COLLEGE BOLIADE ZOUKOUGBEU ANNEE SCOLAIRE 

: 2018 – 2019

CONSEIL D’ENSEIGNEMENT (CE) ANGLAIS

UNIT 1: TRAVEL AND WORLD TOURISM

ACTIVITY 1

The north of the country offers wonderful opportunities for seeing the animals of Africa – rhinos, hippos,
elephants, lions, buffaloes, crocodiles, to name just a few. Or try the tropical rainforest of the south with its
gorillas, monkeys and colourful birds. You can choose from a huge range of activities: visit our beach
resorts, play on our beautiful golf courses, watch the animals at our parks and games reserves or visit a
cocoa plantation – 40% of the world’s chocolate comes from Côte d’Ivoire.

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 1

Côte d’Ivoire has 515 km of Atlantic coastline with clean, natural beaches and a warm ocean to swim in.
There good hotels to stay at in Abidjan and San Pedro, and exciting opportunities for the sports fisherman.
Over 60 ethnic groups live in Côte d’Ivoire, as varied as the land itself, with cultures that are still real and
alive. Here are friendly people with fascinating traditions and folklore. And don’t forget that crafts, masks,
figures, jewellery, handbags, swords, mats – all made by craftsmen – can be bought as reasonable prices,
souvenirs of an unforgettable holiday.
Where could you find a grater variety of landscape than in Côte d’Ivoire? From tropical rainforest and
lagoons to savannahs, from high plateaus to the dry plains and steppes on the southern border of the
Sahel, all the scenery you might expect to find in Africa is here in a single country. Why look any further?

ACTIVITY 2

1- Tourism is now a major cause of pollution in some of the world’s most beautiful countries. And it’s
not just a question of litter, dirty beaches and polluted sea-water. There’s also the problem of air
pollution from cars and coaches. In many places this is now so bad that it causes acid rain.
2- The tourist industry also affects birds and animals. This happens in two main ways. Firstly, many
are killed (often illegally) so that furs, skins, shells, tusks or feathers ca be sold as souvenirs.
Secondly, their natural habitats are destroyed to make way for new hotels and apartments.
3- Many tourist areas, especially in the Third World, have limited water, food and electricity. Since
visitors use large amounts of these resources, this often means that the local population has to
suffer.
4- These days, famous historic buildings receive millions of visitors every year. The result? Long
queues and in many cases serious damage to the buildings themselves. The Pyramids in Egypt are
an example of such buildings, which are slowly being destroyed by their own popularity.
5- Hundreds of popular resorts around the world have become overdeveloped in the last thirty years.
The result in many cases is an ugly» concrete jungle” of hotels, restaurants, apartments and shops
which:
a. Damage the resort’s natural identity;
b. Weaken its traditional culture;
c. Make the local population too dependent on jobs connected with tourism.

ACTIVITY 3

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.

UNIT 2: NATURAL RESOURCES

ACTIVITY 1

We use rivers, lakes and oceans as sewers and as dumping grounds for waste and polluted water. Waste
dumped into running water is quickly carried away out of sight. However, if too much waste is dumped into
water, nothing can survive in it. Human beings need clean, fresh water. Without it, we die in three days. But
in many parts of the world, clean water is rare. Instead, people have to drink dirty, polluted water. Over 2
billion people don’t have clean water. 80% of the world’s diseases come from dirty-water. 30,000 people die
Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 2
every day from diseases like this. 50% of the people in hospitals are there because of “dirty-water”
diseases.

ACTIVITY 2 and 3

Over half of all the world’s tropical forests has already been destroyed and most of that destruction has
happened in the last 50 years. Only three areas of the world have tropical forests: these are South and
Central America, South-East Asia, and West and Central Africa. Almost all the rainforest in India and Sri
Lanka has been destroyed, and in Bangladesh it has gone completely. There is no tropical forest left in
Haiti. In the Amazon Basin, the world’s largest area of tropical forest, millions of hectares are being burned
each year. In Africa the situation is not much better: 85% of Côte d’Ivoire’s forest has already been
destroyed. Soon, Guinea will have only a third of its forest left, and Nigeria will have none. Overall, around
800 million hectares of tropical forest worldwide have disappeared.

ACTIVITY 4

1- In Burkina Faso, lines of stones are being put around the fields. When the rain comes, it does not
wash away the soil. Instead the water sinks into the earth and makes it wetter, richer and more
fertile. It’s a quick, easy and cheap solution.
2- In villages, water-testing kits are being used to test the water in a river or well and make sure that it
is clean. In other places, water pumps are being installed to raise safe, clean water for a whole
village. Factories which pour dirty water into rivers, lakes and the sea are being prosecuted and
fined.
3- Governments are being encouraged to plan and work together, to protect more land and grow more
trees. The richer countries are being challenged by environmental pressure groups to help poorer
countries to develop industries which do not require them to cut down their trees.
4- Countries are being encouraged to do the following:
 Use more natural energy (sun, wind and sea);
 Ban CFCs (chloro-fluro-carbons);
 Reduce bush burning;
 Use fewer cars
 Use cleaner forms of petrol in cars
5- Shops are being urged to less packaging and everyone is being encouraged to recycle paper,
glass, metal, plastic etc.

UNIT 3: DEADLY VIRUSES AND DISEASES

ACTIVITY 1, 2, 3 and 4

The virus which causes AIDS enters the white cells in the blood and it eventually destroys them so that
they can no longer defend the body. This may take several years to happen. Once these defences are lost,
the body is then open to all infections and an everyday infection such as a cold can become serious.

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 3

Not everybody who gets the virus will immediately become ill. They may remain perfectly healthy for a long
time, but can still pass the virus on to others. These people are ‘carriers’ of the virus, and although they are
perfectly well they can still infect others.

UNIT 4: CRIME AND VIOLENCE

ACTIVITY 1 and 2

Recently it has been heartbreaking to hear that two weeks before the Christmas holidays a member of a
protesting group of students who wanted to anticipate the holidays entered a classroom, stabbed one or
two students during a test and with his group succeeded in ordering a whole school to stop classes for the
Christmas vacations. A teacher trying to persuade protesters in another school received a stone and has
his head swollen. Unfortunately, such sad and preoccupation attitudes of gangsterism have common
among students in Ivorian schools for two or three years now as any holidays draw near; students behaving
like true bandits, defying governmental laws and deciding on their own dates for vacations.

ACTIVITY 3 and 4

Formerly students respected dates set by the government for holidays. But now they anticipate them. And
to this situation neither the government nor the parents seem to have found the solution. This means that
the leaders are to be condemned so are parents. If the government had taken concrete and immediate
measures, the situation would not have been so serious. Governments can do much to improve young
people’s lives. They should act immediately otherwise they will face a real tragedy in the future. Even if
parents and governments are in charge of educating children, children themselves have their share of
responsibility on their way to become reliable agents of development for their country.

UNIT 5: HUMAN RIGHTS

ACTIVITY 1, 2 and 3

Many children work in factories, sometimes on huge production lines, doing very repetitive and boring
tasks. They sometimes work in hot and stuffy places and for long hours. They earn very little money for all
their hard work.

In some countries, children as young as nine work in coalmines. It is very dangerous work and many get
injured or even killed in hot countries, little children help pick cotton all day in the sun and the work is very
boring. Some employers often treat the children unfairly, being cruel and brutal. They make them work for
long hours, without a break, without proper food and drink and without paying them properly.

ACTIVITY 4

As a child, I have the right or duty:

1- To life
2- To study and learn hard
3- To good health, food, clothes and shelter
4- To do what is right

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 4

 5- To learn what is right and wrong
6- To have a nationality
7- To help people whenever I can
8- To have a say
9- To be protected and kept safe
10- To be obedient to parents and others
11- To be educated

UNIT 6: TECHNOLOGY AND OUR LIVES

ACTIVITY 1, 2, and 3

As the technology is growing the social media has become the routine for each and every person, people
are seen addicted with these technologies everyday. With different fields its impact is different on people
(on education, on business, on society, on youngsters). Social media has increased the quality and rate of
collaboration for students. Business uses social media to enhance an organization’s performance in various
ways such as to accomplish business objectives, increasing annual sales of the organization. Youngsters
are seen in contact with these media daily. Social media has various merits but it also has some demerits
which affect people negatively.

False information can lead the education system to failure, in an organization wrong advertisement will
affect the productivity, social media can abuse the society by invading on people’s privacy, some useless
blogs can influence youth that can become violent and can take some inappropriate actions. The use of
social media is beneficial but it should be used in a limited way without getting addicted.

UNIT 7: POLITICAL CHANGE

ACTIVITY 1, 2, 3 and 4
In Africa, corruption has been at the centre of development an impediment of true and real development in
the society. Corruption has ravaged the entire African system, causing the continent to be the most corrupt
in the world. If Africa is to be saved from this infection, the endemic presence of corruption must be dealt
with.
Corruption in Africa is a development issue. African countries can not bear the costs of corruption, which
impedes development and minimizes the ability of governments to reduce poverty of governments to
reduce poverty. Corruption occurs in the political, economic and administrative spheres. Corruption is
worse in countries where institutions, such as legislature and the judiciary are weak, where rule of law and
adherence to formal rules are not rigorously observed, where political patronage is standard practice,
where the independence and professionalism of the public sector has been eroded and where civil society
lacks the means to bring public pressure to bear.
UNIT 9: consumption and the consumer society
ACTIVITY 1 and 2

Each advertisement is a specific communication that must be effective, not just for one customer, but for
many target buyers. This means that specific objectives should be set for each particular advertisement
campaign.

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 5

Advertising is a form of promotion and like a promotion; the objective of advertising should be specific. This
requires that the target consumers should be specifically identified and that the effect which advertising is
intended to have upon the consumer should be clearly indicated. The objectives of advertising were
traditionally stated in terms of direct sales. Now it is to view advertising as having communication objectives
that seek to inform, persuade and remind potential customers of the equivalent of the products. Advertising
seeks to condition the consumer so that he or she may have a favourable reaction to the promotional
ménage. Advertising objectives serve as guidelines for the planning and implementation of the entire
advertising programme.

ACTIVITY 3 and 4

Fanta: Hi, Maria! What’s up?

Maria: I have got a new mobile phone! It’s the new IS 650 from Instant! The latest and the best!

Fanta: Oh! Let me have a look. It’s similar to the new Magic 1000. I wish I had one like that.

Maria: I’m sure you can get one. There’s a special offer for students. If you buy a mobile phone from
Instant, you get the SIM card free and you get free air time worth 1000 francs!

Gondo: Does the phone have any special functions?

Maria: Oh, yes. It can take photographs and videos. It can record sounds and send pictures to people, and
you can even surf the internet with it!

Adèle: Don’t believe everything you read in the ‘ads’. If you have more functions on your mobile phone,
you pay more money!

Gondo: But it’s like my cell-phone. I have got a blue SIM card. I can do the same as you can with my older
phone. Instant is very good at advertisements!

Adou: You’re right. All mobile phones have similar basic functions. But the advertisements make us want
new phones all the time!

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 6

UNIT 1: TRAVEL AND WORD TOURISM

LESSON 1: SPEAKING

ACTIVITY ONE

(From the left to the right)

Basilica Our Lady of Peace; Creeper Bridge; Eiffel Tour; Water Fall: Amazon Forest (Basin); Statue of
Liberty or Lady Liberty; a beach

1- They are tourist attractions or sites

2- We should travel, go on journey, or make a trip…

ACTIVITY TWO

1- The Basilica Our Lady of Peace is in Yamoussoukro (Côte d’Ivoire).

2- The Creeper Bridge is in Man (Côte d’Ivoire).
3- The Eiffel Tour is in Paris (France).
4- The Water Fall is in Man (Côte d’Ivoire).
5- The Amazon Forest (Basin) is in Brasilia.
6- Statue of Liberty or Lady Liberty is in New York, USA.
7- This beach is from Assinie Mafia in (Côte d’Ivoire).

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 7

ACTIVITY THREE

1 – b; 2 – d; 3 – a; 4 – c

ACTIVITY FOUR

1- They are very important in people’s lives. It is important for persons to discover new places,
cultures, traditions, civilizations and customs. They also play a crucial role in the development of a
country mainly in economy but we that they are some disadvantages related to travel and tourism.
2- Drawbacks: killing wild animals and birds for many purposes; exploiting resources; spread of
diseases; weaken people’s culture; sex abuse; pollution……
Advantages: providing jobs; go on shopping abroad; reinforce the economy; investments in airports,
roads and hotels; the natural environment is used to attract tourists and their money; encourage the
productions of souvenirs……

LESSON 2: READING

ACTIVITY ONE

The text is about Ecotourism as a key development in human society.

ACTIVITY TWO

1 – h; 2 – g; 3 – e; 4 – i; 5 – b; 6 – c; 7 – a; 8 – f; 9 – d.

ACTIVITY THREE

1- Visiting a place where the nature or ecology is the main attraction.

2- Two (Ecotourism and Sustainable Tourism).
3- When tourists make a smaller impact on the place they are visiting.
4- Australia, Sweden, Costa Rica and Kenya
5- An escape from the respnsabilities of work and home.

ACTIVITY FOUR

1- have overdeveloped.
have been overdeveloping
2- has increased
has been increasing
3- have taken
have been taking
4- have made
have been making

LESSON 3: LISTENING

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 8

ACTIVITY ONE

The text points out he richest of the country (Côte d’Ivoire) so that people mainly foreigners could visit it.

ACTIVITY TWO

A: OVERDEVELOPMENT………………………………………..text 5

B: POLLUTION……………………………………………………..text 1

C: DANGER TO WILDLIFE…………………………………...…..text 2

D: PRESSURE ON LOCAL RESOURCES…………..................text 3

E: DAMAGE TO FAMOUS HISTORIC BUILDING……………..text 4

ACTIVITY THREE

1- ago
2- few
3- thanks
4- holidays
5- trip
6- wonderful
7- countries
8- world
9- foreigners

LESSON 4: WRITING

(A l’initiative du professeur)

UNIT 2: NATURAL RESOURCES

LESSON 1: SPEAKING

ACTIVITY ONE

A forest; a group of wild animals; a lagoon.

ACTIVITY TWO

1- Natural resources
2- Because they exist freely in nature (they haven’t been created by human beings).
3- 2 groups (Renewable resources and Non-renewable resources).
4- Renewable: water; animals
Non-renewable: minerals fossil fuels.

ACTIVITY THREE

(A l’initiative du professeur)

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 9

LESSON 2: READING

ACTIVITY ONE

b- The importance of natural resources.

ACTIVITY TWO

1- Unhuman; inhuman 6- discomfort

2- Uncalled 7- unused
3- Unconnected, disconnected 8- inorganic
4- Unaffected 9- unvailable
5- Indirectly

ACTIVITY THREE

1- A natural resource
2- Solid, liquid, gas
3- Renewable resources are those that are constantly available or can be reasonably replaced or
recovered. Non-renewable resources are those that cannot easily be replaced once they are
destroyed.
4- Because minerals take long time (thousands of years) to form. Animals could be extinct by hunting.

LESSON 3: LISTENING

ACTIVITY ONE

a- Water pollution

ACTIVITY TWO

Destruction of world’s tropical forest.

ACTIVITY THREE
1- False
2- True
3- False
4- False
5- False
6- True

ACTIVITY FOUR

A- DIRTY WATER : paragraph 2

B- SOIL EROSION : paragraph 1
C- DESTRUCTION OF RAINFOREST : paragraph 3
D- AIR POLLUTION : paragraph 4

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 10

 E- POLLUTION THROUGH LITTER : paragraph 5

LESSON 4: WRITING

ACTIVITY ONE

1- The Green Belt Movement

2- Three (3) parts: - the heading; the body; the writer’s address.

ACTIVITY TWO

(A l’initiative du professeur)

UNIT 3: DEADLY VIRUSES AND DISEASES

LESSON 1: SPEAKING

ACTIVITY ONE

1 – f; 2 – d; 3 – h; 4 – g; 5 – c; 6 – b; 7 – a; 8 – e.

ACTIVITY TWO

Pandemic diseases: AIDS –

Endemic diseases: Ebola fever – hepatitis – tuberculosis – cholera – malaria – bird flu – typhoid.

NB: some of the endemic diseases are considered today as pandemic diseases, the case of malaria.

ACTIVITY THREE

Endemic diseases: are those that occur in a particular area or region.

Pandemic diseases: are those that hit a wide geographical area and affect a large proportion of the
population

LESSON 1: READING

ACTIVITY ONE

Ebola fever as a fatal disease.

ACTIVITY TWO

1- Acute 7- borders
2- Illness (disease) 8- transmission
3- Example 9- blood
4- Complex 10- patients
5- Deaths 11- burial
6- Spread

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 11

ACTIVITY THREE

1- Example 7- symptoms
2- Spread 8- pairs
3- Solitary 9- infection
4- Discovered 10- diseases
5- Ill 11- meningitis
6- recovered

ACTIVITY FOUR

1- The teacher asked to the class if they knew fever Ebola.

2- Example.
3- He told the class then, to listen to this record about Ebola virus.
4- He asked him where the first outbreak of Ebola had appeared.
5- He said that Ebola virus had caused fatal diseases.
6- He added but people were fighting against it then.
7- He said again we should not play with wild animals.
8- He finally ordered not to touch dead wild animals.

LESSON 3: LISTENING

ACTIVITY ONE

How the AIDS virus affects the body.

ACTIVITY TWO

1- False
2- False
3- False
4- True
5- False
6- True

ACTIVITY THREE

1- The white cells

2- They can no longer defend the body
3- A carrier is the one who may not be sick but can still pass the disease to other people.
4- Fatal disease; no cure…

ACTIVITY FOUR

1- b; 2 - c; 3 - c; 4 - a; 5 - c; 6 - c

UNIT 4: CRIME AND VIOLENCE

LESSON 1: SPEAKING

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 12

ACTIVITY ONE

1- They young boys considered as bandits.

2- microbes; baby gangs; young gangsters.
3- Children against law; les enfants en conflit avec la loi.
4- They used to attack people for money or precious objects, sometimes they kill persons.
5- White arms: machete; knives; forks; axes…
6- Because they haven’t got any job; they do not go to school and have to find money for themselves
and for their respective families.

ACTIVITYTWO

a- Crime: a specific act committed in violation of the law.

b- Violence: an action intended to cause destruction, pain or suffering.

ACTIVITY THREE

(A l’initiative du professeur)

LESSON 2: READING

ACTIVITY ONE

The “microbes” phenomenon; young gangsters; baby gangs

ACTIVITY TWO

1- Decade 7- selfish
2- Tangible 8- violence
3- Children under 18 years of age 9- scourge
4- Machetes and knives 10- future
5- Threat 11- agony
6- Decadence

ACTIVITY THREE

1- Example 7- true (line 14)

2- True (line 5-6) 8- false (line 17)
3- True (line 6) 9- false (line 18)
4- False (line 6-7) 10- false (line 20-21)
5- False (line 8-9) 11- true (line 21-22)
6- True (line 13)

ACTIVITY FOUR

Task A

1- Example

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 13

 2- Machetes and knives were used by baby gangs to hurt people.
3- Her children are impacted by the moral values of the country.
4- The interest of Ivorian people has been sacrificed by the selfish political choices.
5- This scourge is not fought by the Ivorian government.
6- These young criminals are supported by the government.

Task B

1- Example
2- Criminal acts should be stopped by microbes.
3- Success couldn’t be achieved by weapons.
4- Weapons shouldn’t be played by youngsters.
5- Children have to be well educated by parents

LESSON 3: LISTENING

ACTIVITY ONE

b – Anticipating holidays

ACTIVITY TWO

1- Two weeks before the Christmas holidays.

2- They stabbed one or two students during a test.
3- Yes, they did.
4- They behave like true bandits, gangsters.

ACTIVITY THREE

1- Set 7- much
2- Anticipate 8- tragedy
3- Neither 9- charge
4- Seem 10- themselves
5- Had taken 11- example
6- Would not have been

ACTIVITY FOUR

(A l’initiative du professeur)

LESSON 4: WRITING

(A l’initiative du professeur)

UNIT 5: HUMAN RIGHTS

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 14

LESSON 1: SPEAKING

ACTIVITY ONE

- A group of children (boys and girl at school

- A child trying to carry a heavy load (a sack containing some cocoa fruit) in a cocoa field

ACTIVITY TWO

1- (Personal response)
2- No, (they have to go to school)
3- They can do little works at home to help their parents (sweeping – cleaning – washing dishes…)
4- Work too long and too hard; carry heavy loads; work in factories, in coalmines…)
5- At school at the right age in order to learn how to read and write…
6- Children have the right to: - life; play with friends; have a say; a nationality; much leisure times; be
with parents; be protected against child labour, sex abuse; a good health; home, food, and
clothes…..

ACTIVITY THREE

(A l’initiative du professeur)

LESSON 2: READING

ACTIVITY ONE

The text deals with fight against child labour in cocoa sector, in Ivory Coast.

ACTIVITY TWO

Check the words in the puzzle.

ACTIVITY THREE

1- Cote d’Ivoire
2- Gross Domestic Product( PNB)
3- Because of its record on child labour in cocoa sector.
4- 17,829 classrooms have been built or restored.
5- National Monitoring Committee (CNS)
6- To fight the exploitation of minors.
7- They are mainly from neighbouring countries (Burkina Faso)
8- They are used to carry heavy loads, fell trees and spray crops with pesticides.
9- To put in jail or prison thos who stil send their children to fields

ACTIVITY FOUR

1- Example 5- would have been

2- Would be 6- send
3- Had 7- would do
4- Would have gone 8- had overseen

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 15

LESSON 3: LISTENING

ACTIVITY ONE

Working children; children exploitation

ACTIVITY TWO

contries there

Young 𝑣 these 𝑣

Vary right

Haut eble

Oil pupil

Often 𝑣 Sell 𝑣

crual Over

Hours 𝑣 owners 𝑣

Break 𝑣 slave 𝑣

Playing not

Earn 𝑣 look 𝑣

ACTIVITY THREE

1- At nine (9)
2- All day in the sun
3- Unfairly, being cruel and brutal
4- No, because they have to earn money for their family
5- No, because they don’t have time to go to school.
6- They sell them to work for other people.

ACTIVITY FOUR

(A l’initiative du professeur)

LESSON 4: WRITING

ACTIVITY ONE

b-) a formal letter

ACTIVITY TWO

There are 9 features or parts.

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 16

ACTIVITY THREE

1- e; 2 – g; 3- h; 4 – c; 5 – a; 6 – i; 7 – d; 8 – b; 9 – f

ACTIVITY FOUR

HOMEWORK

(A l’initiative du professeur)

UNIT 6: TECHNOLOGY AND OUR LIVES

LESSON 1: SPEAKING

ACTIVITY ONE

(From the left to the right)

Facebook; Youtube; Instagram; Twitter; mobile phone; personal computer; Whatsapp.

ACTIVITY TWO

1- facebook; Youtube; Instagram; Twitter; Whatsapp

2- Personal response
3- Personal respone
4- Personal response

ACTIVITY THREE

(A l’initiative du professeur)

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 17

LESSON 2: READING

ACTIVITY ONE

The impacts of technology and social networks.

ACTIVITY TWO

1- j; 2 – d; 3 – g; 4 – a; 5 – k; 6 – e; 7 – b; 8 – i; 9 – c; 10 – h; 11 – f.

ACTIVITY THREE

1- Example 7- false (line 31-32)

2- True (line 7) 8- true (line 34-35)
3- False (line 10-11) 9- true (line 38-39)
4- True (line 13-14) 10- true (line 45)
5- False (line 17) 11- false (line 49-50)
6- False (line 24-25)

ACTIVITY FOUR

Nouns Adjectives Verbs Adverbs

Technology technological 𝐱 technologically

Social Sociable; social; Socialize Socially;

antisocial sociologically

day; midday Daily 𝐱 daily

Importance Important; 𝐱 importantly

unimportant

realism; reality; real; unreal; realistic Realize real; really;

realisation realistically

Effects effective; ineffective Effect effectively;

ineffectively

Person; personality personal personalize; personify personally

Argument arguable Argue arguably

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 18

Strength strong strengthens strongly

Cruelty cruel 𝐱 cruelly

stranger; strangeness strange: estranged 𝐱 strangely

LESSON 3: LISTENING

ACTIVITY ONE

The impacts of technology and social media.

ACTIVITY TWO

1- C; 2- A; 3- B; 4- B; 5- C; 6- A

ACTIVITY THREE

1- The impacts of technology and social media

2- Education, business, society, youngsters
3- Advantages: merits; disadvantages: demerits
4- It can negatively impact users in different domains.

ACTIVITY FOUR

(A l’initiative du professeur)

LESSON 4: WRITING

(A l’initiative du professeur)

UNIT 7: POLITICAL CHANGE

LESSON 1: SPEAKING

ACTIVITY 1

1–a 2–e 3–d 4–h 5–k 6–f 7–b 8–j 9–g 10 – i 11 - c

ACTIVITY 2

A voir

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 19

ACTIIVITY 3

(personal response)

UNIT 7: POLITICAL CHANGE

LESSON 2: READING

ACTIVITY 1: The text is about political challenges in Africa

ACTIVITY 2

1–a 2–c 3–b 4–b 5–a 6–c 7–a 8–b 9–b 10 – a 11 - c

ACTIVITY 3

1 – democratic 2 – citizens 3 – affairs 4 – right 5 – opinion 6 – elected

7 – equal 8 – elections 9 – will 10 – interest 11 – context

ACTIVITY 4

1 – and 2 – without 3 – yet 4 – nonetheless 5 – when 6 – both ; therefore

7 – not only ; but 8 – so that 9 – in spite of 10 - while

UNIT 7: POLITICAL CHANGE

LESSON 3: LISTENING

ACTIVITY 1: The text is about corruption in Africa

ACTIVITY 2:

1 – corruption 2 - impediment 3 – system 4 – world 5 – endemic 6 – bear

7 – ability 8 – weak 9 – public 10 – been 11 - lacks

ACTIVITY 3:

1 – (b) Africa 2 – (c) yes, it has 3 – (a) true 4 – (a) an infection as epidemic

5 – (c) corruption occurs in the political, economic and administrative fields 6 – (c) , (d)

ACTIVITY 4:

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 20

(personal response)

UNIT 7: POLITICAL CHANGE

LESSON 4: WRITING

(A l’iniative du professeur)

UNIT 8: AFRICAN CULTURAL HERITAGE

LESSON 1: SPEAKING

ACTIVITY 1

1–b 2–d 3–a 4–c 5–f 6-e

ACTIVITY 2

(personal response)

Example of questions

- What are people doing?

- Why do they used to do these things?
- Are they important for them? Why?
- Have you once taken part in such an event?

ACTIVITY 3

(A l’iniative du professeur)

UNIT 8: AFRICAN CULTURAL HERITAGE

LESSON 2: READING

ACTIVITY 1

(b) - African ceremonies: passages

ACTIVITY 2

1–e 2–c 3–g 4–j 5–i 6–a 7- f - 8–k 9–d 10 - b 11 – h

ACTIVITY 3

1–b 2–c 3–b 4–a 5–a 6–b 7–a 8–b 9–c 10 – b 11 - b

ACTIVITY 4

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 21

1 – make 2 – done 3 - make 4 – made 5 – do ; do 6 – did

7 – made (example) ; made ; done ; make

UNT 9: CONSUMPTION AND THE CONSUMER SOCIETY

LESSON 1: SPEAKING

ACTIVITY 1

These pictures are advertisements for some products

- The picture 1 advertises some clothes and proposes a reduction of prices mainly (- 40%)
- The picture 2 may an advertising agency who is proposing his services to the companies or
societies for better advertisements.
- The picture 3 shows a mobile phone. The promoters advertise it as it is one of the latest smart
phone.

ACTIVITY 2

1- We think “words” have power. They can influence one or several consumers in order to purchase
different products. We can’t advertise a product without adding words on it.
2- People advertise their products because they want first of all others to know their products, then
make people buy them and finally to reach a great deal of consumers for more profits.

ACTIVITY 3

1–c 2–e 3–b 4–g 5–f 6–a 7–d

UNT 9: CONSUMPTION AND THE CONSUMER SOCIETY

LESSON 2: READING

ACTIVITY 1: The text is about the birth of the consumer society.

ACTIVITY 2

1–a 2–k 3–d 4–j 5–i 6–h

7–f 8–b 9–e 10 – g 11 - c

ACTIVITY 3

1 – false (line 1-2) 2 – false (line 5) 3 – false (line 7-8) 4 – true (line 11-12)

5 – false (line 13-14) 6 – false (line 19-20) 7 – true (line 20-21) 8 – true (line 22-23)

9 – false (line 26-27) 10 – true (line 30-31) 11 – false (line 32-34)

ACTIVITY 4

1 – qualities 2 – consumers 3 – promotion 4 – advertising 5 – ideas 6 – products

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 22

7 – audience 8 – message 9 – reaction 10 – consumption 11 – attitude

UNT 9: CONSUMPTION AND THE CONSUMER SOCIETY

LESSON 3: LISTENING

ACTIVITY 1

The text deals with advertisement objectives

ACTIVITY 2

1- Each advertisement is a specific communication that must be effective

2- Advertising is a form of promotion
3- This requires that the target consumers should be identified.
4- The objectives of advertising were traditionally stated in terms of direct sales.
5- Advertising seeks to condition the consumer so that he or she may have a favorable reaction to
the promotional message.
6- Advertising objectives serves as guidelines for the planning and implementation of the entire
advertising programme.
ACTIVITY 3

1- The new mobile phone (the new IS 650 from Instant).

2- Maria
3- It can take photographs and videos. It can record sounds and send pictures to people, even surf the
internet with it.

ACTIVITY 4

1–c 2–b 3–c 4–d 5-a

UNT 9: CONSUMPTION AND THE CONSUMER SOCIETY

LESSON 4: WRITING

ACTIVITY 1

ORDER: C - A - B

ACTIVITY 2

(A l’initiative du professeur)

UNIT 10: FRIENDSHIP, DATING AND ENTERTAINMENT

LESSON 1: SPEAKING

ACTIVITY 1

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 23

Question: During our spare time, we can pay a visit to a friend, or a relative. We can play a game. We can
go to the library to read books or make some researches; we can watch television, listen to music or a
record…

ACTIVITY 2

TEN COMMANDMENTS OF FRIENDSHIP

- You shall be understanding to your friends at all times

- You shall not wear out your welcome with your friends
- You shall not choose your friends on superficial grounds
- You shall not pick fights with friends
- You shall not withhold good from your friend
- You shall be available to your friends whenever your need you
- You shall recognize the incredible influence friends have on you
- You shall encourage your friends for someday you shall need encouragement
- You shall not demand your own way from friends
- You shall be open and honest with your friends so they will be open and honest.

TEN COMMANDMENTS OF DATING

- You shall not ignore your date

- You shall not lie
- You shall not come on too strong
- You shall not drink or become intoxicated
- You shall not whine
- You shall not use your cellular
- You shall not show up over 20 minutes late
- You shall not talk about your ex
- You shall not commit an act of road rage
- You shall not talk building a family

ACTIVITY 3

(Personal response)

UNIT 10: FRIENDSHIP, DATING AND ENTERTAINMENT

LESSON 2: READING

ACTIVITY 1

1- A letter (to an agency)

2- A response to Karen’s and Liza’s letter.

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 24

ACTIVITY 2

Column A Column B Answers

1–i

2–d

3–k
1- home (line 1) a- merit
2- permission (line 2) b- shocking 4–e
3- strict (line 4) c- temptations
4- sympathize (line 7) d- authorization, consent 5–a
5- deserve (line 8) e- have a common feeling
6- freedom (line 8) f- parents 6–j
7- folks (line 11) g- security 7–f
8- crime, drugs, drinking (line 17) h- ameliorate
9- improve (line 19) i- place where one lives with his family 8–c
10- safety (line 21) j- liberty
11- outrageous (line 26) k- severe, rigorous 9–h

10 – g

11 – b

ACTIVITY 3

1- 16 and 17 years old

2- Because they want advice. They want to leave home as they think their parents are severe, strict
with them and they do not have any freedom.
3- They are youngsters or adolescents because they are 16 and 17. Being adults means that you are
over 18 years of age.
4- No, they can’t because they are not adults.
5- Because they would have to pay for an awful lot more than they do at present; all your food and
household goods, fuel bills, clothes …in fact everything.
6- Crime, drugs, drinking or trouble with the police; no money, no jobs…
7- Explain to their parents how they feel about the rules they impose; explain too that they would like a
bit more freedom of choice in what they wear. Put their case in calm, mature way and they will have
more chance of getting what they want.
8- Yes they can, because they will be adults now.

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 25

ACTIVITY 4

PAST TIME PRESENT TIME FUTURE TIME

since World War II - in the past Nowadays - these days - this year Soon - during the next two
few decades - thirty years ago - in - during the present decade - at decades - sometime in the next
the early of this century - during this moment – today - now and few years - the following day -
the nineteenth century - about ten then. next month – by 2020 - tomorrow
years ago - in the 1940s -
between 1930 and 1950 - in the
last few years - in the course of
1930s - the day before – last
month – yesterday –

Collège Boliadé Zoukougbeu, Conseil d’Enseignement Anglais Page 26