LESSON1: READING

SESSION 1

ACTIVITY 1:

Paragraph 1: (line 1 – line 7). Americans’ new views or ways of life.

Paragraph 2: (line 8 – line 13). The new experience of road travel.

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Paragraph 3: (line 14 – line 20). Americans’ new vision of buying things.

The text is about Americans’ new ways of life.

ACTIVITY 2:

1 – f ; 2 – d (ex) ; 3 – g ; 4 – e ; 5 – i ; 6 – k ; 7 – c ; 8 – j ; 9 – a ; 10 – h ; 11 - b

ACTIVITY 3:

1- Americans are made anxious by the political hubbub, fake news posturing and other distractions…..
2- They go at the bar.
3- They use cars as mean of transport because cars use roads as way of transport.
4- Two main ways of transport: road and air (flying)
5- Americans new ways of buying goods is internet shopping or buying goods online.
Yes, it profits to people because it is not only gives access to more products at a cheaper price but
it saves huge amounts of time.
6- At 60%

ACTIVITY 4:

1- wherever 2 – whatever 3 - whoever 4- however 5 – whichever 6 - whenever

LESSON1: READING

SESSION 2

ACTIVITY 1: The text deals with more meaningful lifestyle experience (for Americans)

ACTIVITY 2:
1- good, article, product: (line 1) → merchandise
2- negotiations: (line 2) → bargains
3- purchasing: (line 5) → buying
4- pursuing: (line 4) → chasing
5- collection of miscellaneous items of little value: (line 8) → junk
6- purse (line 10): → pocketbook
7- fashion, tendency: (line 11) → trend
8- appearance: (line 12) → presentation
9- occasional: (line 13) → casual
10- claps: (line 14) → applauds
11- encounter: (line 14) → meet

ACTIVITY 3:

1- Yes, they do. They negotiate (justification – line 2): customers looking for bargains
2- They are pursuing more meaningful lifestyle experience.
3- “Tiny House-Big Living”

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 4- Men are spending more on clothes.
5- It is qualified as an interesting trend (fashion).
6- Americans are paying attention to their presentation (both at work and personal lives) because they
want to advance their careers and when casual attire is called for.

ACTIVITY 4:
1- great: → greatness
2- far: → farness
3- happy: → happiness
4- dark: → darkness
5- home: → homelessness
6- care: → carelessness - carefulness

UNIT 1: LIFESTYLE, MOVING WITH THE TIMES

LESSON 2: WRITING

ACTIVITY 1:

1- (b) a formal letter

2- We could identify nine (9) parts or features
- The writer’s address
- The date
- The receiver’s address
- The salutation
- The heading
- The body of the letter
- The subscription or the closing formula
- The signature
- The writer’s full name
3- The layout or the presentation

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ACTIVITY 2:

(A l’initiative du professeur)

LESSON 2: READING

ACTIVITY 1: The text points out the fight for freedom and civil rights.

ACTIVITY 2:

1–c; 2–a; 3–b; 4–b; 5–a; 6–c; 7–a; 8–c; 9–b; 10 – b ; 11 – a

ACTIVITY 3:

1- During the 1950s and 1960s in the United States of America.

2- No, it didn’t
3- Rosa Parks refused to give up her seat. She was arrested then.
4- MIA (Montgomery Improvement Association)
5- They boycotted the Montgomery bus system.
6- It lasted 381 days
7- The March on Washington
8- A. Philip Randolph, Bayard Rustin and Martin Luther King Jr.
9- Yes, they were
10- They won equal employment for all (black and white), limited the use of voter literacy tests and
allowed federal authorities to ensure public facilities were integrated.

ACTIVITY 4:
1 – suffered 7 – movement
2 – exploitation 8 – activists
3 – nonviolent 9 – acts
4 – discrimination 10 – period
5 – rights 11 – inequities
6 – campaigns

UNIT 2: FREEDOM AND CIVIL RIGHTS

LESSON 3: LISTENING
ACTIVITY 1, 2, 3
TEXT

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Montgomery is a town in Alabama, one of the southern states of the USA, where racial segregation
existed as recently as the 1960s. This meant, for example, that a black child could not go to the same
school as his white friends. There were separate cafés, cinemas, libraries, supermarkets and separate
parts of buses for black people. There were even separate churches for black people. Black people were
paid less than white ones for the same work. Many white people looked down on black people, and
insulted them, calling adult males ’boy’ and ‘nigger’. People in authority often treated blacks very unjustly.
The division between blacks and whites was very clear I Montgomery.
On 1 December 1955, a black woman called Mrs. Rosa Parks got on a crowded bus at the end of a tiring
working day. The bus driver ordered her to give up her seat to a white woman. When she refused she was
arrested.
This so angered the black community that a boycott of buses was started, led by Martin Luther King. It
was this boycott which developed into the Civil Rights Movement.

ACTIVITY 1: The text is about racial segregation in Alabama, a Southern State of USA.
ACTIVITY 2: 1 – true; 2 – false; 3 – false; 4 – false; 5 – true
ACTIVITY 3:
1- The scene took place in Alabama, a Southern State of USA
2- A black child could not go to the same school as his white friends; separate cafés, cinemas,
libraries, supermarkets and separate parts of buses and churches; black people were paid less
than white for the same work.

3- A black woman got on a bus and refused to give up her seat to a white woman. (So she was
arrested).

4- They were so angered and started to boycott the buses… this boycott led to the creation of the
Civil Rights Movement.

ACTIVITY 4:
TEXT: During the campaign, both both black and white people joined forces to defy segregation laws,
sitting together in restaurants and buses. Once in Montgomery a mob of 300 angry whites formed a
threatening circle around a bus as it stopped. Thevfirst ‘freedom rider’ to get off was a white man. He was
beaten until he became unconscious. He lay in the street for an hour before an ambulance coukld reach
him. Gradually civil rights were won.
1 – campaign 7 - off
2 – white 8 - beaten
3 – defy 9 - for
4 – together 10 – reach
5 – buses 11 - were
6 – angry

UNIT 2: FREEDOM AND CIVIL RIGHTS

LESSON 3: WRITING
ACTIVITY 1:
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 1- (a) an informal letter
2- There are six (6) parts or features in an informal letter.
- The receiver’s address
- The date
- The salutation
- The body (of the letter)
- The subscription or the closing formula
- The writer’s first name
3- The layout of the letter

ACTIVITY 1: COMMUNICATIVE SITUATION

(A l’initiative du professeur)

LESSON 1: READING

ACTIVITY 1: The text points out: (c) The challenges of development

ACTIVITY 2:
1- population (line 1) → inhabitants
2- gain (line 3 ) → earn
3- divided into two parts (line 7) → halved
4- difficulties (line 8) → problems
5- injustices (line 9) → inequities
6- weighed down (line 10) → mired

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 7- comfortable, very wealthy (line 11) → luxury
8- qualities (line 13) → standards
9- increase (line 18) → expand
10- principles (line 24) → policies
11- recommends (line 26) → advises (à corriger)

ACTIVITY 3:

1- half of the World’s six billion inhabitants

2- 3,000,000,000
3- In Africa because large number of the world’s inhabitants are mired in poverty.
4- Because of the process linked to globalization whereby developing countries can raise their
standards of living by integrating with highly developed stated.
5- As structural constraints.
6- Division and diversification of labor
7- High economic poverty; hunger; high mortality rates; unsafe water supplies, poor education systems
corrupt governments; war; and poor sanitation
8- With strong policies
9- Investment in education and health;
Increasing productivity of small farms;
Improving infrastructure (for example, roads);
Developing an industrial policy to promote manufacturing;
Promoting democracy and human rights;
Ensuring environmental protection.

ACTIVITY 4:

A- Discuss with your usual partner and complete the table

ADJECTIVE COMPARATIVE SUPERLATIVE
Cheap cheaper than the cheapest
expensive more expensive than the most expensive
beautiful more beautiful than the most beautiful
Small smaller than the smallest
healthy healthier than the healthiest
natural more natural than the most natural
Bad worse than the worse
Dry drier than the driest
Low lower than the lowest

B-
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 1- wealthier
2- richest --------- poorest
3- more than
4- cheaper than
5- smaller --------- than
6- greater than
7- most driest
8- best

UNIT 3: DEVELOPMENT ISSUES

LESSON 2: WRITING

ACTIVITY 1

1- The heading or the title is FOOD INSECURITY IN WEST AFRICA.

2- We could recognize three (3) parts.
- The heading
- The body
- The reporter’s or the writer name

ACTIVITY 2

(A l’initiative du professeur)

LESSON 1: READING

SESSION 1

ACTIVITY 1: The text is about the fastest urbanization of Africa Sub-Saharan cities.

ACTIVITY 2:

COLUMN A COLUMN B ANSWERS

1- city (line 1) a- event, process 1-g
2- growth (line 2) b- persons with negative opinions 2-d
3- slums (line 3) c- places where people live in an extreme poverty 3-c
4- outcome (line 4) d- increase 4-a
5- tipping (line 6) e- weak 5-i
6- surprisingly (line 7) f- unexpectedly 6-f
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 7- optimists (line 8) g- urban 7-k
8- pessimists (line 10) h- enlargement 8-b
9- proliferation (line 13) i- topping 9-h
10- prosperity (line 17) j- welfare 10 - j
11- fragile (line 18) k- persons with positive opinions 11 - e
12- figures (line 23) l- numbers 12 - l

ACTIVITY 3:

1 – true (line 1) 2 – false (line 1) 3 – false (line 2-3) 4 – false (line 8-9)

5 – true (line 10-11) 6 – false (line 12) 7 – false (line 13) 8 – true (line 14-15)

9 – false (line 19-20) 10 – false (line 21) 11 - true (line 22-23)

ACTIVITY 4:

Bahi: these trends about population growth are in German. Can you help me?

Djotto: sure; I will translate them for you.

Bahi: Thanks. But are you busy this afternoon?

Djotto: Yes, I am going to meet Anne.

Bahi: What are you going to do?

Djotto: We are going to study graphs about population growth.

Bahi: Well, I will come with you.

Djotto: Ok, no problem. But why do you have this article?

Bahi: I am going to learn trends about Africa’s population growth.

UNIT 4: WHAT THE FUTURE HOLDS

LESSON 1: READING

SESSION 2

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ACTIVITY 1: The text is about factors explaining African urban population growth

ACTIVITY 2:

Column A Column B Answers

1- several (line 1) a- low 1–f
2- growth (line 2) b- implosions 2–c
3- natural (line 2) c- decrease 3–j
4- expansion (line 2) d- urban 4–h
5- high (line 3) e- village 5–a
6- rural (line 4) f- little 6–d
7- city (line 7) g- wrong 7–e
8- shortages (line 9) h- contraction 8–k
9- countryside (line 11) i- urban landscape 9–i
10- booms (line 13) j- artificial 10 – b
11- true (line 13) k- excesses, surpluses 11 – g

ACTIVITY 3:

1- The natural expansion of population due to the surplus of births over deaths.
2- Yes, they can work together in order to create a vicious cycle, where poor rural conditions are
exacerbated by a brain as people leave the countryside looking for a better life in town.
3- Yes, it is. Because people leave the countryside looking for a better life in town.
4- There were only 30,000 cell phones in the whole of Nigeria; by 2012 there were 113 million.
5- He suggests the adoption of strict family planning.
6- Poverty, criminality
7- There are three (3).
- Organic population growth
- In-migration
- Labour migration and new forms of connectivity

ACTIVITY 4:

A- Use the future perfect in the following sentences to express an action that will be occurred before
another one in the future.

1 - will be playing 2 – will be growing 3 – will be moving

4 – will be transforming 5 – will be increasing

B- Use the future continuous or progressive in the sentence below to express something that will
happen in the future at a right time.

1 – will have lived 2 – will have done 3 – will have doubled

4 – will have found 5 – will have taken

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UNIT 4: WHAT THE FUTURE HOLDS

LESSON 1: WRITING

(A l’initiative du professeur)

LESSON 1: READING

SESSION 1

ACTIVITY 1:

a- The intensification of agriculture in Africa without causing damage.

ACTIVITY 2:
1- possibility, ability (line 1) → potential
2- front (line 1) → lead
3- accomplish, realize (line 1) → achieve
4- crops (line 10) → yields
5- drop (line 13) → collapse
6- revenues (line 15) → incomes
7- damage (line 17) → harm
8- agricultural (line 22) → agrarian
9- principles (line 23) → tenets
10- included (line 25) → incorporated
11- enlarge (line 10) → maximize

ACTIVITY 3:

1 – false (line 1) 2 – false (line 2) 3 – false (line 4-5) 4 – false (line 10)

5 – false (line 12-13) 6 – true (line 14-15) 7 – true (line 17) 8 – true (line 21-22)

9 – false (24) 10 – true (line 29-30) 11 – true (line 30)

ACTIVITY 4:

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 1 – will increase 2 – applied 3 – would have got

4 – increased 5 – had had 6 – get

UNIT 5: MANAGING RESOURCES

SESSION 2

ACTIVITY 1

The text is about the lack of agreement in sustainable agriculture

ACTIVITY 2

NB: number 7 is a mistake; do not take it into account.

Column A Column B Answers

1- progress (line 1) a- global 1–d
2- complex (line 5) b- unimportant 2–g
3- single (line 5) c- back 3–e
4- rising (line 7) d- regress 4–f
5- local (line 13) e- plural 5–a
6- adopting (line 13) f- declining 6–j
7- limit (mistake) g- easy 7 – (mistake)
8- vital (line 17) h- apart 8–b
9- achieve (line 21) i- incomplete 9–i
10- together (line 22) j- disapproving 10 -h
11- lead (line 24) k- restrict 11 - c

ACTIVITY 3

1 – true (line 1) 2 – false (line 1-4) 3 – false (line 5-6) 4 – true (line 6-7 or 8-9)

5 – false (line 13) 6 – true (line 23-14) 7 – false (line 14-15) 8 – false (line 17-18)

9 – true (line 20) 10 – true (line 20-21) 11 – false (line 24)

ACTIVITY 4

1 – who 2 – which 3 – whose 4 – where 5 – what 6 – whom

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LESSON 1: READING

ACTIVITY 1: The text points out the participation of young people in Africa economic growth for a stronger
development.

ACTIVITY 2

Column A Column B Answers

1- workforce (line 2) a- jobless 1–i
2- under (line 2) b- emphasize 2–d
3- enjoyed (line 4) c- fundamental principle 3–k
4- talents (line 5) d- below 4–f
5- instability (line 8) e- persons who organize a business at risky 5–g
6- unemployed (line 9) f- skills 6–a
7- challenge (line 12) g- inconstancy 7–h
8- focus (line 13) h- difficult task to overcome 8–b
9- philosophy (line 16) i- all the laborers 9–c
10- critical (line 20) j- extremely important 10 – j
11- entrepreneurs (line 21) k- satisfied 11 - e

ACTIVITY 3

1- (c) No
2- (a) In the future
3- (b) Economic increase
4- (b) Because the potential of Africa’s development will not be fulfilled totally.
5- (c) 72%
6- (b) Eleven million
7- (a) A group of people gathered to exchange
8- (c) The writer thinks the answer convey in their fundamental principle of Shared Increase.
9- (a) Education, enterprise development and financial inclusion.
10- (b) Because they are very important.
11- (c) In order to rise their businesses.

ACTIVITY 4

1 – objective 2 – continent 3 – competitive 4 – leaders 5 – together (example) 6 – policies

7 – youth 8 – ensure 9 – sustainable 10 – study 11 - researchers

LESSON 1: SPEAKING

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ACTIVITY 1

PICTURE 1: The place refers to a refugee camp. They are there because they seek shelter or a place with
no harms, conflicts, troubles, wars. They are refugees because they don’t know where to go.

PICTURE 2: in this second picture we can see some persons who are unloading some packages or boxes
and carrying them to some new places. We think they are carrying the packages in order to help people in
need or distress (war, conflict, disasters, earthquake…). It’s a kind of aid and assistance.

ACTIVITY 2

1- Kinds or types of emergencies: flooding, famine, earthquake, epidemic, locusts, civil war, drought,
accidents, major fires and explosion…
2- International organizations can provide food, clothes, tents, water purification equipment, medical
teams and supplies, transport, organization and logistical skills, technical expertise, special drugs
and equipment for finding earthquake victims…
3- The act of helping someone in need. It is merely money, equipment, or services that are provided
for people, countries, or organizations that need them.

ACTIVITY 3

ORGANISM &
DEFINITION ROLES
ORGANISATION
M.S.F
MÉDECINS SANS FRONTIÈRES Provide medical aid to populations in crisis.

N.G.O NON GOVERNMENTAL NGO activities include environmental, social,

ORGANISATION advocacy and human rights work.
Prevent human rights violations and secure
U.D.H.R UNIVERSAL DECLARATION OF
respect for human rights by promoting
HUMAN RIGHTS
international cooperation.
It seeks to address environmental issues in
U.N.D.P UNITED NATIONS order to improve developing countries’ abilities
DEVELOPMENT PROGRAMME to develop sustainably, increase human
development and reduce poverty
UNITED NATIONS
U.N.I.C.E.F Promotes and fights for the protection of
INTERNATIONAL CHILDREN’S
children’s rights and wellbeing
EMERGENCY FUND
It promotes the right of every woman, man and
child to enjoy a life of health and equal
U.N.F.P.A UNITED NATIONS FUND for
opportunity. It assists countries in areas such as
POPULATION ACTIVITIES
reproductive health, population and
development, gender equality and human rights.
It serves as the directing and coordinating
W.H.O
WORLD HEALTH ORGANIZATION authority for international health matters and
public health.
To protect refugees and resolve refugee
U.N.H.C.R UNITED NATIONS HIGH
problems worldwide or to safeguard the rights
COMMISSIONER FOR REFUGEES
and wellbeing of refugees.

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UNIT 7: INTERNATIONAL ISSUES

LESSON 2: READING

ACTIVITY 1

The text deals with the role of UN as an international organization.

ACTIVITY 2

1- replacement (line 2)
a- substitute
2- purposes (line 2)
c – objectives
3- issues (line 4)
c – concerns
4- crisis (line 5)
b – sudden outbreak
5- to cope with (line 9)
a- to manage with
6- earthquakes (line 11)
b – seisms
7- famines (line 1)
b – starvations
8- hazardous (line 17)
a- dangerous
9- shifted (line 22)
c – changed
10- ultimate (line 23)
b – fundamental
11- activities (line 29)
c – actions

ACTIVITY 3

1- Yes, because it has been founded in 1945.

2- It has replaced the League of Nations.
3- World War II.
4- It covers health, safety, and well being of a community or a country
5- No, it could be local, national or international.
6- Weeks, months, years or decades.
7- Natural disasters: earthquakes, volcanic eruptions, tsunamis, hurricanes, tornadoes, floods,
droughts, wildfires; human-caused disasters: armed conflicts, oil spills; combined consequences:
forced migration, famines and other emergencies: epidemics.
8- An event or series of events that represents a critical threat to the health, safety, security, or
wellbeing of a community or other large group of people usually over a wider area.
9- Diverse vulnerable social conditions
10- Yes, from$ disaster management to disaster risk management.
11- They are UNISDR and UNOCHA. Other agencies U.N.D.P; U.N.I.C.E.F; U.N.H.C.R; U.N.F.P.A

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ACTIVITY 4

A-

1 – international 2 – objective 3 – medical 4 – crisis 5 – institutions 6 – influences

7 – organization 8 – doctors 9 – assistance 10 – disasters 11 – principles

B-

1 – ago 2 – for 3 – in 4 – from 5 – than 6 – on

7 – around 8 – to 9 – of 10 – through 11 – over

UNIT 7: INTERNATIONAL ISSUES

LESSON 3: WRITING

(A l’initiative du professeur)

LESSON 1: READING

ACTIVITY 1: The text points out the cultural difference among people.

ACTIVITY 2
1- studying: → a study
2- arrive: → an arrival
3- differences: → to differ
4- confused: → a confusion
5- advice: → to advise
6- improving: → improvement
7- international: → to internationalize
8- union: → to unionize
9- saw: → a see, a sight
10- added: → an addition
11- packages: → to pack, to package

ACTIVITY 3

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1 - false (line 1) 2 – true (line 2-3) 3 – example 4 – true (line 7) 5 – false (line 11) 6 – true (line 12)
7 – false (line 14-15) 8 – true (line 17) 9 – false (line 20-21) 10 – false (line 25) 11 – false (line 28-29)

ACTIVITY 4

1- Studying in a foreign country can be exciting.

How can studying in a foreign country be?
2- Americans ate their food with a knife and fork.
How did Americans eat their food?
3- I really liked the differences between here hand home.
What did you really like?
Which differences did you really like?
4- Seydou arrived from Senegal two years ago.
Where is Seydou from?
When did Seydou arrive from Senegal?
5- He told us “Kit-Ken shouldn’t be worry”.
What did he tell us?
6- Seydou realized this because all his friends were from his own country.
Why did he realize this?
7- There are a lot of different clubs in the school union.
How many clubs are there in the student union?
8- I saw there was a club for students interested in music.
What did he see?
9- I found a Mexican restaurant nearby.
Where did you find a restaurant?

UNIT 8: CULTURAL DIFFERENCES

LESSON 2: WRITING

(A l’initiative du professeur)

LESSON 1: READING

ACTIVITY 1
1- There are seven (7) paragraphs.
2- Paragraph 1: from line 1 to line 3
Paragraph 2: from line 4 to line 8
Paragraph 3: from line 9 to line 13

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 Paragraph 4: from line 14 to line 19
Paragraph 5: from line 20 to line 30
Paragraph 6: from line 31 to line 38
Paragraph 7: from line 39 to line 44
3- Paragraph 1: The procedure to find out the criminal and bring him/her to justice.
Paragraph 2: The investigation (to discover the one who committed the crime).
Paragraph 3: The arrestation of the suspect.
Paragraph 4: The rights charge are said to the suspect.
Paragraph 5: The first appearance of a criminal (defendant) in a court.
Paragraph 6: The trial
Paragraph 7: The verdict of the court.
4- The different steps in a criminal justice system.

ACTIVITY 2

Column A Column B Answers

1- Crime (line 1) a- authorization 1–c
2- investigation (line 5) b- assassination 2-h
3- witnesses (line 5) c- act committing in violation of the law 3–k
4- evidence (line 6) d- decision in a trial 4–i
5- warrant (line 10) e- advocates, attorneys 5–a
6- charges (line 16) f- accusations 6–f
7- murder (line 24) g- not innocent 7–b
8- trial (line 27) h- research, inquiry 8–j
9- lawyers (line 31) i- proof 9–e
10- guilty (line 34) j- appearance at judicial court 10 – g
11- verdict (line 41) k- persons who give evidence in a court 11 - d

ACTIVITY 3
1- To discover who committed the crime.
2- They interview witnesses; they look for evidence at the scene crime and take fingerprints; they
check their records and look for any relevant information.

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 3- Their objective is to find enough evidence to identify someone as the suspect.
4- A document or an authorization which states the suspect’s name and the crime he/she is accused
of committing.
5- Yes, if they catch the person “red-handed”. That is in the act of committing a crime.
6- To avoid or prevent from detaining him indefinitely. As the police are not able to keep a suspect in
custody for very long.
7- Because one team as counsel for the prosecution and one team for the defence.
8- The judge.
9- Their task is to decide whether the defendant is guilty or not guilty. their final decision is called “the
verdict”.
10- The judge
11- (personal response)
Fairness – equity – respect of laws – impartiality….

ACTIVITY 4
1- There are many acts of violence in our school, aren’t there?
2- A criminal should be punished, shouldn’t he?
3- Crime is not good, is it?
4- She has never been in court, has she?
5- They know the laws of their country, don’t they
6- My uncle knew all things about the criminal justice system, didn’t he?
7- Children, sometime forget their duties, don’t they?
8- Women must claim for their rights, mustn’t they?
9- I’m not guilty, am I?
10- I am guilty, aren’t I?
11- The judge can not sentence you, can he?

UNIT 9: JUSTICE

LESSON 2: WRITING

(A l’initiative du professeur)

LESSON 1: SPEAKING

ACTIVITY 1: PICTURE INTERPRETATION (refer to the two pictures from Go For English Terminale,

page 7).

Picture 1: The place is arid; there are mountains, rocks, no human, no houses, no crops, thick grass…

Picture 2: Presence of people, houses, farms, crops, and the landscape has changed.

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ACTIVITY 2: The landscape has been transformed. Trees have grown up on the hillside. People have built

houses and planted crops and fruit trees. The population has increased.

Question: (personal response with justification)

ACTIVITY 3: (refer to the graph from Go For English Terminale, page 9)

a- Since 1900 world population has increased dramatically.

b- Between 1830 and 1930 world population doubled.

c- World population rose by 50 per cent.

Question:

1- About 1830

2- About 100 years, about 45 or 50 years

3- Five billion.

ACTIVITY 4: Write the following numbers either in figures or in words

10,000: ten thousand

90,170: ninety thousand, one hundred and seventy
1,220,401: one million, two hundred and twenty thousand, four hundred and one
1,000,000,000: one billion or one thousand million
Seventy million: 70,000,000
Three hundred and five thousand: 305,000
One hundred and ninety nine thousand, five hundred and one: 199,501
25 %: twenty five per cent
91.04%: ninety one point oh four per cent
0.102%: oh point one oh two per cent
Fifty-five per cent: 55%
Nine point seven oh two three per cent: 9.7023%
Thirteen point oh three per cent: 13.03%

UNIT 10: DEMOGRAPHY

LESSON 2: READING

ACTIVITY 1: The text deals with how to challenge the rapid increase in population in Africa.

ACTIVITY 2:

1- moderates (line 1): → moderates

2- example (line 5): → pattern

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 3- study of human population (line 12): → demography

4- thousand million (line 12): → billion

5- birth (line 15) : → fertility

6- who study population (line 20) : → demographers

7- fact to space births (line 24) : → family planning

8- provisions (line 31): → supplies

9- responsibility (line 32): → commitment

10- increased (line 31): → risen

11- quick action (line 34 ): → haste

ACTIVITY 3:
1 – false (line 1) 2 – false (line 8-9) 3 – true (line 13-14) 4 – false (line 15)
5 – true (line 21) 6 – false (line 22-23) 7 – false (line 24-25) 8 – true (line 26-27)
9 – false (line 29) 10 – true (line 31-33) 11 – false (line 37-38)

ACTIVITY 4: (NB: cross the word sterilisation and add condoms)

1 – family 2 – control 3 – pregnant 4 – reducing 5 – unplanned
6 – pregnancy 7 – contraception 8 – contraceptive 9 – pills 10 - cap
11 – condom 12 – natural 13 – permanent 14 – sterilised 15 - vasectomy

UNIT 10: DEMOGRAPHY

LESSON 3: WRITING

( A l’iniative du professeur)

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