Unit 3Culture shock

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contacts des cultures
Thème : Les chocs culturels
Le développement du tourisme et des relations internationales, les échanges dans le cadre de l’éducation ou
du commerce, permettent de mettre de plus en plus facilement en contact des individus aux cultures variées,
dont certains aspects peuvent s’avérer surprenants, amusants et parfois choquants.
aspects du thème
documents du manuel
Voyager, partir à la rencontre
de l’autre.
• The straw hut
Que veut dire « choc culturel » ?
Définition des sociologues.
• The stages of culture shock
Choc lié à l’écart entre parole et
attitude.
• The Traveller
Choc lié aux pratiques alimentaires.
• Surprise, surprise!
manuel
guide
37
81
36
82
38
85
39
86
39
89
(illustration)
(document audio court)
(bande dessinée de Quino)
(document audio long)
Choc lié au langage corporel et
à ses exigences contradictoires.
• The Silent Language
Les différences culturelles et
le commerce international.
• Don’t sell thick diapers in Tokyo
40
90
(presse)
• Before and After (presse)
41
93
Une situation de communication
inter-culturelle.
• Buying food abroad
41
94
Choc lié à l’ignorance des pratiques
culturelles : les étonnements d’un
professeur d’anglais au Kenya.
• First morning at school
42-43
94
Choc culturel et préjugés :
les tribulations d’une Américaine
à Londres.
• “England is not exactly like
46
98
(texte sociologique)
(document audio + script)
(littérature)
I pictured it” (littérature)
épreuve de Bac L
Objectifs majeurs
Practice makes
perfect, pp. 44-45
■ lexique
voyage, modes de vie, réactions, préjugés
1, 2
■ grammaire
comparatifs et superlatifs ; prépositions ;
adjectifs composés ; infinitif ou be + ing ?
réflexion sur la langue (guide, p. 110)
3, 4
5, 6
■ communication
discours indirect ; conséquence ; conseil
7, 8, 9
■ phonologie
mots transparents ; accent de phrase
10, 11
■ culture
proverbes ; lieux et habitudes culturelles
12, 13
■ méthodologie
comment affiner sa compréhension auditive :
Back-up: How to understand oral messages
(manuel, pp. 48-49)
■ entraînement au Bac
épreuve de Bac littéraire (guide, p. 98)
aménagements pour les sections scientifique, économique
et technologique (guide, p. 101)
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The straw hut, illustration, p. 37
Introduction
Cette image, tirée d’une publicité pour l’association de compagnies aériennes Skyteam
(avec la catch-phrase “We strive to send you on vacation faster”), symbolise bien la
facilité qu’offrent les transports aériens de se déplacer rapidement vers tout endroit de la
planète, avec ses conséquences : le dépaysement, qui se gérait progressivement au cours
des voyages pratiqués avec des moyens de transport plus lents, fait place au « choc
culturel ». On « débarque » dans un monde nouveau (c’est l’image de la passerelle) sans
avoir eu le temps de se défaire de sa propre carapace culturelle et de se préparer à en
confronter d’autres. D’où un certain nombre de réactions, qui ont été analysées par des
sociologues et des psychologues américains, et sont présentées dans le document audio.
Objectifs
■ lexique
transports aériens, tropiques, bâtiments, synonymes de strange
et de exciting
■ grammaire
comparatifs (GF 24)
■ communication
expression du conseil ; expression libre à partir de mots-clés
■ culture
le choc culturel, émotion répertoriée
■ méthodologie
analyse d’image (composition et symbolique) ;
repérages dans un message oral (Back-up, pp. 48-49)
Repères
culturels
Extraits d’une conférence par le Dr Carmen Guanipa, de l’Université de San
Diego, Californie
The term “culture shock” was introduced for the first time in 1958 to describe the anxiety
produced when a person moves to a completely new environment. This term expresses
the lack of direction, the feeling of not knowing what to do or how to do things in a new
environment, and not knowing what is appropriate or inappropriate. The feeling of culture
shock generally sets in after the first few weeks of coming to a new place.
We can describe culture shock as the physical or emotional discomfort one suffers
when coming to live in another country or a place different from the place of origin.
Often, the way we lived before is not considered as normal in the new place.
Everything may be different, for example, not speaking the language, not knowing
how to use banking machines, not knowing how to use the public telephone, etc.
Though some people may experience real pain from culture shock, it is also an
opportunity for redefining one’s life’s objectives, and for acquiring new perspectives.
Culture shock can make one develop a better understanding of oneself and stimulate
personal creativity.
Pistes
proposées
Étape 1 : présentation de l’image
À faire si possible avec un transparent démuni du titre de l’unité. Laisser les élèves réagir
librement, pour voir qui focalise davantage sur les aspects positifs et qui sur les aspects
négatifs de la situation, afin de redonner ultérieurement la parole aux élèves concernés
pour qu’ils développent leur première réaction, enrichie de la réflexion collective.
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Question 1 : description, activité lexicale
Les élèves de bon niveau n’auront sans doute pas besoin de l’aide lexicale proposée dans le manuel ; les élèves
en difficulté pourront en disposer. La présence de distracteurs dans cette liste oblige l’élève à faire de véritables choix lexicaux plutôt que d’utiliser machinalement les mots proposés.
Si les élèves ont besoin d’être stimulés sur le plan lexical, on pourra leur donner la liste et leur demander de
trouver des catégories pour ranger les mots. Par exemple, termes :
– à connotation positive : lagoon, palm-trees, sea-side, tropics, etc.
– à connotation négative : accident, flood, prison, storm, etc.
– évoquant de l’eau : flood, lagoon, lake, seaside, storm, tropics
– évoquant des bâtiments ou parties de bâtiment : corridor, hut, piles, prison, roof, stairs, wigwam
– liés aux transports aériens : boarding ramp, emergency exit, runway, wheels, accident, etc.
Une fois ces listes établies, on fera effacer les mots qui ne peuvent servir à la description de l’image, et on
proposera aux élèves d’utiliser ceux restant pour décrire l’image.
This is the picture of a place in the tropics: we can see the quiet, deep-blue water of a lagoon, some
palm-trees in the background on the right and the typical cloudy sky. On the left we can see a straw hut,
built on piles to protect it from the water, with a spiral metal stair-case allowing the occupants to use a
boat. On the right, what seems to be a glass and steel corridor is in fact the boarding ramp of a plane. We
can just make out the wheels beneath it, and the “nose” or exit door, placed right up against the hut.
Question 2 : contraste dû à la composition de l’image
Si les élèves n’ont pas été entraînés à l’analyse iconographique, on les guidera
en leur proposant de trouver 1. comment l’image est construite, 2. quel est
le centre d’intérêt de chaque division, 3. ce qui est symbolisé par les objets
principaux.
L’image peut être découpée en quatre carrés égaux : les deux du bas contiennent
l’eau, qui évoque la lagune, et ceux du dessus font se côtoyer la paillote, qui
représente l’habitat ancestral et paisible des contrées tropicales, et la passerelle
d’accès qui évoque la modernité, la vitesse et l’intrusion.
The picture can be divided into four equal squares. The lower two are composed of / made up of water,
whose crystal-clearness and colour evoke the tropics.
What strikes us at first sight is the combination of the two main elements in the upper squares, each of them
occupying the same portion of the picture. These objects (the straw hut and the boarding ramp) are never
found in the same place. So it seems strange (odd / peculiar / queer / bizarre / weird) to put them
together / combine them in a picture. There is even a sharp contrast represented by the peace and quiet of
the hut and the hustle and bustle that can be associated with airports and travel.
Les élèves peuvent se demander qui sont les personnages représentés sur les marches en ombres chinoises. En
l’absence d’information à ce sujet, on leur laissera faire des suppositions :
Who may the people on the stairs be?
The people on the stairs can either be locals enjoying sunset or sunrise as a daily habit, or tourists enjoying
the spectacle as a totally unusual and fascinating situation which will be worth writing home about. (Postcards
representing sunsets are all-time favourites, because of their natural beauty.)
Question 3 : symbolique de la composition et lien avec le titre de l’unité
On demandera aux élèves de présenter leur propre interprétation du terme “culture shock”, et de le relier à
l’image. (Voir la rubrique Repères culturels.)
What is symbolized here is tourism and especially the fact that air travel allows people to come into contact
with other cultures, other lifestyles, very easily and very quickly – so quickly that sometimes you are not
ready for the many differences you can see between local lifestyles and your own. The “nose” of the
boarding ramp, which is placed right up against the wall of the hut, looks like a giant camera which seems
to be spying on the natives’ lives and makes tourists appear as intruders or even “Peeping Toms” (terme
étudié en classe de Seconde).
Étape 2 : étude du document sonore
On aura noté au tableau les propositions des élèves, que l’on va maintenant confronter à la définition plus
« officielle » des sociologues. C’est un document court et assez facile, dans la mesure où il est découpé en
petites unités de sens et où il contient de nombreux mots transparents facilement compréhensibles à l’oral. Si
les élèves ont des difficultés en compréhension auditive, on se reportera aux conseils proposés dans la fiche
méthodologique Back-up: How to understand oral messages, pp. 48-49.
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Script du document sonore
PART 1
The term “culture shock” expresses the feelings which people experience when they move to a
completely different environment.
PART 2
Culture shock comes in stages.
The first one is called the “honeymoon stage”, because everything in the new culture seems to be
interesting, exciting and idealized.
The second stage may appear within the first few weeks. It is a period of transition between the two
cultures, when difficulties start to pile up and arouse feelings of incompetence or frustration. Some people
remain stuck at this stage and declare that some aspects of the new culture are just stupid.
But most of them reach at least the third stage, where people begin to understand the reasons behind
the “stupid stuff” and start learning the ropes.
Then comes the integration stage, where people accept the differences with their own culture and feel
more at ease with the new one. They may even develop a feeling of belonging.
There may be a fifth stage, called the “re-entry shock”, when people return to their country of origin and
regret that their newly-acquired customs are not in use in the old culture. Funny, isn’t it?
PART 3
But, in short, if you maintain an easy-going attitude and if you greet things instead of fighting them,
culture shock will not really affect you and you will enjoy experiencing the new culture.
Question 4 : définition de “culture shock”
On fera écouter la première partie : The term “culture shock” expresses the feelings which people
experience when they move to a completely different environment, que l’on fera reformuler, si possible à l’aide
des expressions déjà notées au tableau. Puis on passera la deuxième partie en entier, après avoir posé
clairement la question How many stages are presented? Les élèves ne doivent pas prendre de notes pendant
l’écoute en continu, car ils ont peu de choses à repérer à ce stade.
Four stages are presented, with a possible fifth one, depending on the circumstances (“There may be a fifth
stage”).
Seconde écoute, fractionnée, de la deuxième partie, afin de repérer, pour chaque stade, au moins une
expression positive ou négative et de la noter dans un tableau. Le professeur posera la question : Which of these
stages are positive, which are negative? Pick out at least one positive or one negative term for each stage.
positive words
stage 1
negative words
(honeymoon), interesting, exciting,
idealized
difficulties, incompetence, frustration, stuck,
stupid
stage 2
stage 3
understand, learning the ropes
stage 4
(integration) accept the differences,
more at ease, feeling of belonging
stage 5
re-entry shock, regret
Troisième écoute, fractionnée, de la deuxième partie, permettant aux élèves de mettre en commun leurs
trouvailles. À partir de ces mots-clés inscrits sur transparent ou au tableau, on fera reformuler l’essentiel de
chaque phase, en faisant ajouter, si possible, des exemples vécus ou rencontrés en littérature ou au cinéma
(par exemple, Lost in Translation, film de Sofia Coppola, 2003, sur les difficultés d’intégration dans la culture
japonaise), et l’on s’interrogera sur le nom de la première phase. Le sujet se prête à une manipulation des
comparatifs (voir Grammar File 24).
Question 5 : the honeymoon stage
In the first stage, the new arrival may feel euphoric and be pleased by all the new things encountered. Just
like newlyweds who only want to see the sunny side of their partner’s personality, people’s first reaction
often consists of focusing on what is new, different, attractive (entertaining, arousing, thrilling,
exhilarating, funny, fanciful, etc.) in the country they are visiting. That is why the first stage is called the
“honeymoon stage”.
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(Examples: discovery of new type of vegetation, pleasant climate, tasty food, interesting architecture,
easy-going local people, etc.)
What about the other stages?
During the second stage, simple things may prove difficult, just because you do not know all the rules and
habits, and that may frustrate you, because you do not understand the reasons behind these rules. This may
trigger off feelings of incompetence, impatience and discontent / dissatisfaction. (Examples: opening
hours of banks or pubs, unreliable schedules of public transport, nature of food, rituals during meals,
different conception of time and non-respect of appointments, etc.)
Stage 3: This stage is characterized by gaining some understanding of the new culture and feeling more
and more familiar with the new environment. As some rules are clarified, you can adopt them. (Examples:
offices closed during the hottest hours of the day, food adapted to needs created by the climate, slow
trading rituals allowing people to make acquaintance, etc.)
In stage four, though some of your cultural “props” have been removed, you no longer feel like a fish out
of water. You become more and more integrated into the society of the host country and your adjustments
to the new culture may develop in you a satisfactory feeling of belonging. (Examples: knowing how to
behave and what to say when you are introduced to new people, knowing when to take statements
seriously and when not to, being able to make purchases like locals, etc.)
If you are to return home, you may enter the fifth stage and be frustrated by the inability or unwillingness
of family and friends to understand the changes in your personality or by not finding in your country some
characteristics of the host country that you have adopted.
On pourra soumettre à la réflexion des élèves cette citation de Judith Martin, professeur de communication
interculturelle à l’Université du Minnesota : “When you go abroad, you expect things to be different; when you
come home, nobody expects you to have changed.”
Écoute en continu de la troisième partie, pour faire apprécier l’aspect optimiste de la conclusion.
On fera repérer des termes qui s’opposent et qui décrivent deux attitudes possibles : greet / fight ; affect / enjoy ;
et l’on fera redire l’attitude préconisée, le terme easy-going faisant partie des key words de l’unité.
The more tolerant and open-minded you are, the more likely you are to have enjoyable intercultural
relationships and experiences.
Question 6 : expression personnelle
Les conseils suivants sont inspirés d’une longue liste établie par des psychologues spécialisés sur le sujet. Ils
sont proposés ici à l’infinitif ou sous forme de noms, mais on veillera à faire varier les expressions du conseil :
should – ought to – had better – if I were you, I’d… – why not…? etc.
– Be patient. The process of adaptation to new situations will always take time. Focus your power on
getting through the transition.
– Learn to be constructive. If you encounter an unfavorable environment, don’t put yourself in that position
again. Be easy on yourself. Develop tolerance and a sense of humour.
– Include a regular form of physical activity in your routine. This will help combat the sadness and
loneliness in a constructive manner.
– Relaxation and meditation are also proven to be very positive for people who are passing through
periods of stress.
– Maintain contact with your ethnic group. This will give you a feeling of belonging.
– Develop contact with the new culture: learn the language, volunteer for community activities, etc.
– Allow yourself to feel sad about what you have left behind, and maintain confidence in yourself. Follow
your ambitions and continue your plans for the future. Etc.
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Key words, p. 36
Après cette sensibilisation au thème de l’unité, les élèves seront invités à manipuler du lexique qui leur permettra soit de mieux comprendre les documents proposés, soit de s’exprimer de manière plus précise et plus riche.
Bien que les termes difficiles soient traduits dans le Lexicon, pp. 150-151, pour que l’élève puisse valider ses
connaissances, nous déconseillons de faire apprendre ces mots sous forme de liste traduite. Nous proposons
dans la partie Practice makes perfect deux activités permettant d’établir des réseaux de sens entre ces
différents termes, ce qui est plus favorable à la mémorisation.
Activity 1, p.
44
A. Using each word or expression only once, find in the list:
1. six words indicating personal or collective ways of living: customs, habits, lifestyle, manners, mores,
traditions.
2. three synonyms of strange: odd, peculiar, queer.
On en profitera pour rappeler ceux qui auront été utilisés dans la réponse à la question 2 page 36 du
manuel : bizarre, weird.
3. two synonyms of local: indigenous, native.
4. several words linked with travelling: abroad, be bound for, foreigner, homesickness, journey, overseas.
On peut proposer ici une activité de recherche lexicale (brainstorming) afin d’enrichir la liste ; par exemple
: booking, cancellation, check in / out, mass tourism, beaten track, exoticism, well-travelled, etc.
On fera chercher la définition du terme anglais voyage, pour en prévenir toute utilisation abusive :
A voyage is a long journey on a ship.
B. Complete:
1. A stranger is a person I do not know.
2. A foreigner is a person from another country.
Activity
2, p. 44
Fill in the chart with words from the list indicating attitudes:
positive meaning
negative meaning
easy-going, open-minded
prejudiced, rude, uncouth, reluctant
verbs
cope with, support, rely on, behave oneself
interfere, scorn
nouns
confidence, support
contempt, distrust, scorn
adjectives
On pourra également :
– faire repérer des synonymes : scorn, contempt, et chercher leur contraire : respect.
– faire relever les faux-amis : prejudiced, rude, support, confidence.
– noter que les termes scorn et support peuvent être des verbes ou des noms.
– faire chercher les adjectifs dérivés de la liste de noms : confident, (dis)trustful, supportive, contemptuous,
scornful.
– faire chercher des contraires :
confidence // mistrust, distrust
easy-going // intolerant, fussy
open-minded // prejudiced
rude, uncouth // well-behaved
cope with... // mishandle
contempt, scorn // admiration
Les élèves pourront mettre en œuvre une partie de ce lexique dès l’étude de la B.D. de Quino, dans la rubrique
Background, p. 38, intitulée “The Traveller”.
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interdépendances
Corrigé de l’épreuve simulée de Bac section L
Happicuppa, pp. 116-117
Compréhension : 70 points + expression : 70 points = 140 points, ramenés à 14 points
Traduction : 60 points, ramenés à 6 points
COMPREHENSION 70 points
1. Name the three main characters and imagine their possible relationships. 5 points
Jimmy - Uncle Pete - Crake
Uncle Pete may either be Jimmy’s or Crake’s uncle. If he is Jimmy’s uncle, he may be Crake’s father, so
Jimmy and Crake may be cousins. If he is Crake’s uncle, Jimmy and Crake may either be cousins or just
friends, as they are both students (their final exams, l. 8).
2. At what time of the year does the story take place? Justify by quoting three elements. 3 points
The story takes place during the summer holidays:
– the vacation following graduation (l. 1)
– to beat the heat (l. 3)
– that was the summer (l. 8)
3. What kind of place is the HelthWyzer Vacation Community? Why, in Jimmy’s opinion, has he been
invited there? 4 points
The HelthWyzer Vacation Community (l. 1) is a place in North America where the older executives (the top
brass, l. 2) of the firm can gather to spend their holidays. Jimmy supposes that Uncle Pete wants to find a
companion for Crake so that he could be free to do whatever he likes (ll. 3-4).
4. Imagine at least two other plausible reasons for this invitation. (30-50 words) 5 points
– Jimmy is poor and Uncle Pete wants to offer him a pleasant holiday.
– Jimmy is an orphan (his vanished mother, l. 52) and Uncle Pete would like to take care of him during
the holidays.
– Uncle Pete fears that Crake might get bored in the company of an adult and wants him to share
activities with somebody of the same age and interests.
– Jimmy and Crake are inseparable cousins or friends.
5. How do the boys usually spend their time during the holidays? What are they doing here? Pick out three
expressions to justify your answer. 5 points
During their holidays, Jimmy and Crake are allowed to do “whatever they liked” (l. 6). They spend their
free time playing interactive games (interactives, l. 7), watching just any kind of television programmes
(state-sponsored snuff, l. 7), namely pornographic films (porn, l. 8).
6. Find in the text the names of... 3 points
– a firm developing research on healthy food: HelthWyzer, l. 10
– a new type of coffee: Happicuppa, l. 10
– a security or police force: CorpsSeCorps, l. 54
7. Using elements from the text, briefly explain the link between the three names you have found. (50 words)
7 points
A subsidiary of HelthWyzer has developed a new type of coffee, called Happicuppa (l. 10) whose beans
ripen all at the same time and can be harvested / picked by machines (ll. 13-14), depriving the peasants
(the small growers and their labourers, l. 15) of their regular work and income (poverty, l. 16). So riots
break out (l. 17) and are repressed by the Security Corps called CorpsSeCorps (l. 54).
8. What are the reasons for the coffee wars? “Gen-mod” (l. 8) is an abbreviation. What does it stand for?
7 points
Traditionally, coffee is grown on small plantations and, as the coffee beans on each bush ripen at different
times, there is continual work for coffee labourers: hand-picking, processing and shipping the beans. The
new technique allows coffee to be grown on huge plantations, where all coffee beans ripen simultaneously
and can be machine-harvested, provoking unemployment and anger.
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Transforming natural coffee beans into an industry-friendly type was made possible by scientific
discoveries made at a HelthWyzer subsidiary where the coffee beans were genetically modified (the
gen-mod coffee wars, ll. 8-9).
9. Which forces are in opposition? For each one, name three methods they use. What indicates that it is a
world-wide conflict? 8 points
FORCES
rebels
police or army forces
METHODS
– The resistance movement is global; riots break out, crops
are burnt, Happicuppa cafés are looted,
Happicuppa personnel are car-bombed or kidnapped or
shot by snipers or beaten to death by mobs (ll. 17-19)
– There are protests and demonstrations (l. 30)
– a cell of crazed anti-Happicuppa fanatics bomb the
Lincoln Memorial, killing five visiting Japanese schoolkids
(l. 42)
– blockade of the Happicuppa head-office compound in
Maryland (l. 48)
– peasants are massacred
by the army (l. 19)
– the guys killing them
(l. 23)
– with tear-gas and
shooting and bludgeoning
(l. 30)
– a CorpsSeCorps
charge and a cloud of
tear-gas (l. 54)
Two expressions indicate that it is a world-wide conflict: The resistance movement was global (l. 17); a
number of countries were involved (ll. 20-21).
10. Explain in your own words why the incident in Australia was a failure. Imagine what the demonstrators
should have done. 7 points
Urged on by their trade-unions, Australian dock-workers threw the loads from Happicuppa cargoes into the
sea to express their disapproval and cause a loss for the Happicuppa company. But, instead of sinking, the
boxes of coffee floated on the sea, showing the logo of the firm, as if it were an advert on television. The
demonstrators should have added rocks to the boxes of coffee to make sure that they would sink, which,
symbolically, would have had a more powerful impact on the spectators.
11. Do the three male characters share the same point of view about the Happicuppa coffee war? Explain
in 40-50 words. 8 points
Jimmy does not share the peasants’ worries (The peasants would do that too if they had half a chance,
l. 26), despises the demonstrators’ lack of culture (That’s pathetic. They can’t even spell, l. 45) and does not
really feel concerned (Let’s change channels, l. 28).
Crake thinks that it is a very important event (it was history in the making, l. 32). He is against
Happicuppa, not because of the harm done to the labourers (there’s always been dead peasants, l. 24), but
because the firm is destroying the forest to develop coffee plantations (But they’re nuking the cloud forest
to plant this stuff, l. 25). He knows that the peasants do not have any power at all (they don’t have half a
chance, l. 27), but he notes that the protesters can express their viewpoint, in spite of their poor spelling
(They made their point though, l. 46).
Contrary to Crake, Uncle Pete, who works for HelthWyzer (the top brass of HelthWyzer, l. 2) and is a
Happicuppa share-holder (had a chunk of Happicuppa stock in his portfolio, and not just a little chunk,
l. 41) does not believe that this coffee war is a historical event (“The usual uproar,” he said. “They’ll get
tired of it, they’ll settle down”, l. 39), because the peasants will not be backed up by the consumers
(Everybody wants a cheaper cup of coffee – you can’t fight that, l. 40). He wants the rebellion to be
repressed (I hope they fry, l. 47).
12. Why is Jimmy’s mother mentioned? 8 points
As Jimmy is watching the news on television, and looking at the demonstrators blocking the Happicuppa
head-office compound in Maryland, he sees a person who looks like his mother. For a short while, he can
clearly see her face and he recognizes her for sure. His mother had disappeared, probably because she was
guilty of something and had to hide. She may be a terrorist, the leader of a forbidden political party, a trade
union activist considered as dangerous, etc. (How could she be taking such a risk? If they got hold of her
she’d really disappear, this time forever, ll. 56-57).
EXPRESSION 70 points
Subject 1: 40 points
Hudson’s Bay, August 12th, 20... *
The most unexpected thing happened to me today. Crake and I were watching television and getting some
rest after our final exams. Uncle Pete had come back from his golf game and, after spending a moment in
the jacuzzi, he joined us to watch the news. Whatever the channel, the main topic was the coffee wars, and
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we could see reports of the demonstrations, riots and bombing operated by anti-Happicuppa protesters. All
at once, my attention was attracted by the eyes of a woman whose nose and mouth were covered by a green
bandanna. Though I hadn’t seen them for ages, I knew those eyes which had watched over me when I was
a kid. Undoubtedly, they were my mother’s. When the bandanna slipped from her nose and mouth, I
recognized her, and I feared that somebody else might recognize her too. Though I was extremely happy
and excited to have the proof that she was still alive, I got cross at the idea that she was careless enough
to participate in a demonstration, where the police corps could catch her and take her to jail or even worse.
(192 words)
* On valorisera une date située dans le futur, témoin que l’élève a compris qu’il s’agit d’une œuvre de
science-fiction (les modifications génétiques du café expliquées dans le texte n’ont pas encore été réalisées).
Subject 2: 30 points
This text clearly illustrates the problems encountered by small producers and their employees when they
are confronted with the interests of big firms and multinationals. Big companies strive towards the single
goal of getting more and more power and making more and more money, whatever the cost for the
labourers. In the example given, these poor people are totally deprived of their source of income and
simply replaced by machines, which is totally unfair. I can understand their anger and their revolt. I would
prefer to know that they have the opportunity to negotiate with the managers without resorting to
violence, because, as Isaac Asimov put it, “violence is the last refuge of the incompetent.” I think that the
best solution would be to develop awareness of these problems and get the support of all the citizens of the
world, who could force governments to adopt laws protecting the poor against unfairness. (150 words)
TRANSLATION (60 points)
On pourra, lors de la correction, avoir recours aux conseils donnés dans la fiche méthodologique Back-up:
How to improve your translation, pp. 104-105.
La traduction proposée ici est seulement l’une des traductions possibles. Elle permet de faire mieux
comprendre les techniques proposées pour lutter contre l’effet de calque : transposition (1), modulation (2),
équivalence (3), et même étoffement (4).
« Les paysans ne s’en priveraient pas (2) s’ils en avaient la moindre occasion (3) », dit Jimmy.
« Certes, mais ils ne l’ont pas. »
« Changeons de chaîne. »
Mais, apparemment (1), l’affaire Happicuppa (4) était couverte par (1) l’ensemble des chaînes (2).
Il y avait des manifestations où les protestataires subissaient [se trouvaient confrontés aux forces de l’ordre
qui utilisaient] (4) (des) gaz lacrymogènes (1), (des) armes à feu et (des) matraques (1). On n’avait rien vu
de semblable (2) depuis la première décennie du siècle. Crake disait que c’était l’histoire en marche (3).
Sujet d’épreuve simulée de Bac adapté aux sections ESS
Texte : Happicuppa, pp. 116-117 du manuel. Si vous avez des classes de ES ou S, vous pouvez leur proposer
l’épreuve de Bac suivante, adaptée à ces sections. Si vos élèves disposent du manuel, vous êtes autorisé à
photocopier à leur intention les questions de cette épreuve.
COMPREHENSION
1. Find in the text expressions showing that:
a. The scene takes place in summer. (3 expressions)
b. Crake and Jimmy are students. (2 expressions)
c. The HelthWyzer Vacation Community is a place for well-off people.
d. Happicuppa is a brand of coffee.
e. The new type of coffee has been genetically modified.
f. The conflict depicted is very violent on both sides. (3 different sentences)
g. Happicuppa contributes to destroying the environment.
2. Why, in Jimmy’s opinion, has he been invited to the HelthWyzer Vacation Community? Imagine two other
plausible reasons. (30 words)
3. Using elements from the text, explain the relationships between:
a. HelthWyzer and Happicuppa, b. Uncle Pete and HelthWyzer.
4. What is the cause of the coffee wars? (30 words)
5. Say if the following statements are right or wrong. Quote from the text.
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a. The coffee wars were local.
b. Crake is cynical.
c. This kind of riots often happens in Australia.
6. Explain in your own words why the incident in Australia was a failure. Imagine what the demonstrators
should have done. (50 words)
7. Compare the three main characters’ attitudes to the conflict. (30 words)
8. What new character appears in the last scene? For whom is this scene important? (20 words)
9. Translate from “Until then” (l. 9) to “with machines” (l. 12).
EXPRESSION
Choose one of the following subjects. (300 words)
1. Crake wants to know why Jimmy wanted to “freeze the frame” (l. 56). Jimmy hesitates, then tells his friend
the truth. Imagine the dialogue.
2. The novel Oryx and Crake is a science-fiction story. And yet, don’t you think we are concerned today by
the global problem illustrated in this text? If so, give examples from real life. What do you think of the
protesters’ reactions in the story? What other solutions would you suggest?
Corrigé de l’épreuve simulée de Bac sections ESS
Voir guide p. 275.
Sujet d’épreuve simulée de Bac sections technologiques
Fair Trade Farmers in Nicaragua
5
10
15
20
25
30
José Tomás Tórres is a coffee farmer in the Segovia region of Nicaragua. José is 29 years old, married,
and has four children. Coffee farmers have never been wealthy, but recent drops in world coffee prices
have made farmers’ lives even worse. With production costs averaging 90 cents a pound, coffee
farmers, usually forced to work within a vicious circle of poverty and debt, are facing starvation.
Not José. José is lucky because he is a member of the Luis Alberto Vásquez cooperative. It is one of
45 Nicaraguan coops that make up PRODECOOP, a larger Fair Trade coffee export cooperative that is
part of the even larger worldwide Fair Trade network. The international Fair Trade community promotes
social change by more than tripling the incomes of farming families in developing nations.
Many children of coffee-farming families begin working around age 10 to help with the February harvest
that coincides with the school year. José hopes that his children will never have to do so. Because of
his work in the cooperative, all four of the Tórres children are currently in school. José’s dream is
familiar to parents all over the world: he wants his children to have the opportunities he never had.
José and the other members see the coop as the only way to move forward in one of the poorest
countries in the hemisphere. “We are a cooperative of 70 members, ready to harvest and to improve
our yield little by little, but always producing good quality coffee. For us, the most important thing is to
maintain the good prices from Fair Trade.”
In October of 1998, Hurricane Mitch ripped through northern Nicaragua, damaging homes, farms and
roads. With the organizational strength they had gained over the years, PRODECOOP was able to
provide assistance and channel outside aid, rebuilding homes and roads, and repairing coffee
processing equipment so that farmers would have incomes the next year. Merling Preza Ramos,
PRODECOOP’s Director, told Global Exchange that “the producer is offering coffee of very high quality,
and in return, asks that they be paid a fair price, the real price, the real value of their product. Therefore,
it’s not a charity. Behind the cup there are faces, there are people. People who are working to produce
a good quality coffee. The structure should be revised because we can see that there is a lot of money
here, and yet the small producer is far away, often without anything to eat.”
PRODECOOP is also a leader in the organic coffee movement. Almost all of their members grow their
coffee organically under the shade of the forest canopy. This results in better soil conservation, reduced
pollution of streams and groundwater, and the preservation of songbird habitat in the trees above the
coffee. PRODECOOP’s organic, shade-grown, fair trade coffee is one of the best-tasting and most
renowned coffees in the gourmet coffee market today. The coffee production is often integrated with other
crops like corn, beans and bananas, which are grown for the consumption of the families themselves.
www.globalexchange.org/campaigns/fairtrade/coffee/cooperatives.html
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COMPREHENSION
1. Find in the text the equivalents of:
§1: rich – §3: occasions – §5: destroying; power; salary – §6: earth; famous.
2. Find in the text the translations of:
§2: réseau – §3: récolte – §5: ouragan; association caritative – § 6: cours d’eau – consommation.
3. Quote expressions from the text showing that:
a. Independent coffee farmers are poorer than ever.
b. They must borrow money to cope with this situation.
c. Fair Trade helps Third World farmers.
d. José wouldn’t like his children to become coffee farmers like him.
e. Mr Ramoz would like farmers to be respected.
4. True or false? Justify.
a. The story takes place in Africa.
b. José Tórres founded the Luis Alberto Vasquez cooperative.
c. He earns four times as much as farmers in the Third World.
d. The coffee crops and the school-year start at the same period.
e. Many children work instead of attending school.
f. Coffee has recently been bought from the producer at a lower price.
g. Prodecoop is the other name of Fair Trade.
h. Prodecoop, Fair Trade and Global Exchange have the same objectives.
i. José was ruined by Hurricane Mitch.
5. Tick (✓) the right definition:
A. A vicious circle is a situation in which:
a. One problem has several solutions.
b. One problem leads to another which solves the first problem.
c. One problem leads to another which makes the first problem worse.
B. Organic coffee is a type of coffee which is:
a. good for human organs,
b. grown without artificial chemicals,
c. produced thanks to a well-organized plan.
C. Ground water is found:
a. in oceans,
b. on top of mountains,
c. just below the surface of the earth.
D. The canopy is the part of the forest:
a. at the top of the trees,
b. around the tree roots,
c. where you can sit on the trees.
6. Circle the expression corresponding to the information contained in the text:
Organic coffee (must / must not) grow in broad daylight. That’s why the bushes are planted (under /
outside) the taller trees. This (contributes to / prevents from) damaging the ground and polluting water.
The birds live (on top of / higher than) the coffee bushes. The farmers (usually / can’t) cultivate other fruit
and vegetables along with coffee.
7. Choose the words which best apply to José. Justify by quoting the text:
ambitious – arrogant – fortunate – gourmet – rich – hard-working – unrealistic – vicious.
EXPRESSION
Do both subjects. (100 words each)
1. José writes a letter to Prodecoop’s Director to thank him for his help after the damage caused on his coffee
farm by Hurricane Mitch.
2. In your opinion, what are the advantages and drawbacks of buying Fair Trade certified products?
Corrigé de l’épreuve simulée de Bac sections technologiques
Voir guide p. 280.
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