Anglais 3e
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Thème 1 : Back to school!
Ch. 0
Prologue: Looking forward, looking back!
Ch. 1
Act and react!
Thème 2 : Around the world!
Ch. 2
Piki mai, kake mai!
Ch. 3
Dream job: now casting!
Thème 3 : Through time
Ch. 4
Ancient wisdom
Ch. 5
I want to break free!
Thème 4 : About Stories
Ch. 6
Indigenous myths!
Ch. 7
Star-crossed lovers!
Thème 5 : Speak up
Ch. 8
Big brands, Tiny hands
Ch. 9
The World in One City!
Cultural spots
Chapter 4
Mission 2

Earth guardians

Réagir et dialoguer : j'échange avec un interlocuteur.

Workbook p. 63

Did you know?

Native Americans in the USA also protect their land. For instance, they recently rallied in North Dakota against the construction of an oil pipeline. In Brazil, Kayapo warriors are trying to preserve their Amazon land. What do you do in your everyday life to protect the planet?

Protecting the environment

Environment Protection Agency of Guyana
Le zoom est accessible dans la version Premium.
Crédits : Kat Grant/Shutterstock, underworld/Shutterstock, Vlada Cech/shutterstock

Campaign by the Environment Protection Agency of Guyana.

1. Analyse the logo of EPA Guyana.
2. If you were asked to improve this , what would you do? What would you add or remove?
3. The EPA Guyana's motto is: “The environment is everybody's business”. Imagine two more mottos and for the best one!

You can do it


The letter
Le zoom est accessible dans la version Premium.

1. Watch the . What did the Makushi's ancestors do?
Group work
What can we, in turn, do?
3. Imagine what life would have been if we had followed the Makushi way of life. List 5 big changes.
There would have been no supermarkets because nature would have been our supermarket!
4. Carry out a on your classmates to find out if they believe we could change our lifestyle and live like the Makushi.

Keepers of the ecosystem

Capture d'écran d'un site Commonwealth news
Le zoom est accessible dans la version Premium.
Crédits :

1. Explain the Makushi's attitude.
2. Report Ms Allicock's statements. Use reported speech.
3. Compare the attitude of rich countries and that of the indigenous people in Guyana.
4. What are the consequences of “our” attitude? Create a to raise awareness.


The /ʃ/ sound

tradition, emission, artificial, special.

connection, social, artificial, generation.


Reported speech

Observe: 1. Jean says: “We cut, burn and plant.”
2. Jean says that they cut, burn and plant.

Think: List all the changes between 1° and 2°. Who is the speaker in 1°, in 2°?

Practise: Turn Mr Alicock's quotes (last paragraph) into reported speech.

Hold a debate

Use and hold a debate about what we could have done to avoid climate change and what we can still do.

How far can you go?

I can express what we can do.
I can list regrets about what has never been done.
I can debate about what would have happened if...

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