REPUBLIC OF DJIBOUTI

UNITY – EQUALITY – PEACE

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

ENGLISH FOR DJIBOUTI

TEACHER’S GUIDE
GRADE 9

Developed by

RAWYA ADEL AWAD

&
CHOUEIB HOUSSEIN IBRAHIM

With the collaboration of

JANE THIEFELS

Under the supervision of the Pedagogical Advisor

Ibrahim Saleh Ibrahim

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 FOREWORD

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 9th 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.

Mr. SAID NOUR

General Director of the CRIPEN

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 INTRODUCTION

Welcome to the English for Djibouti Grade 9 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
TEACHER’S GUIDELINES ………………...………..........……… p6
SPEAKING ………………...………..........……… p6
A) Setting up pair and group work ………………...………..........……… p6
B) Open and closed pairs ………………...………..........……… p7
C) Think, Pair, Share ………………...………..........……… p7
D) Teaching pronunciation ………………...………..........……… p8
1d) Individual sounds ………………...………..........……… p8
2d) Word stress ………………...………..........……… p9
3d) Sentence stress or rhythm ………………...………..........……… p9
4d) Intonation ………………...………..........……… p10
E) Back chaining ………………...………..........……… p10
LISTENING ………………...………..........……… p11
READING ………………...………..........……… p11
WRITING ………………...………..........……… p12
A)Helping students to write an essay: useful steps ………………...………..........……… p12
VOCABULARY ………………...………..........……… p12
DEALING WITH MIXED ABILITY CLASSES ………………...………..........……… p13
CLASSROOM MANAGEMENT TIPS FOR LARGE CLASSES ………………...………..........……… p13
A) Involving the whole class ………………...………..........……… p13
B) Attention getting and attention keeping techniques ………………...………..........……… p13
THE REFLECTIVE TEACHER ………………...………..........……… p14
SOURCES OF OTHER MATERIALS ………………...………..........……… p14

PROGRAMMES GUIDELINES BC 1 ………………...………..........……… p15

UNIT 1
Lesson 1 ………………...………..........……… p16
Lesson 2 ………………...………..........……… p19
Lesson 3 ………………...………..........……… p23

UNIT 2
Lesson 1 ………………...………..........……… p26
Lesson 2 ………………...………..........……… p31
Lesson 3 ………………...………..........……… p36

UNIT 3
Lesson 1 ………………...………..........……… p39
Lesson 2 ………………...………..........……… p42
Lesson 3 ………………...………..........……… p45

INTEGRATION BC 1 ………………...………..........……… p48

PROGRAMMES GUIDELINES BC 2 ………………...………..........……… p51

Unit 4
Lesson 1 ………………...………..........……… p52
Lesson 2 ………………...………..........……… p56
Lesson 3 ………………...………..........……… p59

Unit 5
Lesson 1 ………………...………..........……… p62

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Lesson 2 ………………...………..........……… p66
Lesson 3 ………………...………..........……… p71

Unit 6
Lesson 1 ………………...………..........……… p73
Lesson 2 ………………...………..........……… p78
Lesson 3 ………………...………..........……… p84

INTEGRATION BC 2 ………………...………..........……… p87

PROGRAMMES GUIDELINES BC 3 ………………...………..........……… p90

Unit 7
Lesson 1 ………………...………..........……… p91
Lesson 2 ………………...………..........……… p95
Lesson 3 ………………...………..........……… p98

Unit 8
Lesson 1 ………………...………..........……… p100
Lesson 2 ………………...………..........……… p103
Lesson 3 ………………...………..........……… p106

Unit 9 ………………...………..........……… p109

INTEGRATION BC 3 ………………...………..........……… p120

BEF EXAMINATION ………………...………..........……… p122

HELEN KELLER ………………...………..........……… p122
INSPIRATIONAL STORIES ………………...………..........……… p124
ROSA PARKS ………………...………..........……… p126
STORY FOR ALL AGES ………………...………..........……… p128

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 TEACHER’S GUIDELINES

This part of the Teacher‘s Guide offers general guidelines on aspects of teaching methodology
and gives techniques which can be used in many different lessons. The techniques are suitable
for large, mixed ability classes. Specific techniques relating to individual lessons in the course book
are contained in the main body of this text.

SPEAKING

It is important that students get enough practice in speaking. If you use whole class work, all the
time and if you have a large class, the students will not get enough practice. It is therefore very
important that you do pair and group work, even though it may at first appear difficult in a large
class.

A) SETTING UP PAIR AND GROUP WORK

 Set a time limit so students know how long they have to do the task.
 Tell students when it is nearly time to finish e.g. You have one minute left
 Use one of the attention getting techniques to get students‘ attention and to stop the
task.
 Train students to speak quietly when they are doing pair work
 The easiest way of organizing pair and group work is simply to have students turn to the
person they are sitting with. Occasionally, you might wish to use other ways.

On occasions, you can get students to turn round to work with the person behind them or work
with the person across the aisle.

You can also set up group work by getting students to turn round to work with the pair behind
them.

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 B) OPEN AND CLOSED PAIRS

It is important that students know exactly what they are supposed to be doing when they do pair
and group work. The following is the usual procedure to follow if students are doing an activity
which requires a question and answer.

1. First of all demonstrate yourself taking both parts

2. Then demonstrate with you and a student
3. Demonstrate in open pairs i.e. two students perform while the others listen
4. Have students practice in closed pairs (that is all of the students practicing
simultaneously).

C) THINK, PAIR, SHARE

This is a very useful technique to use in large classes to ensure that all students are involved and
get a chance to speak. The procedure is as follows:

Student thinks of an answer to teacher‘s question

Student pairs with another student to discuss answers

Students share with another pair or with the whole class.

Think, Pair, Share has a number of advantages

1. It provides thinking or waiting time for the student.

2. Students are able to learn from each other.
3. It provides for simultaneous interaction; all students are able to work at the same time.
Compare this with the usual practice of teacher asking questions when only one or two
students are actively engaged.

Think, Pair, Share can be used at various stages of the lesson:

 Before a lesson or topic to orient the class (previous knowledge etc).

 To check questions from the book.
 Any time, to check understanding of material e.g. new grammar
 For clarification of instructions, homework etc.

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 D) TEACHING PRONUNCIATION

Pronunciation is of course an important part of speaking and involves far more than individual
sounds. It also involves

 word stress
 sentence stress
 intonation
 word linking

1D) INDIVIDUAL SOUNDS

Minimal pairs, or words such as 'bit/bat' that differ by only one sound, are useful for helping
students distinguish similar sounds. Choose sounds students in Djibouti might confuse.

ACTIVITY 1

You can then say the words e.g. ship

A B
ship sheep
hit heat
bit beat
live leave
slip sleep
chip cheap
his he’s

Students have to tell you whether the sound is like the sound in Column A or the sound in Column
B.

ACTIVITY 2

You can also use minimal pairs to play Same or Different

Say two words e.g. cat, cut…
Students have to say whether the words are the same or different.

ACTIVITY 3

Give students three or four words. One of the words does not contain the sound you are
practicing. The others do.
e.g. dead, beg, bat, bad
The following are difficult sounds for English language learners in Djibouti:
TIPS

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To pronounce /θ/ and /ð/ -the ‗th‘ sound, tell students to put their tongue in between their teeth
If students cannot pronounce the / u: / sound as in cool, tell students to round their lips. Sh and ch

2D) WORD STRESS

Word stress is important in English. Putting the stress on the wrong part of a word makes it more
difficult to be understood. Particular difficulties may arise when the stress pattern is different in
French and in English e.g. comfortable and comfortable.

Illustrate syllable stress by clapping softly and loudly corresponding to the syllables of a word. For
example, the word 'beautiful' would be loud-soft-soft. Practice with short lists of words with the
same syllabic stress pattern ('beautiful,' 'telephone,' ‗vegetable) and then see if your learners can
list other words with that pattern.

You can emphasize the stress when presenting a new word e.g. TEL e phone

And when you write a word on the board, you can signal where the main stress falls:


because

Encourage students to copy down the word with the stress indicated.

You can demonstrate different stress and varying vowel lengths within a word by stretching
rubber bands on the longer vowels and letting them contract on shorter ones. For example, the
word 'fifteen' would have the rubber band stretched for the 'ee' vowel, but the word 'fifty' would
not have the band stretched because both of its vowels are spoken quickly.

3D) SENTENCE STRESS OR RHYTHM

As you know, spoken English words with two or more syllables have different stress and length
patterns. Some syllables are stressed more than others and some syllables are pronounced longer
than others.

The same is true of phrases and sentences. Different words in a sentence have stronger stress and
are pronounced longer and other words are weaker and shorter. This pattern of strong and weak
stress and short and long pronunciation gives English its rhythm.

It is important for your students to understand and master the rhythm of English. If the wrong words
are stressed in a sentence or if all words are pronounced with the same length or loudness, the
speech will be difficult to understand.

Words that have the most stress in English are called content words. Content words are usually the
nouns, verbs, adjectives, adverbs, and pronouns (demonstrative, possessive, reflexive, and
interrogative). They are the words that carry the most important meaning in the sentence.

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 When are you coming to dinner?

If I had a lot of money, I‘d be rich.

To help students with the rhythm of English, you can tap the stress with your finger. The stressed
syllables should be said on the tap. You can also clap out the rhythm.

4D) INTONATION

Intonation refers to the melody of a sentence, the way in which your voice goes up and down. It
is important because at best it aids communication and at worst can cause offence if no
intonation or the wrong intonation is used.

Don‘t be afraid to exaggerate intonation to help raise the awareness of your students. Sentence
intonation can also be mimicked by humming. This will take the students' attention off the
meaning of a word or sentence and help them focus on the intonation.

One activity you can do is to get them to say a phrase using different intonation e.g. imagine
they are saying Hello to a colleague they see every day, to someone they haven‘t seen for 10
years, to a baby etc.

There are also some ―rules‖ which can be given for intonation, although discourse is also
important so these should only be viewed as a starting point.

 Wh – questions – failing intonation

 Yes / No questions – rising intonation
 Statements – generally falling intonation
 Lists – rising, rising, rising, falling (on the last item of the list)

E) BACKCHAINING

Backchaining is a technique which helps students with pronunciation. If students have difficulty
pronouncing something or stumble over pronunciation, you should get them to repeat from the
end of the sentence, not the beginning.

e.g.

If he hadn‟t got up late, he wouldn‟t have missed the bus

Teacher: the bus

missed the bus
have missed the bus
wouldn‘t have missed the bus
he wouldn‘t have missed the bus
late, he wouldn‘t have missed the bus
got up late, he wouldn‘t have missed the bus
hadn‘t got up late, he wouldn‘t have missed the bus
If he hadn‘t got up late, he wouldn‘t have missed the bus

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 LISTENING

Being able to listen is an important part of communication.

There are opportunities for you to practice listening with your students incorporated in Book 9.
Your students will have the opportunity to hear you reading extended texts. Make sure you read
the text first of all at a natural speed with expression. Then read it more slowly on the second
occasion. Make sure that your pronunciation is not distorted.

One technique you can use if you have a mixed ability class is to assign students different
comprehension questions. This is particularly useful for long texts. Students can then swap
answers. If there are any questions which remain unanswered after two or three listenings, the
whole class can listen to the text again. In this way, the whole class can try to find answers to the
questions which have not been understood rather than the teacher being the one to provide the
answer. The technique also stimulates group work and problem solving.

There are a number of other sources of listening materials given at the end of the introduction to
this Teacher‘s Guide. Use them if you can to give your students the opportunity to listen to other
voices and accents. Remember that any listening you give your students should have a purpose.
You can also encourage students to watch English TV and try to pick out words and phrases.

READING

There is a range of reading texts in English for Djibouti 9. The way you handle the different texts will
depend on the type of text and the type of reading activity. The following are some
considerations to bear in mind:

 Monitor whether students are having difficulties reading at word or sentence level and
provide remedial help if necessary.
 Try to make students aware of what their difficulties are e.g. they should be able to say I
don‟t understand this part of the text.
 Pay attention to specific reading skills e.g. skimming, scanning, inference etc.
 Pay attention to key reading strategies e.g. using background knowledge, predicting, self-
monitoring and self-correcting, identifying main ideas and summarizing, making inferences
and questioning.

WRITING

There are many opportunities to practice writing in English for Djibouti. Students will have the
chance to write letters, messages, emails etc. However, in view of the exams, it is essay writing
which is frequently viewed as being of particular importance.

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Most essays follow the ―sandwich‖ format. What this means is that the first and last paragraphs:
the introduction and conclusion might be quite similar, whereas the filling – the most important
part of the essay is in the middle.

A) HELPING STUDENTS TO WRITE AN ESSAY: USEFUL STEPS

Let‘s imagine the topic of the essay is English as a Global Language

1. Tell students to select the central idea of their essay e.g. English as global language has
both advantages and disadvantages.
2. Have them outline their essay into an introduction, the main body consisting of advantages
and disadvantages and the conclusion.
3. Get them to begin their introductory paragraph with an interesting sentence e.g. number of
countries where English is spoken, number of speakers, and other interesting facts.
4. After this first sentence, have students write their central idea as above e.g. English as a
global language has both advantages and disadvantages. This sentence should clearly
outline what students will be saying in the essay.
5. Get students to use one sentence to introduce every paragraph in the body of the essay.
6. Finish the introductory paragraph
7. Develop the ideas contained in the first sentence of the introductory paragraph by giving
examples or extra information (e.g. one disadvantage of English as a global language is that
it might kill smaller languages). There should be at least two examples in each body
paragraph.
8. The conclusion should summarize the essay. It might restate the main ideas of the body
paragraph before giving the student‘s own views.

VOCABULARY

There are a number of ways of presenting vocabulary. These include

 Translation
 Using pictures or real objects
 Giving an example of the word in context
 Giving the opposite of the word
 Miming
 Giving a definition

However, it is not enough to present the vocabulary item. You also need to make sure students
learn it. Before you do that, you should consider what they need to know about the word.

 Pronunciation:Do students need to know how to pronounce the word? If so, you need to
give them practice in doing this.
 Grammar:For example, whether the word is countable or uncountable e.g. information;
whether it has an irregular plural form, whether it is followed by the infinitive or the gerund,
what preposition it takes
 Spelling:Your students might need to know how the word is spelled.
 Connotations and Register:Students might need to know whether the word has a positive,
neutral or negative connotation, whether it is formal or informal, whether it Is used in a
certain sphere e.g. scientific vocabulary.

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  Collocation:students might need to know what words go together with the new
vocabulary. For example, we say fast food, not quick food but we say a quick meal. We
cannot say a fast meal.

Use the ideas given in Sequences to get students to organize their vocabulary learning.

DEALING WITH MIXED ABILITY CLASSES

Many of the classes in Djibouti contain students who are at different levels. The characteristics of
such mixed ability classes might be:

 While some students are able to follow the lesson and answer the questions, others don‘t
seem to be able to understand or answer
 While some students give you their full attention and are cooperative, others misbehave
and do not seem motivated to learn.

As a teacher, you need to make sure that you teach all the students in the class.

CLASSROOM MANAGEMENT TIPS FOR LARGE CLASSES

A) INVOLVING THE WHOLE CLASS

With a large class, it is important to make sure that the whole class is involved and engaged.

DIPSTICK SIGNALS

Dipsticking is a quick way of checking understanding or checking answers. It can be used even
with a large class.

B) ATTENTION GETTING AND ATTENTION KEEPING TECHNIQUES

With a large class it is important that time is not wasted on keeping order. There are a number of
techniques you can use to get and keep the attention of the class.

ATTENTION GETTING TECHNIQUES

Make sure you know all children‘s names to be able to call individual children to order.

Use attention getting signals. These can be things like the time out signal, raising a hand in the air
etc.

Make everyone responsible for attention moments. If students see that you have made the
attention getting signal, they should make it too and draw their fellow students‘ attention to the
signal if they have not seen it.

KEEPING STUDENTS’ATTENTION

 Wait for full attention before beginning

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 Change activities frequently
 Give warnings about transitions
 Check comprehension of all students frequently
 Monitor the entire room
 Use active learning structures

THE REFLECTIVE TEACHER

It is important that teachers continue to develop and improve. After teaching a lesson, consider
how you might teach it differently if you were to teach it again. In the Teacher‘s Guide, you will
see there is a space for you to take notes. You can of course use this space as you are planning
before your lessons. However, you can also use the space to reflect on your lesson. This will help
you when you come to teach the lesson again. Ask yourself the following questions after you
teach a lesson:

 How did the lesson go?

 What was I pleased with?
 What would I do differently if I were teaching the lesson again?

Make a note in your Teacher‘s Guide to help you remember for next time.
And always remember that ―something not understood in more than a way is not understood at
all”

SOURCES OF OTHER MATERIALS

If you think that students need extra practice, you need to provide it. The following are some
sources of materials which may be useful to teachers. They can also be used when:

http://learningenglish.voanews.com/

Sources of reading and listening for English language learners based on the news.
Contains exercises

http://www.onestopenglish.com

This is a website for teachers, which has lots of ideas for teaching the skills as well as practical
supplementary exercises

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 FIRST TRIMESTER BC 1: From audio-visual aids or in communicative situations, students will discover
the place of English in the world, compare and contrast situations in the world around them,
discuss the clothing they wear, indicate the frequency of their actions, and describe the highest
quality or degree of something or someone.

BE ABLE TO STUCTURES VOCABULARY

 In unit 1: Language related phrases:
 Official language.
 Discover the place of English Millions of people want  English speaking country.
at home and abroad using the to learn English.  To improve our English.
Simple Present.  Advantages/disadvantages in
staying home.
 Compare and Contrast the The second house is  Speaking English whenever possible.
world around them. nearer to a better Extra vocabulary:
school than the first Teatime, double-decker bus,
one. to spend the weekend, unfortunately,
 Take a geographical quiz and messy lifestyle, neighborhood, indirect
choose a house to buy. sunlight.
Is it more interesting to
learn English here or
 In unit 2: there?
Language vocabulary:
 Talk about past events. Nightmare, awful, to oversleep, traffic, to
rush, to hire, to fire.
 Discuss the clothing we wear. Facing difficult
situations. Clothing:
 Indicate the frequency of our traditional clothing, sarung, diraac, hijab
actions with adverbs. Shopping. (headscarf), abaya.

Usual routines. Conventional clothing:

pants (trousers), suit and tie, shirt, blouse,
dress, shorts, jeans, t-shirt, pyjama, belt,
shoes, socks, tight, gloves, glasses.

Adverbs of frequency:
Always, usually, often, sometimes, rarely,
never.
 In unit 3: He was born in the Language vocabulary:
 Use prepositions to show Time countryside. relatives, chit- chat, to go downtown, sofa,
and Place. skyscraper, observation deck.

 Describe the highest quality or His daughter goes to Grammar based vocabulary:
degree of something or the newest school in the cleanest, dirtiest, friendliest, the worst, the
someone. city. best, the loveliest, the most dangerous, the
most encouraging, the most delicious, the
 Talk about the newest school, I visited the tallest funniest, healthiest, the most handsome.
the tallest building and the building and I ate the
healthiest food using the healthiest food for
superlative form of adjectives. lunch.

15
 Unit 1: English Here, There and Everywhere.

Objectives: By the end of the unit, students should be able to discuss the place of English
in the world using the Present tense and compare and contrast the world around them.
(9 hours)

Teaching process Notes

LESSON 1: We speak English.

 Learning outcomes: by the end of lesson 1, students should be able to
discover the place of English at home and abroad using the Simple
Present.

 Lexical Focus: Official language.

 English speaking country.
 To improve our English.
 Advantages/disadvantages in staying home.
 Speaking English whenever possible.
Activities: reading a map, repeating the phrases of the reading after the
teacher in choral recitation, doing an active sequencing exercise in writing
and in speaking
Time: 3 hours approx.

WARM UP

 Ask the students,

―Does anyone know what an official language is?‖

 Ask them,
―What are the official languages of Djibouti?‖

 Tell them,
―Let’s look at the map. Can you name some of the
countries that have English as an official language?‖

Answers
the USA, the UK, India, Pakistan, Philippines, Australia, Canada, Alaska, Seychelles,
Tanzania, Kenya, Uganda, South Africa, Zambia, Zimbabwe …

 Put students in pairs and tell them to use the map to answer the WARM UP
questions.

 Discuss the answers with the whole class. Introduce the following

16
vocabulary:
Official language.
English speaking country.
To improve our English.
Advantages/disadvantages in staying home.
Speaking English whenever possible.

READ

 Class! Read the text. Then, repeat the phrases of the text after me as a
whole group.

 ―Now turn to a classmate and answer the question: Is it better to study in the
UK or the USA, or your own country?‖

A. Now read the text again and answer the questions.

1. How many people want to learn or improve their English?

(millions of people)

2. What are the advantages in staying at home to study English?

(You don’t have to make big changes to your life
and it is also a lot cheaper.)

3. What is the best way to improve your English?

(to speak only English in class and try to use it when possible
outside of class.)

B. True or False? Correct the wrong sentences.

1. We can listen to English everywhere in the UK and the USA.

(true)
2. It is expensive to travel to the UK or the USA. (true)
3. In class, we should speak only French.
(false: in class we should speak only ENGLISH.)

Have the students listen to the audio recording of the text. Play it in segments
and ask questions after each segment. Then, play the whole text and tell
students to raise their hands if they want you to repeat it. Repeat it as many
times as they request.

GRAMMAR

A. Turn to page ____ and study the chart for the simple present tense.
Now indicate if these sentences are true or false and correct the
wrong ones. (T3)
1. The simple present is used for actions that are repeated every day or
are part of a routine. [true]

17
 2. The verb following he, she or it has a final s. [true]
3. Don‟t is used with he, she, or it in the negative form.
[false: doesn’t]

B. Answer the following questions with short answers: (T3)

Questions Short answer

Do you speak English Yes, I do./ No, I

outside of class? don‘t.

Do students in Djibouti Yes, they do./ No,

walk to school? they don‘t.

Does your father eat Yes, he does./ No,

lunch at home? he doesn‘t.

C. Complete the sentences with a verb from the box below. Make sure
that the verb is at the simple present.

meet, close, speak, open, like

1. Ali speaks four languages.

2. The shops in my neighborhood close at 9 o‘clock pm.
3. Fatouma and Oubah are good friends. They like each other.
4. My father‘s job is very interesting. He meets a lot of people every
day.
5. The pharmacy in my neighborhood opens at 8 o‘clock in the
morning.

VOCABULARY

A. Write the words from the text that begin with the letter in the blank.

(Paragraph 1) The plural form of the word person

→ PEOPLE
(Paragraph 1) A verb that means to make something better
→ IMPROVE
(Paragraph2) The opposite of the word disadvantage
→ ADVANTAGES
(Paragraph3) The comparative form of the adjective cheap
→ CHEAPER
(Paragraph3) A noun which has the same meaning as house
→ HOME

18
LISTEN
 Play this passage on the CD as many times as the students would like
so they can fill in the blanks.

My name is Malika. I live in Djibouti City. I am in the 9th grade and I speak
English every day. I get up every morning at 6:00. I brush my teeth and comb
my hair. My mother makes breakfast for the family. I walk to school with my
brother and I start my first class at 7:30 am. My classes finish at 12:30 and then
I go home and have lunch. I return to school at 3:30 pm. In the evening my
family has dinner together and my brother and sister wash the dishes. I don’t
watch TV until I finish my homework. At 9:00 pm I go to bed.

 Have the whole class repeat sentence by sentence after you for
correct pronunciation.
 Ask students to raise their hands and answer question D:
“ IS YOUR DAY LIKE MALIKA’S DAY? HOW?”

If possible walk around the classroom keeping eye contact with students and
ask them the question. Try to get some of the students in the back of the
room to respond.

SPEAK

 Ask the students to turn to the student sitting behind him/her and ask that
student 6 things he/she does and 2 things he/she doesn‘t do every day. Have
them report to the whole class.

WRITE

A. The events of Ali’s day are not in order. Put a number in each blank
which shows the order that they happen. (T3)

Notice: If the verb ends in sh (finish), ch (watch), and o (go), we add es to

the verb with he, she, and it.

e.g: He finishes. She watches. He goes.

To make this exercise interesting for the students and to equalize

participation you can follow these steps.

● Give each student a small card and have each student write
his/her first name on the card in big letters.*
● Collect the cards.
● Have one student in the front row, pick out 8 cards without seeing
the names on the card.

19
● Call these 8 students to the front of the room.
● Give each one of them a small piece of paper with one of the
sentences on it from the writing exercise.
● Tell them to talk to each other (only in English) to put the 8
sentences in the correct order.
● Have them stand in a line in front of the class and read each
sentence.
● Ask the other students in the class if the sentences are in the correct
order.
*Keep these cards. They will be useful to call on students so that all
the students participate equally.

1 Ali gets up at 6:30 am.

7 He watches a TV program with his brother and sister.
4 He walks to school. He doesn‘t take the bus.
2 He brushes his teeth and combs his hair.
3 He eats his breakfast with his family.
8 He goes to bed at 9:30 pm.
5 After he finishes his classes, he goes home.
6 He does his homework after dinner.

B. Now write 6 sentences in order about your day. (T3)

e.g. I get up at ______________________________________________________.

Then, ______________________________________________________________.
After that, __________________________________________________________.
At (time) ___________________________________________________________.
Next, ______________________________________________________________.
Finally, ____________________________________________________________.

LESSON 2: We Speak English Right Here in Djibouti

Learning outcomes: by the end of unit 2, students should be able to
compare and contrast the world around them.
Grammatical Focus: Using the comparative form of adjectives to talk about
choosing a house and a school with an English program
Activities: reading a text, comparing houses, schools, the weather, the world
now with a new world, in speaking and writing
Time 3 hours approx.

WARM UP

1. Ask the students to use comparative adjectives to compare the house in
the picture with their house.
2. Ask them to compare learning English in Djibouti City with learning it in
the districts of Arta, Tadjourah, Ali-Sabieh, and Obock?
Do they think it is the same or different?

20
Possible answers
1. My house has more windows than the house in the picture.
2. The houses are closer to the schools in Djibouti City then in the
districts.
There are more teachers in Djibouti City than in the districts.
There are more materials in Djibouti City than in the districts.
There is better transportation in Djibouti City then in the districts.
It is cheaper to study in the districts than in Djibouti City.
The air is cleaner in the districts than in Djibouti City.

READ

Ask the students to read the text silently

 Then ask them to ask each other the questions below the reading
in pairs
 Walk around the room and stop by students and listen to their
answers and help them by referring them back to the text
 When they seem ready, have them report their answers to the whole class.
Use your name cards to call upon individual students.
 Make sure each student stands and reports the answer in a loud, clear
voice so everyone can hear. Work with the student to help him/her to be
confident speaking loudly and clearly.
Have the whole class in chorus repeat the answer together.
B. Answers:
1. at the port of Tadjourah
2. They spent the past week-end looking for houses to rent
3. They want a house near a good school with strong English
programs.
4. It is closer to their father’s new job. It is newer and cleaner than the
other house.
5. It is older and it is in a more interesting neighborhood. It has larger
rooms and a bigger veranda than the first house.
6.Fortunately, both houses are near very good schools with excellent
English programs.
7. They will study English in Tadjourah.

C. True or False answers

1. false-in Tadjourah.
2. false-English program.
3. false-the second one is cheaper.
4. false-the mother likes the second house.
5. false-the first one is.
6. false-they will study in Tadjourah.

Audio Recording of the Reading

Play the audio recording once through.
The second time, stop the CD after each short phrase and have the whole

21
class repeat the phrase together in chorus.
After they finish the phrases in a whole sentence, have them repeat the
whole sentence in chorus.
You may even ask students to volunteer to repeat the whole sentence.

VOCABULARY
Answers
1. better
2. cheaper
3. interesting
4. bright
5. clean

Use three words in sentences:

e.g. Eating vegetables is better for our health than eating sweets.
Is it cheaper to live in the countryside than in the city?
My English class is interesting.
My English classroom is brighter than my math classroom.
The streets of Tadjourah are cleaner than the streets of Djibouti.

GRAMMAR
A. Turn to the Grammar Reference Section in Lesson 3 and go over the
Grammar of Comparative Adjectives with students

Call on individual students using the name cards. Make sure each student
recites with a loud, clear voice that everyone can hear.
After each student recites, have the students repeat each sentence two or
three times in whole class chorus.

Key answers

B. Choose the right comparative.

1. smaller
2. shorter
3. taller
4. cooler
5. more expensive
6. funnier

C. Fill in the blanks with the correct form of the comparative adjective.

1. better

22
 2. more
3. messier
4. stronger
5. cheaper

D. Underline the most appropriate adjective.

1. Warmer
2. Easier
3. Faster
4. Wider

SPEAK
A. Have the students work in pairs and tell each other about a new world
they want to see.
•Have a whole class sharing. Write the first 10 answers on the
board.
•Ask for volunteers and also use the cards for equitable sharing.
•Make sure each student speaks loudly and clearly.
•Read the answers on the board In whole class chorus.
•When finished, ask each student to raise his/her hand as you take a survey
about what point they found the most interesting.
•Each student can vote only once.
•Ask two students to come to the front of the room to count the votes.
•Mark the number on the board to determine which idea has the most votes.

LISTEN
A. Have the students listen to the dialogue.
You can stop the recording after each character speaks and ask a question.
You can ask them if they want to hear the whole dialogue again. Play it as
many times as they ask.

Djama is a realtor. Now he is talking to Houssein and his wife Leila, who are
looking for a house to rent in the neighborhood.
Djama Hello. Nice to see you. How can I help you?
Leila: Are there any houses for rent in this neighborhood?
Djama: Yes, I can show you one right now.
Houssein: That‘s fine, but before we go out, I need to let you know
that a house near good schools is more important to my
wife and me than other things. We have three children
and we want them to learn very good English.
Djama: Good schools! Yes! That‘s exactly what you will find in the
neighborhood I am taking you to. Let‘s drive over there
in my car and we can pass by the school first. You‘ll see
that it‘s more beautiful and modern than the other
schools in the town. It has very good teachers and an

23
 excellent English program. I know this because my son
and daughter go there.
Houssein: Great!
Djama: Now, this is the house I want you to see! It has two
bedrooms, a large living room , a sunny kitchen and a
modern bathroom. Let‘s look at the parents‘ bedroom.
Leila : Wow! This room is larger than our room. It has a bigger
windows and brighter colors too.
Djama: The house is newer and more expensive than the other
houses in the neighborhood. The owner wants 60,000frd
per month. Is that okay with you?
Houssein: My wife and I will think about it and give you an answer
tomorrow.
Djama: Okay, we will be in touch.

1. Write any comparative adjectives you hear.

Answers: more important
more beautiful and modern
larger
bigger
brighter
newer
more expensive

B. Answers to listening questions

1. Houssein and Leila 5. very good English
2. a house 6. three bedrooms
3. three children 7. the parents’ bedroom
4. good schools 8. more expensive

WRITE
A. The students can write the comparisons of the weather in July and
January in their copybooks and then report to the class.
Possible answers:
2. In January the weather is cooler than in July.
3. In January the weather is windier than in July.
4. In July the weather is drier than in January.
5. In July the weather is sunnier than in January
6. In July the weather is dustier than in January.

B. Answers: each student will choose the house he/she prefers:

I like the first house better than the second house because it is newer and
cleaner. It has bigger windows. The view is nicer too, but it isn’t in an
interesting neighborhood like the second house.

I like the second house better than the first house because it has larger rooms
and a bigger veranda and the rent is cheaper than the first house, but it is

24
farther from my father’s job than the first house.

After the students finish writing. Take a class vote to determine which house
most students prefer and find out why? Use the name cards

lesson 3: Using the Language

Learning outcomes : review the structures and vocabulary learned in lessons 1 and 2.
Activities: geography quizzes and selecting a home from a brochure, and checking
grammar references.
Time: 3 hours

READ

A) Ask the students questions for names of countries on maps.

1. THE UNITED STATES OF AMERICA
2. DJIBOUTI
3. THE UNITED KINGDOM
4. JAPAN

B) Match the numbers of the paragraph with the name of the country.
Answers: Japan paragraph 4 Djibouti paragraph 1
England paragraph 3 the USA paragraph 2

C) Find 10 adjectives from the four texts.

hot, long, humid, dusty, windy, beautiful, large, local, many, small, late,
cloudy, rainy, foggy, simple, low

SPEAK

A. Look at the pictures of the two houses below. Choose a home for you and
your family. Tell why you prefer the house you chose.

e.g: I chose the house on Rue de la Gare because the kitchen is more
modern than the kitchen in the house on Bourhan Bay
The bathroom is larger in this house than in the other one. The living room has
a nicer view than the other house.
Consolidation
(1 hour)

A) Answers
1. More big = bigger
2. She don‘t = she doesn’t
3. Is fast = faster
4. We washes = we wash
5. It‘s gooder = it’s better
6. He fix = he fixes
7. Nice uniform = nicer uniforms

25
 8. You doesn‘t = you don’t

B) Choose the correct sentence.

1. The weather in Djibouti is hotter than in Ethiopia.
2. She watches the birds in the tree.
3. Hassan is shorter than his sister.
4. He doesn‘t go to sleep early.
5. Teachers are more patient than parents.

C) Complete the sentences with an appropriate comparative adjective.

1. Younger/ older
2. Warmer/ cooler
3. Bigger/ smaller
4. Cheaper
5. More/ less beautiful

D) Change the following sentences to the negative one.

1. My sister doesn‘t want
2. My father doesn‘t have
3. It isn‘t healthier
4. My parents don‘t like
5. We don‘t try

E) Write questions for the following answers.

1. How did you hurt your knee?
2. When do you and your mother go shopping?
What do you and your mother do on the weekend?
3. Where do we pray Fridays prayer?
What do we do on Fridays at the mosque?
4. Where do they do their homework?
What do they do in their bedroom?
5. Who is the man sitting next to him?

26
 Unit 2: The Days of Our Lives

Objectives: By the end of the unit, students should be able to talk about past events,
discuss the clothing they wear and indicate the frequency of their actions with
adverbs.
(9 hours)

Teaching process Notes

Lesson 1 : I Had a Bad Day

Learning outcomes: by the end of unit 1, students should be able to talk about
past events.
Grammatical Focus: simple past
Lexical Focus: job interview, to oversleep, fired before hired, to pack our bags,
the backseat of the taxi, to miss the flight, to get out of the car, to walk on a
hard surface and to reach the salty water.
Activities: to have a job interview, travel in Djibouti and abroad and to
describe a good day.
Time: 3 hours approx.

WARM UP

Ask the students to tell about a bad day in their lives and to describe what
happened and where they were.

READ

A) Ask the students to read the text and tell them to find 3 verbs in the
simple past.

B) Answer the following questions.

1. He had a job interview.
2. He forgot to set his alarm clock
3. No, it didn‘t start until the third time.
4. Another driver tried to take his parking place.
5. The man in the other car was the interviewer.

C) True or False.
1. False. He forgot to set his alarm clock.
2. False. He didn‘t have a shower or breakfast.
3. False. He put on his shoes on the car.
4. True. He rushed to arrive at the interview on time.
5. False. No he didn‘t. He was fired before hired.

GRAMMAR
A) Turn to page ____ and study the chart for the simple past tense.
B) Make the sentences negative.
2. I didn‘t enjoy the party last week.
3. I didn‘t have a shower this morning.

27
 4. We didn‘t go to the cinema last Monday.
5. I didn‘t sleep well last night.

C) Complete the text with the right form of a verb from the box.
1. traveled 8. discovered
2. got up 9. forgot
3. took 10. left
4. packed 11. didn‘t have
5. was 12. took
6. left 13. found
7. arrived 14. missed

D) Fill in the blank with the correct form of the verb in parentheses. Use
simple present or simple past.
1. speak spoke
2. learned drives
3. watches watched
4. didn‘t arrive…, so I was doesn‘t arrive

VOCABULARY

A) Match the words/phrases in column A with their meaning in column B.

1 awful: c. extremely bad or unpleasant
2. to hire: e. to employ someone or give
someone a job
3. nightmare: a. a very upsetting or frightening
dream
4. to oversleep: b. to sleep longer than you intended
and so to wake
5. traffic: d. the number of vehicles moving
along roads

B) Use some of the words in column A with sentences:

Have the students work in pairs to create one
sentence for each vocabulary word in their
notebooks. Then have them individually stand up
and read the sentence to the class in a clear loud
voice. (You can call on the students using your
name cards and ask for volunteers as well.)
Call attention to the variety of different
sentences using the same words.

SPEAK
A) Work in pairs. Take turns asking each other questions
about a good day in your life.

B) Report about your classmate to the class.

Using the name cards, the teacher can ask students
to tell about the classmate‘s good day. The teacher

28
 can then make a list of the good events on the
board. Then, the teacher could ask that each
student choose what they think is the best event
and be prepared to tell the class why

LISTEN

A. Halima and her family took a day trip to Lac Assal. Listen to her telling about
their experience.

Last Saturday my family took a trip to Lac Assal. We left Djibouti City early in the
morning. My father drove our car and we passed many interesting things along
the way. When we arrived at Lac Assal, we got out of the car to look at the
beautiful salt lake with its many colors of blue and green. We walked onthe
hard surface until we reached the salty water. We stayed there for an hour and
returned home happy after a wonderful day.
A) After you play the CD, ask the students if they want
To hear it again and play it until they feel satisfied
that they understand it.

B) Answers: took, left, drove, passed, arrived, got out,

walked, reached, stayed, returned

WRITE
A) Write 6 sentences about what you did last week.
Make 4 sentences in the affirmative form and 2 in
the negative form.

B) Now ask a classmate about 4 things s/he did last

week. Write your classmate’s answers in your
copybook and be prepared to share about your
classmate with the whole class.
Ask each student to choose the most interesting
thing the classmate did. You can use the name
cards to call on students or ask for volunteers.
Repeat what each student has said clearly for all to
Hear. Then have the whole class repeat in chorus
after you to practice pronunciation.

Lesson 2 : I Had a Fashionable Day

Learning outcomes: By the end of Lesson 2, students should be able to discuss

the clothing we wear using adverbs of frequency.
Grammatical Focus: adverbs of frequency
Lexical Focus:
The wearing of conventional and traditional clothing, shopping, the frequency
of daily actions
Activities: indicating where, when and how certain clothes are worn,
experiencing shopping for clothing, indicating the frequency of daily actions
Time: 3 hours approx.

29
WARM UP
After looking at the pictures of clothing with the students and naming the
clothes in the pictures, ask them
What clothes do people wear…?
1. at school (pants, jeans, shirts, a hijab, an abaya, sandles, etc.)
2. at weddings and parties (a suit, a dirac, etc.)
3. at work (a suit, a shirt and pants, a hijab, a skirt, blouse etc.)
4. at home (a T-shirt, jeans, an abaya, etc.)
5. in bed (pajamas)

READ
A. Malika and Oubah are going shopping…
Have the students read the dialogue between Malika and
Oubah and be prepared to tell which clothes they are
going to buy. (a new skirt, a blouse, some shoes, headscarves,
a jilbab, a belt )
Have them find the adverbs of frequency in the text: (always,
usually, always, sometimes, never, usually, often, always,
usually, always)
Play the audio recording of the reading, stopping it to ask questions and
check comprehension. Then, play the whole script and repeat it as many times
as the students ask.

B. True or False? Justify by quoting from the dialogue

1. True…this year they gave me some money
2. False…I have some money too!
3. True…I think the Centre Commercial will have just what
we want. (Malika) Great! (Oubah)
4. False…Let‘s go shopping. I never get tired of looking at
beautiful clothes. (Malika) Yes! (Oubah)
5. False…I will meet you at the bus stop like we always do
(Oubah)

C. What do the underlined words refer to:

 They---my parents
That’s---It refers to the whole paragraph above it about
having money and going shopping.
some---money
him---my father (Oubah‘s father)
do---Centre Commercial usually has just what they want.
that day---Saturday

D. Play the dialogue again and play it at student request as

many times as they need to be able to answer the
questions.

GRAMMAR
A. Ask the students to turn to page ____ and study the chart for adverbs of
frequency. Then, ask them to answer the following questions. You can use your

30
name cards and also ask for volunteers. Try to get a variety of answers and do
follow up questions like: How many hours do you watch it? What programs do
you watch?
1. How often do you watch television?
I rarely watch television because we don‘t have electricity.
2. How often does it rain in Djibouti.
It rarely rains in Djibouti. I never bring an umbrella with me.
3. How often do you speak English outside of class?
I sometimes speak English outside of class with my friend, Ali.
4. How often is the bus late?
The bus is often late so I arrive late for class.

After a student gives an answer aloud, repeat the answer for the student and
have the student say it again. Then, have the class recite the answer in chorus.
Then, call on individual students to repeat the answer. Repetition is the key to
learning here.

B. The students can now write 6 sentences using the charts in the book. Walk
around the class as they are writing to help them and ask individual students to
read what they have written as you stop by their desks. After they have finished,
call on students to read aloud.

VOCABULARY
A. Review the parts of the body and have students touch their necks, heads,
and waist. Indicate above and below.
After they have filled in the chart have them answer the following questions
using the name cards and asking for volunteers.

B. Answer the following questions.

1. What do your wear on your head? headscarf
2. What do your wear on your feet? hoes, socks
3. What do your wear on your neck? tie
4. What do you wear above the waist? blouse, shirt, t-shirt,
5. What do you wear below the waist? pants, shorts, jeans tights

LISTEN
A. Ask the students to draw a picture in their notebooks of the last article of
clothing they bought in clothing store. It could also be an article of clothing that
someone made or that they received from someone. Have them show what
they have drawn to a person sitting near them and report to the class.
B. Play the dialogue all the way through. Then, play it again, stopping after
each character speaks and ask a question. Next, play it as many times as the
students request to hear it. Then, ask questions using the name cards or asking
for volunteers. Repeat each student‘s answer and have the whole class repeat
in chorus.

Ali is talking with a salesperson in a clothing store.

31
Salesperson: Good morning, young man. How can I help you?
Ali: Good morning. I want to buy a pair of jeans and a t-shirt.
Salesperson: Ok.What size do you wear?
Ali: I wear size 34.
Salesperson: What about this pair of green jeans?
Ali: Ohhhh!!! I never wear green. Do you have plain blue
jeans?
Salesperson: Sorry, they are all sold out but we are getting a new
shipment next week.
Ali: Thank you. I‘ll come back then.

1. Does Ali like green jeans? No, he doesn’t. He never wears them.
2. Did he buy the jeans he wanted that day? No, he didn’t.
3. Why don’t they have plain blue jeans in the clothing store?
They were all sold out.

SPEAK
A. Have the students name three articles of clothing that students are wearing.
Using the name cards, choose a student and ask the others in the class to raise
their hands and tell what that student is wearing. Repeat this for three students.

B. Then have the students work in pairs and ask each other these two questions:

1. What are you wearing today?

2. How often do you wearthat item to school?

C. When they have finished, have them report out to the class about their
partner. It is always important for students to have some kind of accountability
for each exercise they do.

WRITE
A. Ask the students to close their eyes and imagine that their parents or a
relative gave them some money to buy what they like. Read the questions, and
while keeping their eyes closed, ask the students to visualize what they would
buy.
1. What articles of clothing will you buy?
2. Where will you buy them?
3. What colors do you like?
4. Why do you like to buy these items?
After you have finished reading the questions ask the students to answer them
in their notebooks. Walk around the class to see what they have written and
help them. Afterwards, have them report to the class.
B. The answers with adverbs of frequency will vary (never, always, sometimes,
etc) The girls in the class can change some of the words to reflect their lives. (for
example if they don‘t wear jeans or play football)

Optional Activity
Students’ Fashion Show
Have the students plan a fashion show with girls‘ and boys‘ clothing. Have
narrators describe the clothes the students are wearing as they walk in front of
the class

32
 Lesson 3 : Using the Language
Learning outcomes: review the structures and vocabulary learned in lessons 1
and 2.
Activities: filling in a table indicating the frequency of a father‘s daily actions in
the present and past, producing sentences which show the frequency of a
student‘s actions in the first year of school, last year and this year, reviewing the
grammar of the simple past tense and adverbs of frequency
Time: 3 hours approximately

WARM UP

So that the students are prepared to answer the questions in the whole class
setting, have them first practice them in pairs.
1. They are to describe the two pictures. The first picture shows a father holding
his baby son. The second one shows a father and his teen-age son having a
disagreement. You might ask the students to try to guess what could have
happened to their relationship over time.
2. Next the students can report if they noticed a change in their own daily
routines over time.
3. Then, they can talk about things that they did before but don‘t do now.
When you ask the whole class, use the name cards and also ask for volunteers.
Have the students come to the front of the room and speak loudly and clearly
or turn so all their classmates can hear them when they speak. Help them with
pronunciation.

READ

Ask the students to read the text. After the second reading, ask them to
complete the table with emphasis on the adverbs of frequency.
A. Things the narrator’s father always did/does:
He always had a lot of hobbies and interests.
He always woke up early in the morning.
He was always at home early in the evening.
On Friday morning, he always took the children to the beach.
He always had a happy life.
He always sleeps until 9 o‘clock am.
Things the narrator’s father usually did/does:
He usually sleeps late on Fridays.
Things the narrator’s father often did/does:
He often read the morning newspaper.
Things the narrator’s father sometimes did/does:
He sometimes jogged after Morning Prayer.
He sometimes spent the afternoon with friends.
Things the narrator’s father rarely/never did/does:
He was never late for his job.
He rarely gets home early.

B. True or False
1. The narrator‘s father kept the same routine with time. False
My father hd a dramatic shift in his daily routine.

33
2. He didn‘t have a lot of hobbies in the past. False
He always had a lot of hobbies and interests.
3. In the past, he sometimes woke up early I the morning. False.
He always woke up early in the morning.
4. The narrator worries about his father‘s new life style. True
Now it’s a different story.
5. The narrator likes his father‘s past lifestyle better than his present
life style. False. I miss those days of my father’s life.

SPEAK

A. There will be a variety of sentences that the students can produce, for
example:
My first year of school I always talked in the classroom.
Last year I sometimes talked in the classroom.
This year I am usually very quiet in class.

B. Make sure that the students report to the class and speak loudly and clearly.
Use the name cards so that there is equal participation.

WRITE

A. To help the students choose a topic, you can ―brainstorm‖ a few minutes
with them. You could ask, ―Can anyone give me an example of a bad day at
school, a bad day outside of school, and a happy day in your life.

B. Then, have the students write a paragraph in their copybooks. Walk around
the class and be ready to give help. You could ask for two volunteers to write
their paragraphs on the board while the others are writing in their copy books.

Give the students the opportunity to volunteer to read their paragraphs aloud
and help them with pronunciation. If they mispronounce several words, have
them read it again so that the words are pronounced correctly. Stress the
importance of a loud, clear voice.

Consolidation
(1 hour)

A. Circle the letter in front of the correct answer.

1. b. taught
2. c. didn’t buy
3. b. often forgets their names
4. d. It is never cold in Djibouti.

B. Read the following paragraph and use the correct form of the simple past
verbs.
Last Monday, I bought a lottery ticket at a shopping mall. I put it in my jean
pocket and went home. After I got home, I went to bed and forgot about the
ticket. On Tuesday morning, I got into my car and drove to work. On my way to
work, I turned on the radio. A man on the radio said my lottery ticket number. I
put my and into my jacket pocket. Oh no! It wasn’t there. I drove back home

34
and looked for the ticket. After a few minutes of searching, I found it. It was on a
table. Finally, I checked the ticket number. Unfortunately, it was different from
the one I heard on the radio.

C. Write the sentences in the simple past tense.

1. She met them yesterday evening.
2. Yesterday morning I ate an apple.
3. Last Friday he bought a newspaper.
4. She lost them last week.
5. Last Friday my sister helped our mother with the housework.
D. Write five sentences about what you did yesterday.
Call on students to each read one sentence. After the student reads the
sentence, ask the other students to raise their hands if they did the same or
similar thing. Ask them about it.

Optional Activity The Use of Dictation in the Classroom

Rationale
●Dictation is an excellent way to increase writing accuracy, fluency and
confidence.
●Any exercise in the lessons including the reading, can be a possible dictation.
It can be from 50-100 words.
●There can be both planned and surprise dictations.
●Students will be responsible for preparing the planned dictation as homework
and occasionally write a ―surprise‖ dictation.
●Dictation can be presented as a tool for students to take full responsibility for
their own learning.

Method
●The students will write the dictation on every other line in their copybooks.
●The teacher will read the whole dictation and then break it down into phrases,
repeating each phrase 3 times with no repetitions after 3 times. At the end of the
dictation, the teacher will read the whole dictation again and pause after each
sentence. The students may raise their hands if they want a particular sentence
re-read and the teacher will re-read it as many times as hands are raised.
●The students will then open their textbook to the dictation and underline any
errors they make and write the correction above the word. This is for their own
private learning and progress.
●The students can make a chart in their copybooks to record their percentage
score each time (e.g. a 50-word dictation with each word worth 2 points, for
example: 5 errors x 2 =10, 100-10= 90%) a 100-word dictation with each word
worth 1 point. )
●The students can personally work to achieve higher scores.
●At the end of the correction, the students can read the dictation in chorus for
pronunciation practice.
●Individual students can also be chosen to give a dictation to the class after
they carefully practice pronunciation and voice clarity at home.

35
 Unit 3: From the Countryside to the City

Objectives: By the end of the unit, students should be able to use prepositions to
show Time and Place; describe the highest quality of degree of something or
someone using the superlative form of adjectives; talk about the newest school,
the tallest building, the healthiest food. (9 hours)

Teaching process Notes

LESSON 1: I Was Born in the Countryside
 Learning outcomes: by the end of lesson 1, students should be able to
use prepositions of time to describe actions related to hours/periods of
the day/ dates/days/ months/years and prepositions of place for
rooms/buildings/cities/ countries.

 Lexical Focus: He/she was born

 On + day + date + month + year
 In + city + country
 In the morning/afternoon/evening/at night
 At + clock time + at school + in room 2B

Activities: using prepositions of place to describe the birthplace of a father and

son; using prepositions of time to speak about daily routines; using prepositions
of place to talk about rooms, the placement of objects and public places.
Time: 3 hours approx.

WARM UP

Have the students answer the three questions first with a partner and then
report to the class. Use the name cards to equally call on students during the
class time and also ask for volunteers. Make sure the students stand and answer
with clear loud voices. If they don‘t, help them to repeat and talk clearly so all
can hear. Be sure to compliment a good, clear answer using the student‘s
name. Have the students notice the prepositions of time and place in their
answers. Ask if the boys help out at home or if the girls play a sport.

1. What do you do in the morning? In the afternoon? In the evening?

Possible answers to stress hygiene and nutrition: In the morning, I
wash my face. I brush my teeth. I eat breakfast, etc.
In the afternoon, I eat lunch. I play soccer after school. I take the bus.
In the evening, I eat with my family. I do my homework.

READ

Have the students read the text and say pay attention to prepositions of time
and place (in, on, at). Ask them to say how Omar and Ahmed are related.

B. Answer the following questions related to the reading

First with a partner and then with the whole class.
1. What are the names of the narrators?
Omar and Ahmed

36
2. When and where was the father born?
He was born in Holl-Holl.
3. Where is Holl-Holl?
It is in the Ali Sabieh district in Djibouti.
4. Where does the family live now?
They live in Djibouti City.
5. What does the father do on Fridays?
On Fridays at noon, he takes his children to the mosque for prayer.
6. Where was the son born?
He was born in Djibouti City.
7. How many children does Omar have?
He has _____children.
8. What time does Ahmed go back to school in the afternoon?
He goes back to school at 3:30 pm.

C. Tick the boxes for Omar or Ahmed

First individually and then with the whole class.
1. He was born in Holl-Holl.
Omar
2. He was born in 2014
Ahmed,
3. He meets his friends at a restaurant.
Omar
4. He returns home at 12:30 for lunch.
Ahmed
5. He works at EDD.
Omar
6. He studies hard.
Ahmed
7. He is good in English.
Omar
8. He helps the children with their homework.
Omar

D. Listen to the reading passage and practice.

Play the recording of the passage. After it is played, ask some of the questions
above to insure comprehension. Play it again and stop it after each sentence
and ask a student to make a question to ask the whole class related to that
sentence. Ask the students if they want to hear it again and play it as many
times as they ask. You can also have the students repeat sentences in chorus
as you stop after each sentence.

VOCABULARY
A. Find the opposites of these words from the text.
1. late = early
2. youngest = oldest
3. separately = together
4. terrible = wonderful
5. bad = good

37
B. Fill in the blanks with words from the box
1. Omar meets his friends at a restaurant downtown.
2. He has some relatives in Holl-Holl.
3. He always has his breakfast early in the morning.
4. They go to the mosque for prayer.
5. The students usually do their homework at night.

GRAMMAR
Have the students go to the Grammar References on page___ and study the
chart with them about the uses of the prepositions of time and place before
doing the following exercises.

A. Complete the sentences with (IN/ON/AT).

1. There is a mirror on the wall in the living room.
2. On Friday, they visit their grandparents.
3. Omar was born in April.
4. There are a few shops at the end of the street.
5. My mother always goes to the market at half past nine.

B. Match the sentences in column A to the sentences in column B.

There could be more than one possible answer.
A. B.
1. Don’t sit. c. on the grass.
2. What have you got f. in your bag.
3. There is a man e. at the top of the hill.
4. There are a lot of fish b. in this river.
5. My sister lives a. in Brussels.
6, There is a small park d. in this neighborhood.

C. Fill in the blanks with the correct preposition.

Every day I‘m at school in my classroom. I sit at my table and look at the
teacher. She is sometimes at her desk and sometimes at the blackboard and
sometimes in/at the front of the room. At 12:30 I go home for lunch and I return
to school at 3:30 pm. In the afternoon I do my homework. In the evening I have
dinner with my family in our kitchen and then I go to bed. On Thursday and
Friday, I go to bed late because it is the week-end.

D. Correct the errors in the following sentences.

1. The warmest temperatures of the year at (in) Djibouti are on (in) July
and August.
2. My birthday party in (on) April 15th was the most wonderful surprise for
me of the whole year.
3. We arrived on (at) the airport on (at) 3 o‘clock.
4. We left the chicken at (on) the table on (at) the picnic and a baboon
ate it all up.
5. Meet me on (at) 3 o‘clock at (in) front of the tallest building in Djibouti
City.

38
SPEAK

Ask your partner the following questions.

For this exercise have the students change seats and choose a classmate who
is new to them. After the exercise, they can report to the whole class one or
two facts they have learned about their partner. Ask them to notice the
prepositions of time and place that they use.
Student A Student B
a. Where do you live? a. What time to you go to bed?
b. Where were you born? b.Where do you do your
homework?
c. When do you practice sports? c.When do you visit your
grandparents?
d. What time do you get up in the d. When do you eat dinner?
morning?

LISTEN

Do you remember Omar? In this exercise play the recording of the reading
again. Tell the students to test themselves and not look back at the reading
text. They will write the prepositions that they hear in the blanks. Play the
recording as many times as the students request.

My name is Omar. I was born in Holl-Holl on the 19th of April in 1974. Holl-Holl is in
the Ali Sabieh District in Djibouti. That was many years ago…Now I live in Djibouti
City. I work at EDD. I sometimes meet my friends in a restaurant downtown and
we chit-chat in the afternoon after work. In the evening, I usually get home
early to be with my wife and to help my children with homework. On Friday, at
noon, I take my children to the mosque for prayer. In the summer, my family
and I visit Holl-Holl. We relax in the sun in the morning and walk in the afternoon.
In the evening, we often eat dinner together and spent wonderful moments
together with our relatives.

WRITE

A. Complete the blanks with the appropriate word. Then, write the sentences in
your copybook in paragraph form.

I was born in Djibouti on August 2, 2004. I live in Djibouti City. In the morning, I go
to school, and at night I do my homework. On Saturday, I usually go to the
beach. I often go to bed at 9:00 pm except on weekends.

B. Write one sentence with each of these prepositions (IN/ON/AT).

For example: I am in the classroom. I came here on time. I am at my desk.

C. Now interview a classmate and ask him/her these questions. Write your
answers in your copybook. Encourage the students to choose someone they
don‘t know well to interview. They may change seats for this exercise.
1. Where were you born?

39
He/she was born in ___________________.
2. On what date were you born?
He/she was born on __________________.
3. Where do you live?
He/she lives in ________________________.
4. What do you do on the weekend?
On the weekend, he/she ______________.

D. Report about your classmate to the class.

Optional Activity Find Someone Who

•This exercise gives students practice asking each other questions in English. It
can be used at one time or divided into two segments.

•First, dictate the following sentences to students (or make original sentences).
1. Were you born in Tadjourah? _____________
2. Are you the oldest child in your family?____________
3. Were you born in February? ____________
4. Do you play soccer?____________
5. Do you love chocolate? ____________
6. Do you speak English outside of class?___________
7. Do you go to bed before 10:00 pm on school nights? ___________
8. Do you like to sing? ____________
9. Will you go to the moon if an astronaut invites you? ____________
10. Is purple your favorite color? ____________

•After the dictation, students can go to the board one-by-one to write a

sentence on the board for all to correct in their copybooks.

Second part:
•Now ask the students to stand with their copybooks in their hands and walk
around the classroom, each asking a question to one person at a time. Each
student should try to talk to as many students as possible.

•If that student answers ―yes‖ to the question, the student who asked the
question, writes the student‘s name in the blank space next to the question and
then moves on to find another student. Each name can be used only once.

•If that student answers ―no,‖ nothing is written in the blank.

•The teacher will call ―Time is up!‖ and everybody goes back to his/her seat.

•Then, the teacher will then rephrase the questions, for example:
Who was born in Tadjourah?
The students will raise their hands after each question and when called on, tell
which name they have written in the blank. That way, students will be learning
about each other.

•When the teacher asks all the questions by saying, for example, ―Who loves

40
chocolate?‖ the students who have a name in every blank are the winners.
The winners can stand so the others can clap for them.

•The students could also write their own questions every time this game is
played

Teaching Process

Lesson 2 : The Newest School in the City

Learning outcomes: By the end of Lesson 2, students should be able to describe

the highest quality or degree of something or someone using the superlative
form of adjectives.
Grammatical Focus: Using the superlative form for one-syllable adjectives and
those with more than one syllable, adjectives ending in ―y‖ and those with
irregular forms.
Grammar Based Vocabulary: cleanest, dirtiest, friendliest, the worst, the best,
the biggest, the most comfortable, the newest, the fastest, the loveliest, the
most dangerous, the most encouraging, the most delicious, the funniest,
healthiest, the most handsome.
Activities: Producing sentences with the superlative form of adjectives;
completing a table; listening to a conversation and writing the superlative forms
heard; using the superlative to describe the most beautiful place, the most
delicious meal, the kindest person, the funniest moment.
Time: 3 hours approx.

WARM UP

Have the students answer the questions:

1. What is the newest school in Djibouti?
2. What is the most important thing in your (new) school?
Since the majority of students will not be in the newest school in Djibouti, have
them find the most important thing in the school they are attending.

READ

Have the students read the two paragraphs. Tell them to look for the main idea
in the each paragraph.
1st paragraph: Halima is attending the newest school in the city, which is
modern and comfortable.
2nd paragraph: Not all students can attend a school like the newest one, but
they can still learn in any school.

A. Answer the Questions:

You can use your cards to call on individual students and also ask for volunteers.
Make sure the students stand and speak loudly and clearly. After the student
answers, you can have the student repeat the answer after you and also have
the whole class repeat it in chorus.

41
1. Where did Halima move to?
She moved to a new school.
2. Does she prefer her old school?
No, she doesn’t. She likes the new school better than her old school.
3. How are the teachers in the new school?
The teachers are the nicest and most helpful of all.
4. Where can the students sit when they read?
They can sit in the library on the most comfortable sofas.
5. What do all teachers and students want in Djibouti?
All teachers and students want their school to be the best school.
6. Where can learning happen.
Learning happens inside us. It can happen everywhere.

B. True or False? Justify your answers by quoting from the text.

1. The classrooms are the smallest she knows.
False: The classrooms are the biggest…of any school.
2. There are a lot of books in the library.
True: There are plenty of great books and magazines in the library.
3. The handball team is the fastest in the city.
False: The soccer team is the fastest in the city.
4. The new students in the new school are the friendliest.
True: The students at this new school are the friendliest of all the students she
knows.
5. Halima has very few friends now.
False: Halima already has many new friends.
6. All students in Djibouti want to study in a beautiful school.
True: All children…want their school to be the best school.
7. We can learn everywhere.
True: Learning happens inside us. It can happen everywhere.

VOCABULARY

A. Fine the opposite of the following words in the text.

the worst—the best stayed—moved lost—won

the dirtiest—the cleanest sad—happy stand up—sit

B. Use three of the previous words in sentences:

For example:
1. What is the cleanest lake in Djibouti?
2. Our soccer team won three games and lost one.
3. She feels happy when she does well in school.

GRAMMAR
A• Have the students turn to page___ in lesson three and teach them the
forms of the superlatives of adjectives.

B• Next have them complete the table with the superlatives of

adjectives, first with a classmate and then as a whole class exercise.

42
• Point out the variations of the forms (one syllable adjectives, more than
one syllable and adjectives ending in ‗y.‖ )
ADJECTIVES SUPERLATIVE
Cheap
Long
Short
Beautiful
Lovely

C. Fill in the blanks with the correct form of the superlative adjective:
1. Jupiter is the biggest planet in our solar system.
2. We bought the most expensive TV in the store.
2. The restaurant serves the best food In town.
4. Which sport do you think is the most dangerous?
5. Mount Everest in Nepal is the highest mountain in the world.
6. Last week, I had the worst time of my life.

LISTEN

A. Listen to this conversation, then answer the questions below.

Oubah: Hey Halima! How are you? I heard that you moved to the newest
school in the area.

Halima: Hi Oubah! I‘m fine. Yes that‘s true!! A new and great school!!

Oubah: That‘s wonderful! Tell me more about it.

Halima: It‘s the biggest and the cleanest school I know! The classrooms are the
coolest and the most comfortable and the library is the largest you can
imagine. The students are the most interesting of all the students I know. They
wear the most beautiful uniforms in Djibouti! The teachers are the most
encouraging of all.

Oubah: That sounds great! My school is not a modern school like yours. I hope
someday all the schools in Djibouti will be the best schools. I am learning! I am
studying! That is the most important thing for me right now.

Play the entire dialogue. Then, play it again and stop after each character
speaks and have students make questions to ask the class. Call on students
using the name cards and also ask for volunteers.
Play the whole dialogue again and ask the students to raise their hands if they
want to hear it again. Play it several times if necessary.

1. How many characters are talking?

Two characters are talking.
2. Who are they?
They are Halima and Oubah.
3. What are they talking about?
They are talking about their schools.
Halima‘s school is the newest school in Djibouti.

43
Oubah‘s school is not modern but she is studying and learning.

B. Listen again and write down as many superlatives as you can. Then compare
with your classmates.
Play the recording again. This time the students will write down as many
superlatives as they can. Then, ask the whole class which ones they have found
and have students come up and write them on the board.
Biggest, cleanest, most comfortable, largest, most interesting, most beautiful,
most encouraging, best, most important

SPEAK
Work in pairs. Use the superlatives to tell each other about the situation below.
1. The most beautiful place you know
2. The most delicious meal you remember eating
3. The kindest person you know
4. The funniest moment in your life so far

This exercise could lead to interesting sharing and it is important that as many
people share as possible. Use the cards and get a variety of answers and also
ask for volunteers.

WRITE

Write sentences with a superlative (the longest etc.) Choose from the boxes.
1. e.g. Lac-Assal is the lowest point in Africa and the second lowest point
in the world.
2. Moussa-Ali is the highest mountain in Djibouti.
3. The Moucha and Maskali Inslands are the most beautiful places in the
Red Sea.
4. Sydney is the largest city in Australia.
5. Djibouti is the smallest country in the Horn of Africa.

Optional Activity
This exercise can be done if the students look sleepy and need a ―wake up‖
moment.
1. Have all the students stand.
2. You will read sentences one by one. Students will sit down if what is
said in that sentence refers to them.
3. The students left standing when all the sentences are read are the
―winners.‖
4. You can make your own sentences for this exercise or have students
make them.
Here is an example:
Who had tea this morning with two spoons of sugar in it?
Who has 6 buttons on his/her shirt or blouse?
Who read the newspaper yesterday?
Who has an older sister?
Who has a copybook with a purple cover?
Who has the number 4 in his/her telephone number?
Who is wearing brown shoes or sandals?
Who saw a movie last week?

44
 Lesson 3 : Using the Language
Learning outcomes: review the structures and vocabulary learned in lessons 1
and 2.
Activities: Using the Superlative Form of Adjectives to complete a chart naming
the highest building and the greenest building in the world, the fastest elevator,
and the biggest landmark in Djibouti. Comparing three meals and determining
which one is the healthiest and which the unhealthiest. Completing grammar
exercises reviewing prepositions of time and place and the superlative of
adjectives.
Time: 3 hours approximately

WARM UP

1. What is the tallest building in Djibouti?

It is the Salaam Tower, which is 10-storeys high. However, in January 2017, A
Chinese company began construction of new 23-storey twin towers in Djibouti
City.

2. Did you visit it? Can you describe it?

Also, ask the students if they know about the new twin towers that will be built in
Djibouti city and see if anyone has visited the site.

Next, have the students read the first paragraph of The Tallest Building in the
World and ask them to write down a question in their copybooks about that
paragraph to ask in class. Then, have them continue writing and asking
questions for the remaining three paragraphs. The teacher also could choose to
ask the questions.
See Optional Activity at the end of this lesson regarding questions.

Complete the chart with the names of the building.

Name of the building

1. Highest building in the world Burj Khalifa
2. Highest building before 2009 Taipeh 101
3. Highest observation deck Burj Kalifa
4. Biggest landmark in Djibouti The Salaam Tower
5. Greenest building in the world Taipeh 101
6. Fastest elevator in the world in the Taipeh 101
Past
7. Fastest elevator in the world now Shanghai Tower

Describe the pictures of the food

Students can describe the pictures in pairs and then report to the whole class.
The teacher can write the names of the foods on the board for students to
copy in their copybook.

45
1. cake 2. toast and coffee or tea 3. a sandwich
4. a glass of water 5. spaghetti with meatballs 6. mixed vegetables

Read the descriptions of the three meals in phrases and have the students
repeat after you in chorus for correct pronunciation

A. First, work in pairs to answer the questions. Then give your answers to the
whole class.

1. Which student had the healthiest meal?

It was the student who had chicken, salad, vegetables and bread.
2. Which student had the unhealthiest meal.
It was the student who ate potato chips and a candy bar and who drank a
Coke.
3. Which of the drinks is the sweetest?
Coke is the sweetest drink.
4. Which student ate the most food?
It was the student who ate chicken, salad, vegetables and bread.
5. Which meal was the most expensive?
The chicken dinner was the most expensive.
6. Who cooked the best dinner?
The grandmother cooked the best dinner.

B. Now use prepositions of time and place.

I was in downtown Djibouti on the weekend. I ate in a café.

Consolidation
(1 hour)

A. Complete the sentences with your own ideas.

Since the students are using their own ideas, this would be a good exercise for
students to share in groups of 4. They could turn around in their seats and
informally form a group of four. Each group could choose a member to report
out to the whole class for their group at the end of the exercise. You could use
the name cards and also ask for volunteers. It would be interesting to have many
students answer the same question to get a variety of information.

1. My best day this week was Monday because I did very well in school
that day.
2. The tallest person in my family is my oldest brother. He is 1.72 meters.
3. The most beautiful place in Djibouti is Lac-Assal.
4. The oldest person in my family is my great-grandmother. She is 97 years
old.
5. The most important thing in my life is my religion.

B. Fill in the blanks with the correct prepositions of time or place.

1. In July, the weather is the hottest in Djibouti. People prefer to stay at

home because it is too hot to go out on the street.
2. Djibouti became an independent country on June 27th in the year 1977.

46
3. I can meet you on Thursday at the university in room A1 at 10:00
o‘clock.
4. There are three pieces of chicken on the table. Watch the cat! Don‘t
let him get on the table.
4. Antarctica is the coldest place on earth.
5. My plane arrived in New York at 5:30 am. I am now in the USA.

C. Correct any errors you see in these sentences.

1. I see (saw) a movie on TV last night. It was the better (best) movie I can
remember.
2. He wears (wore) his new pants and shirt to school last week. He was the most
handsomest (the most handsome) boy that day.
3. Airplanes land usually (usually land) at Ambouli International Airport every
day.
4. Burj Khalifa is the most tall (tallest) building in the world. It is more tall(taller)
than the Taipei 101 in Taiwan.

D. Complete the sentences with: at/on/in

1. on June 27th 6. on Friday morning 11. in 1982

2. in the evening 7. at the end of the 12. in Djibouti
day
3. at half past four 8. at 12:55 13. at the airport
4. at home 9. in the summer 14. in a few days
5. on Eid Day 10. on the weekend 15. on Sunday

Optional Activity
This reading about The Tallest Building in the World could give students the
opportunity to practice asking and answering questions.
Here are three formulas that can help students to make questions.

1. Questions that ask for information require an interrogative word at the

beginning.

Question Word Auxiliary Subject Main Verb

Verb
When Did the building open?
How much Did It cost…?
How many floors does It have?

2. When the verb to be is used without an auxiliary verb, the formula is not used.
Where is it?
How tall is this building?
What is the speed of the elevator?

3. When the answer to the question is the subject which replaces Who, What, or
How many + noun in the question, the formula is not used.

47
How many people (Subject) live and work there?
Thirty-thousand people (Subject) live or work there.

What building (Subject) has the fastest elevator in the world?

The Shanghai Tower (Subject) has the fastest one.

1st paragraph
What is the tallest building in the world?
Where is it?
How tall is this building?
When did the building open?
How much did it cost to build it?

2nd paragraph
How many floors does the Burj Khalifa have?
How many people live and work there?
On what floor is the highest observation deck in the world?
How many elevators can go to the top in two minutes?
What is the speed of the elevators?
3rd paragraph
What was the tallest building in the world before Burj Khalifa?
How tall is the Taipeh 101?
What award did the Leadership in Energy and Environmental design give the
Taipeh 101?
What building has the fastest elevator in the world?
4th paragraph
What is the biggest landmark in Djibouti City?
How many floors does it have?
Where is it in Djibouti City.
How far is it from the Ambouli International Airport by car?
How far is it from the Central Business District on foot.

48
 SECOND TRIMESTER BC 2: From audio-visual aids or in communicative situations, students will
focus on planning future events in their lives. They will affirm their abilities, face their
obligations and give and seek advice when necessary. They will imagine their future lives
and also learn to protect the environment now and for future generations.

BE ABLE TO STUCTURES VOCABULARY

 In unit 4: Language related phrases:
 to win a contest
 Plan the near future with the I am planning a dinner for  to play soccer
present continuous Friday.  to kick and dribble the
ball
 Express present, past, and  to protect the
future ability with can and I can do it now, but I couldn‘t environment
could do it before. Vocabulary related to sports
forwards,, defenders, midfielders,
goalies, physically fit, bodies,
 Discuss how we can protect What can we do to protect the muscles, respiration, circulation,
the environment environment? coach
Vocabulary related to cooking
Ethiopian food, soft drinks, fizzy
water(add)
Vocabulary related to the
 In unit 5: environment
What were you doing when the recycling, trash, cloth bags,
 Express an action happening doorbell rang? shoreline
at a specific moment in the
past Language related phrases:
You must not be late for class.  to suddenly remember,
 to have a change of
 Talk about what we must or plans,
should do What should we do in  to be a mess
dangerous and difficult  to pay attention
 Examine difficult moments in situations?  to smell like fish
life  to save someone‘s life
Grammar related phrases:
 While I was walking down
the street…
 What were you doing
when…
 We mustn‘t be late.
 We should/must hurry!
 In unit 6: Vocabulary related to climate
change:
 Express how climate change Will we continue to use plastic global warming, fossil fuels, the
will affect our future and burn fossil fuels? greenhouse effect, coal, natural
gas, gasoline, the atmosphere,
 Explain what students‘ futures ecosystems, drought,
with be like using personal She now has a doctor‘s earthquakes, melting ice, the
possessive forms degree. Arctic, flooding, wildfires, out-of-
balance
 Expand the grammar with Vocabulary related to disability
time clauses and attributive After I graduate from high polio, a board with wheels, move
nouns. Take a class survey school, I am going to study along the ground, wheelchair,
and join a quiz show. internal medicine. electric scooter

49
 UNIT 5

Objectives: By the end of the unit, students should be able to talk about actions that
were going on, or happening at a certain moment in the past and to express that
something is good advice or a good idea. ..(7 hours)

Teaching process Notes

LESSON 1: DIFFICULT MOMENTS AT HOME

Learning outcomes: By the end of the lesson, students should be able to talk about
actions that were going on, or happening at a certain moment in the past.
Grammatical Focus: past continuous (to be + verb + ing)
Lexical Focus: activities at home such as watching TV, surfing the internet, doing
homework, cooking dinner, waiting for the teacher, relaxing in the room, reading a
newspaper, sewing some clothes, sitting by the window. Describe feeling like:
disappointed, tired, terrible sad, displeased, a mess… etc
Activities: creating a graph, reading newspaper articles
Time: 2 hours approx.

1a) WARM UP

Ask students what they were doing yesterday. Accept all answers. Tell the
students to look at the picture which represents what a girl was doing last
night.
Write on the board some possible activities for the students to choose.
Ask some students to answer the warm up questions orally.
Have students ask each other the warm up questions. Make sure they
pronounce the questions correctly by having all the students repeat the
sentences after you in chorus.

1. What were you doing yesterday at 4 o‘clock?

2. What were you doing last night?
…

Allow them propose their own activities and help them with the
vocabulary.
Put students in pairs and tell them to ask each other about their favourite
free time activities. They should take note of their classmates‘ responses and
then make a graph like the one in the example.

1b) READ

Have the students read the text and underline the activities that Oubah
was doing that night.
Get learners to read the sentences and set the scenario of the story. Tell
them they do not need to understand all of the words.
Check answers and teach key vocabulary. The amount of vocabulary
you teach can depend on the level of the students.
Read the text for the students and explain it to them.
 Ask few students to read the text, and correct the mispronounced words
after they finish reading.
50
 Ask the students to answer the questions in activity A and B.
 After you correct some students‘ books, write the correct answers on the
board and ask them to correct wherever there‘s a mistake.
Answers for activity A:
1. Because she did her homework and she was waiting for the teacher
to correct it.
2. They were playing with her PlayStation.
3. Her mother was expecting her to prepare dinner.
4. Her Arabic teacher came.
5. Because we’re alive.

activity B:
1. I was preparing my lesson when the phone rang.
2. It was my mum.
3. I was relaxing in my room.
4. I was a mess with dirty clothes and smelling like fish!

C. listening to the text

Play the audio of the text and let the students listen several times.

Ask them if it was the same for their parents and how it was different. How
did their parents get information about what was happening around them?

VOCABULARY

Ask the students to read the text again and do the activity.
 Give them some examples and similar questions and answers.
 Write the correct answers on the board.

Answers for vocabulary:

1. Disappointed.
2. Mess…………….dirty
3. Noise
4. A change of plans.
5. _______________
6. The doorbell rang.

GRAMMAR
 Write a past continuous sentence from the previous text on the board.
Example: I was relaxing in my room.
 Ask the students to underline the verb in this sentence.
 Explain when to use the past continuous tense for the students (We use the
past continuous to talk about actions that were going on or happening at a
certain moment in the past.)
 Write another example with simple past verb on the board and make a
contrast between the simple past and past continuous.

51
 Ask some students to tell the class what they were doing yesterday
morning and where they were.

 Make sure that the students know the difference between the simple
past and past continuous. Give more examples if necessary.
 Ask the students to do activity A, B & C. Write the first question of each
activity on the board and answer them as an example for the students.

Answers for activity A of the grammar :

1. = b) was sleeping
2. = a) was reading
3. = c)were cooking
4. = a) were watching
5. = c) were listening
6. = a) was driving

Answers for activity B of the grammar :

1. What were you doing when I called you last night?

2. I was washing dishes when you called me.
3. Aicha was watching a movie when she heard a loud noise.
4. We were playing tennis when John arrived at five.
5. What were you cooking at ten pm last night?

Answers for activity C of the grammar :

1. At 6:30 she was brushing her teeth.

2. At 6:45 she was eating her breakfast.
3. At 7:15 she was going to school.
4. At 7:30 she was chatting with her classmates.
5. At 16:30 she was riding her bicycle.
6. At 20:00 she was watching TV.

Listen

 Set the scenario of the story for the class and play the audio, then ask the
students to answer the pre-listening questions.

Listening Script

“Hi. My name is Ali. Yesterday was terrible for me because I stayed home all day. I
wanted to go out but it was raining outside. I was feeling tired of being trapped
inside the house.
I tried to play with my brother but he was doing his homework. My father was
reading his newspaper and my mother was sewing some clothes.
After lunch, I decided to sit by the window and watch the street. Some people were
waiting at the bus stop. While I was watching the street, I witnessed an accident. A
car couldn’t stop at the traffic lights and hit another car. Luckily nobody was

52
injured.

Now I am waiting for my friend. We will go to the park to play football together. I
injured my knee while I was playing last week but it is okay now. My team needs
me!”

Answers for the pre-listening questions :

1. Ali is talking.
2. He is talking about yesterday.

 Play the audio two to three more times and pause after each verb to
allow the students write the verbs.

Answers for the while-listening questions :

1. was raining
2. was feeling
3. was doing
4. was reading
5. was sewing
6. were waiting
7. was watching
8. am waiting
9. was playing

SPEAK

Write the questions on the board or ask the students to read them from
their books.
1. What were you doing the morning of the last Eid day?
2. What was your mother doing?
3. What were your sisters and brothers doing?
4. What were you wearing?

Demonstrate with one student by letting the student ask you the questions
then allow the students to practice by asking and answering the questions.

WRITE

 Ask the students to look at the first picture and ask them what the children
in the picture were doing yesterday at 5 o‘clock. Write the correct answer
on the board then ask them to do the rest and copy the answers on the
board.

Key Answers

1. They were riding bicycles.

2. She was reading a book
3. They were doing their homework (accept similar answers)
4. He was painting the floor (accept similar answers)

53
 5. He was eating food.

B. Class Survey:

 Write the following question on the board: what you were doing at 4
o‘clock on Saturday?

 Tell the students what you were doing at that time and write it on the
board.

 Write some possible activities that the students were doing at 4 o‘clock on
Saturday. Explain the process of the survey and use the board to display the
score of each activity.

Lesson 2: Why is it difficult to do what I must and should do? .

Learning outcomes: by the end of lesson 2, students should be able to express

that something is good advice or a good idea, that something is necessary
and obligation and something is prohibited.

Grammatical Focus: the use of should, shouldn‟t, must and must not.
Lexical Focus: throwing papers, schoolyard, being kind, helpful, driver‘s
license, red light, green light, speed, pedestrians, taxes, bills and coughing.
Activities:, reading, speaking, listening filling gaps, completing the sentences.
Time:3 hours approx

1a) Warm up

Bring a poster with traffic signs and rules to the class with you. Ask students
what the drivers and the pedestrians have to do when they see each of the
different traffic signs.
For example when they see a red light, help them to say: the drivers must
stop when they see a red light.
Ask some students to answer the warm up questions orally.
Have students ask each other the warm up questions. Make sure they
understand the questions first.
1. Do your parents give you a lot of advice at home?
2. What do they usually say you should or must do?
 Write some of the students‘ answers on the board. You may need them in
the grammar presentation stage.
 Allow the students to tell you their parents‘ advice in their spontaneous
way. Don‘t insist on the use of must and should at the presentation stage.

1b) Reading

Have the students read the dialogue and underline the new vocabulary
that they don‘t understand.
 Set the scenario for the dialogue. Tell them they do not need to
understand all of the words.
 Read the dialogue Explain the new vocabulary. The amount of

54
vocabulary you teach can depend on the level of the students.
 Ask one strong student to practice the dialogue with you first, and then
allow the students to read the dialogue in pairs and correct the
mispronounced words after they finish reading.
 Ask the students to answer the questions in activity B and C.
 After you correct some students‘ books, write the correct answers on the
board and ask them to correct wherever there‘s a mistake.

Answers for activity B:

e.g.: Something that an adult driver An adult driver must have a drivers’
must have to drive. license to drive
1. Things that Ali should do every He should get up at 6:00
day. He should get to school on time
He should be helpful at home.
He should do his homework at night.
He should go to bed at 9:00.
2. Things that Ali shouldn’t do He should not be late for class.
every day. He shouldn’t talk to his classmates
while the teacher is talking.
He shouldn’t throw papers on the
ground in the schoolyard.

3. Things that an adult driver must An adult driver must stop at a red
do while driving. light and go at a green one.
An adult driver must watch for
pedestrians
4. A thing that an adult driver An adult driver must not speed.
must not do while driving.
5. Things that all of us must do to We must pay taxes.
live. We must pay the electric and water
bills.
We must work to have money to live.
We must eat, must drink water, and
must sleep!

Answers for activity B:

1. Ali shouldn’t throw papers on the ground in the schoolyard.

2. The teacher drives a car.
3. The teacher must go at a green light and stop at a red light.
4. The teacher must pay her electric and water bill.

GRAMMAR
 Write four of the parents‘ advice or traffic rules for the students on the
board
Example:
 I should get up at 6:00 to get ready for school.

55
  I shouldn‘t talk to my classmates while the teacher is talking.
 I must pay taxes.
 I must not speed.

 Underline the modal verbs (should, shouldn’t, must, must not) in this
sentence and explain to the students when to use (should, shouldn‘t, must,
must not).
 Ask some students to repeat some of the parents‘ advice by applying the
rules of the module verbs they learned.

 Make sure that the students know the difference between these four
module verbs. Give more examples if necessary.
 Ask the students to do activity A, B & C. Write the first question of each
activity on the board and answer them as an example for the students then
let them to do the rest.

Answers for activity A of the grammar :

1. You should see a doctor.

2. He should set an alarm clock.
3. He should stop eating at Burger Point.
4. She should go to a mechanic.
5. You should drink some water.
6. He should quit smoking.
7. You should go to bed early tonight.
8. You should study harder.

Answers for activity B of the grammar :

1. Must not
2. Must
3. Must
4. Must not
5. Must
6. Must not.

Answers for activity C of the grammar :

1. Your shirt is dirty. You should put on a clean one.

2. We should do exercise to stay healthy.
3. This meeting is very important. He must stay until it finishes.
4. We must not be late for an exam.

VOCABULARY

Ask the students to read the vocabulary activity.

 Give them some examples and similar questions and answers then ask
them to match the sentences.
 Write the correct answers on the board.

Answers for vocabulary:

56
1=D
2=E
3=B
4=C
5=A

Listen

 Set the scenario of the story for the class by telling them the characters in
the audio and the role of each one and play the audio, then ask the
students to answer the post-listening questions.

Listening Script

“Jane: Hi Leila!
Leila: Hi Jane! It is great to see you on Skype. What‘s up?
Jane: Well, I have good news. I am coming to Djibouti for the first time next
month. I want to know what I should or shouldn‘t do when I am in your
country. What clothes should I put in my suitcase?
Leila: I think you should bring long skirts and shirts with long sleeves.
You shouldn‘t wear shorts or sleeveless blouses. It‘s okay to wear pants, but
you shouldn‘t wear blue jeans.
Jane: When I am there, what time should I get up and what time should I
go to bed?
Leila: Many Djiboutians get up when they hear the call to prayer. If you
want to experience the typical day here, you should go to bed about 8:30
pm and get up at 5:00am.
Jane: Okay! That‘s good advice. I will see you in two weeks.
Leila: Have a good trip, Jane.”

Answers for the listening questions :

1. Long skirts and shirts with long sleeves.

2. Shorts, sleeveless blouses and blue jeans.
3. At 5 : 00 am
4. At 8: 30 pm

SPEAK

 Set the classroom for the activity and write some of the situations on the
board.
 Demonstrate with one student by letting the student ask you the questions
then allow the students to practice by asking and answering the questions.
 Write one example for each situation on the board.
 Ask some students to report the best answers to their classmates.

WRITE

 Explain the two topics to the students and set the scenario for each
situation then give a demonstrative paragraph with the help of the students
and write it on the board.
 Ask the students to choose one topic to write about then select some

57
students to share their topic with their classmates.

Lesson 3: Using the language

Learning outcomes: review and/or recycle the structures and vocabulary

learned in lesson 1 and 2.
Activities: examining difficult moments in life and responding to dangerous
situations; reading short paragraphs on different topics and giving opinions.
Time: 1 hour

1a) READ

Ask the students to look at the pictures and tell their classmates what they
are about. Then ask them few questions about car accidents like:
 Have you ever witnessed a car accident? Where? What did you do?
Tell the students that they are going to read a dialogue about a car
accident and read the dialogue for them then ask them to read in pairs.

Key answers for B:

1. he was talking on his cell phone

2. the older man was crossing the street
3. he was lying on the street
4. he wasn‘t paying attention while he was crossing the street
5. He is at the police station

1C) WRITE

Put students in groups of four and ask that each group represented will
read one of the stories.
Ask them to choose a name for the group.
Ask them to read through the stories and to write about what they should
do if they experienced a similar situation.
Tell them they need to assign one student to write the ideas they come up
with and another student to report to the class what their group has written.
However, make sure they understand that the whole group should help with
the writing.
When they have finished writing, they should check the tenses carefully
and make any corrections.
Let each group present their situation to the whole class.
Ask the whole class to vote for the best/the most successful pieces of
advice.

1D) key answers

1. Picture 1 = text 4
2. Picture 2 = text 2
3. Picture 3 = text 3
4. Picture 4 = text 1

58
 Consolidation
(1 hour)

These are all written activities. The objective is to review all the learning
done so far in the unit. 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. Fill in the blanks with the verbs in the box. Use the past continuous

1. was playing
2. were visiting
3. was doing
4. was going
5. were watching

B. Match the questions with the answers.

1=D
2=A
3=B
4=C
5=E

C. Complete with must or mustn‟t.

1. Must not
2. Must not
3. Must
4. Must. Must not.
5. Must.

D. Complete with should or shouldn‟t.

1. Should
2. Should
3. Should not
4. Should not
5. Should
6. Should

59
 UNIT 6

Objectives: By the end of the unit, students should be able to tell other people about
something they definitely plan to do, how to express if they want to show they are
willing to help, express prediction and a plan that we made and decided on before
and to show that something belongs to someone. . ..(7 hours)

Teaching process Notes

LESSON 1: What Will Happen to Our Earth?

Learning outcomes: By the end of the lesson, students should be able to

express how climate change will affect our future using the will and going to
forms of the future tense...
Grammatical Focus:
 will (Subject + will + basic verb)
 be going to: (Subject + to be + going + basic verb)
Lexical Focus: Vocabulary related to climate change: global warming, fossil
fuels, the greenhouse effect, coal, natural gas, gasoline, the atmosphere,
ecosystems, drought, earthquakes, melting ice, the Arctic, flooding,
wildfires, out-of- balance.
Activities: dialogue, reading biographic inspirational stories. Matching the
vocabulary with its definition. Taking a class survey.. etc
Time: 2 hours approx.

1a) WARM UP

Ask students to read the title of this lesson and guess what it is about.
Accept all answers. Tell the students to look at the pictures which
represent two environments and tell you what is happening and
when?
Ask some students to answer the warm up questions orally.
Have students ask each other the warm up questions. Make sure
they pronounce the questions correctly.
Allow them to propose their own activities and help them with the
vocabulary.

1b) READ

 Set the scenario of the dialogue. Tell them they do not need to
understand all of the words.
 Ask them to read the dialogue and underline the words related
climate change.
Check answers and teach key vocabulary. The amount of
vocabulary you teach depends on the level of the students.
Read the dialogue for the students and explain it to them.
 Ask a few students to practice the dialogue in pairs, and correct
the mispronounced words after they finish reading.
 Ask the students to answer the questions in activity A and B.
 After you correct some students books, write the correct answers on
the board and ask them to correct wherever there‘s a mistake.
Answers for activity B:

60
The Cause and Effects of Climate Change

Activity C:

1. True.
2. True.
3. False. The toxic gases stay in the atmosphere and warm the
earth.
4. True.
C. Listening to the text

Play the audio of the dialogue and let the students listen several
times.

VOCABULARY

Ask the students to read the dialogue again and do the activity.
 Give them some examples and similar questions and answers.
 Write the correct answers on the board at the end.

Answers for vocabulary:

1=E
2=F
3=B
4=C
5=A
6=G
7=D

GRAMMAR
 Write a present continuous sentence from the previous text on the
board.
Example: I am travelling tomorrow.
 Ask the students to underline the verb in this sentence.
 Explain to the students that they can use the present continuous
tense for future plans.
 Write two more examples with going to + Basic verb and will + Basic
verb on the board and make a contrast between them.
 Ask some students to tell the class what are they going to do
tonight?
 Make sure that the students understood the future
arrangements structure. Give more examples if necessary.
 Ask the students to do activity B & C. Write the first question of each
activity on the board and answer it as an example for the students.

61
Answers for activity B of the grammar :

1. = I am going to meet ….. we are going to prepare

Will pass ………………….. will pass……… we are going
to study
2. = will help
3. = isn’t going to be ………. Are going to move ……. Will
miss
4. = is going to ride ……………… going to start

Answers for activity C of the grammar :

Answers may vary

Listen

 Set the scenario of the conversation for the class and play the
audio, then ask the students to answer the fill in the blanks.

Listening Script

“Teacher: We are studying about global warming and some people think there isn’t
going to be enough time to stop global warming?. Will we be able to stop it? Will
it be too late? What do you think?
Student 1: It won’t be too late if we all do something, especially governments and
big companies.
Teacher: That’s true. Are people like us going to do something, too?
Student 2: Well, when I drive someday, I am going to buy an electric car and not
use gasoline.
Student 3: And I am going to use public transportation instead of a car.
Student 4: Me too! I am going to take trains and buses.
Student 5: I am going to ride a bicycle.
Student 6: And I’ll walk as much as possible.
Student 7: I won’t waste electricity, water, paper and plastic.
Teacher: Wow! Those are great ideas class! You will do them! I’m sure!”
 Play the audio two to three more times and pause after each verb
to allow the students to write the verbs.
 Read the pronunciation part then allow the students to practice in
chorus the contracted forms of will and won‘t.

SPEAK

Draw the table on the board and ask the students to fill it.

62
Demonstrate with one student by letting the student ask you the
questions, then allow the students to practice by asking and
answering the questions.

WRITE

 Explain the procedure to the students then write three examples on

the board. Ask a student to do the first day weather broadcast, and
then ask the other students to do the same for the other days of the
week.
 Draw the table for the survey on the board and ask the students to
answer it, then write a reason or two for each choice and report it to
the class.

Lesson 2: What Will the Students’ Futures Be Like?

Learning outcomes: by the end of lesson 2, students should be able to

express that something belongs to person.
Grammatical Focus: the use apostrophe + s.
Lexical Focus: Vocabulary related to disability: polio, a board with wheels,
move along the ground, wheelchair, electric scooter…….. etc.
Activities: Reading an inspirational biography, identifying possessive
nouns in the reading and in the listening section quiz show, making a
plan for a wonderful future, convincing a student not to drop out of
school.

Time:3 hours approx

1a) WARM UP

 Write (Education) on the board and ask the students to tell you
about its importance for their lives.
Ask some students to answer the warm up questions orally.
Have students ask each other the warm up questions. Make sure
they understand the questions correctly.

1. Look at these pictures and guess their jobs?

2. ―Education is the road out of poverty‖. Do you think it is
true? Why or why (not)?
…

Allow them express their opinions about education and the warm
up question freely. Tell them that in today‘s lesson they‘ll read a story
that will show them how much education can change someone‘s
life….

1b) READ

63
Have the students read the text and underline the new vocabulary
that they don‘t understand.
 Set the scenario for the text. Tell them they do not need to
understand all of the words.
 Read the text and Explain the new vocabulary. The amount of
vocabulary you teach can depend on the level of the students.
 Ask a student to practice the text with you and then allow the
students to read it correct the mispronounced words after they finish
reading.
 Ask the students to answer the questions in activity B and C.
 After you correct some students books, write the correct answers on
the board and ask them to correcting wherever there‘s a mistake.

Answers for activity B:

1. She is from West Africa.

2. She got the terrible disease of polio.
3. She used a board with wheels to move along the ground.
4. She followed her on her board with wheels.
5. The headmistress asked anima‘s father to let her go to school.
6. Now Anima is a lawyer in Paris

Answers for activity C:

1. False: She wanted to go to school but her father said no.

2. True.
3. False: a lawyer.
4. True. When she was in high-school, someone gave her a
wheelchair.
5. True.

VOCABULARY

Ask the students to read the vocabulary activity.

 Give them some examples and similar questions and answers, then
ask them to match the sentences.
 Write the correct answers on the board.
Answers for vocabulary:

1=D
2=E
3=B
4=A
5=C

64
GRAMMAR
 Write one example for the students on the board
Example:
 Anima‘s father took a board.

 Underline the (apostrophe + s ) in this sentence and explain to the

students when to use them.
 Ask some students to find similar examples from the text and make
sure the students have understood the rules.
 Make sure that the students know the difference between the
apostrophe + s & s+ apostrophe. Give more examples if
necessary.
 Ask the students to do activity A, B & C. Write the first question of
each activity on the board and answer it as an example for the
students then let them to do the rest.

Answers for activity A of the grammar :

1. Anima‘s father took a board

2. Anima‘s older sister
3. sister‘s copybooks
4. headmistress‘ advice.
5. headmistress‘ reply
6. children‘s laughter
7. doctor‘s degree.

Answers for activity B of the grammar :

1. Sister‘s plans
2. Bosses‘ offices
3. Wife‘s textbook
4. Girls‘ names ………. Boys‘ names
5. Women‘s march
6. Today‘s news.
7. Babies‘ names.

Answers for activity C of the grammar :

1. All of my uncles’ homes are in my neighborhood.

2. Ahmed’s wife is a teacher..
3. If we want to buy woman’s clothes, we need to do to the
woman’s department on the third floor.
4. We are going to my aunt and uncle’s house to celebrate Eid.
5. My sister’s future plan is to study at the university.

Listen

65
 Set the scenario of the quiz for the class by telling them the
characters in the audio and the role of each one and play the
audio. Then ask the students to answer the questions.

Listening Script

“ Announcer: Welcome boys and girls to our English language quiz

show. You boys and girls are here to show us how carefully you can
hear the sounds of the English language. Now here is our first
question. Who will answer it? Just shout out the answer when you
know it.
Announcer:What do you call your aunts‘ and uncles‘ children?
Student 1: My aunts‘ and uncles‘ children are my cousins.
Announcer: That‘s great! Now for the next question. What do you
call your parents‘ parents.
Student 2: My parents‘ parents are my grandparents.
Announcer: You‘re doing a great job so far. Now, what do you call
your brother-in-law‘s wife?
Student 3: That‘s easy. That‘s my sister.
Announcer: And now for the last question. What do you call your
parents‘ parents‘ parents
Student 4: .I have to think about that one. Hmm.
Student 5: I got it! I got it! They are my great-grandparents!
Announcer: Great job, boys and girls. Thank you for coming on the
show.”

SPEAK

 Set the classroom for the speaking activity and write the situation
on the board.
 Do one example for the students then allow the students to
practice.
 Write one example on the board.
 Ask some students to report their classmates‘ best answers.

WRITE

 Explain the two topics to the students and set the scenario for each
situation. Then, give an example of the task with the students‘ help
and write it on the board.
 Ask the students to choose one topic to write about. Then, select
some students to share their topic with their classmates.

66
 Lesson 3: Using the language

Learning outcomes: review and/or recycle the structures and

vocabulary learned in lesson 1 and 2.
Activities: giving opinions on different topics, reconstructing
sentences, reading sentences.
Time: 1 hour

1a) Reading

Ask the students to read the dialogue between the students and
the teacher and focus on the grammar…
Explain the new grammar for the students. Give them more
examples then let them do the activity.

Key answers for A:

1. When we take care of the environment, the earth will be cleaner.

2. Before I leave the classroom, I‘ll turn off the lights.
3. After my mother starts the car, she is going to drive to the market.

Key answers for B:

1. Saturday picnic………. City park

2. Newyork reporter.
3. Bicycle rider.
4. Computer programming.
5. Vegetable garden.
6. City government…….. recycling program…… plastic
bottles

Consolidation
(1 hour)

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. Finish the following sentences using time clauses.

Answers may vary

B. Write questions for the following answers.

1. What are they going to have for lunch?

2. Where is your family going to travel next summer?
3. What will she have after lunch?

67
C. Correct the errors in the following sentences:

1. We will protect the animals, especially the elephants.

2. She will eat more fruits and vegetables.

3. It is Ali’s birthday next week. We are going to celebrate it.

4. There is a new office building in the city.

5. The teacher is going to correct the students‘ copybooks.

68
69
 BE ABLE TO STRUCTURES VOCABULARY

 In unit 7: Language related

phrases:
 Discuss a possiblefuture If my parents give me some money for my  What will you
project. birthday, I will buy a new bicycle. do if… .
 If we study
 Compare situations and hard, we will
use countable and Are there any vegetables and fruit in the pass the
uncountable nouns. fridge? exam.
 What do you
 Communicate in everyday plan to do?
situations using countable  I
and uncountable nouns would/wouldn
‘t like
If I win a lot of money, I will…………?  I want some
 Think over a dream you …. / I don‘t
want to realize. want any…. .
Imagine a dream you want Language
to come true. I have lived in Djibouti for 97 years. vocabulary for the
restaurant:
What do you like doing in your free time? Fruits, vegetables,
menu, appetizers,
 In unit 8: Advantages and disadvantages of a chosen main course, starter,
 Express an action that theme for debate. dessert, bill, order,
occurs in the past and still dish.
continues in the present. Language
 Talk about likes and vocabulary for
dislikes. projects: own
 Debate topics with other business, income,
students. save money, full
amount
Related vocabulary:
Old person, young,
happy childhood,
grandchildren, great
grandchildren,
breeze, how long, to
pass away, to live on
this earth.
Extra vocabulary:
Assignment,
interview,
independent, to
enjoy, video games,
negative/positive
effects, visual skills,
gain weight, trouble
sleeping, bright
screen, addicted.

 In unit 9: English here there and everywhere

Simple Present and Comparative Adjectives  Review all the
The days of our lives 70 and
grammar
REVIEW Simple Past and Adverbs of Frequency vocabulary
From the countryside to the city covered in
Prepositions of Time/ Place and Superlative the 8 previous
Adjectives units
Planning and playing
Present Continuous for Future and Modals
can/could
Difficult moments in life
Past Continuous and Modals must/should

Our future
Future with will and going to and Possession
with „s/s‟

Possible dreams
If for Future Condition and
Countable/Uncountable

Older generation and younger generation

Present Perfect and Gerunds and Infinitives

71
 UNIT 7

Objectives: By the end of the sequence, students should be able to plan a possible
future project, to discuss it, use countable/uncountable and to reflect on a dream. (7
hours)

Teaching process Notes

LESSON 1: WHAT WILL YOU DO IF….

Learning outcomes: By the end of lesson 1, students should be able to discuss their plans for a
possible future project.
Grammatical Focus: What will you do if……… .
Lexical Focus: After/before revision, tomorrow, next week.
Activities: Reading a dialogue, answering questions, determining true or false statements,
finding referents, planning a summer project and winning a contest
Time: 3 hours approx.

Presenting new vocabulary

Before starting this activity, put students into the mood of this topic. As a
warm up, ask them few questions such as:

- What will you do if you pass your BEF exam?

- What will you do during July and August?

Tell them to read the text and describe how Malika

feels after the revision.

READ
A. Read the text again and answer the questions below

Answers
1. Oubah and Leila are busy because they have their BEF
exam next week.
2. They will meet at their grandparents‘ house on
Wednesday.
3. They will study together for four days.
4. Malika‘s sister is getting married.
5. She will do something fun with her friends.
6. They want to eat pasta.

B. True or false? Correct the wrong sentences.

1. true.
2. false: her mother is going to prepare some food/to cook pasta.
3. false: they will study English, French and Arabic the first day.
4. true.

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 C. Find out the referents of the words in bold from the texts above

1. They are both busy. (answer: Oubah and Malika)

2. If you ask me.(answer: Oubah)
3. I have to help my sister. (answer: Malika)
4. Ask me questions in English(answer: Malika)
5. I will ask her to cook some pasta!! (answer: Malika‘s mother)

D. Now tell the students tolisten to the text then read it carefully.

Vocabulary

A. Find in the conversation the opposites of the words.

1. Before: after 4. Free: busy

2. Boring: fun 5. Start: finish
3. Late: early 6. Ask:answer

B. Put the infinitive phrases with their definitions.

to divide to switch to share tasks to have the energy

to do something fun to be free to be ready

1. to change position to switch

2. to join with someone in doing work to share tasks
3. to have the strength to do something to have the energy
4. to enjoy oneself to do something
fun
5. not to be under the control of to be free
anyone or anything
6. to be prepared to be ready
7. to separate into parts to divide

GRAMMAR

A. Find sentences in the “First Conditional” in the previous dialogue between

Oubah and Leila.

(Depending on your time, you can write the answers the students give you on
the blackboard)

Possible answers:
-If we divide our time, we will study English, French, and
Arabic today, Geography/History tomorrow, Math the
day after tomorrow and Physical Science and Biology on
our final day.

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 -If you ask me questions in English, I will answer and then
we will switch.

-If I finish by Friday, I'll do something fun with you and my

friends.

B. Complete these sentences with the right form of the verbs.

1. You willfail your exam if you don‘t revise your lessons.
2. If Ahmed plays soccer a lot, he will be a good soccer player.
3. If they buy a new house, they will move to another city.
4. Dad will be late if he does not/doesn’t wake up early.
5. If we study hard, we will get good marks.

C. Correct any errors you find in the following sentences:

1. If we will study hard, we will pass the exam.
2. We will to have a more beautiful world if we protect the environment.
3. If the weather will be(is) fine this weekend, my family and I will go to Lac
Assal.
4. We(will) have lunch now if you are hungry.
5. We going to (will) go to Tadjourah if our car is back from the mechanic.

D. Complete the following sentences.

(Answers may vary. The teacher needs to check if the first conditional is
correctly written, especially the form of the verbs.)

1. If I have a train ticket, ………………………………… .

2. If we participate in English class, ……………………… .
3. The world will be a better place if …………………… .
4. If we do exercise,……………………………………………
5. I won‘t stay up late …………………………………………

SPEAK

Read this paragraph about Oubah. Tell your partner about the project you are
thinking about.

(Tell the students to write down at least two projects they may do during summer
holidays. Inform them that the project is not necessarily about getting money. They
can find a part-time job, or register at an institute to do training for a special skill,
etc.)

Oubah talks about her ideas for a project during her summer holidays.
Hi everyone! My name is Oubah. I am thirteen years old. During my summer
holidays, I like doing projects. If I have enough money, I will buy a small fridge. I will
start my own business. If my sister and cousins help me, I will prepare some ice
cream with different flavors (strawberry, banana, chocolate…). I will sell it to my

74
neighbors. If my neighbors’ kids buy from me, I will have an income. I will save this
money to buy a mobile phone. If I don’t have the full amount, my father is going to
lend me the rest.

LISTEN

A. Malika and Oubah are talking about summer projects. Listen to the dialogue
and tell:
 What Oubah plans to do?
 What Oubah suggests to Malika?
 What Malika finally decides to do?

Oubah: Hey Malika! What will you do during our summer holidays?
Malika: I really don’t know. Maybe this year we are not going to travel abroad.
Oubah: Great!What about doing a project? Me, I will sell ice cream. And you? What do you
want to do?
Malika: Do you have any ideas for me?
Oubah: Hum… What about sewing some beautiful headscarves? Your mum has a sewing
machine, I remember.
Malika: No.That’s a tiring task. Let me see… Oh, maybe a beauty project? You know that I am
fond of doing make-up and hair styles. I can organize my bedroom into a hairdressing salon!
Oubah: Yes, why not! I know the girls in our class will all come.
Malika: Great! If my parents lend me some money, I will get started right away!

B. Listen again and answer the following questions.

(answers)

1. No. Malika‘s family is not going to travel abroad this summer.

2. Malika‘s mother has the sewing machine.
3. Malika is fond of doing make-up and hair styles.
4. She is going to organize her bedroom into a hairdressing salon.
5. Answer may vary. It depends on the student wish.

WRITE

Topic 1

A. You entered a contest last week and if you win, which one of these places will you
choose to go for free. (space)

1. The final match of the UEFA Champions League.

2. A Meeting of the United Nations General Council.

3. A Safari to see African Animals.

4. A visit to the largest public library in the world: The Library of Congress in

75
Washington D.C.

e,g. If I win the contest, I will go to _________________________________________________

B. Now write four things you will do if you go there.

e.g. If I go to the final match of the UEFA, I will sit in the first row

Possible new topic 1:

Chose two of the following topics and write three possibilities for each topic. Be
prepared to share your answers with the whole class. The teacher can list some of
the answers on the board to show the variety of answers to the questions.

For example: What cities will you visit if you take a trip to France? If I take a trip to
France, I will visit Paris, Marseilles, and Bourdeaux.

A. If you travel all around Djibouti, what three places will you visit?

B. What will you order to eat if you go to a famous restaurant in Djibouti City?

C.What will you wear if you are invited to the wedding of one of your relatives?

D.What courses will you take if you go to the university?

E.If you receive a special travel scholarship for the summer, what African countries
will you visit?

Topic 2: What will you do if you succeed in your BEF exam? Write a short paragraph
(5-6 sentences).
e.g. If I pass my exam, my parents will be happy. (Write down on the blackboard).

LESSON 2: WHERE ARE YOU GOING TO EAT IF YOU HAVE MONEY?

Learning outcomes: By the end of Lesson 2, students should be able to successfully

use countable and uncountable nouns along with some and any.
Grammatical Focus: affirmative, negative and interrogative sentences with some
and countable and uncountable nouns.
Lexical Focus: fruits, vegetables, main dishes, chicken, fish, meat and other
categories of countable/uncountable nouns.
Activities: , re-ordering words in sentences,
ordering from a menu, shopping at the market, buying furniture, selecting favorite
types of books.
Time: 2 hours approx.

Warm-up

Ask the students how often they eat at a restaurant and what are their favorite
dishes?
(these are the question-kind)
1) Do you sometimes go to restaurants?
2) What food do you order?
76
Complete the table with words from the menu

Countable Uncountable
salad, eggs, apples tea, water, coffee, soup,
bananas, oranges, slice of jam, butter, cheese, spaghetti,
pizza, cheeseburger rice, minced meat, tuna, soft drinks.

READ
Read the dialogue and do the activities. (Allow students to take 5 min to read the
dialogue. Ask them about words they don‘t understand)

A. Reorder the words of the sentences below.

(Sentences are not necessarily linked with the dialogue)

1. Can I take your order?

2. Ali had some soup as a starter.
3. He couldn‘t find any spaghetti on the menu.
4. He couldn‘t read the bill.
5. Ali had enough money to pay the bill.

B. True or False? Justify by quoting from the text.

1. False.It‘slunchtime now.
2. False.Ali had some soup as a starter/ rice and eggs as a main course. (two
possible ways to justify)
3. False. There wasn‘t any spaghettileft in the restaurant.
4. True. He couldn‘t read the bill.
5. True. Ali had enough money to pay the bill.

C. Listen to the text, then read it carefully. (give them 5 min to read the dialogue
again)

VOCABULARY

Find in the text words or expressions that mean

1. A small dish of food that we have before the main part of a meal.starter
2. The biggest part of a meal.main course
3. A paper that shows the cost of things we buy. bill
4. Something worn to correct defects of vision.glasses
5. To give money for goods or services.to pay

GRAMMAR

A. Fill in the gaps in the sentences below withsomeorany.

1. Would you like any tea? I havesome in my kitchen.

77
 2. I don‘t have any money in my wallet.
3. Is thereany juice in the fridge?
4. I'd like to buy some warm clothes for my holidays in France next week.
5. Are there any karate players in your class?
6. I'm afraid I don't have any answers to your question.
7. I couldn‘t find anysugar in the kitchen.

B. Circle the correct answer.

1. Leila has long black hair.

2. The hospital received some newequipmentlast week.
3. We went to the university to get some information about English courses.
4. Burning fossil fuels causes pollution.
5. When I graduate from the university, I am going to look for a job.
6. My grandmother is a very kind person.
7. We went to the market to buy food for the week.
8. Would you like to listen to some musicnow?
9. Djibouti produces salt.
10. Would you like any salton your French fries?.

C. Fill in the blanks. Use some/any before uncountable noun and a/an before the
countable noun.

e.g. I want some water. Can you give me a glass of water?

1. Let‘s go to the café on the corner. They havesomegood coffee there. I would
like acup of coffee.
2. I usually put somesugar in my coffee. I like ateaspoon of sugar and
somecream.
1. a) Do we have any ketchup? b) Yes, there is abottle of ketchup.
2. a) Do you wantanyrice or anyspaghetti?b)Yes, I would likeabowl of rice.
6. I see. There is somepizza on the menu? I would like a slice of pizza.
7. I always put some jam on my toast.

LISTEN

A. Listen to the conversation below and complete the blanks with Some and Any:

Barbara and Katherine are teachers from England. They are teaching at an English
Language Institute in Djibouti, where they share an apartment.

Barbara: Is there any milk left?

Katherine: Yes, there is some in the bottle on the table.
Barbara: Would you like any milk?
Katherine: No, thank you. I don't think I'll drink any tonight. Could I have some water,
please?
Barbara: Sure. There is some in the fridge. You know what? I‘d like to go to the

78
market.
Katherine: Great! We don‘t have any fruit. We need some apples, some bananas
and some kiwis.
Barbara: You can see. We need to buy some food. We don‘t have anyright now.
Let‘s get some chicken and some vegetables, too.

B. Listen again and answer these questions.

(Allow students to listen one more to time the dialogue, then answer the following
questions.)

1. What kind of fruit do they plan to buy?

2. What is on the table?
3. Why are they going to the market?

SPEAK

A. Students are at the library. They are talking about the kind of books they like
to read. Tell your partner about your favorite types (at least 2) of books.
(Science, literature, mathematics, English, French, Arabic…) or magazines (
sports, discovery, adventure, fashion, cooking) and why you like them.

e.g: I am going to read some history books. I like to learn about the history of Djibouti.

B. Report to the whole class what you have learned about your classmate.
(individual)

WRITE

Topic 1: You are at the market. Name 3 things you are going to buy and 3 things you
are not going to buy. Use someand any.

(Write two or three examples on the blackboard. Highlight the structure you want
them to use/follow.)

 e.g: I am going to buy some potatoes and some garlic. I am not going to buy
any tomatoes. They are not ripe.

Topic 2: Ali and his parents are at a FURNITURE STORE. They are going to buy some
furniture for their new house. Make a dialogue between the parents and the
salesperson. Use the word furniture (uncountable noun) and the names of pieces of

79
furniture (countable noun) in your dialogue. Write 6 lines or more.

LESSON 3 : Using the language

Learning outcomes: review and/or recycle the structures and vocabulary learnt in lesson 1
and lesson 2.
Activities: Taking about future possible dreams and projects, arranging countable and
uncountable nouns in correct categories, planning to make an apple pie.
Time:1 hour

1. Oubah is dreaming about winning a lot of money. Make sentences for each of
her dreams as shown in the example.
2. e.g : If I win a lot of money, I will open my own fashion shop.
If I win a lot of money, I will buy a big house.
If I win a lot of money, I will travel every summer.
If I win a lot of money, I will celebrate my parents’ birthdays.
If I win a lot of money, I will wear a new dress every day.
If I win a lot of money, I will help people in need.
If I win a lot of money, I will build mosques everywhere.

3. What will you do if you win a lot of money? What won’t you do? Fill in the table
below with at least 3 ideas for each column and share it with your classmates
to find differences and similarities.
Things I will do ( ) Things I won‘t do ( )
4. Here are
some general
-answers may vary (check - answers may vary (check ideas. Write two
the general structure of the the general structure of the arguments for each
sentences) sentences) one. (Answers may
vary. Be sure
students follow the right structure).
If I win a trip to New-York, If I pass my Baccalaureate,
I will …………………….. I will ……………………..
I won‘t …………………. I won‘t ………………….
If I inherit a villa, If I find old gold coins,
I will …………………….. I will ……………………..
I won‘t …………………. I won‘t ………………….
If I do gymnastics every day,
I will ……………………..
I won‘t ………………….

5. Complete the text with the correct verb in the appropriate tense.
call -stay-eat-
buy- invite-
rain-make
Dear Malika and Mohamed,
Be good for your grandparents this weekend. If you are good, we will buy you

80
 some presents. Don‘t forget to brush your teeth. If you don‘t brush your teeth,
Daddy and I will eat your candy. You know how I love chocolate. If it rains
tomorrow, you will stay home with Grandma and Grandpa. If you eat your
vegetables, Grandpa will make popcorn for you. Grandma will not invite you to
a restaurant if you don‘t behave well. If you are good this weekend, you can
have a sleepover with your cousins next weekend. Call us if you need us. If you
call the hotel, they will give you our room number.
Love Mom and Dad.

COUNTABLE AND UNCOUNTABLE

1) Complete the sentences using some or any.

1. Ali didn‘t take any pictures, but I took some.
2. ―Where is your luggage?‖ ―I don‘t have any.‖
3. ―Do you need any money?‖ ―No, thank you. I have some.‖
4. The potatoes in the market didn‘t look very good, so I didn‘t buy any.
5. ―How much coffee did you drink yesterday?‖ ―I didn‘t drink any.‖

2) Put the words in the right column.

COUNTABLE UNCOUNTABLE

Apples- Oranges- Milk- Sugar- Water- Honey-

Hamburger- Carrots- Juice- Bread- Cake
Strawberries

Apples Honey Sugar Milk

Water Oranges Hamburger

Juice Carrots Cake

Bread Strawberries

81
3) Circle the right answer.
1. I want to eat: a) a cheese b) some cheese
2. She needs: a) some advice b) an advice
3. He‘ll buy: a) a hat b) some hat
4. I‘ve got: a) some job b) a job
5. Would you like: a) some apples b) apples *
6. I listen to: a) a music b) some music**
7. They read: a) a newspaper b) newspaper***
8. Where can I get: a) some information b) information*

Consolidation
(1 hour)

1) Complete the following sentences. (Be sure to check the grammar for ―if‖
+present tense →future tense)

a) If I buy a big house, ………………………………… .

b) If our country turns cold, ……………………………….. .

c) If I travel to Paris, ……………………………………. .

d) If I learn Chinese, ………………………………….. .

e) If my mother becomes an English teacher…………...

f) If we take care of the environment, …………………. .

2) Match the sentences in the column A with the ones in the column B.

A B
a. If I move to Tadjourah, 2) I will swim in the Golf of
Tadjourah at Sable Blanc.
b. If Ali has a sister, 4) he will protect her.
c. If my grandfather visits us, 5) he will tell us stories
every night.
d. If she helps people in need,1) she will be happy.
e. If we study hard, 3) the exam will be easy.

3) Read the dialogue and circle the correct word.

Ali: How about making an apple pie?

82
 Oubah: Great idea! Do we have any apples?
Ali: Yes, there are some in the fridge. How many do we need?
Oubah: A lot!
Ali: We don‘t have enough. We can buy some at the corner shop.
Oubah: And we need some flour, too. Here is the recipe. How much flour do
we need?
Ali: About 250 kg.And we need three spoons of sour cream, so let‘s buy it too.
Oubah: And how many eggs do we need?
Ali: Four. And we also need some butter and some sugar.
Oubah: All right! So let‘s go to the market and buy everything we need.

UNIT 8

Objectives: By the end of this unit, students should be able toexpress an action that
begins in the past and continues to the present with For/Since and use gerunds and
infinitives. (7 hours)

Teaching process Notes

Lesson 1: HOW LONG HAVE YOU LIVED ON THIS EARTH?

Learning outcomes: By the end of lesson 1, students should be able to talk about actions
that begin in the past and continue to the present ―using‖ (for/since).
Grammatical Focus: Present Perfect(subject + present perfect (have/has+ past participle
of the verb) + for/since + object)
Activities: dialogue, biographical sketch, interview, stories.
Time: 2 hours approx.

WARM-UP

To introduce the topic, ask students about the oldest person in their family or
someone they knew. How old is he/she? What are their experiences in life? What
period of history they lived through. (e.g: World War II, a worldwide economic
crisis, the invention of television etc…)

1. Do you know anyone who is very old? How old is that person?
2. What can old people teach us about life?

READ

A. Read the dialogue between Malika and her great-grandmother who lives
with her family. They are sitting on the veranda on a beautiful day in late
November.
(Allow students to read it 2 or 3 times and ask them about any difficult or

83
 new vocabulary. Write it on the blackboard.)

B. Complete the flowing profile of Malika’s grandma.

 Date of birth July 4, 1930

 Age 87 years old

 Her age when she moved 73 years old

to Malika‘s parents‘ house
 Her age when grandpa 77 years old
passed away
 The total number of her 18
children, grandchildren and
great grandchildren
 Her job before retirement teacher

 Three things she has done in  ―I have read many books.‖

her life.  ―I have swum in the salty sea and felt the
breeze on my face.‖
 ―I have raised three wonderful children.‖

C. When you read these sentences notice that “for” is used to show the
duration of time and “since’ is used to show the date, day, month, year, or
event that was the starting point of the action.

1. I have lived on this earth for 87 years.

2. It has been 10 years since we lost him.
3. I have lived here for 14 years.
4. I have felt happy here since the day I moved in.
5. I have seen beautiful sunrises and sunsets since 1920.

D. Listen to the dialogue then practice it. (Choose 2 students randomly (by using
your name cards) and ask them to practice the dialogue together in front of the
class).

VOCABULARY.

A. To paraphrase means“to say the same idea with different words”. Match the
words in column 1 with the paraphrase in column 2.

Original Statement Paraphrase

1. We have an assignment.d a. I am sad because he isn‘t with me
anymore.
2. We have to interview an b. I am 97 years old.
older person. f
3. Go right ahead.c c. We can begin now.

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 4. I have lived on this earth d. We have homework.
for 97 years. b
5. I still miss him. a e. It is much warmer now. I am not
comfortable.
6. The sun is getting hot.e f. We need to ask an older person
some questions.

B. Find synonyms in the text for the following words.

1. Very well: great

2. Unique: special things
3. Passed away: died
4. Content: happy

GRAMMAR

The Present Perfect with since and for.

Turn to Grammar References on page ______and study the chart for the Present
Perfect with since and for.
(On the blackboard, write 2 sentences: one with FOR and one with SINCE. Ask
them to find the difference between these two sentences. Allow them to think for
2 or 3 minutes.)

e. g. My father has been a carpenter since 1997. (Use since with a specific date
or time).
My father has been a carpenter for 20 years. (Use for to tell how long).

A. Fill in the blanks with for or since:

1. Djibouti has been an independent country since1977.

Djibouti has been an independent country for 40 years.

2. Your classmates have studied in Djibouti schools for 10 years.

Your classmates have studied in Djibouti schools since 2008.

3. I have lived with my family in my present house since 2005.

I have lived with my family in my present house for 13 years.

B. Answer the following questions in the present perfect. Use for and since.

1. How long have you studied English?Answers will depend on the situation.
 For……. I have studied English for three years.
 Since…. I have studied English since grade six/ since 2015.

2. How long have you and your classmates been at school today?
 For…….We have been at school today since 9 am.

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  Since….We gave been at school for 2 hours and 20 minutes.

3. How long has your teacher been in this classroom today?

 For…..He/she has been in this classroom for 20 minutes.
 Since… He/she has been in this classroom since 11 am.

LISTEN

A. Listen to the three parts of the verbs on the audio. When your teacher stops
the audio repeat the three parts for correct pronunciation.

B. Listen again to the same list and complete the table.

Verb Past Past Participle Verb Past Past Participle

1.put put put 11. buy bought bought

2.let let let 12. feel felt felt

3.see saw seen 13. keep kept kept

4.begin began begun 14. send sent sent

5.have had had 15. build built built

6.make made made 16. be was/were been

7.pay paid paid 17. do did done

8.say said said 18. eat ate eaten

9.tell told told 19. go went gone

10.bring brought brought 20. write wrote written

SPEAK (T2)

A. Work in Pairs Think of at least 6 people that you know. Tell what they do in
their lives and how long they have done it. Ask each other to write what
you have said in his/her copybook. Change my to his/her.

e.g. My friend, Mohamed, has played on a soccer team for 5 years.

My brother and I have shared our bedroom for 2 years.

B. When you have each finished, ask each other 5 questions.

e.g. How long has Mohamed played on a soccer team?

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WRITE (T2)

Topic 1 (T3)
Think about an elder that you know and imagine what this person has done in
his/her lifetime.
Write 6 sentences about this person in the Present Perfect. Use since and for.
e.g. My uncle has worked as a farmer since he was 10 years old.
He has lived in the countryside since he was born.
He has had goats and sheep for many years.

Topic 2
Write 6 things you have done in your own life since (write the date you were born:
e.g. July 4, 2003).
e.g. I have lived in with my family in our house for 14 years.

Optional Activity
1) The present perfect can also be used for an action that happens at an indefinite or
non-specific time in the past (unlike the simple past which happens at a definite and
specific time). The adverb ―never‖ can be used to show something that didn‘t take
place at any time in the past.
2) Give students about 10 minutes to use the present perfect to write down things they
have never seen or done, for example:
I have never seen an elephant fly.
I have never been to China.
I have never danced with a gorilla.
I have never swum with whale sharks in the Gulf of Tadjourah.
I have never made a snowman.
3) After the time is up, ask them to exchange their copybooks with another student.
4) That student will choose what he/she thinks is the most interesting sentence that the
classmate has written.
5) Students will then raise their hands and read that sentence aloud.
6) The teacher could write some of these sentences on the board, creating a poem, for
example, Malika has never worn purple sneakers.
Ahmed has never walked barefoot in the water at Lac Assal.

LESSON 2: DO YOU LIKE PLAYING VIDEO GAMES?

Learning outcomes: By the end of Unit 2, students should be able to use a variety of
gerunds and infinitives to express likes and dislikes, enjoyment, needs, wants, hopes, plans,
actions finished, and things thought about or insisted on.
Grammatical Focus: gerunds and infinitives
Activities: discussing good and bad effects of video games, matching vocabulary,
talking about differences between two generations (older vs younger).
Time: 3 hours approx.

WARM UP
(Elicit the topic by asking students what they like doing during their free time.
Write their sentences on the blackboard. Give them some examples by
introducing the structure you will teach them next.)

1. Do you enjoy playing video games?

2. Where do you play them?
3. How many hours do you play each week?

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READ

A. Read the text and find out the negative impact of the video games on young
people.

•Notice the verbs in front of the gerunds and infinitives.

B. Answer the following questions.

1. Some parents have begun to insist on their children putting their electronics
away, being with the family, and doing their homework instead.
2. Four things that video games can help to improve are memory, attention,
visual skills and decision making.
3. Two negative effects of video games are that young people stop spending
time with the family and that they gain weight.
4. To become addicted means to be strongly attracted by something and
feeling unable to stop the activity because of the temporary escape the activity
provides. (Here answers may vary. Just check on the general understanding).

C. Listen to the text, then read it carefully. (Allow students to listen twice or
more to the text.)

VOCABULARY
Match the words in column A with the definition in column B (T3)

A B

1. to stop spending time (f) a. the process of making a choice

2. to insist on something (g) b. the good and bad sides of a

situation
3.negative and positive effects (b) c. eye activities

4. memory (d) d. what we learn and keep in the

mind
5. attention (e) e. the directing of the mind

6.decision making (a) f. to stop passing time

7. visual skills (c) g. to demand something

8. to gain weight (h) h. to make the body heavier

9.a bright screen (i) i. the flat panel of an electronic

device

GRAMMAR

A. Fill in the blanks with a gerund or an infinitive. Use the verb in the parenthesis.

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 1. We needto eat healthy food.
2. When he finishes studying, he will go to bed.
3. My father insisted ontaking our family to the beach for the holiday.
4. My cousin wants to buy a bicycle.
5. He hurt his knee, so he quit playing soccer.
6. We are going to limit our video play time.
7. Do you plan to go to the university?
8. What do you like doing on Saturday afternoon?
9. My grandparents enjoy spending time with us.
10. We hope to stop global warming.

B. Finish the following sentences with a gerund or an infinitive.

(Answers may vary. Check the grammar. Write the answers on the
blackboard to highlight the use of a gerund or infinitive.)
1. I like………………………
2. My family enjoys …………………
3. He wants to quit……………….
4. My friend and I plan ………………..
5. The students are going ………………….
6. I want…………………………….
7. We will leave when we finish……………………

LISTEN ―The Two Generations‖

A. Listen and say which of the two pictures is described.

Picture 1: These two people like playing video games. They enjoy playing them
together in the school-yard. They also like playing them at home. Sometimes they
don’tfinish doing their homework because of an exciting video game. Their parents are
concerned and they areplanning to talk to their children. They are thinking about
asking them to limit their video game time to 40 minutes a day. Their children need
tostudy more.

Picture 2: When these two people were growing up, there were no computers, mobile
phones and video games. They liked doing different things than the children do today.
They enjoyed writing letters and reading books. They enjoyed playing games outside in
the school-yard. They liked taking walks in the park. They liked swimming in the sea.
They didn’t need to have mobile phones in their hands. They enjoyed looking at the
world around them.

B. Listen again and say if the following sentences are true or false. Correct them if
they are false.

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1. The older people enjoyed playing video games when they were growing
up.False. There were no computers, mobile phones and video games.

2. The younger people are thinking about limiting their video-game time to 40
minutes a day so they can studymore.False. Their parents are concerned and are
thinking about asking them to limit their video game time to 40 min a day.

3. The older people enjoyed writing letters and reading books.True

4. The younger people like playing video games in the school-yard and at
home.True

5. When they were children, the older people liked doing different things than
children do today.True

C. Listen again and write down as many gerunds and infinitives as you hear in
the exercise. Also, write the verb in front of the gerund and infinitive.

e.g. enjoy playing, planning to talk

SPEAK

1. Write down 3 things you like or enjoy doing and 3 things you don‘t like doing.
(Check the grammar).

2. Then tell the person next to you about these things.

3. Now raise your hand and tell the whole class one thing your classmate
likes/doesn‘t like doing.

e.g. Ali likes playing (to play)* soccer on Saturday morning.

He doesn‘t like eating (to eat) eggplant.
(*Remember: you can use a gerund or an infinitive after like)

WRITE

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Topic 1: Write a dialogue of 6 lines or more between a parent and a teenager.
The mother or father or both are talking to their son or daughter and insisting on
their limiting their time playing video games.

The son or daughter is trying to convince the parent(s) that video games
improve the brain and they
Need to keep playing.

For example:
Dad: ―Ali, I see you are playing a video game now, does that mean you are
finished doing your homework?‖
Ali: ―Dad, I will start doing it very soon. I want to finish playing this game. I enjoy
playing it. You know video games are good for memory and make your eyes
work faster!‖
Dad: ―Right now you need to use your fast eyes and excellent memory to do
excellent homework.‖
Ali: ―Oh!Dad! Wait! I am at the good point in this game. One more move and I
could chase the dragon out of the kingdom. I want to finish it.‖
Dad: ―Quit doing it now, son. Right now you need to chase the dragon out of
your head and fill it with your English homework.‖
Ali: ―Ah! Dad!‖
Dad: From now on, I insist on your limiting your video game time to40 minutes a
day but only after you finish doing your homework.
Ali: ―Ah! Dad!"

Topic 2: On one page in your copybook, list the positive effects of video games
and on the opposite page list the negative effects. Prepare this carefully. You will
have a debate in the next lesson.

Positive Effects of Video Games Negative Effects of Video Games

Encourage rapid eye movement Many games are violent.
Help with remembering many things Can encourage violent thoughts and
actions
Help with quick decision making Can take someone away from time
with family and friends
Improve memory Can cause social isolation and lack of
development of social skills
Improve attention Lack of exercise and participation in
sports
Improve visual skills Weight gain from prolonged sitting
Sleep problems caused by blue rays

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 of bright screen
Can cause addiction when the player
can‘t stop playing

LESSON3: USING THE LANGUAGE.

Learning outcomes: review and/or recycle the structures and vocabulary learnt in lesson
1 and lesson 2.
Activities: choosing a debate topic with a classmate and organizing and presenting a
debate about the positive and negative sides of the topic,
Time:1 hour

A. The students in the class want to have a debate. They have suggested
several topics. Look at the possible choices with another student and
decide which topic you would like to debate together.
(Let the students first read the dialogue, then allow them to choose the
topic they want to debate from those listed below. Walk around the
classroom. Give them advice, some hints, guide them.)

 Is it a good idea to wear school uniforms? Yes or No?

 The pros and cons of eating fast food? Yes or No?
 The advantages and disadvantages of getting older.
 The advantages and disadvantages of having a car.
 Or any other one. You can write it here.

B. Work in pairs and look at the topics below. Before you choose your
debate topic, be thinking about the positive and negative aspects of all
the topics and write them in the boxes. Write three strong points to defend
each advantage and disadvantage.
(Explain the words “advantages/disadvantages” which are synonyms for
positive and negative aspects. Give them examples to be sure they
understand the main objective of this activity.)

A. I have wanted to have a car for a long time.

Now I am thinking about the advantages and disadvantages of having a car.

B. I have wanted to wear school uniforms since first grade.

Is it a good idea to wear them? Yes? Or No?

C. What are the positive and negative aspects of eating fast food?

D. We will get older some day. What are the advantages and disadvantages?

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Procedure for the debates;

1. Give each pair a number that they write in their copybooks, and write the
numbers on small slips of paper along with their first names. Put these papers in
envelopes that correspond to the debate topic.

3. On the day of the debates, have a student come to the front of the room and
draw a slip of paper from each envelope, indicating who will be debating that
day in front of the class

4. There could be a time limit to each debate, 4 minutes, for example. At the end
of the debate, ask the class to raise their hands indicating which side of the
debate they agreed with. These numbers can be written on the board for
students to see how their classmates thought about these topics.

5. It may not be possible for all the students to debate because of the time
limit, so ask students who had the same topic if they could add extra
information to the debate.

CONSOLIDATION.

A. Rewrite the sentences to give the same meaning. Use the present perfect
tense with since or for.

E.g.: I started working here two years ago.

I have worked here for two years.

1. The last time I saw him was two weeks ago.

I haven‘t seen him for two weeks.
2. The last time my family took the train to Ethiopia was in July.
My family hasn‘t taken the train to Ethiopia since July.
3. He started playing video games 3 years ago.
He has played video games for 3 years.

B. Choose the correct gerund or infinitive form. (T3)

1. I hope to meet my old classmates.

2. She wants to tell him the truth.
3. My mother insists on serving dinner at 7 o‘clock.
4. Ali promised to work harder.
5. My grandparents have thought about coming to live with us for
several weeks.

C. Finish these sentences with the correct gerund or infinitive.

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 (Answers may vary. Just check the correct form of the verb.)
a. Every day I need (infinitive)
b. My teacher insists on (gerund)
c. We like (gerund)
d. She doesn‘t enjoy (gerund)
e. They want (infinitive)
f. Malika and Oubah have been thinking about (gerund)
g. In the future many young people are going (infinitive)
h. My parents were happy when my brother quit (gerund)

UNIT 9

Objectives: by the end of the unit, students should have reviewed all the
vocabulary and structures/grammar covered during the year (7 hours)

Teaching process Notes

UNIT 9: GENERAL REVIEW.IT’S TIME TO GO!

Grammatical Review: review all the grammar and structures taught throughout the year.
Lexical Review: review all the vocabulary taught from unit 1 to unit 8.
Activities: text reading, paragraph writing, gap filling …… etc
Time: 7 hours approx.

The grammar of this unit is different. It is composed of vocabulary and grammar

review activities. It also has skills practice in speaking, writing and reading.
It has two purposes:
 It provides an opportunity for students to review and recycle their learning, and for
the teacher to carry out diagnostic evaluations of their learning.
 It provides a period of extra work for those classes which finish early, whilst for
those which progress less quickly will not suffer if they do not complete the final
unit.
The activities in this unit 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 to do first,
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 starting this unit.

1. Read the following statements and check if you agree or disagree.

Be prepared to talk about your answers in class.

Give the students sometime to think about the following statements and help them
with any new words they don‟t know.
You might also ask students to raise their hands if they agree or disagree with a
statement. A volunteer could help you to count the hands raised and mark the
number on the board next to the letter which indicates the statement. Then, using
the name cards, you could ask students to justify their choices.

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 “(Look in the textbook for the statements.)”

Answers may vary

2. Read Loula’s opinion about English language in Djibouti. Complete the text with
the right word from the box.
Answers

In my opinion all Djiboutians should speak English so we can improve our international
relations and tourism.

Djibouti is on the Gulf of Aden, near the Red Sea. It is in an important position for
international shipping, and the port is the most important thing for Djibouti’s economy.
There are also other industries in Djibouti, but with more tourism, all service organizations
should be English speaking.

We speak many languages here in Djibouti, and these languages and French are important
too. We must also include English as one of our national languages since it is the language
of international business.

That way Djiboutians will be English speakers in the future. It is important to study English
at school and speak and listen to it outside of class as much as possible.

Answer the following questions about the reading.

Tell them to read the text carefully and then to answer the questions with full
sentences.

1. Because it can improve our international relations and tourism.

2. Djibouti is on the Gulf of Aden, near the Red Sea.
3. The port is the most important thing for Djibouti‘s economy.
4. Because it is the language of international business.
5. Answers may vary.

3. Compare what Loula said ten years ago with what she says today. Then use the
information in the two boxes to make sentences as shown in the example. Use the
Simple Present and the Simple Past.

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 I (travel) to other countries. I (not, travel)

• Ten years ago, Leila traveled →  but now she doesn‟t travel
to other countries anymore.

Ten years ago (simple past) but now (simple present)

1. I went to parties.  I stay at home and coach girls in soccer.cook

2. I didnot read newspapers. delicious new recipes for my family.
3. I played the guitar.  I read the newspaper every day.
 I listen to guitar music on the radio.
4. I sold computers.
 I work as a receptionist in an office.
5. I didnot do any exercise.  I go jogging in my neighborhood.

4. A) a) The professional life - the interview

This activity deals with jobs and careers.

Tell students that Mrs Zeinab is being interviewed by four students. Explain that they
need to match the questions the students asked to the answers Mrs Zeinab gave.

Answers

Oubah: How many languages do you speak?

Mrs. Zeinab: I speak excellent French and Arabic. I also speak Somali and Afar every
day. I have spoken English since Grade 6 in Djibouti and now I speak it fluently. Now
I am trying to learn Mandarin Chinese.

Ali: In how many places have you worked?

MrsZeinab: I started working as a teacher in the 9th grade in Djibouti City in 1987. I
stayed there for 15 years and I was very happy to be a teacher. Then, my family
moved to Tadjourah and I started working at a travel agency. I have been there for
15 years.

Malika: Have you traveled to other countries since you came to the travel agency?
Mrs. Zeinab: Yes, I have. I have visited 6 countries since then. My last trip was to
Kenya. Next year, I am traveling to Bejing, China for job training. That is why I‘m trying
to learn the language.

Mohamed: What do you like doing in your free time?

Mrs. Zeinab: Well, I like reading all kinds of books. I also like watching discovery
channels on TV. But what I enjoy most is going to the beach on Fridays with my
family.

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b) Write questions corresponding to the underlined words.

QUESTIONS

Where is Mrs. Zeinab working now?

How many languages does she speak?
When did she start working as a teacher?
How long has she been at the travel agency?

c) Complete this questionnaire for yourself. Then ask your classmate.

This is a free activity where students evaluate their skills by completing a small
questionnaire about themselves. Once done; they will choose one classmate to ask
him/her the same questions.
Then tell students to compare their answers.
There is no right or wrong answer to write on the board, just personal information you
get from students.
A way of comparing answers is to ask students raise their hands whenever you ask
them for who can speak four languages, or who is able to work alone or who knows
how to use a computer ...

Answers may vary.

5. Complete the sentences with a modal from the box. You can use both the
affirmative and negative forms.

Tell students to choose the right answer from the box to complete the sentences.
Explain to students that they have to deduce the right modal from the meaning of
the sentence.

1. I couldn’t speak English three years ago, but now I can.

2. If you want to have strong teeth, you should brush them in the morning and at
night and you shouldn’t eat a lot of sweets.
3. You must have a driver‘s license if you want to drive in Djibouti.
4. I will help you with your homework. Can you come to my house at 4 o‘clock?

6. Match each Verb Tense in the box with the examples below. Put the number in
the parentheses next to the underlined verb.

This activity will help students review the tenses and verb forms.
Ask students to recognize the tense of the verbs. Tell them they have to find the
elements that will help them determinate the right tense to choose.
Put students in pairs to check each other‘s answers then correct with the whole
class.
Answers

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 1. My classmates and I speak ( 1 ) English outside of class.
2. Yesterday morning, My uncle‘s car didn‘t start (2) right away.
3. We stayed ( 2 ) in Tadjourah during our vacation last year.
4. My sister has an appointment with the dentist. She is seeing (3 ) Dr. Ahmad
tomorrow at 4 o‘clock.
5. Will people continue ( 4 ) to burn fossil fuels?
6. We are going to drive ( 5 ) electric cars some day? We hope!
7. When the earth gets ( 1 ) warmer, the Arctic ice will continue (4 ) to melt.
8. If we go ( 1 ) to the market, we will buy ( 4 ) salt, sugar, flour, tea, and some
bread.
9. My grandmother has lived ( 6) on this earth for 97 years.
10. He has played ( 6 ) video games since2015.

7. Complete the sentences with a comparative or superlative form of the adjectives

in the box

1. Where is coldest place on earth? Is it in Antarctica or Greenland?

2. There was a car accident on the highway last night. It was worst accident I
have seen ever.
3. We saw two funny movies last month. The first one was funnier than the
second one.
4. Food is more expensive in the supermarket than it is in the small markets
5. Which fruit is sweater: a banana or an orange?
6. The Marina Trench in the Western Pacific Ocean is 11,034 meters deep. It is the
deepest place on earth.
7. Your homework was good yesterday, but today it is better than yesterday.
8. What is best book you have ever read?
9. The oldest person in the world lives in Japan. She is 117 years old.

8. Choose the correct uncountable noun from the box.

1. There are a lot of cars, trucks, and buses on the road today. The traffic is
heavy.
2. We are going to buy some new furniture. My mother wants a new table and
six chairs for our dining room.
3. He needs some new clothes. His pants are old and his shirt is torn.
4. I saw snow for the first time in Boston. The weather there is colder than in
Djibouti.
5. She was wearing two rings, a bracelet, a necklace and earrings. She seems to
like jewelry.
6. My favorite food is spaghetti with meat balls.
7. I don‘t have any paper to write my homework. Could you give me a piece?

9) Poetry.

 This activity is an optional activity. So don‘t insist on the students to write a poem or
tell them they‗ll have to write a poem.

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 Tell the students to select the poem that they like the most from the short poetries
then read it for the classroom.

 Tell the classroom the most popular poetry and read it in chorus with the whole
class then ask them if they could write a similar one and provide them the necessary
vocabulary.

Tell the students to vote for the best poetry from the students.

10) Severn giving a speech at the Earth Summit

This text is a speech given by Severn Suzuki a young teenager in 1992. She talked in
front of delegates at the Earth Summit in Rio de Janeiro.
She presented many global issues and talked about its consequences and effects
and what will happen in the world if quick decisions are not made.

a) Identification

Tell students to skim the text – looking for the main idea - and answer the questions.

B. Answer the following questions.

1. Severn is from Canada.

2. The Earth Summit was held in Rio de Janeiro, Brazil.
3. She stood in front of delegates and gave the powerful speech about
protecting the environment.
4. She was afraid of to go out in the sun now because of the holes in the ozone
and to breathe the air because she doesn‘t know what chemicals are in it.
5. Answers may vary.
6. Her wish is to see the great herd of wild animals, jungles and rainforests full of
birds and butterflies.

c) Main topics

Tell students to scan the text and find out the lines where Severn talks about the 5
topics written in the book.
Allow some time for students to work individually then put them in pairs to check
each other‘s answers.

Answers
1) deforestation (l.5/l.9-10/l.17)
2) pollution (l.8/l.14)
3) poverty (l.19)
4) child hunger (l.3)
5) animal extinction (l.9-l.11/l.15/l.16)

d) Support a cause

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Answers may vary.

Tell them to choose a cause to support and write a paragraph using the template
in the orange box. Allow some time for students to write their paragraph. Circulate
and give help when necessary.
Put students in groups of four so that they can read one another‘s work. Then ask
some groups to read their productions. Tell students to vote for the best paragraph
to have as correction.

11. Write the number in front of the vocabulary word next to the correct definition.

Vocabulary word Definition

1. to raise ( 10 ) something that is more important than other things.

money

2. starving ( 8 ) a large area covered with trees

children

3. countless ( 11 ) adults
animals

4. hole in ozone ( 4 ) a hole in the layer of ozone gas that protects the earth from
the heat of the sun. Burning fossil fuels creates the
problem.

5. great herds of ( 9 ) the condition of being very poor

animals

6. salmon ( 1 ) to work to get money for a special project

7. stream ( 5 ) a large groups of animals

8. forests ( 3 ) too many animals to be counted

9. poverty ( 6 ) a large fish that is pink inside and that swims upstream to lay
eggs

10.priority ( 7 ) a small, narrow river

11.grown-ups ( 2 ) children who suffer because there is no food

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