Anglais

« Témoigner de la compréhension d’un message écrit à

dominante informative et de la compréhension d’un
message oral à dominante descriptive et narrative »

«HOPE FOR THE FUTURE  »

3e degré, 5e LM2
(niveau estimé par rapport au cadre européen commun de référence : B1)

1
 EXAMEN JUIN 2022

NOM ET PRÉNOM DE L´ÉLÈVE :…………………………………………………………

CLASSE:…………………………………………………………………….………………………………………

ANNÉE SCOLAIRE:………………………………………………………………………………………………..

ÉTABLISSEMENT:………………………………………………………….……………………………………..

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COMPRÉHENSION À LA LECTURE /AUDITION

NIVEAU ATTENDU : A2
Modalités de l‟épreuve :
- Support1 : Texte
-- Support2: CD
- Timing : 100 minutes
Lire/Écouter pour repérer/identifier/(s)’informer/ Argumenter
Consignes à l‟élève :
Après avoir lu/écouté le texte/ CD, Réponds aux questions en français.

GRILLE D´ÉVALUATION ET INDICATEURS DE REUSSITE

CRITÈRES DE INDICATEURS DE RÉUSSITE A / NA Résultat
RÉUSSITE final :

Conformité à la Le contenu est conforme à la consigne donnée Obligation

consigne (infos essentielles, type de tâche, longueur). de réussite ……… ………
Le texte est en adéquation avec la situation
donnée.
Compréhensibilité Message clair et compréhensible malgré
quelques éventuelles erreurs lexicales, 2A/3* ………
grammaticales ou de cohérence.
Pertinence Au moins 60% des informations attendues et
provenant des documents sont bien repérées. 2A/3 ………
Présentation - Texte lisible
- Texte soigné 2A/3 ………
- Bonne mise en page

(*) 2 indicateurs acquis sur les 3

(**) Par « pertinence », il faut entendre que les informations sélectionnées sont bien celles qui sont requises par la tâche et qu’elles
sont rapportées d’une manière adéquate par rapport au contenu du document d’origine.

3
 OUTIL D’EVALUATION
Anglais
« HOPE FOR THE FUTURE »

Documents pour les élèves

Consigne

Contexte :
Ton école a accueilli des enfants qui ont fui la guerre en Ukraine et qui se trouvent dans la
difficile situation de devoir s’intégrer dans une école avec un système différent de celui des
écoles en Ukraine, mais surtout apprendre le tout dans une langue complètement nouvelle.
Tu veux mieux comprendre tes nouveaux collègues.

Tâches :

1. Lis le texte « Palina-the girl with two families », qui parle d’une fille qui a dû quitter son
pays natal il y a plus de 20 ans et réponds en français aux questions dans l’exercice qui suit.

2. Ecoute l’interview avec Palina et complète le texte avec les mots qui manquent :
talking, yourself, born, terrible, farmers, sell, meat, poor, lucky, kind, looked after,
excellent, learnt, picked up, lessons, Irish, studies, return, hope, enjoyed .

Tu disposes de 100 minutes.

Tu disposes de l’article pendant toute la durée de l’épreuve.

4
A.Palina-the girl with two families

In the early hours of April 26 1986, the worst nuclear accident in history occurred in the
Ukrainian city of Chernobyl.
Two years later and two hundred miles away, Palina Yanachkina was born in the village of
Polessye, in northern Belarus. Like many others in her village she had a lot of health problems
and her future didn’t look good. Then a holiday in Ireland changed everything.

Life in the village of Polessye

The nuclear disaster changed the lives of everybody in the village. It took away all hope for
the future. However, when Palina was born in 1988 her parents did their best to give her and
her brother Micha a good life. They were farmers and before the accident, sold meat, fruit,
and vegetables to the international market. After the disaster, no one wanted to buy anything.
The villagers were often ill and depressed. When Palina was eight, experts from the capital,
Minsk, came to her school and did health tests on the children. The experts told them to stop
picking the mushrooms in the forest because they were badly contaminated. When she was
ten the experts returned with news of a charity that helped children like her have holidays
abroad. They asked Palina if she would like to go to Ireland and stay with a family in
Limerick.Palina felt a bit nervous about leaving home and she didn’t speak a word of English,
but she decided to go.

Life in Ireland

When Palina met her Irish family, she liked them immediately. John and Fiona Quaid and
their two children, Chloe, three, and Evan, six, gave Palina a warm welcome. At first, the only
way to communicate was with a phrase book, but soon she became good friends with the
children. They didn’t need a language to play.
So many things in Ireland surprised Palina. They visited a shopping mall and she couldn’t
believe her eyes, there was so much to choose from. She only knew her little village shop. She
missed her family, but couldn’t speak to them because they didn’t have a phone.
By the time she went home, Palina could speak a few words of English and was delighted
when the Quaids invited her back for Christmas. After that, she started to visit the family
twice a year and often spent three months with them in summer.

Palina today: “I’m so lucky!”

When Palina was in her teens, the experts returned to Polessye and checked her again. They
couldn’t’ believe how healthy she was. Her time in Ireland was improving her health and her
English.
In her free time, Palina helped run the farm. However, she didn’t want to continue doing this
for the rest of her life. She dreamed of becoming a doctor, but had no money to study. John
and Fiona understood her problem. They offered to pay for her to study in Ireland and said
she could stay with them full-time. Palina was amazed and delighted. It was hard for her
parents, but they wanted the best for their daughter.
Palina is now studying biochemistry at the University of Limerick. She hopes to study
medicine one day and return to Belarus to help those who are not as lucky as she is.

5
Questions:

1. Was Palina born the same year as the disaster? 2.0p

2. Did Palina grow up on a farm? 2.0p

3. Was Palina an only child? 2.0p

4. Could Palina speak English before going to Ireland? 2.0p

5. How did Palina communicate with the family? 2.0p

6. Why was she so surprised at the shopping mall? 2.0p

7. How often did she visit the Irish family? 2.0p

8. Who paid for Palina’s studies? 2.0p

9. Did her time in Ireland improve her health? 2.0p

10. What are Palina’s plans for the future? 2.0p

B. An interview with Palina

6
I: Today I’m……………to Palina Yanachkina. Palina, it’s nice to meet you. Can I ask you
some questions? 1.0p

P: Of course.

I: I hear that you call…………. the girl with two families. Why is that? 1.0p

P: Well, I have my family back in Ukraine and my family here in Ireland.

I:: Where exactly do you come from?

P: I come from the village of Polessye not far from Chernobyl. I was………..in 1988 just two
years after the nuclear accident there. It was a…………..time for us. 1.0p + 1.0p

I: I can understand that. What happened to your family?

P: My parents are……………..and after the accident, they couldn’t……….any of their

produce. No one wanted to buy our………or vegetables. We were very………and ill – like
many people in the village. 1.0p + 1.0p+ 1.0p + 1.0p

I: How awful, how miserable for you all.

P: But I was…………. . I had the chance to go to Ireland for a holiday and that was when I
met her second family. I loved staying with them,-er they were so………….to me.
They………………….me so well. 1.0p + 1.0p+ 1.0p

I: Your English is……………….now. Did you speak English then? 1.0p

P: Not a word. But I soon…………, especially from the children. I got on really well with
them. 1.0p

I: So you………………… English bit by bit? 1.0p

P: I had some…………….too and I came back to Ireland many times. 1.0p

I: What are you doing now?

P: I’m studying here in Ireland. My wonderful……………family are paying for

my………….. I’m hoping to become a doctor one day and…………to my village to help the
people there. That’s my big………for the future. 1.0p + 1.0p+ 1.0p + 1.0p

I: Well, I’m sure you’ll do that one day. Thank you, Palina. I’ve…………….talking to you.
1.0p

7
Critère d’évaluation et pondération

CRITERE PONDÉRATION

Pertinence Total général …/40

des éléments (en fonction du nombre
sélectionnés d’informations
en fonction de pertinentes comprises
la finalité de
la tâche

8
OUTIL D’EVALUATION
Anglais

Documents pour le professeur

Famille de tâches : Témoigner de la compréhension d’un message écrit à dominante informative et

de la compréhension d’un message oral à dominante descriptive et informative

Titre : HOPE FOR THE FUTURE

(from HEADWAY PRE-INTERMEDIATE fourth edition)
Public cible : 3e degré : 5e anglais LM2
Niveau estimé par rapport au cadre européen commun de référence : B1

Epreuve : voir document pour l’élève

Préalables à l’épreuve :

Prérequis : avoir abordé la thématique concernée en apprentissage.

Dispositif didactique: le texte reste à la disposition des élèves pendant toute la durée de l’épreuve.

Modalités de passation :

Durée de l’épreuve : 100 minutes

Forme du produit attendu : écrite (notes structurées, en français et anglais)

Compétences, savoirs et savoir-faire évalués dans le cadre de cette épreuve :

COMPETENCES du référentiel

Comprendre des messages authentiques écrits et oraux dans une langue standard.

SAVOIRS – SAVOIR-FAIRE

 Grammaire :

- Emploi du « present perfect » et du « past tense simple »

 Vocabulaire

Relatif aux champs thématiques abordés.

- Santé et bien-être
- Situations spéciales de vie
- Environnement
- Etudes

 Procédures :

- Déduire du contexte du message et d’indices linguistiques, le sens de certains

mots.
- Repérer les mots ou éléments clés qui signalent les passages contenant les
informations recherchées.
Fiche de correction
A.Palina – the girl with two families
Réponses aux questions :
1. Non, elle est née en 1988. 2.0p
2. Oui, elle a grandi dans une ferme. 2.0p
3. Non, elle a un frère qui s’appelle Micha. 2.0p
4. Non, elle ne parlait pas du tout anglais. 2.0p
5. Elle utilisait un recueil d’expressions pour communiquer. 2.0p
6. Parce qu’elle était habituée à voir le petit magasin de son village. 2.0p
7. Elle visitait sa famille irlandaise deux fois par an. 2.0p
8. C’est sa famille irlandaise qui a payé pour ses études. 2.0p
9. Oui, le temps passé en Irlande a amélioré sa santé. 2.0p
10. Elle veut devenir médecin et retourner en Biélorussie pour aider les gens qui n’ont pas eu autant de chance qu’elle. 2.0p
A. Interview with Palina
1.talking 1.0p 10.kind 1.0p 19. hope 1.0p
2.yourself 1.0p 11. looked after 1.0p 20. enjoyed 1.0p
3.born 1.0p 12. excellent 1.0p
4.terrible 1.0p 13. learnt 1.0p
5.farmers 1.0p 14. picked up 1.0p
6.sell 1.0p 15. lessons 1.0p
7.meat 1.0p 16. Irish 1.0p
8.poor 1.0p 17. studies 1.0p
9.lucky 1.0p 18. return 1.0p
Note pour le correcteur :Le professeur peut pénaliser les idées ou les éléments de réponse qui sont hors propos. Par contre, il ne tiendra pas
compte des inférences qui vont au delà de ce que le texte exprime.
Transcription du texte exercice B

B. An interview with Palina

I: Today I’m talking to Palina Yanachkina. Palina, it’s nice to meet you. Can I ask you some
questions?

P: Of course.

I: I hear that you call yourself the girl with two families. Why is that?

P: Well, I have my family back in Ukraine and my family here in Ireland.

I:: Where exactly do you come from?

P: I come from the village of Polessye not far from Chernobyl. I was born in 1988 just two
years after the nuclear accident there. It was a terrible time for us.

I: I can understand that. What happened to your family?

P: My parents are farmers and after the accident, they couldn’t sell any of their produce. No
one wanted to buy our meat or vegetables. We were very poor and ill – like many people in
the village.

I: How awful, how miserable for you all.

P: But I was lucky. I had the chance to go to Ireland for a holiday and that was when I met my
second family. I loved staying with them,-er they were so kind to me. They looked after me so
well.

I: Your English is excellent now. Did you speak English then?

P: Not a word. But I soon learnt, especially from the children. I got on really well with them.

I: So you picked up English bit by bit?

P: I had some lessons too and I came back to Ireland many times.

I: What are you doing now?

P: I’m studying here in Ireland. My wonderful Irish family are paying for my studies. I’m
hoping to become a doctor one day and return to my village to help the people there. That’s
my big hope for the future.

I: Well, I’m sure you’ll do that one day. Thank you, Palina. I’ve enjoyed talking to you.