docévaluation sommative - Anglais Orléans
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évaluation sommative - Anglais Orléans
Evaluation sommative Britain and British people during the Second World War EXEMPLE D’ÉVALUATION DE LA COMPREHENSION A2/B1 – COLLEGE PALIER 2 Notion du programme du PALIER 2 : Langage Thématique : La seconde guerre mondiale du point de vue des Britanniques. Problématique : « Dans quelle mesure les supports étudiés et les tâches proposées permettront à l’élève de se rendre compte de l’impact du langage sur la pensée et les actes des individus ? » Support retenu: Extrait du récit d’un enfant évacué pendant la seconde guerre mondiale. http://www.bbc.co.uk/history/ww2peopleswar/stories/02/a2065402.shtml Activité langagière Objectif de l’évaluation Descripteurs du niveau A2 évalués Compréhension écrite Les élèves sont-ils en mesure de comprendre un document authentique sur un sujet étudié en classe ? Comprendre le sens général de documents écrits. Etre capable de suivre la trame d’une histoire. Savoir repérer des informations dans un texte. Etre capable de prélever et comprendre une information. (niveau A2, niveau requis pour la validation de la compétence 2 du Socle Commun) Descripteurs du niveau B1 évalués Comprendre le sens général de documents écrits. Etre capable de comprendre un enchaînement de faits. Savoir repérer des informations dans un texte. Etre capable de localiser des informations recherchées ou pertinentes pour éventuellement réaliser une tâche. (niveau B1, objectif fin de 3ème) 1 Evaluation sommative Britain and British people during the Second World War On Friday September first 1939, I and many hundreds of children were assembled at Napier Rd School in East Ham and marched along the High Street which was lined with hundreds of sobbing and worried mothers. We were going to the station to be evacuated to somewhere away from London but no-one, not even the parents knew where! I had my gas mask, a label pinned to my jacket and a carrier bag (not a suitcase) holding my pyjamas a change of underclothes and some sandwiches. I was ten and a half years old and without a brother or sister for comfort and support.... the eldest child was about 14 and the youngest only 5, some were unaccompanied too! Babies and pregnant mothers were mixed in with us. Our train from Paddington went to Bristol, then to Weston-Super-Mare, we ended up at a little village in Somerset called Uphill. There we were taken to a large school recreation field, lined up and prodded, checked for head lice and scrutinized by the potential foster parents before selection and allocation to our new Billets. The best and cleanest children were chosen first! Some children didn’t understand---they thought they’d been sent away because they’d been naughty! I was very fortunate to be eventually billeted together with another boy on a poultry and cider farm, in the country, and only 200 yards from a sandy beach on the Bristol Channel and we had a Labrador dog heaven! The owners were a childless couple who treated us wonderfully, Mr. and Mrs. Howe, they were very understanding she was a most attractive and kind lady. I still visit and correspond with her at the same address, she’s 94 now. But it was a slightly different world, we found at mealtimes there were things called serviettes in rings on the table, cutlery was arranged in a special order, and we said grace before each meal and had two baths a week! We also had to go to church three times on Sundays!! But I regard my stay with them as a wonderful period of my life. Two days later on Sunday we heard the broadcast by the Prime Minister Neville Chamberlain. By early summer 1940 there had been very few bombing attacks, the miracle of Dunkirk in May was followed by the start of the Battle of Britain. As a consequence many children had gone back home to the cities and their parents, including me. Contributed by Ken Long People in story: Ken Long Location of story: London Article ID: A2065402 Contributed on: 20 November 2003 Some vocabulary… Head lice: poux de tête Foster parents: parents adoptifs Billet: terme militaire servant à designer l’endroit où loger en temps de guerre. 2 Evaluation sommative Britain and British people during the Second World War NB : Evaluation sommative- compréhension de l’écrit : s’assurer que les questions et consignes sont comprises et ne constituent pas un obstacle ! English Test Tâche 1 : Repérer des informations dans un document écrit Niveau Visé : A2 (…………………… / 6) 1. Without reading the text, try to find the following information: - The author ? ………………………………………………………………………………………… - Place ? ………………………………………………………………………………………………. - Date ? ……………………………………………………………………………………………….. - Historical context ? …………………………………………………………………………………. - What may this text be about? Use your knowledge to guess the topic of this text …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… Tâche 2 : Etre capable de suivre la trame d’une histoire. Niveau Visé : A2 (…………………… / 4) 2. Read the text and find the paragraphs which correspond to the following titles : - A time of new discoveries. A new family. Children’s selection. Departure from London. n° ………………….. n° ………………….. n° ………………….. n°………………….. Tâche 3 : Etre capable de prélever et comprendre une information. Niveau Visé : A2 (…………………… /10) 3. Say if the following statements are « right » or « wrong ». Justify your answers by quoting the text: / 10 - Les enfants étaient évacués par avion. VRAI FAUX …………………………………………………………………………………………………… - Le narrateur était accompagné par son frère et sa sœur. VRAI FAUX …………………………………………………………………………………………………… - Les familles n’avaient pas le droit de choisir les enfants qu’elles accueillaient. VRAI FAUX …………………………………………………………………………………………………… - Les enfants pensaient qu’ils étaient éloignés de leurs parents parce qu’ils n’avaient pas été sages. VRAI FAUX …………………………………………………………………………………………………… - Les enfants ont pu rentrer chez eux à la fin de la guerre. VRAI FAUX …………………………………………………………………………………………………… 3 Evaluation sommative Britain and British people during the Second World War Tâche 4 : Etre capable de comprendre un enchaînement de faits. Niveau Visé : B1 (…………………… / 8) 4. Answer the following questions about the narrator in English : - What were the three things the narrator took with him in his carrier bag ? ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… - According to you and from your knowledge, why did the evacuees have a gas mask ? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… - What was the name of the village where he stayed ? …………………………………………………………………………………………………………… - What sort of place did the narrator land in ? Pick up the words which refer to his new place of living and make a sentence to describe the child’s new environment. …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… - Who was with him in his new family ? …………………………………………………………………………………………………………… Tâche 5 : Etre capable de localiser et de comprendre des informations recherchées ou pertinentes Niveau Visé : B1 (…………………… / 12) 5. En français, raconte la vie du garçon dans sa famille d’accueil en précisant ce qu’il a appris et découvert. N’oublie pas de dire tout ce que tu peux sur ses parents adoptifs. /6 …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 4 Evaluation sommative Britain and British people during the Second World War …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ………………………………………………………………………………………………………….... 6. Answer the following questions in English : - /6 Who was Neville Chamberlain ? …………………………………………………………………………………………………………… - What did he announce in September 1939? …………………………………………………………………………………………………………… - What is the Battle of Britain ? Explain it in your own words. …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… ………………………………………………………………………………………………………….... - So, why could the narrator go back home after this event ? …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… 5
