Apc 3eme 2108

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t’aider à apprendre quatre (4) compétences linguistiques de la langue anglaise à savoir :
1. Traiter des situations relatives à la communication orale (SPEAKING)
2. Traiter des situations relatives à la compréhension d’un texte écrit (WRITING)
3. Traiter des situations relatives à l’écoute (LISTENING)
4. Traiter des situations relatives à l’expression écrite (READING)
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En outre, « MY APC WORKBOOK » ne saurait ni remplacer ni se substituer aux documents
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Les auteurs
DATE: …………………………………………………………………………………………………………………..
Collège Boliadé Zoukougbeu, Conseil d’Enseignement Page 1
UNIT 1: LIFE AT SCHOOL
LESSON 1: MY LAST HOLIDAYS
SESSION 1
ACTIVITY 1: Read the passage blow and fill in the blanks with the words from the box.
good – grew – set a trap – was – holidays - helped
Last year, I went on ................................ in my village Gobedia. Once there, I greeted all my parents and
relatives because it .................................. a long time. I had a rest for one week, then
I ......................................my uncle on farms. We .................................. some cocoa plants. Sometimes with
my friends ................................... to catch animals. I really spent a ............................holiday.
ACTIVITY 2: Complete the following passage with the correct tense and form of each verb in brackets.
Last long holidays I (to make)...................................... a trip to my native village. When I arrived I (to
be)..........................warmly welcomed by my aunt. She (to do)..............................her best to help me enjoy
my holidays. She (not, to want).......................................to go to the farms because she was afraid a snake
could bite me or I could injure myself with a machete. But I (to insist).......................... to help her do the
housework. On the market day I (to accompany)......................................her to the market to help her sell
some vegetables she (to grow)...................................in her fields before. I (to enjoy).............................my
holidays with my aunt because she (to tell) me that she (not, to know)................................I was so
courageous.
ACTIVITY 3: At the meeting of your English club you are asked to talk about your last holidays. As you
remember your holidays, answer to your teacher’s questions through the dialogue.
Teacher: Hello, how are you?
You: …………………………………………………………………………………………………..…
Teacher: Where did you go for your holidays?
You: ……………………………………………………………………………………………………...
Teacher: what did you do during your holidays?
You:
……………………………………………………………………………………………………………...............
...................................................................................................................................................
Teacher: Did you do farm work?
You: ……………………………………………………………………………………………………..
Teacher: Did you enjoy your holidays?
You: ……………………………………………………………………………………………………..

DATE: ..............................................................................................................................................................
SESSION 2
ACTIVITY 1: Read the text quickly and choose the best option that best completes the statement.
The text is about..............................................................................................................................................
a- Affoua’s life
b- Janet’s holidays
c- Affoua’s holidays in her village
Affoua spent most of her holidays in her village. She went to the rice field with her aunt and her cousin
Janet five days a week. They left the village early in the morning because the fields were very far and they
had to walk for about thirty minutes. It was tiring but she liked it. On the way, she saw beautiful flowers, and
heard the chirping of the birds in the trees, and she liked the fresh morning dew and her leg.
The other two days she helped her aunt in the kitchen in the morning and played with her friends all
afternoon. Then she paid visits to some relatives in the evening.
She enjoyed herself a lot because she had time to do everything she wanted. There were some other
grammar school pupils in the village, with whom she could discuss school matters for hours and hours.
Adapted from English For Succcess 4è, page 44
ACTIVITY 2: Read the text again and match the words in column A with their meanings or synonyms in
column B. Work with your neighbour. Write your answers in column C as in the example.
Column á Column B Column C

1- Holidays a- making feel tired 1-
2- fields b- singing 2-
3- tiring c- water on the grass 3-
4- chirping d- secondary school 4-
5- dew e- members of your family 5-
6- relatives f- period of time you don’t go to school 6-
7- grammar school g- farms, plantations 7–d
ACTIVITY 3: Read the text again and say if the statements below are true (T) or false (F). Justify your
choice by giving the line(s). N° 1 is an example.
1- Affoua spent her holidays in her village. T (line 1)

2- She went to the rice field three days a week........................................................................
3- Affoua went to the field with her father.................................................................................
4- The rice fields were very far from the village.......................................................................
5- They had to walk for half an hour.........................................................................................
6- She was the only student in the village................................................................................

ACTIVITY 4: Communicative situation
Read the situation below, then do it in groups of four students and appoint a member to read it before the
class. (Not more than 10 lines)
You are back from your last holidays, and at the first meeting of your English Club you are asked to talk
about your holidays activities. In the following lines say:
- where you spent your holidays

- what you did
- people you were with
- your impression
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Date: ...............................................................................................................................................................
LESSON 2: SCHOOL MEMORIES
SESSION 1
ACTIVITY 1: Match the sentences with the pictures below.
A- The bad boys in our school used to make us bring them baskets of fruit.
B- They used to make us sweep the school yard for them.
C- They use to take our money.
D- If we did not obey them, they used to beat us with sticks.
Picture 1 Picture 2 Picture 3 Picture 4
ACTIVITY 2: Complete the sentences with the words from the list: lazy – avows – cruel – bully – cheat –
steal.
1- When Djotto was a little boy he used to.......................................bits of meal from his mother’s soup.
2- Big boys at school had bad habits: they used to.........................................the little boys and girls to
make them obey.
3- Anoh was at....................................student, he always found an excuse not to do his homework.
4- Our schoolmaster used to tell us not to be..........................................to the other people and other
creatures to receive benedictions from God.
5- Bad students often.........................................because they don’t learn their lessons.
6- Bahi..........................................that he used to kill innocent animals, he says that he didn’t know it
was very bad.

Date: .................................................................................................................................................................
SESSION 2
ACTIVITY 1: Observe the dialogue and practice it with your partner. The expressions in the box may help
you.
Clean the school yard – steal pens – urinate in class – sweep the class – fight with
girls – climb trees – steal teacher’s chalk – come late at school – play hopscotch
A: what did you use to do at primary school?
B: at primary school, I used to clean the school yard.
A: ................................................................................................................................................................
B: ................................................................................................................................................................
A: ................................................................................................................................................................
B: ................................................................................................................................................................
A: ...............................................................................................................................................................
B: ...............................................................................................................................................................
A: ...............................................................................................................................................................
B: ...............................................................................................................................................................
ACTIVITY 2: Use the expressions in the box (activity 1) and build sentences with “no longer; any longer”
– “no more; any more”. Do it like in the model.
A: Do you still clean the school yard?
B: No, I no longer clean the school yard. I do not clean the school yard anymore.
A: .................................................................................................................................................................
B: .................................................................................................................................................................
A: .................................................................................................................................................................
B: .................................................................................................................................................................
A: .................................................................................................................................................................
B: .................................................................................................................................................................
A: .................................................................................................................................................................
B: .................................................................................................................................................................
HOMEWORK
List three things you used to at primary school and three things you do not do anymore.
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Date: ................................................................................................................................................................
LESSON 3: WORK AT SCHOOL
SESSION 1
ACTIVITY 1: Discuss with your partner and match the words in column A with their definitions in column B
as in the example.
Column á Column B Answers

1- Get a- objective 1-d
2- hardworking b- do what you didn’t 2-
3- aim c- marks 3-
4- take d- obtain, to have 4-
5- pass e- ameliorate 5-
6- fail f- have a bad result 6-
7- catch up g- be a candidate at 7-
8- improve h- courageous 8-
9- grades i- succeed or have a good result in a test 9-
ACTIVITY 2: Read the passage below and fill in the blanks with the right word from the box.
Hardworking – improve – get – grades – fail – take – catch up – pass - aim
Last year Sery’s school results were rather bad. He didn’t (1)............................good results in most of the
subjects. This year, he wants to (2).....................................on what he has not learnt. He wants to work
harder so as to (3)........................................his performance and have better (4).................................... He
is going to (5)................................the BEPC exam again. His (6) aim is to (7).............................it this year.
He does not want to (8)...........................this time. He says to himself: “if I want to succeed, I must be a
(9).................................................student.
ACTIVITY 3: Write the verbs in brackets in the correct tense and form.
1- If you worked hard, you (to pass) your exam…………………………………………………………..

2- If he (to be) attentive, he will be good at English……………………………………………………….
3- She will fail if she (not, to work) hard at school…………………………………………………………
4- You would be hardworking, if you (to want) good marks………………………………………………
5- The teacher will punish the students if they (to be) talkative…………………………………………
6- If you were industrious, you (to have) a promising future……………………………………………..
7- You will get a zero if the teacher (to catch) you cheating…………………………………………….

DATE: ………………………………………………………………………………………………………………...
SESSION 2
ACTIVITY 1: Read the text and point out its main idea.
……………………………………………………………………………………………………………………………..
BintaTouré, a former secondary school student, remembers her last prize-giving ceremony.
It was a fine day June and as usual, the two secondary schools in the town organized a prizewinning
ceremony. That year, I was again, among the best students. I was going to receive the first prize for
excellence, the first prizes for English and French, and the second prizes for History and Geography. Early
in the morning, a large number of people. Parents, relatives, friends, prizewinners, started to arrive at the
town’s cultural centre. The ceremony was going to start at 9 o’clock, but by half past 8, the big hall was
already full.
It was a colorful crowd and I could hear some people talking in loud voices, some laughing, others
whispering. They were all waiting for the beginning of the ceremony.
At 9 o’clock the Mayor arrived. When all the officials were on the stage, everybody stood up and
sang the national anthem. One of the two principals gave a short welcoming speech. Then a teacher gave a
talk on’’ the importance of prize-giving in schools’’. After that, the prize-giving ceremony itself started.
One by one the principal called out the names of the prizewinners and they went up to stage. So
good students, like me went up several times. Each time we shook the hand of a different official, which
was quite exciting.
I felt great joy and very proud and I could see my parents’ happy face in the audience. Afterwards
there was a party. Because it was my last prize-giving ceremony at school, it is still one of my best school
memories.
Extracted from Go For English, 4e, p 23.
ACTIVITY 2: Read the text again and find the words whose meanings are given below. N°1 is an example.
1- Ancient ,old (line1): former
2- A ceremony where best students receive presents (line 1): …………………………………………
3- Opposite of late (line 5): ………………………………………………………………………………….
4- Mass of people, many people (line 8): ………………………………………………………………….
5- Speaking in a low voice, murmuring (line 9): …………………………………………………………..
6- Important people at a ceremony, VIPs (line 10): ……………………………………………………….
7- National song of praise (line 11): ………………………………………………………………………..
8- A written note read at a ceremony (line 11): ……………………………………………………………
9- A group of people who gather to listen something (line 16): ………………………………………….
ACTIVITY 3: Read the text of again and answer the following questions.
1- What kind of student was Binta?
……………………………………………………………………………………………………………………
2- What made the ceremony so important to Binta?
……………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………….
3- Why does Binta still remember this ceremony?
……………………………………………………………………………………………………………………
4- Were her parents happy?

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ACTIVITY 4 (homework)
One day your friend invited you to attend a prize-giving ceremony in his school. Write a paragraph to
describe this prize-giving ceremony.
Use the following questions to guide you about the points you should talk. (Not more than 10 lines)
 When did the ceremony take place?

 Where?
 Who attended it?
 What were the prizes?
 What time did you arrive?
 Who were receiving prizes?
 How did the prizewinners and people feel?
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Date: ………………………………………………………………………….................................................
UNIT 2: WOMEN AT WORK
LESSON 1: RURAL WOMEN
ACTIVITY 1: Match each word in column A to its meaning or definition in column B.

Column A Column B Column c
1- take care a- go and take 1–
2- bring up b- respect 2–
3- obey c- field 3–
4- chores d- hardworking 4–
5- courageous e- prepare food 5–
6- fetch f- educate 6–
7- farm g- home activities 7–
8- cook h- mistress of a family 8–
9- housewife i- look after 9–
ACTIVITY 2: Read the sentences below and complete them with the right word from the box.
bring up – fetch – courageous – firewood – housewives – carry – farms – take
1- In villages people do not have running water from the tap so they ............................... water from
rivers.
2- Rural women live in rural areas. They are................................................
3- All days rural women go on..........................................and after work they cut..................................to
mate fire for cooking.
4- Women in villages are able to................................... their children and also .................................... to
their whole families.
5- Rural women are very .....................................and they used to .....................................loads on their
heads from farms to their home places.
ACTIVITY 3: Read the sentences and fill the gaps with “can (to be able to)” or “can’t (not to be able to)”
1- Modern women or city women ............................ work on farms.

2- Rural women ......................... do many things, sorts of jobs that demand intelligence and creativity.
3- A woman ......................do any jobs as a man.
4- Rural women are very strong, they ........................walk long distances to work on farms all the days.
5- A rural woman ...........................work as an engineer.
6- .....................a city women carry heavy loads? No, they.............................

Date: ………………………………………………………………………….................................................
LESSON 2: WOMEN’S RIGHTS
ACTIVITY 1: As you read the following expressions, decide if they express a right or a duty. Follow the
example.
A woman has the right or duty:
1- To be educated…………………………………………
2- To look after her family………………………………..
3- To bring up her children………………………………….
4- To be protected against violence……………………………
5- To obey her husband……………………………………….
6- To be loved…………………………………………………..
7- To do home activities………………………………………
8- To be emancipated……………………………………….
9- To express her opinion…………………………………..
10- To be free……………………………………………….
ACTIVITY 2: Through the dioalogue Abiba, a young girl and Gondo, a young boy are discussing about
women’s rights and duties. As you read the dialogue complete the missing parts of their conversations with
the words from the box.
duties – taking care of – opinion – a matter – disagree – rights - stronger
ABIBA: Now, we have the same..................................................like you.
GONDO: What! We are still..........................................than you.
ABIBA: I am very sorry, it’s a ……………………………….of rights.
GONDO: Which rights are you talking about?
ABIBA: You see, we have the right to go to school and do whatever men do.
GONDO: I ………………………….with you because we are the chief of the family.
ABIBA: In my ………………………….., we are ………………………..according to the new law.
GONDO: Ok, you must also have more ……………………such as ……………………………..the house and
paying children’s school fees.
ABIBA: Well, we are able to do it.

ACTIVITY 3: Use the correct form of the adjectives and built correct sentences using comparison like in the
example.
1- Abiba is clever. Gondo is clever too. (equality)

Abiba is as clever as Gondo.
2- African women are (beautiful) Indian women. (superiority)
…………………………………………………………………………………………………………………….
3- Ivorian women are (black) Senegales women. (inferiority)
…………………………………………………………………………………………………………………….
4- Baoule girls are (hardworking) Niamboua girls. (superiority)
…………………………………………………………………………………………………………………..
5- Muriel Ahouré and Marie Josée Talou are (good) runner of Cote d’Ivoire. (superlative)
……………………………………………………………………………………………………………………
6- Men are ambitious. Women also are ambitious. (equality)
…………………………………………………………………………………………………………………..
7- Girls are (patient) boys. (superiority)
…………………………………………………………………………………………………………………..
8- Boys are intelligent. Girls are also intelligent. (equality)
………………………………………………………………………………………………………………….

Date: ………………………………………………………………………….................................................
LESSON 3: GIRLS AT SCHOOL
ACTIVITY 1: Use the words in the box to complete the passage. Example: 1 – compulsory
compulsory – succeed – school – learn the alphabet – pregnancies – to write – challenge
In my opinion, there must be (1)………………………… schooling for the young girl. Generally speaking,
everybody has the right to (2)………………………, because it is at school that people (3)
…………………………………..and master how (4)………………………., read and calculate. A young girl
faces a (5)………………………and shows her parents that she can (6)………………………………at
school like her brothers above all avoid (7)………………………………….
ACTIVITY 2: Study the example of the way people express their opinion, then use the sentences in each
list to build a dialogue expressing opinions.
1- Boys are more intelligent than girls. / Girls also are intelligent as boys.
A: From my point of view boys are more intelligent than girls.
B: I don’t agree with you. In my opinion girls are intelligent as boys.
2- Girls don’t work as hard as boys. / Girls work as hard as boys.
A: ……………………………………………………………………………………………………………….
B: ………………………………………………………………………………………………………………..
3- Girls’ place is in the kitchen. / Girls’ place is at school.
A: ………………………………………………………………………………………………………………
B: ………………………………………………………………………………………………………………
4- Boys are more ambitious than girls. / Girls are as ambitious as boys.
A: …………………………………………………………………………………………………………………
B: ………………………………………………………………………………………………………………..
5- Boys take their studies more seriously. / Girls take their studies as seriously as boys.
A: ………………………………………………………………………………………………………………
B: ………………………………………………………………………………………………………………
ACTIVITY 3: communicative situation
Up to now, some parents refuse to send their daughters to school. What do you think of this attitude?
In groups of four students, discuss and express your opinions about this fact, and report your view point to
the class.
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Date: ……………………………………………………………………………………………………………………
UNIT 3: TRAVELLING
LESSON 1: MEANS OF TRANSPORT
ACTIVITY 1
A- Observe the pictures and name them.
B- Now rank them in the right column according the way they use.
Air Railway Sea, Water Road

ACTIVITY 2: Complete the following paragraph with the words or expression from the box below. Do it
alone then compare your work with your neighbor. N°1 is an example
Comfortable – on foot – old days – today – travel – horses – motorbikes – boats – prefer – means of transport
In the (1) old days, it was very difficult to (2)……………………. In fact, (3)………………………………..were
very rare. Poor people covered many kilometers (4)…………………………..; but rich ones travelled on (5)
………………………………..and kings were transported in hammocks.
Fortunately, (6)……………………………, with the development of science, there are many means of
transport such as planes, trains, (7)………………………….and (8)……………………………. Many people in
people in Zoukougbeu (9)……………………………motorbikes to cars because they are cheaper. But, it is
more (10)………………………………to travel by plane than by train.
ACTIVITY 3: Complete each situation with: easier – faster and more comfortable – safer – prefer
travelling – would rather – prefer
1- A: I see that you always travel by plane, why?

B: I ………………………………by plane because it is…………………………………………….than
travelling by car.
2- A: I’m going to Burkina Faso. What about coming with me?
B: By plane or by train?
A: By plane.
B: I’m sorry, I can’t. I …………………………….travel by train because the train is ……………………
than the plane.
3- Most of the students …………………………walking to go to school.
4- Some people think that it is ………………….to ride a motorbike than a car.
ACTIVITY 4: Among the means of transport you know, tell the class the ones you prefer and why. Justify
your choice by using the expressions: “would rather” – “prefer” – “like” – or “dislike”
……………………………………………………………………………………………………………………………
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Date: …………………………………………………………………………………………………………………
UNIT 3: TRAVELLING
LESSON 2: AT THE AIRPORT
ACTIVITY 1: study carefully the following pictures which describe a flight. Then discuss with you partner
and match each of them to the right description.
a- The plane is moving to the runway.

b- The passengers are waiting in the airport.
c- The passengers are having a small meal.
d- The passengers are arriving at Roissy Airport, Paris. They re showing their tickets, and checking in
their luggage.
e- The stewards and stewardesses are showing the passengers to their seats.
f- The plane is landing at Houphouet-Boigny Airport.
g- The plane is taking off.
h- The passengers are eating breakfast.
i- The passengers are waiting in the airport lounge.
Picture 1 Picture 2 Picture 3 Picture 4 Picture 5 Picture 6 Picture 7 Picture 8 Picture 9
ACTIVITY 2: Read this paragraph and fill in the gaps with the words or expressions from the list:
stewardesses – plane – landed – comfortable – flight – took off - Airport
Mr Zanhonly is a rich man. Last year, he went to South Africa to attend the African Nations Cup. He has
travelled by (1)………………………. His travel lasted 3 hours. The plane (2)………………………in Abidjan
at 10 o’clock and (3)……………………….at the international (4) ………………………..of Johannesburg at
12 o’clock. During the flight, beautiful (5)……………………………..served him food and drinks. The (6)
……………………was very expensive, but Mr was Seka was very happy the travelling was (7)
……………………………

ACTIVITY 3: Use the following statements and expressions to express your preferences about means of
transport as in the example.
1- There are many sorts of vehicles in Ivory Coast, but I prefer travelling by train.
2- Sometimes I travel by train / travel by plane.
……………………………………………………………………………………………………………………
3- Sometimes I go to school by bus / go by bicycle.
…………………………………………………………………………………………………………………….
4- Being a steward is good / take courses to be a pilot.
…………………………………………………………………………………………………………………..
5- Being a pilot is good / be an air traffic controller.
…………………………………………………………………………………………………………………..
6- Being a soldier is my brother’s ambition / be a custom officer in an airport.
…………………………………………………………………………………………………………………..
Date: ……………………………………………………………………………………………………………………..
SESSION 2
ACTIVITY 1: Read this short passage and find word for these definitions.
Mr Koffi is a business man who lives in Abidjan. He has an office in Abidjan and an office in Bouaké.
Every week, from Monday to Friday he moves to the Airport where he has to wait for the morning plane in
the airport lounge. The flight between Abidjan and Bouaké takes 40 minutes. Early in the morning, his plane
takes off at 6 o’clock and lands at 6.40 am in Bouaké airport runway. Many pilots, stewards and
stewardesses like him and they always give him the same number of seat where he stays to enjoy his
travel.
Adapted from Go for English, workbook 5ème, page 46
1- A room where passengers wait for a plane (line 3)…………………………………………………………

2- At the airport, planes take off and land there (line 5)………………………………………………………
3- A person who is trained to fly a plane (line 5)……………………………………………………………….
4- A woman who gives passengers food and drink on a plane (line 6)………………………………………
5- A chair on a plane (line 6)……………………………………………………………………………………..
ACTIVITY 2: Read the text again and give short answers to these questions
1- Why does Mr. Koffi move from Abidjan to Bouaké every week?
…………………………………………………………………………………………………………………..
2- How did he move from Abidjan to Bouaké?
…………………………………………………………………………………………………………………..
3- Who take care of Mr. Koffi?
…………………………………………………………………………………………………………………..
4- What time did he move to the airport?
……………………………………………………………………………………………………………………

Date: ……………………………………………………………………………………………………………………..
UNIT 3: TRAVELLING
LESSON 3: TOURISM
ACTIVITY 1: Look at the pictures below, discuss with your partner and write their names them, then answer
to the questions below.
Eiffel Tower – Amazona Forest (bazin) – a beach – Creeper Bridge –
Statue of Liberty or Lady Liberty – Water Fall – Basilica Our Lady of Peace
1- What do they represent for their respective countries?

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2- What should you do if you want to discover these places?
……………………………………………………………………………………………………………………
ACTIVITY 2: Make appropriate suggestion for each situation below.
1- Bintou: I dislike travelling by train. Bahi: Why don’t you use plane?
2- John: I have no money to take a taxi. Peter: …………………………………………(move on foot)
3- Sonia: We are going to be late. Joe: …………………………………………….(take a taxi)
4- Ali: I don’t know what to do today David: ………………………………………(go to the beach)
5- Sery: I don’t want to visit the Creeper Bridge. Marie: ……………………………..(visit the Water Fall)

Date: …………………………………………………………………………………………………………………
SESSION 2
ACTIVITY 1: Read the text and find the words whose meanings are given in the table. The lines will help
you. N°1 is an example.
A hundred years ago, tourism hardly existed. Very few people travelled abroad. Now, thanks to the
twentieth century travel revolution, as well as longer holidays and bigger salaries, millions of people take at
least one foreign trip a year. Why shouldn’t they? After all, holidays are a wonderful chance to relax, have
fun and explore new places. Plus, of course, they create new jobs and vital income for countries all over the
world. Like many other beautiful countries, Côte d’Ivoire encourages foreigners to come and visit the
country.
Definitions or meanings Lines Words

1- Visit of marvellous and attractive places line 1 1 – tourism
2- In or another country line 1 2-
3- A journey, a voyage line 3 3-
4- Nice, excellent line 3 4-
5- Pleasure, enjoyment line 4 5-
6- Money receive by a person, a salary line 4 6-
7- A person from another country, a stranger line 5 7-
ACTIVITY 2: Read the text once more and answer these questions
1- What is the text about?

…………………………………………………………………………………………………………………….
2- Why did tourism exist hardly?
..............................................................................................................................................................
3- What made tourism easier in the twentieth century?
...............................................................................................................................................................
4- Why do people like going on holidays?
...............................................................................................................................................................
5- What are the benefits of tourism for countries?
...............................................................................................................................................................
HOMEWORK
Your Liberian pen friend wants to visit your country, Cote d’Ivoire. He writes you a letter in which he asks
you to describe the wonderful and attractive places so that he may enjoy his holidays. Write him back and
suggest him some tourist attractions and how he can reach to these places.
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
.
Date: ................................................................................................................................................................
UNIT 4: FASHION
LESSON 1: TRADITIONAL AND MODERN CLOTHES
ACTIVITY 1: Here is a list of clothes classify them in the right column.
bubu – jacket – wrapper – jeans – trousers – baggy – kita – tee-shirt – blouse – bazin - tights – pants –
dress – necklace – earrings – headscarf – sandals – trainers – sunglasses – hat – pearls – high heel shoes
– jacket – socks – tie – suit – long sleeves shirt.
Traditional clothes Modern clothes
ACTIVITY 2: this is a dialogue between you and you friend Kwasi about clothing. You are for modern
clothes, but your friend prefers traditional ones. Complete your parts of the dialogue.
Kwasi: Africans should wear traditional clothes.
You: ..................................................................................................................................................................
Kwasi: Because, for me, we must be proud of our tradition.
You: ..................................................................................................................................................................
Kwasi: fashionable clothes are expensive; we must go back to our tradition.
You: ..................................................................................................................................................................
Kwasi: we should not be ashamed to wear our traditional clothes.
You: .................................................................................................................................................................
Kwasi: yes, you are right; Africans should promote their clothes during fashion show
ACTIVITY 3: Use the following situations to give advice as in the example. You can use “should or should
not (shouldn’t)”
1- Wear uniform khaki / to go to school.

You should wear uniform khaki to go to school.
2- Young people / follow fashion blindly.
..............................................................................................................................................................
3- Girls / pay attention to the way they dress.
...............................................................................................................................................................
4- Young boys / wear earrings.
...............................................................................................................................................................
5- African people / adopt their traditional clothes.
...............................................................................................................................................................

Date: ................................................................................................................................................................
UNIT 4: FASHION
LESSON 2: FASHION SHOW
SESSION 1
ACTIVITY 1: discuss with your neighbour and complete the paragraph with the words from the box.
hairstyle – shy – naked – afro hairdo – boots – look like – in fashion
Mrs. Desmond is in (1).............................., she says, despite her 40 years, she is not (2).....................to
wear what she likes. She usually makes an (3).................................and wears (4)....................................
Her body is almost (5).................................. which makes her (6)....................................young people today.
People think her (7)....................................is not appropriate for a woman of her age. But she doesn’t care.
She lives her life.
ACTIVITY 2: Use the situations below to express purposes. An example has been done.
1- Some short girls wear high heel shoes / look tall.

Some short girls wear high heel shoes for looking tall.
Some short girls wear high heel shoes in order to look tall.
Some short girls wear high heel shoes so that they can look tall.
2- Rastafarians wear dreadlocks / be different.
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
3- Young people wear sunglasses / be attractive.
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
4- Female students cut their hair / concentrate on their studies.
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
5- Designers always create styles / launch a new fashion.
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................

Date: .................................................................................................................................................................
SESSION 2
ACTIVITY 1: Read the text very quickly and say what it is about.
..........................................................................................................................................................................
TEXT: Is fashion as silly as it looks?
One thing I do understand about fashion is that it’s expensive. If you’re fashionable woman, of
course, it costs you more and it’s harder work – hair or skirts have to be longer or shorter, for example, for
some reason men don’t have the problem of shorter trousers one year and longer ones the next.
But is fashion really silly as it seems? Cathy Elson is a fashion designer and illustrator who has
taught fashion design; I asked her what she thought. Cathy agrees that fashion makes us want things we
don’t need: “the fashion industry certainly encourages us to want more than we need, which is one aspect
of the industry that is very disturbing but this doesn’t mean that fashion is silly.
For a start, the fashion industry is one of the world’s biggest industries, providing work for millions of
people.” Cathy also believes that clothes help us to say what kind of people we are and they make the
world interesting. People enjoy this – and that’s a good thing.
The observer magazine (from something to read 2)
ACTIVITY 2: The words or expressions in the table are the synonyms of some words or expressions in the
text. As you read the text again find out these words and write them down like in the example. The lines
number may help you.
DEFINITIONS OR SYNONYMS LINES WORDS

1- The popular way of dressing line 1
2- To be in fashion line 1
3- Foolish, not sensible line 4
4- A drawer of style line 4
5- Worrying, or making anxious line 7
6- Giving, supplying line 8
7- Find pleasure in line 10
ACTIVITY 3: Read the text once more and say if the following sentences are true (T) or false (F). Then
justify your answers with the lines numbers from the text.
1- Fashion is cheaper than all............................................

2- Fashion takes more time...............................................
3- For Cathy, with fashion, we do what is necessary.....................................
4- Cathy thinks that fashion appears more troubling for youth......................................
5- Thanks to fashion products, people have many jobs................................................
6- For Cathy, fashion is our personal expression towards the world..............................
HOMEWORK
An old man says that nowadays, young people dress themselves into fashion which is very expensive. As a
youth, write a paragraph in which you give your point of view. (10 lines maximum)

Date: ................................................................................................................................................................
UNIT 4: FASHION
LESSON 3: COSMETICS
SESSION 1
ACTIVITY 1: Match the words in column A with their meaning in column B as in the example.
Column A Column B Answers

1- cosmetics a- dangerous 1–
2- bleach b- to make commercials in TV, radio, etc 2–
3- bleaching creams c- natural and chemical substances for the body 3–
4- complexions d- small round marks on the skin 4–
5- advertisements e- unpleasant to look at 5–
6- to advertise f- agreeable to see, good-looking 6–
7- comely g- skin lotions to lighten the body 7–
8- skin dots h- publicities to attract people 8–d
9- show off i- impress other people 9–
10- ugly j- whiten, lighten 10 –
11- harmful k- colours of the skin 11 -
ACTIVITY 2: Use the following expressions to express obligation or prohibition as in the example.
1- Keep our natural skin → you must keep our natural skin.
2- Bleach your skin →..............................................................................................................................
3- Pay attention to cosmetics products →...............................................................................................
4- Use bleaching creams →.....................................................................................................................
5- Avoid armful products →......................................................................................................................
Date: ...............................................................................................................................................................
SESSION 2
ACTIVITY 1: Read the text and choose the best option that summarizes the text. Circle the right letter
The text is about: ..........................................................................................................................................
a- Advertisement about cosmetics

b- African women beauty
c- Effects of cosmetics
d- Benefits of bleaching creams
Some people decide to change the colour of their skin because they just want to show off. Today, lots of
beautiful black ladies want to lighten the colour of their skin. And in the end they lose their beauty and look
so ugly! They decide to do so because everywhere they can see advertisements for cosmetics.
Sometimes you can’t even tell which tone their skins are. I always wonder why such beautiful authentic
black ladies decide to bleach. And bleaching cream is sometimes so expensive! That’s not counting the
blemishes they have everywhere, mainly on their faces. Most doctors say these cosmetics are really
harmful to the body.
ACTIVITY 2: As you read the text complete the table below with information taken from the text.
1 Reasons for changing the skin colour
2 Negative aspects of bleaching
3 Doctor’s opinion
ACTIVITY 3: Read the text again and give short answers to the following questions.
1- Why some persons choose to lighten their skin?

...............................................................................................................................................................
2- How do they look after?
...............................................................................................................................................................
3- Is bleaching cream cheaper?
..............................................................................................................................................................
4- Are cosmetics good for the body? Why?
..............................................................................................................................................................
ACTIVITY 4: Read the communicative situation below and do it.
Laura, your Liberian pen friend wrote to inform you about her decision to change the colour of her skin.
Write the reply of her letter, giving her our opinion and telling her the dangers she is exposed to.
The following ideas can help you
Skin dots – ugly – avoid bleaching cream – destroy the body – stay authentic – harmful – beautiful
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
Date: ................................................................................................................................................................
UNIT 5: CITY OR VILLAGE

LESSON 1: CITY LIFE
ACTIVITY 1: Listen to your teacher read a text and answer the question
What’s the text about?
..........................................................................................................................................................................
ACTIVITY 2: As you listen to the text again tick (𝑣) the right words you hear from the text. Do like in the
example.
Life 𝑣 all
Pupil prostitute
Thank end
they toxic
sities busy
there seems
mone mins
slams word
ACTIVITY 3: Listen to the text once more and say whether the following statements are true (T) or false (F)
1- Urban life is not easy..........................................

2- Youngsters think about harder life in the cities...............................................
3- People who have money live in slums............................................................
4- People in towns are exposed to various temptations......................................
5- People show sympathy and concern in cities................................................
6- It is easier to find a job in a city.....................................................................
ACTIVITY 4: Listen to the keywords your teacher is going to read and write them down in the right column
showing advantages or disadvantages of a city life.
ADVANTAGES DISADVANTAGES
ACTIVITY 5: Write the right tag for each sentence as in the example.
1- Life is expensive in a city, isn’t it?

2- Adjakwa has never visited a city,........................................................................................................
3- Young people leave villages for cities,................................................................................................
4- There are insecurity and pollution in cities,.........................................................................................
5- You pay for everything in towns,........................................................................................................
6- Finding jobs and accommodations are not easy in a city,..................................................................
7- Water comes from a tap,.....................................................................................................................
8- People do not show concern,..............................................................................................................
9- My uncle always lives in this city,.........................................................................................................
10- Affiba and Affoua prefer living in a city because of the darkness in villages,......................................
11- Djotto likes staying in his village because of insecurity in cities,........................................................
Date: ................................................................................................................................................................

LESSON 2: VILLAGE LIFE
ACTIVITY 1: Listen to the teacher read a text, and then say what it is about.
The text is about.............................................................................................................................................
ACTIVITY 2: Listen to the text again and underline the right word from the brackets as in the example.
In the (village – vintage), people get up (here in – early) at the second (cock road – cockcrow) to go to
the (feels – fields). Women (hurry – carry) their babies on their (backs – bags) and baskets and
(baselines – basins) on their (heads – hands) (bad – but) before, they have to go to the (hell – well) to
fetch (water waiter) for the family. When it is (late – last) in the afternoon men and (human – women) line
(up – at) to go back to the village. Women (style – still) have to (put – cook) for the families (while – why)
the men enjoy the games in the (shade – shame).
ACTIVITY 3: Now listen to the text again and find words or expressions that correspond to the definition
and complete the sentence below with your partner.
1- The sound made by a male chicken is a.............................................................................................

2- In the village people used to go to their plantations or......................................................................
3- The large recipients that women carry are called..............................................................................
4- To ........................................................water is to go and take water.
5- To form a queue is to..........................................................................................................................
6- We plant trees to be out of the sun, in the..........................................................................................
ACTIVITY 4: Write the passive form of the following sentences. You may start by the underlined words as
in the example.
1- In cities, traffic lights control the traffic.

The traffic is controlled by traffic lights.
2- In villages, the dust pollutes the air.
..............................................................................................................................................................
3- The government fought insecurity.
..............................................................................................................................................................
4- Women carry the babies on their head.
..............................................................................................................................................................
5- Men played games after work.
..............................................................................................................................................................
6- Rural women always fetch water for cooking.
...............................................................................................................................................................
7- Modern women did not grow crops
..............................................................................................................................................................
Date: ................................................................................................................................................................

LESSON 3: RURAL EXODUS
ACTIVITY 1: As you listen to your teacher say if the sentences are true (T) or false (F).
1 - ................... 2 - .................... 3 - ..................... 4 - ..................... 5 - ....................... 6 - ....................
7 - ...................... 8 - ....................... 9 - ...................... 10 - .................... 11 - ........................
ACTIVITY 2: Listen to the following text and say what it is about. Choose the best option.
a- Conflicts of generation
b- Rural exodus
c- Unemployment
ACTIVITY 3: Listen to the text again and complete it with the appropriate word you hear from the text.
Because of conflicts of generation and problems of jobs in the village, many young people decide to go into
the city in the hope to get a good.......................................and make lot of...................................... This
phenomenon is called.............................................................. Unfortunately, when they arrive in the city,
they are exposed to many................................................ for example: unemployment and homelessness.
As .............................................., they are obliged to steal and become...................................... or offenders.
Girls of sixteen...........................................themselves to survive. As a conclusion we can say that “All that
glitters is not gold”.
ACTIVITY 4: Below is what the teacher asked or told the students about city or village life and in class. In
order to tell your friend who was absent that day, rewrite the sentences beginning by the underlined
phrases. Number 1 has been done for you as example.
1- “Village life is different to city life”. He said
He said village life was different to city life.
2- “Some people prefer life in village”. He added
..............................................................................................................................................................
3- “In cities, many people lived in slums”. He said again
...............................................................................................................................................................
4- “Young people faced many problems in cities”. He told to the class
...............................................................................................................................................................
5- “But young people are leaving villages to cities”. He said again
..............................................................................................................................................................
6- “Wherever you live you have to work hard to earn a living”. He finally added
...............................................................................................................................................................
...............................................................................................................................................................
Date: ................................................................................................................................................................
UNIT 6: HUMAN RIGHTS

LESSON 1 & 2: MY RIGHTS AND DUTIES
ACTIVITY 1: Listen to the list of rights the teacher is going to read and write (R) for rights and (D) for duties
as in the example.
1–R 2 - .................... 3 - ..................... 4 - ..................... 5 - ....................... 6 - ....................
7 - ...................... 8 - ....................... 9 - ...................... 10 - .................... 11 - ........................
ACTIVITY 2: Listen to this speech read by your teacher and say what it is about. Chose the best option,
and then justify your answer with words or expressions from the text.
a- Equal protection
b- Ladies and gentlemen
c- Children’s rights and duties.
...........................................................................................................................................................................
...........................................................................................................................................................................
ACTIVITY 3: Use the words in the box to complete the following sentences. Compare your answers to your
partner’s.
up to me – equal – duty – love affair – responsibility – shelter – protection – just – discrimination - duties
1- As a father, it’s my.................................to pay for my children’s school fees.

2- Children have rights but they have ...................................too
3- It’s .............................to work hard at school.
4- Parents must provide...................................and food to their children.
5- Parents have the duty to assume their..................................................of educators.
6- We are all ............................, so we must have the same.........................................
7- A good father doesn’t make any .......................................between his children. He should be..........
8- If all the students want to succeed at school, the boys mustn’t have...............................with the girls.
ACTIVITY 4: Use the following expressions to express obligation. You can use: must – have to. You may
follow the example.
1- Children / go to school
Children have the right to go to school.
2- Teachers / help students in their studies
..............................................................................................................................................................
3- Governments / protect citizens.
...............................................................................................................................................................
4- Children / respect elders.
..............................................................................................................................................................
5- Youngsters / a say.
...............................................................................................................................................................
6- Parents / bring up their children very well.
...............................................................................................................................................................
Date: .................................................................................................................................................................
SESSION 2

TEXT: RIGHTS DON’T COME ALONE
When you get older, you will have the right to stay up late. But you may also have when
responsibility of looking after your younger brothers and sisters when your parents are out. They may
include sending them to bed at the right time!
The more rights we enjoy, the more responsibilities we have to accept, as well. Most children
develop a sense of their own rights, but it is sometimes harder for them to understand that other children
rights too. Mealtimes are a good illustration of this. Every child has a right to have enough to eat, but a
greedy older child may deprive a younger brother or sister of the food he or she needs.
Schoolchildren sometimes find the rules at school rather difficult, but most of these rules were made
so that school life is trouble-free and everybody has equal chance to work, to play, to make friends and to
be happy.
When someone becomes a teacher, he or she accepts lots of responsibilities for helping children.
But please, remember, teachers also have rights! rights and responsibilities go hand in hand.
Extracted from “Go for English” 4e, page 41
ACTIVITY 1: As you read the text again, choose the best option labelled (a – b – c) to complete the
sentences. Write your answers like this. Example: 1- a
1- When you get older you will have the right........................................................

a) not to sleep
b) to have a rest
c) to play
2- You have the responsibility of.......................... your younger brothers and sisters
a) beating up
b) insulting
c) taking care of
3- A greedy older child may ........a younger brother or sister of the food he or she needs.
a) give something back
b) take something away
c) leave something to
4- School life is............................................................................
a) with problems
b) anxious
c) safe, without worry
5- Everyone has equal .........................to work, to play, to make friends.
a) disadvantages
b) opportunity
c) difficulty
ACTIVITY 2: Read the text again and decide if the statements below are true (T) or false (F). Then justify
your answers with the lines from the text. Example: 1- F (L3)

1- As an older you should send your younger brothers and sisters to bed at a wrong time.
2- Few kids develop a judgment of their own rights.....................................................
3- Lunchtimes are right evidence.............................................................................
4- A gluttonous adult can’t take the food away from a younger boy or girl....................
5- Rights and duties work together..............................................................................
ACTIVITY 3: Read the communicative situation below and do it.
With all what we see through the world such as: children soldiers, children used as labour forces in
plantations, sex abuse, women ill-treatment etc... Can we say that Human rights and duties are respected?
Do parents and the governments do their real duties?
In the paragraph below give your opinions
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
Date: ................................................................................................................................................................

UNIT 6: HUMAN RIGHTS
LESSON 3: TOLERANCE
ACTIVITY 1: The following sentences are all about Nelson Mandela’s life. Listen to your teacher and write
the right number your teacher read them. An example has been done.
Mandela remained a symbol of resistance to apartheid.

Mandela directed a vote of defiance against the South African government.
Mandela joined the African National Congress.
Mandela became the first President of the new South Africa.
Mandela shared the Nobel Prize with De Klerk.
Mandela was sentenced to imprisonment life for his political activities.
Mandela was released from prison.
Mandela was born in the Transkei, South Africa.
The entire world united to bring apartheid down. 1
Mandela started negotiation for the end of apartheid in 1990.
Mandela won the Nobel Prize in 1993.
ACTIVITY 2: listen to your teacher read the definition of the words from the box, and then write the
appropriate word for each definition.
reconciliation – peace – forgive – cohesion – segregation – dialogue – agreement
a- Definition 1:........................................................................
b- Definition 2: ......................................................................
c- Definition 3: ......................................................................
d- Definition 4: ......................................................................
e- Definition 5: ......................................................................
f- Definition 6: ....................................................................
g- Definition 7: .....................................................................
ACTIVITY 3: Rewrite the following sentences expressing prohibition. Follow the example.
1- You / kill or ill-treat people because they are different.

You must not kill or ill-treat people because they are different.
2- You / oblige someone to adopt your religion.
.............................................................................................................................................................
3- We / refuse to live with people of another race.
..............................................................................................................................................................
4- We / blame people for their political opinions.
..............................................................................................................................................................
5- People / reject people for their different way of life.
.............................................................................................................................................................
6- People / protagonists of discrimination.
.............................................................................................................................................................
Date: ................................................................................................................................................................

UNIT 7: HYGIENE AND HEALTH
LESSON 1: ENDEMIC DISEASES
SESSION 1
ACTIVITY 1: Read the text and choose the best option that summarizes it.
a- Contaminating water
b- Prevention of Guinea worms
c- Guinea worms
The guinea worm, known as the “fiery serpent” is a parasite. It enters the body when someone drinks
water containing its larvae. Twelve months later, the mature female worm, a metre or more in length, works
its ways to the surface of skin to emerge in a painful blister or abscess. As unsafe water is the primary
reason for the problem, the most important measures to eradicate the disease are to provide safe water
with chemicals, to use simple cloth filters to filter contaminated water and make it safe for the population to
drink.
ACTIVITY 2: Read the text again and find the words which correspond to these definitions or synonyms.
1- Something which contains parasite is (line 2).....................................................................................

2- Small insect or invertebrate (line 2)......................................................................................................
3- Cover part of the body (line 3).............................................................................................................
4- It covers the surface of the skin after an infection (line 3).....................................................................
5- To put an end to something (line 4)......................................................................................................
6- A way to make dirty water become clean (line 5).................................................................................
ACTIVITY 3: Read the text again and write true (T) or false (F) for the following sentences and justify by
quoting the line number.
1- If you drink water with larvae in it you can have Guinea worm............................................................
2- Guinea worm is very short...................................................................................................................
3- The worms only sleep in the surface of the skin..................................................................................
4- Treating dirty water can eradicate the parasite....................................................................................
5- If you use simple cloth filter you can contaminate water.....................................................................
Date: ..............................................................................................................................................................
SESSION 2
ACTIVITY 1: read quickly the text below and give its general idea. Work individually.
..........................................................................................................................................................................
Malaria is a tropical disease caused by parasites. It is spread by only 60 of the 380 species of the
anopheline mosquito, especially during the rainy season. Malaria annually affects from 300 to 500 million
people over the world and causes more than one million deaths.
Symptoms may occur in 6 days after a mosquito bites you or several months later, these symptoms
include fever, nausea and muscle pain. The majority of malaria deaths occur among young children and
pregnant women.
Early diagnosis and prompt adequate treatment is essential in curing malaria and preventing death.
A limited number of drugs for treating malaria are available. However in some regions the parasites are
resistant to certain anti malarial drugs, particularly Chloroquine.
People who are continuously infected gradually develop immunity to the disease. Preventing
malaria includes a variety of measures: wearing protective clothing and sleeping under bed nets treated
with insecticides. Community protection measures, like using insecticides, are directed against the
mosquito in order to prevent transmitting the disease. Fortunately an anti-malarial medicine has been
found: it’s B.I.T. (Bacillus Thuringinesis Var Israelinisi H-14).
From English Teaching Forum, April 2000, page 48
ACTIVITY 2: Read the text again and match each word from column A with its synonym or definition in
column B. One synonym or definition in column B is not concerned. Work individually then compare your
answers with your neighbour’s. Write your answers like in the example.
Column A Column B Column C

1- disease a- avoiding 1–g
2- occur b- happily 2–
3- pregnant c- medicines 3–
4- curing d- a woman who is going to have a bay 4–
5- drugs e- appear 5–
6- available f- precautions 6–
7- preventing g- sickness 7–
8- measures h- what you can find easily 8–
9- fortunately i- treating 9–
j- already cured
ACTIVITY 3: Read the text once again and say whether these statements are True (T) or False (F). Justify
your answers by indicating the lines. Number one is an example. Example: 1 – F (line 1)
1- Malaria is caused by butterflies...................................................................................

2- A lot of people die of malaria in the world every year..................................................
3- As soon as mosquito bites you, the symptoms appear...............................................
4- Only young children die of malaria..............................................................................
5- You can easily be cured if you go to hospital early.....................................................

6- There are a lot of medicines to cure Malaria...............................................................
7- Chloroquine can kill all the parasites...........................................................................
8- To protect communities, people kill mosquitoes with insecticides...............................
9- People have found a better medicine against Malaria.................................................
ACTIVITY 4: With your partner, discuss and complete the dialogue below with expressions from the box.
What’s wrong with you? – Of course, but I advise you to sleep now under mosquito nets or use insecticides
– Hello, how are you? – Ah, I think you have got malaria - Don’t you use mosquito nets to sleep? - Okay,
you may go to the hospital to receive a treatment.
On your way to the market you meet your friend Abou. You have a conversation.
Abou: hello!
You: .................................................................................................................................................................
Abou: I don’t feel fine.
You: .................................................................................................................................................................
Abou: I have a headache and a high fever.
You: .................................................................................................................................................................
Abou: Wow I think it is because I stayed long in the sun
You: ................................................................................................................................................................
Abou: No, I don’t
You: ................................................................................................................................................................
Abou: Well, can you come with me?
You:....................................................................................................................................................................
...........................................................................................................................................................................
Date: ................................................................................................................................................................
LESSON 2: HYGIENE AT SCHOOL
ACTIVITY 1: Read the following text and point out its general idea
.......................................................................................................................................................................
School authorities must repeat hygiene campaigns in the school, provide the materials students
need to keep their environment clean. The administration must give things like rakes, hoes, brooms,
buckets, washing powder, soaps or bleach to help students take part in actions of hygiene in the school.
Students must use these materials to get the yard free from herbs, sheets of paper and nylon
sachets thrown about in the school yard and transport them with the wheelbarrow and put them in the
dustbins. They must wear the rubber gloves and use the bleach or soap to wash the school latrines. They
must also be sensitive on the necessity to sweep their classrooms everyday, wash their hands before and
after eating, wash fruits before eating them, keep their school uniforms always clean. School authorities
must ask food sellers to be careful about the cooking and conservation of the food they sell to the students.
Today, the ministry always decrees at least three national days of salubrity through the year, to
make students keep in touch with the notion of being clean for a safer environment and having good
hygiene and health.
ACTIVITY 2: Read the text again and answer the following questions.
1- Which materials do students need to clean their schools?
...............................................................................................................................................................
...............................................................................................................................................................
2- What is used to carry the rubbish collected?
.............................................................................................................................................................
3- Where do they throw them?
..............................................................................................................................................................
4- What must students be sensitive on? Make a list.
...............................................................................................................................................................
...............................................................................................................................................................
5- What should food sellers do?
...............................................................................................................................................................
6- What action has been done b the government? And why?
...............................................................................................................................................................
..............................................................................................................................................................
ACTIVITY 3: Below is what you ought to do or not in order to keep your school environment clean. You
may use “ought to” or “ought not to”.
1- Dispose of garbage in the street→.......................................................................................................
2- Wash your hands before eating→........................................................................................................
3- Urinate in the school yard→.................................................................................................................
4- Sweep the school yard→......................................................................................................................
5- Cut down trees in the school yard→.....................................................................................................
6- Smoke in class→...................................................................................................................................
7- Throw sheets of papers and nylon sachets in the dustbins→...............................................................
8- Throw sheets of papers and nylon sachets in the school yard→..........................................................
ACTIVITY 4: Read the situation below and write a paragraph giving your opinion.
Today, the ministry always decrees at least three national days of salubrity through the year, to
make students keep in touch with the notion of being clean for a safer environment and having good
hygiene and health.
What do you think about this action? Is the government right or wrong? Give your opinion in the
following lines.
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
Date: ................................................................................................................................................................

LESSON 3: HIV / AIDS
SESSION 1
ACTIVITY 1: Read quickly the following text and say what it deals with.
.........................................................................................................................................................................
Acquired Immune Deficiency Syndrome or Acquired Immunodeficiency Syndrome (AIDS) is a
disease of the human immune system caused by the human immunodeficiency virus (HIV).
This condition progressively reduces the effectiveness of the immune system and leaves individuals
susceptible to opportunistic infections and tumours. HIV is transmitted through direct contact of a mucous
membrane or the bloodstream with a bodily fluid containing HIV, such as blood, semen, vaginal fluid, pre-
seminal fluid, and breast milk.
This transmission can involve anal, vaginal or oral sex, blood transfusion, contaminated hypodermic
needles, exchange between mother and baby during pregnancy, childbirth, breastfeeding or other exposure
to one of the above bodily fluids.
AIDS is now a pandemic. In 2007, it was estimated that 33.2 million people lived with the disease
worldwide, and that AIDS killed an estimated 2.1 million people, including 330,000 children. Over three-
quarters of these deaths occurred in Sub-Saharan Africa, retarding economic growth and destroying human
capital.
ACTIVITY2: The words in column A are not from the text. They are all related to HIV / AIDS item. Match
them with their meanings or definitions in column B.
Column A Column B Column C
1- AIDS a- somebody who voluntarily gives blood.

2- HIV b- a transmitter of disease.
3- to trust c- not adulterous or promiscuous
4- faithful d- virus disabling immune system
5- to refrain e- to rely on somebody
6- a carrier f- disease of the immune system caused by infect
7- screening g- to avoid something
8- blood donor h- test for disease.
ACTIVITY 3: Read the text again and say whether these statements are True (T) or False (F). Justify your
answers by quoting the lines. Do it like in the example. Example: 1 – T (line 1)
1- AIDS stands for Acquired Immune Deficiency Syndrome....................................................................
2- This disease is caused by mosquito bites............................................................................................
3- HIV is transmitted through direct contact of the bloodstream...............................................................
4- The transmission of HIV cannot involve oral sex..................................................................................
5- The HIV virus can also be transmitted from an infected mother to her unborn baby............................
6- AIDS is a serious pandemic which kills about millions of people mainly children.................................

7- This situation has an effect on economic growth only..........................................................................
ACTIVITY 4:
A- Study the following sentence and rewrite the sentences below expressing past regret. Write the
correct tense and form of the verb in brackets.
1- If you hadn’t got many partners, you (catch) AIDS.
If you hadn’t got many partners, you would have not caught AIDS.
2- If you (use) condoms, you would have protected yourself.
.............................................................................................................................................................
3- He (be) sick if he had been faithful.
.............................................................................................................................................................
4- She would have been safe if she (practise) abstinence.
...............................................................................................................................................................
5- They had known their serology status if they (test).
...............................................................................................................................................................
B- Use the appropriate connectors in the box to link the following sentences so as to make them
meaningful.
and – but – although – so – such as – then - since
1- He came to school ........................................he was ill.

2- AIDS is a dangerous.....................................fatal disease.
3- You can avoid AIDS by using certain methods.........................................abstinence, use condoms.
4- Up today there is no cure for AIDS, ..........................we must be careful to this disease.
5- This lady is already engaged................................she has got two other partners.
6- ...............................he has caught AIDS, he is going thinner and thinner.
Date: ................................................................................................................................................................
SESSION 2
ACTIVITY 1: Read the following text, and choose the best option which best sums up the text.
a- Amah’s parents
b- Amah’s life story
c- AIDS
Amah was a very beautiful girl. Everybody liked her and she was nice to everybody. She was the darling
of every party and she preferred the company of boys to that of girls. She could often be seen here and
there on a motorbike or in a car late at night. This did not seem to bother her parents until the day she woke

up with a bad fever. Her parents treated her in vain with the current fever medicines. Finally, when they saw
that she was growing thinner and thinner, and coughed all the time, they decided to take her to hospital.
Her blood was tested and it revealed that she had AIDS. Knowing that she had AIDS, her friends started
abandoning her. She felt so lonely that she often thought of committing suicide. Fortunately she met some
young people who were living with AIDS, and had an association to help one another live a normal life with
the disease. She started enjoying life, hoping that one day a cure would be found.
ACTIVTY 2: As you read the text again, discuss with your neighbour and say whether these statements are
true (T) or false (F). An example has been done for you.
1- Amah loved parties: true

2- Amah’s parents were unhappy when they saw her with boys. .....................................
3- Amah’s parents took her to hospital because of her symptoms. ..................................
4- Amah wanted to kill herself. ........................................................................................
5- Amah’s blood was tested because they knew that she had AIDS................................
6- The members of the association had AIDS..................................................................
ACTIVITY 3: Read the text again, then discuss with your partner and give short answers to the following
questions.
1- Was Amah a pretty girl? Justify your answer

......................................................................................................................................
2- How did Amah behave?..........................................................................................
........................................................................................................................................
3- Which disease did she catch?..........................................................................................
ACTIVITY 4: After answering question 3 in activity 3 four, write in the following lines what you know about
this disease. Your paragraph will be published in your “SCHOOL HEALTH CLUB”. (Not more than 10 lines)
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
...........................................................................................................................................................................
Date: ................................................................................................................................................................
UNIT 8: INFORMATION AND COMMUNICATION TECHNOLOGIES

LESSON 1: THE COMPUTER
ACTIVITY 1: As you read quickly the text, give its general idea.
......................................................................................................................................................................
Computers can be instructed to perform a variety of things. Instructions that tell a computer what to
do are called programs. The most common ones are Word Processing, Spreadsheet, Database and
Communication programs.
The Word Processing Programs are used to type, edit, rearrange or delete texts; Spreadsheet
Programs enable the user to make table easily for budget and financial plans. Database Programs are used
for storing large quantities of data (or information) in the computer. Communication Programs help people
exchange information with one another and with databanks which are large collections of information
stored in the huge centralised computers. In addition to those ones, there are also recreational and
educational programs which are used for playing games, composing and listening to music. It is obvious
that in the coming years, people will be developing and using more sophisticated programs to cover their
personal need and also making new devices such as microchip, laptop and pen drive.
ACTIVITY 2: The word in column A are all from the text. Read the text again and match each of them to its
corresponding meaning or definition in column B. Do it individually then compare your answers to your
neighbour’s. Number 1 is an example.
1- computers a- to make changes and corrections to texts 1–k
2- programs b- small electronic device located in the computer 2-
3- to type c- small type of portable computer 3-
4- to edit d- a set of instructions for solving a specific problem by computer 4-
5- to delete e- information 5-
6- storing f- Collecting and keeping for future use 6-
7- Data g- to erase 7-
8- databanks h- to write with a keyboard 8-
9- microchip i- place where information is kept 9-
10- laptop j- USB key used for storing data 10 -
11- pen drive k- machines composed of hardware and software 11 -
ACTIVITY 3: Information transfer

Read the text once more and use information from the text to complete the table below.

COMPUTERS PROGRAMS USES
ACTIVITY 4: The paragraph below is about the impacts of computers. Read it and complete it with words
from the box. Do like in the example. Example: 1 - fantastic
weapon – helpful – universally – everything – unscrupulous –

intelligence – threat – everywhere - fantastic
Thanks to its (1)…...... abilities and (2)……, the computer has imposed itself (3)………..in recent years. It is
(4)………and is used for (5)………: payment sheets, tax sheets, bank statements, plane reservations, hotel
bookings … the computer is also used for playing games, listening to music, dubbing or repairing CDs, etc.
It is also very (6)……….. in administration, scientific research and management. However, its prodigious
memory makes it a (7)…….. to individual liberties. Put in the hands of an (8)…….. person a computer can
become a very powerful (9)………. that will establish lists, give out addresses, and offer confidential
information about people and companies.
1 - ……… 2 - ……………………………….. 3 - ……………………………… 4 - ………………………………
5 - …………………………………. 6 - …………………………………… 8 - …………………………………….
9 - …………………………………
Date: ................................................................................................................................................................

LESSON 2: THE TELEPHONE
ACTIVITY 1: Read the text very quickly and point out its main idea. Choose the best answer.
The text is about……………………………………………………………………………………………………
a- cell phones
b- the impacts of cell phones
c- cell phones as good invention
Cell phones are so common nowadays. They are in themselves a good invention that help society gain
time and solve problems at a distance. They are really useful. For example, last Saturday afternoon I was
driving my car to pay a visit to my relatives when suddenly my car broke down. I really didn’t know what to
do. Then I had a bright idea to call my mechanic with my mobile phone for help.
But like any technological invention, cell phones have their consequences: people will use mobile
phones to show off, to tell lies and unnecessary expense. Even students don’t use them in class, and when
they ring they disturb the lesson, also students don’t follow in class. Sometimes cell phones cause
accidents when they are used by drivers. They also encourage dull conversations. Some mobile phones
are more expensive and encourage theft.
ACTIVITY 2: Read the text again and match the words in column A with their antonyms or opposites in
column B. Do like in the example.
1- cell phones (line 1) a- fixed phones 1-a
2- nowadays (line 1) b- horrible, dull 2-
3- good (line 1) c- cheap 3-
4- problems (line 2) d- formerly 4-
5- distance (line 2) e- advantages 5-
6- useful (line 2) f- truths 6-
7- bright (line 4) g- bad 7-
8- consequences (line 5) h- intelligent 8-
9- lies (line 6) i- solutions 9-
10- dull (line 8) j- unimportant 10 -
11- expensive (line 9) k- close 11 -
ACTIVITY 3: The dialogue below is a telephone conversation. Read it carefully and fill in the blanks with the
right word from the box.
soon – excuse me – please – moment – in touch – by the way – missed – Hallo – battery – calling

Anne: (1)..............................., good morning! Can I speak to Djotto, (2)...................................?
Djotto: Good morning. It is Djotto on line!
Anne: Well, I’m (3)…………………………. to see if we can meet tonight
Djotto: Euh, (4)………………………….., who is on the line?
Anne: I’m Anne from the lycée.
Djotto: Oh Anne from the lycée. That’s a great idea. No problem.
Anne: Ok (5)………………..…….., can I talk to your sister Emma?
Djotto: Yeah. Wait a (6)………………………… please.
(twenty seconds later)
Emma: Hallo Anne! What’s the news?
Anne: Good, I tried to call you. I (7)………………..……….you.
Emma: Oh yeah! Sorry my (8)………………….……. was low since yesterday.
Anne: Ok, see you (9)…………………..……..
Emma: Ok, good bye. And let’s keep (10)……………….……..
ACTIVITY 4:
The mobile phone is the most popular means of communication in today’s world. However, a lot of people
complain about it. Write an article, to be published in your school English Club magazine. You should focus
on the following points. (Not more than 12 lines)
- What people do not like about mobile phones
- The advantages of mobile phones
- Your impression about this electronic device.
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………
Date: ................................................................................................................................................................
LESSON 3: THE INTERNET

SESSION 1
New information technologies have become a necessity in every sector of activity. Some fifteen
years ago, phone booths appeared on every street corner and the phenomenon has the need for
communication. As a result, rural areas have been brought closer to big cities. And that has become even
more real with the arrival of cellular phones. The latest models are equipped with cameras and computers.
In the field of computer science, the revolution is visible too. Today, there are laptop computers you
can carry everywhere you go. In addition, thanks to the internet and online services, you can stay in Abidjan
to attend a conference at Harvard University (USA), and do your shopping, to book hotel rooms and airline
flights without even leaving your home.
In fact, the world has really become one big village thanks to the latest technologies
telecommunications. The world is really within arm’s reach.
ACTIVITY 1: Read the text and match each word from column A to its meaning or definition in column B.
Colum A Column B Answers
1- phone booths a- small type of portable computer 1-
2- latest b- fashionable 2-
3- cameras c- to reserve or pay n advance 3-
4- field d- telephone boxes for public service 4-
5- laptop e- to take part in 5-
6- to attend f- domain or sector 6-
7- to book g- devices for taking picture 7-
ACTIVITY 2: Read the text again and give short answers to the following questions.
1- What is the influence of new information technologies on people’s life?
………………………………………………………………………………………………………………….
2- When did the phenomenon start?
…………………………………………………………………………………………………………………
3- What is special about the about the latest cellular phone?
……………………………………………………………………………………………………………………
4- Where can you make a call if you don’t have a phone?
…………………………………………………………………………………………………………………
5- How can you do your shopping without moving from your home?
……………………………………………………………………………………………………………………
6- Why is the world seen as a big village today?
……………………………………………………………………………………………………………………
ACTIVITY 3: Match each interrogative pronoun to its information type

1- Who A- Moment, time 1–K
2- What B- Duration of time 2-

3- Where C- Reason 3-
4- When D- Quantity (countable) 4-
5- Why E- Quantity (uncountable), prices 5-
6- Which F- Possession 6-
7- Whose G- Object, fact, nature 7-
8- How H- Manners, means 8-
9- How often I- Location, place 9-
10- How far J- Frequency 10 -
11- How much K- Identity, name 11 -
12- How many L- Selection, choice 12 -
13- How long M- Distance 13 -
ACTIVITY 4: Use the underlined words to ask questions like in the example
1- The modem is behind the unit.
Where is the modem?
2- He gave me the modem because mine is broken.
……………………………………………………………………………………………………………………
3- I will buy a new modem this weekend
…………………………………………………………………………………………………………………...
4- The modem advertised online is 15.000 frs.
……………………………………………………………………………………………………………………
5- I will pay for it with my credit card.
……………………………………………………………………………………………………………………
Date: ……………………………………………………………………………………………………………………..
SESSION 2
ACTIVITY 1: Read quickly the text and circle the letter to complete the statement below.

The text is about…………………………………………………………………………………………………………
a - The illegal uses of the internet b – The importance of the internet
c – The importance and danger of the internet d – The internet hacker
The internet has provided people with greater access to the world, to information and to faster
communication. Today, we use the tool for our everyday work, communication, education and
entertainment. That’s incredible! It can help us in almost all of our tasks.
The benefits cannot be denied but behind them lurk the dangers of some websites, chatrooms and emails.
These dangers are: predators, hackers and pornographic websites. Those websites are mostly related to
sex and any other dangerous subjects. They are a danger for the development of our children. In addition,
internet predators are another problem. Among them are pedophiles whose major targets are our
children.
That’s why parents need to learn more about the internet. Internet users are also exposed to hackers.
These are some bad people who use their skills and knowledge of the internet and information technology
to attack websites. They illegally copy important programs and do wrong things with the data they collect.
ACTIVITY 2: Read the text again and match the words in column A with their meanings in column B.
1- internet a- persons who have sexual desire towards children 1-
2- entertainment b- persons who often use the internet for malevolent 2-
actions
3- predators c- the fact of amusing oneself 3-
4- hackers d- bad, not good 4-
5- websites e- persons who illegally copies computer programs 5-
6- pedophiles f- capacities, abilities 6-
7- targets g- objectives, aims 7-
8- skills h- places on the internet where you can find information 8-
about something
9- wrong i- an international computer network linking all the 9–
computers around the world
ACTIVITY 3: Read the text once more and give short answers to the following questions.
1- What are the advantages of the internet?

……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
2- What are the dangers of the internet?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
3- What must parents do to protect their children from pedophiles?
……………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
ACTIVITY 4: Give your opinion about this topic
Topic: Is the internet useful for the world or not? Justify your position with examples.
……………………………………………………………………………………………………………………………
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NOTE DE PRéSENTATION

Bonjour cher(e) ami(e),

t’aider à apprendre quatre (4) compétences linguistiques de la langue anglaise à savoir :

1. Traiter des situations relatives à la communication orale (SPEAKING)

2. Traiter des situations relatives à la compréhension d’un texte écrit (WRITING)

3. Traiter des situations relatives à l’écoute (LISTENING)

4. Traiter des situations relatives à l’expression écrite (READING)

pédagogique c'est-à-dire l’Approche par les Compétences (APC), aujourd’hui en classe de

En outre, « MY APC WORKBOOK » ne saurait ni remplacer ni se substituer aux documents

dès la classe de troisième afin de mieux se préparer pour l’examen du BEPC

LESSON 1: MY LAST HOLIDAYS

Teacher: Hello, how are you?

Teacher: Where did you go for your holidays?

Teacher: what did you do during your holidays?

Teacher: Did you do farm work?

Teacher: Did you enjoy your holidays?

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Page 2

The text is about..............................................................................................................................................

Adapted from English For Succcess 4è, page 44

Column á Column B Column C

1- Affoua spent her holidays in her village. T (line 1)

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Page 3

- where you spent your holidays

LESSON 2: SCHOOL MEMORIES

ACTIVITY 1: Match the sentences with the pictures below.

Picture 1 Picture 2 Picture 3 Picture 4

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Page 5

A: what did you use to do at primary school?

B: at primary school, I used to clean the school yard.

A: Do you still clean the school yard?

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Page 6

UNIT 1: LIFE AT SCHOOL

LESSON 3: WORK AT SCHOOL

Column á Column B Answers

Hardworking – improve – get – grades – fail – take – catch up – pass - aim

1- If you worked hard, you (to pass) your exam…………………………………………………………..

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Page 7

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Page 8

 When did the ceremony take place?

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Page 9

UNIT 2: WOMEN AT WORK

LESSON 1: RURAL WOMEN

ACTIVITY 1: Match each word in column A to its meaning or definition in column B.

bring up – fetch – courageous – firewood – housewives – carry – farms – take

1- Modern women or city women ............................ work on farms.

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Page 10

UNIT 2: WOMEN AT WORK

LESSON 2: WOMEN’S RIGHTS

ABIBA: Now, we have the same..................................................like you.

GONDO: What! We are still..........................................than you.

ABIBA: I am very sorry, it’s a ……………………………….of rights.

GONDO: Which rights are you talking about?

GONDO: I ………………………….with you because we are the chief of the family.

ABIBA: In my ………………………….., we are ………………………..according to the new law.

ABIBA: Well, we are able to do it.

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Page 11

1- Abiba is clever. Gondo is clever too. (equality)

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Page 12

UNIT 2: WOMEN AT WORK

LESSON 3: GIRLS AT SCHOOL

ACTIVITY 3: communicative situation

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Page 13

LESSON 1: MEANS OF TRANSPORT