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Devoir Anglais 3ème: Epreuve Semestre 2

The document provides information and tasks related to evaluating students' English competencies. It includes: 1) A reading comprehension passage about flooding in villages in Nigeria that destroyed homes and crops. Students are asked questions about details and are tasked with rephrasing sentences. 2) A writing prompt asking students to write a short text and presentation about drought in a village they know, describing damages and prevention ideas. 3) Guidance on competencies being evaluated, such as comprehending written texts and producing written work in appropriate formats.

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100% found this document useful (2 votes)
3K views2 pages

Devoir Anglais 3ème: Epreuve Semestre 2

The document provides information and tasks related to evaluating students' English competencies. It includes: 1) A reading comprehension passage about flooding in villages in Nigeria that destroyed homes and crops. Students are asked questions about details and are tasked with rephrasing sentences. 2) A writing prompt asking students to write a short text and presentation about drought in a village they know, describing damages and prevention ideas. 3) Guidance on competencies being evaluated, such as comprehending written texts and producing written work in appropriate formats.

Uploaded by

niassassane126
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
  • General Information and Exam Instructions

I- INFORMATIONS GENERALES

CEG LE NOKOUE ANNEE SCOLAIRE : 2021-2022


03 BP : 0062 Tél : 21 00 70 92
COTONOU
1ère SERIE DES DEVOIRS SURVEILLES DU 2nd SEMESTRE
Epreuve : Anglais Classe : 3ème Durée : 2h
II- COMPETENCES A EVALUER

CD2- Réagir de façon précise et appropriée à des messages écrits ou lus, ou à un support multimédia.

CD3- Produire de façon appropriée un texte ou un support multimédia de type et de fonctions variés

m
III- L’EPREUVE

co
CD2- Réagir de façon précise et appropriée à des messages écrits ou à un support multimédia.

A. Contexte :

s.
Une catastrophe naturelle, un événement d'origine naturelle, subit et brutal, qui provoque des
bouleversements importants engendre souvent de grands dégâts matériels et humains.

B. Support

Text: Flood in a village ge


rri
1- The people living in our area are used to having rain all the year round. It is thanks to their high rainfall that
they have such good crops every year. So when the Cross River overflowed its banks, they didn’t think it
o
was at all unusual. Even when Orikpo, the village nearest to the river, was flooded, they weren’t worried.
tc

Then, suddenly in August it rained without stopping for eight days, and most of the villages were swallowed
up in deep flood water. The mud houses where the people had lived for dozens of years were washed away,
se

and several people were drowned.


2- More than 10,000 villagers fled into nearby villages leaving everything behind them. The government gave
them shelter and food.
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3- Now that the flood has gone down, the people are going back to their lands to see what can be saved. But
nothing is left. More than a thousand compounds have been totally destroyed. The whole area is littered
uv

with old pots, hoes and pieces of roofs. One farmer who had planted thousands of yam seedlings just before
the flood wept as he looked at his fields. Many villagers are roaming about from village to village and
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sleeping out in the open air.


English for French-Speaking Africa: Working with English 4è, pp 112-113.
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C. Critères d’évaluation :
Après avoir lu le texte, tu montreras que tu l’as compris en :

- reconnaissant les détails du texte ;


- donnant tes appréciations personnelles sur le texte ;
- prouvant ta maîtrise de certaines structures grammaticales ;
- reformulant certaines phrases du texte.
D. Tâches :

Item 1: Write True or False for these statements according to the text.

1. Orikpo is the nearest town to the river.


2. It rained for twelve days without stopping.
3. Many compounds have been destroyed completely.
4. One farmer wept because he lost all his yam seedlings.

Item 2: Answer the questions based on the text

1. What is the text about?


2. When did it rain without stopping for eight days?
3. How many yam seedlings had one farmer planted?

Item 3: Choose the most suitable answer to complete the sentences (Write numbers and answers only)

1. Only (little- few - a few) first-aiders came to rescue the villagers.

m
2. (Courage – Courageous- Couragous) people helped the victims of the disaster.
3. Social organizations didn’t give them (many – much – a lot of) bread.

co
4. This farmer (were weeding – was weeding – weeded) his farms when it started raining heavily.
5. ‘’I wonder if these villagers have something to eat’’ is an expression of (warning- prohibition- concern)

s.
Item 4: Rephrase the following sentences without changing their meanings. Use the prompts given

ge
1. Could I ask you to help people from my village ?
- Would you please ………………………………………………………?
2. The villagers has lost all their crops.
rri
- All their crops …………………………………………………..
3. ‘’The valorous farmer will plant new yam seedlings next year.’’ The chief of village said
- The chief of village said ………………………………..
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4. The villagers didn’t save the crops, they didn’t save the livestock either.
tc

- The villagers saved neither…………………………………..


CD3 - Produire de façon appropriée un texte ou un support multimédia de type et de fonctions variés
se

A. Contexte

Il y a quelques années, un village que tu connais bien, fut touché par une sécheresse occasionnant d'énormes
e

dégâts. Tu es appelé(e), à travers un exposé, à présenter certains inconvénients de cette catastrophe à tes
uv

camarades qui n'ont jamais vécu une telle situation.

B. Critères d’évaluation :
re

Tu montreras ta compétence à produire un texte en :


- respectant le contexte et le type de texte,
ep

- Respectant la logique interne du texte ;


- Construisant des phrases grammaticalement correctes
- utilisant l’orthographe et la ponctuation appropriées.
C. Tâches
Writing: As a basis for a presentation, write a short text about some consequences of drought and suggest some
ideas to prevent them. These questions may help you.
- What is drought?
- What is the name of the village where it occurred?
- When did it happen?
- What are the damages?
- How can we prevent drought?

Common questions

Powered by AI

Continuous rain for eight days drastically impacted the socio-economic conditions by destroying housing infrastructure and farmlands, leading to severe displacement and loss of livelihoods. The destruction of crops, particularly significant ones like yams, obliterated local agricultural output, necessitating reliance on external aid for survival. This loss of crops also meant loss of income sources for farmers, deepening poverty and prolonging recovery. The disruption of social structures and economic stability requires enormous efforts in rebuilding community resilience .

The government played a crucial role in crisis management by providing immediate relief such as shelter and food to displaced individuals after more than 10,000 villagers fled due to the flood. This intervention was significant in preventing further crisis such as famine or health issues among displaced populations. However, longer-term recovery efforts and effectiveness of government strategies post initial intervention are not detailed, suggesting a focus on short-term relief rather than sustainable recovery .

Natural disasters such as floods profoundly affect psychological well-being by causing trauma, stress, and anxiety due to sudden displacement and loss of homes and livelihoods. The psychological impact is evident as a farmer wept over the loss of crops. The destruction also disrupts community stability, as displaced individuals may face fragmented social networks, altering traditional community roles and leading to instability. Long-term community engagement in reconstruction efforts is needed to restore stability and psychological health .

Some structural transformations include converting direct requests into polite inquiries, e.g., "Could I ask you to help people from my village?" to "Would you please help people from my village?" Another transformation maintains the subject but shifts an active sentence to passive for emphasis, e.g., "The villagers have lost all their crops" could be transformed to "All their crops have been lost by the villagers." These transformations can enhance expression by altering focus or formality while maintaining original meanings .

Key grammatical techniques include using synonymous structures, such as transforming direct speech into reported speech or using negation to retain meaning while changing expression. For instance, "The villagers didn't save the crops, they didn't save the livestock either" can be transformed to "The villagers saved neither the crops nor the livestock," which maintains the original message but changes negation structure. Such techniques enhance linguistic versatility and clarity .

Clear communication is essential in effectively responding to disasters to ensure timely evacuation, coordination of aid, and dissemination of important information. The narrative indicates the need for precise messaging to prevent panic and ensure efficient resource allocation, like the government providing shelters and food promptly. Miscommunication or lack of communication can exacerbate chaos, delaying assistance. Therefore, structured information distribution is crucial for successful disaster management and recovery .

Preventing future droughts can involve sustainable practices like improving water conservation techniques, such as rainwater harvesting and building terraces to prevent runoff. Planting drought-resistant crops and restoring vegetation in deforested areas can also conserve moisture and enhance soil health. Educating communities about sustainable agricultural practices and investing in infrastructure for efficient water management play critical roles. The incorporation of traditional knowledge with modern conservation technology can further enhance preparedness and alleviate potential drought impact .

The primary challenges faced by villagers include massive displacement, as more than 10,000 villagers had to flee to nearby villages, abandoning everything they owned. They experienced loss of homes and crops, as entire mud houses were washed away and fields, such as yam fields, were destroyed. Additionally, there is the emotional and psychological distress, exemplified by a farmer weeping over his lost seedlings. Post-disaster, they faced the struggle of rebuilding from nothing, as most compounds were destroyed and the land was littered with debris .

Experiences from Orikpo can inform future preparedness by highlighting the need for accurate risk assessments and community education on unusual weather patterns. Establishing early warning systems and emergency protocols could improve readiness for sudden weather changes. Additionally, infrastructure improvements such as flood defenses and resilient housing could mitigate damage. Ensuring that preparedness plans incorporate community resilience building, including post-disaster recovery plans, could reduce vulnerability and enhance recovery speed .

Consistent exposure to natural disasters can lead to resignation or diminished concern among villagers, as they become accustomed to periodic natural events. For example, when the Cross River initially overflowed, villagers were not worried as they considered it usual. However, extreme events like continuous rain for eight days can lead to severe unpreparedness as these events are beyond usual expectations. This can result in more severe consequences during uncommon disasters due to the lack of adequate preparation .

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