3ème

Anglais Document d’Accompagnement 3ème
REPUBLIQUE DU BENIN
*****
MINISTERE DE L’ENSEIGNEMENT SECONDAIRE, DE LA

FORMATION TECHNIQUE ET PROFESSIONNELLE
**********
DOCUMENT D’ACCOMPAGNEMENT
ANGLAIS
CLASSE : 3ème
(Version révisée)
DIRECTION DE L’INSPECTION DIRECTION DE L’ENSEIGNEMENT

PEDAGOGIQUE SECONDAIRE
PORTO-NOVO, SEPTEMBRE 2008
1
Direction de l’Inspection Pédagogique
LEARNING SITUATION N°I: YOUTH PROBLEMS

• SEXUALLY TRANSMITTED DISEASES (STD)
• THE USE AND ABUSE OF DRUGS
• YOUTH DUTIES
STARTER SITUATION
SPEAKING
Picture N° 2 Picture N° 3
Picture N° 4 Picture N° 5 Picture N° 6
Picture N° 7 Picture N° 8 Picture N° 9
Task: Look at the pictures above and discuss the problems they raise.
Instructions:
• Describe the pictures.
• What problems do the pictures raise?
• Suggest solutions.
2
MAKING ENGLISH REAL
SEXUALLY TRANSMITTED DISEASES (STD)

VOCABULARY
Activity 1
a) Write the words in the box below in two columns. In column A, write down what is
good for a young boy/girl and in column B, what is bad for him/her.
Here are the words:
virus, vaccine, infection, cure, sores, treatment, testing, prevention methods,

abstinence, HIV-negative status, HIV-positive status, serodiagnosis, smoking,
drinking alcohol, death.
b) Compare your answers with a partner. Explain your choices.

Activity 2: Fill in the gaps with the suitable words from the words in activity 1–a) above.
a) ----- is the only sure way to know if you are infected. b) You can take steps to help prevent
the ………………
c) For too many people, this infection eventually progresses to AIDS and ultimately to ……..
d) The use of………. could help women avoid an HIV infection.
e) ……. is available for chronic sufferers.
f) ………. can damage your health.
g) There is no ……. against HIV infection.
h) No ……… is allowed in an office.
i) A ….. causes an infectious disease in people, animals and plants.
j) For health reasons, people observe total ……. from sex.
READING
Pre-reading activity
a) How can we catch the STDs viruses?
b) How can we stop the spread of STDs?
3
TEXT: Classification and terminology.
1 - Until the 1990s, afflictions such as AIDS, herpes and gonorrhoea were commonly
known as venereal diseases. Veneris is the Latin word of the name Venus, the Roman
goddess of love. Public health officials originally introduced the term sexually transmitted
infection, which clinicians are more and more all the time using alongside the term sexually
transmitted disease in order to distinguish it from the former. “Sometimes the terms STI and
STD are used interchangeably. This can be confusing and not always accurate, so it helps first
to understand the difference between infection and disease. Infection simply means that a
germ – virus, bacteria or parasite – that can cause disease or sickness is present inside a
person’s body. An infected person does not necessarily have any symptoms or signs that the
virus or bacteria is actually hurting his or her body; they do not necessarily feel sick. A
disease means that the infection is actually causing the infected person feel sick, or to notice
something is wrong. For this reason, the term STI – which refers to infection with any germ
that can cause an STD, even if the infected person has no symptoms – is a much broader term
than STD.
2 - Specifically, the term STD refers only to infections that are causing symptoms.
Because most of the time people do not know that they are infected with an STD until they
show symptoms of disease, most people use the term STD even though the term STI is also
appropriate in many cases.
3 - Moreover, the term sexually transmissible disease is sometimes used since it is
less restrictive in consideration of other factors or means of transmission. For instance,
meningitis is transmissible by means of sexual contact but is not considered as an STI because
sexual contact is not the primary vector for the pathogens that cause meningitis.
Unpublished
Activity 1: Read the text and say if the following statements are “true” or “false”.
1. The terms STI and STD mean the same things.
2. An infected person may not show any symptoms of a sickness or disease.
3. The term STD is larger than the term STI.
4. A virus, a bacteria or a parasite is a germ that can bring an infection.
5. A person infected with an STD does not show any symptom.
4
Activity 2: Find in the text words that match with these definitions.
1. Persons who are in a position of authority. (Paragraph 1)
2. Illness affecting humans, often caused by infection.( Paragraph1)
3. Correct and true in every detail.(paragraph 1)
4. Illness that is caused by bacteria or virus (paragraph1)
5. Bring or give. (paragraph 1)
6. Female god (paragraph 3)
Activity 3: Answer these questions on the text.
1. What’s a venereal disease? Give some examples.

2. What’s the difference between an infection and a disease?
3. Why is the term STI much broader than the term STD?
4. Is meningitis an STI? Why?
STRUCTURE: THE IMPERATIVES.

Affirmative (2nd person singular + plural)
Look at these sentences. Say them in pairs.
AFFIRMATIVE
1. A: It’s very hot now.
B: Open the windows.
2. A: I’m getting fat.
B: Exercise everyday.
3. A: My marks are bad
B: Work harder.
4 A: I want to avoid catching AIDS.
B: Be faithful to your girlfriend/boyfriend.
NEGATIVE
1. A: It’s cold outside.

B: Don’t go out.
2. A: He says I look sick.
B: Don’t listen to him.
3. A: I want to be in a good health.
B: Don’t drink alcohol.
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4 A: I want to avoid catching lung cancer

B: Don’t smoke cigarette or cocaine.
SUMMARY
a- Affirmative imperative
Open the door.
Base form of verb.

To open – open
b- Negative imperative
Don’t (do not) run.
Don’t + Base form of verb.

Don’t run.
c- Imperative (1st person plural)

Look at the sentences below. Say them in pairs
1. A: It’s 7:55.
B: Yes, let’s run to school.
2. A: I feel thirsty.
B: Well, let’s drink some coke.
3. A: Look, these mangoes are nice.
B: Yes, let’s buy some.
SUMMARY
Let’s run to school.
Let Object personal pronoun Base form of verb
Let us run.
The imperative generally indicates an order. (2nd person)

The imperative in the 1st person indicates a suggestion.
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d- Work with one of your partners. Who is speaking? Who is he or she speaking to?
A son A teacher 1- Let’s take my bicycle

A daughter A father 2- Fill in this form.
A boy A Doctor 3- Have a nice holiday.
A patient A mother 4- Let’s wash our clothes.
A student A pen friend 5- Take these tablets
FUNCTION: EXPRESSING WARNING

a) “Don’t forget that you can also have trouble with the police. You’d better behave!
Otherwise……’’Bimbo warned Andrew.
What did Bimbo tell Andrew at the end of their conversation? Read the dialogue again.
1. Bimbo said: Don’t forget that you can also have trouble with the police …. You’d better
behave! Otherwise…
What was Bimbo trying to tell his friend Andrew?
- Bimbo was trying to tell his friend Andrew to be careful.
- Bimbo was trying to tell his friend Andrew to pay attention.
- Bimbo was trying to tell his friend Andrew to watch out.
Well, what was she doing then?
- She was WARNING Andrew to be careful with DRUGS.
- She was WARNING Andrew to be careful with the police.
2. Aponni is a terrible student.
Aponni was taken by surprise by the teacher when he was trying to cheat during the exam. He
was so annoyed that he told him: “If I catch you trying to cheat again, I’ll punish you”.
“If I catch you trying to cheat again I’ll punish you.” is a warning.
3. “I want to swim in the sea” Akpadji told his friend.
“You’d better not, the sea is rather rough” Tolli warned him.
Activity 1: Practice as in example n° 3. Use these cues and work in pairs.

1. to drink too much alcohol / get sick.
2. to climb up this mango tree / ants on it.
3. to feel like walking on the grass / snakes about.
4. to drive my father’s car to the party / trouble with the police.
5. to have many sexual partners. / catch AIDS.
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WRITING
Write a paragraph about STDs. Make sure you answer these questions.
1. How do people catch STDs?
2. How do they know they are sick?
3. How can we stop the spread of STDs?
4. What should we do if a friend is suffering from an STD?
READING
Activity 1: Pre-reading activity.
a) What serious diseases do you know today?
b) Why is AIDS serious?
TEXT: I want him crucified
Three weeks ago Dr. Robert J. Huse’s paediatrics practice in Dallas was very
prosperous. His patient list numbered close to 4,000 children, the parents loved him and his
income was about $150,000 a year. This week, Huse is clearing out his office in Mesquite. “I
want him crucified”, said Jennifer Skinner, a parent of two children treated by Huse. “I really
don’t care if it ruins his practice: I don’t want him to go somewhere else to treat other little
babies.” In fact, many of the parents who abruptly cancelled appointment in recent weeks
continue to praise the 44-year-old physician’s competence and dedication. But those qualities
are no match for the fear of AIDS. When the Mesquite News revealed that the paediatrician
had tested positive for the AIDS antibody two years ago, the doctor’s transformation from
respected citizen to pariah was swift.
Though the test showed that Huse carries antibodies to the virus that cause AIDS, he
has not yet shown any symptoms of the deadly disease. The incubation period between
exposure and the diagnosis of AIDS can go from one month to more than seven years, and it’s
possible that some people expose to the virus may never contract the disease at all. Experts
agree the virus can be transmitted only through blood and other body fluids, not through
casual contact.
After the News article appeared, Huse’s practice dropped from four to six patients a
day about 75 percent fewer than a month ago. He had little choice but to close up shop.
Jeff Kerber, the Mesquite News reporter who wrote the story after receiving a tip, says
he knew the revelation’s possible impact. In the meantime, Huse is not sure what he’ll do
after he leaves Mesquite this week.
Adapted from George HACKETT and Daniel SHAPIRO, in Newsweek, October 5, 1987.
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Activity 2:.Skimming
Read quickly through the text and say:
1. Who is the main character in the text?
2. What is he?
3. Is he a rich or a poor man?
4. Do people in his town love him?
Activity 3: Scanning
1. Who does “him” refer to in “I want him crucified?”
2. What shows in the text that Dr. Huse was a very successful practitioner?
3. How long can AIDS incubation last?
4. What was people’s attitude after they discovered that Dr. Huse had tested positive?
Activity 4: Read the text again and fill in the grid below.
Mesquite Jennifer
Dr. Huse Jeff Kerber Mesquite
News Skinner
has two
children
treats children
is a town
is a journalist
is a newspaper
SYNONYMS Read the text again and do the exercise below.

Activity 5:
Which word in the test means:
1. Money earned (received) for practicing a profession? (paragraph 1)
2. Closing? (paragraph 1 )
3. To say good things about? (paragraph 1)
4. A doctor specialized in the treating children? (paragraph : 1)
5. A person rejected by the society? (paragraph 1)
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FUNCTION: SPEAKING
GIVING AND - YOU SHOULD / SHOULDN’T

ACCEPTING ADVICE - WHY DON’T YOU ………….?
I – Read this dialogue.

Tania: George drives too fast.
Bob : He shouldn’t drive so fast.
Tania: Why don’t you tell him?
Bob : O.K. I will.
Activity 1: Practice this dialogue with your partner.

Activity 2: Pair Work.
Build similar dialogues with your partner. Use the following cues.
e.g.: John (to eat) a lot.
A – John eats a lot.
B – He shouldn’t eat so much.
A – Why don’t you tell him?
B - O.K. I will.
Cues:
a- Issa plays music too loudly.
b- Nounagnon smokes too much.
c- Assiba spends too much money.
d- Monday’s car has broken down.
e- Bio’s window is open and it’s about to rain.
f- Albert has put on too much weight.
g- Ablawa drinks too much coffee.
h- Karim has a bad headache.
i- Comlan is still in bed at 10 a.m.
Activity 3: Pair work

Work with your partner. Your partner has a problem. Give him the appropriate advice.
(Number 1 is done for you as an example).
A – I have a toothache B – You should go to the dentist’s
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Cues
Column A Column B
1- I have a toothache. a- You should go to the doctor’s
2- My throat is sore. b- You should some rest.
3- I can’t sleep. c- You should exercise more.
4- I’m out of shape. d- You should go to the dentist’s.
5- I burnt my finger. e- You shouldn’t have cold things
6- I’m tired. f- You shouldn’t drink so much coffee.
.
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THE USE AND ABUSE OF DRUGS
Look at this picture. You can see on it grains, leaves and flowers. What kinds of
substances are derived from them? Check.
12
Brainstorming:
Moufa : Listen! Ade is coughing.
Moutiou : Why is he coughing?
Moufa : He has caught a lung cancer.
Moutiou : Where has he caught it from? How has he caught it?
Moufa : By cigarette smoking and drug inhaling.
Moutiou : Drug inhaling! What is that?
Moufa : Wait a minute! I’ll explain it to you.
I – SPEAKING
VOCABULARY
Test your knowledge
Activity 1: Sort out from the box below and per category every word related to cigarette,
alcohol or drugs.
Porridge, catch, caffeine, cannabis, soccer, cigars, health, exercise, Havana, bronchitis,
cough, ganja, tchoukoutou, heroin, sniff, nicotine, marijuana, drink, whisky, sodabi, smoke,
cocaine, lung cancer, snort, inhale ,arteriosclerosis., household chores, respect
Heroin
Lung cancer RESPECT

Household chores
A – Alcohol B – Cigarette C – Drugs
----------- -------------- --------------
----------- --------------- --------------
----------- -------------- ---------------
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Activity 2: Compare your answers. You may use a dictionary in case you don’t
understand some of the words.
Activity 3: Now, listen and repeat

Alcohol-whisky – brandy - cigarette –cigar – Havana – caffeine - cannabis – cocaine –
heroin – marijuana – nicotine - lung cancer – bronchitis – arteriosclerosis -to catch - to
cough - to drink - to exercise - to inhale - to smoke - to sniff - to snort.
Activity 4: Fill in the gaps with the suitable words from the list in the box in Activity 1.
1. To keep in good shape, you need to ……………….. a lot.

2. People who ………….. cocaine or ………….. cigarettes usually contract cancer.
3. Well-bred/Good children must …………. ….. their parents or elderly people.
4. Nowadays, boys and girls should do …………….. to help their parents.
5. To succeed in life you need to …………………………..
II- READING
Activity 1: Read this dialogue.
Andrew: Cigarette?
Bimbo: No, thanks. I never smoke.
Andrew: Come on, have one. You don’t know what you’re missing.
Bimbo: You’d better stop that. Smoking is dangerous to your health.
Andrew: I’ve always smoked marijuana with some friends. We feel really great when we
smoke it.
Bimbo: What? Do you know that you are ruining your health?
Andrew: Really? How?
Bimbo: By smoking cigarettes, you could catch bronchitis, arteriosclerosis or cancer. In
addition, it is strictly forbidden to take drugs. You’ll become a drug addict and end up in an
asylum. Don’t forget that you can also have trouble with the police.
Andrew: The police? To hell with the police!
Bimbo: You’d better behave! Otherwise……..
Andrew: You may be right. I’ll think about it!
Activity 2: Write “TRUE “or “FALSE” for these statements.
1) Bimbo smokes cigarettes.
2) Bimbo thinks she is not missing anything.
3) Andrew and his friends are ruining their health.
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4) Cigarette smoking causes only cancer.

5) Cigarette smokers end up in an asylum.
6) Andrew will follow his friend’s advice.
Activity 3: Match the following words with their meanings.
1) Addict a) in a very good shape.

2) Asylum b) destroying .
3) Feel great c) people who can’t live without drugs.
4) Run away d) a special hospital for addicts or very old people.
5) Ruining e) abandon.
Activity 4: Say what you think about Bimbo’s advice to Andrew. What would you do if
you were Andrew? Discuss and make suggestions.
FUNCTION: EXPRESSING PROHIBITION.

Listen to Bimbo warning Andrew about cigarette smoking and drug taking.
Bimbo: You’d better stop that. Smoking is dangerous to your health.
………………………………………………………………………………………………….
Bimbo: By smoking cigarettes, you could catch bronchitis, arteriosclerosis or cancer. In
addition, it is strictly forbidden to take drugs. You’ll become a drug addict and end up in an
asylum. Don’t forget that you can also have trouble with the police.
…………………………………………………………………………………………………
Bimbo: You’d better behave! Otherwise……..
‘’It is strictly forbidden to take drugs.’’
Question: Is drug taking allowed?
Answer: No, it isn’t. It is strictly forbidden.
Read these sentences. They express PROHIBITION.

1) It is strictly forbidden to eat in the classroom.
2) You are not allowed to eat in the classroom.
3) You mustn’t eat in the classroom.
4) Don’t eat in the classroom.
Activity 1: Say what the regulation in your school forbids. (Pair Work)
1) Wear a cap in the classroom.
2) Eat in the classroom.
3) Ride one’s bicycle in the corridor.
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4) Fight in the school.

5) Cheat during the exam.
6) Steal one’s class mate’s money or school things.
e.g.:
• It is strictly forbidden to wear a cap in the classroom.
• You are not allowed to wear a cap in the classroom.
• You mustn’t wear a cap in the classroom.
• Don’t wear a cap in the classroom.
Activity 2: Follow the example above. Practice with your partner. Use the cues in
activity 1
Activity 3: Look at the following signs and express their contents differently from 1 to 6.
Work individually then compare your answers to your neighbour’s.
1 2 3
NO DRIVING HERE NO ENTRANCE HOSPITAL NO HOOTING
6
4 5
No blood transfusion No ear piercing No needle sharing
Activity 4:
Have more practice with your partner. Use these …..
1. Share toothbrushes.
2. Cover some parts of your body in tattoos.
3. Use the same razor.
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READING
Activity 1: Pre-reading activity
Is smoking a good thing? Discuss.
Text:
A short, dry cough and diseased lungs are perhaps the
noticeable signs of heavy smoking, but cigarettes cause more
damage to the heart and blood vessels than to the respiratory
system. In 1984, the year of the most recent study, about
90,000 Americans who were long-time smokers died of heart
attacks and coronary-artery disease, according to the Federal
Centers of Disease Control. Researchers think that this is a
largely avoidable tragedy. R.M. Davis, head of the CDC’s
office of smoking and health says this: “Compare to other
major risk factors like Cholesterol and Hypertension, smoking
may be the easiest to control”.
Smoking even a few cigarettes is a danger. A recent study has shown that women who
smoked four cigarettes a day doubled their chances of heart attack : smoking reduces the
level of the protective cholesterol known as H. D. L., promotes arteriosclerosis, increases
blood pressure and deprives cardiac muscle of oxygen. But such problems are not necessarily
permanent according to Dr. STROKES, “If you stop smoking, your risk of heart disease
promptly goes down… after about five years, you’re back to where you were if you had never
smoked”.
Unpublished
Activity 2: Answer these questions.

1. Between the heart, the blood vessels and the respiratory system, which suffers most
from smoking?
2. According to the 1984 survey, what caused the death of 90,000 smokers?
3. Is it really dangerous to smoke a few cigarettes per day? Why or why not?
4. What is H.D.L.?
Activity 3: Write “TRUE” or “FALSE” for the statements on the text.

1. Diseased lungs and a short, dry cough indicate heavy smoking.
2. Smoking has no effect on the heart and the blood vessels.
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3. Cholesterol and hypertension are more difficult to control than smoking.

4. By smoking, women double their chances of heart attack.
5. A smoker’s organism is back to normal five years after he stopped smoking.
Activity 4: Find in the text, words meaning the same or almost the same as the
following:
1. harm (paragraph 1)
2. which can be avoided (paragraph 1)
3. risks (paragraph 2)
4. increases (paragraph 2)
STRUCTURE: REFLEXIVE PRONOUNS

Activity: listen to this dialogue.
A - Robert cut himself while peeling the orange.
B - Who cut Robert?
A - Nobody. He cut himself.
a) Now read these sentences. Look at the underlined words carefully.

1. Did you cut yourself?
2. They take care of themselves.
3. We protect ourselves against sexual infections.
4. She has burnt herself while cooking the meal.
5. I need to avoid blood transfusion myself.
6. Does a Doctor give himself an injection?
7. Talking to oneself is the first sign of madness.
8. I always look at myself in the mirror while giving my hair a comb.
9. Did you and your parents plant all these flowers yourselves?
10. The radio turns itself on at 5.00 am
11. Mummy wasn’t at home; we cooked the dinner ourselves.
12. To protect oneself is the best way to avoid catching AIDS.
b) Rule:
In cases like the ones above where the same person is the subject and the object,
it is normally necessary to use the reflexive pronouns myself, yourself, himself,
herself, itself, ourselves, yourselves, themselves, oneself.
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c) Formation:
Person Form Singular + self Plural + selves

First Possessive - my + self = myself - our + selves = ourselves
Second Adjective - your + self = yourself - your + selves = yourselves
- him + self = himself
Object
Third - her + self = herself - them + selves = themselves
Pronoun
- it + self = itself
Indefinite To look oneself in a mirror. (verb
Neuter One + self = oneself
pronoun in complete infinitive)
Activity 2: Complete the conversation below with the suitable reflexive pronouns.
1. A- Did your mother do all the cooking for the reception?
B- Yes, she did. She even made the cake ……….
2. A- Why is blood on her fingers?
B- Because she tried to peel an orange and she cut ……….……..
3. A- Why don’t you read the story to the children?
B- It’s not necessary. They can do it ……….
4. A- What happened to Barra and Alidou in the accident?
B- Well, they were lucky. They didn’t hurt ……….
5. A- Is the mechanic going to wash the car for you?
B- No, I think we’ll do it ……….
6. A- Do I need to turn off the refrigerator?
B- No, you needn’t. It can turn ………. off.
7. A- Are you sure, you can do it by ……….?
B- Yes, we are.
Activity 3:
a) Write the correct reflexive pronoun to fill in the blanks. Crosscheck your answers
with your partner.
1. He needs to give ………. a few days’ rest.
2. Mensah and Amele weeded the garden ………..
3. Akwa, can you cook dinner for ……….?
4. The monkey is looking at ……….- in the mirror.
5. I have to do all the homework ……….
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b) Find the best ending for each of the sentences on the left.
Crosscheck your answers with your partner.
1 - I can’t catch herpes myself. a) from insect bites

2 - You can’t catch syphilis yourself. b) by shaking hands.
3 – We can catch AIDS ourselves. c) by having their ears pierced.
4 – He can’t catch gonorrhoea himself d) by sitting next to someone who has got the disease.
5 – They can catch AIDS themselves. e) by sexual contacts.
LISTENING
Text
Early in the morning, Sam woke up with a bad feeling. He had eaten nothing the night
before, but he didn’t care; he did not feel hungry, but thirsty. He felt as thirsty as if he had
never had a drop of water. His tongue was dry. There was fire all down his throat. He had a
high fever. He lit a candle and glanced around the old shack where he was. The face he saw in
the broken mirror on the wooden wall frightened him. Would another shot of cocaine help
soothe him and soften his face? He grinned. He used to be a handsome boy; but four years
ago, he had a terrible fight against a gang leader. Sam was then seventeen and had no family
to live in. He had always been in the street, here or there. He needed then a place where to
spend the nights not far from the market; but a boy - Adio, as he was called-forced Sam to
recognize his power over the place. Sam refused and they had that fight. Adio’s broken bottle
had left Sam with this ugly scar on his face. As for Adio, he had to stay in hospital after the
fight and never returned to this part of the town. Since then, Sam had always reigned over that
kingdom of his, with an unshared power. Whenever he smoked marijuana or shot himself
with a strong dose of cocaine, he felt as a real king. He knew that one day he would die from
overdose, but what could he do?
Activity 1: Pre-listening activity.

Listen to this text and ask your neighbour questions on it. Start with “Who”; “What”
and “Why”.
Activity 2: Now listen to the text again and answer these questions.
1. What’s the name of the main character in the text?
2. How old is he?
3. Where does he live?
4. What did he fight for?
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Activity 3: Listen and do.

Instructions: Now listen to the text again and tick the right box
Was a gang Lived in a Wounded Feels Smokes Has a scar Ran away
leader shack his thirsty marijuana on his face from the
challenger market
Sam
Adio
Activity 4: Discussion.
3 Would you like to be in Sam’s place? Why or why not?
3 Go back to the pictures on page 1 and tell your fellows what they should do to eradicate
drug consumption.
STRUCTURE: BECAUSE – SO
BECAUSE
Activity 1: Read these dialogues.
1- KOFFI : Woru, Why did Abiath fall into the puddle ?
WORU : Abiath fell into the puddle because she was looking behind.
2- SARI : Why did the car bump into a lamp post ?

KASSIM : The car bumped into a lamp post because its brakes failed to work.
3- ASTOU : Why did you go out with Bara?

ROCKYA : I went out with him because I liked him.
4- ISSA : Why was mother worried?

ABOU : Mother was worried because Mary was late.
BECAUSE: It is a conjunction used to join clauses together and to show the

relationship between the ideas in the clauses.
It introduces a clause expressing the reason why the main clause exists.
e.g. : I went out with him (main clause) because I liked him (subordinate clause)
Mother was worried (main clause) because Mary was late (subordinate clause)
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Activity 2: Read each statement in column A to your partner. Tell him/her to express the
right reason for your statement from column B. (N°1 is done for you as an example.).
e.g. A – Sefu left school B – because he was ill.

Sefu left school because he was ill.
1. Sefu left school. a) it did not rain.

2. Osseni failed his exam b) she had burnt all her dinner.
3. Maria had nothing to eat c) it had rained all night long.
4. The farmers lost their crops d) he was ill.
5. There were puddles everywhere e) he never attended school regularly.
Activity 3: Make sentences with two clauses connected by “because”. Use these cues.
1- The thief (to run) away/he (to see) someone coming.
2- The cotton storehouse (to take) fire/somebody threw the burning end of cigarette in it.
3- Anita (to break) her marriage/she (to be) ill-treated.
4- Sam (to become) a drug addict/ he (to have) nobody to look after him.
5- Harriet (to catch) a cold / he (to spend) the night outdoor.
SO
Activity 1: Read these dialogues. (Individual Work)
FIFAME: Did Houssou travel to Parakou yesterday?
AGOSSOU: No he didn’t. He was late, so he missed the train.
LATE: Did Ayélé get married with her fiancé?

COOVI: No, she didn’t. Her father disliked him. So she had to get married to a man she
didn’t like.
SO: It is also a conjunction. It is used to express logical consequence, to connect a

consequence to its cause.
e.g.: The roads are busy, so be careful if you don’t want to have an accident.
As you make your bed so you must lie on it.
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Activity 2
a) Read these examples again.
e.g. 1) Jane left her umbrella at home, so she got wet on her way to school as it was raining.
2) Jonas didn’t do his homework regularly, so he got a bad result at the end of the term.
b) Now find and express a consequence to each of the following causes. Start with “SO”
1- Cecilia broke her glasses, so …………………………………………
2- Henry fell from a mango tree, so …………………………………….
3- Sarah has lost her purse on her way to the cinema, so ………………
4- Kuassi has not paid his school fees, so ………………………………
5- Ali forgot to close his window on that rainy day, so …………………
READING
Activity: 1 Pre-reading Activity.
What are the possible consequences of drug addiction?
Text
If you’re a young person, you’re going to be faced with
something that can change your life. You’ll have to decide whether to
do it or not. And if others are around, it’ll be hard to “just say no.” If
you say “yes” and you’re lucky, the rush will last 20 minutes, so if
you’re not so lucky, the rush won’t stop. Your blood pressure could
rise high. Your heart beat out of control. You may have a heart attack.
You could get a seizure, a stroke, or lapse into a coma.
Or you may just stop breathing altogether. Cocaine is extremely addictive. Maybe
more so than heroin. If you smoke coke-as freebase or crack-you could get hooked from the
first hit.
Why? Every coke high is followed by a low. To bring yourself back up, you do more
coke. The highs don’t get any better, but the lows just get worse. You become tired. Irritable.
If you get hooked, you’ll plunge into depression, even paranoia. You might even end up
committing suicide.
Cocaine can alter brain chemistry until you prefer it over everything – food – water -
even sex. It could also make you do things you wouldn’t normally do.
One woman sold her baby to buy coke. And a 14 – year-old boy killed his mother
when she tried to stop his crack habit. It might sound exaggerated. Unbelievable. You may
think it could never happen to you. However, nearly 700 people died of cocaine abuse last
23
year. Two to three (2-3) million are addicts. And all these victims have one thing in common.
They didn’t think anything would happen to them, either. With cocaine, you never know
whether you’ll get hooked or not. Or whether you’ll die or not. And no one in the world can
tell you. No doctor. No expert. But when you face that first line, you may be hearing a lot of
other things. Like coke’s a fantastic trip. Or that everybody who’s somebody does it. You
might even hear that it’ll make a man. But now you know what cocaine can do to you. And if
you really want to prove you’re a man, you’ll make your own decisions.
Adapted from Partnership for a Drug-Free America.
Activity 2: Now, read quickly through this text and answer the following questions.
1- Who is the text addressed to?

2- Which substance is most dangerous in the text?
3- How many people are said to have died of crack the year before?
4- How many people cannot do without cocaine any more?
Activity 3: Read the text and answer by “TRUE” or “FALSE”.

1- Taking cocaine can depend mostly on the people you associate with.
2- If you take cocaine, you’ll never lose control of your beat.
3- Heroin is more dangerous than cocaine.
4- A person who takes cocaine loses self control.
5- People who can’t do without drugs any more have never thought it would be so at the
beginning.
6- A person who takes cocaine can end up killing himself.
Activity 4: Mention three (03) things, unbelievable for a normal person but that drug
addict can easily do.
Committing suicide – selling one’s baby – killing one’s mother
Activity 5: Which word in the text means?

1- A deep and long unconsciousness (§ 1)
2- Who can early get angry (§4)
3- Finish (§4)
4- Action of killing oneself (§4)
5- Who can no more do without drug (§12)
WRITING: Letter writing

One of your classmates has started taking drugs.
Write a letter to him to give advice and to warn him of the dangers of drug taking.
24
YOUTH DUTIES
Picture n° 1 Picture n° 2 Picture n° 3
VOCABULARY
Activity 1:
1. Here is a list of words. Make two columns. In column A, write down what is good
for children and in B what is bad for them.
To be lazy, to respect, to misbehave, to be stubborn, to be obedient, to be disobedient, to
be studious, to work hard, polite, naughty, rude, to reconcile, household chores, to help,
to retaliate, good behaviour, bad behaviour.
2. Check your result with your neighbour’s. You can use a dictionary.
Activity 2
Now, listen and repeat.
To be lazy, to respect, to misbehave, to be stubborn, to be obedient, to be disobedient,

to work hard, to be naughty, to be rude, to reconcile, household chores, to retaliate,
to help, studious.
Activity 3:
Choose the most suitable words from the list to fill in the gaps.
1. Nowadays, boys and girls should do household chores …….… to help their parents.
2. Good children must … ……………. their parents and elderly people.
3. To succeed in life you need ………………….……………
4. Wise children have ………… to one another after a misunderstanding to please their
parents.
5. ………….…….children make their parents feel proud of them.
25
READING
Activity: 1
Read this dialogue (Kokou and Comlan are classmates. They are telling each other
how they live with their parents)
Kokou: Comlan you know what! My parents are elderly persons. My father is now 75 and
my mother 70. We are three children. Kikè, Koffi and myself. We are all at school.
Comlan: I see! My parents are not so old as yours. My father is 58 and my mother 48. We are
only two children - Abiba and myself. We are also at school.
Kokou: What annoys me most in the house is that Kikè, my younger sister doesn’t want to do
the household chores alone. She wants me to help her. I am a boy so I don’t need to help her
with the household chores.
Comlan: No! My friend, don’t say that!
Today, both boys and girls should do household chores to help their parents. I always help
Abiba, my elder sister do a lot of things in the house although I am not a girl.
Kokou: Do you have enough time to learn your lessons and get prepared for your final
exams? What then are the duties of the parents? Especially your mother and your elder sister?
Comlan: Listen to me carefully, Kokou! Today, life’s hard. Both boys and girls have to cope
on their own to solve daily problems. Don’t expect to live all the time with your parents. They
are now too old to take care of you and your sister will not always live with you. Before you
get married, you need to take care of yourself for some time. Even married, you need to help
your wife with the household chores.
Kokou: I see! You are right. I have to change my behaviour towards my parents, especially
my sister.
Activity 2
Write “True” or “False” for these sentences.
1. Kokou and Comlan are at school.
2. Comlan’s parents are as old as Kokou’s.
3. Kokou doesn’t help his sister to do the household chores.
4. The two friends don’t have the same point of view about to whom it is up to do the
household chores.
5. Comlan has understood that children have some duties towards their parents.
6. Kokou in the end, has found that his friend is right and has promised to be wise.
26
Activity 3: Match the following words with their meanings.
1- Household chores a- Obstinate

2- Retaliate b- Undisciplined
3- Disobedient c- Assiduous
4- Stubborn d- Domestic small routine tasks
5- Studious e- Strike back
Activity 4: Discuss Comlan’s advice to Kokou.
Activity 5: Read the dialogue again and act it in pairs.
FUNCTION: EXPRESSING OBLIGATION AND DUTY

SHOULD/SHOULDN’T ----- OUGHT TO/OUGHTN’T TO
Activity 1: Read this question and the suggested answers.
What should children do to please their parents?
They should work hard at school.
They ought to be obedient and respectful.
They should help their parents and the elders.
They ought to be studious
Boys should /ought to help their sisters with the household chores.
Activity 2: Now, say what parents ought to do to please their children.

You may use the following cues: to protect the children, to feed the children, to provide
them with appropriate medical care, to send them to school, not to maltreat them.
Work individually and then compare your answers with your neighbour’s
- Children should obey their parents.

Expressing Duty/ Obligation
-You really should ring your mother; she is not feeling
and to give advice and in
well.
general to say what is right or
good for people to do. -Kokou should /ought to help his sister with the household
chores.
Examples:
1. You should go and see your brother, he
Obligation
is in hospital.
or
2. People ought to vote even if they don’t
Duty
agree with any of the candidates.
27
READING.
Activity 1: Pre-reading activity:
Discussion: What do you think children should do to please their parents?
TEXT:
The problems began early at 6 :00 a.m. Rom, my son didn’t want to get up. He said he
had a stomach-ache. He said he would die if I didn’t bring in a doctor. I consulted my wife.
Apparently, Rom had a maths test that morning; he felt nervous and was reluctant to go. I
went to his room, pulled him out of the bed. His stomach-ache disappeared miraculously
when he sat down for breakfast, which he ate with great appetite with the rest of the family.
During breakfast, I had a difficult decision to make when my daughter Akwa asked me
if she could go to a party that evening. There was no security in the streets especially at night.
But it was Friday and her mother agreed), so I too gave Akwa the permission.
When I got home from work at 7:00 p.m. Akwa was very angry because she was in a
hurry and couldn’t find her shoes for the dance. I heard her shouting at her mother before I
even got to our house. “I’m sure you’ve hidden them because you don’t want me to go. It’s
not fair mum”, she was telling her mother. I coughed politely to let her know I was around. I
could see the shoes among other pars under her bed. When I gave them to her, she apologised
to her mother and me.
Later on my wife had to speak to Rom about every bad mark (in the maths test). Then
at about 8:00 p.m. Akwa went to the dance and her brother to the cinema. When they came
home, I looked at my watch. It was eleven o’clock. Things were not as bad as they could have
been.
Adapted from Imagine you’re English 3ème p. 84.
Activity 2: Vocabulary in context.

Find in the text words meaning almost the same as the following.
1. talked with (paragraph 1)
2. not wanting to (paragraph 1)
3. accepted (paragraph 2)
4. just (paragraph 3)
5. said sorry (paragraph 3)
28
Activity 3: Vocabulary
Which adjective applies to whom? Put a tick in the grid where it is appropriate. One
adjective may apply to more than one person.
ADJECTIVES: polite, caring, conscious, lazy, understanding, cautious, rude, united.
United Polite Caring lazy Conscious Understanding Cautious Rude
Narrator
Narrator’s
wife
Akwa
Rom
Activity 4: SCANNING
Read the text. Write the sentences in the correct order.
1. Akwa asked for permission to go to a party.
2. Rom’s mother talked to him about his bad mark in maths.
3. The narrators came home from work at 7:00 p.m.
4. Akwa’s shoes were under her bed.
5. Rom and Akwa came back home at 11:00 o’clock.
6. The narrator’s son wanted to see a doctor.
7. Akwa apologised to her mother and father.
8. Rom ate breakfast greedily.
Activity 5: SCANNING.
Answer these questions.
1. Did Rom really have a stomach-ache?
2. Which two sentences show that the narrator and his wife were united in bringing up
their children?
3. What do you think of Akwa’s attitude to her mother?
Activity 6: Read this conversation carefully. Use the appropriate replicas.

The appropriate replicas are in the box under the conversation.
Akwa : ……………………………………
Mother : It’s O K. Forget about it. Just be a good girl from now on.
29
Akwa : ………………………………………..
Mother : Well, you know that we parents must protect you children, take care of you.
Akwa :…………………. ……………………
Mother : We are only doing our duty. Yours is to obey your parents, do your house chores,
and work hard at school to prepare your future.
1. Perhaps, but don’t you think that you and my father exaggerate?
2. Mum, I apologise for what I said yesterday.
3. I promise. The only problem is that you rarely give me permission to go out.
Activity 1: Pre-listening activity

Which housework do you do to help your parents?
Why do you prefer to do that one?
TEXT
It is five o’clock in the evening when Rene Wagner comes home from Work. She
walks into the living room and looks at her children. The children are 14, 13, and 9 years old.
They are watching TV.
The living room is in a mess. There are empty glasses and dirty socks on the floor.
There are cookies on the sofa. Games and toys are everywhere.
Rene is angry. “This place is in a mess!” she tells her children. “I can’t work all day
and then do housework!”
And so Rene doesn’t do housework. She doesn’t wash dishes. She doesn’t wash
clothes. Every evening she sits on the sofa and watches TV.
After two weeks, every plate, fork and glass in the house is dirty. All the children’s
clothes are dirty too. Every garbage can is full. The house is in a mess.
Then, one day Rene comes home from work and gets a big surprise. The kitchen is
clean. The children cleaned the kitchen!
The next day, the living room is clean, and the children are washing their clothes.
Rene tells her children, “O.K, I’ll do housework again. But you have to help me”.
Now Rene and her children do the housework together. Then they all sit on the sofa
and watch TV!
Unpublished
30
Activity 2: Listen to your teacher read a text. Choose the correct letter a, b or c.
1. Rene Wagner has

a) four children.
b) five children.
c) three children..
2. Rene and her children stopped cleaning their house for
a) three weeks.
b) four weeks.
c) two weeks.
3. This place is in a mess : means this place is
a) dirty.
b) clean.
c) dark.
4. Rene was surprised one day because the children
a) left the house.
b) cleaned the house.
c) cleaned the kitchen.
5. Rene’s children are
a) 9, 5 and 13 years old.
b) 14, 9 and 5 years old.
c) 9, 13 and 14 years old.
Activity 3: Listen to the text again and tick the box.
says “ I’m do the

leave cookies got a
is angry not a housework
on the sofa surprise
housewife” together.
Children
Rene
Rene and
her children
Rene’s
husband
31
STRUCTURE: REPORTED SPEECH

Activity 1: Read the dialogue below.
ASSIBA : Why did you close your shop so early, Karim?
KARIM : I went to the farm to plant some yams as it rained this morning.
ASSIBA : Did you plant yams last year ? You didn’t give me any.
KARIM : I couldn’t give yams to anyone last year because no crop yielded well.
ASSIBA: Well, I was waiting for your arrival because I heard a strange noise in the shop
some minutes ago.
KARIM: My cat was certainly running after rats.
Activity 2:
What did Assiba say? What did Karim say?
Read this dialogue again and write each sentence in its category.
STATEMENTS QUESTIONS
Activity 3: Reporting
Now, Karim report their conversation to Cossi. So does Assiba.
COSSI : Karim, what Assiba tell you?
KARIM : Assiba asked me why I had closed my shop so early.
COSSI : And what did Karim tell you , Assiba ?
ASSIBA: Karim told me that he had gone to the farm. He added that he had planted yams as
it had rained that morning.
GROUP WORK : Look at the tenses of the verbs in the direct speech. Compare them to
what they are now in reported speech.
DIRECT SPEECH REPORTED SPEECH

- SIMPLE PAST
- PRESENT PERFECT PAST PERFECT
- PAST PERFECT
Activity 4: Finish reporting the conversation between Karim and Assiba.
32
ASSESSMENT
3 What have you learnt?
3 How have you learnt it?
3 What difficulties have you encountered?
3 How have you overcome these difficulties?
3 When will you use the new language acquired?
This is the end of the first term corresponding to the period of CHRISTMAS. It will be
interesting to teach the learners some Christmas Carols. These are some among the nicest
ones.
CHRISTMAS CAROLS
SILENT NIGHT.
Silent Night! Holy Night
All is calm. All is bright
Round yon Virgin Mother and Child
Holy Infant so tender and mild
Sleep in Heavenly Peace
Sleep in Heavenly Peace
JOY TO THE WORLD
Joy to the world, the Lord has come.
Let Earth receive Her King!
Let every heart, prepare Him room
And Heaven and Nature sing
And Heaven and Nature sing
And Heaven and Heaven and Heaven and Nature sing
O COME ALL YE FAITHFUL
O come all ye faithful
Joyful and triumphant
O come. O come to Bethlehem.
Come and behold Him
Born is the King of Israel
O come then let’s adore Him
Christ the Lord.
33
LEARNING SITUATION N°II: FOOD AND HEALTH
Task: Look at the pictures above.

Instructions:
a.) Describe the pictures.
b.) What problems do pictures A and C rise?
c.) Suggest solutions to the problems.
d.) Discuss these solutions.
e.) Relate A, B, and C to your own experience. Are you like A, B or C? Say
Why.
34
MAKING ENGLISH REAL
CATEGORIES OF FOOD
VOCABULARY
Food items
Look and learn
meat, pineapple, cabbage, eggs, beans, snails, orange, maize, cocoa, carrot, cassava, onion,
potatoes, lettuce, cheese, chicken, milk, fish, bananas.
Activity 1:
a.) Look at the pictures above and match the words in the box to the corresponding letters.
b.) Add some more food items to the list. Your classmates or teacher will help you.
c) Regroup the food items into categories. Use the following table.
Cereals Starch foods Meat, Fish, Eggs Milk and milk Vegetables and
products fruits
35
READING
Activity 1: Nutritive value of food
Every food item falls into one of the categories presented in this table according to its
nutritious value. Study the table.
NUTRIENTS FUNCTIONS SOURCES

Build the body and repair meat, fish, egg, beans,
Proteins tissue. sesame, groundnuts, peas,
etc…
Supply heat and energy for starch foods, yam, rice,
Carbohydrates work and play maize, potato, plantain,
bread, sugar, sugar cane etc...
Supply heat energy and also palm oil and other cooking
keep the body warm oils, butter, lard, etc…
Fats and oil They also supply essential
fatty acids which help to
keep skin smooth.
Help the body to fight fruits such as oranges,
Vitamins diseases grapefruits, mango, lemon,
paw-paw.
Keep the body in good green vegetable and leafy
working conditions vegetable, beans, spinach,
Minerals
bitter leaf, unpolished rice,
egg, cereal, salt, etc..
Supplies water in and around drinking water, beer, coke,
Water the tissue organs etc.. and most foods,
particularly fruits
Activity 2:
a) Do you know any other categories of food nutrients?
b) Complete the table with other food items.
c) Check your answers with your neighbour’s
d) Read the table again. Then copy and complete the following paragraph.
To eat well is to eat enough. But it also means to eat the right amount of the different ---1----
the body needs to be---2----- A person needs to eat enough from each of groups. Many people
get large amount of -----3----in foods like rice, maize, cassava, or plantains but not enough
body building and-----4----foods like beans, nuts, eggs, ------5----fish, dark green leafy
vegetables and fruits. These persons can be malnourished even though they eat a lot of starchy
foods-----6-----and minerals that help us to fight ------7------; and we need -------8------to carry
nutrients all around our body. It can be found in------9-----water -------10-----and vegetables.
36
Activity 3:
a.) Read the dialogue below, practise with your partner.
A: Proteins build the body, they can be found in meat or fish.

B: Yes, we can also get them from beans or sesame.
b.) Now make your own dialogues. Use the table above.
c.) Look at picture A and C in the Starter Situation; what do the children need to be
healthy?
FUNCTION: GIVING REASON

Activity 1: Read the dialogues below
Dialogue 1:
A: Look at Fatou, she’s eating a big
loaf of bread with butter.
B: Yeah! She eats too much.
That’s why she’s grown so fat.
Dialogue 2:
A: Ali didn’t come to school.
B: I’ve heard he is in hospital.
A: That’s why he didn’t come to school.
B: I see, he didn’t come because he was sick.
Activity 2:
a.) Make similar dialogues ; practise with your partner.
Use the following situations:
(Robert) to have a heart attack ………… not to exercise anymore.

(Denise) to eat too much salty food…….. to suffer from high blood pressure.
(Codjo) to have diarrhoea………….. to drink unclean water.
(Jerome) to eat too much sugar……. to suffer from diabetes.
(Many people) to be unhealthy nowadays … not to have a balanced diet.
GIVING REASON
To give reason, we use: that’s why, that’s (the reason) why or because
E.g. Ali was sick; that’s (the reason) why he didn’t come to school.
37
Ali didn’t come to school because he was sick.

b.) Now make your own dialogues. Use "that’s why", "because" or "that’s the reason
why".
STRUCTURE: OUGHT TO
Activity 1:
Read the paragraph below.
Dossou’s story.
Dossou is a farmer; he’s got a wife and six children. He spends all his time in pubs. He
drinks too much and doesn’t take care of his wife and children. They are all malnourished and
his children don’t go to school. He is often sick and never goes to hospital.
His elder brother came in one day and said:
“Dossou, you should take care of your children and your wife. You ought to feed
them. Your children ought to go to school. You should go to hospital. You ought not to
drink so much. You ought not to spend so much time in pubs”.
Activity 2:
Work with a partner; answer these questions about the paragraph.
Your classmate or your teacher will help you if necessary.
- What is Dossou’s brother doing?
- Which word or expression does he use to do so?
We use ought to, should to give somebody a piece

of advice or express a moral obligation
E.g. Dossou ought to feed this his children.
We oughtn’t to be selfish
Activity 3:
a.) Read this dialogue
Barnabé: I have a very bad stomach-ache.
Adio : It serves you very right. You ought to stop eating
unclean mangoes.
b.) Work with your partner. Make your own dialogues, using should or ought to.
Use the clues in the table below.
38
Situations Advice (moral obligation)

a) Benny/ not to visit his grand parents. Really / to visit them regularly
b) Tona/ my friend to be sick and kept in Sorry; to go and visit him.

hospital.
c) Sam/ not to obey his parents. That’s too bad. All children to obey their parents.
d) That student/ not to respect his teachers. That’s bad. Every student to respect their teachers.
e) Mrs Arouna/ not to feed her children That’s true / She to include vegetables and fruits
well. in their diet.
f) Amina always/ to go to bed after That’s bad. She not to go to bed so late
midnight.
E.g.: Mady / not to clean his room regularly That’s bad/ to clean his room regularly to
avoid diseases
Answer :
Ella: That’s bad. He ought to clean his room
Amy: Mady does not clean his room regularly.
regularly to avoid diseases.
WRITING: Paragraph writing: coherence.

a.) These sentences are not in the right order. Rewrite them to have a coherent
paragraph as advice to a friend of yours.
1.) Food is made of substances known as nutrients.

2.) Each nutrient has a particular function in the body.
3.) So the food we eat should contain all the nutrients that the body needs for its different
functions.
4.) There are six essential food groups that are vital to health. They are proteins,
carbohydrates, fats, vitamins, minerals and water.
5.) They must be present in a day’s meal because they work better together than
separately.
b.) Read your paragraph to the class.
39
STRUCTURE: Temporals (Time clause)

Read this paragraph:
I am very hungry. When my mother comes back home, she will give me something to
eat. Then we will go out for a walk as soon as Ade arrives.
Activity 1:
Now answer these questions:
- In the short paragraph you’ve just read, some sentences have two verbs. Study the two
sentences and tell your partner which actions come first and which actions come after.
- What are the tenses of the verbs?
- Which words in the clauses express time?
The words that express time in a clause are called time markers time.
They……………
E.g.
The most common conjunctions of time are: as soon as, as, before, after,
until/till, once, as long as, unless, when, whenever etc…
There are other time markers.
Example
Activity 2:
Study this table:
Subordinate clause Main clause
When you start feeding well, You will feel better.
As soon as Mum finishes cooking dinner, We will call dad back home from his office
After Fatou has brought the potatoes, Mum will make the chips
Before you finish eating that unripe mango, You will have a stomachache.
a- Answer these questions. Your classmates or your teacher will help you if necessary.
What is the tense of the verbs in the subordinate clauses?
What is the tense of the verbs in the main clauses?
NB: If the sentence begins by the subordinate clause, put a comma after that clause.
40
b- Work with a partner. Make five sentences using conjunctions of time. Use the cues in
the table below.
Subordinate clause Main clause

When/ to stop drinking. He/ to become less sick
As soon as/ to have a balanced diet. She/ to be healthier.
After/ father to feel healthy again. Those children/ to go back to school
Until/to stop eating too salty food. Kiki/ to suffer high blood pressure.
Before/ to finish your work, Dinner/ to be ready.
VOCABULARY
Activity 1:
a.) What do we do before cooking these food items? Match the words in column A
with those in column B. More than one combination is possible. Present your
answer to the class. Make corrections if necessary.
Column A. Things we do (Verbs). Column B Food items.

1. peel a-potato
2. skin b-cabbage
3. shell c-shrimps
4. chop d-fish
5. pluck e-yam
6. cut up f-onion
g-chicken
41
b.) What are these people doing?

Write the correct verbs under each picture.
Shell Chop
Peel Chop and
Peel
Shell
Pluck
Activity 2:
There are different ways of cooking as indicated in column A. Match each
element in column B with the appropriate one in column A.
Column A Column B
boil oil
bake water
grill heat
fry fire
roast
42
Activity 3:
Which of the food items in the pictures on page 42 can be boiled, baked, fried or
eaten fresh? Put each item into its corresponding column.
Boiled Baked Fried Eaten fresh
43
BALANCED AND UNBALANCED DIET
FUNCTION: Expressing purpose

Activity 1:
a.) Read these dialogues
1- A: Do you eat fruit at every meal?

B: Yes, I do.
A: What for?
B: I do so in order to get vitamins
2- Ali: John, what do you jog every morning for?

John: I jog every morning so as to keep fit
b.) Now, work with a partner. Build dialogues similar

to the ones in 1a /. Use the following cues:
- To plant a banana tree / to include that fruit to his diet later
- Have a balanced diet, to keep healthy.
- Eat less fatty foot / become thinner.
- Drink clean water, not to fall sick.
- Clean teeth a day / to avoid toothache
c.) Write five sentences to express purpose.
READING COMPREHENSION
a.) What do people need to eat to keep healthy?
b.) Now read this text and answer the questions about it.
TEXT: BALANCED MEALS
A good food combination that contains all the nutrients in the right quantities makes a
balanced meal. The body needs a balanced diet everyday to maintain good health. It should
include the nutrients present in various foods.
In order to have a balanced diet, you must include food from the three basic food
groups.
44
The energy giving foods you choose ought to include both starchy food and some oils.
Oil is often present in fried foods and soups. A variety of protein foods should be selected to
avoid monotony. Food ought to be selected to complement the protein food in the meal. Try
to eat vegetables at least twice a day. This is easier to do at lunch and supper time. Fruits
ought to be eaten at each meal or at least twice a day. Note that fruit is not an alternative to
vegetable and vice versa. Both must be included in meals. In addition, make an effort to drink
at least a cup of liquid or beverage with each meal to provide water for the body. One can
drink water in its many forms as well as in its natural in-between meals. Water is also present
in foods and will contribute to the daily supply.
Activity 1:
Choose the correct answer and write down the corresponding letter only.
1. A balanced diet is
a.) a good heavy food combination
b.) a meal that contain some of the basic food nutrients.
c.) a meal that right amounts of food nutrients.
d.) a meal that the body needs every day to grow fat
2. To have a balanced diet, you must eat.

a.) a lot of food every day.
b.) foods from the basic food groups every day.
c.) energy giving foods every day.
d.) proteins food every day.
3. In order to maintain good health you ought to.

a.) eat foods from the basic food groups every day.
b.) eat body building and energy giving foods every day.
c.) eat a large quantity of food every day.
d.) drink either hot or cold milk every day.
4. A balanced diet cannot be complete without.

a.) meat
b.) oranges
c.) yoghourt
d.) water
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Activity 2: Referencing
Which words or phrases do the following pronouns refer to in the text entitled balanced
meals?
a.) it (paragraph 1 line 3)
b.) this (paragraph 3 line 3)
c.) both (paragraph 3 line 6)
d.) its (paragraph 3 line 8)
Activity 3: Meaning in context

Find in the text words or expressions meaning the opposite of the ones below
a- unhealthy
b- absent
c- favour
d- variety
e- on the contrary
f- avoid
STRUCTURE: EITHER … OR
Activity 1:
Read the dialogues below
1.) Cica: John, there’s some sprite on the table and some coke in the fridge.
John: Cica, can I have both?
Cica: oh, no John! You can have either sprite or coke, not both.
John: It’s O.K.
2.) Chipanta: Karim, how can I get thinner?

Karim: Either you exercise everyday or you eat less.
3.) Mevi: What will you eat for dinner?

Benfa: you can either cook me some yam, or make me some omelette.
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Activity 2:
Build similar dialogues using “either … or”. Use these words or expressions.
1.) drink Fanta or / eat cocktail snacks (not both).
2.) do the washing / clean Dad’s car on Saturday (not both)
3.) eat fish / meat (not both)
4.) cook beans / green vegetables (not both)
5.) like jogging / swimming some Saturday mornings (not both)
Activity 3:
Read the underlined sentences in activity 1 again. What do they express?
Which phrases help express that idea?
EITHER … OR is used to express a choice , a partial

exclusion
e.g.: - I will eat either amiwo or rice
Pre-listening activity:
- Do you like canned food like sardines, tinned beans?
- Do you like very sweetened food?
Listening
This article is about food. Listen and decide which of the foods are healthy and which ones
are unhealthy.
Foods Tin Chocolate Sweet hamburgers Pizza Sand spaghetti sugar sweets Heavily
of bars desserts (home wiches sweetened
beans made) yoghurt
Healthy
Unhealthy
STRUCTURE: To make someone do something

Activity 1: Read these dialogues
1- Andrew: Do you like eating beans, Greg?
Greg : Not at all; but my mother makes me eat some very often.
2- Henry: Do you like high jumping, Arouna?

Arouna: No, I don’t, but our PE teacher makes us do it every Wednesday.
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Activity 2: Read the dialogues above again

• What do the underlined phrases express?
• What can you notice about their use?
TO MAKE + OBJECT + INCOMPLETE INFINITIVE

e.g.: The teacher makes these students work hard.
To make someone do something = to oblige / to force someone to do
something
Activity 3:
a.) Complete the following sentences
E.g.: Ade is sick, but he refuses to go to the doctor’s
Father makes Ade go to the doctor’s
• Rekia never eats fish nor meat, but mother ------------------------------
• I don’t like working hard, but the teacher -------------------------------
• You don’t want to obey me, but ------------------------------------------
• Jerry didn’t want to tell me the truth, but I ------------------------------
• He refused to move his car, but the policeman --------------------------
b.) Now, write five sentences about things your father, your mother, brother, sister
or teacher makes you do. Use the expressions “make …. do”.
READING
Discussion
What do you know about undernourishment and malnutrition? Tell the class, using the
pictures below.
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READING: SKIMMING
a.) Skim the text and answer these questions

1- How many people are undernourished according to FAO 5th World Survey estimates?
2- Are malnourished children good at learning at school?
Text:
The quality of an individual, family or community depends on the resources available
to the individual family or community and on how these resources are used and managed.
In addition some socio-cultural considerations intervene in the possible improvement
of quality of life of people, such as more responsible parenthood, better quality of time
devoted to rearing children.
According to FAO estimates in 1985 (1) about 40, 000 children die every day from
hunger-related causes. This totals almost 15 millions people mainly in developing countries
who are undernourished.
Undernourished and malnutrition due to various factors such as low food supply and
poor education and health conditions, can have serious and long lasting effects on the well-
being of both the individual and the family. If malnutrition occurs early in life the physical
and possibly mental development of the child is affected. It is likely to grow into an adult with
smaller than average stature. Malnourished children have reduced powers of contraction at
school, are more likely to be absent from school due to sickness and so will have a poorer
school performance than well nourished children. Thus if a malnourished child survives into
adulthood, its reduced learning and working capacity will in turn reduce productivity and
earning potential. Low income often results in poor housing and environmental hygiene
conditions which increase the risk of disease, adding further to the problem of malnutrition.
Thus a vicious and spiralling cycle is established.
(1) World hunger, FAO, 198 P3
The fifth world food survey, FAO, 1985 p24
b.) Scanning
Scan the text and answer the comprehension questions
1- What factors contribute to the quality of life of an individual, family or community?
2- What causes and consequences of malnutrition and undernourishment are mentioned
in the article?
3- Draw a diagram to illustrate the vicious cycle resulting from malnutrition and under
nourishment
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Start like this: Malnutrition
Malnutrition ● low income (poor)
Activity 2:
a.) Meaning in context
The words in column A are in the text. Find their meaning in column B
COLUMN A COLUMN B
1- available a- money which is received as a payment for
one’s work.
2- managed b- caring for, until fully grown
3- occurs c- dealt with.
4- rearing d- ready to be obtained
5- food supply e- happens
6- income f- stock of, amount of food
b.) Find the opposite of these words in the text:

c.) worse
d.) high
e.) present
f.) malnourished
g.) reduce
Activity 3:
Write a paragraph about what must be done to avoid malnutrition and its consequences.
The following hints can guide you:
a.) What do you think malnutrition is,
b.) What causes malnutrition?
c.) What are its effects on people?
d.) What can people do to avoid it?
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DISEASES
SPEAKING
FUNCTION: Expressing concern
Activity 1:
a) Read the dialogues
1- A: Look at Pat. He looks sick

B: You’re right. I wonder / if he’s not
suffering from marasmus
2- A: Benny, what’s wrong with your baby?

B: I’m worried (about her health). She isn’t eating well.
b.) Building dialogues

Drawing on the words above, build similar dialogues with your partner. Use the
following words.
To lose weight / to have marasmus
To be sick all time / to have a healthy diet
To be overweight / to eat fatty foods
To have a big belly / to suffer from malnutrition
To be very thin / to have enough to eat
Not to eat too much / not to be sick
GRAMMAR: NEITHER … NOR

Activity 1:
a.) Read these conversations
1- A: Do you like meat?

B: No, I don’t like fish either.
A: Really? So, you like neither meat nor rice.
B: that’s right.
2- A: Does Ali eat cassava?
B: No, he doesn’t and he doesn’t eat rice either.
A: Really? So, Ali eats neither cassava nor rice.
B: That’s right.
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b.) Practise conversations 1 and 2 with your partner
Activity 2:
a.) Look at the two underlined sentences above and answer these questions
1- What actions do the verbs in the underlined sentences refer to?

Positive or negative?
2- Are the verbs like and eat conjugated in the affirmative or negative form?
3- What is the position of the subjects?
NEITHER … NOR expresses a double

exclusion
E.g.: Ali eats neither cassava nor rice.
Activity 3:
a.) Work in pairs. Ask your partner to tell you about two things he doesn’t like, do
or eat. Then report to the class.
Example: Ali: Do you play tennis or swim?
Femi: I neither play tennis nor swim.
Ali: Femi plays neither tennis nor swims.
Use the following words or expressions:

Like beans or eggs.
Drink sodabi or beer.
Eat cassava or rice.
Jog or lift weights.
Exercises or plays basketball.
Drink coke or eat fatty floods etc……..
b.) Make up your own conversations and role play them with your partner.
52
LEARNING SITUATION N°III: NATURAL DISASTERS

- DROUGHT
- FLOOD
- VOLCANOES
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Task: Look at the pictures above and discuss the problems they raise.
Instructions:
- What can you see in the pictures ?
- What problems do they raise ?
- Relate the problems to your personal experience.
- Suggest and discuss solutions to these problems.
54
MAKING ENGLISH REAL
DROUGHT
VOCABULARY
Activity 1:
a.) Read the words and expressions in the box. Which ones are related to drought?
Crackled ground ; bony ; to rescue ; muddy ;

to starve ; relief services ; dying cattle ; wet ;
to destroy ; poor ; happy ; warming ;
livestock ; to receive relief ; boats ; to slide.
b.) Check your choice with your partners in your group.

c.) Report your answers to the class and justify them.
d.) Read the words or groups of words in the box again and find the synonyms for:
1- to free from danger
2- to suffer from lack of food
3- to damage
e.) Read the words in the box and find the antonyms for:
1- dry
2- cool
3- sad
4- plump
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Activity 2: Matching
a.) Sometimes, in Benin and some other parts of Africa, it does not rain for many
months.
- Look at the pictures.
- Match them with the descriptions.
- Crosscheck your answers with the partner’s.
Picture 1 Picture 2
Picture 3 Picture 4
A. Organisations like the International Red Cross and F.A.O come to help. They
transport food, blankets, medicine and clean water to the people.
B. People have nothing to eat. There is very little water to drink and often the
water is dirty. People are hungry and dirty. They are very thin and weak.
Sometimes small babies and old people die of hunger.
C. Rivers and well run dry. The land gets very dry, too.
D. The animals have nothing to eat. They have no water to drink. Many animals
die.
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b.) Read the descriptions of the pictures and answer the teacher’s questions.
1- What’s the name of the natural disaster described in the picture?
2- What happens when there is a drought?
3- Why do people become hungry and thirsty?
4- What do organisations do?
5- Give the names of two relief services?
WRITING
We need water, please !
Activity 1:
a.) Complete this conversation between Fati and Ben about the last drought in Onigo
village.
Use these words to fill in the blanks: crackled; bony; starving; relief services; disaster;
crops; livestock; happened cattle.
Fati: Look at animals in this picture!

Ben: Yes. They are bony. They remind me of ____________________in my village!
Fati: What happened then in your village?
Ben: There was a terrible drought. People had nothing to eat and many of them were
______________________
Fati: And about the _______________________________?
Ben: It was skinny and __________________________________
Fati: I see …….. And what were you able to do to fight that _____________________?
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Ben: In fact nothing. The heat destroyed all the ______________________ and even the
ground was _________________________________ with dying cattle on it.
Fati: Didn’t any ________________________________ come to people’s rescue?
Ben: Some of them came and help by bringing food, water and medicine but that is not
the real solution!
b.) Compare your answers with your partner’s. Check with the teacher.
c.) Read the complete conversation and give a title to it.
Activity 2: Discussion
The end of the conversation between Fati and Ben is missing. Discuss what the end could be.
Speaking of what you think about the role of the relief services and what the possible and real
solution to the drought could be.
SPEAKING
FUNCTION: Asking for and giving assistance
When people are the victims of natural disasters like a drought, a flood, an earthquake, a
volcano, they ask for assistance and support.
The disaster victims or the ask religious authorities, relief

civil authorities for assistance services, charity
and support to organisations
Expressions:
a.) Would you please………………
b.) Would it be possible for you to………………
c.) Could I ask you to……………..
d.) I’d appreciate it if you………………
Examples:
1.) I’d appreciate it if you send some food to my village.
b.) Use the following prompts to ask for assistance.

Prompts
1. Send some food to my village
2. give some bags of rice to my people
3. come and visit the victims
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4. dig wells in our village

5. help the young people plant trees
c.) Make your own sentences. Work with your partner.
GRAMMAR: Quantifiers
Activity 1: Reading
a.) Read this paragraph
Last year it didn’t rain for four months in Tchamba. Farmers harvested their crop which
was very bad because of lack of water. There was little water in the river.
b.) Answer these questions
1- Do the underlined words express

a.) number?
b.) quality?
c.) quantity?
2- Which noun comes after the underlined words?
3- What is the name of the underlined words?
4- Do you know any others?
READING
a.) What’s a drought?

b.) Have you ever experienced drought in your village or area? What happened to people,
plants, animals, etc?
c.) Is drought a good thing for living beings?
Activity 2:
a.) Read the text below.
Drought
When drought occurs, the yield of both crops and livestock fall. The quantities of food
needed available for domestic consumption or sale also fall. There is, however, a difference
between the prices of the food crops and prices of the meat and livestock during drought.
Whereas the prices of food crops normally rise during drought, those of meat and livestock
fall. The reason is that more animals are sold in poorer condition in order to buy other food,
59
and also to avoid their dying on their owner’s hands. Price changes during drought are good
for crop farmers but disastrous for livestock owners.
During drought, there is also a difference between the marketing of crops and the
marketing of the livestock. The marketing of crops in Africa usually presents no problems.
The dry weather makes transportation easy (except where animals are used) and the rising
prices make merchants keen to trade. The marketing of livestock, however, often run into
acute difficulties in times of drought. Traders are reluctant to purchase animals which they
may be able neither to feed nor to sell.
Grazing and water supplies along stock routes dry up. The movement of animals thus
becomes impossible on foot. In some cases, abattoirs do not have the capacity to cope with an
increased supply of animals for slaughter.
Slightly adapted from: Complete Focus English for Senior Secondary school 1 Page 169
VOCABULARY (difficult words):

1- Livestock: farm animals (cattle and poultry) kept for use and profit.
a.) Are the following statements on the text True or False ?

1. In times of drought, the production of both crops and livestock rise.
2. During drought, the price of food crops falls.
3. In times of drought, the price of meat and livestock rises.
4. During drought, grazing and water supplies along stock routes provide food and water for
the livestock.
5. In times of drought, traders do not like to buy animals.
6. Abattoirs are establishments where animals are slaughtered (butchered).
b) Answer these questions on the text. (Re-read the text carefully)

1. When drought occurs, the prices of food crops rise whereas the price of meat and
livestock fall. Why is there a difference between the price of food crops and those of meat
and livestock during drought?
Activity 2:
a.) Referencing: which words or phrases do the following refer to in the text?
1. Those (paragraph 1 – line 4)
2. They (paragraph 2 – line 5)
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b.) Meaning in context – give the meaning of these expressions:

Column A Column B
1- domestic consumption → a) the space to hold large number
paragraph 1
2- “stock routes” → b) to be used in the country where it is
paragraph 2 produced
3- “impossible on foot” → c) that can’t walk or go ahead.
paragraph 2
4- “capacity to cope” → d) ways or paths the animals take to
paragraph 2 search for food (grass) and water.
c.) Select the correct meaning for the phrases:

1. “on their owners’ hands”
(a) unfed (b) unsold (c) unaccepted (d) reduced matters
2. “acute difficulties”
(a) solved matters (b) solving problems (c) reduced matters
(d) serious problems.
d.) The word “disastrous” (paragraph 1) is used in contrast to another word in the
same sentence:
Which word is it?
e.) Match the words in column A with their opposite in column B
Column A Column B
1. fall a) sell
2. buy b) reluctant
3. increase c) rise
4. keen d) decline
VOCABULARY: Forming adjectives from nouns / adjectives ending in “ous”

Activity 1:
a.) Read the following sentences:
1- Price changes are disastrous for livestock owners.
2- Nelson Mandela is a courageous man.
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b.) Answer these questions

1- What is the nature of the underlined words?
2- How are they formed?
3- Do you know any other adjectives formed the same way as disastrous or
courageous? Give two examples.
4- Discuss the different parts of the two adjectives with your partner.
Activity 2: Formation of adjectives in ous or ious

a.) Complete this table.
Nouns Adjectives
1. peril Perilous
2. pomp
3. Spacious
4. avarice
5. Venomous
6. poison
7. Humorous
8. treachery
b.) Fill in the gaps with the suitable word to get meaningful sentences: dangerous –
humorous – pompous – atrocious – hazardous – perilous - courageous.
1______________________ adventures often come to a bad end.
2______________________ people always overcome_________________ situations.
Drought is a __________________________ phenomenon.
Audrey and Prosper had a __________________________ church wedding.
Bob likes _____________________________ for the body.
_________________ are crimes committed by gangsters.
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READING
Pre-reading
Activity 1: SCANNING
Imagine enough trees to cover a football pitch, burning down every second of every day of
the year. If destruction continues like this, soon there will be very little rainforest left,
anywhere on earth.
WHAT HAPPENS WHEN RAINFOREST ARE BURNED DOWN?
As the rainforests are destroyed, we put mankind’s future on the earth in danger.
One of the reasons for farming. However, the soil in rainforests is usually poor, so the new
farms do not improve the food supply very much. On the other hand, plants which might
improve new kinds of foods are destroyed by fire, sometimes before scientist has been able to
give them names! Remember – rice, cocoa and maize were all first discovered in the
rainforest.
Rainforests give us medicines as well as food. A quarter of the medicines in a dispensary
contain something which has come from rainforest plants or trees. Because of these plants we
can hope to find cures for some of the worst diseases of our time such as Cancer and AIDS.
Thirdly, rainforests give us air to breathe, and they keep our climate right.
Destroying the forest warms the earth up, and this endangers the whole world.
IS CUTTING TREES DOWN BETTER THAN BURNING THEM ?

Yes, if new trees are planted. But if trees are cut down to build roads, or to increase
farmland, they are not replaced in fact, if the farms are used for rearing cattle, “global
warming” is actually increased. This is because cows also produce a gas called methane,
which has the same effect as carbon dioxide. Grow rice instead? No, because rice also gives
off methane as it grows!
Activity 2: Discussion
A “tree killer” or a “tree planter”?
Which one do you want to be? Explain your choice and write the reasons
why you made such a choice?
63
FLOODS
VOCABULARY
Activity 1: Read the words in the box and choose the ones related to the rainy season
Water, soaked, ill, rain, drown, disaster, flood, drought, thirsty,

wet, hunger, storm, homeless, warming, casualties, muddy,
ground, overflow, sunny, dry, hot, dusty, the harmattan.
Questions
1. How does a flood happen?
2. What are the consequences of floods on human beings, animals and plants?
Activity 2: Fill in the blacks with suitable words drawn from the box above
There is a …….(1)………….when it rains heavily everywhere. When a flood happens some
people become…….(2)……….. and ………(3)…….. Some may even ……..(4)…….. in
gutters. On such occasions, there are lot of accidents causing ………(5)…………
STRUCTURE
READING
Activity 1: Read this dialogue carefully and mind the verbs tenses.
John: What was the weather like last Saturday?
Bella: It was rainy. It rained all day long.
John: Gosh! Why did it rain so much? It certainly spoilt your picnic.
Bella: Yes, it did. We were having breakfast when it started pouring down. We looked for a
shelter, but we were soaked before we could find one.
John: What a pity! Could you get back home easily?
Bella: No, there was water everywhere. A river nearly overflowed and all the people were
driving past us at such a high speed!
John: How did you finally manage?
Bella: We came across uncle Ali when we were walking home. He gave us a lift.
Activity 2: Read the dialogue above again
1. What are the verbs used in the conversation?
2. What are the tenses of the verbs in the conversation?
3. Which ones are in the Simple past/Past continuous?
4. Which actions described by those verbs are short/long
64
The use of the Past continuous and the Simple past

When there are two actions in the past, one action starts first and is interrupted
by the second action, we use the past continuous to talk about the first one and
the simple past to express the second one.
Activity 3: Rewrite these sentences using the right form of the verbs in brackets
1. When the telephone rang, I (watch) television.
2. They (shout) their father came home.
3. She was working when her friend (pay) here a visit.
4. When Ali (do) his younger brother started crying.
5. The children were playing football when their house (catch) fire.
6. While she was singing, the postman (arrive)
7. We (read) the book when she went to church.
8. When her mother turned up, she (sweep) the yard.
FUNCTION: Expressing or acknowledging gratitude

Activity 1: Read the dialogue below
Some neighbours: We helped your drowning children out of the water and took them to
hospital.
Mr AMOUSSOU: I’m very grateful (to you for your helpful actions). Thank you.
Activity 2: Find out the expressions related to gratitude
A: Koffi fell down and I helped him get up
B: Very kind of you
A: I even gave him a lift to his father’s place
B: Very nice of you
A: Your sister was breathing with difficulty and I took her to hospital
B: Thank you very much
READING COMPREHENSION
Activity 1:
a) Picture description
b) Dialogue
65
A: What happens during the rainy season?

B: It rains a lot, doesn’t it?
A: Yes, of course. I like the rainy season. What about you?
B: I don’t like it at all, because floods can appear everywhere.
Activity 2: Pre-questions
a) How many people died in the storm?
b) How long did the storm last?
c) Where was Mrs Boro?
d) What did the soldiers do?
Activity 3: Read the text below carefully
a) Text
Last Friday a storm tore through two villages near Aba destroying fourteen homes. Seven
others were so badly damaged that their owners had to leave them, and fifteen others had
broken windows or torn roofs. One person was killed, several were badly injured and taken to
hospital and a number of other people received smaller injuries.
A farmer, Mr T. Okon, said that the storm began early in the morning and lasted for over an
hour.
“I was in the kitchen with my wife and children,” he said, “when we heard a loud
noise. A few minutes later our house fell on top of us. We managed to climb out but then I
saw that one of my children was missing. I went back inside and found him, safe but very
frightened.
Mrs J. Boro said that her husband had just left for work when she noticed that her
house was shaking. She rushed outside immediately with her children.
“There was no time to take anything”, she said. “A few minutes later, the roof came
down.”
Soldiers helped to bring people out of the flooded area and the Welfare Department
provided food, clothes and shelter.
b)
Choose the right answer to complete the following sentences. Write down the
number and the letter only.
1) …………… houses could no longer be lived in after the storm.
A. Fourteen
B. Seven
C. Twenty one
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D. Fifteen
2) Some of the people were taken to hospital because……………
A. They had been killed.
B. They had been badly injured.
C. They had received different kinds of injured.
D. They were homeless.
3) When the storm first began, Mr. Okon…………..
A. was in bed
B. was inside his house
C. had just gone outside
D. had just gone to work
4) When Mr. Okon’s house fell down …………. inside it.
A. only one of his children was.
B. only his children were.
C. only his wife and his children were.
D. the whole family was.
5) The best title of the passage would be ………….
A. a lucky escape.
B. the bravery of Mr. Okon.
C. the work of the Welfare Department.
D. a terrible storm.
FUNCTION: Expressing regret
Activity 1: Read this dialogue
Ali: Have you helped the drowning man?
John: I’m sorry I haven’t
Activity 2: Make up similar sentences using the following prompts
a) doctor – save – the sick man
b) passer-by – take – the injured boy to hospital
c) students living in a flooded area – go to school
d) victims of flood – receive – food and clothes
e) rescuers – succeed – in saving- all the drowning people
f) animals – survive – in a flooded area.
67
VOLCANOES
READING
- Have you ever heard of a volcano? When?
- Have you ever seen a volcano? Where?
- What does it look like?
- What are the different types of volcanoes you know?
Activity 1:
As you read the text below, find two names of volcanoes. Where are they?
VOLCANOES
Perhaps the best-known volcano in the world is Mount Vesuvius near Naples in Italy.
Early writers described it as a roughly cone-shaped mountain with a deep hollow, the crater,
on top. Its sides were covered with fields and vine yards, and the city of Pompeii had grown
up at its foot. No one remembered its showing any signs of life, and it was thought to be quite
dead.
Then on August 24th in the year A.D. 79 Vesuvius came suddenly to life.
A great cloud shot into the air from the top of the mountain, spreading out like a pine tree as it
rode up. This could was full of hot ash and cinders and black pieces of burning rock, which
rained down on the countryside round about, burying several towns. Pompeii, with more than
3,000 people, was buried under 4 to 8 metres of ash and pumice. Volcanic ash preserves
things wonderfully, and when later Pompeii was dug out again, house, furniture, paintings and
even clothes were found perfectly preserved.
Vesuvius continued to be active almost all the time with many less violent eruptions
until 1906, when there was another major eruption. Part of the mountain fell into crater,
causing the boiling lava to overflow and pour down over the country. When the eruption was
over, Vesuvius had changed its shape. The last serious eruption was in 1944.
On an island called Martinique, one of the group of volcanic islands in the West
Indies, is the volcano Mont Pelée. The people of the town of St. Pierre near Mont Pelée knew
that volcano was active, but as it had not erupted since 1851, and then not seriously, they were
not worried. In 1902 there were several earthquake shocks in the islands. Then on May 3rd
Mont Pelée burst into violence, sending floods of boiling mud down the mountain and into the
sea. This made a great wave which swept into Sp. Pierre. But people did not want to leave
their home and they believed the worst was over.
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On the morning of May 8th , when the mountain seemed quiet, a ship had just sailed
into the harbour, Mont Pelée exploded with deafening roar. Immense flames and two huge
black clouds of steam and dust shot out of the crater.
Mont Pelée remained active for nearly 2 years and then subsided. St Pierre was built
up again, but when in 1929 Mont Pelée became active once more, the 1,000 people of the new
town were taken quickly to safety. Since 1932 Mont Pelée has been quiet.
VOCABULARY
Activity 2: Match these words with their meanings
1. volcano a) the round bowl-shaped mount of a volcano

2. crater b) a sudden shaking of the earth’s surface, which may be violent
3. deafening c) very loud sound, similar to the sound of a lion
4. earthquake d) blew up or burst
5. exploded e) a mountain with a crater through which lava escape with explosive
force
Activity 3:
Use the contexts to find the antonyms of the following words, as used in the
passage:
a) top (line 5) f) dug out (line22)

b) remembered (line 8) g) quiet (line50)
c) dead (line 9) h) active (line26)
d) rose up (line 14) i) worried (line 40)
e) full (line 14) j) violence (line46)
COMPREHENSION
SPEAKING
Activity 1:
Read the text again and say if the following sentences are true or false. Justify
your answers.
a) The volcano people know the best in the world is Mount Pompeii.
b) Mount Vesuvius is in France.
c) The cloud that went out of the volcano would cause a lot of rains.
d) The people of St. Pierre have always refused to leave their houses.
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e) The death of a volcano is never completed.

f) The best way of giving protection to the people who live near a volcano is by taking
them to safety.
Activity 2: complete with the words from the text
Pompeii was at the ………...1……… of ……….2…….. near ……….3……….
The cloud of hot ………4……… that came out of the top of the ……..5………., rained
down on the ……..6………. nearly.
When Pompeii was ………7……….. out, everything was ………8…….. intact.
GRAMMAR
STRUCTURE: So do I/So am I/Neither do I…
Activity 1: Read this dialogue between Paul and Assiba

Paul: I need a holiday job
Assiba: So do I. Are there any nice jobs in the paper today.
Paul: Well, there’s one here for a tour guide. But you have to work at weekends.
Assiba: I don’t really want to work at weekends.
Paul: Neither do I. Oh, there’s anther one here for a salesperson. It’s a job selling
children’s books.
Assiba: Sounds interesting.
Paul: Yes, but you need a driving licence and I can’t drive.
Assiba: I can’t either.
Activity 2:
Answer these questions:
a) Paul needs a holiday job. What about Assiba?
b) Assiba doesn’t want to work at weekends. What about Paul?
c) Paul can’t drive. How about Assiba.
Activity 3: Practice
Listen to the teacher and choose the best answers.
1. I like football a) So do I b) So am I c) So can I

2. I can’t speak Yoruba a) Neither can I b) Neither do I c) Neither I do
3. I don’t like dancing a) so can I b) Do you c) I don’t either
4. I can play tennis a) So am I b) So can I c) So do I
5. I’m happy a) So am I b) Neither I don’t c) So can I
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Activity 4:
Give the appropriate endings, using so/either auxiliary and the cues
1. I was tired: …………………………………. (his friends)
2. My mother has a headache: ………………………….. (my father)
3. My husband ever touches alcohol: …………………… (I)
4. I can’t understand the lesson: ……………………….. (my classmate)
5. She doesn’t like music: ………………………………. (her brother)
GRAMMAR
STRUCTURE: Can I/Could I/May I/Am I allowed to….?
Activity 1: Read this mini-dialogue

A: The volcano near our village is active again. Can I use your hues to take my family to
safety?
B: Yes, you can
Activity 2: (Pair work)
Practise the mini-dialogue with a partner. You can use these expressions as guide to
borrow your motorcycle, to use your car, to borrow your canoe, to use bicycle, etc.
Activity 3: Correct these sentences if necessary
a) Can I use your pen? “yes, you may”
b) Could answer my question? “No, I wouldn’t”
c) May I open the window? “Yes, you can”
d) Am I allowed to stop the air-conditioner? “No, you aren’t”
e) May I clean the board? “Yes, you can”
ASSESSMENT
1. What have you learnt?
2. How have you learnt it?
3. What difficulties have you been confronted with?
4. How have you overcome those difficulties?
Task: Follow up activity
Imagine you live in a village stricken by a natural disaster. After some investigations,
you are prepared to tell the class what happened.
- What kind of natural disaster struck the village?
- What its manifestations?
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- What are your feelings from the time it started to the time when solutions were found?
Use details from the reading comprehension text and your own imagination about
what could have happened to you and other village people.
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LEARNING SITUATION IV: CULTURE AND TRADITION

• HEROES AND HISTORY
• TRADITIONS AND CULTURE
• COMMUNITY LIFE
STARTER SITUATION
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Task: Look at the pictures on pages 73 and 74 and talk about them.
Activity: Speaking
Imagine who the people in the pictures are, where they are and what they are doing.
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MAKING ENGLISH REAL
HEROES AND HISTORY

Activity 1: Matching. How much do you know about them?
a. Look at the pictures below. They represent some famous, historical figures. Read the
paragraphs and match them with the pictures.
Paragraph 1
He was born in 1844, the son of King Glèlè
whom he succeeded. He took the throne at age
15 and changed his name from Kondo. He
ruled over the kingdom of Abomey from 1889
to 1894. A great nationalist, he resisted the
French penetration. He was defeated in 1893
and deported to Algeria where he died on
December 10th, 1906.
Paragraph 2
He was the son of a poor Black merchant and a
Senegalese female slave. He fought the French
from taking possession of his homeland. The
war of resistance lasted more than 18 years
during which the Europeans suffered large
losses of manpower and money. Because of his
military strategy, he was nicknamed "Black
Napoleon of the Sudan". He died in 1900.
Paragraph 3 Paragraph 4:
He reigned from 1874 to 1908 over the kingdom
of Hogbonou or Adjase. He was a man of
tolerance and openness. Because he believed in
cultural2:diversity,
Activity Guessing.he encouraged his subjects to
attend French schools. He signed a protectorate
with France over his kingdom
b. Which hero are you? Work with a partner. Take turns choosing a hero and asking
each other questions to find out which hero you picked.
E.g.: A: Were you born in 1844?
B: No, I’m sorry.
A: Are you the son of a poor Black merchant?
B: Yes.
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A: Tell me about yourself.

B: The French invaded my country. It was too bad. I didn’t like it. I fought
them.
VOCABULARY: Semantic field
Activity 1: Explaining words
a) Choose two or three words from the list below and explain them to your partners in a
group.
to invade, to conquer, to dominate, to enslave, to rebel, a colony, a protectorate
Don’t forget to explain a word ; you can use a definition, a synonym, an antonym or
simply make a sentence with it. Try one of these techniques
b) What strategies did you use? Check the boxes below and share your strategies with
your group and the class.
You knew the words before
You know part of the word(s)
The words sound like words from a language you speak
c) Now you understand the words much better. What do you think they have in
common?
d) Imagine your teacher asks you to write a short paragraph, using the new words.
Which of the three topics below will you choose?
• Colonialism
• Traditional games
• African solidarity
Sometimes, it is easier and better to learn words together because they are close in
meaning and form what we call a semantic field.
Activity 2: Completing sentences.

a) Read and complete the sentences below with:
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to invade, to conquer, to dominate, enslavement, to rule over, to rebel, to resist, a

protectorate, a colony, colonial rule, hero, figure.
Use each word only once.
1. The Europeans--------------many African countries in the past and imposed ----------on their
people.
2. A great man can ----------- -------------------another one by the force of his character.
3. The Tutsi from Rwanda ------- -----------the east of the Democratic Republic of Congo.
4. The Africans--------------------------------------------------------------------------colonial rule.
5. The kings of Abomey----------------------------------------over the kingdom for many years.
6. King Behanzin and Bio-Guerra are two great national-------------------------------------------
7. Porto-Novo used to be a French ---------. As such she was placed under France’s protection.
8. Europeans established -----------------in many parts of the world in the 17th and 18th
centuries.
9. Samory Toure, Behanzin and Chakka are ----------------- of African resistance against
European penetration. With the help of their people, they---------------against European
domination and -----------------------------------.
GRAMMAR: Word order (in a group noun)
Activity 1:
a) Read the conversation below. It’s between Sonia and Ayaba. Both girls are talking
about Anita’s birthday.
S: What do you suggest we give Anita for her birthday?
A: What about a beautiful new cotton dress?
S: That’s ok. (That sounds good.)
b) Ayaba chose some adjectives to describe the dress she suggested she and her friends
buy for Anita. How many adjectives did Ayaba use? What information do you get from
her description of the dress? Work with your partner. Take turns sharing the
information.
When we use more than one adjective to qualify a noun, we put them in a particular order, as indicated
below:
determiner general size and age colour participle origin material noun
shape, age
A beautiful new cotton dress
Example: A beautiful new cotton dress.
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Activity 2: Write down all the entries from the table above in your exercise book,
respecting their order. Put each word from the lists below into the appropriate category.
a) table, round, large, Italian, a.
b) boots, expensive, red, leather, two.
c) African, young, strong, wrestlers, two.
d) circumcision expert, old, thin, a(n).
e) cotton, white, some, nice, T-shirts.
f) Nassuba, green, old, card, a(n).
g) orange, nylon, new schoolbag, a(n).
h) green, big, apples, imported, two.
i) Chinese, jug, a, small, beautiful, blue, plastic.
j) clean, white, nylon, coat, Nancy’s.
Activity: Speaking
Your classmates and you want to buy an article for your teacher or one of your friends
for their birthday.
Teacher: Friend:
a wallet a folder
a tie a shirt
Select the appropriate adjectives and answer your partner’s questions.
A: What king of tie are we going to give to the teacher for his birthday?
B: What about ……………………………………………..?
I suggest we…………………………………………….?
A: What king of folder are we going to give Anita for her birthday?
B: How about……………………………………………….?
FUNCTION: Expressing complaints

Read the conversations below. In a group, find out who is not happy and why.
Conversation 1
Freddy: When did Henri ask us to meet him here?
Scot: 3.30 pm.
Freddy: It’s almost 5pm and he’s not here yet.
Scot: I’m really tired of waiting for him.
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Conversation 2
Sue: Did you like the movie?
Brian: No, it was so boring. It was a waste of time
Conversation 3
Boss: Guys, we’ve got a lot to do. We’ll stop work after midnight.
Worker: Oh no, I’m tired of working so much.
When people are not happy about a situation, they complain about it. To express our
dissatisfaction or complaints, we usually use expressions such as: enough is enough, I’m
fed up with…………. I’m sick of ………… I’m tired of…, that makes me crazy
(sick), etc. Your teacher will explain the meaning of each expression and its usage to you.
WRITING:
Activity: Write one or two short conversations containing expressions of complaints of
your choice. Work with partners in a group.
You may proceed this way:
- Find a situation to complain about.
- Point out the causes of the complaint.
- Pick the appropriate complaint expressions.
E.g: A: Can I have your math book, please?

B: I’m sorry, stop disturbing. Enough is enough.
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TRADITIONS AND CULTURE
Picture description
a) Look at the pictures below. Choose one or two pictures and describe them to
your partners in a group.
b) Do you agree with your partner’s description? Is there anything you want to add?
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VOCABULARY
Activity: Fill in the gaps in the sentences below.
a) Work individually. Complete the sentences below with the following words or group
of words: wresting, magic, dowry, wooden board, foreskin, circumcision expert.
1: Circumcision experts use sterilised material to cut off boys --------1-----------
2: People need a ---------2--------- with two rows of six holes each to play the game "Adji"
3: During Zangbeto and Egugu festivals, people perform a lot of ---------3----------- tricks.
4: ----------4--------is a traditional sport still popular in Senegal, Togo and other African
countries.
5: The -------------5-------- did a good job. His cut was fast, clean and round.
6: In the past, kola-nuts were used to give the -------------6---------
b) Compare your sentences with your partner’s
SPEAKING
Activity:
a) Read these conversations between Chantal and Suzanne
Conversation 1
S: What do you think about excision?
C: I hate it. It’s brutal, violent and degrading. What do you yhinkt?
S: I hate it, too.
Conversation 2
C: What do you think about village life?
S: I like it. People are kind and the air is pure. How about you?
C: I like it, too.
b) Imitate the above conversations. Work with your partner. Take turns asking each
other questions, using the ideas below:
African solidarity Pompous funerals

Democracy Polygamy
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READING
Pre-reading
Answer these questions.
Are these statements true or false?
1- Circumcision consists in cutting off the skin that covers a boy’s genital organ.
2- Circumcision usually occurs during childhood. Justify your answer.
3- A boy may decide not to get circumcised.
Text
A thin elderly man emerged from a tent and knelt in front of the first boy. There was
excitement in the crowd. I knew that the ritual was about to begin. The old man was a famous
ingcibi, a circumcision expert, from Gcalekaland, who would use his assegai to change us
from boys to men with a single blow.
Suddenly I heard the first man cry out, ‘Ndiyindoda’ (I am a man) which we had been
trained to say at the moment of circumcision. Seconds later, I heard Justice’s strangled voice
pronounce the same phrase. There were now two boys before the ingcibi reached me, and my
mind must have gone blank because, before I knew it, the old man was kneeling in front of
me. I looked directly in his eyes. He was pale, and though the day cold, his face was shining
with perspiration. His hands moved so fast they seemed to be controlled by an otherworldly
force. Without a word he took my foreskin forward, and then, in a single motion brought
down his assegai. I felt as if fire was shooting through my veins, the pain was so intense that I
buried my chin in my chest. Many seconds seemed to pass before I remembered the cry, and
then I recovered and called out ‘Ndiyindoda’.
I looked down and saw a perfect cut, clean and round like a ring. But I felt ashamed
because the other boys seemed much stronger and firmer than I had been; they had called out
more promptly than I had.
I had now taken the essential step in the life of every Xhosa man. Now I might marry,
set up my own home and plough my field. I could now be admitted to the councils of the
community; my words would be taken seriously. At the ceremony, I was given my
circumcision name, Dalibhunga meaning ‘Founder of the Bungha’ the traditional ruling body
of the Transkei. To Xhosa traditionalists, this name is more acceptable than either of my two
previous given names, Rlihlahla or Nelson, and I was proud to hear my new name
pronounced: Dalibhunga.
Slightly adapted from Long walk To Freedom, Nelson MANDELA, pp 25-26
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Activity 1: Write "True" or "False" for these statements.

1- Nelson was the only boy to be circumcised that day.
2- Nelson felt unconscious for some time during the ceremony.
3- It was very hot the day the ceremony took place.
4- It took Nelson a long time to pronounce the sentence: "I am a man"
5- Nelson is from the Xhosa tribe
Activity 2: Answer these questions
1- What was the ritual that was about to start?
2- Was the experience painful to Nelson?
3- Pick a sentence from the text which shows that the circumcision expert knew his job
well.
4- Why did Nelson feel ashamed?
5- What did the ceremony mean to Nelson?
VOCABULARY: Meaning in context.
a) Pick from the text all the words or expressions which belong to the writer’s mother
tongue.
b) Work with a partner. What does each of them mean?
c) How did you guess the meaning of the words?
d) Did the writer help you? How?
GRAMMAR: The past tense
Activity 1: Describing events in the past

a) Read the short paragraph below.
"I was ten when I got circumcised. It was a painful experience. Between fifteen or twenty
boys from my compound and the neighbouring compounds were circumcised. A few among
us cried: but the majority didn’t. The circumcision expert was very professional. His blows
were quick and accurate."
b) Answer these questions:

1- What is Codjo talking about?
2- Is it a present or a past experience? How do you know?
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Activity 2: Writing about past actions.

a) Here are two events: a naming ceremony; a wedding. Do you know anything
about them? Imagine they took place in the past.
b) Pick one event. Write sentences in the past to talk about the most important
people (who), the things (what) they did, (when) and (where) they did them,
etc. The entries of the table below will help you.
Questions words Information being processed Sentences in the past

Who - was concerned. e.g.: It was my sister’s naming
- played a major role. ceremony.
- came as a guest or guests.
What - things they did.
When - the moment / season of the year
Where - place
Why - reason
How - feelings
c) Read your sentences to your partners in a group. Improve one another’s sentences.
WRITING: Paragraph writing: coherence / paragraph topic

Activity 1: Read the sentences below. Re-order them to build a coherent paragraph.
a) Coherence in a paragraph
1- They show that the individuals
bearing them belong to the same tribe
or clan.
2- Scars are marks or signs of racial
identity.
3- In many parts of Benin, you can see
people bearing scars in their face.
4- In most villages, you can associate
scars not only with names of family,
but also with places.
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b) Read your paragraph to your partner.

When a paragraph is well written, well built, we say it is coherent. Coherence is about the
logical order in which sentences are arranged in a paragraph.
c) Recognizing the paragraph topic

Re-read the paragraph you reconstructed in the previous activity.
Which of the titles suggested below best illustrates the main idea?
- The marks in people’s face.
- Circumcision.
- AIDS.
Justify your answer to a partner or to the class.
A good paragraph is usually written around a main idea. We call it the paragraph topic.
The topic is usually stated in the first (and/or) second sentence.
VOCABULARY: Word formation

Activity:
a- Look at the word “childhood” and discuss its different parts with your partner. What
does it mean? Do you know any other words formed the same way as childhood?
Childhood consists of two parts:

Child: the root.
Hood: the suffix
The suffix “hood” means the state of being….
Childhood means the state of being a child.
b) Go through the words below. Work with a partner. Take turns explaining the words
to each other.
motherhood, brotherhood, childhood, parenthood, manhood, womanhood, adulthood.
Use a dictionary if you can’t find out the meaning of the word.
LISTENING: Listening for specific information
Pre-listening
Answer these questions
1- What modern games do you know and play well?
How are they played?
2- What traditional games are you familiar with?
3- Do you know this game (a picture of it)?
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What is it called in your language? How is it played? Tell the class.
Activity: Cheek the boxes below with a tick while listening to you teacher.
Which family of games does Adji belong to? Mancala Awale Owale
Where and when did it originate in? Europe Africa Asia
10th –15th 5th – BC15th 15th 10th
It migrated to the American Continent through The Internet Islam Slave trade
A player wins the game when he gets 20 seeds 24 seeds 25 seeds
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COMMUNITY LIFE
SPEAKING: Picture description
VOCABULARY:
a) Work individually. Complete the sentences below with the following words:
community, thatch, weeds, neighbourhood, thatched, desertification.
1. The school garden is full of-----------------------------------------------.
2. Most of the houses in my village are covered with---------------------.
3. His family moved to the new --------------------------- only yesterday.
4. -----------------houses are comfortable in a hot climate.
5. The spirit of --------------------life is gradually dying out in our villages.
6. The people living in this community should work hand in hand to fight against the
-----------------------destroying their environment.
b) Compare your sentences with your partner’s.
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READING: Community life

Pre-reading
What do people do to help one another in your village or neighbourhood? Your
classmates and you and the students from other classes form a small community. What do you
do to help one another? :
- at class level?
- at school level?
Text
Only a widow’s roof may leak during the rains. Ihuoma was quite prepared to accept
this fact as another season of rains prepared to set in. For many days dark clouds gathered and
dispersed again as if holding daily meetings to decide on when to come down to earth.
But most people were confident that it would not rain for the next eight to sixteen
days. They knew it would begin only after the clouds had hung darkly other the shrines of
Amadiosha for several days in succession. Farmers watched for this sign. Still it was time to
see to leaking roof.
"I shall work on Ihuoma’s roof", Nnadi announced to his wife as he made thatches
in his reception hall. "
"Please do so, my lord. I can’t bear to see her living under a roof which shows the
stars at night’.
"As long as I live, my brother’s wife will never suffer that".
"You will need someone to help you, my lord".
"I shall invite Ekwueme and his friend Wodu Wakiri the wag to help. I am sure
Ekwueme would certainly come."
"I think so too’. Husband and wife looked each other with a half smile.
Ihuoma was busy weeding the compound. She wanted to clear weeds before the rains
came.
"The compound is looking very neat indeed," Nnadi greeted Ihuoma.
"You know that an untidy compound just makes my body itch. You have kept indoors
today, are you well?"
"Yes I have been making thatches. You know the clouds have been gathering over the
grove of Amadioha for the past two days".
"Yes indeed."
"And so tomorrow I intend to mend your roof".
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"Ah, Nnadi you are so good. It is almost as if Emenike were still alive".
"You will lack nothing that is my power to give".
"I know that too well. You will need a helper. I wish my son Nwonna were big
enough to lend a hand". "Never mind; I shall get one or two friends to help me".
"Which means I must prepare some food. You and your friends cannot work on an empty
stomach".
"It shall be all right"
"Yes of course, but your friends will certainly need some foo-foo and palm wine"
"I shall bring some palm wine along, you prepare the foo-foo’. It is well…"
The next morning, Nnadi and his friend brought heaps of fresh thatches and coils of rope.
Slightly adapted from The Concubine, Elechi Amadi, page 42.
Activity 1: Write true or false for these statements

1- Ihuoma is a widow.
2- The rainy season has already started.
3- The farmers can predict when the rains will fall.
4- Nnadi will repair Ihuoma’s roof alone.
5- Ihuoma does not mind living in a dirty house.
Activity 2: (Further comprehension)
Who are the characters in the passage? Using the words: husband, wife, friend, etc, write
about the relationships between the characters. Justify your answers.
Example: Ekwueme and Wakiri are friends.
Activity 3: Vocabulary: meaning in context.

Choose the right answer
1- ‘The leaking roofs’ are roofs that:
a- keep water.
b- let water run through.
c- are newly repaired.
2- "The clouds gathered" means that the clouds:
a- came together.
b- dispersed.
c- chased each other in the sky.
3. "To mend the roof" means:
a- to rebuild it.
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b- to repair it.
c- to destroy it.
Activity 4: Complete the following summary according to your comprehension of the

text.
Another season of rains is -----1-----. Men are-----2----- on their-----3-----roof. Ihuoma
has-----4-----to repair her roof. Nnadi tells his------5---- that he intends to------6-----Ihuoma’s
roof. His wife feels very-----7------and suggests he work with-----8-----and-----9-----. Nnadi
will provide for the-----10----- while Ihuoma will cook the-----11------.
WRITING: The topic sentence

Activity1: Read this paragraph. It is extracted from the reading passage: A circumcision
ritual.
"I had now taken the essential step in the life of
every Xhosa man. Now I might marry, set up
my own home and plough my own field. I could
now be admitted to the councils of the
community; my word would be taken seriously.
At the ceremony I was given my circumcision;
name, Dalibhunga, meaning ‘Founder of the
Bungha’ the traditional ruling body of the
transkei.’, To Xhosa traditionalists, this name is
more acceptable than either of my two previous
given names, Rolihlahla or Nelson, and I was
proud to hear my new name pronounced.
a- Choose the most appropriate main idea.

1- Childhood
2- Manhood
3- Adulthood
4- The transition from childhood to manhood
b- Justify your answer.
c- Which sentence from the paragraph best carries that idea? What’s its position in the
paragraph?
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You still remember that the main idea of a paragraph is called the paragraph topic.
That main idea or main topic is carried by one sentence in the paragraph, that’s the
topic sentence. Good writers can never start a paragraph without thinking about a
topic sentence. They often put it at the beginning of the paragraph. Do you want to
write good paragraphs, try to imitate them?
Activity 2: Write the topic sentence for each of these main ideas.
1- You want to prove that it is necessary for people to learn English today.
2- You want to show people that it is better for them to live in a village than in a city.
3- You want to explain the causes of pollution in Cotonou.
4- You want to explain your attitude towards excision.
GRAMMAR: Past perfect: when, already, after.
Activity 1
a) Read the sentences below. Ask your partner or teacher to help you understand them
if necessary.
1- When the bus arrived, she had waited for half an hour.
2- They had lived in that country twenty years when the war started.
3- When she got home, they had already finished dinner and gone to bed.
b) Work with your partner. Take turns answering these questions. Your teacher will
help you.
1- When did the two actions take place in each sentence?
2- Which of the two occurred earlier?
3- What tense is used in the “When clause”?
You have already learned that when two actions took place in the past, the
one that occurred earlier is in the past perfect tense.
E.g.: After they had watched the match on TV, they went to bed.
Notice that the "After clause" is in the past perfect tense, while the
"When clause" is in the simple past tense.
E.g.: When the rain began, I had worked on Dad’s computer for two
hours.
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Activity 2: Put the verbs in brackets in their right form.

1- They (work) for two hours when the factory (explode).
2- Ihuoma (be) a widow for about ten years when she (marry) Wakiri.
3- When it (start) raining, the clouds (gather over the shine of Amadioha for two
weeks.
4- When they (get) to the party, their friends (dance) for hours.
5- She noticed her apartment (be broken into) when she got home.
Note: Very often we use the past perfect continuous instead of the past
perfect.
E.g.: When they got to the party, their friends had been dancing
for hours.
We also use, very often:
by the time, as soon as, before in past perfect tenses. Your teacher
will show you some examples.
Activity 3: Use either “When” or “After” to complete these sentences. Put the verbs in
brackets either into the past perfect or simple past.
1- …..they (sell) the house, they (leave) for France.
2- ….Nnadi (complete) the work on his roof, he (go) to Ihuoma’s house.
3- …they (live) in South Africa for a couple of years, they (decide) to emigrate to the
USA.
4- ….(buy) his new car, he (use) a scooter for ten years.
5- …the crisis (start), they (live) together for more than two decades.
6- …the circumcision expert (cut off) all the boys’ foreskins, they (bury) them
themselves.
SPEAKING
Jocelyn is a reporter for la Nation. She is interviewing a famous artist about the things
she did when she was a child.
List of the things she did as a child Read this dialogue between the reporter
A musician and the artist.
A dancer R: Is it true that as a child you were a good
A story teller musician?
92
A writer A: That’s right. When I was 10, I had already

A drum player learned to play six instruments.
A speaker of foreign languages
Work with a partner, imitating the dialogue above. Take turns playing the reporter and the
famous artist.
FUNCTION: Expressing feeling/emotions

Activity 1: Read the following conversations. Work with your partners in a group.
Explain to one another how some people feel about some situations.
1: A: Have you seen the new documentary about Park W?
B: Yes, I have. I think it’s beautiful.
A: And did you see that part where the lions attacked the tourist’s car?
B: Yes, it scared me.
2: A: Did you hear Emily broke her leg yesterday?

B: Yes, it makes me sad.
In a conversation, we make our interlocutors see how we feel about a situation. To do

so, we usually use particular expressions like the following ones: I think it’s
beautiful, it scares me, it makes me sad, etc.
Activity:
Here are some other expressions of feelings and emotions. Work with partners in a
group. Read through the lists of expressions and discuss their meaning. Ask your
teacher to help you with expressions you don’t understand.
I think it’s beautiful. It depresses me. It makes me sad.
I think it’s exciting. It worries me. It bores me
I think it’s nice. It scares me.
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Activity:
Work with partners in a group. Use some of the expressions above to describe how you
feel about the situation in the pictures below. Discus your answer with your partners.
94

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Anglais Document d’Accompagnement 3ème

MINISTERE DE L’ENSEIGNEMENT SECONDAIRE, DE LA

DIRECTION DE L’INSPECTION DIRECTION DE L’ENSEIGNEMENT

PORTO-NOVO, SEPTEMBRE 2008

LEARNING SITUATION N°I: YOUTH PROBLEMS

Picture N° 4 Picture N° 5 Picture N° 6

Picture N° 7 Picture N° 8 Picture N° 9

MAKING ENGLISH REAL

SEXUALLY TRANSMITTED DISEASES (STD)

virus, vaccine, infection, cure, sores, treatment, testing, prevention methods,

b) Compare your answers with a partner. Explain your choices.

TEXT: Classification and terminology.

1. What’s a venereal disease? Give some examples.

STRUCTURE: THE IMPERATIVES.

1. A: It’s cold outside.

4 A: I want to avoid catching lung cancer

Base form of verb.

Don’t + Base form of verb.

c- Imperative (1st person plural)

Let Object personal pronoun Base form of verb

The imperative generally indicates an order. (2nd person)

A son A teacher 1- Let’s take my bicycle

FUNCTION: EXPRESSING WARNING

Activity 1: Practice as in example n° 3. Use these cues and work in pairs.

SYNONYMS Read the text again and do the exercise below.

GIVING AND - YOU SHOULD / SHOULDN’T

I – Read this dialogue.

Activity 1: Practice this dialogue with your partner.

Activity 3: Pair work

A – I have a toothache B – You should go to the dentist’s

THE USE AND ABUSE OF DRUGS

Lung cancer RESPECT

Activity 3: Now, listen and repeat

1. To keep in good shape, you need to ……………….. a lot.

4) Cigarette smoking causes only cancer.

Activity 3: Match the following words with their meanings.

1) Addict a) in a very good shape.

FUNCTION: EXPRESSING PROHIBITION.

Read these sentences. They express PROHIBITION.

4) Fight in the school.

No blood transfusion No ear piercing No needle sharing

Activity 2: Answer these questions.

Activity 3: Write “TRUE” or “FALSE” for the statements on the text.

3. Cholesterol and hypertension are more difficult to control than smoking.

STRUCTURE: REFLEXIVE PRONOUNS

a) Now read these sentences. Look at the underlined words carefully.

Person Form Singular + self Plural + selves

1 - I can’t catch herpes myself. a) from insect bites

Activity 1: Pre-listening activity.

Activity 3: Listen and do.

2- SARI : Why did the car bump into a lamp post ?

3- ASTOU : Why did you go out with Bara?

4- ISSA : Why was mother worried?

BECAUSE: It is a conjunction used to join clauses together and to show the

e.g. A – Sefu left school B – because he was ill.

1. Sefu left school. a) it did not rain.

LATE: Did Ayélé get married with her fiancé?

SO: It is also a conjunction. It is used to express logical consequence, to connect a

Adapted from Partnership for a Drug-Free America.

1- Who is the text addressed to?

Activity 3: Read the text and answer by “TRUE” or “FALSE”.

Activity 5: Which word in the text means?