GUIDE POUR L’UTILISATION DES PROGRAMMES D’ANGLAIS

Justification de la conception de ce guide

Propulsé à l’avant par la mondialisation, l’Anglais est devenue une des trois langues officielles à Madagascar. Cette nouvelle donne requiert une
amélioration de l’enseignement et de l’apprentissage de cette langue à Madagascar. En attendant la mise en œuvre d’une réforme prochaine de l’enseignement
secondaire, le Ministère de l’Education, par le biais de la Direction de l’Enseignement Secondaire, a donc décidé de produire une meilleure manière d’exploiter
le programme scolaire à travers ce document dont l’objectif est d’aider les enseignants dans son utilisation.
D’un autre côté, les besoins fondamentaux des élèves sont de pouvoir communiquer en Anglais oralement et par écrit, comprendre, et lire dans des
situations réelles. La présentation d’un tel enseignement aux professeurs chargés de les mettre en pratique comportera donc, outre le profil de sortie de l’élève,
la description d’une approche méthodologique de l’enseignement requis par ce programme.
Or, même si le programme actuel, basé sur une approche communicative, comporte une telle description, il est constaté qu’après 7 ans d’apprentissage
de l’Anglais, la plupart des élèves du lycée ne sont pas encore capables de tenir une conversation usuelle, réagir naturellement en Anglais, oralement ou par
écrit, dans des situations simples mais courantes de la vie quotidienne. Plusieurs facteurs peuvent être à l’origine de cet échec, mais deux d’entre eux, surtout,
peuvent être mentionnés :
o L’absence de mesures d’accompagnement de sa mise en œuvre (telle que la formation des enseignants).
o Une présentation trop confinée du programme due aux contraintes d’uniformisation de la forme des programmes de toutes les matières, ce qui l’a
encore rendu plus inaccessible aux enseignants.

LECTURE DU PROGRAMME
Le programme en vigueur est présenté sous forme de curriculum. Le curriculum d’Anglais est composé :
- d’objectifs généraux (General objectives) ;
- d’objectifs spécifiques/ opérationnels (Specific objectives) ;
- de contenus d’apprentissage (Topic/Vocabulary area ; Structures) ;
- de techniques, stratégies et activités (Techniques/strategies/activities) ;
- d’activités d’évaluation (Assessment).

Pour faciliter la lecture du programme en vigueur, les éléments dans les trois colonnes ont été répartis dans sept colonnes de la manière suivante :
- Un ou des objectifs spécifiques sont formulés pour chaque unité pédagogique (Teaching Unit) ;
 - Ensuite, une ou des fonctions de communication (language functions) sont définies pour chaque objectif spécifique, autour desquelles l’enseignement
s’organise ;
- Une fois sélectionnée, cette fonction requiert une situation qui permettra sa réalisation. Dans le tableau, un exemple de situation (Sample Situation) est
proposé.

Exemple :
LANGUAGE FUNCTIONS
Expressing likes and dislikes
SAMPLE SITUATION
A wife comes in and shows her husband her new hair cut.

Dès le choix d’une situation, les éléments lexicaux (Topic/ vocabulary area : love, like, dislike, hate, etc) et grammaticaux (I like + things; I like +
activities ) qui permettent la réalisation de la fonction se trouvent identifiés.

C’est la création d’une situation qui rend possible l’approche intégrée et fonctionnelle préconisée dans le curriculum. Sans cette situation l’on reviendrait
à un enseignement des structures grammaticales uniquement, centré sur la matière.

Par conséquent, pour faciliter la lecture des programmes en vigueur, les éléments dans les trois colonnes ont été répartis dans sept colonnes.

Specific objective Language Sample situation Topic/ Structures Techniques/ Production or

functions Vocabulary/ Strategies/ assessment
Language Activities
exponents

Un enseignement communicatif requiert l’intégration de plusieurs savoir-faire dans un enseignement communicatif :

 la situation de communication est réelle car elle est définie par un contexte ;
 il y a une audience ;
 il y a un but pour communiquer.
Avant de donner un exemple pratique, essayons d’abord de mieux cerner ce qu’est une situation de communication afin de mieux appréhender le processus qui
a abouti à l’élaboration des programmes.
Voici un schéma qui permet de visualiser l’apprentissage de la communication.
Linguistic competence:
Linguistic skills: structures,
vocabulary, etc.

Situations where language

functions are performed SYLLABUS

Communicative competence:
Skills of communication
(Social, emotional, intellectual)

Les différentes étapes proposées dans chaque “Unit” sont (Référence: « Unit 3 : Opinions » du Programme de Seconde) :

- Etape I: Présentation de l’objectif spécifique (specific objective): Students will be able to express likes and dislikes.

- Etape II : Présentation de la fonction de communication qui y est lié (language function) : Expressing likes and dislikes.

- Etape III: Une situation est donnée en exemple (Sample situation): “A wife comes in and shows her husband her new hair cut”. Cette situation
permet de délimiter le contexte dans lequel la fonction de communication peut s’exercer. L’enseignant peut imaginer d’autres
situations dans cette optique.

- Etape IV : Identification des « moyens linguistiques » :

-Vocabulary : to like, to be keen on, to be fond of, to love, to enjoy, to dislike, to hate.
-Structures : possessive adjectives, comparatives.
- Language exponents (expressions) :

Language function Language exponents

 Expressing likes - I’m fond of chocolate
- I’m mad about tektonic
Expressing disagrement - I partially agree with you.
- To some extent, my opinion differs from yours.
- I agree with you, but ……

- Etape V : Présentation des techniques, stratégies et activités pouvant être utilisées :

Sample techniques for presentation: pictures + eliciting ; text + eliciting + gestures, brainstorming, using mimes and gestures
to express likes and dislikes, role play/simulation, dialogue completion.

Etape VI : Evaluation de l’aptitude de l’élève à communiquer soit à l’oral soit à l’écrit les savoir-faire nouvellement acquis dans une situation de
communication réelle (Evaluation formative ou certificative, i.e. évaluation de la maîtrise intégrée de plusieurs ressources). NPO :
parler des critères d’évaluation. Remarques : Non évaluation des éléments extra.

Pour chaque unité pédagogique, chacune de ces étapes constitue une colonne du tableau.
 PROGRAMME D’ANGLAIS DE LA CLASSE DE PREMIERE

UNIT 1: SOCIALIZING

Duration: two weeks

General objective: students will be able to use more complex phrases about daily social situations.

Specific Function Sample Topic/ Structure Techniques/ Strategies/ Production or

objective situation Vocabulary/ Language Activities assessment
exponents
Students will be Greeting, At a party, the Greeting/Introducing  Conversation gambits - Using eliciting to Speaking:
able to greet, introducing, host/hostess  Hello, Good (to introduce a topic of exploit an article Performing a
introduce starting / introduces two evening/afternoon/morning conversation, to link about love affair from conversation in which
themselves/ keeping young people.  May I introduce myself? chunks in a conversation, a magazine / prompts can be
other people, to conversations After a short  I’d like to introduce my making our English sound newspaper provided (Sample
start/ to keep/ to going, ending conversation, friend… more natural, more - Read, discuss about situation: meeting at
end conversation they quit.  Excuse me, aren’t you X? confident) problems related to the seaside).
conversations  Nice to meet you − Look sex and diseases Listening: Performing
 And so on − Actually actions according to
 Etc. − Perhaps information got through
Starting / ending conversation − Though a listening passage.
− Well, Writing:
 Is anyone sitting here?
− Hum… Your brother is going to
 It’s a nice / terrible day isn’t
− So what? spend his holidays with
it?
 Structures your best friend; they
 Etc. Well, it’s been nice don’t know each other.
− May, might
talking with you, but I’ve got Write a letter to your
− I’d like to…
to go now, etc. friend to introduce your
− I have to…
 Well, if you’ll excuse me, I’d brother.
− I’d better…
better be going now, etc.
− Question tags
 Bye, see you sometime − Present tenses (
  Good bye simple, continuous,
 And so on perfect ), frequency
adverbs
− Simple past vs past
continuous

- Brainstorming on the 
word AIDS
- Group work: designing
an information poster for
teenagers on AIDS and
S.T.D

*Students will Offering to do A friend is visiting Offering to do things and answering to  Modals: can, could,  Pair work WRITING
be able to offer things and you to make a offer may, might, will,  Group work  Completing/building
to do things and making request. You are - Shall I…? would.  Simulation up a dialogue
to ask for a requests offering him / her -Would you like me to…?  Would rather, had  Performing related to offer and
favour a drink. - Yes, please ( if you don’t mind) better actions request and reply
One of your - That’s very kind of you  Infinitive with and through to them and acting
school mates - It’s kind of you to offer but… without to situations. out the dialogue
missed a lesson Asking for a favour and replying to it  Building up a  One-sided
yesterday. He is - Can / will you…, please? conversation, dialogue or building
calling upon you -Could/ would you…, please? role up a dialogue
and asking you to - I wonder if you could… play:/simulatio  Your son is very ill
explain him/her - Yes, all right, sure, certainly, of course, n from a and need to be
what you did. You it would be a pleasure, O.K, that’s all situation, a evacuated to
accept to help right what are friends for? picture, a France. You have
him/her. -Sorry, but…, I’m awfully sorry but…( listening not enough money
saying no politely) passage… for that; so you
-  One-sided write to people
dialogue or through newspaper
building up a to help you. Write
dialogue the letter.
(orally).  You find the above
 announcement in a
newspaper. You
write to the person
to offer your help.
 Speaking (in
pairs): One
person is in an
embarrassing
situation (ex: need
of money or of a
pen, etc). He asks
for help to one of
his friends. This
one has decided to
help him/her. Act
out the dialogue.
 One-sided dialogue
or building up a
dialogue (orally).
Student will be Making You make an  I’d like to make an appointment to  Modals  Brainstorming  Speaking
able to make appointments appointment to see ..  Present continuous on the word Each pair build up a
appointments and talking see a house  When would be convenient? expressing future appointment dialogue then each pair
and to talk on on the phone which was  Could you give me an earlier/ a later plans triggered by a presents to the class as
the phone advertised for appointment for the same day?  Time prepositions picture or a a competitive game
rent. But you  Would (time and date ) be dialogue
change the convenient?  Pair work N.B Each pair is free to
appointment  I have an appointment  Role play choose the topic they
giving a suitable with…for…at…, but I’m afraid I won’t  Text like.
excuse. be able to make it, so I wonder if I exploitation WRITING
You intend to buy could have an earlier / later  Performing  One-sided dialogue
a house. You see appointment for the same day/ I’d actions or building up a
an advertisement like to cancel it. through dialogue
about houses in a  That’s quite all right. situations.  You need to see
newspaper. You  Thank you for calling  Building up a and talk to your
decide to go and conversation, coach choir. You
see the role have to make an
announcer but play:/simulatio appointment. Write
before going n from a a letter to get this
there, you phone situation, a appointment.
him and make an picture, a  Speaking (in
appointment. listening or pairs):
Later, you find out written A: You need to see and
that you are not passage… talk to your coach choir
free for the  One-sided for a special subject.
arranged date so dialogue or You have to make an
you phone again building up a appointment. Phone
to cancel the dialogue him/her to get this
fixed appointment (orally). appointment.
and make  Using pictures B: One member of your
another one. to elicit facts choir is phoning you to
about get an appointment to
environment talk to you about a
e.g. special subject. Answer
the drawbacks of him.
polluting the
environment
 Using a diary/
calendar +
eliciting
 Individual work
leading to pair
work and then to
whole class
participation
e.g. Pair work: A:
What are you
doing on Tuesday
afternoon X?
B: I’m going to the
swimming pool.
Then another
student asks B
C: What is A doing
on Tuesday
afternoon B ?
 UNIT 2: PEOPLE AT WORK
Reference: NCE Book 2, Unit 18
Duration: two weeks
General objective: students will be able to apply for a job and to sit for an interview

Specific Function Sample Topic/ Structure Techniques/ Production or

objective situation Vocabulary/ Language Strategies/ assessment
exponents Activities
Students will be Applying for a job You are  I’m writing the  Expressions of Reading:
able to write a interested in a job present letter to apply wish, of regret. Brainstorming 1. Provide the students
job application offer advertised for the post/ job  Review of on what might with a letter of
letter, to sit for in your local of….advertised in… tenses be the content application
an interview newspaper. You  I have experience  Conditionals 1 of a job
You are the secretary of
fill in an of… in my previous and 2 advertisement. the boss of an industry.
application form job. And then on You are studying a letter
or you write an  I have qualifications some formulation of job application in order
application letter in… of the reply to it.to report it to your boss.
for the job  I’d like to work part/ Sort out the interesting
full time. Information gap pieces of information and
 You’ll find enclosed activity: each note them for your boss.
in my letter detailed pair has two 2. Provide the students
CV application with a written passage
 I look forward to letters with about job offer:
hearing from you different. missing You are looking for a job
 Would you like to fill information. and find out a job offer in
up the application They ask each a newspaper.
form? other questions Sort out the pieces of
to get the information which may
 We’re pleased to
missing interest you.
offer you the position
information and LISTENING
of….
compare the - Listening to a short
 We regret that we are
results after. passage on job offers
unable to offer you the
post.  Performing and noting down the
actions requirements in order to
through write an application letter.
situations. jobless people, read by
 Building up a the teacher or provided
conversation, by the teacher on a tape
role - exchanges related to
play:/simulati jobless people and the
on from a impact on the society
situation, a WRITING
picture, a Teacher provides
listening or newspaper with job
written advertisements in them,
passage… and students write
 One-sided application letters
dialogue or
building up a
dialogue
(orally).
Student will be able Sitting for an You own a large  Where do you work?  The present  Brainstorming SPEAKING: (in
to sit for an interview factory. It  How long have you been perfect used  Role playing pairs)
interview employs 200 there? with: an interview on Finishing off a job
people. The  Why do you want to leave - How long..? a job offer : offer
manager has just your present job? - For, since - the applicant’s Asking volunteers to
resigned. You are  Have you any experience  Should, would intervention simulate the
interviewing the of…  Let me - the interviewer’s situation to improve
applicant for the  Have you ever been intervention their improvisation
post of manager dismissed from a job? in spoken English
 What are your interests? (in pairs)
 How much do you think Role-playing a job
we should pay you? applicant sitting for
an interview in front
 Well, let me think.
of a boss.
 I’ll have to think about
WRITING
that.
You are going to sit
 How shall I put it? for an interview to
 Mm, that’s a difficult get a job of a sales
question. Let me see. manager. You
 Would the job require any prepare yourself for
qualifications? that interview and
note down possible
questions and
answers during the
interview. Write
these.
Rewriting an
application letter by
:
- joining sentences
and
 - avoiding repetition.

UNIT 3 : RELATIONS
Reference: NCE Book 2, Unit 9, 22, 30
Duration: two weeks
General objective: students will be able to distinguish similarities and differences between people

Specific objective Function Sample situation Topic/ Structure Techniques/ Production or

Vocabulary/ Language Strategies/ assessment
exponents Activities
Students will be Comparing Two office workers  You and X are alike  Look +  Brainstorming WRITING
able to distinguish are talking about  X and Y is different from adjective on what might Your pen pal is
peoples’ their freshly new  To be smart/ handsome/  Look like + be the content planning to visit
differences in colleagues during ugly, etc. noun of a job you. He wants to
physical their lunch break.  To have self esteem/  Look as if…  And then on know about your
appearance and You visited your importance  The the content of family. You write to
attitude. boy! girl friend’s  To be rude/ arrogant/ comparative the reply to it. him to describe
family for the first unsociable/ absent- s Information gap them to him.
time. You talked minded/ clumsy  The activity: each pair Describing a
about them to your  To be kind/ soft/ superlatives has documents with particular person
best friend. sociable/ clever/ etc.  Parallel different missing you have ever met
increase: information. They LISTENING
e.g. The more, ask each other Listen and do
the merrier questions to get the activity
The harder missing information e.g. Teacher
you work, the and compare the describes one
more successful results after. student in the
you’ll be.  Performing class, or a another
actions through teacher of the
situations. school and
 Building up a students try to
conversation, identify him/her
 role and vice-versa;
play:/simulation one student
from a situation, describes another
a picture, a student in the
listening or class and the
written others try to
passage… identify him/her
 One-sided SPEAKING(in
dialogue or pairs)
building up a You are talking
dialogue about types of girls
(orally). you prefer, trying
to convince each
other.
Topic for
discussion:
Is there a
relationship
between physical
appearance and
behaviour or
attitude?
Students will be Talking about A man and a  To get on well  Modals: can, P- Pyramid - SPEAKING
able to talk about relationship woman Two young with… could, would, discussion i.e A big size picture
relationship people have  To be in good/ etc. discuss in pairs, then related to people‘s
recently separated. bad terms  How?, Why? in small groups then relation is pinned up
The man wants to with…  Reported in big groups on how on the board.
continue the  To be sick of speech long can last the Everybody gives
relationship, but the someone  Get + adjective relationship between their impressions/
woman doesn’t  There’s no  Adjective/ noun two persons, comments on it
One of your friends more I can do + infinitive + enhancing using : - look +
is bad terms with  You can count preposition, discussion adjective
your brother. He/she on me/ him/ e.g.- easy to talk to - Role playing the - Look like + noun
explains the her - a pleasure to discussion. - Look as if +
reasons to you. You  How work for Information gap clause
try to arrange wonderful  Conditionals activity: each pair Speaking:
things. he/she is! type one and has documents with Performing a
 What’s the type two different missing dialogue out. based
use of trying to ( reinforcement ) information. They on a particular
strengthen the ask each other relation between two
relationship? questions to get the people:
missing information Your mother is
 It’s useless
and compare the angry after you
trying to talk
results after. because you refuse
with you!
 Performing to go and visit your
actions through aunt. You explain
situations. her that you don’t’
 Building up a get on well with her.
conversation, -Each pair build up a
role dialogue then each
play:/simulation pair presents to the
from a situation, class as a
a picture, a competitive game
 listening or .
written Writing:
passage… -You have to spend
 One-sided two weeks to your
dialogue or aunt. After a few
building up a days, you wrote to
dialogue (orally). your mother telling
her that you want to
come back earlier.
You explain her that:
you are in bad terms
with one of your
cousin.

 
 UNIT 4 : OPINION
Reference: NCE Book 2, Unit 2, 7, 20, 23
Duration: two weeks
General objective: students will be able to express their opinions

Specific objective Function Sample situation Topic/ Structure Techniques/ Assessment

Vocabulary/ Language Strategies/
exponents Activities
Students will be Expressing feelings You are talking with a)  What a…! -Speaking:
able to express and responding to a friend. There was  What a pity!  Such a…  Creating a Performing a
their feeling and feelings and a fire in his house.  That’s a shame  Must ( situation in dialogue, role
sympathy sympathy He lost a lot of his  I’m sorry to hear that expressing which playing particular
belongings. You  I know how you must feel deduction) people situations: death,
express him your  That’s life!  Review of express illness, robbed
sympathy.  Never mind regular and their things (cars,
 Cheer up! irregular past feelings and houses, money,…)
b) verb forms their Ex: One of your
 Reported sympathy friends’ houses has
 That’s very kind of you
speech listing down been robbed. You
 Oh, well, such is life
continued the have to express
 Oh, leave me alone, will him your sympathy.
 Going to + expressions
you? - Your house has
infinitive and
c)To feel sad/ depressed, to been robbed One
 Remember/ phrases
cheer up of your friend
forget + to + used for it
infinitive  Creating a expresses you his
situation in sympathy. Answer
 Conditionals
which him
(reinforcemen
people Writing:
t)
express One of your friends’
their houses has been
sympathy robbed. You do not
and listing live in the same
 down the place so you have
expressions to write to him to
and express him your
phrases sympathy.
used for it - Your house has
 Role been robbed One
playing the of your friend wrote
situations to you to express
you his sympathy.
Information Answer his letter.
gap activity:
each pair has
documents with
different
missing
information.
They ask each
other questions
to get the
missing
information and
compare the
results after.
 Building up
a
conversatio
n, role
play:/simula
tion from a
situation, a
picture, a
listening or
 written
passage…


Students will be Agreeing and You and one of your a)  So am/do/did I,  Pyramid SPEAKING
able to agree/ disagreeing friends are working  Do you/ don’t etc. discussion : - Role play based on
disagree together on a you agree to…?  Neither Pair discussion disagreement
common  …don’t you am/do/did,etc.I leading to group - Simulation-
assignment. He think?  So can/could I discussion, leading Your mother
proposes a way of b)  Do you, don’t to whole class prevents you from
working. You  I know what you you…? discussion going out at night
disagree with him. mean  Can/ can’t (N.B. : one group with some of your
 I think so  So + modals+ will lead the friends. You
 That’s for sure personal discussion) disagree.
 Without a doubt pronoun - Information gap
 I’m absolutely subjects activity: each pair -Each pair build up a
certain that…  Neither + has documents with dialogue then each
modals + different missing pair presents to the
 Not everyone
personal information. They class as a
will agree with
pronoun ask each other competitive game
me but…
subjects questions to get the READING
c)
missing information Read , discuss and
 I don’t think so
and compare the perform a dialogue
 I’m not sure related to agreement
results after.
 I can’t agree  Performing and disagreement
with you, no way actions through Reacting according
! situations. to information,
 Building up a acknowledgement
conversation, got through a
role listening passage
play:/simulation WRITING
from a situation, Re-ordering
a picture, a sentences provided
listening or by the teacher into a
written newspaper article
 passage… making all
 One-sided necessary changes
dialogue or Listening:
building up a Reacting orally
dialogue (orally). according to
information got
through a listening
passage

 

Students to give Advising and Two colleague a)  Modals:  Using eliciting to -Speaking: Acting a SPE
advice and to persuading (review students want  What do you think I should should(n’t), would talk about an dialogue, role playing 
persuade and expansion) part-time jobs. do? (n’t), can/could, usual happening particular situations:
They go to one of  What would you do if you ought to in everyday life, mother and daughter
their teacher for were me?  Conditionals: type e.g. criminals discussing about
advice. the latter  Can you give me some 2 and 3 should be killed: marriage, ways of
give them pieces advice about something? what do you dressing;, good
of advice. b) think? trends…)
 I advise you to…  Pair work based  One-sided
 Don’t you think you ought on the topics dialogue or
to…?  Role plying the building up a
 I know it’s none of my situation dialogue (orally).
business but I think you Information gap -Each pair build up a
should/ shouldn’t… activity: each pair dialogue then each
 I don’t wish to interfere but I has documents with pair presents to the
think you’d better::: different missing class as a competitive 
 You really should(n’t) information. They game
c) ask each other Writing:
 I suppose you’re right questions to get the -One-sided dialogue
 Mm, maybe you’re right missing information or building up a
 Yes, perhaps I should and compare the dialogue 
 I’d rather make up my own results after. -writing letters:
mind ( to make up one’s mind  Performing -Your fiend is writing
) actions through to you to ask you
situations. some advice about
 I don’t see why( no )
 Building up a particular things
conversation, role - you answer to the
play:/simulation above letter.
from a situation, a
picture, a
listening or
written
passage…
 One-sided
dialogue or
building up a
dialogue (orally).


 
Reading:
1. Provide students
with a text which
show cases or facts
which provoke
recommendations:
exam failure due to
non seriousness,
illness due to
alcohol, accidents
due to fast driving,
Ask them to formulate
pieces of advices
according to the facts
or cases
 UNIT 5 : THE WORLD IN MOTION
Reference: NCE Book 2, Unit 5, 6, 10, 14, 25
Duration: two weeks
General objective: students will be able to talk about new discoveries and new technologies

Specific objective Function Sample situation Topic/ Structure Techniques/ Assessment

Vocabulary/ Strategies/
Language Activities
exponents
Students will be able Describing strange There is a very  A strange  Qualifying  Brainstorming on --Speaking: Acting a
to talk about strange creatures ( reference strange light in the machine adjectives non identified dialogue, role playing
creatures NCE Book 2, unit 5) sky, not an  A space ship  Question-words flying objects particular situations:
aeroplane. Teacher  Flying saucer  Tenses for  Exploiting a text mother and daughter
and students  A strange describing related to new discussing about
altogether make a creature discoveries marriage
commentary on it.  It’s amazing Information gap  One-sided
activity: each pair dialogue or
has documents with building up a
different missing dialogue (orally).
information. They -Listening: Reacting
ask each other according to
questions to get the information got
missing information through a listening
and compare the passage
results after. Writing:
 Pictures -One-sided dialogue
 Texts . or building up a
 Building up a dialogue
conversation, role - writing a letter to the
play:/simulation authority people to tell
from a situation, a them about strange
picture, a things you have
 listening or discovered in your
written area.
passage…
 One-sided
dialogue or
building up a
dialogue (orally).


   Reading:
1. Provide the
students with a text
(from a newspaper)
presenting strange
things
Ask them to react
according to the
things.
Students will bi able Talking about new You’ve just received  Height; weight  How/, how tall?  Exploiting a text --Speaking: Acting a
to talk about new technology. an apparatus of the  Maximum/ How much? based on new high dialogue, role playing
Technology (Reference NCE latest device as a gift. minimum load  Two/fourteen- tech particular situations:
Book 2; Units 6, 10, Your family comment  Speed, top wheeled vehicle,  Group work: new computer, car,
14) on it. maximum speed etc. discussing in groups  One-sided
 To weigh  Far/much, a lot the advantages and dialogue or
higher, etc. the drawbacks of building up a
 The comparatives new devices. dialogue (orally).
+ superlatives Information gap -Writing:
 Compound activity: each pair -One-sided dialogue
adjectives has documents with or building up a
 Questions using different missing dialogue
introductory phrases ( information. They - Answering a
when asking for ask each other customer letter
information ) e.g. - Do questions to get the asking more
you know where Tom missing information information about
has gone? and compare the how an apparatus he
- Could you tell me results after. has just bought works
why Ann left? Reading: Provide
 Used to vs to be the students with a
used to notice for an
apparatus use
1. One customer
wrote to a sales
manager to have a
synthesis of the use
of an apparatus he
has just bought; The
boss asks one of his
employees to do the
synthesis from the
 notice.
You are the
employee. Do the
synthesis

  
 UNIT 6 : ENQUIRIES
Reference: NCE Book 2, Unit 2, 7, 20, 23
Duration: one week
General objective: students will be able to make enquiries
Specific objective Function Sample situation Topic/ Structure Techniques/ Assessment
Vocabulary/ Language Strategies/
exponents Activities
Students will be able Asking for You’ve just  (I beg your) pardon?  Review of modals  Creating a --Speaking: Acting a
to ask for clarifications bought a new  (I’m) sorry, I didn’t  Direct vs indirect situation in which dialogue, role playing
clarifications (Reference NCE item for kitchen catch what you mean questions people ask for particular situations:
Book, Unit 11) use, but you don’t  Could you…, please?  Specific use of clarifications and confusion about
know how to use  What bothers me is “with” e.g. “A listing down the school rules, recipes,
it. You ask the the fact that… thing with a hole”, expressions and indications for use..;
shop assistant.  To ask, to say, to tell, “a tool for cutting phrases used for  One-sided
to explain, to mean, wood” it dialogue or
to bother, to use  Role playing the building up a
situations dialogue (orally).
Information gap
activity: each pair Writing:
has documents with -One-sided dialogue
different missing or building up a
information. They dialogue
ask each other - writing a letter to a
questions to get the responsible to ask for
missing information more clarifications
and compare the about something
results after.
 Performing
actions through
situations.
 Building up a
 conversation, role
play:/simulation
from a situation, a
picture, a
listening or
written
passage…
 One-sided
dialogue or
building up a
dialogue (orally).

  
 UNIT 7 : APPROPRIATE LANGUAGE IN VARIOUS SITUATIONS

Duration: two weeks

General objective: students will be able to use language that is characteristic of various situations
Specific Function Sample Topic/ Structure Techniques/ Strategies/ Assessment
objective situation Vocabulary/ Language exponents Activities
Students will Using You are at a) Good luck, best of luck, may you be  Modals  Creating situations in --Speaking: Acting a
be able to appropriate the University happy and successful in your new life  Question which people use dialogue, role playing
use language in talking with b) What’s the matter?, are you O.K?, words appropriate phrases particular situations:
appropriate various classmates you’re sure you’re O.K?  Imperatives, and expressions  One-sided
language in common from all over c) Just a minute, would you mind waiting a negative  Role playing the dialogue or
various situations the country minute? I’ll be with you in a minute. imperatives situations building up a
common about several d) Think it over; make up your mind,  Need/ don’t Information gap dialogue (orally).
situations subject what’s your decision? need to activity: each pair has -Listening: Reacting
matters. e) C’mon and join us; would you like to join documents with different according to
Someone is us? missing information. information got
facing various f) Be quick, would you like working a little They ask each other through a listening
situations: faster? Slow down, don’t be in such a questions to get the passage
-is ill hurry, don’t rush, take your time. missing information and Writing:
-is worried g) Don’t be upset, there’s no need to hurry, compare the results -One-sided dialogue
- has just don’t let it bother you after. or building up a
begun a ne h) You must be joking, you’re pulling my  Performing actions dialogue
life leg, you don’t expect me to believe that, through situations. - writing a letter to
-has to take a please tell the truth!  Building up a someone to inquire
decision i) Wow” Super” That’s great” What’s conversation, role about a particular
wonderful” Fantastic” play:/simulation from thing (problem,
j) So what? Who cares? What’s the use? a situation, a picture, health...)
It’s all the same to me a listening or written
passage…
 One-sided dialogue
or building up a
dialogue (orally).
 
 UNIT 8 : DESCRIBING AND NARRATING
Duration: three weeks
General objective: students will be able to make a description and a narration

Specific objective Function Sample situation Topic/ Structure Techniques/ Assessment

Vocabulary/ Language Strategies/
exponents Activities
Students will be able Talking about Two friends are  To be, to go to, to  Present perfect  Role playing --Speaking:
to talk about people’s people’s experiences sitting at a table enjoy something, to tenses ( used Creating a Performing a
experiences in a restaurant. try hard, to fail with ever, never) situation in which conversation, role
They look at the  Something surprising  He’s gone to vs people talk about playing about
menu and notice he’s been to their experience: particular situations:
unusual dish like  Present perfect Ex: meeting of interesting things
snail or snake. used with “ for, two people after discovered or done
They ask each since, ago” being separated when visiting
other. for a long time countries, events
and listing down which happened
the expressions when doing one’s job,
and phrases used strange peoples or
for it things met, ways of
 Role playing the living in very hot/cold
situations climate…
 Information gap  One-sided
activity: each pair dialogue or
has documents with building up a
different missing dialogue (orally).
information. They ask Writing:
each other questions -One-sided dialogue
to get the missing or building up a
information and dialogue
compare the results - You lived an
after. amazing experience
  Performing (meeting a ghost,
actions through wined at lottery, saw
situations. a three-head
 Performing a person…). You wrote
conversation, role an article to be
play:/simulation presented in a
from a situation, a newspaper
picture, a
listening or
written
passage…
 One-sided
dialogue or
building up a
dialogue (orally).

  
Students will be able Talking about A friend colleague of  To happen, to  The passive  Performing READING
to talk about past past events yours at your office has occur, to take  In, on, at, by + place Creating and  Matching work of
events just told you that her place and time role playing famous
pet dog was hit by a  To be sure, to  Question words situations in achievements with
car and killed last night know, to think reinforcement which people people responsible
 To find, to  Prepositional phrases talk about their for them
discover, to of place and time experience and  Using a chart for
invent  Irregular verb forms listing down the information transfer
 Perhaps, expressions activities
maybe and phrases  Plenary discussion
used for it on whether past
 Role playing events are
the situations necessary or not to
build up the future
Information gap --Speaking: Performing
activity: each pair or role playing particular
has documents situations: asking and
with different talking about particular
missing facts about childhood,
information. They successes in life,
ask each other interesting events during
questions to get one holyday.
the missing  One-sided dialogue
information and or building up a
compare the dialogue (orally).
results after.. -Listening: Reacting
 Building up a according to information
conversation, got through a listening
role passage
play:/simulation Writing:
from a -One-sided dialogue or
 situation, a building up a dialogue
picture, a - writing a letter to one
listening or friend who was absent
written for a long time to
passage… describe him/her
 One-sided important facts during
dialogue or his/her
building up a absence.(marriage,
dialogue death, divorce, getting a
(orally). new car…)
.

Students will be able Expressing time You are talking with a  Daily activities  I get up as soon as I  Creating Listening
to express time sequences in friend at lunch. He/she  Daily chores wake up situations in - Listening to a short
sequences in the the present is complaining about  I’ll send you a postcard which people passage read or
present his/her job. You’re when I’m on holiday use appropriate provided by the teacher
getting tired of  When I’ve read this phrases and in a tape
listening. book, I’ll give it to you expressions - exchanges related to
It’s the first weeks of  Sequence markers  Role playing express time sequences
your little brother to  Time clauses with “ as the situations in the present( events
school; he told you the soon as, before, after, Information gap people are undergoing
things he has to while, until/till” activity: each pair now )
perform within the five  Present simple has documents READING
days of the week. expressing habits with different Read , discuss and
 Use of “ still, yet, missing exploit a text related to
already, such, so” with information. They everyday life expressing
adjectives ask each other time sequences
questions to get WRITING
the missing Joining sentences with
information and linking words and in a
compare the logical way
results after. -you spent your holidays
  Performing with your friends. You
actions through write to your mother to
situations. tell her what you did the
 Building up a first few days;
conversation,
role
play:/simulation
from a
situation, a
picture, a
listening or
written
passage…
 One-sided
dialogue or
building up a
dialogue
(orally).

  
Students will be Expressing past A man and a  Daily  Past simple vs  Creating a situation - Writing:
able to express time relations woman have activity Past continuous in which people talk -One-sided dialogue or
past time recently  Daily e.g. I was walking about past time and building up a dialogue
relations separated. The chores in the street one listing down the -you were at the library,
man wants to day when expressions and busy studying a book.
continue the someone asked phrases used for Suddenly, there was a rush
relationship, but me if I know the them into the room. You write a
the woman way.  Role playing the letter to your father to relate
doesn’t.  situations the event.
Two young  Performing actions SPEAKING
people were through situations. Talk about past relations
playing in the  Building up a You were at the library,
yard when it conversation, role busy studying a book.
suddenly run play:/simulation from Suddenly, there was a rush
a situation, a into the room. You relate
picture, a listening the event to your
or written passage… schoolmates. .
 One-sided dialogue READING
or building up a Read a text and ask
dialogue (orally). students
questions on the main
ideas. Some of the ways
these questions may be
worded are:
- the theme of the second
paragraph is…
- the speaker’s attitude is
best described as …
- The speaker interests the
audience by stressing the
idea that…
 LISTENING
Jigsaw listening

  
 UNIT 9: COMMUNICATION
Duration: two weeks
General objective: students will be able to talk about communication
Specific objective Function Sample Topic/ Structures Techniques/ Assessment
situation Vocabulary/ Language Strategies/
exponents Activities
Students will be able Talking about mass A TV news  Radio, TV  They said/ reported  Brainstorming the SPEAKING
to talk about mass media reporter asks newspaper, magazine, that… roles of mass Pair, group then whole
media: their roles, ( Reference NCE you which TV brochure, booklet  I think (that…) media, their class discussion
their advantages and Book 2, Unit 16) programmes  News, event, article,  Sometimes, often advantages and related to the roles,
their disadvantages. you prefer. You report, headline, news  How? Why? disadvantages advantages and
tell him and broadcast  Reported speech (  Group discussion/ drawbacks of mass
justify your  To broadcast, to reinforcement), Present panel media.
opinion. present, to comment, perfect ( with  Role playing READING/LISTENING
to report, to inform, to just),Present perfect some situations + SPEAKING
widespread progressive  One-sided Provide the students
 To get/ be informed, to  Frequency adverbs dialogue or with a text which
get/ have information building up a analyses the roles,
 To distort information, dialogue importance, efficiency
to exaggerate and competence of
information reporters. Group A will
defend the points of
view of the writer and
Group B will stand
against.

Students will be able Talking about Your sister and  Holiday resort;  Modals: can. Could,  Creating a SPEAKING
to talk about holidays holidays and travel you are arguing camping site; luxury may, might, will, situation in which (in pairs) Performing,
and travel on where to hotel would people talk about role playing particular
spend your  Brochure, road map  Linking words holiday and travel situations: A Kenyan
holidays.  To go on holiday; to  Making compound/ Role playing/ friend of yours asks
go camping, to complex statements Performing you on the phone
 sunbathe, to get a lot actions through about conditions and
of sun, to relax, to situations possibilities for his/her
have a lot of fun, to  Performing holidays. You give
enjoy, to take conversations, him/her some
pictures role recommendations. He/
 Luggage, suitcase, play:/simulation she tells you his/her
bag, hand luggage, from a situation, a preferences.
 Check-in time, delay, picture, a listening LISTENING AND
departure, arrival, or written SPEAKING: Reacting
 Take-off, landing passage… according to
 To book one’s room /  One-sided information got
seat dialogue or through a listening
 To be delayed, to building up a passage:
suggest, to dialogue (orally). - play (or read) a
recommend passage advertising
holidays places,
-ask students to
decide to go to the
advertised place or
not, by justifying their
choice.
WRITING: You are on
holidays. You write
postcards for your
family, relating to them
exciting and
interesting facts and
places
 Reading:
Provide the students
with advertising texts
about holidays in
foreign places.
Ask them to decide
where they would go if
they had the means.

UNIT 10: SPECULATING

Duration: two weeks
General objective: students will be able to speculate
Specific objective Function Sample situation Topic/ Structures Techniques/ Assessment
Vocabulary/ Language Strategies/
exponents Activities
Students will be able Talking about A factory worker a)  Can’t, must, may,  Brainstorming SPEAKING:
to talk about probability and is planning to ask Maybe, perhaps, could might, can’t, about situations in Performing a
probability and certainty for a rise. He’s be, possibly, it’s possible, mustn’t, which probability conversation, role
certainty discussing with a probably, there’s a… (expressing occurs playing problem-
colleague about percent of probability… probability and  Pair discussion: solving situations (in
his chances to b) certainly/uncertaint Students discuss on pairs).
get it. To be sure/ certain, to y) the probable end of a WRITING:
have no doubt about..,  “If” vs “when” in story provided to You did something
absolutely. subordinate them. wrong at school (cheat,
clauses steal, omit to do your
homework). The
 Reported headmaster asks you to
statements come to his office. You
are very scared. You
write to your boyfriend /
girlfriend about
probable issues.
   READING +
SPEAKING:
Provide the students
with a text dealing
with probability and
certainty (ex: future
situations due to the
earth global warming,
international food
crisis, cure for
AIDS…). Ask them to
discuss the writer’s
hypotheses: do they
agree? How do they
feel?
Students will be able Expressing hopes You are at a  A hope, a wish  I wish + past  Individual work WRITING: Sample
to express hopes and and wishes friend’s place.  To hope, to wish, to simple  Pair work situations: Future
wishes You are both make a wish  I wish + past  Whole class prospects of a newly
dissatisfied with perfect (note -Information gap married couple,
your performance explicative) activity: Each pair students who
at school and you  Let’s has documents with succeed in exams,
are talking about  Let’s not… different missing young people getting
your future, your information on interesting jobs…
hopes and someone’s hopes
wishes. and wishes. They
ask each other
questions to get the
missing information
and compare the
results.
 Building up a
conversation, role
 play:/simulation
from a situation, a
picture, a
listening or
written
passage…
 One-sided
dialogue or
building up a
dialogue (orally).
 UNIT 11: PROTECTING THE ENVIRONMENT
Duration: one week
General objective: students will be able to protect the environment
Specific objective Function Sample situation Topic/ Structure Techniques/ Assessment
Vocabulary/ Language Strategies/
exponents Activities
Students will be able Talking about You’re travelling a)  Modals; must,  Brainstorming on WRITING
to take the measures environment with a friend. You Bushfire, pollution, mustn’t, should, the facts or -Asking student to
to protect the protection can see bushfires industry waste, shouldn’t problems related design a poster or to
environment around you. You destruction of tropical rain  Relative to word write an article on
feel shocked and forest pronouns “environment” protecting the
you discussed the b)  Group work: each environment
problem with a your To destroy, to pollute, to group tries to find
friend. be endangered. out all the cause, SPEAKING (By 3)
c) consequences Perform a
To protect, to forbid, to be and possible conversation in which
prohibited/permitted, to measures to ones tries to justify
lunch a campaign on wild prevent people the use of bushfire
life protection from throwing whereas the other
litters here and vehemently
there. condemns it. The
 Whole class third person tries to
discussion conciliate the two
 Individual work opinions.
 Pair work Listing down all
 Whole class possible measures to
-Information gap eradicate pollution in
activity: each pair town.
has documents with -Listening: Reacting
different missing according to
information. They information got
ask each other through a listening
 questions to get the passage: taking a
missing information decision to protect the
and compare the environment after
results aft. hearing a passage
 Building up a Reading:
conversation, role 1. Provide the
play:/simulation students with a text or
from a situation, a a picture presenting
picture, a the dangers implied
listening or by an abusive use of
written natural resources.
passage… Ask them to react
 One-sided according to the
dialogue or statements or
building up a resolutions proposed
dialogue (orally). in the text: do they
agree, why or why
 not? What solutions
do they suggest?...

 
 UNIT 12: CUSTOMS AND TRADITIONS
Duration: two weeks
General objective: students will be able to talk about customs and traditions
Specific objective Function Sample situation Topic/ Structure Techniques/ Assessment
Vocabulary/ Language Strategies/
exponents Activities
Students will be able Talking about Sue is English. She a)  Am/ are/ is used a) SPEAKING
to talk about different different ways of is going to live in To get used to, to follow, to + noun Brainstorming on the - Competitive game:
cultural features living Madagascar. She is to practice, to live in, to  Get used to + word “survival Asking students to
used to her ways of survive to belong to a noun different ways of name 5, 10, etc.
living but she has to tribe/social group  Simple present living and their things for survival in a
get used to some b) tense referring to characteristics deserted / polar/ very
Malagasy ways of Daily activities, daily habits b) wet region. The
living too. .What will chores  Adverbial phrases Pyramid discussion: quickest group will be
she have to get . of manner, place, Group work based on the winner.
used to? time cross culture leading - (3students) You
 Word order of to whole class spent a few days with
adjectives (the discussion your friend’s family.
more subjective Information gap You are not very well
the adjective is, activity: each pair at ease because their
the farther it is has documents with way of living is quite
placed from the different missing different from yours;
noun it is information. They you report the most
qualifying) ask each other unfamiliar and
questions to get the unbearable cultures
missing information to your schoolmates
and compare the in order to get their
results after. sympathy.
 Performing Some agrees, others
actions through disagree.
situations. WRITING
 Building up a You spent a few days
 conversation, role with your friend’s
play:/simulation family. You are not
from a situation, a very well at ease
picture, a because their way of
listening or living is quite different
written from yours; you write
passage… to your mother to
 One-sided relate and complain
dialogue or about it .
building up a a) Completing
dialogue (orally). sentences so that
they are true for you
b) Your brother sent
the above letter. You
answer him by telling
him Listing down all
possible measures to
avoid hindrances
from the difference of
culture
c) Writing articles
about unfamiliar
cultures (The best
productions will be
pinned on the
blackboard for
everybody to read.
Listening: Reacting
according to
information got
through a listening
passage
 Reading:
1. Provide the
students with a text
presenting two
contradictory ways of
living. Ask them to
react according to the
facts: Do they agree,
why or why not?
Which culture do they
prefer, why? What
would happen if they
have to live in these
conditions?.....
Students will be Talking about You meet a friend at a)  Review of all  Brainstorming on SPEAKING (in
able to talk about festivals the supermarket. - To feel dizzy tenses learnt so the word pairs)
festivals You are talking - to be appealing far: manifestations, A: Narrating orally to
about next - to amuse  Review of all the reasons, the one of your friends
Valentine’s day. - to enjoy, to relax, modals objectives of special festivals that
to have ( a lot of) “festival” you have enjoyed so
fun, to have  Group work: much.
opportunity to…, to each group tries B: asking more
be allowed to to find out all information, showing
b) types of festivals surprise
traditional, new,  Text exploitation WRITING
amazing -Information gap a) Writing in the
activity: each pair school newsletter
has documents with individually about a
different missing special festival that
information. They you have enjoyed so
ask each other much
questions to get the -Listening:
missing information Reacting according
and compare the to information got
results after. through a listening
 Performing passage: taking a
actions through decision to go and
situations. see the festivals
 Building up a next time
conversation, Reading:
role - Exploiting an
play:/simulation article from a
from a situation, newspaper or from a
a picture, a magazine through
listening or eliciting.
 written - Cloze procedure
passage… - MCQ
 One-sided 1. Provide the
dialogue or students with a text
building up a relating facts about
dialogue (orally). festivals.
Ask them to react
according to the
things. Do they like,
why or why not?
Which
manifestations did
they prefer, why?
Will they attend
these festivals next
times?