher reads statements like the following:
Madagascar is the most incredible island in the world.
Antananarivo is the best place to visit in Madagascar.
Angelina Jolie is the most beautiful actress in the world.
Coffee is the most refreshing beverage I know.
Malagasy vanilla is the best in the world.
3. Ask students to rewrite one, two or all three of the parts in their own way after listening to the
teacher‟s original statement. They can also create their own sentences using the superlative that
they heard. Then have students share their versions with partners. Or to the whole class.
Example: (Madagascar) is the (most beautiful island) in the (world).
Possible responses from students:
Madagascar is the most mysterious island in the world. (Why?)
Pretoria is the best place to visit in South Africa.
Madagascar is the reddest island in the Indian Ocean.

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 Practice Dialogues:

A: What‟s the best way to get to A: How long does it take to fly to A: What‟s the most comfortable
Tana from here? Tana from here? way to travel in Madagascar?
B: By taxi brousse. B: It takes about an hour from B: By car with a driver. You can
A: How long does it take to get Toliara. stop whenever and wherever you
there? A: That‟s not bad. like.
B: About 10 hours. B: No. it still takes some time A: I don‟t have a car!
A: That‟s a long time to be in a taxi though. You have to be at the B: Well you will have to find a
brousse. airport two hours in advance. driver who has a car!
B: Yeah, but the driver stops about A: Why?
every other hour. B: First you have to check in and
A:That‟s good to know. then you have to go through
B: You also get to see the beautiful security.
country side of Madagascar.
See syllabus for instructions
Article 1: Travelling on Madagascar's slow train
- http://www.lonelyplanet.com/madagascar/travel-tips-and-articles
One could argue that taking 12 to 24 hours to cover the 163km between Madagascar‟s
highlands and its Indian Ocean coast is a rather slow and inefficient way to travel. It is, but that is
the point. Travelling on the Fianarantsoa-Côte Est (FCE) railway isn‟t really about getting from A
to B – it‟s about the journey.
The train travels between the towns of Fianarantsoa in the highlands (elevation 1100m) and
Manakara on the coast. The gradient of the line partly explains its slow going – the constant
breakdowns and heavy cargo are the real issue. The train crosses areas not accessible by road, so it
is a lifeline for local communities who use it to trade and travel. It is this amazing spectacle – the
road-less landscapes and the loading/unloading theatrics at every station, 18 in total – that make the
journey so special.
This kind of slow (and unpredictable) travel isn‟t for everyone. It‟s either your idea of an
authentic experience, or your worst nightmare in your carefully planned two-week holiday. We
won‟t judge; all we‟ll say is that being prepared for inevitable delays and factoring them in in your
itinerary is probably the best way to approach this trip.
Comprehension and predictions questions:
1. How long does it take to get from Fianarantsoa to Manakara by train?
2. Explain why the trip is so slow?
3. Do you think many people take the train?
4. Who takes the train?

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Vocabulary
it’s about the journey -means that it is not about arriving but about the fun in getting there.
gradient –how steep something is.
loading/unloading theatrics –the fun of watching people load or unload from the train.
Inevitable –something that is going to happen
a lifeline –when something allows for people to be connected to markets/city centers/towns/other
people.

Article 2 : Culinary tours


--https://www.lonelyplanet.com/madagascar/travel-tips-and-articles/77099

Pre-reading Activity:
Teacher tells students that culinary refers to cooking and food. It is usually used when talking
about high quality restaurants/cooking/food.
Prediction:
What do you think this article is about?
Food tourism
What culinary tours do you think are offered in Madagascar?
Students may or may not know names of places –prompt them by asking about food/wine items
that Madagascar is famous for –where are these?
Not only does Madagascar have fabulous restaurants, it also has a number of great producers
who offer tours of their plantations or farms. Chief among them is the Millot Plantations in
Ambanja in northwest Madagascar. Although the country is famous for its vanilla, this plantation
produces some of the world's finest organic cocoa, which is used in desserts in Michelin-starred
restaurants throughout France. Millot Plantations also grows spices and aromatic plants, such as
ylang-ylang, vetiver or patchouli, that are distilled on the premises, and the essential oils are sold to
the French perfume industry. The plantation runs three- to four-hour tours during which guests can
taste and smell plants and learn how each is processed. The visit ends with a three-course meal, of
which the crowning glory is the chocolate cake and the shot of cocoa-infused rum.
There are many more such visits around the country. In Fianarantsoa, in the south of the
country, the Lazan‟i Betsileo vineyards are open to the public and produce a variety of red, rosé and
white wines. In the central highlands, you can purchase locally-produced foie gras (a type of liver
pâté) at Le Coin du Fois Gras (on the RN7 road in the village of Behenjy; 033-11-033-26) or home-
made jams and preserves at the Ferme de Morarano in Ambatolampy.
Michelin-starred restaurants –a very good restaurant (5-stars)
aromatic plants –plants that are used for perfume or aromatherapy
crowning glory –(idiom) the greatest or best thing

Comprehension and discussion questions


1. How long are one of the tours?
2. What is the name of the plantation that grows the finest chocolate?
3. What is produced at a vineyard?
4. Where do you think these products are sold?
5. Have you ever visited one of these places?
6. Who do you think goes on these tours?

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Ordinal numbers:
1st –first 11th –eleventh
30th –thirtieth
2nd –second 12th –twelfth13th –thirteenth
31st–thirty first
3rd –third 14th –fourteenth
32nd –thirty second
4th –fourth 15th –fifteenth
33rd –thirty third
5th –fifth 16th –sixteenth
40th –fortieth
6th –sixth 17th –seventeenth
41st –forty first
7th –seventh 18th –eighteenth
42nd –forty second
8th –eighth 19th –nineteenth
50th –fiftieth
9th –ninth 20th – twentieth
51st –fifty first
10th –tenth 21st –twenty first
52nd –fifty second
22nd –twenty second
100th –one hundredth
 Practice: Complete the sentences with the appropriate ordinal number.
1. I am the child in my family.
2. Madagascar is the largest island in the world (4th)
3. Fianarantsoa is the largest city in Madagascar. (3rd)
4. Ansirabe is the largest city in Madagascar. (2nd)
5. I was born in the month of the year.
6. Christmas is celebrated in the month of the year.
7. This is my English class.
8. On my next birthday, I will celebrate my year.
9. My parents celebrated their anniversary.
10. Think of some examples that you have used ordinal numbers for and write them in English.
Flyswater game:
1. Teacher puts several ordinal numbers on the board.
2. Teacher calls two students (reps from 2 teams) to the front and gives each a fly swatter.
3. Teacher and/or students call out numbers.
4. The two students with fly swatters must compete to be the first one to swat the number being
called.
5. The first one to swat the right ordinal number earns a point for his/her team.
After a few rounds, another pair of student come up to be the “fly” swatter

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Unit 8: MALAGASY CUSTOMS AND TRADITIONS (Two weeks)

 Reading activity: See syllabus


Birthdays in the United States*
*Adapted from Celebrate 2nd edition, Office of English Language Programs, 2000

Birthdays in the United States are especially popular with children. Parents sometimes host a birthday
party for their child. Friends, neighbors and relatives are usually invited. It is often expected that guests
bring a birthday present. It is customary that a cake topped with lighted candles is brought to the table.
Everyone sings; “Happy Birthday‖. The birthday boy or the birthday girl is supposed to make a wish
and blow out the candles. It is believed that if all the candles are blown out with one breath, the wish
will come true. Ice cream is often served with the cake. It is after the cake and ice cream are served, that
the child will open the present. No wonder birthdays in the United States are so popular with children!

Post Reading Activity 1: Time clauses


1. Read the paragraph and underline the expressions with “to be” + a past participle”.
2. Circle the adverbs of frequency. (bolded in teacher text)
3. Where are these adverbs placed? (always placed before the participle)
Post Reading Activity 2: Comprehension Questions
4. What is the topic of the paragraph?
5. How do American people celebrate birthdays? Is this similar to Malagasy people?
6. Do you know the birthday song in English? (Teacher can write on board and teach)
Post Reading Activity 3: Paragraph: Format
1. What is the topic sentence of the paragraph? (1st sentence)
2. What are two details discussed in the paragraph? (1. Birthday presents, 2. Birthday cake)
3. What is the concluding sentence? (last sentence)
Post Reading Activity 4: Brainstorming
Think of a celebration in your country and write sentences using some of a combination of the adverbs
of frequency and the expressions listed below.
Teacher‟s Note: Passive Explanation and Examples
The passive is used when you want to put the stress on the subject being talked about. And when the
subject undergoes the action.

For example:
Passive: Exhumation is celebrated in winter.
Active: We celebrate exhumation in winter.
Passive: Malagasy is spoken here.
Active: People here speak Malagasy
Passive: After circumcision a boy is considered a man by society.
Active: Society considers a boy to be a man after circumcision.
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Passive expressions Adverbs of Frequency
To be celebrated Always
To be invited Usually
To be expected Often
To be supposed to Sometimes
To be believed Seldom
To be served Rarely
To be known for Never
To be considered
To be based on the idea that
It is customary that

 Practice writing: Students use their ideas and the model paragraph (Birthdays in the United
States) to write a description of their assigned celebration or customs.

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Unit 9: THE ENGLISH SPEAKING WORLD (Three weeks)

 Practice: Listening for information about English speaking countries


1. Teacher draws grid on a blackboard or flip chart. Students copy and teacher partially fill in with
the text in bold below.
2. Teacher reads the following paragraph
a. First reading students just listen
b. Second reading students begin to fill in grid
c. Third reading students check their answers.
3. Repeat for each country –Students then peer correct their work. Allow them to add other facts they
may know about the countries.

Paragraph 1: The capital of the US is Washington DC. The US has the same land area (9,161,966 sq.
km.) as Canada but 10 times the population. The US has a population of 350,000,000. The people of
the US are known as Americans. Some famous American landscapes are: The White House, The White
Mountains and the Statue of Liberty.

Country Fact Sheets *


United States of
Great Britain Canada New Zealand Madagascar
America
Capital: Capital: Capital: Capital: Capital:
London Ottawa Wellington Washington, DC Antananarivo
Nationality: Nationality: Nationality:
Nationality: Nationality:
Noun-New Noun-American Noun –
Noun-Britain, Noun-Canadian
Zealander (s) Malagasy
Adjective- Adjective-
Adjective-New Adjective- Adjective-
British Canadian
Zealand American Malagasy
Land area:
9,9093,507 sq.
Land area: Land area:
Land area: km*
267,710 sq. 9,161,966 sq. Land area:
241,930 sq. km* 2nd largest
km* km*
county next to
Russia.
Population:
Population: Population: Population:
4,438,393
64,088,222 35,099,836 321,368,864 Population:
(July 2015
(July 2015 est.)* (July 2015 est.)* (July 2015 est.)*
est.)*
Famous
Famous Famous
landmarks: Famous
landmarks: landmarks:
Stonehenge, Often called: landmarks:
CN Tower, White
Windsor The paradise Tritriva Lake
Peggy’s Cover, Mountains,
Castle, The of the Pacific Baobab
Banff National Smithsonian
White Cliffs of
Park White House
Dover
CIA World Fact Book*

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 Practice: Contrasting Sentences
1. Students create sentences using the contrasting vocabulary from syllabus. Use the information
above or their own knowledge about the country.

Example: In Canada the winters are very cold. In Florida the winters are warm.
In Canada the winters are very cold however in Florida they are warm.

Add the correct comparative form: (also, as well, whereas, however, but in contrast, although)
1. English is spoken in both the US and Canada.
2. In England, one uses the word lorry whereas in the US truck is used.
3. Canada has a total land area of 9,093,507 sq. km, but only a population of 35,099,836.
Extension activity: Comparing and contrasting (Sentence completion)
Climate in the east and the south of Madagascar.
Climate in Canada and Madagascar.
Differences between people in France and Madagascar.
Differences between country and city life.
Who you are now and who you will become.
The differences between you and your siblings.
 Practice: Expressing hypothetical situations
Chain practice with conditionals Type 1 and Type 2
Example –Teacher provides an example: “If I were a millionaire, I would fly to the US.” Students use
the verb in the second part of the sentence and expresses a hypothetical situation: “If I flew to the US ...
the chain continues until all the students have had a chance to speak. (Can be done in small groups –and
ok if it gets silly)

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Unit 10: ENVIRONMENTAL ISSUES IN MADAGASCAR (Three
weeks)
 A reading about environmental issues today.

 Practice: Sentence completion exercises with the following expressions: Students complete the
sentence with an appropriate verb in the gerund form.
We can improve the environment by recycling .
I can improve my life by .
The government can improve our live by .
By , Madagascar would be in a better situation.
I believe in .
I disagree with .
Sometimes we forget about .
We should never forget about .
It is essential that students keep on .
If I want our children to have a better life we must keep on .
It is important to talk about with our politicians.
I am afraid of .
We shouldn‟t be afraid of .
The Malagasy people should be aware of in order to make Madagascar a
better place to live.
I am involved in .
When I am older I hope to be involved in .
I am sorry about .
Note: Some of these expressions are also followed by nouns.
To believe in something, to disagree with something/someone, to forget about something/someone, to
talk about something, to be afraid of something, to be aware of something, to be involved in something,
to be sorry about something.

 Reading Activity 1 - Environmental News:


Alternative 1: give each student or team one section to read and fill in with the information the article
contains. Students then summarize their portion to the class.
Alternative 2: Jigsaw Activity with comprehension questions.
1. Students read the following story
2. Fill in the 5W chart.

Who

What

Where

When

Why

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Vocabulary:
stripped bare: nothing left on the land/all the trees are gone
remote corner: area that is far away from everything
catch 22: two choices that are both bad –burning for crop land but drying up the water in the area.
parched: dry

Madagascar hillside stripped bare as locals seek land. –from Yahoo News
October 2016 (Recorded passage. Please, read the curriculum support CD)

(https://ca.news.yahoo.com/madagascar-hillsides-stripped-bare-locals-seek-land
064436450.html)
Ranomafana (Madagascar) (AFP) - "Last time, I burnt a section about that big," says Mihareta
Laivoa, pointing to a parcel of land about the size of a football field, as the farmer admitted to
having destroyed forest to make way for his crops.
"I don't own a piece of land in the valley, so I have no choice," explains the 41-year-old father
in a remote corner of Madagascar. "Without this, I wouldn't be able to survive." But the
impact of deforestation on this south-eastern region of the African island nation has been
devastating. In a countryside stripped bare by decades of burning, only a few untouched,
mountains tops remain forested.
"Ten years ago, there were still forests on most mountainsides. Today, there are hardly any
left," says Jean Doine Raifetra, mayor of the Ranomafana community, whose 22,000 residents
live scattered across several villages. In Ranomafana, on the edge of a UNESCO World
Heritage site and national park, residents survive almost exclusively on subsistence farming.
From a patch of land, long plumes of white smoke can be seen curling into the sky as the forest
is burnt to create arable land -- a practice the locals call "tavy".
But as forests are destroyed, vital water sources streaming down from the mountain dry up.
In a cruel catch-22, farmers -- unable to sufficiently irrigate their crops -- burn even more land
in search of fertile soil.

- 'Farm life will vanish' -


From a hilltop overlooking his village, Jean Realy points to his parched rice paddy below.

He could once expect to produce eight or nine sacks of rice a year from that field. This
year, he's facing a dry season. "Because of deforestation, the (water) source has dried up. In the
1980s, by September we had water as high as your hip," he says.Standing in his paddy now,
his feet are bone dry. He's relying on the rains -- already scarce in this region -- to avoid going
hungry

So a consortium of NGOs, in partnership with the French Development Agency (AFD),


have established a pilot forest conservation project in the region. Launched in 2008, the 4.0-
million-euro ($4.5-million) plan has brought together about 20 villages to create a zone of
hundreds of hectares where deforestation is strictly forbidden. "Without the forest, there are so
many aspects of farm life that will vanish," says Matthieu Baehrel of the non-governmental
organization..

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The forests are also a target for villagers who use the wood to build and cook, so work
is likewise focusing on showing how reforestation projects can be used to raise standards of
living. "Thanks to 'reforestation', we don't have to go looking in the forest for wood or building
material," says resident Mamonjy as he hacks away with his machete at a grove of acacia and
eucalyptus trees replanted in his village in 2012.

The thing about trees, adds Gobert, is that they take a long time to grow and the positive
effects are not immediately visible. "We need projects that last if we're to have any hope of
making a real difference," she says.

 Reading Activity 2: Article (deforestation) -http://www.wildmadagascar.org/kids/20-


environment-deforestation.html
Students read each section and discuss the questions
SLASH-AND-BURN AGRICULTURE
Slash-and-burn agriculture, known locally as tavy, is an important part of Malagasy culture and
the Malagasy economy. Tavy is mostly used for converting tropical rainforests in Madagascar into
rice fields. Typically an acre or two of forest is cut, burned, and then planted with rice. After a
year or two of production the field is left unused for 4-6 years before the process is repeated. After
2-3 such cycles the soil is exhausted of nutrients and the land is likely colonized by scrub
vegetation or grass. On slopes, the new vegetation is often insufficient to anchor soils, making
erosion and landslides a problem.
Tavy is the most expedient way for many Malagasy to provide for their families, and
among people whose day- to-day subsistence is in question there is little concern for the long-term
consequences of their actions. From their perspective, as long as there is more forest land freely
available for clearing, you might as well use the land before a neighbor does. Tavy for rice also
has spiritual and cultural ties that transcend the economic and nutritional value of rice as a crop.

Discussion questions:
What are some of the negative environment effects of slash and burn agriculture?
What is the difference between day to day subsistence and long term consequences?
Student write a summary of the key points in the article.
Students create posters that illustrate their response to the questions. Posters are displayed and
students present their work to each other.

DEFORESTATION
Deforestation in Madagascar is largely the result of three activities: slash-and-burn agriculture,
logging, and the production of fuelwood and charcoal for cooking fires.

Discussion question: Have you seen the effects of deforestation?

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LOGGING FOR TIMBER
Logging for timber is especially a problem in the rainforests of eastern Madagascar, particularly
on the Masoala peninsula. The high value for Malagasy hardwoods (mostly ebony and rosewood
which may fetch $2,000 a ton in international markets) makes illegal logging a significant problem
in some protected areas.

Discussion questions:
Why is logging for timber illegal?
Do you think the money from this is worth it?

FUELWOOD AND CHARCOAL PRODUCTION


The endemic spiny forests of Madagascar are being cut at an alarming rate for charcoal
production. In eking out a living by selling little piles of charcoal along roads in southwestern
Madagascar, local people turn towards the nearest plant source which in this case is often the
magnificent Alluaudia tree.
Discussion questions:
What does it mean “to eke out a living by selling little pile of charcoal”?
Do you know people who rely on coal?

AGRICULTURAL FIRES
Every year as much as a third of Madagascar burns. Fires set for land-clearing and pasture land
spread into adjacent wildlands causing damage to the island's unique ecosystems.

Discussion question: What do you think Madagascar looked like 100 years ago?

EROSION
With its rivers running blood red and staining the surrounding Indian Ocean, Astronauts have
remarked that it looks like Madagascar is bleeding to death. This insightful observation highlights
one of Madagascar's greatest environmental problems -- soil erosion. Deforestation of
Madagascar's central highlands has resulted in widespread soil erosion. For Madagascar, a country
that relies on agricultural production for the foundation of its economy, the loss of this soil is
especially costly.

Discussion questions:
What causes the water in rivers to become “blood red”
Why is the phrase “Madagascar is bleeding to death” mean?

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OVEREXPLOITATION OF LIVING RESOURCES
Madagascar's native species have been aggressively hunted and collected by people desperately
seeking to provide for their families. While it has been illegal to kill or keep lemurs as pets since
1964, today lemurs are hunted as bushmeat in areas where they are not protected by local taboos
called fady. Tenrecs and carnivores are also widely hunted as a
source of protein.

Reptiles and amphibians are enthusiastically collected for the international pet trade. Chameleons,
geckos, snakes, and tortoises are the most targeted.

The waters around Madagascar serve as a rich fishery and are an important source of income for
villagers. Unfortunately fishing is poorly supervised and regulated. Foreign fishing boats encroach
on fishing areas leaving locals and the marine fauna with the short end of the stick. Sharks, sea
cucumbers, and lobsters may be harvested at increasingly unsustainable rates.

Discussion question: What living resources are mentioned in this passage?

SAVING MADAGASCAR’S ENVIRONMENT


While Madagascar has environmental problems, many people are working very hard to save its
forests and native species. Today Madagascar has one of the best park systems in Africa and the
country is trying to attract ecotourists. Ecotourists are travelers who are interested in nature and
local culture, and want to minimize their impact on the environment. Ecotourism is helping the
economy of Madagascar by providing work opportunities for local people as guides, cooks, and
porters while providing money for conservation efforts.

Discussion question: How is ecotourism helping to solve Madagascar‟s environmental problems?

Page71
Appendix A: Games

Unit 2: Fun YES/NO game


Materials: two cards, one YES and one NO + a list of questions
How it works: A student is blindfolded. The cards pass around from one student to another. When the
blindfolded student says « STOP », the teacher reads one question from the list and the students who
hold the card will respond. Here is a sample of questions but teachers can create other silly yes/no
questions.

Questions :
1- Are you a tomato ?
2- Is Rojo (someone in class) dreaming/ good at French/ in class today/ a baby ?
3- Are you from China ?
4- Are your shoes made of plastic ?
5- Is it good to be sick ?
6- Is it easy to kill a cow ?
7- Is it easy to kill a mosquito?
8- Are all your teachers nice ?
9- Is the President of the Republic a friend of yours ?
10- Is there a mouse in your mouth ?
11- Are you okay today ?

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Andry RAJAONARIVELO
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