Anglais 6e

REPUBLIQUE DU TCHAD
Unité - Travail – Progrès

MINISTERE DE L’EDUCATION NATIONALE
ET DE LA PROMOTION CIVIQUE
CRACK
T EI
NT
ER D I TE
at
N
ENGLISH
VE
6 ème
Édition : 2017
Collection : École et Savoirs
SOMMAIRE
Contenus Pages
Avant-propos 2
Equipe éditoriale 3
Indications pédagogiques 4
Unit I
Lesson 1: Greetings (1) 6
Lesson 2: Greetings (2) 9
Lesson 3 : The family 11
Lesson 4: Animals 14
Lesson 5: Trees and fruits 17
Lesson 6: School objects 20
1st integration week 23
Unit II
Lesson 7 : House furniture 27
Lesson 8 : House items 30
Lesson 9: The human body 33
Lesson 10 : Health (1) 35
Lesson 11 : Health (2) 38
2nd integration week 41
Unit III
Lesson 12 : Clothes 46
Lesson 13 : Colours 49
Lesson 14 : Telling age 52
Lesson 15: The days of the week 54
Lesson 16: The months of the year 57
Lesson 17: Telling time (1) 60
Lesson 18: Telling time (2) 63
3rd integration week 66
Unit IV
Lesson 19 : Locating things and people 71
Lesson 20: Asking for and giving directions 73
Lesson 21: Requesting assistance 75
Lesson 22 : Food and drinks 77
Lesson 23: Cooking 80
Lesson 24: At the restaurant 82
4th integration week 85
Unit V
Lesson 25: The village 90
Lesson 26: In town 92
Lesson 27: The weather 95
Lesson 28: Independence of Chad 98
Lesson 29: A holiday 101
5th integration week 104
Irregular verbs 108
Phonetic symbols 111
Glossary 112
AVANT -PROPOS
Ce manuel Crack at English en 6ème de l’enseignement moyen a été édité grâce au
financement du Gouvernement de la République du Tchad à travers la subvention
accordée au Centre National des Curricula (CNC).
2
EQUIPE EDITORIALE
Ce manuel d’anglais destiné aux élèves de sixième (6ème) de l’enseignement moyen a été
réalisé par une commission technique spécialisée composée de l’ensemble des
chercheurs du Centre National des Curricula (CNC) et des personnes ressources en
particulier :
Conception :
MM :
- YAKBA WASSOU Nathan, Professeur certifié d’anglais, personne ressource

- HALTEBAYE KEM-ALNGAR – Doctorant en Sciences de l’Education, chercheur au
CNC
- KA-MBAIRO MBERMBAYE KEMRO – Doctorant en Sciences de l’Education,
chercheur au CNC
- MAHAMAT MOCTAR DOUNGOUS – Master of Education (M. Ed), chercheur au
CNC
Illustration et édition :
MM :
- ADOUM GOUDJA KODNGARGUE, Chef de la Division de l’Iconographie au CNC ;

- MOULDESSOU DJACKNA, Chef de Division de La Planification et coûts des opérations au
CNC.
- ABDERAZACK HAROUNE ABDERAZACK, Chef de Division de la PAO au CNC.
Sous la direction de :
- Pr. NOMAYE MADANA, Ex Directeur Général du Centre National des Curricula.
La Coordination éditoriale de cette version est assurée par :
- Dr ABOUBAKAR ALI KORE, Directeur Général du Centre National des Curricula.
3
INDICATIONS PEDAGOGIQUES
Ce manuel d’anglais destiné aux élèves de sixième (6ème) de l’enseignement moyen au
Tchad s’appuie entièrement sur les orientations des programmes réactualisés de
l’enseignement moyen fixés par Arrêté N° 250/PR/PM/MEN/CNC /2008 du 9
septembre 2008.
Le manuel est structuré en 25 leçons réparties dans les unités d’apprentissage (ou
paliers). A la fin de chaque unité d’apprentissage est prévue une semaine d’intégration
dans le but de permettre à l’apprenant d’intégrer les connaissances acquises pour
résoudre des situations-problèmes de la vie courante.
En plus du texte d’appui, chaque leçon est structurée autour des rubriques suivantes :
 Objective : ce que l’apprenant doit savoir ou savoir - faire au terme de la leçon ;
 I listen and I observe : l’apprenant écoute le professeur et observe les images du

texte d’appui ;
 I read : l’apprenant lit le text d’appui ;
 I practice : l’apprenant répond à des questions ou fait quelques exercices en rapport

avec le contenu du texte d’appui ;
 I memorize: ce que l’apprenant doit retenir en terme de notions et de structures

grammaticales ;
 I drill: l’apprenant traite quelques exercices d’application portant sur les notions
étudiées ;
 I pronounce: l’apprenant s’entraîne à prononcer correctement les mots ou les

phrases proposés.
Le manuel comporte également une liste des verbes irréguliers et un glossaire. Il

convient de rappeler cependant que ce manuel ne constitue qu’un support
pédagogique. Par conséquent il ne saurait apporter des solutions à toutes les
contraintes inhérentes à l’enseignement/apprentissage de la langue anglaise. C’est
pourquoi il est demandé à l’enseignant utilisateur de faire montre de créativité et de
savoir-faire pour en tirer le meilleur profit.
Les auteurs.
4
UNIT I
5
LESSON 1: Greetings (1)
Objective: At the end of the lesson, the student must be able to greet a
person.
I listen and I observe:
Good Good
morning, morning,
Good class ! sir !
morning,
sir !
Teacher: Good morning, class!

Students: Good morning, sir!
Teacher: My name is Boukar. I am your teacher. You are my students. I am a man. You are
boys and girls.
Vocabulary
- a teacher : un maître, un professeur - a student : un élève

- a boy : un garçon - a man : un homme
- a girl : une fille
I read the text above.
6
I practice
Good morning! My name is…..and you?
My name is Moussa. I am a boy. Zara is a girl. She is a student. Boukar is a man. He is a

teacher.
I memorize
Grammar : To Be
(i) Le verbe to be au présent à la forme affirmative:
- I am (je suis) - We are (nous sommes)
- You are (tu es) - You are (vous êtes)
- He/she is (il / elle est) - They are (ils ou elles sont)
- It is (il/elle est)
N.B. It est un pronom neutre. Il ne

s’applique pas aux personnes.
(ii) Les adjectifs possessifs
- My ( mon, ma, mes) - Our (notre, nos)

- Your (ton, ta, tes, votre, vos) - Your (votre, vos)
- His (son, sa, ses) : pour un homme - Their (leur, leurs)
- Her (son, sa, ses) : pour une
femme
Its (son, sa, ses) : neutre.
7
I drill
① I complete the sentences with ‘is, are or am’.
I…..a student - You…..a boy -She……a girl - We…..students - You …..boys - It….a class
room.
② I replace the points with the appropriate words: man, boy, girl, teacher, name.
The teacher is a ……… - My……..is Ngaro - Adamou is a …….. - Kaltouma is a…….
③ I translate into French.

His name is Adoum - Our teacher is a woman - Her name is Esther.
④ I translate into English.
Elle s’appelle Mariam - Moussa est un professeur - Koutou et Djim sont des élèves.
I pronounce:
- a (éi) - d (di) - g (dji)

- b (bi) - e (i) - h (etch)
- c (ci) - f (ef) - I (aï)
I count:
1 2 3 4 5
one two three four five
8
LESSON 2: Greetings (2)
Objective: At the end of the lesson the student must be able to greet a
person.
Hello,
Hello, sir !
class !
Teacher: Hello, class!

Students: Hello, sir!
Teacher: How are you today?
Students: I’m fine, and you?
Teacher: I’m fine, thank you. (to a student): You! Stand up! What’s your name?
Student: My name is Moussa.
Teacher: Sit down, Moussa! Good bye, class!
Students: Good bye, sir!
Vocabulary and expressions

- How are you?: Comment allez-vous? Today: aujourd’hui
- Hello : bonjour - Thank you : merci
- I’m fine: je vais bien - Good bye: au revoir
I read the text above
9
I practice
Hello! How are you...?
I memorize
Grammar : La forme contractée du verbe to be au présent :

- I am : I’m - We are : we’re
- You are : You’re - You are: you’re
- He is /she is/it is: - They are: they’re
he’s/she’s/it’s
I drill
① I use the contracted form of ‘’to be’’ in the following sentences.

They are students - She is a girl - I am a boy - We are fine.
② I make sentences with the following words : boy, man, teacher, students, girl.
③ I complete the text with the following words: how, what, fine, you, my.
…….is your name? -……name is Adoum - …..are you, Adoum ? - I’m……, thank
you and…….?
④ I translate the following sentences into French.

How are you? I’m fine, thank you - My name is Tom, and you? - My name is Koutou
and I am a student - Good bye, Koutou.
⑤ I translate the following sentences into English.

Ali, assieds-toi - Comment t’appelles-tu ? - Je m’appelle Mariam, et toi ?
10
I pronounce
j (dje) l (el) n (en) p (pi) r (ar)

k (kei) m (em) o (ou) q (kiou) s (ess)
I count
6 7 8 9 10
six seven eight nine ten
11
LESSON 3: The family
Objective: At the end of the lesson, the student must be able to name the
members of the family.
I listen and I observe
I am Moussa ; this is my family. This man is my father and that woman is my mother.
These two persons are my parents. That boy is my brother; his name is Ali. This girl is my
sister; her name is Koutou.
Vocabulary
- a father : un père - a brother : un frère
- a mother : une mère - a sister : une soeur
12
I practice
What is your name? My name is…..
I memorize
Grammar : Les adjectifs démonstratifs
Les adjectifs démonstratifs ‘this’ et ‘that’ sont invariables en genre. This indique ce qui est
proche et that ce qui est un peu éloigné.
Exemple : this boy, this girl / that boy, that girl.
Au pluriel this devient ‘these’ et that devient ‘those’.
Exemple: this boy…..these boys / that girl…those girls.
I drill
① I complete the sentences with the following words : father, woman, sister, brother,
student, parents.
My name is Djimet. I am a ……..- This man is my……….. and that …….. is my mother. They
are my………….- That boy is my…… and that girl is my………
② I complete the sentences with: this, these, those.
…………persons are my parents. ……..girl is my sister. ……..boys are my brothers.
13
③ I translate the following sentences into English.
Cet homme est mon père. Ces garçons sont mes frères et cette fille-là est ma sœur.
I pronounce
- t ( ti) - x (‘ékss)
- u (you) - y (wai)
- v (vi) - z (zed)
- w (dableyou)
I count
11 12 13 14 15
eleven twelve thirteen fourteen fifteen
14
LESSON 4: Animals
Objective: At the end of the lesson, the student must be able to name
some animals.

What animal is this?
This is a cat. This is a dog. This is a goat. This is an elephant.
This is a
donkey. This is a horse. This is a cow. This is a camel.
I read the text of the illustrations.
I practice
What is this? Is this a….. ? No, it is not, it is a….
Is this a dog? Is this an elephant? This is not a goat;

No, it is not. It is a cat. Yes, it is. It is a fish
15
I memorize
Grammar : Les articles a, an ; To be au prosent simple

L’article indéfini « a » devient « an » devant un nom commençant par une voyelle ou un ‘h’
muet.
Exemple: a boy, an animal, an hour.
La forme négative et la forme interrogative de to be au présent:
Forme affirmative Forme négative Forme interrogative

- I am - I am not - Am I ?
- You are - You are not - Are you ?
- He/she/it is - He /she /it is not - Is he/she /it?
- We are - We are not - Are we?
- You are - You are not - Are you ?
- They are - They are not - Are they ?
I drill
① I replace the points by ‘a’ or ‘an’.

….. camel - …..elephant - …..hat -……eye - …….umbrella - …..lion- …..herb.
② I answer the questions.
What animal is this?
③ I answer the questions.
Is this a camel? Is this a horse? Is this a dog? Is this an elephant?
16
④ I translate the following sentences into English.
Cet animal est un âne - Cet animal n’est pas un chien, c’est un chat.
I pronounce
Les voyelles simples

[i:]= sheep [i] = fish [ɔ]= dog [ɔ:]= horse [e]= bed [ᴂ] = cat
[u]= put [u:]= blue [ᴧ] = donkey [ǝ]= again [a:]= car [ǝ:]= bird
I count
16 17 18 19 20
sixteen seventeen eighteen nineteen twenty
17
LESSON 5: Trees and fruits
some trees and fruits.
What is this?
This is a tree. This is a mango tree. That is a paw paw tree.
a banana a pineapple a mango a paw paw
What are these ?
These are pineapples. These are ten bananas in the plate. Those are paw paws.
18
I practice
What is this .......? This is not……… Is this ........ ? Are these...... ?
I memorize
Grammar: les pluriel des noms
i. Le pluriel regulier
On forme le pluriel des noms en ajoutant un “s” qu’on prononce.
Exemple : a banana = bananas ; a boy = boys

ii. Les pronons démonstratifs reguliers
Les pronoms démonstratifs ‘this’ et ‘that’ sont invariables en genre. This indique ce
qui est proche et that ce qui est un peu éloigné.
Exemple : this is a boy, this is a girl/that is a man, that is a woman.
I drill
① I match each word to its image .

pineapple mango banana
19
Is this a mango ? Is this a pineapple? Is this a banana?
I pronounce
- [ b] = banana, book, [f] = family, fruit [g] = dog, good

- [h] = horse [ʤ] = james, john, jack [k]= work, talk, walk [l]= leaf, animal,
- [ ʃ ] = fish, ship [tʃ ]= chair, choose, watch [ϭ]= this, that [θ]= thing, thank
I count
21 22 23 24 25
twenty one twenty two twenty three twenty four twenty five
20
LESSON 6: School objects
Objective: At the end of the lesson, the student must be able to name some
school objects.
What is this? What are these/what are those?
That is a pen. Those are pencils. That is a ruler. That is a book.
This is a notebook. This is a school bag. This is a blackboard. This is a rubber.
I read the sentences above.
I practice
What is this…………? What is that……….? Is this……….? Are these……….? This is not………
I memorize
Grammar : le pluriel des pronoms démonstratifs

Au pluriel les pronons démonstratifs this devient ‘these’ et that devient ‘those’.
Exemple: this is a boy…..these are boys / tha tis a girl…those are girls.
21
I drill
①I match each object to its image.
pen blackboard book school bag pencil
② I write the following sentences in the negative form.

They are students - this is a pen - that’s a girl - those are books.
③ I translate the following sentences into English.

Il n’ y a pas un tableau noir -Y a-t-il des livres ? Il y a des crayons.
④ I translate the following sentences into French.
Those are notebooks.There is not a school bag. Is there a pen on the desk?
I pronounce
[m] : mango, [r] : radio, room, rat [w]: week, was

[n] : pen, pencil [s]: school, desk [ᵑ] : king, long
[j] : yes, you [t] : to, tree [z]: measure, leisure
[p]: copy, pen, pencil [v]: vowel, drive
I count
26 27 28 29 30
twenty six twenty seven twenty eight twenty nine thirty
22
1st integration week
23
Unit 1 - Situation 1
Title: Back to school
Context: It’s the beginning of classes. Koutou and Zara meet at the school yard. They
greet each other.
Instructions
❶ Imagine a dialogue between Koutou and Zara.
❷
a) Underline the possessive adjectives in the following sentences.
- My sister is a student. Our father is a teacher.

- Koutou and his friend are at home.
b) Write the above sentences in negative and interrogative form.
❸Write in full letter the following numbers.

5…………………………………….
10…………………………………..
11…………………………………..
15…………………………………..
20…………………………………..
24
Title: The family
Context: Koutou presents her family to Zara.
Instructions
❶ List the family members and the animals you see.
❷
a) Underline the definite article in the sentence below.
There is an animal in the family.
b) Write the following sentences in plural.

- A book is on the table.
- There is the school bag in the classroom.
- Her sister is a student.
c) Write in full letters or in figure.
- Fifty-five………………………………….
- 22…………………………………………….
- Eleven……………………………………..
- 19…………………………………………….
❸Translate into English the text below.

Dans ma famille nous sommes quatre personnes. Cette femme est notre mère et ces
deux garçons là sont mes frères.
25
Title: At the market
Context: Halimé sells fruits and Adoum sells school objects in the market.
Instructions:
❶Observe the two illustrations.
a) Name the fruits in front of Halimé.
b) Name the school objects in front of Adoum.
❷
a) Write the following sentences in singular.

These boys are my brothers -Those bananas are not good -These students are in the
classroom -Those persons are our parents.
b) Write the following sentences in the forms in brackets.

My father is a teacher (negative) - She is not my sister (affirmative) -You are a student
(interrogative).
❸
a) Translate into English the following sentences.
Dans notre maison nous sommes dix personnes: mon père, ma mère, mes trois sœurs et
quatre frères et moi.
b) Translate into French the following sentences.

That animal is not a sheep: it’s a goat -What’s your name? My name is Ali -How are you?
I am not fine.
26
UNIT II
27
LESSON 7: House furniture
some house furniture.
What is this?
This is a bed. This is a chair. This is a mat.
This is a cupboard. This is a table. This is an armchair.
Where is the cat ?
The cat is on the table. The cat is in the box. The cat is under the table.
28
Where is Moussa?
Moussa is on the mat. Moussa is on the bed.
Moussa is in the car. Moussa is under the car.
I practice
What is this ……..? This is…. ?
I memorize
Grammar : Les prépositions on, in, under ; l’article the

On, in, under sont des prépositions qui indiquent les lieux.
Exemples
- The students are in the classroom (les élèves sont en classe)
- The cat is under the bed. (le chat est le lit)
- Ali is on the chair. (ali est sur la chaise)
L’article défini ‘the’ est invariable en genre et en nombre. Il se prononce [ð] devant une
consonne et [ði] devant une voyelle.
Exemple: The girl - the girls; the boy – the boys; the book – the books - The elephant
I drill
① I match each word with its image.
armchair bed chair mat
29
Where is the radio? Where is Moussa? Where are the books? Where is the lion ?
③ I translate into English.

L’homme est sous la voiture - Le professeur est dans la classe - Les livres sont dans le
placard.
④ I translate into French.

The bird is on the tree - Where are the books? They are on the table - Where is the cat?
The cat is under the bed.
I pronounce
[ai]= five, life [ei]= table, snake, plate, radio [ou] =boat, coat, [au]= cow, how [ↄi] =boy,
toy,
I count
40 50 60 70 80 90 100
forty Fifty sixty seventy eighty ninety one
hundred
30
LESSON 8: House items
some house items.
What is this ?
a glass a fork a spoon a cup a knife
a plate a dish a basin a basket
There is a cup under the table. There are mangoes in the basket. There are bananas in the dish.
I read the sentences of the illustrations.
I practice
1. What is this? This is a… 2.Is there a cup under the table? There is……
3.Are there mangoes in the basket? 4. Where is…? 5. Where are……?
31
I memorize
Grammar : Le pluriel des noms (suite)

- Les mots terminés par “s”, ‘’sh’’ et ‘’o’’ forment leur pluriel en « es ».
Exemples: a glass=glasses; a dish =dishes; a mango=mangoes.
- Les mots terminés par « f » et « fe » forment souvent leur pluriel en « ves »
Exemple: a knife=knives; a wife=wives; a leaf = leaves.
- There is (il y a) est toujours suivi d’un nom au singulier.
Exemple : There is a mango on the tree.
- There are (il y a) est toujours suivi d’un nom au pluriel.
Exemple : There are bananas on the table.
I drill
① I match each word with its image.

knife fork cup plate basket
② I write the following sentences in plural.

There is a knife on the table - The mango is on the tree - Where is the fork? - Is there a
glass in the cupboard?
③ I write the following sentences in singular.

There are cups on the table - The glasses are in the cupboard - Are there plates under
the table? The mangoes are not in the basket.

Les fourchettes, les cuillères et les couteaux sont dans le placard - Les assiettes et les
verres sont sur la table.
I pronounce
[u]= book, foot, food [u:]= spoon, moon [I]= dish, pig [I:]= tree, bee, leaf
[ↄ] dog, tom-tom [ↄ:] ball, fork, small
32
I count
101 102 103 104 105
One hundred One hundred One hundred One hundred One hundred
and one and two and three and four and five
33
LESSON 9: The human body
different parts of the human body.

The parts of the human body:
I read
I name the different parts of the human body.
I practice
What is this? This is a leg….a foot, a head……
Touch your head/nose/………
I memorize
Grammar : L’impératif
Un verbe à l'impératif n'a pas de sujet exprimé. À la 2e personne du singulier et du
pluriel, on emploie simplement la base verbale.
Exemples: To listen = Listen ! (écoute/écoutez) !

To open= Open your books! (Ouvrez vos livres) !
To touch=Touch your head! (touche ta tête) !
34
I drill
I match each word with its image.
ear head eye foot leg
I pronounce
[iǝ] = ear
[nǝuz]= nose
[mauθ] = mouth
[ai]= eye
[bɔi] = boy
[eit] = eight
[heǝ]= hair
[ʃuǝ]= sure
I count
106 107 108 109 110
and six and seven and eight and nine and ten
35
Lesson 10 : Health (1)
Objective: At the end of the lesson, the student must be able to talk
about health.
Moussa is sick. He lies down on his bed. His mother comes to see him.
- “How are you, my son?” She asks.
- “I am not fine,” Moussa says. “I have a headache and a fever.”
- “Get up, wash your face and let us go to the hospital,” his mother says.
Vocabulary
- sick: malade - a headache : un mal de - to go : aller
- to lie down : être couché, tête - to wash : laver
allongé - a fever : une fièvre - to say : dire
- to come : venir - to get up : se lever
- to see : voir, visiter - a son : un fils
- to ask : demander
36
I practice
How are you? I am/I am not fine……
I memorize
Grammar : le verbe
A l’infinitif le verbe est precédé de ‘to’.
Exemple : to come (venir), to open (ouvrir), to close (fermer)…
(i) La conjugaison d’un verbe ordinaire au présent à la forme affirmative:
Exemple : to come
- I come - We come
- You come - You come
- He/she / it - They come
comes
A la troisième personne du singulier le verbe prend en général un “s” qui se prononce.
Exemples: You ask, she asks , we come, she comes.
Les verbes terminés par “o, sh, ch, s, x’’ prennent “es” à la troisième personne du
singulier.
Exemples: to go = she goes; to wash = he washes; to teach = she teaches, to fix= he fixes.
(ii) (ii) Pour conjuguer un verbe à l’impératif à la 1ere personne du pluriel, on emploie let's
(= let us) devant la base verbale.
Exemple: Let's go together. (Allons ensemble.)
I drill
① I make sentences with the following verbs using the third person of singular.
to go , to come, to teach, to finish.
② I replace the points with the appropriate words: mother, sick, fever, go, son, see,
boy, doctor.
How are you? The……… asks her son. I am ……., the …….says. I have a ... Let’s …..
and….. the ….., the mother says.

Les élèves sont malades; ils sont couchés sur leur lit. Ali est à la maison. Il a la fièvre.
Lève-toi et allons à l’hôpital, lui dit sa mère.
37
I have a headache, Moussa says to his mother. Wash your face and lie down, his mother
says.
I pronounce
table, fourteen, fifteen, fifty, pencil, happy, object, to object, present, to

present
I count
111 112 113 114 115
and eleven and twelve and thirteen and fourteen and fifteen
38
Lesson 11: Health (2)
Objective: At the end of the lesson, the student must be able to talk about
health.
Moussa and his mother

go to the hospital. At the hospital, the
doctor examines Moussa:
- How are you, young man? The
Doctor asks.
- I feel very bad, I have a fever.
Ali says
After examining him, he says to: “You
have malaria certainly.” “Take this
prescription and go to the pharmacy.”
At the pharmacy, Moussa and his mother buy the drugs. Moussa swallows a tablet every
day.
After three days of treatment, Moussa feels better. He recovers quickly.
Vocabulary
- to feel bad : se sentir mal - a tablet : un comprimé
- to feel better: se sentir mieux - to recover : guérir
- a prescription : une ordonnance - quickly : vite, rapidement
- a drug : un médicament - to swallow : avaler
I read the text.
I practice
How are you? I feel very bad/ I feel very well.
39
I memorize
Grammar : To have ; les prépostions to et at
Le verbe ‘to have’ au présent à la forme affirmative.
- I have - We have
- You have - You have
- He /she/it has - They have
La forme contractée de he/she/it has est he’s/she’s/it’s. Pour les autres personnes la
forme contractée est ’ve. Exemple : You have = you’ve.
Les prépositions ‘to ‘ et ‘at’

‘’To’’ est employé quand il y a un mouvement vers le lieu où l’on va.
Exemple : I go to school (je vais à l’école).
‘’At’’ est employé pour indiquer le lieu où l’on est, la position.
Exemple : I am at school (je suis à l’école).
I drill
① I replace the points with ‘at’ or ‘to’.

- Everyday Ali and Mogo go….school.
- I buy the drugs……the pharmacy.
② I replace the points with the appropriate words: tablets, day, headache, has, doctor.
Moussa ……..a ………. - The ……… gives him …….. - He tells him to take one tablet
every……...

Je suis malade. Le médecin me prescrit des comprimés. J’achète les comprimés à la
pharmacie.

When I am sick, I go to the hospital. The doctor gives me drugs.
40
I pronounce
and [ǝnd] to [tu:]

Moussa and his mother go to the hospital.
[ǝnd] [tǝ]
I count
116 117 118 119 120

and sixteen and seventeen and eighteen and nineteen and twenty
41
2nd integration week
42
Title: At the hospital
Context: Ngaro has an injury on his leg. The doctor takes care of him.
Instructions
❶
Observe the image and imagine the dialogue between Ngaro and the doctor.
❷
a) Write the following sentences in the plural.
- A box, a dish, a glass and a cup are on the table.
- The boy on the chair has a headache.
b) Write the verbs in brackets in the simple present.
- We (to be) students.
- They (to have) notebooks.
- The teacher (to finish) his lesson.
- He (to put) his books on the table.
c) Underline the imperative in the following sentences.

- Look at that girl.
- She works hard.
- Let’s go home.
- How are you?
❸
a) Translate into English.
- J’ai mal à la tête.
- Le docteur donne des comprimés à Ngaro.
- Avale ce comprimé.
b) Write in full letters the following numbers .
- 40:………………………………………………50: ………………………………………………
- 49: ……………………………………………..43: ………………………………………………
43
Title: At home
Context: Bourma is healthy because his mother takes care of him.
Instructions
❶
a) Observe the image and describe what you see.
❷
a) Write correctly the following sentences.
- There a mango in the dish.
- I live in village.
- Bourma love his mother.
b) Use the contracted form in the following sentences.
- He has malaria.
- We have good friends.
- She has a headache.
❸
a) Arrange the following words to get a correct sentence.
- table/is/book/on/the/a/there.
- dog/bed/the/under/is/the.
- headache/Moussa/has/today.
b) Translate the following text into French.

Moussa goes to the hospital. He has a headache. The doctor gives him some
drugs.
44
Title : A new house
Context: Mrs Mbairo has a lot of furniture in her new house.
Instructions
❶
❷
a) Complete the sentences with the appropriate words: new, cleans, in, home.
- Let’s go………………….
- My father buys a…….car.
- Students are…….the classroom.
- Mummy ………the furniture in her house.
b) Make sentences in the simple present with the following verbs using the third
person of singular: to go, to wash, to teach, to have.
❸
- Ferme la porte!
- Comment allez-vous ? Je vais bien, merci.
- Allons au marché !
b) Translate into French.
- The students are in the classroom.
- The dog is on the chair.
- This boy does not help his mother.
.
45
UNIT III
46
Lesson 12: Clothes
some clothes.
What is this ? What are these?
a shirt a dress a skirt a bubu a coat

What are these?
shoes pants a cap
Moussa’s father is at the shop. He is looking for a new shirt for his son.
Moussa’s father: Hello, sir!
Seller: Hello! Welcome to you! How are you?
Moussa’s father: I’m fine. How much is this shirt?
Seller: Two thousands francs CFA.
Moussa’s father: It’s expensive.
Seller: Take this one. It’s cheap.
Moussa’s father: No, I like this black shirt.
Vocabulary:
- to wear : porter (un habit)
- welcome: bienvenue, bonne arrivée
- expensive: cher
- cheap : moins cher
- thousand : mille
47
I read the above dialogue
I practice
1. What is this ? This is a dress, coat, shirt…… 2. What colour is ….shirt?
Moussa often wears a shirt and pants. Mariam often wears shirt and skirt.
I memorize
Grammar : Les adjectifs qualificatifs

L’adjectif qualificatif épithète se place toujours avant le nom.
Exemples : This is a black cat. This is a red pen.
L’adjectif qualificatif attribut se place après un verbe d’état.
Exemples : This pen is blue . That fruit is green.
L’adjectif qualificatif est invariable en genre et en nombre.
Exemples : A white cow. Five white cows.
I drill
① I change the epithets into attributes.

This is a black cow - This is a blue car - That is a white horse - This is a green fruit - This is
a red tomato.
② I write the following sentences in the plural.
Moussa has a shirt and black pants - There is a mango on the dish - The drug has a blue
colour.
48
Mon père a une voiture - Le cheval de Saleh est grand - Cet arbre est un manguier - Les
goyaves et les bananes sont des fruits.
I pronounce
How are you, sir↗ I’m fine↘

How much is this shirt?↗ I like this black shirt↘
I count
120 130 140 150 160

One hundred One hundred and One hundred One hundred One hundred
and twenty thirty and fourty and fifty and sixty
49
Lesson 13: Colours
Objective: At the end of the lesson, the student must be able to identify
different colours.
What colour is the circle?
Moussa, Mariam and Fatimé are at school. Moussa’s shirt is black and his trousers are
yellow. Mariam’s skirt is brown and her shawl is blue. Fatimé’s skirt is yellow and her
shawl is red.
Vocabulary
a shawl: un châle
I practice
What colour is this? This is blue/red/black………..
50
I memorize
Grammar : Le cas possessif

Le cas possessif indique la possession en général.
Exemple : Adoum’s mother (la mère de Adoum).
Formation du cas possessif :
possesseur + ‘s + objet possédé
Si le nom du possesseur se termine par ‘’s’’ on ajoute seulement l’apostrophe. Le
possesseur précède toujours l’objet possédé. L’article disparaît devant l’objet
possédé.
Exemple : Charles’ car is black
On utilise le cas possessif lorsque le possesseur est une personne ou un animal. On ne
l’utilise pas lorsque le possesseur est une chose.
Exemples : The man’s foot (Le pied de l’homme).
The cow’s head (La tête de la vache).
The leg of the table (Le pied de la table).
I drill
①I arrange the words to make sentences using the possessive case.

- book, table, the, is , the teacher, on.
- eyes, yellow, are, cats, the.
- brown, girls, are , the, skirts.
- big, horse, head, the, is.
② I make sentences using the possessive case with the words in the table below.
book on the table

the teacher parents at school
is
Adoum car red
are
shirt white
green
③I translate into English.

Le cheval de Tom est noir. Est-ce le chien de ton père ?

Halimé’s sister is a teacher. The student’s school bag is on the table. My father’s dog has
a big head.
51
I pronounce
and [ǝnd], from[frɔm] at [ᴂt] but [bᴧt]

Moussa, Mariam and [ǝnd] Fatimé are at [ǝt] school; they come from [frǝm] the town.
Mariam’s wrapper is blue; her headscarf is blue too but [bǝt] her blouse is brown.
I count:
170 180 190 200

One hundred and One hundred One hundred Two
seventy and eighty and ninety hundred
52
Lesson 14: Telling age
Objective: At the end of the lesson, the student must be able to tell the
age.
Teacher: Good morning, boys !

Moussa and Ali: Good morning, Sir !
Teacher: What is your name?
Moussa: My name is Moussa.
Teacher: How old are you, Moussa?
Moussa: I’m thirteen years old.
Teacher: Who is this boy?
Moussa: He is my brother.
Teacher: What is his name?
Moussa: His name is Ali.
Teacher: How old is he?
Moussa: He’s twelve years old.
.
I read the above dialogue
I practice
How old are you? I am…years. How old is your brother, sister…..?
53
I memorize
Grammar : Le pronom who et l’adverbe how
a ) Le pronom interrogatif ‘’who’’ est utilisé pour interroger sur l’identité des
personnes.
Exemple: Who is this boy? Who is your father?
b) Structures
L’expression ‘’how old……’’ est utilisée pour interroger sur l’âge d’une personne.
Exemple: How old are you? How old is your brother?
I drill
① I replace the points with the appropriate answers or questions.

…………………………………………. ? He is sixteen years old.
How old is your brother? ……………………………………..
…………………………………………….? My father is forty years
old.
How old is the teacher? ……………………………………….
② I translate into English.
Mon père a cinquante ans; quel âge a ton père ? - La sœur de Kodi a deux ans - Qui est
le frère de cette fille ? Quel âge a-t-il ? - Quel âge as-tu ? J’ai 15 ans.
Who is this boy? What is his name? How old is he? This boy is a student. His name is
Adoum. He is 16 years.
I pronounce
s=[z] : a day = days; a bed = beds; a boy = boys; an eye= eyes; an egg =eggs; a
bag= bags
s=[s] : a week = weeks; a lip= lips; a cat= cats; a clock= clocks; a snake= snakes
I count
I write in full letters the following numbers:
11 12 13 14 15
………… …………… ……………. ………… ………….
54
Lesson 15: The days of the week
days of the week.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
2 3 4
1 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
yesterday today tomorrow

There are seven days in the week. Today is Thursday. Tomorrow is Friday. Yesterday was
Wednesday. The day before Tuesday is Monday. The day after Friday is Saturday. The
first day of the week is Monday and the last day is Sunday. The third day is Wednesday
and the fourth day is Thursday.
I read the text above
I practice
1. What are the days of the week? 2. What day is today? 3. What is
the day after Sunday? 4. What is the day before Thursday?
55
I memorize
Grammar : To be au passé ; les nombres ordinaux

a) Le verbe to be au passé
Forme affirmative Forme négative Forme interrogtaive
I was I was not Was I?
You were You were not Were you ?
He/she/it was He /she/it was not Was he /she/it?
We were We were not Were we?
You were You were not Were you?
They were They were not Were they?
b) Les nombres ordinaux

Les nombres ordinaux indiquent l’ordre. Ils sont formés en général en ajoutant ‘’th’’
au cardinal sauf pour ‘fisrt’ (premier), ‘second’ (deuxième) et ’third’ (troisième).
Exemple : fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth,
thirteenth, fourteenth, fifteenth, sixteenth, seventeenth, eighteenth, nineteenth .
I drill
① I complete the sentences with the following words: week, after, Monday, Sunday,
Tuesday, Saturday.
Today is Sunday. - Tomorrow is…………………….. and yesterday was……. - The day before
Wednesday is…………- There are seven days in a……… - The day………Thursday is Friday -
The second day of the week is ……….
② I classify the days of the week beginning by Sunday.

Wednesday, Friday, Sunday, Tuesday, Thursday, Saturday, Monday.

Aujourd’hui c’est samedi - Hier c’était vendredi - Il y a sept jours dans la semaine -
Mardi est le jour qui vient avant mercredi - le sixième jour de la semaine est samedi.
④ I translate into French .

Yesterday was Friday. The day after is Saturday and the day before is Thursday.
⑤ I form ordinal numbers with the following: six, five, two, one, ten, fifteen, eight.
56
I pronounce
es = [iz] : box = boxes- dish= dishes -watch= watches- glass= glasses -class= classes
I count
I complete the following series :
Ten Twenty ………. …………. fifty
57
Lesson 16: The months of the year
Objective: At the end of the lesson, the student must be able to list the
months of the year.
There are thirty or thirty one days in a month and twelve months in a year. The months
of the year are:
1. January 2. February 3. March
4. April 5. May 6. June
7. July 8. August 9. September
10. October 11. November 12. December
The first month of the year is January and the last month is December. We go to school
from October to June. In July, August and September we do not go to school, it is the
holidays.
Vocabulary
- a month : un mois
- a year : une année
- holidays : les vacances
58
I read. I name the months of the year.
I practice
How many days are there in a month? How many months are there in a year? What is
the first month of the year? What is the last month of the year?
I memorize
Grammar : Le Présent simple

Le présent simple des verbes ordinaires à la forme affirmative, négative et interrogative.
Exemple : to speak
Forme affirmative Forme négative Forme interrogative
I speak English I do not speak English Do I speak English?
You speak English You do not speak English Do you speak English?
He/she speaks English He/she does not speak Does he/she speak English?
We speak English English Do we speak English?
You speak English We do not speak English Do you speak English?
They speak English You do not speak English Do they speak English?
They do not speak English
A la forme affirmative on ajoute un ‘s’ à la troisième personne du singulier.
L’auxiliaire ‘do’ est utilisé pour exprimer la forme négative et la forme interrogative. A la
troisième personne du singulier ‘do’ devient ‘does’.
I drill
① I complete the sentences with the following words : August, year, month, twelve,
March, February.
There are…….months in a……. - The…….before April is……- The second month of the year
is….. - The month after July is…….
② I write the following sentences in the interrogative form.

My father works in an office - They eat bananas - We go to school on Saturdays.
③ I write the following sentences in the negative form.

Do you read a book? - I write a letter. He plays football.
59
I pronounce
[i] = February, December, lip [i:] =green, tree, speak

[ᴂ]= cat, and, man [a:]= car, glass, March
[u]=book, good, foot [u:]= June, blue, two
[ɔ] =October, dog, box [ɔ:]=four, ball, old
I count
201 202 203 204 205

two hundred two hundred two hundred two hundred two hundred
and one and two and three and four and five
60
Lesson 17: Telling time (1)
Objective: At the end of the lesson, the student must be able to tell/read the
time.
What time is it ?
It is seven o’clock. It is half past one. It is twelve. It is midday. It is ten past seven.
Vocabulary:
- morning : matin - half : demi
- evening : soir - a quarter : un quart
- noon / midday : midi - past : au délà de, après, passé
- afternoon : après midi
I read the time in the above clocks.
61
I practice
What time is it? It is…..
I memorize
Grammar : Dire l’heure
Pour demander l’heure on emploie l’expression ‘What time is it? »

Pour exprimer l’heure qu’il fait, on dit: “It is…..’’
Exemple : It’s six. (Il est 6 heures).
Les expressions ‘in the morning’ et ‘ in the evening ‘ s’emploient pour indiquer
l’heure du matin ou du soir.
Exemple: It is half past five in the morning (il est 5 heures et demi du matin).
It is twenty past four in the evening (Il est 4 heures 20 du soir).
On emploie aussi les expressions ‘a.m.’ (ante méridien = avant midi) et p.m. (post
meridiem= après midi) pour indiquer l’heure du matin et du soir.
Exemple : 10 h 30 a .m (10 heures 30 du matin)

8h10 p.m. (8 h10 du soir ou 20 heures 10)
I drill:
① I read the time in the different clocks:
Il est 5 heures du matin - Il est 6h30 du soir - Il est midi - Il est 10 h15 du matin.
It’s half past nine a.m. - It’s a quarter to seven p.m. - It’s ten past five a.m.
62
I pronounce
[e] = pen, bed, ten [ᴧ] = Sunday, Monday, one

[ǝ]= afternoon, sister, quarter [ǝ:]= bird,shirt, skirt
I count
206 207 208 209 210

two hundred two hundred two hundred two hundred two hundred
and six and seven and eight and nine and ten
63
Lesson 18 : Telling time (2)
Objective: At the end of the lesson the student must be able to tell/read
the time.
It is twelve o’clock at night. It is

midnight. Moussa is sleeping.
It is six o’clock in the morning. Moussa is having

breakfast.
It is half past six. Moussa is going to school.
It is four o’clock in the afternoon.

Moussa and his friends are playing
football.
64
Vocabulary
- midnight : minuit - to have breakfast : prendre le petit déjeuner

- a night : une nuit - to sleep : dormir
I read the sentences above.
I practice
What time is it ? What is Moussa doing?
I memorize
Grammar : Le present progressif

Le présent progressif se forme avec l’auxiliaire ‘to be ‘ au présent + le participe présent,
c'est-à-dire le verbe terminé en ing.
Pour les verbes se terminant par ‘e’, on supprime le ‘e’ avant d’ajouter ‘ing’.
Exemples :
Affirmative Negative Interrogative
I am eating I am not eating Am I eating?
You are eating You are not eating Are you eating?
He/she/it eating He/she/it eating Is he/she/it eating?
We are eating We are not eating Are we eating?
You are eating You are not eating Are you eating?
They are eating They are not eating Are they eating?
Le présent progressif s’emploie pour décrire une action en cours.
I drill
① I write the following sentences in the present progressive.

My father sleeps in his armchair. I do not read a book – Does the teacher write a lesson?
- We have breakfast.
② I use the present progressive to describe what Moussa is doing.
65
Les enfants sont en train de jouer – Moussa est en train de dormir sur une natte - Nous
allons à l’école maintenant.
They are writing in their notebook - Adoum is not looking at the teacher - Is he writing a
lesson?
I pronounce
[ai]= midnight, five, white [ei] = eight, baby, snake
[ɔi] = boy, noise, oil [iǝ] = ear, near, here
I count
211 212 213 214 215

two hundred two hundred and two hundred two hundred two hundred
and eleven twelve and thirteen and fourteen and fifteen
66
3rd integration week
67
Title: A market day
Context: Moussa’s mother is buying a wrapper at the market.
Instructions
❶
a) Observe the image and describe the articles you see.
b) Describe the clothes that Moussa’s mother and the seller are wearing.
❷
a) Underline the epithets.
 Ali is wearing a blue shirt.
 Moussa ‘s pants are brown.
 Djimet buys a black cap.
 Melom’s scarf is green and her skirt is red.
 My new shoes are expensive.
b) Write the following sentences in the present progressive.
 Zara draws a cat.
 They do not come.
 They write a letter.
 He speaks French.
 Do you drink some water?
c) Write the following sentences in the preterit.
 Moussa is in the classroom. (yesterday)
 They are not in town. (last week)
 Haoua and Ali are at school. (last month)
 Melom is at the market. (last Tuesday)
❸ Write the time in full letters.

6 h 30; 10h 25; 4h 10; 8h 50.
68
Title: At school
Context: It’s the break. Teachers and pupils are in the school yard.
Instructions
❶
b) Describe the boys’ and the girls’ clothes.
❷
a) Use the possessive case with the words in brackets.
My (mother) name is Achta - Adamou (sister) is a doctor -(Moussa) shoes are brown -
(Bintou) father is a teacher.
b) Write the following sentences in the present progressive.
They go to the market - Moussa speaks Arabic - Zara and Ali read a book.
c) With the table below make four sentences using the possessive case.
Moussa parents small
Mr and Mrs car black and white
Adoum dog is blue
Menodji shirts are at home
Ali
❸Classify the following students using ordinal numbers.
69
Title: An anniversary
Context: Kadja was born on 30Th March 1995 in Ndjamena. Today is her twentieth
anniversary. Her father gives her a present and says to her ‘’happy birthday to you,
happy birthday to you, Kadja’’.
Instructions:
❶
a) Answer the following questions.
- When and where was Kadja born?
- What does her father give her for her anniversary?
- What does her father say to her?
b) Ask questions related to the following sentences.

- She is my sister.
- Her name is Koutou.
- This man is my father.
- It’s ten o’clock.
- He’s fourteen years old.
❷
a) Write the verbs in brackets in the present progressive.
- My sister (to play) ‘’tokolé’’ now.
- Mummy (not to work) at the moment.
- We (to have) lunch.
- The baby (to drink) milk.

- My sister’s anniversary is on 15th April.
- That boy is my friend.
- Yesterday was Friday.
- The first month of the year is January.
❸
a) Write in full letters the following ordinal numbers.
8th , 3rd ; 1st; 14th ; 2nd.
b) Write the name of the 2nd, 5th, 8th, 10th, 12th month of the year.
70
UNIT IV
71
Lesson 19: Locating things and people
Objective: At the end of the lesson, the student must be able to locate a
person or an object.
Moussa is walking behind his mother. Ali is sitting in front of the doctor.
Adoum is standing between Haoua and Mariam. Halimé is sitting next to Djim.
I read the above sentences.
I practice
Where is……?
72
I memorize
Grammar : Le présent progressif (suite)

Le présent progressif sert aussi à décrire les positions du corps.
Exemples: I am standing. (Je suis debout) - He is sitting. (il est assis).
N.B : Quand le verbe se termine par une voyelle brève, on double la consonne finale
avant d’ajouter ing.
Exemples: To stop = stopping - To sit = sitting.
Behind, in front of, between et next to sont des prépositions qui indiquent la position.
Exemple: He is sitting next to his father: il est assis à côté de son père.
I drill
① I describe the following pictures using the suitable prépositions: between, next to,
behind, in front of.

Moussa est assis à côté de sa sœur - Le professeur est debout devant les élèves. -
Mariam marche derrière sa mère.
The teacher is sitting behind his desk - Adoum is standing next to Haoua - The cow is
between the donkey and the horse.
I pronounce
[ou] = yellow, goat, road [au] = cow, brown, mouse
[eǝ]= chair, pair, their, hair [uǝ]= poor, pure
I count
216 217 218 219 220

two hundred and two hundred two hundred two hundred two hundred
sixteen and seventeen and eighteen and nineteen and twenty
73
Lesson 20: Asking for and giving directions
Objective: At the end of the lesson, the student must be able to ask for
or give directions.
Ali wants to go to the post office. He asks a man to show him the way. The man says:
“You go straight ahead; then you turn left. After the roundabout you turn right. Keep on
walking along the street until you reach a high building: the post office is next to that
building.”
Vocabulary
- to go straight : aller tout droit - to walk along : longer (une rue)

- to keep on : continuer - until: jusqu’à
- to reach : atteindre - a roundabout : un rond point
I read the above text.
I practice
1. Where does Moussa want to go? 2. What does he ask the man? 3.
What does the man say to Moussa? 4. Where is the post office?
74
I memorize
Grammar : La direction ; les mots composés

Pour indiquer une direction ou montrer un lieu on emploie le présent simple ou
l’impératif présent.
Exemples: You go straight ahead and you turn left.
Go straight and turn left.
Les noms composés
Un nom composé comporte au moins deux éléments. Le premier élément a la fonction
d’adjectif du second : il ne porte jamais la marque du pluriel.
Exemples : a post office : post offices
a school boy : school boys
I drill
① I show the position of each building using the following words: next to, on
the right of, on the left of, between.
② I translate into French.

La banque se trouve à gauche du restaurant. - Après le rond point, continue tout droit: il
y a un bureau de poste à côté de l’hôtel.
I pronounce
[auǝ]= flower, tower, hour, power, our
I count
230 240 250 260

two hundred two hundred two hundred two hundred
and thirty and fourty and fifty and sixty
75
Lesson 21: Requesting assistance
Objective: At the end of the lesson, the student must be able to

request assistance.
Moussa has an accident. He is requesting assistance: ‘’help me, please!’’ He cries.

‘’What happens”? A man asks.
‘’ My leg is painful’’ Moussa replies.
‘’ Let’s go to the hospital before I call your parents’’ the man says.
‘’Thank you very much’’ Moussa says.
Vocabulary
- to help : aider, assister - to happen : arriver, se produire

- painful : douloureux - to reply: répondre
I practice
1. What happens to Moussa? 2. What does he say? 3. What does the
man say to him?
76
I memorize
Grammar : Demander une assistance ; les verbes en y

a) Pour demander une aide ou une assistance, on emploie le terme de politesse
‘’please’’.
Exemple : help me, please !
b) Les verbes terminés par ‘’y’’ au présent simple:
Les verbes terminés par ‘y’ précédé de consonne(s) changent le ‘’y’’ en ‘‘ies’’ à la
troisième personne du singulier. Ceux terminés par ‘‘y’' précédé d’une voyelle prennent
simplement ‘s’ à la troisième personne du singulier.
Exemples : I cry -he cries ; I reply- she replies but I play - he plays ; I say – he says
I drill
① I replace the points with the following words : accident - help – painful – hospital.
Adoum has an…….. His leg is……..He asks for……..A man takes him to the………
② I write the verbs in brackets in the present simple.
He (play) football - Moussa (obey) his parents - The bird (fly) -The teacher (copy) a
lesson on the blackboard.
Mogo aide sa maman - J’ai mal au pied : aidez- moi s’il vous plait ! Merci beaucoup ! - Je
suis malade. J’ai des maux de tête - Donne - moi des comprimés.
I pronounce
[aiǝ]= fire, require, admire, buyer, flyer, iron
I count:
270 280 190 300

two hundred two hundred two hundred three
and seventy and eighty and ninety hundred
77
Lesson 22: Food and drinks
Objective: At the end of the lesson, the student must be able to list some
food and drinks.
Today is Mariam’s birthday. Mummy prepares a lot of food: there is some meat, some
fish, some chicken, some bread and cake.
- Mummy: Do you like anything else?
- Mariam: Is there any drink?
- Mummy: There is some fruit juice but no hot drinks.
- Mariam: Thank you very much, mummy.
After they finish eating, they dance. Mariam is a good dancer.
Vocabulary
- a birthday : un anniversaire - a chicken : un poulet
- a lot of : beaucoup de - a meat : une viande
- a food : une nourriture
78
I practice
1. What food does mummy prepare? 2. Is there any drink? 3. Is there any hot
drink? 4. What do they do after they finish eating?
I memorize
Grammar : Emploi de some, any et no
‘Some’ et ‘any’ traduisent le français du, de la ou des. ‘Some’ s’emploie après un verbe
à la forme affirmative et ‘any’ après un verbe à la forme interrogative ou négative .
‘No’ exprime l’idée de aucun, pas de, après un verbe à la forme affirmative.
Exemples: There is some milk in the bottle. (Il y a du lait dans la bouteille).
There is not any milk in the bottle (Il n’y a pas de lait dans la bouteille).
There is no milk in the bottle.
‘Some, any ‘et ‘no’ sont suivis d’un nom singulier lorsque ce nom représente quelque
chose que l’on ne peut pas compter (some water) et d’un nom pluriel lorsque ce nom
représente quelque chose que l’on peut compter (some bananas).
I drill
① I match each word to its image.

chicken fish fruit cake bread
② I complete the sentences with ‘some, any or no’.

I drink…….tea - Do you like……bread ? - Is there……water in the glass? No, there
is…..water in the glass.
79
③ I write the following sentences in the interrogative form.
They want some milk - There is some butter on the plate - There is no fish for lunch.

Donne - moi du pain s’il te plaît ! - Y a-t-il du lait dans la marmite ? Non, il n’y a pas de
lait - Je veux du café.
I pronounce
[eiǝ] player, prayer
I count
200 300 400 500

two hundred three hundred four hundred five hundred
80
Lesson 23: Cooking

describe the process of cooking a meal.
Today Zara is preparing porridge for dinner. First she puts a little water in the pot then
she puts the pot on the fire. When the water boils, she adds some flour, some sugar and
some milk. She turns the mixture with a stick. After a few minutes the porridge is ready.
Vocabulary
- a porridge : une bouillie - milk : lait

- a fire : un feu - a mixture : un mélange
- flour : de la farine - ready : prêt
- to add : ajouter
I practice
1. What is Zara preparing for dinner? 2. What does she do first? 3. What
does she add to the water? 4. What does she turn with a stick?
81
I memorize
Grammar : Un processus ; les adverbes a little, a few
i. Pour décrire un processus, on emploie les termes : first, then, when, after,
secondly, third, etc.
Emploi de ‘ a little, a few’
ii. A little et a few signifient un peu de, une petite quantité de. A little s’emploie
toujours avec les noms indénombrables et a few toujours avec les noms
dénombrables.
Exemple : a little water (un peu d’eau).
a few minutes (un peu de minutes, quelques minutes)
I drill
① I replace the points with a few or a little:

There is……milk in the bottle - I stay at home for ……..hours - She puts……porridge in the
pot - The water boils after……minutes.
② I translate into French.
Zara turns the mixture with a stick. After a few minutes the porridge is ready.
Il y a un peu de lait dans la marmite. Quand l’eau bout, Zara ajoute du lait et de la
farine.
I pronounce
[o]= pot [pɔt], porridge [pɔriʤ]

[ǝu]= low [lǝu], bow [bǝu], polio [pǝuli:ǝu]
I count
600 700 800 900

six hundred seven hundred eight hundred nine hundred
82
Lesson 24: At the restaurant
Objective: At the end of the lesson, the student must be able to order
some food in a restaurant.
Moussa is feeling hungry. He enters in a restaurant and asks for the menu.
‘’We have soup, chicken, fish, beans and rice’’. The waiter says.
‘’Give me a plate of rice and beans, please!” Moussa says. Then he orders a bottle of
soft drink because he is thirsty too.
After eating and drinking, Moussa pays the bill. " It is not very expensive and the food is
good’’. He says.
‘’ Thank you very much, sir’’. The waiter says.
Vocabulary
- to order: commander - bean: haricot
- a bill: une facture - a waiter: un serveur, un garçon
I read the above text.
83
I practfice
1. Why does Moussa enter in the restaurant? 2. What does he ask for? 3. What does he
do after eating and drinking? 4. How is the food in that restaurant?
I memorize
Grammar : Le gérondif
Le gérondif a la même forme que le participe présent (infinitif + ing). C’est un nom
verbal c'est-à-dire, il est à la fois un nom et un verbe. Il exprime le fait d’accomplir une
action.
Le gérondif s’emploie après certaines prépositions comme before, after, without…..
Exemples: I can stay two days without eating. (Je peux rester deux jours sans manger).
I listen to the radio before sleeping. (J’écoute la radio avant de dormir).
Le gérondif peut s’employer soit comme sujet, soit comme objet.
Exemples : I like dancing. (J’aime la danse, j’aime danser).

Playing is useful. (Jouer est utile)
I drill
① I replace the verbs in brackets by a verbal noun.
Moussa likes (to drink) fruit juice - I prefer (to read) - He does not stop (to work) very
hard - He washes his hands before (to eat).
② I replace the points with the following words: a bill, a restaurant, hungry, orders,
eating.
Moussa is…….... He ……… rice and beans in ………... After ……. the waiter gives him………..
Moussa paye la facture après avoir mangé et bu un jus de fruit - Je n’aime pas le lait, je
préfère prendre du café - Boire une bouteille d’eau est agréable quand on a soif.
84
I pronounce
plate, drinking, sky, stay, smoke, bottle, thirsty, hungry
I count
I write in full letters the following numbers
195 215 620 830 758

…………… ………………. ………….. ……………… ………………
85
4th integration week
86
Title: A family meeting
Context: Adoum is organizing a meeting with the members of his family.
Instructions
❶
a) Look at the image and tell the position of Adoum, Ngaro, Halimé
and Amos using the words: between, next to, in front of, behind.
b) Imagine and tell in a few sentences what Adoum is saying to his

family. Use the present simple or imperative.
❷
a) Write the following sentences in the progressive form.
- The teacher sits behind his desk.
- Adoum sleeps on his bed.
- Mariam and Sarah eat some rice.
b) Make two sentences with each of the following words: some, any and
no.
c) Underline the compound nouns in the following sentences.

The school boys are in the classroom. The teacher says to Moussa ‘Go
home because you have a headache’.
❸ Write the numbers in full letters or in figures.

- 230:
- Two hundred and ninety nine:
- 350:
- Eight hundred and eleven:
87
Title : Towards the hospital
Context : Moussa and Amné decide to visit their friend at the hospital.
Instructions
❶ Make a few sentences to show to Moussa and Amné the way to the hospital.
❷ Write the following sentences in singular.

- The babies cry.
- They buy new shirts.
- The children say to them:” Go straight’’.
- The students reply to their teachers’ letters.
❸Replace the points with ‘a few’ or ‘a little’.

- Today I drink…..milk at breakfast.
- I travel in…….days.
- Give me…….water, please.
- The food is ready in…….minutes.
❹Replace the verbs in brackets with a verbal noun.
- (To play) football is not good at midday.

- He likes (to work) in the afternoon.
- They prefer (to eat) in a restaurant.
- They like (to run) under the sun.
88
Title : At the restaurant
Context : Moulsou is having dinner in a restaurant.
Instructions
❶ Make three sentences to describe what you see on the picture.
❷Make a sentence with each of the following words.
a waiter , a menu, to order, a bill.
❸
Moulsou demande le menu. Il commande un plat de riz et une bouteille de sucrerie.
« Avez-vous du café ?’ demande-t-il au servant. ‘’ Non’’, répond le servant, ‘’ il n’y a pas
de café mais il y a du thé’’. ‘’ Donnez-moi un verre de thé’’, dit Moulsou.

Halimé is cooking some meat stew. First she puts some oil in the pot, then she puts the
pot on the fire. When the oil is hot, she puts the meat in the pot. After a few minutes
the meat stew is ready.
c) Write the following numbers in full letters: 875, 587 , 758, 785, 813.
89
UNIT V
90
Lesson 25: The village
Objective: At the end of the lesson, the student must be able to describe
village activities.
A village is smaller than a town. In Chad many people live in villages. They are farmers
and herders. The farmers grow millet, corn, cassava, beans, rice, cotton…. The herders
raise cows, goats, sheeps, camels…. Some houses in the village are round and their roof
is covered with thatch. Women crush millet in the mortar and they draw water from
the well: they work very hard.
Vocabulary
- a herder : un éleveur - a roof : un toit

- to grow : cultiver - thatch : paille
- to crush : écraser - a well: un puits
- corn : maïs - to work hard: travailler dur
- cassava : manioc - to raise: eléver
91
I practice
1. Where do many people live in Chad? 2. What are their occupations?

3. How are some houses in the village? 4. Where do the women get
water from?
I memorize
Grammar: Le comparatif de supériorité

Le comparatif de supériorité se forme en ajoutant ‘er’ à la fin de l’adjectif court. Un
adjectif court est celui qui a une ou deux syllabes.
Exemples : Moussa is taller than Abouna. (Moussa est plus grand que Abouna).
A donkey is smaller than a horse. (Un âne est plus petit qu’un cheval).
Quand l’adjectif est long c'est-à-dire, s’il a plus de deux syllabes, on emploie l’expression
‘more….than’.
Exemple : Life in the town is more expensive than life in the village.
I drill
① I write the adjectives in brackets in the comparative of superiority.

Linda is (old) than her sister - A bed is (comfortable) than a chair - The teacher is
(strong) than his student - This girl is (beautiful) than her mother.
② I replace the points with the following words: well, herders, cassava, sheep.
In the village women draw water from the…… - …….raise cows and goats - Farmers grow
millet, ……… and corn - Boys and girls like keeping ………

Jean est plus vieux que Pierre - Moussa est plus jeune que son ami. - Un dromadaire est
plus gros qu'une vache- Une chaise est plus petite qu’un fauteuil.
I pronounce
grow, crush, from, thatch , town, corn
I count
I complete the series and I write the numbers in full letters.
110 120 …………. ……………… ……………..

……………………… ……………………… ……………………… ……………………… ………………………
…. …. …. …. ….
92
Lesson 26: In town
Objective: At the end of the lesson, the student must be able to describe
a town.
A town is bigger than a village. The buildings are higher and the streets are wider. The
road traffic is very dense because there are a lot of cars and motorcycles. In town there
are also a lot of big shops, hotels, banks and restaurants.
When Moussa visits Ndjamena, he says ‘life in town is less pleasant than life in the
village’.
Vocabulary
- high: haut - wide: large
- a shop: une boutique - road traffic: circulation routière
- life: la vie
93
I practice
1. How are the buildings in town? 2. How is the traffic road? 3. What do you find in a
town? 4. What does Moussa say?
I memorize
Grammar : le comparatif d’infériorité

Pour former le comparatif d’infériorité on utilise l’expression « less…. than » quel que
soit la taille de l’adjectif ou de l’adverbe.
Exemples :
A restaurant is less expensive than a hotel.
He is less strong than his brother.
I drive less carefully than you.
I drill
① I replace the comparative of superiority by a comparative of inferiority.

Exemple: a house is more confortable than a hut = a hut is less confortable than a house.
A town is bigger than a village - A car is more expensive than a bicycle - A man is
stronger than a child - Reading is more useful than playing.
② I replace the comparative of inferiority by the comparative of superiority.

Exemple: he is less strong than his brother = his brother is stronger than him.
We get up less early than our mother - Mariam is less intelligent than Kaltouma - A car
is less fast than a plane - Moundou is less big than N’djamena.
Une chaise est moins confortable qu’un fauteuil - La vie au village est moins chère que la
vie en ville - Doba est moins grand que Moundou - L’anglais est moins difficile que le
français.
94
I pronounce
streets, traffic, pleasant, past, shops , banks, hotels , restaurants
I count
1000 1100 1200 1300 1400

One thousand One thousand One thousand One thousand
One thousand and one and two and three and four
hundred hundred hundred hundred
95
Lesson 27: The weather

describe the seasons.
There are two main seasons in Chad: the dry season and the rainy season. The dry
season begins in October and ends in May. During that period the sun shines and it is
very hot especially in March and April. Children must not play outside.
In the center, from June to September, it is the rainy season: the sky is often cloudy and
the wind blows. When it rains, people must stay at home. After the rain, the soil
becomes wet and the farmers can sow seeds.
Vocabulary
- the weather : le temps - to rain: pleuvoir
- to shine: briller - to sow: semer
- the wind: le vent - wet: humide
- a cloud: un nuage - seeds: grains
- to blow: souffler
96
I practice
1. How many seasons are there in Chad? 2. When does the rainy season begin in the
center? 3. When does it end in the center? 4. How is the sky in the rainy season? 5.
How is the weather in the dry season?
I memorize
Grammar: Can et must

Can signifie ‘pouvoir, être capable de’
Exemple : I can lift this suitcase . (Je peux soulever cette valise).
Must signifie ‘ devoir, être obligé de’
Exemple : I must go to school. (Je dois aller à l’école).
Can et must sont appelés des verbes modaux ou des verbes de modalité. Ils se
différencient des autres verbes de la manière suivante :
- ils ne prennent pas de ‘s’à la troisième personne du singulier du présent simple.
Exemple: He can play football.
- lls se conjuguent sans ‘do’ à la forme négative et interrogative.
Exemple: Children must not drink beer. Can she play guitar? No, she cannot.
- ils sont toujours suivis de l’infinitif sans ‘to’.
- ils n’ont pas de participe passé.
NB : Cannot s’écrit en un seul mot.
I drill
① I write the following sentences in the negative and in the interrogative form.
I can eat five bananas - They must learn their lessons - We can run very fast - She must
stay at home.
Le soleil brille: il fait chaud - Il pleut : je dois rester à la maison - Peux-tu lire cette
lettre ? - Je ne peux pas ouvrir la fenêtre.
You must speak English to your teacher - Can I help you ? - You must wash your hands -
We cannot eat this meal.
97
I pronounce
blows, sky, cloudy, wind, must
I count
1500 1600 1700 1800 1900

One thousand One thousand One thousand One thousand One thousand
and five and six and seven and eigtht and nine
hundred hundred hundred hundred hundred
98
Lesson 28: Independence of Chad
Objective: At the end of the lesson, the students must be able to

describe a past event.
Chad was one of the French colonies in Africa. It became independent on August 1960.
Chad celebrated the 50th anniversary of its independence in 2011. It was a great event.
Many African leaders were invited to the celebration. Two days were devoted to the
military parade in which soldiers from other countries took part. Every Chadian was
proud because it was an exceptional day. It was for young people an important event.
Vocabulary:
- to be proud : être fier - to devote : consacrer
- to take part : prendre part - to become : devenir
- an event : un événément
99
I practice
1. When did Chad become independent? 2. When did Chad celebrate its
50th anniversary? 3. Who were invited at the 50th anniversary celebration?
4. Why was every Chadian proud?
I memorize
Grammar : Le past simple (le préterit)

Le past simple s’emploie pour faire un récit d’événements passés. Il correspond au
passé simple, au passé composé ou à l’imparfait.
Pour les verbes réguliers il se forme en ajoutant ‘ed’ à l’infinitif sans to ou simplement
‘d’ si le verbe se termine par un ‘e’.
Exemples: to play (played), to love (loved)
Pour les verbes irréguliers, le preterit est très variable.
Exemples : to come (came), to buy (bought), to find (found).

A la forme interrogative et négative on utilise ‘did’ (prétérit de l’auxiliaire do).
Exemples: Did Chad celebrate its independence in 1950?
Chad did not celebrate its independence in 1950.
I drill
① I write in the preterit the verbs in brackets.

Moussa (play) football last year - Boukar (not work) in the office in 1975 - It (rain)
yesterday? - They (not watch) television after lunch.

Il a beaucoup plu au mois de juillet - Les élèves ont-ils nettoyé la salle de classe la
semaine dernière ? - Fatimé a célébré son anniversaire le lundi passé- Elle n’a pas
ouvert la porte de la classe hier.
③ I write the verbs in brackets in the preterit (I use the irregular verbs table).
The teacher (leave) the school at 1 o’clock - My mother (sell) fruit at the market last
Monday - There ( be) many people at the celebration in 2011 - She (go) to Bongor last
month.The taximan (drive) to the car station yesterday.
100
I pronounce
french, proud, brother, contacts, protect, august
I count
2000 3000 4000 5000 6000
two three four five six thousand

thousand thousand thousand thousand
101
Lesson 29: A holiday
Objective: At the end of the lesson, the students must be able to

describe a future event.
The school year ends on June. Many students are eager to go on holiday. Moussa and
Mariam are talking about what they will do during the school vacation.
- Moussa: I’ll go away on holiday.
- Mariam: Where will you go and what will you do?
- Moussa: I’ll go to my village; I’ll help my old parents in field work. And what will you
do, Mariam?
- Mariam: I’ll stay at home. I’ll revise my lessons because next year I’ll pass my
examination.
Vocabulary
- to be eager : être impatient - to talk about: parler de
- to end : finir - to stay at home : rester à la maison
- a holiday/a vacation :les vacances - to pass an examination : passer un
examen
102
I practice
1. How are the students at the end of the school year? 2. What are Moussa and
Mariam talking about? 3. Where will Moussa go during the holidays and what will he
do? 4. Where will Mariam go? 5. What will she do?
I memorize
Grammar: le futur
Le futur s’emploie avec les auxilaires ‘shall’ ou ‘will’ suivis d’un infinitif sans ‘to’ pour la
première personne du singulier et du pluriel et will pour les autres personnes.
Exemples : I (we) shall/will go on holiday. (j’irai/nous irons en vacances).

Mariam will stay at home. (Mariam restera à la maison).
A la forme intérrogative shall ou will se place avant le sujet.
Exemple : Will you visit your uncle ?
A la forme négative shall ou will est suivi de not.
Exemple: I shall/will not go to the cinema.
Shall et will deviennent ‘ll à la forme contractée. A la forme négative c’est shan’t ou won’t.
Exemples : You will help your parents: you’ll help your parents.
We shall/will travel to Paris: we’ll travel to Paris.
NB: De nos jours shall est employé à la première personne pour exprimer beaucoup plus
une obligation de faire quelque chose.
I drill
① I write the following sentences in the future.

They are very happy today - He is ready - You are a good boy - She has too much work
to do – She is a beautiful girl.
② I write the verbs in brackets in the future.

Tomorrow Moussa (go) to his village - Next Saturday we (not play) football - Next year I
(pass) my examination - You (do) your homework this evening - Ali (write) to his friend
this afternoon?
103
Il achètera un livre lundi prochain - Je ne serai pas à la maison demain - Vos amis
viendront-ils en voiture ?- Ils seront heureux de vous voir - Moussa ne jouera pas au
football ce soir.
I pronounce
school, students, stay, field, next, night.
I count
7 000 8 000 9 000 10 000

seven thousand eigtht thousand nine thousand ten thousand
104
5th integration week
105
Title: Talking about future
Context: Aché, Moussa and Kadre are talking about their future job.
Instructions
❶
a) Observe the picture and tell what job each child will do.
b) Tell what job you will do later and give your reasons.
❷
a) Make sentences with the following verbs (use the preterit).
to celebrate, to stand, to sleep, to come.
b) Complete the sentences with ‘can, can’t, must or must not’.
- Ngaro is sick. He………..play foot ball today.
- Children ……….drink alcohol.
- He was in Nigeria; so he……..speak English.
- I……….eat this meal: it’s very hot.
- You……..work hard to pass your examination.
❸
a) Translate into French.
- We’ll be late at school.
- Our teacher will be angry.
- Will you have tea?
- He will have money at the end of the month.
b) Write the verbs in brackets in the future.
- They (be) happy.
- ( be) she ready ?
- She (buy) a new car.
- They (carry) heavy suitcases.
- Ngaro (get up) at 6 0’clock.
106
Title: Celebration
Context: It’s an Independence day. You take part to the celebration.
Instructions
❶
b) It will be soon your anniversary. Tell what you will do.
❷
a) Use the comparative of superiority with the adjectives in brackets.
- Moussa is (strong) than Adoum.
- My shirt is (expensive) than yours.
- Dina is (beautiful) than Sarah.
- Reading is (useful) than playing.
b) Compare the following countries according to their surfaces.
Country Surface
- Chad: 1 284 000 km² Chad /Gabon
- Cameroon: 475 000 km² Cameroun / France
- France: 549 000 km² Cameroon / Gabon
- Gabon: 268 000 km² Chad / France and Gabon
c) Write the verbs in brackets in the past simple.

- Yesterday, I (to clean) my house.
- My father (not to buy) a new car last year.
- Moussa ( to play) football last week?
- We (to sleep) in the hotel last night.
❸
Translate into English.
- Il rentrera au Tchad en 2013.
- Un dromadaire peut parcourir neuf mille mètres en 30 minutes.
- Nous ne devons pas boire de l’eau sale.
- Il ne doit pas venir demain.
107
Title: In town
Context: You are visiting a town for the first time.
Instructions
❶
b) Compare a town to a village.
❷
a) Complete the sentences with the following words: shops, animals, traffic light,
taxis, street,.
- In town, many cars are……….
- The cars stop when the ……..is red.
- Come on! Let’s cross the…………. !
- In town there are a lot of ………along the streets.
b) Write the following sentences in the interrogative and negative form.
The school year starts in September. The rainy season ends in October.
I often go to town.
c) Translate the following sentences into English.

- J’irai en ville la semaine prochaine.
- Moussa était au village l’année dernière.
- Un village est plus petit qu’une ville.
- En ville tu dois t’arrêter quand le feu de circulation est rouge.
❸Write the numbers in the following sentences in full letters.

- There are 1400 books in this bookstore.
- There are 1500 in this farm.
- Rabah died in 1900.
- Moussa has ordered 1600 shoes for his shop.
- There were 815 horses and camels during the investiture.
108
IRREGULAR VERBS
Les verbes irréguliers suivent les structures de conjugaisons des verbes ordinaires, ils sont
irréguliers uniquement par leurs formes au prétérit et/ou au participe passé. Ils sont environs
180 dans la langue anglaise dont environ 140 d’usage courant. Il convient donc de les apprendre
par cœur.
Infinitif Prétérit Participe passé sens

to be was/were been être
to bear bore born supporter
to beat beat beaten battre
to begin began begun commencer
to bend bent bent courber
to bet bet bet parier
to bind bound bound lier/relier
to bite bit bitten mordre
to bleed bled bled saigner
to blow blew blown souffler
to break broke broken casser
to breed bred bred élever (bétail, enfant)
to bring brought brought apporter
to build built built construire
to burn burnt burnt brûler
to burst burst burst éclater
to buy bought bought acheter
to catch caught caught attraper
to choose chose chosen choisir
to cling clung clung s’accrocher
to come came come venir
to cost cost cost coûter
to creep crept crept ramper
to cut cut cut couper
to deal dealt dealt traiter, distribuer
to dig dug dug creuser
to do did done donner
to draw drew drawn tirer, dessiner
to dream dreamt,dreamed dreamt,dreamed rêver
to drink drank drunk boire
to drive drove driven conduire
to eat ate eaten manger
to fall fell fallen tomber
to feed fed fed nourrir
to feel felt felt sentir, éprouver
to fight fought fought combattre
to find found found trouver
to flee fled fled s’enfuir
to fling flung flung jeter violemment
to fly flew fllown voler
to forbid forbade forbidden interdire
to forget forgot forgotten oublier
109
to freeze froze frozen geler
to get got got obtenir/devenir
to give gave given donner
to go went gone aller
to grind ground ground moudre
to grow grew grown grandir, faire pousser
to hang hung hung accrocher
to hear heard heard entendre
to hide hid hidden cacher
to hit hit hit frapper, atteindre
to hold held held tenir
to hurt hurt hurt blesser
to keep kept kept garder
to kneel knelt knelt s’agenouiller
to know knew known savoir
to knit knit knit tricoter
to lay laid laid poser à plat
to lean leant, leaned leant, leaned s’appuyer
to lead led led mener
to leap lept lept sauter
to learn learnt learned learnt, learned apprendre
to leave left left laisser/quitter
to lend lent lent prêter
to let let let laisser/permettre
to lie lay lain être étendu
to light lit/lighted lit/lighted allumer
to lose lost lost perdre
to make made made faire
to mean meant meant signifier/vouloir dire
to meet met met rencontrer
to mow mowed mown/mowed tondre (pelouse)
to pay paid paid payer
to put put put mettre
to quit quit/quitted quit/quitted cesser de
to read read read lire
to rid rid/ridded rid débarrasser
to ride rode ridden aller à cheval, bicyclette
to ring rang rung sonner
to rise rose risen s’élever, se lever
to run ran run courir
to saw sawed sawn scier
to say said said dire
to see saw seen voir
to seek sought sought chercher
to sell sold sold vendre
to send sent sent envoyer
to set set set mettre/fixer
to sew sewed sewn coudre
to shake shook shaken secouer
to shine shone shone briller
110
to shoot shot shot tirer (arme à feu)
to show showed shown montrer
to shrink shrank shrunk rétrécir
to shut shut shut fermer
to sing sang sung chanter
to sink sank sunk couler
to sit sat sat être assis
to sleep slept slept dormir
to slide slid slid glisser
to smell smelt smelt sentir (odeur)
to sow sowed sown/sowed semer
to speak spoke spoken parler
to spell spelt/spelled spelt/spelled épeler
to spend spent spent dépenser
to spill spilt/ spilled spilt/ spilled reverser (un liquide)
to spit spat spat cracher
to split split split fendre
to spoil spoilt/spoiled spoilt/spoiled gâter, gâcher
to spread spread spread répandre
to spring sprang sprung sauter/bondir
to stand stood stood être debout
to steal stole stolen voler/dérober
to stick stuck Stuck coller
to sting stung stung piquer (insecte)
to stink stank stunk puer
to strike struck struck frapper
to strive strove striven s’efforcer
to swear swore sworn jurer
to sweep swept swept balayer
to swell swelled swollen enfler
to swim swam swum nager
to swing swung swung (se) balancer
to take took taken prendre
to teach tought tought enseigner
to tear tore torn déchirer
to tell told told dire
to think thought thought penser
to throw threw thrown jeter
to thrust thrust thrust enfoncer
to tread trod trodden marcher sur, fouler
to wake woke woken réveiller
to wear wore worn porter (des habits)
to weave wove woven tisser
to weep wept wept pleurer
to win won won gagner
to wind wound wound enrouler, remonter une horloge
to wring wrung wrung tordre
to write wrote written écrire
111
PHONETIC SYMBOLS
[i: ] be, bee, eat [b] book, banana, bed

[ I ] fish, expensive, finish [p] pawpaw, pine apple, pen
[e ] bed effort, egg [t] tree, table, mat
[æ] dad, black, add [g] good, dog, mango
[a:] car, hard, dark [k] work, talk, walk
[ɔ]dog, on, office [m] man, make, market
[ɔ:] door, horse, order [n]not, no, nose
[u] put, foot, good [ŋ] king, sing, finger
[u:] blue, moon , two [v] five, have, village
[л] cut, under, sun [f] full, off, fruit, family
[ə:] bird, girl, first [ð] father, mother, their
[ə] again, ago, today [θ] thin , thing, think
[o] for, or, corn [z] memorize, zero, zara
[ei] baby, eight, translate [s] sun, sell, school
[ai] buy, five, night [ʒ] measure, leisure
[ou] goat, road, slow [∫] she, dish, fish, ship
[au] cow, mouse, how [h ] hot, he, head
[ɔi] boy, toy, oil [ʤ] January, joy
[iə] ear, beer, here [t∫] chin, choice
[εə] chair, their, hair [l] let, ball, leaf, animal
[uə] poor, pure, sure [r] red, right, room
[auə] vowel, our, flower [w] will, always, week
[aiə] fire, admire, require [y] yellow , yard, yes, you
[eiə] player
GLOSSARY
A
a [ei] un, une

a lot of [ǝ lotǝv] beaucoup
about [ǝ’baut] au sujet de
accident [ᴂksident] accident
add (to) [ᴂd] ajouter
adjective [ᴂʤǝktiv] adjectif
admire (to) [ǝdmaiǝ] admirer
africa [ᴂfrikǝ] Afrique
after [a:ftǝ] après
afternoon [a:ftǝnu:n] après-midi
again [ǝgen] encore
allright [ɔ:lrait] d’accord
along [ǝ’loɲ] le long
aloud [ǝ’laud] à haute voix
also [ɔ :lsǝu] aussi
an [ǝn] un, une
and [ᴂnd] et
animal [ᴂnimǝl] animal
anniversary [ᴂnivз:sǝri] anniversaire
answer (to) [a:nsǝ] répondre
any [ǝni] du, de la, des
anything [ǝniθiɲ] quelque chose
apple [ᴂpǝl] pomme
april [eiprǝl] avril
armchair [a :mtʃeǝ] fauteuil
ask (to) [a:sk] demander
at [ᴂt] à
august [ɔ:gǝst] août
away [ǝ’wei] à part
baby [beibi] bébé

bad [bᴂd] mauvais, mal
bag [bᴂg] sac
ball [bɔ:l] balle
banana [bǝna:nǝ] banane
basin [beisǝn] bassin
be [bi:] être
bean [bi:n] haricot
beautiful [bju:tifǝl] beau, belle
because [bikɔ:z] parce que
become (to) [bi’kᴧm] devenir
bed [bed] lit
bee [bi:] Abeille
113
before [bi:fɔ:] avant
behind [behaind] derrière
better [‘betǝ] mieux, meilleur
big [big] grand
break [brek] recréation
cake [keik] gâteau

call (to) [ka:l] appeler
camel [kᴂmǝl] dromadaire
can [kᴂn ] pouvoir
cap [kᴂp] casquette
car [ka :] voiture
care [keǝ] soin
cassava [kǝsa:vǝ] manioc
cat [kᴂt] chat
celebration [selibreʃǝn] célébration
Chad [tʃᴂd] Tchad
chair [tʃeǝ] chaise
change (to) tʃeinʤ] changer
cheap [tʃi:p] moins cher
chicken [tʃikin] poulet
child [ tʃaild] enfant
chin [tʃin] menton
class [kla:s] classe
classify (to) [klasifai] classifier
clock [klɔk] horloge
close (to) [klǝuz] fermer
coat [kǝut] veste
come (to) [kᴧm] venir
comfortable [‘kᴧmfǝtebl] confortable
complete (to) [kǝmpli:t] completer
contracted [kǝntrᴂktid] contracte(e)
copy (to) [kᴧpi] copier
corn [kɔ:n] maïs
correct [kǝ’rekt] correct ; exact
cotton [kᴧtǝn] coton
count (to) [kaunt] compter
country [kᴧntri] pays
cover (to) [kᴧvǝ] couvrir
cow [kau] vache
crush (to) [krᴧʃ] écraser
cry (to) [krai] crier, pleurer
cup [kᴧp] bol
Cupboard [kᴧpbɔ:d] placard
114
D
day [ dei] jour

december [disembǝ] décembre
dense [dens] dense
devote (to) [divǝut] consacrer
dialogue [daiǝlog] dialogue
dinner [‘dinǝ] dîner
dish [diʃ] plat
do (to) [du:] faire
doctor [doktǝ] médecin
dog [dɔg] chien
donkey [doɲke] âne
draw (to) [drɔ:] tirer, dessiner
dress [dres] robe
drill [dril] s’entrainer
drink (to) [driɲk] boire
drug [drᴧg] médicament
dry [drai] sec, sèche
during [djuǝriɲ] durant
eager [i :gǝ] impatient

ear [iǝ] oreille
east [i:st] est
eat (to) [i:t] manger
egg [eg] œuf
eight [eit] huit
eighteenth [eiti:nθ] dix-huitième
eighth [eitθ] huitième
eighty [eiti] quatre vingt
elephant [‘elifǝnt] éléphant
eleven [ilevǝn] onze
eleventh [i’levǝnθ] onzième
F
face [feis] visage
family [fᴂmili] famille
farmer [fa:mǝ] paysan
father [fa:ð ] pere
february [februǝri] février
feel (to) [fi:l] sentir
fever [fi:vǝ] fièvre
few [fju:] quelque, un peu de
field [fi:ld] champ
fifteen [fifti:n] quinze
fifteenth [fifti:nθ] quinzième
115
fifth [fifθ] cinquième
fifty [fifti] cinquante
find (to) [faind] trouver
fine [fain] bien
finger [fiɲgǝ] doigt
finish (to) [finiʃ] finir, terminer
fire [faiǝ] feu
first [fǝ:st] premier
fish [fiʃ] poisson
five [faiv] cinq
flour [flauǝ] farine
flower [flauǝ] fleur
flyer [flaiǝ] voyageur( en avion)
following [folowiɲ] suivant
food [fud] nourriture
foot [fut] pied
foot ball [futbɔ:l] football
fork [fɔ:k] fourchette
form [fɔ:m] forme
forty [fɔ :ti] quarante
four [fɔ:] quatre
fourteen [fɔ:ti:n] quatorze
fourteenth [fɔ:ti:nθ] quatorzième
fourth [fɔ:θ] quatrième
french [frentʃ] français/française
friday [fraidei] vendredi
from [frᴧm] de
fruit [fru:t] fruit
full [fu:l] plein
G
get up (to) [getᴧp] se lever
girl [gз:l] fille
give (to) [giv] donner
glass [gla:s] verre
glove [glᴧv] gant
go (to) [gǝu] aller
go straight(to) [gǝustreit] aller tout droit
goat [gɔ:t] chèvre
good [gud] bon, bien
great [gret] grand
green [gri:n] vert
greet (to) [gri:t] saluer
greeting [gri:tiɲ] salutation
grow (to) [grau] cultiver
116
H
hair [heǝ] cheveu

half [ha:f] moitié, demi
hand [hᴂnd] main
happen (to) [hᴂpen] arriver, se passer
happy [hᴂpi] joyeux
hard [ha:d] dur
have (to) [hᴂv] avoir
he [hi:] il
head [hed] tête
headache [hedeik] mal de tête
headscarf [hedsca:f] foulard
health [helθ] santé
hello [hǝlǝu] bonjour
help [help] assistance, secours
help (to) [help] aider
her [hз:] son, sa, ses
herb [hə:rb] herbe aromatique
herder [hз:dǝ] éleveur
high [hai] haut
him [him] lui
his [hiz] son, sa, ses
holiday [holidei] congé, vacance
home [hǝum] maison
horse [hɔ:s] cheval
hospital [hospitǝl] hôpital
hot [hɔt] chaud
hotel [houtǝl] hôtel
hour [hauǝ] heure
house [haus] maison
how [hau] comment
hungry (tobe) [hᴧngri] avoir faim
I [ai] je
illustration [ilǝstreiʃǝn] illustration
image [imeʤ] image
important [impɔ:tənt] important
in [in] dans
independence [indipendəns] indépendance
independent [indipendənt] Indépendant
injury [inʤǝri] blessure
instruction [ins’trᴧkʃǝn] instruction
interrogative [int’terogetiv] interrogatif
invite (to) [in’vait] inviter
iron [aiə] fer
it [it] il, elle (neutre)
117
item [aitəm] article
its [its] son, sa, ses
january [dzænjuəri] janvier

juice [dzu:s] jus
july [dzu:lai] juillet
june [dzu:n] juin
K
keep (to) [ki:p] garder
keep on (to) [ki:pɔn] continuer
king [kiŋ] roi
knee [ni:] genou
knife [naif] couteau
L
language [læŋgwidz] langue
last [la:st] dernier, dernière
lay down (to) [leidaun] coucher, s’allonger
leader [li:də] leader, dirigeant
leaf [li :f] feuille
learn (to) [lə:n] apprendre
leave (to) [li:v] quitter
leg [leg] jambe
leisure [lezə] loisir
less than [lesðən] moins que
lesson [lesn] leçon
life [laif] la vie
lift (to) [lift] soulever
like (to) [laik] Aimer
lion [laiə] lion
lip [lip] lèvre
listen (to) [lisn] écouter
look for (to) [lukfə:] chercher
many [meini] beaucoup

march [mɑ:t∫] mars
mat [mæt] natte
may [mei] mai
meat [mi:t] viande
measure [mezə] mesure
menu [menju:] menu
midday [midei] midi
118
midnight [midnait] minuit
military [militəri] militaire
milk [milk] lait
millet [milit] mil
minute [minit] minute
mixture [mikst∫ər] mélange
monday [mndi] lundi
month [mʌn] mois
more than [mɔ:ðən] plus que
morning [mɔ:niŋ] matin, matinée
mortar [mə:tər] mortier
mother [mʌðə ] mère
motorcycle [məutəsaikl] motocyclette
mouth [mau] bouche
mummy [mʌmi] maman
must [mʌst] devoir
my [mai] mon, ma mes
name [neim ] nom

neck [nek] cou
new [nju:] nouveau
next to [nektstu] à côte de, près de
night [nait] nuit
nineteenth [nainti:n] dix-neuvième
ninety [nainti] quatre vingt-dix
ninth [nain] neuvième
noon [nu:n] midi
nose [nɔuz] nez
notebook [nɔutbuk] cahier
november [nouvembə] novembre
object [ɔbdzikt] objet

october [ɔktoubə] octobre
often [ɔfən] souvent
on [ɔn] sur
one [wn] un, une
order (to) [ɔ:dər] commander
other [ʌðə] autre
our [auə] notre, nos
outside [autsaid] à l’extérieur
painful [peinful] douloureux

palm tree [pɑ:mtri:] palmier
119
pants [pænts] pantalon
parade [pəreid] défilé
parent [peərənt] parent
pawpaw [pɔ:pɔ:] papaye
pawpaw tree [pɔ:pɔ:tri] papayer
pay (to) [pei] payer
pen [pen] stylo
pencil [pensl] crayon
period [piəriəd] période
pharmacy [fɑ:məsi] pharmacie
pineapple [painæple] ananas
plate [pleit] assiette
play (to) [plei] jouer
pleasant [plesənt] agréable
please [pli:z] s’il te/vous plait
polio [pəuliəu] polio
porridge [pɔridz] bouillie
post office [postɔfis] bureau de poste
pot [pɔt] marmite
power [pauə] pouvoir
prefer (to) [prifə:r] préférer
prepare (to) [pripeə] préparer
prescription [pri:skrit∫n] ordonnance
present [prezənt] présent
protect (to) [prətekt] protéger
proud [praud] fier, content
put (to) [put] mettre, poser
Q
quarter [’kwɔ:tǝr] quart
question [kwestʃn] question
quickly [‘kwikli] vite, rapidement
radio [reidieu] radio

rainy [reini] pluvieux
read (to) [ri:d] lire
recover (to) [ri’kᴧvǝr] guérir
red [red] rouge
revise (to) [ri’vaiz] réviser
rich [ritʃ] riche
roof [ru:f] toit
room [ru:m] chambre
rubber [rᴧbǝr] gomme
120
ruler [rulǝr] règle
saturday [‘sᴂtǝdei] samedi

say (to) [sei] dire
scarf [ska:f] foulard
school bag [sku:lbᴂg] sac d’écolier
school yard [skulya :d] cour de l’école
season [si:zn] saison
second [‘sekǝnd] deuxième
see (to) [si:] voir, visiter
seller [selǝr] vendeur
september [sep’tembǝr] septembre
servant (civil) [sivil’sз :vǝnt] fonctionnaire
seven [sevǝn] sept
seventeen [sevnti:n] dix sept
seventeenth [sevnti :nθ] dix septième
seventh [sevnθ] septième
shall [ʃᴂl] auxiliaire du futur
shawl [ʃǝul] châle
she [ʃi:] elle
sheep [ʃi:p] mouton
shine (to) [ʃain] briller
ship [ʃip] bateau
shirt [ʃз:t] chemise
shoes [ʃu:z] chaussures
shop [ʃɔp] boutique, magasin
shoulder [ʃǝuldǝr] épaule
sick [sik] malade
sister [sistǝr] sœur
sit (to) [sit] s’asseoir
sit down (to) [sitdaun] s’asseoir
six [siks] six
sixteen [siksti:n] seize
sixteenth [siksti :nθ] seizième
sixth [sikst] sixième
sixty [siksti] soixante
skirt [skз:t] jupe
sky [skai] ciel
sleep (to) [sli:p] dormir
small [smɔ:l] petit
smoke (to) [smǝuk] fumer
snake [sneik] serpent
soil [soil] sol
121
soldier [‘sǝulʤǝr] soldat
son [sᴧn] fils
soup [su:p] soupe
sow (to) [sou] semer
speak (to) [spi:k] parler
spoon [spu:n] cuillère
stand up (to) [stᴂndᴧp] se lever
station [steiʃǝn] gare routière
strong [strɔɲ] fort
suitcase [su:tkeis] valise
sun [sᴧn] soleil
sunday [sᴧndi] dimanche
sure [ʃuǝr] sûr
swallow [‘swalǝu] avaler
table [teibl] table

tablet [‘tᴂblit] comprimé
take (to) [teik] prendre
talk (to) [tɔ:k] parler
tall [tɔ:l] grand
taximan [tᴂksimᴂn] conducteur de taxi
television [‘teliviʒn] télévision
tell (to) [tel] dire, raconter
ten [ten] dix
tenth [tenθ] dixième
than [ðᴂn] que
thank you [ðᴂɲkju:] Merci à toi
that [ðᴂt] ce…la, celle-là
thatch [θᴂtʃ] paille
the [ðǝ] le, la, les
their [ðeǝr] leur, leurs
there [ðeǝr] il y a
these [ði:z] ceux-ci, celles-ci
they [ðei] ils, elles
thing [θiɲ] objet, chose
third [θǝ:d] troisième
thirteen [θз:ti:n] treize
thirteenth [θз:’ti:nθ] treizième
thirty [θз :ti] trente
this [ðis] ce, ceci, celle, celle-ci
those [ðǝuz] ces, ceux-là, celles-là
thousand [θauznd] mille
three [ðri:] trois
thursday [‘θз:zdi] jeudi
time [taim] temps
to [tǝ, tu,tu:] à, vers
today [tǝ’’dei] aujourd’hui
122
tomato [tǝ’ma:tǝu] tomate
tomorrow [tǝ’morǝu] demain
tongue [tᴧɲ] langue
touch (to) [tᴧtʃ] toucher
towards [tǝ’wɔ:dz] vers
town [taun] ville
traffic [trᴂfik] circulation
traitement [tritmǝn] traitement
travel (to) [trᴂvl] voyager
tree [tri:] arbre
trousers [‘trauzǝz] pantalon
tuesday [tju:sdi] mardi
twelfth [twelfθ] douzième
twelve [twelv] douze
twenty [‘twenti] vingt
U
umbrella [ᴧmbrelǝ] parapluie
under [‘ᴧndǝr] sous
underline (to) [ᴧndǝ’lain] souligner
until [ǝn’til] jusqu’à
us [ᴧs] nous
useful [‘ju:sful] utile
very [veri] très

village [‘viliʤ] village
visit (to) [‘vizit] visiter
vowel [‘vauel] voyelle
walk (to) [wɔ:k] marcher

wash (to) [wɔʃ] laver, se laver
watch [wɔ:tʃ] montre
we [wi:] nous
wear to) [weǝr] porter
weather [‘weðǝr] température
wednesday [‘wenzdi] mercredi
week [wi:k] semaine
well [wel] bien
well [wel] puits
wellcome [welkǝm] bienvenue
wet [wet] humide, mouillé
what [wat] quel(s), quelle(s)
when [wen] quand
where [wзǝr] où
123
which [witʃ] quel, quelle
white [wait] blanc
who [hu:] qui
wide [waid] large
wife [waif] femme
will [wil] auxiliaire du futur
wind [wind] vent
without [wiðaut] sans
woman [‘wumǝn] femme
women [‘wimin] femmes
work (to) [wɔ:k] travailler
wrapper [rᴂpǝr] pagne
write (to) [rait] écrire
Y
year [jǝir] année
yellow [jelǝu] jaune
yes [jes] oui
yesterday [jestǝrdi] hier
young [jᴧɲ] jeune
124

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REPUBLIQUE DU TCHAD

Unité - Travail – Progrès

- YAKBA WASSOU Nathan, Professeur certifié d’anglais, personne ressource

- ADOUM GOUDJA KODNGARGUE, Chef de la Division de l’Iconographie au CNC ;

- Pr. NOMAYE MADANA, Ex Directeur Général du Centre National des Curricula.

La Coordination éditoriale de cette version est assurée par :

- Dr ABOUBAKAR ALI KORE, Directeur Général du Centre National des Curricula.

 Objective : ce que l’apprenant doit savoir ou savoir - faire au terme de la leçon ;

 I listen and I observe : l’apprenant écoute le professeur et observe les images du

 I read : l’apprenant lit le text d’appui ;

 I practice : l’apprenant répond à des questions ou fait quelques exercices en rapport

 I memorize: ce que l’apprenant doit retenir en terme de notions et de structures

 I pronounce: l’apprenant s’entraîne à prononcer correctement les mots ou les

Le manuel comporte également une liste des verbes irréguliers et un glossaire. Il

I listen and I observe:

Teacher: Good morning, class!

- a teacher : un maître, un professeur - a student : un élève

I read the text above.

My name is Moussa. I am a boy. Zara is a girl. She is a student. Boukar is a man. He is a

N.B. It est un pronom neutre. Il ne

- My ( mon, ma, mes) - Our (notre, nos)

① I complete the sentences with ‘is, are or am’.

③ I translate into French.

④ I translate into English.

- a (éi) - d (di) - g (dji)

one two three four five

I listen and I observe:

Teacher: Hello, class!

Vocabulary and expressions

I read the text above

Hello! How are you...?

Grammar : La forme contractée du verbe to be au présent :

① I use the contracted form of ‘’to be’’ in the following sentences.

④ I translate the following sentences into French.

⑤ I translate the following sentences into English.

j (dje) l (el) n (en) p (pi) r (ar)

I listen and I observe

I read the text above.

Grammar : Les adjectifs démonstratifs

② I complete the sentences with: this, these, those.

…………persons are my parents. ……..girl is my sister. ……..boys are my brothers.

eleven twelve thirteen fourteen fifteen

I listen and I observe

This is a cat. This is a dog. This is a goat. This is an elephant.

I read the text of the illustrations.

Is this a dog? Is this an elephant? This is not a goat;

Grammar : Les articles a, an ; To be au prosent simple

La forme négative et la forme interrogative de to be au présent:

Forme affirmative Forme négative Forme interrogative

① I replace the points by ‘a’ or ‘an’.

③ I answer the questions.

Is this a camel? Is this a horse? Is this a dog? Is this an elephant?

Les voyelles simples

sixteen seventeen eighteen nineteen twenty

I listen and I observe

This is a tree. This is a mango tree. That is a paw paw tree.

a banana a pineapple a mango a paw paw

What are these ?

What is this .......? This is not……… Is this ........ ? Are these...... ?

Grammar: les pluriel des noms

Exemple : a banana = bananas ; a boy = boys

Exemple : this is a boy, this is a girl/that is a man, that is a woman.

① I match each word to its image .