(3ème)

Questions de Révision générale sur les Situations d’Apprentissage

Quelques Exercices pratiques
Recueil d’épreuves
Liste des verbes irréguliers

Réalisé par:
NOUMONHESSI J. Vivien Professeur Certifié d’Anglais

Tel: (00229) 97654606 / 95419475

Email: vivienwinner@[Link]

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Part1: General Revision questions based
on lessons

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Item1: Match the following accronyms with their right definitions

1- AIDS a) Sexually Transmitted Desease

2- HIV b) Acquired Immune Deficiency Syndrome
3- STDs c) Sexually Transmitted Infection
4- STD d) Sexually Transmitted Deseases
e) Human Imunnodeiciency Virus
5- STI
f) Sexually Transmitted Inections
6- STIs
Item2: Match the following words with their right definitions

1- Infection a) Prevents the disease

2- Serum b) It helps to know if the person is HIV-positive or not
c) Abstinence, use of condom, being faithful to one sexual
3- Testin
partner
4- STDs d) AIDS ; herpes ; Gonorrhea ; chlamydia
5- Prevention methods e) The presence of the germ, virus, bacteria or parasite that
6- Vaccine can cause disease inside the person’s body
f) Is used to cure the disease

Item3: Answer these questions

1) When can we say that somebody is a drug addict ?

2) What can lead a young person to start taking drugs ?
3) How can drug destroy somebody’s life ?
4) What is an asylum ?
Item4: provide answers to these questions

1- What do you do to help your parents at home ?

2- Give some exemples of youth duties you know
Item5: Answer the following questions.

1- How many categories of food do we have ? cite them

2- How many categories of nutrients do we have ? cite them
3- When can we say that a diet is balanced ?
4- Why do we need a balanced diet ?
Item6: Based on what you’ve learnt, provide answer to these questions

1- Give three examples of natural disasters you’ve learnt

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 2- What is drought ?
3- What are its consequences on people, animals and crops ?
4- When do we talk of flood ?
5- How does it occur ?
6- What are its consequences on people, animals and crops ?
Item7:

A- Answer these questions

1- Give exemples of four african famous kings you know

2- Why are they called heroes ?
B- Match these words with their definitions

List of words
1- To invade
2- To conquer
3- Conqueror
4- To dominate
5- To enslave
6- To rebel
7- A colony
8- A protectorate
List of definitions
a) a country or an area that is governed by people from another more powerful
country
b) to fight against or refuse to obey an authority
c) to enter a country, a town etc… using military force in order to take control of
it
d) to take control of a country or city and its people by force
e) to control or to have a lot o influance over somebody or something espacially
in an unpleasant way
f) a person who conquers
g) a country that is controlled and protected by a more powerful country.
Compered to a colony
h) to make someone a slave
C-

1- Give examples of some traditional celebrations in your village

2- Do people in villages help each other ? if yes, say how
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Part2: Exercises on grammar

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Item1: Rephrase these sentences using the prompt given.

1- If we don’t smoke, we will not be sick

 Unless……………………………………………………………………
2- John Caught AIDS two yeras ago
 It is…………………..since…………………………………………….
3- Josias didn’t eat well, so he becomes ill
 …………………………..because……………………………………..
 …………………………that’s why………………………...………….
4- You are not allowed to smoke cigarettes
 It is…………………………………………………..……………………..
5- Medicines couldn’t cure beriberi, injections couldn’t cure it either
 Neither………………….nor………………………………………………..
Item2: Turn these sentences into passive voice

1- Children are catching birds

2- Blaise saw the man last week
3- Aine Sanogo has eaten rice
4- The teacher is punishing lay students now
5- Patients can find the adequate treatments
6- Marius asked me several questions
7- People will catch STDs
8- Protect your children against STI
9- Don’t touch infected objects
10- Do children eat healthy foods ?
11- Learn your Lessons
Item3: Rewrite these sentences without changing their meanings

1- The farmers have such good crops because it trains a lot in the area
 It rains a lot in the area…………………………, …………………………………
2- More than a thousand compounds have been destroyed by the floods
 The floods…………………………………………………………………………………
3- Drought makes people and animals suffer from lack of food and water
 people and animals…………………………………………………………………
4- If it doesn’t rain, the land will not get wet
 Unless……………………………………………………………………………………..
5- Why don’t you send some food to my people ?
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  I would appreciate…………………………………………………………………..
 Would you please……………………………………………………………………
 Would it be possible for you to……………………………………………….
 Could I ask you to……………………………………………………………………
6- Behanzin was deported to Algeria by the colonial rulers.
 The colonial rulers ……………………………………………………
7- Samory Touré’s military strategy was good, so the French nicknamed him ‘’The
Black Napoleon of Sudan’’.
 ………………………………….. because ………………………………………………..
8- ‘’Did you follow the documentary about African colonization on television last
night?’’.
 The history teacher asked his students …………………………………………
Item4: Ask questions based on the underlined words

1) Young people catch AIDS

2) William bought a new car three weeks ago
3) Sidoine will fly to Paris tomorrow
4) People sent money to John yesterday
5) Joe BIDEN lives in America
6) Christians go to church once a week
7) This bag costs 2500 cfa
8) I went to cotonou last year
9) They brought John’s car last month
10) It is very hot today
11) John is intelligent
12) Kèmi is beautiful
13) Jennifer’s son is 15
Item5: Rephrase these sentences by using the prompts given.

1- You mustn’t smoke here.

 It is strictly ……………………………………………………………………..…..
2- ‘’We can cook this food for you ourselves’’, the women told the guest.
 The women told the guest ………………………..……………………………...
3- They are going to catch AIDS.
 AIDS ……………………………………………..………………………………….
4- You can’t stop strangers from drinking. You can’t stop them from eating either.
 You can neither ……………………………………………..…………………….
5- They will always be remembered because they made good stories.

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  ............................................. so ………………………………...........
6- These powerful women will always be remembered.
 We ...................................................................................................
7- I advise you to be patient in difficult situations.
 You had better .................................................................................
8- If women don't react promptly, they will not release the King.
 Unless .............................................................................................
9- Medicines have been credited with many therapeutic properties.
 People ……………………………………………………………………
10- The doctor said: ‘’the potassium in some plants compensates for the loss
of the vital trace element through urination.”
 The doctor said that ………….…………………………………………
11- You mustn’t boil herbs in water to make tea.
 Youn are not allowed …………….……………………………………..
12- Venereal diseases are being caught today
 People…………………………………………………..…………….........
13- Habib caught AIDS many years ago
 It is…………………………………………….……………………………
14- ‘’James caught AIDS last year’’
 People said…………………………………………………………………
15- Don’t smoke
 You……………………………………………………………………………
16- Don’t drink alcohol
 You had better…………………………………………………………..

Item6: put these sentences into reported speech

1- ‘’I will go to hospital tomorrow’’ John said

2- ‘’I send the bag’’ Jennifer told me
3- ‘’be faithful to one sexual partner’’ the doctor said
4- The teacher said ‘’AIDS has no cure’’
5- ‘’we are helping our parents now’’ said the children
6- Bob says ‘’I am following good rules of Hygenes now’’
7- Mr Erick told me ‘’you were a serious boy years ago’’
8- ‘’do you want to leave me here?’’ John askd me
9- ‘’will Alice fly tomorrow?’’ Belvida wants to know
10- ‘’did the teacher bring this document last week?’’ Bob asked
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 11- ‘’what did Alice learn yesterday?’’ teacher asked
12- ‘’How can we explain it now?’’ Bob asked
13- Teachers taught us ‘’the earth is round’’
14- ‘’respect your parents’’ Mum ordered me
15- ‘’stop drinking alcohol’’ Dad ordered me
16- ‘’Don’t smoke here’’ they ordered me

Item7: Complete these sentences with the appropriate reflexive prnouns

1) I have to struggle ……….to reach my objectives

2) John is learning the lesson……..in order to succeed
3) We are trying to finish the work………
4) Jennifer climbs the tree……
5) Alice and Belvida can meet the boss…….to solve the crisis
6) People are working……….for their future

Item8: complete theses entences with : what ; what a ; what an ; how

1) ………………………………………………………………………………………interesting story !
2) ……………………………………………………………………………….……terrible accidents !
3) ………………………………………………………………………………….……………….bad boy !
4) …………………………………………………………………………………………bad this boy is !
5) …………………………………………………………………………………dangerous accident !
6) …………………………………………………………………………………………intelligent boy !
7) ……………………………………………………………………………………….intelligent boys !
8) ……………………………………………………………………………………danderous AIDS is !

Item9: Rephrase the ollowing sentences

1- It was a good story

 What………………………………………………………… !
 How………………………….……………………………… !
 ………………….such…..…………………………………. !
2- This game is so interesting !
 What………………………..……………………………… !
 How……………………………………………………….… !
 ………………………..such.………….…………………… !
3- These boys are very rude
 what………………………………………………………… !
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  How………………………………………………….……… !
 …………………..such…………………………………….. !
4- This story is so amazing !
 ……………such…………………………………………….. !
 What ………………………………………………………… !
 How………………………………………………………….. !

Item10: Write the correct tense of the following verbs

1- You had better (to stop) drinking alcohol

2- If you are unfaithful, you (to catch) STDs
3- John would succeed if he (to learn) well
4- If Jennifer (to be) serious, she would not catch AIDS
5- People usually (to drink) alcohol in my area
6- My friends oblige me (to smoke) cigarette
7- Teacher makes students (to do) their homework
8- We force Alice (to be) on time
9- The doctor (to help) sick people now
10- It is 5 years since I (to go) the doctor
11- Children must (to respect) elderly person
12- Young people should (to void) smoking
13- It is the first time Bob (to use) prevention methods
14- Jack (to take) injections next week
15- James (to buy) condoms yesterday
16- Faithfulness (to be) good to avoid AIDS
17- The man (to beat) his wife at present
18- I (to see) the doctor two weeks ago
19- After I had left, John (to come)
20- Look ! your Dad (to leave)
21- Students (to sit) for exam in six months
22- It is ive years since I (to see) that man
23- I already (to leave) the room
24- If Cyprien (to be) wise, he wouldn’t go
25- Claudine always (to fly) to Paris

Item11: Ask questions based on the underlined words

1- Mr Ben is a carpenter
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 2- The patient visits the doctor twice a week
3- Young people always have unprotected sex
4- Yemissi caught AIDS because she is unfaithful
5- My father has bought the red car
6- Anaël feels sick
7- We go to hospital on foot
8- Narcisse went to parakou by bus
9- I met the boy at the market
10- Agbogla uses prevention methods
11- Belvida is very beautiful
12- Clarisse is kind
13- They broke Nicarette’s car
14- It’s windy today
15- Forty people caught AIDS in my area last week
16- Simi drank alcohol
17- Young people have drunk a lot of beer
18- Ali came in the evening
19- The well is 20 meters deep
20- My Mother drives slowly
21- My house is ten km from my school
22- The boy is 38kg

Item12: Write the correct form of the sentences as indicated in the brackets
1- We should observe total abstinence (negative form)
2- José always tries his best to be healthy (negative form)
3- Zofirath went to mosque yesterday (interrogative form)
4- Clarisse did not catch AIDS (affirmative form)
5- Joël is working hard outside (interrogative form)
6- Mr TOLLI doesn’t fly to Paris (affirmative form)
7- Corneille saw a snake last week (interrogative form)
8- Josias didn’t keep the truth (affirmative form)
9- She hasn’t learnt her lesson (affirmative form)
10- Joe can’t avoid AIDS (affirmative form)
Item13: Turn the following sences into either passive or active voice

1- He is sent a letter by the doctor

2- AIDS is caught by many young men
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 3- People treat STDs nowadays
4- Drug has been smoked by bad students
5- The doctor will heal malaria
6- Animals are being killed
7- The door must be opened
8- People are looking for new cure
9- I can buy the medicine
10- Don’t eat unhealthy foods
11- The door must be closed
12- Children should obey elederly people
13- Do they eat healthy foods ?
14- Did Jonas do the household chores ?
15- Will AIDS be cured ?
16- The doctor is going to examine Nicarette and Marina
17- Parents must be respected by children
Item14: Use so, neither/either to provide the appropriate ending of these sentences

1- Amos is a student …………… (Joshua and Ferdinand)

2- I am not sick………… (Marina)
3- Bob doesn’t eat unhealthy foods………… (Jonas and Alice)
4- Mr OWOLABI came on time…………. (Assanatou)
5- I will go to the doctor tomorrow…………. (Charles)
6- Soiatou can’t play……………….. (Audrey)
7- Young people are exposed to STDs…….. (Elderly people)
8- Orpher has learnt hard……………….. (we)
9- Many people fear SATDs……… (I)
10- Rick doen’t respect people …….. (her brothers)
11- Gilles is learning well…………… (Josias and Judes)

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Part3: collection of some exam papers

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EPREUVE 1
Compétences à évaluer
Compétence Disciplinaire n°2: Réagir de façon précise et appropriée à des messages
lus ou entendus
Compétence Disciplinaire n°3: Produire de façon appropriée des textes de type et de
fonction variés
Epreuve

A- Réaction à un texte lu

Contexte: De nos jours, de nombreuses sensibilisations se font aussi bien à la radio qu’à
la télévision en vue de freiner les infections et les maladies sexuellement
transmissibles. Malgré ces rappels à l’ordre, certaines personnes continuent de ne pas
croire en ces fléaux négligeant ainsi leur santé. Ici, tu auras à réagir par rapport aux
manifestations de ces maladies telles que le SIDA.

Support
Text: SAVE LIFE! STOP AIDS!
1- AIDS stands for Acquired Immune deficiency Syndrome. It is caused by a virus
called HIV (Human Immunodeficiency Virus). The virus can be spread in certain
ways such as: sexual contact, blood transfusion, blood products, needles
sharing, pregnancy-passed on by an infected mother to her unborn baby.
2- It enters the white cells in the blood and eventually destroys them so that they
can no longer defend the body. This may take several years to happen. Once
these defenses are lost, the body is then open to all infections, and an everyday
infection such as a cold can become serious.
3- Not everybody who gets the virus will immediately become ill. They may remain
perfectly healthy for a long time but can still pass the virus on to others. These
people are ‘’carriers’’ of the virus and although they are perfectly well, they can
still infect others.
4- Then, to stop the spread of AIDS, health education is very important. We must
know how to protect ourselves against AIDS, and how to avoid spreading it to
others. So, it is safer not to share anything that might have had blood on it; e.g.
toothbrush, razor, needles, syringes … Everybody in the community should be
educated, not just adults because there are no cure, no vaccine at the present
time, no effective medicines available yet to treat AIDS.
Slightly adapted from Go for English 3ème PP 26-27.

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Tâche: Après avoir lu le texte, tu montreras que tu l’as compris en :
- reconnaissant les détails du texte ;
- exprimant des appréciations personnelles sur le texte ;
- reconnaissant les références dans le texte ;
- mettant les verbes aux temps corrects.
NB : Tu traiteras les items en Anglais

Consignes:
Item 1: Answer by true or false these sentences.

1- AIDS means Acquired Immune Deficiency System.

2- It is caused by a mosquito bite.
3- The virus HIV enters the white cells and destroys them.
4- There is a cure to treat AIDS.

Item 2: Answer the following questions on the text.

1- What causes AIDS?
2- Cite two ways through which the virus can be spread.
3- How long can the virus take to destroy the white cells?
4- How can we stop the spread of AIDS?

Item 3: Find in the text words or phrases that mean the same or almost the same as the
following.
1- germ (paragraph 1) 3- sick (paragraph 3)
2- harms (paragraph 2) 4- no treatment (paragraph 4)

Item 4: Use the correct tense or form for the verbs in brackets.
1- Last year, Akobavi (to catch) a virus.
2- The doctor (to treat) the carriers now?
3- There (to be) no cure against AIDS so far.
4- People can (to avoid) catching AIDS by using condom during sexual intercourse.

Item 5: Rephrase the following sentences using the prompts given. Don’t change their
meaning.
1- Don’t have many sexual partners; otherwise you will catch STDs.
 If you ……………………………………………………………………………
2- Go and see a doctor to be advised.
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  You’d better …………………………………………………………………
B- Production écrite d’un texte de type particulier

Contexte: L’un de tes amis veut envoyer un article sur le SIDA à son correspondant mais
au cours de la saisie, il a sauté quelques mots. Tu as été sollicité(e) pour l’aider à mettre
chaque mot sauté à la place correcte.

Tâche : Tu montreras ta compétence à produire un texte en :

- respectant la logique interne du texte;
- utilisant le mot convenable dans les pointillés.
Consigne
Rewrite this article filling in the gaps with the following words: young people –
abstinence – partners – condoms – sex addicts – AIDS.

NB: Underline the words in the paragraph

Today, most ………(1)……. are fond of sex. They do not worry about the twenty-
first century disease named ………(2)……… In their opinion, AIDS is a wise way to make
them use ……(3)………. they think that ……….(4)………., is out of question. They change
………(5)……… just as they change clothes. In a word, young people today are ….(6)…..
Good Luck!

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EPREUVE 2
CD n°1 : Réagir de façon précise et appropriée à des messages lus ou entendus.
CD n°2 : Produire de façon appropriée des textes de types et de fonctions variés.

Epreuve

A- La réaction à un texte écrit

Contexte : Il est important de bien connaître les maladies sexuellement transmissibles
pour savoir les éviter. Le texte suivant parle de l’une d’entre elles. Lis-le et réponds
aux questions qui suivent.
Support
Text: AIDS

AIDS is a new and dangerous disease spread from person to person by a virus
called HIV. It reduces the body’s ability to fight diseases. So, a person with AIDS can get
sick very easily from many different illnesses such as diarrhea, pneumonia,
tuberculosis, or serious type of skin cancer. You can get AIDS from someone who looks
completely healthy: it often takes months or years after the AIDS virus enters the body
for the first signs to appear.
AIDS is spread when blood, semen (sperm), or vaginal juice of someone with the
AIDS virus enters the body of another person. It can be spread through sex with
someone who has the AIDS virus, by using any instrument that cuts the skin without
sterilizing it or from an infected mother to her unborn child.
The signs of AIDS are different in different persons. Often, they are the typical
signs of other common diseases, but are more severe and last longer. Some signs are:
gradual weight loss (the person becomes thinner and thinner), diarrhea for more than
one month, a fever for more than one month (sometimes it comes and goes), a bad
cough that lasts for more than one month, tiredness, etc.
To avoid AIDS, people should be careful with whom they have sex. It is safe to
have sex only with one faithful partner. If people have sex with anyone else than their
partner, they should always use condoms. But the use of condoms helps prevent
sexually transmitted diseases, but does not assure complete protection. Observing
total abstinence and avoiding using infected sharp objects also help prevent AIDS.

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

- reconnaissant les détails du texte ;

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 - exprimant tes appréciations personnelles sur le texte ;
- montrant ta compréhension du vocabulaire du texte ;
- complétant des phrases ;
- manipulant des phrases.

Consignes:

Item 1: Say whether these statements about the text are true or false.
1) Someone who has AIDS has a good ability to fight diseases.
2) Someone who looks completely healthy may infect you.
3) The signs of AIDS vary from a person to another one.
4) A person infected with AIDS does not lose his weight.
Item 2: Answer these questions according to the text

1) What do AIDS and HIV stand for?

2) How does AIDS spread among people?
3) Cite three symptoms of AIDS from the text.
4) Is the use of condoms a totally safe way of preventing AIDS? Quote a passage of
the text to justify your answer.

Item 3: Finding in the text words or groups of words meaning the same or nearly the
same as the following ones

1) Diminishes (paragraph 1)
2) Caught by a large number of people (paragraph 2)
3) Ordinary (paragraph 3)
4) Pay attention (paragraph 4)

Item 4: Supply the correct forms of the verbs in brackets

1) Look! The doctor (to sensitize) the population on AIDS.
2) That man (to feel) the symptoms of AIDS a few days ago.
3) My friend Morgan often (to assist) people who are HIV-positive.
4) Next year, they (to open) a special hospital for people suffering from AIDS in our
village.
Item 5: Rephrase the following sentences using the prompts given. Don’t change the
meaning of the sentences
1) Don’t have many sexual partners; otherwise, you will catch STDS.
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  If you --------------------------------------------
2) Avoid unsafe blood transfusion.
 We should --------------------------------------
3) Go and see a doctor to be advised.
 You’d better -----------------------------------

B / La production d’un texte de type particulier

Contexte :

Maintenant que tu en sais un peu plus sur cette maladie, contribue à la

réalisation d’un paragraphe qui est destiné à sensibiliser d’autres personnes.

Tâche : Tu montreras ta compétence à écrire un paragraphe en respectant le type et

la logique interne du texte pour remplacer les pointillés par les mots convenables.

Consigne

Writing: Fill in the gaps with the suitable words or groups of words: body – lost – no
longer – several – virus – infections – serious.

The ……………..which causes AIDS enters the cells in the blood and eventually
destroys them so that they can ………….. defend the …………. This may take ………………
years to happen. Once the defenses are ……………………., the body is then opened to all
……………….., and an everyday infection such as cold can become ………………….

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EPREUVE 3
Compétences à évaluer
CD2: Réagir de façon précise et appropriée à des messages lus ou entendus.
CD3: Produire de façon appropriée des textes de type et de fonction variés.

Epreuve
A- Réaction à un texte lu
Contexte:
De nos jours, des jeunes de ton âge adoptent des comportements à risque tels
que la recherche de gain facile, la prostitution et l’usage de la cigarette et de la drogue.
Face à ces fléaux qui gagnent le monde scolaire, les éducateurs s’inquiètent et ne
cessent de proposer des approches de solutions.

Support
Text: Is smoking good for students?

1- There are plenty of things you can do to be cool at school. You can take the
lead in a play, be good at football, and learn the guitar. However, smoking is a
habit with no benefits in the long term. Starting smoking is often the first thing
people will say they wish they had never started. Smoking is very expensive,
terrible for your health, horrible for your looks and is becoming more and more
socially unacceptable. What is more is that smoking is a foolish, dangerous
habit that you will regret if you very start it.
2- Secret smokers will always find a bench, a hut or a corner where teachers can’t
see them. If you are not one of them, you may see them occasionally and think
they look cool or feel grown up. You may also think they look unhappy and
smell bad.
3- If you are one of them, you may love your present addict situation and be
looking for ways to hide your habit from parents and teachers, or you may be
enthusiastic to stop and move away from the group.
4- If you are under sixteen, then it is illegal to buy cigarettes. If you are over
sixteen, while you are allowed to buy cigarettes, you cannot smoke at school.

Adapted from www. Smoking at school by Maggie Lonsdale

Note: To take the lead: mener, diriger

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A- Réaction à un texte lu
Tâche
Après avoir lu le texte, tu donneras la preuve que tu l’as compris en:
 Reconnaissant des détails du texte ;
 répondant à des questions de façon approfondie ;
 montrant ta maîtrise du vocabulaire ;
 formulant des questions sur des idées du texte ;
 reformulant certains passages du texte.
Consigne

Item 1: Choose the correct endings to the following sentences. Write only numbers and
correct letters.

1. One of the things you can do to be cool at school is

a- to smoke cigarette.
b- to play football.
c- to be a member of a little group of secret smokers.
2. Smoking
a- has benefits in the long term.
b- is socially acceptable.
c- is dangerous.
3. Secret smokers
a- sit where teachers can see them.
b- hide themselves from teachers.
c- do not conceal their habit from teachers.
4. According to the text, when you are fourteen, you are
a- permitted to buy cigarettes.
b- not allowed to buy cigarettes.
c- neither allowed nor forbidden to buy cigarettes.
Item 2: Answer these questions on the text.
1. Name two things you can do to be cool at school.
2. Write two consequences of smoking mentioned in the text.
3. At what age are you allowed to buy cigarettes?
Item 3: Find in the text the opposite of the following words.
1. Cheap (paragraph 1)
2. Acceptable (paragraph 1)
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 3. Never (paragraph 2)
4. Hate (paragraph 3)

Item 4: Turn the following sentences into Passive Voice.

1. Smoking destroys your health.

2. You may see them occasionally
3. They hide their habit from parents and teachers.
4. Parents and teachers don’t allow you to buy cigarettes.

Item 5: Rephrase the following sentences using the given prompts.

1. Don’t smoke cigarettes.

 You had better not ………………………..
2. You mustn’t be a member of a secret smokers’ club.
 It is strictly ……………………………………
3. It is illegal to buy cigarettes before the age of sixteen.
 You are not ………………………………..

B- Production d’un texte de type particulier

Contexte:
Les fumeurs ignorent le risque qu’ils courent en s’adonnant à la cigarette. Un
fumeur, souffrant d’un malaise, s’est rendu chez un médecin anglophone et a engagé
un dialogue avec lui/elle.

Tâche:
Tu montreras ta compétence à produire un texte en :
 recopiant le dialogue;
 utilisant les propos du patient de façon appropriée ;
 respectant la logique interne du dialogue ;
 utilisant l’orthographe et la ponctuation appropriées.

Consigne

Copy and complete the following dialogue using the following sentences:
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 - Yes, I do.
- Nobody has told me that before. What can I do now?
- Thank you, doctor, I will try to stop. Goodbye, doctor.
- Good morning, doctor.
- Goodbye, doctor.
- I have been coughing for a week now and I feel really tired.
Dialogue
Patient: _________________________
Doctor: Good morning! What’s wrong with you?
Patient: _________________________
Doctor: Do you smoke cigarette?
Patient: _________________________
Doctor: O.K., I can see; smoking is dangerous for you health; by smoking you can cough
or catch lung cancer.
Patient: __________________________
Doctor: You should stop smoking
Patient: ___________________________
Doctor: Goodbye
Patient: ___________________________

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EPREUVE 4

Compétences à évaluer
Compétence Disciplinaire n°2: Réagir de façon précise et appropriée à des messages
lus ou entendus
Compétence Disciplinaire n°3: Produire de façon appropriée des textes de type et de
fonction variés
Epreuve

A- Réaction à un texte lu

Contexte : De plus en plus, les jeunes sont confrontés à certaines tentations qui minent
dangereusement leur santé. Ici, tu auras à réagir par rapport à un de ces dangers que
constitue la consommation de la cigarette.

Support

Text: The dangers of smoking.

5- Cigarettes are a major cause of ill-health and death in many countries. Cigarettes
contain nicotine, a brown oily substance which gets into your lungs with the
smoke which you inhale. This poisonous substance never dissolves. It stays in
your lungs.
6- As a result, smokers develop coughs, bronchitis and pneumonia. Bronchitis is
the illness people get when the bronchial tubes leading to their lungs become
blocked. Pneumonia is a severe form of this, accompanied by fever.
7- Cigarettes can cause cancer of the lungs. A cancer is an abnormal growth of cells
in some parts of the body. It forms a hard lump inside the person, and prevents
that part of the body from functioning properly. There is no known cure yet. It
usually leads to a long and painful illness ending in death. Cigarettes pollute the
atmosphere. Cigarettes make you short of breath so that you cannot run so fast.
Cigarettes make your breath smell bad. Cigarettes stain your teeth and your
fingers.
8- When pregnant women continue to smoke, their babies may be neither so
strong nor so heavy as those of non-smokers.
9- Smoking is bad for you. For your own sake, you are strongly advised not to smoke
From English Africa, Kenneth Cripwell, page 111.

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Tâche: Après avoir lu le texte ci-dessus, tu montreras que tu l’as bien compris en :
- reconnaissant les détails du texte ;
- identifiant des idées maîtresses du texte ;
- manipulant des mots du texte ;
- reformulant certaines phrases relatives au texte.

NB : Tu traiteras toute l’épreuve en Anglais

Consignes:

Item 1: Write ‘’ true or false’’ for the following statements.

1- Nicotine gets into the smokers’ lungs.

2- Smoking never brings coughs, bronchitis and pneumonia.
3- Your breath smells good when you smoke cigarettes.
4- Smokers’ teeth are as white as cotton.

Item 2: Answer the following questions.

1- What gets into people’s lungs while they smoke cigarettes?
2- What happens to people suffering from bronchitis?
3- Give two types of damages cigarettes can cause to people.
4- How does smoking affect pregnant women?

Item 3: Find the synonym of the following words or group of words in the text.
1- Disappears (paragraph 1) 3- quickly (paragraph 3)
2- painful (paragraph 2) 4- newly born children (paragraph 4)

Item 4: Rephrase the following sentences using the given prompts.

1- Don’t smoke cigarette here.

 It is strictly forbidden ………………………………………………………………………
2- If that pregnant woman doesn’t stop smoking, her baby will be sick.
 Unless …………………………..…………………………………………………………………
3- Pregnant woman should be advised about smoking.
 pregnant woman ought ………………………………………………………
4- Smokers cannot run so fast.

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  Smokers are not ……………………………………………………………………………….

B- Production écrite d’un texte de type particulier

Contexte: Les conséquences du tabagisme sont multiples et de plusieurs ordres. Ici, tu
es invité(e) à produire un paragraphe qui présente les dangers auxquels s’expose un
élève fumeur, en :

- respectant la logique interne du texte;

- construisant des phrases grammaticalement correctes ;
- utilisant l’orthographe et la ponctuation appropriée ;
- respectant la consigne donnée.

Consigne

Write a coherent paragraph in order to advise your classmates about the

consequences of smoking cigarettes.

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EPREUVE 5

Compétences à évaluer
Compétence Disciplinaire n°2: Réagir de façon précise et appropriée à des messages
lus ou entendus
Compétence Disciplinaire n°3: Produire de façon appropriée des textes de type et de
fonction variés

III – L’Epreuve
A- Réaction à un texte lu

Contexte: La consommation de la drogue ou des drogues a toujours été un phénomène

nocif aux individus et aux communautés humaines. Le texte ci-dessous nous permettra
de mieux comprendre que tout drogue, quelle que soit sa forme, est dangereuse.

Support

Text: How do drugs affect a person?

The effects of a drug depend on the type of drug and a range of personal and
environmental factors. Some factors to consider include: how much of drug is taken
and how often, how it is taken, the person’s physical characteristics, the environment
and the degree of tolerance and others.
Generally, the greater the quantity taken, the greater the effect. Overdose
occurs when the amount taken exceeds the body’s ability to cope with the drug. Drugs
that are injected or inhaled act very quickly and the effects are more intense. Snorting
through the nose is the next fastest-acting method, while the effects of drugs eaten or
swallowed take longer to occur. A person’s physical characteristics, such as height,
weight and gender also influence how a drug affects him/her and the duration of its
effects. The way a person is feeling and the social setting can have significant impact
on drug effects. Things will be more enjoyable in a threatening one. Moreover, the first
experience generally shows a very low tolerance but progressively the less intense the
effects will be.
Regardless of the drug used, there are many problems related to drug use. There
are for instance, family or relationship problems, problems at work or school,
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accidents, legal problems, financial, health and even sexual problems. Many deaths are
attributed to drugs addiction. Many greatest drug harms caused in our society come
from the legal drugs, alcohol and tobacco. It is impossible to say how long a person
must take a drug before he/she will become dependent. It is clear that there is no
“safe” level of drug use. All drugs have the potential to cause harm, not just the illegal
ones.
UNPUBLISHED

Tâche: Après avoir lu le texte ci-dessus, tu montreras que tu l’as bien compris en:
- reconnaissant certains détails ;
- répondant à certaines questions de compréhension approfondie ;
- faisant montrer d’une bonne maîtrise du vocabulaire ;
- reformulant certaines idées de façon autonome.

Consignes:

Item 1: Answer by true or false.

1- All drugs have the same effects.

2- Many factors determine the degree of drugs effects.
3- There’s no overdose when the body copes with the drug.
4- Drugs that are inhaled have more intense effects.
Item 2: Answer these questions on the text.
1- Why are all the drug users not affected in the same way?
2- Show the difference between drugs which are injected and the ones swallowed.
3- Mention two dangers that drug addiction can cause.
4- ‘’Not just the illegal drugs can cause harm’’. Justify this idea with a sentence
taken from the text.

Item 3: Find the opposite of these in the text.

1- mental (paragraph 1)
2- incapacity (paragraph 2)
3- smaller (paragraph 2)
4- dangerous (paragraph 3)

Item 4: Choose the right answer.

1- Teenagers will fill (himself, themselves, themselves, our) with drugs.
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 2- Bossou smoked marijuana (because, so, that is why) he caught a lung cancer.
3- You will not be healthy (if, unless, so) you run away from drugs.
4- We should (to listen, listening, listen) to our parents.

Item 5: Rephrase these sentences.

1- People can inject drugs for quick effects.

 Drugs ……………………………………………
2- It is not good to snort cocaine
 You should ……………………………….………
3- It is strictly forbidden to smoke cigarettes here.
 Don’t …………………………………………….
4- Ali drinks every day, so he gets sick.
 ……………………… because …………………..

B- Production écrite d’un texte de type particulier

Contexte: Le tabac, même si à priori n’est pas considéré comme une drogue qui tue au
même titre que les autres types de drogue, est toutefois très dangereux pour la santé.

Tâche : Tu montreras ta compétence à rédiger un paragraphe en :

- produisant un texte cohérent à partir des phrases placées en désordre ;
- respectant l’orthographe utilisée ;
- utilisant la ponctuation appropriée.
Consigne :
Re-order these sentences to write a coherent paragraph.

1- The use of tobacco in any form is a major preventable cause of premature

death and disease.
2- The use of tobacco by adolescents is a major public health problem in all the
six WHO regions (Africa, America, Eastern Mediterranean, Europe, South East
Asia and Western Pacific).
3- Approximately one of every ten students currently use tobacco products
other than cigarettes.

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4- Globally, nearly five million persons die every year from tobacco-related
illnesses, with disproportionately higher mortality occurring in developing
countries.
5- The Global Youth Tobacco Survey (GYTS), initiated in 1999 by the World
Health Organization (WHO) is relevant.

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EPREUVE 6
Compétences à évaluer

Compétence Disciplinaire n°2: Réagir de façon précise et appropriée à des messages

lus ou entendus
Compétence Disciplinaire n°3: Produire de façon appropriée des textes de type et de
fonction variés

III – L’Epreuve
A- La réaction à un texte écrit

Contexte : La cigarette et les drogues sous toutes leurs formes sont extrêmement
nocives pour l’organisme des personnes qui les fument. Elles contiennent des
substances qui sont très dangereuses pour les organes vitaux tels que les poumons, les
vaisseaux sanguins et le cœur.

Support

Text: Health warning – cigarettes damage your health.

Cigarettes are a major cause of ill-health and death in many countries: cigarette
contains nicotine, brown, substance which gets into your lungs with the smoke which
you inhale. This poisonous substance never dissolves. It stays in your lungs.
As a result smokers develop coughs, bronchitis and pneumonia. Bronchitis is the
illness people get when the bronchial tubes leading to their lungs become blocked.
Pneumonia is a more severe form of this, accompanied by fever.
Cigarettes can cause cancer of the lungs. A cancer is an abnormal growth of cells in
one parts of your body. It forms a hard lump inside the person, and prevents that part
of the body from functioning properly. There is no known cure yet. It usually leads to
long and painful illness ending in death. Cigarettes pollute the atmosphere; it makes
you short of breath so that you cannot run so fast. Cigarettes make your breath smell
bad. Cigarette also stains your teeth and fingers.
When pregnant women continue to smoke, their babies may not be so strong nor
as heavy as those of non-smokers.
Smoking is bad for you. For your own sake you are strongly advised not to smoke
From English Africa 2nde, Kenneth Cripwell, page 111

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Tâche: Après avoir lu le texte ci-dessus, tu montreras que tu l’as bien compris en:
- reconnaissant certains détails ;
- répondant à certaines questions de compréhension approfondie ;
- faisant montrer d’une bonne maîtrise du vocabulaire ;
- reformulant certaines idées de façon autonome.

Item 1: Read the following sentences and say whether they are ‘’wrong’’ or ‘’right’’
1- Nicotine stays in the lungs of smokers.
2- Smoking is harmful for your health.
3- Cigarettes decrease the risk of heart disease.
4- A smoker can run very fast.

Item 2: Answer the following questions based on the text.

1- What is nicotine?
2- Give three illnesses caused by smoking.
3- What kind of cancer can smoking cause?

Item 3: Select the right answer from the brackets to complete the sentences below.

1- You’d better (no to smoke – not smoke – not smoking) cigarettes.

2- She destroys her health (himself – herself – themselves) by inhaling drug.
3- The lady caught bronchitis (so – because – if) she smoked cigarette.
4- James left her umbrella at home, (because – if – so) she got wet on her way to
hospital as it was raining.
Item 4: Rephrase the following sentences using the prompt given. Don’t change their
meaning.

1- No smoking here,
 It is strictly ………………………………………………………………………
2- Pregnant women shouldn’t take alcohol and drug.
 Pregnant women are not …………………………………………………
3- We caught bronchitis because we smoke cigarettes.
 ..……………………………… so ………………………………………………….
4- Don’t smoke cigarettes otherwise you will catch lung cancer.
 If ……………………………………………………………………………………..
5- The police arrested people on drugs.
 People on drugs ………………………………………………………………

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B- Production écrite d’un texte de type particulier
Contexte: Le tabac nuit gravement à la santé. Ici, tu es invité(e) à rédiger un paragraphe
pour expliquer le sens des inscriptions sur les posters géant qui affichent qu’il est
dangereux de fumer.

Critères d’évaluation : Tu montreras par la production d’un paragraphe cohérent, ta

compétence à écrire en :
- respectant le contexte;
- respectant la logique interne du paragraphe ;
- construisant des phrases grammaticalement correctes ;
- utilisant le vocabulaire adéquat ;
- utilisant l’orthographe et la ponctuation appropriée ;
Tâche :
writing
People usually write on some posters:
‘’Tobacco is bad for your health’’
Explain the bad consequences of cigarettes you see around you, on some parents, neighbours,
friends ……….. (Not more than ten lines)

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EPREUVE 7
Compétences à évaluer

Compétence Disciplinaire n°2: Réagir de façon précise et appropriée à des messages

lus ou entendus
Compétence Disciplinaire n°3: Produire de façon appropriée des textes de type et de
fonction variés

L’Epreuve
A- La réaction à un texte lu

Contexte : Les travaux domestiques représentent un devoir pour tout enfant dans une
famille ; car ils participent tant à l’éducation qu’à la formation.

Support

Text:

I did most of the domestic work because my sister and my brother were still too
small. My uncles were considered too big. I woke up at 4 : 30 in the morning to make
fire in a brazier formed out of an old lavatory bucket. I washed, made breakfast coffee
for the family and tea for grandmother as she did not take coffee.
After morning coffee, which we often had with maize flour porridge from the
previous night’s left-over, we went to school. Back from school, I had to clean the
house as Aunt Dora and grandmother did the white people’s washing all day. Fire had
to be made; meat had to be bought from an Indian butchery in the Asiatic Reserve. We
were so many in the family that I had to cook porridge twice in the same pot. We hardly
ever bought more than a pound of mutton in weight. Weekday’s supper was very
simple: just porridge and meat. When there was no money, we fried tomatoes. We
never ate vegetables except on Sunday. We never had butter except when we had a
visitor from Johannesbury. We ate supper out of the same plate, we, children; and
meat was divided up into varying sizes. We never sat at such modern ideas. On Monday
morning at about four o’clock, I went to the suburb to fetch washing for Aunt Dora.
Thursday and Friday afternoons, I had to take back the washing. If I were lucky enough,
I borrowed a bicycle from a tenant of ours. If I couldn’t get the bicycle for the morning
or afternoon, I carried the bundles on my head and walked about seven miles for a

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single journey. When I came back, I went to school. I could never do my homework
until about ten o’clock at night when I had washed up and everybody else had gone to
bed.

Adapted from ‘’Down Second Avenue’’ by Ezekiel Mphalele

Vocabulary
brazier = brasier ; lavatory bucket = seau de toilettes ; suburb = banlieue ;
bundles = paquets
Critères d’évaluation
Après avoir lu le texte, tu montreras que tu l’as compris en :
- reconnaissant les détails du texte ;
- exprimant des appréciations personnelles sur le texte ;
- montrant ta maîtrise du vocabulaire du texte ;
- montrant ta maîtrise de certaines structures grammaticales du texte ;
- reformulant de façon autonome des phrases du texte.

Consigne : Tous les items seront traités en Anglais.

Tâche :

Item 1: Choose the correct answer according to the text and write down the number
and the letter a, b, c or d only.
1- The writer did not of the domestic work because
a) He had no homework to do.
b) There were no other people to help him.
c) His sisters were too small and his aunt and grandmother were too.
d) He helped those who were paying for his education.
2- Their basic diet (food) was:
a) Porridge, meat, vegetable and bread.
b) Porridge.
c) Porridge and meat.
d) Bread, porridge and meat.
3- They never sat at the table because:
a) It was their tradition.
b) This was reserved for grow ups.
c) There were no tables in their house.
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 d) There too many of them to fit around the table.
4- The writer did his homework after 10 o’clock at night because :
a) There was not much noise until everyone had gone to bed.
b) There was not enough room until everyone had gone to bed.
c) He had finished his domestic duties and it was quiet then.
d) This was when he had finished she washing up.

Item 2: Answer these questions on the text

1- Where did the writer make fire?
2- Does the author come from a rich or a poor family? Justify your answer.
3- When did the children have butter?

Item 3: Find in the text word (s) or expressions meaning almost the same as the following
ones

1- House chores. (Paragraph 1)

2- First meal of the day. (Paragraph 1)
3- Where people sell meat. (Paragraph 2)
4- The place children go to learn. (Paragraph 2)
Item 4: Choose the correct answer from the brackets

1- Children …………….help their parents in the household chores. (ought – should –

shouldn’t)
2- Nobody helped the narrator to do the domestic work …………… he did it by
himself. (because – in order to – that’s why)
3- The children went to bed after they ………………. (washing up – have washed up –
had washed up)
4- We ………… our clothes when father came back. (are washing – was washing –
were washing)

Item 5: Rewrite the following sentences starting with the prompt given. Do not change
their meaning
1- The narrator made coffee for the family.
- Coffee …………………………………………………
2- The children said : ‘’We didn’t eat vegetables’’
- The children said that …………………………………….
3- ‘’Have you done your domestic works today?’’ Mother asked Eliane.

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 - Mother asked Eliane …………………………………………………………
4- Nobody helped the narrator to do the domestic work.
- He did the domestic work by ……………………………………..

B – La production d’un texte de type particulier

Contexte
Les travaux domestiques sont de petits travaux de maison que les enfants font
pour aider leurs parents. L’exécution de ces travaux n’empêche en aucun cas une
bonne performance à l’école. L’occasion t’a été donnée ici d’écrire un paragraphe pour
parler de ces travaux domestiques et de comment s’organiser pour les faire.

Critères d’évaluation : Tu montreras ta compétence à écrire un paragraphe cohérent

en Anglais en :
 respectant le contexte ;
 respectant la logique interne ;
 construisant des phrases grammaticalement correctes et significatives ;
 utilisant le vocabulaire adéquat.
Consigne :
Writing : Write a paragraph about the household chores. Make sure you answer these
questions

- Do you do household chores to help your parents?

- What household chores do you do?
- Do these household chores affect negatively your results at school?
- How do you do not to be late for school?
- What can you advice other pupils?

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EPREUVE 8
Compétences à évaluer
- Compétence disciplinaire n°2 : Réagir de façon précise et appropriée à des messages
lus ou entendus.

- Compétence disciplinaire n°3 : Produire de façon appropriée des textes de types et

de fonctions variés.
Epreuve
A- la réaction a un texte lu
Contexte:
Ton professeur d’Anglais, lors d’une séquence d’apprentissage, t’a certainement
parlé du devoir des enfants et de ce que ces derniers doivent faire pour faire plaisir à
leurs parents, le texte ci-dessous t’en dit long.

Text : P. O. Box 26
Agege,

6th September 1997

Dear Yomi
I learnt through uncle Adeolu’s letter that you are playing truant and keeping
bad company. I was depressed and unhappy when I read about your bad conduct and
behavior; you really have disappointed me. I know that our parents will also be very
disappointed. I don’t expect somebody of your background and up-bringing to keep
bad company.
The implication of your unruly behavior is very grievous. You just realize that you
are toying with your future. I want you to know that playing truant and keeping bad
company will definitely affect your education in the sense that you won’t be able to
know what you are taught in the classroom.
It is obvious that keeping bad company will influence you to smoke cigarette and
take hard drugs.
In addition, Yomi, do you want to lose your life? Keeping bad company may lead
you to end your life violently and tragically too. If you don’t want to end your life that
way, you have to change. You will not be able to finish your education if you are
expelled from school as a result of being a truant. I am sure that our parents will not

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like you, to be a drop out. If you become one, how will you justify the years you have
spent in school?
However, I want you to turn a new leaf. You know that you are the only male
child of the family. You can’t afford to waste your time and the resources being spent
on you. Having said this, I plead with you to desist from playing truant and keeping
company. You have to behave well so that the younger ones will be able to emulate
you. I also want you to pay less attention to frivolous things such as watching
uneducative films, going to disco parties and running away from school when you are
supposed to be in the classroom. I want you to devote enough time to reading both at
home and in school while making sure that you go to school everyday. Once you yield
to this advice your success is assured.
Yours sincerely
Dele.
Tâche : Après avoir lu le texte, tu montreras que tu l’as compris en :
- reconnaissant les détails du texte ;
- exprimant tes appréciations sur le texte ;
- manifestant ta maîtrise du vocabulaire du texte ;
- reformulant les phrases de façon autonome.

Consignes

Item 1: Answer by true or false.

1- The writer was sad when he heard his friend is playing truant.
2- A child performs well at school if he keeps bad company.
3- Yomi is the only male child in his family.
4- The writer is giving his friend some advice.

Item 2: Answer these questions based on the text.

1- What type of text is this?

2- Find in the text and write them down two consequences of keeping bad
company.
3- Give two examples of things a good child should do in the text.

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Item 3: Join words or expressions in column A to their synonyms in column B.

Column A Column B
1- Playing truant a) to finish
2- To emulate b) sent away
3- Expelled from c) running away from school
4- To end d) to follow like an example

Item 4: Choose the right answer to fill in the gaps.

1- Yomi is (the objet, the addressee, the sender) of this text.
2- Dele writes this text (so, that’s why, because) his friend has a bad behavior.
3- If Yomi does not change, he will be a failure for (himself, itself, myself).
4- Yomi’s parents spent a lot of money on (his, him, he).

Item 5: Rephrase these sentences using the prompts given.

1- You really have disappointed me.

 I ………………………………………………

2- If you don’t want to end your life that way, you have to change.
 Unless ……………………………………………………..

3- Dele’s friend has a bad behavior, so he is written a letter.

 Dele’s friend is written …………………………………………………

4- ‘’Do you want to lose your life?’’ The author said Yomi
 The author asked Yomi ……………………………………………

B – Production d’un texte de type particulier

Contexte :

Elève en 3ème, tu es membre d’un groupe de travail où il vous a été demandé

d’exposer à la classe ce que les enfants doivent faire pour faire plaisir aux parents.

Tâche :

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 Tu montreras par la production d’un texte cohérent, ta compétence à expliquer
à tes camarades de classe ce que les enfants doivent faire pour faire plaisir aux parents
en :

- respectant le contexte.
- construisant des phrases grammaticalement correctes.
- utilisant le vocabulaire, l’orthographe et la ponctuation appropriés.

Consigne :

Write a letter to tell your friend what he/she should do to please their parents
at home.

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EPREUVE 9
Compétences à évaluer

Compétence Disciplinaire n°2: Réagir de façon précise et appropriée à des messages

lus ou entendus
Compétence Disciplinaire n°3: Produire de façon appropriée des textes de type et de
fonction variés

L’Epreuve
A- Réaction à un texte écrit

Contexte : Ton professeur d’Anglais, lors d’une séquence d’apprentissage, t’a

certainement parlé du devoir des enfants et de ce que ces derniers doivent faire pour
plaisir à leurs parents, le texte ci-dessous t’en dit long.

Support
Text:

Mrs Diaby: Come over here, Abou. Why didn’t you clean up your room this morning?

Abou: I didn’t have time, I was late for school.

Mrs Diaby: Sorry for you, but you have to do your housework before you leave for
school.
You have to keep your environment clean. Every morning you have to
wash
the dishes and sweep the yard.

Abou: But …………… Mother …………..

Mrs Diaby: Keep quiet and listen to me. Your classmates also told me that you are
rude
to your teachers and the prefects. You’re a big boy now and you must
learn
to be responsible from now on, you must be polite to
everyone………………..

Abou: But, at school students ….

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Mrs Diaby: Let me finish, you should also respect the school rules. You must always
get
there on time. You shouldn’t damage the school equipment, or things
that
belong to the community. You must never cheat in an evaluation. You
should
be honest in everything you do! You have to show respect to the flag of
our
country when it is being raised. Is it clear?

Abou: Yes, mother. Do I really have to do all this?

Mrs Diaby: Yes, you have to. Your father and I must teach you good manners. You have
rights :
you are fed, you are given clothes; your school fees are paid for, you are
taken care when you’re sick. Those are your rights, but you also have responsibilities.

Abou : Thank you mother. I understand now. I promise to behave well.

Unpublished

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Tâche: Après avoir lu le texte, tu montreras que tu l’as compris en:
 reconnaissant des détails du texte ;
 exprimant tes appréciations sur le texte ;
 manifestant ta maîtrise du vocabulaire du texte ;
 reformulant les phrases de façon autonome.
Consignes :

Item 1: After reading the text, write ‘’True’’ or ‘’False’’ for the following sentences

1- Abou talking with his father

2- Abou’s parents take care of him
3- Abou isn’t a student
4- Abou’s mother is a good educator

Item 2: Read the text again and answer these questions

1- What is Mrs Diaby doing?

2- What housework does Abou have to do every morning?
3- Write two things Abou should do as a good student
4- Give a title to the text.
Item 3: Match each word in column A to its meaning in column B

A B

1- Manners a) Something that is given by the law

2- Rights b) Impolite
3- Cheat c) Habits and ways
4- Rude d) To act in dishonest way for an advantage
Item 4: Choose the right answer to fill in the gaps

1- Mrs Diaby talks to Abou ………… her son has a bad behavious. (So, because,
that’s why)
2- If Abou doesn’t change behavior he’ll be a failure for ………… (himself- itself-
herself).
3- Abou’s mother spent a lot of money on ………………. (his – him – he)
4- Abou ……….. be rude to his teachers. (ought not to – ought to not – not
ought to)

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Item 5: Rephrase these sentences using the prompts given.

1- You really have disappointed me.

 I ……………………………………………………………...........................
2- If you don’t want to end your life that way, you have to change.
 Unless ………………………………………………………………………………
3- Dele’s friend has a bad behavior, so he is written a letter.
 Dele’s friend is written ……………………………………………………..
4- ‘’Do you want to lose your life? Mum asked her son
 Mum asked her son …………………………………………………………
B- Production écrite d’un texte de type particulier

Contexte:
Elève en 3ème, tu es membre d’un groupe de travail où il vous a été
demandé d’exposer à la classe ce que les enfants doivent faire pour faire plaisir
aux parents.
Tâche : Tu montreras par la production d’un texte cohérent, ta compétence à
expliquer à un/une de tes amis(es) ce que les enfants doivent faire pour faire
plaisir aux parents en :
 respectant le contexte ;
 construisant des phrases grammaticalement correctes ;
 utilisant le vocabulaire, l’orthographe et la ponctuation appropriés.
Consigne : Write a letter to tell your friend what he/she should do to please
his/her parents at home

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EPREUVE 10
Compétences à évaluer

Compétence disciplinaire n°2 : Réagir de façon précise et appropriée à des

messages lus ou entendus.
Compétence disciplinaire n°3 : Produire de façon appropriée des textes de types
et fonctions appropriés.

L’EPREUVE

A – La réaction à un texte écrit

Contexte
Enfants garçons comme filles doivent aider leurs parents dans
l’accomplissement des tâches domestiques. Le texte ci-dessous fait allusion à une
situation pareille à laquelle tu auras à réagir.

Text :

It is five o’clock in the evening when Rene Wagner comes home from
work. She walks into the living room and looks at her children. The children are
14, 13, and 9 years old. They are watching TV.
The living room is in a mess. There are empty glasses and dirty socks on
the floor. There are cookies on the sofa. Games and toys are everywhere.
Rene is angry: ‘’This place is in a mess!’’ she tells her children.’’ ‘’I can’t
work all day and then do housework!’’
And so Rene doesn’t do housework. She doesn’t wash dishes. She doesn’t
wash clothes. Every evening she sits on the sofa and watches TV.
After two weeks, every plate, fork and glass in the house is dirty. All the
children’s clothes are dirty too. Every garbage can is full. The house is in a mess.
Then, one day Rene comes home from work and gets a big surprise. The
kitchen is clean. The children cleaned the kitchen!
The next day, the living room is clean, and the children are washing their
clothes. Rene tells her children, ‘’O.K, I’ll do housework again. But you have to
help me’’.
Now Rene and her children do the housework together. Then they all sit
on the sofa and watch TV!

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 Extract from D.A 3ème p 30.

Tâche: 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 ;
- choisissant les mots ou expressions convenables pour compléter les
phrases ;
- montrant ta maîtrise de la grammaire du texte ;
- montrant ta compréhension du vocabulaire.

NB : Tu traiteras tous les items en Anglais

Consigne

Item 1: Answer by true or false

1- Rene Wagner has four children.

2- Rene Wagner and her children stopped cleaning their house for two
weeks.
3- Rene Wagner was surprised one day because the children cleaned the
kitchen.
4- Rene’s living room is very dirty.

Item 2: Answer these questions

1- When does Rene Wagner come from work?

2- How old are Rene’s children?
3- How is Rene when she finds her living room in a mess?
4- What does Rene tell to her children?
Item 3: Complete the following sentences with these words or expressions
Because – ought – so – should.
1- Rene Wagner was angry ………………………. her children kept her house
unclean.
2- Parents ……………………. to feed their children well.

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 3- Wagner’s children don’t clean their house, ……………………… their mother
feels unhappy.
4- Children are not given occupation, so they ………………………… be free.
Item 4: Find in the text words or phrases meaning the same or almost the same.

1- Unclean (paragraph 2)
2- Unhappy (paragraph 3)
3- Household chores (paragraph 3)
4- Kids (paragraph 6)

Item 5: Rephrases the following sentences without changing their meaning. Use
the prompts given.

1- It is your dirty to take care of your children.

 You should
………………………………………………………………………………………….

2- Rene’s children don’t do their housework so they were punished.

 Rene’s children were punished
……………………………………………………………………..
3- ‘’I can’t work all day and then do housework’’ Said Rene.
 Rene said
…………………………………………………………..………………………………………….
4- The children surprise Rene Wagner in the housework.
 Rene Wagner
…………………………………………………………………………………………………

B - La production d’un texte de type et de function varies

Contexte
L’accomplissement des tâches domestiques constituent l’un des devoirs
des enfants envers leurs parents. En tant que bon enfant bien éduqué, tu dois
faire tes devoirs avant de réclamer tes droits. Ici tu es appelé à rédiger une lettre
pour monter à une(e) ami(e) ce qu’il/elle doit faire comme tâches domestiques
pour plaire à ses parents.

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Tâche : Tu montreras ta compétence à produire une lettre adressée à un(e) ami(e)
sur les tâches domestiques qu’il/elle doit faire pour aider tes parents à la maison
en Anglais en :

- respectant le contexte ;
- respectant la logique interne du texte ;
- construisant des phrases grammaticalement correctes ;
- faisant usage du vocabulaire approprié ;
- utilisant l’orthographe et la ponctuation appropriées.

Consigne
Write a letter to inform your friend about the housework he or she should
do to help his or her parents to please them.

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EPREUVE 11
Compétences à évaluer
 Compétence disciplinaire n°2 : Réagir de façon précise et appropriée
à des messages lus ou entendus.
 Compétence disciplinaire n°3 : Produire de façon appropriée des
textes de type particulier et de fonctions variés.

L’EPREUVE:
A- La réaction à un texte lu
Contexte : La santé humaine dépend en grande partie des aliments que nous
consommons. Lis ce texte qui aborde cette question et réagis bien à propos.

Support

Text: The importance of healthy eating.

Food plays a very vital role in maintaining proper health and also helps in
the prevention and cure of diseases. Good nutritive foods make health, but at the
same time bad or healthy foods give rise to several diseases. Our cells, tissues and
all organs work properly only with the nutritious foods which we eat.
All body metabolic, hormonal, mental, physical or chemical functions
cannot be performed by the body without nutritive food. Food provides us with
important nutrients which are important in the cure of diseases. Bad food is
responsible for lowered immunity system of the body.
Human cells need 45 chemical components and other elements which are
called essential nutrients and these all must be present in adequate healthy food,
oxygen and water are the two and other 43 are classified in 5 main categories, i.e.
proteins, fat, carbohydrates, minerals and vitamins. All these nutrients are vitally
important for managing our body functions.
Many researchers claim that various diseases are caused by essential
nutrients under supply, but they also claim these diseases can also be corrected
when all the nutrients are supplied, in a proper way. A well-balanced, nutritive
and correct diet is thus of utmost importance for the maintenance of good health
and the healing of diseases. Such a diet obviously should be made up of foods,
which would supply all the essential nutrients.
Source: internet

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Tâche: 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 ;
- montrant ta compréhension du vocabulaire du texte ;
- montrant ta maîtrise de la grammaire;
- manipulant des phrases.

Consigne

Item 1: Answer by true or false to the following sentences about the text:

1- Good nutritive foods give rise to several diseases.

2- The body metabolic functions are possible in the absence of nutritive foods.
3- Lowered immunity system is caused by unhealthy food.
4- Human cells need only oxygen and water.
5- A good proportion of nutrients can help cure diseases.

Item 2: Answer these questions based on the text:

1- What maintains proper health?

2- What do people’s cells need?
3- How many nutrients are mentioned in the text? Cite them.
4- When can nutrients correct diseases?

Item 3: Find in the text words meaning the same or nearly the same as the following
words:

1- Keeping (paragraph 1)
2- Gives (paragraph 2)
3- Appropriate (paragraph 3)
4- Provoked (paragraph 4)
5- Necessary (paragraph 4)

Item 4: Put the following sentences into the reported speech:

1- ‘’I will eat healthy foods tomorrow’’, Denise said.

2- The teacher advised us: ‘’Don’t eat bad foods’’.

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 3- The researchers declared: ‘’Nutrients are important for good health’’.
4- ‘’What did you eat yesterday?’’, Mother asked me.
Item 5: Rephrase the following sentences with the prompts given:

1- Foods are important because they help maintain good health.

 ………………………………………………; that’s why ……………………………………..
2- Bad food causes several diseases.
 Several diseases ………………………………………………………………………………
3- Unless you eat good quality foods, you will not feel well.
 …………………………………………….. if ……………………………………………………..
4- They should not have an unbalanced diet.
 They ought ……………………………………………………………………………………..

B - La production d’un texte de type particulier

Contexte
Les nutriments sont des substances nutritives nécessaires pour le bon
fonctionnement de l’organisme. Ici, tu es invité(e) à parler d’eux en ordonnant les
phrases pour en faire un paragraphe cohérent qui constituera de conseil à ton
ami.

Tâche : Tu montreras ta compétence à écrire un paragraphe en Anglais en :

- respectant le type de texte ;

- respectant la logique interne du texte ;
- utilisant le vocabulaire approprié ;
- faisant des phrases grammaticalement correctes ;
- utilisant l’orthographe et la ponctuation appropriées.
Consigne

Writing:
Rewrite these sentences to have a coherent paragraph as advice to a friend of
yours.

1- Each nutrient has a particular function in the body.

2- There are six essential food groups that are vital to health. They are
proteins, carbohydrates, fats, vitamins, minerals and water.
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3- So the food we eat should contain all the nutrients that the body needs for
its different functions.
4- They must be present in a day’s meal because they work better together
than separately.
5- Food is made of substances known as nutrients.

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EPREUVE 12

Compétences à évaluer
- Compétence disciplinaire n°2 : Réagir de façon précise et appropriée à des
messages lus ou entendus.
- Compétence disciplinaire n°3 : Produire de façon appropriée des textes de
types et de fonctions variés.
Epreuve
A- la réaction a un texte lu
Contexte:
La nourriture constitue l’une des sources vitales du développement et du
maintien de l’organisme humain. Certaines plantes sont particulièrement riches
parce qu’elles contiennent beaucoup de nutriments.

Support

Text: Moringa, a source of nutrition.

1- You can eat all parts of the moringa tree. Moringa leaves are probably
the best source of nutrition in Africa. They have vitamins A and C, B-
complex vitamins, iron, calcium, protein and zinc.
2- A good balance of vitamins, minerals and protein is very important for
health. Deficiencies in any area can lead to health problems. Some
problems caused by nutritionally-deficient diets are: scurvy, caused by
lack of vitamin A, anemia, caused by lack of iron.
3- Leaves of moringa tree can be a valuable source of nutrition for people
of all ages. One spoonful of leaf powder will satisfy about 14% of the
protein, 40% of the calcium, 23% of the iron and all the vitamin A
needed by small children. Six spoonfuls of leaf powder will satisfy almost
all a woman’s daily iron and calcium needs when she is pregnant.
4- Moringa leaves can be dried and made into a powder by rubbing them
over a sieve. You had better be careful with moringa because the sun
can destroy vitamin A. The powder can be used to make leaf sauce or
you can add it to other sauces when the sauce is finished. In this way,
moringa leaves will be available to improve nutritional intake every day.

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Note : pregnant: enceinte – spoonful: cuillérée
Tâche : Après avoir lu le texte ci-dessus, tu donneras la preuve que tu l’as
compris en :
 reconnaissant des détails du texte ;
 répondant à des questions de façon approfondie ;
 montrant ta maîtrise du vocabulaire;
 reformulant des passages du texte.

Consignes
Item 1: Write ‘’True’’ or ‘’False’’ for these statements, according to the text.
1- There is no part of the moringa tree that you cannot eat.
2- Vitamins are not important for health.
3- The sun can destroy the vitamin A in moringa.
4- Moringa leaves can be turned into powder.
Item 2: Answer these questions on the text.
1- What is very important for health?
2- What are the vitamins that we can find in the moringa tree?
3- Why isn’t it good to dry moringa leaves on the sun?

Item 3: Find in the text words meaning the opposite of the following:
1- Worst (paragraph 1)
2- Unimportant (paragraph 2)
3- Big (paragraph 3)
4- Humidified (paragraph 4)
Item 5: Rephrase the following sentences. Use the prompts given.
1- You can eat all parts of the moringa tree.
 All parts of the moringa tree ……………………………………………………..
2- Leaves of moringa tree can be a valuable source of nutrition.
 He said ……………………………………………………………
3- You had better be careful with moringa because the sun can destroy
vitamin A.
 ………………………………………… so …………………………..……
4- My mother makes me eat some fruits to get vitamins
 My mother obliges ………………………………………
B- Production d’un texte de type et de fonction variés
Contexte :
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 L’un de tes camarades a lu un passage sur les aliments dans un livre des
Sciences de la Vie et de la Terre. Quelques jours après, il a tenté de reconstituer
le passage, mais il a oublié la place exacte de certains mots. Aide-le à reconstituer
le passage.
Tâche : Tu montreras ta compétence à reconstituer un passage en :
- Recopiant un passage ;
- respectant le contexte du texte ;
- utilisant le vocabulaire approprié ;
- faisant en sorte qu’il y ait une cohérence dans les idées exprimées ;
- respectant des mots et la ponctuation.
Consigne
Writing: Copy and complete this passage with: vitamins; balance diet; fruit;
nutrients; proteins.

To have a …..1…….. a person must eat foods that contain each of the six
………2……. But there are many reasons why those foods must be eaten. For
instance, we need to eat them to fight diseases and we can get it in most ……3…….
Water is needed in order to carry the …..4…….. around the body and we can get
it from water melon. Meat provides the necessary ……5…….. that our body needs
to build new cells.

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EPREUVE 13
Compétences à évaluer

 Compétence disciplinaire n°2 : Réagir de façon précise et appropriée à des

messages lus ou entendus.
 Compétence disciplinaire n°3 : Produire de façon appropriée des textes de
types et de fonctions variés.
EPREUVE

A- La réaction à un texte lu

Contexte : La malnutrition entraîne souvent des conséquences chez les enfants

âgés de zéro à cinq ans. Lis le texte ci-dessous pour en savoir plus.

Support

Text: Malnutrition states.

Malnutrition is a state, in which the diet supplies adequate calories as
carbohydrate, but the protein content is qualitatively and quantitatively
inadequate; kwashiorkor is usually seen in children in the post-weaning years,
ages 1 to 4. Kwashiorkor occurs in tropical and subtropical areas usually in regions
where economic, social and cultural factors combine to make sufficient protein
unavailable to the child. The word kwashiorkor comes from the Ghanaian
language meaning ‘’the sickness the older child gets when the next baby is born’’.
The name is appropriate, for kwashiorkor is the syndrome that develops in a child
who, after being weaned from the breast at about 1 year, on the birth of the next
sibling, is given a diet consisting largely of starchy gruels or sugar water. The
sharply curtailed diet based on carbohydrates results in protein deficiency. An
identical situation can also exist in hospitalizes patients being fed via. I.V. glucose.
The second is the dry malnutrition or marasmus. The word marasmus
comes from the Greek word ‘’marasmos’’, which means wasting. It is applied to
the state of chronic total under nutrition in children, which represents a
deficiency of both protein and calories in various severity and produces a gradual
wasting away of body tissue. Marasmus is most common in infants from 6 to 18
months of ages. It occurs in slum conditions in any country.

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

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 - reconnaissant les détails du texte
- exprimant tes appréciations personnelles à partir de l’étude de texte
- montrant ta maîtrise du vocabulaire du texte
- mettant les verbes aux temps et formes appropriés.
Item 1: Choose the best answer to complete each sentence (Use only the numbers
and the letters)

1- The text is about:

a) Heart dieases
b) AIDS
c) Food diseases
2- Kwashiorkor is caused by:
a) Smoking
b) Mosquito bites
c) Malnutrition
3- Malnutrition means:
a) Eating too little food of too low quality
b) Eating the required quantity of food
c) Eating the right food at the right time
4- According to the Ghanaian language, the words ‘’Kwashiorkor’’ means
a) An alcohol-related disease
b) Indigestion
c) The illness the older child gets when the next one is born.

Item 2: Answer these questions

1- How many infant diseases are mentioned in the text? Name them
2- When does the older child get Kwashiorkor?
3- Which category of the society suffers most from Kwashiorkor?
4- According to you, how can we avoid or prevent Kwashiorkor?

Item 3: Match words in Column A with their synonyms in column B. Use only the
numbers and the letters that represents them.

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 Column A Column B
1- Sickness a) A sick person
2- Infants b) Provides
3- Supplies c) Illness
4- Patient d) Children

Item 4 : Rewrite the following sentences starting from the prompt given

1- Marasmus produces a gradual waste of the body tissues

 A gradual waste of the body tissues ……………………………………………..
2- ‘’Kwashiorkor is the sickness the older child gets when the next one is
born’’, the Ghanaian says.
 The Ghanaian says that ………………………………………………………….
3- He didn’t eat the required quantity of food, so he contracted marasmus.
 He contracted marasmus …………………………………………………………
4- Don’t eat too little food of too low quality, otherwise you’ll catch
Kwashiorkor.
 If you eat too little food of too low quality, ………………………………………
Item 5: Put the bracketed verbs into the correct tense and form.

1- As soon as the second child is born, the first one (to get) sick.
2- Assiba’s two year-old baby (to catch) marasmus last year because she
didn’t feed it appropriately.
3- If a child eats only energy food, it (not to feel) well.
4- Kwashiorkor and marasmus (to be) food diseases.

B- La production d’un texte de type particulier et fonction variés

Contexte : Les conseils prodigués pour éviter les conséquences liées à la

malnutrition ne sont pas toujours suivis par bon nombres de parents surtout dans
les zones reculées.

Tâche : Tu montreras ta compétence à rédiger un paragraphe sur la conduite à

tenir pour éviter les méfaits de la malnutrition en :
- respectant le contexte,
- respectant la logique interne du texte

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 - utilisant le vocabulaire et la grammaire appropriés
- utilisant l’orthographe et la ponctuation appropriées.

Consigne

Write a paragraph about what must be done to avoid malnutrition and its
consequences.
The following questions can guide you.

- What is malnutrition?
- What causes malnutrition?
- What are its consequences on people?
- What should people do to avoid it?

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EPREUVE 14
Compétences à évaluer
Compétence Disciplinaire n°2: Réagir de façon précise et appropriée à des
messages lus ou entendus
Compétence Disciplinaire n°3: Produire de façon appropriée des textes de type et
de fonction variés
Epreuve

A- Réaction à un texte lu

Contexte :

La santé humaine dépend des aliments que nous mangeons. Ces aliments
fournissent à l’organisme des substances nutritives telles que les vitamines,
protéines, sels minéraux, etc qui régularisent le bon fonctionnement de notre
corps. Le texte ci-dessous te parle de quelques aliments et substances nutritives
que l’organisme a besoin. Tu es invité(e) à le lire pour mieux t’informer.

Support

Text: What do you eat?

(1)- To keep healthy, a human body needs some nutrients which come from
a good diet.
(2)- Carbohydrates come from staple foods such as potatoes, rice and
cereals. Staple foods provide the fuel that our bodies need in order to produce
energy. We also need small amounts of fats and oils for energy. We can get fats
from milk and fatty meat, and oils from peanuts and vegetable oil.
(3)- Proteins are for body-building. They come from foods such as meat,
fish, milk, eggs and nuts. Without proteins, we could not repair or make new cells
in our bodies.
(4)- Vitamins help to protect our body against diseases. To stay healthy we
need to eat fruits and vegetables and it is better to eat our fruits and vegetables
raw. Milk is another good source of vitamins.

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 (5)- Minerals are necessary for strong bones and teeth. They also help to
protect us against diseases. Milk, cheese, fish and liver are good sources of
essential minerals.
(6)- Most people need between 2 and 3 liters of water each day. We get
some of our water from drinking, and some from the food we eat for example a
potato is 75% water and a cucumber is 95 %.

Extracted from ‘’Go for English 3ème’’ Page 7

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

 reconnaissant des détails du texte ;
 exprimant tes appréciations personnelles sur le texte ;
 montrant ta maîtrise du vocabulaire ;
 montrant ta maîtrise de la grammaire ;
 reformulant certaines phrases du texte.
NB : Tu traiteras tous les items en anglais.

Consignes
Item 1: Answer by Right or Wrong.
1- Carbohydrates supply staple foods.
2- We can get energy from fats and oils.
3- Fish, eggs and meat are not body-building foods.
4- Vitamins and minerals are not necessary for human body.

Item 2: Answer the following questions on the text.

1- What does a human body need to keep healthy?
2- What do proteins do in our body?
3- Does our body need water? Justify your answer with a sentence from the
text.

Item 3: Find in the text the opposites of these words.

1- Bad (paragraph 1) 3- Old (paragraph 3)
2- Big (paragraph 2) 4- Weak (paragraph 5)

Item 4: Turn the following sentences into reported speech.

1- ‘’Staple foods are necessary for energy’’, Said the Biology teacher.

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 2- ‘’Lato became sick from a lack of proteins last week’’ Informed the doctor.
3- ‘’Did you know that milk is a good source of vitamins? Fredy asked Anita.
4- ‘’I will come with some body-building foods next week’’ He said.
Item 5: Rephrase the following sentences using the prompts given. Don’t change
their meanings.

1- Eat staple food, otherwise you will be weak.

 If you don’t …………………………………….
2- Proteins repair new cells
 New cells ………………………………………..
3- Lato lacked vitamins in her food that’s why she became sick.
 Lato became ………………………………….
4- Children should eat body-building food to grow up.
 Children ought ………………………………

B – La production d’un texte de type et de fonction variés

Contexte:
Les substances nutritives proviennent des aliments que nous consommons.
Elles jouent un certain nombre de rôles dans l’organisme humain. Ici, tu auras à
réagir à un paragraphe pour en savoir plus.

Tâche : Tu montreras par la production d’un texte, ta compétence à compléter ce

paragraphe par les mots qui manquent en :
- respectant la logique interne ;
- respectant l’orthographe et la ponctuation appropriées ;
- faisant usage du vocabulaire adéquat.
Consigne : Copy and complete this paragraph with : fats – carbohydrates – energy
– proteins – water – balanced – minerals – diseases – vitamins – oils.
You need energy to grow, work and play. We get most of our ……..1……..
from ……..2…, and little form …….3……. and ……..4……. The body-building foods are
called ………..5……. You need lots proteins when you are growing ……….6…….. and
……….7……. are protective foods. They help you to fight ………8……….. Finally, you
need ………..9……….. in order to carry the nutriments around your body. All these
things are essential for a ………10…… diet.
NB : Underline your answer in the paragraph

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EPREUVE 15
Compétences à évaluer

Compétence Disciplinaire n°2: Réagir de façon précise et appropriée à des

messages lus ou entendus
Compétence Disciplinaire n°3: Produire de façon appropriée des textes de type et
de fonction variés

Epreuve
A- Réaction à un texte écrit

Contexte : Les catastrophes naturelles, Dieu sait qu’il en existe partout dans le
monde, le pire, ces catastrophes ne préviennent pas et ne laissent personne
indifférente. Et c’est des organisations internationales d’aide et de secours qui
sont souvent interpellées.
Support
Text: Drought Stricken West Africa

Paris, April 18- Massive international aid is on the way to six West African
countries hit by a drought which began seven years ago and has now reached
catastrophic proportions.
Nearly 25 million people and more than three million square miles-
equivalent to half Europe – are affected in the Sahel (Western and Southern
Sahara) regions of Senegal, Mauritania, Mali, Upper Volta, Niger and Chad. There,
food supply is now dangerously depleted.
According to the French State secretariat for foreign Affairs in charge of
cooperation, between 20 and 40 per cent of all livestock in Senegal and
Mauritania and between 10 and 20 per cent in Niger and Chad, have already
perished.
The aid is flowing in from United Nation Agencies, from the European
Economies, community of which the six West African countries are associate
members, and from individual countries including France, Spain, the United
States and Canada in the Western World and Algeria in Africa itself.

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 The six West African countries have also launched a joint emergency self-
help programme, with a permanent committee to coordinate their efforts.
The United Nations aid has been organized in Rome by three agencies – the
Food and Agricultural Organisation (FAO), the United Nations Development
Programme (UNDP), and the World Food Programme (WFP) – on both a short and
long-term basis.
The times, April 19, 1973

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

en:
 reconnaissant des détails du texte ;
 exprimant tes appréciations personnelles sur le texte ;
 montrant ta maîtrise du vocabulaire du texte ;
 posant des questions sur certains mots soulignés ;
 reformulant certaines phrases du texte.

NB : Tous les items seront traités en Anglais

Consigne:

Item 1: Choose the best ending for these statements. Write numbers and letters
only.
1- …………West African countries were concerned with that terrible drought.
a) Seven c) 18
b) Half a dozen d) A lot of
2- Food supply is actually depleted dangerously in
a) Europe c) Regions of Senegal and Mauritania
b) Niger and Chad d) All the six West African countries
3- The aid to the half a dozen countries comes from
a) The institutions of which they are associate members
b) United States Agencies only
c) France and Spain exclusively
d) Africa and Asia
4- A permanent committer was ………… by the six countries to self- coordinate
their efforts.
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 a) An emergency c) a joint emergency
b) Self-help d) created

Item 2 : Answer these questions on the text

1- How long ago did the drought begin in the half a dozen countries?
2- How many people are affected in those regions?
3- The six countries have launched a joint emergency programme, with a
permanent committee: what for?
Item 3 : Match the words in column A with their definitions in column B. Write
numbers and letters only
Column A Column B
1- International aid a) Animals kept on farm
2- Hit b) destroyed
3- Livestock c) assistance from abroad
4- Perished d) a sudden situation that needs assistance
5- Emergency e) affected

Item 4 : Ask questions based on the underlined words

1- 25 million people are affected in the Sahel.

2- The aid is flowing in from United Nations agencies.
3- The international aid left Chad last week.
4- The United Nations aid has been organized in Rome.

Item 4 : Rephrase the following sentences using the prompt given.

1- A drought hit six West African countries
 Six west …………………………………………………………
2- Senegal and Mauritania did not resist in their livestock. Niger and Chad did
not resist in their livestock either.
 Senegal and Mauritania did ………..…… nor …………………..
3- If drought occurs, the quantity of food available for domestic consumption
will fail.
 Unless drought ……………………………………………………

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 4- ‘’The international aid brought us some foods last week’’ Said the
populations.
 The populations said …………………………………………….

B- La production écrite

Contexte : Tout le monde peut être victime de catastrophes naturelles, même si

ce n’est pas souhaitable. Tu en as déjà été victime une fois peut être.

Critère d’évaluation : Tu montreras ta compétence à écrire un paragraphe

cohérent en :
 respectant le contexte et la logique interne du texte ;
 faisant des phrases grammaticalement correctes ;
 utilisant le vocabulaire adéquat ;
 utilisant l’orthographe et la ponctuation appropriées.
Consigne
Writing: You village has been hit by a heavy rain. Write a paragraph to describe
what happens

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Part4: Irregular verbs

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Infinitive Past tense Past participle Translation

To feed Fed fed Nourrir/alimenter

To breed bred bred Elever

To lead Led led Mener/coduire

To read Read read Lire

To deal dealt dealt Traiter (affaires)

To feel Felt felt (se) sentir

To keep kept kept Tenir/garder

To sweep swept swept Balayer

To sleep slept slept Dormir

To creep crept crept Ramper

To weep wept wept Pleurer

To leave Left left Quitter/laisser

To leap Lept lept Bondir

To meet Met met rencontrer

To mean meant meant Signifier/vouloir dire

To have Had had avoir

To make made made Fiare/fabriquer

To lay Laid laid Etendre

To say Said said Dire

To pay Paid paid Payer

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To hear heard heard Entendre

To slide Slid Slid Glisser

To spend spent spent Dépenser/passer

To bend bent bent (se) courber

To send Sent sent Envoyer

To lend Lent lent prêter

To smell smelt smelt Sentir (odorat)

To burn burnt burnt Brûler

To build built built Construire

To learn learnt learnt Apprendre

To dream dreamt dreamt Rêver

To spill Spilt spilt Déverser

To spoil spoilt spoilt Gâcher

To catch* caught caught Attraper

To teach* taught taught Enseigner

To bring brought brought Apporter/amener

To think thought thought Penser

To buy bought bought Acheter

To fight fought fought Combattre/se battre

To seek sought sought Chercher

To tell Told Told Dire/raconter

To sell Sold sold Vendre

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To bind bound bound Atttacher/tenir/lier

To find found found Trouver

To grind ground ground Ecraser/moudre/hacher

To wind wound wound Enrouler

To stand stood stood Se tenir debout

To understand understood understood Comprendre

To withstand withstood withstood Tenir contre/endurer

To hold Held held Tenir

To withhold withheld withheld Retenir

To get Got got/gotten Obtenir/acquérir

To forget forgot forgotten Oublier

To lose Lost lost Perdre

To shine shone shone Briller

To shoot Shot shot Tirer/chasser (fusil)

To sit Sit sat Etre assis

To spit Spit/spat Spit/spat Cracher

To stick stuck stuck Coller

To strike struck struck Frapper

To swing swung swung (Se) balancer

To wring wrung wrung Tordre

To win Won won Gagner

To dig Dug dug creuser

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BREVIARY OF ENGLISH Réalisé par NOUMONHESSI J. Vivien
To cling clung clung S’accrocher à

To fling flung flung Lancer/ (se) jeter

To hang hung/hanged hung/hanged Etre suspendu/pendre

To sling slung slung Lancer/jeter

To spin spun spun Tourner/filer (tissage)

To sting stung stung Piquer (insecte)

To blow Blew blown Souffler

To grow grew grown Pousser croître

To know knew known Connaître

To throw threw thrown Jeter/lancer

To fly Flew flown Voler (avion)

To draw drew drown Tirer/déssiner

To withdraw withdrew withdrown (Se) retirer

To show showed Showed/shown Montrer

To sew* sewed Sewed/sewn Coudre

To sow* sowed Sowed/sown Semer

To break broke broken Briser/casser

To choose chose chosen choisir

To freeze froze frozen Geler/congeler

To speak spoke spoken Parler

To steal stole stolen Voler

To wake woke woken (se) réveiller

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To weave wove woven Tisser

To take Took taken Prendre

To eat ate eaten Manger

To beat beat beaten Battre

To drive drove driven Conduire

To give gave given Donner

To forgive forgave forgiven Pardonner

To shake shook shaken Secouer

To forsake forsook forsaken Abandonner

To rise Rose risen Se lever/s’élever

To arise arose arisen Surgir/survenir

To bite Bit bitten Mordre

To write wrote written Ecrire

To forbid fobade forbidden Interdire/défendre

To hide Hid hidden (se) Cacher

To ride rode ridden Aller à

cheval,moto,velo

To fall Fell fallen Tomber

To be Was/were been Etre

To do Did done Faire

To have Had had Avoir

To go went gone Aller

To begin began begun Commencer

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BREVIARY OF ENGLISH Réalisé par NOUMONHESSI J. Vivien
To come came come Venir

To become became become Devenir

To overcome overcame overcome surmonter

To run Ran run Courir

To wear wore worn Porter

To swear swore sworn Jurer

To bear bore born Porter/supporter

To tear tore torn Déchirer

To spring sprang sprung Sauter/bondir

To sing sang sung Chanter

To drink drank drunk boire

To shrink shrank shrunk Rétrécir

To sink sank sunk Couler/sombrer

To swim swam swum Nager

To let let let Laisser/permettre

To bet bet bet Parier

To set set set Installer/poser

To shed shed shed Perdre

(feuilles,cheuveux)

To spread spread spread Etaler/étendre

To hit hit hit Frapper

To bid bid bid Faire une offre

To slit slit slit Fendre

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BREVIARY OF ENGLISH Réalisé par NOUMONHESSI J. Vivien
To split split split Séparer/scinder

To quit quit quit Laisser/arrêter de..

To cut cut cut Couper

To shut shut shut Fermer

To thrust thrust thrust Enfoncer/porter un

coup

To hurt hurt hurt Blesser/faire mal

To burst burst burst Eclater

To cast cast cast Lancer

To forecast forecast forecast Prévoir

To broadcast broadcast broadcast Diffuser (radio,TV..)

To put put put Mettre/poser

To cost cost cost Coûter

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