G8 English Teacher's Guide-1

REPUBLIC OF DJIBOUTI
UNITY – EQUALITY – PEACE
MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
ENGLISH FOR DJIBOUTI

GRADE 8
TEACHER GUIDE
DEVELOPMENT TEAM
Farhya Djama Ibrahim
Abirre Ahmed Mohamed
Fathia Mahamoud Abdillahi
Mohamed Ibrahim Houssein
Safia Ibrahim Hassan
Under the supervision of the Pedagogical Advisor

Ibrahim Saleh Ibrahim
1
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 Vocational Training.
The textbooks are now available for all students in all subjects.
The English textbook is the latest addition to the series.
This teacher guide which goes hand in hand with the 8th 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
FOREWORD
Welcome to the English for Djibouti Grade 8 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.
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

Foreword ………………...………………………………………….…...p.3
Programme Guidelines BC 1 ………………………...……………… p.5
Sequence 1…………………………………………………………….. p.6

Sequence 2 …………………………………………………………….. p.14
Sequence 3 …………………………………………………………….. p.20
INTEGRATION 1 ………………………………………………………… p.27
Programme Guidelines BC 2 …………………………………………p.29
Sequence 4 …………………………………………………………….. p.30

Sequence 5 …………………………………………………………….. p.39
Sequence 6 …………………………………………………………….. p.47
INTEGRATION 2 ………………………………………………………… p.54
Programme Guidelines BC 3 …………………………………...…… p.56
Sequence 7 …………………………………………………………….. p.57

Sequence 8 …………………………………………………………….. p.64
Sequence 9 …………………………………………………………….. p.72
INTEGRATION 3 ………………………………………………………… p.79
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First trimester BC 1 : From audio-visual aids or in communicative situations, students will be
able to talk about permitted and forbidden actions, about planned or instant decisions,
make requests and offers and express obligation and necessity.
BE ABLE TO STRUCTURES VOCABULARY
Sequence 1 Permitted/Forbidden: wear

(9 hours) shoes in a mosque, shout in a
You‟re not allowed to wear shoes in a mosque. library, throw litter in the
They‟re allowed to play with their hands. playground …
Talk about You can‟t go out now.
permitted Sport vocabulary:
and Can they use a calculator in the exam? Nouns: goalkeeper, players,
forbidden No. they can‟t. team mates, coach,
actions Yes, they can. opponent, referee, basketball,
football, volleyball, handball
What are you going to do? …
Talk about I am going to play football tomorrow.
planned May be I will play football or read a book. Actions: tackle, take timeouts,
actions or play with hands, use heads,
instant blow the whistle, release the
ball, score a point, lift weights,
decisions do gymnastics, go jogging …
Sequence 2 Request forms: Could you,

(9 hours) Could you tell me where the shop is? Can you, Would you …
Yes, sure. It‟s two blocks away.
Restaurant vocabulary: waiter,
Make Can you do me a favour? customer, orders, stuffed
requests and Yes, sure. tomatoes, fried fish, fruit salad,
offers I‟m sorry, I can‟t. roasted chicken …
What is she doing? Expressions with DO: do the

She‟s making a cake. housework, do exercises, do
Use She‟s doing the housework. the washing-up, do wrong …
expressions
with MAKE I‟m sorry. I made a mistake. Expressions with MAKE: make
He did his best in the exam but he failed. the bed, make the dinner,
and DO make mistakes …
He went to the hospital because he was sick.
They were very tired so they went to bed. Linking words: so, and, but,
because …
Baby world: diapers, bottle,
Sequence 3 rattle, cradle
(9 hours) What do you have to do now?
I have to take care of my baby brother. Jobs: firefighter, teacher,
surgeon, truck driver, cook …
Express You don‟t have to take the bus. We can give you
obligation or a lift. Needs/Wants: fashionable
absence of We have to do our homework before Dad comes clothes, freedom of belief,
obligation back. protection from neglect …
He can‟t do all this work alone. He needs some Diet: meat, vegetables, lose
Express help. weight, muscular endurance,
necessity overweight …
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Sequence 1
Objectives: By the end of the sequence, students should be able to ask for
permission and use the future either for instant decisions or planned actions.
(9 hours)
Notes Teaching process Mode
Unit 1: You can’t smoke here.

(3 hours approx.)
1a) Presenting vocabulary

 Ask students to look at the picture and to say where
the man is and what he is doing (He is praying in a
Whole class
mosque.)
 Then introduce the idea of forbidden and permitted
actions by asking if we can act in any way we like in a
mosque.
 Ask students to read the actions in the table and
Individual
decide which are forbidden and which are permitted
(using a cross and a tick).
Answers
Wear shoes 
Talk quietly 
Wear shorts 
Walk in front of people who are praying 
Shout to your friends 
Enter after washing 
Pairs/
 Ask students to check in pairs, and then correct on the Whole class
board with the whole class.
1b) Presenting the structure

 As far as possible try to elicit the structures „can‟ and
„be allowed to‟ and their negatives.
 Elicit the following:
- Both are followed by infinitives.
- This “can” is different from the meaning of ability
(e.g. I am able to wear shoes in a mosque, but I
am not permitted to do so)
 Put students in pairs and ask them to choose the right Pairs/
Whole class
structure for each action.
Answers
You are not allowed to walk in front of people who are praying
You can/ are allowed to talk quietly
You can’t/ aren’t allowed to shout to your friends
You can’t/ aren’t allowed to wear shorts
You are allowed to enter after washing
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 Show students that there is no difference between
“can/can‟t” and “be allowed to/not allowed to” as
they (both) are used to talk about permitted and
forbidden actions.
1c) Practising the structure/ Speaking

 Put students in groups of three or four and ask them to
write sentences about forbidden and permitted
actions for different people (men, women and
children) in a mosque.
Groups
Suggested Answers
Men can/ are allowed to lead prayers.
Men can’t/ are not allowed to cover their heads with a veil.
Women can’t/ are not allowed to wear tight clothes.
Women can/ are allowed to pray behind men but in a screened area.
Children can/ are allowed to wear shorts.
Children can’t/ are not allowed to play.
 Then make a general correction on the board by

asking two sentences from each group.
 You can also discuss some other sentences orally with
the students. Here the focus is on communication, but
be prepared to correct if the mistakes are stopping
understanding.
 A suggestion is, only record the actions on the board
and leave the structures off to make the students try
and remember them.
2) Practising the structure/Writing

 Now that the students have understood the
difference between the two forms can/ be allowed to
and can‟t/ be not allowed to, ask the students to
identify the places in the pictures. Whole class
Answers
library restaurant park
 Tell them to write at least two sentences about what is

permitted and forbidden in each place. Individual
Suggested Answers
You can’t play games in a library/You are allowed to sit and read books.
You aren’t allowed to shout in a restaurant/You can ask the waiter for help.
You can’t use a park if you are an adult/You can take your friends to the park.
 When they finish, tell them to compare with their

classmate‟s answers. Pairs
 Encourage students to read their answers while some
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others write their sentences on the board. This will help
you to make a general correction. Encourage the
students to help each other rather than you, the
teacher, making all the judgements.
3a) Speaking/ Writing

 Ask students to explain why sports have rules.
 Tell them to match the names of the games to the
pictures.
Whole class
Answers
1. Volleyball 2. Handball 3. Basketball 4. Football 5. Rugby
3b) Writing/ Speaking

 Ask students to read the sentences and find the name
of the right game.
Answers
1.Handball 2. Basketball 3. Football 4. Volleyball 5. Rugby
Whole class
 Ask them which game they prefer then tell them to
come up with the permitted and forbidden actions of
that game.
3c) Speaking
 This activity is about football rules. This time, it is about
what the different people involved in that game can
or can‟t do. For instance: A coach can‟t go on the
field.(during the match)
 In the same way, tell students to complete the table
then to make full sentences using “can” or “can‟t”. Individual
 Make a general correction by asking some students to
read their sentences.
actions allowed not allowed

goalkeeper score a goal 
take timeouts 
referee kick the ball 
blow the whistle 
coach go on the field 
change players 
players play with their hands 

use their heads 
4a) Reading/Writing
 Ask students which sports are popular in England
(Answers: Football, Rugby, and Cricket).
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 Pre-teach the following vocabulary:
Well-known, side (as in team), to score, to tackle
someone, the ground, to release a ball, to pass a ball,
 Ask students to read the text very carefully and Individual/
answer the two questions. Whole class
1. The text is talking about rugby rules in England.

2. In rugby, the player can carry the ball to his opponent’s end of the field.
He can hold the ball and run with it.
He can tackle and pull his opponent to the ground to stop him.
He can pass the ball to his team mates (before he is tackled.)
Once the player is tackled, he can’t keep the ball so he must release it.
4b) Writing
 Ask students to match each word to its right definition.
Answers
1.c 2.d 3.b 4.a
4c) Writing
 Following the example of the letter, tell students that it
is now their turn to write about their favourite game.
Students describe in their reply how the game is
played, its rules etc …
 Encourage students to ask each other questions.
 Encourage them to read their productions. Individual
 This might be done as homework.
 A possible follow-up is to ask students to write up some
of their rules on the board for the rest of the class to
guess which sport they are writing about.
Unit 2: What are you going to do?

(4 hours approx.)
1) Presenting the structure

 Ask students to read the short paragraph and try to
elicit what the text is talking about.
 Tell them to focus on the two underlined words and
elicit what they are. (Answer: verbs)
 Ask what time the questions and answers are about.
Whole class
Are they about past, present or future actions?
(Answers: they are about future)
 Once students have understood that the children are
talking about the future, ask them in pairs to compare
between the first form “be going to” and the second
form “will”.
 To conclude, Fahima mentions a plan for Friday
whereas Houssein doesn‟t know what he really wants
to do.
9
 With these two demonstrations, explain that the girl
has already planned her action. But the boy hasn‟t.
Be going to= planned action

Will = instant decision (not planned yet)
2) Practising the structure

 These multiple choice activities will allow students to
get better understanding of “will” and “be going to”.
 Ask students to read the sentences and decide if the
actions are planned or decided at the moment of
speaking. Individual/
 Tell them to choose the right answer then check with Whole class
their classmate.
Answers
1) will 2) is going to 3) am going to 4) will 5) am going to 6) will
 Make a general correction by asking some students to

read the full sentence with the chosen answer.
 Always ask the students to justify their answers to
check understanding.
3a) Writing
 This activity presents a girl who wants to go to Arta on
Wednesday morning but every member of her family
has already made plans for that day.
 Ask students to complete the short paragraphs under
each illustration. Whole class
 Explain to students that the pictures in the bubbles are
going to help them finish the sentence.
Answers
Father: I am going to make some tables.
Mother: I am going to make some spaghetti.
Sister: I am going to water the plants.
Brother: We are going to play cards.
3b) Reading
 Ask students to read about Sossane‟s plans for school.
 First tell them to choose the right form for each verb
then answer the question “What is she going to do?”
Whole class
Answers
1) am going to 2) am going to 3) will 4) is going to 5) will 6) will
4a) Reading
 This second reading helps students to further
consolidate the two structures of the future form.
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 Ask students to read the text and answer the two
questions about Silay.
Answers
What is he going to do in Spain?
He is going to have a two-month-training. Individual
What does he wants to be when he gets older?
He wants to be a football coach for the national team.
4) Writing/ Speaking
 This activity presents the training schedule of Silay for
the next week.
 Ask students to make sentences about the young
man‟s plans.
Whole
 Then put students in pairs and ask them to have a role class/Pairs
play (ask and answer each other about Silay‟s plans
for the week.)
Answers
He is going to play football on Sunday
He is going to have a check-up then he is going to go jogging on Monday.
He is going to lift weights on Tuesday.
He is going to play football then do gymnastics on Wednesday. Individual
 Correct with the whole class. (choose random

students: some ask and others answer)
5) Writing/ Production
 This last activity is for students to use the language
themselves.
 Put students in pairs and ask them to find 3 different
activities that they are going to do on the coming Whole class
Friday. This kind of activity helps you find out if the
students have assimilated the lesson and understood
the future form.
Unit 3: Using the language

(1 hour approx.)
All
1a) Presentation individual/
Pairs/
 Tell students to read the text. Whole class
 Let them discover the surprise the teacher has for his
students and their different reactions.
 Ask them about what they have found and let
students correct each other‟s.
Answers
Teacher’s surprise:
10 students are going to participate at the National School Competition.
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Students’ reactions:
Ahmed: afraid of taking the responsibility
Amina: happy/very confident
Samira: very excited
Daoud: unhappy because he is going abroad
1b) Writing
 Ask students to read the questions very carefully and
reply with full sentences.
Answers
1) Yes, they want but they are nervous too.
2) No, they won’t. Only 10 students.
3) Samira is very excited.
4) The competition takes place every two years.
1c) Wrong statements.

 Ask students to read the statements and correct the
wrong ones and ask them to compare their answers
with their classmate‟s.
Answers
1) False. Four students gave their opinions.
2) True
3) This is probably an individual decision by each student. If they like
competitions like this, then they will have fun. If they don’t then they
probably won’t. You could have a discussion in the class about what is
enjoyable and what isn’t about competitions like this.
1d) Conversation completion/Writing

 Tell students to read carefully the questions of Omar
because they have to give the appropriate answers.
 Answers may vary. Listen to all the possible answers
and decide with the class the best one to keep.
 One idea is to make it a competition and give extra
points for more exciting answers – or answers that no
other student has. Encourage the students to be
creative.
2) Pairs/ Group work

 Put students in pairs or in groups and ask them to write
possible answers for these questions.
 Tell the groups to choose one student to read out the
answers.
 Collect the information then with the class choose the
answers to write on the board.
Consolidation (1 hour approx.)

All
These are all written activities. The objective is to review individual
all the learning done so far in the sequence. Encourage
the students to ask questions if there is anything they are
12
not sure about.
Do a small review (grammar/ vocabulary) after each
correction.
A) Right answer
1) can‟t/ are not allowed to
2) can/ are allowed to
3) can‟t/ are not allowed to
4) can‟t/ aren‟t allowed to
5) Can
B) Right answer
1) are going to
2) Will
3) are going to
4) will
5) will
C) Right answer
1)c
2)b
3)c
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Sequence 2
Objectives: By the end of the sequence, students should be able to make

requests and offers and use expressions with MAKE and DO. (9 hours)
Unit 1: Could you help me?

(4 hours approx.)
1a) Presenting structure/Speaking

 Brainstorm with the students different kinds of everyday
problems that people can have. Encourage them to use Whole
their imagination. class
 Now ask students to look at the illustrations and see if any
problems the people in the pictures are facing are the
same as the ones they mentioned. Tell them that they
can use the words in the box. Ask them to make a full
sentence for each situation.
Answers
a. is carrying heavy books b. has a headache
c. is confused d. is lost
e. his car broke down
 Check if the pronunciation is correct and help with any

vocabulary (e.g. broke down).
1b) Presenting the structure/ Speaking

 Now tell them to imagine that the people in the pictures
are asking for help. Ask them to match the requests to
the pictures. Ask them to imagine what each person
would say.
Answers
1.d 2.b 3.e 4.c 5.a
Individual
 Remind them that they know the modal can but that
now they are going to use it not for the capacity but for
request. When someone wants to ask for something or
when someone offers help, they use can or could. There
is very little difference between the two forms, although
could is slightly more formal or polite.
 Check understanding by writing sentences on the board
using can as a request and also as ability and asking the
students to distinguish between them.
e.g. Can you speak Spanish?
#Can you hold this for me?
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1c) Reading
 Explain to the students that as there is a way to propose
or ask for help, there are also phrases we use to answer.
 Ask them to match the sentences in 1b to the answers in
1c.
 Elicit the meaning of “I am afraid not” which is a phrase
that people use to say politely that they can‟t do
something. Individual
Answers
a.3 b.1 c.5 d.2 e.4
2) Writing/Speaking
 Tell them to match the requests to the appropriate
responses.
Answers
1.c 2.a 3.d 4.b
 For more practice, put students in pairs. One student is

going to make two different requests and the other is Pairs
going to answer them. Then they swap roles.
3a) Presenting structures

 Ask the students to look at the illustration of Mohamed
and to identify the differences between the language
he uses and what the students have learnt so far in the
unit. Individual
(Answer -So far we have been asking for help. Mohamed is OFFERING his help.)
 Here there are examples of a young boy who is offering
his help to someone. The example presents 3 different
structures to offer help.
3b) Writing
 Ask the students to look again at the illustrations in
activity 1a. Tell them to write offers to these people.
Possible answers
1) Would you like me to carry some of these books? Individual
2) Can I get you some aspirin?
3) Would you like me to show you what to do?
4) Can I help you find your way?
5) Can I help you push your car?/ Would you like me to push the car?
4a)Writing
 Ask the students to read the dialogue in activity 4 and to
put the dialogue in order. When they have done this, tell Individual
them to identify the offers that the waiter made.
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Answers
6) Waiter: Good evening, Can I help you?
2) Customer 1: Yes, I’ll have chicken with French fries and a bottle of water.
8) Customer 2: I’ll have a salad and a coke.
3) Customer 3: I’ll have spaghetti and a soda.
1) Waiter: Of course. Would you like some dessert?
5) Customers: No, that’s ok.
4) Waiter: I’ll be right back with your orders.
7) Customers: Thank you.
 Elicit from students the offers made by the waiter.
Answers
Can I help you?
Would you like some dessert?
I’ll be right back with your orders.
4b) Speaking
 Put the students in groups of four to five and tell them to Groups
have similar conversation. Nominate one student as the
waiter and the others as the customers.
UNIT 2: Do it yourself!
(3 hours approx.)
1) Writing/Speaking
 Ask the students to look at the pictures. There are
different people doing different things. Tell the students
to read the sentences below the pictures and ask them Groups
to write down the verbs used in those sentences.
 They will see that for activities sometimes the verb “to
do” is used and sometimes the verb “to make”. Tell
students that there is no rule and that these are
idiomatic forms they will have to learn.
Answers
1-f 2-a 3-d 4-b 5-e 6-c
2) Vocabulary
 Ask the students to look at the vocabulary in the table.
Pre-teach any unknown words.
Whole
 Ask them to complete these expressions with “do” or class
“make”. Here there is no structure to learn, only
expressions to memorize.
Answers
a) his best
b) a decision
c) a noise
d) arrangements
e) a mistake
f) nothing
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g) money
h) a favour
i) a telephone call
j) well
make arrangements – do one’s best – make a telephone call – do well – make a

decision – make a mistake – do someone a favour – make a noise – do
something/nothing – make money.
3a) Reading/Writing
 Ask students to read quickly the dialogue and fill the
gap with do or make. Ask them to answer the questions
Individual
Answers
1)doing 2)making 3)doing 4) Do
3b) Reading/Writing
 Ask students to read again the text in order to answer
the questions
Individual
Answers
1) Because it’s the father’s birthday.
2) We don’t know – but NOT cooking.
3) Because he keeps asking about her.
4) They are going to listen to music.
4a) Listening
 Ask the students if they know anything about
Shakespeare. Don‟t give any information yet, just
brainstorm some ideas.
 Ask the students to look at the questions and to guess
the answers. Then tell them to listen to you and to tick
the right answer. Whole
 Read the text twice at a normal speed. class
Listening dictation:
William Shakespeare was an English poet and playwright

who was probably born on 13th April 1564 in Stratford-upon-
Avon in England. He is regarded as one of the greatest
writers in English language. He wrote around 37 plays, 154
sonnets, and many other poems.
Answers
1)b 2)b 3)c 4)b
4b) Reading/Writing
 Ask students to read the summary of Romeo and Juliet,
one of the most famous plays, written by Shakespeare.
Individual
 Explain to students what is expected from them as it is
the first time they are going to imagine the end of a
17
story.
 Tell them to read carefully the story again and imagine
a plausible end to the story.
4c) Practising structure/Writing

 This lesson is a review of linking words that the students
already learned the previous years (but, because).
 There is one new word: so. Elicit the meaning of this word
by using the following or a similar example:
I eat because I‟m hungry. Individual
I‟m hungry so I eat.
 Ask the students to read the text on Romeo and Juliet
and spot the linking words.
 Then ask them to make sentences using the words in the
table.
Answers
Romeo married Juliet because they were in love.
Romeo killed Juliet’s brother so he left the city.
It is a love story but it has a sad ending.
Romeo thinks that Juliet is dead so he kills himself.
The families stop fighting in the end because they are sad about Romeo and Juliet.
4d) Writing
 Tell the students to think about stories they know and to
choose one. This may be a traditional story, or the story
from a film they know. Individual
 Then ask them to summarise the story for their classmates
and to use the linking words so, but, and, because.
 Choose random students and ask them to read their
productions.

(1 hour approx.) All
individual/
Groups
1) Reading
 Here students have several short texts to read. The aim is
to get students used to reading and finding information
in a text in order to answer simple questions.
 Tell the students that the activities are very simple, and
do not require that they understand every word.
1a) Speaking
Answers
A : People are Different.
B : Lazy
C : Future Loneliness
D : A Family Plan
E : Real Love
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1b)Writing
Answers
1) Text D
2) Texts A,B, C
3) Text C
4) Texts B, D, E
5) Text C or B (depending on opinions)
1c) Speaking
 Put students in groups and tell them that they are going
to discuss about the texts to share their views.
 Ask them their favourite story, the reason why they like it.
 Ask students to close their books and try to tell the story
of their choice with their own words.
Consolidation (1 hour approx.) All

individual
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) Filling gaps
1.made
2.do
3.make
4.did
5.making
6.made
B) Matching sentences
1-c
2-a
3-d
4-b
C) Filling gaps
1) because
2) but
3) so
4) and
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Sequence 3
Objectives: By the end of the sequence, students will be able to express

obligation or necessity. (9 hours)
Unit 1: I have to take the bus

(4 hours approx.)
1) Presenting structure
This unit presents and practices „have to‟ for obligation.
Students have already seen „must‟ which in some cases is
very similar.
The main differences in the affirmative is that „have to‟
often expresses an obligation that is seen compliance with
rules or other people‟s desires rather than the wish of the
speaker. In the negative form, they are very different. Whole
class
„Must not‟ expresses an obligation not to do something,
whereas „don‟t have to‟ expresses an absence of
obligation – often saying that there is a choice.
 Ask students how they get to school every morning. Who

are obliged to take the bus and who are not? Why are
they obliged to do so? What will happen if they don‟t
do so? If they are not obliged, what other possibilities
are there.
 Then tell them to read the conversation between the
two boys.
 Ask them to answer to the questions.
Answers
Farah: “ I have to take the bus”:
1.Yes 2. No 3. Yes
Hassan: “ I don’t have to take the bus”

1. No 2 Yes 3. Yes
2a) Reading
 Ask the students to look at the pictures and then ask if
any of them have babies in their families. Brainstorm
some of the difficulties of looking after a baby. Whole
 Tell the students to look for the names of the pictures by class
looking at the underlined words in the text. Encourage
the students to use the context of the text to find the
meanings of the words.
20
Answers
A. baby bottle B. cradle C. Rattle
D. diaper (nappy in British English)
2b) Writing
 Now after reading, tell them to make a list of what the
boy in the text has to do and what he doesn‟t have to Individual
do.
 Ask them orally what else they think he „has to‟ or
doesn‟t have to do.
Answers
He has to:
1. Look after his little baby brother.
2. Give him his baby bottle if he cries.
3. Give him his rattle to play with.
4. Change his diapers or call his mum.
He doesn’t have to:

1. Hold him all the time.
2. Watch him all the time.
3. Give him a bath.
3) Practising structure
 This activity looks at the requirements of jobs.
 You could do a quick revision of jobs at this stage and
then choose one to brainstorm QUICKLY some of the
individual
requirements in order to help students understand the
activity.
 Ask the students to look at the job advertisement for a
Secretary in the book. Ask them to read quickly the
requirements. Check understanding.
 Ask the students to work through the statements,
selecting the appropriate form from the second column.
 Check the work as appropriate.
Answers
1.has to 2.doesn’t have to 3.Does/have to
4.doesn’t have to 5.has to 6.has to 7.Does/have to
4a) Practising structure/Speaking

 This activity introduces some less common jobs, and
therefore encourages the students to use their
imagination. You might need to give support with Whole
vocabulary, but try to work from the students own ideas class
as much as possible as this tends to be more motivating
for them.
 These are pictures of different kind of jobs. See if they
recognize any of them. Then ask students to find the
titles of the jobs in the box.
21
Answers
a) bricklayer b) firefighter c) electrician d) surgeon
e) teacher f) cook g) truck driver
4b) Writing/Speaking
 If there is time, ask the students to choose which job
they would like to have, and which job they wouldn‟t.
Encourage them to give reasons for their selection. Individual/
 Each student then has to choose three jobs and write pairs
about what he has to and doesn’t have to do for these
jobs.
 Monitor the students, helping where necessary.
 A further possibility here is to ask students to read out
their job requirements WITHOUT saying which job it is and
the rest of the class have to guess which job they are
describing. This could also be done in pairs or groups as
appropriate.
Unit 2: What do you need?

(3 hours approx.)
1a)Presenting structure
 Put the students in pairs and ask them to look at these
pictures and classify them into three categories: essential, Whole
important and not important. class
 Ask them to compare their results with their classmates.
 Ask them to discuss any differences in their answers and
to try and find the reasons.
1b) Speaking/ Writing

 Now tell them to transform their three lists into two
categories: wants and needs.
 Ask them the difference between needs and wants.
Which one means “can live without” and “can‟t live Whole
without” class
Wants Needs
internet; television; fast clean air; freedom of

food; own bedroom; belief; protection from
mobile phone; space to neglect; money to spend;
play; holidays fresh food; freedom of
speech; good health care;
education; safe home;
clean water
22
1c) Practicing structure/Speaking
 Tell them to put the needs and wants they have
classified earlier in sentences. Pairs
 Ask them to compare answers with their classmate‟s.
1d) Speaking/Writing
 Now put students into pairs and ask them to make a list
of 5 other things that might be either wants or needs Individual/
(use the examples in the book to help). pairs/
 Once they have finished writing, tell them to pass the list groups
to another pair.
 The other pair will have to write similar sentences to the
last activity, describing the things on that list.
 Lists and sentences are then discussed by the two pairs
in groups of four.
 Monitor and be prepared to help where necessary.
2) Practicing structure/Speaking/Writing
 Put the students in pairs and tell them to look at the Pairs
pictures and suggest what these people need.
 Answers may vary from one student to another.
Possible Answers
1. He needs money.
2. He needs to rest (to go to bed).
3. He needs his mother.
4. They need clean water.
5. They need a space to play.
3) Writing
 Ask students to match the sentences to complete each
advice. Individual
Answers
1-c 2-d 3-f 4-b 5-a
4a) Writing
 There are two parts to this writing activity. Each part of
the activity has a recipe for homemade ice-cream. The
first recipe is used to stimulate discussion and then acts
as a model text for the students to use when writing the
second recipe following the scaffolded model. Individual
 Explain any difficult words or sentences.
 Ask if there are any students who have tried to make
ice cream at home.
 Explain to students that the recipe has jumbled
sentences. Tell them to put these sentences in order.
23
Answers
C D B A
4b) Writing
 Tell students to look at the two pictures of the ice
cream. Individual
 Elicit from students what ingredients they need to
prepare the ice cream in the pictures.
 Tell them to write the recipe following the example in
activity A.
 Help students when needed.
 Choose some students to read their productions then
choose student to go in front of the class and note the
main points on the board.
Unit 3: Using the language All

(1 hour approx.) individual/
Pairs/
Groups
1a) Reading
 Brainstorm with the students how important it is to have
a healthy lifestyle. Is this something that they don‟t need
to think about until they are adults?
 Ask students to read the text quickly and answer the
two questions.
Answers
Who has to lose weight? Mohamed
Who offers to help? Osman
 Now tell students to read the text again but this time
they have to fill the gaps.
Answers
1)lose 2) overweight 3)deprive 4)exercise 5)stop
1b) Writing
 Ask students to read the statements and say whether
they are true or false.
 For the false sentences, tell students to write the correct
version using the information in the text.
Answers
a) True
b) False (he wants his friend to lose weight)
c) True
d) False (Mohamed can’t play football anymore)
e) True
f) False (Osman doesn’t need to lose weight)
2a) Writing
 Remind students that Mohamed has to lose weight. For
that reason he needs to understand what type of food
24
he needs to eat.
 This activity introduces the different groups of food and
their nutritional values.
 To help students better understand this concept, write
the following words on the board: chicken, apple,
carrot, cornflakes, yoghurt, cheese, banana, cabbage,
fish, and peanuts.
 Put students in pairs and ask them to put the words
under the right group of food.
Answers
chicken/ fish = meat and beans
apple/banana= fruits
carrot/cabbage = vegetables
cheese/yoghurt = milk and dairy products
cornflakes/peanuts = grains, breads and cereals
 Then ask students to go back to the activity in the book

and complete the sentences with the right group of
food.
 Make a general correction on the board.
Answers
a)Meat and Beans b)Vegetables c)Fruits
d) Milk and Dairy Products e)Grains, Breads and Cereals
 Put students in groups of four then tell them to help
Mohamed with his diet program. Students have to write
up a list of food using the table in the book.
 Tell students to compare their productions with the
other groups.
 Make a general correction on the board.
2c) Writing/Speaking
 Explain to students that a good diet is also linked o
physical activities. For that Mohamed needs to know
what type of exercise he has to do for his weight loosing
program.
 Osman is advising Mohamed about 3 activities and their
advantages.
 Ask students to use the information in the boxes saying
why Mohamed needs to practise these sports.
 Ask some students to read their sentences and correct
on the board.
Answers
Jogging: He needs to burn fat so he has to run slowly over a long distance.
Weight lifting: He needs to increase his muscular endurance so he has to train
with light weights of 2 kilos.
Cycling: He needs to maintain fitness and prevent any heart disease so he has to
use a bicycle.
25
2d) Speaking
 Following the example of the previous activity, tell
students that now it is their turn to propose any other
sports that they may find appropriate to Mohamed and
tell them to explain why.
 Ask students to compare with their classmates.
 Then choose some students to report to the class.

All
These are all written activities. The objective is to review all individual
sure about.
correction
A) Filling gaps
1) do we have to
2) has to
3) doesn‟t have to
4) don‟t have to
5) have to/don‟t have to (depends on opinions)
B) Filling gaps
1) need
2) don‟t need
3) doesn‟t need
4) need
5) needs
C) Filling gaps
1) don‟t need
2) has to
3) don‟t need to
4) need – have to
5) have to
26
BC1 INTEGRATION
SITUATION 1
1a. The school wants to organize a trip to DECAN. Lots of students don‟t know
about this place. Use the article the teacher gave you and try to explain in a
few words what DECAN is about.
INSTRUCTIONS
 Tell students that the school has organised a trip to DECAN.

 Ask them if they know about the place.
 Tell them to use the short article on p.46 and explain in a few words
what DECAN is about (name, place, activity …)
 Make sure the students use the right tense (Simple present).
 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 a
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.
 Collect all the projects that are finished, correct and return next hour.
1b. Everything is ready and students are all excited to go to DECAN. Use the
information you get from your teacher and tell your parents about your
incoming trip.
INSTRUCTIONS
 This time, tell students that they are going to use the information in the
box to talk about the trip to their parents. (trip details, clothes they
have to wear, instructions they have to follow …)
 Tell them that they have to make a short summary by using modals
like “have to”, “need”, “can”, “can‟t” …
1c. The trip to the Refuge was an amazing experience and you loved the
place. You want to join the team and work as a volunteer. There is still a lot of
work to do. How could you help and be an efficient member?
27
INSTRUCTIONS
 In this final part, tell students to imagine that they are volunteers
working in the Refuge.
 Ask students what kind of things such place needs and what kind of
help they could propose.
 Tell them to come up with a list of ideas and offers.
28
Second trimester BC 2 : From visual aids or in communicative situations, students will be able
to describe similarities, about feelings and impressions, about experiences, predictions and
sense.
Sequence 4 They slurp noodles. So do we. Customs around the world: eat
(7 hours) They don‟t eat with chopsticks. Neither do I. with their hands, use
chopsticks, use toothpicks,
The movie is scary. shake hands, bow, leave food
In this book, the characters are terrifying. on the plates, slurp noodles …
Talk about
similarities The soup is very hot. Gradable adjectives: scary,
I went to Ghoubet yesterday. It was absolutely hot, clever, cold, big, angry …
boiling. Extreme adjectives: terrifying,
Describe starving, awful, brilliant …
This mosque is old. Intensifiers: very, absolutely …
feelings and Old! This mosque is ancient.
impressions V-ing/ V-ed: exhausting,
This book is boring. I don‟t know why I bought it. exhausted, tiring, tired,
I‟m bored. Can we go back home? frustrated, exciting …
Actions: climb a tree, eat raw
Sequence 5 A: Have you been to Spain? fish, dive, visit countries …
B: Yes, I have.
(7 hours)
C: No, I haven‟t. Famous sportsmen: Maradona,
Mohamed Ali Clay …
A: Have you ever climbed a tree?
B: Yes, I have once. Adjectives: expensive cheap,
C: No, I‟ve never climbed it. difficult easy, noisy quiet,
Talk about interesting boring …
experiences A: What‟s the most beautiful country you‟ve ever
visited? Countries: Sudan, Kenya,
B: Egypt. Somalia, Ethiopia, Yemen, the
A: When did you go there? USA, Spain, Cameroon,
B: I went there in 1999/ two years ago. Somalia, Britain, France …
Famous things: drum, raw fish,

koushari, safari …
Situations: eat too much, see
Sequence 6 someone fainting, nose
If you eat too much, you will get sick. bleeding, take the wrong
(7 hours)
You will have a toothache if you don‟t brush your medicine, not drink clean
teeth. water, cross busy road …
Talk about A: What tastes bitter? Sense: feel, smell, touch,

predictions B: Lemon. hearing, sight, taste,
Perfumes smell nice. Wedding vocabulary:

Chocolate cakes taste delicious. perfume, fragrance, cooking,
Talk about grilled meat, lovely outfits,
sense Owls can rotate their neck through 270°. wonderful scents …
Crickets can hear using their legs.
Animal ability: rotate its neck,
smell human body odour, hear
using their legs, detect small
movements …
29
Sequence 4
Objectives: By the end of the sequence, the students should be able to

talk about similarities and describe feelings and impressions. (7 hours)
Unit 1: It is absolutely hilarious!

(3 hours approx.)
1) Presenting new vocabulary

 In this unit, students will study how they can add
drama and emphasis to descriptions with the use of
the different types of extreme adjectives. Whole class
 Adjectives are „describing‟ words.

Most adjectives have a meaning which can be made
stronger or weaker by using:
e.g. an adverb: very cold
They can be used to compare things
the comparative: colder
the superlative: the coldest
These are called ‘gradable adjectives’.
Some adjectives are used to emphasise the

characteristic they are describing in order to add feeling
or drama.
e.g. - a terrifying film - an enormous mistake
Extreme adjectives have no comparative or superlative
form, and are not used with „very‟.
However we can give non-gradable adjectives more
emphasis with an adverb: absolutely
e.g. - absolutely terrifying, absolutely hilarious …
These are called ‘non gradable or extreme adjectives’.
 Write the following sentences on the board.

Abdo is clever.
Hassan is brilliant.
Osman is very clever.
 Elicit from students which adjective can be graded
and which one can‟t.
Draw a scale on the board and ask them to put the
name of the boys from the least to the most intelligent.
_ +
1)Abdo 2)Osman 3) Hassan

clever/ very clever: gradable adjective
brilliant: non gradable/extreme adjective
30
 Show that “clever” is used with very, and brilliant is not.
 Ask students to read the 3 sentences in the book.
 Explain that the friends have three different opinions
about the film they have seen. The use of the
adjective “scary” is intensified from one another.
 Ask students to write as in the example below the
names of the three boys on the scale according to
their opinions about the film.
Answers
_ +
1) Ahmed 2) Fouad 3) Said
2a) Writing/ new vocabulary

 Ask students to match the gradable adjectives to
their extremes. For the correction, you can use a scale
to show which adjective has a stronger meaning as
follows.
GRADABLE EXTREME
scary terrifying Individual

hot boiling
hungry starving
angry furious
bad awful
big huge
tired exhausted
cold brilliant
clever freezing
2b) Writing/practicing new vocabulary

 Ask students to complete the sentences with an
extreme adjective from the table in the previous
activity.
 For the correction, put students in pairs to compare
their answers then correct on the board. Individual/
Answers pairs
a) huge e) furious
b) freezing f) awful
c) brilliant g) boiling
d) starving h) exhausted
2c) Writing
 Ask students to replace all the gradable by an
extreme adjective.
 Tell students to compare their answers then correct on Individual
the board with the whole class.
Answers
a) furious b) an awful c) freezing d) exhausted
31
3a) Speaking
 For this oral activity, students will have to use
„absolutely‟ with the extreme adjective.
 The purpose of this activity is to emphasize the
meaning of the adjective to make it stronger.
 For students to understand what they have to do in this
activity, choose a random student to practice the first
dialogue with. Pairs
 Put students in pairs and ask them to practice the
dialogue as in the example starting by “ Was …”
 Explain that they have to stress on the two adjectives
to show the difference of meaning.
 Make a general correction by asking a few pairs to
practice in front of the class.
Answers
Was it a good film?
Good? It was absolutely fantastic!
Was Mum angry about the broken window?

Angry? She was furious.
Was London cold?

Cold? It was freezing!
Was it an old mosque in Zeyla?

Old? It was ancient!
Was the homework difficult?

Difficult? It was impossible!
Was the car dirty?

Dirty? It was filthy!

 Tell students to choose the right answer between
„absolutely‟ and „very‟.
 Elicit the following rule from students:
„very‟ + gradable and „absolutely‟ + extreme.
 Ask them to choose the right adverb for each Individual
sentence. Elicit answers. Write them on board.
Answers
a) absolutely delicious
b) very good
c) absolutely awful
d) absolutely thrilling
e) very angry
4a) Speaking/ Writing

 This activity helps students to qualify things in their
32
environment. Students have to find three things that
the written adjectives could describe.
 This task may be new to students so choose an
example and write it. (e.g. walking a long way is
(absolutely) exhausting). Individual
 Students have to find name of things that by the
given adjectives (TERRIFYING, AWFUL, EXHAUSTING,
ANCIENT and FANTASTIC).
 and then they compare the answers with their
classmates
 Tell students to make a quick note. Ask a few of them Pairs
to read their answers.
4b) Speaking
 Put students in pairs or in groups of four then ask them
to share what they thought of.
 Ask them to listen carefully to their classmates and to
write down the differences and similarities between
them.
 After they gathered the information, choose some Pairs
students to read what they heard.
Unit 2: They eat with chopsticks. So do we!

(2 hours approx.)
1a) Presenting new structure

 “So+ auxiliary” / “Neither + auxiliary” are two specific
structures used to show similarities with someone.
 The first activity is about the eating habits of four
different countries. (the Spanish, the Japanese, the
English and the Chinese).
 Ask students to look carefully at the table and elicit
who eats with a knife and fork.
(The Spanish / The English = eat with a knife and fork)
 Write on the board the two full sentences.
The Spanish eat with a knife and fork.
The English eat with a knife and fork. Whole class
 Elicit from students the same verb used in each
sentences and underline it. (eat = positive verb)
 Then write again the sentences, but this time as
follows:
The Spanish eat with knife and fork.
So do the English.
 In the same way, present the structure with “Neither +
auxiliary”.
The Japanese don‟t eat with a knife and a fork.
33
The Chinese don‟t eat with a knife and a fork.
 Elicit from students that the 2 sentences are negative,
by underlining the verb.
 Rewrite the sentences but this time as follows:
The Japanese don‟t eat with a knife and a fork.
Neither do the Chinese.
 Explain to students that they always have to look at
the verb form before choosing the structure. Try to
elicit the rules from students:
To agree with a positive statement: “So +auxiliary”
To agree with a negative statement:”Neither + auxiliary”
1b) Practice/ Writing

 Ask students to complete the sentences by using the
information from the table as the examples below.
Answers Whole class
a) Neither do b) So do
1c) Writing
 To check understanding, here are two more examples.
 Ask students to read carefully the sentences and to
complete the gaps using “Neither” or “So”. Individual
Answers
1) So do 2) Neither do
2) Reading/ Writing
 In this activity, the students find information about
different countries‟ customs but they also learn how to
collect the required information in order to make
sentences.
 Pre-teach any vocabulary you think the students will
not know.
Individual/
 Ask them to quickly read the texts and find where the Pairs
cultures are similar.
 Ask a few pairs to read their sentences and make a
general correction on the board.
Answers
Indonesians do not touch people with their left hand. Neither do Indians.
Indonesians can arrive thirty minutes later for an event. So can Indians.
Indians eat with their right hand. So do Indonesians.
The Japanese shake hands. So do the Indonesians.
The Japanese don’t point fingers at people. Neither do the Indonesians.
Indians do not wear shoes in their houses. Neither do the Japanese.
(Students’ answers may vary)
34
3) Reading/Writing
Here again, students recycle the two new structures.
 Ask students to read the sentences of the 2 columns.
 Tell them that you are going to read about some more
customs around the world.
 Tell them that they have to listen very carefully in order
to match the 2 parts to make full sentences. Individual/
Whole class
Listening dictation text:
Argentinians don‟t use toothpicks. Neither do Chileans.

Malaysians offer drinks with both hands. So do Ethiopians.
Spanish don‟t leave food on their plates. Neither do Turkish.
Japanese slurp noodles when eating. So do Chinese.
Thais address one another by first names and titles. So do
Austrians.
 Read the sentences about 3 times at normal speed

then check the answers on the board.
 Tell the students that they have to find similar actions
between them and their classmates.
 Tell them that in addition to the answers from the
activity of the last unit, they could also write about
anything they want (eating habits, routines, sport,
hobbies …) Pairs
 Ask them to write at least four sentences using “So”
and “Neither”
Examples
Ahmed doesn’t drink milk. So do I.
…
5a) Presenting new vocabulary

 Ask students to read the two examples.
 Write on the board: What are very interesting?
Who is bored? Whole class
 Elicit answers from students: Books are interesting.
Boy B is bored.
5b) Speaking
 This activity is for students to deduce the rule by
themselves.
 Ask students to match the adjectives in the boxes to
the rules.
35
Answers
i- terrified, tired, excited, interested, entertained, amazed
ii- terrifying, tiring, exciting, interesting, entertaining, amazing
- Use V-ing to describe a characteristic of

Individual
something/someone.(interesting)
- Use V-ed to describe emotions or feelings.(bored)
6) Writing
 This activity is to consolidate V-ing/ V-ed concept.
 Ask students to read the sentences and to choose the
right answer.
 Put students in pairs to compare their answers. Individual/
Pairs
Answers
1. interesting/bored
2.charmed
3.frightening
4.satisfied
5.frustrating
7a) Writing
 This activity presents two texts on famous places and
how people feel about them.
 First ask students to quickly read each text for one
minute and to then quickly shout out as many things
that they can remember.
 Then tell them to read the texts again, filling the gaps Individual/
with the right adjective. Make sure the students look Pairs
for the noun that each adjective qualifies.
 Ask students to compare their answers.
Answers
1.thrilled
2.amazing
3.entertaining
4.terrifying
1. amazing
2.excited
3. exhausting
4.satisfied
7b) Writing
 Explain to students that this time they are going to
write about a special place they like in their country.
 Ask them to write why they like that place the most
and how they feel. Individual
 Circulate around the class and assist students when
needed.
 Have a few students read their ideas.
36
(1 hour approx.) Individual/
Pairs/
Groups
1a) Reading/ Speaking
 Explain the context to the students.
 Tell students to read quickly through the comments
and ask: What did Farah ask about? (answer: MUSIC)
1b) Reading/Writing/ Speaking

 Ask students to read the comments again, and to find
which statements are true and which ones are false.
 Tell students that some sentences are factually
incorrect and that they must write out the correct
facts according to the text.
Answers
1. False. He likes classical music.
2. True
3. False. He loves pop music.
4. True
5. True
6. False. Abdo thinks it is loud, and Ismael thinks it is aggressive.
1c) Speaking
 The opinions of these people have been reformulated.
 The purpose of this activity is to check understanding
because most of the time, students don‟t get the
meaning of the sentence, but they look for the same
words.
 Ask students to match these sentences to the people.
 Elicit answers from students and make a general
correction on the board.
Answers
1. Idil
2. Ismael
3. Samia
4. Abdo
5. Fayez
1d) Writing/ Speaking

 Here the students give their opinions.
 Put students in pairs or in groups and ask them to
compare their answers, using the structures learnt in
the Unit 1 of this Sequence. “So+ auxiliary” / “Neither+
auxiliary”. (e.g. Ahmed thinks that music can make the world a better
place. So do I.)
2) Writing/Speaking
 This recycles the V-ing/ V-ed adjectives.
 Tell students that Samia has written about the concert.
37
 Ask them to choose the right form of the adjective.
 Give students a few minutes to compare their answers
and then correct with the whole class.
Answers
1)exciting 2)fascinated 3)exhausted
4)satisfied 5)relaxed 6)entertaining
7)disappointed 8) surprised

individual
These are all written activities. The objective is to review
not sure about.
correction.
A) Filling gaps
1. Neither do I.
2. Neither did Omar.
3. So do Chinese.
4. Neither do Djiboutians.
5. So does my brother.
6. Neither can she.
B) Filling gaps
1. very
2. very
3. absolutely
4. very
5. absolutely
6. absolutely
C) Right answer
1. excited
2. interesting
3. exhausted
4. disappointed
5. frustrated
6. tired
38
Sequence 5
Objectives: By the end of the sequence, students should be able to talk

about experiences. (7 hours)
Unit 1: Have you ever been to Ghana?

(2 hours approx.)
1a) Presenting new structure

 This unit introduces the present perfect simple. In this
whole sequence the students will use it to ask and
answer about past experiences.
 Point at the suitcase and explain that it belongs to Said, individual
a man who travels all around the world.
 Tell students to have a close look at the stickers on the
suitcase and explain that they represent the countries he
has been to.
 Ask students to quickly name the country each sticker
defines.
Answers
(Mecca/ Saudi Arabia) Somalia (flag)
(Big Ben/ Britain) Yemen (flag)
(Pyramids/ Egypt) Ethiopia (flag)
(Tag Mahal/ India)
(Statue of Liberty /United States of America)
(Eiffel Tower/ France)
 Then ask students to complete the table with a tick or a

cross. (The tick for all the countries he has been to and a Pairs/
cross for the one he hasn‟t visited.) Whole
 Put students in pairs to compare and correct with the class
whole class.
Answers
Spain 
Saudi Arabia 
Ghana 
Yemen 
Somalia 
Cameroon 
United States of America 
Britain 
Sudan 
Egypt 
India 
France 
Ethiopia 
39
1b) Speaking
The purpose of this activity is for students to understand that
the present perfect simple is used to talk about experiences
we had in the past but without giving any details about the
time. (unspecified time)
 Choose two students to read the example dialogue.
 Elicit from the class the answers of the two questions.
Answers
Did he visit Yemen in the past? Yes
Do we know exactly when he visited Yemen? No
Whole
 Then choose three other students to read the next class
example dialogue.
 Elicit from the class the answers to these questions too
and write on the board.
Answers
Is the question asking about a specific time in the past? No
Does he know Spain? No
 Ask students the second question.

 Explain them that because Said knows nothing about
Spain, the answer is negative. (Refer to the previous
activity and show that there is no sticker of Spain on the
suitcase).
 Elicit the rule from students: The Present Perfect Simple is
used to talk …
1c) Speaking
 Put students in pairs and ask them to practice in the
same way by asking about the other countries Said has Pairs
or hasn‟t visited.
 Make sure that students‟ replies with short answers (Yes, I
have/ No, I haven‟t.)
 Choose some countries and ask random pairs to
practice in front of the class.
2) Speaking
 In this activity, students talk about their travelling
experiences in Djibouti.
 For that purpose they use a map of Djibouti to talk about Pairs/
the places they have visited or not. Whole
 Put students in pairs and ask them to ask questions as in class
the example dialogue.
 Tell them that they have to use a short answer.
 Give them a few minutes then ask them to share the
results with the class to find out who has been to the most
number of places.
40
3) Writing
 This activity helps students make the difference between
the simple past and the past participle used in the
present perfect.
 Ask students to go to pages 128 and 129 of the book.
 Explain to students that it‟s a list of irregular verbs with 3
forms. Pairs
 Tell them to focus first on the third column of the list.
 Explain that they have to use this form when dealing with
the present perfect.
 Write three different verbs on the board: BE, SAID,
SPOKEN (write each time a different form)
 Then ask students to go through the list to look for the
missing forms as in the example.
be was been
say said said
speak spoke spoken
Individual
 Tell students to quickly name the past participles that are
different from the simple past. (Answers: was/been – spoke/spoken)
 Drill the pronunciation of some of these verbs and
students repeat.
 Tell students to go back to Activity 3 and complete the
table with the missing information.
Answers
infinitive past past infinitive past past
participle participle
take took taken drive drove driven
eat ate eaten drink drank drunk
forget forgot forgotten break broke broken
put put put fall fell fallen
think thought thought make made made
find found found lend lent lent
get got got do did done
see saw seen be was been
ride rode ridden fly flew flown
 Give students a few minutes to focus and then get them

close the book and elicit the forms of some verbs to see Whole
how many they can remember. class
 To get some fun, put students in groups of four. One
student gives a form of the verbs and the others try to get
the other forms.
 You can also do it with the whole class with all the books
closed. Choose random students and ask for them any
form of the verbs (e.g. past participle of catch: caught ..)
41
 Ask students to match the pictures to the phrases in the
box.
Answers
1) climb a mountain 2) fly on a plane
2) eat prawns 4) ride a horse
5) see a lion 6) see on an island
 Choose three random students to practice the dialogue.

 Elicit the rule of the verb structure in the present perfect
to students: Has/Have + Past participle (e.g. She has
eaten, you have done …).
*The use of the adverb “ever” in the question with the
present perfect is a way to emphasize on experiences. Individual/
Groups/
Therefore saying “Have you ever …” is similar to “Do you whole
have the experience of“. class
 Elicit the meaning from the students by asking the first
example: “Have you ever ridden a horse?” or “Do you
have the experience of riding a horse?
 Make sure students understand that never is used in a
positive sentence but the meaning is negative.
 Students are going to practice the following dialogue to
talk about the number of times they have done
something (once, twice, three times …) or about the fact
that they have never done it.
 Put students in pairs and make them practice the same
dialogue using the other phrases.
 Then ask a few pairs to practice in front of the class.
Answers
1) climb a mountain … Have you ever climbed a mountain?
2) fly on a plane … Have you ever flown on a plane?
3) eat prawns … Have you ever eaten prawns?
4) ride a horse… Have you ever ridden a horse?
5) see a lion … Have you ever seen a lion?
6) be on an island … Have you ever been on an island?
5a) Reading/ Speaking

 Ask students to read the two texts.
 Elicit from students the meaning of the words they don‟t
know and teach any difficult vocabulary. Whole
 Then ask them to guess whose life story is it and match it class
to the right person.
Answers
Cassius Clay (also known as Mohamed Ali)/ picture 3
Maradona/ picture 2
 Check answers with the whole class.

 As an extra practice, Put students in pairs and ask them
to read the stories again and this time write down all the
42
experiences each sportsman has had.
Answers
Cassius Clay:
I have been World Champion three times
I have been on many TV shows.
I have beaten Sonny Liston twice
I have defeated Joe Frazier
I have knocked out George Foreman
I have converted to Islam
I have met Muslim leaders
I have visited many countries
Maradona:
I have been a player and a manager for my country’s football team.
I have played in South America and Italy.
I have helped my country reach the finals in the World Cups four times
I have scored most of my goals with my left foot.
5b) Production/ Writing

 Ask students that this time they have to write about one
of their family member and the experiences he or she Individual/
has had. Pairs
 Tell them to make a list of short and simple sentences
(writing about funny or strange things …)
 Start by giving them an example of one of your family
member (e.g. My grandfather has walked to Tadjourah
on foot.)
 Ask them to share their works in pairs then with the whole
class.
Unit 2: I’ve never tasted raw fish.

(3 hours approx.)
1a)Presenting two forms/ Writing

 In this unit, the students are studying the difference
between the Present Perfect Simple and the Simple Past. Individual/
Pairs/
*Present perfect is used to emphasize on the experience. Whole
The time is indefinite. (e.g. I have been to Yemen once.) class
*Past tense is used to emphasize on the completed activity,
and the time is definite (e.g. I went to Yemen in 1997.)
 First tell students to read the questions.

 Then ask them to scan the text in order to find the right
answers to the questions.
 Tell students to compare their answers in pairs then
correct with the whole class.
Answers
a. 5 countries (Sudan, Ethiopia, Kenya, Uganda, Egypt)
b. 4 dates (2000, 2002, 2003, 2004 (a year later) and 2006)
43
c. several times
d. frustrated
e. koushari
f. 2004
1b) Speaking
 Tell students to read the text again very carefully to
choose the right answer. Individual
 Ask students for the right answer and discuss with the
whole class the wrong ones.
Answers
1)b 2)a 3)b
1c) Writing
 Tell students to go back to the text on page 66.
 Explain that they have to find the missing information Whole
(countries, date) in order to complete the blanks on the class
suitcases.
 Get the answers from students and correct on the board.
Answers
Moustapha: Egypt/ 2002 Uganda/ 2003 Kenya/ 2004
Houssein: Ethiopia/2000 Sudan/2006
1d) Speaking
 Put students in pairs and tell them to practice as in the
example dialogue. It‟s a way to help students use the
two tenses in one context.
1e) Writing/ Speaking

 Tell students to read the sentences and correct the
wrong ones by writing the correct version.
 Check answers, and then take feedback from the class.
Answers
Individual
1) True
2) Wrong. He went there in 2003.
3) True
4) True
5) True
6) True
7) True
8) Wrong. He bought a drum from Uganda.
9) Wrong. He was frustrated.
 These different dialogues help students further practice
the use of present perfect and simple past. Individual
 Tell students to put the verbs in brackets in the right tense.
(Present perfect or simple past). But first they have to look
44
for specific expressions in the sentences that could help
them choose the right tense. (e.g. yesterday, last … for
simple past) and (never, ever, once … for present
perfect)
 Put students in pairs to check and then take feedback Pairs
from the class.
Answers
B: Yes, I have. I have been to Canada several times. In fact, I was there two years
ago.
B: We drove to Addis last year. It was exhausting.
B: No, I haven’t. I have never worked in this bank. But I worked in the Central
Bank ten months ago.
B: Yes, I have. Yuk, they were awful.
A: What subjects have you revised?

B: I have revised French, English, History and Physics. I revised History last night.
3) Speaking/ Writing
This activity is a consolidation. This time students get fun by
talking about their own experiences. It creates a good Whole
class
interaction between students because they learn about
each other.
 Tell students to choose two of their classmates to ask
them the questions in the table.
 Then in groups of three ask students to practice as in the Individual
example dialogue.

Pairs
1a)Writing/Reading
 Tell students that they are going to read a poem about
Ziad. It talks about his life experiences and what he has
been through.
 Ask them to read the poem with the gaps and try to
understand it.
 Then ask them to choose the right word from the box to
complete the missing information.
Answers
1. had 2. travelled 3. flown 4.the USA 5.met
6.married 7.dreams 8.regrets 9.again
1b) Writing
 Ask students to read the poem again and to find the right Pairs
answer.
45
Answers
1. Ziad is talking about his life/experiences.
2. There’s no information about his age BUT he is an old man.
3. Yes he has.
4. He mentioned two places: China and the USA.
5. Yes, he is. He has no regrets at all.
6. Yes, he does. He still has dreams to fulfill.
2) Writing/Speaking
 Following the example of Ziad, tell students that it is their
turn now to write their own poem. They have to use the
verbs in the box to do so.
 The aim of this activity is to let students use correctly the
present perfect through a pre-defined model.
 Ask them to use never and ever in their sentences too.
 Encourage students to read each other‟s work then do it
with the whole class.
3) Speaking
 Ask students to answer questions about their close friends.
 You can put students in pairs or in groups to do this
activity.
 Who knows more about his/her friend is the winner.

individual
sure about.
correction.
A) Short answer
Students‟ answers may vary.
1. Yes, I have./ No, I haven‟t.
2. Yes, I did./ No, I didn‟t.
3. Yes. I have./ No, I haven‟t.
4. Yes, I did/ No, I didn‟t.
5. Yes, I have./ No, I haven‟t.
B) Right answer
1. d 2. a 3. d 4. c 5. b
C) Right tense
1. had 2. travelled 3. Have you ever fought
4. has cut
46
Sequence 6

about predictions and sense. (7 hours)
Unit 1: If you eat well, you’ll be healthy!

(3 hours approx.)
1a) Presenting new structure/Speaking

In this first unit, students will study how to use the first
conditional to make predictions about the future. This
form consists of two clauses, one with If + simple present
verb(conditional clause) and the second with simple
future verb (main clause) as in the example "If you break
this vase, Mum will be furious." Whole
class
 Write the following situation on the board:
You are at home. You plan to play football this
afternoon. But there are some clouds in the sky.
 Then write: ‟If it rains …‟, with (stay at home or play
football)
 Ask students to complete the sentence with the most
appropriate answer in brackets.
 Elicit the answer from the students “If it rains, I will stay
at home”
 Explain to students that the First Conditional is used to
talk about predictions based on condition. For that we
use the „If‟ clause.
Condition: If it rains
Prediction: I will stay at home
 Ask students to look at the illustration and explain the

situation. “If you eat too much, you will get a stomach-
ache.”
 Ask which part is the main clause and which one is the
conditional one.
If you eat too much, (conditional clause)
you will get a stomach-ache (main clause)
 Show to students that the conditional clause can

come before or after the main clause. Explain that a
comma is used at the end of the conditional clause
when it comes first (see the previous example)
47
 Tell students that in the table they have piece of
advice about health.
 Explain that they have to match the actions to the Individual
consequences in order to make full sentences.
Answers
If you stay too long in the sun, you will have a headache.
If you carry heavy bags, you will have a backache.
If you eat too many candies, you will have a toothache.
 Then ask them to match the sentences to the pictures.

Answers
Picture 1: If you carry heavy bags, …
Picture 2: If you stay too long in the sun, …
Picture 3: If you eat too many candies, …
2) Speaking/Writing
 Ask students to read the two texts. Explain any difficult
vocabulary.
 Ask students what are the two main topics (answers: Individual/
Pairs
Tuberculosis and Malaria).
 In pairs, tell them to discuss on why and how these
diseases could affect human beings and make
questions that they will ask each other.
3a) Writing/Speaking
 Ask the students to complete the sentences with the
consequences of each action (students can find
different possibilities).
Individual
Answers
If you don’t drink water, your skin will get dry.
If you don’t eat enough vegetables, you won’t have good eyesight.
If you chew khat, you will get sick.
3b) Speaking
 Ask students to write a full sentence for each situation.
Answers Individual
If you cross the road, you will have to look at the two sides.
If you don’t do exercises, you will get heart disease.
If you eat too much, you will get fat.
4a) Reading/Speaking
 Give students a few minutes to read the text.
 Ask them to choose the correct statements.
Answers Individual
She can’t read.
She loves her child.
48
4b) Speaking/Writing
 Ask students to make a list of the opportunities an
educated woman could have and ask students to
comment each one.
e.g. If women are educated … Individual
- they will help their children in their studies.
- they will buy new clothes for their children.
4c) Speaking/ Writing

 Ask students to write full sentences using the pictures in
the bubbles (which represent what she is thinking of)
Individual
Answers
If I learn reading, …
-I will be able to use a computer.
-I will be able to read the newspapers.
-I will be able to get a job.
5) Writing
 Ask students to read the short dialogue between the
brother and his sister. Individual
 Tell them to complete the dialogue with verbs in the
right form. (future simple verb or simple present verb)
 You can assist students by giving them some verbs in
the box. They will have to choose the right verb and
put it in the right form. (present simple or future simple)
tell do make say ask give shut bring give
Answers
1)asks 2)will tell 3)tell 4)will do 5)will give 6)don’t shut
Unit 2: You look beautiful!

(2 hours approx.) Whole
class
In this unit, students are going to study how the verbs of
sense are used with adjectives to describe personal
opinions and thoughts about things.
 Ask students to look at activity 1 and match the senses
with the different parts of the body.
Answers
a- Smell : nose b- Touch : skin
c- Taste : tongue d- Sight : eyes
e- Hearing : ears
 Choose five random students to come to the board.

Each will have to show a part of the body linked to the
sense. (nose smell …)
 Elicit examples of what can be smelt, touched, heard,
49
tasted... and put them in a table.
 Dictate the following sentences and ask students to
put them in the right table.
'This cake tastes delicious.'

'The pullover feels warm.'
'Fresh bread smells great.'
'This song sounds lovely.'
smell taste feel sound

fresh bread cake pullover song
Elicit from students the structure of the sentence:

„Subject + Verb of sense + Adjective‟ Pairs
2a) Writing
 Students have to find three things that can be
described with the adjectives in the table.
 Put students in groups and ask them to complete the
table then to compare their answers.
 Correct on the board with the whole class.
Individual
2b) Speaking/ Writing
In this activity, students have to find the adjectives that
can describe the pictures.
- Picture 1: the watermelon tastes sweet.
- Picture 2: the spaghetti tastes delicious.
- Picture 3: the bananas taste delicious.
- Picture4: the oranges taste bitter.
- Picture 5: the coffee tastes awful.
- Picture 6: the green peppers taste awful. Pairs/
whole
class
3a) Writing/ Speaking
 Students have to work in pairs and make a list of what
they have tasted or smelt in a wedding party. Tell
them to make a table and then share it with the rest of
the class.
Possible answers
smell taste
Flowers Cake
Perfumes Drinks
Fireworks Sweets
Meat Rice
Sauce
Individual
3b) Reading/ Speaking

 Tell students that they have to read the text very
carefully in order to find out if they are any words in
their list that they can find in the text too.
50
Possible answers
roses/flowers grilled meats/meat
Individual
3c) Writing
 Ask students to put the words in the box in their right
place in the table.
 Explain that some words can be in both columns.
Answers
smell taste
roses, oud, vegetables, grilled Vegetables, grilled meats, chicken
meats, fragrance, chicken, musk
Individual
 This activity is similar to activity 3a in which you ask
students to make a few notes about the sounds, the
smells and the tastes they can remember.
e.g. There are a lot of trees in my school and when it

rains, the leaves become green and they smell so nice. Pairs/
Whole
class
 For more practice, ask students to complete the table
and to choose two classmates to work with. The
activity is about giving opinions on what could be the
„BEST AND THE WORST‟ sound, smell and taste in the
world.
 In this way, students can compare answers, discuss
them and finally share with the whole class.
Individual/
6a) Reading/ Speaking Whole
class
 Tell students to read the short text.
 Ask them to name some other animals which have
strong sense of smell and guess which body part helps
them do it.
 As an extra activity, you can also read aloud the
following short texts about animals and ask them to
find out about their senses.
Like dogs, rats can be trained to use their exceptional
sense of smell - they can smell in stereo with each nostril
working independently of the other - to detect land
mines.
Snakes flick out their tongue because they smell with

them. So when a snake starts flicking its tongue rapidly,
it‟s a sure sign it has smelt something interesting in the air.
51
Two-thirds of a shark‟s brain is dedicated to smell and it
can detect the tiniest drop of blood from more than a
mile away.
A bear‟s brain is a third of the size of ours, yet the part

devoted to smell is five times larger. They possess big
noses and the inside surfaces of their nostrils are enlarged
with folds that make room for thousands of smell
receptors.
Most birds rely on keen eyesight and have a poor sense

of smell. The albatross is one of the exceptions. It has an
extra-large nose on top of its beak. This over-sized honk
helps the albatross detect food floating on the sea, even
when it is dark.
(answers: snake(tongue), rat(nostrils), shark(brain), bear(brain),

albatross(nose/honk) )
6b) Speaking
Individual
 Elicit from students the meaning of the difficult words:
eardrum, rotate and host…
 Ask students to read the captions and guess the sense
which is over-developed for each animal.
Answers
frog: hearing (eardrum) owl: sight (rotate its neck through 270°) All
mosquito: smell (odor) ant: hearing (detect small movements) Individual/
grasshopper: hearing (hear their legs) Pairs

(1 hour approx.)
 Tell students to write four arguments saying why
students should vote for them as head students.
 The four sentences must be about the promises they
will have to make to their classmates.
 Students start their sentences with “If you vote for me, I
will …”
 Send as many students as possible to the board to
read their propositions. Then decide with the class who
to vote for.
 In this activity, ask students to complete the table by
giving two arguments for each situation.
52
Suggested answers
If I have more freedom, I will choose my courses.
If I have nicer teachers, I will work harder.
If I have a bigger playground, I will play football.
If I have an Internet connection, I will mail my friends.
3) Writing
 Explain to students that the boy is thinking of his future
by showing the thought bubbles.
 Ask them to complete his reasoning.
Answers
If I get a good job, I will earn a lot of money.
If I earn a lot of money, I will buy a car.
If I buy a car, I will visit the neighbouring countries.
4) Reading/Writing
 In pairs, tell students to do the SENSES QUESTIONNAIRE
and then to compare their answers using “Neither…”
or “So…” structures.
 Explain that they have to report some answers to the All
rest of the class as in the example. individual
 Make sure students use the right auxiliary when using
the structures with “Neither”… and “So” …
These are all written activities. The objective is to review

not sure about.
A) Matching
1b 2d 3e 4c 5a
B) Filling the gaps

1- is /will stay
2- find /will tell
3- eats /will be
4- win / will travel
5- will give /washes
C) Filling gaps
1)feels 2)look 3)tastes 4)Smell
53
BC2 INTEGRATION
SITUATION 1
1. Imagine you have won two plane tickets. Then you are asked to choose
someone from these five profiles below. Who would you choose? Write in a
few lines the reason of your choice. (Write about the similarities between you
and one of your classmates).
INSTRUCTIONS
 Tell students to imagine that they have won two plane tickets and that
they have to choose someone from the 5 profiles on page 86.
 Tell them to write the reason of their choice by writing the similarities
between them and the chosen person. (What kind of activities both of
you like/hate…)
 Make sure the students are using the required structure (Neither/So …)
for this assignment.
 If some students finish early, check their work and then let them assist
slower students.
SITUATION 2
1a. Ahmed is in Grade 8. Lately he has received so many bad marks that the
young boy wants to leave school. His mother wants to convince him that
education is very important. Write what she could say to her son.
INSTRUCTIONS
 In this situation, students have to help the mother convince her son
Ahmed about the importance of education.
 To do so, they are going to write 4 sentences telling him about the
consequences of his decision.
 Be sure students are going to use the right structure “If”.
 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 what
they have written.
54
1b. In your turn, what other advice can you give to Ahmed?
INSTRUCTIONS
 Tell students that it is their turn now to advice Ahmed not to leave
school.
 Circulate, check and correct their work to be sure they produce
correct sentences.
SITUATION 3
1. Write about the strangest experience you‟ve ever had, the most delicious
meal you have eaten, the best mark you have ever had …
Write about the feelings and the impressions you had, as in the example
below.
INSTRUCTIONS
 Tell students that this assignment is a free activity where they can write
about a very personal experience they have been through (worst/best
mark, most delicious meal …)
 Remind them that they have to use the present perfect simple with
“ever”, “never” when talking about experiences and the simple past
when talking about a completed action in the past.
 Circulate, check and correct their work to be sure they produce a
correct paragraph.
 Collect all those projects that are finished, correct and return next hour.
55
Third trimester BC 3: From visual aids or in meaningful communicative situations, students will
be able to talk about plans or schedule, about staying in a hotel, about finished and
unfinished actions and professions.

A: When are you travelling?
Sequence 7 B: We are travelling tomorrow. Travel vocabulary: travel by
(7 hours) plane/ by bus, destination …
A: When does the train leave?
B: It leaves at 7 o‟clock in the morning. Flight brochure: leave, arrive,
departure, travel…
Talk about A: How often does Delta Airways travel to Addis?
plans and B: Delta Airways travels to Addis three times a
schedule week. Hotel vocabulary: check in,
check out, porter, chamber
The porter carried my heavy bags to my room. maid, en-suite, reception desk
I asked for an alarm call because I had to leave an alarm call, the lobby, the
early. room service …
Talk about A: What does he like doing?

B: He likes writing poems to his mother.
staying in a
hotel A: What does she want to do now?
B: She wants to clean the room.
Sequence 8 Adjectives: cracked,

(7 hours) The walls are cracked. overgrown, broken, missing…
The grass is overgrown.
House repairs: install new door,
The living room is where we watch television. replace window, tidy the grass,
The kitchen is where we do the cooking. paint the walls …
Talk about
finished and A: Have you plastered the cracked walls? House parts: living room,
B: Yes, I‟ve already plastered them. bathroom, kitchen, bedroom
unfinished …
actions A: Have you retiled the kitchen floor?
B: No, I haven‟t retiled it yet. Appliances: coffee machine,
blender, microwave, washing
A: How long have you been an electrician? machine, hair dryer, fridge …
B: I have been an electrician for ten years.
Talk about Professions: carpenter,
professions A: What‟s a hammer used for? plumber, electrician,
B: It‟s for hitting nails into the wood. bricklayer, painter …
Tools: a screwdriver, a drill, a

plane, a wheelbarrow,
a brush, a wrench, a hammer,
pliers, a saw, a trowel, a nail …
Themes:
Sequence 9 Sport vocabulary Review of all language
(7 hours) Requests and Offers (vocabulary and structures)
Similarities with others/ Customs around the world covered during the year.
Life experiences
Real possibilities
REVIEW House construction
Hotel vocabulary …
56
Sequence 7

about plans and schedules and staying in a hotel. (7 hours)
Unit 1: We are travelling next week.

(3 hours approx.)
1a) Presenting the structure

In this unit, students are going to study how they can use the
Present Continuous and the Simple Present to express the
future.
The Present Continuous used with future word or expressions
like tonight, tomorrow, next week…, will talk about plans and
arrangements. Whole
Example: I am travelling next week. class
The Simple Present will talk about schedules and timetables.

Example: The train leaves at noon.
 Ask students to quickly read the text and answer the two
questions.
Answers
Chireh and Loula are going to Addis.
Loula’s cousin is getting married.
1b) Writing
 Tell students to read again the text more carefully and
answer the questions.
 Collect answers and correct with the whole class on the Individual
board.
Answers
1. Chireh and Loula are going to Addis next week.
2. Chireh is taking the plane and Loula is going by bus.
3. A plane takes three hours and a half.
4. A bus takes two days.
2a) Practising the structure/Speaking

 Put students in pairs and tell them to ask each other about
the two diaries as in the example dialogue.
Pairs
 Elicit from students the tense to use in this activity (Answer:
Present continuous because it is about plans)
Answers
A: What is Chireh’s family doing on Tuesday morning?
B: They are visiting the National Museum.
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A: What is Loula’s family doing on Wednesday afternoon?
B: They are eating at the restaurant.
Etc …
2b) Practising the structure/Writing/Speaking

 Ask students to write down their plans for the rest of the
week as in the previous activity.
 Put students in groups of three or four. Tell them to have a Groups
role play as in the example dialogue to find a time where
they can meet with two of their classmates.
 Choose some groups to practice in front of the class.
3) Reading/ Speaking
Loula is explaining how to get to Addis by bus.
 Ask students to complete the missing information in the
text with the verbs in the box.
 Elicit from students the tense to use. (Answer: Simple Present
because the text is about a bus schedule) Individual
Answers
2)leaves 1) takes 3)spend 4)leaves
5)starts 6)takes 7)stay 8)arrives
4) Reading/Writing
 Explain the context. Chireh is getting ready for his trip to
Addis. And his friend Abdi called for help.
 Tell students they have to complete Chireh‟s answers using
the pictures.
Individual
Answers
1. I am going to buy clothes on Monday.
2. I am getting a new passport.
3. I am afraid, I can’t. I am taking books back to the library.
4. On Friday, I am cutting my hair.
5) Speaking
 This activity introduces a flight brochure that helps the
students to further consolidate on the simple present tense
used for schedules.
 In pairs, tell students to have a role-play and ask each
Pairs
other about the destinations of Delta Airways as in the
example dialogue.
 For more practice, you can put students in groups and ask
them to make more questions on the brochure. Give some
hints (Possible Questions: “What time does Kenya Airways leave on Sundays?”
“When does it arrive?” “Does it travel to Addis on Mondays”, “How much is a
ticket to Hargeisa?” …)
58
Unit 2: I love staying in hotels.
(2 hours approx.)

In this unit, students will learn some new vocabulary about
staying in a hotel.
 Tell students to match the underlined words in the first box
to their right definitions in the second box.
 In pairs, ask students to compare the answers and then
Pairs/
Answers Whole
i) checked in: g) reception desk: i) class
ii) the porter: c)
iii) an en-suite: f)
iv) room service: a)
v) an alarm call: h)
vi) the lobby: e)
vii) chambermaid: b)
viii) check out: d)
In this activity, students are going to share their experiences
about hotels.
 In pairs, ask students to come up with five questions they
Individual/
are going to ask their classmates. Pairs
 Tell them that the words in the box will help them write
their questions.
 Monitor and give assistance when needed.

This activity introduces the gerund (V+ing) and the infinitive
(Verb with „to‟).
*The Gerund form is used after certain verbs (enjoy, like,
fancy, stop, love …) or verbs with prepositions (keep on, insist
on …) as in the example: She keeps on making mistakes.
Whole
*The Infinitive form with „to‟ is used after certain verbs class
(expect, need, want, hope) as in the example: They want to
see the match.
 Ask students to read quickly the text and answer the two
questions. Elicit the answers. (Answers: i) No, he doesn’t. / ii) He loves
her so much.)
 Ask students to re-read the letter. Write the second
sentence on the board and underline the two forms
(expect to have/like staying)
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 In pairs, ask students to pick up all the verbs that have the
same forms and put them in a table as follows. Individual/
Pairs
Answers
VERB+INFINITIVE VERB+ GERUND
expect to have don’t like staying
promised to stop avoid spending
need to relax love getting
want to fix insists on tidying
hope to see can’t help doing
keep on telling
stop worrying
fancy doing
miss talking
3a)Practising the structure/Writing

 Tell students to complete the sentences by using their
imagination. Explain that they can write whatever they
want to but make sure they use the right verb form in each
sentence.
 Put students in pairs to compare and then correct with the
whole class by asking some random students. Individual/
Pairs
Answers:
Answers may vary
a) keeps on + (Gerund form)…

b) promise+ (Infinitive form)…
c) fancy + (Gerund form)… ?
d) avoid+ (Gerund form)…
e) insists on + (Gerund form)…
f) miss+ (Gerund form)…
g) expect+ (Infinitive form)…
h) can’t help + (Gerund form)…
i) stop+ (Gerund form)…
j) need+ (Gerund form)…
3b) Reading
In this activity, students are going to read again the missing
parts they have written and their classmates have to say Pairs/
Whole
which part it is.
class
 Put students in pairs to practice then do it with the whole
class.
4a) Reading
 Ask students to read the poem Chireh wrote to his mother
and tell them to look for the gerund and infinitive forms Individual/
(Answers: Gerund form: love hearing, keep doing, can’t help doing/ Infinitive Whole
form: want to buy, promise to give) class
 Choose a few students to read the poem in front of the
class and check for pronunciation.
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 Tell students that it is now their turn to write a poem for
someone they love following the example in activity 4a.
 Tell them to answer the questions in the box to make the Individual/
poem. Whole
class
 Help students when needed.
 Choose some students to read their productions.

All
Whole
1a) Writing/ Speaking class
 Explain the context to students.
Aicha wants to go to do some shopping with her friend
Asma. So she called her to agree on a day. But Asma is very
busy. (Asma has written down all her plans for the week on a paper )
 Tell students to use Asma‟s diary to complete the missing
information.
 In pairs, ask them to compare their answers and then
Answers
1) I’m having lunch with my family-in-law.
2) I’m going to the dentist.
3) I’m visiting my family.
4) I’m eating out with my husband.
5) I’m travelling with the children to Dikhil.

 Ask students to read the text again and answer the
questions.
Answers
1) Yes, she is. No, she isn’t.
2) No, they aren’t.
3) Asma is visiting her family on Monday.
4) No, she isn’t. She is going with her husband.
5) She is going to the restaurant with her husband.
2) Writing/Speaking
In this activity, students are writing the questions that Asma
asks to her husband.
 Explain that they have to use the words in brackets
(Souleiman‟s answers) to make the questions using the
right tense.
Answers
1) Where is he going?
2) When is he leaving?
3) Is he going alone?
4) Is he travelling by boat?
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5) Where is he staying?
3) Speaking/ Writing
 Asma‟s brother-in-law has sent a postcard to his family.
Elicit from students what the postcard is about.
(Answer: a mosque).
 Then ask students to complete the gaps with the words in
the box.
Answers
1) Dear 2) wonderful 3) worry
4) fine 5) en-suite 6) waiting
7) mosque 8) pray 9) See
 Correct with the whole class.

individual
students to ask questions if there is anything they are not sure
about.
correction
A) Filling gaps
1) I am going
2) Does the film begin …?
3) The bus leaves
4) I am having
5) When does the train leave?
6) I am staying
7) We are going
8) The English course starts
B) Writing/Speaking
Days From To Departs Arrives
Sat/Mon Djibouti Addis Ababa 06:20pm 07:30pm
Sun/Tues Djibouti Cairo 05:00pm 09:00pm
Wed/Fri Djibouti Jeddah 04:15pm 07:15pm
Tues Djibouti Dar Es Salaam 10:15am 02:30pm
1) The plane leaves Djibouti at 06:20 in the evening and

arrives to Addis Ababa at 07:30. It takes 50 minutes to get to
Addis. The plane flies to Addis twice a week (on Saturday
and Monday.)
2) The plane leaves Djibouti at 05:00 in the afternoon and
62
arrives to Cairo at 09:00 in the evening. It takes four hours to
get Cairo. The plane flies to Cairo twice a week (on Sunday
and Tuesday.)
3) The plane leaves Djibouti at 04:15 in the afternoon and

arrives to Jeddah at 07:15 in the evening. It takes three hours
to get Cairo. The plane flies to Cairo twice a week (on
Wednesday and Friday.)
4) The plane leaves Djibouti at 10:15 in the morning and

arrives to Dar Es Salaam at 02:30 in the afternoon. It takes
more than four hours to get to Dar Es Salaam. The plane flies
to Dar Es Salaam once a week (on Tuesday.)
C) Right form
1) playing
2) tell
3) work
4) meet
5) doing
6) yelling
63
Sequence 8
Objectives: By the end of the sequence, students should be able to

describe finished or unfinished actions and talk about professions. (7 hours)
Unit1 : I haven’t finished the house yet.

(2 hours approx.)

This unit introduces the vocabulary of a house.
 Ask students to look at the first picture and say what is
missing in the house and needs to be repaired. Whole
 Elicit the answers orally and write them on the board. class
 Then tell students to look at the words in the boxes.
 Ask them to make sentences as in the example.
Answers
1. The door is missing.
2. The windows are broken.
3. The grass is overgrown.
4. The roof is damaged.
5. The walls are cracked.
1b) Writing
The house has been repaired.
 Ask the students to look at the new picture and tell
them to find the difference between the two houses.
(Picture A and Picture B)
 Elicit the answers orally and write them on the board.
 Then ask the students to make sentences about the individual
new house as in the example.
 Circulate around the class to check answers.
 Finally ask for answers and correct on the board.
Answers
1. He has replaced the windows.
2. He has plastered the walls.
3. He has tidied the grass.
4. He has repaired the roof.
5. He has installed the door.
2a) Writing
This activity is about the different parts of the house. In one
box there are the places and in the other one the
definitions. Individual
 Tell students to match each word to its right definition.
Answers
a5 b1 c6 d3 e2 f4
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2b) Presenting new structure/ Speaking
„Already‟ means that something happened earlier than
we expected. It is used in affirmative sentences to show
that the action is completed. With the Present Perfect, Whole
‘already‟ usually goes after have or has and before the class
main verb as in the example: He has already paid this bill.
„Yet‟ means that something that we expected hasn't

happened. We put it at the end of negative sentences to
show that the action is not completed as in the example: I
haven‟t finished my exercises yet.
 Ask students to read the dialogue.

 Tell them to focus on Moussa‟s answers and discuss the
difference between them.
 Elicit answers and write on the board.
Answers
Yet: negative sentence/incompleted action
Already: affirmative sentence/ completed action
2c) Writing/Speaking
Souad is asking her husband series of questions about the
the house.
 Explain to students that they have to help Moussa Individual/
answer his wife. They have to make sentences using Pairs
„Yet‟ or „Already‟ as in the example in activity 1b.
 Elicit answers from students and correct on the board.
 For more practice, tell students to have a role play. One
student is asking questions and the other is giving the
answer.
Answers
1) I have already installed it. (new door)
2) I have already repaired it. (roof)
3) I haven’t repaired it yet. (faucet)
4) I haven’t painted it yet. (bedroom)
5) I have already replaced them. (windows)
6) I haven’t placed them yet. (bulbs)
7) I have already tidied it. (garden)
2d)Reading
 Tell students to read the conversation between Moussa
and his friend Fahmi and find out why Moussa is
depressed. (Answer: spent all his money and hasn’t finished his house Individual
yet)
2e) Writing
 Explain to students that they have to write questions to
the given answers.
65
 Tell them to read the text again with the answers and
make the appropriate question. Individual/
Pairs
 Put students in pairs to compare then correct on the
board.
Answers
1. What is Moussa asking for?
2. Has he spent his savings?
3. Has he finished repairing the house?
4. Is Souad waiting for the house?
5. Is Fahmi a good friend?
2f. Listening / Writing

 You are going to read a list of appliances that Souad
wants for her new house. Read the word and its
definition and ask student to guess which picture it is.
Listening dictation:
Refrigerator : for keeping food fresh/cool

Washing machine: for washing clothes
stove: for cooking food
Microwave oven: for cooking or heating up food
Sewing machine: for sewing materials
Blender: for mixing food
Hair dryer: for drying hair Individual/
Coffee machine: for making coffee Groups/
Whole
1) refrigerator 2) washing machine 3) stove 4) hair dryer class
5)microwave 6) sewing machine 7) coffee machine 8) blender
 Put students in groups and tell them to decide which

devices they think are very important for the house and
which ones are not. Groups‟ answers may vary.
 Discuss with the whole class and agree at least on three
appliances which are necessary in a house.
Unit 2: He has been a plumber for fifteen years

(3 hours approx.)

„Since‟ and „For‟ are quite difficult to explain to students.
So try to give an example before working on the book.
 Draw a scale on the board and write the following
dates on it as follows.
 
2000 2011
66
 Then write these two sentences:
I have been a teacher for 11 years.
I have been a teacher since 2000.
 Explain that SINCE is used to talk about a starting point

whereas FOR is used to talk about the duration of an
action.
 Then ask students to look at the illustration in the book Whole
and answer the questions. class
a. Is he a plumber now? Yes
How long has he been a plumber? 15 years
b. When did he start his job? 1996
c. since: starting point/ for: duration
 Ask students to use the information in the box.
 Put students in pairs and explain that they have to make
Individual
questions using the question words.
 Circulate around the class and give help when needed.
 Elicit answers from students and write them on the
board.
Answers
2) How old was he when he started this job?
3) How long has he worked for Chebco?
4) What’s the name of the second company he worked for?
5) When did he set up his own company?
1c) Practising the structure/Writing/Speaking

This activity will help the students understand the use of
„Since‟ and „For‟ through the writing of personal examples.
 Ask students to answer the questions with full sentences.
 Choose random students to answer.
2a) Practising the structure/Writing/Speaking

 This activity introduces manual jobs. Students have to
make sentences about how long these people have
been in their jobs. Individual/
 Ask students to use the time expression next to each Pairs
illustration.
 Tell them to compare their answers and correct on the
board.
Answers
I have been a gardener for a very long time.
I have been an electrician for twelve years.
I have been a painter since last year.
I have been a carpenter since 2006.
I have been a bricklayer for many years.
67
2b) Writing
 Tell students to read the sentences and find out the right Individual
job.
Answers
1)locksmith 2)bricklayer 3)gardener
4)electrician 5)painter 6)carpenter
3) Writing/Speaking
In the previous activity students have been introduced to
jobs. In this one, they are going to learn about the tools
that are used in these jobs.
 Tell students to match the sentences in the box to the
right picture. Individual/
 Elicit answers from students and correct on the board. Pairs
 For more fun, put students in pairs and tell them to
match the tools to the right job.
Answers
1- What’s a screwdriver? It’s for putting screws into the wood.
2- What’s a measure for? It’s for measuring lengths.
3- What’s a hammer for? It’s for hitting nails into the wood.
4- What’s a brush for? It’s for painting
5- What are pliers for? They are for cutting wires.
6- What’s a wheelbarrow for? It’s for carrying things.
7- What’s a wrench for? It’s for tightening nuts.
8- What’s a saw for? It’s for cutting wood.
9- What’s a trowel for? It’s for putting concrete onto bricks.
10- What’s a nail for? It’s for holding wood together.
11- What’s a cement mixer for? It’s for making cement.
12- What’s a plane for? It’s for smoothing wood.
4a) Writing/Speaking
 Tell students to read the conversation between Abdi
and his father.
 Tell them to complete the text with the expressions in
the box.
Answers Individual
1)seeing blood 2)specific training 3) own business
4) Promise me to work hard
 Ask them what they are talking about and how they
feel :(Answer: Abdi wants to go to LIC/ Abdi is very excited but his father is
not)
 Ask students to go back to the text.
 They have to pick up all the information concerning
Individual/
Abdi and his father‟s opinions and put them in a table Pairs
as follows.
68
 Elicit answers from students and correct on the board.
Abdi Father
I have liked repairing things since I I wanted a great career for you.
was a young boy.
With specific training I have more I would like you to be a doctor.
chance.
Money isn’t the only thing in life. It’s not easy to get manual work.
I wanted you to be rich.
4c)Writing
 Ask students to give their opinions and say who they Individual/
agree with and why. Groups
 Put students in groups to discuss their answers then share
with the whole class.
4d) Production Pairs/

 Ask students to write about their dream job. Whole
 Put them in pairs to discuss then choose random class
students to share with the whole class.

(1 hour approx.) individual
1a) Speaking/Writing
Abdi is replying to his friend Chireh who‟s in Addis.
In his letter, the young boy is telling him how he is spending
the vacation back in Djibouti by helping his father fixing up
the house.
 Ask students to read the letter and make a list of what
has been done, and what hasn‟t been done yet.
 Elicit answers and correct with the whole class.
Answers
What has been done:
We have painted the walls.
We have replaced the windows.
We have put new curtains.
What hasn’t been done yet:

We haven’t fixed the roof yet.
We haven’t installed a new door yet.
1b) Speaking
 Following the example of Abdi, tell students that it is now
their turn to write about any tools they have ever used.
 Encourage them to ask each other questions.
69
2) Writing
 Explain to students that they are going to help the
shopkeeper put all the new tools on the shelves. To do
so, they have to classify them under three categories as
it follows.
Answers:
carpenter plumber bricklayer
- a saw - a wrench - a wheelbarrow
- a drill - pliers - a trowel
- a hammer
- a screwdriver
- a measuring tape
3) Writing/Speaking
 Abdi and his friend are talking about their dream jobs
and both are saying why. The problem is, the sentences
are all mixed up.
 Tell students to put in the table the right explanation
each boy has given for that job.
Answers
Abdi His friend
You can set up your own business You are always clean and smart.
and become rich.
You move a lot and see different You can easily borrow money to buy
people a big house
You can have very interesting You work in a cold place far from
contracts noise
You will need me to fix the pipes in You will need me to keep your money
your new house.
A) Verb form
1- The electrician hasn‟t cut the circuit breaker yet.
2- He has already replaced …
3- He has already put …
4- He hasn‟t fixed the fans yet.
5- Moussa has already bought …
B) Sentence completion
1- … since the first day.
2- … for three months.
3- … for twenty years.
4- … since he was 24.
5- … for a week.
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C) Hidden words
1- bathroom.
2- bedroom.
3- garage.
4- kitchen.
5- living room.
D) Word search
T O V H A M M E R A T
S C R E W D R I V E R
Y R S R B R U S H C O
N O M P T I K A B H W
E I A S P L A N E A E
Q A T A O L A F A D L
A L U W I J P R S A P
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Sequence 9
Objectives: By the end of the sequence, students will have reviewed the key
learning points of the year. (7 hours)
The structure of this BC is different. It is composed of

vocabulary and structure review activities. It also has skills
practice in speaking, writing and reading. All
It has two purposes: individual/
Groups/
 It provides an opportunity for students to review and Pairs/
recycle their learning, and for the teacher to carry out Whole
diagnostic evaluations of their learning. class
 It provides a period of extra work for those classes
which finish early, whilst for those which progress less
quickly will not suffer if they do not complete the final
BC.
The activities in this BC do not have to be done in the
order in which they appear. Read through and select
which activities would be best for your students, and then
the best order in which to do them. For example, you
might like to do a grammar activity followed by a
reading, followed by a vocabulary activity, rather than
doing all the same types of activities at the same time.
In general, it is a good idea to give students the

opportunity to look back through the book and their own
notes for the year before commencing this BC.
1) Vocabulary: Sport
 Tell the students to work out what each person is talking
about.
Answers
a. referee
b. rugby
c. goalkeeper
d. tennis
 If appropriate, ask the students to follow up questions,

such as what their favourite sport is, or what sports they
don‟t like and why.
2) Vocabulary: Make or Do
 Tell students to fill in the missing verb using either „make‟
or „do‟. Make sure they use the correct form of the
verb.
Answers
a. done
72
b. make
c. make
3) Vocabulary: Jobs
 Tell the students to name the jobs in the pictures and
then to match the actions to the appropriate jobs.
Some actions do not match the jobs in the pictures.
The students have to state the jobs they are
describing.
Answers:
a. Gardener: he waters plants, he cuts grass, he prunes trees.
b. Secretary: she classifies files, she writes down appointments, she answers the
phone.
c. Electrician: he repairs the plugs, he mends wires in the house.
He takes care of sick people – nurse/doctor

He puts out fires – firefighter
He helps people learn – teacher
She cleans hotel bedrooms – chamber maid
He mixes cement – bricklayer/builder
He sells things in a shop – shopkeeper
He delivers mail – postman
4a) Reading/Vocabulary
 Tell the students to read the descriptions and match
them to the countries on the map. They should then fill
in the gaps using the name of the country and the
adjective as appropriate.
Answers
1. Ethiopia/Ethiopian
2. Thailand/Thai
3. India/Indian
4. Spain/Spanish
4b) Writing/ Question formation

 Tell students to look for clues in the descriptions of the
countries to create the questions to the answers given
in the activity.
Answers
a. What does Ethiopia produce?
b. Where are the Thai islands?
c. What are Indian dishes like?
d. Why are there many beautiful Islamic buildings in Spain?
5a) Grammar/functions
 This activity asks the students to recognize the
meaning of the modal „can‟. Explain that they will
need to look at the whole sentence and decide from
the context if „can‟ is being used to talk about
73
permission or ability.
 It is a good idea to give a few simple examples to the
whole class before they start the activity. E.g., ask
what different animals can/can‟t do, and elicit that
this is about ability, and then ask for some class rules
using can/can‟t, and elicit that this is about permission.
Answers
1. Permission
2. Ability
3. Permission
4. Permission
5. Ability
 For further work, ask students to suggest contexts for

numbers 3, 4, and 5.
5b) Grammar/ Functions

 This activity asks the students to make requests that are
appropriate to the contexts.
 Prepare for the activity by eliciting request structures:
Could you… Can you… etc
Suggested Answers
1. Can you carry my bags please?
2. Could you turn the music down please?
3. Can I borrow your pencil, please?
4. Could you explain the homework, please?
5. Could you stop annoying me, please?
6. Can we meet tomorrow?
6) Grammar/ Tenses
 Tell the students to put the verb in brackets into the
correct tense and form.
Answers
1. I have never read
2. came
3. have known
4. has scored
5. have not … went
6. told … forgot … was
7. missed … have been
8. have never seen
9. has become … took … was … have changed
10. have grown … saw
11. have never visited … have travelled… went … visited … spent … hiked …
watched
7) Speaking
 In this activity, students work through the questionnaire
answering the questions about their experiences of the
year.
74
 The students should understand all the questions, but
check first to see if there is any vocabulary you think
they will have problems with, and pre-teach it before
the activity.
 Encourage the students to answer as fully as possible.
 When they have finished, tell them to get together in
groups of 3 and to ask each other the questions. To
save time – and to make it more motivating, ask
students to choose 5 questions that they find most
interesting to ask, rather than have them read out a
long list.
 Try not to be too strict on errors as the purpose of the
activity is to get the students speaking
communicatively.
8) Writing
 This is an optional activity.
 Ask students to choose one member in their families to
interview about their career. They need to write up
their findings in English and share them with the class,
 Take in the work and do the following activities the
next lesson:
1 – write up examples of very good English.
2 – write up examples of errors, and ask the class for
comments. When you do this, make sure it is not clear
who made the error by changing words where
necessary.
9) Grammar/ ’will’ or ‘going to’

 Before the activity, elicit the difference between „will‟
and „going to‟ for future actions.
„Will‟ – for actions decided at the moment of speaking or
offers.
„Going to‟ – for actions which have been planned.
 Ask the students to work out from context which

structure would be most appropriate in each gap.
Answers
1. I’ll go to bed.
2. I’m going to borrow books from the library.
3. Ali is going to help me.
4. I’ll have some fish, please.
5. I’m going to visit my sister.
6. I’ll get you an aspirin.
7. I’ll do it now!
75
10) Grammar/ ’going to’
In this section students talk about their plans for the
summer holiday.
 This is a “find someone who” activity which the students

should have played before.
 If they can‟t remember, remind them how to play it:
Students walk around the classroom trying to find
people who will answer yes to their questions.
They can only write a name once, and so need to
speak to as many different people as possible.
Students need to ask questions, and so should prepare
these beforehand.
The first person to get a name for all the questions is the
winner.
 Help the students make the questions by going through
a few examples from the book, e.g. “Are you going to
travel to Ethiopia?”
“Are you going to have a birthday party?”
 Make sure they can reply in the short answer form –
“Yes, I am/No, I‟m not”.
 When they are ready, ask the students to walk around
the class asking their questions.
 Keep monitoring to make sure that all students remain
on task and ask their questions.
11a&b) Reading/Speaking
 This is a reading activity which is designed to
encourage the students to talk about their parents
afterwards.
 Set up the activity by asking them what parents worry
about.
Suggested answers
Money, jobs, housing, the grandparents, the children, etc …
 Ask the students to read the text as quickly as possible

to find out what the mother worries about.
 Then ask students to read the text more carefully and
make a more detailed list of what she worries about,
and what consequences she warns her child will
happen if they do the things she talks about.
 Then ask the students to discuss the follow-up questions
a) and b) in groups of three and to then feedback to
the class.
76
12) Reading/Writing
 In this activity, students read parts of a famous poem,
and then go on to write their own similar poem.
a) Speaking
 Ask the students to read the poem quickly and decide
what it is about, selecting the most appropriate
description from the three offered.
Answer: It’s advice from a father on how to be a good man. Basically he is

saying that if his son can do all the things he mentions , then he will be “A Man”.
b) Speaking
 Ask the students to read the text again, this time, they
must match the lines in the poem to the simplified lines
1-6.
 Make sure the students understand the simplified lines.
Answers
If you can be patient - … If you can wait and not be tired by waiting…
If you can be calm - If you can keep your head when all about you
Are losing theirs and blaming it on you…
If you can believe in yourself - … If you can trust yourself when all men
doubt you, But make allowance for their doubting too…
If you can treat everyone in the same way - … If you can talk with crowds
and keep your virtue, Or walk with Kings - nor lose the common
touch…,
If you can be optimistic - … If you can dream - and not make dreams
your master…
If you can be modest - … And yet don't look too good, nor talk too
wise…
The students might need some support during this activity,

but encourage them to make educated guesses based
on what they know. If necessary allow them to talk in their
mother tongue when discussing the language.
c) Writing/ Speaking
 In this stage of the activity, the students write their own
poem.
 Ask the students to identify what they think makes a
good person. Perhaps they might like to focus on a
particular type of person, or profession.
 When they have their list of attributes, ask them to write
about it using the same structure as the poem in the
77
book,
e.g.
If you can…..
If you can…..
If you can….
Then you be a good …. My son/daughter/friend!
78
BC3 INTEGRATION
SITUATION 1
1. In July, your friend wants to invite you for a trip abroad. Unfortunately, you
can‟t accept his/her invitation because you have already made some plans
for the month. Use the calendar below to tell him/her about your
arrangements.
INSTRUCTIONS
 Tell students that a friend invites them for a trip abroad in July.
 Explain to students that they can‟t accept the invitation because they
have already made plans for that month.
 To do so, tell students they have to write about the reasons by using the
calendar. (Students are going to make sentences telling about their
plans on the dates in circle.)
 Make sure the students are using the required form (Present
Continuous) for this assignment.
 If some students finish early, check their work and then let them assist
slower students.
SITUATION 2
1a.Your neighbourhood administrator is sending questionnaires to the local

houses about the changes they have made. Read the questionnaire
and tell us about your house.
INSTRUCTIONS
 In this situation, tell students to use the questionnaire to describe their

houses. Explain that they have to write a small paragraph.
 Be sure students are going to use the right tenses (Present Perfect
Simple, Present Simple, Simple Past …)
 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 what
they have written.
79
SITUATION 3
1. This student is describing her dream job. In the same way, tell your
classmates about yours.
INSTRUCTIONS
 Tell students that this assignment is a free activity where they tell their
classmates about their dream job.
 Circulate, check and correct their work to be sure they produce a
correct paragraph.
 Correct all those projects that are finished, correct and return them the
next hour.
80

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REPUBLIC OF DJIBOUTI

UNITY – EQUALITY – PEACE

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

ENGLISH FOR DJIBOUTI

Farhya Djama Ibrahim

Abirre Ahmed Mohamed

Fathia Mahamoud Abdillahi

Mohamed Ibrahim Houssein

Safia Ibrahim Hassan

Under the supervision of the Pedagogical Advisor

The English textbook is the latest addition to the series.

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

We also welcome remarks and comments to improve it.

HAMID MOHAMED ADEN

General Director of the CRIPEN

Welcome to the English for Djibouti Grade 8 Teacher’s Guide.

 It contains full answers to all activities.

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

We hope you find the course enjoyable to teach.

Introduction …………………………………………………..…….….. p.2

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

Sequence 1…………………………………………………………….. p.6

INTEGRATION 1 ………………………………………………………… p.27

Programme Guidelines BC 2 …………………………………………p.29

Sequence 4 …………………………………………………………….. p.30

INTEGRATION 2 ………………………………………………………… p.54

Programme Guidelines BC 3 …………………………………...…… p.56

Sequence 7 …………………………………………………………….. p.57

INTEGRATION 3 ………………………………………………………… p.79

BE ABLE TO STRUCTURES VOCABULARY

Sequence 1 Permitted/Forbidden: wear

Sequence 2 Request forms: Could you,

What is she doing? Expressions with DO: do the

Notes Teaching process Mode

Unit 1: You can’t smoke here.

1a) Presenting vocabulary

1b) Presenting the structure

1c) Practising the structure/ Speaking

 Then make a general correction on the board by

2) Practising the structure/Writing

 Tell them to write at least two sentences about what is

 When they finish, tell them to compare with their

3a) Speaking/ Writing

3b) Writing/ Speaking

actions allowed not allowed

players play with their hands 

1. The text is talking about rugby rules in England.

Unit 2: What are you going to do?

1) Presenting the structure

Be going to= planned action

2) Practising the structure

 Make a general correction by asking some students to

 Correct with the whole class. (choose random

Unit 3: Using the language

1c) Wrong statements.

1d) Conversation completion/Writing

2) Pairs/ Group work

Consolidation (1 hour approx.)

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

Notes Teaching process Mode

Unit 1: Could you help me?

1a) Presenting structure/Speaking

 Check if the pronunciation is correct and help with any

G8 English Teacher's Guide-1

G8 English Teacher's Guide-1