PREPA BEPC

PREPA BEPC Anglais

Anglais
AFFRONTER L’ EPREUVE D’ANGLAIS AU BEPC SANS CRAINTE

Sika Donatien MANTE

Professeur d’anglais
Tél : 97 23 46 80

Face aux difficultés des apprenants au B.E.P.C. par rapport à

l’épreuve d’anglais, nous avons pensé concevoir ce document qui
n’est rien d’autre qu’un recueil d’épreuves qui donne aux candidats
du B.E.P.C., le visage de l’épreuve d’anglais au B.E.P.C.
Les différents textes proposés tiennent compte des SA au programme
en 3e.
Les items sur les structures et fonctions de la langue permettront à
l’apprenant de se faire un bon bagage en compétence linguistique
avant d’affronter l’épreuve d’anglais au B.E.P.C.
Les sujets sur le writing prépareront le candidat à avoir une idée
claire sur les types de sujets qu’on pourrait lui présenter au B.E.P.C.
et par conséquent il serait en mesure d’améliorer son niveau en
production écrite.
L’apprenant est invité à traiter méticuleusement chaque épreuve et à
solliciter l’assistance d’un professeur d’anglais en cas de difficultés.
Du courage et bonne chance à tous les candidats.

Donatien Sika MANTE

PROFESSEUR D’ANGLAIS
CONTACT: 97 23 46 80

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 1

 PREPA BEPC Anglais

PREMIERE PARTIE:
Epreuves complètes

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 2

 PREPA BEPC Anglais

SUJET N°1
II- COMPETENCES A EVALUER

CD n 2 : Réagir de façon précise et appropriée à des messages lus ou entendus.

CD n 3 : Produire de façon appropriée des textes de types et de fonctions variés.

A– LA REACTION A UN TEXTE ECRIT.

Contexte : De nos jours, les jeunes font face à de nombreux problèmes tels que l’usage abusif
de la drogue, les maladies sexuellement transmissibles et autres.

Support:

Text: It is time to examine our sexual behavior

1- Sometime in January, this year, I heard disturbing news on the British

Broadcasting Corporation (BBC). It was that a study was conducted on AIDS patients in the
United States who have been on anti-retroviral drugs. A report from the study said some of the
patients have developed a resistance to the drugs.
2- An AIDS patient on anti-retroviral medication can have his life prolonged
indefinitely. This is because the medication checks the advancement of the disease.
3- If one develops a resistance to it, it means the medication is no longer strong enough
to check the advancement of AIDS – a bit like the patient who still has malaria after completing
a course of chloroquine.
4- I found this news disturbing because it indicated that far from being just around the
corner, the victory posts in the race against HIV/AIDS is now here in sight. We still have many
fighting years ahead. It is for this and other reasons that promoting abstinence and fidelity as
the best methods in fighting this deadly disease is the best course. Humanity must, of necessity,
take a good look at its sexual philosophy.

Adapted from a Ghana newspaper, The Mirror, Saturday September 14,

2002, Page 5, by Nana AGYAPOMAA.
Tâche : Après avoir lu le texte, tu prouveras que tu l’as compris en :

 Reconnaissant des détails du texte ;

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 3

 PREPA BEPC Anglais
 Montrant ta compréhension globale et détaillée du texte ;
 Manifestant ta maîtrise de certains mots du texte ;
 Mettant les mots entre parenthèses aux formes convenables ;
 Identifiant les fonctions des mots soulignés afin de poser des questions appropriées dont ils
constituent les réponses

Consignes:
Item I: Write true or false for these statements:

1) The narrator heard a disturbing piece of news on Golfe FM.

2) Some patients have developed a resistance to the medication.
3) Abstinence and fidelity are the worst method to fight against AIDS.
4) The narrator is a journalist.
Item II: Answer the following questions on the text.

1) Where was the study conducted?

2) What is the name of the drug used to prolong an AIDS patient life?
3) What does a resistance to the anti-retroviral medication mean?

Item III: Match the words in column A to the definitions in column B.

Column A Column B

1 Disturbing a A drug for curing diseases

2 Medication b Somebody who is ill under the medical

care of a doctor

3 To check c At a time that is not specified

4 Patient d Worrying

5 Sometime e To control

Item IV: Put the verbs between parentheses into their correct tense or form.

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 4

 PREPA BEPC Anglais
1) In 2002, Nana (to hear) a disturbing piece of news.
2) If a patient (to be) on anti-retroviral medication, he would have his life prolonged.
3) This patient had better (to complete) his chloroquine course.
4) Abstinence is (to practice) by some young people

Item V: Ask questions based on the underlined words.

1) In January, I heard a disturbing piece of news.

2) A patient can have his life prolonged
3) I found this news disturbing because it indicated the long lasting fight against AIDS.
B- Compétence disciplinaire N3
Contexte : Un de tes camarades a rédigé un paragraphe qu’il/elle s’apprête à envoyer à son
correspondant. Il a des difficultés à utiliser certains mots. Aide-le à compléter le paragraphe
avec ces mots.

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

 respectant le contexte du sujet de la production ;

 complétant les vides par les mots appropriés ;
 faisant en sorte qu’il y ait une cohérence dans les idées exprimées ;
 respectant l’orthographe des mots et la ponctuation.

Writing: A friend of yours is going to send this article about AIDS to his pen friend, but some
words are missing.

Rewrite this article filling in the gaps with the following words: young people;
abstinence; partners; condoms; sex addicts; AIDS. Then underline them in the paragraph.

Paragraph

Today most of the …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… .
…4…, they think, is out of the question. They change …5… just as they change clothes. In a
word, young people today are …6…

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 5

 PREPA BEPC Anglais

SUJET N°2
II- COMPETENCES A EVALUER

C.D. N°2 : Réagir de façon précise et appropriée à des messages lus ou entendus

C.D. N°3 : Produire de façon appropriée des textes de types et de fonctions variés.

III- EPREUVE

A- LA REACTION A UN TEXTE ECRIT

Contexte : Dans notre société d’aujourd’hui nombreuse sont ces jeunes garçons et jeunes filles
qui déjà à l’adolescence commencent à pratiquer des activités sexuelles ignorant ainsi les
dangers qu’ils/elles en courent. Ils/elles sont d’habitude victimes de maladies sexuellement
transmissibles ou de grossesses non désirées. Il suffit de les informer sur ces questions pour
sauver plusieurs vies.

Support

Text: HIV infection and AIDS.

1. HIV, short for “Human Immunodeficiency Virus” is a virus that progressively destroys the
body’s immune system. It does so by killing or damaging cells of the body’s immune system.
2. In the early stages, HIV infection may have no symptoms or just symptoms of a flu-like illness.
However, as the disease progresses, the symptoms become progressively more severe. This
may take several years to manifest.
3. AIDS (Acquired Immunodeficiency syndrome) is the advanced stage of HIV infection. The
body’s immune system has been largely destroyed and it is susceptible to many life-threatening
diseases and certain cancers.
4. HIV infection reached worldwide epidemic proportions since emerging in the 1980s.
Transmission is mostly done through unprotected sex, the sharing of syringes or needles, and
from infected mother to baby during pregnancy or birth. However, there is no evidence that
the infection can be spread through saliva or casual contact.
5. In the final stages of disease where the body has practically no immune system, all sorts of
opportunistic infection can affect the body. The inevitable result of this is death.

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 6

 PREPA BEPC Anglais
6. Precautions that can be taken to prevent HIV infection include having no unprotected sex
especially with someone you do not know well even if he or she shows no symptoms of
infection. Also do not share or repeat the use of needles and syringes. The best thing to do is
not to have multiple sex partners and not to take drugs. AIDS is a killer. Your life is too
precious to take chances with it.
Adapted from: English essay (preschool). Google store app.

Tâche : Après avoir lu le texte, tu montreras que tu la compris en :

 Montrant ta compréhension globale et détaillée du texte ;

 Prouvant ta maîtrise du vocabulaire du texte ;
 Montrant ta maîtrise de certaines structures et fonctions de la langue anglaise.

Consignes:

Item 1: Are the following statements “true” or “false”?

1- HIV is a disease.
2- The symptoms of HIV infection manifest several years after.
3- A person suffering from AIDS can get many life-threatening diseases and cancers.
4- HIV can be spread through saliva and casual contact.

Item 2: Write full answers to these questions

1- How does HIV destroy the body’s immune system?

2- When did HIV emerge?
3- How is HIV transmitted?
4- Give three precautions that can be taken to avoid HIV.

Item 3: Find from the text the words meaning the same as the following.

1- Signs (paragraph 2)
2- Damaged (paragraph 3)
3- Risks (paragraph 6)

Item 4: Rephrase the following sentences using the prompts given

1- People had better not share the same blades, otherwise they will get AIDS.

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 7

 PREPA BEPC Anglais
 If ………………………………………………………………………
2- Why don’t you place a condom before sexual intercourse?
 You should ……………………………………………….
3- If you have unprotected sex with someone you do not know well, you will catch STDs.
 Don’t ………………………………………………………………………………….
4- Nobody is allowed to take drugs.
 It is strictly …………………….

Item 5: Complete these sentences with the right answer between the suggested ones in
brackets. (1.5pts.)

1- ………. be faithful to our sex partner. (Be; let’s be; let’s being)
2- The sentence “You should not have multiple sex partners” expresses …………. (advice;
warning; prohibition)
3- The sentence “If you have unprotected sex with someone you do not know well, you will catch
STDs” expresses ……… (prohibition; advice; warning)

B- PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

Contexte : Au cours d’anglais, tu as acquis un certain nombre de mots et d’expressions qui te

permettent d’écrire un paragraphe sur les causes et les moyens de prévention des maladies
sexuellement transmissibles.

Tâche : Tu montreras ici ta capacité à produire un paragraphe en anglais en :

 Complétant le passage ci-dessous avec les mots et expressions appropriés ;

 Construisant des phrases significatives et grammaticalement correctes ;
 Respectant l’orthographe et la ponctuation ;
 Faisant en sorte qu’il y ait une logique entre les phrases et les idées exprimées.

Consigne: This is a skeleton paragraph about sexually transmitted diseases. Complete it using
the appropriate vocabulary words.

STDs stands for sexually … diseases. Some examples of STDS are …, … and AIDS.
People catch STDs by having … or using the same sharp objects. Pregnant women can pass
the virus to their baby during … or … To avoid STDs, young boys and girls should observe

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 8

 PREPA BEPC Anglais
total …, be … to their partner and place … before having sexual contact. They should not
share the same needles, … and syringes.

SUJET N°3
II – COMPETENCES A EVALUER
Compétence disciplinaire n°2 : Réagir de façon précise et appropriée à un message écrit.
Compétence disciplinaire n°3 : Produire un texte de type et de fonction variés.
III- L’épreuve
A- LA REACTION A UN TEXTE ECRIT
Contexte : Nous vivons dans une société dans laquelle les jeunes garçons et jeunes filles font
face à de nombreux problèmes tels que les grossesses non désirées, les maladies sexuellement
transmissibles (MST), l’addiction à la cigarette, à l’alcool et à la drogue. Il urge d’informer
ces âmes innocentes sur ces questions en particulier les MST, qui se développent de jours en
jours, emportant beaucoup de jeunes.

Support

Text:

1. HIV stands for human immunodeficiency virus. AIDS stands for Acquired immunodeficiency
syndrome. HIV is the virus that causes the disease AIDS. People who are HIV positive have
been tested and found to have signs of the human immunodeficiency virus in their blood. HIV
destroys part of the immune system. It specifically affects a type of white blood cell called the
T lymphocyte or T cell. T cells are one type of “fighter” cell in the blood that help the body
fight off all kinds of germs and diseases.
2. Since the discovery of HIV in 1983, millions of people throughout the world have been
infected with the virus. Most are adults, but some kids and teenagers have HIV too. Right now,
37 million people in the world are living with HIV infection or AIDS.
3. HIV infection is not like a cold or the flu. A kid cannot get HIV by riding a school bus with or
visiting the home of someone who has HIV, or by holding that person’s hand. HIV is passed
only through direct contact with another person’s body fluid, such as blood. The majority of
people get infected with HIV by sexual contact, by sharing needles or syringes with another
person. Some infected pregnant women pass it to their child during delivery or breastfeeding.

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 9

 PREPA BEPC Anglais
4. Right now, there is no cure for HIV or AIDS, but new medicines can help people live long and
healthy like people with other chronic diseases (such as diabetes). People can help stop the
spread of HIV by not touching another person’s body fluid, using latex condoms during sexual
contact, and not sharing needles and syringes. Young boys and girls are advised not to practice
sex before marriage; which means observe total abstinence from any kind of sexual activity.

Slightly extracted from: [Link]

Tâche : Après avoir lu le texte, tu montreras que tu la compris en :

 Reconnaissant les détails du texte,

 Prouvant ta maîtrise du vocabulaire du texte,
 Posant des questions dont les réponses sont les mots et groupes de mots soulignés,
 Conjuguant des verbes aux temps et formes convenables.

Consignes:

Item 1: Are the following statements “right” or “wrong”

1- HIV is a disease.
2- HIV was discovered in 1937.
3- A kid can get HIV by visiting the home of someone who has HIV.
4- There is a cure against AIDS.

Item 2: Write full answers to these questions.

1- What does HIV destroy?

2- How many people are living with HIV or AIDS in today’s world?
3- How is HIV transmitted?
4- How can people help stop the spread of HIV?

Item 3: Find from the text the words meaning the same as the following.

1. Damages (paragraph 1)
2. Adolescents (paragraph 2)
3. Sexual intercourse (paragraph3)
4. Illnesses (paragraph 4)

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 10

 PREPA BEPC Anglais
Item 4: Ask questions based on the underlined words.

1- HIV destroys part of the immune system.

2- Some infected pregnant women pass the virus to their child during delivery or breastfeeding.
3- HIV was discovered in 1983.
4- Young boys and girls get HIV because they do not place latex condoms before sexual activities.

Item 5: Complete these sentences with the correct tense and form of the verbs in brackets:

1- A lot of young people (to test) HIV positive in our community last year.
2- Look! Bio (to buy) latex condoms.
3- If girls use female condoms, they (not, to get) unwanted pregnancies.
4- Health officials (to sensitize) our school students about STDs next week.

B- PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

Contexte : Au cours d’anglais, tu as acquis un certain nombre de mots et d’expressions qui te

permettent d’écrire un paragraphe sur les causes et les moyens de prévention des maladies
sexuellement transmissibles.

Tâche : Tu montreras ici ta capacité à produire un paragraphe en anglais en :

- Complétant le paragraphe avec les mots et expressions appropriés ;

- construisant des phrases significatives et grammaticalement correctes
- Respectant l’orthographe et la ponctuation.
- Faisant en sorte qu’il y ait une logique entre les phrases et les idées exprimées.

Consigne:

Writing: This is a skeleton paragraph about sexually transmitted diseases. Complete it using
the appropriate vocabulary words. (4pts)

STDs stand for ……………………………………………………………………Some

examples of STDS are ………….., …………………., and …………………… People catch
STDs by ……………………………., …………………………….. Pregnant women can pass
the virus to their baby during ………………….……or ………………..…To avoid STDs,

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 11

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young boys and girls should observe …………………………………….., be
……………………….. to their partner and place ………………………………… before
…………………………. They should not share the same …………….., …………………….
and ………………………….

SUJET N°4
II COMPÉTENCES A ÉVALUER

C.D. N° 2 : Réagir de façon précise et appropriée à des messages lus ou entendus

C.D. N° 3 : Produire de façon appropriée des textes de types et de fonctions variés

III EPREUVE

A- LA REACTION A UN TEXTE ECRIT

Contexte : De nos jours, la jeunesse fait face à de nombreux vices. Entre autres, les plus
dangereux sont l’usage de la drogue, la cigarette, l’alcool et surtout les maladies
sexuellement transmissibles.

Support:

Text:

1- AIDS is a disease of immune system caused by a virus (HIV). During the initial infection, a
person may experience a brief period of influenza-like illness. This is typically followed by a
prolonged period without symptoms. As the illness progresses it interferes more and more with
the immune system, making people much more likely to get infections, including opportunistic
infections, and tumors that do not usually affect people with immune systems.

2- HIV is primarily transmitted via unprotected sexual intercourse (including anal even oral sex),
contaminated blood transfusions and hypodermic needles and from mother to child during
pregnancy, delivery, or breastfeeding. Some bodily fluids, such as saliva and tears, do not
transmit HIV.

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 12

 PREPA BEPC Anglais
3- Prevention of HIV infection, primarily though safe sex and needle-exchange programs, is a
key strategy to control the spread of the disease. There is no cure or vaccine; however,
antiretroviral treatment can slow the course of the disease and may lead to a near-normal life
expectancy. While antiretroviral treatment reduces the risk of death and complications from
the disease, these may be associated with side effects.

4- Generic research indicates that HIV originated in west-central Africa during the early twentieth
century. AIDS was first recognized by the Centers for Disease Control and Prevention (CDC)
in 1981. Since its discovery, AIDS has caused nearly 30 million deaths (as of 2009). As of
2010, approximately 34 million people have contracted HIV globally. AIDS considered as a
pandemic-a disease outbreak which is present over a large area and is actively spreading.
From: Wikipedia, the free encyclopedia

Vocabulary: Influenza-like illness = maladie grippale; life expectancy= espérance de vie; a

pandemic = une pandémie; outbreak = déclenchement

Tâche : Après avoir lu le texte, tu montreras que tu la compris en :

 reconnaissant les détails du texte

 prouvant ta maîtrise du vocabulaire du texte
 Montant ta maîtrise de la grammaire et des fonctions qui te sont demandées.

Consignes
Item A: Write ‘True’ or ‘False’ for these statements
1- When you have AIDS, you show symptoms immediately.
2- AIDS can cause many other diseases.
3- Antiretroviral treatment can help to cure AIDS.
4- AIDS is everywhere in the world and kills a lot of people.
Item B: Answer these questions on the text
1- What do the acronyms AIDS and HIV stand for?
2- Give 3 ways of transmission of AIDS from the text.
3- According to the text, where did AIDS start?
Item C: Find the synonyms of the following words in the text

1- A short time (Paragraph1)

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 13

 PREPA BEPC Anglais
2- Transferred (Paragraph2)
3- To check (Paragraph3)
4- Started (Paragraph4)
Item D: Rewrite these sentences to express warning. Use the following cue. Do not copy
the example

Example: have sexual intercourse with many partners / catch AIDS

- Don’t have sexual intercourse with many partners, otherwise you’ll catch AIDS
- You’d better not have sexual intercourse with many partners, otherwise you’ll catch AIDS
Etc….

To share hypodermic needles / to catch AIDS

1- Don’t………………………………………………………………………
2- You’d………………………………………………………………………
3- You shouldn’t…………………………………………………………
4- If you………………………………………………………………………

Item 5: Put each bracketed verb into its correct tense and form. Write only the number
and the answers.

1- Lots of young people (not to use) prevention methods. So they catch AIDS.
2- Tomorrow we’ll have an exam about STDs, (to read) our notebooks.
3- You (to be) HIV-positive? No, I am not.
4- Last week a health specialist (to tell) us about antiretroviral treatments.

B- PRODUCTION D’UN TEXTE DE TYPES ET DE FONCTIONS VARIES

Contexte : Après un cours sur les Maladies Sexuellement Transmissibles, tu décides d’informer
les gens de ta communauté sur ce sujet.

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

 respectant le contexte
 construisant des phrases significatives et grammaticalement correctes
 respectant la logique interne du texte

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 14

 PREPA BEPC Anglais
 utilisant l’orthographe et la ponctuation appropriées.
Consigne:
Writing: Write a paragraph to talk to a group of young people about AIDS.

The following questions can help you.

What kind of disease is AIDS?
How do people contract it?
How can we avoid AIDS? If one of your friends has a lot of sexual partners, what will you
tell him/her?

EPREUVE N°5
II- COMPETENCE A EVALUER
CD2 : Réagir de façon précise et appropriée à des messages lus ou entendus.
CD3 : Produire de façon appropriée des textes de types et de fonctions variés
III- Epreuve
A- LA REACTION A UN TEXTE ECRIT
Contexte : Le tabagisme est un fléau à combattre à cause de ses nombreuses conséquences
sur la santé. C’est conscient d’un tel état de chose que King JAMES I de l’Angleterre a écrit
un livre sur ce thème.
Support:
Text: Tobacco is dangerous to the lung.
1- Tobacco comes from America. It first arrived in about 1565. King JAMES I of
England didn’t like it. In 1604, he wrote a little book to try and convince people not to smoke.
In the last sentence of the book, he said “tobacco is dangerous to the lungs.”
2- King GEORGES VI knew about his famous ancestor’s book but it didn’t prevent
him from smoking. He died of lung cancer in 1952.
3- Two years before GEORGES VI died, an English doctor called Richard DOLL
proved that lung cancer kills more smokers than non-smokers. Since then, dozens of scientists
in Britain and America have done research on health problems of smokers. What they have
discovered is frightening.

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 15

 PREPA BEPC Anglais
4- Cigarettes cause more cancer than anything else. They cause more heart diseases than
anything else, too. And it is not just the people who smoke that suffer. For babies whose
mothers are smokers, the chances of being born small and of dying young are grater. Even if
you are non-smoker, living with a smoker means that you may get cancer.
5- The problem is really a modern one, because cigarettes only became popular and cheap a
hundred years ago, after an American called James Albert BONSACK invented a machine to
make them. Before the invention of that machine, people smoked pipes and cigars, which are
much less dangerous. BONSACK’s machine has been responsible for many millions of deaths.
Every year, cigarettes kill at least two million people.
Tâche : Après avoir lu le texte, tu montreras que tu l’as compris en :
 reconnaissant des détails du texte;
 répondant aux questions de façon approfondie ;
 montrant ta maîtrise du vocabulaire ;
 faisant le choix des mots appropriés ;
 reformulant des phrases du texte.
Consignes

Item 1: Write “right” or “wrong” for these statements.

a) Africans invented tobacco.

b) King GEORGES VI never smoked.
c) More smokers die of lung cancer than those who don’t smoke.
d) BONSACK’s machine was good.
Item 2: Answer these questions on the text
a) Who said: “tobacco is dangerous to the lung?”
b) How many people die of cigarettes effects a year?
c) What did king GEORGES VI die of?
d) What was the result of Doctor Richard DOLL’s work?
Item 3: Find the synonym of the following words
a) Persuade (paragraph 1)
b) provided evidence (paragraph 3)
c) illnesses (paragraph 4)
d) not expensive (paragraph 5)
Item 4: Rephrase the following sentences using the prompts given

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 16

 PREPA BEPC Anglais
a) It is strictly forbidden to smoke cigarette.
 You………
b) GEORGES suffered from lung cancer because he smoked cigarette.
 GEORGES…………..so…………..
c) If you do not smoke, you cannot become cigarette addict.
 Unless………
d) If you smoke you will suffer from lung cancer.
 You had better…..
B- PRODUCTION D’UN TEXTE DE TYPE PARTICULIER
Contexte : conscient des effets néfastes de la drogue sur la santé, un élève décide d’écrire
une lettre à l’un de ses amis qui a commencé à prendre de la drogue.
Tâche : Tu montreras ici ta capacité à une lettre en :
 respectant le contexte ;
 respectant le format de la lettre ;
 utilisant l’orthographe et la ponctuation appropriées ;
 construisant des phrases grammaticalement correctes.
Consignes
Writing: One of your friends has started taking drugs. Write a letter to him/her to give advice
and warn him/her about the dangers of drug taking. Your name is FILOU Taboti and your
address is: [Link] 34, DRE.

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 17

 PREPA BEPC Anglais

SUJET N°6
II- COMPETENCES A EVALUER

CD n 2 : Réagir de façon précise et appropriée à des messages lus ou entendus.

CDS n 3 : Produire de façon appropriée des textes de types et de fonctions variés.

III- L’EPREUVE

A- LA REACTION A UN TEXTE ECRIT

Contexte : De plus en plus, les jeunes sont confrontés à certaines tentations qui minent
dangereusement leur santé. Entre autres, la consommation de la cigarette, de la drogue et
autres.

Support

Text: The dangers of smoking.

1- 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.

2- 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.

3- 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 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.

4- When pregnant women continue to smoke, their babies may be neither so strong nor so
heavy as those of non-smokers.

5- Smoking is bad for you. For your own sake, you are strongly advised not to smoke.
From English Africa, Kenneth Cripwell, page 111.

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

 reconnaissant les détails du texte

 montrant ta compréhension globale et détaillée du texte;
 manifestant ta maîtrise de certains mots du texte ;
 reformulant certaines phrases du texte.

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 PREPA BEPC Anglais

Consignes
Item1: Write true or false for the following statements:

a- Nicotine gets into the smokers’ lungs.

b- Smoking never brings coughs, bronchitis and pneumonia.
c- Your breath smells good when you smoke cigarettes.
d- Smokers’ teeth are as white as cotton.
Item2: Answer the following questions.

a- What gets into people’s lungs while they smoke cigarettes?

b- What happens to people suffering from bronchitis?
c- Give two types of damages cigarettes can cause to people.
d- How does smoking affect pregnant women?

Item3: Find the synonym of the following words or group of words in the text.

a- Disappears (paragraph 1)
b- Painful (paragraph 2)
c- Quickly (paragraph 3)
d- Newly (paragraph 4)
Item4: Rephrases the following sentences using the given prompts.

1- Don’t smoke cigarettes here.

 It is strictly forbidden………………

2- If that pregnant woman doesn’t stop smoking, her baby will be sick.
 Until ………………
3- “Pregnant women, don’t smoke”, Kinde said.
 Kinde told the pregnant woman……………
4- Smokers cannot run so fast.
 Smokers are not ………

B- LA PRODUCTION D’UN TEXTE PARTICULIER.

Contexte : Les conséquences du tabagisme sont multiples et de plusieurs ordres. Tu es invité
à en parler.
Tâche : Tu montreras ta compétence à produire un paragraphe en :
- respectant la logique interne du texte ;
- construisant des phrases significatives et grammaticalement correctes ;
- utilisant l’orthographe et la ponctuation appropriées ;
- respectant le contexte du sujet de production.

Writing: Write a coherent paragraph in order to advise your classmates about the
consequences of smoking cigarettes

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Sujet N°7
II- COMPETENCE A EVALUER
CD2 : Réagir de façon précise et appropriée à des messages lus ou entendus.
CD3 : Produire de façon appropriée des textes de types et de fonctions variés
II- EPREUVE
A- LA REACTION A UN TEXTE ECRIT
Contexte : Le tabagisme et la drogue sont des fléaux à combattre à cause de ses nombreuses
conséquences sur la santé.

Text: The consequences of smoking or taking drugs.

One day I read in a newspaper the following remarks:

“Recent research has shown that school children who smoke are three times more likely to
need time off school than those who don’t. That’s because they have more illnesses, especially
coughs and chest infections. And they have a higher risk of getting lung cancer.

Even children who don’t smoke themselves can be at risk. Researchers have found that
children whose parents smoke also suffer from more chest infections. They are affected by
what is called ‘passive smoking’.

It is even claimed that if mothers smoked when they were pregnant, their babies are likely to
have a lower weight at birth. And when they go to school, these children are likely to do less
than others.”

To tell the truth, I hardly believed these remarks until three years ago when I made a terrible
discovery: my son was taking drugs! He began to behave strangely. He talked a lot, but it didn’t
make sense, and then he got angry and shouted at all of us.

One day he began to take off all his clothes. He told me he heard voices. “They say clothes
are unnecessary”, he told me. “If we don’t wear clothes we will be able to fly”. I thought he
was going mad.

I told him he needed help. At first he wouldn’t listen to me. He became very ill, he couldn’t
eat and he was getting thinner and thinner every day.

Then one of his friends died from overdose of drugs. The doctor told my son, “If you
don’t give up the drugs, you will die too.”

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

 reconnaissant des détails du texte ;
 montrant ta compréhension globale et détaillée du texte;
 manifestant ta maîtrise de certains mots du texte ;
 reformulant certaines phrases du texte.

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 PREPA BEPC Anglais

Consignes
Item I: Answer by true or false according to the text.

1- The writer of this text would like children to smoke.

2- Babies whose parents smoke become excellent at school.
3- A smoker damages also other people’s health.
4- Taking drugs makes children mad.
5- Mad children make their parents suffer a lot.

Item II: The expressions in column A are from the text. Match them with their correspondents
in column B.

Column A Column B

1- time off school a- to become naked

2- to take off one’s clothes. b- saying nonsense or strange things.
3- wouldn’t c- stay at home………
4- going mad d- didn’t want to …
5- overdose e – too much quantity

Item III: Answer with your own sentences

1- Why do children smokers need more time off school?

2- Which people are passive smokers?
3- Tell two bad things that can happen to passive smokers.
4- Tell two bad things that can happen to smokers or drug takers.

Item IV: Put the verbs in brackets into the correct tenses.

1- Children who (to smoke) regularly can be at risk.

2- When these babies grow up and go to school, they (to do) less than others.
3- Three years ago, I (to find) out that my son smoked.
4- If you (not, to stop) taking drugs, you will die too.”

Item V: Rephrase these sentences without changing their meaning.

1- “My child is going mad,” the mother said.

- The mother said that ……
2- If you don’t give up smoking, you’ll die.
- Unless...........
3- They are affected by passive smoking.
- Passive smoking……………….

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 PREPA BEPC Anglais

II- Production d’un texte de type particulier

Contexte : Lorsqu’entant que jeune, vous constatez que vos amis adoptent des
comportements déviants, vous devez essayer d’attirer leur attention sur les conséquences
qu’ils en courent afin qu’ils changent de comportements.

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

 Respectant la logique interne du texte ;

 En utilisant le mot convenable à la place qu’il faut ;
 Respectant l’orthographe et la ponctuation appropriées.

Consigne : In your village, a lot of children smoke or take drugs. As you are a serious student,
the village chief asked you to give them some good advice.

The following incomplete paragraph is your advice. Complete it with these words:
balanced, body, kill, health, to hospital, sicknesses, most, make.

Paragraph: ____1_____is the___2____ important thing for a person. Cigarettes and

drugs are not good for our ____3___. They favour all sort of ____4____ such as lung cancer
and tuberculosis. They __5___ poor people poorer. In the end drugs ___6___drug takers.

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 PREPA BEPC Anglais
SUJET N°10
II – COMPETENCES A EVALUER
Compétence disciplinaire n°2 : Réagir de façon précise et appropriée à un message écrit.
Compétence disciplinaire n°3 : Produire un texte de type et de fonction variés.
III- L’EPREUVE
A- LA REACTION A UN TEXTE ECRIT
Contexte : Fumer la cigarette peut paraître comme un plaisir mais cela peut être fatal à long
terme.

Support

Text:

1. A detrimental human habit smoking is a habit of taking smoke from tobacco-made materials
like cigarette, heroin etc. It is a dangerous habit. People generally smoke to find pleasure for
the time being. Some smoke only as a fashion which later turns into a habit. Many young
people just try to imitate seniors and some are addicted by the influence of bad companions.
However, taking smoke for few days for just curiosity is the starting of smoking habit
formation. Very soon, one becomes addicted to smoking.
2. Smoking is harmful to human health. Our younger generation is becoming addicted to smoking
without knowing what damages they are causing to their health. It may cause cancer, heart
attack, bronchitis, numbness, loss of memory etc. One puff of cigarette smoke contains a huge
amount of injurious matters like nicotine, carbon monoxide, methyl alcohol and many other
harmful elements. Nicotine obstructs the flow of blood through veins. This reduces the supply
of oxygen in our body. As a result, blood pressure rises and heart beat increases, which cause
heart attack. Besides, carbon monoxide of tobacco smoke absorbs the oxygen from our blood.
Thus, smoking poisons our body slowly.
3. Smoking is equally harmful to a non-smoker who stays beside a smoker. So, the younger
generation should avoid smoking cigarettes. Our government should take initiative to stop
smoking. Young people should be made conscious of the pernicious effects of smoking. In
order to avoid the attraction of smoking, they can engage themselves in games and sports,
helping the poor and constructive work for our society…
Extracted from: essays on social issues. Google play educational app
Tâche : Après avoir lu le texte, tu montreras que tu la compris en :

 Reconnaissant les détails du texte,

 Prouvant ta maîtrise du vocabulaire du texte,
 Complétant des phrases avec des mots proposés de façon convenable,
 Réécrivant des phrases sans changer leur sens.

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 PREPA BEPC Anglais

Consignes

Item 1: Are the following statements “right” or “wrong”

5- Taking smoke for a short time can develop into an addiction.

6- The younger generation is well-informed about the damages of smoking on their health.
7- Nicotine is a substance found in cigarette smoke.
8- Carbon monoxide of tobacco smoke decreases oxygen in the blood.

Item 2: Write full answers to these questions.

5- Give three reasons why people smoke.

6- What are the consequences of smoking on health?
7- How can a non-smoker be affected by smoking?
8- What should young people do in order to avoid the attraction of smoking?

Item 3: Which word in the text means the same or nearly the same as the following:

5. To copy (paragraph 1)
6. destructive (paragraph 2)
7. Quantity (paragraph3)
8. A person who does not smoke (paragraph 4)

Item 4: Fill in the gaps with the most suitable correct answer. (Do not copy the sentences.
Just write the letter and the correct answer)

1- ……… our friends. (Let’s not imitate; let not us imitate; not let’s imitate)
2- Young people had better …… bad companions. (Have not; have; not have)
3- If young people engaged themselves in games and sports, they ………… the attraction of
smoking. (wll reduce; would reduce; reduce)
4- A non-smoker ……… beside a smoker. (Should stay; had better stay; should not stay)

Item 5: Rephrase these sentences using the prompts given:

1. We mustn’t smoke in public places.

a- No ……………………..
b- It is strictly …………....
c- Let’s …………………..
2. Don’t smoke for a few days by curiosity otherwise you will become addicted to cigarettes.
 You had better ……….

B- PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

Contexte : Plusieurs jeunes ne sont toujours pas informés par rapport aux maladies
sexuellement transmissibles et continuent d’avoir des comportements à risque. Il urge de les
sensibiliser.

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 PREPA BEPC Anglais
Tâche : Tu montreras ici ta capacité à écrire une lettre en anglais en :

- Respectant le contexte du sujet ;

- Respectant le canevas de la lettre familière ;
- Construisant des phrases significatives et grammaticalement correctes
- Respectant l’orthographe et la ponctuation.
- Faisant en sorte qu’il y ait une logique entre les phrases et les idées exprimées.

Consigne: Writing: Your friend Kouagou has started visiting prostitutes. He has a lot of sex
partners and never places a condom before having sex. He is not informed about sexually
transmitted diseases. As a student of 3e, you had a class with your English teacher on STDs.
So you decide on January 10th, 2017 to write a letter to Kouagou to inform him about STDs
and give him advice.

Your name is: Abou ZOUMAROU and your address is: PO. Box : 101 Natitingou

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 PREPA BEPC Anglais

SUJET N°11
II – COMPETENCES A EVALUER

CD n°2 : Réagir de façon précise et appropriée à un message écrit

CD°3 : Produire un texte de type et de fonction variés.

III- L’épreuve
Contexte : De nos jours, nombreux sont ces jeunes qui fument la cigarette et font usage de la
drogue. L’école qui est le lieu d’instruction et d’éducation par excellence, se trouve confrontée à de sérieux
problèmes de discipline vis-à-vis de certains apprenants qui, au lieu de se contenter de leurs études, trouvent
plaisir à prendre la drogue, entraînant parfois leurs camarades. Ils ignorent les dangers de la cigarette et de
la drogue non seulement sur leur santé mais aussi sur leur avenir. Parmi tant de pays, l’abus de la drogue
par les adolescents se fait surtout ressentir au Nigéria.

Support:

Text: Incidence of Drug Abuse among Nigerian Adolescents.

1- Students, especially those in secondary school tend to consider the drug user as someone who is
strong. Many young people use drugs because they want to copy their friends, elders or siblings. Students
who usually feel inadequate use drugs to achieve social acceptance. The increasing incidence of drug
abuse among secondary school students is a contributory factor in the ugly confrontation between school
administration and students.

2- The problem of drug abuse knows no boundaries or social class. It prevents the development of
any society because it is a threat to life, health, dignity and prosperity of all individuals. The misuse of
marijuana had reached an epidemic level in the present Nigeria society and drug abuse could reduce
academic achievement or even stop one’s entire academic process. Reasons why students use drugs
include success in examination, social acceptance and initiation of peers. Nigerian adolescents take drugs
such as amphetamines and pro-plus as aid for success in examination. Those who take drugs as aid for
studies toward examinations are those with poor academic records, a history of instability and family or
social problems. Others use drugs to increase their self-confidence, heighten pleasure, cope with feelings
of depression and inadequacy and to facilitate communication.

3- A study revealed that young people indulge in drugs because of curiosity, boldness and friends-
do-it, enjoyment of social gathering, academic pressure, sound-sleep, sexual-prowess, and performance in

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 PREPA BEPC Anglais
sports. Drug abuse is a very serious problem among school adolescents. It has slowly made the average
Nigerian students to be disabled, sentenced to a life of delinquency, insanity, street walking and premature
death.

Slightly extracted from the Journal of International Social Research, volume 5, issue 20

Tâche :
La réaction à un texte écrit.
Après avoir lu le texte tu montreras que tu l’as compris en :

 Reconnaissant les détails du texte ;

 Exprimant ta maîtrise du vocabulaire du texte ;
 Réécrivant certaines phrases de façon convenable ;
 NB : Tu traiteras tous les items en anglais.

Consignes:

Item 1: Choose the correct answer to complete the sentences below based on the text. Don’t copy the
sentences. Use the numbers and letters only.

1- Drug users are considered to be:

a- Weak
b- Strong
c- Charming

2- Many young people use drugs because they want to be like:

a- Their friends
b- Their parents
c- Their teachers

3- The problem of drug abuse threatens:

a- Students only
b- Young people and their parents only
c- All the society

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 PREPA BEPC Anglais

4- Nigerian adolescents take a drug called:

a- Marijuana
b- Amphetamine
c- Ganja
Item 2: Answer these questions based on the text.

1- Why do many young people use drugs?

2- What causes conflicts between school administration and students?
3- Which students take drugs as aids for studies towards examinations?
4- Mention the consequences of drug abuse on the average Nigerian students.

Item 3: Which word in the text means the opposite of:

1- Weak (paragraph1)
2- Old (paragraph1)
3- Illness / sickness (paragraph2)
4- Adult (paragraph 3)
Item 4: Rephrase these sentences using the prompts given. Don’t change their meaning.

1- Many young people use drugs because they want to copy their friends.
• Many young people …................... so they …………………………….

2- If adolescents don’t take drugs, they will not die prematurely.

• Unless …………………………………………………………………..

3- Young Nigerian students take amphetamine.

• It is strictly ……………………………………………………………..

4- “Drug abuse is a very serious problem among school adolescents. ” noticed the author
• The author noticed that ………………………………………………...

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 PREPA BEPC Anglais
B- La production d’un texte de type particulier

Contexte : Plusieurs jeunes élèves abandonnent souvent les classes pour s’adonner à la cigarette et à la
drogue. Ils adoptent de telles attitudes par naïveté et surtout à cause de leur mauvaise compagnie. Si dès le
début on les sensibilisait sur les dangers de la drogue et de la cigarette, c’est sûr qu’on pourrait les récupérer.

Tâche : Tu montreras ta compétence à écrire une lettre en anglais en :

 Respectant le canevas de la lettre ;

 Respectant le contexte du sujet ;
 Utilisant le vocabulaire approprié;
 Construisant des phrases significatives et grammaticalement correctes ;

 Respectant l’orthographe des mots et la ponctuation.

NB : Ta production doit être originale. Tu ne dois donc pas recopier des passages du texte.

Consigne:

Writing: You have heard that your friend Ben has stopped going to school. He has started smoking
cigarettes and abusing drugs. On February 9th, 2016, you decide to write a letter to warn him about the
dangers of cigarette smoking and drug addiction.

Your name is Abbas ZOUMAROU and your address is Po. Box 0010 Parakou.

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 PREPA BEPC Anglais

SUJET n°12
II- COMPETENCE A EVALUER
CD2 : Réagir de façon précise et appropriée à des messages lus ou entendus.
CD3 : Produire de façon appropriée des textes de types et de fonctions variés
III- EPREUVE
A- REACTION à un TEXTE ECRIT
Contexte Nous sommes à une époque où les droits des jeunes sont constamment évoqués aussi
bien par les individus que par les organisations nationales et internationales. Malgré cela, les
jeunes doivent également savoir qu’ils ont des devoirs.

Support
Text: Ama’s plan has failed
1. What annoys me most in this house is that Kwabena, my younger brother, doesn’t want to
do any household chores. He always wants me to do them alone. He often says, ‘’I am a boy,
so I don’t need to help you with the housework’’. But the civics teacher taught us at school
that both boys and girls should do household chores to help their parents. Despite this advice,
Kwabena refuses to change his behaviour.
2. Consequently, one morning, I stayed in bed for so long.
‘’Ama, Ama, get up and sweep the compound’’, Mum shouted. In fact, Amah had decided not
to work that day. ‘’What will I do to escape these chores?’’ Ama wondered. ‘’I will pretend to
be ill, and Mum can’t insist that I should do any work in the house. This is a brilliant idea. I
am not so daft after all’’, she thought.
3. When Ama told her mother about her headache, Mum suspended everything she was doing
and ordered her to get ready for hospital. Poor Ama, her plan had backfired! On their way to
the hospital, Ama prayed that the doctor should be absent, but she was out of luck that day; the
doctor examined her and found her as fit as a fiddle. He then guessed that Ama had feigned
illness because she wanted to dodge her usual morning chores.
4. ‘’I am sorry Madam, Ama is very ill. Take her to the injection room for three injections’’,
the doctor said. Before the doctor could finish speaking, Ama ran out of the consulting room
with a lightning speed and did not stop anywhere until she reached home. The doctor then
looked at her mother and started laughing as he told the woman to go home. By the time she
got home, Ama had already finished all the household chores.
Adapted from ‘’English Language for Junior High Schools’’ by Seth Krampah, P.103
Tâche : Après avoir lu le texte, tu montreras que tu l’as compris en :
 reconnaissant des détails ;
 répondant aux questions de façon approfondie ;
 montrant ta maîtrise du vocabulaire ;
 faisant le choix des mots appropriés ;
 reformulant des phrases du texte

Consignes
Item 1: Choose the correct answer for each question and write down numbers and letters
only

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 PREPA BEPC Anglais
1- Ama and Kwabena are
a- Students
b- Apprentices
c- Boys
d- Girls
2- In Kwabena’s opinion, …. should do household chores.
a- boys and girls
b- only girls
c- only boys
d- nobody
3- According to the text, Ama suffered from…
a- a headache
b- a serious fatigue
c- no disease
d- an STD
4- When Ama told her mother that she was sick, her mother….
a- continued working
b- called the doctor
c- advised Ama
d- stopped working immediately
5- After examining Ama, the doctor noticed that she…
a- was unhealthy
b- needed some injections
c- needed some physical exercise
d- was healthy

Item 2: Answer these questions with full sentences.

1- Why does Kwabena refuse to do household chores?
2- Where did Ama’s mother go with her?
3- How many injections was Ama supposed to take?
4- Why did Ama run out of the consulting room?
5- Was Ama’s plan successful? Justify your answer with a sentence from the text.

Item 3: Find from the text the antonyms to the following words
1- rejoices (paragraph 1)
2- Intelligent (paragraph 2)
3- succeeded (paragraph 3)
4- lucky (paragraph 3)
5- began (paragraph 4)

Item 4: Fill in the gaps below with the correct words from the brackets. Write down
numbers and words only.
1- Ama would help her mother with house chores if it... (doesn’t rain, didn’t rain, will rain)
2- Ama... the compound as soon as she arrives home (will sweep, would sweep, sweep)

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 PREPA BEPC Anglais
3- Let’s do the exercises by... (myself, yourselves, ourselves)
4- Ama’s plan failed... the doctor found out that she wasn’t ill. (because, so, in order to)

Item 5: Rephrase the following sentences using the prompts given

1- Kwabena is a very lazy boy
 What...!
2- The doctor examined Ama in the consulting room
 Ama.........
3- “I will pretend to be ill’’, Ama thought
 Ama thought that...
4- Ama asked, “What will I do to escape these chores?’’
 Ama asked what...
5- I am a boy, so I don’t need to help you with the household chores.
 I... because...

B- PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

Contexte : L’éducation d’un jeune homme ou d’une jeune fille passe par les parents, les
enseignants...Mais il arrive aussi qu’entre amis, qu’entre jeunes, on échange des informations
saines et utiles.
Tâche : Tu montreras ici ta capacité à produire un texte de type particulier en :
 respectant le contexte ;
 respectant le type de texte ;
 construisant des phrases significatives et grammaticalement correctes ;
 utilisant l’orthographe et la ponctuation appropriées

Consigne: One of your classmates, a young boy, does not want to do household chores. He
thinks that it is the duty of his sister only to do them. Write a letter to that boy to show him the
advantages of doing housework and to advise him about the necessity for him to do it.
Your name is BAROPA Jules and your address is: [Link] 089 Djougou.

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 PREPA BEPC Anglais

SUJET N°13
II- COMPETENCES A EVALUER

C.D. N°2 : Réagir de façon précise et appropriée à des messages lus ou entendus

C.D. N°3 : Produire de façon appropriée des textes de types et de fonctions variés.

III- EPREUVE

A- LA REACTION A UN TEXTE ECRIT

Contexte : Nous sommes à une époque où les droits des jeunes gens et des jeunes filles sont
constamment évoqués tant par les individus que par les organisations. Ceci ne doit nullement
occulter les devoirs qui sont les leurs à l’endroit des parents et de la communauté.

Support

Text:

1. What annoys me most in this house is that Kwabena, my younger brother, doesn’t want to
do any household chores. He always wants me to do them alone. He often says, ‘’I am a boy,
so I don’t need to help you with the housework’’. But the civics teacher taught us at school
that both boys and girls should do household chores to help their parents. Despite this advice,
Kwabena refuses to change his behaviour.
2. Consequently, one morning, I stayed in bed for so long.
“Ama, Ama, get up and sweep the compound’’. Mum shouted. In fact, Ama had decided not
to work that day. ‘’What will I do to escape these chores?’’ Ama asked herself. ‘’I will pretend
to be ill, and Mum can’t insist that I should do any work in the house. This is a brilliant idea.
I am not so daft after all” Ama thought.
3. When Ama told her mother about her headache, Mum suspended everything she was doing
and ordered her to get ready for hospital. Poor Ama, her plan had backfired! On their way to
the hospital, Ama prayed that the doctor should be absent, but she was out of luck that day.
The doctor examined her and found her as safe as a fiddle. He then guessed that Ama had
feigned illness because she wanted to dodge her usual morning chores.
4. “I am sorry Madam, Ama is very ill. Take her to the injection room for three injections’’.
The doctor said. Before the doctor could finish speaking, Ama ran out of the consulting room
with a lightning speed and did not stop anywhere until she reached home. By the time her
mother got home, Amah had already finished all the household chores.
Slightly Adapted from: “English Language for Junior High Schools’’ by Seth Krampah,
P103
Vocabulary: daft: idiot/to dodge: ne pas faire/fiddle: combine

Tâche : Après avoir lu le texte, tu montreras que tu la compris en :

 Reconnaissant les détails du texte,

 Prouvant ta maîtrise du vocabulaire du texte,
 Montrant ta maîtrise de la grammaire et des fonctions qui te sont demandées.

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 PREPA BEPC Anglais

Consignes:

Item 1: Write ‘’true’’ or ‘’false’’.

1. Ama and Kwabena are girls.

2. In Kwabena’s opinion, only girls should do household chores.
3. According to the text, Ama suffered from STD.
4. After examining Ama, the doctor noticed that she was healthy.

Item 2: Write full answers to these questions.

1. Why does Kwabena refuse to do household chores?

2. Who took Ama to the hospital?
3. Was Ama really ill? How do you know?
4. Did Ama succeed to dodge domestic tasks? Justify your answer with a sentence from a text.

Item 3: Find from the text the words meaning the antonyms of the following.

9. Accepts (paragraph 1)
10. Intelligent (paragraph 2)
11. Rich (paragraph3)
12. After (paragraph 4)

Item 4: Fill in the gaps below with the correct words from the brackets. (write down the
numbers and the words only.)

1. Kwabena………………do the household chores. (don’t, should, let’s)

2. Ama does household chores by……. (myself – herself – himself)
3. Kwabena refuses to do household chores… he is a boy. (so, because-but)
4. Ama……….to do her domestic tasks. (should – must – ought)

Item 5: Rephrase the following sentences using the prompts given

1. I advise Kwabena to do her housework.

 Kwabena ought……………………….
2. ‘’I will pretend to be ill’’ Ama thought
 Ama thought ………………………….
3. I am a boy, so I don’t need to help you with the household chores
 I……………………. because…………
4. ``Ama is very ill”, the doctor says
 The doctor says that………………….

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 34

 PREPA BEPC Anglais
B- PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

Contexte : L’éducation d’un jeune homme ou d’une jeune fille passe par des canaux comme
les parents, les enseignants…Mais il arrive aussi qu’entre amis et jeunes, on échange des
informations saines et utiles. Tu as ici l’occasion de jouer un tel rôle à l’endroit d’un jeune ami
de ta classe.

Tâche : Tu montreras ici ta capacité à produire un texte de type particulier en :

- Respectant le format de la lettre ;

- utilisant le vocabulaire approprié ;
- construisant des phrases significatives et grammaticalement correctes et ponctuant
convenablement ta production.

Consigne :

Writing: Your friend Alain NTCHA claims every time his rights to his parents without doing
his duties. You decide on January24th, 2017 to write a letter to convince him about what he
should do at home to please his parents.

Your name is Jared Bell and your address is P.O Box 122 NATITINGOU.

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 35

 PREPA BEPC Anglais

SUJET N°14
II- COMPETENCES A EVALUER

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.

III- L’EPREUVE

A- LA REACTION A UN TEXTE ECRIT

Contexte : La santé de l’homme dépend en grande partie de la façon dont il se nourrit. La

nutrition répond à un certain nombre de principes qu’il faut strictement appliquer pour être en
bonne santé.

Support

TEXT: Eating bad habits.

1- The things we eat and the way we eat are very important. Some people eat too much: too
much sugar, too much fat and not enough vegetable. Some people eat too fast.

2- At lunch time for example, they never have a real meal, because they have already eaten
too much things. This happens a lot with school children. And doctors all agree that there is
something wrong with the way the children eat. They say that more and more school children
aged 12-17 are not in good health. This worries doctors, teachers and parents a lot.

3- In 1993, a group of doctors made a survey … The survey showed that 66% of the
children did not like school meals very much, that 43% of the parents sent their children to
school with their food. It also showed that children living in big towns were usually fatter than
children in small villages.

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

 reconnaissant des détails du texte ;

 montrant ta compréhension globale et détaillée du texte;
 manifestant ta maîtrise de certains mots du texte ;
 identifiant les fonctions des mots soulignés afin de poser des questions appropriées dont ils
constituent les réponses;
 reformulant certains passages du texte ;
 mettant les mots entre parenthèses aux formes convenables.

Consignes

Item 1: write True or False for these sentences according to the text

a) People never have real meal at lunch because of the things they eat before it.
b) School children eat too many things.

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 36

 PREPA BEPC Anglais
c) The majority of school children go to school with their food.
d) Doctors discovered that children living in big towns are fatter than those in small villages.
Item2: Answer these questions on the text.

a) What are the bad eating habits in the text?

b) Why aren’t school children in good health?
c) Why are doctors, teachers and parents worried a lot?
d) According to you, how can school food affect the students’ health?

Item 3: Which word in the text means:

a) Essential ( paragraph 1)
b) Quick ( paragraph 1)
c) Physicians ( paragraph 2)
d) Kids ( paragraph 3)

Item 3: Ask questions based on the underlined words.

a) Some people eat too much.

b) Some people eat too fast.
c) They never have a real meal.
d) In 1993, a group of doctors made a survey.

Item4: Rephrase these sentences from the text using the given prompts.

1- People eat too much sugar and too much fat.

 People should………………………
2- They do not eat enough vegetables.
 They should…………………………
3- “There is something wrong with the way children eat”, say doctors.
 Doctors say…………………………
4- A group of doctors made a survey in 1993.
 A survey……………………………
5- They never have a real meal because they have already eaten too much.
 They……….that is the reason why they………
6- 66% of the children did not like school meals very much.
 School meals………………………
7- To be healthy, it is important to eat well.
 We ought to eat well in order…………

Item5: Supply the correct form of the words in brackets.

1- There is an (important) on the things we eat and the way we eat.

2- This is (happens) a lot with school children.

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 PREPA BEPC Anglais
3- School children aged 12-17 are not (health).
4- A survey was (make) in 1993.

B- COMPETENCE DISCIPLINAIRE N 3

Contexte : En lisant un livre, tu découvres un paragraphe mais certains mots sont omis. En
apportant le texte à ton professeur, il t’a donné les mots et te demande de les utiliser pour
compléter le paragraphe.

Tâche Tu monteras ta compétence à compléter un paragraphe en:

 respectant le contexte du sujet de la production ;

 complétant les vides par les mots appropriés ;
 faisant en sorte qu’il y ait une cohérence dans les idées exprimées ;
 respectant l’orthographe des mots et la ponctuation.

Consigne: Complete the paragraph below with the right word from the box.

Nutrition – hygiene – healthy – diseases – rest – cured

Good ……1……… is essential to health. Nurses always wash their hands because they
observe the rules of…………2…..

……3……… are always ………4….. at the hospital. The doctor said I need some ……5…..
because I work too much.

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 38

 PREPA BEPC Anglais

SUJET N°15
II- COMPETENCES A EVALUER

CD n 2 : Réagir de façon précise et appropriée à des messages lus ou entendus.

CD n 3 : Produire de façon appropriée des textes de types et de fonctions variés.

III- L’EPREUVE

A- LA REACTION A UN TEXTE ECRIT

Contexte : Notre état de santé dépend de notre alimentation. Ainsi lorsque l’apport en
nutriments nécessaires pour une croissance normale chez les enfants n’est pas respecté, cela
pourrait causer des problèmes de santé.

Support

Text: Malnutrition: causes and consequences.

1- Poverty appears as an important cause of malnutrition, and higher income can mean
better nutrition because of its contribution to the other determinants of nutritional status, such
as health and education.
2- Illness contributes directly to malnutrition in three important ways. A sick child may
eat little or fail to eat a balanced diet. Illness can also lead to loss of nutrients, particularly
during diarrhoea. And parasites, such as helminths compete with the host for the nutrients in
food, causing iron-deficient anaemia through less of blood.
3-There are three important ways that more specific kinds of ignorance contribute to
malnutrition. The first is that people may know nothing about nutrients, especially vitamins,
so they fail to eat even the cheap and readily available sources. The second is ignorance about
diseases and its causes and consequences. Thirdly, people are often especially ignorant about
how to look after very young children.
4- A child who is anaemic or calorie -deficient will be lethargic and will develop and learn
more slowly, perhaps retaining a permanent deficit. Malnourished children are also subject to
more frequent severe infections. Malnutrition therefore leads to a waste of resources in both
education and health. Conversely, children who benefited from an effective programme to
protect their nutritional status may show the gains in schooling and income many years
afterwards.
Adapted from the WORLD BANK RESEARCH OBSERVER, volume B, Number
1, January, 1993 pages 27, 28, 29.

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

 reconnaissant les détails du texte

 montrant ta compréhension globale et détaillée du texte;
 manifestant ta maîtrise de certains mots du texte ;
 manifestant ta maîtrise de la grammaire.

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 39

 PREPA BEPC Anglais

Consignes

Item1: Write “true” or “false” for these statements.

1- Lower income can contribute to better nutrition.

2- When a child is ill, he may find it difficult to take a balanced diet.
3- Diarrhea cannot cause loss of nutrients.
4- A child with poor nutritional status is not likely to do well at school.

Item2: Answer these questions.

1- Name two factors that can determine a child’s nutritional status.

2- What consequences do people suffer when they are ignorant about malnutrition?
3- How can well-nourished children behave in schooling?

Item3: Find in the text words meaning almost the same as the following.

1- Money earned or received after a given period (paragraph1)

2- A substance that can provide nourishment for a baby or a child (paragraph2)
3- Not expensive (paragraph3)
4- On the contrary (paragraph4)

Item4: Rephrase the following sentences. Use the prompts given.

1- People may know nothing about vitamins, so they fail to eat adequate diet.
 People fail……………..because ……………………
2- Some children were showing gains in health but others were presenting nutritional deficit at
the same time.
 While………………………………………………….
3- “Some children show very poor health in the country”, he declared.
 He declared that ………………………………………..
4- Why don’t you give your child adequate nutrient?
 You should ……………………………………..

Item5: Write the verbs in brackets in the correct tense and form.

1- As soon as the child starts taking enough vitamins, he (recover)

2- It’s strictly forbidden (distribute) more good stuffs in the area.
3- Poverty makes children (fail) to eat a balanced diet.
4- Ignorance often (lead) to malnutrition.

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 PREPA BEPC Anglais
5- What (happen) if a child ate too little?

B- PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

Contexte: Pour être en bonne santé il est important de manger des aliments riches, sains et
variés.

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

 espectant le contexte du sujet de la production ;

 utilisant le vocabulaire approprié ;
 construisant des phrases significatives et grammaticalement correctes ;
 faisant en sorte qu’il y ait une cohérence dans les idées exprimées ;
 respectant l’orthographe des mots et la ponctuation ;

Consigne: Write a paragraph about the different foods that you can eat to be healthy.

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 41

 PREPA BEPC Anglais

SUJET N°16
II- COMPETENCES A EVALUER

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.

III- L’EPREUVE

A- LA REACTION A UN TEXTE ECRIT

Contexte: Les pays africains sont victimes de plusieurs maladies résultant généralement de
leur mode d’alimentation. Le Bénin est l’un des pays où la malnutrition touche une grande
partie des enfants surtout en milieu rural.

Support

Text:

1- Malnutrition in Benin, like in many countries in Sub-Saharan Africa, is currently

widespread. However, some experts have suggested the malnutrition rate can decrease if
nutrition programs focus on education and community empowerment. Malnutrition is defined
by the World Food Programme as “a state in which the physical function of an individual is
impaired to the point where he or she can no longer maintain adequate bodily performance
process such as growth, pregnancy, lactation, physical work and resisting and recovering from
disease.” Globally, it contributes to more than 50 percent of children’s deaths.

2- “The main cause of malnutrition is ignorance,” one nurse in North Benin said. One myth
holds that children who eat eggs become thieves. Moreover, it is culturally acceptable for a
man to eat first and to leave whatever remains of his share for his wife and children.

3- The weapon against ignorance is education, which some experts argue must be community-
driven in order to work around the country’s linguistic and cultural diversity. One such
educational program is the Community Nutrition Education Project launched in 2012. Through
this project, 12,607 grandmothers in various communities were taught how to promote the
health of pregnant women and children. As important figures in their communities, these
grandmothers are in prime positions to educate village members.

4- The lessons are not complicated. Village members are being taught how to use readily
available foods to improve the nutrition of meals. For example, instead of feeding a child only
millet, a mother could enrich the dish with soya, moringa or other local foods.

Extracted from: [Link]

Tâche : Après avoir lu le texte, tu montreras que tu la compris en :

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 42

 PREPA BEPC Anglais
 Reconnaissant les détails du texte,
 Prouvant ta maîtrise du vocabulaire du texte,
 Montrant ta maîtrise de la grammaire et des fonctions qui te sont demandées.

Consignes:

Item 1: Are the following statements “right” or “wrong”

1- Malnutrition is no serious problem in Benin.

2- Less than fifty per cent of children’s deaths in the world are caused by malnutrition.
3- In the north of Benin, some people believe that a child who eats eggs will become a thief.
4- Education can help to put an end to ignorance.

Item 2: Write full answers to these questions.

1- According to experts, how can the malnutrition rate decrease?

2- What’s the principal cause of malnutrition?
3- What did the the Community Nutrition Education Project teach grandmothers?
4- Name two food items mentioned in the text.

Item 3: Find from the text the words meaning the same as the following.

1. Extended (paragraph 1)
2. Kids (paragraph 2)
3. Personalities (paragraph3)
4. Difficult (paragraph 4)

Item 5: Rephrase the following sentences using the prompts given

1- Parents should give eggs to their children.

 Parents had better………
2- Many children suffer from malnutrition because their diet is based on millet only.
 ............ that’s the reason why ……
3- “The main cause of malnutrition is ignorance,” one nurse in North Benin says
 One nurse in North Benin has said that…
4- People mustn’t give eggs to children in some regions of Benin.
 It is strictly ……
5- Villagers do not give their children eggs; they don’t give them fish either.
 Villagers give their children neither …..

Item 6: Complete these sentences with the correct tense and form of the verbs in brackets:

1- People ought (to give) nutritious food to their kids.

2- If a child (to have) a well-balanced diet, he will not suffer from malnutrition.
3- (Not; to eat) unclean food otherwise you will fall sick.
4- Benin children (to grow) well as soon as they start eating proteins.

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 PREPA BEPC Anglais
5- What about (to change) our eating habits?

B- Production d’un texte de type particulier

Contexte: Les populations de ton village n’ont reçu aucune éducation sur la nutrition. Par
conséquent elles sont victimes de malnutrition. Tu es invité à écrire un paragraphe pour les
sensibiliser sur les comportements à adopter pour réduire le risque de souffrir de certaines
maladies liées à leur nutrition.

Tâche : Tu montreras ici ta capacité à produire un paragraphe en anglais :

- Respectant le contexte du sujet ;

- utilisant le vocabulaire approprié ;
- construisant des phrases significatives et grammaticalement correctes
- Respectant l’orthographe et la ponctuation.
- Faisant en sorte qu’il y ait une logique entre les phrases et les idées exprimées.

Consigne:

Writing After describing what Kwashiorkor is, say what parents should do in order to protect
their children against this disease?

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 44

 SUJET N°17
II-COMPETENCES A EVALUER
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.
III- L’EPREUVE
A- LA REACTION A UN TEXTE ECRIT
Contexte : Plusieurs parties du monde sont régulièrement frappées par des
catastrophes naturelles, dont entre autres les inondations, les tremblements de
terre, les sécheresses prolongées et autres.

Support:

Text: Drought
1- In the seven most severely affected countries of Southern Africa, nearly
16 million people are in urgent need of food aid. Drought is the most immediate
reason. Earlier hopes that sufficient rain would fall in time for the 2002/03
planting season, after poor harvests in early 2002, have now been dashed.
2- According to the Famine Early Warning Systems (FEWS) Network of
the US Agency for International Development, important grain-producing areas
of South Africa, Zimbabwe and Mozambique experienced "substantially
inhibited" rainfall during the last months of 2002. Although South Africa itself is
not threatened by famine, the UN regional office in Johannesburg noted that
inadequate rain for the country's maize, wheat, sunflower, sorghum and Soya
crops will have a serious impact beyond its borders, since it is the main food
exporter to the rest of the region.
3-In his 9 December address, Mr. Annan noted that most of the Southern
African countries now hit by drought are also battling serious AIDS epidemics.
"This is no coincidence: AIDS and famine are directly linked." One way they are
linked, he pointed out, is through the role of Africa's women, who provide most
agricultural labour and have long been at the centre of communities' efforts to
adapt to famine conditions. Now, however, "as AIDS is eroding the strength of
Africa's women, it is eroding the skills, experience and networks that kept their
families and communities going."
4- Therefore, Mr. Annan stated, the international community "will have to
combine food assistance and new approaches to farming with treatment and
prevention of HIV/AIDS."
From Africa Recovery, Vol.16 #4 (February 2003), page 3 By Ernest
Harsch
 PREPA BEPC Anglais
Tâche Après avoir lu le texte, tu prouveras que tu l’as compris en :
 montrant ta compréhension globale et détaillée du texte;
 répondant aux questions de façon approfondie ;
 manifestant ta maîtrise de certains mots du texte ;
 montrant ta maîtrise de la grammaire
N.B. Tu traiteras les exercices sur le texte en anglais.

Consignes

Item 1: Answer the following questions on the text

a- What is the immediate reason of famine in southern Africa?

b- What does FEWS stand for?
c- How are AIDS and famine linked?
d- What will the international community have to do?
Item 2 : Find the opposite of the following words in the text.

a- unimportant (paragraph 1)
b- no starvation (paragraph 2)
c- indirectly (paragraph 3)
d- to separate (paragraph 4)

Item 3: Ask questions based on the underlined words.

b- There are only seven countries in southern African.

c- There were poor crops in early 2002.
d- There was drought in Zimbabwe and Mozambique in 2002.
e- Kofi Annan said that AIDS and famine are related.

Item 4: Rephrase the following passage from the text; don’t change the
meaning of the sentences.

a- a drought and infection affected seven countries in Southern Africa.

 Seven countries……………………………………….
b- “"This is no coincidence”, Annan said
 Annan said………………………………………..
c- There is drought or flood, not both.
 There is either…………………………………..
d- There is no volcano and no flood
 There is neither……………………………..

Item 5: Use much; many; a lot of.

a- There isn’t ….. water during the drought.
b- As there is a drought,. …farmers don’t have food in their barns.
c- Do farmers have …. animals during drought?

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 PREPA BEPC Anglais
d- There aren’t ….leaves on trees during a drought.

B- PRODUCTION DE TEXTE DE TYPE ET DE FONCTION VARIES.

Contexte : Les catastrophes naturelles, telles que la sécheresse, l’inondation, le

tremblement de terre et autres peuvent subvenir de manière imprévue et provoquer
des dégâts énormes.

Tâche : Tu montreras par la production d’un paragraphe cohérent, ta compétence

à décrire une catastrophe naturelle, ses causes et ses conséquences sur les hommes
et les animaux en :

- Rédigeant un paragraphe et en respectant le contexte ;

- Construisant des phrases grammaticalement correctes ;

- Utilisant le vocabulaire adéquat ;
- Utilisant l’orthographe et la ponctuation appropriées.

Consignes: What is drought? What can cause it, and what can be its consequences
on people and animals?

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 47

 PREPA BEPC Anglais

SUJET N°18
II- COMPETENCES A EVALUER
CD n 2 : Réagir de façon précise et appropriée à des messages lus ou entendus.
CD n 3 : Produire de façon appropriée des textes de types et de fonctions variés.
III- L’EPREUVE
Contexte : Plusieurs parties du monde sont régulièrement frappées par des catastrophes
naturelles, dont entre autres les inondations, les tremblements de terre, les sécheresses
prolongées et autres.

Support:

Text: Drought

1- Drought is a period or condition of unusually dry weather in a geographic area where it

normally rains. During a drought, there is no precipitation. Droughts occur in all climatic zones.
However, the characteristics of drought vary from one region to another.

2- Drought usually results in water shortage that seriously interferes with human activity. Water
reservoirs become empty, wells dry up, and crops are destroyed. Its seriousness depends on the
degree of the water shortage, size of area affected, and the duration and warmth of the dry
period. In many underdeveloped countries, such as India, there is a great demand for water.
During a drought period, there is a shortage of water, and thus many of the poor die. Most
precipitation depends on the water vapour carried by the winds from an ocean or other sources.

3- Statistics indicate that every 22 years, there is a major drought in the United States. The
drought of 1933-35 is an example of a disastrous drought that took place in the U.S. The effect
of the drought was brought about by overcropping, overpopulation, and absence of relief
measures.

4- Although drought cannot be reliably predicated, certain precautions can be taken in drought-
risk places. These include construction of reservoirs to hold water, education to avoid over
cropping and overgrazing and programmes to limit settlement in drought-risk areas.

Adapted from DROUGHT in NATURAL DISASTERS, www. drought. un1. edu index. htm

Vocabulary: shortage – manque, pénurie

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

 montrant ta compréhension globale et détaillée du texte;
 répondant aux questions de façon approfondie ;
 manifestant ta maîtrise de certains mots du texte ;
 montrant ta maîtrise de la grammaire
N.B. Tu traiteras les exercices sur le texte en anglais.

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 48

 PREPA BEPC Anglais
Item 1: Select the correct answer and write the number and the corresponding letter only.

1) We say there is a drought…

a. during the rainy season
b. when it rains abundantly
c. when there is a solar eclipse
d. when it doesn’t rain for a long time and there is a shortage of water

2) Droughts occur in….

a. Africa only
b. One climatic zone
c. Every part of the world
d. India alone

3) Droughts…
a. Provide enough water for a particular geographic area
b. Have a serious impact on human activity
c. Help to increase agricultural production
d. Result in an abundance of water

4) …. in areas that there are risks of drought.

a. Certain precautionary measures can be taken
b. No precautionary measure can be taken
c. Nothing can be done
d. It’s impossible to construct reservoirs

Item 2: Write true or false for these sentences

1) Drought has the same characteristics everywhere.

2) Droughts occur only in underdeveloped countries
3) People may die when there is drought
4) Human activity can cause drought

Item 3: Answer these questions

1) Write two consequences of drought

2) What caused the 1933-1935 drought in the United States?

Item 4: Find in the passage the opposite of each of the following words

1) wet (paragraph 1)
2) full (paragraph 2)
3) presence (paragraph 3)
4) destruction (paragraph 4)

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 49

 PREPA BEPC Anglais

Item 5: Rewrite the following sentences with the given words. Don’t change their
meaning

1) Water vapour is carried by winds.

 Winds….
2) Certain precautions can be taken.
 We can ………………….…..
3) “The effect of the drought has been brought about by overcropping”, said the
speaker.
 The speaker said that…..
4) Drought cannot be reliably predicted,” the expert has told the audience.
 The expert has told the audience that….

B- PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

Contexte :

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

 copiant correctement une information;

 complétant l’information avec les mots appropriés.

Consigne : Copy and complete the text below with these words:

Seasons, disasters, devastating, environment, negatively, hydro-electric, challenges,

consequences.

Drought is one of the world’s most significant natural …1…. Droughts have major
impacts on the economy and on the …2…. Some droughts are relatively short-lived (one or
two …3.....) and only influence a smaller number of sectors of the economy. In contrast, other
droughts can bring …4…. impacts to many sectors of the economy and pose considerable
adaptation …5…. They can have far reaching …6... There can be drastic drop in agriculture
production. Water supplies can be …7… be affected. Multi-sector effects include impacts in
areas such as recreation, tourism, health, …8…, production, transportation and fores

Sika Donatien MANTE Professeur d’anglais Tél : 97 23 46 80 50

 PREPA BEPC Anglais

SUJET N°19
II- COMPETENCES A EVALUER
CD n 2 : Réagir de façon précise et appropriée à des messages lus ou entendus.
CD n 3 : Produire de façon appropriée des textes de types et de fonctions variés.
III- L’EPREUVE
A- LA REACTION A UN TEXTE ECRIT
Contexte : De jours en jours, les êtres humains sont victimes des désastres tels que les volcans,
les inondations, les tremblements de terre, etc. Ces catastrophes créent assez de dégâts humains
aussi bien que matériels.

Support:
Text: A year’s harvest destroyed by floods.

The people living in our area are used to having a lot of rain. It’s because they have so much
rain that they have such good crops every year. So when the Cross river flooded their fields
they didn’t think it was dangerous. Even when Orikpo, the village nearest to the river, was
flooded they weren’t worried. Then suddenly in August it rained without stopping for eight
days. The mud houses where people had lived for dozens of years were washed away and
several people were drowned. More than 10,000 villagers escaped to other villages leaving
everything behind them.
Now that the flood has gone down, the people are going back to their villages. But nothing is
left. More than a thousand compounds have been destroyed. The whole area is covered with
old pots, hoes and pieces of roofs. One farmer cried as he looked at his fields. Many villagers
are wandering about from village to village and sleeping in the open. The government is giving
them one meal a day. Many believe that the flood happened because the gods were angry, and
the village chiefs have made sacrifices to them so that such a flood will not happen again.
Adapted from: English for French – speaking Africa 4e (page 52)

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

 reconnaissant des détails du texte ;

 montrant ta compréhension globale et détaillée du texte;
 manifestant ta maîtrise de certains mots du texte ;
 manifestant ta maîtrise de la grammaire.

N.B. Tu traiteras les exercices sur le texte en anglais.

Consignes

Item 1: Complete these sentences with information from the text.

a) The people living in our area have much rain so they have .......... every year.

b) Oripko is the ………………………………………..…… nearest to the river.

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c) The flood has destroyed more than 10,000.......................................................

d) The village chiefs have made sacrifices to the …………………………..…

Item 2: Answer these questions on the text.

a) Why do the people living in our area have such good crops every year?

b) What has caused the flood in the text?

c) How many compounds has the flood damaged?

d) What is the government doing to help?

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

1- Bad ( paragraph 1)

2- Safe ( paragraph 1)

3- Drought ( paragraph 2)

4- Happy ( paragraph 2)

Item 4: Rephrase these sentences from the text.

1- People have much rain; so they have good crops every year.

 People have good crops every year ……………

2- “It rained without stopping in August”, said the villagers.

 The villagers said ……………
3- The mud houses were washed away by the flood.
 The flood………………………
4- The government is giving them one meal a day.
 They ……………………………
5- The flood happened because the gods were angry.
 If ………………………………

Item 5: Supply the correct form of the words in brackets.

1- There was drought during the (rain) season.

2- The Cross river flood was a (dangerous).
3- The heavy rain made most roads (mud).
4- The flood (destroy) more than a thousand compounds last year.

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B- Compétence Disciplinaire n 3 :
Contexte : Ton ami a été témoin d’une inondation dans son village. Il se propose de produire
un texte en anglais pour te raconter les faits mais il a oublié le sens de certains mots. Il a donc
laissé des vides dans son paragraphe. Aide-le à remplir ces vides à l’aide des mots proposés.

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

 respectant le contexte du sujet de la production
 remplissant convenablement les vides ;
 recopiant correctement le paragraphe ;
 faisant en sorte qu’il y ait une cohérence dans les idées exprimées ;
 respectant l’orthographe des mots et la ponctuation.

Consigne: Fill in the blanks with the following words: died, water, medicine, fell down,
destroyed, flood, relief services.

Last year, there was a terrible……1……….in my village. Homes and schools were full
of……………2…………as well as the streets. Farmers crops were
completely……………3……..because of the wind. Some ………4…………..came to people
rescue. They gave food, blankets and …………5……….We were lucky because nobody
…………6………but a lot of houses …………7……….. and people lost their possessions.

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SUJET N°20
II- COMPETENCES A EVALUER

CD n 2 : Réagir de façon précise et appropriée à des messages lus ou entendus.

CD n 3 : Produire de façon appropriée des textes de types et de fonctions variés.

III- L’EPREUVE

A- LA REACTION A UN TEXTE ECRIT

Contexte : En Afrique, la période des nouvelles récoltes est accompagnée d’habitude d’un
certain nombre de rituels. Ainsi la nouvelle igname est un rituel connu de tous les africains et
célébré chaque année de façon grandiose dans presque tous les pays africains.

Support

Text: The new yam festival.

1- The feast of the New Yam was held every year before the harvest began, to honour
the earth goddess and the ancestral spirits of the clan. New yams could not be eaten until some
had been offered to these powers. Men, women, young and old, looked forward to the New yam
festival because it began the season of plenty, the new year. On the last night before the festival,
yams of the old year were all disposed of by those who still had them. The New Year must
begin with tasty, fresh yams and not the dried-up and fibrous crop of the previous year. All
cooking pots, calabashes and wooden bowls were thoroughly washed, especially the wooden
mortar in which yam was pounded.

2- Yam foo-foo and vegetable soup was the chief food in the celebration. So much of it was
cooked that, no matter how heavily the family ate or how many friends and relations they invited
from neighbouring villages, there was always a huge quantity of food left over at the end of the
day. The story was always told of a wealthy man who set before his guests a mound of foo-foo
so high that those who sat on one side could not see what was happening on the other, and it
was not until late in the evening that one of them saw for the first time his in-law who had
arrived during the course of the meal and had fallen to on the top opposite side. It was only then
they exchanged greetings and shook hands over what was left of the food.

Slightly adapted from Things Fall Apart, by Chinua ACHEBE, chapter

five

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

 reconnaissant les détails du texte

 montrant ta compréhension globale et détaillée du texte;
 manifestant ta maîtrise de certains mots du texte ;
 manifestant ta maîtrise de la grammaire.

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Consignes

Item1: Choose the correct ending for each sentence. Write the number and the letter only.

1- People held the new yam festival

a- Every month
b- Every week
c- Every year.
2- The celebration of the new yam festival involved
a- Only young people
b- Only old people
c- Everybody
3- On the last night before the festival
a- New yams were disposed of
b- Yams of the old year were disposed of
c- No yam was disposed of
4- People couldn’t pound the new yam without
a- All cooking pots
b- Calabashes
c- The wooden mortar.

Item2: Answer these questions on the text.

a- Why was the New Yam festival held?

b- What was the chief food in the celebration?
c- Why wasn’t possible for the guests who sat on one side of a mound of foo-foo to
see those who sat on the opposite side?

Item3: Which word in the text means the same or nearly the same as the following?

a- A female god (paragraph 1)

b- Given (paragraph 1)
c- Start (paragraph 1)
d- Delicious (paragraph 1)
e- Rich man (paragraph 2)

Item4: Put the verbs in brackets into the correct tense or form.

a- People (to celebrate) the new yam festival in Benin every August 15th.
b- If people (not; to offer) new yams to the ancestral spirits, they will not be able to
eat them.
c- I (to invite) by Sotima at the festival yesterday.
d- As soon as you (to wash) the wooden mortar, we will start pounding yams.

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Item5: Rephrase these sentences from the text.

a- The feast of the New Yam was held every year.

 People…………………………………………
b- Men looked forward to the New Yam festival as well as women.
 Both………………………………………………..…………
c- “All cooking pots were thoroughly washed”, the lady has said.
 The lady has said ………………………………………….…
d- “New yams could not be eaten until some had been offered to theses powers”, said
elder people.
 Elder people said…………………………………………….……

B- PRODUCTION D’UN TEXTE DE TYPE PARTICULIER

Contexte : Un de tes camarades a suivi le reportage de BBC sur la fête de Gaani a Nikki en
République du Benin. Il a pris note mais il a omis certaines parties. Aide-le à reconstituer
le paragraphe.

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

 respectant le contexte du sujet de la production

 utilisant le vocabulaire approprié
 reconstituant un paragraphe ;
 faisant en sorte qu’il y ait une cohérence dans les idées exprimées
 respectant l’orthographe des mots et la ponctuation

Consigne: Copy and complete this passage about the Gaani festival in Benin. Use the following
words:
king - ritual- possession- trumpets -Gaani- tourists

The…1… festival takes place in Nikki every year. The most important
personality during the festival is the…..2…. He performs all the rituals. First, he
makes a speech to welcome all his guests and…..3…. who arrive to participate
in the festival. Next, he takes a long …..4…on his horse back followed by many
other horsemen. They perform that..5…. to purify the town. The horses are
decorated. Other people blow their

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DEUXIEME
PARTIE :
TOP
REVISION
BEPC

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ACTIVITY 1: REPHRASE THE SENTENCES USING THE PROMPTS

GIVEN. DO NOT CHANGE THEIR MEANING.
1- If young girls abstain themselves from sexual contact, they will avoid unwanted
pregnancies.
 Young girls had better ……………………………..
 Young girls should ……………………………………
2- Sambieni spends his time visiting prostitues; he will catch AIDS.
 ………………………………..because ……………………
3- Why aren’t you faithful to your sex partner?
 You ought ……………………………………………
4- People must not sell cocaine.
 It is strictly ……………..
 People are not ………….
5- Nekima wants to be fit that’s the reason why she exercises every morning.
 ……………………so as to ……………………………………………
6- This boy had better not copy his friends otherwise he will ruin himself.
 If …………………………………………………………………
7- If Solange does not stop changing her sex partners, she will catch STDs.
 Unless ……………………………………………………………….
8- Unless you refrain yourself from cigarettes, you will catch bronchitis.
 If …………………………………
9- It is forbidden to smoke in public places.
 No ………………………………….
10- What about thinking about our future?
 Let’s ……………………………
11- A terrible drought has destroyed my village farmers’ crops recently.
 My village farmers’ crops ………………………………………………
12- You will ruin your health by drinking alcohol.
 Don’t ……………..otherwise………………….
13- The government forced people to leave their houses.
 The government made ……………………………….
14- Homes were not destroyed, crops weren’t either.
 Neither …………………………………….
15- If this child does not suffer from kwashiorkor, he may catch marasmus.
 This child will either ………………………………………………...
16- Idani likes folk music; he likes pop music as too.
 ………….both ………………………………

ACTIVITY 2: COMPLETE THESE SENTENCES WITH THE RIGHT TENSE

AND FORM OF THE VERBS IN BRACKETS:
1- Students are not permitted (to eat) in the classroom.

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2- Your parents had better (to pay) your school fees.

3- Teachers shouldn’t (to beat) children.
4- No (to chat) here.
5- If Paul (not to take) ganja, he wouldn’t have gone mad.
6- Don’t oblige me (to punish) you.
7- Young boys and girls ought (to be) obedient.
8- Ayouba always works hard in order (to pass) his exam.
9- Young people can avoid STDS by (to observe) total abstinence from sex.
10- Your baby (to recover) as soon as you start giving it moringa powder.
ACTIVITY 3: COMPLETE THESE SENTENCES WITH THE CORRECT
FORM OF THE WORDS IN BRACKETS:
1- To be healthy, it is important to eat (nutrient) meals.
2- Teenagers must (protection) themselves against STDs.
3- Proteins, vitamins, and carbohydrates are (nutrition).
4- Flood and drought are the most common (nature) disasters in Africa.
5- (Obey) children are loved by all the people in their (social).
6- What about (gave) eggs to your children?
7- Don’t (cutting) down trees otherwise there will be drought.
8- Humanitarian organisations such as the World Food Programme give (relieve)
to the victims of natural calamities all over the world.
9- What kind of (assist) do you need in your village?
10- The new yam festival is often (pomp) in Savalou.
11- Gaani is one of the most important (culture) event in the Bariba community.
12- Our roads are (mud) because there was a heavy rain last night.
13- Flood always happens during the (rain) season.
14- Danhomey, Nikki and Xogbonou are former (Kings) of Benin.
ACTIVITY 4: ASK QUESTIONS BASED ON THE UNDERLINED WORDS.
1- Behanzin died in Algeria centuries ago.
2- Eating is a necessity of life.
3- Romuald passed his exam by working hard.
4- Good students always do their homework before going to school.
5- The Minister of health will visit the victims of Ebola next week.
6- Alima has given fruits to her kids.
7- The doctor gave Awa a medical prescription.
8- Fifty houses could no longer be lived in after the storm.
9- Rosine’s cousins are malnourished.
10- Dogo caught gonorrhea because he is not faithful to his wife.
11- Sotima has planted a banana tree in order to include that fruit to his diet later.
ACTIVITY 5: REORDER THESE WORDS TO WRITE MEANINGFUL
SENTENCES
1- Food / is / give / nutritious / important / it / . / children / to /

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2- Manifest / of / AIDS / years / the / . / after / symptoms / several /

3- Share / people / same / had / the / . / blades / not / better /
4- Is / nobody / allowed / drugs / to / . / take /
5- Condom / before / . / should / intercourse / you / sexual / place / a /
6- Transmitted / how / HIV / ? / is /
7- Makes / my / vegetables / always / mother / me / . / eat /
ACTIVITY 6: Your friend Abib is a student in secondary school. He misses classes
all the time and does not respect his parents and teachers. Write a letter to Abib to give
him advice about how he should behave in order to succeed in his life and please his
parents.
Your name is Janvier Mpo and your address is PoBox 201 Parakou.

ACTIVITY 7: WHAT DO THESE ACRONYMS STAND FOR:

- HIV?
- AIDS?
- STD?
- STI?
ACTIVITY 8: Your village young boys think being young means smoking cigarettes,
taking drugs and having a lot of girlfriends. Write a paragraph to point out the dangers
they are running by adopting such behaviours.
ACTIVITY 9: Agossou is a boy of fifteen years old and the only son of his father.
Because Agossou is a boy, his father thinks he shall never do household chores to help
his sisters. Write a paragraph about the importance for a young boy to do household
chores.
ACTIVITY 10: REPHRASE THESE SENTENCES USING THE PROMPTS
GIVEN. DO NOT CHANGE THEIR MEANING.
1- “I have bought some fruits and vegtables at the grocery this morning”, said
Abiba
 Abiba said ……………………………………………………………………
2- If you want to have a strong health, you ought to eat clean food, drink safe
water and exercise regularly.
 ……………………………in order ………………………………….
 You had better ……………………otherwise ………………………..
3- The victims of flood were given food by the world food programme.
 The world food programme …………………………………..
4- Soubapé fell sick because she had not observed the rules of hygiene.
 …………………….; so …………………………………………
 If ………………………………………………………………...
5- The government will relocate the local inhabitants before the volcano erupts.

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 The local inhabitants …………………………………………………….

6- The nurse said that those women had not given adequate food to their children.
 “………………………………………….”, said the nurse
7- “Do not reject your traditions and culture”, said the teacher
 The teacher advised us ……………………………….
8- Zimé took his breakfast and went to school.
 Before …………………………………
9- Yatopa always travels to France because he gives folk dance shows.
 ……………………that’s the reason why ………………………
10- The government does not promote our culture.
 The government should ………………………..

ACTIVITY 11: CHOOSE THE CORRECT ANSWER TO COMPLETE THE

FOLLOWING SENTENCES:
1- ………………….. people became homeless after a series of heavy rains.
(much; a lot of ; many)
2- You will recover ……………you take into account the doctor’s advice.
(otherwise; so; if)
3- Do not put …………….salt in my meal. (much; many; a lot of)
4- Abdoulaye is a …………boy; he has saved the drowning kid. (courage;
courageous; couraged)
5- …………….. children in times of disasters. (protected; protection; protect)
6- The most beautiful girl of our village ………………from AIDS two weeks ago.
(will die; died; has died)
7- Children ……………… to do their duties before claiming their rights. (should;
had better; ought)
8- Bachiratou is a serious girl. She abstained ……………. from sexual intercourse
before marriage. (himself; herselves; herself)
9- Jean-Baptiste is a hard worker; ………are Rakile and Chadad. (either, so;
neither)
10- Mr. Koukoubou is not a teacher of Spanish; …………is Mr. Bello. (neither; so;
either)
11- I can give you ………..books because I have lots of books. (little; a few; many).
12- Thierry is a bad student. He …………..goes to school on time. (always;
usually; never)
13- Carrots; bitter leaves and tomatoes are ………… (fruits; meat; cereals;
vegetables; milk products).
14- Sweeping the home yard; grinding tomatoes; cleaning the floor are examples of
the ………..of young boys and girls. (duties; rights; obligations)
15- Cocaine; ganja and marijuana are ………….(cigarettes; alcohol; drugs;
medicines).

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16- You can get ………..in mangoes; apples; pawpaw. (proteins; fats;
carbohydrates; vitamins; minerals)
17- Proteins ………………… (help the body fight diseases ; build the body ;
supply energy and heat)
18- In times of drought, the livestock is ……….(strong; skinny; happy)

ACTIVITY 12: MATCH THE SENTENCES IN COLUMN A TO THEIR

FUNCTIONS IN COLUMN B. DO NOT REPRODUCE THE TABLE.
ONLY USE THE NUMBERS AND LETTERS.

Sentences Functions

1 Let’s place a condom. a Advice

2 Alice never uses female condoms before sexual b Warning

contact; so she got undesired pregnancy.
3 What’s wrong with you, Roul? c Prohibition

4 Rodolphe, you had better stop changing your sex d Suggestion

patners.
5 Mamadou Gassama became a hero because he e Purpose
had rescued a child in France.
6 African boys are not allowed to kiss their f Concern
girlfriends in public places.
7 Boil some eggs before going out. g Reason
8 You should avoid being lazy. h Order
9 Humanitarian workers often take risks in order to i Consequence
help the victims of disasters.

ACTIVITY 13: REORDER THESE SENTENCES TO WRITE A

MEANINGFUL PARAGRAPH. WRITE THE RIGHT ORDER OF NUMBERS
AND THEN THE ENTIRE PARAGRAPH.
1- After examining her, the doctor found out that Rachelle was HIV positive.
2- They were very poor; so she used to go out with rich men and have sex
contact with them to get money.
3- Rachelle was a beautiful girl of nineteen living in a town with her parents.
4- So her parents took her to the hospital.
5- Her parents were very disappointed. They took her to an asylum where HIV
positives were taken care of.
6- One day she fell seriously sick.

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ACTIVITY 14: The women of your village have received no education about
nutrition. Their children are all the time ill as a result of malnutrition. Write a
paragraph to inform these women about the kind of food they ought to give their
children and the nutritive value of each food.

ACTIVITY 15: COPY AND COMPLETE THIS PARAGRAPH WITH THE

WORDS FROM THE LIST BELOW:

Drought – water – relief service – dried – bony –

drought – dry – dirty - disastrous

My name is Madougou. I live in the village with my parents. I often hear people
talk about natural disasters but since I was born twelve years ago, we had not
experienced a natural disaster in my village till last year. What happened exactly? It
was the ………… season in March when all the rivers and wells in my village
………up. Our village women were obliged to walk long distances to fetch …………
All the children were ……because they spent several days without washing
themselves. The cattle became ………… and a lot of goats, sheep and cows died. The
situation was very ………… We were expecting the rainy season to start in order to be
…………… Unfortunately till May, there was no rain. Our village chief requested
assistance from the Mayor and a few days later, we received the visit of a
……………………..which brought us clean water in larger containers till the rainy
season started in July. I wish such a …………would never happen again in my village.
ACTIVITY 15: You attended a traditional event. Write a paragraph to describe
it.
These questions can guide you:
- What was this traditional event?
- When and where did it take place?
- Who were the people who took part to it?
- What did they do?
- How did people feel at the end?

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TROISIEME PARTIE : VOCABULAIRE DE LA

CLASSE DE TROISIEME.

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Learning situation n°1 : Youth Problems.

Les problèmes de la jeunesse.

Sequence n°1 : Sexually Transmitted Diseases. ( STDs)

Les Maladies Sexuellement Transmissibles ( M.S.T )

A virus un virus

A vaccine un vaccin

A cure un remède

A treatment un traitement

A testing un test de dépistage

A sexual partner un partenaire sexuel

A disease/ illness / sickness une maladie

An infection une infection

Sexually Transmitted Infection ( STI ) Infection Sexuellement Transmissible

(IST)

Human Immunodeficiency Virus ( HIV ) Virus Immunodéficience Humaine (

VIH )

HIV-positive status séropositif/ séropositive

HIV-negative status séronégatif / séronégative

Serodiagnosis sérodiagnostique

Some STDs Quelques MST

AIDS le sida

Hepatitis l’hépatite

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Meningitis la méningite

Gonorrhea la gonoccie

Siphilis la syphilis

Herpes herpès

Ways of transmission les voies de transmission

The sharing of sharp infected objects l’usage commun des objets tranchants

A blade une lame

A razor un rasoir

A needle une aiguille

A syringe une seringue

Blood transfusion la transfusion sanguine

From mother to child de la mère à l’enfant

During pregnancy pendant la grossesse

During birth pendant l’accouchement

Through breastfeeding pendant l’allaitement

A sexual contact / a sexual intercourse un rapport sexuel

Unprotected sexual contact rapport sexuel non protégé

Sexual contact without condom rapport sexuel sans préservatif

To catch / contract HIV/AIDS contracter le VIH/Sida

Symptoms les symptômes

To become thinner and thinner maigrir de jours en jours

To have pimples or spots on the body avoir des boutons sur le corps

To have diarrhea faire la diarrhée

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To cough continuously tousser sans cesse

To spit blood vomir du sang.

Prevention methods les méthodes de prévention

A condom un préservatif

Abstinence l’abstinence

Faithfulness la fidèlité

The use of condom l’usage du préservatif

To have one sexual partner avoir un seul partenaire sexuel

To place a condom before having sex with a doubtful partner placer le

préservatif avant de tenir un rapport sexuel avec un partenaire dont on ignore le statut.

To avoid premarital sex éviter les rapports sexuels avant le mariage.

To be faithful to one’s partner être fidèle à son partenaire

To avoid prostitution éviter la prostitution

To observe total abstinence from sex observer une totale abstinence du sex.

To do a medical testing to know one’s HIV status faire le test de dépistage

pour connaitre son statut sérologique

To protect oneself se protéger

To pevent people from catching STDs Pour empêcher les gens de contracter les
MST.

To avoid catching AIDS Pour éviter de contracter le sida.

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Attitudes towards an HIV-positive Attitudes à adopter face à
un séroposiyif
If a friend is suffering from an STD, we should help him by giving him advice on
how to behave to spare or prolong his life. We should not abandon him. Instead we
should show him our love; tell him he is still needed and could live longer with the
disease. Si l’un de nos amis souffre d’une MST, nous devrions l’aider en lui prodigant des conseils
sur le comportement qu’il doit avoir pour sauver ou prolonger sa vie. Nous ne devrions pas
l’abandonner. Au contraire nous devrions lui témoigner notre affection ; lui faire comprendre qu’il
nous est toujours utile et qu’il peut toutefois vivre longtemps encore avec la maladie.
Sequence n°2 : The use and abuse of drugs.
L’usage et l’abus des drogues.

Caffein la caféine

Cannabis le chanvre indien/le cannabis

Cigarette la cigarette

Havana le havane

Marijuana la marihuana

Cocaine la cocaine

Tobacco le tabac

Alcohol l’alcool ( boisson )

To smoke cigarette fumer la cigarette

To cough tousser

To snort tobacco priser du tabac

To inhale drugs aspirer; inhaler la drogue

To drink alcohol consommer de l’alcool

To ruin/damage/destroy ruiner; endommager; détruire

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To have trouble avoir des ennuis; des problèmes

To catch lung cancer contracter le cancer de poumons

To suffer from bronchitis souffrir de la bronchite

To catch arterioclerosis contracter l’artérioclérose

To become a drug addict devenir un dépendant/ un toxicoman

Smoking harms health seriously la cigarette nuit gravement la santé.

Taking drugs can damage your health la prise de drogue peut détruire votre santé.
Sequence n°3 : Youth duties
Les devoirs des jeunes.
Duties les devoirs

Rights les droits

The youth la jeunesse/les jeunes

Young jeune (adjectif )

Old vieux

Elderly people les personnes âgées

To behave well bien se tenir/ bien se comporter

A good behaviour un bon comportement

A bad behaviour un mauvais comportement

To work hard travailler laborieusement

To be lazy être paresseux

To respect respecter

Respectful respectueux

To obey obéir

To disrespect/ to disobey désobéir/ manquer de respect

Obedient obéissant

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Polite poli

Impolite impoli

To be rude être grossier/impoli

To be naughty être méchant

To reconcile after a fight se reconcilier après une bagare

To retaliate se venger

To be studious être studieux

To do the household chores faire les travaux domestiques

To help parents aider les parents

To wash dishes laver la vaisselle

To sweep the floor balayer le plancher.

To clean the furniture nettoyer les meubles

To fetch water aller chercher / puiser l’eau

To make fire faire le feu

To do the cooking faire la cuisine

To grind peppers écraser les condiments

To do the washing up faire la lessive

To learn one’s lessons apprendre ses leçons

To be proud of être fier de

To please plaire à

To succeed in life réussir dans la vie

To fail in life échouer dans la vie

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Learning situation n°2: Food and health

Aliments et Santé.
Sequence n°1: Categories of food. Les catégories d’aliments.
Cereals les céréales
Maize le maïs

Millet le mil

Sorghum le sorgho

Wheat le blé
Starch food les aliments riches en amidon
Cassava le manioc

Yam l’igname

Meat la viande

Pork la viande de porc

Mutton la viande de mouton

Chicken le poulet

Beef la viande de bœuf

Fish du poisson

Eggs les œufs

Milk and milk products lait et produits laitiers
Milk le lait
Yoghurt du yaourt

Cheese du fromage
Vegetables les légumes
beans le haricot

Carrots les carottes

Onions les oignons

Potatoes les patates

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Lettuce la laitue

Cucumber le concombre

Okra le gombo

Bitter leaf les légumes amères

Peas le petit pois

Tomatoes les tomates

Pepper le poivre / le poivron

Chilly le piment

Sesame le sésame
Fruits les fruits
Lemon le citron

Orange l’orange

Mango la mangue

Pineapple l’ananas

Banana la banane

Pawpaw la papaye

Plantain la banane plantain

Cocoa le coco

Apple la pomme

Water melon la pastèque

Grapes le raisin
Drinks les boissons
Beer la bière

Water l’eau

Soft drinks les boissons non alcoolisées

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Coke du coca

Alcoholic drinks les boissons alcoolisées

Nutritive value of food la valeur nutritive des aliments

Nutrients les nutriments

Proteins les protéines

Carbohydrates les glucides

Fats and oil les lipides

Vitamins les vitamines

Minerals les sels minéraux

Water l’eau

Some expressions Quelques expressions

To eat too much salty food manger trop d’aliments salés

To eat too much sugary food manger trop d’aliments sucrés

To eat too much fatty food manger trop d’aliments gras

To eat too much oily food manger trop d’aliments huileux

She eats too much that’s why she has grown fat Elle mange trop; raison pour laquelle elle
a tellement pris du poids.

She has diarrhea because she has eaten too much fatty food. Elle a la diarrhée parce
qu’elle a mangé trop d’aliments gras.

Sequence n°2 : Balanced diet/unbalanced diet.

A balanced diet un régime alimentaire équilibré.

An unbalanced diet un régime alimentaire non équilibré.

A balanced diet is a food that right amounts of food nutrients Un régime alimentaire
équilibré est un repas qui recouvre les principaux nutriments de façon équitable.

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To have a balanced diet, you must eat food from the basic food groups every day.
Pour avoir un régime alimentaire équilibré, il faut que vous mangiez des repas recouvrant les aliments
de base tous les jours.

A balanced diet cannot be complete without water. Un régime alimentaire équilibré ne

peut être complet sans l’eau.

Undernourishment la sous-alimentation

Overnourishment la suralimentation

Malnutrition la malnutrition

Causes of malnutrition les causes de la malnutrition

Malnutrition can be caused by overnourishment or undernourishment la malnutrition

peut être causée par la suralimentation ou par la sous-alimentation.

Undernourishment refers to the lack of some nutrients in the diet. La sous-

alimentation est le manque de certains nutriments dans le régime alimentaire.

Overnourishment means an excess of some nutrients in the diet. La suralimentation fait

allusion à un excès dans la consommation de certains nutriments.

Eating dirty food can also lead to malnutrition. Manger des aliments malsains peut
conduire aussi à la malnutrition.

In Africa, poverty is the first cause of malnutrion. En Afrique, la pauvreté est la première
cause de la malnutrition.

Consequences of malnutrition on the child les conséquences de la malnutrition sur

l’enfant.

Malnourished children often have a bad school performance. Les enfants malnutris ont
souvent de mauvais résultats à l’école.

If malnutrition occurs early in life, the physical and possibly mental development
of the child is affected. Si la malnutrition survient dès l’enfance, cela affecte la croissance
physique et probablement le développement mental de l’enfant.

If a malnourished child survives adulthood, its reduced learning and working

capacity will in turn reduce its productivity and earning potential. Si un enfant

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malnutri devient adulte, sa faible capacité à apprendre et à travailler réduira en retour sa
productivité et ses revenus.

Sequence n°3 : Diseases.

Les maladies.
What’s wrong with you ? Qu’est-ce qui ne va pas ?

I am sick. Je suis malade.

I am suffering from marasmus. Je souffre du marasme.

What’s the matter with you? Qu’est-ce qui ne va pas?

I have stomachache. J’ai mal au ventre.

To loose weight. Perdre du poids/ dépérir.

To be ill all the time. Etre toujours malade.

To be overweight. Etre obèse.

To have a big belly. Avoir un gros ventre.

To be very thin. Etre très maigre.

To suffer from malnutrition. Souffrir de la malnutrition.

Not to eat enough. Ne pas manger suffisamment.

To have enough to eat. Manger à sa faim.

To have a healthy diet. Avoir un régime alimentaire saint.

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Learning situation n°3 : Natural disasters Les catastrophes naturelles

Sequence n°1: Drought

La sécheresse.
The ground le sol

A crackled ground un sol sec

A river une rivière

A dry river une rivière tarie

A well un puits

A dry well un puits tari

The leaves les feuilles

The leaves fall down les feuilles tombent des arbres.

The livestock le bétail

The livestock is bony le bétail est osseux.

The cattle les bovins

A dying cattle bovins mourants.

Thirst la soif

Hunger la faim

People die from hunger and thirst les gens meurent de faim et de soif.

The crops les récoltes

Bad crops mauvaises récoltes.

Dead crops cultures mortes

Hot chaud

The weather is hot Il fait chaud

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Heat chaleur intense

Warming le rechauffement

To starve mourir de faim

To destroy détruire

To die mourir

A relief service un service d’aide humanitaire.

To relieve soulager

To receive relief recevoir une aide

To rescue sauver

To save sauver

To help aider

To send some food to … envoyer de la nourriture à …

To come and visit the victims venir visiter les victimes.

To give clean water donner de l’eau propre

Sequence n°2: Flood.

L’ inondation.
Water l’eau

Rain la pluie

The rainy season la saison pluvieuse

The dry season la saison sèche

Storm un orage / une tempete

Soaked trempé

Wet humide

Muddy boueux

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Overflow trop-plein

Drowned noyé

Homeless sans abris

To callapse s’éffondrer

A torn roof un toit déchiré

A broken window une fenetre cassée

Badly injured gravement blessé

A small injury une blessure minable.

A loud noise un grand bruit

The thunder le tonerre

A flooded area une zone inondée

The Welfare Department le service social

To provide procurer

To survive survivre

Sequence n°3: Volcanoes

Les éruptions volcaniques.
A cone-shaped mountain une montagne en forme de cone

A deep hollow un creux profond

A crater un cratère

A great cloud une nuée ardente

Hot ash chaude cendre

Cinder la cendre

Burning rock roche en feu

Fire le feu

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The lava la larve

A deafning roar un bruit assourdissant

An earthquake un séisme

An active volcano un volcan actif

A dormant volcano un volcan qui sommeille

An extinct volcano un volcan éteint

An explosion une explosion

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Learning situation n°4: Culture and tradition
Culture la culture

Tradition la tradition

Heroes les heros

History l’histoire

A king un roi

A queen une reine

A prince un prince

A princess une princesse

A kingdom un royaume

To succeed succéder

To take the throne prendre le thrône

To rule over a kingdom gouverner un royaume

To resist résister

To defeat défier

To win gagner

A slave un esclave

To take possession of prendre possession de

Homeland territoire

The war of resistance la guerre de résistance

A loss of manpower une perte de main d’œuvre

To nickname surnommer

To reign over reigner sur

A man of tolerance and openness un homme de tolérance et d’ouverture

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Cultural diversity la diversité culturelle

The subjects les sujets au roi

To sign a protectorate signer un protectorat

Sequence n°2: Traditions and culture.

A traditional ceremony une cérémonie traditionnelle

Circumcision la circoncision

Circumcision experts les experts de la circoncision

A sterilised material un matériel stérilisé

A crowd une foule

A ritual un rituel

With a single blow en un seul coup

A perfect cut une coupe parfaite

Roud like a ring rond comme une bague

An intense pain une douleur intense

To be admitted to the councils of the community être admis au conseil des sages

Childhood l’enfance

A traditional marriage un mariage traditionnel

The dowry la dot

Kola-nuts les noix de colas

The bride la mariée

The groom le marié

Wrestling la lutte

A famous wrestler un lutteur célèbre

To wrestle lutter

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Droughts le jeu de dames

The new yam festival la fête de la nouvelle igname

New yams les nouvelles ignames

The feast of the new yam la fête de la nouvelle igname

The harvest la récolte

The earth goddess la déesse de la terre

The ancestral spirits les esprits ancestraux

The season of plenty la saison d’abondance

Cooking pots les casseroles de cuisine

calabashes les calebasses

The mortar le mortier

To pound yams piler des ignames

Vegetable soup la sauce légume

The chief food in the celebration le principal mets de la célébration

A zangbeto festival un festival zangbeto

The Gaani festival la Gaani

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