(5ème)

 Exercices de consolidation sur toutes les Situations d’Apprentissage

 Recueil d’épreuves
 Liste des verbes irréguliers

Réalisé par:

NOUMONHESSI J. Vivien

Professeur Certifié d’Anglais

Tel: (00229) 97654606 / 95419475

Email: vivienwinner@gmail.com
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Part1: Exercises based on lessons

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 LS No1: LEISURE

Sequence1: Holidays
Item1: Build dialogues following the instructions
A- Read the dialogues below
Dialogue1
Smith: Where did you spend your holidays ?
Elisé: I was in Abomey
Smith: How did you go there ?
Elisé: I went there by taxi
Dialogue2
Marius: Where did you spend your holidays ?
Helmas: I was in Allada
Marius: How did you get there ?
Helmas: I got there by car
B- Use the following words and expressions to build similar dialogues like
those above

Lomé On foot
Bohicon By train
Parakou By bus
Dakar By canoe
America By car
Adja By taxi
The next village By Plane

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Item2: Write correctly the bracketed verbs
1- Jonas (to play) football for one hour
2- Smith (to go) to church on week ago
3- Ten years ago, james (to be) too young
4- How long ago Saliou (to leave) here ,
5- Five minutes ago, they (to come)
Item3: Complete the following sentences with ‘’for’’ or ‘’ago’’
1. Ousiel worked ____ ten hours
2. Judes came here two days ____
3. One year ____ I saw a snake
4. Two weeks ____ I met my friend Owolabi
5. Nicarette sent the money three days ____
6. Cyprien learnt chinese ____ one year
7. We waited for the train ____ eight hours
8. Nine minutes ____ Smith left
9. John and Narcisse talked ____ 25 minutes
10. Mr AGBOGLA taught English ____ many years
11. Mr ABAYOMI worked in Ifangni two years ____
12. We went to Accra six years ____
Item4: Write ‘’for’’ or ‘’ago’’ to complete the sentences below
1. Olivier bought a car seven weeks ____
2. José worked ____ 5 hours
3. Three hours ____ the prefect punished students
4. The police arreted the robber one moth ____
5. My Dad and I discussed ____ 30 minute
6. We learnt Mathmatics ____ 10 years
7. Rachelle came back one week ____
8. Romuald worked with his brothers ____ many hours
9. Ten years ____ John was in primary school
10. Charlaime started school 4 years ____
11. Bérénice came back five minutes ____
12. She waited for me ____ three hours
13. Five minutes ____ Salomé talked to me
14. She stayed in USA ____ ten years
15. We talked ____ one hour
16.I lost my bag nine days ____
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Item5: Answer these questions
1- Where did you spend your holidays ?
2- How did you go there ?
3- How long did you stay there ?
4- What did you do there ?
5- With whom did you go ?
6- With whom did you stay
7- Did you enjoy it ?
8- When did you come back ?
Sequence2: Entertainment
Item1: Change these sentences as indicated in the brackets use can’t for
negative form
1- William can play african xylophonr (negative form)
2- Students can drive (interogative form)
3- We can go to Paris on foot (negative form)
4- People can’t help Habib (affirmative form)
5- You can’t play well (affirmative form)
6- I can drink alcohol (negative form)
Item2: Complete the sentences below with ‘’can’’ or ‘’can’t’’
Example: Cosme can play football
1- A student ____ come to school late
2- A dog ____ dance well
3- Ousiel ____ study
4- Josias ____ eat rice
5- Bérénice ____ go to Paris on foot
6- Anaël ____ the president of Benin
7- Helmas ____ go to America by car
8- We ____ drink water
Item3: Complete the dialogue below
Anaël: Can you play football ?
Smith: yes, _____________
Anaël: Can you play drums ?
Smith: No, _____________
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Anaël: _____________ ?
Smith: Yes, I can play the flute
Item3: Answer the following questions
1- Can you play the guitar ?
2- Can you play the violin ?
3- Can you play the harmonica
4- Can you dance modern music ?
5- Can you sing traditional songs ?
Item4: Build dialogues following the instructions
A- Read the dialogues below
Dialogue1
Bérénice: Can you play the trumpet ?
Zabdielle: No, I can’t
Bérénice: what about the harp ?
Zabdielle: Yes, I can

Dialogue2
Luc: Can Ousiel play the saxophone ?
Brice: No, he can’t
Luc: How about the violin ?
Brice: Yes, He can
B- Use the dialogues above to build your own using the following cues
1- Dance to traditional music / modern music
2- Play the accordion / the guitar
3- Play the tambourine / the saxophone
Item5: Put the words in the correct order
Dialogue1
John: the / can / ? / Brice / hello / , / harp / you / play
Brice: play / No / , / the / can’t / I / harp / . /
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John: ? / the / about / what / piano
Brice : can / yes / , / I / . /

Dialogue2
Bruno: play / can / the / hello / xylophone / ? / you / Alice / , /
Alice: I / xylophone / No / can’t / the / , / play
Bruno: the / about / piano / how / ?
Alice: can / yes/ , / I /
Item6: Put a tick in the correct column

Words Leisure activities Musical

instruments
Dancing
Movies
Harp
Harmonica
Show
Cinema
Xylophone
Concert
Guitar
Sports
Violin
Piano
Accordion
Relaxing
Games
Tambourine
Saxophone
To sing
To play
Amusement
Playing

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Item7: Match the words below with their definitions

Column A Column B
1- To relax a. A big band
2- Pleasure b. To like
3- Orchestra c. Films
4- movies d. Amusement
5- Entertainment e. To rest / to become calm
6- Leisure f. Freetime when you are not
7- To enjoy working or studying
8- Cocert g. Public performance of music
h. A feeling of being happy /
delight

Item8: Change the following verbs to gerund

Example: I like (to eat) rice
I like eating rice
1- Many people hate (to be) poor
2- We learn many things on (to do) business
3- I finished (to work) two minutes ago
4- (to kill) people is not good
5- Helmas enjoys (to play) footbal
6- We finished (to watch) Tv
7- Juliette hate (to go) to school on foot
Item9: Decide if the following sentences use gerund or present continuous
1- We are learning our lessons now
2- Smith is writing his lessons
3- Narcisse enjoys dancing
4- People started crying because the snake
5- John and Josias are studying
6- I am buiding a new house
7- Learning is very good
8- Children are playing outside
9- Edwige is sending a letter

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 Sequence3: Games and Sports

Item1: Find out names derived from the verbs below

Example: to learn == » learner
VERBS NOUNS
To work
To buy
To edit
To collect
To drive
To dance
To sing
To act
To publish

Item2: Complete the table below

VERBS NOUNS
? Director
To conduct ?
To teach ?
? sender
? Collector
To win ?
To own ?
? Player
To read

Item3: Complete the sentences below

1- A person who plays is a ______________
2- A person who bulds is a ______________
3- A person who works is a ______________
4- A person who sends a letter is a ______________
5- A person who learns is a ______________
6- A person who cries is a ______________

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Item4: Fill in the gaps with these words : football ; hide and seek ; table ; lawn ;
high jump
1- ____ and ____ are good games
2- John does long jump and ____
3- Edwards plays both ____ and ____ tennis
4- We play both handball and ____
Item5: Use the comparative of equality to make sentences with the words below
Example: dangerous / boxing / high jump == » boxing is as dangerous as high
jump
1- Football / interesting / handball
2- Lawn tennis / good / table tenis
3- Boxing / terrific / racing
4- A snake / slow / a snail
5- Ousiel / intelligent / Josias
6- Judes / wise / Elisé
7- Anaël / kind / Smith
Item6: Make suggestions using the suggested words
Example: To learn our lessons == » How about learning our lessons ?
To play handball == » What about playing handball ?
1- To go to church
2- To eat soon
3- To visit Edmas
4- To leave cotonou
5- To help parents
6- To play football
7- To play cards
8- To play domino
9- To run relay races
10- To play tenis
11- To play basketball
Item7: Use the words below to make sentences with the comparative of
inferiority
Example: Anaël / rude / Bérénice == » Anaël is less rude than Bérénice

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1. Maurice / smart / Gilles
2. Elsie / happy / Bérénice
3. Xavier / funny / Lucien
4. Pascal / kind / Nicarette
5. Irené / wise / Bob
6. snail / slow / snake
7. Halil / rude / Benson
8. Football / dangerous / Boxing

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 LS No2: OUR WORLD

Sequence1: In the village

Item1: Match people to the tools they use or make
Exanples: A carpenter makes desks, benches
1- A shoemaker makes a. cloth
2- A basketmaker makes b. clubs, spear
3- Weaver makes c. hoe, machete
4- A hunter uses d. fishing net
5- A farmer uses e. cloth
6- A fisherman uses f. basket
7- A weaver makes g. shoes
8- A black smith makes h. knife, machete, hoe
Item2: Reorder the words below to make correct sentences
1- Caleb/to/comes/always/school
2- usually/to /students/ listen/teacher/the
3- never/alcohol/christian/drinks
4- tap / water / rarely / get / villagers
5- sometimes/Helmas/church/goes/to
6- drinking / a / stream / water / from / get / people / often
7- Never/comes/to/late/school/Juliette
8- With/students/pen/always/write
9- Rarely/Kifayath/goes/mosque/to
Sequence2: In town and cities
Item1: Match the words below with their definitions
Column A Column B
1- The Mayor a- a place where doctors and nurses work
2- A cathedral b- a person who makes furnirures
3- A hospital c- a person elected to rule a town or city
4- A civil servant d- a place where we can keep money
5- A bank e- a person who repairs vehicles and motorcycles
6- A seamstress f- a catholique church under a bishop
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 7- A mechanic g- a woman who makes dresses
8- A carpenter h- a place where muslims meet to pray
9- A mosque i- a person who works for the government
Item2: Complete the following sentences with words from the column A above
1- The _____ in front of my house makes good furnirures
2- Aliou’s father is a _____. He works for the government
3- My mother is a _____. She makes beautiul skirt and dresses
4- I will go to the _____ tomorrow to repair my motorcycle
5- I went to the _____ yesterday to get money
6- Muslims go to _____ every Friday to pray
7- The _____ near my house makes tables and chirs. He is very good
Item3: complete the sentences with: flea market, teaching hospital, embassies,
presidential place, swimming pool
1- A ____ contains water
2- People always buy old clothes at a ____
3- Our president works at ____
4- Ambassadors work at ____
5- Doctors are trained at a ____
Sequence3: People and their Nationalities
Item1: Complete the table with the correct countries and nationalities.
A- Name B- Countries C- Nationalities
Patrice TALON
Emmanuel MACRON
Thomas SANKARA
Faure GNASSINGBE
Joe BIDEN
Alassane OUATTARA
Nelson MANDELA
Koffi OLOMIDE
Yèmi ALADE
Macky SALL
Samuel Eto’o FILS Cameroon Cameroonian

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Item2: Complete the table below with the correct nationalities
Countries Nationalities
Pakistan
Gabon
Israël
Denmark
Scotland
Switzerland
Ivory Coast

Item3: write the bracketed verbs in present perfect

Example: John (to eat) rice == » John has eaten rice
1- Yanick (to be) here since 2018
2- We (to do) the householdchores
3- Richard (to learn) his lessons
4- Ousiel (to go) to Paris
5- Bérénice (to work) well
6- Josias and Judes (to play) football
7- The teacher (to punish) lazy students
8- Bob and Nel (to come) from London
9- Marius (to send) money to me
10- Narcisse (to buy) a new car
11- Norbert (to write) me a letter
12- My mother (to clean) all the room
13- I (to take) the money from Elisha
14- You (to bring) the bag
15- They (to arrive) on time

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 LS No3: HUMANS AND NATURE

Item1: Match these words with their definitions

1- Forest a) garbage that is thrown
2- River b) broad view of land
3- Rubbish c) gas or smoke from factory chimneys or vehicles
4- Landscape d) natural water flowing toward the ocean
5- Desert e) large area of land covered with trees and smaller plants
6- Exhaust smoke f) dry area of land covered with sand
Item2: Match the words below with their definitions
1- Healthy a) the atmosphere high above earth that looks blue
2- Fresh b) water that falls from the sky
3- Salty c) a liquid in rivers and oceans
4- Sky d) not sick, strong
5- To breathe e) containing salt
6- Earth f) building where we produce things
7- To build g) to take air, to respire
8- Clouds h) the planet where we live
9- Land i) not containing salt
10- Rain j) the part of the earth that is not water
11- Factories k) white or grey objects in the sky
12- Water l) to construct
Item3: Make suggestions with the sentences below
Example: A- I am tired
B Why don’t you rest ?
1- A : I am sick.
B : why don’t you __________ ?

2- A : I am thirsty.
B : why don’t you __________ ?

3- A : I am hungry.
B : why don’t you __________ ?

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Item4: Use these words to form adjectives
Example: Wind == » Windy

1- Cloud
2- Wind
3- Snow
4- Health
5- Sand
6- Luck
7- Salt
8- Dust
9- Milk
Item5: Write the plural of the following words

SINGULAR PLURAL
Pen
Man
Pencil
Tooth
Ox
Goose
Chair
Woman
Leaf
Brush
Church
Duty
Mouse
Potato
Child
Foot

Item6: Make the underlined words plural

1- John is a mason. He builds a house
2- My father is a carpenter. He makes a bench

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 3- Gregory is a dentist. He treats tooth
4- People have many a duty
5- There a leaf on the floor
Item7: Recall the possessive adjectives
Personal pronouns Possessive Adjectives
I My
You
He
She
It
We
You
They

Item8: Complete these sentences with the appropriate possessive adjectives

Example: Luc takes ….. phone to call me. === » Luc takes his phone to call me.
1- I build ……. house in Cotonou
2- John came with to se me with ……. car
3- People come with ……. Children
4- Jennifer meets ……. father on the way
5- You should come …….
6- We lost …… mother last year

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 LS No4: TALKING ABOUT THE UTURE

Sequence1: Plans and predictions

Item1: Write the simple future of the following sentences using ‘’going to’’
Example: Helmas (to eat) rice == » Helmas is going to eat rice
1- I (to learn) my lessons
2- William (to play) football
3- We (to send) the money
4- Bérénice (to sing) a song
5- Romuald (to build) a new house
6- Mr ABAYOMI (to punish) the lazy students
7- Marius (to buy) a new car
8- Narcisse (to drive) a car
9- Anaël (to cry) now
10- François (to fly) to Paris
11- People (to kill) the thief
12- Children (to play) outside
13- Romaric and Ben (to leave) the room
Item2: Turn these sentences into negative
Example: Ulrich is going to write == » Ulrich is not going to write
1- I am going to do my homework
2- People are going to build a market
3- Jonas is going to dance
4- Jennifer and Alvine are going to study
5- Smith is going to pass his exam
6- Helmas is going to play
7- Bérénice is going help her mother
8- Simon is going to teach drama
Item3: write the interrogative form of the verbs below
Example: He is going yo eat mangoes == » is he going to eat mangoes ?
1- They are going to meet the boss
2- We are going to try our best
3- The headmaster is going to come

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 4- My father is going to beat Alimath
5- Dadju is going to sing
6- Simi is going to write
Item4: Write the simple future of the verbs below
Example: kèmi (to buy) food == » Kèmi will buy food
1- Edmond (to preach) good news tomorrow
2- Gilles (to help) us next week
3- Anne-Marie (to come) in two months
4- Helmas (to succeed) to his exam
5- My father (to fly) to Paris at the end of the month
6- Marcelle (to cook) food soon
7- Aymé (to learn) English
8- Nikanor (to sing) a song tomorrow
9- Rachelle (to buy) a new motorbike
Item5: Write the negative form of the sentences below
Example: you will drink alcohol. == » you will not drink alcohol / you won’t drink
alcohol
1- Young people will catch AIDS
2- Jonas will go to USA next year
3- Albéric will send me a letter
4- Lucien will call us tonight
5- Helmas will workt at school
6- Mr AGBOGLA will punish stubborn students
7- The man will beat his wife
8- Cyprien (to be) late
9- Ousiel (to dance) at school
Item6: Write the interrogative form of the sentences below
Example: Kèmi and Luc will leave == » Will Kèmi and Luc leave ?
1- Boris will keep the money
2- You will see me tomorrow
3- They will pay your money
4- Gyiovanni will play football
5- Gregory will buy a new car
6- People will be happy

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Item7: Write am/is/are/will to fill the gaps
1- Irené ____ going to stand up
2- Alice ____ go to church
3- ____ you staudy today ?
4- Bérénice ____ send money to her father tomorrow
5- Smith ____ going to bring his Mother’s phone
6- I ____ going to play football
7- Assanatou ____ teach next week

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Part2: collection of some exam papers

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 EPREUVE No1

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

A- Réaction à un texte lu

Contexte: Clément est un brillant garçon en classe de 5ème. Il était allé passer les
vacances dernières chez son oncle à Lomé. Il décide d’en parler à ses camarades
de classe.
Tu es invité(e) à lire attentivement ce texte et à répondre aux questions en
Anglais.
Support
Text: Happy Holidays.
I spent my last holidays in Lomé. It is smaller than Cotonou city. I had the
opportunity to visit some famous places such as BOAD bank where I saw some
leaders like Aboudlaye Bio Tchané. I also went to the biggest market of Lomé and
I bought a lot of presents. There, I made some friends who taught me «mina»
language. I was in CIMTOGO where I saw how they made cement. I also visited
OASIS bar near to the beach where I discovered a lot of things. I had this occasion
because my uncle CODJOVI was a famous man.
I really enjoyed myself during the holidays but it was difficult for me, to
speak fluently the «mina» language the first six days. Before the end of the third
week, I could understand people, reply to them and participate in discussion. It
was fantastic.

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

- reconnaissant les détails du texte ;
- exprimant tes appréciations personnelles sur le texte ;
- faisant bon usage du vocabulaire et la grammaire.

Vocabularies
- the biggest = le plus grand
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 - presents = cadeaux
- beach = plage
Consigne:
Item 1: Answer by True or False.
1- Clement spent his holidays in Accra.
2- He spoke «mina» language before his holidays.
3- He visited eight famous places.
4- He stayed in Lomé with his uncle CODJOVI.

Item 2: Answer these questions.

1- Where did Clément spend his last holidays?
2- Name the famous places he visited.
3- With whom did he stay?
4- How did he feel at the end of his holidays?

Item 2: Put the verbs in brackets in the correct tense.

1- Romaric (to come) back two years ago.
2- He (to visit) Lomé every year.
3- Listen! The teacher (to speak) to you.
4- They usually (to walk) to school.

Item 4: Match the words in Column A with their definition in Column B.

Column A Column B
1) opportunity a- popular places
2) famous places b- had a good time
3) presents c- occasion
4) enjoyed d- gifts

B- Production écrite d’un texte de type particulier

Contexte: Du retour des vacances passées, ton professeur d’Anglais t’a demandé
de parler de tes vacances à tes amis en classe en te posant certaines questions.

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

- répondant aux questions ci-dessous sans aller à la ligne ;

- respectant la logique interne ;
- construisant des phrases grammaticalement correctes ;
- utilisant l’orthographe et la ponctuation appropriées.

Consigne

Answer these questions according to your own experience to write a

paragraph.

1- Where did you spend your last holidays?

2- How did you travel?
3- With whom did you go there?
4- Who did you stay with?
5- How long did you stay there?
6- Did you enjoy it?

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 EPREUVE No2

Compétences à évaluer

CD n°1 : Réagir de façon précise et appropriée à des messages lus ou entendus.

CD n°2 : Produire de façon appropriée des textes de types et de fonctions variés.

L’EPREUVE
A- La réaction à un texte écrit
Contexte : Les vacances sont des moments au cours desquels enseignant(e)s et
apprenant(e)s se reposent. Pendant ces moments, certains désirent voyager pour
mieux découvrir le monde. Le texte par rapport auquel tu auras à réagir te
présente un cas.

Text:
Emeka is a student in Espoir de la Réussite secondary school. Last July, the
school closed. Teachers and students were on holidays.
So Emeka decided to visit his uncle Montcho, a taxi driver in Ouidah. He
travelled by car. There, he attended holidays’ courses in the mornings with his
cousin. In the afternoons, they went to Computery training. On Saturdays
mornings they went to read books in a library. In the evenings, they went to have
rest on the beach of Ouidah. There, they had discussions and took pictures with
friends. Sometimes, they played cards and football.
On day, Emeka and his uncle went to visit some famous places such as; la
forêt sacrée de Ouidah, la place chacha and la porte du non retour. He returned
back to Porto-Novo last October to resume classes.
Unpublished

Tâche : Après avoir lu et pris connaissance du texte, tu montreras que tu l’as

compris en :
- reconnaissant les détails du texte ;
- exprimant tes appréciations personnelles sur le texte ;
- manifestant ta maîtrise du vocabulaire, et la grammaire.

NB : Tu traiteras tous les items en Anglais.

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Item 1: Write “True” or “”False” for each of these sentences.
1- Emeka’s uncle lives in Porto-Novo.
2- Emeka visited him diving the school day.
3- Emeka learnt during the holidays and had some leisure activities.
4- Emeka came back when school opened.
Item 2: Give answers to the following questions.
1- Where did Emeka spend his holidays?
2- How did he go?
3- Cite two(02) leisure activities he had and two(02) places he visited.
4- What did Emeka and his cousin do on Saturday mornings?

Item 3: Match the words or phrases in column A with their equivalents in column
B.

Column A Column B
1) Start a- courses
2) Classes b- library
3) Read books c- beach
4) entertainment d- resume

Item 4: Put the verbs in brackets in the correct tense or form.

1- Last July, Emeka (to travel) to Ouidah.
2- Look ! Emeka (to play) cards on the beach.
3- Emeka (to resume) classes today.
4- Montcho (not to be) a student.

B - La production d’un texte de type particulier

Contexte
Au premier cours d’Anglais, ton professeur demande à l’un de tes
camarades de se présenter à la classe et ensuite de parler de ses vacances. A ta
grande surprise, ce dernier a commencé par émettre des idées en désordre.
Conscient(e) de ses difficultés, tu te proposes de venir à son secours.

Tâche : Aide-le à se retrouver en :

- respectant le contexte du paragraphe ;
- respectant la logique interne (sujets – verbes – compléments)

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 - mettant la ponctuation appropriée ;
- respectant l’orthographe (l’écriture) des mots ;
- utilisant le vocabulaire approprié.

Consigne: Mets de l’ordre dans des idées émises pour avoir un paragraphe
correct.
Writing
Re-order the sentences in this paragraph to make sense.
Paragraph
I ate Yam, rice, amiwo. I visited about two places. My name Paul is. Lokossa,
I my holidays spent in. I returned back last September. I by car travelled.
Thank you. Goodbye.

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 EPREUVE No3

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

L’Epreuve
A- Réaction à un texte lu
Contexte: Clément est un brillant garçon en classe de 5ème. Il était allé passer les
vacances dernières chez son oncle à Lomé. Il décide d’en parler à ses camarades
de classe.
Tu es invité(e) à lire attentivement ce texte et à répondre aux questions en
Anglais.
Support
Text: Happy Holidays.
I spent my last holidays in Lomé. It is smaller than Cotonou city. I had the
opportunity to visit some famous places such as BOAD bank where I saw some
leaders like Aboudlaye Bio Tchané. I also went to the biggest market of Lomé and
I bought a lot of presents. There, I made some friends who taught me «mina»
language. I was in CIMTOGO where I saw how they made cement. I also visited
OASIS bar near to the beach where I discovered a lot of things. I had this occasion
because my uncle CODJOVI was a famous man.
I really enjoyed myself during the holidays but it was difficult for me, to
speak fluently the «mina» language the first six days. Before the end of the third
week, I could understand people, reply to them and participate in discussion. It
was fantastic.

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

- reconnaissant les détails du texte ;
- exprimant tes appréciations personnelles sur le texte ;
- faisant bon usage du vocabulaire et la grammaire.
- Reliant les mots à leur définition
Vocabularies
- the biggest = le plus grand
- presents = cadeaux

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 - beach = plage
Consigne:
Item 1: Answer by True or False.
1- Clement spent his holidays in Accra.
2- He spoke «mina» language before his holidays.
3- He visited eight famous places.
4- He stayed in Lomé with his uncle CODJOVI.
Item 2: Answer these questions.
1- Where did Clément spend his last holidays?
2- Name the famous places he visited.
3- With whom did he stay?
4- How did he feel at the end of his holidays?
Item 2: Put the verbs in brackets in the correct tense.
1- Romaric (to come) back two years ago.
2- He (to visit) Lomé every year.
3- Listen! The teacher (to speak) to you.
4- They usually (to walk) to school.
Item 4: Match the words in Column A with their definition in Column B.

Column A Column B
1-opportunity e- popular places
2- famous places f- had a good time
3- presents g- occasion
4- enjoyed h- gifts

B- Production écrite d’un texte de type particulier

Contexte: Du retour des vacances passées, ton professeur d’Anglais t’a demandé
de parler de tes vacances à tes amis en classe en te posant certaines questions.
Tâche :
Tu montreras ta compétence à rédiger un paragraphe en Anglais :
- répondant aux questions ci-dessous sans aller à la ligne ;
- respectant la logique interne ;
- construisant des phrases grammaticalement correctes ;
- utilisant l’orthographe et la ponctuation appropriées.

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Consigne

Answer these questions according to your own experience to write a

paragraph.

1- Where did you spend your last holidays?

2- How did you travel?
3- With whom did you go there?
4- Who did you stay with?
5- How long did you stay there?
6- Did you enjoy it?

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 EPREUVE No4

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

L’Epreuve
A- Réaction à un texte lu

Contexte :
Les vacances sont des moments de distractions pendant lesquels
apprenants et enseignants se reposent.
Le texte ci-dessous te décrit un cas.
Lis-le puis réagis.

Support

Text:

Codjo is a little boy from Bohicon. He is living at Tokpota. Last August, he

went to visit his uncle James, a taxi-driver in Ouidah. He travelled with his cousin
by car.
It was his first visit to Ouidah.
Every day, he woke up at 10 o’clock, washed himself, brushed his teeth and
had a meal. On Saturday, his cousin took him to a field where they played football,
handball and table tennis. Sometimes, they went to relax on the beach. On
Sundays mornings, they stayed at home, watched TV and played cards. In the
evening, they went to church for evening service.
Two days before Codjo came back; his uncle took him to visit some
important places like “place CHACHA”, “place DJEGBADJI” and the sacred forest
of ouidah.
Today, Codjo can inform his classmates about life in Ouidah.

Unpublished

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Tâche : Après avoir lu le texte, montre que tu l’as compris en :
- reconnaissant des détails du texte ;
- exprimant des appréciations personnelles sur le texte ;
- faisant bon usage du vocabulaire et de la grammaire.

Consignes

Item 1: Write True or False for each of these sentences

1- Codjo spent his holidays in Porto-Novo.
2- James is Codjo’s father.
3- Codjo played football on Saturdays.
4- The holidays were interesting for Codjo.
Item 2: Answer these questions
1- Where did Codjo spend his holidays?
2- How did he travel?
3- Did Codjo stay at home on Sundays evenings?
4- List Two (2) leisure activities he had.
Item 3: Match the following words/phrases with their appropriate actions

Column A Column B
1- Cards a) Relax
2- Teeth b) Live
3- Tokpota c) Brushed
4- On the beach d) played

Item 4: Complete the following sentences with the correct form of the bracketed
word
1- Codjo _________ his uncle last August. (visits – visited – is visiting)
2- Codjo _________ to music now. (listens – listened – is listening)
3- Codjo usually __________ his teeth. (brush – brushs – brushes)

B – La production écrite d’un paragraphe

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Contexte : De nos jours, beaucoup d’élèves de 5ème ont de difficulté à faire des
phrases correctes en Anglais. C’est ainsi qu’un jour, un frère, une sœur ou un
camarade est allé(e) te voir avec un exercice où les mots sont en désordre.

Tâche : Aide le / la à ordonner les mots en:

- respectant le contexte des phrases ;
- écrivant correctement les mots ;
- utilisant la ponctuation convenable.
Writing: Re-order these words to make meaningful sentences.

1- Abomey / holidays / Carol / her / spent / in.

2- she / how / go / did / ? /
3- by / she / car / went.
4- do / she / what / did / ? /
5- concert / a / she / attended.
6- happy / felt /she.

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 EPREUVE No5

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

L’Epreuve
A- Réaction à un texte lu

Contexte : Après une longue période de travail bien fait, il est nécessaire de se
détendre, de changer d’atmosphère pour se récupérer, se remettre en forme.
C’est ce qui justifie l’importance des congés ou vacances.

Support

Text:

My name is Abdoul and I’m a student. Last September, I spent my holidays

in Accra. It is a nice city where I saw many good things and big buildings. I had the
opportunity to visit the University of Accra and the presidential palace. Everybody
speaks English there.
Every morning, we have tea or coffee for breakfast. Then my cousins and I
play cards or draughts from ten O’clock to twelve O’clock. On Sunday afternoons,
just after lunch, we visit famous places in the city. We go to the beach, we have a
good time, we drink and eat delicious food. We play music and dance with friends.
Everybody is happy.
I really enjoyed myself during the holidays in Accra. I was happy because
my cousins taught me English and I can speak it well now.

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

- donnant les détails d’informations sur le texte ;
- donnant des appréciations personnelles sur le texte ;
- trouvant le synonyme des expressions ou mots ;
- mettant les verbes au temps indiqué ;

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 - choisissant le mot correct pour compléter les phrases.

NB : Tu traiteras tous les items en Anglais.

Consignes
Item 1: Answer by True or False.
1- Abdoul went for holidays in September.
2- People speak French in Accra.
3- Abdoul and his cousins play cards or basketball.
4- Abdoul can speak English well at the end of his holidays.
Item 2: Answer the questions.
1- When did Abdoul go for holidays?
2- Where did he spend his holidays?
3- What did he see there?
Item 3: Find in the text the word or expressions which mean the same or almost
the same as:
1- had the occasion (paragraph 1)
2- popular places (paragraph 2)
3- have a good time (paragraph 3)
Item 4: Put the underlined verbs into the simple past tense.
1- It is a nice place.
2- I play cards or draughts.
3- My cousins and I have a good time.
4- They visit some famous places.
Item 5: Use ‘’for’’ or ‘’ago’’ to complete the sentences
1- Abdoul came back from holidays three weeks……………….
2- He talked about his holidays three weeks ………………….
3- Zinsou travelled to the next village …………. Half an hour.
4- One month ……………, he saw a big snake.

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

Contexte : Un bon élève doit être capable de faire la description de es vacances
et pouvoir en parler.
Tâche : Tu montreras ta compétence à produire un paragraphe en :
- Respectant la logique interne du paragraphe ;
- Respectant le contexte d’un paragraphe ;
- Ecrivant les phrases grammaticalement correctes.

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Consigne

Writing: Write a paragraph by answering these questions

1- Where did you spend your holidays?

2- How did you travel?
3- With whom did you stay?
4- What did you do there?
5- When did you come back?

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 EPREUVE No6
Compétences à évaluer
CD2: Réagir de façon précise à un message lu.
CD3: Produire un texte de type particulier
Epreuve
A- la réaction à un texte
Contexte: Le loisir est un aspect capital dans la vie de l’Homme après de longs
moments de travail.
Le texte suivant en parle. Lis-le puis réagis.

Support
Text : Udoh’s stay in Dogbo.

Udoh is a student from Lagos. Last holidays, he came to visit his penfriend
Dokpé at Dogbo. He came by car. The trip took him two hours. During these great
moments, Dokpé took him to many places. They also attended a special concert
organized by the chief of the village in Dogbo. Gbessi Zolawadji was invited for
this occasion. He came with his music band. They played Zinlin, Castanet, drums
and danced AGBADJA. Udoh tried to dance and spectators congratulated him. The
chief of the village rewarded him too. Udoh was happy, at the end of his holidays
because he can dance a Benin folk music. When he returned back to Lagos two
months ago he told about his stay in Benin to his family and dance AGBADJA to
them.

Vocabulaire : penfriend = correspondant; to reward = recompenser

Tâche:
Après avoir lu le texte, tu montreras que tu l’as compris en:
 reconnaissant des détails du texte ;
 exprimant tes appréciations personnelles sur le texte ;
 faisant un bon usage du vocabulaire et de la grammaire
 utilisant les mots correctes pour compléter les phrases
Consignes
Item 1: Write by True or False for each of these sentences.
1- Udoh is from Benin.
2- He attended a concert in Lagos.
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 3- He enjoyed the concert.
4- He surprised spectators during the concert.
Item 2: Answer these questions on the text.
1- Who is Dokpé?
2- Which music did Gbessi Zolawadji play?
3- Name Two musical instruments used in the concert.
4- When did Udoh go back to Lagos? How did he feel?
Item 3: Match the words in column A with their equivalents in column B.
Column A Column B
1- Event a) attended
2- Viewers b) rewarded
3- Gave presents c) spectators
4- Participated to d) occasions
Item 4: Choose the correct word from the brackets to complete these sentences.
1- Udoh stayed in the car …………..two hours. (for, ago)
2- Last year, he didn’t ………………. to Benin. (came, come)
3- He went back to Lagos some days ……………. (ago, for)
4- He can …………. drums. (play, plays)
5- How about ……………… drums? (playing – play)
6- He stayed in Dogbo …………….. many weeks. (ago, for)

B- Production d’un texte de type particulier

Contexte:
Le concert est également un moyen qui favorise le loisir.
Tâche: A travers la production d’un paragraphe, tu montreras ta compétence à
parler d’un concert en Anglais en :
 respectant le contexte du paragraphe ;
 faisant des phrases simples (sujets, verbes, compléments) ;
 utilisant des mots convenables ;
 écrivant correctement les mots utilisés ;
 mettant la ponctuation appropriée.

Consignes: Tu rédiges ton paragraphe en répondant aux questions posées sans les
numéroter.

Writing

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 One day, you watched (viewed) a concert.
Write a paragraph to describe it

These questions may help you

 What’s your name?
 When did you assist to a concert? (moment)
 Where did the concert take place? (place)
 Who was invited to perform the concert? (person)
 Which music did he play? (folk or modern music)
 Name Two (2) musical instruments used in the concert.
 How long did the concert last? (duration)
 How did you feel at the end?

Note: Use the verbs in the simple past tense.

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 EPREUVE No7

Compétences à évaluer
Compétence Disciplinaire n°2: Réagir de façon précise et appropriée à des
messages lus ou entendus
Compétence Disciplinaire n°3: Produire de façon appropriée des textes de type et
de fonction variés
L’Epreuve
A- La réaction à un texte lu

Contexte : Chaque société, chaque localité à sa manière de se distraire après

d’énormes efforts. Le texte ci-dessous te présente un cas. Lis-le puis réagis.

Support

Text: Entertainment in Djigbé

My name is Nadège. I am sixteen. I am a castanet player in a folk music
band. I am from Djigbé. In my village, there are artists. Among the artists, we have
musicians. They are not many. There are folk musicians and no modern musicians.
A musician is a person who can write music or sing it or play musical instrument
like guitar, flute, piano, drums, trumpet etc.
People in Djigbé enjoy music. For their leisure, they go out to see concert
performed by an orchestra in towns. Sometimes, they stay home, in their sofa,
and watch movies on T.V and listen to music to relax.
In Djigbé, leisure is very important for us. We enjoy various entertainments.
Music, games, sports… Musicians entertain the inhabitants. We get extreme
pleasure from music together we sing songs, dance and clap hands because we
are happy.
Music is part of the African’s culture. It is a vital part of African societies.

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

- reconnaissant les détails du texte ;
- exprimant tes appréciations personnelles sur le texte ;
- faisant bon usage du vocabulaire et de la grammaire.
- Mettant les verbes aux temps convenables

NB : Tu traiteras tous les items en Anglais.

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Item 1: Write True or False for each of the following sentences
1- Musicians are not artists.
2- Music, games and sports are forms of entertainment.
3- There are many musicians in DJIGBE.
4- African societies never like music.
Item 2: Give short answers to these questions
1- What is Nadège?
2- Where is she from?
3- Are there any modern musicians there?
4- Mention out from the text two (2) leisure activities.
Item 3: Complete these passages with information from the text
1- Nadège plays in a _______________
2- ___________ are not many in Djigbé.
3- An orchestra performed the _____________
4- Music is very important in _________________
Item 4: Write the right tense or form(s) for each of these bracketed verbs
1- Nadège (to write) some songs last week.
2- People from Djigbé always (to like) folk music.
3- Listen! Nadège (to play) castanet.
4- You can (to dance) folk music? No, I (can).
5- What about (to dance) modern music?

B – La production écrite d’un particulier

Contexte : Il existe bon nombre d’événements au cours desquels les hommes sont
obligés de jouer et de danser.

Tâche : A travers ta production écrite d’un paragraphe, montre ta compétence à

décrire un événement en Anglais en :

- respectant le contexte (thème) ;

- respectant le type de paragraphe ;
- faisant des phrases correctes, cohérentes et logiques ;

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 - faisant bon usage du vocabulaire, de la grammaire, de l’orthographe
et la ponctuation approprié(s).

Consigne: Produis un paragraphe personnel en utilisant les réponses aux

questions suivantes.

Writing: Write a personal paragraph to describe an event or a party in your village

or town.
The following points may guide you
 Your name.
 Precise the moment, the place.
 Precise the person who organized it.
 Precise the type of music played, the different instruments used, the names
of the artists.
 Express your emotions.

Note: Use the simple past tense

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 EPREUVE No8
Compétences à évaluer
Compétence Disciplinaire n°2: Réagir de façon précise et appropriée à des
messages lus ou entendus
Compétence Disciplinaire n°3: Produire de façon appropriée des textes de type et
de fonction variés

L’Epreuve
A- Réaction à un texte écrit
Contexte : La musique représente l’un des loisirs pour se divertir.
Support
Text : Entertainment in Benin.
Music is an important part of all African cultures and societies. Music gives
people pleasure and they like to sing songs and dance for entertainment.
In Benin, there are many artists and musicians. A musician is a person who
can write music, sing or play musical instruments. Folk musicians play traditional
music and modern musicians play modern music like rap or pop.
The people of Benin enjoy music. For their leisure they go and see concert
performed by bands or orchestras. An orchestra is a large band with many, many
instruments.
For entertainment people also go to the cinema to watch movies.
Sometimes people can stay home to watch shows on TV and listen to music to
relax.
Tâche : Après avoir lu le texte ci-dessus, tu montreras que tu l’as compris en :
- donnant les détails d’informations sur le texte ;
- donnant des appréciations personnelles sur le texte ;
- reliant les mots de la colonne A à leur définition dans la colonne B.
- mettant les verbes entre parenthèses au temps convenable
NB : Tu traiteras tous les items en Anglais.
Consignes
Item 1: Answer by True or False.
1- In Benin there are small numbers for artists.
2- The people of Benin like music.
3- For their leisure they go to cinema.
4- Music and movies are forms of entertainment in Benin.
Item 2: Answer the following questions.

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 1- What does music give people?
2- What is a musician?
3- Cite two kinds of modern music in the text.
4- Where do people go for their entertainment?
Item 3: Match the words in column A with their definitions in column B
Column A Column B
1- Entertainment a) films
2- Concert b) to like
3- To enjoy c) free time when you are not working
4- Movies d) public performance of music
Item 4: Put the verbs in brackets in correct tense or form
1- Yesterday I (to go) to cinema.
2- What about (to play) piano.
3- A boy can (to sweep) the floor.
4- Eliane is good at (to sing).

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

Contexte : Chaque individu a ses préférences pour se distraire durant les week-
ends. D’autres regardent la télévision, jouent au football, vont au cinéma.

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

- respectant la logique interne du paragraphe;
- respectant le contexte d’un paragraphe
- écrivant des phrases grammaticalement correctes.

Consigne

Writing: Write a paragraph of five sentences to say what you do during your
week-ends in your free time.

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 EPREUVE No9

Compétences à évaluer
CD2: Réagir de façon précise à un message lu.
CD3: Produire un texte de type particulier
Epreuve
A- la réaction a un texte
Contexte: Les journées culturelles sont des temps de loisirs dans les collèges. Le
texte suivant en parle. Lis-le et réagis.
Text :
Last weekend was very special in our school. From Friday to Sunday we
organized the cultural days. These were leisure times for all the students and the
teachers. There was a football match opposing the students of form 3 to those of
form 4 on Saturday in the afternoon and an interesting concert by Gangbe Brass
Band. They were nine in the band, and each member played, sang and danced
well. They brought two gangans: traditional drums for egugu. They also came with
trombones, trumpets, a tumba and a French horn. They sang Beninese traditional
tunes from many regions. Many people liked them and danced for a long time.
The spectators listened to pleasant folk music and rhythms such as Agbadja and
Kpaloougo. The authorities could not stay in their sofas for long: all of them and
the students clapped their hands. They enjoyed the party.
I liked it well. The principal said, ‘’Alèkpéhanhou and Lafia’s Timpenti band
from the north are coming next year’’.
Tâche: Après avoir lu le texte ci-dessus, tu montreras que tu l’as compris en:
 répondant par Vrai ou Faux aux affirmations faites ;
 répondant aux questions posées sur le texte ;
 reliant les mots de la colonne A à leur définition dans la colonne B.
 mettant les verbes entre parenthèses au temps convenable
Consignes
Item 1: Write true or false according to the text
1- During the cultural days, the students watched a football match and
attented a concert.
2- The Egugu came and danced too.
3- The band had drums and guitars.
4- Gangbe Brass band presented songs and dances from Europe.
5- People did not like the performance.

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Item 2: Answer these questions on the text.

1- When did the students organize the cultural day in the school?
2- Which band came?
3- What music and rhythms did the band play?
4- Was the concert interesting?
Item 3: Match the words or phrases in column A with their equivalents in Column
B.
Column A Column B
1- Public performance a) Clapped
2- Traditional music b) Band
3- Applauded c) Folk music
4- A group of music d) Concert
5- Amusement e) Leisure

Item 4: Supply the suitable tense and form of the bracket verbs.
1- Last weekend, I (to listen) to interesting melodies at school.
2- A week ago, Gangbe brass Band (to entertain) people during our cultural
days.
3- Many learners (not to dance) well on Sundays
4- What about (to sing)?

B- Production d’un texte de type particulier

Contexte : Le concert est également un moyen qui favorise le loisir.

Tâche : A travers la production d’un paragraphe, tu montreras ta compétence à

parler d’un concert en Anglais en :
 respectant le contexte du paragraphe ;
 faisant des phrases simples (sujets, verbes, compléments) ;
 utilisant des mots convenables ;
 écrivant correctement les mots utilisés ;
 mettant la ponctuation appropriée.

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Consignes : Tu rédiges ton paragraphe en répondant aux questions posées sans
les numéroter.

Writing: One day, you watched (viewed) a concert.

Write a paragraph to describe it

These questions may help you

 What’s your name?
 When did you assist to the concert? (moment)
 Where did the concert take place? (place)
 Who was invited to perform the concert? (person)
 Which music did he play?
 Name two (2) musical instruments used.
 How long did the concert last? (duration)
 How did you feel at the end?
Note: Use the verbs in the simple past tense.

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 EPREUVE No10

Compétences à évaluer

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

messages lus.
- Compétence disciplinaire n°3 : Produire des textes de types et fonctions
variés.

L’EPREUVE
A – La réaction à un texte écrit
Contexte
Le village est un cadre de vie où l’Homme peut mener une vie paisible, faire
des activités de son choix.
Le texte par rapport auquel tu auras à réagir te présente la vie dans un
village.
Tu es invité(e) à le lire attentivement et à répondre aux questions posées
là-dessus.
Support
Text:
Abibou is a little boy. He comes from KPANKOU. KPANKOU is a small
area surrounded by big forests. It includes about 200 inhabitants who live in
thatched houses built on red soil. They get their drinking water from rivers and
wells.
The villagers are fond of hunting. They also do fishing. They grow maize,
potatoes, yams and palm nuts. Most of the people are Yoruba and Goun. They
play folk music during celebrations. They worship vodun that looks upon the
community. So, they perform sacrifices to implore its protection. At night, there
is darkness everywhere. So, people use lanterns to circulate. Sometimes, they use
generators for some important events. On moonlight, the villagers are happy.
They play hide and seek, crosswords for their entertainment.
Grandparents gather children at the village place to tell them stories.
Life in KPANKOU is very cheap. But there is no tap water, no electricity
there.
Unpublished

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

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  reconnaissant des détails du texte ;
 exprimant tes appréciations personnelles sur le texte ;
 manifestant ta maîtrise du vocabulaire ;
 manifestant ta maîtrise de la grammaire.

NB : Tu traiteras tous les items en anglais.

Consignes
Item 1: Write Right or Wrong for each of these sentences.
1) KPANKOU is a town.
2) People do only fishing.
3) The villagers never use tap water.
4) They are Christians.
Item 2: Answer these questions on the text.
1) Is KPANKOU a village? Justify your answer with a passage from the text.
2) Mention two (2) activities people from KPANKOU do.
3) Why do they perform sacrifices to vodun?
4) How do the villagers have their entertainment?
Item 3: Match the words or phrases in column A with their equivalents in column
B.
Column A Column B
1) When there is no light a- Stories
2) Tales b- Gather
3) Not expensive c- Darkness
4) Put in groups d- cheap
Item 4: Choose the correct word in the brackets to fill in the gaps.

1) KPANKOU is ……….big than Kétou. (as – less)

2) The villagers ………..folk music yesterday night (can play – played)
3) How about ……………..here. (fish – fishing)
4) Hide and seek is a ……… (sport – game)

B – La production d’un texte de type particulier

Contexte
Décrire son origine fait la fierté de beaucoup de personnes. Ainsi lors d’une
discussion entre camarade, il vous est arrivé de parler de votre village.

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Tâche : A travers la production d’un paragraphe cohérent, tu montreras à nous
parler de ton village en :
- respectant le contexte ;
- respectant la logique interne du paragraphe ;
- faisant des phrases grammaticalement correctes et significatives ;
- faisant bon usage du vocabulaire, de l’orthographe et la ponctuation.

Consigne : Tu rédigeras ton paragraphe en répondant aux questions ci-dessous

Writing
Write a paragraph to describe your village.
 What’s your name?
 What activities do people do there?
 What can you see?
 What languages do people speak?
 What is their religion?
 What crops do you grow over there?
 Do you like your village?
Why? Or Why not?

NB: Ne recopie pas le texte mais formule tes propres idées en tenant compte
des notions acquises en classes.

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 EPREUVE No11

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

L’Epreuve
A- Réaction à un texte lu

Contexte : Le loisir constitue un aspect important dans la vie de l’homme. Il est

composé de différentes sortes de jeux et de sports que pratique l’homme pour
se distraire. Le texte qui t’est proposé parle de quelques-uns. Lis-le puis réagis.

Support

Text:

Koffi and Ali are students at secondary school «YENASSEWE». Koffi is as

clever as Ali. During the last holidays, they went to the village. There, Koffi played
football with his friends and was interested in Judo and Karate. He also played
bowls. Koffi’s brothers played hide and seek and leap-frog, they are very young.
Ali played table tennis instead. His younger sisters played rope skipping. Now,
they are in the school yard. Koffi and Ali play basket-ball, volley ball and football
in team. They also do gymnastics, high jump, long jump and relay races.

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

 reconnaissant des détails du texte ;
 exprimant tes appréciations personnelles sur le texte ;
 montrant ta maîtrise du vocabulaire du texte pour former des noms en
er/or
 faisant bon usage de la grammaire en mettant les verbes entre parenthèses
aux temps corrects et en écrivant des phrases correctes au comparatif
d’égalité.

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  Faisant des phrases avec les expressions de comparaison
Consignes :

Item 1: Answer by ‘’true’’ or ‘’false’’

1- Ali and Koffi are not students.

2- During the last holidays, they went to the village.
3- Ali’s younger sisters played judo and karate during the school year.
4- Bowls, judo, karate, hide and seek, are sports.
Item 2: Answer the followings questions
1- Where did Koffi and Ali go during the last holidays?
2- What did Koffi’s brothers do in the village?
3- Give the names of two sports and two games from the text.
4- What did Koffi and Ali do in team?

Item 3: Complete the following sentences with right noun form in er / or.

1- A person who educates in an ……………………………………

2- A person who supervises is a ……………………………………
3- A person who collects stamp is a ……………………………..
4- A person who drives is a ………………………………………….

Item 4: Put the verbs in brackets into the correct tenses

1- I don’t like sports, what about (to play) draughts, Koffi ?

2- Four months ago, Ali (to be) in holidays.
3- Koffi (to watch) foot ball match regularly.
4- The runners (to run) now.

Item 5: Make two sentences from the chart below. Use the comparative of equality.

1 Judo is dangerous karate

2 Football is Interesting volleyball

B- Production écrite d’un texte de type particulier

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Contexte:

Les différents jeux et sports constituent les activités de loisir. Ils sont très
indispensables à la vie de l’homme.

Tâche : Tu montreras ta compétence à compléter les phrases suivantes en:

 respectant le type de texte ;
 respectant le contexte et la logique interne ;
 faisant des phrases grammaticalement correctes et significatives ;
 utilisant le vocabulaire, l’orthographe et la ponctuation appropriée.

Consigne : Complete these sentences with the following words : play – gymnastics
– football – lawn – referee – table.

1- I like both …………………. and ………………….tennis.

2- The judge in charge of some games is called …………………………
3- We ………………. Games but we do ……………………………………..
4- There are eleven players in a ……………………………………. team.

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 EPREUVE No12
Compétences à évaluer
 Compétence disciplinaire n°2 : Réagir de façon précise et appropriée à des
messages lus ou entendus.
 Compétence disciplinaire n°3 : Produire de façon appropriée des textes de type
particulier et de fonctions variés.
L’EPREUVE
A/ La réaction à un texte lu
Contexte : Chaque société a sa manière de se divertir. Le texte ci-dessous te décrit,
les activités de loisir dans une école donnée.
Lis-le puis réagis.
Support
Text:
English school-boys always have plenty of time to play games. In summer,
they play cricket which is a game played only in England, Australia and India. In
winter, they play football or rugby. Football is played in association of two teams
which consist of 11 players each.
Each team tries to kick the ball into the goal of the other. The team which
scores the greater number of goals wins the match; the other loses it. While
playing football, players never use their hands except the goalkeepers. Players are
allowed to use their feet only.
In rugby they use their two hands and their feet. Generally, girls avoid
playing football because it is a rough game. They prefer tennis or handball. Tennis
is played on a grass court or on a hard court, with rackets and balls. There is a net
across the court.
In basketball, the players pass on the ball from hand to hand and try to
throw it into a sort of basket. At school, pupils have gymnastic and athletics with
the gymn - master.
Some children are good at long jump, others at high jump, and others at
throwing and running.

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

- reconnaissant des détails du texte ;
- formulant tes appréciations personnelles sur le texte ;
- prouvant ta maîtrise du vocabulaire de certains mots du texte ;
- faisant bon usage de la grammaire.
- Mettant les verbes aux temps correctes
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Consigne
Item 1: Choose the suitable ending for each of the following sentences. Write
numbers and letters only. Don’t copy the sentences

1- According to the text,

a) only boys play games.
b) girls and boys play games.
c) only girls play games.
2- Players play football with
a) their hands and feet.
b) their feet only.
c) their hands only.
3- Girls
a) prefer handball and hate football.
b) hate handball and prefer football
c) none of these.
4- The team that scores many goals is the
a) the loser
b) winner
c) loser and winner.
Item 2: Give short and precise answers to these questions.
1- Name two (2) games mentioned in the text.
2- Where is cricket played?
3- What parts of the body do players use in Rugby?
4- Do girls like playing football? Justify your answer.

Item 3: Match the words / phrases in column A with their synonyms in column B
Column A Column B
1- Winner a) Club
2- Team b) Win
3- Score c) Kids
4- pupils d) champion

Item 4: Complete these sentences with the right word from the brackets
1- Handball is __________ risky than football (as – less)
2- Some girls stopped __________ yesterday (played – playing)

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 3- A goalkeeper __________ a goal. (keeps – keeper)
4- A group which scores a goal is the _________ (loser – winner)
Item 5: Write the correct tense or form for the verbs
1- Look! These girls (to run) relay race.
2- Some boys (to pass) on balls a week ago.
3- Sofi avoid (to kick) the ball into the goal.
4- Sam (to play) handball today.

B / La production écrite d’un paragraphe

Contexte : En dehors de la musique, les activités sportives aussi favorisent le

loisir.
A travers la production écrite d’un paragraphe, montre ta compétence à
décrire l’une des activités sportives en Anglais en :
- respectant le contexte
- respectant la logique interne du paragraphe,
- utilisant le vocabulaire approprié ;
- écrivant correctement les mots choisis ;
- mettant la ponctuation à la place qu’il faut.
Consigne : Tu produiras un paragraphe cohérent
Writing : Write a paragraph to describe a sport competition your school
organized.
These points can help you
 Your name.
 Your school’s name.
 Precise the sport competition your school organized
 Precise the moment and the occasion of the competition.
 Precise the name of the teams.
 Precise the team who was champion.
 Precise the prize the champion received (money or medal?
 Give your appreciation of the competition

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 EPREUVE No13

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

L’Epreuve
A- La réaction à un texte lu

Contexte : Certaines campagnes, malgré l’absence de grandes constructions

modernes, présentent une très belle vue. Tu te demandes comment est-ce
possible. Voici un texte qui répond à ta question. Lis-le puis réagis

Support

Text:

My village is Sémarou. It is not far from NIKKI. The population is about five
hundreds. It is a quiet and attractive place. We never get tap water in my village.
In Sémarou, there are farmers, fishermen, hunters and traditional doctors.
There are teachers for the primary schools too. During the rainy season, farmers
grow cassava, maize, beans and tomatoes. Fishermen catch a lot of fishes with
their fishing nets. They sell their products at NIKKI’s market ‘’TAKI Sari’’. MY father
is a hunter. He kills animals with guns, spears, bows and arrows in the forest. My
mother often cooks dinner with meat. We eat natural food and we often listen to
grandmother’s stories at the village square. At nights, we sleep early because
there is no electricity.
Unpublished

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

- reconnaissant des détails du texte ;
- formulant des réponses courtes et simples aux questions ;
- faisant bon usage du vocabulaire et de la grammaire.

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Consigne : Tu traiteras tous les items en Anglais.

Item 1: Appreciate these sentences by true or false.

1- Sémarou is a town.
2- There are only hunters in Sémarou.
3- People use tap water at Sémarou.
4- They tell stories every night at the village place.

Item 2: Answer these questions

1- What activities do people do at Sémarou?

2- What do the hunters use to kill animals?
3- Why do people sleep early in the village?

Item 3: Match the words in column A with their equivalents in column B.

Column A Column B
1- A hunter a) is a quiet place
2- Fishermen b) tells stories
3- Grandmother c) get fish from the river for
4- The village cooking
d) hunts animals

Item 4: Re-order these words to make meaningful sentences

6- village / we / tap / get / my / never / water / in.

7- Hunter / is / father / a / my.
8- Hoe / a / ? / use / does / hunter / a /.
9- Villagers / live / rooms / thatched / in /.

B – La production écrite d’un particulier

Contexte : Lors d’une visite dans un pays anglophone, il a été demandé de décrire
votre origine.
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Tâche : A travers ta production écrite d’un paragraphe simple, montre ta
compétence à décrire la vie dans ton village en Anglais en :

- respectant le contexte du paragraphe ;

- construisant des phrases simples, claires et logiques ;
- utilisant le champ lexical se rapportant au thème ;
- écrivant correctement des mots/expressions choisi(e)s ;
- utilisant le temps convenable ;
- utilisant la ponctuation adéquate.

Personal production :

Write a short and coherent paragraph about life in your village.

Follow these guided points

 Your name.
 Your village name
 The various activities the villagers perform
 Their leisure activities
 The atmosphere in the village
 The religion(s) the villagers practice
 Your appreciation

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 EPREUVE No14
Compétences à évaluer

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

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

L’EPREUVE:
A / La réaction à un texte écrit
Contexte :
Des sorties, des voyages permettent à l’Homme de faire la découverte de
son cadre de vie et du monde.
Le texte par rapport auquel tu auras à réagir te présente un cas. Lis-le puis
réagis.
Support
Text: A nice discovery.
Bill is a little school boy from VAKON.
Last entertainment holidays his uncle Kenneth, a businessman decided to
take him in visit into Lagos.
One Saturday morning, they got into a taxi and drove into Lagos. On the
way, they saw Iddo Railway station, some big hotels, some shops and lots of
important buildings. Then they went to across the new bridge over the lagoon.
The streets were full of traders selling clothes, civil servants going to offices and
businessmen running for their businesses. They came to a main cross road. They
found this Crossroad busy and difficult to cross. The traffic lights were red and
cars, buses, lorries and motor-bikes caused a big traffic jam with air pollution. The
passers-by had to stop. Then two policemen arrived on their motor bikes to direct
the traffic. Some minutes later, the traffic started moving again. Bill and his uncle
went to buy some presents to their family in a supermarket. They also went to
visit NTA-TV station in Victoria Island and the air port of IKEJA. The roads were
tarred and paved in Lagos.
They came back at midnight.
Bill was happy because it was his first visit to a town.

Unpublished

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Tâche : Après avoir lu et pris connaissance du texte, tu montreras que tu l’as
compris en :
 Reconnaissant les détails du texte.
 Exprimant tes appréciations personnelles sur le texte.
 Faisant bon usage du vocabulaire
 Faisant bon usage de la grammaire.

Consignes
Item 1: Write True or False for each of these sentences.
1- Bill is a city boy.
2- He travelled from a city to a village.
3- He went to Lagos with his uncle at night.
4- The social environment of Lagos interested Bill.

Item 2: Answer these questions on the text.

1- What is Kenneth?
2- Where did he take Bill To?
3- Is it a Town or are Village? Justify your answer with a passage from the
text?
4- Mention two places they visited.
5- Why was it the traffic jam?

Item 3: Complete these sentences with information from the text.

1- In Lagos the people are not farmers, carpenters but they are _______
2- The new bridge is located _______________________
3- When there was a traffic jam the ______________ could not , cross the
road so the policemen ___________________
4- In Lagos, people are facing some problems related to _____________

Item 4: Choose the right words from the brackets to fill in the gaps.
1- AVAGBODJI is _________big ______ Lagos. (as………as/ less ………. than).
2- The passers-by _________ cross roads when the traffic lights are red.
(always – never)
3- Bill __________ Lagos a week ago. (visited – visiting – visits)

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 B / La production d’un texte de type particulier

Contexte

Parler de son cadre de vie fait la fierté de beaucoup de personnes.

Ainsi, lors d’une situation de classe, ton professeur te demande de
présenter ton cadre de vie.

Tâche : A travers la production d’un paragraphe, tu montreras ta compétence à

parler de ton milieu de vie en :

- respectant le type de texte ;

- faisant des phrases correctes (sujets – verbes – compléments) ;
- faisant bon usage du vocabulaire ;
- utilisant l’orthographe et la ponctuation appropriées.

Writing:

Describe your living place.

These questions may guide you

 What’s your name?

 Where do you live? Is it in a village or in a town?
 What can you see there?
 What activities do the people do?
 Is it developed? Why?
 What problems do you have there?

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 EPREUVE No15
Epreuve d’Anglais
Compétences à évaluer
Compétence Disciplinaire n°2: Réagir de façon précise et appropriée à des
messages lus ou entendus
Compétence Disciplinaire n°3: Produire de façon appropriée des textes de type et
de fonction variés

A- Réaction à un texte lu

Contexte :

Le village est un cadre de vie où l’Homme peut mener une vie paisible, faire
des activités de son choix.
Le texte par rapport auquel tu auras à réagir te présente la vie dans un
village.
Tu es invité(e) à le lire attentivement et à répondre aux questions posées
là-dessus.

Support
Text:

Abibou is a little boy from Ita-Somba. Ita-Somba is a small village

surrounded by big forests. It includes about 200 inhabitants who live in thatched
houses built on red soil. They get their drinking water from rivers and wells.
The villagers are fond of hunting. They also do fishing. They grow maize,
potatoes, yams and palm nuts. Most of the people are Yoruba and Goun. They
play folk music during celebrations. They worship vodun that protects the
community. So, they perform sacrifices to implore its protection. At night, there
is not light anywhere. So, people use lanterns to circulate. Sometimes, they use
generators for some important events. On moonlight, the villagers are happy.
Life in Ita-Somba is very cheap. But there is no tap water, no electricity
there.
Unpublished

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Tâche : Après avoir lu le texte, tu montreras que tu l’as compris en :
 reconnaissant des détails du texte ;
 exprimant tes appréciations personnelles sur le texte ;
 manifestant ta maîtrise de la grammaire ;
 Mettant les verbes aux temps convenables;

NB : Tu traiteras tous les items en anglais.

Consignes
Item 1: Write Right or Wrong for each of these sentences.
1- Ita-Somba is a town.
2- People do only fishing.
3- The villagers never use tap water.
4- They are Christians.

Item 2: Answer these questions on the text.

1- Is Ita-Somba a village? Justify your answer with a passage from the text.
2- Mention two (2) activities people from Ita-Somba do.
3- Why do they perform sacrifices to vodun?
4- How do the villagers feel on moonlight?

Item 3: Choose the correct word in the brackets to fill in the gaps.

1- Ita-Somba is ……….big than Porto-Novo. (as – less)

2- The villagers ………..folk music yesterday night (can play – played)
3- How about ……………..here. (fish – fishing)
4- Life is …………in a village than a city (cheaper – more cheap)

Item 4: Put the verbs in brackets into Simple Present and in correct form.

1) Villagers (to hunt) in the forest regularly?

2) He (not to kill) any animals today.
3) Kossi (to go) to his village in taxi.
4) Assiba often (to fetch) water in the river.

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 B – La production d’un texte de type particulier
Contexte:
Une mauvaise manipulation de l’ordinateur a conduit un de tes camarades
à mélanger les mots.
Aide-le à retrouver l’ordre pour avoir des phrases correctes et significatives.

Tâche : Tu montreras ta compétence en construisant des phrases significatives

en :
- respectant le contexte ;
- respectant la logique dans les phrases ;
- faisant des phrases grammaticalement correctes et significatives ;
- faisant bon usage du vocabulaire, de l’orthographe.

Consigne : Fais des phrases significatives en réordonnant les mots.

Writing : Reorder the following words to make correct and meaningful sentences.

1- get / from / People / . / drinking / often / stream / a / water.

2- hunt / traditional / guns / Hunters / . / usually / with / .
3- get / Villagers / rarely / water / tap / .
4- always / to / He / . / Village / goes / Sundays / on.
5- Village / Sometimes / Codjo / bicycle / . / rides / his / to.

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 EPREUVE No16

Epreuve d’Anglais

Compétences à évaluer

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

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

L’Epreuve
A- Réaction à un texte écrit

Contexte : la présence de certaines infrastructures et d’autres attractions font que

beaucoup de gens aiment vivre en ville. C’est ce que nous décrit ici un élève de la
classe de 5ème.

Support

Text :

My name is Finagnon and I am a student in the second form. I like living in

a town because there are almost all the necessary amenities such as electricity,
tap water, telephone, big and beautiful schools, hospitals, supermarkets, stadium,
hotels and others which make life very pleasant, high and developed.
There are also the presence of social infrastructure like cinemas, videos
clubs, night clubs, libraries, banks, police stations and many other governmental
agencies.
For their commercial activities many people come in town to seek jobs
although life is very expensive there. In a town, you can find different kinds of
pleasures and be in contact with many other people from the world. Although
there are individualism, high criminality and presence of armed thieves, you can
manage to live there in a peaceful way.
Unpublished

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Tâche : Après avoir lu le texte, tu montreras que tu l’as compris en:
 reconnaissant des détails du texte ;
 répondant aux questions sur le texte ;
 montrant ta maîtrise du vocabulaire ;
 mettant les verbes aux temps et formes convenables.
Item 1: Write ‘’True’’ or ‘’False’’ for these statements.
1- Finagnon is in form two.
2- Finagnon prefers living in a village.
3- Life is easy in town.
4- In town, people can enjoy different kinds of pleasures.
Item 2: Answer the following questions on the text.

1- What is Finagnon?
2- Which form is he in?
3- Why does he like living in a town?

Item 3: Match the worlds in column A to their definition in column B.

Column A Column B
1- A seamstress a) A man who makes trousers
2- A bank b) A person who makes tables, benches and
3- A hospital chairs
4- A carpenter c) A place where we can get money
5- A tailor d) A woman who makes dresses and skirts
e) A place where doctors and nurses work

Item 4: Put the bracketed verbs into the correct tense or form.

1- Finagnon (to be) a student now.

2- A mason (to build) a new house yesterday.
3- She (to go) to school every day on foot.
4- What about (to live) in a village.

B- La production écrite d’un texte de type particulier

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Contexte : Contrairement à Finagnon, Houégnon un autre élève de 5ème a décidé
de rédiger un paragraphe pour nous décrire les activités et la vie au village. Tu
l’aideras à bien accomplir cette tâche.

Critère d’évaluation : Tu montreras ta capacité à produire un texte en :

- respectant le contexte et le type de texte ;
- respectant la logique interne du texte ;
- remplaçant les pointillés par les mots qui conviennent ;
- soulignant tes réponses.

Tâche: Copy and complete this paragraph with the following words or
expressions. Underline your answers.
electricity – agricultural products – quiet – water – city - town

A village is the opposite of a ……….. or ………… It’s usually a …….. place with
a small community of people. We rarely find tap …….. and ………. There. People
fetch drinking water from a well or a stream. In a village, you can see a market
place where people sell ………… such as maize, cassava, palm oil, yams, beans etc…

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 EPREUVE No17
Epreuve d’Anglais

Compétences à évaluer
CD2: Réagir de façon précise à un message lu.
CD3: Produire un texte de type particulier
Epreuve
A- La réaction a un texte écrit
Contexte: Les pays d’Afrique en général et ceux de l’Afrique de l’Ouest en
particulier accueillent plusieurs nationalités et les populations y parlent plusieurs
langues locales.
Voici un texte qui te présente un de ces pays.

Text : A West African Country

Benin is West African Country. The population is about 7 million people.

There are a lot of national languages: Dendi, Fon, Bariba, Adja, Yoruba and Mina
etc... But Benin has an official language: it is French. They speak it in school
education, offices, public and private administration. In Benin there are also other
African and European nationalities: Nigerians, Ghanaians, Cameroonians, French,
Senegalese, Ivorians etc. Some of these people have lived in Benin for many years.
There are also Lebanese, Syrians and Chinese who have been in Benin and have
done their businesses for a long time.

Tâche: Après avoir lu le texte ci-dessus, tu montreras que tu l’as compris en:
 répondant par Vrai ou Faux aux affirmations faites ;
 répondant aux questions posées sur le texte ;
 reliant les mots de la colonne A à leur définition dans la colonne B.
 mettant les verbes entre parenthèses au temps convenable
Consignes

Item 1: Say true or false.

6- The official language of Benin is English.

7- Nigeria and Cote-d’Ivoire are West African Countries.
8- The Cameroonians and Senegalese are from Benin.

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 9- The Chinese and Lebanese in Benin are businesspeople.
10- There is one official language in Benin.

Item 2: Complete with the correct information from the text.

5- Fon, Dendi and Yoruba are …….. languages in Benin.

6- French is the ……………. Language in Benin.
7- A person from Lebanon is a …………….
8- A person from China is a ……………….
9- Some people have ………………. business in Benin for many years.

Item 3: Fill in columns B and C.

A Capitals B Countries C Nationalities

Dakar ……………………. ………………….

Abuja ……………………. ………………….
Paris ……………………. ………………….
New Dehli ……………………. ………………….
Yamoussoukro ……………………. ………………….

Item 4: Use the present prefect, the simple present or present continuous.

5- What official language Beninese and Senegalese (to speak)?

6- Beninese usually (to speak) French when they go to school.
7- Some nationalities (to live) in Benin for ten years.
8- He (to do) business now.

B- Production d’un texte de type particulier

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

 respectant la logique interne du texte ;

 complétant le texte avec les mots proposés.

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Writing: Complete with the correct words: lived, live, stay, for, Senegalese, from.

Ali and his brothers usually ………………. With their parents. But during the
holidays they go to Senegal to ………………. with their uncle Andyl. Andyl is
………………… Benin and he has …………. in Dakar ………………. ten years. His wife is a
……………….

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 EPREUVE No17

Compétences à évaluer
- Compétence disciplinaire n°2 : Réagir de façon précise et appropriée à des
messages lus ou entendus.
- Compétence disciplinaire n°3 : Produire de façon appropriée des textes de
types et de fonctions variés.
Epreuve
A- la réaction a un texte lu
Contexte:
On est souvent fier de faire l’éloge de son village d’origine pour se faire
respecter.
Le texte ci-dessous te décrit la vie et l’ambiance d’un village.
Lis-le puis réagis.

Support
Text: My village.

My name is BOSSOU and I live at Aïfa. It is a village located in the area of Zê

municipality. It’s about 25 km from Houègbo. There are about 40 houses built in
mud and roofed with thatch. The soil here is fertile. So most of the people are
farmers. They produce food for home use and for sale in the big towns. Some of
the villagers are craftsmen and they make things like baskets, and pots. There is
only one primary school built by the villagers through communal labour. The
village becomes very quiet during the day because most of the villagers would be
on their farms. At night, children would gather around fire to listen to some
interesting stories from their grandparents. But when the moonlight occurs, they
come out to play a lot of games like hide-and-seek. Sometimes, they play the
drums; sing folk songs, dance and laugh.

Tâche : Après avoir lu et pris connaissance du texte, montre que tu l’as compris
en :
 reconnaissant des détails du texte.
 exprimant des appréciations personnelles sur le texte.
 montrant ta maîtrise du vocabulaire
 faisant bon usage de la grammaire.

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Consigne : Tous les items doivent être traités en Anglais
Item 1: Appreciate the following sentences by Right or Wrong
1- Bossou lives in a village.
2- The villagers rarely produce food for sale in Towns.
3- During the day, the villagers go to farm and quit the village.
4- The villagers are fond of leisure activities there.

Item 2: Give precise answers to these questions

1- Where is Bossou’s village?
2- Write down from the text two (2) words or expressions that describe a
village
3- What activities do the villagers practice?
4- Describe what they do for their leisure.
Item 3: Match the words / phrases in column A with their synonyms in column B
Column A Column B
1) Area a- Tales
2) To gather b- Exclusively
3) Stories c- To group
4) Only d- region

Item 4: Choose the right word from the brackets to fill in the gaps
1- In the village, people …………………. go to the farm. (always – never)
2- A village is ……………. a town. (as big as; less big than)
3- The villagers ………………… use electricity. (always – never)
4- They enjoy their leisure time by ……………… (dance – dancing – is dancing)
Item 5: Re-order these words to make correct sentences
1- A / Zè / is / village.
2- Sometimes / villagers / the / home / at / stay.
3- not / food / often / they / do / produce.
4- Make / baskets / villagers / the / pots / and.
B - La production écrite d’un paragraphe
Contexte : Lors d’un jeu concours interscolaire organisé par le Ministère de la
culture, on vous demande de décrire votre village.
Tâche : A travers la production écrite d’un paragraphe cohérent, montre ta
compétence à parler de la vie dans ton village en :

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- respectant le type de paragraphe ;
- respectant le contexte ;
- construisant des phrases correctes ;
- faisant bon usage du vocabulaire ;
- faisant bon usage de la grammaire ;
- respectant l’orthographe (l’écriture) des mots ;
- utilisant la ponctuation appropriée.
Consigne : Tu produiras ton paragraphe en Anglais sans recopier le texte.
Writing : Produce a paragraph to describe your village
The following points may guide you
 What’s your name?
 Where is your village?
 What activities do the villagers practice?
 What language(s) do they speak there?
 What religion do they practice?
 What do they do during their leisure time?
 What crops do the villagers cultivate?
 Do you appreciate (like) the atmosphere in your village?
Justify.

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 EPREUVE No18
Compétences à évaluer
Compétence Disciplinaire n°2: Réagir de façon précise et appropriée à des
messages lus ou entendus
Compétence Disciplinaire n°3: Produire de façon appropriée des textes de type et
de fonction variés

A- Réaction à un message écrit

Contexte : Les grandes villes sont généralement les lieux d’attraction qu’on visite
régulièrement.
Ici, tu auras à réagir par ce texte qui parle d’une ville.

Text : A walk in a city.

My name is Dossou and I’m a student. Yesterday was Saturday and my

friend Agossou visited me. We did our homework together and then we went for
a walk in the city. There, we saw many buildings more beautiful than village’s
ones. We visited the National Assembly where deputies work; the Court where
lawyers and magistrates work. We also visited the stadium ‘’Charles de Gaulle’’,
the big hospital ‘’CHDO’’ of the city and the museum ‘’da Silva’’. At the crossroads,
there are traffic lights which indicate the movement of cars and motorbikes.
When the lights are orange, people go slowly when they are red everybody stops
and people pass when they are green. Most of the passers- by are civil servants,
others are businessmen. At night, there are electric lamps everywhere. So there
are more modern things in a city than in a village.

Tâche : Après avoir lu le texte qui, tu montreras que tu l’as compris en:
 donnant des appréciations sur le contenu du texte ;
 trouvant des détails d’informations sur le texte ;
 reliant les mots à leurs définitions ;
 mettant les verbes entre parenthèses aux temps convenables.

Consignes

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Item 1: Answer by ‘’True’’ or ‘’False’’.

1- Dossou and his friend went for walk in a town.

2- They visited the presidential palace.
3- Village buildings are beautiful than the city’s buildings.
4- Lawyers work at the National Assembly.

Item 2: Answer these questions on the text.

1- Which Benin city is the text about?

2- What is Dossou?
3- When did they go for a walk?
4- Give four (04) places or buildings they visited.

Item 3: Match the worlds in column A to their meaning in column B

Column A Column B
1. Inhabitants f) A place where people play football
2. A civil servant g) A person elected to rule a city
3. The mayor h) A place people can keep money
4. A seamstress i) A woman who makes dresses
5. A bank j) The people who live in a place
6. A stadium k) A person who works for the governement

Item 4: Put the verbs in brackets into their correct tense.

1- Town people usually (to find) tap water.

2- Civil servants (to work) for a week.
3- Look! The passers-by (to cross) the road.
4- The students (to go) to Cotonou yesterday to visit some important places.
5- Dossou (to learn) his lessons since Monday.

B- Production d’un texte de type particulier

Contexte : Dans les grandes villes, on voit des choses attrayantes telles que les
feux tricolores, ponts, des grandes maisons à étage, des hôpitaux, etc.

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Tâche : Tu montreras ta compétence à rédiger un texte de type particulier en :
- respectant la logique interne du texte ;
- complétant le paragraphe.

Writing: Copy and complete this paragraph with the following words:
businessmen – pollution - bridge – traffic jam – passers-by – traffic lights.

Kèmi lives at Akpakpa. She comes late to school today because there is a
terrible accident on the new ……..1……….. by Dantokpa market. That accident
causes a big ……2……… and the vehicules cannot move fast. In addition, the
……3……. at the crossroads are not working. So, the ……..4………. find it difficult to
cross the roads. Among the passers-by, we have some ………5……… going to their
office. ………..6……. is another problem for Cotonou city because of fume.

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 EPREUVE No19

Compétences à évaluer
- Compétence disciplinaire n°2 : Réagir de façon précise et appropriée à des
messages lus ou entendus.
- Compétence disciplinaire n°3 : Produire de façon appropriée des textes de
types et de fonctions variés.
Epreuve
A- la réaction a un texte lu
Contexte:
Contrairement au village, la ville est un lieu où beaucoup de personnes
aiment s’installer à cause des merveilles et de l’ambiance qui y règnent.
Le texte ci-dessous t’en parle.
Lis-le puis réagis

Support
Text: Cities in Africa.

Today in Africa there are a lot of cities. Towns are becoming bigger and
bigger because small towns and some villages have developed and have changed
into cities. A city has a population of hundreds of thousands of inhabitants, but
very big cities haves millions of people of different nationalities. There are
important buildings and well-known places in African cities such as universities,
schools, airports, residential areas, hospitals, supermarkets, banks and factories.
Cities are usually wonderful. Abuja, Accra, Cotonou and Yamoussokro are some
examples. All these cities are nice to see.
But there are two serious porblems in cities : a lot of noise and smoke. It is
pollution. People play loud music all day and night long. Cours, mitonbikes and
factories emit smoke. It is dangerous to city adults, children and babies.

Vocabulary:
Hundreds of thousands: des centaines de milliers
Noise: du bruit

Tâche : Après avoir lu et pris connaissance du texte, montre que tu l’as compris
en :
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  reconnaissant des détails du texte.
 exprimant des appréciations personnelles sur le texte.
 montrant ta maîtrise du vocabulaire
 faisant bon usage de la grammaire.

Item 1: Say ‘’True’’ or ‘’False’’

1- There are cities in Europe but not in Africa.
2- In Africa some small towns and villages have changed into cities.
3- Abuja and Accra are not nice to see.
4- Pollution is a serious problem in Africa.
5- Adults and babies have no problems in African cities.

Item 2: Answer the following questions

1- Why are towns bigger in Africa today?
2- What important places can you see in cities? Give four examples.
3- What is the consequence of noise and smoke in cities?
4- Who is the victim of pollution in cities?

Item 3: Complete the sentences with the correct information from the text

1- There are …………………………. of inhabitants in cities.

2- Businesspeople and rich city-dwellers go to ……………………. to buy.
3- Abuja is a wonderful …………………………………………….
4- …………………………. is a serious problem in Africa today.
Item 4: Put each word at the correct place and write the sentence.
1- never / villagers / problem / the / have / pollution / of.
2- People / music / night / at / play / often.
3- is / pollution / usually / to / dangerous / people.
4- are / less / villages / big / cities / than /.

Item 5: Write the correct forms and tenses of the verbs in brackets
1- What about (to go) to our village?
2- You (to visit) the city last Sunday.
3- We always (to listen) to music
4- There (to be) no pollution in this city ten years ago.

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 B - La production écrite d’un paragraphe
Contexte : Beaucoup de personnes préfèrent la vie en ville à celle au village et ceci
pour plusieurs raisons.
Tâche : A travers la production écrite d’un paragraphe, montre ta compétence à
parler, décrire une ville que tu aimes en Anglais en :
- respectant le contexte ;
- formulant des phrases correctes ;
- utilisant le vocabulaire approprié ;
- conjuguant correctement les verbes ;
- utilisant la ponctuation appropriée ;
- respectant l’orthographe des mots à utiliser.
Writing : Write a coherent paragraph to describe a city you appreciate and evoke
the reasons why you like it.

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 EPREUVE No20

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

L’Epreuve
A- Réaction à un texte lu

Contexte : L’homme doit toujours se rendre à l’hôpital en cas de maladie et avoir

une connaissance des diverses sortes de maladie. Ici tu auras à réagir face à ce
texte qui parle de cela.

Support

Text:
Last Monday, I went to hospital with my father. He was feeling pains in his
back. The doctor said he had rheumatism. He asked him to buy liniment and some
tablets. ‘’They are going to cure you on less than three days’’, he said. There
pictures of patients suffering from SRDS everywhere on the office doors. When
we came out of the doctor’s office, we saw a school boy. He was very thin. His
mother told my father her son had anaemia. We also met an old man. He once
had Tuberculosis; but now, he has recovered.
On our way home, Father said: ‘’Kodjo, always take care of your health. It’s
very important in life’’.

Critère d’évaluation : Après avoir lu le texte, tu montreras que tu l’as compris en :

- reconnaissant les détails du texte;
- formulant tes appréciations personnelles sur le texte ;
- reliant des phrases ;
- justifiant ta maîtrise de la grammaire.
Consignes

Item 1: Choose the correct answer. Use the number and the letter only.
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 1- Kodjo went to hospital because :
a) He wanted to see a patient in the hospital
b) His father was ill
c) He was ill.
2- The doctor:
a) Gave Kodjo’s father a prescription
b) Gave Kodjo’s father information about diseases.
c) Cured Kodjo’s father at one.
3- Kodjo and his father met:
a) A man suffering from an STD.
b) An old man suffering from tuberculosis then.
c) A woman with a boy suffering anaemia.
4- For Kodjo’s father:
a) You mustn’t take care of your health.
b) You mustn’t neglect your health.
c) You mustn’t go to hospital.

Item 2: Answer these questions on the text.

1- When did Kodjo go to hospital with his father?

2- What did the doctor ask Kodjo’s father to buy?
3- What disease the school boy is suffering from?
4- Has the old man still suffered from Tuberculosis?

Item 3: Match the expressions in column A to their equivalent in column B. Write

number and letter only.

Column A Column B
1- What’s wrong with you a) Why don’t you sweep it.
2- I had rheumatism b) go to hospital
3- My room is dinty c) I’m suffering from tuberculosis
4- I’m tired of working d) What about playing game.
Item 4: Put the verbs into the correct tense
1- The old man fust (recover) from tuberculosis.
2- Last week, I (go) to hospital with my mother.

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 3- Yesterday, I (meet) my teacher on the road.
4- Every month, our doctor (check) the family’s health.

B – La production d’un texte de type particulier

Contexte : L’homme doit toujours veiller à sa santé pour ne pas tomber malade.
En cas de maladie, il faut toujours se référer au centre de santé.
Tu es invité(e) à compléter un paragraphe qui parle de cette réalité.

Critère d’évaluation : Tu montreras ta compétence à produire un texte en :

- Recopiant le paragraphe ;
- Complétant le paragraphe par les mots appropriés ;
- Respectant le contexte ;
- Utilisant la ponctuation appropriée.
Consigne

Writing: Fill in the gaps with the correct word from the following list: suffering,
anaemia, hospital, feel dizzy, patients, rheumatism.

When you go to ………………. you can see a lot of ………….; ……….. from
various diseases. Some patients …………….. in their joints. They suffer from
………….. Other people don’t have any food to eat. When they are very hungry,
they ………….. some babies don’t eat well. They can suffer from ………………..

EPREUVE No21
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 Compétences à évaluer
Compétence Disciplinaire n°2: Réagir de façon précise et appropriée à des
messages lus ou entendus
Compétence Disciplinaire n°3: Produire de façon appropriée des textes de type et
de fonction variés

L’Epreuve
A- Réaction à un texte lu

Contexte : Dieu a créé tout être vivant avec ce qu’il lui faut pour survivre. Mais
l’alimentation de ce dernier et son cadre de vie le conduisent aux maladies. Le
texte ci-dessous t’en parle beaucoup.

Support

Text: Earth and pollution.

God gives us a planet on which we live. We build houses, markets, factories,

schools, hospitals, villages and towns on Earth. In our environment, we can see
many things such as forests, streams, rivers, seas, deserts … People fish in the
stream and in the river. Hunters hunt in the forest by killing some animals. Water
is very important for life.
We use it for cooking, drinking, washing and other things. We cannot live
without water. People throw dirty things into the rivers. When you drink water
from the river without any precaution of boiling or filtering, you will fall sick, you
may have diarrhea. A good student must drink clean water in order to have a good
health. He must also practices sports every week. He must also consult the doctor
when he is ill.
Critère d’évaluation : Après avoir lu le texte, tu montreras que tu l’as compris en :
- reconnaissant les détails du texte;
- exprimant tes appréciations sur le texte ;
- montrant ta maîtrise du vocabulaire du texte ;
- montrant ta maîtrise de la grammaire du texte.

Consignes

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Item 1: Say if these statements are ‘’right’’ or ‘’wrong’’

1- People construct houses and hospitals on Earth.

2- They fish in desert.
3- Water is unimportant for life.
4- A good student must practice sports every week.
Item 2: Answer these questions on the text.

1- Where do people build markets and schools?

2- do the hunters do in the forest?
3- What do we use water for?

Item 3: Match words in column A with their meaning in column B.

Column A Column B
1- Earth a) garbage that is thrown away.
2- Salty b) a liquid in rivers and oceans.
3- Water c) containing salt.
4- Rubbish d) the planet where we live.

Item 4: Fill in the gaps with ‘’since’’, ‘’for’’ or ‘’ago’’

1- Bola has fished in the river ……………….. his childhood.

2- I went to my village with my father two weeks ……….
3- Mummy has used fresh water to cook ……….. long time.
4- I have a good mark ………… the evaluation.
5- Long time ………….. we visited Sahara desert.

B – La production écrite d’un texte de type particulier

Contexte : La nature se présente à l’homme dans toute sa diversité. Tu as eu

l’opportunité de faire un voyage touristique avec une ONG pour bien admirer
cette diversité naturelle. Tu décides de raconter à tes camarades tes
observations.

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Tâche : Tu montreras par la production de phrases cohérentes, ta compétence à
parler de la nature en Anglais en :

- Respectant le contexte et la logique interne du paragraphe. ;

- Complétant le texte par les mots convenables ;
- Soulignant les mots choisis.
Consignes

Writing: Copy and complete the sentences below by choosing one of these words
for each gap :
Vocabulary : Fill in the gaps with words : firewood – river – desert – factory – forest
– garbage – landscape – fume.

1- Sahara is a ………… in Africa.

2- There are a lot of wild animals in the …………..
3- …………. is a major cause of pollution.
4- Don’t throw …………… on the floor.
5- The ……...……. in this place is beautiful.
6- I am going to swim in the ……………….
7- We need ……………… to cook food.
8- There are new machines in this ………….

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 EPREUVE No22
Compétences à évaluer

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

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

Epreuve
A- Réaction à un texte lu

Contexte: L’eau est un bien naturel très important. Elle détermine la survie de
tous les êtres vivants. Tu es appelé(e) à réagir à ce texte qui te parle de l’utilité de
l’eau.

Support
Text: The importance of water.

We all need water. We need it for cooking, for drinking and for washing;
even our crop on the fields need water, but most of that water goes in the oceans
and the seas. That water is very salty and we cannot drink it. We can only drink
fresh water and all our fresh water comes from the rain.
In villages, it is very difficult for people to get fresh water in the dry season.
Whereas in towns, people usually get fresh water, even during the dry season.
They use tap water for drinking.
We can notice that a man can live for three weeks without food, but he can
only live for a few days without water. Water Is the most important thing in the
world.

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

 appréciant des déclarations par « Vrai » ou « Faux » ;
 répondant aux questions sur le texte ;
 mettant des verbes aux temps corrects ;
 reliant des mots à leur définition ;
 mettant des mots en ordre pour avoir des phrases correctes et
significatives.

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Consigne:
Item 1: Appreciate each of these sentences by « true » or « false »
1- Water serves for many activities.
2- Fresh water comes from both the rain and sea.
3- We sometimes drink sea water.
4- People can’t live without water.
5- Nobody has problem to have fresh water.

Item 2: Answer these questions according to the text

1- What do we do with water?
2- Can we drink sea water? Justify your answer.
3- What type of water can we drink?
4- How long can a man live without water?
Item 3: Put the bracketed verbs in the correct tense
1- I just (to drink) some ice water.
2- We (to be) in 6ème last year.
3- He (not to finish) the exercise yet
4- Mother always (to cook) amiwo on Sunday.
5- They (to learn) their lessons now.

Item 4: Match each word from column (A) with its definition in column (B) use the
numbers and letters only (Don’t copy the sentences)

COLUMN A COLUMN B
1- Garbage a) Large area of land covered with trees
2- Fume b) Abundant natural stream of water
3- Forest c) Dry area of lands covered with sand
4- River d) Gas or smoke coming out of the factory chimney,
5- Desert cars …
e) What is rejected as useless and thrown away.

Item 5: Recorder the following words to have correct and meaningful sentences
1- rain – comes – water – from – fresh
2- rarely – water/villagers – tap – get
3- tap – drinking – uses – he – for - water

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B- Compétence disciplinaire n°3

Contexte: L’importance de l’eau et d’un environnement de qualité n’est plus à

démontrer aujourd’hui. Tu es appelé(e) à le prouver en complétant
convenablement le dialogue suivant :
NB : Utilisez seulement les chiffres pour proposer tes réponses.

Tâche : Choisis le mot convenable pour bien compléter le dialogue suivant :

Consigne: Choose the suitable word to complete each gap of the following
dialogue. Don’t copy the dialogue. Use the number to give your answers.
(Complete le dialogue suivant en utilisant convenablement chacune des
suggestions : a- drink ; b- can ; c- eat ; d- gas ; e- breathe ; f-
could

Dialogue

A : Hello Paul ………..(1)………… you give me this pen?

B : Yes, with pleasure.
A : Please Mum, there is no firewood
B : Use ……………(2)……….. to cook the food
A : Please teacher, ……..(3)…….. you explain me the composition of water.
B : Of courses
A : Oh Sir, how do we use the product of nature?
B : We …………….(4)……….. air, we …………….(5)…………….. water but we
……………..(6)………….. food.
A : Thank you Sir
B : You’re welcome.

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 EPREUVE No23
Compétences à évaluer
Compétence Disciplinaire n°2: Réagir de façon précise et appropriée à des
messages lus ou entendus
Compétence Disciplinaire n°3: Produire de façon appropriée des textes de type et
de fonction variés
A- Réaction à un message écrit
Contexte : La gestion durable de l’environnement est devenue une préoccupation
majeure pour de nombreux pays du monde dont le Bénin.
Tu es invité(e) à lire le texte suivant qui parle de la pollution dans l’une des
villes du Bénin.

Support
Text : Pollution in Porto-Novo.

Porto-Novo is a city where pollution is a great problem for the people who
live in it. There are some bad people who throw away garbage on the roads after
sweeping their houses or rooms. Some of them collect dirty water and garbage in
the house and forget about them for many weeks. At the same time there are
some factories, cars, motorbikes and buses that reject in the atmosphere a great
quantity of fume. All that pollutes the air and causes damages to the inhabitants
‘health.
During the rainy season, life becomes difficult for the people and most of
them suffer from malaria, breathing diseases etc.
To protect our environment the authorities must devise everybody through
radio and TV station to put the garbage into the garbage bin. They must also tell
the people to change regularly the motor-oil of their buses and motorbikes.
Unpublished.

Tâche : Après avoir lu le texte ci-dessus, tu montreras que tu l’as compris en:
 Reconnaissant les détails du texte ;
 Exprimant tes appréciations personnelles sur le texte ;
 Montrant ta maîtrise du vocabulaire ;
 Faisant bon usage de la grammaire du texte.
Consignes

Item 1: Write true or false these statements

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 1- Porto-Novo is a dirty town.
2- There is garbage on some roads in Porto-Novo.
3- Fumes from vehicles and factories contribute to the air pollution.
4- Life is good for people during the raining season.

Item 2: Answer these questions on the text.

1- What are the causes of pollution according to the text?

2- What does pollution cause for the inhabitants of Porto-Novo?
3- What must the authorities do for the good protection of our areas?

Item 3: Match the words in column A with their definitions in column B.

Column A Column B
1- Healthy a) planet where people live
2- Dirty b) well or strong
3- Earth c) to construct
4- To breathe d) to take air, to respire
5- To build e) polluted

Item 4: Put the verbs into present perfect.

1- Factories just (to reject) a great quantity of fume.

2- Life (to become) difficult.
3- People (to suffer) from malaria.
4- Fumes (to pollute) the environment.

B- Production d’un texte de type particulier

Contexte : La plupart des villes africaines en particulier celles du Bénin végètent

dans l’insalubrité. Ce qui rend malade les populations vivant dans ces villes. Au
cours d’un exercice, l’occasion t’a été donnée de parler du cas de Porto-Novo.

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

anglais en :
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  respectant la logique interne du texte ;
 complétant le texte.

Consigne : Complete this paragraph with the words chosen from the list : garbage
– fume – town – pollution – protect – sweeping.

Porto-Novo is a ………. where ………….. is a great problem for its people.

There is ………… from some means of transport like cars that also pollute the air.
So, to ……………. our areas, we must collect the ………… into our garbage bin
after ………… our houses and rooms.

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 EPREUVE No24
Compétences à évaluer
- Compétence disciplinaire n°2 : Réagir de façon précise et appropriée à des
messages lus ou entendus.
- Compétence disciplinaire n°3 : Produire de façon appropriée des textes de
types et de fonctions variés.

Epreuve
A- la réaction à un texte lu
Contexte:
L’eau est un élément indispensable dans la vie d’un être humain. Vu les
multiples services qu’elle nous rend, les êtres humains ont développé des
stratégies pour assurer sa permanence.
Le texte ci-dessous t’en parle. Lis-le puis réagis.
Support
Text:

Our planet earth has a lot of water, but most of it is in the oceans and seas.
Ocean and sea water are salty and we cannot drink them. But we can drink fresh
water.
Water is the most important thing in the world. We all need water. A man
can live for three weeks without food, but only live for a few days without water.
We use water for drinking, for washing and for cooking. The crops in the farms
need a lot of water to grow. All our fresh water comes from rain.
Rains run into streams, and the streams run into rivers and lakes. In many
countries, people build dams on rivers. Then they can get plenty of water.
Sometimes, when the rain goes through the earth and makes lakes under the
ground, people dig wells to have water.
When there is no rain in a region, for a given period, animals and crops die.
The sun burns the land and people have no food to eat. Then there is a drought.
So water is life.

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

 reconnaissant des détails du texte ;
 exprimant ta compréhension globale du texte ;
 montrant ta maîtrise du vocabulaire et de la grammaire.

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Item 1: Answer by Right or Wrong
1- Water is not so important for life.
2- People can line for many days without water.
3- Ocean gives people fresh water.
4- People can dig wells to get water.

Item 2: Answer the followings questions.

1- List out of the text two (2) sources of water.
2- Can people live for weeks without water?
3- What is water essential for?
4- Mention from the text two (2) ways to collect water.

Item 3: Match the words in column A with their equivalents in column B

Column A Column B
1) plenty of a- drought
2) grow b- a lot of
3) well c- develop
4) total absence of d- a deep hole in the ground
rain causes from which people get
water

Item 4: Use information from the text to complete these passages

1- People get a lot of water from ______________________

2- Water from the rain is ______________ but water from seas is
_____________
3- Food is less important than ________________________
4- People have no fired to eat when _____________________

B - La production d’un texte de type particulier

Contexte : Pour être en bonne santé, il est nécessaire d’adopter une mesure
alimentaire saine. Ainsi, la prise d’une eau potable et celle des aliments sains
constituent le socle d’une parfaite santé.

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Tâche : Tu montreras ta capacité à compléter un paragraphe qui traite d’un cas
en Anglais en :

 recopiant le paragraphe ;
 respectant la logique interne du paragraphe ;
 utilisant les mots appropriés ;
 montrant écrivant correctement les mots et les phrases ;
 mettant la ponctuation convenable.

Writing: Copy and complete this paragraph using the following words:

Cold – important – healthy – cloudy – salty – human being

Paragraph
Ocean water is not good to drink because it is ______. If you are _____, you
must drink fresh water. Food, water and air are______ for life.
Before it rains, the sky is _________. During harmattan, it is
______________ in the morning. Any way, we must eat good food to be
__________.

Good Luck

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 EPREUVE No25

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

L’Epreuve
A- Réaction à un texte lu
Contexte : Dieu a créé tout être vivant avec ce qu’il lui faut pour survivre. Mais
l’alimentation de ce dernier et son cadre de vie le conduisent aux maladies. Le
texte ci-dessous t’en parle beaucoup.

Support

Text: Earth and pollution.

God gives us a planet on which we live. We build houses, markets, factories,

schools, hospitals, villages and towns on Earth. In our environment, we can see
many things such as forests, streams, rivers, seas, deserts … People fish in the
stream and in the river. Hunters hunt in the forest by killing some animals. Water
is very important for life.
We use it for cooking, drinking, washing and other things. We cannot live
without water. People throw dirty things into the rivers. When you drink water
from the river without any precaution of boiling or filtering, you will fall sick, you
may have diarrhea. A good student must drink clean water in order to have a good
health. He must also practices sports every week. He must also consult the doctor
when he is ill.

Critère d’évaluation :
Après avoir lu le texte, tu montreras que tu l’as compris en :
- reconnaissant les détails du texte;
- exprimant tes appréciations sur le texte ;
- montrant ta maîtrise du vocabulaire du texte ;
- montrant ta maîtrise de la grammaire du texte.
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Consignes

Item 1: Say if these statements are ‘’right’’ or ‘’wrong’’

1- People construct houses and hospitals on Earth.

2- They fish in desert.
3- Water is unimportant for life.
4- A good student must practice sports every week.

Item 2: Answer these questions on the text.

1- Where do people build markets and schools?

2- What do the hunters do in the forest?
3- What do we use water for?

Item 3: Match words in column A with their meaning in column B.

Column A Column B
1- Earth a) garbage that is thrown away.
2- Salty b) a liquid in rivers and oceans.
3- Water c) containing salt.
4- Rubbish d) the planet where we live.

Item 4: Complete the table below.

N° Singular nouns Plural nouns

1 Tooth ---------
2 --------- Mice
3 Duty ---------
4 ---------- Oxen

B – La production écrite d’un texte de type particulier

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Contexte : A l’hôpital, on voit différentes salles et personnes. Tu as eu
l’opportunité de te rendre une fois dans un centre de santé, arrivé en classe tu
décides de raconter à tes camarades ce que tu as vu et les personnes que tu as
rencontrés.

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

à décrire un hôpital en Anglais en :

- Respectant le contexte et la logique interne du paragraphe. ;

- Complétant le texte par les mots convenables ;
- Soulignant les mots choisis.

Consignes

Writing: Copy and complete this paragraph below by choosing one of these words
for each gap. List : patients – surgeon – hospital – wards – doctor.

Paragraph:

In order to receive medical care when you are ill, you can go to the …1…
People who are ill and visit a ……2…... are called …3….. the person who operates
someone who is ill is the ……4…….. the room where people who are ill, stay, sleep
and rest to recover from their illness are the …..5.…..

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Part3: Irregular verbs

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Infinitive Past tense Past participle Translation
To be Was/were been être
To do did done Faire
To have had had Avoir
To bring brought brought Amener/apporter
To buy bought bought Acheter
To catch caught caught Attraper
To teach taught taught Enseigner
To find found found Trouver
To bind bound bound Lier/attacher
To sell sold sold Vendre
To tell told told Dire
To say said said dire
To pay paid paid payer
To learn learnt learnt Apprendre
To send sent sent Envoyer
To lend lent lent Prêter
To meet met met Rencontrer
To keep kept kept Tenir/garder
To creep Crept crept Ramper
To go Went gone Aller
To eat ate eaten manger
To beat Beat beaten Battre
To bite bit bitten Mordre
To spak Spoke Spoken Parler
To break broke broken Casser/ briser
to steal stole stolen voler
To come came come venir
To become became become devenir
To take took taken prendre
To dig dug dug creuser
To cut cut cut couper
To cost cost cost Coûter
To bet Bet Bet parier
To bleed bled bled seigner
To see Saw Seen Voir
To burn burnt burnt brûler

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To build built built construire
To choose chose chosen choisir
To run ran run courir
To drink drank drunk boire
To get got Got/gotten obternir
To forget forgot forgotten oublier
To give gave given donner
To forgive forgave forgiven padonner
To cling clung clung S’attacher/s’accrocher
To hang hung hung accrocher
To know knew knew connaître
To grow grew grown grandir
To blow blew blown souffler
To fly flew flown Voler en l’air

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