Académique Documents
Professionnel Documents
Culture Documents
2019 ANGLAIS
T
B1
LE
B2
Livre du professeur
LIVRE DU PROFESSEUR
T B1 Û B2
LE
Sous la direction de
Frédéric Chotard
IA-IPR
Académie de Nantes
Auteurs
Julie Antoine Ludivine Da Silveira Catherine Le Calvé
Professeure agrégée Professeure agrégée Professeure certifiée
Lycée Angela Davis (93) Lycée Angela Davis (93) Lycée Monge - La Chauvinière (44)
Le cadre national de l’examen est donc conforté. Les sujets des évaluations communes sont pris dans la banque
nationale de sujets qui demeure publique, les copies anonymisées sont corrigées par d’autres professeurs que ceux
des élèves et l’évolution du jury du baccalauréat garantit l’objectivité de l’examen.
Ces aménagements vont être présentés au Conseil supérieur de l’éducation du 9 juillet et prendront donc effet dès
la rentrée.
Ils contribuent à renforcer le baccalauréat auquel tous les Français sont attachés et qui, plus encore qu’aujourd’hui,
sera un levier de réussite dans l’enseignement supérieur.
Préface
La classe de Terminale n’est plus le point unique et crucial où
se joue d’un coup le bilan de nombreuses années d’appren- • la simplicité et la clarté des consignes ;
tissage de l’anglais : désormais, c’est tout au long du Cycle • des parcours pédagogiques lisibles et explicites pour
Terminal que s’organise l’évaluation des compétences des les élèves, facilement adaptables selon les niveaux ;
élèves, à travers les trois étapes des évaluations communes. • une présentation adaptée aux élèves dyslexiques
Il n’en reste pas moins que les élèves de Terminale abordent et en difficulté de lecture, ce qui nous a valu le
avec vous la dernière ligne droite du lycée, celle qui clô- soutien de la fédération ANAPEDYS (Association
ture un long parcours d’apprentissage mais qui ouvre aussi Nationale d’Associations de Parents d’Enfants
vers une poursuite d’études au niveau supérieur. Blockbus- Dyslexiques) ;
ter Tle propose donc bien sûr un parcours de préparation
à la troisième évaluation commune – la plus difficile car la • une approche problématisée explicitement
plus complète – mais notre ambition ne s’arrête pas là, car revendiquée, toujours claire et accessible ;
il s’agit aussi : • un véritable ancrage culturel et une dimension
interculturelle omniprésents ;
• d’une part, de penser les enseignements dans la • une démarche actionnelle pour donner du sens
continuité Bac -3 / Bac +3, la question du parcours à travers des réalisations de projets réalistes, pour
et de la réussite des élèves après le baccalauréat se rendre les élèves actifs et créatifs ;
posant de manière centrale. Dans cette perspective,
développer des compétences linguistiques, • un objectif de formation intellectuelle et citoyenne ;
culturelles et de communication dans une langue • un accompagnement pas à pas vers les objectifs
vivante étrangère doit préparer efficacement à visés avec un soutien méthodologique appuyé.
l’enseignement supérieur ;
• d’autre part, de doter l’élève de compétences
lui permettant de « participer aux évolutions
économiques, sociales et culturelles et de
I. La progression
s’intégrer dans le monde avec confiance et sans de Blockbuster Tle
appréhension ». Faire de nos élèves des jeunes gens
ouverts sur l’« ailleurs » et les autres, autonomes, Les séquences
prêts à s’investir et à prendre la parole pour exposer Les séquences prennent résolument en compte les avan-
leur point de vue, désireux aussi de partager avec cées des nouveaux programmes de lycée et mettent no-
d’autres ce qu’ils ont découvert, cela répond à tamment l’accent sur :
un objectif majeur, confié de manière explicite à
l’enseignement des langues vivantes.
• l’ancrage culturel et l’ouverture à l’Autre à travers
la richesse et la diversité du monde anglophone ;
Blockbuster Tle relève ce défi en proposant des res- • le renforcement des compétences orales,
sources et des démarches adaptées, qui prennent en l’amélioration recherchée passant aussi par
compte les évolutions les plus récentes de l’enseigne- l’entraînement de l’écrit ;
ment des langues vivantes, sans pour autant perdre de
vue les réalités du terrain. Car si les élèves ont plusieurs • l’interaction écrite qui prend de plus en plus
années d’apprentissage de l’anglais derrière eux, leurs ac- d’importance dans le monde d’aujourd’hui,
quis sont souvent inégaux et fort disparates, comme le notamment pour la communication en ligne ;
sont leurs attitudes scolaires vis-à-vis de cette discipline et • les stratégies à développer, en compréhension
de leurs propres compétences. Permettre à tous les élèves comme en expression ;
de progresser, à l’aune de leurs possibilités, en remédiant
• la consolidation des structures de la langue grâce à
à l’essoufflement, voire aux lacunes qui se sont peut-être
des activités et exercices qui reprennent et structurent
installées, fait partie des objectifs de la collection.
le lexique, la grammaire, la phonologie et l’écriture ;
Voici quelques-uns des principes qui ont présidé à l’élabo-
• la pédagogie de projet, destinée à renforcer
ration de la méthode Blockbuster Tle :
l’autonomie et la créativité tout en offrant des marges
de différenciation.
• une présentation aérée, de la couleur et de nombreux
documents iconographiques authentiques, pour Par ailleurs, le programme du Cycle Terminal se décline
susciter l’envie, la curiosité et la prise de parole ; désormais, comme celui de la classe de Seconde, se-
• un grand nombre de documents audio, vidéo et lon huit axes d’étude dont six doivent impérativement
textuels, toujours authentiques pour rendre les avoir été abordés chaque année à travers une ou deux
contenus plus vivants et entraîner régulièrement la séquences. Blockbuster Tle propose un vaste choix de
compréhension de l’oral ; 18 unités, chaque axe étant traité par le prisme de deux ou
trois thématiques.
5 Artivism in
South Africa
• tous les sujets de type bac (8 sujets guidés et 18 évaluations de type bac) en
version interactive (production écrite ou orale avec possibilité de s’enregistrer)
et avec la possibilité d’envoyer les productions à l’enseignant(e) ;
• toutes les activités du Cahier interactif ;
Axe
Art and power
Problématique
• tous les documents audio ;
How has South African art
changed since apartheid?
• toutes les vidéos ;
• toutes les fiches au format PDF ;
• un carnet de bord qui permet de voir les résultats des élèves, la possibilité
de créer des groupes et d’échanger des messages avec les élèves.
LE PACK DE 1000 Pour valoriser les progrès des élèves et pour les encourager et les motiver :
AUTOCOLLANTS un outil ludique et coloré idéal pour vos classes de lycée ! Chaque pack contient
20 planches de 50 autocollants divisés en trois grandes catégories :
• félicitations ;
• encouragements ;
• compétences spécifiques.
LA COLLECTION DE LECTURES La collection idéale pour faire (re)découvrir à vos élèves l’histoire de Frankenstein,
MACMILLAN du chien des Baskerville, du fantôme de l’Opéra, la légende de Sleepy Hollow ou
encore sept histoires d’horreur d’Edgar Allan Poe !
Les médias
AUDIO VIDÉO
istes 15-23
• Audio prof. p • 01 G olden Door, Emanuele Crialese (2006)
• Audio élève p istes 15-20 • 02-03 H ow America’s abundance gave way to Italian American cuisine,
Munchies - Vice (2019)
• 46 G randparents and grandchildren in Italian America, i-ItalyTV and ANFE (2015)
PRODUCTION POSSIBLE
b. These people are immigrants indeed. There are several
of them including Salvatore Mancuso, who comes from
Sicily, and an English woman. They must be at Ellis
Island because we can see them take off their clothes
for a medical examination.
Question c
Repérer ou imaginer les sentiments des personnages
permet de se mettre à leur place, de mieux comprendre ce
Question c Question d
Pour répondre à cette question, les élèves doivent d’abord Pour aider les élèves à répondre à la question d, on peut attirer
identifier le passage qui présente ces stéréotypes, à savoir leur attention sur trois choses : tout d’abord, on cherche un
le dernier paragraphe. Pour cela il est donc nécessaire de passage dans lequel on parle de gangsters. Ensuite, puisqu’on
leur demander d’identifier le thème principal de chaque cherche des changements, il est probable que les verbes
paragraphe. Ensuite, ils pourront trier les informations et contiennent des informations précieuses à ce sujet. Enfin, le
établir la liste des stéréotypes. début du troisième paragraphe montre que le point de vue
est différent (On the other hand…), or cette autre perception
PRODUCTION POSSIBLE du film est nécessaire pour expliquer ces changements.
c. Other movies usually portrayed Italian Americans as
people who were illiterate, whose English was very poor PRODUCTION POSSIBLE
and who wore ugly clothes, reinforcing the idea that d. Some people liked the movie and the way the Mafia
they are aliens, odd things, foreign. was depicted in it. They copied the way the characters
dressed, spoke and behaved. It shows that most of
them really loved “The Godfather”.
Question d BAC
La question d permet de préparer les élèves au baccalauréat Groups A & B
car ils sont invités à reformuler les informations qu’ils ont Question e
comprises. On peut d’abord leur demander de prendre des
notes sous forme de mots-clés, puis d’utiliser ces mots pour Faire faire la mise en commun en binôme : un élève du
former leurs propres phrases. groupe A s’associe avec un élève du groupe B. Il s’agit d’un
excellent exercice puisque les élèves doivent être capables
PRODUCTION POSSIBLE de faire le compte-rendu, à partir de notes non rédigées, d’un
texte que leur camarade n’a pas lu. Il faut donc reformuler ce
d. Tom Santopietro became aware of his Italian roots and
qui est écrit et présenter ce que l’on a compris de manière
what it means to be an immigrant thanks to this trilogy.
claire et complète.
For the Italian American community the film meant
recognising Italian Americans as complex characters
PRODUCTION POSSIBLE
and not simple stereotypes. Although the film is about
a family of gangsters, they are depicted as integrated e. Cf. questions b, c et d.
into American life. And it gave them the feeling of pride To conclude, I do not think that this movie failed
that the Italian American community became visible Italian Americans even though it was about the mafia.
and part of American popular culture. In fact it gave a much better image of their community
For the film industry, it meant a change because the and made mentalities change.
film was made by Italian Americans. I disagree with you. Italian immigrants were very often
associated with violence and the mafia. Once again,
Group B the only thing people saw was a group of dangerous
Question b criminals.
Grammar
Idéalement, la grammaire est un outil qui permet de
comprendre et de se faire comprendre. Par conséquent, il
est vivement conseillé d’aborder les points proposés ici au
moment où les élèves en ont réellement besoin. Lorsque
l’étude du document sera terminée, on pourra faire le bilan
des structures utilisées et inviter les élèves à les manipuler
grâce aux exercices de la page 26.
PRODUCTION POSSIBLE
Dear members of the committee,
It is a great honor for us to be here today. Italian
American culture is very popular in the United States
and Italian art, music and cuisine are now celebrated
throughout our great country.
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 1 du programme : CLASSE :
Identities and exchanges. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez visionner trois fois le document vidéo de la partie 1 (compréhension de l’oral).
Les visionnages seront espacés d’une minute.
Vous pouvez prendre des notes pendant et entre les visionnages.
À l’issue du troisième visionnage, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
Grandparents and grandchildren in Italian America
vidéo 46 01:28
Nearly half of Italian immigrants were “birds Italian households allowed for larger portions of
of passage” who eventually returned to Italy. 30 meatballs and other dishes.
Those who stayed in America often settled
Pizza, believed to have originated in Naples,
together, forming poor ethnic neighborhoods.
epitomizes Italian Americans’ outsize influence
5 But these barrios were not simply replicas of their
on our culture, where pizza took on an entirely
residents’ native country. Regional cultures—which
new meaning. Generally, Americans don’t like the
distinguished Sicilians from Neapolitans—blended
35 original Neapolitan pizza, whose crust tends to be
along with American customs that children brought
a bit soggy in the middle—unlike the crispier Italian
home from public schools.
American version. An Italian restaurant owner who
10 In the early 20th century, Italian immigrant dishes opened a pizzeria in New York featuring Neapolitan
were scorned and became the root of slurs like pies told me his customers complain that his pizzas
“spaghetti bender” and “garlic eater.” Garlic’s 40 are undercooked.
pungency seemed un-American and uncivilized, and
Italian Americans have continued to put new spins
the strong smell was seen as evidence of Italians’
on the Neapolitan creation. In Chicago, they created
15 inferiority. Its popularity in American markets and
the deep-dish pizza. New Haven’s legendary
recipes today shows how drastically this perception
Frank Pepe Pizzeria Napoletana is famous for its
has changed and how enmeshed Italian American
45 white clam pizza, as well as its regular red-sauce
culture has become in broader American life.
and cheese version. In the classic American way,
That’s also apparent in red-sauce dishes that corporations also got into the act, from Domino’s
20 are staples in U.S. homes and restaurants. Big to California Pizza Kitchen. Few foods are more
plates of spaghetti and meatballs, baked ziti, and ubiquitous in the American diet, and few are more
chicken parmigiana are not common in Italy, but 50 synonymous with American cuisine.
they reflect the unique Italian American culture
Italian immigration, at least on a large scale, is
immigrants created. Red sauce became prevalent
now a thing of the past. But the influence of Italian
25 in immigrants’ kitchens because canned tomatoes
American culture remains. These immigrants and
were readily available in U.S. markets. Meat was a
their children did not simply melt into a homogenous
rarity in Southern Italy but abundant in America,
55 stew of Americanism; they created a lively ethnic
and the growing incomes of even working-class
community that helped shape mainstream culture.
Sujet A
Imagine you are an Italian American student. You have just received an email from
your Italian cousin who says Italian American cuisine is not Italian. Write your answer.
Sujet B
How can diversity enrich our culture?
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Identities and exchanges”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
entre vous durera également un maximum de cinq minutes.
DOCUMENT
DOCUMENT
People attend the annual Feast of San Gennaro festival in New York
Û
City along Mulberry Street in Little Italy, New York. The annual
Italian festival has taken place there every September since 1926.
COMPRÉHENSION DE L’ORAL
COMPRÉHENSION DE L’ÉCRIT
Ce document vidéo est un reportage ou un documentaire
dans lequel nous voyons une conversation entre une jeune a. 1. The document is an article about Italian food
femme et sa grand-mère. Toutes deux sont américaines, and more precisely Italian American food. It was
mais l’on apprend que la grand-mère est d’origine published in “The Washington Post”, a very famous
italienne. La jeune femme explique qu’il peut lui arriver de American newspaper.
se sentir un peu perdue tant ses origines sont variées. En 2. Italian food was despised, and Italian immigrants
effet, son grand-père n’est pas italien, et son père vient were accused of being uncivilized people whose
d’Europe de l’Est mais a également émigré d’Amérique du cuisine was disgusting and smelly.
Sud avant d’arriver aux États-Unis. Elle pense donc que 3. Italian immigrants were able to use ingredients that
la multiplicité de ses origines est formidable, mais qu’elle they could not find in their country of origin. Besides,
peut être également déroutante. On peut penser ici qu’elle as they became richer, they were able to make bigger
a du mal à savoir qu’elle est sa véritable identité, à quelle dishes. As a consequence, they added sauces and
culture elle appartient vraiment. Sa grand-mère comprend meats that the original recipes did not contain.
cela. Mais elle lui dit (en riant) que ses origines italiennes b. First, Italian immigrants were rejected and scorned by
sont les meilleures. Certes, elle plaisante, mais l’on sent American people. But their opinion changed throughout
qu’elle tient à ses origines et aux valeurs d’humanité qui the 20th century. As a result, the Italian community
caractérisent les Italiens. Elle souhaite profondément was finally accepted and managed to adjust.
les avoir transmises aux générations futures (et donc à
c. Has America become Italian? I think that in fact the
sa petite-fille). La jeune femme conclut en disant que ses
author shows that Italian immigrants made America a
influences italiennes sont certainement les plus fortes
little more Italian than it used to be, but one can also
(plus fortes que ses influences irlandaises ou même celles
argue that America turned Italian immigrants into true
qui pourraient lui venir d’Israël, via son père). Elle se
American citizens.
sent italienne. Ce programme montre plusieurs choses
intéressantes : tout d’abord, nous avons deux générations
qui échangent sur leur culture, l’influence de nos origines EXPRESSION ÉCRITE
et la transmission de certaines valeurs. On nous montre
que la jeune femme est américaine et on peut penser Sujet A
qu’elle est née aux États-Unis, mais pour elle, ses origines Dear Emilio,
italiennes sont très importantes, probablement parce que Thank you for sending me news from Italy. When you visit
c’est celle qui a le plus marqué l’identité de sa famille. us, I will show you how great Italian American food is!
À travers l’évocation des origines, de la culture, de la
I know you don’t really think that our cuisine is really
transmission et des valeurs, cette vidéo illustre donc
Italian. But when you come to New York, we will go to a
parfaitement l’axe « Identités et échanges ».
little Italian restaurant I really love in Brooklyn and you
will have a new perception of Italian American dishes! Of
Vidéo 46
SCRIPT VIDÉO Durée : 01:28 course, there are ingredients you do not eat in Naples,
but spaghetti with meatballs is still pasta with a delicious
Granddaughter: Being with you guys, like
tomato sauce just like the one our grandmother made
I feel it’s like, we’re an Italian American family.
when we were younger.
Sometimes I forget that Grandpa is not Italian, I
think like being from so many different backgrounds I think we should not despise the way our cuisine has
and having like Daddy from, I guess Eastern Europe changed here because it has kept an Italian identity and
because that covers everything like Russia, Poland, it has influenced American cuisine. Pizza and pasta are
everything, but him also being an immigrant from the favorite dishes of most of my friends and that makes
South America is like… and then having the Italian me so proud.
side, it’s kind of like having all of these identities for Angelo
me is so like… great in one way but it’s also like… Sujet B
Grandmother: Confusing. Some people argue that diversity threatens our culture.
Granddaughter: It’s so confusing! I definitely disagree with them. Diversity makes us richer
Grandmother: But you… must never forget that the and stronger. France, the United Kingdom, the United
best part of you is Italian, right? States have been influenced by many other cultures as
Granddaughter: Of course. they have been the host countries of many immigrants.
Grandmother: I happen to think and this is my bias that For example, many Italians came to France in the second
the values of Italian culture are much more humane half of the 19th century and in the past few years
than many others. And I hope that they’re passed thousands of refugees have tried to settle in France or in
down to future generations. the UK as they had to flee wars and terrorism in Syria or
Afghanistan.
ÉPREUVE ORALE
Document A
Document A illustrates the topic very well. It is the poster
that promotes a movie that was made by director Martin
Scorsese. The movie is entitled “Goodfellas” and features
very famous actors like Robert de Niro.
First, we can notice the director and the actors have
Italian names. So, they must be Americans of Italian
descent. But their first names tend to sound American.
Perhaps they had Italian parents or grandparents, but
they were born in the USA.
Then this poster illustrates the idea of exchanges as their
families had to leave Italy to go to the USA and when
they did so they certainly brought their culture too. It is
also an exchange as these men had an influence on the
American film industry.
We can guess the movie is about the mafia or gangsters
who happen to be Italian. Indeed, we can see a dead
body under a bridge in the picture. The mafia was also
the main topic of another very famous movie called “The
Godfather”. Their presence in the USA must have stayed
in people’s memories and made its mark on history as
there are still movies about them.
But the people whose ancestors settled in America in
the 19th century managed to adapt and became true
Americans too (even though they were not always
accepted at first). Therefore, this illustrates the topic
perfectly well: Italian immigrants had an influence on
their new country, but they were influenced by it too.
Document B
I think that the better picture to illustrate this topic is
Document B.
It was taken in the USA during the annual Feast of San
Gennaro festival in New York. It must be an Italian
American festival because there are garlands with the
colours of the Italian flag.
The people who attend this festival can probably learn
more about Italian American culture. We can see that
they can enjoy Italian food, for example calzone. This
photograph shows that American people enjoy Italian
food, too. Actually, pizza is very popular in the USA.
The Italian American community protected their cuisine
and are still cooking dishes that their parents and
grandparents used to cook when they were in Italy.
But at the same time, the recipes became more American,
which shows that both cultures influenced each other.
Les médias
AUDIO VIDÉO
• Audio prof. pistes 24-30, 139 • Espace Langues B linded by the Light, Gurinder Chadha (2019)
• Audio élève pistes 21-26 • 04 W hat is the special relationship?, CNBC (2018)
• 05 U S soccer: will Americans ever care about football?, BBC (2017)
Présentation Question d
L’introduction à l’unité se fait autour de la bande-annonce Cette activité de compréhension orale permet aux élèves
du film Blinded by the Light de Gurinder Chadha. L’étude de repérer les éléments qui les aideront à développer une
de la bande-annonce permet d’aborder le sujet sous un compréhension globale du document. Dans la mesure où
angle culturel car ici, c’est de l’influence de la musique on demande aux élèves de se mettre par trois, on peut
américaine sur les Britanniques dont il s’agit. La bande- envisager de demander à chaque membre du trinôme de
annonce permet aussi de voir comment les différences rechercher des éléments correspondant à un des trois items,
culturelles peuvent être surmontées grâce à l’art, comment en les attribuant en fonction des capacités de chacun.
une forme d’expression artistique peut mener à d’autres,
ainsi qu’à l’affirmation de soi-même face à l’adversité. PRODUCTION POSSIBLE
d. Situation: A boy starts high school and finds out about
Bruce Springsteen thanks to a classmate. Springsteen’s
LE FILM music resonates with him, so he decides to fulfill his
wish to become a writer by submitting his poems to one
SYNOPSIS : Blinded by the Light (ou Music of my Life en
français) est une comédie britannique qui se déroule sur of his teachers.
fond de racisme anti-Pakistanais dans le Royaume-Uni des Characters: Young people at school, a family with
années 1980 et met en scène la prise d’indépendance de a boy (the hero) who wants to become a writer and
Javed Khan grâce à la musique de Bruce Springsteen. Le his dad who disapproves of him; his sister also seems
jeune homme doit faire face à la désapprobation de sa famille, to disapprove of his newfound love for Springsteen’s
et notamment de son père, dans son effort d’affirmation de rock’n’roll (on cultural grounds). The communication
lui-même, de ses aspirations et de ses goûts. within the family seems to be disrupted.
Setting: In the British town of Luton, which looks like a
typical suburban town. It is not in contemporary Luton
because the hero uses a Walkman and tapes, which are
Mise en œuvre 40 min
not used anymore, so the movie may take place in the
1980s or 1990s.
Question a ANTlClPATE
L’anticipation de cette activité fait réfléchir les élèves à Question e
différents attributs stéréotypés du Royaume-Uni et des Cette activité permet aux élèves d’approfondir leur
États-Unis. La photographie permet d’entrer dans le sujet compréhension générale du document tout en orientant
à travers un prisme culturel, car elle pousse à faire des cette dernière dans la direction de la problématique
remarques sur la cuisine des deux pays étudiés, ainsi que générale de l’unité. Elle sert ainsi de synthèse à cette
sur l’exportation de la musique américaine. première séance, tout en annonçant déjà la suite de l’unité.
PRODUCTION POSSIBLE
b. Places: Canterville Chase, in the United Kingdom,
Europe (the Old World)
Time: in the 19th century (at least three centuries
after 1584)
Main characters: Hiram B. Otis, an American minister;
Lord Canterville, the former owner of Canterville Chase
(other characters: Dowager Duchess of Bolton, Lady
Canterville, the ghost, the servants, young Americans)
Question c
Cette question permet de faire le lien entre l’anticipation et
le texte en lui-même. Lors de la correction, on pourra mettre
l’accent sur le fait que les stéréotypes présentés en début de
séance sont bien réels, qu’ils sont par ailleurs assez anciens,
et représentés dans les travaux d’auteurs renommés.
PRODUCTION POSSIBLE
c. 1. Lord Canterville (l. 5); Duchess (l. 11)
2. Mr Otis: “I will take the furniture and the ghost at
the valuation” (l. 26) / “a modern country where we
have everything money can buy” (ll. 26-27)
3. Lord Canterville: “it has been well known for three
centuries, since 1584 in fact...” (l. 38)
4. Mr Otis: “Well, so does the family doctor for that
matter, Lord Canterville, etc.” (ll. 42-46)
Prepare
Idées de devoirs à la maison Question c for the task
Cette activité de mise en commun des informations trouvées
• L’activité 4 de la page 33 Vocabulary
par les membres des différents groupes est l’occasion
• Les activités du cahier interactif gratuit de Blockbuster d’interactions entre élèves. Elle est également une préparation
à la tâche finale, car elle repose sur un travail de synthèse et
de sélection d’informations pertinentes en binôme.
very
A PRODUCTION POSSIBLE
special relationship 50 min
c. I understood that Winston Churchill... what about you?...
Which parts of the video did you find most striking?
Question a ANTlClPATE
Is there a special image that you remember from
Pour mettre en œuvre cette anticipation, on peut projeter the video, or is there a moment which you thought
la capture d’écran au tableau sans faire ouvrir les manuels. represented well the whole argument?
L’image pleine de symboles devrait facilement déclencher la -K ey idea 1: economy. Photo of two business people
parole des élèves. De plus, la présence des drapeaux et du shaking hands.
signe de la livre donne des éléments très reconnaissables The UK and the USA share a workforce and heavily
auxquels tous peuvent se référer. invest in each other’s economies.
- Key idea 2: politics. Photo of Theresa May and Donald
PRODUCTION POSSIBLE Trump at a NATO summit.
a. The special relationship seems to be about business British and American leaders have had each other’s
between the USA and the UK: there are coins and a backs for a long time. Even if the special relationship
pound symbol on the screenshot, but also a calculator, sometimes seems weaker than it could be, the political
which may symbolise the economy. There are also ties between the UK and the USA are still extremely
smartly dressed people and a to-do list, which evoke important to each country.
business.
CORRIGÉS
Le présent simple
Idées de devoirs à la maison
British and American people share the same language, • L’activité 2 de la page 33 Vocabulary
but sometimes they use different words to refer to the • Les activités 1 à 3 de la page 34 Grammar & sounds
same things.
La voix passive
a. Americans are described as very arrogant people
(by some).
Two Englishes 45 min
L’élève doit maintenant utiliser les différents éléments vus • L’activité Pour aller plus loin
au cours de la séance pour justifier ses choix. Cette activité • L’activité 3 de la page 33 Vocabulary
de synthèse peut être réalisée en deux temps : d’abord un
temps de réflexion et de rédaction, puis un temps de mise en
commun avec l’ensemble de la classe, où les élèves pourront
présenter leurs idées à leurs camarades. Soccer or football? 45 min
PRODUCTION POSSIBLE
When Winston Churchill declared: “The UK and the
US are each other’s biggest allies”, the two countries
had just defeated the Nazi regime with the other Allied
countries. By singling out the UK and the USA, Churchill
wanted to highlight the importance of what he called
“the special relationship” over other diplomatic ties his
country might have.
Today, the two countries still greatly benefit from
each other, economically, for example: they share a
workforce and heavily invest in each other.
Their common language is also a strength in this
alliance, even though some differences are noticeable,
especially in spelling, but not only—as Lynne Murphy, a
Grammar
CORRIGÉS ET PRODUCTIONS POSSIBLES
Le présent simple – Précis grammatical p. 236
1. a. More than 3 million children play soccer in the USA.
b. Soccer is not America’s favourite sport.
c. Oscar Wilde portrays American people as rich
businessmen.
d. My cousin in London does not work for a British
company, but an American one.
e. The main characters of the British film “Blinded by
the Light” love American singer Bruce Springsteen.
2. a. How many children play soccer in the USA?
b. Which is America’s favorite sport?
c. How does Oscar Wilde portray American people?
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 1 du programme : CLASSE :
Identities and exchanges. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez écouter trois fois le document audio de la partie 1 (compréhension de l’oral).
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant et entre les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
UK–US Relationship: is it still “special”?
Baseball and cricket are regarded as the “national speech and manners typified the American democratic
pastime” in America and Britain respectively, although spirit. These manners include lots of gum chewing, foul
both have long fallen behind American football and 40 language, the constant spitting, scratching and noisy
basketball in the United States, and soccer in the calls to “kill the umpire”, a remark in total contrast to
5 UK, as mass spectator sports generating immense the “sportsmanlike” image cultivated in cricket.
incomes for television and radio through advertising,
Last summer, I attended a baseball game in Tampa,
promotions, endorsements and sale of equipment.
Florida, my first attendance at a baseball game in
The two games more profoundly reflect national 45 fifty years. The game I saw had changed profoundly.
differences in British and American mentalities, It convinced me that whereas cricket remained the
10 societies and popular culture than in other walks of same classic game, baseball had evolved into a
life. Tourists, long-term residents and even expatriates “multimedia” event that has further increased the
never cease to marvel at how the “other game” appears contrast with cricket by light years.
to them as a weird and incomprehensible variant or
50 The modern baseball spectacle with electronic
mutant version of the familiar one. No one born or
billboards, huge screen television, manipulated
15 brought up in the US, UK and Commonwealth can
encouragement of the home town fans to cheer on
claim to be impartial in this dispute.
their team, constant commercial promotions, the
Although both sports are popular among mass viewing interminable procession of vendors selling beer, candy,
audiences, cricket retains an aura of aristocratic 55 icecream and blocking your view is not the game I
lineage and breeding and would seem out of place grew up with.
20 except when played in immaculate white dress on
As an American who lived in Britain for many years,
beautifully cultivated greens such as one finds in
I say this with more than a bit of envy and regret.
Oxford or Cambridge. By contrast, American baseball
American youngsters have been given a sad lesson
fans revel in the association of the national sport with
60 that winning is all important (recalling manager Leo
the “common man” and the dirt prominently displayed
Doroucher’s famous remark “Nice guys finish last!”)
25 on a baseball player’s uniform after a slide is proof of
and that money and fame, more than playing the
heroism accumulated during a daring run of the bases
game and loyalty to the hometown fans, are what
or a narrow escape from a close pitch.
counts most. On the other side of the Atlantic, British
Baseball was the vehicle by which countless 65 devotion to fair play of the “noble game” has, by most
immigrants’ children and blacks first achieved national accounts, remained true.
30 recognition and adulation. Dozens of American
Much has changed in Great Britain, yet no one
films have utilized baseball themes to emphasize
imagines a commercialization of cricket of the kind
the breaking down of class barriers and eventually
that has taken place in baseball, no more than a
even of race. It was the Brooklyn Dodgers team that
70 change from driving on the left to driving on the
accepted Jackie Robinson, the first black player. The
right, or the British giving up their preference for
35 neighborhood of Brooklyn, long stereotyped in film and
tea. Cricket and baseball remain as cousins with
song, was always portrayed in literature and film as
similar origins but distinctive personalities like the
supported by simple folk whose working-class dress,
underground and the subway.
Sujet A
Imagine that you have lived several years in America and come back to your homeland
just now. You write an email to your best friend in the USA to tell him or her the differences
between your country and the USA, and give your impressions.
Sujet B
The article ends with “Cricket and baseball remain as cousins with similar origins but
distinctive personalities like the underground and the subway”.
Do you agree with that statement? Justify your answer.
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Identities and exchanges”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange
oral entre vous durera également un maximum de cinq minutes.
DOCUMENT
DOCUMENT
Les médias
AUDIO VIDÉO
• Audio prof. pistes 32-37 • 06 M
ary Shelley, Haifaa al-Mansour (2017)
• Audio élève pistes 27-32 • 47 H
ow did George Eliot satirise the way in which
• Espace langues G ender in 19th-century Britain society pigeonholed young women?, BBC 4 (2015)
(part 1 and part 2), British Library (2014)
Question c
Mise en œuvre 30 min Le traitement de la question c se prête aisément à une
division en petits groupes également. Laisser 5 minutes
Question a ANTlClPATE aux élèves afin de réfléchir à une ou plusieurs réponses et
Pour cette première étape de l’unité, il est possible de de structurer les phrases. Demander au groupe de choisir
travailler en classe entière, mais les activités se prêtent un(e) porte-parole. Faire une mise en commun et noter au
également à une division en petits groupes. Chaque groupe tableau une synthèse que les élèves retranscriront dans leur
peut discuter des réponses attendues et peut désigner un cahier pour garder une trace écrite.
ou une porte-parole.
PRODUCTION POSSIBLE
Demander aux élèves de garder leurs livres fermés, écrire au
c. Mary Shelley is upset by the publisher’s words. She
tableau MARY SHELLEY et leur demander de donner autant
is assertive. She speaks like a true feminist and she
d’informations qu’ils peuvent. Procéder à une correction claims women should be judged according to the same
collective sous forme de réponse classique et les inviter à standards as men.
ouvrir leur manuel p. 43 et à lire la question a.
Mary doesn’t want to stay behind her husband /
Si l’on dispose du manuel interactif, projeter la double companion, as the title of the unit mentions. She
page d’ouverture et attirer leur attention sur toutes les doesn't want to be “behind the scenes”, she wants to
informations qu’ils peuvent glaner avec le simple visuel. be recognised as a real author.
Sinon, demander aux élèves d’ouvrir la double page et de
chercher des informations à partir du photogramme.
Laisser les élèves se concerter en petits groupes puis
procéder à une autre correction collective. Leur laisser EN SAVOIR
la possibilité de confirmer ou d’infirmer les réponses de Mary Shelley est une écrivaine britannique, née le 30 août
leurs camarades d’après leurs propres connaissances ou 1797 à Londres, et morte le 1er février 1851 à Londres. Fille de la
intuitions. féministe Mary Wollstonecraft et de l’écrivain William Godwin,
elle épouse dès 1816 l’écrivain Percy Bysshe Shelley. Le couple
s’est rencontré alors que Percy était déjà marié. Ils voyagent
PRODUCTION POSSIBLE ensemble et s’unissent après le suicide de la première
a. Mary Shelley was a writer. She wrote “Frankenstein”. madame Shelley. À peine âgée de 18 ans, Mary Shelley écrit
She was one of the first women writers. She is in a le roman Frankenstein ou le Prométhée moderne, qui
graveyard. Maybe she’s looking for inspiration. inspirera le genre de la science-fiction. Elle y revisite le mythe
Maybe she has come here to mourn someone. Maybe du démiurge à travers le récit d’un scientifique ayant créé une
Mary Wollstonecraft Godwin was a friend of hers créature monstrueuse et inadaptée.
or a relative. She is writing in her diary. She is Percy Bysshe Shelley est un poète anglais (1792-1822) qui
thoughtful. fut considéré comme l’un des plus grands poètes de son
temps mais aussi comme la figure la plus influente et la plus
emblématique du mouvement romantique.
EN SAVOIR
The Angel in the House (L’Ange de la maison) est un
poème narratif de Coventry Patmore, publié pour la première
fois en 1854 et développé jusqu’en 1862. Bien que largement
ignoré lors de sa publication initiale, il devint énormément
populaire à la fin du XIXe siècle, et son influence perdura
au début du XXe siècle. Le poème est un compte-rendu
idéalisé de la cour qu’il fit à sa première femme, Emily, en qui
il voyait la femme parfaite. Il a été plus tard très critiqué, en
particulier par Virginia Woolf, pour le carcan qu’il imposait aux
femmes victoriennes : dociles et soumises à leur époux, d’un
dévouement sans bornes pour leurs enfants, et malgré tout
charmantes, en dépit de leurs souffrances.
PRODUCTION POSSIBLE
Women without fault 45 min
La carte mentale permettra aux élèves de réviser le Les subordonnées de temps – Précis grammatical p. 248
vocabulaire de l’unité, en travail à la maison. On pourra leur
3. a. While Queen Victoria was ruling the country, she
demander d’apprendre le contenu d’une nouvelle branche
imposed a set of strict moral standards.
(couleur) à intervalle régulier, et proposer à chaque début
d’heure un warm up rapide du nouveau vocabulaire. b. Mary Shelley wrote “Frankenstein” when she was
18 years old.
CORRIGÉS c. As soon as George Eliot had finished a short story,
she started writing a new one.
1. Nous vous conseillons d’expliquer aux élèves qu’il y a
une différence importante entre la consultation passive Les énoncés exclamatifs – Précis grammatical p. 245
d’une carte mentale existante et sa création par les
élèves. La mémorisation passe avant tout par une 4. a. I’ve never read such a good book!
appropriation personnelle qui permet l’« encodage » b. What an incredible woman!
de l’information. c. This machine is so impressive!
La création de la carte mentale pourra faire l’objet d. What an artist! Her books are so inspiring!
d’un travail à la maison, nécessaire et préliminaire à e. How respected this queen was!
la tâche finale. Cette activité facilitera la présentation f. This painter is so gifted! The colours that she uses
d’une ou plusieurs femmes comme ce qui est demandé are so beautiful!
dans la tâche finale. On pourra donc la proposer en
complément des activités 2 et 3, présentant Ada
Lovelace et George Eliot, figures « rebelles » de leur Sounds
époque. La rubrique sounds pourra être utilisée en amont des
2. a. ill-at-ease: comfortable, self-assured, assertive restitutions orales et permettra aux élèves de parfaire
b. coward: bold, daring, fearless l’intonation des énoncés exclamatifs. Les exercices pourront
c. disobedient: obedient, devoted être réalisés en amont de l’activité 3 et en préparation de
la question c de l’activité 4 ou dès que le besoin s’en fera
d. rebellious: dutiful, submissive
ressentir.
e. sophisticated: uncivilised
3. a. restrain CORRIGÉS
b. looked down on 5. a. such a talented
c. claimed equality b. so submissive
d. succeeded in
6. descendante
Grammar
CORRIGÉS ET PRODUCTIONS POSSIBLES
La voix passive – Précis grammatical p. 245
1. a. “Middlemarch” was written by George Eliot.
b. Women were expected to marry a suitable husband
(by British society).
c. Unmarried or widowed women were sometimes hired
by factories.
d. In the UK, women were banned from voting in
general elections until 1918.
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 2 du programme : CLASSE :
Private space and public space. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez visionner trois fois le document vidéo de la partie 1 (compréhension de l’oral).
Les visionnages seront espacés d’une minute.
Vous pouvez prendre des notes pendant et entre les visionnages.
À l’issue du troisième visionnage, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
How did George Eliot satirise the way in which
society pigeonholed young women?
vidéo 47 01:43
BBC 4 (2015)
The promise of a smooth career, which my first calm 40 overpass that limit; which might reach the busy world,
introduction to Thornfield Hall seemed to pledge, was towns, regions full of life I had heard of but never
not belied on a longer acquaintance with the place seen—that then I desired more of practical experience
and its inmates. Mrs Fairfax turned out to be what she than I possessed; more of intercourse with my kind, of
5 appeared, a placid-tempered, kind-natured woman, acquaintance with variety of character, than was here
of competent education and average intelligence. 45 within my reach. I valued what was good in Mrs Fairfax,
My pupil was a lively child, who had been spoilt and and what was good in Adèle; but I believed in the
indulged, and therefore was sometimes wayward; existence of other and more vivid kinds of goodness,
but as she was committed entirely to my care, and and what I believed in I wished to behold.
10 no injudicious interference from any quarter ever
Who blames me? Many, no doubt; and I shall be called
thwarted my plans for her improvement, she soon
50 discontented. I could not help it: the restlessness was
forgot her little freaks, and became obedient and
in my nature; it agitated me to pain sometimes. Then
teachable. She had no great talents, no marked traits
my sole relief was to walk along the corridor of the third
of character, no peculiar development of feeling or
storey, backwards and forwards, safe in the silence and
15 taste which raised her one inch above the ordinary
solitude of the spot, and allow my mind’s eye to dwell on
level of childhood; but neither had she any deficiency
55 whatever bright visions rose before it—and, certainly,
or vice which sunk her below it. She made reasonable
they were many and glowing; to let my heart be heaved
progress, entertained for me a vivacious, though
by the exultant movement, which, while it swelled it in
perhaps not very profound, affection; and by her
trouble, expanded it with life; and, best of all, to open
20 simplicity, gay prattle, and efforts to please, inspired
my inward ear to a tale that was never ended—a tale
me, in return, with a degree of attachment sufficient to
60 my imagination created, and narrated continuously;
make us both content in each other’s society.
quickened with all of incident, life, fire, feeling, that I
This, par parenthèse, will be thought cool language desired and had not in my actual existence.
by persons who entertain solemn doctrines about
It is in vain to say human beings ought to be satisfied
25 the angelic nature of children, and the duty of those
with tranquillity: they must have action; and they will
charged with their education to conceive for them
65 make it if they cannot find it. Millions are condemned
an idolatrous devotion: but I am not writing to flatter
to a stiller doom than mine, and millions are in silent
parental egotism, to echo cant, or prop up humbug;
revolt against their lot. Women are supposed to be
I am merely telling the truth. I felt a conscientious
very calm generally: but women feel just as men feel;
30 solicitude for Adèle’s welfare and progress, and a quiet
they need exercise for their faculties, and a field for
liking for her little self.
70 their efforts, as much as their brothers do; they suffer
Anybody may blame me who likes, when I add further, from too rigid a restraint, too absolute a stagnation,
that, now and then, when I took a walk by myself in the precisely as men would suffer; and it is narrow-minded
grounds; when I went down to the gates and looked in their more privileged fellow-creatures to say that
35 through them along the road; or when I climbed the they ought to confine themselves to making puddings
three staircases, raised the trap-door of the attic, 75 and knitting stockings, to playing on the piano and
and having reached the leads, looked out afar over embroidering bags. It is thoughtless to condemn them,
sequestered field and hill, and along dim sky-line— or laugh at them, if they seek to do more or learn more
that then I longed for a power of vision which might than custom has pronounced necessary for their sex.
Sujet A
Jane, the narrator of the novel “Jane Eyre”, has decided to write a letter to her cousin to tell about her life in Thornfield Hall.
Imagine this letter, write about her feelings and her wishes for the future.
Sujet B
Iris Murdoch, a British writer and philosopher, once said, “I think being a woman is like being Irish...
Everyone says you’re important and nice, but you take second place all the time.” Give your opinion about this quote.
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Private space and public space”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
entre vous durera également un maximum de cinq minutes.
DOCUMENT
DOCUMENT
ÉPREUVE ORALE
Document A
This quote from Jane Austen tells us about the women of
her time (19th century in the UK) who are presented here
as delicate beings who never lose their cool and who are
seen devoid of their own personality. The author rises up
against this definition and, comparing life with a river,
says that no one wants to live with the stillness of the
water all their life. This quote perfectly resonates with
the topic of “Private space and public space”. Indeed, the
idea that women could not express themselves freely at
that time seems unacceptable today in our society, but
it was a reality for most of them. Only education (closely
linked to the social environment) could enable women to
express themselves freely in the public arena and to show
themselves as they were. These women were rare and the
weight of social order was so strong that most of them
had to confine themselves to keeping up appearances in
Les médias
AUDIO VIDÉO
• Audio prof. pistes 38-44 • Espace Langues D esignated Survivor, Season 1 (2016)
• Audio élève pistes 33-38 • 07-08 Religious tolerance: made in America, PragerU (2015)
• 09 Welcome to the National Center for Science Education, NCSE (2019)
• 48 Why is creationism still taught in the USA?, TestTube News (2015)
Question d BAC
1 Religious tolerance 55 min On laissera aux élèves le temps de rédiger une brève
expression écrite. La question d permet aux élèves de
Question a résumer l’ensemble des éléments vus lors de l’étude du
Cette question permet aux élèves de retracer l’évolution du texte et du document vidéo. Après l’activité, ou bien au
christianisme et de comprendre les conditions d’émergence début du cours suivant, se déroulera la mise en commun qui
du protestantisme en Europe. Elle aide également à aidera à aboutir à une trace écrite pour la séance.
comprendre les raisons des premières grandes migrations
de Britanniques vers les États-Unis, ce qui constitue une PRODUCTION POSSIBLE
bonne introduction au document vidéo. d. Protestantism was born in 1517 because a Catholic
monk and some followers disagreed with the way the
PRODUCTION POSSIBLE church was behaving: they wanted to have a more
a. The text mentions that, by the 16th century, the honest influence and a practice that was closer to the
Catholic religion was the religion of the majority in religious texts. The most zealous Reformers wanted to
Europe. It explains how Protestantism was born, live their religion freely and in the purest way. These
created by Martin Luther in 1517 to fight corruption Puritans left England and travelled to the New World
in the church and how it evolved to take different to be free from European prejudices, that is why they
forms. One of them was Puritanism, which was born in are also known as Pilgrims. They believed that people
England. Puritans went to America to live freely and should interpret the scriptures for themselves and
that’s why Protestantism has a great influence on the some internal disputes began to appear, although
American culture. Protestantism always remained dominant.
Prepare
Question b Question e for the task
L’enseignant(e) montre la première partie de la vidéo aux Pour aider les élèves à réaliser cette tâche, on commencera
élèves, qui doivent prendre en note les éléments qu’ils par s’intéresser à la photographie du billet d’un dollar qui
comprennent sur la tolérance religieuse aux États-Unis. figure en bas de la p. 54. On peut d’abord demander aux
Avec cette première activité de compréhension orale, élèves de réagir à ce qu’ils voient en listant les inscriptions
on entre un peu plus dans les détails de cette tolérance. qui figurent sur le billet, puis d’expliquer brièvement
La question b s’appuie sur les réponses à la question pourquoi elles y figurent. Cela les amènera déjà à regarder
précédente et ne requiert qu’une compréhension globale de la devise « In God we trust » avec un œil critique.
ce premier extrait.
On peut ensuite envisager un travail individuel, puis par
PRODUCTION POSSIBLE paires : chaque élève prépare ses arguments de son côté,
puis il / elle les confronte à ceux de son voisin ou sa voisine.
b. Every year, the President of the USA lights a Christmas Cela préparera l’expression orale en interaction de la tâche
tree, hosts a Hanukkah party and honours Ramadan.
finale.
People in the USA are free to worship (or not worship)
and this show the great religious tolerance in the
PRODUCTION POSSIBLE
country. This tolerance is deeply linked to America’s
Christian origins. The speaker says that America became e. Student A: “In God we trust” is a motto in the USA: it
tolerant because it was first a Protestant nation. shows the importance of religion and reminds one of
the founding principle.
Question c Student B: I agree, but it is a Christian reference and it
should probably be removed from the dollar bills because
Cette activité requiert des élèves une compréhension it does not take into account the other religions.
détaillée du deuxième extrait de la vidéo. Elle leur permet Student C: Also, some may say that religion and money
de s’entraîner à synthétiser un argument : pour pouvoir should not even be linked and that this motto should
expliquer ce qui rend la liberté religieuse possible aux États- not be associated with dollar bills.
Unis, ils devront s’appuyer sur l’ensemble du contenu de la
vidéo et être capables de le reformuler pour en proposer Grammar
une bonne synthèse. Cette activité peut être mise en œuvre
La rubrique Grammar est à aborder en amont de la question e :
avec l’ensemble du groupe : demander aux élèves de prendre
les élèves pourront employer les phrases conditionnelles
des notes pendant le visionnage de la vidéo, puis de mettre
tout au long de l’exploitation. Faire référence à la page
leurs notes en commun à l’aide de l’enseignant(e) qui peut
Grammar & sounds p. 58 ou au Précis grammatical (fiche
les aider en organisant les différents éléments au tableau.
« La phrase conditionnelle en if » p. 247).
PRODUCTION POSSIBLE
CORRIGÉS
c. The basis of Protestantism is liberalism, which
a. If we changed the motto, it would be more inclusive.
means that anyone can interpret the texts the way
they want or create a church, which is why there is
b. We wouldn’t upset people from other religions if we
came up with a different slogan.
such a religious freedom in America. The practice of
PRODUCTION POSSIBLE
e. When I lived in the Bible Belt, I remembered having to Facts vs faith
pray before starting class at school every morning. My in Science class 45 min
mom was very committed to her community at church
and we were helping organizing events every weekend. Question a ANTlClPATE
I actually enjoyed the gatherings because I always got
to play with other kids and there was good food to eat. Il est très possible que les élèves connaissent plus de
What I did not enjoy was going to church every Sunday choses sur la théorie de l’évolution que sur le créationnisme.
morning instead of sleeping. My mom used to tell me that Pour mettre en œuvre cette activité, on peut tracer deux
if I were not paying attention to the mass, I would be colonnes au tableau, ce qui permettra de définir chacune
going to hell for eternity. As a kid I was scared, but now I des deux notions introduites par la question a. Si peu
understand it was only a way for her to make me behave. d’éléments sont apportés pour la colonne creationism,
on peut aider les élèves en les poussant à s’interroger sur
SCRIPT AUDIO
Prof. 41 la structure du mot : connaissent-ils d’autres mots qui se
Durée : 02:47
terminent en -ism ? À quoi sert ce suffixe ? Dans le contexte
Neil Carter: I have a Southern Baptist de cette unité, à quoi peut bien se référer le terme creation ?
background. I’m from the South, I’m from Mississippi,
and, so the issues that I write about and talk about Peuvent-ils inférer le sens de créationnisme en parallèle
are going to be those kinds of issues, the kinds of avec la théorie de l’évolution ?
issues you would have from growing up in the South.
And I want to tell them: you don’t understand, I live PRODUCTION POSSIBLE
in the South, ok? Yeah, you understand this. Living a. I think creationism is a theory about the creation of the
in the South is like being in church all the time, human kind. The theory of evolution is what explains
everywhere you go. Yeah, a lot of nodding. That’s the origins of each species. It explains how various
because it’s a part of our culture, it’s a part of our organisms evolved to become what they are today.
vocabulary, it’s thick in the air and people who aren’t
from here don’t get that. Question b
I asked for some suggestions from some friends to
contribute to a little spill about what it’s like being L’enseignant(e) projette la vidéo une première fois en
in the South. “You might live in the Bible Belt if...”, demandant aux élèves de repérer les informations qui
ok? So, several of them sent in their suggestions. permettent d’établir le contexte de production du document.
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 2 du programme : CLASSE :
Private space and public space. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez visionner trois fois le document vidéo de la partie 1 (compréhension de l’oral).
Les visionnages seront espacés d’une minute.
Vous pouvez prendre des notes pendant et entre les visionnages.
À l’issue du troisième visionnage, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
Why is creationism still taught in the USA?
vidéo 48 01:45
When students returned to Kentucky public schools Christian nationalism goes mainstream
last month after summer vacation, they may have For Christian nationalists, Kentucky is a place
noticed something different: the words “In God We where powerful politicians are allies and where the
Trust” displayed in a prominent location in their population can be sympathetic. This is a state where
5 school, as is now mandated by law. 45 it is not uncommon for prayers to be read at high
Kentucky’s law could seem innocuous enough; after school graduations. It is a state whose Republican
all, the words are the national motto and appear on governor, Matt Bevin, has encouraged “each and
American currency. But its critics say it is part of every” student in the state to participate in a “Bring
something bigger: a concerted, nationwide push by Your Bible To School Day”. It is the same Kentucky
10 conservative Christian nationalist groups to inject 50 where the county clerk Kim Davis became a cause
religion into society and chisel away at the wall celebre for the Christian Right after she refused to
between church and state. issue marriage licenses to same-sex couples in 2015.
The legislative effort Project Blitz is a coalition of In Kentucky, a Bible class bill and a national motto
three Christian nationalist groups, including the bill have been signed into law in recent years. (…) In
15 Congressional Prayer Caucus Foundation, which 55 endorsing Bible class bills this year, Trump seemed to
aims to “protect religious freedom, preserve America’s amplify the sentiment that a prohibition was ending,
Judeo-Christian heritage and promote prayer”. tweeting: “Numerous states introducing Bible Literacy
In recent years, Project Blitz has pushed for state classes, giving students the option of studying the Bible.
lawmakers to introduce bills like the “In God We Trust” Starting to make a turn back? Great!” McNamara says
20 one, as well as bills encouraging elective Bible classes 60 people like Trump and Bevin have made Christian
in public schools. Over the last two years, six states nationalism mainstream at a time when white
have passed laws similar to Kentucky’s requiring Christians are a minority in America. (…)
the national motto to be displayed in schools. But Schools push back
the national motto and Bible class bills “are like the When the Republican state representative Brandon
25 canaries in the coal mine”, said Rachel Laser, president 65 Reed introduced legislation requiring “In God We
and CEO of Americans United for the Separation of Trust” be posted in Kentucky public schools last year,
Church and State. “They’re indicators of a larger effort, he made it clear that it was about getting God back
which has now been spelled out clearly in the Project in school. (…)
Blitz strategy to ultimately reach these even more
One year later and the words “In God We Trust”
30 direct attacks on religious freedom”, she said. Project 70 are now emblazoned in large, imposing letters over
Blitz’s playbook, which is distributed to lawmakers,
doorways and embossed on plaques in school
contains samples of cookie cutter legislation for
lobbies. But in some school districts, there are signs
lawmakers to introduce, as well as talking points for
of resistance. In Fayette County, Kentucky’s second
them to defend their positions. But in the playbook,
largest school district, administrators decided to
35 the national motto and Bible class bills are only the 75 comply with the law by displaying enlarged $1 bills,
first steps.
which include the national motto. At Jefferson
Additional pieces of legislation include things like a County public schools, the state’s largest district
proclamation of a Christian Heritage Week as well with 169 schools in the Louisville area, administrators
as legislation encouraging discrimination based on complied with the law by hanging up small posters
40 gender and sexual identity. (…) 80 offering more of a history lesson than a proclamation.
Sujet A
Imagine you are a contributor for your school blog in a public high school in Louisville, Kentucky.
Write a post about the appearance of “In God We Trust” in your school.
Sujet B
Do you think church and state should always be separated?
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Private space and public space”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
entre vous durera également un maximum de cinq minutes.
DOCUMENT
DOCUMENT
Sujet B Document B
I think church and state should always be separated for The topic “Private space and public space” made me
several reasons. First, I would like to argue that in a explore the thin line that sometimes exists between
given country, all citizens do not share the same faith. what belongs to a private space and what belongs to
It would not be fair to choose just one religion to follow public spaces. In some cases, private spaces are clearly
or fund if all people are not believers of that religion. separated from public spaces, but the example of religion
Besides, some people do not believe in God, and it would in the USA shows us that it is not always so. In that
not be fair for them to have to follow religious principles particular case, the limits between public and private
to be considered good citizens. Moreover, religious practice are blurred, and religion is not limited to
scriptures are very old documents that are meant to be the home.
interpreted by their readers. For example, many priests I think the picture which represents an enthusiastic
describe the Old Testament as “poetry”, not as something man holding a sign to promote a church service
that is supposed to be understood literally, so I don’t best represents the topic. Unlike the quote from the
think that it would be wise to use allegories to enforce Constitution, the picture shows the influence of personal
laws in today’s society. practices on a public space. I think this picture represents
a scene which took place in the United States, perhaps in
the Bible Belt. It shows a man on a roadside, encouraging
ÉPREUVE ORALE people to attend a church service at a Christian centre.
His sign and the billboard on the right seem to indicate
Document A that it is Sunday worship.
In private spaces, people may expect to enjoy privacy and The picture is an example of a clear display of religion
to do whatever they want as long as they do not harm in the public space. As a French person, it is quite
others. In public spaces, behaviours are more regulated uncommon for me: in France, secularism prevents people
because those spaces are shared by all people, and no one from showing their faith in the public space. Religion is
should be able to enjoy them more than others. considered as something that should remain in private
The uncertainty as to where religion belongs leads me to spaces. In the United States, however, people are free to
think that document A is a better representation of the promote their religion freely, even in public spaces. The
topic “Private space and public space”. A Constitution is a difference between the two countries shows how variable
legal document, which sets a series of principles and laws the limits between what’s public and what’s private is.
which then become the reference for the way the political This picture also reminds me of another one I studied in
system works and the way people live in the country. class, which represented many signs advertising churches
The First Amendment to the US Constitution states: in a small city in the Bible Belt. I think that both pictures
“Congress shall make no law respecting an establishment show that in the United States, religion is not a topic
of religion, or prohibiting the free exercise thereof.” that is meant to stay at home, to be hidden from others.
That quote, the “establishment clause”, prohibits the They highlight how crucial faith is in the lives of many
instatement of a religion of state or the prohibition American cities.
of a religion by the state, while it clearly establishes To conclude, the picture helps us see that in America,
freedom of religion. I think that the quote highlights the people do not consider religion as something which
paradoxical relationship of US government with religion. should be limited to private spaces, but as something
On the one hand, the Constitution rules that the state which is fully part of the landscape of cities.
should not favour any religion, but on the other hand,
the national motto is “In God We Trust”. Presidents
PRODUCTIONS POSSIBLES
Document B
Sujet A This quote better illustrates the topic “Private space and
Dear Barbara, public space” because it tackles the question of working
Guess what I did last night? You won’t believe it, but from home which is becoming a growing trend nowadays.
I had dinner at a stranger’s place! It’s not what you What is interesting about this quote is that it debunks the
think, it was in fact what we call nowadays a “pop-up” utopian idea according to which there are only positive
restaurant. The concept is really original, I’m sure you’d aspects to working from home. The first two sentences
love it. So it’s quite simple: it’s a temporary restaurant underline the advantages of working from one’s home. It
hosted in unusual places. Yesterday, for example, I had enables people to work from their couch all day while at
dinner at this couple’s house along with other strangers. the same time considerably reducing their commute time to
Her husband is a chef so the food was excellent, but what nil. This situation might, at first glance, seem like heaven,
struck me the most was the effort they both put into it but according to journalist Dawn Papadrean, working from
to make their home look like a real restaurant. We had a home is far from being a dream. I think that blurring the
nice glass of wine in their garden and then had dinner in lines of the private and the public space is not a good idea
the lounge. It was really interesting to meet other food because one could find it hard to concentrate within one’s
lovers and people open to trying new things. Let me know own home. The workplace might seem more structured and
if you’re interested in tagging along next time. organised.
Talk to you soon,
Richard
Les médias
AUDIO VIDÉO
• Audio prof. pistes 46-52 • 10 S hield and Spear, Petter Ringbom (2014)
• Audio élève pistes 39-45 • 11-12 T
he propaganda films of apartheid-era South Africa, Al Jazeera (2019)
• 13 N elson Makamo becomes a global phenomenon, The Daily Show with Trevor
Noah (2019)
• 49 A n art exhibition about resistance against apartheid, SABC Digital News (2016)
Trying to identify with the black South Africans “would Cette question peut être traitée à la maison. Il est possible
be obscene”. Him trying to help them would prevent d’introduire ici le point de grammaire « l’expression de la
the black South Africans to find their own ways to fight concession » pour exprimer au mieux les contradictions et
oppression in order to achieve emancipation. He could be les tensions inhérentes à la situation des artistes engagés. On
perceived as condescending. peut encourager les élèves à réemployer ces phrases ou cette
structure dans la question e.
If he doesn’t act
That would be a denial and a mockery not only of PRODUCTION POSSIBLE
everything I believe in, but of the hope that compassion e. Brink probably wants to denounce the atrocities that
may survive among men. (ll. 19-21)
are being perpetrated by the regime. His narrator feels
I will not even have a conscience left. (l. 26) that being white is preventing him from experiencing
The end seems ineluctable: failure, defeat, loss. (ll. 26-27) true sympathy. Despite being privileged, he wanted to
speak out in favour of his fellow citizens. This quote can
If he doesn’t act, it would be acting against his principles. be applied to Brink’s work because he also believes that
It would mean that he has lost faith in mankind. If he
it is impossible to remain neutral. In this extract, he
doesn’t act it would mean that he has no hope for a
underlines the idea that for an artist to remain passive is
better future.
like denying his remaining humanity.
c. 1. The conclusion he reaches is quite pessimistic: there
is no way to solve his moral dilemma. Acting makes Grammar
him suspicious to others, while remaining passive La rubrique Grammar sur la phrase conditionnelle en if
makes him insensitive and immoral. In both cases, he est à aborder dans la question b. Celle sur l’expression
has lost. Even though he knows that his actions will de la concession dans les questions d et e. Proposer aux
have very little consequences and even if he believes élèves de compléter les activités p. 68-69. Ensuite, faire
that him being a white artist prevents his complete référence à la page Grammar & sounds p. 74 ou au Précis
identification to the black South African’s struggle, the grammatical (fiches « La phrase conditionnelle en if » p. 247
narrator decides to take action, not for his sake, but et « L’expression de la concession » p. 248).
for the sake of the next generations of South Africans.
2. I think that Ben Du Toit is going to stand up for black CORRIGÉS
people in his community. Even if he knows that he La phrase conditionnelle en if
might have to face major consequences and perhaps
wouldn't have (will be dans la 1ère réimpression)
even death, he could not live with himself if he were
L’expression de la concession
to ignore the situation.
a. despite
b. and yet
Question d BAC
Cette question type bac porte sur la réalisation d’un résumé,
une question récurrente dans l’évaluation commune n°3.
Afin de développer des reflexes méthodologiques, on peut EN SAVOIR
demander aux élèves de relire les réponses aux questions Pour en savoir plus sur Desmond Tutu, il est possible de
précédentes et de prendre des notes au brouillon des proposer aux élèves de lire la page officielle du Prix Nobel,
éléments les plus importants, qu’ils mentionneront dans le gagné par Desmond Tutu en 1984 : www.nobelprize.org/
résumé (wh- questions, main event, outcome). Ce travail prizes/peace/1984/tutu/biographical/. La bande-annonce du
film The Forgiven de Roland Joffé peut aussi ouvrir les yeux
pourrait être donné à faire individuellement en classe ou à la
des élèves sur le contexte de l’époque : www.youtube.com/
maison. Encourager les élèves à utiliser le lexique de la carte watch?v=hIsQMp4o5j0 (liens disponibles en avril 2020).
mentale (p. 73 du manuel). C’est aussi le moment d’introduire
Pour en savoir plus sur l’œuvre de Brink, visionner la bande-
le point de grammaire : l’expression de la concession.
annonce du film A Dry White Season : www.youtube.com/
watch?v=kbNbN3KSkI8 (lien disponible en avril 2020).
PRODUCTION POSSIBLE
d. This text is about a South African teacher, Ben Du Toit,
who decides to support the black South African cause
because his gardener was murdered by the police. In Idées de devoirs à la maison
this extract, he seems puzzled and doesn’t really know • L’activité 4 de la page 74 Grammar & sounds
what choice to make: acting or not taking any action in
favour of justice. If he acts, he might be perceived as
condescending. If he doesn’t then he’ll be a coward who
has witnessed atrocities without lifting a finger. Despite
being privileged, he decides to defend the cause of the
underprivileged South Africans.
PRODUCTION POSSIBLE
When he was in Luxembourg he heard a woman saying
that Asian children have a higher IQ than African children.
He was so outraged that he decided to paint children with
glasses as a metaphor to show that African children are as
smart as any other children in the world.
PRODUCTION POSSIBLE
This document is a poster of the film “Joe Bullet” which
was screened in 1973 in the Eyethu cinema in Soweto. In
the foreground we can see the main character, probably
Joe Bullet. He appears as strong and brave. The explosion,
the main character pointing a gun and the beautiful
young woman lead us to believe that this is an action film,
perhaps even a spy film. In the top left-hand corner, we
can notice that this film was banned by the apartheid
censors.
The movie poster of the film “Joe Bullet” is a good example
of how art can be a tool to fight the power. This film was
played by an all-black cast and it represented black South
Africans in a positive and modern way. Joe Bullet was an
undercover agent living in a white area, driving a nice car
and showing courage while fighting crime. That is why it
was a truly ground-breaking film. It is probably because
the apartheid regime perceived this film as a threat that
the censors banned it after only two screenings. When
art stings, it can raise awareness and in some cases lead
people to take action to overthrow those in power. That is
also why most authoritarian regimes impose censorship.
Paradoxically, art can also be used by those who hold
power in order to maintain their domination. In the
case of South Africa, the B scheme film subsidy could
be considered an example of how governments can use
films or art in general as a means to influence people
in a certain way. The B scheme film subsidy was in fact
Grammar
CORRIGÉS ET PRODUCTIONS POSSIBLES
La phrase conditionnelle en if – Précis grammatical p. 247
1. a. If the masses are entertained, they will not be
worried about political issues.
b. If you visit Nelson Makamo’s exhibition, you will
enjoy it.
c. If the film had been cast by white actors, they would
not have banned it.
d. If the apartheid regime hadn’t existed, maybe Nelson
Mandela would not have been incarcerated.
2. a. If artists today do not look back on their country’s
past, they will produce superficial work.
b. If “Joe Bullet” had not been banned, it would have
been a source of inspiration for black South Africans.
c. If South African artists had yielded to oppression,
the situation would not have improved
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 3 du programme : CLASSE :
Art and power. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez visionner trois fois le document vidéo de la partie 1 (compréhension de l’oral).
Les visionnages seront espacés d’une minute.
Vous pouvez prendre des notes pendant et entre les visionnages.
À l’issue du troisième visionnage, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
An art exhibition about resistance
against apartheid
vidéo 49 02:02
For a new generation of young people in South 40 How did this photo series develop? What did you
Africa, fashion is freedom. When photographer want to capture?
Chris Saunders attended South Africa Fashion Week “It developed naturally, in a purist documentary
almost a decade ago, he noticed “this incredibly well- approach. We met in Rockville, walked down the
5 dressed, loud group of guys” outside the shows. road to local outdoor braai (barbecue), and I shot
Curious, he decided to say hello and struck up a 45 the group as they were in their daily attire. I wanted to
conversation with the men. Fortuitously, a friend of capture them for who they were. I always like to ask
his had wanted to interview them for a magazine. my subjects how they want to be portrayed, rather
Together, they went to Rockville, Soweto, and than push my identity or agenda onto them.”
10 snapped what would be the first of many shoots of
the Smarteez. Where do the Smarteez shop? What inspires them?
50 “As a group, the Smarteez all have different skillsets.
As a collective, the Smarteez are unwilling to
They all design clothing, but originally they mainly
be limited by the historical burden of apartheid
re-designed older thrifted items from the downtown
or societal expectations of dress. Instead, they
shops and markets of inner Johannesburg. I would
15 understand fashion to be a tool of expression and
say they are inspired by different things as individuals
a declaration of freedom. For Saunders, it is that
55 but use the group as a mechanism to broadcast their
consciousness that makes the Smarteez into a
message.”
movement. They are not a fad.
How did they Smarteez meet?
“They need a new identity, different from that of
20 their forefathers,” Saunders explains. They have not “They all live in different parts of Soweto and originally
been content to live out the narrative “that had been met at college. They throw parties and gather in and
passed down from apartheid.” 60 around the township. They also frequent the inner
city, where they buy materials and socialize.”
Like any bold subculture, the Smarteez are
innovators. They are a testament to “abundant Did Soweto embrace them, initially?
25 creativity, explosive youth culture, and a manic “No. They saw the brightly dressed, fashionable
need for positive expression,” Saunders adds. crowd as threatening. Smarteez often ended up
By documenting them in a nation that must still 65 in situations where people would verbally abuse
combat destitution, disease, and corruption, he is them. However, they were willing to fight for it. Over
almost certain: “We could create a new image of time, the community has accepted them more and
30 this place.” more. Also, the mass culture around them has been
affected and more young people are expressing
What was your first impression of the Smarteez?
70 themselves in similar ways, making it less of a fad
“An explosion of creativity. Punk rock, but in a and more of an accepted form of expression.”
local context. They dress in bright colors and
were thrifting way before it was a trend. They were What’s next for Smarteez?
35 publicly verbally abused in their community all the “I think since the advent and documentation of the
time. But they fought through and kept going with Smarteez collective, many new and amazing groups
what they believed—and still do. They became the 75 have emerged in Johannesburg. With the growth and
forefathers of a new generation of loud creatives in access of the Internet, more people can communicate
fashion from the townships of Johannesburg.” and broadcast their artistic vision all over the world.”
Sujet A
Do you think art can be a source of freedom?
Sujet B
In an online art forum, you have read these opinions. Which one do you agree with most?
Kevin: “South African art has not changed since apartheid, it’s really dull!”
Jenny: “What I prefer in today’s South African art scene is that art pays tribute to our past.”
Tshego: “South African art is not only about apartheid; it conveys a new image of our country”.
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Art and power”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
entre vous durera également un maximum de cinq minutes.
DOCUMENT
DOCUMENT
Document B
Document B is a poster by the Medu Art Ensemble. In
the background we can see a group of black people. We
can spot mine workers, students, a mother with a child
and also some soldiers, while in the foreground there is a
slogan pushing people to work for Nelson Mandela. The
colours are mainly white, orange and black.
As I discovered in the unit, the Medu Art Ensemble was a
group of exiled South African artists (poets, playwrights,
painters, musicians, dancers, and graphic designers) who
Les médias
AUDIO VIDÉO
• Audio prof. pistes 53-56, 140 • 14 R oots, Reggae, Rebellion, BBC (2016)
• Audio élève pistes 46-49 • Espace Langues G et Up, Stand Up (Official Fan Video ‘Legend 30th’),
Bob Marley YouTube Channel (2014)
• 15-17 J amaica reggae music, Jamieson Daley (2019)
PRODUCTION POSSIBLE
Question d
a. Jamaica is a Caribbean island. It is close to Cuba and
À partir des notes prises, laisser entre 5 et 10 minutes aux
the USA.
élèves pour préparer une présentation du reggae. Il est
possible de proposer ce travail à faire à la maison en leur
Jamaicans are cool people; some wear colourful hats
and dreadlocks.
demandant d’ajouter des précisions qu’ils trouveront sur
Internet : date de création du reggae, les thèmes qui sont
Reggae music is slow. It is soothing. The lyrics are
abordés dans les chansons, quels étaient ces problèmes
rebellious sometimes. For example, in “Get up, stand
up”, Bob Marley asks us to fight for our rights.
que le locuteur mentionne, quel rôle a eu Bob Marley dans la
création et la popularisation de cette musique, etc.
This type of music makes you want to dance.
I really like this type of music because I always feel
PRODUCTION POSSIBLE
much better when I listen to reggae songs. / I don’t
really like this type of music because I think the d. Reggae music emerged in Jamaica in the late 1960s
lyrics are too simple. All they talk about is love and from different styles of Jamaican popular music, and
happiness! became popular in the 1970s. At that time, there was
political unrest in Jamaica / Jamaica was close to a civil
Question b ANTlClPATE war.
Bob Marley and The Wailers contributed to make
Projeter l’image et laisser les élèves réagir et la décrire. Les
reggae mainstream.
amener à émettre des hypothèses sur la vidéo à partir non
Reggae music is one of the reasons why a country of
seulement de l’image mais aussi de la source.
2.5 million people on an island 150 miles long has had
a huge cultural impact around the world.
PRODUCTION POSSIBLE
Nowadays, this music style is still very well-known,
b. I guess that it is a video about Bob Marley as I can see and people know of Jamaica and reggae no matter
him in the middle of the picture. where they come from. People mostly think that it has
I can also see other musicians and singers. They are all become famous because of its political message about
wearing the colours of Jamaica: green, yellow and red. revolution, injustice, freedom and morality.
PRODUCTION POSSIBLE
b. 1. The author claims that Bob Marley’s songs are
about current matters, so they are not outdated:
for example, his song “Johnny Was a Good Man”
speaks about police brutality towards black people,
which is what Black Lives Matter is fighting against
nowadays. She also says that the song “We and
Dem” can be interpreted today as a song against
religious extremism which, in turn, leads to terrorist
attacks.
2. His songs are still popular nowadays, however not
all of his songs are listened to: the mellow songs are
still played on the radio and famous but the political
songs are less known by the younger generations.
Question c
Laisser les élèves lire le reste du texte et répondre à la
question c seuls ou par deux. Il s’agit ici de comprendre
comment Bob Marley est encore perçu à l’heure actuelle,
l’admiration que l’on a toujours pour lui et les raisons de
cette admiration.
PRODUCTION POSSIBLE
d. “Leading by example, he and other artists use the
music to reveal the heartbeat of Jamaica”: thanks to
reggae, people can discover the true roots of Jamaican
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 3 du programme : CLASSE :
Art and power. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez écouter trois fois le document audio de la partie 1 (compréhension de l’oral).
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant et entre les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
Gussie Clarke says reggae spreads
a universal message
NPR (2018)
At 7 am on 6 February, on what would have been Bob industry, as a new generation of voices such as Jesse
Marley’s 75th birthday, the abeng conch shell blows Royal, Kelissa and Kim Nain perform alongside Bob’s
at his old home at uptown Kingston’s 56 Hope Road 35 original bredren including Bongo Herman, Marcia
—now the Bob Marley museum—as it did as a call Griffiths and Toots of the Maytals. (…)
5 to slave uprisings on the plantation.
The celebration features a strong focus on family.
Today, the museum is the Jamaican capital’s hottest Rita Marley, Bob’s widow, puts in a regal appearance
tourist ticket, drawing more than 60,000 visitors a from her wheelchair during the daytime children’s
year. But in the turbulent 1970s, when the downtown 40 event, as pupils from St Andrew prep school sing and
area was torn between superpower ideologies and dance to Redemption Song, while the night’s show
10 their local paymasters, it was audacious of Marley to was headlined by the Marley Brothers, Julian and Ky-
insert his ragtag “ghetto star” Rasta crew into Hope Mani, and dynamically led by Damian Marley.
Road—also home to Jamaica’s prime minister—a
Marley’s estate is one of music’s biggest earners:
process he described to me in the 1970s as “bringing
45 the event was supported and organized by the Bob
the ghetto uptown”. He hoped to make a safe space
Marley Foundation, with similar festivities taking
15 for the gangs of youth who were controlled on their
place in London, Lagos, Los Angeles, Singapore,
home turf by opposing political forces: it worked, at
Paris, Hawaii and New Zealand. (…)
least until gunmen tried to kill him there in 1976. It
worked again when he triumphantly returned later in As Marley once explained to me, he wanted to make
the decade to build a studio. 50 his music so simple that a child could sing it. Babies
famously respond to the directness of his music, and
20 Witnessing police politely dealing with the crowd
reggae’s heartbeat has been credited with healing
gathered for the Marley 75 celebration offered
properties. (…)
a strange disconnect: back then, their presence
outside the gates would have suggested a raid. Above all, Marley effected a triumphant cultural flip,
These are different times, as evidenced by the MC 55 one founded on political truth but also will and vision.
25 who announces: “Big up to all the Airbnb-ers in (…)
Trench Town!”—the dangerous downtown “ghetto” Though the Marley machine has made efforts to
of Marley’s teenage years. His message has mobilised defang the lion by focusing on his more feelgood
a peaceful army of international followers, such as crowdpleasers—the One Love effect—his commitment
those holidaymakers venturing where few wealthy 60 to the sufferer, and unflinching confrontation of
30 Kingstonians go. unpalatable truths as he saw them, is ever more
The music at Hope Road shows how Marley helped necessary: a cause for continued celebrations like
lay the foundation for the island’s enduring music these in Kingston.
Sujet A
Should songs always be meaningful in your opinion?
Sujet B
Imagine that you have visited Bob Marley’s home in Kingston, which is now a museum. Write a review
to publish on its website to explain what you have learned about the singer, reggae and Jamaica.
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Art and power”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
entre vous durera également un maximum de cinq minutes.
DOCUMENT
DOCUMENT
Bob Marley
Û
ÉPREUVE ORALE
Document A
In my opinion, Ziggy Marley’s quote illustrates best
the topic “Art and power”. Indeed, he says that
music—which is a form of art—is not just entertainment,
that it has more power than just that. He explains that
reggae, in particular, has a philosophy, an idea behind
it, which is to live positively and also to progress and
make people better. In order to do that, reggae must
inspire people, it must give them positive vibes through its
sounds, its melodies and its lyrics. However, it must not
only make them happy but better and stronger so it should
help them understand problems that are occurring and
make them want to fight against those problems, to find
Les médias
AUDIO VIDÉO
• Audio prof. pistes 58-63, 141 • Espaces Langues The Hour, Season 2 (2012)
• Audio élève pistes 50-55 • 18 A n introduction to different types of fake and false information, BBC (2018)
• 19-20 P rototyping new story formats for news, BBC (2018)
PRODUCTION POSSIBLE
Mise en œuvre 30 min
d. The man talking says that the way that news is
delivered is wrong. It’s boring, dry. To him, journalism
Question a ANTlClPATE
is more than that. It’s important. To make people
Cette première question permet de faire une entrée en care about the news, you have to show you take them
matière simple. Les élèves devraient connaître la BBC au seriously and he proposes one hour of a captivating
moins de nom et savoir qu’il existe différentes chaînes news programme: to bear witness to history, to show it
télévisées ou stations de radio. Ils sauront peut-être aussi the way it is. “The hour that you can’t miss.”
qu’il existe des chaînes au public plus large comme BBC
America ou BBC World. Question e
Cette dernière question permet d’entrer dans le coeur
PRODUCTION POSSIBLE de l’unité et de sa problématique : comment adapter les
a. The BBC is a British company of entertainment, a media médias au monde d’aujourd’hui ? Comment intéresser des
outlet. They have TV channels and radio channels such spectateurs sollicités de toute part par des centaines de
as BBC 1, 2, 3 and 4. It is a publicly owned company I programmes possibles ?
think. It is similar to France 2 and France 3 in France.
On peut profiter de cette question pour revoir comment se
They are considered to be a reliable media outlet.
construit l’expression to expect so to do sth, un outil utile
et à multiples réutilisations possibles.
Question b
Cette question permet de préparer les élèves à l’écoute du PRODUCTION POSSIBLE
document vidéo qui n’est pas forcément des plus faciles. e. As a user, I expect a media outlet to provide different
Situer clairement la situation et revoir le vocabulaire types of programmes to keep me interested. I expect
utile pour en parler peut grandement les aider pour la them to inform me, entertain me, surprise me.
compréhension. I expect them to try to stay up to date also and invent
new programmes.
PRODUCTION POSSIBLE
b. These people seem to work for the BBC. We can see the
name of the media outlet on the camera on the right.
They are in a TV studio. The man in the centre, who is EN SAVOIR
reading, is propably a journalist or a presenter. The Dates principales de la BBC :
woman next to him is a make-up artist and the man
1920-1922: creation of the BBC as a private company
on the right is a cameraman. They are about to record
a TV programme, “The Hour”, as the background
1923-1939: the BBC became a public service corporation and
had a monopoly on TV broadcasts with one TV channel.
indicates.
The BBC was the new media form and was highly criticised
for competing with live shows like concerts or theatres.
2007: budget cuts and reduction of the size of the BBC Il est important d’aborder l’infographie p. 92 en rappelant
2017: the BBC had to publish a report on its mission and public aux élèves que ces résultats sont seulement des indicateurs
services yearly to Ofcom et que cela ne rend pas forcément compte de l’opinion de
la totalité des Britanniques. C’est une première étape dans
Espace Langues le travail de développement de l’esprit critique des élèves
SCRIPT VIDÉO Durée : 00:40 face à un document. Il faut le situer dans son contexte et
Freddy: The news reels are dead. We’ve ses conditions de production. C’est un élément important
bored the public for too long. du parcours citoyen.
Woman: Did you get it?
Blonde woman: We got it. Question a ANTlClPATE
Freddy: They’re humouring you. Une société est construite sur des éléments-clés qui
Blonde woman: Watch me. définissent une culture ou un pays. La question a peut être
Freddy: Sleek, mediocre, smug. l’occasion de revoir quelques fondamentaux sur la société
Blonde woman: That’s your...? britannique et ses symboles.
Man 1: Wife.
Freddy: This is happening now. And we’re doing PRODUCTION POSSIBLE
a service to the public to deny it. a. The UK is built on a lot of pillars. To mention only a few:
Man 2: I believe it is my duty to protect you. there are the Queen, the Parliament, the Church, tea,
the Union Jack, the English language.
Blonde woman: I don’t need your protection.
The Queen is the head of the country and of the
Man 1: Just say if you want this.
Commonwealth, she represents the country.
Freddy: Just because you’re one of them, don’t act like The Parliament is composed of MPs (members of
them. Parliament). Some of them are lords and others are
Blonde woman: I won’t. common people. It represents democracy for British
Man 3: You don’t lead the story, the story leads you society. The Anglican Church is the religion of the
Freddy. Queen and English people, it is part of society. On a
Freddy: It has to be the hour that you can’t miss. funnier note, tea can be considered as a pillar of British
Voice over: Breaking more than just the news. society because most of the British have tea every day,
The Hour. Coming soon to BBC 2. they share this habit. The English language as well is a
pillar of British society because it is the language they
have in common and that allows them to communicate.
Question b
Pour cette question, on peut inviter les élèves à essayer
de chercher dans leur vocabulaire personnel et ensuite de
l’enrichir. Les élèves les plus en difficulté peuvent regarder
le document pour trouver des adjectifs pertinents.
PRODUCTION POSSIBLE
b. Users perceive the BBC as a media outlet that is
trustworthy, impartial, informative and innovative.
Question c
Les questions du groupe A s’adressent aux élèves les plus
en difficulté, il s’agit de faire du repérage dans le texte et de
trouver une citation pour justifier sa réponse.
Cette question peut être l’occasion de travailler sur les mots
de liaison d’opposition qui sont toujours utiles pour des
élèves de Terminale, pour varier et enrichir leur vocabulaire
comme while, as opposed to, contrary to, on the one hand /
on the other hand.
Les questions du groupe B s’adressent à des élèves qui
sont un peu plus à l’aise et peuvent faire des repérages
sans que ceux-ci soient trop guidés. Bien sûr il est toujours
délicat de répartir les élèves en niveaux de compétences.
Group B
A public service 45 min b. 1. Fake news is news or stories deliberately published
on the Internet that is not true. It is made to make
Question a ANTlClPATE people believe something untrue or to get a lot of
people to visit one website.
Les élèves entendent parler de fake news tous les jours
2. The problem is that it can make people believe
et cela dans des contextes très différents et à bon ou à
something false or mistrust the media in general.
mauvais escient. Ils peuvent ne plus savoir à quoi cela
People tend to share things they agree with without
renvoie, c’est pourquoi il est intéressant de revenir tout checking whether it’s true or not and this can create
simplement à l’emploi de l’adjectif fake pour clarifier cette a bubble where they only get information that
notion omniprésente mais pas toujours évidente. they agree with but that is not true, and they don’t
know it.
PRODUCTION POSSIBLE 3. Not everything we call fake news actually is fake
a. “Fake” can be applied to fake news, we hear it everyday news. Some people use the expression “fake news”
and everywhere. It can also be applied to a story, to talk about things they disagree with—so it’s just
a fake story. Or a fake person as someone who is a question of opinion—or because they don’t want
dishonest. A fake ID, as you see a lot in movies and TV something to be true. They refuse / deny it by calling
shows, is a fabricated identity card. Basically, “fake” it “fake news”. Then, people don’t know what to
is used to characterise something that is false, untrue, believe anymore.
dishonest, willingly created as fake. 4. It’s difficult to tell what is true and what is not.
But the text advises to take a better look at the
Question b photo and video and make sure it looks normal or
to take a minute to think if the story is believable or
Une partie de cette activité 2 a été conçue en pédagogie
misleading.
différenciée avec des supports différents, un document
audio et un document écrit. Il est vrai que cela peut poser
des problèmes techniques pour sa mise en oeuvre en classe Question c
mais on peut utiliser les documents différemment selon les Après le travail individuel vient la mise en commun.
impératifs techniques, mais aussi selon la capacité de travail Les éléments que les élèves auront relevés sont assez
des élèves. Les deux documents disant à peu près la même similaires. On peut profiter de cette question pour leur faire
chose, on peut choisir de n’utiliser que l’un des deux ou bien travailler l’expression et notamment la reformulation en leur
de donner l’un à travailler à la maison en anticipation après demandant d’utiliser leurs propres mots.
avoir utilisé l’autre en classe.
On peut demander aux élèves plus en difficulté avec la PRODUCTION POSSIBLE
compréhension de l’écrit de travailler sur le texte et ceux c. Fake news are lies that were deliberately created. The
moins à l’aise en compréhension de l’oral de travailler avec people who invented them know they are false / untrue,
la vidéo. C’est l’occasion de faire un peu de méthodologie de and they want to spread them to as many people as
compréhension de l’écrit et de les guider. Revoir rapidement possible, as quickly as possible. Usually, fake news is
l’expression to make sb do sth, notamment to make sb created to serve a political or financial agenda or to
believe sth ici. bring a lot of visitors to a website.
There is a lot of fake news everywhere nowadays but
PRODUCTIONS POSSIBLES especially on the Internet and the biggest problem
Group A is that people mistrust all news sources and feel
misinformed and confused.
b. 1. Fake news is a problem because it has a lot of
negative consequences. It can influence how people It’s not impossible to spot fake news. You just need
make decisions; some people feel misinformed or to take a minute and think about the information you
confused, they feel like they don’t understand the received: is it believable? Does it look authentic or
world around them and worst of all, people start to modified?
mistrust all information sources.
2. Fake news is a lie created for political or commercial Classe inversée
reasons. It uses social media and technology to Cette activité peut aussi être l’occasion de laisser les élèves
reach a lot of people very quickly and go viral so that faire le travail de compréhension et d’analyse à la maison,
people will start believing it.
PRODUCTION POSSIBLE
f. This new feature will consist of increasing the Idées de devoirs à la maison
interaction on the app. We, young people, like to • Les activités 5 et 6 de la page 98 Grammar & sounds
interact and engage in the content we consume. • Les activités du cahier interactif gratuit de Blockbuster.
So we propose to develop “Viewpoints”. You have a
poll at the end where you can answer and see what
other people think, but we should go further. VERS LE BAC ORAL
People who want to, could create their “for” or Cette activité a été conçue pour préparer les élèves à
“against” card based on what they saw and their l’épreuve orale du bac. Donner une dizaine de minutes
opinion and send it to their friends. This creates pour réfléchir et prendre quelques notes puis demander à
interaction and interest. Their friends will potentially un ou deux élèves de faire l’exercice devant la classe, ou
want to see what that piece of news is about and then
bien les faire travailler en binôme afin qu’ils se présentent
give their opinion as well.
mutuellement leurs idées tout en se chronométrant. Cela
Vidéo 19 peut dédramatiser l’oral. L’enseignant(e) pourra aussi
SCRIPT VIDÉO Durée : 00:55 demander aux élèves, tous ou quelques-uns, de s’enregistrer
Voice over: News used to be written to fit et de lui envoyer leur travail.
printed pages, now digital has taken over. But we’re
still writing articles the same way. Could there be PRODUCTION POSSIBLE
something else? The topic “Citizens and virtual worlds” is about how
Enter 8 weeks, 12 prototypes and 26 users under people behave on the Internet and social media. It raises
26. The young people we spoke to told us they the question of the role of the citizens that is not as clear
want to understand complex stories, skim, then in virtual worlds as it is in the real world. The problem
dig deeper if interested, get all the important with fake news is that it is everywhere and it takes up a
information in one place, get different perspectives lot of space on social media. More and more people use
and form their own opinions, and have a choice the Internet and social media to get news, but it is also
of media. Not a lot then. more and more difficult to tell what is true and what isn’t,
and that’s why we start mistrusting all news sources.
Vidéo 20 Thus, we need to react and find a solution.
SCRIPT VIDÉO Durée : 02:15 It is our responsibility as citizens to keep ourselves
Voice over: Let’s see what we came up with. informed and know about the world. So, we need to be
We created 12 new ways of telling news stories on extra careful when we look for news on the Internet and
smartphones. We tested them with people, then find reliable news sources that we can trust, because
made them better and here is the four prototypes they do exist. We also need to check what we see before
they liked best. spreading it because it could be fake news.
Grammar
CORRIGÉS ET PRODUCTIONS POSSIBLES
Le style indirect – Précis grammatical p. 246
1. a. John said that he had never heard of fake news
before and that, after watching the video, he thought
it was a serious issue.
b. Emma said that before she didn’t know how to spot
fake news but that, after watching the video, she
could identify if something was fake.
c. Sophie declared that she had read an article a few
days before and that she wouldn’t learn anything from
the video. However, after watching the video, she said
that the problem was bigger than she thought.
2. Paul said that he used social media to keep up to date
with the world. He admitted that it might not be the
most reliable source of information.
Emma said that she watched the news on TV every
night to get reliable information and that sometimes
she read newspapers at the weekend to have a deeper
insight into current stories.
Alternatives numériques
Différents logiciels gratuits peuvent être utilisés comme
support pour la présentation des élèves :
• www.zoho.com est une alternative gratuite à PowerPoint
mais qui nécessite une adresse mail ;
• http://focusky.com/ a une version gratuite qui ressemble
au logiciel Prezi, très vivant ;
• www.powtoon.com sert à créer à la fois des présentations
et des vidéos… (liens disponibles en mai 2020).
D’autres alternatives gratuites proposent toutes sortes de
moyens de rendre une présentation vivante : soulignement
d’un mot apparaissant en direct sur le tableau, intégration
de liens vers des vidéos qui s’ouvriront en direct, etc.
Il est important d’indiquer aux élèves que leur prestation
orale ne doit pas s’appuyer uniquement sur ces supports,
et qu’ils seront évalués sur leurs compétences linguistiques,
sur leur expression et sur le contenu de leur présentation.
Toutefois, ces logiciels peuvent apporter un côté ludique à
la fois pour l’élève ou le binôme en présentation et pour les
autres élèves qui devront l’écouter.
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 4 du programme : CLASSE :
Citizenship and virtual worlds. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez écouter trois fois le document audio de la partie 1 (compréhension de l’oral).
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant et entre les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
How representative is BBC News
of life in the UK?
Ofcom (2019)
Younger viewers now watch Netflix more than the BBC, DATE : / /
says corporation
Broadcaster fears being ‘overtaken by competitors’ as technology firms increasingly dominate on-demand viewing
The BBC is facing a crisis over its youth audience 30 to Netflix and only 29 % to the BBC iPlayer. Children
after admitting that young people are spending more aged 5 to 15 spend more time each week online
time watching Netflix than all of its BBC TV services (15 hours and 18 minutes on average) than they do
each week, and listening to more music on streaming watching TV (14 hours). The average weekly reach
5 services such as Spotify than BBC radio stations. of CBBC, once a dominant player in children’s TV,
35 among six- to 12-year-olds has fallen dramatically,
The corporation has traditionally dominated the UK
from close to 40 % in 2011 to less than 25 % last year.
TV and radio landscape but is having to reinvent the
way it connects with media-savvy young audiences “This generation of children embody the digital
who are turning increasingly to digital services— transformation”, said the BBC. “They are the
10 mostly provided by US tech companies such as audience group that are changing fastest. Although
YouTube, Apple and Netflix—for entertainment and 40 TV continues to be the main platform for children’s
news. viewing, what they consider to be ‘TV’ and how they
access this is rapidly evolving.”
The BBC said it had found that 16- to 24-year-olds
spend more time with Netflix in a week than with Hall also said a key focus would be tackling fake news.
15 all of BBC TV including the BBC iPlayer, despite the “This year, we won’t just talk about the challenges
latter’s relative popularity with younger viewers. 45 and distortions of fake news: this year we’ll take them
on directly”, he said. “We’re going to fight—publicly
“The global media landscape is going to be dominated
and globally—for news that people can trust and
by four, perhaps five, businesses on the west coast
rely on.” He said fake news ate away at trust in the
of America in the years to come”, said the director
media—including the BBC—and blurred the lines
20 general, Tony Hall, in a speech on the BBC’s priorities
50 between reality and so-called “alternative facts”. At
over the next year. “Companies with extraordinary
a grassroots level, the BBC said it was launching a
technical, financial and creative firepower. Does
national training programme in schools to help young
music streaming spell mortal danger to radio? Can
people to “identify real news and filter out fake or
iPlayer keep pace with a rapidly growing Netflix?”
false information”.
25 The BBC said it was the very youngest age groups
55 “It seems only a few short years ago that the BBC,
that the corporation was at most risk of losing touch
ITV and Sky were thought of as the titans of British
with.
media”, said Hall. “But what about now: where does
It found that more than 80 % of children go to the BBC fit in to the new media world?”
Google-owned YouTube for on-demand content, half
Sujet A
The BBC wants to improve its ratings with younger audiences. It asks young English people to share how they use
media outlets and what they would like to see more on regular TV. You decide to give your opinion. Send an email
to the BBC:
- explain what you watch, on which platforms and why;
- talk about what traditional platforms like the BBC could do to interest you in its programmes.
Sujet B
Do you think the BBC and similar media outlets will disappear with traditional TV programmes? Why (not)?
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Citizenship and virtual worlds”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange
oral entre vous durera également un maximum de cinq minutes.
DOCUMENT
DOCUMENT
Online quote of Dan Howell, English YouTuber and presenter born in 1991
Û
ÉPREUVE ORALE
Document A
The topic “Citizenship and virtual worlds” is about what
people, citizens, can do to use virtual worlds in a good
way and here especially to get reliable and useful news.
The two documents are both very interesting. They both
talk about news and virtual worlds. The first document is
an ad campaign by the BBC saying that on the BBC you
can see both sides of the story, not just one side. And the
other document is a comment on a website where Dan
Introduction
Cette unité 8 s’intéresse aux possibilités offertes par les classe pour les grandes compagnies américaines telles
nouvelles technologies dans le monde de l’éducation. que Google, Apple ou Microsoft. Par la suite les élèves
Il s’agit de s’inscrire dans une réflexion autour de l’axe découvriront les MOOC très en vogue dans les universités
« Citoyenneté et mondes virtuels », particulièrement aux prestigieuses (MIT ou Harvard), avec leurs atouts et leurs
États-Unis. La problématique générale de l’unité : How is limites, grâce aux témoignages de professeurs d’université.
technology transforming education in the USA? permet Le dernier document de l’unité permet de découvrir les
de découvrir de nouvelles technologies telles que la réalité réactions de parents d’élèves américains qui peuvent
augmentée, les tablettes et autres outils numériques s’avérer virulentes suite au développement des nouvelles
développant les compétences des élèves et suscitant une technologies en classe. Les documents permettront de
forte motivation. Toutefois il ne faut pas perdre de vue fournir une multitude de points de vue nécessaires afin de
les intérêts financiers que représente le numérique en comprendre et de s’exprimer sur l’axe d’étude.
Les médias
AUDIO VIDÉO
• Audio prof. pistes 64-68, 142 • 21 F uture Learning, GOOD (2012)
• Audio élève pistes 56-60 • 22-23 W hy Google, Microsoft and Apple are fighting for classrooms, CNBC (2019)
PRODUCTION POSSIBLE
Mise en œuvre 45 min c. I strongly feel that today, education is evolving and
Projeter l’image et laisser les élèves réagir aux diverses I know I feel more motivated when there is an enigma;
informations : le titre de l’unité, la problématique, le scénario. such as when I take part in an escape game, for
example. I believe the future of learning will be made
Faire émettre des hypothèses sur l’unité individuellement et
of classes fully equipped with tablets or PC, Wi-Fi
par écrit. Faire définir les notions de : devices connected
available and charging stations around!
to the Internet / online classes / students’ motivation /
concerns. Pour aller plus loin
En travail à la maison on pourra proposer aux élèves de Si la classe dispose d’un compte Twitter et si le portable/
regarder la video en entier et de préparer quelques notes, la tablette est autorisé(e) en utilisation pédagogique en
afin d’en discuter avec leurs camarades en classe. classe, on peut organiser un Live-Tweet (ou LT) : une suite
de messages publiés sur Twitter durant le cours, au fur et à
Question a ANTlClPATE
mesure qu’il se déroule, à propos des questions abordées. Les
Ouvrir les livres et demander de lire la question a. Laisser tweets peuvent être vidéoprojetés au tableau. Les bases de
quelques minutes aux élèves en binômes afin de se poser fonctionnement d’un tweet sont souvent déjà connues des
des questions et prendre des notes. élèves : il se présente avec son identifiant (@identifiant) et
en 280 caractères, suivi du hashtag, par exemple #EdTech.
PRODUCTION POSSIBLE
a. From what I see, I guess that it may focus on how Vidéo 21
SCRIPT VIDÉO
new technologies can change the way of teaching and Durée : 02:41
learning. In the still, I can see a tablet and what looks Ntiedo Etuk: I looked at the current education
like a hologram above the device in the foreground. The system, I said, “What’s wrong with it?” and the
title suggests that there will be changes in the future in biggest problem that I found was, it didn’t know
education, especially in the classroom. how to motivate kids.
Sal Khan: Every person alive, it’s in our DNA to be
Question b motivated. I think the current model, and I’m not
picking out any players, the current model is just
Cette question permet de vérifier la compréhension
really good at squashing that motivation.
globale de l’élève. On peut faire cette activité en classe
Sugata Mitra: How can you make that 9-year-old sit in a
entière, mais il est plus judicieux de travailler avec un
class and say, “Do me 17 times tables”? What for?
ordinateur ou une tablette et les écouteurs afin de laisser
Ntiedo Etuk: Video games are actually among the most
chaque élève évoluer à son rythme. Pour réaliser cet
powerful learning tools that have ever been created,
exercice, on leur demandera de noter des mots-clés lors
because if you look at a child, when they first pick up
de la première écoute, et on leur rappellera qu’il y a trois a video game, they’ll start and they’ll play
grands axes à repérer. Passer à la mise en commun afin de for 5 minutes, then they fail. Pick themselves up
s’assurer de la compréhension globale de tous les élèves. again, play for 10 minutes, they fail. And they will
do this 500 times, before they finally succeed and
PRODUCTION POSSIBLE master the video game, learning things all along the
b. Motivation: Students are not motivated sometimes way, completely self-motivated, and while I don’t
because the current education system is not efficient always endorse the notion of instant gratification, I
enough. Also, student find that activities in class make certainly endorse the notion of relevance.
no sense in real life.
Vidéo 22
SCRIPT VIDÉO Durée : 01:48 Question a ANTlClPATE
Voice over: EdTech is big business. It’s On pourra d’abord demander aux élèves s’ils connaissent
expected to hit $43 billion this year, with 46% of l’acronyme MOOC. Projeter les données chiffrées et laisser
that growth happening in K-12. So we wanted to les élèves s’exprimer librement sur les symboles afin de
find out, who is winning in education? mettre en commun ce qu’ils comprennent. Faire un tour de
Rachel Davis: Something like the layers of the Earth is classe rapide pour écouter les réponses à l’oral et noter les
really hard to explain as a concept and to be able propositions.
to see it spinning and moving on the screen,
it really comes alive for them. PRODUCTION POSSIBLE
Voice over: At the Hamlin School in San Francisco, a. A MOOC could be a way of online learning for students,
Rachel Davis’ 6th grade science class uses at universities.
Google’s virtual reality expeditions app on an
In French: “cours en ligne gratuits et ouverts à tous”.
Apple iPad to explore the layers of the Earth.
Rachel Davis: Go ahead and look at it from different Question b
angles, like look around it, move around it.
Voice over: Then they create animated movies about Ici, on laissera les élèves en groupes pour comprendre le
what they’ve learned. Or make their own iBook vocabulaire en mettant leurs connaissances en commun.
with Apple apps. Leur demander de désigner un rapporteur par groupe et
Student: So we used a writing app but you can also make leur donner 5 à 10 minutes pour réaliser l’activité, selon leur
books with many different varieties of text and stuff. niveau. On peut projeter un timer de 5 minutes au tableau
Voice over: The all-girls private K-8 school has an (Screentime par exemple), ou demander à un élève de
iPad for every student. Starting in 6th grade the surveiller sa montre et d’indiquer : Time’s up! lorsque le
girls take their iPads home, along with all the temps est écoulé. Procéder ensuite à une mise en commun.
Google apps they use for assignments.
Rachel Davis: We do definitely use a lot of the Google PRODUCTION POSSIBLE
sharing products, so it’s kind of, like, with Google b. MOOC stands for Massive Open Online Courses. /
you have that sharing capability so we kind of It all started in 2012. / It costs nothing, it is free. /
have Google on our Apple devices, because they 101 million students were enrolled in a MOOC in 2018. /
are able to collaborate. You can attend courses from prestigious schools: MIT
or Harvard University for example. / It can help prepare
students for college. / There are no risks for students.
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 4 du programme : CLASSE :
Citizenship and virtual worlds. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez écouter trois fois le document audio de la partie 1 (compréhension de l’oral).
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant et entre les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
When school uses tech to monitor students online,
class is always in session
wbur (2019)
A digital hall-pass app that tracks bathroom trips is the latest school software to raise privacy concerns
When Christian Chase wants to take a bathroom It is common for families to take precautions outside
break at his high school, he can’t just raise his hand. of school, enforcing screen time rules at home and
40 limiting what photos they post of their children on
Instead, the 17-year-old senior makes a special
social media. But controlling what happens at school
request on his school-issued Chromebook computer.
is harder, in part because districts are not required
5 A teacher approves it pending any red flags in the
to inform parents of every type of software students
system, such as another student he should avoid out
use. (…)
in the hall at the same time, then logs him back in on
his return. If he were out of class for more than a set 45 Advocates for using these types of software say they
amount of time, the application would summon an can revolutionize education, helping students gain
10 administrator to check on him. valuable skills to prepare them for college and then
the workplace. Research on the technology is still in
Heritage High School in Loudoun County, Va.,
the early stages.
introduced the software, called e-Hallpass, in
September as a way to track trips to the bathroom, 50 Parents also have rights under the Protection of Pupil
the nurse’s office, the Principal or other places Rights Amendment, which requires schools to get
15 on campus. It collects the data for each student’s parental permission for any federally funded student
comings and goings so approved administrators can survey or sensitive topic evaluations, such as religion,
see pass histories or look for patterns. political views or income. But for the most part,
55 schools are not legally obligated to get permission
“I just think it’s a violation of our privacy, and I don’t
from parents to use specific software in classrooms,
think it’s something that needs to be in place. I would
or to let students opt out.
20 understand if it was something for specific people
or even underclassmen,” said Chase, who started Privacy attorney Brad Shear has two elementary-
an online petition on Change.org to remove the age kids in the Montgomery County schools.
technology he calls invasive. 60 He has been vocal about parental privacy rights
and successfully lobbied the district to adopt an
As technology becomes more pervasive in schools,
annual “data deletion week.” Now, the school purges
25 parents and students are getting a lesson in data
any unnecessary data about students from tools
privacy. Every year, they face the overwhelming task
like Google’s education suite, keeping essential
of sorting through the benefits, drawbacks and privacy
65 information such as grades.
implications of each piece of educational software.
Families have to decide if they are comfortable with However, if the district does decide to test e-Hallpass
30 how information is being collected and used and in more schools, Shear and other parents are ready
whether they want to—or even can—opt their kids to mobilize against it.
out.
“I will not allow this app to be utilized in my kids’
Hundreds of applications, big and small, are being 70 schools, period. If the app ends up getting rolled out
used at schools across the country to do everything I will make sure that I get the PTA involved,” Shear
35 from track homework to modify behavior. They can said. “This is bathroom big brother.”
collect data about intelligence, disciplinary issues, PTA = Parent Teacher Association
personalities and schedules.
Sujet A
Would you choose to attend a tech-free high school? Why (not)?
Sujet B
You’re a student in an American high school and a lot of classes use many connected devices; some classes
are online and you have to use some software chosen by the school.
Decide whether you consider this to be useful or not and write a letter to the Principal to give your opinion
about technology being used at school.
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Citizenship and virtual worlds”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange
oral entre vous durera également un maximum de cinq minutes.
DOCUMENT
DOCUMENT
Too much
information
Les médias
AUDIO VIDÉO
• Audio prof. pistes 70-75 • 24 Vikings, Season 1 (2013)
• Audio élève pistes 61-66 • 25-26 A brief history of the Viking Age, VC3 Productions (2019)
• 50 Writer Neil Gaiman’s interview, SOT (2017)
CORRIGÉS
Question a ANTlClPATE
Cette question a été conçue pour permettre aux élèves de Ce document a été choisi pour que les élèves commencent à
manipuler les informations qu’ils ont recueillies ainsi que la réfléchir aux jeux vidéo en tant que critique avant de prendre
grammaire étudiée précédemment. Cela permet de vérifier le rôle de développeur. Le document leur permet de voir quels
qu’ils ont compris les documents et les incite à utiliser leur critères sont importants pour que le jeu ait du succès.
imagination qui leur sera également utile pour la tâche finale.
PRODUCTION POSSIBLE
PRODUCTION POSSIBLE c. It is a war game set in Britain: King Alfred has pushed
e. When they finally met, the two looked at each other away Viking invasions. There are different fiefdoms
for a minute. Grendel was a giant, he was much bigger which want to be independent but also protected from
than Beowulf but Beowulf was not afraid. He took out the Vikings. The player has to win the war. The author
his sword and raised his shield. The giant attacked enjoyed the game. The title of the review confirms it.
Beowulf first, he ran to him and tried to hit him with
his fist but Beowulf blocked it with his shield. The shock Question d Prepare
for the task
was violent. Beowulf wounded the giant slightly with his
C’est un entraînement pour la tâche finale. S’ils éprouvent
sword and walked back. Grendel was furious when he
saw some blood on his arm. He put his hands together
des difficultés, ou manquent d’imagination pour cette
and tried to crush Beowulf’s skull but the warrior
question, on peut leur proposer de s’inspirer de l’image.
dodged him and put his sword through the giant.
The giant fell to his knees and died. PRODUCTION POSSIBLE
d. The opening scene takes place on a battlefield. Two
Question f armies are facing each other waiting to start fighting.
There are the Anglo-Saxons on one side, defending their
Cette question a principalement pour but de montrer aux
land, and the Danes on the other side, coming from the
élèves à quoi ressemble le vieil anglais et s’ils peuvent
sea, who are here to invade the land. The two armies
retrouver des similitudes avec l’anglais moderne. Il n’est pas
look determined and ready to fight it out. The player can
utile de passer beaucoup de temps sur cette question. Dire
choose which army they play, and which side they are on.
aux élèves de relire le passage en anglais moderne d’abord
pour qu’ils l’aient bien en tête lors de la lecture du même
Let’s play!
passage en vieil anglais.
Il est possible que certains élèves ne jouent pas du tout
PRODUCTION POSSIBLE aux jeux-vidéos et qu’ils aient du mal à créer un jeu sans
f. flor = floor / feond = fiend / stod = stood / unfaeger = fire
expérience. Voici un lien vers une série de petits jeux pour
ordinateurs ou téléphones qu’ils pourront tester pour voir le
type de jeu qu’ils veulent créer : www.crazygames.com/t/viking
(lien disponible en mai 2020).
Idées de devoirs à la maison
• L’activité 2 de la page 123 Vocabulary
• L’activité 5 de la page 124 Grammar & sounds Idées de devoirs à la maison
• L’activité 2 de la page 123 Vocabulary
• L’activité 1 de la page 124 Grammar & sounds
Play as a Viking 40 min
VERS LE BAC ORAL
Question a ANTlClPATE Pour ne pas perdre de vue l’objectif de l’épreuve orale du
Il s’agit d’anticiper le travail du document principal en aidant bac, il est proposé ici une courte activité d’entraînement oral
les élèves à visualiser ce que dit le texte à l’aide d’une image. à partir de la page de couverture du comics Beowulf.
C’est aussi l’occasion de brasser du vocabulaire et peut-être de
soulever la question de la justesse historique d’une adaptation. PRODUCTION POSSIBLE
The topic “Fictions and realities” is about the links between
PRODUCTION POSSIBLE fictional stories and real history. What is interesting about
a. This game is probably a war game, we see two warriors this cover is that it shows a hero, Beowulf, who has had
fighting, one is jumping towards the other with his axe great unrealistic adventures. Even though this story is
up, ready to strike his opponent. fictional, it was inspired by real historical elements. Beowulf
is a typical Germanic warrior who fights against enemies. He
Question b ANTlClPATE is dressed and behaves like a real warrior from Scandinavia.
Deuxième question d’anticipation qui dirige le regard des The story takes place at a time when Scandinavians
élèves vers l’image pour les aider à comprendre le texte. explored and raided Europe. In this cover and story, fiction
and realities are clearly linked. Also the book cover was
made nowadays and it shows us how the author imagines
PRODUCTION POSSIBLE
people from the 8th century.
b. In the picture, we can see Norsemen, they are holding
shields, they are wearing helmets and one of them is
wielding an axe.
Grammar
CORRIGÉS ET PRODUCTIONS POSSIBLES
Les subordonnées de temps – Précis grammatical p. 248
1. a. 3. When my sister plays a video game she tends to
shout a lot.
b. 2. While Beowulf was fighting the monster, the
Danes were waiting outside.
c. 4. The Vikings reached the town walls as the English
were barring the gates.
d. 1. As soon as the weather allowed it, the Norsemen
would sail to conquer other territories.
2. a. When
b. after
c. as soon as / when
d. While / As
3. Lancelot, the Knight of the Cart
Lancelot was a knight who was raised by the Lady of the
Lake until he went to meet King Arthur and to follow
him. After meeting the king and his wife Guinevere, he
fell in love with her. Later on, she was kidnapped by
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 5 du programme : CLASSE :
Fictions and realities. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez visionner trois fois le document vidéo de la partie 1 (compréhension de l’oral).
Les visionnages seront espacés d’une minute.
Vous pouvez prendre des notes pendant et entre les visionnages.
À l’issue du troisième visionnage, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
Writer Neil Gaiman’s interview
vidéo 50 01:52
SOT (2017)
Michael Hirst knows how to make history remarkable things for a Dark Age people. We’re
entertaining. His TV series “Vikings” destroys many 35 talking about the 8th, 9th and 10th centuries, so a
of the myths about the conquerors who built sturdy long time ago. No one else at the time could have
ships and guided them to new lands in honor of done anything remotely similar to what they did.
5 their gods. The show, which was one of the most
expensive undertakings for History Channel and Why do you think the Vikings have been so
one of the rare non-reality series on the network, misunderstood?
blends the legendary tales of Norse ruler Ragnar 40 The Vikings are always considered to be the maniacs,
Lothbrok and Norse nobleman Rollo with real Viking the uncultured, the pagans who came in and pillaged.
10 history and an entertaining story that spans many We had that impression because their history was
decades. written by Christian monks. In fact, they were
fascinating, earnest people whose attitude towards
What’s it been like bringing the history of the 45 women, for example, is much more enlightened than
Vikings to life through this TV series? the Saxons or the Francs at the time. What I’m trying
Bringing the Vikings to life is something that I wanted to do with the show is, to some extent, to redeem
15 to do for a very long time and so it’s an exquisite their reputation, to show that we’ve been living with
agony. It’s wonderful because I’m working with a lot clichés for too long. The Viking men loved their
of extremely talented people who build these sets, 50 wives and parents loved their children, and they were
and make these costumes and create this world, people. So there’s a lot of work for the show to do
who make my words come real. It’s a sort of agony besides being a very entertaining show.
20 because of the effort of writing all the episodes, but
it’s been the best thing I’ve ever been involved with We’ve seen lots of TV shows have video games
personally as a writer. (…) based on them. What would the “Vikings” video
55 game be?
What do you think it is about the Vikings that has Up to this point, lots of computer games seem to
stood the test of time? feature Viking-like people and they’re, as I say, always
25 We’re interested in the Vikings because they left a the outsiders. They’re always the bad guys. They’re
huge residue, not just across Europe, but also across always the people who come in and wreak havoc and
the world. (…) I grew up near York in the north of 60 kill people without mercy. I personally love the pagan
England which is a Viking town. At one stage, the gods. From a righteous point of view, they’re gold
Vikings ran just about the whole of central England. dust because they’re weird and quirky and wonderful.
30 It was called the Dane Law and as the word suggests, Many of the Viking gods are much older than the
they gave us some of our laws. They gave us a lot Christian God. So I would like a “Vikings” game really
of our language. They gave us a lot of expressions. 65 to be about the relationship between human beings
So we’re interested in them because they did such and gods.
Sujet A
On a blog, you read different reactions from people who have just read the interview of Michael Hirst.
Which one do you agree most with? Why?
Rose: “I don’t watch Vikings but I just read Michael Hirst’s interview. I didn’t know that Vikings were a more complex
people than we think. I think it’s great that a TV show is trying to be both entertaining and accurate. It’s ambitious!
I’m gonna start watching the show!”
Callum: “I don’t like it when TV becomes too brainy. It’s fictional! How do you tell what’s true and what’s fictional?
Anyway, it’s all the same to Vikings, they don’t exist anymore. A TV show should focus on being entertaining,
not teaching us things.”
Sujet B
Write the opening speech of a new exhibition on Vikings, created to show that Vikings were more complex
than the traditional violent and barbaric image we have of them.
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Fictions and realities”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
entre vous durera également un maximum de cinq minutes.
DOCUMENT
DOCUMENT
“As visions of the future increasingly fail in the face of our present
moment, literary authors are increasingly looking back, not to comfort us
with a sense of known past, or even an easy allegory of the present,
but instead—motivated by a kind of clue-gathering—to seek reasons
for why we are the way we are and how we got here, and at what point
the train began to derail.”
ÉPREUVE ORALE
Document A
In my opinion, document A is more representative of the
topic “Fictions and realities” because it shows a group
of people reenacting a fight between Vikings and Anglo-
Saxons.
We can see people in the foreground dressed as Anglo-
Saxons and Vikings with accurate outfits, holding shields
and wearing helmets. In the background, we can see
people who probably came to watch the reenactment.
The scene is taking place in York, a region that was
invaded by the Vikings in the past. The battle is a real
historical event and those people are trying to keep the
history alive by reenacting it.
It merges reality: the historical fight, and fiction, since
it is part of the past and some of it probably had to be
recreated and invented.
Les médias
AUDIO VIDÉO
• Audio prof. pistes 76-82, 143 • Espace Langues T
he Great Gatsby, Baz Luhrmann (2013)
• Audio élève pistes 67-72 • Espace Langues T
he Pursuit of Happyness, Gabriele Muccino (2006)
Question c
Avant de lire la question, demander à plusieurs élèves
d’expliquer la notion de rêve américain avec leurs propres
mots : So, in your own words, what is the American Dream?
Prolonger en demandant quelle est la représentation du
rêve américain dans les films : How is the American Dream
represented in the movies?
PRODUCTION POSSIBLE
Sean Baker says “The Florida Project” has been deeply
influenced by “The Little Rascals”, which he used to
watch after school. “The Little Rascals” is a series of
short episodes which debuted in 1922 and was refilmed
in the 50’s. It follows a band of children in their everyday
life. Both “The Little Rascals” and “The Florida Project”
feature children living in poverty and on the margins.
These two stories are also told through the eyes of the
children, who try to avoid focusing on the harshness
of their lives, to seek out the thrills of their everyday
adventure. These two films seem to be both a lesson of
hope and a glance at real life.
PRODUCTION POSSIBLE
Hollywood presents audiences with endless stories
revolving around the ideal of the American Dream. This
vision of America has influenced spectators around the
world so much that most people believe what they see in
movies to be true. They expect the fiction of the American
Dream to be a reality.
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 5 du programme : CLASSE :
Fictions and realities. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez écouter trois fois le document audio de la partie 1 (compréhension de l’oral).
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant et entre les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
Chris Gardner on
“The Pursuit of Happyness”
RTÉ (2014)
Rendez compte en français du document audio, en montrant que vous avez compris :
a. l’identité de Chris Gardner ;
b. le thème principal du document ;
c. ce qui lui est réellement arrivé et les difficultés rencontrées ;
d. la fonction et la portée du document (relater, informer, convaincre, critiquer, dénoncer, etc.).
“The Truman Show,” an ingenious and audacious studio backdrop, and his entire life—including his
satire of media manipulation from director Peter Weir, increasingly dramatic attempts to flee—is the subject
ingratiates itself so slyly—thanks to a performance by of a 24-hour soap opera, broadcast seven days a
a genial and, yes, subtle Jim Carrey—that it is only in week to millions of avid viewers around the globe. His
5 retrospect that one fully realizes just how deeply its 40 friends and family are all actors, his possessions all
corrosive wit has bitten into the flesh of our modern, “product placements,” and everything that happens
TV-obsessed society. (…) to him is engineered from a huge control booth in
the sky (quite literally) by the show’s creator and
Truman Burbank (Carrey) seems to be living the
executive producer. As the megalomaniacal, beret-
American Dream. Like the proverbial man who has
45 wearing Christof, Ed Harris delivers an intense and
10 everything, he’s got a beautiful—if slightly vapid—
seductive portrait of power run amok.
wife, Meryl (Laura Linney), and a good job that’s just
a short drive in a new car from his perfect bungalow In a deft, ironic touch, even Truman Burbank’s name
and impeccable lawn on the ever-temperate isle of simultaneously evokes both reality (true-man) and
Seahaven. It’s located somewhere just off the U.S. unreality (Burbank, Calif., of course, home to many a
15 coastline, but it doesn’t really matter exactly where. 50 TV and movie studio).
The Pollyannaish motto on Truman’s license plates
What Weir and screenwriter Andrew Niccol
says enough: “A nice place to live.”
(“Gattaca”) have done is create a shrewd amalgam of
There is something eerily reminiscent of Stepford, surrealism, social commentary and romantic comedy
Conn., in this geographically indeterminate town, that registers as wholly original. The comedy makes
20 however. The neighbors are all a mite too perky, 55 the film’s mordant message about consumerism
their toothy smiles a tad too wide and too whitened. and corporate excess palatable, while the surrealism
Truman himself, who apparently wants for nothing, is leavens the polemic and keeps it from ever becoming
beginning to suffer from his own malaise—a fixation ham-handed. While echoing “Network,” “Capricorn
on escaping the creepy plastic paradise in search of One” and “1984,” as well as the cult television series
25 a long-lost high-school sweetheart who, he has been 60 “The Prisoner,” “The Truman Show” defines its own
told, was spirited away to the republic of Fiji. niche.
Try as he might, however, he just can’t seem to get (…) “The Truman Show” is that rare cinematic
off that darn island. The ferry to the mainland is out experience—a movie so close to pure perfection that
of the question due to his childhood fear of water. A it seems a shame to spoil it by even reading a review
30 travel agent informs him that all flights are booked 65 beforehand. Ironically, this intricate satire on the
for months, and when he undertakes a road trip subject of media saturation should be seen by eyes
across the causeway, a nuclear power plant accident untainted by previews, television advertisements or
inconveniently blocks all roads out of town. even the opinions of critics in order for its smart,
teasing story to work its full magic.
What Truman doesn’t know is that he can’t leave
35 town because town isn’t a town at all but a giant
Sujet A
Explain why you would or would not like to be the main character of a 24-hour soap opera, like Truman,
in “The Truman Show”.
Sujet B
“We accept the reality of the world with which we’re presented. It’s as simple as that.” says Christof,
the character played by Ed Harris in “The Truman Show”. Present your opinion on that statement.
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Fictions and realities”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
entre vous durera également un maximum de cinq minutes.
DOCUMENT
Gerald R. Ford,
Û
DOCUMENT B
ÉPREUVE ORALE
Document A
This quote reminds me of that passage from “The Pursuit
of Happyness”, in which Gardner says, “as long as
I kept my mental focus on destinations that were ahead,
I protected myself from despair”. I find it resonates with
Ford’s quote because they both convey the idea that we
need to be alert to truly experience reality. So, this quote
illustrates better the topic of “Fictions and realities”.
The American Dream is a destination, and people who
go for it are met with obstacles along the way. Yet, I
strongly believe that all they need is to keep their focus,
that is to say, not fall asleep.
According to what we studied in class, to make a dream
come true is hard work, but it is worth it. If people
believe that they are doomed to fail, they will probably
fail. But I understand from this quote that, if people keep
their motivation and if they keep in mind what goal they
are going towards, then American people could have a
positive denouement.
Finding your motivation from a fiction can be one way
of keeping your focus, especially when this fiction was
inspired by true events. Still, I reckon that reality
is not always about happy endings and glitter. So, to
achieve their goal, people need to stop dreaming,
to start acting.
Document B
I really like this tagline from the movie “Taxi Driver”,
because it reflects well the topic of “Fictions and
realities”. Indeed, when reading this sentence,
I immediately think about the American Dream. I
completely agree with this sentence, as we are now
living in a society which calls for public proof of what
you have achieved, as a sort of validation of your
own worth.
Hollywood movies are built in such a way that they
make us feel as if we, too, can become someone. Many
plots focus on the hero or heroine climbing the social
ladder, getting their life back together, finding a long-
lost relative, or even getting a long-coveted promotion.
In the course of a movie, these protagonists become
someone, by making their dream come true. So,
everywhere in the world and if we think about our
very topic, “on every street of [the USA]” people want
to get they own chance at grabbing the jackpot.
Les médias
AUDIO VIDÉO
• Audio prof. pistes 83-88, 144 • Espace Langues T
he Gothic, The British Library (2014)
• Audio élève pistes 73-76
PRODUCTION POSSIBLE
Mise en œuvre 40 min b. The still depicts an old book entitled “Tales of Terror”.
It contains an illustration of a graveyard filled with
Question a ANTlClPATE strange creatures. A few skeletons are digging up
Manuel fermé, écrire au tableau le mot GOTHIC et demander bodies from the ground / lifting bodies out of the
aux élèves de donner les mots qui leur viennent à l’esprit en ground. The colours are dull. In the background, a lone
entendant ce mot. Noter les réponses sous forme de carte tree and the stained-glass window of a church add a
mentale, au tableau ou sur un site en ligne. Afin d’orienter gloomy touch to an already ghastly scene.
davantage les réponses vers le domaine littéraire, on peut
dès le départ écrire au tableau les rubriques suivantes : Question c
characters, books, atmosphere, places, causing fear, Procéder au premier visionnage du documentaire.
experiencing fear, murder and death… Demander aux élèves de regarder sans prendre de notes.
Procéder à un deuxième visionnage. Demander aux élèves
Alternatives numériques de prendre des notes afin de compléter leur carte mentale
La carte mentale (aussi appelée carte heuristique) permet de la question a.
de faire un brainstorming, de structurer les idées et de
PRODUCTIONS POSSIBLES
faciliter l'apprentissage des élèves, notamment en stimulant
la mémoire visuelle. c. Niveau A2 / B1: Place and time / Power /
The supernatural and the real
Voici des exemples de sites permettant de construire des
Niveau B2: Books, TV programmes, films
cartes mentales :
– Strange places, wild, remote places and imprisoning
• Zen Mind Map : www.zenmindmap.com (lien disponible places
en juin 2020) – Crucial question, power: very powerful figures vs
Gratuit, rapide, au design minimaliste afin de mettre completely vulnerable figures
l’accent sur le fond plus que sur la forme. – The limits of the human: dangerous desires
• Mindmaps : www.mindmaps.app (lien disponible en juin – Fascination for the supernatural
2020) – Lewis’s “The Monk”: Satan / Ambrosio sells his soul
Gratuit. La prise en main est très facile, guidée par les to the devil.
consignes en anglais. Il est possible de sauvegarder sa – Ann Radcliffe, great novelist of the 1790s: there is no
création sous forme d’image. supernatural. The seeming ghosts are in fact explained
• Wisemapping : www.wisemapping.com (lien disponible en in a naturalistic way at the end of the novel.
juin 2020) – 2 kinds of Gothic:
Gratuit et open source. La carte peut être partagée et 1. Gothic that uses the supernatural and expects us
éditée. On peut l’exporter en format PDF, image, ou avec to believe in it
un code à insérer sur un site ou un blog. 2. Gothic that gives a realistic explanation to
supernatural events
stories do take place in Southwestern Ontario; Demander aux élèves de décrire les personnages dans la
and even though she’s lived a lot of her life in 1ère partie du texte, en utilisant les adjectifs proposés, mais
Victoria, she doesn’t set very many stories in British aussi le vocabulaire de la p. 137 afin de justifier leurs choix.
Columbia. So there is a locality that is specifically
Ontario. Having said that, I think that Ontario is PRODUCTION POSSIBLE
characterised, almost, by the presence of ghosts. d. I would use the words “threatening” and “frightened”.
By that I mean, we are a history... And this is true of Clark is threatening, whereas Sylvia is frightened. She
Canada as a whole, but particularly in Southern does not dare to move (“she was afraid to shut the
Ontario... We are a history of people from a diaspora, door in his face’’ l. 22). In addition, Clark states “I
and several diasporas. And the early settlers, all think you owe me something’’ (l. 42), and then again,
are haunted by their homeland, by the places “you owe me’’ twice—which sounds menacing by its
they came from, and the land that we inhabit was very repetitiveness. Also, the vagueness of the word
inhabited for perhaps 10,000 years or more by First “something’’ sounds ominous. It builds up suspense.
Question c Prepare
for the task
VERS LE BAC ORAL
Faire lire le paragraphe 2 individuellement. Traduire le Cette activité de préparation à la partie d’expression orale
vocabulaire inconnu (employer, housekeeper). Faire lire la de l’évaluation commune n°3 est proposée en fin d’unité
partie b de la p. 141, (méthode pour la tâche finale) si ce dans un but très précis : les élèves auront travaillé sur
PRODUCTION POSSIBLE
The quote enables us to compare two types of fiction:
“supernatural” fiction and “ordinary”, realistic fiction.
At first glance, one might be tempted to think that fiction
is scarier than reality. Taking the example of the
first-wave Gothic, it seems that such unearthly and
monstrous creatures as ghosts and vampires in fiction
can generate greater fear than reality. Dracula or Victor
Frankenstein’s creature are undeniably spine-chilling.
Nevertheless, the short stories written by Alice Munro, or
the novels by Margaret Atwood, tend to prove otherwise.
Indeed, the fear they instil in the reader is deeper and
cannot be dispelled easily, precisely because their stories
are grounded in everyday life and stage commonplace
characters that could be you and me. For example, “Alias
Grace” is inspired by a true Canadian story. Supernatural
elements can be discarded as being fake and harmless,
insofar as they are just illusions. On the contrary,
realistic elements are much more likely to be disquieting
because they look so true to life.
Moreover, most of their stories take place specifically
in Southern Ontario, which makes for a realistic setting,
and no longer in haunted castles. There are no more
secret passageways, sliding panels, etc.
The threats used to come from the outside world,
while in Southern Ontario Gothic, they come from within.
Fear is no longer to be found in external elements.
It has become internalised and is more psychological.
Furthermore, Southern Ontario Gothic does not
necessarily feature actual blood or violence anymore.
Rather, it conveys a strong feeling of the human potential
for violence as we may face it in our daily lives.
To put it in a nutshell, Alice Munro’s fiction highlights
the fact that reality is frightening.
Let’s play!
En guise d’évaluation, un jeu de storytelling collectif peut
être mis en place. Par groupes de 4, chaque élève écrit la
première phrase d’une histoire, puis fait passer son histoire
à un deuxième élève qui écrit la deuxième phrase, etc. Des
contraintes ludiques peuvent être imposées à chaque
groupe. Par exemple, You must use the words “skull” and
“crocodile” in your story. On peut arrêter le jeu au bout
d’un temps défini et demander aux élèves de lire l’histoire
produite par un autre groupe.
Le jeu aura un meilleur rendu visuel si on utilise un
éditeur de texte collaboratif tel que Framapad (site
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 5 du programme : CLASSE :
Fictions and realities. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez écouter trois fois le document audio de la partie 1 (compréhension de l’oral).
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant et entre les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
NPR review of Margaret Atwood’s
“Stone Mattress”
NPR (2014)
With the rushing of wings, darkness gathered in the cast up a warning, he tried to understand if he should
forest behind him. Robert Fraser stretched, rubbed bury it again.
his head with both hands, and cautiously arched his
35 Lifting the bone impulsively, cradling it like an infant
back to ease the pain.
or a corpse, he heard it again: a telluric sigh, an
5 Late that morning when his ploughshare had caught infinitely resigned and mournful breath that resisted
and held fast, he’d cursed the bloody rocks, the tree him as he straightened, weighed him down as he
stumps, the roots and the land. Ned and Smoke struggled onto the unworked ground at the edge of
had paused, then soothed by his voice leaned back 40 the bush. Releasing the bone, stepping back as it
into their harness with the uncertain excitement fell, he waited; nothing more happened. Fetching his
10 of animals remembering previous defeats. He’d shovel he drove it into the earth, to uncover another
strained against the handles, coaxing, driving bone almost immediately. And then a third. One after
with his legs and bearing down until he felt the the other he placed them on the ground by the first,
obstruction lifting. He watched incredulously as it 45 meticulously reconstructing what he’d begun to
broke the surface, an enormous yellow bone rising disinter. (…)
15 to meet him. It was as long and thicker than his leg
With the rushing of wings, darkness gathered in the
and for an instant he heard it like breath escaping
forest behind him. The wind subsided, leaving the
the body. “Whoa,” he shouted at the horses, recoiling
earth unnaturally still. The noise of his breath, the
as the bone shuddered against the mouldboard.
50 fatigue of the body inside his clothes, the sudden
Smoke was trembling, prancing as if the earth had
rasp of his shovel against another immense bone—
20 begun to scorch her feet. Even Ned was agitated.
these now familiar sounds thundered in his ears
Feeding them strands of tobacco, massaging and
like blood. High above him, torn and ragged clouds
pulling their ears, he whispered a confidence he
streamed northward as he dropped once more to
scarcely felt.
55 his knees on the wet earth. Clearing carefully with
(…) With strands of dirty hair slapping his forehead his hands and belt knife, following the hard plunging
25 and cheek, his trousers trembling the length of his curve of bone, he encountered a ridge that must
calves, he crouched in concentration, his body folded have been the brow and then the first of two gaping
down upon a rock. The bone rested across three sockets; both of them, indeed the entire skull, were
furrows, with the shadows of clouds rushing on the 60 clogged with dirt. After excavating the interior, he
land. He didn’t see the straggle of wild pigeons shoot rolled it out of the shallow pit and manoeuvred it
30 low over his field, nor hear the querulous shriek of into place among the disinterred and reconstructed
a hawk somewhere in the forest beyond his fence. maze of bones spread out on the tangle of last year’s
Fearing an evil omen, as if with spring the earth had growth.
Sujet A
Imagine and write an interview with Margaret Atwood, the Gothic author of “Stone Mattress” and “Alias Grace”.
Sujet B
How does Canadian Gothic fiction reveal the darkest sides of human nature?
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Fictions and realities”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
entre vous durera également un maximum de cinq minutes.
DOCUMENT
DOCUMENT B
Les médias
AUDIO VIDÉO
• Audio prof. pistes 90-99 • 27-28 B eauty and the Beholder, LaRon Austin (2018)
• Audio élève pistes 77-83 • 51 B ecoming immortal, Vpro Documentary (2018)
PRODUCTION POSSIBLE
LE FILM
b. The blonde-haired woman seems obviously angry at /
SYNOPSIS : le personnage principal de Beauty and the furious at Doctor Neiman. She wants to see him right
Beholder est un chirurgien esthétique narcissique et now. The secretary tells her she won’t be able to see
arrogant qui préfère clairement la beauté des corps him unless she makes an appointment. Maybe Doctor
artificiels à celle des corps naturels. Incapable d’exprimer
Nieman has been unkind, disrespectful / made a hurtful
des sentiments, le solitaire Docteur Neiman accumule
remark to her or he has failed in her operation.
les dollars et les critiques. Sa rencontre avec une femme
assumant son corps va le forcer à remettre en question ses These people must be protesting / demonstrating
convictions. against Doctor Nieman because he takes advantage
of people’s hangups and ill-being to make big money.
Judging by their slogan (“Say ‘yes to less’”), they
encourage people to accept themselves as they are /
Mise en œuvre 45 min not to have surgery to enhance their bodies.
Question b
Vidéo 28
SCRIPT VIDÉO Durée : 01:24 Il sera peut-être utile, après chacune des deux premières
Doctor Neiman: Would you support using écoutes, de faire une pause et de recueillir auprès des
plastic surgery to repair the body? élèves des mots-clés entendus (pas d’énoncés entiers à ce
Alana Upton: Of course! stade). On les notera dans l’ordre de l’enregistrement, afin
Neiman: Well then you’re contradicting yourself. Why is d’aider les élèves les plus en difficulté. Ils pourront noter
it Ok to use surgery to fix the body but it’s not Ok, ces mêmes mots sur leur propre feuille de notes, qu’ils
or acceptable, to use surgery to enhance it? essayeront de compléter lors de l’écoute suivante. Au fur
Upton: When was the last time that you repaired a et à mesure, on complète la liste des mots-clés au tableau
damaged body? Guessing you can’t remember puis, après la troisième écoute, on laisse un temps de pause
because it’s been that long. You’re just a slave to pour que les élèves produisent à l’écrit ou à l’oral ce qu’ils
the money. ont compris. Pour finir, on procède à une mise en commun
Neiman: Why did you even want this consultation if you (demander de formuler des énoncés complets) et on inscrit
don’t approve of what I do? les meilleurs énoncés au tableau.
Upton: I just wanted to waste your time.
Neiman: Clearly you’ve succeeded. PRODUCTION POSSIBLE
You know, Miss Upton, I’m not a bad guy. I’m just b. Snapchat dysmorphia is a disorder which makes people
trying to make the world a better place. My own want to look like their enhanced selfies. People who
way. You know there’s actually a lot of people who suffer from it may need a psychiatric intervention. They
appreciate what I do because I make them feel ask for plastic surgery to have their faces redone with
beautiful. the details from the filter. For instance, they want big
Upton: There are plenty of ways to make the world a doll eyes or a freckleless skin.
better place without turning people into plastic Lucy O’Grady posted Snapchat selfies and people were
dolls! disappointed when they met her. She didn’t look like
Neiman: Ok well; one: this isn’t just plastic. This is her selfies. She realised that she was looking for an
beautiful. And two: I get what you’re saying, but I’m unattainable perfection and decided to take a break
running behind schedule. from social media.
Question c
On peut procéder à une rapide phase d’anticipation ; faire
lire la question et laisser les élèves réagir spontanément.
Puis l’écoute de la deuxième partie de l’enregistrement
(deux ou trois fois) permettra de confirmer ou d’infirmer les
prédictions. Noter au tableau les meilleurs énoncés.
PRODUCTION POSSIBLE
c. Doctor Schulman points out that body dysmorphia is
a mental condition that makes people see themselves
Inciter les élèves à n’écrire que des mots-clés et à comparer Question a ANTlClPATE
oralement leurs réponses avec les camarades autour. Lors Laisser quelques instants de réflexion aux élèves puis les
de la mise en commun, insister sur le fait de ne pas lire ses laisser réagir librement.
notes mais de juste y jeter un œil. Lancer des pistes afin
d’aller plus loin : Why does Musk find it essential to merge PRODUCTION POSSIBLE
AI with human intelligence? What would happen if we
a. It seems the woman has been put in a kind of container.
didn’t? Do you think Musk will reach his goal? Noter les
The title evokes a low temperature. “K” stands for
énoncés au tableau. Kelvin. 0 °K is the absolute zero, the lowest possible
temperature. I’ve heard that some people were frozen
PRODUCTION POSSIBLE after their hearts stopped beating.
e. Musk’s end goal is to merge AI with humans so that
human intelligence will be as advanced as AI. In fact, Question b BAC
Musk thinks this is the only way for Man to keep the
Il faudra accorder un temps conséquent de lecture et de
pace with ever-progressing AI. It is not sure yet
rédaction (25 minutes) aux élèves car il leur faudra identifier
whether Musk will reach his goal as biohacking /
les personnages, leurs relations et comprendre le projet
human enhancement is highly controversial.
financé par Ross Lockhart. Les élèves pourront difficilement
répondre par la paraphrase ; les productions seront donc
Question f Prepare
for the task personnelles et variées. Inciter à utiliser l’aide lexicale.
Demander de réinvestir le vocabulaire pour en favoriser Demander aux élèves de comparer et inter-corriger leurs
l’assimilation et avoir des pistes de départ. productions avant de désigner quelques porte-paroles et de
recueillir les meilleurs énoncés qui serviront à la trace écrite.
PRODUCTION POSSIBLE
f. That’s it. It is done. They have put some threads in my
PRODUCTION POSSIBLE
brain which are connected to my phone, diary, emails b. Convergence is a project led by Ross Lockhart that
and work stuff. I can see everything appear before my makes it possible to cryopreserve dead people for some
right eye. If I blink twice, it enlarges in front of my two time and then to revive both minds and bodies when
eyes. It’s a weird sensation. And you know what? My science has found a way to do so. All this is described
personal data stays private, nobody can see my screen by Ross’s son, who seems intimidated by his father that
but me. “Give it a try”, the doctor says, “Send a text he no longer recognises. His mother-in-law is about to
to your mother”. I think about what to write her. For die and to be frozen with the process that his father has
sure, she will be mad at me; I know she was against this invented, in order to be brought back to life one day.
system when they started talking about it on the news.
Anyway, the text appears in front of my eye, as if by Question c
magic, a voice inside my head asks me if I want to send Une fois l’identification du projet et des personnages
it. I think I do and boom, text sent. effectuée, on passera à une étape de compréhension détaillée.
Grammar
CORRIGÉS ET PRODUCTIONS POSSIBLES
Le comparatif – Précis grammatical p. 234
1. Dr Sinclair works at Harvard University. His project is
(a.) less dangerous than it looks. Its aim is that people
will feel and look (b.) younger after the treatment.
His discoveries seem (c.) more interesting than the
findings of other researchers and the results of the
experiment are (d.) better than what they expected.
Mice that took the molecule could run (e.) faster than
mice that didn’t.
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 6 du programme : CLASSE :
Scientific innovations and responsibility. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez visionner trois fois le document vidéo de la partie 1 (compréhension de l’oral).
Les visionnages seront espacés d’une minute.
Vous pouvez prendre des notes pendant et entre les visionnages.
À l’issue du troisième visionnage, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
Becoming immortal
vidéo 51 02:04
Even if you haven’t heard the term “biohacking” have full control over your own biology.” He’s very
before, you’ve probably encountered some version of game to experiment on his body: He has stem cells
it. Maybe you’ve read about former NASA employee 40 injected into his joints, takes dozens of supplements
Josiah Zayner injecting himself with DNA. Maybe you, daily, bathes in infrared light, and much more. It’s all
5 like me, have a colleague who’s had a chip implanted part of his quest to live until at least age 180. (...)
in their hand.
Since biohackers are often interested in quantifying
These are all types of biohacking, a broad term for a every aspect of themselves, they may buy wearable
lifestyle that’s growing increasingly popular, and not 45 devices to, say, track their sleep patterns. The more
just in Silicon Valley, where it really took off. data you have on your body’s mechanical functions,
the more you can optimize the machine that is you. (…)
10 Biohacking is an extremely broad and amorphous term
that can cover a huge range of activities, from tracking A subset of biohackers called grinders go so far as to
your own sleep and diet to changing your own biology implant devices like computer chips in their bodies.
by pumping a younger person’s blood into your veins 50 (…) For some grinders, like Zoltan Istvan, having an
in the hope that it’ll fight aging. (Yes, that is a real thing, implant is fun and convenient: “I’ve grown to relish
15 and it’s called a young blood transfusion.) and rely on the technology,” he recently wrote in the
New York Times. (…) Istvan also noted that “for some
The type of biohackers currently gaining the most
people without functioning arms, chips in their feet
notoriety are the ones who experiment—outside
55 are the simplest way to open doors or operate some
of traditional lab spaces and institutions—on their
household items modified with chip readers.” (...)
own bodies with the hope of boosting their physical
20 and cognitive performance. They form one branch of Some of the highest-risk hacks are being undertaken
transhumanism, a movement that holds that human by people who feel desperate. On some level, that’s
beings can and should use technology to augment very understandable. If you’re sick and in constant
and evolve our species. 60 pain, or if you’re old and scared to die, and traditional
medicine has nothing that works to quell your suffering,
Some biohackers have science PhDs; others are
who can fault you for seeking a solution elsewhere?
25 complete amateurs. And their ways of trying to “hack”
Yet some of the solutions being tried these days are
biology are as diverse as they are. It can be tricky
so dangerous, they’re just not worth the risk. (...)
to understand the different types of hacks, what
differentiates them from traditional medicine, and 65 And here’s another risk associated with biohacking,
how safe—or legal—they are. (...) one I think is even more serious: By making ourselves
smarter and stronger and potentially even immortal (a
30 Since it can encompass a dizzying range of pursuits,
difference of kind, not just of degree), we may create
I’m mostly going to look at biohacking defined as
a society in which everyone feels pressure to alter
the attempt to manipulate your brain and body in
70 their biology—even if they don’t want to. To refuse
order to optimize performance, outside the realm of
a hack would mean to be at a huge professional
traditional medicine. (...)
disadvantage, or to face moral condemnation
35 Dave Asprey, a biohacker, told me that for him, for remaining suboptimal when optimization is
biohacking is “the art and science of changing the possible. In a world of superhumans, it may become
environment around you and inside you so that you 75 increasingly hard to stay “merely” human.
Sujet A
How are Americans trying to make their lives better and longer?
Write a short article for your blog.
Sujet B
On a blog, you read three different reactions from people who have just read the article: “How biohackers are trying
to upgrade their brains, their bodies—and human nature”.
Which one do you agree most with? Why?
Emily, 20, Boston: “Changing my body and altering my mind? I would never do that!”
Matthew, 24, Sacramento: “Enhancing our mental and physical strength could improve our lives in many ways!”
Ashley, 30, Denver: “I can see the possible positive effects, but these experiments on the human body should be regulated.”
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Scientific innovations and responsibility”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
entre vous durera également un maximum de cinq minutes.
DOCUMENT
DOCUMENT
Steven Sanchez, who was paralysed from the waist down after a BMX accident,
Û
Les médias
AUDIO VIDÉO
• Audio prof. pistes 100-105 • 29 B lue, Karina Holden (2017)
• Audio élève pistes 84-89 • 30-31 S eaweed crowdfunding campaign, 2040 (2019)
• 52 Climate protests heat up as Australia burns, CBC News (2020)
numérique, projeter l’image au tableau pendant 30 secondes Cette question peut être traitée en binômes ou en petits
et demander aux élèves de l’observer attentivement. Leur groupes de 4 pour favoriser la prise de parole de toute la classe :
poser ensuite la question suivante : What is written on the d’un côté, les élèves qui pensent que les grèves sont efficaces
different signs? Laisser les élèves décrire librement l’image et de l’autre, ceux qui sont persuadés du contraire. Les laisser
observée. Vérifier ensemble la réponse. réfléchir à des arguments et exemples qu’ils prennent en note
sous forme de mots-clés pendant quelques minutes. À la fin
PRODUCTION POSSIBLE du temps de discussion, demander une synthèse à chaque
a. I can see a lot of students protesting in the street. groupe ou laisser la parole en classe entière.
They are holding signs.
Young people are demonstrating. Their signs indicate PRODUCTION POSSIBLE (DÉBUT)
that they want to make people aware of climate issues. e. Student A: According to me, strikes are an efficient
way to make things change. Moreover, it is available
Question b ANTlClPATE to anyone, even to teenagers who don’t have the right
to vote and therefore who cannot have an impact
Cette question permet aux élèves d’identifier l’auteur du
otherwise on political decisions.
texte qu’ils vont par la suite étudier.
Student B: I see your point, but for me it is crucial to
respect democracy. Rules have been made for a reason.
PRODUCTION POSSIBLE
For instance, if teenagers can’t vote it is because they
b. Solli Raphael looks like he’s a singer. He is a slam poet. are at an age when it is easy to be influenced and
manipulated. Besides, strikes can be very ineffective
Question c and just divide people on a subject. In addition, they
Séparer la classe en 2 groupes, en indiquant au groupe A can create a lot of tension when their impact hurts the
qu’il va relever les problèmes soulevés par l’auteur pendant economy of the country…
que le groupe B relèvera les solutions suggérées. Laisser
une dizaine de minutes aux élèves pour qu’ils puissent lire Question f
le texte plusieurs fois et rédiger leurs réponses. Passer d’un Ce travail pourra éventuellement être réalisé à la maison en
groupe à l’autre pour vérifier la compréhension des élèves. utilisant une plateforme d’écriture collaborative.
Pour chaque groupe, demander à 2 élèves de venir présenter On pourra par exemple, utiliser le site gratuit Framapad
leurs réponses : le 1er les énonce et le 2e les écrit au tableau. https://framapad.org/fr/ (lien disponible en juin 2020).
Corriger et compléter les réponses au besoin. Les élèves
retranscriront ces phrases pour garder une trace écrite. PRODUCTION POSSIBLE
Répondre de façon collective aux 2 questions suivantes. f. A: Hey, what do you think we could do to fight climate
change?
PRODUCTION POSSIBLE B: I don’t know, maybe we could start by not using
c. Problems: This poem highlights the amount of daily single-use plastic?
waste that Australian people produce. From e-waste to A: Y es! We should reduce the amount of e-waste we
plastic packaging, it underlines the enormous amount produce too.
of rubbish produced in Australia. B: Y ou’re right; we have to be mindful about those
things. We should definitely buy fewer things.
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 6 du programme : CLASSE :
Scientific innovations and responsibility. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez visionner trois fois le document vidéo de la partie 1 (compréhension de l’oral).
Les visionnages seront espacés d’une minute.
Vous pouvez prendre des notes pendant et entre les visionnages.
À l’issue du troisième visionnage, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
Climate protests heat up
as Australia burns
vidéo 52 01:36
The first Green Growth scenario points to the role city Emissions reductions of this scale can be achieved,
governments, driven by community and stakeholder but will require—and drive—massive transformation
action, can play in discouraging organisations and 60 of our cities and even our societies, economies and
30 businesses that are not explicitly and proactively politics.
Sujet A
Write an email to your head teacher to convince him / her to make your school more
eco-friendly. Promote innovative ideas to lower the carbon footprint of your school.
Sujet B
In the comment section of an online article about massive bushfires in Australia, you have read the following reactions.
Which one do you most agree with? Why?
David: “This is what happens when politicians don’t do their job properly. They are the ones to blame for this situation.”
Joanna: “Our planet is reminding us to take actions now before it’s too late. Every action matters, even small ones at home.”
Tracey: “We’re having economic problems, now is not the time to waste money on renewable technologies!”
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : Which
document illustrates better the topic “Scientific innovations and responsibility”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
entre vous durera également un maximum de cinq minutes.
DOCUMENT
DOCUMENT
Les médias
AUDIO VIDÉO
• Audio prof. pistes 106-112 • 33 G
et Out, Jordan Peele (2017)
• Audio élève pistes 90-95 • 34 E
quals everywhere, Nike (2017)
• 53 N
ew York City students are fighting for school integration, PBS NewsHour (2019)
Question b
Mise en œuvre 40 min Demander aux élèves, à nouveau en groupe, de comparer
leur carte mentale et la photo projetée en leur demandant
Question a ANTlClPATE de décrire la photo et de faire des hypothèses sur ce que
Privilégier le travail en petits groupes de 3 ou 4 afin que le couple est en train de faire. Passer à nouveau dans les
les élèves puissent appréhender le thème global de façon groupes pour écouter leurs suggestions.
plus personnelle et autonome. Commencer par projeter la
double page au tableau ou demander aux élèves d’ouvrir PRODUCTION POSSIBLE
leur manuel p. 174-175. Annoncer que le thème des relations b. There is a young, interracial couple. They seem to be
actuelles entre les noirs et les blancs aux États-Unis va at a wedding or a family gathering as we can see people
être abordé. Prévenir d’emblée que chaque groupe va faire holding glasses of wine and chatting together.
un brainstorming des évènements qui ont marqué ces
relations. Annoncer alors qu’un point sera fait avant de Question c
visionner l’extrait si on ne dispose pas de salle informatique. Demander aux élèves de regarder l’extrait une première fois,
Distribuer à chaque groupe une copie A4 sur laquelle sera par groupe s’ils sont en salle informatique, sinon en classe
indiqué au milieu : Brainstorm some historical events that entière au tableau, et de vérifier si leurs hypothèses étaient
can help you define the relationships between black and bonnes.
white Americans so far et, éventuellement, demander à un
groupe d’élèves de citer un exemple d’évènement marquant, PRODUCTION POSSIBLE
pour mettre les autres groupes sur la bonne piste : beaucoup c. The scene shows that the couple is at the woman’s
feront sans doute référence à Rosa Parks. Si les élèves ont house, where a party is held with many guests. All
accès à une salle informatique, leur demander de trouver the guests are white and the woman introduces her
les dates précises des évènements qu’ils vont indiquer boyfriend, Chris, to them. People seem to be nice to
dans leur brainstorming, ou bien leur indiquer qu’ils devront him, but they can’t help but make racist comments,
which they don’t seem to be aware of. The couple feels
chercher les dates à la maison.
increasingly surprised and uncomfortable.
Passer voir les différents groupes pour s’assurer qu’ils sont
sur le bon chemin et pour qu’ils présentent brièvement les Question d
évènements qu’ils auront trouvés.
Projeter une nouvelle fois l’extrait ou demander aux élèves,
Pour conclure, il est préférable d’envisager une mise en par groupe, de le regarder une deuxième fois et de dire ce
commun au tableau en classe entière en désignant un que la conversation entre Chris et les invités révèle sur
porte-parole par groupe, cela permettra d’établir une carte les relations entre les noirs et les blancs américains. Pour
mentale globale au tableau et d’aider les groupes à court conclure l’activité de cette double page, demander à chaque
d’idées. À la fin de cette mise en commun, demander aux groupe de donner son avis sur ces relations en prenant appui
élèves ce qu’ils peuvent en conclure sur les relations entre sur les activités qu’ils viennent de faire. Puis inviter chaque
les noirs et les blancs jusqu’à maintenant. groupe à enregistrer sa réponse sur portable et l’envoyer, ou
bien d’en rédiger une trace écrite (une par groupe) et de la
rendre en fin de séance.
SCRIPT VIDÉO
Vidéo 33
Durée : 02:05
Questions b, c et d
Rose: Oh man, it begins… Are you ready for this?
Chris: Yeah, yeah.
Rose: Just smile… there it is… oh look, it’s the Greens! EN SAVOIR
Gordon and Emily, this is Chris! Chris, this is Gordon Black Lives Matter est un mouvement de protestation
and Emily Green. qui lutte contre le racisme et la violence envers les noirs,
Mr Green: Nice to meet you Chris, nice to meet you notamment en organisant des manifestations aux États-
indeed. Boy, that’s quite a grip! Unis. Ce mouvement a débuté en 2013 par l’utilisation du
Chris: Thank you, you too man. hashtag #BlackLivesMatter sur les réseaux sociaux après
Mr Green: You er… Do you ever play golf? l’acquittement de George Zimmerman, accusé d’avoir tué
Chris: Mmh… once, a few years ago. I wasn’t very good. par balle l’adolescent afro-américain Trayvon Martin en
février 2012.
Mrs Green: Gordon was a professional golfer for years.
Le mouvement a refait l’actualité aux États-Unis en juin 2020
Mr Green: Well, I can’t quite swing the hips like I used
avec la mort de George Floyd, un homme noir-américain,
to though but uh, I do know Tiger. décédé suite à une interpellation par des policiers blancs.
Rose: Oh, that’s great.
Chris: Super.
Mrs Green: Gordon loves Tiger. Faire travailler les élèves par groupes de 2 ou de 4. Essayer
Mr Green: Oh, best I’ve ever seen, ever! Hands down. d’équilibrer les groupes pour que les élèves, plus en
So Chris, let’s see your form. difficulté, bénéficient du texte A et les autres du texte B.
Rose: This is Nelson and Anna Lisa. Indiquer alors aux élèves qu’ils vont travailler en autonomie
Chris: Hey, how are you doing? sur les questions a et b. Leur expliquer que vous allez
Anna Lisa: So how handsome is he! passer voir les différents groupes pour éventuellement les
Rose: I don’t know. Are you handsome? aider à comprendre certains passages du texte. Lorsque
Anna Lisa: Not bad, hey Nelson? chaque paire aura fini de répondre à ces deux questions,
Man: Clear skin has been in favor for the past what… ils en feront un compte-rendu oral au groupe opposé afin
couple of hundreds of years but now the pendulum que celui-ci puisse prendre des notes et ils essaieront de
has swung back: black is in fashion! trouver ensemble les similarités et les différences entre les
Chris: Pardon me, I’m gonna take some pictures. deux textes étudiés.
Rose: Sure. Ensuite, projeter un tableau à deux colonnes au tableau
indiquant TEXT A / TEXT B en titre, puis intituler chaque
colonne : Similarities / Differences. Noter les propositions
de chaque groupe. Cette mise en commun n’est utile que si le
DOCUMENTS p. 176-180 travail de tous les groupes n’a pas été validé au cas par cas.
Dans le cas d’une classe très timide, mieux vaut proposer
aux élèves d’enregistrer oralement cette conclusion en
1 Black and prejudiced 50 min prenant les arguments des textes et l’envoyer par e-mail ou
de rendre le tableau qu’ils auront élaboré ensemble.
Question a ANTlClPATE PRODUCTIONS POSSIBLES
Inscrire le slogan Black Lives Matter au tableau et laisser Group A
5 minutes aux élèves pour noter ce que ces 3 mots leur b. The narrator is Starr, a 12-year-old black American girl.
évoquent. En classe entière, écouter les propositions. Si les
c. Khalil is Starr’s friend. A police officer just told
élèves n’en ont jamais entendu parler, les inviter à ouvrir leur
them to pull over the car and Khalil wonders why
manuel et à observer l’image de la p. 176 et / ou la projeter the cop wants to see his ID card, driver’s licence
au tableau. Leur laisser à nouveau quelques minutes pour and insurance documents. Khalil doesn’t obey him
réagir. Demander ensuite de faire des hypothèses sur ce right away as he doesn’t understand what he’s done
dont vont parler les deux textes. wrong. The police officer finally tells him that he
pulled them over because Khalil’s tail-light is broken.
PRODUCTION POSSIBLE For some unexpected reason, the officer gets more
a. Black Lives Matter seems to be a movement which fights and more upset and asks Khalil to get out of the
against discrimination towards black Americans. In the car with his hands up and shouts at Khalil and Starr
image we can see there are fists raised on the picture not to move.
Grammar
CORRIGÉS ET PRODUCTIONS POSSIBLES
L’expression de la nécessité – Précis grammatical p. 241
1. a. Khalil is hurt. You need to call an ambulance.
b. He didn’t have any weapon. You didn’t need to shoot
him.
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 7 du programme : CLASSE :
Diversity and inclusion. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez visionner trois fois le document vidéo de la partie 1 (compréhension de l’oral).
Les visionnages seront espacés d’une minute.
Vous pouvez prendre des notes pendant et entre les visionnages.
À l’issue du troisième visionnage, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
New York City students are fighting
for school integration
vidéo 53 01:47
I am a black man who has grown up in the United States. In high school I started wondering, as teenagers do,
I know what it is like to feel the sting of discrimination. how people go about finding romantic partners. From
As a middle-class, light-skinned black man I also know what I could tell in movies and television shows—my
that many others suffered (and continue to suffer) a lot 45 principal sources of information—you had to be rich
5 worse than me. I grew up around a lot of white people. and white to be worthy of love. I was neither, so I was
In elementary school, I remember being told that I was worried. Like many young black people, I internalized
one of the “good ones”—not like the “bad ones” I was the idea that I would have be twice as good to get half
meant to understand; I was different. as much respect. Much to my dismay, my blackness
50 seemed to be the salient thing about me. One of my
I remember the way this kind of backhanded
classmates had a gift for inventing creative ways to
10 compliment stung me, but it took me a long time to
make fun of my kinky hair, and he got enough people
understand why it hurt. In truth, though, the comment
laughing to send me home in tears for a good part of
rings true. I am “good” by America’s standards, or
my freshman and sophomore years of high school.
at least “better”: my skin is light, most of the time I
dress like a middle-class professional and my manner 55 One year, one of the few black students at my high
15 of speech betrays a large degree of assimilation in school found a noose hanging in his locker one day.
the white American mainstream (for example, I use The culprit—a white student—was quickly discovered,
phrases like “manner of speech”). and all he had to do to get out of trouble was issue
a lame apology. I thought his punishment should
But as many others have learned, there is no amount
60 have been more severe. I convinced my best friend
of assimilation that can shield you from racism in
to wear black armbands in school to protest. This act
20 this country. Throughout my life, something—the
earned me no greater respect, and actually greater
kink of my hair or my “attitude”—would mark me as
ridicule. Several of our teachers thought it was funny
inferior, worthy of ridicule, humiliation or ostracism. In
and even prompted our classmates to laugh at our
elementary school I got the distinct impression that
65 expense: “Look at Jones,” one teacher said, “starting a
teachers didn’t like me. I got in trouble a lot, and one
revolution.” (Thank you, Mr I forget-your-name!)
25 teacher actually wrote on my report card that I was
“amoral”. In third grade, I had my first black teacher I became so well-practiced in the art of not offending
and the whole dynamic changed. Mrs Brooks decided racist white people that I ceased to become outraged
it was OK if I squirmed in my chair. She taught us by them.
about discrimination and injustice and taught us
70 Looking back, I realize that, apart from my black
30 to recite and interpret poetry from the black arts
armband episode, my survival strategy was to make
movement. (Thank you, Mrs Brooks!)
myself as non-threatening as possible. I became so
As I got older, I observed that my mother saw racism well-practiced in the art of not offending racist white
around every corner. She assumed that I would be the people that I ceased to become outraged by them, at
object of discrimination in school and maintained an 75 least when they affected me directly. I knew how to
35 intense, vigilant determination to protect me from it. She enter a store, to make eye contact with someone who
monitored everything about my treatment in school, worked there, to smile and say hello as if to say: “Don’t
ready to leap at the slightest slight. Sometimes I thought worry, I’m not trying to steal anything.” Somehow—I
she went too far. I wasn’t chosen to give a speech to my suppose from being followed in stores frequently—I
middle school’s assembly, and so she inquired as to why 80 learned not to carry books into a bookstore, not to
40 I wasn’t chosen, and she insisted that I be given a shot. walk through a store with bags that were not sealed
(Thank you, mom!) or zippered shut, and so on.
Sujet A
You’ve just read the testimony by Brian Jones and you are moved by his story. You decide
to write to him to let him know that you would like to help and that things need to change.
Sujet B
You are a member of the group “IntegrateNYC” and you decide to deliver a speech in front of
the Supreme Court to denounce segregation in schools in your city, and to try to make things
change. Write the speech.
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Diversity and inclusion”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
entre vous durera également un maximum de cinq minutes.
DOCUMENT
Rami Malek, winner of Best Actor (“Bohemian Rhapsody”); Olivia Colman, winner of
Û
Best Actress (“The Favourite”); Regina King, winner of Best Supporting Actress
(“If Beale Street Could Talk”); and Mahershala Ali, winner of Best Supporting
Actor (“Green Book”) during the 91st Annual Academy Awards (2019)
DOCUMENT
Eli Harold, Colin Kaepernick and Eric Reid of the San Francisco 49ers kneel
Û
ÉPREUVE ORALE
Document A
Document A is a picture of the award-winning actors and
actresses, taken during the 91st Annual Academy Awards
on February 24, 2019 in Hollywood, California. In my
opinion, document A best reflects the topic “Diversity and
inclusion”. Here are the reasons why I made this choice.
In class we have studied how black American people are
Les médias
AUDIO VIDÉO
• Audio prof. pistes 113-117 • 35 T
wo Dosas, Sarmad Masud (2014)
• Audio élève pistes 96-100 • 36 T
his is Brixton, Shane Duncan (2018)
• 54 L
ondon’s Mayor Sadiq Khan, Religion & Ethics NewsWeekly (2017)
rave about this place. The Rama Laskhma’s not on Ces deux questions d’anticipation en lien avec l’image – la
the menu. It’s this special curry that the chefs have une d’un numéro spécial autour de la cuisine de The Times
passed down through the centuries. Nobody knows Magazine – permettent d’identifier le contexte relatif à
the recipe, but it tastes like it has got everything in l’article qui suit. Il serait judicieux de projeter aux élèves
it, cardamom, fennel, nutmeg, cumin; everything. It l’image au tableau et de leur poser les questions l’une après
tastes divine. It’s very authentic. Do you really like l’autre. Un petit sondage de la classe fait à main levée pourra
dosas, they’re a bit bland, aren’t they? être effectué pour la première question, afin que celles et
Pavan: Dosas are delicious. ceux qui ne connaitraient pas l’émission puissent faire des
Pavan (voice over): I can’t believe it. She’d knocked the hypothèses dans un second temps quant à la nature de
brown right out of me. The Great British Bake Off. Les hypothèses émises seront
Chloe: I’m more interested in the authentic Indian d’autant plus intéressantes si les élèves n’identifient pas
experience rather than the British Asian one. Have tout de suite le verbe to bake. Par ailleurs, la présence
you ever been to India? d’objets scientifiques et du mot scientist d’un côté et de
Pavan: Yeah! Of course, the Motherland, go get back. muffins de l’autre pourra être sujet de débat quant à la
Yeah, but I get travel sick. And I have to watch what nature de l’émission.
I eat when I get out there as well cause that makes
me sick. Anyway, you were saying, India, go on. PRODUCTION POSSIBLE
Chloe: (Talks in Hindi) a. “The Great British Bake Off” is a British TV show. It
Pavan (voice over): Can you believe she spoke in must be a kind of competition between professional and
perfect Hindi? amateur cooks. They compete and one of them wins the
Pavan: Oh no, (with strong Indian accent) I need the title of best cook in Britain.
cutlery.
Pavan (voice over): I watched as she tore into her Question b
special dish with her fingers, she ate like an expert, Les deux activités proposées ici permettent dans un premier
whipping it up to her gorgeous mouth, without temps d’établir un portrait du vainqueur de The Great British
spilling any drops anywhere. It was impressive, but Bake Off : ses origines, son histoire personnelle au travers
bloody messy on those fingers. I couldn’t help but de son arrivée au Royaume-Uni, ses études, son caractère.
thinking how would she ever get them clean or get Pour cette étape, on peut laisser la une du magazine au
rid of the smell. Yeah, I just wasn’t hungry anymore. tableau et noter les caractéristiques trouvées par les
Chloe: You know what’s funny right? Last time I was élèves autour de l’image à l’aide de flèches, en les classant
here, there were these two old men sat, eating like selon leur nature. Pour la deuxième partie, qui se focalise
this. How can that be comfy, right? Vinay said that sur les réactions que Rahul Mandal a provoquées chez les
all the old Indian men do this at the dinner table. spectateurs, il est tout à fait possible de faire un tableau
Does your dad? co-construit à partir des réponses données par les élèves.
Pavan: No, my dad was a stickler for table manners. Il faudra noter d’un côté les réactions positives et de l’autre
Everything had to be eaten with a knife and fork, les négatives, sans pourtant énoncer ces deux adjectifs. Les
even Weetabix. élèves auront ensuite à trouver comment qualifier les deux
Pavan (voice over): What? My dad thought that’s how types de réactions.
you integrate. We gave the Empire pyjamas and
verandas and they gave us cutlery and cleaner PRODUCTION POSSIBLE
hands.
b. The winner of the contest is Rahul Mandal, a young
immigrant from India. He left his mother country
to come to England at the age of 23 in order to do
a PhD in science. He is from Bengal and his mother
might still live there since he speaks to her on
Skype (l. 5).
Despite his academic achievement and his courageous
personal story, he is not self-confident (“he apologised
for absolutely everything” ll. 3-4). It was difficult for
him to fit in / integrate / he had a hard time making
friends when he arrived in Britain, but learning how to
cook / bake helped him.
His story is a success story because now, he has won
a prestigious prize.
PRODUCTION POSSIBLE
In this quote, the person claims that gentrification has
made Brixton a more welcoming place. Brixton could be
seen as a relevant example on the topic “Diversity and
inclusion” since it is a South London neighbourhood,
famous for being ethnically mixed.
In the last few years, a phenomenon called “gentrification”
has happened in Brixton. “Gentrification”, or radical
regeneration, is the process by which a neighbourhood
is transformed as wealthier residents settle there and
new businesses open. We can wonder about the influence
of gentrification in Brixton and try to determine what
“aspects” have benefited from this phenomenon, and
which have not. Moreover, we will try and see if
Brixton is as diverse and inclusive. The phenomenon
of gentrification seems to have changed the opinions
that people had about Brixton. It used to be seen as
a rough area by outsiders, where there were high
rates of criminality, violence and drug dealings.
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 7 du programme : CLASSE :
Diversity and inclusion. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez visionner trois fois le document vidéo de la partie 1 (compréhension de l’oral).
Les visionnages seront espacés d’une minute.
Vous pouvez prendre des notes pendant et entre les visionnages.
À l’issue du troisième visionnage, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
London’s Mayor Sadiq Khan
vidéo 54 01:45
A study claiming four in 10 people believe multiculturalism has undermined British culture is just another
reminder to the UK’s minority ethnic communities they will never be British enough.
As a born and bred product of British multiculturalism, This constant othering of migrants, first-generation
it’s hard for me to comprehend the ongoing 30 or otherwise, is tiring. I know immigration—and it’s
demonisation of immigrants. Growing up in a mixed- not something to fear. My Muslim grandfather grew
race family was getting a new pencil case before the up in India, the son of an army officer supporting
5 start of term; plastering Spice Girls posters on my the British during World War II. He idolised British
wall; eating fish and chips on a Friday in the school customs and since his arrival to the UK in the 50s
canteen; Sundays spent wrapped in the love of my 35 has dedicated his life to working as a doctor for the
nana’s chicken curries, gulab jaman and jalebis. (...) NHS. He wears tweed and eats marmalade on toast
—but he also attends his local mosque and eats lime
At a time when global anti-immigrant sentiment is
pickle. Surely he’s as British as they come? And isn’t
10 reaching fever pitch, a study claiming that four in
that exciting? (...)
10 people believe multiculturalism has undermined
British culture feels like sticking the knife in. It’s just 40 The researchers did find a majority (59 %) of those
another reminder to the UK’s migrant or minority surveyed felt diversity brought by immigration had
ethnic communities that they will never be British enriched British culture and 63 % felt migrant workers
15 enough. supported the economy and brought valuable skills to
the UK, so clearly all is not lost. These are the stats we
It’s baffling to me that a sizeable minority of people
45 need to be focusing on—the resounding consensus
could feel that British culture is being stifled by
that multiculturalism is important and continues to
multiculturalism. Are we talking about the same tea-
make a valuable contribution to our society.
drinking culture that includes chicken tikka masala
20 as a national dish and holds St George as its patron Instead of continuing this tired debate, we should
saint? (...) be turning our attention to what it means to be
50 British today, in all its richness and difference, and
To those who don’t support multiculturalism, I’d
celebrating what makes our culture so unique.
love to ask: do you know any immigrant families?
That’s where representation in media and popular
Have you taken the time to understand who they
culture becomes so important, along with social
25 are or their stories? Or do you just hate people who
mobility in education and employment. It’s time
don’t look like you? People are scared of what they
55 the multiculturalism debate is taken off the table,
don’t know but surely it’s time we stopped indulging
because it’s already here. Multiculturalism has
ignorance. (...)
happened—deal with it.
Sujet A
You are a journalist interviewing the author’s grandfather about his life and his opinion
on multiculturalism. Write the transcript of your discussion.
Sujet B
You are a candidate in the next municipal elections of your town. Prepare a speech in which
you promote multiculturalism.
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Diversity and inclusion”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
entre vous durera également un maximum de cinq minutes.
DOCUMENT
DOCUMENT
Les médias
AUDIO VIDÉO
• Audio prof. pistes 118-123, 145 • 37 H
awaii: The Stolen Paradise, Venispa London / Luis Castro (2014)
• Audio élève pistes 101-105
Question d
Mise en œuvre 60 min Constituer des groupes de quatre élèves et leur laisser
15 minutes pour imaginer un scénario et venir l’écrire au
Cette entrée en matière peut se faire en classe entière mais tableau.
également en petits groupes (de trois ou quatre élèves).
PRODUCTION POSSIBLE
Question a ANTlClPATE d. A soldier in the US army arrives in Hawaii for a mission.
Les livres fermés, écrire Hawaii au tableau et laisser les He meets a young Hawaiian girl and falls in love with
élèves réagir, puis classer les mots sous les catégories her. But, the difference of culture comes between them.
mentionnées dans la question a. Si les élèves n’ont pas Will their love be stronger than their differences? /
beaucoup de réactivité, leur faire lire la question a. puis, en Several people on holidays spend two weeks in
groupe, leur faire trouver quatre à cinq mots, expressions Hawaii. A crime is committed on the first night and an
ou éléments. Demander à certains élèves d’exposer les investigation follows. They all have secrets to hide, but
réponses du groupe à toute la classe. who is the killer?
Question b
Laisser les élèves prendre connaissance de l’image, en
leur indiquant de se reporter au vocabulaire. Faire un tour
de classe et laisser les élèves s’exprimer. Les élèves qui ne
prennent pas la parole peuvent prendre des notes. Écrire
ensuite quelques-unes des phrases au tableau et faire un
tour de classe pour réorganiser, corriger, compléter, etc.
PRODUCTION POSSIBLE
b. In this picture, I can see people in traditional clothes
dancing on the right. They may be welcoming the
people sitting on the left. There are palm trees and the
sun is shining, so the action probably takes place in
Hawaii. I can imagine that men and women from the
American army are here because I can see the sign
“United States Air Force” on the building.
PRODUCTION POSSIBLE Cry for the gods, cry for the people
Cry for the land that was taken away
c. Hawaii may have been invaded or annexed by the And then yet you’ll find, Hawaii
British Empire because Hawaii’s flag features the Union
Jack, which is quite odd for an American state. There Could you just imagine they came back
seems to be a historical connection between Hawaii And saw traffic lights and railroad tracks
and the United Kingdom. / Hawaii may have been part How would they feel about this modern city life
of another country because we can see that the flag is Tears would come from each others’ eyes
divided into two parts. Hawaii may have been a colony As they would stop to realize
of the United Kingdom because I can recognise the That our land is in great great danger now
Union Jack in the flag of Hawaii.
Prepare
Question c
Idées de devoirs à la maison
for the task
PRODUCTION POSSIBLE
Idées de devoirs à la maison b. Back in 1959, Hawaii became the 50th state of the
• L’activité 2 de la page 197 Vocabulary United States. But since then, there have been debates
about Hawaii being a true part of the USA. Many
• L’activité 2 de la page 198 Grammar & sounds
people believe the statehood was illegal, and this
• Les activités du cahier interactif gratuit de Blockbuster has given rise to sovereignty movements demanding
their rights to be an independent nation. Later on, in
1993, President Clinton confessed that the USA had
committed crimes towards Hawaii by annexing the
Hawaii is ours 60 min
archipelago. The President’s apologies were followed by
public demonstrations.
Question a ANTlClPATE
Laisser les élèves prendre connaissance du slogan visible Group B
sur le photogramme, et laisser un temps d’autonomie pour Question b
la rédaction de l’hypothèse, en incitant à l’utilisation d’une
des deux amorces. Premier visionnage : les élèves se concentrent sur
l’information générale (who, where, when, what, how et
PRODUCTION POSSIBLE why).
a. In the still, we can see a sign on which we can read Deuxième et troisième visionnages : compléter les notes
“Keep Hawaiian lands in Hawaiian hands”. So, I guess pour répondre à la question b. À la fin des visionnages,
that Hawaii must have to deal with protest marches laisser un temps de 10 minutes pour l’organisation des notes
where people defend their lands. / Hawaii probably et la rédaction de phrases, à partir des amorces du manuel.
has to face problems such as stolen lands or protest
marches. In the video, maybe we will hear people who PRODUCTION POSSIBLE
do not want to be a part of the USA, but who would b. While we are given an image of Hawaii as a paradise,
rather be an independent nation. as a very touristic destination, there are troubles
underneath the surface. Hawaiians believe that they
Grammar are independent and that they should not be a part of
Hawaii. There are some sovereignty movements which
La rubrique Grammar est à aborder en amont de la defend the idea of Hawaii as an independent nation. A
question a : les élèves pourront employer l’expression du century before the apologies of President Clinton, there
contraste tout au long de l’exploitation. Faire référence à was an overthrow, and later an annexation of Hawaii
la page 198 Grammar & sounds ou au Précis grammatical to the USA. Many people believe that these were illegal
(fiche « L’expression du contraste » p. 250). and that the statehood is illegal as well. While we are
given an image of Hawaii as a paradise, it is only a
CORRIGÉS facade hiding a history of usurpation and dispossession.
Hawaii is seen as a paradise while tensions hide below
the surface. / While Hawaii is seen as a paradise, Groups A & B
tensions hide below the surface. / Hawaii is seen as
Prepare
a paradise, but tensions hide below the surface. / Question c for the task
Whereas Hawaii is seen as a paradise, tensions hide
Un élève du groupe A présente à un élève du groupe B ce
below the surface.
qu’il a compris, sous forme de phrase complètes. On évitera
la lecture des notes, pour une meilleure préparation à la
tâche finale. Une première présentation est donc possible
avec les notes, puis une nouvelle, sans notes. Puis les
Question e MEDIATION
Idées de devoirs à la maison
La question e pourra faire l’objet d’un travail à la maison. Si
• Les activités 1 et 3 de la page 197 Vocabulary
le groupe est important, les faire travailler à deux pour ne
pas passer plus d’une séance sur cette mise en commun. La • Les activités 3 et 4 de la page 198 Grammar & sounds
présentation orale ne dépassera pas 2 minutes, et les élèves
auront avec eux une fiche n’excédant pas 20 mots, pour
éviter qu’ils ne lisent.
PRODUCTION POSSIBLE
e. In 2014, there was a protest against the Thirty Meter
Telescope. The project was to install a huge telescope
on a mountain called Mauna Kea in Hawaii. However,
the mountain is considered as the most sacred
mountain of Native Hawaiians’ religion and culture.
PRODUCTION POSSIBLE
The whole archipelago of Hawaii is clearly an example
of the topic “Diversity and inclusion” since the state
is a part of the USA, but its Native people are demanding
to have their land back and are protesting against
annexation and statehood, even if they are American
citizens.
In the lyrics of the song by Mickey Ioane, the singer
is asking for the lands to be given back to the people
because they were taken away from the inhabitants. We
can see clearly that these lines refer to one of the most
difficult moments in the history of Hawaii where diversity
was seen as something negative.
However, nowadays Hawaii is a perfect example of both
diversity and inclusion. As we have studied in the unit,
tolerance is one of the main values that are taught to
children and it is part of the Aloha spirit. People from
different backgrounds come together and try to build an
inclusive environment for everyone.
To conclude, we can argue that the people of Hawaii
seem to be united in their love for their land, but even
if Hawaii is considerated as a paradise, the struggle
between diversity and inclusion always lies under the
surface.
Grammar
CORRIGÉS ET PRODUCTIONS POSSIBLES
Le gérondif – Précis grammatical p. 235
1. a. destroying
b. protesting
c. fighting
d. annexing
e. taking
2. Staying in Hawaii for a week is a terrific experience.
I love learning new things and, by visiting this
archipelago and discovering new places, I am having
a wonderful holiday. I also really like swimming and
surfing: the beautiful beaches in Hawaii are the
perfect place to do this. I can lazily watch the sunset
every night, after enjoying myself all day. You should
definitely come here someday!
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 7 du programme : CLASSE :
Diversity and inclusion. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez écouter trois fois le document audio de la partie 1 (compréhension de l’oral).
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant et entre les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
Hawaiian language is alive
NPR (2019)
Lili’uokalani, the reigning monarch of the Hawaiian She expected the day to be one of the most
kingdom, belonged to an ancient line of chiefs. Long triumphant in her two-year reign, if all went as
before her birth, her ancestors had paddled double- planned.
hulled canoes from Polynesian settlements using the
40 But that very morning the USS Boston, a warship
5 stars to navigate, [and had] settled on a remote chain
based in the islands with special orders to protect
of volcanic islands they called Hawai’i.
U.S. interests, steamed into Honolulu harbor. Aboard
On January 18, 1778, when the queen’s great-great- was the United States envoy to the islands, a tireless
grandfather was a high chief, two [ships] from the advocate of American expansionism. A small group
British navy appeared on the horizon. Commanded 45 of conspirators, backed by the envoy, was plotting to
10 by the explorer James Cook, the ships’ sailors wrest her away from the throne.
shattered the splendid isolation of the Hawaiians,
By 1893 a mounting threat to Hawai’i’s independence
bringing deadly diseases, liquors, and firearms.
had also come from within: powerful white sugar
A few decades later, Christian missionaries arrived, planters and merchants sought relief from an
bringing the word of a new god and the printing 50 economic depression by pushing to annex the
15 presses to spread it. By the time Lili’uokalani reached islands to the United States, the primary market for
adolescence, Hawai’i had adopted a declaration of Hawaiian sugar. Already, they’d almost completely
rights, a constitution, a national legislature, and a transformed Hawai’i’s economy.
public education system.
What happened to the Kingdom of Hawai’i was one
Lili’uokalani herself spanned the worlds of both 55 of the most audacious land grabs of the Gilded Age,
20 ancient Hawai’i and the West. She lived as queen in an in which 1.8 million acres of land now worth billions of
ornate palace illuminated by electric lights, installed dollars was seized from native Hawaiians and claimed
four years before the White House’s in Washington, by American businessmen.
D.C. Educated by missionaries alongside other high
It was also the first major gust in the brewing storm
chief’s children, she spoke and wrote fluent English
60 of American imperialism. As Americans gained a new
25 and Hawaiian, along with a smattering of French,
belief in their manifest destiny around the globe,
German and Latin.
Hawaiians lost their country.
She ruled over a kingdom that was independent but
The queen stood watching the troops, facing an
tiny. Lili’uokalani’s island kingdom was isolated and
impossible dilemma. Should she remain “civil”, risking
virtually defenseless.
65 her overthrow and the surrender of native Hawaiian
30 As she left the palace to step into her carriage on culture and sovereignty? Or should she order the
Saturday, January 14, 1893, Hawai’i’s queen planned troops under her commands?
to substitute a new constitution for the one forced
To do so risked inciting the slaughter of a race of people
upon her brother several years earlier, which had
that was already disappearing. Epidemics had carried
turned Hawai’i’s monarch into a mere figurehead.
70 away tens of thousands of native Hawaiians, who
35 Now she aimed to reclaim power for the throne and
had little resistance to the deadly viruses that swept
her people.
regularly through the islands. What should she do?
Sujet A
“There comes a time when you have to choose between turning the page and closing the book”, Unknown.
How does this quote apply to the situation in Hawaii?
Sujet B
You are a Native Hawaiian back in 1959, during American annexation.
Write a journal entry about the situation to express your feelings.
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Diversity and inclusion”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
entre vous durera également un maximum de cinq minutes.
DOCUMENT
Hawaiian proverb
Û
DOCUMENT
Document B
To me, the picture representing the people protesting
in the streets illustrates better the topic of “Diversity
and inclusion”. At the top of the photograph, I can see
the Hawaiian flag made up of the Union Jack and the
American Flag. We can also see the popular unofficial
flag (also known as the Kanaka Maoli flag). The variety of
flags illustrate the many cultural layers of the archipelago
of Hawaii.
Moreover, the people in the streets seem to be protesting
for a cause, which means they want to defend their land
against a form of destruction and/or change.
To me, this picture shows that Hawaii is a land of many,
many cultures, many countries, many languages and
many identities. This diversity makes it unique and
the protesters are aware of that. But this picture also
demonstrates that for diversity to exist, every opinion
needs to be considered. I imagine that those people
marching want their voice to be heard and they want
people in Hawaii, and to a greater extent, in the USA, to
take into account their attachment to their land.
Introduction
Depuis des siècles, elle fascine, elle choque, elle émeut, emblématiques et son lien tout particulier avec la musique
elle marque et se démarque. La Nouvelle-Orléans est et la fête. Enfin l’unité prendra un virage vers l’actualité
une ville singulière mais pourtant tellement américaine. en s’intéressant à l’ouragan Katrina et à la société qu’il a
Cette unité 17 vous propose une plongée dans Crescent laissé derrière lui. Les élèves seront alors en mesure de
City pour aborder l’axe « Territoire et Mémoire ». Au fil des répondre à la problématique de cette unité : How does
pages, les élèves seront amenés à découvrir son histoire New Orleans reflect the history of the USA?
et ses multiples influences, ses traditions, ses figures
Les médias
AUDIO VIDÉO
• Audio prof. pistes 124-132, 138, 146 • 39 A Tuba to Cuba, Danny Clinch, T.G. Herrington (2019)
• Audio élève pistes 106-112, 118 • 40-41 R estoring the musical city of New Orleans after Katrina,
Smithsonian (2015)
PRODUCTION POSSIBLE
b. What I found the most surprising is that New Orleans
was a French city at the beginning, and that Louisiana
was called New France. / One of the facts that struck
me the most is that the architecture of New Orleans
is a blend of French, Spanish, Creole and American
influences. / What I found the most surprising is that
the fleur de lys is a famous emblem of New Orleans
as well as of the French kings. / One of the facts that
struck me the most is that Napoleon sold Louisiana to
the United States in 1803. / What I found the most
surprising is that New Orleans was also influenced by
the Spanish.
Question c
La densité des informations présentes dans ce texte mérite
une seconde lecture. Faire travailler les élèves en binômes.
Partir du postulat : There is a French influence in New
Orleans et demander aux élèves de prélever dans le texte
les éléments qui le prouvent, et de les présenter en utilisant
des connecteurs logiques (qui pourront être notés au
tableau). Leurs productions pourront constituer une trace
écrite.
Prepare
Grammar Question d for the task
La rubrique Grammar est à aborder en amont de la Cette dernière question va permettre aux élèves de réinvestir
question a : les élèves pourront employer les modaux de les éléments culturels abordés dans l’enregistrement sur
la probabilité tout au long de l’unité. Faire référence à la Mardi Gras tout en essayant d’adopter un ton plus informel,
page 214 Grammar & sounds ou au Précis grammatical plus libre qui serait celui d’une conversation entre amis.
(fiche « L’expression de la probabilité » p. 243). Cette activité d’expression orale en continu peut être menée
à la suite de la compréhension orale, amenant les élèves à
CORRIGÉS s’exprimer à bâtons rompus, ou alors préparée à la maison
a. They might / may dress like that to celebrate carnival. avec la trace écrite comme support.
b. They can’t be commemorating Columbus Day.
PRODUCTION POSSIBLE
c. It must have a link with Native Americans. d. So, you see, this Native American chief is parading with
d. They might / may be taking part in a contest, but I’m the people during Mardi Gras. The tradition of Mardi
not sure. Gras in New Orleans celebrates the values of both
Native Americans and African Americans. The emphasis
Question b is laid on self-love, self-pride, and the importance of
their own religions and cultures. During Mardi Gras,
On procédera à une première écoute collective ou à une
groups of African American people in New Orleans wear
écoute individuelle si on possède un kit de ballado-diffusion
costumes with Native American motifs: they parade in
ou que l’on est en salle informatique avec un nombre
spectacular regalia.
suffisant d’ordinateurs. Les élèves pourront aussi travailler
It is said that the friendship between African Americans
en binômes et, grâce à leur prise de notes, confirmer ou
and Native people dates back to the time of slavery:
infirmer les hypothèses précédemment formulées. Procéder
they exchanged many kindnesses during this rough time
ensuite à une mutualisation à l’oral. of history. One of the most iconic songs of Mardi Gras in
New Orleans is “Indian Red”.
PRODUCTION POSSIBLE
b. Mardi Gras is a carnival celebration where you can see
African American people wearing costumes with Native
American motifs. The carnival takes place in New
Orleans, every year. The costumes are generally very
colourful and of Native American inspiration.
Grammar
La rubrique Grammar est à aborder en amont de la Idées de devoirs à la maison
question d. Les élèves pourront employer l’expression de • Les activités 2 et 3 de la page 213 Vocabulary
l’obligation et de l’interdiction tout au long de l’exploitation.
• L’activité 5 de la page 214 Grammar & sounds
Faire référence à la page 214 Grammar & sounds ou au
Précis grammatical (fiche « L’expression de l’obligation et
de l’interdiction » p. 240).
VERS LE BAC ORAL
CORRIGÉS Cet exercice aidera à guider les élèves dans la préparation
a. have to de leur expression orale. Si en classe de Première, les
productions avoisinaient les trois, quatre minutes, les
b. must
discours des élèves doivent désormais atteindre cinq
c. mustn’t
minutes. Il sera demandé de faire le lien entre la citation
Vidéo 40-41 présente sur la photo p. 210 et l’axe « Territory and memory »
SCRIPT VIDÉO Durée : 03:07 à la lumière de tout ce qu’ils auront appris au cours de l’unité.
Voice over: By August 2005 there was no city
in America as vulnerable as New Orleans. It was PRODUCTION POSSIBLE
literally surrounded by water but without adequate With these words, Leah Chase refers to the Civil Rights
barriers to keep that water out in the event of activists who came to eat in her restaurant. We can
catastrophe. imagine them having very important conversations over
Lake Borgne lies east of New Orleans. Within hours bowls of gumbo and fried chicken. This shows that even
after Hurricane Katrina came ashore, a wall of water in the simplest places, significant actions can be taken.
primarily from the lake filled the city canals and This is also an example of the link between territory and
then broke through flood walls, rushing into the memory: Leah Chase’s diner is a place full of history.
Lower Ninth Ward and nearby communites, wiping Many New Orleans monuments and places are reminders
houses right off their foundations. of the past. Jackson Square or the French Quarter are
From above, sites that became headline news in vestiges of the French presence in the city. Congo Square
August 2005 after Katrina came ashore, appear used to be the place where local slaves gathered to sing.
amazingly unchanged by the storm. The iconic Louis Armstrong Park is a tribute to the famous musician.
Superdome now stands on dry ground and once Those places really show the importance of memory in the
again hosts home games of the New Orleans Saints. city of New Orleans. Mardi Gras is also a great example of
Commuters have returned to the Crescent City the importance of memory and diversity with inhabitants
Connection. parading in Native Americans motifs.
It was across this bridge that hundreds fled on foot Finally, Hurricane Katrina definitely left some traces
after the storm subsided, hoping finally to get out on the city of New Orleans. Although there are still
of town. But they were quickly turned back by a wall improvements to be made in some areas (the Lower Ninth
of armed policemen. Many claimed it was an act of Ward for example), most of the city has been rebuilt. Yet,
racism and that the police were only trying to keep the memory of the hurricane will remain in the minds of
New Orleans African Americans evacuees out of the inhabitants for a very long time.
one of the city’s primarily white suburbs.
Sounds
CORRIGÉS
6. a.
7. a. a bustling neighbourhood
b. people flew from the district
c. more than seventy new houses are built
d. they ate at her diner
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 8 du programme : CLASSE :
Territory and memory. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez écouter trois fois le document audio de la partie 1 (compréhension de l’oral).
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant et entre les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
Ronald Lewis, preserver of New Orleans’
black culture, dies at 68
NPR (2020)
Hard to believe it’s been ten years. Sometimes it one thing we did know: We were not going gently into
seems like a million years ago, sometimes like it was that good night. We were not giving up on New Orleans.
yesterday. But it never seems like it didn’t happen. And with the help of 500,000 of our closest friends
Even ten years after—with so much rebuilt, restored, around the country—or hell, maybe a million—we put
5 resettled, reconfigured, and entirely reimagined—the 45 on some boots, pulled on some gloves, and got busy.
specter of Katrina still colors life here, in some small
If what the magazines and websites have been saying—
way, even if just a muted gray. In casual conversations
if what the analysts and futurists are predicting—is
or social settings, it comes up. Might take a while, but
true, then New Orleans is the destination for America’s
it will come up eventually. That’s not to suggest that
next generation of young artists, entrepreneurs, and
10 the stranger sitting next to you is ready to collapse
50 designers. Millennials, dreamers, and visionaries
into a fit of despair, rail against the injustice, and then
are here creating the next new business model,
itemize everything he lost. It’s not like that anymore,
designing the next great app, fusing the next landmark
thank God. It was for a really long time, though. And
technology, mixing the next banging cocktail.
that time sucked.
We’re the new Austin. The new Portland. The new
15 Looking back, the hardest thing to wrap your head
55 Brooklyn. Hollywood South. Hipster City, USA. The
around is remembering how many people said: Let it
New New Orleans, the bright new shining city on the
go. Let New Orleans wash into the sea.
hill. Except, well, without the hill.
The prevailing sentiment among such folks was
We don’t have any hills. But you get the point.
that New Orleans—bless her charming, offbeat
20 little powdered-sugar heart—was not worth fixing. The more New Orleans changes, the more she remains
Because not just the levees needed fixing. The roads 60 the same. That is the nature of a place where irony is
needed fixing, the parks needed fixing, the schools a birthright and contradiction is the dominant hand
needed fixing. The jails, which needed fixing, were of fate.
being jammed by the judiciary, which needed fixing. We are innovation and tradition, high-tech and antique,
25 They were stressed to the breaking point handling fiber optics and gas lamps, new urbanism and the
the massive caseloads delivered by the NOPD, 65 Vieux Carré, Uber cabs and streetcar lines, Airbnb and
which needed a lot of fixing, and who were not fit the Hotel Monteleone. We’re Dixieland jazz and sissy
or equipped to handle this city’s crime situation— bounce.
which needed the most fixing of all. You wonder: How
30 could anyone have thought New Orleans was broken You can regulate our smoking and regulate our music
beyond repair? (That was sarcasm.) I acknowledge, and—hard to believe this day has come—you can
looking back now from this side of the rubble and the 70 even regulate our go-cups. But you cannot regulate
flood—looking back from this side of history—that soul. You cannot legislate funk. And you cannot pass
even a conservative estimate of the projected cost of an ordinance that makes us ordinary. The best things
35 rebuilding this city, coupled with the dubious integrity about us will never change.
and doubtful competence of City Hall at the time… it There’s a bunch of old nicknames for this city and a
was not a sure bet. 75 whole bunch more now, but taking stock of this past
And it’s true, we are neither the most logical nor decade of transformation—from our despair to our
efficient municipality in this great land. But still. We’re triumph, from our shame to our redemption—I know
40 also not the most educated folks you’ll ever meet, but where I live now. Welcome to Lucky Town.
Sujet A
Imagine you are Chris Rose, the author of “1 Dead in Attic: After Katrina” and it is
now ten years after the writing of this excerpt. Write a depiction of the city.
Sujet B
You’re a New Orleanian working in New York for the New Yorker magazine and you
are asked to write an article about the soul of your home town. Describe in one paragraph
what is New Orleans’ soul and what makes this city so special.
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Territory and memory”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange
oral entre vous durera également un maximum de cinq minutes.
DOCUMENT
DOCUMENT
Chase during his visit to the Dooky Chase restaurant in New Orleans (2008)
ÉPREUVE ORALE
Document A
Document A is a picture of a band playing on stage
during the Satchmo Summer Festival in New Orleans.
It shows four musicians and a singer playing jazz
(trumpet, clarinet, trombone) in a cheerful atmosphere.
In my opinion, document A best reflects the topic
“Territory and memory”. Here are the reasons why I
made this choice.
In class we have studied the role that music and
especially jazz music has always played in New Orleans
and how it is an integral part of the city’s soul. We have
also seen examples of music being able to connect people
to their roots.
This photograph also highlights the legacy given by
Satchmo, aka Louis Armstrong, to New Orleans. Besides
the summer jazz festival bearing his name, numerous
landmarks in the city pay tribute to the musician and to
his embodiment of the American Dream.
In conclusion, I think that considering music as a way to
start a conversation and to understand people and places
better will build bridges instead of building walls: this is
the link between document A and the topic “Territory and
memory”.
Les médias
AUDIO VIDÉO
• Audio prof. pistes 133-137, 147 • 42 Holy (Un)Holy River, Peter McBride, Jake Norton (2016)
• Audio élève pistes 113-117 • 43 Banaras | Varanasi, Incognito Team (2017)
• 44 F
lesh-eating turtles to clean the Ganges, Vice / HBO (2019)
Question a ANTlClPATE
Demander aux élèves d’ouvrir le manuel page 216 ou projeter
l’image au tableau. En prenant appui sur le titre de l’unité, ils
pourront décrire tous les éléments de l’image qui illustrent
à la fois l’adjectif holy et l’adjectif unholy et pourront ainsi
anticiper plusieurs aspects abordés dans l’unité.
PRODUCTION POSSIBLE
a. Two people, a man and a woman, are bathing in the
Ganges. As there are small bowls that contain flowers,
we can guess that they are praying or worshipping a
god. But we can notice that the water looks brownish.
It must be very dirty. That’s why the Ganges is holy and
unholy at the same time.
Question b
Diffuser le document trois fois et demander aux élèves de
prendre des notes en se concentrant sur les trois aspects
qui définissent le mieux le Gange. Certains passages sont
complexes. On peut donc les rassurer en leur disant qu’il
ne s’agit pas de tout comprendre et qu’ils sont capables de
relever de nombreuses informations.
PRODUCTION POSSIBLE
b. I chose the words blood, mother and pollution, because
they show what the Ganges represents for India.
-A
s the man says, blood is indispensable to live and so
is the Ganges River. We can guess that they need the
water for their agriculture, or their industries and
they also drink it.
-T
hen people respect this river because it is like their
mother. A woman says that people worship it, so it is
also a goddess for them.
Alternative numérique
Life at the ghats 40 min Si vous avez accès à un laboratoire de langues, vous
pouvez y organiser votre séance et placer les élèves en
autonomie sur ordinateur, en leur donnant le lien vidéo
(vous pouvez utiliser le manuel numérique). En effet, les
EN SAVOIR objectifs que les élèves doivent atteindre sont différents
L’Inde compte sept rivières sacrées : le Gange, la Yamunâ, la et ne nécessitent pas le même type de visionnage (il sera
Sarasvatî (fleuve mythique qui aurait existé dans l’Antiquité plus aisé de relever et classer les informations données
indienne), l’Indus, la Godâvarî, la Narmadâ et la Kâverî. par les images que par les mots). Le groupe B aura
Pour les Hindous, leurs eaux ont des vertus purificatrices. probablement besoin de visionner la vidéo trois ou quatre
Dans de nombreuses villes, des ghats (de grands escaliers fois et ce mode de travail permettra à chacun de travailler
aménagés sur les berges de ces rivières) permettent aux à son rythme.
croyants de se rendre dans l’eau afin d’y faire des ablutions.
Groups A & B
Question b
Pédagogie Former des binômes (un élève du groupe A avec un élève
différenciée du groupe B). Demander à chaque élève de présenter, tour
Les deux activités proposées sont complémentaires, mais à tour, ce qu’il a compris (voir question a). Puis pour aller
de niveaux différents. Diviser la classe en deux en fonction plus loin, leur demander d’insister sur la manière dont la
du profil des élèves et former le goupe A en priorité avec les ville est présentée.
élèves en grande difficulté afin que leurs prises de parole ne
Grammar
La rubrique Grammar peut être abordée en amont des here the West
W
questions a et b, puisque les élèves pourront utiliser le meets Indian spirituality 50 min
présent be + V-ing. Faire référence à la page 224 Grammar
& sounds ou au Précis grammatical (fiche « Le présent Question a ANTlClPATE
be + V-ing » p. 237). Projeter d’abord l’image sans la légende, afin que les élèves
utilisent ce qu’ils voient pour émettre des hypothèses.
CORRIGÉ Montrer ensuite la légende pour les confirmer.
Listen! The monks are praying the sunrise prayer.
PRODUCTION POSSIBLE
SCRIPT VIDÉO
Vidéo 43 a. Rishikesh is a city located in India, on the banks of the
Durée : 02:40
Ganges. So, it must be a holy place. As we can see a
Narrator: The word “Kashi” originated from lot of people doing the same moves together, we can
the word “Kash”: to shine. Legend has it that deduce that an ashram is a place where people practise
this was the original ground on which Shiva and yoga or meditation.
Parvati stood at the beginning of time. Strange
how gods became human when they came to Question b
this city. As if the city itself was an extension Faire lire aux élèves l’article une première fois. Puis leur
of their holiness. A place where gods and
demander de revenir sur les trois premiers paragraphes,
goddesses took mortal forms, a place that
page 220 (ll. 1 à 18).
had stories older than fiction.
When you look around and you’re seeing all the PRODUCTION POSSIBLE
men kneeling before the Ganga, you know that
you have become a part of history. This man has b. When the Beatles went to India in 1968, they stayed
been here since the beginning of time. He was at an ashram located in Rishikesh. They spent weeks
here when Tulsidas was writing his verses. there and wrote new songs. So, maybe they wanted to
He was here when Vyasa was singing his go there to find inspiration. Besides the author explains
Mahabharata. He has been here since the World that George Harrison was fond of meditation and that
Wars. He was here when Varanasi was built, the Beatles needed to be far from the UK where they
and he will be here till the apocalypse. This were so famous that they probably could not be in the
is Banaras, a place where eternity stands still street or a public place without being rushed at by
while time moves on. crazy fans.
As time passes, the ghats become even more
crowded. Everyone has business at the ghats.
You don’t just visit Banaras; you breathe Banaras
through the hearts of its people. Ordinary people EN SAVOIR
living history in their own present time. Le Maharishi Mahesh Yogi avait pour mission de parcourir
le monde et d’enseigner la médiation au plus grand
nombre lorsqu’il rencontra les Beatles à Londres en 1967.
Le groupe se rendit en Inde de février à avril 1968 afin d’y
suivre son enseignement. Bien d’autres célébrités ont fait
EN SAVOIR de même, parmi lesquelles les Doors, Stevie Wonder ou
Les divinités hindoues, telles que le mythique couple Parvati Clint Eastwood.
et Shiva, sont nombreuses et sont célébrées dans des
poèmes et des récits depuis des centaines, voire des milliers
d’années. Le plus connu est sans nul doute le Mahabharata, Question c
épopée de la mythologie hindoue qui compte près de 82 000 Demander aux élèves de faire un tableau en trois colonnes
strophes. Ce livre sacré, grand poème épique, raconte les avec les entrées suivantes : In 1968 (lorsque les Beatles y
guerres et les amours des dieux hindous qui se seraient étaient), from 1968 to 2015, since 2015. Ils pourront ainsi
déroulés aux environs de la fin du premier millénaire avant
classer les informations qu’ils trouvent sur ce lieu.
JC. Ce texte fondateur est toujours étudié et est une source
d’inspiration inépuisable pour l’art indien, en particulier le
théâtre et le cinéma.
PRODUCTION POSSIBLE
d. This picture shows a mural that represents the
Beatles. It was made in Rishikesh, at the ashram
EN SAVOIR
where the famous English band went in 1968. En Inde, le niveau de pollution est tel qu’il n’est pas rare que
The way they look (especially the two members des villes comme Delhi ou Jaipur soient noyées dans un
on the right) with their long hair shows that their
brouillard quasi permanent à certaines périodes de l’année.
Les conséquences sur la population sont désastreuses et
appearance had changed and that they must have
l’on estime que le nombre de décès par an dû à la pollution
been influenced by the spirituality of that place.
a presque doublé depuis 1990. En 2019, 7 des 10 villes les
Besides, the fact they are represented on that
plus polluées au monde se situaient en Inde.
wall shows that they too had an influence on the
ashram as the presence of the most famous band
in the world certainly was a big event for Rishikesh Question a ANTlClPATE
at the time. Demander aux élèves d’ouvrir le manuel p. 222 et leur
laisser quelques minutes, afin qu’ils prennent connaissance
Question e Prepare
for the task de l’ensemble des informations du document. Les élèves
prendront des notes afin de préparer leur prise de parole.
Cette question permettra aux élèves de prendre du recul
Demander à chaque élève de dire à son voisin quelle est sa
et d’exercer leur esprit critique : ces touristes ont-ils tous
réponse et justifier son choix.
l’hindouisme pour religion ? Si ce n’est pas le cas, pourquoi
Rishikesh et le Gange sont-ils des symboles pour eux ?
PRODUCTION POSSIBLE
PRODUCTION POSSIBLE a. The main source of pollution is waste water coming from
the sewage system. Most of this water is not treated.
e. This place is certainly more a place for tourists than for
But the Ganges is also polluted by industries and
the people who really believe that the Ganges river is a
tanneries. I think that the biggest problems pollution
deity.
provokes are health problems as people’s unhealthy
Yoga centres and souvenir shops open to please living conditions kill a lot of young children and adults.
tourists: “yoga institutes have mushroomed along the
Ganges” (ll. 51-52); “a gluten-free cafe devoted to the Question b
Beatles’ music” (l. 56).
Les élèves pourront de nouveau préparer leur prise de parole
Most of them probably chose to go there because they
are attracted by the celebrity of the place and because
en prenant quelques notes sans toutefois écrire de phrases
they know the Ganges is a sacred river for Hindus. So, complètes. S’ils sont suffisamment à l’aise, on peut leur
they must be attracted by what they think India is donner les questions a et b en même temps et leur demander
and not necessarily by what this country and its d’échanger avec leur voisin sans prendre de notes.
culture really are. For example, “yoga programmes
have been gradually diluted to meet the expectations PRODUCTION POSSIBLE
of foreigners looking for a quick cosmic fix” (ll. 64-66), b. They really need to be able to clean the water so they
which means that tourists don’t seek to deepen their should definitely build water treatment plants. Besides,
knowledge of Indian culture. raw sewage should not be poured directly into the
Ganges.
PRODUCTION POSSIBLE
What the Ganges represents for Indian people is
definitely a good illustration of the topic “Territory
and memory”. Indeed, this river enables half a billion
people to live as they need its water to cultivate their
lands or to use its hydroelectric power. So, the Ganges
River is vital for the people of Northern India and
Bangladesh.
In addition to that, we know that the Ganges is much
more than a river for Hindus, it is a deity. Mother Ganga
is a goddess they think is able to protect and purify them.
We saw that religion plays a very important role in
people’s lives there and a man explained Ganges had
been there since the dawn of time. Hundreds of millions
of people have bathed in it, some have worked on the
Ganges’ ghats, many of them have prayed, meditated,
practised yoga. She is like a mother who has been able to
watch and take care of all these people.
But if your blood is contaminated, how can you survive?
This word could also illustrate the fact that people are
in danger, their lives, their memories, their culture are
endangered by the high level of pollution of the Ganges’
waters. So, if they want to survive, they definitely have
to clean it!
Let’s play!
À l’issue de cette séquence, le professeur pourra créer
une série de flashcards sur le site https://quizlet.com/fr-fr
(lien disponible en mai 2020). Il pourra, par exemple, leur
demander de créer des questions sur un des aspects
culturels traités dans la séquence ou un aspect en lien
direct avec le thème, par exemple :
What do Hindus call the Ganges river?
How long is the Ganges river? 1800 km? 2600 km?
3500 km?
Grammar
CORRIGÉS ET PRODUCTIONS POSSIBLES
Le présent en be + V-ing be + V-ing – Précis grammatical
p. 237
1. Hi Lucy! How are you doing? It’s been two weeks
already since I arrived in Varanasi. The ashram is
fabulous, and I have met very nice people here. A lot
of Hindus are bathing in the Ganges. They are praying
to mother Ganga because they say she can purify their
souls and at night they are lighting candles down the
ghats, which looks fantastic.
As for me I am meditating and doing yoga, which
I really enjoy. Many tourists are walking down the
streets of this city to discover its amazing palaces.
Tonight, we are eating Tandoori chicken in a small
restaurant by the river. I am looking forward to it!
Durée
ÉPREUVE ÉCRITE 1 heure 30 NOM :
PRÉNOM :
L’ensemble de l’épreuve écrite porte sur l’axe 8 du programme : CLASSE :
Territory and memory. DATE : / /
Elle s’organise en deux parties :
1. compréhension de l’oral et compréhension de l’écrit ;
2. expression écrite.
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de l’intégralité du dossier.
Vous allez écouter trois fois le document audio de la partie 1 (compréhension de l’oral).
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant et entre les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps comme vous le souhaitez pour :
• rendre compte du document oral en français ;
• traiter le sujet de compréhension de l’écrit en anglais ;
• traiter le sujet d’expression écrite en anglais.
Note
COMPRÉHENSION DE L’ORAL sur 5 points
Titre du document :
Welcome to the Kumbh Mela,
the world’s largest gathering of humans
NPR (2019)
Ganges: The holy men fasting to death keep a river alive DATE : / /
Over the past two decades, holy men in India have 40 the Himalayas to the Bay of Bengal. Concerns over
gone on dozens of fasts demanding governments the declining water levels and waning health of the
honour their promise to revive the polluted Ganges, 2,500km (1,553-mile)-long river, which supports
a river revered by Hindus. The recent death of one of a quarter of India’s 1.3 billion people, have been
5 the most prominent hunger strikers made headlines. mounting for years.
In a quiet ashram near the pilgrim town of Haridwar, 45 Hindus revere the river as a god and believe that
a young seer says he would die to save the Ganges. bathing in her waters can wash away a person’s sins.
Atmabodhanand is on the 40th day of a fast begun But the Ganges has been choked by more than 1,000
after the ashram’s most prominent resident starved irrigation dams, the water table in its basin shrunk by
10 himself to death two months ago. reckless extraction of groundwater and its own water
The 26-year-old computer science dropout from 50 poisoned by toxic industrial effluent and household
Kerala state spends his days lying under a blanket sewage. The river in Haridwar itself caught fire in
on a bed beneath a mango tree. When night falls 1984 when someone put a lit match on the water.
and the air gets chillier, he moves inside the spartan “Indians are killing the Ganges with pollution and the
15 quarters and sleeps. polluted Ganges, in turn, is killing Indians,” says Victor
55 Mallet, author of “River of Life, River of Death”, a new
“I am ready to die,” he told me. “Our ashram has a
book on the river.
history of sacrifice.”
“We will die for the river. If the government wants
Matri Sadan is a leafy, three-acre ashram that sits
blood, we will give them blood,” says Swami
on the edge of the river. Atmabodhanand stopped
Shivanand, the 72-year-old head of the ashram, who
20 taking food on 24 October and now survives on
60 has also fasted in the past.
water, salt and honey—his is the 60th such fast by
residents since it was founded in 1997. Hunger as a form of political protest is not new to
India—Gandhi is arguably the most famous hunger
Using a mix of folksy activism and hunger strikes,
striker in history, having resorted to more than a
residents have put pressure on successive governments
dozen fasts, the longest one lasting 21 days.
25 to scrap big dams, ban sand mining, clean up the river
and pass laws to protect it. Many governments have 65 But what makes the fasts at the ashram in Haridwar
acceded to their demands in the past. stand out are their frequency. “Hunger strikers
believe that the voice of hunger has a power
A 39-year-old local seer and ashram resident, Sant
disproportionate to its source,” says Prof Sharman
Gopal Das, is currently being force-fed in hospital to
Apt Russell. “Hunger can strengthen the weak,
30 keep him alive.
70 inspire the timid, bully the powerful.”
But it was the death in October of GD Agarwal, an
Himanshu Thakkar, a water expert with the advocacy
86-year-old former environmental engineer, that
group South Asian Network on Dams, says the
grabbed international headlines. Agarwal, also known
hunger strikes by the seers at Matri Sadan have
as Swami Gyan Swaroop Sanand, died after fasting
had “some impact” all right. Sand mining on the
35 for 111 days at the ashram.
75 river has been stopped from time to time, and stone
Before his death he wrote three letters to Prime crushing factories removed from near the river. “But
Minister Narendra Modi with his demands. He didn’t my impression is fasting must be a part of a larger
receive an answer. strategy in which people from different sections of
The longest Indian river, the Ganges flows from society must be mobilised.”
Sujet A
You work for a travel magazine. Write an article to convince people to visit Varanasi.
Sujet B
You have just spent a day in Varanasi. Write about what you saw and how you felt in your diary.
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Which document illustrates better the topic “Territory and memory”?
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
entre vous durera également un maximum de cinq minutes.
DOCUMENT
Poor Hindu pilgrims stand at their campsite at the ritual bathing site at Sangam,
Û
DOCUMENT
ÉPREUVE ORALE
Document A
I think that Document A is a very good illustration of the
topic “Territory and memory”. It shows pilgrims who are
participating in a festival in Allahabad, a very big Indian
city through which the Ganges River runs. These people
are Hindus and the name of the festival is Ardh Kumbh
Mela. Perhaps it takes place every year.
The people we see certainly live in the same country
and share the same religious beliefs. But as Hinduism is
the main religion in India, not only in the north of the
country, some of them might not live near Allahabad at all
and they may have travelled for days to take part in the
festival. As we can see, they are not rich at all therefore
going to Allahabad must be some kind of sacrifice for
them. So it shows how important these celebrations are
for Hindus.
The pilgrims must have been taught about Hinduism by
their parents and grandparents and they are probably
transmitting the same values to their children, which
illustrates the idea of memory perfectly well.
The caption says that they are at a ritual bathing site,
which shows that it is a religious tradition. They must
believe that the waters can purify their bodies and their
souls. In spite of their being really poor, they may believe
that the gods they worship can make their present lives
or their future lives better. So it is not only about the
past and the present but also about the future, as Hindus
believe in reincarnation.
Document B
I think that Document B is a very good illustration of the
topic “Territory and memory“, because, first of all, we
can see the words memories and age-long culture and,
in addition, the quote is about the Ganges River, so a
specific territory in India. So I would like to explain what
the quote means and what it shows about the memories
of the people who live in Northern India.
POINTS
POINTS
POINTS
SCORE
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DU CONTEXTE OU DE LA IDENTIFICATION DES STRATÉGIES
SITUATION D’ÉNONCIATION DES RÉSEAUX DE SENS DE COMMUNICATION
C1 Peut identifier les détails 30 Peut identifier et analyser la 30 Peut identifier l’articulation 30
fins ou l’implicite tout en logique interne d’un document de documents.
les replaçant dans le contexte. ou dossier en distinguant le cas Peut identifier la tonalité
échéant ce qui est de l’ordre d’un propos : ironie, humour,
de la digression. stratégies interpersonnelles, etc.
B2 Peut identifier la richesse 20 Peut identifier la cohérence 20 Peut repérer une intention 20
d’un contexte ou d’une situation globale d’un document ou en distinguant l’expression
d’énonciation, y compris en dossier : identifier les principales d’un point de vue de l’exposé
relevant le cas échéant des raisons pour ou contre une idée ; de faits.
éléments implicites. reconstituer une chronologie Peut identifier des éléments
d’événements dans un récit ; implicites de l’articulation
repérer des sauts ou retours entre des documents.
en arrière, etc.
B1 Peut relever des informations 10 Peut relever l’essentiel des 10 Peut identifier l’expression 10
détaillées sur le contexte éléments porteurs de sens de points de vue, souhaits
(objet, enjeux, perspective d’un document ou dossier : et/ou perspectives.
narrative, expériences relatées, reconstituer le plan général d’un Peut identifier la nature
etc.) et établir des liens texte ; suivre les points principaux de l’articulation entre les
entre elles. d’une discussion, d’un reportage ; documents (lien chronologique,
identifier des liens de causalité illustratif, d’opposition, etc.)
simples, etc.
A2 Peut relever des informations 5 Peut comprendre globalement 5 Peut identifier la nature du 5
explicites sur le contexte un document ou dossier : (ou des) documents et la mettre
(thème, lieux, personnes, identifier le sujet principal, en lien avec quelques éléments
événements, etc.). regrouper des termes d’un du contenu.
même champ lexical.
A1 ut relever des informations 3 Peut construire une amorce 3 Peut relever quelques données 3
isolées simples et les articuler de compréhension en relevant ou caractéristiques évidentes
en partie les unes aux autres. des mots ou expressions. d’un document (dates, titres,
paragraphes, bande son, etc.).
Pré Peut relever quelques 1 Peut relever des mots 1 Peut relever quelques 1
-A1 données. transparents. informations isolées simples.
Nº 1 CO 0 1-5 / pré-A1 6-9 / A1 10-12 / A1+ 13-15 / A2 16-22 / A2+ 23-29 / B1- 30+ / B1
LVA Nº 2 CE 0 1-5 / pré-A1 6-13 / A1 14-17 / A2 18-22 / A2+ 23-29 / B1- 30-49 / B1 50+ / B1-B2
Nº 3 CO/CE 0 1-11 / A1 12-15 / A2 16-20 / A2+ 21-29 / B1- 30-39 / B1 40-59 / B1+ 60+ / B2
Note sur 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Nº 1 CO 0 1-5 / pré-A1 6-9 / A1 10-12 / A1+ 13-15 / A2- 16-19 / A2 20-24 / A2+ 25+ / A2-B1
LVB Nº 2 CE 0 1-5 / pré-A1 6-9 / A1 10-12 / A1+ 13-15 / A2- 16-19 / A2 20-24 / A2+ 25+ / A2-B1
Nº 3 CO/CE 0 1-5 / pré-A1 6-9 / A1 10-12 / A1+ 13-15 / A2- 16-22 / A2+ 23-29 / B1- 30+ / B1
POINTS
POINTS
POINTS
POINTS
SCORE
SCORE
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QUALITÉ LA CONSTRUCTION CORRECTION DE RICHESSE
DU CONTENU DU DISCOURS LA LANGUE ÉCRITE DE LA LANGUE
C1 Peut traiter le sujet et 30 Peut produire un récit 30 Peut maintenir 30 Peut employer de 30
produire un écrit fluide ou une argumentation tout au long de sa manière pertinente
et convaincant, étayé complexe en rédaction un bon un vaste répertoire
par des éléments (inter) démontrant un usage degré de correction lexical incluant
culturels pertinents. maîtrisé de moyens grammaticale, y des expressions
linguistiques de compris en mobilisant idiomatiques, des
structuration. des structures nuances de formulation
complexes. et des structures variées.
B2 Peut traiter le sujet et 20 Peut produire un récit 20 Peut démontrer une 20 Peut produire un texte 20
produire un écrit clair, ou une argumentation bonne maîtrise des dont l’étendue du
détaillé et globalement en indiquant la relation structures simples et lexique et des structures
efficace, y compris entre les faits et les courantes. Les erreurs sont suffisantes pour
en prenant appui sur idées dans un texte sur les structures permettre précision
certains éléments bien structuré. complexes ne et variété des
(inter)culturels donnent pas lieu à des formulations.
pertinents. malentendus.
B1 Peut traiter le sujet 10 Peut rendre compte 10 Peut démontrer un 10 Peut produire un texte 10
et produire un d’expériences bonne maîtrise des dont l’étendue lexicale
écrit intelligible en décrivant ses structures simples et relative nécessite
et relativement sentiments et réactions. courantes. Les erreurs l’usage de périphrases
développé, y compris Peut exposer et sur les structures et de répétitions.
en faisant référence illustrer un point de simples ne gênent
à quelques éléments vue. Peut raconter une pas la lecture.
(inter)culturels. histoire de manière
cohérente.
A2 Peut traiter le sujet, 5 Peut exposer une 5 Peut produire un 5 Peut produire un texte 5
même si la production expérience ou un point texte immédiatement dont les mots sont
est courte. de vue en utilisant compréhensible adaptés à l’intention
des connecteurs malgré des erreurs de communication,
élémentaires. fréquentes. en dépit d’un répertoire
lexical limité.
A1 Peut simplement 3 Peut énumérer des 3 Peut produire un 3 Peut produire un texte 3
amorcer une informations sur texte globalement intelligible malgré un
production écrite soi-même ou les autres. compréhensible mais lexique pauvre.
en lien avec le sujet. dont la lecture est
peu aisée.
Pré Peut rassembler 1 Peut rassembler des 1 Peut produire un écrit 1 Peut produire quelques 1
-A1 des mots isolés en notes non articulées. mais peu intelligible. éléments stéréotypés.
lien avec le sujet.
Nº 1 EE 0 1-4 / pré-A1 5-12 / A1 13-18 / A1+ 19-22 / A2 23-31 / A2+ 32-39 / B1- 40+ / B1
LVA Nº 2 EE 0 1-12 / A1 13-17 / A1+ 18-20 / A2 21-25 / A2+ 26-39 / B1- 40-59 / B1 60+ / B1-B2
Nº 3 EE 0 1-12 / A1 13-20 / A2 21-29 / A2+ 30-39 / B1- 40-59 / B1 60-79 / B1+ 80+ / B2
Note sur 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Nº 1 EE 0 1-4 / pré-A1 5-12 / A1 13-16 / A1+ 17-19 / A2- 20-29 / A2 30-34 / A2+ 35+ / A2-B1
LVB Nº 2 EE 0 1-4 / pré-A1 5-12 / A1 13-16 / A1+ 17-19 / A2- 20-29 / A2 30-34 / A2+ 35+ / A2-B1
Nº 3 EE 0 1-4 / pré-A1 5-12 / A1 13-16 / A1+ 19-22 / A2 23-31 / A2+ 32-39 / B1- 40+ / B1
POINTS
POINTS
POINTS
POINTS
SCORE
SCORE
SCORE
SCORE
EXPRESSION INTERACTION CORRECTION DE RICHESSE
ORALE EN CONTINU ORALE LA LANGUE ORALE DE LA LANGUE
C1 Peut développer 30 Peut interagir avec 30 Peut utiliser avec une 30 Peut employer de 30
une argumentation aisance et contribuer assez bonne maîtrise manière pertinente
complexe, fondée sur habilement à la tout l’éventail des un vaste répertoire
des références (inter) construction de traits phonologiques lexical incluant
culturelles, de manière l’échange, y compris de la langue cible, des expressions
synthétique et fluide en exploitant des de façon à être toujours idiomatiques, des
tout en s’assurant de références (inter) intelligible. Les rares nuances de formulation
sa bonne réception. culturelles. erreurs de langue et des structures
ne donnent pas lieu variées.
à malentendu.
B2 Peut développer un 20 Peut argumenter et 20 La prononciation et 20 Peut produire un 20
point de vue pertinent chercher à convaincre. l’accentuation peuvent discours et des énoncés
et étayé, y compris Peut réagir avec subir l’influence d’autres assez fluides dont
par des reformulations pertinence et relancer langues mais l’impact l’étendue du lexique
qui ne rompent pas le la discussion, y compris sur la compréhension est suffisante pour
fil du discours. Peut pour amener l’échange est négligeable. permettre précision
nuancer un propos sur un terrain familier Les erreurs de langue et variété des
en s’appuyant sur ou sur celui d’aspects ne donnent pas lieu formulations.
des références (inter) (inter)culturels. à malentendu.
culturelles.
B1 Peut exposer un point 10 Peut engager, 10 Peut s’exprimer en 10 Peut produire un 10
de vue de manière soutenir et clore général de manière discours et des énoncés
simple en l’illustrant une conversation intelligible malgré dont l’étendue lexicale
par des exemples simple sur des l’influence d’autres relative nécessite
et des références sujets familiers. langues. Bonne l’usage de périphrases
(inter)culturelles. Le Peut faire référence maîtrise des structures et répétitions.
discours est structuré à des aspects simples.
(relations de causalité, (inter)culturels.
comparaisons, etc.).
A2 Peut exprimer un avis 5 Peut répondre 5 Peut s’exprimer de 5 Peut produire un 5
en termes simples. et réagir de manière manière suffisamment discours et des énoncés
Le discours est bref simple. claire pour être dont les mots sont
et les éléments en sont compris mais la adaptés à l’intention
juxtaposés. compréhension de communication,
requiert un effort en dépit d’un répertoire
des interlocuteurs. lexical limité.
A1 Peut exprimer un avis 3 Peut intervenir 3 Peut s’exprimer de 3 Peut produire des 3
en termes très simples. simplement mais façon globalement énoncés globalement
Les énoncés sont la communication compréhensible intelligibles malgré
ponctués de pauses, repose sur la répétition en utilisant un un lexique pauvre.
d’hésitations et de faux et la reformulation. répertoire très limité
démarrages. d’expressions et
de mots mémorisés.
Pré Peut amorcer un 1 Peut répondre à des 1 Peut prononcer 1 Peut produire quelques 1
-A1 propos avec quelques questions très simples correctement quelques éléments stéréotypés.
mots mémorisés. et ritualisées. mots simples.
LVA Nº 3 EO/IO 0 1-12 / A1 13-20 / A2 21-29 / A2+ 30-39 / B1- 40-59 / B1 60-79 / B1+ 80+ / B2
Note sur 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
LVB Nº 3 EO/IO 0 1-4 / pré-A1 5-12 / A1 13-18 / A1+ 19-22 / A2 23-31 / A2+ 32-39 / B1- 40+ / B1
Crédits photos/illustrations
Couverture Joel Carillet/iStock, imago images / Pacific Press Agency, NEW LINE CINEMA/THE SAUL ZAENTZ COMPANY/WINGNUT FILMS / VINET, PIERRE / Album, Monkey Business/Adobe-
Stock, imago images / Future Image, Sony Pictures Entertainment/Heyday Films/Visiona Romantica/Album, OlegAlbinsky/iStock, © David Bailey/Dreamstime, Photoservice/iStock, © Michaelting/
Dreamstime, © William Barton/Dreamstime, U1 Spencer Platt/Getty Images, WARNER BROS. / Album, U2 HBO FILMS / Album, U3 BBC ONE / Album, U4 Andy Lyons/GettyImages, U5 “… and the
people vote for Nelson Mandela” (1981) © Medu Art Ensemble, Jeff J Mitchell/GettyImages, U7 BBC / BBDO (DR), U8 ClassVR / Avantis Systems, Nick Shepherd, U9 PURPLE MARBLES YORK 1 /
Alamy Stock Photo, U11 Penguin Random House LLC, U12 PHOENIX Medical Exoskeleton | suitX, U13 Amy Bracks, VEIL, 2015, U14 Frazer Harrison/GettyImages, Thearon W. Henderson/GettyIm-
ages, U16 jcc55883 (DR), U17 Cheryl Gerber photograph, EMMANUEL DUNAND / AFP, U18 Mario Tama/GettyImages.
Crédits textes
U1 Vincent J. Cannato, U2 Norman Berdichevsky PhD., U3 public domain, U4 Copyright Guardian News & Media Ltd 2020, U5 Copyrighted 2015. Refinery 29. 2151361:0620DD, U6 Copyright Guard-
ian News & Media Ltd 2020, U7 Copyright Guardian News & Media Ltd 2020, U8 From The Washington Post. © [2019] The Washington Post. All rights reserved. Used under license, U9 © 2014
GAMERHUB CONTENT NETWORK. ALL RIGHTS RESERVED. DISTRIBUTED BY TRIBUNE CONTENT AGENCY, LLC, U10 From The Washington Post. © [1998] The Washington Post. All rights
reserved. Used under license, U11 © 1982 by Graeme Gibson, U12 Sigal Samuel pour Vox.com, Vox Media LLC, U13 University of Melbourne - Creative Commons Attribution-No Derivatives 3.0
Australia (CC BY-ND 3.0 AU), U14 Copyright Guardian News & Media Ltd 2020, U15 From HuffPost UK. © [2018] Oath Inc.. All rights reserved. Used under license., U16 Reprinted by permission of
the author, from LOST KINGDOM: Hawaii’s Last Queen, the Sugar Kings and America’s First Imperial Adventure. © 2012 by Julia Flynn Siler, U17 From 1 DEAD IN ATTIC: After Katrina by Chris Rose.
Copyright © 2005, 2007 by the Times-Picayune Publishing Corp. Reprinted with the permission of Simon & Schuster, Inc. All rights reserved., U18 © BBC Studios Distribution Ltd.
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ANGLAIS
PROGRAMMES
2019
T
LE
DL: B 12403-2020
ISBN: 978-2-35685-643-2
www.emdl.fr/anglais