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