Collection 2nde Tome II

ANGLAIS 2NDE TOME II COLLECTION
D’EPREUVES
2ndeTcheke
TOME II
Réalisation : OGUIDI Emmanuel

TEL : 96649543
EPREUVE 1
A- Contexte :
B- Support
Text : Gabon will receive $150 MILLION TO PRESERVE ITSRAIN FOREST
In an effort to fight climate change, the Central African Forest Initiative (CAFI)
announced Sunday that Gabon will be paid $15million in international funds to
preserve its rainforest. Through this initiative; Norway will support the country
with the funds to reduce greenhouse emissions and battle deforestation. The
announcement was made at the Climate Action Summit in New York, where
world leaders gathered to discuss how to reach net-zero greenhouse gas emissions.
CAFI is a collaborative partnership between the United Nations Development
Program (UNDP), six Central African countries, Food and Agriculture
Organisation of the United Nations (FAO), the World bank and a coalition of
donors including the United Kingdom, Norway and South Korea. The partnership
aims to support six Central African countries -Cameroon, Gabon, Republic of
Congo, Equatorial Guinea, Central African Republic and the Democratic
Republic of Congo- to create investment frameworks to support conservation of
their forest resources.
According to a statement from CAFI, the historic 10-year deal with Gabon will
see that the country maintains up to 98% of its forests. The 150 million US dollars
agreement announced today between Gabon and Norway via the Central African
Forest Initiative is historic in many ways. For the first time, an African country
will be rewarded in a 10- year deal for both reducing its greenhouse gas emissions
from deforestation and degradation, and absorptions of carbon dioxide by natural
forests. Up to 80% of Gabon is covered with forests, according to Mongabay, a
website of environmental news.
In the statement, Ola Elvestuen, Norway’s minister of climate and environment
he hopes the partnership will help Gabon maintain 98% of the forests. ‘’ I’m very
pleased with this results-based partnership through CAFI, which includes a
historic carbon floor price to further encourage Gabon to continue to preserve its
rainforest.’’ Elvestuen said.
REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 1

https:/news. Yahoo.Com. Gabon September, 22, 2019. Retrieved on Oct, 5,
2019
C- Critères d’évaluation :
Après avoir lu le texte ci-dessus, tu donneras la preuve que tu l’as bien compris
en :
- reconnaissant certains de ses détails,
- répondant à certaines questions de façon approfondie,
- démontrant ta maîtrise du vocabulaire,
- exprimant certaines de ses idées dans une autre langue,
- manifestant ta maîtrise de certaines structures grammaticales ou fonctions
de la langue Anglaise.
D- Tâche
Item 1: Are these statements ‘’Right ‘’ or ‘’Wrong’’ according to the text ?
1- CAFI wants Gabon to destroy its rainforest.
2- The summit encourages world leaders to produce a lot of greenhouse
emissions?
3- Gabon is the West African country that fights for deforestation.
4- Gabon is one of the African countries to be rewarded for its actions.
5- The minister is unhappy with the partnership through CAFI.
Item 2: Answer following questions on the text
1- Why will Gabon receive $150million?
2- Give the members of CAFI.
3- Has Norway directly given the funds to Gabon? Justify your
answer with a passage from the text.
4- How does the minister feel about the partnership?
Item 3: Find in the text the words or groups of words meaning the same or almost
the same as the following. Write the number and answer only.
1- To combat (Paragraph 1)

2- Forest destruction (Paragraph 1)
3- Preservation (Paragraphs 2, 3)
4- Keeps up (Paragraph 3)
5- Happy (Paragraph 4)
Item 4 : Find in the text who or what the following pronouns refer to in the text.
1- ‘’Its’’ in ‘’ preserve its rainforest…’’
2- ‘’Their’’ in ‘’ conservation of their forest resources ’’
3- ‘’ Its’’ in ‘’ both reducing its greenhouse gas emissions’’
4- ‘’He‘’ in ‘’environment he hopes the partnership will help’’.
Item 5 : Translate the following passage from the text into French:
From: “. For the first time , an African country ….’’ down to ’’.... according to
Mongabay, a website of environmental news.’’
Item 6 : Rewrite these sentences without changing their meaning. Use the prompts
given.
1- The funds will be used for preserving forests.
The funds will be used for the……………………
2- The world leaders gathered on the issue some weeks ago.
It is …………………………since……………………………
3- Gabon has never received such a reward before.
It is the first time…………………………………..
4- You are not allowed to destroy trees here.
It is strictly forbidden…………………..
5- Gabon protects its rainforest, so it is rewarded for its action.
………………………………………because……………………………….
II- LA PRODUCTION ECRITE D’UN TEXTE DE TYPE ET DE

FONCTION VARIES

A- Contexte :
Des efforts sont de plus en plus déployés pour réduire les effets des perturbations
climatiques dans le monde entier.
B- Critères d’évaluation : Tu montreras ta compétence à rédiger un texte
explicatif en Anglais en :
- respectant le type, le contexte et la logique interne du texte;
- construisant des phrases significatives et grammaticalement correctes ;
- utilisant le vocabulaire, l’orthographe et la ponctuation adéquats.
C- Tâche
WRITING:
On June 1st every year, we celebrate the Tree Planting Day in Benin Republic.
Tell about this celebration.
These questions may help you:
- What do people do on that day?
- What do authorities do on that day?
- What do you personally do on that day?
- Is it important to celebrate this event? Why /Why not?
(Don’t write more than fifteen lines)

EPREUVE 2
Compétences à évaluer
CD2 : Réagir de façon précise et appropriée à des messages lus ou entendus
CD3 : Produire de façon appropriée des textes de types et de fonctions variés
L’épreuve :
I- La réaction a un message lu
A- Contexte

La forêt revête aujourd’hui une importante capitale pour les hommes et les
animaux qui y vivent. Malheureusement, les hommes pour divers raisons ne
cessent de détruire cette précieuse ressource naturelle. Une telle attitude n’est pas
sans conséquence sur l’écosystème de la planète.
B- Support
Text:
Forests are very useful in the whole world. Human beings, animals and the
climate are influenced by the existence of forests.
Traditional doctors, hunters, builders, villagers and others can get a large
amount of profit from forests. Traditional doctors use their plants to cure or relieve
an important number of diseases. For instance, they use quinine to cure malaria,
a very harmful disease which kills more people and faster than AIDS. They also
use henbane and the cola plant to respectively relieve pain and depression. Every
part of forests’ plants can be useful: leaves, barks and roots. Not only do they use
plants but they also exploit bones, liver and other parts of animals killed in the
forests to prepare their medicines: mixtures, magic powders, balms, talisman, herb
tea, etc.
Like traditional doctors, hunters also cannot deny the value of forests which
are “animals’ houses”. They hunt various animals for their meat. They also sell
animals killed in the forest to villagers and animal traders; and provide traditional
doctors with the organs they need to prepare their medicine.
As far as builders are concerned, they need timber to construct houses and
bridges; and only forests can provide that. Villagers use firewood or charcoal to
make fire and cook their food. In addition to the use they make of plants in
traditional ways, they use wood to make their furniture. Even students enjoy the
value of forests because some of their classroom objects such as papers, pencils,
tables and benches are made up of wood.
Furthermore, governments are getting more and more money from the
commercialization of timber through taxes and duties, which highly contribute to
the development of our countries.
But, timber companies are cutting more trees than they are permitted to.
Builders are cleaning the forests for professional uses. In their zeal, they forget
that the more trees we have in a region, the more rain can fall and the easier life
can become in it. We often also forget that plants and trees absorb certain gas and
contribute to the reduction of the greenhouse effect. Nowadays, there is a global
warning as the temperature is rising and the ozone layer is being destroyed. Let’s
Unpublished
NDE
REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2 TCHIGAN, TOME II 6
stop the uncontrolled killing of animals and trees. Our natural resources should
then be protected.
C- Critères d’évaluation:
Après avoir lu le texte, tu montreras que tu l’as compris en:
- Reconnaissant les détails du texte ;
- Répondant aux questions sur le texte ;
- Reconnaissant certains termes ;
- Formant des adjectifs ou adverbes ;
- Reformulant certaines phrases ;
- Traduisant un passage du texte en français.
D- Tâches:
Item 1: Write “True” or “False” for these statements
1- Forest are useless for human being
2- According to the text, hunters kill animal only for their meat.
3- The timber companies destroy the forest more than they are permitted
to.
4- The greenhouse effect is a bad thing for human beings.
5- The ozone layer has no importance for our planet
Item 2: Answer these questions on the text.
1- What do traditional doctors use forest plants for?
2- Between malaria and AIDS, which one can kill faster?
3- Everybody knows the importance of forests, but we don’t preserve it. Find
a sentence from the text to illustrate this.
4- Why should we stop the systematic destruction of forests?
Item 3: Find in the text words that matched the best with the following words
1- For example ( paragraph 2)

2- Importance ( paragraph 3)
3- To build (paragraph 4)
4- Allowed (paragraph 6)
Item 4: Form adjectives or adverbs from the underlined words. Write down
number and answer only
1- Students like history and often visit ………………….cities.
2- This is a universal rule, it is ……………….known.
3- God provides our nature with …………… resources that we need to
protect ourselves.
4- In African tradition, some people can ………… cure diseases.
5- A plant used to make medicine is a ………… plant.
Item 5: Re-write the following sentences using the prompt given
1- We should protect our forests.
What about…………………………………..?
2- People didn’t know the important of trees, that’s why they destroyed the
forest.
People …………………... because…………………………
3- Don’t destroy the forest
It is strictly forbidden ……………………………………….
4-Timber companies have never cut down such an important number of trees
before;
It is the first time …………………………………………….
5. If we don’t plant trees, we won’t have forest
Unless……………………………………………………………….
Item 6: Translate into French this passage from the text
From: “Traditional doctors …………. “down to” …….. than AIDS. ”
II- LA PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

A- Contexte
La forêt est très utile à l’homme dans plusieurs domaines. Cependant, certaines
personnes n’hésitent pas à la détruire au jour le jour.
B- Critères d’évaluation
Tu montreras ta capacité à produire une lettre administrative en Anglais en :
- Respectant le type de texte ;
- Respectant la logique interne du texte ;
- Construisant des phrases grammaticalement correctes ;
- Utilisant le vocabulaire, l’orthographe et la ponctuation appropriés.
C- Tâche:
Writing:
Write a letter to the mayor of your commune to complain about some people who
are cutting down trees in your village. Point out the consequences of such actions
and what you want the mayor to do.

EPREUVE 3
CDN°2 : Réagir de façon précise et appropriée à un message écrit.

CDN°3 : Produire de façon appropriée des textes de types et de fonctions variés.
III- L’EPREUVE
A- La réaction à un message lu
Contexte :
Il a été remarqué que la planète terre perd de jour en jour ses grandes ressources
naturelles, la forêt. Tu es invité (e) à réagir par rapport à un texte sur la destruction
de la forêt.
Support :
Text : The forest.
1. Gbenga lived in a village near the forest. One day he burnt some trees to
clear a space for a farm. He cut more trees to use for firewood. Gbenga
didn’t worry about the trees. ‘’It’ll be Ok", he thought, "because there are
so many trees".
2. Gbenga hunted the animals of the forest. He lit fires to frighten the animals
and make them run. Then he shot them. Sometimes the fire burnt a lot of
trees. Gbenga didn’t worry. It’ll be fine. There are a lot trees".

3. Gbenga made beautiful furnitures. He used many trees to do his work.
Gbenga did’nt worry about trees. "There will always be trees in this forest",
he thought.
4. Gbenga grew rich, but after a few years there were no more trees. He had
no wood for firewood or carving. There were no trees to give shelter from
the hot sun. The ground was hot and dry. The crops didn’t grow. The people
in the village talked about moving to the city.
5. Gbenga had to walk a long way from his house to hunt. On day he started
a fire. It burnt for many days. It destroyed many trees. It also burnt
Gbenga’s farm and village.
6. Gbenga lost everything but he learnt a good lesson. He understands that he
must give back what he takes from the forest. "In future, I’ll plant a new
tree for every tree I cut down. And I’ll hunt the animals, but I shan’t start
fires".
Critère d’évaluation: Après avoir lu le texte ci-dessus, tu montreras que tu l’as
compris en:
- Exprimant tes appréciations personnelles sur le texte ;
- montant ta maîtrise du vocabulaire du texte ;
- Donnant le synonyme de certaines mots expressions ;
- Complétant des phrases ;
- Montrant ta connaissance de la grammaire ;
- Traduisant un passage du texte en Français.
Item1 : Say whether these statements are "Right" or “Wrong".
1. Gbenga lived in the forest
2. He planted so many trees.
3. He frightened the animals and farmers.
4. Gbenga used fire to destroy his farm.
5. He was a hunter.
Item2: Answer these questions on the text.
1. Why did Gbenga light fires when he hunted?
2. What did he use to make furniture?
3. Give two (02) consequences of cutting down trees in the text.
4. How long did the fire burn for?
5. Finally, what does Gbenga understand?
Item 3: Find in the text, words meaning the same or almost the same as:
1. Stayed(Paragraph 1)
2. To make someone feel afraid (Paragraph 2)
3. Nice (Paragraph 3)
4. Job (Paragraph 3)
5. Begin (Paragraph 6)
Item 4: Complete these sentences with "as" or "like"
1. Louise is………………fat……….Denise
2. Gbenga works………….carpenter
3. He looks ………………his father
4. DOSSOU feels……………having a rest
5. ……………………….a queen, she solved the problem
Item 5: Put the bracketed verbs in the correct tense or form
1. If man cut down trees, he should (to replace) them.
2. People need woods (to make) papers.
3. Why don’t we (to avoid) cutting down trees?
4. Look! Gbenga (to cut) down trees.
5. Gbenga already (to stop) cutting down trees.
Item 6: Translate the paragraph 6 of the text in French (only 2nde A)
From "Gbenga lost everything……………..…" down to"……………...but I
shan’t start fires"
B- La production d’un texte de type particulier
Contexte :

Pour conserver certaines ressources, les environnementalistes ont sensibilisé la
population à planter des arbres et à les protéger en vue de réduire la disparition ou
la destruction de plusieurs espèces. Dans le sujet ci-dessous, tu es appelé (e) à dire
si cette initiative est une bonne ou mauvaise chose pour notre pays en général.
Critères d’évaluation: Tu montreras ta capacité à produire un texte en :
Respectant le contexte et le type de texte ;
Respectant la logique interne du texte ;
Faisant des phrases significatives et grammaticalement correctes ;
Utilisant la ponctuation et le vocabulaire appropriés.
Consigne :
Writing : Is cutting down trees or destroying forests a good or bad thing ? Why
or Why not?
EPREUVE 4
COMPETENCES A EVALUER
CD 2 : Réagir de façon précise et appropriée à des messages lus

CD 3: Produire de façon appropriée des textes de types et de fonctions variés.
Contexte : Les arbres sont importants et ils contribuent au bien–être des êtres
humains
SUPPORT
Text : The importance of trees
1- What would we do without trees? We sit under them for shade on a hot day.
We use a lot timber when building a house for example for roof rafter and door
and window frames, as for the furniture to put inside the house. We also need
wood to make paper for the books and newspapers we read. We produce cooking
oil from coconut and palm trees, as well as eating delicious fruit from orange,
guava and mango trees. Every day the majority of villagers use charcoal, made
from wood, to cook their meals.
2- Sometimes we are so busy enjoying and using the various products from
trees that we fail to appreciate their most important function to cover and protect
the soil. Their branches, with constantly dropping leaves, provide a conopy
beneath with is a complex mixture of organic and inorganic matter built up over
short of time. Their roots break up the soil and allow the falling rain to sink in
easily. At the same, the roots help to hold the soil together and prevent it from
being washed away by floods.
3- When man, in his eagerness to draw quick profit from trees, cuts them down
heedlessly and want only the results are serious, the heavy tropical rain falls on
hard ground and flows away on the surface causing floods which carry away the
rich topsoil. When all the top-soil, in which crops grow so well is gone, nothing
remains but worthless desert. …/…
4- Man has to learn to regulate his exploitation of trees so that the forests are
not suddenly depleted. The falling of trees must not be done hazardly, but with
discrimination, so that the younger trees are given space to develop and seedlings
can be made to replace those cut down. With careful planning, the forest will never
disappear ; but will produce enough timber each year, and at the same time
continue to cover and protect the soil.
English Language (The West African Study
Course) page 11-12
Critère d’évaluation
Après avoir lu le texte ci-dessus, tu prouveras que tu l’as compris en :
-choisissant la bonne réponse ;
-répondant aux questions posées
-montrant ta maitrise du vocabulaire et de certaines structures grammaticales ;
-traduisant un paragraphe du texte.
Consignes
Item 1 : Choose the right answer according to the text and write the corresponding
letter.
1) According to the text, trees are essentially needed
a) to produce food
b) to supply timber for building
c) to supply fuel for fires
d) to protect the soil
2) Man usually cuts down too many trees because.
a) he is building a lot of houses
b) he wants to make money fast
c) he wants to enlarge his farm
d) more books and newspapers are being printed
3) When many trees are cut down in one place the rain
a) sinks deeply into the ground
b) causes crops to grow
c) carries away the rich top soil
d) causes the Land to become fertile.
4)’’To regulate trees exploitation’’ in the last paragraph means :

a) to cut down all the trees
b) to cut down only big trees
c) to save useful and young trees and replace those which are cut down
d) to stop cutting down trees
Item 2: Answer the following questions

1- What’s the main function of trees that many people don’t know?
2- What are the roles of roots ?
3- What advice does the writer give us in the last paragraph ?
Item 3: Find in the text the opposite of the following words.

1- Cold ( 1st paragraph)
2- useful, important ( 3rd paragraph)
3- To destroy ( 4th paragraph)
4- desert (4th paragraph)
Item 4: Put the verbs in brackets into their correct tense

1- This factory usually (to need) wood to make paper for the books and
newspapers.
2- These villagers (to understand) now the importance of trees.
3-People (to fight) against the destruction of forests many years ago.
4- It’is the first time 1 (to find) tap water in this village.
5- We (to fetch) fruits from orange, guave, and mango trees next year.
Item 5: Rephrase the following sentences based on the prompt given.

1- People should protect forests in their area.
It is high time……………………………………………………………….
1- Villagers planted new trees two years ago.
It is …………………………………………………………………………
Villagers…………………………. For ……………………………………
3- The villagers complained and made the logging company respect the
regulations
Before the villagers………………………………………………………
Item 6: Translate this paragraph in French :

From :’’ we produce cooking oil…………..down to…………to cook their meals
(paragraph 1)
B- Production d’un texte de type et de fonction variés

Contexte : Les arbres sont importants. Autant ils contribuent au bien-être des êtres
humains, autant ils sont utiles a d’autre fins
Critères d’évaluation
Tu montreras ta capacité à produire un paragraphe en :
- Respectant la nature du sujet ;
- Ecrivant des phrases grammaticalement correctes et cohérentes ;
- Respectant l’orthographe des mots et en utilisant la ponctuation appropriée.
Writing : How useful are trees for the traditional doctors, villagers and the
climate ?

EPREUVE 5
CD n°2 : Réagir de façon précise et appropriée à des messages lus ou entendus.
CD n°3 : Produire de façon appropriée des textes de type et de fonctions variées.
I- L’EPREUVE
Contexte :
La déforestation est un fléau qui endommage dangereusement l’environnement et
met en péril la survie de l’humanité.
Support :
Text :
1- The Amazon forest covers five million square Kilometers, an area as big
as the whole Europe excluding Russia. It is almost the world’s largest
forest. It contains one third of the world’s trees.
2- However, the trees are disappearing. By 1974, a quarter of the forest had
already been cut down. In the following year, 1975, four per cent of the
remaining trees went. If the destruction of the forest continues at the
same rate, there will be nothing left in a few years.
3- The cutting of trees in the Amazon forest is dangerously affecting the
whole environment. Scientists say that the disappearance of trees in the
Amazon forest is already causing changes in the climate. In Peru, for
example, there is less snow than before on the high peaks of the Andes
Mountains. In Bolivia, there is very little rain.
4- What will happen if more of the Amazon forest is cut down? The
consequences will be really dramatic. According to climatologists, if the
Amazon forest disappears, there will be less oxygen and it will be
difficult for us to breathe; the temperature will raise and the ice-caps at
the North and South poles will melt. Even the sea level will rise.
Therefore, seaside cities will be flooded.
5- Scientists do not agree about the calculation which can be done in
different ways with different results. But all the scientists agree that if
we destroy the Amazon forest, it will be an environmental suicide. Life
on Earth will become difficult, and it may become impossible.
Slightly adapted from: www.islcollective.com
A- LA REACTION A UN TEXTE ECRIT

Critères d’évaluation : Après avoir lu le texte, tu montreras que tu l’as compris
en:
reconnaissant ses détails ;
exprimant tes appréciations personnelles là-dessus ;
manifestant ta maîtrise de son vocabulaire ;
traduisant un passage du texte en Français
prouvant ta maîtrise de la formation de certain mots ;
reformulant des phrases de façon autonome.
Consigne:
Item 1: Say whether these statements are Right or Wrong
1- The Amazon forest is bigger than Europe.
2- It contains most of the world’s trees.
3- Deforestation leads to climate change.
4- If the Amazon forest is destroyed, the coastal towns will be under water.
5- Life will become comfortable if the Amazon forest no more exists.
Item 2: Answer these questions on the text. Don’t just copy the text.
1- How big is the Amazon ?
2- What will happen to the ice-caps and the sea if the Amazon forest ever
disappears?
3- Do scientists agree about calculations and results?
Item 3: Find in the text words that are opposite in meaning to the following:
1- including (paragraph 1)
2- stops (paragraph 2)
3- low (paragraph 3)
4- drop (paragraph 4)
5- easy (paragraph 5)
Item 4: Translate into French the 3rd paragraph of the text

From “The cutting of trees …” down to “… there is very little rain”.
Item 5: Form a noun ending in –ment, -tion or –sion from each verb in
brackets. (Write numbers and answers only)
In our area, we have a ( 1- move) which is concerned with the ( 2- protect) of the
environment. When it was time for the government to construct roads through our
villages, we didn’t react. The government paid the farmers ( 3- compensate) for
the loss of their land and the ( 4- destroy) of their houses. But the ( 5- pay) was
very small.
Item 6: Rephrase these sentences using the prompts given. Don’t change their
meaning.
1- People have never planted trees and pushed back the desert before.
It is the first time
………………………………..………………………………
2- If we don’t protect our environment, life on the Earth may become
impossible.
Unless
………………………………….…..………………………………
……
3- Millions of species would have lost their habitats if a lot of trees had been
cut down.
Had…………………………………..
…………………………………………
4- A quarter of the forest had already been cut down.
People…………………………………...…………………………
…………….
5- People did not conserve the Amazon forest.
The Amazon forest
……………………………………………………………..
B- PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

Contexte :
Il t’a été enseigné des techniques pour lire rapidement un texte. Les mêmes
techniques sont aussi utilisées pour résumer des textes
Critères d’évaluation: Tu montreras ta capacité à résumer un texte en Anglais
en :
respectant le contexte et le type de texte ;
faisant usages de la technique adéquate pour écrire ce type de texte ;
utilisant les connecteurs logiques appropriés ;
Utilisant la grammaire, l’orthographe et la ponctuation appropriées.
Writing :
Write a summary of the above text using the topic sentences of its paragraphs.

NB: Be short and coherent.
EPREUVE 6
Compétences à évaluer :
CD No 2 : Réagir de façon précise et appropriée à des messages lus.
CD No 3 : Produire de façon appropriée des textes de types et de fonctions variés.
L’EPREUVE
III- LA REACTION APPROPRIEE A UN MESSAGE LU
E- Contexte : Nos milieux de vie sont souvent mal entretenus et constituent

des sources de plusieurs maladies. Pour une bonne santé, un environnement
sain s’avère indispensable
F- Support
Text : Keeping our environment clean and safe
1- Every normal human being wants to grow, be healthy, and live long.
Very often, when we pray, we ask for long life and prosperity. It is no
use merely praying for long life and prosperity without doing anything
ourselves to bring these about. It is often said that God helps those who
help themselves. We can help ourselves in many ways. For example, if
we want to grow and develop well, then we have to eat the right kinds
of food, observe good eating habits, do a lot of exercise, and observe
good personal hygiene.
2- We know that many people die early through diseases. Nobody likes to
catch a disease because if we do, we spend a lot of money to cure it and,
if we are not lucky, we may die. Diseases are caused by bacteria
commonly called germs. There are different kinds of germs and each
one causes a different kind of disease. Germs are dangerous tiny
creatures which we cannot see with our naked eyes; we need a
microscope to see them. Germs live in dirty places; so if we want to be
healthy, we should avoid dirty things and places. This is why it is
necessary to eat clean foods, wash our hands clean before eating. And
we must also wash fruits before eating them. It is also essential to wash
our hands after we visit the toilet.
3- But germs do not live in dirty places in homes alone, they can be found
in places outside the home – in playgrounds, in the garden, in drains, in
open places, in standing water and in the rivers and stream nearby. This
is why we should keep our environment clean and safe.
Extract from English for Junior Secondary School pupil’s Book, page 7.
G- Critères d’évaluation :
- reconnaissant des détails,
- répondant à des questions de façon approfondie,
- manifestant ta compréhension du vocabulaire du texte,
- traduisant un passage du texte en français,
- manifestant ta maîtrise de certaines structures grammaticales et fonctions
de la langue anglaise.
H- Tâche
Item 1: Choose the correct answer according to the text. Write the number and
the corresponding letter only.
1- Every normal human being 2- We can grow and develop well by:
wants to:
a- die early a- simply praying to God
b- contract diseases b- eating the right food and doing physical
exercise
c- be in good health
c- eating greedily
d- be unhealthy
d- asking for life prosperity

3- Diseases are : 4- Germs are found
a- expensive to cure a- in standing water only
b- easy to cure b- in home only
c- caused by all tiny creatures c- in the playgrounds only
d- not difficult to cure d- everywhere
Item 2: Answer the following questions on the text:

1- What do germs cause?
2- Why can’t we see germs just with our eyes?
3- Write down two of the things we should do to avoid contracting diseases?
Item 3: Find the synonyms of the following words or expressions from the text:
1- Simply (paragraph 1)
2- For instance (paragraph 1)
3- Very small (paragraph 2)
4- Unclean (paragraph 2, 3)
5- Maintain (paragraph 3)
Item 4 : Translate into French
From "…… Germs are dangerous. …… down to …... “…… hands clean before
eating”.
Item 5 : Put the word or verb in brackets into the correct form or tense to make
the sentences meaningful.
1- In order to avoid (environment) problems, we must not use sprays and some
toxic gas.
2- Children (to wash) their hands now.
3- Protecting some (medicine) plants is a way to preserve the nature.
4- It is the first time the environmentalist (to sensitize) us.
5- The refuse collectors (usual) burn their customers’ garbage ...’’
Item 6 : Rewrite the following sentences using the prompts given. Do not change
their meaning.
1- We must stop polluting the environment now.
It is high time we…………………………………………….
2- Why do we make our environment dirty?
We should not……………
3- Let’s dig holes to dump our refuse in.
How about………………………………………….?
4- Esther Wairimu never kills trees again because some friends have
sensitized her.
…………………………..so ,……………………………………..
5- It is two weeks since the police arrested Awa for polluting the village
stream.
The police ………………………………………………………………. ago.
IV- LA PRODUCTION ECRITE D’UN TEXTE DE TYPE ET DE

FONCTION VARIES
D- Contexte :
La protection de l’environnement est d’une nécessité impérieuse si nous voulons
vivre longtemps et être à l’abri des maladies. Quiconque pollue l’environnement
autour de nous de quelque manière que ce soit doit être dénoncé et puni au besoin.
E- Critères d’évaluation :
Tu montreras ta compétence à rédiger une lettre administrative en Anglais en:
- respectant le contexte, le format d’une lettre administrative et la logique
interne de ladite lettre ;
- construisant des phrases significatives et grammaticalement correctes,
- utilisant le vocabulaire, l’orthographe et la ponctuation appropriés.
F- Tâche
WRITING:

People defecate in the open in your area because there aren’t public toilets that
they can use. This practice causes health problems to the inhabitants. Write a letter
to the Minister of Health to state the problems, its consequences on the villagers
and then suggest solutions to combat this practice.
Your address is Bob and your address is O1 P.O.Box 55445454, Finamin. The
minister’s address is P.O.Box 1111111, Quarter. The date is written on
November, 19th 2019.
(About 150 words)
EPREUVE 7
Compétence à évaluer
CD2 : réagir à un texte lu ou écrit
CD3 : Produire un texte de type et de fonctions variés
I- La réaction à un texte écrit
A- Contexte

De nos jours, nous assistons à la destruction progressive de nos
forêts. Or les forêts sont d’une importance capitale pour les hommes, les animaux
et les plantes.
B- Support
Text :
1- Every year, considerable quantities of leaves fall of forests trees and plants.
Those leaves turn into humus which fertilizes soils. The resulting fertile
forest soils are highly attractive to farmers.
2- Forests constitute the natural homes of animal and plant species. In this
manner, these species are protected from the exploitation of man, because
human being are denied casual access to them. Under such a situation, these
animals and plants can grow and flourish. Therefore, forests help the
preservation and propagation of animal and species.
3- Forests prevent soil erosion especially on hilly and mountainous slopes. The
roots of trees and forest plants hold the soil tightly together making it
impossible for running water to wash the soil away. The dense plant cover
of forests also interferes with the movement of winds and prevents wind
erosion. Forests created by man are also used as shelterbelts or windbreaks.
These windbreaks check the movements of intense winds and blizzards and
by so doing, maintain a sheltered environment for crops, livestock and
human beings.
4- Green plants produce food through a process called photosynthesis. This
process also results in the production of oxygen, an essential element to all
process oxygen on earth.
5- On large scale, forests constitute the principal source of oxygen in the
environment because they enclose the largest concentrations of trees and
plants on our planet. Since all human beings and animals depend on oxygen
for survival, the importance of forests in this regard cannot be over
emphasized.
From Spectrum Agricultural Science for
J.S.S
By B.A ADELEKAN P.50

1
C- Critères d’évaluation
Après avoir lu le texte, tu montreras que tu l’as compris en :
- Reconnaissant les détails du texte
- Exprimant tes appréciations personnelles sur le texte
- Manifestant ta maitrise de certaines structures grammaticales
- Posant des questions sur certains mots soulignés
- Traduisant un passage du texte
- Mettant les verbes aux temps et formes qui conviennent
Tâches :
Item1 : Answer by « true » or « false »
1- Forests are not useful to living beings
2- Fertile forest soils are highly rejected by farmers
3- Human beings are given free access to the forests to allow the growth of
species
4- Forests allow soil erosion
5- Forests provide oxygen to the environments
Item2 : Answer these questions on the text
1- How do forests enrich the soil ?
2- Are forests favorable to the development of plants and animal species ?
Justify your answer.
3- How do forests provide oxygen to the environment ?
Item3 : Find in the text words that means the same or nearly the same as the
following
1- Large (paragraph 1)
2- Refused (paragraph 2)
3- Animals (paragraph 3)

4- Main (paragraph 4)
Item4 : Translate the fourth (4th) paragraph into french for 2ndes ABCD
From :“Green plants produce
food…………………………………………………down
to :………………oxygen on earth“
Item 5 : Ask questions on the underlined words
1- Famers reject highly fertile forest soils
2- The resulting fertile forest soils are highly attractive to farmers.
3- Forests provide oxygen to the environment by photosynthesis
4- Plants, species and animals are in the forests
Item6 : Put the brackets verbs into the correct tenses and forms.
1- Trees are used for (to make) medecines
2- How trees (not to be) planted so far
3- Why don’t we (to avoid) cutting down trees ?
4- Tomorrow traditional doctor (to plant) a lot of trees.
2
II- La production d’un texte de type et de fonction variés
A- Contexte
Dans nos villages, les populations se plaignent car les arbres de leur forêt sont
abusivement coupés par une société d’exploitation de bois. Pour arrêter cette
déforestation, tu décides d’écrire au maire de ta localité pour l’informer de la
situation et lui demander d’y mettre un terme.
Tu montreras ta compétence à écrire une lettre administrative en anglais en :
- Respectant le type de texte,
- Respectant le contexte,
- Respectant la logique interne,
- Construisent des phrases grammaticalement correctes

Writing
A logging company is cutting down trees in your area.
Write a letter to the mayor to inform him about this situation and ask him to put
on end to it
Your address
Peter YENAKPON
B.O 4709
The receiver’ address
Paulin AZOKPOTE
B.O 5834
EPREUVE 8
- CD n°2 : Réagir de façon appropriée à des messages lus ou entendus.
- CD n°3 : Produire de façon appropriée des textes de types et de fonctions
variés.
L’Epreuve
I- La réaction à un message lu
A- Contexte : L’arbre est indispensable dans la vie humaine. Lis attentivement

le texte ci-dessous pour en savoir plus sur certains de ses avantages.
B- Support
Text: Palm tree, the money tree
Palms are one of the best known and most widely planted trees family. They had
held an important role for humans throughout much of history. The palm tree is
the money-making tree in the culture of the sub-Saharan Africans. There is no
part of the palm tree that is not useful for consumption and also as a means of
providing for the family.
Considering a family in a village in West African: the father is a palm tapper,
the mother deals in the business of palm oil production (from the seed of the palm
tree) and the remains of the palm tree that is wasted.
Many common products and food come from palms. The following products
can be obtained from the palm tree: oil, palm wood, syrup, rattan cane, and
carnabua wax. The palm tree is one the most economically important plants of
Sub-Saharan Africans, in African culture it symbolizes peace, fertility, and
victory. Today palms are a popular symbol for the tropics and for vacations.
Palm oil is an edible vegetable oil produced from the Oil palms. Generally, it
is believed that the Oil palms originated from West Africa.
The women in the village are responsible for the processing of the palm kernel
fruits into palm oil and this palm oil remains an essential ingredient of the West
African cuisine. The red palm Oil contains antioxidants, vitamins, and necessary
nutrients for good health. Palm has a lot of industrial uses ranging from soap
making to bio-fuels. This made it the principal cargo for ship engaged in
international trade at the turn of the nineteenth century. Palm fossil appear in the
fossil record around eighty (80) million years ago during the late cretaceous
period.
Extracted from Net News
C- Critères de d’évaluation : Après avoir lu le texte, tu montreras que tu l’as
compris en :
- Exprimant tes appréciations du texte ;
- Montrant la maitrise du vocabulaire ;
- Prouvant ta maitrise de certaines structures et fonctions de la langue
anglaise ;
- Reformulant certaines phrases de façon autonome ;
- Traduisant un passage en français ou des phrases en anglais ;
D- Tâches:
Item 1: Answer the following statements by true or false
1. Every part of the palm tree is indispensable.

2. Most of villagers in West African are traders of palm tree.
3. Palm tree helps to make roof of houses.
4. Red palm oil does not protect the body.
Item 2: Answer the following questions based on the text

1. Why is the palm tree considered as a money making tree?
2. What is palm tree used for?
3. Culturally speaking what does a palm tree symbolize?
4. What is the origin of palm trees?
Item 3: Find out the synonyms of the following words
1. Beneficial (paragraph 1)
2. Timber (paragraph 3)
3. Thought (paragraph4)
4. A period of hundred years (paragraph 5)
Item 4: Choose the best answer to fill in the gaps
1. The wine tapper uses fermented palm sap for _________an alcoholic
drink (made, will make, making)
2. The palm tree business in the culture of West Africans is__________
(familial, familially , familical)
3. Villagers use its branches________the fabrication of brooms ( as, for,
to)
4. We could _____some products of palm tree (consuming ,consumed,
consume)
Item5: rephrase the following sentences using the prompts given
1. Villagers ate palm oil years ago
*It is years since……………………………………………………………
2. Let’s use this plant to cure insomnia
*Shall we………………………………………………………………………?
3. We ought to preserve the forests
*We had better ………………………………………………………................
4. Red palm is used as a body protecting food
*We use red palm to…………………………………………………………….
Item 6: Translate into French (AB only)
From ‘’ Considering a family……………..’’down to’’…………..that is wasted
II- La production d’un texte de type particulier et de fonctions variée
A- Contexte : L’importance des arbres est très capitale et naturelle pour
l’humanité.
B- Critères d’évaluation : tu montreras ta capacité à produire un
paragraphe argumentatif sur l’importance des arbres en :
- Respectant le type de texte, le contexte et la logique interne ;
- Utilisant le vocabulaire et la ponctuation appropriés ;
- Faisant des phrases grammaticalement correctes
C-Tâche :
Writing: Write a paragraph of at most fifteen (15) lines about the
importance of trees
EPREUVE 9
II- COMPETENCES A EVALUER

CD N°2: Réagir de façon appropriée à des messages lus ou entendus
CD N°3: Produire de façon appropriée des textes de type et de fonction variés
III- L'épreuve
Contexte : Les multiples séances de sensibilisation sur la protection de
l'environnement n'empêchent pas certaines personnes de se livrer à l'abattage
abusif des arbres.
Support
Text: The importance of trees.
What will we do without trees? We sit under them for shade on a hot day. We use
a lot of timber when building a house, for example roof rafters and window
frames; as well as for the furniture to put inside the house. We also need wood to
make paper for the books and newspapers we read. We produce cooking _oil from
coconut and palm trees as well as eating delicious fruits from orange, guava and
mango trees. Every day the majority of villagers use charcoal, made from wood
to cook their meal...
Sometimes we are so busy enjoying and using the various products from trees that
we fail to appreciate their most important function to cover and protect the soil.
Their branches, with constantly dropping leaves, provide a canopy beneath which
is a complex mixture of organic and inorganic matter constantly built up over
course of time. Their roots break up the soil and allow the falling rain to sink in
easily. At the same time, the roots help to hold the soil together and prevent it
from being washed away by floods. Trees are important part of every community.
Our streets, parcs and playgrounds are lined with trees that create a peaceful and
pleasant environment.
When man, in his eagerness to draw quick profit from trees, cuts them down
heedlessly and intensively, the results are serious; the heavy tropical rain falls on
hard ground and flows away on the surface causing floods which carry away the
rich topsoil .When all the top- soil, in which crops grow so well is gone, nothing
remains but worthless desert.
Man has to learn to regulate his exploitation of trees so that the forests are not
suddenly depleted. The falling of trees must be done not haphazardly, but with
discrimination, so that the younger trees are given space to develop and seedlings
can be planted by man to replace those cut down. With careful planning, the forest
need never disappear, but will produce enough timber each year, and at the same
time continue to cover and protect the soil.

Unpublished
Tâche :
Après avoir lu le texte tu montreras que tu l'as compris en:
- Reconnaissant des détails du texte,
- Répondant aux questions de manière approfondie
- Montrant la maîtrise du vocabulaire du texte
- Montrant la maîtrise de certaines structures grammaticales
- Reformulant des phrases
- Traduisant un passage du texte
Item 1: Write ''true'' or'' false'' to these statements according to the text
1-Trees are useless.
2-Trees are needed to cover and protect the soil.
3-Tree roots often favour erosion.
4-The author would like people to plant trees to replace the ones they cut down.
Item 2: Answer these questions on the text
1- Give two uses of trees from the text.
2- How do trees protect against erosion?
3- Give three parts of trees named in the text.
4-Why does man have to learn to regulate his exploitation of trees?
Item3: Find in the text the synonyms of these expressions

1- Table, bench, chair and stool (paragraph1)
2- Constructing (paragraph1)
3- Permit (paragraph 2)
4- To control (paragraph 4)
Item 4: Choose the right answer from the brackets (Use the number and the letter
only)
1- Some barks can be used for (a-treat; b-Treating; c-to treat) malaria.
2- (a-shall; b-don't; c-why) we use traditional medicines for stomachache?
3- Abiath must be suffering from insomnia, I have some (a-antidote; b-
medicines; c-antibiotic) for that.
4- There is something (a-matter, b-suffering, c-wrong) with John.
5- Paracétamol can be used (a-from: b-as; c-to) treat fever
Item5: Fill in this chart

Nouns Adjectives Adverbs
Tropically
Destructive
Local
Agriculture
Region
Item 6: Translate this passage from the text into French

From: ''What will you do .......down to''.........to cook their meals''
B- Production d'un texte de type particulier
Contexte: En Afrique la plupart des forêts en milieux ruraux sont des forêts
sacrées. Mais de nos jours ces forêts sont en train d'être détruites.
Tâche : Tu montreras par la production d'une lettre ta compétence à sensibiliser
la population en:
- respectant le contexte et le format d'une lettre
- respectant la logique interne du texte
- construisant des phrases grammaticalement correctes
- utilisant le vocabulaire et la ponctuation appropriés
Writing:

A timber company is now exploiting the only sacred forest in your region.
Write a letter to the Mayor of your area to tell him about the situation and ask him
to put an end to it.
EPREUVE 10
III- L’ÉPREUVE
A- La réaction à un texte écrit
Contexte :
L’arbre joue un rôle de premier plan pour les hommes et les animaux, d’où la
nécessité de le préserver.
Support
Text: The importance of trees
We use a lot of timber when building a house for roof rafters, for door and
window frames as well as for the furniture to put inside the house. We also
need wood to make paper for the books and newspapers we need. We
produce cooking oil from coconut and palm trees. Plants provide us with
delicious fruits. In villages charcoal made from wood is generally used to
cook meals.

trees that we fail to appreciate their most important function that is to cover
and protect the soil. Their branches, with constantly dropping leaves,
provide a canopy beneath of a complex mixture of organic and inorganic
substances which fertilize the soil. Their roots break up the soil and allow
the falling rain to sink easily. At the same time, the roots help to hold the
soil together and prevent it from being washed away by floods.
3- When man, in his eagerness to draw quick profit from trees, cuts them down
heedlessly and when the results are serious, the heavy tropical rain falls on
hard ground and flows away on the surface causing floods which carry
away the rich top-soil, in which crops grow so well, is gone nothing remains
but worthless desert.
4- Man should regulate tree exploitation so that forests won’t suddenly
depleted. The felling of trees must be done not haphazardly, but with
discrimination, so that the young trees can be given space to develop and
seedlings can be planted to replace those cut down. With careful planning,
the forests will never disappear, but will produce enough timber each year,
and at the same time continue to cover and protect the soil.
Unpublished
Critères d’évaluation: Après avoir lu le texte, tu montreras que tu l’as compris

en :
- reconnaissant ses détails ;
- reformulant certaines phrases liées au texte ;
- manifestant ta maitrise de la formation de certains mots ;
- traduisant un passage en Français.
Tâches :
Item 1: Write ‘‘True’’ or ‘‘False’’ for each statement
1- On a hot day, it is not good to sit under a tree for shade.
2- In our daily life, we use trees for many purposes.
3- When man cuts trees down heedlessly, desertification can occur.

4- Cutting down trees in disorder will eventually make the rich top-soil disappear.
5- According to the text, the felling of trees must be done haphazardly.
Item 2: Answer the following questions on the text

1- What is the main function of trees?
2- What are the roles of the roots of trees?
3- Why does man cut down trees heedlessly?
Item 3 : Find in the text words meaning the opposites to these ones
1- Cool (paragraph 1)
2- Free (paragraph 2)
3- Simple (paragraph 2)
4-Useful (paragraph 3)
5-Different (paragraph 4)
Item 4 : Copy and complete these sentences with the correct form of the
words between the brackets
1-The ‘’kinkeliba’’ plant is (people) known in our area.
2- The wrestling ceremony (tradition) takes place in august. It is a (history) event.
3- We should make an (agree) on the matter.
4- These farmers have planted so many tree; a big (achieve).
5- The (destroy) of this forest will cause many environmental problems.
Item 5: Rephrase the sentences as indicated. Don’t change their meanings.

1- People say that tree is life.
Tree……………….
It …………………….

2- Let’s plant a lot of trees to prevent desertification.
How about……………………………………..?
3- The villagers planted these trees four years ago.

It is…………………………………………………
4- If you don’t plant a lot of trees, you can’t push the desert back.
Unless……………………………………………….
5-These farmers have planted one thousand trees.

One thousand trees
Item 6a: Translate this passage into French. (for A only)
From “Man should regulate tree exploitation …” down to “...to replace those
cut down.”
Item6b: Translation (for C/D only) in French

1. What would we do without trees?
2. We use timber for windows and roofs.
3. We need wood to make paper of books, copy-book and newspapers.
B- Production d’un texte de type particulier.

Contexte :
Nombre de personnes ignorent l’importance des arbres et continuent de les abattre
anarchiquement.
Critères d’évaluation : Tu montreras ta capacité rédactionnelle en anglais en :

- respectant le type de texte ;
- respectant la logique interne du texte ;
- construisant des phrases grammaticalement correctes ;
Tâche:
Writing
Write a letter to the Minister of the Environment to inform him about the
destruction of the forest by charcoal producers in your area. Draw his attention on
the consequences of the deforestation on the local inhabitants and on the whole
country.

EPREUVE 11
I. Compétences à évaluer
CDN 2 : Réagir de façon appropriée à un message lu
CDN 3 : Produire de façon appropriée des textes de types et de fonctions variés
II. L’EPREUVE
A-LA REACTION A UN MESSAGE LU
Contexte : La forêt est toujours utile à l’homme et pourtant il ne cesse de la
détruire par diverses manières. Tu es invité (e) à réagir par rapport à un cas pareil
dans le texte ci-dessous.
Support
Text: The rainforests
1- The rainforests are thick forests in tropical part of the world that have a lot of
rain. Imagine enough trees to cover a football pitch, burning down every second
of everyday of the year. If destruction continues like this, soon there will be very
little rainforest left, anywhere on earth.
2- When rainforests are destroyed, we put humankind’s future on the earth in
danger. One of the reasons for burning rainforests is to increase land for farming.
However, the soil in rainforests is usually poor, so the new farms do not improve
the supply very much. On the other hand, plants that might improve new kinds of
food are destroyed by fire, sometimes before scientists have been able to give
names to them. Remember that rice, cocoa and maize were all first discovered in
the rainforest.
3- Rainforests give us medicines as well as food. A quarter of the medicines in a
dispensary contain something, which has come from rainforest plants or trees.
Because of these plants, we can hope to find cures for some of the worst diseases
of our time such as cancer and AIDS. Thirdly, rainforests give us air to breathe
and keep our climate right. Destroying the forest warms the earth up and
endangers the whole world.
4- Some people prefer cutting down trees than burning them. The first behavior
is better than the second one if new trees are planted. However, if trees are cut
down to build roads, or to increase farmland, they are not replaced in fact if the
farms are used for rearing cattle. Global warming is actually increased. This is
because cows also produce a gas called methane, which has the same effect as
carbon dioxide. Should we grow rice instead? No, because rice also gives off
methane as it grows!
Adapted from “Students’ book 3eme” p63
Critères : Après avoir lu le texte, tu montreras que tu l’as bien compris en :

- Reconnaissant certains détails du texte
- Prouvant ta maitrise du vocabulaire du texte :
-Traduisant un passage du texte :
- Montrant ta maitrise des structures grammaticales et des fonctions variées
Tâche/ Consignes:
Item 1: Write “True” or “False” for these statements.
1- By destroying forest, there will be many trees in the future

2- Rainforests give us a lot of things
3- A quarter of the medicines in a dispensary comes totally from rainforest
plants or trees
4- Cutting down trees is better than burning them if new trees are planted.
Item2: Answer the following questions on the text

1- What is a rainforest?
2- How is the soil in the rainforest?
3- Why are the plants useful to the medicines?
4- Give three examples of what rainforests give us
Item3: Find the synonyms of the following words in the text
1- Setting on fire (paragraph 1)

2- Damaged (paragraph 2)
3- Sicknesses (paragraph 3)

4- Consequence/ Impact (paragraph 4)
Item 4: Translate this part of paragraph 3 into French (2nde AB only)

“Rainforests give us medicines………… keep our climate right”
Item5: Complete this table with the right words

Tropical
Usually
Medicine
Global
Item6: Put the bracketed verbs into the correct tense and form
1- If the rainforests were important for us, we (to stop) destroying them.
2- Trees are used for (to make) medicines
3- It is many years since rainforests (to exist) in Africa
4- Why don’t you (to avoid) cutting down trees?
B/ LA PRODUCTION D’UN TEXTE DE TYPE PARTICULIER
Contexte : Pour conserver certaines ressources, les spécialistes sensibilisent la

population à planter des arbres en vue de réduire la disparition de plusieurs
espèces. Tu es appelé (e) à dire si cette initiative est bonne ou mauvaise.
Critères: Tu montreras ta capacité à rédiger un texte cohérent en anglais en
- Respectant le contexte ;
- Construisant des phrases grammaticalement correctes
- Utilisant le vocabulaire adéquat ;

- Utilisant l’orthographe et la ponctuation appropriées.
Tâche:
Writing:
Is cutting down trees or forests a good or bad thing? Why? or why not?
EPREUVE 12
- Compétences à évaluer :
CD N°2 Réagir de façon appropriée à un message lu
CD N°3 Produire de façon appropriée des textes de types et de fonctions variés.
III- L’Epreuve
Contexte :
Le boisement et le reboisement sont des facteurs essentiels pour la survie et la
pérennisation des espèces végétales et animales.
Support
Text : Forest establishment
1- When a new forest begins to grow, the process can be described in different
terms

referring either to an area it starts to occupy or the way it regenerates.
As far as the area is concerned, young trees can develop on a site where a forest
existed before but has been destroyed by natural disasters such as fire, strong
winds,
snow or biotic factors, e.g. forest pest and diseases. Trees may also be damaged
by
pollution or removed by other anthropogenic activities such as logging. The
process
of renewing a forest on former forest land is called reforestation.
2- Afforestation, on the other hand, refers to creation of a forest on an area such

as
waste or farmland, dunes, mine dumps or other areas degraded by improper
agricultural
use, deforestation, industralisation causing pollution, quarries, open-pit mining
and the like. Afforestation can be accomplished either by establishing tree
plantations
for commercial purposes or creating a forest for environmental ones. The choice
of
trees in both cases is different. In that of plantations (usually monocultures) fast
growing
species are preferred. They can provide, for example, Christmas trees, supply
fuelwood or timber. Plantations are frequently grown on former agricultural land
(although they can be also a part of reforestation) and consist mainly of single-
species
and even-aged stands. The most popular species used for this purpose include:
popular,
birch, larch, black alder, willow and spruce.
3- Both afforestation and reforestation should be thoroughly planned taking into

account
native vegetation, tree species composition and local environmental conditions
such as soil, climate and water resources because such an approach can prove
beneficial
to the whole ecosystem. Properly chosen tree species prevent soil degradation,
help to reduce air pollution, promote water conservation and biodiversity, to
mention
but a few.
4- Forests can regenerate in a natural or artificial way. Natural regeneration, as

the
name indicates, is left to Mother Nature which takes its course at its own pace and
manner. As a result, it is rather slow and difficult to predict because there is not
much
control over the species colonising the site.
Source: English-in-forestry (page
80)ElzbietaKloc
Critères d’évaluation:
Après avoir lu le texte ci-dessus, tu donneras la preuve que tu l’as compris en :
reconnaissant des détails,
exprimant des appréciations,
montrant ta maîtrise du vocabulaire de texte,
manipulant certaines structures grammaticales et fonctions de la langue
anglaise,
traduisant un passage du texte en Français,
reformulant certaines phrases sans changer leur sens.
Tâches :
Item1 : Are the following statements True or False ?
1- Trees may be damaged only by pollution and logging.

2- Afforestation is the process of renewing a forest on former forest land.
3- Plantations consist mainly of single – species and even – aged stands.
4- Forests can regenerate in only one way.
Item 2 : Answer these questions
1- Name four terms that can be used to describe how forests start to grow.
2- What do these terms refer to?
3- What is the difference between reforestation and afforestation?
Item 3 : Find in the text words or expressions meaning the same or almost
the same as the following.
1- Seedlings (Paragraph 2)
2- Wood prepared for use in building (Paragraph 2)
3- Often (Paragraph 2)
4- Principally (Paragraph 2)
5- Advantageous (Paragraph 3)
Item 4 : what or who do these words refer to ?
1- It (an area it starts to occupy or the way it regenerates …….)
2- They (They can provide, for example, Christmas trees, supply fuel wood or
timber …)
3- Its (....... is left to Mother Nature which takes its course at ………)
Item 5 : Translate into French
From: « Both afforestation and reforestation ……… down to …….. beneficial
to the whole ecosystem.»
Item 6 : Rephrase the following sentences without changing their meanings.
1- Reforestation is used for renewing a forest on former forest land.
-Reforestation is used to ……………………………………………………..
2- Authorities could promote reforestation in some parts of the country.
-Why………………………………………………….……………?

3- Properly chosen tree species prevent soil degradation
-Soil degradation ………………………………………………………….
4- Tree plantations are used to reforest some areas.
-Tree plantations are …………………..reforestation in some areas.
B- La production d’un texte de types et de fonctions variés.
Contexte :
Pour régler les problèmes climatiques dont souffre le monde actuel, la question
du reboisement doit être pensée autrement.
Tu montreras ta capacité à produire une lettre administrative en Anglais en
respectant :
le canevas de la lettre administrative,
le contexte et la logique interne du texte,
construisant des phrases significatives et grammaticalement correctes,
utilisant le vocabulaire, l’orthographe et la ponctuation appropriés
Tâche
Writing
In order to regulate the climate, you have initiated a reforestation project in some
regions of your country, and you want to be accompanied by the authorities. So,
you decide to write a letter to the minister of environment.
The Environment Ministry’s address is: 01P0Box 802 Cotonou
The Sender’s address is: 04P0Box 209 Cotonou

EPREUVE 13
CD2 : Réagir de façon appropriée à un message lu.
CD3 : Produire de façon appropriée des textes de types et de fonctions variés.
III- L’Epreuve
A. La réaction à un message lu
Contexte : Les forêts jouent un rôle très important dans notre écosystème et leur
utilité pour les êtres vivants n’est plus à démontrer.
Support:
Text: The importance of forests cannot be underestimated.
We depend on forests for our survival, from the air we breathe to the wood
we use. Besides providing habitats for animals and livelihoods for humans, forests
also offer watershed protection, prevent soil erosion and mitigate climate change.
Forest products are a vital part of our daily lives in more ways than we can
imagine. Yet, despite our dependence on forests, we are still allowing them to
disappear.
Over 2 billion people rely on forests. Forests provide us with shelter,
livelihoods, water, food and fuel security. All these activities directly or indirectly
involve forests. Some of the activities are easy to figure out like fruits, paper and

wood from trees. Others are less obvious, such as products that go into everyday
items like medicines, cosmetics and detergents. Looking at it beyond our narrow,
human not to mention urban perspective, forests provide habitats to diverse
animal species. Forests provide jobs for more than 13 million people across the
world. In addition, 300 million people live in forests, including 60 million
indigenous people. Yet, we are losing them.
Between 1990 and 2015, the world lost some 129 million ha of forest. When
we take away the forest, it is not just the trees that go. The entire ecosystem begins
to fall apart, with terrible consequences for all of us.
After oceans, forests are the world’s largest storehouses of carbon. They
provide ecosystem services that are critical to human welfare. These include:
Absorbing harmful greenhouse gasses that produce climate change; providing
food and medicine and providing habitat to more than half of the world’s land-
based species.
Slightly adaptated from: https:/wwf. Panda. Org/our work/forests/importance _
forests/
Critères d’évaluation : Après avoir lu le texte tu montreras que tu l’as compris

en :
- reconnaissant certains de ses détails ;
- montrant ta maîtrise du vocabulaire du texte ;
Page 1 sur 3
- montrant ta maîtrise de certaines notions grammaticales.

- reformulant des phrases ;
- traduisant un passage du texte et des phrases en Français.
Tâches:
Item 1: Write right or wrong for statements below.
1- We don’t depend on forests for our survival.
2- Forests provide habitats to animals.
3- Over 2 million people rely on forests.
4- Between 1990 and 2015, the world lost some 129 million ha of forest.

5- Before oceans, forests are the world’s largest storehouses of carbon.
1- List four advantages forests provide living beings.
2- How many people do forests provide job to?
3- What happen when we take forests away?
4- What services critical to human welfare Forests provide ecosystem?
Item 3: Find in the text words meaning the same or almost or the same as the
following ones.
1- Utilize (Paragraph 1)
2- Degradation (Paragraph 1)
3- Autochthonous (Paragraph 2)
4- Horrible (Paragraph 3)
5- Biggest (Paragraph 4)
Item 4: Fill in the gaps with: as – for – to.
1- Medicinal plants are used…treat diseases.
2- Basket is used…transporting agricultural produce.
3- Storage containers are used…conservation.
4- Insecticide is used…protect crops.
5- Old newspaper are used…wrapping paper.
Item 5: Rephrase sentences below using the given prompts.
1- Don’t cut down trees.
You
are………………………………………………………………………......
........
2- Amina is sick, so she didn’t attend class.
Amina
…………………………………………………………………………… Page 2 sur 3
…

3- Let’s plant trees.
How
about………………………………………………………………………
…….
4- No one enters the sacred forest.
It
is………………………………………………………………………........
...........
Item 6: Translate into French the last paragraph of the text. (2nde AB only)
From: << After…..to……land based species >>
Item 7: Translate the following sentences in French. (2nde D only)
1- Assiba’s mum is going to market.
2- The timber company cut down too many trees.
3- Our forests are not well protected.
4- Let’s write to the mayor.
B- LA PRODUCTION D’UN TEXTE DE TYPE PARTICULIER.

Contexte : L’exploitation abusive des forêts cause de véritables problèmes à
l’humanité et à l’environnement.
Critères d’évaluation : Tu montreras ta compétence à produire un paragraphe en
anglais en :
- respectant le type de texte ;
- respectant le contexte ;
- élaborant des phrases correctes et significatives ;
Tâche:
Writing: Write a paragraph to show the consequences of cutting down trees on
one hand and on the other hand show the importance of forests to living beings.

EPREUVE 14
Compétence à Evaluer
CD n°2 : Réagir de façon précise et appropriée à un message lu.
CD n°3 : Produire de façon appropriée un texte de type particulier
A- La Réaction à un texte écrit
Contexte :
De nos jours, nous assistons à la destruction massive de nos ressources naturelles

en particulier nos forêts.
Support
Text :
1- Men have gradually learnt how to make life more comfortable for
themselves, but unfortunately this has had an affect on the world around
us. Many centuries ago, men learnt how to cut down trees . People used
wood from trees for fire which not only warmed them and cooked their
foods but also kept away fierce animals. They also used wood to make
huts, chairs and tables. Some men carved ornaments out of wood and
some learnt to make wooden frames for doors and windows. But a few
trees were cut down.
2- In the last hundred years, the situation has changed dramatically. Men
have found new uses for trees. Wood is used for making papers, matches
and rulers. People now use furniture, chests of drawers, settes, beds,
wardrobes, cupboards, bookcases, pianos and television sets. Plywood
has thousands of uses and wooden crates and boxes are used for packing
things which have to be sent to distant places. Nowadays, the world’s
forests are in danger. The stage has been reached where man’s use of
wood exceeds the growth of new trees. Soon there will be no trees left
for our successors.
3- There are many causes of deforestation in the world but farming and
trees destruction are the main for African forests. Many chinese
companies are specialized in the exportation of timbers. Farmers make
many lands infertiles so that forests cannot regrow. They make fire to
their lands and it often attacks forests.
4- It is just the same with minerals and metals under the ground. Long ago,
men discovered the value of some of the metals which they found under
the grounds. They learnt how to bring up small amounts of iron and
bronze and to smell them. They discovered uses for salt, and later for
other minerals. They used for salt, and later for other minerals. They
used small quantities. No harm was done. But now men have invented
powerful machines which do the work of hundreds of men in no time at
all. What will happen when these minerals have all been used up ?
Après avoir lu le texte ci-dessus, tu montreras que tu l’as compris en :

- Répondant à des questions de compréhension
- Prouvant ta maîtrise du vocabulaire du texte
- Prouvant ta maîtrise de certaines structures grammaticales.
Tâches
Item 1 : Say if these statements are right or wrong
1- People’s behaviour has some effects on the world.
2- In the last hundred ears, the industrial use of trees started.
3- Minerals, metals and trees are natural resources.

4- Salt was found in the forests.
5- Powerful machines never do the work of hundred of men in no time
at all.
Item 2 : Answer these questions on the text.

1- According to the text, what is the real cause of the fast rate of our
forests’destruction ?
2- What was discovered under ground ?
3- According to your mind, what could we do to regrow the forests of
BENIN ? Justify your answer.
Item 3 : Find out from the text words or expressions that mean almost the same
as the following ones.
1- Consequence (Paragraph 1 )
2- Periods of hundred years (Paragraph 1 )
3- Substitute (Paragraph 2)
4- Essential ( Paragraph 3 )
5- Soil (Paragraph 4)
Item 4 : Put into the correct tenses and forms the following bracketed verbs.
1- Sodabidato (to kill) all palm trees in this area three years ago.
2- Atidoto (to plant) new trees tomorrow.
3- Beninese government (to stop) chinese companies activities in our
forests so far.
4- It will continue raining until november if Beninese people (not to
pray) the only god.

5- Now, Beninese forest (to disappear).
Item 5 : Choose the right word from the parentheses to fill each gap.
1- African trees have ………substances (medicine ; medicinally ;

medicinal).
2- I use this lemon tree………….many purposes. (as ; to ; for)
3- Their leaves can be used …………..medicines. (to ; as ; for).
4- Benin does not have many……………… resources. (nature ;
natural ; naturally)
5- We know the …………….uses of trees now. (industry ; industrial ;
industrially)
A- Production d’un texte de type particulier
Contexte : L’arbre joue des rôles très importants dans la vie de l’homme.
Tu montreras ta compétence à produire un texte cohérent sur l’importance de
l’arbre en :
- Tenant compte du contexte.
- Respectant les caractéristiques de ce type de texte ;
- Construisant des phrases significatives et grammaticalement
correctes ;
Tâche
Writing :
Write a short paragraph to explain the importance of trees in human beings life.
(Not more than 20 lines).

EPREUVE 15
Compétence disciplinaire N°2 : Réagir de façon précise et appropriée à des
messages lus et entendus.
Compétence disciplinaire N°3: Produire de façon appropriée des textes de types
et fonctions variés.
III-L’EPREUVE
A- LA REACTION A UN TEXTE
Contexte :
Aujourd’hui, le monde fait face à de nombreux problèmes environnementaux
conséquences du surpeuplement : la déforestation, l’érosion, le réchauffement
climatique, etc. Beaucoup de questions se posent. Qu’est-ce qui peut être à la base
de ces problèmes ? Quelles en sont les conséquences ? Et surtout comment limiter
au moins les dégâts. … Pour en savoir plus tu es invité(e) à lire attentivement le
texte.
Support
Text: Environmental crises
Population is the number of the people on the earth. Overpopulation means too
many people living on the earth. The time required for the population of the world
to reach its first billion had stretched through all of human prehistory into the early
1800s. The second billion was added in a little more than a century, and the 3-
billion mark was reached in 1960, less than 50 years later. The additional billions
since then were accumulated in time spans of about a dozen years each. In 1997,
the earth’s population reached 6 billion; what does this mean for the environment?
Because people need places to live, deforestation occurs. Animals lose their
homes and species disappear. In developing countries like Benin, Overpopulation
makes it difficult to feed and give jobs to all the people.
Factories and transportation depend on huge amounts of fuel. Billions of tons of
coal and oil are consumed around the world every year. When these fuels burn
they introduce smoke and other, less visible, by – products into the atmosphere.

Although wind and rain occasionally way away the smoke given off by power
plants and automobiles, the cumulative effect of air pollution poses a grave threat
to humans and the environment.
In order to sustain the continually growing human population, current agricultural
methods are designed to maximize yields from croplands. In many areas, the
overuse of land results erosion. In Benin, slash and burn techniques-cutting down
trees and burning the roots to produce soil, leads to massive deforestation. When
trees disappear erosion spreads, thus the sahara desert will continue to expand
south into Benin unless effort are made to preserve forests.
Radiation comes from the production of nuclear weapons. It causes birth defects,
cancer, and impotence. Since the first atomic bomb was dropped on Hiroshima,
Japan, on Aug.6.1945, there has been an increased awareness of the
environmental threat posed by nuclear weapons and radioactive fallout. Many
scientists are concerned about the long-term environmental impacts of full-scale
nuclear war. Some suggest that large amount of smoke and dust thrown into the
atmosphere during a nuclear explosion would block out the sun’s light and heat,
causing global temperature to drop. Because nuclear weapons have life spans of
up to 10.000 years, there is much concern about safely disposing of radiation
Due to the toxins human beings put into the air, a layer of the earth’s atmosphere
called the ozone layer is disappearing. The temperatures on earth will continue to
rise. A very small rise in the average temperature of the earth’s surface could
produce profound climatic changes. This is called global warming. Some experts
believe that it would cause the Greenland and Antartic ice caps to melt, raising
ocean levels and inundating large areas of land. This means that many places,
including major cities, may one day be flooded with water. Entire cities could
disappear.
Unpublished by VCD 2010
- Exprimant les appréciations personnelles sur le texte ;
- Montrant ta maîtrise de certains mots du texte ;
- Reformulant des passages du texte de façon autonome ;
- Montrant ta maîtrise de l’expression du temps à travers la Conjugaison des
verbes.
Consignes
Item 1: Write ‘’true or false’’ for these statements
1- The world population doubled by the 1900s.
2- Deforestation occurs because species disappear.
3- Slash and burning agricultural techniques reduce the quantity of food
produced on land.
4- Erosion fights back the desert.
5- Radiation can lead mothers to give birth to defect babies.
6- Global warming is the cause of profound climatic changes.
Item 2: Complete this table according to the text.
Years 1800 ? 1960 1997
Population ? 2 billion ? ?
Item 3: Answer these questions

1-Name three of the six environmental problems mentioned in the text.
2- Where does air pollution come from?
3- What could global warning cause?
Item 4: Translate into French
From ‘’Due to the toxin ……………. ‘’Down to’’………global warning’’
Item 5: Rewrite the sentences below without changing the meaning. Use the
prompts given.
1- If efforts are not made to preserve forests, the Sahara desert will continue to
expand south into Benin
*Unless……………………………………………………………………………
….
2- The population of this country last increased five years ago.
*Its is
………………………………………………………………………..……….

*This country’s population has
not…………………………………………………..
3- The police didn’t come to the place early yesterday and all the loggers went
away
*Before
………………………………………………………………………………
4- We should stop deforestation now.
*It is high time
………………………………………………………………………
Item 6: Write the bracketed verbs into the correct tenses and forms (write
your answers in subject –verbs only)
1- When I (to see) the men in the forest last week, they (to cut ) the highest
trees down.
2- Since the first atomic bomb (to be dropped) on Hiroshima, Japan, that day
there (to be) an increased awareness of the environmental threat.
3- Wangari (to fight) against deforestation for many years now, all the African
leaders (must to do ) like her in the coming years to preserve Africa from
the desert expansion
4- The day will come when our authorities (to know) that they cannot (to
reduce) poverty in developing countries easily; they need to slow their high
birth rates.
5- During the war years ago thousands of Angolans (to flee) to Zambia, but
by the time the situation becomes normal again most of them (to go) back
to their own country
Item 7 Translate into English (2ndes AB only)
« Avant les découvertes scientifiques, les hommes ont toujours vécu intimement
avec la nature pour satisfaire l’un de leurs besoins fondamentaux à savoir se
soigner. Cette nature continue de nous offrir l’essentiel des éléments pour nous
permettre d’éviter certaines maladies... Parmi ces dons de la nature figurent les
plantes médicinales dont la mauvaise exploitation entraîne beaucoup de
problèmes environnementaux…»

B- PRODUCTION ECRITE D’UN TEXTE DE TYPE
PARTICULIER
Contexte
Notre environnement est de plus en plus menacé. Beaucoup de facteurs
contribuent à sa dégradation et il urge d’entreprendre conséquemment des actions
pour limiter les dégâts. Tu es appelé(e) à réfléchir sur ces actions.
Critère d’évaluation : Tu montreras par la production d’un texte cohérent ta
compétence à analyser une situation et à proposer des solutions en
-Respectant le contexte
- Respectant la logique interne du texte
-Construisant des phrases grammaticalement correctes,
-Utilisant le vocabulaire adéquat
-Utilisant l’orthographe et la ponctuation appropriées
Consigne
The world is facing a number of problems due to overpopulation: deforestation,
erosion, radiation and global warming. According to you, what can be done to
cope with such a situation?

EPREUVE 16
Compétence disciplinaire n°2 (CD2) : Réagir de façon précise et appropriée à

des messages lus ou entendus.
Compétence disciplinaire n°3 (CD3) : Produire de façon appropriée, des textes
de types et de fonctions variés.
L’Epreuve
A) RÉACTION À UN TEXTE ÉCRIT.
Contexte :
La forêt constitue une ressource naturelle d’une grande importance ; elle joue un
rôle prépondérant dans l’équilibre climatique, dans l’écosystème et favorise une
bonne pluviométrie.
Support:
Text: Vermont’s forest
1- Vermont’s forest is valuable ecologically, economically and socially.
Covering 75 percent of the state, it provides jobs, stability to the landscape,
wildlife habitats, biological diversity, clear water, scenic vistas and diverse
recreational opportunities. While changes are always occurring to the forests,
these are values that Vermonters want to maintain.
2- Benefits people obtain from forest ecosystems help sustain and fulfill
human life. Our clear air and water are in large part due to the filtering effects of
trees above and below ground. Forest provides food, fresh water, fuel and fiber.
They support functions such as maintaining soil fertility cycling of nutrients
(carbon sequestration and air pollution filtering and provide habitat for plants and
animals life). Forests reduce the effect from climate (drought) weather (flooding,
strong winds) and insects diseases problems. The forests represent a part of our
lives that we value for education aesthetics, recreation, tourism and cultural
heritage. Some of these benefits could be viewed as commodities that deserve
compensation, such as: aesthetics undeveloped open space, water shed protection
and water purification and carbon sequestration and storage.

Adapted from FORESTRY CENTENNIAL
Critères dévaluation :
Reconnaissant les détails du texte ;
Répondant aux questions sur le texte ;
Mettant les verbes au temps convenable ;
Montrant ta maîtrise du vocabulaire du texte ;
Complétant les phrases par les informations du texte ;
Traduisant une partie du texte en français.
Tâches:
Item 1: Write «True » or « False» for the following statements.
1) Vermont’s forest doesn’t cover 75 percent of the state.
2) Forest provides clear water and stability to landscape.
3) It provides only jobs and clear water.
4) Some Vermont’s forests functions are maintaining soil fertility and cycling
nutrient.
Item 2: Answer these questions based on the text

1) What do forests provide Vermonters for?
2) Are trees important to our air and water? Why?
3) What do forests reduce?
4) Draw from the text the benefits that could be viewed as commodities.
Item 3: Find in the text the synonyms of the following words.
1) Works (Paragraph 1)
2) People of Vermont (Paragraph 1)
3) interests (Paragraph 2)
4) Soil (Paragraph 2)
5) Illness (Paragraph 2)
6) Goods (Paragraph 2)
Item 4: Put the following bracketed verbs in the correct tense and form.
1) Vermont’s forest (to provide) always good fruits.
2) Look! The Vermont’s forest leaves (to fall) down.
3) We (to see) such a vast forest now.
4) Three years ago the logging companies (to cut) down too many trees in
Vermont’s forests.
Item 5: Copy and complete this table

Occasional
Geography
Universal
Nation
Historically
Industry
Item 6: Translation into French this part of the text:

From “Benefits people “……………….to “ and below ground.”
B- LA PRODUCTION D’UN TEXTE DE TYPE PARTICULIER
Contexte :
L’utilité de la forêt n’est plus à démontrer. Elle participe non seulement à
l’équilibre de l’environnement mais aussi à la résolution des problèmes de santé.
A- Critères d’évaluation :
Tu montreras ta compétence à produire un texte en :
Respectant la logique interne du texte;

Construisant des phrases significatives;
Utilisant l’orthographe et la ponctuation appropriées.
B- Tâche :
Writing :
Write a paragraph to sensitize the population of your village on the protection of

forests by showing its importance.

EPREUVE 17
II-COMPETENCES A EVALUER
CD2 : Réagir de façon précise et appropriée à un message écrit
CD3 : Produire de façon appropriée des textes de type et de fonction variés
III-L’EPREUVE
A. LA REACTION A UN TEXTE ECRIT.
Contexte : La forêt joue un rôle très important dans notre écosystème et son utilité
pourles êtres vivants n’est plus à démontrer. Ici, tu es invité(e) à réagir à un texte
sur la forêt et son importance pour les êtres humains.
Support :
Text:
1- Forests are among the various resources given to human beings to satisfy their
needs. They occupy an important place in life and are used for many purposes.
2- In the past, people with health matters went to traditional doctors to get
treated.They were given infusion, decoction, powders and liniments made of
leaves,barks and roots in order to relieve pain or treat any other diseases.
Nowadays, many people tend to practise auto-medication. They often drink
mixtures of both traditional and modern medicines.
3- Forests remain domains where many animals live and where you can find trees,
plants and grasses. Farmers use forest lands for farming to produce food crops. It
is in the forests that women fetch firewood for cooking. Besides, a shelter belt of
trees around a farm field provides building materials and timbers to make
furniture such as tables, benches, desks … It also beautifies the
environment,provides shade, as well as shelter from the sun, the wind, and
blowing dust.
4- Governments use forests for educational and economic purposes. They
sometimes arrange forests into national parks where animals are brought up.
These parks represent sites used as touristic centers and they attract foreigners.
Scientists carry out researches on the plants. These allow them to identify the
chemical substances in the plants, and then they study if they have medicinal uses.
5- It’s then obvious that forests are very important to humanity. A worldwide
organization has been quoted for its feat for the protection of the environment
and the fight against desertification. It aims at sensitizing people on the

importance of trees and avoid destroying forests because without trees, there
would be no rain and the planet earth would be a desert.
Unpublished
Critères d’évaluation : Tu montreras ta compréhension du texte après l’avoir lu

en:
- reconnaissant les détails du texte ;
- exprimant tes appréciations sur le texte ;
- Identifiant les mots justes pour parler de l’utilité de certaines choses ;
- formant les adjectives, les adverbes ou les noms à partir des mots du texte ;
- remplissant les espaces vides à l’aide des mots correctes ;
- traduisant une partie du texte en français.
Tâches:
Item 1: Write "True" or "False” for these statements.
1- Forests are used for many purposes.
2- Firewood is not important for cooking.
3- Forests provide building materials and timbers to make furniture.
4- Planting trees is useless.
1- What were people given by traditional doctors to relieve pains or treat disease?
2- What can we find in a forest?
3- Name four advantages of forests in the text.
Item 3: Fill in each gap with the suitable words (for, as, to).
1- Medicinal plants are used……treat diseases.
2- Basket is used …….transporting agricultural produce.
3- Insecticide is used……protect crops.

1- Mosquito nets are used….protection methods.
Item 4: Fill in the blanks with the correct nouns, adjectives or adverbs formed
from the given ones.
Nouns Adjective Adverbs

1- Tradition …………………………. …………………………
…
2- ………………………… medicinally
……………………… …
…
3- educational …………………….
………………………
…
4- Biology ……………………… …………………………
…
Item 5: Choose the correct words to fill in the gaps.

1- Traditional doctors (give; have given; gave) their patients some medicines last
time.
2- It’s high time we ………. cutting down trees. (will stop, stop, stopped).
3- People in the south of Sahara ………. the importance of planting trees. (have
already understood, already understand, already understanding).
1- I ……… my own trees next month. (would plant, will plant, planted).
Item 6: Translate the first paragraph of the text into French.
Contexte: La destruction des forêts a de sérieuse répercutions sur la vie des êtres
humains et
des animaux.
Tu montreras ta compétence à écrire une lettre administrative en :
- Respectant le contexte et le type de texte ;
-utilisant le vocabulaire approprié;
- faisant des phrases significatives et grammaticalement correctes ;
- utilisant l’orthographe et la ponctuation appropriées.
Tâche:
WRITING
People are burning or destroying all the forests in your village. Write a letter to
the Minister of Environment of your country to show him the bad consequences
of this action and ask for his help to put an end to it.
NB : Your name and address : ATINGAN Afi , P.O.Box 24, Allada, Benin
The receiver’s name and address : José Didier Tonato, Minister of Environment
(Ministery of environment), P.O.Box 01-3621, Cotonou

EPREUVE 18
CD2 : Réagir de façon appropriée et précise à un texte lu
CD3 : Produire de façon appropriée un texte de types et de fonctions variés
III-L’EPREUVE
Contexte :
De nos jours et partout dans le monde, les forêts sont abusivement exploitées et
menacées de disparition. Beaucoup de forêts tropicales ont même déjà disparu.
Ici, tu es invité à lire et à réagir par rapport à ce phénomène, plus particulièrement
les causes majeures de la déforestation.
Support :
Text:
1- Over half of all the world’s tropical forests have already been destroyed, and
most of that destruction has happened in the last 50 years. Only three areas of the
world have tropical forests: these are South and Central America, South East Asia,
and Africa.
Almost all the rainforest in India and Sri Lanka has been destroyed, and in
Bangladesh it has gone completely. There is no tropical forest left in Haiti. In the
Amazon Basin, the world’s largest area of tropical forest, millions of hectares are
being burned each year. In Africa the situation is not much better. 85% of Côte
d’Ivoire’s forest has already been destroyed. Guinea will only have a third of its
forest left by the year 2000, and Nigeria will have none. Overall, around 800
million hectares of tropical forest worldwide have gone.
2- Indeed, in Africa, as in other parts of the developing world, vast numbers of
trees are being cut down for cooking and heating. Eighty per cent (80%) of the
energy needs of African households are being supplied by firewood. Thus
firewood is becoming scarce, and people have to go further and further to find it.
In parts of Burkina Faso, for example, women walk three and a half hours to find
wood.
3- The demand for tropical timber is another problem. The wood in most homes
in the West (furniture, windows, doors, etc) comes from tropical forests, and about

one quarter of the wood the world needs is being exported from Africa. Logging
is very destructive to the forest. The loggers only want the tallest and straightest
trees. This means that only a few trees per hectare are being felled, but when these
trees fall, they injure and kill the trees that remain.
4- Consequently tropical forest is being destroyed at a very fast rate. For example,
500.000 hectares per year are being lost in Côte d’Ivoire alone.
5- Cut-and-burn’ agriculture (or ‘shifting cultivation’) may be traditional, but it
too is destructive. It is an old practice in Africa for people to farm in one area for
a year or two and move on to another area the next year. The reason for this is
simple. After the first fire the soil is fertile, but two years later this land is not
being used for crops any more because the soil is dead and the people have moved
on. The original forest will eventually re-grow, but only after many years. So,
these forests are being used up faster than they can be replaced.
6- Finally there is the problem of cash crops for export. In many African
countries the forest is being cleared so that products such as cocoa, tobacco,
coffee, tea, bananas and pineapples can be sent to developed countries. Thus,
forests are being replaced by large plantations which do not even provide food for
the local population.
reconnaissant les détails du texte ;
exprimant des appréciations personnelles sur le texte ;
identifiant dans le texte les synonymes de quelques mots ou expressions ;
traduisant le passage indiqué ;
appliquant convenablement les structures grammaticales.
Tâche:
Item 1: Write ‘’True’’ or ‘’False’’ for each of these statements.
1- Tropical forests are well preserved everywhere in the world.
2- A lot of trees are cut down in Africa for cooking.

3- The wood used for doors and windows in Western countries comes mostly from
Asia.
4-In cut-and-burn agriculture, people farm a piece of land for one or two years
and they move on to another land the following year.
5-They cash crops produced on burnt lands provide a lot of food to the local
populations.
Item 2: Match each underlined word in column A with what it refers to in column
B.
NB: Use only the numbers and the letters
Column A Column B
1-These are ( parag1) a) the tallest and straightest
trees
2-Find it ( parag2) b)cut-and-turn agriculture
3-They injure (parag3) c)only three areas
4-It is destructive (parag 5) d)large plantations
5- Which do not provide (parag e)firewood
6)
Item 3: Answer these questions.

1- Three major areas of the world still have their forests: Name them.
2-Why is it said that logging is destructive to the forests in many parts of the
world?
3- In cut-and-burn agriculture, what is the basic reason why people move from
land to land every year?
4- Why are cash crops for export considered as a problem in developing countries?
Item 4: Find synonyms to these words or phrases from the text.

1-rare / difficult to find (paragraph 2)
2- twenty-five per cent (25%) (paragraph 3)
3-very quickly (paragraph4)
4-good for growing crops (paragraph 5)
5-produce (paragraph 6)
Item 5: Fill in the gaps in the sentences with the words “as”, “for” or “to”.
NB: Don’t copy the sentences
1-Carpenters use wood……makes furniture.
2- Loggers use this special big machete……cutting trees in forests
3- People use firewood……cook or heat things.
4- Cash crops are grown……commercial purposes only.
5- Scientists study substances from plants……see if they have medicinal use.
6- This herbal tea is used……an ant malarial drug.
Item 6: Fill in the blanks with the correct words.

1- Tradition -------------- ---------------
2- ------------ -------------- medicinally
3- ------------ educational ----------------
4- Biology --------------- ---------------
Item 7: Translate the passage below into French.
‘’Eighty per cent (80%) of the energy needs of African households are supplied
by firewood. Thus, firewood is becoming scarce, and people have to go very far
to find it.
In parts of Burkina Faso, for example, women walk three and a half hours to find
wood.’’

Contexte : Dans ton entourage il y a beaucoup de personnes qui ne comprennent
pas assez l’utilité des forêts. A l’occasion de la journée de l’arbre, tu es sollicité
pour présenter un exposé à ce sujet. Pour ce faire, tu as à rédiger un paragraphe
cohérent.
Critères d’évaluation : Tu montreras ta compétence à produire un texte, plus

précisément un paragraphe, sur l’importance des forêts en :
respectant le contexte et le type du texte ;
utilisant le vocabulaire adéquat ;
utilisant l’orthographe et la ponctuation appropriées ;
construisant des phrases grammaticalement correctes et significatives.
Tâche: Write a paragraph about the importance of forests. (No more than Fifteen
(15) lines

EPREUVE 19
III. Compétences à évaluer
IV. L’EPREUVE
Contexte : La forêt est toujours utile à l’homme et pourtant il ne cesse de la
détruire par diverses manières. Tu es invité (e) à réagir par rapport à un cas pareil
dans le texte ci-dessous.
Support
Text: The rainforests
1- The rainforests are thick forests in tropical part of the world that have a lot of
rain. Imagine enough trees to cover a football pitch, burning down every second
of everyday of the year. If destruction continues like this, soon there will be very
little rainforest left, anywhere on earth.
2- When rainforests are destroyed, we put humankind’s future on the earth in
danger. One of the reasons for burning rainforests is to increase land for farming.
However, the soil in rainforests is usually poor, so the new farms do not improve
the supply very much. On the other hand, plants that might improve new kinds of
food are destroyed by fire, sometimes before scientists have been able to give
names to them. Remember that rice, cocoa and maize were all first discovered in
the rainforest.
3- Rainforests give us medicines as well as food. A quarter of the medicines in a
dispensary contain something, which has come from rainforest plants or trees.
Because of these plants, we can hope to find cures for some of the worst diseases
of our time such as cancer and AIDS. Thirdly, rainforests give us air to breathe
and keep our climate right. Destroying the forest warms the earth up and
endangers the whole world.
4- Some people prefer cutting down trees than burning them. The first behavior
is better than the second one if new trees are planted. However, if trees are cut
down to build roads, or to increase farmland, they are not replaced in fact if the
farms are used for rearing cattle. Global warming is actually increased. This is
because cows also produce a gas called methane, which has the same effect as
carbon dioxide. Should we grow rice instead? No, because rice also gives off
methane as it grows!
Adapted from “Students’ book 3eme” p63

Tâche/ Consignes:
Item 1: Write “True” or “False” for these statements.
5- By destroying forest, there will be many trees in the future

6- Rainforests give us a lot of things
7- A quarter of the medicines in a dispensary comes totally from rainforest
plants or trees
8- Cutting down trees is better than burning them if new trees are planted.

1- What is a rainforest?
2- How is the soil in the rainforest?
3- Why are the plants useful to the medicines?
4- Give three examples of what rainforests give us
Item3: Find the synonyms of the following words in the text
5- Setting on fire (paragraph 1)

6- Damaged (paragraph 2)
7- Sicknesses (paragraph 3)

8- Consequence/ Impact (paragraph 4)
Item 4: Translate this part of paragraph 3 into French (2nde AB only)

“Rainforests give us medicines………… keep our climate right”
Item5: Complete this table with the right words

Tropical
Usually
Medicine
Global
Item6: Put the bracketed verbs into the correct tense and form
5- If the rainforests were important for us, we (to stop) destroying them.
6- Trees are used for (to make) medicines
7- It is many years since rainforests (to exist) in Africa
8- Why don’t you (to avoid) cutting down trees?
Contexte : Pour conserver certaines ressources, les spécialistes sensibilisent la

population à planter des arbres en vue de réduire la disparition de plusieurs
espèces. Tu es appelé (e) à dire si cette initiative est bonne ou mauvaise.
Critères: Tu montreras ta capacité à rédiger un texte cohérent en anglais en

Tâche:
Writing:
Is cutting down trees or forests a good or bad thing? Why? or why not?

EPREUVE 20
CD2 : Réagir de façon précise et appropriée à un message écrit
CD3 : Produire de façon appropriée des textes de type et de fonction variés
III-L’EPREUVE
B. LA REACTION A UN TEXTE ECRIT.
Contexte : La forêt joue un rôle très important dans notre écosystème et son utilité
pourles êtres vivants n’est plus à démontrer. Ici, tu es invité(e) à réagir à un texte
sur la forêt et son importance pour les êtres humains.
Support :
Text:
1- Forests are among the various resources given to human beings to satisfy their
needs. They occupy an important place in life and are used for many purposes.
2- In the past, people with health matters went to traditional doctors to get
treated.They were given infusion, decoction, powders and liniments made of
leaves,barks and roots in order to relieve pain or treat any other diseases.
Nowadays, many people tend to practise auto-medication. They often drink
mixtures of both traditional and modern medicines.
3- Forests remain domains where many animals live and where you can find trees,
plants and grasses. Farmers use forest lands for farming to produce food crops. It
is in the forests that women fetch firewood for cooking. Besides, a shelter belt of
trees around a farm field provides building materials and timbers to make
furniture such as tables, benches, desks … It also beautifies the
environment,provides shade, as well as shelter from the sun, the wind, and
blowing dust.
4- Governments use forests for educational and economic purposes. They
sometimes arrange forests into national parks where animals are brought up.
These parks represent sites used as touristic centers and they attract foreigners.
Scientists carry out researches on the plants. These allow them to identify the
chemical substances in the plants, and then they study if they have medicinal uses.
5- It’s then obvious that forests are very important to humanity. A worldwide
organization has been quoted for its feat for the protection of the environment

and the fight against desertification. It aims at sensitizing people on the
importance of trees and avoid destroying forests because without trees, there
would be no rain and the planet earth would be a desert.
Unpublished
Critères d’évaluation : Tu montreras ta compréhension du texte après l’avoir lu

en:
- Identifiant les mots justes pour parler de l’utilité de certaines choses ;
- formant les adjectives, les adverbes ou les noms à partir des mots du texte ;
- remplissant les espaces vides à l’aide des mots correctes ;
- traduisant une partie du texte en français.
Tâches:
Item 1: Write "True" or "False” for these statements.
1- Forests are used for many purposes.
2- Firewood is not important for cooking.
3- Forests provide building materials and timbers to make furniture.
4- Planting trees is useless.
1- What were people given by traditional doctors to relieve pains or treat disease?
2- What can we find in a forest?
3- Name four advantages of forests in the text.
Item 3: Fill in each gap with the suitable words (for, as, to).
1- Medicinal plants are used……treat diseases.
2- Basket is used …….transporting agricultural produce.

3- Insecticide is used……protect crops.
2- Mosquito nets are used….protection methods.
Item 4: Fill in the blanks with the correct nouns, adjectives or adverbs formed
from the given ones.
Nouns Adjective Adverbs

1- Tradition …………………………. …………………………
…
2- ………………………… medicinally
……………………… …
…
3- educational …………………….
………………………
…
4- Biology ……………………… …………………………
…
Item 5: Choose the correct words to fill in the gaps.

1- Traditional doctors (give; have given; gave) their patients some medicines last
time.
2- It’s high time we ………. cutting down trees. (will stop, stop, stopped).
3- People in the south of Sahara ………. the importance of planting trees. (have
already understood, already understand, already understanding).
2- I ……… my own trees next month. (would plant, will plant, planted).
Item 6: Translate the first paragraph of the text into French.
Contexte: La destruction des forêts a de sérieuse répercutions sur la vie des êtres
humains et
des animaux.
Tu montreras ta compétence à écrire une lettre administrative en :
-utilisant le vocabulaire approprié;
- faisant des phrases significatives et grammaticalement correctes ;
- utilisant l’orthographe et la ponctuation appropriées.
Tâche:
WRITING
People are burning or destroying all the forests in your village. Write a letter to
the Minister of Environment of your country to show him the bad consequences
of this action and ask for his help to put an end to it.
NB : Your name and address : ATINGAN Afi , P.O.Box 24, Allada, Benin
The receiver’s name and address : José Didier Tonato, Minister of Environment
(Ministery of environment), P.O.Box 01-3621, Cotonou

EPREUVE 21
CONTEXTE : De nos jours, l’homme agit beaucoup sur les ressources naturelles
pur satisfaire ses besoins.
Support
Text: The use of trees
We use a lot timber when building a house, for example for roof ratters and door
and window frames; as well as for the furniture to put inside the house. We also
need trees to make paper for the book and newspapers we read. We produce
cooking oil from coconut and palm trees, as well as eat delicious fruit from orange,
guava and mango trees. Everyday the majority of villagers use charcoal, made
from wood, to cook their meals.
trees that we fail to appreciate their most important function. To cover and protect
the soil, their branches with constantly dropping leaves, provide a canopy beneath
which is a complex mixture of organic matter build up over periods of time.
3- Their roots break up the soil together and allow the falling rain to sink in
easily. At the same time, the roots help to keep the soil together and prevent it
from being washed by floods.
4- When man in his eagerness to drow quick profit from trees, cuts them down
needlessly and for his wants only, the results are serious. The heavy tropical rain
falls on hard ground and flows away on the surface causing floods. The rich top
soil in which crops grow so well is gone. Nothing remains but worthless desert.
5- Man has to learn to regulate his exploitation of trees so that the forests will
not disappear totally. The falling of trees must be done, not haphazardly, but with
“discrimination”, so that the younger trees are given space to develop, and
seedlings can be planted by man to replace those cut down with careful planning,
the forest will never disappear, but will produce enough timber each year, and at
the same time continue to cover and protect the soil.
Extracted from Go For English 3è Page 105
Notes
Seedlings : semences
Haphazardly : l’aveuglette
Refters: chevron d’une charpente.
- Reconnaissant les détails et idées maîtresses du texte ;
- Manifestant ta maîtrise de certaines structures grammaticales ;
- Traduisant un passage du texte ou des phrases.
CONSIGNES :
ITEM1: Write “true” or “false” for these statements.
1- We sit under trees for shade on a cold day.
2- Trees are used to make only charcoal.
3- To enjoy a good life, people can do without trees.
4- The writer is advising people to regulate tree exploitation
5- Villagers get charcoal from fruits to do cooking.
6- By cutting down trees without discrimination, humans are protecting their
environment.
ITEM2: Answer these questions based on the text

1- How is cooking oil produced?
2- Why should people cut trees with discrimination?
3- Who use charcoal made from wood to cook their meals?
4- What do we use timber for in the building of a house?

ITEM 3: Give the correct form of the bracketed words so as to make
meaningful sentences.
1- (Tradition) medicines are generally made with parts of trees.
2- Our (nation) team played well the other day at stadium Mathieu KEREKOU.
3- English is spoken everywhere in the world. It is a (Universe) language.
4- A fruit that grows in the tropics is a (tropic) fruit.
5- Cooking oil from palm nut and coconut is (local) produced.
ITEM4: Complete the following sentences with: as, to and for.

1- Trees trunk is used………………seat in villages.
2- Coconut and palm trees are used……..producing oil
3- Timber is used ……….the manufacturing of furniture like tables, chairs and
beds.
1- Charcoal is used by people …………….cook meals.
2- ITEM 5: Translate (only 2nd A)

3- Translate the last paragraph into French (Paragraph 5) “Man has to
………..protect the soil”
ITEM 6: Rephrase the following sentences using the prompts given.

1- Quinine is used to treat malaria
*Quinine is used for………………………………………………...
2- Let’s protect our natural resource
* What about………………………………………………………..
3- Children haven’t watered flowers for two weeks.
* It is………………………………………………………………..
4- We could plant trees in front of our schools.
* Why don’t………………………………………………………..
5- People must stop destroying forests.
* It is high time…………………………………………………….
B –LA PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

CONTEXTE : Certains apprenants ignore le rôle que jouent les forêts dans
notre vie. Tu es invité produire un paragraphe pour les convaincre.
Critères d’évaluation : Tu montreras ta capacité à produire un paragraphe en
Anglais en :
- Respectant le contexte;
Writing
What is the importance of forest in your area? How?

EPREUVE 22
I- COMPETENCES A EVALUER
- CDn°2 : Réagir de façon appropriée à un message lu
- CDn°3 : Produire de façon appropriée des textes de types et de fonctions
variés
II- L’EPREUVE
Contexte :
De nos jours, personne ne peut ignorer le rôle que jouent les forêts dans le
maintien de l’écosystème et l’homme s’expose à de graves conséquences en les
détruisant. Le texte ci-après évoque l’utilité des forêts tropicales humides.
Support : le texte ci-dessous
Text :
1- One of the best things you can do is to tell your friends about the rainforests.
Make sure that as many people as possible, not just your family and friends, know
how important the rainforests are to everybody. If everybody works together, we
may just be able to do something before it’s too late.
2- Tropical rainforests form one of the most complicated communities on this
planet and are vital to the control of the earth’s climate. They are home to millions
of people, more plants and animals than anywhere else on the earth. Because of
the abundance of warmth, light and rain; trees may grow as high as 65 yards tall.
Think of a football field. Well, in the time it took you to read that first sentence
that much rainforest has disappeared. Every single minute, in an area the size of
twenty football fields is cut down. In some areas, trees are being replanted, but
this replaces only tiny fraction of the ones that are being destroyed.
3- Rainforests contain more than half the known number of species of plants and
animals. Nobody really knows how many there are but in one area of rainforest
that was studied, biologists found 750 different kinds of trees, 125 different kinds
of animals, 400 different kinds of birds and 100 different kinds of reptiles in an
area, the size of just one tennis court, there may be thousands of different species
of insects.

4- Rainforests are found in some of the poorest areas of the world. They are
valuable source of income and may constitute a country’s only natural resource.
Inhabitants often cut down trees so that they can plant crops such as peanuts,
cocoa and bananas. The forests are theirs; what right do we have to say that they
shouldn’t be cut down? On the other hand, destroying the rainforest mean more
than serious. How are we going to resolve the dilemma?
Windows on the United States , P.137
Critères d’évaluation : Après avoir lu le texte tu montreras que tu l’as compris
en :
- Reconnaissant des détails du texte ;
- Exprimant des appréciations personnelles sur le texte ;
- Montrant ta compréhension du vocabulaire du texte ;
- Montrant ta maîtrise de certaines structures grammaticales ;
- Mettant des verbes aux temps ou formes convenables ;
- Reformulant certains passages du texte selon les indications données.
Consignes :
Item 1 : Write ‘’Right’’ or ‘’ Wrong’’ for each statement according to the text.
1- The text is about natural resources
2- Everybody doesn’t need to know the importance of rainforests
3- Millions of people live in rainforests
4- A country may have rainforests as the only natural resource
Item 2 : Answer these questions on the text

1- Who must be informed about the importance of rainforests?
2- What is vital to the control of the earth’s climate?
3- What do inhabitants often cut down trees for?
Item 3 : Find out from the text words meaning the same or almost the same as the
following ones :
1- Extremely small ( paragraph 2)

2- groups ( paragraph 3)
3- revenue ( paragraph 4)
4- damaging ( paragraph 4)
Item 4 : Choose the most suitable word in the brackets and fill in each gap.
1- Rainforests are used…………..home of millions of people (for, to, as)
2- Inhabitants can plant crops,………, peanuts, cocoa and bananas (such as
,like, for example).
3- …………don’t we resolve this dilemma? (shall, why, could).
4- These species of plants grow…………..in rainforests (natural, naturally,
nature).
Item 5 : Supply the right tense or form to the verbs in brackets.
1- Look ! they (to replant) trees in these areas.
2- If everybody works together, we (to do) something.
3- It is twenty years since biologists (to discover) 750 different kinds of trees
in this rainforest.
4- How about (to stop) the destruction of the rainforests ?
Item 6 : Rephrase these sentences using the given prompts.
1- Trees are being replanted by the inhabitants in some areas.
The inhabitants………………………
2- They have never replanted trees.
It is the first time…………………………
3- They often cut down trees to plant crops such as peanuts, cocoa and
bananas.
They often cut down trees for…………………………………
4- Governments could resolve the dilemma.
Why don’t…………………………………………………… ?
Contexte : Les forêts offrent divers avantages à l’homme selon l’utilité qu’il en
fait. Tu es invité(e) à écrire un paragraphe pour montrer l’importance des forêts.
Tu montreras ta compétence à écrire un paragraphe en Anglais en :
- respectant le type du texte et le contexte ;
- respectant la logique interne du texte ;
- construisant des phrases grammaticalement correctes et significatives ;
- utilisant le vocabulaire, l’orthographe des mots et la ponctuation
appropriés.
Tâche:
Writing
Write a paragraph to show how useful forests are.
NB: Don’t copy down the text otherwise you will get zero.

EPREUVE 23
- Réagir de façon précise et appropriée à des messages lus ou entendus
- Produire de façon appropriée des textes de type et de fonctions variés
L’épreuve
I- REACTION A UN MESSAGE ECRIT
A- Contexte
Les arbres constituent un élément capital pour notre environnement sans
lequel l’homme ne saurait bien vivre.
B- Support
Text : National Tree-Planting campaign in Oueme.
1. The development policy of Benin has always paid special attention to the
environmental protection and by extension to the war against
desertification. Since April 1995, the National Tree-Day and the National
Tree-Planting Campaign had been decreed. These two events are celebrated
every year, the first, on the 1st of June of each year, and the second, during
the rainy season.
2. Many structures are involved in the production of plants, and the
Firewood project which recently came to an end, occupies the first
position with about 85%. It is followed by CARDER OUEME nurseries
with 10%, village groups with 2%, schools with 1% and communities with
0,14%.
3. The low result of communities shows that village Tree-Planting
communities are not functioning; claimed some leaders of CARDER
OUEME who deplored the lack of supervisory and monitoring
communities for the annual National Programme.
4. If indeed the impressive number of 300,000 plants per year on the average
were planted in the OUEME department during the campaign, then it is sad
to note that most of the plantations no longer exist in the area.

5. A lot of plants have disappeared for lack of care. They were subjected to
all sorts of damage including mutilation by roaming animals; bush fires,
drought, flood water, etc. The mortality rate of these plants is higher
because they are not protected.
6. The role of the tree in the environment can still not be properly appreciated
by most people in the area. Faced with the continued degradation of the
environment as a result of human activities, the opinion of some
CARDER OUEME leaders is that people should be further integrated into
the tree- planting process. This would awaken the
consciousness of the people to the need for a correct implementation of the
two programmes.
Called from the 312 edition of Le Matinal
Quoted in the 888 edition of CIDE-Benin Press,
Feb.1999.
A. Critères d’évaluation

- reconnaissant certains de ses détails ;
- répondant à des questions de façon approfondie ;
- montrant ta maîtrise de son vocabulaire ;
- démontrant ta maitrise de la grammaire
- traduisant un passage du texte en Français et des phrases du Français en
Anglais ;
- utilisant la forme correcte des verbes en parenthèses ;
- reformulant certaines de ses idées de façon autonome
NB : Tu traiteras les items en Anglais, l’exception de la traduction.
D- Tâches
Item 1 : Select the correct answers to complete the sentences. Write the number
and the letter only.

1- The two events take place
a) Once a year
b) Every five years
c) On the same day
2- Carder Ouémé is
a) An international organization
b) An institution in charge of agriculture in Benin
c) A development association
3- National Tree – Planting has been organized
B- For the first time in 1935
C- For the first time in 1999
D- For the first time in 1995
4- The plants died because
a) They were overlooked
b) They received good maintenance
c) They were watered well
5- People should be integrated means
a) They should be kept a lot
b) They should be involved
c) They should be isolated
Item 2 : Answer the following questions based on the text.
1- What are the two events mentioned in the text?
2- How many structures are engaged in the production of plants?
3- What were the causes of many plants death in Ouémé department?
4- What should people do to fight against the degradation of the environment?
Item 3 : Find in the text the antonyms of the following words.

1- Peace (paragraph 1)
2- Dry season (paragraph 1)
3- High (paragraph 3)
4- Isolated (paragraph 6)
Item 4 : Translation
a) Translate into French (paragraph 5 / For 2nde C/D only)
From : “A lot of plants have disappeared …“
Down to: “… because they are not protected”
b) Translate the following sentences into English (For 2nde AB only)

1. Il est formellement interdit de détruire les arbres
2. Les arbres jouent un rôle important dans la vie des hommes
3. Quand il fait chaud, on peut se reposer sous l’arbre
4. Les Béninois célèbrent la journée de l’arbre tous les premiers Juin de
l’année
Item 5 : Give the correct forms or tenses of the verbs in brackets
1. We must (to stop) destroying African forests in the next years

2. Every year, Benin people (to plant) trees on the 1rst June
3. Political leaders (not to find) suitable solutions yet against deforestation
4. (Not kill) our trees because they are precious
5. It’s high time people (to know) about the importance of trees
Item 6: Rephrase the following sentences without changing their meanings.

Use the prompts given
1. They have never planted trees in that area

. It’s is the first time …………………………………
2. Don’t cut the useful trees in your area
. You had better……………………………………
3. They didn’t water the plants so they died
. ……………………..because…………………….
4. The authorities should sensitize people on the importance of trees
. How
about………………………………………………………………………………
…….
II- La production écrite d’un texte de type et de fonction variés
A- Contexte :
L’importance des arbres n’est pas connue de tous.
Tu montreras ta compétence à rédiger un paragraphe en :
- respectant le contexte et le type de texte
- respectant la logique interne du texte
- construisant des phrases grammaticalement correctes
C- Tâche :
Writing:
Write a paragraph to show the importance of planting trees, the
drawbacks of cutting down trees and suggest how we can take care of trees (Not
more than 20 lines)
The following cues or phrases can help you:
Cutting down trees - are harmful - for environment - trees not only - help
communities

get firewoods - for heating - cooking - furniture - sensitize - educate-
trees nursery - water trees every day - safe environment…
EPREUVE 24
CD2 : Réagir de façon précise et appropriée à un message écrit.
CD3 : Produire de façon appropriée des textes de types et de fonctions
variés.
L’épreuve
II- La réaction à un message lu
A- Contexte : Du jour au lendemain, certaines personnes détruisent les forêts
sans s’en rendre compte des méfaits qui en découlent. Mais d’autres en sont
conscients et œuvrent pour la protection.
B- Support :
Text :
RAMIRO owns a valley that is blanketed with tropical cloud forest. Situated in
the foothills of South America’s Andes Mountains, this valley is one of the few
in the region where ancient trees still stand. All around, the hills are denuded of
forest. Scientists come from far and wide to study the wildlife in Ramiro’s cloud
forest, and they have discovered several species never described before. Ramiro
is intensively interested in preservation. He declares: ‘’There will be no logging
in my forest.’’
On the other hand, Roberto manages 2,000 square miles of tropical
rainforest in the lowlands of the Amazon basin. He is a professional forester who
harvests and sells tropical timber for the World market. But Roberto is also
intensively interested in protecting tropical forests and their wildlife. ‘’Tropical
timber can be harvested without doing permanent damage to the diversity of life’’,
he insists.
Different though they are, Ramiro and Roberto share a profound concern
for the fate of tropical forests. And they are far from being alone. In recent decades
the reckless destruction of tropical rainforests has accelerated alarmingly.
Is such concern overblown? After all, people cleared much of the forests in
temperate regions in centuries past, largely to make way for agriculture. So why
worry if people in the tropics now act similarly? There are key differences. For
instance, tropical rainforests often grow on infertile land, where agriculture is a
poor alternative. Also, the diversity of life in tropical forests is much greater; its
loss affects all mankind.
The preservation of tropical rainforests is vital to you because so many of
the domestic and commercial plants that you rely on depend, in a way, on their
wilder ancestors that still thrive in such forests. These wild strains are used at
times to breed newer strains that are more resistant to diseases and pests. The 1/3
genetic diversity found in wild varieties is therefore essential.
Extracted from Awake! June 22, 2003 Page 3
Vocabulary: A cloud forest or mountain rainforest is a rainforest growing at
elevations above 3,000 feet.
: Après avoir lu le texte, tu montreras que tu l’as compris-en :
C-CRITERES D’EVALUATION
Reconnaissant des idées maîtresses et des détails du texte,
Manifestant ta maîtrise du vocabulaire lié au texte,
Manifestant ta maîtrise de certaines structures grammaticales liées au
texte,
Reformulant des passages de façon autonome,
Manifestant ton degré de maniement du français et de l’anglais liés
au texte.
NB : Tu traiteras les items sur le texte en Anglais sauf la traduction. Tu veilleras
au respect des consignes, à la pertinence de tes réponses et à la clarté de ta copie.
D-Consignes / TâcheS
Item1: Say whether these statements are right or wrong
1- Ramiro owns a valley without tropical cloud forest.
2- Scientists come to Ramiro’s Cloud forest and have discovered several
species that have already been described.
3- Both Ramiro and Roberto take interest in protecting tropical forests and
their wildlife.

4- In centuries past, people cleared much of the forests in temperate regions
for agricultural reasons.
5- The loss of diversity of life in tropical forests never affects all mankind.

1- Where can we find Ramiro’s cloud tropical forest? Why is it so important?
2- Is Roberto a good manager of tropical rainforest? Justify your answer.
3- The preservation of tropical forests is vital to you- Show it with a passage
from the text.
Item3: Find in the text the words or expressions that have the same meaning
like the following.
1- Low mountain (paragraph 1)
2- Cut and gathered crops (paragraph 2)
3- Period of ten years (paragraph 3)
4- Develop (paragraph 4)
5- Necessary (paragraph 5)
2/3
Item4: Supply the correct form for the bracketed words to make these
sentences meaningful. (Only for AB)
1- The first June is a (tradition) feast of tree planting
2- The (destroy) of forest causes deforestation
3- A lot of (medicine) plants and animals could be protected.
4- The (natural) of environment is worried
5- This plant is (universe) known all over the world.
Item5: Rephrase the following sentences using the prompts given. Don’t
change their meaning.
1- Different species have been found in the tropical rainforest.
They……………………………………………………..

2- It’s not good to cut down trees.
You’d better………………………………………….
3- If you don’t protect trees, the weather will be hot.
Unless…………………………………………………..
4- People can plant trees to replace which are cut down.
Why don’t…………………………………………..
5-Some people use parts of trees to treat diseases.
Parts of trees are used for…………………………..
Item6: Translate into French the passage in the text
From: ‘’On the other hand, …….. ’’ Down to: ‘’………their wildlife’’
II- La production d’un texte écrit (Lettre administrative)

A-Contexte :
La destruction abusive des forêts est souvent mal appréciée par les populations
qui par moment saisissent les autorités compétentes.
Tu montreras ta capacité à écrire une correspondance en :
B- CRITERES DE D’EVALUATION
Respectant le type de texte,
Respectant le contexte du sujet,
Construisant des phrases grammaticalement correctes et significatives,
Respectant la logique interne du texte,
Utilisant l’orthographe et la ponctuation correctes.
C- Consigne/ Tâche:
Writing:
A logging company is cutting down trees in your area. Write a letter to the
Mayor to inform him of this situation and ask him to put an end to it.
10
REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II
0
EPREUVE 25
- Compétences à évaluer :
CD N°2 : Réagir à des messages lus ou entendus.
CD N°3 : Produire de façon appropriée des textes de type et de fonction variés.
- L’Epreuve
I- La réaction à un message lu
A- Contexte : Malgré les nombreux avantages que les hommes et les animaux
tirent des forêts, il est constaté que les forêts sont souvent mal exploitées et
son en voie de disparition.
B- Support
Text :
1. Every year, considerable quantities of leaves fall of forests trees and plants.
Those leaves turn into humus which fertilizes soil. The resulting fertile forest
soils are highly attractive to farmers. Forests constitute the natural homes of
animal and plant species. In this manner, these species are protected from the
exploitation of man because human beings are denied casual access to them.
Under such a situation, these animals and plants can grow and flourish.
Therefore, forests help the preservation and propagation of animals’ species.
2. Forests prevent soil erosion especially on hilly and mountainous slopes. The
roots of trees and forest plants hold the soil tightly together making it
impossible for running water to wash the soil away. The dense plant cover of
forests also interferes with the movement of winds and prevent wind erosion.
Forests created by man are also used as shelterbelts or windbreaks. These
10
1
windbreaks check the movements of intense winds and blizzard and by so
doing maintain a sheltered environment for crops, livestock and human beings.
3. Green plants produce food through a process called photosynthesis. This
process also results in the production of oxygen on earth. On large scale,
forests constitute the principal source of oxygen in the environment because
they enclose the largest concentrations of trees and plants on our planet. Since
all the human beings and animals depends on oxygen for survival, the
importance of forests in this regard cannot be overemphasized.
4. But forests are being destroyed and the mankind’s future on Earth is in danger.
“Global warming” is actually increased. If nothing is done, by the year 3000
all the earth will be a vast desert. The weather will be so hot that we won’t
need to make fire before cooking. So we’d better beware, control deforestation
and plant more trees.
From Spectrum Agricultural Science for J.S.S by B.A. ADELEKAN. P.50
C-Critères d’évaluation :
- montrant ta maîtrise du vocabulaire du texte ;
- montrant ta maîtrise de certains fonctions et structures de l’Anglais ;
- reformulant des passages de façon autonome ;
- traduisant un passage du texte en Français.
D-Tâches et Consignes :
Item 1: Write "True" or "False" for these statements.

1. Forests’ fertility is never useful to farmers ;
2. Forests are responsible for animal and plant species reproduction.
10
2
3. Wind erosion prevention is a usefulness of forest.
4. Forests rarely provide oxygen in the environment.
5. Destroying forest has no impact on human beings and the nature.
Item 2: Answer these questions based on the text.

1. How are soils fertilized ?
2. What prevents wind erosion ?
3. What is the consequence of destroying forests ?
Item 3: Find from the text words or expressions having the same meaning as the
following :
1. Spread (paragraph 1)
2. Keep (paragraph 2)
3. Meal (paragraph 3)
4. Damaged (paragraph 4)
Item 4: Choose the correct answer for each sentence below. Don’t copy the
sentences
1. What about (to protect ; protecting ; protected) our forests ?
2. We use a lot of timber (for ; as ; to) build a house.
3. Some forest trees are used (as ; for ; to) treating diseases.
4. Farming (to example ; to ; for example) ; is a large cause of deforestation.
Item 5: Form an adjective or adverb from the nouns in brackets to make

meaningful sentences. Don’t copy the sentences.
1. Trees are (nature) resources.
2. Nowadays, many forests are (industry) exploited.
3. A lot of (medicine) plants and animals could be protected.
10
3
4. Sacred forests are often considered as (history) places.
Item 6: Rephrase the following sentences using the prompts given. Don’t change
their meaning.
1. People shouldn’t destroy forests.
They had better………………………………………………
2. If you cut down trees, the living conditions will be difficult.
You had better …………, otherwise,………………………..
3. These species are protected from the exploitation.
People ……………………………………………………………
4. People will be faced with global warming if they destroy forests.
Unless ……………………………………………………………
Item 7:Translate the passage below into French.

From: “Forests constitute ………………… down to …….. animal and species”.
II- La production d’un texte de type particulier
A-Contexte : Dans ton milieu, certaines personnes détruisent anarchiquement les

arbres dans la forêt. Ecris une lettre au Maire de ta localité pour l’informer et à
l’inviter à mettre fin à cette mauvaise pratique qui a des conséquences sur
l’environnement.
B-Critères d’ évaluation : Tu montreras ta compétence à rédiger une lettre en :

- Respectant la logique interne ;
- Construisant des phrases grammaticalement correctes et significatives ;
10
4
C-Tâches et consignes
Writing: People are cutting down too many forest trees in your area. Write a letter
to the Mayor of your locality to inform him and tell him to put an end to that
situation.
(not more than 15 lines).
EPREUVE 27
CDN°2 : Réaction appropriée à un message lu.
CDN°3 : Production de texte de type et de fonctions variés
B- La réaction à un message lu
Contexte : L’environnement est un bien très précieux qui regorge diverses
merveilles de la nature.
Support
Text : Come to Cameroon, Africa in miniature
The north of the country, with six national parks, offers wonderful opportunities
for seeing the animals of Africa – rhinos, hippos, elephants, lions, ostriches,
giraffes, to name only a few. Or try the tropical rain forest of the south with its
gorillas, monkeys and colourful birds. And don’t forget the country’s three
excellent zoos. There’s no better place to see nature the natural way than
Cameroon.
Cameroon has 400 km of Atlantic coastline with clean, natural beaches and a
warm ocean to swin in. There are good hotels to stay at in Kribi and Limbé, and
exciting opportunities for the sprots fisherman.
10
5
An immense variety of people, as varied as the land itself, with cultures that are
still real and alive. Here are friendly people with fascinating traditions and
folklore. And don’t forget the crafts : masks, figures, jewelry, handbags, swords,
mats – all made by craftsmen, - can be bought at reasonable prices : souvenirs of
an unforgettable holidays.
Where would you find a greater variety of landscape than in Cameroon ? From
tropical rainforest to savannahs, from high plateaus to the dry plains and steppes
on the southern border of the Sahel, all the scenery you might expect to find in
Africa is here in a single country, smaller than France. Why look any father ?
Extracted from Go For English 3ème page 105
Après avoir lu le texte ci-dessus, tu prouveras que tu l’as compris en :
-appréciant les réponses par ‘’true’’ or ‘’false’’
-répondant aux questions posées
-montrant ta maitrise du vocabulaire et de certaines structures grammaticales ;
-traduisant de façon autonome un passage du texte.
Item 1: Say whether these statements are true or false according to the text.
1. Gorillas are seen in the north of Cameroon.
2. Cameroon has no access to the sea
3. It will be pleasant to spend one’s holidays in Cameroon.
4. To the author, apart from Cameroon, no greater variety of landscape can be
found anywhere
5. Cameroon is as small as France
Item 2 : Answer these questions based on the text.
1. Where can we find monkeys in Cameroon ?
2. Do people take care of the environment in Cameroon ? How do you know ?
3. What do Cameroonian craftsmen sell ?
Item 3 : Complete these sentences according to the text.
10
6
1. In the tropical rain forest of Cameroon, we can find………………………...
2. The best place to see nature the natural way is……………………………...
3. Kribi and Limbé offer the visitors ………………………………. to stay at.
4. Among the variety of Cameroon landscape, we have……………………….
Item 4 : Match the words in column A with the words they have to do with
in column B
Column A Column B
1. Zoo a- Swimming
2. Warm ocean b- Animals
3. Landscape c- Handbags
4. Crafts d- Savannah
Item 5 : find out the statements from which the following interrogative
sentences are obtained based on the underlined answers.
1. Where did villagers complain about the company ? at the regional court
2. What does this firm do to the environment ? pollutes
3. Why are trees not allowed to be cut down ? because it is harmful to the
environment
4. What have been found in the tropical rain forest ? Different species
Item 6 : Translation
Translate the last paragraph of the text into French
B- Production d’un texte de type et de fonction variés

Contexte : Notre cadre de vie doit être propre et attractif. Pour cela il doit être
entretenu.
Tu montreras ta capacité à produire un paragraphe en :
- Respectant la nature du sujet ;
10
7
- Ecrivant des phrases grammaticalement correctes et cohérentes ;
- Respectant l’orthographe des mots et en utilisant la ponctuation appropriée.
Writing :
Write a short text of about fifteen (15) lines to tell people what they should
do to keep their environment clean and nice-looking
EPREUVE 28
Contexte: Notre environnement est confronté à des difficultés dont nous n’avons
souvent pas conscience.
Support
Text: Challenges in the foresting sector.

Forests and woodlands of Bostwana represent an important resource in terms of
providing the majority of rural populations with an energy source, material for
fencing, construction, building and crafts while maintaining environment balance.
However, deficit of trees are beginning to occur in areas surrounding major

populations centers. The situation is exacerbated by the persistence of drought
cycles, wild-land fires, deforestation over-gazing, and overharvesting of forest
resources including non-wood forest product. The result has been devasting as
large areas have been tripped of tree cover through, indiscriminate cutting of live
trees.
These combined effects have resulted in the conversion of 20.000 hectares of

productive grassland and shrubs formations, leading to serious soil erosion
problems flash floods and a localized shortage of firewood and construction wood
particularly around major rural settlements and urban centers.
10
8
As solution, for example, Gabon will be paid by Norway to preserve its forests.
Gabon will become the latest African nation to receive founding to mitigate the
effects of climate change. As part of 10-year deal announced on Sunday (sep. 22),
Norway will pay §150 million to Gabon to battle deforestation and reduce
greenhouse gas emission. The deal is part of Central African Forest Initiative
(CAFI), which was launched by the United Nations in 2015 to link Europeans
donors with countries in Africa.
Vocabulary: Greenhouse gas : gaz à effet de serre.
https //news .neonga.bay.com

Critères
Taches: Après avoir lu le texte, tu montreras que tu l’as compris en :
* Reconnaissant les détails du texte
* Exprimant tes appréciations personnelles du texte
* Montrant ta maîtrise du vocabulaire du texte
* Montrant ta maîtrise des structures grammaticales
* Montrant ta maîtrise de la ponctuation
* Traduisant un passage du texte en Français
Consigne
Item1: Answer these statements by right or wrong
1- Forests and woodlands in Niger represent an important resource.
2- Deficits of trees occur in area surrounding major population centers.
3- The results have been less devasting.
4- Gabon will be paid to fight deforestation.
Item 2: Answer the question below
10
9
1- Where do deficits of trees begin to occur?
2- What help the situation to become exacerbated?
3- What are the consequences of cutting down trees?
4- Who pays Gabon to preserve its forest?
Item 3: Find out from the text antonyms for these words or expressions.
1- Unbalance (paragraph 1)
2- Not taking into account (paragraph 2)
3- Drought (paragraph 3)
4- Rural departures (paragraph 3)
5- Receivers (paragraph 4)
Item 4: Translate into French
Translate: from “However……to …non-wood forests product.”
Item 5: Choose the correct answer from the brackets to fill the gaps.
1. Timber (commerce; commercial) is at the core of forests’ destruction.
2. It is important to (planting; plant) trees to feed the soil.
3. Why don’t (we; you) gather our means to fight against greenhouse gas
emissions.
4. International organization ought not to play with the (game; matter) of
climate changes.
5. Every single being must be at the same level of (understanding;
understandable) as far as environment problems are concerned.
Item 6: Rephrase these sentences using the prompt giving
1- If you had been informed about your environment matter, you would have
taken care of it.
Had you…………………………………………………………….
2- NGOs are planting new woodlands all over the world.
11
0
New woodlands……………………………………………………
3- John has never attended Norway’s launching ceremony.
It’s the first time…………………………………………………..
4- Environment is protected for everyone’s welfare.
We had better…………………………………………………….
5- Financial resources must be provided by the government in order to solve
environmental needs.
Government…………………………………………………
B- Production d’un texte de types et de fonctions variés

Pour les profanes, protéger l’environnement n’est pas une chose faisable.
Critères: Tu montreras ta compétence à écrire une lettre.

- Construisant des phrases correctes ;
- Utilisant le vocabulaire approprié ;
- Respectant l’orthographe des mots ;
- Faisant usage d’une ponctuation correcte.
Writing
Write a letter to the chief of your village by giving him ideas to have a safe living
environment.
Address:
M. ZOUNKA
Chief of Kpassè village
P.O. Box: 115
Bohicon
11
1
EPREUVE 29
CD2 : réagir à un texte lu ou écrit
CD3 : produire un texte de type et de fonction variés.
L’Epreuve
I- La réaction à un texte écrit
A- Contexte : l’environnement ou le cadre de vie est de nos jours de plus en
plus menacé par les diverses activités de l’homme.
B- Support :
Text : Man and Environment
Since ancient time nature has served man giving him everything he
needs : air to breathe, food to eat, water to drink, wood for building homes and
fuel for heating. For thousands of years people lived in harmony with nature and
were aware of this importance. It seemed to them that the natural resources had
no limit.
However, with the development of science and technology man’s
careless interference in nature began to increase. Of course, scientific learning and
technological process make life easier and are essential for improving the quality
of the life and better linving standards. The pace of scientific and technological
progress is breathtaking. There are more and more “ breakthroughs“ and
technological innovations in various spheres of human activities. Science and
11
2
engineering open new vistas for the development of modern civilization which
provides mankind with many benefits.
However, every medal has its reverse. So, modern civilization can not only
benefit people but can also be a source of mortal danger. Man’s careless activities
have adversely affected the environment and are sometimes fraught with fatal
consequences. According to certain estimates about 40% of diseases throughout
the world are caused by environmental factors. Today the contradictions between
man and nature have dramatically increased. Industrialisation and globalisation
are accompanied by a dramatic increase in the consumption of energy and raw
materials and in the output of pollutants and industrial wastes.
There are several kinds of environment pollution : air pollution, water
pollution, soil pollution and pollution caused by solid wastes, noise and radiation.
People cause air pollution both outdoors and indoors. Outdoor air
pollution is caused by millions of chimneys, cars, buses and trucks which release
harmful substances into by millions of chimneys, cars buses and trucks which
1
release harmful substances into the atmosphere all over the world, poisoning
everything : air, land, water, birds and animals. In big cities the level of air
pollution is especially high because of car exhaust fumes and smoke from
factories. More than 100 various harmful substances may be identified in the
atmosphere. Besides, the mixture of industrial
1
dust, dangerous chemicals and
gases may be carried away by the wind for hundreds of kilometers and returns
back to the earth in the form of acid rains which cause great damage to the plant
and animal life.
Source : htpp : W W W.bsmu.by
C- Critères d’évaluation
- Reconnaissant les détails du texte
- Manifestant ta maîtrise de certaines structures grammaticales
Item 1 : Write “ right“ or “ Wrong“ for the statements below :
1- People cause air pollution only indoors.
2- In ancient time, people ‘s thought that natural resources were unlimited.
3- Air pollution harms people’s health, kills plants and damages property.
11
3
4- There are only two kinds of pollutions : water pollution and air pollution.
Item 2 : Answer the following questions on the text.

1- Cite four (4) kinds of environment pollution.
2- Is air pollution dangerous ? Why ?
3- What are the causes of outdoors air pollution ?
Item 3 : Find in the text words meaning the same or almost the same as the
followings :
1- Former (paragraph 1)
2- Diverse (paragraph 2)
3- Origine (paragraph 3)
4- Many (paragraph 4)
Item 4 : Translate the first paragraph of the text in French :
From « since ancient……..Down to ………No limit »
2 correct tense and form.

Item 5 : Write the verbs in brackets into the
1- If people cause more air pollution, the environment (not to be ) safe for us
to live.
2- We’d better (to protect) the environment so as to live safety
3- If the ozone layer had been destroyed this (to expose) the earth to danger.
4- It’s a year since they (to create) an environment protection organization.
Item 6 : Turn these sentences into passive voice.
1- Nature has served man since ancient time.
2- The development of science and technology causes many environmental
problems.
3- Everybody must normally plant trees to preserve many environment.
4- Air pollution affects the climate negatively.
11
4
II- La production d’un text de type particulier
A- Contexte : Dans les grandes villes de notre pays, l’environement subit la
pollution sous toutes ses formes. Il faudra alors préserver.
Tu montreras ta compétence à écrire un article en anglais en :
- Respectant le type de texte
- Respectant le contexte
- Respectant la logique interne
- Construisant des phrases grammaticalement corretes
- Utilisant le vocabulaire , l’orthographe et la ponctuation appropriés.
C- Tâche :
Writing :
Write an article for yours school magazine to sensitize your readers on the
necessity to preserve the environment.
11
5
EPREUVE 30
-CD N02 : Réagir de façon précise et appropriée à des messages lus.
-CDN03 : Produire de façon appropriée des textes de type et de fonctions
variés.
L’épreuve
I- la réaction à un texte lu
A- Contexte:La protection de l’environnement doit également faire partie de
notre vie quotidienne.
B-SUPPORT:
TEXT:
1- In recent years there has been growing awareness of the importance of
preserving the world’s biological diversity. As natural resources come under
increasing pressure, the list of endangered plants and animals continues to grow.
The causes are many: developments in agriculture, mining, forestry and transport.
11
6
2- Consequently, the loss of biodiversity and deforestation are prices we must pay
for progress. As increasing numbers of unique, and potentially useful, plants and
animals come under threat, people are beginning to ask whether more can be done
to reverse this trend. However, in relation to plants, the advantages of
conservations are more apparent. It is important to remember that wild plants are
not just things of beauty; they are also a very valuable resource. Wild plants have
been used through history to make medicines like aspirin. Also, if certain varieties
of crops are prone to diseases, wild plants could be used to develop new
properties. Because there are many plants that have not been yet discovered; their
potential uses remain unknown.
3- One possible approach is to regulate agricultural and industrial activity so that
pollution and disruption to natural habitats is kept to a minimum. An alternative
approach would be to protect and expand nature reserves so that complete
ecosystems can be kept intact. This would ensure that a minimum number of wild
plants and animals would survive. However, although such places are indeed
valuables, experience shows that it is difficult to protect rare plants and animals
from exploitation. In fact, some species, like the tiger, become rare, the more
valuable they become to poachers and others who seek to benefit from their trade.
A more effective approach is to educate the public about the benefits of
biodiversity.
4-Money should be invested in the research and development of the world’s
biological resources in a sustainable way; they are more likely to make the short-
term sacrifices necessary to preserve natural habitats. Government could promote
greater understanding of plants and animals by investing in the research and
preservation efforts of universities, zoos, and botanical institutes. Plants and
animals are unique and could save lives.
Extracted from Collins English for exams
C-Critères d’évaluation
Tu montreras ta compétence à réagir à un texte lu en:
-Reconnaissant les détails du texte ;
-Répondant aux questions;
-Manifestant ta maitrise du vocabulaire ;
-Utilisant certaines structures grammaticales de façon convenable;
11
7
-Traduisant un passage en Français.
D- Tâches
Item1: Answer by Right or Wrong to the following statements. (Write only
numbers and letters)
1-The preservation of biodiversity is relevant worldwide.
2- The loss of biodiversity is due to plants and animals manipulations by men.
3- Human- beings are not responsible for the degradation of the biodiversity.
4- Plants and animals are just things. They don’t deserve any care.
5-It is difficult to protect rare and useful plants and animals from exploitation.

1-What are the causes of the world’s biological diversity?
2-Write down the consequences of biodiversity
3- What is the best solution to be emphasized regarding the threat?
4- What other actions can be done to save plants and animals?
Item3: Match these words to their meanings. (Write down only numbers and
letters)
1-Biodiversity a- natural conditions where plants or animals live
2- Mining b- variety of species animals and plants
3- Habitats c- destruction of a forest
4- Deforestation d- the activity of removing solid valuables from the earth
11
8
Item4: Re-write the sentences below. Don’t change their meaning
1-Plants and animals could save lives
Lives..........................................................
2- ‘’The government doesn’t invest much money in the research and development
of wild plants,’’ they say
People say.......................................................................
3- People have always exploited animals for food and clothing
Animals............................................................................
4-Wild plants make medicines like aspirin
They are used to.............................................................
Item5: Complete this table. (Write numbers and answers)

Industrialisation 1- 2-
3- 4- Agriculturally
5- Natural 6-
Item6: Translate the first paragraph of the text into French (series A&B only)
II-La production d’un texte de type et de fonction variés

A-Contexte : L’existence humaine constitue une potentielle menace pour les
plantes et les animaux.
B-Critères d’évaluation
Tu montreras ta capacité à produire un texte argumentatif en :
-respectant le contexte et le type de texte,
11
9
-respectant la logique interne du texte
-construisant des phrases significatives et grammaticalement correctes,
-utilisant le vocabulaire, l’orthographe et la ponctuation appropriés.
C-Tâche :
Writing:
Write a paragraph about the impacts of our daily life on humans, animals and
plants. (maximum 20 lines)
EPREUVE 31
-Compétence disciplinaire N°1: Réagir de façon précise et appropriée à des
messages à des messages lus ou entendus.
-Compétence disciplinaire N°3: Produire par écrit des textes de types et de
fonctions variés.
II- L’épreuve
A- La réaction à un texte écrit:
Contexte: Le football est un sport qui unit les peuples et déchaîne les passions.
Support
12
0
Text : A sensational match
2019 Africa Cup of Nations for sponsorship reasons, was the 32nd edition of the
Africa Cup of Nations , the biennial international men's football championship of
Africa organized by the Confederation of African Football (CAF). The
tournament was hosted by Egypt. It was also the first Africa Cup of Nations
expanded from 16 to 24 teams.
That tournament has been the one that revealed many underestimated team like
Benin and Madagascar. But The Squirrels of Benin drew the world attention due
to the teams they faced and the ways they played. Benin has delivered one of the
biggest upsets in Africa Cup of Nations history, eliminating much-fancied
Morocco on penalties after Hakim Ziyech missed a late spot-kick in Cairo.
The Squirrels prevailed 4-1 in the shootout after Sofiane Boufal sent his penalty
over the bar, and Benin goal keeper Saturnin Allagbé tipped Youssef En-Nesyri’s
effort onto the woodwork. Midfielder Mama Séïbou then stepped up to score the
decisive spot-kick. The West African side took the lead after 53 minutes through
defender Moise Adilehou, but their hopes of a shock victory were dented when
En-Nesyri levelled after 76 minutes. Mbark Boussoufa pounced on a defensive
error and teed up the Leganés forward to slot home.
Morocco were then awarded a penalty in stoppage time after Stéphane
Sessègnon had brought down Achraf Hakimi. Ajax’s Ziyech stepped up and sent
Allagbé the wrong way – but his effort struck the post. In extra time, Benin
defender Khaled Adenon earned a second yellow card for dissent but the
underdogs held on for penalties. They scored all four of their spot-kicks to reach
the last eight for the first time, despite four consecutive draws so far in the
competition.
The goal keeper Saturnin Allagbé was the man and the hero of the match.
Olivier Verdon has also been sensational, an absolute rock at the back always on
hand to help his fellow defenders out when Morocco threatened. They will face
Senegal in the quarter-finals after Sadio Mané scored the only goal against
Uganda, but also missed a second-half penalty at the Cairo International stadium.
They made all the Beninese people proud after a short period of political crisis.
Slighly adapted from the internet
Critères d’évaluation : Après avoir lu le texte, tu montreras que tu l'as
compris en :
12
1
Exprimant tes appréciations personnelles sur le texte ;
Montrant ta compréhension du vocabulaire du texte ;
Reformulant certains passages du texte,
traduisant un passage du texte de l’Anglais en Français ou certaines
phrases du Français en Anglais.
Tâche
Item 1: Say if the sentences below are “Right” or “Wrong”
1) Twenty-four teams never played the Africa Cup of Nations.
2) The tournament took place in Morocco.
3) It was the second time the squirrels had played the quarter-finals.
4) The Squirrels finished the match with ten players.
Item 2: Give answers for these questions on the text.
1) Where did the 2019 Africa Cup of Nations take place?
2) How many teams used to play the Africa Cup of Nations till 2019?
3) Who scored the first goal of the match?
Item3 : Complete the sentences below with words or expressions from the
text.
1) ……….. hosted the 2019 Africa Cup of Nations.
2) Khaled ADENON received a ………….. and was sent out.
3) Moise Adilehou is a ………………...
4) Benin will play ………….in the quarter-finals.
Item 4: Find in the text the synonyms of the following words or expressions:
1) That takes place every two years (paragraph 1)
2) Competition (paragraph 1)
3) Penalty (paragraph 3)
4) Overtime (paragraph 4)
12
2
Item 5: Fill in the gaps with “over” or “under” to form a word.
1) This team is too much estimated. It’s an ………….estimated Team
2) Some players are not well rated. They are …………rated.
3) Paul slept from 9 o’clock p.m to 10 o’clock a.m. He ………..slept
4) People don’t know the real value of this jewel. It’s an …………valued
jewel.
Item 6: Rephrase the following sentences using the prompts given.
1) If the squirrels don’t do well during the tournament, people won’t be proud
of them.
• Unless …………………………………………………………………………
2) Benin scored the first goal during the match.
• the first goal……………………………………………………………………
3) I have never seen such an interesting match.
• It’s the first time ………………………………………………………………
4) The tournament took place seven months ago.
• It’s …………………………………………………………………………….
Item 7: Translate the following sentences into English.
1) Le football est le sport le plus excitant au monde.
2) Le Bénin a surpris tout le monde durant la compétition.
3) Ne sous-estimez jamais un adversaire pendant une compétition.
4) Beaucoup de filles détestent le football. Elles aiment les feuilletons.
A- La production d’un texte de types et de fonction variés :

Contexte :
Le football est un sport qui ne laisse pas indifférent. Il fait bouger tout le
monde.
Tâches: Tu montreras ta capacité à produire un texte en :
respectant le contexte et le type de texte ;
12
3
respectant la logique interne du texte ;
construisant des phrases grammaticalement correctes ;
utilisant le vocabulaire adéquat, l’orthographe et la ponctuation
appropriée.
Writing: In 20 lines maximum, tell the sport you like the most and why you like
it. Give also the names of some African players that practise that sport.
EPREUVE 32
Compétence à évaluer
Compétences disciplinaires N°2 : réagir de façon précise et appropriée à un
message écrit.
Compétences disciplinaires N°3 : produire de façon appropriée des textes de
type et de fonctions variés.
L’épreuve
I- La réaction à un message écrit.
A- Contexte
12
4
Notre bien-être et notre santé dépendent de la qualité et de la propreté de notre
environnement.
B- Support
Text :
1- Indoor air pollution is the degradation of indoor air quality by harmful
chemicals and other materials; it can be up to 10 times worse than outdoor
air pollution. This is because contained areas enable potential pollutants to
build up more than open spaces.
The principal sources of indoor air pollution are combustion, building material,
and bioaerosols. The combustion of coal results in production of oxides of sulfur,
arsenic, and fluorine. The ill-effects of indoor air pollution result in about 2
million premature deaths per year, wherein 44% are due to pneumonia, 54% from
chronic obstructive pulmonary disease (COPD), and 2% from lung cancer. The
most affected groups are women and younger children, as they spend maximum
time at home. The morbidities associated with indoor air pollution are respiratory
illnesses, acute respiratory tract infection and COPD, poor perinatal outcomes like
low birth weight and still birth, cancer of nasopharynx, larynx, lung, and
leukemia.
The harmful health effects of formaldehyde range from being an acute irritant,
reducing vital capacity, causing bronchitis, to being a carcinogen causing
leukemia and lung cancer.
Studies done so far in India provide us enough evidence that indoor air pollution
is a cause of increasing morbidities and mortalities, and there is a need for an
urgent intervention.
2- Following is a list of suggested measures which should be adopted to curb

the menace of indoor air pollution:
Public awareness. One of the most important steps in the prevention of
indoor pollution is education, spreading awareness among people about the
issue and the serious threat it poses to their health and well-being. The
education should help people in finding different ways of reducing
exposures with better kitchen management and protection of children at
home. People should also be educated about the use of alternative cleaner
sources of energy to replace direct combustion of biomass fuel. The
stakeholders must include not only public, but also politicians and
12
5
administrators to ensure their commitment and increase their awareness
about health effects of indoor air pollution.
Modification of design of cooking stove: the stoves should be modified
from traditional smoky and leaky cooking stoves to the ones which are fuel
efficient, smokeless and have an exit (e.g., chimney) for indoor pollutants.
Improvement in ventilation: during construction of a house, importance
should be given to adequate ventilation.
Http. // wwwjcm org. on Tuesday October 21 20 14.
C- Critères d’Evaluation: Après avoir lu le texte, tu montreras que tu l’as
compris
- reconnaissant des détails ;
- répondant de façon approfondie à des questions ;
- prouvant ta maîtrise du vocabulaire ;
- traduisant un passage du texte en français / ou en traduisant des phrases en
anglais ;
- manifestant ta maitrise de certaines structures grammaticales et fonctions de
la langue anglaise.
D- Tâches
Item 1: Are these statements ‘’true’’ or ‘’false’’? Write numbers and
answers only.
1- Outdoor air pollution is worse than indoor air pollution.
2- Women are more affected by the ill effects of indoor air pollution than
children.
3- The part of the body the most affected by indoor air pollution is the respiratory
system.
4- Some steps can be taken to reduce the menace of indoor air pollution.
5- One of the steps is the betterment of aerage.
1- What does indoor air pollution mean?
12
6
2- Give four consequences of indoor air pollution.
3- How can education contribute to the reduction of indoor air pollution?
Item 3: Find the opposite of the following words or expressions from the text
Write numbers and answers only
1- Not risky (paragraph 1)
2- Better (paragraph1).
3- Advantages (paragraph1).
4- Unconsciousness (paragraph2)
5- Aggravation (paragraph2).
Item 4: Translation
A- For AB only: Translate the following sentences in English
1- La pollution de l’environnement est due à l’usage des produits chimiques
cosmétiques et autres.
2- La pollution de l’environnement cause des maladies respiratoires graves telles
que le cancer de poumon, les bronchites, ……
3- Pourquoi ne prenons nous pas des mesures pour réduire les effets néfastes de
la pollution.
4- Et si on évitait les combustibles qui produisent des fumées toxiques ?
B- For CD only: Translate the passage From ‘’ The principal sources of

indoor air pollution…..’’ down to ‘’…..spend maximum time at home’’.
Item 5: Rephrase the following sentences using the prompts given
1- What about protecting our environment?
We could………..
2- It’s high time we prevented indoor air pollution through education
We had better……………………….now
3- It’s a long time since we sensitized people on the protection of the
environment
We ……………………..……………………………ago
12
7
4- If your building is not well designed, you will face the threats of indoors
pollution.
Unless………………………………………..
5- The rooms are not spacious, so the indoor pollution is great here.
……………………….because…………………………..
Item 6: Find the correct tense/form of the verbs/ word in brackets Write
numbers and answers only
1- If I were in your position, I (modification) the design of cook stove.
2- Let’s (protection) the environment in our dwelling places.
3- The population should not (pollution) the living room anymore.
4- We have to (improvement) the ventilation to reduce the threat of air
pollution.
5- The (educate) of the peoples about caring for the environment involves
everybody.
II- LA PRODUCTION D’UN TEXTE DE TYPE ET DE FONCTIONS

VARIES
A- Contexte
Parfois, il faut recourir aux organes de la presse écrite pour faire prendre
conscience du respect et de la protection de l’environnement.
B- Critères d’évaluation : Tu montreras ta compétence à rédiger un article
de journal en Anglais en :
- Respectant le contexte, le type de texte et sa logique interne.
- Construisant des phrases significatives et grammaticalement correctes
- Utilisant le vocabulaire, l’orthographe et la ponctuation appropriés
C- Tâche
Writing
12
8
People in your area defecate everywhere in the open and pollute the water that
you use for drinking, washing, cooking, etc. As a result, the population faces
many cases of disease.
Write an article for publication in your school magazine “THE PHAROAH
NEWS” to show the dangers of open defecation.
NB : The body of your article should not exceed 15 lines
EPREUVE 33
II COMPETENCES A EVALUER
CD N° 2 : Réagir de façon précise à des messages lus ou entendus.
C D N° 3 : Produire de façon appropriée des textes de types et fonctions variés.
III L’EPREUVE
A. Réaction à un texte écrit
12
9
Context : La pollution contribue dangereusement à la destruction de notre
environment et favorise des maladies.
Support
Text :
Pollution is the degradation of natural environment by external substances
introduced directly or indirectly. Human health, ecosystem quality and aquatic
and terrestrial biodiversity may be affected and altered permanently by pollution.
Pollution occurs when ecosystems cannot get rid of substances introduced in the
environment. The critical threshold of its ability to naturally eliminate substances
is compromised and the balance of the ecosystem is broken.
The sources of pollution are numerous. The identification of these different
pollutants and their effects on ecosystems is complex. They can come from natural
disasters or the results of human activities, such as oil spills, chemical spill,
nuclear accidents… these can have terrible consequences on people and the planet
where they live: destruction of the biodiversity, increased mortality of the human
and animal species, destruction of natural habitat, damage caused to the quality of
soil, water and air.
Preventing pollution and protecting the environment necessitate the application
of the principles of sustainable development. We have to consider to satisfy the
needs of today without compromising the ability of future generations to meet
their needs. This means that we should remedy the existing pollution, but also
anticipate and prevent future pollution sources in order to protect the environment
and public health. Any environment damage must be punishable by law, and
polluters should pay compensation for the damage caused to the environment.
SOURCE: Internet
- Reconnaissant les détails du texte;
- montrant ta maîtrise du vocabulaire du texte;
- montrant ta maîtrise de certaines structures grammaticales;
- Traduisant un passage du texte en Français.
13
0
Consignes
Item1: Answer by True or False
1- The damage caused by pollution might be irreversible.
2- Pollution is always caused by humans.
3- Pollution causes animals extinction.
4- The text mentions only two sources of pollution only.
5- An ideal solution to prevent pollution would be to take into consideration,
the future generation’s needs to live in a healthy environment.
Item2: Answer these questions basing on the text
1- What is pollution?
2- When does pollution occur?
3- Give two sources of pollution.
4- According to the text, how can we prevent pollution?
5-
Item3: Match the words in column A with their definitions in column B
COLUMN A COLUMN B
1-Damage a- Ability
b- The fact of reacting before
something happens.
2-Threshold
c- Physical harm caused by
something.
3- Capacity
d- The natural world in which,
people, animals and plants live.
4-Environment e- The level at which something
start to happen or have an effect.
5-Anticipate
13
1
Item4: Ask questions basing on the underlined words
1- Many years ago, animals became extinct.
2- Harmful chemicals in water kill plants and fish.
3- Many natural resources are destroyed because of population growth.
4- People kill elephants for their ivory in Cote d’Ivoire.
5- Pollution damages the environment dangerously.
Item5: Form adjectives or adverbs from the underlined words in the
sentences
1- A pollution made in a given region is a ………………pollution.
2- People who study on environment always sensitize the population
about……….protection
3- Abomey is…………… well –known because of its history.
4- Crops grown for commerce are………………crops.
5- A beer made in a locality is a………..beer.
Item6: Translate this passage of the text into French
From “pollution is…..down to…….. into the environment”
Contexte La pollution de l’environnement est un danger pour la santé.
Tu montreras ta compétence à rédiger un texte en :
- respectant le format d’une lettre administrative
- respectant la cohérence et la logique interne des idées ;
- construisant des phrases significatives et grammaticalement correctes ;
- utilisant le vocabulaire, l’orthographe et la ponctualité appropriée.
13
2
Tâche
Writing: Write a letter to the mayor of your locality to complain about the
way people are polluting environment in your area.
NB: Writer’s address: TONIGNON Paul po.box 25 Parakou.
Receiver: Mayor of Abomey-Calavi: 01 Po.Box 12
EPREUVE 34
13
3
L’EPREUVE
Contexte : La question de la protection de l’environnement est devenue l’une des
priorités du monde entier depuis un certain temps.
Support
Text: The world wildlife Fund (WW.F)
1- The world wildlife Fund is an international organization, which collects
money for conservation all over the world. It was founded in 1960 and its
symbol is the famous giant panda. The conservation of our natural
environment is essential if we are to survive. If we continue to destroy our
environment then our planet could, one day, become uninhabitable.
2- The WWF is involved in more than three thousand projects in different
parts of the world.
It works to protect all forms of wildlife, in particular the many species,
which are now in danger of becoming extinct. It has already helped to save nearly
thirty animal species, including the tiger and the polar bear. But there is still a lot
to be done. There are only a few thousand blue whales left, the dolphin is in
danger, so are the rhinoceros and the gorilla. And many species of flowers, plants
and trees are disappearing fast. In twenty years, at least 25% of all present forms
of wildlife could be extinct.
3- It wants to stop man’s destruction of large areas rich in wildlife.
Everywhere, industry and agriculture are using more and more land. For
example, half of Britain’s ancient woods have been cut down in the last
forty years, and some of the wild animals that live there are becoming quite
rare. The WWF works with politicians, businessmen and other decision-
makers to try to teach them about the importance of conserving the
environment.
4- Of particular importance are the earth’s rainforests. Nearly half of all
rainforests have already disappeared. Every minute forty hectares are
destroyed or badly damaged. This means that an area of the size of England,
Scotland and Wales is lost every year. It is possible that, by the end of the
century there will be no rainforests left.
13
4
The WWF also works to inform the public in general. It produces films and
posters for schools and organises projects for young people.
Extracted from daily newspapers p 63

Tâche/ Consignes:
Item 1: Choose the correct ending and write down the corresponding letter
only
1) The WWF gathers its fund
a- To give aid to starving people all around the earth
b- To lend some countries whose economy is in crisis
c- To protect plants, animals and natural resources from destruction
d- To promote the development of education and health worldwide
2) “Animals species” means
a- Animals living in the forest
b- Animals kept in the home as a companion
c- Animals which have the same characteristics to each other
d- Giant animals like the panda
3) The animal species mostly rescued from extinction include
a- The dolphin
b- The blue whale
13
5
c- The tiger and the polar bear
d- The rhinoceros and the gorilla
4) Politicians- businessmen and decision maker
a- Are members of the WWF
b- Meet to plant the exploitation of rainforest worldwide
c- Are instructed about the importance of conserving the environment
d- Destroy the world we live in.

1) What is the role of world wildlife fund?
2) When was it created?
3) Why is the conservation of our environment so precious?
4) How badly have Britain forests been affected by destruction?
Item3: Find in the passage words or expressions meaning the same as the
following
1- Brings together (1st paragraph)
2- Is concerned with ( 2rd paragraph)
3- Keeping and protecting from damage (1st paragraph)
4- A period of one hundred years (4th paragraph)
Item 4: Translate paragraph 1 of the text into French (2nde AB only)

“The World Wildlife Fund…………become uninhabitable”
Item5: Correct these sentences if necessary
1) If we don’t protect our environment, we would face a serious problems
2) It is 60 years since World Wildlife Fund had been created
3) How about sensitized authorities about the environmental problem
4) People had better stopped cutting down trees
13
6
Item6 Form nouns deriving from the following verbs
1- To conserve 3- to move
2- To destroy 4- to protect
Contexte : Des milliers d’arbres sont abattus chaque année un peu partout dans
le monde, alors même que moins de 3/5 d’arbres sont plantés.
Cette situation n’est pas sans conséquences néfastes sur l’environnement.
Ecris une lettre à l’autorité en charge de l’environnement pour exprimer ton
désarroi envers ce genre de comportement.
Critères: Tu montreras ta capacité à rédiger une lettre en anglais en :

- Respectant les différentes parties d’une lettre
- Respectant la logique interne
Tâche:
Writing:
Too many trees are being destroyed in your area.
Write a letter to the authority in charge of the environment to stop this.
EPREUVE 35
– COMPETENCES A EVALUER
13
7
CD n 2 : Réagir de façon précise et appropriée à un message lu
CD n 3 : Produire de façon appropriée un texte de type et de fonction variés
III- L’EPREUVE
A- LA REACTION A UN TEXTE ECRIT
B- Contexte :
Périodiquement, des sommets et réunions se tiennent pour pencher sur la
nécessité de sauver l’environnement afin de garantir à l’humanité toute
entière une vie durable
TEXT: Save the environment to save life
Environmental pollution is one of the key problems faced in our modern world.
Though there have been massive technological advancement in these recent days,
it has also invited negative effects to the environment. By doing a simple thing
like planting a tree, we shall be making the world a better place and for sure we
shall always live to be proud of our achievement.
Saving the environment is not just an issue anymore. It is a survival truth.
Individuals, organizations and governments need to come together and join hands
to prevent what is left of our planet so that the future is not wiped out before it is
time for a certain call.
Experts say that proper handling of waste materials, such as reusing or disposing
of them properly, should constitute an important part of our efforts to preserve
energy and protect the environment. Countries worldwide should use less coal and
more reusable power like hydro or solar power.
Let us plan our cities according to the available water resources and not available
for too many homes that have been crammed into development. Saving energy
reduces air pollution and greenhouse gases. The less we pollute our environment,
the more we prevent global warming. Let us check the seas from rising and
submerging our lands.
Increasing number of organizations is being formed to prevent the planet from
premature extinction. More and more corporate have joined the race to save the
planet. We can simply begin by buying recycled products for our office, home or
13
8
school. The greater the demand for recycled products, the more these companies
will be encouraged to add recycled material to their products.
Published: February 10, 2018 by Adithiyan
Rajan
Après avoir lu le texte ci-dessus, tu montreras que tu l’as compris en:
reconnaissant des détails,
donnant des appréciations,
trouvant le synonyme de certains mots et expressions,
mettant des verbes aux temps convenables,
manipulant certaines phrases suivant les structures grammaticales,
traduisant un passage du texte en français
Item 1: Answer by true or false these statements
1) Currently modern world faces environmental pollution issues
2) To solve environmental problems worldwide, it calls for a true union
3) According to the text, countries should use more coal and less reusable
power
4) Saving our environment implies saving life.
1) What should mankind do to make our world a safe to live in?
2) How should countries reduce the greenhouse gases?
3) Why do we need to save energy?
Item 3: Find out the synonyms of these words or expressions
1) Countries need to unite their efforts to save our planet ( paragraph 2)
2) Eradicate (paragraph 2)
3) Overcrowded (paragraph 4)
4) Heat ( paragraph 4)
13
9
Item 4: Put the verbs in brackets into their suitable tense or form
1) People (to reduce) air pollution nowadays.
2) By next year, they (to make)water available.
3) It is no use (to get) used coal abundantly
4) She wishes (to take) great care of our planet yesterday
Item 5: Rephrase the following sentences without changing their meaning
1) If countries haven’t stopped polluting the air, our environment can be

unlivable
Unless
countries…………………………………………………..
2) People do not reduce air pollution and the greenhouse gases decrease
…………………that’s why…………………………………….
3) People protect carefully the environment
The
environment……………………………………………………
…………
4) We prevent global warming.

Global
warming…………………………………………………………
……
Item 6: Translate this passage into French
The first paragraph of the text
B – PRODUCTION D’UN TEXTE DE TYPE PARTICULIER ET
FONCTION VARIES
Contexte :
De nos jours, protéger notre environnement est devenu une préoccupation pour
les dirigeants et un sujet de sensibilisation pour les apprenants afin de léguer à la
génération future un cadre de vie sain net agréable.
14
0
Tu montreras ta capacité à produire un article en Anglais en :
respectant le type et le contexte du texte,
respectant la cohérence et la logique interne du texte,
construisant des phrases significatives et grammaticalement correctes,
utilisant le vocabulaire, l’orthographe et la ponctuation appropriés
Tâche
Writing
Write an article for your school magazine. You may wish to write about the
opportunity to save our planet which can lead your mates to be aware of the capital
importance to reduce the air pollution in our environment.
14
1
EPREUVE 36
CD N° 1 : Réagir de façon précise et appropriée à des messages lu et entendus.
CD N° 2 : Produire de façon appropriée des textes de types et fonctions variés.
A- CD 2 : REACTION A UN TEXTE ECRIT

Contexte
A l’instar des pays européens, pour leur cinquième fois, les pays africains
se retrouvent pour le championnat de football. C’est un moment fortement célébré
non seulement par les professionnels de ce fabuleux jeu, mais aussi par ses
amoureux ou fans.
Support:
Text: 2018 African Nations Championship
1- The 2018 African Nations Championship, known as the Total African
Nations Championship (also referred to as CHAN 2018) will be the 5th edition
of the African Nations Championship a biennial football tournament organized by
the Confederation of African Football (CAF) exclusively featuring players from
the respective national championships. It is scheduled to take place between 12
January and 4 February 2018. In February 2016, Kenya was announced as the
host nation but in September 2017, CAF decided to change the host nation due to
a lack of progress with preparations. Morocco was announced as the host nation
in October 2017.
2- Unlike the African Cup of Nations, the competing national teams must be
composed of players playing in their domestic league. For example, a Moroccan
player is only eligible to play for the Morocco national team if he is playing for a
Moroccan club.
3- DR Congo is the defending champions but failed to qualify for the first time
ever after losing to Congo on away goals rule.
1- Ultimately, sixteen teams qualified for the final tournament. Since the host
Morocco had already qualified in the North Zone, their spot in the final
14
2
tournament were re-allocated to Egypt, which lost to Morocco in the North
Zone final qualifying round. However, they declined to participate citing a
"congested domestic calendar". As a result, the spot were reverted back to
Central-East Zone, and would go to the winner of a play-off in November
2017 between Ethiopia and Rwanda, the two teams which lost in the
Central-East Zone final qualifying round.
LEXICON:
-featuring= mettre en vedette
- scheduled= prévue
-host=accueil
- Re -allocated= ré-alloué
Critères d’évaluation : Après avoir lu le texte ci-dessus, tu montreras que tu l’as
compris en:
- reconnaissant les détails du texte
- donnant tes appréciations sur le texte ;
- montrant ta maîtrise du vocabulaire et de la grammaire ;
- reconstruisant certaines phrases
- traduisant des phrases du français en anglais
Consignes
Item1: Write true or false for each of the following statements
1-CHAN 2018 is the first edition of the African Cup of Nations.
2- CHAN is an annual football tournament.
3- CHAN teams are composed of players playing inside their countries.
4- More than sixteen teams are qualified for final tournament.
1-What does CHAN stand for?
2-Where was CHAN 2018 taking place?
14
3
3- Are CHAN teams and the African Cup of Nations teams the same? Quote a
passage from the text to support your answer.
4- How many teams are qualified for the final tournament?
Item3: Match the words in column A with their equivalents in column B. (NB:
Write only numbers and letters).
Column A Column B
1-Championship a- Group of people who play a
particular game or sport against
another group.
2-To qualify b- Competition to find the best player
or team in a particular sport.
3-To host c- To defeat another team in order to
continue a competition.
4-Team d-To organize an event to which others
are invited.
Item4: Sort the words below into three columns according to their pronunciation
of the past tense ending: /id/, /t/, /d/.
id t d
List of the word: walloped, hosted, selected, played, referred, organized,

scheduled, announced, composed, and qualified.
Item5: rephrase these sentences
.1- If Christiano Ronaldo had played, Madrid would have won the match.
Had …………………………………………………….
2- Mbape has scored the second goal.
The second goal …………………………………
3- If you don’t exercise more, you’ll not be brilliant in your team.
Unless…………………………………………
Item6:
Translate the 2nd paragraph of the text into French.
14
4
B/ LA PRODUCTION D’UN TEXT ECRIT DE TYPES ET DE
FONCTIONS VARIES
Contexte
La tournée gouvernementale organisée par les ministres de la république du
Benin n’a pas laissé en marge le ceg2 de Ouidah. A cet effet, le ministre des sports
a procédé aux lancements des activités sportives dans le collège.
Critère : Tu montreras ta compétence à écrire un article en :
-Respectant le type de texte et son contexte ;
-Utilisant les mots appropriés ;
-Respectant la logique interne du texte ;
-Construisant des phrases grammaticalement correctes ;
-Respectant l’orthographe et la ponctuation appropriées.
Tâche
Writing
Wednesday, during the visit in your school of two ministers of Benin Republic,a
football match was organized. Describe that match .Use appropriate sports terms
such as:
Tournament, champion, competition, team, play, player, favorite, strikers,
referee, defender, goal keeper, ball, the score, to lose, to qualify, hosted, to win,…
14
5
EPREUVE 37
1- The football game or soccer is a team sport played between two teams of
eleven players and is widely considered to be the most popular sport in the
world. It is played on a rectangular grass with a goal at each of the short
ends. The objective of the game is to score by manœuvering the ball into
the opposing goal. In general play, the goalkeepers are the only players
allowed to use their hands or arms to propel. the ball if they are within the
penalty area in front of their own goal ; the other members of the team
usually use their feet to kick the ball around, occasionally using their torso
or head to intercept the ball in midair. The team that scores more goals by
the end of the match is the winner. If the score is tied at the end of the game,
the game goes into extra time or a penalty shootout, depending on the
format of the competition. If both teams have scored an equal number of
goals, then the game is declared to be a draw.
2- The basic equipment or kit players are required to wear includes a shirt,
short, socks, footwears and adequate shim guards. Headgear is not a
required piece of basic equipment, but players today may choose to wear it
to protect themselves from head injury. Players are forbidden to wear or
use anything that is dangerous to themselves or another players, such as
jewellery or watch. The goalkeeper must wear clothing that is easily
distinguishable from that worn by the other players and the match officials.
3- A number of players may be replaced by substitutes during the course of
the game. In standard adult matches, a player who has been substituted may
not take further part in a match.
4- A standard adult match consists of two periods of 45 minutes each, known
as halves. Each half runs continuously, meaning that the clock is not
stopped when the ball is out of play. There is usually a 15 minutes half time
break between halves. The end of the match is known as full-time. The
14
6
referee is the official time keeper for the match. He signals the end of the
match.
5- The referee may punish a player’s misconduct by a caution (yellow card)
or sending off (red card). A second yellow card at the same game leads to
a red card, and consequently to a sending off. Non-players such as
managers and support staff cannot be shown the yellow or red card but may
be fired from the technical area if they fail to behave themselves in a
responsible manner.
: Après avoir lu le texte ci-dessus, tu montreras que tu l’as compris en :

- Répondant à des questions de compréhension ;
- Prouvant ta maîtrise du vocabulaire du texte ;
- Prouvant ta maîtrise de certaines structures grammaticales ;
- Reformulant des phrases de façon autonome ;
Tâche :
Item 1 : Choose the best ending for the statement below .(Use the numbers
and letters only) .
1- In a football match :
a- Not all players use their feet
b- Twenty players can not use all parts of their bodies
c- Any player can use his hands and arms.
2- The equipment of players is not composed of :
14
7
a- socks
b- earings
c- shoes
3- A player is substituted :
a. When he gets red card
b. in case he is hurt
c. when he gets yellow card
4- In football match, the referee is :

a. time keeper
b. a very good stricker
c. in support staff
Item 2 : Answer these questions on the text.
4- In which case does a player can have a yellow card ?

5- Give two important recommendations for the security of players and
their team-mates.
6- How does the referee punish a player’s wrong behavior ?
Item 3 : Find out words or phrases with the same meanings as the ones below.
:
1- Soccer (Paragraph 1)
2- Shoes , boots (Paragraph 2)
3- The end of the match (Paragraph 4)
14
8
4- wrong behavior (Paragraph 5)
Item 4 : Match the words in column A with their equivalents in column B
Column A Column B
1- Defenders a) type of competition
2- Attackers b) players who try to score goals
3- A draw c) prevent from scoring goals
4- Opponents d) when neither side wins
5- Soccer confrontation e) players of both teams in
competition
6- Tournament
f) footballers who kick the ball
7- Favorites
into the goal.
8- The host country
g) the country where
9- strickers tournament is held in
10- Coach h) official continental or
international football
matches
i) trainers and supervisors of a
team
j) who are expected to win.
Item 5 : Rephrase the following sentences . Don’t change their meanings
1- It’s three months since our team lost the match.

Our
team……………………………………………………………………
………………………………
2- The Algerian Assiba Boulmerka reached the tape and slowed down.
14
9
After the Algerian Assiba Boulmerka
………………………………………………………………………
3- The two leading runners would show their greatest strength if they did not
want to lose the competition.
Unless
…………………………………………………………………………
…………………
4- What a pity ! He missed his penalty last season.

I would
rather……………………………………………………………………
…………………………
Contexte : Les loisirs s’avèrent un besoin indispensable pour le développement

de l’homme. A cet effet, Jean est acteur ou spectateur de plusieurs activités
notamment celles sportives.
Critère d’évaluation :
Tu montreras ta compétence à produire un texte cohérent sur la description d’un
évènement vécu ou non en :

- Utilisant le vocabulaire approprié ;
- Utilisant l’orthographe et les ponctuations appropriées.
15
0
Tâches :
WRITING :
Describe, in a paragraph a sport event that you have attended or watched.
NB :(Not more than 15 lines).
EPREUVE 38
CD2-Réagir de façon précise et appropriée à des messages écrits (CD2)
CD3-Produire de façon appropriée des textes de type et de fonctions variés
(CD3)
L’EPREUVE
I-Réagir de façon précise et appropriée à des messages écrits
A-Contexte :
Protéger l'environnement, c'est protéger l'humanité et permettre qu'elle
survive. L'homme ne vit pas tout seul et isolé. Il vit dans un environnement dont
il est totalement dépendant.
B-Support
Text: Protect the Environment
1-We all want to protect our planet, but we're mostly too busy or too lazy to put
up big change that would improve our lifestyle and save the environment. A
healthy environment is necessary for human and animal life to survive. Drinkable
water, breathable air, and edible food are some of the resources that are necessary
for life to continue. Yet at the same time, people cannot maintain a desirable
standard of living without the consumption of natural resources, which causes
damage to the environment.
2-Planting trees in your neighborhood really is one of the best things you can do
for the local environment and for the planet. It’s no secret that trees protect the
15
1
environment, but you may be surprised by all the benefits that planting trees can
provide. Besides purifying the air by producing oxygen and removing carbon
dioxide and contaminants from it, trees have many other social, economic, and
environmental benefits.
3- Since the beginning, trees have furnished us with two of life's essentials, food
and oxygen. As we evolved, they provided additional necessities such as shelter,
medicine, and tools. Today, their value continues to increase and more benefits of
trees are being discovered as their role expands to satisfy the needs created by our
modern lifestyles. Trees are an important part of every community. Nowadays, in
our community, our streets, parks, playgrounds and backyards are lined with trees
that create a peaceful, aesthetically pleasing environment. Trees increase our
quality of life by bringing natural elements and wildlife habitats into urban
settings. We gather under the cool shade they provide during outdoor activities
with family and friends. Many neighborhoods are also the home of very old trees
that serve as historic landmarks and a great source of town pride.
Unpublished

- Prouvant ta maitrise du vocabulaire ;
- Prouvant ta maitrise de certaines structures grammaticales ;
NB : Tu traiteras les items sur le texte en anglais
D- Tâches
Item1: Are the following statements true or false?
1. All of us want to protect our planet.
2. A healthy environment is necessary for every living being.
15
2
3. The best things you can do for the local environment and for the planet is
cutting down trees.
4. Today, the value of trees continues to decrease..
5. Shelter, medicine, and tools are additional necessities provided by trees.
Item2: Answer the following questions based on the text.
1. What are the necessary resources for life to continue?
2. How do the trees purify the air?
3. Can we say that trees decrease our quality of life? Justify your answer with
information from the text.
Item3: Match the words in column A with the phrases in column B (Write
numbers and letters only)
Column A Column B
1. Environment a. wild animals, birds, and other living things,
living in a natural undomesticated state.
2. To damage b. Quiet and calm.
3. Oxygen c. Element essential for respiration.
4. Peaceful d. To harm or to cause deterioration.
5. Wildlife e. The natural world in which we have people,
plants and animal.
Item4: Rephrase the following sentences using the prompts given.

1. If you don’t protect the environment, the future generation will blame you.
Unless
………………………………………………………………….
2. The villagers will plant some new trees next time.
Some new trees
………………………………………………………
3. Job would have helped the Green Belt Movement if they had informed him.
15
3
Had they ……………………………………………………………
4. Don’t destroy the environment.
The environment …………………………………………………….
Item 5: Translate the following passage in French (for CD only)
From “Planting trees …” to “trees can provide” (paragraph 2)
II-Produire de façon appropriée des textes de type et de fonctions variés
A-Contexte :
Préserver l'environnement est une question de survie et c’est ce qui amène
à parler de plus en plus de la protection de l'environnement.
Tu montreras ta compétence à écrire un article de journal en :
-Respectant le contexte ;
-Utilisant le vocabulaire et l’orthographe appropriés ;
-Utilisant la ponctuation appropriée.
C-Tâche
Writing:
Write an article to a newspaper for publication about how we should protect the
environment to be in good health..
15
4
EPREUVE 39
CD2-Réagir de façon précise et appropriée à des messages écrits (CD2)
CD3-Produire de façon appropriée des textes de type et de fonctions variés (CD3)
L’EPREUVE
I-Réagir de façon précise et appropriée à des messages écrits
A-Contexte :
Protéger l'environnement, c'est protéger l'humanité et permettre qu'elle
survive. L'homme ne vit pas tout seul et isolé. Il vit dans un environnement dont
il est totalement dépendant.
B-Support
Text: Protect the Environment
1-We all want to protect our planet, but we're mostly too busy or too lazy to put
up big change that would improve our lifestyle and save the environment. A
healthy environment is necessary for human and animal life to survive. Drinkable
15
5
water, breathable air, and edible food are some of the resources that are necessary
for life to continue. Yet at the same time, people cannot maintain a desirable
standard of living without the consumption of natural resources, which causes
damage to the environment.
2-Planting trees in your neighborhood really is one of the best things you can do
for the local environment and for the planet. It’s no secret that trees protect the
environment, but you may be surprised by all the benefits that planting trees can
provide. Besides purifying the air by producing oxygen and removing carbon
dioxide and contaminants from it, trees have many other social, economic, and
environmental benefits.
3- Since the beginning, trees have furnished us with two of life's essentials, food
and oxygen. As we evolved, they provided additional necessities such as shelter,
medicine, and tools. Today, their value continues to increase and more benefits of
trees are being discovered as their role expands to satisfy the needs created by our
modern lifestyles. Trees are an important part of every community. Nowadays, in
our community, our streets, parks, playgrounds and backyards are lined with trees
that create a peaceful, aesthetically pleasing environment. Trees increase our
quality of life by bringing natural elements and wildlife habitats into urban
settings. We gather under the cool shade they provide during outdoor activities
with family and friends. Many neighborhoods are also the home of very old trees
that serve as historic landmarks and a great source of town pride.
Unpublished

- Prouvant ta maitrise de certaines structures grammaticales ;
NB : Tu traiteras les items sur le texte en anglais
15
6
D- Tâches
Item1: Are the following statements true or false?
6. All of us want to protect our planet.
7. A healthy environment is necessary for every living being.
8. The best things you can do for the local environment and for the planet is
cutting down trees.
9. Today, the value of trees continues to decrease..
10. Shelter, medicine, and tools are additional necessities provided by trees.
Item2: Answer the following questions based on the text.
4. What are the necessary resources for life to continue?
5. How do the trees purify the air?
6. Can we say that trees decrease our quality of life? Justify your answer with
information from the text.
Item3: Match the words in column A with the phrases in column B (Write
numbers and letters only)
Column A Column B
6. Environment f. wild animals, birds, and other living things,
living in a natural undomesticated state.
7. To damage g. Quiet and calm.
8. Oxygen h. Element essential for respiration.
9. Peaceful i. To harm or to cause deterioration.
10. Wildlife j. The natural world in which we have people,
plants and animal.
Item4: Choose the most suitable answer in brackets to complete the sentences.
(Write numbers and answers only)
1. Some trees (were – have been – are) planted in the area recently.
15
7
2. If we cut down trees, it (has contributed- will contribute- would
contributed) to air pollution.
3. Programs (exists – existed – had existed) to recycle many of those things
ages ago.
4. The (destroyment – destruction – destroy) of the flora makes some plants
become rare.
5. The government paid the farmers (compensate – compensatemment-
compensation) for the loss.
Item5: Rephrase the following sentences using the prompts given.

5. If you don’t protect the environment, the future generation will blame you.
Unless
………………………………………………………………….
6. The villagers will plant some new trees next time.
Some new trees
………………………………………………………
7. Job would have helped the Green Belt Movement if they had informed him.
Had they ……………………………………………………………
8. Don’t destroy the environment.
The environment …………………………………………………….
Item6: Translate the following sentences in English (for AB only)

1. Par exemple, les gorilles sont en voie de disparition.
2. Des organisations essayent de protéger certaines espèces de plantes.
3. À moins qu’Esther adhère au mouvement, elle n’aura assez de bois de
chauffage.
4. Cette vaste forêt a été détruite récemment.
II-Produire de façon appropriée des textes de type et de fonctions variés
15
8
A-Contexte :
Préserver l'environnement est une question de survie et c’est ce qui amène
à parler de plus en plus de la protection de l'environnement.
Tu montreras ta compétence à écrire un article de journal en :
-Respectant le contexte ;
-Utilisant le vocabulaire et l’orthographe appropriés ;
-Utilisant la ponctuation appropriée.
C-Tâche
Writing :
Write an article to a newspaper for publication about how we should protect the
environment to be in good health.
EPREUVE 40
A- REACTION APPROPRIEE A UN TEXTE LU
Contexte :
L’avancée du désert est très remarquable aujourd’hui et il faut
quotidiennement penser au reboisement. Une dame (que tu découvriras tout à
l’heure) a compris cela assez tôt.
Support:
Text: Islands of green..
When Sophia Kiarie moved from Kenya’s forested highlands to the arid
community of Ruiru 20 year ago, she was immediately struck by the lack of
greenery. She looked out over the parched sisal fields and wondered where she
could possibly find enough firewood for her family, including her husband and
11 children. So she began studying informally, asking Kenyan foresters their
advice and carefully observing the life cycles of different trees. “Some died of
15
9
drought’’, she recalls, putting a finger into the soft Kenyan soil. “Others died
when the hard rains came”.
Though she never took a class in forestry or botany, Kiarie, 41, learnt quickly. “I
have a degree in understanding the problems of my area,” she says with a smile.
She becomes a local field office for the Geneva-based Bellerive Foundation, a
nonprofit organization that focuses on environmental issues. That woke her up to
the dangers of land degradation around Ruiru, about 20 kilometers north of
Nairobi. Soon she opened a tree nursery, which has so far distributed more than
500.000 seedlings to scholls, hospitals and individual farmers. In addition, Kiarie
has led a successful campaign to conserve trees by engineers from the Bellerive
Foundation. The stove, which burns far less wood than the traditional stone-
bordered fire, has become a local hit; more than 2.000 Kenyan families and 600
institutions now use one. “I can convince people because I am a beneficiary of the
product”, says Kiarie.” It’s easier to convince people when they can identify with
you.
Kiarie is not just a local hero. Last November she was invited to Miami to attend
the United Nations-sponsored Global Assembly on Women and the Environment,
where she spoke about her crusade to establish future for Kenya and a hope to get
more of them involved in her reforestation projects. “Women know how to nurse”,
she says, gently pushing a tiny sprout into the earth. “They have caring hands.”
From NEWS WEEK, March 9, 1992
Tache : Après avoir lu le texte ci-dessus, tu montreras que tu l’as compris en:
Répondant par ‘‘True’’ ou ‘‘False’’ aux déclarations ;
Complétant certaines phrases avec les informations du texte ;
Identifiant les synonymes de certains mots ;
Transformant des groupes verbaux en groupes nominaux ;
Reformulant les phrases selon les directives données.
Consigne:
Item 1: Write ‘‘True’’ or ‘‘False’’ for each of these statements (10pts).
1- Hard rains kill some types of trees.
2- Sophia was a professional and an expert in the management of forests.
16
0
3- Kiarie’s intention was to help solve the problem of drought in Ruiru area.
4- In Ruiru, she worked in an organization which provided people with
financial assistance.
5- Sophia wants women to become active members of her reforestation
projects.
Item 2: Complete these sentences with information from the text (14pts).
NB: Do not copy the sentences. Write only the missing words.
1- In the first paragraph, the word which means “extremely surprised” is
…………………………………………………
2- …………….. and …………are institutions that have benefited from
Kiarie’s tree nursery.
3- A special type of …………………….is now used by many Kenyan
families and institutions for cooking.
4- Sophia was invited to take part in a great meeting in an American city which
is called………………………………..
5- a-) “Her” refers to ……….. in “that woke her up” (paragraph 2)
b-) “They” refers to ……….. in “They have caring hands” (paragraph 3)
6- What does NYCS mean?
7- How did Musa Waziki help youth service?
8- Was Yinka Dada paid for her work at the local clinic?
Write down a sentence to justify your answer.
Item 3: Find the synonyms of these words in the text. (8pts)
1- a prolonged lack of rain (paragraph 1)
2- not lucrative (paragraph 2)
3- very young plants (paragraph 2)
4- soil (paragraph 3)
Item 4 : Turn these verb phrases into noun phrases. (12pts)

NB: Don’t copy the verb phrases.
16
1
Example: to protect the environment
protection of the environment
1- to distribute seedlings.
2- by promoting a low-cost stove
3- moved from highlands
4- conserve some species
5- converting tree killers into tree planters
6- being convinced.
Item 5 : Rephrase the sentences as suggested. (12pts).

NB: Don’t copy the initial sentences; don’t change their meanings in
rephrasing then either.
1- They have distributed thousands of Kiarie.
Thousands of …………………………………………….
2- Let’s create a tree nursery like Kiarie.
How about………………… …………………………….
3- Plant trees; if not, the desert will reach your area.
If you…….……………………………………………….
4- Had she learnt forestry at school, she’d have become an expert.
If …….………….………………………………………..
B- LA PRODUCTION D’UN TEXTE DE TYPE PARTICULIER (24pts).
Contexte :
Il y a plusieurs personnes qui de façon flagrante, détruisent les ressources
naturelles de votre société.
Tu es invité(e) à rédiger une lettre administrative à l’autorité en charge de
la gestion de l’environnement pour décourager cette mauvaise pratique.
Tâche :
16
2
Tu montreras ta capacité à rédiger (en anglais) une lettre administrative en :
Respectant le format de ce type de lettre ;
Respectant le contexte et utilisant le vocabulaire adéquat ;
Utilisant l’orthographe et la ponctuation appropriées ;
Construisant des phrases significatives et grammaticalement correctes.
Writing:
Write to the environment officer of your district to inform him about the
destruction of trees and natural resources in your area, mentioning the damage
done to human beings and to the environment. Ask the officer to take measures to
stop the phenomenon.
Note:
Your name and address are Jeff Keber BP 123 Parakou/Bénin.
You write to Mr Sikirou Kokoye, PO Box 45 Parakou/Bénin.
EPREUVE 41
I- COMPETENCES À ÉVALUER
- Réaction appropriée à un message lu.
- Production écrite d’un texte de type particulier.
II- L’ÉPREUVE
A- LA RÉACTION À UN TEXTE LU
Contexte :
Beaucoup de sports sont pratiqués dans le monde. Parmi ceux-ci, il y a le football
qui est connu et aimé de nombreuses personnes dont les enfants. Ici, tu es invité
16
3
(e) à lire attentivement le texte ci-dessous et à réagir par rapport à l’évolution de
ce sport.
Support : Le texte ci-dessous.
Text:
1. I first went to a football match at the age of seven, with my elder brother, who
was already an experienced and long serving spectator. He was eleven. He
was very annoyed when my father asked him to take me and even more
annoyed when I insisted on asking him questions. I asked him questions
because I couldn’t see what was happening. “What’s going on?” I asked “The
centre forward’s got the ball”, he replied, his eyes glued to the action.
2. From my position at knee height, I learned to love the game of football. As I
grew taller, and began to watch the game and the players, I developed a
marvelous understanding of the tactics employed in the football of the 1950s.
They were very simple: kick the ball as hard as you can and let the forwards
chase it. And they did. Five forwards chased the ball, and five defenders tried
to stop them. The game was exciting and there were a lot of goals. The best
part of the game was watching the outside right racing down the wing.
3. Those players have now retired and not only their tactics, but their positions
on the field have been replaced. In the past there were 5 defenders and 5
attackers. Now there are 4, sometimes 5 defenders, 2 or 3 midfield players
and 2 or 3 attackers.
4. When Alf Ramsey became manager of England, he abolished “wingers”. He
didn’t think they worked hard enough. The result is that now there are no
wingers in the magnificent style of Stanley Mathews.
5. In the old days, there were 2 wingers, 2 inside forwards and a centre forward.
Right wingers were fast and elegant. Left wingers were quiet and “tricky”. Centre
forwards were tall, strong and usually had black hair, which made them look
rather evil. The inside forwards were the “brains” of the team.
Today there are no wingers or inside forwards, just “strikers”. They have to
“make” the goals.
Tâche :
16
4
- reconnaissant certains détails du texte ;
- exprimant des appréciations personnelles sur le texte ;
- reliant certains mots à leurs sens ;
- complétant des phrases par les mots qui conviennent ;
- complétant un tableau ;
- reformulant de façon autonome des phrases.
- traduisant en français quelques phrases du texte.
Consignes:
Item 1: Write‘’true’’ or ‘’false’’ for each statement.
1. The author’s brother was an experienced football player.
2. Since the author could not see what was going on, he asked his brother
questions.
3. The author didn’t like football when he was younger.
4. The game the author has described was one of the 1950’S.
5. The tactics of the old days are still being employed.
1. How old was the author when he first went to a football match ?
2. What happened when the author asked his brother questions?
3. Name the different types of players mentioned in the text.
Item 3 : Match each word in Column A with its meaning in Column B. Use
the numbers and letters only.
Column A Column B
1.annoyed a) extremely good
2. marvelous b) angry
3. employed c) an attacking player Item 4 :
Complete each
4. chased d) used
16
5
5. a striker e) run after sentence with
the correct
answer from the brackets. Use the numbers and answers only.
1. If the author didn’t see what was going on, he……ask questions. (will, can,
could)
2. Many goals were……by the strikers. (scored, score, scoring)
3. Players who are expected to prevent opponents from scoring a goal are
called……..(strikers, defenders, referees)
4. A referee…….(puts, holds, tosses) a coin to make a decision.
5. After a match, when neither team wins, it is a …….(goal, equality,draw).
Item 5 : Copy and complete this table
Verb Noun
manage -
- Action
abolish -
- excitement
Item 6 : Using the prompts given, rephrase the following sentences.
1. The author asked his brother questions.
*Questions………………………………………………………………………
…………………………….
2. He didn’t see what was happening that’s why he asked his brother questions.
a- If
b- Had he……………………………………………………
3. ‘’ What is going on ?’’, he asked his brother
16
6
*He asked his brother………………………………………..
Item 7: Translate into french these sentences from the text
1- I first went to a football match at the age of seven with my elder brother.
2- The game was exciting and there were a lot of goals.
3- As I grew taller, and began to watch the game and the players, I developed
a marvelous understanding of the tactics employed in the football of the
1950s.
B) Production écrite d’un texte

Contexte : Après un match de football, le capitaine de l’équipe gagnante a
accordé une interview à un journaliste. Mais malheureusement l’enregistreur a
manqué d’enregistrer tous les mots. Tu es alors invité (e) à aider à reconstituer
l’interview.
Tâche : Tu montreras ta capacité à reconstituer une conversation avec des mots
en Anglais en :
- respectant le contexte et la logique interne du dialogue ;
- utilisant le vocabulaire, la ponctuation et l’orthographe appropriés.
Consigne:
Writing: Choose one of the following words for each gap; don’t copy the
passage : victory ; talent ; score ; outstanding ; friendly ; eliminated ; defenders ;
final; round ; semi-finals.
Interviewer: Congratulations. You have won this…1…match with a…2…of 4-
2. Are you pleased with this result?
Captain: Yes, we have a good team. In fact, it’s...3… Some of our players have
superb…4…but I think our …5… must improve.
Interviewer: What are your chances in the tournament? Last year you
were…6…in the third…7… Do you think you will reach the…8… or even
the…9… this time?
16
7
Captain: We expect nothing less than…10…in this championship!
EPREUVE 42
- competence disciplinaire n°2: Réagir de façon précise et appropriée
à un message lu ou entendu.
- competence disciplinaire n°3: Produire de façon appropriée des
textes de types et fonctions variés.
II- L’EPREUVE
A- Réaction à un message lu.
16
8
Contexte
La déforestation a des impacts négatifs aussi bien sur la vie des humains que sur
celle des animaux.
Support
Text: Deforestation
1- Deforestation has many negative effects on the environment. The most
dramatic impact is a loss of habitat for millions of species. Seventy per cent of
earth’s land animals and plants live in forests, and many cannot survive the
deforestation that destroys their homes.
2- Deforestation also drives to climate change. Forest soils are moist, but without
protection from sun-blocking tree cover, they quickly dry out. Trees also help
perpetuate the water cycle by returning water vapor back into the atmosphere.
Without trees to fill these roles, many former forest lands can quickly become
barren deserts.
3- Removing trees deprives the forest of portions of its canopy which blocks the
sun’s rays during the day and holds in heat at night. This disruption leads to more
extern temperature swings that can be harmful to plants and animals.
4- Trees also play a critical role in absorbing the greenhouse gases that fuel global
warming. Fewer forests mean larger amounts of greenhouse gases that enter the
atmosphere and increase speed and severity of global warming.
5- The quickest solution to deforestation would be to simply stop cutting down
trees. Though deforestation rates have slowed a bit in recent years, financial
realities make this likely to still occur.
Unpublished
Après avoir lu ce texte, tu montreras que tu l’as compris en :
reconnaissant les détails du texte;
exprimant tes appréciations personnelles sur le texte;
manifestant ta maîtrise du vocabulaire du texte ;
formant de nouveaux mots pour compléter un tableau ;
prouvant ta maîtrise de certaines structures grammaticales ;
16
9
traduisant un passage du texte en français.
Tâches
Item 1: Are these statements RIGHT or WRONG according to the text?

1- Destroying forests has little effects on the environment.
2- One of the roles of trees is to return water vapour back into the atmosphere.
3- Deforestation increases global warming.
4- Greenhouse gases are important for humans and animals.
Item 2:Answer these questions basing on the text

1- Why can many animals not survive deforestation?
2- What happens when there are no trees to return water vapour back to the
atmosphere?
3- How can trees reduce global warming?
4- State from the text one best way to put an end to deforestation.
Item 3: Find out in the text words or expressions meaning the opposite of the
following
1- Profit (paragraph 1)
2- Dry (paragraph 2)
3- Harmful (paragraph)
4- Slowed (paragraph 4)
Item 4: Complete the table with a verb or a noun
Verbs Nouns
17
0
1. Deforestation
To plant 2.
3. Environment
Desertify 4.
5. Disruption
Item 5: Rephrasing the following without changing their meaning.

1- Why don’t we save our environment?
What
about.............................................................................................?
2- Deforestation has caused serious climate change and global warming.
Serious climate change and global
warming..............................................
3- If people don’t cut trees, there will be no deforestation.
Unless................................................................................
4- They destroyed those forests five years ago.
It is.......................................................................................
Item 6: Translate this passage of the text into French

From “Deforestation also drives........” down to “….become barren deserts”
B-PRODUCTION D’UN TEXTE DE TYPE PARTICULIER
Contexte
Les forêts sont détruites pour nos besoins quotidiens. Mais ceci n’est pas sans
conséquences sur les êtres vivants en général et les humains en particulier
17
1
Tu montreras ta capacité à écrire une lettre administrative en y ressortant les
conséquences de la coupure anarchique dans ton pays:
Respectant le contexte et le format d’une lettre ;
Construisant des phrases grammaticalement correctes et significatives ;
Utilisant le vocabulaire, l’orthographe et la ponctuation appropriés.
Tâche
Writing:
In your country, people are cutting down trees without obeying the forest
regulations.
Write a letter to the Minister of the Environment, Didier TONATO to inform him
and ask him to put an end to it.
Yourname is: Machoud Touré
Your address is : P.O. Box 222 Parakou
Your letter must be sent to: P.O. Box 2020 Cotonou
NB: If you copy the text you will get Zero(00)
EPREUVE 44
COMPTENCES A EVALUER
17
2
CD2: Réagir de façon précise à des messages lus ou entendus.
variés
III- L‘EPREUVE
A-La réaction à un texte écrit

Contexte : La protection de l’environnement doit être un souci pour tous.
Support
Text: Is Brazil now in control of deforestation in the Amazon?
1- Since 2005, the total area deforested annually in the Amazon diminishes almost
every year and, in 2014, it was only 20% of what it was in 2004. The Brazilians
authorities are doing their best to regulate the clearing of this large forest because
they are aware of the many consequences of deforestation. Some well-thought
mechanisms have made this achievement possible. Such an achievement has
many consequences on climate change, vegetation and man life.
2- The term “Amazon” refers to several distinct realities: the “Amazon biome”,
which is the dense tropical rainforest area from the North of Brazil and the
Amazon River basin, which is an administrative boundary created in the 1950s in
order to administrate a federal fund aiming at fostering the economic development
of the Amazon, in central Brazil.
3- Therefore, what is new in the Amazon rainforest is not the opening of clearings
but the permanent removal of the forest cover and the abandonment of rotational
slash and burn systems that allowed the constitution of dense and diversified
secondary forests in favour of intensive and permanent production systems.
Combined with a scale never reached before the XXth century, this process has
led to a rapid shrinking of forest covered areas and is designated as
“deforestation”. It is a rather recent trend that only began in the early 1970s. After
a peak observed in 2003, the deforestation rate decreased almost continuously.
Although the diminution of the deforestation rate is undoubtedly a success, we
must also note that the total deforested area is still growing.
Adapted from the Internet
Critères d’évaluation : Après avoir lu le texte, tu montreras que tu l’as compris
en:
17
3
- Manifestant ta maitrise du vocabulaire du texte ;
- Montrant ta maitrise de certaines structures grammaticales ;
- Posant des questions dont les réponses sont les mots soulignés ;
- Reformulant des phrases sans modifier leur sens respectif ;
- Traduisant un passage du texte en Français ou des phrases en anglais.
Tâches
Item 1: Write « True » or « False » for each statements
1- From 2005, the total area deforested annually in the Amazon increases almost
every year.
2- The total area deforested annually in the Amazon diminishes to almost 80%
from 2004 to 2014.
3-The Brazilians authorities do nothing to regulate the clearing of the Amazon.
4- The term “Amazon” refers to a unique reality.
5- A decreased was observed in 2003 in deforestation
Item 2 : Answer the questions on the text
1- What was the percentage of deforestation in 2004 in the Amazon?
2- What is the “Amazon biome”?
3- Is the diminution of the deforestation rate a total success? Justify your answer
Item 3: Find in the text words or group of words meaning the opposites to
these ones
1- Increases (paragraph 1)
2- Failure (paragraph 1)
3- Closing (paragraph 3)
4- Refused (paragraph 3)
5- Against (paragraph 3)
Item 4: Ask questions based on the underlined words
1- The deforestation rate decreased in 2003.
17
4
2- The “Amazon biome” is in the North of Brazil.
3- The Mayor made a great achievement
4- We go to the forest once a week.
5- They are happy because of their many successes.
Item 5: Rewrite these sentences starting them by the prompts given.
1- We should preserve the ecosystem.
It is high time………………………
2- We achieved great thing two years ago.
It is two……………………………
3- The government gave us the authorization to clear the forest.
The authorization to clear the forest………………..
We………………………………………………….
4- If we don’t preserve the Amazon, we will lose our touristic reputation.
Unless……………………………………………..
Item 6: Translation
- Seconde C&D (only): Translate into French the sequence: “The Brazilians
authorities………………….. and man life. »
- Seconde A (only): Translate these sentences into English
1- Il est grand temps que nous préservions notre environnement.
2- C’est pour la première fois que nous voyons de telles réalisations.
3- Si nous ne faisons pas des efforts, toute la forêt sera détruite.
4- Copions les Brésiliens.
5- Si j’avais assez d’argent, j’achèterais une grande forêt.
B- La Production d’un texte de type particulier

Contexte : La déforestation est nuisible à la vie et au développement de la cité.
17
5
Critères d’évaluation : Tu montreras ta compétence à rédiger un texte en Anglais
en :
Tâche:
Writing:
Write a paragraph about deforestation. (Don’t forget to mention its definition,
causes, consequences, and solutions to fight against it).
N.B: Not more than 20 lines.
EPREUVE 45
LA REACTION APPROPRIEE A UN MESSAGE LU
17
6
I- Contexte :
Le monde du sport regorge d’athlètes talentueux et très performants.
J- Support
Text :
1- Bolt was born on 21 August 1986 in a small town in Trelawny, Jamaica,
and grew up with his parents. They ran the local grocery store in the
rural area, and Bolt spent his time playing cricket and football in the
street with his brother, later saying, “When I was young, I didn’t really
think about anything other than sports”. He attended Waldensia
¨Primary, where he first began to show his sprinting potential, running
in the annual national primary-schools’ meeting for his parish.
2- By the age of twelve, Bolt had become the school’s fastest runner over
the 100 meters distance. At secondary school, he continued to focus on
other sports, but his cricket coach noticed Bolt’s speed on the pitch and
urged him to try track and field events. Pablo McNeil, a former Olympic
sprint athlete, and Dwayne Jarrett coached Bolt, encouraging him to
focus his energy on improving his athletic abilities. Bolt won his first
annual high school championships medal in 2001, talking the silver
medal in the 200 meters with a time of 22.04 seconds.
3- The 2016 Rio Olympics, Bolt won the 100 meters gold medal with a
time of 9.81 seconds. With this win, Bolt became the first athlete to win
the event three times at the Olympic Games. Bolt followed up his 100
m win with a gold medal in the 200 m, which also makes him the athlete
to win the 200 m three times at the Olympic Games. . With that win,
Bolt obtained the “triple-triple”, three sprinting gold medals in three
consecutive Olympics, and finished his Olympic career with a 100% win
record in finals. He has the nickname “Lightning Bolt” due to his name
and speed.
Unpublished
K- Critères d’évaluation:
- reconnaissant certains de ses détails
- répondant aux questions de façon approfondie,
17
7
- prouvant sa maîtrise du vocabulaire,
- traduisant un passage en Français,
- prouvant ta maîtrise de la grammaire.
L- Tâche :
Item 1: Complete the sentences with information from the texts.(Write down
numbers and answers only)
1- The first sport activities performed by Bolt were …………… and
………………….
2- ……………………………..persuaded Bolt to try track and field events.
3- People call him …………………………………………….
4- His first coach is……………………………………….
1- Which country is Bolt from?
2- Did he attend school? Justify your answer with a sentence from the text.
3- Give the sport field that is his specialization.
Item 3: Find the synonyms of the following words or expressions from the text.
(Write down numbers and answers only)
1- Started (paragraph 1)
2- A person trained for competing in physical exercise and outdoor games
(paragraph 2 and 3)
3- A person who trains athletes for competition (paragraph 2)
4- Capacities (paragraph 2)
5- A flat piece of metal that best competitors win (paragraph 3)
Item 4: Translate into French.
From “ The 2016 Rio Olympics, Bolt won…… times at the Olympic Games.”
down to “…times at the Olympic Games..” (In paragraph3)
Item 5: Rephrase these sentences using the prompts given.
17
8
1- If Bolt doesn’t train hard, he will not win a medal.
Unless ………………………………………….
2- Bolt was trained to compete with talented athletes.
Bolt was trained for…………………………….
3- Bolt won the third medal four years ago.
It is …………..since ………….
4- If I were the coach, I would no select the boy.
Were ……………………………………………………..
5- Let’s join Kobe’s team.
What about………………………………………………………… ?
Item 6: Put the verbs in brackets into the right tense and form
1- Look! They (to run) a relay race.
2- Had I been Bolt, I (to encourage) young people to become professional
sprinters.
3- (Not to run) if you’re tire!
4- It’s high time governments (to encourage) young athletes to take part in
international competitions.
V- PRODUIRE DES TEXTES DE TYPE ET DE FONCTIONS VARIES

A- Contexte :
Les activités physiques procurent le bien être et la santé.
B- Critère d’évaluation : Tu montreras ta compétence à rédiger un texte en
Anglais en :
- respectant le contexte, le type de texte et la logique interne
- construisant des phrases significatives et grammaticalement
correctes.
17
9
C- Tâche:
Writing
Write a small paragraph about your favourite sport. These questions may help
you.
- What is your favourite sport?
- Why do you prefer it?
- How often do you practise it?
- Do you practise it in team or individually?
- What advantages do you draw from this sport?
(No more than 15 lines)
18
0
EPREUVE 46
CD2 : Réagir de façon précise et appropriée à des messages lus ou
entendus.
variés.
III- L’EPREUVE
A- La réaction à un texte lu.
Contexte: Les Européens ont pendant très longtemps pensé que le vrai sport était
seulement pratiqué dans la partie Nord du Continent Africain. Mais jugeant les
vingt dernières années du sport en Afrique, le monde entier reconnait à présent
que le vrai sport se pratique partout en Afrique. Le texte ci-dessous en est une
parfaite illustration.
Support: Le texte ci-dessous.

Text: Olympics in Africa
The Africans have dominated the longer distance track events at these
Olympics game even more than they did at Los Angeles four years ago. They have
won all the men’s events from the 800m to the 10.000m. It wasn’t an African who
won today’s marathon, but wakiihuri of Kenya came second and Ahmed Sabeh
of Djibouti won his country’s first Olympic medal by coming Third. Douglas
wakiihuri’s silver medal was the first marathon medal a Kenyan has ever won.
Twenty-four years ago in Rome, Abebe BIkila became the first African to win
an Olympic medal. Since, then we have become accustomed to African medal
winners. But until now all Africa’s winners. Now all that has changed! Today,
Nawal Almoutawakil of Morocco became the first African woman to win a gold
medal. In the 400m hurdles, she beats home have been men favorite Judi Brown
of the United States in an Olympic record time of 54.61 seconds.
18
1
And Gabriel Tiacoh of the Côte d’Ivoire has become the first Ivorian to win an
Olympic medal. He took the silver in today’s final of the 400 metres.
Critères d’évaluation: Après avoir lu le texte tu montreras que tu l’as compris

en :
- Répondant par ‘’True’’ or ‘’False’’ aux affirmations données ;
- Montrant ta compréhension globale du texte ;
- Donnant les synonymes des mots dans le texte ;
- Réécrivant des phrases sans changer leur sens initial ;
- Traduisant en français un passage du texte.
Consignes
Item 1: Write ‘’True’’ or ‘’False’’ for these statements
1. African athletes didn’t win any events from the 800m to the 10.000m.
2. Wakiihuri came first for the marathon.
3. Abebe Bikila won the first African Olympics.
4. Moutawakil won a silver medal.

1. How many Olympic events does the text mention? What are they?
2. What nationality was the 1964 marathon winner? How do you know?
3. In what position did Gabriel Tiacoh finish? How do you know?
4. What was new about Nawal al-Moutawakil’s victory?
Item 3: Find in the text words meaning the same or almost the same as:
1. Long distance race on foot (paragraph 1)
2. Plat things like a coin given as an award (paragraph 1)
18
2
3. To be used to (paragraph 2)
4. A person who wins a competition or a game (paragraph 2)
Item 4: Rewrite the following sentences without changing then meaning

1. If we don’t make many efforts, African athletes will find it difficult to win
…………….. otherwise African athletes will find it difficult to win
2. Wakiihuri won the first medal.
The first medal ……………………………….
3. We have not seen such an event before.
It’s the first time ………………………………
4. If you don’t make effort, you won’t win the medal.
Unless ……………………………………….
Item 5: Translate in French from ‘’twenty four years ago………to…….. have

been men ’’
B- La production d’un texte de type particulier.

Contexte: Les athlètes africains rencontrent assez de difficultés dans leur carrière.
Critères d’évaluation: Tu montreras ta compétence à produire le texte en :

- Respectant le contexte du texte,
- Construisant les phrases correctes,
- Respectant le vocabulaire, l’orthographe et la ponctuation appropriés
- Respectant la logique interne du texte.
Consigne
18
3
Writing: Many athletes had narrated their problems. According to you, how can
your leaders help the athletes of your country?
EPREUVE 47
CD2 : Réagir de façon précise et appropriée à des messages lus ou
entendus.
variés.
III- L’EPREUVE
A- La réaction à un texte lu.
Contexte : Le sport tout en étant une activité physique peut se pratiquer aussi
bien individuellement que collectivement. Tu es invité(e) à réagir à un texte qui
nous parle des matches entre établissements scolaires.
Support: Le texte ci-dessous.

Text: Inter-school football competitions
It was never expected that our football team would lose the final match in the
last inter-school football competition. In the state, our school was rated high by
lovers of football because of our performances in the competition over the years.
Our school had won the cup four times consecutively and this year our confidence
was built on the fact that we were going to play with St Peter’s High School, a
team which has been rated low among the teams in the state. But at last, we lost
the match and it is part of history in the state that our hitherto formidable team
lost in the underdog.
The reasons why our team lost the match were not farfetched. Our team was
over-confident. After the semi-final match against Corona High School team
18
4
which was one of the highly rated teams in the state, our boys relaxed. The team’s
coach also shared the views of the players that the final match would be a walk
over. Our boys regarded the semi-final match as the final match as they thought
that the final match against St Peter’s High School team would not pose any
problem.
Over confidence of our team became our undoing as the opponent team rattled
our defense and scored the first goal at the fifteenth minute of the first half of the
match. The goal destabilized our boys and they struggled to find their feet. They
could not score any goals throughout the match as they played out of form, each
of them playing out his skill individually. This was our second undoing. Our boys
lacked proper co-ordination of their various skills. They failed to play the game
as a team and many of our passes were wrongly coordinated as they could not
connect one to the other.
Another reason why we lost was that they easily gave up as they were bickering
and disagreement among our players. The mistake which the captain of the team
made in his passes of the ball irritated many of the players and this affected the
moral of the players. After the second goal against our team, our boys played
lazily and could not find their feet throughout the game. At the end of the match
we lost to the underdog team with five goals.
There are some lessons we have to learn from the match. Firstly, the need for
adequate preparations before any match cannot be over emphasized. We should
not be over-confident to go to the field of play without making adequate
preparations. Secondly, nobody can predict an outcome of a football match as it
is not Mathematics. Thirdly, we should not under-rate any team as it is possible
for a low rated team to spring up a surprise on the field of play.
Bilikisu Adeyihika SS3C
Vocabulary:
* Outcome: process, or the situation at the end of a process
* Undoing; failure, lack of experience

en :
Choisissant la bonne réponse parmi celles qui sont proposées
répondant aux questions sur le texte
18
5
les antonymes des mots dans le texte
mettant les verbes entre parenthèses aux temps et formes qui conviennent
reformulant certaines phrases
complétant le tableau avec les mots appropriés.
Consignes
Item 1: Choose the correct answer and write numbers and letters only. Don’t
copy the sentences.
1- The text is about
a- A country football team
b- A school football team
c- A state football Team
2- The football team in the text

a- Lost the match
b- Won the match
c- Arrange the match
3- St Peter’s High School team is

a- A very good team
b- An under rated team
c- A lover irritated team
4- According to the players and the coach, the final match would be
a- A very difficult match
b- A very easy match
c- An exciting match
18
6
5- The author’s team in the text
a- Did a good preparation of the match
b- Neglected the preparation

1- How often did the narrator’s team win the cup?
2- Which team did the narrator’s team meet in the final match?
3- What was the score of the final match?
4- Can an outcome of a football match be predictable? Justify.
Item 3: Find in the text the opposite of these words.

1- Low (Paragraph1)
2- Failed (Paragraph2)
3- Supporter (Paragraph3)
4- After (Paragraph5)
Item 4: write the verbs in brackets into the correct tense or form.
1- Why don’t we (to change) our tactic?
2- It is the first time our team (to lose) a final match.
3- Some football teams (to organize) a competition now?
4- It’s strictly forbidden (to dope) yourself before playing a game.
5- We don’t know which team (to be) the winner at the end.
Item 5: Rephrase the following sentences without changing their meaning.

1- Our football team will not lose the final match.
The final match…………………………………………
2- Our school has won four consecutive competitions.
18
7
Four consecutive competitions………………………….
3- If we had prepared well, we wouldn’t have lost the match.
Had we…………………………………………………
4- Unless we play seriously, we won’t win the next match.
If we ……………………………………………………
5- ‘’The spectators were disappointed,’’ the reporter said.
The reporter said that …………………………………………..
Item 6: Fill in the table with the corresponding word.

NOUNS VERBS
? To compete
destruction ?
Preparation ?
? To coordinate
? To materialize
production ?
B- La production d’un texte de type particulier.

Contexte: Le sport contribue à notre bien-être social, économique, à notre
épanouissement et autres. Montre ta connaissance sur l’importance du sport, en
produisant un texte.
Critères d’évaluation: Tu montreras ta compétence à produire un texte sur

l’importance du sport en:
- respectant le contexte,
- respectant la logique interne du texte,
- construisant les phrases significatives et grammaticalement correctes,
- utilisant le vocabulaire adéquat.
18
8
Consigne:
Writing: Write a coherent paragraph about the importance of sport.
EPREUVE 48
Compétence à évaluer.
CDN°2 : Réagir de façon précise et appropriée à un message écrit
CDN°3 : Produire de façon appropriée des textes de types et de fonctions variés
L’Epreuve
I- LA REACTION A UN TEXTE ECRIT
Contexte :
L’économie libyenne est principalement basée sur le pétrole. Ici, tu liras un texte
qui te parle de la production du pétrole en Lybie.
Support:
Text : Oil production in Libya.
1- Libya, a member of the Organization of Petroleum Exporting Countries
(OPEC), holds the largest proven oil Africa. According to the 2011 BP
Statistical Energy Survey, Libya had ….proved oil reserves of 46.422
billion barrels at the end of 2010, equivalent to 76.6 years of current
production and 3.35% of the world’s reserves.
2- Oil exploration in Libya began in 1995, with the key national Petroleum
Law No.25 enacted in April of that year (a new petroleum law is currently
under development). Libya’s first oil fields were discovered in 1959 (at
Amal and Zelten-now known as Nasser), and oil exports began in 1961.
3- Lybia is Africa’s major oil producer and one of Europe’s biggest North
African oil suppliers. Supplies from North Africa to Europe destinations
18
9
have the advantage of heing both timely and cost effective. According to
the 2011 BP Statistical Energy Survey, Lybia produced an average of 1659
barrels of crude oil per day in 2010, 1,97% of the world and a change of
0.40% compared to 2009. Libya’s economy is based on oil and exports
contribute between 75% and 90% of State revenues.
4- Foreign involvement in Libya was severely reduced as result of the
sanctions and embargoes emplaced upon it, especially between the years of
1992 and 1999. Access to oil industry equipment and technology was
restricted and Libya is reliant on foreign investment to keep the industry
active.
5- Libya has very low production costs and the oilfields are close to the
refineries and markets of Europe. In addition, despite almost half a century
of exploration, Libya remains largely unexplored with vast oil and gas
potential. The under-exploration of Libya reflects the impact of sanctions
formerly imposed on the country.
6- According to the 2011 BP Statistical Energy Survey, Libya had 2010 1
proved natural gas reserves of 1.54 trillion cubic metres 0.82% of the world
and equivalent to 98 years of current production, while producing 0.49% of
the world total.
7- NOC controls the whole of the downstream sector together with its
numerous subsidiaries and overseas arms, Umm Jawwaby Oil Services and
Oillnvest with its two subsidiaries of Gatoil and Tamoil.
8- The Umm Jawwaby Oil Services acts as the Libyan National Oil
Company’s procurement arm based in London. Libya is a direct producer
and distributor in Italy, Germany, Switzerland and Egypt. In Italy, Tamoil
Italia, which is based in Milan and has approximately 2.100 service
stations, control about 5% of the country’s retail market for oil products
and lubricants.
Critère:
Après avoir lu le texte, tu prouveras que tu l’as bien compris en :
Exprimant des appréciations sur le texte ;
Reconnaissant les idées maîtresses;
19
0
Manipulant certains mots du texte.
Classant certains verbes du texte selon leur prononciation finale en « ed »
Mettant les phrases à la forme négative.
Tâche:
Item 1 Answer by Right or Wrong these statements.
1- Libya is one of the greatest producers of petroleum in Africa.
2- It is 64 years since oil exploration began in Libya.
3- Libya is one Europe’s minor North African oil suppliers.
4- Sanctions were emplaced on foreign involvement.
Item 2: Answer as much as possible these questions based on the text.

1- What amounts of oil reserves had been proved by Libya?
2- Where were oil fields discovered in 1959?
3- What does SES stands for?
Item 3: Find out in the text the words which are synonymous or nearly
synonymous as the following.
1- Greatest (paragraph 1).
2- Started (paragraph 2).
3- Mainly (paragraph 4).
4- Near (paragraph 5).
Item 4: Classify the verbs below into three lists according to whether the past 2
tense ending of each is pronounced /id/,/t/or /d/ exported-proved-discovered –
passed-produced – contributed- imposed –changed.
19
1
/id/ /t/ /d/
Item 5: Turn these sentences into negative form.

1- Oil fields began production in 1964.
2- The port was unable to handle large tankers.
3- Other terminals have since been built.
4- Oil supplies can last forever.
II- PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

Contexte :
Dans la plupart des pays, le pétrole est exploité de façon illégale.
Critère :
Tu montreras ta compétence à rédiger un texte argumentatif en :
Respectant le contexte et la logique interne du texte
Construisant des phrases correctes ;
Utilisant le vocabulaire approprié ;
Respectant l’orthographe et la ponctuation.
Tâche:
Writing :
In your country, some people exploit or sell petroleum illegally. Tell them the
problems that they could be faced about it, then suggest solutions to the
phenomenon.
19
2
EPREUVE 49
Compétence à évaluer.
CDN°2 : Réagir de façon précise et appropriée à un message écrit
CDN°3 : Produire de façon appropriée des textes de types et de fonctions variés
L’Epreuve
I- LA REACTION A UN TEXTE ECRIT
Support:
Text: Wonderful water.
We all need water. We need it for drinking for cooking and for washing. We use
a lot of water for growing crops? Without water everything dies.
Our planet earth has a lot of water, but most of it is in the oceans and the seas.
This is salt water, and we cannot drink it. But we drink fresh water. All our fresh
water comes from rain.
Rain rums into stream and the streams rum into rivers. In many countries, people
build dams on rivers. Then they can have plenty of water.
The river takes its spring generally in some mountains. First it is a torrent rushing
down very quickly, leaping down in cascades and water-hills. Lower down in the
valley, it glides more slowly over little stones and pebbles. Sometimes in spring
or winter the river overflows and floods the surrounding country causing great
damage to everyone. Sometimes the river forms lakes and ponds where cattle may
come and drink and where the women of the next village come and wash linen.
19
3
Here and there a watermill stands on the side of the river, the big wheel turning
and grinding corn to make while flour. The river crosses also many large towns
and stone quays and wharves stretch along its banks. After having received
numerous tributaries, the river grows larger and larger and at last, runs into the
sea forming a wide estuary.
Adapted from Nouvelle Encyclopédie Autodidactique Quillet 1961.
Critère : Après avoir lu le texte, tu montreras que tu l’as compris en :

- Montrant ta compréhension globale du texte ;
- Complétant des phrases avec les mots qui conviennent ;
- Complétant des phrases selon votre compréhension ;
- Traduisant un passage du texte en français.
Tâche :
Item 1 : Answer by ‘’True’’ or ‘’False’’
1- Without water everything die except crops.
2- Salt water cannot be drunk.
3- When the river overflows, it causes damages
4- Villages don’t use the water of lakes and ponds
5- Cattle drink from lakes and ponds.
1- What can we do with water?
2- Why do people build dams on rivers?
3- Say how the river is born.
4- List three advantages of the river as mentioned in the text.
Item 3: Fill in the gaps with: very, too, enough, a lot.
19
4
1- It rained………………….last year. But it wasn’t ……………….to
overflow the rivers.
2- This year the rain has become so scare that …………………little water is
available for the cattle and thus the situation is …………………..
worrying.
3- If we gave you ………………little water it was because we didn’t have
………………..for ourselves.
4- I think that if you talk less and you eat more, you will have …….time to
sleep. Thank you ……………much.
Item 4: Complete these sentences appropriately using the following words or

sentences:
- Dry / die / don’t grow.
- Get water.
- You will get cholera / sick.
- Cholera / bilharzias.
1- If you drink dirty water …………………..
2- When it doesn’t rain, crops……………….
3- We dig wells in order to …………………..
4- ………………and ……………..are water borne diseases.
Item 5: Translation.
Translate into French from: ‘’the river takes its…………..down to
………………;in cascades and water hills.
II- LA PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

Contexte : L’eau parcourt plusieurs étapes avant d’atteindre la mer.
Ici, tu vas ordonner les phrases pour avoir une cohérence d’idées.
19
5
Critère : Montre ta compétence à ordonner les phrases en :
- Respectant la logique interne.
- Respectant l’orthographe des mots.
- Respectant la ponctuation.
Tâche :
Writing :
Order these sentences or phrases to form a coherent paragraph
a- It forms a torrent which rushes down very quickly
b- It finally runs into the sea.
c- When it rains,
d- Into streams.
e- The water coming from the mountains runs down.
f- The river receives numerous tributaries and grows larger and larger.
g- And the streams run into the river.
Good Luck!!!
19
6
EPREUVE 50
/ L’EPREUVE
A-REACTION A UN MESSAGE ECRIT
Contexte :
Depuis des décennies, le sport roi reste et demeure le football. Il est devenu une
industrie et un véritable vecteur de diplomatie. lis le texte suivant pour en savoir
plus.
Support
Text : A football match in progress.
The match in which a host of Europe-based professionnal was paraded by both
countries started on a slow pace, but the Eagles established their superiority a few
minutes after kick-off. Nigeria’s pearl in the attack, Portugal’s Setubal star,
Rasheed Yekini cofirmed book from when he converted a free kick to a blistering
shot from over 30 meters which caught keeper Samba Brice fruitlessly sprawling
on the turf. The goal came in the 24th minutes of the first half.The congolese
fought back gallanty but the Eagles defence manned by Captain Stephen Keshi,
Uche Okechukwu, Benedict Nona and keeper Aloy Agu denied them the match
needed equalizer.
However, the victory did not come without a price as two Nigerians got cards
from referee Mounguegui Pierre from Gabon in his attempt to put game under
control. While Augustine Eguavor was booked for rough play, skipper Stephen
19
7
Keshi got the same treatment for contesting the referee’s decision. But added to
this, was the attack on the Nigerian players who had to be escorted back to their
hotel by security men as Congolese fans, unable to bear the pangs of the defeat,
hauled stones at the players and officials.The presss secretary to the Vice
President, Nduka Irabor sustained a cut on his hand when the official vehicle
attached to the sole administrator of the NFA was damaged by the angry
fans.Nigerian residents in Congo were not spared either, as they also got a dose
of the bitter.
Nigeria will meet South Africa for a return leg in Johannesburg in january before
playing host Congo in Lagos.It is generally expected that Nigeria will qualify for
the next round of the competition even before playing her last match group D.
Source : The African Guardian Jan 4, 1993
Après avoir lu attentivement le texte ci-dessus, tu montreras que tu l’as compris
en :
Reconnaissant certains détails ;
Identifiant certaines de ses idées maitresses ;
Montrant ta maitrise du vocabulaire ;
Manifestant ta maitrise de certains points grammaticaux ;
Reformulant certaines phrases de façon autonome ;
Exprimant certaines de ses idées dans une autre langue.
Taches:
Item1 : Write True or False for the following statements according to the text
1. Pearl is Nigerian player.
2. Nigeria scored a goal in 24th minute of the first half.
3. The teams in presence are Nigerians and Congolese.
4. Congo couldn’t equalize.
Item2: Answer the following questions on the text.
1. Who converted a free-kick to a blistering shot ?
19
8
2. Did Nigeria win the match?
3. What was the score ?
Item3: Choose the correct word from the list below to fill in the blanks :
tournament, tossed, rounds, eliminated.
1. All the North African teams were ………………….. from the competition
in the first round.
2. A ……………….. is a type of competition.
3. To make some decisions, a coin is …………………. In the air.
4. A tournament consists of several …………………………………
Item4 : Ask questions based on the underlined words.
1- I am the boss.
2- We have food three times a day.
3- It is the trainee’s.
4- The child will be four in a few days.
Item5 :Rephrase the following sentences using the prompts given. Don’t change
their meaning.
1-The referee gave a penalty against Congo.
A penalty
……………………………………………………………………………………
…………………………………………
2-If he scored, they would stay in the competition with a 50-50 chance of victory.
Did
……………………………………………………………………………………
………………………………………………………….
3-‘’Our team played than the Congolese team’’, the Nigerian supporter said .
The Nigerian supporter said
……………………………………………………………………………………
……………….
19
9
4-What a pity ! they didn’t overcome their rivals .
I
wish………………………………………………………………………………
……………………………………………………………
Item 6:Translate these sentences into English(2ndes AB only)
1-Nous nous verrons après le tournoi.
2-Tu ferais mieux d’accepter la décision de l’arbitre.
3-Ils ont joué un match de quart de final hier.
4-Le score était de deux buts à un en faveur du Bénin.
Item 7 :Translate the following passage from English into French(2ndes CD only)
From :<<However,the victory did………………… » down to
<<…………………under control ».
B-PRODUCTION D’UN TEXTE DE TYPES ET FONCTIONS VARIES
Contexte :
Dans la vie, certains événements sont de nature à marquer l’homme pour
longtemps.
Tu montreras ta compétence à produire un texte cohérent en :
- Utilisant le vocabulaire et la ponctuation appropriés.
Writing :
One day, you have attended a football match.Tell us about it in a paragraph.
NB : Not more than 15 lines.
20
0
EPREUVE 51
COMPETENCES À EVALUER
CD n°2 : Réagir de façon précise et appropriée à des messages lus ou entendus.
CD n°3 : Produire de façon appropriée des textes de type et fonctions variés.
I- REACTION A UN TEXTE ECRIT
Contexte : Certains pays sont très riches en ressources naturelles telles que le
manganèse et le pétrole brut. Pourtant, ces derniers demeurent sous-développés.
SUPPORT
Text :
The region of Latin America and the Caribbean is rich in mineral resources.
For example, Peru, Mexico, and Chile produce large amounts of silver, copper,
and zinc. Bolivia mines tin, tungsten ore, and certain other mineral deposits.
Brazil is among the world’s leaders in the production of iron ore and manganese
ore. And the mining of bauxite, which is the principle source of aluminum, is a
major industry in Jamaica, Suriname, and Guyana.
20
1
Oil is a very important natural resource in the region. About 12 percent of
the world’s oil reserves are found in the region, and petroleum is the region’s most
valuable export. The two major oil producing countries in the region are Mexico
and Venezuela. Oil deposits in Mexico are large enough that there is enough oil
to sell for export after Mexico’s energy needs have been satisfied. Venezuela also
has large oil deposits and ranks fifth among the world’s oil producers.
For the most part, industry is not highly developed in Latin America and
the Caribbean. Most countries in the region do not have enough capital to invest
in factories and machinery. In addition, there is a lack of skilled workers needed
in industry, such as engineers, scientists, and technicians. Also, the transportation
systems in the region do not reach all the remote areas where many of the natural
resources necessary for industry are found. Finally, the region has not developed
enough of its energy sources to provide the power needed for industry.
The unstable governments of many nations in the region have also hindered
the development of industry. Foreign investors hesitate to invest capital in
countries with unstable governments because they are afraid of losing their money
when government changes.
World Geography PP 163-164 James L. Swanson.
Critères
reconnaissant les détails du texte ;
répondant aux questions posées sur le texte ;
complétant des phrases du texte ;
montrant ta maitrise du vocabulaire et de la grammaire,
reformulant des passages de façon autonome.
Consigne :
Item 1: Read the text above and write Right or Wrong for the statements below.
1- Peru, Mexico, and Chile are parts of Latin America and the Caribbean.
20
2
2- Silver, copper, and zinc are natural crude oil.
3- The mining of bauxite is not natural resource.
4- In Latin America and the Caribbean countries invest in factories and
machinery.
5- The region of Latin America and the Caribbean lacks only engineers.
Item 2: Answer the following questions based on the text.

1- What are the countries which are parts of Latin America and the Caribbean?
2- What is the most valuable export in the region?
3- Why industry is not highly developed in Latin America and the Caribbean?
4- Is Latin America and the Caribbean rich in mineral resources ? Quote a
passage from the text to justify your answer.
Item 3: Find words in the text to complete these sentences according to the right
meaning of its paragraphs.
1- Tin, tungsten ore, and certain other mineral deposits are produced in
……………….
2- The mining of bauxite is a ---------------------
3- Mexico and Venezuela are ----------------------------------
4- After Mexico’s energy needs have been satisfied --------
5- Foreign investors are afraid of losing their money when governments change;
that’s why ---------
Item 4: Find in the text words which are (almost) synonyms of the followings:
1- Estimable (paragraph 2) 2 – talented (paragraph 3)
3 distant (paragraph 3) 4 – hampered (paragraph 4)
5- anxious (paragraph 4)
20
3
Item 5: Choose the correct answers using numbers and answers only:
Effect; responsible; results; caused ; contributes.
1- Second hand cars are ……. for a great deal of pollution in Africa.
2- Expensive oil …….. in many problems.
3- In my village, some people say that burning fuel has no ……. on the climate.
4- The good road system ……….. to Benin Republic’s prosperity.
5- The explosion of dynamite ……. shock waves yesterday.
Item 6: Rewrite these statements using the given prompts. Don’t change their
meanings.
1- Some countries produce oil, but they remain underdeveloped.
Although …………………
2- This woman is poor, all the same she is honest.
Inspite of …………………
3- Oil companies extracted gas in this region, then they exported it.
After oil companies …………………
4- Tanks would be kept in these warehouses for years.
They ………………….
II- PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

Contexte : Avantages et inconvénients de l’exploitation de gisement de pétrole
sur un milieu.
Critères: Tu montreras ta compétence à produire un texte en :
Respectant le type de texte ;
Respectant le contexte et la logique interne du texte ;
Formant des phrases grammaticalement correctes et significatives ;
20
4
Utilisant l’orthographe et la vocabulaire approprié.
Tache:
Writing : Write a letter to the Mayor about the impacts of oil extraction in
your area.
EPREUVE 52
COMPETENCES A EVALUER:
Compétence disciplinaire n°2 : Réagir de façon précise et appropriée à des
messages lus.
Compétence disciplinaire n°3 : Produire de façon appropriée des textes de
types et de fonctions variés.
I- LA REACTION A UN MESSAGE ECRIT
A- Contexte
Le problème énergétique devient de plus en plus crucial au point où toutes
les nations sont à la recherche de solutions durables pour juguler la crise.
B- Support
20
5
Text : Biogas
1- India is a big and densely populated country. So the consumption of needs of

daily life here is greater than that in many other countries of the world. But the
production of many things here is far less than that required. Energy is one of
such things. We have power plants, which change water energy into electrical
energy. We also have plants which change wind energy into electrical energy.
But still, we are far behind to fulfill the actual demand.
2- With the increase in population, there is a great rise in the demand for coal,
petroleum, and electricity. The per year energy demand of the year 2000 A.D.
was estimated to be about 400 million tonnes of coal, 100 million tones of
petroleum, and 100,000 mega watts of electricity. All such huge demands put
a big question mark on the economic progress of India.
3- But there is a way for India to tackle the problem of electricity or energy up to
some extent at local levels at least, and that is the production of biogas.
4- Experts have calculated that India government can achieve the target of
production of the required amount of fuel. India, being an agriculture – based
country, has the largest number of animals. So, the dung of these animals can
be used in a big way to produce biogas which through pipes or some other
means can be supplied from house to house. Through this scheme, our
government cannot only save the money that it has to spend on LPG (Liquid
Petroleum Gas) or kerosene oil but this method will also be beneficial to
control the pollution to some extent.
5- The state governments should come out in a big way to help the poor people
in villages and loans should be given at a lower interest rate. The other method
is that the Panchayats should be allowed to install a big biogas plant in each
village for which the State Government or Central Government should help it.
And the gas for fuel should be supplied to the villagers through pipes at a cost
lower than of LPG. For that a few young boys can be given employment and
the net profit from this process can be shared by the State or Central
Government with the Panchayat, while supplying cheaper electricity to the
villagers. Thus, this step can be a promising one.
Unpublished
20
6
VOCABULARY: Dung: Animal excrement - Power plant: centrale électrique
A- Critères d’Evaluation : Après avoir lu le texte, tu donneras la preuve

que tu l’as bien compris en :
- reconnaissant certains de ses détails,
- exprimant des appreciations personnelles,
- manifestant ta maitrise du vocabulaire contextuel,
- traduisant un passage du texte en français
- prouvant ta maitrise de certaines structures grammaticales et fonctions
de la langue anglaise.
B- Tâches
Item 1: Write ‘’ True ” or ‘’ Talse ’’for the following statement
1- It is hard for India government to cope with energy crises.
2- The increase in population is a crucial problem for the economy of India.
3- Biogas is not useful to solve the problem in some ways.
4- Biogas can be produced from animals’ meat.
5- The production of biogas will be helpful to solve the problem of joblessness
Item 2: Answer the following questions on the text.

1- What should India government do to solve the problem of energy?
2- The text has mentioned several kinds of energy sources : name two of them.
3- List two advantages of biogas from the text.
Item 3: Find in the text synonyms for the following words or phrases
20
7
1- Power (paragraph 1)
2- Annual (paragraph 2)
3- Measure (paragraph 3)
4- To reduce (paragraph 4).
5- Rural areas (paragraph 5)
2
Item 4 : Translate into French: From “Experts have calculated...... down to

...... to house”
Item 5: Rephrase the following sentences

1- People use biogas fuel for many purposes.
Biogas fuel ...................................................................................................
2- “India government can achieve the target of production of biogas next year”
, Experts declared.
Experts declared that ...............................................................................
3- If Indians don’t work enough, their country will remain poor.
Unless ...............................................................................................................
4- I suggest we use solar energy instead.
What about ....................................................................................................
Item 6: Choose the best option from the brackets to fill in the gaps:
1- Energy shortage often results ............... (on, in, for) the cutting down of
forest for fired wood.
2- The accident at Djregbe crossroads brought .............that long power cut
last night ( in, into, about)
3- Only those imprudent drives can be blamed............. (about, for, to) such
accidents.
20
8
4- We don’t mind the.................. (length, depth, height) of the river. What
matters is its ................... (length, depth, height) because we want to drive
across it.
II- PRODUCTION D’UN TEXTE DE TYPE PARTICULIER ET DE
FONCTIONS VARIES
A- CONTEXTE
La route du développement passe nécessairement par l’énergie. Elle doit
être disponible à plein temps.
B- Critères d’évaluation: Tu montreras ta compétence à produire un texte
argumentatif en Anglais en :
- respectant le type de texte, le contexte et sa logique interne,
- construisant des phrases significatives et grammaticalement correctes,
- utilisant le vocabulaire, l’orthographe et la ponctuation adéquats.
B- Tâche
WRITING: Choose one source of energy and say how it is important for the
social and economic development of a country like Benin.
(Not more than 20 lines)
EPREUVE 53
Contexte : Les stades sont édifiés pour accueillir les compétitions sportives de
tout genre. Mais de plus en plus, ils deviennent des lieux par excellence de
violence ‘vive’.
Support
Text: Where have all the fans gone?
A retired British professor is giving his opinion about the violence on the stadium
in England.
1. I stopped going five or six years ago I’d rather stay at home and watch it
on the TV. You get a better view and I like the action replays. I am too
20
9
afraid to go now, really! All this violence, you know. When I was a boy
there was the occasional fight on the terraces, but nothing like you see these
days- whole gangs of teenagers who aren’t interested in football. Somebody
ought to do something about it!
2. These children aren’t fans; they just come looking for trouble. The police
ought to sort out the real fans from the troublemakers. I always used to go
with my dad to the stadium. There is too much foul language. And I don’t
always blame the kids. There ought to be more discipline at home and in
schools.
3. The clubs and players must share the blame. Football is big business and
it’s very competitive. Winning has become the most important thing. There
is too much violence on the field. Referees have to get tougher with players.
They must send off players for deliberate fouls. The other problem is
television. There is too much football on TV, and they only show the most
exciting parts, goals, fouls and violence. People are bored when they see
the real game. We’d better do something, and do it soon! If they banned
alcohol from football grounds, there should be less trouble. I think we’re
got to learn! Entertainment is what football is all about and we’d better not
forget it.
Unpublished
Tâche : Après avoir lu le texte ci-dessus, tu prouveras que tu l’as compris en :
- Montrant ta compréhension globale et détaillée du texte ;
- Montrant ta maîtrise du vocabulaire et de certaines structures
grammaticales ;
- Traduisant certaines phrases de l’Anglais en Français.
Item 1: Are these statements ‘right’ or ‘Wrong’?
1. Children are not real supporters.
2. Children are not always responsible for their misbehavior.
3. According to the narrator, television encourages violence on the stadiums.
4. People are usually happy when they watch the authentic game.
5. No trouble is made by the alcoholics on the stadiums.
21
0
Item 2: Answer these questions based on the text
1. Why is the narrator afraid to go to the stadium today?
2. What should the police do to put an end to violence on the stadiums?
3. Is football a successful game today? Justify your answer by quoting a
passage from the text.
Item 3: Match the words in Column A to their definitions in Column B
Column A Column B
1. Teenagers a) Action intended to cause destruction, pain or suffering
2. Stadium b) Officials who make sure the rules are followed during
a game
3. Referees c) Young people between thirteen and nineteen years old
4. Violence d) A place where sporting events are held
5. Entertainment e) An activity designed to give pleasure, enjoyment.
Item 4: Put the bracketed verbs into the right tense.

1. The British Professor (to go) to the stadium again if violence ceased.
2. Gabon (to host) the African Nations Cup in 2017.
3. Television is used for (to show) violence
4. Tokyo (to win) the Olympic Games in 1964.
5. Los Angeles (to hold) the games twice.
Item 5: Rephrase these sentences using the prompts given
1. People should avoid violence on the stadiums
What about ……………………………........?
2. It is six years since I stopped watching sport events
I …………………………………..........ago
3. Football doesn’t interest some teenagers
Some teenagers ……………………………
21
1
4. If the players don’t behave well, the referees will send them off.
Unless ……………………………………..
Item 6: Translate these sentences into French
1. Not all the teenagers are interested in football.
2. There ought to be more discipline at home and in schools.
3. Football is a big business and it is very competitive
4. Violence at stadiums should be banned.
B- Production d’un texte de type particulier
Contexte : Les activités sportives nous permettent d’entretenir notre santé
physique et mentale.
Tâche : Tu montreras ta compétence à produire un texte en :
- Construisant des phrases significatives et grammaticalement
correctes ;
- Utilisant le vocabulaire, l’orthographe et la ponctuation appropriés
Consigne
Writing: Do you think that it is necessary to practise sport regularly? Why or why
not?
EPREUVE 54
Compétences à évaluer:
CDN 2 : Réagir de façon appropriée à un message lu.
CDN 3 : Produire de façon appropriée des textes de types et de fonction variés.
III - L’EPREUVE
A-LA REACTION A UN MESSAGE ECRIT
21
2
Contexte : Parmi les pays producteurs du pétrole, figure le Nigéria avec une
importante production quotidienne de barils. Le texte ci-dessus porte sur
l’industrie pétrolière de ce pays.
Support:
Text: Nigeria’s oil industry
1- Nigeria’s first commercial oil well began production in 1956 at Oloibri, west
of Port Harcourt. Soon after this, other wells in the area began producing oil.
2- Since then, oil production has expanded rapidly. Oil fields around
Ughelli began production in 1964, and the next year, production began from
offshore oil fields at the north of the Escravos River. Ships approaching the coast
of Nigeria now have to steer a careful course to avoid the oil rigs. An extensive
system of pipelines was laid down for transporting oil, and these are now
thousands of kilometers in length.
3- The first shipment of crude oil from Nigeria was made from Port
Harcourt in 1958, but because of the shallowness of the Bonny River at Port
Harcourt, the port was unable to handle large tankers. Therefore, a large modern
oil terminal was developed at Bonny. A second terminal was built at Escravos,
and other terminals have been built.
4- Before 1964, the whole of Nigeria’s production was exported in crude
form. Crude oil straight from the well is a dark, sticky mixture and may also
contain impurities such as Sulphur. All these different compounds need to be
separated and processed. This is done at a refinery.
5- By 1995, Nigeria had developed four refineries - two in Port Hacourt, and
others at Wari and Kaduna. The second refinery in Port Harcourt can process
150,000 barrels of oil per day. A fifth one is being built. Much of Nigeria’s oil
production is now refined before export, thus increasing the foreign exchange
earnings of that country.
6- Oil has brought Nigeria much wealth. However, it can be regarded as a mixed
blessing in some ways. Countries that rely too heavily on one product, such as oil,
often tend to neglect other important sectors of the economy, such as agriculture.
Extracted from Junior English Project for Secondary School
Book 2 pages 181,182
Critères : Après avoir lu le texte, tu montreras que tu l’as compris en:
21
3
- Reconnaissant certains détails du texte ;
- Traduisant un passage du texte en Français
- Prouvant ta maîtrise de certaines structures grammaticales;
Tâches/ Consignes:
Item 1: Choose the right answer to complete these sentences. Write only the
number and the letter.
1- Nigeria began selling its oil
a) in 1958 b) in 1964 c) in 1956
2- Before the year 1964, Nigerian oil was exported
a) Refined b) in crude form c) both of them
3- The production of the second refinery in Port Harcourt is
a) 150,000 barrels per year b) 150,000 barrels per week c) 150,000
barrels daily
4- Because of oil sale, Nigeria has become
a) an exchange nation b) a wealthy nation c) a healthy nation

1- When did Nigeria begin oil production?
2- Where was the first modern oil terminal developed?
3- How many refineries had Nigeria set by 1995?
4- Why is Nigerian wealth regarded as a mixed blessing in some ways?
Item 3: Find in the text the opposites of the following words
21
4
1- Stopped (paragraph 1)
2- Intensive (paragraph 2)
3- Traditional (paragraph 3)
4- Crude (paragraph 5)
5- Poverty (paragraph 6)
Item 4: Translate into French the 4th paragraph of the text (2nde AB only)
Translate this passage into French:
“Before 1964 ………. done at a refinery’’ (Paragraph 4)
Item 5: Make these sentences meaningful using the correct form of the
bracketed words
1. The mason is measuring the (deep) of the well.
2. Working in an oil refinery usually requires physical (strong).
3. This pipeline is 100 Km (length).
4. The quantity of oil depends on the (high) of the barrel
Item 6: Rephrase the following sentences as indicated

1- Nigerian people have built a modern terminal.
A modern terminal…………………………………………………
2- If you don’t plan your business well, you will fail.
You must……………..otherwise………………………………….
3- People use energy in different forms.
Energy………………………………………………………………
4- Nigeria started oil production 64 years ago.
It is………………………………since………………………………
21
5
Contexte : De nos jours, l’énergie est utilisée sous différentes formes. Il s’agit ici
de démontrer l’importance du carburant (pétrole-essence) pour les êtres humains.
Critères : Tu montreras ta compétence à produire un texte cohérent en anglais
en :
Tâche:
Writing:
After defining oil, give its importance in human beings’ life (economic, social
and environmental fields).
EPREUVE 55
Compétence disciplinaire n°2 (CD2) : Réagir de façon précise et
appropriée à des messages lus ou entendus.
21
6
Compétence disciplinaire n°3 (CD3) : Produire de façon appropriée des
textes de types et de fonction variés.
L’Epreuve
Contexte
De nos jours, les jeunes font face à de nombreux problèmes tels que la
toxicomanie et le dopage.
Ici tu auras à réagir face à l’usage de la drogue dans les compétitions
sportives.
Support:
Text :
Ben Johnson took his time. Eight months after the 1988 Olympic games
when he was disqualified and lost his gold medal, he finally admitted that he took
drugs. But his belated confession and regrets did not generate much sympathy or
compassion.
It was at a training session at York University in Toronto in 1981 that his
Coash, Charlie Francis, first suggested to him that drugs made the difference in
top level competitions. ‘’The rest of the world using them”, the coach insisted.
Ben should give it some serious thought. Apparently, Ben didn’t realize at the
time that ‘’blue pills’’ he was taking were banned steroids and he shouldn’t take
them. But he was soon after well aware of what he was taking and why.
So, the medals he won, the money he earned, the congratulations he
accepted, were all obtained through lies and cheating. If he was a shy, vulnerable
Jamaican immigrant to Canada at the start of his athletic career, he soon became
a widely travelled sprinter who knew exactly how steroids helped him. He had
many opportunities to reconsider what he was doing but he never did.
The fact that several major world athletes and record-holders also take
drugs is no excuse. His coach’s intense ambition to obtain international success
for his athletes is no excuse either. ‘’A mediocre athlete made great by drugs’’, as
Carl Lewis described him, should not be allowed to set foot in an international
athletics arena again and make more money out of his cheating.
21
7
The only truth is that athlete must not take drugs and should not disgrace
himself and the world of sport. Consequently, Ben Johnson must be banned from
international competition for life. His case will remain an example to remember.
Tâche :
A- Réaction à un texte écrit
- Complétant des phrases avec des mots tirés du texte ;
- Exprimant des appréciations ;
- Manifestant ta maîtrise du vocabulaire du texte ;
- Prouvant ta compréhension de certaines structures grammaticales.
Item 1: Write True or False for these sentences.

1- Ben Johnson rejected the use of drugs.
2- He won his medals and earned his money honestly.
3- Drugs made Ben Johnson very popular.
4- The ‘’blue pills’’ refer to drugs.
Item 2: Answer these questions.
1- What is the main character of the text?
2- What is he?
3- Why Ben Johnson disqualified?
4-Who suggested to him the use of drugs?
Item 3: Find in the text words meaning almost the same as:
1- Accepted (paragraph 1)
2- High (paragraph 2)
3- Dishonesty (paragraph 3)
21
8
4- Permitted (paragraph 4)
Item 4: Put the bracketed verbs into the correct tense or fom
1- Benin (to set) up a team able to win more than eleven years ago
2- Before the referee (to start) the match last time we had given them advice.
3- I wish you (to be) selected in this team next year.
4- Yèmi would rather (to leave) that team but they refused.
B- Rephrase these sentences using the prompts given.

1- I’m sorry they won’t select you.
I wish ……………………………………………………………….
2- If our country doesn’t win the cup, the supporters will not be happy.
Unless ………………………………………………………………
3- France won the World Cup two years ago.
It’s ……………………………………………………….
Item 5: Chose the right word to complete the sentences

1- We lost match because we …………. Estimated our opponents (over,
under).
2- …………… they follow our advice they will win the match (if, unless).
3- Congratulation! You have won this friendly (match, score).
4- We …………. They would win (wish, would rather).
Item 6: Translate the sentences below into English.

1- Le score était de 0 – 0 à la mi temps.
2- Les joueurs de l’équipe A sont plus agressifs que ceux de l’équipe B.
21
9
3- Le capitaine de l’équipe a marqué le 1er but.
4- Les adversaires se sont félicités à la fin du match.
5- L’équipe qui gagnera prendra la coupe.
B- Compétence disciplinaire N°3

Contexte :
Le sport est l’un des jeux les plus aimés au monde. Tu es invité à montrer son
importance pour les nations
Tâche : Tu montreras ta compétence à produire un paragraphe cohérent en :
- Respectant le contexte.
- Faisant des phrases significatives et grammaticalement correctes.
Consigne:
Write a paragraph to show how important the sports are for individuals and
for the nations.
22
0
EPREUVE 56
I- Réaction a un message écrit

Contexte
L’eau est d’une importance indéniable eu égard aux multiples avantages
dont nous bénéficions. L’eau c’est la vie.
Support
Text: The importance of water
Some doctors tell us that we should drink eight glasses of water a day.It is also
necessary for many other reasons other than health. Water is helpful to people
in other ways. It provides hydroelectric power for light, heat and machinery.
Water helps to form fertile soils for farming. Plants and animals also need
water to live. People use water for drinking, cooking washing and growing
food.
Without water many factories would have to close. To make a metric ton of steel,
about 272,000 liters of water are needed. Water is also needed to cool machines
in factories. Automobiles and trucks on the highway, as well as other kinds of
heavy machinery such as tractors, use water to cool their engines.
Water is so important that in regions where there is no fresh, large machines
have been built to convert sea water into fresh water to take care of the water
shortage in these areas. Desalted (desalinated) water is rather expensive
however; people living in the areas where there are converters are willing to
pay the higher price to get vital fresh water.
Access to clean water is a vital issue in the world nowadays. One must protect
the environment in order not to pollute the world’s reservoir of water. We have
become addicted to methods that poison surroundings body of water. Several
million tons of fertilizers and about 300 million tons of synthetic compounds
from industrial and consumer products find their way into natural waters every
year.
22
1
-reconnaissant les détails du texte ;
-exprimant tes appréciations personnelles sur le texte ;
-montrant ta maîtrise du vocabulaire anglais ;
-traduisant certaines phrases en anglais ;
-mettant des phrases au style indirect
-mettant des phrases à la voix passive ou active ;
Tache
Item 1: Stay if these sentences are ‘’Right’’ or ‘’Wrong’’
1-Water is one of the natural resources of little importance for humans.
2-Water generates electric power
3-People are used to contaminating water
4-Desalinated water is not drinkable
5-It is not necessary to protect the environment
Item 2: Answer the questions
1-Quote from the text two uses of water
2-Is water important to machines? Justify your answer with a sentence from the
text.
3-Why should one protect the environment?
Item 3: Match the verbs in Column B
Column AColumn B
1-To provide a) to become colder
2-To cool to warm b) to supply
3-To desalinate c) to made hot
4-To pollute d) to make it dirty
e) to remove salt from seawater
22
2
Item 4: Translate into English.
1- L’eau est source de vie
2- L’eau nous permet de nous laver et de préparer nos mets
3- L’être humain ne peut vivre sans boire de l’eau
4- Si tu bois de l’eau, tu n’auras pas soif
5- C’est la première fois qu’ils trouvent de l’eau potable dans ce village.
Item 5: Turn the following sentences into indirect speech:
1- Some doctors told us “Drink eight glasses of water a day”.
2- The technician said: “ water provides hydroelectric power”.
3- “Where does water come from?” The boy asked
4- “Don’t contaminate clean water”, the Enginer said
5- “citizens must protect the environment “ the minister said
Item 6: Turn these sentences into either active or passive
1-Some doctors told us the importance of water
2-Drink eight glasses of water a day
3-People use water for many purposes
4-Hydroelectric power is provided by water
5-Does water help villagers to form fertile soils?
II- Production d’un texte de type et de fonction varié
Contexte
Tout le monde n’a pas accès à l’eau potable .Certaines régions continuent de
souffrir en approvisionnement d’eau.
Tu montreras ta compétence à rédiger un paragraphe en :
-Respectant le type de texte
-Restant dans le contexte du sujet
-Suivant la logique interne
22
3
-Faisant des phrases grammaticalement correctes et significatives
-Utilisant le vocabulaire et l’orthographe appropriés
Tâche
Water doesn’t cover every region. What do you think, should be done to provide
water for everybody? (15 lines at most)
22
4
EPREUVE 57
Compétence disciplinaire n°2: Réagir de façon précise et appropriée à un message
lu.
Compétence disciplinaire n°3: Produire un texte de type et de fonction variés.
II- L’EPREUVE
A-LA REACTI ON A UN TEXTE LU.
Contexte: Les sources d’énergie et leur exploitation constituent des menaces sur
l’environnement et sur l’économie d’où la nécessité de mesures et des solutions
idoines pour faire face aux défis.
Text:
1 In most countries in Sub-Saharan Africa, energy sector is largely dominated
by the use of biomass-based energy sources, followed by petroleum products and,
to a lesser degree, electricity. Access to clean cooking solutions is extremely
limited both in urban and rural areas (6% average). Biomass energy accounts for
about 80% of the total energy consumed by households and is provided by
millions hectares of forests. Meanwhile, the widespread and inefficient use of
traditional biomass (firewood, charcoal) has been proven to cause
overexploitation of forest stocks in certain zones, particularly around high
concentration urban areas, environmental degradation, problems to end-users
(indoor air pollution) and high CO2 emissions.
2 In order to improve this situation, some governments decided to design and
implement a national biomass energy strategy, with a particular focus on the
charcoal supply chain and addressing both the supply and the demand side, to
ensure a more sustainable supply of biomass energy, to promote access to modern
cooking fuels as well as to efficient and modern biomass combustion
technologies, and to contribute to a lower carbon energy supply scenario.
22
5
3 When people fill up a car’s gasoline tank, the energy source is petroleum
(gasoline) refined from crude oil and may include fuel ethanol made by growing
and processing corn. In case they use electricity in their homes, the electrical
power is probably generated by burning coal or natural gas, by a nuclear reaction,
or by a hydroelectric plant on a river, to name just a few sources. Energy sources
are divided into two groups: renewable and non-renewable. The renewable energy
includes biomass from plants; solar energy from the sun; geothermal energy from
heat inside the earth; wind energy; hydropower from flowing water. As regard to
the non-renewable energy sources, the mains are petroleum products;
hydrocarbon gas liquids and natural gas; coal; nuclear energy. These sources of
energy can be used as primary energy sources to produce useful energy such as
heat or used to produce secondary energy sources such as electricity.
4 The main Benin’s energy resources can be classified into the following
categories: biomass energy, fossil energy resources (oil or petroleum products),
mineral energy resources, hydropower potential, solar energy and wind energy.
While Benin has a large hydroelectricity potential only one major hydroelectric
site currently functions. The development of over 80 pre-identified sites using
micro-hydro applications would help Benin increase its energy resilience. The
country solely depends on imports to satisfy its petroleum product demand, while
85% of its electricity consumption is answered by imports. An agreement was
signed with Togo and Ghana in 1967 under which Benin receives low-cost electric
power from Akosombo Dam on the Volta River in Ghana. Benin also imports
electricity from Nigeria through the CEB-NEPA Power Interconnection,
commissioned in 2007. 40% of Beninese citizens have access to electricity, with
a significant disparity between urban (70%) and rural areas (18%).
Unpublished
Citères d’évaluation: Après avoir lu le texte tu montreras que tu l’as compris

en:
1- Reconnaissant les détails du texte;

2- En manifestant ta compréhension globale du texte;
3- Montrant ta maîtrise du vocabulaire du texte
4- Réécrivant certaines phrases de façon convenable;
22
6
5- Choisissant les mots appropriés pour completer des phrases;
6- Traduisant un passage du texte.
Consignes:
Item 1: Write “right“ or “wrong” to these statements.

Biomass-based energy sources are less used in Sub Saharan Africa.
Modern biomass combustion technologies could reduce forests destruction.
Gasoline is made of crude oil.
Benin has renewable and non-renewable energy sources.

1. What are the causes of overexploitation of forests in Sub Saharan Africa?
2. What renewable energy is provided by the sun?
3. What energy potential does Benin have in large amounts?
Item 3: Match the words in column A with their synonyms in column B
Column A Column B
1- To better a. Hydroelectric plant
2- A power station which runs with
flowing water b. To improve
3- Populations c. Has agreed
4- Has signed an agreement d. Citizens
Item 4: Rewrite these sentences using the prompts given. Don’t change their
meaning.
22
7
1. To improve this situation, some governments decided to design and
implement a national biomass energy strategy.
1- . . .. . . . . . . . . . . . . .in order to . . .. . . . . . . . .
2. The widespread and inefficient use of traditional biomass has caused
environmental degradation.
2- Environmental degradation. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. “Energy is not only heat and electrical power” asserted the Ajua.
3- Ajua said . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. If access to modern cooking fuels are not promoted, the main forests will
disappear in Africa.
4- The main forests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. An agreement was signed with Togo and Ghana53 years ago.
5- It is . . . . . . . . . . . . . . . . . . . . . . . . . since………………………………….
.....
Item 5: Choose the best words or expressions in the brackets to complete the
sentences.
E- Forests are….in african countries due to high use of biomass.(underexploited;
overexploited)
F- A renewable energy source is…long lasting energy source.(a; an; the)
G- SBEE cut power…hour ago. (a; an; the)
H- Henry cooked with GazOryx…(on; the; at) tuesday when he
was…Parakou.(in; at; to)
Item 6: Translate into French:

From “While Benin has a large hydroelectricity potential….”Down to “Volta
River in Ghana.”
B-LA PRODUCTION D’UN TEXTE DE TYPE PARTICULIER
22
8
Contexte: Les produits pétroliers sont très indispensables dans le fonctionnement
des usines etdes engins. Ils coûtent également chers aux consommateurs.
Tâche: Tu montreras ta maîtrise du vocabulaire en anglais en:

Complétant le paragraphe avec les mots listés;
Respectant l’orthographe des mots;
Respectant le contexte interne et externe du texte.
Consigne
Writing: Completethis paragraph with the following words:planes;oil;esssential;

factories; money; both;spends; medicine.
NB: Don’t copy the paragraph. Write only numbers and words.
Oil is…1…for a modern industrialized society. Nearly all transport depends on it:
private cars, buses, lorries, ships,…2…and most trains burn gasoline or diesel oil.
Most of the…3…that manufacture the goods we make also burn oil. Some use
gas, which is a similar fuel. …4...is also an important means of generating
electricity. …5…electricity and kerosene, another oil product, are important
fuels for cooking.Oil is essential, but it is also expensive for a developing country
to import. It has to be paid for with the…6…earned from exports. The more
money a country…7…on oil, the less it has for food,…8…, vehicles, machinery,
spare parts, books for schools and so on.
22
9
EPREUVE 58
Compétence disciplinaire N°2 : Réaction à un message lu
Compétence disciplinaire N°3 : Production écrite d’un texte de type particulier.
L’Epreuve
La réaction à un message lu
Contexte : La plupart des pays en voie de développement sont exposés aux
maladies liées à l'eau car la non maîtrise de l’or liquide embête sérieusement les
populations.
Support
Text: The problems and solutions to safe water in Africa
1- Every day millions people in Africa women and girl walk miles to have
access to any water at all. The length of time it takes to collect the little
water they can get means that they do not have time to do anything else
during the day. Children do not get the chance to have an education simply
because they are too busy collecting water.
2- To make matters worse, the only water they have access to, is from streams
and ponds. That water is usually full of disease and makes themselves and
their families very sick, adults face the decision on a daily basis between
dehydration and sickness from the water they drink. Even worse, they have
to face this decision for their children.
23
0
3- Is dirty water better than no water at all? Having no water has devastating
effects both on individual and communities. People need water in order to
live and if they do not have any, or they have too little, they will become
dangerously, even life-threateningly, dehydrated communities are affected
by a lack of water because crops will not grow and so food becomes scarce.
With no water, villages become dirty and unhygienic, increasing the risks
of disease spreading.
4- However, the risks of drinking dirty water are just as great as drinking no
water at all. For every five children that die in developing countries, one
will die because of water related disease. The choice between life-
threatening dehydration and life-threatening water related disease is not a
choice that any person should have to make. And there really is no need for
this choice to exist, as there is a solution.
5- What is the solution?
The solution is surprisingly simple and inexpensive. Long-lasting water projects
can be built in communities for relatively small amounts of money.
The water projects include wells, dams, and rain catchment systems, which
provide a reliable source of water that is safe to drink. It is not just the practical
systems being implemented that make a difference though. Providing training in
hygiene ensures that the water and the villages remain clean and healthy.
Adapted from Internet
I- reconnaissant les détails du texte ;
J- exprimant tes appréciations personnelles sur le texte ;
K- utilisant convenablement le vocabulaire du texte ;
L- exprimant ta maîtrise de certaines notions grammaticales ;
M-traduisant en anglais certaines phrases ;
N- traduisant en français un passage du texte
Tâches
Item1: Answer by ‘’ right’’ or ‘’wrong’’
a- African people don’t have much water.
23
1
b- Even children are concerned with fetching water.
c- Dirty water is better than having no water at all.
d- One out of five children die of water related disease in developing
countries.
e- There are practical measures to solve the problem of unsafe water.
B. Is it easy to get water? Justify your answer.
C. Why are the communities affected by the lack of water?
D. Name the solutions suggested to get safe water to drink.
Item3: Find in the text words meaning the same or almost the same as:
6- great distances (paragraph1)
7- kids (paragraph 2)
8- rare (paragraph3)
9- not in danger (paragraph5)
Item4: Complete the following sentences with: unusual – unsafe – unhygienic
– uncontaminated – unhealthy.
6- Getting safe water in village is ………………….
7- It is important to drink…………………… water.
8- We should avoid eating ………………… food.
9- …………………..water contains many parasites.
10- When there is no water for villagers, they become dirty and ………..
Item5: Rewrite the following sentences using the prompts given.
1- Women and girls get water at a distance away.
6- Water…………………………………………………….
2- ‘’we have to face the decision of our children’’ said the men
7- The men …………………………………………………
3- People should learn about basic hygiene.
23
2
8- People had better ……………………………………………….
4- If the communities didn’t have any water, they will be dirty.
9- Did …………………………………………………………………….
5- The local authorities will build dams and wells to the population.
10- Dams
…………………………………………………………………
Item6: translate into English (A- B only)
1- Il est important d’avoir accès à l’eau potable
2- L’eau de rivière est habituellement source de maladie.
3- Des mesures simples sont trouvées pour résoudre le problème du manque
d’eau.
4- L’une des mesures est de creuser des puits.
Item7: translate into French (C – D only)
Translate the first paragraph of the text into French: «Every ……………….
collecting water»
5- La production écrite d’un texte de type et de fonction variés
Contexte :
Face aux difficultés liées à l’eau, il est urgent que des mesures soient prises pour
préserver la santé humaine et penser au développement
Tu es invité(e) à écrire un paragraphe en :
O- respectant le contexte.
P- utilisant le vocabulaire adéquat, les structures grammaticales et orthographe
appropriés
Tâche:
Writing
Write a coherent paragraph to show the importance of water and the dangers
caused by the lack of water on human being health.
NB: Not more than 20 lines
23
3
EPREUVE 59
I- Compétences à évaluer
CD N°2 : Réagir de façon précise et appropriée à un message lu.
CD N°3 : Produire de façon appropriée des textes de types et de fonctions variés.
II- L’épreuve
Contexte : Il est impossible pour les humains aujourd’hui de vivre sans la lumière.
Pour plusieurs raisons relatives aux milieux de vie, le choix est porté sur des
sources d’énergies reouvenables.
Support
Text: The process of looking for oil.
First of all, a survey team is formed. Its first task is to make a detailed
map of the area, its investigation. Its members study all the geological and
geographical information which is available. In addition, they may take aerial
photographs. This work gives them a rough idea of the rock formations which lie
under the ground. It’s quite a long process.
The next step for the survey team is to choose particular districts for more detailed
survey. The members of the team may have to travel on foot, cut their way through
23
4
forests or walk through deep water and soft wet ground. They look for rocks which
stand out above the soil and for layers of rock in cliff faces. They break off rock
specimens for examination. They also drill down into the earth for samples of the
rock below the surface. They use a microscope to study any fossils in the rock
specimens because these indicate the age of the rocks. Gradually, they find out
more about the history; ages and types of rock and of the patterns in which they
lie.
The third step is to carry a geophysical survey. This provides more accurate
information about the rocks deep under the surface. One technique is to measure
the force of gravity at the surface. Different types of rock cause slight variations
in gravity. So, by measuring the gravity, it is possible to gain information about
the rocks beneath. Seismic surveys are another geophysical technique. Some
dynamite is exploded in a hole in the ground. This causes shock waves which
bounce back to the surface from hard rocks under the ground. The time taken
indicates the depth of the rock. Using this technique, it is also possible to work
out rock patterns.
The geographical and geophysical surveys produce a great deal of data.
This is analysed by computers. Then the computer results are studied and
interpreted by geologists and geophysicists. Finally, they have to decide if the
results indicate a reasonable chance of finding oil. The search has cost a lot of
money and drilling will cost even more.
Unpublished
en:
- Donnant tes appréciations personnelles du texte ;
- Montrant ta maîtrise du vocabulaire ;
- Montrant ta maîtrise de la grammaire;
- Traduisant un passage du texte en Français ;
Consignes:
Item 1: Answer by ‘’Right’’ or ‘’Wrong’’ according to the text.
23
5
1- The process of oil exploration takes short time.
2- The first step of oil exploration is to choose particular districts.
3- The survey team uses no material to look for oil.
4- The exploration of oil requires a scientific investigation.
5- Looking for oil costs little money.
Item 2: Answer these questions concisely.

1. What does the survey team do at the beginning of oil exploration?
2. Why may the members of the survey team take aerial photographs?
3. How do the members get more accurate information about the rocks deep
under the surface?
4. What is the importance of computers in oil exploration?
Item 3: Find out the words opposite to the following.

1. Last (Paragraph 1)
2. Hard (Paragraph 2)
3. Similar ( Paragraph 3)
4. To lose (Paragraph 3)
5. Less ( Paragraph 4)
Item 4: Join these pair of sentences using the following connecting phrases:
brought about; responsible; effect; leads; results
Part 1: Part 2:
E.g.: Expensive oil that kerosene is expensive too.
1. Expensive oil in many problems
2. Cars are for a great deal of pollution
23
6
3. It was the destruction a change in the climate in this
of the forest that region.
4. The expensive explosion of dynamite shock waves
5. Some people say that on the climate
Burning fuel has no
Item 5: Put into passive voice the following statements.

1- they may take aerial photographs
2- They break off rock specimens for examination
3- Different types of rock cause slight variations in gravity
4- The geographical and geophysical surveys produce a great deal of data.
Item 6: Translate the following passage into French.

From: “First of all, a survey team………down to……..a long process”

Contexte : L’or noir est une grande source d’énergie pour la société moderne.
Mais il affecte également la santé et nuit à l’écologie.
Critères d’évaluation: Tu montreras ta compétence à produire un paragraphe
cohérent en :
Respectant le contexte.
Respectant la logique interne du texte.
Utilisant des mots et expressions appropriés.
Construisant des phrases grammaticalement correctes.
Tâche
Writing: Write a coherent paragraph by answering these questions:
-Where do we find oil?
23
7
-Which products made from oil do we use in our daily life?
-How is oil important for our modern industrialized society?
-What are the consequences of oil exploitation on human beings and the
ecosystem?
-What kinds of energy is more appropriated for the environment today according
to you?
23
8

Collection 2nde Tome II

Uploaded by

Copyright:

Available Formats

Collection 2nde Tome II

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Collection 2nde Tome II

Uploaded by

Copyright:

Available Formats

ANGLAIS 2NDE TOME II COLLECTION

Réalisation : OGUIDI Emmanuel

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 1

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 2

II- LA PRODUCTION ECRITE D’UN TEXTE DE TYPE ET DE

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 3

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 4

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 5

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 7

II- LA PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 8

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 9

CDN°2 : Réagir de façon précise et appropriée à un message écrit.

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 10

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 12

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 13

4)’’To regulate trees exploitation’’ in the last paragraph means :

Item 2: Answer the following questions

Item 3: Find in the text the opposite of the following words.

Item 4: Put the verbs in brackets into their correct tense

Item 5: Rephrase the following sentences based on the prompt given.

Item 6: Translate this paragraph in French :

B- Production d’un texte de type et de fonction variés

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 17

A- LA REACTION A UN TEXTE ECRIT

Item 4: Translate into French the 3rd paragraph of the text

B- PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 21

E- Contexte : Nos milieux de vie sont souvent mal entretenus et constituent

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 23

Item 2: Answer the following questions on the text:

IV- LA PRODUCTION ECRITE D’UN TEXTE DE TYPE ET DE

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 25

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 26

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 27

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 28

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 29

A- Contexte : L’arbre est indispensable dans la vie humaine. Lis attentivement

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 31

Item 2: Answer the following questions based on the text

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 33

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 34

Item3: Find in the text the synonyms of these expressions

Item5: Fill in this chart

Item 6: Translate this passage from the text into French

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 36

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 37

Critères d’évaluation: Après avoir lu le texte, tu montreras que tu l’as compris

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 38

Item 2: Answer the following questions on the text

Item 5: Rephrase the sentences as indicated. Don’t change their meanings.

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 39

3- The villagers planted these trees four years ago.

5-These farmers have planted one thousand trees.

Item6b: Translation (for C/D only) in French

B- Production d’un texte de type particulier.

Critères d’évaluation : Tu montreras ta capacité rédactionnelle en anglais en :

REALISATION : OGUIDI EMMANUEL COLLECTION ANGLAIS 2NDE TCHIGAN, TOME II 41

Critères : Après avoir lu le texte, tu montreras que tu l’as bien compris en :