Vous êtes sur la page 1sur 91

Andry RAJAONARIVELO 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.

Andry RAJAONARIVELO
Andry RAJAONARIVELO 2017
Antananarivo le,

HAFATR‟ANDRIAMATOA MINISITRA

Ao anatin‟ny politikan‟ny teti-pivoaran‟ny fanabeazana ny Minisitera ankehitriny. Eo


anivon‟nylisea, ny fanatsarana ny kalitaon‟nyfampianarana sy ny fanabeazana no anisan‟ny
vaindohan-draharaha.Singa iray aoanatin‟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.

Ny Minisitry ny Fanabeazam-pirenena

RABARY Andrianiaina Paul

Andry RAJAONARIVELO
Andry RAJAONARIVELO 2017

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

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

UNIT SUMMARY…………………………………………………………………………….1

UNIT 1: SOCIALIZING (TWO WEEKS) ........................................................... 3


UNIT 2: CLASSROOM COMMUNICATION (TWO WEEKS) ........................ 6
UNIT 3: MY HOUSE; MY NEIGHBORHOOD (TWO WEEKS) ...................... 9
UNIT 4: OPINIONS (THREE WEEKS) ............................................................ 13
UNIT 5: THE WEATHER (THREE WEEKS) .................................................. 17
UNIT 6: NARRATING A PAST EVENT (TWO WEEKS) .............................. 19
UNIT 7: MADAGASCAR: A HOLIDAY DESTINATION (TWO WEEKS) .. 21
UNIT 8: RESTAURANTS AND MALAGASY CUISINE (THREE WEEKS) 24
UNIT 9: THE JOB THAT‟S RIGHT FOR YOU (TWO WEEKS).................... 27
UNIT 10: TALKING ON THE PHONE (TWO WEEKS) ................................. 31

TEACHER‟S GUIDE ......................................................................................... 34

UNIT 1: SOCIALIZING (TWO WEEKS) ......................................................... 35


UNIT 2: CLASSROOM COMMUNICATION (TWO WEEKS) ...................... 41
UNIT 3: MY HOUSE; MY NEIGHBORHOOD (TWO WEEKS) .................... 44
UNIT 4: OPINIONS (THREE WEEKS) ............................................................ 47
UNIT 5: THE WEATHER (TWO WEEKS) ..................................................... 50
UNIT 6: NARRATING PAST EVENTS (TWO WEEKS) ................................ 55
UNIT 7: MADAGASCAR: A HOLIDAY DESTINATION (TWO WEEKS) . 60
UNIT 8: RESTAURANTS AND MALAGASY CUISINE (TWO WEEKS) .. 63
UNIT 9: THE JOB THAT‟S RIGHT FOR YOU (TWO WEEKS)................... 72
Andry RAJAONARIVELO 2017

UNIT 10: TALKING ON THE PHONE (TWO WEEKS) ................................ 76


APPENDIX………………………………………………………………………...…………79

Andry RAJAONARIVELO
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 Seconde students:


At the end of Seconde 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: 3 hours

Andry RAJAONARIVELO

iv
CURRICULUM
CONTENT
Seconde curriculum content

UNIT SUMMARY

Unit 2 : Classroom Unit 3: My House; My Unit 5: The Weather


Unit 1 : Socializing (2wks) Unit 4: Opinions (3wks)
Communication (2wks) Neighborhood (2 wks) (3wks)

Language functions: Language functions: Language function: Language functions: Language functions:
Welcoming/Greeting Giving and responding to Giving instructions as to Asking and expressing what Talking about and
Asking and expressing commands where to place items in a one likes, dislikes and predicting the weather
where someone is from Grammar: house, etc. prefers Grammar:
Introducing a friend or a Affirmative and negative Grammar: Grammar: Verb: Simple present
classmate imperatives Prepositions Questions with “What” and tense with weather
Spelling names and places No + gerund (No talking, please!) Imperatives (review) “How” expressions: (Review)
Grammar: Stop + gerund ________________________ Questions: “Yes”/”No” with Verb: Present
Verb: to be both negative Prepositions Language function: “Do you…? progressive with weather
and affirmative _______________________ Describing the house and the Verbs: like and dislike + expressions
Verb: to be in “Yes”/”No” Language functions: neighborhood noun/gerund/ infinitive Verb: will
questions and “Wh” Making and replying to requests Grammar: I‟d rather + base form of Future tense: going to
questions Grammar: Adverbs of frequency verb Noun/adjective
_________________________ Can/Could/Will/Would you How many are there? So do I/we/they counterparts: rain-rainy,
Language function: (please) + base form of verb? There is/ there are So does he/she etc.
Describing daily activities _________________________ Verb: “to feel” Neither do I/we/they
Grammar: Language functions: _________________________ Neither does she/he
Verb: Simple present tense, Asking for and granting permission Language function: Tag questions: You like
affirmative and negative Grammar: Giving directions: pizza don‟t you? You don‟t
________________________ May I/Could I + base form of verb? like pizza, do you?
Language function: (formal) Grammar: ________________________
Taking leave Do you mind if I…? (polite) Imperative Language functions:
Grammar: Can I + base form of verb? (less Questions: confirming with Asking for and giving one‟s
Must/Have to + infinitive formal) rising intonation opinion
_________________________ May/Can in both affirmative and Asking for agreement
Language functions: negative responses Agreeing, disagreeing and
Apologizing and replying Language function: expressing indifference
to apologies Thanking and responding to thanks Grammar:
Grammar: Questions: “What..?” and
Gerunds after “for” and “How…?” (review)
“about” Relative clauses with ”that”

Page 1
Seconde curriculum content

Unit 6: Narrating Past Unit 7: Madagascar: A Holiday Unit 8: Restaurants and Unit 9: A Job That‟s Right for Unit 10: Talking on the
Events (2wks) Destination (2wks) Malagasy Cuisine (3wks) You (2wks) Phone (2 wks)

Language function: Language function: Language function: Language function: Language functions:
Narrating past events Talking about holiday Describing food Talking about jobs and Starting, maintaining and
Grammar : activities Grammar: professions ending phone
Verb: Simple past tense Grammar: Sensory verbs Grammar : conversations
Verb: “used to” to express Expressions with to go + Sensory adjectives Information questions (review
a situation in the past gerund Past participles used as and expand) Grammar:
Verb: Past progressive Like/Prefer + gerund (review) adjectives Prepositions related to job May I/Can I for asking
Information questions: Adjective + for + Nouns: count/noncount locations permission (review)
“What happened?” noun/gerund Expressions of quantity Possessive Nouns Questions with “Who”
Time clauses with ________________________ _________________________ _________________________ “Would you like to…?”
when/after/before/while Language functions: Language functions: Language functions: (review)
Cohesive expressions Giving reasons to visit Taking orders and ordering at Expressing one‟s _______________________
Adverbs with “ly” Madagascar a restaurant characteristics and abilities Language functions:
Expressing necessity and Grammar: Grammar: Leaving a voice mail
prohibition May/Can for asking Can expressing abilities Relaying a phone message
Grammar: permission: To be able to… to someone
General subjects: “you”, “Could I” for polite requests To know how to… Grammar:
“one”, “people” “Would you” for polite To be good at + gerund Reported speech with
“Should” for suggesting questions _________________________ commands: Message: Pick
“Ought to” for suggesting “I would (I‟d) like” for polite Language function: me up at noon. Response:
Adverb clauses “because” requests Expressing one‟s job She said to pick her up at
and “since” “Will” used for requests aspirations noon
Means of conveyance: “to go Singular/plural spellings: Grammar: Reported speech with
by train, etc.” tomato- tomatoes Verb: hope - I hope to questions: Message: Can
Must/Mustn‟t (You mustn‟t be/become you pick me up at noon?
point your finger…) Verbal expressions: I‟d like to Response: She asked if
be you could pick her up at
noon.

Andry RAJAONARIVELO
Page 2
Seconde curriculum content

Unit 1: SOCIALIZING (Two weeks)

General objectives:
Students will be able to:
Communicate in basic social situations
Spell using the English alphabet

Specific objectives:
Students will be able to:
Write and perform dialogues using expressions related to welcoming, greeting, introducing, thanking and taking leave
Ask and answer basic “Yes”, ”No”, and “Wh” questions with the verb “to be”
Correctly spell the names of people and places
Express common activities they do and don‟t do on a regular basis

Language Functions Grammar Vocabulary and Expressions Suggested Activities and Assessment
Welcoming Verb: to be Expressions: Dialogue related to welcoming and greeting and
Greeting negative and -Welcome! Welcome to introductions
Asking where affirmative Madagascar! Welcome to our Teacher → Students
someone is from Verb: to be in country, city, our house, our Student → Student small group
“Yes”/”No” class Students talk to their partner for 2 minutes and then
Expressing where
-Hello!/Hi!/Good morning/ introduce their partner to a small group.
one is from questions and
afternoon/evening
Introducing a “Wh” questions
-Are you new here? Spelling dictation:
friend/classmate -Are you from here? Teacher calls out names and places. → Students
Spelling names and -Are you Malagasy? spell the names and places both orally and in
places -How are you? writing
-How‟s it going?
-Good./Fine.
-Where are you from?

Page 3
Seconde curriculum content

-My name is…


-This is…
-May I introduce you to…?
-I‟d like you to meet…
-Nice to meet you.
-How do you spell your name?
-How do you spell that? How
do you spell “Madagascar?
-Alphabet

Describing daily Verb: Simple Daily activities/hobbies Filling out a form:


activities (to go to present tense, -to go/walk to school 1. Students (or teachers) create forms that contain spaces
bed, to go to affirmative, -to take the bus to school for the student‟s name, country of origin, province and
school) negative, Yes/No -to study two or three activities he/she does/doesn‟t do on a
questions -to do homework regular basis.
-to get up early Example:
-to clean the house Name:_Mialy
-to take a bath/shower Country of origin:Madagascar
-to cook rice Province: _Majunga
-to play soccer (See Teacher Activity 1 plays soccer
Guide for more vocabulary Activity 2: studies chemistry
Activity 3: plays the drums
suggestions)
Activity 4: don‟t watch TV
Activity 5: don‟t smoke…
Introducing classmates (speaking)
1. In groups, students introduce each other using
information from the above form. “My name is
Mialy. I am from Madagascar. I am from Majunga. I
play soccer, I study chemistry, and I play the drums. I
don‟t watch TV and I don‟t smoke.” etc
2. Classmates then introduce group members to the rest
of the class (or to other groups): “I‟d like you to meet
Mialy. She is from Madagascar. She plays soccer….
Page 4
Seconde curriculum content

Taking leave Must + infinitive Expressions: Writing and performing dialogues:


Have to +infinitive -I‟m sorry, but I must go/leave/ 1. Students practice a dialogue depicting two students
catch the bus/get to class, etc. having a conversation that includes welcoming,
-Please excuse me, but I have to greeting, talking about where someone is from, and
run/meet someone/etc. taking leave. (See Teacher‟s Guide.)
-Goodbye! /See you later/soon! 2. Students will then be given situations from which
they (in groups) will write/perform their own
dialogue.
Apologizing and Gerunds after “for” Related expressions: Writing and performing dialogues:
replying to and “about -I‟m sorry I… Students follow the same directions as above only this
apologies -I‟m (really) sorry about + gerund time the dialogue will focus on situations where
-I apologize. apologizing is needed (See Teacher‟s Guide.)
-I apologize for/please forgive me
for +gerund (being late,
forgetting…,losing your book,
embarrassing you, making a
mess, not calling, not informing
you, etc.
-It‟s Ok.
-Ok, but try not to let it happen
again, be careful next time, etc.
-No problem.
-Forget about it.
-It‟s nothing.
-Don‟t worry about it.

Andry RAJAONARIVELO
Page 5
Seconde curriculum content

Unit 2: CLASSROOM COMMUNICATION (Two weeks)


General objective:
Students will be able to communicate effectively using basic classroom language both orally and in writing

Specific objectives:
Students will be able to:
State and respond to classroom commands
Make and reply to requests
Ask for and grant or deny permission to do various classroom related activities
Thank and respond to thanks relating to commands and requests
Give encouragement to classmates

Language
Grammar Vocabulary and Expressions Suggested Activities and Assessment
Functions
Giving Affirmative and Classroom commands: Listening/Speaking/Responding:
commands negative -Stand up., Sit down., Come to the 1. The teacher gives a series of classroom commands
Responding to imperatives front of the room, Write your and students respond appropriately
commands No + gerund (i.e. name, etc. on the board., Switch 2. The teacher gives groups of students prompts (i.e.
No talking, please!) on (off) the lights, Plug in the CD hand, book, window, blackboard, etc.) from which
player, Be on time. Etc. they create and write a series of commands.
Stop + gerund
-Don‟t begin until I say, «Go! Example: Window
Prepositions Don‟t forget…” “Close the window.”
-No talking, please! No cheating! “Open the window.”
No interrupting! (See Teacher‟s “Go to the window.”
Guide for more expressions.) “Point to the window.”etc. (Encourage creativity.)
Prepositions: 3. Then in front of the whole class, group members
-to/on/in/at/under/next to/ state their commands.
between,etc. 4. Classmates called on carry out commands.

Page 6
Seconde curriculum content

Making and Can you (please) + Related expressions: Requesting with V.I.P.s (Very Important Persons):
replying to infinitive? -Can/Could/Will/Would you come 1. The teacher or student presents cards with the names
requests Could you (please) to the front of the room, write of V.I.P.s that everyone is familiar with.
+ infinitive your name, open your books, Example:
lend me your pencil, etc. The school principal
Will you (please) + The president of the country
-Yes, of course/Certainly (formal)
infinitive The teacher
-Sure/Okay/My pleasure (less
Would you (please) formal) A famous celebrity
+ infinitive -I‟m afraid I can‟t/sorry I can‟t The mayor
-Sorry, but… 2. Using the prompts the students first write out requests.
Then when everyone is ready, they state them.
Example: (the school principal)
“Could you please teach us how to use a tablet?”
“Would you teach us a traditional dance, please?” etc.
3. The one holding the card responds with “Yes, of
course.”, ” I am afraid I can‟t.”, etc.
Asking for and May I + infinitive? Asking for permission: Writing/Speaking/Listening:
granting (formal) -May I/Do you mind if I/Can I...
permission Could I + help you? /…ask a question? 1. Students write 3 to 5 statements using “May I..?”
infinitive? (formal) /…use the restroom? /…erase the Examples-“May I go out for a minute?”, “May I make
board?/..come up to the chalkboard? a phone call? May I take a nap?” etc. (Encourage
Do you mind if
/…leave early?/…borrow your creativity!)
I…? (polite)
dictionary/…use your pen/… 2. Several volunteers ask the teacher for permission to do
Can I + infinitive? Responding: the things they wrote.
(less formal) -Yes, you may. 3. The teacher responds using an appropriate reply,
May in both -Yes, (of course, certainly). “Sure.”, “Sorry, but that‟s not possible”, “Yes, of
affirmative and -No, you may not. course”, Etc.
negative responses -No, (I‟m afraid not). 4. Students and teacher change roles. Now the teacher
Can in both -Yes, you can./No, you can‟t (cannot) asks for permission and the students respond
affirmative and Apologizing accordingly.
negative responses Sorry, but that‟s not possible
Please forgive me for… Speaking: apologizing:
I apologize for…. Role play using sample dialogues from teacher‟s guide.
Page 7
Seconde curriculum content

Thanking and Expressions for thanking someone: Dialogue practice/Drill:


-Thank you, thank you very much 1. The teacher presents a short dialogue like the
responding to -That‟s very kind of you following:
thanks -Thanks (informal) A: Can I borrow your pen?
Responding: B: Yes, sure.
-You‟re welcome. A: Thanks.
-It‟s a pleasure. B: You‟re welcome.
-It‟s not a problem 2. The teacher calls a group of five to ten students to the
Other: front of the room.
-borrow vs. lend 3. The teacher gives a pen or other object to a student
and asks, “Can I borrow your pen?” The student
responds with an appropriate expression “Of course!”
for example.
4. The next student then asks if he/she can/could borrow
the pen. The drill continues until everyone has had a
chance to ask, respond, say”Thank you.” and respond
to thanks.
5. The teacher calls another group to the front and
repeats the drill with another object. (Alternatively,
students perform this task in groups at their seats.)

6. The teacher repeats the drill only this time with the
verb “to lend.”
A: Can you lend me your pen?
B: Okay
A: Thank you.
B: You‟re welcome.
Giving Imperatives Great job Drill:
encouragement Awesome Using the above activity teacher assigns a group of
Subject + „to Well done! students to give encouragement to performing
be” +adjective You/he/she are/is: classmates.
smart/clever/quick/ etc…

Page 8
Seconde curriculum content

Unit 3: MY HOUSE; MY NEIGHBORHOOD (Two weeks)

General objectives:
Students will be able to:
Talk about their house and their neighborhood
Give directions

Specific objectives:
Students will be able to:
Identify household items and rooms
Instruct others where to place household items
Ask and answer questions about what household items and how many of them are in the house
Express what they regularly do in the house
Express how they feel in their house and neighborhood
Give directions to get from one place to another on a map

Language
Grammar Vocabulary and Expressions Suggested Activities and Assessment
Functions
Instructing Prepositions (review Prepositions: Speaking:
someone to place and expanded) -in/on/next to/under/between/ 1. Teacher draws a simple floor plan of a house on
items in certain Imperatives (review) in front of/ behind/up/down (review the board and labels each room “bedroom”,
locations of the and expanded) kitchen”, etc..
house, etc. Features of the house: 2. Teacher removes pictures (hand drawn or cut
-front/back door out from magazines) of household items and
-window furniture from a bag and asks, “What is this?”

Page 9
Seconde curriculum content

-floor 3. Students answer, “it‟s a bed.”, etc.


-wall 4. Teacher tells students to place items in certain
-balcony rooms, “Put the table in the living room.”, “Put
Rooms of the house: (review in the chair next to the table.” Etc. The students
teacher‟s guide) come up one by one and tape the picture into the
-bedroom, living room, etc. appropriate room and/or place on the floor plan.
Furniture/Household appliances 5. Students now tell the teacher or other students to
(review in the teacher‟s guide): place items on the floor plan.
-stove/oven/refrigerator/sink/
toilet/fan/broom/bed/
(See Teacher‟s Guide for more
vocabulary suggestions.)
Describing the Adverbs of frequency Adverbs of frequency: Word chart/Writing:
house/ How many are there? -always, often, usually, 1. Students indicate where certain household items
neighborhood There is/ there are sometimes, seldom, rarely, are located in the house by categorizing them
Verb: “to feel” never under the appropriate heading (See Teacher‟s
Expressions with “there is/are” * Guide.)
-There is a, an, one +singular 2. Students use the information from their charts to
noun write sentences explaining what there is/are in
-There is no + singular noun the house. (See Teacher‟s Guide.)
-There isn‟t a, an + singular noun 3. In pairs or in small groups, students ask and
-There are two, three, some, answer questions, “How many chairs are there in
many, etc. + plural noun your dining room?”etc. Students respond with
-There are no + plural noun “There is/are…” (See Teacher‟s Guide)
-There aren‟t any + plural noun 4. Students use cues from a second word chart to
describe what they do and/or how they feel in
certain rooms of the house.
Household activities: (See Teacher‟s Guide)
-to sweep/mop the floor 5. Students use cues from a final word chart to
-to clean write sentences describing their town. (See

Page 10
Seconde curriculum content

-to tidy up Teacher‟s Guide)


-to dust
-to do the laundry
-to do homework
-to watch TV
-to spend time with my mom,
dad, friends, etc.
-to play video games
(See Teacher‟s Guide for more
vocabulary suggestions.)
Adjectives:
-messy/tidy (for the house)
-moldy (for the house)
-dark/bright (for the house)
-comfortable/uncomfortable
-safe/unsafe
-clean/dirty
-big/small
-dangerous (for neighborhood)
-boring (for neighborhood)
-exciting (for neighborhood)
Feelings:
I feel/I am…
-happy, sad, bored, relaxed afraid

Page 11
Seconde curriculum content

Asking for and Imperative Expressions asking for directions: Dialogue practice:
giving directions Questions: confirming -How do you get to the (post 1. Teacher → Students
with rising intonation office, etc.) from here? 2. Students → Teacher
-Turn left, right Vocabulary introduction:
-Go straight, backwards 1. Teacher (or students) draw a simple map of a
-Go forward town on the blackboard (squares and rectangles
-Go one, two, etc. steps, blocks, can be buildings).
meters, etc. 2. Teacher presents vocabulary by labeling the
-Turn around
buildings, places and streets (church, school, etc.)
-Go around the corner
3. The students copy the map in their notebooks.
-It‟s straight ahead.
-It‟s around the corner. Writing:
-It‟s behind… 1. In small groups students designate a starting and
-It‟s between A and B. ending point on the map. They then write out
-First… directions. “Walk two blocks…”, etc.
-Then… Speaking/Listening:
-After that… 1. Volunteers from each group join another group.
-Walk two blocks… They then follow directions by drawing a line on
-Two BLOCKS? the group‟s map as instructed. (This can also be
Places in the town: done with the map on the board so that it involves
-school, church, hospital, market the whole class in listening.)
restaurant, post office, bank
park, etc.
*Count/noncount nouns and accompanying expressions will be addressed more fully in Unit 8: Restaurants and Malagasy Cuisine

Page 12
Seconde curriculum content

Unit 4: OPINIONS (Three weeks)


General objectives:
Students will be able to:
Ask about and express likes, dislikes, preferences and opinions
Express agreement and disagreement

Specific objectives:
Students will be able to
Enquire about likes, dislikes and preferences
Write, ask for and offer opinions based on prompts given by the teacher
Ask classmates if they agree on a variety of statements
Express agreement, disagreement and/or indifference

Language
Grammar Vocabulary and Expressions Suggested Activities and Assessment
Functions
Asking what Questions with Asking what someone Drill:
someone likes and “What” and “How” likes/prefers: 1. The teacher shows a card with a noun or a verb on
prefers Questions: -What do you like? it. Students respond by stating whether they
Expressing what “Yes”/”No” with -Do you like…? like/dislike hate, love, etc. the item presented:
one likes, dislikes “Do you…? -How do you like… Example :
-Do you prefer…? “Kitoza”
and prefers Verbs: like and
-What do you prefer?
dislike +
-What‟s your favorite…? coffee
noun/gerund/
Expressing likes:
infinitive
-I like…, I love…, I‟m fond of… To sing
I‟d rather + infinitive Expressing dislikes:
Verb; prefer + -I don‟t like…, I dislike…, I
noun/gerund/ hate…
Page 13
Seconde curriculum content

infinitive I can‟t stand… 2. The teacher repeats the activity but students
So do I/we/they Expressing preferences: express whether or not a best friend (or another
So does he/she -I‟d rather have coffee classmate, etc.) likes/dislikes/etc. the item or
Neither do I/we/they -I prefer coffee/drinking activity.
coffee/to drink coffee 3. The teacher holds two or more cards up and
Neither does she/he
Review vocabulary: students express what they prefer.
Tag questions: You -Basic food items, school subjects, Example:
like pizza don‟t you? daily activities, hobbies, etc.
You don‟t like pizza, (SeeTeacher‟s Guide.) “Kitoza” “Ravitoto”
do you?
Student: “I prefer Kitoza.”

To swim To read
Students: I‟d rather swim.
Survey:
1. Students write six things they like (to do)/don‟t
like (to do).
2. They then convert their statements to”Yes”/”No”
questions, “Do you like to play soccer?”
3. Students ask members of their group their
questions and write their name under “Likes”/
“Dislikes” column accordingly.
4. Students report their finding with statements
like,” I like to play soccer and so does
Richard.”(See Teacher‟s Guide)
Drill with tag questions:
1. Teacher gives individuals situations on slips of
paper (i.e. not liking to sweep the floor, liking to
play soccer, etc.)
2. Students mime the situation.
3. Class members respond by calling out questions
with tags “You don‟t like sweeping the floor, do
you?” “ You like playing soccer, don‟t you?”,etc.

Page 14
Seconde curriculum content

Questions: “What..?” -What‟s your opinion about…? Opinion statements:


and “How…?” -What do you think about…? 1. Students write opinion statements based on
Asking for and (review) -How do you feel about…? prompts.
giving one‟s Relative clauses with -In my opinion… 2. Students use their statements to ask and answer
opinion ”that” -I think (that) … opinion questions. (See Teacher‟s Guide.)
-I feel (that) … Example:
-As far as I am concerned… Prompts Opinions
Adjectives:
-beautiful/fantastic/noisy/ -name of famous actor -beautiful
exciting/fun/relaxing/ -name of famous singer -exciting
good/bad/awful/great/ -name of student‟s towns -delicious
emotional/handsome/attractive/ -a school subject -fun
good-looking/strange/ugly/ -a popular dish -handsome
talented/delicious/tasty/etc. -a form of music (opera) -attractive
-etc. –etc.
In my opinion, (name of singer), is beautiful.
I think ravitoto is delicious.

Andry RAJAONARIVELO

Page 15
Seconde curriculum content

Asking for Asking for agreement: Question/Answer task:


agreement -Do you agree that…? 1. Using prompts from the previous activity or their own
Agreeing, Agreeing: ideas, students write/ask questions such as the
disagreeing and -I agree following:
expressing -Yes, I do Do you agree that (a famous person) is
-Of course attractive?
indifference
-Certainly Do you agree that (a famous TV/movie
-I agree to some extent performer) is a talented actor/actress?Etc.
Disagreeing: 2. Students respond accordingly with expressions from
-I don‟t agree (with you). the unit:
-I disagree. Yes! I agree.
-I don‟t think so. I agree to some extent.
Expressing indifference: I don‟t agree.
-It doesn‟t matter to me. Etc.
-It makes no difference to me.
-It‟s all the same to me.

Andry RAJAONARIVELO

Page 16
Seconde curriculum content

Unit 5: THE WEATHER (Three weeks)


General objective:
Students will be able to communicate about the weather in both written and spoken form

Specific objectives:
Students will be able to:
Note details while listening to a basic weather report
Report the weather orally and in written form
Write a weather description in a letter to a foreign friend

Language Grammar Vocabulary and Expressions Suggested Activities and


Functions Assessment
Talking about the Verb: Simple Asking about the weather: Writing:
weather present tense with -How‟s the weather? 1. The teacher shows pictures (perhaps
Predicting the weather -What‟s the weather like? drawn or collected by students) depicting
weather expressions Weather patterns: It‟s… various weather: Example:
(Review) -nice, pleasant, bad, awful, hot, warm, cool, A beach resort in Madagascar when the
cold, clear, humid weather is sunny,
Verb: Present
Noun/adjective: hot, beautiful, etc./ a cyclone on the coast
progressive with
-rain-rainy somewhere in
weather -snow-snowy Madagascar/ A rainy day in
expressions -wind-windy Madagascar/Etc.
Future time: “will” -sun-sunny 2. The students write a description
and “to be going to -cloud-cloudy Listening /Writing/Speaking
Noun/adjective -storm-stormy 1. Students listen to short weather reports
counterparts: rain- -fog-foggy read out loud by the teacher. They note
rainy, etc. Verbs: details and compare information with
-It‟s snowing partners or group mates. (See Teacher‟s
-It‟s raining Guide.)

Page 17
Seconde curriculum content

-It‟s pouring (raining hard) 2. For the first (and second) weather report,
-It‟s hailing. the teacher shows the written version and
-The sun is shining. students compare details with what they
-The wind is blowing. noted.
-It‟s thundering. 3. For the remaining weather reports, follow
Temperature: the same format only now the teacher asks
-What‟s the temperature? the students to use details to rewrite
-It‟s ten degrees above/below zero. (without seeing the spoken model) the
-The temperature is rising/going report in their own words.
up/falling/dropping 4. Selected students give the weather reports
-It‟s sweltering (very hot) orally and the class listens for similarities
-It‟s freezing/chilly/cool and differences among the versions.
Other expressions: Writing:
-What‟s the weather forecast? 1. A friend in the U.S. is planning to visit
-There is a fifty percent chance of rain/snow, Madagascar during her summer vacation
-It‟s partly cloudy (June and July). She asks you in a letter or
-There will be… an email message what the weather is like
-Expect a storm/cold front (from the east, during those months and what type of
north, south, west), a (strong) wind/a (light) clothing she should bring. Write a reply
rain/a heavy rain/an occasional describing the weather at that time and
shower/a hail storm/snow/a thunderstorm/a suggesting what type of clothing she
cyclone/high humidity should bring.
Seasons:
-winter/spring/summer/fall/autumn/rainy
season/cyclone season/dry season
Weather related clothing, etc:
-coat/gloves/scarf/sweater/
hat/cap/boots/sandals/(light,waterproof)
jacket/sunglasses/umbrella
How one feels in weather:
-I am hot/cold/sweating/freezing,
shivering/comfortable/energized/ etc.

Page 18
Seconde curriculum content

Unit 6: NARRATING A PAST EVENT (Two weeks)

General objectives:
Students will be able to write, read and talk about a past event

Specific objectives:
Students will be able to:
Understand the sequencing structure of a written narrative
Write a paragraph of a past event
Read a partner‟s paragraph and ask questions for more details
Tell their stories to group members

Language
Grammar Vocabulary and Expressions Suggested Activities and Assessment
Functions
Narrating past Verb: Simple past tense Sequencing expressions: Strip Stories:
events Verb: “Used to” to express -First 1. Put students into groups of five and give each student a
a situation in the past -Second sentence from a paragraph about a past event. (See
Verb: Past progressive -Then Teacher‟s Guide.)
Information questions: -Next 2. Have the students memorize their sentence. (No
“What happened?” -After that writing allowed.)
Time clauses with -Finally 3. After the sentences have been memorized, take the
when/after/before/while Adverbs strips away from the students.
Sequencing expressions -suddenly 4. Students use their communication skills to reconstruct
-fortunately the paragraph. *For this to be a true speaking task
Adverbs with “ly”
-unfortunately writing should not be permitted.
-luckily 5. After students have reconstructed the paragraph by
-unexpectedly orally stating each sentence, show the written form. (or
-coincidently the teacher writes the sentences on the board as students

Page 19
Seconde curriculum content

dictate them.)
Adjectives 6. Use the completed paragraph as a model that contains:
-spooky A topic sentence
-scary Supporting details
-mad/crazy Appropriate cohesive expressions: “First”,
-strange “Next”, “Then”, “Finally”, etc.
-amazing Writing a paragraph:
-awesome 1. Students use the model from the strip story activity
-incredible and the guided sample below to write a paragraph of a
-fantastic past event.
-fascinating Topic Sentence (main idea):
-mysterious
Verbal expressions: First (support detail number 1):
-to be scared
-to be worried Next (support detail number 2):
-to be frightened
-to be curious Then (support detail number 3);
-to have fun
Expressions indicating the Conclusion:
past:
-yesterday 2. Partners read each other‟s paragraphs and ask
-yesterday morning, etc. questions for more details.
-last night, week, month,
April, year, etc. Group work:
-a(n) hour, day, a few Students use their paragraphs as a base from which to
minutes, ago narrate their event. Group mates ask questions along
the way to get more details. Examples – What
happened after that? How did you feel? Etc.

Page 20
Seconde curriculum content

Unit 7: MADAGASCAR: A HOLIDAY DESTINATION (Two weeks)

General objective:
Students will be able to communicate about Madagascar as a holiday destination both orally and in written form

Specific objectives:
Students will be able to:
Discuss with classmates what they like and dislike doing during their holidays and weekends
Give reasons,and complete a guided writing activity related to travelling to specific destinations in Madagascar
Express what one must/mustn‟t do in order to respect certain Malagasy traditions and customs

Language
Grammar Vocabulary and Expressions Suggested Activities and Assessment
Functions
Talking about Expressions with Verbs: Listing/Speaking:
holiday to go + gerund -to go on (a) vacation/on a picnic 1. Students list things they like and don‟t like to
activities Like/Prefer + -to stay home do on their holiday and weekends
gerund (review) -to visit relatives Example of individual student‟s list:
Adjective + for + -to eat Name: Tina
noun/gerund -to go out to a restaurant Likes: Dislikes:
-to relax -going to the -staying at
-to take photos mountains home
-to lie on a beach -going hiking -visiting
To go + gerund: -taking photos relatives
-to go camping/swimming/ -Etc. -lying on a
sightseeing/shopping beach
hiking/mountain climbing/driving/fishing -Etc.
hunting/shopping/dancing

Page 21
Seconde curriculum content

Adjectives + for + noun/gerund: 2. In groups, students compare their lists with


It‟s famous/good/greatfor: each other.
-lemurs/viewing Example:
wildlife A: I like going to the mountains
-its unique scenery/taking photos B: I prefer going to the sea.
Nouns: C: I like to go shopping.
-historical site/museum/palace/ beach/ barrier A: Oh! I like shopping too. B: I do too.
reef/ highlands desert/forest/rainforest/island/ 3. Students make a group list of the top three
lake/river/waterfall/national activities they all like/don‟t like doing.
park/mountains/reserve/resort/wildlife 4. A spokesperson from each group tells the
(endemic, endangered)/flora/fauna/fresh air whole class their three preferred activities
Example: ”We like swimming, fishing and shopping”
5. The teacher writes down the mentioned
activities on the blackboard and/or checks (√)
the ones already mentioned. When finished
the teacher/class sums up responses to see
what the class preferences are.
Writing
1. At the end of the unit, groups write a
”guided” travel recommendation based on the
above class preferences.
Example:
Since we like __________, ___________and
_________ and we don‟t like _________,
___________ and _________, we think a trip to
___________ is a good idea. We recommend
this place because it is famous/good/great for
__________, ________ and _________.
2. After each group presents their
recommendations, the class votes on the
travel destination that best suits the whole
class.

Page 22
Seconde curriculum content

Giving reasons Means of transit: Means of transit: Writing:


to visit “to go by train, -to go by taxi-brousse/pousse 1. The teacher guides students in completing the
Madagascar etc.” pousse/car/boat/train/lorry/ following paragraph:
Expressing General subjects: plane/motorbike/bicycle a. You should visit Antananarivo (or
necessity and “you”, -to go on foot/on horse back another place) because of its
prohibition “one”,“people” Adjectives: ___________and_________.
“Should” for - exciting/unique/relaxing/convenient/ b.It is a great place for ________,
suggesting fun/educational/dangerous/exotic __________ and ___________.
“Ought to” for Adverb clause examples: c. Since it is the capital, you
suggesting -You should go to Mahajanga because the can___________________
Must/Mustn‟t people are friendly. d.The best way to get around
(You mustn‟t point -Because the wildlife is amazing, one is____________________
your should visit a national park. e. If you visit the Rova, however, you
finger at tombs.) -Since the beaches are beautiful, one mustn‟t ______________. Enjoy your
ought to visit Nosy Be. stay!
Adverb clauses
Taboo (fady)s, superstitions and prohibited 2. The teacher then assigns different regions,
“because” and
practice: cities or places of interest to groups of students.
“since”
-to (not) point your finger (directly) at Each group uses the model above to create a
tombs/the Rova travel poster/advertisement that promotes the
-to (not) bring pork to palace grounds, selected area.
to some national parks, to some 3. Groups present their poster/advertisement and
beaches, etc promote their region as a travel destination by
-to (not) cry at an exhumation giving reasons to visit.
ceremony 4. Students include insisting on not breaking any
-to respect/to maintain/ to preserve particular taboos associated with their region.
(customs, traditions) 5. The class votes on the best promotion.

Page 23
Seconde curriculum content

Unit 8: RESTAURANTS AND MALAGASY CUISINE (Three weeks)

General objectives:
Students will be able to:
Talk about local Malagasy dishes and food in general
Function communicatively in a restaurant

Specifics objectives:
Students will be able to:
Describe food items using sensory verbs and associated adjectives.
Ask and answer questions about Malagasy dishes
Create a menu using appropriate food related vocabulary
Order meals and take orders in a simulated restaurant situation

Language
Grammar Vocabulary and Expressions Suggested Activities and Assessment
Function
Describing food Sensory verbs Sensory verbs and adjectives: Speaking/Listening:
Sensory adjectives -It looks terrific, strange, etc. 1. Using listed vocabulary, students work in groups to
Past participles used -It smells wonderful, awful etc. fill in description charts of fruits and vegetables.
as adjectives -It tastes sweet, spicy, etc. (See Teacher‟s Guide)
Singular/plural -It feels smooth, rough, etc. 2. Using the chart as a guide, students orally describe
spellings: -It sounds great! awful!, etc. a selected food item. Example: “It is round. It is
tomato- tomatoes (See Teacher‟s Guide.) sometimes green, red or yellow. It tastes sweet and
Adjectives from past participles: sometimes sour. It is usually crunchy.” (Apple)
-grilled/sautéed/fried/boiled/etc. 3. Classmates or group mates listen then guess what
the food item is.

Page 24
Seconde curriculum content

Expressions: Writing/Speaking:
-What is it?/What‟s in it?/Why 1. Based on cues, students write sentences explaining
don‟t you try…?/I don‟t care how they like their food prepared. (See Teacher‟s
for…/I‟m not crazy about…/It‟s Guide.)
delicious!/tasty!/good! o I like my fish steamed.
Rice: o I like my chicken fried.
-white/red rice/rice with 2. As the teacher shows a flashcard with a food item
vegetables/boiled rice/rice written on it [FISH], [CHICKEN] etc., students
porridge (vary amin‟ny ronono) respond by stating…
Meat: o “I like my fish steamed. Etc.
-chicken/pork/beef/duck/turkey
Seafood: Writing/Speaking:
-tilapia/eel/shrimp/crab/etc. 1. In small groups, students fill out description cards
Vegetables: of particular Malagasy dishes. (See Teacher‟s
-potatoes/tomatoes/avocadoes/ Guide.)
carrots/etc. 2. Then they write a conversation in which one
Fruits: speaker is a visitor to Madagascar asking about
-mangoes/papayas/apples/ local dishes.
oranges/lychees/pineapples/etc. Example:
Extras: Visitor: What is Romazava?
-soup/stew/broth/sauce/ Local: Romazava? It is a…. Do you want to try it?
bread/pasta/garlic/ginger/ Visitor: It sounds delicious/awful/etc..
sugar/salt
Desserts:
-cake/ice cream
Beverages:
-wine/beer/juice/bottled water/soft
drinks/coffee/tea

Page 25
Seconde curriculum content

Taking orders and May/Can for asking Expressions: Dialogue Practice:


ordering at a permission: -Are you ready to order? 1. Teacher → Students
restaurant “Could I…” for -May/Can I take your order? 2. Students → Students
polite requests -Anything to drink? Role play:
“Would you…” for -For the main course? 1. Groups create a basic menu with brief descriptions
polite questions -Would you like to start with an of items.
“I would (I‟d) appetizer?/care for dessert?/etc. 2. Students invite other pairs or groups to their
like…” for polite -Would you like some/any coffee, restaurant (Inviters are waiters taking orders and
requests etc.? invitees are customers ordering from the menu.)
-What would you like for a side
“Will” used for
dish?
requests
-I‟ll have the chicken, pork, etc.
Nouns:
-I would like the chicken, etc.
count/noncount
-Could I have the bill/menu,
Expressions of
please?
quantity
Expressions of quantity with
count/noncount nouns:

count both noncount


one some a little
two no much
a few a lot of
several any/many

Page 26
Seconde curriculum content

Unit 9: THE JOB THAT‟S RIGHT FOR YOU (Two weeks)


General objectives:
Students will be able to:
Talk about jobs and professions
Express their job aspirations

Specific objectives:
Students will be able to
Ask and answer questions about one‟s job
Express their personal characteristics and abilities related to jobs
Write a paragraph about their job aspirations

Language Grammar Vocabulary and Expressions Suggested Activities and Assessment


Functions
Talking about jobs Information questions Expressions: Dialogue:
and professions (review and expand) -What do you do for a living? 1. Students will read and perform a dialogue
Prepositions related -What do you do? using expressions related to talking about
to job locations (in, -What‟s your occupation? one‟s job.
on at) Responses: 2. Students match jobs with appropriate skills.
Possessives Nouns -I am a/an… JOBS SKILLS
-I work as a/an… Nurse Hardworking
-I‟m not working at the moment Farmer Goal-oriented
-I‟m between jobs. Engineer Good at math
Police officer Mechanical-minded
-I‟m currently looking for work (as Fruit vendor Detail-oriented
an engineer, as a secretary, etc.) Carpenter Self-confident
-I‟m currently applying for work (as Computer programmer Friendly
an engineer, a secretary, etc.) Teacher Loves children

Page 27
Seconde curriculum content

-I have an interview (for work as an Sample sentences:


engineer, etc.) a. Teachers love children. They are also
Various jobs: hardworking.
Teacher Engineer b. Fruit sellers are good at bargaining. They
Secretary Farmer should also be friendly (See Teacher‟s
Doctor Carpenter Guide for other writing tasks)
Nurse Brick layer Writing:
Sales Driver 1. Students create sentences based on the
representative Housekeeper following cues:
Dentist Etc. JOB ADJECTIVE REASON
Adjectives: A farmer‟s job is dangerous
-easy/hard/boring/interesting/etc. A pilot‟s job is interesting
Expressions: A teacher‟s job is exciting
-to work hard/long hours/short A doctor‟s job is boring
hours/flexible hours fun because…
-to earn a good/bad salary/ easy
high/low wages/respect hard
-to work inside/outside/in an
office/ in a kitchen/ in a house/in
a hotel/at a school/ at a Examples:
hospital/at a restaurant/on a 1. A farmer‟s job is great because she works
farm/on a boat/plane/etc. outside in the freshair..
2. A teacher‟s job is hard because he works long
hours.
3. A doctor‟s job is great because she earns a lot
of money.
Expressing one‟s Compound adjectives Characteristics (adjectives): Writing:
characteristics and Can expressing 1. Students read the lists of characteristic and job
abilities abilities related skills and place a (√) next to those that
To be able to… they possess. Encourage students to add others
To know how to… that are not on the list.
To be good at + 2. Students now complete the following
sentences:
Page 28
Seconde curriculum content

gerund -hardworking -organized Students Name:


-self-confident -flexible I am___, ____ and ____.
-cool-headed -sociable Ican_______________.
(calm) -motivated I am able to___________
-broad-minded -compassionate I know how to ________.
-sincere -conscientious I am good at _________.
-creative -patient I am bad at___________.
-active, etc.
I like (to) ____________.
Skills (verbs): I don‟t like (to) _______.
-to use a -to create
computer -to cook 3. Classmates or group mates read the sentences
-to sew -to clean and suggest a job that matches their
-to organize -to drive characteristics and/or skills
-to fix/to repair -to take care of Example:
-to cure -to protect o You should be a doctor because you like
-to help -to feed/raise helping people.
-to solve animals o You should be a carpenter because youare
problems -to build good at building things.
-to teach -to serve, etc. Alternatively, the teacher collects all skill
-to learn descriptions and puts them in a bag. Then he/she
-to write has a student come up to the front and pull one
out of the bag. The student reads the description
Expressions with verbs:
and the class as a whole suggests a job.
-I can type, fix things, etc.
-I am able to write, use computers,
-I know how to drive a bus,etc.
-I am good at using tools/cooking/
cleaning/solving problems/
learning languages

Page 29
Seconde curriculum content

Expressing one‟s Verb: hope - I hope to -See lists above Ranking order:
job aspirations be/become 1. As a whole class or in groups, students
Verbal expressions: brainstorm a list of ten things that are
I‟d like to be important in a job. See the examples
below to get started:
o ____a chance to travel
o ____a supportive boss
o ____an excellent salary
2. Now individuals rank the ideas listed in
the order of importance as they see it.
Writing paragraph:
1. Students use the vocabulary and generated
ideas from previous tasks to write a guided
paragraph expressing the job they hope to
have after graduating from school.
Example:
When I finish school I hope to become a/an ___.
This job interests me because ___. I think it is
appropriate for me since I am good at____ and
____. I also know how to ___
Finally, I love/like ______.

Andry RAJAONARIVELO Page 30


Seconde curriculum content

Unit 10: TALKING ON THE PHONE (two weeks)


General objectives:
Students will be able to:
conduct basic phone conversations
Students will be able to leave and relay a phone message

Specific objectives:
Students will be able to:
Initiate, maintain and end simulated phone conversations
Leave voice mail message
Listen to simulated voice mail messages, note essential information and report the message to a classmate

Language
Grammar Vocabulary and Expressions Suggested Activities and Assessment
Functions
Starting, May I/Can I for asking Starting a phone conversation: One sided dialogue:
maintaining permission (review) -Hello! Students complete missing parts of a dialogue based on
and ending “Would you like -Hello! This is… the context. (See Teacher‟s Guide.)Sample situation:
phone to…?” (review) -May I speak to …? Giving directions
conversations Information questions -Can I speak to…? A: I am calling to ask for directions. How do you
-Is (Bob) there? get
with “Who”, “What”,
-One moment please. to the school from the bus stop?
“When”, “Where” and
-Please hold. B:_________________________________
“Why” and “How” -He/she can‟t come to the phone A: For three blocks?
right now. B:_________________________________
-I‟m sorry, I (You) must have the A: Ok! Then where?
wrong number. B:________________________________
-Can I take a message? A: Left at the bank?
-Would you like to leave a message? B:________________________________

Page 31
Seconde curriculum content

-Thanks for calling. A: So the school is one block behind the bank,
-I‟m calling to… right?
B: _______________________________
Questions for information: A: Thank you so much for your help.
What time do you want to meet? B: _______________________________
Where will we meet? A: Bye.
When will you be here? Speaking:
How long before you arrive? Students are given a scenario below:
Why are you calling? your friend is late
Who is calling please? finding a place to meet someone
when your friend will arrive
Expressions for maintaining what time is your appointment
conversations (review):
-Can you repeat that? why someone called you but didn‟t leave a message
-Once again?
-I‟m sorry? Alternatively, students can act out a recent phone
-Speak slowly, please. conversation where they were asking for information.
-I don‟t understand. Then,students role play a phone conversation seeking
-I don‟t speak English very well. information

Ending a phone conversation:


-Goodbye
-Bye, bye
Leaving a voice Reported speech with Leaving a message: Dictation:
mail commands: Message: -Hi! This is… 1. The teacher acts out leaving a voice mail. Example:
Relaying a Pick me up at noon. -I‟m calling to + purpose of the Hi, this is Chris. Meet me at the office tomorrow at
phone message Response: She said to call 8:30.
to someone pick her up at noon (to pick someone up, etc.) Hello, this Sylvia. Pick me up at my house at noon.
-to call back See you soon.
Reported speech with
-to meet Hi, this is Julie. Can we meet for lunch tomorrow?
questions: Message: Can
-to take someone somewhere
you pick me up at noon? -to forget

Page 32
Seconde curriculum content

Response: She asked if -to have lunch/dinner 2. Students respond by completing sentences.
you could pick her up at -to bring/etc. Examples:
noon. -Please call me at + 740-698-8132 Chris said to meet him at the office at 8:30.
Reported speech with -to not be able to meet Sylvia said to pick her up at her house at noon.
affirmative and negative -to not be on time Julie asked if you could meet for lunch tomorrow.
statements
3. The teacher and/or students call out phone numbers.
Classmates write what they hear.

Andry RAJAONARIVELO

Page 33
TEACHER‟S GUIDE
Seconde Teacher‟s guide

Unit 1: SOCIALIZING (Two weeks)

 Grammar Point 1: The Verb “to be”


Formation =Subject pronouns + be
Affirmative Singular Affirmative Plural
1st person: I am from Madagascar. We are from Madagascar.
2nd person: You are a student. You are students.
3rd person: He/She/It is Malagasy. They are Malagasy

Negative Singular Negative Plural


1st person: I am not from Madagascar. We are not from Madagascar.
2nd person: You are not a student. You are not students.
3rd person: He/She/It is not Malagasy. They are not Malagasy.

Contractions: Often the subject and verb contract in the affirmative. In the
negative, the verb contracts with “not”:

Affirmative Negative
I‟m… I am not…(does not contract)
You‟re… You aren‟t…
He/She/It‟s… He/She/It isn‟t…
We‟re… We aren‟t
You‟re… You aren‟t…
They‟re… They aren‟t…

Question with the verb “to be” plus the short answer:

Am I in the right classroom? → Yes, you are. /No you‟re not.


Are you new here? → Yes, I am. /No, I‟m not.
Is he/she/it from Madagascar? → Yes, he/she/it is. /No, he/she/it isn‟t.
Are you from here? → Yes, we are. /No we‟re not.
Are we ready? → Yes, we (you) are. /No, we (you) aren‟t.
Are theyCanadian? → Yes, they are. /No, they‟re not.

Sample dialogue 1:
A: Hi! Are you new here? A: Hello! Are you from here?
B: Yes, I am. B: No, I‟m not. I‟m from (name of a place.)
A: Where are you from? A: My name is (a name). What‟s your name?
B: I am from Fianarantsoa. B: My name is (a name.) It‟s nice to meet you.
A: Welcome to our school!

Page 35
Seconde Teacher‟s guide

Sample dialogue 2:
A: Hi! How are you?
B: Great and you?
A: Good thanks! Your new here right?
B: Ya I just moved here.
A: Well welcome to our school. I‟d like you to meet my friends. Hey (two friends
names)! This is (person‟s name) She/He is from (name of place.)
B: Nice to meet you.
C. Ya! Welcome.

Sample dialogue 3:
A: Are you Malagasy?
B: No I‟m (nationality)
A: What‟s your name?
B: My name is (a foreign name)
A: How do you spell that?
B: (Spell the name)
A: Welcome to Madagascar!

 Grammar Point 2: Simple Present Tense


Simple Present Tense
Affirmative Singular Affirmative Plural
1st person: I eat rice every day. We eat rice every day.
2nd person: You eat rice every day. You eat rice every day.
3rd person: He/She/It eats rice every day. They eat rice every day.

Uses:
Expresses fact and general truths.
-The sun rises in the east and sets in the west.
-In Antananarivo it rains a lot in the month of January.
-Birds fly and fish swim.

Expresses habitual activities


-We play soccer on Sundays.
-My mother cooks rice every day.
-I eat rice three times a day.

Spellings of third person singular verb:


1. Add –s to verbs like the following:
Eats sleeps reads takes makes plays stays
2. Add –es to verbs like the following:
Fixes washes brushes fetches watches

Page 36
Seconde Teacher‟s guide

3. Drop the /y/ and add –ies to verbs like the following:
ies tidy → tidies cry → cries try → tries
4. Add –es to the verbs “go” and “do”
go → goes do → does

 Practice: Write the correct form of the verb in parenthesis.


1. I (play) ____________ the guitar.
2. Hector (study) ___________ French.
3. My friends (walk) ____________ to school every day.
4. My friend (live) _____________ in Tana.
5. My teacher (write) ____________ a lot on the chalk board.
6. My classmates and I (work) ___________ hard.
7. Louise (sing) __________ very well.
8. Ianja and Lara (dance) ___________ a lot.
9. My father (wash) ___________ the car.
10. My sisters ((watch) ___________ TV every night.

 Practice: What do you, your family members and friends do on a regular basis?

Complete the sentence with an appropriate verb.


1. My mom _____________ every morning.
2. My dad _____________ every day.
3. I _______________ when I get home from school.
4. My friends _____________ on the weekends.
5. My best friend ________________ on Sundays.
6. My friends and I ________________ at school.
7. My teacher __________________ in class.
8. I ___________________ when I am sad.
9. My brother/sister ________________ every afternoon.
10. I _________________before I go to school.

 Grammar Point 3: Vocabulary of Frequency adverbs


always → usually → often → sometimes → seldom → rarely → never

 Practice: Using the list of daily activities to ask students what they always, usually,
etc. do every day, every morning, etc. Conversely, have students write their own
questions following the models below and then ask classmates about their daily
habits.
What do you usually do every morning?
What do you sometimes do in the evening?
What do you rarely do on Sundays?
What do you seldom do in the afternoon?
What do you sometimes do on the weekend?
Etc.

Page 37
Seconde Teacher‟s guide

 Grammar Point 4: Negative constructions


Negative Singular Negative Plural

1st person: I do not eat rice every day. We do not eat rice every day.
2nd person: You do not eat rice every day. You do not eat rice every day.
3rdperson: He/She/It does not eat rice every day. They do not eat rice every day.

Contractions: It is common to contract the verb with “not” in the negative.


Singular Plural
I don‟t eat… We don‟t eat…
You don‟t eat… You don‟t eat…
He/She/It doesn‟t eat… They don‟t eat…

Vocabulary: Below is a list of verbs describing daily activities. Also the following expressions
often are used in the present tense: every day, every other day, every Monday, every evening,
Tuesday morning, Wednesday afternoon, Friday night, on Wednesday(s), etc.

Daily activities
-to take a bath/shower -to sleep
-to fix breakfast/lunch/dinner -to fetch water
-todream -to boil water
-to sweep the floor -to snore
-to go and buy bread/butter, etc. -to sing karaoke
-to make one‟s bed -to cook “sosoa”
-to watch TV -to go to the toilet
-to grill “kitoza”, etc -to read
-to have/eat breakfast, etc. -to listen to the radio
-to wash one‟s face, etc. -to have/drink coffee/tea with milk/sugar
-to go to bed early/late -to brush one‟s teeth
-to get ready for school/work/etc. -to iron
-to comb/brush one‟s hair -to tidy up the room/house/etc.
-to listen to music -to go to the market

School subjects:
to study chemistry/science/history/Malagasy/French/music/dance/health/etc.

Leisure activities:
to play the drums/the guitar/soccer/rugby/basketball/computer/games, etc.

Page 38
Seconde Teacher‟s guide

Expressions with the verb “to have”, “to do” and “to make”
to have* to do to make
to have breakfast/lunch/dinner to do the laundry to make the bed
to have coffee/tea to do dishes to make a mess
to have fun/goodtime to do the housework to make trouble
to have a problem to do homework to make friends
rd
*”have” → “has” in 3 person singular.

 Practice: Write sentences expressing what you do and don’t do on a daily basis.
Choose verbs from the list or others that you know.
Examples:
-I go to bed early every night. -I make my bed every morning.
-I don‟t study music. -I don‟t play rugby on Fridays.

 Grammar Point 5: The Simple Present-Yes/No Questions and Short Answers


Do/Does + Subject + Main Verb Short Answers
Do I speak French? Yes, you (I) do. /No, you (I) don‟t.
Do you study Malagasy? Yes, I do. /No I don‟t.
Do we play rugby? Yes, we (you) do. /No we (you) don‟t.
Do they listen to Hira Gasy? Yes, they do. /No, they don‟t.
Does he/she/ eat rice every day? Yes, he/she/it does. /No, he/she/it doesn‟t.

 Practice: Using the verbs from the list above, write yes/no questions to ask classmates.
Summarize what you found out by writing sentences.
Examples:
Mialy plays rugby. Lanto doesn‟t drink coffee.
Benedictine plays the drums Jose doesn‟t smoke.

 Grammar Point 6: Taking leave using the expression “I must + infinitive.” and “I
have to + base form of verb.”
I must/have to go. I must/have to get to class.
I must/have to catch bus. I must/have to meet my friends.
Other situations for taking leave: (get home, cook dinner, do my homework, etc.)

Sample Dialogue:
A: Hi! How are you?
B: I am fine.
A: Are you new here?
B: Yes, I am.
A: Where are you from?
B: I am from (name of place)
Page 39
Seconde Teacher‟s guide

A: Welcome to (name of a place). By the way, my name is (name). What‟s your name?
B: My name is (a name).
A: It‟s nice to meet you.
B: You too, I‟m sorry, but I that‟s my bus. I have to go!
A: Ok! See you soon!
B: Bye!

 Grammar Point 7: Gerunds after “for” and “about” when apologizing


I apologize for being late. Forgive me for making a mess.
I am sorry for forgetting to call. Please forgive me for not calling you.
I am sorry about losing your book. I am sorry about embarrassing you.

Other situations for apologizing: losing someone‟s book, etc., bumping into someone, being
rude, interrupting someone, breaking something that belongs to someone else, lying to someone,
stealing something, cheating, ignoring someone, etc.

Sample dialogues: Apologizing


A: I‟m sorry I‟m late. A: I apologize for making a A: Please forgive me for losing
B: Ok, but try not to let it mess your book.
happen again. B: It‟s nothing. B: Be careful next time.
A: I‟m really sorry about not A: I‟m sorry. A: I apologize for forgetting
calling you. B: No problem. your name
B: Really? Don‟t let it B: Don‟t worry about it.
happen again. Forgive me for not
remembering your name either.

Optional Activity: Spelling Bee:


1. Representatives from two teams come to the front of the class.
2. A questioner asks how to spell various names of people and places. (E.g. How do you spell
“Madagascar?”)
3. When the representative spells a word correctly he/she earns a point for the team.
4. If the student misspells a word he/she must sit down and another member of the team takes
his/her place. 5. The team that earns the most points wins.

Page 40
Seconde Teacher‟s guide

Unit 2: CLASSROOM COMMUNICATION (two weeks)

 Grammar Point 1: Common classroom commands-affirmative/negative

Raise your hand. Copy (this) in your Don‟t do that, please.


Open/Close your notebook. notebooks. Don‟t forget to do your
Clean/Erase the board. Write this down. work.
Point to… Show me… Take out your books, etc. Don‟t be late.
Bring… Put away your books, etc. No swearing allowed.
Get into groups. Go back to your seat. No cheating!
Share your answers. Use a blue pen, etc. No getting up out of your
Speak louder, please! Throw/Put the paper in the seat.
Quiet down, please! trash can. Stop writing, please.
Read (the sentence) out Repeat after me. Stop doing that.
loud. Leave the room. Stop bothering your
Come in/inside. classmate.

 Grammar Point 2: Prepositions associated with commands


Point to… Look at…
Come to… Turn on/off…
Plug in… Put (something) in/on/under/next to…

Other prepositions:
above around
below across from
beside near/close to
against in front of
in the middle of in back of
between at the top of
among at the bottom of

Practice: From the following prompts, write commands for classmates to carry out.
Window Hand Door Book
Blackboard Notebook Pen Trash can

Examples: (pen) “Give me your pen.”, “Put the pen behind your ear.” “Put the pen on your
head.” “Give the pen to the teacher.”, etc.

Page 41
Seconde Teacher‟s guide

 Grammar Point 3: Making requests (polite commands) with


“Can/Could/Will/Would you + base form of verb?”
Can you (please)* show me your work? Will you (please) come to the board?
Could you show me your work, (please)? Would you come to the board, (please)?
*Please is an interjection and can be placed after the subject or at the end of the sentence.
 Practice A: Convert the following commands to polite requests.
Examples:
1. Stand up. →Could you please stand up?
2. Help me move this table. → Would you please help me move this table?
3. Be quiet. → Will you please be quiet?
4. Pick me up. → Can you please pick me up?
5. Don‟t talk right now. → Will you please not talk right now?
6. Don‟t start until I say “go”. → Would you please not start until I say “go”?

 Practice B: Make requests based on the following situations.


1. It‟s cold. → Could you please close the window? etc.
2. It‟s hot in here. → Will you open the window? Etc..
3. Your friend is talking and you need to listen to the teacher. →Shhhh Will you be quiet
please!
4. You don‟t understand the homework and you need your teacher‟s help. →Would you
please explain the homework to me?
5. The books are heavy and you need someone to help you carry them. →Can you carry a
couple of my books in your backpack?
6. The teacher asks a student to erase the board. →Would you please erase the board?
7. Etc.

 Grammar Point 4: Asking for permission with “May/Could/Can I + base form of


verb?”
Formal Less Formal
May I use your eraser, please? Can I borrow your pencil?
Could I leave early today? Can I ask (you) a question?

Example: (a classmate, etc.) has a dictionary you want to use.


A: May/Could/Can I use your dictionary?
B: Yes! /Of course. / Yes you may. /Yes you can. /No, you may not. /No you can‟t
(cannot)/etc.
A: Thank you. /Thanks./ Ok, thanks anyway. (after a negative response)

Page 42
Seconde Teacher‟s guide

 Practice: Ask your classmate, teacher, etc. permission to do the things mentioned.
1. You want to copy notes from a classmate‟s notebook
2. You need to use the bathroom.
3. You need to borrow someone‟s cell phone.
4. You want to leave the room.
5. You want to open/close the window.
6. You want someone to leave you alone.
7. Etc.

Andry RAJAONARIVELO

Page 43
Seconde Teacher‟s guide

Unit 3: MY HOUSE; MY NEIGHBORHOOD (two weeks)


Vocabulary: Household items
mattress mosquito netting table cloth curtains computer
blankets table chair bookcase end table
rug lamp desk cupboard table cloth

 Practice A: Complete the chart by listing the household appliances and furniture
items in the respective rooms.
Example:
Living room Kitchen Dining room Bedroom Bathroom
sink
sofa bed
“laona table toilet
tv closet
“fanoto” chairs bathtub
etc. computer
“ambozoy” etc. etc.
etc.
etc.

 Practice B: Use the cues below to write sentences about what there is/are in the
house.

…chair(s)…
…a… …table(s)… …in the house.
…an …bed(s)… …in the dining room.
There is… …one… …sofa(s)… …in the bedroom.
There are… …two…. …book cases(s)… …in the living room.
There isn‟t… …three… …TV(s)… …in the bathroom.
There aren‟t… …four… …sink(s)… …in the kitchen.
…any… …refrigerator(s)… …etc.
…many… …toilet(s)…
…no… …bathtub(s)
…etc…. …windows.
…etc.
Examples:
There are four beds in the house.
There aren‟t any windows in the bathroom.
There is one book case in the living room.
There are many books in the book case.
 Practice C: Ask and answer questions like the following:
How many chairs are there in the dining room?
How many books shelves are there in your house?
How many beds are there in your house?
How many TV sets are there in your house?
Etc.

Page 44
Seconde Teacher‟s guide

Vocabulary: Frequency adverbs


always → usually → often → sometimes → seldom → rarely → never

 Practice D: Using the list of daily activities from Unit 1, ask students what they
always, usually, etc. do every day, every morning, etc. Conversely, have students write
their own questions following the models below and then ask classmates about their
daily habits.
What do you usually do every morning?
What do you sometimes do in the evening?
What do you rarely do on Sundays?
What do you seldom do in the afternoon?
What do you sometimes do on the weekend?
Etc.
 Practice E: Use the cues below to describe what you do and/or how you feel in certain
rooms of the house. Once finished writing your sentences, share with a classmate or
two.
…feel happy…
…feel relaxed…
…feel comfortable…
…always… …feel uncomfortable… …in the house.
…usually… …do my homework… …in the dining
…often… …read… room.
I… …sometimes… …sleep… …in the bedroom.
…seldom… …eat… …in the living
…rarely… …watch TV… room.
…never …play video games… …in the
…spend time with my bathroom.
friends … …in the kitchen.
…spend time with my …etc.
mom…
…spend time with my
dad…
…etc….

Examples:
I always feel relaxed in the living room.
I never read in the bathroom.
I often spend time with my mom in the kitchen.
etc.

Page 45
Seconde Teacher‟s guide

 Practice F: Use the cues below to write sentences describing your village, town or
city.

…hot…
…always… …cold…
…usually… …sunny…
…often… …rainy…
It is….. …sometimes… …windy… …in my village, town, city.
…seldom… …quiet…
…rarely… …peaceful…
…never… …busy…
…boring…
…exciting…
…etc…
Examples:
It is often quiet in my town. It is never exciting in Ambalavao.
It is sometimes boring. It is always sunny in Majunga.

Dialogue: Jean Charles (JC) is directing an English speaking friend (EF) to his
home on the phone.
JC: Walk up the street for two blocks.
EF: For two blocks?
JC: Yes. Then turn left at the bank.
EF: Turn right?
JC: No! Turn left….at the bank.
EF: Oh! So, I walk two blocks and then turn left at the bank, right?
JC: Right. After that, walk down the street for about 200 meters. Look for a church on the right.
EF: …a church on the right?
JC: Yes. Go around the corner. My house is behind the church.
EF: …behind the church. I think I got it.
JC: Great! See you soon then.
EF: See you soon.

 Practice G: Have students write a (?) and (.) on two sheets of paper respectively. As
you read out the following sentences, instruct students to hold up the appropriate card
(?) or (.). Use rising intonation when asking questions. After a few rounds, ask
students to direct the exercise.
1. Turn right. 7. Behind the church?
2. Turn right? 8. Straight ahead.
3. Two blocks? 9. Go forward.
4. Around the corner. 10. Turn around?
5. Up the street. 11. Go left?
6. Next to the post office? 12. Go one block.
Page 46
Seconde Teacher‟s guide

Unit 4: OPINIONS (Three weeks)


Survey: Likes and Dislikes

Step1: write 3 things you like or dislike


Step2: Ask questions to your group mates. Write their names under the appropriate
heading.
Three things I like (to do): Three things I don‟t like (to do)
1. I like coffee…
1. I don‟t like playing rugby.

2.
2.

3.
3.

Write the statements above as questions. Likes Doesn‟t like


1. Do you like playing rugby …? - Volatina - Soa
- Beby - Nirina

2.

3.

4.

5.

6.

Page 47
Seconde Teacher‟s guide

7. Step 3: Reporting: Study the examples and write a report based on your findings.
Examples

 I like coffee and so does Mialy.


 I like tea and so do Mialy and Volatina.
 I don‟t like to drink coca cola, but Beby does.
 I don‟t like Kitoza, but Beby and Nirina do.
 I don‟t like playing rugby and neither does Soa.
 I don‟t like Justin Bieber and neither do Mialy and Kanto.

Now it‟s your turn:

1.
2.
3.
4.
5.

Opinion Statements

 Practice: Students use the chart below to formulate opinion statements

TOPIC CHOICES OPINIONS


Gangstabab beautiful awful exciting
a famous singer noisy relaxing fantastic
Ikotofetsy sy Imahaka good bad great
Barinjaka emotional pretty handsome
Trimobe attractive strange good-looking
Beyoncé ugly talented delicious
A famous actress tasty dangerous intelligent
Hira Gasy fun stupid etc.
Cinderella
A famous actor
Jazz
Opera/Rap music/Pop music
Soccer/Rugby/Basketball/Volleyball
a fair/festival
My hometown
Spaghetti
Etc.

Page 48
Seconde Teacher‟s guide

Practice -Students write opinion statements:

In my opinion, (a famous performer) is a good singer. She is also very attractive.


In my opinion, ( an actor/actress) is not very talented.
I think that Cinderella isn‟t very intelligent.
I believe jazz is relaxing.

Now students respond to questions from either the teacher or from group mates:
A: What is your opinion about…? B: In my opinion,…
A: What do you think about…? B: I feel (that) …
A: How do you feel about…? B: I think (that) …

Page 49
Seconde Teacher‟s guide

Unit 5: THE WEATHER (Two weeks)

 Grammar Point 1: Present tense with weather expressions


In Moscow, it snows in winter. In Antananarivo, it rains in January.
The sun usually shines in the morning. The wind blows during storms.

 Grammar Point 2: The present progressive


The present progressive expresses events that are happening right now.
Formation: “to be”+ the -ing form of the verb

Examples:
It‟s raining outside. The sun is shining. The wind is blowing hard.
They are walking in the rain We are wearing sunglasses.
I am staying in the house.

Spelling rules: Show examples and have students come up with the rule.
A B C D
shine → shining drop → dropping hail → hailing fall → falling
rise →rising put → putting rain → raining storm → storming
*Exceptions: snow → snowing

 Practice: Dictate sentences containing weather and other verbs in the present
progressive.
1. A storm is coming. 4. It is hailing.
2. It is snowing/raining outside. 5. The temperature is dropping fast.
3. The wind is blowing hard. 6. The temperature is rising.

 Practice: Write the –ing form of the verbs.


1. smile 3. Take 5. write 7. Hit
2. study 4. play 6. snow 8. pour

 Practice: As the teacher performs actions, students call out what he/she is doing.
Conversely, students perform actions and the teacher/classmates what they are
doing.
Example: (write)
Teacher acts out writing and asks, “What am I doing?”
Students responds; “You are writing.”
1. point at someone 2. eat a banana 3. get dressed
4. dance 5. play the piano
6. verbs describing daily habits (See Unit 1)

Page 50
Seconde Teacher‟s guide

 Grammar Point 3: Expressing the future with “will”


Formation of “will”
Affirmative subject + will + base form of verb
It will rain tomorrow.
I will take my umbrella.
Negative subject + will + not (won‟t) + base form of verb
It will not (won‟t) rain tomorrow.
I will not (won‟t) take my umbrella.)
Questions will + subject + base form of verb
Will it rain tomorrow?
Will you take your umbrella?)
Short Yes + subject + will/ No +subject + won‟t
answers Yes, it will./No it won‟t.
(Subject pronouns and “will” contract: I‟ll, You‟ll, He‟ll, She‟ll, It‟ll, They‟ll, We‟ll)

 Practice: Complete sentences with “will” and an appropriate verb from the list
below: to rain, to take, to wear, to go down, to strike, to bring, to drizzle,…….

1. Tomorrow it _____. 2. It____, so I ____ my umbrella.


3. A storm ____tonight. 4. I ____ my sun glasses because sunshine is expected.
5. The temperature ____ to 0 degrees.
6. It ____ in February.

 Practice: Complete the sentences stating what you will do.


1. I ____ tonight. 4. I ____ Saturday.
2. I ____ after school. 5. I ____ later.
3. I ____ on Sunday. 6. I ____ tomorrow.

 Grammar Point 4: Expressing the future with “to be going to”


o Formation of “to be” + going + infinitive
Singular Plural
-I‟m (not) going to work tomorrow -We are (not) going to sleep
tonight.
-You‟re (not) going to be late tomorrow -You are (not) going to watch TV
this afternoon.
-He/She is (not) going to play soccer. -They are (not) going to study for
the test.
-It is (not) going to rain tonight.

Page 51
Seconde Teacher‟s guide

 Practice: Sample weather reports: As the teacher reads the weather reports (two or
three times), students write down as much information as they can.* Then
students consult with group mates and share missing information. Finally,
students use the details to write and then read out loud their own version of the
weather report.

*alternatively play the recording as attached on accompanying CD

A storm front is coming from the east. Today is going to be a beautiful day with
Expect high winds and heavy rain around plenty of sunshine and a high temperature of
4:00 PM. The temperature will drop from the 20 degrees Celsius. A light breeze from the
current 25 degrees Celsius to 10 degrees. north will bring cool temperatures in the
Flooding is expected in some areas. evening. So, bring a light sweater.
Today will be very hot and humid with a An unusual cold front is coming from the
temperature of 35 degrees. The sky will be north Expect a chilly evening with a low of
overcast for most of the day. Occasional 5 degrees. For the star gazers* this will be
showers are expected, so take your umbrella. your night. The sky will be as clear as a bell.
(Very clear) Bring your hats and gloves.
*(people who look at stars)

 Grammar Point 4: Noun → Adjective Combinations:


breeze → breezy cloud → cloudy rain → rainy
chill → chilly fog → foggy drizzle → drizzly
sun → sunny wind → windy storm → stormy
snow → snowy

Practice: Circle the appropriate word.


1. There is a gentle breeze/breezy coming from the east.
2. I feel a chill/chilly in the air.
3. In Canada, we have a lot of snow/snowy days in January.
4. Expect a fog/foggy morning tomorrow.
5. I don‟t like storm/stormy weather.
6. Today is going to be cloud/cloudy.
7. Tomorrow the sun/sunny will shine all day.
8. We are going to have strong wind/windy this afternoon.
9. Prepare for a storm/stormy afternoon.
10. In Antananarivo, rain/rainy afternoons are normal in the month of December.

 Practice: Using the words above describe weather you like and /or dislike.
Example: I like sunny weather. I love gentle breezes. I hate storms. I don‟t like snow. Etc.

Page 52

Andry RAJAONARIVELO
Seconde Teacher‟s guide

 Practice: Circle the word that doesn’t belong


1. bright, sunny , cloudy 5. rain, precipitation, sunshine
2. dry, wet, humid 6. drizzle, rain, snow
3. cold, warm, chilly 7. mild, severe, gentle
4. breezy, windy ,calm 8. Clear, overcast, cloudy
 Practice: Complete the sentence with the correct word.
1. Look at all this snow! It‟s _____ outside.
a) hot b) breezy c) freezing
2. It is difficult to see. This _____ is really thick.
a) fog b) rain c) humidity
3. There is a forty percent chance of ____. Take your umbrella.
a) rain b) fog c) sunshine
4. They are predicting sunshine and warm temperatures all day. Wear your ___.
a) scarf b) gloves c) sun glasses
5. The temperature is going to drop down to 15 degrees above zero this evening. Take
your ___.
a) sweater b) umbrella c) sandals

 Practice: List adjectives or other expressions that describe the following weather
related words. (Seeexamples in the chart below.) Answer the questions that follow.
Sky Air Rain Wind Snow Temperature
The sky is… The air is… The rain The wind The snow The temperature
-blue -heavy is… is… is… is…
-clear -cool -heavy -strong -cold -high
-cloudy -cold -light -cold -heavy -low
-dark -hot -cold -hot -light -chilly
-overcast -humid -cool -severe -etc. -cold
-etc. -wet -etc. -etc. -hot
-etc. -20 degrees
Celsius
-70 degrees
Fahrenheit
-etc.

 Practice Questions:
What‟s the weather like now in your area?
What do you think the weather is like now in Nosy Be (Toliara, Antsirabe, Etc.)?
What‟s the weather usually like in your birthday month?
Describe your perfect day. Example: MY Perfect Day
My Perfect day is in October. It is clear and sunny. The sky is beautiful. The
temperature is 20 degrees Celsius. I walk to school and see the Jacaranda trees in
bloom. I feel happy and energized. Something good is going to come to me.

Page 53
Seconde Teacher‟s guide

 Practice group work: Ask your group mates the questions. Share your answers.
Describe your perfect day. Is it similar or different from your classmates’?

Practice reading: Students read and answer comprehension questions below.


Madagascar has a hot and subtropical climate and has colder temperatures in the mountainous
areas such as Vakinakaratra. The seasons are mainly divided into two main periods: the rainy
season from November to March, and the dry season from April to October. The length of
each period varies from one region to another. The coastal region, for example, has a tropical
climate with no completely dry season. The heaviest rainfall occurs on the coastal region
between May and September. Average monthly temperature ranges in Antananarivo are from
9°C to 20°C in July to 16°C to 27°C in December.
These past few months, however, most areas are experiencing a severe lack of rainfall.
Everybody is waiting and praying for some rain! The situation is getting alarming.
Temperatures are rising as high as 35°C. The farmers are complaining because they cannot
start planting. Some lakes and rivers are drying up, and fish are dying. In southern
Madagascar, nearly a million are facing hunger because of failed harvests. Since Madagascar
relies on hydraulic energy, the water shortage is also causing frequent power cuts all over the
country. The children‟s song “Avia avia ra-orana”, which is a literal call for the rain to fall, is
now a serious reality.
It was not until January this year that some rain fell. This is very good news for a drought-
threatened island! -Adopted from citation
Comprehension questions:
1) Re-order the following ideas as they appear in the text:
a) It‟s getting hot
b) Madagascar has a subtropical climate
c) Fortunately, it‟s started to rain

2) Say whether the following statements are TRUE, or FALSE. Then justify:
a) Climate in Madagascar is divided in two seasons
b) December is the coldest month
c) Farmers can plant their crops without rain
d) The source of energy in Madagascar depends on the lakes and rivers

3) Find in the text:


a) A synonym of “warm” =
b) An opposite of “ low” #

4) Answer the following questions


a) When do we have wet season in Madagascar?
b) What is the coldest temperature?
c) Why is there hunger in the south part of Madagascar?

Page 54
Seconde Teacher‟s guide

Unit 6: NARRATING PAST EVENTS (Two weeks)


 Grammar Point 1: Simple past tense
Formation of regular verbs

Yesterday…
Yesterday morning…
…I… …walked to school.
Yesterday afternoon…
…you… …watched TV.
Yesterday evening…
…he… …listened to music.
Last night…
…Paul… …cleaned the house.
Last week…
…she… …ironed the clothes.
Last month…
…Maxine …washed the dishes.
Last year…
…we… …fixed breakfast.
Last spring…
…they… …cheated on a test.
Last Monday…
…my …played rugby.
A few minutes ago…
parents… …studied for a test.*
An hour ago…
…tidied the room.*
A week ago….

*Verbs such as “study” and “tidy” drop the “y” and add -ied to form the simple past.

 Practice pronunciation: students repeat each of the lists below then ask them to
state how they differ.
A B C
walked closed added
washed plugged waited
fixed prepared visited
watched rained wanted

Group A: If the verb ends in a voiceless sound, the final –ed is pronounced /t/.
Group B: If the verb ends in a voiced sound, the final –edis pronounced /d/.
Group C: If the verb ends in the letter /d/or /t, the final –edis pronounced /ed/.

Simple past tense of common irregular verbs introduced thus far (See Appendix A for an
expanded list of irregular verbs.

come/came do/did eat/ate feel/felt forget/forgot


get/got go/went have/had leave/left lend/lent
make/made meet/met put/put read/read sleep/slept
spend/spent swear/swore sweep/swept write/wrote take/took

Note the verb “dream” can be expressed either as “dreamed‟ or ”dreamt.”

Page 55
Seconde Teacher‟s guide

Additional irregular verbs


begin/began blow/blew break/broke bring/brought buy/bought
catch/caught cost/cost drink/drank fall/fell fight/fought
give/gave lose/lost run/ran say/said sell/sold
sing/sang sit/sat stand/stood tell/told think/thought

 Practice: Students answer the question, “What did you do…?”


1. …yesterday? I went to school. Etc. 6. …last Saturday?
2. …last night? I watched TV. Etc. 7. …last month?
3. …this morning? 8. …last Friday?
4. …yesterday afternoon? 9. …two hours ago?
5. …last week? 10….a few minutes ago?

 Grammar point 2: Simple past tense in the negative


Formation: subject + did not (didn‟t) + main verb
Singular Plural
-I did not (didn‟t) do my homework. -We did not (didn‟t) forget our
homework.
-You did not (didn‟t) clean the house. -you did not (didn‟t) read the
book.
-He/She/It did not (didn‟t) eat last night. -They did not (didn‟t) play
basketball yesterday.

 Practice: Write sentences expressing what you didn’t do in the near past.
1. I didn‟t ___ yesterday. 3. I didn‟t ___ last night.
2. I didn‟t ___ this morning. 4. I didn‟t ___ last Saturday.

 Grammar Point 2: The past of “to be”


Formation: Singular Plural
(I, He, She, It) was… (We, You, They) were…

 Grammar Point 3: The past progressive


The past progressive is used to express an action that was in progress (that was happening) at
a specific time in the past.
Formation:
1, (I, He, She, It) was + -ing verb form
-I was sleeping when the storm came
-He/She was reading a book when they left .
-It was raining last night.

2. (We, You, They) were + -ing verb form


-We were doing our homework when she called.
-You were fixing dinner before Matt arrived.
-They were studying when the teacher entered.
Page 56
Seconde Teacher‟s guide

 Practice: Complete the following sentences with expressions stating what you were
doing at the times specified.
1. At 6:00 am I _____.
2. Last night at midnight I _____.
3. I_____ when the sun came up this morning.
4. At this time last week I _____.
 Practice: What was happening when you woke up this morning?
Examples: My mom was fixing breakfast. My brother was taking a shower. Etc.

 Grammar Part 4: Expressing past events using the time clauses “when”,
“before”, “after” and “while”
Formation:
Main Clause Time Clause
I was doing my homework when my father came home.
My mother fixed breakfast before I woke up.
My teacher entered the room. afterthe students arrived.
I was watching TV while my father was sleeping.

Or Note: In the second set of examples, there is a comma separating the time clause
from the main clause. Both sets carry the same meaning.

Time Clause Main Clause


When my father came home, I was doing my homework
Before I woke up, my mother fixed breakfast.
After the students arrived, my teacher entered the classroom.
While my father was sleeping, I was watching TV.

 Practice: match the clauses together

I was sleeping before I left before school.


When my friend called, I washed the dishes
After dad fixed dinner, I was taking a shower.
My mother left for work while it was snowing.
While the sun was shining, we played basketball.

 Grammar Point 5: Expressing a past habit with “used to”


Formation 1: Used to + base form of verb
-I used to live in Toliara. -We used to speak English all the time.
-You used to play the drums. -You used to drink a lot of coffee.
-He used to sing karaoke. -Jean and Louise used to smoke.
-She used to read every day. -My parents used to sing together.
-It used to be quiet in this town.
-My friends used to go to Tana to visit their cousins.

Page 57
Seconde Teacher‟s guide

Formation 2: Question with “used to”


-What did you use to do when you were a child?
-What did you use to do before you entered high school?

 Practice:
A. Write five things you used to do when you were a child or before you entered high school.
Examples: I used to study Spanish. Now I study French.
I used to like pizza. Now I prefer spaghetti.
B. Pair up with a classmate and ask each other the model questions from above.
Practice speaking: Strip Story
1. The teacher writes a story of a past event or uses the sample below.
2. The teacher cuts each line of the story into strips.
3. Students are put into groups equaling the number of strips.
4. Each student gets a sentence that must be memorized. (IMPORTANT! Students must not
share the sentence with anyone. Nor should they write the sentence.)
5. After the teacher has given students enough time to memorize their sentence, the strips are
taken away. (IMPORTANT! If the strips are not removed most students will not speak, they
will only show each other the strips. )
6. Students use their English to recreate the paragraph.
7. Have individuals read the recreated paragraph out loud. Groups check their work.
8. At this point, show the paragraph in its written form. Discuss the cohesive devices (first,
after, in conclusion, etc.)
Strips
After the movie, we went to a café coincidently called Jo Jo‟s.
It was a horror film called “Creepy Critters” about a crazy lemur
called Jo.
The four of us decided to go to a movie together.
First, I invited my friend Julie to go for a walk.
This bizarre animal tried to take over Madagascar by eating
everything in sight.
Next, while we were walking, we met our friends Bob and Carol.
Luckily, we enjoyed our meal without any threat from a mad lemur.
I had a great time last Saturday.

Page 58
Seconde Teacher‟s guide

The correct order:


I had a great time last Saturday.
First, I invited my friend Julie to go for a walk.
Next, while we were walking, we met our friends Bob and Carol.
The four of us decided to go to a movie together.
It was a horror film called “Creepy Critters” about a crazy lemur called Jo.
This bizarre animal tried to take over Madagascar by eating everything in sight.
After the movie, we went to a cafe coincidently called Jo Jo‟s.
Luckily, we enjoyed our meal without any threat from a mad lemur.

Practice writing task:


1. Using the sample above, students write about a real or fictitious event in the past.
2. Partners or group mates read each other‟s stories and ask for more details.
3. Writers answer the questions

Page 59
Seconde Teacher‟s guide

Unit 7: MADAGASCAR: A HOLIDAY DESTINATION (Two weeks)

Additional vocabulary related to weekends and holidays


Expressions with the verb “to go”
to go for walk to go for a drive to go on a trip to go on a picnic
to go to park to go for a swim to go out to eat
to go to the movies/cinema

Expression with “to go + gerund”


to go hiking to go shopping to go sightseeing to go camping

Expressions with “to play…”


soccer chess
rugby dominoes
basketball “petanque”
volleyball cards
tennis computer games

Other related vocabulary:


to watch TV to have a picnic to run errands to load the car
to buy tickets to pack a suitcase to visit/hang out with friends

 Practice: Talking about holiday activities


1. After students discuss their likes and dislikes they could complete the following guided sentences:
The majority of us like to go _______________, _______________ and____________.
Most of us don‟t like ______________, _____________ and ________________
Because we like to _______________, we would like to _________________.
Since we like to _______________, we would like to _________________.
We like _________________. So, we __________________

2. They report their ideas to the whole class.

 Grammar Point 1: Expressing suggestions with “should” and “ought to”


Formation:
Subject + should/shouldn‟t + base form of verb Subject + ought to +base form of the verb
You should visit Ile St. Marie. It‟s beautiful. You ought to try the local food.
One shouldn‟t go swimming when it is storming. One ought to relax on the beach.
People should respect local traditions. People ought to smile more.

Note: The subjects “You”, “One” and “People” are sometimes used to refer to anyone/everyone in a
general sense.

Page 60
Seconde Teacher‟s guide

Practice writing: Write five sentences expressing what “good” students should/ought to do and
five sentences expressing what they shouldn’t do.
Examples: Good students should do their homework. → Good students shouldn‟t be late to class.

 Grammar Point 2: Expressing necessity with “have to”, have got to” and “must” and
prohibition with “mustn‟t”.
Necessity:
-I have to go.
-He has got to meet his friends.
-I must get to class.

The past tense for all three expressions is “had to”.


-I had to go.
-He had to meet his friends
-I had to get to class

Lack of necessity:
-You don‟t have to do your homework.
-I don‟t have to do anything. I am on vacation.

Prohibition
-You must not point your finger at the Rova.
-We mustn‟t go out at night. It is dangerous.

Pronunciation:
-I have to… → “I hafta…”
-She has to… → “She hasta…”
-He has got to… → “He’s gotta…”

 Practice: Write then state…


1. things you have to do tonight, tomorrow this weekend.
2. things you have got to do for your English class, for your math class, for your French class.
3. things you must do today, this week, this month

 Practice: Write statements that express what visitors must not do while in Madagascar.
1. One must not… 2. You must not…

*Adopted from Schrampfer Azar, Betty and Hagan, Stacy A., Understanding and Using
English Grammar, Fourth Edition, White Plains, NY, Pearson Education, 2009

 Grammar Point 3: The adverb clauses “because” and “since”


Formation:

Page 61
Seconde Teacher‟s guide

Main clause Adverb Clause (gives reason)


You should visit Ambalavao + because theWednesdaycattle market is
fascinating.
One ought to go to Ile Ste. Marie + because it is a tropical paradise.
People should visit Madagascar + because the natural beauty is impressive.

*Or
Because the Wednesday cattle market is fascinating, you should visit Ambalavao.
Because it is a tropical paradise, one ought to go to Ile Ste. Marie.
Because the natural beauty is impressive, people should visit Madagascar.
Note: There is a comma between the adverb clause and the main clause.

 Practice giving reasons to visit Madagascar


Example: Nosy Be
it‟s beautiful
It‟s fun
It‟s good for swimming
It‟s great for shopping
Because it is an island, you can relax on the beach.
It‟s in the Ocean, So, you can eat good seafood.
Since it‟s famous, many people go there.
It‟s best to go there by (on) plane.

Page 62
Seconde Teacher‟s guide

Unit 8: RESTAURANTS AND MALAGASY CUISINE (Two weeks)


Vocabulary for describing food
It looks… It smells… It tastes…
good good good
great great great
wonderful wonderful wonderful
delicious delicious delicious
fresh fresh fresh
rotten rotten rotten
strange strange strange
awful awful awful
disgusting disgusting disgusting
etc. spicy sweet
fresh sour
etc. bitter
salty
spicy
hot
etc.
It feels… Colors Other
smooth red juicy
rough green crunchy/crispy
soft blue soggy
hard purple chewy
sticky yellow greasy
etc. white round
black oval
brown etc.
orange
etc.
Note: When responding to a description, one can say, “It sounds great, delicious, awful, etc.”

 Practice: Select three of the fruits and/or vegetables you like and three that you don’t like.
In the chart below, write adjectives that describe your selected food items.

Page 63
Seconde Teacher‟s guide

Apples Mangoes* Bananas Papayas Coconuts


Example:
red
yellow
crunchy
sweet
sour
delicious
etc.
Pineapples Lychees Oranges Tomatoes* Cucumbers

Potatoes* Green beans Cabbage Avocadoes* Onions

*Some nouns like “mango” end in –oes in the plural form (mangoes).
Practice: Using the information from the chart above, describe a fruit or vegetable and have
classmates guess what it is.
Example: It is round. It is sometimes green, red or yellow. It tastes sweet and sometimes sour. It
isusually crunchy. [Apple]

 Grammar Point 1: Sometimes adjectives are derived from verbs by forming the past
participle. (See Irregular Verb Chart in the Appendix)
Verb Adjective
to grill → The chef grilled the fish to perfection. The grilled fish is delicious.
to chill → We chilled the water. Would you like your water chilled?
to fry → Mr. Sanders fried a lot of chicken. The fried chicken is greasy.

Page 64
Seconde Teacher‟s guide

 Practice: Look for several examples of adjectives of this kind in the chart below. Create
sentences based on the cues. See the examples that follow:

…food… …fried.
…meat… …baked.
…zebu… …boiled.
…pork… …grilled.
…chicken… …sautéed.
…duck… …smoked.
I (don‟t) like …turkey… …steamed.
my… …fish… …ground.
…tilapia… …overcooked.
…shrimp… …undercooked
…crab… .
…vegetables …burned.
… …raw.
…manioc… …dry.
…etc… …soggy.
…etc.
Examples:
I like my fish steamed. I like my chicken fried
I don‟t like my fish raw. I don‟t like my vegetables boiled.

1. 4.

2. 5.

3. 6.

 Practice: As the teacher shows you a card with a food item written on it, state how you
like it prepared.
Examples: fish → I like my fish steamed.
vegetables → I like my vegetables crunchy.
Pork → I like my pork sautéed.

Page 65
Seconde Teacher‟s guide

 Practice: Using the cues below, write sentences stating how you like and/or don’t like
certain food items. See the examples that follow:

…with rice
…with mashed
potatoes
…food… …with fried potatoes.
…meat… …with boiled potatoes
…zebu… …with steamed
…pork… vegetables.
…chicken… …with butter.
…duck… …with salt.
I (don‟t) like …turkey… …with pepper.
my… …fish… …with bread
…tilapia… …in a vanilla sauce.
…shrimp… …in a coconut sauce.
…crab… …in a curry sauce.
…vegetables …cold
… …sweet.
…manioc… …sour
…etc… …soft.
…hard.
…crunchy
…chewy.
…sticky
…etc.

 Practice: Create sentences based on the cues above.


Examples:
I like my fish with rice.
I like my crab in a coconut sauce.
I don‟t like my food with bread.

Page 66
Seconde Teacher‟s guide

 Practice: Look at the description for a hamburger below. Use this as a guide to complete
description charts of typical Malagasy dishes.

Template for describing a dish


Hamburger

What is it made of?


Ground beef shaped into patties
How is it cooked?
Grilled or fried
What else goes with it?
Two slices of bread
Mustard
Ketchup
Pickles
Lettuce
Tomatoes
Description:
It is grilled or fried ground beef
shaped into a patty and served
between two slices of bread.
Typically, one adds mustard and/or
ketchup, etc. It is juicy and delicious.

Description Chart
Ravitoto Kitoza Romazava
What is it made of? What is it made of? What is it made of?

How is it cooked? How is it cooked? How is it cooked?

What else goes with it? What else goes with it? What else goes with it?

Description:
Description: Description:

(Other possible food items: varyamin‟anana, ron‟akoho)


(Other descriptive words for food: stew, pieces of meat, a mixture of…)

Page 67
Seconde Teacher‟s guide

 Practice dialogue: Write a conversation in which a visitor asks about a local Malagasy
dish. They perform it in front of the class or in front of other groups.

Example:
Visitor: What is Romazava?
Local: Romazava? It is a ….. Do you want to try it?
Visitor: It sounds delicious.

 Alternative Practice: Students look at the chart with sensory verbs/adjectives and select
those that describe their favorite Malagasy dishes. They write sentences such as:
Ravitoto looks strange. It smells good. It tastes a little sour. Etc.

 Grammar Point 2: Using “May/Can I…?”, “Could I…?”, “Would you like…?”, “I
would like…” and “I will have…” for taking orders and ordering at a restaurant.
Examples:

Waiter/Waitress Customer
-May/Can I take your order? -Could I have the smoked salmon,
please?
-May/Can I get you something to drink? -I would (I‟d) like mashed potatoes on the
side.
-Would you like a side dish with that? -I will (I‟ll) have the lemon ice cream,
please.
 Practice: As the teacher dictates a restaurant order, the students write down the details in
the chart below.
Example:
“To start with, I‟d like a glass of red wine. For an appetizer, I‟ll have the fried shrimp. For the main
course, could I have the grilled tilapia with rice on the side? And for dessert, I‟d like vanilla ice
cream.”

Beverage:______________________
Appetizer:______________________
Main course:____________________
Side dish:______________________
Dessert:________________________

Now students write down what they would like to order at any particular restaurant. They then read it
out loud to a classmate or group mates. The listeners in turn write down the details.
-To start with, I‟d like _______.
-For an appetizer, I‟ll have ______..
-For the main course, could I have _____?
-I‟d like _____ on the side.
-And for dessert, I‟d like ____.

Page 68
Seconde Teacher‟s guide

Sample dialogue of ordering and taking orders at a restaurant:


Part 1
Waiter/Waitress: Welcome to Chez Antoine. Can I get you something to drink?
Customer #1: Yes. I‟d like a small bottle of water.
Waiter/Waitress: Would you like it chilled?
Customer #1: No thanks.
Waiter/Waitress: And for you?
Customer #2: I will have a glass of orange juice.
Waiter/Waitress: Here are your menus. I will be right back with your drinks.

Part 2
Waiter/Waitress: Are you ready to order?
Customer #1: I‟d like the roasted chicken with vanilla sauce.
Customer #2: And I‟ll have the grilled tilapia.
Waiter/Waitress: What would you like for a side dish?
Customer #1: For me, the mashed potatoes.
Customer #2: And I would like rice with my entrée.
Waiter/Waitress: Great! The chicken with vanilla sauce and mashed potatoes on the side
for you and the grilled Tilapia with rice for you.

Part 3
Customer #1: This chicken is dry. Luckily, the vanilla sauce is very good. It helps
me swallow (avaler) the chicken. Your meal looks really good. How is it?
Customer #2: Delicious! The fish is grilled to perfection.
Customer #1: Lucky you.
Customer #2 I am sorry you don‟t care for yours very much.
Customer #1; Maybe dessert will be better.

Part 4
Waiter/Waitress: Would you care for dessert?
Customer #1: Yes. I‟d like…
Customer #2: None for me, thanks.

Part 5
Customer #1: May I have the bill please?
Waiter/Waitress: Yes, of course.

Page 69
Seconde Teacher‟s guide

 Practice: In small groups, students use the model menu below to create one of their own.
Then groups practice taking orders and ordering from each other’s menus.
A Menu Template
JO JOs Restaurant

Appetizers
Tomato Salad------------------ 3,000 Ariary
Item 2 + price
Item 3 + price

Main Dishes
Fired Chicken-------------------7,500 Ariary
Item 2 + price
Item 3 + price
Item 4 + price

Side dishes
Mashed Potatoes-------------3,000 Ariary
Item 2 + price
Item 3 + price
Item 4 + price

Dessert
Ice Cream----------------------3,0000 Ariary
Item 2 + price
Item 3 + price

Beverages
Coffee--------------------------3,000 Ariary
Item 2 + price
Item 3 + price
Item 4 + price

 Grammar: part 3: Count and noncount nouns


Some nouns can be counted and other nouns cannot be counted. Examples:
- Count nouns: potato, tomato, cucumber, carrot, mango, pineapple, etc.
- Non count nouns: seafood, garlic, salt, pepper, milk, water, coffee, tea, cream, etc

Page 70
Seconde Teacher‟s guide

Expressions of quantity with count/noncount nouns:


Count both noncount
one some a little
two no a lot of
a few a lot of (too) much
several any
many

Count Nouns Noncount Nouns


-There were two tomatoes in my salad -Ugh! I ate too muchseafood.
-I ate a few bananas yesterday. -Wow! You use a lot of salt on your food.
-My dad bought several mangoes - How much sugar do you put in your coffee?*
-There were many vegetables on the table -She drinks very little milk.
-Would you like some oranges? -We don‟t have any ice cream.
-We don‟t have any eggs -I have no money.

Page 71
Seconde Teacher‟s guide

Unit 9: THE JOB THAT‟S RIGHT FOR YOU (Two weeks)


Teacher reads or alternatively uses pre-recording available on accompanying listening CD

Practice dialogue 1:
A: What do you do for a living?
B: I am a teacher.
A: Oh really? What do you teach?
B: I teach English and French at a local private high school. I like the work but the hours are long.
What do you do?
A: I work as a nurse at a clinic for pregnant women. I get a lot of respect, but the wages are very
low.
B: I understand. That‟s true for teachers too.

Practice dialogue 2:
A: What‟s your occupation?
B: I am currently working as a driver for the Ministry of Education.
A: Why are you applying for a job at our company?
B: I want to earn a good salary and have flexible hours.

Practice dialogue 3:
A: Where do you work?
B: Oh, I‟m not working at the moment. I finished my last job a month ago and I am now taking a
break.
A: I am also between jobs but I am looking for work. In fact, tomorrow I have an interview for a
position as a waiter at the Baobab Café and Grill. I really hope I get the job.
B: Good luck!
A: Thank you.

 Grammar Point 1: Prepositions related to jobs “in”, “at”, “on”, “inside” and “outside”
A chef works in a kitchen.
A housekeeper works in the house.
A secretary works in an office.

Sam works in a hospital. -He works at Tana Memorial Hospital.


Marc teaches in a primary school. -He works at Capital City Primary School.
Fitia works in a restaurant. -She works at Jo Jo‟s Restaurant.
A farmer works on a farm
A flight attendant works on a plane.
Captain Jones works on a ship.
William prefers working inside an office. -Aly prefers working outside in the fresh air.

Page 72
Seconde Teacher‟s guide

 Grammar Point 2: Possessive nouns


Formation 1: Singular: noun + apostrophe („) + -s
-the student‟s book
-the girl‟s name
-the teacher‟s students
Formation 2: Plural : noun + -s + apostrophe („)
-the students‟ books
-the girls‟ names
-the teachers‟ students

*Exceptions: With irregular plurals such as child → children, man → men, woman → women,
the possessive is formed in the following way: the children‟s books, the men‟s names, the women‟s
children

 Practice: Students create sentences based on the following cues.


JOB ADJECTIVE REASON
A farmer‟s job …dangerous…
is… …interesting…
A pilot‟s job …exciting…
is… …boring… …because…
A teacher‟s job …fun…
is… …easy…
A doctor‟s job …hard…
is… …etc…
Etc….

Examples:
4. A farmer‟s job is great because she works outside in the fresh air.
5. A teacher‟s job is hard because he works long hours.
6. A doctor‟s job is good because she earns a lot of money.

 Grammar Point 3: Expressing abilities with “can”, “to be able to…”, “to know how
to…”, „to be good at…”

1. Use “can” + the base form of a verb” to express abilities in both the present and the future
Affirmative Negative
I can sing. I can‟t/cannot sing.
She can dance. She can‟t/cannot dance.
You can go to work tomorrow. You can‟t/cannot go to work tomorrow.

Page 73
Seconde Teacher‟s guide

2. Use “to be able to + the base form of a verb” to express abilities.


Affirmative Negative
Aly is able to speak three languages I am not able to speak Chinese
They‟re/are able to drive a truck. They aren‟t/are not able to fly a plane
We‟re/are able to begin work We aren‟t/are not able to begin tomorrow.
tomorrow.

Use “to know how to + base form of verb” to express abilities.

Affirmative Negative
Lanja knows how to use Facebook. Tina doesn‟t/does not know how to.
They know how to teach English.
We know how to play rugby. We don‟t/do not know how to swim

Use “to be good at + a gerund” to express a skill one has.

Affirmative Negative
I‟m good at reading in French I‟m not good at writing in French.
Sahondra is good at sewing. Manjatiana isn‟t/is not good at organizing
things.
The girls are good at using technology. The boys aren‟t/are not good at fixing things.

Vocabulary:
Some nouns are formed by two separate nouns. These are called compound nouns.
-Sales representative -Flight attendant -Brick layer -Housekeeper
-Police officer -Security guard -Bus driver -Computer programmer
Some adjectives are formed by combining two words. These are called compound adjectives.
-hardworking -detail-oriented -self-confident-cool-headed
-broad-minded -open-minded -open-hearted -goal-oriented

Important in a job:
More examples:
____good benefits ____professional development
____friendly co- workers ____easy work
____flexible hours ____fun
____a chance for promotion
____a short commute
____exciting

Page 74
Seconde Teacher‟s guide

 Alternative Practice:
Mingle: 1. Pin the name of a job on the back of each student without them knowing
what the job is. Large classes can be divided into several “mingling” groups 2.
Students mingle with group mates and ask yes/no questions in order to guess the name
of the job pinned on their backs. Example: Am I good at fixing things? Do I know
how to type? Can I use a computer? Am I a secretary? Etc.

Students complete sentences based on the following cues:


JOB (Subject) Verb OBJECT
to prepare
to clean
A farmer to help people
A nurse to teach students
A teacher to write children
A driver to drive food
A carpenter to raise a house
A housekeeper to serve books/articles, etc.
A pilot to look after animals/crops, etc.
A flight attendant to take care of patients
A vendor to build fruits/vegetables
A police officer to create Etc.
Etc. to organize
to love
to sell
Etc.
Examples:
1. A farmer looks after animals.
2. A driver drives a car.
3. A carpenter builds chairs, tables and houses.
4. A flight attendant takes care of passengers on a plane on a plane.

Page 75
Seconde Teacher‟s guide

Unit 10: TALKING ON THE PHONE (Two weeks)


Student reads, or alternatively teacher can use recording of transcript available on
accompanying listening CD.

Practice dialogues
(RING, RING)
Recipient: Hello.
Caller: Hello. This is your mother.
Recipient: Hi, Mom.
Caller: Before you come home, pick up some milk and eggs at the store. We need
some for dinner.
Recipient: Ok.

(RING, RING)
Recipient: Hello.
Caller: May I speak to Marie, please?
Recipient: (May I ask) who‟s calling?
Caller: This is Daniel, Marie‟s classmate.
Recipient: One moment please…. She can‟t come to the phone right now. Can I take a
message?
Caller: I just wanted to ask if she would like to meet me and some friends at the park
later today.
Recipient: I‟ll let her know.
Caller: Thank you.
Recipient: Bye.

(RING, RING)
Voice mail: Please leave your name and a message at the beep. I‟ll get back to you as soon
as I can.
Caller: Hi this is Michel. I am calling to ask if you would like to join me for lunch
tomorrow. Call me.

(RING, RING)
Recipient: Hello.
Caller: Hi. Is Louise there?
Recipient: Who?
Caller: Louise Duvalier?
Recipient: I‟m afraid you have the wrong number.
Caller: Oh! I‟m sorry.

Page 76
Seconde Teacher‟s guide

 Grammar Point 1: Reported speech with commands


Personal pronoun note: “they” can be used in place of he or she.
Commands: Reported Speech:
-Meet me at school tomorrow at 11:00. -She/He/They said to meet (you) at
school tomorrow at 11:00.

-Pick up (Buy) some bread and butter at the store. -She/He/They said to pick up some
bread and butter at the store.

-Don‟t forget to bring your money. -She/He/They said not to forget to bring
your money.

 Grammar Point 2: Reported speech with questions.

Questions: Reported Speech:


-Can you drop by (come to) the house later? -She/He/They asked if you could/can
stop by the house later.
-Will you buy some bananas? -She/He/They asked if you would/will
buy some bananas.

 Grammar Point 3: Reported speech with affirmative and negative statements

Statement Reported Speech:


I don‟t have a drive to school today She/He/They said (that) he didn‟t have a drive
to school today.
I will meet you at the bus stop He/She/They said (that) he/she/they would meet
you at the bus stop.

Subject/object pronouns
Subject object
I me
you you
he him
she her
it it
we us
you you
they them
“I am just calling to say I love you, so much!” He said that he was calling me to tell me that
he loved me.
Or -He called to tell me that he loves me.

Page 77
Seconde Teacher‟s guide

Possessive subject/object pronouns


Adjectives Pronouns
my mine
your yours
his his
her hers
its its
our ours
your yours
their theirs

 Practice: Convert the following commands and questions into reported speech
1. Can you help me? → She/He/They asked if you could help him/her.
2. Bring your umbrella. → She/HeThey said to bring your umbrella.
3. Call me.
4. Can we meet for dinner?
5. Drop by when you have a chance.
6. Will you pick me up in the morning?
7. Call your mother.
8. Don‟t worry about it.

One sided dialogue:


Setting a date
A: I‟m calling to ask if we can meet for dinner Friday night.
B: ______________________________
A: How about Saturday then?
B: _____________________________
A: Can I pick you up at 6:00?
B: _____________________________
A: Great! I look forward to seeing you then.
B; ______________________________
A: Goodbye
Apologizing for something
A: Hello!
B; _____________________________
A: Oh! It‟s you. I am mad at you.
B: _____________________________
A: You never came to pick me up. I was waiting for an hour in the rain. You
didn‟t even call me.
B: ____________________________
A: Ok. I understand now.
B: __________________________
A: Just, don‟t let it happen again!

Cultural Note:
Normally in North American when we give a number over the phone we usually state each
number individually.
For example: 034 19 562 78 is communicated like this:
“zero three four one nine five six two seven eight”
Page 78
Seconde Teacher‟s guide

APPENDIX A: Irregular Verbs Introduced in Seconde


Simple Present Simple Past Past Participle
be was/were been
begin began begun
blow blew blown
break broke broken
bring brought brought
build built built
burn burned/burnt burned/burnt
buy bought bought
catch caught caught
come came come
cost cost cost
do did done
dream dreamed/dreamt dream/dreamt
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feel felt felt
fight fought fought
forget forgot forgotten
get got gotten (got in British English)
give gave given
go went gone
grind ground ground
have had had
hit hit hit
leave left left
lose lost lost
make made made
meet met met
put put put
read read read
rise rose risen
run ran run
say said said
sell sold sold
sing sang sung
sit sat sat
sleep slept slept
speak spoke spoken
spend spent spent
sweep swept swept
Page 79
Seconde Teacher‟s guide

swim swam swum


take took taken
teach taught taught
tell told told
think thought thought
throw threw thrown
wear wore worn
write wrote written

Page 80
Seconde Teacher‟s guide

Appendix B: GAMES
Unit 6: Simple past scrambled letters
1. Find the past simple form of the following verbs using vertical, horizontal, and diagonal
lines. You will get a hidden word at the end.
Infinitives:
fly draw forget
cut try know
understand run say
write meet can
order drive become
arise see read
obey hide put
eat beget win
feed make ride

Hidden word: A synonym of very good (Answer: EXCELLENT)


O R D E R E D R E W
B F L E W W A S E F
E O F X B E C A N E
Y R C E W T R I E D
E G G O R A N D T E
D O N L O E S O R N
T T U C T D D A E R
H P L L E O M A D E
I E U N D R O V E T
D O O T S R E D N U

Andry RAJAONARIVELO

Page 81
Seconde Teacher‟s guide

Page 82
Seconde Teacher‟s guide

Page 83
Seconde Teacher‟s guide

Page 84
Seconde Teacher‟s guide

Page 85