MODULE 3

EVALUATION

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 TESTING
What is test? How many types of test are there? Discuss the qualities of a good test.
Discuss the difference between test and assessment.
Test is an inevitable element of learning process and plays a significant role especially in
language learning. It is a reliable way by which a teacher can evaluate his or her students'
knowledge of something which he/she has taught them. The students also get a chance to prove
their skill or competence of what they have learnt. So it is significant for both the learner and the
teacher.

Definition of test:

The very term ‘Test’, in ELT, refers to a process of measuring learners’ knowledge or skill in a
particular issue through some oral or written procedures. It is a means to show both the students
and the teacher how much the learners have learnt during a [Link] could be used to display
the strength and weaknesses of the teaching process and help the teacher improve it. Now we
will look into what the test is.
Oxford Advanced Learner’s Dictionary defines test as:
“…an examination of somebody's knowledge or ability, consisting of questions for them to
answer or activities for them to perform”
Cambridge Advanced Learner’s Dictionary describes test as:
“…a way of discovering, by questions or practical activities, what someone knows, or what
someone or something can do or is like”
Andrew Harrison in his “A Language Testing Handbook” (1983) writes:
“A test is seen as a natural extension of classroom work, providing teacher and students with
useful information that can serve each as a basis for improvement.”

Types of Test:
According to some scholars like Thompson, 2001; Hughes, 1989; Alderson, 1996; Heaton,
1990; Underhill, 1991,there are four main reasons for testing which give rise to four traditional
categories of tests.

1. Placement tests:
Placement tests, as their name suggests, are intended to provide information that will help to
place students at the stage of the teaching programme most appropriate to their abilities.
Typically they are used to assign students to classes at different [Link] term “placement test”
does not refer to what a test contains or how it is constructed, but to the purpose for which it is
used. “Longman Dictionary of LTAL” defines ‘placement test as:
“…a test that is designed to place test takers at an appropriate level in a programme or
course.”
Various types of test or testing procedure such as dictation, an inter-view, a grammar test can be
used for placement purposes.

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2. Diagnostic Tests:
Diagnostic testsareused to spot the learners’ strengths and weakness. Heaton
(1990:13) compares such type of test with a diagnosis of a patient, and the teacher with a doctor
who states the diagnosis. “Longman Dictionary of LTAL” defines ‘diagnostic tests’ as:
“…a test that is designed to provide information about L2 learners’ strengths and weaknesses.”
Underhill (1991:14.) adds that a diagnostic test provides the student with a variety of language
elements, which will help the teacher to determine what the student knows or does not know.
Thus, when the teacher identifies what the learners’ problems are, he can do something about
them.

3. Progress or achievement tests:

Progress or achievement tests aim to measure what has been learnt over a longer period of
time. Jeremy Harmer in his “The Practice of English Language Teaching” writes:
“These tests are designed to measure learners' language and skill progress in relation to the
syllabus they have been following.”
Here the progress is significant and, therefore, is the main point which is [Link]
tests at the end of a term should reflect progress, not failure. They should reinforce the learning
that has taken place, not go out of their way to expose weaknesses. They can also help teacher to
decide on changes to future teaching programs where students do significantly worse in the test
than expectation.

4. Proficiency Tests:
Proficiency tests give a general picture of a student's knowledge and ability rather than measure
progress. Longman Dictionary of LTAL suggests:
“A proficiency test is not linked to a particular course of instruction, but measures the learner’s
general level of language mastery.”
The examples of such tests could be the TOEFL that is used to measures the learners’ general
knowledge of English in order to allow them to enter any high educational establishments or to
take up a job in the USA.

Types of test item:

There are two types of test item which we are going to discuss bellow.

1. Direct test item:

A test item is direct if it asks candidates to perform the communicative skill which is being
tested. Direct test items also try to “replicate real-life interaction” as much as possible. In direct
test item types, candidates usually face an essay type question on such a topic which creates a
“level playing field” for all. It means that all candidates have the same chance of success to
answer the question such as:
“Some businesses now say that no one can smoke cigarettes in their offices. Some governments
have bannedsmoking in all public places - whether outside or inside. This is a good idea but it
also takes away some of our freedom. Do you agree or disagree? Give reasons for your
answer.”

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 2. Indirect test items

Indirect test items, unlike direct test item, try to measure a student's knowledge and ability by
getting at what lies beneath their receptive and productive [Link] items also try to find
out about a student's language knowledge through more controlled items, such as multiple
choice questions or grammar transformation items etc.

Discrete-point testing and integrative testing:

Whereas discrete-point testing only tests one thing at a time such as asking students to choose
the correct tense of a verb, integrative test items expect students to use a variety of language at
any one given time - as they will have to do when writing a composition or doing a
conversational oral test.

Characteristics of Good Tests:

There are four principles should be taken into consideration in order to judge the effectiveness
of any test, as follows:
1. Reliability: This is the ability of a test to produce consistent results whatever the conditions. A
test should give reliable results for students. For example, If a student takes the same test on two
separate occasions, s/he should get the same marks each time. Similarly, if two students of same
level of ability take the test they should get similar marks, whereas if two students of differing
abilities take the test, the better student should get higher marks. Reliability is particularly
important where different students take different versions of the same test.

2. Validity: A test is valid if it tests what it is supposed to test. Thus it is not valid, for example,
to test writing ability with an essay question that requires specialist knowledge of history or
biology - unless it is known that all students share this knowledge before they do the test.
There are mainly two types of ‘validity’: ‘Content Validity’ and ‘Face Validity’. The content
validity means that the test should cover all the areas to be assessed in suitable proportions. The
face validity means that the test should look, on its 'face', as if it is valid. If the learners feel the
test unreasonable for its being too difficult or irrelevant then it loses its face validity.
3. Practicality: A test should not be too time-consuming. It should not be too expensive to
produce nor should it take too long to mark. Finally, it should not need equipment which is not
usually available. Test should be set considering time, physical facilities and expense. The
contents and questions of test should be kept secret at all times prior to the day of each test.

4. Accountability: teachers should be able to provide learners parents, institutions and wider
society with information about the aims of tests and what progress has been made, also about
how the test results reflect students’ achievement. The teachers should be able to explain their
rationales and how decisions have been made about the test content, rather than keeping the
information secret.

Hughes, A. Testing for Language Teachers. Cambridge: Cambridge University Press,1989.

Harmer, Jeremy. The Practice of English Language Teaching. New York: Longman
Hicks, D. Littlejohn, A. Cambridge English for Schools (CES). Teacher’s Book. Level Two.
Cambridge: Cambridge University Press.1998
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A-ECRIT

120
 FORMAT DE L’EVALUATION AU BEPC

Durée: 2 heures

INTRODUCTION
L’élaboration de l’épreuve en vigueur au BEPC en Côte d’ivoire requiert une
compréhension des spécifications du format qui comprend trois (3) parties principales :
READING
I- LANGUAGEIN USE
II- WRITING
Pour l’élaboration des parties WRITING et LANGUAGE IN USE, il faudra :

• définir un contexte (WRITING), ou une introduction (LANGUAGE USE) ;

• créer une motivation/circonstance ;
• donner des consignes précises.

PART ONE: READING (8 points)

TEXTE

Le texte utilisé doit avoir les caractéristiques suivantes :

Type: descriptif, narratif, argumentatif, explicatif,

dialogue ou portrait, etc.
Longueur: 12 à 15 lignes maximum (texte accompagné ou non d’image (s))
Niveau de difficulté: adapté au niveau 3ème.
Contenu: - en congruence avec les thèmes et leçons de la 6ème à la 3ème.
- non orienté du point de vue politique, culturel, religieux ou du genre.
Source : à préciser (auteur, ouvrage, magazine, internet, etc.)
NB: - le texte doit être inédit, c’est-à-dire n’avoir jamais été utilisé
pour une évaluation à l’examen ou en classe ;
- le texte ne doit pas être tiré d’annales ou des ouvrages au
programme.

A- Vocabulary Check (4 points.)

Cette partie est l’évaluation de la compréhension des mots du texte par le candidat. Elle peut
prendre diverses formes :
• Multiple choice items/questions (Questions à choix multiple)
• Matching (Exercices d’appariement des mots à leurs définitions/synonymes/antonymes)
• Odd one out (Exercices à intrusion).
• etc.
NB : Proposer 9 items dont un exemple.

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 B- Comprehension Check (4 points)
Il s’agit ici d’évaluer la compréhension du texte par le/la candidat(e). Cette partie peut également
prendre diverses formes :

• Multiple choice items/questions (Questions à choix multiple)

• Open-ended questions (Questions de compréhension du texte)
• True/False statements +evidence from the text (Des assertions vraies/fausses suivies de
justifications à partir du texte)
• Information transfer through (Transfert d’informations par) :
- Table completion (Remplissage d’un tableau/diagramme avec les informations
du texte)
- Note-taking (Prise de note sous forme de diagramme/tableau à partir du texte)
- Text summary (le Résumé d’un texte)
• Choice of the best titles (Choix du meilleur titre du texte), etc.

PART TWO: LANGUAGE USE (6 points)

- Proposer deux exercices portant sur les structures grammaticales du texte à l’étude.

Ces exercices doivent avoir :

• une introduction (pour préciser le contexte du texte d’évaluation) ;

• un exemple en guise de mode d’exécution de la tâche ;
• quatre (04) items dont un (1) exemple.

Chaque exercice peut prendre diverses formes :

• Multiple choice items/questions (Questions à choix multiple)

• Matching :(Exercices d’appariement des mots à leurs définitions/synonymes/antonymes)
• Odd one out (Exercices à intrusion) etc.
• Sentence construction
• Sentence completion
• Sentence transformation
• Word formation
• Cloze test
etc.

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 PART THREE:WRITING : (6 points)

Pour cette troisième partie, il faudra proposer un seul sujet portant sur le thème du texte à l’étude. Ce
sujet doit avoir les caractéristiques ci-dessous :

A Le sujet de l’Expression écrite doit comporter :

• uncontexte : - le thème (le sujet à traiter)
- le public-cible/destinataire/lecteur imaginaire du texte à produire
• une motivation/circonstance : l’objet de l’expression écrite (ce pour quoi le candidat doit
écrire)
B Le texte à produire par les candidats doit être de 10-12 lignes, et avoir les caractéristiques suivantes :
• Nature:
- Lettre amicale
- Dialogue à compléter
- Récit
- Article de magazine/journal
• Type:
- Texte descriptif/Portrait
- Texte narratif
- Texte argumentatif
- Texteexplicatif
• Consignes:
- Donner 3 consignes précises au maximum en partant de la plus simple à la plus complexe ;
- Tenir compte du type de texte à produire.

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 LE FORMAT DE L’EVALUATION AU SECOND CYCLE
Durée:
➢ 2 heures pour les classes de seconde
➢ 3 heures pour les classes de première et de terminale
INTRODUCTION
La conception et l’élaboration des épreuves écrites au second cycle doit désormais se
faire sur la base de l’APC. Cette épreuve doit comprendre trois (3) parties principales :
I- READING
II- LANGUAGE USE
III- WRITING
Pour la conception et l’élaboration des deux dernières parties (Language use et Writing),
il faudra :
- définir un contexte,
- créer une motivation / circonstance,
- donner des consignes précises.

PART ONE: READING (40%)

A- Texte
TEXTE
Le texte utilisé doit avoir les caractéristiques suivantes :
Nature: - Dialogue - Récit- Article de magazine / journal - Lettre officielle
ou amicale – discours, etc.
Type: Texte descriptif / Portrait- Texte narratif- Texte argumentatif-
Texte explicatif;
Longueur: 15 à 20 lignes maximum (classe de 2nde)
20 à 25 lignes maximum (classe de 1ère)
25 à 30 lignes maximum (classe de Tle)
Niveau de difficulté: adapté aux différents niveaux du second cycle.
Contenu: - en congruence avec les thèmes au programme
- non orienté du point de vue politique, culturel, religieux ou du genre.
Source : à préciser (auteur, ouvrage, magazine, site web avec date de
consultation, etc.)
NB: - le texte doit être inédit, c’est-à-dire n’avoir jamais été utilisé pour
une évaluation à l’examen ou en classe ;
- le texte ne doit pas être tiré d’annales ou des ouvrages au programme.

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 B- Vocabulary Check (10%.)
Cette partie est l’évaluation de la compréhension des mots de vocabulaire du texte par le
candidat. Elle peut prendre diverses formes :
Multiple choice items/questions (Questions à choix multiple)
Matching (Exercices d’appariement de mots à leurs défintions/synomymes/
antonymes)
Odd one out (Exercices à intrusion).
- etc.
NB : Proposer 11 items dont un exemple.
C- Comprehension Check (30%)
Il s’agit ici d’évaluer la compréhension du texte par le candidat. Cette partie peut
également prendre diverses formes :
• Multiple choice items/questions (Questions à choix multiple)
• Open-ended questions (Questions de compréhension du texte)
• True/False statements +evidence from the text (Des assertions vraies/fausses
suivies de justifications à partir du texte)
• Information transfer through (Transfert d’informations par) :
- table completion (Remplissage d’un tableau/diagramme avec les
informations du texte)
- Note-taking (Prise de note sous forme de diagramme/tableau à partir du
texte)
• Text summary (le Résumé d’un texte)
• Choice of the best title (Choix du meilleur titre du texte), etc.
PART TWO: LANGUAGE USE (30%)
Proposer deux exercices portant sur les éléments linguistiques du texte à l’étude (phrasal verbs,
structures grammaticales et lexicales, proverbs and sayings, idioms).
Ces exercices doivent avoir :
- une introduction (pour préciser le contexte du texte d’évaluation) ;
- un exemple en guise de mode d’exécution de la tâche ;
- Onze (11) items dont un (1) exemple.

Chaque exercice peut prendre diverses formes :

- Multiple choice items/questions (Questions à choix multiple)
- Matching (Exercices d’appariement des mots à leurs définitions /synonymes/
antonymes)
- Odd one out (Exercices à intrusion) etc.
- Sentence construction
- Sentence completion
- Sentence transformation
- Word formation
- Cloze test
- etc.
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PART THREE: WRITING : (30%)
Pour cette troisième partie, il faudra proposer deux sujets de situation d‟évaluation au
choix, portant sur le thème à l’étude. Pour chacun des sujets, il faudra donner au plus trois
(3) consignes précises en partant de la plus simple à la plus complexe. (cf. taxonomie de
Bloom)

Ce sujet doit avoir les caractéristiques ci-dessous :

A Le sujet de l’Expression écrite doit comporter :

-un contexte : - le thème (le sujet à traiter)
- le public-cible / destinataire / lecteur imaginaire du texte à produire

- une motivation/circonstance : l’objet de l’expression écrite (ce pour quoi le

candidat doit écrire)
- des consignes:- Donner 3 consignes précises au maximum en partant de la plus
simple à la plus complexe (tenir compte du type de texte à produire).

B Autres caractéristiques
Les deux sujets devront porter sur deux genres différents (Exemple :
Lettre officielle / article de journal ; texte narratif / texte argumentatif, etc.)

Le texte à produire par les candidats doit être de 20 à 25 lignes

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 EXEMPLE DE SUJET (BEPC)

PART ONE: READING COMPREHENSION (8 points)

DEFORESTATION

Forests are cut down for many reasons, but most of them are related to money or
to people’s needs to provide for their families. The biggest driver of
deforestation is agriculture. Some is caused by a combination of human and
natural factors like wildfires and subsequent overgrazing, which may prevent the
5 growth of young trees
Deforestation has many negative effects on the environment. The most dramatic
impact is a loss of habitat for millions of species. Seventy percent of Earth’s land
animals and plants live in forests, and many cannot survive the deforestation that
destroys their homes. Deforestation also drives climate change. Forest soils are
moist, but without the trees that protect them, they quickly dry out.
10 The quickest solution to deforestation would be to simply stop cutting down
trees. Although deforestation rates have slowed a bit in recent years, financial
realities make this unlikely to occur. A more workable solution is to carefully
manage forest resources by eliminating clear- cutting to make sure that forest
environments remain intact. The cutting that takes place should be balanced
by the planting of enough young trees to replace the older ones

Adapted from [Link]

A-Vocabulary check: The words or expression sin column A are from the text. Find their
meanings or synonyms in column B. One word in column B is not concerned. Write your answers
like in the example.

Example: 1-i
Column A Column B
1-provide for (L2) a-living plants and animals
2-driver (L2) b-humid
3-subsequent (L3) c-stop
4-prevent (L4) d-later
5-species (L6) e-compensated
6-moist (L8) f-eliminated
7-unlikely (11) g-not probable for
8-occur (12) h-responsible
9-balanced (L14) i-look for
j- happen

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 B- Comprehension questions: Read the text again and answer the questions that follow in not
more than two (2) lines.

1- List three factors of deforestation mentioned by the writer.

2- What are the responsible for the deforestation?
3- What are the main effects of deforestation on animals and the nature?
4- Find in the text two solutions to deforestation.

PART TWO: LANGUAGE IN USE (6 points)

Task1: The text says that trees are cut. Here are some other things that happen in our environment:
wildfires sometimes (1) burn down trees. The cattle (2) overgraze the grass and this damages the land. To
solve this problem people (3) must plant new trees to replace the old ones. Otherwise, the land will turn
into desert. People (4) should avoid doing this.

Rewrite these sentences, starting by the underlined words.

Example: 1-Trees are sometimes burnt down by wildfire.

Task 2: Choose the correct option in each sentence and write it down like in the example. Example: 1-
the largest

The Amazon is situated in Latin America. It is the1-(large, larger, largest) forest in the world. Today, it
has become one of the 2-(threatened, most threatened, more threatened) area on earth. A lot of animals
are losing their habitat. If people do not have a 3- (quick, quickest, quicker) reaction, they will disappear.
That will be a pity to see one of the. 4- (nice, nicer, nicest) bit of the earth vanish.

PART THREE: WRITING (6 points)

Topic: As a member of the English Club of your school, you are asked to write an article on
deforestation for your school magazine. In your own words,
- give a short definition to “Deforestation.”
- tell its effect on people, the animals and the environment.
- propose some solutions to the cutting down of trees.

(15 lines maximum)

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 EXEMPLE DE SUJET (BAC)

PART ONE: READING FOR COMPREHENSION (40%)

West African migrants are being bought and sold openly in modern-day slave markets in Libya,
survivors have told a UN agency helping them return home.
Trafficked people passing through Libya have previously reported violence, extortion and slave
labour. But the new testimony from the International Organisation for Migration (IOM) suggests
5 that the trade in human beings has become so normalised that people are being traded in
public. The North African nation is a major exit point for refugees from Africa trying to take
5
boats to Europe. But since the overthrow of autocratic leader Muammar Gaddafi, the vast,
sparsely populated country has slid into violent chaos and migrants with little cash and usually
no papers are particularly vulnerable.
One 34-year-old survivor from Senegal said he was taken to a dusty lot in the south Libyan city
of Sabha after crossing the desert from Niger in a bus organised by people smugglers. The
10 group had paid to be taken to the coast, where they planned to risk a boat trip to Europe, but
their driver suddenly said middlemen had not passed on his fees and put his passengers up for
sale. Many other migrants flee Libya with similar stories, said Giuseppe Loprete, chief of
mission at IOM Niger. “It’s very clear they see themselves as being treated as slaves,” he said.
Loprete‟s office has arranged for the repatriation of 1,500 people in the first three months of
15 this year – almost the same number as in the whole of 2015. He fears more horrors are likely to
emerge.
The organisation is working to spread awareness across West Africa of the horrors of the
journey
through the personal stories of those who return. Though most migrants know the boat trips to
20 Europe are extremely risky, fewer realise they may face even worse dangers in Libya
before even reaching the coast. “Tragically, the most credible messengers are migrants
returning home with IOM help,” said spokesman Leonard Doyle. “Too often they are
broken, brutalised and have been abused. Their voices carry more weight than anyone
else’s.”
Adapted from https//[Link]/2017/12/01/slavery-libya-au/

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VOCABULARY CHECK (10%)
Match each word from the text in column A with its meaning or definition in column B.
One option in column B not concerned. Write your answers like in the example

Example: 1-h
Column A Column B
1. previously (L3) a- remove from power by force
2. labour (L4) b- payments to someone in return for
3. exit (L.6) service
4. overthrow (L.7) c- evidence
5. smugglers (L12) d- intermediaries
6. middlemen (L13) e- knowledge
7. fees (L13) f- a way out of a place
g- disseminate, propagate
8. flee (L14)
h- before
9. spread (L19)
i- run away from
10. awareness (L.19) j- mistreated
11. abused (L24) k- traffickers
l- work

COMPREHENSION CHECK (30%)

Give short answers to the following questions. 2 lines maximum.
1- Is the trade of human beings in Libya secret? Justify your answer.
2- What is the source of the information about human trade in Libya?
3- What is the importance of Libya for the migrants?
4- Give the origin of the violent chaos in Libya.
5- How did the 34 year-old survivor from Senegal join Libya?
6- How do migrants hope to reach Europe?
7- Which pretext did the driver give to sell the migrants?
8- Is Mr Loprete optimistic or pessimistic about the future? Justify your answer.
9- What is the target of the IOM awareness campaign?
10- How do the migrants feel after their misfortune?

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 PART TWO: LANGUAGE IN USE (30%)

TASK A: Some verbs in the following text about slave trade in Libya are missing. Chose
one from the box below to fill in each of the blanks to make it meaningful. One verb in
the box is not concerned. Write your answers like in the example.
Example: 1-are

have – were – would – cares – are – be – exist – continued – seen – were – seeing - are

Libya is committing crimes against humanity while the African Union and the UN
are watching as black people .......1……. enslaved on the African soil! Arab slave trade in
Africa .......2……. long after it was abolished. This repeat of the trade of hell in Africa
must .......3……. stopped now. Our people .......4……. smuggled out and auctioned across
the world because of the color of their skin. Since then, we black people .......5……. been
taken advantage. We.......6……. at the mercy of white or light-skinned people. We
.......7……. black people but not full humans. We are commodities to be sold at will. We
are humans without sanctity. We are simply too black to be
.......8……. I can assure you that the world .......9……. react differently if white people
.......10……. enslaved in Libya. But these are black animals. Who.......11…….? There is no
reason to pretend we are not seeing it.
TASK B: Here are some sentences against slavery in Libya. Re-write each of them starting
by the underlined words.
Example: 1- A summit was organised by African leaders to discuss the problem.
1- African leaders organised a summit to discuss the problem.
2- We will send back migrants to their countries.
3- They have launched a military action to dismantle slave traders networks.
4- They are treating our people like goats.
5- The IOM has repatriated 13,000 people from Libya since 2015.
6- Someone is going to stop that shameful trade.

PART THREE: WRITING (30%)

Do only one of the two tasks in not more than 25 lines
Task 1- Your Nigerian pen-friend wrote you a letter in which he told you his intention to stop
school in order to go to Europe. Since he does not have enough money, he wants to take the
chance through Libya. Reply to his letter in order to persuade him not to take such a risk.
In your letter,
- describe him the situation of West Africans migrants in Libya,
- - tell him the dangers of a boat trip to Europe,
- - show him the advantages of staying home.

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Task 2- In order to contribute to the fight against illegal migration of Africans to Europe, write
an article for the English club magazine to sensitize the readers. In your article,
- Give a brief definition to illegal migration.
- Mention the main reasons why African people migrate illegally to Europe.
- Suggest solutions to maintain the people in their home countries.

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 TABLEAU RECAPITULATIF DES POINTS CLES
TYPE
PARTIES CONTENU EXPLICATION
D’EXERCICE
COMPREHENSION Vocabulary -MCQ/MCI -Concevoir 9 énoncés à 4 propositions pour
(question à choix tester la compréhension du vocabulaire.
multiple) Utiliser un des énoncés comme exemple.
-Matching -concevoir un exercice pour faire
(Appariement) correspondre 9 mots du texte d’une colonne A
à 10 synonymes ou définitions dans une
colonne B, dont un détracteur. Proposer un
choix à titre d’exemple.
-Odd one out -Concevoir un exercice constitué de 9
(Exercice à familles de mots dont l’un est un intrus.
intrusion) Utiliser une des familles comme exemple.
-etc.
Comprehension -MCQ/MCI -Concevoir 9 énoncés à 4 propositions pour
questions (question à choix tester la compréhension du texte. Utiliser un
multiple) des énoncés comme exemple.
-Closed-ended -Concevoir des questions fermées qui font
questions (questions appel à des informations objectives ou
fermées) factuelles.
-True/False -Concevoir un exercice de 9 énoncés à propos
statement (Vrai ou du texte dont les réponses consistent à dire
faux +justification s’ils sont « VRAI » ou « FAUX ».Un énoncé
-etc. servira d’exemple.
LANGUAGE TASK1 -MCQ/MCI -Concevoir un MCQ de 4 éléments sur un
IN USE (question à choix point de grammaire du texte à l’étude dont un
multiple) élément servira d’exemple.
TASK2 -Matching -Concevoir un exercice d’appariement de 4
(Appariement) éléments sur un point de grammaire du texte à
l’étude dont un élément servira d’exemple.
-Odd one out -Concevoir un exercice de 4points de
(Exercice à grammaire avec des intrus. Utiliser un point
intrusion) comme exemple.
-Gap filling -Concevoir un exercice à trou de 4 éléments
-etc. thématiquement proche du texte à l’étude
dont un servira d’exemple.
WRITING Topic -Nature : lettre Concevoir une situation d’évaluation tenant
amicale, dialogue à compte des points suivants
compléter, récit, -un contexte
articl -une motivation
Type : texte -2 à 3consignes
descriptif/portrait,
narratif,argumentatif,
explicatif

133
 EXEMPLES D’EXERCICES D’APPLICATION

TYPE D’EXERCICE EXEMPLE

Matching (Appariement) A-Vocabulary check: The words or expressions in column A are from the
text. Find their meanings or synonyms in column B. One word in column B
is not concerned. Write your answers like in the example.
Example: 1-i
A B
1-provide for (L2) a-living plants and animals
2-driver (L2) b-humid
3-subsequent (L3) c-stop
4-prevent (L4) d-later
5-species (L6) e-compensated
6-moist (L8) f-eliminated
7-unlikely (11) g-not probable for
8-occur (12) h-responsible
9-balanced (L14) i-look for
j-happen
-MCQ/MCI Vocabulary check: Choose the best options according to the text and write it
(questions / assertions à choix on your answer sheet. Write your answers like in the example.
multiple) Example: 1- c

1. Worn out (line 1) means:

a- very sad
b- very sick
c- very tired
d- very weak

2. merely (line 2) means:

a- simply
b- finally
c- actually
d- absolutely

3. losing weight (line 5) means:

a- becoming fatter and fatter
b- becoming sicker and sicker
c- becoming thinner and thinner
d- becoming hungrier and hungrier

4. swelling (line 5) means:

a- getting small
b- getting large
c- getting hard
d- getting smooth

5. warned (line 7) means:

a- informed
b- seen
c- advised

134
 d- visited
6. worried (line 10) means:
a- reassured
b- alarmed
c- comforted
d- pleased

7. diagnosed (line 13) means:

a- treated
b- found
c- operated
d- classified

8. due to (line 13) means:

a- as a result of
b- as a reason for
c- as an obstacle to
d- as well as

9. passed away (line 15) means:

a- ran away
b- died
c- recovered
d- suffered more
(Caïman plus, texte 23, Part 1, Vocabulary)
-Odd one out The following lists of words are from the text. Find the odd in each list.
(Exercice à intrusion) Write your answers like in the example.
Example: 1-when
1. most of (L.1) a few (L.1) when (L.10) more than (L.14)
2. wanders (L.1) breath (L.4) clothe (L.3) grows (L.8)
3. his (L.3) on (L.5) through (L.6) from (L.8)
4. tiny (L.2) muscular (L.2) usually (L.5) disrupting (L.12)
(Caïman plus, texte 10, Part 2, task 1-Vocabulary)
-True/False Comprehension: Decide if the following sentences are true “T” or false
(Vrai ou faux +justification) “F”. Justify your answers by indicating the lines. Write your answers like in
the example.
Example: 1-F (L. 1)

1- It’s useless to talk about women’s rights.

2- A women’s rights treaty will be signed in a few decades.
3- There are no more problems about women’s rights.
4- Women and men have the same salaries.
5- Gender discrimination affects women only when they are young.
6- “Women’s rights” is no more a problem in countries where religion
is law.
7- Some organisations fight for women’s rights.
8- Organisations offer protection only to women victims of
discrimination.
9- The organisations want equal rights both for men and women.

135
 (Caïman plus, texte 7, Part 1, B-Comprehension questions)
-Gap filling Fill in each blank in the sentence below with an appropriate word from the
box. One word in the box is not concerned. Write your answers like in the
example.
Example: 1-his
her – them – she – their – his

At the age of 10, Saramatah’s parents married her to an old man. He was
with (…..1…..) brother and (…..2…..) was forced to follow (…..3…..) in
(…..4…..) village in the forest.
(Caïman plus, texte 16, Part 2, task 2)
Sentence transformation Put the following sentences from the text in tense indicated in parenthesis
Write your answers like in the example.
Example: [Link] it good to be on the peak?

1- Is it good to be on the peak? (title) (past simple)

2- All women completely shaved their eyebrows (l.14) (present simple)
3- Fashion today is more elegant and democratic (l.8-9) (present perfect)
4- There’s no need to completely change your fashion every season (past
perfect)
(Caïman plus, texte 12, Part 2, task 1)
Sentence formation Select an element from each column to ask meaningful questions.
Example: Where can Musa boil some water?
A B C
-I -get some clean
-Who is... -Musa water?
-Where can….. -people -looking at?
-How can….. -we -wash hands?
-Why are…. -you -throw rubbish?
-complaining?
-boil water?

136
EXERCICES

137
A partir des textes ci-dessous, proposer deux sujets type BEPC
TEXTE A: THE HIGHWAY OF CHEAP LOVE
On Saturday nights, many young women line the pavements of E55, a Czech highway
near the German border. Their costumes vary: short skirts and dresses, and very tight jean. They
speak various languages: Czech, Romanian, Bulgarian, Hungarian and German. But they have
only one thing to sell: sex. The travelers can stop have a rest and for just three dollars, pick up a
girl of 15 years old or less for half an hour in the bushes or in a truck cabin or in a shabby hotel.
Sometimes, those visitors can buy more than one girl and go with them at the same time in very
humiliating conditions.
For the young women, the story is different. Many have been compelled into sexual
servitude. Some hardly accept these practices, but their poor living condition bad friendship
drive them to that highway. As the girls are having sex in those uncomfortable places, their
pimps sit in luxurious cars in the shadows, calculating the dark money they earn. But not all the
pimps are gangsters. Often it is the father sitting in a car parked a few meters away who
negotiates the deal for the daughter.
But the effect of this activity is devastating. Poor women and children are traded on the
streets as goods against hunger. This is a quick route to profits.
Adapted from Time, Wednesday 12th 2006
TEXTE B: THE JOURNEY
The driver of the lorry was a very quiet man. He was either eating kola nuts or smoking
cigarettes. The kola was to keep him awake at night because the journey began in the afternoon,
took all night and ended in the early morning. From time he asked Obi to strike a match and
light his cigarette for him. Actually it was Obi who Offered to do it in the first place. He had
been alarmed to see the man driving with one hand while he tried to find a box of matches with
the other.
Some forty miles or so beyond Ibadan, the driver suddenly said: “There’s the police”.
Obi noticed two policemen by the side of the road about three hundred yards away, signaling the
lorry to stop.
“Your particulars?” said one of them to the driver. It was point that Obi noticed that the seat
they sat on was also a place for keeping money and important documents. The driver asked his
passenger to get up. He unlocked the box and brought out a sheaf of papers. The policeman
looked at them critically. “Where is your trading licence?” The driver took it and showed it to
him.
Meanwhile the driver’s mate was approaching the other policeman. But just as he was
about to hand something over to him, Omi looked in their direction. The police man was not
prepared to take a risk: Obi might be an inspector. So he said to the driver’s mate: “What are
you doing here? Go away!” Meanwhile the other policeman had found fault with the driver’s
papers. The driver pleaded and begged in vain. Finally he drove away. About a quarter of mile
up the road, he stopped.
“Why did you look at the man when we wanted to give him some money?” he asked Obi.
“Because has no right to take money from you,” Obi answered.
Adapted from No longer at Ease, Chinua ACHEBE, “Heinemann”, 1981

138
 I- A partir du texte ci-dessous, proposer un sujet type BAC

Violence in school: A Worldwide Affair

Violence in schools is a worldwide problem: it is exits in rich and poor countries alike. It’s
chiefly a male phenomenon, hitting a peak when boys turn 16 years old in some countries, and
13 in others. Experts agree at least on one point: this violence cannot be pinned to a single
cause. Instead, they point to complex patterns linked to family situations, socio-economic
conditions and teaching methods.
But these are just indicators and do not justify any deterministic explanations. When researchers
say that 10 to 20 percent of risk factors are linked to single-parent families, this suggests that 80
to 90 percent of such families are not the source of any violence. Likewise, a child from a black
slum area with a teenage mother or father in jail will not automatically be violent! Likewise,
experts say there is “hard core” of violent children about five percent of the total. But in
comparing several schools in similar problem French neighbourhoods, I’ve found that this figure
can vary between one and 11 percent. The school itself cans an aggravating factor, through high
staff turnover ore “ghetto classes” to which poorly-performing students are relegated. These
“hard core” groups then cannot be deemed “inalterable”. On country, something can be done
about them.
Should they simply be expelled, as some advocate? Such a measure would only make their
segregation and sense of exclusion worse. And they are, after all, at the root of the whole
problem. The solution lies partly in developing customized projects, but most importantly, in
strengthening economic and social participation.
To put an end to school violence, we need a well-established state with the means to
compensate for inequalities, a state that tries to re-establish diversity in neighbourhoods and
schools, one that does not give up on the notion of justice for children, as some are demanding.
We should also try to lift schools out of their fortresses, so they do not become the symbol
of a society that excludes people. Projects in the Netherlands, Brazil and the United States have
shown that schools can be vibrant places that ^provide social, medical and cultural services to a
neighbourhood.
In the Brazilian state of Minas Gerais, for example, there is a vocational school where
elderly craftsmen teach their skills to teenagers. Such contact between generations can offer a
very social seek out these opportunities, even in the most heartless cities.
Adapted from the UNESCO Courier, April 2001.

139
B-ORAL

140
 CONDUCTING THE ORAL EXAM (B.E.P.C. and BAC)

A- Below are some questions and prompts.

a- Grade them from easiest to most difficult to answer.
b- Discuss your choice (s) with the members of your group.
1- Why do you learn English?
2- What’s your name?
3- How much can governments do to relieve unemployment?
4- Do you like speaking English?
5- Tell me about your family.
6- Can you tell me the time?
7- What’s the date today?
8- What’s the weather like?
9- How are you?
10- Should big cities heavily subsidise public transport? Why / Why not?
11- Can you spell your name?
12- Tell me the things you did yesterday.
13- Where do you live?
14- What will you do during the next holidays?
15- What do you like doing in your spare time?
16- Do you think men and women are equal?
17- Do you speak English outside the classroom?
18- What job would you like to do?
19- How long have you been living in this town?
20- Do you enjoy travelling? Where to? Why?
B- Why can number 5 be difficult to deal with? Can you make it easier for a 3ème
student?
C- The board below shows the main types of questions we use in class. With the
members of your group, write down the characteristics of each of them.

WH YES/NO EITHER OR
Literal Literal questions “Wh.” Literal questions “Yes or Literal questions “Either
no”. or”.

Inferential Inferential questions Inferential questions “Yes or Inferential questions

“Wh.” no”. “Either or”.

Personal Personal questions Personal questions “Yes or Personal questions “Either

“Wh.” no”. or”.

141
D- Identify the questions in part A.

Adapted fromTesting Spoken Language, by Nic Underhill, 16th printing, 2002.

142
 POSSIBLE EVALUATION GRID FOR ORAL EVALUATION

N. Names Comp Gram Vocab Pron Fluency Mark

1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
2 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
3 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
4 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
5 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
6 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
7 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
8 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
9 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
10 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
11 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
12 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
13 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
14 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
15 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
16 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
17 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
18 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
19 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
20 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
21 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
22 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
23 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
24 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
25 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
26 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
27 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
28 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1

143
ANNEXES

144
 L’APC AU SECOND CYCLE : EXPOSE QUESTIONNAIRE-
GENERALITES

N. QUESTIONS REPONSES

1 Que signifie le sigle A.P.C. ? Approche Par les Compétences

Pourquoi l’APC ? • Améliorer les résultats scolaires
• Harmoniser les pratiques pédagogiques au sein des pays de la
CONFEMEN
• Appliquer les acquis des recherches en sciences de
2
l’éducation : changement de paradigme des
enseignements/apprentissages : passage d’une pédagogie
transmissive à une pédagogie de construction et de co-
construction.
Quelles sont les théories Le constructivisme : l’apprenant participe à la construction de ses
éducatives qui connaissances
3
sous-tendent l’A.P.C. ? Le socio constructivisme : les pairs participent à la construction des
connaissances par l’apprenant.
Quelle(s) différence(s)y a-t-il Voir document : APC vs PPO
4
entre l’APC et la P.P.O. ?
Qu’est-ce qu’un programme Appellation agréée par l’UNESCO pour désigner les programmes
5
éducatif ? d’enseignement des écoles, lycées et collèges
Quelle est la structure d’un Le profil de sortie : ce qui est attendu de l’apprenant au terme de sa
programme éducatif ? formation.
Le domaine : ensemble des disciplines ayant des affinités.
6 Le régime pédagogique : taux horaire de la discipline par rapport à
l’ensemble des disciplines d’un niveau d’enseignement.
Le corps du programme : informations utiles à la préparation d’une
leçon.
Citez les composantes du La compétence (traitement réussi d’une situation)
corps du programme éducatif. Le thème (unité de contenus scientifiques comportant plusieurs
leçons)
La leçon (ensemble de contenus d’enseignement/apprentissage
pouvant être exécutés en une ou plusieurs séances)
7
L’exemple de situation (une situation est un ensemble de
circonstances contextualisées incluant des tâches que
l’apprenant est appelé à exécuter. C’est un support pédagogique qui
donne du sens à l’apprentissage)
Le tableau des habiletés / contenus à enseigner.
Ranger les verbes
taxonomiques suivants du
plus simple au plus Connaître –Identifier – Appliquer – Démontrer – Echanger
8 complexe.
Identifier – Démontrer –
Connaître – Echanger –
Appliquer

145
 READING COMPREHENSION

A- STAGES

I-Pre – Reading Activities

➢ Picture comment / description
➢ Questions / answers
➢ Students’ presentations
➢ Anticipation (questions / answers )
➢ Brainstorming (questions / answers)
➢ Song / music

II-While – Reading Activities

➢ Questions (open – ended )
➢ True / false statements
➢ Matching
➢ Table completion
➢ Multiple choice questions
➢ Information transfer

III-Post – Reading Activities

➢ Discussion – Group questions/Answer – Paragraph writing – Dialogue
➢ Follow – up activity (e.g. evaluation)

B-SKILLS AND SUB-SKILLS FOR READING

Initial /Beginning Skills in Intermediate Skills in Upper Intermediate/Advanced

Reading (6ème, 5ème,4ème Reading (3ème, 2nd, 1ère) Skills in Reading (1ère, Tle)
)
Visual skills Comprehension skills - Identify main and subsidiary
- Recognize shapes of - Identify facts and points in a passage;
words; details in a paragraph or - Trace development of ideas;
- Discriminate between passage; - Identify linking ideas within
letters and words of - Trace sequence of and between paragraphs and
similar configuration, events, ideas, facts; passages;
e.g. big, bag; - Identify cause and - Summarize a paragraph or
- Audio-oral skills effect relationships; passage;
(Phonic skills) - Identify main - Identify writer’s purpose;
- Recognize and points in a sentence or - Predict outcomes;
pronounce words and paragraph; - Identify and discriminate
sentences; - Read and recall between fact and opinion;
- Recognize varying ideas, facts, ideas, events; - Detect bias;
pronunciation of the vowel - Classify things, - Identify tone, mood, style;
sounds in words ideas, events; - Identify purpose and meaning
- Recognize and - Identify linking of anecdotes, examples, figurative
146
pronounce words with words, facts, ideas language.
consonant clusters, silent (anaphoric, cataphoric English Literature Study skills
consonants, etc. reference) within a - Understand literary form;
Comprehension paragraph or a passage; - Identify plot and development
skills - Identify of narrative;
relationship between facts, - Identify character traits,
- Identify word and events, ideas, persons in a nature of characters;
sentence meanings; reading passage; - Interpret ideas, events,
- Follow sequence in a - Predict outcomes actions, words spoken by characters
simple story; of simple description or in a shorts story, novel, play, poem.
- Read and recall narrative; Reference and Study skills
words, facts, details. - Apply what is read - Locate information in
Vocabulary skills dictionaries, encyclopedias,
- Use content clues magazines, journals, reference books
to derive meaning; - Interpret and use cross-
- Use words clues, references, footnotes, tables, charts,
e.g. roots, suffixes, maps, etc.
prefixes, compounds to - Skimming skills.
derive meaning of words;
- Use structural
analysis clues, e.g. –ing
endings, apostrophes,
plural forms, contractions,
inflectional endings.
Dictionary skills
- Select appropriate
meanings
- Use pronunciation
keys.

147
 SKILL AND SUB-SKILLS FOR WRITING

Upper Intermediate / Advanced

Initial / Beginning Skills Intermediate Skills in Writing
Skills in Writing
in Writing (6ème, 2nd, 1ère) (3ème, 2nd, 1ère)
(1ère, Tle)
- Copy words and simple - Write sentences in sequence to - Write a story previously heard or
sentences correctly; tell a story with a picture series read (300-400 words)
- Write single words to using up to 200 words (using - Write an original story;
describe an action or a guide notes in the form of - Write a description of an event,
picture; words, phrases or sentences object, process, experience, place,
- Write words to complete a provided); etc.
sentence or fill in a blank in - Describe an object, incident, - Write formal and informal letters
a sentence experience (using guide notes of invitation, apology, welcome,
- Listen and write words and using up to 60 words in a congratulation, complaint,
and short sentences; paragraph); explanation;
- Write simple sentences to - Write questions and answer on - Take down notes;
describe an action or a a reading passage (using guide - Write dictated text in full;
picture using guide words notes); - Write dialogues and conversations;
or phrases; - Write questions about a - Write reports on meetings, events,
- Recall and write a short process; seminars;
verse or song read and - Write questions asking for - Write reviews of books, plays,
memorized; directions; films, television programmes;
- Write simple question - Write out a memorized speech - Write essay-type answers to
- Write simple and short of 50-60 words; examination questions;
answer to question; - Complete a dialogue or - Write expository, descriptive and
- Write a few sentences in conversation; narrative essays (300-400 words);
sequence using connectors; - Write simple formal and - Write out in full talks, speeches,
Use basic punctuation such informal letters using a model, lectures;
as coma, full stop, and or guide notes ; - Write summaries of passages
question mark; - Write a dictated passage
-Simple abbreviations; previously read and studied
- use upper and lower case using correct punctuation
letters appropriately. including inverted comas.

148
 SUGGESTIONS PEDAGOGIQUES ET MOYENS POUR CHAQUE TYPE DE LEÇON
CONSIGNES POUR
TYPE DE TECHNIQUES MOYENS ET SUPPORTS
CONDUIRE LES
LEÇON PEDAGOGIQUES DIDACTIQUES
ACTIVITES
-Donner des consignes claires -Travail en groupes de deux -Supports audio-visuels (CD,
- Amener les élèves à et plus (pair/group work) cassette audio/vidéo)
échanger entre eux en se -Variation des partenaires de -Posters
posant des questions travail (voisin du même -Objets extérieurs relatifs au thème
-Organiser une discussion banc, voisin de devant ou de du jour
Expression entre les apprenants derrière) -Manuels scolaires
orale -Se déplacer pour apprécier le -Démonstration (exemple par
(Speaking) travail des apprenants soi-même ou par des
-Dans l’impossibilité de apprenants)
circuler dans les allées, faire - Jeux de rôles (dialogues)
arrêter le travail pour écouter -Dramatisation (mettre les
une paire ou un groupe de apprenants en situation
travail de temps en temps. fictive).
-Commencer par des activités -Travail individuel suivi -Supports audio-visuels (CD,
guidées (guided activities) d’échange de production en cassette audio/vidéo)
-Evoluer progressivement vers vue de corrections par les -Posters
des activités moins guidées pairs (peer correction) -Objets extérieurs relatifs au thème
(less guided) -Types d’activités : copie du jour
Expression
-Donner des consignes claires (copying), exercices a trous Manuels scolaires
écrite
-Se déplacer pour apprécier le (gap filling), complétion de
(Writing)
travail des apprenants phrases (sentences
-Dans l’impossibilité de completion), résumé
circuler dans les allées, faire (summary), narration, lettre,
arrêter le travail pour écouter rapporter, etc.
une paire ou un groupe de
travail de temps en temps.
-Lire un passage relativement -L’écoute peut évoluer en
court et simple à une vitesse d’autres compétences
légèrement inférieure a la comme l’expression écrite et
-Supports audio-visuels (CD,
normale l’expression orale
cassette audio/vidéo)
-Faire écouter un passage -Aller du plus simple au plus
-Posters
(dialogue, conversation, complexe
-Objets extérieurs relatifs au thème
Compréhe chanson, etc.) du niveau de
du jour
nsion l’apprenant
Manuels scolaires
orale -Amener les apprenants à
NB : S’assurer de la bonne marche
(Listening) connaître les questions ou le
des supports audio-visuels et des
type d’activité avant l’écoute
installations électriques. Prévoir du
-Accorder deux possibilités
matériel secours pour parer à toutes
d’écoute au moins pour
éventualités
chaque activité

-Faire lire un texte pour en -Skimming (lire un texte Textes écrits sous diverses formes
Lecture extraire l’idée générale pour en extraire l’idée (bandes dessinées, dialogues,
(Reading) -Faire lire un texte pour générale) passages écrits)
149
trouver des informations -Scanning (lire un texte pour
spécifiques trouver des informations
-Faire résumer un texte spécifiques)
- La lecture peut évoluer en
d’autres compétences comme
l’expression écrite et
l’expression orale

150
 L’EVALUATION
EXEMPLE DE SUJET (BEPC)
PART ONE: READING COMPREHENSION (8 points)

DEFORESTATION

Forests are cut down for many reasons, but most of them are related to money or to people’s
needs to provide for their families. The biggest driver of deforestation is agriculture. Some is
caused by a combination of human and natural factors like wildfires and subsequent
overgrazing, which may prevent the growth of young trees
5 Deforestation has many negative effects on the environment. The most dramatic impact is a
loss of habitat for millions of species. Seventy percent of Earth’s land animals and plants live
in forests, and many cannot survive the deforestation that destroys their homes. Deforestation
also drives climate change. Forest soils are moist, but without the trees that protect them, they
quickly dry out.
10 The quickest solution to deforestation would be to simply stop cutting down trees. Although
deforestation rates have slowed a bit in recent years, financial realities make this unlikely to
occur. A more workable solution is to carefully manage forest resources by eliminating clear-
cutting to make sure that forest environments remain intact. The cutting that takes place
should be balanced by the planting of enough young trees to replace the older ones

Adapted from[Link]

A-Vocabulary check: The words or expression sin column A are from the text. Find their meanings or
synonyms in column B. One word in column B is not concerned. Write your answers like in the example.

Example: 1-i

A B

1-provide for (L2) a-living plants and animals

2-driver (L2) b-humid

3-subsequent (L3) c-stop

4-prevent (L4) d-later

5-species (L6) e-compensated

6-moist (L8) f-eliminated

7-unlikely (11) g-not probable for

8-occur (12) h-responsible

9-balanced (L14) i-look for

j-happen

151
B- Comprehension questions: Read the text again and answer the questions that follow in not more
than two (2) lines.

1- List three factors of deforestation mentioned by the writer.

2- What are the responsible for the deforestation?
3- What are the main effects of deforestation on animals and the nature?
4- Find in the text two solutions to deforestation.

PART TWO: LANGUAGE IN USE (6 points)

Task1: The text says that trees are cut. Here are some other things that happen in our
environment: wildfires sometimes (1) burn down trees. The cattle (2) overgraze the grass and this
damages the land. To solve this problem people (3) must plant new trees to replace the old ones.
Otherwise, the land will turn into desert. People (4) should avoid doing this.

Rewrite these sentences, starting by the underlined words.

Example: 1-Trees are sometimes burnt down by wildfire.

Task 2: Choose the correct option in each sentence and write it down like in the example.

Example: 1-the largest

The Amazon is situated in Latin America. It is the1-(large, larger, largest) forest in the world.
Today, it has become one of the 2-(threatened, most threatened, more threatened) area on earth. A lot of
animals are losing their habitat. If people do not have a 3- (quick, quickest, quicker) reaction, they will
disappear. That will be a pity to see one of the. 4- (nice, nicer, nicest) bit of the earth vanish.

PART THREE: WRITING (6 points)

Topic: As a member of the English Club of your school, you are asked to write an article on
deforestation for your school magazine. In your own words,

-give a short definition to “Deforestation.”

-tell its effect on people, the animals and the environment.

-propose some solutions to the cutting down of trees.

(25 lines maximum)

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 CORRIGE (BEPC)
DEFORESTATION

PART ONE: READING COMPREHENSION (8 points)

A-Vocabulary check:

1- i(example) 2- h 3- d 4- c 5- a 6- b 7- g 8- j 9-e

B- Comprehension questions:

1- People cut down the forest to make money. They also cut trees to fulfill the needs of their
families.
2- Man, the animals and also nature through wildfires are responsible for deforestation.
3- Deforestation destroys the habitat of living creatures. The climate also changes with
deforestation. The soil may dry out.
4- Two solutions are required. First, people should stop cutting down trees. Secondly, they should
replace dead plants by planting new ones.

PART TWO: LANGUAGE IN USE (6 points)

Task1:

1- Trees are sometimes burnt down by wildfire (example).

2-The grass is overgrazed by the cattle.
3-New trees must be planted by people.
4-Thus should be avoided by people.

Task 2:

1-the largest (example)

2-the most threatened

3-quick

4-the nicest

PART THREE: WRITING (6 points).

-Does the article have a title?

-Does the article have a headline?
-Did the student give a definition to the word “deforestation?”
-Did the student mention its effect on people, animals and the environment?
-Did the student propose any solution?
-Did the student follow the writing mechanics? (Spelling, punctuation capitalization,)
-Are the student’s ideas well organized?

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 EXEMPLE DE SUJET (BAC)

PART ONE: READING FOR COMPREHENSION (40%)

West African migrants are being bought and sold openly in modern-day slave markets in
Libya, survivors have told a UN agency helping them return home.
Trafficked people passing through Libya have previously reported violence, extortion and
slave labour. But the new testimony from the International Organisation for Migration (IOM)
5 suggests that the trade in human beings has become so normalised that people are being traded
in public. The North African nation is a major exit point for refugees from Africa trying to take
boats to Europe. But since the overthrow of autocratic leader Muammar Gaddafi, the vast,
sparsely populated country has slid into violent chaos and migrants with little cash and usually
no papers are particularly vulnerable.
10 One 34-year-old survivor from Senegal said he was taken to a dusty lot in the south Libyan
city of Sabha after crossing the desert from Niger in a bus organised by people smugglers. The
group had paid to be taken to the coast, where they planned to risk a boat trip to Europe, but
their driver suddenly said middlemen had not passed on his fees and put his passengers up for
sale. Many other migrants flee Libya with similar stories, said Giuseppe Loprete, chief of
15 mission at IOM Niger. “It’s very clear they see themselves as being treated as slaves,” he said.
Loprete’s office has arranged for the repatriation of 1,500 people in the first three months of this
year – almost the same number as in the whole of 2015. He fears more horrors are likely to
emerge.
The organisation is working to spread awareness across West Africa of the horrors of the
20 journey through the personal stories of those who return. Though most migrants know the boat
trips to Europe are extremely risky, fewer realise they may face even worse dangers in Libya
before even reaching the coast.
“Tragically, the most credible messengers are migrants returning home with IOM help,” said
spokesman Leonard Doyle. “Too often they are broken, brutalised and have been abused. Their
voices carry more weight than anyone else’s.”
Adapted from https//[Link]/2017/12/01/slavery-libya-au/

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VOCABULARY CHECK (10%)
Match each word from the text in column A with its meaning or definition in column B.
One option in column B not concerned. Write your answers like in the example

Example: 1-h
Column A Column B
1- previously (L3) a- remove from power by force
2- labour (L4) b- payments to someone in return for service
3- exit (L.6) c- evidence
4- overthrow (L.7) d- intermediaries
5- smugglers (L12) e- knowledge
6- middlemen (L13) f- a way out of a place
7- fees (L13) g- disseminate, propagate
8- flee (L14) h- before
9- spread (L19) i- run away from
10- awareness (L.19) j- mistreated
11- abused (L24) k- traffickers
l- work

COMPREHENSION CHECK (30%)

Give short answers to the following questions. 2 lines maximum.
1- Is the trade of human beings in Libya secret? Justify your answer.
2- What is the source of the information about human trade in Libya?
3- What is the importance of Libya for the migrants?
4- Give the origin of the violent chaos in Libya.
5- How did the 34 year-old survivor from Senegal join Libya?
6- How do migrants hope to reach Europe?
7- Which pretext did the driver give to sell the migrants?
8- Is Mr Loprete optimistic or pessimistic about the future? Justify your answer.
9- What is the target of the IOM awareness campaign?
10- How do the migrants feel after their misfortune?
PART TWO: LANGUAGE IN USE (30%)

TASK A: Some verbs in the following text about slave trade in Libya are missing. Chose one
from the box below to fill in each of the blanks to make it meaningful. One verb in the box is
not concerned. Write your answers like in the example.
Example: 1-are

have – were – would – cares – are – be – exist – continued – seen – were – seeing - are

Libya is committing crimes against humanity while the African Union and the UN are
watching as black people .......1……. enslaved on the African soil! Arab slave trade in Africa
.......2……. long after it was abolished. This repeat of the trade of hell in Africa must .......3…….
stopped now. Our people .......4……. smuggled out and auctioned across the world because of
155
the color of their skin. Since then, we black people .......5……. been taken advantage.
We.......6……. at the mercy of white or light-skinned people. We .......7……. black people but
not full humans. We are commodities to be sold at will. We are humans without sanctity. We are
simply too black to be .......8……. I can assure you that the world .......9……. react differently if
white people .......10……. enslaved in Libya. But these are black animals. Who.......11…….?
There is no reason to pretend we are not seeing it.
TASK B: Here are some sentences against slavery in Libya. Re-write each of them starting by
the underlined words.
Example: 1- A summit was organised by African leaders to discuss the problem.
1- African leaders organised a summit to discuss the problem.
2- We will send back migrants to their countries.
3- They have launched a military action to dismantle slave traders networks.
4- They are treating our people like goats.
5- The IOM has repatriated 13,000 people from Libya since 2015.
6- Someone is going to stop that shameful trade.
PART THREE: WRITING (30%)
TOPIC
Your Nigerian pen-friend wrote you a letter in which he told you his intention to stop school
in order to go to Europe. Since he does not have enough money, he wants to take the chance
through Libya. Reply to his letter in order to persuade him not to take such a risk.
In your letter,
- describe him the situation of West Africans migrants in Libya,
- tell him the dangers of a boat trip to Europe,
- show him the advantages of staying home.
(Not more than 20 lines)

156
 CORRIGE (BAC)
READING FOR COMPREHENSION (40%)
VOCABULARY CHECK (10%): Donner 1 point par réponse juste.
1-h (Exemple) 2-l 3-f 4-a 5-k 6-d 7-b 8-i 9-g 10-e 11-j

COMPREHENSION CHECK (30%)- Donner 2 points par réponse juste.

11- No; in the text, it is said that slaves are openly sold and paid in public.
12- The victims themselves.
13- It is a major exit point to Europe for them.
14- The overthrow of leader Muammar Kaddafi.
15- He crossed the desert in a bus from Niger.
16- By boat
17- He said the middlemen had not paid him.
18- He is pessimistic: he says that more horror are likely to come.
19- West Africa.
20- They are broken, brutalized and have been abused
LANGUAGE IN USE (30%)
TASK A: Donner 2 points par réponse juste.
1-are 2- continued 3-be 4-were (exemple) 5-have 6- are
7-are 8-seen 9-would 10-were 11 cares
TASK B: Donner 2 points par réponse juste.
7- A summit was organized by African leaders to discuss the problem (exemple).
8- Migrants will be sent back to their counties.
9- A military has been launched to dismantle slave traders networks.
10- Our people are being treated like goats.
11- Has repatriated 13,000 people from Libya Since 2015.
12- That shameful trade is going to be stopped by someone.
PART THREE: WRITING (30%)
1- Présentation (Lettre amicale, paragraphes…) 5points
2- Contenu: (Les contenus demandés sont présents: La vie des migrants en Lybie, les
dangers de la traversée pour l’Europe, les avantages à rester chez soi) 5points
3- Vocabulaire: (Justesse des mots utilisés/ cohérence des idées…) 10 points
4- Grammaire : (Justesse des temps, structures,…) 10 poin

157
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