ANGLAIS Langue vivante 2 g Session 2008
Transcription
ANGLAIS Langue vivante 2 g Session 2008
Session2008 BACCALAUREAT GENERAL ANGLAIS Languevivante2 durée3heurer-"W g t*',."u, --dÆif,ryW% en, 2 est interdit. L'usagedu dictionnaireet des calculatrices I i i i i Compréhension : 10 points p 10points trXpresston : L--------------- BAN2LSME/AG3-Cor The narrator is the mother of the family. 10 15 20 Everyone'sbehaviourhas alteredfor the worse. At school, Jordan has been lashingout at other kids, even the bigger ones. He punchedand kickedDebbieSufflingwho, thoughtall and strong-looking, actuallyhas a blood condition that meansshe mustnot be hit. Julie Edmunds,his teacher,sent Jordanstraightto the head's officewhere he sat stony-eyedand sullenand refusingto say sorry.That'swhat Julietells us when we go in to see her - that it's not the incidentitselfbut his total lack of remorseabout it that she takes mostseriously. l'm sure he's sorry,Micktellsher. He'sjust too proudto say it. We don't encouragethat sorl of pridein this school,Julie says.We try to encourage childrento respectothersand put the truthfirst. And she eyes Liv's buggy' and I know what she's thinking.what'sshe doingwith anotherbabyat her age when she can'teven controlthe ones she'salreadygot? But it's not just Jordan.Rosa,who's loud and difficultat home but normallyan angel at school- so good and conscientious that she will literallysweat if she doesn'tget her homeworkdone on time - has lost her pen, her PE kit and half of her books,and been in troublemorethan oncefor talkingin assembly. Our Rosa?Micksays.Talkingin assembly? Not onlythat, but her shoelacesare fraying,her shirt'sperpetually splattered with ink, her fingersare grubbyand her arms coveredin strangeitchyspotswhich she pickstill they bleed. -â Who'sthrowing inkat you,Rose?| askher.Someone's flicl& it at you,aren'tthey? 25 savs frarv rtreaks i;i#:fffii3:fi" Shemakesan uglyfaceat me. ,æ 6#ffiffi ffi Andthe spots- I wonderif thev'reflea@ffiyffi1ffiffit Mariaa fleacollar,I say. It's not Mària, WW;''v NtËnt o,iot this! ffiilfffi'#ffiffiffi," I don'tknow,shesays Well,what'sbil 30 35 40 45 50 ffirffitWriybeZ In November? Leaveme alone,she sayYi'm fine,OK? What is it? I ask her when she burstsintosuddentears.What'sthe matter,darting? But she won'ttalk to me, just stompsupstairs.Half an hour laterlfind her asleepon her bed with the kittenpurringon her chest. And then there'sNat. I'll ask him to do a simplething tike emptythe dishwasher or tidy his room or eat an egg on toast or removehis school blazerfrom where he just lets it drop in the hall and he'llimmediately attackme. why do you insiston makingmy lifehell?he screams. l'm surprisedat how much lwant to hit him- l, who'veneverlaida fingeron my kids. How can Nat - oncethe sunniest,easiestboy (fareasierin many ways than the otheriwo) have turned into this monster?He sits in his room with the cudains shut and something electronic in his hand.He slouchesaroundthe housecomplaining. And thenthere'sthe food thing. OK, I say as he pusheshis plateaway,why aren'tyou eating?lt had betterbe good. You - know- | - hate- scrambled- eggs. I don'tknowthat at all. Itold you. Lasttime.I hatethe skinon them. What skin?Thereisn'ta skinThereis, look.And he pokeswith the edgeof his fork. Eat them,boy, Mic.J< advisessoftlyfrom behindhis paper. Oh God!Natwails3,lettinghis headsinkintohis hands.l'llthrowup, l'llbe sick. Julie Myerson, SomethingMightHappen,2003. ' Liv's buggy : baby Liv's pushchair 'kitten young : cat 'wails : laments SAN2LSME/AG3-Cor NOTEAUX CANDIDATS Les candidatstraiterontle sujetsur la copiequi leurserafournieet veillerontà : a) respecterI'ordredes questionset reporterla numérotationsur la copie (numéroet Iettrerepèrele cas échéant,ex. 14c); b) faireprécéderles citationsde la mentionde la ligne; c) composerdes phrasescomplèteschaquefois qu'il leur est demandéde rédigerla réponse. coMPRÉHeruStOtt 1. a) Givethe namesof the two characters who are not membersof the familycircle. D e b b i eS u f f l i n g/ J u l i e E d m u n d s b) Justifyyour choiceby quotingfromthe text. Lines 2-3:'At school, Jordan has been lashing out at other kids (...) he punched and kicked Debbie Suffling' L. 5: 'Julie Edmunds,his teacher' c) Whose kittenis Maria? Maria is Rosa's kitten. d) There are six charactersin the familycircle.Usingthe table below,classifythem intotwo age groupsand give a nameto eachage group. Group 1: Adults / Grown-ups / Parents (AccepterOld) - Mick - the narrator/ mother (ou narrator seul,ou mother seul) Group2: Children/ (Accepter Young) - Nat - Jordan - Liv - Rosa ou Rose 2. a) Line 18:'OurRosa?Micksays.'Who does,'Our"referto? 'oOur"refers to Mick and the narrator/ his wife / the mother. Ou "Our" refers to the parents (Accepterthe family). b) Completethe followingsentence. Mickis probablyRosa's... . teacher . father . youngerbrother Mick is probably Rosa's father. Focus on the passagefrom line I down to line 13. 3. a) Wheredid "the incident"(line7) take place?(10 words maximum) The incidenttook place at school. b) Give the namesof the two characters(one boy and one girl)who took part in "the incident". Jordan and Debbie. I SAN2LSME/AG3-Cor 4. a) Amongthe followinglist,choosethe two adjectivesthat best applyto the boy after "the incident". - uncooperative ashamed- guilty- heartless- sympathetic - worried heartlessand uncooperative. b) Justifyyour answerwith one quotationfor each adjective. heartless:"stony-eyed" (1.G)ou "his total lack of remorse" (1.7) uncooperative:"stony-eyed" (1.6) ou "refusing to say sorry" (1.6) ou "He'sjust too proud to say it." (1.9) ll faut obligatoirementdeux citations différentes. c) Line 9: 'l'm sure he s sorry, Mick tellsfip1.'Who do the underlinedpronounsrefer to? "1" refers to Mick. t'He" refers to Jordan. ,,Her" refers t o J u l i e ( E d m u n d s )/ t h e teacher. d) What did Micktry to do then?(10-15words) He tried to convince the teacherthat Jordan was sorry / full of remorse. Focus on the passagefrom line 14 down to line 34. 5' Say whetherthese statementsare right or wrong. Justifyyour answersby quoting from the text. a) Rosa behaveswell at home.(onequotation) W: 'Rosa,who's loud and difficult at home, (1.141 b) Rosa'sattitudeat schoolhas becomepositive.(onequotation) W: 'been in trouble more than once for talking in assembly.'(lines16-i7) 'has lost her pen, her PE kit and hatf of her books' n'est pâs acceptable. c) Rosa'sphysicalappearanceis worrying.(twoquotations) R: 'her shoelaces are fraying' (1.19) /'her shirt's perpeiuatlysptatteredwith ink' (1.19)/'her fingers are grubby' (1.201I'her arms covered instiange itchy spots, (1.20) / 'l wonder if they're flea bites' (1.26)t 'what's biting you, Ro!a?' ZA) tl. d) The relationship betweenRosaand the narratoris tense.(twoquotations) R: 'she says flatly' (1.23) / 'She makes an ugly face at me' (1.25) / ,Rosa almost s h o u t s ' ( 1 . 2 7 1 / ' Y o ul e a v em y k i t t e no u t o f t h i s ! ' ( 1 . 2 7 1 / ' L e a v em ' ea l o n e ' ( 13. 1 ) Focus on the passagefrom line 3s down to the end. 6. choose one word from the passageto completethe sentence. Nat is one of the narrator's kids 7 . a) Fill in the blanks with adjectivestaken from the list below. (one blank = one adjective) - clever- good-looking bad-tempered - loveable-scared -shy Accordingto the narrator,Nat used to be become .....at home. loveable/ bad-tempered SAN2LSME/AG3-Cor . But now she thinkshe has 4 b) Pickout one quotationto justifyeach adjectivechosenin 7.a). Loveable:'once the sunniest, easiest boy' (1.40) Bad-tempered:nl'llask him to do a simple thing (..) and he'll immediatelyattack me.' (lines 35-37)/ 'He slouches around the house complaining.'(1.421 8. An incidentis relatedat the end of this passage. a) What happenedwith Nat?(10-15words) He refused to eat his scrambled eggs, saying he didn't tike them. b) Comparethe narrator'sand Mick'sattitudestowardsNat. (10-20words) Whereas his mother tries to argue with him, his father just orders him to eat his eggs. Readthe whole text again. 9. Quotethe sentencewhichbestsums up the narrator'sview on the family'ssituation. 'Everyone'sbehaviour has alteredfor the worse.' (1.1) TRADUCTION seuls les candidats de la série L réatiserontcet exercice. Traduireen françaisle passagede'And then there'sNat'(ligne35) à '... he screarns.' (lisne38) And thenthere'sNat./ l'll ask him to do a simplething / likeemptythe dishwasher / or -blazer tidy his room/ or eat an egg on toast / or removehis school I fromwhere he just lets it drop in the hallI and he'llimmediately attackme. t why do you insiston makingmy life hell?/ he screams./ Et puis il y a Nat. ll suffit que je lui demande de faire une chose toute bête comme vider le lave-vaisselle,ranger sa chambre, manger un æuf sur du pain grillé ou ramasser sa veste d'uniforme qu'il laisse traîner par terre dans t'entrée pôrr qu'il m'agresseaussitôt. Pourquoiest-ce que tu t'obstines à faire de ma vie un enfer ? hurle-t-il. 10 unitésde sensà 2 ^oints = 20 ^oints EXPRESSION Les,qandidats de la série S choisiront de traiter l'UN des deux sujets au choix (200 mots). Leq c,andid3tsde la sÉrie L devront obligatoirementtraiter les DEUX sujets (300 mots au total, soit environ 150 mots pour chaque sujet). Sujet 1: Some time later,the narratorand Mick are discussingthe familysituation. Write theirconversation. Sujet 2 : Do you think school should 'encouragechildrento respect others'(lines 10-11)? Discuss. SAN2LSME/AG3-Cor Guide pour l'évaluation de I'expressionpersonnelleen anglais BaccalauréatsériesL LVz, ES LVI, S LVI etLy2 Suggestions du grouped'anglaisde I'InspectionGénéraledeslanguesvivantes Réalisation (de I'exercice et traitement du sujet : 4 roints 0,5 point - présentationinacceptable écritureillisible - consignesnon respectées - hors sujet - contresens I - 1,5-2 points - recopiagedu support - hors sujetpartiel - sujet comprismais traitementplat et superficiel - constructionvasue 2,5 -3 - 3,5 points - existenced'uneproblématique - effort de construction 4 points - enchaînement desidées - développementorganisé - réferencesculturelles - conviction,humour linguistique: 6 points S.ecevabilité Iotal des points 0,5-1-1,5point lr0 - inintelligible - lexiqueindigent - effeursrécurrentesde grammaire élémentaire 2-2,5-3-3,5points - compréhension possiblemalgrédes effeurs fréquentes - lexiquelimité - syntaxepeu élaborée 4 - 4,5 - 5 points - erreursoccasionnelles - vocabulaire adapté - syntaxeadéquate 5,5 - 6 points - erÏeursrares - vocabulaireriche - syntaxeélaborée - capacitéà nuancer Dansunespritd'évaluationpositive,on''hés lectureetse1onuneéchellede + 0,5,1+ I l+ 1,5)les copiesqui se lisentrelativementfacilement,avecintérêt, voire avecplaisir. On tiendra comptedu soin apportéà présentationet à la rédaction.On valoriseratout particulièrement les copiesdontles auteursont réagi àu sujetproposéen s'engageant et en exprimantun point de \ue personnel. I SAN2LSME/AG3.OOr SERTES : MYERSOI.{ ITEM 1A 1B 1 C 1D TOTAL POINTS CONTENU 6 2x3pts 6 4 5 2x3pts REMARQUES ( 2 x l p t ) + ( 6 x 0 , 5 p t )o t i t r e s : 2 p t s .noms:3pts 2A 2B 3A 3B 4A 4B 4C 4D 5 5 5 4 6 2 x2 pts 2x3pts + A 2x2pts 3x2pts f, 6 6 6 6 5 7A 7B 8A 8B 9 TOTAL 2x3pts 6 x I pt 6 4 6 6 5 100 2x3pts 2 x2 pts 2x3pts 2x3pts 5 SERIE L : MYERSON ITEM 1A 1B 1C 1D 2A 2B 3A 3B 4A 4B 4C 4D TOTAL POINTS 5 5 3 5 J a J SAN2LSME/AG3-Cor rtitres:2pts .noms:3pts 4 6 TOTAL (2xl p0 + (6 x 0,5pt) 4 3 Sous-Total Traduction REMARQUES 4 4 4 6 4 6 7A 7B 8A 8B 9 CONTENU 2 x 2,5 pts 2 x 2,5 pts 4 4 4 4 4 80 20 100 2 x 1 , 5p t 2 x2 pts 2 x2 pts 3x2pts 2x2pts 6xlpt 2 x2 pts 2x2pts 2x2pts 2x2pts