docx · Web viewSéance 1 : Objectif spécifique. 1: A la fin de cette leçon, l’élève doit être capable : s’identifier au téléphone. demander à parler à quelqu’un

N’GUESSAN GBEHIRI ANTOINE

Professeur d’Anglais de spécialité

09973798 / 05340736

PRESENTATION DU MODULE DE FORMATION D’ANGLAIS

Filière : TOUTES LES FILIERES

Cycle : SUPERIEUR

Module : ANGLAIS

Justification du module : De nos jours, l’anglais est devenu incontournable dans tous les domaines de la vie. C’est pour cela que son enseignement dans une grande institution comme l’ENA s’avère on ne peut plus nécessaire. Ce module d’anglais vient, d’une part, permettre aux élèves d’un niveau relativement bas de le relever et d’autre part, renforcer celui de ceux qui ont un niveau relativement bon.

Description du module : Le module d’anglais comprend trois (3) thèmes. Les deux premiers se déclinent en deux séances chacune. Chaque séance durera 1 h 30. Le troisième thème durera 4 H

Objectif général du module :

A la fin de ce module, les élèves doivent être capables de :

- S’exprimer effectivement en anglais face aux défis imposés par cette langue dans la vie de tous les jours

- Communiquer effectivement avec toute personne s’exprimant en anglais dans et en dehors de l’école.

Objectifs spécifiques du module :

Equiper les élèves en vocabulaire, expressions et grammaire anglais appropriés afin de leur permettre de savoir;

- Se présenter et présenter d’autres personnes- Parler de leurs activités quotidiennes et de leur travail- Communiquer en anglais au téléphone afin de convenir

d’un rendez-vous- Lire et comprendre un texte littéraire pour débattre du

thème par la suite- Exploiter des documents littéraires pour faire un transfert

de certaines informations par la suite.

Approche méthodologique :

La méthode communicative sera de mise pendant les cours. L’accent sera mis sur l’approche participative au cours de laquelle

l’élève sera le centre d’intérêt, c’est-à-dire que tout se fera pour l’élève, par l’élève et avec l’élève.

Pré requis nécessaires : Aucun

Volume horaire : 30 heures

Plan du cours : Se référer aux feuilles suivantes

Bibliographie indicative : Aucune

PLAN DE PROGRESSION DU MODULE D’ANGLAIS

(CYCLE SUPERIEUR)

THEME 1 : INTRODUCTIONS AND SOCIALIZING

Objectif d’apprentissage :

A la fin de ce thème, l’élève doit être capable de :

- savoir se présenter - savoir présenter un tiers, - savoir parler de soi et de ses occupations et loisirs.

3 H

Séance 1 : INTRODUCTIONS

Objectif spécifique 1 :

A la fin de cette leçon, l’élève doit être capable de savoir se présenter, de savoir présenter un tiers, et de savoir parler de soi.

Conditions de réalisation :

Utiliser les mots et expressions appropriés pour se présenter, parler de soi, présenter d’autres personnes.

Moyens de vérification de l’atteinte de l’objectif :

Demander aux élèves de se présenter les uns aux autres, en de petits groupes, sous la forme de dialogue à construire autour du thème. L’idée est de pouvoir le faire assez correctement en situation réelle.

Séance 2 : SOCIALIZING


A la fin de cette leçon, l’élève doit être capable d’échanger avec un interlocuteur pour connaitre son pays d’origine, son travail, sa fonction etc …


- Présenter aux élèves des dialogues portant sur des échanges amicaux avec les phrases en désordre. Ensuite,

2 H 30

2 H 30

les élèves devront les réécrire dans le bon ordre.


- Les élèves s’inspireront de ces modèles pour créer des dialogues similaires qu’ils présenteront à la classe.

L’occasion sera donnée à chaque apprenant de décrire au moins deux de ses journées dans la semaine.

THEME 2 : TELEPHONING

Objectif d’apprentissage :

A la fin de ce thème, l’élève doit être capable d’utiliser le vocabulaire téléphonique approprié pour :

- s’identifier au téléphone- demander à parler à quelqu’un- laisser/prendre un message- lire un numéro de téléphone en anglais- discuter des conditions d’un rendez-vous

3 H

Séance 1 :


A la fin de cette leçon, l’élève doit être capable :

- s’identifier au téléphone- demander à parler à quelqu’un- laisser/prendre un message- lire un numéro de téléphone en anglais


Faire écouter des conversations téléphoniques aux élèves à partir desquelles ils feront un transfert d’information. Ensuite, à partir d’informations données, les élèves doivent s’exercer à laisser des messages sur des répondeurs téléphoniques.


2 H 30

Demander aux élèves, répartis en petits groupes, de remplir un formulaire préconçu relatif aux messages sur les répondeurs.

Séance 2 :


A la fin de cette leçon, l’élève doit être capable de téléphoner pour prendre un rendez-vous.


A partir de supports (expressions téléphoniques appropriées), demander aux élèves d’écrire des conversations en vue de convenir d’un rendez-vous.


En petits groupes, demander aux élèves de présenter oralement une conversation téléphonique relative à des conventions de rendez-vous.

2 H 30

Séance 3 : ETUDE DE TEXTE


A la fin de cette leçon, l’élève doit être capable de lire et comprendre un texte littéraire et pouvoir en discuter.


Exercices de vocabulaire (synonymes, contraires …) ; questions de compréhension ; transfert d’information dans un tableau.


Après l’étude du texte, on pourra demander aux élèves de produire un travail (interview, dialogue, conversation, discours), puis présenter oralement ce travail.

4 H

CONTENU DU COUR

UNIT ONE: INTRODUCTIONS AND SOCIALIZING

Préparation

NAMES

noun (grammaire).

Expressions :

Nom de famille : surname.

Nom de baptême (prénom) : christian name.

Nom de jeune fille : maiden name.

Nom d'emprunt : assumed name.

Nom de guerre : stage name.

Etre connu sous le nom de...: to go by the name of...

Il a le même nom que moi : he is my namesake.

Se faire un nom: to make a name for oneself.

Porter le nom de...: to bear the name of...

Nom commun : common name.

Nom collectif: collective noum.

Au nom du Roi : in the King's name.

Que Votre nom soit sanctifié : hallowed be Thy name.

Je n'ai pas la mémoire des noms : I have no memory for names.

Nom de plume : nom-de-plume.

Nom déposé utilisé couramment : household word.

Nom et prénom : full name.

Associé en nom : active partner.

Nom du bénéficiaire : name of the payee.

Nom déposé : registered name; trade name.

Nom social: style of firm.

Prête-nom : dummy.

Société en nom collectif : partnership, general partnership, copartnership.

TELEPHONING

Objectives : By the end of this unit, you will be able to :

- Use appropriate telephone language;- Leave a message on an answerphone;- Identify yourself on the phone;- Read and write telephone numbers.

I- PHONE LANGUAGE

1- VOCABULARY

ENGLISH FRENCHA call Un appelA buzz Un appelA digit Un chiffreA phone number Un numéro de téléphoneA directory / a phone book Un annuaireTo dial a number Composer un numéroTo phone téléphonerTo make a call / to place a call Faire un appelTo complete a call Terminer un appelAn incoming call Un appel d’arrivée (entrant)An outgoing call Un appel de depart (sortant)An emergency call Un appel urgent (d’urgence)To disconnect Couper, interrompre un appelTo be cut off Être coupéAre you through? (US English) Avez-vous terminé?Extension 301 Le poste 301An earphone Un écouteurTo give a ring/ to give a call/ to give a buzz/ to ring up Appeler au telephoneGo ahead! Parlez!To hang up / to ring off RaccrocherHold on, please! / Stand by, please! /hang on, please! Ne quittez pas, svp !/ Patientez svp !Hold the line Restez en ligneThe line’s busy (US) / the line’s engaged (GB) La ligne est occupée.To put someone through Passer (transférer) un appel à une personneTo tap a telephone Mettre un téléphone sur table d’écouteA switchboard Un standardA switchboard operator Un / une standardisteA subscriber Un abonné.

2- SOME USEFUL PHRASES

For calling someone, you can use :- Good morning. Can I speak to Mr. …… , please?- Good afternoon. I’d like to speak to Mrs ……., please.- Hello. Is that Miss ………. ?

For answering the phone:Allo! Good morning. / Good afternoon/

If you want to know who is calling, you can use:- Who’s speaking, please?- Who’s calling, please?

If the caller asks for you, you can use:- This is me speaking- Speaking

If the caller wants someone else, you can use:- Hold on, please. I’ll get him / her.- Hang on, please. I’ll get him / her.- Hold on, I’ll put you through to him/her.

To end the conversation, you can use:- Goodbye!- Thank you, goodbye. / thanks, goodbye.- Thank you for calling. Goodbye / Thanks for calling, goodbye.- Thank you for your call, goodbye / Thanks for your call, goodbye.

In case of problems: If you call and get a wrong number:- Sorry! Wrong number.

If someone rings you in error:- Wrong number.- You’ve got the wrong number.- This is (22184359). You should dial again.

If the person you want to speak to is out:- Can I leave a message?- I’ll call back later. When is a good time?- Can you ask him/her to call me back, please?

If you are speaking to a switchboard operator:- Extension 3256, please- Can you put me through to the Finance Department?- I’d like you to put me through to the Marketing Department, please.

When you are transferring information by phone, try not to leave long silences or pauses. These phrases will help you:

Starting Ready? Go ahead!Continuing Have you got that? Got that!Finishing Anything else? That’s all!Checking Could you read that back to me? Could I read that back to you?

II- TELEPHONE NUMBERS

Study these different ways of saying telephone numbers and tell what you notice.

34062 Three four oh six two (British English).

Three four zero six two (U.S. English).

95587 Nine five five eight seven (British English)

Nine double five eight seven (U.S English)

Consolidation Exercise: Read these numbers in GB English and in US English.

a) 29508 b) 47766 c) 966015 d) 0525372245 e) 03916600721 f) 34067 g) 88159 h) 270664 i) 0799241536 j) 0718637760

III- WRITING A MESSAGE FOR AN ANSWERPHONE Use the following information and prepare a message as if for an answerphone.

Your name : Benito BlessingReason for your absence : A meetingExpected time of return : MiddayInstructions to the caller : Call back in the afternoon or leave name, number, and a message

IV- LANGUAGE

We use the following phrases to ask other people to do things:

ASKING ACCEPTING REFUSING- Can you ……….?- Could you ………?- Would you ………?

Yes, certainlyYes, of course

I’m afraid, I …………….I’m sorry but I ………….

Consolidation Exercise:

You are on the phone. What do you say in these situation?

1- You can’t hear the other person. …………………………………………………………………………………………………………………………………………………

2- You want the other person to repeat something. ………………………………………………………………………………………………………………………………….

3- You want the other person to speak more slowly. …………………………………….………………………………………………………………………………………….

4- You want the other person to spell a word. ………………………………………………………………………………………………………………………………………

5- You want the other person to transfer you the the Finance Department. ……………..………………………………………………………………………………………..

Exercise: Using the phone

Fill in the blanks with the appropriate verb in the box below.

1- The phone’s ring. Why don’t you ………………………………….. the receiver.

2- Mrs Scott isn’t available at the moment. Can you …………………….. later?

3- Can you ……………………… Ms Duma’s number in the directory, please?

4- I’m afraid she ‘s with a client; shall I ……………. you ………….. to her secretary?

put through ; ring back ; pick up ; look up ; pick up ; hold on ; cut off

CITATIONS

*Selon Nicolas Machiavel : Un Prince qui s’entoure de mauvais conseillers, est un mauvais Prince.According to Nicolas Machiavel: A Prince, who surrounds himself of bad advisers, is a bad Prince.

* Le génie a des limites mais la stupidité est sans borne.the genius as limits but stupidity is without terminal.

*On a rien dans la vie sans le goût de l’effort. one is nothing in the life without the taste of effort.

*l’homme est formateur de ses propres ennemis.man is formative of his own enemies.

*On ne naît pas méchant, on le devient. One is not born malicious, one becomes it.

*La méchanceté est le plus grand mal de l’humanité.Spitefulness is the greatest evil of humanity.

*L’homme doit exister avant de prétendre obtenir. Man must exist before claiming to obtain.

*Vaincre la colère, c’est vaincre son ennemi. To overcome anger, is to overcome ones enemy.

*L’effort humain suppose un gain. The human effort supposes a profit.

*Celui qui peut se corriger et qui ne le fait pas, est un incapable. Someone who can correct himself and does not it, is an incompetent.

*L’honnêteté, la loyauté, la probité, la rigueur, sont les qualités au dessus de toutes considérations. Honesty, probity, and rigour, are qualities over all considerations.

*L’homme est sacré et mérite amour, respect et considération et non du mépris, de l’aversion, de la haine et de l’animosité au gré de nos intérêts et de nos caprices.Man is sacred and deserves love, respect and consideration and not contempt, aversion, hatred and animosity to the liking of our interests and our whims.

*L’homme est un phénomène en devenir et un être créatif qui détermine lui-même son avenir.Man is a phenomenon in becoming and a creative being which determines himself his future.

*La goûte d eau qui a fait déborder le vase. The last straw which broke the back of the camel.

*Si la confiance existait, l’eau ne cuirait jamais le poisson.If confidence existed, water would never cook fish.

*La réalité n est pas la vérité.Reality is not the truth.

*Un voyage d un millier de kilomètre, commence par un seul pas. (Proverbe Chinois)A voyage of a thousand of kilometers starts with only one step (Chinese proverb)

*Le plus fort n’est jamais assez fort pour être toujours le maître s’il ne transforme sa force en droit et l’obéissance en devoir.The strongest is never strong enough to be always the master if he doesn't transform his strength in right and the obedience in duty.

TENSES

I. THE PRESENT SIMPLE/ SIMPLE PRESENT

Tous les verbes ont la même forme verbale à toutes les personnes du singulier et du pluriel, sauf à la troisième personne du singulier.

Seul l’auxiliaire « to be » fait exception à la règle avec 3 variations de la forme verbaleI am : 1ère variationHe is : 2ème variationYou, We and They are : 3ème variationTo beI amYou areHe, She, It isWe areYou areThey are

- Certains verbes terminés par “h” à l’infinitif font leur 3ème personne du singulier en ajoutant “es”e.g. to watch(es), wish(es). Le « h » final est précédé de « s » ou « c ».

- D’autres se terminant par « h » font leur 3ème personne du singulier en ajoutant seulement « s ». Ce sont les infinitifs dont le « h » final est précédé de la lettre « g ».e.g. : to sigh(s), to weigh(s).

- Ceux terminés par “y” font leur 3ème personne du singulier par “ies” quand le “y” est précédé d’une consonne.

- Quand le « y » est précédé d’une voyelle, leur 3ème personne du singulier prends « s »e.g. : 1. To carry(ies), to vary(ies)

2. To buy(s), to obey(s)

II. THE PAST SIMPLE / SIMPLE PAST OR PRETERIT

C’est le temps de la narration et du récit par excellence. Il exprime les actions passées, plus ou moins récentes, terminées dans le passé et qui n’ont aucune incidence dans le temps présent.e.g. : we ate peas and meat at lunch/ on a mangé des petits pois à la viande au déjeuner.The Hutu genocide occured in 1994. Le génocide Hutu eut lieu en 1994.Il admet 2 types de verbes :

Verbes réguliers : I played

To have

I have

You have

He, she, it has

To do

I do

You do

He, she, it does

To learn

I learn

You learn

He learns

Verbes irréguliers : I sleptSeul « to be » admet 2 formes verbales irrégulières : I was – she was- we were – you were – they were.

III. THE SIMPLE FUTURE

The future is expressed by “shall” or” will”. - The use of “shall” and “will”.

1. SHALL“Shall” expresses the contrainte, the obligation.e.g.: - I shall go to hospital. -The government shall decrease the fuel price.

2. WILL“Will” is from the very old english “to willan” which means “vouloir”in french. It is used to express the volunty, the will.e.g.: I will go abroad next week. She will go to picture tomorrow.

IV. THE PRESENT CONTINUOUSSubject + am / is / are+verb-ingI am selling the product.She is combing her hairs.You are driving your father’s car.

V. THE PRESENT PERFECT SIMPLESubject + has / have + verb past participleHe has got a driving license.You have seen the thief.

VI. THE PRESENT PERFECT CONTINUOUSIl exprime les actions qui ont commence dans le passé et qui se poursuivent dans le présentSubject + has + been + Verb-ingWe have been waiting for him for one hour: nous l’attendons depuis une heure.She has been teaching since 1990 : elle enseigne depuis 1990.

TABLEAU RECAPUTILATIF DES INCOTERMSClassement par degré croissant d’obligations pour le vendeur :

Libellé anglais

Code Descriptif

EXW EX Works…named, place tous frais et risques inhérent au transport du départ de l’usine

FCA Free Carrier…named, place frais couvert par le vendeur plus emballage sur le véhicule de l’acheteur, dédouanement à la charge du vendeur.

FAS Free AlongSide ship…named port of shipment, obligations sont remplies lorsque la marchandise est dédouanée le long du navire sur le quai ou ailleurs au port d’embarquement convenu.

FOB Free On Board…named port of shipment, formalité d’exportation incombe au vendeur

CFR Cost and Freight…named port of destination, le transporteur, paye le chargement et le frêt jusqu’au lieu de destination convenu. CPT Carriage paid To… named port of destination, le vendeur prend en charge le dédouanement export, il choisit les transporteurs et paie les frais jusqu’au lieu convenu.

CIF Cost, Insurance, Freight… named port of destination, l’obligation supplémentaire pour le vendeur de fournir une assurance maritime contre le risque de perte ou de dommage. Le veudeur paye la prime d’assurance.

CIP Carriage and insurance paid to… named port of destination, le vendeur fourni une assurance transport et conclut le contrat d’assurance.

DAF Delivered At Frontier…named place, frais payé par le vendeur qui supporte les risques jusqu’à la frontière conclut. Il assume les formalités douanières.

DES Delivered At Frontier…named port of destination, le vendeur choisit le transport maritime, conclut et paie le frêt.

DEQ Delivered Duty Unpaid… named port of destination.-Le vendeur met la marchandise à la disposition de l’acheteur,dédouanée export sur le quai au port convenu.-L’acheteur a désormais la charge du dédouanement import.Les partis conviennent alors d’un port de destination et aussi du quai. Au cas où un quai ne serrait pas choisi, le vendeur peut choisir le quai lui convenant le mieux.

DDU Delivered Duty Unpaid… named port of destination,rendu droits non acquité.C’est un incoterm nouveau qui fait l’objet d’une offre commerciale et valorise la position du vendeur puisque la marchandise est transportée au risque et aux frais du vendeur jusqu’au locaux de l’acheteur.

-Le vendeur met la marchandise à la disposition de l’acheteur, au lieu convenu dans le pays d’importation.-L’acheteur est responsable des formalités douanières import, des droits de taxes. La nouveauté 2000 précise le chargement du véhicule de transport à destination qui est désormais à la charge du l’acheteur.

DDP Delivered Duty paid… named port of destination, rendu droits acquités.- Le vendeur a l’obligation maximale, les transferts de frais et de risques se font à la livraison chez l’acheteur. le dédouanement import lui incombe aussi.-L’acheteur prend la livraison au lieu de destination convenu et paie les frais de

déchargement.

PUNCTUATION

∙ The period, full, stop, dot! Exclamation mark? Question mark, interrogation mark, Comma: Colon; Semi colon- Dash (-en dashes/ -em dashes)" ……" double rotation mark, into brackets.'…….' N single rotation mark_ hyphen‘ apostrophe(…….) parentheses… suspension points or ellipses (in the body at the end)

SPECIFIC ABBREVIATIONi.e. : that is to saye.g. : for example

COMPREHENSION PRETEXT Text 1.

THE HARDWORKING LAUNDRYMEN OF ABIDJAN

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We were travelling west from Abidjan. Côte d’Ivoire, enjoying the sights and sounds of this bustling West Africa city, when our attention was suddenly captured by a dazzling scene. Over a vast area of grassland stretched thousands of pieces of brilliantly colored clothing. What was the reason for this vivid display? Our Ivorian friends were happy to enlighten us. It was the work of the fanico.

The fanico are group of hardworking laundrymen. From dawn till dusk, hundreds of men and a few hardy women make their living washing laundry by hand in the Banco River. Their name is a combination of the Dyula or Jula words fani which means “fabric” or “clothes”, and ko which means “to wash”. Thus, the Dyula word fanico means “someone who washes clothes”.

Early one morning we visited the fanico at their workplace to find out more about their interesting livelihood. What a flurry of activity! Already the work was well under way. The somewhat murky Banco River was blanketed with huge tyres in which rocks had been placed. At each tyre a laundryman standing in water thigh-deep to waist-deep was busy at his task of lathering Pummelling and scrubbing.

Well before sunrise the fanico washer man goes from door-to-door to collect his day’s work. Some of his clients live a good three kilometres from the “laundry”. He hauls all the clothes in a wooden handcart or carries them in a huge bundle on his head. The fanico then makes his way to the Banco River. Upon arrival he is welcomed with a chorus of greetings in many languages, as the fanico who work here come from many parts of Africa. Some have been in the area for decades, such as Mr Brama, a muscular washer man now in his 60’s. Except for three day of the year, the work continues relentlessly.

The actual washing of the clothes is an enormous task. We watched as one man put down his load of laundry, an amount that would boggle the mind of the average housewife. He untied the bundle and began by soaking each piece of clothing in the water. Next, he lathered up a huge block of palm-oil soap and one by one pummelled the pieces of clothing against a rock. Sometimes he used a scrub brush to remove a stubborn stain. How much does it cost to have clothes laundered? Seven cents (US) for a shirt and perhaps 14 cents for bed sheet. That explains why the fanico have to wash such large quantities to make a living.

VOCABULARY CHECK

A) The words in column A are from the text. Match them with their definition in column B. Do like this example: h-5 A B

a-enlighten 1- pull with great effort or difficultyb-decades 2- a mark of discolorationc-livelihood 3- a time of day when light first appears as the sun risesd-murky 4- a period of ten yearse-bundle 5- to beat something repeatedlyf-stain 6- dark and dirtyg-haul 7- a means of earning a livingh-pummel 8- a number of things loosely tied togetheri-dawn 9- give more information to someone

B) Say whether these statements are true or false. Justify your answer by quoting the line(s). Do like this example: d-T(L14-15)

a-The narrator went to the laundrymen’s workplace by himself.

b-The laundrymen start working from sunset to sunrise.

c-Women are accepted in the activity of laundrymen.

d-Tyres are tools of work for laundrymen.

e-The clients of the laundrymen bring their dirty clothes to the river.

f-The clothes are transported by vans.

C) COMPREHENSION CHECK

Answer the following questions.

1-Who gave more information to the narrator about what he saw?

2-What activity is the narrator describing?

3-What moment of the day do the laundrymen work?

4-Do the laundrymen use a washing machine to do their job? Justify your answer by quoting a phrase in the text.

5-How do the laundrymen get the clothes they wash?

D) DEBATE: TOPIC : DO YOU THINK THAT FANICO’S ACTIVITIES SHOULD BE FORBIDDEN?

Text 2.

AFRICA AND CORRUPTION

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To pay or not to pay? Sooner or later, almost everyone doing business in Africa faces the question. For many, the first demand for a corrupt payment comes from an airport official seeking a ‘Christmas present’ in the middle of June. In other cases, the extortionist is a policeman offering a fine for an imaginary traffic offence. At the upper end of the financial scale, the demand may come from a minister seeking a million-dollar kickback. Can you afford to refuse? Many old business partners in Africa argue that bribery is just part of doing business in the region. In some cases you can negotiate. Payments can be disguised by employing an agent or other intermediary. But one way or another, you end up paying. Corruption is deeply entrenched – they say – and this will not change. At first sight such cynicism may seem amply justified. Corruption – generally defined as the abuse of public position for private or sectional gain– flourishes most where politicians and officials exercise power without accountability. It is easy enough to find examples in Africa, with Mobutu’s Zaïre and Abacha’s Nigeria merely the most extreme. Elsewhere, the use of political patronage to benefit a small number of presidential followers is all too commonplace. The written law may prohibit bribery, but everyday procedures are often different, and businesses are caught in the middle. Corruption is scarcely a pure African phenomenon and it is simplistic to say that it is just ‘part of culture’. Nigerian President Olusegun Obassanjo points out that there are many differences between ‘gifts’ and ‘bribes’: “In the African concept of appreciation and hospitality, a gift is a token ; it is not demanded. The value is in the spirit of giving, not the material worth. The gift is made in the open, never in secret. Where a gift is excessive it becomes an embarrassment, and is returned”. At the popular level, the common reaction for corruption is often one of resignation – people have to get on with their lives. But just as often, this is accompanied by a deep sense of anger directed at corrupt leaders and – by extension – the commercial interests that sustain them. Public anger at the apparent scale of governmental corruption in Kenya and Zimbabwe is a major source of political tension. Corruption may be built into political fabric of many African administrations, but pressure for reform is building up on several different fronts. Long-term business success depends on sustainable relationships built on trust, not bribes. None of this is easy, but the ultimate question for business in Africa is not whether to pay. The real challenge is to find ways of becoming part of the solution to the corruption issue, not part of the problem.

Adapted from BUSINESS IN AFRICA,(International Magazine) by John Bray, June 1999.

A/ VOCABULARY CHECK

Match the words from the text in box A with their meanings in box B. Write down your answers like this: 10- b.

NB: There are more words in box B than in box A.

Box A Box B1. fine (l. 4) a. matter, problem, question

2. scale (l. 5)3. kickback (l. 5)4. bribery (l. 7)5. entrenched (l.10)6. flourishes (l. 12)7. accountability (l. 13)8. commonplace (l. 16)9. worth (l. 22)10. sustain (l. 26)11. issue (l. 33)

b. motivate, drivec. value, importance of somethingd. ordinary, commone. act of having to give an explanation and to be

responsible for somethingf. firmly establishedg. rate of corruptionh. rare to findi. more developed, widespreadj. corruptionk. misleads investigationl. amount of money taken for services, usually illegalm. transaction, operationn. amount of money paid as a punishment

B/ COMPREHENSION CHECK

Choose the best answer according to the text and write it down like this: 2- d

1) Most people confronted with corruption realize theya) can refuse to pay.b) can sometimes refuse to pay.c) have to pay.d) don’t have to pay.

2) On arrival in Africa, the first demand for bribery is made bya) people travelling but present at the

airport.b) people visiting the airport.c) people welcoming groups of travellers.d) the immigration and customs officials

3) People who have to pay bribery in Africa are most of the timea) tourists.b) businessmen.c) workers.d) authorities

4) The amount of kickback depends on the importation of thea) person receiving it.b) person giving it.c) business to do.d) country concerned

5) In Africa, corruption isa) quite unknown.b) just temporary.c) strongly disapproved ofd) quite new.

6) Corruption prospers mostly in Africa because a) people are given no responsibilities.b) people are not accountable.c) people work with more responsibility.d) people avoid responsibilities.

7) In Africa corruption is officiallya) forbidden.b) welcome.c) advised.d) encouraged

8) Corruption exists onlya) in Nigeria.b) in Kenya.c) in Zimbabwe.d) everywhere

9) In the face of corruption in Africa, people area) fed up and desperate.b) desperate and passive.c) indifferent and revolted.d) resigned and revolted.

10) In Africa corruption willa) increase.b) end.c) decrease.d) last.

11) Future successful business in Africa is dependent ona) Africans’ accountability.b) Africans’ participation.c) Africans’ change of partners.d) African authorities.

C/ DEBATE: Topic: Some people say that corruption is widespread in our administration. What do you think about that?

EXERCISE 2: What do you think about corruption? (10 lines)

GO ALONG AND GET ALONG

The Japan society’s crash course on how to bridge the chasm between Japanese and American managers’ forces participants to examine their own cultural assumption, as well as to learn about the other side. Behaviour which Americans consider trustworthy is often precisly that which Japanese associate with shifty characters - and vice versa.

To Americans people pause before replying to a question are probably dissembling. They expect the trustworthy person to respond directly. The Japanese distrust such fluency. They are impressed by somebody who gives careful thought to a question before making a reply. Most Japanese are comfortable with periods of silence. Americans find silence awkward and like to plug any conversational gaps.

The Cherished Americans characteristics of frankness and openness are also misunderstood. The Japanese think it is sensible, as well as polite, for a person to be discreet until he is sure that a business acquaintance will keep sensitive information confidential. An American who boasts « I’m my own man » can expect to find his Japanese hosts anxiously counting the chopsticks after a business lunch. As the Japanese see it, individualists are anti-social. Team players are sound.

TRANSLATION

Le cours intensif de la société Japonaise sur comment palier le vide entre Japonais et directeurs Américains ' force des participants à examiner leur propre hypothèse culturelle, aussi bien qu'apprendre au sujet de l'autre côté. Le comportement que les Américains considèrent digne de confiance est souvent précisement celui que le Japonais trouve louche - et vice versa. Pour les Américains faire une pause avant de répondre à une question est probablement une dissimulation. Ils attendent que la personne digne de confiance réponde directement. Les japonaises se méfient d’une telle facilité. Ils sont impressionnés par quelqu'un qui réfléchit soigneusement à une question avant d’y répondre. La plupart des japonais sont à l’aise avec les périodes de silence. Les Américains trouvent le silence embarrassant et aiment combler tous les intervalles de conversation. Les caractéristiques affectionnés de la franchise des Américains et leur ouverture, sont aussi mal compris. Le japonais pense qu’il 'est sensé, aussi bien que poli, pour une personne d’être discrète jusqu'à ce qu'il soit sûr qu'une relation d'affaires conservera des informations susceptibles, confidentielles. Un Américain qui se vante en disant « je suis égal à moi-même » peut s’attendre à trouver son japonais compter avec inquiétude les acquis après un déjeuner d’affaire. Comme le japonais le voit, les individualistes sont antisociaux. A bon entendeur, salut.

Decide whether these statements are true (√) or false (x), according to the article. 1. American managers learn about the cultural assumptions of the Japanese. 2. In the eyes of Americans people who hesitate have something to hide.

3. The Japanese are impressed by careful replies. 4. Periods of silence bother the Japanese. 5. Americans are embarrassed by conversations that stop. 6. The Japanese are in favour of working in teams.

IRREGULAR VERBSThe irregular verbs are classified according to the type of irregularity.There are three groups.

Group 1: Verbs are irregular because the base form, past and past participle forms are identical.

Group 2: Verbs have past and past participle forms which are identical but do not conform to the regular pattern of formation.

Group 3: Verbs have past and past participle forms which are identical and which do not conform to the regular pattern of formation.

Group 1:Beat Battre, frapperBet Parier, gagnerBid faire une offreBurst éclater, exploserCast lancer, jeterCost couterCut couperHit frapperHurt blesser, faire du malLet laisser, permettrePut mettreGroup 2:Deal with dealt with s’occuper de, traiterDig dug creuserDream dreamt rêverDwell dwelt demeurerFeed fed nourrir, se nourrirFeel felt sentir, se sentirFight fought se battreFind found trouverFlee fled fuirFling flung jeterFloodlight floodlit illumine aux projecteurs Swing swung balancerTeach taught enseignerTell told direThink thought penserUnderstand understood comprendreWin won gagnerWithhold withheld réfuser de donnerWithstand withstood resister à, endurerGroup 3:

Quit lacher

Rid débarasser

Set poser, placer

Shred déchiqueter

Shut fermer

Split fendre, morceler,

mettre la division

bent plier, courber

bound lier, relier

bred engendrer

brought apporter

built batir, nstruire

bought acheter

caught attraper, saisir

Make made faire, fabriquer

Mean meant vouloir dire, signifier

Meet met rencontrer

Pay paid payer

Read read lire

(pronounced red)

Arise arose arisen se lever

Bear bore born donner des enfants, être, naître

Bear bore borne porter, supporter

Become became become devenir

Begin began begun commencer

Bite bit bitten mordre

Blow blew blown souffler

Break broke broken casser, briser

ADJECTIVES AND ADVERBS

68 The house was ..................................... building.a) a nice old stone b) a nice stone old c) a stone old nice d) an old nice stone69 The government is doing nothing to help ........................................a) poor b) the poor c) the poors d) the poor ones70 The young man seems very........................................a) sensible b) sensiblely c) sensibley d) sensibly71 I......................................missed the bus. I was only just in time to catch it.a) mostly b) near c) nearest d) nearly72 This detailed map is ..................................... the atlas.a) more useful as b) more useful than c) usefuller as d) usefuller than73 This place gets ......................................crowded with tourists every summer.a) always more b) crowded and more c) from more to more d) more and more74 Yes, I have got the report ...................................... it.a) I just am reading b) I'm just reading c) I'm reading just d) Just I'm reading75 I've read this paragraph three times, and I ....................................understand it.a) can't still b) can't yet c) still can't d) yet can't76 We're really sorry. We regret what happened........................................a) a bit b) much c) very d) very muchPrepositions77 The village is .....................................Sheffield. It's only six miles away.a) along b) by c) near d) next78 You can see the details .....................................the computer screen.a) at b) by c) in d) on79 I've got a meeting .................................... Thursday afternoon.a) at b) in c) on d) to80 We've lived in this flat..................................... five years.a) ago b) already c) for d) since81 This car is..................................... , if you're interested in buying it.a) for sale b) in sale c) at sale d) to sell82 Polly wants to cycle round the world. She's really keen ...................................... the idea.a) about b) for c) on d) withVerbs with prepositions and adverbs83 I prefer dogs .................................... cats. I hate cats.a) from b) over c) than d) to84 My father used the money he won to set ......................................his own company.a) forward b) on c) out d) up85 Don't go too fast. I can't keep .....................................you.a) on to b) on with c) up to d) up with

bent plier, courber

bound lier, relier

bred engendrer

brought apporter

built batir, nstruire

bought acheter

caught attraper, saisir

Make made faire, fabriquer

Mean meant vouloir dire, signifier

Meet met rencontrer

Pay paid payer

Read read lire

(pronounced red)

Arise arose arisen se lever

Bear bore born donner des enfants, être, naître

Bear bore borne porter, supporter

Become became become devenir

Begin began begun commencer

Bite bit bitten mordre

Blow blew blown souffler

Break broke broken casser, briser

SAYING NUMBERS

I. CARDINAL AND ORDINAL NUMBERS a. Small numbers

In figure in word (letter) in figure in word (letter)

1 one 1st first

2 two 2nd second

3 three 3rd third

4 four 4th fourth

5 five 5th fifth

6 six 6th sixth

7 seven 7th seventh

8 eight 8th eighth

10 ten 10th tenth

1 1 eleven 11th eleventh

12 twelve 12th twelve

13 thirteen 13th thirteenth

14 fourteen 14th fourteenth

15 fifteen 15th fifteenth

16 sixteen 16th sixteenth

17 seventeen 17th seventeenth

18 eighteen 18th eighteenth

19 nineteen 19th nineteenth

20 twenty 20th twentieth

21 twenty-one 21st twenty-first

22 twenty-two 22nd twenty-second

23 twenty-three 23rd twenty-third

24 twenty-four 24th twenty-fourth

25 twenty-five 25th twenty-fifth

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a. Large numbersIn figure in word (letter)

100 a/one hundred

200 two hundred

1,000 a/one thousand

2,000 two thousand

1,345 a/one thousand, three hundred and forty-five

1,000,000 a/one million

3,000,000 three million

1,000,000,000 a/one billion

3,000,000,000,0000 three trillion

II. MATHEMATICAL SYMBOLS + (plus): plus, and.12+19=31 (twelve plus nineteen equal(s) thirty-one.

= (égal): equal, is, are, goes (familiar).

- (moins): minus, from, wake away, leave. 19-7=12 (nineteen minus seven is / equal(s) twelve).

(Seven from nineteen is / leaves twelve) (employ enfantin)

X (multiplier) multiplied by, times. 36x41=1476 (thirty-six multiplied by forty-one equals one thousand, four hundred and seventy-six.

(thirty-six times forty-one is / equal(s)….

4x5= 20 four times five

(Four fives are twenty)

2x5= 10 (twice five is ten)

(two fives are ten)

: (divisé) divided by, into. 10: 2= 5 ten divided by two is / equal(s) five

(Two into ten goes five)

III. FRACTIONS Ordinary fractions.

Fractions are written with cardinal number and sometime “a” replace one plus an ordinary number :

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1/5 a /one fifth un cinquième

3/8 three eighths trois huitièmes

3.4/9 three and four ninths trois et quatre neuvièmes

1/2 a /one half

1/4 a quarter

3/4 three quarters (trois quarts)

IV. HOW TO SAY « 0 » IN ENGLISH ZERO …in American English, zero is used merely in all cases

ZERO …in (Br) zero is used for numbers…………………0…………number zero

ZERO is used for temperature……………- 10°…………..it is freezing, it is 10 below zero

ZERO is used in scales…………..0/2 000 000……..at zero 2 000 000th

ZERO is used in scientific English. Etant donné une conductivité de 0……..Given zero conductivity

ZERO is used in inflation (un pays qui se bat pour atteindre une inflation nulle)…A country striving for zero inflation

ZERO or oh always used after the decimal point…5.03…………five point zero three/ or 5 point oh three.

NOUGHT is usually used in calculation, add another nought or zero to that number.

Put down nought and carry one (je pose zero et je retiens un.

NOUGHT is used before the decimal point….0.5….nought point five (zero virgule cinq)

NIL always used for marks or goals in sport. Arsenal won four nil (4-0)

Arsenal won by four goals to nil

Nil is also used to mean nothing (rien) Also zero production was reduced to nil (or zero): La production fut rapidement reduite à zéro.

OH is used in telephone numbers..Br. 09 97 00 37 06 oh nine nine seven double oh three seven oh six. In America it is zero nine nine seven zero zero three seven zero six.

LOVE is used in tennis and large scores: Lendl lead forty-love. Lendl mène quarante à zéro.

Love est dérivé du Français « l’œuf à cause de sa ressemblance graphique.

V. THE DATES 1. Years

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1026 : ten twenty-six. Thousand is not usual

2009: Two thousand and nine

2. Months and daysThe date can be written in several ways:

12th May (Twelfth of May)………………………….or May 12th (May the twelfth)

Amer. when the date is began by the month, it is current to omit the “the”

e.g.: May 12 is, May twelfth/ May twelve. (The month is put first). 4/10/92 (10th April 1992

Brit. The day is put first. 10/4/92 (10 April 1992)

SAYING NUMBERS

Cardinal and Ordinal numbers

Cardinals Ordinals

1: one 1st: First

2: two 2nd: second

3: three 3rd : third

4: four 4th :fourth

5: five 5th : fifth

6 : six 6th : sixth

7 : seven 7th : seventh

8 : eight 8th : eighth

9 : nine 9th : ninth

10: ten 10th : tenth

11: eleven 11th : eleventh

12: twelve 12th : twelfth

13: thirteen 13th: thirteenth

20: twenty 20th: twentieth

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21: twenty-one 21st: twenty-first

22: twenty-two 22nd: twenty-second

100: a/ one/ hundred 100th: a/one/ hundredth

Large numbers

In figure in letter (word)

200 two hundred

1000 a/one/ thousand

1345 a/one a/one thousand, three hundred and forty-five

1,000,000 a/one million

1,000,000,000 a/one billion

1,000,000,000,000 a/one trillion

How to say “0” in English

Zero : - is use for numbers “0” The number zero ( le chiffre zero)

- is used in temperature -10° c It’s freezing, It’s 10 below zero (il fait 10° en dessous de zero)

- is used in scientific English given zero conductivity (étant donné une conductivité de zero)

- is used in scales

a country striving for zero inflation (un pays qui se bat pour atteindre une inflation nulle.

In American English, zero is used merely in all cases.

Oh: is used in telephone numbers 09 97 37 06 oh nine nine seven three oh six

(Br) 400 32 …four double oh three two…

Is used after a decimal point 54.06 fifty-five point oh six. (Cinquante quatre virgule zero six)

Nought: is usually used in calculation add another nought to that number (ajouter un autre zero à ce chiffre)

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Put down nought and carry one (je pose zero et je retiens un)

Is always used before the decimal point 0.25 nought point two five (zero virgule vingt cinq)

Nil:is always used for mark or goal in sport Arsenal won(by) four (goals) (to) nil (Arsenal a gagné 4-0)

Nil is also used to means nothing or zero. (rien)

Production was reduced to nil or zero. (la production fut rapidement reduite à zero).

Love: is used in tennis and in large scores. 69 nil (69 à zero)

Lendl leads forty-love. (Lendl mène quarante à zero)

Love est derivé du Français « l’œuf » à cause de sa ressemblance graphique.

The Date

1. Years

1026: ten twenty-six. (Thousand n’est pas habituel).

2009: two thousand and nine

1. Months and daysThe date can be written in several ways

-12th May (the twelfth of May) or May 12th (May the twelfth).

In American English, the date is begun by the month, it is current to omit the”the”:

-May 12=May twelfth/ May twelve

In British, the day is put first and in America, the month is put first:

- Br. 10/4/92 (10 April 1992)

- Am 4/10/92 (10th April 1992)

Mathematic symbols

+ plus, and 12 + 19 = 31 (twelve and/plus nineteen equals thirty-one)

= equals, is, are, goes (familiar)

-Minus , from, take away, leave 19 – 7 = 12 (nineteen minus seven is/ equal twelve

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Seven from nineteen is/ leaves twelve

Nineteen take away seven is/ leaves twelve (emploi enfantin)

X Multiplied by / times 36 x 41 = 1476 (thirty-six times forty-one is /equals one thousand, four hundred and seventy-six

4 x 4 = 20 (four times five is / equals twenty)

2 x 5 = 10 (twice five is ten or two fives are ten)

: Divided by, into (10: 2 = 5) ten divided by two is / equals five or two into ten goes five.

Fractions

Ordinary fractions

On écrit les fractions avec un nombre cardinal ou parfois « a » à la place de one, plus un nombre ordinal :

1/5 : a/ one fifth (un cinquième)

3/8 : three eighths (trois huitièmes)

3 4/9 : Three and four ninths (trois et quatre neuvièmes)

½ : a/one half

¼ : a quarter

¾: three quarters

1 ¼ hours: a /one hour and a quarter or one and a quarter hours (une heure et quart).

Le “s” est maintenu lorsque les fractions sont employées comme adjectives:

-they had a two-thirds majority. (Ils ont eu une majorité de deux tiers).

Decimal numbers

25.5 : Twenty-five point five. (Vingt cinq virgule cinq)

25.552 : Twenty-five point five five two. (Vingt cinq virgule cinq cent cinquante deux).

Hundred, thousand, million, billion, trillion avec ou sans « s »

-First they came in ones and twos, but soon in tens, at last in tens of thousands. (Ils sont d’abord arrives par petits groups, mais bientôt par dizaines, puis par dizaines de milliers).

-In 1950s: in nineteen fifties. (Dans les années cinquante).

-She is now in her eighties. (Elle est maintenant hectogénaire. « Entre 80 et 90 ans »).

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The former and the latter

The first : the former (ref. à une personne). Chose parmi deux qui viennent d’être évoquées.

-Trains and coaches are both common means of transport, the former are faster, the latter less expensive.

Once, twice and thrice

If I have told you once, I have told you a thousand times. (Je ne te l’ai pas dit une fois, je te l’ai dit dix mille fois).

- I have only seen her twice. (Je ne l’ai vu que deux fois).

- I have seen her thrice. (Je l’ai vu trios fois)

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TABLEAU RECAPUTILATIF DES INCOTERMS :Classement par degré croissant d’obligations pour le vendeur :

Libellé Anglais

Code Descriptif

EXW EX Works…named, place tous frais et risques inhérent au transport du départ de l’usine

FCA Free Carrier…named, place frais couvert par le vendeur plus emballage sur le véhicule de l’acheteur, dédouanement à la charge du vendeur.

FAS Free AlongSide ship…named port of shipment, obligations sont remplies lorsque la marchandise est dédouanée le long du navire sur le quai ou ailleurs au port d’embarquement convenu.

FOB Free On Board…named port of shipment, formalité d’exportation incombe au vendeur

CFR Cost and Freight…named port of destination, le transporteur, paye le chargement et le frêt jusqu’au lieu de destination convenu. CPT Carriage paid To… named port of destination, le vendeur prend en charge le dédouanement export, il choisit les transporteurs et paie les frais jusqu’au lieu convenu.

CIF Cost, Insurance, Freight… named port of destination, l’obligation supplémentaire pour le vendeur de fournir une assurance maritime contre le risque de perte ou de dommage. Le veudeur paye la prime d’assurance.

CIP Carriage and insurance paid to… named port of destination, le vendeur fourni une assurance transport et conclut le contrat d’assurance.

DAF Delivered At Frontier…named place, frais payé par le vendeur qui supporte les risques jusqu’à la frontière conclut. Il assume les formalités douanières.

DES Delivered At Frontier…named port of destination, le vendeur choisit le transport maritime, conclut et paie le frêt.

DEQ Delivered Duty Unpaid… named port of destination.-Le vendeur met la marchandise à la disposition de l’acheteur,dédouanée export sur le quai au port convenu.-L’acheteur a désormais la charge du dédouanement import.Les partis conviennent alors d’un port de destination et aussi du quai. Au cas où un quai ne serrait pas choisi, le vendeur peut choisir le quai lui convenant le mieux.

DDU Delivered Duty Unpaid… named port of destination,rendu droits non acquité.C’est un incoterm nouveau qui fait l’objet d’une offre commerciale et valorise la position du vendeur puisque la marchandise est transportée au risque et aux frais du vendeur jusqu’au locaux de l’acheteur.-Le vendeur met la marchandise à la disposition de l’acheteur, au lieu convenu dans le pays d’importation.

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-L’acheteur est responsable des formalités douanières import, des droits de taxes. La nouveauté 2000 précise le chargement du véhicule de transport à destination qui est désormais à la charge du l’acheteur.

DDP Delivered Duty paid… named port of destination, rendu droits acquités.- Le vendeur a l’obligation maximale, les transferts de frais et de risques se font à la livraison chez l’acheteur. le dédouanement import lui incombe aussi.-L’acheteur prend la livraison au lieu de destination convenu et paie les frais de

déchargement.

PUNCTUATION

∙ The period, full, stop, dot! exclamation mark? Question mark, interrogation mark, Comma: Colon; Semi colon- Dash (-en dashes/ -em dashes)" ……" double rotation mark, into brackets.'…….' N single rotation mark_ hyphen‘ apostrophe(…….) parentheses… suspension points or ellipses (in the body at the end)

SPECIFIC ABBREVIATIONi.e. : that is to saye.g. : for example

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UNIT TWO : LIFESTYLES AND HEALTH

Objectives: By the end of this Unit, you should be able to:

- Define the notions of Lifestyle and Health;- Name and describe different lifestyles;- Talk about the relationships that exist between Lifestyles and Health;- Talk about different consequences of Lifestyles on Health;- Read a text related to Lifestyles and Health for comprehension;

I- DEFINITIONS1- LIFESTYLE

From Wikipedia, the free encyclopedia

Lifestyle is the interests, opinions, behaviours, and behavioural orientations of an individual, group, or culture. The term was introduced by Austrian psychologist Alfred Adler with the meaning of "a person's basic character as established early in childhood" as in his 1929 book, The Case of Miss R. The broader sense of lifestyle as a "way or style of living" has been documented since 1961.

A lifestyle typically reflects an individual's attitudes, way of life, values, or world view. Therefore, a lifestyle is a means of forging a sense of self and to create cultural symbols that resonate with personal identity. Not all aspects of a lifestyle are voluntary. Surrounding social and technical systems can constrain the lifestyle choices available to the individual and the symbols she/he is able to project to others and the self.

According to you, what is simply lifestyle? Write down a simple definition of your own.

………………………………………………………………………………………………………………………………………………………………………………………………….

2- HEALTH From Wikipedia, the free encyclopedia

In 1948, the World Health Organization (WHO) proposed a definition linking health to well-being, in terms of "physical, mental, and social well-being, and not merely the absence of disease and infirmity".

But today, Health is a state of physical, mental and social well-being in which disease and infirmity are absent.

Health (noun) Healthy / unhealthy (adjective)

3- EXAMPLES OF LIFESTYLESWhat are some examples of lifestyle choices?

living a fitness lifestyle that involves a strict diet. not drinking/ drinking alcohol.

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living polygamous/ living monogamous following certain careers can entail lifestyle choices( police, Teacher, doctor, soldier….) sticking to a certain diet.

……………………………………………………………………………………………

…………………………………………………………………………………………..

…………………………………………………………………………………………..

…………………………………………………………………………………………

Healthy and unhealthy lifestyles

Give a definition of a healthy lifestyle (what is considered as a healthy lifestyle?)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Give a definition of an unhealthy lifestyle (what is considered as an unhealthy lifestyle?)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

10 Healthy Lifestyle Tips (guidelines) for Adults

Eat a variety of foods. Base your diet on plenty of foods rich in carbohydrates. Replace saturated with unsaturated fat. Enjoy plenty of fruits and vegetables. Reduce salt and sugar intake. Eat regularly, control the portion size. Drink plenty of fluids. Maintain a healthy body weight. ………………………………………………………………………… …………………………………………………………………………. ……………………………………………………………………….. ………………………………………………………………….

II- RELATIONSHIP BETWEEN LIFESTYLE AND HEALTHLifestyle is the way that a person lives. Therefore, lifestyle reflects our behaviour, attitude, culture and personality. In addition, lifestyle might affect people’s thoughts, work, social activity and health. It may be true that the quality of the medical service has improved in the

43

last decade in developed countries and some developing countries; however, lifestyle patterns are a key role in improving our quality of life.

So, people who live in poverty or in low social class category have a poor chance of survival. In other words, individuals who behave healthily are more likely to be found in higher social classes. Poor people do not care about life quality rather than how they live that due to lack of resources and deficiency in services. For instance, a less nutritious diet may be chosen because of restrictions on income or in adequate food distribution in their area. Less physical activity may be undertaken because of lack of leisure facilities in low class areas or the poor salary they get to make use of them. On the other hand, some situations are the result of a much greater degree of choice.

Geographical differences also have an effect on lifestyle pattern. For example, people who live in hot areas cannot maintain a healthy lifestyle especially a good range of physical activity as result of the hot climate. On the other hand, those living in very cold area have the same problems as well.

Educational level variations in the whole population may cause some difficulties in following healthy lifestyle. Much research focusing on the quality of life among qualified individuals and unqualified individuals revealed that better life and living patterns are found in people with degrees and the worse living patterns with those of a low educational level.

Read the four (4) paragraphs above and make a brief summary of what they express about the relationship between our lifestyles and our health.……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

III- READING FOR COMPREHENSION Read the following text and do all the activities that follow it

‘I HAVE TO GET MORE SLEEP’

5

‘I have to get more sleep’. Millions of Americans make this complaint, but how many do anything about it? Sleep is a biological imperative, but do people consider it as vital as food and drink? Not in a society in which stores don’t close, assembly lines never stop, TV beckons all the time, and stock traders have to keep up with the action in Tokyo. For too many Americans, sleep has become a luxury that can be sacrificed or a nuisance that must be endured.

44

10

15

20

A typical adult needs about eight hours of shut-eye a night to function effectively. By that standard, millions of Americans are chronically sleep deprived, trying to get by on six or seven hours or even less. In many households, cheating on sleep has become an unconscious and pernicious habit. … In extreme cases, people stay up most of the night, seeing how little sleep will keep them going. They try to compensate by snoozing late on weekends, but that makes up for only part of the shortfall.

One sign of sleep deprivation is requiring an alarm clock to wake up. Another is falling asleep within five minutes after one’s head hits the pillow; well-rested people drop off in 10 or 15 minutes. A third clue is napping at will. On the other hand, when people get enough rest, they remain awake no matter what the provocation: droning teachers, boring books, endless roads, heavy meals, and glasses of wine – even articles about sleep.

Putting in long hours and getting little rest are bad enough. But people who work unusual shifts face double jeopardy. About 20% of U.S. employees toil during the evening or night hours, or rotate through day, evening and night duty. Today new cultural and economic forces are combining to turn the U.S. into a 24-hour society. Many TV stations, restaurants and supermarkets operate through the day and night.

A/ VOCABULARY CHECK

The words in column A are from the text. Match them with their meanings in column B. Write down your answers like this: 11- a.

Column A Column B1. beckons (l. 3)2. luxury (l. 5)3. endured (l. 5)4. standard (l. 7)5. deprived (l.7)6. pernicious (l. 9)7. snoozing (l. 10)8. droning (l. 15)9. shifts (l. 17)10. jeopardy (l. 17)11. toil (l. 17)

a. hard work with little rewardb. taking a nap; sleepingc. danger; riskd. a model; a set of principlese. segments of work timef. prevented from having somethingg. attracts; seducesh. causing or leading to destructioni. supportedj. great comfort at great expensesk. making a sound like a low ‘hum’

B/ TRUE OR FALSE STATEMENTS

Read the text and say if each of these sentences is true or false. Write (T) for True and (F) for False then justify your answer by quoting the line(s).

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1) All the Americans complain about the lack of sleep in their lives.

2) People consider sleep as something crucial.

3) For many Americans, sleep has become something rare.

4) An ordinary adult needs about eight hours of sleep a day.

5) People succeed in catching up sleeping on weekends.

6) Alarm clock and quick sleep are signs of sleep deprivation

7) Even if people rest enough, they feel asleep when they eat heavy meals and they drink glasses of wine.

8) People who practice work rotation through all the day are confronted with many dangers.

9) Culture and economy are responsible for Americans’ sleep deprived situation. C/ DEBATE.

Give your opinion about the topic below:

TOPIC: HOW TO STAY HEALTHY, KEEP FIT, AND LIVE LONGER?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………................................................................................................................................................................................................................................................................................................................................

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ENGLISH TEST

EXERCISE 1: Tick, underline or circle the correct answer.

1- Have you……………………..worked on Excel 5.0 or is it the first time?

a- ever b- already c- never

2- The emergence of new economic powers - India, Brazil, China - made consensus and cooperation ………………..harder.

a- yet b- still c- never

3- I would like to have …………… break if you don’t mind.

a- the b- a c- an

4- …………………life expectancy is higher for women than men.

a- the b- Ø c- a

5- You are late…………………….usual.

a- such b- as c- like

6- In Burkina Faso only two people……………… every 100 now work on the land.

a- by b- from c- out of

7- Spending on advertising increased……….15% last year.

a- by b- on c- in

8- It’s cold in here. Let’s find somewhere……..

a- hotter b- hottest c- as hot as

9- The weather is getting……

a- worse b- worst c- badder

10- The sooner, the…..

a- gooder b- best c- better

11- If my office was redecorated I…….in better conditions.

a- worked b- would work c-would have worked

12- King Solomon was married to about 800………..

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a-wives b- wifes c- wife

13- The youth need……..advice.

a- many b- few c- much

14- It rained……..three days without shopping.

a- during b- for c- while

15- I felt asleep……………the lecture.

a- for b- since c- during

16- ………..plane is dangerous.

a- fly b- flown c- flying

17- I enjoy…………after a hard day’s work.

a- to swim b- swam c- swimming

18…….it rained a lot, me enjoyed our weekend.

a- in spite of b- although c- because

19-………her celebrity, she values her privacy above all else.

a- unless b- despite c- although

20- An event in sports is a………..

a- sports event b-sports’ event c-event sports

21- A department that sells toys is a………..

a- sell toy department b- sold toy department c- toy selling department

22-When I arrived home, someone……… the gate.

a-had already opened b- already opened c- has already opened

23- Einstein died………..the age of 70.

a- with b- on c- at

24- Many Liberians died……….Ebola.

a- at b- by c- from

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25- The store Nike town is five floors high, and sells………….. single Nike model that exists.

a- every b- each c- either

26- Parliament is expected to vote a new programme whereby……….workers would take a sabbatical year……..10 years to get more training and receive their full salary.

a- all/every b- all/each c- every/all

27- There’s……..music floating about in cyberspace.

a- a lot of b- many c- none

28- This has made Asia the fastest growing market for ……west’s top brands.

a- both of b- either of c- most of

29- On ……….sides of the Atlantic.

a- each b- every c- both

30- He spends………his time in the air or on the road.

a- much of b- most of c- most

31- This question will be delicate to………….

a- cope with b- break into c- shut down

32- The news that………..is really alarming.

a- broke in b- broke out c- broke down

33- In a continent where products………first, now customers matter too.

a- always used to come b-always used to coming c-used to always come

34- Three years ago, there……….call-centre sector in Ireland.

a- has been no b- was no c- was any

35- I have ……idea who might have come: it’s a complete mystery to me.

a- some b- any c- no

36- Have you…………..met such an unpleasant person?

a- never b- ever c- neither

37- ……………..had I see such a crowd of people.

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a- somewhere b- anywhere c- nowhere

38-………………can be more boring than this exercise.

a- somebody b- nobody c- nothing

39- He has bought 10…………….bread.

a- loafs of b- loaves of c- loaf of

40- They are playing………………….

a- dies b- dice c- dices

41-…………………did you spend in the shop?

a- how long b- how much c- how many

42-……………………do you wash your hair? Once a week? Twice a week?

a- how long b- how far c- how often

43-Sit down,……………………….?

a- will you b- shall you c- won’t you?

44-The police didn’t arrest him,……………………….?

a- didn’t they b- did they c- they did

45-There must be a shorter path,………………………..?

a- must there b- there mustn’t c- mustn’t there

46-Look at the boy, he………………………….

a- is playing b- is played c- has played

47- English men …………………tea.

a- like b- liked c- have liked

48 - Of the twins, I don’t know which is…………………………

a- the taller b- the tallest c- the most tall

49-Thank God! In……………….days, we’ll be on holiday.

a- a few b- a little c- few

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50- I have…………………knowledge of medicine and will never be able to become a nurse.

a- much b- a little c- little

GOOD LUCK !

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