Level: 12th grade (Terminale A) Lesson plan n°: 06 Date: January, 2017

Subject: English Headcount: 70 Times : 2 hours

Component: ------------- Male: 34 take in: hand-outs

Unit n° :7 Female: 36 References

Title: Demographic and Ecological problems - INRAP Syllabus
General objective: Expressing oneself in writing - L’Anglais en terminale
Lesson objective: Using the fundamental vocabulary
Learning object: Vocabulary related to demographic and
ecological problems
Performance aim Teacher’s strategies Learner’s activities Evaluation Allocated Comments
time
At the end of this presentation I-Teaching idea / motivation Oral
on «Demographic and Show a picture of a garbage in
ecological problems”, the one of the districts of -Reaction to the Look at the following picture and
learner (1) of terminale A Brazzaville and ask the learners situation what do you see?
should be able to use (2) the to react. -Where else do you see this kind of 10mns
fundamental vocabulary (3) Technique: exposition/question -Answers to the garbage? Is Brazzaville a clean city?
related to ecological and questions -Apart from rubbish heaps, what are
demographic issues by filling in Modality: interaction teacher- other phenomena that attract your
with at least 9 out of 18 words pupil attention?
(5) seen through a cloze test
exercise (4). II-Statement of the
Performance Aim / Didatic
contract -- listening -2 mns
Announcement of the attentively
performance aim by the teacher Orally

Terminale A , English
 III-Prior knowledge concept Among the following words, which ones
checking / Prerequisites might be connected to human and which
Technique: observation and - Demographic and ones are linked to the environment? Classify
identification ecological problems them in two groups
Modality: group-class observation , Criminality, lack of education, poverty,
-5mns
identification and climate change ,drought, pollution, food
Instructions: ask the learners to classification shortage, ozone layer destruction ,famine
observe , identify and classify
the following words into two
groups
IV-Presentation
A- The Lexis connected to
demographic and ecological c

Oral and written

problems -si

-Technique: exposition and

observation -classification of the Observe the words on the handouts and - 20 mns
words in two groups classify them in two groups depending on
-Modality: individual work either they are liked to human or to the
environment.
- Instructions:share the lexis
linked to demographic and
ecological issues and ask the
learners to classify them into
two groups : are they connected
to human or the environment ?
B- Practice
Technique :matching up /
Modality: group- class -Execution of the task Written
Match the words given on your left with their
Instructions : ask the learners -matching up practice suitable meanings on your right. -15 mns
to match the words with their
suitable meanings after listening Cf the learners’page
to the teacher’s exposition

Terminale A , English
 C-Production
Technique : words wiping / erasing
Modality : group work Writing
Fill in the blanks with the words that have
Instructions : Tell the learners to fill -Blanks filling deliberately been erased to find out the true - 15mns
in the blanks with thewords which meaning of the lexis related to social
have been erased/ wiped out issues.

Cf learner’s page.

D-Wrap up
Technique : instructing and
monitoring Written
Modality: group class
Instructions: ask the students to take - notes- taking - take notes -10 mns
notes.

E- Evaluation / Homework
Technique: instructing Written
Modality: group-class
- execution of the task Fill in the blanks with the provided words
Instructions: ask the students to fill in
the blanks with the provided words

Terminale A , English
 Learner’s page

Level : Terminale A Date:

Subject: English Duration :
Theme 7: Demographic and ecological issues take in:
Title: Presentation of the Lexis related to demographic and ecological problems Teacher’s name:

SUMMARY

1- Understanding the terms demographic and ecological problems

a- Demographic problems
‘Demographic’ is an adjective from demography which is the scientific study of population (“Démographique ”est un adjectif qui dérive de
démographie qui n’est autre que l’étude scientifique de la population).
‘Demographic problems’ refer to the difficulties generated by an uncontrolled population growth or the lack of family planning (Les
problèmes démographiques renvoient aux difficultés engendrées par une croissance incontrôlée de la population ou par manque du planning
familial).
Those problems range from poverty to famine going through the lack of education ,illiteracy ,inadequate supplies in electricity and water,
criminality , prostitution ,garbage ,dirt---.and all the wrong caused to the environment.
b- Ecological problems
Ecological here is synonymous with ‘environmental’ itself deriving from ‘environment’, which is all that surrounds us. For example: the
air, the atmosphere, the fauna (animals), the flora (trees, flowers or all that is green) etc.
Ecological or environmental problems may be natural or artificial (manmade): earthquake, volcano, deforestation, pollution, species
extinction, nuclear catastrophe---. (See vocabulary for the meanings).
3- Selected vocabulary on the environmental problems
Activity : Find the French meaning for the English words on your left

Terminale A , English
 Words Meanings
1- An earthquake - destruction de la couche d’ozone
2- An earth tremor - disparition des espèces
3- Drought - effet de serre
4- Noxious - réchauffement global
5- Industrial wastes - fumées toxiques
6- Household wastes - changements climatiques
7- Exhaust fumes - glissement de terrain
8- Rubbish dump - sécheresse
9- A landslide - tremblement de terre
10- A nuclear power station explosion - une secousse sismique
11- Toxic fumes - ordures ménagères
12- Deforestation - les déchets industriels
13- Global warming - gaz d’échappement
14- Ozone layer wrecking - nocif
15- Species disappearance - décharge
16- Climate changes - explosion d’une centrale nucléaire
17- Greenhouse effect - déforestation
18- Plastic bags - canicule
19- A flood - tourbillon
20- The monsoon - fonte de la glace
21- A tidal wave - tempêtes
22- Bushfires - typhon
23- A hurricane - une inondation
24- A lava flow - la mousson
25- A mudslide - raz-de-marée
26- Whirlwind - un ouragan
27- Dog days - une coulée de lave
28- Typhoon - une coulée de boue
29- Storms - feux de brousse
30- Ice sleet - sacs en plastique

Correction of the vocabulary related to ecological problems

Terminale A , English
1=tremblement de terre ; 2 = secousse sismique ; 3- sécheresse ; 4- déchets industriels ;6- ordures ménagères ; 7- gaz d’échappement ; 8-
décharge ; 9- un glissement de terre ;10- explosion d’une centrale nucléaire ; 11- fumées toxiques ; 12- déforestation ;*13- réchauffement
global ; 14- destruction de la couche d’ozone ; 15- disparition des espèces ; 16- changements climatiques ; 17- effet de serre ; 18- sacs en
plastique ; 19- une inondation ; 20- la mousson ; 21- raz-de-marée ; 22- feux de brousse ; 23- un ouragan ; 24- une coulée de lave ; 25- une
coulée de boue ; 26- tourbillon ; 27- canicule ; 28- typhon ; 29- tempêtes ; 30- fonte de la glace

Exercise: Fill in the blanks with a suitable word from the list below seen in the lesson:species disappearance- floods-green effect-ozone
layer- droughts-deforestation-earthquake- climate changes- landslide.

Text: What future for the environment?

Our environment is terribly threatened. Most human activities are achievedin complete indifference of the damages they may cause to the
nature. Nowadays, it is obvious that the wrecking of the ----1----------- is greatly responsible for the heats we are experiencing worldwide.
Those terrible heats often go along with---------2--------, which means the absence of rains. In certain other areas, the earth shakes. That
phenomenon causes many disasters. Recently an ------3------------ has been recorded in Croatia even if only material damages have been
significant. Heavy rains are another source of calamities. They engender --------4--------- and provoke --------5--------- to the point that men
areburied alive surprisingly. Ecological disasters are of twofold origins: natural and manmade. However, man is to blame the most. Indeed,
industries emit ----6------------ gases responsible for----------7---------. In addition, the savage cutting down of trees or --------8--------- carries
along with another dangerous and pitiful reality of -----------9----------.As a result, just in a few years certain animals will run extinction.

Correction
1-ozone layer 4-floods 7-climate changes
2-drought 5-landslide 8-deforestation
3-earthquake 6-greenhouse 9-species disappearance

Terminale A , English
Terminale A

Text Study on demographic problems

Text: Islam and a planet in Crisis
In Pakistan, in a period of 30 years, our population rose by 5 million. At present it is 126 million. By the year 2020 our population may be
243million. Pakistan cannot progress if it cannot check its rapid population growth. Check it we must, for it is not the destiny of the people of
Pakistan to live in squalor and poverty.
I dream of a Pakistan, of an Asia, of a world where every pregnancy is planned and every child conceived is nurtured, loved, educated and
supported. I dream of a Pakistan, of an Asia, of a world where we can commit our resources to the development of human life and not to its
destruction. That dream is far the reality we endure. We are a planet in crisis, a planet moving towards a catastrophe. The question is whether
we have the will to do something about it. I say we do, we must. What we need is a global partnership to improve the human condition. The
document which this conference on world population produces should seek to promote the objective of Planned Parenthood, of population
control. This conference should not be viewed by the teeming masses of the world as a universal charter, seeking to impose adultery, abortion,
sex education and other such matters on individuals, societies and religions which have their own ethos.
Governments can do much to improve the quality of life in our society. But there is much they cannot do. Government do not educate our
children. Parents educate children; more often mothers. Governments do not teach values to our children. Parents teach values to our children;
more often mothers. Government do not socialize youngsters into responsible citizens. Parents are the primary socializing agents in society; in
most society that job belongs to the mothers. How do we tackle population growth in a country like Pakistan? By tackling infant mortality, by
providing villages with electrification, by raising an army of women, 33,000 strong, to educate our mothers,sisters,daughters,in child welfare
and population control. By setting up a bank run by women for women, to help women achieve economic independence, and to have the
wherewithal to make independent choices.
As chief executive of one of the nine largest populated countries in the world I and the government face the awesome task of providing homes,
schools, hospitals, sewerage ,drainage, food, gas, electricity and employment.

Terminale A , English
Independent, September7, 1994.

A- True or False B-Answer the following questions

1-In 1994, the population of Pakistan was 50 million1-Is the author a Pakistani? Give two evidences from the text..
2-The author of this text is a Pakistani. 2-What is the author pleading for?
3-He is talking to an audience during a conference. 3-What are the problems faced by the population in Pakistan?
4-Pakistan is a country of Europe. 4-State the role of the government and that of the parents.

. .
II-linguistic Competence
A- Vocabulary
Choose the best letter
1-squalor : a-joy; b-fairly well; c-dreadful conditions. 2-Nurtured: a-eaten; b-dressed; c-fed ;
3-abortion: a-birth; b-pregnancy; c-pregnancy elimination4-teeming: a-empty; b-overcrowded; c-reduced
5-Growth: a-increase; b-decrease; c-stability
B- Grammar
1-Use the instructions given between brackets filling in with can/could, may /might/ should or ought to.
a-Governments--------provide villages with hospitals. (Moral obligation).
b-Governments ……..give the population free food if they are too poor. (Eventuality/ probability).
c-Governments--------------build schools, create jobs if they like. (Ability)
d-Rich countries -----------not exploit developing countries. (Moral obligation ).
2- Use the future with ‘can, may and must’.
a-They cannot do it because they arebusy now. Next week; they-------- do it because they will be free.
b-You may not drink alcohol here, it is a sacred place. However, you ------- drink if you stay outside.
c-We must protect the planet no matter what. The future generations….----- to defend the planet at all cost.
d- You ---------- to open your father’s room two weeks after his death by the family council tomorrow.
III- Communicative competence
Complete the following conversation with the missing parts.
A: What a sad and fascinating story at the same time!
B: Yes, I recount it over and over in memory of----
A: ______________________________1________________________________________?
èè

Terminale A , English
B: I tell it twice or three times a week.
A:_____________________________ _2________________________________________-?
B: I got it from my auntie.
A: ______________________________3________________________________________?
B: No, youcannot. She died.
A: ______________________________4________________________________________?
B: She died in childbirth.
IV- Writing expression
Family planning: an advantage or a danger for a country?

Terminale A
B- Demographic problems
Correction of the text Islam and a planet in crisis B-Answer the following questions
A- True or False 1- Yes, he is. The evidences are “our population,
1- False 2-True. 3- True. 4-false as chief executive of one of the nine largest
. populated countries”.
II-linguistic Competence 2-The author is pleading for a Pakistan where
A- Vocabulary every pregnancy is planned and every child
Choose the best letter conceived is nurtured, loved, educated and
1- c 2- c 3-c 4-b 5- a supported.
B- Grammar 3- The problems faced by the population in
1- Let’s use the instructions Pakistanare rapid population growth, squalor,
a-Governments should or ought to provide villages poverty
with hospitals.
4-The role of the government and that of the
b-Governments may /might/ give the population free
parents is: parents educate and teach values to
food if they are too poor.
children while the governments build schools and
c-Governments can build schools, create jobs if they like.
supply electricity to villages or cities.
d-Rich countries should not exploit developing countries.
2- Use the future with ‘can, may and must’. III- Communicative competence
a-They cannot do it because they arebusy now. A1: How often do you tell it?
Nextweek, they will be able to do it because they will
A2: From whom did you get it?
be free.
A3: Can I see/ met her?
A4: How did she die? 9

Terminale A , English
b-You may not drink alcohol here, it is a sacred place.
However, you will be allowed to drink if you stay outside.
c-We must protect the planet no matter what. The future
generations will have to defend the planet at all cost.
d- You will be authorized to open your father’s room two
weeks after his death by the family council tomorrow.

IV- Writing
Introduction

Everyone agrees that the rapid demographic growth is one among the many problems that affect developing countries. To control it, programs
such as family planning have been conceived. Yet, it remains controversial in certain areas where it is not welcome. To tackle with the matter,
I will first explain the term ‘family planning’, and then I will say if it is a danger or not before giving suggestions.

Body
Family planning or fertility control is a contraceptive approach to avoid unwanted pregnancies. It is a planning of births to guarantee safe and
healthy conditions to kids.
Defined so, it presents no apparent dangers since all is done to satisfy the offspring.
However, for me, it is a danger.
First, it goes counter divine principles, whichstipulates, “Multiply yourselves and fill the earth». In fact, it is unnatural to limit fertility at the
risk of causing the population to get old, as it is the case in most developed countries where more than half a population is old.
On top of that, restraining the natural flow of fertility has a serious impact on development since industries need hand labor and an efficient
youth to boost up production. In Hamburg, Germany, they have recently been obliged to encourage “chosen immigration” as the city ran short
of workers and the inhabitants old in majority.
To have many children is not necessarily an expression of poverty. In Africa, it is a symbol of power, virility, wealth and dynamism, as they
will produce in the fields for the family. China, India and Nigeria have dynamic economies because consumption is important.

10

Terminale A , English
Conclusion
Briefly, I have given the reasons why family planning should not be encouraged everywhere. In my mind, it is unnatural to reduce the
flow of fertility, as there are those who long for having children. I suggest having as many children as possible if we can take care of
them.

Homework: writing
After enumerating some of the problems due to an overpopulation, you will say why it is important to resort to family planning.
(150- 200 words

Terminale A ; subject: English

Text Exploitation on ecological issues or problems

Text: Ensure environmental sustainability

Environmental sustainability means using natural resources widely and protecting the ecosystems on which our survival
depends. But sustainability will not be achieved with current patterns of resource consumption and use. Land is becoming
degraded at an alarming rate. Plants and animal species are being lost in record numbers. The climate is changing bringing
with it the threats of rising sea levels and worsening droughts and floods. Fisheries and other marine species are being
overexploited.

The rural poor are most immediately affected because their day-to- subsistence and livelihoods more often depend on the
natural resources around them. Though the exodus to urban areas has reduced pressure on rural lands, it has increased the
number of people living in unsafe and overcrowded urban slums. In both urban and rural areas, billions of people lack safe
drinking water and basic sanitation. Overcoming these and other environmental problems will require greater attention to
the plight of the poor and an unprecedented level of global cooperation. Action to halt further destruction of the ozone
layer shows that progress is possible when the political will is there.

11

Terminale A , English
Forests cover one third of the earth’s surface and constitute one of the richest ecosystems. They provide for many people’s
everyday needs, including food, fuel, building materials and clean water. Yet, in the last decades alone, 940,000 square
kilometers- an area the size of Venezuela- were converted into farmland, logged or lost to other uses. Efforts to combat
deforestation are ongoing. Sustainable forest management practices are reducing pressure on the land and improving the
livelihoods of communities living in and around forests. Still, it is a race against time.

From The Millennium Development Goals Report 2005.

12

Terminale A , English
1-Nowadays our environment is dangerously threatened. B- Grammar
2-The casualties of the natural resources overexploitation 1- Complete with the modal or its equivalent.
are citizens. a-We …………..to wait for the doctor for half a day last week.( obligation)
3-Lots of animal species are on the verge of extinction. b-Cell phones ………be left at the entrance gate.(advice)
4-No action is taken to fight ozone layer damage. c-Tell them we……….visit them tonight.(probability)
B-Answer the following questions d-She…… play video games when she was ten (ability).
1-What is environmental sustainability? 2- Mistakes correction
2- How does the exodus to urban areas affect the Correct the mistake contained in each sentence.
population? 1- Should I open the door for you?
3- Are forests important in everyday’s life? 2- Shall I smoke in here?
4-What are the problems faced by the environment in the 3- When he was a boy he will go to the cinema without telling his parents.
text? 4-They would have left the area due to the insects’ invasion

II- Linguistic competence

A- Vocabulary III- Communicative competence

Choose the best answer a, b, or c. Complete the following conversation between with the missing parts
1-sustainability: a-suspension; b-durability; c-stability A: Our environment is seriously jeopardized. I wonder why?
2-droughts:a-rains; b-absence of rains; c-snow B: Certainly because of our degrading mentalities in public management of our
3-plight: a-condition; b-experience; c-plan natural resources and technical progress.
4-ongoing: a-slowing; b-increasing; c-continuing A: Too academic! ________________1____________________________?
5-halt: a-perpetuate; b-keep; c-stop B: In clear, one of the major causes may be deforestation
A: _____________________________2____________________________?
IV-Writing B: To reduce its expansion, we could specifically care about the population
Most animals are on the endangered species list. After living in or around the forest.
Enumerating a few of them, suggest solutions to spare A:______________________________3______________________________?
them from extinction B: Another cause can be the household wastes.
A :______________________________4______________________________?
B: as an authority, I should lead awareness campaigns to settle that case
definitely.

.
13

Terminale A , English
Level : Terminale A
Subject: English Date:
Theme: Demographic and Ecological issues Duration : 3 hours
Text title: Ensure environmental sustainability Take in: handouts
Teacher’s name: Inspector Idée TOUNTSI

SUMMARY

Correction of the text on Ensure Environmental sustainability

14

Terminale A , English
A-Say True or False
1- True. 2- False
3- True 4- False
B-Answer the following questions
1- Environmental sustainability is using natural resources widely and protecting the ecosystems on which our survival depends.
2- The exodus to urban areas affect the population in that it has increased the number of people living in unsafe and overcrowded urban
slums.
3- Yes, they are. The text says: “They provide for many people’s everyday needs, including food, fuel, building materials and clean water”.
4-The problems faced by the environment in the text are: soil degradation, climate change, disappearance of plants and animal species,
droughts, floods, overexploitation of marine species -
II- Linguistic competence
A- Vocabulary
Choose the best answer a, b, or c.
1- b 2- b 3-a 4- 5- c 5-c

B- Grammar
1- Complete with the modal or its equivalent.
a-We had to wait for the doctor for half a day last week. b-Cell phones should be left at the entrance gate.
c-Tell them we may visit them tonight.d-She could play video games when she was ten.

2- Mistakes correction
1-Shall I open the door for you?(Offer)
2- May I smoke in here?(permission)
3- When he was a boy he would go to the cinema without telling his parents.(habit in the past)
4- They had to leave the area last year due to the insects’ invasion.(obligation)
III- Communicative competence
A1: Too academic! What may one of the major causes be? A2: What could we do to reduce its expansion?
A3: What may another cause be? A4: As an authority, What should you do to settle the case?
IV-Writing
Plan
Introduction
- General context: Point out that the extinction of certain animals species is one among the many ecological problems
- Specific context: underline the fact that the disappearance of animal species is a topical issue as it is at the core of international meetings.
-Problematic: - What are the sample of some animals running the risk of extinction?
- How can we do to spare them from that plight?
Body
1- List of certain animal species threatened to extinction:
Chimpanzees,gorillas,elephants,lions,rhinoceros,hippos,Pandas, polar bears, panthers, tigers ---
15
2- Observation
AsTerminale
we can see from the list, most animals are at the top of the food chain; which necessary disorganizes nature.
A , English
In view of this, urgent solutions are required among other things :
- education and sensitization on the necessity of preserving those species responsible for natural balance.
Homework :Writing
Give the consequences of the climate changes on the environment.
Terminale A
Unit 8 : Food and Health
In this unit, we are going to focus on the relationship between food and health. As nobody ignores it, the food we eat or the beverages we
drink determine how healthy we are or we will be. We will define the terms food and health, present the lexis and study the related texts.
I-What do the terms ‘food’and‘health’mean?
1-An approach to the concept of food
Food is anything living creatures can eat or drink to be strong and live longer (la nourriture c’est tout ce que les créatures vivantes
mangent ou boivent pour être fortes et vivre plus longtemps.
There exists a lot of variety of foods: meat,fish,game (gibier), fruit, vegetables, poultry, cakes, milk and milk products, rice and cereals ,nuts
and different beverages (water,juice,beer ,wine, Champaign, soda--).
2- Vocabulary related to food
Activity1:Match the English word with its French meaning
English words 22- A peach French meanings - une laitue
1- A lamb 23- A nectarine -une languille - un paon
2- A sheep 24- A plum - une truite - un canard
3-A kid 25- A pumpkin - une crevette - une oie
4- A sow 26-A raspberry - un thon - une dinde
5- A calf 27- A quince - des huitres - haricot
6- A pig meat 28- A pineapple - un mouton - chou
7- A rabbit 29- A lettuce - une truie - épinard
8- A crab 30- A cauliflower -une baleine - oseille
9- A crayfish 31- bean - un saumon - poireau
10-A cod 32- Cabbage -un veau - du persil
11- An eel 33- French beans -un chevreau - haricots verts
12- A shrimp 34-A leek - une viande de porc - chenille
13-An
3- A approach
trout 35- Spinach
to the concept of health - un lapin -une tortue
14- A tuna 36- Sorrel - une citrouille - pamplemousse
15- A whale 37-parsley - une langouste - un coing
16- A shark 38- A tortoise - un requin - un crabe
17- A salmon 39- Caterpillar - une morue -une prune
18- Oysters 40-Duck - un agneau - un abricot
19- An apricot 41- A turkey - un brugnon -une pêche 16
20- grapefruit 42- A goose - un ananas - un chou-fleur
Terminale A , English
21- A blackberry 43- A peacock -framboise -une mûre
Correction of the vocabulary related to Food
1= un agneau ;2= un mouton ;3= un chevreau ;4= une truie ;5= veau ; 6= une viande de porc ;7= un lapin ; 8= un crabe ; 9= une
langouste ;10= une morue ;11= une languille ;12= une crevette ;13= une truite ;14= un thon ; 15= une baleine ; 16= un requin ;17= un
saumon ;18= des huitres19= un abricot ; 20= pamplemousse ; 21= une mûre ; 22= une pêche ; 23= un brugnon ; 24= une prune ; 25= une
citrouille ; 26= une framboise ; 27= un coing ; 28= un ananas ; 29= une laitue 30= un chou- fleur ; 31= haricot ; 32= chou ; 33= haricots verts ;
34= un poireau ; 35= épinard36= oseille ; 37= du persil ; 38= une tortue ; 39= chenille ; 40= canard ; 41= une dinde ; 42= une oie ; 43= un
paon.

3- An approach to the concept of Health

a-Definition
Health is the condition of the body. That condition can be good or bad. We, then, talk about good health or ill health.(la santé c’est l’état
dans lequel se trouve l’organisme. Cet état peut être bon ou mauvais. On parle alors de bonne ou mauvaise santé).
In this unit , we are reviewing a few words related to health in general, A.I.D.S. and Malaria
b- A few words related to health,AIDS and Malaria
Activity 2: Find the French meaning for the following English words
English words
1- To be in good health ; 2- To be in bad health ;3- A check- up ;4- To call in a doctor ; 5- A bout of fever; 6- A stuffed noise ;7- An injury;8-
to suffer from ; 9- A health center ,10- An emergency;11- First aid ; 12- A nurse : 13- A nursing staff ;14- To fall ill ;15- To have a relapse ;
16- vascular diseases ;17- A swelling; 18-Side effects ;19- a carrier 20- period of incubation ; 21-Sexual intercourse ; 22- A fairy, apansy ;
23-To indulge in sex ; 24- An S.T.D ; 25- A sheath / condom , 26- A blood test ; 27- To be HIV positive 28- To catch AIDS ; 29- HIV ; 30-
Immune system; 31- pimples ; 32-To weaken , 33- To destroy ; 34- white blood cells ; 35- antiretroviral ; 36- immunized against ; 37- skin
rash ; 38- mosquito- net ; 39- mosquito bite ; 40- malarial attack ; 41- anopheles ; 42- to get rid of ; 43- old tins ; 44- grasses
45- surrounding ; 46- blood test ; 47- severe diarrhea

French words

- faire une rechute - une urgence - souffrir de - centre médical- personnel soignant - un infirmier, une infirmière- tomber malade- être en
mauvaise santé- période d’incubation- être en bonne santé-faire venir un médecin - bilan de santé - une blessure- les premiers soins -un nez
bouché - un accès de fièvre- préservatif- s’adonner au sexe- un pédé - système immunitaire-V.I.H - globules blancs- détruire-une M.S.T -

17

Terminale A , English
piqûre de moustique- être séropositive- analyse de sang- accès palustre- se débarrasser de- contracter le SIDA -goutte épaisse-boutons-
antirétroviral- éruption cutanée – affaiblir- vieilles boites - diarrhée atroce-- moustiquaire - les herbes-environ -immunisée contre- anophèle-
rapports sexuels-un porteur-effets secondaires – maladies vasculaires- une enflure

Correction of the vocabulary related to health

1= être en bonne santé ; 2= être en mauvaise santé ;3= un bilan de santé ; 4= Faire venir un médecin5= un accès de fièvre ; 6= un nez
bouché ;7= une blessure ; 8= souffrir de ; 9= un centre médical 10= une urgence ; 11= les premiers soins ;12= un,e infirmier ,e ; 13=
personnel soignant ;14= tomber malade 15= faire une rechute ; 16= les maladies vasculaires 17= une enflure18= effets secondaires 19= un
porteur (virus) ;20= période d’incubation ; 21= rapport sexuel22= un pédé ; 23= s’adonner au sexe ; 24= une M.S.T ; 25= un préservatif :
26= une analyse de sang 27= être séropositive; 28= contracter le sida ; 29=V.I.H. ; 30= système immunitaire ; 31= boutons ;32= affaiblir ;
33= détruire ;34= globules blancs ;35= antirétroviral ; 36= immunisé(e) contre 37= éruption cutané ; 38=moustiquaire;39= piqûre de
moustiquaire ; 40= accès palustre ;41= anophèle ;42= se débarrasser de ;43= vieilles boites ; 44= des herbes ; 45= alentour, environ
46= goutte- épaisse ; 47= diarrhée atroce

II- The relationships between food and health

In most developing countries where imported food is unavoidable, it is not rare to hear a friend say ‘eat green’ (mange bio). The reason is that
that imported food is genetically modified and can raise havoc (cause damages) in any part of the body. In this way, we understand that the
food we eat has a direct impact on us. Indeed, the better we eat the healthier we are and the longer we will live. Whereas, the worse people eat,
the unhealthier they get and the quicker they die. Food and health are ineluctably connected and it is impossible to imagine life without any
good food.

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Terminale A , English
Terminale Asubject: English

Grammar structure: Quantifiers (Adverbs of quantity)

This lesson aims at making the distinction between the adverbs expressing a countable quantity and those expressing an uncountable one. As
usual, the following model sentences will help us grasp (saisir) that difference.

I- Observe,analyze and conclude

1- The church is overcrowded; I can see manycars in the yard.
2- The exam was so tough that only fewpupils passed it.
3- I admire Janet a lot, because she drinks muchwater.
4- There is a littlesalt in the kitchen; go and take it.
5-Do you need some tea every morning? - Yes, I need some.
6-I haven’t got any money by me.
7-Harrison has no difficulties in finding a job.
Analysis:
The underlined words are quantifiers or adverbs of quantity and they are followed bynouns..
Among the nouns, there are some that can be counted (cars and pupils) and others that we cannot count (water as a liquid and salt). The
countable nouns are all in the plural form while the uncountable are singular.

Conclusion:
a- Use ‘many’ (beaucoup) before a plural countable noun to show an important quantity.E.g.1
b- Use ‘few’ (peu de) or ‘a few’ (quelques) before a plural countable noun to show a reduced quantity E.g.2
c- ‘Much’ is used before a singular uncountable noun to express a great quantity.E.g.3
d- ‘Little’ (peu de) and ‘a little’ (un peu de) convey the idea of a reduced quantity before a singular uncountable noun. E.g. 4
e-‘Some’ is used in affirmative sentences or when we expect a positive answer. E.g. 5

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Terminale A , English
f-‘Any’ occurs in negative and interrogative sentences.E.g. 6.
g- ‘No ‘expresses the negation in affirmative sentences.E.g. 7

Note:
- ‘a lot of or lots of’’ can replace ‘Much and many’.
E.g.: He has already read many newspapers. (Many)
She drinks a lot of water. (Much)

Exercise 1: Fill in with “much, many, few, a few, little or a little”.

1- In the North part of Congo, there is ---------timber or wood.
2- Children should drink ---------- milk everyday a better growing.
3- Very --------- politicians are honest and fair nowadays.
4- As there are --------- people, it is better to start the meeting.
5- Only ------ athletes have come because of the weather.
6- Sorry! I just have -------- money left, I cannot help you.
7- Your son drinks ----------- milk that is why he has growth problems.
8- Don’t worry! I have ------- money. I can afford it.
9- ---- are called but only ----- are elected.
10- There is a bottle of coke in the fridge; you can have--------..

Exercise 2: Correct the mistake contained in each sentence

1- There are a little apples in the basket, everybody can have one.
2- His résumé is not rich; it does not interest few businesspersons.
3- This soup is too little salty, I cannot drink it.
4- A few boy were polite that is why I did not punish them.
5- Put a few ink in the box to avoid wasting it.
6- How many do you weigh?
7- Tell my sister to cook many rice for they will be much guests.
8- Give them the few coffee I bought yesterday from the supermarket.
9- Mum is very fruitful she has a few children.
10- They sat on a little chair thinking about many confidence the boss has put on him.
11- I would like you to drink any juice.

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Terminale A , English
12-Hopkins has not money to afford a new car.
13- He has not asked no questionat all.

Correction of the exercise1

1- In the North part of Congo, there is much timber or wood.

2- Children should drink much milk everyday a better growing.
3- Very few politicians are honest and fair nowadays.
4- As there are a few people, it is better to start the meeting.
5-Only few athletes have come because of the weather.
6- Sorry! I just have little money left; Icannot help you.
7- Your son drinks little milk that is why he has growth problems.
8- Don’t worry! I have much money. I can afford it.
9- Many are called but only few are elected.
10- There is a bottle of coke in the fridge, you can have a little in your glass..

Correction of the Exercise 2

1- There are a few apples in the basket; everybody can have one.
2- His résumé is not rich; it does not interest manybusinesspersons.
3- This soup is too much salty, I cannot drink it.
4- A few boys were polite that is why I did not punish them.
5- Put little ink in the box to avoid wasting it.

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Terminale A , English
6- How much do you weigh?
7- Tell my sister to cook much rice for they will be many guests.
8- Give them the little coffee I bought yesterday from the supermarket.
9- Mum is very fruitful she hasmany children.
10- They sat on a little chair thinking about much confidence the boss has put on him
11- I would like you to drink some juice.
12- Hopkins has no money to afford a new car.
13- He has not asked any question at all..

Terminale A
Grammar structure:Modals in use
--------------------------------------------
Models are used for many different purposes. To understand it, it is important to study the following cases:
Case 1:
-John can speak French and English, I heard him speak yesterday.
-Really? I did not know that he could. (Ability)

Case 2:
-He can use my pen, I have already finished.
-students may take up to six books a week? (Permission)

Case 3:
-Caesar said: ‘shall I lift it for you?’
-‘Shall we go to the cinema’, he kept on asking. (Offer and suggestion)

Case 4:
The sky is cloudy. It may / might rain now. (Probability/ possibility)

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Terminale A , English
Case 5;
You must carry on with your work today. (Necessity)
I have to go now.

Case 6:
I think he should /ought to see a doctor because he is coughing. (Advice/ moral obligation)

Conclusions:

1- ‘Can’ expresses ability. Use could for ability in the past.

Note: use ‘be able to’ in the future instead of can. Example: I will be able to cross the river swimming.

2-‘May’ and ‘can’ are used for asking and giving permission.
Note: use ‘be allowed to /be permitted to’ where may cannot be conjugated. Example: I will be allowed to go / I was allowed to go.
3-‘shall’ expresses offer or suggestion.
4-‘May’ or ‘might’ are also used for possibility or probability.
5-‘must’ expresses necessity, obligation. Replace must by ‘have to’ in the past and the future
Example: I had to leave the area or I will have to leave the area.
6-‘Should / ought to’ are for advice or moral obligation

Recap grid

N° modals functions equivalents past future

1 can Ability, permission Be able to Could, was/ were able to Will be able to
2 may Permission, probability Be allowed to /be permitted to Was/ were allowed/ permitted to Will be allowed to
3 shall Offer; suggestion -------- should ----------
4 might Permission, probability --------- might -----------
5 must Necessity, obligation Have to / be obliged to Had to Will have to
6 Should/ ought to Advice, moral obligation Have to Had to Will have to

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Terminale A , English
Note:might is for asking permission, not giving.

Exercise:1-Use the instructions given between brackets by filling in with can/could, my /might/ should or ought to, must.
a-Government--------provide villages with modern facilities such as roads,hospitals and electricity. (Moral obligation).
b-Authorities… give the population free food if they are too poor. (Eventuality/ probability).
c-Our government has much money. As such, it -------------- create jobs andbuild schools if it likes. (Ability)
d-North countries -----------not exploit developing countries. (Moral obligation).
e-Containment ----------- be applied everywhere to stop the corona virus propagation.(obligation)
f------------ I open the window and see the passers-by?(asking permission)
Homework : Use the future with ‘can, may and must’.
a-They cannot do it because they are busy now. Next week; they-------- do it because they will be free.
b-You may not drink alcohol here, it is a sacred place. However, you ------- drink if you stay outside.
c-We must protect the planet no matter what. The future generations………to defend the planet at all cost.
d- You ---------- to open your father’s room two weeks after his death by the family council tomorrow
e-I am still young and I find driving very difficult. When I am old I ----------- drive a very nice car.

Terminale A

Correction

Exercise 1 : let us use the instructions given to fill in the blanks

a-Governmentshould provide villages with modern facilities such as roads, hospitals and electricity.(Moral obligation).
b-Authoritiesmaygive the population free food if they are too poor. (Eventuality/ probability).
c-Our government has much money. As such, it cancreate jobs and build schools if it likes. (Ability)
d-North countries ought / shouldnot exploit developing countries. (Moral obligation).
e-Containment must be applied everywhere to stop the corona virus propagation.(obligation)
f- Might / could/ may I open the window and see the passers-by?(Asking permission)

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Terminale A , English
Terminale A

Text exploitation on food

Text: Better Health through Better Eating

More and more people believe that sound eating habits can improve their health and help them live longer. There is scientific evidence that the
risk of heart disease, cancer, obesity and liver problems for instance can be greatly reduced. A recently published 1,300 pages report makes the
following recommendations:
*limit fats and keep cholesterol consumption low. Eat more fish; poultry, lean meat and low fat milk products and cut back on fried and other
fatty foods such as pastries, fat meals and eggs.
*Eat fruit and vegetables daily. It’s the best source of vitamins and minerals. Rice, potatoes and pasta which are low in fats and good in
carbohydrates are good for you.
*Eat only a small amount of meat; in excess, it can be bad for you. An ounce of lean ground beef has got about 8 grams of proteins so that a
6oz (ounce) hamburger provides the daily ration of proteins of a 120 it(pound) a person.

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Terminale A , English
*Above all, stay away from junk foods such as cakes, sweets and soft drinks. They are made with flowers and sugar chemicals and are high in
fats. So are all fried foods and tinned meats. Also, remember that, coke, tea, coffee and alcohol can have bad effects.
So, start watching your diet. Don’t wait till you run into problems. A balanced diet will keep you healthy and full of energy.

A-Say True or False B- Answer these Questions

1-Sound eating habits restrain the risk of diseases. 1- How can we live longer according to the text?
2-Poultry is not recommended because it is the source of fatness.2-Why are junk foods dangerous?
3-The report encourages people to consume pastries.3-Are carbohydrates recommended. Why?
4-Meat is entirely forbidden because it is bad for us all4-Quote three diseases that can be fought by a balanced diet.

II-Linguistic competence
A-Vocabulary
Fill in with the appropriate words from the text.
1- Chickens, turkeys and ducks are part of-------------. 3- Crushed meat put in a tin becomes --------------- meat.
2- The organ where cirrhosis develops is the ----------- 4-We are -------------- when we have a balanced diet.

B-Grammar
1- Use ‘much, many, few or little’.
a-There is only ……………… coffee left in the cupc- The project was so interesting that it lures…businesspersons.
b-Due to the rain only……………pupils came to schoold-She does not have ……………confidence in herself..

2- Correct the mistakes

a- What may you like to order? c- Would you to like drinking something?
b- I should like ploughman’s lunch please d-Anything for your desert?

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Terminale A , English
III-Communicative competence
Fill in the conversation with appropriate questions.
A: Hello sir, may I help you?
B: With pleasure, I need the best of your specialties.
A: _______________1________________________?
B: I’d like chicken Biriyani, please.
A: _______________2_________________________?
B: I’ll have vegetable samosas for appetizers
A: _______________3_________________________?
B: Yes, I’d like a large soda, please.
A: _______________4__________________________?

B: Yes, I need fresh fruit salad please

IV- Writing
Show that sound eating habit favor good health.

Correction of the text on Better Health Through better Eating

A-Say True or False
1- True. 2- False 3- False 4- False
B- Answers to the questions
1- According to the text ,we can live longer by having sound eating habits.
2- Junk foods are dangerous because they are made with flowers and sugar chemicals and are high in fats.
3- Yes, they are. The text says: “Rice, potatoes and pasta which are low in fats and good in carbohydrates are good for you.
4- Three diseases that can be thought by a balanced diet are heart disease, cancer and obesity.
II- Linguistic competence
A-Vocabulary
1-poultry. 2- Liver 3-tinned meat. 4- Low fat meat

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Terminale A , English
B-Grammar
a-There is only little coffee left in the cup.c-She doesn’t have much confidence in herself.
b-Due to the rain only few pupils came to schoold-The project was so interesting that it lures many businessmen.

2- mistakes correction
a- What would you like to order? b- I would like ploughman’s lunch please.
c- Would you like drinking something? d-Anything for your dessert?

III-Communicative competence
A1: What would you like to order? A2: What will you have as appetizers?
A3: Would you like something to drink? A4: Do you want something for your dessert?

IV- Writing expression

Clues: in this subject, we have to show how sound eating habits help us be in good health.Here, we are going to emphasize on how certain
nutrients such as vitamins, proteins, minerals, water--- strengthen our body and make it healthy.Dans ce sujet, il faut montrer comment de
saines habitudes alimentaires contribuentà la bonne santé. Il faut montrer comment certains nutriments que nous obtenons en mangeant telles
que les vitamines, les protéines, les sels minéraux et l’eau fortifient l’organisme et le rendent en bonne santé.

Plan
Introduction
a- General context: Point out that food and health have a tight relationship.
b- Specific context: point out that the way we feed our body or the quality of the food we eat has either a positive or a negative impact on us.
c- Problematic: what do we mean by sound eating habits ? In what ways do they influence our health?

Body
1- Explanation of the terms sound eating habits
‘Sound eating habits ‘suppose a responsible behavior in the way of eating. It entails eating what the nutritionists recommend while respecting
the norms.
2-Arguments announcing sentence
Obviously, eating is an art; it obeys a certain number of rules if we want to live longer.

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Terminale A , English
3- Arguments
- Eating late at night is dangerous for health because it causes obesity, source of many evils.
- Consuming vitamins through fruits, vegetables and even fish is a source of strength as vitamins protect the body against diseases. For
example : vitamin A helps avoid blindness and vitamin c struggles against fever fatigueand influenza
- It is necessary to avoid eating fatty meats because they are the source of heart diseases as breathing becomes difficult with fatness.
Conclusion
Eating soundly is indeed a way to reinforce one’s chances to live longer and that is what we have shown in this essay. We should avoid eating
anything at any time to keep ourselves healthy. In this connection, I recommend people to adopt sound eating habits.

.Homework : writing
Give the negative impact of food on the body.(150-200 words)

Language function: Giving advice

---------------------------------------

Let us study the following situations

Situation 1: Your brother is suffering from a toothache. He is just taking some tablets by himself to soothe
his pain. What can you tell him?

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Terminale A , English
Answers : - you should go to see a dentist.

-you had better see a doctor.

Situation 2: your best friend refuses to use the protection measures against coronavirus propagation

Advise him/

Piece of advice : -If I were you, I would apply those measures.

- Why don’t you use those protective measures?

Conclusion
There are many different ways to give advice to people :
-You should -------- -If I were ---------
-had better ---------- -Why don’t you ------

Exercise : Use a different expression to give a piece of advice to the people in the following cases

1-He never like to eat healthy food such as vegetable.

2-Your sister does not follow medical instructions.

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Terminale A , English
3-John rarely brushes his teeth before sleeping.

4-Grandmother does not wash her hands before eating.

Terminale A subject: English

Text exploitation
Section one: reading comprehension
B- Health

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Terminale A , English
Text: AIDS: the Facts
Acquired immunodeficiency Syndrome (AIDS) is the last stage of infection with the Human Immunodeficiency Virus (HIV) .Normally the
white blood cells in the body fight infection. H.I.V attacks and destroyed white blood cells, meaning that people lose their ability to fight
certain diseases such as tuberculosis, pneumonia and those which attack the brain: these can lead to nervous and psychiatric problems.

The virus, once acquired, can produce symptoms of AIDS as early as two years from the time of infection. On the other hand it can take ten
years from them to appear. The symptoms of the infection are variable and complex. During the first few weeks following the acquisition of
infection, some people experience fever, enlarged glands, skin rash and coughing. As the immune system weakens, the fever worsens; there is
persistent diarrhea, severe weight loss, fatigue and loss of appetite.

No drug or therapy has been produced that can cure HIV infection. Since HIV and AIDS cannot be cured, the prevention of the transmission
of the disease is the most important strategy to stop its spreading.
There are only three ways of transmitting the disease:
1-Through sexual intercourse in any form.
2- From exposure to blood, as from blood transfusion, the use of contaminated syringes and needles.
3-From an infected mother to her baby before or shortly after birth.

So what can people do to protect themselves against infection? Obviously, being careful about the choice of sexual partners is the most
important factor, and the routine correct use of the condom is the best method of preventing HIV transmission currently available. Trying to
control what blood you would receive in transfusions is another way of helping to stop infection through blood products. Insist that you or
your family members only receive ‘clean blood’. Also, check that you always have injections with new syringes and needles, not one that has
been used on other people. Other dangerous practices include ear piercing, circumcision and scarification carried out with non- sterile
instruments.

The single most important factor is that people, and especially adolescents are educated about the danger. One problem is that in many culture,
adolescents are attracted to ‘risky’ behavior, and cannot appreciate the consequences of careless behavior until it is too late.

From AIDS and Family Planning, WHO, May, 1990.

A- Say True or False

1-Someone suffering from AIDS might appear mentally disturbed.

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Terminale A , English
2-You cannot get AIDS from oral sex.
3-AIDS could be gotten when a girl is having holes put in for earrings
4-An adolescent could catch AIDS during his/her first sexual contact.

B-Answer the following questions

1-What is the role of the white blood cells in the body?
2-What happens when HIV attacks these white blood cells?
3-What are the early symptoms of AIDS?
4-What are the later symptoms?
5-Why are young people more at risk from AIDS than grown-ups.?

II- Linguistic competence

A- Vocabulary:
Find the English for these words in the text.
1-Globules Blancs;2-éruption cutané;
3-S’affaiblit ; 4-S’empire ;
5-perte de poids; 6-réalisées ;

7-juste après; 8-insouciant

III-Communicative competence
Ask a question on each underlined words
Frazier lost the match against Foremanlast January
1 2 3 4

IV- Writing

What are the main actions implemented in our country to fight AIDS? (150-200 Words)

Terminale A , subject : English

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Terminale A , English
Correction of the text on A.I.D.S.: the Facts
A- Say True or False
1- True 2- False 3- True 4- True.
B- Answer the following questions
1- The role of the white blood cells in the body is to fight infection.
2-When HIV attacks these white blood cells it destroys them and the individual loses the ability to fight to fight certain diseases.
3- The early symptoms of AIDS are: fever, enlarged glands, skin rash and coughing.
4- The later symptoms are: a worse fever, persistent diarrhea, severe weight loss, fatigue and loss of appetite.
5- Young people are more at risk from AIDS than grown-ups because they are attracted to ‘risky’ behavior, and cannot appreciate the
consequences of careless behavior until it is too late.
II- Linguistic competence
A- Vocabulary:
1- White blood cells 2- Skin rash 5- Weight loss 7- Shortly after
3- Weakens 4- Worsens 6- Carried out 8-Careless
III-Communicative competence
1- Who lost the match against Foreman last January?
2- What did Frazier lose against Foreman last January?
3- Against whom did Frazier lose the match last January?
4- When did Frazier lose the match against Foreman?

IV- Writing expression

Plan
Introduction
- General context: Quote the different sorts of diseases as health problems. Do not forget to mention AIDS in that list.
- Specific context: point out that the latter (AIDS) is topical by the fact that it is still breaking many lives throughout the world and in Congo
and no treatment is available to eradicate it.
- Problematic: We will say what the acronym AIDS stands for and mention the different actions carried out in Congo to fight it. (Indirect
style).

Body

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Terminale A , English
The acronym AIDS stands for Acquired Immunedeficiency Syndrome.
In our country, the cases have been recorded since 1983 and today lots of efforts are displayed to try to reduce the number of people who are
likely to contract AIDS. The government and the Nongovernmental organizations accomplish those efforts.
Arg1: The creation of the national council for fighting against AIDS crystallizes the government’s determination in struggling against it. This
technical organ implement thegovernment policies mainly in defining the framework and holding data at the national level.
Arg2: Information, education and sensitization are the leitmotiv used by this organ to restrain people pulses in our country. Together with
ACBF (Congolese association for family welfare) , condoms are shared ,fares organized and sexual education provided to the youth.
Arg3: Taking care of the sick people through the distribution of the antiretroviral without paying any coin is another action implemented by
the government.

Conclusion
Many efforts have been implemented to combat AIDS in our country. I think those measures should meet everybody’s agreement as this
incurable disease can strike at any time. It is to us to back up and perpetuate the sensitization that is an efficient means to struggle against it.

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Terminale A , English
Unit 9 : Transport and Tourism
This unit aimsto equip the learners with the necessary vocabulary on the means of transport in the one hand, and the language of tourism in the
other hand. Obviously, we are going to define the two terms before showing how it is impossible to talk about tourism without transport.

1- What is transport?
Means of locomotion used

Look! A (Pointe –noire)_________________________________________ Dolisie B ( train)

Tchikaya +freight (goods) _-------------------------------------------------- Hendel + freight
conclusion: Tchicaya and his freight leave point A towards point B by train.

 Transport is a system of movementaaaa² of people and goods from one place to another using any means of locomotion.

2- Vocabulary of transport
a-A few means of transport
Activity1: Find the English for the French words suggested below:
1- voiture6 -bicyclette11- train16- pirogue 21- fusée
2- camion 7- vespa12- métro 17-canot rapide 22- planeur
3- véhicule8- moto13- avion18- téléférique 23- TGV
4- fourgonnette 9- bus14- hélicoptère 19- paquebot 24- a horse
5- vélo10- taxi15-bateau 20- navire 25- a camel
b- A fewverbs and words related to transport
Activity 2: Find the French for the following English words; use the dictionary if necessary.
Verbs
1-to drive 5-to get off 9- to hitchhike 13- to travel 17- to take off 21- to tug
2-to pilot 6-to paddle 10- to sail 14- to sink 18- to crash 22- to derail
3-to pick up 7-to run in 11- to start up 15- to get on board 19- to hijack 23-to tank up
4-to get in 8-to take 12- to ride 16- to land 20- to embark 24- to call at

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Terminale A , English
Correction of the activity one
1= car; 2= lorry/ truck; 3= lorry/ truck; 4= van; 5= bike; 6= bicycle; 7= scooter 8= motorcycle; 9= bus; 10= taxi/ cab; 11= train; 12= subway /
underground; 13= plane;14= helicopter; 15= boat; 16= canoe; 17= inflatable boat; 18= cable car; 19= liner; 20= ship;21= rocket; 22= glider;
23= high speed train; 24= un cheval ; 25- un chameau

Correction of the activity two

1= conduire 9= faire de l’auto-stop 17= décoller

2=piloter 10= mettre le voile sur 18= s’écraser
3= prendre en voiture 11= démarrer 19= détourner (avion)
4= monter dans 12= rouler, chevaucher 20= embarquer
5= descendre 13= voyager 21= remorquer
6= pagailler 14= sombrer, chavirer (navire) 22=dérailler
7= roder 15= monter à bord 23= faire le plein

8= prendre 16= atterrir 24= faire escale à

Exercise : Test on vocabulary

1-Find the appropriate word from those studied above to fill in the sentences
a-Many Arabs use _________ to travel in deserts.
b-Where trains, cars and planes cannot reach, people use ---------------- to carry their goods.
c-Astronauts travel through space and discover other galaxies in -----------
d-If you want to reach Kinshasa quickly from Brazzaville beach, it is better to take --------------.
e-In developed countries, normal trains have progressively been replaced by ------------ or ------------- or else ---------------.
f-All along the Congo River, people fish in their ----------- and feed their families.

g-Lots of ----------- cross oceans with goods and get to different harbors where they are unloaded and sold to wholesalers.

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Terminale A , English
2-Choose the appropriate verb between parentheses to fill in the blanks

a-Titanic -------------- in the 1900s and caused the death of many passengers. (drowned, took off, sank).
b-When the journey is long, planes often ------------ in a country where all passengers refresh themselves before keeping on to the destination.
( pick up, call at , pilot )
c-Many trains ----------------- when the railroadsare used and the driver does not pay attention.(start up, tug in , derail)
d- After leaving the track and going high, everybody was relieved because the plane finally ----------- (rode , landed , took off).
f-In Europe and even here in Africa, people --------------------- when their cars break down or when they are tired after a long walk.
(Hijack, hitchhike, sail).
g-Terrorists or air pirates often ------------------ planes and threaten to crash them if their vindications are not taken seriously. ( get on board ,
tank up , hijack).

II- Tourism
1- what is tourism ?
Tourism is the fact to travel and visit exotic things or places for pleasure.
2- What can we visit?
Monuments, tombs, mausoleums, landscapes (paysages), falls (chutes), towers, bridges, pyramids, natural reserves, luxury hotels----.
Tourism is not possible without hotels or good housing conditions.
3- Touristic places in Congo-Brazzaville
Activity : Draw up the list of different places we can visit in Congo - Brazzaville.
Savorgnan De Brazza Memorial, Marien Ngouabi’s mausoleum, loufoulakari falls, Odzala natural reserve, Konkouati and Nouabalé Ndoki
natural reserves, Tele Lake, Nabemba mountain ,Diosso gorges ---
4- A few words connected to tourism
Activity: Find the French for these words
1- mass tourism 10- to meet the tourist demand 19- to pitch a tent
2- the tourist office 11- to book 20- a tourist guide
3- a travel agency 12- to confirm a booking 21- to put up at a hotel
4- a travel brochure 13- to pack one’s bags 22- hostel
5- a tour operator 14- packed with tourists 23- to stay overnight
6- a package tour 15- to lure 24- to find accommodation
7- to go sightseeing 16- to rent a car 25- a deposit 38
8- to tour a country 17- a seaside resort 26- to purchase a ticket
9- the peakAtourist
Terminale season
, English 18- suntanned/sun burnt 27- unknown lands
Correction of a few words connected to Tourism
1- tourisme de masse 15-attirer
2- l’office du tourisme 16 -louer une voiture
3- agence de voyage 17- une station balnéaire
4-un dépliant touristique 18- bronzé
5- un voyagiste 19- planter une tente
6- un voyage organisé 20- un guide touristique
7- faire du tourisme 21- descendre dans un hôtel
8- visiter un pays 22- auberge
9- la haute saison touristique 23- rester toute la nuit
10-répondre à la demande des touristes 24- trouver un logement
11- réserver 25- une caution
12- confirmer une réservation 26- acheter un ticket
13- faire ses bagages 27- terres inconnues
14- bondé de touristes

5- Relationship between transport and tourism

Tourism widely depends on how accessibility to different sites is possible. Tourism means travelling, travelling entails an adequate road
system, available planes, and trains by which tourists can easily move. That is why; it is a dream to talk about tourism booming if the
transportation system is old and unpleasing. Both are interrelated; they are inseparable.

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Terminale A , English
Grammar structure: Passive Voice
--------------------------------------
The ultimate goal sought in this lesson is turning up active sentences into passive ones. For that, the mastery of tenses is the prior condition.
The student is invited to internalize the structures we are going to deduce through a series of questions and answers as a technique chosen in
presenting this lesson.

I-Answer these questions and deduce the different structures (Répondez à ces questions et déduisez les structures).
1- Is that mango eaten by Paul?
- No, that mangois not eatenbyPaul; itiseatenbyTom.
o aux pp a s o aux pp a s -------Present
2- Are the shops closed by the wholesalers? Simple
- Yes, the shopsareclosedbythe wholesalers.
o aux pp a s
o= object (c.o.d); aux= auxiliary; pp= past participle; a= agent (complément d’agent) ;
s= subject
Deduction 1( Simple present)
To form the passive voice in the simple present we have:
O +aux (am /is / are) +pp +by +S E.g. 1&2
----------------
3- Is the boy being beaten by him?
----------- Present
- Certainly, the boyis being beatenbyhim.continuous
O aux being +pp a s
4- Are some mushrooms being picked up by the boys?
- Naturally, some mushroomsare being picked up bythe boys.
O aux+ being +PP + by +s

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Terminale A , English
Deduction 2( present continuous)
In the present continuous the passive voice structure is:
O + am/is / are +being +pp +by +S E.g.3&4
------------------
5- Who killed Osama Ben Laden? Was he killed by the French?
-No, Osama Ben Ladenwaskilledbythe Americans. ----Simple
O aux pp a s past
6- What happened on March 4, 2012 in Brazzaville?
- Many houses and livesweredestroyedbythe explosion.
O aux pp a s
Deduction 3 (Simple past/ Preterit simple)
O +was /were +pp + by + S E.g. 5 &6
--------
7- Who has cleaned the board?
- It’s John, the boardhas beencleanedbyJohn. Present
O+ aux pp + a + s perfect simple
Deduction 4 ( Present perfect simple)
O + has / have been +pp +by +s
-------------
II- Modals in the passive voice
Study this situation
1- There are many comfortable and cheap cars on sale this morning.
- I’m sure when I’m back this evening, they will all be bought ( I suppose by other people).
They = object (replaces cars); will (modal auxiliary in future); be (auxiliary); bought (past participle of to buy).
Theywill all bebought by ---- (this sentence is passive)
O modal aux pp
Conclusion
Use the following structure to form the passive voice with modals:
O+ modal +be +pp +by + S

The different modal verbs are: ought to; should, must, can, will, would, may, might, shall.

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Terminale A , English
Example: The army can be attacked by the rebels.

III- Imperative mood in the passive voice

Observe
Call Paul --------------------------- Paul should be called.
Write the instructions here. ----- The instructions must be written here.
Conclusion
In imperative must or should are inserted because they convey orders or moral obligation.
The structure is: o+ must / should + be +pp

Note:
- Do not use the agent ‘by’ when someone, somebody, anyone, anybody, everyone or everybody are used as subject.
Example:
Someone is knocking at the door ----- The door is being knocked at.

- Certain verbs have a double passive; in this case, the direct and the indirect objects (d.o and i.o) can be used to form the passive voice.

Example: She offered hima present (active voice)

i.o d.o
He was offered a present (first possibility)
A present was offered to him by her. (Second possibility).

Exercise: Turn into the passive voice

1- Sex, drugs and alcohol are destroying many lives these days.
2- They called her the smartest girl in the group.
3- The government has closed the non-legal bakeries in Congo.
4- The supervisor leveled harsh criticisms on the documents.

42

Terminale A , English
5- They often cut off trees and clear off forests ruthlessly.
6- At this pace, they will extinguish many animal species.
7- Are the husky dogs eating the delicious meat I cooked?
8- Hang those criminals.
9- Did the boss reveal the secret to his wife?
10- The researchers will surely publish the new school curricula as promised.
11- Do not invite the unworthy and unwise.
12- Does the expert hold a lecture on the issue?
13- Everyone learnt the trick with much interest.
14- I should knock him down if he continued.
15- Lincoln toured the world in search for quality oysters.
16- The children in this area often behold the flying team of multi colored birds in evening.
17- They have locked up all the gates waiting for the intruders to break in.
18- Mum has made me a delicious birthday cake. (Give the two possibilities).

Passive Voice
Correction of the Exercise on the passive voice
1- Many lives are being destroyed by sex, drugs and alcohol these days.
2- She was called the smartest girl in the group by them.
3- The non-legal bakeries have been closed by the government in Congo.
4- Harsh criticisms were leveled on the documents by the supervisor.
5- Trees are often cut off and forests cleared off ruthlessly by them.
6- At this pace, many animal species will be extinguished them.
7- Is the delicious meat I cooked being eaten by the husky dogs?
8- Those criminals should be hung.
9- Was the secret revealed by the boss to his wife?
10-The new school curricula will surely be published by the researchers as promised.
11-The unworthy and unwise should not be invited.
12- Is a lecture held on the issue by the expert?
13- The trick was learnt with much interest.

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Terminale A , English
14- He should be knocked down by me if he continued.
15- The world was toured by Lincoln in search for quality oysters.
16- The flying team of multi colored birds are often beheld in evening by the children in this area.
17- All the gates have been locked up by them waiting for the intruders to break in.
18- A delicious birthday cake has been made for me by mum.
I have been made a delicious birthday cake.

Terminale A
Grammar structure: Asking and giving direction
-------------------------------------------------

Activity1:The city’s landmarks

-The memorial -Kintele stadium
-The post office -The railway station
-Nabemba tower -Marien Ngouabi’s museum
-Massamba Debat stadium -The national Television

Conversation
Tim: excuse me, can you tell me where the post office is?

Hopkins: come on, I will show you. Go straight, turn right on Boulevard Sassou –Nguesso , then walk for 2 minutes and the post office is next
to BPC bank.

Tim: first, I go straight, then I turn right, finally I walk for two minutes and the post office is next to the bank.
I see, thank you very much.
Hopkins: you are welcome.

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Terminale A , English
 Asking direction, we can say:
-Excuse me, can you tell me where the ---------- is?
-Could you show me the way to ------------?
-how can I get to the -------------?
-Where is the ------------?
- Which way is the --------?

Giving direction
There many ways to give directions: (prepositions of) places
-Go straight; near ; next to; close to; after the --;in the middle of --; opposite the --
-keep straight;places: at the corner; at the intersection; on your right / left.
-turn right/ left;
-walk for twominutes/ walk one block ----

Terminale A
Exercise: use this imagery map to ask and give direction (oral practice)

Choose a position and ask students by pair to practice.

R
Gibbon avenue

drugstore
shop clinic restaurant temple
hospital

zoo bank Music hall stadium university

cinema

45

Terminale A , English
 O
D
Theme park M r
hotel B a
Police station supermarket l
e k
casino A butchery Fred avenue o
n e
r
N d
Mac Arthur avenue s
s t
S t s
r
r e t
T e r
e
e e e
R t PEACE AVENUE e
t
t
E

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Terminale A , English
Terminale A subject : English

Grammar structure: Indirect questions

----------------------------------------------------
Let us have a look at this conversation:

Serena: Excuse me, could you tell me where the nearest bus stop is?

The passer-by: certainly. It is along that road on the right.

Serena: Thanks. Do you know ifthere is a supermarket near here?

The passer-by: Yes, there is one next to the bus stop/

Serena: Thank you very much for your help.

The passer- by: you are welcome.

Analysis:
The following expressions : ‘ could you tell me where the nearest bus stop is’ and ‘Do you know if there is a supermarket near here e’
are indirect questions. We use those questions to be more polite when we ask for help.
Indirect questions start with auxiliaries such as: can / could / will / should you --- or Do / did / does you know if ----
They end with a wh clause statement.

Direct question : where is the nearest bus stop?

Indirect question: Could you tell me / where the nearest bus stop is?
The auxiliary part (the phase) (wh) clause statement (no inversion between the subject and the verb)

Do you know if / there is a supermarket near here? (Not do you know if is there a supermarket)
The auxiliary part (the phrase) (The positive sentence)

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Terminale A , English
Exercise:Turn these direct questions into indirect questions. Use these prompts can /could you tell me ( if ),or do you know if ( auxiliary
questions)
Example 1: Can you tell me what your name is?
1-What is your name?
2-Where can you build your house?
3-When must it be done?
4-Is the restaurant closing at 6 p.m.
5-How much did these apples cost?
6-How long does the session last?
7-Why was the meeting postponed?
8-Was the teacher late yesterday?
9-Has Maria been there recently?
10-Did dad cook well last week?

Correction
2-Could you tell me where you can build your house? 3-Can you tell me when it must be done? 4- Do you know if the restaurant isclosing at
6 p.m. 5- Could you tell me how much these apples cost? 6-can you tell me how long the session lasts? 7-Do you know why the meeting was
postponed? 8-Do you know if the teacher was late yesterday? 9-Can you tell me if Maria has been there recently?
10-Do you know if dad cooked well last week?

Homework:Find the mistake in each question below and then suggest a correction.
1-Do you know if did she go out last night?
2-Can you tell John where will the meeting take place.
3-Could you tell us what did they do on holidays?
4-Do you know if had there been a music festival in Rio de Janeiro?
5-Can you tell them why were we late for the prayer.
6-Do you know how long should the treatment take.
7-Could you tell me how can I get to the famous hotel in the area?

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Terminale A , English
Terminale A Subject: English

Text study on Transport

Section one: reading comprehension

Text study on transport

Text: Road Vehicles: Workhorses of the Economy
Some experts refer to roads as the ‘arteries of development’. In the same way the vehicles which use the way must be regarded as the red
corpuscles which carry the oxygen to the system. Just as a good supply of health, red corpuscles are needed to keep the body in good
conditions; similarly, the general economic health of a nation will depend on the availability and efficiency of road vehicles. This statement is
true for all countries, but particularly right to developing countries where other transport infrastructures, notably railways, are often inadequate
or non- existent.

Aircrafts and trains all play their part, where the infrastructure is available but the cost is sometimes high. Most freight is transported thanks to
them. However, roads vehicles carry almost the largest proportion of total freight movements. Road passengers overpass easily all other modes
of transport combined. Road transport is significantly more flexible than other modes of transport, even where the infrastructure is poor.

Indeed, robust vehicles can reach certain areas without any infrastructure at all. For example, when a road is bad, four wheel driving cars and
lorries, will often be able to pass without any problem. Catastrophe on the railway, or the airport runway eliminates movement altogether until
repairs can be affected. This is why, throughout the world, roads are the principal element of the transport network, reaching places which will
always be inaccessible to planes and trains. That is to say, lorries, buses and other commercial vehicles have become the workhorses of
developing countries.

Deborah Sparks, the Courier, n°125, 1991.

A- Say True or False

1-The author assimilates road vehicles to red corpuscles.
2-Road vehicles favor economy only in developing countries.
3- Planes and trains can have access anywhere
4-Most goods are carried thanks to trains and planes.

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Terminale A , English
 B- Answer the following Questions
1- What comparison does the author make in the text?
2-Give the two main functions of road vehicles.
3-Why is road transport more flexible than the other modes?
4-How many means of transport are mentioned in the text?

Section two: linguistic competence

A- Vocabulary
Find the synonyms of the following words from the text:
Section
a-way;three: Communicative
b-trucks; c-goods; d-get competence
to ; e-railroad.
Complete the following conversation with the missing parts.
A: B-
What a terrible day! Buses drivers do not want to go my way.
Grammar
B- 1-Ask
How sad! If I were
a question in you, I wouldusing
the passive thinkthe
of another way to
words given in get
the home.
A:…………………1…………………………?
Tense indicated.
B: Example:
I would like youmy
Why/ to catch
tea/ bebus
/ton°304
drink/toPaul
shorten thesimple)
/. (Past distance.
A:…………………2…………………………?
-Why was my tea drunk by Paul?
B: a-/
YouI /can
be /get
to ittell
at /the next /bus
a story stop. simple )
( Present
A: b-/
…………………3…………………………?
The gate / be / to close / the janitor / ( present Perfect )
B: c-/
Go chains
straight,
of walk
mountains for five minutes
/ be and/ the
/to climb next bus
at dawn stop is opposite
/ alpinists/ the bank.
(Past continuous)
A: d-/
…………………
Why/ The houses 4………………………….
/ be / to destroy / the attorney general / (present continuous
B: Don’t mention it.
2- Correct the mistakes
Section IV: you
a- Could Writing
tell me where is the theme park?
Give the importance of transport
b- Some litchis is being in athe
eaten by country’s development. (150-200 words)
boys now.
c- We shall been translated to high places.
d- Tell Johnson how can he get to the zoo

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Terminale A , English
Correction of the text on Road Vehicles
Section one: Reading comprehension
A- Say True or False
1- True 2- False 3- False 4- False.
B- Answer the following Questions
1-The author compares the road vehicles to the red corpuscles.
2-The two main functions of road vehicles are: to carry passengers and freight or goods.
3-Road transport is more flexible than the other modes because robust vehicles can reach certain areas
without any infrastructure at all.
4- Three means, of transport are mentioned in the text: vehicles, trains and planes.

Section two: linguistic competence

A- Vocabulary
a-road; b-lorries; c-freight; d-reach ; e-railway.
B- Grammar
1- questions in the passive
a- Am I told a story?
b- Has the gate been closed by the janitor?
c- Were chains of mountains being climbed at dawn by alpinists?
d-Why are the houses being destroyed by the attorney general?
2- Correction of the mistakes
a- Could you tell me where the theme park is?
b- Some litchis are being eaten by the boys now.
c- We shall be translated to high places.
d- Tell Johnson how he can get to the zoo.

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Terminale A , English
Section three: Communicative competence
A1: What bus would you like me to catch?
A2: Where can I get it?
A3: How can I get to the next bus stop?
Could you tell me the way to the next bus stop?
A4: Thank you

Section IV : Writing
Directions
This subject asks us to show the role of transport in the process of development. The methodology is the same.
Here are a few arguments
Arg1: Transport favors the free circulation of people and goods. It is indeed a determinant element without which no development is possible.
Arg2: Transport is tightly associated with tourism. Both economic sectors generate important incomes that necessarily boost up the country
towards development. Example, countries like Kenya, Egypt
And Tunisia widely depend on touristic receipts and their economies are among the strongest in Africa.
Arg3: Transport and development are inseparable.

52

Terminale A , English
Terminale A Subject: English

Text Exploitation on tourism

Text: Tourism in Africa
Tourism is one of the largest and fastest growing sectors of the world economy, and tourism in Africa is ripe for development, the report notes.
Africa’s mountains, savannahs and rivers and cultural events such as music, dance and festivals are far above the natural assets found in the
regions, says Lain Christie, one of the report’s co- authors “ with these natural attributes, tourism can play an important role in development”.
But to do so, it must be integrated into each country’s economy and government structure and be seen as a benefit by everyone, from the
president to the ministers and the general population”.
Tourism in Africa show how Botswana, Cape Verde, Namibia South Africa, and Tanzania have among other countries have high potential
for tourism expansion over the next five years, and argues that many of the South Saharan African countries( SSA) are on the verge of
tourism success.
For example, the number of tourists arriving in SSA has grown over 300% since 1990, with 2012 marking a high of 33,8 million of tourists
who visited the region. Income generated by tourism has also climbed. Receipts from hotels, tours and other attractions in 2012 amounted to
over U.S dollar 36 billion.
This boost in tourism is occurring just as economic growth is exploding across the African continent. As a result of the recent economic good
health in SSA countries, global hotels chains are poised to spend hundreds of millions of dollars in Africa over the coming years to meet
rising demand from both international tourists and the continent’s own fast- growing middle- class.
At the same time the expansion of tourism in Africa faces the numbers of obstacles. Issues such as land ownership and availability are central
to business and tourism development. Other constraints such as access to finance for investors, taxes on tourism investments, lack of security
and high criminality, and bureaucratic processes are what sometimes hinder the booming of tourism in Africa.

A New World Bank Report “Tourism in Africa”, Washington, October 3, 2013.

A- Choose the correct answer between a, b, c, or d.

1- Tourism in Africa is: a- a brake to development, b-associated with development; c-a threat to peace; d-nothing at all.
2- The number of tourists in Africa is: a-stagnating; b-falling; c-growing; d-dwindling.
3-Tourism explosion is possible if: a-we incorporate it into economy; b-we neglect it; c-we ban it; d-we disregard it.
4-Receipts from hotels have: a-decreased; b-stagnated; c-gone high; d-disappeared.

B-Answer the following questions

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Terminale A , English
 1-What are the natural factors that can 3-Is tourism associated with development? Justify.
favor tourism in Africa? 4-What are the obstacles that hinder tourism from growing?
2-Give the figures showing how fruitful is tourism in
Africa.
Section two: linguistic competence Section Three: Communicative Competence
A- Vocabulary Match the utterance in part A with its suitable ending in part B
Find the synonyms of the following words from the Part A
text: 1-Hello, may I have your passport please?
a-mature; b-ready; c-advantage; d-the head of the state. 2- I see, what kind of visa do you have?
B- Grammar 3- Where are you heading for?
1-Turn into the passive voice 4-How long will you stay?
a-Call the nurse as quickly as possible. 5-Do you have any alcohol or valuable to declare?
b-At this pace, she will overpass us all. 6- Do you have some currency to change?
c-Somebody had knocked him out. 7- How would you like your money?
d-The servant showed them into the room. 8- Enjoy your stay

2- Correct the mistakes (revision) Part B

a-Tell Sethe to serve food as soon as she will arrive a-100,000 cfa in 20 notes and the rest in tens
tomorrow. b- For three months.
b- It is for the first time he sees it. c- California, Washington and Oklahoma.
c-It was for the first time the dog ran away from home. d- No, not at all.
d-The clouds were getting more and more dark. e-Thank you
e-My sister is becoming beautifuler and beautifuler. f-A tourist one
g-Here it is and here’s my visa
h-Yes, I need change some cfa in the USA currency.

Section four:Writing expression

Prove that tourism canbring development in a country .( 150-200 words)

54

Terminale A , English
Terminale A subject: English
Correction of the text on Tourism in Africa
A- Let’s choose the correct answer between a, b, c, or d.
1- b; 2- c ; 3- a ; 4- c

B-Answers to the questions B- Grammar

1-The natural factors that can favor tourism in Africa are: mountains, 1-Turn into the passive voice
savannahs and rivers. a-Call the nurse as quickly as possible.
2-The figures showing how fruitful is tourism in Africa are: 36 billion b-At this pace, she will overpass us all.
U.S dollar, 300%. c-Somebody had knocked him out.
3-Yes, it is. The text says: “Income generated by tourism has also d-The servant showed them into the room.
climbed. Receipts from hotels, tours and other attractions in 2012 2- Mistakescorrection
amounted to over U.S dollar 36 billion”. a-Tell Sethe to serve food as soon as she arrives
4- The obstacles that hinder tourism from growing are: land ownership tomorrow.
and availability constraints such as access to finance for investors, taxes b- It is for the first time he has seen it.
on tourism investments, lack of security and high criminality. c-It was for the first time the dog had run away from
Section two: linguistic competence home.
A- Vocabulary d-The clouds were getting darker and darker.
a-mature; b-ready; c-advantage; d-the head of the state. e-My sister is becoming more and more beautiful.
Section Three: Communicative Competence
1--- g 2--- f 3--- c 4--- b 5--- d 6--- h
7----a 8----e

Section four:Writing expression

Prove that tourism can bring development in a country ( 150-200 words)
Directions

55

Terminale A , English
As in the preceding subject, the learner is asked to show the relationships between tourism and development. In other terms, he has to show the contribution
of tourism in development. The plan to follow is simple
Introduction
- General context: talk about the relationships between transport and tourism
- Specific context: talk about tourism as a sector of activities that is in full swing.
- Problematic: -What is tourism? - How can it contribute to a country’s development?
Body
1- Definition of the term tourism
See the lesson.

2- Arguments announcing sentence

It is clear from the definition that tourism can boost up development for the following reasons.
3- Arguments
- Tourism is an economic activity in the same way as agriculture, raw material exploitation, and husbandry. As such, it does contribute to economy
booming.
- Through tourism, other sectors of activities such as transport, housing and customs make significant receipts which participate in the increase of the Gross
Domestic Product.
- Touristic activities favor exchanges in ideas and allow discovering other cultures and civilizations. It can be a source of mental revolution which is a
determinant factor in the development process.
Conclusion
- Summary of the body ( we have seen how tourism can participate in the development
- Opinion ( as far as I am concerned ,touristic activities is a secure and sure money making means in countries where touristic potential is important).
- Suggestion (In view of this I suggest our government to promote it as widely as they could).

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Terminale A , English