Sujet 8 | Énoncé
Bracelets with thermo-embedded letters
I. Compréhension écrite
Questions on document A
1 Choose and write down the right answer.
Hannah lives in India/ Canada/ the USA/ England. She was five/ six/ eleven/ eighteen years old when she realized that something had to be done for her family/ her classmates/ homeless people.
Il s’agit de sélectionner un seul élément. Commencez par repérer les éléments présents dans le texte, puis analysez lequel des éléments permet de compléter chaque phrase en respectant le sens du document.
2 Write down the following sentences in chronological order.
Hannah toured her country. – Hannah collected money. – Hannah talked to her school- friends. – Hannah was shocked. – Hannah set up an association.
Vous devez classer ces phrases dans l’ordre chronologique, soit l’ordre du document. Analysez le sens de chaque partie du texte en vous servant des différentes propositions ici pour vous aider, puis recopiez les propositions dans le bon ordre sur votre copie.
3 The following statements are true. Justify by quoting the text.
a)Hannah was not shy.
b)Hannah’s schoolmates supported her.
Sujet 8 | Énoncé
On vous demande de citer le texte pour prouver que chacune de ces affirmations est vraie. Cherchez la partie du texte qui illustre chaque affirmation. Identifiez précisément la phrase ou partie de phrase qui l’illustre au mieux puis reportez la citation sur votre copie.
Questions on document B
4 Write down the right answer and justify by quoting the text. Joey wanted to:
a)steal money.
b)earn money.
c)donate money.
d)print fake money.
5 Complete each sentence with the right element from the list below.
Joey – the nuns – many St Catherine’s students – Connie – one of Joey’s schoolmates
a)... bought a cheap watch.
b)... decided to buy a machine to customize watches.
c)... wore a watch at school to start the trend.
d)... followed the fashion.
e)... made the regulations at St Catherine’s stricter.
Vous devez choisir le bon sujet dans la liste pour amorcer chacune des cinq phrases cor- rectement.
Commencez par éliminer tout ce qui est de toute évidence erroné. Testez vos hypothèses de réponse en cherchant la confirmation dans le texte.
6 Right or wrong? Answer and justify by quoting the text.
a)At St Catherine’s, students could wear whatever they wanted.
b)Joey was a student at St Catherine’s.
c)Joey was revolted by the change in the rules at St Catherine’s.
d)Walter thinks Joey’s product is useless.
Cherchez la partie du texte qui illustre chaque affirmation. (Elles sont dans l’ordre du texte.) Analysez la phrase du texte pour décider si elle confirme l’affirmation ou non. Vous allez pouvoir déterminer si l’affirmation est vraie ou fausse : notez votre réponse (Right ou Wrong) puis recopiez la phrase pour la justifier.
Questions on documents A and B
7 Write down the two titles that correspond to both documents A and B.
a)Helping poor people
Sujet 8 | Énoncé
c)Showing initiative
d)Fashion victims
e)Making profits
Vous devez choisir les deux titres qui conviennent pour les deux documents.
8 Write down the five adjectives that can apply to both Hannah from document A and Joey from document B.
talented – enterprising – selfless – determined – ungenerous – egocentric – understanding – precocious – ambitious – obedient
On vous demande de choisir les cinq adjectifs qui peuvent s’appliquer à la fois à Hannah dans le document A et à Joey dans le document B.
II. Expression écrite
Tous les candidats traiteront au choix l’un des deux sujets suivants.
1 You are part of an organization that fights for a good cause. Write an article for the school newspaper to convince your schoolmates to help you or to join the organization. (180-250 words)
Il s’agit de rédiger un article pour le journal du lycée afin de convaincre les lycéens de se joindre à votre organisation qui défend une cause intéressante ou de vous aider en soutenant cette cause.
Pour un article persuasif, il faut mobiliser les expressions d’opinion : – to my mind, in my opinion, from my point of view, as far as I’m concerned Vous pouvez utiliser ces mots de liaison pour articuler votre discours : – en renforcement : indeed, moreover, what’s more ;
– pour marquer une opposition : however, and yet, on the one hand... on the other hand.
2 The students at your school disagree with one of the school’s rules and ask you to represent them. You go and see the headmaster to try to persuade him/her to change it. Imagine the conversation. (180-250 words)
Une conversation nécessite l’utilisation de l’anglais oral, soit le recours : – aux formes contractées (it’s, don’t) ;
– à l’impératif (tell me, don’t worry) ;
– aux formules idiomatiques (What’s the matter?, What’s wrong?, There’s nothing worth + V-ing, It’s no use + V-ing).
Sujet 8 | Corrigé
I. Compréhension écrite
Questions on document A
1 Hannah lives in Canada. She was five years old when she realized that something had to be done for homeless people.
2 Hannah was shocked, Hannah talked to her schoolfriends, Hannah set up an associa- tion, Hannah collected money, Hannah toured her country.
3 a)”[...] if she could speak to the class” (l. 10).
b)”In response, the class had an art sale and bake sale” (l. 11).
c)”[...] by educating the general public” (l. 21).
d)”She feels it is important for others to realize that regular people can make a difference in the lives of others” (l. 24).
Questions on document B 4 Joey wanted to:
b)earn money.
”[...] had sold personalized watches [...] at 30 dollars each” (l. 11).
”It’s still money I should have had” (l. 25), or ”Joey, making money is not a right” (l. 26).
5 a)One of Joey’s schoolmates.
b)Joey.
c)Connie.
d)Many St Catherine’s students.
e)The nuns.
6 a)Wrong: ”[...] were forbidden all jewelry except...” (l. 2)
b)Wrong: ”Joey’s own school, Central High, [...]” (l. 4)
c)Right: ”Which, of course, struck Joey as an outrage” (l. 13).
d)Right: ”You’re selling junk those girls don’t need” (l. 26).
Questions on documents A and B 7 b)Early experiences
c)Showing initiative
8 The five adjectives that can apply to both Hannah from document A and Joey from document B are:
Sujet 8 | Corrigé
II. Expression écrite
1 PROTECT OLD RACEHORSES!
I’m sure you watch horse racing on television from time to time. You must know about the money that changes hands for such big events as the Arc de Triomphe Grand Prix at Longchamp every year. A jockey who wins a grand prix becomes famous over night. But what about the horses? Have you ever asked yourself what the horses become when they are too old or too slow to win races?
I was never really interested in horses or horse racing, but when I discovered that horses that do not perform satisfactorily are sent to the butchers, I felt outraged. Thanks to these horses, lots of people have had a good time and some have even made money. The horses deserve to live happily in a field with other horses and plenty to eat.
That is why, I want you to join my association ’Protect Old Racehorses!’. You can help by demonstrating outside race courses, or by finding a field where we can put old race horses. We can also offer to wash cars to raise money to pay for the vet if necessary. If like me, you hate injustice and you love animals, join my association today.
2 Student: Hello, Sir. Could I have a word please – in the name of the students of this school?
Headmaster: I haven’t really got a lot of time, but I can give you two minutes, no more. What’s it all about?
Student: Well, Sir. It’s this rule about not being allowed to use cell phones in school. Headmaster: It’s a perfectly good rule, if you ask me and I have no intention of changing it.
Student: With no disrespect, Sir, we think it was a very good rule when it was first intro- duced.
Headmaster: But?
Student: But... times have changed, society has evolved. Teenagers today have been using cell phones since they were small children.
Headmaster: I’m sure you’re exaggerating – nobody buys a cell phone for a baby. Student: True, but cell phones play an important role in family life today and we believe it is important that adolescents should learn to use cell phones in an appropriate way. Headmaster: That’s a reasonable argument.
Student: I thought you would see our point of view! So, we would like cell phones to be authorised in school and we have made a list of the rules to control their use.
Headmaster: I’m afraid your two minutes are over. If you just leave your list of rules on my desk, I will give your request consideration. Good day, young man.
Sujet 9, langue vivante 1
Polynésie, juin 2013, séries technologiques
Document A
In the month of July 1947, having saved about fifty dollars from old veteran benefits, I was ready to go to the West Coast. My friend Remi Boncœur had written me a letter from San Francisco, saying I should come. [...] My aunt was all in accord with my trip to the West; she said it would do me good. [...] Folding back my comfortable home sheets for the last time one morning, I left with my canvas bag in which a few fundamental things
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were packed and took off for the Pacific Ocean with the fifty dollars in my pocket. I’d been poring over maps of the United States in Paterson for months, even reading books about pioneers and savoring names like Platte and Cimarron and so on, and on the road-map was one long red line called Route 6 that led to the tip of Cape Cod clear to Ely, Nevada, and there dipped down to Los Angeles. I’ll just stay on 6 all the way to Ely,
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I said to myself and confidently started. To get to 6 I had to go up to Bear Mountain. [...] Five scattered rides took me to Bear Mountain Bridge. It began to rain in torrents when I was left off there. It was mountainous. Route 6 came over the river, wound around a traffic circle and disappeared into the wilderness. Not only was there no traffic but the rain came down in buckets and I had no shelter. I had to run under some pines to take
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cover; this did no good; I began crying and swearing and socking myself on the head for being such a damn fool. I was forty miles north of New York; all the way up I’d been worried about the fact that on this, my big opening day, I was only moving north instead of the so-longed-for west. Now I was stuck on my northernmost hangup. [...] ’What the hell am I doing up here?’ I cursed. I cried for Chicago.
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Jack Kerouac, On the Road, 1957.
Document B
Suddenly, I found myself in Times Square. I had traveled eight thousand miles across the American continent and I was back on Times Square; and right in the middle of a rush hour, too, seeing with my innocent road-eyes the absolute madness and fantastic hoorair1of New York with its millions and millions hustling forever for a buck2among themselves, the mad dream – grabbing, taking, giving, sighing, dying, just so they could
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be buried in those awful cemetery cities beyond Long Island City. The high towers of the land – the other end of the land, the place where Paper America is born. [...] I had no money to go home in a bus. Paterson is quite a few miles from Times Square. Can you picture me walking those last miles through the Lincoln Tunnel or over the Washington 1. hoorair : atmosphere of excitement.