School: CEG le Littoral Reference books: Student’s text book (Go for English 4è

page 86), Teacher’s book, programme contents, planning

Teacher: ADEGBINDIN Amed (97098387)
schedule, Dictionary.
Date: Friday, May 3rd, 2019 Competences:
-Disciplinary Competences: DC1, DC2, DC3
Form: Fourth form (3è) -Transversal Competences: CT1, CT2, CT3, CT4, CT5, CT6
Size: 46 Boys: 25 Girls: 21 & CT8
Duration: 55mins -Transdisciplinary Competence: TDC2
Learning Situation n°4: Culture and Tradition Strategies: Individual Work, Pair Work and Collective Work.
Sequence 1: Heroes and History Global Objective: Learners should learn more about brave
Lesson: Reading Comprehension people of Africa history.
Text: Princess Pokou of Cote d’Ivoire Specific objectives: At the end of this lesson, learners will be
Materials: Photocopied documents for students, duster, chalks, able to understand better the origin of Baoulé people of Côte
board. d’Ivoire and so promote union in the society.

LESSON PROCEDURE

Strategies/
Phases Teaching Process Learning Process Competences Emergency Obs
& Timing Package
Greeting A learner gives the Slogan: O level 2019
and -Whole class replies: -lockstep
Warming The teacher asks the students to clap for -I will 2mn
Up themselves -I can
-I must succeed in -DC1
Date Expected answer:
-What’s the date today? Friday, May 3rd, 2019
The teacher in a student put the date on the board
 Teacher asks some questions on the past lesson: Expected answers: CW: 3mn
Revision -Who can remind me of the title of LS4? - Culture and Tradition
-Definition DC1,
-What definition can we give for •Culture: can be defined as ideas, TC8
culture/tradition? Give me an example customs, social behaviours…of a particular
community, people or group
E.g.: the way a people dresses or eats
•Tradition can be defined as ideas,
belief…that are passed down from one
generation to another. It is a part of culture.
E.g.: Zangbéto, Egungun or Voodoo
- Do we consider our culture and tradition? Why? worshiping
-No, we don’t. because of colonization we
prefer white people’s culture than our own
Introduction: Today we are going to continue with Sequence 1(Heroes and History)
Activity: Speaking Expected answers: Lockstep 3mn
The teacher asks the students the following
questions 1. In Africa DC1;
Pre-Reading

1. In which continent is Côte d’Ivoire? 2. No, Kumasi is in Ghana TC3;TC4

2. Is Kumasi a locality of Côte d’Ivoire? In 3. Bété, Mandé, Baoulé, Malinké,
which country is Kumasi? Sénoufo
3. Give the name of some ethnic groups of
Côte d’Ivoire
Now you are going to read a text about the origin
of Baoulé people. Concentrate and read silently
 Activity1: Vocabulary in context
Task: Match the words or expressions in Column A Expected answers: IW = 5mn
with their meanings in Column B: PW = 2mn
Column A Column B 1. e CW =2mn
1. Fled a) was not for too long 2. d
moment 3. a DC2,
2. leaving b) commenced 4. c TC1;TC5;TC6
3. did not last c) quarrel, war 5. b
4. Argument d) abandoning
5. broke out e) ran away
Activity2: Skimming Expected answers:
Task: Say if these sentences are Right or Wrong IW = 4mn
according to the text: 1. Right PW = 2mn
1. Ashanti kingdom economy was based on 2. Right CW =3mn
While- Reading

gold mining and agriculture. 3. Wrong

2. Abla Pokou was a princess because her 4. Wrong DC2,
mother was a queen. TC1;TC5;TC6
3. Princess Abla Pokou married with only one
man.
4. Ashanti kingdom was attacked by people
from the north.
Activity3: Scanning Expected answers: IW = 5mn
Task: Answer these questions according to the text 1. Abla Pokou was born in Kumasi PW = 2mn
1. Where was Abla Pokou born? 2. She had (only) one child. CW =4mn
2. How many children did she have? 3. – She left Kumasi because it was DC2,
3. Why did she leave Kumasi on two different attacked TC1;TC5;TC6;
occasions? TC8
 Activity1: Speaking Lockstep
Task: Imagine the end of the story after the 4mn
Princess and her followers reached the wide river The students imagine the end of story
1. Did the attackers capture them? DC1
2. Were Pokou and her followers TC2;TC4;TC5;
Post- Reading

courageous people? TC8

3. Did they succeed to cross the river?
PW = 4mn Activity2: Gap filling
Expected answers CW =3mn Task
1. sacrifice The teacher
2. son DC2,DC3; -invites the students to
3. crocodiles, TC1;TC5;TC6 complete the story by
4. Côte d’Ivoire filling in the gaps
-asks them to confront
their work in group
-who was the founder of Baoulé Kingdom? Expected answers Lockstep
Assessment

-The founder of Baoulé kingdom was 3mn

-what is the origin Abla Pokou? princess Abla Pokou
-were Kumasi people united? - Ashanti kingdom DC1;
-what can be the possible consequence if people are -No, they were not TC2;TC5TC8
not united in society? - Possible consequence: attack, argument, TDC2
quarrel, war, enmity

Homework: In a short paragraph say what you could do to promote union in the society 2mn
Note taking :The teacher asks the students to take note