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DIRECTION DEPARTEMENTALE DES CEG L’ENTENTE
ENSEIGNEMENTS SECONDAIRE, TECHNIQUE ème

ET DE LA FORMATION PROFESSIONNELLE Agla, 12 Arr. Rue Petit à Petit 2
02BP1148- TEL.: 21301172
DU LITTORAL
COTONOU
Année scolaire: 2023-2024
EPREUVE : ANGLAIS CLASSE : 6ème DUREE: 1H30 COEF:1

COMPETENCES A EVALUER
I-/ Réagir à un texte ou support multimédia.
II-/ Produire un texte ou support multimédia de type et de fonction variés.
L’EPREUVE
I-/ La réaction à un message lu
A-/ Contexte: Chaque individu est issu d’une famille dont il est membre à part entière.
B-/ Support:
Text: My family.
My name’s Sagbo and I’m a student in form 1. I’m twelve and I have three elder sisters
and one brother. My sisters are Bineta, Houéfa and Fènou. My brother’s name is Zinsou. My
father, Mr Codjo is a policeman. He is 40. My mother Adjoua sells tomatoes at Hlazounto
market. She is 33 and is from Akassato. We live with our aunt Dansi. She is 36 and is a nurse
we are a large family. I like my family.
Unpublished
C-/Critères d’évaluation : Après avoir lu le texte, tu montreras que tu l’as bien compris en :
 reconnaissant des détails du texte ;
 en répondant à des questions posées sur le texte ;
 complétant le tableau ;
 choisissant des mots entre parenthèses pour remplacer les pointillés.
D-/Tâches:
Item 1: Write ‘‘True’’ or ‘‘False’’
1. Sagbo is a teacher.
2. Sagbo has three elder brothers.
3. Mr Codjo is fifty.
4. Adjoua is a market woman.
Item 2: Answer these questions based on the text.

1. How old is Sagbo ?
2. Who is Sagbo’s father ?
3. Where is Adjoua from ?
1
Item 3: Complete this table with correct information from the text.
Names Relationship Age Occupation
Aunt Nurse
Codjo 40
Adjoua 33
Item 4 : Choose the correct answer.

1. Sagbo ________________ three is sisters. (have, hase, has)
2. _________________ mother is Adjoua. (Houéfa, Houefa’s)
3. 22 : 48. It’s twelve ______________ eleven PM. (past, to, o’clock)
4. We watch TV with our_____________________________. (hands, eyes, head)
II-/ La production d’un texte ou support de type particulier
A-/ Contexte : Comme Sagbo dans le texte, tu as aussi une famille qui comporte plusieurs
membres.
B-/ Critères d’évaluation: Tu monteras ta compétence à écrire un paragraphe en:

 respectant le contexte et la logique interne ;
 complétant avec les mots appropriés ;
 recopiant le paragraphe ;
 soulignant les mots complétés.
C-/ Tâche
Writing: Copy and complete this paragraph with: family, cousins, in front of, secretary,
father, uncle.
My name’s Afia. My mother is a …………….. and my ………. is a doctor. I live

with my ……….. and his sons who are my………….. We go to the same school. In our
classroom the teacher is often ………… the students. I like my…………..
2
02BP1148- TEL.: 21301172
DU LITTORAL
COTONOU
EPREUVE : ANGLAIS CLASSE : 5ème DUREE: 1H30 COEF:1

I-/ Réagir à un texte ou support multimédia
II-/ Produire un texte ou support multimédia de type particulier
L’épreuve
I-/ La réaction à un texte ou support multimédia
A-/ Contexte : La vie au village est une vie merveilleuse et très intéressante. On y voit tout et
on s’instruit beaucoup. Il faut s’y rendre pour en savoir plus.
B-/ Support
Text: Village life
My village is Tanta. It is so far from the town. The population is about two hundred
inhabitants. It is a quiet and attractive place near the river. The inhabitants always use this
water for cooking. We never get tap Water.
In my village, there are farmers, fishermen, hunters and traditional doctors, but there
are also teachers for the primary school. We can sometimes see some students who are going
to school without shoes. During the rainy season, farmers grow cassava, maize, groundnuts,
beans and tomatoes. Fishermen catch fishes with their fishing nets. They sell their products in
the small market. Hunters hunt animals with guns, spears, bows and arrows in the forest. My
mother often cooks dinner with meat. We usually eat in family natural foods and often listen
to grandmother’s stories at the village place. At night we sleep early because there is no
electricity.
Unpublished
C-/ Critères d’évaluation : Après avoir lu le texte, tu montreras que tu l’as compris en :
 reconnaissant les détails du texte ;

 exprimant tes appréciations personnelles sur le texte ;
 associant les éléments à leur correspondants ;
 choisissant les réponses justes dans les parenthèses.
3
D-/ Tâches
Item 1: Write ‘True’ or ‘False’ for these statements according to the text.
1- The population in the village is less than three hundred inhabitants.

2- In the village, there are farmers, fishermen and hunters.
3- During the rainy season farmers don’t grow agricultural products.
4- At night, the villagers sleep early because there is electricity.
Item 2: Answer these questions based on the text.
1- What are the people of Tanta?

2- What do fishermen use to catch fishes?
3- Is there any secondary school in the village of Kpodji?
Item 3: Match the words in column A to their corresponding elements in column B. (Write numbers and letters
only)
Column A Column B
1-Farmer a- desk, bench
2- Fishermen b- arrow, gun, spear
3-A hunter c- maize, groundnuts, beans and tomatoes
4- Carpenter d-get fish from the river
Item 4: Choose the correct answer to complete these sentences.
1- Villagers …,………… get tap water. (always, never, ever).

2- Spear is as dangerous…….. gun. (less, as, than)
3- Kpodji is……………. quiet than Cotonou.(less, as, to)
4- Village people……….. electricity. (don’t use, do use, doesn’t use)
II-/La production d’un texte ou support de type particulier.
A-/ Contexte : Tu as, une fois, passé tes vacances au village et tu t’es imprégné de la vie que mènent les habitants
de ce milieu.
B-/ Critères d’évaluation : Tu montreras ta compétence à produire un paragraphe cohérent en Anglais en:
 recopiant le passage ci-dessous ;
 comblant les pointillés par les mots proposés ;
 soulignant les mots utilisés
C-/ Tâche
Writing: Copy and complete this paragraph with: spears; river; cassava; electricity; agricultural
At Tanta, people have no………….. and they use traditional lamps. They have no tap water and drink water
from the ………………. During the rainy season farmers grow…………… products like maize groundnuts. Hunters hunt
animals with guns, bowls and …………….. At night, people sleep early because they have no ………..
4
02BP1148- TEL.: 21301172
DU LITTORAL
COTONOU
EPREUVE : ANGLAIS CLASSE : 4ème DUREE: 2H COEF:2

L’EPREUVE
A-/ Contexte : Les moyens de communication ont évolué dans le temps et dans l’espace.
B-/ Support:
Text :
A long time ago, Africans communicated with the traditional means of
communication. Town criers passed the message from a king or a chief to their people.
Means of communication have greatly developed. So, people use modern means of
communication today. Among these means, we can cite the letter, the telegram, the cell
phone, the radio, the television, the computer, the internet, etc…
The cell phone is so common nowadays. It is a good invention that helps society gain time
and solve problems at distance. Millions of businessmen use cellular phones every day. What
a useful tool it is! But, like any technological invention, it has its disadvantages: people use
it to tell lies to their friends; it makes drivers cause accidents; radiation increases risks of
cancer; there is finally the question of theft.
Computers linked one to the others are called Internet. A lot of people use Internet
because of its advantages: schools, universities, banks, lawyers, research laboratories,
politicians… use it to communicate and collaborate. Beside these advantages of the Internet,
it also has its negative aspects. There are for example, cyber frauds, cyber terrorism, cyber
criminalities.
Slightly adapted from student’s book 4ème
Vocabulary: to tell lies : dire des mensonges; theft : vol;

beside : à côté de ; advantages : avantages
C-/ Critères d’évaluation: Tu montreras ta compétence à réagir à un texte en :
 donnant des appréciations sur le texte ;
 faisant usage de certaines structures grammaticales ou fonctions ;
 écrivant la forme correcte de certains mots.
5
D-/ Tâches
Item 1: Answer by Right or Wrong
1- The computer and cell phone are modern means of communication.
2- Cell phone is common nowadays.
3- Many people use cellular every day.
4- Internet is a group of connected computers.
Item 2: Answer these questions on the text

1- Sort out from the text the traditional means of communication.
2- What are the advantages of the cell phone?
3- Why do many people use internet?
Item 3: Find from the text the opposites of these words

1- Modern (paragraph 1)
2- Businesswomen (Paragraph 2)
3- Decreases (Paragraph 2)
4- Positive (Paragraph 3)
Item 4: Use the correct forms of the words in brackets.
1- If my father gave me a cell phone, I (call) him instantly.
2- Cossi works at the (industry) zone of Glo-Djigbé
3- If Birath (to have) a computer, he would make a lot of researches.
4- Drums and letters are (ancestor) means of communication.

A-/ Contexte: L’ordinateur joue un rôle important dans la communication de nos jours.
B-/ Critères d’évaluation: Tu monteras ta compétence à écrire un paragraphe cohérent en:
 respectant le contexte et le type de texte ;
 mettant les phrases dans un ordre correct et significatif ;
 respectant la cohérence et la logique interne du texte.
C-/ Tâche
Writing:
Copy and reorder the sentences below to write a paragraph.
1) If I had a computer, first I would learn how to use it.
2) I would visit many websites such as: football sites, games sites and search the
information.
3) Finally, I would send messages to my friends to inform them about my website.
4) Then I would connect my computer to the internet.
5) Secondly, I would print my test on my computer.
6
02BP1148- TEL.: 21301172
DU LITTORAL
COTONOU
EPREUVE : ANGLAIS CLASSE : 3ème DUREE: 2H COEF:2

L’EPREUVE
A-/ Contexte : De nos jours, beaucoup de gens tombent malades parce qu’ils s’alimentent mal.
B-/ Support:
Text: Role of foods
1- Humans are classified as omnivores, partaking both classes of food i.e. meat and
vegetables. Having the right diet is important for humans especially a diet that provides the
6 essential food groups comprising carbohydrates, proteins, fats and oil, vitamins, minerals,
and water.
2- We need protein to build our body and to make new cells in order to repair worn-
out tissues. Protein comes from meat, fish, eggs, beans, peas, milk, yoghurt, etc. The body
needs energy to work and play. We get most of our energy from carbohydrates which come
from starch food, rice, potato, maize.... The rest of our energy comes from fats and oils. Fats
and oils keep our body warm and supply essential fatty acids which help to keep the skin
smooth.
3- Many people can be malnourished though they eat a lot of starchy food and meat.
This can happen because they don't eat a lot of vitamins which protect the body against
diseases and minerals which build our bones. Vitamins are found in fruits (orange, lemon,
mango, pawpaw...), in liver and in milk. The good sources of minerals are green and leafy
vegetables, spinach, unpolished rice, milk, bitter leaf, cereal, salt etc.
4-The main nutrient, without which other nutrients can't function correctly is water. Water
helps to digest the food we eat into nutrients and carries the nutrients around our body. It can
be found in drinking water, in beer, coke, fruits and in most foods.
Extracted from Live English 3ème P51
7
 donnant des appréciations sur le texte ;
 montrant ta maitrise du vocabulaire du texte ;
 faisant usage de certaines structures grammaticales ou fonctions.
D-/ Tâches
Item 1: Write ‘‘True’’ or ‘‘False’’ for the following statements
1. Human beings are omnivores.
2. The essential nutrients are only carbohydrates.
3. Protein doesn’t come from beans and meat.
4. Vitamins protect our body against diseases.
Item 2: Answer the following questions according to the text
1. What are the six essential food groups?
2. List from the text sources of proteins.
3. Where does our energy come from?
Item 3: Find in the text words or group of words meaning the opposite of:
1. Wrong (paragraph 1)
2. Goes (paragraph 2)
3. Polished (paragraph 3)
4. with (paragraph 4)
Item 4: Complete each of these sentences with the correct word and underline it.
1. Adio didn’t eat well (because - that's why - if) he got sick.
2. We (oughtn’t - ought - should) to eat healthy foods.
3. Mum ordered her children (not to - don't - so) eat potatoes.
4. As soon as mum comes back home, she (will eat – would eat – eats).
A-/ Contexte: Un mets mal conservé peut se gâter et devenir une source de maladie quand on le
consomme.
B-/Critères d’évaluation: Tu monteras ta compétence à écrire un paragraphe en:
 mettant les phrases dans un ordre correct et significatif ;
 respectant la cohérence et la logique interne du texte.
C-/ Tâche
Writing: Put these sentences into the correct order to make a coherent paragraph.
1) So they took him to hospital.
2) The doctor after examining him told his parents that he had eaten spoiled
food the day before.
3) One day, Adonon had a bad temperature and stomachaches.
4) Finally, he gave the parents a prescription and advised them to take care of the food their son eats.
5) His parents were very afraid.
8
ENSEIGNEMENTS SECONDAIRE, TECHNIQUE
ET DE LA FORMATION PROFESSIONNELLE
ème
Agla, 12 Arr. Rue Petit à Petit 2
DU LITTORAL
EPREUVE : ANGLAIS CLASSE : 2nde ABCD DUREE: 3H COEF: 2

L’EPREUVE
A-/ Contexte: La protection de l’environnement implique la plantation et l’entretien des arbres.
B-/ Support:
Text: Tree- planting campaign in Ouémè.
1- The development policy of Benin has always paid special attention to the
environment protection and the war against desertification. Since April 1995, the National
Tree-day and the National Tree-planting campaign had been decreed. These two events are
celebrated every year, the first, on the 1st of June and the second, during the rainy season.
2- Many structures are involved in the production of plants and the firewood project,
which recently came to an end, occupies the first position with about 85%. It is followed by
‘’ CARDER OUEME’’ nurseries with 10%, Villages groups with 2%, schools with 1% and
communities with 0,14%.
3- The low result of communities shows that villages tree-planting communities are
not functioning, claimed certain leaders of ‘’CARDER OUEME’’ who deplored the lack of
supervisory and monitoring communities for the annual National Tree-planting Programme.
4- With the impressive number of 300,000 trees per year on the average planted in the
OUEME department during the campaign, it is sad to note that most of the plantations no
longer exist in the area.
5- A lot of plants have disappeared for lack of maintenance. They were appreciated
by most people in the area. Faced with the continued degradation of the environment as a
result of human activities, the opinion of some ‘’CARDER OUEME’’ leaders is that people
should be further integrated into the tree-planting process. This would awaken the
consciousness of the people to the need for a correct execution of the two programmes.
‘’Le Matinal’’ edition N°312 quoted in the edition N°088 of CIDE-Benin Press, Feb1999
9

 répondant aux questions sur le texte ;
 mettant les mots entre parenthèses dans leurs formes correctes ;
 manifestant ta maitrise de certaines notions grammaticales ;
 traduisant un passage du texte en français.
D-/ Tâches
Item 1: Select the correct answers. Write numbers and letters only.
1- The two events take place……
a- on the same day.
b- once a year.
c- every three days.
2- The ‘’CARDER OUEME is………….
a- an NGO.
b- an international association.
c- an agricultural institution in Benin.
3- The plants died because……………
a- they were treated well.
b- they were neglected.
c- they were good.
4- The National tree-day concerns……..
a- every country.
b- Benin only.
b- Africa only.
5- People want the two programs to be …..
a- badly executed
b- correctly executed
c- badly and correctly executed
Item 2: Answer these questions on the text

1- Give two important things that the development policy of Benin has always paid attention to.
2- Why have many plants disappeared?
3- What should people do to fight against the degradation of the environment?
Item 3: Find in the text the opposites of these words.
10
1- Dry season (paragraph 1)
2- The first (paragraph 2)
3- High (paragraph 3)
4- Appeared (paragraph 5)
5- Uncorrect (p5)
Item 4: Use the correct forms of the words in brackets to have meaningful sentences.
1- The (destroy) of most Africa forests must be stopped.
2- We must (integration) our people into the tree-planting process.
3- The (educate) of the citizens is important for the nation development.
4- Tree- killers usually get rid of (nature) trees
5- The nurseries (production) plants for the tree-planting campaign.
Item 5: Put the verbs in brackets into the correct tenses and forms.
1- If we (to preserve) our natural environment, future generations will not suffer from that.
2- It is high time the government (to introduce) new species of animals in the Park W.
3- You had better (not to throw) trash everywhere.
4- The environment has been (to pollute) by timber companies.
5- Had the governments been able they (to do) more for the environment.
Item 6: Translate these sentences into French.

From: “A lot of plants have disappeared…………………………………
down to: …………………….. integrated into the tree-planting process.”
II-/ La production d’un texte ou support de type particulier.

A-/ Contexte: Planter des arbres reste insuffisant pour protéger l’environnement. Nous avons aussi
besoin d'autres actions concrètes.
B-/ Critères d’évaluation : Tu monteras ta compétence à écrire un texte explicatif en:

 construisant des phrases grammaticalement correctes ;
 respectant la cohérence et la logique interne du texte ;
 utilisant l’orthographe, le vocabulaire et la ponctuation appropriés.
C-/ Tâche
Writing: Write a paragraph to sensitize people about the good habits and behaviours to adopt in order to
keep our environment safe and clean.
11
02BP1148- TEL.: 21301172
DU LITTORAL
COTONOU
EPREUVE : ANGLAIS CLASSE : 1ère ABCD DUREE: 3H COEF:

L’EPREUVE
A-/ Contexte : Au regard de son utilité incontournable, l’outil informatique investit tous les domaines
de la vie et bien évidemment le système scolaire.
B-/ Support:
Text : The use of the cell phone in the learning process.
1-One and one half billions people, all over the world are walking around with
powerful computers in their pockets and purses. The fact is that they don’t realize it, because
they call it something else. But today’s students have the cell phones everywhere, this
computing power of the mid-1990s.
2-In the United States of America (USA), it’s pretty much universally acknowledged
that computers are essential for 21st century students, although there is still considerable
debate about how and when to use them. It is time we began thinking of our cell phones as
computers; even more powerful in some ways than their bigger cousins. With dropping
prices and increasing utility, it is almost a foregone conclusion that not too far in the future,
all students will have a cell phone, quite possibly built right into their clothing.
3-Students around the world increasingly carry this miniature “computing
communication device” during the school day, using it almost exclusively for personal
purposes. “When you lose your mobile,” says one student in Japan “you lose part of brain.”
This statement indicates an intuitive understanding of the link between Digital Natives and
technology that has escaped educators.
4-Most American teachers and administrators believe that cell phones have no place
in the educational process. This is not totally surprising since schools have never had an easy
time integrating technology into teaching. Far too often, and certainly today with cell phones,
some educators argue new technologies constitute a “huge distraction” from the education
they are trying to provide. Some imagine dozens of these phones ringing constantly, despite
the fact that the devices have off switches and penalties can be collectively established and
enforced by good teachers. Others observe “cheating” during tests via mobile phones and
think that banning the device rather than educating the students is the appropriate answer.
12
5-Cell phones are not just communication devices sparking new modalities of
interacting between people, they are also particularly useful computers that fit in your
pockets. They are always with you, and are always on. According to the thought leader Marc
Prensky, cell phones like all communication and computing devices can be used to learn. So
rather than fight the trend for kids to come to school carrying their own powerful learning
devices which they have already paid for, why not use the opportunity to our advantage ?
Extracted from What can you learn from a cell phone?
Lmost anything by Mark Prensky to be published in Innovate.
 remplaçant des mots soulignés par des verbes ;
 traduisant un passage du texte en français ;
 reformulant des passages du texte.
D-/ Tâches
Item 1: Say whether these statements are right or wrong.
1- Some cell phones can be used as computers.
2- According to the author, cell phones are useless.
3- No authorities throughout the world have integrated technology into teaching.
4- The author thought that the use of cell phones as computers at school will be profitable.
Item 2: Answer these questions one the text.
1- What is the text about?
2- Give the reasons why some educators object to using cell phones in the learning process.
3- Does the author want people to use cell phones as computers in the teaching and learning
process? Justify your answer.
Item 3: Find out from the text words or expressions having nearly the same meaning as these
definitions.
1- In the middle of or during something (paragraph 1)
2- Admitted the truth, existence or reality of something (paragraph 2)
3- Much smaller than usual or normal (paragraph 3)
4- Punishments for doing wrong (paragraph 4)
Item 4: Copy the sentences and replace each underlined part by these verbs:
Publicise; intensified; simplify; computerized; identify.
1- My computer will find out the error.
2- Reading should be increased in schools.
3- Use the media to make hacking known to the public.
4- They had introduced computers into education.
5- Computers make some daily tasks simple.
Item 5: Rewrite these sentences using the prompts given. Do not change their meaning.
13
1- Students would stay up nearly all night in front of their computer.
 Students used ---------------------------------
2- The woman is a secretary, yet she does not have computer knowledge.
 In spite of ------------------------------------
3- If you do not have any knowledge in computing, no one will dare recruit you in their office.
 Unless ----------------------------------------
4- Jed is very talented in computing, but he was not selected for the test.
 Although ---------------
5- Nicole cleaned her computer yesterday, then she started working on it.
 After ----------------------------------------------
Item 6: Translate into French
From “According to the thought leader --------“down to “------- to our advantage?”
A-/ Contexte: L’utilisation du téléphone portable ou de l’ordinateur dans le processus d’apprentissage

au Bénin pose problème.
B-/ Critères d’évaluation : Tu monteras ta compétence à écrire un texte argumentatif en:

C-/ Tâche
Writing:
The use of cell phones is forbidden in Benin secondary schools. Through an argumentative essay,
show the importance of this decision.
14
02BP1148- TEL.: 21301172
DU LITTORAL
COTONOU
EPREUVE : ANGLAIS CLASSE : 1ère ABCD DUREE: 3H COEF:

L’EPREUVE
A-/ Contexte : Au regard de son utilité incontournable, l’outil informatique investit tous les domaines
de la vie et bien évidemment le système scolaire.
B-/ Support:
Text : The use of the cell phone in the learning process.
1-One and one half billions people, all over the world are walking around with
powerful computers in their pockets and purses. The fact is that they don’t realize it, because
they call it something else. But today’s students have the cell phones everywhere, this
computing power of the mid-1990s.
2-In the United States of America (USA), it’s pretty much universally acknowledged
that computers are essential for 21st century students, although there is still considerable
debate about how and when to use them. It is time we began thinking of our cell phones as
computers; even more powerful in some ways than their bigger cousins. With dropping
prices and increasing utility, it is almost a foregone conclusion that not too far in the future,
all students will have a cell phone, quite possibly built right into their clothing.
3-Students around the world increasingly carry this miniature “computing
communication device” during the school day, using it almost exclusively for personal
purposes. “When you lose your mobile,” says one student in Japan “you lose part of brain.”
This statement indicates an intuitive understanding of the link between Digital Natives and
technology that has escaped educators.
4-Most American teachers and administrators believe that cell phones have no place
in the educational process. This is not totally surprising since schools have never had an easy
time integrating technology into teaching. Far too often, and certainly today with cell phones,
some educators argue new technologies constitute a “huge distraction” from the education
they are trying to provide. Some imagine dozens of these phones ringing constantly, despite
the fact that the devices have off switches and penalties can be collectively established and
enforced by good teachers. Others observe “cheating” during tests via mobile phones and
think that banning the device rather than educating the students is the appropriate answer.
15
5-Cell phones are not just communication devices sparking new modalities of
interacting between people, they are also particularly useful computers that fit in your
pockets. They are always with you, and are always on. According to the thought leader Marc
Prensky, cell phones like all communication and computing devices can be used to learn. So
rather than fight the trend for kids to come to school carrying their own powerful learning
devices which they have already paid for, why not use the opportunity to our advantage ?
Extracted from What can you learn from a cell phone?
Lmost anything by Mark Prensky to be published in Innovate.
 remplaçant des mots soulignés par des verbes ;
 traduisant un passage du texte en français ;
 reformulant des passages du texte.
D-/ Tâches
Item 1: Say whether these statements are right or wrong.
5- Some cell phones can be used as computers.
6- According to the author, cell phones are useless.
7- No authorities throughout the world have integrated technology into teaching.
8- The author thought that the use of cell phones as computers at school will be profitable.
Item 2: Answer these questions one the text.
4- What is the text about?
5- Give the reasons why some educators object to using cell phones in the learning process.
6- Does the author want people to use cell phones as computers in the teaching and learning
process? Justify your answer.
Item 3: Find out from the text words or expressions having nearly the same meaning as these
definitions.
5- In the middle of or during something (paragraph 1)
6- Admitted the truth, existence or reality of something (paragraph 2)
7- Much smaller than usual or normal (paragraph 3)
8- Punishments for doing wrong (paragraph 4)
Item 4: Copy the sentences and replace each underlined part by these verbs:
Publicise; intensified; simplify; computerized; identify.
6- My computer will find out the error.
7- Reading should be increased in schools.
8- Use the media to make hacking known to the public.
9- They had introduced computers into education.
10- Computers make some daily tasks simple.
16
Item 5: Rewrite these sentences using the prompts given. Do not change their meaning.
6- Students would stay up nearly all night in front of their computer.
 Students used ---------------------------------
7- The woman is a secretary, yet she does not have computer knowledge.
 In spite of ------------------------------------
8- If you do not have any knowledge in computing, no one will dare recruit you in their office.
 Unless ----------------------------------------
9- Jed is very talented in computing, but he was not selected for the test.
 Although ---------------
10- Nicole cleaned her computer yesterday, then she started working on it.
 After ----------------------------------------------
Item 6: Translate into French
From “According to the thought leader --------“down to “------- to our advantage?”
A-/ Contexte: L’utilisation du téléphone portable ou de l’ordinateur dans le processus d’apprentissage

au Bénin pose problème.
B-/ Critères d’évaluation : Tu monteras ta compétence à écrire un texte argumentatif en:

C-/ Tâche
Writing:
The use of cell phones is forbidden in Benin secondary schools. Through an argumentative essay,
show the importance of this decision.
17

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DIRECTION DEPARTEMENTALE DES CEG L’ENTENTE

ENSEIGNEMENTS SECONDAIRE, TECHNIQUE ème

EPREUVE : ANGLAIS CLASSE : 6ème DUREE: 1H30 COEF:1

Item 2: Answer these questions based on the text.

Item 4 : Choose the correct answer.

II-/ La production d’un texte ou support de type particulier

B-/ Critères d’évaluation: Tu monteras ta compétence à écrire un paragraphe en:

My name’s Afia. My mother is a …………….. and my ………. is a doctor. I live

EPREUVE : ANGLAIS CLASSE : 5ème DUREE: 1H30 COEF:1

I-/ Réagir à un texte ou support multimédia

II-/ Produire un texte ou support multimédia de type particulier

 reconnaissant les détails du texte ;

1- The population in the village is less than three hundred inhabitants.

Item 2: Answer these questions based on the text.

1- What are the people of Tanta?

1-Farmer a- desk, bench

2- Fishermen b- arrow, gun, spear

3-A hunter c- maize, groundnuts, beans and tomatoes

4- Carpenter d-get fish from the river

Item 4: Choose the correct answer to complete these sentences.

1- Villagers …,………… get tap water. (always, never, ever).

II-/La production d’un texte ou support de type particulier.

Année scolaire: 2023-2024

EPREUVE : ANGLAIS CLASSE : 4ème DUREE: 2H COEF:2

Vocabulary: to tell lies : dire des mensonges; theft : vol;

Item 2: Answer these questions on the text

Item 3: Find from the text the opposites of these words

II-/ La production d’un texte ou support de type particulier

EPREUVE : ANGLAIS CLASSE : 3ème DUREE: 2H COEF:2

EPREUVE : ANGLAIS CLASSE : 2nde ABCD DUREE: 3H COEF: 2

I-/ La réaction à un message lu

A-/ Contexte: La protection de l’environnement implique la plantation et l’entretien des arbres.

 reconnaissant les détails du texte ;

Item 2: Answer these questions on the text

Item 3: Find in the text the opposites of these words.

Item 6: Translate these sentences into French.

II-/ La production d’un texte ou support de type particulier.

B-/ Critères d’évaluation : Tu monteras ta compétence à écrire un texte explicatif en:

EPREUVE : ANGLAIS CLASSE : 1ère ABCD DUREE: 3H COEF:

Text : The use of the cell phone in the learning process.

II-/ La production d’un texte ou support de type particulier

A-/ Contexte: L’utilisation du téléphone portable ou de l’ordinateur dans le processus d’apprentissage

B-/ Critères d’évaluation : Tu monteras ta compétence à écrire un texte argumentatif en:

EPREUVE : ANGLAIS CLASSE : 1ère ABCD DUREE: 3H COEF:

Text : The use of the cell phone in the learning process.

II-/ La production d’un texte ou support de type particulier

A-/ Contexte: L’utilisation du téléphone portable ou de l’ordinateur dans le processus d’apprentissage

B-/ Critères d’évaluation : Tu monteras ta compétence à écrire un texte argumentatif en:

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