PROGRAMME DU LYCEE ANGLAIS PDF

Ministère de L’Enseignement Primaire, Secondaire et de L’Alphabétisation
Cabinet
Inspection Générale de L’Enseignement Primaire, Secondaire et de L’Alphabétisation

I.G.E.P.S.A.)
INSPECTION DES LYCEES ZONE 1 (I.L.Z 1)
(Brazzaville-Pool-Sangha-Likouala)
DEPARTEMENT DE LANGUES VIVANTES ETRANGERES
SECTION : ANGLAIS
BRAZZAVILLE, SEPTEMBRE 2018
INSPECTION GENERALE de l’ENSEIGNEMENT PRIMAIRE, SECONDAIRE ET DE L’ALPHABETISATION (DEPARTEMENT DE L.V.E.,

SECTION ANGLAIS, BRAZZAVILLE, SEPTEMBRE 2018
TABLE OF CONTENTS
INTRODUCTION ……………………………………………………………………………………………………………………… p.4
Syllabus allotment 10th grade (Seconde A) ………………………………………………………………………………… pp.5-7
Syllabus allotment 10th grade (Seconde C)………………………………………………………………………………… pp.8-10
Syllabus allotment 11th grade (Première A)………………………………………………………………………………… pp. 11-13

Syllabus allotment 11th grade ( Premières C / D)…………………………………………………………………………… pp. 14- 16
Syllabus allotment 12th grade (Terminale A ) ……………………………………………………………………………. pp. 17-19
Syllabus allotment 10th grade (Terminales C/D )………………………………………………………………………… pp.20-22
Selected texts …………………………………………………………………………………………………………………………… p. 23
10th grades ( Seconde A , C) ……………………………………………………………………………………………………… pp.24-35

11th grades (Premières A , C , D )………………………………………………………………………………………………… pp.36-42
12th grades (Terminales A, C, D)………………………………………………………………………………………………… pp.43-90.
Unit 1 : Social problems …………………………………………………………………………………………………………… pp.44-52
Unit 2: Development ………………………………………………………………………………………………………………… pp.53-56
Unit 3: Music and Sport ……………………………………………………………………………………………………………… pp.57-63

Unit 4: Famous lives ………………………………………………………………………………………………………………… pp.64-69
Inspection générale de l’enseignement primaire, secondaire et de l’alphabétisation, département de L.V.E. section Anglais
Page 2
Unit 5: Politics …………………………………………………………………………………………………………………………….. pp.70-71
Unit 6: Media ……………………………………………………………………………………………………………………………… pp.72-76
Unit 7: Demographic and Ecological or Environmental problems……………………………………………………… pp.77-81
Unit 8: Food and Health ……………………………………………………………………………………………………………….. pp.82-86
Unit 9: Transport and Tourism ………………………………………………………………………………………………………. pp.87-90
Page 3
INTRODUCTION
The goals set by the government in inserting the teaching of English as a foreign language are very appealing.
All the staff involved in the teaching process should give the best of themselves in order to achieve those goals.
Unfortunately, I daresay, until up to now, English is regarded by most of our learners as a nuisance; a sort of
puzzle where the efforts or energies concentrated do not match the expected outcomes.
Who are to blame? Teachers? Students? Or Teachers’ trainers?

To put the blame on someone is to ignore the complexity of the problem. Indeed, in an environment where
French is the dominant language, to teach English as a foreign language is not easy at all. Added to this we can
mention the lack of basic documents able to guide teachers in their task. The few documents that exist do not
ease the teachers’ task.
That is why, to make things easier, the present document attempts to give some orientations to teachers
through clear, simplified syllabus allotments and a motivated choice of a few texts going along with it. By this, I
intend to contribute in the simplification of the teaching task by harmonizing the basic documents used
throughout the country.
Thank you
The author,
Inspector Idée Bakis Freddy TOUNTSI.
Page 4
Seconde A
Volume horaire : 4heures
Term Months/Week Aim / Lesson Unit Unit Title Notions to be taught Période
OG objective/O n° probable
S d’exécution des
devoirs
1st 1-1 -Requests : will, would ,could
F O Week -permission: can, may, might.
C
I T
2nd
Week
1-2
Socializing
-To be (present simple : revision)
-Yes/no-questions with ‘ be’
O 1
R B 3rd 1-2
-Wh-questions with ‘ be’
-Talking about nationalities, jobs and
E
S R
Week occupations -Text study: choosing an occupation
Extracted from Elementary English P.74
I
T 4th
Week
1-2 -Text study(to be c’tinued)
-Structure: possessives
Devoir n°1
1st 1-1 -inviting someone

N week Invitations -Accepting an invitation
2
T O
V
2nd
week
1-1 -Refusing an invitation
Dialogue ( From How to Say it , p.52 )
E E
M 3rd On the
-Vocabulary related to the phone (dial a
1-1 3 number, receiver, to ring….)-Calling ( receiving
R B
E
week
4th
phone and ending a call : different expressions used
-Talking about your school, different subjects
M R week
II 2-1 4 Education and degrees. / School systems abroad. Devoir n°2
-structure: comparatives
D 1st -Text: Secondary School in Britain and the USA
E week Comp. ,Ling. Comp., Com.comp. ,writing
C
First term
2nd -Text c’tinued exams
week
Page 5
Terms Months/Weeks Aim/ Lesson Unit Unit title Notions to be taught Période probable
OG objective n° d’exécution des
/OS devoirs
1st - Means of transport (vocabulary)
week 2-5 Directions -The city’s landmarks--Asking for directions
5
S 2nd -Text: How should I travel ?
J week Structure : Comparatives
E A
3rd II
2-7 6 condition -Expressing condition (if+present
simple…shall/ will/ if past simple…would…
N
C U week
2-12 7 Daily -present simple with adverbs of frequency
A routines
O R -Talking about daily routines
N Y 4th
week
2-12 Expressing
future plans/ - Future plans ( shall , will ) Dialog: Snobs Devoir n°3
8
D intentions -Future intentions ( be going to , will be +v-ing)
F 1st - Different icons to describe (vocabulary)

E week Icons - Picture description (writing an introduction)
B
3-2 9
T R
U
2nd
week
3-2 description -Picture description (situating elements in the
picture example: in the foreground , in the
E A
R 3rd 3-4
background , in the middle , on top right….. )
Text: Oxfam
week III Type, main idea,characters,themes,illustrations
R Y
4th
week
3-5 10
Summarizing
a text
-Writing a text summary from different clues
sought for
Devoir n°4
M M
A
1st
week
3-6 -Word formation(prefixes and suffixes Second term
exams
R 2nd -Revision
C week
H
Page 6
/OS devoirs
1st 4-1 Nouns and adjectives related to the weather
T A week
2nd
(rain-rainy, sun-sunny….) and the seasons
P 4-1
H R
week
10 Weather
-Describing the weather (what’s the weather
like? There’s the sun/ it’s sunny…
I I
3rd
week 4-1 -Text : Snow, Sun , Heat, and Rain
R L 4th Devoir n°5
week 4-2 -The layout of a personal letter
D 11
Letter -Writing a personal letter
writing
1st
IV 4-4 -Structure: tenses (present simple /present
week continuous / past simple )
T M 2nd
week
Mock Bac
E A 3rd 4-4 -tenses (c’tinued)

R Y week
M 4th
week
V 5-1
6-1
12 Social
problems
-Social problems ( vocabulary)
-Filling a form
Devoir n°6
VI
J 1st Revision Third term
U week exams
N
E
Page 7
Seconde C
Volume horaire hebdomadaire : 2 heures
Term Months/Week Aim / Lesson Unit Unit Title Notions to be taught Période probable
OG objective/OS n° d’exécution des
devoirs
1st 1-1 -introductions
F O Week - Requests: will, would , could
C
I T
2nd
Week
1-2
Socializing
-To be: revision in the present simple
-Yes/no-questions with auxiliary ‘ be’
O 1
R B 3rd 1-2
-Wh-questions with auxiliary’ be’
-Talking about, jobs and occupations
E
S R
Week -Text study: Choosing an occupation
Extracted from Elementary English P.74
I
T 4th
Week
1-2 -Text study (to be c’tinued)
-Structure: possessives
Devoir n°1
1st 1-1 -inviting someone and accepting an invitation

N week Invitations
2
T O
V
2nd
week
1-1 -Refusing an invitation
Dialogue ( From how to Say it , p. 52)
E E
M Function: Talking about your school,
R B
E
3rd
week
different subjects, degrees. School systems
abroad.
M R
4th
II 2-1 3 Education
-Text: Secondary School in Britain and the USA
week Comp. ling. Comp. Com. Comp. Devoir n°2
-Structure: comparatives
1st
D week -Structure: comparatives
E
C 2nd
week -Revision First term exams
Page 8
/OS devoirs
1st - Means of transport/ the city’s landmarks
J week -Asking for directions
S A
N
2nd
week
2-5
4 Directions -Giving directions
-Text: How Should I travel?
E U
A 3rd II
-Text : How should I travel ( the end)
2-7 5 condition -Expressing condition (if+present
C R
Y
week simple…shall/ will
4th 2-12 6 Daily -Present simple with adverbs of frequency Devoir n°3
O week routines -Talking about daily routines
N F
E
1st
week
7
Future plans
and
- Future plans ( shall , will )-Future intentions (
be going to , will be +v-ing )
D B
R
intentions Dialogue : Snobs ( People,p.21 )
U 2nd
A week Text: A Cry for Help ( Viewpoints , p.92 )
R 3-4 Type, main idea,characters,themes,illustrations
T Y
3rd
III 3-5
8 Summarizing
a text -Writing a text summary from different clues
E week
4th
week
3-6
sought for
-Word formation(prefixes and suffixes Devoir n°4
R M
A
1st
week
3-6 -Word formation
-Revision
Second term
exams
M R
C
2nd
week
H
Page 9
/OS devoirs
1st 4-1 Nouns and adjectives related to the weather
T A week
2nd
(rain-rainy, sun-sunny….)
-Describing the weather ( what’s the
P 4-1
10
week Weather weather like? There’s the sun/ it’s sunny…
H R 3rd
4-1
I I
week -Text : Snow, Sun, Heat and Rain
4th Devoir n°5
R L week
IV
4-2 -The layout of a personal letter
Letter -Writing a personal letter
D 11 writing
1st 4-4 -grammar: tenses (present simple /present
M week continuous / past simple : different forms )
T A 2nd Mock Bac
week
Y
E 3rd
week
4-4 -tenses (c’tinued)
R 4th V 5-1 12 Social -Social problems ( vocabulary) Devoir n°6

M week
VI 6-1 problems -Filling a form
J 1st -Revision Third term
U week exams
N
E
Page 10
Première A
Term Months/Weeks Aim / Lesson Unit Unit Title Notions to be taught Période probable
devoirs
1st -Requests and permission (formal and

F O Week informal-can,could,may,would …)
C -asking for and giving personal information
I T 2nd -used to (information in the past)
O I 1-1 1 Socialisation
R B
Week
3rd
-offers and suggestions
- topic : employment ( describing one’s job )
E
S R
Week
4th
Text: My family’s members’ jobs ( voc . comp.)
-Text study (to be c’tinued) Devoir n°1
T N
Week
1st
Function: asking for and giving advice
-different types of leisure and sports
O week -function: opinion (agreeing and disagreeing)
V 2nd -Structure: Similitude (so do I / neither do I )
2-1 2
T E
M
week
- Text: What we can do for fun
E B 3rd II Leisure Voc., comp. Follow-up activities
E week and sport
R R 4th -Affirmative, negative and interrogative forms Devoir n°2
week in the present simple and the past simple
M 2-4
st
D 1 2-5 -Direct and indirect styles (present and past
E week simple )
C 2nd -Revision First term exams
week
Page 11
Terms Months/Weeks Aim/ Lesson Unit Unit title Notions to be taught Période
OG objective n° probable
/OS d’exécution des
devoirs
1st II 2-5 2 Leisure and -The pluperfect/ past perfect
J Week sport
S A
N
-Anticipating the content of a text
E U
A
2nd
week
3-2 3 Pictures,
cartoons and
-Text: A woman ’s place ( Viewpoints ,p.157)
(text type, main idea ,characters , themes)
C R
Y
3rd
week
III
3-3
texts
description and
-Describing pictures and cartoons
(methodology and practice )
O 4th
week 3-6
interpretation
-word formation (affixes)
-false cognates
Devoir n°3
N F 1st III 3-7 -Relative pronouns

D E
B
week
IV 4-1 -vocabulary related to ecological disasters
(pollution, earthquake, ozone layer….)
R 2nd 4-1 -Text: deadly natural disasters
U week Comp., ling. Comp, com. Comp. writing
Ecological
T A
R
Y
3rd
week
IV 4-2
4 issues -Punctuation, capital letters, paragraph &
connectors.
-writing a letter (formal)
E 4th
week
4-4 -Tenses (present simple ,present continuous and
the past simple (formation +Use)
Devoir n°4
R M
A 1st 4-5 -Tenses (to be c’tinued)
Second term
exams
M R
C
week -passive voice (affirmative and negative in the
present and past simples)
H
2nd -Revision
week
Page 12
/OS devoirs
T 1st Ecological -Passive voice (interrogative form in the
H A week
2nd
IV 4-5 4 issues present and past Simple
-The present perfect and modals in the
I P week passive
R R 3rd -Different types of foods (fruit, vegetable,

D I week V meat .poultry …)
L 5-1
5 Food -A few dishes in South Africa, Scotland, and
in the USA…)
4th -Text : Planning a Meal Devoir n°5
week
1st 6-2 - Yes-no Questions or close questions
T week Asking ( in the past, present simple and the future )
M
E A 2nd
6 questions
VI
R Y
week
3rd
Mock Bac
M week
6-2 Wh-questions (Present and the past simple
with ordinary verbs)
4th 6-3 -organizing a debate Devoir n°6

week -Filling a form
U week exams
N
E
Page 13
Premières C/D
Terms Months/Weeks Aim / Lesson Unit Unit Title Notions to be taught Période probable
devoirs
1st -Requests (formal and informal

F O Week can,could,may,would …)
I C
T
2nd
Week
-used to(information in the past)
-offers and suggestions
R O
B
3rd
Week
I 1-1 1 Socialisation - topic : employment(Describing one’s job Text:
My family’s members’ jobs ( voc. Comp )
S E 4th -Text study(to be c’tinued) Devoir n°1
R Week - Function: Giving advice
T
1st -different types of leisure and sports
N week -Structure: Similitude(so do I / neither do I )
T O
V 2nd 2-1 2
(present simple and past simple)
-Similitude ( other cases)
E E
M
week II
Leisure
- Text: A woman’s place (viewpoints, p.157)
Voc., comprehension
R B and Sports Text:(c’tinued)
E
M R
3rd
week
Voc.,comp, follow-up activities
4th -Affirmative, negative and interrogative forms Devoir n°2

week in the present simple and the past simple
2-4
D 1st 2-5 -Direct and indirect styles (present and past
E week simple )
C 2nd Revision First term exams
week
Page 14
/OS devoirs
1st II 2-5 2 Leisure and -The pluperfect
J Week sports
S A
N
E U
A
2nd
week
3-2 3 texts description
and
-Text: women ’s place
(text type, main idea ,characters , themes)
C R
Y 3rd
III interpretation
O week 3-3 -Text: women ’s place

(text type, main idea ,characters , themes
4th -word formation(affixes) Devoir n°3
N week
1st
3-6 -false cognates
F III 3-7 -vocabulary related to ecological disasters
D E
B
week
IV 4-1 4 Ecological
issues
(pollution, earthquake, ozone layer….)
R 2nd
4-1 -Text: Deadly natural disasters
U week Comp., ling. Comp., com.comp., writing
T A
R
Y
3rd
week
IV 4-4
Tenses (present simple ,present continuous
and the past simple (formation +Use)
4th --Tenses (to be c’tinued) Devoir n°4
E M
week
-passive voice (affirmative and negative Second term
R A
R
1st
week
4-5 forms in the present and past simples) exams
M C
H
2nd
week
-Revision
Page 15
/OS devoirs
T A 1st
week 4-5
Ecological
issues
-Passive voice(interrogative form in the
present and past
IV 4
H P 2nd -the present perfect and modals in the
I R week passive
R I 3rd -Different types of foods (fruit, vegetable,

D L week oils and fats ….)
5-1 Food -Different dishes (in London and Scotland,
V 5
the USA…)
4th Devoir n°5

week -Text : Planning a Meal
T
E M 1st
week
6-2 - Yes-no Questions or close questions
( in the past, present simple and the future )
Mock Bac Exam
R A 2nd -Wh-questions (Present and the past simple

week with ordinary verbs)
Y VI 6-2 6
Asking
M 3rd 6-3
questions
-Filling a form
week
4th -Revision Devoir n°6
week
U week exams
N
E
Page 16
Terminale A
Term Months/Weeks Aim L.O/ Unit Unit Title Notions to be taught Période
/ OS n° probable
OG d’exécution
des devoirs
O 1st -Different social problems (violence, social injustice, drug addiction;,
F C Week unemployment, terrorism, war, generation gaps..)
-Text: Community violence (Comprehension, linguistic comp. …… )
I T
O -Structure: present simple vs. present continuous
I 1-1 1 Social
R B
E
2nd
Week problems
-Present simple , present continuous and the past simple
-Function: asking for and giving opinion/-tag questions ( present and
S R 3rd
past simple with ordinary verbs)
- A few hints on how to write an essay ( methodology and practice )
T Week
4th - Text: Young people and the use of drugs ( comprehension, linguistic Devoir n°1
Week competence , communicative competence and writing expression )
N 1st -Talking about Development (what it is .the mechanisms of
O week Development , the role of ethics , a few developed countries )
V -Text: The African debt and International Monetary Institutions
T E
M 2nd I 1-1 2 Develop-
( comprehension Ling. Comp. Communicative comp., writing )
-Function: comparing the different systems of development
E B
week
3rd
ment -Structure: comparatives
-Comparatives ( c’tinued)
E
R R
week
4th
-If clauses
-If – clauses ( to be c’tinued) Devoir n°2
M week -Recap
D 1st - Music kinds and groups ( voc)/ a few musical instruments
E week Music
C
II 2-1 3 -Different sports / vocabulary / Function: likes and dislikes
2nd and Sport -Text: Bob Marley First term
week (comp, linguistic competence, communicative comp, writing ) exams
Page 17
Terms Months/Weeks Aim/ L.O Unit Unit title Notions to be taught Période
OG /OS n° probable
d’exécution
des devoirs
1st Music -Text : Bob Marley ( to be c’tinued)
J Week and Sport -structure : tag questions ( be, have ,modals and imperative
II 3
S A mood ) /-Text : Mountaineering -Structure : Superlatives
N
E U
Famous
-Talking about celebs in music, sport, politics, science or
2nd II 4 technologies ,art , literature … vocabulary related to fame
C A
R
week lives Function: describing one’s idol ( physical and moral qualities
,forces and weaknesses and contrast him /her with another idol
O Y
3rd -Structure: although, despite, in opposition to, nonetheless.
N week
4th
Text : Nelson Mandela makes poverty history ( voc , comp)
Text :Nelson Mandela makes poverty history Devoir n°3
D week
1st
( com. competence , writing ) / revision : since/ for( present perf.)
- Talking about politics ( what it means from its etymology) /- Talking
F week about different political regimes .( monarchy , aristocracy , democracy
E Politics -Talking about democracy ( in the USA, France ) Vocabulary
II 5
T B
R 2nd
related to elections ( polls, campaigns , to run for presidency…
-Text : Electing an American President
E U
A
week
3rd
-Structure : relative pronouns
-The Fourth power( TV , Radio ,Newspapers ,magazines )
R R
Y
week 6 Media Text :T he Power of the Press (comp. ling.comp.,Com.comp. writing)
M 4th
week
2-5 -The Fifth power or the Social Media/Networks ( Internet –Face book
-Text study: Teens on line / /-reported style
Devoir n°4
M 1st 2-5 -Reported style ( c’tinued)

A week Second term
R 2nd -Revision exams
C week
H
Page 18
Terms Months/Weeks Aim/ L.O Unit Unit title Notions to be taught Période
OG /OS n° probable
d’exécution
des devoirs
T A 1st
week IV 7 Demogra
-Talking about demographic growth and its impact on the
society and the environment
H P
phic and -Talking about the different environmental problems (pollution,
Ecological ozone layer damage , nuclear catastrophes….)
I RI
problems -Text: Pakistan ( Voc., Comp..)
2nd -Structures: modals (can, may, might, should: ability, moral
week obligation./-Text: Ensure Environmental sustainability
R L 3rd
( comp.,Ling.comp.,Com.comp.,writing)
-Different types of food and diets
D week IV 8 Food and
Health
-Text: Better health through better eating
-function : ordering a meal
-Making requests/ offers ( will ,would ,shall, can )
4th - structure : quantifiers: some , any, no ( much, many, few …)
week Text: AIDS – the Facts ( voc.,comprehension)-Giving advice
1st -Means of transport( vocabulary) Mock Bac
week -The city’s landmarks/-function: Asking for and giving directions
T M 9 Transport -structure: Indirect questions
-Text study: Road vehicles :workhorses of development
and
E A 2nd
IV Tourism ( comp ,linguistic competence, communicative competence ,writing
-Structure: passive voice ( present simple –continuous-perfect
R Y week
4-5
-Passive voice ( past tenses +pluperfect and modals)
- Imperative mood in the passive
M
- A few touristic places in the Congo and in the world
-Text study: Tourism in Africa (comp.,ling. comp.com.comp wr.)
rd
3 -Revision
week
4th - Revision
week
Page 19
Terminales C/D
Term Months/Weeks Aim Lesso Unit Unit Title Notions to be taught Période
/ n n° probable
OG obje d’exécution
ctive des devoirs
/OS
O 1st -Different social problems (violence, social injustice, drug addiction;,
F C Week unemployment, terrorism, war, generation gaps..)
T -Text: Domestic violence (comprehension and ling. Comp. )
I O
2nd I 1-1 1 Social - Structure: Present simple , present continuous and the past simple
R B Week problems (revision)
E
S R
3rd
Week
-Tag questions ( present and past simple with ordinary verbs)
T 4th
Week
- Tag questions ( be, have ,modals and imperative mood ) Devoir n°1
N 1st -Talking about Development (what it is .the mechanisms of

O week Development , the role of ethics , a few developed countries )
V -Text: The African debt and International Monetary Institutions
E Develop- - (voc , comp. Communicative competence )
T M 2nd II 1-1 2 ment -Structure: comparatives
week
E B 3rd -Comparatives ( c’tinued)
E week -If clauses
R R
M 4th
week
-If – clauses ( to be c’tinued) Devoir n°2
D 1st II 2-1 3 Music - Music kinds and different sports : vocabulary

E week and Sport Text: Bob Marley (comp, ling. and communicative comp )
C 2nd - Text : Bob Marley ( the end) First term
week - likes and dislikes exams
Page 20
Terms Months/Weeks Aim L/S Unit Unit title Notions to be taught Période
/ n° probable
OG d’exécution
des devoirs
1st Music -Text : Mountaineering ( voc , comp)
J Week and Sport -Structure : Superlatives
II 3
S A
N
E U
-Different types of food and diets -Text: A balanced diet
Food and -function : ordering a meal ( will ,would …)
2nd IV 4
C A
R
week Health
3rd 2-2 -describing a process or a recipe
O Y
week - structure : quantifiers: ( much, many, few , little )
N 4th
week
-Text: AIDS – the Facts ( voc.,comp)/ structure : giving advice Devoir n°3
D F
E
1st
week
-Means of transport( vocabulary)
-The city’s landmarks/-function: Asking for directions
B Transport -structure: Indirect questions
R 2nd IV 5 -Text study: Road vehicles :workhorses of development
and
T U
A
week Tourism ( comp ,linguistic competence, communicative competence )
E R
Y
3rd
week
-Tourism : a few touristic places in Congo and the world
-Text study: Tourism in Africa ( voc.,comp )
R 4th 4-5 -Structure: passive voice ( present simple –continuous-perfect) Devoir n°4
week
M M 1st -Passive voice ( past tenses +pluperfect and modals) Second
A week 6 Media - Imperative mood in the passive term
R nd exams
2 -The Fourth power( TV , Radio ,Newspapers ,magazines )
C
week Text: The Power of the Press ( voc , comp.)
H
Page 21
Terms Months/Weeks Aim/ L.S/ Unit Unit title Notions to be taught Période
OG OS n° probable
d’exécution
des devoirs
1st - The Fifth Power or the Social Media/Networks (Internet –Face
T A week 6 Media book..)
-Text study: Teens on line
H P 2nd 2-5 -Reported style (present simple , continuous and perfect )
I R week
3rd 2-5 -Reported style ( past simple , modals and imperative )
R I week
D L 4th
week Environ-
-Talking about the different environmental problems caused
by population growth (pollution, ozone layer damage , nuclear
mental catastrophes, deforestation…)
IV 7
problems -Text: Ensure Environmental Sustainability
T 1st
( comp., Linguistic and communicative comp)
. Structures : can/ could, may/might, should, must ( ability, Mock Bac
E week moral obligation, obligation )
R M 2nd
week
Structure : relative pronouns
-revision
A
M Y
3rd -Revision
week
4th -Revision
week
J
U ‘A’ Level ( Baccalaureate )
N
E
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Ministère de L’Enseignement Primaire, Secondaire et de L’Alphabétisation
Cabinet
Inspection Générale de L’Enseignement Primaire, Secondaire et de L’Alphabétisation

I.G.E.P.S.A.)
INSPECTION DES LYCEES ZONE 1 (I.L.Z 1)
(Brazzaville-Pool-Sangha-Likouala)
DEPARTEMENT DE LANGUES VIVANTES ETRANGERES
SECTION : ANGLAIS
BRAZZAVILLE, Septembre 2017
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10th grade( Seconde level)
Topic: Occupations and jobs
Aims: - To acquire the vocabulary related to occupations and jobs
-To help the learners talk about the occupation they would like to have and why.
Techniques:
1- Picture presentation and observation
-Show a picture where different occupations are presented and ask the learners to find other occupations not mentioned inside.
-Help the students repeat or pronounce the words they see
- Ask them to choose an occupation and say why.
2- Questions / one word for several/ repetition
- Ask a question on a famous person and what he /she does
- Use the technique of one word for several to introduce other occupations (Example: how do you call a person who sells in
butchery? – a butcher)
- Help the students pronounce the words
- Ask them to choose an occupation and say why. Example : - what occupation would you like to have?
- I would like to be a/an………………………
- because……………………………………………
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Text: Choosing an occupation
When you choose your occupation make sure it is the right one, because this is how you will spend your time until your working
days are done.
You could work in a big office or be an employer or an employee, be an accountant or a bookkeeper depending on your degree.
Be a business man with colleagues or a secretary of your own, with managers or the receptionists who will answer the telephone.
If office work is not for you then a lawyer or a judge you could choose, or a writer, an editor or a journalists who issues reports on
the news.
Bank tellers work very long hours; salespersons and shop assistants too. But, you will work very difficult hours if you’re a pilot or a
cabin crew.
A bartender, a cleaner, a driver, a personal trainer, a pastor, a priest or a policeman work any hours they can get.
A pharmacist, doctor or surgeon all offer specialized skill, and a psychiatrist and psychologist all work with people who are ill.
As to architects , builders and engineers, musicians who plays in bands, or mechanics, electricians or miners all work all days with
their hands. So do chefs, bakers, tailors, waiters, waitresses, photographers and scientists who work hard at all that they do.
An excerpt from Elementary English pp.74-75
A- Say True or False in full letters
1-An occupation is not a job. 3-An employee is a worker
2-This text mentions seventeen occupations. 4-An employer is a boss of a company

B-comprehension C-Vocabulary
1-Who works long hours? Match the word with its explanation
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2-What does a journalist do? 1- A surgeon a-a person who makes bread
3-Whose hours are difficult? 2-A salesperson b-a member of the pilots’ team
4-How many occupations are mentioned in the text? 3-A baker c-a seller
4-A cabin crew d-a person who operates on sick people
D-Grammar
1-Use the correct form of be in the present simple E- competence Communicative
Complete the conversation with the missing parts
to make negative or affirmative sentences with the A: Whose umbrella is this? B: It ‘s green , yellow and red
B: I’m sure it’s John’s. He often forgets it here.
words given between brackets A: ………………………1……………………………………… ?
B: Mine’s with Kate my little sister.
a-(My hands/ not cold) A: ………………………2……………………………………..?
B: It’s green, yellow and red
b-(The tree / big with many leaves) A: ………………………3………………………………………?
B: It’s 2,500 Cfa francs.
c-(My sister and I/ teachers) A : ………………………4……………………………………….. ?
B : No, it’ s not . It’s cheap.
d-(I/not interested in chess)
F- Writing expression
- Choose an occupation you would like to have - Give two to three reasons why you‘ve chosen it (first ,then … )
- Describe its role (it helps, it consists in , as a….I will …) - Opinion
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REFUSING AN INVITATION
Kate is asking Cathy her cousin to join them for the different activities they have scheduled. Note the different
expressions used by Cathy to politely refuse those invitations.
Do not forget that invitations are seldom answered only by “YES” or “No”. Some explanation for your refusal is
often desirable.
Conversation
Kate: Will you join us for dinner?

Cathy: If you don’t mind, I’d rather not. I’ve got a bit of a headache.
Kate: Would you be free to come to a concert on Saturday evening?
Cathy: Thank you, but I’m afraid I’ve arranged to go out then.
Kate: could you come to the cinema tonight?

Cathy: I wish I could. But you see I have this wretched exam tomorrow.
Kate: Could you come to tea on Tuesday?
Cathy: That’s very kind of you, but I’m afraid I’ve already promised to visit Uncle Jack.
Kate: Would you like to go to the zoo the day after tomorrow?
Cathy: I’d love to, but my fiancé is taking me out for the day.
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Section one: Reading comprehension
Text: Secondary School in Great Britain and the USA.
In Great Britain, school children go to secondary school when they are eleven. They spend there seven years. During the first five
years, they study all the usual subjects, including P.E., science and computer technology. French and German are the two main
languages, but Spanish , Italian and Russia are taught too.
General Certificate of Secondary Education (G.C.S.E.) is not one big exam but a series of separate diplomas. You can take from five
to ten G.C.S.Es. If you’re not good at biology for instance, your teachers may advise you to drop it, that is to say not to take it. The
next two years, students who have taken at least five G.C.S.Es. can take their “ A levels”. They have to choose three subjects that
they will study for two years. They sit for their exams in June or July at the end of the second year. They need three “A level” passes.
To go to university. To go to the prestigious Universities of Cambridge and Oxford, students have to sit for a special entry test and
go for an interview.
In the USA, pupils go to junior high school when they are 12 or 13. From 7th to 9th grade, they study all the basic subjects. From 10th to
12th grade, they go to senior high school. At the end of high school, they graduate and are given a High School Diploma according to
the results during High School. But if they want to get into university, they have to take specific tests.
In Great Britain as well as in the USA, some students decide to leave school or drop out when they are 16 because they hope to get a
job straight away, or simply because they are fed with school. Career advisers encourage them to learn a trade and can help them
to make the righty decisions.
Adapted from English Live.
A- Say True or False in Full letters

1- Only two major foreign languages are taught in Britain. 3-‘A’ level is the equivalent of the French Baccalaureate.
2-G.C.S.E. unique and pupils take It once. 4- Teachers compel their students to respect their choice?
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B- Answer the following questions 2- Correct the mistakes
1- How many G.C.S.E. are required to sit for ‘A ‘ level? a- English appears easyer than French.
2-What should a student do to go to university in Britain and b- Conditions are comfortabler in Congo than anywhere else
the USA ? c-September is hoter than December.
3- Why do students drop out at 16? d- Is your book more rich than the one I received yesterday?
4- Is access to prestigious universities easy in both countries? Justify. section three: Communicative competence ( initiation)
Section two: linguistic competence Ask the questions using the comparative indicated
A- Vocabulary with the words given
What is the English for the following words in the text? 1- ( Why/ she / slim / you / ? )…………………………….( C. S.)
a-matières ; b- passer un test / ; c-lycée ; d-abandonner 2-( Where / does / John / to read / quick / Kate ?)
B- Grammar ………………………………………………………………………( C. S.)
1- Use the words given to compare 3- ( / Does/ coffee / to taste / bad / tea?)
a-( School / long / USA / Britain)…………………………… ( c. sup.) …………………………………………………………………….( C. S.)
b-( There/ many/ tests/ to pass / possible/ to go to university/. ( C. eq.) 4-( To be/ an apple/ good / a litchi? )
c-( Studies / the USA/ seems / difficult/ Great Britain). ( C. sup.) …………………………………………………………………( C. eq.)
d-( Students/ aged / Britain/ the USA/ when they go to secondary Section four: Writing
school ) ………………………………………………………………… ( C. inf. ). Describe your school ( name , where it is, subjects , teachers,
favorite subject and teacher, personal opinion on your school )
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Aim: To use the basic vocabulary on transportation means.
Text 1: How Should I Travel?

To travel on an aero plane is faster than a car especially in a helicopter if you are not traveling too far.
At the airport at the check-in-desk you will get your ticket to go on board, each passenger gets a boarding pass
And your luggage is weighed and stored.
You could also travel by boat or ship from the harbor at the seaside but don’t get a seat on a submarine if you want a comfortable
ride!
You can take the train from the train station or a taxi or a bus. But a bicycle or a motorbike is not enough for us.
At the bus you will have to stand in a queue before you go and you will stop at every bus stop, so your journey will be slow.
The easiest way to travel is by road in your own car, you will have to have a license and a map if you’re going far. You can hire a
car at a car-hire booth. But, you must learn your number plate and have your passport handy if you’re going out of state. You’ll
need money at the tollgates and at the petrol station too, for petrol and parking fees for these fares are always due. Finally, make
sure you know your road signs and obey the traffic lights. The traffic and the trucks must wait for pedestrians too have rights.
Elementary English, p.72
A-Say True or False in full letters B-Answer the following questions

1-You can travel very far on a helicopter 1- from where can you take the train?
2-To travel comfortably on a submarine, you need a seat 2-What does each passenger get at the airport?
3-It is quick to move by bus. 3-What do they weigh at the airport?
4- A car is the simplest way to travel according to the author 4-Quote at least six means of transport from the text.
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C- Vocabulary D-Grammar E- Communicative competence
Choose the correct letter a,b or c to best explain Use the comparative of superiority Complete the following conversation by
the words below with the words given asking questions.
1-Boarding pass : a-ticket, b- a card 1-(An aero plane/ fast/car)…………… A: I love travelling no matter the place
permitting to get on board, c-a passport 2-( It/easy/to travel/by car/by tube) B: really? I also travel a lot for my pleasure
2- Harbor : a-where we can get a plane ,b- …………………………………………………… A:………………………1…………………………………?
where we can get a train , c- where we can get B: I often take a plane when I travel.
a boat 3-(travelling by plane/comfortable/ A:………………………2…………………………………?
3-petrol : a-a liquid we put in lamps-a liquid Travelling by car)………………………… B: Yes, I also take a tube and a car
we put in cars, c-a liquid we put in planes A:………………………3…………………………………?
4-Traffic lights: a-The lights to guide planes- 4-(Road vehicles/ performing/ B: Yes , it’s fast, the tube is fast.
The lights to guide trains-The lights to regulate trains)……………………………………………… A:………………………4…………………………………?
circulation B: The tube is faster than the train
F- Writing
Here is some information on Antonio who likes travelling. Write a paragraph about him using these notes.
Destination: often to go France
Period: Vacations Homework
Means of travel: always the plane Write a paragraph about yourself
Departure time: mostly 8 p.m.
In France: regularly to take a car
Activities: to go shopping, to visit Eiffel tower
Antonio’s impression: Paris, beautiful city
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Future plans
Procedure: exploit the text in order to teach the structures expressing future plans. Do not deal with comprehension.
Dialogue : SNOBS
Rupert: What are you doing next summer, Jeremy?
Jeremy: I’m spending the summer on daddy’s yacht. We’re going around the Mediterranean.
Rupert: Is your brother going with you?
Jeremy: Oh yes, he’s starting at Eton in September, you know.
Rupert: And how’s Olivia?
Jeremy :( sounds embarrassed)oh yes, well, she’s getting in October, but…I’m definitely not going to the wedding.
Rupert: Why?
Jeremy: Well, it’s terrible, you-she’s marrying Daddy’s gardener!
Notes: -The present continuous with a temporal expression (next summer, in September, in October…) is one of the ways to express
future plans.
- Will /shall and be going to are other ways to convey future intentions and plans
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Note: There is a visual aid that goes along with this text. So, share it first before tackling with the text study. Do not forget that the
text describes each picture in particular. Do not forget either that the purpose of this study is to teach the vocabulary related to the
weather, not reading comprehension. Thus, it is better to practice the text orally .Each pupil could account for one picture by
answering the questions given below
Text: Snow, Sun, Heat and Rain

Picture1: It is winter. The weather is very cold. The ground is covered with snow, and the lake is frozen. Some children are sliding on
the ice near the edge of the lake. They must be careful because the ice in the middle of the lake is thin, and it may break. A few
boys are throwing snowballs at one another.
Picture 2: it is the beginning of spring. The weather is getting warmer. The sun is shining. There are only a few clouds in the sky. The
birds are building their nests and the young leaves are beginning to appear on the branches. The little lambs are lying near their
mothers in the fields.
Picture 3: summer has come. It is a very hot day. There is not a cloud in the sky . People are sun-bathing on the beach. They are
already getting sun burnt. The children have been playing and they are thirsty. They are buying cool drinks and ice cream.
Picture 4: It is a wet day in autumn. It has been raining all the morning. It is windy, and the sky is grey and cloudy. Everyone is
either wearing a raincoat or carrying an umbrella. The roads and the pavement are dirty. But of course, it could be worse. It is not
foggy today, and fog is worse than rain.
A- Questions
Picture 1: a-Describe the weather in winter. B- What are the children doing? c-What are the children doing?
d- Why must they be careful when they are sliding? e-What are the boys throwing?
Picture2: a-Is the weather as cold in spring as in winter? b-What are the birds doing?
c-Where are the little birds?
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Picture3: a-Which season is it in this picture? b-What color is the sky? c-What are the people on the beach doing?
d-Why are the children thirsty? e-What are they buying?
Picture4: a-Describe the weather in autumn. b- What are the people wearing in this picture? c-What are they carrying? d-Are the
roads and pavements clean in autumn? e-What is often worse than rain?
B- Test on vocabulary
Match each season with the corresponding words to the light of the text
1- Autumn a – wet e- hot i- sunshine
2-Winter b- snow f- heat j- rainy
3-Summer c-rain g- frozen k- cold
4-Spring d- warmer h-windy l- icy
C-Communicative competence
Complete the following conversation with the missing parts
A: Nice weather, isn’t it ?
B:I don’t see what you’re talking about.
A:………………………1……………………………..? A:………………………3…………………………………?
B: Here,it ‘s pouring . B:I like it when it snows.
A:………………………2……………………………… A:………………………4…………………………………….?
B: No,I never like when it pours . B: if I feel extremely cold I’ll put on a fur coat.
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TEXT: A Cry for help
Man was not made to leave alone. He wants to live and be loved. The need is so strong that some who feel
condemned to loneliness don’t want to go on living because life appears meaningless to them.
Suicide is the fourth commonest cause of death in Great Britain. In other countries of the industrialized West; it is
an even more common cause. Until 1963, the number of suicide was rising in Britain. It was in that year that a
voluntary organization called the ‘Samaritans’ was founded. Since 1963, the number of suicides has been falling.
The Samaritans are ordinary people from all walks of life. They give up part of their spare time every week to
help people who want to ‘put an end to it all’.(…).
If you are thinking of suicide you can ring them any hour of the day or night;
Extracted from Viewpoints, p.92.
Questions
1-What type of the text is it?

2-What is the main idea of the text?(What is the text about?)
3-Who is it about?( The characters)
4-What is the main theme ?
5-Write a summary of this text taking into account the different answers from the questions
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11th Grade (Premiere level)
Section one: reading comprehension
Text: My Family’s Members’ Jobs
My job is collecting stamps. When I began, I collected the stamps of all countries, but there are too many. So, now I collect only
Greek and Indian ones, because I have friends in Greece, and I live in India. Some of my stamps are very pretty, and they are all
interesting. When you look at stamps carefully, they teach you a lot about the history of their country.
My brother’s job is watching trains. He goes to the station and watches them there. When an engine goes through the station, he
writes down its name and number. He likes train-watching very much, but I don’t. I went to the station with him one day, but it
wasn’t interesting. I thought.
My big sister’s job is sewing. She hasn’t got a sewing machine. But she sews with our mother. Sometimes she sews by hand, too. She
makes most of her clothes, and when I tear my shirt or my trousers, I take them to her and she mends them.
My father has a job too. It is gardening. Every Saturday and Sunday afternoon, and sometimes on other summer evenings too, he
digs, or plants flowers and cuts thick grass which he uses as fertilizers.
Uncle Gregory is a tourist guide. He helps tourists visit exotic places and explains passionate captions or stories connected to those
sites. For that, he reads a lot of history and culture from many different countries.
English comprehension, p.15.
A- Say True or False B-Answer the following questions

1-All the stamps collected now are just from two countries. 1-Are stamps important for the authors? Justify.
2-The stamps gathered convey no knowledge at all. 2- What does my brother do when he sees a train?
3-Mum fixes up my torn clothes most of the time. 3- How does my father get fertilizers?
4- My uncle has general awareness on many country’s histories. 4-What is the role of a tourist’s guide?
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Section two: linguistic competence Section three: communicative competence
A- Vocabulary Complete the following conversation with the missing parts
Find the English for the following words in the text: A: I need to talk to the principal please!
a-timbres; b-machine; c-coudre ; d-réparer ; e- B: Ok! Would you come this way, I’ll show you in.
B-Grammar A……………………1……………....................................................?
1-Ask for advice using the following situations. Vary your structures. B: I will tell him that Belinda’s father has come. .
a-You want to choose a field of specialization at university. A: Ok!……………………2……………………………………………………?
b--You want to choose a good school for your child. B : I don’t know what’s wrong with her. He will tell you.
d- Your cousin excels in prostitution. A: But I don’t see him,…………………3………………………………..?
c-you drink a lot of alcohol B: Certainly, he has gone to the restaurant.
2-Give advice in the following situations A:………………………4……………………………………………………….?
a- Your sister has a toothache B: No, he didn’t tell me before he left.
b-A friend of yours is hesitating between going to Japan or France. Section four: writing
c- Your elder brother is a great gambler and you disapprove of it. Write a paragraph about what you would like to do later.
d-You do not know what to do for your sick daughter. – Name that job – why do you prefer it rather than others.
- describe certain tasks to accomplish. – Say how you will
get it.
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Note: This text aims at reinforcing the vocabulary on leisure and sport . it also prompts the students to be able to say what they do
for fun..
Text: What we can do for fun

There are different ways to exercise for leisure or sport. Some games we play as team members on a field or on a court. Like
baseball, basketball or hockey, rugby, rowing or soccer or football. If you score a goal for your team, you will feel like you’re ten
feet tall.
You can do running, cycling or athletics, or gymnastics, boxing or swimming, or ice skating, skiing or play squash, or tennis-they are
quite slimming. If you prefer doing things by yourself then try martial arts, yoga or pool. Go fishing or motor racing, play golf or
join a ballet school.
For leisure you can play outdoors at a theme or amusement park. You can go hiking or go camping, or have a picnic on the beach
in the dark. You could go skate boarding or go to the park or do photography at the zoo, or go home and play some board games,
or play station or video games too.
If you like noise and fun a club or a disco or concert is for you. There’ll be dancing and singing and a party that last the whole night
through. For quieter fun an art gallery or a theatre or cinema is best. See a movie or film or visit a museum where you can find
some rest. You could make some money by playing cards in a casino, the gamblers say, but cooking or sewing and safer selling your
wares, would be a much safer way.
I-Questions Elementary English, p.79
1-Where do we play some games? 4-Give the safer way to make money referred to in the text.
2-Where can you have a picnic? II Writing
3-If you like noise, where can you go? a- What is your favorite sport? b-why? c-where do you practice it? With whom?
d- What leisure activity would you like to do? With whom? Why?
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Text: Planning a meal
I need to go out and shop for food. I’ll work out what I need for breakfast, lunch and dinner meals, I’ve many guests to feed.
For breakfast, bacon sausage and eggs and yoghurt and toasted bread, peanut butter, syrup, honey or jam and margarine or
butter to spread, Bananas
I’ll cut up fruit for fruit salad, some apples, bananas and grapes, some mangoes, oranges and pineapples, and paw paws in
different shapes. Some strawberries, pears and peaches, some litchis and cherries as well with a squirt of lemon or lime juice served
in a watermelon shell.
At tea time I will serve a cake, a chocolate and cream one, I think and biscuits,coffee,tea or milk, hot chocolate or a soft drink.
For lunch I’ll make salad with lettuce, cucumber and tomatoes, some cheese, onion and olives, avocado and baby potatoes.
I’ll put out cold chicken pieces, turkey and some lamb, some bread to make a sandwich, some pizza and some ham. some rolls and
fish, like sardines or sushi or some prawns. Some pasta made with mushrooms and soya sauce and some corn. I’ll make a meat pie
with some steak with pastry and carrots, of course, cauliflower and broccoli covered in creamy cheeses sauce.(…)
Lastly, I’ll serve the drinks, alcohol like beer or wine, or milkshakes, fruit juice or water.
Elementary English,p.57
Questions
1-Whom do I have to feed? 4-With what will I make a pie?
2-What bread do I need for breakfast? 5-Quote some fruit mentioned in the text.
3-For what will I cut fruit? 6-What are the ingredients mentioned in the text?
Page 39
Clues:
Ask the students to anticipate on the content of the text they are going to read by asking questions on a woman’s daily activities
Text : A woman’s place
Dilys: Well, of course, nowadays it ‘s not true anymore that men go out to work and women don’t because most working-class
women either go out to work or have to go out to work. And yet still the pattern remains that most men come home to a house and
to a woman where everything is expected. She…She is expected to do everything.
Interviewer: Uhum.
Dilys: For the man she is expected to look after the house, look after the children…organize the cooking and the cleaning and all
the rest of it.
Interviewer: And you don’t think this is fair?
Dilys: Ahm…well, I think it needs looking at.
Interviewer: Uhum?
Dilys: I mean, this suits many people.
Interviewer: You mean you would expect the men for instance, to…to …to do more of this?
Dilys: Yes, I mean…er… I think this idea of a man being a pansy.
Viewpoints, p.157-158
I-Questions
1- What type of text is it? 3-What is the main idea ? II- Discussion
2- Who is it about? 4-What are the themes raised in this text? Do you share with Dilys’ opinion on men ?
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Reading comprehension
Text: Deadly natural disasters
“Natural disasters caused at least 25,000 deaths worldwide in 2001 more than double the previous year», states a Reuter report.
According to Munich Re, the world’s largest reinsurer, the economic losses totaled $36 billion-far more than those arising from the
September 11 attacks in the United States. Two thirds of the 700 major disasters involved storms and floods.
The extreme weather conditions are blamed on the continued change in global climate.”Forest fires in Australia, floods in Brazil
and Turkey, snow chaos in Central and Southern Europe and a typhoon in Singapore, which was meteorologically seen as
impossible ,are all indications for the link between climate changes and a rise in weather catastrophes,” the company said. It noted
that 2001 was the second- warmest year since records started being kept 160 years ago.
Earthquakes caused the most deaths over 14,000 of them in January alone, which were the result of an earthquake that occurred
in India. In all, 80 major earthquakes were counted during the year.
A-Say True or False B- Answer these questions
1-Storms and floods were not Two thirds of the 700 1-Read the text , then write down all the figures with what they do
major disasters. represent. Example: 25,000 = number of deaths worldwide in 2001 due to
2-September 11 in the USA an earthquake destroyed natural disasters.
the twin towers 2-What is the adjective used to qualify those natural disasters?
3-The majority of deaths in 2001 were caused by 3-Are those natural disasters the result of the climate changes? Justify.
storms. 4-Fill in the grid
4-India lost a lot of people in the earthquake in
Natural disasters Place where it occurred consequences
January 2001
Page 41
II-Linguistic competence III- Communicative competence
A-Vocabulary complete the following conversation with the missing parts
Match the word with its synonym A: Hello, We’re going to tackle with the issue of pollution
1-Deadly a-took place B: Ok! We’re ready to answer the questions about it
A:……………………………1………………………………………………?
2-Floods b-violent winds
B: In my view, pollution is the contamination of a natural element
3- storms c-mortal
Through chemical substances
4-occurred d-inundation
A:……………………………2…………………………………………………?
B-Grammar
B:, The causes of pollution are :chemical wastes, cars ,greenhouse effect gases
1-Use the prefixes ‘un,dis,re,in’ to get new words
A : …………………………3……………………………………………………?
- initialize -put -grace - married
B: Yes, I can. An example of a greenhouse effect gas is monoxide of carbon.
2-Use the suffixes ‘ ness,able,ful,ly’ to get new
words A:……………………………4………………………………………………………?
-live -thankful -hand - forgive B: The issue of pollution will be solved through a frank talk with super powers
Iv-Writing
Write a letter to your friend to tell him how a natural disaster has caused some damages in your city. Use these clues
- When – name (typhoon, earthquake, storm, flood…) –What? (Destroyed, damaged houses/ killed people).
-What happened to you and your family? –Say if the casualties have received any help from the government.
Page 42
12th Grade (Terminale level): Streams/ Tracks: A, D, C
Page 43
Unit one: Social problems
TEXT: Domestic violence
In 1985, the Kenyan society woke up one morning to read in the national newspapers of the tragedy of Pius NJOKI whose eyes were
gorged out by her husband with the help of two men because she only gave birth to girls. Njoki was pregnant with the sixth girls
when this happened. In 1989, another Kenyan husband chopped the ears of his wife because the food lacked meat. According to
Njoki (I visited her in 1989) if her had listened to her marriage problems, she still believe she would escape this tragedy. I appeal to
fathers (and mothers) to listen to their daughters when they speak out about domestic violence. This appeal goes to church
ministers and priests who often counsel women to pray and to return to their battering husband without taking any action to get
them out of this trap.
Domestic violence is not only problem for the poor; even we, middle –class people experience it.( some of us cherish being away
from home because it gives us a break from brutal relationships).An African American friend shared with me how he attended a
Christian consultation and shared a room with an African woman who had several wounds on her back. When she inquired about
the injuries: they were from a beating from a husband.
Another area of concern on violence which I hope is being discussed in our different groups is the question of abortion. Abortion in
Africa is critical because it is not just the unborn who is destroyed but sometimes the mother dies because most people use
unscientific methods. If a mother does not die sometimes her vital organ are damaged, destroying any possibilities of biological
motherhood.
Finally, rape is another form of violence that has not been taken seriously. Again as a Kenyan, the tragedy of the nineteen girls
who were raped and killed (many others were injured) by their own brothers in the same mixed school St.KIZITO, demonstrated
that our society does not consider rape a form of violence. The officials said the boys wanted just to have sex with the girls. Rape is
violence against a woman’s body.
A- Say true or false B- Answer the following questions

1-Pius Njoki was beaten by her husband and two other men. 1- List at least two victims of violence you find in the text.
2-When the tragedy happened, Njoki had six children. Do not forget to say what happened to them.
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3-Njoki’s father didn’t believe her stories about domestic violence. 2-is domestic violence limited to poor people?
4-In Kenya someone the one who rapes a woman is 3- Why is abortion a crime for most African women?
automatically prosecuted and brought to trial 4- To what extent is rape violence against a woman’s
body?
Section two: Linguistic competence B- Grammar
A- Vocabulary 1- Use the present simple

Choose the correct letter a,b,c or d to explain the words below a-Beer (to destroy) more than it(to feed)
1-Gorged out: a-eaten; b-damaged; c-bruised; d-removed b- It (to snow) in your area?
2-chopped off :a-pulled out; b-cut and eat; c-tied up; d-removed c-Paul and Jessie (not to cross) the borders in winter.
3-I appeal to fathers: a-I order fathers; b-I encourage fathers ; c-I d-He (to dye) his hair once a month to imitate stars.
insist that fathers ; d-I attract fathers 2- Correct the mistake contained in each sentence given below
4- A battering husband is :a-a husband who plays drums; b-a a-Today, the president addresses the nation.
husband who beats his wife repeatedly; c-a husband who likes b- My sister is usually having lunch at 12 p.m. c-Does an ant hunts ?
fighting; d-a husband who knows how to hit with a whip.
d-It rains scarcely in the desert.
Section three: Communicative competence
Complete the following conversation with the missing parts. B: I do not have any car because it is money- consuming.
A: I’m very happy when I see a beautiful car. A: ………………………………3……………………………………………..?
B: You may be right but I hate cars. B: it consumes money by buying petrol every time and repairing
A:………………………………1…………………………………………………………….? A: ………………………………4………………………………………………?
B: No, I do not have any car. B: That idea originates from my grandfather.
A:………………………………2……………………………………………………………?
Section four: Writing : Order these words to get meaningful sentences(Streams D/C)
a-/ violence/ common / teen’s / seems / countries/ all / to /. c-/ become/ post-electoral/ Africa /has/of/ conflicts/scene/the/
b-/ American dream / gangs /down / shot / the /have/. d-/ should /violence / avoided / all / cost /be / at/
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Section one : Reading comprehension
Read answer the text below and answer the related questions
Text: Community Violence
In addition to violence within the household between intimate partners or family members, much interpersonal violence in Africa
occurs in the community: in the street, market place, entertainment areas, drinking establishments, transport terminuses and other
public places; often between acquaintances or strangers. Males are most at risk of violence by other males involving firearms, sharp
instruments and other weapons, whereas females are most at risk of being assaulted by males.
Where systems are in place to monitor violence- related deaths and non- fatal cases presenting to hospital emergency departments,
acts of violence occurring within communities typically show clear patterns with respect to high risk times, places, situational
determinants and population subgroups, suggesting the great potential that exists for their prevention. Unfortunately, apart from
a reasonably substantial scientific literature on the topic in a few countries, such as South Africa, Kenya and Nigeria fewer other
countries in the World Health Organization African Region have systematically investigated violence occurring within the
community, making it difficult to identify cross- national similarities and differences in the magnitude and characteristics of the
problem and underlying causes.
Although WHO typology subdivides community violence into violence between strangers and violence between acquaintances, few
African studies have attempted to document victim perpetrator relationship patterns. Youth violence should not be viewed in
isolation since it is linked to the history of childhood exposure to other forms of violence within the family, community and at a
societal level. However, because youth violence frequently occurs outside of close family relationships among friends, acquaintances
and strangers within the community, it presents its own specific prevention challenges and opportunities, in addition to those
shared with other types of violence. Youth violence is defined as violence that involves adolescents and young adults, both victims
and perpetrators.
From VIOLENCE AND HEALTH IN THE WHO AFRICAN REGION, p.55
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A- Say True or False in full letters B- Answer the following questions
1-Females are more at risk of violence than men 1-Quote at least three places where community violence often
2- The data on community violence are hard to find. occurs.
3-Strangers are exempt of community violence 2- What are the different types of violence referred to in the text?
4-Youth violence is the sort of violence that involves only 3- Is it easy to find data on community violence? Justify.
teenagers. 4-Where does youth violence originate?
Section two: linguistic competence
A-Vocabulary B-Grammar
Choose the right answer a,b,c or d 1-Ask a question related to each underlined word in the sentence
1-Assaulted: a-protected ;b-accepted ; c-attacked ; d-criticized below.
2-underlying: a-hidden; b-apparent c-visible ,d-objective The monks organized a prayer ritual yesterday in the monastery
3-Magnitude: a-exactitude ;b-importance ; c-magnificent ;d- 1 2 3 4 5
attitude 2- Correct the mistake in each of the sentences below.
4-To document : a-to cause ; b-to transform ; c-to write about ; a-The train is leaving tomorrow at 7a.m.
d-to attempt b- I am understanding the lesson now.
c- It is high time the meeting starts.
d- Did the boy retaliated against his critics?
Section three : Communicative competence
Complete the following conversation with the missing parts Section four: Guided Writing / Writing
A: Tell me where you were last month, Inger. 1-School violence is now recurrent in our society. What would
B: I visited India with my fiancé. you say to those who are involved in such bad habits? ( Série A)
A: ………………………1……………………………………………………..?
B: Certainly, I brought a lot of souvenirs. 2-Give three reasons making of violence a bad thing (write an
A: ………………………2……………………………………………………...? introduction, a development and a conclusion)
B: I visited the Taj Mahal, a famous touristic place in India.
A: ………………………3………………………………………………………?
B: The Taj Mahal is a tremendous mausoleum , a tomb .
A: ………………………4………………………………………………………?
B: It’s Shah Jahan’s and Mumtaz Mahal’s tomb.
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Text: David’s experience with drugs
‘When I was 14, 15,16, I got involved with lots of drugs: I went through LSD, speed,blues,hash. I very emotional at the time because I
had constant hassles with my mother ( I have no ) and I left home a lot of times and stayed with friends who were on drugs. I
remember the first acid I took, some chick just put it in my mouth and it really freaked me. I really got frightened but after a
couple of times I enjoyed it. You k now you get a nice high tripping on LSD- but after two years I realized I was doing myself in,
mucking up my bones and killing my brain cells. Moreover I couldn’t really hold down a job because I used to get very stoned at
nighttime and I couldn’t get up in the morning-So I got into stealing and had a lot of trouble with the police.
Now I’m out of it- I still smoke hash from time to time but just for relaxation. I live for the day and I’m very happy with life: I’ve
got nice friends who like me for what I am ( I don’t have to lie anymore! ) and a nice job selling clothes. Life has got so much to give
you !Just living for day to day and meeting people is wonderful ! I work and eat and drink wine and learn things and other people
learn things from me, that’s enough to keep me happy!
I’m not sorry I’ve been through life the hard way and experienced a lot of nasty things because I think that’s what makes me enjoy
my present life so much! I really enjoy myself lots you know!’ (David , 22)
People, p.120.
A- Say true or False in full letters B- Answer the following questions
1-David was a teen when he got involved with drugs. 1- How old was David when he got into drugs?
2-He used to take a single variety of drug. 2-What sorts of drugs did he take?
3-He was in harmony with his mother when he puffed away. 3-Give three consequences of drugs consumption in David’s life.
4-David regrets his being involved in drugs 4- Does he continue taking drugs? Justify.
II-linguistic competence
A-Vocabulary B-Grammar
Match the words on the left with their meaning on the right Use the appropriate tense
1-got involved a-damaging 1-He( always to beat) his wife.
2-hassles b-girl 2-It is time she( to leave)
3-chick c-quarrels 3-Today ,the truth ( to be ) told
4-mucking up d-began to take 4- It ( never to rain) but it (to pour)
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III-Communicative competence
Match the halves of the sentences on the left with their corresponding endings on the right
Part A Part B
1-Do you always have fixes? a-twenty
2-How old were you when you started? b-health problems and a danger for the society
3-How did you get involved into drug? c-because I lost my brother in gangs’ fights
4-How old are you now? d-no, not at all. Just some illusions
5-Can you talk about some drawbacks of drug consuming? e-a teen, I was a teen when I got into it.
6-What sort of drug did you use to take? f-no, I quitted
7-Why do you regret your being a drug -consumer? g-my first love taught me it.
8-Is there any advantage in it? h- marijuana
IV-Writing
1-Drug consuming : an advantage or a danger? ( Stream A)
2- Reorder these sentences to get a coherent story (Stream D/C )
a--I did not know I was doing myself in.
b-By him, I took my first bottle of whisky before laying down naked by a thirty –year-old woman .
c- I thought the feeling I had was the symbol of greatness and sublimation.
d-. The following day, I had a lot of fixes and I was in a strange state of consciousness
e- All my misfortunes started when I joined a group known as ‘El Paso’ at the age of sixteen
f- I was the apple of the boss’s eyes.
g- I always feel ashamed when I tell my cursed past to my classmates.
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Reading comprehension
Text: Young people and drugs
While teenage use of drugs may have declined in the United States in recent years, alarming numbers of young ones there are
addicts. Considering seniors in high school, according to one study,37 per cent had at least tried marijuana in the previous years.
Reports from all over the world are grim. The British Office for national Statistics reports that 12 per cent of pupils aged 12-15 had
used drugs in the last year. Cannabis (Marijuana) was by far the most likely to have been used.
A report sponsored by European Union likewise reveals that, among young people, drinking to inebriation has become increasingly
common. The report says that such alcoholic abuse is associated with various short term adverse effects such as accident , violence
and poisoning, as well as with developmental and social problems.
Little wonder, then, that the UN Secretary Kofi Annan said: “Drugs are tearing apart our societies, spawning crime, spreading
diseases such as AIDS, and killing our youth and our future”. Often, people involved with drugs are responsible for crimes, such as
trafficking and drug related homicides. In addition, because of abusing drugs,many people become victims of violence, are injured,
or are engaged in risky, unplanned sex. Drug users come from all walks of life and from all parts of the country. The drug problem
affects everyone. Yet, parents do not sense the danger until it is too late. Consider the case of one Brazilian young girl. “She was
drinking alcoholic beverages”, explained her sister Regina . “The family thought it was cute. But this led to her experimenting with
drug with her boyfriends. Since my parents always treated her as if the problems she caused were of no consequence, her condition
got out of control. Several times, she disappeared. And every time , a woman was found dead , the police called my father to see if
she was the one. This caused my family distress.
Awake, April 8th, 2003.
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A- Multiple choice questions
Choose the best answer
1-This text speaks about : 2-Regina is: 3- Regina tells 4- many people are the casualties
a-drug traffic in the USA a- an American a- her own story a- because of drugs
b-drug damages in Britain b- a British b- her sister’s misadventures b- violence
c-drug damages worldwide c- a Brazilian c- about her family’s strictness c- sex
d-drug traffic in Brazil d- a French d- her friend d-Kofi Anan
A-Answer the following questions 4-When blood runs out after a knock you are ……………….
1-Show that drug addiction is a worldwide problem. B- Grammar
2- Who are responsible for Regina’s sister’s lost? Justify. 1-Choose the correct form of the verb to fill in the blanks
3-What are the drugs and similar products quoted in the text? a- We ……. ( skie –skiied-skied ) on the beach a week ago
4-To what extent is drug dangerous for our youth? b-Keep quiet! the baby……( laying-laid – is laying ) down
II-linguistic competence c-Whenever the gas….( leak-leaks-is leaking) he runs out.
A-Vocabulary d-Is it time the zoo ……… ( opens –opened –has opened ) ?
Complete these sentences with an appropriate word from the text 2- Correct the mistake contained in each sentence
1-People who depend on drug are …………… a- I scarcely travel abroad, don’t I?
2-When you get drunk you reach the state of………………………. b-Everybody is ready, isn’t they?
3- To engender criminality is ……………………………… c-The civil war broke out last year, did it?
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III- Communicative competence
Complete the following conversation with the missing
parts
A: Who cleans the island beach every day?
B: I think it’s David Bloggs.
A: ……………………1……………………………….? A: ……………………3………………………………..?
B: He cleans it because he wants it to be clean and tidy. B: More than 100 tourists visit it in a week.
A: ……………………2………………………………..? A: ……………………4………………………………….?
B: Yes, it does. It attracts a lot of tourists. B: We earn 200,000 $ a month
Iv- Writing
What are the consequences of alcohol consumption in the body?
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Unit 2: Development
Text: The African debt and International Monetary Institutions

African leaders are quick to assert that successive governments borrowed money to build schools, hospitals and road s while
acknowledging that these investments, if any, are not productive, especially in short term. We should not overlook
mismanagement and misappropriations. Most loans for governments often lend in private bank accounts in Switzerland or are
diverted to purchase arms and build palaces. There are more serious causes of indebtedness.
African countries, like all developing nations, have been getting small exports revenues. The prices of raw materials have been
declining, making it hard to serve their foreign debt.
Most lenders , including the International Monetary Fund ( IMF ), the World Bank, foreign governments and private commercial
banks are seeking new strategies to get their money back into their safes. The “ Paris Club” is still making loans to enable debtors
to settle their debts! The debtors are also begging the creditors to suppress their debts altogether.
When the IMF agrees to reschedule debts of the African nations , harsh conditions are imposed and often lead to social upheavals.
Their humiliating conditions range from the devaluation of the national currency, privatization, the cuttings of subsides on basic
consumer goods, accepting foreign experts to supervise the management of the economies to the liberalization of the trade.
A- Say True or False B- Answer the following questions
1-The Paris club is a group of donor countries. 1- How do most African leader use loans?
2-The creditors are not willing to help debtors to refund 2- What are the major causes of our heavy indebtedness?
debts. 3-To what extent is the loan by the IMF totally uneconomic
3-Most loans from the financial institutions are well managed. 4- Quote two humiliating conditions imposed by the IMF.
4- The IMF favors poor countries’ development.
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II- Linguistic Competence d-If the taxi has had petrol he would have left
A- Vocabulary III- Communicative competence
Find the equivalents for the following words from the text Complete the following conversation with the missing parts
1- To take some money from A: What would you do if you were rich?
2-To close eyes to B: If I were rich I would build a storey house.
3-The money borrowed from A: ………………………1…………………………………….?
4-troubles B: If it rains I will take my umbrella out.
B- Grammar A: …………………………2……………………………………?
1- Use a comparative according to the context B: If there had been storms i would have sheltered myself
a-A lion / strong /an antelope……………………………………. A:…………………………3………………………………………..?
b- Gorillas / heavy / monkeys……………………………………… B: If she doesn’t eat I will compel her to.
c- Congo / developed / France……………………………………… A: …………………………4……………………………………………?
d- Cobra/ dangerous / viper…………………………………………; B: If I saw a snake would scream for help
2- Correct the mistake in each sentence IV-Writing
a- If he was a bird he would fly The developing nations cannot get developed without the help
b- They would have gone if the train was been there. from the International Monetary Institutions. Yes or NO. Why?
c-it will rain if it makes hot.
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Text: A Rapidly changing world
The world of today seems to be marked by diffusion, by opposition between several economic, social and cultural models. The
United States, Japan and the Euro area hold a commanding economic position, accounting for 61 percent of global GDP (Gross
Domestic Product).While the USA has long dominated world trade and represents a major economic power with 29,2 per cent of
global GDP, the Europe of the 27 is the premier economic power with 30.5 percent of GDP for a population of more than 492
million out of a world population of 6,5 billion.
Traditional competition among developed countries has given way to a new stage of competition with developing countries. The
emergence of China, India, brazil and Russia is expanding the reign of global trade opportunities with 7.7 per cent of world GDP,
those counties are increasingly a force to be reckoned with. Their current development challenges the basic concept of the third
world.
The digital revolution has transformed our world and altered our very sense of time and space. Its repercussions are not only
economic, but also cultural and social in nature. Greater trade and interaction also have a positive impact on labor skills and on
social and democratic standards.
An Extract from the “Report of the International Working Group on Globalization”

Choose the best answer from a, b, c or d. 3- Europe, the USA and Japan are:
1-The world trade has long been dominated by: a- developing nations, b- emergent countries, c-developed countries,
a-developing nations, b- European nations, d-poor countries
c- emerging nations, d-The USA. 4-Brazil, Russia, India, China and South Africa form
2-The world economy is ruled by: a-European union, b- G7, c-South East Asia
a-Japan, b-Euro area, c-Africa ,d-the USA, d- the BRICS
Europe and Japan
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B-Answer the following questions b-The police.............catch the criminal if they start enquiries.
1- What is the dominant feature of today’s world? ( should –would – will- could )
2- Why is Europe of the 27 regarded as the premier c- If London had fallen in 1942 Hitler……………ruled over Europe .
economic power? ( will have-should have –would have –may have)
3-In what ways should we reckon India, China, Brazil d -If I ………….time I would go to visit him.
and Russia as an economic force ? ( was-has-had –had got )
4-Has the digital revolution got a positive impact 2- Correct the mistakes
in today’s world? Justify. a-This dog is the biggest of the two.
II- linguistic competence b- It is more long compared with the one I covered yesterday.
A- Vocabulary c-Dad drinks much coffee than mom.
Match these words with their meaning d-my car is the less expensive than his.
1-Expand a-abilities to work III-Communicative competence ( initiation)
2-altered b-acknowledge Ask some questions whose answers are below
3-Reckon c-develop 1-The word ‘development’ means progress, prosperity
4-labor skills d-changed 2-A country gets developed by ethics and hard labour
B-Grammar 3-The USA is more developed than France because of their creativity
1-Choose the best words to fill in the blanks 4-Yes, Congo will be developed one day if we change our habits
a- If he ….. he would have died ( has eaten it –had eaten it-ate it)
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Unit 3 : Music and Sport
Text: Bob Marley
Bob Marley’s life explains a lot about his early adult music. He was the son of a white British sea – captain and a Jamaican mother
and was born on 6 February 1945. His mother worked for’ thirty shillings a week’ hardly enough, to feed the family, and they live
in a squatter camp called Trench Town (because it was built over’ an old sewage ditch) in Kingston Jamaica.
Marley’s first band was the Wailing Wailers. Their early music developed the themes that identified with the Rude Boys, the name
given to the youth of the squatter camps. The Wailing wailers split up for financial reasons and a few years later Marley re-formed
the group into as the Wailers.
By this time Rastafarianism was becoming increasingly popular in Jamaica should . Rastas believe that Black people all over the
world should return to Africa; they do not eat meat or drink alcohol but they do smoke dagga, known as ganja; they are peace
loving and opposed to violence; and they grow their hair into dreadlocks. As Marley moved towards Rastafarianism, his music style
moved towards Reggae.
Reggae started as a mix of traditional African rhythms and the music of black Americans, rhythm &and blues. Marley called
Reggae earth- feeling music. Most Reggae songs have a strong social message. Many of the songs are about fighting for freedom
against poverty and oppression with lyrics like ‘ the crying woman’ and ‘ the hungry man who is an angry man’.
The effects of Marley’s music can be seen in many ways. His style and music influenced Stevie Wonder, Linton Kwesi Johnson, Eric
Clapton and many others. He was invited to play at the independence celebrations of Zimbabwe by president Robert Mugabe,
where he was surprised to see that people knew the words of his songs better than they knew their national anthem! Marley was
awarded the United Nations Medal of Peace in 1978 and Jamaican order of merit in 1981.
On 11 May 1981, Bob died of cancer. He had refused ordinary Western, because he believes drugs and surgery were unacceptable to
a Rasta and that God would look after him. He is still regarded as one of the most important musicians of the century.
English Comprehension, p. 185.
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A-Say True or False Amazon one of ………..(large).
1-Marley had a twofold origin . b- Of the three advisers, the (late) is (old) and (friendly).
2- Bob Marley’s mother was well off. c-Of these fruits: lemon, unripe mango and orange, orange is…(acid).
3- Marley’s first orchestra exists until now. d-The cheetah is the………(quick) animal in the forest.
4-Marley did not have any national recognition. 2-Correct the mistakes
B-Answer the following questions a- Are you keen on play video games?
1- How old was Bob when he died? b- The thickyest forest in the world is Amazon.
2- To what extent are Reggae songs committed? c-I am really fond of climb mountains early in the morning.
3-Where does Reggae draw its inspiration? d- This is the comfortablest chair among my furniture.
4- Can we say that Rastafarianism is a religion? Justify III-Communicative competence
II-Linguistic competence complete this conversation with the missing parts
A-Vocabulary A: Fabulous concerts are rare these very days.
Find the verbs from which the following words have B: I attended one last week at the national themed park
been formed : Wailers-squatter-increasingly- freedom A: Sure? ……………………1…………………………………………….?
B-Grammar B: The ‘Good Samaritans’, a Christian musical group from the city.
1- Use the superlative with the adjectives or the adverbs A: ………………………………2……………………………………………….?
given between brackets according to the context B: They interpreted the negro spirituals.
a-The Nile is said to be one of ……… (long) rivers and the A:………………………………3…………………………………………………?
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B: My favorite music style is jazz. Section four: Guided Writing
A: ……………………4………………………………? The sentences below are in a wrong order. Arrange them in a proper
B: When I hear it I feel alright. order according to the text
IV- Writing 1- The wailing Wailers spilt up for financial reasons and a few years
1- What is the importance of music in life? (Stream A) later Marley re-formed the group as the Wailers.
2- How can music be an instrument of liberation ? 2-The effect of Marley’s music can be seen in many ways.
3-he was the son of a British sea-captain and a Jamaican mother,
and was born on 6february 1945.
4- On 11 May 1961,Bob Marley died of cancer. His style and message
influenced Stevie Wonder, Linton Kwesi Johnson,…
Text: Sport
Mountaineering is now looked upon as the king of sports. But men have lived amongst the mountains since prehistoric times and in
some parts of the world, as in the Andes and Himalayas, difficult mountains have inevitably been part of their everyday life.
However, some of the peaks there, were easily accessible from most of the cities of Europe. It is quite interesting that while modern
mountaineers prefer difficult routes for the great enjoyment of sport, the early climbers look for the easiest ones, for the summit
was the prize they all set their eyes. Popular interest in mountaineering increased considerably after the ascent of the Alpine peak
of Matterhom in 1865 and Edward Whymper’s dramatic account of the climb and fatal accident which occurred during the descent.
In the risky sport of mountaineering, the element of competition between either individuals or teams is totally absent. Rather, one
can say that the competition is between the team and the peaks themselves. The individuals making up a party must climb
together as a team, for they depend upon one another for their safety. Mountaineering can be dangerous unless reasonable
precautions are taken. However, the majority of fatal accidents occurred to parties which are inexperienced or not properly
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equipped . Since many accidents are caused due to bad weather, the safe climber is the man who knows, when it is time to turn
back, however, tempting it may be to press on and try to reach the summit.
A-Say True or False B-Answer the following questions
1-Mountaineering has been practiced for long 1-When did mountaineering take ascendance?
in some parts of the world 2-Why is mountaineering different from other sports?.
2-Today’s climbers choose easy ways like the ancients. 3- Is mountaineering always easy? Justify.
3-Only inexperienced climbers make accidents 4- In line 5,”…They all set their eyes». What does ‘they’ replace?
4-Many accidents occurred due to fair weather

II-linguistic competence
A- Vocabulary b –She’s had a good experience………….?
1-looked a- summit c-That’d be nice to call him upon ………?
2-Cclimb b-the climbing d-Someone seldom visits our museum
3-Ascent c-considered 2- correct the mistakes
4- Peak d- go up a-The slower animals are the snail; tortoise and the chameleon.
B-Grammar b-Let’s drink some beer, won’t we?
1-Use the tag question c-The policy set up is the less important of all.
a- I am an excellent engineer……………..? d-None of them retired last year, didn’t they?
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III-Communicative competence
Match each utterance in part A with its suitable answer in part B .
1-Have you got other sneakers? a-Certainly, no obstacle will impede us from reaching the target.
2-Let’s walk up and reach the peak once more. b- Ropes, belts, hooks and parachute.
3-Which mountain are we going to climb now? c- No, I don’t. I’ve lost the last pair I ‘ve had.
4-Is it easy to climb up those sheer slopes? d-That’s a bright idea! We’ll get fresh air up there.
5-What equipment have you got? e- No, at dawn is better.
6-let’s start soon f-The one in the middle.
IV-Guided writing Iv- Writing Expression
Write a paragraph using the following ideas( stream D/C): 1- Give the importance of sport in three arguments.
-What is your favorite sport? 2-Does sport unite or divide? Why?
-Who is your role – model? why?
-Why do you like that sport? ( 2 reasons)
-How long have you been practicing it?
-personal opinion on sport in general.
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Text: On Your Marks! Get set! Go!
Mr Harrison the headmaster of Newton school, sang to himself as he washed and shaved. The exams were over, the pupils’ report
had been written; the summer holidays began in a week’s happily to each other as they watched the races. Teachers cheered their
pupils; instead of learning history, try to create it, by winning a race or breaking a record. The school band played from time to
time, adding its own unique sounds to the general noise. Mr. Harrison walked proudly round the field, joking with people who
usually annoyed him and smiling at everyone.
Of course, certain things happened that were not supposed to happen. At the start of the girls’ 100 meters, Janet Brig, who couldn’t
stand guns, collapsed onto the track with terror. Some of the spectators thought she’d been shot. While Mr. Harrison was watching
the long jump, a javelin flew dangerously close to his head and buried itself in the ground only a yard behind the mayor’s wife, (
Mr. Harrison discovered that it was July 12th – Sports Day. That afternoon the sun shone on the school field.Group of parents chatted
the throw had been straight, it would have been a new school record ). And Miss Pringle the conductor of the school band, walk
blindly across the track in the middle of the boys relay, and was stuck on the head with a baton. When the band played again, she
had to conduct sitting down. These dramatic events were not on the programme, but what would sport be without the spectacular?
At the end of the afternoon Mr. Harrison asked for silence so that the mayor’s wife could make a speech. She presented the cups
and medals, and announced the new records. She thanked the competitors, without forgetting the unlucky ones. And she
congratulated the boys who have come so close to success with javelin. The band played, and the trumpets attacked the last
fanfare with such enthusiasm that even miss Pringle stood up, her headache forgotten.
Choose the best answer 2- Janet Brig is:
1- Mr. Harrison is: a- a school boy athlete; d- a school girl athlete.
a- the director of school at Newton; c- Newton’s headmaster ; b- a teacher;
b- the director of Newton college; d- Newton school headmaster. c- a spectator ;
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3-The competition takes place in: II-Linguistic competence
a-a stadium in Enugu; A- Vocabulary 2-Correct the mistakes
b-a school stadium; Find the English for these words in the text a-He bought the expensiver pot in the shop.
c-a school field; 1-Elle ne pouvait supporter b-Of the three Peter is the baddest.
d-Newton School yard. 2-Se rasait c-She’s the stranger person I’ve ever met.
4-Miss Pringle is: 3-Une course de vitesse d-This class is the noisier one among all.
a-the mayor’s wife; 4-lancée (disque) III-communicative competence
b-an athlete; 5-Piste Ask a few questions the answers of which
c-the conductor of the group; B-Grammar (recap) are the following.
d-the school band conductor. 1-Complete with a reflexive pronoun 1-The slimmest person in the group is Ted.
B- Answer the following questions a-She bought …….. a new car. 2-John’s parents seem the richest.
1-Why is Harrison in a good mood? b- The boys washed……….in a river. 3-The furthest city could have been Agra.
2- What proves that he is happy? c-The bird killed ……..by flying into a net. 4-He ate the most because he was fatty.
3-how can competitors create history? d-He cut …………… with a sharp Knife. Iv-Writing ( Stream A)
4-What happened to Brig? Why? e-We enjoyed ...........on the farm. Can we live longer without practicing any sport?
IV-Guided writing(Stream D/C) : Words reconstitution : what are these words from the text?
a-cdlaposel c-hrtwo e-rkbgiena g-aktrc
b-lnviaje d-upjm f-cedror h-alery
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Unit 4: Famous lives
Aims: *In teaching this unit, it is important first to begin with the vocabulary related to fame such as:
- to be in the limelight ( to be the focus of attention) - extrovert
- to enjoy privacy (to appreciate one’s private life ) - introvert
-to be on prime time ( to be on TV when there is the highest number of viewers) - aloof
-to look your best ( to take special care with your appearance ) - to be in the public eye
-the leading role (the most important role ) - involved in charity
- photogenic - to defend good cause
-stardom ( star status) - idol
- to beat up paparazzi (to face them) - pet hate
*Second, try to study some aspects of their life in order to single out between the positive and the negative activities; the
weaknesses and the strengths.
*incite your students to have a role model whom they are going to contrast with the pet hate.
* To be able to speak about their idol in opposition with their pet hate.
* In doing this, structures such as although, though, nonetheless, in opposition with, I fancy , I truly love, despite …are useful.
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Text: From Prisoner to President
Nelson Madiba Rolihlahla Mandela was born from a royal family in the Transkei on the 18 July 1918. He grew up in a traditional
background rich culture. Like any ordinary boy, he herded sheep and also pitched in to plough the fields. In keeping with Such a
traditional background, tales were told around the fires in the evenings. They were about past wars fought bravely by his heroic
ancestors to defend their fatherland. Without even realizing it, his political interest was aroused. He found himself wishing to
contribute in whatever small way he could in the struggle for freedom for his people.
Throughout his growing years he was confronted with what he felt was an unfair and repressive life for the Africans in South Africa.
To fight the white government he joined the African national Congress in 1952. As he worked tirelessly with the others to try and
improve life for his people, he found himself in and out of jail, until, In 1963, he was sentenced to life imprisonment for treason. He
was finally released on 12 February 1990.
Many people thought that at 76, especially after a prison term of 27 years, Mr. Mandela would come out a tottering old man. They
were surprised to see that he was not broken by all the suffering of prison life. Instead, still looking young and very strong, for his
age, he was rearing to go. Many found that unbelievable. To have spent such a long time in prison and to come out ready to work
was a miracle! He went on to perform yet another unbelievable thing. Because South Africa wanted to be reaccepted by the world,
President De Klerk released Mandela from prison so that they could join forces to dismantle apartheid. De Klerk was not
disappointed. Mr. Mandela worked like a slave to see the free and fair elections which eventually took place on 27 April 1994. Many
South African of good will, in all their rainbow colors, came together for the first time as a nation to vote, with Africans voting for
the first time! He also went to win the elections by a landslide to become the first democratically elected President in South Africa.
As if the two miracles above were not enough, Mr. Mandela is attempting a third one. Not only is he fighting for houses for all, but
he is working hard to create jobs especially for the country’s majority-the poor Africans-so that they can also improve their
standard of living. To accomplish this, he is forever trying to convince his violent opponents to join hands and build South Africa. His
dream is to see all South African races living together in a democratic society. A society where people are happy because they enjoy
equal opportunities and no one is oppressed by another.
From English Comprehension, p.201.
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Choose the right answer d-he came out a tottering old man. B-Grammar
1-The tales of past wars fought by his ancestors 4- De Klerk released him because 1-Fill in with “though, despite,
W ere important to Mandela because: a-he wanted him just to be free; nonetheless, in contrast with
a-he was born in the city; b-together they would dismantle apartheid a-….his fame ,he is humble.
b-they annoyed him; c-he wanted the Africans not to vote; b-She is working,……she is sick
c-he would go out and fight; d-he wanted to help white government. c-Life is hard,…… we have to live
d-they made him wish to contribute to the B-Answer these questions d-……Martin L. King, Malcolm X
struggle for freedom. 1-Was Mandela’s childhood environment promoted violence.
2-He joined A.N.C. : determinant in his future political life? Why? 2-Correct the mistakes
a-to fight the white government; 2-Why was Mandela arrested? a-My family has lived here since
b-he is a South African; 3-What happened to him after 27 years in jail? years.
c-to try to work with De Klerk to change things; 4-Talk about Mandela’s third miracle. b-Tony plays since 2.p.m.
d- he wanted to be a leader. 5- who was Frederic De Klerk? c-The farmer has been milking
3-After a prison term of 27 years II- linguistic Competence the cubs for dawn.
a-he was worn out; A- Vocabulary d-since ages life has not changed
b-he was broken by all the suffering experienced Find the English equivalents of these words in the text
c-he looked strong and young for his age a-labourer; b-contes; c-trahison; d-relaxé; e-troupeau; f-Se dressant
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III- communicative competence
Complete with the missing parts
A: Martin Luther King was a great personality. A: …………………………3………………………………..?
Do you know some of the facts of his life? B: He triggered off the revolt against discrimination
B: Of course, King is my idol. because of Rosa Park.
A: Great!....................1....................................? A:……………………………4………………………………?
B: he got his name from his father . B: To fight discrimination in transport, he launched
A: ……………………………2………………………………? the boycott of Montgomery buses.
B: His father was a Baptist pastor.
Iv-writing
Choose your star in any domain (music, politics, cinema, science…).Describe him/ her physically and give his moral qualities and
say how he /she has influenced your life. ( Stream A)
Guided Writing
Use these notes to write about a celebrity
Name: Marlon Brando Died: 2004, California Famous films: Streetcar, Viva Zapata….
Nickname: Bud Childhood: unhappy-father absent-alcoholic mother
Born: 1924 Omaha, Nebraska Reason for fame: great movie star -8 academy awards
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Text: Nelson Mandela Makes Poverty History
“I am privileged to be here today at the invitation of the campaign to Make Poverty History. As you know, I recently formally
announced my retirement from public life and should really not be here. However, as long as poverty, injustice and gross inequality
persist in our world, none of us can truly rest. Moreover, the Global Campaign for Action Against poverty represents such a noble
cause that we could not decline the invitation. Massive poverty and obscene inequality are such terrible scourges of our times-
times in which the world boasts breathtaking advances in science, technology, industry and wealth accumulation-that they rank
alongside slavery and apartheid as social evils. The Global Campaign Against Poverty can take its place as a public movement
alongside the movement to abolish slavery and the International Solidarity against apartheid. And I can never thank the people of
Britain enough for their support through those days of the struggle against apartheid. Many stood in solidarity with us just a few
yards from this spot..(…). But in this new century, millions of people in the world’s poorest countries remain imprisoned, enslaved
and in chains. They are trapped in the prison of poverty. It is time to set them free. Like slavery and apartheid, poverty is not
natural. It is man- made and it can be overcome and eradicated by the action of human beings.
Overcoming poverty is not a gesture of charity. It is an act of justice. It is the protection of a fundamental human right, the right to
dignity and a decent life. While poverty persists, there is no true freedom. The steps that are needed from the developed nations
are clear. The first is ensuring trade justice. I have said before that trade justice is a truly meaningful way for the developed nations
to show commitment to bringing about an end to global party. The second is an end to the debt crisis for the poorest countries. The
third is to deliver much more aid and make sure it is of the highest quality.(…) In September, world leaders will gather in new York
to measure progress snce they made the Millennium Declaration in the year 2000.That declaration promised to halve extreme
poverty. But at the moment, the promise is tragically falling behind.(…).Let your greatness blossom. Make poverty History in
2005.Then we can all stand with our heads held high”.
Nelson Mandela, Trafalgar Square, 3rd February, 2005.
A- True or False
1-This text is an article written by Mandela. 3- Mandela sees a difference between poverty and apartheid.
2- The event takes place in London. 4-Apartrheid was a discrimination practiced in South Africa.
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B- Answer the following questions d-……..her disappearance Dad has stopped drinking.
1-What is the key word in Mandela’s declaration? 2-Correct each mistake contained in each sentence
2- Is poverty unnatural? Justify from the text. a-Although his immense power, he never boasts up.
3-According to Mandela how can poverty be overcome? b- In contract with his elder brother, he looks gentle.
4-To what extent can poverty be assimilated to apartheid? c-Despite big, Canada is less populated.
II- linguistic competence d-life is a fight, nonethless it is worth living.
A- Vocabulary III-Communicative competence
Fill in the blanks with these words : retirement-scourges- What are the questions corresponding to the following answers
Trapped- set free 1- I have been learning Spanish for months.
1-Mandela was ……… after 27 days in jail. 2-Jessy has terrorized the children since I left.
2-He renounced to the presidency and took his……. 3-The bride has waited until exhaustion.
3-Black people were ………….during apartheid. 4-Robots have been invading us for long.
4-poverty, floods, epidemics are treated as ………... IV-Writing
B-Grammar Read the text and order Mandela’s arguments
1-Use since or for a- man has the power to eliminate poverty.
a- She has waited for the doctor ………….hours. b-Poverty is a form of injustice.
b-The gamblers have been gambling ……..my arrival. c-Poverty is as bad as slavery and apartheid.
c- The climate has been changing…………years and years d-Today millions of people still suffer from poverty.
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Unit 5: Politics
Text: Electing an American President
Americans hold an election to chose their president every four years. It takes place early in November and people who wish to stand
for election as president sometimes start campaigning as much as two years in advance. Their first step is to say they want to stand
for president.
The second step is to set up an organization to run his campaign. The job of this organization is to make the candidate and his
policies well known and to make raise money. It costs a lot to pay staff; to make radio and television broadcasts, to print and set
out literature, and to pay travel and hotel bills. There are two parties in America: the Republican party and the democratic party.
Most people who want to stand for president aim to be chosen as either the Republican candidate or the Democratic who does not
support any party. There may be several people hoping to be chosen as a candidate for each party. But before any one is chosen
each candidate must win as many supporters as possible in the various states. So, candidates travel a lot, speak at meeting and
talk to voters.
At different times primary elections are held at state level or there are special meetings of local party officials. The purpose of these
primaries and meetings is to choose special representatives or called delegates who will later vote for particular candidates. The
more popular a candidate is the more delegates are chosen to vote for him. So, to summarize the third step, the object is to win as
many delegates as possible during in the primary elections and at party meetings (…..).
Go For English, 1ère, P.117.
A- Say True or False B-Answer the following questions
1-Each year in November, Presidential elections are held in the USA. 1-How often is an election held in the USA?
2-To represent a party at those elections is very easy. 2-how does a candidate run his campaign?
3-All candidates are from a political party. 3-Is it easy for a candidate to run a campaign? Justify.
4-A candidate chosen by a party holds no meeting at all. 4- What are the primaries for?
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II- linguistic competence b-The television whom I recently bought has been stolen
A- Vocabulary c-My aunt which travels a lot has just gone to church.
Match up the words on the left with their synonyms on the right d-All which glitters is not gold
1- To stand for president a-diffusions III- Communicative competence
2-policies b-projects complete with the missing parts
3-broadcasts c- organize A: I’m looking for a young girl I met here last night.
4-hold d- to be a candidate B: What? There are many young girls here.
B- Grammar A: I know. But,………………1…………………………………….?
1-Connect the two parts with the appropriate relative pronoun B: The tall girl over there? that’s Mary Simpson.
Example : The boy drinks alcohol. He is not kind A:………………………………2………………………………………?
— The boy who drinks alcohol is not kind. B: She’s Lennon’s daughter.
a-This dog barks at any time. It is mad. A:………………………………3………………………………………?
b-The girl has had an accident. I saw her yesterday. B: Her husband could be a policeman.
c-look at the manager. His proposals were rejected A: ………………………………4…………………………………………?
d-The janitor went away. He created the debt B: The skirts that she often wears looks short because
2- Mistakes correction she likes mini skirts .
Correct the mistake contained in each sentence IV- Writing
a-She is the woman who husband died last year.. What is your favorite political regime ? Why?
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Unit 6: Media
The Fourth power
Text: The Power of the Press
In democratic countries, any efforts to restrict the freedom of the press are rightly condemned. However, this freedom can easily be
abused. Stories about people often attract far more public attention than political events.
The story of a family that acquire fame and fortune overnight, dramatically illustrates the power of the press. The family lived in
Aberdeen, a small town of 23,000 inhabitants in South Dakota. As the parents had five children, life was a perpetual fight against
poverty. They were expecting their sixth child and were faced with even more pressing economic problems. If they had only had one
child, the fact would have passed unnoticed. They would have continued to struggle against economic odds and would have lived in
obscurity. But they suddenly became the parents of the quintuplets, four girls and one boy, an event which radically changed their
lives. The day after the birth of the five children, an aero plane arrived in Aberdeen bringing sixty reporters and photographers.
The news was of national importance, for the poor couple had become the parents of the only quintuplets in the America.
The rise to fame was swift. Television cameras and Newspapers carried the news to everyone in the country. Newspapers and
magazines offered the family huge sums of money for the exclusive rights to publish stories and photographs. Gifts poured not only
for unknown people, but from baby food and soap manufactures who wished to advertise their products. The old farmhouse the
family lived in was to be replaced by a new $ 100,000 home. Reporters kept pressing for interviews. So, lawyers had to be
employed to act as spokesman for the family at press conferences. The event brought serious changes to the town itself. Plans were
announced to build a new highway, as Aberdeen was now likely to attract thousands of tourists. Signposts erected on the outskirts
of the town directed tourists not to Aberdeen, but ‘ Quint- City USA’.
L.G. Alexander, Developing Skills, 1967, p.114.
A-Say True or False 3-The birth of the quintuplets was of no importance for them
1-The family led a hard life before . 4-There were no exterior signs of change in Aberdeen after that
2-They had four children when the quintuplets came. event.
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B-Answer the following questions 2-The sentences below contain a mistake each. Find it then suggest
1-Why did Aberdeen turn into ‘Quint –City USA’ ? a correction.
2-What happened the day after the birth of the children? a-Paul said that he ate a cake yesterday.
3-Did the press help change the family’s life? Justify. b-My son declared that he had seen a snake here.
4-How was the power of the press shown in Aberdeen? c-She said that she had sink in the moonlight.
II-Linguistic competence d-Tom agreed that they were writing a letter now
A-Vocabulary III- Communicative competence
Match the words with their synonyms Complete this conversation with the missing parts.
1- fame a-great difficulties A:………………………………1………………………………………..?
2-odds b- suburbs B: He said that the boss came earlier this morning.
3-swift c-reputation A: ………………………………2………………………………………….?
4-outskirts d-rapid B: May be , he had slept in a nearby hotel.
B- Grammar A: …………………………………3…………………………………………?
1- Use the indirect style B: He surprised us because he knows there’s a mess here.
a-‘ Susie drinks too much’, said the boy. A: …………………………………4……………………………………………?
b-‘Our lawn was cut off yesterday’, John affirmed. B: He knows there’s a mess through his spies.
c- ‘ We have accepted the proposals’ confirmed the boss. IV-Writing
d-‘ Life had many surprises in this city’, explained the ancient Television : an advantage or a danger? Choose an aspect.
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IV-Guided writing
Reorder the following words to get meaningful sentences
1-/ would / coach/confirmed / the / travel / that / they / previous / day / the / .
2- / had / conductor / we / to / soon / said / leave / the /that/.
3- / the / had / neutralized / government / terrorists / spokesman / been / affirmed /the/ that/.
4-/ I / why / asked / John / did / it / .
The Fifth Power or Social Media
Section one: Reading comprehension (6pts)
Read the text below and answer the questions that follow
Text: Teens on line
While children are spending more and more time on social networking sites like Face book and My Space-with 22percent saying
they check their sites more than 10 times a day- they don’t seem to be aware of the long term personal havoc they could create
with a click of a button. And their parents generally have little idea about what their children are up to, the poll found.
“We’ve got to stop kidding about this,” said James Steyer, chief economic officer and founder of San Francisco-based Common
Sense Media, which commissioned the study.” There are enormous consequences from inappropriate behaviour on line “.
When Maxwell Wallace, a graduate of Lowell High School in San Francisco, wanted to know more about his roommate at
Georgetown University this fall, he didn’t just place a phone call. He also went to Facebook.There, Wallace could read the teen’s
thoughts; see what his interests were, what his friends said about him and what his pictures indicated about his lifestyle. It was “a
better look at who I’m going to be living with for the next eight to nine months,” he said.
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Teenagers don’t always self-censor on line; they may bully classmates, for example, or post risque photos of themselves or their
peers.”If you’re not in the same place as the person, it just feels less personal; it’s easier to do mean things,” Steyer said.” It’s almost
simulated behaviour. You can be risky and do riskier things, in a digital context.”
Yet there can be enormous consequences. Hitting delete to get rid of questionable photo won’t help. The digital imprint never goes
away and could be flitting across computer screens around the world.
The San Francisco Gate (August 10th 2009)
A- Say true or false B-Answer the following questions

1-This text is an article from a newspaper 1-What is the topic of the text?
2-Teenagers are well informed about the dangers of the 2-How did Maxwell Wallace discover about his new roommate?
Internet. 3-Why should internet users be careful about what they post
3-Because of the internet a kid can do awful things. online?
4-Parents have an idea of what their kids do on line. 4-Quote at least two consequences of the Social Network.
Section two: linguistic competence (6pts) c-“I will retire in 2034”, dad says.
A-Vocabulary (2pts) d-“ The scientist was experimenting a new microwave oven
Match the word on the left with their corresponding meaning on when the
the right
1-Teens a- remove 2- Correct the mistake contained in each sentence.
2-Havoc b-bad a- Used he go to the cinema alone when he was a child?
3-mean c- adolescents
4-get rid d-damages b- Will the boy get used to drive on the right once he gets to
England?
B-Grammar (4pts) c-When he will be there he will manage to do it.
1-use the indirect style d- I call you as soon as he appears. bomb exploded “, John
a-“We saw a big rattlesnake yesterday”, the children witnessed. explained .
b-“ Help me but don’t ask anything in exchange”, said the maid
to her son.
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Section three: Communicative competence A :…………………………2…………………………..?
Complete the following conversation with the missing parts
B: The lecture aims at advertising our new kids’ phone.
A: Cathy, I guess everything’s ready for tomorrow’s lecture. A :…………………………3……………………...........?
B: Of course! And room 4 is the ideal venue for such an event. B: It works by pressing on a button which is going to activate
A: ………………………….1………………………..? the GPS and then you can easily know where your kid is
B: I often choose it because the air is conditioned and there are A: ..............................4...................................................?
enough seats for all. B: It costs a lot of money, 250 US dollars.
SECTION four: Writing (4pts)
Internet: an advantage or a danger? Give your reasons in 150 or 200 words. (Stream A )
Section four: Guided Writing ( 4pts) Stream D/ C
The paragraph below is in disorder. Rearrange it to get a meaningful one.
1-Many young people spend time on social networks just to post their particulars and intimacy on the web.
2- Yet, a lot of people do not really know what it is for.
3-They ignore that there are sexual predators on the web that can spoil your life once in possession of those information.
4- Internet is a modern tool designed for development.
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Unit 7: Demographic and Ecological Problems
A-Demographic Problems
Text: Pakistan
In Pakistan, in a period of 30 years, our population rose by 5 million. At present it is 126 million. By the year 2020 our population
may be 243million. Pakistan cannot progress if it cannot check its rapid population growth. Check it we must, for it is not the
destiny of the people of Pakistan to live in squalor and poverty.
I dream of a Pakistan, of an Asia, of a world where every pregnancy is planned and every child conceived is nurtured, loved,
educated and supported. I dream of a Pakistan, of an Asia, of a world where we can commit our resources to the development of
human life and not to its destruction. That dream is far the reality we endure. We are a planet in crisis, a planet moving towards a
catastrophe. The question is whether we have the will to do something about it. I say we do, we must. What we need is a global
partnership to improve the human condition. The document which this conference on world population produces should seek to
promote the objective of Planned Parenthood, of population control. This conference should not be viewed by the teeming masses
of the world as a universal charter, seeking to impose adultery, abortion, sex education and other such matters on individuals,
societies and religions which have their own ethos.
Governments can do much to improve the quality of life in our society. But there is much they cannot do. Government do not
educate our children. Parents educate children; more often mothers. Governments do not teach values to our children. Parents
teach values to our children; more often mothers. Government do not socialize youngsters into responsible citizens. Parents are the
primary socializing agents in society; in most society that job belongs to the mothers. How do we tackle population growth in a
country like Pakistan? By tackling infant mortality, by providing villages with electrification, by raising an army of women,
33,000 strong, to educate our mothers,sisters,daughters,in child welfare and population control. By setting up a bank run by
women for women, to help women achieve economic independence, and to have the wherewithal to make independent choices.
As chief executive of one of the nine largest populate countries in the world I and the government face the awesome task of
providing homes, schools, hospitals, sewerage ,drainage, food, gas, electricity and employment.
Independent, September7, 1994.
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A- True or False B-Grammar
1- In 1994, the population of Pakistan was 50 million. 1-Use the instructions given between brackets
2-The author of this text is a Pakistani. filling in with can/ could, may /might or should/ ought to.
3-He is talking to an audience during a conference. a- Governments…………provide villages with hospitals.
4-Pakistan is a country of Europe. ( Moral obligation).
B-Answer the following questions b-Governments ……..give the population free food if they
1-Is the author a Pakistani? Give two evidences from the text. are too poor. (Eventuality/ probability).
2-What is the author pleading for? c-Governments ………build schools, create jobs if they like to.
3-what are the problems faced by the population in Pakistan? ( ability).
4-State the role of the government and that of the parents. d- Rich countries ………not exploit developing countries.
II-linguistic Competence ( moral obligation/ advice)
A- Vocabulary 2- Use the future with ‘can, may must’.
Choose the best letter a-They can’t do it because they’re pretty busy now.
1-Squalor: a-joy; b-fairly well; c-dreadful conditions But next week, they…………do it because they’ll be free.
2-Nurtured: a-eaten; b-dressed; c-fed b- You may not drink alcohol here, it’s a sacred place.
3-abortion: a-birth; b-pregnancy; c-pregnancy elimination However, you ...........drink if you stay outside.
5-teeming: a-empty; b-overcrowded; c-reduced c-We must protect the planet no matter what.
6-Growth: a-increase; b-decrease; c-stability The future generations…….to defend the planet at all cost.
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Complete the following conversation with the missing parts.
A: What a sad and fascinating story at the same time! A: …………………………………3……………………………………..?
B: Yes, I recount it over and over in memory of…. B: No, you can’t. He ‘s dead.
A: ……………………………1…………………………………………..? A: …………………………………………………………………………?
B: I often tell it twice or three times a week. B: He died by a terrible plane crash over a desert.
A: … …………………………2………………………………………….? A: …………………………………4…………………………………….?
B: I got it from my uncle; he used to tell it around the fire. B: He died ten years ago.
IV- Writing expression
Family planning: an advantage or a danger for a country?
B- Ecological Issues/ Environmental problems
TEXT: Ensure Environmental sustainability

Environmental sustainability means using natural resources widely and protecting the ecosystems on which our survival depends.
But sustainability will not be achieved with current patterns of resource consumption and use. Land is becoming degraded at an
alarming rate. Plants and animal species are being lost in record numbers. The climate is changing bringing with it the threats of
rising sea levels and worsening droughts and floods. Fisheries and other marine species are being overexploited.
The rural poor are most immediately affected because their day-to- subsistence and livelihoods more often depend on the natural
resources around them. Though the exodus to urban areas has reduced pressure on rural lands, it has increased the number of
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people living in unsafe and overcrowded urban slums. In both urban and rural areas, billions of people lack safe drinking water
and basic sanitation. Overcoming these and other environmental problems will require greater attention to the plight of the poor
and an unprecedented level of global cooperation. Action to halt further destruction of the ozone layer shows that progress is
possible when the political will is there.
Forests cover one third of the earth’s surface and constitute one of the richest ecosystems. They provide for many people’s everyday
needs, including food, fuel, building materials and clean water. Yet, in the last decades alone, 940,000 square kilometers- an area
the size of Venezuela- were converted into farmland, logged or lost to other uses. Efforts to combat deforestation are ongoing.
Sustainable forest management practices are reducing pressure on the land and improving the livelihoods of communities living in
and around forests. Still, it is a race against time.
From The Millennium Development Goals Report 2005.
A-Say True or False B-Answer the following questions

1- Nowadays our environment is dangerously threatened. 1-What is environmental sustainability?
2-The casualties of the natural resources overexploitation are citizens. 2- How does the exodus to urban areas affect the
3- Lots of animal species are on the verge of extinction. population?
4-No action is taken to fight ozone layer damage. 3- Are forests important in everyday’s life?
4-What are the problems faced by the environment in the
II- Linguistic competence text?
A- Vocabulary 5-What major measures does the report suggest to solve
Choose the best answer a, b,or c. environmental problems?
1-sustainability: a-suspension; b-durability; c-stability B-Grammar
2-droughts: a-rains; b-absence of rains; c-snow 1-Complete with the modal or its equivalent
3-plight: a-condition; b-experience; c-plan a-We …………..to wait for the doctor for half a day last
4-ongoing: a-slowing; b-increasing; c-continuing week.( obligation)
5-halt: a-perpetuate; b-keep; c-stop b-Cell phones ……….left at the entrance gate.(advice)
c-Tell them we……….visit them tonight.(probability)
d-She…… play video games when she was ten (ability)
Page 80
Complete the following conversation between with the missing parts
A: Our environment is seriously jeopardized. I wonder why? A: …………………………………3………………………………………..?
B: Certainly because of our degrading mentalities in managing our B: Another cause can be the garbage.
natural resources and technological progress. A: …………………………………4………………………………………..?
A: Too academic!…………………………1…………………………………? B: as an authority, I should lead awareness campaigns
B: In clear, one of the major causes may be deforestation. to definitely settle the case.
A: ………………………………………………2…………………………………? IV-Writing
B: To reduce its expansion, we could specifically care about 1- Most animals are on the endangered species list. After
the population living in or around the forest. Enumerating a few of them , suggest solutions to spare
them from extinction.( Stream A ).
IV- Guided writing (Streams D/C)
Reorder the following words to get meaningful sentences.
a-/ don’t / impossible / to / planet /we / become / act / the / live on / will / If / a place /.
b-/ exploited / reasonably / be / our / planet / should / .
c-/ the world / water /is / everywhere / in / plenty of / there / ..
d-/ really / planet / our / danger / is / in / its / as / resources/ well as/ .
Page 81
Unit 8: Food and Health
A- Food
Text: Better Health Through Better Eating
More and more people believe that sound eating habits can improve their health and help them live longer. There is scientific
evidence that the risk of heart disease, cancer, obesity and liver problems for instance can be greatly reduced. A recently published
1,300 pages report makes the following recommendations:
*limit fats and keep cholesterol consumption low. Eat more fish; poultry, lean meat and low-fat milk products and cut back on
fried and other fatty foods such as pastries, fat meals and eggs.
*Eat fruit and vegetables daily. It’s the best source of vitamins and minerals. Rice, potatoes and pasta which are low in fats and
good in carbohydrates are good for you.
*Eat only a small amount of meat, in excess it can be bad for you. An ounce of lean ground beef has got about 8 grams of proteins
so that a 6oz ( ounce) hamburger provides the daily ration of proteins of a 120 ib ( pound) a person.
*Above all stay away from junk foods such as cakes, sweets and soft drinks. They are made with flowers and sugar chemicals and
are high in fats. So are all fried foods and tinned meats. Also remember that, coke, tea, coffee and alcohol can have bad effects.
So, start watching your diet. Don’t wait till you run into problems. A balanced diet will keep you healthy and full of energy.
A-Say True or False B- Answer these Questions
1-Sound eating habits restrain the risk of diseases. 1- How can we live longer according to the text?
2-Poultry is not recommended because it is the source of fatness. 2-Why are junk foods dangerous?
3-The report encourages people to consume pastries. 3- Are carbohydrates recommended? Why?
4-Meat is entirely forbidden because it is bad for us all. 4-Quote three diseases that we can fought by a balanced diet.
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II- Linguistic competence III-Communicative competence
A-Vocabulary Fill in the conversation with appropriate questions.
Fill in the blanks with the appropriate words from the text. A: Hello sir, may I help you
1- Chickens, turkeys and ducks are part of ……………………. B: With pleasure, I need the best of your specialties?
2- The organ where cirrhosis develops is the …………………… A: ……………………1……………………………..?
3- When meat is crushed and put in a can we say it’s ………… B: I’d like chicken Biriyani, please.
4-We have ………………………..when we have a balanced diet. A: ……………………2……………………………….?
B-Grammar B: I’ll have vegetable samosas for appetizers.
1- Use’ much, many , few or little’ . A: ……………………3…………………………………?
a-There is only ……………… coffee left in the cup B: Yes, I’d like a large soda, please..
c-Due to the rain only……………pupils came to school. A: ……………………4…………………………………..?
b- The project was so interesting that it lures………businessmen. B: Yes, I need fresh fruit salad at the end.
d-She doesn’t have …………………confidence in herself. Iv- Writing/ Paragraph ordering ( D/ C)
2- Correct the mistakes 1-Show that sound eating habits favor good health. (A)
a- What may you like to order? a-The waiter brought him some salad
b- I should like ploughman’s lunch please. b-Arthur is telling him to bring some now.
c- Would you to like drinking something? c-Arthur ordered a steak with some salad and potatoes
d- Anything for your desert? d-But he didn’t bring him any potatoes.
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B- Health
Text: AIDS: the Facts
Acquired immunodeficiency Syndrome (AIDS) is the last stage of infection with the Human Immunodeficiency Virus( HIV)
.Normally the white blood cells in the body fight infection. H.I.V attacks and destroyed white blood cells, meaning that people lose
their ability to fight certain diseases such as tuberculosis, pneumonia and those which attack the brain: these can lead to nervous
and psychiatric problems.
The virus, once acquired, can produce symptoms of AIDS as early as two years from the time of infection. On the other hand it can
take ten years from them to appear. The symptoms of the infection are variable and complex. During the first few weeks following
the acquisition of infection, some people experience fever, enlarged glands, skin rash and coughing. As the immune system
weakens, the fever worsens, there is persistent diarrhea, severe weight loss, fatigue and loss of appetite.
No drug or therapy has been produced that can cure HIV infection. Since HIV and AIDS cannot be cured, the prevention of the
transmission of the disease is the most important strategy to stop its spreading.
There are only three ways of transmitting the disease:
1-Through sexual intercourse in any form.
2- From exposure to blood, as from blood transfusion, the use of contaminated syringes and needles.
3-From an infected mother to her baby before or shortly after birth.
So what can people do to protect themselves against infection? Obviously, being careful about the choice of sexual partners is the
most important factor, and the routine correct use of the condom is the best method of preventing HIV transmission currently
available. Trying to control what blood you would receive in transfusions is another way of helping to stop infection through blood
products. Insist that you or your family members only receive ‘ clean blood’. Also check that you always have injections with new
syringes and needles, not one that has been used on other people. Other dangerous practices include ear-piercing, circumcision and
scarification carried out with non- sterile instruments.
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The single most important factor is that people, and especially adolescents are educated about the danger. One problem is that in
many culture, adolescents are attracted to ‘risky’ behavior, and cannot appreciate the consequences of careless behavior until it is
too late.
From AIDS and Family Planning, WHO, May, 1990.
A- Say True or False B-Grammar

1-Someone suffering from AIDS might appear mentally disturbed. 1- Give advice to your friends who do not want to:
2-You cannot get AIDS from oral sex. a-do Aids testing; b-take antiretroviral while he is sick
3-AIDS could be gotten when a girl is having holes put in for earrings. c-see a doctor for a toothache; d-have a check-up.
4-An adolescent could catch AIDS during his/her first sexual contact. 2-Correct the mistakes
B- Answer the following questions a-I haven’t no money to buy a ticket for today-s concert.
1-What is the role of the white blood cells in the body? b-I need any milk for my breakfast. I am hungry now.
2-What happens when HIV attacks these white blood cells? c-Don’t put too many salt; it will alter the taste.
3-What are the early symptoms of AIDS? d-A few butter will be enough.
4-What are the later symptoms? III-Communicative competence (initiation)
5-Why are young people more at risk from AIDS than grown-ups ? Ask a question on each underlined words
II-Linguistic competence Frazier lost the match against Foreman last January.
A- Vocabulary: Find the English for these words in the text. 1 2 3 4
1-Globules Blancs; 2-éruption cutané; 3-S’affaiblit ; 4-S’empire; After the midday meals, both men retired in their cabins.
5-perte de poids; 6-réalisées ;7-juste après; 8-insouciant. 1 2 3 4
Page 85
Iv-Writing
1- What are the main actions implemented in our country to fight AIDS? Are they successful? (Stream A) 150-200 words.
Section four: Writing ( Streams D/ C)
Reorder the following words to get meaningful sentences
1-/ sexually / infection/ HIV/ a / caused / virus / AIDS / transmitted/ is / by/.
2-/ body,/the /destroys / attacks/ and/ it / once / in/ white blood cells/ the/
3-/ the / system / as a result, / immune / weakened / is / any / develops / disease/and /.
4-/ contracting/ only/ us / can / from/ that / disease / protection / spare /.
Page 86
Unit 9: Transport and Tourism
Text: Road Vehicles: Workhorses of the Economy

Some experts refer to roads as the ‘ arteries of development’. In the same way the vehicles which use the way must be regarded as
the red corpuscles which carry the oxygen to the system. Just as a good supply of health, red corpuscles are needed to keep the
body in good conditions, similarly, the general economic health of a nation will depend on the availability and efficiency of road
vehicles. This statement is true for all countries, but particularly right to developing countries where other transport infrastructures,
notably railways, are often inadequate or non- existent.
Aircrafts and trains all play their part, where the infrastructure is available but the cost is sometimes high. most freight is
transported thanks to them. However, roads vehicles carry almost the largest proportion of total freight movements. Road
passengers overpass easily all other modes of transport combined. Road transport is significantly more flexible than other modes of
transport, even where the infrastructure is poor.
Indeed, robust vehicles can reach certain areas without any infrastructure at all. For example, when a road is bad, four wheel
driving cars and lorries, will often be able to pass without any problem. Catastrophe on the railway, or the airport runway
eliminates movement altogether until repairs can be affected. This why, throughout the world, roads are the principal element of
the transport network, reaching places which will always be inaccessible to planes and trains. That is to say, lorries, buses and other
commercial vehicles have become the workhorses of developing countries.
Deborah Sparks, The Courier, n+125, 1991.
A- Say True or False B- Answer the following Questions
1-The author assimilates road vehicles to red corpuscles. 1- What comparison does the author make in the text?
2-Road vehicles favor economy only in developing countries. 2-Give the two main functions of road vehicles.
3- Planes and trains can have access anywhere 3-Why is road transport more flexible than the other modes?
4-Most goods are carried thanks to trains and planes. 4-How many means of transport are mentioned in the text?
Page 87
Section two: linguistic competence Section three: Communicative competence (4pts)
A- Vocabulary Complete the following conversation with the missing parts
Find the synonyms of the following words from the text: A: What a terrible day! Buses drivers don’t want to go my way.
a-way ; b-trucks ; c-goods ; d-get to ; e-railroad. B- How sad! If I were you I would think of another way to get
B- Grammar home.
1-Ask a question in the passive using the words given in the A: …………………………………1……………………………………………?
Tense indicated. B: I would like you to catch bus n°304 to shorten the distance.
Example: Why/ my tea/ be /to drink/ Paul /. (Past simple) A: …………………………………2……………………………………………?
-Why was my tea drunk by Paul? B: You can get it at the next bus stop.
a-/ I / be / to tell / a story / my aunt / ( Present simple ) A: …………………………………3……………………………………………?
b-/ The gate / be / to close / the janitor / ( present Perfect ) B: Go straight, walk for five minutes and the next bus stop is
c-/ chains of mountains / be /to climb / at dawn / alpinists/ (Past opposite the bank.
continuous) A: …………………………………4……………………………………………?
d-/ Why/ The houses / be / to destroy / the attorney general / B: Don’t mention it.
(present continuous)
2- Correct the mistakes IV-Writing (stream A)
a- Could you tell me where is the theme park? Give the importance of transport in a country’s development.
b- Some litchis is being eaten by the boys now. ( 150-200 words)
c- We shall been translated to high places.
d- Tell Johnson how can he get to the zoo.
Section four: Guided writing (Streams D/ C)

The following sentences are in disorder. Rearrange them to get the meaningful ones.
1- / addressed / assembly/ President /was/ the / by / / the / to /
2- / bought / beautiful / him / car / a / been / by / has /
3- / references / written / here / be / should / your /
4- /my / picked up / by / mushrooms / are / the children / often /village / in /
Page 88
Section one: reading comprehension
Text: Tourism in Africa
Tourism is one of the largest and fastest growing sectors of the world economy, and tourism in Africa is ripe for development, the
report notes.
Africa’s mountains, savannahs and rivers and cultural events such as music, dance and festivals are far above the natural assets
found in the regions, says Lain Christie, one of the report’s co- authors “ with these natural attributes, tourism can play an
important role in development”. But to do so, it must be integrated into each country’s economy and government structure and be
seen as a benefit by everyone, from the president to the ministers and the general population”.
Tourism in Africa show how Botswana, Cape Verde, Namibia South Africa, and Tanzania have among other countries have high
potential for tourism expansion over the next five years, and argues that many of the South Saharan African countries( SSA) are on
the verge of tourism success.
For example, the number of tourists arriving in SSA has grown over 300% since 1990, with 2012 marking a high of 33,8 million of
tourists who visited the region. Income generated by tourism has also climbed. Receipts from hotels , tours and other attractions in
2012 amounted to over U.S dollar 36 billion.
This boost in tourism is occurring just as economic growth is exploding across the African continent. As a result of the recent
economic good health in SSA countries, global hotels chains are poised to spend hundreds of millions of dollars in Africa over the
coming years to meet rising demand from both international tourists and the continent’s own fast- growing middle- class.
At the same time the expansion of tourism in Africa faces the numbers of obstacles. Issues such as land ownership and availability
are central to business and tourism development. Other constraints such as access to finance for investors, taxes on tourism
investments, lack of security and high criminality, and bureaucratic processes are what sometimes hinder the booming of tourism in
Africa.
A New World Bank Report “Tourism in Africa ”, Washington, October 3, 2013.
A- Choose the correct answer between a, b, c, or d.
1- Tourism in Africa is : a- a brake to development, b-associated with development; c-a threat to peace; d-nothing at all.
Page 89
2- The number of tourists in Africa is: a-stagnating; b-falling; c-growing; d-dwindling.
3-Tourism explosion is possible if: a-we incorporate it into economy; b-we neglect it; c-we ban it; d-we disregard it.
4-Receipts from hotels have: a-decreased; b-stagnated; c-gone high; d-disappeared.
B-Answer the following questions Section Three: Communicative Competence

1-What are the natural factors that can favor tourism in Africa? Match the utterance in part A with its suitable ending in part B
2-Give the figures showing how fruitful is tourism in Africa. Part A
3-Is tourism associated with development? Justify. 1-Hello, may I have your passport please?
4-What are the obstacles that hinder tourism from growing? 2- I see, what kind of visa have you got?
3- Where are you heading for?
Section two: linguistic competence 4-How long will you stay?
A- Vocabulary 5-Do you have any alcohol or valuable to declare?
Find the synonyms of the following words from the text: 6- Do you have some currency to change?
a-mature; b-ready; c-advantage; d-the head of the state. 7- How would you like your money?
8- Enjoy your stay
B- Grammar Part B
a- Yes, 100,000 cfa in 20 notes and the rest in tens
1-Turn into the passive voice b- For three months.
a-Call the nurse as quickly as possible. c- California, Washington and Oklahoma.
b-At this pace, she will overpass us all. d- No, not at all.
c-Somebody had knocked him out. e-Thank you
d-The servant showed them into the room. f-A tourist one
g-Here it is and here’s my visa
2- Correct the mistakes (revision of the rules to remember ) h-Yes, I need change some cfa in the USA currency.
a-Tell Sethe to serve food as soon as she will arrive tomorrow.
b- It is for the first time he sees it. Iv-writing
c-It was for the first time the dog ran away from home.
d-The clouds were getting more and more dark. Can tourism bring development in a country? How?( 150-200
e-My sister is becoming beautifuler and beautifuler. words)
Page 90

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Ministère de L’Enseignement Primaire, Secondaire et de L’Alphabétisation

Inspection Générale de L’Enseignement Primaire, Secondaire et de L’Alphabétisation

INSPECTION DES LYCEES ZONE 1 (I.L.Z 1)

BRAZZAVILLE, SEPTEMBRE 2018

INSPECTION GENERALE de l’ENSEIGNEMENT PRIMAIRE, SECONDAIRE ET DE L’ALPHABETISATION (DEPARTEMENT DE L.V.E.,

INTRODUCTION ……………………………………………………………………………………………………………………… p.4

Syllabus allotment 10th grade (Seconde A) ………………………………………………………………………………… pp.5-7

Syllabus allotment 10th grade (Seconde C)………………………………………………………………………………… pp.8-10

Syllabus allotment 11th grade (Première A)………………………………………………………………………………… pp. 11-13

Syllabus allotment 12th grade (Terminale A ) ……………………………………………………………………………. pp. 17-19

Syllabus allotment 10th grade (Terminales C/D )………………………………………………………………………… pp.20-22

Selected texts …………………………………………………………………………………………………………………………… p. 23

10th grades ( Seconde A , C) ……………………………………………………………………………………………………… pp.24-35

12th grades (Terminales A, C, D)………………………………………………………………………………………………… pp.43-90.

Unit 1 : Social problems …………………………………………………………………………………………………………… pp.44-52

Unit 2: Development ………………………………………………………………………………………………………………… pp.53-56

Unit 3: Music and Sport ……………………………………………………………………………………………………………… pp.57-63

Unit 6: Media ……………………………………………………………………………………………………………………………… pp.72-76

Unit 7: Demographic and Ecological or Environmental problems……………………………………………………… pp.77-81

Unit 8: Food and Health ……………………………………………………………………………………………………………….. pp.82-86

Unit 9: Transport and Tourism ………………………………………………………………………………………………………. pp.87-90

Who are to blame? Teachers? Students? Or Teachers’ trainers?

Volume horaire : 4heures

1st 1-1 -inviting someone

F 1st - Different icons to describe (vocabulary)

E A 3rd 4-4 -tenses (c’tinued)

Volume horaire hebdomadaire : 2 heures

1st 1-1 -inviting someone and accepting an invitation

R 4th V 5-1 12 Social -Social problems ( vocabulary) Devoir n°6

Volume horaire hebdomadaire : 4 heures

1st -Requests and permission (formal and

N F 1st III 3-7 -Relative pronouns

R R 3rd -Different types of foods (fruit, vegetable,

4th 6-3 -organizing a debate Devoir n°6

Volume horaire hebdomadaire : 3 heures

1st -Requests (formal and informal

4th -Affirmative, negative and interrogative forms Devoir n°2

O week 3-3 -Text: women ’s place

R I 3rd -Different types of foods (fruit, vegetable,

4th Devoir n°5

R A 2nd -Wh-questions (Present and the past simple

Volume horaire hebdomadaire : 5 heures

M 1st 2-5 -Reported style ( c’tinued)

Volume horaire hebdomadaire : 2 heures

N 1st -Talking about Development (what it is .the mechanisms of

D 1st II 2-1 3 Music - Music kinds and different sports : vocabulary

Inspection Générale de L’Enseignement Primaire, Secondaire et de L’Alphabétisation

INSPECTION DES LYCEES ZONE 1 (I.L.Z 1)

BRAZZAVILLE, Septembre 2017

Aims: - To acquire the vocabulary related to occupations and jobs

1- Picture presentation and observation

-Help the students repeat or pronounce the words they see

- Ask them to choose an occupation and say why.

2- Questions / one word for several/ repetition

- Ask a question on a famous person and what he /she does

- Help the students pronounce the words

- I would like to be a/an………………………

An excerpt from Elementary English pp.74-75

A- Say True or False in full letters

1-An occupation is not a job. 3-An employee is a worker

2-This text mentions seventeen occupations. 4-An employer is a boss of a company

4-A cabin crew d-a person who operates on sick people

- Describe its role (it helps, it consists in , as a….I will …) - Opinion