REPUBLIC OF DJIBOUTI

UNITY – EQUALITY – PEACE

MINISTRY OF EDUCATION AND HIGHER

EDUCATION

ENGLISH FOR DJIBOUTI

GRADE 7
TEACHER GUIDE

DEVELOPMENT TEAM

Farhya Djama Ibrahim

Coordinator

Abirre Ahmed Mohamed

Teacher

Safia Ibrahim Hassan

Teacher
 INTRODUCTION

The Centre for Research, Production and Information of the Ministry of

Education has undertaken a wide editorial project in order to tackle the lack
of classroom textbooks. This editorial project meets the requirements of the
reform launched by the Ministry of Education and Higher Education.
The textbooks are now available for all students in all subjects.

These English textbooks are the latest addition to the series.

This teacher guide which goes hand in hand with the 7h grade textbook will
help the teachers in the teaching process and to apply the curriculum into
classroom practices.

We hope that most of all, it will benefit the students.

We also welcome remarks and comments to improve it.

We would like to thank all the participants who helped achieve this project.

HAMID MOHAMED ADEN

General Director of the CRIPEN

2
 FORWARD

Welcome to the English for Djibouti Grade 7 Teacher‟s Guide.

This guide accompanies the Student‟s Book, and is designed to help you, the
teacher, support the students in your class as they learn English.
The course has been designed to reflect the pedagogical experiences and
expectations of the students. It follows largely traditional approaches, whilst
gradually introducing more communicative activities over time. This
approach will be followed over the rest of the grades, as the students
become increasingly familiar with this approach. For example, study skills are
introduced half way through the course (in the form of working out the
meaning of vocabulary through context), and then increasingly so.
This Teacher‟s Guide aims to support the teacher in the following ways:

 It has differentiated support for different teachers. Less experienced

teachers will find directive instructions on classroom procedures, allowing
them to focus on their teaching skills secure in the structure of the lesson.
More experienced teachers will find optional activities and procedures that
will allow them to explore different possibilities in the adaptation of the
course to their own specific classroom context or teaching styles.

 It contains full answers to all activities.

 It is has a clear and simple layout with room for notes.

 It includes references to Djibouti Rocks for further language practice

activities where appropriate.

Of course, no single course book can meet the needs of every classroom.
Within Djibouti there are many different contexts, and you, the teacher, will
need to adapt the course book to meet your own realities. You may need to
leave out activities, or add activities where appropriate depending on the
needs of your students.

We hope you find the course enjoyable to teach.

The Authors

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 CONTENTS

Introduction …………………………………………………………..… p. 2
Forward ………………………………………………….………………. p. 3

Programme Guidelines BC 1 ………………………...……………… p. 5

Sequence 1…………………………………………………………….. p. 7
Sequence 2 …………………………………………………………….. p. 16
Sequence 3 …………………………………………………………….. p. 23
INTEGRATION 1 ………………………………………………………… p. 30

Programme Guidelines BC 2 …………………………………………p. 32

Sequence 4 …………………………………………………………….. p. 33
Sequence 5 …………………………………………………………….. p. 41
Sequence 6 …………………………………………………………….. p. 50
INTEGRATION 2 ………………………………………………………… p. 61

Programme Guidelines BC 3 …………………………………...…… p. 62

Sequence 7 …………………………………………………………….. p. 63
Sequence 8 …………………………………………………………….. p. 73
Sequence 9 …………………………………………………………….. p. 83
INTEGRATION 3 ………………………………………………………… p. 90

Extra Activities ………………………………………………………….. p. 92

(DJIBOUTI ROCKS)

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 PROGRAMME GUIDELINES BC1

First trimester BC 1 : By the end of the BC, students will be able to give factual
information about what they want or make suggestions, ask for items in shops and
describe what people are doing.

BE ABLE TO STRUCTURES VOCABULARY

SEQUENCE 1 What do you want to do?

(9 hours) I want to watch TV. Household chores: cook
I don‟t want to read books. food, do the washing up, do
the shopping, cut
Talk about what Where do you want to go? vegetables, wash clothes,
you want to do I want to go to the market. clean the house, sweep the
floor, tidy …
What do you want me to do?
I want you to do your homework.
Make TV Programmes: romantic
suggestions Let‟s go to the beach. film, horror film,
Shall we watch an action film? documentary, cartoon,
action film …
That‟s a good idea
That‟s not a good idea.

SEQUENCE 2 What do you want?

(9 hours) I want some potatoes/milk. Containers: a bag of, a jar
of, a bottle of
Is there some coffee?
Yes, there is. Money: cheap, expensive, a
There isn‟t any milk. bargain, to sell, to buy, to
Ask for items in cost, a banknote, a coin
shops and How much sugar do you want?
restaurants I want a bag of sugar.
Countable nouns: tomato,
How much does it cost? apple, pineapple, orange,
It costs 700 DJF. skirt, dress …

Which one do you want? Uncountable nouns: bread,

I want the red one. honey, ketchup, flour, rice,
milk, jam …
Here you are.
Thank you very much.

5
 BE ABLE TO STRUCTURES VOCABULARY

SEQUENCE 3
(9 hours)
Actions for the HIV/AIDS
Organize the What are they doing? Awareness Day: write
HIV/AIDS At the moment, they are listening to the doctor. poems, put on a play, sing
Awareness Day songs, make posters, give a
at school and Listen! They aren‟t shouting. They are singing. talk
do actions for Now, she is singing a song.
the environment
What do you on Fridays? Time expressions used in the
I always do the housework Present simple: usually,
Talk about always, often (frequency
actions that adverbs) …,
people are
doing (at the Expressions used in the
time of Present continuous: Now, At
speaking) the moment.

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 Sequence 1:

Objective: By the end of the sequence, students should be able to talk

about what they want to do and make suggestions. (9 hours)

Notes Teaching process Mode

Unit 1: What do you want to do?

1) Presenting structure

a) Speaking

 Tell the students that Ali is back in school after the Whole
summer holiday and that he is thinking about the year class
ahead.
 Ask the students to look at the illustration and tell you
the different things he is thinking about.

Answers
exams lessons teacher new friends

 Check if the pronunciation is correct and help with

any vocabulary (e.g. to fail).
 Elicit the meaning of the structure “want to do
something”, and “want + object + to do something”.
Use the following checking questions if they are
helpful:
*Which is good for Ali?
- Easy or difficult lessons?
- A nice or mean teacher? Whole
- Friends or no friends, etc… class
 Drill the sentences, checking that „to‟ is unstressed.
Pairs
b) Writing/Speaking

 Look at the vocabulary in the table and pre-teach

any words that you think your students won‟t
understand (e.g. strict).
 Put the students in pairs and ask them to make
sentences using the prompts in the substitution table.
 Write the words “This year…” on the board and ask
students to read out a few examples starting with the
words on the board.

OPTION 1
 Put the pairs together, and ask them to read their Pairs
sentences to each other.

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 They have to find as many similar sentences as they
can.
OPTION 2
 Ask students to make up their own sentences about
the year – helping them with new vocabulary as Individual
appropriate.

2) Practising structure

a) Reading

 Write the words Money, Travel, and Job on the board

and ask the students to read the texts quickly and
identify who talks about which things.
Individual
Answers
Money – Ali, Travel – Said, Job – Loula

b) Writing

 Ask students to read the texts again in order to answer

the questions.
 For the first and last questions (why), help students by
writing the phrase “because he wants to…” on the Individual
board.

Answers
a) Ali wants to be a millionaire because he wants to help his father.
b) Loula wants to be a teacher.
c) Said wants to go to Taj Mahal.
d) Said wants to go to India because it looks so beautiful.

c) Writing

 Ask students to match the ambitions of the children

with the reasons, and to create sentences.
Individual
Answers
Aicha wants to be a pilot because she wants to see the world.
Aden wants to be a football player because he wants to be famous.
Fathia wants to be a doctor because she wants to help people.

d) Practising structure/ Speaking

 Elicit the following question: “What do you want to

be?”
You could do this by writing the answer “I want to be a
football player” and starting from the word “What…”
 Focus on the pronunciation. Stress pattern: WHAT dju Pairs
WANT te BE?

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 Drill the question with the students and then get them
to ask and answer each other in open pairs.

Speaking (OPTIONAL)

 Find Someone Who …?

Ask students to draw the table in their copybooks and
add extra jobs in the gaps. Here are some more to
help you: Individual/
Artist, chef, carpenter, businessman, banker, taxi Whole
driver, accountant, porter, vet, prison guard, tailor, class
dressmaker, sailor, decorator, farmer.
Draw the table below in your notebook, and add
different jobs in each box:

Find someone who wants to be…

a sailor a(n) … a(n) …

a(n) … a(n) … a(n) …

 Tell students to walk around the classroom, asking their

classmates: “What do you want to be?”. When
someone answers with a job in their table, they must
write their name next to it.
 Remember to ask them why they want to do that job.
The first person to have a name by all their jobs is the
winner.
 Then with the whole class, check their understanding,
and play the game.

3) Listening
Individual
a) Writing

This listening is a review of the verbs of preference which

the students saw in Grade 6. It might be a good idea to
review these verbs before doing the listening.
A good way to do this is by drawing a line on the board
and asking the students to put the verbs in the right
place along it.

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hate don‟t like don‟t mind like love

 Tell the students to match the pictures below the text

with the people mentioned in the text.

TEXT:
It‟s the week-end and Hawa wants her children help with
the housework. She knows that Ali hates sweeping the
floor and cooking but he doesn‟t mind washing the
dishes and shopping. Aicha enjoys cooking but hates
shopping. Hawa loves tidying.

likes hates
Ali -washing the dishes -sweeping the floor
-shopping -cooking
Aicha -cooking -shopping Pairs

b) Speaking

 Put students in pairs. Tell them the prompt table is to

help them ask and answer questions to each other as
in the example.

4) Reading

a) Writing Individual

In this reading we focus on the reading skill of scanning. It

might seem to be a long and difficult text for your
students, but the purpose is to get students feeling
comfortable with tackling more complex readings. If your
students seem worried or resistant, tell them that the
activities themselves are very simple, and do not require
that they understand every word.

 Introduce the reading by asking the students about

the context:
-What type of writing is it? – a letter
-Who writes the letter? - Hawa
-Who reads the letter? – Abdo
-Who is Abdo? – Aicha and Ali‟s uncle/ Hawa‟s brother
-Where does Abdo live? – in the United Kingdom
 Try drawing this on the board using the map of the
world if it makes things easier to explain.

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 Pairs
b) Speaking

 Put the students into pairs and tell them to find where
the pictures are mentioned in the text as quickly as
possible. Tell them it is a race and the winners are the
pair that finishes first. The purpose of this is to try and
stop them from trying to understand every word.

Answers
guitar – paragraph 2 video games – paragraph 3 Individual
pink shoes – paragraph 4 white shirt - paragraph 4

c) Writing

 Tell the students that they are now going to work out
the meanings of the underlined words. Explain to the
students that they will be using the context to find the
meanings.

Answers
1) to like very much: to be crazy about
2) the letter you sent before: previous letter Individual
3) to feel concerned: to worry
4) to ask to come: to invite

d) Writing

 These questions are more traditional, and require a

close reading of the text.
Answers
1) organising parties
2) videogames
3) a white shirt
4) Hawa‘s best friend

Unit 2: Let’s watch TV!

1) Presenting vocabulary

a) Speaking

Television is probably a popular topic with students, and

one that they will often talk about quite happily.
You can introduce the topic by asking a few questions to
break the ice, e.g. do you watch TV? How many hours
do you watch? What is your favourite programme? Etc.
This can be done in English if you feel the students are
good enough, or in a language they all understand if it

11
will help them to „get into‟ the subject.

 When they are ready, put the students into pairs and
ask them to match up the pictures with the
vocabulary in the box. Help where appropriate.

Answers
A) 3 B) 4 C) 5 D) 1 E) 2
Pairs
 Check the stress pronunciation:

action horror romantic documentary cartoon

b) Presenting structure

 Ask the students to read the dialogue to answer the

question:
What do the children want to watch? (write this on the
board)
 Then direct the students to the underlined phrases and
ask them to work out what they think they mean - A or
B?

Answer
B

 Elicit that the phrases are used for making suggestions,

and go through the structures with the whole class.

c) Practising structure/ Speaking

Individual
 Tell the students to read through the dialogue and use
it to help them have their own conversations about
what to watch on TV tonight. (using the TV
programmes table)

d) Writing/Speaking

 In this exercise the students have to react to a

situation by offering suggestions. As an example write
“it‟s Aicha‟s birthday” on the board and ask for
suggestions. For further support write down three
possibilities and ask the students to choose, e.g. “buy
a present” “have a party‟ “give her homework”. Elicit Pairs
the answers from the students and introduce “Let‟s”
and “Shall we” for suggestions. Use the first question
with the whole class to check understanding. A good
question here is “is it a good idea?”

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 Answers
1- Let‘s play outside – let‘s go to the beach.
2- Shall we play indoors? – Shall we play chess?
3- Shall we go to the beach? – Let‘s ride our bikes.
4- Let‘s visit London this year – let‘s go on a train to…
5- Shall we organise a party? – Let‘s go to the mosque. Individual/
Pairs
2) Writing/ Speaking

 Tell the students to complete the dialogue using

the pictures as prompts. Remind them to look at
the whole dialogue before answering. The students
can practise the dialogue in pairs when they are
ready.

Possible Answers
Do you like watching films?
Shall we play videogames?
Let‘s go to the stadium.

All
Unit 3: Using the language individual

1) Speaking

 Tell students to look at the table and put a tick in the

first column next to all the activities that they want to
do at the weekend. Pairs to
 Then they ask at least two classmates what they want check
to do.
 The objective is to discover which classmate is the best
one to spend the weekend with.

2) Writing

 Set the context that it is Thursday afternoon and Ali

and Aden are bored and don‟t know what to do.
 Tell students to read the dialogue and to fill the gaps
with let‟s, shall we or want.

Answers
1- Shall 2- want 3- let‘s
4- want 5- let‘s 6- Shall

3) Speaking

 Read the poem to the students, and then read it as a

class, practising the stress. Each line has 3 stresses – on
the verb want, and two on the object (in verse 1) and
the verb want, the following verb, and the object in

13
 verse 2.

OPTION
 Tell students to write their own poems starting with the
following frame (put it on the board):

I want a…
I want a…
I want a…
For me and only me

I want to…
I want to…
I want to go to…
Do you want to come with me?

4) Listening
 Tell students you are going to read a list of items that
Loula and Aden want for their birthdays.
 Tell them that as they listen, they should write down
what each child wants, using the pictures to help
them.

TEXT:
For their birthdays, Aden and Loula want to have some
specific presents. Aden wants to have a game boy. He
also wants to have some CDs to listen to and a yoyo he
can play with when he comes back from school. Loula
wants to have beautiful necklaces, a new pair of blue
jeans to wear for school and a diary to write in special
events.

Answers
birthday presents
Aden Game boy, Yoyo, CDs
Loula Necklace, Blue jeans, Diary

All
Consolidation individual

A) Gap filling
Pairs to
1) Shall check
2) Let’s
3) want
4) Shall

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B) Order the dialogue

3. Hey, are you ok? You look worried!

5. I have some problems with my homework.
2. Do you want me to help you?
4. That would be really nice!
1. Ok, so let’s start.
6. Thank you.

C) Sentence matching

Do you want … to go to the stadium and watch a match?

Shall we … go to the library this afternoon?
He likes … helping his father in the shop.
Let’s … borrow a DVD.
She loves … spending time with her friends.

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 Sequence 2:

Objective: By the end of the sequence, students should be able to talk

about quantity and cost of everyday items (9 hours).

Notes Teaching Process Mode

Unit 1: How much do you want?

1) Presenting grammar

 Present the concept of countable and uncountable

nouns to the students. This is an easy concept as it
also exists in French and Arabic.
 A good way of doing this is by asking for number, e.g.
“How many chairs/tables/pens are there?”
then - “Can you count water/milk/air etc?”
 You can‟t count uncountable nouns.
 Uncountable nouns take the singular form (is)
 Ask students to complete the table in the book and
check the answers.

Answers
Countable: apple, watermelon, tomato, banana
Uncountable: rice, sugar, juice, water, honey

2) Speaking/Writing

 In the following activities the students will learn how to

talk about quantities.
 Ask students to look at the words on the blackboard
and to find which they can see on the table.
 Tell them to tick the words they can see.

Answers
water, pineapples, orange, honey, apples, milk, bananas

 Introduce the structures some and any by asking

students to read the examples and suggest how they
are used.

Answers
‗Some‘ with affirmatives, and ‗any‘ with negatives

 Tell students to make similar sentences for the food.

3) Practise speaking

 Students practice the new language by asking and

16
 answering questions about what is in the cupboards.
 Pre-teach the question “Is/Are there any….?”
 Point out the singular and plural forms for
countable/uncountable nouns.
 Point out that any is used for questions as well.
 Use the dialogue to help, and tell students to carry
out the activity.

4) Writing

This activity gives further practice of some and any and

reviews “to want”
 Tell students that it‟s lunchtime and the table shows
what the children want and don‟t want.
 Using what Ali says about Fathia, tell students to make
sentences about the other children.

Answers
Fathia wants some spaghetti, but doesn‘t want any chicken.
Loula wants some pizza, but doesn‘t want any spaghetti.
Said wants some chicken, but doesn‘t want any fish.
Aden wants some fish, but doesn‘t want any pizza.
Aicha wants some salad, but doesn‘t want any fish.

5) Presenting vocabulary

a&b) Writing/ Speaking

 This activity introduces the idea of containers.

 Check the meaning of jar, bag, and bottle
 Ask students to match the container with the food.

Answers
A jar of honey
A bag of rice/ flour
A bottle of water/ ketchup/ milk

6) Practising vocabulary/ Writing

This gives practice in using the containers

 Tell students to look at the example and then
complete sentences for the children.

Answers
Aden wants a bottle of juice, but doesn‘t want a jar of honey.
Loula wants a jar of jam, but doesn‘t want a bag of rice.
Aicha wants a bag of rice, but doesn‘t want a bottle of juice.

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 Unit 2: How much is it?

1) Presenting structure

 Introduce the question “How much is it?” to ask

about price, by bringing in realia which has a price
that everyone knows, or by using real money.
 Point out that in English thousand and hundred are
not said in plural: e.g. 5 thousand.
 Tell students to look at the example dialogue and
then to ask and answer questions about the money in
the book.

Answers
A is two thousand francs.
B is ten thousand francs.
D is five thousand francs.
E is one thousand francs.

2) Practising structure/ Speaking

 Practice the dialogue in the book with a few students

and give a few other examples, then put the students
in pairs and tell them to ask and answer questions
about the items in the book.

Answers
How much are the sandals? They are two hundred and fifty francs.
How much is the dress? It is one thousand five hundred francs.
How much is the necklace? It is fifteen thousand francs.
How much are the glasses? They are ten thousand francs.
How much is the skirt? It is two thousand francs.
How much is the T-shirt? It is seven hundred francs.
How much are the shorts? They are one thousand francs.

3) Reading

a) Pre-reading

 Ask students to find the words in the text and to

discover their meanings. Encourage the students to
guess the meanings of the words from context and by
helping each other, rather than giving them the
meanings yourself.

Answers
1) expensive 2) cheap 3) a bargain

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b) Writing

 Tell students to find the answers by reading the text

more carefully.

Answers
1) 1600 DJF 2) 1800 DJF

4) Reading

a) Speaking

 Make sure the students understand the context of the

phone call order between Hassan and Abdallah.
 Tell students to fill in the gaps by using the context.

b) Writing

 Tell students to fill in the bill using the information from

the text.

Answers
1) How many
2) cost
3) thousand
4) How much
5) hundred

c) Writing

 Tell students to go back to activity a) in order to

complete this bill. They need to have the price of
each item (trousers, dress and T-shirt) to do the right
calculation (multiplication)

Answers

Items Quantity Price

t-shirt 14 x 600 8 400DJF
trousers 12 x 1200 14 400DJF
dress 15 x 1000 15 000DJF
Total 37 800DJF

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 Unit 3: Using the language

1) Reading

a) Speaking

 Tell students to quickly read through the text and to

try and find which places are mentioned. They should
do this quickly (scanning) without reading every
word. You could make it a race – first to finish is the
winner.

Answers
beach, restaurant, cinema, bookshop

b) Writing

 Tell students to read more carefully to find the correct

ending to the sentences.

Answers
1. b) people
2. c) the beach
3. a) presents
4. a) two thousand francs

c) Writing

 Tell the students that the 5 sentences are factually

incorrect and that they must write out the correct
facts according to the text.

Answers
1. There aren‟t any shops near the beach.
2. There aren‟t any new films at the cinema.
3. Loula doesn‟t want to go to the cinema.
4. Fatouma wants to buy presents for Ali and Aicha.
5. The children don‟t have any money.

OPTIONAL

 Write the places „beach… cinema… bookshop‟ on

the board and ask the students to close their books.
 In groups or in pairs ask students to write down as
many different things as they can remember about
the places.
 You can make this into a game by giving points for

20
 each thing they remember.

2a) Speaking

 Present the context to the students, reminding them

of the story that they have just read.
 Make clear that Hawa is checking her kitchen
cupboards to see what food she has from
Mohamed‟s list.
 The students should write sentences about what she
has and what she doesn‟t have.

Answers
She has some juice, some rice, and some watermelons.
She doesn‘t have any coffee, sweets or water.

OPTIONAL Speaking (role play)

 Tell students that Hawa goes to the market to buy the

food she doesn‟t have.
 Practise the following dialogue with the students.

DIALOGUE
Hawa: Hello, do you have any coffee?
Shopkeeper: Yes, I do. How much do you want?
Hawa: Two jars, please. How much is it?
Shopkeeper: It‟s 2 000DJF.
Hawa: Here you are.
Shopkeeper: Thank you.

 Put students in pairs. One student will be playing

Hawa‟s role and the other the shopkeeper.
 Let them have the dialogues, and then change roles
after a while.
 Tell them to make up their own prices.

Consolidation

A) Word search

J Z B O T T L E P
A Q E V T A N L O
R X M U C H D F Z
G B S F A N O R Q
C C E Z C H E A P
O W D P K D T V L
S F B A G U T Z M

21
 T D U L P M A N Y
B P I A S R V E U
E X P E N S I V E

1. expensive
2. many
3. bottle
4. much
5. bag
6. cheap
7. jar
8. cost

B) Right answer

1. some
2. any
3. any
4. some
5. some
6. any

C) Gaps filling

1. How many
2. How much
3. How many
4. How many
5. How much

22
 Sequence 3:

Objective: By the end of the sequence, students should be able to talk

about the HIV/AIDS Awareness Day and present continuous actions (9 hours).

Notes Teaching process Mode

Unit 1: let’s organise the HIV/AIDS Awareness Day!

1a) Presenting vocabulary (The HIV/AIDS Awareness

Day.)

 Tell students it is the HIV/AIDS Awareness Day and they

have to think about activities they want to do. Individual
 Tell them to read the activities proposed in 1a) as a
prompt and ask them to think about other activities
they would like to do.

b) Speaking

 Ask students to bring posters beforehand.

 In the following activity the students will have to
observe the posters they have brought. Individual/
 Ask students to decide which posters they can use for Pairs
the HIV/AIDS Awareness Day. Tell them to write down
in their copybooks the words they can see.

Answers
Poster 2: Sida/ VIH (French)
Poster 4: It‘s important to know! Get a free HIV test!

c) Speaking

 Ask students to choose the posters they like.

 Explain the words in the box and ask students to use Individual
the words in order to describe the posters. /Pairs

2a) Writing/ Speaking

 Tell students to imagine they have a doctor in the

classroom for the questions they need to be Individual
answered. /Pairs
 Ask students to match the questions to the right
answers in the table.

Answers
What is the HIV/AIDS? - It is a very dangerous disease.
Is it a problem for adults only? - No, it isn‘t.

23
Does it have a cure? - No, it doesn‘t.
Do infected people with HIV/AIDS need help? - Yes, they do.
Is it a contagious disease? - Yes, it is.

3a) Speaking

 Make sure students understand the information in the Individual/

bubbles. Pairs
 Tell students they have to join small groups for
discussion.

b) Writing/ Speaking

 Ask students their opinions about the statements in 3a. Individual/

 Tell them to correct if there are wrong statements. Pairs/
Groups
4) Writing

 Tell students they are doing some activities on

HIV/AIDS. Individual
 Ask them to write their own logo on t-shirts by using the
words in the box.
 Tell them to use one or two words from the box for
each logo.
 Make sure students understand that the logo in the
textbook is an example to help them write their own
logo.

5) Reading

 Tell students they are going to read a dialogue

between Said, Aicha and Fathia making suggestions Individual
for HIV/AIDS.
 Tell students to match the suggestion with the person.

Answers
Said: A doctor‘s talk
Aicha: A writing competition, logo design
Fathia: A play

24
 Unit 2: What are they doing?

1a) & b) Presenting structure

The purpose of this activity is to introduce the Present

Continuous. It helps students better understand how it is Whole
formed and when it is used. By adding the Simple Present class
in the text, we want students to make the difference
between these two tenses: Simple Present (used to talk
about the daily activities and the habits) and the Present
Continuous (use to talk about what is happening at the
time of speaking).

 Separate the blackboard into two columns and write

the first question on the board: What do you always
do on Friday? You can start by writing your own
answer as an example e.g. I always go to the beach.
Individual
Then elicit from the students and write down two
examples.
 In the other column write the second question: What
are you doing now? Write your own example as a
beginning, e.g. I am writing on the board … then
elicit from students.
 Then tell students to pay attention at the underlined
words and to answer the following questions: Which
sentence describes a habit and which one describes
an action done at the time of speaking?
 Ask students to read the conversation between Ali
and Aicha and to look at the underlined verbs.
 Show them that there are two verbs (cook, watch)
but with different forms.
 Explain that one is for habit (Present form) and the
other is for actions happening at the time of
speaking (Continuous Form).

Answers
is cooking/ is watching = parents are doing now
usually cooks/ never watches = parents usually do

2) Practising structure/ Writing

 Tell students to look at the 3 pictures. Each one is

describing an action that students are doing at Individual
school.
 Ask students to make a sentence with the verb below
each picture in the present continuous.

25
Answers
She is watering the plants.
They are sweeping the playground.
She is cleaning the board.

3) Writing/ Speaking

 Ask students to look at the pictures. They have to write

questions as the given example about the people
using the words under the pictures. Then they have to
give the right answer. Pairs
 Put students in pairs and ask them to compare their
answers. Then correct with the whole class.
Answers
She/ Write = Is she writing? No, she is reading a book.
She/ cook = Is she cooking? No, she is washing dishes.
He/ eat = Is he eating? No, he is sleeping.

4) Reading

 Put students in pairs and ask them to read the text

about Mohamed and Fatouma. Then ask them to pick
up all the verbs that talk about the activities they do
everyday and the ones they are doing tonight. Pairs
 Tell them to put these verbs in the right column.

Answers
What they do everyday What they are doing tonight
- Every evening they go for a walk - Tonight they are spending the
- Mohamed often plays cards evening with the whole family
- Fatouma listens to hadiths. - They are eating cakes, …
- They usually have a light dinner - They are listening to noisy music
- They sometimes watch a play on TV
- They often go to bed early

NB. It is important for students to pick up the adverbs of

frequency (often, usually …).
They help students choose the right form of the verbs
(Present Continuous or Simple Present)

5) Reading

a) Writing/ Speaking

 Make sure the students understand the context of the

phone call between Said and Aicha. Individual
 Tell the students to use the correct form of the verb
using the context.

26
Answers
1 are you doing
2 don‘t have
3 we are cleaning
4 are enjoying yourselves
5 we are
6 is she doing
7 are picking
8 drop
9 is writing
10 is sweeping
11 am coming
12 are waiting

b) Writing

 Ask students to re read the text and give an answer to

the questions. Individual

Answers
1) She is at school.
2) She is talking to Said.
3) Ali is writing notes on the doors and Loula is picking up some litter from the
playground.

6) Writing

 Tell the students to choose the correct sentences Individual

regarding the tenses and the adverbs used in the
sentence.
 Give the first one as an example and ask them to do
the rest.

Answers
B) 1- Students usually drop litter outside school.
C) 1- Now Ali is helping the teacher in the classroom.
D) 1- Loula never disturbs other classes.
E) 1- At the moment, two students are fighting.

7) Writing/ Speaking

 Put students in pairs.

 Ask them first to put the jumbled sentences in the right
order in part A. Pairs
 Then tell them to find the right question to each
sentence in part B.

Answers
1) Today she is tidying her room. (A)
2) They are listening to music. (B)
3) No, they are doing their homework. (C)
4) She is speaking to her father. (D)
5) No, she isn‘t reading. She is helping her mother. (E)
6) She is carrying a heavy bag. (F)

27
7) They are drinking soda. (G)

Unit 3: Using the Language All

individual

1) Writing

 Tell students to look at the illustration.

 Ask them to write a small description of what the Pairs to
check
people are doing in the picture.
 Write on the board the first sentence as an example.

Answers
Said, Aicha and Fathia are cleaning the beach.
A man is drinking some juice.
He is lying on the chair.

2) Reading/Writing

 Tell students to read more carefully the dialogue and

fill the gaps with the words in the box.

Answers
1) clean
2) litter
3) listen
4) cleanness
5) responsibility
6) succeed
7) throw

3) Writing/Speaking

 Tell students to match the four definitions they have

with the underlined words in the text.

Answers
1) active
2) homework
3) housework
4) determination
All
individual
Consolidation

A) Matching
Pairs to
check
1. d
2. a
3. f
4. e
5. b
6. c

28
B) Writing sentences

2. (The children) They are playing on the beach./ They are

swimming.
3. (The women) They are sweeping the floor.
4. (The boy) He is eating food.
5. (The boy ) He is washing his hands.

C) Writing

1. It is raining.
2. My father is repairing a car.
3. He usually plays the guitar.
4. They sometimes watch.
5. Now, they are reading comics.
6. My mother always cooks lunch.
7. Be quiet! My brother is sleeping.
8. Schools always start on September.
9. Now, I am going to Aicha’s house.

29
 BC1 - INTEGRATION 1st HOUR

Situation 1: (BC1 - Integrative Situation 1)

1a. It is Saturday morning. Mariam is introducing her family. Write a small
summary describing what they are doing.

INSTRUCTIONS

 Introduce Mariam to the students. Tell them Mariam is introducing her

family to the class.
 Tell them that it is Saturday morning and Mariam‟s family members are
all doing different activities.
 Tell students they are going to write a short summary about Mariam‟s
family and what they are doing now using the pictures.
 Make sure the students use the right tense which is the Present
continuous.
 Circulate around the room to give assistance where needed.
 Check and correct the work of as many students as possible.
 If some students finish early, check their work to be sure they have
completed paragraph with the right tense and form, and then let
them assist slower students.
 Toward the end of the hour, select a couple of students to read their
paragraphs to the class.
 Correct all the projects that are finished, correct and return next hour.

1b. Now in your turn, try to imagine what your family is doing at the moment
and write a small summary.

INSTRUCTIONS

 Tell students that now they have to imagine what their family
members are doing at the moment and write about it.
 Tell them that they have to make a short summary and not write
simple sentences.
 Circulate around the room to give assistance where needed.
 Check and correct the work of as many students as possible.

2b. It is Friday morning. You are in the market. You have 1 500FDJ and your
mother wants you to buy some items. You are now talking to the shopkeeper.
Complete the empty bubbles with your own answer.

INSTRUCTIONS

30
  Tell students to look at the dialogue. From both sides, there are two
persons.
 Tell students the person in green is them and that they are talking to
the shopkeeper (man with the moustache).
 Tell students that their mothers sent them to the market to buy some
items she wants.
 Students have to read the answers of the shopkeeper in order to
make their own questions.
 Circulate around the room to give assistance where needed.
 Check and correct the work of as many students as possible.

BC1 - INTEGRATION 2ND HOUR

Situation 2: (BC1- Integrative Situation 2)

Your teacher asks you to write few sentences on the environment. Look at
these two pictures and write some suggestions as the example.

INSTRUCTIONS

 Tell students to look at the black and white pictures.

 Tell them that it deals about the environment. Ask them to read the
given example and then to write more sentences about the same topic
using the suggestion forms learnt in BC1.
 Circulate around the room to give assistance where needed.
 Check and correct the work of as many students as possible.

31
 PROGRAMME GUIDELINES BC 2

Second trimester BC 2 : From visual aids or in meaningful communicative situations, students

will be able to talk about ability, make comparisons and talk about past events.
BE ABLE TO STRUCTURES VOCABULARY
What can a monkey do?
SEQUENCE 4 It can climb trees. Animals: camel, horse, bear,
(7 hours) shark, frog, butterfly, kangaroo
What can an elephant do? …
It can run but it can‟t fly.
A few animals parts: trunk, tail,
Talk about What can you do? wing, claw, fur, beak
ability I can speak Arabic but I can‟t speak Chinese.
Verbs for animals: run, swim,
Can he climb trees? fly, jump, climb
No, he can‟t.
Adverbs of manner: slowly,
The box is too heavy. She can‟t lift it. quickly, happily, quietly,
The books are very heavy but she can carry carefully …
them.
Old people walk slowly. Opposite adjectives: strong #
weak, big # small, heavy #
What makes you frightened? light, fast # slow …
Watching horror films.

SEQUENCE 5 He is taller than me.

(7 hours) English is easier than Arabic. Adjectives: expensive #
Maths is more difficult than Biology. cheap, difficult # easy, noisy #
He has the biggest family in the neighbourhood. quiet, interesting # boring …
Make
comparisons The cheetah is the fastest land animal in the Famous sites: The Blue Nile,
world. Lake Assal, the Sahara,
The mosquito is the most dangerous animal in the Kilimanjaro, the Forest of Day
world.
Countries: Sudan, Kenya,
The Sahara is the largest desert in Africa. Somalia, Ethiopia, Yemen
She is the funniest girl of the class.
Nigeria is the most populated country in Africa.
Famous African people:
SEQUENCE 6 What was his name? Leopold Sedar Senghor,
(7 hours) His name was Hassan. Hassan Gouled Aptidon,
Abdallah Lee, Camara Laye,
When was she born? Miriam Makeba, Hamoudi
She was born on September 12th, 1963.
Talk about the Time expressions: in 1990, for
past Did he work in Uganda? 10 years, on June 24th 1970
No, he didn‟t.
Yes, he did. Regular verbs: die, enter,
study, talk …
When did he go abroad?
He went abroad in 1990. Irregular verbs: be, have, go,
build, spent…
Past verbs pronunciation:

32
 /id/, /t/, /d/ Adverbs of time: First, then,
suddenly, later, finally, at last,
next, after, before

Sequence 4:

Objective: By the end of the sequence, students should be able to talk about
people and animals‟ abilities (7 hours).

Notes Teaching Process Mode

Unit 1: I can fly!

1) Presenting structure

 This activity presents can & can‟t for ability.

 Ask students to look at the verbs in the box and check
meaning.
 Then ask them to match the sentences to the pictures
of the monkey or the bird describing what these
animals are able to do.
 As far as possible elicit the meaning of can & can‟t
 If there are other verbs the students want to know, but
aren‟t there, then teach them examples.
Answers
A monkey can‘t fly. A monkey can jump. A monkey can run. A monkey can
climb. A monkey can walk.
A bird can‘t swim. A bird can jump. A bird can‘t run. A bird can‘t climb. A bird
can walk.

 Make sure the students can use the structure. Point

out that they are MODAL verbs, which means there is
no 3rd person „s‟, and that they are followed by
infinitives without “to” e.g. I can swim.

2) Practising structure

a) Speaking

 Give the students a chance to use some of the verbs

learnt in the previous activity.
 Give an example of one picture using can and can‟t.
 Ask students to find which animals we are looking for.

Answers
A. butterfly
B. crocodile, horse, shark, frog
C. kangaroo, camel, elephant
D. cheetah, bear

33
E. crocodile

 You can check this orally with the whole class.

b) Writing

 Ask students to look at the pictures of the previous

activity and to fill the gaps using can or can’t.

Answers
1. Horses can‘t climb trees but they can run.
2. Frogs can‘t fly but they can swim.
3. Sharks can swim but they can‘t climb trees.
4. Kangaroos can‘t fly but they can jump.

3) Practising vocabulary/ Writing

 Tell them to look at the pictures about some animals‟

body parts and repeat the words after you. If there
are other animals‟ body parts the students want to
know, but aren‟t there, then teach them by miming.

Answers
1) wings
2) fur
3) trunk
4) claws
5) beak
6) tail

4) Reading

a) Speaking

 Tell students to read the texts and try to match the

definitions in the boxes to the underlined words in the
three texts.

Answers
herds: groups of animals
actually: in reality
tusk: long teeth
vegetarians: animals which eat grass
amazing: incredible
chew: make food smaller with the teeth
swallow: pass food down the throat
to spot: to see
prey: an animal captured for food

b) Writing

34
  Ask students to re read the three texts if needed to
decide if the sentences are true or false. If they are
false, students must write the correct version.

Answers
1. False. Sharks existed long before dinosaurs.
2. True.
3. False. They swallow it in large pieces.
4. True
5. False. They climb trees to spot their prey..

 Ask students if anything has surprised them about the

animals they have just read about.

5) Reading

a) Speaking

 Put students in pairs and ask them to look at the

picture of the camel and find at least 4 facts they
know about the animal. Take feedback by asking the
question to the whole class. Make sure they close
their books while doing this.
 Then ask them to read through the text to check if
any of their facts are mentioned.
 If there are any words they don‟t understand, ask
them to try and work it out from context, or by asking
their classmates. Only explain if these two methods
don‟t provide a correct answer.

b) Writing

 Tell students to read the text again. Then ask them to

make the right questions to the sentences.

Answers
1. Where do camels live?
2. How much do adult camels weigh?
3. How many litres of water can camels conserve?
4. Why do camels have long lashes?
5. For how long can camels live without water in cool weather?

 You can check the answers by asking students to

come and write on the board.

6) Speaking

 Ask student to look at the white and black pictures

and read the notes around. Tell them to match the
picture to the right text.

35
Answers
1. E (penguin)
2. F (tiger)
3. A (bear)
4. C (elephant)
5. B (tortoise)
6. D (parrot)

 You can check the answers by asking students orally.

7) Writing/ Speaking

 Ask students to think about an animal and then write

about it as in the previous activity. Ask them not to
give the name of this animal.
 Put them in pairs and let them guess which animal
their classmate wrote about
 You can check the answers by asking students to
come and write their short text on the board.

Unit 2: It is too heavy! I can’t lift it.

1) Presenting structure

a) Speaking

 This should be a very active presentation.

 Start by asking students the question, “what can you
do” giving them the chance to show off any special
abilities to the whole class.
 Then start asking questions to other students if they
can do the same as their classmate, “Can you whistle
like your classmate?”
 Ask students to read the dialogue and ask each other
the same questions.

b) Speaking/ Writing

 Ask students to fill in the table by writing down the

names of the students who are able to the mentioned
activities in the table.
 Make sure they write a different name for each.

2) Presenting structure

a) Speaking

 Use the pictures as an example and ask students what

36
 the differences are between the two men who are
carrying things in the pictures.
 Elicit the fact that very means increases the strength of
the adjective (so very heavy is heavier than heavy),
but that too means the adjective is so strong that it
stops someone doing something.

b) Writing

 Ask students to look at the pictures and complete the

sentences with the correct answer.

Answers
1. too
2. very.
3. too

3) Practising structure/Writing

 Ask students practice in the meaning of too and very

in this quick matching activity.

Answers
1. I can‘t buy a computer …
2. I can‘t eat this meal …
3. I can read in the library …
4. She can‘t walk ….

4) Writing

 Tell the students to read the words in the box. Elicit the
meanings using examples where appropriate.

Answers
1. very noisy
2. very old
3. too small
4. too tired

5) Presenting Vocabulary/Writing

a) Writing

 Ask students to read the adjectives in the box and

guess the meaning of the new vocabulary by using
the pictures and guessing. Tell them not to worry
about getting it right, but to try. This is an important skill
in language learning. Don‟t worry if the students can‟t

37
 do this very well at first, it needs some practice.
Answers

1. I am bored when I am not with my friends.

2. I get frightened when I see mice in the house.
3. I am angry when my brother takes my toys.
4. I get tired when I work a lot on my computer.
5. I am sad when I watch sad love stories.

 Ask them to match the words to the faces.

Answers
1. frightened
2. angry
3. bored
4. sad
5. tired

b) Writing

 This activity introduces adverbs of manner.

 A useful way of doing this is through miming.
 Write TIRED and ENERGETIC on the blackboard. Then
walk around the classroom slowly and ask the students
if you are tired or energetic.
 Elicit that you are tired and ask the students how they
know – answer „because of the way you are walking‟.
 Tell them you are walking SLOWLY, and that this is an
adverb which describes how we do something.
 Ask students to look at the adverbs in the box. Ask
them to make the difference between the words in
the box of the previous activity and these ones.

Answers
1. I walk slowly.
2. I walk quickly.
3. I behave nervously.
4. I talk angrily.
5. I walk slowly.

6) Reading

a) Writing

 Tell students to read the text and answer the two

questions about Aicha and Fathia.

Answers
No, she isn‘t. She is bored.
Trying her new bicycle makes her happy.

38
b) Speaking

 Before doing this activity make a short conversation

between you and the students by asking them
questions “what makes you happy/sad/angry? “ etc
 Ask them to read the dialogue and compare their
answers to the text.
 Let them do this activity by looking at the suggested
pictures.
 Tell students to check in pairs, and then go through
the answers with the whole class to see the different
answers they get from other students.
 You can check the answers orally.

Unit 3: Using the language

1) Reading

a) Speaking

 Tell students to read the text and put the paragraphs

in order.

Answers
2–1–3

b) Speaking

 Tell students to suggest a title to the text. Gather titles

from the students and write them on the board.
Then let them chose the best title they suggested.

c) Writing

 Ask students to re read the text in order to find the

right words for these definitions.

Answers
1 – pharmacy
2 – salary
3 – newspaper
4 – garage
5—countryside

d) Speaking

 Put the students in pairs. Ask them to give the opposite

of the underlined adjectives.

39
Answers
sad # happy
easy # difficult
rich # poor
young # old

2) Speaking

 Ask the students to look at the map and explain what

each place means. Then make them answer the
questions.

Answers
1. Supermarket 3. Barber Shop
2. Hospital 4. Post Office
 A possible extension is to ask the groups of students to
come up with other places they have learned and
design questions for other groups like the ones in the
activity.

3) Writing

 Ask students to write in a few lines about one of their

classmates.
 Ask them to use some of the adjectives or adverbs
they learnt so far.
 Put students in pairs to compare their writings.
 Ask some to read in front of the class.

Consolidation

These are all written activities. The objective is to review

all the learning done so far in the sequence. Encourage
the students to ask questions if there is anything they are
not sure about.
Do a small review (grammar/ vocabulary) after each
correction

A) Choose: can or can’t

1. can’t
2. Can
3. can/ can’t
4. Can
5. can/ can’t

B) Matching

40
 1.d 2.c 3.e 4.b 5.a

C) Right answer

1. loudly
2. beautifully
3. bad
4. intelligent
5.quiet

D) Matching

1.b 2.d 3.a 4.c

Sequence 5:

Objective: By the end of the sequence, students should be able to

compare things (7 hours).

Notes Teaching Process Mode

Unit 1: He is taller than me!

1) Presenting vocabulary

a) Speaking

In this activity the students build their vocabulary with

opposite adjectives. This is very important because they
use these throughout the BC with comparatives and
superlatives.
 Put students in pairs and ask them to match as many
of the adjectives as they can.
 If there are any they don‟t know, tell them to ask their
neighbours.
 After this, take feedback from all the class, trying to
elicit from the students as much as possible – checking
meaning with examples all the time.
 If there are any adjectives that no one knows then tell
the students yourself.

Answers
Comfortable ≠ uncomfortable, old ≠ young, expensive ≠ cheap,
big ≠ small, hot ≠ cold, long≠ short, heavy ≠ light, noisy ≠ quiet,
interesting ≠ boring, difficult ≠ easy, late ≠ early

b) Speaking/ Writing

41
 Read the adjectives aloud and make sure that you
put the stress on the right syllable (Look at the table
below).
 Ask students to complete the pronunciation table.
Give them one or two examples.

Answers
Oo oOo Ooo oOoo
noisy expensive comfortable uncomfortable
long, interesting
heavy difficult
early

 Check if the pronunciation is correct. Ask students to

read aloud.

c) Speaking

 Ask students to think of things which the adjectives

describe. The pictures are examples to help them.

Suggested answers
A car – fast/slow, expensive/cheap, comfortable/uncomfortable, small/big,
noisy/quiet

NOTE: an old car and a new car (not young)

2) Presenting structure

- Write „tall‟ on the board.

 Call two students to the blackboard and ask the

class to describe them using the word on the board.
Ask “They are…”
 Then ask “Are they the same?” (possible answer: no)
 Then ask “what‟s the difference?” (possible answer:
“A is plus grand que B” or “A is more tall that”
 Finally ask “how do we say this in English?”(if there is
no reply the teacher may say “A is taller than B”)
 In the same way practise with the examples of the
activity.

3) Writing

 Ask students to complete the table with the right

form of the comparative

42
Answers
Forms

- er … than - ier … than more … than

Adjectives

heavy  heavier

fast  faster

dirty  dirtier

expensive  more expensive

big  bigger

difficult  more difficult

 Tell students to add all the adjectives from activity 1

to the table.

4) Writing

 Ask students to put the jumbled sentences in the

right order.

Answers
1) I am larger than my brother.
2) Football is more popular than handball OR Handball is more popular
than football.
3) A mouse is smaller than a cat.
4) An ocean is larger than a sea.

5) Speaking

 Put students in pairs and ask each one to make two

comparative sentences for each pair of nouns.
Before starting the activity, give them a few
examples.

Answers:
Student A: The elephant is bigger than the mouse.
Student B: The mouse is smaller than the elephant.

Student A: Djibouti is hotter than Ethiopia.

Student B: Ethiopia is cooler than Djibouti.

Student A: The cheetah is faster than the tortoise.

Student B: The tortoise is slower than the cheetah.

Student A: The ring is more expensive than the shoes.

Student B: The shoes are cheaper than the ring.

43
6) Writing

 In this activity the students should make as many

comparisons as they can. The aim is to have them
use the different comparative forms.
 Put the students into groups of three or four.
 Tell them to use the pictures and the adjectives on
the box to write as many comparative sentences as
possible in three minutes.

Possible Answers
A lion is bigger than a monkey.
A lion is more aggressive than a dog.
A rabbit is friendlier than a lion.
A horse is faster than a monkey.
A dog is more intelligent than a rabbit … etc

7) Writing

 Ask students to read the menu in their textbook and

compare the price of the different dishes.
 Elicit the adjectives which describe prices before
starting the activity (expensive, cheap).

Answer:
1) A chicken chawarma is more expensive than a meat chawarma.
2) Two french fries are cheaper than three chicken sandwiches and a
coke.
3) An orange juice is more expensive than a coca-cola.
4) A fanta is cheaper than an orange juice.
5) Three meat chawarmas are more expensive than two french fries and
two fantas.

8) Speaking

 Elicit adjectives which describe people (character &

physical) and write them on the board.
 Ask the students to use the adjectives to compare
each other as in the example, or ask them to
compare two of their classmates
e.g. Ali is shorter than Ismael.
You are more intelligent than me.… etc

UNIT 2: Which one is the best?

1) Presenting structure

a) Speaking

 A useful way of doing this is by calling two students

44
 (A&B) of different heights to the front of the class.
 Ask students to compare them using the adjective tall.
 Elicit “A is taller than B”
 Bring student C (who is the tallest) to the front and ask
“Is C taller than A?” (yes)
“Is C taller than B?” (yes)
“Is anyone taller than C in the group?” (No)
“How do we describe C in the group?”
Elicit/give “C is the tallest.”

 Check understanding by asking students “who is the

shortest?” (B)
 Write Ethiopia and the UK on the board and ask the
students to compare them using the word hot.
(Ethiopia is hotter than UK).
 Then add Djibouti and elicit the sentence Djibouti is
the hottest.
 Ask the students to describe UK using cool or cold (The
UK is the coolest/coldest).

b) Presenting new form

In this activity students will be learning in a different way.

They will be spotting patterns in structures and using logic
to fill the gaps.

e.g. if faster becomes the fastest,

then logically, happier becomes the happiest

 Ask students to complete the table and give the

right forms of the adjectives

Adjectives Comparatives Superlatives

fast faster the fastest
expensive more expensive the most expensive
happy happier the happiest
large larger the largest
heavy heavier the heaviest
interesting more interesting the most interesting

2) Reading

a) Speaking

These texts are about three characters from Grade 6.

 Ask the students to read the texts as quickly as
they can to find which countries they are talking

45
 about.

b) Writing

 Ask students to answer the questions. Help them

with any vocabulary they may not know.

Answers
a) Mei
b) Flor
c) Priya

c) Writing

 Tell the students to create sentences describing their

country similar to the texts in the previous activity,
using the substitution table.

Answers
1) The sea life is the most beautiful in the world
2) Lake Assal is the lowest point in Africa
3) The forest of Day is the oldest in Djibouti
4) Djibouti is the hottest country in Africa

3) Practising form

a) Writing

 Ask the students to make sentences by using the

words in the box and adding the missing words. Help
them by describing a country using a superlative:
e.g. Nigeria/most populated/Africa
Nigeria is the most populated country in Africa

Answers
Kilimanjaro is the highest mountain in Africa
Sudan is the largest country in Africa
The Nile is the longest river in the world.

b) Speaking

 Explain to students what a quiz is, tell them that it is

about their general knowledge, especially the things
they have learned in geography.
 Present this as a game. Put students into teams and
give marks for the correct answers.

46
Answers
1) Ethiopia (74 777 981)
2) Kenya (5199 Mount Kenya)
3) Somalia (3010km )
4) Yemen (Sana‘a more than 1000 years)

4) Reading

a) Speaking

 Ask students to read the dialogue quickly to find out

what the children are taking about.
 Tell the students to look at the marks the children got,
and then read the text again and work out the
meaning of the underlined words.

Answers
better – comparative of good. the best - superlative of good
worse - comparative of bad. the worst – superlative of bad

b) Speaking

 This is a „find someone who‟ activity.

 The students walk around the class asking each other
“what marks do you get in…?”
 They add the names of the other students in the
correct boxes.
 Make sure you ask the students to report their results
in order to practice the comparatives and
superlatives.

5) Reading/Speaking

 Tell the students to read the two short texts and find
the adjectives the children use to describe the actors
and films they like:

 Ask them to do the same and talk about their

favourite singer, or football player. They can use the
adjectives they have seen all through the sequences.
 Help them by talking about someone you like or
appreciate and use superlatives to describe that
person

Unit 3: Using the language

1. Writing

47
 Ask students to use the adjectives and the nouns to
make as many comparisons as possible.

2) Reading

a) Speaking

 Ask students to read the letter and find why Nagath is

so busy.

Answer
She is so busy because she has moved in a new house.

b) Speaking/Writing

 Ask the students to read the letter and find the

answers for the questions.

Answers
1) It is quieter, the streets are cleaner, the house is bigger, the garden is nicer.
2) They are not so friendly.
3) They are strict.
4) This means they make the students work hard.

2) Writing/speaking

 In this activity students work together to produce

comparative sentences about places in Djibouti.
 Tell them they can use the adjectives in Nagath‟s
letter and also other adjectives they know
e.g. Ali-Sabieh is bigger than Holl-Holl.
Holl-holl is quieter than Ali-Saieh.

3) Reading

a) &b) Speaking/ Writing

 Tell students to read the first part of the dialogue then

continue following the same pattern, each time they
will have to make a comparative form of the
adjective in the brackets

Answers
Student B: No I don‘t. I prefer football, it is more exciting
Student B: No I don‘t. I prefer travelling by plane, it is faster
Student B: No I don‘t. I prefer English, it is easier
Student B: No I don‘t. I prefer playing videogames, it is more
interesting

Consolidation

48
These are all written activities. The objective is to review
all the learning done so far in the sequence. Encourage
the students to ask questions if there is anything they are
not sure about.
Do a small review (grammar/ vocabulary) after each
correction

A) Right form

a) faster
b) better
c) more delicious
d) higher
e) bigger
f) worse

B) Right superlative

a) the fastest
b) the youngest
c) the heaviest
d) the largest

C) Matching

1) My brother is more hardworking than me

2) My mother is shorter than my father
3) A cobra is more poisonous than a rattle snake
4) A Ferrari is faster than a Jeep

D) Gap filling

1. delicious
2. best
3. good
4. worst
5. better

49
 Sequence 6:

Objective: By the end of the sequence, students should be able to talk about
actions in the past.

Notes Teaching Process Mode

Unit 1: What was his name?

1) Presenting form

a) Speaking
Individual
 This activity introduces the auxiliary to be in the
simple past. Pairs
 A useful way of presenting is by using pictures of
people who are no longer alive and those who
are alive.
 Point to a student and ask the class for his/her Whole
Class
name – Elicit and write “his name is…” on the
board.
 Ask students to look at the map and see if they
know any of these people. Encourage them to ask
each other.
 Point at the fifth picture and elicit his name
(Hassan Gouled Aptidon) ask “Is he alive?
 Then compare this to the students‟ names on the
board and focus on the verb.
 Elicit “His name was Hassan Gouled Aptidon”
 Check understanding.
 Ask students to match the names in the box to the
people, and practise the structure was.

Answers
1. Leopold Sedar Senghor
2. Camara Laye
3. Miriam Makeba
4. Abdallah Lee

50
 5. Hassan Gouled Aptidon

 Stress the auxiliary “was” as an indicator of the

past tense. Individual
 For more practice, ask students to use the map
and find the country of birth of the famous
people. “Where was he/ she from?”

b) Practising structure/Writing

 Tell students to put the jumbled sentences in the

right order and match each description with the
famous people.
individual
Answers
1. He was a Djiboutian president. (Hassan Gouled Aptidon)
2. She was a South African singer. (Miriam Makeba)
3. He was a Djiboutian artist. (Abdallah Lee)
4. He was a Guinean writer. (Camara Laye)
5. He was a Senegalese philosopher. (Leopold Sedar Senghor)

 Then check with the whole class by asking: What

was his/ her job?”

c) Reading

 Tell students to scan the five texts and identify their

genre.
 Make sure students understand that these texts Individual/
Pairs
are all short biographies (a biography tells the
story of a person‟s life).
 Ask them to match the text with the right picture
on the previous page.

Answers
A. 5 B. 3 C. 2 D. 1 E. 4

d) Writing

 Ask students to fill the table with the missing

information from the short biographies. For each
person, they have to find the full name, the date
Individual
of birth/ death, the nationality and the profession.

Answers
Name Date of birth Nationality Profession Date of
death
Hassan October 15th, Djiboutian -1st president November
Gouled 1916 of Djibouti 21st, 2006

51
 Aptidon
Miriam March 4th, South -Singer November
Makeba 1932 African 10th, 2008
Leopold Octover 9th, Senegalese -1st president December
Sedar 1906 of Senegal 20th, 2001
Senghor -Poet
-Writer
-Philosopher
Abdallah 1963 Djiboutian -Artist September
Lee 18th, 2007

 Check with the whole class by asking “what was

his name/ date of birth/ profession/ nationality/
date of death?”

e) Writing/ Speaking

 This activity focuses on the negative form of the

past verb “to be”
 Ask students to first read the statements and say if
they are true or false. Then they have to write the
correct version. Individual
 Check with the whole class for correction. A
method of doing this is by asking questions for Whole
class
short answers: “Was Abdallah Lee a Guinean
artist?” “No, he wasn‟t.”

Answers
1) False. Senghor wasn‘t the second African in the French Academy. He was
the first.
2) False. Hassan Gouled wasn‘t known as ―The Father of the People‖. He was
known as ―The Father of the Independence‖.
3) False. Senghor wasn‘t president for 15 years. He was a president for 20
years.
4) False. Abdallah Lee wasn‘t a Guinean artist. He was a Djiboutian artist.

2) Listening/ Writing

 First ask students to describe the person in the

picture.
 Tell them you are going to read a short biography Individual
and that they have to fill the table with the right
information.
 Dictate the following short biography to students.

Hamoudi was born in the 1800s. He was a religious man. He

was a very rich and powerful merchant. He bought the
Gardens of Ambouli for the local population and built one
of the oldest mosques in the capital city, the “Masjiid Al
Jamii‟ al Nûr”. In memory of his good deeds, the mosque is
now known as “Hamoudi Mosque”. He died in Djibouti in
1927.

52
  Read the text again.
 Ask students to exchange in pairs by asking
questions “What was his name/ ….?” as previously Pairs
seen.

Answers
Name Date of birth Profession Date of death
Hamoudi 1800s Merchant 1927

Individual
3) Presenting new structure

a) Speaking/ Writing

 Ask students in pairs to look at the two boxes.

Explain that the first box is for infinitive forms and
the second one for past verbs.
 Ask the students to read the sentences to work out Pairs
the meaning of the past forms and to then match
the past form to the infinitives.

Answers
entered (enter) wrote (write)
studied (study) was (be)
died (die) bought (buy)
built (build)

 Point out the difference between a regular verb

and an irregular verb by asking which verbs end in
-ed or -d.
 Explain that the regular verbs are those ending
with –d or –ed.
 For irregular ones, there is a list of verbs to know by
heart.
 Ask them to identify the regular and irregular verbs
in the boxes. Whole
class
Answers

Regular Verbs Irregular Verbs

entered (enter) wrote (write)
studied (study) was (be)
died (die) bought (buy)
built (build)
spent (spend)

OPTIONAL
There are 3 ways of pronouncing the past tense, Individual
depending on the final sound of the verb.

53
  Practice with the students the different forms of
pronunciation of the Regular verbs.
 Write the following verbs on the board:
want, wash, die, talk, stay, live, finish, cook, climb, mend, pass

 Ask students to write their past forms. Check with

the whole class and write down on the
blackboard.

 Draw three columns and put in each one the

pronunciation pattern as follows. Then start
reading, paying attention to the ending sound of
the verbs for the students to write down in the right
place in the table.

/t/ /d/ /id/

after k, sh, f, p, th, s After v, n, y, ie, r, b, After t and d
g, l, m + vowels Whole
class
washed stayed wanted
talked died mended
finished lived
cooked climbed
passed

 With the whole class, practice pronunciation with

a simple oral drill.
 Make sure the students understand that these
refer to the sounds

b) Writing/ Speaking

 Ask students to use the verbs seen in 3a to

complete the sentences.
Answers
1) Camara Laye wrote ―L‘Enfant Noir‖ in 1953. Individual
2) Senghor was the president of Senegal.
3) Hassan Gouled died in 2006.
4) Laye studied in France.
5) Senghor entered the French Academy.
6) Miriam Makeba spent 31 years in exile.
7) Hamoudi bought the Gardens of Ambouli.

 In pairs, tell students to pick up all the regular

verbs and to find which pattern it follows then
check with the whole class: /t/,/d/or /id/ Pairs/
whole
class
Answers
died - entered – studied = /d/

54
4) Reading

a) Speaking

 The purpose of this activity is for students to

sequence the sentences.
Individual

Answers
(1) Ali: You know Grandfather, yesterday at school we studied the lives of great
African people like Miriam Makeba and Senghor.

(2) Grandfather: Did you? How interesting. Tell me, what do you know about
them?

(3) Ali: Well, Miriam Makeba spent 31 years in exile because she was against Whole
apartheid. She was a very brave woman. Do you remember her, Grandfather? class

(4) Grandfather: Yes, I remember her. She was really a brave woman. And
Senghor? Who was he?

(5) Ali: He was the first president of Senegal. He was a poet and a philosopher.

(6) Grandfather: Just like Hassan Gouled was the first president of Djibouti.
But you know what Ali? For me the greatest person was my mother. She died
forty years ago.

 Ask them to read the sentences very carefully and

to find the link between each sentence.
 Check with the whole class for a correction. Individual

b) Speaking/ Writing

 This activity is a small revision of the past tense

(auxiliary and verbs). Ask students to quickly read
the text to answer the question “Did Mohamed
love his mother?” by “yes” or “no”
 Ask students to find the information in the text
which tells them this. Individual

Answers
Did Mohamed love his mother? Yes, he did.

Clues: - a very brave woman.

- doing all the hard job.
- raising two children alone

 Ask students to read the text again and to choose

the right answer.

Answers
1. was 2. were 3. did
4. married 5. didn‘t 6. died

55
 Unit 2: What did they do?

1) Reading

a & b) Speaking/ Writing

 Ask students to quickly read the story and give a

title.
Possible answers:
A Bad Day / A hero etc

 Pre teach the following vocabulary

Individual/
late fridge keys brakes injured whole
class
 Tell students to put the verbs in the past tense.

Answers:
1. looked 2. was 3. wasn‘t 4. remembered 5. opened
6. took 7. drove 8. hit 9. came 10. called
11. stayed

c) Writing
Individual/
whole
 In pairs, ask students to read the story carefully. class
This time they have to complete the sentences
with the missing information from the text.

Answers
1. ... I didn‘t pay the bill.
2. … I didn‘t wash my clothes.
3. … I didn‘t go shopping. Pairs
4. … the brakes were not working.
5. … I didn‘t know his name.

 Check with the whole class for a general

correction.

d) Writing/ Speaking

 Write the following question on the board and ask Whole

the students to look at the answer in the text. class
T: What time did he wake up?
Ss: He woke up at half past eight.
Then ask:

56
 T: Half past eight! Was it early or late?
Ss: It was late.
Then ask:
T: Did he wake up late?
Ss: Yes, he did. Individual

 Use these examples to present the short answers to

the yes/no questions for the past tense.
 It is useful to compare this with the present
structures to help the students understand.
 Following the example, ask students to write similar
short answers for the questions.
Pairs/
 Put students in pairs and then check with the Whole
whole class. Give more examples if necessary. class

Answers
1. Yes, it did. 2. No, he didn‘t.
3. Yes, he did. 4. Yes, he did.
5. No, he didn‘t.

e) Writing/ Speaking

 This type of activity helps students focus on the

form of questions and short answers.
 Put the students in pairs and ask them to write
questions using the jumbled sentences. Ask them
to look for the answers in the text.

Answers:
Pairs
1. Were the shirts dirty?
Yes, they were.

2. Was there water in the bathroom?

Yes, there was.

3. Did he go shopping?
No, he didn‘t.

4. Did he hit a mouse?

No, he didn‘t.

5. Did he find his hero?

No, he didn‘t.

2) Speaking

a) Writing

 This activity is about sequencing past events. Tell

students to put the illustrations in the right order.
 You can introduce the time expressions like “First,

57
 then, later, after that” for a better understanding.
It might be better to do the story first, and then
write these expressions on the board for the Individual
students to learn and use.
 Check with the whole class.

Answers
5- 3- 2- 1- 4
Whole
class
b) Writing

 First ask the students to complete the sentences with

the right verb.

Answers
3. went 1. appeared 5. ran
4. caught 2. put
Individual
 Then ask them to put the sentences in order to re
create the story, this time with sentences.

Answers
3. Yesterday morning, Souad went to the bank.
1. Suddenly a boy appeared and seized Souad‘s bag.
5. Then, he ran outside the building.
4. But a policeman caught him.
2. Finally the policeman put him in prison.

3) Writing/ Speaking

 These few lines talk about the life of Nelson

Mandela.
 Ask the students what they know about him.
 Ask students to first put the verbs in the past tense.

Example
In 1963, the government (send) sent Mandela to prison for life because he was Individual/
against apartheid. Whole
class/
Answers Pairs
1. sent 2. became 3. released
4. went 5. was 6. joined 7. worked

 Elicit from students the first sentence – a hint is to

ask students what happens first in a life (we are
born).

 Then in pairs, ask them to sequence the sentences

in the right order. For that, stress the dates and tell
them to complete the timeline.

58
Answers
5- 6- 7- 4- 1- 3- 2

 Put students in pairs and ask them to make Pairs

questions about the life of Nelson Mandela.
Focusing on the date as the given example. As
these dates are all in the past, they will help them
better understand sequencing in the past. Always
use the timeline to focus on the sequencing.

Unit 3: Using the language

1) Reading

a) Writing

 Ask students to quickly read the small paragraph then All

to put the pictures in the right order. individual

Answers
5- 3- 2- 4- 1
Pairs to
check
b) Speaking

 Tell the students to read the text. There are some

pieces of sentences that have been removed from
the text. Ask students to put the information in the box
in their right place in the text.

Answers
1. played football on the road.
2. The car hit Ismael
3. an ambulance came
4. They took him to the hospital
5. told him to stay home
6. Ismael wasn‘t happy.

c) Speaking

 Ask the students to choose the right title. You can also
ask them to write their own title.
Answer:
A Dangerous Game

Consolidation

These are all written activities. The objective is to review

all the learning done so far in the sequence. Encourage
the students to ask questions if there is anything they are
not sure about. All

59
Do a small review (grammar/ vocabulary) after each individual
correction.

A) Verbs & infinitive Pairs to

check

Regular verbs Irregular verbs

washed (wash) went (go)
helped (help) drank (drink)
came (come)

B) Verbs & Past tense

1. Yesterday, they were in the market.

2. Last year, she received a letter from her uncle.
3. Mandela and de Klerk won the Nobel Peace Prize in 1993.
4. She got a good mark last year. .

C) Negative form.

1. No, I didn’t. I stayed home.

2. No, he didn’t. He came second.
3. No, he didn’t. He was born in 1918.
4. No, it didn’t. It was hot.

60
 BC2 - INTEGRATION 1st HOUR

Situation 1: (BC2 - Integrative Situation 1)

Your neighbour likes travelling a lot. He shows you in a map the countries he
visited. Write about it.

INSTRUCTIONS

 Tell the students to look at page 37 of the part they are using .
 Ask them to read silently while you read aloud the information around
the map.
 Have students look at the map in the worksheet. Tell them that they
are going to write about the countries the uncle visited and the things
he did. Tell them they will have to use the simple past and the adverbs
of time.
 Circulate around the room to give assistance where needed.
 Check and correct the work of as many students as possible.
 If some students finish early, check their work to be sure they have
completed paragraph with the right tense and form, and then let
them assist slower students.
 Toward the end of the hour, select a couple of students to read their
paragraphs to the class.
 Correct all the projects that are finished, correct and return next hour.

BC2 - INTEGRATION 2ND HOUR

Situation 2: (BC2 - Integrative Situation 2)

The teacher wants to choose a head student for the class. This is what your
friend wrote. Write similar sentences about yourself.

INSTRUCTIONS

 Tell students to look at page 38 of the part of the textbook they are
using. It is the description of a student.
 Have students to read this carefully.
 Tell them they are going to write the same description of themselves.
 Tell them they will have to use comparative and superlative forms but
also to talk about their abilities, they will use “can” or “can‟t”
 Circulate, check and correct the work of as many students as possible.
 Towards the end of the hour, select a couple of students to read their
presentation.

61
 PROGRAMME GUIDELINES BC3

Third trimester BC 3: From visual aids or in meaningful communicative situations, students will
be able to narrate and tell a story in the past tense, give advice about healthy living and talk
about general feelings.

BE ABLE TO STRUCTURES VOCABULARY

SEQUENCE 7 What were you doing at 10 o‟clock? Verbs: run, swim, go to school,
(7 hours) I was watching TV. watch, slip on, fall off, to get
hurt, faint, break, bleed, hit,
What was she doing in the afternoon? trip on, fell dizzy/bad/ill/sick
Narrate a She was reading a book while he was sleeping.
sequence of Health vocabulary:
past actions She was crossing the road when a car hit her. Illness: headache, toothache,
cough, cold, fever,
What happened? Injuries: burn, blister, cut,
Talk about He broke his leg. bruise, fracture, nose bleed
injuries, illness Treatment and remedies:
and treatment He bought some syrup because he was bandage, syrup, injection,
coughing a lot. dressing, cream, cast, aspirin,
thermometer
What do you do if you have a headache? Adjectives: painful, ill, sick,
Take some aspirin. unconscious

SEQUENCE 8 Good Habits: clean your teeth,

(7 hours) wash your hands, do exercise,
You should eat five fruits a day. go to bed early, eat healthy
Give advice for You shouldn‟t eat too many sweets because it is food ….
a healthy living bad for your teeth.
food expressions:
Ask for and Why should I do regular exercise? Mediterranean diet, fattening
give reasons Because it keeps you fit. food, fizzy drinks, fresh
for doing things fish/meat, fruits, vegetables,
Don‟t turn left. greasy sauce …
Give orders Go straight.
You mustn‟t chew gum in class. Road signs: No motorbikes,
You must wash your hands before eating. Don‟t turn right, Stop …

School rules: follow teacher‟s

instructions, behave well, keep
the school clean, be on time
…

62
SEQUENCE 9 Themes: Review of all language
(7 hours) (vocabulary and
Feelings structures)covered during the
In the past year using the following
REVIEW Animals activities
Describing people
Duties (poem, story, tales, cartoon,
Giving advice riddle, questions & answers,
Food word search, chant …)
Likes and dislikes

Sequence 7:

Objective: By the end of BC3, students should be able to talk about

health issues, and give advice about healthy living (7 hours).

Notes Teaching process Mode

Unit 1: What were they doing?

Whole
class
1a) Presenting structure

 Ask the students if they remember the

characters from grade 6. If they don‟t, help
them by giving them some information about
their names and their locations.
Abdulatif (Saudia Arabia), James (the UK), Priya
(India), Flor (Brazil), Mei (China).
 Draw students‟ attention to the time zones of
the world. Show them the map and ask, “When
it is 7 o‟clock in Djibouti, what time is it in
England?” answer – “4 o‟clock.”
 Do the same for the other children and
countries.
 Then ask the students “What‟s the time now?”
get the answer, and then ask “What are you
doing now?” answer “I am sitting in the
classroom, I am studying English,” etc.
 Then ask, “Did you start before now?” answer
“yes”.
 Then say “And yesterday at this time you WERE
sitting in the classroom.” Ask why WERE and not
ARE.” Answer “because it‟s in the past.”
 Then ask the students to look at the example
sentence of James in the book. Ask “did he
start before 4?” Answer “yes.”
 Ask them to look at the pictures and write

63
 sentences describing the activities the children
were doing. Tell them to follow the example.
 Then, elicit the correct answers.

Answers:
Mei was sleeping at 11p.m.
Flor was studying at school.
Abdallah was reading a book.
Priya was going to bed.

1b) Practising/Speaking Pairs

 Ask the students to say what these people were

doing at the same time in different places.
Answer s:
1. She was talking on the phone.
2. They were swimming.
3. She was reading.
4. She was doing her homework.
5. She was doing some housework/cleaning the house
6. They were waiting for the bus.

1c) Speaking Pairs

 Ask the students to say what the different

activities the children in the picture were doing
at a specific time in the past.
Answer s:
Ali was riding his bicycle.
Loula was playing videogames.
Aicha was cooking.
Aden was playing football.

1d) Writing
Individual
 Ask the students to complete the chart with
what they were doing at different times of the
day before.

Suggested answer s:
Yesterday, at 4 o’ clock, I was watching TV.
At half past six, I was doing my homework.
At nine o’ clock, I was having my dinner.
At half past ten, I was going to bed.

 When they have completed the table, ask the

students to walk around and find the student
who is most similar/different to them. Mingle

64
2) Practising different structures

 Ask the students to give the right form of the Pairs

verbs in brackets.

Answer s :
1. went
2. was
3. was
4. were sitting
5. were fishing
6. were playing
7. were helping
8. was swimming
9. met
10. was
11. were laughing
12. were shouting
13. were singing
14. mi ssed
15. was
16. did not go
17. was reading

3a) Reading

 Ask students to read the text and find why

Hassan is angry.
 Tell them that they can answer in different
Individual
ways.
/ pair
Possible answer:
He is angry because a man sold him something which was
not what he wanted.

3b) Reading

 Tell the students to read again the text in order Individual

/ pair
to match the questions to the answers.
Answer s:
1-d
2-b
3-e
4-b
5-a

65
 Unit 2: How do you feel?

1) Presenting structure Whole

class
a) Speaking

 Before doing the activity, make sure the

students understand what a first-aid kit is and
why it is important to have it in every house. Pairs
 Ask students to look at the pictures and try to
guess orally which of the items should be found
in a first-aid kit.
 Then, ask them to read the sentences and
match them to the pictures.
 Check the answers with the students. You can
write the answers on the board by sending
students each time.

Answer s:
1. Picture: 5
2. Picture: 10
3. Picture: 13
4. Picture: 6
5. Picture: 11

 Ask the students to find what the other first

aid items are used for.
Answer s: Whole
Gloves- syrup- sci ssor s-cotton wool class

1b) Writing

 Ask the students to fill the gaps in the

sentences.

Answer s:
1. medicine
2. aspirin
3. cast
Pairs
 Ask the students to make similar sentences

66
 with the rest of the words in the box.
 Check with the students orally, if needed
write on the board.

2a) Writing

 Ask the students to fill the gaps in the Individual

sentences.
 Check the answers orally with the students.

Answer s:
1. faints
2. burn
3. cut
4. headache

2b) Speaking

 Ask the students to choose the correct

Pairs
answer by thinking of the right first-aid to
each situation.
Answers:
1. C
2. C
3. A
4. C

3) Writing/ Speaking

 Ask the students to match the words to their

definition.
 You can check the answers orally or write Individual
them on the board.

Answers: Pairs
1-d
2-a
3-b
4-e
5-f
6-c
Individual
4) Speaking

 Tell the students to choose what they have

experienced in the past from the list of
accidents and to tell their classmate about
what happened. Pairs

4a) Writing

67
  Ask them to write about it in a short paragraph
as in the example.
 This can be set for homework.
Individual
/pairs
5a) Reading

 Ask the students to read the text to find where

the pictures are mentioned.

5b) Speaking

 One good way to check they have understood

the story is by doing this activity.
 Write the answers on the board by sending a
student each time or by you.

Answers :
1. false
2. false Pairs
3. false
4. true
5. true

5c) Reading

 In this activity ask the students to read the

sentences and put them in the right order.
 You can do it orally and then write down the
answers on the board.

Answers:
1. e Whole
2. c class
3. b
4. a
5. d

6) Speaking

 Ask the students to look at both pictures.

 Then start answering the questions orally.

Answer s:
1. Houssein injured/cut himself.
2. His mother used alcohol and cotton wool to clean his
wound.
3. In picture 2, he has a bandage on his leg.
4. Houssein feel s bad (Picture 1).
Houssein feel s relieved (Picture2).

68
 All
Unit 3 : Using the language
individual

1a) Reading

 First ask students to read the text quickly to Pairs to

check
find out what it is about and who got
injured.

Answers:
What happened? An accident took place.
Who got injured? students, a teacher and a bus driver.

 Then tell them that some words are missing

from the text and that they have to put
them back in the right place.

Answers:
1) in the morning
2) were singing
3) appeared
4) left
5) bruises
6) some dressings
7) a bad headache
8) relieve the pain

 Check with the whole class for correction.

1b) Writing

 Ask the students to write a question for

each sentence.
 Put them in pairs to compare the answer
then correct with the whole class. It is
possible that students write different
questions for the same sentence
depending on the information they want to
focus on.
 Check with the whole class.

69
e.g. The students were singing.
Who was singing?

What were the students doing?

The students were singing.

Answers:
1. What were the students doing?/ Who was singing?
2. What appeared in the road?
3. What did they have?
4. How many students needed a cast?/ Who needed a
cast?
5. Who took medicine for pain?/ What did the teacher
take?

1c) Reading

 Ask students to re-read the text to decide

whether the written statements are true or
false and to give the correct version.
Answers:
1) False (The students were playing in the bus)
2) True
3) False ( The bus driver tried to stop the bus)
4) False (One ambulance went to the accident place)
5) True
6) True

 Check with the whole class for general

feedback.

2. Writing/ speaking

 Tell students that they have to help Ali in

putting the sentences in the right order.
 In pairs, ask students to complete the green
box. Tell them that they have to write the
right words for the problem and the
treatment. Do the first one with the class as
an example.
-You are using a knife and you cut yourself. Problem : cut
-First wash the bleeding area with water. Treatment :
-Then put a dressing on it. dressing

-You are cooking food and you burn Problem : burn

yourself. Treatment :
- Hold the burn under cold water for twenty cream
minutes.
-Then put some cream on it.

-You and your friend are playing on the road Problem :

when you trip on a rock and break your arm. fracture
- Don‘t move your arm. Treatment :
- Go straight to hospital. cast
70
 - You have some new shoes and you get a Problem : blister
blister on your foot. Treatment :
- Take your shoes off. don‘t burst it
- Don‘t burst the blister.

- You hit your nose and it starts to bleed. Problem : nose bleed
- Squeeze you nose for ten minutes. Treatment : nose
- Put your head down. squeezing and head
down

 Students can provide different answers. Just

make sure they are logical answers.
 Ask students to check in pairs and correct
with the whole class.
All
Consolidation individual

These are all written activities. The objective is to

review all the learning done so far in the Pairs to
sequence. Encourage the students to ask check
questions if there is anything they are not sure
about.
Do a small review (grammar/ vocabulary) after
each correction.

A) Word search & gap fill

1) If you have a headache, take some aspirin

2) He cut his finger with the knife so he cleaned it
some alcohol and some cotton wool
3) Put on some cream if you have a burn.
4) His arm was bleeding. He washed it and then he put
on a dressing.

B A S P I R I N R G
A L E R T J H B Z H
Y C R E A M I O B J
B O V L O L O V U F
J H A Q V C N B S L
C O T T O N W O O L
K L T R W V B J R W

71
 A D U I T R B K I F
H S D R E S S I N G
G F X H K C G Z X V

B) Right answer

1) She was driving the car when suddenly a donkey

appeared.
2) He was watching TV in his room while the thief was
robbing the house.
3) The man was preparing his nets when he saw a big fish.
4) His telephone rang while he was having a shower.
5) Yesterday, she dropped her bag on the floor.

C) Choose: Good or bad first aid?

1) False
If you have a nose bleed, squeeze your nose and put your
head down.
2) False
If you have a bruise, leave it.
3) True
4) False
If you have a nose bleed, squeeze your nose and put your
head down.
5) False
If you have a bruise, leave it.
6) True
7) True
8) False
If someone faints, make sure they are breathing and
comfortable.

72
 Sequence 8:

Objective: By the end of the sequence, students should be able to give

advice about healthy food or hygiene (7 hours).

Notes Teaching Process Mode

Unit 1: You should eat more fruit!

In this unit the students are going to learn how to give

advice.

1) Speaking

 This activity is a warmer to get the students to start Whole

thinking about healthy eating. class
 Start with a quick review of food vocabulary by
having a quiz on the names of all the food items in
the pictures.

2) Presenting structure/Reading/Writing

This activity introduces the modal verb „should‟. Should is

used to give advice. Like „must‟ and „can‟, it is an
auxiliary modal, and so is used to make questions. It has Whole
no third person „s‟ and is always followed by an infinitive class
without “to”

73
  Set the context that Said has a stomach ache, and
elicit the possible reasons.
 Tell the students to read through the dialogue and
to fill in the table by identifying all the healthy and
unhealthy food.
 Ask the students to return to the text to find what
the doctor says about eating vegetables and
drinking fizzy drinks.

Answer s:
You should eat vegetables .
You shouldn’ t drink fizzy drinks.

 Elicit the meaning of „should/shouldn‟t‟ from the

students. Check understanding by asking questions
like “Does the doctor think it is a good or a bad
idea?” “Is the doctor giving an order or an Pairs
opinion?” (opinion).
 Make sure the students understand the function of
advice before moving on – eliciting should and
shouldn‟t by using further examples from the
dialogue and the pictures from activity 1.

2a. Presenting structure/Writing

 Tell students that Said is telling his friends the

doctor‟s advice.
 Ask them to complete the sentences with “should”
and “shouldn‟t”. Individual

Answers:
According to the doctor, children should eat fruit and vegetables. They
shouldn‘t eat too many sweets. They should eat fresh meat and fish. They
should drink milk. They shouldn‘t drink fizzy drinks but water instead.

3a. Reading/Speaking

 Ask the students to read the text and find out what
the children want their parents to do and the
reason why they want them to do it.

Answers :
1)They want their parents to eat good food
2) Because they want their parents to be healthy. Individual

 Ask the students if they have ever given their

parents advice. Or if they would like to.

3b. Listening

74
  Tell the students that you are going to be Loula
talking to her parents and that they should listen
and tick the food that is in the Mediterranean diet.

TEXT:
“I watched TV yesterday evening, and I came across this
programme about a Mediterranean diet. It sounded
great! I mean for you, mum, you and Dad, are always
eating this greasy sauce and meat. You should eat more
vegetables and fruit, you should drink water instead of
all those fizzy drinks, and you should definitely eat more
fish cooked in olive oil, rather than butter.”
Whole
4a. Reading class

 Tell students to look at the pictures, and say which

room Ali is in (the bathroom). Pairs
 Then ask them to read the sentences and circle
the action.
 Elicit that these are healthy activities.

Pairs
4b. Speaking

 Tell students to read the information in the table

and to try and match the ends of the sentences
with the two beginnings.

Answer s:
1) You should clean your teeth after you eat
at least twice a day
to keep them strong.
Pairs
2) You should wash your hands before you eat
after you eat
many times a day
because you can spread infections.

4c. Writing

 Ask students to write sentences of their own for

these pieces of advice. Ask them to write at least
Pairs/
two sentences for each piece of advice. whole
class
Possible answers
1) You should sleep eight hours a day/early in weekdays.
2) You shouldn‘t chew khat because it is expensive/ unhealthy.
3) You shouldn‘t smoke because it is not for your health/It hurts other people.

75
4) You should eat moderately because it is good for your health, to avoid obesity.
5) You should do exercise if you want to be fit, it is good for health, instead of
watching TV.

Unit 2: Be careful!

1a) & b) Presenting new structure/writing

 This first activity introduces the imperative form. This

form is used to give direct orders. Individual
 Through the activity, students are going to see the
difference between the modal “must” and the
imperative form.
 A good way of doing so is by using the roads signs.
You can start by using an easy one: the “No
smoking”. Draw it on the board and ask students
for its meaning.
Write the first word “Don‟t” on the board and ask
the students to complete. The answer is : Don‟t
smoke” Whole
 Before doing the activity, elicit from students the class
meaning of the two colours (blue and red) : Blue is
for permission and red for forbidden actions.
 Then in pairs, ask students to match the words in
the box to the right sign.
Answers:
1) No pedestrians
2) Stop
3) No motorbikes Individual
4) Pedestrians cross here
5) Turn right
6) No U-turn
7) Don‘t turn right

 Elicit the answers from the students and check with

the whole class.
 Ask students to re use the sentences of 1a) but this
time with using “must” for obligation or “mustn‟t” for
forbidden actions.

Answers:
1) Pedestrians mustn‘t walk here.
2) You must stop.
3) You mustn‘t ride a motorbike here.
4) Pedestrians must cross here.
5) You must turn right.
6) You mustn‘t turn back.
7) You mustn‘t turn right.

 Write the following on the board to students the

difference between must and the imperative form. Pairs

76
 no+ noun/ No+ v+ing inf (imperative form)
don‟t + verb must + verb
mustn‟t + verb

2a) Writing/speaking
Whole
 This activity helps students better understand the class
imperative form. It deals with life at school. Six
posters are given to illustrate some of the
instructions that students have to respect.
 Ask students to read the given example and then
to write similar sentences for the left posters first
using the imperative form then by using “must” or
“mustn‟t”.

Answers:
Don‘t draw on the walls.
Don‘t fight with students.
Clean your school.
Clean the blackboard in your classroom.
Don‘t throw litter on the ground.
Individual
/ Pairs
2b) Writing/speaking

 Explain to the students that a list of internal rules is

given to them. There is a missing word in each one
and students have to complete using “must” or
“mustn‟t”.
 Then ask students to put the sentences in the table
whether it is an obligation or a forbidden action.”
Answers:

must mustn‘t
1) You must clean your class. 2) You mustn‘t fight with other
3) You must be on time. students.
4) You must have your books. 6) You mustn‘t cheat in the exams.
5) You must do your homework
before coming to school.
7) You must help your schoolmates.
8) You must be a good example.
9) You must follow the teacher‘s
instructions.

 Check with the whole class.

 For more practice, you can put students in pairs
and ask them to write other school rules they
know. For feedback, you can ask some students to
write their rules on the board.

77
2c) Writing/ speaking Pairs

 The purpose of this activity is get students to find

the mistakes and correct them. This kind of activity
helps the teacher first then the students to know
whether the meaning of the structure was well
learned or not.
 Make sure the students know that they are not
looking for grammatical errors, but rather wrong
meaning.
Answers:
At school, I must be on time. I mustn‘t fight with other
children and I mustn‘t forget to bring my books. I must
do my homework. I mustn‘t be a lazy student. I must be
very active and helpful. I must ask permission to use
Whole
others‘ belongings and I must behave well when I am in
the classroom. I must keep the school clean and I class
mustn‘t draw on the walls because it is a bad habit.

3) Speaking

 This activity is further practice of „should‟ for

advice. It is useful to compare and contrast
„should‟ with „must‟ Pairs
 This is a new type of activity where teacher and
students interact altogether. This can be a way for
teachers to help their students in real situation. In
this activity, four students ask random questions to
their teacher and the latter has to give the right
advice. Ask students to match the questions to the
right response.

Answers:
Daoud: answere 3
Faiza: answer 1
Souad: answer 4
Hamza : answer 2

 Correct with the whole class. Pairs/

 Through this activity you can encourage students Whole
class
to write you if they need advice.

4a. Speaking/ writing

 The purpose of this activity is to help students

interact with one another. The four children ask
different questions and Aicha is the advisor.
 Tell students to read each child‟s problem and to Pairs/

78
 make Aicha‟s answer into a full sentence. Read Whole
the first example with the students. Then choose class
two students to play the roles.

Answers:
Loula: I ate a lot of sweets and I have a toothache.
Aicha: You shouldn‘t eat sweets. You should go to the dentist.

Said: My glasses are broken and I want to finish this book.

Aicha: You shouldn‘t read without glasses. You should buy a new pair.

Ali: I am going alone to Maskali.

Aicha: You shouldn‘t go alone. You should ask for company.

Individual/
 Correct with the whole class.
whole
 Optional activity: Put students in pairs. Ask one class
student to write a random problem and the other
to give an advice. Then swap the role.
 Take feedback from some students and correct
with the whole class.

4b. Speaking

 This final activity of this unit will help students gain

more confidence when dealing with situations. So
here are a few more problems.
 Ask students to read the sentences in the bubbles
and to find a possible answer to each one. There
can be many answers. And they can vary from
one student to another.
 Take feedback and correct with the whole class.

Answers:
A: I can‘t sleep at night. Whole
Possible responses: You should drink milk to help you sleep. class
You should read a book to help you sleep.
Etc …

B: I don‘t have many friends.

Possible responses: You should smile at people.
You should be friendlier.
Etc …

C: I hate Mathematics classes.

Possible responses: You should take some extra courses.
You should ask someone to help you.
Etc …

D: I lost my mother‘s ring

Possible responses: You should tell your mother.
You should look for it.
Etc …

79
E: My house is too noisy for me to do homework.
Possible responses: You should go to your uncle‘s house.
You should ask your family to be quiet.
Etc …

Optional activity: If students have enjoyed this activity

you can write up more situations on the board and ask
few students to write up their advice.

I lost my lamb.
I have a burn.
I hit a cat.
Etc …

Unit 3: Using the language

All
1a) Filling the gaps individual

 Before doing this activity you can have a talk with

your students about how they feel about their year.
 Ask them if the idea of writing a letter to the next Pairs to
check
year‟s students is a good one or not and if they can
suggest anything else.
 Then ask them to read the letter and to complete it
with the words in the box. Make sure they understand
that some of the words are used more than once.
Answers:
1. mustn‘t
2. should
3. ask
4. don‘t
5. must
6. work
7. do
8. don‘t
9. shouldn‘t/mustn‘t

1b) Writing

 Ask the students to read the sentences and to put

them in the table.
 Write the answers on the board and check the
correction.

Shouldn‘t Should Must Mustn‘t

10 1 5 2
6 4 7
8 80 3
 Sequence 9 (Review):

Objective: By the end of the sequence, students will have reviewed the key
learning points of the year (7 hours).

Notes Teaching process Mode

The structure of this BC is different. It is composed of

vocabulary and structure review areas. Individual
It has two purposes:
 It provides an opportunity for students to review and
recycle their learning, and for the teacher to carry out
diagnostic evaluations of their learning.
 It provides a period of extra work for those classes
which finish early, allowing those which progress less
quickly to catch up.

In general, it might be a good idea to give students the

opportunity to look back through the book and their
own notes for the year before commencing this
sequence.

FEELINGS

81
This section reviews ways of saying how we feel.
1. Reading

 Tell the students to read the text quickly in order to

find out if the students in Ambouli Middle School Pair
like their English teacher.

Answers: They like the teacher (they are going to miss him, so they are sad).

 Tell the students to read the text more carefully

and answer the comprehension questions.

Answers:
7. They are excited because it is almost the end of the year.
They are sad because their teacher will not be with them.
8. He broke his leg.
9. Nice, patient, funny.
10. Because he was funny and never got angry with them.

Individual
2a. Speaking

 Ask the students to tell each other what makes

them excited, annoyed, etc.

2b. Practising structure/Writing

Pairs

 Tell the students to use the adjectives in the box to

fill in the gaps.

Answers:
a. frightened
b. embarrassed
c. surprised
d. tired
e. worried

IN THE PAST

These activities review past tenses (simple and

Individual
continuous).

1. Writing

 Tell the students to write sentences describing the

pictures. Make sure they know that the activities
were taking place yesterday at 11 o‟clock.

Answers:
a. They were watching television.
b. He was writing/doing his homework.

82
 c. She was reading.
d. She was cleaning/sweeping the street. Individual/
Pairs
2a. Reading

 Check that the students know the meaning of the

word „vase‟ (use the picture). Ask the students
what is wrong with the vase (it is broken).
 Tell them that they are going to read a story and
have to discover who they think broke it.
 Ask them to read the text to do this.
 Take brief feedback with the students‟
suggestions.

2b. Reading/speaking

 Tell the students to answer the questions.

Answers:
1. Ali was EITHER playing football with his friends OR was in the Pairs
sitting room.
Aicha was watching TV in her room with her friends.
Hassan was sleeping in the bedroom.
The maid was washing clothes.
2. Either the maid or Ali are lying.
3. Take the students opinions and ask them for reasons.

3a. Speaking/writing
Pairs
 Tell the students to find the men‟s names by
looking at the sentences and the pictures.

Answers: Gouled is wearing a hat. Idriss has a beard.

 Tell the students to match the pictures to the

sentences and create a story. Make sure they
understand that the story is in the past and so they
must transform the sentences into the past and
add a lot of detail to explain what is happening
and make the story connected. At this stage the
students can come up with any story they like.
Individual
Answers:
a. 5
b. 1
c. 2
d. 4
e. 3

3b. Speaking

83
  Ask students to tell each other their stories.

3c. Listening
Individual/
 Tell students to listen to the following story and Pairs
answer the questions.

One day Idriss took his lamb to the market to sell. Gouled
saw the lamb and asked Idriss how much money he
wanted for it. Gouled gave him the money which Idriss
counted and put in his pocket. After Idriss left, the lamb
ran away from Gouled. Idriss found the lamb again. He
was very happy and went home with it.

Suggested Answers:
1. By law, Gouled is the owner of the lamb because he paid for it. But
the lamb clearly loves Idriss. Students need to decide.
2. Was Idriss dishonest when he took the lamb home again? What if
he looked for Gouled but couldn‘t find him? Would he still be
dishonest?
Individual/
pairs
4. Speaking/writing

OPTION
 If you have time, check students‟ understanding
of the words in the box by playing Pictionary.
 In this activity, students draw pictures of the
objects on the board and their classmates have to
guess what it is. Pairs
 When the students understand the vocabulary,
ask them to write sentences saying if the things
existed when their grandparents were their age.
(There may be some disagreement about this!)

Suggested Answers:
There were electric lights, trains, ships, sewing machines, cars, typewriters,
bicycles, planes, and cameras.
There weren‘t any televisions or telephones.

ANIMALS

In this section students review animal vocabulary.

1a. Reading/speaking

 Tell the students to look at the picture and to

name as many animals as they can. Pairs
 Tell them to ask their classmates for any
vocabulary that they don‟t know.

84
  Tell them to read the story quickly to find which
animals are mentioned.

Answers:
Lion, hyena, panther, cheetah, jackal (and camel)

1b. Reading

 Tell students to read the story and find the

Individual
answers.

Answers:

1) The moral of the story is either ―the strongest is always right‖ or

―learn from others‘ mistakes‖.
2) oldest
3) jackal, clever.
4) eye, hit.

2. Speaking

 Tell the students to read the information about the

mystery animal and work out its identity.

Answer: A lion Individual/

Pairs
 Then ask them to write other descriptions to test
their classmates.

DESCRIBING PEOPLE Pairs

In this section students review ways of describing people.

1a. Reading

 Tell the students that Ali has written about his friend
Aden, but he has made some mistakes.
 Tell them to read the description and to find and
correct the mistakes.

Answers:
Aden is my better (best) friend. He is taller and
old (older) than me. He can run very fast. He
loves play (playing) football. One day, he was
playing while it was rain (raining). His mother
Pairs
was angry because he had a bad cold and a
fever. He was staying (stayed) in bed for ten
days. He took lots of aspirin and syrup. He was
really sad. I like football too. But sometimes, I

85
 just want to watched (watch) a cartoon, so I
think Aden was lucky to have ten days in bed,
doing nothing.

1b. Speaking/writing

 Tell the students to interview a classmate about a

time when they were not well, and then to write a
Pairs
short description, similar to Ali‟s.

Duties
In this section students review ways of talking about
duties.

1a. Reading
Pairs
 Tell the students that they are going to read a
poem written at the end of the 19th century by a
famous British writer. This poem describes the 3
duties that British children have. Tell the students to
read the poem and identify the duties.

Answers: tell the truth, speak only when they are spoken to, observe table
manners.

1b. Speaking

 Tell the students that table manners (how people

should behave when eating) are often different in
different cultures. Pairs
 Tell the students to read the list of British table
manners in the box and decide if they go with
must or mustn‟t.

Answers:
You mustn‘t put your elbows on the table.
You mustn‘t speak with food in your mouth.
You must ask permission to leave the table.
You must wash your hands before eating.
You mustn‘t use your fingers.

1c. Speaking/writing

 Tell the students to make a list of Djiboutian table

manners and to compare it with the British list.

2a. Reading/speaking

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  Ask the students to read the list of duties and
identify which profession they belong to.
Pairs
Answer: A nurse

2b. Writing/speaking

 Ask the students to make a similar list for another of

profession to test their classmates.

Giving Advice
In this section students review ways of giving advice.

1a. Speaking
Pairs

 Tell the students to answer the questions.

Individual
Suggested Answers:
1. You should wash them.
2. You should go to the hairdresser.
3. You should pray five times a day.
4. Everyone should do the housework.
5. You should fast/pray, etc.
6. You should help people all the time.

FOOD

In this section students review vocabulary of food.

1. Writing

 Ask the students to reorder the jumbled words.

Answers:
8) milk
9) bread
10) yoghurt
11) butter
12) jam
13) chocolate

2. Reading

 Tell the students to find the hidden words and then

complete the sentences with them
Answers:
1. sugar
2. flour
3. mango
4. tomatoes, onions

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 5. coffee
6. orange

LIKES AND DISLIKES

In this section students review the language of likes and

dislikes

1. Speaking

 This is a fun activity where students have the

opportunity to share a chant.
 Read the chant out loud and help the students to
practise. Try to keep a regular rhythm.
 One option is to give a prize to the student who
can recite the chant without reading.
 Another option is to write the chant on the board,
and then erase the nouns. Then ask the students to
add their own ideas.
FINALLY

This section provides a reading which the students can

do for pleasure.

BC3 INTEGRATION 1st HOUR

Situation 1: (BC3; integrative situation 1)

It is the last day at school. The teacher asks you to write a small summary
about this year. Here are some questions to help you.

INSTRUCTIONS

 Tell the students they are going to write about the whole year and that
the questions in the green box are going to help them do the summary.
 Make students understand that it is going to be a summary and not
simply answering the questions.
 Circulate around the room to give assistance where needed.
 Check and correct the work of as many students as possible.
 If some students finish early, check their work to be sure they wrote a
complete paragraph with subject/verb and then let them assist slower
students.
 Toward the end of the hour, select a couple of students to read their
paragraphs to the class.
 Take all the papers from students, correct them and give back during
the next lesson.

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 BC3 INTEGRATION 2nd HOUR

Situation: (BC3; integrative situation 2)

a) During the summer, in your region, you are going to be a guide for tourists.
There are rules a good guide has to respect. Write some of them.

INSTRUCTIONS

 Tell the students to imagine they have been hired as guides in their
regions for the summer and so to write rules they have to respect.
 Ask them to read the given example and to write similar sentences.
 Circulate, check and correct the work of as many students as possible.
 Towards the end of the hour, select a couple of students to read and
write their rules on the board.

b) You took some tourists to these places. Which instructions did you give in
each place?
c) Do you know other instructions that you should put in these sheets?

INSTRUCTIONS

 Tell students to look at the three sheets. In each one there is a name on
it (Restaurant/ Hotel/ Park) as well as a picture for a better
understanding.
 Show them the 8 instructions in the blue box. Explain that they have to
put these sentences in the right sheet depending on the meaning.
 Choose a student to read the first example and then ask the class
where this instruction should be put.
 Correct with the whole class.
 Then ask students to write few more instructions about these places.
 Take feedback and do a general correction.

d) During the tour, here are some questions from your tourists. Answer them.

INSTRUCTIONS

 Show the five symbols of persons to students: they represent the tourists
they are responsible of. And each one of them has a problem that
needs to be solved.
 Ask students that they have to find the right solution for each tourist.
 Then ask students to compare the answers in pairs.
 Circulate and help when necessary.

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  Take feedback and correct with the whole class.

 DJIBOUTI ROCKS BC 1

Structures/Vocabulary Skills Page

Present Continuous Speaking (text) 14
Writing (gap fill) 15 BC1 SQ3
Writing 16
Can/ can‟t (ability) Speaking (text) 34 BC2 SQ4
Speaking 37

 DJIBOUTI ROCKS BC 2 AND 3

Structures/Vocabulary Skills Page

Speaking (text) 30
Writing (fill the gap) 31
Writing 32 BC2 SQ6
Talk about the past Speaking (pronunciation) 33
Speaking (text) 34
Writing 36
Speaking (text) 38
Speaking (text) 39

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Give advice Writing (fill the gaps) 44 BC3 SQ8
Speaking 45
Health (injuries, illness and Speaking 46
treatment) Speaking (chant) 47 BC3 SQ8
Speaking (chant) 51
Speaking (text) 52
Imperative form Writing 54 BC3 SQ8
Writing 62
Make suggestions Speaking (text) 76 BC1 SQ2
Writing 77
Writing 78
Speaking 80
Environment/ make Writing 81 BC1 SQ3
suggestions Speaking 83

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