Concours d`entree a l`Ecole Normale Superieure

Universite de Tunis
Ecole Normale Snperieure
Concours d'entree a l'Ecole Normale Superieure
Section : Lettres anglaises
Session : Juillet 2011
Epreuve : Traduction - Option arabe
Duree : 3 heures
Translate the following text into Arabic:
MR HINDLEY came home to the funeral; and - a thing that amazed us, and set the
neighbours gossiping right and left- he brought a wife with him. What she was, and where
she was born, he never informed us: probably, she had neither money nor name to recommend
her, or he would scarcely have kept the union from his father.
She was not one that would have distwbed the house much on her own account. Every
object she saw, the moment she crossed the threshold, appeared to delight her; and every
circumstance that took place about her: except the preparing for the burial, and the presence
of the mourners. I thought she was half silly, from her behaviour whillt that went on: she ran
into her chamber, and made me come with her, though I should have been dressing the
children; and there she sat shivering and clasping her hands, and asking repeatedly - 'Are
they gone yet?' Then she began describing with hysterical emotion the effect it produced on
her to see black; and started, and trembled, and, at last, fell a - weeping - and when I asked
what was the matter? answered, she didn't know; but she felt so afraid of dying! I imagined
her as little likely to die as myself
Emily Bronte, Wuthering Heights.
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Universite de Tunis
Ec:ole Normale Superieure
I
Concours d'entree a I'Ecole Normale Superieure
Section : Lettres anglaises
Session : Juillet 2011
Epreuve : Langue
Duree : 3 heures
PART I- READING COMPREHENSION
Read the tert below and answer the questions that follow.
I went into the University library today and browsed in the stacks dedicated to
linguistics, looking in indexes for references to suicide notes. I didn't find anything, but I
borrowed a couple of books on document analysis which I thought might be relevant. I was
shocked to find one of them had several passages marked with a turquoise highlighter pen, not
just in the margins but with parallel strokes drawn right through •e lines of text from left to
right. I pointed out the vandalism at the issue desk. "It seems to me extraordinary that anyone
educated enough to have access to a university library should do this to a book," I said. The
librarian grimaced and shrugged. He explained that since students could now check out books
themselves on a computer terminal and return them through something like a laundry chute in
the entrance hall, there was no way of keeping tabs on how the books were being treated.
"But you must have a record of all the borrowers of a given book on your computer," I said.
"Can't you call them all in, one by one, and question them. The vandals might not confess, but
they wouldn't do it again." He looked at me as if he thought I was unhinged. Well, perhaps I
am a bit, on this subject. To me the treatment of books is a test of civilized behaviour. I admit
to making light pencil marks in the margins of a library book occasionally, but I erase them
scrupulously as I go through the pages writing up my notes. It enrages me to encounter
passages in library books that have been heavily underlined, usually with the aid of a ruler, by
a previous borrower evidently under the delusion that this procedure will somehow engrave
the words in his or her cerebral cortex, and the offence is of course vastly increased if the
writing instrument is a ballpen rather than a pencil. The application of a felt-tip highlighter is
a new and particularly flagrant kind of abuse, disfiguring the text with stripes of lurid colour,
completely indifferent to the distracting effect on the subsequent readers.
The episode threw me into a what-is-the-world-coming-to mood, a state I am
increasingly prone to these days, prompted by phenomena like Big Brother, four-letter words
in the Guardian, [ ... ] binge drinkers puking in the city centre on Saturday nights, and
chemotherapy for cats and dogs. Somehow it is easier to focus one's anger and despair on
these comparatively trivial offences to reason and decency than on the larger threats to
civilization like Islamic terrorism, Israe1/Palestine, Iraq, AIDS, the energy crisis and global
warming, which seem to be beyond anyone's ability to control. I don't think I have ever felt so
pessimistic about the future of the human race, even at the height of the Cold War, as I do
now, because there are so many possible ways civilisation could come to a catastrophic end,
and quite soon. Not in my lifetime probably, but conceivably in the lifetime of Anne's unborn
child.
David Lodge, Deaf Sentence .
•
Republique Tunisienne
Ministere de I'Enseignement Superieur
et de Ia Recherche Scientifique
UNIVERSITE DE TUNIS
Ecole Normale Superieure
FEUILLE D'EXAMEN
Identifiant
secret
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des surveillants
Numero
de Ia feuille double
Epreuve de : .................................................................................................. .
Session: ............................................................................................................ .
Total des feuilles
doubles remises
Annee I Diplome : ....................................................................................... .
Nom: .................................................................................................................................................................. .
Prenom: .............................................................................................................................................................. .
Identifiant : ....................................................................................................................................................... ··
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Note :attribuee
PART I- READING COMPREHENSION
Answer the following questions using YOUR OWN '\fORDS. Quotations may be used to
illustrate your point, provided they are kept VERY SHORT.
A. According to the narrator, (2 IIUU'ks each)
I. What are the consequences of marking books?
Signatures
des correcteurs
2. Why do students mark books?
NE RIEN ECRIRE ICI
3. What different instruments do students use to disfigure texts? Which are the most
''
ha.rmfuf
and which are deemed acceptable? Why?
4. There are two kinds of issues which he sees as initating and alarming. What essential
distinction does he make between them?
•
B. What does the narrator mean by the following expressions? Writi your answer in a few
sentences. (2 marks each)
1. a what-is-the-world-coming-to mood.
2. Big Brother
3. four-letter words in the Guardian
I
C Comment on the n.tliTalor's statement: (2 marks)
"To me the treatment ofbooks is a test of civilized behaviour."
D.
Vocabulary:
Explain the following words (in bold characters in the text). (1/2 mark each).
browsed:_________________________________________________________
k~mgubs:
__________________________________________________
ururunged: ___________________________________________________
pWcing: __________________________________________________
E. Say whether the following statements are true or false. Justify using your own words.
(1 mark each)
1- The narrator never marks the books he borrows from the library.
2 - For the narrator, vandalizing books is as serious as global warming.
•
Republique Tunisienne
Ministere de l'Enseignement Superieur
et de Ia Recherche Scientifique
UNIVERSITE DE TUNIS
Ecole Normale Superieure
FEUILLE D'EXAMEN
Identifiant
secret
Signatures
des surveillants
Numero
de Ia feuille double
Epreuve de : .................................................................................................. .
Session: .............................................................................................................
Total des feuilles
doubles remises
Annee 1 Diplome : ........................................................................................
Nom: .................................................................................................................................................................. .
Pn!nom: ............................................................................................................................................................. .
Identifiant : ........................................................................................................................................................ .
Serie/Salle No : ............................................................................................................................................... .
------------------ --------------------------------------------------------------------------------------------ldentifiant
secret
Note attribuee
Epreuve de : ........................................................................ .
Numero
de Ia feuille double
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. PART ll: GRAMMAR.
USE THE ATTACHED ANSWER SHEE~O WRITE YOUR ANSWERS.
· A. Read the following text CIITefuUy, and then do the following tasks:
I. Put the verbs between parentheses in the right tense and form. You may need to
make changes or additions. (10 marks)
2. Fill in each blank with the most appropriate word (ONE word only) (3 nuuks).
Signatures
des correcteurs
3. Give the nature and function of the underlined items (the last two are from the
Reading Comprehension text) (5 nuuks).
I rang the doorbell, and when that had no effect, used the door knocker, banging hard four
times. Dad is hard (I) _ _ hearing- not as deaf as I am, but as he (modal +not +use) a.
hearing aid he is, for practical purposes, just as deaf as me, indeed rather more (2) _ _.
[ ... ] But he often misses calls by tradesmen because he doesn't hear the knocker, and if he
(not+ expect) me I (modal+ wait) a long time for him to open the front door. The first sign
that he was about to do so was that a curtain behind the round frosted-glass window in the
door (draw) aside.
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NE RIEN ECRIRE ICI
[ ... ] "Hallo,. son," he said. "You made it, then." He stood aside to admit me, then poked his
' :_ ~ '
head out of the door to look suspiciously up and down the road, as if he feared I (modal + tail)
by criminals bent on armed robbery, before shutting it and drawing the curtain.
I mentioned to Fred (3) _ _ breakfast as casually as I could manage, that I (meet) Alex at
the University this afternoon to give her some tips about her research, though in fact I had
agreed to go to her apartment again. My plan was to tell Fred this evening that Alex (phone)
later (4) _ _ the morning and asked me to come to.her flat (5)
of the University
because she (modal+ be) at home to receive a delivery. [ ... ]Then I could describe the flat to
Fred as if I (see) it today for the first time, and there (be) no need (6)
further subterfuge
about my relationship with Alex in the future.
B. Sentence transformation (2 IIUU'ks).
He was so deeply absorbed by what he was reading that he didn't notice her coming in.
Sodeepcy__________________________________
"What shall I wear today?"
She was wondering _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
•".
GRAMMAR: ANSWER SHEET
A. Grammar in context
1. Put the verbs between parentheses in the right tense andform. You may need to make
changes or additions. (1 0 marks)
He (modal +not + u s e ) : - - - - - - - - - - He (not+ e x p e c t ) : - - - - - - - - - - - 1 (modal+ wait): _ _ _ _ _ _ _ _ _ _ __
The door ( d r a w ) : - - - - - - - - - - - 1 (modal+ t a i l ) : - - - - - - - - - - - -
l(meet): - - - - - - - - - - - - - -
Alex ( p h o n e ) : - - - - - - - - - - - - - she (modal+ be): _ _ _ _ _ _ _ _ _ _ __
l(see): - - - - - - - - - - - - - -
there ( b e ) : - - - - - - - - - - - - - - 2. Fill in each blank with the most appropriate word (ONE word only).
(1)_ _ __
(2) _ _ __
(3) _ _ __
(4) _ _ __
(5) _ _ __
(6) _ _ __
•
3. Give the nature andjunction of the underlined items. (5 marks)
b~grurrd:
___~_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Dad is hard ... : - - - - - - - - - - - - - - - - - - - - - - - - - that he was about to do so:
-------------------------
The following are from the Reading Comprehension text:
which I thought might be r e l e v a n t : - - - - - - - - - - - - - - - - - - - - that anyone educated enough to have access to a uriiversity library should do this to a book:
B. Sentence transformation:
So deeply_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
She was wondering
----------------------
Republique Tunisienne
Ministere de l'Enseignement Superieur
et de Ia Recherche Scientifique
UNIVERSITE DE TUNIS
Ecole Normale Superieure
FEUILLE D'EXAMEN
Signatures
des surveillants
Numero
de Ia feui!le double
Epreuve de : .................................................................................................. .
Identifiant
secret
Session : ..........................................................................................:................. .
Total des feuilles
doubles remises
Annee I Diplome : ....................................................................................... .
Nom: .................................................................................................................................................................. .
Prenom: ............................................................................................................................................................. .
Identifiant : ........................................................................................................................................................ .
Serie/Salle No : ............................................................................................................................................... .
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ldentifiant
secret
Epreuve de : ....
W.c.,:.t.\.~···························
Numero
de Ia feuille double
Total des feui!les
doubles remises
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Note attribuee
:
PART ffi: WRITE AN ESSAY ON ONE OF THE FOLLOWING TOPICS•
•
I
'
1. What is your position regarding vandalism in general? What do you think should be
'
done to eradicate it? illustrate your point with one or two examples, if possible from
your own experience.
Signatures
des correcteurs
2. Democracy means government by discussion, but it is only effective if you can stop
people talking. (Clement Atlee, British Prime Minister, 1945-1951)
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